七年级初一英语上册教案

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译林版七年级上册英语全册教案5篇

译林版七年级上册英语全册教案5篇

译林版七年级上册英语全册教案5篇译林版七年级上册英语全册教案1一、教学设计思路用真实衣物做道具模拟情境,帮助学生练习谈论物品的颜色和价格;配以图片、视频歌曲等多媒体手段,加深学生印象。

二、教学目标(一)知识1.掌握如何谈论物品的颜色和价格:Howmuchis/are…?Its/Theyre…dollars.black,white,red,green,blue,yellow2.掌握衣物的名称:socks,T-shirts,pants,shorts,sweater,hat3.掌握数字10-314.掌握购物礼貌用语:CanIhelpyou?Illtake…Thankyou.Yourewelcome.(二)能力能够在生活中买必要的东西。

(三)情感在生活中要应用礼貌用语。

三、教学重点谈论价钱四、教学难点结合物品的颜色、数量等询问和回答价钱。

五、教学媒体常见衣物;电脑;投影仪六、教学过程(一)巧妙导入方法1:通过询问学生衣服的颜色复习颜色词汇,进而引出衣物的话题。

方法2:拿出不同种类的衣物引起学生注意,进入话题译林版七年级上册英语全册教案2学习目标:1.掌握本节课的13个单词.2.初步介绍一下复数的概念.3.学会运用介绍人的句型:This/thatis...以及these/thoseare和询问人的句型Isthis/that...学习重难点:掌握指示代词this/these,that/those的用法学习过程:一、自主学习学习任务一:熟练掌握本节课的词汇.1.个人试读,组内相互纠正发音.2.老师领读,学生自己纠正自己的发音.3.自己读并记住汉语意思,组内检查.4.小组竞赛,看谁记的多而快.5.认真观察1a的图片,将单词与图中的人物搭配,小组讨论并核对答案.6.听录音,完成1b,小组核对答案.学习任务二:1.听录音,完成2a.2b,小组核对答案.2.介绍家人,引入复数的概念.Thisismyf________,andthisismym________.Theyaremyp_________.把下列单词变为复数形式.mother—__________father—_________brother—_________sister—________friend—___________grandfather—____________grandmother—____________总结名词变复数的规则:______________________________________不规则变化this—__________that—_________is—__________学习任务三:熟练运用介绍人的句型:This/thatis以及These/thoseare和询问人的句型Isthis/that┅1、看图片1a,引入:ThisisDave.Thisishissister.2、用Thisis┅Theseare┅句型依次介绍Dave的其他家人。

人教版英语七上教案7篇

人教版英语七上教案7篇

人教版英语七上教案7篇人教版英语七上教案篇11.能听说、认读eye, face , ear, nose, mouth, 这些关于身体部位的单词,并能用英语介绍自己身体的这几个部分2.初步了解表示接触的指示用语,能听懂,并按指令做出相应的动作。

3..激发学生学习兴趣,培养听说习惯和能力。

教学重点:关于头部的单词eye, face , ear, nose, mouth的学习。

教学难点:eye, face 两个单词的元音因素容易发音不到位,教师可鼓励学生张大口型,相互检查。

mouth 一词的尾音发音较难,教师可适当提醒学生,注意口型教学过程:step 1.warm up and revi-sion1.greetings : hello,boys and girls! nice to meet you! sit down please! step2.presentation1. 利用多媒体展示学生感兴趣的动画人物“大耳朵图图”,让学生与图中人物进行口语交流let’s say “hello, tutu.”2.tu tu is so cute.look! this is tutu’s eye.并指着tutu的眼睛介绍。

同时引出新单词eye.a.先让学生倾听录音怎么读单词eye b.再范读教新单词eye(开火车读) c.让学生拼写这个单词e-y-e d.老师借助肢体语言,指着自己的眼睛说:this is my eye e.let’s do.follow me: eye eye 唰唰唰(跟着老师一起做动作).3.用同样的方法依次新授新单词:face、ear、nose、mouth4.powerpoint制作:打开幻灯片后每点击一身体部位就会出现相应的单词。

(注mouth一词的尾音发音较难,适当提醒学生,注意口型。

)5.认读face、ear、eye、nose、mouth的单词卡片和图片。

step3:practice1.let’s do: eye eye 唰唰唰ear ear 呼呼呼nose nose 闻闻闻mouth mouth 巴巴巴face face 拍拍拍2.i say you do.(老师说,学生快速做相应的动作,然后找一位学生出来做出动作。

初一上册英语教案

初一上册英语教案

初一上册英语教案(经典版)编制人:__________________审核人:__________________审批人:__________________编制单位:__________________编制时间:____年____月____日序言下载提示:该文档是本店铺精心编制而成的,希望大家下载后,能够帮助大家解决实际问题。

文档下载后可定制修改,请根据实际需要进行调整和使用,谢谢!并且,本店铺为大家提供各种类型的经典范文,如工作总结、工作计划、演讲致辞、规章制度、合同协议、条据文书、励志名言、好词好句、教学资料、其他范文等等,想了解不同范文格式和写法,敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays, such as work summaries, work plans, speeches, rules and regulations, contract agreements, policy documents, inspirational quotes, good words and sentences, teaching materials, other sample essays, and more. If you want to learn about different sample formats and writing methods, please stay tuned!初一上册英语教案初一上册英语教案【5篇】教案为教师提供了指导和支持,明确了教学的目标和方法。

初一英语的上册人教版教学设计五篇

初一英语的上册人教版教学设计五篇

初一英语的上册人教版教学设计五篇培养用英语获取信息,与人合作的能力。

激发他们学习英语的兴趣和热情,在接近生活常态的交际中乐于模仿,敢于开口,积极参与。

下面是小编整理的初一英语的上册人教版教学设计5篇,欢迎大家阅读分享借鉴,希望大家喜欢,也希望对大家有所帮助。

初一英语的上册人教版教学设计1Lesson 96 教案一、教学目标:掌握过去进行时态的用法二、教学过程:Step 1 Revision(学生活动)利用图片或照片复习过去进行时的用法。

(录像演示)通过情景复习过去进行时表达一个过去某个时间所发生的动作。

Step 2 Listening(声音课件展示)让学生边听边完成听力练习 Step 3 Read and say (学生活动)根据不同的职业特点,让学生选择最好的答案来回答警察的问话。

