七年级英语上教案全集-新目标人教版
Unit 1 My name’s Gina
Period One
课前准备
教师：准备游戏时所用的图片（食物、蔬菜、动物）。
学生：准备表演时所需道具（服装、假发）。
教学设计
Step One :Present the sentence patterns.
1.Play a game “How many words do you know?”(利用小游戏调
动学生的积极性，同时通过对冠军的介绍引出本课。)
Teacher:After the study of the first three starters, I think
most of the students must have known a lot of words. How many
words do you know? Let’s play a game to see who know? Let’
s play a game to see who knows the most.
(Divide all the students into several groups and show a pictur（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group.They can write 11 words.)
2.Introduce the champion group to the class.（引课方式贴近
生活，学生易于接受）
Teacher:Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introdrce yourselves to us?
S1& S2:Yes.
S1:Hello.My name is Li Lei.Nice to meet you.
Ss:Hello, Li Lei. Nice to meet you ,too.
Ss:Hello!What’s your name?
S2:I’m Sun Ping.How do you do?
Ss:How do you do ?
Step Two:Drills.
1.Make introductions.（通过句型的操练使学生更加熟练掌握所学
的句式。）
Teacher:The new term begins.Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.
Example:
Sa:Hello! I’m Li Lei. What’s your name?
Sb:My name’s Zhang Feng.Nice to meet you.
Sa:Nice to meet you,too.And what’s your name,please?
Sc:Lin Li. How do you do?
Sa：How do you do?
2.Listen and number the conversations.
Teacher: Today I have good news for you. Three new students will come to our class.They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.)
Step Three:Make friends.
1.Make new friends.（用谈话的方式完成任务，生动活泼，同时更
容易向学生进行美德教育。）
Teacher:Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others,OK?
Ss:OK.
Example:
Sa:This is my new friend. His name is Sun Nan.
Sb: Hello, Sun Nan. Nice to meet you.
Sc:Nice to meet you, too.Look! This is my new friend. Her name is He Lu.
Ss:How do you do?
Sd:How do you do?
(Students can stand up and introuduce their friends to others freely.They can greet each other warmly.Everyone in the class can have more friends.They can also know something else about them.)
2.The New comers.（以表演的形式完成，使课堂气氛达到高潮。）
Teacher:Just now I said three new students from other countries would come to our class.Now,look!They are here.Let’s give them a warm welcome.
(Three “foreign” students come in and all the students clap warmly.) Teacher:It’s their first time to come to China.Would you like to listen to their introductions?
Ss:Yes.
(Three students can make introductions and act out the dialogue vividly.)
Step Three: Sum up.
Some students are asked to sum up this lesson. It is how to make new friends and how to greet them.It is very important in the daily life.
Homework
“How do you meet new visitions at home?
Period Two
课前准备
教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。
学生：需要向父母了解自已名字的含义。
教学设计
Step One:Revise the sentence patterns.
1.Sing an English song.（用唱歌的方式既带动了气氛，又复习了
所学内容。）
Teacher:Yesterday we’ve known each other already.Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.
Hello! Hello! What’s your name? My name’s Gina.
Hello! Hello! What’s his name? His name’s Peter.
Hello! Hello! What’s her name? Her name’s Anna.
2.Listen to the conversations and finish the exercises.
Teacher:Yesterday I made a new friend.Her name is Jenny.She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.
(Students listen to the tape and give the right answers.)
3.Act out the dialogues.（在特定的情景下表演对话更符合实际，
更贴近生活。）
Teacher:Now you’ve known something about introductions and greetings.But if you are in other places,how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends? (Students can choose any picture they like and act out the dialogues.) Example:
(At a party)
Sa:Hello! I’m Lucy Green. What’s your name?
Sb:My name is Kate Brown, Jim’s classmate.Nice to meet you.
Sa:Nice to meet you,too. I’m Jim’s sister.Welcome to Jim’s birthday party. Make yourself at home.
Sb:Thanks, I will.
Step Two:Choose English names.
1.Play a name game.（有效引出“英文名字”这一主题。）
Teacher：As we know, everyone has a name.Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game.The winners of the game will get English names.
Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.
Example:
S1: My name’s Tony.
S2: His name’s Tony. My name’s Linda.
S3: His name’s Tony. Her name’s Linda. My name’s Nick.
S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.
S5:…….
2.Choose English names.
1).Find out first names and last names.（用小组的方式完成名字的识别。）Teacher:Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts:first name and last name. Look at the box, can you classify them according to the demands? Jenny Gina Alan Mary Jim Tony Tom Bob Mike
Green Miller Jack Smith Brown Linda Nick Kim Hand
Period Three
课前准备
教师：准备所需的歌曲磁带、名片样本及各项表格。
学生：制作名片所需的纸张、画笔等。
教学设计
Step One: Present the English numbers.
1.Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更
为有效。）
Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?
S1: A telephone call.
T: But you don’t have their telephone numbers.
S1: Ask for their telephone numbers.
T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.
Words
One little, two little, three little Indisns,
Four little, five little, six little Indians,
Seven little, eight little, nine little Indians,
Ten little Indian boys.
(After singing the song, tell the students not to forget “zero”.)
T: Count the number together from zero to nine.
S2: Zero…
2.Listen to the conversation and write the telephone number.（通过听力复习单词。）Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?
(Students listen to the recording of 1b in Section B and give the answer.)
Step Two: Drills.
1.Make a survey about your partners’ telephone numbers.（调查组内成员的电话号
码，重点练习所学句式。）
Teacher: Thank you for your help. But do you want to know your friends’ telephone
S2: My telephone number is …
S1: Oh, thank you. What about yours, Lin Fang?
S3: It’s…
S1: … And may I know your phone number, Yin Kailin?
S4: …
S1: Thank you very much. Oh, I nearly forgot. My telephone number is…
2.Report it to the class.
(After the survey, every group can choose a student to report the survey result to the class.)
Example:
My telephone number is…Liu Yu’s phone number is…Lin Fang’s telephone number is… Yin Kailin’ s phone number is…
3.Listen and match the names and telephone numbers.（制作电话号码簿这一任务能
够大面积调动学生装的参与意识。）
Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.
(Students listen to the tape .)
T: Next, I’ll play the recording again. This time, fill in the missing numbers. (Students listen to the tape again .)
T: Can you find out whose telephone numbers they are ?
S:…
4.Make an address book.
Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”
Step Three: Make an ID card.
1.Show some different ID cards the class and try to enjoy them.（向学生展示不
同种类的名片，一方面开阔学生眼界，一方面便于学生找出名片所含内容。）（引导学生有效搜集名片上的信息，提高学生的阅读能力。）
Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’special personalities. Look at the ID cards below and try to enjoy them.
Teacher: From the cards above, what can you find out ?
S1: It must have a person’s name…
S2: Sometimes it has a motto.
T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.
2.Read the ID card and answer the questions.（提供参考信息，但允许学生创新。）Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out
2.What’s her family name?
3.What’s her first name?
Homework
1.Students are asked to make ID Cards of their own.
Demands: A. Useful information must be included.
B. It can be designed as beautifully as possible.
2.Find out the information about the famous person.
Period Four
课前准备
教师:准备评价表、名人图片和一张个人海报。
学生：准备好完成的名片参加展览。
教学设计
Step One: Make an ID card show.
1.Show the ID cards to the students.
