英语人教版七年级上册Step 1 Warming up
人教版初中英语七年级上全册教案
人教版(新目标)初中英语七年级上全册教案(共117页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--人教版（新目标）初中七上Starter Unit 1 Good morning!教案Period One教学目标：1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening!2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen教学重点、难点：1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen2.句型：Hello! Good morning!教学过程：Step 1. Warming-up1. 课前—上课铃响教师就播放Good morning歌曲。
2. 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。
教师自我介绍并用Hello! / Good morning! 问候学生。
帮助学生用Hello! / Good morning! 作回应。
Step 2. Play a game.绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。
通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。
Play the game like this: Teacher says a letter, for example C, then let the Students tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first.Step 3. Presentation1.用预先制作的图片或挂图介绍八个人物和姓名。
人教版新目标 七年级英语初一上册Unit4单元教案设计含教学反思
人教版新目标七年级英语初一上册Unit4单元教案设计含教学反思Unit 4 Where's My Schoolbag?n:XXX the n of objects and training students' four basic language skills: listening。
speaking。
reading。
and writing。
By asking about the n of objects。
students will learn some new words related to household items and school suppliesXXX。
they will learn the usage of singular and plural nouns and the pronoun "they." The unit aims to XXX cleanliness。
tidiness。
and reasonable placement of items.Unit Objectives:1.Knowledge and Skills:Master new vocabulary related to objects。
such as table。
bed。
dresser。
bookcase。
sofa。
chair。
drawer。
plant。
bag。
alarm clock。
CD。
video。
video cassette。
hat。
etc.Proficiently use XXX such as in。
on。
under。
behind。
in front of。
near。
etc.Master the usage of Where XXX.Understand the XXX "they."Learn how to accurately describe the n of objects in English.Learn how to ask about the specific n of one's or others' objects.XXX describe and design a room in English.2.Process and Methods:Use task-based language XXX。
人教英语选修7Unit1Warming up(共21张PPT)
full a life as you do.
Surf the Internet to find more information about the life with disabilities and you are expected to present it to your classmates in the next class.
b. How his life has become easier.
c. Marty met a lot of difficulties at school. d. The advantages of his disease& the advice on how to get along with the disabled.
C. The doctors know Marty’s disease well but they hide the truth.
D. Marty looks quite different from others because of his disease.
3. Which of the following is false? A. Although there are a few students who
motto To live one day _a_t_a__t_im__e
Para 2-3:
Why did the doctors cut out a piece of
muscle from Marty’s leg? A. Because they could cure the disease by
00-01学年英语人教选修7：Unit 1 Warming UpPre-
out of breath after running a short way.Every time he returned after an
doesn’t get 8. annoyed (annoy).He just ignores them.He has
a busy life with no time to sit 9. around feeling sorry for
himself.From him,we can learn more:Just accept the disabled for who
stronger
答案B
4.Which of the following is TRUE? A.The doctor could give Marty’s disease a name.
B.The doctor knew how to make Marty well.
C.Someone in the world could cure the disease.
means
.
A.he is unique
B.he has a rare disease
C.he has a muscle disease
D.he lives a hard but happy life
答案B
一二三四
2.What was Marty’s dream? A.Being a famous football player. B.Being a very great doctor. C.Being a college student. D.Being a basketball player. 答案A
人教版必修7 unit1 P1 Warming up
Objective Think about the different kinds of disability people might have, to realize that you cannot always tell a person who has a disability just by looking at them and to understand that people with a disability can lead fulfilling lives. Look at the four people in the pictures on page 1 to find out what their disabilities are.
n. 雄心；野心 adj. 有雄心的；有野心的 n. 口授；听写（的文字） n. 吵闹的；嘈杂的 adj. 适合的；适宜的 n. 项目；进入；入口 adj. 有益的；受益的
Life Without Limbs
尼克•武伊契奇 (Nick Vujicic)，塞尔维亚 裔澳大利亚籍人，是“无四肢生命” (Life Without Limbs) 组织的创办人。他 天生没有四肢，却勇于面对身体残障，创 造了生命的奇迹。尼克的“足迹”已经遍 布全世界，与数十亿人分享了他的经历。
Байду номын сангаас
Do you know anyone with a mental or physical disability? Does their disability make it difficult for them to do some things? What have they tried to do to overcome these difficulties?
