七年級下英語教案unit2人教版

Unit2Where，sthepostoffice?

Languagegoal

Thisunitstudentslearntoaskforandgivedirections(方向)onthestreet.

Newlanguage

Isthereabanknearhere?Yes,there，sabankonCenterStreet.

Where，sthesupermarket?It'snexttothelibrary.

Isthereapayphoneintheneighborhood?Yes,it'sonBridgeStreetontheright,

locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade.

Descriptivewordssuchasnew,old,dirty,clean.

Descriptionsoflocationsuchasacrossfrom,nextto,between.

Recycledlanguage

Whatareyoudoing?

Doyouwantto...?

Period1:SectionA(la-Grammer)

Keypoits:

Isthereabanknearhere?Yes,there，sabankonCenterStreet.

Where'sthesupermarket?It'snexttothelibrary.

TeachingProcess

InstructionalDesignModificationand

Remarks

Step1.Greetingsasusual

Step2.Asktworowsofthreestudentseachtostandfacing

eachotherinthefrontoftheclassroom.Pointtostudents

standinginfrontandasktheclasstorepeatthequestions

andanswers.

Example1

Teacher:Where，sYangLi?(Pointtotwostudentsstanding

besideeachother.)YangLiisnexttoLiPeng.

Example2

Teacher:Where，sZhengWen?(Pointtotwostudentsin

differentlinesfacingeachother.)ZhengWenisacrossfrom

ShengLin.

Example3

Teacher:Where，sLinJiahui?(Pointtoonestudentstanding

betweentwootherstudents.)LinJiahuiisbetweenShengLin

andLiDai.

Step3laThisactivityintroducesthekeyvocabulary.

Focusattentiononthepicture.Askstudentstonameas

manyoftheplacestheyseeinthepictureastheycan.Then

namealltheplacesandaskstudentstorepeat.

Pointoutthenumberedlistofwords.Sayeachoneandask

studentstorepeat.

Thenaskstudentstomatcheachwordorphraseonthelist

withoneofthepictures.Say,Writetheletterofeachplace

inthepicturenexttothecorrectwordorwordsonthelist.

Pointoutthesampleanswerf.Checktheanswers.

Step41bThisactivitygivesstudentspracticelistening

toandunderstandingthetargetlanguage.

Pointoutthebuildingsandotherlocationsinthepicture.

Saythenameofeachonetotheclass.

Say,NowIwillplayrecordingsofthreeconversations.

Listencarefullyandcirclethepictureofeachplaceyouhear

onthetape..

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistineaskstudents

tolistenandcircletheitemstheyhearonthepicture.

Correcttheanswers.

Theseitemsshouldbecircle:videoarcade,postoffice,

supermarket.

Step51CThisactivityprovidesguidedoralpracticeusing

thetargetlanguage.

Pointtothedifferentlocationsshowninthepicture.Ask

differentstudentstonameeachone.Ifnecessary,saythename

andaskthestudenttorepeat.

PointtothequestionandanswerIntheexample

conversationandaskapairofstudentstoreadthe

conversationtotheclass.Askotherpairsofstudentsto

repeattheactivityifyouwish.

Askstudentstoworkinpairs.Say,Firstonepersonasks

aquestionandthentheotherpersontakesaturn.

Step62aThisactivityintroducesthetermsacrossfrom,

nextto,between,andon.

Focusattentiononthepictures.Askstudentstotalkabout

thepictures,namingasmanyplacesastheycan.Thenname

alltheplacesinthepicturesandaskstudentstorepeat.

Pointoutthefoursentences.Sayeachoneandaskstudents

torepeat.

Thenaskstudentstomatcheachsentencewithoneofthe

pictures.Say,Eachsentencetalksaboutoneofthepictures.

Writethenumberofthesentenceintheboxonthepicture

thatitistalkingabout.Pointoutthesampleanswer1.

Checktheanswers.

Step72bThisactivitygivesstudentspracticelistening

toandunderstandingthetargetlanguage.

