七年级英语上教案设计
英语人教版(2024)7年级上册 Unit 3 Section B 1a -1教案 教学设计
Unit 3 My School Section B 1a-1d教案I.Teaching Objectivesnguage Objectives:Students will be able to master the key vocabulary related to school things suc h as pencil box,schoolbag,dictionary,eraser,etc.Students will be able to understand and use the target sentence patterns:“Is thi s/that your...?”“Yes,it is./No,it isn't.”2.Skill Objectives:Improve students'listening and speaking skills through various activities.Enable students to identify and describe school things accurately.3.Emotional Objectives:Cultivate students'awareness of organizing and taking care of their school sup plies.Encourage students to communicate actively and cooperate in pairs or groups.II.Teaching Key Points1.V ocabulary:pencil box,schoolbag,dictionary,eraser.2.Sentence patterns:“Is this/that your...?”“Yes,it is./No,it isn't.”III.Teaching Difficult Points1.The correct usage of possessive pronouns and the distinction between“this”a nd“that”.2.Helping students to apply the target language in real-life situations.IV.Teaching MethodsTask-based Language Teaching Method,Communicative Language Teaching Me thod,Situational Teaching MethodV.Teaching AidsMultimedia,real objects of school things,picturesVI.Teaching ProceduresStep1:Warming-upGreet the students and have a free talk about school life.Ask some questions lik e“Do you like your school?What do you have in your schoolbag?”to lead in the topic.Step2:Presentation1.Show real objects of school things like a pencil box,eraser,dictionary,and sch oolbag.Teach the new words and ask students to repeat.2.Present the sentence patterns“Is this/that your...?”by holding up the objects a nd asking students.Guide them to answer“Yes,it is./No,it isn't.”e pictures on the PPT to practice the new words and sentence patterns.Have students work in pairs to make conversations.Step3:Practice1.1a:Ask students to match the words with the things in the picture.Check the a nswers together.2.1b:Listen and number the conversations[1-3].Play the recording twice.The f irst time,students just listen.The second time,they number the conversations.Chec k the answers.Step4:Production1.1c:Have students practice the conversations in1b in pairs.Then ask some pair s to act them out in front of the class.2.Create a situation:Suppose there are some lost school things on the teacher's d esk.Students come to the desk and ask if the things belong to them using the target la nguage.3.Group work:Divide the students into groups of four.Each group makes a ne w conversation about school things and then presents it to the class.Step5:Summary and Homework1.Summarize the key points of this lesson,including the new words and sentence patterns.2.Homework:Ask students to draw a picture of their schoolbag and write dow n the names of the things in it using the English words they learned today.VII.Blackboard DesignUnit3My School Section B1a-1dNew words:pencil box,schoolbag,dictionary,eraserSentence patterns:“Is this/that your...?”“Yes,it is./No,it isn't.”VIII.Teaching ReflectionAfter the class,reflect on the teaching process and students'performance.Analyz e whether the teaching objectives were achieved,the effectiveness of teaching method s and activities,and identify areas for improvement in future teaching.。
2024年完整版译林版七年级上册英语教案【】
2024年完整版译林版七年级上册英语教案【】一、教学内容本节课选自2024年完整版译林版七年级上册英语教材，包括Chapter 2 Our Heroes的内容。
详细内容包括：Section A的1a1c对话，学习描述人物的外貌和性格特点；Section B的2a2c阅读，了解不同职业的英雄事迹；以及Workbook中的相关练习。
二、教学目标1. 能够听懂、会说、会读、会写本节课所学的词汇和句型，如：hero, brave, kind, honest, doctor, firefighter等。
2. 能够运用所学知识描述人物的外貌和性格特点，以及不同职业的英雄事迹。