七年级英语上册Unit 5教案人教新目标版
精品基础教育教学资料，请参考使用，祝你取得好成绩！Unit 5 Do you have a soccer ball?一、单元教学内容分析本单元的核心语言项目是ask and answer questions about ownership, 以及make suggestions。
主要话题是spending time with friends，学习邀请朋友运动以及谈论自己对某项运动的感觉等。
从Section A的sports things, 从have 的句型运用到语篇中的综合运用，循序渐进，逐步扩展。
二、教学目标1、能力目标（1）对所属关系进行问答，如：Do you have a soccer ball?（2）提出建议，发出邀请。
如：Let's play soccer.（3）谈论自己的感受。
如：That sounds good.2、知识目标（1）have 的一般现在时用法（2）一些球类用品名称（3）表达感受的几个形容词（4）提出建议的句型：Let's… .3、情感态度目标（1）由于该单元话题贴近学生生活，符合他们热爱运动的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。
（2）谈论与朋友共度时光，培养同学间团结，友爱的精神。
（3）谈论自己的感受，同时使学生在英语交流中注意并理解他们的情感。
三、教学重点难点1、教学重点Drill: Do you/they have…？Does he/she have…？I don't have…？He/She doesn't have… .Let's… .That sounds… .2、教学难点have 在一般现在时中的肯定，否定，一般疑问等形式。
尤其当主语为第三人称单数时。
四、课时安排1、Section A 1a. 1b. 1c. 2a. 2b2、Section A 2c. 3a. 3b. 43、Section B 1a. 1b. 2a. 2b. 2c4、Section B 3a. 3b. 3c. 4Period One Section A 1a-2b一、教学目标1、单词：soccer ball ,tennis racket ,ping-pong ball ,volleyball ,TV2、句型：Do you have a… ?Yes, I do./No, I don't.二、教学重点：掌握关于运动物品的名词三、教学难点：学会使用句型Do you have a… ? Yes, I do./No, I don't.四、教学设计Step1 Warming up:使用所学句型进行快速问答，激发学生快速反应和应变能力。
七年级英语预备单元教案
﹡.﹡.﹡,studentschantalongwiththetune.?StepⅣGamesGame1-巧排方阵?Answers:Game2招兵买马T:，studentswhogetA，E，I，O，五个元音字母AEIOU是司令，其它字母是小兵（按字母发音归类）Aa司令的小兵是Hh，Jj，Kk.Ee司令的小兵是Bb，Cc，Dd，Gg，Pp，Tt，Vv.Ii司令的小兵是Yy.Oo是一个光棍司令.Uu司令的小兵是Qq，Ww.〔e〕是一个假司令，它的小兵是Ff，Ll，Mm，Nn，Ss，Xx，ZzRr是一个流浪兵。
StepⅤListenandrepeat.SectionB2:﹡，readandreciteit.(3)Copythelettersin2andrememberthem.同颜色标出以引出下一部分的内容。
作为拓展也可让学生运用已学的词汇，自编chant。
具体操作：在图中填入字母，使每一横行、竖行和对角线中的五个方格内都含有A，E，I，O，U5个英语元音字母该游戏的目的是练习字母根据发音的归类。
如果该班人数较多，为了达到人人参与的目的，可以分发大小写字母，且要求大、小写字母结对去找司令。
Period5 (SelfCheck1,Justforfun)Teachingaims （教学目标）复习巩固26个大小写字母，培养观察、反应能力。
会唱英语字母歌。
熟练掌握英语字母表。
理解字母表在查字典中的作用，学会如何查字典，激励学生探索。
继续巩固颜色的相关单词Languagepoints（语言点）要求认识alphabet(字母表)Difficulties （难点）：英语字母在字母表中的顺序。
查字典的步骤。
Teachingsteps(教学步骤)教学设计说明TellmeandIforget,teachmeandIremember,involvemeandIlearn.（本杰明·弗兰克林）第三单元微型试卷听力部分I听录音，写出紧跟你所听字母后面字母的大小写。
新人教版新目标七年级英语上册全册教案设计
新人教版新目标七年级英语上全册教案设计Starter Unit 1 Good morning !Starter Unit 1是Go for it!预备篇三个单元的第一单元。
预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。
它的主要内容为26个字母和最基本的英语日常用语。
本单元的教学内容为：1．学习Aa --- Hh八个字母。
2．学习八个人名。
Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen3．学习打招呼的用语：Hello!/ Good morning!/ Good afternoon!/ Good evening!4．学会问候熟识的朋友和应答：-- How are you?-- I’m fine, thanks. How are you? -- I’m OK教学重点：Aa --- Hh的字母教学。
Hello! Good morning. Good afternoon. Good evening.u? -- I’m OK.-- How are you? -- I’m fine, thanks. How are yo教学难点：课本中英语人名的学习和大、小写字母的学习及书写。
单元课时:5个课时第一课时：完成Section A 1a, 1b第二课时；完成Section A 2a, 2b,2c, 2d, 3, 4a第三课时：完成Section A 4b, 4c, Section B 1, 2a, 2b第四课时：完成Section B 3a, 3b, 4, 5第五课时：完成Self Check and Just for Fun教学目标A.语言知识目标1．词汇: Letters Aa --- Hh八个人名Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2．句型：Good morning. Good afternoon. Good evening.-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.B. 语言技能目标通过游戏等多种形式的学习活动，培养学生对初学知识的听、说、读、写能力和灵活运用初学的日常交际用语的能力。
Unit 1 My name’s Gina第3课时公开课教学设计【人教版英语七年级上册】
Unit 1 My name’s Gina.Section B 1a—2c教学设计一、教学目标1. 能掌握以下单词和短语：zero—nine, telephone, number, phone, first name, last name, friend, middle school, China等。
2. 能掌握以下句型：(1) —What’s your/his/her telephone number?—It’s …(2) —What’s your first/last name?—My first/last name is …(3) —What’s his/her first/last name?—His / Her first/last name is …3. 能辨别英文中的姓氏与名字，了解中英文中姓名之间的区别。
4. 能听懂日常对话，并且能够从听力训练中获取常见人名和电话号码的信息。
5. 能读懂介绍个人信息的文章，并且能够按要求提取关键信息。
6. 帮助学生比较中英文姓名的不同之处，通过了解中英文名字的区别，培养和提高学生对中外文化差异的敏感性和鉴别能力，加深对本国文化的理解和认识，培养学生的世界观意识，以及初步的跨文化交际能力。
二、教学重点及难点重点：1. 能掌握以下单词和短语：zero—nine, telephone, number, phone, first name, last name, friend, middle school, China等。
2. 能掌握以下句型：(1) —What’s your/his/her telephone number?—It’s …(2) —What’s your first/last name?—My first/last name is …(3) —What’s his/her first/last name?—His / Her first/last name is …3. 能辨别英文中的姓氏与名字，了解中英文中姓名之间的区别。
人教版新课标Module 7 Unit1 Warming up & Reading
Match the names of the young disabled people with their achievements
Gao Qiang
Down’s Syndrome
leads a busy life; enjoys writing stories and playing basketball broke a a 800 metres’ record played a leading role in the school play; takes singing and dancing lessons after school. just passed his university entrance exams
How the disease developed.
