七年级英语教案模板2022
课题Unit 5 Why do you like pandas? 第一课时 共四课时
教学目标：1.了解几种动物的英语表达方式
2.表达自己对动物的喜好与偏爱
3.学会使用why句型
教学重点：1.words:zoo,panda,lion,giraffe,smart,cute,beautiful,
2.Sentences: Why do you like pandas? Because they are cute.教学难点：形容词的用法以及why句型的运用。
教具准备：just the usual tools.教学过程：
Step 1: Lead-in
First I will do some gesture to show some animals.The students try to gue what the animal is.After several ones I will write down some animals in Chinese on the paper and ask one of the students to do the gesture.
通过这个比较有趣的环节来引导即将接触的新词，让学生产生对这节课新内容的探索欲望。
Step 2: Words reading
Ask them to turn to the page of words and read the new words after me.At the same time we will learn some expreion of the new words and make sure they will get the simple idea of the words we are going to learn.
鉴于学生的实际情况，单词的学习并不能直接交给学生自己。大部分学生的自学能力较差。所以在课前先带领学生消除发音障碍，增强他们在操练对话时的自信。也便于他们在新课内容当中熟悉生词的意思。
Step 3: Presentation
Since we already learn the new words for a while, this time I will give them three minutes to finish the exercises in 1a.After that, I will point to the picture and tell them which one is my favorite and why.
单词熟悉之后先以口述的方式让他们对即将接触到的句子有所熟悉。加入favorite的用法，便于他们理解句子意思。并对because句型有进一步的复习。
Step 4: Listening
Finish the listening exercise.Play the tape for twice to make sure they understand the meaning of the material.
英语学习当中听力训练时必不可少的，重复放两遍确保他们理解听力材料。
Step 5: Practice and pair work.
Write the new words and key sentences on the board.Panda---Why do you like pandas? Because they are cute. Cute pandas Giraffe---Why do you like giraffes? Because they are beautiful. Beautiful giraffes Then ask some students to practice the dialogues.
通过句子的讲述与操练，让学生懂得这个特殊疑问句所表达的意思以及它的用法。特殊疑问词为首，再加上一般疑问句，组成特殊疑问句。注意特殊疑问句的回答并不包含YES 和NO.要按照实际情况来回答。另外此处讲解，形容词的表语和定语地位。
Step 6: Sum up and Homework
Ask them to find more words which can describe the animals.课题Unit 5 Why do you like pandas?
芦田中学 七年级
（一）班 高莉华
一．说教材
七年级的对话编排几乎都是从学生的生活实际出发让学生能掌握生活中基本常识交流。发展他们自主学习的能力形成有效的学习策略。
二．说教学内容
本课主要是让学生学会谈论动物以及对动物的描述。难易度适中。
1.教学目标 知识目标-熟练掌握,panda,lion,giraffe,smart,cute,beautiful,和子
Why do you like pandas? Because they are cute.能力目标-运用所学的语言知识在创设情景中进行交际并在此
基础上能将其运用于日常生活中。
情感目标-激发学生的学习兴趣，帮助学生树立学习英语的自信
心，并在成功中体会英语学习的乐趣。
德育目标-通过本课学习培养学生合作学习互相帮助以及勇于
表现自己在大众面前的独立表现能力。
2教学重点 熟练掌握本课的生词及主要句型。
3.教学难点。 能区分并应用名词及相应的形容词。
三．说教法
传统教学方法 因为目前学校多媒体设施的运用还不够广泛，大部分课程仍然采取传统的方式教授。
四.说学法 自主学习 探究学习 合作学习
五．说教学过程
Step 1: Lead-in
First I will do some gesture to show some animals.The students try to gue what the animal is.After several ones I will write down some animals in Chinese on the paper and ask one of the students to do the gesture.
以猜动物的方式让学生参与到课堂当中，虽然最开始部分单词无法用英语表达，但是会加入猫，狗之类的动物来降低难度。通过这个富有有趣味性的环节来引导即将接触的新词，让学生产生对这节课新内容的探索欲望。
Step 2: Words reading
Ask them to turn to the page of words and read the new words after me.At the same time we will learn some expreion of the new words and make sure they will get the simple idea of the words we are going to learn.
古老的方式不一定是呆板且死气沉沉，可以用分组比赛练发音的方式来使跟读单词这一枯燥的过程变的丰富起来。鉴于学生的实际情况，单词的学习并不能直接交给学生自己。大部分学生的自学能力较差。所以在课前先带领学生消除发音障碍，增强他们在操练对话时的自信。也便于他们在新课内容当中熟悉生词的意思。
Step 3: Presentation
Since we already learn the new words for a while, this time I will give them three minutes to finish the exercises in 1a.After that, I will point to the picture and tell them which one is my favorite and why.
老师的角色扮演和语句操练，加上神情的诠释，能让学生更好地理解所听到的句子的意思。比如，描述小动物的可爱和食肉动物的恐怖，以夸张的表情来表达自己不喜欢或者喜欢某种动物的原因。单词熟悉之后先以口述的方式让他们对即将接触到的句子有所熟悉。加入favorite的用法，便于他们理解句子意思。并对because句型有进一步的复习。
Step 4: Listening
Ask them to scan the exercise and predict what they will listen to.Then I will play the tape.The students listen to the tape and finish the listening exercise.Play the tape for twice to make sure they understand the meaning of the material.
为了改善哑巴英语的状况。口语和听力是我们必须重点抓的环节。在听力材料简单的情况下可简单要求学生在听懂意思的同时把句子用自己的话语复述出来，若是难度比较大则一遍一遍精听，确保他们理解内容并做到有所吸收。英语学习当中听力训练时必不可少的，重复放两遍确保他们理解听力材料。
Step 5: Practice and pair work.
Write the new words and key sentences on the board.Panda---Why do you like pandas? Because they are cute. Cute pandas Giraffe---Why do you like giraffes? Because they are beautiful. Beautiful giraffes Then ask some students to practice the dialogues.
老师带读对话的同时让学生纠正发音和语调。讲述完毕之后，首先让学生用书面的形式自己改写并编制新的对话，提问时注意学生的情绪，要鼓励他们勇敢开口，但不能强制逼迫害羞的学生，让他们每次进步一些。对于成就较优秀的同学也要注意在表扬的同时指正他的不足，避免其盲目骄傲。通过句子的讲述与操练，让学生懂得这个特殊疑问句所表达的意思以及它的用法。特殊疑问词为首，再加上一般疑问句，组成特殊疑问句。注意特殊疑问句的回答并不包含YES 和NO要按照实际情况来回答。另外此处讲解，形容词的表语和定语地位。
Step 6: Sum up and Homework
This cla we learnt some words about animals and how to expre the reason why we like them or not.But there are still many other words about animals.Please try your best to find more.Ask them to find more words which can describe the animals.
想要充分发挥学生自主学习的作用，老师就得利用好自己的指导作用，给学生指出可行的方向，提供稍微的辅助，让他们完成一些力所能及的学习任务，不但可以更好地充实所学内容，还能让他们培养独立学习的良好习惯。所以，适当的课外作业是必须要有的。
Unit 3
七年级英语黄彦忠
How do yougetto school?
Section A
The first period
一 教学目的：
1.学习Section A 中的生词。
2.学习句型：How do yougetto school?
3.词组：
takethe train
take the bus
take the subway
ride a bike
二、教学重点：同上
三、教学难点：本课中生词的拼写。
四、教学过程:
Step1Learn the new words.
train ,take the train .bus
take the bus .subway ,
ridebikeride a bike
Step2Introduction
Ask the students like this:
How do yougetto school?
Then ask some students to answer thisquestion.
Step3Practice
Match the wordswith the pictures
1.takethetrain(a)
2.take the bus(
3.take the subway(e)
4.ride a bike（b)
5walk(c)
Step4Listen
Listen and write the numbers next to the correct students in the picture aboveStep 5Practice
Make a conversation with your partner about how the students get to schoolFor example ：How does LiFei get to school?
She takes the subway
五、布置作业。
Starter Unit2 what’s this in English? 第1课时section1a-2e 【学习目标】语言目标：字母I—R；
辨认物品；
拼写单词 1.七个表示物体的单词的熟练掌握。(汉语意思写出来) map orange jacket key quilt pen ruler 确认物体的句型（写出意思）：
问：What is this in English? 答：It"s /a /an/ map/ orange/ jacket/ key/ pen/ ruler/ quilt.3.区分a和an的用法（读书上87页：冠词用法）。
【预习指导】自我预习
一、扫清障碍
试着用按英语中音标拼读出StarterUnit21a的单词（在书上第94页）。
二、课本预习
温故知新1.按照字母顺序正确默写上单元学过的八个字母的大小写。
2.小组合作用英语完成对话。 1)熟识朋友见面的问候语和应答。
——Hello, Frank! ——Hi, Cindy! How are you? ——I"m fine / OK, thanks.2)一天见面打招呼的用语。
---Good morning, Helen!---,Bob! ---Good , Eric!---Good afternoon, Grace! ---Good evening, Helen!---,Dale!：
---Hi, Alice!---Hi, Cindy! ---Hello, Frank!---Hello, Dale! 【课内学习】
一、教材处理：自主互助学习
1.看图认一认1a中认识的字母，并把它写下来。小组讨论答案，教师巡回检查。
2.看图认物品，努力用英语说出认识的物品，小组比一比，哪一个小组认识的物品多。
二、组内探讨
1)看图片或者用实物小组做对话练习。
师生备注
2）听1a录音，指出听到的物品。
3）用图中物品，双人自由问答并表演。
What"s this in English? It"s a/an…
4）观察区分a和an的用法。
【语法要点归纳】以单词读音为准，a用在发音的_______音前面，an用在发音的_______音前面。
Explanation
一、this是指示代词，意为“这；
这个”，指近处或距说话人近的人或事物。
that意为“那；
那个”，指远处或距说话人远的人或事物。例如：
This is a ruler.That is a key.
