人教版七年級英語下冊全冊教案

1、人教版七年級英語下冊全冊教案Unit1 Where is your pen pal from? Topic: Countries, nationalities, and languagesFunctions: Talk about countries, nationalities and languages Ask and tell about where people liveStructure: Where's/Where're .from?Where does/do .from?What questions-What language does/do .speak?Tar

2、get language: Where is she from? She 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 for testPeriod 1 ( 1a-Grammar Focus )Key points: Where is your/

3、John's pen pal from? He/She is from. Where does he/she live? He/She lives in.(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.T can give

4、the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法國，日本，美國，澳大利亞，新加坡，英國，中國( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge:

5、75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points: Where is your/John's pen pal from? He/She is from.Where does he/she live? He/She lives in.(Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals&

6、#39; information, such as their names, countries and cities they live even the language they speakT can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法國，日本，美國，澳大利亞，新加坡，英國，中國( The S

7、s can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps: Step 1 Leading-inThe information of the teacher's own pen pal's information."I have a pen pal

8、. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(bo

9、th Chinese and English) Step 2 Learning Section A 1a Learn the new words on the Bb. The new words are:pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England) Pay attention to the pronuciation of the new words

10、.Step 3 Listening 1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chines

11、e meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5 Pairwork1c Practise the following conversation:-Do you have a pen pal? -Yes, I do.-Where's your pen pal's from? -He/She is from .(Write it down on the Bb)First T has a conversation with o

12、ne student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.Step 6 Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are

13、 following:Toronto; Paris; Tokyo; New York; Sydney; Singapore; London; Step 7 Learning2a Learn the city names together with the whole class just like Step 2 2b Listen and circle the cities and countries 2c Listen and complete the chartHave a similar competition to consolidate the new words in this p

14、art.Step 8 PairworkT has a conversation with one student like the following:-Do you have a pen pal? -Yes, I do.-What's your pen pal's name? -His/Her name is.-Where is your pen pal from? -He/She is from.-Where does he/she live? -He/She lives in.(Write it down on the Bb)Let the Ss practise aft

15、er the T's example in pairs then several pairs do it in class.Step 9 Exercise My pen pal is from Australia.(劃線提問)John's pen pal is from Japan. (劃線提問)He lives in Paris. (劃線提問)Homework: Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The

16、questions are:Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves) Unit 2 Where's the post office? Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs

17、there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such

18、as new, old, dirty, clean.Descriptions of location such as across from, next to,Between Recycled languageWhat are you doing?Do you want to .? Section A Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class

19、to repeat the questions and answers.Example 1Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3T

20、eacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai. la This activity introduces the key vocabulary.Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then n

21、ame all the places and ask students to repeat.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the

22、 list. Point out the sample answer f.Check the answers. 1b This activity gives students practice listening to and understanding 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

23、. Listen carefully and circle the picture of each place you hear on the tape.Play the recording the first time. Students only listen.Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video

24、 arcade, post office, supermarket. Tapescript(錄音稿)Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2 A: Is there a post office near here?B: Yes, there is. There's one on Bridge Street.Conversation 3A: Is there a supermarket on Center Street?B: No, there isn&

25、#39;t. 1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask

26、a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范） the activity. Point to the picture and ask. Is there a

27、post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and check progress(進展情況). Help students understand how to locate things on the map, if necessary.Ask several students to say some of

28、 their questions and answers for the class. 教學(xué)后記：教學(xué)方法有問題？教了這么多年的英語，總幻想有一種方法，能讓學(xué)生輕輕松松把英語學(xué)好。哪怕自己多浪費點時間。有時想來，自己的教學(xué)效率實在是太低了，每天不分上課上自習(xí)，都是一個樣。也就是說在不誤課的情況下，我的教學(xué)時間應(yīng)該是學(xué)校規(guī)定時間的兩倍，然而教學(xué)的效果卻很不理想。每天看著自己的隊伍步履蹣跚的前行，自己不由的懷疑自己的教學(xué)方法。與此同時，這段時間由于我在學(xué)生每天記十個詞前，先領(lǐng)讀他們一遍，再分開音節(jié)，講一講英語的拼讀規(guī)則，發(fā)現(xiàn)學(xué)生的記憶效率大大的提高，這更讓我有理由懷疑自己的教學(xué)方法是不是不適合學(xué)生

29、的實際？吃早飯時突發(fā)“奇想”，是不是給學(xué)生一點時間，讓他們把每單元幾句重點句背下來更好呢？單詞需要積累，這點勿容置疑。對于我們的學(xué)生來說，典型句子同樣需要積累。句子背下來，在用的時候就可以舉一反三，就像語文中背范文一樣。對于我們我們這些基礎(chǔ)較差的學(xué)生來說，他們在交際時需要模仿，在他們的記憶庫中貯存就是十必要的。當(dāng)然，如果學(xué)生能夠在課堂上用英語去表達的話，說明這些典型的句子他們已經(jīng)掌握。但現(xiàn)實的情況是，這種方法更容易適用于尖子生，或者基礎(chǔ)較好的學(xué)生，很多學(xué)生只是充當(dāng)?shù)挠^眾。讓學(xué)生死記硬背是不對的，但不讓學(xué)生背也是不對的。2a This activity introduces the terms

