冀教版七年级上册英语

冀教版七年级上册英语

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范文一:冀教版初中英语七年级上册全册教案

冀教版初中英语七年级上册教案共72页

Lesson 1 Hello

一 、Teaching content:

1. Greetings: hello, hi

2. Self-introduction: My name is…

3.Asking for others’ names: What’s your/his/her name?

二、Teaching goals

1. Understand the text

2.Remember the words: hello, name, my, your, his, her, I, is, what

3. Make sure the Ss can introduce each other in English

三、Key points:

What’s your/his/her name?

My /his/her name is …

四、Difficult point: What’s his/her name?

五、Preparation: A map of China and a map of Canada; some pictures of characters such as Sun Wukong, LanMao and so on.

六、Teaching aids: Recorder, pictures or cards

七、Type of the lesson: Listening and speaking

八、Teaching procedure

Step 1.Warming up. Discuss the following questions with the Ss in Chinese

1. Why do we learn English?

2. Where is English spoken?

3. Do you know any English words?

4. Is English interesting?

5. Do you often come across English words?

Step 2. Lead in. Discuss these questions:

1. What do you say when you meet someone?

2.Do you know what Canadians say when they meet?

3. How do you introduce yourself or someone else in Chinese?

4.Do you know how to introduce someone in English?

Today we’re going to learn something about them. Do you want to know?

Step 3. New lesson:

No. 1 Hello/Hi, my name is

1. Presentation

Pretend to meet someone. Say ―Hello‖ or ―Hi‖, my name is….

Make sure the Ss can understand it. Encourage them to repeat.

2. Practice

Work in pairs. Encourage the Ss to greet each other and introduce themselves. Then ask some pairs to act it out.

No. 2. What’ your/his/her name

1. Presentation

Say ―My name is___. What’s your name?‖ Translate if necessary. Then repeat a few times. Encourage the Ss to follow until they can say it correctly.

2. Practice

Work in chain like this:

A: (to B) My name is ___. What’s your name?

B: My name is ___. (to C) What’s your name?

C: …

Then ask some Ss to act it out.

3. Presentation and practice: What’s his/ her name?

Show a picture of LAN Mao and say, ―What’s his name? His name is Lan Mao‖. Ask the question and help the Ss to answer. Then repeat. Work in pairs to practice the dialogue and ask some pairs to act it out.

4. Introduce the characters on the textbook: Li Ming, Jenny, and Danny. Teach the words China and Canada, using maps of them. Then explain the sentence ―I live in___.‖

5.Listen and follow

6. Play the tape for the Ss to follow.

7.Summary.

Sum up the lesson briefly by practicing all the dialogues in the text.

8. Homework

Read the text and practice the dialogue.

Lesson 2 How are you?

一、Teaching content

1. Greeting: Nice to meet you

2. Teach the song ―How are you?‖

二、Teaching goals

1. Understand the text

2. Remember the mastery vocabulary

3. Understand and sing the song ―How are you?‖

三、 Key points: Greet someone with the phrase ―How are you?‖

四、 Difficult point: greeting and response in the text

五、 Preparation

1. Prepare some pictures and put them on the Bb

2. Write the new words on the Bb

六、Teaching aids: audiotape and some pictures

七、 Type of the lesson: listening, speaking and singing

八、 Teaching procedure

Step 1. Warming up. Greeting and review. After greeting (Hi, Hello), review the dialogue in the last lesson briefly.

Step 2. Lead in. Ask the Ss the questions in Chinese:

1. What do Chinese say when they meet each other?

2. Canadians don’t ask the questions such as ―Have you had your meal?‖ or ―Where are you going?‖. Do you know what they say expect ―Hi‖ or ―Hello‖

Step 3. New lesson

1. Presentation. Explain that Canadians greet each other by saying ―How are you?‖ and ―Nice to meet you‖. Explain the meaning of the expressions. Encourage the Ss to repeat a few times.

2. Listen and say. Play the tape for the Ss to follow.

3. Practice. Work in pairs. Encourage the Ss to practice the dialogue in pairs. Demonstrate the dialogue with one or two Ss, and then ask some pairs to act it out for the rest of the class.

Step 4. Demonstrate and practice the dialogue:

Hello! My name is ___. What’s your name?

My name is ____ .Nice to meet you.

Nice to meet you, too.

Step 5. Teach the song “How are you?”

1. Go over the words of the song and practice them.

2. Explain the last line

3. Play the song for the Ss to follow.

Step 6. Summary. Sum up the greeting and response, combining with the useful expressions in this lesson.

Step 7. Homework.

1. Read and practice the dialogue.

Sing the song ―How are you‖

Lesson3 Boy, Girl and Teacher

一、 Teaching content

1. The statement ―This is a teacher/boy/girl

2. Number one—five

二、 Teaching goals

1. Understand the text

2. Remember the mastery vocabulary: boy, girl, teacher, chair, book, desk, one—five

三、 Key point: This is ____; Number one to five

四、 Difficult point: plural forms of the nouns

五、 Preparation

1. Prepare some pictures and put them on the Bb

2. Write the new words on the Bb

3. Bring ten books on the teacher’s desk

六、 Type of the lesson: listening, speaking, reading

七、 Teaching resources: audio tape, pictures, books, chairs and desks in the classroom

八、 Teaching procedure

Say ―Hello, how are you?‖ make the Ss respond correctly. Then sing the song ― How are you‖

Step 2. Teach the new words boy, girl, and teacher by pointing a girl/boy/yourself or pictures. Explain the sentence ―This is a _____‖.

Step 3. Let the Ss to practice ―This is a ____‖ by pointing at someone.

Step 4. Use the pictures to teach the new words: chair, book. Demonstrate ― What’s this? It’s a ___‖. Then practice them with the Ss.

Step 5. Teach the numbers one –five, using your fingers to show the meaning. Then use the books on the desk to demonstrate. Pay attention to the plural of the word ―book‖.

Step 6.Encourage the S to practice the number by pointing boys, girls, desks, chairs, and books. Then ask some Ss o do this in front of the class.

Step 7. Sum up the items briefly

Step 8. Homework

Read the text. Try to use the items in the classroom

Lesson 4 Where

一、 Teaching content

1. Where is___?

2. New words: classroom, library

3. Sing the song

二、 Teaching aims

1. Understand the text

2. Remember the words: where, school, classroom, library

3. Sing the song

三、Key point: Where is____?

四、Difficult point: the words of the song

五 Preparation before class

1. Some pictures of school, classroom and library

2. Write the new words on the Bb

3. Bring 5 pictures about the song

六、 Type of the lesson: listening, speaking, response and singing

七、 Teaching aids: audiotape, pictures

八、 Teaching procedure

Step 1. Warming up

1. Greeting. Greet the Ss with the expressions in L1 and L2

2. Sing the song ―How are you‖

3 Review the item ―This is a _____.‖ and ―What’s this?‖ by pointing something

4. Count the numbers

Step 2. Presentation

1. Use pictures to teach the words ―classroom, school, and library‖.

2. Pretend to look for your book everywhere, saying, ―Where is my book?‖ Then

point to the book and say ―There it is‖. Write the sentence on the Bb.