5. Summarize the main idea of the text. Marty is a disabled person, suffering from a muscle disease, which brings him many difficulties in life, but he never feels sorry for himself and leads a rich and full life.
confidence
the disabled people
patience
determinatio n
independenc e
Look at the pictures at Page 1, read what these students have achieved and discuss what their disability might be.
人教版七年级英语上册第五单元unit5doyouhaveasoccerball全英教案
人教版七年级英语上册第五单元Unit 5 Do you have a soccer ball全英文教案Period One(1a-2d)Teachingaims 1) Enable students to use “have”and “has”to talk about ownership. 2) Learn the general questions begin with “do,does”and understand the personal forms and numeros.Key points1) Read and write new letters . 2) The general questions beginwith “do,does.”Difficult points 1) Learn “does” general questions and its answers.2) The usage of “has”.Languagepoints Tennis ball,ping-pong bat,soccer ball,volleyball,basketball,baseball bat.---Do you have a baseball? Yes, I do./No, I don’t.---Does she/he have a tennis ball? Yes,she does./No,she doesn’t. Ability Learn to talk about the ownership.Teaching procedures:Step 1 Warming-up1. Greetings.2. Review the letters and language structures the Ss have learnedin Unit Four.Step 2 Presentation1. Show the students other objects. Teach the new words “soccerin theball, ping-pong ball, volleyball, tennis bat, ping-pong bat” same way. --- What’s this/ tha t?---It’s …2. Look at the words in 1a and match the words with the things inthe picture.3. Present the key structure.Present these questions and answers.(Point to a student who has a pencil box.)T: Do you have a pencil box?S1: Yes, I do. (Nod your head yes) / No, I don’t. (Shake your headno)T: (Ask S2) Does she have a pencil box?S2: (Help S2 answer) Yes, she does. / No, she doesn't.Step 3 PracticeGet Ss to finish 1a.1b,1c,2a,2b,2c.Step 4 Presentation(Show a soccer ball to class.)T: Let’s play soccer ball after class, OK?S1: OK.T: We often use the drill “Let’s…”to make a suggestion. If youwant to do it, you may say “OK. / That sounds good. / All right …”If you don’t want to do it, you may say “No, I don’t have a …”Step 5 Role-play1. Cindy and Helen want to play baseball. Now read the conversation and match the things with their right places.2. Read the conversation after the teacher and practice the conversation with your partner.3. Ask some pairs to act out the dialogue in front of the class.Homework1. Recite the new words and conversations we have learned.2. Finish Exercise 1.BriefsummaryUnit5 Do you have a soccer ball?Period Two(3a-3c)Teachingaims 1) Get Ss to use have and has to talk about ownership freely. 2) Further learn the general questions begin with “do,does”andunderstand the personal forms and numeros.Key points1) The general questions begin with “do,does.” 2)The usage ofpersonal forms and numeros.Difficult points 1) How to enable students to understand ang grasp the usage of personal forms and numeros.Languagepoints Great, play, That sounds good.---Does Bob have a soccer ball? Yes,he does./No,he doesn’t.Ability understand and grasp the usage of personal forms and numeros skilfully.Teaching procedure:Step 1 Warming-up1.Greeting the Ss. Check their homework. (Let some Ss reporttheir parents' sports collection)2. Let the Ss work in groups (each group has three Ss). Reviewthe sentence structures we learned.Step 2. Grammar Focus.Get Ss to read the sentences in the chart and drawa conclusion about how to use “do” and “does.”Step 3 Practice1. 3a. Write each word in the correct place in the chart.2. 3b. Ss complete the conversations with their partner.3. Check the answers with the class. (Let some pairs readthe conversation).4. Ss practice the conversation with their partner then act outthe dialogue.Step 4 Game (Remembering game)T: Look! This is Bob's room. He has many things. Look at thethings in his room for three minutes. Then close your booksand ask and answer questions with your partner.Step 5 Homework1. Recite the new words and conversations we have learned.2. Finish Exercise 2.BriefsummaryUnit5 Do you have a soccer ball?Period Three(Section B 1a-2c )Teachingaims 1)Get Ss to grasp the new words andphrases:interesting,fun,relaxing,boring,difficult.2)Get Ss to understand the survey results:Who has a soccer ball?Key points1) Talk about Ss’ likes and dislikes with description words.2)GetSs to find the answer to the questions after they read the essay.Difficult points How to enable students to understand and grasp the new words and phrases.Languagepoints Interesting, difficult, easy,relaxing,boring,fun,love sports,after class,watch TV.