新目标人教版七年级英语下册学案Unit 1 Where
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）Unit 1 Wheres your pen pal from?Language goals:•In this unit students learn to talk about countries, nationalities and Ian guages.•Ask and tell where people live.New languages:•Where's he / she from?•He / She is from Australia / England / China / France / Singapore / Australia. •Where does he / she live? He / She lives in Sydney.•What language do you speak? I speak English.•What's your / his / her favorite subject?•My / His / Her favorite subject is English.•Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn't.Difficult points:1. Liste ning for the in formation about cou ntries, natio nalities and Ian guages. Write an e-mail about on eself. Describe the new stude nts in class.2. Where questions with fromWhere questions with liveWhat questi onsTeaching aids:• A tape recorderTeaching periods:•Period 1:Section A 中1a, 1b, 1c•Period 2:Section A 中2a, 2b, 2c, 2d•Period 3:Section A 中3a, 3b, 4•Period 4:Section B 中1,2a, 2b, 2c•Period 5:Section B 中3a, 3b, 3c, 4•Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Where's your pen pal from?He is from Australia.3. Enable the students to learn to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talk2 Say: Do you have any friends? Where is she from?Help the students make the same sentences and give them more chances to say.Step 2. Talking about the picture (1a)Hold up the picture on page 1 and point at the map. Ask students toread the picture.Ask some of you to read them aloud to the class. Make the studentstalk about where people are from.Say: Du Chuan, where is your pen pal from?Ask the students to read the conversations in the picture.Step 3. Listening (1b)Point to the numbered list of words and play the recording for a secondtime.Ask the students to listen to the recording and circle the countries in 1a.Ask students to listen to and repeat after the recording and then checkthe answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with your partner.You can talk about your own pen pal.2. Ask the students to look at their own clothes and the things in theirbackpack. Ask and answer questions about where they are from.Homework1. Ask the students to practice talking about where people are from and make up real dialogues.2. Learn the words in this unit (on page 115) by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: Where does he live? He lives in Toronto.3. Let the students learn to talk about where people live.4. Help the students learn how to talk about where people live.Teaching procedures:Step I.StepI RevisionCheck the homework. And then ask several students to answer questi ons.Say: Where are you from? Do you have a pen pal? Where is your pen pal from?Step 2. Presentation (2a)Put a map of the world on the blackboard.Say: What's the meaning of capital? Can you guess? Help them to answer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto, andTokyo on the right of the blackboard. And the teacher reads them aloudand asks students to repeat.Then ask students to match the cities with the countries.Step 3. Talk about countries and citiesAsk the students to work in pairs, asking about the cities and the countries.Say: Now work in pairs and ask where the city is. For example, the firststudent asks "Where is Beijing?” the second student answers “It's inChina."Then tell the students to ask question about Chinese cities.Step 4. Listening (2b, 2c)Tell the students to read the list of countries and cities in 2a.Say: Now let's look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.Call the students' attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.Step 5. Pair work(2d)Ask the students to read the conversations in the bubble. Then askthem to talk about the in formation in the chart in 2c.Then ask the students to work in groups and make up new dialogueswith their own information.Step 6.GrammarfocusReview the grammar box.Say: You have to pay attention the word "from". It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.Write the following on the blackboard.Say, now work in pairs and make dialogues after the model above.Homework1. Ask the stude nts to learn the sentence patter ns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this unit (on page 115).3. Make a similar dialogue according to the conversation in 2d.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages: What Ianguage does she speak? She speaks English.3. Enable the students to learn to talk about what Ianguage people speak.4. Help the students to learn how to talk about what language people speak.Step 1. Free talkSay, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer my questi ons.(Turn to a student.)Where are you from?Give more students chances to speak in class.Step 2. Presentation (3a)Say: Do you know the meaning of "Ianguage"? Listen: Tim is from England and he speaks English. So English is his Ianguage. I'm fromChina, so Chinese is my language .Now look at activity 3a.on page 3.Read the instructions to the class. Ask students to work in pairs as theyanswer the questions.Show the flowing and ask the students to make conversations after themodel.Step 3. Pair work (3b)Ask the students to pay attention to the conversation in Activity 3b.Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.Show a map of the world. Ask students to work in pairs.Step 4. Quiz(4)Ask the students to look at activity 4 then work in pairs and do the quiz.HomeworkAsk the students to work with their friends and practice the dialogue in activity 3b.Period 4Teaching aims1. Teach vocabulary words.2. Target languages:Does she have any brothers and sisters?Is that your new pen pal?Yes, it is.3. Enable the students to learn to talk about their new pen pals.4. Help the students learn how to talk about their new pen pals.Step 1. RevisionAsk the students to make conversations talking about their new pen pal.Ask some pairs to the front to talk about their pen pals. Greet each otherand have a free talk with classmates.Talk about the persons they admire.Step 2.Match work (1)Ask the students to pay attention to the notebook page with the countries listed.Ask the students to write the letter of the correct country in the box next to the title of each Ianguage textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conv ersati on bubbles.Check the answers. Then ask the students to read the questions again.Ask the students to fill in the chart.Give students 1 minute to finish the task. Check the answers with the stude nts.Then play the recording again and ask the students to repeat.Step 4. Pair work (2c)Ask two students to work in pairs, practicing the questions in activity 2a.Then tell the students to practice dialogues similar to the dialogue inactivity 2a in pairs. They can use their own names.HomeworkAsk the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French.Period 5Teaching aims1. Teach vocabulary words.2. Target languages:I think China is a very interesting country.I like going to the movies with my friends and playing sports.My favorite subject in school is P.E.It's fun. / It's too difficult.3. Enable the students to write a pen pal letter.4. Help the students learn how to write to a pen pal.Step 1 .Warming upSay, Do you have a pen pal? Whafs his name? Does he have any brothers and sisters? What Ianguage does he speak?Then ask the students to work in pairs to talk about their pen pal.Step 2. Reading (3a)Ask the students to read the letter on page 5.Point the four questions beneath the letter.When the students finish reading the letter, ask the four questions orally and ask them to answer orally.Ask the students to retell the letter, using their own words.Step 3. Reading and writing (3b)Ask the students to pay attention to the letter from Tom King.Point out the blanks in the letter and the information card on the right.Correct the an swers. Then draw the in formation card on the blackboard and then ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they are finished, ask several students to read their e-mails in class.HomeworkAsk the students to choose one of the following tasks as homework.1. Show a name card to the students and ask them to write something about it.2. The students change their information card with their partner and writesomething about their partner.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe the new students in the class.3. Help the students learn to describe the new students in the class.Teaching procedures:Step 1. RevisionPractice talking about one of the students.Say, Take out your information cards. And change it with your partner.Read it carefully and make up an oral practice, talking about yourpartner.Step 2.Key word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page6. Then say a sentence with each of them.Step 3.Vocab-BuildersAsk students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.WritingLet the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes? What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5.SpeakingAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term. Who do youlike best? Why do you like him or her? Please tell us. First you can tellyour partner.Ask some students to present their work to the class.Step 6. Just for Fun!Ask all students to read the conversation.Let the students practice in pairs.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.Unit 2 Where is the post office?Language goals:•In this unit students learn to talk about asking for and give directions on the street.New languages:•Excuse me, is there a bank near here?•Yes, there is. It's on Center Street.•Where is the pay phone?•lt*s across from / next to / in front of / behind the library.•lt*s between the post office and the library.•Just go straight and tum left.•Turn left on First Avenue.•Take a walk through the park on Center Avenue.•There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you're going to visitWrite the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:• A tape recorder•Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages: Is there a bank near here? Yes, there is. It's on CenterStreet.3. En able the stude nts to ask for and give di recti ons on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions about theplaces.