Step 3. Practice. Encourage the Ss to practice in pairs, using books, chairs, desks, etc. Play the tape for the Ss to follow. Then ask someone to demonstrate for the rest of the class.

Step 4. Presentation: go over the words of the song

1. Do actions to demonstrate jump, look, point, reach, sit and stand, adding up and down. e.g. look up/down.

2. TPR activities. Demonstrate ―order and response‖ with one student. Say ―stand up, look up‖ and so on, and encourage the student to respond. Then do the same with the rest of the class.

3. Practice. Work in pairs. One gives the orders and the other do the actions.

4. Go over the words of the song. Make sure the Ss understand them.

5. Chant and sing.

①Play the tape for the Ss to follow.

②Practice in pairs

③Do it together

Step 5. Sum up the text briefly to consolidate the items. Play ―Hide –and –search‖ game to review ―Where is___‖

Step 6. Homework

1. Read the text

Sing the song

Lesson 5 What’ this?

一、 Teaching content

1. New words: pen, pencil, pencil case, marker, blackboard

2. What’s this? It’s a _____.

3. How many ____ do you have?

二、 Teaching aims

1. Understand the text

2. Remember the new words

3. Ask and answer about ― How many____?‖

三、 Key points

1. What’s this?

2. How many___ ?

四、 Difficult points: The question ―How many___?‖ And the answers

五、 Preparation

1 Prepare some pictures of school, classroom and library

2. Bring some real things such as pen, pencil, pencil case and marker

六、 Teaching aids: audiotape, some pictures, books, pens, pencils and markers

七、 Type of the lesson: Listening and speaking

八、 Teaching procedure

Step 1. Warming up. Greet the Ss and review the last lesson. Ask some pairs to act out the dialogue like this:

A: What’s this?

B: It’s a ____. (Using old words)

Step 2. Presentation

Use real objects or pictures to teach the new words. Write them on the blackboard. Play the tape for the Ss to follow.

Step 3. Practice.

Encourage the Ss to practice ―What’s this?‖ ―It’s a ___, (using new words). Then ask

some pairs to act it out, using real things or pictures.

Step 4. Presentation

Hold up three pens and say ―How many?‖ a few times. Make sure the Ss understand it. Introduce in this way: How many? →How many pencils? How many pencils do you have? Step 5. Practice

Let the Ss work in pairs. Lead them to practice like this:

A: Do you have any ___?

B: Yes/No.

A: How many ___ do you have?

B: _____.

Play the tape for the Ss to follow. Ask some pairs to act it out.

Step 6. Summary

Review the new words and the drill. Sum up them briefly.

Step 7. Homework

1) Read the text and practice the dialogue.

Finish the activity book.

Lesson6: My friend

一、 Teaching content

1. Letters A—G

2. The ABC song

3. Introducing others: This is___. He/she is ____.

二、 Teaching aims

1. Understand the text

2. Master the letters: A B C D E F G

3. Sing the song

4. Master the drills

三、 Key point:

1. The letters A---G

2. This is____. She is ____.

四、 Difficult point: words of the song

五、 Preparation

1. Make 26 English letter cards

2. Bring some real objects such as a book, an eraser, a pen, a pencil, a pencil case, a marker etc.

3. Some pictures of fish, door, girl, boy, teacher

六. Teaching aids: audiotape, letter cards, pictures

七、 Type of the lesson: listening, speaking and singing

八、 Teaching procedure

Step 1. Warming up. Greet the Ss by saying ―Good morning/afternoon. How are you today?‖ Encourage the Ss to reply

Step 2. Review the drill ―What’ this? It’s a ____.‖ and ―How many___?‖

Step 3. Presentation

Tell the Ss that English words are made up of letters and that English alphabet has 26 letters. Each letter has two sizes. Generally speaking, every letter makes a sound. e.g. the letter B makes a [b] sound in the word book. Demonstrate A→using s picture of an apple. Then present the rest letters in the same way. Play the tape for the Ss o follow.

Step 4. Practice

1. Use the cards to practice the letters and words in this lesson. Write the letters on the Bb. The letters have arrows that show how, and in what sequences to make the strokes. On the Bb, show the Ss how to follow he arrows to write each letter. Then let the Ss practice writing them.

2. Work in pairs like this:

What’s this?

It’s A/B/an apple.

Ask some pairs to ct it out

Step 5. The “ABC song”

1. Go over the words of the song

2. Play the tape for the Ss to follow

Step 6. Presentation

1. Teach the meaning of the word friend and he/she

2 Point to a boy/ girl and say, ― This is ____ (name). He /she is my friend. Repeat it a few times. Explain the meaning if necessary.

Step 7. Practice

1. Play the tape for the Ss to follow

2. Work in pairs or groups. Practice the dialogue. Then ask some pairs or groups to act it out.

Step 8. Summary

1. Sum up the letters and words by showing cards and pictures

2. Sum up the way of introducing someone

Step 9. Homework

1. Read the text

2. Practice writing the letters

3. Sing the song

4. Act out the dialogue.

Say ―good-bye/see you later‖ when closing the class.

Lesson 7: May I _______?

一、 Teaching content

1. The letters H—N

2. Use the expressions ―May I have/borrow____?‖ to ask for something.

3. Request or orders: Open the___, close the____.

二、 Teaching goals

1. Understand the meaning of the text

2. Master the letters H I J K L M N

3 Ask for something in English

4 Use the Phrase ― Open/close the ____.‖

三、 Key point:

1. Letters

2. Asking for something

四、 Difficult point: borrowing things

五、 Preparation

1. Make letter cards or this lesson

2. Bring real things such as books, pens, markers and so on

六、 Teaching aids: audiotape, cards, some books and pens

七、 Type of the lesson: Listening and speaking

八、 Teaching procedure

Step 1. Warming up.

1 Greeting and review. Review the letters and words of the last lesson by using cards.

2. Sing the ABC song

3. Ask some pairs to act out the dialogue of the last lesson

Step 2. Introducing the new letters in the same way shown in the last teaching design, using pictures. Show the Ss how to write the letters.

Step 3 Practice and production.

1. Play the tape for the Ss to follow

2. Practice in pairs. Encourage the Ss to ask for real things like books, pens, marker, erasers etc.

3. Ask some pairs to act it out

Step 4. L7 N3. Teach ―May I borrow_____, please?‖ working from old phrases to new ones and adding the replies ―Sure! Here you are.‖ And ―You’re welcome‖. Use actions to make your meaning clear. Translate when necessary.

Step 8. Summary. Sum up the text briefly

Step 9. Homework

1. Read the text

2. Practice writing the letters

3. Practice the dialogue

Lesson 8: What do you know?

一、 Teaching content

1. Review the words and expression in this unit

2. Grammar: the verbs am and is

3 Exercise in the lesson

二、 Teaching goals

1. Master the drills in this unit

2. Master the letters A—N

三、 Key points: Expressions and grammar

四、 Difficult point: Grammar

五、 Preparation

1. Bring the letter cards

2. Bring real things to review the words

3. Prepare some pictures to review the drills

六、 Teaching aids: Letter cards and some pictures

七、 Type of the lesson: Review

八、 Teaching procedure

Step 1. Review the letters and sing the ABC song.

