1、Unit 1 Wheres your pen pal from? . 3 Unit 1 Wheres your pen pal from? Section A 1aGrammar Focus 说课稿. 3 Unit 1 Wheres your pen pal from? Activity2a, 2b 说课稿 . 5 Unit 1 Wheres your pen pal from? 3a,3b,3c 说课稿 10 Unit 1 Wheres your pen pal from? 教案 . 13 Unit 2 Wheres the post office? . 19 Unit 2 Wheres t
2、he post office? 说课稿 . 19 Unit 2 Wheres the post office? 说课稿二 . 21 Unit 2 Wheres the post office? 说课稿(英文版) . 27 Unit 2 Wheres the post office? 教案 . 30 Unit 2 Wheres the post office? 教案二 . 33 Unit 3 Why do you like koalas? 39 Unit 3 Why do you like koalas? 说课稿 39 Unit 3 Why do you like koalas? Section
3、 A 说课稿 . 43 Unit 3 Why do you like koalas? SectionB 说课稿 . 44 Unit 3 Why do you like koalas? 复习课说课稿 45 Unit 3 Why do you like koalas? 教案 47 Unit 3 Why do you like koalas? Section A 1a 教学素材 . 59 Unit 4 I want to be an actor. . 61 Unit 4 I want to be an actor. 1a、1b、1c 说课稿 . 61 Unit 4 I want to be an a
4、ctor. section A 说课稿（英文版） 63 Unit 4 I want to be an actor. 第一课时说课稿 . 66 Unit 4 I want to be an actor. 说课稿 68 Unit 4 I want to be an actor. 说课稿 69 Unit 4 I want to be an actor. 教案 71 Unit 4 I want to be an actor. 教案（英文版） . 75 Unit 5 Im watching TV. 84 Unit 5 Im watching TV. 说课稿一 85 Unit 5 Im watching
5、TV. 说课稿二 88 Unit 5 Im watching TV. 说课稿三 91 Unit 5 Im watching TV. 说课稿(英文版) . 97 Unit 5 Im watching TV. 第一课时说课稿 99 Unit 5 Im watching TV. 教案 101 Unit 6 Its raining! . 108 Unit 6 Its raining! 第一课时说课稿 . 108 Unit 6 Its raining! 第一课时说课二 . 110 Unit 6 Its raining!第一课时说课稿(英文版) . 112 Unit 6 Its raining! 说课稿
6、. 116 Unit6 Its raining!说课及单元练习题 117 2 Unit 6 Its raining! 教案 . 129 Its raining!教案二 134 Unit 7 What does he look like? . 136 Unit 7 What does he look like? 第一课时说课稿 136 Unit 7 What does he look like? 第一课时说课稿二 140 Unit 7 What does he look like? 第一课时说课稿（英文版） 144 Unit 7 What does he look like? 第二课时说课稿 1
7、49 Unit7 What does he look like? 说课稿 154 Unit 7 What does he look like? 教案 157 Unit 7 What does he look like? 教案二 170 Unit 7 What does he look like? 教案（英文版） 173 Unit 8 I d like some noodles. 180 Unit 8 I d like some noodles. 第一课时说课稿 180 Unit 8 I d like some noodles. 第一课时说课稿二 184 Unit 8 I d like some
8、 noodles. 说课稿 186 Unit 8 I d like some noodles. 说课稿二 188 Unit 8 I d like some noodles. 教案 . 190 Unit 8 Id like some noodles. 190 Unit 9 How was your weekend? . 197 Unit 9 How was your weekend? 说课稿 197 Unit 9 How was your weekend? 说课稿二 199 Unit 9 How was your weekend? 说课稿（英文版） 201 Unit 9 How was your
9、 weekend?第一课时 说课稿 204 Unit 9 How was your weekend?第三课时 说课稿 205 Unit 9 How was your weekend? 教案 207 Unit 9 How was your weekend?教案二 210 Unit 10 Where did you go on vacation? . 217 Unit 10 Where did you go on vacation? 第一课时说课稿 217 Unit 10 Where did you go on vacation? Section A 1a1c 说课稿 . 218 Unit 10
10、Where did you go on vacation? 第三课时说课稿 226 Step1 Warming-up（4 minutes） 227 Unit 10 Where did you go on vacation? 说课稿 230 Unit 10 Where did you go on vacation?第一课时 说课稿（英文版） 233 Unit 10 Where did you go on vacation?教案 238 Unit 11 What do you think of game shows? 248 Unit 11 What do you think of game sh
11、ows? Section A 说课稿 248 Unit 11 What do you think of game shows? Section A 1a-1c 说课稿 . 250 Unit 11 What do you think of game shows? 说课稿 253 Unit 11 What do you think of game shows? 说课稿二 255 Unit 11 What do you think of game shows? 说课稿三 258 Unit 11 What do you think of game shows? 教案 263 Unit 12 Dont
12、eat in class. . 277 3 Unit 12 Dont eat in class. Section A (1a, 1b, 2a2c, 4) 说课稿 277 Unit 12 Dont eat in class. Section A 1a to 4 说课稿 . 279 Unit 12 Dont eat in class. 第一课时 说课稿 . 280 Unit 12 Dont eat in class.第二课时 说课稿 . 284 Unit 12 Dont eat in class. 说课稿二 . 287 Unit 12 Dont eat in class. 教案 . 294 Uni