二、in English意为“用英语”，其中in是介词，表示“用语言、声音、方式等”。如：
in Chinese用汉语in Japanese用日语 What’s this in Chinese?这个用汉语怎么说？
三、冠词a与an的用法
冠词a和an是一种虚词，只用在单数可数名词前，表示“一”的意思。a用在以辅音音素开头的单词之前，an用在以元音音素开头的单词之前。这里的元音音素和辅音音素是指读音，而不是指字母。如：
a pen/pen/一支钢笔/p/为辅音音素 an apple/?"?pl/一个苹果/?/为元音音素
四、What’s this in English?这个用英语怎么说？
句型What’s this in English?意为“这个用英语怎么说？”用来询问某物，回答时要用“Itis/It’sa(n)+名词”，其中it用来指代this或that。what’s=what is,意为“是什么”。英语中用来提问的特殊疑问句总是放在句子的开头， 这一点与汉语不同，同学们要特别注意英语的语序。例如：
—What’s this in English? 这个用英语怎么说？ —It’s a jacket.它是一件夹克衫。
—What’s that in English? 那个用英语怎么说？ —It’s an egg.那是一只鸡蛋。
五、【辨析】字母/音标/音素
英语字母就如同我们汉语中的笔画一样，是拼写单词的组成元素。
音素是英语语音的最小单位。
把音素记录下来的符号叫音标，通常写在//或[]里。
【口诀】
冠词a, an两种帽，单数名词常需要；
辅音单数a提前，元音单数an优先。
【学习成果展示】（满分50分） 完成时间15分钟
一、正确朗读字母。（5分） N n R r Ii O o M m P p J j L l K k Q q
二、将下列字母按字母表顺序排列并抄写在四线格上。（18分） 1）MHAIKCDEJNPORBFGLQ
2）c d a h j I m g r o l n q e k p b f
三、写出他们的邻居。（6分）
________Cc__________,________Jj__________,________Ff_________,________Mm_________________Oo________, ________Hh_________
四、写出下列字母相应的大写或小写形式。（3分）
，1）.K、M、O、R、I_______________.2）.j、i、n、q、o___________________.
九、单项选择。（18分）
（）1.What"sthisinEnglish?It"s__________.A.orange B.an orange C.a orange ()2.What"sthis_____________?It"sapen.A.in English B.for English C.English ()3.__________this?It"sanapple.A.What "re B.What C.What"s ()4.What"sthis？___________________.A.This’ s a quilt B .It"s a quilt C.I"m a quilt ()5.Hello,Eric!_________,Dale! A .Hello B. Sit down C.I"m OK ()6.Howareyou,Helen?____________.A.Fine, thank you.B.Good afternoon C.I"m OK.【总结反思】在本节课中你还有什么不明白的问题，还有什么没有掌握的知识，请记录下来，找机会询问同学或老师。
Starter Unit2 what’s this in English? 第2课时section3a—4d 【学习目标】语言目标：字母I—R；
辨认物品；
拼写单词 1.掌握下列重点单词（查出）：spell______ __,please_________ 2.掌握下列重点句子：（写出意思） ——What"s this in English?——It’s a key.
——Spell it, please.——K-E-Y.
3.四会大、小写字母A a- --R r.【预习指导】自我预习
一、扫清障碍
试着用按英语中音标拼读出StarterUnit23c的新单词（在书上第94页）。
温故知新1.按顺序默写出所学过的大、小写字母(18个)。
2.写出上节课学的问句，并给出一适当答案。
二、课本预习
1.完成3a,自己看图填一填把不会的单词查出来。 2.完成3c读一读对话,把不会的单词查出来。
3.完成4a试着填出所缺字母在书上。
4.完成4b试着按首字母顺序填出编号在书上。 【课内学习】
一、教材处理：自主互助学习 1.猜句意Spell it, please.2.学生听并跟读，同时老师板书Spell it, please.K-E-Y.3.学习单词spell, please.4.练习：用所学物品两人一组，练习1a对话。
5.表演3c（用老师所示物品问答）。
6.听3b，小组检查、核对。
7.比一比：看图3a每组参加1人，按物品的某种顺序，看谁写得又快又准。 Explanation
一、Spell it, please.请拼写一下吧。
1.这是一个用来考查别人拼写（读）能力的句式。用于别人提到的单词，自己不知如何拼写。让对方指出这个单词由哪几个字母组成。例如：
It’s a jacket.它是一个夹克衫。
—Spell it, please.请拼写它。
—J-A-C-K-E-T.
2.please意为“请”，常用于一些客套的场合，可放在句首，也可以放在句末。放在句末时，常用逗号与前面部分隔开。例如：
Please stand up.=Stand up, please.请起立。
【学习成果展示】（满分50分） 完成时间15分钟
一、找出与所给字母含有相同音素的选项。（5分） e A .g B.m C .n f A.r B.q C .pen____ o A.orange B.OK C.dog____ a A .thanks B.Dale C.map I A.hi B .in C.quilt____
二、按字母表顺序默写字母I到R的大小写形式。（10分） A________________________________ a_________________________________
三、整理字母顺序组成单词。（10分） qulit______rulre______eky_____lpsle____ pleesa_____arknF______kcajte______mpa______
四、用is, am, are 填空。（10分） 1）I_________Frank.2) This___ ___a pen.3) What________this ?4) How_______you? 5)It___ __a key.
五、读句子，连线配对（5分） A Spell it ,please .a Hi！ B What "s this? B Good morning! C Hello，Cindy！c It" san orange.D How are you? D I"m OK.E Good morning !e O-R-A-N-G-E
六、选择填空（10分） ()1.Thisis_______orangejacket.A.an B.a C./ ()2.What"sthis_______English.A.in B.for C.on ()3.---Spell it, please.---_______ A.map B.MAPC.M-A-P ()4.---Alice, what" s this in English?---__________ A.It"s pen B.It"s a pen C.This is a pen ()5.---How are you?---_______ A .hello B.Thanks C.I"m OK 【总结反思】在本节课中你还有什么不明白的问题，还有什么没有掌握的知识，请记录下来，找机会询问同学或老师。
七年级英语公开课教案
王俊芳
Unit 6 Do you like bananas ?
Section B 2b部分
教学目标：1.What do you eat/like for breakfast?句式；
2.同位语、宾语从句复习；
3.I like...,but I don’t like...句式运用。
教学过程：1.通过问题导入阅读主题：What is healthy food? What do you eat for breakfast/lunch/dinner?Do you eat healthy food?
2.短语汇集：sports star 体育明星 volleyball star 排球明星eating habits 饮食习惯really adv.确实、真地one last question 最后一个问题 after dinner 晚饭后
want to 想要 want to be 想要变得
3.Sports Star Eats Well!
Sports Star Eats Well!means Sports star eats healthy food.
4.David asks the volleyball star,Cindy Smith,about her eating habits.
the volleyball star,Cindy Smith 同位语
about 介词 关于
Eating habits 饮食习惯
5.What do you like for breakfast?你早餐喜欢什么？练习：1.breakfast/lunch/dinner 替换练习
2.like换为eat 练习
6.I love fruit.I think it’s healthy.我喜欢水果。我认为水果很健康。
I think+宾语从句
7.I don’t like bananas.But I like oranges and apples.我不喜欢香蕉，但是我喜欢橘子和苹果。
8.What about lunch?午餐呢？
相当于What do you like for lunch?
比较：what about与how about
10.I really like it.我很喜欢（沙拉）。
really 副词 强调程度。
I really hate English.我真的讨厌英语。
11.They are not healthy.它们不健康。
主系表结构。练习：我很健康。
12.I don’t want to be fat.我不想变胖。
want+动词不定式（to+动词原形） 想要......练习：1.我想变胖。
2.我想变好。
初一英语外研版（上）教案 Module 8 Choosing presents
一、学习目标: 1.单词和短语：
card, party, present, would, always, great, cake, never, special, eat, give, sing, happy, secret, CD, cinema, concert, magazine, scarf, silk, shirt, T-shirt, choose, exercise, wear, expensive, clothes, shoes, spend, money, film, song, match, weekend, at weekends, dear, hear, hear from, afraid
2.交际用语：
1)—Would you like to come to my birthday party? —Yes, I’d like to.When is it? 2)Great! 3)It’s a secret.3.重点句子：
1) Daming always gets birthday presents! 2) She often goes to the cinema.3) What do you usually do at a Chinese birthday party? 4) We sometimes give birthday cards.5) My mother never makes a birthday cake.
二、重点及难点:
1．频度副词的使用及在句中的位置。
2．动词第三人称单数形式。
三、教学设计: Unit 2 She often goes to concerts.ⅠTeaching model Reading and writing.
ⅡTeaching method communicative approach ⅢTeaching aims
1.To get information from the reading material about choosing birthday presents.2.To write a description of one’s partner.3.To get to know compound nouns.ⅣTeaching Objectives
Key vocabulary: CD, cinema, concert, magazine, scarf, silk, shirt, T-shirt, choose, exercise, wear, expensive, clothes, shoes, spend, money, film, song, match, weekend, at weekends ⅤTeaching aids Recorder, OHP, video ⅥTeaching Steps Step 1 Warming-up 1.Review the text of Unit 1.
2.Show some pictures, ask the students to look at the pictures, then talk something about the pictures. 3.Introduce the new words.4.Read the new words.Step 2 Practice 1.Look at the pictures in Activity 1.
2.Read through the list of presents and have the students repeat them after you chorally and individually.3.Match the words with the pictures.
4.Check with a partner.
5.Call back the answers from the whole cla.Keys:
1.a concert ticket
2.a magazine
3.a silk shirt 4.a box of chocolate
5.a T-shirt 6.a CD 7.a scarf 8.a cinema ticket
9.a football Step 3 Reading.1.Play the recording.2.Ask the students to read through the paage.3.Match the people with what they like doing.4.Check with a partner.5.Call back the answers from the whole cla.Keys: 1.c 2.b 3.d 4.a 5.e
6.Choose presents from the pictures in Activities 1 for them.7.Check with a partner.8.Call back the answers from the whole cla.Keys:
1.T-shirt 2.a silk dre, a scarf, and a box of chocolate
3.a magazine and a cinema ticket 4.a CD, a concert ticket 5.football 9.complete the paage with the correct form of the words from the box.10.Check with a partner.11.Call back the answers from the whole cla.Keys: 1.spends
2.money
3.silk
4.expensive 5.concert 6.weekends
7.matches
8.choose Step 4 Writing and speaking.
A.Write these sentences with ’ (apostrophe).1.Read through the sentences.2.Write these sentences with ’ (apostrophe).3.Check with a partner.4.Call back the answers from the whole cla.B.Make a list of things you like and do.1.Ask the students to make their lists individually.2.You may care to suggest they write five things they like and five things they do.
