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人教版初中七年级英语上册教案全册

七年级上册教案

Starter Unit 1 Good morning !

教学重点：

Aa --- Hh的字母教学。

Hello! Good morning. Good afternoon. Good evening.

-- How are you? -- I’m fine, thanks. And you? -- I’m OK.

教学难点：课本中英语人名的学习和大、小写字母的学习及书写。

单元课时：5个课时

第一课时：完成Section A 1a, 1b

第二课时；完成Section A 2a, 2b,2c, 2d, 3, 4a

第三课时：完成Section A 4b, 4c, Section B 1, 2a, 2b

第四课时：完成Section B 3a, 3b, 4, 5

第五课时：完成Self Check and Just for Fun

教学目标：

A. 语言知识目标

词汇：Letters Aa --- Hh

八个人名：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

句型：Good morning. Good afternoon. Good evening.

-- How are you? -- I’m fine, thanks. And you? -- I’m OK.

B. 语言技能目标

通过游戏等多种形式的学习活动，培养学生对初学知识的听、说、读、写能力和灵活运用初学的日常交际用语的能力。

C. 情感目标

1. 激发学生学习英语的兴趣，发挥学生学习英语的积极性和主动性。

2．通过小组活动，培养学生的合作意识和团队精神。

3．在活动中培养学生的思维能力和创新能力。

Period One

Teaching materials：Section A 1a,1b

Teaching aims:

1.识别和掌握八个人名。

2.学会早上见面打招呼的用语。

Language points

1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

2.句型：Hello! Good morning!

Difficulties：八个人名的掌握

Teaching procedures:

Step 1. Warming-up

1.T wears a name card with an English name on it, then points to the name card and have an introduction.

2. Greet the whole class and help them to say, Hello, … Good morning, …

Step 2. Play a game.

T gets ready for a list of English names for boys and girls.

Play the game like this:

T says a letter, for example C, then let the Ss tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first or he can give the chance to his friend.

Step 3. Presentation

Show a picture of a girl and give the name under the picture, teach Alice. In the same way teach the other seven names.

Step 4.Game

Show the pictures of these eight children as quickly as possible. Let the Ss tell the names of these children. ( The winner can have a chance to choose an English name.)

Step 5. Presentation

Show a picture with Eric, let Ss guess what Eric wants to say to us. The answer is : Hello! or Good morning. Then help them to say: Hello, Eric! or Good morning, Eric.

Step 6. Work on 1a

Play the recording for the first time, Ss only listen.

Play the recording a second time. Ss repeat.

Step 7. Work on 1b

Ss practice the conversations in pairs. T moves around the classroom when Ss are practicing. Give them some help if needed.

Ask Ss to practice greeting each other. They can use their Chinese names if they wish. Encourage them to use their English names if they can. Ask them to practice using all the different greetings taught in Activity 1a. Homework

Make a name card like the teacher’s by themselves and learn how to read their own names.

Period Two

Teaching materials：Section A2a-4a

Teaching aims:

1.学会正确朗读和书写Aa-Hh八个字母。

2.了解一些常用缩略字的含义。

3.巩固所学的八个人名。

4.记住自己和同伴的英文名字。

Language points:

词汇：自己和同伴的英文名字。

Difficulties: 八个字母的正确书写和记住尽可能多的名字。

Teaching procedures:

Step 1. Warming-up

Greet all the Ss with : Hello, … or Good morning, … using their English names.

(Ask all the students to wear their name cards like T) At the same time let them repeat their names and try to remember their names.

Step 2.Presentation

Show different letters on the slide picture and see if they can read them. First big letters, then small letters.

Step 3. Learn the letters. (Work on A 2a—2d)

1.Listen and repeat the eight letters.

1.Put all the big letters in order.

2.Find the big letters for these small letters.

3.Listen and number the letters they hear.

4.Teach them how to write these big and small letters.

5.Write the small letter for each big letter.

Step 4. Game.(Which letter is missing?)

Show seven big letters(from A-H) on the slide picture, see who can find the missing letter. Then show seven small letters.

Ss play the game in a group of four. Everyone should get ready for two pieces of paper with seven big letters and

seven small letters.

Step 5. Presentation

Show some letters and ask them to read first, and then guess what they stand for.If they have difficulties, T can give them some hints.

Step 6. Work on Section A 3

Ss discuss and guess what these letters stand for and then check the answers with the whole class.

Step 7. Presentation

Show the eight names on the slide picture first and ask Ss to read. Then put them in order according to the first letter.

Step 8. Work on 4a

Listen to the tape and circle the names they hear.

Step 9. Practice

In groups of four, Ss introduce their English names first. Then practice “Good morning,… ” to each other li ke the dialogue they heard just now on the tape.

Homework

1.Copy these eight big and small letters five times.

2.Find as many letters like HB, CD, BBD as they can.

Period Three

Teaching materials：Section A 4b, 4c, Section B 1-2b

Teaching aims:

1.学会不同时段打招呼的用语。

2.学习熟识朋友见面的问候语和应答。

3.记住尽可能多的同学的名字。

Language points:

句型：Good afternoon! Good evening!

--How are you? --I’m fine, thanks. And you? --I’m OK.

