人教版七年级英语下册全册教案4.pdf

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1、Unitl Where is your pen pal from?Topic:Countries,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 for testPeriod 1(la Grammar Focus)Key points:Where is your/Johns pen pal from?He/She is from.Where does he

3、/she live?He/She lives in.(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their penpals information,such as their names,countries and cities they live eventhe language they speak.T can give the Ss an example meanwhile T gives the different countrieswhich

4、 can be used by the Ss.T gives the Ss Chinese words for thecountries,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 arenew for them)The example is following:Name:Curry MurayAge:75From(Nationality):the United StatesCity:New YorkLanguage:English(Homewo

5、rk for preview)Pre-task:Let the Ss give themselves pen pals and they should write down theirpen pals information,such as their names,countries and cities they liveeven the language they speakT can give the Ss an example meanwhile T gives the different countrieswhich can be used by the Ss.T gives the

6、 Ss Chinese words for thecountries,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 arenew for them)The example is following:Name:Curry MurayAge:75From(Nationality):the United StatesCity:New YorkLanguage:EnglishTeaching Steps:Step 1 Leading-inThe infor

7、mation of the teachers own pen palsinformation.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 penpals name?Different students say the information about their own pen pals.T shouldchoose the different countries.T write

8、s the different countries on theBb(both Chinese and English)Step 2 LearningSection A la Learn the new words on the Bb.The new words are:pen pal;Canada;France;Japan;the United States(the US/theUSA/America);Australia;Singapore;the United Kingdom(theU.K./Great Britain/England)Pay attention to the pronu

9、ciation 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 which group doesbetter.First write down the Chinese words with looking at the Englishmeanings,then write down the English words with lo

10、oking at the Chinesemeanings.(This step is a memory game.It can help the Ss consolidate the newwords they learned)Step 5 Pairwork1c Practise the following conversation:-Do you have a pen pal?-Yes,I do.-Wheres your pen pals from?He/She is from.(Write it downon the Bb)First T has a conversation with o

11、ne student as an example then let the Sspractise 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 downthe city names on the Bb.Let the Ss try to find out which countries thecities are in.The city names are follow

12、ing:Toronto;Paris;Tokyo;New York;Sydney;Singapore;London;Step 7 Learning2a Learn the city names together with the whole class just like Step 22b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8 Pairw

13、orkT 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 it down on theBb）Let the Ss practise after the Ts example in pairs then

14、several pairs do it inclass.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 words.Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal?Where is

15、 Jodies pen pal from?Where doeshe/she live?Whats his/her name?（This one can be chosen by themselves）Unit 2 Wheres the post office?Language goalThis unit students leam to ask for and give directions（方向）on the street.New languageIs there a bank near here?Yes,theres a bank on Center Street,Wheresthe su

16、permarket?Its next to the library.Is there a pay phone in theneighbhood?Yes,its on Bridge 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,BetweenRecycled langua

17、geWhat are you doing?Do you want to.?Section AAsk two rows of three students each to stand facing each other in thefront of the classroom.Point to students standing in front and ask theclass to repeat the questions and answers.Example 1Teacher:WheresYang Li?(Point to two students standing beside eac

18、hother.)Yang Li is next to Li Peng.Example 2Teacher:Wheres Zheng Wen?(Point to two students in different linesfacing each other.)Zheng Wen is across from Sheng Lin.Example 3Teacher:Wheres Lin Jiahui?(Point to one student standing between twoother students.)Lin Jiahui is between Sheng Lin and Li Dai.

19、la This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of theplaces they see in the picture as they can.Then name all the places andask students to repeat.Point out the numbered list of words.Say each one and ask students torepeat.Then ask students

20、 to match each word or phrase on the list with one ofthe pictures.Say,Write the letter of each place in the picture next to thecorrect word or words on the list.Point out the sample answer f.Checkthe answers.lb This activity gives students practice listening to and understanding thetarget language.P

21、oint out the buildings and other locations in the picture.Say the name ofeach one to the class.Say,Now I will play recordings of three conversations.Listen carefullyand circle the picture of each place you hear on the tape.Play the recording the first time.Students only listen.Play the recording a s

22、econd time.This tine ask students to listen andcircle 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 1A:Is there a video arcade on Fifth Avenue?B:Yes,there is.Conversation 2A:Is there a post office

23、near here?B:Yes,there is.Theres one on Bridge Street.Conversation 3A:Is there a supermarket on Center Street?B:No,there isnt.IC This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different studentsto name each one.If necess

24、ary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask apair of students to read the conversation to the class.Ask other pairs ofstudents to repeat the activity if you wish.Ask students to work in pairs.Say,First one person asks a question

25、 andthen the other person takes a turn.Demonstrate（示范）the activity.Point to the picture and ask.Is there apost office near here?Then choose a student to answer.Guide the studentto say,Yes,theres a post office on Bridge Street.As students work,move around the room and check progress（进展情况）.Help studen