13、t 12 Dont eat in class 教案及练习题 303 Unit 1 Wheres your pen pal from? Unit 1 Wheres your pen pal from? Section A 说课稿说课稿 各种评委老师大家好，我是来自（）学校初中部的（），今天我所讲的话题是七年级下 Unit 1 Wheres your pen pal from? Section A 1aGrammar Focus 【教材分析】【教材分析】 一、 下面我对这一课时的内容进行分析，这一单元的中心话题是介绍主要国家的一些情
14、况，如国家，国籍和语言；问答人 们来自于哪，住在哪。本单元是上册关于个人基本信息（如姓名、年龄、生日、家庭成员、个人喜好、能力、日常生 活及校园活动）方面学习的扩展，学习内容于学生生活密切相关，语言材料富有实用性，让学生在回顾的同时，介入 新的知识点，借此来丰富学生的谈论话题。根据学生已有基础，激活学生已有的文化背景知识，培养学生对中西方文 化差异的敏感性，使学生这部会在实际情景中恰当而灵活地运用语言，体现语言的工具性、交际性和文化性。 二、 三维目标 1、 知识与能力：学习四会单词，包括表示国家和城市的名词；两个短语和以 where 引导的两个特殊疑问句。 2、 过程与方法：开展
15、各种形式的任务型活动，自主学习，搜索，筛选信息，使学生具备熟练的语言表达笔友来自哪， 住在哪的能力。 3、 情感态度与价值观：展示笔友信件，询问回答等任务活动，体验、实践、参与、合作、交流，增加学生之间的了 解与友谊，提高他们的判断力和观察力，使他们乐于模仿，敢于开口，积极参与并体会学习英语的乐趣。 三、 重点： 1、国家名和城市名，如， canada，frence，New York 等。 2、在情景中运用 where 引导的特殊疑问句。 难点：be from 与 come from 的区别。 【教学对象】 初中这一阶段的学生具备了一定的基本知识与技能，
16、大多数学生对英语有持续性的兴趣，能用简单的英语问候， 或交换有关个人、家庭、朋友的基本信息。而且他们大多数表现欲和自尊心强，希望得到老师和同学的认可和赞扬， 4 索岩老师要鼓励他们敢于开口表达，并给予正确引导。本课符合他们的心理特点，他们会根据互相询问笔友的情况进 行活动，并初步具备小组合作学习能力。 【教法与学法】 教法中采用“任务型”教学为主，情景法和交际法为辅。理论依据：Go for it 美方主编 David Nunan 倡导的任务 型教学法主张 learning for doing 强化了语言运用和二语习得过程，充分体现了语言的交际本领，符合社会实际。 学法：要求学生课前做好准备，通
17、过自主学习，搜集与笔友情况相关的资料；再通过合作学习，互相交流，探索， 模仿得出重点句型，达到熟练掌握与灵活运用。 【教学过程】【教学过程】 一、 复检：Role Play. “Where is your backpack?”复习以 Where 引导的特殊疑问句。 二、 导入：有笔友的同学介绍笔友情况。没有笔友的想结实外国的孩子吗？你又对那些国家感兴趣呢？ 三、 新授： 1、展示目标：学生齐读。 2、出示中英文地图，通过导入过程中学生对笔友的介绍过渡到国家的介绍，
18、可以让学生列举他们熟知的国家并在地图 上找出那些国家或者你对哪些国家感兴趣，你是否想和那个国家的孩子交朋友。出示国家名，领读然后学生齐读并进 行单词接龙，使所有学生得到锻炼。给出句型： Wheres your pen pal from? He/She is from. 总结短语 be from=come from，并进行区分，一个为 be 动词，一个为实义动词，用法不同。 将城市与国家联系起来，学习重要的城市名。还是领读。学生齐读并接龙。 Where does he/she live in? He/She lives in. 3、小组活动：以小组为单位互相
19、询问笔友情况，包括国家、国籍和来自的城市，并做记录。老师在班级里巡视。 4、小组汇报：一人作为小组代表进行汇报，其他同学记录。 5、完成课内活动任务：1a,1b,2a,2b. 四、 练习：对一节课知识进行巩固，照顾大多数同学。 五、 小结：让学生进行总结。 六、 作业：给出提示语，让学生根据提示词造本节课所学的重点对话。 七、 梳理：给学生两分钟，使之对本节课内容进行消化吸收。 【板书设计】【板书设计】 正中间标题与课时，四
20、个本节课重点句型： Wheres your pen pal from? He/She is from. Where does he/she live in? He/She lives in. 5 Unit 1 Wheres your pen pal from? Activity2a, 2b 说课稿说课稿 一、一、 教学背景分析教学背景分析 ( (一一) )教学内容分析教学内容分析 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 Wherefrom; Wherelive and what
21、 languagespeak。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。围绕这些内容本单元设计了这样三大任务 并在各课时教学中设计各种各样的小
22、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。 ( (二二) )教学重点和难点教学重点和难点 认知目标 重点词汇： Canada, France, Japan, the United States, Australia, Singapore, the United Kingdom, Sydney, New York, Paris, Toronto, Toyo, French, Japanese, pen pal 语言目标 Language struc
23、tur e Wherefrom? Shes/Hes from Wherelive? She/He lives What language does she /he speak? She/He speaks . 能力目标 Talk about countries, nationalities, and languages . Ask and tell where people live. 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。 素养目标 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、课时结构三、课时结构
24、 6 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 1a2d Period 2 Section A 3aSection B2c Period 3 Section B 3a-3c Period 4 Summing up Section A and B and the grammar. 四、教学过程设计、教学过程设计 Period One ( (第一课时第一课时) ) 一、一、 Teaching aims (Teaching aims (教学目的教学目的) ) 1.学会世界上主要国家和城市的表达方式。 2.了解
25、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。 二、二、 Key points (Key points (本课重点本课重点) ) 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? Hes from Australi
26、a. 1 1/4 4 1 1 2 3 4 下一页 尾 页 Where does he live? He lives in Paris Where is Johns pen pal from ? 三、三、 Teaching tools (Teaching tools (教学工具教学工具) ) Some cards with cities and countries. CAD 四、四、 TeTeaching procedures (aching procedures (教学过程教学过程) ) Step 1.LeadStep 1.Leadin (1a Again the te
