七年级英语上册全册学案外研版
七年级上册英语全册导学案(外研版)
七年级上册英语全册导学案（外研版）导学案一：Unit 1 My New Teachers课前导学•阅读课文标题和学习目标，猜测课文内容。
•查阅词典，了解课文中出现的生词和短语。
•提前预习相关语法知识，例如一般现在时的用法。
课堂导学Step 1：Warm-up•开始课堂，进行简单的热身活动，例如复习上节课的内容或进行日常英语问候。
•引导学生思考并分享关于教师的信息，在黑板上记录学生提及的关键词。
Step 2：Vocabulary•引导学生一起回顾课文中出现的生词和短语，并进行齐读和拼读练习。
•分组合作，运用这些词汇表达关于老师个性及教学特点的观点。
Step 3：Listening and speaking•听录音，让学生根据录音内容将老师的资料与相应的老师配对。
Step 4：Reading•学生分组朗读课文，模仿语音语调、语速和语气表达。
•学生阅读课文，理解文章大意，回答教师提出的问题。
Step 5：Grammar•学生回顾一般现在时的用法，例如肯定句、否定句和疑问句形式。
•导师以问题形式展示不同的语境，并引导学生运用一般现在时进行回答。
•学生根据听到的内容，用一般现在时描述他们的英语老师或其他老师。
•学生交换作业，互相评价并提供建议改进。
课后导学•阅读课文，总结文章主题和关键信息。
•复习并熟记课文中的生词和短语。
•阅读相关阅读材料或小说，加强对一般现在时的理解和运用。
导学案二：Unit 2 This is my sister课前导学•阅读课文标题和学习目标，猜测课文内容。
•查阅词典，了解课文中出现的生词和短语。
•提前预习相关语法知识，例如单数名词的词尾变化。
课堂导学Step 1：Warm-up•进行简单的热身活动，例如复习上节课的句型或进行词汇游戏。
•让学生观察教室中的物品，并用英语描述。
Step 2：Vocabulary•回顾并巩固上节课学习的生词和短语。
•学生分组合作，运用这些词汇描述自己的家庭成员。
2022-2023最新外研版七年级上册英语全册教案+反思
2022-2023最新外研版七年级上册英语全
册教案+反思
第一部分：教案
本教案包含七年级上册全册英语基础知识的讲授和练。
对于每个单元，我们设立了以下几个板块。
1. 预
本单元的预板块包含单元词汇、语法以及相关句型的讲解。
我们将会以图片、音频、视频等形式将内容呈现在学生面前。
同时，预板块也包含针对内容的练题，以检验学生的理解能力。
2. 教学
本单元的教学板块是本教案的重点。
我们将会对每个单元的语法重点和难点、语音练以及听力训练进行详细的讲解，力求让每个学生都能理解掌握。
3. 课后练
为了帮助学生巩固所学知识，我们将为每个单元提供一系列的
课后练题，希望学生能够认真完成并逐渐提高研究成绩。
4. 复
每个单元的复板块将会提供相关复资料以及复建议，帮助学生
对所学知识进行总结和巩固。
第二部分：反思
我们认为教案不应该只是简单的内容罗列，而是应该引导教师
和学生进行思考和总结。
因此，我们特别设置了反思板块。
1. 教学反思
本板块将会为教师提供一个反思的平台，通过回答一系列问题，帮助教师反思本单元的教学方法、教学效果以及如何更好地提高教
学质量。
2. 研究反思
本板块将会为学生提供一个反思的平台，通过回答一系列问题，帮助学生反思本单元的研究效果、不足以及如何更好地提高研究效果。
我们相信这份教案将会为七年级英语的教学提供帮助，同时也
希望教师和学生认真参考本教案反思自己的教学方法和学习方法，
不断完善和提高自己的能力。
外研版七年级英语上册教案全册
课题教学目标教学重点Starter Module1Unit1课型Listening and speaking 学习称呼语和问候语打招呼用语教学难点如何正确运用打招呼用语教具教学课程多媒体、录音机1.Greeting.2.W arming-upT:Class,Please stand up.Hello,class.S:Hello,Ms…T:Sit do wn please.S:Thank you.3.Drills(1)练习打招呼问好。
(2)练习感谢他人。
(3)练习告别语Goodbye。
4.Practise1)Work in pairs part7and part82)Complete the sentences.Daming,____________,please(请坐)_____,______(同学们好)______(你好).Jack._______,_______(谢谢),Miss Li._______(再见),Lucy.5.Conclude6.HomeworkComplete part5and part6课时1个人修改课后评价课题教学目标Starter Module1Unit2课型listeningandspeaking 学习打招呼的用语，询问姓名和相互间的问候。
教学重点打招呼用语，询问对方姓名的特殊疑问句及回答。
教学难点一天中不同时间的打招呼用语教具多媒体、录音机课时1教学课程1.Greeting.2.W arming-upT:Good morning.What’s your name?S:I’m…/My name is…T:How are you?S:Fine,thank you.And you?T:I’m fine.too.3.Drills1)练习打招呼的用语Good morning/Good afternoon/Goodevening。
2)练习询问姓名和相互间的问候。
What’s your name?I’m…How are you?I’m fine,thank you.4.Practise1)Work in pairs part72)Listen and numbe r3)Write the sentences.5.Conclude6.HomeworkComplete part3课后评价：教案个人修改课题Starter Module1Unit3课型listeningandspeaking教学目标教学重点教学难点教具学习向别人介绍某人的用语This is my…She/He is…Be的变化运用多媒体、录音机课时1教学课程1.Greeting.2.W arming-upT:This is my friend…S:Hello,…This is my father…T:Nice t o meet you.S:Nice t o meet you,too.3.Drills1)复习打招呼的用语Good morning/Good afternoon/Goodevening。
七年级上册英语全册导学案(外研版)
七年级上册英语全册导学案（外研版）七年级上册英语全册导学案（外研版）dule 1 Nie t eet uUnit 1 The first English lessn型：听说[学习目标]1掌握重点单词：eet first English lessn lass student iss telve ear thirteen t fr lse pen ath rite pratise2能够正确使用I’fr…[前预习]读熟单词并能理解意思ath:eetstudent 学生lessn 遇见telve 从……thirteen 也t 十三fr 十二rite 匹配pratise 写ath 练习[堂活动]Step 1检查1）Listen and he h an peple spea1 □2 □3 □2）L at the piture hih rds an u use t desribe the piture?hinese lass father friend ther shl student teaherStep 2 Listening1）Listen and he the true sentenes1iss Li is a teaher □2Lingling is fr Beiing □3 Daing and Lingling are friends □4 Daing and Lingling are English □ang Hui is telve ears ld □2）Listen and fill in the blansiss Li: Hell nae’s iss Li I’a teaher and I’hinese I’____ uhanhat’s ur nae? here are u fr?Lingling: nae’s Lingling I’fr Beiing I’_____ ears ld and I’hinese This is Daing He’s friend e’re studentsDaing: Hell nae’s Daing I’a _______and I’telve ears ld I’fr Beiing Lingling is friend hat’s ur nae?ang Hui: nae’s ang Hui I’______ears ld I’fr Shanghai and I’a student I’hinese I’in lass neiss li: Nie t_____ u, ang Huiang Hui: Nie t eet u, ______Step 3 Read quil and fill in the frNaeAgebituntriss LiLinglingDaingang HuiStep 4 Speaing1、r in pairs As and anserA: hat’s ur nae? B: nae’s…A: here are u fr? B: I’fr…A: Nie t eet u,… B: Nie t eet u ,t2、Intrdue urself t lass Using these ashinese nae is Ni Shihun English nae is harltte I’ an Eng lish teaheru an all e iss /s Ni I’ 39 ears ld I’ fr Beiing, hina I’ hinese I teah in Beiing N80 unir High Shl Gu’re students e’re gd friendsReeber these language pints:1)_ hinese / English nae is…2)_I’ a student 3)_I’ …ears ld 4)_I’ fr…)_I stud in … unir High Shl6)_e’re ur students7)_e’re gd friends, tStep Vabular and prnuniatin(Ativit 6,7,8)1、Listening and repeat (Ativit 6)1)Listen arefull 2)Repeat after the tape2、Listening and repeat (Ativit 7)First,read alud; Then,repeat after the tape总结s在单词末尾的读音。
外研版初中英语七年级上册教案全册
外研版初中英语七年级上册教案全册教案简介本教案是针对外研版初中英语七年级上册编写的一套全册教案。
全册共包含教学大纲、教学目标、教学内容、教学流程等内容，旨在提供给教师进行教学准备和教学实施的参考。
教学大纲- 介绍初中英语七年级上册的教学目标和教学内容- 探讨教学方法和教学评估方式- 安排教学时间和课程进度教学目标- 培养学生的听、说、读、写和翻译能力- 培养学生对英语研究的兴趣和积极性- 培养学生的跨文化交际能力教学内容- 课文研究：涵盖了各个主题的课文，如自我介绍、家庭、学校、食物、颜色、时间等- 词汇和语法：研究基本的词汇和语法知识，如动词、名词、形容词、冠词、介词等- 听力和口语：通过听力练和口语对话，提高学生的听力和口语表达能力- 阅读和写作：通过阅读文章和写作练，培养学生的阅读和写作能力教学流程1. 准备：教师准备教学材料、课件以及其他辅助教学工具2. 导入：通过与学生的交流、图片展示等方式引入课题，激发学生的研究兴趣3. 研究：根据教学大纲和教学内容，进行课文研究、词汇和语法讲解、听力和口语练、阅读和写作训练等4. 巩固：通过练、活动和游戏巩固所学知识，帮助学生加深理解和记忆5. 总结：对本节课进行总结，帮助学生归纳所学的重点和要点6. 作业：布置适当的作业，巩固学生的研究成果7. 反馈：对学生的作业进行评改，并给予相应的反馈和建议教学评估- 通过课堂表现和讨论，评估学生的理解和掌握程度- 通过口语和写作练，评估学生的语言表达能力- 通过考试或测验，评估学生的研究成果以上是对外研版初中英语七年级上册教案全册的简要介绍，希望能对教师们的教学工作提供一定的参考和帮助。
> 注意：以上信息是根据您提供的标题内容进行编写，具体教案的内容和安排可能需要您根据实际需要进行制定和调整。
外研社版初中英语七年级英语初一英语上册全套精品学案
外研社《初中创新学练案》初一英语上册Module 1 Nice to meet youUnit 1 The first English lesson.Period 1 SectionA(1a-2c)【自主学习目标】1. 掌握本课单词、词组。
meet , first , student , too , write , be from , years old , Chinese , teacherEnglish,lesson,class,Miss,twelve,open,match,practice.2.掌握日常交际用语，能听懂别人的自我介绍，能利用动词be做简单的自我介绍或询问对方个人信息。
3. 学习be 动词(am , is , are )的用法。
学习人称代词的主格。
【预习学案】一、单词拼写:1. This is the ________ (第一)lesson .2. I am in ________ (班)Two , Grade Seven .3. She is a good ________ (学生).4. My friend is ________ (十二)years old .5. We have an English ________(课) every day .6. Could I ________ (打开)the door ?7. _________ (匹配)the words with the pictures .8. Li Lei often _________(写) to me .9.They are __________(练习) speaking English .10. Please _________ (关)the window .二．英汉互译。
1. 一年级一班________2. twelve years old ________3. 来自_________4. Nice to meet you . ________5. 站起来________6. English lesson ________7. 听________ 8. an English boy ________9. 你的名字10.my friend11.一个中国女孩________ 12. sit down _________三、用am , is, are 填空：1. —Hi, I ______ Tony . What _______ your name?—My name _______ Lisa.2. you Betty?Yes,I .3. —Hello! How ________ you?—I ______ fine, thank you.4. —How old Tom and Jim?—They thirteen.5.—What ______ your telephone number?—It ________ 678-691.6. They _______ from Beijing .7. We _______ from Shanghai .8.Where _______ you from ? I ______from England .【知识链接】一、连系动词be的用法1．概念连系动词be，在刚开始学英语句子时，恐怕你首先遇到动词王国中的成员就是be。
(共72份105页)外研版七年级英语上册(全册)精品全套教案汇总
（共72套105页）外研版七年级英语上册（全册）精品教案汇总内含本书全册每课时导学案及练习附答案，已编辑，可直接A4打印Module 1 My teacher and my friendsUnit 1Good morning，Miss Zhou.Ⅰ.Teaching modelTeam－work and communication approachⅡ.Teaching aims1．To learn and understand the topic words through listening and reading 2．To know something about letters and greetings3．To understand present simple “be”Ⅲ.Teaching aidsTape recorder，some cardsⅣ.Teaching stepsStep 1：Warming－up1．Introduce the teacher first with following sentence structures：(1)Hello/Good morning/Good afternoon(2)My name is…(3)My English name is…2．Ask students to introduce themselves in groups.Step 2：Listening and reading1．Play the tape and ask students to listen to the conversation in Activity 1 carefully.2．Ask students to read the conversations by themselves and underline the key words and sentences.3．Explain some difficulties to them.4．Work in pairs，act out the conversation.Step 3：Practice1．Read the sentences in Activity 3 and then match them.2．Listen and check them.Keys：1－b，2－c，3－d，4－a3．Read the conversation in Activity 4，then practice it in pairs.Step 4：Listening and writing1．Ask students to read the letters in Activity 5.Then listen and say.2．Let students read the songs in Activity 6.Then listen and sing.3．Read the letters in Activity 7.Then write down the letters.4．Listen to the names in Activity 8.5．Listen again and then write down the names.6．Work in pairs and check the answers.Step 5：Homework1．Learn the new words by heart.2．Act out the conversation in groups.3．Finish off the workbook exercises.Blackboard DesignUnit 1Good morning，Miss Zhou.1．My name's Miss Zhou.2．Good morning，Miss Zhou.3．Good afternoon，class.Unit 2 Good morning.I'm Chen Zhong.Ⅰ.Teaching modelReading and listeningⅡ.Teaching aims1．To learn how to ask names2．To know how to make a self－introductionⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming up and lead－in1．Divide students into groups and ask them to introduce the people they see on PPT.2．Play the PPT and show the pictures to them.Step 2：Listening and reading1．Play the tape and ask students to listen to the conversation in Activity 1 carefully.2．Ask students to read the conversation，work in pairs and find out the difficulties in it.3．Explain the difficulties to the students.4．Ask them to read it aloud for three times and ask two pairs to act it out.Step 3：Practice1．Ask students to read the sentences in Activity 3.Then match the sentences to make up conversations.2．Ask students to show the answers.3．Play the tape，and let students listen carefully and check their answers.Keys：1－c，2－a，3－bStep 4：Listening and writing1．