2018年人教版新目标英语(GO_FOR_IT)七年级上册全册教案

合集下载

七年级英语上册(人教新目标GoForIt!)StarterUnit2第1课时(1a2e)优秀教学案例

七年级英语上册(人教新目标GoForIt!)StarterUnit2第1课时(1a2e)优秀教学案例
2.邀请学生分享自己了解到的其他国家的问候和介绍习惯,激发学生的学习兴趣,营造轻松愉快的课堂氛围。
3.教师总结:本节课我们将学习日常问候和介绍,以更好地与不同国家的人交流。
(二)讲授新知
1.教师通过多媒体展示本节课所学的问候语和介绍语,如Hello!/Hi!/Good morning!/Good afternoon!/Good evening!/How are you?等,并引导学生跟读。
3.运用交际法,鼓励学生积极参与课堂互动,提高学生的口语表达能力和团队协作能力。
4.利用多媒体教学资源,如图片、视频等,为学生提供丰富的视觉和听觉感受,帮助学生更好地理解和掌握课程内容。
(三)情感态度与价值观
1.培养学生对英语学习的兴趣,树立自信心,养成积极向上的学习态度。
2.培养学生具备良好的合作意识,学会尊重他人,培养团队精神。
3.小组合作学习的深入推行:教师合理分配学习小组,鼓励小组成员共同探讨、分工合作,完成任务。这种方法培养了学生的团队精神和沟通能力,使他们在合作中学习,提高了学习效果。
4.教学评价的全面开展:教师引导学生对自己的学习过程进行反思,总结自己的优点和不足,调整学习策略。同时,开展同伴评价,让学生互相观摩、借鉴,共同提高。这种评价方法有助于学生全面认识自己的学习情况,提高了他们的自我管理和自我提高能力。
1.情境教学法的创新应用:教师通过多媒体展示了不同国家的问候语和介绍方式,引导学生思考和讨论,激发了学生的学习兴趣,并成功吸引了他们的注意力。这种方法不仅有助于学生理解文化差异,还使他们在真实情境中学习和实践,提高了他们的语言运用能力。
2.任务型教学法的有效实施:教师设计了具有挑战性和实际意义的任务,让学生在完成任务的过程中,巩固所学知识,提高交际能力。这种方法使学生在实践中学习,增强了他们的自主学习能力和解决问题的能力。