C.Work in pairs.1.Ask the students to talk about things they like and do . 2.Write a description of their partner.Step 5 Important and difficult points.She has got 11 silk scarves, 20 shirts and a lot of shoes.在英语中，有些名词表示由两部分构成的东西。这些名词常常只用复数形式。做主语时谓语动词要用复数，表示数量时常与“数词+ pair(s) + of”搭配。
如：
shoes鞋
trousers 裤子
glaes 眼镜
gloves手套
shorts短裤
sciors剪刀
chopsticks筷子
That pair of trousers is Tony’s. 那条裤子是托尼的。
Sciors are used to cut things. 剪刀是用来剪东西的。
Step 6 Do exercises: A、单词拼写：
1.I have two ______(双)of new shoes.2.The clothes are very nice.I don’t know which one to ______(选择).3.I have two______(票).One is for my mother, the other is for my sister.4.How much is this ____________(杂志)? 5.How much do you _________(花费) on these presents? 6.Please give me a _______(音乐会) ticket.7.He’ll buy two _____(盒子) of cookies for his son.8.This is a _______(丝绸) shirt.9.I don’t know those ________(歌手).10.My aunt sells ___________(衬衫).Answers: 1.pairs 2.choose 3.tickets 4.magazine 5.spend
6.concert 7.boxes 8.silk 9.singers 10 .shirts
B、翻译下列句子：
1.他喜欢阅读,但不喜欢去看电影。
__________________________________________________ 2.她从末去看足球赛。
__________________________________________________ 3.他既不喜欢打蓝球,也不喜欢踢足球。
__________________________________________________ 4.我妹妹经常去听音乐会,并且常买些她喜欢的歌手的唱片。
__________________________________________________ Answers: 1.He likes reading, but he doesn’t like to go to the cinema.2.She never goes to the football match.3.He doesn’t like playing basketball or playing football.
4.My sister often goes to concerts and she usually buys CDs by her favourite singers.
Period 1 教学内容
Section A(教材P25—27) 教学目标
1.知识与能力
Section A的主要内容是学会用have对物品的所属进行提问以及应答，学会使用do和does引导的一般疑问句，学会用Let’s„提建议。能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动。
2.过程与方法
采用Discuion and gue和Claifying的学习策略，利用实物、教学幻灯片、图片等来展开课堂Pair work问答式的口语交际活动，使用have对物品的所属进行提问及回答。
3.情感态度价值观
该部分学习内容贴近学生的生活，谈论的主题是符合学生喜爱运动的心理，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。
教学重、难点及教学突破
1．重点
学习运用重点句型Do you／they have„ ? Does he／she have„? Let’s play soccer．等；
2.语法难点
行为动词have的一般现在时的用法；
使用do和does引导的一般疑问句的构成和使用。
教学突破
Section A重在通过使用动词have对物品的所属进行提问和回答的交流式口语活动，学习由助动词do或does引导的一般疑问句的构成以及回答。教师要善于引导学生比较行为动词的疑问句和be动词的疑问句在构成和回答上的区别，通过大量和反复地操练以达到运用自如。
教学准备
1.教师准备
收集课文中所涉及的或学生常见的球类运动器材或有关的教学幻灯片或图片；
设计课后巩固练习的幻灯片；
制作1a部分的插图和人物对话的课件，将听力部分的内容插人，通过询问对方的所属以及回答来引入新课。
2.学生准备
搜集自己所了解的或曾经见过的球类运动器材的名称，并通过询问老师、同学或上网查询的方式了解各种运动的竞赛方法。
教学步骤
一、第一教学环节：情景创设，导入新课 教师活动
学生活动
Section A主要内容是通过使用have对物品的所属进行提问和应答，来学会使用do和does引导的一般疑问句。所以在教学中可采取问答式导人法：
1．教学一些球类运动器材名词，教师拿出一个足球或放映幻灯片或出示图片进行演示：I have a footba11．Do I have a football? 自己回答：Yes，I d0．再问：Do I have a basketball? 自己回答：No，I don’t．再使用其它物体询问学生：Do I have„? 询问学生：Do you have„? 询问学生：Does he／she have„? 询问学生：Do they have„?
1．学生回答：Yes，you do．№，you don’t．学生回答：Yes，I do．No，I don’t．学生回答：Yes，he／she does．No，he／she doesn’t．学生回答：Yes, they do．No，they don’t． 2．学生进行Pairwork对话练习，运用所 学知识进行互动交流。
二、第二教学环节：师生互动，学习探究 教师活动
学生活动
1．播放lb部分的录音让学生听，引导学生圈出所听到的单词，并能画出相应的图片，完成lb部分的教学任务。
2．引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用助动词do进行问答，可采用师生互动带动学生互动的交流方式：
Do you have„? Yes，I do．/No，I
don’t．
1．听lb部分的录音，圈出所听到的单词，并画出相应的图片，完成1b部分的学习任务。
2．Pairwork活动，完成lc部分口语交际的学习任务，学会运用助动词do进行问答。
3．播放2a部分的录音，引导学生选出他们所听到的对话并标明顺序，完成2a部分的教学任务.4．重新播放2a部分的录音，要求学生将对话中所提到的球类和人物对应起来，并标明顺序，完成2b部分中的听力训练任务。
5．引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。让学生根据图画内容运用动词have进行询问所属，以练习由助动词do／does引导的一般疑问句结构，可采用师生互动带动生生互动的交流方式：
Do you have„?Yes，I do．／No．I don’t．Does he／she„?Yes．he／she does．／No，he／she doesn’t．。
6．引导学生观察3a部分的图画和对话内容，并根据示例捕捉相关信息，从方框内选择合适的词填空。
7．引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。要求学生学会使用Let’s„句型表示“提建议”。可采用师生互动带动生生互动的交流方式：Let’s play soccer．I don’t have a soccer ball．Well，let’s play volleyball．That sounds good．。
3．听2a部分的录音，选出他们所听到的对话并标明顺序，完成2a部分的学习任务。
4．重听2a部分的录音，将对话中所提到的球类和人物对应起来，并标明顺序，完成2b部分中的听力训练任务。
5．Pairwork活动，完成2c部分口语交际的学习任务。根据图画内容运用动词have进行询问所属，以练习由助动词do／does引导的一般疑问句结构。
6．观察3a部分的图画和对话内容，并根据示例捕捉相关信息，从方框内选择合适的词填空。
7．Pairwork活动，完成3b部分口语交际
的学习任务。学会使用Let’s„句型表示“提建议”。
三、第三教学环节：合作交流，巩固提高 教师活动
学生活动
引导学生展开Pairwork活动，完成4部分口语交际和笔头练习的教学任务。要求学生阅读第4部分的短文，并根据短文内容，填写表格，然后互相介绍自己的信息。
Pairwork活动，完成4部分口语交际和笔头练习的学习任务。阅读第4部分的短文，并根据短文内容，填写表格，然后互相介绍自己的信息。
本课总结
本课采用了Discuion and gue和Claifying的学习策略，利用实物、教学幻灯片或图片等来展开课堂Pairwork问答式的口语交际活动，通过使用have对物品的所属进行提问及回答，使学生学会使用do和does引导的一般疑问句，同时学会使用Let’s„提建议。通过本课的学习使学生能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动。本课重在对学生进行听力和口语交际能力的训练。
板书设计
Unit 5 Do you have a soccer ball Section A Words：tennis, racket, bat, volleyball, basketball, television, welcome, our, sports, center, like, we, many, club, ping-pong, more, join, cla„
重点句型:
Do you have a TV?
Yes, I do./No.I don’t.Do they have a computer? Yes, they do./No, I don’t.
Does he/she have a soccer ball? Yes, he/she does./No, he/she doesn’t Let’s play soccer.
I don’t have a soccer ball./That sounds good.
语法重点：由do/does引导的一般疑问句的构成以及回答
Do you/they have a TV ?
Yes, I/they do.
