新目标英语七年级下册Unit 1-4教案

2004版新目标初中英语七年级下册教案Unit1 Where is your pen pal from?Teaching Goal:Topic: Countries, nationalities, and languagesGeneral aims:A. Talk about where people are fromB. Talk about nationality, nation and languageC. Talk about where people liveFunctions: Talk about countries, nationalities and languagesAsk and tell about where people liveTarget language: A. Language Focus.(1). Talk about nationality, peoples and languages/(2). Ask and answer where people live.B. Language goals(1). Change your own information with your pen pals.(2). Ask some questions using where.(3). Ask words somebody talk about.C. Language structure: Wheres/Wherere .from?Where does/do .from?What questions-What language does/do .speak?D. Language points: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/Johns pen pal from? He/She is from.Where does he/she live? He/She lives in.Pre-task (Homework for preview):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 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 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-in The information 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. T writes the different countries on the Bb(both Chinese and English)Step 2 Learning Section A 1a Learn the new words in this part 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 pronunciation of the new words.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 Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5 Pair work1c Practice the following conversation:-Do you have a pen pal? -Yes, I do.-Wheres your pen pals from? -He/She is from . (Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practice 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 following:Toronto; Paris; Tokyo; New York; Sydney; Singapore; LondonStep 7 Learning2a Learn the city names together with the whole class just like Step 22b Listen and circle the cities and countries 2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8 Pair workT 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 the Bb)Let the Ss practice after the Ts example in pairs then several pairs do it in class.Step 9 Exercisel My pen pal is from Australia.(划线提问,同义句)2. Johns pen pal is from Japan. (划线提问)3. He lives in Paris. (划线提问)4.我的笔友来自澳大利亚。他住在悉尼。5.你的笔友讲什么语言？英语和法语。6.他的笔友来自日本，讲日语。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 Jodies pen pal from? Where does he/she live? Whats his/her name?(This one can be chosen by themselves)Period 2 (3a-Section B 2c)Preview(Pre-task): Add another information about their pen pals-their language on the cardKey points:What language does she/he speak? She/He speaks.Does she/he have any brothers and sisters?Does she/he speak English?Teaching Steps:Step 1 Revision1. Revision and dictation of the new words 2. Revise the drills they learned yesterday.(by pair work and grammar exercise)Step 2 Leading-inT has a conversation with one student. The conversation is 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.-What language does he/she speak? He/She speaksWrite the new words on the Bb. They are following: English Chinese Japanese French Step 3 LearnLearn the new words with the whole class.Finish 3a with the students3b Pair work T still does an example with one student Then the Ss practice in pairs.The example is following:-Curry Muray is my pen pal. He is from the United States.-What language does he speak?-He speaks English.Step 4 Practice1. Section B 1a Match the countries with their languages.2. Memory game Let the Ss repeat the following sentences:People in China speak Chinese. People in Japanese speak Japanese. People in the USA, UK, Australia and Canada speak English. People in Singapore speak English and Chinese. People in France speak French.3. 2a Listen and number the questions they hear4. 2b Listen again and write short answers to the questions in 2a(Good students can finish the two tasks for one time)Step 5 Pair workPractice the conversation of 2a in pairsPay attention to the language points:Does she have any brothers and sisters? (any and)，（ any用于否定句和疑问句 and用于肯定句。)Does she speak English? (Write them on the Bb)2c The Ss makes up their own dialogue about more information of their pen pals by using the drills in 2a.Is that your new pen pal ? ,What ? Where ? where ? Does ?Step 6 Group workFour students as a group make a survey about pen pals by asking and answering each other.Their questions are about their pen pals names, nationalities, cities, languages and their favorite subjects or more informationAt last if time possible several students do the report in class about their surveys.Step 7 HomeworkCopy the new words they learned today and the sentences in 2aGood students can write a report about their surveys about pen pals of their own groups.Period 3(3a-3c) A reading lessonStep 1 Revision1. Revision and dictation of the new words and expressions2. Revise conversations they learned yesterday.3. Revise the key points by grammar exercise He speaks English. (变一般疑问句和特殊疑问句)Step 2 Reading 3a Read the letter and write answers to the questions in the box.Read it again and let the Ss discuss in groups(4 as a group) to design an information card for Bob.Let the Ss read aloud. First after the T or the tape then by themselves.T must make sure the Ss can read it correctly and fluently.Then answer the questions :1.Where is Bob from ? 2.What does he want ? 3.What language does he speak ? 4 What does he like ?T write the key words on the Bb to help the Ss retell the letter. The key words are following:Bob, Toronto, want, a very interesting country, 14, in Nov., can speak, brother, Paul, sister, Sarah, pen pals in the UK and Australia, like going and playing, favorite subject, fun, math, difficult, write to Learn the language points in the letter:1) I want a pen pal .want sth./sb.( musician wanted)want to do sth. I want to play soccer with my friends.want sb. to do sth. My parents want me to do homework now.2) I like going to the movies 3) My favorite subject in school is4) write to sb. soonStep 3 Practice3b Complete the pen pal letter with the information on the card.Step 4 Writing1. Make an information card just like the card in 3b .2. Write a letter or an e-mail to your pen pal.Step 5 HomeworkWrite a letter or an e-mail to your pen pal.Period 4 (Self-check)Step 1 Revision1. Reading practice(Read aloud the passage)2. Dictation for the useful expressions Step 2 Words RevisionComplete the words builder.(Some good students can express their vocabulary about countries and languages)Step 3 WritingP6 Part 3 First discuss and then complete the writing Use:Step 4 GrammarDo the extra grammar exercises:1. I have a pen pal.2. He has a pen pal.3. My pen pal is from Australia.4. Jims pen pal is from Canada.5. His pen pal lives in Singapore.6. Her pen pal speaks French.7. People in Japan speak Japanese.(以上各句都做变否定句、一般疑问句和划线提问的句式变化)教学反思：Unit 2 Wheres the post office?Language goalThis unit students learn 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, Wheres the supermarket? Its next to the library. Is there a pay phone in the neighborhood? 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, between.Recycled languageWhat are you doing?Do you want to .?Section AAsk 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 to repeat the questions and answers.Example 1Teacher: Wheres Yang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2Teacher: Wheres Zheng Wen? (Point to two students in different lines facing each other.) Zheng Wen is across from Sheng Lin.Example 3Teacher: Wheres 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 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 with 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 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. 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 Ss to listen and circle the items they hear on the picture.Correct the answers.These items should be circle: video arcade, post office, supermarket.Tape script(录音稿)Conversation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2A: Is there a post office near here?B: Yes, there is. Theres one on Bridge Street.Conversation 3A: Is there a supermarket on Center Street?B: No, there isnt.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 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 the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes, theres a post office on Bridge Street.As students work, move around the room and check progress. 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.2a This activity introduces 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 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 the sentence in the box on the picture that it is talking about. Point out the sample answer 1.Check the answers.2b This activity gives students practice listening 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 conversations. 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.Tape script (录音稿)Conversation 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; Yes, its on Fifth Avenue.Conversation 4A: Wheres the pay phone?B: Its 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 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 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 students to say some of their questions and answers for the class.Grammar focusReview 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 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 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 visitor 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 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 repeat 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 writing 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 them 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 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 post office is on the left. Its 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 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 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.Section Bla 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 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 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 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 list with one of the pictures. Point out the sample 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 them to tell the truth.Point out the list of phrases in 1a. Ask students to work in pairs Then take turns asking each other questions about the things on this list. Ask them to tell each other the truth.As students work toge