七年级英语教案Word下载.docx
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⏹与笔友交换个人信息
⏹用where询问国籍和住处并回答
能力目标
⏹培养学生的交际能力
⏹培养学生的合作学习能力
⏹培养学生的写作能力
⏹培养学生的观察能力
跨学科学习
⏹地理:
了解世界
⏹了解一些地区的人文风俗
语言结构
⏹where…from引导的特殊疑问句
⏹where…live引导的特殊疑问句
⏹what引导的特殊疑问句
语言功能
⏹谈论国籍,民族及其语言
⏹询问并回答人们的住处
学习策略与
思维技巧
⏹通过谈论笔友的国籍和城市,增强对世界的了解。
⏹运用所学词汇和目标语言,联系实际,找出自己笔友的照片
⏹通过介绍,并为笔友制作卡片,培养他们的交际能力
重点词汇
Canada,Japan,theUnitedStates,Brazil,SouthKorea,theUnitedKingdom,Mexico,China,Argentina,Australia,NewZealand
任
务
型
活
动
TeachingProcedures
Task1:
Whereareourpenpalsfrom?
Purpose
Letthestudentspracticetheuseofwherequestionswithfromandwherequestionswithlivebyaskingaboutthecountriesandcitiesoftheirpenpals.
Letthempracticespeakingandwritingthewordsaboutcountriesandcities.
Sentencestructures
Whereisyourpenpalfrom?
Whereis…
Steps
Teacher’sActivity
Students’Activity
PreparationWork
Step1
Introducethecountriesandsomecities.
Gettoknowsomenamesofcountriesandcities.Learnthetargetlanguage.
Step2
Letthemworkinpairstopracticethetargetlanguage.
Workinpairs,askingeachotherwheretheirpenpalsarefromandwheretheylive.Fillinthechartatthesametime.
Handoutthechart.
Step3
Checktheanswersofthechart.
Standupandtalkonebyoneaboutwherethepenpalsfromandwheretheylive.
TeachthemanEnglishsong
LearntheEnglishsongandpracticethevocabulary
Task2:
Introduceyourpenpal
Checktheirunderstandingofthetargetlanguageandthevocabularybyreadingletterandansweringthequestions.
Practicethetargetlanguagebyintroducingtheirpenpals.
Sentencestructures
Thisismypenpal.Heisfrom…
Helivesin…
Handoutthelettersandaskthestudentstoreadthem.Thenanswerthefollowingquestionsintheletters.
Readtheletterandanswerthequestions.
Preparethelettersfromthepenpals
Askthemtofindtheirpenpals’photosaccordingtotheircountriesandcitiesinchart1.
Findtheirpenpals’photosandknowmoreabouttheirfriends.
Letthemworkingroupsandintroducetheirpenpalstotheirgroupmates.
Workingroupsandintroducetheirpenpalsaccordingtotheirletters.
Step4
Letsomestudentscometothefrontandintroducetheirpenpalstotheclass.
Listentotheirclassmatesintroductionsandtakenotes.
Task3:
MakefriendswithourpenpalbysendingChristmascards.
Givethestudentsanopportunitytopracticethetargetlanguageinthisunitbywritingandreadingtheirshortletter.
Letthemmaketheircardsingroupsandwritingshortletterstotheirfriends.
MakeChristmascardsingroupsandreplytolettersfromtheirpenpalsletters.
Handoutthepaperforthemtomakecards
Letthemchoosetheirbest-designedcardineachgroup.
Choosethebestcardofeachgroup.
Givethemtheopportunitytoshowtheircardsandreadtheirshortletters.
Letfivestudentsgotothefrontandreadtheirshortletterandshowtheircards.
Assignment
WritealetterandintroduceBeijingtotheirpenpals.(InvitetheirpenpalstocometoBeijingin2008.)
Uint2Whereisyourpostoffice?
教材分析
问路与指路是常用的生活用语之一,几乎所有的基础英语教程中都会涉及这项内容,JEFC将这项内容编排在初二(上)第六单元,由此可知,本单元的重要性。
教学内容
词汇
.Namesofplaces:
postoffice、library、、market.
.Descriptionadjectives:
clean、dirty、new、old、quiet、busy.
.其它:
enjoy、visit、beginning、tour、through、walk、frontof、between、behind、acrossfrom.
takeawalk、.
句型
.掌握therebe句型。
.初步认识if句型.
.掌握指路时所常用的祈使句,包括gostraight、turnleftright、takethe...turning.
日常交际用语
.掌握问路常用语:
Excuseme.Isthere...?
Whereis...?
.了解问路的其它用语:
Excuseme.Whichisthewayto...?
Canyoutellmethewayto...?
教学重点
.词汇
.句型:
therebe句型
.问路与指路的基本用语
教学难点
.设计一些学生能够主动参与的活动,让学生能够对所学的知识进行操练与扩展。
课时划分
考虑到所教学生的实际情况以及本单元在本册书中的“前沿”位置,我将本单元细划分为5个课时(不包括self-check)。
第一课时:
SectionA1a-1c
第二课时:
SectionA2a-2c
第三课时:
SectionA3a-4
第四课时:
SectionB1a-2c
第五课时:
sectionB3a-3b
主要策略
1.教学策略
.提倡循序渐进的教学过程,使学生在认识新知识时有一个心理适应的过程。
.倡导“任务型”教学过程,让学生“做中学”,“学”是前提,“做”是目的。
.因人因材施教。
2.学习策略
.倡导合作学习的理念,课堂中使学生有尽可能多的合作机会。
.强调家庭作业的重要性,提倡学生的自主学习,家庭作业的形式尽可能的多样化,比如让学生准备下节课的一些课堂道具。
教学目标
1.知识目标:
.谈论问路与指路
.学会方位介词nextto、infrontof、between…and、across、behind
.学会形容词new、old、busy、quiet、clean、dirty、big、small
2.语言技能
.能围绕“问路与指路”的交际用语进行交际。
*能用一些形容词准确地描述和表达自己的观点。
.能用简单的图表、地图、句子等描述和传递信息
3.情感目标
.通过运用简单的问路和引路的交际用语,学会相互合作,培养乐于助人的精神。
.通过运用问路和引路的交际用语,帮助各个层次的同学树立自信心,敢于用英语进交际。
4.文化意识
.了解中西方问路与引路方式的不同.
