外研版七年级英语上册教案全集
外研版英语七年级上册教案合集(全册)
Module 7 ComputersUnit 1 How do I write my homework on the computer?初一英语外研版（上）教案Module 8 Choosing presents一、学习目标:1.单词和短语：card, party, present, would, always, great, cake, never, special, eat, give, sing, happy, secret, CD,cinema, concert, magazine, scarf, silk, shirt, T-shirt, choose, exercise, wear, expensive,clothes, shoes, spend, money, film, song, match, weekend, at weekends, dear, hear, hear from,afraid2.交际用语：1)—Would you like to come to my birthday party?—Yes, I’d like to. When is it?2) Great!3) It’s a secret.3.重点句子：1) Daming always gets birthday presents!2) She often goes to the cinema.3) What do you usually do at a Chinese birthday party?4) We sometimes give birthday cards.5) My mother never makes a birthday cake.二、重点及难点:1．频度副词的使用及在句中的位置。
2．动词第三人称单数形式。
I always like birthday parties.三、教学设计:Unit 1 I always like birthday parties.ⅠTeaching modelListening and speakingⅡTeaching methodInteractive approachⅢTeaching aims1. To get to know the adverbs of frequency.2. To understand conversations involving “Daming’s birthday”.3. To be able to pronounce the third person singular endings4. To be able to describe what people do on their birthdayⅣTeaching ObjectivesKey vocabulary: card, party, present, would, always, great, cake, never, special, eat, give, sing, happy, secretKey structures:1)Would you like to come to my birthday party?2) I always like birthday parties.3) What do you usually do at a Chinese birthday party?4) My mother never makes a birthday cake.5) We sometimes give birthday cards.ⅤTeaching aidsTape recorder,OHP,video, handoutⅥTeaching StepsStep 1 Warming-up1. Show some picturesof birthday and say what they are.Key words:birthday , birthday card , birthday party , birthday cake , birthday presents , have a party , make a cake , eat noodles, eat birthday cake, sing Happy Birthday song…2.Match the words with the pictures.3. Read the words after the teacher.4. Introduce the new words.5. Enjoy a song: Happy birthday.Step 2 Listening practice.1. Make sure the students understand the symbols they must use to complete the chart2. Play the recording through once while they just listen.3. Ask the students to listen to the recording.4. Play the recording again, then they can check their answer with a partner.5. Call back the answer from the whole class and check the answer.Step 3 Work in pairs.Say what you always / usually / often / never do on your birthday.1. Read through the verbs and have the students repeat them. Make sure theyunderstand them.2. Ask the students to think about what they do, and make a list using the adverbs of frequency individually.3. Pair them to talk about what they do.4. Call back the answer from the whole class and check the answer.Step 4 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.4. Act it out.Step 5 Check (√) the true sentences.1. Ask the students to read through the sentences and have the students follow and /or repeat.2. Play the recording again, then they can check their answer with a partner.3. Call back the answer from the whole class and check the answer.Keys:1. √2. ×3. ×4. √5. ×4. Correct the false sentences.5. Call back the answer from the whole class and check the answer.Step 6 Underline the correct words.1. Ask the students to read through the passage.2. Underline the correct words.3. Call back the answer from the whole class and check the answer.Keys: 1. special 2. cut3. presentsStep 7 Complete the sentences with the words from the box.1. Ask the students to read through the sentences.2. Complete the sentences with the words from the box with a partner.3. Call back the answer from the whole class and check the answer.Keys: 1. always 2. usually 3. never 4. sometimesStep 8Listen and repeat.1. Play the recording once without stopping.2. Ask the whole class to repeat.3. Ask the students to practice the sounds in pairs.Step 9 Work in pairs.Ask and answer like this:—What do you often / usually / always /… do on your birthday?—I often / usually / always /… on my birthday.—What do you often / usually / always /… do on Teachers’ Day?—I often / usually / always /… on Teachers’ Day.Step 10Grammar1. 动词第三人称单数词尾变化有三种形式。
七年级英语上册全册教案(外研版)
七年级英语上册全册教案(外研版)以下是为您推荐的七年级英语上册全册教案(外研版)，希望本篇文章对您学习有所帮助。
七年级英语上册全册教案(外研版) 教学目标学习称呼语和问候语 教学重点打招呼用语 教学难点如何正确运用打招呼用语 教具多媒体、录音机课时1 教学课程1. Greeting. 2. Warming-up T: Class,Please stand up. Hello, class. S: Hello, Ms T: Sit down please. S: Thank you. 3. Drills (1) 练习打招呼问好。
(2) 练习感谢他人。
(3) 练习告别语Goodbye。
4. Practise 1)Work in pairs part7 and part8 2) Complete the sentences. Daming, ______ ______, please(请坐) _____,______ (同学们好) ______(你好).Jack. _______,_______ (谢谢), Miss Li. _______(再见), Lucy. 5. Conclude 6. Homework Complete part5 and part 6 个人修改 课后评价 教案 课题Starter Module1 Unit2 课型listeningandspeaking 教学目标学习打招呼的用语，询问姓名和相互间的问候。
教学重点打招呼用语，询问对方姓名的特殊疑问句及回答。
教学难点一天中不同时间的打招呼用语 教具多媒体、录音机课时1 教学课程1.Greeting. 2.Warming-up T: Good morning.What’s your name? S: I’m / My name is T: How are you? S: Fine, thank you. And you? T: I’m fine. too. 3.Drills 1)练习打招呼的用语Good morning/Good afternoon/Good evening。
外研版初中英语七年级上册教案全册
外研版初中英语七年级上册教案全册教案简介本教案是针对外研版初中英语七年级上册编写的一套全册教案。
全册共包含教学大纲、教学目标、教学内容、教学流程等内容，旨在提供给教师进行教学准备和教学实施的参考。
