七年级英语新目标下全册教案

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1、Unitl Where is your pen pal from?Topic:C ountries,nationalities,and languagesFunctions:Talk about countries,nationalities and languagesAsk and tell about where people liveStructure:Wheres/Wherere.from?Where does/do.from?What questions What language does/do.speak?Target language:Where is she from?She

2、 is from.Where does she live?She lives in.What language does she speak?She speaks.Vocabulary:words about countries,languagesTeaching design:The whole unit needs 5 periods,4 for new lessons and 1 fortestPeriod 1 (1 a-G ram m ar Focus)Key points:Where is your/Johns pen pal from?He/She is from.Where do

3、es he/she live?He/She lives in.(Homework for preview)Re-task：Let the Ss give themselves pen pals and they should writedown their pen pals information,such as their names,countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives thedifferent countries

4、which can be used by the Ss.T gives theSs C hinese words for the countries,they are following:力 口拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国(The Ss can look them up in the dictionary if they are newfor them)The example is following:Name:C urry MurayAge:75From(Nationality):the United StatesC ity:New YorkLanguage:Engl

5、ishTeaching Steps:Key points:Where is your/Johns pen pal from?He/She is from.Where does he/she live?He/She lives in.(Homework for preview)Pre-t a S k:Let the Ss give themselves pen pals and they should writedown their pen pals information,such as their names,countries and cities they live even the l

6、anguage they speakT can give the Ss an example meanwhile T gives thedifferent countries which can be used by the Ss.T gives theSs C hinese words for the countries,they are following:力 口拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国(The Ss can look them up in the dictionary if they are newfor them)The example is followi

7、ng:Name:C urry MurayAge:75From(Nationality):the United StatesC ity:New YorkLanguage:EnglishTeaching Steps:Step 1 Leading-inThe information of the teachers own penpals information.I have a pen pal.His name is C urry Muray.He is from theUnited States.Do you have a pen pal?Where is your pen palfrom?Wha

8、ts your pen pals name?Different students say the information about their own penpals.T should choose the different countries.T writes thedifferent countries on the Bb(both C hinese and English)Step 2 LearningSection A la Learn the new words on the Bb.The newwords are:pen pal;C anada;France;Japan;the

9、 United States(the US/theUSA/America);Australia;Singapore;the UnitedKingdom(the U.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listeninglb Listen and circle the countries in la they learnedStep 4 CompetitionTwo groups of students to write the new words to see wh

10、ichgroup does better.First write down the C hinese words withlooking at the English meanings,then write down theEnglish words with looking at the C hinese meanings.(This step is a memory game.It can help the Ss consolidatethe new words they learned)Step 5 Pairwork1c Practise the following conversati

11、on:-Do you have a pen pal?一Yes,I do.-Wheres your pen pals from?He/She isfrom.(Write it down on the Bb)First T has a conversation with one student as an examplethen let the Ss practise in pairs.At last let several pairs do itagain in class.Step 6 Leading-inRevise the countries names with looking at t

12、he Bb.Then Twrites down the city names on the Bb.Let the Ss try to findout which countries the cities are in.The city names arefollowing:Toronto;Paris;Tokyo;New York;Sydney;Singapore;London;Step 7 Learning2a Learn the city names together with the whole class justlike Step 22b Listen and circle the c

13、ities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words inthis part.Step 8 PairworkT has a conversation with one student like the following:-Do you have a pen pal?-Yes,I do.-Whats your pen pals name?-His/Her name is.-Where is your pen pal from?-He/S

14、he is from.一Where does he/she live?He/She lives in.(Write itdown on the Bb)Let the Ss practise after the Ts example in pairs then severalpairs do it in class.Step 9 ExerciseMy pen pal is from Australia.(划线提问)Johns pen pal is from Japan.（划线提问）He lives in Paris.（划线提问）Homework:Read and copy the new wor

15、ds.C opy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal?Where is Jodies pen pal from?Where does he/she live?Whats his/her name?（This one canbe chosen by themselves）森:修球U nit 2 W heres the post o ffice?Language goalThis unit students

16、learn to ask for and give directions（方向）on the street.hfew languageIs there a bank near here?Yes,theres a bank on C enterStreet,Wheres the supermarket?Its next to the library.Isthere a pay phone in the neighbhood?Yes,its on BridgeStreet on the right.locations in the neighborhood such as post office,