Teacher: Yesterday all of you made some beautiful ID cards.Today we’ll make a show here. Let’s enjoy it together and try to choose the best
ones.
Yu Lingxiao
No.4 Middle School
Class2,Grade1
Tel:6222890
E-mail:yulingxiao@https://www.doczj.com/doc/5b12584751.html,
Name:Yuan Fanxi
English name:Apple
Age:13Class:4
Tel: 6422960
E-mail:fanxi2005@https://www.doczj.com/doc/5b12584751.html,
Hobby:basketball
Motto:No pains,no gains.
Xu Ri (Alice)
No.14 Middle School
Class Five, Grade ONe
Tel:6662280
QQ:156129832
2.Find the owner of the card.
Teacher: The ID card show is over. All the cards are mixed together. I can’t find the owners. Who can help me?
S1:I can.(Show one of the cards to another students.)
S1:Excuse me, are you in ...?
S2:Yes, I am.
S1:What’s your telephone number?
S2:It’s...
S1:Are you...?
S2:Yes, I am.
S1:Here’s your ID card.
S2:Thank you.
(Teacher asks more students to find the owners of ID cards).
Step Two: “Face to Face”.
1.Play a guessing game.
Teacher: ID cards are useful.But some persons’names are known to all the people.They are very famous.Now look at the pictures and guess their names.
(The teacher shows some famous person’s pictures and students guess their names and give their answers.)
2.Collect useful information.
Teacher:These persons are very famous.But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.
Information card
Name:_________Sex:_____Age:_____
Nationality:_______Language:_______
Birthplace:______________Job:_______________
Workplace:_____________
Tel:_____________
Hobbies:___________________________________
3.Report it to class.
Each group can choose a student to give a report about their favourite person. The other students can ask him some questions in class.
Example:
S1:This is Michael Jordan.He’s years old.He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams. People like to call him “Air Jordan”.
S2:Do you like Michael Jordan? Why or Why not?
S1:Yes, I like him very much because he’s so ...
S2:Do you want to be a basketball player like him?
S1:Of course I do. That’s my dream.
Step Three:Make a poster about yourself.
Teacher: Do you want to be famous all over the world?
First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about yourself.In your poster you should try to introduce yourself. (Students can write a passage about themselves. They can give some personal information.They can alse design the poster as well as they can.)
Homework
Students are asked to sun up this unit,especially about how to talk with others politely.
Unit 2 Is this your pencil?
教学内容
本单元围绕着“Is this your pencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础.
教学目标
1）知识目标：A.学习并掌握指示代词: this、 that；
B.学习What引导的特殊疑问句；
C.学会Yes/No问句及其简单回答；
D.学会句型：---How do you spell pen? P-E-N.
2)能力目标：A.能辨认物品的所有者;
B.根据不同场景,能用英语对物品的所属进行提问和回答;
C.能识别不同句式的语调(陈述句,疑问句);
D.培养学生听、说、读、写的能力及创新思维能力.
3）情感目标：A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;
B.通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完
成学习任务.
教学重点、难点
重点：A.掌握批示代词this、 that用法；
B.掌握特殊疑问句和Yes/No问句及其简单回答.
难点：学会写寻物启事和失物招领.
课时安排
第一课时 Section A 1a-1c
第二课时 Section A 2a-4b
第三课时 Section B 1a-2c
第四课时 Section B 3a-4 Self-check 1-3
Period One
课前准备
教师：录音机，图片，物品实物.
学生:实物(学习用品).
教学设计
Step One: Warming up.（通过复习形容词性物主代词，把学生引入学习英语的
情境中。）
Learn the chant.
T:Let’s sing the chant together.
my 是我的,your是你的,男他的是his,女她的是her; 名词前面常站岗,限定所
属有功劳.
Step Two: New words.（利用实物教学，使得教学过程自然、形象。）
1.Present the new words.
T:Boys and girls, look at this please. What’s this in English?
(Teacher holds a pen in the English.)
S1:A pen.(Ss may say it in English.)
T:Yeah.It’s a pen.And what’s this?
(The teacher holds an eraser in the hand.)
S2:It’s an eraser.
(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)
2.Practice the new words.
T:Now,please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)
T:OK,let’s check the answers.Who can tell us the answers?
S2:…
Step Three: Present the drills.
1.Present the drill “Is this…?Yes/No,it is/isn’t.”（利用实物引入句型，使用
不同人的物品来引入形容词性物主代词和名词的搭配的用法。）
(Hold the teacher’s pen.)
T:This is my pen.Is this your pen?
S1:No,it isn’t.It’s your pen.
T:(Hold the student’s pen.) This is your pen. Is this your pen?
S1:Yes,it is. It’s my pen.
T:(Hold a girl’s pen.) This is her pen. Is this your pen?
S1:No,it isn’t.It’s her pen.
T:(Hold a boy’s pen.) This is his pen. Is this your pen?
S1:No,it isn’t. It’s his pen.
T:Thank you.
2.Practice the drill “Is this your…?”in pairs with your own school things.Pay
attention to the use of my, your,his or her.（利用学习用品操练句型，并加深对物主代词的理解。）
S3:Is this your…?
S4:…It’s my…
S3:Is this…?
S4:…It’s his/her…
(The teacher asks a few pairs to practice.)
3.Present the drill “Is that …? Yes/ No, it is/isn’t.”（利用教师所站位置的
不同来引入批示代词that的用法，并从位置关系上让学生准确理解this ，that的区别。）
T:That is my book. Is that my book?
(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)
S5:Yes, it is .It’s your book.
T:That is his book.Is that your book?
(Put a boy’s book on the table and the teacher in the same place.)
S5:No, it isn’t.It’s his book.
T:That is her book.Is that your book?
(Put a girl’s book on the table and the teacher in the same place.)
S5:No,it isn’t.It’s her book.
(Teach and practice the drill “Is that …?” and its answer.)
4.Practice the drill “Is that your…?” in pairs with your own school things.
（通过练习，区别两个批示代词的用法。）
S6:Is that your…?
S7:… It’s my ….
S6:Is that your…?
S7: …It’s his/her…
(The teacher asks some pairs to practice.)
5.Listening.（进行听力练习，巩固所学的句型。）
T:Now please listen to the three conversations,the first time you only listen.Then I play again. And this time you listen and number the conversations.
(Point to the boxes to show where students write the numbers for the conversations.Teacher plays the tape and students listen to it and finish 1b.) T:Let’s check the answers, OK?
S8:(from left to right)
T:Thank you.
6.Practice the drills according to the pictures using“his or her”.（设置情景，
使学生在情景中准确运用物主代词his或her。）
(Show students four pictures like the followings.见课件。)
Step Four: Task “Have a contest”.（把两个学生的文具混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：This is my…That is her/his…）
T:I’ll put your things and your friends’things together.I want to see if you can identify which is yours and which is hers or his.
(Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.)
Languages used for the task:
1.This is my…
2.That is her/his…
Step Five: Summary.（编一个Chant ，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant 的节奏和一般疑问句的语调。）
Chant.
T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant.
Is this my book? Yes, it is.
Is that your ruler? No,it isn’t.
Is this her pencil? Yes, it is.
Is that his erase r? No,it isn’t.
Homework.
Read the new words and the target languages presented in this class and say the chant to improve your spoken English.