Difficulties: 用英文名字来跟朋友打招呼问候。

Teaching procedures:

Step 1 Warming-up

1. Greet the students.

2. Ss practice greetings in groups of four using their English names.

3. A report on “ What do these letters mean?”Ask some students to give their reports.

Step 2 Presentation

1. Use clocks to teach morning, afternoon and evening. Let Ss know different time we use different words.

2. Show some pictures to help them say,Good morning. Good afternoon. Good evening.

Step 3 Work on 4b

Play the tape for the first time, let Ss only listen. Play the tape again. This time Ss put the correct number of each conversation in the box.

Step 4 Work on 4c

Ss practice the conversations in pairs.

Step 5 Look and say

Show different pictures with different time and let Ss practice the dialogue in pairs.(Use some popular cartoon figures.)

Step 6 Presentation

Look at the picture and present the dialogue: --How are you? --I’m fine, thanks.

Step 7 Work on Section B 1

First listen and then read after the tape. Ss practice the dialogue in pairs.

Step 8 Work on Section B 2a—2b

1. In groups of four or five, practice the dialogue in 2b with their English names.

2. Play a game. Who has the most friends? Ss move round the classroom and try to know as many friends as they can and practice the dialogue with them. Let’s see who has the most friends in just three minutes. Ss should point to the persons and tell their names. The winner can get a present.

Homework

Greet all the classmates after class and try to remember their English names.

Period Four

Teaching materials：Section B 3a –5

Teaching aims:

1.学会一首英语歌曲。

2.巩固本单元所学字母，单词及句型。

3.学会将相同音素字母和单词归类。

Difficulties: 学好这首英语歌曲及将相同音素字母和单词归类。

Teaching procedures:

Step 1 Warming-up

Greetings.( Let all the Ss practice with their English names.)

Step 2 Letter Bingo

Play a game like this: Fill in nine blanks with Aa—Hh. One of them can be used twice.(Show an example on the slide picture.)Ss should write both the big ones and the small ones. Ss circle the letters they hear. If the circled letters are in a row, they win.

Step 3 Work on 3a

Listen and draw lines between the letters they hear. Play the tape twice. At last ask them what they can see. ( A fish.)

Step 4 Work on 3b

Match the big letters with the small letters.

Step 5 Look and find

Look and find the letters. Show them a picture and ask them to find Aa—Hh in it.

Step 6 Work on 4

Ss listen and repeat. Make sure Ss understand the difference between the two ‘a’ sounds and the two ‘e ’ sounds. Step 7 Listen and sing the song

Play the tape for Ss listen first. Then sing after the tape. At last just play the music and let Ss sing together. Then let the boys have a try ,then the girls.

Homework

Get ready for a picture with different letters in it.

Period Five

Teaching materials：Self Check and Just for Fun

Teaching aims:

1.复习学过的英语歌曲。

2.巩固本单元所学字母，单词及句型。

3.学会将相同音素字母和单词归类。

Difficulties: 将相同音素归类。

Teaching procedures:

Step 1 Warming-up

1. Greetings.

2. Ask some students to sing the song.

Step 2 Look and find the letters

Show some students’ pictures and let Ss find the letters in them.

Step 3 Work on 1

Ask Ss to check all the letters and words they know. Circle any words that they don’t know.

Ask them to find out the meanings of any words that they don’t know. They can do this by reviewing lessons, asking T or asking classmates.

Step 4 Work on 2

Ask them to write five new words in their V ocab-builders on Page 19.

In groups ask them to share their lists with other students.

Step 5 Work on 3

Look at the faces and put their names in the correct alphabetical order. See if they can recognize them and remember their names.

Step 6 Play a game

Play a game called 名字蹲。Get ready for eight big cards with eight English names on them: Alice, Bob, Cindy, Eric, Frank, Grace and Helen. They should say like this: Helen蹲，Helen 蹲，Helen 蹲完Bob 蹲。Bob蹲，Bob 蹲，Bob 蹲完Alice 蹲…

Step 7 Work on 4

Read aloud the words on the left. Ask Ss to repeat. Make sure they know the distinction between different pronunciations of the same letter. Ask Ss try to read the new words on the right. T moves around the classroom and helps Ss if necessary. Check their pronunciations.

Step 8 Just for fun

Ask Ss to read the conversation.

Ask Ss to explain where the misunderstanding is in the conversation.

Homework

Think it over and try to read these words: game, race, and, dad, be, me, get, hen

Starter Unit 2 What’s this in English?

Aims and demands:

1. V ocabulary：Letters Ii — Rr

map、ruler、pen、orange、key、jacket、quilt

2. Language：---What is this in English? ---It is a/an map/orange…

---Spell it，please. ---P-E-N, pen.

3. 了解一些英语缩略词的意思

4. 在活动中培养学生的想象力和创造力。

Time arrangement:

The 1st period：Section A -2a，2b，2c, 2d，3，Section B 4。

The 2nd period：Section A－1a, 1b，1c，4a，4b，4c，5，Section B 1a, 1b, 2a。

The 3rd period：Section B – 2b, 3a, 3b, Self check

Period One

Teaching materials：Section A –2a，2b，2c, 2d，3，Section B 4。

Teaching aims:

a) 复习巩固字母Aa--Hh

b) 复习打招呼的用语、朋友见面的问候语和应答

c) 学习字母Ii – Rr，了解一些英语缩略词的意思

d）学习元音字母a, e, i, o在开音节和闭音节中的发音规则

Language points:

1. V ocabulary：Letters Ii — Rr

Map , ruler , pen , orange , key , jacket , quilt

2. Sentence pattern：---What is this in English? ---It is a/an map/orange。…

Important Points：字母的正确书写和认读。

Difficult Points: 7个表示物体的单词的熟练掌握。

Teaching procedures:

Step 1 Warming up

1. Good morning/afternoon/evening!

---How are you? ---I’m fine, thanks. ---How are you? ---I’m OK.