No, I/they don’t
Does he/she have a soccer ball? Yes, he/she does.No, he/she doesn’t 问题探究与拓展活动
动词的第三人称单数形式：当句子的主语是“第三人称单数”时，即：不是I，不是you的其它单数形式时，谓语动词必须改变形式，也就是在词尾加一s或一es (同名词的复数形式)，我们可以简称为“三单形式”。有些动词的变化是特殊的，如：have的三单形式是has。在构成否定句时。要在动词前加助动词don’t或doesn’t；
在构成疑问句时，则要在主语前加上助动词do或does，does／doesn’t是do／don’t的三单形式。助动词后应该用动词的原形。
个性练习设计 猜测游戏：教师让每个学生在白纸上画一幅画，画的内容是反映一个人在做运动或某个活动，并在画中画出电脑、网球拍或篮球等物体；
然后收集图画，出示给学生看，使用Does he／she have„?句型向学生提问，让学生回答；
把图画放在讲台上，再选派一些学生上台就图画内容向学生询问(可不把图画给学生看)，让学生猜出答案。这种活动可练习have一般疑问句的构成和回答，又能调动学生的学习兴趣，十分有效。
Period 2 教学内容
Section B(教材P28～29) 教学目标
1.知识与能力
Section B的主要内容是学会使用描述性形容词，复习和巩固所学的知识，并学会运用所学知识进行写作(行为动词一般现在时的肯定句、否定句和一般疑问句)。过程与方法运用Claifying的学习策略，引导学生进行听力和口语交际训练，学会使用do和does引导的一般疑问句，学会用Let’s„提建议，并能够谈论自己喜欢哪些球类运动、不喜欢哪些球类运动及其原因，能够谈论怎样和自己的朋友度过一段愉快的时光，同时也进行适当的阅读和写作练习(主要是组词、造句)。
2.情感态度价值观
该部分学习内容主要是谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及其原因，符合学生喜爱运动的心理，同时通过谈论怎样和自己的朋友度过一段愉快的时光，培养同学之间和睦相处，互相帮助，团结友爱的精神。
教学重、难点及教学突破
1.重点
学习使用描述性形容词：interesting，boring，fun，difficult，relaxing:复习do／does引导的一般疑问句和let’s„句型；
复习名词的复数构成与使用。
2.语法难点
行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。
3.教学突破
复习和巩固所学的行为动词一般现在时的结构，引导学生进行一些阅读和写作的练习，对强化记忆有很大的帮助。
教学准备
1.教师准备
设计学生常见的球类运动和其它活动的教学幻灯片，图片或制作反映各种运动活动的课件；
设计课后巩固练习的幻灯片。
2.学生准备
通过询问老师、同学或上网查询的方式了解各种运动的竞赛方法；
调查同学、朋友或家人所喜欢的运动项目及其原因。
教学步骤
一、第一教学环节：情景创设，导入新课 教师活动
学生活动
1．出示实物或图片或放映幻灯片，引导学生进行pairwork(活动，复习前一部分所学的单词。
2．播放教学课件或出示图片、幻灯片(能反映各种情绪的内容)，一边让学生观看，一边描述：It’s interesting/boring/fun/difficult／relaxing，并重复让学生跟读，理解其语义。
3．引导学生读1a部分内容，将描述性形容词与图画一一对应，完成la中的教学任务。
1．根据实物或图片或幻灯片内容，进行pairwork活动，复习前一部分所学的单词。
2．观看教学课件或图片、幻灯片(能反映各种情绪的内容)，一边观看，一边听老师描述：It’s interesting/boring/fun／difficult／relaxing，然后跟读，理解其语义。
3．读la部分内容，将描述性形容词与图画一一对应，完成la中的学习任务。同时可与同伴进行Pairwork活动，互相画出某个形容词的内容，让同伴猜出这个单词，以完全理解其含义。
二、第二教学环节：师生互动。学习探究 教师活动
学生活动
1．播放2a部分的录音，引导学生一边听录音，一边勾出所听到的形容词，完成2a部分的教学任务。
2．再播放2a部分的录音，引导学生根据所听到的内容，将形容词与活动一一对应，并写出该形容词，完成2b 部分的教学任务。
3．引导学生进行Pairwork活动，根据示例谈论2a部分所提到的活动，正确使用所学的描述性形容词，完成2e 部分的教学任务。
4．引导学生阅读3a部分的短文，要求学生圈出文中的体育器材名称并理解其含义，完成3a部分的教学任务。
5．引导学生先看图，再填空，完成3b部分的教学任务。要求学生正确使用名词的复数形式，并注意行为动词的单三形式。
6．引导学生写出自己所拥有的体育器材名称或其它物品的名称，注意使用名词的复数形式，完成3c部分的教学任务。
1．听2a部分的录音，一边听录音，一边勾出所听到的形容词，完成2a中的学习任务。
2．再听2a部分的录音，根据所听到的内容，将形容词与活动一一对应，并写出该形容词，完成2b部分的学习任务。
3．Pairwork活动，根据示例谈论2a部分所提到的活动，正确使用所学的描述性形容词，完成2c部分的学习任务。
4．阅读3a部分的短文，圈出文中的体育器材名称并理解其含义，完成3a部分的学习任务。
5．先看图再填空，完成3b部分的学习任务。要正确使用名词的复数形式，并注意行为动词的单三形式。
6．写出自己所拥有的体育器材名称或其它物品的名称，注意使用名词的复数形式，完成3c部分的学习任务。
三、第三教学环节：合作交流，巩固提高 教师活动
学生活动
引导学生进行Survey活动，完成第4部分的教学任务。可采取师生互动带动生生互动的方式，先由教师做调查，再让学生进行模仿：Do you have„? No, I don’t．(换一个人)Yes，I do．(记下姓名)。
进行Survey活动，完成第4部分的学习任务。先看教师做调查，再进行模仿：
Do you have„? No，I don’t．(换一个人)Yes， I do．(记下姓名)。
本课总结
本课内容主要学习使用描述性形容词：interesting，boring，fun，difficult，relaxing；
复习do／does引导的一般疑问句和let’s„句型；
复习名词的复数构成与使用。正确掌握行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化，并进行阅读和写作的练习。
板书设计
Unit 5 Do you have a soccer ball? Section B Words: interesting, boring, fun, difficult, relaxing play volleyball /basketball, watch TV, a sports collection, every day have→ has, but →and, only, them→ they Sentences: Let’s play computer games.That sounds interesting.
Grammar: 行为动词一般现在时的肯定句、否定句构成：
He has 7 tennis rackets.He doesn’t play sports.问题探究与拓展活动
Let’s祈使句的构成和用法：基本构成是Let + someone +do something．，意思是“让某人做某事”，表示“征求意见或提出建议”。如：Let’s play basketball．让我们打篮球吧。，It’s time for cla．Let’s go to the claroom．上课了，让我们去教室吧。
实践活动，做调查：调查学生喜欢什么球类运动?不喜欢什么球类运动?为什么?在活动开展之前，教师要在黑板上画一个表完成，即让学生自己说出喜欢什么，不喜欢什么，最后说出理由。教师可将学生的答案填在表格中，再进行归类。这种活动可使同学们学会表示描述性形容词的用法。
Name
I like…
I don’t like…
Why
个性练习设计
谈论自己在体育方面的爱好、兴趣及原因：无论是男生还是女生，对体育的爱好是一种共性，但每个人的爱好是不相同的。让学生谈论自己在体育方面的爱好、兴趣是他们愿意做的事情，进一步要求学生说出自己对某项运动感兴趣的原因。学生可以这样介绍：I like basketball．I have a basketball．I like it，because it’s interesting.。这种活动可以帮助学生更好地使用描述性形容词，也可以了解和掌握学生在体育方面的爱好。
Period 3 教学内容
Self Check(教材P30) 教学目标
1.知识与能力 复习词汇tennis，racket，bat，volleyball，basketball，television，interesting，boring，fun．difficult，relaxing；
引导学生巩固、掌握关于球类运动的名词和一些描述性形容词，并运用它们谈论自己对球类运动的喜好以及原因；
同时继续复习使用动词have 对物品的所属进行询问和回答，以掌握行为动词一般现在时一般疑问句的结构。
2.过程与方法
运用Summarizing和Claifying的学习策略。在复习教学中，运用听写、提问、对话演练与检测，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。
教学重、难点及教学突破
1.重点
复习词汇tennis，racket，bat，volleyball，basketball，television，interesting，boring，fun，difficult，relaxing
2.教学突破
通过各种复习手段的检测，促使学生掌握所学知识，并能使用所学知识进行交 际活动。
教学准备 1.教师准备
制作能显示本单元重点词汇和句型的单词图片；
设计课后巩固练习的幻灯片。
2.学生准备
复习所学词汇、句型和语法内容，并进行适当的总结、归类。
教学步骤
第一教学环节：情景创设。导入新课 教师活动
学生活动
引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学内容。
进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的学习要求。
二、第二教学环节：师生互动。学习探究
教师活动
学生活动
l．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成第2部分的学习要求。
2．引导学生根据图画内容整理对话的顺序，并复习所学的目标语言，完成第3部分的教学内容。
1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成第2部分的学习要求。
2．根据图画内容整理对话的顺序，并复习所学的目标语言，完成第3部分的学习要求。
三、第三教学环节：合作交流，巩固提高
教师活动
学生活动
引导学生进行Just for fun!游戏活动，复习、巩固所学的Do you have„?Yes，I do．No，I don’t．等句型和语法知识。
进行Just for fun!游戏活动，复习、巩固所学的Do you have„?Yes，I do．N0，I don’t．等句型和语法知识。
本课总结
通过单词检测、对话练习和游戏等，对所学知识讲行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是培养灵活运用的能力；
同时教授学生了解一些有效的学习策略。
板书设计
Unit 5 Do you have a soccer ball? Self Check Words: tennis, racket, bat, volleyball, basketball, television, interesting, boring, fun, difficult, relaxing Sentences: Do you have …? Yes, I do.No, I don’t.
