广东省-北京师范大学东莞石竹附属学校人教版英语七年级上册(课

2021年新人教版七年级||英语上册全册教案Unit 1 My name is Gina.1．Topic话题：Making new friends2．功能目标：1 )Introduce yourself使学生学会用英语介绍自己 .2 )Greet people使学生学会用英语和别人打招呼.3 )Ask for and give telephone numbers 询问和给出号码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,比照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 name2) 语法工程：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, herWhat ,s =What is I ,m =I am My name ,s =My name is3) Language goals语言目标：What ,s your name?My name is Gina.I ,m Gina. Nice to meet you.What ,s your telephone number? It ,s….Period oneI.教材分析：这是课本的第|一局部,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 namesMain 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:询问姓名及怎样答复.IV.活动设计：采访调查What ,s your first name?V. Teaching steps:Step 1:Greetings.Step 2: Words:Learn the new wordsA: first, listen to the recorder, the students read after the recorder.B: read the new words after the teacher.Step 3: 1a Write English words for the things in the picture. How many things do you know?Step 4: 1b Listen and number the conversations . three times.Step 5: 2a Listen to the four conversations and number the conversations (1 - -4) Step 6: 2b Listen and circle the names you hear. .Step 7: 3a. read the names. Write the first names and the last names.Step 8: Let ,s sum what we have learned this class.Words:Sentences:Something else:Step 9: Homework教后一得：学生学习英语的积极性很高,因为有很多是第|一次接触英语,教师要积极引导,迅速让学生掌握学习英语的方法.Period 2I.教材分析：这是课本的第二局部,活动内容比较多,学生对教材很有兴趣,例如做学生证,用英语填写自己的名字.Language topic: What ,s your name?My name is Gina.What ,s your first name?My first is - - - -.What ,s your last name?My last name is - - - - -.Language strategies: Talk about the namesMain vocabulary: nine, number, phone, card, family name, first name.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(分别问姓和名)及怎样答复,要求学生分清姓和名.IV.活动设计：采访调查What ,s your first name?V. Teaching steps:Step 1:Greetings.Step 2: Sing an English song:Step 3: Look at the picture. Find the last names and write the below.1. Karen _________.2. Peter __________3. David _________4. Jim ___________5. Maria _________Step 4: 3b Look at the ID card and answer the questions.Step 5: 3cStep 6: Let ,s sum what we have learned this class.Words:Sentences:Something else:Step 8: Homework教后一得：这节英语课,很成功,学习积极参与实践活动,手脑兼用,高快乐兴地戴上了自己亲手做的ID card.Period 3 Self check1. Give the full forms of the following. 写出下面的非缩略形式.1 )What ,s your name? ____________________________?2) His name ,s Jim. __________________.3) I ,m Jenny. ___________.教后一得：初一学生进行书面练习非常重要,要强调书写要标准,方法要掌握 .Unit 2 This is my sister.本课教材分析：Title:This is my sister.Topic:The familyFunctions:Introduce people :This/That is… These/Those are…,Identify people: Is this /that …? Are these /those …?Structures:Demonstratives this,these,those,thatSubject pronouns I,he,she,theyYes/No questions and short answersPlural nounsTarget Language(语言目标):This is my brother.Is she your sister?Yes,she is. No,she isn ,t.Vocabularymother,father,sister,brother,grandmother,grandfather,friend,grandparents,uncle,aunt,c ousin,parentsRecyclingHello.Hi.Nice to meet you.personal names Is th is your…? Yes,it is.Is that your…? No,it isn ,t.Learning strategiesPersonalizing Memorizing重点词汇：family membersthis/that these/those is/are语言结构(Structures)：This /That is…Is this/that…?Yes, it is./No, it isn ,t.介绍家人,认识区分他人,家庭成员情况的表述跨学科学习绘画、家谱、摄影本单元可分为6课时(Six periods) .Period One Section A 1a 1b 2a Section B 1 2aPeriod Two Section A 1c 2b 2c 2d Grammar FocusPeriod Three SectionA: 3a,3b,3c,4 Groupwork,Section B 2b,2cPeriod Four Section B 3a,3b,3c,4Period Five Self Check 1,2,3 Just for funPeriod Six TestPeriod 1教学范围：Section A 1a 1b 2a Section B 1 2a教学内容：New words:mother,father,parents,brothers,grandmother,grandfather,friend, sister grandparents.教学目标：Learn all the new words by heart.教学重点：单词的拼写以及人物之间的关系.教学难点：family tree教学方法：听说读写 .教学步骤：Step 1: 学习重点单词.1、利用照片,介绍人物关系,认识单词father,mother,sister,brother,uncle,aunt and so on2.Look at the picture on Page 13 and finish 1aMatch the words with the pictures. (answers )mother c father i parents h brothers b grandmother g grandfather e friend a grandparents d sister fStep2.继续学习单词.完成以下任务：1．1b Listen and look at the picture. Circle the people the boy talks about.2．2a Listen and circle the words you hear.mother father sister brother grandmother grandfather friend grandparents3．Section B 1 Add the words in the box to the family tree.sister son cousin grandfather mother auntgrandfather/grandmother(1)father/_______ uncle/_______(2) (3)daughter/_______ _________(/brother) daughter/_______(4) (5) (6)2a Listen and check the words you hear.grandfather grandmother cousin father mother uncle aunt brother sister教后一得：本课内容围绕学生的生活,所以学生学起来得心应手,表现出极大的兴趣,说明语言来源于生活.Period 2教学范围：Section A 1c 2b 2c 2d Grammar Focus教学目标：Talk about Dave ,s family and master Grammar Focus教学重点：句型：This is… These are…Is this your sister? No,it isn ,t. This is my friend.These are my friendsIs that your brother? Yes,it is.That is my brother.Those are my brothers.复数形式：this these that those friend friends brother brothers and so on.教学难点：指示代词单词的复数形式教学方法：听说读写 .教学步骤：1.复习单词.2b Listen again. Which picture are Dave and Lin Hai talking about?作出选择 .2.学习句型,弄懂this/these,that/those 的意义及区别.Take turns talking about Dave ,s family.A:These are his brothers.B:That ,s his sister.Go on talking.3.