七年级英语下册全册教学设计

Unit 1 Where’s your pen pal from?

一、单元教材分析

本单元的中心话题是pen pals。主要语言功能项目是talk about countries, cities and languages。语法结构为Where…from; Where…live and what language…speak。先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b 一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培养学生的交流能力，同时也引导学生多沟通与多交流。Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是根据提供的信息进行填空的写作练习，Activity3c是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的email。我在各课时教学中设计各种各样的小活动，通过Discussion，Classifying，Guessing等不同方式让学生掌握本单元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。

二、教学目标分析

1、语言目标

a. 重点词汇：

Countries: Canada, China, France, Japan, the United States, Singapore,

Australia, The United Kingdom, Paris.

Cities: Sydney, New York, Toronto, Toyo, London

Languages: English, French, Japanese, Chinese.

b. 重点句型：－Where…from? －She’s/He’s from…

－Where does…live? －She/He lives in …

－What language does she /he speak? －She/He speaks ….

2、能力目标

a. 培养学生在文段中寻找信息的能力；

b. 学会用英文给笔友写回信，简单介绍个人情况；

c. 通过有效地小组合作，培养学生合作能力及团队精神。

d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力,

使学生能熟练运用新句型来谈论年龄和日期。

3、交际目标

通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。

4、德育目标

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。

三、单元重难点分析

重点： 1. 谈论国籍、民族及其语言。

2. 询问并回答人们的住处。

难点： 1. 含from的where引导的特殊疑问句及其回答

2. 含live的where引导的特殊疑问句及其回答

四、课时结构

为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。

Period 1 Section A 1a—2d

Period 2 Section A 3a—Section B2c

Period 3 Section B 3a---3c

Period 4 Summing up Section A and B and the grammar.

五、教学过程设计

The First Period

Teaching aims:

1．Learn to express the main countries and cities.

2．Know something about the countries.

3．Master where- sentence structure.

Key points:

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 Paris

-Where is John’s pen pal from ?

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step 1.Lead—in (1a&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。在看图片时学生能够做到精神集中，并能激发学生的学习兴趣。

Step2.Practice(1c&2d)

①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with “Where is she/he from?” and “Where does she/he live? Ask some students to stand up and practice with teacher.

②With these sentence structures, ask students to practice them in pairs.

③Make a Survey to understand your classmates better.

上面这些句型的操练都是为了最后一个任务作铺垫。操练的过程中可以及时纠正学生的错误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生认识和了解一些国家和城市相关地理文化知识，拓展学生的视野, 激发他们的兴趣。在完成任务的过程中运用where…from和where…live引导的特殊疑问句, 综合运用目标语言, 询问并回答人们的国籍和住处。

Step3.Listening comprehension(1b,2b&2c)

After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口头练习的基础上，在他们熟练掌握本课时句型以后再做这些听力应该是不难了，这样可以增加他们学习英语的信心。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学生的层次，起到了很好的巩固作用。

Step4.Homework

Revise Section A1a—2d

Make a similar dialogue about pen pals

The Second Period

Teaching aims:

1. Go on to learn the countries and cities.

2. Master where- sentence structure.

3. Learn the new sentence structure: -What language does she/he speak ?

- He/She speaks…

Key points:

1. Words: language, Japanese, French, in English.

2. Sentences: -What language do they speak?

-What language does she /he speak ?

-She/He speaks ……

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step1.Revision (Brain Storm)

Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用这样一个小小的游戏，既复习了上一课时的单词又活跃了课堂的气氛，也为这一节课新知识的教授作好了衔接。使新课的导入自然又轻松。

Step2.Lead—in (3a&SectionB1)

The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Let’s look at the map and guess.

Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通过一系列的活动，让学生知道那个国家讲什么语言，学会说这些语言的单词，为下面的任务做准备。

Step3.Listening comprehension (SectionB2a&2b)

Do some listening exercise to review what we learned before.通过这个听力练习，巩固前面所学的知识，也为下一步的学习举了一个范例，相当于一小步导入。

Step4. Practice(3b&SectionB2c)

Choose your favorite pen pal and say something about him or her.