(录像演示)情景演示警察调查案件时询问每个人的情景,运用过去进行时来表达当时发生的动作。

观看后教师可让学生写对话并表演出来。

(学生活动)提供一个案情,让学生来表演过程。

Here is another situation for the students to practise. A very famous drawing was stolen in the art gallery last night. You are trying to find out who did that. You can ask the question “What were you doing at nine o’clock last night?” After everyo ne has answered the question, the class discuss together,“Who do you think stole the painting from the gallery? Why?”Step 4 Read and talk(展示)Read the table about what David was doing at different times yesterday, then ask and answer in pairs.(录像演示)情景演示询问过去某个时间点正在进行的动作,看后让学生进行模仿练习。

2024-2024年学年秋季学期人教版pep初中七年级英语上册教案全册

2024-2024年学年秋季学期人教版pep初中七年级英语上册教案全册

2024-2024年学年秋季学期人教版pep初中七年级英语上册教案全册一、教学目标1.让学生掌握基本的英语语音、词汇和语法知识。

2.培养学生的英语听说读写能力。

3.激发学生对英语学习的兴趣,提高学生的综合素质。

二、教学内容1.语音:字母、音标、语音规则2.词汇:基本词汇、常用短语3.语法:一般现在时、一般过去时、一般将来时4.课文:Unit1-Unit85.听力:与课文相关的听力材料6.口语:日常交流、情景对话7.阅读:课文阅读、课外阅读8.写作:句子、段落、小作文三、教学重点与难点1.教学重点:基本语音、词汇、语法知识的掌握听说读写能力的培养课文的熟练阅读和背诵2.教学难点:音标发音的准确性语法规则的灵活运用课外阅读的理解与分析四、教学进度安排1.第一周:Unit11.1Greetingsandintroductions 1.2Numbersandages1.3Colors2.第二周:Unit22.1Schoolsubjects2.2Classroomobjects2.3Dlyroutines3.第三周:Unit33.1Foodanddrink3.2Describingfood3.3Makingrequests4.第四周:Unit44.1Familymembers4.2Describingpeople4.3Talkingaboutfamily5.第五周:Unit55.1Time5.2Daysoftheweek5.3Activities6.第六周:Unit66.1Weather6.2Clothing6.3Describingtheweather7.第七周:Unit77.1Inthelibrary7.2Intheclassroom7.3Inthesupermarket8.第八周:Unit88.1Sports8.2Describingsports8.3Talkingaboutsports五、教学方法1.采用任务型教学法,让学生在实际语境中学习英语。

七上英语教案

七上英语教案

七上英语教案教案一:Unit 1: Introduction to English【教学目标】1. 通过比较中英文语言特点,了解英语的基本特点和使用范围;2. 通过学习不同国家的国旗和国家名称,了解不同国家的英文表达方式;3. 学会用英语自我介绍。

【教学重点】1. 英语的基本特点和使用范围;2. 不同国家的国旗和国家名称的英文表达;3. 用英语进行简单的自我介绍。

【教学难点】用英语进行自我介绍。

【教学准备】幻灯片、英语国旗图片、学生姓名卡片、学生个人简介表格等。

【教学过程】Step 1: Lead-in1. Show pictures of different national flags and ask students if they know which countries they represent.2. Teach the English names of these countries and encourage students to repeat after you.3. Ask students if they know any other countries and their English names. Write down the names on the board.Step 2: Introduction to English1. Show a picture of an English book and ask students if they know what language it is.2. Discuss with students the similarities and differences between Chinese and English.3. Write down the key characteristics of English on the board. Step 3: English Self-introduction1. Divide the students into pairs and distribute the student name cards and personal introduction sheets.2. Demonstrate how to introduce oneself in English.3. Have students practice introducing themselves to each other in English.4. Select several students to share their introductions with the whole class.【教学延伸】1. 让学生以小组形式互相交换姓名卡片,并用英语互相介绍。

七年级英语上册人教版全册教案

七年级英语上册人教版全册教案

七年级英语上册人教版全册教案第一章:引言1.1 教学背景1.1.1 分析学生情况:针对七年级学生,英语学习处于基础阶段,需要引导学生逐步适应英语学习。

1.1.2 教材内容:人教版七年级英语上册,以话题为主线,培养学生的基本语言能力。

1.1.3 教学目标:激发学生学习兴趣,建立良好的学习习惯,为后续学习打下基础。

第二章:知识点讲解2.1 语音知识2.1.1 发音规则:介绍长元音、短元音、辅音等发音规则。

2.1.2 语音练习:通过听力练习,让学生辨别单词的正确发音。

2.1.3 语音应用:引导学生运用语音知识正确拼读单词和句子。

2.2 词汇知识2.2.1 单词构成:分析单词的词根、前缀、后缀等构成部分。

2.2.2 词汇练习:通过词汇游戏、练习册等途径,巩固单词记忆。

2.2.3 词汇应用:让学生在实际语境中运用词汇,提高运用能力。

2.3 语法知识2.3.1 基本句型:介绍主谓宾、主谓表等基本句型。

2.3.2 语法规则:讲解时态、语态、比较级、最高级等语法规则。

2.3.3 语法练习:通过填空、改错等形式的练习,巩固语法知识。

第三章:教学内容3.1 课本内容3.1.1 每课主题:根据课本内容,提炼每课的主题。

3.1.2 对话分析:分析对话内容,讲解重点词汇和句型。

3.1.3 课文理解:引导学生理解课文,提高阅读能力。

3.2 拓展内容3.2.1 相关话题:针对课本内容,拓展相关话题。

3.2.2 听力练习:选择合适的听力材料,提高学生听力水平。

3.2.3 口语表达:组织口语交流活动,提高学生口语表达能力。

第四章:教学目标4.1 知识目标4.1.1 掌握基本的语音、词汇和语法知识。

4.1.2 能够听懂、说出一日常用语。

4.1.3 理解课本内容,具备一定的阅读和写作能力。

4.2 能力目标4.2.1 提高学生的听、说、读、写四项基本技能。

4.2.2 培养学生的语言运用能力和团队协作能力。

4.2.3 培养学生的跨文化交际意识。

人教版七年级上册英语全英教案

人教版七年级上册英语全英教案

人教版七年级上册英语全英教案教案是备课的展示与体现,至于采取何种形式还得根据七年级英语教师实际而定。

下面是小编为大家精心整理的人教版七年级上册英语的教案,仅供参考。

人教版七年级上册英语全英教案(一)Unit 3 This is my sister第一课时一、学习目标1、学会认知家庭成员,了解家庭关系。

2、学会介绍人,识别人。

3、通过认知家庭成员及关系学会使用指示代词复数these , those 的用法。

包括一般疑问句和否定句式。

4、能写一封书信。

5、能比较熟练的使用目标语言写一份介绍家庭成员或他人的短文。

二、学习内容三、朗读单词1. sister n. 姐;妹2. parent n. 父或母3. brother n. 兄;弟4. grandmother n. 祖母;外祖母5. grandfather n. 祖父;外祖父6. grandparent n. 祖父/ 母;外祖父/母7. these pron . & adj.这些8. those pron . & adj.那些9. she pron .她10. he’s =he is11. son n.儿子12. cousin n.堂(表)兄弟;堂(表)姐妹13. daughter n. 女儿14. uncle n.叔;伯;舅;姨父;姑夫15. aunt n. 姨母;姑母;伯母;婶母16. thank for为……而感谢17. here adv.在这里;向这里18. love v.爱;热爱19. much adv. 很;非常20. very much 很;非常21. soon adv.不久22. see you soon ,再见。