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behind and on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It's across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the six sentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questions about the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. The ask them to answer the following questions. Explain some Ianguage points if the students can't understand.Homework• Ask the students to practice talking about their neighborhood in pairs.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Just go straight and turn left.It*s down Bridge Street on the right.Ifs next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask some studentsto answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them to makeconversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs. Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their right hands to practice “left” and "right".Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Paul and Nancy in the picture.Ask the students to role play the conversation then point out the place that Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers' place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all thebuildi ngs.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.Homework• Ask the students to make a similar conversation to that in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Is there a big supermarket near your house?Yes, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old, the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the differenee between them?Yes. This one is old. (Show the old ruler.) And this one is new. (Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the differenee between the halves.Go on with the other pictures to teach the language items. Ask thestudents to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7.Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael's neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class. Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.Homework• Ask the students to make similar conversations to that in Activity 1 b.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Turn left on First Avenue and enjoy the city's quiet streets and small parks.Take a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the students neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class. Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.Tell the students to keep these words down and make at least twosentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about di recti ons.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the following conversati on.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their own neighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. Teach vocabulary words.2. Target Ianguages:I know you are arrivi ng n ext Sun day.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students' vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questi ons.Homework• Ask the students to do the following:1. Suppose your frie nd is going to visit you. He does n't know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.Unit 3 Why do you like koalas?Language goals:•In this unit students learn to describe animals and express preferences.New languages:•Let's see the pandas first.•Why do you like want to see the pan das?•Because they are very cute.•Because they*re kind of shy.•Because they're kind of interesting.•Because they are fun.•Because they are smart.•Do you like giraffes?•Where are lions from?•They are from South Africa.•The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary. •She likes to play with her friends and eat grass.•She's very beautiful, but she's very shy, so please be quiet•He sleeps during the day, but at night he gets up and eats leaves.Difficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:• A tape recorder•Some picturesTeaching periods:•Period 1: Section A1a, 1b, 1c•Period 2: Section A2a, 2b, 2c•Period 3: Section A3a, 3b, 4•Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c•Period 5: Section B 3a, 3b, 3c, 4• Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let's see the pan das.Why do you want to see the lions?Because they*re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match thenames with the pictures a-h.Encourage or help the students to say something about the picture anddo the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording.Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and thencheck the answers.Further activity: Ask the students to do some pair work in the followingway if they can understand the listening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Show the following.—Let's see the pan das / giraffes / lions / penguins / dolphi ns / koalas / elepha nts / tigers?—Why?——Because they're cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals in activity 1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1 c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them. Teachi ng procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let's do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b. After that, check the answers.Then ask the students to listen to and repeat the dialogue after therecording.After this, ask the students to practice the conversation without the help of the recording.Step 3. Pair work (2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are...Step 4.GrammarfocusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggest!on: Ask the students to work in groups and write down。