人教版七年级英语上教案英文全册

人教版七年级英语上教案英文全册

(此文档为word格式,下载后您可任意编辑修改!)七年级新目标英语Go for it!(上)Unit 1---My name’s GinaThe First Period一、Teaching Aims:1.Knowledge ObjectsKey vocabulary: my name is name’s clock I am I’m nice to meet you what what’s your .--- H ello. I’m Mary.---Hi, Mary, I’m Jim. Nice to meet you.--- Nice to meet you , too.2. Ability ObjectsTrain the students’ listening skill.Train the students’ communicative competence using the target language.3. Moral ObjectCommunicate with others politely.二、Teaching Key PointsKey vocabulary.How to greet people.How to introduce yourself.三、Teaching Difficult PointStudents can communicate with others using the key vocabulary and the target language learned in this class.四、Writing DesignUnit 1 ---- Lesson11.---What’s your name? --- My name is Alan..2.---Hello, I’m Mary. --- Hi, Mary, I’m Jim.3.--- My name is Jenny. --- I’m Gina. Nice to meey you!--- Nice to meet you, too.五、Teaching ProceduresStep1 RevisionLet the students sing the ABC song.Step2 Warming upHold up a book and ask:What’s this in English?Let them say: It’s a book..Show more things in this way, like ―key, lock, clock, ball ……‖Let the students turn to Page1 , 1a, look at the picture on the right carefully, Write down the words in the blank lines next to the picture..Suggested answers:Clock ball1.Show the students some new words on the paper:Jenny Gina Alan Mary JimMake them read the words for times.Let one student stand and answer:--- What’s your name?--- My name is Jenny.In this way, let the students ask and answer in pairs:---what’s your name?--- My name is Gina\ Alan \Mary\ Jim\ Alice\ Frank\ Dale\ Cindy\ Bob\ Helen\ Eric……2.Teach them and number the conversations.Then check the answers (213)Let the students read it loudly after the tape for several times.Step 5 Pair workAsk the students to practise the conversations with names.Give them someTarget language: ---What’s your\ .3. Moral Object :Team work is very important二.Teaching key pointsKey vocabularies.Listen and ask for special information.三、Teaching Difficult PointsPossessive adjectives: my, your,Unit 1----Lesson 2---What’s your name? my\ your\--- Her name is …五、Teaching ProceduresStep 1 RevisionAsk: --- What’s your name?Answer:--- My name is Jenny.\……--- Hello, Jenny. Nice to meet you.--- Hi, Mary. Nice to meet you, too.Let them ask and answer in pairs.Step 2 PresentationPoint to a boy student and say: His name is Tony\ Tom\ Bob\ Mike…Point to a girl student and say: Her name is Jenny\ Alice\ Cindy\ Grace……Point to as many students as possible, let the students say:His name is …Her name is … as quickly as possible. In this way, students can tell the difference between English names)---What’s English names)Let them ask and answer in pairs.Step 4 IntroductionTry to introduce your partner like this:My name is…… . His name is ……. Her name is ……Step5 HomeworkStep by step ---Exercise 2The Third Period一、Teaching Aims1. Knowledge ObjectsKey vocabulary: first, last, given, family, full, boy, girl, ID cardTarget language:What’s your first\ last\ given\ family \full name?2. Ability ObjectsCommunicative competence.Making a list of first names and last names of your classmates.3. Moral ObjectIt is a great who is learning a foreign language to know some culture about the country, because the language is closely associated with it.二.Teaching Key PointsKey vocabulary: first name, last name, given name, family name, fullnameTarget language: ask for and give first name, last name and familyname三、Teaching Difficult PointsMake a list of first name ,last name, given name and family name ofyou classmates.Tell the differences between Chinese names and Englilsh names.四、Writing DesignUnit 1---Lesson31、The differences between Chinese name and English name:Chinese name English nameYe Jintao John KingFirst name Last name First name Last nameFamily name Given name Given name Family name2. ---What’s your first\ last\ given\ family\full name?--- It’s ……五.Teaching ProceduresStep1. RevisionLet a pair stand and ask another pair next to them like this:---What’sPoint to one student and say: His name is Ye Jintao. That means name is Jintao. His family name is Ye,. And name is Sally. Her family name is King. Her full name is Sally King.Then point out that they’re many differences between the Chinese names and English names.List the differences between then on the blackboard.Step 3 PracitceAsk: --- What’s your \full\ first\ last\ given\ family\ name?Answer : --- It’s ……Ask: ---What’s your English\ Chinese name?Answer: --- It’s ……Step 4 Pair workLet them ask and answer the questions in pairs.Later, show them an ID Card and say:This is an ID Card, what’s \ family name?--- It’s ……Let them make an ID Card with both English name and Chinesename.Then ask and answer in pairs.Step 5 HomeworkStep and step----Exercise 3The Fourth Period一、Teaching Aims1. Knowledge ObjectsKey vocabulary: cardinal numbers 0-9, telephone number, it, it’sTarget language: ---What’s your teleph one number?--- It’s.2. Ability ObjectsListening skill.Communicative competence.Writing skill.3. Moral ObjectsKeep touch with your classmates andUnit 1----Lesson 4----What’s your \his\ her telephone number? ---It’s.----- What’s your\his\ her mobile phone\cellphone number? ---It’s.----What’s your\ his\ her ID Card number? --- It’s ……五.Teaching ProceduresStep 1 RevisionLet the students practice the following questions in pairs.--- What’s your first \last\ given \family \ full name?--- It’s ……--- What’s \ family\ full name?--- It’s ……Step 2 PresentationAsk: What’s your telephone\ phone number?Present them to say:Zero, one, two, three, four, five, six, seven, eight, nineLet the students read the words freely.Give them some and repeatListen to the tape and write down the telephone numbers. Complete 1b.Listen again and check the anawers . Complete 2a.Step 4. PracticeAsk four classmates for their phone numbers and fill in the address book in 2c.They can ask like this: ---What’s your telephone number?---It’s ……Step 5 WritingIntroduce two classmates in the cards below.Her\His first name is _________.A pictureHer\His last name is _______Her\His telephone number is _______Step 6 HomeworkStep by step--- ExerciseUnit 2 Is this your pencil?Period One (Section A 1a,1b. Selfcheck1,2)Teaching aims:1. pencil, pen, book, eraser, ruler, dictionary, yes, no, not, pencil case, pencil sharpener;2.the use of this/that;3.初步掌握一般疑问句及肯定、否定回答;Important and difficult points:1.the method of teaching and learning the new words;2. 一般疑问句及肯定、否定回答Teaching procedures:Step1. Warming-up:T:Good morning. My name is …. What’s your name?S: Good morning. My name is ….T: Nice to meet you.S: Nice to meet you, too.Step2. PresentationShow and learn our school things.Revision:What’s this in English? It’s a/an (pen, pencil, book, ruler…)Show some things first and ask:Is this / that your…? Yes, it is./ No, it isn’t.―What’s this in English?‖―This is my/his/her…‖Step3. Practice (Section A--1a )Teach the new words: pen, pencil, pencil case, pencil sharpener backpack, eraser, ruler, dictionaryStep4.Word challengeShow the things as quickly as possible, have a competition between boys and girls. Get them to name the things they see.Step5. Listen, number them and readSection A -- 1bStep6. PracticeDo self-check 1.Step7 .Pair workPractise the conversations in 1b, then make own conversations.Step8. Group task: A gameGroup of four, find the owner. Each student puts one or two things on the desk, then ask questions one another. Using: Is this your/his/her…?Step9.Conclusion:Unit 4 Where’s my backpack?1.Teaching aims1)Aims of abilitySs may show their desire skillfully in the situation designed by teacher. From the functional item practice, Ss may apply them in the real communication. Improve their listening ability as well.2) Aims of skillSome nouns about furniture as table, bed, dresser, bookcase, sofa, chair, drawer, daily use things as plant, CD, alarm clock, video tape, hat; some prepositions of place on, in, under, behind etc; where questions to ask the location of objects.3)Aims of emotionsMake Ss have interest and the desire of learning English, and happy to participate in various English practice. Make Ss help each other in groups and cooperate actively with others to complete learning task. Help Ss set up long-range ideals.2.Important and difficult points1)Where questions to ask the position of objects and use the right prepositions to answer.2)Yes-No questions to ask the position.3)Use the prepositions to describe a room.3. Teaching procedures:Period 1 (Section A 1a~1c)•Language focus:Talk about where the things are•V ocabulary:where, where’s, bookcase, sofa, chair, bed, table, dresser, drawer,plant, in, on, under•Language Structure:Where is…? It’s on / in / under…Teaching procedures:Step1 PresentationShow Ss a picture of a room with many things in it, and ask them to talk about the picture.S1: I can see…S2: I can see…S3: …Revise some words such as backpack, pencil, computer game etc. At the same time present the new words: table, bed, sofa, dresser, bookcase, chair, drawer, plant. Help Ss read the new words correctly.Unit5 Do have a soccer ballPeriod Three Section B一.Teaching aims1. Words: interesting fun boring difficult relaxing watch TV2. Structure:Let’s ......Do you have......Volleyball is so difficult.二.The important and difficult points:1. Talking about the feeling of the activities.2. To use the new words.三.Teaching steps.Step 1:Greeting and reviewing1. T: Good morning ,class! It’s a fine day.I think everyone in our class wants to go out and play sports.So do I.I have some sports things .Can you guess what I have .S1:Do you have a basketball?T:Yes,I do.S2:Do you have a soccer ball?T:No,I don’t have one.S3:Do you have a tennis racket?T:Yes,I do. Let’s play tennis.S3:That sounds good .Let’s go.2. Ss do in pair ask and answer about the teacher like this:S1:Does our teacher have a basketball?S2:Yes,she does.S1:Does our teacher have a soccer ball?S2:No,she doesn’t.Step 2 . Presentation.T:I have a basketball .Because I like basketball .I think it’s interesting /fun.Do you like it?S1:Yes,I do.It’s interesting.T:But I don’t like soccer.I think it’s boring. Do you like it?S2:Yes,I do .I think it’s exciting.T:Yes,many boys like soccer because it’s exciting.What about volleyball?S3:I don’t like volleyball ,because can’t play volleyball.T:Yes,I think volleyball is too difficult, but many people like watching it on TV. It’s relaxing. Write the new words on the Bb and practice these new words.Step 3. Listening and imitating.1. T:Look at these picture in Section B 1a.Do you know the boy ?Let me tell you hisUnit 6 DO YOU LIKE BANANAS?Period 3 Section BAims:①Talking about food and three meals②Words: egg apple carrot chicken breakfast lunch dinner fruit vegetable③For breakfast / lunch / dinner, I like…/ He likes…Importance: For breakfast / lunch / dinner, I like…/ He likes…Difficulty: Countable nouns and uncountable nounsStep1: GreetingStep2: Presentation(Show slides)①Review words: banana hamburger tomato broccoli French fries orange ice cream salad strawberry pear②Teach new words: egg apple carrot chicken③通过归类teach(banana strawberry apple )fruit(tomato broccoli carrot)vegetable④Show slides ―My day‖ 呈现new words breakfast lunch dinnerAt 7:00 for breakfast , I like…,At 11:00 for lunch, I like…, At 18:00 for dinner, I like….Learn, read and remember the new words for a few minutes.Step 3: ①A memory game. Show a slide about many kinds of food. Let Ss have a quick look. Then ask them to say what they see in the picture.Step 4: ①do 1a quickly, check②do 1b in pairs, checkStep 5: PresentationT:(Show a slide.)Look. It’s tea .It’s a cup of tea.T: What’s this in English?Ss: It’s milk.T: Yes, it’s a box of milk. And what about these?Help Ss answer: They are two boxes of milk.T: Good! Do you like milk?…Present the following words in the same way:water/a bottle of water/ three bottles of waterorange juice / a bottle of orange juice / four bottles of orange juicerice / a bowl of rice / three bowls of ricebread / a piece of bread / some pieces of breadmeat / a plate of meatTell Ss these are all uncountable nouns.T:(Show a slide.)But what are these?Ss: They are apples / three apples.Unit7 How much are these pants?第1课时Section A (1a-1c)一、教学内容:1.Words and phrases:how much,pants,sock,shirt,T-Shirt,shorts,sweater,shoe,dollar.2.New patterns:How much is this T-shirt?It’s seven dollars.How mu ch are these socks?They’re seven dollars.二、教学目标:1.掌握新的服装类词汇和短语及其相关用法.2.能熟练运用数字准确表达价格和询问物品价格.三、教学重难点:1.熟练运用新学词汇和短语谈论衣服,询问价格。

新目标(go for it)七年级英语下册1-12单元教案(全)

新目标(go for it)七年级英语下册1-12单元教案(全)

Unit1 Where is your pen pal from?Topic:新目标英语七年级下册教案Countries, nationalities, and languagesFunctions:Talk about countries, nationalities and languagesAsk and tell about where people liveStructure:Where's/Where're ...from?Where does/do ...from?What questions----What language does/do ...speak?Target language:Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....Vocabulary:words about countries, languagesTeaching design:The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 ( 1a----Grammar Focus )Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大,法国,日本,美国,澳大利亚,新加坡,英国,中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speakT can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大,法国,日本,美国,澳大利亚,新加坡,英国,中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Step 1 Leading-inThe information of the teacher's own pen pal's information."I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are:pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking 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 5Pairwork1c Practise the following conversation:---Do you have a pen pal? ---Yes, I do.---Where's your 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 6Leading-inRevise the countries names with looking at the Bb. Then T writes down the 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 Learning2a Learn the city names together with the whole class just like Step 2 2b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8PairworkT 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? ---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 9ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)Unit 2 Where's the post office?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 andask 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.1b 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 of each 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.1C 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 thestudent 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。