Let’s play ….That sounds …
问题探究与拓展活动
every day与everyday：every day为名词短语，作时间状语，意思是“每天；
天天”；
everyday是形容词，意思是“每天的；
日常的”。如：She plays sports every day．她每天都运动。I speak everyday English every day．我每天都说日常交际英语。
个性练习设计
做调查：学生喜欢什么球类运动?不喜欢什么球类运动?为什么?在活动开展之前，教师要在黑板上画一个表格(如下表)。这个任务由学生自己完成，即让学生自己说出喜欢什么，不喜欢什么，最后说出理由。教师可将学生的答案填在表格中，再进行归类。这种活动可使同学们学会表示描述性形容词的用法。
Name
l like…
I don’t like…
Why
七年级英语语法虽然是从简单的一些日常用语出发的，但语法中常会有一些知识点看起来很细小，容易被忽视，但这些知识点掌握不熟练，往往会造成一些语法应用上的错误。因此在学习七年级英语语法时，要认真、细心，不要觉得一些地方不重要而得过且过。
下面从几个方面，总结出了七年级英语语法，如果要复习英语句法的同学，可以参考一下，
一、七年级英语语法——词法
1、名词
A）、名词的数
我们知道名词可以分为可数名词和不可数名词，而不可数名词它没有复数形式，但可数名词却有单数和复数之分，复数的构成如下：
一）在后面加s。如：fathers, books, Americans, Germans, apples, bananas 二）x, sh, ch, s, tch后加es。如：boxes, glaes, drees, watches, wishes, faxes
三）1）以辅音字母加y结尾的变y为i再加es 如：baby-babies, family-families, duty-duties, comedy-comedies, documentary-documentaries, story-stories 2）以元音字母加y结尾的直接加s。如：day-days, boy-boys, toy-toys, key-keys, ways
四）以o结尾加s（外来词）。如：radios, photos, 但如是辅音加o的加es：如: tomatoes西红柿, potatoes马铃薯
五）以f或fe结尾的变f为v再加es(s)。如：knife-knives, wife-wives, half-halves, shelf-shelves, leaf-leaves, yourself-yourselves
六）单复数相同（不变的）有：fish, sheep, deer鹿子, Chinese, Japanese 七）一般只有复数，没有单数的有：people,pants, shorts, shoes, glaes, gloves, clothes, socks
八）单词形式不变，既可以是单数也可以是复数的有：police警察局，警察, cla班，同学, family家，家庭成员
九）合成的复数一般只加主要名词，多数为后一个单词。如：action movie-action movies, pen pal-pen pals; 但如果是由man或woman所组成的合成词的复数则同时为复数。如：man doctor-men doctors, woman teacher-women teachers
十）有的单复数意思不同。如：fish鱼 fishes鱼的种类, paper纸 papers报纸，卷子，论文, work工作 works作品，工厂, gla玻璃 glaes玻璃杯，眼镜, orange桔子水 oranges橙子, light光线 lights灯, people人 peoples民族, time时间 times时代, 次数, chicken 鸡肉 chickens 小鸡
十一） 单个字母的复数可以有两种形式直接加s或’s。如：Is (I’s), Ks (K’s)。但如是缩略词则只加s。如：IDs, VCDs, SARs
十二） 特殊形式的有：child-children, man-men, woman-women, foot-feet, mouse-mice, policeman-policemen, Englishman-Englishmen
B）名词的格
当我们要表示某人的什么东西或人时，我们就要使用所有格形式。构成如下：
一）单数在后面加’s。如：brother’s, Mike’s, teacher’s 二）复数以s结尾的直接在s后加’，如果不是以s结尾的与单数一样处理。如：Teachers’ Day教师节, clamates’; Children’s Day六一节, Women’s Day三八节
三）由and并列的名词所有时，如果是共同所有同一人或物时，只加最后一个’s，但分别拥有时却分别按单数形式处理。如：Mike and Ben’s room迈克和本的房间（共住一间），Mike’s and Ben’s rooms迈克和本的房间（各自的房间）
2、代词
项目 人称代词 物主代词 指示代词 反身代词 人称 主格 宾格 形容词 名词性 第一人称 单数 I me my mine myself 复数 we us our ours ourselves
第二人称 单数 you you your yours yourself 复数 you you your yours yourselves 第三人称 单数 she her her hers herself he him his his himself it it its its this that itself
复数 they them their theirs these those themselves
3、动词
A） 第三人称单数
当动词是第三人称单数时，动词应该像名词的单数变动词那样加s，如下：
一）一般在词后加s。如：comes, spells, waits, talks, sees, dances, trains 二）在x, sh, ch, s, tch后加es。如：watches, washes, wishes, finishes 三）1）以辅音字母加y结尾的变y为i再加es。如：study-studies, hurry-hurries, try-tries
2）以元音字母加y结尾的直接加s。如：plays, says, stays, enjoys, buys 四）以o结尾加es。如：does, goes 五）特殊的有：are-is, have-has B） 现在分词
当我们说某人正在做什么事时，动词要使用分词形式，不能用原形，构成如下：
一）一般在后加ing。如：spell-spelling, sing-singing, see-seeing, train-training, play-playing, hurry-hurrying, watch-watching, go-going, do-doing
二）以不发音e的结尾的去掉e再加ing。如：dance-dancing, wake-waking, take-taking, practice-practicing, write-writing, have-having
三）以重读闭音节结尾且一个元音字母＋一个辅音字母（注意除开字母组合如show –showing, draw-drawing）要双写最后的辅音字母再加ing。如：put-putting, run-running, get-getting, let-letting, begin-beginning
四）以ie结尾的变ie为y再加ing。如：tie-tying系 die-dying死 lie-lying 位于
4、形容词的级
我们在对两个或以上的人或物进行对比时，则要使用比较或最高级形式。构成如下：
一） 一般在词后加er或est(如果是以e结尾则直接加r或st)。如：greater-greatest, shorter –shortest, taller –tallest, longer –longest, nicer- nicest, larger -largest
二）以重读闭音节结尾且1个元音字母＋1个辅音字母(字母组合除外，如few-fewer fewest)结尾的双写结尾的辅音再加er /est。如：big-bigger biggest, red-redder reddest, hot-hotter hottest
三） 以辅音字母＋y结尾的变y为i加er/est。如：happy-happier happiest, sorry-sorrier sorriest, friendly-friendlier friendliest(more friendly most friendly), busy-busier busiest, easy-easier easiest 四）特殊情况：(两好多坏，一少老远)
good/wellmore most bad/ill – worse worst little- le least old- older/elder oldest/eldest far- farther/further farthest/furthest
5、数词 (基变序，有规则；
一、二、三，自己背；
五、
八、
九、十二；
其它后接th；
y结尾，变为i, eth跟上去。) first, second, third; fifth, eighth, ninth, twelfth; seventh, tenth, thirteenth, hundredth; twenty-twentieth, forty-fortieth, ninety-ninetieth
二、七年级英语语法——句式 1.陈述句
肯定陈述句 a) This is a book.(be动词)
b) He looks very young.(连系动词) c) I want a sweat like this.(实义动词)
d) I can bring some things to school.(情态动词) e) There’s a computer on my desk.(There be结构)
否定陈述句 a) These aren’t their books.b) They don’t look nice.c) Kate doesn’t go to No.4 Middle School.d) Kate can’t find her doll.
e) There isn’t a cat here.(=There’s no cat here.) 2.祈使句
肯定祈使句 a) Please go and ask the man.b) Let’s learn English! c) come in, please.
否定祈使句a) Don’t be late.b) Don’t hurry.3.疑问句
1) 一般疑问句 a) Is Jim a student? b) Can I help you? c) Does she like salad?
d) Do they watch TV? e) Is she reading?
肯定回答: a) Yes, he is.b) Yes, you can.c) Yes, she does.d) Yes, they do.e) Yes, she is.
否定回答: a) No, he isn’t.b) No, you can’t.c) No, she doesn’t.d) No, they don’t.e) No, she isn’t.
2) 选择疑问句 Is the table big or small? 回答 It’s big./ It’s small.3) 特殊疑问句
① 问年龄 How old is Lucy? She is twelve.② 问种类 What kind of movies do you like? I like action movies and comedies.
③ 问身体状况 How is your uncle? He is well/fine.④ 问方式 How do/can you spell it? L-double O-K.
How do we contact you? My e-mail addre is cindyjones@163.com.⑤ 问原因 Why do you want to join the club?
⑥ 问时间 What’s the time? (=What time is it?) It’s a quarter to ten a.m..
What time do you usually get up, Rick? At five o’clock.When do you want to go? Let’s go at 7:00.
⑦ 问地方 Where’s my backpack? It’s under the table.⑧ 问颜色 What color are they? They are light blue.What’s your favourite color? It’s black.⑨ 问人物 Who’s that? It’s my sister.Who is the boy in blue? My brother.Who isn’t at school? Peter and Emma.Who are Lisa and Tim talking to?
⑩ 问东西 What’s this/that (in English)? It’s a pencil case.
What else can you see in the picture? I can see some broccoli, strawberries and hamburgers.
11问姓名 What’s your aunt’s name? Her name is Helen./She’s Helen.What’s your first name? My first name’s Ben.What’s your family name? My family name’s Smith.12 问哪一个 Which do you like? I like one in the box.13 问字母 What letter is it? It’s big D/small f.
14 问价格 How much are these pants? They’re 15 dollars.15 问电话号码 What’s your phone number? It’s 576-8349.16 问谓语(动作) What’s he doing? He’s watching TV.17 问职业(身份) What do you do? I’m a teacher.What’s your father? He’s a doctor.
三、七年级英语语法——时态
1、一般现在时 表示普遍、经常性的或长期性的动作时使用一般现在时，它有：
Be 动词：She’s a worker.Is she a worker? She isn’t a worker.情态动词：I can play the piano.Can you play the piano? I can’t play the piano.
行为动词：They want to eat some tomatoes.Do they want to eat any tomatoes? They don’t want to eat any tomatoes.
Gina has a nice watch.Does Gina have a nice watch? Gina doesn’t have a watch.
2、现在进行时 表示动词在此时正在发生或进行就使用进行时态，结构为sb be v-ing sth + 其它.
I’m playing baseball.Are you playing baseball? I’m not playing baseball.
Nancy is writing a letter.Is Nancy writing a letter? Nancy isn’t writing a letter.
They’re listening to the pop music.Are they listening the pop music? They aren’t listening to the pop music.
七年级英语书法教案
第一课时
设计意图：七年级是初中的起始阶段，虽然在小学学过写过四年英语字母，但在初中的书写要求有所提高，我决定从字母开始着手。
一． 教学内容: Writing practice of 26 letters 字母书写练习 二． 教学目标：
1.教会学生正确的执笔方法以及26个英语字母的正确书写顺序。
2.教会学生进行自我评价，从字母的高度，宽度，斜度和格位，到字母的间距，词距和行距等方面来衡量自己的书写，掌握书写好坏的标准。 3.培养学生字母书写水平，从而不断提高学生的英语书写水平。
三． 教学重点：
26个英文字母大小写正确写法与训练。
四． 教学难点：
各个字母的高度，宽度，斜度以及格位的讲解。
五． 教学准备：
ppt课件，直尺等 六． 教学设计思路：
1.通过展示漂亮的英文书法字体图片，来引出本课的学习内容。
2.在黑板上画出四线三格，向学生们展示各个字母标准漂亮的写法，并通过ppt展示。
3.让学生在练习本上联系摹写，并下去指导。
七． 教学总结：
1.对个别难写的字母再进行强调。 2.对本节课所讲的知识简单进行小结。
3.布置作业，并于下节课进行书写成果评比。
教学反思：当我在最后一个环节请学生自由写单词时，我一个一个下去指导，评价，鼓励，学生很兴奋，连他们自己都不相信自己能写这么漂亮的一手英语字。我庆幸在初中起始阶段及时纠正了学生的书写，为他们以后的英语句子和文章的书写打下了基础。
Unit2 What time do you go to school?
一、授课题目：What time do you go to school?
二、教学目标
1.知识目标
（1）掌握Section A 1a~1c中出现的单词和短语：what time, usually, get up, go to school, shower, take a shower, run, eat breakfast （2）掌握运用重点句型：
What time do you usually get up? I usually get up at six oclock / six thirty. （3）时间的表达
6:00 six oclock 6:05 six o five 6:30 six thirty 2.能力目标
能运用英语正确表达时间和谈论日常作息安排，能询问和回答时间，能笔头设计和表达科学合理的作息时间安排表。
3.德育目标
通过学习，使学生充分认识时间的重要性，让学生养成良好的作息习惯和培养学生珍惜 。
三、教学重难点
1.词汇
what time, usually, get up, go to school, shower, take a shower, run, eat breakfast 2.句型
What time do you usually get up? I usually get up at six oclock / six thirty.What time do they get dreed？
They always get dreed at seven twenty.What time does Rick eat breakfast? He eats breakfast at seven o’clock.When does Scott go to work? He always goes to work at seven o’clock.He’s never late.When do your friends exercise? They usually exercise on weekends.