人教版新目标七年级英语下册 Unit 1 导学案
【教学目标】Talk about abilities.【德育目标】Understanding the cultural differences of China and the West.【重点难点】1.can+动词原形及各种句式、应答 2.play+the+乐器【教学过程】二次备课预习指导：I. 默写下列单词和短语1.吉他_______2.唱歌_______3.游泳________4.跳舞________5.画_______6.国际象棋________7.说_______8.参加_______9.俱乐部______10.擅长于______________ 11.讲述______ 12.故事_______ 13.写字________14.展示________ 15.或者_____ 16.交谈_______ 17.跟...说____________II. 预习并写出下列短语及句子1.下国际象棋_______________2.你会游泳吗？_____________________?3.弹吉他_______________________4.说英语__________________5.你会画画吗？__________________________?6.你会唱歌吗？__________________________?7.我想加入艺术俱乐部。
_________________________________________.8.我想加入音乐俱乐部。
_________________________________________.9.你想加入什么俱乐部？_________________________________________?10.我想加入国际象棋俱乐部。
_____________________________________.11.英语俱乐部___________________ 12.游泳俱乐部___________________13. Lisa想加入什么俱乐部？________________________________________?14.她想加入游泳俱乐部。
2019-2020年七年级英语下册 Unit 1 Where's the post office 教案 人教新目标版
2019-2020年七年级英语下册 Unit 1 Where's the post office 教案人教新目标版Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs 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 neighbhood?Yes, it's 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,BetweenRecycled 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: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3Teacher: Where's 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 f.Check the answers.1 b 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 ofeach place you hear on the tape..Play the recording the first time. Students only listen.Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)Convernation 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. There's one on Bridge Street.Conversation 3A: Is there a supermarket on Center Street?B: No, there isn't.1 C 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（示范）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,there's a post office on Bridge Street.As students work, move around the room and check progress(进展情况). 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.教学后记：教学方法有问题？教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。
新目标英语七年级下册Unit1-12学案
新目标英语七年级下册学案Unit1 Where’s your pen pal from?Section ATeacher’s words: Actions speak louder than words.Language aims:知识目标：1. Words: Canada, France, Japan, the United States,Australia, Singapore, the United Kingdom,Sydney, New York, Pairs, Toronto, Tokyo,French, Japanese, pal, country, live, language,world, like, dislike.2. Phrases: talk about, be from/ come from, pen pal, speak English,a little与 little 的区别，my favorite subject, tell sb. about sth, like doing sth.3. Important sentences: 1) --- Where’s your pen pal from?2) --- Where does he live?3) --- What language does he speak?4) ---- What’s your favorite subject?能力目标：学会谈论人们的国籍、居住城市及所说语言。
情感目标:了解世界，了解不同地区的人文风俗，学会理解和尊重异国文化。
教学重难点：1. 国家及城市名称。
2. come from的用法。
教学过程：Ⅰ、预习检测：1.来自______________2.笔友______________3.做运动______________4.讲英语______________5.给某人写信______________6.住在______________7.一点法语______________ 8. 太难______________9.去看电影______________ 10.喜欢做某事______________Ⅱ、情景导入：1. To show a photo of Sydney and talk about it.2. To ask the students some questions.Ⅲ、自主探究：1. The students open the books, turn to Page 81 and read the first letter. After that, the students answer three simple questions.2. The students read after the tape and go on answering some more questions.Ⅳ、合作交流：1.The students read the letters that the teacher gives them and then choose one pen pal they like.2.Do a report.My partner’s nam e is __________. His new pen pal’s name is __________. He is _______ years old. He is from __________. He lives in ___________. At school, he likes ______________. His favorite ___________ is __________________.I think he can be my partner’s pen pal. Do you think so?Ⅴ、拓展创新：Groupwork1.Discussion: In your group, do you like your pen pals? Who likes? Why? ( Tell some reasons )2.Report.In our group, ________of us like his pen pal. Because his pen pal …Ⅵ、典型例题解析。
七年级英语下册unit1Where’syourpenpalfromA导学案人教新目标版