Step 2. Listen to the song ―Ten little Indians‖ and review the numbers 1—10. Step 3. Review the greeting ―How are you?‖ and sing the song about it.

Step 4. Use real things and cards to review the expressions in this unit. e.g. A: What’s this?

B: It’s a ____.

C: How many ____ do you have?

D: I have ____.

E: Where is the ____?

Step 5. Combine the dialogues in this unit and encourage the Ss to practice: Hello!

Hi! My name is ____. What’s your name?

My name is____.

Nice to meet you!

Nice to meet you too.

How are you?

Fine, thank you. How are you?

I’m fine, thanks.

Where is ____?

There!

May I have/borrow _____?

Sure. Here you are.

Thanks.

You’re welcome.

Or play the chain game to practice them. Then finish N4 of this lesson..

Step 6. Grammar. The verb ―be‖

1. Introduction.

Let the Ss tell you some sentences that include ―is‖ and ―are‖. Encourage them to sum up the usage of the two words. Then sum up.

2. Practice. Complete the conversation in L8 N2. to practice using them.

If time is enough, have a short test.

Step 7. Homework. Tell the Ss to review all the text in this unit. try to use the expressions about greetings, introductions, giving thanks and saying Good-bye in their daily life.

Lesson 9 Red,Yellow,Blue

[教学目标] 1 继续学习字母。Oo, Pp, Qq, Rr, Ss, Tt

2 学习颜色:red, yellow, blue

3 掌握单词:red, yellow, blue, paper, colour, yes.

4 掌握句型:What colour is it? It’s red.

[教学难点] 字母的读音和他们在单词中的读音。

[教学重点] 学习表达物品的颜色。熟练掌握:What colour is it? It’s …

Do you like…? Yes, I do.

[教具] 多媒体计算机

[教学设计]

Step I Lead-in

Look at the picture. How do you feel when you see it? It’s colourful, right? It has red, yellow and blue. That’s what we are going to learn today. We’ll learn colors.

Step II Presentation

Task 1 Review some letters.

The teachers ask the students review the letters from Aa---Nn. Showing the students some cards which have some letters on it. First the single letter, like Bb, Dd, Jj, Kk ect. Then Showing some cards with several letters, like BBC, CAAC, AD,BC, a.m. ect. Ask the students to find more letters like that.

Task 2 Let’s learn new letters.

Introduce a new letter “Oo”. Say What does it look like? It looks like an orange. The teacher shows the picture of an orange. The students observe the word and can find the letter “O” in it. O pronounce [ο]. For example, on, of, hot.

Teach Pp, Qq, Rr, Ss,Tt in the same way.

Pp [p] paper, pen, pencil

Qq qu[kw] queen, quite, quick

Rr [r] rose, red, read

Ss [s] school, six, sit

Tt [t ] tea, ten, teacher

Step III Learn how to write the letters.

The teacher shows how to write the letters on the blackboard.

Step IV Play a game “Bingo”

The students choose nine letters from Aa---Tt and put them in the blanks. Cross the letters when you hear. The one who has the crossing letters in line will be the winner.

Step V Presentation

Task 3 Find the colours. Showing three colours and teach red, yellow, blue. Ask the students to find out what kind of items are in those clours.

Step VI Pair work.

Task 4 Practice the pattern drill:

A: What color is it?

B: It’s red/ yellow/ blue.

A: Do you like red?

B: Yes, I do.

Step VII A guessing game. What colour is it?

Step VIII Listen and read.

Books open. Lesson 9, part 2. Listen to the tape recorder and repeat. Then ask the students talk in pairs.

Step IX Homework.

1. Write the letters.

2. Practice the dialogue.

Lesson 10 Pink, Orange, Purple, Green

Shijiazhuang No. 41 Middle School

Li Dong

[教学目标] 1 继续学习颜色:pink, orange, purple, green

2 掌握单词:pink, orange, purple, green, they, are, chair

4 掌握句型:What are they?

How many colours do you like?

[教学难点] 名词复数。one marker----two markers, one chair----three chairs

[教学重点] 1 教授颜色。

2 学习如何表达多个物品。

[教具] 多媒体计算机,实物。

[教学设计]

Step I Revision

1 The teacher shows some letters and ask: What is it? What colour is it?

e.g. A: What’s it?

B: It’s Oo/ a rose.

A: What colour is it?

B: It’s red/ yellow.

2. Pair work

Ask the students to practice the dialogue in lesson 9. Encourage the students to use different items.

Step II Presentation

The teacher shows a picture of a pink rose and asks: What’s it? The students answer: It’s a rose. The teacher says: What colour is it? It’s pink.

Teach orange, purple, green in the same way.

Step III A guessing game

The teacher takes a lot of markers and show it to the students. They are red, pink, orange, green, yellow, blue. Then the teacher chooses one of the markers and ask the students to guess what colour it is. The students should begin with: Is it green?

Step IV Presentation

The teacher shows the students some colours and ask: How many colours do I have? I have four colours. Look, I have one marker. Then add another marker, say: They are two markers. What colour are they? They are yellow. They are yellow markers. The teacher shows the students some pictures to teach: one marker---two markers. one chair---three chairs ect.

Step V Practice the drills:

A: What are they?

B: They are chairs.

A: What colour are they?

B: They are blue.

范文二:七年级英语上册Unit4Lesson21AttheMarket教案(新版)冀教版

步骤1:Warm up

Have a free talk with the students, then teach them the new words and expressions. 设计意图:通过聊天使学生以愉快、放松的心情投入本节课的英语学习,吸引学生的注意力,激发他们的好奇心,同时巧妙地引出本课生词。

步骤2:出示学习目标。

设计意图:做到有的放矢,清楚本节课要完成的任务和途经。

步骤3:Brainstorm: Where can we buy things?

supermarket, shopping centre, shopping mall, market, morning market, evening market, department store, store, shop, grocery store

设计意图:通过头脑风暴让学生了解购物的渠道,联系生活,引人入胜。

步骤4:学习生词

通过语篇来引出生词及重点短语。

market [ˈmɑ:kit] n. 市场

A market is a place where goods are bought and sold, usually outdoors.

I like buying things in the morning market, because the things there are very cheap but nice.

grape[ɡreip] n. 葡萄 pear[pɛə]n.梨 sweet[swi:t]adj.甜的

watermelon[ˈwɔ:təˌmelən]n. 西瓜

I like fruit, like grapes, watermelons and so on.

Grapes and watermelons are juicy and sweet fruit.

carrot [ˈkærət] n. 胡萝卜

cabbage [ˈkæbidʒ]n. 洋白菜;卷心菜

Carrots are long, thin, orange-coloured vegetables. They grow under the ground, and have green shoots above the ground.

The two cabbages look like a pig.