Pointoutthebuildingsandstreetnamesinla.Sayeach

oneandaskstudentstorepeat.

Callattentiontothefoursentencesin2b.Readthemto

theclasssayingblankeachtimeyoucometoablankline.

Say.NowIwillplayrecordingsofthreeconversations.

Listencarefullyandwriteawordfromtheboxoneachblank

line.Pointoutthesampleanswer.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudents

tofillintheblanksbylisteningtotheitemsonthetape.

Correcttheanswers.

Step8

Thisactivityprovidesguidedoralpracticeusingthe

targetlanguage.

Pointtothelistofbuildingsinla..Askastudentto

readthelistaloud.

Pointtothequestionandanswerinthespeechbubbles（泡

沫）in2candaskapairofstudentstoreadtheconversation

totheclass.Askotherpairsofstudentstorepeatthe

activityifyouwish.

Askstudentstoworkinpairs.Say,Firstonepersonasks

aquestionandthentheotherpersontakesaturn.Askabout

thebuildingsinla.

Demonstrate（小范）theactivity.Pointtothemapandask,

Where'sthepark?Thenchooseastudenttoanswer.Guidethe

studenttosay,It'sacrossfromthebank.

Asstudentswork,movearoundtheroomandcheckprogress.

（進度）

Askseveralstudentstosaysomeoftheirquestionsand

answersfortheclass.

Homework:

Reviewthegrammarbox.Askstudentstosaythequestions

andanswers.

Askstudentstocirclethesewordsinthegrammarfocus

sectionoftheirbooks:on,acrossfrom,nextto,and

between.

Ask,Whichwordstalkabouttwodifferentbuildings?

（across/row,nextto,andbetween）

Ask,Whichonetalksaboutonebuildingallalone,（on）

Period2:SectionA（3a-4）

Keypoints:

Isthereabanknearhere?Yes,there'sabankonCenterStreet.

Gostraightandturnleft.

Where，sthesupermarket?It'snexttothelibrary.

InstructionalDesignModificationand

Remarks

Step1.Greetingsasusual

Step2Thisactivityprovidestarget-orientedreading

practiceusingthelanguageitemstaughtinthisunit.

Drawattentiontotheconversationinthebox.Ask

studentstoreaditoutloud.

AskastudenttopointouttheplacethatPaulwantsto

getto.Guidethestudenttopointtothebookandsay,Here's

thehotel.Here'sBridgeStreet.

Pointtothetwoarrows（箭頭）.Askstudentstorepeat

leftandright.Thenaskthemtoholduptheirlefthandsand

thentheirrighthands.

Askstudentstoreadtheconversationagain.Thenaskthem

tofindPaulandNancyinthepicture.

Answer:

PaulandNancyarethetwofiguresoutsidetheentranceto

thepark.

Step3Thisactivityprovidesguidedwritingpracticeusing

thetargetlanguage.

Callattentiontothethreepictures.Explainthatthe

threepairsinthesepicturescorrespondtothreepairsin

thelargepictureabove.Askstudentstofindthepairsin

thebigpicture.

Pointtothequestionsbeloweachpictureandaska

studenttoreadthemaloud.

Pointtothethreewrite-onlinesinthespeechbubbles.

Say,Writetheanswerstothequestionshere.

Askstudentstocompletethewritingindividually.（個另!J

的）

Correcttheanswers.

1.Yes,thereis.GostraightdownNewStreetandturnright.

There"sapayphoneontheright.

2.GostraightdownNewStreetandturnright.Turnleftat

BridgeStreet.Thebankisacrossthestreet.

3.Yes,thereis.Turnright,thengostraightdownBridge

Street.Thepostofficeisontheleft.It'sacrossfrom

thevideoarcade,nexttothesuper—market.

Step4Thisactivityprovidesguidedoralpracticeusingthe

targetlanguage.

Callattentiontothepictureinla.Askstudentstoname

allthebuildingsinthepicture.

PointouttheconversationInthepicturein4.Ask

differentstudentstoreadeachline.