Unit 1 Where’s your pen pal from?（第1） Section A 1a —2d【学习目标】 1.Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto, Tokyo2. Where is your pen pal from? He’s from Australia.Where does he live? He lives in. Paris3. Where is John’s pen pal from ?【自主学习】我能行！ What countries and cities do you know? ( Ss can speak in Chinese.)Learn the new words. Countries: China, Australia, Japan, Canada, France, the United States, the United Kingdom, Singapore Cities: Shanghai, Sydney, Tokyo, Toronto, Paris, New York, London, Singapore 你能将上述词语填入表格吗？【听力屋】2.Listen to 2b again and plete the chart below.3.Listen to 2b again, fill in the blanks.Conversation 1A: Where ‘s your pen pal ___________, John?B: He`s from _________.A:Oh, really? Where does he _____________?B: Tokyo.Conversation 2A: Where ‘s your pen pal ___________, Jodie?B: She`s from _________.A:Oh, really? Where________ she _____________?B: Oh, she___________ ___________ Paris.Conversation 3A: Andrew,_______________ your pen pal____________?B: She__________ ____________ Australia..A:Uh-huh.___________ _________he _____________?B:She __________ ___________ ______________.【合作探究】1.两人一组,练习上面的对话，然后表演。
七年级英语下册_全册教案_人教新目标版1
Unit 1 Where’s the post office?单元主题：Ask for and give directions. 询问方位，以及给出方位。
单元目标：（1）学习并掌握一些表示方位的介词。
（2）学习并掌握一些形容词的用法。
（3）学习并掌握一些常见地方的名称。
主要句型和交际用语：（1）Where’s the park?（2）It’s on center street.（3）The supermarket is across from the bank.（4）The pay phone is next to the post office.（5）The library is between the video arcade and the supermarket.（6）Is there a pay phone in the neighborhood?（7）It’s down the Bridge Street on the left.主要词汇：post office，Is there …?，bank，near，here，center，street，bridge，hotel，video，arcade，supermarket，pay，pay phone，park，across，across from，next to，between，avenue，down，neighborhood，right，left，quiet，big，dirty，busy，false，welcome，garden，district，turn，off，enjoy，walk，take a walk，through，will，see，house，begin，beginning，tour，come，get，money，buy二. 重点、难点分析：1. across 介词“横过”Be careful when you walk across the busy street.当你穿过繁忙的街道时要小心。
人教版新目标七年级下Unit 1导学案
Unit1 Where’s your pen pal from?Period 1 (Section A 1a—2d)班级：小组：姓名：评价：【学习目标】1）学会国家和地区的英文名称2）学会询问和回答人们来自哪里及他们的的住处3）记住P1-P2的新单词和重点词组与句型【知识储备】预习指要：拼读1-2页的新单词，记住意思；朗读1-2页的句型，对话，能中英互译知识链接：Where is he from?相当于Where does he come from? come from=be from都是“来自”的意思,只是come from 需要借助助动词do/does来构成疑问句或否定句预习检测：你能用英文写出下列国家和地区的名称吗？1加拿大________ 2法国________ 3日本________ 4美国________5澳大利亚________ 6新加坡_______ 7英国________ 8中国________9悉尼________ 10.巴黎________ 11.纽约________ 12.东京________【学习过程】1.完成1a,总结本节的重点单词及短语，然后相互提问2.讨论中国、日本、美国、加拿大、澳大利亚、英国、法国、新加坡等国家名称及首都。
讨论询问某人来自哪里用的句型：1) Where______he/ she _________ ?He /She __________ + 国家/ 省份.或Where ________ he / she ______ _______ ?He /She ______ ______ + 国家/ 省份你现在了解be from和come from的区别了吗？3.live居住后接地点，要用介词________。
【课堂练习】一、根据首字母和句意提示完成单词：1.I have a pen p____ . His name is Mike.2.Bob is from France. He l_____ in Paris.4.Is your uncle f____ the United State?5.China is a c______ with a long history.二、翻译下面的对话(5分钟)。
人教版新目标七年级英语下册 Unit 1教案
人教版新目标七年级英语下册 Unit 1教案一. 教材分析人教版新目标七年级英语下册Unit 1主要讲述了日常生活中的一些基本交际用语，如问候、介绍、道别等。
本单元的核心词汇有关键词hello, good morning, good afternoon, good evening, how are you, my name is等。
主要句型有：- What’s your name? - My name is…, - How are you? - I’m fine, thank you, and you?二. 学情分析七年级的学生已经掌握了基本的英语发音和一些日常用语，但对新的语言知识仍需要通过反复练习来巩固。
他们对新事物充满好奇，善于模仿，但注意力容易分散，需要教师通过丰富的教学手段和方法来吸引他们的注意力。
三. 教学目标1.能听懂、会说、会读本单元的核心词汇和句型。
2.能用英语进行简单的自我介绍和日常问候。
3.培养学生的交际能力和团队协作能力。
四. 教学重难点1.重点：本单元的核心词汇和句型的正确使用。
2.难点：日常英语口语交流的技巧和实际应用。
五. 教学方法采用任务型教学法，通过情景模拟、小组讨论、角色扮演等丰富的教学活动，激发学生的学习兴趣，提高他们的参与度和积极性。
六. 教学准备1.教学PPT2.单词卡片3.角色扮演道具4.教学录音机七. 教学过程1.导入（5分钟）教师通过播放一段日常英语交流的录音，引导学生注意听懂其中的问候和介绍，激发学生的学习兴趣。
2.呈现（10分钟）教师通过PPT展示本节课的核心词汇和句型，并用简单的解释和例子让学生理解其含义。
如：展示单词卡片，教读并解释词汇hello, good morning等，然后用句型What’s your name?进行提问，引导学生回答。
3.操练（10分钟）教师学生进行小组讨论，用本节课的词汇和句型进行自我介绍，鼓励学生大胆开口说英语。
人教新目标七年级英语下册Unit1 教学设计
人教新目标七年级英语下册Unit1 教学设计Unit 1: Can You Play the Guitar?The main focus of this unit is to teach students how to use the modal verb "can" in positive。
negative。
and n sentences。
as well as how to construct and use XXX。
students XXX that use the word "what."XXX XXX:1.XXX.2.XXX.3.XXX abilities.XXX:Topic: Unit 1: Can You Play the Guitar?d 1: n A (1a-2d)d 2: n A (Grammar Focus-3c)d 3: n B (1a-2c)d 4: n B (3a-Self Check)XXX:1.New Teaching2.Task-based Language Teaching3.Pair work and sayingXXX:1.Vocabulary: guitar。
join。
dance。
swim。
sing。
chess。
paint。
speak。
can't (cannot)2.Key Sentences: Can you/he/she…。
Yes。
I/he/she can。
No。
I/he/she can't。
I want to join the。
Knowledge and Abilities:1.Learn to talk about personal abilities.2.XXX.3.XXX.Knowledge and Skills:One of the XXX is to train students in their writing XXX writing skills。
人教新目标版英语七下Unit1Where’syourpenpalfromword学案
罗铺中学七年级英语下册Unit 1导学案（新课）课题Unit1 Where’s your pen pal from?主备人：余燕青审核人：七年级英语备课组审核时间：2011.2.10Section A教师寄语：Well begun is half done. 良好的开端是成功的一半。
教学目标：1）学会国家和地区的英文名称2）学会询问和回答人们来自哪里及他们的的住处学习重点1 Where’s your pen pal from? = Where does your pen pal from？2 Where does he live?3 What language(s) does he speak?学习难点1.掌握一些新的国家及城市名称，学习询问和回答人们来自哪里及他们的的住处2.学习并掌握“where”引导的特殊疑问句一．自主预习（自己准备好，上课时默写）1.你能用英文写出下列国家和地区的名称吗？1加拿大____________ 2法国_____________3日本__________ 4美国_____________ 5澳大利亚___________6新加坡____________7英国____________8中国___________ 9悉尼___________10纽约_____________11巴黎___________12多伦多___________13.东京___________2.本单元的国家，人民、语言对应。
1 Canada--- Canadian--- English / French 2. France--- French---French3 Japan---Japanese---Japanese 4. Australia---Australian--- English5 the United States/America--- American--- English6 the United Kingdom/England--Englishman-- Enghish7.China --- Chinese ---Chinese二。
人教版新目标英语七年级下学期导学案：Unit 1 Where is your pen pal from.