教学大纲- 介绍初中英语七年级上册的教学目标和教学内容- 探讨教学方法和教学评估方式- 安排教学时间和课程进度教学目标- 培养学生的听、说、读、写和翻译能力- 培养学生对英语研究的兴趣和积极性- 培养学生的跨文化交际能力教学内容- 课文研究：涵盖了各个主题的课文，如自我介绍、家庭、学校、食物、颜色、时间等- 词汇和语法：研究基本的词汇和语法知识，如动词、名词、形容词、冠词、介词等- 听力和口语：通过听力练和口语对话，提高学生的听力和口语表达能力- 阅读和写作：通过阅读文章和写作练，培养学生的阅读和写作能力教学流程1. 准备：教师准备教学材料、课件以及其他辅助教学工具2. 导入：通过与学生的交流、图片展示等方式引入课题，激发学生的研究兴趣3. 研究：根据教学大纲和教学内容，进行课文研究、词汇和语法讲解、听力和口语练、阅读和写作训练等4. 巩固：通过练、活动和游戏巩固所学知识，帮助学生加深理解和记忆5. 总结：对本节课进行总结，帮助学生归纳所学的重点和要点6. 作业：布置适当的作业，巩固学生的研究成果7. 反馈：对学生的作业进行评改，并给予相应的反馈和建议教学评估- 通过课堂表现和讨论，评估学生的理解和掌握程度- 通过口语和写作练，评估学生的语言表达能力- 通过考试或测验，评估学生的研究成果以上是对外研版初中英语七年级上册教案全册的简要介绍，希望能对教师们的教学工作提供一定的参考和帮助。
> 注意：以上信息是根据您提供的标题内容进行编写，具体教案的内容和安排可能需要您根据实际需要进行制定和调整。
外研版初中七年级上册英语教案全册
Module 1 My classmates Unit 1 Nice to meet you.教学过程教学过程What's your name? Where are you from?How old are you? Which class are you in?Nice to meet you.Step 2: Listening1.Play the recording in activity 1 and ask the students to listen and checkhow many people speak.2.Play it again and ask the students to check the words their hear.3.Check the answers with the whole students.Step 3: Listen and read1.Play the recording in activity 3 and ask the students to listenand answer the questions. Then check the answers.(1) How many people speak in the conversation?(2) Who are they?(3) Are they in the same class?2.Play it again and check the true sentences in act3. Ask somestudents to correct the wrong ones.3. Put the students into groups of four to practise the dialogue.The students repeat it several times, changing roles each time.4.Talk about the pictures in the PPT and show their performances.5.Ask the students to sum up the useful sentences in the dialogue andintroduce “Everyday English.”6.Finish act 4 and 5 in groups. Teacher checks the answers.Step 4: Pronunciation1.Explain that this activity focuses on some English phonemes which aredifficult to pronounce for speakers of Chinese.2.Play the recording once without stopping.教学过程3.Play it again and ask the students to repeat.4.Practise the sounds in pairs, then finish the exercises on the PPT.Step 5: Speaking1.Talk about the pictures by asking and answer in paris like this:A: What’s his name?B: His name is….A: Where is he from?B: He's from….A: How old is he?B: He's ...years old.Step 6: Module taskTask 1: Who has the most friends?运用本课句型，在规定的八分钟时间内，以小组为单位，看谁结交的朋友最多，她将获得一份丰厚的奖品。
外研版初中英语七年级上册全册教案版本1新版
外研版初中英语七上全册教案目录Module 1 Nice to meet youModule 2 Me, my parent and my friends Module 3 My new schoolModule 4 FamilyModule 5 Healthy foodModule 6 An invitation to the cinema Module 7 My school dayModule 8 Different habitsModule 9 A trip to the zooModule 10 ComputersModule 1 Nice to meet youII. Teaching material analyzing 教材分析本模块以“Introducing yourself”为话题，重点学习一般现在时S+be结构，介绍姓名、年龄、来自何地的表达法以及英美国家姓名的不同表达方式。
Unit 1 重点学习介绍、询问个人信息的方法。
其中活动1、3、4要求学生通过听力、读图识别词汇的方式初步学习有关人物介绍的方法。
活动5要求以pairwork形式掌握自我介绍和信息获取的交际技能。
活动6、7要求掌握本单元的语音和词汇并能在课堂交际中运用。
活动8要求将词汇和图片匹配，然后通过小组活动，以听和做的形式巩固这些词汇。
Unit 2 主要通过阅读和写作活动学习介绍个人信息的方法。
活动1通过问答练习复习前一单元所学获取和介绍个人信息的交际技能。
活动2、3要求学生阅读有关自我介绍的三篇短文并完成正误判断、填写表格两个任务。
活动4—6要求学生根据所学知识写句子介绍自己或他人的信息，并学会运用and连接这些信息。
Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况（活动1）；根据提示完成介绍图片中人物情况的句子；填表、匹配复习表示国家、民族及人物活动的词汇。
Around the world了解中西人名的不同；Module task要求通过问答形式介绍自己和他人。
外研版七年级英语上册全部教案
Module 1 My teacher and friends第一课时Unit 1 Good morning, Miss Zhou.环节1 新课导入教师想学生作自我介绍，说“My name’s...”引导学生说出“Good morning, Miss/Mr...”。
教师可以让一部分学生用“My name’s...”作自我介绍，然后教师用“Hello,...”来问候学生。
教师请学生互相作自我介绍并问候，让学生迅速熟悉起来，感受到新集体的温暖。
设计意图：以自我介绍和问好的形式进行教学，能帮助学生尽快了解老师和同学的情况，消除距离感。
环节21.教师在黑板上画一个升起的太阳并标注时间，或用PPT呈现。
2.教师板书“Good morning”并领读这个句子。
3.教师播放录音，让学生边看、边听，跟读、模仿，认真体会这些语言在什么样的语境下使用。
4. 根据学生情况，重复播放录音2-3遍，让学生模仿。
5. 学生个体活动，完成匹配。
6. 教师播放录音，学生核对答案。
7. 教师让部分学生重复答案，关注并及时纠正学生的不准确发音。
8. 学生两人一组，练习问候语言，教师提醒学生用自己的真是姓名。
9. 教师在屏幕上随机呈现不同的时间场景，让学生练习，以检查学生的掌握程度。
10. 教师播放录音，学生认真听并跟读。
11. 教师让部分学生读字母，教师帮助纠正发音。
12. 教师让学生完成字母表的书写，提醒学生关注大小写字母。
13. 教师播放录音，提醒学生不要急于动笔，养成良好的听的习惯。
14. 教师播放录音，让学生边听边写，注意书写的规范和整齐。
15. 学生两人一组核对答案，并对对方的书写给予评价。
板书设计练习设计请完成本课对应训练！第二课时Unit 2 Good morning. I’m Chen Zhong.单元目标教学过程环节1 新课导入课前播放小学阶段学过的歌曲Hello和Good morning渲染气氛，同时复习上一节课学过的句型。
外研版初中七年级上册英语教案全册
Module 1 My classmates Unit 1 Nice to meet you.教学过程教学过程What's your name? Where are you from?How old are you? Which class are you in?Nice to meet you.Step 2: Listening1.Play the recording in activity 1 and ask the students to listen and checkhow many people speak.2.Play it again and ask the students to check the words their hear.3.Check the answers with the whole students.Step 3: Listen and read1.Play the recording in activity 3 and ask the students to listenand answer the questions. Then check the answers.(1) How many people speak in the conversation?(2) Who are they?(3) Are they in the same class?2.Play it again and check the true sentences in act3. Ask somestudents to correct the wrong ones.3. Put the students into groups of four to practise the dialogue.The students repeat it several times, changing roles each time.4.Talk about the pictures in the PPT and show their performances.5.Ask the students to sum up the useful sentences in the dialogue andintroduce “Everyday English.”6.Finish act 4 and 5 in groups. Teacher checks the answers.Step 4: Pronunciation1.Explain that this activity focuses on some English phonemes which aredifficult to pronounce for speakers of Chinese.2.Play the recording once without stopping.教学过程3.Play it again and ask the students to repeat.4.Practise the sounds in pairs, then finish the exercises on the PPT.Step 5: Speaking1.Talk about the pictures by asking and answer in paris like this:A: What’s his name?B: His name is….A: Where is he from?B: He's from….A: How old is he?B: He's ...years old.Step 6: Module taskTask 1: Who has the most friends?运用本课句型，在规定的八分钟时间内，以小组为单位，看谁结交的朋友最多，她将获得一份丰厚的奖品。