27、acher shows some objects or pictures or projects some flashcards about public buildings, for example, a park, a hotel, a street, a supermarket. At last, the teacher can get the students to observe the pictures in Part 1a and match the pictures with the words, then finish the teaching task of Part 1a
28、. The main content in Section B is to ask for and give directions on the street with the target language learnt. Step 1: Demonstration The teacher communicates with the students to review the target language: Is there a / an? Yes, there is. / No, there isnt. Is ther
29、e a / an near where you live? Yes , there is. Where is the .? Its . Step 2: Activities Get the Ss to practice conversations to review the target language: Is there a /annear where you live? Yes, there is. Step 3: Intercourse Get the Ss to write a guide for their town and
30、let them communicate with each other, then draw a picture of where their partner lives: Where do you live? My house is . Step 4: Experiences Play the tape of part 2a and get the Ss to circle the places they hear in Activity 1a. then finish the teaching task of Part 2a. Again play the tape of part 2a
31、 and get the Ss to draw a map of Michaels neighborhood in the box according to the content they hear, then finish the teaching task of part 2b. The answers in 1a: e, d, a, g, f, h, c, b. The answers in 2a are: a quite street, a new hotel, a small supermarket. Step 5: activities Get Ss to do groupwor
32、k and review the words in 1a, lead student A to say one true thing and one false thing about his or her map in 2b, and another student to say Yes or No, and finish the teaching task of part 2c. Step 6: Read by themselves Get the Ss to read the passage in part 3a and demand them to circle the descrip
33、tion words: busy, small, old, interesting,. Then finish teaching task of part 3a. Step7: Get the Ss to look at Activity 3a, and look at the picture in 3b and fill in the blanks, then finish the teaching task of part 3b. Demand the students to use some description words in 3a. Step 8: Get
34、 the students to write a guide for their town, and finish the teaching task of part 3c. Step 9: Get the Ss to do pairwork , demand the Ss to describe where they live, let them to draw a picture according to their partners description, and finish the teaching task of part 4. 30 Summary: The content o
35、f this unit is to learn some nouns of public buildings and prepositions of location, the sentence patterns like Is there a /an? Where is the ? And to learn how to talk about the places and their locations. Unit 2 Wheres the post office? 教案教案 I. Teaching analysis In this unit, students will learn how
36、 to express the location, how to ask and show the ways. In the course of conversations, we'll also review the usage of prepositions and there be. Improve the abilities of solving problems by doing the tasks. The content of this unit is close to life, and it is very practical, students will be in
37、terested in it. But it is also a little hard to some lower students, so teacher should pay attention to the difficulty degrees when designing the tasks, to fit different students. II. Teaching targets 1. Knowledge and abilities Learn how to ask and show the ways, and can describe the place. 2. Proce
38、ss and methods Learn the prepositions by introducing ones own family district. Practicing asking and showing the ways by imitated asking ways activities. 3. Moral education Learn asking for help politely. And always get ready to help others. III. Important and difficult points Important points