3. 培养学生的阅读理解能力，使他们能够理解并获取文章中的关键信息。
三、教学难点与重点重点：词汇和句型的学习，如：hero, brave, kind, honest, doctor, firefighter等。
难点：如何运用所学知识描述人物的外貌和性格特点，以及不同职业的英雄事迹。
四、教具与学具准备1. 教具：PPT，录音机，教材，黑板，卡片。
2. 学具：课本，Workbook，练习本，笔。
五、教学过程1. 导入：通过展示不同职业的英雄图片，引导学生讨论他们的外貌和性格特点，激发学生的学习兴趣。
2. 新课展示：（1）播放Section A的1a对话录音，让学生听并跟读，学习描述人物的外貌和性格特点。
（2）展示Section A的1b图片，让学生分组进行角色扮演，练习描述人物。
（3）学习Section A的1c句子，让学生模仿并创编新句子。
3. 课堂实践：（1）让学生分组，根据Section B的2a图片，讨论不同职业的英雄事迹。
（2）阅读Section B的2b文章，让学生获取关键信息，完成2c的练习。
4. 例题讲解与随堂练习：（1）结合Section A和Section B的内容，讲解如何描述人物和英雄事迹。
（2）让学生完成Workbook中的相关练习，巩固所学知识。
七年级上册英语教案人教版免费
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文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作总结、述职报告、策划方案、演讲致辞、合同协议、条据文书、教案资料、好词好句、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays for everyone, such as work summaries, job reports, planning plans, speeches, contract agreements, doctrinal documents, lesson plans, good words and sentences, complete essays, and other sample essays. If you want to learn about different sample formats and writing methods, please pay attention!七年级上册英语教案人教版免费最新七年级上册英语教案人教版免费（8篇）作为一位不辞辛劳的人·民教师，通常会被要求编写教案，那么关于七年级上册英语教案怎么写呢？以下是本店铺准备的一些七年级上册英语教案人教版免费，仅供参考。
七上英语教案
七上英语教案教案一：Unit 1: Introduction to English【教学目标】1. 通过比较中英文语言特点，了解英语的基本特点和使用范围；2. 通过学习不同国家的国旗和国家名称，了解不同国家的英文表达方式；3. 学会用英语自我介绍。
【教学重点】1. 英语的基本特点和使用范围；2. 不同国家的国旗和国家名称的英文表达；3. 用英语进行简单的自我介绍。
【教学难点】用英语进行自我介绍。
【教学准备】幻灯片、英语国旗图片、学生姓名卡片、学生个人简介表格等。
【教学过程】Step 1: Lead-in1. Show pictures of different national flags and ask students if they know which countries they represent.2. Teach the English names of these countries and encourage students to repeat after you.3. Ask students if they know any other countries and their English names. Write down the names on the board.Step 2: Introduction to English1. Show a picture of an English book and ask students if they know what language it is.2. Discuss with students the similarities and differences between Chinese and English.3. Write down the key characteristics of English on the board. Step 3: English Self-introduction1. Divide the students into pairs and distribute the student name cards and personal introduction sheets.2. Demonstrate how to introduce oneself in English.3. Have students practice introducing themselves to each other in English.4. Select several students to share their introductions with the whole class.【教学延伸】1. 让学生以小组形式互相交换姓名卡片，并用英语互相介绍。
七年级英语上册人教版全册教案
七年级英语上册人教版全册教案第一章：引言1.1 教学背景1.1.1 分析学生情况：针对七年级学生，英语学习处于基础阶段，需要引导学生逐步适应英语学习。
1.1.2 教材内容：人教版七年级英语上册，以话题为主线，培养学生的基本语言能力。
1.1.3 教学目标：激发学生学习兴趣，建立良好的学习习惯，为后续学习打下基础。
第二章：知识点讲解2.1 语音知识2.1.1 发音规则：介绍长元音、短元音、辅音等发音规则。
2.1.2 语音练习：通过听力练习，让学生辨别单词的正确发音。
2.1.3 语音应用：引导学生运用语音知识正确拼读单词和句子。
2.2 词汇知识2.2.1 单词构成：分析单词的词根、前缀、后缀等构成部分。
2.2.2 词汇练习：通过词汇游戏、练习册等途径，巩固单词记忆。
2.2.3 词汇应用：让学生在实际语境中运用词汇，提高运用能力。
2.3 语法知识2.3.1 基本句型：介绍主谓宾、主谓表等基本句型。
2.3.2 语法规则：讲解时态、语态、比较级、最高级等语法规则。
2.3.3 语法练习：通过填空、改错等形式的练习，巩固语法知识。
第三章：教学内容3.1 课本内容3.1.1 每课主题：根据课本内容，提炼每课的主题。
3.1.2 对话分析：分析对话内容，讲解重点词汇和句型。
3.1.3 课文理解：引导学生理解课文，提高阅读能力。
3.2 拓展内容3.2.1 相关话题：针对课本内容，拓展相关话题。
3.2.2 听力练习：选择合适的听力材料，提高学生听力水平。
3.2.3 口语表达：组织口语交流活动，提高学生口语表达能力。
第四章：教学目标4.1 知识目标4.1.1 掌握基本的语音、词汇和语法知识。
4.1.2 能够听懂、说出一日常用语。
4.1.3 理解课本内容，具备一定的阅读和写作能力。
4.2 能力目标4.2.1 提高学生的听、说、读、写四项基本技能。
4.2.2 培养学生的语言运用能力和团队协作能力。
4.2.3 培养学生的跨文化交际意识。
七年级上册英语教案人教版5篇
七年级上册英语教案人教版5篇最新七年级上册英语教案人教版5篇教案是教师教学过程中必不可少的指导工具，能够提升教学质量和效果。
下面是小编为大家整理的七年级上册英语教案人教版，如果大家喜欢可以分享给身边的朋友。