Ask students to read the sentences in Activity 4.2．Listen and let the students number the sentences to make up a conversation.Then share the answers and check them.3．Read the sentences in Activity 5.Then complete the conversation.4．Listen and check the answers.5．Read the conversation in Activity 6.Then practice it in pairs.6．Let some pairs act it out.Step 5：Homework1．Learn the new words by heart.2．Read the conversation in Activity 1 aloud.3．Finish off the workbook exercises.Blackboard DesignUnit 2Good morning.I'm Chen Zhong.1．—What's your name，please?—I'm Lingling.2．—Can you spell it，please?—Yes，L－I－N－G－L－I－N－G，Lingling.3．—How are you?—Fine，thank you.Unit 3 This is my friend.Ⅰ.Teaching modelListening and readingⅡ.Teaching aims1．To review and check the words learned in this module2．To learn how to introduce a person to othersⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming－up1．Review the greeting phrases in the previous period.2．Ask students to introduce themselves to the class.Step 2：Listening and reading1．Teach students the new words in Unit 3.2．Play the tape and let students listen to the conversations in Activity 1 carefully.3．Ask students to read them.4．Ask students to read the conversations alone and underline all the key points.5．Show the points to the class，and explain some difficulties to students.6．Divide students into groups of four and ask them to practice acting them out.7．Let two groups act them out.Step 3：Practice1．Let students read the sentences in Activity 3.2．Ask them to match the sentences.3．Ask two students to share their answers.4．Listen to it carefully and check the answers.Keys：1－a；2－d；3－c；4－b5．Let students read the sentences in Activity 4.a)Goodbye.See you tomorrow.b)Hello，Daming.This is my friend，Amy.c)It's time to go now.Goodbye.d)Hello，Amy，nice to meet you.e)Hello，Daming，nice to meet you too.6．Ask students to number the sentences to make up a conversation.7．Ask two students to share their answers.8．Listen carefully and check the answers.Keys：b－d－e－c－a9．Listen again and practice it in groups of four.Step 4：Reading and writing1．Let students read the sentences in Activity 6.2．Then practice it in groups.3．Ask them to act it out.4．Ask students to read the sentences in Activity 7.5．Work in groups and complete the sentences.6．Listen and check the answers.Keys：1.His 2.friend，name 3.meet 4.Goodbye5．tomorrow7．Ask them to practice it，then let three groups act it out.Step 5：Homework1．Revise all the key points in this unit.2．Finish the workbook.Blackboard DesignUnit 3 This is my friend.1．This is Miss Zhou.She's my teacher.2．This is my friend.Her name's Betty.3．Nice to meet you.Module 2 My English lessonUnit 1Open your book.Ⅰ.Teaching modelTeam－work and communication approachⅡ.Teaching aims1．To learn and understand the topic words through talking and listening 2．To know something about imperative3．To understand the simple classroom expressionsⅢ.Teaching aidsTape recorderⅣ.Teaching stepsStep 1：Warming－up1．Enjoy the song：Hello and How Are You?2．Ask some students to introduce their partners to the class.Step 2：Listening and reading1．Play the recording and let the students point out the words and phrases in Activity 1.2．Listen and read.Good morning，class.Good morning，Miss Zhou.Please sit down.3．Play the recording and have the students point out the words and phrases in Activity 2.Sit down.Open your book.Listen.Draw.Put up your hand.Stand up.Close your book.4．Play the recording again and have them read after the tape.Step 3：Practicing 11．Match the expressions in Activity 4.1)Put up…a)…your book2)Open… b)…down3)Stand… c)…up4)Sit… d)…your hand.2．Check the answers.Keys：1－d；2－a；3－c；4－bStep 4：Listening and writing1．Write the letters in Activity 5.2．Listen and check.Step 5：Practicing 2Work in pairs.Say and do Activity 6.Step 6：Homework1．Copy the new words and expressions.2．Recite the text of the Unit 1.3．Finish the workbook.4．Recite the notes and exercise points.Blackboard DesignUnit 1Open your book.1．Sit down.2．Stand up.3．Open your book.4．Close your book.5．Put up your hands.Unit 2 What's your number?Ⅰ.Teaching modelListening and writingⅡ.Teaching aims1．To learn English numbers from 1 to 102．To understand how to ask others' class and telephone number.Ⅲ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming upAsk students to do as teacher says and review the expressions in Unit 1.Step 2：Listening and reading 11．Vocabulary study：Play the tape and have students point out the words and phrases in Activity 1.2．Play the tape again and have them read after the tape.3．Have the students read the dialogue and try to understand it.And then explain the points(Are you…？I am…Class 3)．4．Learn the numbers in Activity 2.Play the tape and have them read after the tape.And then have them read and write the numbers.Step 3：Practice1．Let the students read the chant in Activity 3.2．Play the tape and have them listen and chant.3．Come to Part 5：Listen and point.Help the students if necessary.Ask some students to read them out.4．Ask students to think about the numbers used in daily life：bus number，room number，student number…Step 4：Listening and reading 21．Teach the new words in Activity 4.2．Ask students to read the conversation and try to understand it.And then explain the points(What's your telephone number? My telephone number…)．3．Play the tape and have them read after the tape.4．Let them read it aloud.5．Have them practice it in groups of four，then act it out in class.Step 5：Listening and writing1．Play the tape and have them write the numbers in Activity 6.2．Practice：(1)Play the tape and ask the students to listen and write the numbers in Activity 7.If necessary，help the students.(2)And then ask some students to write them on the blackboard.(3)Finish Activity 8 as Activity 7.(4)Work in pairs.Ask and answer the conversation in Activity 9.Step 6：Homework1．Practice writing the number.2．Learn the new words by heart.3．Finish off the workbook exercises.Blackboard DesignUnit 2What's your number?1．one，two，three，four，five，six，seven，eight，nine，ten2．—Are you a new student here?—Yes，I am.3．—What class are you in?—I'm in Class 3.Unit 3 I'm twelve.Ⅰ.Teaching modelListening and writingⅡ.Teaching aims1．To learn English numbers from eleven to twenty2．To be able to learn how to introduce their agesⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming－up1．Listen to the song：Ten Little Indian Boys.2．Review the numbers from one to ten.Step 2：Listening and reading1．Have students read the conversation in Activity 1 and try to understand it.And then explain the key point(How old are you？)．2．Play the tape again and have students read after the tape.3．Play the tape and let students read and write the numbers in Activity 2.4．Explain the suffix “－teen”，“－ty” and some special numbers.Step 3：Practice1．Play the tape and ask students to read the numbers in Activity 3.2．Have them match the numbers in Activity 3.3．Listen and point in Activity 4.4．Look at Activity 8.5．And then explain the points(How many…are there？)6．Work in pairs.Ask and answer the conversations.Step 4：Listening and writing1．Ask students to look at Activities 5 and 6.2．Play the tape and ask the students to listen and write in Activities 5 and 6.3．And then check the answers one by one.4．Have them read the words in Activity 7.5．Play the tape and ask the students to listen and match the numbers with the words in the box.6．Then check the answers.Step 5：Homework1．Practice writing the numbers.2．Revise all the key points in this unit.3．Finish the workbook.Blackboard DesignUnit 3I'm twelve.1．—How old are you?—I'm twelve.2．—How many boys are there?—15.Module 3 My English bookUnit 1What's this in English?Ⅰ.Teaching modelTeam－work and communication approachⅡ.Teaching aimsTo recognize objects in the classⅢ.Teaching aidsTape recorderⅣ.Teaching stepsStep 1：Warming－up1．Point at objects in the classroom and ask students：What's this in English?2．Ask students to spell the words：How do you spell it?3．Ask students to write down the words on the blackboard：Write it on the blackboard，please.Step 2：Listening and reading1．Play the recording and ask students to listen and read the conversation in Activity 1.2．Ask students to read the conversation silently and underline the key points.3．Explain the points to the students and solve the problems.4．Ask them to read the conversation aloud.5．Let them act it out.Step 3：Practice1．Ask the students to look at the pictures in Activity 2.2．Ask and answer like this：—What's this in English?—It's a dog.—What's this in English?—It's a pen.3．Work in pairs.Step 4：Listening practice1．Play the recording of Activity 3，and listen and write.2．Play the recording of Activity 5，and listen and write.A：What's ________________？B：________________ cat.A：How ________________ spell “cat”？B：________________3．Listen again and check.4．Call back the answers from the whole class and check the answers.Keys：this in English；It's a；do you；C－A－T，catStep 5：Work in pairs1．Ask and answer like this：A：What's this in English?B：A pen?A：No.B：A pencil?A：Yes，a pencil.B：How do you spell “pencil”？A：P－E－N－C－I－L，pencil.2．Work in pairs.Step 6：Homework1．Copy the new words and expressions.2．Recite the text of the Unit 1.3．Finish the workbook.Blackboard DesignUnit 1What's this in English?—What's this in English?—It's a dog.—How do you spell “dog”？—D－O－G，dog.(1.a bird 2.a book 3.a cat 4.a dog 5.a flower6．a pen 7.a pencil)Unit 2 Can you help me，please?