四、教具准备
录音机，时钟，图片（洗澡，起床，跑步，吃早餐，上学等动作的图片并将英语单词写在图片的下方）
五、教学步骤
Step I 导入新课
1.让学生听歌曲It’s time to go to school。
2.听完这首歌后，教师紧接着说：“Oh.It is nine o’clock.（教师抬起手腕，做看表动作）What time do you uaually go to school? 设计意图：通过听音乐引入，创造轻松学习环境，提高学生学习英语的兴趣和热情。
Step II 新单词、短语的教授
1.教师出示一张学生上学的图片。
T: The activity is very important for you.Look at the picture.Go to school.（读该短语时放慢速度，让学生跟教师读几遍，然后板书在黑板上）。
2.用同样的方法教授其他一些短语（get up, take a shower, run, eat breakfast）。
3.让学生跟教师读短语→学生齐读→自由朗读→抽生朗读（学生朗读时出现错误应及时纠正，也可让学生看图片说单词）。
4.单词配
设计意图：以图呈现短语，直观生动，对短语采用各种形式进行反复朗读。可采用单词配对等活动检测学生掌握生词的情况，为生词学习作铺垫，达到学生都学会的目的。
Step III 时间训练
1.教师出示一个可以转动时针和分针的表，一边调整时间，一边说：I get up at 6:00． I take a shower at 6:05．并板书在黑板上。例如：6:00 six o’clock.2.教师领读，学生齐读。
3.T: Can you say another time? Let’s count from 0 to 60.（学生齐数数字）
4.让学生看数字卡片识读。
5说出时间，让学生用英语说出时间。
6.学生自己总结时间表达方法，并利用道具说出时间。待学生正确表达时间后，教师让学生在练习本上画出自己的时钟，并标明自己心仪的时间，然后学生进行时间竞猜活动。
Step IV 对话训练
1.继续利用表这个道具，教师一边调整时间，一边说：I get up at 6:00.等；
再询问学生：What time do you get up? 等，引导学生回答，从而引出本部分的重点句型。学生一边看道具，一边认真听教师的描述，然后回答教师的问题I get up at ...，从而学习本部分的重点句型。
What time do you usually get up? I usually get up at six o’clock.（板书）
2.学生朗读对话。
3.让学生根据黑板上的提示回答作息时间。
T: What time do you usually run? Ss: I usually run at six thirty. 教师与学生利用黑板上的信息练习对话。
4.提供标有活动及时间的卡片，让学生进行替换操练。
根据英文写出相应的时间
1．half past six 2．seven thirty 3．a quarter past nine 4．ten to ten 5．eleven fifty 6．ten past twelve 7．half past twelve 8．a quarter to two 9．three o’clock 10．four twenty—five
设计意图：使用“What time do you usually ...”句型，询问对方的作息时间，通过替换操练，让学生初步掌握所学句型，知道如何作答，同时为培养学生综合运用语言能力打下良好的基础。为下一步的听力练习与后面学习作铺垫。
Step VII 写一写、说一说
1.Make a reasonable daily routine for yourself. 2.Write them out. I usually get up at six o’clock.I take a shower ...3.Read it in cla.4. Step VIII总结
Step IX布置作业
Remember the new words, new phrases and sentences.
八、板书设计
Unit 11 What time do you go to school?
Unit2 What time do you go to school? Section B
一、词汇：afternoon, evening, homework, letter, around, start, Saturday, exercise
二、句型：When do people usually eat dinner? People usually eat dinner in the evening. When does Rick usually get up? He usually gets up at…
三、语法：复习what time 和when 以导的特殊疑问句的构成。
四、第一教学环节：情景创设，导入新课 教师活动 学生活动
1．复习、学习一些表示活动的动词短语和时间短语，并引导学生运用所学目标语言When do you usually do homework? I usually do homework in the evening．等来询问和谈论时间。
2.引导学生将活动与时间一一配对，完成1a部分的教学任务。复习、学习一些表示活动的动词短语和时间短语，并运用所学目标语言When do you usually do homework? I usually d0 homework in the evening．等来询问和谈论时间。
2.将活动与时间一一配对，完成1a部分的学习任务。
五、第二教学环节：师生互动，学习探究 教师活动 学生活动
l•引导学生进行Pairwork活动，就1a所学的内容进行问答练习，运用所学的目标句型When do people usually eat dinner? People usually eat dinner in the evening．等，完成1b部分的教学任务。
2•进行Pairwork活动，根据2b部分的表格内容，正确使用所学的目标句型What time does Rick usually get up? He usually gets up at…等就磁ck的活动和时间进行对话练习，完成2b的学习任务。
3．阅读3a部分的短信，根据短信内容写出Jennifer在所给的时间从事的活动，完成3a的学习任务。
4．先阅读3b部分的短信，然后参看2b部分提供的活动信息，选择适当的词语填空，完成3b部分的学习任务。
六．第三教学环节：合作交流，巩固提高
感叹句——感叹句一般有两种结构：(1)What+(a／an)+形容词+名词(+主语+谓语)!如：What a beautiful flower(it is)!(它是)一朵多美丽的花啊!What an interesting movie!多有趣的电影啊!What good musicians!多好的音乐家啊!(2) How+形容词／副词+主语+谓语!如：How beautiful the flower is!花多美啊! How interesting the movie is! 电影多有趣啊!How good the musicians are!音乐家们多好啊!How well Bill plays the guitar! 比尔的吉他弹得多好啊! 练习设计 随堂练习设计
连词成句，注意句后的标点符号
1．home／what／in／does／she／the／morning／leave／time _____________________________________________________ 2．busy，we ，morning，the，in，always，are ____________________________________________________ 3.goes，mother，to, usually，at，eleven, bed，my _____________________________________________________ 4.usually／go／he／to／when／work／does _____________________________________________________ 5.practice，after，guitar，I，often，the，supper _____________________________________________________ 6．does，lunch，time，she，what, have _____________________________________________________ 7．do／about／you／to／know／morning／my／want _____________________________________________________ 8.schedule，make，shower，they，a _____________________________________________________
七、课后反思
Unit 2 Is this your pencil?教案
学科名称：英语 班级：初一5班
课题：Unit 2 Is this your pencil? 教材：人民教育出版社七年级英语上学期Unit 2 课的类型：新授课
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.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:实物(学习用品)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（一下T代表老师，S、Ss代表学生）
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.训练
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: hank 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.s 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: s 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 cla, we"ve learned the names of some common personal poeions 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.
Step six: 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 miing words.The rest of the students check their answers.) Step seven: 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.
SA: What"s this in English?
SB: It"s a ruler.
SA: How do you spell it ?
SB: R-U-L-E-R.
(As students practice, the teacher moves around the claroom checking progre and offering pronunciation and intonation support as needed.)
T: I"ll ask some pairs of students to practice the conversations.
SA: …
SB: …
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 cla into two groups.Each team will take turns asking the other group to the spell we learned in cla.The team who is the first to get ten points is the winner.Let"s start.
SA: How do you spell backpack?
SB: B-A-C-K-P-A-C-K.
T: Group B, one point.It"s your turn to ask, please.Step Eight: 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 owners ? Let"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.
Homework.
Read the new words and the target languages presented in this cla and say the chant to improve your spoken English.
Period Two
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 poeions.After cla, please use some of these words to write out a conversation and practice with your partner.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较好。)
1.at prep.在(里面或附近);在(点刻);
2.the art.表示特指的人、物、事或群体
3.lost adj.丢失的;遗失的
4.Found adj.(find的过去式、过去分词)找回的
5.lost and found 失物招领
6.please adv.请
7.school n.学校
8.a set of 一套;一副
(Teach students to read the words.)
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 paage twice then fill the blanks using the words we learned.
(Show students a short paage and play the recording for the students to listen.)
There are many things in (1)_____________________in my (2)__________.Look, here"s (3)_________keys.Is this yours? (4)__________call Jim (5)___________753-2289.
Typescript:
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 paage together.
(Students read the paage 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 discuion with your partner.
(Students discu 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 clamate 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.(让学生通过教师展示的失物启示,发现写失物启示的要点。)
Lost:
My baseball.
Yellow and red.
Call Tom at 405-6678
Lost:
My school ID card.
My name is Mike.
Please call 843-9096
S6: The lost thing.
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 gue 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 "Found".(让学生通过教师展示的失物招领,发现写失物招领的要点。)
Found: Backpack
Is this your backpack?
Please call Mana.
Phone # 556-0203.
David,
Is that your pencil case in the lost and found case?
Alice.
S14: The found thing.
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 meage.
(Show students a meage.)
( ) at 529-6403
( ) call David
( ) A set of keys.Please
( ) Found:
T: This is a bulletin board meage.But they are in the wrong order.You should 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 meage.Write number 2, 3, and 4 in the boxes to complete the meage.
(Students complete the meage and write the numbers in the boxes in 3b.)
T: Well, who would like to read the meage?
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 meages and the teacher moves around the room offering language support as needed.)
T: Let"s read some of your meages.
(Ask some students read their meage 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 leon, ask me , ask your clamate 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.
七年级英语
本试卷共6页，必答题100分，附加题20分；
考试时量90分钟。
Listening Test Part(30分)
I.听字母或单词，选择正确的图片 (5分)。
II.听句子，找出你在句子中所听到的内容(5分)。
III.听对话，选择正确答案回答问题 (10分)。
IV.听短文，填单词。(10分)。
Written Test Part(70分)
V.选择填空：从A、B、C三个选项中选择正确答案填空（10分）。
VI.日常交谈（20分）
(A) 补全对话(10分)
假设你正在参加学校英语俱乐部的招聘面试，请用方框内的句子与考官对话，将序号写在相应的横线上。相信你一定会被录取。(A：考官B：你)
(B)对话排序（在题前括号内填上
1、
2、
3、4或5，组成正确的对话）（10分） VII.阅读理解（30分）
（A） 阅读下列四个同学的爱好和参加兴趣小组的调查表，然后判断正误。正确的写T，错
误的写F。（10分）
(B)看图选择正确的答案(10分)
(C)读对话选择图画 (10分)
VIII.写作。重新排列以下单词，以组成正确的句子。（10分）
附加题：（20分）
Ⅰ．参照下列身份证，把表格填写完整。(10分)
II.根据你的实际情况简单介绍你自己和父母。让老师更了解你，让我们做朋友。(10分)
七年级英语第1页（共6页）
七年级下册英语（外语教学与研究出版社）
学生用书（Student’s Book 2）
Module 2 Spring Festival
Unit 1We’re getting ready for Spring Festival.
