外研版-英语-七上-外研版七上 Module2 2单元教案
外研版七年级英语上册：Module2Unit2教案
Book 1 Module 2 My Family一、教学内容：Unit2 These are my parents二、课型：Reading and writing三、教学目标：1.To read the passage aloud and find specific information about people2.To learn some key words and useful expressions3.To write personal information using punctuation (capital letters and full stops) correctly四、教学重难点：1、能阅读和介绍人物职业和工作地点的简短文章。
2、能写出简短的句子来介绍家庭成员，并能正确运用大小写以及句号。
3、能运用指示代词和名词所有格，运用人称代词的主格形式和形容词性物主代词。
五、教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。
本课指导学生通过阅读获取信息，培养学生阅读技能。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品.六、预习要求：根据音标自学本课新单词；七、教学过程：Module2 My Family 小组评价Unit 2 These are my parents T1 T2 T3 Work in pairs.This is …She/He is from …My mother is…My father’s job is …She/He works at …达标训练题一、根据句意写单词。
1. Dad’s mum is a nurse. She’s at a _______.2. My dad is a ______. He works at a school.3. Daming’s uncle is a manager. He works in a ____.4. Linda is my mother’s sister, she is my ____.5. My father is a _________. His job is at a police station.二、用所给单词的适当形式填空。
StarterModule2Unit2(2)教案-外研版七年级英语上册
第二课时教学设计Unit 2 What’s your number?教材分析本单元要求学生能够使用以be动词开头的一般疑问句，掌握以what为疑问词的特殊问句的问答形式，通过学习让学生学会在生活中灵活运用数词进行对话。
课时教学目标1．语言知识目标：能准确的听说1-10的基数词并能听懂以be动词开头的一般疑问句和以what为疑问词特殊问句询问同学所在的班级以及同学的电话号码的对话。
2．语言技能目标：能够正确和熟练的询问同学所在的班级以及同学的电话号码对话，并能做出相应的回答，学会在生活中灵活运用数词。
3．情感文化目标：以角色扮演的形式培养学生的参于合作意识教学重点与难点1.学生学习并掌握1-10的基数词，能够流畅的读数及辨别文章中的数字。
2. 学生能够使用以be动词开头的一般疑问句，掌握以what为疑问词的特殊问句的问答形式，通过学习让学生学会在生活中灵活运用数词进行对话。
教学辅助电子教学设备------电子白板教学方法交互式电子白板教学教学内容教学活动设计意图教师活动学生活动Step 1: Warming-up Task1：Work in pairs ( say and act).Close your book. Put up yourhand. Stand up, please.Sit down, please. Listen to me.Check how manystudents canunderstand thesentences fully andfollow listening.Step 2: Lead-in Task2:Listen and chant (A ctivity3) then ask the students to play thechant.Check how manystudents canund erstand thewords fully an dfollow listening.Step3：Presentation Task3：Listen and repeat thenumbers (Activity 2) and then finishActivity 5 and Activity 7.Task4：Listen and read theconversation (Acti vity 1) and thencomplete the sentencesA: Hello. ____ you a new studenthere?B: Yes, I ____.A: ______ are you in?B: ____ in Class 3, Mr Chen’s class.1.Check how manystudents canunderstand thenumbers f ully andfollow listening.2.Check how manystudents can make upa dialogue.Step 3: While-reading Task 5 ：Listen and read theconversation (Activity 4) and answerthe questions:1) What is Betty’s number?2) What is Tony’s number?3)What is Lingling’s number?Check how manystudents canunderstand thedialogue fully andfollow listening.Step4：After-readi ng Task 6：Try to retell the wholepassage. Check if students have understood the whole passage.Tas k 7：Work in groups. Let the students make up their own 1. Check how many students can make up。
2019秋外研版七年级英语上册教案：Starter Module 2 My English lesson Unit 2 What’s your number
Unit 2 What’s your number?教案锦囊提纲挈领词汇扫描1. new adj. 新的【点拨】new是形容词，意为“新的”。
如：I’m a new student. I have a new bike.我是一名新生。
我有一辆新自行车。
【延伸】new的反义词为old，意为“旧的”。
2. telephone n. 电话【点拨】telephone也可以写作phone。
常用短语：telephone/phone number电话号码。
如：What’s her telephone/phone number?她的电话号码是多少？【延伸】telephone v. 打电话。
如：I’ll telephone you.我会给你打电话的。
3. ten num. 十【点拨】ten是基数词。
表示个数。
如：There are ten books on the desk.桌上有十本书。
【延伸】基数词有很多，也有规律可寻。
如：（1）从1—10：one, two, three, four, five, six, seven, eight, nine, ten。
（2）从11—19：eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen。