七年级上册英语教案人教版篇1Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do I m a reporterWhat does he do. He s a student.What do you want to be I want to be an actor .What does she want to be She wants to be a police officernames of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. ( Brainstorming is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It s fun. It s a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as theycan. Then point to a scene, name the job, and ask students to repeat. Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point tothe sample answer.1 b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,Say, Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold upthe book and point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words inactivity 1a.As students work in pairs, move around the room monitoring theirwork. Oner language or pronunciation support as needed.2a This activity gives students practice in understanding thetarget language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing What jobs do they havePlay the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the three headings in the chart and read the headings to the class. Ask students, What does wants to be mean (It is not the Job the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they wantin the future. Point out the sample2c This activity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susan s brother. Anna s mother, and Tony s father.)Say, Now work with your partner. Ask and answer questions about thepictures. Ask, What does he or she do Then ask, What does he or she want to beSay a dialogue with a student. Point to Anna s mother and then to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble. Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles. Ask two students to read It to the class.Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.Say a dialogue with a student. Point to the word waiter in activity3a and then to the picture of the restaurant. Ask a student. Where does he work Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do and guide the student to answer, He s a waiter.As students work in pairs, move around the room monitoring their work. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor s office and the personis a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have Where does the person ivnrkPoint out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It s an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer Someone may answer, It s a dangerous job. Ask the class to repeat each correct answer.Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time. Students only listen.Say, Now I will play the tape again. This time write the name of a job under the words wants to be.2b This activity provides listening and writing practice with the target language,Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.Play the recording again. Students only listen.Then say, Now I will play the tape again. This time write the reason the person wants the job under the word WhyPlay the recording. Students write their answers.Check the answers.2C This activity provides open-ended oral practice using the target language.Say, What do you want to be What words describe each job Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each otherwhat they want to do and why. Encourage students to use dictionariesif necessary. Move from group to group offering assistance as needed. Ask individual students to tell the class about what they want tobe and why.3a This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students toask questions about anything they don t understand. For example, in the first ad, students may not know that working late means workingat night. To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it,saying blank for each blank line.Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetlanguage.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about Repeat each of the students sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job Do you want to meet new people We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner. Ask the pairs to correct each other s work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.七年级上册英语教案人教版篇2Unit 3 Language in use课型 Revision and application教材分析 Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子;填表、匹配复习表示国家、民族及人物活动的词汇。