听力练习.2b Listen again. Match the names with the people in the picture.1.Dave a2.Lin Hai3.Anna4.Jeff2c Pairwork 结队活动Student A,cover the names in 2b.Ask about the people in the picture. Student B,answer the questions.2d Change roles and practice again.5．总结Grammar Focus Is this your sister? No, it isn ,t. This is my friend. These are my friends.Is that your brother? Yes, it is. That is my brother.Those are my brothers.教后一得：让学生了解了名词的数这个概念,通过图片和直观的手段告诉了学生怎样理解"数〞这个概念,防止了生硬的说教,效果很好.Period 3教学范围：SectionA: 3a,3b,3c,4 Groupwork,Section B 2b,2c教学内容：认识人.教学目标：掌握一般疑问句的问与答.教学重点：句型.eg.Is Guo Peng your brother? No, he isn ,t. Is he your friend? Yes,he is.教学难点：活动的有序组织教学方法：Pairwork, groupwok教学步骤：a Fill in the blanks with words from the box.That ,s Anna and that ,s Paul.Is she your 1.sister? Yes,she 2.is. And is he your 3.brother? 4.No.He ,s my friend.2.3b PairworkPractice the conversation with a partner. Change partners and practice again.Write your mother ,s, father ,s. or friend ,s name on the board.The other students guess who the person is.Is Guo Peng your brother? No,he isn ,t.Is he your friend? Yes, he is.Bring some family photos to class. Put them together in your group. Take turns asking and answering questions about the photos.Is this your aunt?Yes, it is.5.Section B2b Listen again. Which picture are Dave and Lin Hai talking about?PairworkDraw a picture of your family and friends. Tell your partner about your picture.These are my parents. This is my grandmother.This is my friend Jim Fang.教后一得：采用一些旧照片来激发学生的学习兴趣,说明,教师在课堂活动设计中,设计的活动不要脱离学生的生活 .Period 4教学范围：Section B 3a,3b,3c,4教学内容：Read and write the note.教学目标：Can talk about and write about our family教学重难点：人物介绍的条理性.教学步骤：4.Group workPut the photo and the letter on the board. Put them in different places.The other students will match the photos and letters.5.Guess and guess.Whose is this photo?教后一得：进一步设计活动来完本钱单元的教学任务,但切忌防止机械地重复,活动应本着由简到繁的活动设计原那么.Period 5教学范围：Self Check 1,2,3 Just for funSelfcheck1.Key word check.Check the words you know.this that these those mother father parents sister brother grandmother friend uncle grandfather aunt cousin grandparents she he2.Write five new words in your Vocab -builder.3.Look at Mary ,s video of Beijng. Computer the conversations.father Mary: Look!mother You:Mary:grandparentsYou: AreMary: Yes,they are.cousinsYou:Mary:No,they aren ,t.They areJust for fun!4.Is that your girlfriend?5.No,it isn ,t.It ,s my cousin.6.Is that your girlfriend?7.No, it isn ,t.It ,s my sister.8.Who ,s your girlfriend?9.I don ,t have a girlfriend.10.教后一得：作为复习性的内容,应设计简明的单元内容明细表,让学生有清晰地认识,同时培养学生总结和归纳的能力.Unit 3 Is this your pencil?教学目的和要求(Teaching aims and demands)Excuse me but these they good those boat hill tree their much very much all right all right mum friend brother nice to meet child children welcome our come come in oh 日常交际用语Is this your/my/his/her pencil -box? Y es,it is./No, it isn ,t.,s my…?What are these/those? They ,re …,etc.It ,s very good.Are these/those/they English books? Yes,they are./No,they aren ,t.They ,re their books. That ,s all right. Thank you very much.These are my friends,Kate and her brother Jim…Welcome to our home.Who am I? Do you know?What number is Jim ,s bus? Come in, please.语法:运用my, your,his,her,its数词以及名词的复数形式.运用these,those和theyperiod 1Step 1 Revision1.ReviseIs everyone here today?Find out :who is present/absent.e flashcards to revise the new words in Unit 5. (girl, boy, man, woman,sister,father,mother,Mr,Mrs,etc.)3.Check homework.Step 2 PrsentationPick up a girl ,s pen and ask Excuse me.Is this your pen?Help her to answer Yes,it is. Say to the class This is her pen.Give the pen to her and say Here you are.Help the student to answer Thank you. Repeat with a boy, saying This is his pen.Repeat several times with different objects,including a bag,a pencil -box,a pencil,an eraser,a cup,etc.Get all the students to raise their pens.Point to a boy ,s pen and help the class say his pen. Then point to a girl ,s pen and say her pen. Repeat this several times at a quicker speed.Step 3 PracticeGet this chain drill going. In each case a student should pick up an object belonging to the person behind or beside him or her,and askA:Is this your book?B:Yes, it is.A:Here you are .B:Thank you. (Pick up an item from another student and ask C) Is that your eraser?C:Yes,it is.B:Here you are!(Give the eraser to the owner.)C.Thank you.(To D) Is this her…? Etc.Explain that it is polite to say Excuse me!to get someone ,s attention. Get them to repeat several times. Then repeat the chain drill adding Excuse me!Step 4 PresentationPick up a bag belonging to a girl, point to a boy and say Is that his bag?(No, it isn ,t. I think it ,s her bag.). Give extra emphasis to the word her.Pick up a pen that belongs to a boy,point to a girl, and ask Is this her pen?(No,it isn ,t.I think it ,s his pen).Put special emphasis on his. Repeat this several times with different students and different objects.Step 5 Look, listen and say.SB Page 26, Pictures 1, 2and 3, Speech Cassette Lesson 21. Say Open your books to page 26. Look and listen. Play the tape through once. Rewind and divide the class in two – A and B. Say Listen and repeat. Replay the tape, using the pause button. Students listen and repeat. Repeat changing roles. Notice the special emphasis on the word my in the last line. But where ,s my cup?Step 6 Pair practiceDivide the class into groups of three. Get them to practise the dialogues with Pictures 2 and 3. After they have practised once or twice, get them to repeat the dialogue using other items and their own names.Step 7 ActingCall out four students, each with four different objects. Collect the objects from them, and have a similar dialogue. The teacher begins to say Excuse me. Is this your eraser? (Yes/No.)etc.Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.Step 8 Workbook.Sb Page 111, Wb Lesson 21. Exx. 2 -3 should be done in class. Use the words in the box to substitute for the italicized words in the dialogue in Ex. 3.HomeworkFinish off the Workbook exercises. Write Exx. 1 and 2 in the exercise book.Note:When teaching new words, e.g. me,these,tree, meet,please,very, welcome,etc.remind the students of the spelling rules taught in the previous unit. From now on, the students have to learn more words. Help them deal with the English spelling.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 2Step 1 Revision1.Ask a group to act out the dialogues from Page 26 with books. If desired, ask another group to act without books.2.Check hoework. Get some students to read and act Ex. 3 in Wb Lesson 21.Step 2 PresentationHold up a bag and ask What ,s this? It , s a bag.Hold up two bags and say What are these ? They ,re bags.Repeat with a pen/ pens, a book/ books,a box/boxes,etc.Now get the class to ask and answer both questions - - -What ,s this ? What ,re these?Make sure that they pronounce the plural forms correctly. Add /z/for banana, bag and pen,/s/for book and /iz/for box and bus. Also they should pronounce the ds in birds as one sound/dz/ not /d +z/.Step 3 PracticeChain drill . Call out several students to demonstrate.A:What are these ?(Holding up two pens. )B:They ,re pens. What are these?(Holding up two books.)C:They ,re books. What ,re these? (Holding up two boxes. )etc.Organise a chain drill around the class in the same way.Step 4 PresentationDraw a banana on the Bb. Ask What ,s this? It ,s a banana.Draw two bananas and ask What are these? They ,re bananas. Write one under the single banana and two under the two bananas.Repeat up to ten.Step 5. Read and say.SB Page 27, Part 1, Speech Cassette Lesson 22. Say Turn to Page 27, Part 1. Look at Picture 1. What ,s this? Help them to answer It ,s a banana.Ask How many can you see? One, two or three? (One.)Look at Picture 2. What are these? (They/They ,re bananas.)Notice that the short formfor They are is They ,re.Ask How many can you see, two, three or four?(Two.)Repeat with the other pictures.Then ask What can you see in Picture 2?Ss:Two bananas.Do the same for the other pictures in random order.Step 6 PresentationSB Page 27, Part 2. Books closed. Use flashcards or draw a quick sketch of a car on the Bb. Step away from it and using a pointer ask What ,s that? (It ,s a car.)Repeat with a bird, a cat, an egg and a cake. Teach a tree and a boat.Now draw a second car, and, pointing to it ask What are those? (They ,re cars.)Repeat with birds, eggs, cakes, boats and trees.Be sure to stand back and point when you ask,so students aren ,t confused by these and those. Teach hills, boats and pictures in the same way. Get the students to read the dialogue in Part 2 in pairs.Step 7 Ask and answerSB Page 27, Part 2. Call out a student and ask What can you see in the picture? What are those? Point to the birds in the picture. They ,re birds. Get him or her to ask you a similar question.Ask the students to work in pairs to ask and answer similar questions using the picture.Step 8 WorkbookSB Page 112, WB Lesson 22. Do Exx. 1 -3Ex.1 contains the numbers from one to thirteen.Help the students to spell fourteen and fifteen.Tell them the numbers from thirteen to nineteen all end in teen. They are all formed by the number plus teen,except for thirteen and fifteen which are slightly different.HomeworkFinish off the Workbook exercises. Choose Exx. 2 or 3 for written homework.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 3Step 1 Revision1 Revise What ,s this? /What are these?(They ,re…) like this:Hold up a bag and ask What ,s this? (It ,s a bag.) Hold up two bags and ask What are these?(They ,re bags.) Repeat. Help the class to answer.Repeat with pens, books,etc.Get the class to ask questions and give answers. Check for the use of plural forms.3.Revise What ,s that?/What are those?in a similar way.This time use pictures from magazines, pictures on the wall or Bb drawing to emphasize that that and those refer to items that are not near.Chain drill. Call out several students to demonstrate.A:What are these? (Holding up three pens.)B:They ,re pens. What are those?