人教版初中英语七年级下册全册英教案（全英文版）

新目标人教版英语七下全册教案（全英文版）Unit1Where’syourpenpalfrom?Languagegoals: Inthisunitstudentslearntotalkaboutcountries,nationalitiesandlanguages. Askandtellwherepeoplelive.Newlanguages: Where’she/shefrom? He/SheisfromAustralia/England/China/France/Singapore/Australia. Wheredoeshe/shelive?He/ShelivesinSydney. Whatlanguagedoyouspeak?IspeakEnglish. What’syour/his/herfavoritesubject? My/His/HerfavoritesubjectisEnglish. Doeshe/shehaveanybrothersandsisters?Yes,he/shedoes./No,he/shedoesn’t.Difficultpoints:1.Listeningfortheinformationaboutcountries,nationalitiesandlanguages.Writeane-mailaboutoneself.Describethenewstudentsinclass.2.WherequestionswithfromWherequestionswithliveWhatquestionsTeachingaids: AtaperecorderTeachingperiods: Period1:SectionA中1a,1b,1c Period2:SectionA中2a,2b,2c，2d Period3:SectionA中3a,3b,4 Period4:SectionB中1,2a,2b,2c Period5:SectionB中3a,3b,3c,4 Period6:SelfCheckPeriod1Teachingaims:1.Teachvocabularywords.2.Targetlanguages:Where’syourpenpalfrom?HeisfromAustralia.3.Enablethestudentstolearntotalkaboutnationalities.4.Helpthestudentslearnhowtotalkaboutnationalities.Teachingprocedures:Step1.Freetalk2Say:Doyouhaveanyfriends?Whereisshefrom?Helpthestudentsmakethesamesentencesandgivethemmorechancestosay.Step2.Talkingaboutthepicture(1a)Holdupthepictureonpage1andpointatthemap.Askstudentstoreadthepicture.Asksomeofyoutoreadthemaloudtotheclass.Makethestudentstalkaboutwherepeoplearefrom.Say:DuChuan,whereisyourpenpalfrom?Askthestudentstoreadtheconversationsinthepicture.Step3.Listening(1b)Pointtothenumberedlistofwordsandplaytherecordingforasecondtime.Askthestudentstolistentotherecordingandcirclethecountriesin1a.Askstudentstolistentoandrepeataftertherecordingandthenchecktheanswers.Step4.Pairwork(1c)1.Nowworkinpairsandreadtheconversationsin1awithyourpartner.Youcantalkaboutyourownpenpal.2.Askthestudentstolookattheirownclothesandthethingsintheirbackpack.Askandanswerquestionsaboutwheretheyarefrom.Homework1.Askthestudentstopracticetalkingaboutwherepeoplearefromandmakeuprealdialogues.2.Learnthewordsinthisunit(onpage115)byheart.Period2Teachingaims:1.Learnthevocabularywordsandusefulexpressions.2.Targetlanguages:Wheredoeshelive?HelivesinToronto.3.Letthestudentslearntotalkaboutwherepeoplelive.4.Helpthestudentslearnhowtotalkaboutwherepeoplelive.Teachingprocedures:Step1.StepIRevisionCheckthehomework.Andthenaskseveralstudentstoanswerquestions.Say:Whereareyoufrom?Doyouhaveapenpal?Whereisyourpenpalfrom?Step2.Presentation(2a)Putamapoftheworldontheblackboard.Say:What’sthemeaningofcapital?Canyouguess?Helpthemtoanswer.WriteAustralia,theUnitedStates,Canada,France,andJapanontheleftoftheblackboard.AndwriteSydney,NewYork,Paris,Toronto,andTokyoontherightoftheblackboard.Andtheteacherreadsthemaloudandasksstudentstorepeat.Thenaskstudentstomatchthecitieswiththecountries.Step3.TalkaboutcountriesandcitiesAskthestudentstoworkinpairs,askingaboutthecitiesandthecountries.Say:Nowworkinpairsandaskwherethecityis.Forexample,thefirststudentasks“WhereisBeijing?”thesecondstudentanswers“It’sinChina.”ThentellthestudentstoaskquestionaboutChinesecities.Step4.Listening(2b,2c)Tellthestudentstoreadthelistofcountriesandcitiesin2a.Say:Nowlet’slookatthelistofcountriesandcitiesinActivity2a.Iwillasksomestudentstoreadthemaloudtotheclass.Callthestudents’attentiontothechartin2