新课标七年级英语上册教案
新课标七年级英语上册教案 教师独⽴钻研教材，创造性进⾏教学设计，把对教材的理解，进⾏创造性加⼯的东西备在书上，⽽在教案中重点突出程序与环节的设计、教法与学法的运⽤。
这是店铺整理的新课标七年级英语上册教案，希望你能从中得到感悟! 新课标七年级英语上册教案(⼀) Starter Unit 1 Good morning! ⼀、单元教材分析 本单元要求学⽣掌握英⽂字母A—H，能认读其印刷体和⼿写体字母的⼤⼩写等四种形式。
书写(⼤写和⼩写，笔顺，笔画)基本合乎要求。
学习⼀些简单的英⽂名字，注意区别性别，并为⾃⼰取⼀个英⽂名字。
能看、听、说、唱本单元所列的⽇常交际⽤语，重点学会打招呼、相互问候并做到语⾳语调正确。
注意⼀些字母及⽇常交际⽤语的发⾳，总结元⾳字母a和e的发⾳规则。
⼆、单元学情分析 本单元围绕“问候他⼈”这⼀话题，展开听、说、读、写的教学活动。
为了创设较为真实的语⾔环境，⾸先让学⽣们认识⼀些较为简单的英⽂名字，并让学⽣们为⾃⼰取⼀个英⽂名字，让学⽣们感知、认识英语，并尽快进⼊英语的环境中。
在教学过程中应让学⽣体会打招呼⽤语的奥妙所在，做到灵活运⽤。
刚开始学习英语，学⽣们肯定对学习英语的兴趣⾮常深厚，教师⼀定要利⽤好这⼀点，让学⽣在学习英语中能获得乐趣。
并逐步让学⽣们形成稳定的学习兴趣。
三、单元教学建议 采⽤⾃主学习、⼩组合作学习、Role playing、 pair work等⽅式开展听、说、读、写的学习活动。
教师要尽量利⽤幻灯⽚、挂图、实物等给学⽣创造较为真实的英语情景。
在教学中创设切实可⾏的任务型教学活动、突出交际性。
引趣激趣策略，创设情景调节⽓氛，引发激发学⽣兴趣。
教师可以⽤⼿势，表情，动作等⽰意，帮助学⽣听懂课堂⽤语和⽇常交际⽤语，不讲或少讲汉语。
四、单元课时分配 本单元可⽤2课时完成教学任务： (1a-2e) ⽤1课时 (3a-4d) ⽤1课时 (1a-2d) 新课标七年级英语上册教案(⼆) ⼀、教学⽬标： 1. 语⾔知识⽬标： 1) 能掌握以下词汇：字母Aa ~ Hh, good, morning, Good morning!, hi, hello 2) 能掌握以下句型： ① Good morning, Helen! ② Hello, Frank! ③ Hi, Bob! 3) 能理解⽤英语打招呼的不同说法，并能灵活运⽤。
七年级英语教学设计详细教案(精选7篇)
七年级英语教学设计详细教案（精选7篇）初一英语教案篇一【课题】Unit1 My name’s Gina.【学习目标】知识与能力：1、掌握并规范字母Ii-Rr.2、识记本单元词汇：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc.过程与方法：学会从对话中获取对方的相关信息。
情感态度与价值观：使学生学会如何礼貌的与他人交往。
【学习重难点】：熟练掌握本单元词汇及语言结构。
一、自主预习【预习任务】：任务一：写出下列汉语的英语形式。
名字xx遇见xx问题，难题xx 回答，答案xx第一的x 最后的xx任务二：写出下列单词的汉语意思。
1、my2、clock3、nice4、what5、your6、hello7、I8、you9、his10、her11、name12、are一三、is【预习诊断】：1、选择题：(1)Kate has lost(丢失) _________key、_________asked _________for help、A、her ,he, IB、his, he ,meC、his, she, ID、her, she, me(2)_________plus(加) seven is thirteen？A、FiveB、SixC、EightD、Nine(3)_________is her name？A、whoB、what C where D、How2、写出下列英语形式。
(1):电话号码？_________(2):早晨好_________(3):下午好_________3、写出下列词的英语意思：1)、早晨_________2)、下午_________3)、晚上_________4)、谢谢_________5)、名字_________6)、好的_________or_________【预习反思】：你还有什么问题吗？(Do you have any problems？)二、课中实施Step1 交流展示Step2 精讲点拨：What’s your name？你叫什么名字？句中的your可根据问对象换成his、her等物主代词。
新人教版七年级英语上册教案
新人教版七年级英语上册教案教师独立钻研教材，创造性进行教学设计，把对教材的理解，进行创造性加工的东西备在书上，而在教案中重点突出程序与环节的设计、教法与学法的运用。
下面是小编为大家精心整理的新人教版七年级英语上册教案，仅供参考。
新人教版七年级英语上册教案(一)Unit 6 Do you like bananas?单元整体说明单元教材分析本单元主要学习动词like的肯定句、否定句的用法;动词like的一般疑问句的用法以及肯定与否定的回答。
本单元以介绍食物，谈论喜欢与厌恶为主题，设计了三个任务：先是搜集、利用图片来介绍有关的食物，学习一些食物名词;然后是学习询问对方喜欢与不喜欢的食物，掌握动词like的一般疑问句的构成以及它的肯定、否定的回答;最后是用所学过的食物名词制定一次野炊活动的采购单。
本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、一般疑问句的构成以及简单的回答。
单元知识系统(树)Do you/they like salad? Yes，I/they do./No，I/they don’t.Does he/she like salad? Yes，he/she does./No，he/she doesn’t.I/They like oranges. I/They don’t like oranges.He/She likes ice cream. He/She doesn’t like bananas.单元总体目标学会使用动词like询问对方喜欢与不喜欢的食物;学会谈论自己与他人早、中、晚餐喜欢吃的食物;学会营养配餐并能够制作购物单和调查表。
单元重难点一览重点 难点1．复习词汇：like2．词汇：banana ，hamburger ，tomato ，broccoli ，French fries ，orange ，ice cream ，salad ，strawberry ，breakfast ，lunch ， dinner ，egg ，apple ，chicken ，fruit ，vegetable 3．句型：Do you/they like salad? Yes ，I/they do ．／No ，I ／they don’t． Does he/she like salad? Yes ，he/she does ．／No ，he/she doesn’t.I/They like oranges ． I/They don’t likeoranges ．He/She likes ice cream ． He/She doesn’t likebananas ．语法重点：动词like 一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答。
