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2013新人教版新目标初一七年级英语下册全册教案优秀教学设计

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29#
 楼主| 发表于 2013-3-29 00:12:28 | 只看该作者

Unit 8 Is there a post office near here?
一、教学目标
(1)掌握本单元的重要词汇及句型。
(2)通过本单元的学习,掌握问路与指路的基本语句,并能运用于现实生活中。
二、重点词汇
(1)post office, hotel, video arcade, bank, park, supermarket, street, pay phone, avenue
new, clean, quiet, big, small, dirty, old, busyleft, right, next to, across from, near, between
(2)表示方位的介词
三、重点句型:
Is there a bank near here ?   Yes, there’s a bank on Center Street.
Where’s the supermarket ?   It’s next to the library.
Is there a pay phone in the neighborhood ?   Yes, it’s on Bridge Street on the right.
Where 引导的特殊疑问句
四、教学重、难点
1.重点:
1).表方位的介词:near、across from、next to、between、on
    2).问路与指路的基本语句                   
2.难点:
本单元词汇量较大( 生词表中列出44个单词,9条短语;课文中还有一些短语)。
五、难点注释:
  (1)Is there a big supermarket near where you live ?在你住处附近有一家大超市吗?
(2)Turn left off the busy First Avenue and enjoy the city’s quiet streets and small parks.
       向左转走出/驶离繁华的第一大道,即可享受到城区里安静的街道和小公园。
(3) ┉ there is a small house with an interesting garden. 有一座带着有趣花园的小屋。
(4)  Bridge Street is a good place to have fun. 大桥街是个能愉悦享乐的好地方。
六、教具:教学挂图、城市或乡镇街道的图片、录音机、磁带
七、课时安排:
第1课时:Section A: 1a ~ Grammar Focus   第2课时:Grammar Focus - 4
第3课时:Section B: 1a ~ 2c  3a ~ 4       第4课时: Self check
                           
Period1 (Section A :1a ~ Grammar Focus)
授课人:______ 授课班级: _____ 授课时间:2013年___月___日____午第____节

Step 1 Warming-up and revision
1.Greetings.
2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation
方法一:教师课前准备1a中出现的标有各建筑或设施的单个图片。将其逐个呈现,同时与学生进行对话:
(1)T: What can you see? Ss: I can see a library.   
(2)T: What’s in the picture?     Ss: There is a bank.   T: Is there a bank?       Ss: Yes.
教师一边出示图片,一边教读单词,并将图片贴在黑板上,让学生读出单词,猜想汉语意思。在学生能力较高的班上,教师可提前加入后面的avenue, garden等名词。生词呈现完后,再集中教读。此时教师应注意学生的发音,尤其是arcade的重音。必要时可抽部分学生朗读。
方法二:为呈现supermarket, bank, video arcade等词,可有如下对话:
(1)T: Where can we buy food and drink?       Ss: In a supermarket.
(2)T: Where do people keep their money?   Ss: In a bank.
(3)T: Where can you play video games?     Ss: In a video arcade.
   其余类似。教师将通过对话引出的单词板书在黑板上并教读。
方法三:  (1)引出单词 street:
     T:  Our school is on Zhong Shan Street.         Ss: Yes.
(2)T: On the street we can see our school. We can see a shop, too.      Ss: Yes.
(3)T: What other things can we see on the street?   Ss:I can see a...  
(4)T: What can you see on other streets?         S1: I can see a ...  S2: I can see a ...
    (为了让学生能够表达其意,教师可将学生可能会涉及到的以及已经表达的单词写在黑板上。在学生学习能力较强的班上,教师可将学生使用到而教材中未出现的单词写在黑板上并教读。)
Step 2.检验学生是否正确理解词意。
T: What’s in a supermarket?            Ss: Food and drink.
T: What’s in a library?                 Ss: Books.
T: What can you do in a video arcade?    Ss: I can play games.
教师可板书以下句型:
(1) What’s in a library?    (2)What can you do in a video arcade?
让学生自己选择用什么样的问句进行问答练习。
Step 3.听力训练:熟悉单词。教师放1b部分的录音两遍,要求学生圈出所听到的词。师生一道讨论所听到的内容。
Step 4.呈现主要对话。
(1)T: Look at the map. Can you find Center Street?(板书: Center ST)  Ss: Yes.
    教师用以上同样的句型引导学生对图中其他地点进行问答。
(2)T: There is a bank near here on Center Street. Is there a bank near here?  Ss: Yes, there is.
   教师板书句型:
   ---Is there a bank near here?            ---Yes, there is a bank on Center Street.
(3)若学生接受能力较强,教师可加入3a中出现的in the neighborhood.
  T: The bank is in near here. The bank is in the neighborhood.
  教师重复并教读in the neighborhood.
  T: Is there a park in the neighborhood?     Ss: Yes, there is a park on ...Street.
Step 5.操练对话。
  教师让学生看1a中的画面,模仿图中对话谈论其他地点,进行pairwork。
Step 6.检查。
(1)教师抽数对学生在全班进行对话表演。
(2)教师仔细听,然后尽量给予鼓励、表扬。但若有关键词句的错误,则应指出并纠正。
Step 7、作业布置:
(1)生词记忆,准备听写。
(2)抄写Grammar Fucous的句子,并且翻译在家庭作业本上。
教学后记:  
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30#
 楼主| 发表于 2013-3-29 00:12:32 | 只看该作者