Classroom activities：

1．Teacher shows the power point to students and introduces the new structures.

My pen pal is Maria. She is from Canada. She is Canadian. She lives in Toronto. She speaks English and French. She likes dancing, basketball, English and thrillers. She has no brothers and sisters.

2．Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.

The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….

3．Discuss with your deskmate.

4．Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages, likes and dislikes.

Step5.Homework

1. Revise Section A3a—SectionB2c

2. Write a short passage about your friend’s pen pal according to the survey.

The Third Period

Teaching aims:

1.Listen 2a , 2b

2.learn a letter and write answers to the question

3.Make an information card.

4.Write an email to your pen pal.

Key points:

1. Words: any, dislike, dislike

2. Sentences: -Does she have any brothers and sisters ?

-Where is she from?

-Is that from your new pen pal?

-I like going to the movies and playing sports.

-Can you write to me soon?

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step1.Revision

Revise the names of the countries, cities and languages by fill in a form.通过这

个复习目的在于让学生牢牢掌握，因为这些词汇很难，要不停反复地记。

Step2. Reading (3a)

1. The students open the books, turn to Page 5 and read the first letter. After that, the students answer six simple questions.

2. The students read after the tape and go on asking and answering some more questions in pairs. 通过这一步的练习，作好热身运动，为下面更多内容的阅读作好准备。

Step3. Pairwork (3b)

1. The students read the letters that the teacher gives them and then choose one pen

pal they like.

2.The partner asks the student some questions about the pen pal’s letter and then help the partner to fill in “ID card of my partner’s pen pal.”

My partner’s name 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?

4. Finish 3b in page

5.

Step 4.Big Task (3c)

School new term just begins, would you like to write an e-mail to your pen pal? Write about yourself and something about your school.

这一步是全单元的重心所在，全面所有的工作都是为了现在所作的努力，学生掌握的如何也可以从这里看出，所以我们可以给予学生充足的时间，让他们在课堂上慢慢写，这样如果在写作过程中出现错误，我们也可以及时给于他们纠正。Dear friend,

I have received your e-mail, and I want to be your pen pal.

I

I think I can be your good friend. I hope to get your letter soon.

Yours,

Step5 Homework

1. Write to your pen pal to talk about yourself.

2. Try your best to send it.

The Fourth Period

Teaching aims:

1.Review the all words.

2.Describe classmates.

Key points:

1. Key word check

Imagine and describe the new students

2. Just for Fun!

Teaching aids:

Some pictures.

Teaching procedures:

Step1.Revision

1.Free talk with the learnt sentences.

2.Check homework

Step2. Presentation

1. Learn all the sentences in this unit.

-Where are you from? -where is your pen pal from?

2. Review all the main structures and countries, cities and languages by pictures.

Step3. Practice

1.Practice all the main sentences in this unit in class.

2.Ask Ss to act out their own dialogues.

3.Correct the mistakes.

Step4. Consolidation

1.Make some exercises.

2.Give more words in Just For Fun!

Mars –火星Martian---火星人，语言类

Step5.Homework:

1.Review the whole unit.

2.Preview next unit.

Unit 2 W here’s the post office?

一、单元教材分析：

本单元的中心话题是通过运用一些方位介词来询问某一场所的位置.其主要内容都是围绕问路、指路的一些语言项目展开的，例如：Where引导的特殊疑问句和Is there…?句型等。通过本单元的学习，学生不仅要进一步掌握方位介词的用法和一些建筑物的名称，并用要学会阐述某一场所中各个建筑物之间的位置关系；同时能够利用地图向他人介绍自己所居住的社区，并能够识别简单的路线图。

并培养学生在实际生活中辨别方向的能力，养成热心助人的确品质。

二、教学目标分析

1、认知目标

1）．重点词汇

* post office, hotel, video arcade, bank, park, supermarket, street, pay phone, avenue * new, clean, quiet, big, small, dirty, old, busy