39、: 1. How to ask for and give directions on the street. 2. Describe what there is in some place. Difficult points: 1. Using the way to ask for and give directions on the street. 31 2. Describe some place. IV. Teaching method Communication, and solving task methods. V. Periods First period: learn to d
40、escribe the location relationship between one place and other buildings. (Learn the prepositions) Second period: Learn how to ask the location of one place. (Review the prepositions, learn adjectives and asking ways) Third period: Learn how to show the ways to some places. (Review the prepositions,
41、adjectives and showing ways) Fourth period: Can describe places. VI. Task design VII. Teaching steps The First Period 32 Step 1: Greeting Step 2: Show the new words in 1a. T: If you want to borrow some books, you can go to the library. Do you know what library means? Can you make a sentence with “li
42、brary”? Step 3: Practice Activity 1a. Make a dialogue in pairs. Sentences: Is there a . in the picture? Where is it? Learn to use “in fount of, behind, next to, cross from”. Step 4: Listening Activity 2a introduce the new school that you have designed. Each group chooses the best o
43、ne to report. And choose the best design in class. The Third Period Step 1: Task one: Look at the pictures and learn the sentences of asking the ways. （Section A 3a） Step 2: Task two: Find a student to turn right or left or go straight according to the teachers order, to find the n
44、ext student that play the game. Step 3: Task three: Listening part of Section B 2a 2b Step 4: Task four: Invite the students to go to your home. And describe the route and draw a map. Mark some of the important buildings in the map. The Fourth Period Step 1: Task one: Draw your home dist
45、rict, and introduce your district. Step 2: Task two: Describe the route, Self check 3 Step 3: Task three: Make a nice showing route booklet. （Creative tasks） read 3a Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great
46、Britain/England) Pay attention to the pronuciation of the new words. Step 3 Listening 1b Listen and circle the countries in 1a they learned 35 Step 4 Competition Two groups of students to write the new words to see which group does better. First write down the Chinese words with looking
47、at the English meanings, then write down the English words with looking at the Chinese meanings. (This step is a memory game. It can help the Ss consolidate the new words they learned) Step 5 Pairwork 1c Practise the following conversation: -Do you have a pen pal? -Yes, I do. -Where's your
48、 pen pal's from? -He/She is from (Write it down on the Bb) First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class. Step 6 Leading-in Revise the countries names with looking at the Bb. Then T writes down th
49、e city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following: Toronto; Paris; Tokyo; New York; Sydney; Singapore; London; Step 7 Learning 2a Learn the city names together with the whole class just like Step 2 2b Listen and circl
50、e the cities and countries 2c Listen and complete the chart Have a similar competition to consolidate the new words in this part. Step 8 Pairwork T has a conversation with one student like the following: -Do you have a pen pal? -Yes, I do. -What's your pen pal's name?
51、;-His/Her name is -Where is your pen pal from? -He/She is from. -Where does he/she live? -He/She lives in(Write it down on the Bb) Let the Ss practise after the T's example in pairs then several pairs do it in class. Step 9 Exercise My pen pal is from Australia.(划线提问) J