新人教版英语七年级上册全册教案(Go-For-It)9单元

新人教版英语七年级上册全册教案(Go-For-It)9单元

Unit 9 Do you Want to go to a movie?Do you want to go to a movie? Yes, I do. No, I don’t.Does he /she want to go to a movie? Yes, he /she does. No, he /she doesn’t.What kind of movies do you want? I like action movies and documentaries.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;学会询问他人的喜好和谈论自己的喜好,并能够表达自己喜好某一类电影的理由;能根据自己的爱好制订出周末或节假日的行动计划。

单元重难点一览重点难点1.复习词汇:want,like,and,but,interesting,boring2.词汇:go,movie,action,comedy,documentary,thriller,Beijing Opera,scary,funny,sad,exciting,kind3.句型:Do you want to go to a movie? Yes,I do./No,I don’t.Does he/she want to go to a movie?Yes.he/she does./No.he/she doesn’t.What kind of movies do you want?I like action movies and documentaries.语法重点:行为动词一般现在时的结构;名词单、复数的构成和使用。

每单元学情分析本单元的主题是谈论喜好和制订计划,围绕这两个主题进行一系列的交际活动,使学生正确使用want来谈论和表达自己的喜好并学会制订计划;同时复习了行为动词一般现在时的结构和名词单、复数的构成。

对于行为动词一般现在时的构成,我们已经在第五、六单元学习过,教师一定要根据学生的实际掌握情况进行引导,尤其是“三单”形式的变化;对于名词的复数,教师要进行总结以掌握其变化规律,但重要的是让学生正确运用。

(人教新目标Go for it!)七年级英语下册同步备课 Unit 1 第3课时 (Section

(人教新目标Go for it!)七年级英语下册同步备课 Unit 1 第3课时 (Section
5. He_____ to join the music club.
A. don’t want B. doesn’t wants C. would like
6. ------Are they good at ____? ------Yes, they are.
A. swim B. to swim C. swimming
学习
重难点
1.通过情境体验,能够运用can引导的一般疑问句询问他人是否会弹奏某种乐器,提升口语表达能力。
2.通过速记的方式,能够完成听力填词任务,提高听力填词的能力。
课前预习
一、自主学习:
1.写出下列单词并展示。
吉他_____________鼓_____________钢琴_____________
二、完成下列短语并根据要求改写句子。
1.play ________ guitar
2.________ it in English
3.________ stories(讲故事)
4.She can sing and dance. (改为否定句)
She ________ ________ ________ dance.
Unit 1 Can you play the guitar?
SectionB1a-1f
单元
Unit1
课时
第3课时
学习
目标
语言知识:
1.通过情境体验,能够运用can引导的一般疑问句询问他人是否会弹奏某种乐器,提升口语表达能力。
2.通过速记的方式,能够完成听力填词任务,提高听力填词的能力。
学习能力:
1.通过听前读题的听力策略,可以获取听力信息,预测听力内容。
2. Can he ______ it in English?

《新目标英语》Go for it!七年级上册教案设计

《新目标英语》Go for it!七年级上册教案设计

《新目标英语》Go for it!七年级上册教案设计一.教材分析本课是《新目标英语》七年级第四单元,本单元围绕室内物品开展多种教学活动。

本节课的主要内容是学习有关物品的新单词,掌握介词on, in, under的用法,学习询问物品在哪里以及回答其所在地点的句型Where’s the…? It’…Where’re the …? They’re…二.教学目标(Teaching aims and demands)1.知识目标(Knowledge objects)Key vocabulary: table, bed, dresser, bookcase, sofe, chair, drawer, plant, where, on, in, under.Target language: Where’s the backpack? It’s under the table.Prepositions: in, on, under2.能力目标(Ability objects)Train students’listening, speaking, reading and writing skills.Train students’communicative competence using the key vocabulary and the target language3.德育目标(Moral objects)Students should take good care of their things. Enablestudents to know that it’s a good habit to keep a room clean and tidy.三.教学重点(Teaching key points)The names of furniture items.How to ask where things are and how to answer.四.教学难点(Teaching difficult points)Learn the usage of prepositions of place.Train students’listening, speaking, reading and writing skills.五.教学方法及途径(Teaching methods):Task ?C based language teachingGuessing games, pair work, group work, team work, role play.六.教学步骤(Teaching procedures)Step 1 问候和课前热身(Greetings and warming up)T: Hello! Everyone. Nice to meet you!S: Hello! Mr Luo. Nice to meet you, too!T: This morning we are going to learn English together. Please get ready for class. Now show me your two hands! Let’s count the numbers from one to ten. Just follow me! One, one XXX, two, two XXX…Do it as quickly as you can.课前问候和热身让学生在轻松、愉快的气氛中集中注意力,促进学生眼、耳、口、手多种器官的动用,积极学习。

人教版英语七年级上册 Unit 2 Section A (1a--1c)教案

人教版英语七年级上册 Unit 2 Section A (1a--1c)教案

Go for it!Unit2 This is my sister. Section A (1a-1c)一、教材分析:教材的地位及作用本单元所有的环节设置都紧紧围绕家庭成员这个主题展开。

在整个单元中家庭成员的称谓以及对家庭成员的介绍和提问,与一个个小任务紧密地结合在一起。

任务由一开始的口头介绍到多句型的介绍,由最初单一的家人称谓到最后连贯的语句,教材较好地体现了教学的渐进性和层次感,使学生在教师的带领下能反复地掌握和巩固本单元的生词和新句型。

从而达到能流畅介绍家庭成员的目的。

本课时主要让学生学会确认家庭成员并相互口头介绍家人或朋友。

作为单元的第一课,对话课是单元整体教学的重要环节。

对话课的作用首先是为以后的几课时提供话题和语境。

由于整个单元都是围绕一个话题操练特定的功能项目,对话课又具有为以后课时的学习扫清语言和文化障碍的作用二、学情分析:我教学的对象是七年级学生,他们学习英语有很大的学习兴趣,而且有较强的记忆力和模仿能力,并有较强的求知欲和表现欲,个别学生有点害羞。

因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,减少他们的恐惧感。

通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦。

三、教学目标:语言技能目标:1.根据图片和情景说出单词和句子。

2.在图文和场景下进行简单的英语交流和表演。

情感态度目标:通过本课学习使学生有兴趣听说英语,敢于开口,乐于模仿,在鼓励性评价中树立信心,在小组活动中积极参与合作,从而意识到交流对于学习英语的重要意义。

通过家庭照影集和介绍家人促使学生进一步爱家人,敢于表达自己心中对父母的爱。

充分利用教材和教师的多媒体教学所提供的学习资源,实现自由参与和创新,能主动与他人交流,并克服交流中的困难,使交际顺利进行。

文化意识目标:能够恰当使用英语中家庭成员之间的称呼,了解英语国家中介绍他人的方式并对学生进行亲情教育。

教学重、难点:结合教学目标的要求,我把本课的重难点设置为:重点是:1、1a 目标单词:mother , father, parents, brothers, grandmother, grandfather, friend, grandparents, sister.2、1c目标句型:This is my sister. That is my family. These are my brothers. Those are my parents. Who’s she? She’s my sister. Who’re they? They’re my grandparents.难点是:1、介绍他人的句型区分使用This is... That is... These are... Those are... (目标句型)2、be 动词is、are 的使用。

人教版七年级英语上册全册教案

人教版七年级英语上册全册教案

人教版七年级英语上册全册教案英语老师们,你们知道怎么设计七年级英语上册的教案吗?以下是关于人教版七年级英语上册全册教案,欢迎阅读! 人教版七年级英语上册全册教案【1】一学生情况分析(学生62人,其中男生:36人,女生:26 人) 1.学习水平不均有的学生对小学英语比较重视,学得很好;但有的学生或学校不重视,学得很不好,还有几个甚至完全没有学过。

有的学生笔试不错,但语音、语调、书写都有待加强。

因此,整个班级的英语水平很不平衡,给日常教学带来诸多的不便,提高了难度。

2.学习习惯不好学生刚刚从小学进入初中,处于一个衔接的阶段,学习任务加重,学习的习惯不是很好,没有形成一定的适合自己的方法,都有待改善。

总之,既要避免好生吃不饱的现象,又要努力把目前英语有欠缺的学生拉上去,激发他们的兴趣和信心,赶上中上的水平学生。

在今后的教学中应该注重培养、激发兴趣,教给学生学习的方法,从学生的学习兴趣、学习能力、生活经验和认知水平出发,倡导体验、实践、参与与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程,这是新课标和新目标英语的要求。

