2022年人教版新目标七年级英语下册全套教案 .pdf

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1、名师精编精品教案Unit1 Where is your pen pal from?Topic:Countries, nationalities, and languagesFunctions:Talk about countries, nationalities and languages Ask and tell about where people live Structure:Wheres/Wherere .from?Where does/do .from? What questions-What language does/do .speak? Target language:Wher

2、e 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 test Period 1 ( 1a-Grammar Focus ) Key points: Where is your/Johns pen pal fro

3、m? 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 the Ss an example meanw

4、hile 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 new for them) The example is following: Name: Curry MurayAge: 75 From(Nationality

5、): the United StatesCity: New York Language: English 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-task: Let the Ss give themselves pen pals and they should write down their pen pals information, such as their names,

6、countries and cities they live even the language they speak T 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

7、 if they are new for them) The example is following: Name: Curry MurayAge: 75 From(Nationality): the United StatesCity: New YorkLanguage: English Teaching Steps: 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 1 页，共 45 页 - - - - - - - - - - 名师精编精品教案Step 1 Leading-inThe informati

8、on of the teachers own pen pals information. I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? Whats your pen pals name? Different students say the information about their own pen pals. T should choose the different countries.

9、 T writes the different countries on the Bb(both 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

10、 attention to the pronuciation of the new words. Step 3 Listening1b Listen and circle the countries in 1a they learned Step 4 Competition Two 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

11、down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned) Step 5 Pairwork 1c Practise the following conversation: -Do you have a pen pal? -Yes, I do. -Wheres your pen pals from? -He/She is from .(Write it down

12、on the Bb) First T has a conversation with one 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 co

13、untries the cities are in. The city names are 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 chart Have a similar com

14、petition to consolidate the new words in this 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/She is from. -Where does he/she live? -He/She lives in.(Write

15、 it down on the Bb) Let the Ss practise after the Ts example in pairs then several pairs do it in class. Step 9 Exercise My 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 words . Copy the sentences in Grammar Focus Make

16、 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 can be chosen by themselves) 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 2 页，共 45 页 - - - - - - - - - - 名师精编精品

17、教案Unit 2 Wheres the post office? Language goal This unit students leam to ask for and give directions( 方向 ) on the street. New language Is there a bank near here? Yes, theres a bank on Center Street, Wheres the supermarket? Its next to the library.Is there a pay phone in the neighbhood?Yes, its on B

18、ridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean. Descriptions of location such as across from, next to,Between Recycled language What are you doing?Do you want to .? Section A Ask two rows of three stu

19、dents each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers. Example 1 Teacher: WheresYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng. Example 2 Teacher: Wheres

20、Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3 Teacher: Wheres Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai. laThis activity introduces the key vocabulary. Foc

21、us attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name 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 w

22、ith one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the 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 l

23、ocations in the picture. Say the name of each one to the class. Say, Now I will play recordings of three conversations. 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

24、 students to listen and circle the items they hear on the picture. Correct the answers. These items should be circle:video arcade, post office, supermarket. Tapescript(录音稿 ) Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is. Conversation 2 A: Is there a post office near her

25、e? B: Yes, there is. Theres one on Bridge Street. Conversation 3 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 3 页，共 45 页 - - - - - - - - - - 名师精编精品教案A: Is there a supermarket on Center Street? B: No, there isnt. 1CThis activity provides guided oral practice using the target l

26、anguage. 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 a pair of students to read the conversation to the class. Ask other pa

27、irs 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 post office near here? Then choose a student to answer. Guide the stu

28、dent to say, Yes,theres a post office on Bridge Street. As students work, move around the room and check progress(进展情况 ). Help students understand how to locate things on the map, if necessary. Ask several students to say some of their questions and answers for the class. 2aThis activity introduces

29、the terms 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. T

30、hen ask students 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 listen

31、ing to and understanding 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 conversa

32、tions. Listen carefully 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.

33、Tapescript(录音稿 ) Conwaraation 1 A: Excuse me. Is there a library around here? B: Yes. Its between the video arcade and the supermarket. Conversation 2 A: Wheres the park? B: The park? Oh, its across from the bank. Conversation 3 A: Excuse me. Is there a supermarket around here? B; Yes, itson Fifth A

34、venue. Conversation 4 A: Wheres the pay phone? B: Its next to the post office. 2cThis 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 as

35、k a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish. 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 4 页，共 45 页 - - - - - - - - - - 名师精编精品教案Ask students to work in pairs. Say, First one person asks a question

36、 and then the other person takes a turn. Ask about the buildings in 1a. Demonstrate（示范）the activity. Point to the map and ask,Wheres the park? Then choose a student to answer.Guide the student to say, Its across from the bank. As students work, move around the room and check progress.（进度）Ask several

37、 students to say some of their questions and answers for the class. Grammar focus Review the grammar box. Ask 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

38、two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone! (on) Culture noteMany visitors to the United States believe that Americans dont like to answer questions or give directions(方向 ) to tourists（旅行者） and other visitors. This is not necessarily

39、 true. The pace of life is fast in the United States, especially （特别） in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and arent used to talking with speakers of other languages. However, when a vis

40、itor asks a question,many people are pleased to be able to share their knowledge of their city or their 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

41、 taught in this unit. Draw attention to the conversation in the box. Ask students to read it out loud. Ask a student to point out the place that Paul wants to get to. Guide the student to point to the book and say,Heres the hotel. Heres Bridge Street. Point to the two arrows.(箭头) Ask students to rep

42、eat left and right. Then ask them to hold up their left hands and then their right hands. Ask students to read the conversation again. Then ask them to find Paul and Nancy in the picture. Answer Paul and Nancy are the two figures outside the entrance to the park. 3b This activity provides guided wri

43、ting practice using the target language. Call attention to the three pictures. Explain that the three 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 t

44、hem aloud. Point to the three write-on lines in the speech bubbles. Say, Write the answers to the questions here. Ask students to complete the writing individually .(个别的 ) Correct the answers. 1. Yes, there is. Go straight down New Street and turn right. Theres a pay phone on the right. 2. Go straig

45、ht down New Street and turn right. Turn left at Bridge Street. The bank is across the street. 3. Yes, there is. Turn right, then go straight down Bridge Street. The post office is on the left. Its across from the video arcade, next to the super-market. 4 This activity provides guided oral practice u

46、sing the target language, Call attention to the picture in la. Ask students to name all the buildings 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 doesnt

47、 tell anyone which building it is. The others ask questions like those in the activity 4 picture until they guess which building it is. Several students can take turns choosing the building for the others to guess. 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 5 页，共 45 页 - - -

48、 - - - - - - - 名师精编精品教案Section B laThis 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 include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements. Poin

49、t 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, you might say; This is a park. Is it a clean park or a dirty park? Clarify( 澄清 ) the meaning

50、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 list with one of the pictures. Point out the sampl answer. Check the answers. 1 bThis activit