秋季学期外研版初中七年级英语上册教案全册
秋季学期外研版初中七年级英语上册教案全册Module1Myclamate（共5课时）Unit1Nicetomeetyou（2课时）Ⅰ.Teachinggoal（教学目标）1.能够听懂、读懂关于自我介绍的对话。
2.能够运用所学动词be的基本句型进行简单的自我介绍。
Ⅱ.Teachingdifficultie（教学重难点）重点：掌握本单元的基本词汇和句型，正确运用be动词的各种形式造句。
难点：能够用英语进行自我介绍。
Ⅲ.Teachingaid:（教学辅助）PPT课件第1课时（Activity1—3）ⅣTeachingcontent（教学内容）Ⅴ.Teachingprocedure：（教学过程）Step1.Warming-up播放英文歌曲或视频“Dayoftheweek”来活跃课堂气氛，同时为接下来的教学内容作好准备。
当学生能熟练地唱出这首歌时，英语教学就变得容易多了。
Step2Liteningandreading1.Litenandread.（Activity1）①教师播放录音，让学生整体感知对话内容。
②教师再次播放录音，学生跟—1—读、模仿。
③学生两人一组练习对话。
④教师让不同的小组展示对话，关注学生的发音。
2.Litenandrepeat.Nowpoint，akandanwer.（Activity2）①教师放录音,学生听录音。
②教师再次播放录音，学生跟读、模仿。
③学生两人一组根据日历练习对话。
④教师让部分小组展示对话。
环节说明：本活动以日历的形式让学生学习表示星期一至星期日的7个词汇，然后指着日历上的具体日期来询问星期几,进而练习相关句型“Whatdayiittoday”教师向学生说明在西方国家Sundayithefirtdayoftheweek，让学生了解这种文化差异。
Step3Practice1.Readandmatch.Nowlitenandcheck.（Activity3）①学生个体活动，完成匹配。
外研版七年级英语上册教案全集
Unit 1 Nice to meet you教学流程图： 教学步骤 l (1课时)一、第一教学环节：情景创设、布置任务、激趣导入二、第二教学环节：师生互动、培养能力、给予成就感三、第三教学环节：评价总结、激发竞争、巩固提高附：评价表（小组成员之间进行评价，以星号为标记，五个星为最高，但是必须小组全票才能通过生效）Unit 2 I’m from China and I’m ChineseTeaching aimKnowledge: *useful expressions in introducing and greeting*nominal genitive pronoun & determinative genitive pronounAbilities: To be able to introduce oneself and others and greet peopleMoral education: To build up s tudents’ confidence and interest in English- learning Key points: Introducing othersThis is Betty. This is my friend, Tony.Difficult points: 1) Asking for and receiving personal information.What’s your name?Can you introduce yourself please, Betty?I’m from America. I’m 13 years old.2) To master the names \ languages\ of some countriesTeaching methods: Group work, displayTeaching aids: Computer recorderTeaching procedures:Step 1 Teacher’s self-introduction (Lead-in)Name, Country, language, Age otherKey Sentence Structures:My name is ##.My first name is ##.My telephone number is ##.I’m from ##. I ‘m ##.My age is a secret.I am from Beijing. I come from Beijing. I am a native in Beijing.I come from China. I was born in China and brought up in China. I speak Chinese. In my spare time, I enjoy ###.My E-mail Address is ##.Step 2 Foreign teacher’s introduction (The same)This is our foreign teacher. (Name, Country, language, Age other)Students’ Activity: Listen and get some informationStep 3. The students’ Introduction●Listen and prepare the introduction.●Introduce themselves according to the form.●Pair work; Introduce themselves.Step 4. Part 2 on the book.Please listen to the tape so that we can know more about Daming, Lingling and Wang Hui. Please don’t open your books. Look at the blackboard.Listen and Answer.:1)Where is Daming from?2)Where is Lingling from?3)Where is Wang Hui from?4)How old are they?Work in pairs to practise the dialogue.●Students’activity: Listen to the tape; Practise their listening; Improve theirabilities of get informationStep 5. Learning the dialogue.Practise the listening skill & Role play●Students’ activity: According to the form, they work in groups to practise thedialogue.Step6. Show a map of the world to practise the names \ languages of the countries●Listen and think so many foreign countries’ names.Step7. Read aloud●The students read aloud to practise oral English.Step8.WritingWrite some sentences about the pictures.Step9. Learning the language item.1)My name’s … /I’m from…/He’s fourteen years old.2)The names of the countries.●The students learn the language points.Homework: Introduce one of your pen-friends.Unit 3 Language in use学习目标：1．学习be动词的简单用法。
外研社版的七年级英语教案5篇
外研社版的七年级英语教案5篇外研社版的七年级英语教案1教学目标Teaching aims(教学目标)1.学会谈论自己和他人过去发生的事情和活动。
2. 能够熟练的运用本节课出现的动词短语。
教学重难点Language points(语言点)1.要求掌握以下句式： Where did you go on vacation?I went to the mountains.2.要求掌握以下词汇：动词词组(过去式形式)：went on vacation, stayed at home, went to the beach, went to the mountains, visited my uncle, went to summer camp, visited museums, went to New York City(本节课短语比较多，过去式变化也不简单，鼓励学生说出更多自己知道的描述过去事情的短语。
)Difficulties(难点)：用准确的过去式短语描述过去发生的事情教学过程Teaching steps(教学步骤)1. Warm-up and lead in(课堂热身和导入)(1)New term greetings (新学期问候)T: Hello everyone! Good to see all of you again. Did you enjoy your summer vacation?S: Yes!(师生之间的问好过后，让学生前后位、同桌之间互相问好)(2)Lead in(导入)T: Can you tell me about the activities you did during the summer vacation? Try to use verb phrases, for example, “watch TV”.S1: I went shopping.S2: I went to the movies with my friends.S3: I went swimming.(老师可以鼓励学生给出尽可能多的答案，并引导学生使用过去式)T: Wow. It sounds like you had a good time during the summer vacation! I’m sure you enjoyed yourselves very much. Now I want to know where you went on vacation.(教师把“Where did you go on vacation?”和 I went/…板书在黑板上) 教学设计说明：从贴近学生熟悉的话题入口，通过对学生暑假生活的了解及回顾，引出今天的重点内容。
外研版七年级英语上册教案完整版
_____,______ (同学们好)
______(你好).Jack.
_______,_______ (谢谢), Miss Li.
_______(再见), Lucy.
5.Conclude
6.Homework
Complete part5 and part 6
个人修改
课后评价
教案
课题
Starter Module1 Unit2
课型
listeningandspeaking
教学目标
学习打招呼的用语，询问姓名和相互间的问候。
教学重点
打招呼用语，询问对方姓名的特殊疑问句及回答。
教学难点
一天中不同时间的打招呼用语
教具
多媒体、录音机
课时
1
教学课程
.
T: Good’s your name?
外研版七年级英语上册教案
课题
Starter Module1 Unit1
课型
Listeningandspeaking
教学目标
学习称呼语和问候语
教学重点
打招呼用语
教学难点
如何正确运用打招呼用语
教具
多媒体、录音机
课时
1
教学课程
1.Greeting.
2.Warming-up
T: Class,Please stand up. Hello, class.
S: It’s a hand.
T: What’re these/ pairs. Ask and say.
S1: What’re these?
S2: They’re….
S1: What’re those in English?