设计意图:通过句子或语篇让学生了解单词的用法。这样有助于学生理解生词的含义,知道在具体语境中如何运用,提高学生的语用能力。而且话题是学生关心的、感兴趣的话题,学生很容易轻松 2

地进入到本课的学习中。

步骤5:听文章,填空。

Li Ming takes Jack to the morning _______. Many people buy fruit and vegetables here. _______ are Jack’s favourite. Li Ming likes ______ best. The _______ are big, but they are not so big in Canada. Li Ming likes to eat ________ in soup, because it’s delicious. Li Ming also like _________. They are ______. The _______ don’t look good, so they don’t want to buy them.

设计意图:通过听力练习,掌握文章大意;通过填空,检查生词掌握情况。

步骤6:阅读。

Read the lesson and write true(T) or false(F):

1. Li Ming likes fruit. Grapes are his favourite. ( )

2. In Canada, people like to eat cabbage in salads. ( )

3. The apples don’t look good, but the pears look good. ( )

设计意图:通过阅读,培养学生读的能力,进行细节理解。

步骤7:拓展活动

Work in groups. Do you like fruit and vegetables? Interview your classmates and fill in the table.

Do you like?

Jim Pears Grapes Watermelons 3

4

5

范文三:七年级英语上册Unit6Lesson34OntheFarm教案(新版)冀教版

Lesson 34:On the Farm

一、教材分析

1. 课文分析:农场生活,对于城市的同学们来说是比较陌生的,而对于农村的同学们来说是很亲切的,因此,教师应当针对不同的学习对象,采取不同的教学方法。对于城市的同学,教师应当给学生们创造出亲近大自然的感觉;对于农村的同学,教师应当让同学们带着好奇心去学习,比如农场里的动物怎么用英语表达,给动物喂食怎么用英语说,从而使他们产生学以致用的感觉。

2.教学重点: 本课的掌握词汇及短语。

3.教学难点: 现在进行时态的使用。

● 知识目标:

(1)掌握词汇:countryside, feed, pick, friendly

(2)掌握短语及句型:on the farm, Come on!

●能力目标:通过听说训练,提高学生的口语表达能力。

●情感目标:激发学生热爱家乡、热爱大自然的感情。

●学习策略:

(1)使用小组合作学习并开展竞赛的方式,发展学生的学习能力,激发学生的合作意识。

(2)熟悉语言材料,创设语言环境,提高语言表达能力。

二、教学准备

1. CAI课件

2. Some pictures of animals on the farm

三、教学步骤

Step Ⅰ. Class Opening (3minutes )

T: Hello, boys and girls. I’d like you to listen to a song . After listening , tell me what you have heard, OK? 教师播放一遍歌曲后,问学生:“Do you like the song? Who can tell me the name of the song? Yes, Old Macdonald Had A Farm. Today we are going to learn a new lesson.”教师呈现课题Lesson 34:On the Farm.

[ 设计思路:先播放歌曲Old Macdonald Had A Farm,让学生用心去听,并且猜测歌曲内容,不仅能使学生在轻松、愉快的氛围中进入良好的学习状态,而且能够很自然地导入新课内容,使学生很快就感受到农场的生活气息,从而达到寓教于乐的目的。] Step Ⅱ. New concepts ( 33minutes )

1. Let’s review!

Ask students to listen to some sounds and guess: What are they? Where can you find them? Show some pictures of animals on the screen. Students will review the words like goat, chicken, etc.

[ 设计思路:让学生听一些动物的声音,这样“不见其人,先闻其声”的方法,能吸引学生的注意力;出示动物图片后,让同学们自己去想想这些单词怎么说,复习了旧单词,起到了热身的作用。]

2. Can you talk about the pictures?

Show the picture of Jack and Li Ming on the farm. Ask students to talk about the life on the farm

[ 设计思路:先呈现农场的图片,通过要求学生谈论图片中的农场景色,引导学生考虑:地点是农场,人物是Jack 和Danny,那么事件会是什么呢?如何用英语表达?以此做好关于

农场词汇学习的铺垫工作。]

3. Read and learn the new words.

The teacher will show the new words on the screen first, including both English and Chinese. Ask students to read after the teacher twice. Then the teacher will cover the English words for a while. Ask a student in each group to write down the words on the blackboard as many as he or she can. Then the teacher will show them all the words again. Read the words again.

[ 设计思路:一方面,继续采取“遮盖法”,强化学生瞬间记忆英语词汇的能力,解决学生因为学习任务重而没有时间记忆单词的烦恼,起到事半功倍的作用;另一方面,小组竞赛法贯彻整个学习过程,让同学们始终感到压力与动力并存。]

4. Let’s read the text!

教师以一副可爱儿童看书的动态图引导同学们朗读课文,播放一次课文听力后,再让同学们边听课文边填空。完成填空后,完整地听一遍,再跟读一遍。

[ 设计思路:以可爱儿童看书的动态图片引起学生的关注,在愉快的氛围中进入词汇的学习及听力的教学环节,这样的知识输入方式是递进式的,有利于同学们循序渐进地获取知识。]

5. Language points.

The teacher will ask students to find the language points by themselves after they read the text twice and ask them to make their own sentences by using the language points. Meanwhile, they can have a match about making sentences during the same time.

[ 设计思路:教师讲解完语言点之后,一定要趁热打铁,给学生一些思考的时间,再给他们一个展示自己能力的空间,使学生更好地掌握所学知识;同时,培养了同学们的自信心。]

6. Listening practice.

Let’s do it!No1 .Listen to the passage and match the people with the actions. 教师播放听力材料一遍后,让学生选择人物和动作的搭配,可以处理为抢答环节;对过答案之后,再次播放一遍听力材料。

[ 设计思路:在这个听力环节中,教师可以让学生预测某个动作是谁完成的,听过之后检验是否准确,如果学生答对,能增强他们参与学习的喜悦感,甚至能有一定的成就感。]

7. I can do it!

Let’s do it! No.3.Read the lesson and fill in the blanks.

教师在安排同学们做Let’s do it! No.3.之前,先播放一个小孩踢球的画面,在小孩子踢球失败、摔倒在地时,在屏幕上呈现出本题目,问学生:“Can you do it?” 在同学们做完之后,进行抢答,最后集体对答案。

[ 设计思路:通过对课文内容的整合,把文章处理成任务型完型填空的形式,有利于提高学生分析问题、解决问题的能力。]

8. Let’s have a match!

在屏幕上呈现 “Who is the Memory King?” 以及 “What is it? What colour is it?” 的语句之后,在屏幕上依次快速地闪现不同颜色的动物名称,再快速地隐去,在此过程中,教师穿插提问动物名称及色彩,看看谁是“记忆之王”!

[ 设计思路:小组竞赛中,看谁记得又多又准确的游戏方式,是巧妙激发学生潜能的手段;本课学习了新的关于动物的单词,加上以前同学们学过的颜色的词汇,“温故”的同时能够“知新”,可以很好地激发同学们的好胜心和参与课堂教学活动的积极性。]

9. Change the sentences.

(1) Li Ming is visiting his uncle’s farm. ( 划线提问)

(2) This farm is beautiful! (改为感叹句)

(3) We can feed the cows. ( 划线提问)

(4) The cows like you. (改为一般疑问句)

(5) The animals are friendly. (转换为同义句)

[ 设计思路:一方面,句型转换题型能较好地考查同学们对英语句型掌握的熟练程度;另一方面,我们选择了课本的原句,在同学们提高解题能力的同时,进一步熟悉了教材内容,起到了“一箭双雕”的作用。]

10.Work in pairs.