这里除eleven, twelve, thirteen, fifteen, eighteen为特殊形式外，fourteen, sixteen, seventeen, nineteen都是由其个位数形式后添加后缀-teen构成。
（3）从20—99整数几十中除twenty, thirty, forty, fifty, eighty为特殊形式外，sixty, seventy, ninety都是其个位数形式后添加后缀-ty构成。
表示几十几时，在几十和个位基数词形式之间添加连字符“-”。
外研版英语七年级上册Module 2教案
外研版英语七年级上册Module 2教案Book1Module 2 My Family一、教学内容：Unit 1 Isthis your mum?二、课型：Listening and speaking三、教学目标：1. To talk about your familymembers2. To listen and understandfamiliar topic3. To learn some key words anduseful expressions四、教学重难点：1、单词和词组：brother, cousin, daughter, family, grandfather, parent, son, sister,uncle a photo of… in front of…on the left next to2、能听读有关介绍家庭的简短对话，辨认对话中的人物关系。
3、能用指示代词来介绍自己的家庭，询问他人的家庭情况。
五、教学准备：本课指导学生通过听力获取信息，培养学生听力技能。
课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。
培养学生的合作精神,发展其思维和想象等能力。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。
六、预习要求：根据音标自学本课新单词；达标训练题一、单词练一练。
祖父; 外祖父 gr_nd_ather祖母; 外祖母g_andm_ther父亲fa__er母亲moth__兄弟b__ther姐; 妹s_s_er姨; 伯母; au_t叔叔; 伯伯; un__e二、根据首字母完成单词。
1. It is a p____ of Tony’s family.2. How m___ people are there in Lingling’s family?3. Daming’s sister is on the l__.4. Tony’s a___ is next to his u____.三、根据汉语提示完成句子。
初中英语外研版七年级上册《Starter Module 2 Unit 2 Wha教学设计
7、要求学生两人组，完成Activity9的对话表演。
8、引导学生归纳重难点，进行课堂小结
1、学习数词及本课生词，学读元音的发音。
参与游戏，辨别单词发音。
2、听读互动
3、听读讨论重点句子，背诵并参与游戏。
教学过程
教学环节
教师活动
学生活动
设计意图
Step1：
Warming-up
课前互动
展示听力内容，教师朗读句子，要求学生填写所缺单词。
听写
基础过关，培养听写能力。
Step2：
Foundation
and ability
夯实基础
提升能力
1、展示数字1--10，教读发音。组织学生参与游戏，播放“The ten Indians”,补充教学剩余生词并检查。引导学生自我拼读生词中说出现的元音，组织学生参与游戏活动“小兔回家”
4、独立完成预设表格，跟读对话，分组表演对话。
5、听并完成Activity 5。
6、听并写，完成Activity 6--8并展示自己的习作。
7、两人组队，各自写下个人的号码，但要保密。对方需根据自己的回答正确写出该号码。
9、回顾本节重点，大胆发言。
生词拼读、语音过关，寓教于乐。
巩固重点句子，提高学习兴趣，培养自信心。
2、播放Activity 3录音，组织学生课堂互动。
3、播放Activity 1录音，要求学生跟读，大声背诵。然后参与游戏：小火车，快快开。
4、要求学生自我阅读Activity4，填写预设表格并检查答案，给予必要的鼓励。播放录音，要求学生跟读、分组读，最后四人组课堂表演对话。
外研版七年级英语上册教案 Starter Module 2Unit 2
Unit2 What’syournumber?◇目标导航◇预习指导一、方法指导1.学生自主预习教材PS10~S11中的新单词(见词汇表P88),掌握单词读音及汉语意思。
2.预习课文中的对话,能自主朗读对话并翻译对话。
二、预习检测Ⅰ.汉译英1.一one2.二two3.三three4.四four5.五five6.六six7.七seven 8.八eight9.九nine 10.十ten11.学生student 12.新的newⅡ.根据汉语意思完成句子,每空一词1.你是这儿新来的学生吗?Are you a new student here?2.你在几班?What class are you in?3.我在三班。
I’m in Class 3 .4.——你的电话号码是多少?——是726 815。
—What’s your telephone number ?—It’s seven two six,eight one five.课堂教学Step1 情景导入老师带领学生复习学过的日常交际用语。
Step2 听对话并跟读,完成教材任务1,2和31.听录音,跟读,完成教材任务1。
(1)播放录音,训练学生听力,熟悉本课问句及答语。
(2)再次播放录音,让学生跟读,同时理解对话内容。
(3)老师重点难点,帮学生理解下列句子及用法: —Are you a new student here?—Yes,I am.—What class are you in?—I’m in Class 3.2.听录音并跟读,完成教材任务2。
(1)播放录音并跟读,学习数字1—10。
(2)学生先自主读数字,之后老师提问,先按顺序说,然后随机抽取数字说,以巩固这些英语单词。
3.听录音,完成教材任务3。
播放录音,学生跟着录音唱,老师解释下面句子的汉语意思。
Once I caught a fish alive.一旦我抓到了一条活的鱼。
Then I let it go again.那么我就让它再回到水里去。
Module+2+Unit+2+These+are+my+parents 外研版七年级英语上册
合作探究
[做一做]单项选择。
( A )1.—What’s his name?
—His name is
.
A.Tom Smith
B.tom Smith
C.Tom smith
D.Smith Tom
合作探究
( B )2.—Where is he from?
合作探究
合作探究
1.根据课本P11上3的叙述,就文中提到的人物进行问答。三 人一组,其中一人扮演文中的角色,另外两人进行提问。
完成任务所需的语言结构: (1)A:Hello, my name is Betty Smith. These are my parents. We’re... B:What’s Betty’s mother’s job? C:She is the manager of a theatre.
合作探究
(4)A:Hello, my name is Lingling. I’m Chinese. My mother is a nurse...
B:Where is Lingling from? C:She’s from China. B:Where is her father? C:Her father is in Beijing. ...
预习导学
4.在她旁边的那个女人是我爸爸的妹妹,我的姑姑莉斯。 The woman next to her is my dad’s sister, my aunt Liz. 5.保罗前面的男孩和女孩是谁? Who are the boy and the girl in front of Paul?