c.TellthestudentstolistentotheconversationsinStep4againtocompletethechart.Step5.Pairwork(2d)Askthestudentstoreadtheconversationsinthebubble.Thenaskthemtotalkabouttheinformationinthechartin2c.Thenaskthestudentstoworkingroupsandmakeupnewdialogueswiththeirowninformation.Step6.GrammarfocusReviewthegrammarbox.Say:Youhavetopayattentiontheword“from”.Italwaysfollowsverbbe,whilelivecomesoutaloneinwheresentences.Nowmakemoresentenceswithwhere,fromandlive.Writethefollowingontheblackboard.Say,nowworkinpairsandmakedialoguesafterthemodelabove.Homework1.AskthestudentstolearnthesentencepatternsinGrammarFocusbyheart.Trytousethemfreely.2.Rememberthewordsinthisunit(onpage115).3.Makeasimilardialogueaccordingtotheconversationin2d.Period3Teachingaims:1.Teachvocabularywords.2.Targetlanguages:Whatlanguagedoesshespeak?ShespeaksEnglish.3.Enablethestudentstolearntotalkaboutwhatlanguagepeoplespeak.4.Helpthestudentstolearnhowtotalkaboutwhatlanguagepeoplespeak.Teachingprocedures:Step1.FreetalkSay,Morning,boysandgirls.Nicetoseeyouagain.Doyourememberwehavelearnedabouthowtoaskwherepeoplearefromandhowtoaskwherepeoplelive?NowIwantsomeofyoutoanswermyquestions.(Turntoastudent.)Whereareyoufrom?Givemorestudentschancestospeakinclass.Step2.Presentation(3a)Say:Doyouknowthemeaningof“language”?Listen:TimisfromEnglandandhespeaksEnglish.SoEnglishishislanguage.I’mfromChina,soChineseismylanguage.Nowlookatactivity3a.onpage3.Readtheinstructionstotheclass.Askstudentstoworkinpairsastheyanswerthequestions.Showtheflowingandaskthestudentstomakeconversationsafterthemodel.Step3.Pairwork(3b)AskthestudentstopayattentiontotheconversationinActivity3b.Say,Readthedialoguebyyourselves.ThenIwillasksomepairstoactoutthedialogueinclass.Showamapoftheworld.Askstudentstoworkinpairs.Step4.Quiz(4)Askthestudentstolookatactivity4thenworkinpairsanddothequiz.HomeworkAskthestudentstoworkwiththeirfriendsandpracticethedialogueinactivity3b.Period4Teachingaims1.Teachvocabularywords.2.Targetlanguages:Doesshehaveanybrothersandsisters?Isthatyournewpenpal?Yes,itis.3.Enablethestudentstolearntotalkabouttheirnewpenpals.4.Helpthestudentslearnhowtotalkabouttheirnewpenpals.Teachingprocedures:Step1.RevisionAskthestudentstomakeconversationstalkingabouttheirnewpenpal.Asksomepairstothefronttotalkabouttheirpenpals.Greeteachotherandhaveafreetalkwithclassmates.Talkaboutthepersonstheyadmire.Step2.Matchwork(1)Askthestudentstopayattentiontothenotebookpagewiththecountrieslisted.Askthestudentstowritetheletterofthecorrectcountryintheboxnexttothetitleofeachlanguagetextbookonthedesktop.Step3.Listening(2a,2b)First,readtheinstructionsandtellthestudentstoreadtheconversationbubbles.Checktheanswers.Thenaskthestudentstoreadthequestionsagain.Askthestudentstofillinthechart.Givestudents1minutetofinishthetask.Checktheanswerswiththestudents.Thenplaytherecordingagainandaskthestudentstorepeat.Step4.Pairwork(2c)Asktwostudentstoworkinpairs,practicingthequestionsinactivity2a.Thentellthestudentstopracticedialoguessimilartothedialogueinactivity2ainpairs.Theycanusetheirownnames.HomeworkAskthestudentstomakeupsimilardialoguesusingthefollowingwords:Sam,theUnitesSates,NewYork,abrotherandasister,EnglishandFrench.Period5Teachingaims1.Teachvocabularywords.2.Targetlanguages:IthinkChinaisaveryinterestingcountry.Ilikegoingtothemovieswithmyfriendsandplayingsports