教学措施和辅助二课时总安排总共100课时:授课课时复习课时测试课时机动课时三.教材总体目标、单元要求及重难点the goal: the goal of go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives. go for it! 是以《英语课程标准》为依据,以学生的英语语言综合运用能力为目标。

新人教版新目标七年级英语上册全册教案

新人教版新目标七年级英语上册全册教案

新人教版新目标七年级英语上全册教案设计Starter Unit 1 Good morning !Starter Unit 1是Go for it!预备篇三个单元的第一单元。

预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。

它的主要内容为26个字母和最基本的英语日常用语。

本单元的教学内容为:1.学习Aa ——- Hh八个字母.2.学习八个人名。

Alice,Bob, Cindy,Dale,Eric, Frank, Grace,Helen3.学习打招呼的用语:Hello!/ Good morning!/ Good afternoon!/ Good evening!4.学会问候熟识的朋友和应答:—- How are you?——I’m fine,thanks. How are you? ——I’m OK教学重点:Aa --— Hh的字母教学。

Hello!Good morning。

Good afternoon。

Good evening.—— How are you?——I’m fine,thanks. How are you? -—I’m OK.教学难点:课本中英语人名的学习和大、小写字母的学习及书写。

单元课时:5个课时第一课时:完成Section A 1a, 1b第二课时;完成Section A 2a, 2b,2c, 2d, 3,4a第三课时:完成Section A 4b,4c, Section B 1,2a, 2b第四课时:完成Section B 3a, 3b, 4, 5第五课时:完成Self Check and Just for Fun教学目标A.语言知识目标1.词汇: Letters Aa —-- Hh八个人名Alice, Bob, Cindy,Dale, Eric,Frank,Grace, Helen 2.句型:Good morning. Good afternoon. Good evening.—- How are you? -— I'm fine, thanks。

人教版新目标英语(GO_FOR_IT)七年级上册全册教案

人教版新目标英语(GO_FOR_IT)七年级上册全册教案

Unit one My name is Gina.1.话题:Making new friends2.功能目标:1)使学生学会用英语介绍自己。

2)使学生学会用英语和别人打招呼。

3.文化目标:1)让学生初步体会用英语和别人交流的感受,培养学生学习英语的兴趣。

2)通过对英文名字的介绍,对比中西方表达名字的不同,了解中西方文化的差异。

3)通过对西方一些成功人士英文名字的介绍,使学生了解成功是由不懈的努力和艰苦的奋斗得来的。

4)通过介绍英文名字的由来,使学生产生对西方文化的好奇及兴趣。

4.认知目标:1)词汇:clock, hello, hi, and, question, answer, look, first name, last name2) 语法项目:一般现在时be的用法以特殊疑问词what开头的问句形容词性物主代词my, your, his, herWhat’s=What is I’m=I am My name’s=My name is3) 语言目标:What’s your name?My name is Gina.I’m G ina. Nice to meet you.Period oneI.教材分析:这是课本的第一部分,题目是My mane is Gina. 有很多学生第一次学习接触英语,为了调动他们的积极性,不产畏难情绪,尽量简单的处理教材。

Language topic: What’s your name?My name is Gina.Language strategies: Talk about the namesMain vocabulary: name is, meet, his, first name, last name, answer, boy , girl.II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。

七年级英语上册全册教案

七年级英语上册全册教案

人教版新目标七年级英语上册全套教案学案第1课时Unit 1 My name 's Gina (总第1课时)Section A 1a—2c【学习目标】:1、熟悉掌握词汇name clock 等2、学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.3、能听懂听力对话并能对根据听力对话进行自由交际.【学习重点】:使学生学会打招呼和介绍自己,并询问他人姓名的句型.Nice to meet you . What's your name ? My name is ......【学习过程】:一、自主学习(教师寄语:Knowledge is power.)学习任务一: 熟悉掌握词汇name ,clock1、认真观察第一页的图画,小组讨论你所认识的物品的英语单词.2,、试着写出含有的物品的英语单词.3、小组竞赛,展示( 看谁总结的多, 写的准确)学习任务二: 学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.1、教师自我介绍,引导学生介绍自己.A: Hello , I am Gina , What's your name ?B: My name is Alan .2、小组竞赛, 两人一组,询问他人姓名,介绍自己.3,、分角色朗读1A对话.学习任务三: 能听懂听力对话并能对根据听力对话进行自由交际.1,、听录音, 给1B 的对话编号.2、根据听力对话进行自由交际.3、小组竞赛, 展示对话交际。

二、合作共建(教师寄语:Many hands make light work. )小组讨论我们所学的英语名字和汉语名字的区别, 如何用英语拼写你的名字?三、系统总结(教师寄语:No man can do two things at once.)1,、归纳你所学到的问候语.2、自己编写一个打招呼并询问姓名的小对话.四、诊断评价(一)单项选择.1. _______your name ? My name is Gina .A. WhatB. What'sC. WhoD. which2. Good morning , Miss Wang ! _____________!A. HelloB.HiC. Nice to meet youD. Good morning3. I _______Sally , What______ your name ?A. am ,isB. is , amC. is , isD.am, am4. ______name is Li lei .A. IB. I amC. MyD. you5.—_______, What's your name ?—John Green .A. HiB. OkC. sorryD. Excuse me(二)写出下列单词的完全形式, 并写出汉语意思.I'm _________ __________ what's __________ ________name 's ___________ __________(三)写出下列单词.时钟_______ 我的________ 你的___________ 名字_______ 遇见_________ (四)尝试翻译下列句子.1. 见到你很高兴. _________________________________.2.我叫王小雨. ____________________________________.3. 你叫什么名字? ____________________________________(五)根据情景补全对话.A: Good afternoon !B: ____________________!A; I ______Lucy . _________your name ?B: My ______ is Jim . Nice to ______you !A: _______________________________.五、【课后反任务熟练掌握基本掌握没掌握思】(教师寄语:Never do things by halves)第2课时Unit 1 My name 's Gina.(总第2课时)Section A (1a—2c)【学习目标】:1、熟练掌握本课6个单词.2、学会询问他人姓名及介绍他人姓名.3、能听懂有关谈论他人姓名的对话并进行自由交际.【学习重点】:询问他人姓名及介绍他人姓名的句型.一、自主学习(教师寄语:Knowledge is power.)学习任务一: 熟练读写本课6个单词.1.个人自渎,记忆本课单词.2.小组互相检查单词读写情况.3.根据汉语写出下列英语单词并展示.学习任务二: 运用句型:What's his / her name?His / Her name is .... 进行自由交际.1.小组合作,理解并熟读下列短语,并写出汉语意思.my nane ( ) your name ( )his name ( ) her name ( )2.个人理解下列对话,并且两人合作练习.A:Hello! What's your name?B:My name is Gina.A:Nice to meet you.B:Nice to meet you,too.A:What's her name?B:Her name is Jenny.3.小组合作,练习自己的对话.4. 对抗组开展竞赛,展示自己的对话.学习任务三: 听听力完成2a,2b.1.个人看图,理解四幅图画,思考图画中人是在谈论他人还是对方.2.听听力,给四幅图画编号.3. 小组为单位,熟读2b中的名字。

《Go for it! 新目标》教材分析

《Go for it! 新目标》教材分析

• 该教材把直接法,听说法等教学方法有机地柔和在一起, 充分考虑了12-15岁年龄段学生的心理和生理特点,照顾 到了知识性,趣味性和运用性诸方面。突出了学生主体性, 兼顾了个别差异,发展了学习策略。本册教材要求学习和 掌握的语法知识有:情态动词(must, might, could, can, should,etc.);情态动词的被动语态(should be allowed to);被动语态(questions and statements); 现在完成时态(with already and yet);宾语从句 (Indirect questions);定语从句(Relative clauses with that and who)等。要求学习和掌握的常用的表达 结构有:by doing something; used to do something; I would ..., if I ...;hope to ...;I'd like/ love to ...;prefer ...;I'd rather do ...;I wish ...; I feel/ think/ believe/ agree that ...;be
• 3.教学内容灵活开放,提倡教师结合学生实际,灵活处 理,同时注意多渠道开发教学资源。 • 4.《新目标》教材要求涉及文化、情感、态度和跨学科 内容,更注重学生的素质培养,要求重过程,讲策略等等 。这些差异使得教学由统一性、确定性变成多样性、不确 定性,因此为教学带来了更大的难度,但同时又为教师的 创造性提供了更大的空间,特别是“任务型”教学使教师 面临巨大的挑战。因此,今天的教师应该不断地学习以充 实自己,才能更好地满足学生孜孜以求的求知欲望。
• 四、八年级下册
• 八年级下册全书共有10个单元,并含有两个复习单元,即 :Review of units 1—5,Review of units 6—10,同 时还附有Additional Material,Tapescripts , Grammar ,Words and Expressions in each unit和Vocabulary Index,但无Culture。单词和词组的归纳同八年级上册书 ,全册书必掌握的单词有398个,词组87个,人名50个。

人教版英语七年级上册(Goforit!)