预习导学
[做一做]单项选择。
秋外研版七年级上册module2《my english lesson》优秀教案(重点资料).doc
Starter Module 2 My English lessonUnit 1 Open your book.学习内容：Starter Module 2 My English lessonUnit 1 Open your book.学习目标：1、To review the words and useful expressions in Unit 1 of Starter Module 2.2、To learn to use everyday English in this unit.3、To keep them in your mind.学习重点：1、词汇：sit, down, open, book, listen, draw, put, up, hand, stand, close.2、句型： --- Sit down. / Stand up.--- Open your book. / Close your bok.--- Put up your hand.学习时间：2课时学习方法：自主、合作与探究法学习过程：Step 1 Warming - up / Lead - in* 教师走进教室，学生起立向老师问好，教师问候学生，然后可以说：“Please sitdown.”并配以手势来请同学们坐下。
教师在真实的语境中引入了“Please sitdown.”这个重点句型，在手势的帮助下，学生应该能够理解这个句子的意思。
Step 2 Listening and reading1、Activity 1 Listen and read.2、Activity 2 Listen and repeat.3、Activity 3 Listen again and do.（1）播放录音，让学生做出相应的动作。
（2）在学生比较熟悉之后，变换形式进行游戏。
Step 3 Practice1、Activity 4 Match.* 学生个体活动，完成匹配。
秋季学期外研版初中七年级英语上册教案全册
秋季学期外研版初中七年级英语上册教案全册Module1Myclamate（共5课时）Unit1Nicetomeetyou（2课时）Ⅰ.Teachinggoal（教学目标）1.能够听懂、读懂关于自我介绍的对话。
2.能够运用所学动词be的基本句型进行简单的自我介绍。
Ⅱ.Teachingdifficultie（教学重难点）重点：掌握本单元的基本词汇和句型，正确运用be动词的各种形式造句。
难点：能够用英语进行自我介绍。
Ⅲ.Teachingaid:（教学辅助）PPT课件第1课时（Activity1—3）ⅣTeachingcontent（教学内容）Ⅴ.Teachingprocedure：（教学过程）Step1.Warming-up播放英文歌曲或视频“Dayoftheweek”来活跃课堂气氛，同时为接下来的教学内容作好准备。
当学生能熟练地唱出这首歌时，英语教学就变得容易多了。
Step2Liteningandreading1.Litenandread.（Activity1）①教师播放录音，让学生整体感知对话内容。
②教师再次播放录音，学生跟—1—读、模仿。
③学生两人一组练习对话。
④教师让不同的小组展示对话，关注学生的发音。
2.Litenandrepeat.Nowpoint，akandanwer.（Activity2）①教师放录音,学生听录音。
②教师再次播放录音，学生跟读、模仿。
③学生两人一组根据日历练习对话。
④教师让部分小组展示对话。
环节说明：本活动以日历的形式让学生学习表示星期一至星期日的7个词汇，然后指着日历上的具体日期来询问星期几,进而练习相关句型“Whatdayiittoday”教师向学生说明在西方国家Sundayithefirtdayoftheweek，让学生了解这种文化差异。
Step3Practice1.Readandmatch.Nowlitenandcheck.（Activity3）①学生个体活动，完成匹配。
Module 2 Unit 3 教学22-23外研版七上英语
英语中的名词所有格表示一种所属关系, ’s所有格多用于有生命的名词。
★ 构成:
① 在单数名词的末尾加’s构成名词的所有格, 表示“……的”。
Tony’s mother 托尼的妈妈 Tom’s pen 汤姆的钢笔 ②在以-s 或-es结尾的复数名词后只需加’。 the girls’ bags 女孩们的书包
(4) (5)
(6)
Match the jobs with the work places.
1. factory worker
hospital
2. manager
university
3. student
factory
4. secretary
school
5. teacher
hotel
6. doctor
Writing about your family
Draw your family tree. Work in pairs. Talk about each other’s family.
A sample
My family
I have a happy family. My family has five people: grandpa, grandma, father, mother, and me. My grandparents live in the country. They are healthy. My parents and I live in the city. My father is a worker. His work/job is hard. My mother is a teacher. I am a student. I have Chinese, math and English every day. I have many friends. After class, I play with my friends. I love my family.
外研版七年级英语上册《 Unit 2 Is your food and drink healthy.》精品教案_4
Module 4 Healthy FoodUnit 2 Is your food and drink healthy?一、教材分析本节课内容选自外研版新标准初中英语七年级上册第四模块第二单元。
本模块谈论的话题是健康饮食，是学生比较感兴趣的话题。
现在中学生挑食，吃零食的现象非常普遍，相当一部分学生甚至有不吃早餐的习惯。
本节课是本模块的第二单元。
作为一节读写课型的新授课，以谈论学生最喜欢的食物和健康食物来导入课文学习。
本节课所设计的一系列活动，有助于帮助学生在具体阅读活动中增进学生对食物的了解，培养健康的饮食习惯。
学生通过本课学习，不仅可以了解相关的健康食品，而且培养了自主学习意识和团队合作精神。
二、课标分析新课程标准三级目标要求七年级学生能够听懂有关熟悉话题的语段和简短的故事。
能就熟悉的生活话题与教师或同学交换信息。
能读懂简短的小短文,并能根据提示简要描述一件事情，参与简单的角色表演等活动。
能尝试使用适当的学习方法，克服学习中遇到的困难。
三、教学目标1.语言知识目标1)掌握单词： healthy, bread, fish, ice cream, noodle, rice, eat, child, children, , egg, eye, cheese, soup, well, fat, or, breakfast, every, lunch, home, dinner, banana2）掌握短语be good for, be bad for3）能写出有关食品的短句，会用连词but。
2.技能目标1)能够运用所学单词和句型谈论及区别健康与不健康的饮食。
2）能阅读有关健康食品的短文，在阅读中寻找关于健康饮食的信息。
3）能发表自己对食品的看法。
3.学习策略目标：（1）借助点读技术，感知、领会语音语调，掌握阅读方法。
（2）通过小组活动，合作交流，培养团队合作精神。
4.情感态度目标通过阅读关于健康食品的短文，捕捉关于健康饮食的信息，培养健康饮食的意识，养成良好的饮食习惯。
外研版七年级英语上册《tarter Contents Module 2 Unit 2 What's your number.》精品教案_18
训练并巩固学生对数字的敏感度。
Read 20 phone numbers on your parent’s phone number list.
回家读爸爸或妈妈的号码簿。
Blackboard Design
2.Listen.
Who are they?
3.Read
What aretheirtelephone numbers?
4.Find the rules.
学生观察图片并描述图片，听人名，再阅读，读懂问号码的对话。最后再总结英语书写号码的规则。
电子白板的展示功能，插播音频功能。
Practice
提升学生对数字的敏感度，由听数字逐渐过渡到写数字。再由写阿拉伯数字过渡到写英文，由写两三个提升到六个。
五、教学设计
教学环节
环节目标
教学内容
学生活动
媒体作用及分析
Free talk
问候，复习
Teacher says the instructions, students do them.