2. Sing the alphabet song

Step 2 Games

1. Teacher shows a letter quickly and asks : “What’s this?” Get the studentsto answer the questions like this: “ I think it’s A / B.”

Then show the whole of the letter to let the students check whetherthey’re right or wrong.

2. Go through the letters Aa—Hh quickly, pay attention to the intonation. Then play a game: listen and pick the right letter, then arrange the letters in the right order and read loudly.

Step 3 Presentation

Teach the letters Ii—Rr, using: What’s this in English? It’s I / J/---

Step 4 Listen, look and say

1. Section A – 2a

2. Section A – 2c , listen to the tape and write the number of the letters in the boxes according to the order in which you hear them. Play the recording twice and check the answer.

3. Section A – 2b, write the small letters for big letters.

Step 5 A Guessing game

Teacher shows a part of a letter and asks : “What’s this?” Get the students to answer the questions like this: “ I think it’s A / B.”

Then show the whole of the letter to let the students check whether they’re right or wrong.

Step 6 Look and learn

1. Section A－3

2. Teacher shows more special letters.

3. Ss try to think of other special letters.

Step7 Listen and repeat

1. Find friends. Get the students work in groups of four, and find the friends (the same vowels) for A, E, I, O, F.

2. Section B –4, listen and repeat.

3. Exercises: Have a chant.

Step 8 Homework

1. EB Section A 2a

2. ZB(1) P6, ZB(2) P4

3. LR Section A 2a, 2c, Section A 1a, Section B 1a，4

4. Make letter cards I --- R，colour letters.

Period Two

Teaching materials：section A 4 - 5

Teaching aims:

a) 巩固字母Ii – Rr及7个单词。

b) 学习key，pen, map, ruler, orange, quilt, jacket7个词汇

c) 学习辨认物体(Identify things):What’s this in English? It’s ... .

d) 学习a / an的初步用法: a key an orange

e) 学习拼写单词和相关句型: Spell it, please. K-E-Y, key.

Language points:

Sentence pattern：---What is this in English? ---It is a/an map/orange…

---Spell it，please. ---P-E-N, pen.

Important Points：学习辨认物体的句型What’s this in English? It’s ... .

Difficult Points:单数名词前面的冠词的运用，学生容易遗忘。

Teaching steps

Step1 Warming up

1.. Greetings.

2. Sing a song : What’s this?

3. (a). Game: find out the letters. Teacher shows the letters very quickly get the students to call out the letters they see.

(b) Group work: Students prepare in groups four, draw some pictures or diagram, get the others to guess what letters they are.

Step 2 Presentation

1. Letters challenge: Teacher shows the letters very quickly get the students to call out the letters they see.

2. Using the letter pictures to teach new words: map, key, pen, ruler, quilt, jacket and orange.

Step 3 Listen, look and say

1. Section A – 1a

2. Section B – 1a

Step4 A Guessing game

What’s the word?

1. Teacher thinks of a word that the Ss know. Draw a dash on the Bb for each letter. Get a student to suggest a letter. Then another student and another letter until they get all the letters of the words.

2. Show the picture which match the word and ask:

T:What’s t his in English?

Ss: It’s a / an pen

T: Spell it, please.

Ss: P-E-N.

3. Get individuals to give their own words.

Step 5 Group work

Students work in groups, draw pictures of their rooms and talk about the pictures using “What’s this in English? It’s a/an…” Teacher is ready to offer his / her help to those students who are in need of it.

Step6 Report

Ask some demonstration groups to show their pictures before the whole class. They may do like this: This is my room. What’s this in English? It’s a/an…

Step 7 Listening

Section A 4a and 4b

Step 8 Homework

1. EB : New words

2. ZB(1) : P4-5

3. Get the students to finish the pictures of their rooms and write down the English names of the things in the rooms.

Period Three

Teaching materials：section B 1a－shelfcheck

Teaching aims:

a）巩固句型：---What’s this in English? ---It’s a (an) ... .

---Spell it, please. ---R-U-L-E-R, ruler.

b) 复习巩固字母Ii---Rr及元音字母a, e, i, o在开音节和闭音节中的发音规则。

c) 完成单元随堂自测。

Language points:

Sentence pattern：What is this in English? It is a/an map/orange…

Spell it，please. P-E-N, pen.

Important Points：---What’s this in English? ---It’s a (an) ... .

--Spell it, please. ---R-U-L-E-R, ruler.

Difficult Points: 相同元音音素的掌握。

Teaching steps:

Step 1 Warming up

1. Greetings.

2. Sing a song: What’s this?

Step 2 Game: Magical box

1. Get one of the student choose one picture or real object in the box, he only can use his body language, let the others guess what it is. Using :

What’s this in English? Is this a / an ----? Yes / No. Can you spell it, please? ---

2. Talk about the students’ bedroom. Ask and answer in pairs. Encourage them to introduce new words.

Step 3 Listening

Section B 1b. listen and number the words you hear, then get them to find the big letters for these words.