23. pen friend 笔友24. they pron. 他(她;它)们25. aren’t =are not四、任务示范Show the Ss some pictures , point at the pictures and tell them like this :This is my father / mother / brother / sister ……That’s my sister / grandmother / grandfather ……Then ask the Ss to bring their families’ pictures and introduce people in this way .五、布置作业1、请同学们反复朗读单词,并自查能记住多少单词。

2024人教版七年级上册英语教案

2024人教版七年级上册英语教案

2024人教版七年级上册英语教案1. Course InformationTextbook: 2024 People’s Education Press 7th Grade Book 1.Unit: Unit 1-Unit X adjust based on the textbook.Class Duration: 45 minutes.2. Learning Objectivesa. Language Objectives:Learn and use key vocabulary and sentence structures from the unit.Engage in basic daily conversations.b. Skill Objectives:Improve listening, speaking, reading, and writing skills.Understand and use key sentence patterns from the text.c. Emotional Objectives:Foster interest and confidence in learning English.Enhance teamwork and communication skills.3. Lesson ContentText: Dialogues, short texts, and stories from the unit.Vocabulary: New words and phrases from the unit.Grammar: Key grammar points from the unit.Functional Sentences: Core sentences and expressions from the unit.4. Teaching Stepsa. Introduction (5 minutes)Use images, videos, or questions to introduce the lesson theme.Engage students and outline the learning objectives.b. New Content (15 minutes)Vocabulary: Introduce and explain new words, focusing on pronunciation, spelling, and meaning.Grammar: Explain key grammar points with examples.Sentence Patterns: Demonstrate core sentence structures and practice.c. Text Learning (10 minutes)Read the text aloud and discuss its content.Engage in group discussions or role-plays to practice dialogues.d. Practice (10 minutes)Complete related exercises such as fill-in-the-blanks, matching, and multiple-choice questions.Use group activities or games to reinforce vocabulary and sentence structures.f. Summary and Homework (5 minutes)Review the lesson’s content and address any student questions.Assign homework, such as vocabulary practice, writing tasks, or reading assignments.5. Homework AssignmentsVocabulary Practice: Complete exercises from the textbook.Writing Task: Write a short paragraph using the new vocabulary and sentence structures.Listening Exercise: Listen to recordings and complete related comprehension questions.6. AssessmentOral Evaluation: Assess student participation and performance in class.Written Evaluation: Evaluate homework and exercise accuracy.7. ReflectionReflect on the effectiveness of the lesson based on student feedback and observation.Note areas for improvement for future lessons.。

七年级上册英语教案人教版5篇

七年级上册英语教案人教版5篇

七年级上册英语教案人教版5篇最新七年级上册英语教案人教版5篇教案是教师教学过程中必不可少的指导工具,能够提升教学质量和效果。

下面是小编为大家整理的七年级上册英语教案人教版,如果大家喜欢可以分享给身边的朋友。

七年级上册英语教案人教版篇1Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do I m a reporterWhat does he do. He s a student.What do you want to be I want to be an actor .What does she want to be She wants to be a police officernames of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. ( Brainstorming is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It s fun. It s a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as theycan. Then point to a scene, name the job, and ask students to repeat. Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point tothe sample answer.1 b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,Say, Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold upthe book and point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words inactivity 1a.As students work in pairs, move around the room monitoring theirwork. Oner language or pronunciation support as needed.2a This activity gives students practice in understanding thetarget language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing What jobs do they havePlay the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the three headings in the chart and read the headings to the class. Ask students, What does wants to be mean (It is not the Job the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they wantin the future. Point out the sample2c This activity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susan s brother. Anna s mother, and Tony s father.)Say, Now work with your partner. Ask and answer questions about thepictures. Ask, What does he or she do Then ask, What does he or she want to beSay a dialogue with a student. Point to Anna s mother and then to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble. Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles. Ask two students to read It to the class.Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.Say a dialogue with a student. Point to the word waiter in activity3a and then to the picture of the restaurant. Ask a student. Where does he work Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do and guide the student to answer, He s a waiter.As students work in pairs, move around the room monitoring their work. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor s office and the personis a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have Where does the person ivnrkPoint out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It s an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer Someone may answer, It s a dangerous job. Ask the class to repeat each correct answer.Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time. Students only listen.Say, Now I will play the tape again. This time write the name of a job under the words wants to be.2b This activity provides listening and writing practice with the target language,Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.Play the recording again. Students only listen.Then say, Now I will play the tape again. This time write the reason the person wants the job under the word WhyPlay the recording. Students write their answers.Check the answers.2C This activity provides open-ended oral practice using the target language.Say, What do you want to be What words describe each job Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each otherwhat they want to do and why. Encourage students to use dictionariesif necessary. Move from group to group offering assistance as needed. Ask individual students to tell the class about what they want tobe and why.3a This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students toask questions about anything they don t understand. For example, in the first ad, students may not know that working late means workingat night. To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it,saying blank for each blank line.Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetlanguage.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about Repeat each of the students sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job Do you want to meet new people We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner. Ask the pairs to correct each other s work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.七年级上册英语教案人教版篇2Unit 3 Language in use课型 Revision and application教材分析 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。