教学过程
Thefirstperiod(SectionA1a-1c)
Warm-Up
Askstudents“Wheredoesthisneighborhood”(showSsthepictureonthescreen).
Word-Teach
•DirectSs’attentiontothepictureonthescreen
andaskSs“What’sthis?
”,presentthenamesoftheplacesontheboard.
•Giveplentyofopportunityforbothchoralandindividualrepetitionofthenewwords.
•Referto1aand1binSectionAonp7.
Targetlanguage-Teach
•HaveSslookatthepictureonthescreenagainandask“IsArethere...?
”,presentSstheanswers“Yes,thereisare.”“No,thereisn’taren’t.”.
•Ontheboard,writethemodels.
•HaveSslookatthepictureandtheexamplequestionandanswertogether,thegroupquestions
Yesno
where
postoffice
library
hotel
restaurant
bank
supermarket
payphone
park
Homework
•Drawoneoftheplaceswithcolorpens.
•Completetheconversationsaccordingtotheillustrationin1a.
板书设计
-Istherea...?
postoffice
-Yes,thereis.It’son...street.library
No,therearen’t....street.bank
No,therearen’t.supermaket
park
payphone
Thesecondperiod(SectionA2a-2c)
•ReviewthetargetlanguagetaughtlastlessonbyaskingSs“IsArethere...?
”suchas“Isthereapostoffice?
”.
.Showastick-figurepictureonthescreen.
Centerstreet
.Pointtothepark,say“whereisthepark?
”gettheresponse”It’sonCenterStreet”fromSs,tellSswecanuseotherprepositionstodescribethelocationofthepark,presentthenewprepositions.
.Puttheprepositionsontheboard,Page8inthebook.
.ChecktheanswersbyaskingSs“whereis...?
”
.Activity1:
Competition
•FocusSs’attentiontothepictureonthescreen.Choose4Ssfromdifferentgroup,giveeachofthem2minutestodescribethelocationofaplacetoseethecansaythemostdifferentdescriptionsofoneplaceinthelimitedtime.
Modeladialogontheboard,thedeskandimagineeachcardasarealplace,theirfront.
•Drawtheplacesbetweenyour1a,atleast5differentdialogues.
-Whereis...?
nextto
-It’s....infrontof
-Whereare...?
acrossfrom
-Theyare....behind
between
Thethirdperiod(SectionA3a-4)
.Showastick-figurepictureonthescreen.AskSsthelocationsoftheplacesinthepicture.
GreenStreet
BridgeStreet
.Pointtotheboy,say“ThisisPaul,thesamewaypresentturnleftright、takethe...turning.
•Referto3a,3bonPage9.
Practice
.HaveSstakeouttheirpictureoftheirroutefromtheirthescreen,say“Excuseme.Canyoutellmethewaytoyourusedifferentwaysofaskingfordirections.ElicitthequestionsfromSs.(takenoteswhileSsaresaying)
Activity:
Ashortplaysetinastreet
•HaveSsputtheirpicturesormodelsoftheplacesonthedeskand---thedeskasarealplace.
•Desightheclassroomintoaneighborhood.
.OrganizeSsintogroups,rolesofapasser-byandapoliceofficer.Homework
•Drawapictureofyouridealneighborhood.
.Writedowntheroutefromyourapoliceofficerandapasser-by.
.FinishofftheexercisesonPage5inPinkBook.
.CopythewordsonPage9inthebook,twiceeach.
-Excuseme.Isthere...?
gostraight
Whereis...?
turnleft
Whichisthewayto...?
turnright
Canyoutellmethewayto...?
takethe...turning
Thefourthperiod(SectionB1a-2c)
Warm-up
Drawastick-figurepictureonthescreen,places.Pointtotwoparks,onebig,onesmall,,buttheW.Cisdirty,etc.
.Referto1a,2a,inSectionB.
.Referto2ainsectionB.
.Checktheanswersin2bbyaskingonestudenttodrawthemapofMichaels’neighborhoodontheboard.
.Usethere-beclausetodescribetheexistenceofoneoftheplaces,theboard.Expainthatthere-beclausecandescribetheexistenceofitems,presentthenegativeandinterrogativeformsofthere-beclause.Toreinforcetheunderstanding,theclassroom.
GuessGame
.OrganizeSsintogroupsof4,ofaplaceusingthere-beclausewithoutmentionitsname.
.Putanexampleontheboard.“Theplaceisscaryatnight,it’soldandbig,therearemanytreesnexttoit,thereisn’tait.”,eachgroupisreday,dirty
Thereisn’t...newold
Isthere...?
quietbusy
Thereare...
Therearen’t...
Arethere...?
Thefifthperiod(SectionB3a-4b)
AskSs“Doyoufromatourguideifwewanttocanyoufromatourguide?
”elicitanswersfromSs.(takenotesasSsanswering)
While-Reading
.HaveSslookatthelistsoftheitemsontheboardandfindtheinformationaboutin3asectionB.
.Haveonestudentput