(Pointing to trees outside.)C:They ,re trees. What are these?etc. Then get the class to continue this chain drill.Step 2 Pronunciation praticeWrite these lists on the Bb one at a time and get the students to practise reading andpronouncing them correctly. Write the phonetic symbols if you think they will help the students.1./s/2./z/3./iz/desks birds/dz/ busesbooks trees boxescats/ts/ girls orangesbikes boysAfter writing each list,underline the endings and explain These wo rds have the …sound. Do Ex. 2 in Wb Lesson 23.Step 3 PresentationTake out a bag with some oranges or pears in it. Hold it up and let several students feel the bag, Ask Are these apples? Some students will say Yes, they are.Others may say No,they ,re n ot.Still others may say I think they ,re… Smile and say You don ,t know! Open the bag and say Look!These are (pears).Teach Are those…? For example , put a small picture with two cars in the corner of the room,and ask Are those Chinese/Japanese cars? The students try to guess. They may answer Yes,they are./ No, They ,re not. Then bring the picture closer so that they can confirm that they are/are not Chinese/ Japanese cars.Step 4 Read and saySB Page 28, Part 1, Speech Cassette Lesson 23. Play the tape. Students listen, and then listen and repeat. Get two or three pairs to read aloud the dialogue. Then get the students to read in ter, get some students to read and act.Step 5 Look, listen and saySB Page 2, part 2,Speech Cassette Lesson 23. Let the students listen to the tape and then get them to practise the same way as in Step 4. Put the students in groups of three (A,Band C). Later ,call out several groups to read the dialogue and act in front of the class.Step 6 Workbook-3 in pairs orally. Then check the answers with the whole class. Wx. 4 is optional. Do this exercise if you think your students are ready. Point to the picture and draw the students , attention to the difference between written English and Chinese, including the word order and the use of the verb to be.HomeworkFinish off the Workbook exercises. Revise the new language items in Lessons 21, 22 and 23. Do Ex.2 in the exercise book.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 4Step 1 Revision1.Call the register. Get the students to talk about who is not at school today,etc.2.Revise the nubmers 1 -28 and teach 29 and 30.ing flashcards, revise the plural words taught in this unit: hills,boats,birds,etc. Do Ex.2 in the Wb Lesson 23.e the same cards to practise What are these? Are these…? And furtheraway,What are those? Are those…?Step 2 Read, listen and saySB Page 29, Part 1,Speech Cassette Lesson 24(Phonic Reading Work). Follow the same steps as in Lesson 20. Step 2. (Please see Pages 148 -167 of the TB.) As in Lesson 20, use flashcards rather than going straight to the book.1.Books closed. Say Listen and play the tape.2.Play the tape again. Say Listen and repeat.Write the letter O on the Bb, and next to it write no,hello, those,home,zero and go.3.Students read aloud each word in turn as you point to it.4.Explain that in Chinese these words all have the letter O and the /eu/ sound.5.Repeat the above procedure with the words:6.Get the students to read and say the above words from the Bb in random order. Then ask them to read aloud the words in SB Lesson 24, Part 1.7. Do Ex. 1 in Wb Lesson 24.Step 3. PresentationDraw a picture on the Bb. There should be six children - three boys and three girls. Point to the first boy and say This is Jim Green.Write Jim Green under the picture. Point to the first girl and say This is Kate Green. Write Kate Green under the picture. Say Kate is Jim ,s sister. Write Jim ,s sister under Kate. Point to Jim and say Jim is kate ,s brother. Repeat. Have students repeat brother several times. Now point to the next picture of a boy and say Who is this? He ,s Tom Read. Then, pointing to the girl Who is this? She is Ann Read. Write the names below the pictures. Point to Ann again and ask Who is she? Help a student to answer She ,s Tom ,s sister. Point to Tom and say This is Tom Read. Who is he? Help a student to answer He is Ann ,s brother.Write Ann ,s brother under Tom ,s picture.Repeat with Joy and David Smith.\When you are finished, say Jim is 12, Kate is 8, Ann is 12,Tom is 13, Joy is 7 and David is 12. They are all children. Write the word children on the Bb. Ask the students to guess what the word means. Explain if necessary and have the students repeat the word several times. Then draw a circle around all the pictures and say They are all children . They are all friends, too. Write the word friends on the Bb. Have the students guess the meaning and if necessary, explain.Step 4 PresentationCall out four students –two boys and two girls. Point to each one and give him or her a name. Say Kate, Jim, Ann and Tom. Ask them to leave the room and to come in two at a time, brother and sister together. When the first two come in say Hello, Jim .Hello,Kate. Welcome to our class! When the next two students come in say Look! There are your friends, Ann and Tom. Hello, Ann. Hello,Tom. Welcome to our class! Get the students to repeat Welcome to our class.Step 5 DrillStart a chain drill like this. Tell students to remember the name as you go around the rows pointing to each student in turn. Say 1 -Jim, 2 -Kate, 3 -Ann,4 -Tom,5 -Joy,6 -David, 7 -Jim, etc.(Number the pictures on the Bb in the same way to help).Help S1 to say Hello, I ,m Jim.S2:Hello Jim.I ,m Kate.