最新人教版七年级上册Unit4重难点总结+练习一、必记单词where 在哪里；到哪里table 桌子bed 床bookcase 书架；书柜sofa 沙发chair 椅子on 在……之上under 在……之下come 来；来到come on 快点desk 书桌think 认为；想；思考room 房间their 他（她；它）们hat 帽子head 头yeah 是的；对know 知道；了解radio 收音机；无线电广播clock 时钟tape 磁带；录音带；录像带player 播放机tape player 录音机model 模型plane 飞机model plane 飞机模型tidy 整洁的；井井有条的but 但是our 我们的everywhere 处处；到处always 总是二、必备短语三、重点句型1.我的铅笔在哪里? Where is my pencil box?它在你的书包里? -It’s in your schoolbag。
2.我的书在哪里? Where are my books?它们在沙发上。
They are on the sofa.3.他们的钥匙在哪里? Where are their keys？它们在你的床下—They are under your bed。
e on, Jack. 快点儿，杰克。
5.I think it’s in your grandparents’ room. 我认为它在你(外)祖父母的房间里。
6.I don’t know. 我不知道7..I’m tidy. 我是爱整洁的人。
我很整洁,但是吉娜不。
—— I'm tidy, but Gina is not.8.钥匙在沙发上吗? —— Are the keys on the sofa？不，它们不在。
它们在桌子上. -— No，they aren't。
They're on the table.9.我认为它在你祖父母的房间。
How many people are there in your family ? Teaching aims:1、本课主要教学? How many people are there in your family？2、能听懂、会说、会表演本课的会话。
3、能利用所学句型进行自由交流，获得信息。
4、“四会”句子：How many people are there in your family ? Key points and difficult points1、能听懂、会说、会表演本课会话。
2、掌握单词和短语：How many ,each other , people , happy,beach , cinema的读和写。
Preparations:学具：全家福，书，图片，录音机。
教学课时：第一课时Teaching process:Step1:Review1、教师说：Hello,boys and girls.Today we are going to learnLesson4.First,let’s chant.复习第三课的chant.2、师生对话：教师走到学生跟前拿起学生准备的照片进行对话。
Teacher : Who is she?Student : She is my grandma.Teacher : Who is he?Student : He is my grandpa.Teacher : Who are they?Student : They are my grandma and grandpa.3、学生对话：用自己准备的照片和同桌进行对话。
S1：Who are they?S2: They are my grandma and grandpa.S1: What are their names?S2:Their names are Jason Smith and Jane Smith.Step2: Teaching new lessons1、教师先问学生：How many people are there in the picture?这张照片上有多少人？Let’s count.我们来数数。
Teaching planBackground information:Students: middle school students, Grade 1Lesson duration: 45 minsTitle: MODULE 4 My familyUnit1. How many people are there in your family?Teaching objectives:By the end of the lesson, students should be able to:1. listen and understand the conversation about introducing family.2.say in English the new words of the name of family members.3.talk about and introduce one’s family members: using the pattern: “How manypeople are there in your family?”, “There are…”,“ Have you got any…?”, “Yes, I have. No, I haven’t”.Key points: Master the new words: aunt, grandfather, grandmother, grandparents, uncle, have got.Review the pattern “How many people are there in your family?”,“There are…”.Learn the new structures: “Have you got…?”, “Yes, I have. No, Ihaven’t”.Difficult points: have=have got, has=has gotTeaching aids: Tape, recorder and blackboard, pictures.Type of lesson: listening and speakingTeaching procedures:Step 1. Lead in (5 mins):1.Do the acti vity: ask and answer: (review the sentence pattern: How many ……..are there……..)T: Good afternoon, class. How are you today? Before our class, I want to ask you some questions.1.How many students are there in the classroom?2.How many girls are there in our classroom?3.How many books are there in your desk?S：……………….Teacher asks several students: How many people are there in your family?S: ………………………………T: OK, today, we are going to learn a new unit: “how many people are there in your family?”(Teacher comes to the blackboard to the write down the title: How many people are there in your family?)Step2 (5mins) Review the words: father, mother, brother, sister and learn the new words: grandfather, grandmother, grandparents, uncle, aunt.T: OK, now, I want to show you a picture. This is a picture of my family. How many people are there in my family?S: There are…………….T: This is me. Do you know who she is? Have a guess.S: …………………..T: What about this one? Who is he?S: ……………………………..……..(Teacher comes to the blackboard to draw a family tree)T：What about this one:1. My father’s father? What can we call him?2. What about m y father’s mother? (grandfather and grandmother: grandparents)3. If my father has a brother, what can we call him?4. If my father has a sister, what can we call him?After learning the new words, teacher show the word cards one by one to the students, and ask some students to read it as quickly as possible.T: Now, I will show you the word, and you need to read it as quickly as possible. S: Mother, father, sister, brother, aunt, uncle, grandparent, grandfather, grandmother.Pair work (5 mins): (introduce family members)2)T：Now let’s do a pair work. I will give you one minute to talk with your partner,ask them: How many people are there in your family? And the partner needs to tell who they are. For example: you ask me: How many people are there in your family? And I answer: “There are six--My father, mother, sister, brother, grandparents and me? Understand?