最新人教版七年级英语上册全英文教案(全册)
七年级英语上册全英文教案（全册）Unit 1 My name's Gina.一、单元教材分析本单元围绕“结交新朋友”使学生学会打招呼和介绍自己、询问他人姓名的基本句型：“What’s your/his/her name？My/His/Her name is …”; 通过学习区分"First/last name”，了解有关姓名的文化知识；通过查询电话号码“What’s your/her/his phone number？”，学习数字1~9，同时也进一步促进学生之间的相互了解；通过以上几个方面的学习，使学生在轻松、愉快的学习氛围中熟识新伙伴。
本单元与第二单元衔接紧密：由课堂内的打招呼、自我介绍到课外、校外相互了解。
由特殊疑问句的学习到一般疑问句的学习，使学生将书本知识运用到实际生活中。
二、单元学情分析本单元的主题是熟识新伙伴，同时引导学生采用Practicing, Listening for specific information和Role playing的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，进一步促进学生之间的相互了解。
三、单元教学建议本单元可综合运用讲授式、启发式、自主学习、合作学习等各种策略，提供大量的学习资源，通过老师向学生进行的自我介绍，同学自我介绍传句子比赛，自我查资料表演，自制明信片等的活动，使学生能够学到知识，又增加了他们的学习的乐趣。
来培养学生的自主学习的能力及表达能力和逻辑思维能力。
采用Practicing, Listening for specific information和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，询问他人姓名、查询电话号码，了解有关姓名的文化知识。
四、单元课时分配本单元可用4课时完成教学任务：Section A (1a-2d) 用1课时Section A (Grammar Focus-3c) 用1课时Section B (1a-2c) 用1课时Section B (3a-Self Check) 用1课时Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：name nice meet his and her your能掌握以下句型：① —Hi. My name’s Gina. —I’m Jenny. Nice to meet you!① —What’s your/his/her name? —My/his her name is…① —Are you…? —Yes, I am. / No, I'm not.① —Is he/she…? —Yes, she/he is. / No, she/he isn’t.2) 能了解以下语法：your, his, her等形容词性物主代词的简单用法；What’s=what is I’m=I am name’s=name is等缩写形式。
人教版七年级上册英语教案16篇
人教版七年级上册英语教案16篇人教版七年级上册英语教案（精选篇1）一、复习指导思想新授课结束后，期末考试前，指导学生进行期末复习，主要复习基础知识，提高做题能力，训练阅读、听力与写作，使学生能够举一反三，熟练掌握知识点与考点.二、学生学习水平现状分析学生的主要问题是基础薄弱，做题能力参差不齐，优秀的学生不多，成绩有待于提高的学生比较多，一部分同学学习惰性强。
三、复习时间：十七周至十八周（共10课时）四、复习重点1、基础知识：unit1—unit8：重点词汇、短语、句型2、语法：（1）动词不定式（2）动名词（3）被动语态（4）形容词相关句型的运用（5）副词的运用（6）原因状语从句（7）过去进行时3、阅读训练（报纸阅读材料）4、听力（报纸、导学案套题听力训练）5、话题写作：肢体语言，义务工作，传统技艺，卡通漫画、动物保护、动物描写、未来生活畅想6、复习中注重讲练结合，及时反馈，及时检测五、课时安排时间为两周，具体计划如下:十七周（周一）unit1、2重点词组句型小结；语法训练（报纸2、3版）十七周（周二）unit1、2知识点练习，话题写作训练（报纸4版）十七周（周三）unit3、4重点词组句型小结；语法训练（报纸5、6版）十七周（周四）unit3、4知识点练习，话题写作训练（报纸7版）十七周（周五）unit5、6重点词组句型小结；语法训练（报纸8、9版）十八周（周一）unit5、6知识点练习，话题写作训练（报纸10版）十八周（周二）unit7、8重点词组句型小结；语法训练（报纸11、12版）十八周（周三） unit7、8知识点练习，话题写作训练（报纸13版）十八周（周四）模拟套题（报纸31版）（综合测试一）十八周（周五）模拟套题（报纸32版）（综合测试二）六、复习措施1、单词过关。
每天重点句子听写2、语法复习注重讲练结合，引导学生说出重点与易错点3、加强整理英语学习档案4、对于阅读训练有指导，有检测。
人教版初一英语上册教案15篇
人教版初一英语上册教案精选15篇教案可以帮助教师明确教学的目标和要求，指导教师在课堂上进行教学活动。
下面是小编为大家整理的人教版初一英语上册教案，如果大家喜欢可以分享给身边的朋友。
人教版初一英语上册教案【篇1】一、指导思想虽然大部分学生在小学已接触过英语，但学生以前不大重视英语，造成英语两极分化严重，且学习积极性低。
所以，现阶段最重要的是激发学生学习英语的兴趣和积极性，帮助他们增强信心，克服困难。
除了从思想上给予引导之外，在教学上，有针对性、目的性、有系统、有计划地上好课。
二、班级基本情况：本学期我担任七年级的英语课。
绝大多数学生虽然小学阶段都学过英语，但大部分学生的英语基础都比较差。
缺少学习的主动性和热情，自觉性也较差，相应的学习习惯也较差，对学习英语有为难情绪。
针对这些情况，在本学期的英语教学中，本人将致力于：一方面，应加强英语基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型的基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础;另一方面，又要采取多种措施，注意培养学生对英语学习的兴趣;让学生掌握记忆语音、单词、阅读和写作等英语学习技巧，培养良好的学习习惯和自主探索、合作探究能力，充分调动学生的学习积极性和主动性。
教学上采取任务型教学方式，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。
尊重并理解学生，与学生一起分享学习中的苦与乐，使每一位学生的英语成绩有所提高，有所进步。
三、七年级上册英语教学重、难点：(一)、语法知识点.1.一般疑问句及回答;2.指示代词、人称代词、物主代词3.名词复数的变化;4.方位介词;5.特殊疑问句的构成、回答和对划线部分提问6.实义动词的第三人称单数及变化;7、名词所有格;8、一般现在时9、时间表达法;(二)、交际用语。
四、七年级上册英语教学措施初一年级是英语学习的基础阶段,也是养成好习惯的关键时期。
基础打不好、习惯不良，直接影响学生整个初中阶段，乃至高中、大学的英语学习。
人教版初中七年级上册英语教案(完整版)
人教版初中七年级上册英语教案(完整版)一、教学内容Unit 1 你好Lesson 1 你好吗1. 教学目标：- 研究如何问候和回应问候的方式- 掌握与他人交流的基本问答方式- 学会用英语自我介绍2. 教学重点：- 掌握如何用英语问候和回应问候的方式- 学会在对话中使用一些常见的英语短语- 能够简单介绍自己的姓名、国籍和年龄3. 教学过程：- 导入新课，引导学生复英语问候语- 引入新的问候方式和回应，通过示范和练加深学生理解- 分组进行对话练，鼓励学生运用新学的问候方式与他人交流- 引导学生进行自我介绍，帮助他们掌握相关的英语表达4. 板书设计：- 问候语- Hello!- Hi!- How are you?- I'm fine, thank you.- 自我介绍- My name is [name].- I am from [country].- I am [age] years old.5. 作业要求：- 完成课堂练册上的相关练- 准备下节课的自我介绍Lesson 2 你是谁（以下内容略去不写）Unit 2 我的家（以下内容略去不写）二、教学目标在初中七年级上册英语教学中，我们旨在通过教授Unit 1和Unit 2的内容，帮助学生学会基本的英语问候和自我介绍方式，以及描述家庭成员和家庭的基本词汇。