---Let’s play……----That sounds…..Ability Develop Ss’ primary reading abilities.Enable them to find the answer to the questions.Teaching procedure:Step 1 Warming-up1. Greet the Ss. Check the homework. (Let some pairs read out their conversation. Correct the mistakes they make)2. Review the chart of pronouns. (Show the chart on the screen)3. Let Ss look at the picture in 3a. Ask some pairs ask and answer about the picture.Step 2. Presentation1. (Show the picture which a boy is doing an interesting thing on the screen.) Learn the new words, interesting2.(Show other pictures on the screen) learn the new words: boring, fun, difficult, relaxing, easy, in the same way3. (Show some activity pictures on the screen) Learn the new phrases: "watch TV", "go to the same school", "love soccer", "after class" and "play sports"4. (Show some pictures of students on the screen)Learn the new words "student", "classmate"5. Let Ss read the new words and phrases and try to remember them.6. Read the words in 1a. (Point to the five words in 1a and ask students to repeat each one.)Correct the answers.Step 3 Listening1. Next we’ll listen to a conversation. Here are two boys in the conversation. What do they want to do? Listen.(Play the recording the first time.) (For the first time, students only listen.)2. Listen again and check the words you hear in 1a. (Play the recording again.), after that, get Ss to finish 1c.3. Check the answers.Step 4 Pair work1. T: Act out the conversation in 1c in pairs. You are Paul. Your partner is Paul's friend, Jenny. Talk about the activities in 1c.2. Let some pairs act out the conversation in front of the class. Step 5 Presentation1. （T holds basketball and another student holds a soccer ball）T: I have a basketball, but I don't have a soccer ball.He has a soccer ball, but he doesn't have a basketball.2. Write the sentence structure on the blackboard.形为动词have的否定句的构成：①第一人称/第二人称/第三人称复数人称+ don't + have + 某物②第三人称单数形式+ doesn't + have + 某物e.g.I don't have a watch.She doesn't have a tennis ball.Step6 Writing1. Find the sports words in the unit. Write them in the correct column.2. Make a report to your partner first.S1: I have a soccer ball, a volleyball, two tennis balls, three ping-pong bat…I don't have a basketball, a tennis bat, a baseball bat…3. Exchange the chart with your partner. Report your partner's sports collection.S2: He has a soccer ball, a volleyball, two tennis balls, three ping-pong bats…He doesn't have a basketball, a tennis bat, a baseball bat…Step7 Reading1. Our school magazine made a survey about sports collection. This is the survey result. Read the passage a nd answer the question:Who has a soccer ball?2. Ss read the passage q uickly and find the answer to thequestion.3. Check the answer. Let some students say their answer andsay why?4. Now let's work on 2c.Who do you think says these sentences? C heck (√) F forFrank, G for Gina or W for Wang Wei.Homework1. Review the new words we learn in this part.2. Finish Exercise3.BriefsummaryUnit5 Do you have a soccer ball?Period Four(Section B 3a-self check )Teachingaims 1)Go on learning the general questions beginning with Do or Does and the answers.2）Go on learning don’t or doesn’t in the negative sentences，understand the usage of but.Key points1)Consolidate the usage of have in the negative and generalquestions.2)Develop Ss’ abilities of writing.Difficult points Guide Ss to write with have in the negative and general questions.Languagepoints Does your mom have a baseball bat? Tom has a baseball, but he doesn’t have a baseball bat.Ability Get Ss to use have or has to write a short passage in the real situation. Teaching procedure:Step 1 Warming-up1. Greet the Ss. Check the homework. (show the chart on thescreen.)2. Review the sports words in the unit. Then let some Ss reportthe sports things they have and the things they don't have.Step 2. Writing1. Let's work on 3a. This is a survey chart. You have to writesome more questions about sports equipment in the chart. Usingthe sentence structure "Do you have a…?".2. Ss write three or more questions about sports equipment.Step 3 SurveyNow exchange books with your partner. Answer his or herquestions in 3a.You can only check (√) of the answers.Step 4 Writing1. Look at the information in 3a. Write about yourself and yourpartner with but.Ss read the first two sentences a nd try to write their own sentences according to 3a.2. 指导：①but是一个转折连词，表示意思上的转折，常用来连接两个句子。
