人教版七年级下英语教案设计.docx
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人教版七年级下英语教案设计.docx
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人教版七年级下英语教案设计
Unit 1 Where is your pen pal from?
Teaching aims:
1. Learn the languages.
2. Talk about nationality, cities and languages.
Key points:
1. Word:
language
2.Sentences:
Whatlanguagedo/dspeak?
They speak…./He /She speaks…
Teaching difficulties:
Ss use the sentences they learned to communicate with their partners
about their pen pals.
Teaching steps:
Step 1 Warming-up and revision
1. Greetings.
2. Review words and sentences with the Ss.
3.Game:
Where is Sydney?
Itis in ” One by one in groups . See which group does best.
4.Pairsask and answer the picture using “Where is …from?
He /She is from…” “Where does he/she live?
He/ She lives in ….
Step 2 Presentation
T:
They are from different countries. And they speak different languages. Do you know what languages they speak?
Talk about the children on the map. See how many languages the Ss know and teach the new words like “Japanese, French”.
Step 3 Task One
1. Match the countries and the languages. “What languages do they speak in…?
They speak…..in China/Australia/…” 2. Work on 3a.
Step 4 Pair work
1. Talk about some famous people about their names, nationalities, cities, languages, hobbies, etc. First T practices with Ss, then S1 does it with Ss, finally practice it in pairs. Some pairs make a drill in front of the class.
2. Ss talk about themselves with their partners. Use “Where are you from?
Where do you live?
What language do you speak?
What do you like?
” etc.
Step 5 Task Two-Choosing a pen pal
1. T:
Do you have a pen pal ?
(Yes/No.) I have one .
Show the picture. Ask Ss to ask me some questions about my pen pal. See who can ask more questions. 2. T:
What kind of pen pals do you want?
Why?
Group work. Get students choose their favorite pen pals from other countries according to the pictures given by teacher.
Ss ask each other in their group.
3. Report:
Some Ss say their favorite pen pals in front of the class.
e.g. My pen pal is… He /She is from… He /She is … years old. He/ She lives in …He /She speaks….. He/ She likes….
Step 6 Exercise
Do some exercises on the slide. See if Ss have problem and help them.
Step7 Homework
1. Practice the dialogues with their partners. 2. Do the exercises in Book1. 2dotheexerciseinbook1.
3. Suppose the Ss meet their favorite star in the street, and what questions you can ask the star.
Unit 2 Where’s the post office?
教学目标:
(一)知识掌握 学习词汇 neighborhood, straight, turn, left, down, right, on the right 等。
2. 语言目标:
Ask for and give directions on the street. 重点句型:
Just go straight and turn right/left. It’s down …on the right/left.
(二)能力培养:
1. 左(left)和右(right)的分辨。
2. 通过这堂课,能让学生用简单的几个词 go straight, turn left/right, on the left/right, down 给他人指路。
3. 使用礼貌用语:
Excuse me. Thank you very much. You’re welcome/ That’s all right/….
(三)情感体验:
1. 能过问路和指路让学生感受助人为乐的乐趣。
2. 了解一点中外一些国家行路方面的差异。
(一)重点和难点:
重点问路和指路句型:
Is there a … near hear/ in the neighborhood?
Go straight and turn left/right. It’s down …on the left/right.
难点:
要使学生能在看地图给他人指路时,把自己设身处地地放到地图当中去,不然很难搞清楚何为左何为右。
同时要熟练掌握指路时的几个重点句子,能举一反三。
Step1 Revision
Show a simple map.
Let students ask and answer like this:
Where is the …?
It’sacross from/next to/in front of/on/behind/Or Is there a …?
Yes, there is. It’s across from/next to/in front of/on/behind/… No, there isn’t.
Step 2 Warming-up
Ask:
Do you like music?
Lets enjoy a song. And try to beat with your hands after me. Have students sing the song and beat with their hands.Let them know the meaning of left and right.
Step 3 Lead in new words and expressions
1. Introduce:
This is A. B is on his/her left. C is on his/her right.
Ask:
Who is on your left/ right?
Let several students answer. Teach on the left/ on the right. Show pictures to make students use on the left/on the right.
2.Lead in down by saying Itis down Center Street on the left/right. Teach “down”. Tell the difference between the meaning of “Sit down” and the meaning of “down Center Street”. Show other pictures to practice “down”, “on the left/right”.
3. Introduce:
In China when we are on street we must go on the right. But in some countries like England they go on the left. Ask:
Do you know more traffic rules or signs?
Show pictures and ask :
What are the meaning of these traffic signs?
4. Teach turn left/turn right, go straight.
Show pictures to have students use turn left/right, go straight.
Step 4 Ask for and give directions on the street
Show pictures. Give an example:
Ask:
is there a bank near here?
Help
Themanswer:
It’s Say “Thank you very much”. Help them answer:
You’re welcome./ That’s OK/ That’s all right.
2. Practice in pairs. Have several pairs act it out.
Step 5 Reading
1. Open the English books. 3a
Have students read by themselves and try to find Paul and Nancy in the picture.