人教版英语七年级上册(Goforit!)

初中英语学习资料madeofjingetieji新目标英语( Go for it! )七年级上册Test for Unit 1My name’ s GinaI. Vocabulary and structure ( 词汇和构造 ) (30 分 )A. Choose the word in which the underlined part is pronounced differently in the group. (找出划线部分与此外两个发音不一样的选项)( )1. A. black B. name C. map( )2. A. red B. spell C. evening( )3. A. nice B. six C. it( )4. A. orange B. clock C. phone( )5. A. number B. blue C. ruler( )6. A. five B. his C. nine( )7. A. white B. fine C. this( )8. A. Tom B. Bob C. Tony( )9. A. Dave B. Jack C. Grace( )10. A. Mike B. Nick C. JimB. Write the time and telephone numbers in English. ( 用英语表示以下时间和电话号码)Example( 例 ):—What time is it in Beijing?—It ’ s eleven o ’ clock.1. — What time is it in London? — It ’ s _______ o ’ clock.2. — What time is it in Paris? — It ’ s _______ o ’ clock.3. — What time is it in New York? — It ’ s _______ o ’ clock.4.865-9127 _______ ________ ________ ________ ________ ________ ________C. Fill in the blank according to the meaning of the sentence and the first letter given. ( 依据句意及首字母填词 )1.My name ’ s Alan Green. My f_________ name is Alan.2.His name ’ s Tom Miller. His f_________ name is Miller.3.Her name ’ s Linda Hand. Her l_________ name is Hand.4.That girl is from ( 来自 ) the US. H_________ name is Mary.5.I ’ m Jenny. Nice to m_________ you.6.My telephone n_________ is 586-5901.7.This is my ID c_________.金戈铁骑8.Please answer my q_________, Jim.9.— What’ s y_________ name? — My name’ s Nick.10.— What’ s your p_________ number, Nick? — It ’ s 579-0832.II. Multiple choice ( 单项选择 ) (10 分 )( )1. — Hello, Linda. I ’ m Jim. — N.ice to meet you, too.A. How are youB. Nice to meet youC. Hello( )2. — What’ s your name? — ______ name ’ s Jack Smith.A. M yB. YourC. His( )3. — What’ s her family name? — It ’ s _______.A. Mary BrownB. MaryC. Brown( )4. I ______ Tony. What ’ s your name?A. isB. amC. are( )5. — What’ s your telephone number, Nick? —______ 885-7348.A. ItsB. ItC. It ’s( )6. — What’ s his telephone number? — ______ telephone number is 557-0752.A. M yB. HisC. Her( )7. Alan, please answer my ______.A. questionB. numberC. name( )8. How ______ your mother, Linda?A. isB. amC. are( )9. His name is Bill Gates. We call him ______.A. Mr BillB. Mr GatesC. Mrs Gates( )10. — What’ s her name? — ______ name is Jenny White.A. HerB. ItsC. HisIII. Communication ( 情形社交 ) (A 部分 5 分, B 部分 10 分,共15 分)A. Match the sentences. (从 II 栏中找出 I 栏的正确答语 )I II( )1. Hello. I ’ m Mike. A. Hello, Mary. I ’ m Jenny. ( )2. My name ’ s Tom. B. I ’ m Jack.( )3. Hello, I ’ m Mary. C. It ’ s -821403.( )4. What ’ s your name? D. Nice to meet you, Mike.( )5. What ’ s your telephone number, Dale? E. Nice to meet you, Tom.金戈铁骑B. Fill in the blanks with the choices given in the box. ( 当的空白处 )Jim: Hello! My name ’ s Jim1. ?Rose: My name is Rose. 2 , Jim.Jim: Nice to meet you, too. 3 , Rose?Rose: My family name ’ s Bush.Jim: 4 ?Rose: It ’-Us-BS-H. Rose Bush.Jim: That ’ s an interesting(风趣的 ) name. 5 ?Rose: Yes. It ’-s9*******. 把方框中所给的选项填入对话中适A. May I have your telephone numberB. How do you spell itC. What ’ s yourlast nameD. May I know your nameE. Nice to meet youJim: Thank you. It ’ s nice talking(讲话)to you, Rose.Rose: Nice talking to you, too.IV . Fill in the blanks with the given words in the box. ( 用方框中的单词填空) (10 分) telephone meet it ’ his your number is last hello herBob: My name (1) __________ Bob.Gina: (2) __________, Bob. I ’ m Gina.Bob: Nice to (3) __________ you, Gina. What ’ s your (4) __________ name?Gina: (5) __________ Miller. What ’ s (6) __________ last name?Bob: It ’Greens. My full( 完整的 ) name’ sBob Green. What’ syour (7) __________ number, Gina?Gina: It ’ s 8876-4021. And your telephone (8) __________, Bob?Bob: It ’ s 5793-8216. What ’ s that girl ’ s name, Gina?Gina: (9) __________ name ’ s Linda. What ’ s that boy ’ s name?Bob: (10) __________ name ’ s Tony.V. Reading ( 阅读理解 ) (20 分 )AGrace: Excuse me!Li Lin: Yes?Grace: Where( 哪里 ) is Class 2, Grade 1?Li Lin: Are you a new( 新的 ) student( 学生 )?Grace: Yes, I ’ m in Class 2, Grade 1.Li Lin: Oh, really( 真的 )? So we are in the same( 同样的 ) class. My name ’ s Li Lin. Nice to meet you.Grace: Nice to meet you, too. I ’ m Grace.Li Lin: Where ’ re you from?Grace: I ’ mfrom the US( 美国 ). My parents(父亲母亲 ) are English teachers in No. 4 MiddleSchool(中学) in Beijing.Li Lin: Really? That ’ s a nice school能.) Can(youspeak(说 ) Chinese?Grace: Yes, I can.Li Lin : Oh, it’ s时time(间) for class. Please follow(随着) me.Grace: OK.Write “ T” or “ F” according to the dialogue依据对.话(内容,判断正(T)误( F)) ( )1. Grace is English.金戈铁骑人教版英语七年级上册(Goforit!)( )2. Grace is a new student in Class 1.( )3. Li Lin is in Class 2, Grade 1.( )4. Grace’ s father is an English teacher in Beijing.( )5. Grace can speak Chinese.BHi! My name is Zhang Hua. I’ m Chinese. My English name is Richard. I’ m fourteen. I’ m student in No. 69 Middle School in Harbin. It’ s a nice and big schoolassFour,.I Grade’ m in ClTwo. My phone number is 8865-9713. My hobbies(喜好) are swimming(游泳) and reading(读书 ). My favorite( 最喜爱的 ) color is orange( 桔色的 ).Complete the following form. ( 依据短文内容填表)Chinese name:School:English name:Grade:Age ( 年纪 ):Phone number:Nationality( 国籍 ):Hobbies:City ( 城市 ):Favorite color:VI. Translation and writing (翻译与写作) (A部分5分,B部分10分,共15分)A.汉译英1.我叫汤姆,你叫什么名字?__________________________________________________________________________2.—他的电话号码是多少?—是789-5460。

新课标七年级上册英语教案全册(最新7篇)

新课标七年级上册英语教案全册(最新7篇)