人教版英语初中教学教案
人教版英语初中教学教案人教版（新目标）初中七上Starter Unit 2 What ’sthis in English?教课设计Period One教课目：1.复稳固字母Aa--Hh2.复打招呼的用、朋友面的候和答教课要点、点：1.字母的正确写和。
2.7 个表示物体的的熟掌握。
教课程：Step 1. Warming-up1. Good morning/afternoon/evening! How are you? I ’ m fine, thanks.HowmareOKyou?.引I ’学生在真的交中运用Starter Unit 1 中学到的平时用，学生领会学英的趣和成功的快。
Step 2. Play a game.学生从的画面中通迅速的思，出此中是什么字母。
“What’s this？It ’s 是⋯”本元的要点句型。
通个游，学生在听中第一成立必定的感性，体听先的原。
Play the game like this: Teacher shows a letter quickly and asks : “ What’ s this? ” Get th to answer the questions like this: “ I think it ’ s A / B. ”Step 3. GameTeacher shows a part of a letter and asks : “ What’this? ”Get the students to answer thequestions like this:“ I think itThen show’ Athe/ Bwhole.”of the letter to let the students checkwhether they ’ re right or wrong.在幻灯片上通字母行猜，从猜游到新知呈，学生在而未决的心理状放学新知，因注意力相集中和趣被有效激活，所学的西印象深刻。
人教版新目标英语七年级上册说课稿 Unit 4
Unit 4 Where’s my backpack一、说教材（一）、教材分析本课是人教版新目标英语七年级上册第四单元的第一节课时。
本单元的话题是谈论物品的位置。
通过单元学习，要求学生在掌握物品名称的基础上用方位介词熟练地表达物品的位置，并能对where问句进行提问并回答。
本课SectionA分为两部分，第一部分主要围绕物品名称及位置进行思维(1a)、听力(1b)、会话(1c)三方面对Where’s / Where are…?句型进行训练。
第二部分是通过谈论位置展开听力（2a—2b）、会话（2c）训练。
我根据教材特点，将一些内容进行整合，把1b、2a 和2b合起来训练学生的听力，1c和2c合起来训练学生的口头表达能力，让学生系统地学好本课的目标语言。
（二）、教学目标根据英语新课标，教材大纲的要求和学情(学生对感兴趣的话题较愿意表达)确立教学目标如下：1、知识目标（1）、掌握本课的重点词汇。
chair, sofa, table,bed,dresser,drawer,plant,bookcase, where under, on, they.（2）、掌握并灵活运用重点句型。
Where’s the backpack? It’s under the table.Where are the books? They are on the sofa.（3）、掌握方位介词in , on , under的用法。
2、能力目标（1）、学会描述物品的位置，并能就物品位置进行提问和回答。
（2）、能对方位介词in,on,under加以灵活运用。
（3）、培养学生的语言运用能力和绘画能力。
3、情感目标培养学生学习英语的兴趣，乐于参与课堂活动的积极情感。
（三）、教学重点和难点根据本课在教材中所处的地位和作用，我确立本课的重难点如下：1、重点：学习掌握用Where’s /Where are…?句型询问物品的位置和运用方位介词in、on、unde r描述物品所在的位置。
人教版-英语-七上-3单元 What color is it(整单元)
英语-打印版Starter Unit3 What color is it？The first period 1a-1cTeaching aims and demands:Ask and answer the questions about colors;Enlarge the S s’ vocabulary about things and colors;Make similar dialogues.Teaching Key points:words and sentences expressions:(1)---What color is the purse? ---It’s red.(2)colour , red , black , white , blue , orange , green , yellow ,Teaching Difficult Points:What colour is it ?It's red .Teaching Methods: Listening and repeating methodsConversation methodTeaching Aids: A tape recorder.teaching drawing.the cards with the six colors. Teaching ProceduresTeaching Procedures英语-打印版Step 1. Warming- up and revisiongreetings to the studentsT: Good morning / afternoon.! What day is it today?S: It’s Monday.RevisionT: What is this in English? S: It’s a/an (orange; apple; tree…). Ask questionsabout the pictures, using the PowerPoint. Revise the structures: What’sthis/that/it?T: What is this in English？(Show some letter cards which they have learnt before.) ○3S: It is A (G,K,E,B,M…). T: A,A,A,A,A for what?S: A,A,A,A,A for apple.T: BBBBBfor what? S: BBBBB for boy.Step 2. PresentationT: What’s this ?○4show letter cards.S: It’s S.(Say it with Sstogether if necessary.)T: S,S,S,S,S for what?S: SSSSS for student. (同法教T,U,V,W,X,Y,Z)○5Teacher write them down on the blackboard with colorful chalk.Step 3.DrillS1: What’s this? S2: It’s T. S2：What’s this?S1: It’s w. ○6Practice in pairs.Step 4.PresentationT：（从Drill引出）What’s this? S3：It’s W.T:What color is it?S3: It’s red.(Teacher can answer it himself.)T: Show something red. “My coat is red.”T read it and let Ss follow. Pay attention to the pronunciation-/e/. teach the other words in the same way:orange,yellow,green,blue,black,white）Step 5.look and say..What’s in the picture? Look,look,look! A pencil, a ruler, A little red book.What’s in the picture? Look,look,look! Apple, orange, pear, And a big yellow banana.Step 6. Work on 1b. Match the words with colors.T: Now let’s match the words with the colors. For example, red for the first one. Check the answers 1 minute later.Step 7. Listen and repeatT: Now let’s listen to the tape and repeat. Please try to read like the tape.T: Now it’s your turn to make up your own dialogues. Please work with your group (four students in one group) and ask each other questions about colors.Step 8. Follow upWork on 1c. Practice the conversation in 1a and try to make a new one.Homework.Oral work:(1) Listen to 1a, read and recite it. (听读背诵1a中的对话)(2) Go on making up your dialogues with your group members and polish it.Written work:(1)Copy the lettersS-Z (2) Finish Selfcheck 2.教学随笔与反思：这个单元的第一课时，我在设计时就运用了字母加颜色一起教学，把字母用不同的颜色的卡纸分别教学。