2. Check their answers.
3. Listen to the tape and try to read after it.
4. Read the conversation for several times.
Step 6 Complete the conversations
Look at 3b. There are three pictures. Have students complete the conversations in groups. They can discuss with their partner. Have several pairs share their conversations.
Step 7 Play a game (Where are you now?
)
Everyone has a map. They should write a short passage like this:
You are at A.Just go straight and turn left. It’s down Fifth Avenue on the left. Where are you now?
Work in groups of four. One student ask and the other three students try to find out where they are now. Give them an example. If there isn’t enough time. They can finish it after class.
Step 8 Workbook
Finish their workbook1 period 3 after class.
Unit 3 Why do you like koalas?
ⅠTeaching aims
.Knowledge aim
Key words:
tiger, elephant, dolphin, panda, lion, koala, penguin, giraffe,
zoo, cute, map, smart, clever
Target language:
What animals do you/does she/ does he like?
Let’s see the …?
Why do you/does she/ does he want to see …?
Because they are ….
2.Ability aims
To observe and describe animals. To talk about their preferences
To know the implied meaning of some animals
3.Moral aim
We live in one world with animals. Animals are our friends and we must protect them and love them.
Ⅱ Teaching difficult points The third personal singular forms The plural forms of the nouns
ⅢTeaching methods Task-based teaching approach
ⅣLearning methods
Cooperation (group-work, pair-work)
ⅤTeaching aids A tape recorder, several pictures of the animals, cards
Procedures
Stage1 Warming-up
To create an English environment, the teacher show the class some pictures of a zoo. And ask some questions about animals:
Do you like to go to the zoo?
Do you like animals?
Then have them to recall the animals they had learned and write them on the blackboard as he/she can.
( eg:
animals---sheep, monkey, cat, dog, mouse, lamb, cow, duck… )
Stage2 Practice
Ask them to talk with their partners about the animals they like using the words they know (Four students a group). What animals do you like?
Why do you like… Because they’re…
Stage3 New lesson
After the discussion, ask them to tell the result.
Then show the class come pictures of animals and present other animals. And ask them:
What’s this in English?
Next, glue the pictures on the blackboard and ask one student to match the pictures with the words on the cards. Other students turn to page13 and finish the exercise in 1a.
Stage4 Do listening
Listening to the tape carefully and check the animals you hear in 1a
Stage5 Pairwork
Ask the students to imagine “ We are in the zoo, there are many kinks of animals here.” Then ask a student to do the model with you:
Let’s see the lions first. Why?
(why do you /does she /does he like lions?
) Because they are cute. ( two/three students a group)
Stage6 Culture
Koalas and kangaroo only live in Australia. Doves stand for peace.
Stage7 Homework:
Do a survey
Give each group a chart and ask them to fill in the chart after talking about animals. Then write four sentences about it.
Ⅵ Blackboard design
Unit3 Why do you like
SectionA
Animals:
sheep, monkey, cat, dog, mouse, lamb, cow, duck, wolf, deer, bear, fox, frog, dove…(zoo)
Description words:
cute, interesting, beautiful, lovely, fun, smart....
Key structures:
What animals do you/does she/ does he like?
Let’s see the …?
Why do you/does she/ does he want to see …?
Because they are …
unit4Iwanttobeanactor
教学目标:
(teachingaims)
学会谈论自己与他人的职业;谈论自己或他人将来想从事的职业并陈述原因;能够阅读招聘广告,并写一份招聘广告。
语言目标:
(languagegoal)
Newlanguage:
Whatdoyoudo?
I’mareporter.
Whatdoeshe/shedo?
He’s/She’sastudent.
Whatdoyouwanttobe?
Iwanttobeanactor.
Whatdoeshe/shewanttobe?
He/shewantstobeapoliceman.
Namesofjobsandprofessions.
教学方法:
(teachingmethods)
任务性教学
教具:
(teachingaids)
图片,录音机,多媒体辅助课件
教学步骤:
(teachingprocedures)
Step1Revision
Brainstormwithstudentsalistofjobsthatfriendsorfamilymembersdo.Thenlistnewwordsofjobsandteachstudents.
Step2Presentation
1.Teachstudentsthenewlanguage(whatdoyoudo?
Iama…;Wheredoyouwork?
Iworkat/in….Whatdoyouwanttobe?
Iwanttobea/an…)byusingthescenesinactivity1a.Thenletstudentspracticethenewlanguageinspokenconversation.(workwithpartner)
2.Showaphotoofmyfamily,thenintroducethemembers’jobs.Teachstudentsthenewlanguage(Whatdoeshe/shedo?
He/sheisa/an…wheredoeshe/shework?
He/Sheworks…Whatdoeshe/shewanttobe?
He/Shewantstobea/an…).Thenaskandanswerabouttheirfamilymembersandfriends’jobs.
Thenlistenandfillinthechart:
Askandanswerquestionsaboutthechart.Likethefollowingdialogue:
A:
WhatdoesAnna’smotherdo?
B:
Sheisabankclerk.
A:
WhatdoesAnna’smotherwanttobe?
B:
Shewantstobeapoliceman.
Step3activity3a
Talkaboutthe
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