新课标七年级上册英语教案全册(最新7篇)七年级英语上册教学计划篇一一、教材分析新目标(新版)七年级英语(上册)有3个预备篇单元和9个正式篇单元,一共是12个单元。

本次教材是改版后的第三届,现在教材知识体系比较集中,每个单元每节知识点都安排一定的基础练习,这样对巩固学生知识有着很大的帮助。

二、学生基本情况分析本学期我代新七(1)班和七(2)班的英语课,七(1)班学生55人,(2)班学生58人。

这届学生英语整体基础不是很好,因为大多小学没有上过英语课,等于是一切从零开始。

另外学生从小学到初中,是一个极大的转折点,包括从心理上和身体上的。

但学生还比较活跃,比较爱学习,面对新的学校,新的班级,新的老师,所以对英语学习还是有着浓厚的兴趣,也带着希望和梦想,希望这是一个极好的开始。

三、本学期的教学重、难点1.一般疑问句及回答;2.指示代词、人称代词、物主代词3.名词复数的变化;4.方位介词;5.特殊疑问句的构成、回答和对划线部分提问6.实义动词的第三人称单数及变化;7、名词所有格;8、一般现在时9、时间表达法。

四、本学期将采用的教育教学方法英语的教育教学方法很多,各有优、缺点,我们可以针对不同的情况采用不同的教学方法来加以弥补。

针对我教的这两个班级,本学期本人打算用下列方法对他们进行教育教学:1、用英语教英语英语毕竟是一门语言,训练的是学生的听、说、读、写、译的综合能力,在教学的过程中需要对学生的听、说、读、写、译的能力进行很多的训练,这就要求我们用英语来教英语,在课堂上对学生进行各种能力的训练。

2、用英语想英语用英语想,也就是用英语思考。

学英语而不用英语思考,一定学不好。

用英语思考就是在用英语进行表达和理解时,没有本族语思考的介入,或者说本族语思考的介入被压缩到了极不明显的程度。

这是真正流利、熟练的境界和标志。

3、背诵和多种练习结合实事求是的说,大量背诵课文与大量多种练习的结合,乃是对于一切各不相同条件下的英语教学的普遍有效的方法。

人教版新目标初中英语七年级上全册教案

人教版新目标初中英语七年级上全册教案

人教版〔新目的〕初中七上Starter Unit 1 Good morning!教案Period One教学目的:1. 学会打招呼用语:Hello! / Good morning! / Good afternoon! / Good evening!2. 识别和驾驭八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen教学重点、难点:1.词汇:Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen2.句型:Hello! Good morning!教学过程:Step 1. Warming-up1. 课前—上课铃响老师就播放Good morning歌曲。

2. 师生初次见面,老师通过自我介绍和问候学生,让学生放轻松,消退与老师间生疏感,开始亲近老师。

老师自我介绍并用Hello! / Good morning! 问候学生。

扶植学生用Hello! / Good morning! 作回应。

Step 2. Play a game.绝大多数学生都会背诵26个字母表,因此学生参加这个嬉戏会相当主动。

通过这个嬉戏首先可以熬炼他们快速反响实力;以英语名字作为嘉奖(老师提早打算好许多英文名字),也使学生较有簇新感,让他们自己选择自己名字,使他们会更简洁记住自己名字。

Play the game like this: Teacher says a letter, for example C, then let the Students tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first.Step 3. Presentation1.用预先制作图片或挂图介绍八个人物和姓名。

  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

Unit one My name is Gina.1.话题:Making new friends2.功能目标:1)使学生学会用英语介绍自己。

2)使学生学会用英语和别人打招呼。

3.文化目标:1)让学生初步体会用英语和别人交流的感受,培养学生学习英语的兴趣。

2)通过对英文名字的介绍,对比中西方表达名字的不同,了解中西方文化的差异。

3)通过对西方一些成功人士英文名字的介绍,使学生了解成功是由不懈的努力和艰苦的奋斗得来的。

4)通过介绍英文名字的由来,使学生产生对西方文化的好奇及兴趣。

4.认知目标:1)词汇:clock, hello, hi, and, question, answer, look, first name, last name2) 语法项目:一般现在时be的用法以特殊疑问词what开头的问句形容词性物主代词my, your, his, herWhat’s=What is I’m=I am My name’s=My name is3) 语言目标:What’s your name?My name is Gina.I’m Gina. Nice to meet you.Period oneI.教材分析:这是课本的第一部分,题目是My mane is Gina. 有很多学生第一次学习接触英语,为了调动他们的积极性,不产畏难情绪,尽量简单的处理教材。

Language topic: What’s your name?My name is Gina.Language strategies: Talk about the namesMain vocabulary: name is, meet, his, first name, last name, answer, boy , girl. II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。

III.语言功能:询问姓名及怎样回答.IV.活动设计:采访调查What’s your first name?V. Teaching steps:Step 1: Greetings.Step 2: Words:Learn the new wordsA: first, listen to the recorder, the students read after the recorder.B: read the new words after the teacher.Step 3: 1a Write English words for the things in the picture. How many thingsdo you know?Step 4: 1b Listen and number the conversations . three times.Step 5: 2a Listen to the four conversations and number the conversations (1--4) Step 6: 2b Listen and circle the names you hear. .Step 7: 3a. read the names. Write the first names and the last names.Step 8: Let’s sum what w e have learned this class.Words:Sentences:Something else:Step 9: Homework教后一得:学生学习英语的积极性很高,因为有很多是第一次接触英语,教师要积极引导,迅速让学生掌握学习英语的方法。

Period 2I.教材分析:这是课本的第二部分,活动内容比较多,学生对教材很有兴趣,例如做学生证,用英语填写自己的名字。

Language topic: What’s your name?My name is Gina.What’s your first name?My first is ----.What’s your last name?My last name is -----.Language strategies: Talk about the namesMain vocabulary: nine, number, phone, card, family name, first name.II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。

III.语言功能:询问姓名(分别问姓和名)及怎样回答,要求学生分清姓和名.IV.活动设计:采访调查What’s your first name?V. Teaching steps:Step 1:Greetings.Step 2: Sing an English song:Step 3: Look at the picture. Find the last names and write the below.1. Karen _________.2. Peter __________3. David _________4. Jim ___________5. Maria _________Step 4: 3b Look at the ID card and answer the questions.What’s her family name?What’s her firs t name?Step 5: 3c Make an ID card for yourselfStep 6: Let’s sum what we have learned this class.Words:Sentences:Something else:Step 8: Homework教后一得:这节英语课,很成功,学习积极参与实践活动,手脑兼用,高高兴兴地戴上了自己亲手做的ID card.Period 3 Self check1. Give the full forms of the following. 写出下面的非缩略形式。

1)What’s your name? ____________________________?2) His name’s Jim. __________________.3) I’m Jenny. ___________.2.下面是一个学生的电话号码本中的三页,按要求完成下列各题。

1)Read the statement and circle T for “true” or F for “false”.下面的表述对的圈住T ,错的圈住F.(1) His first name is Clinton. T F(2) His last name is Clinton. T F(3) His telephone number is 985-6732. T F(4)*********************************.TF(5) She is a girl. T F2) Fill in the blanks. 根据下面通讯录所显示的内容,填上一个适当的词完成句子。

Name: __________ Last name: ______ Telephone number ________________ PhotoExample: She is a girl.(1) _____ first name is Rita.(2) Her _____ name is Hall.(3) Her fax number is _____.(4) Her _____ number is 786-4576.(5)************************.(3) Answer the following questions in complete sentences. 用完整的句子回答下面的问题。

(1)What’s his first name? _______________________________________.(2)What’s his last name? _______________________________________.(3)What’s his telephone number? _____________________________________.教后一得:初一学生进行书面练习非常重要,要强调书写要规范,方法要掌握。