Talk about your favourite animals. Draw a picture and write about your favourite animal.教师先播放加菲猫和可爱小狗的图片,再要求同学们谈谈自己喜欢的动物,可以画下来,也可以写下来。

[ 设计思路:动物的可爱之处很多,给同学们一个机会来谈论自己喜爱的动物,应该是比较受欢迎的活动,而且,因为见过许多影视节目中可爱的动物,同学们就不会觉得没有话说了。最后,在屏幕上呈现范文“我最爱的猫咪”,给同学们一个写作示范 ,让同学们了解如何进行这种小文章的写作。]

Step Ⅲ. Dig in ( 2minutes)

Read the passage together. Then the teacher can ask a few students to imitate the sounds of the animals.

[ 设计思路:朗朗上口的小段文字,在讲授时处理成chant,应该比只听、读的方式更利于学生的学习。]

Step ⅣClass Closing

1. Summary

2. Homework

(1 )Try to find more names of the animals on the internet Happy Farm. (2 )Let’s Do It! No4. Write about your favourite animal.

四、课后反思

现在的网络很普及,作为海量知识的存储方式,我们如何能更好地利用网络呢?听英语歌曲作为许多人喜闻乐见的娱乐方式,应当被我们开发到教学资源中来,像开始导入新课时所用到的农场歌曲,尽管不是很优美、动听,却很快引起了学生的注意; 另外,本课的“记忆之王”游戏环节,达到了教师预期的效果,许多同学在比赛之后感到意犹未尽,希望教师能多安排这样的教学环节;因此,如何快乐教学,真正做到“寓教于乐”,这是值得教师深思的问题,也是值得教师不断去探索的方向!

同时,作为教师,看着同学们积极参与活动获得成功后满怀喜悦的笑脸,既体会到了教师职业的快乐,也再一次深深地理解到“教学相长”的意义所在!

五、板书设计

范文四:七年级英语上册Unit1Lesson1Hello教案(新版)冀教版

Lesson 1: Hello!

一、教材分析:

本单元主要围绕“学校和朋友”展开话题,教材为学生提供了发生在学校操场、教室等的日常对话,帮助学生练习并掌握在新环境中如何用英语进行自我介绍,如何礼貌地询问他人的情况,如何向他人表示感谢。为进一步的沟通和对话打下基础。

1.教学目标

语言技能:能用新句型打招呼和介绍自己:hello, hi

What’s your name? My name is „

I’m from „.

How are you ? I’m fine, thanks.

情感态度:

⑴ 激发学生学英语、说英语的兴趣

⑵ 帮助学生树立自信心,让他们乐于模仿,敢于开口,积极参与到用英语与人交流的活动中。

2.教学重点,难点:

掌握以下句型: What’s your name? I’m from „

How are you? I am fine. And you?

二、教学准备:

磁带,录音机

三、教学步骤:

Step I Class opening

1. Greeting

Ts: How are you? How are you? How are you today?

Ss: I am fine, thanks. I am fine, thanks. Have a lovely day.

Ts: How are you? How are you? How are you today?

Ss: I am fine, thanks. I am fine, thanks. Have a lovely day.

(设计思路:通过歌曲以轻松愉快的方式进入英语学习,教师要带动学生,通过身体和表情号召学生加入到以歌曲打招呼的活动中来)

Step II New concepts

1. Hello! Hi! My name is „.

教师拉起一位学生,“Hi”打招呼,边和学生握手,边指自己说My name is „ . What is your name? 让学生模仿并介绍自己,并以游戏方式传递进行。教会学生用英语礼貌地打招呼,介绍名字。注意表情,面带微笑。

2. How are you? I’m fine, thanks.

听录音,要求学生跟读。然后要求学生两两进行对话练习,直到能够熟练进行对话,并结合上一个对话,反复练习。

(设计思路:新课标明确指出,语言学习尽在模仿。通过录音机听标准的语音是最佳模仿方式,要让孩子养成听录音学说英语的习惯)

3. Write the sentences on the blackboard,ask the students to write down the

sentences on the exercise book. Check their handwriting and praise some students。

注意书写规范, 四线三格。

(设计思路:纠正学生的书写错误,清楚地告知英文的书写规范,如首字母大写,专有名词大写,及标点符号的正确书写,使学生尽早培养良好的书写习惯)

Step III. Consolidation S

1.Role play

S1: Hello! My name is„ What is your name?

S2: Hello! My name is „ What is your name?

合作进行,比一比,看看哪一组声音洪亮,表现自然。可适当

进行内容的扩充。本活动要在全班范围进行,教师鼓励孩子给自己起一个好听的英文名字,如Mary, Jack等,注意性别的区分。

(疯狂英语的朗读方法非常有助于孩子提升自信,敢于大胆地开口说英语。 让学生有一个英文名字,是向别人重新介绍自己的好方法。)

2.Sing a song

Follow the tape to sing the song “What is your name?” together.

(设计思路:寓教于乐,尽可能以歌曲等喜闻乐见的方式让孩子轻轻松松学英语,同时也巩固了所学的知识。)

四、教学反思:

本课取得了很好的教学效果,课堂气氛活跃,受到了学生的一致好评。经过反思,我认为本课具有如下特点:

1.寓教于乐,利用游戏、唱歌等方式培养孩子学习英语的兴趣,

激发他们的表现欲,并适时地进行语言鼓励和表扬。这对于新生入学的第一堂课是至关重要的。

2.播放录音,告诉孩子们:听说以及大胆的模仿是学好英语的关键,需要他们有鹦鹉学舌的精神反复练习。同时教授孩子书写的规范,如四线三格的使用、首单词首字母大写等等,让他们摆脱不良书写习惯,进入规范化的学习。

3.充分利用师友互助、小组合作的模式,让每一个学生都加入到课堂活动中来,成为课堂活动的主体,充分调动每个学生学习英语的积极性,不让一个学生掉队。

但在活动中看到一些学生羞于开口,或声音过低,这需要老师不断地鼓励,当然更离不开学友的帮助,今后还要将更多的机会给这样的学生,使他们摆脱内向和自卑,大胆快乐地学习英语。

五、板书设计:

Lesson 1 Hello!

What is your name? My name is „(Jack , Li Ming)

I’m from China/Canada.

How are you? I’m fine. Thank you.

2

范文五:七年级英语上册Unit3Lesson16HappyorSad教案(新版)冀教版

2

I have enough money to buy the book.

laugh[lɑ:f] v. 笑

1. He laughed with pleasure when people said he looked like his dad.

2. The British don’t laugh at the same joke as the French.

donut [ˈdəuˌnʌt] n. 面包圈

This shop sells different kinds of donuts. They look good and taste yummy.