17、hotel,video arcade.Descriptive words such as new,old,dirty,clean.Descriptions of location such as across from,nextto,BetweenFtecycled languageWhat are you doing?Do you want to.?Section AAsk two rows of three students each to stand facing eachother in the front of the classroom.Point to students stan

18、dingin front and ask the class to repeat the questions andanswers.Example 1Teacher:WheresYang Li?(Point to two students standingbeside each other.)Yang Li is next to Li Peng.Example 2Teacher:Wheres Zheng Wen?(Point to two students indifferent lines facing each other.)Zheng Wen is across fromSheng Li

19、n.Example 3Teacher:Wheres Lin Jiahui?(Point to one student standingbetween two other students.)Lin Jiahui is between ShengLin and Li Dai.la This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name asmany of the places they see in the picture as they can.Thennam

20、e all the places and ask students to repeat.Point out the numbered list of words.Say each one andask students to repeat.Then ask students to match each word or phrase on thelist with one of the pictures.Say,Write the letter of eachplace in the picture next to the correct word or words on thelist.Poi

21、nt out the sample answer f.C heck the answers.lb This activity gives students practice listening to andunderstanding the target language.Point out the buildings and other locations in the picture.Say the name of each one to the class.Say,Now I will play recordings of three conversations.Listen caref

22、ully and circle the picture of each place youhear on the tape.Play the recording the first time.Students only listen.Play the recording a second time.This tine ask students tolisten and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade,post offic

23、e,supermarket.Tapescript（录音稿）C onvemation 1A:Is there a video arcade on Fifth Avenue?B:Yes,there is.C onversation 2A:Is there a post office near here?B:Yes,there is.Theres one on Bridge Street.C onversation 3A:Is there a supermarket on C enter Street?B:No,there isnt.1C This activity provides guided

24、oral practice using thetarget language.Point to the different locations shown in the picture.Askdifferent students to name each one.If necessary,say thename and ask the student to repeat.Point to the question and answer In the exampleconversation and ask a pair of students to read theconversation to

25、 the class.Ask other pairs of students torepeat the activity if you wish.Ask students to work in pairs.Say,First one person asks aquestion and then the other person takes a turn.Demonstrate（示范）the activity.Point to the picture andask.Is there a post office near here?Then choose astudent to answer.Gu

26、ide the student to say,Yes,theres apost office on Bridge Street.As students work,move around the room and check“ogress（进展情况）.Help students understand how tolocate things on the map,if necessary.Ask several students to say some of their questions andanswers for the class.教学后记：麴孽方法有向题？教了这么多年的英语，总幻想有一种

27、方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。与此同时，这段时间由于我在学生每天记十个词前,先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元儿句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子

28、同样需要积累。句子背下来，在用的时候就可以举一反三,就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。让学生死记硬背是不对的，但不让学生背也是不对的。2 a This activity introduces the terms across from,next to,between,and on.Focus attention on the pictures.Ask s

29、tudents to talk aboutthe pictures,naming as many places as they can.Then nameall the places in the pictures and ask students to repeat.Point out the four sentences.Say each one and ask studentsto repeat.Then ask students to match each sentence with one of thepictures.Say,Each sentence talks about on

30、e of the pictures.Write the number of the sentence in the box on the picturethat it is talking about.Point out the sample answer 1.C heck ihc answers.2b This activity gives students practice listening to andunderstanding the target language.Point out the buildings and street names in/a.Say each onea

31、nd ask students to repeat.Call attention to the four sentences in 2b.Read them to theclass saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blankline.Point out the sample answer.Play the recor

32、ding the first time.Students only listen.Play the recording a second time.This time ask students tofill in the blanks by listening to the items on the tape.C orrect the answers.（录音稿）Conwaraation 1A:Excuse me.Is there a library around here?B:Yes.Its between the video arcade and the supermarket.Conver

33、sation 2A:Wheres the park?B:The park?Oh,its across from the bank.Conversation 3A:Excuse me.Is there a supermarket around here?B;Yes,itson Fifth Avenue.Conversation 4A:Wheres the pay phone?B:Its next to the post office.2c This activity provides guided oral practice using thetarget language.Point to t