.MyfavoritesubjectinschoolisP.E.It’sfun./It’stoodifficult.3.Enablethestudentstowriteapenpalletter.4.Helpthestudentslearnhowtowritetoapenpal.Teachingprocedures:Step1.WarmingupSay,Doyouhaveapenpal?What’shisname?Doeshehaveanybrothersandsisters?Whatlanguagedoeshespeak?Thenaskthestudentstoworkinpairstotalkabouttheirpenpal.Step2.Reading(3a)Askthestudentstoreadtheletteronpage5.Pointthefourquestionsbeneaththeletter.Whenthestudentsfinishreadingtheletter,askthefourquestionsorallyandaskthemtoanswerorally.Askthestudentstoretelltheletter,usingtheirownwords.Step3.Readingandwriting(3b)AskthestudentstopayattentiontotheletterfromTomKing.Pointouttheblanksintheletterandtheinformationcardontheright.Correcttheanswers.Thendrawtheinformationcardontheblackboardandthenaskthestudentstrytoretelltheletter.Step4.WritingAskthestudentsmaketheirowninformationcard.Aftertheyarefinished,askseveralstudentstoreadtheire-mailsinclass.HomeworkAskthestudentstochooseoneofthefollowingtasksashomework.1.Showanamecardtothestudentsandaskthemtowritesomethingaboutit.2.Thestudentschangetheirinformationcardwiththeirpartnerandwritesomethingabouttheirpartner.Period6Teachingaims:1.Teachvocabularywords.2.Enablethestudentstodescribethenewstudentsintheclass.3.Helpthestudentslearntodescribethenewstudentsintheclass.Teachingprocedures:Step1.RevisionPracticetalkingaboutoneofthestudents.Say,Takeoutyourinformationcards.Andchangeitwithyourpartner.Readitcarefullyandmakeupanoralpractice,talkingaboutyourpartner.Step2.KeywordcheckAskthestudentstoreadallthewordsinthispart.Say:Inlearningtotalkaboutwherepeoplearefrom,youlearnedmanywordsonthetopic.Nowreadandcheckthewordsyouknowin1onpage6.Thensayasentencewitheachofthem.Step3.Vocab-BuildersAskstudentstowritefivenewwordsintheirVocabulary-Builderonpage112.Aftertheyarefinished,asktwostudentstowritetheirwordsdownontheblackboard.Andaskthemtoreadthewordsandthewholeclassrepeat.Andtellthewholeclasstorememberthemafterclass.Step4.WritingLetthestudentspayattentiontothepictures.Say,LookatthepictureofSally.Howolddoyouthinksheis?Wheredoyouthinksheisfrom?Whatlanguagedoyouthinkshespeaks?Whatdoyouthinkshelikes?Whatdoyouthinkshedislikes?ThesamestepgoeswithJimandJulie.Afterafewminutes,asksomestudentstoreadtheirdescriptionstotheclass.Step5.SpeakingAskthestudentstodoanoralpracticeaboutthenewclassmates.Say,Thereareseveralnewstudentsinourclassthisterm.Whodoyoulikebest?Whydoyoulikehimorher?Pleasetellus.Firstyoucantellyourpartner.Asksomestudentstopresenttheirworktotheclass.Step6.JustforFun!Askallstudentstoreadtheconversation.Letthestudentspracticeinpairs.HomeworkAskthestudentstosummarizewhattheyhavelearnedinthisunitandprepareforthenextunit.Unit2Whereisthepostoffice?Languagegoals: Inthisunitstudentslearntotalkaboutaskingforandgivedirectionsonthestreet.Newlanguages: Excuseme,isthereabanknearhere? Yes,thereis.It’sonCenterStreet. Whereisthepayphone? It’sacrossfrom/nextto/infrontof/behindthelibrary. It’sbetweenthepostofficeandthelibrary. Justgostraightandturnleft. TurnleftonFirstAvenue. TakeawalkthroughtheparkonCenterAvenue. Thereisaclean/dirtyparknearmyhouse.Difficultpoints:1.ListeningfortheinformationofthenamesoftheneighborhoodReadthetourguideandane-mailfromafriendyou’regoingtovisit.Writethedialoguesaboutaskingthewayandgivingdirections.2.Wherequestions.AffirmativestatementsPrepositionsofplaceTeachingaids: Ataperecorder SomepicturesTeachingperiods:Period1:SectionA1a,1b,1cPeriod2:SectionA2a,2b,2cPeriod3:SectionA3a,3b,4Period4:SectionB1a,1b,1c,2a,2b,2cPeriod5:SectionB3a,3b,3c,4Period6:SelfCheckPeriod1Teachingaims:1.Teachvocabularywords.2.Targetlanguages:Isthereabanknearhere?Yes,thereis.It’sonCenterStreet.3.Enablethestudentstoaskforandgivedirectionsonthestreet.4.Helpthestudentstoaskforandgivedirectionsonthestreet.Teachingprocedures:Step1.WarmingupShowthreepicturespreparedbeforeclasstothestudents.Thereisacatinaboxinpicture1.Thereisacatonaboxinpicture2.Thereisacatundertheboxinpicture3.Thenasksomestudentstoaskandanswerthesequestions.Step2.Matchwork(2a)Askthestudentstoreadthepictureandthewordsinthenumberedlist.Askthestudentstomatcheachwordorphraseonthelistwithoneofthepictures.Thenchecktheanswers.Presentthenewsentencepatterns.Thenaskthestudentstoreadthedialogueinthepicture.Step3.Listening(1b)Askthestudentstolistentotheconversationsandcircletheplacesin1a.Changetherolesanddothesameagain.Thenstudentsaskandanswerwithoutthehelpoftherecording.Step4.PracticePointtothedifferentlocationsshowninthepicture.Askdifferentstudentstonameeachone.Thenpointtomorelocationsandletthestudentstopracticemore.Homework1.Practicetheconversationinthepictureonpage7.2.Learnthenewwordsandphrasesinthisperiodbyheart.Period2Teachingaims:1.Learnthevocabularywordsandusefulexpressions.2.Targetlanguages:Thepayphoneisacrossfromthelibrary.Thepayphoneisnexttothelibrary.Thepayphoneisbetweenthepostofficeandthelibrary.ThepayphoneisonGreetStreet.Thepayphoneisinfrontofthelibrary.Thepayphoneisbehindthelibrary.3.Enablethestudentstotalkaboutthepositionofaplace.4.Helpthestudentstotalkaboutthepositionofaplace.Teachingprocedures:Step1.RevisionandwarmingupCheckthehomeworkbytalkingaboutthepicturesonpage7withthestudentsorpreparesomeotherpictureswithdifferentbuildingsinitandletthestudentspracticeaskingandansweringquestionsabouttheplaces.Askthestudentstopracticemore.Step2.Presentation(2a)Introducetheitemsacrossfrom,nextto,between,infrontof,behindandon.Drawthefollowingpictureontheblackboard.Park3CentreStreetEncourageorhelpthestudentstoanswer:It’sacrossfromthelibrary.Thesamewaygoeswithnextto,onandinfrontof.Askthestudentstomatcheachsentencewithoneofthepictures.Thenaskthestudentstoreadthesixsentencesandmatchthesentencesthepictures.Checktheanswers.Step3.Listening(2b)ReviewthebuildingsandstreetnamesinActivity1aandthesixsentencesin2a.Thereadthesixsentencesin2btotheclass.Askthestudentstolistentotherecordingandfillintheblanks.Playthetape.Checktheanswers.Step4.Practice(2c)Askthestudentstorepeattheconversationsaftertherecording.AskthestudentstodothePairworkaskingandansweringquestionsabouttheplacesin1a.Step5.GrammarFocusAskthestudentstoreadthesentencesinthegrammarboxaloud.Theaskthemtoanswerthefollowingquestions.Explainsomelanguagepointsifthestudentscan’tunderstand.Homework