Unit 1 Where is your pen pal from.The First Period (Section A 1a—1c )学习目标：1、掌握本节课的单词和短语2、能根据听力材料完成听力任务3、能应用所学知识进口语交际4、学会谈论人们的国籍、居住城市及所说语言。
情感目标:了解世界，了解不同地区的人文风俗，学会理解和尊重异国文化。
教学重难点：1. 国家及城市名称。
2. come from的用法学法指导：自主学习交流合作听力训练对话操练学习过程：一、复习口语操练二、预习检测：1、试读以下单词和对话be from 来自pen pal 笔友= pen friend Canada 加拿大Canadian 加拿大人France 法国French 法国人；法语Japan 日本Japanese日本人;日语Australia 澳大利亚Australian 澳大利亚人Singapore 新加坡Singaporean新加坡人the United States 美国the United Kingdom 英国China 中国Chinese中国人A: Where is your pen pal from?B: He’s from Australia.2、. 根据答语写问句。
1) Q:_____________________________________________?A: She’s from China.2) Q:_______________________________________________?A：My pen pal’s name is Jo die.三、自主学习任务一自学本节课单词并小组记忆单词词汇识别：你认识下面的图片吗？请写出他们的国家的英文名称。
________________ ________________ ___________________________________ ___________________任务二完成1a完成P1/Section A, 1c的采访活动。
七年级英语下册 Unit 1 Where教案 人教新目标版
Unit 1 Where's your pen pal from?课时安排：二次课 4个课时教学目标：（一）知识目标：谈论国籍，语言及居住的城市，并掌握相关单词词组，重点掌握speak, live, be from, come from，a little 的用法。
（二）能力训练要求：训练学生听，读，说的能力。
一、词汇：普通词汇：pen pal, country, like, dislike, live, language二、重点词组pen pal=pen friend 笔友likes and dislikes 好恶；爱憎a little 一点儿like doing sth. 喜欢做某事go to the movies 去看电影write to sb. 给某人写信on/at the weekend (on weekends) 在周末at school 在学校an action movie 一部动作片三、重点句型Where is your pen pal from? He’s from Korea.Where is John’s pen pal from?He’s from Japan.Where is her pen pal from? She’s from Brazil.Where does he live? He lives in South Korea.Where does she live? She lives in Mexico City.1.be fromEg. Where is your pen pal from?Be from 意为“（人或物）来自...”后接表示地点的名词。
相当于come from,两者可以互换，但be 是系动词，come是实义动词，故两个短语的否定句和疑问句形式不同，前者取决于be 动词的变化，后者需要借助于助动词do/does.典例：1）----where _____ Cindy ______?----She is from Australia.A. be; fromB.is, frome, fromD.is, come from答案：B2）---_____ is your watch from?---Oh, it's from China.A.WhereB.whenC.whoD. How答案：A2.live 的用法Eg. ----Where does he live? ----He lives in Tokyo.用法：live 是不及物动词，意为“住，居住”，常与介词in连用，后接表示地点的名词；若与here ,there 等副词连用时，则要省掉in，与where 构成疑问句时，live后不接介词。
人教版七年级英语下册教案Unit1Where’syourpenpalfrom.doc
课题：Unit 1 Where9s your pen pal from?第1 课时共4 课时教学目标：1.学会世界上主要国家和城市的表达方式。
2.了解世界上主要国家一些情况，如国旗，地图形状及地理位置。
3.学会使用where句型。
重点：1.Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto, Tokyo world 2>Sentences:Where is your pen pal from? He's from Australia・Where does he live? He lives in ParisWhere is John's pen pal from ?难点：学生对各地的名胜古迹、历史风情、地理知识等知识的进一步了解，从而实现英语与其他各学科之间的渗透。
教具准备：Some cards with cities and countries教学过程：Step l.Lead-in (la&2a)First greet the students・ Then teacher begins the topic with the Spring Festival・ Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2.通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。