新外研版初中七年级上册英语全册教案
Module 1 My teacher and my friends.Unit 1 Good morning, Miss Zhou.Ⅰ. Analysis of the text:This is the first English lesson. Students should know how to greet with the teacher and other students.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of daily greetings.Key vocabulary and phrases: hello, class, my, name, is, Miss, good, morning, good morning, afternoon, good afternoon, goodbye2. Be skilled in oral expression of greetings.Ⅳ.Teaching aims:1. Function: Greetings in students’ daily life.2. Listening: Students can understand others’ greetings by listening.3. Speaking: Students can introduce themselves and greet with others.4. Reading: Students can understand the similar dialogue of greetings.5. Writing: Students can write greeting words in their daily life.Ⅴ.Character building:Motivate students’ interest in learning English. Make friends with all students.Ⅵ.Teaching Procedures:Part I: Lead in:Step 1: Greeting with the students.Step 2: Introduce myself and ask students to introduce themselves to the class.Step 3: Sing a song: Good morning.Part II: V ocabulary study:Step 1: Play the recording and have them point out the words and phrases.Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the phrases and pictures in PPT.Part Ⅲ: Dialogue study:Step 1: Practise the dialogue with the whole class and have them make corresponding reacts.Step 2: Have students to practise the previous dialogue with their partner.Step 3: Listen and read.—Hello, class. My name’s Miss Zhou.—Good morning, Miss Zhou—Good afternoon, class.—Good afternoon, Miss Zhou.—Goodbye, class.—Goodbye, Miss Zhou.Listen again and repeat.Step 4: Match1. Hello, my name’s Daming. a) Goodbye, Tom.2. Good morning, Lingling, b) Hello, my name is Lingling.3. Good afternoon, Carla. c) Good morning, Carla.4. Goodbye, Mike, d) Good afternoon, MikeStep 5: Listen and checkKeys: 1. b 2. c 3. d 4.aStep 6: Work in pairs. SayA: Hello, my name’s ….B: Good morning, …A: Good afternoon, …B: …A: Goodbye, …B: …Part Ⅳ: Letters study:Step 1: Sing A B C Song.Step 2: Listen letters in Activity 5 and read after the tape.Step 2: Listen letters in Activity 6 and have them number the letters in Activity4. Step 3: Have some of them to write down letters on the blackboard and check in the class.Step 4: Listen again and write.Step 5: Work in pairs and check your answers.Unit 2 Good morning, I’m Chen Zhong.Ⅰ.Analysis of the text:In this text students will learn how to introduce themselves to others, and make relative greetings.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of self-introduction and greetings in the situation of first meeting. Key vocabulary and phrases: Mr., I, what, your, please, sorry, can (can’t), you, spell, it, yes, thank, how, fine, thanks, Mrs. too2. Be skilled in oral expression of self-introduction and greetings in the situation of first meeting.Ⅳ. Teaching aims:1. Function: Self-introduction and greetings in the situation of first meeting.2. Listening: Students can understand others’ introduction and greetings by listening.3. Speaking: Students can introduce themselves and greet with others.4. Reading: Students can understand the similar dialogue of self-introduction and greetings.5. Writing: Students can write their self-introduction.Ⅴ. Teaching Procedures:Part I: Lead in:Step 1: Review the greeting phrases in the previous period by having the whole class play the dialogue in real situation.Step 2: Ask students to introduce themselves to the class.Step 3: Enjoy Fl ash: What’s your name?Part II: Vocabulary study:Step 1: Play the recording and have them point out the words and phrases in Activity 1.Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the sentences in Activity 3 and check their answer with their partner.Keys: 1. c 2. a 3. bStep 4: Listen the dialogue in Activity 4 and check their answers.Step 5: Write the sentences in Activity 5.Part Ⅲ: Dialogue study:Step 1: Listen sentences in Activity 6 and have them number the sentences in Activity 6.Step 2: Teacher practise a dialogue with single student as follows:— Good afternoon. How are you?—I’m fine, thanks. How are you?—I’m fine too, thanks. What’s your name?—I’m Tom. What’s your name?—I’m Sarah.Step3: Work in pairs and practise the dialogue. Have some of them to perform their dialogue for the whole class.Unit 3 This is my friends.Ⅰ.Analysis of the text:In this text students will learn how to introduce their friends and family members to others.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of introducing friends and family to others.Key vocabulary and phrases: this, she, teacher, friend, her, his, nice, to, meet, time, go, now, bye, see, tomorrow2. Be skilled in oral expression of introducing someone to others.Ⅳ.Teaching aims:1. Function: Introduction of friends and family members.2. Listening: Students can understand others’ introduction of someone.3. Speaking: Students can introduce their friends and family members to others.4. Reading: Students can understand the similar dialogue of introducing others.5. Writing: Students can write the introduction of their friends and their family members.Ⅴ.Teaching Procedures:Part I: Lead in:Step 1: Review the greeting phrases in the previous period by having the whole class play the dialogue in real situation.Step 2: Ask students to introduce themselves to the class.Step3: Enjoy a song: Make new friends.Part II: Vocabulary study:Step 1: Play the recording and have them point out the words and phrases in Activity 1.Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the sentences in Activity 3 and check their answer with their partner.Step 4: Listen the dialogue in Activity 3 and check their answers.Step 5: Write the sentences in Activity 3.Part Ⅲ: Dialogue study:Step 1: Listen sentences in Activity 4 and have them number the sentences in Activity 4.Step 2: Match1. This is my friend. a) His name’s Tony.2. She is my friend. b) Goodbye.3. Hello. c) Nice to meet you.4 . It’s time to go now. d) Her name’s Betty.Step 3: Listen and check.Keys: 1.a 2. d 3. c 4. bStep 4: Listen and numbera) Goodbye. See you tomorrow.b) Hello, Daming. This is my friend, Amy.c) It’s time to go now. Goodbye.d). Hello, Amy, nice to meet you.e) Hello, Daming, nice to meet you too.Keys: b d e c aStep 5: Listen again and say.Step6: Work in groups. Say.This is my friend. … name’s … Hello…, nice to meet you.Step 7: Work in group of 4 and fill the blanks in Activity 7, then have some groups of them to perform the dialogue for the whole class.1. This is my friend. ________ name’s Tony.2. This is my ________. Her ___________ Betty.3. Nice to _________ you.4. It’s time to go now.___________.5. Goodbye. See you __________.Step 7: Now listen and check.Keys: 1.His 2. friend, name’s 3.meet 4. Goodbye 5.tomorrowModule 2 My English lessonUnit 1 Open your book.Ⅰ.Analysis of the text:In this text students will learn how to recognize objects in the class.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of asking the name of specific objects in the class, and master the words of objects in the class.Key vocabulary and phrases: sit, down, sit down, open, book, listen, draw, put, up, hand, stand, stand up, close What’s this in English?, What’s this?, It’s…, instruction pronoun this.2. Be skilled in oral expression of asking the name of specific objects in the class and give corresponding answers.