30、across from, next to, between, and on.Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences. Say each one and ask students to rcpeat.Then ask student

31、s to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1.Check ihc answers. 2b This activity gives students practice listening to and under

32、standing the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line.Say. Now I will play recordings of three conversations. Listen carefu

33、lly and write a word from the box on each blank line. Point out the sample answer.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(錄音稿)Conwaraati

34、on 1A: Excuse me. Is there a library around here?B: Yes. It's between the video arcade and the supermarket.Conversation 2A: Where's the park?B: The park? Oh, it's across from the bank.Conversation 3A: Excuse me. Is there a supermarket around here?B; Yes, it'son Fifth Avenue.Conversat

35、ion 4A: Where's the pay phone?B: It's next to the post office. 2c This activity provides guided oral practice using the target language.Point to the list of buildings in la. Ask a student to read the list aloud.Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair

36、of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a.Demonstrate（示范） the activity. Point to the map

37、and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.As students work, move around the room and check progress.（進度）Ask several students to say some of their questions and answers for the class. Grammar focusReview the grammar box. Ask

38、students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone!&

39、#39; (on) Culture noteMany visitors to the United States believe that Americans don't like to answer questions or give directions(方向) to tourists（旅行者）and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially（特別） in big cities. Most people walk qu

40、ickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and aren't used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or t

41、heir neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need. 3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box. Ask students to read it out lou

42、d.Ask a student to point out the place that Paul wants to get to. Guide the student to point to the book and say,Here's the hotel. Here's Bridge Street.Point to the two arrows.(箭頭) Ask students to repeat left and right. Then ask them to hold up their left hands and then their right hands.Ask

43、 students to read the conversation again. Then ask them to find Paul and Nancy in the picture.AnswerPaul and Nancy are the two figures outside the entrance to the park.3b This activity provides guided writing practice using the target language.Call attention to the three pictures. Explain that the t

44、hree pairs in these pictures correspond to three pairs in the large picture above. Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles. Say, Write the answers to the q

45、uestions here.Ask students to complete the writing individually.(個別的)Correct the answers. 1. Yes, there is. Go straight down New Street and turn right. There's a pay phone on the right.2. Go straight down New Street and turn right. Turn left at Bridge Street. The bank is across the street.3. Yes

46、, there is. Turn right, then go straight down Bridge Street. The post office is on the left. It's across from the video arcade, next to the super-market.4 This activity provides guided oral practice using the target language,Call attention to the picture in la. Ask students to name all the build

47、ings in the picture.Point out the conversation In the picture in 4. Ask different students to read each line.Have the students work In groups. One person chooses a building in the la picture but doesn't tell anyone which building it is. The others ask questions like those in the activity 4 pictu

48、re until they guess which building it is.Several students can take turns choosing the building for the others to guess. Section B la This activity introduces the key vocabulary.Focus attention on the pictures. Ask different students to name the places shown in the pictures. They will probably not in

49、clude words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves. For example

50、, you might say; This is a park. Is it a clean park or a dirty park? Clarify(澄清) the meaning of the words clean and dirty by pointing out details in the pictures. Point out the pairs of words or phrases. Say each one and ask students to repeat,Then ask students to match each word or phrase on the li

51、st with one of the pictures. Point out the sampl answer.Check the answers. 1 b This activity provides guided oral practice using the target language.Call attention to the conversation in the picture. Ask a pair of students to read it aloud. Then ask several different students the same question. Ask

52、them to tell the truth.Point out the list of phrases in 1a. Ask students to work in pairs They take turns asking each other questions about the things on this list. Ask them to tell each other the truth.As students work together, move around the room checking on their progress.Ask several students t

53、o present some questions and answers to the class. 2a This activity gives students practice listening to and understanding the target language. Point out the list of places in la. Say die name of each one to the class.Say, Now I will play a recording of a conversation.Listen carefully and circle the

54、 words in 1a that tell about Michael's street.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to listen and circle the places they hear.Correct the answers. 2b This activity gives students practice listening to and understanding th

55、e target language.Call attention to the street map in the box.Say, Now I will play the conversation again. Listen to if and draw the places in Michael's neighborhood on the street map.Play the recording. Students only listen.Demonstrate the activity by saying. What are the three places on the ta

56、pe? (a hotel, a supermarket, Michael's house). Answer any questions students may have.Play the recording again. Students draw maps of Michael's neighborhood. Move around the room, offering assistance(提供協(xié)助) if needed.Have some students show their completed drawings to the class. 2c This activ

57、ity provides guided oral practice using the target language.Say, Now let's work in pairs. The first person makes some statements about the picture in 2b. The seconds person says "true" if the statement is true and "false if the statement is false. The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c. Ask a pair of students to read it aloud.Demonst