Ⅰ.Teaching modelReading and writingⅡ.Teaching aimsTo ask and answer “How to spell…”Ⅲ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming－up and lead－inPoint at some objects in the classroom and ask the students：What's this in English?Let them answer.Step 2：Listening and reading1．Play the recording and ask students to listen and read the conversation in Activity 1.2．Ask the students to read the conversation silently.3．Ask the student to mark the language points that they can't understand.4．Encourage students to raise questions.5．Explain the main points to the students and solve the problems.6．Ask them to read the conversation aloud.7．Let students act it out.Step 3：Listen and point.1．Ask students to look at the pictures in Activity 2.2．Listen，then ask and answer like this：—What's this in English?—It's a monkey.…3．Work in pairs.Step 4：Listening practice1．Read and match the sentences of Activity 3.1 Can you help me，please?2 How do you spell “desk”？3 Can you say that again，please?4 Thank you.a)You're welcome.b)Yes，D－E－S－K.c)It's D－E－S－K.d)Yes.Of course.2．Play the recording，listen and say.3．Listen again and check.4．Call back the answer from the whole class and check the answer. Keys：1－d；2－c；3－b；4－a5．Listen again and say.6．Listen and point.Step 5：Work in pairs1．Ask the students to read the conversation of Activity 5.A：Can you help me，please?B：Yes，of course.A：What's this in English?B：It's a…A：How do you spell it?B：…A：Thank you.B：You're welcome.2．Ask and answer in pairs.Step 6：Writing1．Ask students to read through the sentences in Activity 6.2．Ask them to complete the conversation.3．Listen and check.Keys：Can；of course；you，desk；Can you；D－E－S－K；Thank；welcome 4．Read together.Step 7：Homework1．Copy the new words and expressions.2．Recite the text of the Unit 2.3．Finish the workbook.4．Recite the notes and exercise points.Blackboard DesignUnit 2Can you help me，please?—How do you spell “classroom”？—I'm sorry.I don't know.—It's C－L－A－S－S－R－O－O－M.—Can you say that again，please?—Yes.It's C－L－A－S－S－R－O－O－M.Unit 3 What colour is it?Ⅰ.Teaching modelListening and writingⅡ.Teaching aimsTo recognize coloursⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming－up1．Review the texts in Unit 1 and Unit 2.2．Show some pictures of different colors and introduce the new words.Step 2：Listen and point1．Ask students to look at the pictures in Activity 1.2．Play the recording and ask students to listen and point.3．Listen and repeat.4．Work in pairs.—What colour is it?—It's black，B－L－A－C－K，black.Step 3：Look，read and match1．Ask students to look at the pictures in Activity 2.2．Have them look through the sentences.3．Play the recording and ask students to listen and check.4．Match the sentences.1 What colour is the pen？a)It's red2 What colour is the cat? b)It's yellow.3 What colour is the pencil? c)It's white.4 What colour is the flower? d)It's red，green and orange.5 What colour is the dog? e)It's blue.6 What colour is the bird? f) It's brown.5．Call back the answer from the whole class and check the answer.Keys：1－e；2－c；3－b；4－a；5－f；6－d6．Listen again and say.Step 4：Work in pairs1．Ask and answer like this：A：What colour is the…？B：It's…2．Have the students work in pairs.Step 5：Write1．Ask students to read the words in Activity 6.2．Complete the table in Activity 6.3．Call back the answers from the whole class and check the answers.Keys：(1)bag book desk pen pencil(2)bird cat dog flower(3)black blue brown green orange red white yellow4．Ask students to read through the conversations in Activity 7 silently.5．Fill in the blank.(1)—What colour is the dog?—It's ________.(2)—What ________ is the flower?—It's ________.(3)—________ is the bird?—It's red，green and ________.(4)—What ________________？—It's yellow.(5)— ________________ the pen?—It's ________.(6)—________________ the cat?— It's ________.6．Listen and check.Keys：(1)brown (2)colour，red (3)What colour，orange (4)colour is the pencil (5)What colour is，blue (6)What colour is，white7．Ask students to do the following additions.(1)red＋yellow (2)red＋blue (3)blue＋yellowKeys：orange；purple；greenStep 6：Homework1．Copy the new words and expressions.2．Recite the text of the Unit 3.3．Finish the workbook.4．Recite the notes and exercise points.Blackboard DesignUnit 3What colour is it?—What colour is it?—It's black，B－L－A－C－K，black.Module 4 My everyday lifeUnit 1What day is it today?Ⅰ.Teaching modelListening and speakingⅡ.Teaching aims1．To learn the names of days2．To know how to ask and answer “What day is it？”3．To understand the conversation about asking the daysⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming－up and lead－in1．Write down a number and tell students the number is between 1 and 30.Ask students to guess what the number is.2．Ask students to look at the picture in Activity 2 and review the numbers from 1 to 30.3．Play the tape and have students point out the new words in Activity 2.4．Have the students read the names of a week.5．Show students a calendar by PPT，ask students to ask and answer like this：—What day is it today?—It's…—What day is it tomorrow?—It's…Step 2：Listening and reading1．Play the tape，ask students to listen the conversation in Activity 1 carefully.2．Have students read it and ask students to mark the language points that they can't understand.3．Explain the main points to students and solve the problems.4．Ask them to read the conversation aloud.5．Let them act it out.Step 3：Practice1．Have students read the sentences in Activity 3 and then match them.2．Play the recording and ask students to listen and check.Keys：1－c 2－d 3－b 4－a3．Play the recording again and ask students to listen and repeat.4．Come to Activity 4.Let students ask and answer in pairs like this：—Today is…What day is it tomorrow?—It's…Step 4：Listening and writing1．Play the tape and have them listen and write in Activity 5.2．Ask students to read and write in Activity 6.3．Call back the answers from the whole class and check the answers.4．Play the tape and have them listen and check.Keys：1.day 2.Wednesday 3.Saturday 4.Sunday5．ThursdayStep 5：Work in pairsAsk students to work in pairs in Activity 7.Step 6：Homework1．Revise all the key points in this unit.2．Recite the conversation in Activity 1.3．Finish off the workbook exercises.Blackboard DesignUnit 1What day is it today?1．—What day is it today?—It's Monday.2．—What day is it tomorrow?—Tuesday.Unit 2 What's the weather like?Ⅰ.Teaching modelListening and speakingⅡ.Teaching aims1．To learn the names of seasons and the weather2．To know how to ask and answer the weatherⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming－up and lead－in1．Ask students to talk something about their favourite days.2．Ask students to look at the pictures of weather symbols and teach them the words about weather(warm，hot，warm，cool)．3．Give students some key words and ask students to guess what the seasons are.eg：white，holiday(假期)→winter；green，flowers→spring；yellow，harvest(收获)→autumn；water，sun→summerStep 2：Listening and repeating1．Play the tape and have students point out the new words in Activity 1.2．Play the tape and have them repeat.3．Have students read the new words aloud.4．Let students read the sentences and look at the pictures in Activity 2.5．Play the tape and have them listen and match.6．Check the answers.Keys：1－d 2－b 3－a 4－c7．Play the tape again and ask students to listen and repeat.Step 3：Practice1．Ask students to look at the pictures in Activity 3 and ask and answer like this：(1)—What's the weather like in spring?—It's warm.(2)—What's the weather like in winter?—It's cold.(3)—What's the weather like in autumn?—It's cool.(4)—What's the weather like in summer?—It's hot.2．Play the tape and have them point.3．Ask some groups to show in class.4．Show students a map of China and ask and answer like this in pairs(Activity 6)：—What's the weather like in Harbin in winter?—It's cold.5．And then ask some pairs to show in class.Step 4：Listening and writing1．Ask students to read the conversations in Activity 5.2．Then play the tape and ask students to complete them.3．Play the tape again and check the answers.Keys：1.weather 2.like；winter 3.What's the weather like4．What's the weather like；It's warm4．Let them read the conversations aloud.Step 5：Homework1．Learn the new words by heart.2．Read and recite the conversations.3．Finish off the workbook exercises.Blackboard DesignUnit 2What's the weather like?1．spring，summer，autumn，winter2．warm，hot，cool，cold3．—What's the weather like in spring?—It's warm.Unit 3 What's your favourite sport?Ⅰ.Teaching modelReading and writingⅡ.Teaching aims1．To recognize sports2．To understand questions about asking one's favourite sport，and give corresponding answersⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming up and lead－in1．Review the texts in unit 1 and unit 2.2．Introduce the new words：basketball；football；swimming；table tennis.Step 2：Listen and number1．Ask students to look at the pictures in Activity 2.2．Play the recording and ask students to listen and number.3．Call back the answers from the whole class and check the answers.Keys：b－d－a－cStep 3：Listen and read1．Ask students to look at the pictures in Activity 3.2．Talk something about the pictures.3．Play the recording and ask students to listen.4．Ask students to read the conversations silently.5．Read the conversations together.6．Act them out.Step 4：Read and number1．Ask students to read the sentences in Activity 4.2．Read and number.3．Check the answers.Keys：a－d－e－b－cStep 5：Writing1．Read the words in Activity 5.2．Complete the table.3．Check the answers.Keys：go swimming play basketballplay football play table tennisStep 6：Work in pairs1．Ask and answer like this：—What's your favourite sport?—…—Let's…this afternoon.—OK…2．Work in pairs.Step 7：Listen and write1．