* left, right, next to, across from, near, between

2). 语言目标

* Is there a bank near here ? Yes, t here’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

* 肯定陈述

* 表示方位的介词

3）．语言功能

在街道上问路与指路

2、能力目标

1．能够为他人指明去某一场所的路线，学会画路线图。

2．培养学生在生活中辨别方向的能力以及向他人介绍处所的能力。3．能够设计自己理想的居住环境。

3、德育目标

通过学习本单元的内容，使学生在实际生活中能够识别方向，差养成乐于助人的好习惯。

三、学生学情分析

学生现有的能力与已掌握的知识：

学生在上学期已经学过词汇：big, small, old, new,

句型：Where is…? It’s in / on / under/…

指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。

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：

1）．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）。

2）．个别句子有一定难度，如：

Is there a big supermarket near where you live?

Turn left off the busy First Avenue and enjoy the city’s quiet streets and small parks.

There is a small house with an interesting garden.

Bridge Street is a good place to have fun.

五、课时安排：

五个课时.

六、教学过程设计:

The First Period

Step 1: Warming up

1. Greeting

First wish the class have a happy, healthy new year.

2. Warming up

What do you do during the Spring Festival?

Step 2 Presentation

1. Leading-in

For example: (say to myself)

I go to Nanping Park. I go down the Shanhu Avenue, There is a hotel, a bank, two pay phones and so. Turn left and go straight to the Jiefang Street. It’s on my right. Draw a picture and write down some places on the blackboard as I am talking.

2. Teaching the new words.

Post office, video arcade, pay phone, bank, supermarket, hotel, library, street, straight, turn, left, right

Step 3: Practice

1. Ask students to act out about turn left/right. (each team every time, at last only one who wins gets a award.)

2. Section A 1a reading

Ask Ss to read the places and match the words with the pictures.

3. Guess the place where I am.

For example:

I am standing here. (point to the picture) Go down Bridge Street and turn left at the first crossing. Go along Fifth Avenue. It’s on my right. It’s next to library. Where am I going?

Show them in the screen.

4. Ask Ss to follow the conversation above and complete the conversation.

5. Have the line in the classroom as the street and desks as the buildings and practice the conversation above.

(1). Teacher tells four students each time to act out, others judge if they walk in the

street correctly.

(2) Ask Ss to judge “wrong” or “right”.

6. Section A 1b listening

Play the recorder, ask Ss to circle the place they hear on the picture in 1a.

7. Pairwork: Have Ss ask and answer the question following 1c about other places in picture.

Step 4: Homework 1. Copy the words in 1a.

2. According to the map ，

Step 5: Classwork: Translation: 1. 图书馆在超市的对面。

2.

公园在银行的旁边。

3. 超市在第五大街上。

4. 投币电话在电子游戏中心和超市之间。

The Second Period

Step 1: Revision

Revise the words of 1a using the following pictures.

Sixth Avenue

across from

next to

Step 2: Presentation

1. Teach these words using the pictures:

across from，next to，between…and，on

2. Help them make sentences with these words.

The hotel is across from the bank.

The cinema is between the hotel and the library.

Video arcade is next to the supermarket.

Step 3: Practice

1. Section 2a reading

Get the students to read the sentences in the box first. Then match each sentence with one of the pictures.

2. Section A 2b listening and understanding

First read the words in the box together.

Play the recording twice for the students to write down the words they hear.

Play again, let the class know these conversations:

---Where is …?

--- It is …

---Is there a …?

---Yes, …

3.Section A 2c oral practice

Let the students look at the picture of Page 1.

Ask and answer in pairs (or in a T-S way)

Then ask several students to repeat some of their conversations for the class.

Step 4 Homework

1.Copy and master the sentences in 2b.

2.Finish sentences in 2b

Step 5 Classwork

1. Choose the best answer:

(1). My best friend sits next _____ me.