Step 4 Tasks

1. Revise the letters Aa – Rr

2. Show the students two pictures and let them find out the letters

3. Get the students to work in groups to make up some pictures by themselves, and let the other groups find out the letters.

4. Game: What do they mean? Revise some short forms.

5. Find friends. Self check

6．Have a chant. And let the students make up their own chant.

Starter Unit 3 What color is it?

I. Teaching aims:

1. Complete the alphabet with the letters S-Z.

2. Ask and answer the questions about colors.

3. Pronunciation practice for the vowel sounds.

II. Key points and difficulties:

1. Letters S- Z.

2. Revision of the alphabet.

3. --What’s this ? --It’s V.

--What color is it ? --It’s red. / It’s black and white.

4. blue, green, red, yellow, black, white, color, and / pink, purple, orange, brown, grey

5. Pronunciation of letters A, E, I, O and U

III. Time arrangement: 4 periods

Period 1：Section A 1a, 2 a, 2c, 2d, 3

Period 2：SectionA 1a, 1b, 1c, 4,

Period 3：Section B 1a, 1b, 2, 3a, 3b, 4

Period 4：selfcheck

Period One

Teaching materials：Section A 1a, 2a, 2c, 2d,

Teaching aims:

1. 学习英语字母S-Z。

2. 能在四线格里正确地书写S-Z的大、小写。

3. 能认读其印刷体和手写体的大小写形式(注意书写格式、笔划、笔顺合乎标准)。

注意字母在字母表里的次序。

Difficulties：

对初学者来讲，小学的汉语拼音对学习英语字母有一定的干扰。引导学生仔细观察字母的大小写格式，避免书写错误，做到书写正确、美观。

Teaching steps:

Step 1 Revision and warming-up

1. Hang the white paper on the blackboard，write the capital letter “A” with a red pen, then ask the students：

T：What’s this in English? Ss：It’s A．

T：What color is it?

The teacher answers herself：It’s red．

2. The teacher teaches the other colors with the color pens，repeat these words until students grasp them．

Step 2 Presentation

Focus attention on the picture in Activity 1a. Ask Students to find the capital letters in the picture to match the lower case letters. Then check the answers.

Play the recording. Stop the tape after each letter and have students repeat. Check pronunciation and correct if necessary.

Play the recording again. Have students repeat the eight letters in one set. Check pronunciation and correct if necessary.

Step 3 Practice

2c: Students listen and write the number of the letters in the boxes according to the order in which they hear them. Then check the answers.

2d: The teacher demonstrate drawing the letters on the board. Demonstrate how students can use the lines in the book to assist them in writing the letters. Move around the room checking on their work.

Step 4 Practice

Ask students if they recognize any of the abbreviations, and know what they stand for. Have students discuss in groups. If necessary, provide some hints, such as asking where they have seen any of these logos before. Answers:

S-小号/ M-中号/ L-大号/ XL-加大号

UFO-不明飞行物/ CCTV-中央电视台/ UN-联合国/ MTV-音乐电视/ SARS-“非典”

Step 5 Homework

1. Make color letter cards.

2. Find the abbr as many as possible.

Period Two

Teaching materials：SectionA1a, 1b, 1c, 4,

Teaching aims:

1. Sentence pattern：---What color is this? ---It’s red.

2. New words：color，red，black，white，blue，orange，green，yellow，pink，purple，brown and grey Teaching steps:

Step 1 Revision and warming-up

Revise the 26 letters by using the color letter cards students made in the last period. Then ask and answer like this: ---What’s this ? ---It’s S.

---What color is it ? ---It’s red/black and white.

Step 2 Groupwork

Let Ss find abbrs as many as possible in groups, then write them on the blackboard.

Step 3 Color the rings

Focus attention on the pictures.Explain this is a picture of “Olympic Rings”.First say the colors.Second color the rings.

Step 4 Practice

Do the co1or changes game，use two small cups of water，color each cup of water yellow and blue．

Ask：What color is it? It’s yellow．

What color is it? It’s blue．

After asking，pour the cup of yellow water into the other cup，when the water turns green. Ask students：What color is it now?

Do the color changes with the other colors．Yellow + red =orange，yellow + red + black =brown, yellow +red +blue +black，etc．

A1so the teacher can let students discuss what color the objects are around us such as the color of the traffic lights，letter—box，bananas and so on…

Step 5 Homework

Go on making up your dialogues with your group members and polish it.

Bring colored pens for the next period.

Period 3

Teaching materials：Section B 1a, 1b, 2, 3a, 3b, 4

Teaching aims:

1. 继续学习有关颜色的对话。

2. 学会发现和绘画颜色，用各种可以调动学生积极性的活动来提高学生的活跃性，激发他们参与讨论的热情。同时可以对学生进行美育教育，从小培养他们对美的正确认识。

Teaching steps:

Step1 Revision and warming-up

Self Check: Ss work in pairs. Use colored pens to write down the letters your partner says.

Practise the dialogue in la of section A

Ask students to finish 1a and 1b of section B individual．the teacher walks around the class，give a hand to the students．

Step 2 Listen and repeat.