Play the recording and ask students to listen in Activity 7. 2．Fill in the blank.3．Listen again and check.Keys：your favorite；swimming；go swimming；Let's goStep 8：Homework1．Copy the new words and expressions.2．Recite the text of the Unit 3.3．Finish the workbook.Blackboard DesignUnit 3What's your favourite sport? 1．—What's your favourite sport?—Football.2．—Let's play football after school.—OK.Good idea!Module 1 My classmatesUnit 1Nice to meet you.Ⅰ.Teaching modelTeam－work and communication approachⅡ.Teaching aims1．To understand the conversation about self－introduction2．To give a brief self－introduction，including name，age and hometownⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching steps第一课时(Activity 1－Activity 3)Step 1：Lead－in1．Make a self－introduction to students and give the following sentence structures.My name is…I'm…years old.I am from…I am a…My friend is…What about you?2．Ask students to introduce themselves in groups by using these sentences.3．Introduce some famous people and ask students to guess who they are.Step 2：Listening and vocabulary1．Play the tape.Have students listen and check the number of speakers in Activity 1.2．Let them share their answers.3．Play the tape again and check the answers.4．Ask students to look at the picture and read the words in Activity 2.5．Play the tape again.Have them listen to it again and check the words.6．Check the answers.Step 3：Listening and reading1．Play the recording in activity 3 and ask students to listen and answer the questions.Then check the answers.(1)How many people speak in the conversation?(2)Who are they?2．Ask students to listen again and answer more specific questions.Then check the answers.(1)Where are Tony and Betty from?Tony is from England.He is English.Betty is from America.She is American.(2)What class are they in?They are in Class 4 Grade 7.3．Read it and underline all the points which are important with partners.4．Show the points to the class，and explain some difficulties to them.5．Listen to the tape and read after it three times.Then have students read theconversation aloud.6．Put students into groups of four to practice the conversation.Step 4：Practice1．Read the conversation again and check(√) the tr ue sentences in activity 3.1)Ms Li is from Wuhan.( )2)Lingling is twelve years old.( )3)Daming is thirteen years old.( )4)Tony is not in Class 4.( )5)Betty is from America.( )2．Ask two students to share their answers.3．Check the answers together.Keys：1，5Step 5：Everyday EnglishHello!Nice to meet you.Nice to meet you too.Thanks.Hi!Step 6：Homework1．Learn the new words by heart.2．Act out the conversation in groups.3．Finish off the workbook exercises.Blackboard DesignUnit 1 Nice to meet you.(Activity 1－Activity 3) Chinese，from，where，year，about，What about…？ Ms，America，not，England，hi，American，our，grade1．I'm from Wuhan.2．Where are you from?3．Hello，are you from America?4．Welcome to Class 4 Grade 7！Unit 1 Nice to meet you第二课时(Activity 4－Activity 7)Step 1：Have a dictationAsk students to write the words and phrases in Unit 1，check them if they have grasped the usages of the points.Step 2：Ask and answer1．Where is Ms Li from?2．Is Tony thirteen years old?3．Is Betty from England?4．What class is Daming in?Read the conversation in Activity 3 again and answer them.Step 3：Practice1．Show some special sentences in the dialogue on the screen.。
外研版初中七年级上册英语教案全册
Module 1 My classmates Unit 1 Nice to meet you.教学过程教学过程What's your name? Where are you from?How old are you? Which class are you in?Nice to meet you.Step 2: Listening1.Play the recording in activity 1 and ask the students to listen and checkhow many people speak.2.Play it again and ask the students to check the words their hear.3.Check the answers with the whole students.Step 3: Listen and read1.Play the recording in activity 3 and ask the students to listenand answer the questions. Then check the answers.(1) How many people speak in the conversation?(2) Who are they?(3) Are they in the same class?2.Play it again and check the true sentences in act3. Ask somestudents to correct the wrong ones.3. Put the students into groups of four to practise the dialogue.The students repeat it several times, changing roles each time.4.Talk about the pictures in the PPT and show their performances.5.Ask the students to sum up the useful sentences in the dialogue andintroduce “Everyday English.”6.Finish act 4 and 5 in groups. Teacher checks the answers.Step 4: Pronunciation1.Explain that this activity focuses on some English phonemes which aredifficult to pronounce for speakers of Chinese.2.Play the recording once without stopping.教学过程3.Play it again and ask the students to repeat.4.Practise the sounds in pairs, then finish the exercises on the PPT.Step 5: Speaking1.Talk about the pictures by asking and answer in paris like this:A: What’s his name?B: His name is….A: Where is he from?B: He's from….A: How old is he?B: He's ...years old.Step 6: Module taskTask 1: Who has the most friends?运用本课句型，在规定的八分钟时间内，以小组为单位，看谁结交的朋友最多，她将获得一份丰厚的奖品。
外研版七年级英语上册全册导学案
学习资料推荐
教材：外研版七年级英语上册教材 练习册：外研版七年级英语上册练习册 学习网站：英语学习网、BBC英语学习网等 学习软件：有道词典、金山词霸等
网络资源利用
英语学习网站推荐：提供丰富的英语学习资料和在线课程
英语学习APP推荐：方便随时随地学习英语，提高学习效率
在线词典和翻译工具：方便查询单词和句子的意思和翻译 英语学习社交媒体：可以与其他英语学习者交流互动，分享学习心 得
难点解析：如何正确使用第三 人称单数形式和动词的-ing形 式
练习题：针对重点难点进行练 习，巩固所学知识
句型练习
重点句型：掌握本单元的核心句型，如“What’s your favorite subject?”、“My favorite subject is science.”等。
难点解析：针对学生容易出错或混淆的句型进行详细解析，如“What subject do you like best?”、“I like math best.”等。
注重听说训练：多听多说，通过模仿和练习提高英语口语和听力水平，加强对单元内容 的理解和记忆。
积极参与课堂互动：在课堂上积极参与讨论和互动，与老师和同学交流学习心得和经验， 加深对单元知识点的理解和掌握。
及时复习巩固：课后及时复习和巩固所学内容，通过练习和作业加强记忆和应用，确保 每个单元的知识点都能熟练掌握和应用。
学生的学习成果
课程特点
注重听说训练，培养学生 的英语交际能力
强化阅读理解，提高学生 的阅读水平
结合实际生活，注重语言 运用
丰富的课程资源，满足不 同学生的学习需求
单元学习计划
单元学习目标
掌握本单元的词汇和语法知识
提高听、说、读、写四项技能
七年级英语上册全册学案(外研版)
七年级英语上册全册学案（外研版）本资料为woRD文档，请点击下载地址下载全文下载地址课题：外研社初一上册期末复习--重点短语回顾班级：学生姓名：使用时间：【Learningobjects学习目标】复习并应用m1-m10的重点语法知识点。
【LearningImportantandDifficultPoints学习重点、难点】复习并应用m1-m10的重点语法知识点。
【Learningprocedures学习过程】Preview（预习•导学）Reviewallthegrammarpointsinm1-m10andtrytolearnthemb yheart.【classactivities课堂活动】Step1.Feedbackonthepreview：.checkthepreview.（检查预习情况。
）2.Reviewtheimportantgrammarpointsinm1-m10.（复习本模块所有重点语法知识点。
）Step2.七年级上册英语语法．动词be（is,am,are）的用法我用am,你用are，is跟着他，她，它。
单数名词用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。
还有一条须注意，句首大写莫忘记。
2．this，that和it用法this和that是指示代词，it是人称代词。
距离说话人近的人或物用this,距离说话人远的人或物用that。
如：Thisisaflower.这是一朵花。
Thatisatree.那是一棵树。
放在一起的两样东西，先说this,后说that。
如：Thisisapen.Thatisapencil.这是一支钢笔。
那是一支铅笔。
向别人介绍某人时说Thisis…,不说Thatis…。
如：ThisisHelen.Helen,thisisTom.这是海伦，海伦，这是汤姆。
Thisis不能缩写,而Thatis可以缩写。
【范文】七年级上册英语全册导学案(外研版)
七年级上册英语全册导学案（外研版）module1NicetomeetyouUnit1ThefirstEnglishlesson课型：听说课[学习目标].掌握重点单词：meetfirstEnglishlessonclassstudentmisstwelveyearthi rteentoofromcloseopenmatchwritepractise2.能够正确使用I’mfrom…[课前预习]读熟单词并能理解意思match:meet课student学生lesson遇见twelve从……来thirteen也too十三from十二write匹配practise写match练习[课堂活动]Step1检查）Listenandcheckhowmanypeoplespeak.□2□3□2）Lookatthepicture.whichwordscanyouusetodescribethepicture?chineseclassfatherfriendmotherschoolstudentteacherStep2Listening）Listenandcheckthetruesentences..missLiisateacher.□2.LinglingisfromBeijing.□3.DamingandLinglingarefriends.□4.DamingandLinglingareEnglish.□5.wangHuiistwelveyearsold.□2）Listenandfillintheblanks.missLi:Hello.myname’smissLi.I’mateacherandI’mchinese.I’m____wuhan.what’syourname?whereareyoufrom?Lingling:myname’sLingling.I’mfromBeijing.I’m_____yearsoldandI’mchinese.ThisisDaming.He’smyfriend.we’restudents.Daming:Hello.myname’sDaming.I’ma_______andI’mtwelveyearsold.I’mfromBeijing.Linglingismyfriend.what’syourname?wangHui:myname’swangHui.I’m______yearsold.I’mfromShanghaiandI’mastudent.I’mchinese.I’minclassone.missli:Niceto_____you,wangHui.wangHui:Nicetomeetyou,______.Step3Readquicklyandfillintheform.NameAgejobcitycountrymissLiLinglingDamingwangHuiStep4Speaking、workinpairs.Askandanswer.A:what’syourname?B:myname’s…A:whereareyoufrom?B:I’mfrom…A:Nicetomeetyou,…B:Nicetomeetyou,too.2、ingtheseways.mychinesenameisNiShichun.myEnglishnameischarlotte.I 'manEnglishteacher.youcancallmemiss/msNi.I'm39years old.I'mfromBeijing,china.I'mchinese.IteachinBeijing No.80juniorHighSchoolG.you'remystudents.we'regoodfr iends.Remembertheselanguagepoints:)_mychinese/Englishnameis…2)_I'mastudent.3)_I'm…yearsold.4)_I'mfrom…5)_Istudyin…juniorHighSchool.6)_we'reyourstudents.7)_we'regoodfriends,too.Step5Vocabularyandpronunciation、Listeningandrepeat)Listencarefully2)Repeatafterthetape2、ListeningandrepeatFirst,readalud;Then,repeatafterthetape.总结s在单词末尾的读音。
七年级上册英语全册导学案外研版
七年级上册英语全册导学案（外研版）dule1NieteetuUnit1ThefirstEnglishlessn型：听说[学习目标]把握重点单词：eetfirstEnglishlessnlassstudentisstelveearthirteentfrlse penathritepratise2能够正确利用I’fr…[前预习]读熟单词并能明白得意思ath:eetstudent学生lessn遇见telve从……来thirteen也t十三fr十二rite匹配pratise写ath练习[堂活动]Step1检查）Listenandhehanpeplespea□2□3□2）Latthepiturehihrdsanuusetdesribethepiture? hineselassfatherfriendthershlstudentteaherStep2Listening）ListenandhethetruesentenesissLiisateaher□2LinglingisfrBeiing□3DaingandLinglingarefriends□4DaingandLinglingareEnglish□angHuiistelveearsld□2）ListenandfillintheblansissLi:Hellnae’sissLiI’ateaherandI’hineseI’____uhanhat’surnae?hereareufr?Lingling:nae’sLinglingI’frBeiingI’_____earsldandI’hineseThisisDaingHe’sfriende’restudentsDaing:Hellnae’sDaingI’a_______andI’telveearsldI’frBeiingLinglingisfriendhat’surnae?angHui:nae’sangHuiI’______earsldI’frShanghaiandI’astudentI’hineseI’inlassne issli:Niet_____u,angHuiangHui:Nieteetu,______Step3ReadquilandfillinthefrNaeAgebituntrissLiLinglingDaingangHuiStep4Speaing、rinpairsAsandanserA:hat’surnae?B:nae’s…A:hereareufr?B:I’fr…A:Nieteetu,…B:Nieteetu,t二、IntrdueurselftlassUsingtheseashinesenaeisNiShihunEnglishnaeisharltteI'anEnglishtea heruanalleiss/sNiI'39earsldI'frBeiing,hinaI'hineseIteahi nBeiingN80unirHighShlGu'restudentse'regdfriends Reebertheselanguagepints:)_hinese/Englishnaeis…2)_I'astudent3)_I'…earsld4)_I'fr…)_Istudin…unirHighShl6)_e'reurstudents7)_e'regdfriends,tStepVabularandprnuniatin、Listeningandrepeat)Listenarefull2)Repeatafterthetape二、ListeningandrepeatFirst,readalud;Then,repeatafterthetape总结s在单词末尾的读音。