Teaching Planning
课题内容：（1）本模块的话题是“节日”。本单元要求学生掌握描述节日的表达方式，同时加强学生对中外节日的理解与认识。通过使用现在进行时，对该话题展开听、说、读、写的语言实践活动，使学生加深能够谈论或写出对该节日的介绍。并让学生了解一些重要节日的庆祝方式。
（2）通过对本模块的学习，有助于学生了解世界，在一定程度上提高学习效率，并形成自主学习的能力，为学生养成良好的学习习惯打下良好的基础。
（3）教学中教师应随时随地地以课本为出发点，灵活运用各种素材组织教学过程和内容。
Ⅰ、Teaching goals
1.Make an introduction of the Spring Festival
2.New words :festivalreadycleancooklearnmealdragonlanternsweepfloorhelp
New phrases: Spring Festivalget ready fordragon danceclean the housesweep the floormake lanternscook the mealat work
3.Grammar focus: The questions and answers of the present continuous and the present simple
tense sentences
Ⅱ、Ability goals
1.Enable students to understand the conversation about the Spring Festival
2.Enable students to recognize phrases and short answers
3.Enable students to talk about the Spring Festival with given information and describe the proce of festival preparations
Ⅲ、Emotional goals
1.Enable students to be willing to know festivals of different places, and be happy to take part in some English practice activities.
2.By doing so, students’ interests in English learning will be developed and improved.
3.Cultivate students’ enthusiasm for exotic culture and their paion for life tradions.All these will ,to a certain extent, enhance students’ understanding of domestic culture .
4.Students participate in various English activities ,going through all kinds of difficulties ,which enable them to establish correct language learning value in new environment.
Ⅳ、Important points
1.Learning new words and phrases
2.Understanding the present continuous tense sentences in the textbook by reading
3.Having a good command of the structure and usage of the present continuous tense
Difficult points
The comparison between the structure and usage of the present continuous tense and the present simple tense
Ⅵ、Teaching aids and methods
Teaching aids: color picturestape-recordermoney in red envelopehand-outblackboard
Teaching method: task-based teaching approach
Ⅶ、Teaching procedures
1.Lead-in(Pre-task)
(1)Greeting
(2)Recall what we have learned in the last leon.(the present continuous tense)（重述现在进行时的含义）由下面的例子引入：
T: what are we doing now?
S: We are having an English cla.
2.While-task
Step 1:
Show the students the money in the red envelope .This is lucky money.When can we get lucky money? Yes, we can get lucky money in the Spring Festival.Teach students the new phrase ：Spring Festival.
Step 2:
You know people are very busy before the Spring Festival.And what do people often do before the Spring Festival? Present the title of this leon: We’re getting ready for Spring Festival.
Teach students the new phrase: get ready fornew word: ready
Step 3
Show students some color pictures and say :Look at these pictures.From the pictures , we can see people are very busy.What are they doing? Who can tell me? You can speak in Chinese.
Several students stand up to answer the teacher’s questions.
Teach students’ new words and phrases :cleancookmeallantern
dragonsweepfloor
sweep the floorcook the mealclean the housedragon dancemake lanterns
So, people in the pictures are getting ready for Spring Festival.
Step 4:
Look and say.
Look at the pictures again and say what they are doing.
They are…..They are….They are…..
(Practice V-ing 句型)
Step 5：
T: Can you do these things in the pictures?Ask two or three students to answer the
questions.(举例子)
If you cannot do these things, you must learn to do them.Teach students the new word :
learn.
So , if you can do these things ,you can help your parents before the Spring Festival.
Teach students the new word: help
And your parents will be very happy.Maybe your parents will give you some lucky money.Step 6:
1.Match and check.
2.Listen and reading on page 8.
The Spring Festival is coming.People are getting ready for it.There is a dialogue among Lingling Betty and Tony.
(1)Listen to the tape.
(2)Work in group of 3.
T: At first, you should say :I am Lingling,I am Betty ,I am Tony.Are you clear? Ask the three groups to act out the dialogue.And then ask students which group is best.Give the best group a small present.
Step 7:
1.complete part 3..
T: Are the boys making lanterns?
S: Yes, they are.|No, they aren’t.
（再举几个例子练习，让两个学生为一组反复操练现在进行时的简短回答，通过反复
练习让学生熟悉并最终掌握）。
2.complete part 4.
Ask two students as a group to practice .There are six groups in all.
Ⅷ：Homework
1.Finish part 5: pronunciation.
2.Work with your partner to practice part 6.
3.Finish the handout.
新标准英语第八册Module 8
Unit1 Open your book.
新授
【教学目标】
知识目标：
学习下列单词及短语：once upon a time,begin ,decide,ride,go for a ride,golden,
Little,pick,notice,hurry,push,enter,count,hungry 。
学习本单元的重点句型：(1).Then she noticed a little house .
(2).She hurried to the house to ask where she was.
(3).She knocked on the door.能力目标：学习行为动词的一般过去时，并通过童话故事提高对英语的学习兴趣，
感受学习英语的乐趣。
【教学重点】
1.词汇和词组。 2.一般过去时。
【教学难点】
一般过去时的学习及掌握。
【教具准备】
点读笔、多媒体、黑板、课件、
【教学方法】
兴趣教学法、情景教学法
【教学过程】
Step 1 Leading in 1.Play a short video and ask the students what the video talks about.2.Free-talk:What did you know about Goldilocks? Step 2 Presentation 1.Describe the pictures in pairs.(1)Play the photos as quickly as poible and the students say these English words as quickly as they can.Once,hear,begin,decide,ride,golden,little,pick,notice,hurry,knock,nobody,push,open,enter,count,bowl,all,hungry,right (2)students discu where the stre is,and then the teacher shows the flash.If there are 明天初中英语Module8 教案
主备人：赵明梅
1 mistakes,pay more attention to them again.(3)教师结合activity介绍在这个童话故事中出现的词汇。
Basket,decide,forest,gold,hair,story Students read the words together aloud.自我完善：______________________________________________________________ _____________________________________________________________________________________________________________________________________________ Step 3 Listening Step 4 Speaking 1.Read the dialogue after the video together and pay attention to the pronunciation.2.Read the dialogue in pairs.3.Retell the beginning part of the story.自我完善：_________________________________________________________ ___________________________________________________________________
Step 5 Cooperative studying 1.Work in groups and find out the language points.(1)散步：
(2)在森林里：
(3)向四周看：
(4)敲门：
(5)向里面看：
(6)拿起、拾起：
2.Deal with the past simple.(1)Find out the sentences including the past simple in the dialogue.E.g.:Goldilocks picked some flowers.Goldilocks looked around her.Then she noticed a little house.So she hurried towards it,and knocked on the door.Finally,she pushed the door.Goldilocks entered the house and looked into a small room.She picked up the very big bowl but she didn’t like it.She finished all the food in it.(2)Students observe them and try to summarize the structure of the past simple.(3)The teacher writes the structure on the blackboard.Step 6 Consolidation Group work: E.g.:Once upon a time,there was a girl called Goldilocks…… Step 7 Summing up & Homework Summing up: 明天初中英语Module8 教案
主备人：赵明梅
2 1.Words:once,hear,begin,decide,ride,golden,little,pick,notice,hurry, Knock,nobody,push,open,enter,count,bowl,all,hungry,right 2.Sentence patterns:Did she…? Yes,she did./No,she didn’t.She picked up… She didn’t like… Homework: 1.Read the dialogue fluently.2.Go on to polish the story.3.Recite the words and phrases.作业反馈：_____________________________________________________________ ______________________________________________________________________________________________________________________________________________ 【板书设计】
Unit1 Once upon a time ......
Past simple tense: 肯定句：主语+规矩动词的一般过去式
否定句：主语+didn’t+动词原形
疑问句：Did+主语+动词原形+其他？
肯定回答：Yes，主语+did. 否定回答：No,主语+didn’t 【教学反思】
明天初中英语Module8 教案
主备人：赵明梅
新标准英语第八册
Module 8 Unit2
Goldilocks hurried out of the house
【教学目标】
知识目标：
1.学会词汇：hair, gold, basket, go for a walk, forest, once, upon, once upon a time, decide, notice, all alone, dark, pick, pick up, around, little, knock, door, soon, lost, towards, answer, right, push, finish, enter, bowl, hungry, asleep, piece, return, cry, point, point to, jump, shout, middle, either, in piece, at first和without。
2.语言技能目标：
1）能听懂简单故事中的主要人物和事件。
2）能用一些规则动词的过去式 描述过去的事情或讲一个故事。
3）能够读懂简单的故事，明白其中的人物关系，并能就故事作答。而且，掌握短文通篇大意，学习使用上下文猜测词义的学习方法。
4）能用规则动词的过去式叙述简单的事情或故事。
3.情感目标：通过阅读通话故事，提高学习英语的兴趣，感受学习英语的乐趣。
【教学重点】
本单元重点词汇和日常用语。
【教学难点】
能够迅速用英语回答出简单的数字计算题。
【教具准备】
点读笔、多媒体、黑板、课件、卡片
【教学方法】
兴趣教学法、情景教学法
【教学过程】
Step1：Warming-up and Lead in
To watch the pictures of Goldilocks and the Three Bears. Let students talk about the story and learn the new words.
Step2：Match the sentences with the pictures in Activity 2.
1.Goldilocks opened her eyes, jumped out of bed and hurried out of the house.
2.She tried the small chair.
3.The Three Bears returned to their house.
明天初中英语Module8 教案
主备人：赵明梅
4 4.Baby Bear cried because there was nothing in his bowl and his chair was in pieces.
5.Baby Bear pointed at Goldilocks.She was asleep in his bed.
keys: 1.(c)
2.(d)
3.(a)
4.(e)
5.(b)
Step3：Check () the true sentences.
(
) 1.Goldilocks liked the big chair?
(
) 2.Goldilocks liked the small bed? (
) 3.Baby Bear looked in the bedroom?
(
) 4.The Three Bears were happy to see Goldilocks.(
) 5.Goldilocks didn’t like the Three Bears.
keys: ×√ √ × √
Step4：complete the paage of Activity 5 with the correct form of the words from the box.Step5：Explain and study the important and difficult points.1.the usage of the word “ middle “ 2.the usage of the word “ either ” e.g.—I can’t swim.—I can’t swim either.