A. to

B. on

C. in

D. beside

(2). Is _____ a bank near the library?

A. have

B. There

C. has

D. there (3). ---Is there a bike in the supermarket? ---_______.

A. Yes, it is

B. No, it isn ’t

C. Yes, there isn ’t

D. Yes, there is 2. Translation:

(1). 附近有一个公园吗？是的，在旅馆和邮局之间有一个。 (2). 公用电话在哪里？在学校的对边。

The Third Period

Step 1: Revision 1. Using a map of our school to revise the words of 2b. 2.

Revise the conversation: ---Where is the …? ---It is ….

Step 2 Presentation

1. Say: The post office, bank, supermarket are in my school ’s neighborhood. I am at school. I want to go to the bank. How can I get there?

Teach the students to describe directions using the following: go/ walk straight, turn left /right, on the left /right, go /walk down the street

Fore example: Go straight and turn right. It ’s on the Jiefang street. It ’s on the left.

New Park

post office

my school

book shop

bank

supermarket

East Street

Jiefang Street

The bank is next to the supermarket.

2. Practice:

Ask the students to practice more description of directions. Make sure they learn it well.

Step 3 Practice

1. Section A 3a reading

Have the students read the conversation together.

Ask one of the students to put the conversation into Chinese.

Remind the students of the expressions in the table.

Draw the route pointed by Nancy and find out the position where Nancy and Paul are standing.

2. Section A 3b writing

Tell the class these three pairs are in the picture above and find them in it. The first pair is on the corner of the New Street. The second pair is across from the first.

The third pair is on the corner of the Bride Street.

Ask the students to have a discussion first and then make sentences after the model of 3a.

Step 4 Game

Practice using the target language:

---Is it + position + place?

---Yes, it is. / No, it isn’t.

Let students look at the picture of P1 Ask and give directions in groups of four.

Step 5 Homework

1.Stabilities of the words.

2.Make the sentences according the picture in 1a.

Step 6 Classwork

1. Complete the conversation

A: Excuse me, Is there a bank ____(1) the neighborhood?

B: Yes. Just _____(2) straight and ______(3) left. It’s down the Second Avenue _____(4) the right. It’s next _____ (5) a post office.

A: ____(6) there a supermarket near it?

B: Yes. It’s _____(7)from the bank.

A: Thank you very much.

B: You’re ______(8)

2. Make a sentence.

(1). the, neighborhood, is, a, post, office, in, there

__________________________________________________?

(2). next, the, to, it, is, library

____________________________________________?

(3). bank, is, a, pay, there, the, park, between, phone, and, the

________________________________________________________

The Fourth Period

Step 1: Revision

1.Revise the conversation of Section A 3a

2.Make sure they can use these phrase correctly.

go/walk straight, turn left /right, on the right /left

Step 2 Presentation

1. Teach the following description words by the picture of Section B 1a.

big /small, clean /dirty, busy /quiet/ noisy, new /old

2. Section B 1a

Read the words aloud.

Say each word’s meaning.

Then ask students to match each word or phrase on the list with one of the pictures.

Step 3 Practice

Section B 1b

First, read the dialogue together.

Second, work in pairs according to the model.

Ask some students to present their dialogues for the class.

Step 4 Listening

1.Play the recording the first time, ask students to circle the places they hear in

1a.

Check answer. (shorten)

2.Play it again. This time draw a map of Micheal’s neighborhood in the box.

Step 5 Pairwork

1. Let students show the maps of their family houses.

Then tell their partners where they live.

2. Ask one or two students to talk about their family locations in class, the other

students draw maps of their families.

3. Check if the maps are correct.

Step 6. Reading

1. Reading the passage by themselves and find out the new words or the points

they can’t understand.

The new words: garden district，take a walk，through，pass，beginning tour.

2. Read the passage together. Ask them to circle the description words.

3.Read after the tape and then read it together.