Askthestudentstopracticetalkingabouttheirneighborhoodinpairs.Period3Teachingaims:1.Teachvocabularywords.2.Targetlanguages:Justgostraightandturnleft.It’sdownBridgeStreetontheright.It’snexttoasupermarket.3.Enablethestudentstotalkabouttheneighborhood.4.Helpthestudentstotalkabouttheneighborhood.Teachingprocedures:Step1.RevisionLetthestudentslookatthepictureinactivity1a.Andasksomestudentstoanswersomequestionsinordertocheckthehomework.Say,Istherealibrarynearhere?Whereisit?Isthereabanknearhere?Whereisit?Putupthepictureofactivity2aontheblackboardandaskthemtomakeconversations.Step2.Presentation(3a)Guidethestudentstoguessthemeaningsofthethreetrafficsigns.Showthepicturesandasksomequestionsaboutthepictures.Thenaskthestudentstoholduptheirlefthandsandthentheirrighthandstopractice“left”and“right”.Pointtothepictureandletthestudentsreadtheconversation.Askthestudentstoreadtheconversations.ThenaskthemtofindPaulandNancyinthepicture.AskthestudentstoroleplaytheconversationthenpointouttheplacethatPaulwantstogetto.Step3.Completetheconversations(3b)Askthestudentstomakeconversationsandanswerthequestionsbeloweachpicture.Thestudentspointouttheplaceinthepicture.Andwritedowntheanswersonthelineinthepictures.Oraskapairofstudentstosaytheconversation,theotherspointtothespeakers’place.Step4.GameAskthestudentstolookatthepictureinActivity1aandnameallthebuildings.AsksomestudentstoreadtheconversationinthepictureinActivity4.Andthenexplaintheinstructiontothestudent.Thenasksomegroupstopresenttheirwork.Homework AskthestudentstomakeasimilarconversationtothatinActivity3a.Period4Teachingaims:1.Teachvocabularywords.2.Targetlanguages:Isthereabigsupermarketnearyourhouse?Yes,thereis.Thereisabigsupermarket.No!Thereisasmallsupermarket.3.Enablethestudentstodescribetheneighborhood.4.Helpthestudentstodescribetheneighborhood.Teachingprocedures:Step1.RevisionCheckthehomeworkbyaskingthefollowingquestions.Say,Lookatthepictureinactivity3a.SupposeyouarestandingnearthebuildingonthesideofNewStreet.Pleaseanswermyquestions.Excuseme.Isthereapayphoneintheneighborhood?Askanotherstudenttoanswerquestions.Givemorestudentschancestopracticethisdialogue.Step2.Matchwork(1a)Bringinsomeobjectsorpicturestothestudents.(Tworulers,oneisold,theotherisnew.Twoboxes,oneisbigandtheotherissmall.Twobottles,oneiscleanandtheotherisdirty.Twopicturesofastreet,oneisbusyandtheotherisquiet.)Say,Lookattherulers,please.Canyoufindthedifferencebetweenthem?Yes.Thisoneisold.(Showtheoldruler.)Andthisoneisnew.(Showthenewruler.)Doyouunderstandoldandnew?Askthestudentstotalkaboutthepicture.Pointtoeachhalfofeachpictureandaskaboutthedifferencebetweenthehalves.Goonwiththeotherpicturestoteachthelanguageitems.Askthestudentstomatchthewordswiththepictures.Step3.PairworkCallattentiontotheconversationinthepicture.Thenaskthestudentstoworkinpairsandtaketurnsaskingeachotherquestionsaboutthethingsonthelistofphrasesinactivity1aonpage7.Step4.Listening(2a,2b)Askthestudentstolistentothetapeandcircletheplacesin1a.Say:Nowpleaselistentothetapeagain.ListentoitanddrawtheplacesinMichael’sneighborhoodonthestreetmap.Justlisten.Playtherecording.Playtherecordingagain.Thenhavesomestudentsshowtheircompleteddrawingtotheclass.Step5.PairworkAskthestudentstoworkinpairstalkingaboutdrawingstotheclass.Thenasksomepairstopresenttheirdialoguestotheclass.Askthestudentstoworkinpairs,drawamapoftheirownneighborhoodandpracticeaskingandansweringquestionsabouttheplacestheylivein.Homework