(Kate turns to Se and says. )Hello, I ,,m Kate. This is my friend Jim.S3:Hello Kate. I ,m Ann. (Ann turns to S4.) hello, I ,m Ann. These are my friends Kate and Jim.S4:Hello, Ann. I ,m Tom. (Tom turns to S5.)Hello, I ,m Tom.These are my friends Jim,Kate and Ann.Continue in the way until you reach S6. Student 7 starts again. Hello, I ,m Jim. And so on.Step 6 Look, listen and saySB Page 29, Part 2, Speech Cassette Lesson 24,. Say Turn to Page 29. Play the dialogue for Picture 1. Students listen, and then listen and repeat. Explain that when people address a mother directly, they usually say Mum or Mom. Fathers are referred to as Dad. Get two or three pairs to read aloud the dialogue on Page 29. Then get the students to read in groups of three. Say Look at picture 2. Who is there? Do you know? Listen. Play the dialogue for Picture 2. Have students listen and repeat paying special attention to the pronunciation of the word room. Explain the meaning in Chinese. Get two or three pairs to read aloud the dialogue. Then get the students to read aloud the dialogue. Then get the students to read in groups of ter, get some groups to read the act.Step 7 Listen and answerSB Page 30, Part 3, Listening Cassette Lesson 24. Say Look at the picture on Page 30. What can you see? (Jim and Li Lei)Where are they? They are at the bus stop. Write at the bus stop on the Bb. Explain that Jim and Li Lei are at the bus stop. Jim wants to go home. Say Listen. What number is Jim ,s bus? Play the cassette twice, if necessary. The text of the tape is printed below. If you do not have the tape,read the following text aloud.Listening textJim:Is that my bus?Li Lei: What ,s number?Jim:I think it ,s 25.Li Lei:No, that isn ,t your bus. Your bus is number 29.Jim:Look! Is that my bus?Li Lei: I think it is. Yes, It ,s a 29 bus.Jim:Good. Oh, where are my bags?Jim: Thanks.Goodbye!Li Lei:Goodbye!Then repeat the question What number is Jim ,s bus? (Answer:29)If time permits,play the tape again,and get the students to repeat. Half of them can be Jim, and the other half Li Lei.Step 8 Say and writeSB Page 30, Part 4. Books closed. Draw a boat on the Bb. Say This is a boat. Write the sentence on the Bb and then read it aloud. This is a boat.Have the students repeat.\Draw three boats. Say These are boats. Write the sentence on the Bb. Say These are boats.Hve the students repeat.Say Turn to Page 30. Point to Part 4. Explain the model to the students. Say Look at number 1. A box. This is… Help a student to say a box. Say These are … Help a student to say boxes.T: Picture No.2. A computer. Row 2Row 2: This is a computer.These are computers.T:Picture No.3.An apple. Row 4.Row 4: This is an apple. These are apples, etc.After you have gone over all of the words , get students to write the answers in their books. When they have finished, ask the students to exchange books and to "mark〞each other ,s work. Remind them to pay special attention to boxes and buses, where an "es〞must be added in the plural form.Step 9 Check point 6Revise the plural from of the noun. Refer to the notes on Page 182 of the SB. Do Wb Lesson 24, Ex. 3. Give a short dictation as in Lesson 20. Use some of the words, expressions and sentence patterns in this unit. Give the Ss a few nouns. Get them to make the nouns plural.Step 10 Workbook\Sb Page 114, Wb Lesson 24. Most of the exercises help revise the plural form of nouns.E.g Exx. 3 and 7.Ex.6 shows a way of learning new words by classifying them according to their meanings. Exx.9 and 10 are optional. Ex.9 provides students with reading practice. Ex.10 is a chant that helps the students to practise rhythm.HomeworkFinish off the Workbook exercises.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Unit 4 Where ,s my schoolbag?本课教材分析：Title：Where ,s my schoolbag?Topic: Things around the houseFunctions:Talk about where things areStructures:Where questionsYes/No questions and short answersPrepositions on,in,under,behind,next本课的词汇：table,bed,dresser,bookcase,sofa,chair,backpack,books,keys,baseball,drawer,plant, where,where ,s =where is,table,bed,dresser,bookdase,sofa,chair,drawer,plant,under,they ,re,on,behind,next,next to, don ,t =do not know bag, math, math book alarm, alarm clock alarm alarm clock,CD ,video,cassette,video cassette,hat,take,thing,soccer,soccer ball, ball, can,bring, some,need,floor,ideal,room,TV,desk,picture,between,too,wall语言目标：Where ,s my backpack? It ,s under the table.Where are your books? They are on the chair.Where are the books? I don ,t know.Is it under the table? No, it isn ,t. It ,s on the table.The math book is on the dresser.重点词汇：things in the room and some prepositions: on in under behind next to语言结构：Where is/are….?It is…/They are…on,in,under,behind,next to …学习策略运用实物、图片理解介词的意义,利用对话,学习讨论物体的位置.语法功能1．识别位置,并描述物体所在位置.2．物体所在位置的问答 .跨学科学习美术、绘画、方位知识.本单元可分为7课时(Seven periods) .Period One Section A 1a 1b 2aPeriod Two Section A 1c 2b 2c Grammar FocusPeriod Three Section: a ,3b,3c,4 Game Find the DifferencePeriod Four Section B 1a, 1b,1c,2a,2b,Period Five Section B 3a,3b,3c,4 GroupworkPeriod 1教学内容：单词(房间里的物品名称)Section A 1a 1b 2a教学目标：学习掌握新单词教学步骤：1．复习句型What ,s this in English? It ,s a /an…,利用句型引出单词,在学习是尽量少用或不用汉语.2.利用实物或图片(图片可从素材库中查找) ,认读单词(table,bed, dresser ,bookcase , sofa, backpack, books,keys,plant,chair, drawer, baseball ) .3.看课本图片,找出单词所对应物品的字母,继续学习单词. (Look at the picture on Page 19 and finish 1a Match the words with the pictures. )Here are the answers to 1a.table e bed j dresser c bookcase a sofa i chair h backpack g books a keysb baseball f drawer l plant k4. 听录音,按听到的顺序在正确的物品上排号(1 -5 ) ,稳固单词,练习听力.(1b Listen and number(1 -5)the things in the picture when you hear them ).5. 检查单词掌握情况.可采用多种方式.如：教师听写,学生听读,小组检查,同桌互相检查等.6．通过2a (Listen and number these things when you hear看图,听录音,根据录音排序. )复习单词.7.补充表示房间内其他物品的单词.如：wardrobe,light,computer,fish bowl,TV and so on8.Homework.：画出自己的房间,为其中的物品标上英文,物品越多越好.。