通过各种实践活动和练，学生将能够在日常生活中简单地应用这些英语表达方式。
三、教学方法- 情景教学法：通过创设真实情景，引导学生使用所学知识进行对话练。
- 归纳法：通过提供示范和练，让学生总结语言规律和表达方式。
四、教学资源- 人教版初中英语教材《七年级上册》- 课件和多媒体设备- 课堂练册五、教学评估通过课堂练、对话练和个人介绍的方式，对学生对所学内容的掌握程度进行评估。
六、教学反馈及时反馈学生的研究情况，鼓励他们在研究过程中的积极表现，并针对学生的不足之处提出改进建议。
七、教学改进根据学生的研究情况和反馈意见，不断优化课堂教学过程，提高学生的研究效果。
2024年译林版七年级上册英语教案【】
2024年译林版七年级上册英语教案【】一、教学内容本节课选自2024年译林版七年级上册英语教材，具体包括Unit 1 This is me! 的Chapter 1和Chapter 2。
详细内容如下：1. Chapter 1: 熟悉并运用日常问候语，介绍自己及家人，学会表达喜好。
2. Chapter 2: 掌握一般现在时态，描述自己的日常活动和兴趣爱好。
二、教学目标1. 能够熟练运用日常问候语，进行自我介绍及介绍家人。
2. 学会表达个人喜好，增进同学间的了解。
3. 掌握一般现在时态，能描述自己的日常活动和兴趣爱好。
三、教学难点与重点1. 教学重点：一般现在时态的运用，自我介绍及描述日常活动。
2. 教学难点：一般现在时态的动词变化，如何描述兴趣爱好。
四、教具与学具准备1. 教具：多媒体设备、PPT、黑板、卡片。
2. 学具：课本、练习本、彩色笔。
五、教学过程1. 导入：通过播放一段英语歌曲，引导学生学习英语，激发学习兴趣。
2. 实践情景引入：设置不同的场景，让学生模拟实际交流，如学校、家庭等。
3. 例题讲解：讲解一般现在时态的用法，结合实例进行讲解。
4. 随堂练习：让学生运用所学知识进行自我介绍和描述日常活动。
5. 小组活动：分组讨论，互相介绍家庭成员和兴趣爱好。
六、板书设计1. This is me!2. 内容：Chapter 1: Greetings and selfintroductionChapter 2: Present Simple TenseExample sentences: I like playing football. He goesto school at 7:00 a.m.七、作业设计1. 作业题目：(1) Write a short selfintroduction, including your name, age, hobbies and family members.(2) Describe your daily routine using the Present Simple Tense.2. 答案：(1) My name is Tom. I am 12 years old. I like playing basketball and reading books. I have a brother and a sister.(2) I get up at 6:30 a.m. I have breakfast at 7:00 a.m. Then I go to school at 7:30 a.m. I have lunch at 12:00 p.m. After school, I play football with my friends. I do my homework at 7:00 p.m. and go to bed at 9:00 p.m.八、课后反思及拓展延伸1. 课后反思：关注学生在课堂上的表现，了解他们对知识的掌握程度，针对学生的反馈调整教学方法。
人教版七年级英语上教案
人教版七年级英语上教案初中，是中学阶段的初级阶段，初级中学一般是指九年义务教育的中学是向高级中学过渡的一个阶段。
下面由我为大家整理了关于人教版七年级英语上教案，供大家参考。
人教版七年级英语上教案1：MynamesGina.SectionA(1a—2c)【学习目标】：1、熟练掌握本课6个单词.2、学会询问他人姓名及介绍他人姓名.3、能听懂有关谈论他人姓名的对话并进行自由交际.【学习重点】：询问他人姓名及介绍他人姓名的句型.一、自主学习(教师寄语：Knowledgeispower.)学习任务一:熟练读写本课6个单词.1.个人自渎，记忆本课单词.2.小组互相检查单词读写情况.3.根据汉语写出下列英语单词并展示.学习任务二:运用句型：Whatshis/hername?His/Hernameis....进行自由交际.1.小组合作，理解并熟读下列短语，并写出汉语意思. mynane()yourname()hisname()hername()2.个人理解下列对话，并且两人合作练习.A：Hello!Whatsyourname?B：MynameisGina.A：Nicetomeetyou.B：Nicetomeetyou,too.A：Whatshername?B：HernameisJenny.3.小组合作，练习自己的对话.4.对抗组开展竞赛，展示自己的对话.学习任务三:听听力完成2a,2b.1.个人看图，理解四幅图画，思考图画中人是在谈论他人还是对方.2.听听力，给四幅图画编号.3.小组为单位，熟读2b中的名字。
4.听听力，完成2b.二、合作共建(教师寄语：Manyhandsmakelightwork.)讨论下面两句话如何用英语表达.1.他叫Bob.2.她叫Jenny.三、系统总结(教师寄语：Nomancandotwothingsatonce.)根据提示，完成下列问答.______________Whats_______name?_______is.... _______________四、诊断评价1、写出下列短语.(1)我的时钟(2)你的问题(3)他的名字(4)她的回答2、根据句意及首字母补全单词。
新课标七年级上册英语教案全册(最新7篇)
新课标七年级上册英语教案全册（最新7篇）七年级英语上册教学计划篇一一、教材分析新目标（新版）七年级英语（上册）有3个预备篇单元和9个正式篇单元，一共是12个单元。
本次教材是改版后的第三届，现在教材知识体系比较集中，每个单元每节知识点都安排一定的基础练习，这样对巩固学生知识有着很大的帮助。
二、学生基本情况分析本学期我代新七（1）班和七（2）班的英语课，七（1）班学生55人，（2）班学生58人。
这届学生英语整体基础不是很好，因为大多小学没有上过英语课，等于是一切从零开始。
另外学生从小学到初中，是一个极大的转折点，包括从心理上和身体上的。
但学生还比较活跃，比较爱学习，面对新的学校，新的班级，新的老师，所以对英语学习还是有着浓厚的兴趣，也带着希望和梦想，希望这是一个极好的开始。
三、本学期的教学重、难点1.一般疑问句及回答；2.指示代词、人称代词、物主代词3.名词复数的变化；4.方位介词；5.特殊疑问句的构成、回答和对划线部分提问6.实义动词的第三人称单数及变化；7、名词所有格；8、一般现在时9、时间表达法。
四、本学期将采用的教育教学方法英语的教育教学方法很多，各有优、缺点，我们可以针对不同的情况采用不同的教学方法来加以弥补。
针对我教的这两个班级，本学期本人打算用下列方法对他们进行教育教学：1、用英语教英语英语毕竟是一门语言，训练的是学生的听、说、读、写、译的综合能力，在教学的过程中需要对学生的听、说、读、写、译的能力进行很多的训练，这就要求我们用英语来教英语，在课堂上对学生进行各种能力的训练。
2、用英语想英语用英语想，也就是用英语思考。
学英语而不用英语思考，一定学不好。
用英语思考就是在用英语进行表达和理解时，没有本族语思考的介入，或者说本族语思考的介入被压缩到了极不明显的程度。
这是真正流利、熟练的境界和标志。
3、背诵和多种练习结合实事求是的说，大量背诵课文与大量多种练习的结合，乃是对于一切各不相同条件下的英语教学的普遍有效的方法。
2024年完整版译林版七年级上册英语教案【】
2024年完整版译林版七年级上册英语教案【】一、教学内容本节课选自2024年完整版译林版七年级上册英语教材，具体包括Unit 1 This is me! 的Chapter 1和Chapter 2。
主要内容包括：介绍自己、问候他人、描述外貌、谈论兴趣爱好等。