Step 7. Homework

https://www.360docs.net/doc/cd14291028.html,e the old words to describe your own house

https://www.360docs.net/doc/cd14291028.html,plete the passage in 3b

Step 8. Classwork

1. Write the following forms

(1). dirty(opposite) (2). beginning (v) (3). tour(job)

(4). pass (past form) (5). old(opposite) (6). visit (gernous)

2. Change into English

1.玩得高兴

2. 在长椅上

3. 一家古老的旅馆

4. 在你住的附近

5. 一条繁忙的街道

6. 散步

3. Written

Describe your neighborhood and draw a map of it

The Fifth Period

Step 1:Check

Check the students’ dialogues and maps.

Step 2 Reading and writing

1. Students look at the picture of 3b. Ask them to describe the picture.

2. Let students read the passage of 3b and fill in the blanks.

Show the correct answers (shorten)

3. If necessary, explain some difficult points:

have fun =have a good time busy be busy v-ing sth or with sth enjoy sth, enjoy v-ing sth, enjoy oneself if

Step 3 Revision

Shelf check 1

1. Read aloud together

Then talk about their meaning one by one

Find out their opposite of the words in 1

2. Reading and drawing

Have the students read the e-mail by themselves. Find out the new words in the passage.

Words: airport, pass, arrive, yours taxi

Phrase: take a taxi, turn left, on your right, go through

Try to understand the meaning of the e-mail

Get the students to draw the route from the airport to Mike’s house.

Check answers.

Ask the students to read e-mail together.

Step 4 Just for fun

Read the dialogue in two halves.

Question: who breaks the mobile phone?

Step 5 Homework

Do the study guide in Yunnan

Unit 3 Why do you like koalas?

一、教学内容分析

本单元是Go for it七年级上册中第八单元“When is your birthday?”。单元的核心话题是谈论日期，课文始终围绕这一主题展开，我们要学习序数词的构成以及

运用序数词表示日期的方法；学会运用when 引导的特殊疑问句询问日期；学习名词所有格( ‘s 所有格) 的构成和使用。语言知识和语言技能部分主要是围绕核心话题时设计安排了许多听、说、读、写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化或整合。

二、教学目标分析

本单元总体目标:

通过本单元的学习让学生掌握所学目标语言；学会日期( 年、月、日) 的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。

根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目标、能力目标、德育目标三方面将本单元的教学目标细化：

1、认知目标

1.语音: 在日常生活中做到语音、语调基本正确、自然、流畅。

2.词汇: 掌握1----12 月份的表达, 序数词1----31的表达,

speech contest, party, school trip, School Day,

are festival, music,etc.

3. 日常交际用语: - When is your birthday?

- My birthday is…

- How old are you?

- I’m …

4.话题: Talk about date.

2、能力目标

在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力, 使学生能熟练运用新句型来谈论年龄和日期。

3、德育目标

热爱生命，孝敬父母的思想教育。

三、学生学情分析

本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用when引导的特殊疑问句对日期进行询问。在

学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。

引导学生采用Role-playing & Comparing的学习策略，学习一些新的词汇，掌握一些重点句型，在师-生，生-生，小组的练习过程中，学会表达日期。同时，教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。在这一课中，我们可以根据情况设计一些实际操作演示的活动，教唱生日歌，月份歌，让学生自己带日历，问同学生日，提高学生的参与兴趣。

四、教学策略

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了以下教学法：

1 、提问引入法通过提问，集体，分组，分行回答, 或学生逐个回答的形式开展教学，检查和巩固新旧知识。

2 、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。

教学模式和教师特色

针对本课的内容，我采用了五步教学法：第一步：热身-- 激活旧知识，创设轻松活跃的课堂气氛。第二步：呈现-- 呈现新内容，感知旧内容；第三步：操练-- 用多种方式操练新知识；第四步：巩固-- 通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。第五步：应用-- 布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融合直观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英语思维能力和动手能力。

五、教学重难点

根据对教材和学生的学情分析，本课时确定的重难点如下：

重点：When引导的特殊疑问句的构成和使用。