Period Two
课前准备
教师：录音机，所学物品的图片，一个书包（里面装着事先收集的学习文具），表格若干张。学生：一张硬纸写上自己的姓名和电话号码，学习的物品。
教学设计
Step One: Revision.
1.Review the drills.（用学生的姓名和电话号码来复习句型：Is this (that) your
(his/her)…?及简短回答：Yes, it is./No, it isn’t.注意教师提问的同时，用手势来帮助学生给出你预想的答案。）
(Put some paper with the names and telephone numbers on the blackboard.)
T: Please look at the blackboard. And answer my questions , please . Is this your first name?
S1: No , it isn’t.
T: Is that her last name?
S2: Yes, it is.
T: Is this his telephone number?
S3: Yes, it is.
T: Good. This time, who would like to come to the blackboard and ask questions like me?
(Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)
2.Review the vocabulary.(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词
和句型。)
(Put some pictures of things students have learned in class next to the names of the students.)
T: Is this your ruler? (Point to Picture 1.)
S4: No,it isn’t.
T: Is this her ruler? (Point to Jenny Chen.)
S4: Yes, it is.
T: Is that your pencil case? (Point to Picture 2.)
S5: No, it isn’t.
T: Is that his pencil case ? ( Point to Jim Wang.)
S5: Yes, it is.
(Get the students to ask the questions in turn, make sure they use the items they like.)
Step Two: Listining.
1.Listening (2a). （练习听力前，先让学生再一次说出图片中物品的英文，进一步强化
重点单词。）
T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.)
S6: This is…
S7: This is …
……
T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.
( Play the recording for the students to listen.) （让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）
T: Now let’s check the answers. Please hold the things you hear and say their English names,OK?
(Make sure students hold the things to show them to the other students.)
S8: Pencil.
S9: ……
2.Listening (2b). （进一步强化重点词汇后，进行听力练习，要求完成单词的拼写。）T: Now please read the words. One holds the things, the others read them aloud one by one.
(One student holds the things, and the other students say the words aloud.)
T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.
(Play the recording. Students listen and complete the conversation.)
T: Let’s check the answers. I’d like to ask three students to read the conversation in role.
(Three students read the conversation, filling the missing words. The rest of the students check their answers.)
Step Three: New drills.
1.Present the new drills. （用实物引入新句型，帮助学生用正确的句子来回答。）(The teacher shows students a pencil.)
T: What’s this in English?
S: It’s a pencil.
T: How do you spell it ?
S: P-E-N-C-I-L.
(Change an eraser. Ask and answer in the same way.)
2.Practice the drills. （学生分组练习新句型。）
T: Now please practice the conversation with your partner. Use the words shown in 3a.
S A: What’s this in English?
S B: It’s a ruler.
S A: How do you spell it ?
S B: R-U-L-E-R.
(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)
T: I’ll ask some pairs of students to practice the conversations.
S A: …
S B: …
3.Play the game : A spelling game. （进行一个拼写游戏比赛，进一步操练新句型。）T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start.
S A: How do you spell backpack?
S B: B-A-C-K-P-A-C-K.
T: Group B, one point. It’s your turn to ask, please.
Step Four: Task 2: Find the owner. （此任务主要进行了听、说、写的训练，并复习了一般疑问句及其简短的回答，以及物主代词的用法。）
T: I have some things. But I’m sorry I don’t know whose these are. Could you help me find the owers ? Le t’s see who can find all the owners first and write the owners’names in the chart.
Language used for the task:
1.Is this your math book?
Yes, it is. It’s my math book.
2.Is that your ruler?
No, it isn’t. It’s her ruler. My ruler is blue.
3.Kim, is this your dictionary?
Yes, it is. It’s my dictionary.
Here you are.
Thank you.
Step Five: Summary and homework.（录音作业，要求学生使用准确的语调来读一般疑问句和特殊疑问句。）
In this class, we’ve learned what, how and yes-no questions mainly. And we also revised the possessive adjectives and key words.
After class, please practice what, how and yes-no questions using their own possessions with your partner. When you say the conversation fluently, tape records
some of them and then play.
First name last name
Miller
Green
Hand
Green
Smith
Brown
Brown
Hand
Green
Smith
Miller
Brown
Hand (女名)
(女名)
(女名)
(女名)
(女名)
(男名)
(男名)
(男名)
(男名)
(男名)
(男名)
(男名)
(男名)
Jenny
Alan
Jim
Tom
Mike
Linda
Kim
Gina
Mary
Tony
Bob
Jack
Nick
2)Discuss about the differences between English names and Chinese names.（通过小组讨论、总结的方式进行，使学生掌握中英文名字的异同。）
Teacher: Thank you for your job. I think they are all good English names. For example,“Susan” is a first name. “Brown” is a last name. “Susan Brown” is a beautiful girl’s name.Who wants to have this name?
A: I do.
T:OK. Now you have an English name Susan Brown. And your Chinese name is Sun Ping.Can you find the differences between them? Let’s look at the next two pictures and have a discussion about the differences between Chinese names and English names.
A boy: I'm a Chinese boy. My name is Zhang Nan. Zhang is my first name. It's also my family name. Nan is my last name. It's also my given name.
A girl: I'm Mary Brown. I'm English. Mary is my first name.
Brown is last name. Parents usually call me Mary Brown. But
I like to be called Miss Brown.
Name
first name
English name:Mary (given name) Chinese name:Zhang (family name)
Last name Brown (family name) Nan (given name)
3)Exchange the information.（需要在课前有所准备的情况下进行。）Teacher: Now everyone can choose an English name.But you must pay attention to its meaning.For example,Susan means Molihua in Chinese. Do you know The meanings of your names? If you do, please exchange the information in your group.
Boys Girls
First name Last
name Meaning
First
name
Last
name
Meaning
4)Report the result to the class.
(Some students are asked to give a report to the class.)
Example:
Sa: I'm Rose White. Rose is my first name. White is my last name.
Rose is a kind of beautiful flower. In Chinese it means Meigui.
I like my name because I like roses very much. And maybe parents
call me Rose because they want me to be beautiful.
Homework.
Ask the students to sum up the meanings of English names after
class. They can read books or search the internet.
Period Three
课前准备
教师：录音机，图片，实物。
学生：实物。
教学设计
Step One: Revision.(让学生放录音作业，选择两个最好的，给予奖励，从而帮助学生树立学习的信心。)
T: Let’s listen to the tapes you recorded. Who is the best? OK, let’s start. (Select the best two. Award a prize to their work.)
Step Two: New words.
1.Present the new words. （运用多媒体或图片，教新的重点词汇，同时复习了本单元
重点句型；在教学新单词的同时，注意复习刚学过的单词。）
T: Look at the picture.
(Show students a picture of a watch.)
T: What’s this in English? It’s a watch.
(Ask a student) What’s this in English?
S1: It’s a watch.
T: Good. (Ask another student.) What’s this in English?
S2: It’s a watch.
T: How do we spell watch? (Show students the spelling.)
W-A-T-C-H, watch. Read after me, please.
S3: W-A-T-C-H, watch.
(Teach the other words “baseball, computer game, key, notebook, ring and ID card”in the same way.)
T: Let’s say the words again. What’s this in English?
(Show the words random. Ask questions like this.)
S4: It’s a key.
T: How do you spell it?
S4: K-E-Y.