3.the usage of the word “ asleep “
自我完善：___________________________________________________________ ____________________________________________________________________
Step6：Exercises 1.I often _____ (go) to school by bus, but I ____ (walk) to school today.
2.Alice often _____ (finish) her homework at eight o’clock, but she _____ (finish) at nine o’clock last night.
3.Baby Bear _____ ( not notice) the little girl in his bed.
Step7：Homework
Review and recite the important points of Unit 2.
自我完善：_______________________________________________________________- ___________________________________________________________________________
Step 5: Homework and feedback
Copy the conversation and letters.(Do entering famous school) _______________________________________________________________________________________________________________________________________________________ 课后小结：
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【板书设计】
明天初中英语Module8 教案
主备人：赵明梅
Unit2
Goldilocks hurried out of the house
First, ......
Then,
......
Finally, ......
【教学反思】
明天初中英语Module8 教案
主备人：赵明梅 6
新标准英语第七册Module 8
Unit3 Language in use
【教学目标】
1.语言知识目标：掌握下列单词: hair, gold, basket, go for a walk, forest, once, upon, once upon a time, decide, notice, all alone, dark, pick, pick up, around, little, knock, door, soon, lost, towards, answer, right, push, finish, enter, bowl, hungry, asleep, piece, return, cry, point, point to, jump, shout, middle, either, in piece, at first和without。
2.语言技能目标：
1）听懂简单故事中的主要人物和事件。
2）用一些规则动词的过去式 描述过去的事情或讲一个故事。
3）读懂简单的故事，明白其中的人物关系，并能就故事作答。而且，掌握短文通篇大意，学习使用上下文猜测词义的学习方法。
【教学重点】
本单元重点词汇和句型。
【教学难点】
能用英语表述加法算式。
【教具准备】
点读笔、多媒体、黑板、课件、卡片
【教学方法】
兴趣教学法、情景教学法
【教学过程】
Step1：Show new word e.g.Part of the building was destroyed in the fire. 大楼的一部份毁于火灾。
This is one of the nicest parts of San Francisco.这是旧金山最好的地方之一。
Step2：Work in pairs.Language practice 1.Finally, she pushed the door.2.She didn’t like the middle bed or the big bed. 3.Did she pick any flowers in the forest? 自我完善：_____________________________________________________________ _______________________________________________________________________
明天初中英语Module8 教案
主备人：赵明梅
7 Step3：complete the sentences with the correct form of the words from the box.answer
enter
hurry
jump
like
notice
point
return
try
walk 1.Baby Bear ______ at the girl in his bed. 2.She _______ the house.
3.Goldilocks _______ out of bed. 4.She _______ to the little house.
5.The Three Bears didn’t _____ the door because they were out in the forest. 6.The Three Bears didn’t __________ Goldilocks in bed at first.7.Goldilocks didn’t _____ to that part of the forest again. 8.—Did she _____ the small chair first?
—No, she didn’t.She tried the big chair first.9.—Did she _____ the small bed?
—Yes, she did.
Step4：complete the paage of Activity 2 with the correct form of the words from the box.answer
ask
be
enter
knock
look
notice
pick
walk
want Now work in pairs.Ask and answer the questions.
1.Did Tom want to go for a walk in the dark forest? Yes, he did.2.Did he pick a lot of blue flowers? No, he didn’t.3.Did he notice a house? Yes, he did.4.Did he knock on the door first? Yes, he did.Step5：Around the world—— To know Fairy tales 自我完善：__________________________________________________________ __________________________________________________________________ Step6：Module task——Telling a story Work in pairs.Look at the pictures of Activity 3 and make sentences.Use the words given.
Step7：Put the sentences together to make a story.Remember to use words like “and”, “so”, “but”, “because”, “first”, “next”, “and then” and “finally”.Once upon a time there was a little girl called Nüwa.Her father was Emperor Yan and he loved ……
Step8：Read your story to another pair and listen to theirs. Step9: Language points 1.dark ~~ bright e.g. 1) This room is dark but that one is bright.
2) The day is bright and the night is dark.2.little ~~ big / large e.g.1) My schoolbag is little but his is big.
2 ) My cup is little but my father’s is big.
明天初中英语Module8 教案
主备人：赵明梅
8 3) The hill is little but the mountain is large.3.the usage of the word “right” 4.hungry ~~ thirsty e.g. 1) The little boy is hungry and he wants to eat.
She is thirsty and she wants to drink.
自我完善：______________________________________________________ ________________________________________________________________ Step10：Study Grammar ——The simple past tense 上个模块中，我们学习了 be 动词的过去式，那么一般动词的过去式是如何构成呢？请同学们观察下面的例句：
Jack often goes to school by bike, but today he walked to school.杰克经常骑自行车去学校，但是今天他是走路去的学校。
I live in Beijing now, but I lived in Shanghai three years ago.我现在住在北京，但是三年前我住在上海。
Step12：Homework Review and recite the important points of Unit 3.
作业反馈：______________________________________________________ _______________________________________________________________
【板书设计】
Unit3 Language in use Past simple tense: 肯定句：主语+规矩动词的一般过去式
否定句：主语+didn’t+动词原形
疑问句：Did+主语+动词原形+其他？
肯定回答：Yes，主语+did. 否定回答：No,主语+didn’t 【教学反思】
明天初中英语Module8 教案
主备人：赵明梅
七年级英语集体备课教案
张宗荣
陈艳斌 Unit 6
pets
Reading Objectives To learn about rhyme schemes, stre and intonation of poetry To learn new vocabulary to talk about pets To read about animal behaviors Background information This section introduces students to poetry.The three short poems are different not only in the choice of pets, but also in the way they focus on different aspects of animals.The style of each poem is different.‘My Dog’ focuses on behaviors adjectives.‘My Goldfish’ exprees the poet’s feelings about the goldfish’s lifestyle.‘Cats’ describes the different places where cats sleep.
Part A Teaching procedures Ask students to study the poems and pictures on page 90.Write the title ‘My Dog’ on the board and also the verb that are used in the poem: ‘chase’, ’catch’, ’hunts’, ’hide’, ’builds’, ‘bark’, ‘bite’, ‘fight’ and ‘look after’.Talk about their meanings.For weaker claes, read ‘My Dog’ one like at a time and have students repeat after you.For stronger claes, choose five students to read two lines each.Ask students to find the adjectives in the poem which tell us about its characteristics, e.g., ‘cleverest’.Work through the meaning of ‘wonderful tricks’.Then ask them to identify the verbs which describe the dog’s actions (‘chase’, ‘catch’, ‘hunts’, ‘builds’, ‘bark’, ‘bite’ and ‘fight’).
Ask students some general questions to elicit details about the dog’s actions to generate some of the key verbs, e.g., what does the dog do? For weaker claes, read the poem ‘My Goldfish’ and ask students to follow in their books.Explain the meaning of ‘miaow’ and ‘bubbles’.For stronger claes, ask two students to each read a stanza.Read the poem ‘Cats’.As you read the poem, try to use gestures and mines to illustrate the different impreions presented in the poem.Learn about the words ‘window-ledge’, ‘edge’, ‘drawer’, ‘lap’, ‘cardboard box’ and ‘frocks’.Ask more able students to read the ‘Cats’ poem, first on their own and then with a partner.S1 reads lines 26-35 and S2 reads lines 36-46.Ask if any students have cats that like to sleep in unusual places.Have the cla prepare this poem for choral reciting.Allocate different lines to individual students or pairs to create a dramatic impreion.Ask one or two students to read one line only, e.g., S1: Cats All: Cats sleep anywhere, S2: Any table, S3: Any chair, S4: Top of piano, This activity helps students to work as a team as they have to listen to their cues, which encourages them to work collaboratively.Ask students which poem they like best.Encourage more able students to say why they like it, e.g., I like the poem about cats because they are my favorite animals.Extension activity For stronger claes, ask students to copy the poem ‘Cats’ into their books, leaving enough space to draw the different objects to illustrate where cats live and sleep.Encourage students to interpret the use of prepositions to prepare a correct visual presentation of the poem.
Part B Teaching procedures 1 Read the words listed in the box in part B1 to the cla.Ask students to repeat each one and to pay particular attention to the sounds of the final syllables.Ask students to complete the sentences with the correct words.Encourage them to read the sentences out loud so that they can hear the sounds of the words.For weaker claes, you may need to read out the first word of each sentence slowly and ask students to repeat them before they start completing the sentences.Ask le able students to work with a partner and take turns saying the rhyming pairs aloud.Ask le able students to do the extra questions on page 91.For more able students, do not provide them with the extra gapped sentences and words.Ask them to look for other rhyming pairs in the poems themselves.Ask students whether they think the rhyming words make the poems more pleasant to listen to.Accept all opinions.Then ask individual students what are the other roles of the rhyme in poetry.Elicit as many opinions as poible, e.g., makes poetry easier to remember, creates a beat at the end of each line, helps create a pattern of sounds and a sound rhythm, creates a tune, helps create the images, etc.Explain the context and the instructions to part B2.Review the words in the box.Then ask students to complete the sentences with the correct words.Ask two volunteers to read out the completed articles.Extension activity Ask more able students to find any other rhyming pairs from the words learned in other units.Give them a reward for finding one, two or more.This is a very useful pronunciation exercise as well as an activity which prepares students to use language creatively on their own.
Part C Teaching procedures Ask students to do Part C1 in pairs.Encourage them to use a dictionary if neceary.Review the answer and clarify any areas of uncertainty.Ask students to do Part C2 on their own.Remind them that all the words can be found in the poem ‘My Goldfish’ on page 90.Ask more able students to do the task without referring the poem.Tell le able students to find the words in the poem to complete what Peter says.Read out the first line.Then ask four students to read out one line each.To do part C3, students will have to refer to the poem ‘Cats’ on page 90.Ask more able students to do the task on their own.Le able students may need help.Provide them with the names of places, and perhaps how many times each preposition is used.Ask more able students where cats sleep based on the poem ‘Cats’ on page 90.Tell them that they can use any other words apart from ‘in’, ’on’ and ‘on top of’.
仁爱七年级英语教案模板（共9篇）
初中英语七年级教学工作总结（共14篇）
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