HavethestudentsworkIngroups.Onepersonchoosesa

buildinginthelapicturebutdoesn5ttellanyonewhich

buildingitis.Theothersaskquestionslikethoseinthe

activity4pictureuntiltheyguesswhichbuildingitis.

Severalstudentscantaketurnschoosingthebuildingforthe

otherstoguess.

Step5：Homework:

Drawapictureofyourneighborhoodandwriteashort

passagetointroduceit

PeriodThree(3a-4)

一、TeachingAimsandDemands

InstructionalDesignModificationand

Remarks

Stepl.3a

1.Readcarefullyanddrawarouteaccordingtothematerial.

2.Ssaskandanswerthequestionsbythemselves.Likethis:

Whereisthepark?(It's…)

Isitanewhotel?(No,itisnot)

3.GetSstoreadaloud.

Step2.Writing.

1.Finish3b.Lookatthepictureandfillintheblanksfor

thistourguide.

2.Writeatourguide.

Showsomepicturesofplaces,getSstochooseone,andwrite

atourguide.

Askingtheway:

Isthere,,??

Whereis,,??

Whichisthewayto,,??

HowcanIgetto,???

Canyoutellmethewayto,?,?

1.Excuseme.Where,sthetheatre?

2.Isthereatheatrenearhere?

3.Canyoutellmethewaytothetheatre?

4.Whichisthewaytothetheatre?

5.HowcanIgettothetheatre?

6.Canyouhelpmefinethetheatre?

PeriodFour

Teachingprocedures:

InstructionalDesignModificationand

Remarks

Step1.revision

Reviewthewordsinthisunit.

AskSstocheckallthewordstheyyouknow.

AskSstofindoutthemeaningsofanywordstheydon'tknow.

Step2

AskSstowritefivenewwordsintheirnotebooks.

AfterSshaverecordedtheirnewwords,askthemtosharetheir

listswithotherSs.

Step3

Thisactivityprovidesreadingpracticefocusingonthe

grammaticalstructuresusedtoaskandsaywherethingsare.

Askstudentstoreadtheletteranddrawtherouteonthemap.

Answeranyquestionsstudentsmayhave.

Checktheanswer.

Justforfun!Thisactivityprovidesreadingpracticewiththe

targetlanguage.

AsktwoSstoreadtheconversation.

Homework:

l)Revisethisunitandpreparefortheexam.2)Fillintheblanks

1.There?sacinemanext____theshop.

2.____theleftsideoftheroom,there?sadesk.

3.—TmsorryIcan'thelpyou.一

4.Pleasecometothefrontandstand____________theclass.

:I'm_______,Idon'tknow.Please________that

Unit3Whydoyoulikekoalas?

Languagegoals

Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgive

reasons,

Newlanguage

Whydoyoulikekoalabears?Becausethey'recute.They'reprettyinteresting.

They'rekindofshy,They'reverybig.

Namesofanimalssuchastiger,elephant,koalabear,dolphin

Descriptionwordssuchassmart,cute,intelligent

Namesofcountries:Australia,SouthAfrica,

Recycledlanguage

between,acrossfrom

He's/She'sfrom…He's/She'sfiveyearsold.

Namesofcountries;China,Japan,Brazil

PeriodOneSectionA(la-lc)

Teachingaim:

Topic:Whydoyoulike,,,?

Structures:Whydoyoulikekoalas?Becausetheyareverykindofcute.

Task:Talkaboutyourfavoriteanimal.

Culture:Knowsomethingabouttheanimalsintheworld.

Vocabulary:

Animal:koala,elephant,dolphin,lion,tiger,panda,dog,penguin,very,kindof,

cute

Grammar:

Whydoyoulikekoalas?Becausetheyarevery/kindofcute.

Abilities:Studentscanaskandtalkabouttheanimalstheylike

Emotion:Talkaboutanimals,understandanimals,lovethemandenjoylife

Importantpoints:Thenamesoftheanimalsandsomeadjectives

Difficultpoints:Plurals

Teachingprocedures:

InstructionalDesignModificationand

Remarks

Step1

Review:

Doyoulike,???andsomeadjectives:

(1)chant:doyoulikefruit?(2)Talkaboutthe

movies.