人教课标版七年级上册英语全册教案篇一：新人教版七年级英语上册全册教案Starter Unit 1Good morning.1. Good morning/afternoon/evening. 早上（上午）/下午/晚上好。

答语相同。

称呼语放在问候语之后且用逗号隔开。

如：Good morning , class!同学们，早上好！△Good night!晚安（晚间告别用语）2. Hello, Frank! 你好，弗兰克。

3. A: How are you? 你（身体）好吗？我很好，谢谢。

你呢？A: (I‘m)fine/OK, too. 我也很好。

4. thanks = thank you 谢谢Starter Unit 2What‘s this in English? 1. What‘s this/that? 这/那是什么？What is = what’单数物品（△不说This/That is．．．）This、that是指示代词这、这个 this指近的 that指远的1) What‘s this/that? 这/那是什么？ 2)What‘s this/that? 这/那是什么？a ruler. （这/那是）直尺。

（这/那是）苹果。

2. What‘s this/that in English? 这/那用英语怎么说？a/an + 单数物品（△不说This/That is．．．）What‘s this in English? 这用英语怎么说？It’s a jacket. 夹克衫What‘s that in English? 那用英语怎么说？It’s an orange. 橘子。

in + 语言：用某种语言 in 为介词 in Chinese/English/Japanese用汉/英/ 日语3. a 和an是不定冠词，只用在可数名词单数前面，表示―一‖。

a用在以辅音音素开头的单词前；an用在以元音音素开头的单词前。

七年级英语上册人教版全册教案第一章：Unit 1 My name's Gina.教学目标：1. 能够听懂、会说、会读本单元的生词和重点句子。

2. 能够通过简单的自我介绍，交流姓名、年龄、爱好等信息。

3. 能够运用所学知识进行简单的日常交流。

教学内容：1. 生词：name, capital, family, school, teacher, number, like, listen to music, play soccer2. 重点句子：1a-1c, 2a-2c, 3a-3c教学步骤：1. 热身活动：让学生自由交谈，询问他们的姓名、年龄、爱好等。

2. 引入新课：展示图片，引导学生说出对应的生词。

3. 讲解课文：讲解1a-1c, 2a-2c, 3a-3c，让学生跟读并模仿。

4. 练习：完成练习册的相关题目。

5. 课堂小结：总结本节课所学内容，让学生复述。

第二章：Unit 2 This is my sister.教学目标：1. 能够听懂、会说、会读本单元的生词和重点句子。

2. 能够通过描述家庭成员，交流他们的姓名、年龄、职业等信息。

3. 能够运用所学知识进行简单的日常交流。

教学内容：1. 生词：sister, brother, parent, doctor, nurse, teacher, student2. 重点句子：4a-4c, 5a-5c, 6a-6c教学步骤：1. 热身活动：让学生自由交谈，询问他们的家庭成员及职业。

2. 引入新课：展示图片，引导学生说出对应的生词。

3. 讲解课文：讲解4a-4c, 5a-5c, 6a-6c，让学生跟读并模仿。

4. 练习：完成练习册的相关题目。

5. 课堂小结：总结本节课所学内容，让学生复述。

第三章：Unit 3 My school教学目标：1. 能够听懂、会说、会读本单元的生词和重点句子。

2. 能够通过描述学校设施，交流学校的基本信息。

3. 能够运用所学知识进行简单的日常交流。

Unit 3 My School(Period 4)Section B (1a-1d)教材分析本单元话题是“人与自我→生活与学习→学校生活”。

本节课是本单元的第四节课，是一节阅读课。

本节课围绕校园活动展开阅读训练，旨在让学生学习如何在电子邮件中描述校园生活，在阅读的过程中让学生掌握和积累描述校园环境、校内活动和自身感受的词汇、句型，并能结合自身实际情况组织对话、进行简单的写作。

教学目标学完这一课，学生能够掌握：1．词汇：email、answer、question、exercise、way、best、because、why；2．能力：读懂谈论校园活动的电子邮件或书信；能在阅读文章中抓住关键信息；3．交际功能：（1）熟练掌握电子邮件写作的格式；（2）熟练使用“Thanks for your email.”表示感谢对方来信；熟练使用“How about …?”询问相关信息。

教学重点1．重点单词：email、answer、question、exercise、way、best、because、why；2．重点句型：询问和谈论校园活动及感受。

教学难点能读懂谈论校园活动的邮件，在阅读中把握关键信息；能结合自身情况谈论校园活动和感受。

教学过程新课导入通过对话的形式来复习上节课所学的单词和句型。

教师给出关键句型和图片，学生两人一组，根据图片来补全句子、组织对话，以此提高学生学习的积极性和课堂参与度。

新知探究Step 1: New words教师要求学生课前预习新词，可抽出适当时间进行检测，确保学生掌握本节生词，为新课学习做准备。

Step 2: Pre-reading【教师活动】创设情境“Suppose your pen pal Mike writes to ask you about your new school. What will you tell him?”【学生活动】根据情境完成学习任务单中的课堂学习任务一。

七年级英语上册人教版教案我们都知道，教案是教学蓝图，是教师对一节课的整体设想，创造性的教学设计，严谨、科学、有序的教学策略，会有效的提高教学效率。

下面是小编为大家精心整理的七年级英语上册人教版教案，仅供参考。

七年级英语上册人教版教案(一)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C/si：/发成/sei:/; H /eI?/发成/e?/，也不要将Good morning/^ud'mC:nIN/说成/^ude'mC:nIN/等。