人教版新目标七年级英语下册导学案Unit 1 Where is your pen pal from
人教版新目标七年级英语下册导学案Unit 1Where is your pen pal from 1课时 Section A1a--Grammar focus（学习目标）1.学会一些国家和城市的英文名称,:会用所学知识,询问和答复人们来自哪里。
2.学会理解和尊重异国文化.（学法指导）1、联系生活学习英语。
敢于用英语表达，用英语进行交际。
2、听力策略：A. 放松心情。
B. 注意关键字（课前打算）打算一张世界地图.（学习过程）一、预习指导与检测〔一〕预习指导1.预习第1-2页的生词,依据音标会读知意.2.朗读第1-2页的句型,能英汉互译.3.知识点拨:1)Where is/are + 主语 + from ？这一特别疑问句用来询问某人来自哪里，答复时,用主语+is/are +from+地点。
eg:Where are you from I’m from Chaohu. Where is he from He’sfrom Hefei.拓展：be from = come from be是系动词,come 是实义动词eg: Where does he come fromHe comes from Hefei.2)live 不及物动词,意思是“居住〞不能直接加地点，需要有介词.eg: ----- Where does she live------Shelives in Paris.3)pen pal =pen friend 笔友4)China 中国Chinese 中国人Japan 日本 Japanese 日本人eg:We are all Chinese.The three girl are Australians.〔二〕预习检测1．你了解这些国家和地区的英文名称吗？(1)中国_______(2) 加拿大________ (3)法国________(4)英国_________ (5)澳大利亚______(6) 美国_______(7)新加坡______(8)悉尼________(9) 巴黎_______〔10〕纽约________(11)多伦多_______(12)东京_________二、课堂互动探究1. 小组活动:1) 共同总结本节课的重点单词及短语,然后相互提问。
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新目标人教版七年级英语下册学案Unit 1 Where’ s your pen pal from?Unit 1 Where’ s your pen pal from?第一课时课前预习学案【预习内容】： Section A 1a~1C【预习重点】：1. 试读下列单词：be from 来自 pen pal 笔友= pen friend Canada 加拿大加拿大人是CanadianFrance 法国 French 法国人；法语 Japan 日本 Japanese日本人;日语 Australia 澳大利亚 Australian 澳大利亚人 Singapore 新加坡 Singaporean新加坡人 the United States 美国 the United Kingdom 英国 China 中国Chinese中国人2.朗读下列句子：A:Where is your pen pal from?B: He’s from Australia.【预习练习】1.你能用英文写出下列国家名称吗？加拿大 _____________ 法国____________ 日本_________ 美国 ________________澳大利亚______________ 新加坡 ___________ 英国_______________中国____________2. 用动词的正确形式填空1）Where ___________（be）the book?2）Where ____________(be ) the socks?3）I ___________ (have) a soccer ball. Linda ___________(have ) twobaseballs.4）We _________ ( not like ) math. He ___________ (like ) English5）She ___________(not like ) P.E . ________ Tom _______(want ) to goto a movie?3. 根据答语写问句。
1) Q:_____________________________________________?A:She’s fro m China.2) Q:_______________________________________________?A：My pen pal’s name is Jodie.4. 心理准备通过预习，你发现有哪些问题？____________________________________________________________________________课堂导学学案【学习内容】Section A 1a~1c【学习目标】：1.掌握下列单词：pen pal, Australia, Japan, Canada, France French, the United States,Singapore,the United Kingdom,2.重点句型：1) Where is your pen pal from? 2) He is from Australia.【学习重点】：1.Where …from?句型2.He /She/ is from….【学习过程】：一、值日报告：二、旧知回顾Task：展示预习作业1、2.三、新知呈现：Task1:朗读1a中的单词词汇识别：你认识下面的图片吗？请写出他们的国家的英文名称。
_________________________________ ___________________ _________________ __Task2：完成P1/Section A, 1c的采访活动。
Task3：听录音，完成P1/ 1b四、自主学习：1.词汇理解be from…是一个固定短语，意为“从…来，是…人”。