与老师ቤተ መጻሕፍቲ ባይዱ由交流
直观电子课本的截图复习。
Lead-in
引出生词和句型
Let students enjoy a short video about our new school, Ask students to answer:
学生说出问号码的问句，并和老师一问一答进行句型的操练。
用游戏的方式激发学生参与数字练习的热情。
利用希沃白板中的课堂活动功能让学生匹配生活中重要的数字，拓展学生的知识面。
Look, listen, and read
读懂问号码的对话。培养学生的读图能力，分析总结能力。
1.Look
2022年外研版七年级上册Module 2 Unit 2精品教案
M2 My familyU2 These are my parents.教学设计Ⅰ.语篇分析What ：本课主要围绕家庭成员的根本信息, 做简单地介绍, 包含内容：成员、国籍、职业、工作场所. 语篇列举了四个学生的家庭, 分别是Betty King、Li Daming、Tony Smith、Wang Lingling.How ：本课的四段介绍按照姓名、家庭成员、国籍、父母的职业以及工作地点的顺序展开.运用了一系列生词和指示代词的表达：actor、nurse、policeman、manager、hotel、station……This is ……/These are……/My father is a(n)……Why ：学生阅读四段语篇之后, 可以学以致用, 结合自己的实际情况, 向他人介绍自己的家庭和父母等, 培养学生对家庭的热爱和对家庭成员的关心.Ⅱ.学情分析：学生刚升入初中阶段, 对初中生活感到新鲜和有趣. 虽然根底相对薄弱, 但是课堂注意力较集中, 学习热情较高. 局部学生因为怕说错和性格原因不敢开口, 需要老师的鼓励和引导. 学生之间的差距要求授课教师把握节奏, 培养学生话题和词汇的语域意识, 总结语篇脉络和形成话题联想的能力. 通过课堂上不断地练习, 让学生敢于表达自己, 做到有话可说. 此外, 由于班级内有来自单亲家庭的学生, 教师在授课时要注意保护学生, 同时注重培养学生的移情能力.Ⅲ.教学目标：1.语言知识目标：(1)能够掌握和熟练使用职业和工作地点的单词：bus station, hospital, hotel,police station, theatre, actor, driver, manager, nurse, policeman ……(2)能够准确运用指示代词和名词所有格：this is……/ these are……/the manager of a theatre2.语言技能目标：〔1〕能阅读并理解介绍人物职业和工作地点的文章〔2〕了解段落的表达顺序〔3〕能够向他人介绍自己的家庭及成员的职业〔4〕能写出简短的句子来介绍家庭成员, 并能正确运用大小写以及句号.3.学习策略目标：〔1〕教学步骤由易到难, 由听说到读写, 循序渐进, 利于唤起学生的认知,开展思维〔2〕尽可能多地利用课堂进行交际训练, 提高学生的表达能力〔3〕利用音频和视频等音像资源, 刺激学生的多感官参与学习, 丰富课堂教学.4.情感文化目标：通过介绍家庭情况, 〔1〕培养学生对家庭的热爱和对家庭成员的关心〔2〕培养学生对家庭不幸同学的同情和理解.Ⅳ.教学重难点：1. 学生会使用新授的单词和表达, 职业和工作地点能够一一对应.2. 学生通过阅读, 学会如何介绍自己的家庭成员的职业和工作地点.3. 仿照四段语篇, 引导和鼓励学生介绍自己的家庭, 加强亲情的感知.Ⅴ.教学过程：Step 1 . Warming up - listening to a songPlay a song Be what you wanna be and speak out some jobs in it .播放歌曲, 唤醒课堂.【设计意图】用歌曲来活泼课堂, 迅速激活话题, 吸引学生的注意力, 并且锻炼听力. Step 2 . Pre-readingLabel the places and people in the pictures with the words and expressions. (Activity 1)【设计意图】通过单词和图片的匹配帮助学生在头脑中建立两者的联系, 减少汉语的干预.为后面的学习扫除障碍, 提高阅读效率.Step 3. While- reading1. Fast reading :Read loudly and match main idea with each paragraph.Para1. Betty King’s familyPara2. Tony Smith’s familyPara3. Wang Lingling’s familyPara4. Li Daming’s family【设计意图】通过快速阅读, 迅速找出主要人物, 并进行匹配, 培养学生获取信息的能力.2. Careful reading: Read and answerPara 1. 1.What is Betty’s father?2.Where does Betty’s mother work?Para 2 1. They are from England.2.Tony’s mother is an English teacher at a school.3.Tony’s father is a hotel manager.Para 3 1._Daming’s father is _______.2.--- Daming ’ father work at_______.Para 4 1.Wang Lingling’s mother is a _______ at a hospital.A doctorB nurse2.is a bus driver in Beijing.A Dam ing’s fatherB Wang Lingling’s father【设计意图】细读局部采取分段阅读的方式, 每一段都准备了相应的问题, 问题形式涉及主观问答、判断、填空和单项选择, 主要考察学生获取信息和整合信息的能力. 在阅读的过程中, 稳固词汇和指示代词. 在每一段的阅读中, 按照姓名、家庭成员、职业、地点的顺序进行描述, 进而让学生能够复述出来.Step 4 Post -reading1.根据表格〔Activity 4〕,可以复述任一小段.【设计意图】充分熟悉课文, 锻炼语言输出能力.2.Ask and answer questions in pairs .记者采访环节, 可参加其他问题.What’s your father’ s name?What’s your father’ s job?What’s your mother’ s name?What’s your mother’ s job?3.Talk about your family and their jobs 介绍自己家人.(This is…/T hese are…)【设计意图】帮助学生运用this is和these are句型准确介绍自己家人工作及他们的工作地点.4. Do you love your family? What can you do to love your family?【设计意图】通过介绍家人升华学生情感,引发学生思考：需要怎样做来回馈家人给予的爱？培养学生学会感恩, 学会关心家人的思想品质.Step 5 Homework.Must do: Write a short passage about your family in the notebooks, using what we learnt today. Thenshare with your group members.Can do : When you introduce your family ,not only introduce those four aspects, you can also say someother information you know, such as hobby、habit、individuality……【设计意图】分层作业可以最大程度上的让学生的语言能力和学习能力得到锻炼, 一方面,可以夯实根底, 稳固课堂教学；另一方面, 鼓励学生挑战自己, 试着做提高作业.Ⅵ.板书设计：Module2 My family Unit2 These are my parents.This is …… These are ……Betty Daming Tony LinglingFather actor policeman manager bus driverMother manager nurse English teacher nurseⅦ.教学反思：我本次课内容选自外研版英语教材七年级上册M2 My family U2 These are my parents. 现在将实际授课之后的体会和发现的问题结合课堂教学环节做如下反思：优点：1.通过播放歌曲, 让学生放松身心, 同时快速进入本课的主题.2.课堂中通过单独提问、二人对话、小组讨论的形式, 教学表达一学生为主体.3.在阅读之后, 侧重情感的渗透, 培养学生关爱他人, 感恩父母之情.缺乏：1.由于个人经验缺乏, 教学中忽略了表情亲和, 导致学生表现拘谨, 怯于发言.2.在post-reading中, 应该给与学生更多的展示时机来进行语言的输出.3.在分段阅读时, 应该给与学生更多的时间去理解和练习复述, 从而照顾到更多的后进生.4.有一次多媒体的失误操作, 以后要防止此类失误.通过本节课我深深的感到, 教学永远是一门无止境的艺术, 缺乏之处在以后的教学中一定注意加以改善. 在教学的路上, 我会时刻反思自己, 总结经验, 让自己成为一名优秀的教师.活学活用—Today is fine. What about________ a picnic?—That's a good idea. Let's go.A．have B. to haveC．having D．HasC2.What’s your name?英语中,当想知道对方叫什么名字时,可用句型"What’s your name? "进行询问,其答语一般用"My name is + 姓名.".—What’s your name?—My name’s Gao Jing.3.I’m twelve years old...years old, 表示“...岁〞. 有时候years old 可以省略, 只用数字来表达年龄即可. 如：Her dog is three.对该句型提问可用：How old ...? 它是英语中一个较重要的句型,主要用来询问某人的年龄,其答语通常用"主语+ am / is / are + 年龄.--How old are you?--I am thirteen (years old).活学活用--How old are you?--I am .A．ten B. Susan C．nice D．Class4A4.Nice to meet you用于第一次见面时说的话, 一般的场合都可以. 比较正式.--Nice to meet you--Nice to meet you, too.语法一、人称代词1．