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。

人教版七年级英语上册(全册)精品全英教案汇总一、Unit 1Lesson 1- Title: Greetings and Introductions- Objective: To learn basic greetings and introductions- Time: 40 minutes- Materials: PowerPoint presentation, flashcards, handouts- Procedure:1. Warm-up: Greet the students and introduce yourself.2. Presentation:- Introduce basic questions for introductions.3. Practice:- Divide the students into pairs or small groups.- Give each group a set of flashcards with different greetings and responses.- Have the students take turns greeting each other and responding.4. Production:- Distribute handouts with a list of questions for introductions.- Have the students interview each other using the questions.5. Conclusion: Recap the lesson and highlight key phrases.Lesson 2- Title: Numbers and Classroom Objects- Objective: To learn numbers and classroom objects- Time: 45 minutes- Materials: PowerPoint presentation, flashcards, real objects- Procedure:1. Warm-up: Review the greetings from the previous lesson.2. Presentation:- Introduce numbers 1-100 using visual aids.- Teach vocabulary related to classroom objects.3. Practice:- Show flashcards with different numbers and have the students say them aloud.- Bring in real classroom objects and ask the students to identify them.4. Production:- Divide the students into groups.- Give each group a set of number flashcards and object cards.- Have the students match the numbers with the corresponding objects.5. Conclusion: Recap the lesson and review the vocabulary.二、Unit 2Lesson 1- Title: Personal Information- Objective: To learn how to talk about personal information- Time: 40 minutes- Materials: PowerPoint presentation, worksheets- Procedure:1. Warm-up: Review the numbers from the previous unit.2. Presentation:- Teach vocabulary related to personal information (name, age, nationality, etc.).- Introduce basic sentence structures for talking about personal information.3. Practice:- Distribute worksheets with fill-in-the-blank sentences.4. Production:- Divide the students into pairs.- Instruct them to interview each other and ask about personal information.5. Conclusion: Recap the lesson and encourage the students to practice asking and answering questions about personal information.Lesson 2- Title: Colors and Clothes- Objective: To learn colors and clothing vocabulary- Time: 45 minutes- Materials: PowerPoint presentation, flashcards, colored paper - Procedure:1. Warm-up: Review the vocabulary from the previous lesson.2. Presentation:- Introduce basic colors using visual aids.- Teach vocabulary related to clothing.3. Practice:- Show flashcards with different colors and have the students say them aloud.- Show flashcards with different clothing items and have the students identify them.4. Production:- Give each student a piece of colored paper.- Instruct them to draw and label a piece of clothing using the color of the paper.5. Conclusion: Recap the lesson and review the vocabulary.三、Unit 3... (continue to provide summaries for each lesson in Unit 3 and subsequent units)Please note that the above are just examples of how the document could be structured. You can provide detailed summaries of each lesson in the "Unit X" section, following a similar format. Remember to adapt the content to fit the actual lessons and materials provided in the textbook.。