2.Practice the new words.（此活动练习了学生们的口语，同时又进一步巩固了新单词
和已学句型。）
T: Good. Please look at the pictures in 1a. Match the words with the things in the picture. Do it by yourself.(Students find them in the pictures and objects in the picture.)
T: Well, let’s check the answers. Who can tell us the answers?
S5: …
T: Now please work with your partner, say the conversation in 1b. Use the pictures in 1a.
(Students practice the conversation. As students work, the teacher moves around and help them.)
Step Three: Listening.
1.Listening (2a).（通过听力练习，加深对所学单词的记忆。）
T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.
(Play the recording twice. Students listen and circle the items.)
T: Let’s check the answers, OK?
S6: …
T: Who would like to say the circled words again?
S7: …
2.Listening(2b).（通过听力练习，强化学生对单词和句型的理解，同时训练学生写的技
能。）
T: Please look at the two pictures in 2b. One is Kelsey, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Kelsey and Mike are looking for. Then write down the names of the things under each person’s pictures.
(Play the recording for the students to write down the words.)
T: Well, what is Kelsey looking for?
S8: …
T: What about Mike? What is he looking for?
S9: …
Step Four: Pair work.（这个活动运用信息差，训练了学生用重点词汇和句型进行听、说、写的练习。）
T: Now let’s play a game. You are Student A and your partner is Student B. Student
A looks at page 81, while Student
B looks at page 82. Each student has only part of the information needed to complete the activity. First Student A asks Student B questions, using the words in the box; Student B answers the questions and writes the words in the chart below.
(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure and of fering help.)
A sample:
SA: Is this her pencil case ?
SB: No, it isn't. It's his pencil case.
SA: Is this his key?
SB: Yes, it is. It's his key.
SA: Is this his backpack?
SB: No, it isn't. It's her backpack.
(Students practice in pairs.)
T: This time Student B asks Student A questions, using the words in the box; Student A answers the questions and writes the words in the chart below.
(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure again and providing help.) SB: Is this her pen?
SA: No, it isn't. It's his pen.
SB: Is this her book?
SA: Yes, it is. It's her book.
SB: Is this his computer game?
SA: No, it isn't. It's her computer game.
T: Let’s check the answers. One from Group A and the other from Group B come to the blackboard to fill in the chart.
Step Five: Summary and homework.
In this case, we’ve learned the names of some possessions. After class, please use some of these words to write out a conversation and practice with your partner.
Period Four
课前准备
教师：录音机，图片，录好的磁带，教学课件。
学生：收集一些英文的失物招领。
教学设计
Step One: Revision.(检查学生的作业，找几组学生表演，训练学生的口语表达能力。) T: First I’ll check your homework. Practice the dialogue you made. And you should use the pictures or the objects that are mentioned in your dialogue. I’ll invite some of you to come to the front to say the dialogue.
Dialogue One:
Sa: What’s this in English?
Sb: It’s a …
Sa: How do you spell it?
Sb: …
Dialogue Two:
Sa: Is this your…?
Sb: No,it isn’t. It’s not my …
Sa: Is this her…?
Sb: Yes, it is. It’s her…
Step Two: New words.
1.Present the new words.
T: Please look at the pictures and learn the new words.（用多媒体展示新单词效果
2.Practice the new words. （事先录制一段短的听力，让学生通过听的训练来强化所学
的新单词，并为学习写寻物启示和失物招领作好准备。）
T: Please listen to a short passage twice then fill the blanks using the words we learned.
There are many things in the Lost and Found in my school. Look, here’s a set of keys. Is this yours? Please call Jim at 753-2289.
T: Well, who would like to tell us the answers?
S: …
T: Good. Let’s read the passage together.
(Students read the passage and the teacher pays more attention to their pronunciation.)
Step Three: Reading.
1.Present “Lost and Found”. （设置情景，激发学生的思维。从学生生活中常发生丢
失物品的现象出发，引导学生学会处理这种问题方法。）
T: Have you ever picked up others’ things or lost anything?
What are they?
S1: I lost a backpack.
S2: I picked up a pen.
T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.
(Students discuss the problem. Maybe you will get the answer, “we’ll learn how to write a lost and found.”)
T: If you lost something, what should you do ? You can answer it in English or Chinese. S1: Call “110”.
S2: Tell the teacher about it.
S3: Ask my classmate to help me look for it.
S4: Tell my parents.
S5: 寻物启事。
T: All of you are right. Today we are going to learn how to write “Lost”.Look at “Lost” below and find out the important information about it.（让学生通过教师
S7: Name.
S8: Color.
S9: Telephone number.
S10: Picture.
T: Yes. You have done very well. If we write “Lost”, we must write the lost thing, the person’s name, telephone number and color, we can also put a picture of the thing on it. Next, if you pick up something, what should you do? （通过和学生的交流，探讨拾到物品时，应如何处理。）
S11: Give it to our teacher.
S12: 交给警察。
S13：找到失主。
T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”?
Ss: 失物招领。
T: Good. How to write “Found”? Look at “Found”and then tell me the way to write
S15: Telephone number.
S16: 联系人。
S17: Place.
T: Excellent. All of you are very clever. If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.
2.Practice. （这个活动目的在于训练学生的阅读能力。）
T: Please look at the notices on the bulletin board in 3a. Who would like to read it ?
(Ask four students in turn to read the notices.)
S: …
T: It’s time for you to read the notices yourself and circle the words from Activity 1a.
(Students finish the work alone.)
T: Who would like to give us your answer? Please read the words.
S7: …
Step Four: Make a message.
make it clearly by putting them in the right order. The first one is done for you. (Show students the first part with the word “Found”) This is the first part of the message. Write number 2, 3, and 4 in the boxes to complete the message. (Students complete the message and write the numbers in the boxes in 3b.)
T: Well, who would like to read the message?
S8: …
Step Five: Writing.（用英文写简单的失物招领。最好把学生的作品在实物投影仪上展示，便于修改和提供写作案例。）
T: OK.Now let’s try to write it. You may use the one in 3a or the one in 3b as a model.
(Students write their bulletin board messages and the teacher moves around the room offering language support as needed.)
T: Let’s read some of your messages.
(Ask some students read their message aloud. And others to help correct their work.) Stepp Six: Self-check.
1.Key words.（此活动帮助学生复习本单元所学过的重点词汇。）
T: Please read the words in the box. If you don’t know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary. (Students check all the words they know.)
2.Writing.（训练学生用目标语言写和说的能力。）
T: Look at the picture please. What are they talking about in Picture 1? Who would like to read it? Sa: Is that your backpack?
Sb: No, it isn’t.
T: OK, now what may other people talk about in Picture 2, 3 and 4? Complete the chart using Is this/that…? Yes, it is./ No, it isn’t.
(Students fill in the chart.)
T: Now please read the conversation with your partner.
Sa: Is that your notebook?
Sb: Yes,it is.
Sa: Is that your key?
Sb: No, it isn’t.
Unit 3 This is my sister.