AskthestudentstomakesimilarconversationstothatinActivity1b.Period5Teachingaims:1.Teachvocabularywords.2.Targetlanguages:TurnleftonFirstAvenueandenjoythecity’squietstreetsandsmallparks.TakeawalkthroughtheparkonCenterAvenue.Thisisthebeginningofthegardentour.Bridgeisagoodplacetohavefun.3.Enablethestudentstowriteatourguideanddrawtherouttosomewhere.4.Howtowriteatourguideanddrawtherouttosomewhere.Teachingprocedures:Step1.RevisionCheckthehomeworkbyaskingaboutthestudent’sneighborhood.Askthestudentstoworkinpairs.Askthestudentstoworkinpairs.Thenasksomepairstopresenttheirconversationstothewholeclass.Step2.Reading(3a,3b)Askthestudentstoreadthetourguide.Dividethewholeclassintofourgroupstohaveaquiz.Tellthestudentstokeepthesewordsdownandmakeatleasttwosentenceswitheachwordafterclass.Afterthataskthestudentstolookatthepicturesandfillintheblanksforthistourguide.Step3.WritingAskthestudentstowriteatourguidewiththestudents.Namesofbuildingsandlocations.DescriptionwordsWordsthattalkaboutpositions.Wordsthattalkaboutdirections.Step4.Pairwork(4b)Learntodrawapictureofneighborhood.Firstaskthestudentstoanswerthequestionsaccordingtothepictures.Thenaskthestudentstodrawapictureaccordingtothefollowingconversation.Thenaskstudentstopresenttheirdrawingstothewholeclass.Homework1.Askthestudentstotalkaboutthestreetandbuildingsintheirownneighborhood.2.Askthestudentstomakesentenceswiththedescriptionwordstheykeptdownintheclass.Period6Teachingaims1.Teachvocabularywords.2.Targetlanguages:IknowyouarearrivingnextSunday.Letmetellyouthewaytomyhouse.Ihopeyouhaveagoodtrip.3.Enablethestudentstowriteabouttheneighborhood.4.Helpthestudentstolearnhowtowriteabouttheneighborhood.Teachingprocedures:Step1.RevisionCheckthehomeworkbyaskingandansweringsomequestions.Givemorestudentschancestopractice.Step2.Keywordcheck(1)Askthestudentstocheckthewordstheyknow.Thenaskthestudentstodothesomeexercises.Step3.Vocab-Builders(2)Expandthestudents’vocabulary.Afterthataskthestudentstosharetheirlistwithotherstudents.Step4.ReadingAskthestudentstoreadtheletteranddrawtheroutonthemap.Askthestudentstochangetheletterintoatelephoneconversation.Letthestudentspayattentiontothepictures.Say,LookatthepictureofSally.Howolddoyouthinksheis?Wheredoyouthinksheisfrom?Whatlanguagedoyouthinkshespeaks?Whatdoyouthinkshelikes?Whatdoyouthinkshedislikes?ThesamestepgoeswithJimandJulie.Afterafewminutes,asksomestudentstoreadtheirdescriptionstotheclass.Step5.JustforFun!Callattentiontotheconversationinthecartoons.Askthestudentstoreadtheconversationandthenanswerthequestions.Homework Askthestudentstodothefollowing:1.Supposeyourfriendisgoingtovisityou.Hedoesn’tknowthewaytoyourhouse.Writealettertohimtotellhimtheroutefromthebusstoptoyourhouse.2.Reviewthenextunit.Unit3Whydoyoulikekoalas?Languagegoals: Inthisunitstudentslearntodescribeanimalsandexpresspreferences.Newlanguages: Let’sseethepandasfirst. Whydoyoulikewanttoseethepandas? Becausetheyareverycute. Becausethey’rekindofshy. Becausethey’rekindofinteresting. Becausetheyarefun. Becausetheyaresmart. Doyoulikegiraffes? Wherearelionsfrom? TheyarefromSouthAfrica. Theanimalisugly/beautiful/friendly/small/shy/clever/cute/scary. Shelikestoplaywithherfriendsandeatgrass. She’sverybeautiful,butshe’sveryshy,sopleasebequiet. Hesleepsduringtheday,butatnighthegetsupandeatsleaves.Difficultpoints:1.Listeningforthenamesofanimals.Listenforthedescriptionwordsaboutanimals.2.Readthedescriptionwordsaboutanimals.Writeabouttheanimalyouknow.3.why,what,wherequestions,because,adjectivesofqualityTeachingaids: Ataperecorder SomepicturesTeachingperiods: Period1:SectionA1a,1b,1c Period2:Secti