设计意图:通过图片和语篇引出生词,并了解其用法,提高学生的语用能力。而且话题是学生关心的、感兴趣的话题,学生很容易轻松地进入到本课的学习中。

步骤4:听文章,回答问题。

Listen and guess:

1. What is the man doing?

______________________________

2. What’s wrong with him?

_______________________________

设计意图:通过听力,分散难点,渗透听力策略,注意捕捉主要意思,注意细节理解。 3

步骤5:Look and describe:

What is the boy doing?

How does he feel? Why?

设计意图:通过看图进行五句话口头作文的训练,培养学生口语表达能力。

步骤6:Look at the pictures on P40 and answer the questions:

1. How does Jenny feel?

2. How does Danny feel?

3. What’s wrong with Danny? Guess!

设计意图:通过回答问题进行看图说话和语言输出,培养学生利用英语来做事情的能力。 步骤7:Listen and answer the questions:

1. Is Danny hurt?

2. Is Danny tired?

3. How many donuts does Danny’s mother want him to eat?

4. Is Danny’s mother right?

设计意图:通过听力训练,使学生了解文章的大意及细节,并关注如何询问别人的感受。

步骤8:Let's do it! No 2, 3, 4.

设计意图:通过练习巩固新知。

步骤9:Work in group of four. See what makes you happy/sad.

Example:

When I listen to music, I feel very happy.

4

5

6

范文六:七年级英语上册Unit3Lesson15TallorShort教案(新版)冀教版

2

3

步骤6:阅读课文,正音。仿照课文编对话。

设计意图:通过阅读,培养学生动口读的能力。通过编对话,进行语言输出,培养学生利用英语来做事情的能力。

步骤7:练习:

1. The Yellow River is more than five thousand _______(metre) long.

2. The man sitting ________(靠着) the wall is my uncle.

3. Don’t look down u______ others. There is a teacher among three.

4. The g_______ is wet after the rain. Be careful.

5. sister, his, 1.67 metres, is, tall(连词成句)

__________________________?

设计意图:通过及时练习,巩固新知。

步骤8:语言输出:Work in pairs. Interview your classmates and fill in the table. Then use the information to write some sentences.

Example:

My friend „ is „ metres tall.

He/She is very/a bit/so„ tall/short.

设计意图:通过采访,调查好朋友的身高,写成文章,练习写作。语言学习除了需要大量的输入外,语言输出才是真正的目的,《新课标》指出,要用英语做事情,灵活运用英语。该环节通过学生采访这一真实的、贴近学生生活的语言环境,了解学生的掌握情况,同时锻炼学生的听说能力。 步骤9:拓展:

* The Silk Road is more than 7000 kilometres long.

* Eiffel Tower is over 320 metres tall. It is in Paris. How great it is!

4

5

范文七:2012年新版冀教版七年级英语上册les_20140914_190207

桃林中学学生自主学习导学案 班级 姓名   科目英语课题Lesson 2:Teacher and Students课型New lesson   主备人张海娟审核人 授课人张海娟授课时间 学案编号   学 习 目 标知识与能力:1.学习并掌握词汇:four, five, over, homeroom, student, classmate   掌握句型:This is …/What’s his/her name? His/Her name is …/ Nice to meet you.   2 能力目标:让学生学会用英语问候别人,以及如何介绍别人。   过程与方法:1.师生问候复习打招呼,自我介绍和询问姓名。2师生表演学习相关问候语。3 师生对话引入新课。4 利用图片介绍他人。   情感态度和价值观:让学生学会礼貌待人,以及如何与人友好相处。   重点:This is … / What’s her name? be 动词的用法   难点:His/ Her name is…   学法指导:自主学习,并通过熟读课文独立完成相应联系   2. 课堂探究,针对自主学习过程中的疑难点大胆质疑,教师点拨,学生应完成知识巩固   3. 能力提示与知识拓展,完成相应练习;   知识链接:用英语打招呼的不同方式   学习流程:   一. 知识导航   1. 如何介绍他人   常用方句型:This is ...   His/Her name is ...   He is ...   2. 初次见面问候语   -----Nice to meet you.   -----Nice to meet you, too!   3. 如何询问姓名   What’s her/his name?   Her/His name is …   4. 短语   home room teacher 班主任 over there 那边   二. 预习指导   1. 听录音,熟读并识记本节课的单词。   2. 熟读课文,学会如何介绍他人,以及询问别人的名字。   三. 预习检测   I.补全单词   f___ ___r f___ v___ homer___ -___ m cl__ __ __ ma__ e   st__de__ t   备注(教师复备栏及学生笔记)   II汉译英   1. 这是我的朋友。   2. _________________________________________   2见到你很高兴。   ——————————————————————   3我在10班。   ———————————————————————   4 他的名字叫什么?   ——————————————————————   四. 自主学习   I.读课文,并完成下列情景   ( ) 1. ---   --- Fine, thanks.   A. How do you do?   B. Hello!   C. Nice to meet you.   D. How are you?   ( ) 2. Nice meet you, .   A. to, to B. too, too   C. to, too D. too, to   ( ) 3. --- How is Jenny?   --- She is .   A. good B. fine   C. nice D. Jenny   ( ) 4. I am Li Ming. Kate?   A. Are you B. I am   C. She is D. Is he   ( ) 5. --- What’s name?   --- name is Lily.   A. his, His B. you, My   C. her, Her D. she, Her   ( ) 6. --- Hello, Danny! (备用)   ---   A. Hello, Jenny!   B.

How are you, Jenny?   C. Morning, Jenny.   D. Nice to meet you, Jenny!   II. 根据汉语意思完成句子   1. 我很好。   I’m .   2. 很高兴认识你。   Nice to you.   3. 你好吗?   are you?   4. 认识你也很高兴。   Nice to you, .   5. 谢谢你。   you.   6. 她的名字是Jenny.   name is Jenny.   III. 用be 动词的适当形式填空   1. His name Bill.   2. --- you Tom?   --- Yes, I .   3. ---How you?   --- I fine, thank you!   4. ---What her name?   --- Her name Jenny.   5. My name Kate.   VI.提升你的能力   句型转换   1. H is name is Jim Green. (就划线部分提问)   his name?   2. I’m fine . (就划线部分提问)   you?   3. My name is Li Jing. (写同义句)   Li Jing.   读一读,记一记   常见问候语   good morning 早上好   good afternoon 下午好   good evening 晚上好   hello hi 你好   how do you do? 你好?   how is it going? 近来还好吗?   what''s up? 近来可好?   nice to meet you 见到你很高兴   how are you? 你好吗?   G‘day 你好   备注(教师复备栏及学生笔记)

范文八:冀教版七年级上册英语全册导学案

冀教版七年级上英语全册导学案

Starter Unit 1 Good morning

第1课时 ( 1a-2e)

1.话题:Learn to greet people politely(有礼貌地) and write letters A-H regularly;

2.词汇:good,morning,hi,hello;

3.功能用语:

①---Hi bob!

②---Hello, Frank! --- Hello, Eric!

③---Good morning,Dale!

to greet people politely(有礼貌地) and write letters A-H regularly;

T:Now let’s listen to a song “Good morning!”, learn to sing this Song.

1.介绍:

(1)微笑着问候:“Good morning,class!”

(2)介绍单词“teacher”和 “class”.

(3)说 “Good morning,class”.回应“Good morning!”.