Period 2 (Grammar Focus ~ 4)
授课人:______ 授课班级: _____ 授课时间:2013年___月___日____午第____节
Step 1 Warming-up and revision
1.Greetings.      2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation呈现2a中的方位介词。
方法一:教师走到学生中,站在两名同学之间,告诉学生:
T: I am between…and…  (然后变换方位,告诉学生, )
T: I am next to…
方法二:教师可仿照2a在黑板上画出简图,配合手势告诉学生:
T: The pay phone is across from the library. The pay phone is on Center Street.
单词出现的同时教师板书并教读: next to, between, across from…
Step 3
(1)T: Who is between ... and ...?       Ss: ... is between them.
(2)T: Who is next to you/...?      ... is next to me/him.    ... is next to me/her.
(3)学生看2a中的图画,根据各句子的意思将句子番号填在相应图中,然后师生一起     讨论答案。
Step 4以新知识练习1c的对话
(1)教师让一名学生同自己配合,示范对话:
T: Is there a pay phone near here?      S: Yes, there is a pay phone across from the library.
(2)教师指着2a中的图,让学生相互问答。
Step 5 用2c中的句型,练习对话
(1)教师让学生看1a,一边与学生对话,一边板书对话内容:
  A: Is there a pay phone in the neighborhood?     B: Yes.
  A: Where is it?        B: It’s on the Fifth Avenue./It’s between ... and ...
(2)教师让学生齐读对话。
(3)教师让学生仿照例子自由表达,练习对话。教师走到学生中聆听。
(4)检查。 (5)读2c中的内容。
Step 6 Listening Test(完成2b听力练习)
(1)教师放录音两遍。   (2)核对答案。
Step 7 呈现3a中的新句子。
(1)教师仿照3a大图上部的小图在黑板上画一幅简笔画。同时一边陈述:
Go straight and turn left/right.一边以箭头在图上示意,并将该表达写在图中相应位置。
(2)教师教读。
Step 8 Games(游戏,让学生在游戏中巩固和得到练习)
(1)T: Put up your left hand, and show me your right hand.
(2)T: Who is on your left/right?    : ... is on my left.    : ... is on my right.
(3)教师可叫某个学生离开座位,告诉他:Please go straight and turn left/right.
Step 9 Homework
Review the key words and phrases.
教学后记:
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31#
 楼主| 发表于 2013-3-29 00:12:37 | 只看该作者