二、教学目标1. 学生能够熟练运用本节课所学的词汇和句型，介绍自己、问候他人。
2. 学生能够理解并运用一般现在时描述自己的外貌和兴趣爱好。
3. 培养学生的听说能力和口语表达能力，增强他们的自信心。
三、教学难点与重点重点：一般现在时、介绍自己、问候他人、描述外貌和兴趣爱好。
难点：一般现在时的运用、外貌和兴趣爱好词汇的掌握。
四、教具与学具准备教师准备：PPT、教学卡片、录音机、磁带。
学生准备：课本、练习本、彩色笔。
五、教学过程1. 导入：教师播放一段关于自我介绍的短片，引导学生关注短片中的关键信息，为新课内容做铺垫。
（1）教师提问：“What do you know about the video?”（2）学生回答：“The video is about introducing oneself.”2. 呈现：教师通过PPT展示本节课的主要词汇和句型，带领学生朗读和模仿。
（1）教师展示词汇卡片，引导学生跟读。
（2）教师展示句型卡片，引导学生进行角色扮演。
3. 实践：学生两人一组，运用所学的词汇和句型进行自我介绍和问候。
（1）教师给出提示，学生进行对话练习。
（2）教师邀请几组学生上台展示。
（1）教师提问：“Do you like reading books?”（2）学生回答：“Yes, I do. / No, I don't.”5. 巩固：教师布置随堂练习，检查学生对本节课内容的掌握。
（1）完成练习册上的相关习题。
（2）教师批改并反馈。
六、板书设计1. 主要词汇：name, age, school, hob, like, love, do, play, read, write, listen, speak2. 主要句型：Hello, my name is; I amyears old; I go toschool; I like/love3. 一般现在时：主语+动词原形/第三人称单数七、作业设计1. 作业题目：（1）用一般现在时介绍自己的家庭成员，至少写5句话。
最新七年级上册英语教案人教版免费(8篇)
最新七年级上册英语教案人教版免费（8篇）七年级上册英语教案人教版免费【篇1】Unit 1 Topic 3 How old are you ?Section D学习目标1.学习以短文形式谈论姓名、年龄、学校、班级和电话号码等个人信息2.能读懂短文并能从简单的名片中获得信息3.能向大家做自我介绍学习重点以短文形式谈论姓名、年龄、学校、班级和电话号码学习难点第一人称和第三人称的转变学习过程(一)导入(二)自学指导1、预习课本P23 Part 1 ,复习书上的六个音标2、预习课本P23 Part 2 ,分别找出Jane 和 Huang Hua 的个人信息3、预习P23 Part 3 ,根据所给信息把空补充完整4、背诵课本P24 Part 4a 4b(三)问题导学再看课本P22 Part 2 ,回答问题。
Where is Jane from ?__________________________How old is she ?___________________________What class is she in ? _____________________Where is Huang Hua from ? _______________What’s his English name ? _____________________Are they in the same class ? ______________(四)典题训练(五)精讲点拨1、They are not in the same class ,but they good friends.他们不在同一个班，但是他们是好朋友。
解析：same 意思是“相同的”，前面一定要用定冠词“the”，后面接单数名词。
but 意为“但是，可是”，起转折作用。
eg : We are in the same school ,but in different classes . 我们在同一个学校，但是在不同的班级。
英语人教版(2024)7年级上册 Unit3 Section A What is yo教案 教学设计
Unit 3My School第二课时Section A 2a—2fTeaching Content（教学内容）The discourse of this lesson is a presentation of listening，speaking materials.This conversation mainly revolves around the locations of things in Peter's classroom，aiming to help students understand the importance of place arrangement and promote students' love for their classroom.Teaching Objectives（教学目标）◆ Language Proficiency(语言能力)1．Be able to organize and summarize expressions related to the locations，and master the usage of special questions with w here and ho w.2．Use the simple present tense to ask and answer about the locations，and use the target sentence structure to inquire about the locations of the school things.◆ Cultural Awareness(文化意识)By understanding the locations of things in the classroom，students can compare their classroom with Peter's and discover similarities and differences between them.This comparison helps to stimulate students' interest in English speaking cultures and improve their crosscultural communication skills.◆ Thinking Quality(思维品质)1．Learn to apply grammar knowledge in context to accurately understand and express the locations appropriately.2．Students can better arrange their things，cultivate good living habits，and develop a solid foundation for their future English learning.◆ Learning Capability(学习能力)1．Learn to communicate with their classmates with the target languages.2．Apply what is learned，cultivate students' ability to use language and cultural knowledge to solve practical problems in real situations，and promote transfer and innovation.Teaching Focus，Difficulties，and Breakthroughs（教学重难点及突破）◆ Teaching Focus(教学重点)1．Be able to use the target language to inquire about the locations of school things.2．Complete roleplay in the class to understand the importance of location arrangement，lifestyle habits，and study habits.3．