34、he list of buildings in la.Ask a student to readthe list aloud.Point to the question and answer in the speech hubbles（泡沫）in 2c and ask a pair of students to read theconversation to the class.Ask other pairs of students torepeat the activity if you wish.Ask students to work in pairs.Say,First one per

35、son asks aquestion and then the other person takes a turn.Ask aboutthe buildings in la.Demonstrate(示 范)the activity.Point to the map andask,Wheres the park?Then choose a student toanswer.Guide the student to say,Its across from the bank.As students work,move around the room and checkprogress.(进度)Ask

36、 several students to say some of their questions andanswers for the class.Q-ammar focusReview the grammar box.Ask students to say the questionsand answers.Ask students to circle these words in the grammar focussection of their books:on,across from,next to,and between.Ask,Which words talk about two d

37、ifferent buildings?(across/row,next to,and between)Ask,Which one talksabout one building all alone!(on)Culture noteMany visitors to the United States believe that Americansdont like to answer questions or give directions（方向）totourists（旅彳亍者）and other visitors.This is not necessarilytrue.The pace of l

38、ife is fast in the United States,especially（特 别）in big cities.Most people walk quickly,talkquickly,and are in a hurry to get wherever they are going.Also,most Americans speak only one language and arentused to talking with speakers of other languages.However,when a visitor asks a question,many peopl

39、e are pleased to beable to share their knowledge of their city or theirneighborhood.A pleasant smile and a short,direct questionwill almost always get you the information you need.3a This activity provides target-oriented reading practiceusing the language items taught in this unit.Draw attention to

40、 the conversation in the box.Askstudents to read it out loud.Ask a student to point out the place that Paul wants to getto.Guide the student to point to the book and say,Heresthe hotel.Heres Bridge Street.Point to the two arrows.（箭头）Ask students to repeat leftand right.Then ask them to hold up their

41、 left hands andthen their right hands.Ask students to read the conversation again.Then askthem to find Paul and Nancy in the picture.AnswerPaul and Nancy are the two figures outside the entrance tothe park.3b This activity provides guided writing practice usingthe target language.Call attention to t

42、he three pictures.Explain that the threepairs in these pictures correspond to three pairs in thelarge picture above.Ask students to find the pairs in thebig picture.Point to the questions below each picture and ask astudent to read them aloud.Point to the three write-on lines in the speech bubbles.S

43、ay,Write the answers to the questions here.Ask students to complete the writing individually.A tl）C orrect the answers.1.Yes,there is.Go straight down New Street and turn right.Theres a pay phone on the right.2.Go straight down New Street and turn right.Turn left atBridge Street.The bank is across t

44、he street.3.Yes,there is.Turn right,then go straight down BridgeStreet.The post office is on the left.Its across from thevideo arcade,next to the super-market.4 This activity provides guided oral practice using thetarget language,Call attention to the picture in la.Ask students to name allthe buildi

45、ngs in the picture.Point out the conversation In the picture in 4.Askdifferent students to read each line.Have the students work In groups.One person chooses abuilding in the la picture but doesnt tell anyone whichbuilding it is.The others ask questions like those in theactivity 4 picture until they

46、 guess which building it is.Several students can take turns choosing the building forthe others to guess.Section Bla This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students toname the places shown in the pictures.They will probablynot include words such as

47、old,new,busy,quiet,big,small,dirty,and clean in their statements.Point to and name all the places in the pictures againwithout the describing words and have students repeat.Now point to each half of each picture and ask about thedifference between the halves.For example,you might say;This is a park.

48、Is it a clean park or a dirty park?C larify（澄清）the meaning of the words clean and dirty bypointing out details in the pictures.Point out the pairs of words or phrases.Say each one andask students to repeat,Then ask students to match each word or phrase on the listwith one of the pictures.Point out t

49、he sampl answer.C heck the answers.1 b This activity provides guided oral practice using thetarget language.Call attention to the conversation in the picture.Ask a pairof students to read it aloud.Then ask several differentstudents the same question.Ask them to tell the truth.Point out the list of p

50、hrases in la.Ask students to work inpairs They take turns asking each other questions aboutthe things on this list.Ask them to tell each other the truth.As students work together,move around the room checkingon their progress.Ask several students to present some questions andanswers to the class.2a