Ⅳ.Teaching aims:1. Function: recognition of objects in the class.2. Listening: Students can understand others’ questions of asking the names ofspecific objects, and give corresponding answers.3. Speaking: Students can ask and answer objects’ names.4. Reading: Students can understand the similar dialogue of asking and answering objects’ names.5. Writing: Students can write the names of objects in the class.Ⅴ.Teaching Procedures:Part I: Lead in:Step 1: Review the greeting phrases in the previous period by having the whole class play the dialogue in real situation.Step 2: Ask some students to introduce their partners to the class.Step3. Enjoy a song: Hello and how are you?Part II: Vocabulary study:Step 1: Show some pictures of objects in the class by PPT, give students the names of the objects.Step2: Play the recording and have them point out the words and phrases in Activity 1.Step3: Listen and read.Good morning, class.Good morning, Miss Zhou.Please sit down.Step 4: Play the recording and have them point out the words and phrases in Activity 2.Sit down.Open your bookListen.Draw.Put up your hand.Stand up.Close your book.Step 5: Play the recording again and have them read after the tape.Step 6: Listen again and do.Step 7: Enjoy a song: Nice to meet you!Step 1: Teacher ask the whole class the objects in the PPT’s names.Step 2: Match the expressions in Activity 3.1. Put up a) your book2. Open b) …down3. Stand c)… up4. Sit d)…your hand.Step3: Call back the answers from the whole class.Keys: 1. d 2. a 3. c 4. bStep4: Write the letters in Activity 5.Step5: Listen and check.Step 6: Work in pairs, one student point one object in the PPT, the other answer the question.Step 7: Work in pairs and fill the blanks in Activity 6. Have some of them to perform the dialogue for the whole class.Stand up.Yes.Open your book.Yes.Step 8: Work in pairs. Say and do.Unit 2 What’s your number?Ⅰ.Analysis of the text:In this text students will learn how to express English number.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of asking the name of body and master the names of body.Key vocabulary and phrases: student, new, here, in, one, two, three, four, five, six, seven, eight, nine, ten, telephone, number2. Be skilled in oral expression of asking the name of spec ific part’s name of body.Ⅳ. Teaching aims:1. Function: recognition of parts of body.2. Listening: Students can understand others’ questions of asking the names of specific parts of body, and give corresponding answers.3. Speaking: Students can ask and answer parts of body’s nam es.4. Reading: Students can understand the similar dialogue of asking and answering parts of body’s names.5. Writing: Students can write the names of parts of body.Ⅴ. Teaching Procedures:Part I: Lead in:Step 1: Review the objects’ n ames in the classroom.Step 2: Point one object and ask students to give its name.Step 1: Learn English number from one to five.Step 2: Enjoy a song: Three blind mice.Step 3: Learn English number from six to ten.Step 4: Enjoy a song: Ten little Indians.Part Ⅲ: Listening practice.Step 1: Look at the pictures in Activity 1.Step 2: Listen and read.—Hello. Are you a new student here?—Yes, I am.— What class are you in?—I’m in Class 3. Mr. Chen’s class.Step 3: Listen and repeat.one two three four fivesix seven eight nine tenStep 4: Listen and chant.One, two, three, four, five.Once I caught a fish alive.Six, seven, eight, nine, ten,Step 5: Then I let it go again.Part Ⅳ: Dialogue study:Step 1: Ask the students to read the conversation silently.Step 2: Play the recording and ask the students to listen and read the conversation. Step 3: Read the conversation.Step 4: Act it out.Part Ⅴ: Do exercises:Step 1: Listen and point the number in Activity 5.a. 816 275 b .975 146 c. 359 412 d. 384 926keys: d b a cStep 2: Call back the answer from the whole class and check the answer.Step 3: Listen and write the number in Activity 6.What’s your number?1 Sam: ________2 Lisa: _________3 Kate: _________4 Mike : _________Keys: 1. 975146 2. 816275 3. 384926 4. 359412Step 4: Call back the answer from the whole class and check the answer.Step 5: Now listen again and check.Step 6: Listen and write.1 one2 ______3 ______4 ______5 ______6 ______7 ______8______9. ______10 _______Step 7: Call back the answer from the whole class and check the answer.Mike one five one, eight nine three, fourStep 9: Call back the answer from the whole class and check the answer.Part Ⅵ Work in pairs.Ask and answer.What’s your number?It’s 179 456.What’s your number?It’s 942 381.Unit 3 I’m twelve.Ⅰ. Analysis of the text:In this text students will learn numbers.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of asking number, and master the numbers.Key vocabulary and phrases: old, eleven, twelve, thirteen, fourteen, fifteen, sixteen, eighteen, nineteen, twenty, boy, girl, desk, chair, bag2. Be skilled in oral expression of asking and answering numbers.Ⅳ. Teaching aims:1. Function: recognition of numbers.2. Listening: Students can understand others’ questions of asking numbers, and give corresponding answers.3. Speaking: Students can ask and answer numbers.4. Reading: Students can understand the similar dialogue of asking and answering numbers.5. Writing: Students can write numbers.Ⅴ. Teaching Procedures:Part I: Lead in:Step 1: Review the objects’ names in the classroom.Step 2: Point one object and ask students to give its name.Step 3: Review the English number.Part II: Vocabulary study:Step 1: Show some pictures.Step 2: Ask and answer.Step 3: Learn the new words.Part Ⅲ: Listening practice.Step 1: Look at the pictures in Activity 1.—What’s your name, please?—I’m Daming.—How old are you?—I’m twelve.Step 3: Read the conversation.Step 4: Act it out.Part Ⅳ: Do exercises:Step 1: Listen and repeat the number in Activity 2.11 12 13 14 15eleven twelve thirteen fourteen fifteen16 17 18 19 20sixteen seventeen eighteen nineteen twentyStep 2: Match the number in Activity 3.seventeen twelve nineteen fifteen sixteen thirteen twenty eleven fourteen eighteen11 12 13 14 16 17 18 19 20 Step 3: Call back the answer from the whole class and check the answer. Step 4: Listen and point.1. 11+ 4 = 152. 12+6 = 183. 14+6= 204. 17+2= 19Step 5: Listen and write.1. 11+________= _______2. _______+4 = _______3. _______+2= ________4. 3+ ________ = _______5. _______+1= _______6. 2+ _______= ________Keys: 1. 11+6=17 2. 15+4=19 3. 18+2=20 4. 3+13=16 5. 16+1=17 6. 2+12=14Step 6: Call back the answer from the whole class and check the answer. Step 7: Listen and write.1 eleven2 ______3 ______4 ______ 5_______6_______7 ______ 8 ______ 9 ______ 10_______Step 8: Call back the answer from the whole class and check the answer. Step 9: Listen and match12 13 14 15 16 17 18 19 20boys girls desks chairs books bagsKeys: 12 17 20 19 16 14Step 10: Call back the answer from the whole class and check the answer. Part Ⅴ Work in pairs.Ask and answer.Module 3 My English bookUnit 1 What’s this in English?Ⅰ. Analysis of the text:In this text students will learn how to recognize objects in the class.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of asking the things in the class, and master the English expressions of them.Key vocabulary and phrases: English, a/an, write, on, the, blackboard, OK, pen, no, pencil, do, bird, cat, dog, flower, map.2. Be skilled in oral expression of asking and answering the things in the class.