最新七年级上册英语教案3篇

最新七年级上册英语教案3篇

最新七年级上册英语教案3篇教师要在自己钻研教材的基础上,广泛地涉猎多种教学参考资料,向有经验的老师请教,而不要照搬照抄,要汲取精华,去其糟粕,对别人的经验要经过一番思考、消化、吸收,独立思考,然后结合个人的教学体会,巧妙构思,精心安排,从而写出自己的教案•下面是小编为大家收集了七年级上册英语教案,希望你们能喜欢,七年级上册英语教案一【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處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in:Knowledge is power.)学习任务一:熟悉掌握词汇name .clock1、认頁•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 ,1 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需的小对话.四、诊断评价(-)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 morning3.1 _______ 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 . _________ y our name ?B: My ______ is Jim . Nice to ______ you !A: ________________________________ .五、【课后反思】(教师寄语:Never do things by halves)任务熟练掌握基本掌握没掌握第2课时Unit 1 My name s Gina.(总第2课时)Section A (la 2c)【学习目标】:1、熟练掌握本课6个单词.2、学会询问他人姓拿及介绍他人姓爼.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需的句型.一、自主学习(教师寄in: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.4•听听力,完成2b・二、合作共建(教师寄语:Many hands make light work.)讨论下而两句话如何用英语表达.1 •他叫Bob.2•她叫Jenny.三.系统总结(教师寄语:No man can do two things at once.)根据提示,完成下列问答.What s _______ name? ________ is ....四.诊断评价1、写出下列短语.(1)我的时钟(2)你的问题⑶他的名字(4)她的回答2、很据句意及首字母补全单词.(1) _______ is your name ?(2)Nice to m ______ you.(3)His a ________ is good.(4)L ____ ! His clock is beautiful(漂亮的)・三、选择1・ ______ . What s his name? His name is John Green・A. HiB. OhC. SorryD. OK2.She is a girl(女孩).What s ______ name?A. herB. sheC. she sD.his五、【课后反思】(教师寄语:Never do things by halves) 第3课时Unit 1 My name s Gina (总第3课时) Section A 3a 4【学习目标】:K熟悉掌握本右课的六个词汇.2、正确辨别英文名字的姓和名,以及和中文名字的差异.3、学会询问他人需和姓的句型.【学习重点】:掌握询问他人名和姓的句型.【学习过程】:一、自主学习(教师寄IS:Knowledge is power.)学习任务一:熟悉掌握词汇.1、个人自读,记忆本课单词.2、小组相互检查单词读和写的情况.3、、据汉语写出单词,小组竞赛并展示.学习任务二:能运用句型:Whal s your first name ?My first name is•…What s your last name?My last name is…进行交际.l.试读下列姓名,尝试总结归纳.Gina MillerFirst name : ________ Last name: ________完成3a •(让对抗号在黑板上展示)2、理解下列对话,两人合作练习.A: Hello! What s your name?B: My name is Jack Smith.A: What s your first name ?B: My first name is....A: What s your last name?B: My last name is...3、小组合作,练习自己的对话.4、对抗小组开展竞赛,展示自己的对话.(完成3b)二、合作共建(教师寄语:Many hands make light work.)学会了询问他人的需和姓的句型后,能否用his/her做替换练习.三、系统总结(教师寄语:No man can do two things at once.)1、总结你所知道的需和姓.2、自己编写一个询问他人姓和名的小对话.四、诊断评价(一)用所给词的适当形式填空.1 ・ Nice to meet _____ (your).2. ____ (she) name is Helen Black・3.His family name _____ (be) Mr Green.4.____ (be) you Mr Green・5.HL I ____ (be) Lily.(-)据汉语完成句子1.Brown 是他的姓氏.Brown is _______________ name.2.她的名是什么?____________________ name?3.你好,我是杰克.Hi. ________ J ack.4.我的钢笔是黑色的. _____ pen is ______ .5.他的名字是吉姆. _______________ Jim.(三)根据上下文完成对话.A: Hello!B: ________ !A: I m Gina, _______________ ?B: My name is Linda Brown.A: Is Linda your last name?B: No.Linda is my ___________ ・ And Brown is _________ ・A: Nice to meet you.B: _____________________ ・七年级上册英语教案二UnitlMyname sGina.SectionA一、教师寄语:Athousand-lijoumeyisstartedbytakingthefirststep.千里之行,始于足下.二.学习目标:Knowledgeaims(知识目标)Keywords:mynamcniccmcctyouwhat shisherKeyphrases:mynanie,firstnameJastnanie,answerthequestion ・Kcysentences:What syourname?What shisname?What shername?及回答.Abilityaims(能力目标)1.掌握简单的问候语,并能自我介绍,初步培养用英语进行交际的能力.2.掌握听的技能,在听的过程中准确获取数字信息.Moralaims(情感目标)礼貌待人,培养良好的人际关系.三、教学重难点介绍自己,问候他人.四、学习过程1、预习导学及自测英汉互译1 .name ________ 2•好的,令人愉快的 ___________3.too _________ 4 •遇见___ 5.your _____________6.__________ his _____________ 7 •她的名字2、自主学习(D.onenum.l,—:Oneandtwomakesthree.—力口二等于三・adj.①一个:Ihaveonebook.我有一本书•②有一(天):OncdayhewilIunderstandyou.有一天他会理解你的.②mcet/mi: t/v•遇到,碰到【记忆法】-CC-双写,与meat为同音词.【考点1 tomeetsb.(orsth.)iS到某人/某事:Nicetomeetyou.初次见面时的客套话,不是初次见面时则用see.【引申】meet也可用作名词,译为:会,集会:sportsmeet运动会.③What syourname? MynameisGina.你叫什么名字?我叫吉娜.两人初次见面互相询问姓名时可用这个句型.如想反问时可说:Andyou?或者Andwhat syoumamc?如:A:Hello.What syourname?B:MynameisAnnRead.Andyou?/Andwhat syourname?A:I mHanMei.④Hello!你好!Hello 一般可作为熟人、朋友、青年人之间的招呼用语,语气较随便,译为您好此外打电话或遇熟人时也可用•译为喂•在表示问候或唤起注意时,有时可用Hi来代替Hello,显得更为随便.如:A:Hcllo/Hi,Janc!你好,简!B:Hello/Hi,Jim!你好,吉姆!3、合作探究①动词be的现在时态动词be就是我们所学过的am.is,arc的动词原形.如何使用这三种形式主要取决于主语.当主语是第一人称1(我)时,用am,缩写为Im注语是第二人称you(你)或复数时,用arc.缩写为you re, 主语是第三人称it/shc/hc(它/她/他)或统词及代词的单数时,用is,缩写为it s/she s/he s.如:Iam(I m)LiuYing.我是刘英.Youare(You re)LinTa o.你是林涛.Itis(It s)3344278下面介绍一则口诀,帮你熟记动词be的构成:我⑴用am,你(you)用are,is连着他(he),她(she),它(it).单数爼词用is,复数名词全用are.变否定,更容易,be后not加上去.变疑问,往前提,句末问号莫丢弃.②hello 与hi(1)hello与hi可以互换,都表示喂,你好.但hi比hello用得更多,显得更随和亲近,它尤被美国年轻人所使用•但打电话时常用hello而少用hi.熟人、朋友见而时,彼此问候仅仅说声Hi! 就可以了.用hello时,不能Hello.helloJiello这样反复使用.(2)要注意hcllo/hi —般不用于与师长、上级、年长者以及有体而的人打招呼,以免显得对长辈不够尊重.③Do 1 CPracticetheconversation.4、拓展创新Stepl在英语中如何拼写中国人的姓名,联合国教科文组织已做规定一律按汉语拼音的写法.姓和名分开,姓在前,名在后.现举例说明:⑴如果是单姓,名又是单字,则姓与名的第一个字母要大写,苴余字母用小写.如:LiLei李雷.(2)如果是单姓,名是双字,则姓的第一个字母大写,名的第一个字母大写,名的双字合在一起算一个词,不得分开.如:HanMeimei韩梅梅.(3)如果是复姓.则把复姓字母连在一起,只是第一个字母大写,需字的拼写方法同上.如:SimaZhao 司马Bg,OuyangYunsong 欧阳云松.中英姓名比较一中文姓名是姓在前,需在后;英文姓名是姓在后,名在前・Mr用于姓前,如MrGreen 不能说成MrJim.(4)如果名字里有可能造成音的混淆的拼写时,要用连字号-或隔音号隔开.如:YangXi-an(Xi an)杨西安,如写成YangXian就成了杨仙.Step23a> 3b、45、梳理归纳一、Greetings(打招呼)1.常见的表达方式(1)Goodmoming“Goodafternoon“Goodevening!分别用于上午、下午、晚上见面问好•(2)HelIo!/Hi!用于朋友或熟悉的人之间相互打招呼.(3)Nicetomcet/seeyou•该句答语常用Nicetomeet/seeyou,too.2.文化背景及注意事项(1)英语口语中多用省略句,如Goodmorning!也可以直接说Morning!