(4)说 “I’m Miss/Mr. …”.解释 “Miss ”、“Ms.”和“Mr.”.

2.完成1a;

3.1b听录音并跟读;

4.完成2a-2d;

5.谈谈下面字母组合的含义;

◆讨论交流:你在生活中还见过相类似的英文缩写词吗?

●Task:(1c)练习图中对话,然后问候同伴.

(为自己挑选一个喜欢的英文名字吧!)

◆Example dialoge:

---Good morning,Helen!

---Good morning,Bob!

---Hi Alice!

---Hi Cindy!

---Hello, Frank!

---Hello, Eric! etc.

◆常见英语人名: Alan Bill Edward Jack Kevin Peter Tom

Albert Bob Frank James Mark Philip William

Alex Charles Fred Jim Martin Richard

Alfred Christopher George Jimmy Michael Robert

Andrew Daniel Gilbert Joe Mike Robin

Anthony David Harry John Partrick Simon

●Amanda Catherine Jane Linda Sophie

Amy Deborah Jennifer Lucy Susan Wendy

Ann Diana Jenny Maggie Tracy Victoria

Bridget Clare Elizabeth Joanne Margret

Carol Emily Karen Julie Mary Ruth

一.写出下列字母的左邻右舍. 1. B 2. c 3. f 4. E

5. g

二.把下列英语缩写和汉语意思配对.

(1)CBA A.公斤,千克

(2)kg B.公里,千米

(3)km C. 英国广播公司

(4)BBC D.中国篮球协会

(5)EMS E.特快传递

三.比较下列每组字母或单词的读音,含相同读音的用(S),不同的用(D)表示.

1.b,a( )

2.c,e( )

3.a,e( )

4.b,d( )

5.Frank,thanks( )

6.evening,Helen( )

第2课时 ( 3a-4d)

1.话题:Learn to greet people when they meet people in different (不同的)time ;

2.词汇:afternoon,evening,how,fine,am,is,are;

3.功能用语:

--- Good afternoon, Frank!

--- Good evening,Bob!

---How are you?

---I’m fine/OK,thanks.

1. letters,words and sentences of this unit;

2. How to greet people properly(恰当地);

T:你们的英文名字都已经相互熟悉了吗?请在小组内进行相互问候吧!

1.完成3a和3b;

◆讨论交流:你能区分“Good morning!”“Good afternoon!”和“Good evening!”的用法吗?

2.3c听对话并与同伴练习;

◆讨论交流:

(1)对话中的“How are you?”能换成“How do you do?”吗?两者有什么区别?

(2)句中“I’m”是“I am”的缩写.其中“am”是连系动词.连系动词be有三种形式,即am, is,are.你知道三者的用法吗?

请试着翻译下列句子:

①刘芳好吗?她很好,谢谢!

②你的父母亲(parents)好吗? 他们很好,谢谢!

3.完成4a.

4.完成4b,4c. ◆小组讨论:注意字母A的发音/ei/æ/、字母E的发音/i:/e/;

你能说出也有相同发音的其它单词吗?

●Task1:(3d)为自己选一个英文名字,与同伴互相问候.

●Task2:

假定你分别在上午、下午、晚上遇到了同伴,请先写出你们见面时的相互问候,并进行对话练习.

一. 补全对话: 1.---Hello,John,How you today?

---I’m ,thank you.And you?

---I’m , . 2.Kate: ,Li Tao! Li Tao: , Kate! Kate: How you ? Li Tao:fine. you , you ?

Kate: I’m , . 3. , your English teacher?

(你的英语老师身体好吗?)

二.连词成句:

1.good, you,to,morning

2.you,hi,how,Grace,are

3.fine,you,thank,I’m

4.afternoon,Miss,good,Wendy

Starter Unit 2 What’s this in English?

第1课时 ( 1a-2e)

1.话题: Learn to write letters I-R regularly;

2.词汇:what,is,this,in,English,map,pen,ruler,orange,jacket, key,quilt,it,a,that;

3.功能用语:

---What’s this in English?

---It’s a/an …

1.Identify things;spell words;

2.to write letters A-H regularly;

T:Hello,boys and girls!Look at the pictures,Can you tell(告诉) me “What’s this in English?”

1. 在1a中找到学习目标1中的新单词,请试着读出来,并完成1a的任务. ◆讨论交流:你能说说不定冠词a和an的用法的区别吗?

特别注意:a useful [`ju:sful] map(一张有用的地图)、an hour [`auə](一小时),你知道为什么吗?

2.(1b)听录音并跟读.

(1)听第一遍时,注意升降语调和重读,请分别用“↗,↙”和“′”在句子中标注出来;

(2)听第二遍,并复读句子;

3.(1c)练习图中对话,然后与同伴编新对话.

4.完成2a~2e;

◆讨论交流:你能把A~R按元音和辅音字母进行分类吗?

●Task1: 如果问句中的主语是this/that,答句用it作主语来回答,对吗?

●Task2: 小组对抗赛:

准备一些物品的实物及图片,连锁操作进行对话练习。

◆Chain drill

A:(to B)What’s this in English?

B:It’s a book. (to C)And what’s this?

C:It’s a pencil.(to D)What’s this in English?

D:It’s a bag. (to E)And what’s this?

E:It’s a pencil. What’s this in English?etc.

一.单项选择:

( )1.What’s this English?

A.in B.at C.for D.on

( )2.--- What’s this in English? --- .

A. It’s pen B.This is a pen

C.Yes,it’s a pen D.It’s a pen ( )3.Yao Ming is NBA player(队员).

A.a B.an C.the D./ ( )4.This is not old map,It’s new map.

A.a;an B.an;an C.a;a D.an;a

( )5. --- What’s this in English?

--- It’s “H” .

A.a B.an C.the D./

( )6. It’s “u”not “a”.

A.a;an B.an;an C.a;a D.an;a

二.看图完成对话:

(1)A: What’s ? B: apple.

(2) A:Hello,LI Ming, What’s this in English?

B: It’s .

A:Is this your clock? B:Yes, .

第2课时 ( 3a-4d)

1.话题: Learn to write letters I-R regularly;

2.词汇:spell,please;

3.功能用语:

---What’s this in English?

---It’s a map.

---Spell it,please!

---M-A-P

1.Identify things;spell words;

2.to write letters A-H regularly;

T:Hello,boys and girls!Look at the pictures,Can you tell(告诉) me “What’s this in English?”

1.听录音并完成3a和3b;

2.(3c)听对话,并与同伴练习;

3.完成3d;

4.(3e)与同伴谈谈图中的物品;

5.完成4a~4d;

◆讨论交流:我们已经学了四个元音字母a,e,I,o.其中字母A的发音/ei/æ/、字母E的发音/i:/e/;

现在请注意字母I的发音/ai/i/、字母O的发音/əu /ɔ/,你能说出也有相同发音的其它单词吗?

●Task:(小组对抗赛)准备一些物品的实物及图片,并进行对话练习. ◆规则:一组出示物品并提问,另一组负责回答;

◆Example dialoge:

---What’s this in English? It’s … .

---Spell it,please! --- .