Unit 2 Is this your pencil?教学目的和要求 (Teaching aims and demands)Excuse me but these they good those boat hill tree their much very much all right all right mum friend brother nice to meet child children welcome our come come in oh日常交际用语Is this your/my/his/her pencil-box? Yes,it is./No, it isn’t.Here you are.Where’s my…?What are these/those? They’re …,etc.It’s very good.Are these/those/they English books? Yes,they are./No,they aren’t.They’re their books. That’s all right. Thank you very much.These are my friends,Kate and her brother Jim…Welcome to our home.Who am I? Do you know?What number is Jim’s bus? Come in, please.语法:运用my, your,his,her,its数词以及名词的复数形式.运用these,those和theyperiod 1Step 1 Revision1.ReviseIs everyone here today?Find out :who is present/absent.e flashcards to revise the new words in Unit 5. (girl, boy, man, woman,sister,father,mother,Mr,Mrs,etc.)3.Check homework.Step 2 PrsentationPick up a girl’s pen and ask Excuse me.Is this your pen?Help her to answer Yes,it is. Say to the class This is her pen.Give the pen to her and say Here you are.Help the student to answer Thank you. Repeat with a boy, saying This is his pen.Repeat several times with different objects,including a bag,a pencil-box,a pencil,an eraser,a cup,etc.Get all the students to raise their pens.Point to a boy’s pen and help the class say his pen. Then point to a girl’s pen and s ay her pen. Repeat this several times at a quicker speed.Step 3 PracticeGet this chain drill going. In each case a student should pick up an object belonging to the person behind or beside him or her,and askA:Is this your book?B:Yes, it is.A:Here you are .B:Thank you. (Pick up an item from another student and ask C) Is that your eraser? C:Yes,it is.B:Here you are!(Give the eraser to the owner.)C.Thank you.(To D) Is this her…? Etc.Explain that it is polite to say Excuse me!to get someone’s attentio n. Get them to repeat several times. Then repeat the chain drill adding Excuse me!Step 4 PresentationPick up a bag belonging to a girl, point to a boy and say Is that his bag?(No, it isn’t. I think it’s her bag.). Give extra emphasis to the word her.P ick up a pen that belongs to a boy,point to a girl, and ask Is this her pen?(No,it isn’t.I think it’s his pen).Put special emphasis on his. Repeat this several times with different students and different objects.Step 5 Look, listen and say.SB Page 26, Pictures 1, 2and 3, Speech Cassette Lesson 21. Say Open your books to page 26. Look and listen. Play the tape through once. Rewind and divide the class in two – A and B. Say Listen and repeat. Replay the tape, using the pause button. Students listen and repeat. Repeat changing roles. Notice the special emphasis on the word my in the last line. But where’s my cup?Step 6 Pair practiceDivide the class into groups of three. Get them to practise the dialogues with Pictures 2 and 3. After they have practised once or twice, get them to repeat the dialogue using other items and their own names.Step 7 ActingCall out four students, each with four different objects. Collect the objects from them, and have a similar dialogue. The teacher begins to say Excuse me. Is this your eraser? (Yes/No.)etc.Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.Step 8 Workbook.Sb Page 111, Wb Lesson 21. Exx. 2-3 should be done in class. Use the words in the box to substitute for the italicized words in the dialogue in Ex. 3.HomeworkFinish off the Workbook exercises. Write Exx. 1 and 2 in the exercise book. Note:When teaching new words, e.g. me,these,tree, meet,please,very, welcome,etc.remind the students of the spelling rules taught in the previous unit. From now on, the students have to learn more words. Help them deal with the English spelling.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 2Step 1 Revision1.Ask a group to act out the dialogues from Page 26 with books. If desired, askanother group to act without books.2.Check hoework. Get some students to read and act Ex. 3 in Wb Lesson 21.Step 2 PresentationHold up a bag and ask What’s this? It’ s a bag.Hold up two bags and say What are these ? They’re bags.Repeat with a pen/ pens, a book/ books,a box/boxes,etc.Now get the class to ask and answer both questions ---What’s this ? What’re these? Make sure that they pronounce the plural forms correctly. Add /z/for banana, bag and pen,/s/for book and /iz/for box and bus. Also they should pronounce the ds in birds as one sound/dz/ not /d+z/.Step 3 PracticeChain drill . Call out several students to demonstrate.A:What are these ?(Holding up two pens. )B:They’re pens. What are these?(Holding up two books.)C:They’re books. What’re these? (Holding up two boxes. )etc.Organise a chain drill around the class in the same way.Step 4 PresentationDraw a banana on the Bb. Ask What’s this? It’s a banana.Draw two bananas and ask What are these? They’re bananas. Write one under the single banana and two under the two bananas.Repeat up to ten.Step 5. Read and say.SB Page 27, Part 1, Speech Cassette Lesson 22. Say Turn to Page 27, Part 1. Look at Picture 1. What’s this? Help them to answer It’s a banana.Ask How many can you see? One, two or three? (One.)Look at Picture 2. What are these? (They/They’re bananas.)No tice that the short form for They are is They’re.Ask How many can you see, two, three or four?(Two.)Repeat with the other pictures.Then ask What can you see in Picture 2?Ss:Two bananas.Do the same for the other pictures in random order.Step 6 PresentationSB Page 27, Part 2. Books closed. Use flashcards or draw a quick sketch of a car on the Bb. Step away from it and using a pointer ask What’s that? (It’s a car.) Repeat with a bird, a cat, an egg and a cake. Teach a tree and a boat.Now draw a second c ar, and, pointing to it ask What are those? (They’re cars.) Repeat with birds, eggs, cakes, boats and trees.Be sure to stand back and point when you ask,so students aren’t confused by these and those. Teach hills, boats and pictures in the same way. Get the students to read the dialogue in Part 2 in pairs.Step 7 Ask and answerSB Page 27, Part 2. Call out a student and ask What can you see in the picture? What are those? Point to the birds in the picture. They’re birds. Get him or her to ask you a similar question.Ask the students to work in pairs to ask and answersimilar questions using the picture.Step 8 WorkbookSB Page 112, WB Lesson 22. Do Exx. 1-3Ex.1 contains the numbers from one to thirteen.Help the students to spell fourteen and fifteen.Tell them the numbers from thirteen to nineteen all end in teen. They are all formed by the number plus teen,except for thirteen and fifteen which are slightly different.HomeworkFinish off the Workbook exercises. Choose Exx. 2 or 3 for written homework.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 3Step 1 Revision1 Revise What’s this? /What are these?(They’re…) like this:Hold up a bag and ask What’s this? (It’s a bag.) Hold up two bags and ask What are these?(They’re bags.) Repeat. Help the class to answer.Repeat with pens, books,etc.Get the class to ask questions and give answers. Check for the use of plural forms.3.Revise What’s that?/What are those?in a similar way.This time use picturesfrom magazines, pictures on the wall or Bb drawing to emphasize that that and those refer to items that are not near.Chain drill. Call out several students to demonstrate.A:What are these? (Holding up three pens.)B:They’re pens. What are those?(Pointing to trees outside.)C:They’re tr ees. What are these?etc. Then get the class to continue this chain drill.Step 2 Pronunciation praticeWrite these lists on the Bb one at a time and get the students to practise reading and pronouncing them correctly. Write the phonetic symbols if you think they will help the students.1./s/2./z/3./iz/desks birds/dz/ busesbooks trees boxescats/ts/ girls orangesbikes boysAfter writing each list,underline the endings and explain These words have the …sound. Do Ex. 2 in Wb Lesson 23.Step 3 PresentationTake out a bag with some oranges or pears in it. Hold it up and let several students feel the bag, Ask Are these apples? Some students will say Yes, they are.Othersmay say No,they’re not.Still others may say I think they’re… Smile and say You don’t know! Open the bag and say Look!These are (pears).Teach Are those…? For example , put a small picture with two cars in the corner of the room,and ask Are those Chinese/Japanese cars? The students try to guess. They may answer Yes,they are./ No, They’re not. Then bring the picture closer so that they can confirm that they are/are not Chinese/ Japanese cars.Step 4 Read and saySB Page 28, Part 1, Speech Cassette Lesson 23. Play the tape. Students listen, and then listen and repeat. Get two or three pairs to read aloud the dialogue. Then get the students to read in ter, get some students to read and act. Step 5 Look, listen and saySB Page 2, part 2,Speech Cassette Lesson 23. Let the students listen to the tape and then get them to practise the same way as in Step 4. Put the students in groups of three (A,Band C). Later ,call out several groups to read the dialogue and act in front of the class.Step 6 WorkbookSB Page 113, Wb Lesson 23. Do Exx.1-3 in pairs orally. Then check the answers with the whole class. Wx. 4 is optional. Do this exercise if you think your students are ready. Point to the picture and draw the students’ attention to the difference between written English and Chinese, including the word order and the use of the verb to be.HomeworkFinish off the Workbook exercises. Revise the new language items in Lessons 21, 22 and 23. Do Ex.2 in the exercise book.