Step2

presentation

Talkaboutpersonsandteachfriendly,beautiful,cute,

clever,shy,smart

Talkaboutthepeoplenearus

Step3

Reviewtheanimalstheyhavelearned

Lookattheanimals.whatisthis?Itisalion,dog,pig,

monkey,chicken,ox,fox,cow,cat,sheep

Dola,lb

Step4

Talkaboutyourfavoriteanimalswithsomeadjectives,

Practiceinpairs

Step5

makeasurvey

Howmanystudentslikethekindofanimal?

Step6

Homework

Askstudentstoworkinpairs.Havethemtaketurnssaying

bothparts.

Ifstudentsneedhelpgettingstarted,demonstrateanother

conversationwithastudent.Forexample:

Asksomestudentstopresenttheirconversationstothe

class.Andwritethemdown.

Periodtwo(2a-secion2b)

Teachingaim:

Task:

Talkabouttherareanimals.

Culture:

Knowsomethingaboutyourfriends/parents

Vocabulary:

AustraliaSouthAfricauglyfriendlyshyclever

Grammar:

Whereareyou/theyfrom?

Whereishe/she/itfrom?

Whatanimaldoyoulike?

Whatotheranimalsdoyoulike?

Whatfruitdoyoulike?

Whatfruitdoyoulike?

Teachingprocedures:

InstructionalDesignModificationand

Remarks

Step1

Presentation

A：Ilike…B:Whydoyoulikehim/her?

A:Becausehe/sheisvery/kindof???

PracticewiththeseadjectivesFriendlyshyuglycute

beautifulsmart

Talkaboutyourfamilymembersandclassmates.

Whatanimaldoyoulike(best)?

Ilike??,Whydoyoulike…Becausethey're

Step2

Matchthewordswiththeanimalsinthepicture

lbListenandchecktheanimalsyouhear

Step3

Askaboutyourpartner,sfavoriteanimals.

A:Doyouwanttoseelions?

B:Yes,Ido.

A:Why?

B:Becausethey'recute.

Step4

listening

2aListen.Writetheanimalsyouhear.

Drawalinefromtheanimalstothe

descriptionwords.

SectionB

1

Matchthedescriptionwordswiththeanimals.

Talkabouttheanimalsyouknow.

A：Whatanimalsdoyoulike?

B:Ilikeelephants.Theyarecute.

A:Whatotheranimalsdoyoulike?

B:Ilikedogs,too.

A:Why?

B:Becausethey'refriendlyandclever

2aThisactivityprovideslisteningpracticewiththetarget

language.

Say,NowIwillplayarecordingofaconversationbetweenTony

andMaria.Thistimecircletheadjectivesyoubearonthelist

forla.

Playtherecordingagain.Studentscircletheadjectivesthey

hear.ThenCorrecttheanswers.

2bThisactivityprovideslisteningandwritingpracticeusing

thetargetlanguage.

Callattentiontothethreeheadings.Animal,Maria'sWords

andTony，sWords,andthewrite-onlinesundereach.

Say,NowIwillplaytherecordingagain.Thistimepleasewrite

thenameoftheanimalseachpersontalksaboutandthewords

theysay.

Playthefirstfourlinesofrecordingandstopthetape.Ask,

Whatanimalaretheytalkingabout?(theelephant)Whatwords

doesMariausetodescribetheelephant?(interesting,

intelligent)

Pointoutthewrite-onlineswherestudentscanwritethese

words.

Playthewholerecordingandhavestudentswritethewordsthey

hearonthechart.

Checktheanswers.