新外研版初中七年级上册英语全册教案
Module 1 My teacher and my friends.Unit 1 Good morning, Miss Zhou.Ⅰ. Analysis of the text:This is the first English lesson. Students should know how to greet with the teacher and other students.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of daily greetings.Key vocabulary and phrases: hello, class, my, name, is, Miss, good, morning, good morning, afternoon, good afternoon, goodbye2. Be skilled in oral expression of greetings.Ⅳ.Teaching aims:1. Function: Greetings in students’ daily life.2. Listening: Students can understand others’ greetings by listening.3. Speaking: Students can introduce themselves and greet with others.4. Reading: Students can understand the similar dialogue of greetings.5. Writing: Students can write greeting words in their daily life.Ⅴ.Character building:Motivate students’ interest in learning English. Make friends with all students.Ⅵ.Teaching Procedures:Part I: Lead in:Step 1: Greeting with the students.Step 2: Introduce myself and ask students to introduce themselves to the class.Step 3: Sing a song: Good morning.Part II: V ocabulary study:Step 1: Play the recording and have them point out the words and phrases.Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the phrases and pictures in PPT.Part Ⅲ: Dialogue study:Step 1: Practise the dialogue with the whole class and have them make corresponding reacts.Step 2: Have students to practise the previous dialogue with their partner.Step 3: Listen and read.—Hello, class. My name’s Miss Zhou.—Good morning, Miss Zhou—Good afternoon, class.—Good afternoon, Miss Zhou.—Goodbye, class.—Goodbye, Miss Zhou.Listen again and repeat.Step 4: Match1. Hello, my name’s Daming. a) Goodbye, Tom.2. Good morning, Lingling, b) Hello, my name is Lingling.3. Good afternoon, Carla. c) Good morning, Carla.4. Goodbye, Mike, d) Good afternoon, MikeStep 5: Listen and checkKeys: 1. b 2. c 3. d 4.aStep 6: Work in pairs. SayA: Hello, my name’s ….B: Good morning, …A: Good afternoon, …B: …A: Goodbye, …B: …Part Ⅳ: Letters study:Step 1: Sing A B C Song.Step 2: Listen letters in Activity 5 and read after the tape.Step 2: Listen letters in Activity 6 and have them number the letters in Activity4. Step 3: Have some of them to write down letters on the blackboard and check in the class.Step 4: Listen again and write.Step 5: Work in pairs and check your answers.Unit 2 Good morning, I’m Chen Zhong.Ⅰ.Analysis of the text:In this text students will learn how to introduce themselves to others, and make relative greetings.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of self-introduction and greetings in the situation of first meeting. Key vocabulary and phrases: Mr., I, what, your, please, sorry, can (can’t), you, spell, it, yes, thank, how, fine, thanks, Mrs. too2. Be skilled in oral expression of self-introduction and greetings in the situation of first meeting.Ⅳ. Teaching aims:1. Function: Self-introduction and greetings in the situation of first meeting.2. Listening: Students can understand others’ introduction and greetings by listening.3. Speaking: Students can introduce themselves and greet with others.4. Reading: Students can understand the similar dialogue of self-introduction and greetings.5. Writing: Students can write their self-introduction.Ⅴ. Teaching Procedures:Part I: Lead in:Step 1: Review the greeting phrases in the previous period by having the whole class play the dialogue in real situation.Step 2: Ask students to introduce themselves to the class.Step 3: Enjoy Fl ash: What’s your name?Part II: Vocabulary study:Step 1: Play the recording and have them point out the words and phrases in Activity 1.Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the sentences in Activity 3 and check their answer with their partner.Keys: 1. c 2. a 3. bStep 4: Listen the dialogue in Activity 4 and check their answers.Step 5: Write the sentences in Activity 5.Part Ⅲ: Dialogue study:Step 1: Listen sentences in Activity 6 and have them number the sentences in Activity 6.Step 2: Teacher practise a dialogue with single student as follows:— Good afternoon. How are you?—I’m fine, thanks. How are you?—I’m fine too, thanks. What’s your name?—I’m Tom. What’s your name?—I’m Sarah.Step3: Work in pairs and practise the dialogue. Have some of them to perform their dialogue for the whole class.Unit 3 This is my friends.Ⅰ.Analysis of the text:In this text students will learn how to introduce their friends and family members to others.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of introducing friends and family to others.Key vocabulary and phrases: this, she, teacher, friend, her, his, nice, to, meet, time, go, now, bye, see, tomorrow2. Be skilled in oral expression of introducing someone to others.Ⅳ.Teaching aims:1. Function: Introduction of friends and family members.2. Listening: Students can understand others’ introduction of someone.3. Speaking: Students can introduce their friends and family members to others.4. Reading: Students can understand the similar dialogue of introducing others.5. Writing: Students can write the introduction of their friends and their family members.Ⅴ.Teaching Procedures:Part I: Lead in:Step 1: Review the greeting phrases in the previous period by having the whole class play the dialogue in real situation.Step 2: Ask students to introduce themselves to the class.Step3: Enjoy a song: Make new friends.Part II: Vocabulary study:Step 1: Play the recording and have them point out the words and phrases in Activity 1.Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the sentences in Activity 3 and check their answer with their partner.Step 4: Listen the dialogue in Activity 3 and check their answers.Step 5: Write the sentences in Activity 3.Part Ⅲ: Dialogue study:Step 1: Listen sentences in Activity 4 and have them number the sentences in Activity 4.Step 2: Match1. This is my friend. a) His name’s Tony.2. She is my friend. b) Goodbye.3. Hello. c) Nice to meet you.4 . It’s time to go now. d) Her name’s Betty.Step 3: Listen and check.Keys: 1.a 2. d 3. c 4. bStep 4: Listen and numbera) Goodbye. See you tomorrow.b) Hello, Daming. This is my friend, Amy.c) It’s time to go now. Goodbye.d). Hello, Amy, nice to meet you.e) Hello, Daming, nice to meet you too.Keys: b d e c aStep 5: Listen again and say.Step6: Work in groups. Say.This is my friend. … name’s … Hello…, nice to meet you.Step 7: Work in group of 4 and fill the blanks in Activity 7, then have some groups of them to perform the dialogue for the whole class.1. This is my friend. ________ name’s Tony.2. This is my ________. Her ___________ Betty.3. Nice to _________ you.4. It’s time to go now.___________.5. Goodbye. See you __________.Step 7: Now listen and check.Keys: 1.His 2. friend, name’s 3.meet 4. Goodbye 5.tomorrowModule 2 My English lessonUnit 1 Open your book.Ⅰ.Analysis of the text:In this text students will learn how to recognize objects in the class.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of asking the name of specific objects in the class, and master the words of objects in the class.Key vocabulary and phrases: sit, down, sit down, open, book, listen, draw, put, up, hand, stand, stand up, close What’s this in English?, What’s this?, It’s…, instruction pronoun this.2. Be skilled in oral expression of asking the name of specific objects in the class and give corresponding answers.Ⅳ.Teaching aims:1. Function: recognition of objects in the class.2. Listening: Students can understand others’ questions of asking the names ofspecific objects, and give corresponding answers.3. Speaking: Students can ask and answer objects’ names.4. Reading: Students can understand the similar dialogue of asking and answering objects’ names.5. Writing: Students can write the names of objects in the class.Ⅴ.Teaching Procedures:Part I: Lead in:Step 1: Review the greeting phrases in the previous period by having the whole class play the dialogue in real situation.Step 2: Ask some students to introduce their partners to the class.Step3. Enjoy a song: Hello and how are you?Part II: Vocabulary study:Step 1: Show some pictures of objects in the class by PPT, give students the names of the objects.Step2: Play the recording and have them point out the words and phrases in Activity 1.Step3: Listen and read.Good morning, class.Good morning, Miss Zhou.Please sit down.Step 4: Play the recording and have them point out the words and phrases in Activity 2.Sit down.Open your bookListen.Draw.Put up your hand.Stand up.Close your book.Step 5: Play the recording again and have them read after the tape.Step 6: Listen again and do.Step 7: Enjoy a song: Nice to meet you!Step 1: Teacher ask the whole class the objects in the PPT’s names.Step 2: Match the expressions in Activity 3.1. Put up a) your book2. Open b) …down3. Stand c)… up4. Sit d)…your hand.Step3: Call back the answers from the whole class.Keys: 1. d 2. a 3. c 4. bStep4: Write the letters in Activity 5.Step5: Listen and check.Step 6: Work in pairs, one student point one object in the PPT, the other answer the question.Step 7: Work in pairs and fill the blanks in Activity 6. Have some of them to perform the dialogue for the whole class.Stand up.Yes.Open your book.Yes.Step 8: Work in pairs. Say and do.Unit 2 What’s your number?