教学内容：
本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。
教学目标：
1、知识目标：
A、掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother,sister,
uncle, aunt, cousin, son, daughter, parents:
B、学会用指示代词：this ,that, these 和人称代词：I, he she they 介绍任务及Yes/No问
句及其简单回答；
C、运用名词的复数形式。
2、能力目标：
A、运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；
B、通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，
提高学生的交际能力。
3、学习策略：通过对人物个性化的描述，识别图片。
4、情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地
尊重对方，理解家人。
教学难点、重点：
重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/No问句及简单回答；
B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。
难点：能够用写信的形式向朋友介绍自己的家庭。
课时安排：
第一课时Section A 1a-1c
第二课时Section A 2a-4
第三课时Section B 1-2c
第四课时Section B 3a-Self-check
Period One
教师：照片，图片，表格。Step One: New words.
①Present the new words.
T: Hello , everyone ! Look ! What’s this ?
S s: It’s a picture .
T: Right . Who is the man in the picture ?
S s: It’s you.
T: Yes, it’s me . You know me . Please look at this . Do you know them ?
S s: No , we don’t .
T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?
S s: Yes .
T: OK . Please look at this man ? Is he old ?
S s: Yes .
T:He is my “grandfather”. Please read after me , GRANDFATHER G-R-A-N-D-F-A-T-H-E-R ,grandfather .
S s: G-R-A-N-D-F-A-T-H-E-R , grandfather .
T: This is my grandfather .
(Teach the word “grandmother” in the same way .)
T: He is my “grandfather”.He is my “grandmother”. These are my grandparents. Read after me , grandparents.
S s: Grandparents.
(Stick the word “grandparents”on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)
T: I have two brothers, two sisters, I have many friends.
(Teach brothers, sisters, and friends.)
T: Read these new words together.
S s:…
②Practice the new words.
T: Who can match the words with the pictures on the blackboard?
S s: I can. (Textbook P131a)
(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)
T: Check the answers.
S s:…
T: Is he right?
用教师家人的照片呈现新课内容。
教师边介绍，边领读单词。
用匹配的方式巩固单词。
S s: Yes.
(One more student gives the answers.)
Step Two: Drill
①Listen and circle.
T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.
S s: OK.
(Play the recording of 1b twice. Students work.)
T: What’s the answer?
S: Two brothers and sister.
②Pairwork. Talk about Dave’s family.
T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.
(Students practice. Teacher walks around the room to help them.)
T: Now check your peactice.
S1: Who is this?
S2: This is his …
S1: Who are these?
S2: These are his …
(Ask a few pairs to practice.)
Step Three: Task
①Talk about the family tree.
T: Look at the family tree.
(Stick a family tree on the blackboard.)
T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.
(Students work. Teach moves around the classroom to help the students.)
T: Check your task.
S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.
用听力训练再次强化学生对新单词的记忆。
让学生通过介绍Dave的家庭加强句型的操练。
让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。
T: Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family.
(Two students come to the front.)
S A: Hello.
S B: Hello. How are you ?
S A: Fine, thank you. And you?
S B: I’m fine, too.
S A: Excuse me! What’s this?
S B: It’s my family tree.
S A: Who’s this?
S B: This is my grandfather.
S A: Who’s this?
S B: This is my grandmother.
S A: Is this your father?
S B: Yes, he is.
S A: The women is your mother?
S B: Yes, she is.
S A: Who’s the boy?
S B: He is my brother.
(A few pairs do this.)
T: You did well.
②Make a survey.
Unit 1 My name’s Gina. Language Goals: Introduce yourself；Greet people；Ask for and give telephone number 语言目标：介绍自己；问候他人；询问和告知电话号码 1a Write English words for the things in the picture. 写出图中物品的英文名称。 _____map________ 1b Listen and number the conversations［1-3］.听录音，为对话编号。 □A: What’s your name? □A: Good morning! □A: Hi. My name’s Gina. B: Alan. B: I’m Cindy. B: I’m Jenny. Nice to meet you! A: Hello, Alan. I’m Ms Brown. B: Hello, Cindy. I’m Dale. A: Nice to meet you, too. A: Nice to meet you! 1c Practice the conversations above with your partner. Then greet your classmates.练习上面的对话，然后问候你的同学。
2a Listen to the conversations and number the pictures [1—4]. 听对话，为图片编号。 2b Listen again. Circle the names you hear. 再听一遍录音，圈出你听到的名字。 Eric Tom Alice Bob Mike Jack Mary Ms. Miller 2c Practice the conversations in pairs. 两人一组练习下面的对话。 A: Hello! What’s your name A:What’s his name? B: My name’s… B:His name is… A: I’m…A: And what’s her name? B: Nice to meet you! B: Her nam e is… 2d Role play the conversation. 分角色表演对话 Linda: Good afternoon! My name’s Linda. Are you Helen? Helen: Yes, I am. Nice to meet you, Linda. Linda: Nice to meet you, too. What’s her name? Helen: She’s Jane. Linda: Is he Jack? Helen: No, he isn’t.His name’s Mike.
人教版新目标英语七年级上册同步阅读 Unit 1 My name's Gina. 同步阅读 读短文，选择正确的答案。 I am a Chinese girl. My name is Zhang Hua. My English name is Mary. I'm 13 years old. I'm in No. 11 Middle School. At school I have a good friend, Ann. She is an American girl. She is 12. We are in Class 2, Grade 1. Our English teacher is Miss Li. She is a nice teacher. She looks young. We all like her. 1. Mary is girl. A. an English B. a Chinese C. an American 2. Zhang Hua is years old. A. 11 B. 12 C. 13 3. The two children are in Grade . A. One B. Two C. Three 4. Miss Li is our teacher. A. Chinese B. English C. math 5. --- How old is Miss Li? --- . A. She is young. B. She is 20.
C. Sorry, I don't know. Unit 2 Is this your pencil? 同步阅读读对话，选择正确的答案。 A: What's that over there? B: Where? A: Over there, on the floor under the desk. B: Let's go and see. Oh, it's a new watch. It looks like yours. A: Is it a black one? My watch is black. B: No, it's a white one. A: I know. It's Jim's. Jim can't find his watch. B: Let's go and ask him. Hi, Jim. What's the time? C: Sorry, I can't find my watch. B: Is your watch a white one like this? C: Let me see. Yes, it's mine. B: Here you are. C: Thank you very much. B: That's all right. 1. --- What's that on the floor? --- . A. A new watch B. A black one C. A white one D. A bag 2. --- Whose watch is it?