七年级英语上册人教版全册教案第一章：Unit 1 My name's Gina.教学目标：1. 能够听懂、说出一系列关于个人信息的问题和答案。

2. 能够正确使用人称代词和形容词性物主代词。

3. 能够通过图片和情景理解简单的英语对话。

教学内容：1. 引入新课：通过一张包含不同人种的图片，让学生观察并讨论。

2. 展示教材插图和单词卡片，引导学生学习生词。

3. 讲解人称代词和形容词性物主代词的用法。

4. 分组练习对话，让学生模拟情景，进行角色扮演。

5. 完成课本练习题，巩固所学内容。

第二章：Unit 2 This is my sister.教学目标：1. 能够听懂、说出关于家庭成员的英语单词和短语。

2. 能够正确使用指示代词和形容词性物主代词。

3. 能够描述家庭成员的外貌特征。

教学内容：1. 引入新课：通过一张包含家庭成员的图片，让学生观察并讨论。

2. 展示教材插图和单词卡片，引导学生学习生词。

3. 讲解指示代词和形容词性物主代词的用法。

4. 分组练习对话，让学生模拟情景，进行角色扮演。

第三章：Unit 3 Please open the window.教学目标：1. 能够听懂、说出关于日常生活中的祈使句。

2. 能够正确使用动词短语。

3. 能够根据情景进行简单的交际。

教学内容：1. 引入新课：通过一个日常生活中的场景，让学生观察并讨论。

2. 展示教材插图和单词卡片，引导学生学习生词。

3. 讲解祈使句的用法和动词短语的构成。

4. 分组练习对话，让学生模拟情景，进行角色扮演。

5. 完成课本练习题，巩固所学内容。

第四章：Unit 4 Is this your schoolbag?教学目标：1. 能够听懂、说出关于物品所有格的英语单词和短语。

2. 能够正确使用一般疑问句和回答。

3. 能够描述物品的特征。

教学内容：1. 引入新课：通过一张包含不同物品的图片，让学生观察并讨论。

2. 展示教材插图和单词卡片，引导学生学习生词。

Unit 1 My name’s Gina.New words: name, clock, am, nice, meet, what, hello!— What’s your name?— My name is…— Hello! I’m Mary.— Hi, Mary! I’m Jim. Nice to meet you.what’s ＝what is I’m ＝I am name’s ＝name is the personal and possessive pronouns: I, you, my, your, his, herUnit 1 My name’s Gina.·New words: his, and, her, question, answer, look-- What’s your/his/her name?-- My/His/Her name is ……Unit 1 My name’s Gina.New words: zero, one, two, three, four, five, six, seven, eight, nine -- What’s your phone number? -- It’s …Unit 1 My name’s Gina.What’s her telephone number ? What’s her family name ?What’s her first name ?—My name is Tina. Nice to meet you.— I’m Mary . Nice to meet you too.<Unit2 This is my sister.New words: mother, father, parents, brothers, grandmother, grandfather, friendand sister.This is my brother. These are my two brothers. And that’s my sister.Unit2 This is my sister.~New words: aunt, uncle, cousin, the child of one’s uncle or aunt 堂或表兄弟姊妹，表亲() nephew (the son of one’s brother or sister) 侄儿niece(the daughter of one’s brother or sister) 侄女，甥女-- Is this Jim?-- No, he isn’t. he’s Dave.--Is this your sister? No, it isn’t.--Is that your brother? Yes, it is. Here when you talk about the picture, you can use “it” to refer the person. Pay attention to “he” or “she”.)Unit2 This is my sister.Unit 3 Is this your pencil?!New words: pen, pencil, book, eraser, ruler, pencil case backpack, pencil sharpener,dictionary.-- Is this your ruler?--No, it isn’t. it’s her ruler.<--Is that your backpack?--No, it isn’t. it’s his backpack.Unit 3 Is this your pencil?New words: pairwork-- What’s this in English?--It’s a pen.--How do you spell it?--P-E-N.-- What’s this in English?（--It’s a pen.--How do you spell it?--P-E-N.Unit 3 Is this your pencil?New words: baseball, computer, game, watch, ID card, notebook.What’s this in English? It’s a watch. How do you spell it? W-A-T-C-H.Call Allen at 495-8536. Is that your computer game in the lost and found case? Please call Mary. A set of keys.Unit 3 Is this your pencil?Unit 4 Where’s my schoolbag?New words: table, bed, dresser, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under.— Where’s the backpack?— It’s under the table.— Where are the keys?— They’re in the drawer.where’s ＝where is It’s ＝It is They’re ＝They are【the prepositions: on, in, under--- where’s the bag? --- I don’t know. Is it on the desk?---Please take these things to your sister.--- Can you bring some things to school?Unit 4 Where’s my schoolbag?,Unit 4 Where’s my schoolbag?New words: video tape, alarm clock, math book, hat Sentences: The math book is on the dresser.Unit 4 Where’s my schoolbag?New words: take, bring, needSentences: Please take these things to your sister. Can you bring some things to school? I need my hat,…Unit5 Do you have a soccer ball?New words: tennis racket, ping-pong ball, soccer ball, basketball, TV, have.— Do you have a ping-pong ball?— Yes, I do.— Do you have a ping-pong bat？—No, I don’t.--Does he have a tennis racket?·--Yes, he does. / No, he doesn’t.don’t = do not doesn’t = does not— Do you have a ping-pong ball?— Yes, I do.— Do you have a ping-pong bat？—No, I don’t.--Does he have a tennis racket?Unit5 Do you have a soccer ball?New words: his, and, her, question, answer, look-- What’s your/his/her name?-- My/His/Her name is ……New words: his, and, her, question, answer, look#-- What’s your/his/her name?-- My/His/Her name is ……Unit5 Do you have a soccer ball?New words: interesting, fun, relaxing, boring, difficult -- Let’s play soccer.--I don’t have a soccer.---Well, let’s play volleyball.,---That sounds good.-- Let’s play soccer.--I don’t have a soccer.---Well, let’s play volleyball. ---That sounds good.Unit5 Do you have a soccer ball?》Unit6 Do you like bananas?Unit6 Do you like bananas?)Unit6 Do you like bananas?￥Unit6 Do you like bananas?Unit7 How much are these socks?,New words: socks, T-shirt, pants, shoes, shorts, sweater, skirt, bag, dollars, black,white, green, red, blue, big, small, short, ling, numbers 10-31— How much is the blue T-shirt?<It’s 10 dollars.OK, I’ll take it.— Thank you..— You’re welcome.—How much are these sweaters?They’re eight dollars.What color do you want?I want green.—Here you are.I’ll take it/them.— How much is the blue T-shirt?It’s 10 dollars.OK, I’ll take it.— Thank you..— You’re welcome.]—How much are these sweaters?They’re eight dollars.What color do you want?I want green.Here you are.I’ll take it/them.Unit7 How much are these socks?New words: red, green, black, white, blue, yellow-- What color do you want?I want blue.Here you are.Thank you! I’ll take it. ……-- What color do you want?…I want blue.Here you are.Thank you! I’ll take it. ……Unit7 How much are these socks?~New words: ten, eleven, twelve, thirteen, fourteen, etc. -- How much is the green sweater?-- It’s 20 dollars…-- How much is the green sweater?-- It’s 20 dollars…。

Unit 3 My School (Period 1)Section A (1a-Pronunciation)教材分析本单元话题是“人与自我→生活与学习→学校生活”。

本节课是本单元的第一节课，是围绕学校里建筑物的位置而展开的听说课，主要包括图文匹配、听力练习、对话练习等一系列活动，并需要学生在听说的过程中掌握常见建筑物名称的英语表达，并能运用所学句型询问与回答学校建筑物的位置。

教学目标学完这一课，学生能够掌握：1．音标：/ɔː/、/ɒ/、/uː/、/ʊ/；2．词汇：front、art、between、library；3．能力：运用where引导的特殊疑问句和方位介词询问和回答建筑物的位置；能在听力中抓住主要信息；4．交际功能：（1）熟练使用句型“—Where is ...? —It’s behind/across from/next to/in front of/between … and …”询问及回答建筑物的相对位置；（2）熟练使用“Excuse me.”和“Can I help you?”寻求和主动提供帮助；（3）初步学会使用句型“—Is/Are there ...? —Yes, there is/are./No, there isn’t/aren’t.”询问及回答是否“有……”。

教学重点1．音标：/ɔː/、/ɒ/、/uː/、/ʊ/；2．词汇：front、art、between、library；3．句型：询问及回答建筑物所在位置的句型。

教学难点运用目标语言询问及回答学校内建筑物的位置；在听力中抓住主要信息。

教学过程新课导入课前拍照打印一些学校里的建筑物的照片，课上逐一展示照片，向学生提问：“What’s the name of this place in English?”学生回答正确后，教师在PPT上展示相应建筑物和单词，并领读新单词。

新知探究Step 1: New words and expressions要求学生课前预习新词，可抽出适当时间进行检测，确保学生掌握本节课的生词，为新课学习做准备。