Ⅰ.Analysis of the text:In this text students will learn how to express English number.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of asking the name of body and master the names of body.Key vocabulary and phrases: student, new, here, in, one, two, three, four, five, six, seven, eight, nine, ten, telephone, number2. Be skilled in oral expression of asking the name of spec ific part’s name of body.Ⅳ. Teaching aims:1. Function: recognition of parts of body.2. Listening: Students can understand others’ questions of asking the names of specific parts of body, and give corresponding answers.3. Speaking: Students can ask and answer parts of body’s nam es.4. Reading: Students can understand the similar dialogue of asking and answering parts of body’s names.5. Writing: Students can write the names of parts of body.Ⅴ. Teaching Procedures:Part I: Lead in:Step 1: Review the objects’ n ames in the classroom.Step 2: Point one object and ask students to give its name.Step 1: Learn English number from one to five.Step 2: Enjoy a song: Three blind mice.Step 3: Learn English number from six to ten.Step 4: Enjoy a song: Ten little Indians.Part Ⅲ: Listening practice.Step 1: Look at the pictures in Activity 1.Step 2: Listen and read.—Hello. Are you a new student here?—Yes, I am.— What class are you in?—I’m in Class 3. Mr. Chen’s class.Step 3: Listen and repeat.one two three four fivesix seven eight nine tenStep 4: Listen and chant.One, two, three, four, five.Once I caught a fish alive.Six, seven, eight, nine, ten,Step 5: Then I let it go again.Part Ⅳ: Dialogue study:Step 1: Ask the students to read the conversation silently.Step 2: Play the recording and ask the students to listen and read the conversation. Step 3: Read the conversation.Step 4: Act it out.Part Ⅴ: Do exercises:Step 1: Listen and point the number in Activity 5.a. 816 275 b .975 146 c. 359 412 d. 384 926keys: d b a cStep 2: Call back the answer from the whole class and check the answer.Step 3: Listen and write the number in Activity 6.What’s your number?1 Sam: ________2 Lisa: _________3 Kate: _________4 Mike : _________Keys: 1. 975146 2. 816275 3. 384926 4. 359412Step 4: Call back the answer from the whole class and check the answer.Step 5: Now listen again and check.Step 6: Listen and write.1 one2 ______3 ______4 ______5 ______6 ______7 ______8______9. ______10 _______Step 7: Call back the answer from the whole class and check the answer.Mike one five one, eight nine three, fourStep 9: Call back the answer from the whole class and check the answer.Part Ⅵ Work in pairs.Ask and answer.What’s your number?It’s 179 456.What’s your number?It’s 942 381.Unit 3 I’m twelve.Ⅰ. Analysis of the text:In this text students will learn numbers.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of asking number, and master the numbers.Key vocabulary and phrases: old, eleven, twelve, thirteen, fourteen, fifteen, sixteen, eighteen, nineteen, twenty, boy, girl, desk, chair, bag2. Be skilled in oral expression of asking and answering numbers.Ⅳ. Teaching aims:1. Function: recognition of numbers.2. Listening: Students can understand others’ questions of asking numbers, and give corresponding answers.3. Speaking: Students can ask and answer numbers.4. Reading: Students can understand the similar dialogue of asking and answering numbers.5. Writing: Students can write numbers.Ⅴ. Teaching Procedures:Part I: Lead in:Step 1: Review the objects’ names in the classroom.Step 2: Point one object and ask students to give its name.Step 3: Review the English number.Part II: Vocabulary study:Step 1: Show some pictures.Step 2: Ask and answer.Step 3: Learn the new words.Part Ⅲ: Listening practice.Step 1: Look at the pictures in Activity 1.—What’s your name, please?—I’m Daming.—How old are you?—I’m twelve.Step 3: Read the conversation.Step 4: Act it out.Part Ⅳ: Do exercises:Step 1: Listen and repeat the number in Activity 2.11 12 13 14 15eleven twelve thirteen fourteen fifteen16 17 18 19 20sixteen seventeen eighteen nineteen twentyStep 2: Match the number in Activity 3.seventeen twelve nineteen fifteen sixteen thirteen twenty eleven fourteen eighteen11 12 13 14 16 17 18 19 20 Step 3: Call back the answer from the whole class and check the answer. Step 4: Listen and point.1. 11+ 4 = 152. 12+6 = 183. 14+6= 204. 17+2= 19Step 5: Listen and write.1. 11+________= _______2. _______+4 = _______3. _______+2= ________4. 3+ ________ = _______5. _______+1= _______6. 2+ _______= ________Keys: 1. 11+6=17 2. 15+4=19 3. 18+2=20 4. 3+13=16 5. 16+1=17 6. 2+12=14Step 6: Call back the answer from the whole class and check the answer. Step 7: Listen and write.1 eleven2 ______3 ______4 ______ 5_______6_______7 ______ 8 ______ 9 ______ 10_______Step 8: Call back the answer from the whole class and check the answer. Step 9: Listen and match12 13 14 15 16 17 18 19 20boys girls desks chairs books bagsKeys: 12 17 20 19 16 14Step 10: Call back the answer from the whole class and check the answer. Part Ⅴ Work in pairs.Ask and answer.Module 3 My English bookUnit 1 What’s this in English?Ⅰ. Analysis of the text:In this text students will learn how to recognize objects in the class.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of asking the things in the class, and master the English expressions of them.Key vocabulary and phrases: English, a/an, write, on, the, blackboard, OK, pen, no, pencil, do, bird, cat, dog, flower, map.2. Be skilled in oral expression of asking and answering the things in the class.Ⅳ. Teaching aims:1. Function: To recognize objects in the class.2. Listening: Students can understand others’ questions of asking objects in the class., and give corresponding answers.3. Speaking: Students can ask and answer objects in the class..4. Reading: Students can understand the similar dialogue of asking and answering objects in the class..5. Writing: Students can write objects in the class.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review English expression of numbers.2. Show some numbers by PPT, have students give the number of things.3. Review the objects’ names in the classroom.4. Point one object and ask students to give its name.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer: What’s this in English?3. Enjoy Flash.4. Learn the new words.5. Read the new words.Step 3 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.4. Act it out.Step 4 Listen and point.1. Ask the students to look at the pictures in Activity2.2. Ask and answer like this:—What’s this in English?—It’s a dog. (1. a bird 2 .a book 3. a cat 4. a dog 5. a flower 6. a pen 7. a pencil3. Work in pairs.Step 5 Listening practice.1. Play the recording of Activity 3 and listen and write.2. Play the recording of Activity 5 and listen and write.1) What’s ____________________?2) ______________ cat.3) How _______________ spell “cat”?4) _____________________4. Listen again and check.5. Call back the answer from the whole class and check the answer.Keys:1. this in English2. It’s a3. do you4. C-A-T, cat.Step 6 Work in pairs.1. Ask and answer like this.A: What’s this in English?B: A pen?A: No.B: A pencil?A: Yes, a pencil.B: How do you spell “ pencil ”?A: P-E-N-C-I-L, pencil.2. Work in pairs.Unit 2 Can you help me, please?Ⅰ.Analysis of the text:In this text students will learn how to spell the words.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of asking positions of things, and master the English expressions of positions.Key vocabulary and phrases: help, me, classroom, know, say, that, again, welcome, you’re welcome.2. Be skilled in oral expression of asking and answering the position of things.Ⅳ.Teaching aims:1. Function: recognition of positions.2. L istening: Students can understand others’ questions of spelling, and give corresponding answers.3. Speaking: Students can ask and answer “how to spell”.4. Reading: Students can understand the similar dialogue of asking and answering spelling.5. Writing: Students can write spelling of the words.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review the text of Unit 1.2. Show some pictures, ask the students to look at the pictures, then talk something about the pictures.3. Introduce the new words.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer:What’s this in English?How can you spell it?3. Learn the new words.4. Read the new words.Step 3 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.Daming : Can you help me, please, Lingling?Lingling: Yes, of course.Daming : How do you spell “ classroom ” ?Lingling: I’m sorry. I don’t know.Miss Zhou: It’s C-L-A-S-S-R-O-O-M.Daming: Cab you say that again, please?Miss Zhou : Yes. It’s C-L-A-S-S-R-O-O-M.Daming: Thank you.Miss Zhou : You’re welcome.4. Act it out.Step 4 Listen and point.1. Ask the students to look at the pictures in Activity2.2. Ask and answer like this:—What’s this in English?