Ⅳ. Teaching aims:1. Function: To recognize objects in the class.2. Listening: Students can understand others’ questions of asking objects in the class., and give corresponding answers.3. Speaking: Students can ask and answer objects in the class..4. Reading: Students can understand the similar dialogue of asking and answering objects in the class..5. Writing: Students can write objects in the class.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review English expression of numbers.2. Show some numbers by PPT, have students give the number of things.3. Review the objects’ names in the classroom.4. Point one object and ask students to give its name.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer: What’s this in English?3. Enjoy Flash.4. Learn the new words.5. Read the new words.Step 3 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.4. Act it out.Step 4 Listen and point.1. Ask the students to look at the pictures in Activity2.2. Ask and answer like this:—What’s this in English?—It’s a dog. (1. a bird 2 .a book 3. a cat 4. a dog 5. a flower 6. a pen 7. a pencil3. Work in pairs.Step 5 Listening practice.1. Play the recording of Activity 3 and listen and write.2. Play the recording of Activity 5 and listen and write.1) What’s ____________________?2) ______________ cat.3) How _______________ spell “cat”?4) _____________________4. Listen again and check.5. Call back the answer from the whole class and check the answer.Keys:1. this in English2. It’s a3. do you4. C-A-T, cat.Step 6 Work in pairs.1. Ask and answer like this.A: What’s this in English?B: A pen?A: No.B: A pencil?A: Yes, a pencil.B: How do you spell “ pencil ”?A: P-E-N-C-I-L, pencil.2. Work in pairs.Unit 2 Can you help me, please?Ⅰ.Analysis of the text:In this text students will learn how to spell the words.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of asking positions of things, and master the English expressions of positions.Key vocabulary and phrases: help, me, classroom, know, say, that, again, welcome, you’re welcome.2. Be skilled in oral expression of asking and answering the position of things.Ⅳ.Teaching aims:1. Function: recognition of positions.2. L istening: Students can understand others’ questions of spelling, and give corresponding answers.3. Speaking: Students can ask and answer “how to spell”.4. Reading: Students can understand the similar dialogue of asking and answering spelling.5. Writing: Students can write spelling of the words.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review the text of Unit 1.2. Show some pictures, ask the students to look at the pictures, then talk something about the pictures.3. Introduce the new words.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer:What’s this in English?How can you spell it?3. Learn the new words.4. Read the new words.Step 3 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.Daming : Can you help me, please, Lingling?Lingling: Yes, of course.Daming : How do you spell “ classroom ” ?Lingling: I’m sorry. I don’t know.Miss Zhou: It’s C-L-A-S-S-R-O-O-M.Daming: Cab you say that again, please?Miss Zhou : Yes. It’s C-L-A-S-S-R-O-O-M.Daming: Thank you.Miss Zhou : You’re welcome.4. Act it out.Step 4 Listen and point.1. Ask the students to look at the pictures in Activity2.2. Ask and answer like this:—What’s this in English?—It’s a monkey. …3. Work in pairs.Step 5 Listening practice.1. Play the recording of Activity 3 and Listen and say.2. Read and match.1. Can you help me , please ? a ) You’ re welcome.2. How do you spell “ desk ”? b) Yes, D-E-S-K.3. Can you say that again, please? c) It’s D-E-S-K.4. Thank you. d) Yes. Of course.3. Listen again and check.4. Call back the answer from the whole class and check the answer.Keys: 1.d 2..c 3. b 4.a5. Listen again and say.6. Listen and point.Step 6 Work in pairs.1. Ask and answer like this.A: Can you help me, please?B: Yes, of course.A: What’s this in English?B: It’s a…A: How do you spell it?B: …A: Thank you.B: You’re welcome.2. Work in pairs.Step 7 Write.1. Ask the students to read through the sentences in Activity 6.A: ________ you help me, please?B: Yes. ____________.A: How do __________ spell “ __________” ?B: It’s D-E-S-K.A: ___________ say that again, please?B: Yes, _____________.A: _________ you.B: You’re __________.2. Listen and check.Keys:1. Can2. of course3. you, desk 5. Can you 6. D-E-S-K 7. Thank 8. welcome3. Read together.Unit 3 What colour is it?Ⅰ. Analysis of the text:In this text students will learn colours of things.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of asking colour of things, and master the English expressions of colours.Key vocabulary and phrases: of, course, want, cocour, black, white, blue, green, yellow, red, brown, orange, and What colour is/are …?2. Be skilled in oral expression of asking and answering the colours of things.Ⅳ. Teaching aims:1. Function: Recognition of colours.2. Listening: Students can understand others’ questions of asking colours, and give corresponding answers.3. Speaking: Students can ask and answer colours.4. Reading: Students can understand the similar dialogue of asking and answering colours.5. Writing:Students can write colours.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review the text of Unit 1 and 2 .2. Show some pictures, ask the students to look at the pictures, then talk something about the pictures.3. Introduce the new words.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer:What’s this in English?What colour is it?3. Learn the new words.4. Read the new words.Step 3 Listen and point.1. Ask the students to look at the pictures in Activity 1.2. Play the recording and ask the students to listen and point.3. Listen and repeat.4. Work in pairs.—What colour is it ?—It’s black, B-L-A-C-K, black.Step 4 Look, read and match.1. Ask the students to look at the pictures in Activity2.2. Look through the sentence.3. Play the recording and ask the students to listen and point.4. Match the sentences.1 ) What colour is the pen? a) It’s red2 ) What colour is the cat? b) It’s yellow.3) What colour is the pencil? c) It’s white.4 ) What colour is the flower? d) It’s red, green and orange.5 ) What colour is the dog? e) It’s blue.6 ) What colour is the bird? f) It’s brown.5. Call back the answer from the whole class and check the answer.6. Listen again and say.Step 5 Work in pairs.1. Ask and answer like this.A: What colour is the …?B: It’s…2. Work in pairs.Step 6 Write.1. Ask the students to read the words in Activity 6.2. Complete the table in Activity 6.3. Call back the answer from the whole class and check the answer.Keys:1. bag book desk pen pencil2. bird cat dog flower3. black blue brown green orange red white yellow4. Ask the students to read through the conversations in Activity 7 silently.5. Fill in the blank.1. —What colour is the dog?—It’s ________2.—What ________ is the flower?—It’s _______3. —__________ is the bird?—It’s red, green and _______.4.—What _______________?—It’s yellow.5. — ________________ the pen?—It’s __________6.—____________ the cat?—It’s _______.7. Listen and check.Module 4 My everyday life.Unit 1 What day is it today?Ⅰ. Analysis of the text:In this text students will learn how to ask and answer “What day is it today?” , “What’s the weather like today?” , “What’s your favourite sports?”.