(2)相互熟悉的人见而打招呼用Howarcyou?,初次见而一般用Howdoyoudo?⑶和外国人打招呼时,不要用中国式的问候语,如:你吃饭了吗?你上哪儿去?(4)Howareyou?原用于询问对方身体状况,现在逐渐失去原来的涵义,成为日常生活中的寒暄用语.二、Self-introduction(自我介绍)1.常见表达方式(1)Iam我是⑵Mynameis我的名字是(3)如果询问对方名字,可以问:What syoumame?/MayIhaveyoumame?2.文化背景及注意事项⑴如果见了长辈或年龄比自己大的人,用Mr.Niss.Mrs•等称谓词+familynamc(姓氏).(2)相互熟悉的同龄人之间可以直呼其剑.6、达标测试I .用所给词的适当形式补充完整Bobby是个粗心的孩子,他写完作业不小心将墨水瓶打翻了.有的地方被墨水弄脏了,看不淸T.1 .What s ___________ name?(you)2.His ___________ Boris.(name)3.Niceto ___________ ou.(mcet)4. __________ nameisGina.(I)5. __________ this?It sabook.(what)II .单项选择1.What syoumamc? ___________ nameisJenny.A.IB.I mC.My2.1 mHardy. ____________ t omeetyou.A. LikeB. HappyC. N ice3.Isthisyourbrothcr?What s _____________ n ame?A.herB.hisC.your4.MaryKingis __________ newteache 匚A.IB.sheC.hcr5.Hi!Thisis ___________ n cwteacher; _____________ n ameisYangyan.A.your:myB.his;yourC.your;her五、典型例题解析【例 1 】yourname,please? Mynameis.A.What sJimGreenB.Who sJimGrecnC.What s.GreenJimD.Who s,GrccnJim稱析What syourname.please?询问对方的姓名,回答时用Mynameis英语国家人的姓需结构顺序为:名+姓,故选A.答案A【例2】Hello! !A.YesB.HclloC.GoodD.Goodmorning精析Hello!与Goodmoming!都是问候语,它们的答语就是其本身,故选B.如:GoodinorningJoan.UA 早上好!Goodmorning.WenBo.闻博,早上好!答案B【例3】Youateacher.Iastudent.Mysisterastudcnt,too.A.am;is;areB.is;are;amC.are;am;isD.are;is;is精析动词be在一般现在时中根据不同的人称有不同的形式,在本题中.You与are连用,1与am连用.Mysister为第三人称单数,应与is连用•答案C【例4】情景交际(根据情景,用所给的选项填空・)(1)Mike:Hi.LiLci:I mLiLei.Mike:Nicetomeetyou.LiLci:Nicetomcetyou,too.A:What syourname?B:I mMike.(2)MissKing:That saniccdress.Ann:.A:ThankyouB.Nojtisn t精析(1)某种情况把迈克和李磊聚到一起,他们意识到双方必须相互了解,相互做自我介绍•因此气氛比较随便,自报姓名往往是为了打听对方姓划的一种策略.对别人自报姓需所做出的回答一般是自报自己的姓名.(2)在四方国家,当有人赞美你时,要说谢谢,而不像中国人习惯在别人赞美你时要表示谦虚. 答案(1)B(2)A【例5】用动词be的适当形式填空.(1)IinRow6.(2)Whatyourname?(3)youten?精析本题考查的是系动词be的用法.系动词be(是),随着主语的人称和数的不同,又分为am.is.are三种不同的形式.Am用于第一人称单数;is用于第三人称单数;arc用于第二人称单、复数和第一、三人称复数形式•如:1am :Itis ;Youare .下而这则口诀可帮助记忆:我⑴用am•你(You)用arcjs跟着他、她、它,一切复数都用are.答案⑴am(2)is(3)Arc六、中考链接1 .SheisastudentandnameisKate ・A.shcB.herC.hersD.his2.ThisisMissGao.Sheyournewteacher.A.beB.amC.isD.are七、课后反思:我的收获: _____________________________________________我的不足: _________________________________________________我努力的方向是____________________________________________七年级上册英语教案三第1课时Unit 1 My name s Gina (总第1课时)Section A la 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拯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in:Knowledge is power.)学习任务一:熟悉掌握词汇name .clock1、认頁•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划字?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需的小对话.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 morning3.1 ______ Sally, What _______ y our 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(-)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.见到你很髙兴. __________________________________.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 ______ L ucy ・ ________ your name ?B: My ______ i s Jim ・ Nice to _____ you !A: ________________________________ .五、【课后反思】(教师寄语:Never do things by halves)任务熟练掌握基本掌握没掌握第2课时Unit 1 My name s Gina.(总第2课时)Section A (la 2c)【学习目标】:K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】:询问他人姓餌及介绍他人姓需的句型.一、自主学习(教师寄IS: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.根据汉语写岀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,并写岀汉语意思.my nane () your name ()his name () her name ()2 •个人理解下列对话,并且两人合作练Al.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.4.听听力,完成2b.二、合作共建(教师寄语:Many hands make light work.)讨论下而两句话如何用英语表达.1 •他叫Bob.2•她叫Jenny.三、系统总结(教师寄语:No man can do two things at once.)根据提示,完成下列问答.What s _______ name? ________ is ....四、诊断评价1、写岀下列短语.⑴我的时钟(2)你的问题⑶他的名字(4)她的回答2、根据句意及首字母补全单词.(1) _______ is your name ?(2)Nice to m ______ you.(3)His a ________ is good.(4)L __ ! His clock is beautiful(漂亮的).三、选择1・ ______ 、What s his name? His name is John Green.A. HiB. OhC. SorryD. OK2.She is a girl(女孩).What s ___ name?A. herB. sheC. she sD.his五、【课后反思】(教师寄in:Never do things by halves)第3课时Unit 1 My name s Gina (总第3课时)Section A 3a 4【学习目标】:1、熟悉掌握本节课的六个词汇.2、正确辨別英文名字的姓和名,以及和中文爼字的差异.3、学会询问他人名和姓的句型.【学习重点】:掌握询问他人名和姓的句型.【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.1、个人自读,记忆本课单词.2、小组相互检査单词读和写的情况.3、、据汉语写出单词,小组竞赛并展示.学习任务二:能运用句型:What s your first name ?My first name is•…What s your last name?My last name is…进行交际.1、试读下列姓划,尝试总结归纳.Gina MillerFirst name : ________ Last name: ________完成3a.(让对抗号在黑板上展示)2、理解下列对话,两人合作练习.A: Hello! What s your name?B: My name is Jack Smith.A: What s your first name ?B: My first name is....A: What s your last name?B: My last name is...3、小组合作,练习自己的对话.4、对抗小组开展竞赛,展示自己的对话.(完成3b)二、合作共建(教师寄语:Many hands make light work.)学会了询问他人的轻和姓的句型后,能否用his/her做替换练习.三、系统总结(教师寄语:No man can do two things at once.)1、总结你所知道的冬和姓.2、自己编写一个询问他人姓和名的小对话.四、诊断评价(一)用所给词的适当形式填空.1.Nice to meet ______ (your).2. ____ (she) name is Helen Black・3.His family name ____ (be) Mr Green.4._____(be) you Mr Green・5.Hi. I ____ (be) Lily.(二)据汉语完成句子1 ・ Brown 是他的姓氏.Brown is ______________ name.2.她的名是什么?____________________ n ame?3.你好,我是杰克.Hi. _______ Jack.4.我的钢笔是黑色的. _____ pen is ______ .5.他的名字是吉姆. _______________ Jim.(三)根拯上下文完成对话.A: Hello!B:_________ !A: I m Gina. ________________ ?B: My name is Linda Brown.A: Is Linda your last name?B: No.Linda is my ___________ ・ And Brown is A: Nice to meet you.B:。