用来代替上文提到的人或物的代词称为人称代词. 人称代词又分为主格和宾格两种. 如下表：2．主格代词在句中作主语常置于句首；宾格代词在句中作宾语.活学活用用适当的人称代词填空1．Hi, ________ am Wang Nana.2．This girl is my friend. ________ is 10 years old.3．That boy is from England. ________ is Jack.4．—Are ________ from Class One, Lucy?—Yes, ________ am.5．This is our teacher, Mr Zhang. ________ is 36 years old.1. I2. She3. He4. you; I5. He二、be动词的一般现在时1．be动词的含义及用法am/is/are是动词be的一般现在时形式, 根本意思为“是〞, 用来说明年龄、身份、状态等.2．一般现在时的根本用法：(1)肯定句式：主语＋am/is/are ＋其他．例如：I am a student.我是一名学生.He's a doctor.他是一位医生.It's a desk.它是一张桌子.They are my friends. 他们是我的朋友.(2)否认句式：________＋________＋________＋其他．(注意：is, are可与not缩写为isn't, aren't, 但am 不可与not缩写) 主语； am/is/are; not(3)一般疑问句句式：________＋________＋其他？Am/Is/Are; 主语；肯定答复：________, 主语＋be(am/is/are)．Yes;否认答复： No, 主语＋be(am/is/are)＋not.例如：—Is this a map? 这是一张地图吗？—Yes, it is.是的, 它是.—Are they from Xinjiang? 他们来自新疆吗？—No, they aren't.不, 他们不是.【温馨提示】肯定答复中的be动词不能与前面的代词缩写；否认答复中的not可以与前面的be动词缩写, 但am不能与not缩写.[口诀] 我(I)用am, 你(you)用are, is 连接他(he)、她(she)、它(it). 单数词用is, 复数词全用are.活学活用用be动词的适当形式填空1．I ________ from Jinan, the capital of Shandong.2．________ you a teacher?3．My friend ________ in Class 1.4．Lucy and Lily ________ twins.5．This ________ an interesting story. I like it very much.1. am2. Are3. is4. are5. is稳固训练单项选择：( C )1. -Nice to meet you. - .A. Good morningB. You are welcomeC. Nice to meet you, tooD. Goodbye ( C )2.He from Beijing, I from Shanghai.A.i s isB. am amC. is amD. is comes( B )3.A panda ____________ from China.A.amB. isC. are(A) 4. It’s nice ______________my old friends here.A. to meetB.meetC. meetsPART3 课后稳固一、完形填空：〔10分〕My name is Nancy. I’m twelve __1__old. I’m __2__England. I’m a middle school student. I’m in Class__3__. I like green and blue. This__4__my new friend. Her__5__ is Wendy. She is thirteen. She is from__6__too. We are friends, __7__we are in different〔不同的〕 classes. Wendy is in Class Four. She__8__red and yellow. Wendy likes __9__too, but I can’t swim. On sundays, we often __10__together.( B ) 1.A. year B. years C. /( A ) 2.A. from B. in C. on( A ) 3.A. four B. Three C. Two( A ) 4.A.is B. are C. am( A ) 5.A. name B. names C. name’s( C ) 6.A. English B. America C. England( C ) 7.A. and B. so C. but( A ) 8.A. likes B. like C. is( C ) 9.A. basketball B. football C. swimming( A ) 10.A. play B. playing C. plays二、判断正误：正确的写A, 错误的写B.〔10分〕My name is Felix Black. I am from America. I’m twelve years old. And I am a student in No.2 Middle School i n Suzhou. Mrs Zhao is our Chinese teacher. My friend is also a student here. Her name is Maria Smith. She is from England. She is thirteen years old. Maria and I are new students in No. 2 Middle School. We like our Chinese class.( B )1.Felix is thirteen years old.( A )2.Mr Zhao is Felix’s Chinese teacher.( A )3.Maria is from England.( A )4.Felix and Maria are in the same〔同样的〕school.( B )5.They don’t like their Chinese class.三、书面表达：〔10 分〕根据以下信息用英语写一篇介绍自己及好朋友的短文,可自由发挥.I My friendName Panpan TongtongAge 12 13City Wuhan QingdaoClass 3 6。
外研版七年级英语上册StarterModule2MyEnglishlesson教案
外研版七年级英语上册StarterModule2MyEnglishlesson教案Module 2 My English lessonUnit 1 Open your book.Ⅰ. Analysis of the textIn this text students will learn how to recognize objects in the class.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one per iod for one unit.Ⅲ. Teaching focus1. Master language of asking the name of specific objects in the class, and master the words of objects in the class.K ey vocabulary and phrases: sit, down, sit down, open, book, listen, draw, put, up, hand, stand, stand up, close What’s this in English?, What’s this?, It’s…, instruction pronoun this.2. Be skilled in oral expression of asking the name of specific objects in the class and give corresponding answers.Ⅳ. Teaching aims1. Function: recognition of objects in the class.2. Listening: St udents can understand others’ questions of asking the names of specific objects, and give corresponding answers.3. Speaking: Students can ask and answer objects’ names.4. Reading: Students can understand the similar dialogue of asking and answering obje cts’ names.5. Writing: Students can write the names of objects in the class.