新目标七年级下全套教案.docx
- 文档编号:26317181
- 上传时间:2023-06-17
- 格式:DOCX
- 页数:9
- 大小:20.13KB
新目标七年级下全套教案.docx
《新目标七年级下全套教案.docx》由会员分享,可在线阅读,更多相关《新目标七年级下全套教案.docx(9页珍藏版)》请在冰豆网上搜索。
新目标七年级下全套教案
新目标七年级下全套教案
Unit3:
I'dlikealargepizza
Languagegoal
Inihisunitstudentslearntoaskforandgivepersonalinformation.Theyalsolearntoorderfood.
Newlanguage
Whatwouldyoulikeonyourpizza?
I'd/He'd/They'dlikepepperoni.
namesoffoods:
cheese,tomatoes,mushrooms,greenpeppers,pepperoni,onions,olires
SectionA
Additionalmaterialstobringtoclass:
magazineadvertisementorfoodpackageshowingapictureofapizza
taperecordersandblanktapesforstudentstouse.
Showstudentsapictureofapizzaordrawoneontheboard.Askhowmanystudentslikepizza.
Drawthreedifferentsizedcirclesontheboard.Askindividualstudents,Whatsizepizzawouldyoulike---mall,mediumorlarge?
Whentheyanswer,pointtothesizetheymentionandsay.You'dlikea(small)pizza.
Pronunciationnote
Saythepronunciationofthewordpizzaandhavestudentsrepeatitseveraltimes.Explainthatalthoughyouwouldexpectthetwoz'stomakeazsound,theyactuallymakeasoundlikearfollowedbys,Sothewordispronouncedpeet-sub.notpeez-zub.
laThisactivityintroducesthekeyvocabulary.
Focusattentiononthethreepizzasinthepicture.Pointtoandreadthesigninfrontofeachpizza:
Special1,Special2,andSpecial3.Thenpoint10thetoppingsoneachpizzaandreadtheletternexttoeachtopping.
PointoutthenumberedlistofPizzaToppings.Sayeachwordandaskstudentstorepeatit.
Thenaskstudentstomatcheachwordonthelistwithoneofthefoodsonapizza.Say,Writetheletterofeachfoodpictureafterthenameofthefood.Pointoutthesampleanswerafternumber1.
YoumaywishtohavestudentsworkinpairsorsmallgroupsIftheydonotknowmostofthenamesofpizzatoppings.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation,
Pointtothethreepizzas.Pointtoandreadthenamesofthethreespecials.Thenpointtothepizzasoneatatimeandask.Whattoppingsareonthispizza?
Confirmanswersorcorrectwrongresponsesbysayingthelistofingredientsagain.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,askstudentstocheckthepizzathatthepersonordered.
Correcttheanswer.
1cThisactivityprovidesguidedoralpracticewilhthetargetlanguage.
Asktwostudentstoreadthedialoguetotheclass.
Saytheconversationwithastudent.Askthestudenttobethepizzamakerwhileyouorderthepizza.Askfordifferenttoppingsthanintheconversation.
Askstudentstoworkinpairs.Havestudentstaketurnsbeingthepizzamakerandthepersonorderingthepizza.Remindstudentstolistthesizeandthetoppingstheyreallylike.Studentspracticebothroles.
Asksomestudentstopresenttheirdialoguestotheclass.
2aThisactivitygivesstudentspracticeinunderstandingthekeyvocabularyinspokenconversation.
Pointtothefoodinthepictureandaskstudentstopointtoandnameeachone.
Explainthatstudentswillheararecordingofaconversation.Say,Thepeoplewilltalkaboutsomeofthefoods,buttheywillnottalkaboutothers.Pleasecheckonlytheonestheytalkabout,
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,askstudentsputacheckmarknexttoeachfoodmentionedontherape.
Correcttheanswers.
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Pointtotheblanklines.Readeachstatement,sayingthewordblankeachtimeyoucometoablank.
Playtherecordingandaskstudentstolistenandwritethemissingwordineachblank.Pointoutthatallthewordstheyneedareinactivity2a,Theycanusethesewordsasanswersandtochecktheirspelling.
Checktheanswersbyhavingstudentswritethesentencesontheboard.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinthespeechbubbles.Askastudenttoreadtheexampletotheclass.
Say,Nowpracticeorderingthekindofpizzayoulike.UsethedialogueInactivity2basamodel.
Helpstudentsfindpartners.Thensay,Firstreadthedialogueinactivity2btogether.Eachstudentcanbeboththepizzamakerandthecustomer.Thenmakeyourowndialogues.Tellwhatyourealtylikeonyourpizza.
Askpairsofstudentstopresenttheirdialoguestotheclass.
3aThisactivityprovidesreadingandoralpracticeusingtheargerlanguage.
Callattentiontothequestionsabovethepizzamaker'sheadandthelistofanswersabovetheboy'shead.Askonestudenttoreadallthequestionstotheclass.Askanotherstudenttoreadalltheanswers.
Say,Nowpleasematcheachquestionwithananswer.Thefirstoneisdoneasasample.
Pointtonumber1andsay.CanIhelpyou?
Thenpointtoanswercandsay,I'dlikeapizza,please.
Askstudentstocompletetheexerciseontheirown.Lessadvancedstudentsmaybenefitfromdoingtheactivityinpairsorinsmallgroups.
Checktheanswers.
3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Reviewwithstudentshowtosaytheirphonenumbers.WriteseveralphonenumbersontheboardandsaytheEnglishwayofsayingtelephonenumbers.Itisalwayscorrecttosaythenumbersoneatatime:
843-5038canbesaid,eight-four-tbree---five,oh,three,eight.However,agroupoffournumbersissometimessaidintwogroupsoftwonumbers.So843-5038issometimessaid,eight-four-three----fifty,thirty-eight.