人教版7上英语教案5篇

人教版7上英语教案5篇

人教版7上英语教案5篇(实用版)编制人:__审核人:__审批人:__编制单位:__编制时间:__年__月__日序言下载提示:该文档是本店铺精心编制而成的,希望大家下载后,能够帮助大家解决实际问题。

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七年级英语教学设计详细教案(精选7篇)

七年级英语教学设计详细教案(精选7篇)

七年级英语教学设计详细教案(精选7篇)初一英语教案篇一【课题】Unit1 My name’s Gina.【学习目标】知识与能力:1、掌握并规范字母Ii-Rr.2、识记本单元词汇:what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc.过程与方法:学会从对话中获取对方的相关信息。

情感态度与价值观:使学生学会如何礼貌的与他人交往。

【学习重难点】:熟练掌握本单元词汇及语言结构。

一、自主预习【预习任务】:任务一:写出下列汉语的英语形式。

名字xx遇见xx问题,难题xx 回答,答案xx第一的x 最后的xx任务二:写出下列单词的汉语意思。

1、my2、clock3、nice4、what5、your6、hello7、I8、you9、his10、her11、name12、are一三、is【预习诊断】:1、选择题:(1)Kate has lost(丢失) _________key、_________asked _________for help、A、her ,he, IB、his, he ,meC、his, she, ID、her, she, me(2)_________plus(加) seven is thirteen?A、FiveB、SixC、EightD、Nine(3)_________is her name?A、whoB、what C where D、How2、写出下列英语形式。

(1):电话号码?_________(2):早晨好_________(3):下午好_________3、写出下列词的英语意思:1)、早晨_________2)、下午_________3)、晚上_________4)、谢谢_________5)、名字_________6)、好的_________or_________【预习反思】:你还有什么问题吗?(Do you have any problems?)二、课中实施Step1 交流展示Step2 精讲点拨:What’s your name?你叫什么名字?句中的your可根据问对象换成his、her等物主代词。

最新人教版七年级英语上册全英文教案(全册)

最新人教版七年级英语上册全英文教案(全册)

七年级英语上册全英文教案(全册)Unit 1 My name's Gina.一、单元教材分析本单元围绕“结交新朋友”使学生学会打招呼和介绍自己、询问他人姓名的基本句型:“What’s your/his/her name?My/His/Her name is …”; 通过学习区分"First/last name”,了解有关姓名的文化知识;通过查询电话号码“What’s your/her/his phone number?”,学习数字1~9,同时也进一步促进学生之间的相互了解;通过以上几个方面的学习,使学生在轻松、愉快的学习氛围中熟识新伙伴。

本单元与第二单元衔接紧密:由课堂内的打招呼、自我介绍到课外、校外相互了解。

由特殊疑问句的学习到一般疑问句的学习,使学生将书本知识运用到实际生活中。

二、单元学情分析本单元的主题是熟识新伙伴,同时引导学生采用Practicing, Listening for specific information和Role playing的学习策略,学习一些新词汇,掌握一些重点句型,在小组合作学习的过程中,进一步促进学生之间的相互了解。

三、单元教学建议本单元可综合运用讲授式、启发式、自主学习、合作学习等各种策略,提供大量的学习资源,通过老师向学生进行的自我介绍,同学自我介绍传句子比赛,自我查资料表演,自制明信片等的活动,使学生能够学到知识,又增加了他们的学习的乐趣。

来培养学生的自主学习的能力及表达能力和逻辑思维能力。

采用Practicing, Listening for specific information和Role playing的学习策略,利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动,询问他人姓名、查询电话号码,了解有关姓名的文化知识。