—It’s a monkey. …3. Work in pairs.Step 5 Listening practice.1. Play the recording of Activity 3 and Listen and say.2. Read and match.1. Can you help me , please ? a ) You’ re welcome.2. How do you spell “ desk ”? b) Yes, D-E-S-K.3. Can you say that again, please? c) It’s D-E-S-K.4. Thank you. d) Yes. Of course.3. Listen again and check.4. Call back the answer from the whole class and check the answer.Keys: 1.d 2..c 3. b 4.a5. Listen again and say.6. Listen and point.Step 6 Work in pairs.1. Ask and answer like this.A: Can you help me, please?B: Yes, of course.A: What’s this in English?B: It’s a…A: How do you spell it?B: …A: Thank you.B: You’re welcome.2. Work in pairs.Step 7 Write.1. Ask the students to read through the sentences in Activity 6.A: ________ you help me, please?B: Yes. ____________.A: How do __________ spell “ __________” ?B: It’s D-E-S-K.A: ___________ say that again, please?B: Yes, _____________.A: _________ you.B: You’re __________.2. Listen and check.Keys:1. Can2. of course3. you, desk 5. Can you 6. D-E-S-K 7. Thank 8. welcome3. Read together.Unit 3 What colour is it?Ⅰ. Analysis of the text:In this text students will learn colours of things.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of asking colour of things, and master the English expressions of colours.Key vocabulary and phrases: of, course, want, cocour, black, white, blue, green, yellow, red, brown, orange, and What colour is/are …?2. Be skilled in oral expression of asking and answering the colours of things.Ⅳ. Teaching aims:1. Function: Recognition of colours.2. Listening: Students can understand others’ questions of asking colours, and give corresponding answers.3. Speaking: Students can ask and answer colours.4. Reading: Students can understand the similar dialogue of asking and answering colours.5. Writing:Students can write colours.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review the text of Unit 1 and 2 .2. Show some pictures, ask the students to look at the pictures, then talk something about the pictures.3. Introduce the new words.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer:What’s this in English?What colour is it?3. Learn the new words.4. Read the new words.Step 3 Listen and point.1. Ask the students to look at the pictures in Activity 1.2. Play the recording and ask the students to listen and point.3. Listen and repeat.4. Work in pairs.—What colour is it ?—It’s black, B-L-A-C-K, black.Step 4 Look, read and match.1. Ask the students to look at the pictures in Activity2.2. Look through the sentence.3. Play the recording and ask the students to listen and point.4. Match the sentences.1 ) What colour is the pen? a) It’s red2 ) What colour is the cat? b) It’s yellow.3) What colour is the pencil? c) It’s white.4 ) What colour is the flower? d) It’s red, green and orange.5 ) What colour is the dog? e) It’s blue.6 ) What colour is the bird? f) It’s brown.5. Call back the answer from the whole class and check the answer.6. Listen again and say.Step 5 Work in pairs.1. Ask and answer like this.A: What colour is the …?B: It’s…2. Work in pairs.Step 6 Write.1. Ask the students to read the words in Activity 6.2. Complete the table in Activity 6.3. Call back the answer from the whole class and check the answer.Keys:1. bag book desk pen pencil2. bird cat dog flower3. black blue brown green orange red white yellow4. Ask the students to read through the conversations in Activity 7 silently.5. Fill in the blank.1. —What colour is the dog?—It’s ________2.—What ________ is the flower?—It’s _______3. —__________ is the bird?—It’s red, green and _______.4.—What _______________?—It’s yellow.5. — ________________ the pen?—It’s __________6.—____________ the cat?—It’s _______.7. Listen and check.Module 4 My everyday life.Unit 1 What day is it today?Ⅰ. Analysis of the text:In this text students will learn how to ask and answer “What day is it today?” , “What’s the weather like today?” , “What’s your favourite sports?”.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Students will comprehend and produce the sentence structures.2. Students will learn about activities and the weather .and some sentences about them.3. Students will successfully request information about activities and the weather .and can talk about their activities the like.4. Key vocabulary and phrases:day, today, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, yesterday, birthday, favourite, spring, summer, autumn, winter, warm, hot, cool, cold, weather, like, basketball, football, swimming, table tennis, sport, let, us, let’s=let us,play, after, school, idea5. Key structures:1) What’s your favourite sport?2) Do you like watching television?3) Can you speak English?4) What’s the weather li ke in summer?6. Be skilled in oral expression of asking and answering everyday life.Ⅳ. Teaching aims:1. Listening: To understand the listening parts in the text about activities and the weather.2. Speaking: To master the sentence structures and practice.3. Reading: To know something about activities and the weather.4. Writing: Write a composition about “ My favourite sport”Ⅴ. Teaching Procedures:Step 1 Lead in:Step 1 Lead in:1. Review English expression of colours.2. Show some pictures by P PT, ask and answer “What colour is it?”.3. Ask and answer. What day is it today?4. Learn new words: Sunday, Monday, Tuesday, Wednesday, Thursday, Thursday, Friday, SaturdayStep 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer: What day is it today?3. Learn the new words.4. Read the new words.Step 3 Listen and read.1. Play the recording and ask the students to listen.2. Ask the students to read the conversation silently.3. Play the recording and ask the students to listen and read the conversation.4. Read the conversation together.5. Act it out.Step 4 Work in pairs.Monday—Good morning, class. What day is it today?—It’s Monday.—Yes, it’s Monday. Write it in your book.—M-O-N-D-A-Y, Monday.—What day is it tomorrow?—Tuesday.—Yes, tomorrow is Tuesday.Step 5 Listen and repeat.1. Ask the students to look through the table in Activity2.2. Play the recording and ask the students to listen.3. Listen and repeat.4. Now point, ask and answer.What day is it? It’s …5. Work in pairs.Step 6 Read and match.1. Ask the students to look through the sentences in Activity 3.2. Match the sentences.1 Today is Wednesday. What day is it tomorrow? a) Sunday.2 Today is Friday. What day is it tomorrow? b) Tuesday.3 Today is Monday. What day is it tomorrow? c) Thursday.4 Today is Saturday. What day is it tomorrow? d) Saturday.5. Call back the answer from the whole class and check the answer. Keys: 1. c 2. d 3. b 4. aStep 7 Work in pairs.1. Ask and answer like this.—Today is … What day is it tomorrow?—It’s …Step 8 Listen and write.1. Play the recording of Activity 5.2. Listen and write.1. ________________ 5 .________________2. ________________ 6. ________________3 .________________ 7. ________________4. ________________3. Call back the answer from the whole class and check the answer. Step 9 Write.1. Ask the students to read the words in Activity 6.2. Complete the table in Activity 6.1 What ____________ is it today?2 Today is Tuesday. Tomorrow is ___________.3 Thursday, Friday, ____________4 ___________, Monday, Tuesday.5 It’s Wednesday today. Tomorrow is ________3. Call back the answer from the whole class and check the answer.。
最新外研版七年级英语上册教案全册
最新外研版七年级英语上册教案全册Unit 1 Nice to meet you .学习目标:1、学会的单词：单词表从Chinese 到China . (90页) 短语: be from = come from2、重点句型：My name is .... I’m …. You’re …. Are you …?3、能用be动词一般现在时形式并正确运用于自我介绍中。
课堂准备:1、试读本单元的单词，不会读的在单词下打―△‖.2、试读第2页Activity2单词,不会读的在单词下打―△‖.3、试读第3页Activity3的对话, 不会读的在单词下打―△‖, 同时试着完成第三页的5个句子的判断. 自学交流:1、be动词有哪三种不同形式？、、。
2、用be动词的正确形式填空：① My name Miss Li.②I Chinese.③He my friend.④We students.⑤What your name?⑥Where you from?合作探究:1、Chinese 是名词时,翻译为: ___________ ; 是形容词时翻译为: ___________2、be from 的同义词组为: ___________He is from China .(改为同义句) He ___________ China .3、what about 的同义词为: ___________4、Is Daming from Beijing ? 肯定回答: _________ 否定回答: _________巩固提高:Work in pairs. Ask and answer.(Activity5)A: What’s your name? B: My name is…A: Are you English?B: No,I’m …A:How old are you? B:I’m … years old .I’m in Class …A: Nice t o meet you,…B: Nice to meet you ,too.拓展延伸:单项选择：( )1. -Nice to meet you. - .A. Good morningB. You are welcomC. Nice to meet you, tooD. Goodbye( )2.H e from Beijing, I from Shanghai.A. is,isB. am, amC. is, amD. is, comes( )3. - Are you from Ch ina ? – Yes ,A. I’mB. I’m notC. I’ amD. I am( )4. – is Mary from? -She is from .A. Whe n, AmericanB. Where, AmericaC. What, England( )5. My sister is .A. twelve year oldB. twelve years oldC. twelve-years oldD. twelve-year-old( )6. (2011.长沙)-What about ______ a rest ?- OK. Let’s go out and have a walk .本课小结:我学会了：1、我能背本课的单词、短语和句子（听写）2、am、is are的用法（口诀）*老师,我想对您说:Unit 2 I’m Wang Lingling and I’m thirteen years old .学习目标:1、学会单词：从everyone 到all. (90页) 短语：be from = come from2、三个问句的灵活运用：What’s his/ her name? How old is he/ she? Where is he/ she from?3、能用be动词一般现在时形式并正确运用于自我介绍中; 人称代词和物主代词课堂准备:1、试读本单元的单词，不会读的在单词下打―△‖.2、试读第4页Activity1的句子,把句子按正确顺序排列.3、试读第4页Activity2的三段短文, 不会读的在单词下打―△‖,试着完成6个句子的判断.4、单项选择1）- are you? -I’m thirteen years old.A .WhatB . How C. How old2) Mike is from and he is .A. Chinese, ChinaB. America, AmericanC. English, England自学交流:1、Introduce yourself to the class.（自我介绍）: My name is… I’m a… I’m…years old. I’m from…2、Work in pairs. Ask and answer.（互相问答）A: What’s your name? B: My name is…A: Where are you from? B: I’m from… I’m…A: How old are you? B: I’m …years old.合作探究:1.不定代词everyone 意为:2.the capital of China意为: capital 还可以翻译为:3.探讨一下first name 和last name巩固提高:1. 互相问答: What’s his/ her name? How old is he/ she? Where is he/ she from?2. Writing(写):①Activity 5②Activity 6拓展延伸:一. 用be动词的适当形式填空：1.My mother ______ a teacher.2.Your sister ______ ten years old.3.His students ______ all in the classroom.4.You and I _____ good friends.5.Lucy ______ an English girl.She ______ in Class Two this year.6.You _______ our Chinese teacher this term.二. 用and衔接句子来介绍自己：My name’s … and I’m …本课小结:1、我背得了本课的单词、短语和句子2、我学会用and 衔接句子来介绍自己：My name’s … and I’m …Unit 3 Language in use学习目标:1、记住本模块全部单词(90页)2、重要句子：①I’m your teacher .② She’s my friend . ③He’s from Shanghai . ④My name is Li Daming . ⑤Her English name is Lucy .⑥His English name is Henry. ⑦Are you from America ? No, I’m not .3、能够正确使用be ,明了一般现在时态中be的用法；人称代词和物主代词与be 的运用.课堂准备:读熟单词并能记住本模块所有单词及重要句子自学交流:互相作自我介绍: I’m . This is .He’s my friend . I’m years old. He’s years old. We’reand we’re inClass .合作探究:1、1)先再复习一下系动词be (is, am, are) 动词的用法。