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Students will comprehend and produce the sentence structures.2. Students will learn about activities and the weather .and some sentences about them.3. Students will successfully request information about activities and the weather .and can talk about their activities the like.4. Key vocabulary and phrases:day, today, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, yesterday, birthday, favourite, spring, summer, autumn, winter, warm, hot, cool, cold, weather, like, basketball, football, swimming, table tennis, sport, let, us, let’s=let us,play, after, school, idea5. Key structures:1) What’s your favourite sport?2) Do you like watching television?3) Can you speak English?4) What’s the weather li ke in summer?6. Be skilled in oral expression of asking and answering everyday life.Ⅳ. Teaching aims:1. Listening: To understand the listening parts in the text about activities and the weather.2. Speaking: To master the sentence structures and practice.3. Reading: To know something about activities and the weather.4. Writing: Write a composition about “ My favourite sport”Ⅴ. Teaching Procedures:Step 1 Lead in:Step 1 Lead in:1. Review English expression of colours.2. Show some pictures by P PT, ask and answer “What colour is it?”.3. Ask and answer. What day is it today?4. Learn new words: Sunday, Monday, Tuesday, Wednesday, Thursday, Thursday, Friday, SaturdayStep 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer: What day is it today?3. Learn the new words.4. Read the new words.Step 3 Listen and read.1. Play the recording and ask the students to listen.2. Ask the students to read the conversation silently.3. Play the recording and ask the students to listen and read the conversation.4. Read the conversation together.5. Act it out.Step 4 Work in pairs.Monday—Good morning, class. What day is it today?—It’s Monday.—Yes, it’s Monday. Write it in your book.—M-O-N-D-A-Y, Monday.—What day is it tomorrow?—Tuesday.—Yes, tomorrow is Tuesday.Step 5 Listen and repeat.1. Ask the students to look through the table in Activity2.2. Play the recording and ask the students to listen.3. Listen and repeat.4. Now point, ask and answer.What day is it? It’s …5. Work in pairs.Step 6 Read and match.1. Ask the students to look through the sentences in Activity 3.2. Match the sentences.1 Today is Wednesday. What day is it tomorrow? a) Sunday.2 Today is Friday. What day is it tomorrow? b) Tuesday.3 Today is Monday. What day is it tomorrow? c) Thursday.4 Today is Saturday. What day is it tomorrow? d) Saturday.5. Call back the answer from the whole class and check the answer. Keys: 1. c 2. d 3. b 4. aStep 7 Work in pairs.1. Ask and answer like this.—Today is … What day is it tomorrow?—It’s …Step 8 Listen and write.1. Play the recording of Activity 5.2. Listen and write.1. ________________ 5 .________________2. ________________ 6. ________________3 .________________ 7. ________________4. ________________3. Call back the answer from the whole class and check the answer. Step 9 Write.1. Ask the students to read the words in Activity 6.2. Complete the table in Activity 6.1 What ____________ is it today?2 Today is Tuesday. Tomorrow is ___________.3 Thursday, Friday, ____________4 ___________, Monday, Tuesday.5 It’s Wednesday today. Tomorrow is ________3. Call back the answer from the whole class and check the answer.。
最新外研版七年级英语上册教案全册
最新外研版七年级英语上册教案全册Unit 1 Nice to meet you .学习目标:1、学会的单词：单词表从Chinese 到China . (90页) 短语: be from = come from2、重点句型：My name is .... I’m …. You’re …. Are you …?3、能用be动词一般现在时形式并正确运用于自我介绍中。
课堂准备:1、试读本单元的单词，不会读的在单词下打―△‖.2、试读第2页Activity2单词,不会读的在单词下打―△‖.3、试读第3页Activity3的对话, 不会读的在单词下打―△‖, 同时试着完成第三页的5个句子的判断. 自学交流:1、be动词有哪三种不同形式？、、。
2、用be动词的正确形式填空：① My name Miss Li.②I Chinese.③He my friend.④We students.⑤What your name?⑥Where you from?合作探究:1、Chinese 是名词时,翻译为: ___________ ; 是形容词时翻译为: ___________2、be from 的同义词组为: ___________He is from China .(改为同义句) He ___________ China .3、what about 的同义词为: ___________4、Is Daming from Beijing ? 肯定回答: _________ 否定回答: _________巩固提高:Work in pairs. Ask and answer.(Activity5)A: What’s your name? B: My name is…A: Are you English?B: No,I’m …A:How old are you? B:I’m … years old .I’m in Class …A: Nice t o meet you,…B: Nice to meet you ,too.拓展延伸:单项选择：( )1. -Nice to meet you. - .A. Good morningB. You are welcomC. Nice to meet you, tooD. Goodbye( )2.H e from Beijing, I from Shanghai.A. is,isB. am, amC. is, amD. is, comes( )3. - Are you from Ch ina ? – Yes ,A. I’mB. I’m notC. I’ amD. I am( )4. – is Mary from? -She is from .A. Whe n, AmericanB. Where, AmericaC. What, England( )5. My sister is .A. twelve year oldB. twelve years oldC. twelve-years oldD. twelve-year-old( )6. (2011.长沙)-What about ______ a rest ?- OK. Let’s go out and have a walk .本课小结:我学会了：1、我能背本课的单词、短语和句子（听写）2、am、is are的用法（口诀）*老师,我想对您说:Unit 2 I’m Wang Lingling and I’m thirteen years old .学习目标:1、学会单词：从everyone 到all. (90页) 短语：be from = come from2、三个问句的灵活运用：What’s his/ her name? How old is he/ she? Where is he/ she from?3、能用be动词一般现在时形式并正确运用于自我介绍中; 人称代词和物主代词课堂准备:1、试读本单元的单词，不会读的在单词下打―△‖.2、试读第4页Activity1的句子,把句子按正确顺序排列.3、试读第4页Activity2的三段短文, 不会读的在单词下打―△‖,试着完成6个句子的判断.4、单项选择1）- are you? -I’m thirteen years old.A .WhatB . How C. How old2) Mike is from and he is .A. Chinese, ChinaB. America, AmericanC. English, England自学交流:1、Introduce yourself to the class.（自我介绍）: My name is… I’m a… I’m…years old. I’m from…2、Work in pairs. Ask and answer.（互相问答）A: What’s your name? B: My name is…A: Where are you from? B: I’m from… I’m…A: How old are you? B: I’m …years old.合作探究:1.不定代词everyone 意为:2.the capital of China意为: capital 还可以翻译为:3.探讨一下first name 和last name巩固提高:1. 互相问答: What’s his/ her name? How old is he/ she? Where is he/ she from?2. Writing(写):①Activity 5②Activity 6拓展延伸:一. 用be动词的适当形式填空：1.My mother ______ a teacher.2.Your sister ______ ten years old.3.His students ______ all in the classroom.4.You and I _____ good friends.5.Lucy ______ an English girl.She ______ in Class Two this year.6.You _______ our Chinese teacher this term.二. 用and衔接句子来介绍自己：My name’s … and I’m …本课小结:1、我背得了本课的单词、短语和句子2、我学会用and 衔接句子来介绍自己：My name’s … and I’m …Unit 3 Language in use学习目标:1、记住本模块全部单词(90页)2、重要句子：①I’m your teacher .② She’s my friend . ③He’s from Shanghai . ④My name is Li Daming . ⑤Her English name is Lucy .⑥His English name is Henry. ⑦Are you from America ? No, I’m not .3、能够正确使用be ,明了一般现在时态中be的用法；人称代词和物主代词与be 的运用.课堂准备:读熟单词并能记住本模块所有单词及重要句子自学交流:互相作自我介绍: I’m . This is .He’s my friend . I’m years old. He’s years old. We’reand we’re inClass .合作探究:1、1)先再复习一下系动词be (is, am, are) 动词的用法。
外研版七年级上册英语学案(全册)
第一学期分层走班教学七年级英语B班讲学稿课题：Module 9 Unit 1 Vocabulary and listening (Period 1)【学习目标】1、能灵活运用本课的新词汇及句型。
2、通过学习，让学生会用英语谈论自己喜欢的动物【重难点】教学重点：关键句型: Does the panda eat bamboo?Yes, it does. It eats bamboo.Does the tiger come from Europe?No, it doe sn’t. It comes from Asia. .教学难点：听力技巧：To find specific information in the listeningTo ask and answer questions about animals【课前准备】1. 基础导航1）在课文中划出下列新词汇：tiger, camel, elephant, lion, giraffe, kangaroo, monkey, panda, snake, wolf, polar, bear, zebra，Africa, African, America, American, Asia, Asian, Europe, European并根据上下文意思猜测出生词的含义，试着朗读。
2）翻译下列短语：come from___________________ live in___________________ welcome to __________________吃竹子___________________2. 自主探究1）将下面的动物名称译成英语：骆驼__________ 大象_________ 狮子_________狼_________斑马_________熊猫_________长颈鹿_________老虎_________袋鼠_________猴子_________2）根据首字母、中文或句意提示，写出单词。
新外研版七年级英语上册全册教案
2)Listen and number..