四、单元课时分配本单元可用4课时完成教学任务:Section A (1a-2d) 用1课时Section A (Grammar Focus-3c) 用1课时Section B (1a-2c) 用1课时Section B (3a-Self Check) 用1课时Section A (1a-2d)一、教学目标:1. 语言知识目标:1) 能掌握以下单词:name nice meet his and her your能掌握以下句型:① —Hi. My name’s Gina. —I’m Jenny. Nice to meet you!① —What’s your/his/her name? —My/his her name is…① —Are you…? —Yes, I am. / No, I'm not.① —Is he/she…? —Yes, she/he is. / No, she/he isn’t.2) 能了解以下语法:your, his, her等形容词性物主代词的简单用法;What’s=what is I’m=I am name’s=name is等缩写形式。

人教版七年级上册英语教案16篇

人教版七年级上册英语教案16篇

人教版七年级上册英语教案16篇人教版七年级上册英语教案(精选篇1)一、复习指导思想新授课结束后,期末考试前,指导学生进行期末复习,主要复习基础知识,提高做题能力,训练阅读、听力与写作,使学生能够举一反三,熟练掌握知识点与考点.二、学生学习水平现状分析学生的主要问题是基础薄弱,做题能力参差不齐,优秀的学生不多,成绩有待于提高的学生比较多,一部分同学学习惰性强。

三、复习时间:十七周至十八周(共10课时)四、复习重点1、基础知识:unit1—unit8:重点词汇、短语、句型2、语法:(1)动词不定式(2)动名词(3)被动语态(4)形容词相关句型的运用(5)副词的运用(6)原因状语从句(7)过去进行时3、阅读训练(报纸阅读材料)4、听力(报纸、导学案套题听力训练)5、话题写作:肢体语言,义务工作,传统技艺,卡通漫画、动物保护、动物描写、未来生活畅想6、复习中注重讲练结合,及时反馈,及时检测五、课时安排时间为两周,具体计划如下:十七周(周一)unit1、2重点词组句型小结;语法训练(报纸2、3版)十七周(周二)unit1、2知识点练习,话题写作训练(报纸4版)十七周(周三)unit3、4重点词组句型小结;语法训练(报纸5、6版)十七周(周四)unit3、4知识点练习,话题写作训练(报纸7版)十七周(周五)unit5、6重点词组句型小结;语法训练(报纸8、9版)十八周(周一)unit5、6知识点练习,话题写作训练(报纸10版)十八周(周二)unit7、8重点词组句型小结;语法训练(报纸11、12版)十八周(周三) unit7、8知识点练习,话题写作训练(报纸13版)十八周(周四)模拟套题(报纸31版)(综合测试一)十八周(周五)模拟套题(报纸32版)(综合测试二)六、复习措施1、单词过关。

每天重点句子听写2、语法复习注重讲练结合,引导学生说出重点与易错点3、加强整理英语学习档案4、对于阅读训练有指导,有检测。

2024版七年级上册英语教案

2024版七年级上册英语教案

2024版七年级上册英语教案一、教学目标。

1. 语言知识目标。

- 学生能够掌握课本中的重点单词、短语和句型。

- 理解并能正确运用一般现在时、名词的单复数等语法知识。

2. 语言技能目标。

- 听:能听懂关于日常话题(如问候、介绍、学校生活等)的简单对话。

- 说:能够用英语进行简单的日常交流,如介绍自己、他人,描述事物等。

- 读:能读懂简单的英语短文,理解文章大意。

- 写:能够写出简单的句子,如介绍自己的基本信息、描述日常活动等。

3. 情感态度目标。

- 培养学生学习英语的兴趣,增强自信心。

- 引导学生了解不同文化背景下的英语使用习惯,培养跨文化交际意识。

二、教学重难点。

1. 教学重点。

- 重点单词和短语的记忆与运用,如“name, nice, to meet you, this, that”等。

- 一般现在时的用法,包括be动词(am/is/are)的正确使用。

- 简单的英语交际句型,如“ - What's your name? - My name is...”。

2. 教学难点。

- 一般现在时中第三人称单数动词的变化规则。

- 英语中名词单复数的特殊情况。

- 如何引导学生克服害羞心理,积极参与英语口语交流。

三、教学方法。

1. 情景教学法。

- 通过创设各种生活情景,如学校、家庭等,让学生在真实的语境中学习英语单词、短语和句型。

例如,在学习“classroom”这个单词时,可以展示教室的图片或者直接带学生到教室中,指着各种物品说英语单词。

2. 任务驱动法。

- 布置各种任务,如小组对话、角色扮演等,让学生在完成任务的过程中提高语言运用能力。

例如,给学生布置任务,让他们分组进行自我介绍的对话练习,然后在全班展示。

3. 游戏教学法。

- 利用游戏来激发学生的学习兴趣,如单词接龙、猜单词等游戏。

在游戏中,学生可以更加轻松愉快地学习和巩固知识。

四、教学过程。

(一)导入(5分钟)1. 播放一段简单的英语歌曲,如“Hello”,然后与学生互动。

人教版初一英语上册教案15篇

人教版初一英语上册教案15篇

人教版初一英语上册教案精选15篇教案可以帮助教师明确教学的目标和要求,指导教师在课堂上进行教学活动。

下面是小编为大家整理的人教版初一英语上册教案,如果大家喜欢可以分享给身边的朋友。

人教版初一英语上册教案【篇1】一、指导思想虽然大部分学生在小学已接触过英语,但学生以前不大重视英语,造成英语两极分化严重,且学习积极性低。

所以,现阶段最重要的是激发学生学习英语的兴趣和积极性,帮助他们增强信心,克服困难。

除了从思想上给予引导之外,在教学上,有针对性、目的性、有系统、有计划地上好课。

二、班级基本情况:本学期我担任七年级的英语课。

绝大多数学生虽然小学阶段都学过英语,但大部分学生的英语基础都比较差。

缺少学习的主动性和热情,自觉性也较差,相应的学习习惯也较差,对学习英语有为难情绪。

针对这些情况,在本学期的英语教学中,本人将致力于:一方面,应加强英语基础知识的讲解和基本技能的训练,让学生掌握词汇、语法、句型的基础知识和听、说、读、写等基本技能,为进一步学习英语打下坚实的基础;另一方面,又要采取多种措施,注意培养学生对英语学习的兴趣;让学生掌握记忆语音、单词、阅读和写作等英语学习技巧,培养良好的学习习惯和自主探索、合作探究能力,充分调动学生的学习积极性和主动性。

教学上采取任务型教学方式,运用灵活多变的方法,实现学生语言运用能力的迁移和拓展。

尊重并理解学生,与学生一起分享学习中的苦与乐,使每一位学生的英语成绩有所提高,有所进步。

三、七年级上册英语教学重、难点:(一)、语法知识点.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;(二)、交际用语。