外研版七年级上册英语学案(全册)
第一学期分层走班教学七年级英语B班讲学稿课题：Module 9 Unit 1 Vocabulary and listening (Period 1)【学习目标】1、能灵活运用本课的新词汇及句型。
2、通过学习，让学生会用英语谈论自己喜欢的动物【重难点】教学重点：关键句型: Does the panda eat bamboo?Yes, it does. It eats bamboo.Does the tiger come from Europe?No, it doe sn’t. It comes from Asia. .教学难点：听力技巧：To find specific information in the listeningTo ask and answer questions about animals【课前准备】1. 基础导航1）在课文中划出下列新词汇：tiger, camel, elephant, lion, giraffe, kangaroo, monkey, panda, snake, wolf, polar, bear, zebra，Africa, African, America, American, Asia, Asian, Europe, European并根据上下文意思猜测出生词的含义，试着朗读。
2）翻译下列短语：come from___________________ live in___________________ welcome to __________________吃竹子___________________2. 自主探究1）将下面的动物名称译成英语：骆驼__________ 大象_________ 狮子_________狼_________斑马_________熊猫_________长颈鹿_________老虎_________袋鼠_________猴子_________2）根据首字母、中文或句意提示，写出单词。
外研版英语七年级(上册)教(学)案(全册)
Unit 1 Nice to meet you教学流程图：教学步骤l (1课时)一、第一教学环节：情景创设、布置任务、激趣导入二、第二教学环节：师生互动、培养能力、给予成就感三、第三教学环节：评价总结、激发竞争、巩固提高附：评价表（小组成员之间进行评价，以星号为标记，五个星为最高，但是必须小组全票才能通过生效）Unit 2 I’m from China and I’m ChineseTeaching aimKnowledge: *useful expressions in introducing and greeting*nominal genitive pronoun & determinative genitive pronoun Abilities: To be able to introduce oneself and others and greet people Moral education:To build up students’ confidence and interest in English- learningKey points: Introducing othersThis is Betty. This is my friend, Tony.Difficult points: 1) Asking for and receiving personal information.What’s your name?Can you introduce yourself please, Betty?I’m from America. I’m 13 yea rs old.2) To master the names \ languages\ of some countries Teaching methods: Group work, displayTeaching aids: Computer recorderTeaching procedures:Step 1 Teacher’s self-introduction (Lead-in)Name, Country, language, Age otherKey Sentence Structures:My name is 。
外研版英语七年级上册 学案(含解析)
Module 9People and placesUnit 3Language in use学习目标1. 学习并掌握本单元新单词：run, study。
2. 复习巩固本模块单词、短语及句型。
3. 复习归纳现在进行时的用法。
4. 编写一篇广播报道。
自主学习学习任务一：复习本模块重点单词读音标，拼写单词/weɪt//trɪp//ɪnˈdʒɔɪ//ˈeniˌweɪ//draɪv//liːv//ˈrestərɒnt//ˈməʊmənt//pleɪs//məʊst//rʌn//ˈstʌdi/学习任务二：预习活动2用括号中所给单词的正确形式完成托尼和他爸爸之间的对话。
Tony：Hi，Dad!Dad：Hi，Tony. What are you doing now?Tony：We（1）（visit）the Forbidden City. Lingling and Betty（2）（write）postcards.Dad：What is Daming doing?Tony：He （3）（take）photos. There are lots of people here. They （4）（enjoy）the sun. Some people（5）（look）at the buildings and some（6）（look）at maps. Dad：Are you having a good time?Tony：Yes，we（7）（have）a great time，Dad! See you next Monday.学习任务三：预习Around the world找出下列短语，并翻译成汉语。
time zones from…to…start school get up合作探究现在进行时1. 定义：表示现在（说话瞬间）正在进行的动作。
还可以表示当前一段时间内的活动或现阶段正在进行的动作。
My sister is TV now. 我姐姐现在正在看电视。
七年级上册英语全册导学案（外研版）
七年级上册英语全册导学案（外研版）module 1 nice to meet youunit 1 the first english lesson课型：听说课[学习目标]1.掌握重点单词：meet first english lesson class student miss twelve year thirteen too from close open match write practise2.能够正确使用i’m from…[课前预习]读熟单词并能理解意思match:meet 课student 学生lesson 遇见twelve 从……来thirteen 也too 十三from 十二write 匹配practise 写match 练习[课堂活动]step 1检查1）listen and check how many people speak.1 □2 □3 □2）look at the picture . which words can you use to describe the picture?chinese class father friend mother school student teach erstep 2 listening1）listen and check the true sentences.1.miss li is a teacher. □2.lingling is from beijing . □3. daming and lingling are friends. □4. daming and lingling are english. □5. wang hui is twelve years old. □2） listen and fill in the blanks.miss li: hello.my name’s miss li. i’m a teacher and i’m chinese. i’m ____ wuhan.what’s your name? where are you from?lingling: my name’s lingling. i’m from beijing. i’m _____ yea rs old and i’m chinese. this is daming. he’s my friend. we’re students.daming: hello. my name’s daming. i’m a _______and i’m twelve years old. i’m from beijing. lingling is my friend. what’s your name?wang hui: my name’s wang hui. i’m ______years old. i’m from shanghai and i’m a student. i’m chinese. i’m in class one.。
七年级上册英语全册导学案2(外研版)
七年级上册英语全册导学案2（外研版）前言本导学案是针对七年级上册英语全册的学习内容进行的梳理和总结。
通过导学案的学习，可以帮助学生更好地理解课文内容，加深对英语知识的理解和掌握。
Unit 2 My SchoolLearning Goals1.掌握学校相关的英语词汇，如school, classroom, library等。
2.学会用英语描述学校相关的场景和活动。
3.熟悉并掌握本单元的语法重点，包括be动词的用法和一般现在时态。
Pre-reading在开始学习本单元之前，我们可以通过以下问题来引导学生思考和集体讨论：1.你喜欢学校吗？为什么？2.你最喜欢的教室是哪个？为什么？3.你喜欢在图书馆里看书吗？为什么？While-readingTask 1: Vocabulary在学习本单元课文之前，让我们先来学习一些与学校相关的英语词汇。
请在学生们的教材中找到以下词汇，并用自己的语言解释其意思：•school: 学校•classroom: 教室•library: 图书馆•playground: 操场•teacher: 老师•student: 学生•desk: 课桌•chair: 椅子•bookshelf: 书架•computer: 电脑Task 2: Reading Comprehension请阅读课文并完成以下问题：1.课文主要讲了什么内容？2.Amy 喜欢学校吗？为什么？3.Ben 喜欢学校的哪个地方？为什么？4.Amy 喜欢不喜欢看书？为什么？5.Ben 和 Amy 都喜欢上什么课？为什么？Task 3: Grammar - Be Verb本单元的语法重点是be动词的用法。
请阅读以下内容并回答问题：•be动词用于描述人或物的特征、状态和位置等。
例如：I am a student.（我是一个学生。
）They are in the classroom.（他们在教室里。
）•be动词有三种形式：am, is, are。
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七年级英语上册全册学案（外研版）课题：外研社初一上册期末复习--重点短语回顾班级：学生姓名：使用时间：【Learning Objects学习目标】复习并应用M1-M10的重点语法知识点。
【Learning Important and Difficult Points学习重点、难点】复习并应用M1-M10的重点语法知识点。
【Learning procedures学习过程】 Preview（预习•导学） Review all the grammar points in M1-M10 and try to learn them by heart. (复习M1-M10的语法知识点并能熟记它们。
)【Class activities课堂活动】 Step1. Feedback on the preview (预习情况反馈)： 1. Check the preview.（检查预习情况。
） 2. Review the important grammar points in M1-M10.（复习本模块所有重点语法知识点。
） Step2.七年级上册英语语法 1．动词be（is, am, are）的用法我(I)用am, 你(you)用are，is跟着他(he)，她(she)，它(it)。
单数名词用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。
还有一条须注意，句首大写莫忘记。
2．this，that和it用法 (1)this和that是指示代词，it是人称代词。
(2)距离说话人近的人或物用this, 距离说话人远的人或物用that。
如： This is a flower. 这是一朵花。
(近处) That is a tree. 那是一棵树。
(远处) (3)放在一起的两样东西，先说this, 后说that。
如： This is a pen. That is a pencil. 这是一支钢笔。
那是一支铅笔。
(4)向别人介绍某人时说This is…, 不说That is…。
如： This is Helen. Helen, this is Tom. 这是海伦，海伦，这是汤姆。
(5)This is 不能缩写, 而That is可以缩写。
如： This is a bike. That’s a car. 这是一辆自行车。
那是一辆轿车。
(6)打电话时，介绍自己用this, 询问对方用that。
如：―Hello! Is that Miss Green? 喂，是格林小姐吗？―Yes, this is. Who’s that? 是的，我是，你是谁？注意：虽然汉语中使用“我”和“你”，但英语中打电话时绝不可以说：I am…, Are you…？/Who are you?(7)在回答this或that作主语的疑问句时, 要用it代替this或that。
如：①―Is this a notebook? 这是笔记本吗？―Yes, it is. 是的，它是。
②―What’s that? 那是什么？―It’s a kite. 是只风筝。
3．these和those用法 this, that, these和those是指示代词，these是this的复数形式,指时间,距离较近的或下面要提到的人或事;those是that的复数形式,指时间、距离较远或前面已经提到过的人或事物。
①This is my bed. That is Lily’s bed. 这是我的床。
那是莉莉的床。
②These pictures are good. 那些画很好。
③ Are those apple trees? 那些是苹果树吗？在回答主语是these或those的疑问句时，通常用they代替these或those以避免重复。
如：④Are these/those your apples? 这些(那些)是你的苹果吗？Yes, they are. 是的，他们是。
4．名词＋’s所有格单数名词后直接加“ ’s ”：Jim’s coat 吉姆的外套Jeff’s mother杰夫的妈妈以s结尾的复数名词，只加“’” Teachers’ Day教师节the twins’ books双胞胎的书不以s结尾的不规则的名词复数，加“ ’s ” Children’s Day 儿童节men’s shoes男式鞋表示两者共同拥有时，只在最后一个名词后加’s Lucy and Lily’s mother 露茜和莉莉的妈妈(共同的妈妈，一个妈妈) 表示两者各自拥有时，要在每个名词后加’s Lucy’s and Kate’s rooms 露茜和凯特的房间（各自的房间，两间房子） 5．There be句型 (1)There be句型主要用以表达“某处（某时）有某人（某物）。
”其基本结构为“There be＋某物（某人）＋某地（某时）”其中there是引导词，没有词义；主语是be后面的名词， be是谓语动词，在一般现在时中be只用is和are两种形式。
下面这首歌诀可帮你巧记there be句型结构： There be放句首，主语跟在后。
地、时放句末，强调置前头。
如： There is a book on the desk. 有时为了强调地点，也可把介词短语放在句首。
如： On the desk there is a book. (2)There be句型中的be动词如何确定呢？请先看看下面这首歌诀： Be动词，有三个，am，is还有are。
“There be”真特别，不留am只留俩，那就是is还有are。
要用is还是are，须看其后的名词是单数还是复数。
若是单数或不可数名词用is，否则就用are。
如：①There is a tree behind the house. ②There is some water（水）in the bottle（瓶子）. ③There are some pears in the box. (3)注意：如果“be”后的主语是由and连接的两个或两个以上的名词，那么be的形式要遵循“远亲不如近邻”的原则。
也就是说，“be”的形式是由与它最近的那个名词来确定的。
若那个名词是单数或不可数名词要用is，是复数就用are。
如：①There is a book and some pens on the floor. ②There are some pens and a book on the floor. 6．like一词的用法 like用作及物动词，译为“喜欢”。
(1)后接名词或代词，表示喜欢某人或某物。
如： I like the baby very much. 我非常喜欢这个小孩。
(2)后接动名词(v. -ing)，表示“喜欢做某事”，着重于习惯、爱好。
如： Tom likes playing football. 汤姆喜欢踢足球。
(3)后接动词不定式(to do )，表示“偶尔地喜欢做某事”，着重于某次具体的行为。
如： I like reading, but I like to watch TV this evening. 我喜欢读书，但我今晚想看电视。
7．句子单数变复数，注意以下五要素 (1)主格人称代词要变成相应的复数主格人称代词,即I→we, you→you，she,he,it→ they。
如：S he is a girl. →They are girls. (2)am，is要变为are。
如：I’m a student. →We are students. (3)不定冠词a，an要去掉。
如： He is a boy. →They are boys. (4)普通单数名词要变为复数形式。
如：It is an apple. →They are apples. (5)指示代词this，that要变为these，those。
如：This is a box. →These are boxes. 8．英语日期的表示法英语中月份和星期名称都是专有名词，它们的首字母必须大写，并且前面无需用冠词。
用英语表示日期，其顺序为月+日+年，日和年之间需用逗号隔开。
如：August 2nd，2003(2003年8月2日)。
也可以用日+月+年来表示。
如：10th May，2003(2003年5月10日)英语日期前介词的使用：若指在哪一年或哪一月，则用介词in，若具体到某一天，则需用介词on。
9.时间的表达法 (1) 直读式，即直接读出时间数字 7: 05 seven five 8:16 eight sixteen (2) 过、差式，即几点差几分，几点过几分。
（以30分为分界线） 1:25 twenty-five past one 2:30 half pasttwo 3:43 seventeen to four 4:38 twenty-two to five (3)12小时制 6:00 a.m. 上午6点 8:20 p.m. 下午8点20分 (4)24小时制13:00 13点钟 22:15 22点15分 (5)15分可用quarter 4:15 a quarter past four 5:45 a quarter to six (6)时间前通常用at. at 5 o’clock at 7:30 p.m.10. want用法 (1)想干什么用want to do sth They want to join the sports club. 他们想加入运动俱乐部。
(2)第三人称单数作主语，want要作变化①He wants to play basketball. ②Li Xia wants to play the piano. (3)变疑问句，否定句要借助助动词do或does. ①－Do you want to play soccer ball ? －Yes , I do . / No , I don’t.②－Does he want to go home by bus ? －Yes , he does .。