(Students do the pair work.)1 minute later:T: Do you finish? OK, I want to ask two pairs of you to act out the conversation. What about…..?Step3 (10 mins): Learn the new expression: has got, have got.1.Just now, ---tells us that she has a grandfather, right?When we say that she has a grandfather, we can also say: She has got a grandfather. Here, “has” has the same meaning of “has got”. And “have=have got”.(Teacher asks the students to read after her: She has got a grandfather.)T: “She has a brother.”, what can we also say?S: She has got a brother.T: What about “He has a sister”S: ………T: What about “I have an uncle.”S: ………………..T: Do you have any sisters?S: ………………T: When you ask someone: Do you have any sister, we can also say: Have you got any sisters? (The students read after the teacher: Have you got any sisters?) Then the teacher asks several students: Have you got any…..?2. Make a survey.T: Now l et’s make a survey. I will give you a table like this. You need to interviews two of your classmates: Have you got any………..? And then fill in the blank. T: After 5 minutes, I will ask some of you to give a report about it.Have you got any…….?(The students have the interview.)After 5 minutes:T: Do you finish?You can give a report like this: --has got an aunt. She hasn’t got a n uncle.………………….Ask 3 students to give the report.Step 4: Listening (15 mins)1. Do the activity 2: Listen and check in Activity 1 the people Tony mentions. T: Look at activity 2, now listen to the tape, and check the people Tony mentions.2. Do activity 3 and 4:T: Y ou have known about my family. Now let’s listen to the tape, and learn about Tony’s family member. You need to listen carefully, and then fill in the blank of activity 4. OK?A. Listen to the tape in whole class for three times.B. Ask Ss to do it by themselves.C. Play the conversation for the Ss to check.3. Listen and read. ----Activity31.Have the Ss read the conversation in Activity 3 loudly.2. Put Ss into groups of four and make them practice the conversation. Ask them tochange the roles each time.3. Act out the conversation.Step5: Activity 5 ( 5 mins)Learn the pronunciation.1. Have the students listen to the tape, and read after it. Make the students learnhow to pronounce correctly.2. Give more examples to the students and practice it.Blackboard design。
Good morning，everyone. It is my great honor to stand here to present this lesson to you. Thank you.Let me start my lesson from unit one “How many people are there in your family? “ This is an oral reading class, which includes three parts, materials anal ysis, teaching instruction design and teaching program.I. Material analysis1. This unit’s topic is based on family, while Tony and Lingling are talking about family members. During the dialogue, there are a few new words, like grandfather\grandmother\grandparents\uncle\aunt\sister\brother\many\have etc, and other difficult sentence patterns and sentences.2. Key pointsGuide the student to learn and use the following words and sentence skillfully.A. Words: grandparents\uncle\aunt\sister\brother\many and haveB. Sentences: a. --How many…are there…?—There are…b. -Have you got any…?--Yes, I have.\No, I haven’t.3. Difficult pointsMake students understand and use words and sentences with multi-meaning or special meaning.a. Words and expression: people\family\or\how manyb. Sentences: ①--How many people are there in your family?-- There are four—my mom and dad, my sister Linda, and me.②So I’ve got one aunt and two uncles.c. Speak English according to practical situation.4. Teaching aimsa. Technical aims: the student can understand the dialogue and the conversations between the teacher and the student, which is related to this topic. The student can start a dialogue, knowing and deliver information; can make sentences based on the difficult points without grammar mistakes and can create dialogues related to this topic.b. Knowledge aims. The student should remember the new words, expressions, sentence patterns, sentences, difficult sentences, including pronunciations from keys letters and monogram, which can lay the foundation for speaking English fluently.c. Emotion aims. Stimulate the student’s interest and enthusiasm through English lessons, make them like English, like speaking English and want to speak English.d. Learning targets: Focus on the language practice, including listening, speaking, reading and writhing, changing traditional mechanical teaching methods. Encourage students to speak English bravely, to improve language comprehensive ability in practice and deepen the basic knowledge in mind.