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 4Step 1 Revision1.Call the register. Get the students to talk about who is not at school today,etc.2.Revise the nubmers 1-28 and teach 29 and 30.ing flashcards, revise the plural words taught in this unit:hills,boats,birds,etc. Do Ex.2 in the Wb Lesson 23.e the same cards to practise What are these? Are these…? And furtheraway,What are those? Are those…?Step 2 Read, listen and saySB Page 29, Part 1,Speech Cassette Lesson 24(Phonic Reading Work). Follow the same steps as in Lesson 20. Step 2. (Please see Pages 148-167 of the TB.) As in Lesson 20, use flashcards rather than going straight to the book.1.Books closed. Say Listen and play the tape.2.Play the tape again. Say Listen and repeat.Write the letter O on the Bb,and next to it write no,hello, those,home,zero and go.3.Students read aloud each word in turn as you point to it.4.Explain that in Chinese these words all have the letter O and the /eu/ sound.5.Repeat the above procedure with the words:6.Get the students to read and say the above words from the Bb in random order. Then ask them to read aloud the words in SB Lesson 24, Part 1.7. Do Ex. 1 in Wb Lesson 24.Step 3. PresentationDraw a picture on the Bb. There should be six children- three boys and three girls. Point to the first boy and say This is Jim Green.Write Jim Green under the picture. Point to the first girl and say This is Kate Green. Write Kate Green under the picture. Say Kate is Jim’s sister. Write Jim’s sister under Kate. Point to Jim and say Jim is kate’s brother. Repeat. Have students repeat brother several times. Now point to the next picture of a boy and say Who is this? He’s Tom Read. Then, pointing to the girl Who is this? She is Ann Read. Write the names below the pictures. Point to Ann again and ask Who is she? Help a student to answer She’s Tom’s sister. Point to Tom and say This is Tom Read. Who is he? Help a student to answer He is Ann’s brother.Write Ann’s brother under Tom’s picture.Repeat with Joy and David Smith.\When you are finished, say Jim is 12, Kate is 8, Ann is 12,Tom is 13, Joy is 7 and David is 12. They are all children. Write the word children on the Bb. Ask the students to guess what the word means. Explain if necessary and have the students repeat the word several times. Then draw a circle around all the pictures and say They are all children . They are all friends, too. Write the word friends on the Bb. Have the students guess the meaning and if necessary, explain.Step 4 PresentationCall out four students –two boys and two girls. Point to each one and give him or her a name. Say Kate, Jim, Ann and Tom. Ask them to leave the room and to come in two at a time, brother and sister together. When the first two come in say Hello, Jim .Hello,Kate. Welcome to our class! When the next two students come in say Look! There are your friends, Ann and Tom. Hello, Ann. Hello,Tom. Welcome to our class! Get the students to repeat Welcome to our class.Step 5 DrillStart a chain drill like this. Tell students to remember the name as you go around the rows pointing to each student in turn. Say 1-Jim, 2-Kate, 3-Ann,4-Tom,5-Joy,6-David, 7-Jim, etc.(Number the pictures on the Bb in the same way to help).Help S1 to say Hello, I’m Jim.S2:Hello Jim.I’m Kate.(Kate turns to Se and says. )Hello, I’,m Kate. This is my friend Jim.S3:Hello Kate. I’m Ann. (Ann turns to S4.) hello, I’m Ann. These are my friends Kate and Jim.S4:Hello, Ann. I’m Tom. (Tom turns to S5.)Hello, I’m Tom.These are my friends Jim,Kate and Ann.Continue in the way until you reach S6. Student 7 starts again. Hello, I’m Jim. And so on.Step 6 Look, listen and saySB Page 29, Part 2, Speech Cassette Lesson 24,. Say Turn to Page 29. Play the dialogue for Picture 1. Students listen, and then listen and repeat. Explain that when people address a mother directly, they usually say Mum or Mom. Fathers are referred to as Dad. Get two or three pairs to read aloud the dialogue on Page 29. Then get the students to read in groups of three. Say Look at picture 2. Who is there? Do you know? Listen. Play the dialogue for Picture 2. Have students listen and repeat paying special attention to the pronunciation of the word room. Explain the meaning in Chinese. Get two or three pairs to read aloud the dialogue. Then get the students to read aloud the dialogue. Then get the students to read in groups of ter, get some groups to read the act.Step 7 Listen and answerSB Page 30, Part 3, Listening Cassette Lesson 24. Say Look at the picture on Page 30. What can you see? (Jim and Li Lei)Where are they? They are at the bus stop. Write at the bus stop on the Bb. Explain that Jim and Li Lei are at the bus stop. Jim wants to go home. Say Listen. What number is Jim’s bus? Play the cassette twice, if necessary. The text of the tape is printed below. If you do not have the tape,read the following text aloud.Listening textJim:Is that my bus?Li Lei: What’s number?Jim:I think it’s 25.Li Lei:No, that isn’t your bus. Your bus is number 29.Jim:Look! Is that my bus?Li Lei: I think it is. Yes, It’s a 29 bus.Jim:Good. Oh, where are my bags?Jim: Thanks.Goodbye!Li Lei:Goodbye!Then repeat the question What number is Jim’s bus? (Answer:29)If time permits,play the tape again,and get the students to repeat. Half of them can be Jim, and the other half Li Lei.Step 8 Say and writeSB Page 30, Part 4. Books closed. Draw a boat on the Bb. Say This is a boat. Write the sentence on the Bb and then read it aloud. This is a boat.Have the students repeat.\Draw three boats. Say These are boats. Write the sentence on the Bb. SayThese are boats.Hve the students repeat.Say Turn to Page 30. Point to Part 4. Explain the model to the students. Say Look at number 1. A box. This is… Help a student to say a box. Say These are … Help a student to say boxes.T: Picture No.2. A computer. Row 2Row 2: This is a computer.These are computers.T:Picture No.3.An apple. Row 4.Row 4: This is an apple. These are apples, etc.After you have gone over all of the words , get students to write the answers in their books. When they have finished, ask the students to exchange books and to “mark” each other’s work. Remind them to pay special attention to boxes and buses, where an “es”must be added in the plural form.Step 9 Check point 6Revise the plural from of the noun. Refer to the notes on Page 182 of the SB. Do Wb Lesson 24, Ex. 3. Give a short dictation as in Lesson 20. Use some of the words, expressions and sentence patterns in this unit. Give the Ss a few nouns. Get them to make the nouns plural.Step 10 Workbook\Sb Page 114, Wb Lesson 24. Most of the exercises help revise the plural form of nouns. E.g Exx. 3 and 7.Ex.6 shows a way of learning new words by classifying them according to their meanings. Exx.9 and 10 are optional. Ex.9 provides students with reading practice. Ex.10 is a chant that helps the students to practise rhythm.HomeworkFinish off the Workbook exercises.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Unit 3 This is my sister本课教材分析:Title:This is my sister.Topic:The familyFunctions:Introduce people :This/That is… These/Those are…,Identify people: Is this /that …? Are these /those …?Structures:Demonstratives this,these,those,thatSubject pronouns I,he,she,theyYes/No questions and short answersPlural nounsTarget Language(语言目标):This is my brother.Is she your sister?Yes,she is. No,she isn’t.Vocabularymother,father,sister,brother,grandmother,grandfather,friend,grandparents,un cle,aunt,cousin,parentsRecyclingHello.Hi.Nice to meet you.personal names Is this your…? Yes,it is.Is that your…? No,it isn’t.Learning strategiesPersonalizing Memorizing重点词汇: family membersthis/that these/those is/are语言结构(Structures):This /That is…Is this/that…?Yes, it is./No, it isn’t.介绍家人,认识辨别他人,家庭成员情况的表述跨学科学习绘画、家谱、摄影本单元可分为6课时(Six periods)。

相关文档
最新文档