七年级英语上册《Unit_1_My_name_is_Gina[1].》教案_人教新目标版
![七年级英语上册《Unit_1_My_name_is_Gina[1].》教案_人教新目标版](https://img.taocdn.com/s3/m/42af483bfc4ffe473368abec.png)
Unit 1 My name is Gina.教案3.numbers 0-9Period 1Content : Section A 1a. 1b 1c2a 2b 2Teaching key points:What’s your /his/ her name? Nic e to meet youWhat is =What’s, I am=I’mTeaching di fficulties:the vocabulary, the English nameLearning Methods:Yangsi Learning Mode, Cooperative LearningTeaching Methods:Yangsi Teaching Mode, Situational Approach, Task-based Teaching Approach, the teaching mode of Two-way InteractionTeaching procedures:Step 1. Warming-up.Greeting（say hello between the teacher and the Ss）.Chatting（sing ABC song to enliven the atmosphere of the class）.Step 2. Language input.The teacher is chatting with the students:①Hello / Hi! / I’m / my name’s Jun.What’s your name? (Let the Ss tell the teac her their own English names. If someone doesn’t have , choose names for them ).②Nice to meet you .( Teach these expressions to ask the Ss to make new friends ).Step 3. InterviewingGroup work： Interview the members of his / her group, and fill in the blanks.Then ask one to report the informati on of the group member（句型：What’s your name? Nice to meet you.）Report：I’m… . My friend is ….Step 4 . Listening and arranging.Listen and number the conversation（1b）.Step 5. Practice.Practice the conversation （1c）, then meet other students in their class.Step 6. Game1. Guessing game：Ask some students to show the famous persons, let others guess the name of these persons by using：Is he/she …?Each student has three chances to guess. Then see which group is the winner.2. Teaching What’s his / her name? His / Her name is … by using the photos of the students in the class. Then work in three to make a dialogue：A：What’s his name?B：His name is …A：Hi …, nice to meet you.C：Nice to meet you.Step 7. Listening.Listen and circle the names. （2b）.Step 8. Make a seat table.The Ss collect the names of the class, and make a seat table of the whole class. Step 9. Homework.Remember English names as many as possible and some interrelated exercises.教后反思：Period 2Content : Section A 3a,3b,4Teaching key points:I am/ You are/ He is/She is ；first name , last name, boy , girlWhat’s your /his/ her first（last / family ）name?Teaching difficulties:The differences between Chinese name and English nameLearning Methods:Yangsi Learning Mode, Cooperative LearningTeaching Methods:Yangsi Teaching Mode, Situational Approach, Task-based Teaching Approach, the teaching mode of Two-way InteractionTeaching procedures:Step 1. Warming-up1. Greeting.2. Chatting.①What’s your /his/ her name?② Hi / Hello !③ Nice to meet you.3. Calling the students’ names.The teachers says “Who is Jenny /Tom ?”Let the students say：I’m here /Tom is here.Step 2. Presentation.The teacher asks the Ss to put on their false front to act as famous persons, and say（for example）：Today some friends come to our school. This is Jacky Zhang （张学友）, Then the famous persons introduce themselves to the class：Hello, my name’s （first name + family name). The Ss welcome them. Let the Ss know the differences between English names and Chinese names. Then make a short dialogue between the Ss and the famous people, let them know each other.Step 3 Making own ID card.Let the Ss make their own ID cards（including first name and last name）.First Name：__________________Last Name：__________________Step 4 Distinguish names.1. Let the Ss tell first names and last names by doing exercise in the book （3a）.Step 5. Name Game（记忆库）petition：list names as many as possible, see which group gets the most names. S1：My name is Jenny Green.S2：Her name is Jenny Green. My name is Tony White.S3：Her name is Jenny. His name is Tony White. My name is Jim King.2. 接龙游戏（以前一名字的末字母为后一名字的首字母来接名字）eg：S1：Nick S2：Kim S3：Mary……Step 6. Homework学生收集一份班级中英文名字对照表. 完成练习册Section A教后反思：Period 3Content : Section B 1a—2cTeaching key points:1．Review and master the numbers 0-92．掌握一些常用数字（如110，121，119，114，120等）的实际意义。