Focus attention on the chart. Read aloud the words in the top row. Get Ss to repeat. Check pronunciation and correct if necessary. Make sure Ss understand the di fference between the two “a” sounds.

Ss listen and repeat.

Step 3 Presentation

1. 3a: Listen and repeat.

2. T：A、E、I、O、U 这五个字母我们称它们为元音字母。Read and remember them A-E-I-O-U，A-E-I-O-U. S: A-E-I-O-U，A-E-I-O-U

(Check individual student by saying or writing.)

Step 4 Listen and repeat

Listen to 3a and 3b,learn the alphabet song.

Step 5 Listen and read the chant

Focus attention on the chant lyrics. Explain that they are about to hear a chant with these lyrics.

Play the chant the first time. Students just listen and follow the lyrics in their books.

Play the instrumental version of the chant. This time, students chant along with the tune.

Step 6 Groupwork

Get students pay attention to all the abbreviations appear around us, copy them down, try to find what they mean．Then tell your partners．Encourage students t0 search online or finish this homework in other ways．

Step 7 Homework

Copy the letters in 2 and remember them.

Period Four

Teaching materials：self-check

Teaching steps:

Step 1 Review the letters

1. Warming up: Watch and listen ABC song, then sing together.

2. Find the letters: Look at the screen, and find the letters as many as possible.

3. I can do it!

(在下面的四线格里按顺序写出26个英文字母，注意书写规范、工整，看看谁写得又快又好！) Step 2 A Colorful world

1. Show a picture about Olympic Rings（奥运五环）。

（说出奥运五环的颜色。）

2. A competition.

(小组活动，填涂五环的颜色,看谁的记忆力最好。)

An interesting game.

(利用一个有趣的flash动画，让学生熟练掌握表示颜色的单词。)

Step 3 Oral practice

Pairwork

Show a picture about a room.Introduce“This is my room.”.

(让学生拿出准备好的“自己的房间”彩色图画，练习对话。)

A: What’s this i n English?

B: It’s a …

A: Spell it ,please.

B: …

A: What color is it?

B: It’s …

Groupwork

Prepare a short passage about your room.

（说一小段话介绍你的房间）

Do like this:

This is my room.

It’s very nice.

The key is black.

The pen is yellow and orange.

…is…

I like it very much.

Step 4 Sum and reflection

单词

_________________________________________________________

词组_____________________________________________________

_________________________________________________________

句子_____________________________________________________

_________________________________________________________

语法_____________________________________________________

_________________________________________________________

教师点拨

Step 5 Exercise

一、将26个字母按发音分类(写出与所给字母含有相同音素的其他字母)

Aa ______________________________________________

Ee ______________________________________________

Ii _______________________________________________

Oo ______________________________________________

Uu ______________________________________________

Ff _______________________________________________

Rr ______________________________________________

二.测测我能力，完成对话。

1.--_______________ morning!

--_______________ morning!

--What’s ____________ in English？

--___________ a yellow key.

2.--____________ this in English?

--It’s ____________ pen.

--__________ __________ is it?

--It’s blue.

3.—What ___________ this in English?

--It’s ___________ orange.

--____________ it,please.

-- O-R-A-N-G-E.

--What _________ is it?

--Oh,it’s _____________.

三、按要求写出句子。

1．is,pen,it,black,a (连词成句)

_________________________________________________________

2. This is a red ruler. (对划线部分进行提问)

_________________________________________________________

3. My jacket is blue. (对划线部分进)

_________________________________________________________

Unit 1 My name’s Gina.

Period One

课前准备

教师：准备游戏时所用的图片（食物、蔬菜、动物）。

学生：准备表演时所需道具（服装、假发）。

教学设计

Step One :Present the sentence patterns.

1.Play a game：“How many words do you know?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。)

Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who knows the most.

(Divide all the students into several groups and show a picture to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group. They can write 11 words.)

2.Introduce the champion group to the class.（引课方式贴近生活，学生易于接受）

Teacher: Congratulations.Now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?

S1& S2:Yes.

S1:Hello.My name is Li Lei. Nice to meet you.

Ss: Hello, Li Lei. Nice to meet you ,too.

Ss: Hello! What’s your name?

S2:I’m Sun Ping. How do you do?

Ss: How do you do ?

Step Two: Drills.

1.Make introductions.（通过句型的操练使学生更加熟练掌握所学的句式。）

Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.

Example:

Sa: Hello! I’m Li Lei. What’s your name?

Sb: My name’s Zhang Feng. Nice to meet you.

Sa: Nice to meet you, too. And what’s your name, please?

Sc: Lin Li. How do you do?

Sa：How do you do?

2.Listen and number the conversations.

Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.

(Students listen to the tape and give the right answers.)

Step Three: Make friends.

1.Make new friends.（用谈话的方式完成任务，生动活泼，同时更容易向学生进行美德教育。）Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?

Ss: OK.

Example:

Sa: This is my new friend. His name is Sun Nan.

Sb: Hello, Sun Nan. Nice to meet you.

Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.

Ss: How do you do?

Sd: How do you do?

(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)

2.The New comers.（以表演的形式完成，使课堂气氛达到高潮。）

Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.

(Three “foreign”students come in and all the students clap warmly.)

Teacher: It’s their first time to come to China. Would you like to listen to their introductions?

Ss: Yes.

(Three students can make introductions and act out the dialogue vividly.)

Step Four: Sum up.

Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.

Homework

“How do you meet new visitors at home?

Period Two

课前准备

教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。

学生：需要向父母了解自已名字的含义。

教学设计

Step One: Revise the sentence patterns.

1.Sing an English song.（用唱歌的方式既带动了气氛，又复习了所学内容。）

Teacher: Yesterday we’ve known each other already. Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.

Hello! Hello! What’s your name? My name’s Gina.

Hello! Hello! What’s his name? His name’s Peter.

Hello! Hello! What’s her name? Her name’s Anna.

2.Listen to the conversations and finish the exercises.

Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information. (Students listen to the tape and give the right answers.)

3.Act out the dialogues.（在特定的情景下表演对话更符合实际，更贴近生活。）

Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?

(Students can choose any picture they like and act out the dialogues.)

Example:

(At a party)

Sa: Hello! I’m Lucy Green. What’s your name?

Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.

Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.

Sb: Thanks, I will.

Step Two: Choose English names.

1.Play a name game.（有效引出“英文名字”这一主题。）

Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English

names.

Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.

Example:

S1: My name’s Tony.

S2: His name’s Tony. My name’s Linda.

S3: His name’s Tony. Her name’s Linda. My name’s Nick.

S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.

S5:…….

2.Choose English names.

1).Find out first names and last names.（用小组的方式完成名字的识别。）

Teacher: Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?

Jenny Gina Alan Mary Jim Tony Tom Bob Mike

Green Miller Jack Smith Brown Linda Nick Kim Hand

Period Three

课前准备

教师：准备所需的歌曲磁带、名片样本及各项表格。

学生：制作名片所需的纸张、画笔等。

教学设计

Step One: Present the English numbers.

1.Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更为有效。）

Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?

S1: A telephone call.

T: But you don’t have their telephone numbers.

S1: Ask for their telephone numbers.

T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.

Words

One little, two little, three little Indisns,

Four little, five little, six little Indians,

Seven little, eight little, nine little Indians,

Ten little Indian boys.

(After singing the song, tell the students not to forget “zero”.)

T: Count the number together from zero to nine.

S2: Zero…

Listen to the conversation and write the telephone number.（通过听力复习单词。）

Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?

(Students listen to the recording of 1b in Section B and give the answer.)

Step Two: Drills.

Make a survey about your partners’ telephone numbers.（调查组内成员的电话号码，重点练习所学句式。）Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a

S2: My telephone number is …

S1: Oh, thank you. What about yours, Lin Fang?

S3: It’s…

S1: … And may I know your phone number, Yin Kailin?

S4: …

S1: Thank you very much. Oh, I nearly forgot. My telephone number is…

Report it to the class.

(After the survey, every group can choose a student to report the survey result to the class.)

Example:

My telephone number is…Liu Yu’s phone number is…Lin Fang’s telephone number is…Yin Kailin’s phone number is…

Listen and match the names and telephone numbers.（制作电话号码簿这一任务能够大面积调动学生装的参与意识。）

Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.

(Students listen to the tape .)

T: Next, I’ll play the recording again. This time, fill in the missing numbers.

(Students listen to the tape again .)

T: Can you find out whose telephone numbers they are ?

S:…

Make an address book.

Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”

Step Three: Make an ID card.

Show some different ID cards to the class and try to enjoy them.（向学生展示不同种类的名片，一方面开阔学生眼界，一方面便于学生找出名片所含内容。）（引导学生有效搜集名片上的信息，提高学生的阅读能力。）Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’ special personalities. Look at the ID cards below and try to enjoy them.

Teacher: From the cards above, what can you find out ?

S1: It must have a person’s name…

S2: Sometimes it has a motto.

T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.

Read the ID card and answer the questions.（提供参考信息，但允许学生创新。）

’s. Please look at it and find out some useful information about her.

What’s her family name?

What’s her first name?

Homework

Students are asked to make ID Cards of their own.

Demands: A. Useful information must be included.

B. It can be designed as beautifully as possible.

Period Four

课前准备

教师:准备评价表、名人图片和一张个人海报。

学生：准备好完成的名片参加展览。

教学设计

Step One: Make an ID card show.

1. Show the ID cards to the students.

2. Teacher: Yesterday all of you made some beautiful ID cards.Today we ’ll make a show here. Let ’s enjoy it

Yu Lingxiao

No.4 Middle School

Class2,Grade1

Tel:6222890

E-mail:yulingxiao@https://www.doczj.com/doc/d516774114.html, Name:Yuan Fanxi

English name:Apple

Age:13Class:4

Tel: 6422960

E-mail:fanxi2005@https://www.doczj.com/doc/d516774114.html,

Hobby:basketball

Motto:No pains,no gains.Xu Ri (Alice)No.14 Middle School Class Five, Grade ONe Tel:6662280QQ:156129832

3. Find the owner of the card.

4. Teacher: The ID card show is over. All the cards are mixed together. I can ’t find the owners. Who can help

me?

5. S1:I can.(Show one of the cards to another students.)

6. S1:Excuse me, are you in ...?

7. S2:Yes, I am.

8. S1:What ’s your telephone number?

9. S2:It ’s...

10. S1:Are you...?

11. S2:Yes, I am.

12. S1:Here ’s your ID card.

13. S2:Thank you.

14. (Teacher asks more students to find the owners of ID cards).