Work book.
课后评价：
个人修改
教案
课题
Starter Module2Unit3
课型
listeningandspeaking
教学目标
学习数字1-10和how many接可数名词复数形式的句型
教学重点
How many desks are there? There are thirty-two.abook ten books
S: I’m…/ My name is…
T: How are you?
S: Fine, thank you. And you?
T: I’m fine. too.
1)练习打招呼的用语Good morning/Good afternoon/Good evening。
2)练习询问姓名和相互间的问候。
What’s your name? I’m…
S2: My favourite sportis….
教学难点
This/that的变化运用；a/an的运用
教具
多媒体、录音机
课时
1
教学课程
.
T: What’s this in English?
S: It’s a book.
T: How do you spell it?
S: B-O-O-K.
Work in pairs. Ask and say.
S1: What’s this in English/
S: It’s a hand.
T: What’re these/those?
S:They’re eyes..
- 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、"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、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 1 Nice to meet you教学流程图： 教学步骤 l (1课时)一、第一教学环节：情景创设、布置任务、激趣导入二、第二教学环节：师生互动、培养能力、给予成就感三、第三教学环节：评价总结、激发竞争、巩固提高附：评价表（小组成员之间进行评价，以星号为标记，五个星为最高，但是必须小组全票才能通过生效）Unit 2 I’m from China and I’m ChineseTeaching aimKnowledge: *useful expressions in introducing and greeting*nominal genitive pronoun & determinative genitive pronounAbilities: To be able to introduce oneself and others and greet peopleMoral education:To build up students’ confidence and interest in English- learning Key points: Introducing othersThis is Betty. This is my friend, Tony.Difficult points: 1) Asking for and receiving personal information.What’s your nameCan you introduce yourself please, BettyI’m from America. I’m 13 yea rs old.2) To master the names \ languages\ of some countriesTeaching methods: Group work, displayTeaching aids: Computer recorderTeaching procedures:Step 1 Teacher’s self-introduction (Lead-in)Name, Country, language, Age otherKey Sentence Structures:My name is ##.My first name is ##.My telephone number is ##.I’m from ##. I ‘m ##.My age is a secret.I am from Beijing. I come from Beijing. I am a native in Beijing.I come from China. I was born in China and brought up in China. I speak Chinese. In my spare time, I enjoy ###.My E-mail Address is ##.Step 2 Foreign teacher’s introduction (The same)This is our foreign teacher. (Name, Country, language, Age other) Students’ Activity: Listen and get some informationStep 3. The stud ents’ IntroductionNameAgeTeacherYearClassPhone numberE-mail addressCountryLanguageOtherListen and prepare the introduction.Introduce themselves according to the form.Pair work; Introduce themselves.Step 4. Part 2 on the book.Please listen to the tape so that we can know more about Daming, Lingling and Wang Hui. Please don’t open your books. Look at the blackboard.Listen and Answer.:1)Where is Daming from2)Where is Lingling from3)Where is Wang Hui from4)How old are theyName Country Language Age OtherBettyTonyLinglingWork in pairs to practise the dialogue.Students’activity: Listen to the tape; Practise their listening; Improve their abilities of get informationStep 5. Learning the dialogue.Practise the listening skill & Role playStudents’ activity: According to the form, they work in groups to practise the dialogue.Step6. Show a map of the world to practise the names \ languages of the countries Listen and think so many foreign countries’ names.Step7. Read aloudThe students read aloud to practise oral English.Write some sentences about the pictures.Step9. Learning the language item.1)My name’s … /I’m from…/He’s fourteen years old.2)The names of the countries.The students learn the language points.Homework: Introduce one of your pen-friends.Unit 3 Language in use学习目标：1．学习be动词的简单用法。
（参考书本P117－118）2．阅读P7 Around the world，知道西方人的姓、名位置given name（名/教名）＋family name(姓)和中国人的姓名位置相反。
学习重难点：be动词变脸。
课前准备：1．你会说吗①－What’s your name－My name is…②－Where+is/are+主语+from －主语+am/is /are from…③－How old are you －I’m…(years old).④I’m a teacher and I’m Chinese.2．完成书本P6的第2、3部分。
3.完成书本P7的第4部分。
4. 才艺展示：找Partner运用第6部分的句子进行对话表演。
学习过程：1．Guess game:(1)采访2--3位同学。
(2)指一生介绍刚才采访的同学的情况，其他学生猜是哪一位同学。
2．预习检查及交流。
3．学习和操练大声朗读Language practice, 试述be动词的用法。
4．小结：动词be（am, is, are）的用法（具体参考书本P117－118）be的用法口诀5. 用be的适当形式填空。
(1)He ______ a teacher. His name _________Lin Feng.(2)—How old _______ Mingming and Dongdong--They ______ thirteen. They are only eleven.(3)--__________Becky from America--No, she _____________. She is from England.(4)Sam snd his friend Helen __________ in Class Two. They are in Class Three.(5)--___________Lucy and Lily twins--Yes,they are. And both of them _____________ twelve.(6)--___________ you a student--No, I ________ _________. I __________ a worker.课后延伸：一、单词拼写。
_______（第一）name is Jack.is a big ________(城市) in China.are all new___________（学生）in this school.is only six ___________（年）old.we learn____________(课) One.look at the ___________(黑板).( 匹配) the worlds with the pictures.( 二十九) is my lucky number.don’t have _____________(十四) apple.are _______________(十二)boys in my class.( 五十) chairs are in the class.二、填表：三、单项选择。
（）'s your family name--_________.A. Petter HallB. Hall Petter（）you friends--____________.A. Yes, we areB. Yes,I amC. No,we are ,you aren't （）is Mary and that is my _________.'s;friend 's;friend're; friends 's friends（）and Tony _________ English.'t 't 't 't（）are good friends.and I and Mike and me and MikeModule 2 Me, my parents and my friendsUnit 1 I can speak English.Module 2 Me, my parents and my friends Unit 2 These are my parents.Module 1 Nice to meet you Unit 3 Language in useModule 3 My new school I. Teaching goals 模块教学目标II. Teaching material analyzing教材分析本模块以“My new school”为话题,重点学习存在句There be 结构，介绍某地有某物、某物在何处以及方位，物体所属关系的表达法。