Askstudentstoworkinpairs.HelpstudentsdecidewhowillbeStudentAandwhowillbeStudentB.
Askoneofthepairsofstudentstoreadthedialoguefromactivity3a.Onestudentisthepizzamakerandasksthequestions.Theotheristhecustomerandgivestheresponsesinthebook.
Thensay.Nowmakeyourownconversations.StudentAasksthequestions/Tornactivity3a.StudentBgivestrueanswers.
Afterstudentshavecompletedthedialogueoneway,askthepartnerstoexchangerolesanddoitagain.
Asksomepairstoperformtheirdialoguefortheclass.
SectionB
1aThisactivityintroducesmorekeyvocabulary.
Callattentiontothefoodonthetable.Askstudentstopointtoandnameasmanyofthefoodsaspossible.Pointtoandsaythenamesofanyfoodstheydon'trecognize.
Thenpointtothewordsonthelist.Saythewordsandaskstudentstorepeatthewords.
Afterthat,askstudentstomatcheachwordwithapicture.Say,Writetheletterofeachfoodpictureintheblankinfrontofthecorrectword.Asstudentswork,movearoundtheroomansweringquestionsasneeded.
Checktheanswers.
1bThisactivityprovidesguidedoralpracticeusingkeyvocabularywords.
Callattentiontothefoodonthetable.Say,PleasecirclethethingsyoulikeandputanXinfrontofthethingsyoudon'tlike.
Whenstudentsfinishthisstep,askstudentstoworkwithpartners.Pointtothespeechbubblesandasktwostudentstoreadthedialogue.
Asthepartnerstelleachotherwhattheylikeanddon'tlike,movearoundtheroommonitoringtheirwork.
2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Pointouttheeightwordsinactivitylaandsay,Forthisactivity,markyouranswersinactivity1a.
Say,Youwillhearaconversation.Aboyisorderingpizzafromapizzarestaurant.Asyoulisten,pleasecircleeachofthewordsinactivitylathatyouhearontherecording.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstocircleeachofthefoodsinactivitylathatismentionedinthedialogueonthetape.
Correcttheanswers.
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Say,Lookattheorderformonpage82.Whatinformationdoesitaskfor?
Callonindividualstoanswer.
Thensay,I'mgoingtoplaytherecordingagain.Thistime,pleasewritedowntheinformationontheorderform.Youwillbewritingtheboy'saddress,histelephonenumber,andthenamesofallthefooditemsbeorders.
Playtherecordingthefirsttime.Studentsonlylisten.Say,Theorderformhastheaddressfirst,telephonenumbersecond,andthefoodorderthird.Youwillfilloutthebottompartoftheformbeforethetoppart.
Playtherecordingasecondtime.Thistime,askstudentstowriteouttheinformationontheform.Youmaywishtoplaythetapemorethanonceifmanystudentsarenotabletocompleteitthefirsttime.
Correcttheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Say,Lookattheorderformonpage83.Youwillworkinpairs.StudentA,youworkinapizzarestaurant.AskStudentBquestionsandfillouttheorderform.Remembertoaskfortheaddressandtelephonenumber.StudentB,orderfoodanddrinkthatyoulikefromthelistinactivityla.
Afterstudentscompletethedialogueoneway,askthepartnerstoexchangerolesanddoitagain.
Askpairsofstudentstoperformtheirdialoguefortheclass.
教学反思:
开放的课程呼唤开放的评价方式
新的评价方式的改革,直接关系到新课程改革的成败。
因为不管我们的老师是穿新鞋走老路,或是穿新鞋走新路,或是拎着鞋新鞋走老路-------但他们要走向哪里,走向何方?
我们的评价方式就起着导向的作用。
导向正确了,自然会引导我们的老师走向胜利的彼岸。
但如果我们的导向错了,那将会使我们的改革南辕北辙,适得其反。
看看我们现在的评价方式,和原来的比较几乎没有多大的改变。
第一,仍然以考试成败论英雄。
以考试成绩来考核老师自然无可非议,但除此之外,哪一条还能像考试成绩一样深深地影响领导对教师的评价呢?
想不出来,怎么想也想不出来。
甚至连我也怀疑,是不是就没有其他的方式了呢?
要么还有一种更加合理的解释,那就是我可能至从当老师以来就只会教书,教书,除此之外,我也再没有值得引以自豪的了。
以成绩论英雄的后果我们也不难看见:
一批头脑发达,但四肢不发达的学生被我们一批又一批地送进了高一级学校;一些只懂数理化而神经麻木的人才被我们输入到了社会的各行各业;一些认为唯有读书高的未来社会的主人也被我们一批一批的克隆出来-----以成绩论英雄在我们教师最大的体现则是我们的老师坚持的认为学习好的就是好孩子,而成绩差的是应该开除人籍而应被教育淘汰的。
因此,当老师面对无论任何一群学生,便会心安理得的把学生分这三、六、九等。
事实告诉我们,学生在毕业走向社会后,“有头脸的”的学生有两类:
第一类是原来在校成绩很优秀的,他们也是我们应试教育的优秀成果。
第二类是反而是在学校时老师心目很调皮的爱迪生们。
而在学校听话的成绩平平的中等生,他们走向社会后,其成绩也大都成绩平平,和在学校时没什么两样。
这样看来,以考试论英雄的结果,会埋没我们多少未来的英雄。
第二,仍然以中考成绩为学校,为老师排队。
能代初三课的老师都是好老师,中考成绩优秀的老师更是老师之中的天之骄子,中考成绩就是教育界的“哥德巴赫猜想
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 新目标 年级 全套 教案