51、This activity gives students practice listening to andunderstanding the target language.Point out the list of places in la.Say die name of each oneto the class.Say,Now I will play a recording of a conversation.Listencarefully and circle the words in la that tell aboutMichaels street.Play the recordi

52、ng the first time.Students only listen.Play the recording a second time.This time ask students tolisten and circle the places they hear.C orrect the answers.2b This activity gives students practice listening to andunderstanding the target language.C all attention to the street map in the box.Say,Now

53、 I will play the conversation again.Listen to ifand draw the places in Michaels neighborhood on thestreet map.Play the recording.Students only listen.Demonstrate the activity by saying.What are the threeplaces on the tape?(a hotel,a supermarket,Michaelshouse).Answer any questions students may have.P

54、lay the recording again.Students draw maps ofMichaels neighborhood.Move around the room,offering assistance（提供协助）ifneeded.Have some students show their completed drawings to theclass.2c This activity provides guided oral practice using thetarget language.Say,Now lets work in pairs.The first person m

55、akes somestatements about the picture in 2b.The seconds personsays true if the statement is true and false if thestatement is false.The second person also changes eachfalse statement into a true one.Call attention to the conversation in the picture in 2c.Aska pair of students to read it aloud.Demons

56、trate（小范）the activity with a student.Have thestudent close the book.Then say one true thing and onefalse thing about the picture.Guide the student to answertrue for the true statement and to say false for the falsestatement and change it into a true one.Ask students to practice in pairs and to take

57、both roles.Move around the room helping students get started!andanswering any questions they may have.Ask several pairs of students to present some statementsand responses（回答）to the class.Ask students to correctany mistakes they hear.3a This activity provides reading practice using thetarget languag

58、e.Ask a student to read the paragraph to the class or read ityourself.Answer any questions students may have.Read the Instructions（指示）aloud.Point out the sampleof the circled description word（busy）,and make surestudents understand what they have to do.C orrect the answers.3b This activity provides g

59、uided reading and writingpractice using the target language.Point out the guide and the blank spaces in it.Read italoud saying blank each time you come to a blank line.Say,Now please write one word in each blank space in theguide.Look at the picture/or the answers.Point out thesample answer in the b

60、lank.C orrect the answers.3c This activity provides guided writing practice usingthe target language.Ask students to work on their own.Point out thedescription in 3b and say.Now write about your ownneighborhood.Use sentences like these.4 This activity provides open-ended oral practice usingthe targe

61、t language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the class.Say,Now you can talk with your partner about your ownneighborhood.Tell about the streets and buildings.Yourpartner will draw a picture of the neighborhoodDemonstrate the activity wi

62、th a student.Have him or hermake some statements and draw on the board what youhear.For example,you might draw a small supermarketacross from a post office.As students work,move around the room offeringassistance and answering questions.Ask some students to share（参与）the completed drawingsand to make

63、 some statements to accompany（陪伴）them.Self check1 This activity provides a comprehensive review of allkey vocabulary presented in this unit.Ask students to check all the words they know.You maywish to have them circle any words that they dont know.Ask students to find out the meanings of any words t

64、heydont know.They can do this by reviewing the unit.askingyou,asking their classmates or using a learners dictionaryor bilingual dictionary.2 This activity helps build vocabulary by providing aspecific time and place for students to record new words.Ask students to enter five new words in theirVbcab

65、-builder on page 108.After students have recorded their new words,ask them toshare their lists with other students.This can be done withthe whole class or informally,in pairs or small groups.3 This activity provides reading practice focusing on thegrammatical structures used to ask and say where thi

66、ngs are.Ask students to read the letter and draw the route on themap.Answer any questions students may have.C heck the answers.(You may want to draw a simple copyof the map on the board,and then have one student comeand draw the route on it.)教学后记：培养学生的自信心和兴趣是最重要的培养学生的自信心和兴趣是最重要的吗？我一开始也对于这个结论也不以为然的。其次并这不是一个什么新的理论，而是是一个老掉牙的论调。但有两件事使我对这句话有了更深刻的理解O第一件事是在教育科学频道Unit 3:Why do you like koalas?Language goalsIn this unit students learn to describe animals and expresspreferences and give reasons,ltew langu