Ⅴ. Teaching ProceduresPart I: Lead inStep 1: Review the greeting phrases in the previous period by having the whole class play the dialogue in real situation.Step 2: Ask some students to introduce their partners to the class.Step 3: Enjoy a song: Hello and how are you?Part II: Vocabulary studyStep 1: Show some pictures of objects in the class by PPT, give students the names of the objects.Step 2: Play the recording and have them point out the words and phrases in Activity 1.Step 3: Listen and read.Good morning, class.Good morning, Miss Zhou.Please s it down.Step 4: Play the recor ding and have them point out the words and phrases in Activity 2.Sit down.Open your bookListen.Draw.Put up your hand.Stand up.Close your book.Step 5: Play the recording again and have them read after the tape.Step 6: Listen again and do.Part Ⅲ: Dialogue studyStep 1: Teacher ask the whole class the objects in the PPT’s names.Step 2: Match the expressions in Activity 3.1. Put up a) your book2. Open b) …down3. Stand c)… up4. Sit d)…your hand.Step 3: Check the answers.Keys: 1. d 2. a 3. c 4. bStep 4: Write the letters in Activity 5.Step 5: Listen and check.Step 6: Work in pairs, one student point one object in the PPT, the other answer the question.Step 7: Work in pairs and fill the blanks in Activity 6. Have some of them to perform the dialogue for the whole class.Stand up.Yes.Open your book.Yes.Step 8: Work in pairs. Say and do.Unit 2 What’s your number?Ⅰ. Analysis of the textIn this text students will learn how to express English number.Ⅱ. Arrang ement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focusKey vocabulary and phrases: student, new, here, in, one, two, three, four, five, six, seven, eight, nine, ten, telephone, number Ⅳ. Teaching aims1. Function: recognition of numbers.2. Listening: Students can understa nd others’ questions of asking numbers, and give corresponding answers.3. Speaking: Students can ask and answer numbers.4. Reading: Students can understand the similar dialogue of asking and answering numbers.5. Writing: Students can write numbers.Ⅴ. Teaching ProceduresPart I: Vocabulary studyStep 1: Learn English number from one to ten.Step 2: Enjoy a song: Ten little Indians.Part II: Listening practice.Step 1: Look at the pictures in Activity 1.Step 2: Listen and read.—Hello. Are you a new student here?—Yes, I am.— What class are you in?—I’m in Class 3. Mr. Chen’s class.Ste p 3: Listen and repeat.one two three four fivesix seven eight nine tenStep 4: Listen and chant.One, two, three, four, five.Once I caught a fish alive.Six, seven, eight, nine, ten,Part III: Dialogue studyStep 1: Ask the students to read the conversation silently.Step 2: Play the recording and ask the students to listen and read the conversation. Step 3: Read the conversation.Step 4: Act it out.Step 5: Language pointsWhat’s your telephone number?What’s your telephone number? 用于询问对方的电话号码，回答时用“It’s +电话号码.”结构。
外研版-英语-七上-2单元 What is your number 教案
Starter Module 2 Unit 2 教案Ⅰ Analysis of the text:In this text students will learn how to count number from one to ten.Ⅱ Arrangement of teaching in this moduleThree periods for this module, one period for one unitⅢ Teaching focus:ⅰ Master language of English numbers from 1 to 10.Key vocabulary and phrases: new, student, here, in, one, two, three, four, five, six, seven, eight, nine, ten, telephone, numberUseful sentences: -- Are you a new student here? -- Yes, I am.-- What class are you in？-- I’m in Class 3.-- What’s your number? -- It’s…ⅱ Be skilled in oral expression of English number from one to ten.Ⅳ Teaching aims:ⅰ Function: learn to how to ask othe rs’ Class and telephone numbers.ⅱ Listening: Students can answer the questions by listening.ⅲ Speaking: Students can ask and answer in pairs.ⅳ Reading: Students can understand the similar dialogues.ⅴ Writing: Students can write their Class and telephone numbers.Ⅴ Learning strategies:Self study and Cooperate studyⅥ Teaching Procedures:Part I: Lead in:Step 1: Review the last lesson in the previous period by having the whole class play the dialogue in real situation.Step 2: Ask students to act with the classmates.Part II: Vocabulary study:Step 1: Play the recording and have them point out the words and phrases in Activity 1, 3 and 4.Step 2: Play the recording again and have them read after the tape.Step 3: Write the words in Activity 7.Part Ⅲ: Dialogue study:Step 1: Listen sentences in Activity 4Step 2: Teacher practice a dialogue with single student as follows:-- Are you a new student here?-- Yes, I am.-- What class are you in？-- I’m in Class 3.-- What’s your number?-- It’s…Step 3: Work in pairs and practice the dialogue in Activity 6. Have some of them to perform their dialogues.。
外研版七年级英语上册《Unit 2 My mother's cleaning our house and sweeping away bad luck.》精品教案_7