人教版（新目标）初中七上Starter Unit 1 Good morning!教案 Period One 教学目标： 1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening! 2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 教学重点、难点： 1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2.句型：Hello! Good morning! 教学过程： Step 1. Warming-up 1. 课前—上课铃响教师就播放Good morning歌曲。 2. 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。教师自我介绍并用Hello! / Good morning! 问候学生。帮助学生用Hello! / Good morning! 作回应。 Step 2. Play a game. 绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。Play the game like this: Teacher says a letter, for example C, then let the Students tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first. Step 3. Presentation 1.用预先制作的图片或挂图介绍八个人物和姓名。 2.出示Bob的图片，帮学生说Hello, Bob! 或 Good morning, Bob! 然后利用其他图片介绍其他七位人物的名字。 Step 4. Game 在幻灯片上通过闪现头像来测试学生对这八个人物的特征和名字的记忆，然后出示7位人物的头像，让同学们看看少了哪一位人物的头像，有助于锻炼他们的反应力和注意力。获胜者也以英语名字作为奖励。Step 5. Presentation. 出示Bob头像和时钟（早上），让同学们猜Bob会对我们说什么。然后帮助同学们练习说Hello!或者 Good morning！通过图画上的场景让学生进行猜测，满足学生的好奇心，也让他们了解Good morning的使用。
句子 （一）句型变化之基石：一般疑问句 A将下列各句变为一般疑问句,并相应回答。 1.I am a student. _____ ______ a student? Yes, ____ _____. 2.My father is a math teacher. _____ ______ father a math teacher? Yes, ____ _____. 3.Our pears are green. ____ _____ pears green.? No, ____ _____ 4.Kate often eats eggs. _____ Kate often _____ eggs? Yes, ___ ____. 5. Those are some English books. ____ those ____ English books ? No, ____ ____. 6.He does sports every day. ____ he ____ ____ every day? No, ____ ____. 7.That looks easy. ______ that ______ easy? Yes, ____ ____ 8. I am free. _____ _____free? Yes, ____ ____. B 翻译“吗”也不难 9..这是你的书吗？不，不是。your book？(=Is this book _____? ) ，it 10. 那是他的橡皮吗？是的。 his ？, it . (=Is that _____ ____? ) 11. 你叔忙吗？______ your ______ ______? 12.他最喜欢打排球吗？ _____ his _________ ______playing volleyball? Yes , _____ _____. (=_____ he _____ volleyball _____ ? Yes , _____ _____.) 13.你能拼写它吗？ _____ you _______ it? No, ___ _____. 14.你的手表找到了吗？your watch ？ 15.你们学校举行校庆吗? ________ you ________ a _________ ________ at your school? No, ___ ____. 16. 他在班上有很多朋友吗？没有。______ he ______ ______friends _____ his class? No, he ______. 17. 你随身带着电脑了吗？ _____ you have a _________ _______ you? 18. -- 3月12号是植树节吗？--是的。 --______ March _________ Tree Planting Day? -- Yes, ______ _____. (二) 否定句，挠头不如抓住“not”，按对地儿。 A将下列各句变为否定句 1.I am ten years old. I _____ ______ ten years old 2.She is healthy. She _____ healthy. 3.My brother likes tomatoes. My brother __________ ________ tomatoes. 4. That is an eraser. _______ _______ an eraser. 5. He needs a book. He ________ ________ a book. 6. There are some cats under the tree. There _____ _____ cats under the tree. 7. The girls like playing volleyball. The girls ________ __________ playing volleyball 8. Gina doesn’t play golf every day. (改为肯定句) Gina ___________ __________ every day. 9. She sells eggs, bananas and apples there. She ______ ______ eggs, bananas _____ apples there. 10.I have many books. I _____ _____ _____books B否定译文不用慌，not 紧随动词旁 11. 她姐姐既不吃鱼也不吃鸡。 Her sister ___ ___ fish _____ chicken. 12. 我们不需要桌子，我们需要买书橱。We _______ ______ a table. We _____ ____ ____ a bookcase 13.让我们别打篮球了。 Let’s _______ _______basketball. 14.他跑的不好。He ______ run _______. 15. 今天不是他的二十岁生日。 Today is ______ ________ _________ birthday. 16.她最喜欢的水果不是草莓 ____ favorite fruit _____ _______. (=she _____ like ___________ best.) 17.我双亲不在中国。 My _________ ________ in _______. 18.他不认为数学很难。 He________ think math ________ _________. (三) 世间阴阳平衡，句子单复相成。 A 将下列各句变为复句。 1. I’m Chinese. _______ Chinese. 2. She is a good girl. ______ ______ good _______. 3. This is an eraser. _______ are ________.
Unit one My name is Gina. 教材分析 1．话题： Making new friends 2．功能目标： 1）使学生学会用英语介绍自己。 2）使学生学会用英语和别人打招呼。 3．文化目标： 1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。 2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。 3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的 1
努力和艰苦的奋斗得来的。 4）通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。4．认知目标： 1）词汇： clock, hello, hi, and, question, answer, look, first name, last name 2) 语法项目：一般现在时be的用法 以特殊疑问词what开头的问句 形容词性物主代词my, your, his, her What’s=What is I’m=I am My name’s=My name is 3) 语言目标： What’s your name? My name is Gina. I’m Gina. Nice to meet you. 2
Period one I.教材分析：这是课本的第一部分，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。 Language topic: What’s your name? My name is Gina. Language strategies: Talk about the names Main vocabulary: name is, meet, his, first name, last name, answer, boy , girl. II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。 III.语言功能:询问姓名及怎样回答. IV.活动设计：采访调查What’s your first name? V. Teaching steps: 3
