七年级英语下学期集体备课教案.docx

1、七年级英语下学期集体备课教案Unit 1 Wheres your pen pal from?主备：毕道红 王盼盼 郭春艳 孙清清 李敏 邓颖教学内容分析本单元围绕与别人交换个人信息这一中心展开话题，包括询问国籍、居住地，谈论不同国家的不同语言，以及在完成这样的交际任务时所要涉及到的相关国家、城市和语言的表达。Section A 通过情景对话展示出谈论国籍、居住地、语言的句型和相关的词汇，并通过口头、听力练习来加以巩固；Section B是对本单元的主要知识进行扩展和巩固。主要是在掌握语言目标的同时，熟练运用语言目标给自己的笔友通信或为自己征集笔友。教学目标1、认知目标 (1) 单词：a) co

2、untry, Canada, France, Japan, the United States, Australia, Singapore, the United Kingdom, China; Sydney, New York, Paris, Toronto, Tokyo; language, Japanese, French. b) live, world, any, dislike.(2) 短语: pen pal, be from, speak a little French, live in, want sth, like doing sth, in/at school, too di

3、fficult.(3) 句型: Where is your pen pal from? Shes from France.Where does he live? He lives in Paris. What language does she speak? She speaks English. What language do they speak? They speak English.2、能力目标 用where询问国籍和居住地并回答；用what language谈论来自不同国家的人所说的语言；会自己征集笔友并与其通信以交换个人信息。3、情感目标 提高学生学习英语的兴趣,增强他们学习英语

4、的信心。4、学习策略 联系实际,运用所学知识,通过不同的活动形式互相交换个人信息；联系上下文分析推断句意。5、文化意识 了解异国人文风俗，尊重异国文化。教学重点有关国家、城市、语言的词汇；用where询问国籍和居住地并回答；用what language谈论来自不同国家的人所说的语言。教学难点介词from的用法；运用语言目标为自己征集笔友并与其通信以交换个人信息课时分配：Period 1: Section A 1a1c Period 2: 2a4 Period 3: Section B 12c Period 4: 3a3c and Self-CheckThe period 1教学目标：1. 掌握

5、P 1 单词2.掌握句型：Where is your pen pal from? He is from Australia. 3.掌握世界上一些国家的英文名称及地理位置。教学重点：1.Vocabularies: the words of the countries and the cities, pen pal,live (in)2.Sentences: Where is your pen pal from? He/She is from.Where does he /she live? He/She lives in.教学难点：1.Students learn the new words o

6、f the countries and the cities and learn how to ask an d answer the people where they live.2. How to use the special questions with where.Step 1. Leading-in1.Greet Ss 2.Duty report.S1 comes to the front to give a report. The rest of the class take notes about what he says. Then S1 gives some Qz abou

7、t his own report and let some individuals answer according to the notes.3.Show the Ss a map of the world. T: Whats this in English? Ss: Its a map.T: Of course, its a map. Its a map of the world. (Teach “world”.)T: Where is China? (Ask one to come to the Bb to find it out.)(T writes “China” on the Bb

8、.) Step 2. Pre-task1. (1) T: Is China a city? Ss: No, it isnt.T: Its a Ss(with Ts help): Its a country.(Write “country” on the Bb, get Ss understand it. Then teach to read.) T: How many countries can you find and how many countries can you name? (Teach “countries”)(2) Let the Ss discuss the map with

9、 their partners, trying to find more countries and give the English names of the countries as many as possible.(Present the new words on the Bb: Canada, France, Japan, the United States, Australia, Singapore, the United Kingdom. Get Ss understand them. Then teach to read.) (3) Ss read together, then

10、 boys and girls. Read in groups, in lines and some individuals again. ( T should pay more attention to Ss pronunciation.) (4) Games: a) Ss try to tell the names of the countries that T points to as quickly as possible.b) T: Chinese Ss: English; T: English Ss: Spell out and give the Chinese2.(1) T: I

11、m Chinese. Im from China. Where are you from?S1: Im from China.T: Where is he / she from?Ss(with Ts help): He/ She is from China.(Have Ss guess and understand the meanings, then present these sentences on the Bb.)(2) T practices with more Ss. Others try to get familiar with them. Then ask Ss to work

12、 in groups of three, and act out. (3) Let more groups make conversations in the front of the classroom with the countries T points to. 3.(1) Show a photo of a girl.T: She is Mary. She is also years old. Mary is from Japan. I often write and tell her about myself, and she often writes to me about her

13、self, too. Do you know who she is? (Let Ss guess the relationship between Mary and T.)S1: Is she your classmate? / Is she your cousin?/T: She is my pen pal / pen friend. (Write “pen pal- pen friend” on the Bb. Get Ss understand it. Then teach to read.) (2) T: Where is Mary from?/ Where is my pen pal

14、 from?S1(with Ts help): She/ Your pen pal is from Japan. T: Do you have a pen pal?S1: Yes, I do.T: Where is your pen pal from?S1: He/ She/ My pen pal is from (Have Ss understand the meanings, then present these sentences on the Bb.)(3) T practices with more Ss. Others try to get familiar with them.