  Period 3 (Section B: 1a ~ 2c  3a ~ 4)
授课人:______ 授课班级: _____ 授课时间:2013年___月___日____午第____节
Step 1 Warming-up and revision
1.Greetings.
2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation
(1)教师课前尽可能多地准备能表现small, big, new, old, dirty, clean等特点的盒子、衣物等。
呈现clean,教师可做出擦黑板、打扫讲台的动作,同时说:
T: Look! The blackboard is very clean now, and the teacher’s desk is clean, too. 或指着某        
位衣着整洁的同学说:
T: Her clothes are very clean. 或出示自己的双手,说:
T: Look! My hands are clean. 然后将粉笔末涂在手上,说:
T: Are they clean now? No, they aren’t. They are dirty.
板书clean, dirty
(2)呈现其他形容词,教师可使用所带辅助教具,以类似方法进行。对于学习能力较强的学生,教师还可加入narrow, wide等词。
(3)教师在引出新单词的同时将其板书在黑板上,再集中教读。建议教师板书时将单词按正反意义分组排列,让学生直观地了解哪些词互为反义词。
Step 3
(1)教师说出汉语短语,让学生翻译成英语,如:
T: 一条忙碌拥挤的街道                 Ss: a busy street
T: 一个…                             Ss: a...
(2)教师让学生模仿上面的练习方式,用黑板上的以及自己知道的形容词表达短语,     相互考查。教师走到学生中聆听。
(3)让学生看1a,将画面的字母代号填在相应的短语前。然后师生一起讨论答案。
(4)学生读3a短文,按要求圈出描述性的单词,然后师生讨论答案。
(5)教师让学生开展讨论,总结自己对所圈单词用法、功能的理解,并给予评价或加以补充。
Step 4
(1)为了让学生理解1b部分的where you live,教师可对学生说:
T: There is a big supermarket near my house. There is a big supermarket near where I live.
教师板书:my house/where I live
教师提问: Is there a new park near your house/where you live?
  What is near where you live?
(2)学生仿照上面的表达相互问答,然后在全班表演。
Step 5
教师放2a录音两遍,让学生将所听到的地点在1a中圈出来,然后师生讨论答案。
(1)教师可请两名学生同时到黑板前,按所听到的内容将简图画在黑板上,其他同学在书上空白处画。教师放录音两遍。
(2)讨论答案。
方法一:教师先让坐在下面的其他学生对黑板上的图进行评价或修改,再给予确认。
方法二:按2c中的对话方式,让学生两人一组对黑板上的和自己的图进行相互陈述和纠正,得出正确答案。
Step 6
学生填完后,老师请一名学生读出短文。
23.做第4部分练习。
24.3c部分是一项对学生要求较高的练习。教师可让学生仿照3a短文,综合运用所学的知识进行表达。可让学生在课堂上先口头练习,两人一组向对方表达,再将所述内容写下来。也可作为家庭作业布置下去。
Step 7 Homework
Review the key words and phrases.
教学后记:   
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32#
 楼主| 发表于 2013-3-29 00:12:41 | 只看该作者


Period 4  (Self Check)
授课人:______ 授课班级: _____ 授课时间:2013年___月___日____午第____节
Step 1 Warming-up and revision
1.Greetings.    2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2  1、2部分为词汇自测。  
(1)教师要求学生除掌握第1部分所列单词外,还应尽量多地记住所用到的其他单词,    并将它们写出来。
(2)教师可要求学生将1、2部分单词按名词、形容词、方位介词进行归类,并多角度地总结它们的特点。
(3 )学生完成第3部分练习进行自我检测
步骤:
步骤1:让学生读Self check 里的单词, 随后听写这些基本词汇以及由它们构成的词组、短语.
步骤2:检查学生的听写情况( 全班齐读听写内容、组与组之间相互检查、教师抽查个别同学 ).
步骤3:画一张街区简图,告诉学生从A点到B点、A点到C点、B点到C点的几种走法,要使用以下词组: turn left / right、  go down --- street、
        go through、  on one’left / right ;同时引出、使用并教学生词与短语: taxi、 take a taxi、 arrive、  arrive in / at、 airport .
步骤4:展示Self check第3部分的挂图,进行教学。
步骤5:任务性活动:以写信、或发e--mail 的方式邀请朋友、笔友、网友来你家乡作客,告之详细的走法,然后互相交流。
Step 3 文化知识背景:
avenue   名  (复 ~ s )  
1.(城市的)大街, 街道;---街 美国的大都市尤其是纽约,东西通行的为Street, 南北通行的为Avenue,缩写为ave.,Ave.  Fifth  Avenue(纽约市的)第五
   2.林荫大道;英(尤指乡村的大住宅,自大门到宅邸之间的)林荫道
   3.(到达目的的)途径,手段,方法    an avenue to success 成功之路
video   名  (复 ~ s )
1.U(口语)录像机〔带〕  2.U  电视机的画面     3.电视
arcade  名 1.有拱廊的街道 (两边都有店铺)
      2.〖建筑〗拱廊 (拱廊相连而成的通道;在建筑物侧面,面向中庭)。
      3.(内设电子游戏机等的)电子游戏中心
district   名  (复 ~ s )
1.地区,管区 (以行政、司法、教育等为目的而划分的;略为dist.)
2.地带,地域,地方
down   在或向低处;沿着;顺着
                 从城市向乡村方向走、由北往南去,通常称为down ,反之则称为up
Step 4 同步训练:
1.Where is the post o______ ?    It’s ____ Center Street.
2.  The _________ (超市) is ________ the park ______ the hotel.
3.  Is there a _______ _______ (电子游乐中心) near here ?   Yes, there is.
4.  Is there a ______ (小图书馆) in the ____________ (附近) ? No, there ______.
5.The school is _____ _____(在┅对面)my house .
6.  I sit _____ _____ (在┅旁边) Li Hua.
7.  Guang Ming Street is not _______ (脏的),it’s _______(干净的).     
8. _______ _______ (向右转), enjoy the city’s interesting ________ (花园) .
9.        The _______(安静的)room is over there, on ______ _______(你左边).
Step 5 Homework
Review the key words and phrases.
教学后记:      
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33#
 楼主| 发表于 2013-3-29 00:12:46 | 只看该作者