初一人教版英语上册单词表 Starter good adj.好的;令人满意的 morning n.早晨;上午 good morning 早上好！ hi int.;嗨 hello int.喂 HB=heavy barrel;abbr.硬黑 CD n.光盘 BBC 英国广播公司 afternoon n.下午 Good afternoon 中午好！ evening n.晚上;黄昏 good evening 晚上好！ How adv.怎样;怎么;如何 are v.是 you pron..你;你们 How are you 你(身体)好吗？ I. pron.我 am v.是 I'm =I am 我是 fine adj.好的 thanks int.&n.谢谢 ok int.adv.&adj.好;不错 name n.名字 list n.名单;列表 Alice 艾丽丝(女) Bob 鲍勃(男) Cindy 辛蒂(女) Dale 戴尔(男) Eric 埃里克(男) Frank 弗兰克(男) Grace 格雷斯(女) Helen 海伦(女) what pron.. (疑问代词)什么;什么样的人(或事物) is v.是 what's =what is this adj.pron..这;这个 in prep表示表达方式,手段,,用,以 English. n.英语 an art. (元音前)一个(只，把…) it pron..它 it's= it is map n.地图 orange n.橘子 jacket n.茄克衫 key n.钥匙 quilt n.被子 pen n.钢笔 ruler n 直尺 Ｐ＝parking abbr.停车(区) NBA = abbr. (美国)全国篮球协会 kg=kilogram n. 公斤;千克 spell v.拼写;拼字 please. v.请 color n.色;颜色 red adj.红(色)的 yellow adj.黄(色)的green adj.绿(色)的 blue adj.蓝(色)的 black adj.黑(色)的 white adj.白(色)的 and conj. 和;又;而且 UFO abbr.不明飞行物 CCT V.abbr.中央电视台 UN=United Nations abbr.联合国the art.定冠词 Unit 1 my pron..我的 name n.名字 is v.是 name's=name is clock n.时钟 I pron..我 am v.是 I'm=I am 我是 nice a.好的;令人愉快的 meet v.遇见;相逢 you pron..你;你们 what pron..&adj.什么; what's=what is your pron..你的;你们的 hello int.喂 hi int.嗨 his pron..他的 and conj. 和; her pron..她的 question n.问题;难题;询问;疑问answer n.回答 look v.看;望;看起来 first adj.第一的 first name 名字 last a.最后的;上一个的 last name 姓氏 boy n.男孩 girl n.女孩 zero num. . 零 one num.一; two num.二 three num.三 four num.四 five num.五 six num.六 seven num.七 eight num.八 nine num 九 telephone n.，电话 number n.数;数字 telephone number 电话号码phone n.电话 phone number 电话号码 it pron..它 it's＝It is card n.卡;卡片 ID card n.身份证 family n.家;家庭
人教版新目标七年级英语上册初一英语上册课文翻译【全册】 预习单元1—3 Starter Unit 1 Section A 1a早上好，海伦！嗨，鲍勃！早上好，艾丽斯！喂，弗兰克！喂，埃里克！早上好，戴尔！ Section B 1下午好，戴尔！嗨，辛蒂！你好吗？我很好，多谢。你好吗？我很好。 Self Check 1嗨喂上午下午晚上好的好谢谢好的 4年龄手他床Just for Fun晚上好！ Starter Unit 2 Section A 1b这用英语怎么说？一张地图。一个橙子。 Section B 1a用英语说这是什么？一把钥匙。请拼一下。 Self Check 3夹克衫艾丽斯地图钥匙橙子戴尔海伦格雷斯辛蒂鲍勃钢笔弗兰克被子埃里克尺子 4名字能他腿美好的牛奶去狗 Starter Unit 3
Section A 1a这是什么？它是字母V。它是什么颜色的？它是红色的。这是什么？它是字母Z。它是黑白相间的。 Section B 1b这把钥匙是黄色的。这把尺子是蓝色的。这支钢笔是红色的。Self Check它是绿色的。 字母意思（铅笔芯）硬黑激光唱片英国广播公司停车（美国）全国篮球协会千克小号/中号/大号不明飞行物中央电视台联合国 一单元 Section A 1a我是吉娜。见到你真高兴。 Grammer Foucs你的名字是什么？我的名字是詹妮。我是詹妮。他的名字是什么？他的名字是托尼。她的名字是什么？她的名字是吉娜。 Section B 1c你的电话号码是什么，李欣？是281-6926。 3b她的电话号码是什么？她的姓氏是什么？她的名字是什么？ Self Check 1我她是身份证什么我的喂你的他的她的名姓电话号码 Just for Fun你的名是什么？ZIG。你的姓是什么？ZAG。 二单元
英语（新目标）七年级上册语法练习 一、选词填空： 1. What’s ________ name? (you / your) _________ name is Bob. (my / I / me) 2. _________ erasers are in ________drawer. (her / she) 3. Can ________(you / your ) do _______ (you / your ) homework? 4. ___________ is a cat. ________ name is Mimi. (It / Its) 5. _________ brother can speak Japanese. (He’s / His / He) 6. Please take _________ keys to school. __________ are on the table. ( they / their / them ) 7. __________ is thirteen years old. __________ birthday is March 1st. (He / His / Him) 8. __________ favorite vegetable is tomato. (Her / She) 9. Can you help ______? (we / us / our) Please take ______ to school. (they / their / them) 10. _________ can’t see _________baseball. It’s behind _________. (My / I / me / my) 二、翻译: 1. 汤姆的背包________________ 2. 我朋友的生日聚会__________________ 3. 他们父母亲的房间____________ 4. 她两个兄弟各自的电脑________________ 5. 戴维和保罗的两个家庭_________________________ 6. 露西和莉莉家的书橱_________________________ 7. 男士手表_______________ 8. 一张吉姆家的全家照___________________ 9. 一幅中国地图_______________ 10.一本英语字典_________________________ 三、填空：（在有必要的地方填上冠词，不填的划“/ ”） 1. What’s this? It’s _____ clock. 2. What’s that? It’s _____ alarm clock. What is it? It’s _____ MP4. 3. What color is the jacket? It’s _____ orange. It’s _____ orange jacket. 4. Jim’s mother is _____ Mrs. Green. She is _____ teacher. 5. Those pens are in _____ pencil case. 6. Here’s _____ interesting family photo. 7. When does Lily go to _____ bed in _____ evening? 8. _____ “h”, _____ “o” and _____ “w” are in the word “how”. 9. This is my _____ English book. Every day I read English for _____ hour. 10. Where is _____ bag? It’s under _____ table. 11. I often go to _____ school at _____ 7:00. 12. Take _____ things to _____ your brother. 13. They like playing _____ football. My favorite subject is _____ P.E. . 14. Do you have _____ Ping-Pong bat? Yes, I do. 15. Do you want to see _____ action movie? No, I want to play _____ chess. 16. When’s his sister’s birthday? It’s _____ April _____ eleventh. 17. My teac her says English is _____ useful for us, and I also think it’s _____ useful subject. 18. A: Let’s play _____ soccer. B: I don’t have _____ soccer ball.
Unit1Myname’sGina 一、重点词汇： map地图orange桔子jacket夹克衫ruler尺子key钥匙color颜色quilt被子pen钢笔red 红色的yellow黄色的green绿色的blue蓝色的clock时钟blackandwhite花白色的hello=hi嗨 my我的your你的his他的her她的boy男孩girl女孩 answermyquestion回答我的问题IDcard身份证firstname=givenname名字lastname=familyname 姓氏telephonenumber=phonenumber电话号码Let’s=Letus让我们.Nicetomeet/seeyou.见到你 很高兴.howmany+n(pl)多少howmuch+n.(u)多少That’sallright.好；行；不用谢；没关 系Allright.好的，行，好吧Notatall.=It’sa/mypleasure=That’sOK.=You’rewelcome.=That’sall right.不用谢 语法：1,形容词性物主代词：my(我的)your(你的)his/her/its(他/她/它的) our(我们的)your(你们的）their(他们的）后面需要接名词，修饰名词，做前置定语。在句中可作主语，宾语等成分。 二、常用缩写词： HB(硬黑)CD(光盘)BBC(英国广播公司)NBA(美国篮球协会)kg(千克)UFO(不明飞行物) CCTV(中央电视台)UN(联合国)P(停车区)S\M\L(小中大)号WTO(世界贸易组织) Unit2Isthisyourpencil? 一、重点词汇： eraser橡皮擦pencilcase文具盒backpack双肩背包dictionary字典、词典pencilsharpener铅笔刀Excuseme打扰了（客套语）inEnglish用英语baseball棒球watch手表playcomputergame电脑游戏notebook笔记本ring戒指callat打电话lostandfound失物招领book书schoolIDcard学生证aset ofkeys一串钥匙7.lookat朝,看8.Seeyoulater.=Seeyousoon再见 句型 1.Excuseme.打扰了。 2.PleasecallMaryat495-3539.(callsbat+电话号码） 4,Howdoyouspellit?=Canyouspellit,please?=Spellit,please. 5.Isthatyourcomputergameinthelostandfoundcase? Unit3Thisismysister 一、重点词汇 sister姐、妹brother兄、弟mother妈妈、母亲father爸爸、父亲parent父亲或母亲aunt 阿姨、婶母grandfather祖父、爷爷friend朋友uncle叔叔、舅grandmother祖母、奶奶grandparent 祖父（母）these这些those那些she她her她的he他his他的 son儿子daughter女儿cousin表兄妹picture图画photo(s)照片here这儿thanksfor为...而感谢a photoofmyfamily=familyphoto全家福familytree家谱 二、短语 1.howold几岁 2.Thanksfor...+n./doingsth为,而感谢Thanksforyourhelp为了感谢你的帮助 3.verymuch=alot很；非常 4.inthepicture在图中 5.lookat朝,看 6.familytree家谱 7.whatabout=howabout关于,怎么样 8.aphoto(picture)of一张,的照片 9.takephotos(aphoto)拍照 重点句子 1.Thanksforthephotoofyourfamily.感谢你寄来你的家庭照（全家福）。 thanks=thankyou；thephotoofyourfamily=yourfamilyphoto Unit4Where’smybackpack? 一、重点词汇： table桌子dresser梳妆台bookcase书橱sofa沙发chair椅子drawer抽屉plant植物bag袋子、口 袋hat帽子need需要take,to...把,带走bring,to,把,拿来Idon’tknow我不知道math