15. Step Two: “Face to Face ”.

16. Play a guessing game.

17. Teacher: ID cards are useful. But some persons ’names are known to all the people.They are very famous.

Now look at the pictures and guess their names.

18. (The teacher shows some famous person ’s pictures and students guess their names and give their answers.)

19. Collect useful information.

20. Teacher: These persons are very famous. But it ’s better for us to know something else about them. Before

class you ’ve been asked to collect some information. Now let ’s exchange it together.

Information card

Name:_________Sex:_____Age:_____

Nationality:_______Language:_______

Birthplace:______________Job:_______________

Workplace:_____________

Tel:_____________

Hobbies:___________________________________

Step Two: Report it to class.

Each group can choose a student to give a report about their favourite person. The other students can ask him some questions in class.

Example:

S1:This is Michael Jordan. He’s years old. He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams.

People like to call him “Air Jordan”.

S2:Do you like Michael Jordan? Why or Why not?

S1:Yes, I like him very much because he’s so ...

S2:Do you want to be a basketball player like him?

S1:Of course I do. That’s my dream.

Step Three: Make a poster about yourself.

Teacher: Do you want to be famous all over the world?

First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about yourself. In your poster you should try to introduce yourself.

(Students can write a passage about themselves. They can give some personal information. They can alse design the poster as well as they can.)

Homework

Students are asked to sun up this unit, especially about how to talk with others politely.

Unit 2 This is my sister.

教学内容：本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动，教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。

教学目标：

1、知识目标：

A、掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother,sister, uncle, aunt, cousin,

son, daughter, parents:

B、学会用指示代词（this ,that, these,those）和人称代词（I, he,she,they）介绍人物，及一般疑问句及

其简单回答；

C、运用名词的复数形式。

2、能力目标：

A、运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；

B、通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，提高学生的

交际能力。

3、学习策略：通过对人物个性化的描述，识别图片。

4、情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理

解家人。

教学难点、重点：

重点：A、掌握家庭成员的表达；学会指示代词、人称代词及一般疑问句及简单回答；

B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。

难点：能够用写信的形式向朋友介绍自己的家庭。

课时安排：

第一课时Section A 1a-1c

第二课时Section A 2a-4

第三课时Section B 1-2c

第四课时Section B 3a-Self-check

Period One

教师：照片，图片，表格。

Step One: New words.

①Present the new words.

T: Hello , everyone ! Look ! What’s this ?

Ss: It’s a picture .

T: Right. Who is the man in the picture?

Ss: It’s you.

T: Yes, it’s me. You know me. Please look at this. Do you know them?

Ss: No , we don’t .

T: They are my family members. Today I want to introduce my family members to you.Would you like to meet them?

Ss: Yes.

T: OK. Please look at this man? Is he old?

Ss: Yes.

T: He is my “grandfather”. Please read after me , GRANDFATHE,G-R-A-N-D-F-A-T-H-E-R,grandfather.

Ss: G-R-A-N-D-F-A-T-H-E-R, grandfather.

T: This is my grandfather.

(Teach the word “grandmother” in the same way .)

T: He is my “grandfather”. He is my “grandmother”. These are my grandparents. Read after me , grandparents. Ss: Grandparents.

(Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)

T: I have two brothers, two sisters, I have many friends.

(Teach brothers, sisters, and friends.)

T: Read these new words together.

Ss: …

②Practice the new words.

T: Who can match the words with the pictures on the blackboard?

Ss: I can. (Textbook P13 1a)

(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.) T: Check the answers.

Ss: …

T: Is he right?

用教师家人的照片呈现新课内容。

教师边介绍，边领读单词。

用匹配的方式巩固单词。

Ss: Yes.

(One more student gives the answers.)

Step Two: Drill

①Listen and circle.

T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about. Ss: OK.

(Play the recording of 1b twice. Students work.)

T: What’s the answer?

S: Two brothers and sister.

②Pairwork. Talk about Dave’s family.

T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “This is …”and “ These are …” to do it.

(Students practice. Teacher walks around the room to help them.)

T: Now check your peactice.

S1: Who is this?

S2: This is his …

S1: Who are these?

S2: These are his …

(Ask a few pairs to practice.)

Step Three: Task

①Talk about the family tree.

T: Look at the family tree.

(Stick a family tree on the blackboard.)

T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.

(Students work. Teach moves around the classroom to help the students.)

T: Check your task.

S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.

用听力训练再次强化学生对新单词的记忆。

让学生通过介绍Dave的家庭加强句型的操练。

让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。

T: V ery good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family.

(Two students come to the front.)

SA: Hello.

SB: Hello. How are you ?

SA: Fine, thank you. And you?

SB: I’m fine, too.

SA: Excuse me! What’s this?

SB: It’s my family tree.

SA: Who’s this?

SB: This is my grandfather.

SA: Who’s this?

SB: This is my grandmother.

SA: Is this your father?

SB: Yes, he is.

SA: The women is your mother?

SB: Yes, she is.

SA: Who’s the boy?

SB: He is my brother.

(A few pairs do this.)

T: You did well.

②Make a survey.

T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to

Step Four: Homework

Write a passage about your family.

让学生在语言实践中学会礼貌待人。

小组成员之间沟通有关家庭成员的信息，增进友谊。

Period Two

课前准备

教师：图片，录音磁带。

学生：自己家人的照片，也可以是自己画的家谱。

教学设计

教学步骤

Step One: Review the drill.