PeriodThree

Teachingprocedures:

InstructionalDesignModificationand

Remarks

Step1Review

Myfavoritecoloris

Myfavoritefoodis

Myfavoritefruitis

Myfavoriteplayeris

Myfavoritesportsis

Myfavoritenumberis

Myfavoritemovieis

Myfavoriteanimalis

Step2Discuss

Discussabouttherareanimalsinthewordandwherethey

live.3aPuttheanimalsinthemap.

Step3Pairwork

Usetheanimalsandcountriesin3a.

Wherearelionsfrom?

LionsarefromSouthAfrica.

Step4Surveyandreport:

Howwelldoyouknowyourclassmates?

namefromFavoriteanimalwhy

Step5Groupwork

SayyourfavoritesWhat'syourfavorite

color/sports/movie/subject/

number/food/fruit/animal?

Whereisshe/he/itfrom?Wherearetheyfrom?

3aReadthedescriptionsandmatchthemwiththeanimals

below.

MakeanIDcardforeachanimal:

3bLookthelionin3a.Thencompletethedescriptionwith

thewordsinthebox.

Africayearsthiseatssleepslazy

ThisisLarry.He'sfrom.He'seightold

Hemeat.Larryis.Heusuallyand

Relaxes20hourseveryday!

Task:

Tellusyourfavoriteanimal.

Groupwork:

Exchangethedescriptionwithotherstudents.

Canyouguesstheanimal?

4gamebingo

PeriodFour

Teachingprocedures:

InstructionalDesignModificationand

Remarks

Stepl

Revision

Chant:Whatanimalsdoyoulike?

Ilikepandas.Ilikepandas.

Why?

Theyarequiet.Theyarequiet.

Whatanimalsdoyoulike?

Ilikekoalas.Ilikekoalas.

Why?

Theyarecute.Theyarecute.

Whatanimalsdoyoulike?

Ilikedolphins.Ilikedolphins.

Why?

Theyareclever.Theyareclever..

Talkabout

movies/subjects/sports/players/actors/days/months.

What,?,doyoulike?

Whatother…doyoulike?

Why?

Makeasurvey

Tests(1-3)

Unit4Iwanttobeanactor.

TeachingGoal:

1.Generalaims:

Talkaboutjobs.

2.Particularaims:

A.LanguageFocus.

Talkaboutjobsandtheplacewherepeoplework.

B.Languagegoals

(1).Whatdoyoudo?mareporter.

(2).Whatdoesshewanttobe?Shewantstobeasalesassistant.

C.Languagestructures:

(1).Whatdoyoudo?Iamateacher.

(2).Whatdoeshewanttodo?Hewantstobeanofficer.

(3).Doesyourfatherwork?Yes,hedoes.

(4).Whatdoesyourmotherdo?

D.Usefulwordsandphrases:

Words:assistant,salesassistant,doctor,reporter,policeofficer,waiter,bank

clerk,star,thief,nurse,money,station,magazine,dinner,dangerous,afraid,late

Phrases:get…from,workfor,workhard,callat,schoolplay,eveningnewspaper,

beafraidof

PeriodOne

Teachingprocedures:

InstructionalDesignModificationand

Remarks

Step1

Organizestudentstopreparefortheclass

Step2

Askstudentstolookatthepictureandrememberwhatthey

cansee

Findfourgroupstosaythewordsthattheyremember.

Sept3.

Talkaboutthepicturethenmakeadialogue.

Suchas:Whatisthis?It'sastoreWhatcanyousee?Ican

seeasweater.Whatcolorist?It'sgreen.Howmuchisit?

It's50dollars

Sept4.

Askstudents:Whatisyourfather?Heisaworker.(Tell

themanotherwayofsaying:

Whatdoesyourfatherdo?

Isheaworker?No,heisn't.Whatishe?Heisadoctor.

or：Whatdoeshedo?

Suchas:A:Whatdoeshedo?B:Heisareporter.

Step5.Listentothetape:lb.2a.2b.

lb)Thisactivityprovidesguidedoralpracticeusingthe

targetlanguage-

Askastudenttoreadtheexampleconversationwithyou.Hold

upthebookandpointtothedoctorinthepicture.