2020七年级英语上册 Unit 2 This is my sister Section B教案 (新版)人教新目标版
Unit 2 This is my sister第一课时Step 1 Warming up and revision呈现图片家庭树，用绕口令的形式让学生尽快做出反应，如： father 的father叫什么？ uncle的daughter 叫什么？……[设计意图：让学生在玩中掌握各种常用称呼。
]Step 2Preparing and Guide(Another two students introduce their family.)1. Guessing Game.T: Do you like games?S: Yes.T: Let's play a guessing game. Look at the screen. This is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?S1: It is your “表哥”or“表弟”．T: No, it isn't.S2: Is it your “堂兄” or “堂弟”．T: Yes, it is. Let's see how to say it in English. (Show the word “cousin” on the screen.) [设计意图：让学生自然而然地过渡到要学习的生词及语境。
]2. Show other words on the screen in this way.3. Practice the new words.Step 3Research Cooperation1. Work on 1a.(1)T: In my family, my grandpa is the oldest. (板书oldest并用body language表述) Who is the oldest in your family?S: My grandpa, too.T: Every family has a family tree. Can you finish the family tree in 1a?S: Yes.While the Ss are working, move around to see what the Ss write.(2)Check the answers and ask Ss to read the words aloud.(3)T: Look at the family tree. My grandpa and grandma have a son and a daughter. One is my dad, and the other is my aunt. My dad and mom also have a son and a daughter. I am their daughter. My brother is their son. I am my brother's sister. My aunt and uncle only have one daughter. She's my cousin.2. Work on 1b.(1)T: Let's listen to the recording in 1b. I'll play the recording once. Check the words you hear. (If the Ss can't hear clearly, play the recording once again.)(2)Check the answers and ask some Ss to read the words aloud.3. Work on 1c.(1)T: Look at the two pictures in 1c. Who are the people in the first picture? Can you guess?S: They are Grandpa, Grandma, Mom, Dad, Uncle…(只要学生能说出人物的称谓就加以鼓励)T: Well done! Can you guess who the people are in Picture 2?S: They are Grandma, Mom, Dad and a boy.T: Good. One of the two pictures is of Jiang Tao's family, and the other is of Tom's family. Do you know which one is Jiang Tao's and which one is Tom's?S: No.T: Now let's listen to the recording and find out the answer.(2)Play the recording once again for the students to listen and find out the answer.(3)Check the answers and play the recording for the Ss to listen and repeat.4. Work on 1d.(1)Draw a picture of your family and friends on the blackboard and introduce the people.(2)T: Now you can draw a picture of your family and friends.(3)Ask some Ss to show their pictures and tell the class who the people are.T: Tim, can you show me your picture? Who are they? Can you tell me?S: This is my…and these are my…(4) T: Now you can tell your partner about your picture.Step 4SummaryT: Next, please answer my questions.a. How many family words do you know?b. Can you make a family tree?c. What problems do you still have?Step 5HomeworkWritten work：1．Draw a family tree about your family and introduce your family.2．Dictate the new words in 1a.第二课时Step 1Warming up and revisionRevision the words by filling in the blanks.1. Lucy is my sister. She is our father's __________．2. Jim is his father's ________．3. My father's sister is my ________．4. Kate's father's brother is her __________．5. Tim's father is my uncle, so Tim is my ________．6. My parents are my ________ and ________．7. My grandparents are my ________ and________．8. My father has no brothers, so I don't have an ________．9. My father has two sisters, and I have two ________．10. I am the only child of my ________. I have no ________ or ________．[答案] 1. daughter 2. son 3. aunt 4. uncle 5. cousin 6. father; mother7. grandfather/grandpa; grandmother/grandma 8. uncle 9. aunts 10. family; brothers; sisters Step 2Preparing and GuidePlaying a game—Who can be the quickest?老师说出人物之间的关系，学生说出其称谓。
七年级英语上册第四单元教案(人教版)
Ss: Yes, it is. / No,it isn’t.
Write the general question and the answers on the blackboard.
Where’s my schoolbag?
It’s under the table.
熟练运用表示方位的介词in, on, under等。
教学策略分析
直观教学法，情景交际教学法，
课前准备
教师
实物，课件
学生
实物
教学活动过程设计（第1课时）
教学环节
教学活动
设计
意图
教师活动
学生活动
Step1 Warming-up
2．学会谈论物品的位置；
教学重点难点分析
熟练运用Where问句和一般疑问句及其回答。
掌握名词单复数及人称代词they的用法。
一般疑问句Is it…? Are they…?的回答。
教学策略分析
情景教学法、交际法、情感激励法
课前准备
教师
实物ppt
学生
实物
教学活动过程设计（第1课时）
教学环节
教学活动
设计
意图
教师活动
学生活动
Step One Warming up
Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words.