四、七年级上册英语教学措施初一年级是英语学习的基础阶段,也是养成好习惯的关键时期。

基础打不好、习惯不良,直接影响学生整个初中阶段,乃至高中、大学的英语学习。

七年级上册英语教案(通用5篇)

七年级上册英语教案(通用5篇)

七年级上册英语教案(通用5篇)七年级上册英语教案(通用5篇)作为一名教师,常常需要准备教案,教案有利于教学水平的提高,有助于教研活动的开展。

怎样写教案才更能起到其作用呢?下面是小编帮大家整理的七年级上册英语教案(通用5篇),希望能够帮助到大家。

七年级上册英语教案1教材分析教材内容:新目标初中英语七上Unit1My name is Gina page 1-2教材处理:本单元的重点在于如何在一个新的场合下介绍自己和认识他人。

让刚入学不久的初中新生用英语搭建起他们友谊的桥梁。

学会用“What’s your name? / What’s her name? / What’s his name?”以及复习Starter U1-3 所学过的一些common English Greetings 来结识朋友。

本课生词量不大,重点在于对学生的口语操练以及常用人名的熟悉。

学情分析本单元的主题是熟识新伙伴,同时引导学生采用Practicing, Listening for specific information和Role playing的学习策略,学习一些新词汇,掌握一些重点句型,在小组合作学习的过程中,进一步促进学生之间的相互了解。

教学目标知识与能力采用Practicing, Listening for specific information和Role playing的学习策略,使学生学会打招呼和介绍自己、询问他人姓名的基本句型What’s your/his/her name?My/His/Her name is…。

”培养学生结交新朋友的能力。

过程与方法采用Practicing, Listening for specific information和Roleplaying的学习策略,利用教学图片或制作多媒体课件展开课堂Pair work; Group work的口语交际活动,询问他人姓名、查询电话号码,了解有关姓名的文化知识并制作个性名片。

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。

最新七年级上册英语教案人教版免费(8篇)

最新七年级上册英语教案人教版免费(8篇)

最新七年级上册英语教案人教版免费(8篇)七年级上册英语教案人教版免费【篇1】Unit 1 Topic 3 How old are you ?Section D学习目标1.学习以短文形式谈论姓名、年龄、学校、班级和电话号码等个人信息2.能读懂短文并能从简单的名片中获得信息3.能向大家做自我介绍学习重点以短文形式谈论姓名、年龄、学校、班级和电话号码学习难点第一人称和第三人称的转变学习过程(一)导入(二)自学指导1、预习课本P23 Part 1 ,复习书上的六个音标2、预习课本P23 Part 2 ,分别找出Jane 和 Huang Hua 的个人信息3、预习P23 Part 3 ,根据所给信息把空补充完整4、背诵课本P24 Part 4a 4b(三)问题导学再看课本P22 Part 2 ,回答问题。

Where is Jane from ?__________________________How old is she ?___________________________What class is she in ? _____________________Where is Huang Hua from ? _______________What’s his English name ? _____________________Are they in the same class ? ______________(四)典题训练(五)精讲点拨1、They are not in the same class ,but they good friends.他们不在同一个班,但是他们是好朋友。

解析:same 意思是“相同的”,前面一定要用定冠词“the”,后面接单数名词。

but 意为“但是,可是”,起转折作用。

eg : We are in the same school ,but in different classes . 我们在同一个学校,但是在不同的班级。

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(此文档为word格式,下载后您可任意编辑修改!)Unit one My name is Gina.教材分析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, , 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, vocabulary: name is, meet, 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 things do you know?Step 4: 1b Listen and number the conversations . three times. Step 5: 2a Listen to the four conversations and number theconversations (1--4)Step 6: 2b Listen and circle the names you vocabulary: nine, number, phone, card, family name, first name. II.语言结构: present tense to be, what questions, Possessive adj. my, your, 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 ID card for yourselfStep 6: Let’s sum what we . T F(2) His last name is Clinton. T F(3) His telephone number is. T F(4) Her e-mail is T F(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。

Example: She is a girl.(1) _____ first name is Rita.(2) Her _____ name is Hall.(3) Her fax number is _____.(4) Her _____ number is.(5) Her e-mail is(3) Answer the following questions in complete sentences. 用完整的句子回答下面的问题。

(1)What’s welcome our come come in oh日常交际用语Is this yourmy’t.Here you are.Where’s my…?What are thesethose? They’re …,etc.It’s very good.Are thesethosethey 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 , please.语法:运用my, your,1.ReviseIs everyone Unit 5. (girl, boy, man, woman,sister,father,mother,Mr,Mrs,etc.)3.CheckPick up a girl’s pen and ask Excuse me.Is this yo ur pen?Help .Give the pen to .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 .Then point to a girl’s pen and say . Repeat this sever al 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 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 that it is polite to say Excuse me!to get someone’s attention. 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 ’t. I think it’s that belongs to a boy,point to a girl, and ask Is this ?(No,it isn’t.I think it’s ).Put special emphasis on 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. SayListen 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 names.Step 7 ActingCall out four students, each with four different objects. Collect the objects from them, and 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 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 withbooks. If desired, ask another group to act without books. 2.Check 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 boxboxes,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. Addzfor banana, bag and pen,sfor book and izfor box and bus. Also they should pronounce the ds in birds as one sounddz 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? (TheyT hey’re bananas.)Notice 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 car, 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 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 .Ask the students to work in pairs to ask and answer similar 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 written1 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 questionsand give answers. Check for the use of plural forms.3.Revise What’s that?What are those?in a similar way.Thistime use pictures from 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 trees. 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 These words 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.Others may say No,they’renot.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 pictur e with two cars in the corner of the room,and ask Are those ChineseJapanese 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 areare 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 p icture 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 atschool today,etc.2.Revise the nubmers 1-28 and teach 29 and 30.ing flashcards, revise the plural words taught in this unit:the Wb Lesson 23.e the same cards to practise What are these? Are these…?And further away,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 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 letterO on the Bb, and next to it write no, turn as you point to it. Explain that in Chinese these words all 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 girland 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 ’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 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 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 . (Ann turns to S4.) . 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 toPage 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 . What number is Jim’s bus? Play the cassette twice, if necessary. The text of the tape is printed below. If youdo not ’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 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. Say These 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 their books. When they to boxes and buses, where an “es”must be added in t he 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 ’t. Vocabularymother,father,sister,brother,grandmother,grandfather,friend, grandparents,uncle,aunt,cousin,parentsRecyclingHello.Hi.Ni ce 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 membersthisthat thesethose isare语言结构(Structures):This That is…Is thisthat…?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)。

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