T: You know my family members. I want to know your family members. Would you like to introduce your family members to us?

(Students use their photos or the pictures they drew.)

SS: Yes.

T: Who wants to be the first, please?

SA: Let me try.

T: OK, please.

SA: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look!

I t’s me. Am I funny? I love my family.

T: Very good.

(Another two students introduce their family.)

Step Two: Listening.

①Listen and circle the words you hear.

T: Here are two boys. One is Lin Hai. The other is Dave. They are talking about Dave’s family members. Please

(Play the recording of 2a twice. Students work.)

T: Check the answer.

(Ask two students to say the answers.)

②Listen and match.

T: This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s listen and find them.

(Play the recording of 2b. Students work.)

T: Who find them?

(Many students may say they do. Choose two of them to answer.)

S1: Dave is …Lin Hai is …

③Pairwork. Talk about Dave’s family.

T: You come to Dave’s home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “ Is this…” to find them, please. When you finish, change roles to do it. Now begin. (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.) T: Let’s check your work, please.

S S: OK.

(Ask one pair to do it.)

S1: Is this Jim?

S2: No, he isn’t.

S1: Is this Jim?

S2:Yes, he is.

(Ask two more pairs to do it.)

④Practice.

T: I have a friend. He is talking to his friend. Dave, about Dave’s sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class.

isn’t brother is sister

(Students work. Teacher walks around the classroom and helps the students who need.)

T: Check your work, please.

(Ask one pair to do it.)

S3: That’s … and that’s … Is she your…?

S4: Yes, she is.

S3: And is the your …?

S4: No, he isn’t. He’s my …

(Change roles to do it and ask one more pair to do it.)

Step Three: Task.

①Play a guessing game.

通过谈论Dave的家庭成员，练习句型Is this . . . ?

用学生的句型引出Is she/he your . . .?的句型，让学生在对话中理解人称代词的用法。

T: I have a picture here. Do you want to know who she is?

(Show the picture to the students.)

SS: Yes.

(Students guess the picture.)

②Group work.

T: Put your photos together on your desk. Work in groups of four. You can use “ Is she …?” or “ Is he …?” to take turns asking and answer questions about the photos. Then report it to the class.

(Students work.)

T: Check your work.

Homework.

Draw your family tree.

用游戏的方式巩固人称代词的知识。

Period Three

课前准备

教师：图片。

学生：照片。

教学设计

教学步骤

Step One: New words.

①Present the new words.

T: Do you like games?

S: Yes.

T: Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?

S1: It is your “表哥”.

T: No, it isn’t.

S2: It is your “堂兄” or “堂弟”.

T: Yes, it is. Let’s see how to say it in English.

(Put the card “cousin” on the blackboard.)

T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.

SS: C-O-U-S-I-N, cousin.

T: Spell it, please.

SS: C-O-U-S-I-N, cousin.

…

T: This time you must say it in English. She is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she?

S: It’s my cousin.

T: Your father’s brother is your …?

S3: “大爷，大伯”.

S4: “叔叔”.

T: You are right. Let’s see how to say it in English.

(Put the word card “uncle” on the blackboard.)

T: Read after me, please, U-N-C-L-E, uncle.

SS: U-N-C-L-E, uncle.

…

T: Your uncle’s wife is your…?

S5: “伯母，婶婶”.

用游戏的方式引人新课。

T: Right.

(Put the card “aunt” on the blackboard and then teach these words son, daughter in this way.)

T: Read the words on the card together.

SS: …

②Practice the new words.

T: Look at the family tree. Some words are missing. Who can help me fill it, please?

(Ask one student to the front to do it on the blackboard. The others finish it on their book.)

T: Check your work.

Step Two: Drill.

①Listen and check the words you hear.

T: Lin Hai and Dave are talking about Dave’s family. How many family members are they talking about? Please listen and check the words you hear.

(Play the recording of 2a once.)

(Ask two more students to say the answers.)

②Listen and check the picture.

T: I have two pictures here. Which one is Lin Hai talking about? Let’s listen and find it out, please.

(Play the recording twice again.)

(Check the answer.)

③Pairwork. Draw your own picture and talk about it.

T: We find out the picture of Lin Hai’s family. Can you draw a picture of your family?

SS: …

T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …”and “These

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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. ……

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Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak. T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points: Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)

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t:is this your backpack? s:yes,it is.it is my backpack. t:here you are. s:thank you. 2. get the ss to practice and then act out the dialogue. t:excuse me.is this your pencil? s:no,it isnot.and that is my pencil. t:ok.here you are. s: thank you. 3. practice and then act out the dialogue. step3:1.review again. 2.homework:make up dialogue. thinking after class: student can listen carefully and remember all words.many ss can answer question activity. 第二篇：七年级英语上册unit 8教案3unit 8 hobbies 教学分析课时分配: period 1; cartoon talk and reading(a). period 2; listening(a) and speaking(a). period 3; reading(b)

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人教版2017初中一年级(上册)英语全册教案 WORD版

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人教版初中英语七年级下册全册英教案(全英文版)

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人教版初中七年级英语上册教案全册

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人教版2017初中一年级(上 册)英语全册教案 WORD版

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人教版2017初中一年级(上册)英语全册教案 WORD版