Module 10 Spring Festival一、学习目标:1. 重点单词：festival, lantern, dragon, dance, clean, sweep, cook, meal, speak, happen, ready, quite, away, hard, floor, join, hurry, Christmas, February, January, before, luck, mean, table, celebrate, traditional, dumpling, programme, sweater, coat, lucky, tree, tell2. 重点短语：put away, hurry up, sweep away3.重点句子：1) Are you getting ready for Spring Festival?2) This is Tony speaking.3) What’s happening?4) —What are you doing at the moment?—I’m making big red lanterns.5) She’s cleaning the house and putting things away.6) —What are Daming and Betty doing?—They’re learning a dragon dance with my grandpa.7) What’s your mother doing?8) She’s cleaning the house.9) I’m eating jiaozi.二、重点及难点:1. Function: 1) How to describe and ask about the festival;2) Describe the process of preparing the festival.2. Grammar: The Present Continuous Tense.三、教学设计:Unit 1 Are you getting ready for Spring Festival?ⅠTeaching modelListening and speakingⅡTeaching methodInteractive approachⅢTeaching aims1. To understand the conversation about the Spring Festival;2. To recognize phrases and recognize short answers in the listening;3. To talk about the Spring Festival with given information.ⅣTeaching Objectives1. Key vocabulary:festival, lantern, dragon, dance, clean, sweep, cook, meal, speak, happen, ready, quite, away, put away, hard, floor, join, hurry, hurry up2. Key structures:1) Are you getting ready for Spring Festival?2) This is Tony speaking.3) What’s happening?4) —What are you doing at the moment?—I’m making big red lanterns.5) She’s cleaning the house and putting things away.6) —What are Daming and Betty doing?—They’re learning a dragon dance with my grandpa.ⅤTeaching aidsTape recorder, OHP, video, a clockⅥTeaching StepsStep 1 Warming-up1. Show some pictures of birthday and say what they are.2. Match the words with the pictures.3. Read the words after the teacher.4. Introduce the new words.Step 2 Listening practice.1. Ask the students to read the phrases in Activity 1.1) making lanterns2) learning a dragon dance3) cleaning the house4) sweeping the house5) cooking the meal2. Match the pictures with the expressions.Keys: b a c c d3. Play the recording through once while they just listen.4. Ask the students to listen to the recording.5. Play the recording again, then number the pictures.Keys: 2 3 1 46. Call back the answer from the whole class and check the answer. Step 3 Listen and read.1. Ask the students to read the conversation silently.1) Are they getting ready for Spring Festival?Yes, they are. / No, they aren’t.2) Are Daming and Betty making lanterns?Yes, they are. / No, they aren’t.3) Is Lingling’s mother sweeping the floor?Yes, she is. / No, she isn’t.4) Is Lingling’s aunt cooking the meal?Yes, she is. / No, she isn’t.5) Is Lingling’s grand ma cooking the meal?Yes, she is. / No, she isn’t.6) Is Lingling’s father working?Yes, he is. / No, he isn’t.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.4. Act it out.5. Choose the correct answer in Activity 3.6. Call back the answer from the whole class and check the answer.Keys: 1.Yes, they are. 2. No. they aren’t. 3. No. she isn’t.4. No. she isn’t.5. Yes, she is.6. Yes, he is.Step 4Answer the questions.1. Read the dialogue again.2. Ask the students to answer the questions.1) What is Lingling doing?2) Who is working?3) What is Lingling’s aunt doing?4) What is Lingling’s grandma doing?5) What are Daming and Betty doing?4. Play the recording again .Check the answers:Keys:1. She is making big red lanterns.2. Lingling’s father is working.3. She is sweeping the floor.4. She is cooking the meal in the kitchen.5. They are learning a dragon dance.Step 5 Complete the passage with the correct form of the words and expression from the box.1. Ask the students to read through the sentences.2. Complete the passage with the correct form of the words and expression from the box. with a partner.What’s (1) __________ at Lingling’s home? They’re getting (2) _____ for Spring Festival. Her mother and her aunt are working very (3) ______, cleaning and (4)_________________. Lingling is also (5) _____ busy. She’s m aking red (6) ________. Daming and Betty are learning a (7) _______ dance so Tony (8) __________ to Lingling’s home and (9) ________ them.3. Call back the answer from the whole class and check the answer.Keys:1. happening2. ready3. hard4. putting things away5. quite6. lanterns7. dragon8. is hurrying9. is joiningStep 6 Everyday EnglishThis is Tony speaking.What’s happening?Hurry up!Step 7 Listen and repeat.1. Play the recording once without stopping.lantern learn Lingingwhat workready veryyes you your2. Play the recording again and stop at the end of each line. Ask the whole class to repeat.3. Play the recording again and stop at the end of each line. Ask individual students to repeat.4. Ask the students to practice the sounds in pairs.Step 8 Work in pairs.1. Ask the students to look at the pictures in Activity 7.2. Go through the language.—Is the girl making lanterns?—Yes, she is/ No, she isn’t3. Work in pairs. Ask and answer about what people in the pictures are doing.Step 9 Language points1. What’s happening?happen是不及物动词，意为“发生”。
外研版英语七年级上册Unit 2 The library is on the left 教案与反思
Unit 2 The library is on the leftof the playground.前事不忘，后事之师。
《战国策·赵策》圣哲学校蔡雨欣单元目标教学过程环节1 新课导入教师展示本校的建筑结构图并提问。