26、ts understand how to locate things on the map,if necessary.Ask several students to say some of their questions and answers for theclass.教学后记:教学方法有问题?教英语到现在，总幻想有一种方法，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

27、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

28、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。2a This activity introduces the terms across from,next to,between,andon.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 thepictures and ask students to repeat.Poin

29、t out the four sentences.Say each one and ask students to repeat.Then ask students to match each sentence with one of the pictures.Say,Each sentence talks about one of the pictures.Write the number of thesentence in the box on the picture that it is talking about.Point out thesample answer 1.Check i

30、hc answers.2b This activity gives students practice listening to and understandingthe target language.Point out the buildings and street names in la.Say each one and askstudents to repeat.Call attention to the four sentences in 2b.Read them to the class sayingblank each time you come to a blank line

31、.Say.Now I will play recordings of three conversations.Listen carefullyand write a word from the box on each blank line.Point out the sampleanswer.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to fill in theblanks by listening to the i

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

33、s,itson Fifth Avenue.Conversation 4A:Wheres the pay phone?B:Its next to the post office.2c This activity provides guided oral practice using the targetlanguage.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 an

34、dask a pair of students to read the conversation to the class.Ask other pairsof students to repeat the activity if you wish.Ask students to work in pairs.Say,First one person asks a question andthen the other person takes a turn.Ask about the buildings in la.Demonstrate（示范）the activity.Point to the

35、map and ask,Wheres thepark?Then choose a student to answer.Guide the student to say,Itsacross from the bank.As students work,move around the room and check progress.（进度）Ask several students to say some of their questions and answers for theclass.Grammar focusReview the grammar box.Ask students to sa

36、y the questions and answers.Ask students to circle these words in the grammar focus section of theirbooks:on,across from,next to,and between.Ask,Which words talkabout two different buildings?（across/row,next to,and between）Ask,Which one talks about one building all alone!（on）Culture noteMany visitor

37、s to the United States believe that Americans dont like toanswer questions or give directions（方向）to tourists（旅行者）and othervisitors.This is not necessarily true.The pace of life is fast in the UnitedStates,especially（特另1）in big cities.Most people walk quickly,talkquickly,and are in a hurry to get whe

38、rever they are going.Also,mostAmericans speak only one language and arent used to talking withspeakers of other languages.However,when a visitor asks aquestion,many people are pleased to be able to share their knowledge oftheir city or their neighborhood.A pleasant smile and a short,directquestion w

39、ill almost always get you the information you need.3a This activity provides target-oriented reading practice using thelanguage items taught in this unit.Draw attention to the conversation in the box.Ask students to read it outloud.Ask a student to point out the place that Paul wants to get to.Guide

40、 thestudent to point to the book and say,Heres the hotel.Heres Bridge Street.Point to the two arrows.（箭头）Ask students to repeat left and right.Thenask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Pauland Nancy in the pi

41、cture.AnswerPaul and Nancy are the two figures outside the entrance to the park.3b This activity provides guided writing practice using the targetlanguage.Call attention to the three pictures.Explain that the three pairs in thesepictures correspond to three pairs in the large picture above.Ask stude

42、ntsto find the pairs in the big picture.Point to the questions below each picture and ask a student to read themaloud.Point to the three write-on lines in the speech bubbles.Say,Write theanswers to the questions here.Ask students to complete the writing individually.（个别的）Correct the answers.1.Yes,th

43、ere is.Go straight down New Street and turn right.Theres a payphone 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,there is.Turn right,then go straight down Bridge Street.The postoffice is on the left.Its across from the video

44、 arcade,next to thesuper-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 buildingsin the picture.Point out the conversation In the picture in 4.Ask different students toread each line.Have the students wo

45、rk In groups.One person chooses a building in thela picture but doesnt tell anyone which building it is.The others askquestions like those in the activity 4 picture until they guess whichbuilding it is.Several students can take turns choosing the building for the others toguess.Section Bla This acti

46、vity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the placesshown in the pictures.They will probably not include 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 witho

47、ut thedescribing words and have students repeat.Now point to each half of each picture and ask about the differencebetween the halves.For example,you might say;This is a park.Is it aclean park or a dirty park?Clarify（澄清）the meaning of the words cleanand dirty by pointing out details in the pictures.

48、Point out the pairs of words or phrases.Say each one and ask students torepeat,Then ask students to match each word or phrase on the list with one ofthe pictures.Point out the sampl answer.Check the answers.1 b This activity provides guided oral practice using the targetlanguage.Call attention to th

49、e conversation in the picture.Ask a pair of students toread it aloud.Then ask several different students the same question.Askthem to tell the truth.Point out the list of phrases in 1 a.Ask students to work in pairs They taketurns asking each other questions about the things on this list.Ask them to

50、tell each other the truth.As students work together,move around the room checking on theirprogress.Ask several students to present some questions and answers to the class.2a This activity gives students practice listening to and understandingthe target language.Point out the list of places in la.Say