Say,Nowworkwithyourpartner.Makeyourownconversations

aboutthepicture.Youcanusesentencesliketheonesin

activitylb.

Sayadialoguewithastudent.Pointtoapictureofoneof

thepeople.Guidethestudenttoanswerusingoneofthewords

inactivityla.

Asstudentsworkinpairs,movearoundtheroommonitoring

theirwork.Onerlanguageorpronunciationsupportasneeded.

2a)Thisactivitygivesstudentspracticeinunderstandingthe

targetlanguageinspokenconversation.

Askstudentstolookatthethreepictures.Askdifferent

studentstotellyouwhattheyseeineachpicture.What

arethepeopledoing?Whatjobsdotheyhave?”

Playtherecordingthefirsttime.Studentsonlylisten.Say,

Youwillhearconversationsaboutthepeopleinthese

pictures.

Playtherecordingasecondtime.Say,Writethenumberof

eachconversationbelowthepictureofthepersonbeingtalked

about.

Correcttheanswers.

2b)Thisactivitygivesstudentspracticeinunderstanding

thetargetlanguageinspokenconversation.

Pointtothethreeheadingsinthechartandreadtheheadings

totheclass.

Askstudents,Whatdoesuwantstobe"mean?

Playtherecordingthefirsttime.Studentsonlylisten.Say,

Youwillhearaboutthepeopleinthesepictures.Youwill

hearthejobtheyhawnowandthejobtheywantinthefuture.

Playtherecordingasecondtime.Thistimeaskstudentsto

fillintheblankswiththejobsthepeoplehavenowandthe

onestheywantinthefuture.Pointoutthesample.

Step7HomeworkPracticeThedialogueaccordingtothepicture

onPage1.

PeriodTwo

Teachingprocedures:

InstructionalDesignModificationand

Remarks

Step1Organizestudentstopreparefortheclass

Step2Talkaboutthefamilyandthejobs,Suchas;Myfather

isaworker,AndHeworksinahospital

Step3

1.Askstudentstomakesomesentenceswiththesewords;

waiter.Bankclerk.Reporter.Nurse.Policeofficer.

2.Lookatthepictureandmatchthejobswiththepeoplein

thepictures.Suchas;Iseealotofmoneyeveryday.But

it'snotmine.Icountitforotherpeoplematchthebank

clerk.

3.Letthestudentspracticemoreandmore.

4.Theymakeaconversationtopracticethedrills.

Forexample:Whatdoyoudo?

Ihelpdoctorsandpatients.Somepeoplecallus“angelsin

white,CanyouguesswhatIdo?

5.Pairwork:Practicetheconversationontheright.Usethe

jobsandplacesinactivity3a.

Wheredoesyoursisterwork?Sheworksatahospital.

Whatdoesyoursisterwork?Sheworksatahospital.

Whatdoesshedo?She'sadoctor.

6.Game:Guessthegame!

Drawapictureofsomeoneatwork.

Canyourclassmatesguessthejob?

Justlike:Isheapoliceofficer?

No,heisn't?Isheawaiter?Yes,heis

Step4PracticeNow,practicethethingswehavelearned.

Theycantalkaboutthejobs.Suchas:Whatdoyoudo?

Wheredoeshework?

Heisadoctor.Heworksinahospital.

Isheapoliceofficer?Yes,heis.No,heisn't

Step5HomeworkPracticethedialogueaccordingtothepicture

onPage25.

PeriodThree

Teachingprocedures:

InstructionalDesignModificationand

Remarks

Step1

Organizestudentstopreparefortheclass

Step2

Oralpractice:Games,wordsthatdescribejobs,suchas

exciting,dangerous,boring

Step3

1.Letstudentslookatthepictureandguessthejobs.The

teacherdescribesthejobsandletstudentsguesswhat.Ask

jobdoesthepersonhave?Wheredoesthepersonwork?

2.Thenuseexplanationsandshortsamplesentencestohelp

studentsunderstandwhateachwordmeans.Forexample,

Excitingmeansver