七年级上册预备篇复习Unit1—Unit3 学习目标：复习 一．字母26个5个元音字母：21个辅音字母： 二．音标48个 20个元音： 28个辅音： 三.各单元重点知识 Unit1：交际用语 1．Good morning/afternoon/evening/night.早上好/下午好/晚上好/晚安。 2．Hi/Hello/How do you do.你好！ 3．Nice to meet/see you. Nice to meet/see you,too.见到你很高兴 4．How are you?/How is he/she? I’m fine/ok,thinks/thank you.And you? I’m fine,too. 你/他/她好吗？我很好，谢谢。你呢？我也很好 5．My mother is ill. I’m sorry to hear that. 6．I’ll go to the Great Wall tomorrow. Have a good/great time! 7．Let’s go to the movies./How about pl aying football? That sounds good/great/interesting. 8．Thank you/ Thanks very/so much. You’re welcome./That’s all right./Not at all. Unit 2:What’s this in English? （1）．句型—What’s this in English? —It’s a ruler/pen/book/key/jacket/map/quilt/pe ncil It’s an orang/apple/English book//elephant —Spell it,please./How to spell it?/How do you spell it?/Can you spell it? （2）．介词in的主要用法： (表示表达方式手段等) 用；以：in English 表示时间（在某个时间范围内）：in the moring/in summer/in 2009/in may/in the 20th century 表示时间（在某个时间之后）：in two months/in five years/ 表示地点，一般指大地方或某个范围之内：in Shanghai/in our school 表示穿什么颜色的服饰：The girl in red is my sister. 固定搭配：in front of/in surprise/in time/in trouble等 （3） 词 冠词： １．用在名词或名词词组前面,分为定冠词the和不定冠词a、an ２．用法： ①a、an与可数名词连用。表示数量“一”，但语气没有one强。用在序数词前表示“又一， 再一” a用于辅音发音开头的词前。eg：a useful book/unit/uniform/university an用于元音发音开头的词前.eg: an apple/orange/egg/elephant/hour/ox/ honest man/interesting book/English book/excellent student/eraser ②the可以和不可数名词连用也可以和可数名词的单复数连用。 指上文提到过的人或事物eg:I have a watch. The watch is made in China. 在世界上独一无二的事物前eg:the sun,the moon,the earth 用于序数词、形容词最高级和表示方位的词前eg:the first,the best,in the east
(此文档为word格式，下载后您可任意编辑修改！) Starter Unit 1 Good morning! 课程目标 一、知识和能力目标 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。能看,听，说本单元所列的日常交际用语，重点学会打招呼，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，提醒学生不要将Csi：发成sei:;也不要将Good morning 二、过程和方法目标 教师要尽量用英语组织教学。充分利用课堂的40分钟，不讲或少讲汉语，尽量给学生创造英语情景。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，第一次介绍某个用语时，说英语，加译文及手势，以后可酌情省去译文，最后只说英语，逐步让学生听懂。 三、情感态度和价值观目标 万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。 学情分析 体会打招呼用语的奥妙所在，做到灵活运用。 1．Good morning afternoon evening：适用于比较正式客气的场合，双方都应说Good morning afternoon evening!例如： A：Good morning，Miss Zhao．早晨好，赵老师。 B：Good morning，Mr．Wang．早晨好，王校长。 2．Morning：适用于比较熟悉的朋友之间或比较繁忙的情况下。 3．Hello：是最广泛、最简单的打招呼语，显得亲切自然。例如： A：Hello，Kate．你好，凯特。 B：Hero，Li Lei．你好，李雷。 4．Hi：在现代英语中，Hi比Hello用得更多，显得更随和。例如： A：Hi，Han Meimei．你好，韩梅梅。 B：Hi，Lucy．你好，露西。 教学准备 tape—recorder，multimedium． 课时参考 四课时 Period 1
新目标英语七年级上册重点短语归纳Starters –Unit 3 1. in English 用英语 2. what color 什么颜色 3. first name 名字= given name 4. last name 姓氏= family name 5. phone number 电话号码= telephone number 6. an ID card 一张身份证 7. pencil case 铅笔盒,文具盒 8. pencil sharpener 铅笔刀，卷笔刀 9. excuse me 请原谅，打扰了 10. thank you 谢谢你 11. computer game 电子游戏 12. play computer games玩电脑游戏 13. call sb．at …拨（某电话号码）找某人 14. lost and found 失物招领 15. a set of 一串，一列，一套，一副 16. thanks for 为……感谢= thank you for 17. family photo 全家福照片 18. a photo of your family 你家人的照片= your family photo
Unit 4 1. under the table 在桌子下 2. on the sofa 在沙发上 3. in the backpack 在背包里 4. math book 数学书 5. alarm clock 闹钟 6. video tape 录象带 7. take …to …把……拿(去)给…… 8. bring …to …把……带(来)给…… 9. on the floor 在地板上 Unit 5 1. soccer ball 足球 2. tennis racket 网球拍 3. ping-pong ball 乒乓球= table tennis 4. ping-pong bat 乒乓球拍 5. play basketball 打篮球 6. play ping-pong 打乒乓球= play table tennis 7. play volleyball 打排球 8. play soccer 踢足球= play football 9. play baseball 打棒球 10. play tennis 打网球
七年级上学期期末考试英语试卷 一、听力部分（共20小题，每小题1分） I．听录音，根据所听顺序为下列图画编号，每小题念一遍。（5分） II．听录音，将I栏的句子与II栏的应答配对，每小题念一遍。（5分） I II （）1．Are those your English books? A．They’re five dollars． （）2．Do you like computer games? B．No, they’re Sam’s． （）3．How much are these T-shirts? C．we have eggs for breakfast．（）4．What do you have for breakfast? D．I don’t know． （）5．Where are my keys? E．No, I don’t． F．They’re on the table． G．．Yes, they are． III．听录音，选择与所听对话意思相符的图画，对话念两遍。（5分）
1．__________ 2．________ 3．_________ 4．_________ 5．_________ IV ．听短文后选择正确的答案，短文念两遍。（5分） （ ）1． Murray ’s has T-shirts for _________． A ． boys B ． girls C ． children （ ）2． Sweaters for girls are __________． A ． 25 dollars B ． 15 dollars C ． 10 dollars （ ）3． Bags and backpacks are _________． （ ）4．_______ are two dollars ． A ． Pencils B ． Bags C ． T-shirts （ ）5． Murray ’s doesn ’t have _____ on sale ． A ． books B ． rulers C ． erasers 二、基本语言知识（20分） I ． 单词识记:根据图画内容，选择适当的词（组）并把序号填入相应图画下的括号中（其中有两项是多余的）。（共5分，每项0．5分） （ ） （ ） （ ） （ ） （ ） （ ） （ ） （ ） （ ） （ ） II ．根据图文情景，选择合适的词（组）并把其序号填入文中的横线上（7分）。 A ． much B ． Does C ． have D ． many F ． difficult G ． takes a shower H ． plays ．