Unit 9   What does he look like?
一、教学目标
1.识记描述人物外貌特征的词汇
    Short, long, curly, straight, blonde, brown, hair, bald, tall, height, thin, heavy, a medium build, glasses, beard mustache
  2.学会使用询问、描述人物外貌特征的句型。
    a. What do you look like?    I’m short I have curly hair
    b. What do they look like?   They’re medium height
    c. What does he/she look like?
      He/She is tall/medium height/short//thin/heavy//bald.
      He/She has a medium build//a beard//a mustache
      He/she has long/short//blonde/brown/black…/straight/curly hair
      He/She wears glasses//a white T-shirt
    3.学会询问他人外表;学会谈论,描述身高,体重,发型,面部特征及着装等外貌特征。并根据描述画出人像。
二. 教学重点  
    1) What引导的询问外貌的特殊疑问句。
    2) be, have, wear的一般现在时用法。
    3) 描述外貌的形容词。
三.教学难点
    1) 注意比较动词“has”和“is”在对人物进行描述时的用法及汉语意思的差别。
    2) 注意当句子主语是第三人称单数时,在句型What does he/she/your friend/A’my look like?中助动词用does,后面用动词原形look。
四、课前准备
教师:录音机,教学挂图;物品实物、照片。学生:实物(学习用品)、照片。
五、教学时间及安排:
    第1课时:Section A 1a—2b             第2课时:Section A 3---Section A 4
    第3课时:Section B la—Section B 2C     第4课时:Section B 3a—Section B 3C
    第5课时:Section B 4—Self check
Period 1 (Section A: 1a—2b)
授课人:______ 授课班级: _____ 授课时间:2013年___月___日____午第____节

Teaching aim
Learn the words about describing persons’ appearance. Learn how to describe people’s looks.
Language points
A: What do you look like?                  B: I am…, and I have….
  A: What does he/she look like?              B: He/She is…, and He/She has….
Teaching difficulties
How to make students describe people’s looks correctly.
Teaching procedures:
Step 1 Leading-in
T: How many people are there in your family?          S1: There are…They are my…
T: Can you say something about them?                S1:…
(Then the teacher asks another three students to answer the questions like this.)
T: I think you all have a happy family. Me, too. I also have a happy family. Do you want to know them?     Ss: Yes.
T: Do you know what they look like?   Ss: No.
T: Look, this is my family photo. Let’s meet them one by one.  (Show a photo of my family.)
Step 2 New words
1. Present new words.
T: Look, who’s this woman? Can you guess?  (Show my picture to the students.)
Ss: Is this your mother?
T: Yes, she has long hair. Read after me, long hair, H-A-I-R, hair.    Ss: H-A-I-R, hair.
(Then look at the pictures of my father and my sisiter and teach the other new words in the same way such as “short hair, curly hair and straight hair.”)
T:I have long, straight hair. What about you?   (The teacher points at a student.)
S1: I have short, straight hair.
(The teacher asks some moer students to practice. Then show a photo to the students.)
T: Look at this man. He is my father. He is very tall. Read after me, tall, T-A-L-L, tall.
Ss: T-A-L-L, tall.
(Teach the other new words in the same way such as “short, medium height, thin, heavy, medium build”.)
2. Practice the new words.
T: Look at 1a. Match the new words with the pictures as quirkily as you can.
(Then check the answer.)
Step 3 listening.
T: I have a good friend. Her name is Amy. Look, this is Amy. Now she comes to the station to meet her friend. But there are so many people. She can’t find her friend. Can you help her?
Ss: Yes.
T: Listen to the tape. Work on 1b. Help Amy find her friend, Ok?      Ss: OK.
(The teacher plays the recording. Then check the answers.)
Step 4 New drills
1. Present the drills
T: I have long, sraight hair. I’m medium height and I’m medium build. What do you look like?
S:I have …And I’m….     (Ask three more students to practice.)
2.Practice the drills
A: What do you look like?       B: I am…, and I have….
A: What does he/she look like?   B: He/She is…, and He/She has….
Step5 Homework
Copy each word in 1a one line.   
教学后记:
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34#
 楼主| 发表于 2013-3-29 00:12:50 | 只看该作者