15、Then ask Ss to work in pairs. (4) Get more pairs act out in the front of the classroom. Others listen carefully.(5) After each performance, let other two talk about it. T should give a model first, like:T: Where is his/ her/ sb.s pen pal from?S1(with Ts help): He/ She is from His/ Her/ Sb.s pen pal

16、is from Then BoysGirls; GroupsGroups; LinesLines talk about each performance following this example.Step 3. While-task1.Part 1a (1) Let someone try to read the title. Get the whole class understand its meaning. (2) Listen and read the countries after the tape for two times. (3) Read together from 1-

17、8. (4) S1 reads these words, while others read after him together. (5) T points to the words on the Bb and let the Ss read correctly and quickly.2.Part 1b (1) Let someone try to read the title. Get the whole class understand its meaning. (2) Play the recording for the first time. Ss only listen. (3)

18、 Listen again. Circle the countries in 1a. S1 goes to the front to do it on the Bb. The rest of the class does it in their books. (4) Listen for the third time, and number the countries in 1a. S1 goes to the front to do it on the Bb. The rest of the class does it in their books.(5) Check the answers

19、.(6) Listen, repeat and translate.Step 4. Post-task1. Ask the Ss to move around the classroom to make a survey if everyone has a pen pal and where his pen pal is from. Then give a report, like: Sb. has a pen pal. His/ Her pen pal is fromwhile others listen carefully and take notes to get ready for T

20、s questions.PersonsNameAgeCountryCityLanguageFriendPen palPen pal2. Part 1c Ask and answer questions about your own things with the sentence structures learnt. Then act out in the front of the classroom. Each pair should act out 2 conversations (singular form and plural form) like this:T: Where is y

21、our backpack from? S1: Its fromT: Where are your shoes from? S1: They are from3.Move around the classroom to make a survey about where their classmates school things and clothing are from then give a report.Step 5. Homework1.Copy the 8 new words in Part 1a and “country, countries, pen pal”.2.Make co

22、nverstions to talk about pen pals and things.3.Write a passage about the survey made in class, including the informations of classmates pen pals, school things and clothing.The period 2教学目标：1.掌握P 2-3 单词2.掌握句型：Where does he live? He lives in Sydney.| What language does he speak? He speaks English. 3.

23、学会谈论人们的国籍，居住城市及所说语言。教学重点：1.Word: language2.Sentences: What language do/doesspeak? They speak./He/She speaks.教学难点：Ss use the sentences they learned to communicate with their partners about their pen pals.Step 1. Revision1.Greet Ss 2.Duty report.S1 comes to the front to give a report. The rest of the

24、class take notes about what he says. Then S1 gives some Qz about his own report and let some individuals answer according to the notes.3.(1) Point to the map of the world, have the Ss tell the names of the countries together, then individually.(2)Ss write down the names of the countries that T says

25、on their exercise books. Two Ss write on the Bb.(3)Ss read the words written on the Bb together.4.(1) T: Where are you from? S1: Im from.T: Where is he / she from? Ss: He/ She is from(Some groups act this conversation in three. After each groups performance, Ss should give a report together, Ss: Sb.

26、 is from )(2) T: Do you have a pen pal? S1: Yes, I do.T: Where is your pen pal from? S1: He/ She/ My pen pal is fromT: Where is his/ her/ sb.s pen pal from? Ss: He/ She/ is from Ss: His/ Her/ Sb.s pen pal is from(Some groups act this conversation in three. Others listen carefully. After each groups

27、performance, Ss should give a report together, Ss: Sb.s pen pal / He/ She is from )Step 2. Pre-task1.(1) Show some pictures or photos of the different cities, and let Ss guess where it is.T: Where is it ? S1: Its Chengdu.T: Where is Chengdu? Is it in Japan? S1: No, it isnt. Its in China.(Present the

28、 new words of cities in this way, and write them on the Bb: Sydney, New York, Paris, Toronto, Tokyo. Get Ss understand them. Then teach to read.)(2) Ss read together, then boys and girls. Read in groups, in lines and some individuals again. ( T should pay more attention to Ss pronunciation.) (3) Gam

29、e: T: Chinese Ss: English; T: English Ss: Spell out and give the Chinese2. (1) T: Im from China. I live in Chengdu. How about you? (Teach “live in”.)T: Where do you live?S1(with Ts help): I live in (Practice this dialogue with more Ss. Then present the new sentences on the Bb.Have Ss guess and under

30、stand its meaning.)(2) Do a chain practice to make Ss get familiar with this conversation.(3) Work in pairs using all the new words of cities learnt. Then get more pairs act out. Others listen carefully.3. (1) After each performance, let other two talk about it. T should give a model first, like:T:

31、Where does he/ she/ sb. live?Ss(with Ts help): He/ She/ Sb. lives in (Give more models. Then present the new sentences on the Bb.Have Ss understand its meaning. Draw Ss attention to “ does, lives”.)(2) Get Ss work in groups of three and act out. Others listen carefully. After each groups performance, Ss should give a report together, Ss: Sb. lives in (3) Show someones pictures taken in the famous cities. Have Ss make conversations with the new sentences.Then BoysGirls; GroupsGroups; LinesLines; together. 4. (1