= come f rom…1). I _____ (be) from China..2). Where does he ________ (come) from?3). Where _______ (be) they from?4). Lucy _________ (来自) from America.Where +be +主语+from ?此句型用于询问“某人来自哪里？”或“某人是哪里人？”回答时，from后常跟表示国家或城市的名词。
Eg. Where are you from? 你来自哪里？I’m from France. 我来自法国。
Where do you come from? 你来自哪里？ I come from france. 我来自法国。
Where is she from? 她来自哪里？ She’s from Canada. 她来自加拿大。
Where does she come from? 她来自哪里？ She comes from. Canada. 她来自加拿大。
2归纳：从上面的例句，从中我们发现：________________________________________________________________________________________________________________________________________________3 尝试：Where ________your parents__________？你的父母来自哪里？They_________ ___________the United States。
他们来自美国Where ________your parents__________ __________ ？你的父母来自哪里？They_________ ___________the United States. 他们来自美国Where ________your pen pal __________？你笔友来自哪里？She _________ ___________ Japan. 她来自东京.Where ________your pen pal __________ __________？你笔友来自哪里？She _________ ___________ Japan. 她来自日本。
二. 单词拼写：1. My brother is in (澳大利亚) now .2 China and Singapore are beautiful (国家)3. (伦敦) is the capital of the United Kingdom .4. They are from Japan. They are __________(日本人).五、疑难点拨：请大家进行小组讨论，总结出你们都不懂的地方，并提出。
六．当堂反馈练习：1)用正确的单词填(1).-----Where _______ your pen pal _______?------He’s ________ Canada.(2).-----Where________she ________?------She lives ________ Shanghai.(3). I_______ a pen pal in China.(4).I like ________ to the movies ________ my friends.2)句型转换：1.Where is the boy from?(改为同义句)Where____the boy ______ _______?2.She does her homework at home ?( 对划线部分提问)_______ _______she _______her homework?3. I live in Beijing. ( 对划线部分提问)_______ _______you live?第二课时【预习内容】： Section A 2a~2d【预习重点】：1.试读下列单词country 国家 two countries两个国家 city 城市Sydney 悉尼（澳大利亚港口城市）注意澳大利亚首都是堪培拉(Canberra)New York 纽约（美国著名城市）注意美国首都是华盛顿(Washington)Paris 巴黎法国首都Toronto 多伦多（加拿大著名城市）注意加拿大首都是渥太华(Ottawa)Tokyo 东京日本首都live 居住实义动词居住在某地常用“live in + 地点(国家/城市)”2. 朗读下列句子：A: Where is your pen pal from, John?B:He’s from Japan .A:Where does he live?Ｂ：He lives in Tokyo.【预习练习】1.根据预习单词，完成下列词汇并写出汉语意义．ｃ＿＿ｎｔｒ＿()ｌ＿ｖｅ（） c___t____()２．将下列城市写出对应的国家名称。
Beijing_________ London____________ Sydney____________ New York____________ Paris_____________ Toronto___________ Tokyo______________3.完成下列三个句子。
1) _______ ________your pen pal ___________(来自…… )?2）________does she _________(住在…..)?3) China and Singapore are beautiful (国家)【我不懂的地方】课堂导学学案【学习内容】Section A 2a~2d【学习目标】：1. 掌握下列单词：Country Sydney New York Paris Toronto Tokyo live2. 掌握句型：-----Where is your pen pal from, John?-------Where does he live?【学习重点】：A:Where does he live?Ｂ：He lives in ….【学习过程】：一、值日报告：二、旧知回顾Task：请大家回顾我们学过的国家名词：Australia, Japan, Canada, France French, the United States, Singapore,Chinathe United Kingdom,三、新知呈现：Task1：请大家说一说我们今天要学习词。
检查课前预习1. 2Task2：完成教材第二页2a.Task3：听磁带，完成2b，2c,小组自我检查试题。