Period 2 (Section A: 3---Section A 4)
授课人:______ 授课班级: _____ 授课时间:2013年___月___日____午第____节
Teaching aims
1.To enable students to describe people’s looks correctly.
2.To improve students listening skill.
Language points
A: What do you look like?
  B: I am…, and I have….
  A: What does he/she look like?
B: He/She is…, and He/She has….
Teaching difficulties
How to improve students listening skill.
How to make students describe people’s looks correctly.
Teaching procedures
Step 1 Greetings
Greet students as usual.
Step 2 Review the drills
T: What do you look like?     S1: I am…, and I have….
T: What does he/she look like?
S1: He/She is…, and He/She has….  (Ask more students to answer.)
Step 3 Listening practice (2a,ab)
T: I have three good friends. They are David, Sally and Pete. Do you know what they look like?
Ss: No.
T: Do you want to know them?           Ss: Yes.
Took at 2a. Listen and cirle “is” or”has”below.
(Play the tape and then check the answers. If necessary, sum up how to use“is” and ”has” )
T: Listen again. Fill in the chart in 2b.(Play the tape again and check the answers.)
T: What does David look like?     S1: He is tall and heavy. He has curly hair.
Step 4 Practice
T: Work in pairs. Ask and answer according to 2b.
(The students practice the dialogue and then the teacher asks some pairs to practice.)
Step 5 Pairwork
(Show a picture of Lily’s new friend.)   T: Look at the picture. Do you know her?   Ss:No.
She’s Lily’s new friend. Lily will introduce her to you. Look at 3 and help Lily describe her new friend.  (Ask students to fill in the blanks.) Ask several minutes and then act the dialogue out.
Step6 Grammar Focus
Explain the important language points.
Step7 Homework
Recite the dialogue in P42.
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 楼主| 发表于 2013-3-29 00:12:54 | 只看该作者


    Period 3 (Section B la—Section B 2C)
授课人:______ 授课班级: _____ 授课时间:2013年___月___日____午第____节

Teaching aims
3.        Learn to describe people’s looks in different ways.
4.        Learn the useful words and expressions about describing persons’ appearance.
Language points
A: What do you look like?
  B: I am…, and I have….
  A: What does he/she look like?
B: He/She is…, and He/She has….
Teaching difficulties
How to make students to describe people’s looks in different ways.
Teaching procedures
Step1 Greetings     Greet students as usual.
Step2 Present the new words
T: I like making friends. I have many pen pals. Two of them are from America. Look at the two pictures.
(Show two pictures to the students.)
T: Look at this boy. His name is Jack. He likes soccer very much. He is the capitain of the team. He is very popular in his class. He has brown hair.
(Then explain”capitain, team and brown” to the students. Teach them how to read the new words.)
T: Look at this girl. She is Tina. She is very funny. She likes telling jokes very much. She is a bit thin. She has beautiful blonde hair. She never stops talking.
(Explain “tell jokes, a bit, blonde and stop tallking” to the students and teach them how to read the new words.)
(Show four pictures of four students.)
T: They are in the same class. Read the descriptions of the four classmates. Match them with the picures in 3a.
Step3 Practice
Ask students to match the pictures and check the answers.
After explaining some useful words and expressions, ask students to read after the tape.
Step 4Pairwork
There are some other classmates here. Can you describe them? Let’s work in pairs. Student A writes the names in the box next to the people in the picture. Student B asks questions to find the people. (The students work in pairs.)
Step5 Game
Descibe someone in the class. Ask your classmates to guess who you’re describing.
T:This person is medium height. She has short hair…       Ss:…
(First teacher gives an example, then ask a student to come to the blackboard and describe one person. Ask other students to guess who he/she’s describing. )
Step6 Task”Design your new teacher’s look”
T: What do your teachers look like?
S1: My math teacher is…and she has…
T: Work in group of four. Talk abour your teachers’ look. Then help them design the new look. Fill in the chart and report it to the class.
          What does our…teacher look like?
Subject        Old look        New look
               
               
(The students work in groups of four. Then fill in the chart.)
Step7 Homework
Design your parents’ new look.
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