- 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)。
Step 1 Warming up1. Good morning/afternoon/evening!How are you?I'm fine, thanks.How are you? I'm OK.2. Sing the alphabet song引导学生在真实的交际中运用Starter Unit 1中学到的日常用语，让学生体会学英语的乐趣和成功的快乐。
通过字母歌把学生的注意力吸引到字母的复习与学习中，运用生动有趣的flash激发学生的学生兴趣，做到乐教趣学。
Step 2 Games1. Teacher shows a letter quickly andasks : "What's this?" Get the studentsto answer the questions like this:" I think it's A / B."Then show the whole of the letterto let the students check whetherthey're right or wrong.2. Go through the letters Aa-Hh quickly, pay attention to the intonation. Then playa game: listen and pick the right letter, then arrange the letters in the right order and read loudly.让学生从闪烁的画面中通过快速的思维，说出其中是什么字母。
"What's this？It's ..."是本单元的重点句型。
通过这个游戏，让学生在听说中首先建立一定的感性认识，体现听说领先的原则。
听音摘字母，要求学生思想的高度集中，小组配合默契，同时训练了学生的听说能力。
Step 3 PresentationTeach the letters Ii-Rr, using:What's this in English? It's I / J/---从猜谜游戏到新知识呈现，学生在悬而未决的心理状态下学习新知识，因注意力相对集中和兴趣被有效激活，对所学的东西印象深刻。
Step 4 Listen, look and say 1. Section A - 2a2. Section A - 2c , listen to the tape and write the number of the letters in the boxes according to the order in which you hear them. Play the recording twice and check the answer.3. Section A - 2b, write the small letters for big letters.听说读写全面结合,巩固所学的字母Step 5 A Guessing gameTeacher shows a part of a letter andasks : "What's this?" Get the studentsto answer the questions like this:" I think it's A / B."Then show the whole of the letterto let the students check whetherthey're right or wrong.让学生从不完整的画面中通过想象力，猜出其中是什么字母。
再次复习所学过的字母，丰富学生的想象力。
"What's this？It's ..."是本单元的重点句型。
通过这个游戏，让学生在听说中首先建立一定的感性认识，体现听说领先的原则。
Step 6 Look and learn1. Section A－32. Teacher shows more special letters.3. Ss try to think of other special letters.补充生活中常见的缩略词，引起学生的兴趣，激发他们去观察生活，使知识的学习为生活服务。
Step7 Listen and repeat1. Find friends. Get the students work in groups of four, and find the friends (the same vowels) for A, E, I, O, F.2. Section B -4, listen and repeat.3. Exercises4. Have a chant.通过游戏让学生自主学习，找出规律，掌握元音的发音规律，培养自主学习能力。
Homework1. EB Section A 2a2. ZB(1) P6, ZB(2) P43. LR Section A 2a, 2c, Section A 1a, Section B 1a，44. Make letter cards I --- R，colour letters.学生的基础和能力存在差异，应该从培养学生的学习习惯开始，面向全体学生，让所有学生学有所得是教学的最终目标。
The Second PeriodStep 1 Warming up1.. Greetings.2. Sing a song : What's this?3. (a). Game: find out the lettersTeacher shows the letters very quicklyget the students to call out the lettersthey see.(b) Group workStudents prepare in groups four, draw some pictures or diagram, get the others to guess what letters they are.通过闪现的形式复习旧知识，最大程度地调动了学生的有意注意力，在轻松愉快的课堂氛围里，学生的积极性容易被调动，思维容易被激活。
学生交流自己作品，既运用了英语还激发了兴趣，增强了自信心,同时让学生有主人翁的意识。
Step 2 Presentation1. Letters challenge.Teacher shows the letters very quicklyget the students to call out the lettersthey see.2. Using the letter pictures to teach new words: map, key, pen, ruler, quilt, jacket and orange.从猜字母到新单词的呈现，学生注意力相对集中和兴趣被有效激活，对所学的东西印象深刻。
Step 3 Listen, look and saya. Section A - 1ab. Section B - 1a Step 4 A Guessing game.What's the word?1. Teacher thinks of a word that the Ssknow. Draw a dash on the Bb for eachletter. Get a student to suggest a letter.Then another student and another letteruntil they get all the letters of the words.2. Show the picture which match theword and ask: What's this in English?Ss answer: " It's a / an ..."Spell it, please. ----3. Get individuals to give their own words.猜词游戏丰富了学生的想象力，有效激活学生的探究欲望，符合学生的心理特点，很容易地把学生卷入到字母、单词的记忆和运用中，充分体现"学以致用"的原则。
Step 6 Group workStudents work in groups, draw picturesof their rooms and talk about the picturesusing "What's this in English? It's a/an..."Teacher is ready to offer his / her help tothose students who are in need of it.学生尝试着用英语进行交际，使语言知识在完成任务的过程中得到运用并巩固。
教师应该鼓励学生提问、获得帮助。
这是培养学生主动汲取知识的好时机。
Step 7 ReportAsk some demonstration groups to showtheir pictures before the whole class.They may do like this: This is my room.What's this in English? It's a/an...学生分享合作的成果，感受成功的快感。
在展示自我的过程中，学生体验到勇敢、积极、大胆所带来的愉快的心情体验。
Step 8 Listening1. Section A 4a2. Section A 4bHomework1. EB : New words2. ZB(1) : P4-53. Get the students to finish the picturesof their rooms and write down theEnglish names of the things in the rooms.。