Learn to talk about the main facilities of the school and their locations with there be sentencepatterns and prepositions of position.◆ Teaching Difficulties(教学难点)1．Be able to quickly and accurately obtain information such as prepositions of position through listening and reading conversations.2．Illustrate the functions of different facilities by using target language and enhance the awareness of loving the campus.◆ Teaching Breakthroughs(教学突破)1．Teachers encourage students to speak more and express themselves in English according to their real situation.2．Make students have clear goals and apply the sentence patterns learned in this lesson to oral communication to enhance their pragmatic abilities.Teaching Procedures（教学过程）Activity 1 Prediction(感知与注意)T：First，let's look at the picture and then answer three questions：What is the picture about?What can you see in the picture?Are they clean or tidy?Activity 2 Listening(感知与注意)Work on 2a—2dListen to the conversation and fill in the blanks in 2a.Read the conversation and match the questions with the answers in 2b.Read again and try to complete the task in 2c，and then check the answers in pairs.Listen to the conversation again and repeat after it.Pay attention to the stressed words.Try to roleplay the conversation and show yourselves in front of the class.Activity 3 After listening(获取与梳理)Work on 2eLet students imagine things in their classroom and compare with Peter's.Then complete the tasks in 2e individually.Next，let them check their answers with their partners using there be structure.The teacher moves around to make sure students get the right answers.Choose 2 students to speak out the answers.Activity 4 Sharing(概括与整合)Work on 2fLet students work in pairs，and ask them to compare Peter's classroom with theirs.Give them several minutes to prepare it using there be structure.Then let them share it in class.While sharing，the others try to evaluate whose is the best and explain the reasons.Activity 5 Homework(反馈与强化)Read the passage fluently and recite it.Write a short passage to compare your classroom with Peter's.Teaching Reflection（教学反思）During this period of English learning，students can master the usage of there be structure.According to the English learning tasks，students will practice the structure and the prepositions of position more to get familiar with them.At the same time，it can help to cultivate students' logical thinking and language proficiency.。
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七年级英语上教案设计
Unit 1 Making New Friends
Topic 1 Welcome to China!
Section D
Ⅰ. Material analysis
本课是本话题的最后一课，主要是通过Grammar和Functions两部分来巩固Sections A～C已学过的内容：be动词am, is, are的用法；表示问候、感谢、欢迎等功能句；26英语字母的书写及大小写的转换；最后通过Project 板块让学生制作并使用名片交友的活动综合运用本话题所学的知识，学会用英语做事情。
本节课老师将采用多媒体教学，以培养学生的学习兴趣，辅助整节课的教学。
Ⅱ. Teaching aims
1. Knowledge aims
引导学生复习本话题Sections A～C的单词；
引导学生熟练读写26个英语字母及大小写；
引导学生总结be动词am, is, are的一般现在时在不同情况下形式的变化及am的缩写形式：I am Kangkang. = I’m Kangkang. This is Miss Wang.
—Are you …? —Yes, I am. / No, I’m not.
引导学生用英语表达问候、告别、感谢、欢迎、介绍及辨认他人等交际功能的基本表达法进行交流。
2. Skill aims
能听懂有关问候、告别、介绍等的表达方式；
能听懂简单的日常用语并作出适当的反应；
能运用表示问候、告别、介绍等的表达方式进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能够在图片的帮助下进行阅读，理解大意，并按要求进行语言活动；
能正确书写字母和单词，并能用大小写字母对所学单词进行较自如的转换。
3. Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真、规范书写字母和单词；
能够有兴趣了解中外有关称谓的知识，并能在现实中积极实践。
Ⅲ. The key points and difficult points
1. Key points
复习并正确使用表示问候、介绍等的表达方式；
复习巩固Aa～Zz 26个字母的读音和书写以及大小写字母的转化。
⒉Difficult points
Be动词am, is, are的应用；
大小写字母的转化；
总结26字母的发音规律。
Ⅳ. Learning strategies
熟记一些顺口溜是提高学习英语效率的好方法。
Ⅴ. Teaching aids
录音机、多媒体、黑板和闪卡。
Ⅵ. Teaching procedures
Ⅶ. Blackboard design。