T：Where is the library?S1：It’s on the left of the gate.T:Where is the science lab?S2：It’s next to the classroom....设计意图：此活动的目的是巩固上课时所学的介词及介词短语，接触一些新的介词及介词短语，引出单元的中心话题,起导入话题和展示词汇的作用。
同时通过对话来提高学生的语言表达能力。
环节21. 师领读方框中的单词，学生跟读。
2. 教师询问学是否认识这些单词。
如果不认识，教师可以通过展示与词汇相关的图片来帮助学生理解。
3. 学生个体活动并核对答案4. 教师以班级学生的位置为例来说明方框中的4个方位词或词组。
②教师就班级学生的位置进行提问，检査学生对方位词的理解。
5. 学生个体活动并核对答案。
6. 教师向学生说明活动要求，并让学生默读课文。
7. 学生个体活动，根据文章内容，填写各建筑物的名称。
8. 学生听录音并核对答案。
9. 学生个体阅读，寻找问题的答案。
10. 两人一组问答，教师点名几组学生回答问题，全班核对案。
11. 学生自主完成活动5。
12. 教师明确活动要求及活动目的。
13. 根据本学校的特点,教师给出学校的几个建筑物的英文表达方式，如“classroom building”等，让学生就其方位与同伴进行问答。
做好关键词或词组的记录。
14. 学生笔头描述自己的学校。
15. 学以致用（根据汉语意思完成句子）（1）教室在科学实验室前面吗？—不，不在。
— Is the classroom in front of the science lab?— No, i isn’t.（2）—你们的电脑室在哪儿？—它们在科学楼里。
初中英语任务型教学案例——外研版七年级上七上M2 My family 教学设计
初中英语任务型教学案例——外研版七年级上七上M2 My family 教学设计一、教材（内容）解析本课时的学习内容是七年级上学期Model 2的My family这一单元。
本节课的标题是《Is this your mum?》，涉及的话题是“我的家庭”，属于“人与他人”的主题范畴。
本节课采用图文结合、呈现对话、提供关键信息和核心句型等方式呈现语篇，引领学生阅读。
在前面几课时的学习中，学生已经基本掌握了本单元中关于亲戚、朋友的词汇，并掌握了描述自己和家人关系如何描述的基本方式。
本节课的教学重点是通过观察、操作、联想等活动，本教时将课本中不同的教学部分有机地组合在一起，情景自然，过渡流畅，效果较好。
在设计小组活动时，注意到了学生能力地差别，允许他们自行选择所编对话的内容及数量，体现了分层次教学的理念。
新英语课程标准倡导“任务型”的教学途径，以培养学生综合语言运用能力。
在教学中，我努力贯彻这一理念，结合本课学习内容，设计各项活动，引导学生对话题展开探讨，达到学以致用的目的。
二、教学目标学习掌握相关词汇：aunt, brother, cousin, daughter, family, father学习掌握相关句型：Is this/that your mother\father\grandpa……This is …./These are …./Are these ….?Is this …?三、学情分析当前，七年级学生有了一定的独立自主的英语阅读能力，并且对人物故事特别感兴趣。
通过前面的学习，学生也掌握了一定量的英语词汇，较为优秀的学生可以独立进行初步的自主学习。
教师应该尽量创造条件，让学生有机会多听英语。
同时，要帮助学生明确学习英语的目的。
每个学生从本人的实际情况出发，找出自己学习英语的真正原因和切实动机。
在学习本单元之前，学生已经在前几节课学习过了一些简单的词汇和句型。
对于本单元的学习，大部分学生已经有了一定的词汇和句型储备的基础。
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七年级英语外研版上Module2教案
Unit2 These are my parents
Teaching goals 教学目标
1. Language focus语言目标
a. Words and phrases 生词和短语
station hospital hotel police theatre actor driver nurse manager job their 1. bus station 2. police station 3. bus driver 4. at a school
b. Key sentences重点句子
1.What is your father's job?
2.My mother is the manager of a theatre.
2. Ability goals 能力目标
Enable Ss to know the occupation names.
3. Learning ability goals 学能目标
Help students ask and answer about their family's occupation.
Teaching important and difficult points教学重难点
The use of "the possessive case of nouns"
Teaching aids 教具准备
multi-media
Teaching procedures and ways 教学过程
Step I：Lead in
Show some pictures . Say what you know about the places and the jobs.
Places : hospital , hotel , school ,bus station , theatre
Jobs : doctor , nurse , hotel manager , teacher , driver , actor…
T: Do you like these pictures? Who works in it? your father or your mother?
S:Yes, I do.
My mother works in a ...
My father works in a ...
Step II ：Learn the new words
T: Now look at the photos.
This is a policeman. He works in a police station.
These are nurses. They work in a hospital.
T: When you see a man or a woman, What jobs can you think of?
Then let the students remember the words.
Step III Read and answer
1. Betty's parents works in a ______.
2. Lingling's mother and Daming's mother are_________.
3. Tony's father is a _________, his mother is a _________.
4. Daming's father is a _________.
5. Lingling's father is a _________.
Check the answers:
1. theatre
2. nurses
3. manager
4. teacher
5. policeman
6. bus driver Step IV :Complete the table
Step V: Work in pairs
A:Where is Betty from?
B:She's come from America.
A:What is her father's job?
B:He's an actor.
A:Is Tony's father a manager?
B:Yes, he is.
A:Is Daming's father a drver?
B:No, he isn't .He's a policeman.
A:What is your father's job?
B:My father's a ...
Step VI :Language points
1.These are Betty's parents.这两位是贝蒂的父母。
Betty's 意为“贝蒂的”。
这是一个名词所有格形式，表示人与事物的所有和所属关系.在句中作定语。
2.My mother is a manager of a theatre.我的妈妈是一位剧院的经理。
本句中of 是名词的所有格形式，表示无生命的所属关系时，要用介词of 所构成的短语来表示。
the legs of the table 桌子腿
3.What is your father's job?你父亲做什么工作？
这是询问职业的常用句式，是一个特殊疑问句，用表示职业的名词来回答。
What is your brother's job? He is a policeman.
拓展：询问职业的句型还有：
What +be +主语？
What do/does +主语+do?
What is your mother?
What does your mother do?
She is a nurse.
Step VII :Practice
1.—______ is your father's job? —He's a driver.
A.Can
B. What
C. Where
D. How
2.These are some ____ of my family.
A. photoes
B. photos
C. photo
3. —Whtat is your brother?—_______.
A. He's a student.
B. He is at work.
C. My friend
D. He's my brother.
4.—Is your mother a teacher? —______. She teaches English.
A.Yes, she can
B. No, she can't
C. Yes, she is.
D. No, she isn't.
5.The girl is Mr Green's ____ daughter.
A. friend
B. friend's
C. a friend
根据汉语意思完成下列句子，每空一词。
1.我姐姐是医院的一名护士
My sister is ___ _____ at the ________.
2.李明是一名旅馆经理。
Li Ming is _____ _____ __________.
3.格林先生是托尼的父亲。
Mr Green is _______ _______ .
4.这是一张我的全家福。
This is a ______ of my ________.
5.我的父母来自英国。
他们都是老师。
____ _______ are from England.They are both _________.。