Ⅱ.Explaining-teaching Method1. Listen to the tape . This is a good way to learn English and key step at class. We can copy the standard pronunciation during listening.2. Explain difficulties in games. We would meet some words, expressions, sentences or grammar hard to explain at class, we can explain them in games so that students can accept them with fun, which makes a good foundation for learning English.3. Guide students to start situational dialogues . The teacher can talk to a group of students or any one student. Other students should be quiet when the teacher talks to the student. We should ask those students who learn better , and then others . Let every student have an opportunity to practice with the teacher, and inspire them; which can make the students feel they are important. Finally, let students talk to each other freely. The dialogue can be made according to the practical minds, no limitation from the text.4. Let students show independently. Ask some groups or some couples of students to show the dialogues after the demonstration between the teacher and the students.5. Teacher should set out some completions and one-choice questions to test students.Ⅲ.Speaking-learning Method1.Form a good habit of listening and copying the standard pronunciation. Listening to the tape and English songs help the students in learning English a lot.2. Store knowledge scientifically. Master a wide range of vocabulary and grammars, and express the communication contents based at dialogues. It is more impressive and flexible to learn in practice.3. Timely review and repeated in usage. The student should timely organize, refresh and use the key points which was taught at class and practice the learnt lessons repeatedly.4. Active practice, oral practice first. The teacher should encourage the student to say hi and talk with classmates in English.Ⅳ.Explaining-teaching-learning step1、Greeting:T: Good Moring, boys and girls.Ss: Good Moring, Miss Wu.T: How do you do?Ss: How do you do?T: How are you?Ss: Fine, thank you. And you?T: I’m fine, too. Thank you.T stands for the teacher, Ss stands for the student. The teacher often talks with the student and reviews former dialogues2、Warming-up：T: Stand up, please. Ss Stand up.T: Let’s play together. If you happy and you know itclap your hand…3、Review: Make a dialogue related to the unit topic with the student, askthe whole class first and then some students optionally.T: Are there any students in the classroom?Ss: Yes, there are.T: Is there a computer on my desk?Ss: No, there isn’t.T: Is there a book in your bag, Xiaoming?Xiaoming: No, there isn’t.T: Is there a pen in your pencil case，Xiaofang?Xiaofang: Yes, there is.T: Are there boys and girls in this classroom?Ss: Yes, there are.4、New Lesson:⑴ the teacher plays tape and writes new words on the blackboard.⑵ Ask what the topic is according to what is played.⑶ Point out the new words and key letters.⑷Let the student read new words according to what was learnbefore. Ask one or two students for every word. The teacher should correct the pronunciation if it is read wrongly, and the other students read it together twice if it is read right.⑸the teacher leads in reading new words, the student followingreading at the blackboard, which can make the students remember the new words quickly following the teacher’s gesture.⑹Consolidate new words in games. For example, react quickly.The teacher says the word in Chinese; the student says it in English, or in return. Practice a few times to consolidate new words.⑺ the teacher leads in reading the whole full text twice.⑻Oral practice in Key sentence and pronunciation, repeatedconsolidation in games.①—How many people are there in your family?grandparentsbrothers②—Have you got any sistersauntsunclesYes, I have. I’ve got … His\H er name is…Their name are…No, I haven’t.Assign roles. Dialogue between the teacher and the students,then between students groups, and among students.⑼“How many students are there in our class?” “How manybooks are there on the desk?”…Design situational dialogues. The teacher asks the student,expanding the text range.⑽ Grammar explanation①words：family, people, or, many，how many.②Sentences：--How many people are there in your family?--There are four—my mum and dad, my sister Linda, andme.So I’ve got one aunt and two uncles.⑾Test.(一) Fill in the blank with the first given letter.1、There are m students in our school.2、Have you got any aunts o uncles?3、There are five p in Bob’s family.4、How m students are there in your family?5、Have you got a small f or a big one?（二）Select the right word to complete the sentence.1、There are (seven people, seven peoples) in hisfamily.2、Have you got any new books?--Yes, I . (have, do)3、I have got (some, any)brother4、-- (How many, How much)people are there inyour uncle’s family?--There are five.5、(Have, Are)you got a sister?。