一.

( )1. Good morning,class!

( )2. Hello!

( )3.What’s your name?

( )4.How are you,Jim?

( )5.What’s this?

( )6.Sit down,please.

二.选择填空:

( )1.This is nice jacket.

A.an B.a C.one D./

( )2.What’s that Chinese?

A.in B.to C.on D.at

( )3. your book?

A.This is B.Is its C.It’s D.Is this

( )4.---Colin, What’s this in English?

---

A.This is a pen B. It’s a pen C. It’s pen D. This is pen

( )5.Is this English book?

A.an B.a C.one D./

三.翻译句子

1.这是南希.

2.瞧,这是什么?

3.这是一床漂亮的被子.

4.请拼写一下.

Starter Unit 3 What color is it?

第1课时 ( 1a-2e)

1.话题:Learn to talk about colors and write letters S-Z regularly;

2.词汇:color,red,black,white,blue,orange,green,yellow, purple,brown;

3.功能用语:

---What’s this?

---It’s V

---What color is it?

---It’s red.

to talk about colors and write letters S-Z regularly;

T: Hello,boys and girls!Look at the pictures,Can you tell(告诉) me “What’s this in English?”

“What’s your favorite(喜欢的) color? ”

You can answer“It’s . I like best. My favorite color is ”.

1.(1a)看图写出与每种颜色匹配的字母.

◆Presentation:

T:What’s this?(show letter cards)

Ss:It’s .

T:What’s color is it?

Ss:It’s .

2.(1b)听录音并跟读.

3.(1c)练习图中对话,然后与同伴编新对话.

4.完成2a~2e;

◆讨论交流:拼读字母有规则:26个字母,你可以把它们按读音分类吗? 字母 都含有[ei]音;

字母 都含有[i:]音;

字母 都含有[e]音;

字母 都含有[ai]音;

字母 都含有[ju:]音;

字母 都含有[əu]音; 字母 都含有[a:]音;

●Task:(小组对抗赛)准备一些物品的实物及图片,并进行对话练习. ◆规则:一组出示物品并提问,另一组负责回答;

◆Example dialoge:

---What’s this in English?

---It’s … .

---What’s color is it?

---It’s .

一.句型转换: 1.The pen is black.(就划线部分提问) is the pen? 2.The apples are red.( 就划线部分提问) the apples?

二.根据汉语提示完成句子. 1.The bag is (黑色的). 2.The banana is (黄色的).

3.The leaves( 树叶)are (绿色的).

4.His coat(上衣)is (蓝色的).

5.That car(小汽车)is (红色的).

第2课时 ( 3a-4d)

1.话题:Learn to talk about colors and write letters S-Z regularly;

2.词汇:cup,ruler,key,in English,spell;

3.功能用语:

①---What’s this in English?

---It’s a key.

---Spell it,please.

---K-E-Y

②---What color is it?

---It’s yellow.

How to talk about the things’ colors and how to spell them;

T: Look!Jane want to paint(画) a beautiful rainbow(彩虹)。 What colors she need(需要)?

Now let’s listen to a song “英文字母歌”, learn to sing this Song.

1.(3a)听录音,为下列物品涂色;

2.(3b)再听一遍录音,并完成句子.

3.(3c)听录音,完成表格.

4.(3d)用3a-3c中的物品编对话;

◆与同组同伴展示对话.

5.完成4a,4b;

6.(4c)听录音并跟读;

◆讨论交流:你能总结5个元音字母的发音规则吗?

●Task: 准备一些物品的实物及图片,并进行对话练习.

(先把对话写下来,再与同伴展示对话)

◆Example dialoge:

①---What’s this?

---It’s…

----Spell it,please.

---…

---What color is it?

---It’s ….

②--- What’s your favorite color?

---It’s . I like best/ My favorite color is . ---Look,this is a ,It’s .

一.单项选择:

( )1.It’s black.It’s black ruler.

A./;/ B.a;/ C./;a D.a;a ( )2.--- is that quilt?

---It’s black.

A.Which color B.How color C.What color D.What’s color

( )3.---What color is her jacket?

---It’s .

A.an orange B.orange C.the orange D.a orange

二. 句子配对

1.What’s this in English? ( ) A.The one in blue.

2.Is this a book? ( ) B.He’s my father.

3.Who’s that man? ( ) C.It’s orange.

4.What color is that orange? ( ) D.Yes.it is.

5.How are you? ( ) E.It’s a map.

6.Which boy is your brother? ( ) F.No, it’s yellow.

7.What is this? ( ) G.It’s an orange.

8.Is that jacket black? ( ) H.Fine,thank you.

Starter Unit 1~3

A: Good afternoon.John. B: 1

A:How are you?

B: 2 A: 3

B: What’s this in English?

A: 4

B:Thanks. Good-bye.

A: 5 ◆探究任务2:完形填空

Good morning!I 1 Eric.Look at this ruler. 2 is red.It’s Bob’s ruler.That(那个)is a 3 .Do you know(知道)what 4 the jacket is?It’s green.It’s my green jacket.This is 5 key.It’s Frank’s key. 6 yellow.My pen is blue 7 white.I can(会) 8 it. 9 that?Oh,It’s an orange.It is 10 .It’s Helen’s orange.

1.A.is B.am C.are

2.A.It B.You C.This

3.A.UFO B.CD C.Jacket

4.A.list B.color C.name

5.A.a B.an C.the

6.A.You’re B.It’s C.I’m

7.A.and B.in C.at

8.A.color B.thank C.spell

9.A.How’s B.What’s C.What

10.A.white B.black C.orange

A

What color are their(他们的)pencil boxes?

Doris,Jim,Rose and Billput their pencil boxes on the table.The pencil boxes are white,blue,red and black.We know(知道),the boys’ pencil boxes aren’t red and the girls’ pencil boxes aren’t black.What color is

Doris’s pencil box? I don’t know.But I know it is not blue.Bill says,“My pencil box is white.”Then what color are their pencil boxes?

1.Doris’s pencil box is .

2.Rose’s pencil box is .

3.Jim’s pencil box is .

4.Bill’s pencil box is .

B

My friend and I

My name is Liu Fang.I’m a Chinese(中国的) girl.I’m in Grade One.Mary is 1 English girl.She is in our class.We are friends.She teaches(教) me Eglish and I teach her Chinese(汉语).We often greet each other(互相问候)(3)in Eglish and Chinese.She always says first,“Hello, Liu Fang.(4)How are you?”I answer,“Fine,thank you.And you?”Mary speaks Chinese with a smile(),(5)“我也好.”

5.在(1)处填上一个适当的冠词;

6.选择正确的单词填入(2)处;

A.fine B.good C.OK D.well

7.(3)处短语的汉语意思是“ ”;

8.将划线(4)部分译成汉语;

9.将划线(5)部分译成英语;

假如你叫李明,参加中美青少年暑期夏令营来到了美国.你想买块手表但不知道手表用英语如何说,你也不会拼写,并且也不知道颜色如何描述,你向好朋友Tom请教,试用英语编写一段对话,不少于3组对话.

提示词:watch手表

★ 我的收获:

★ ★ 自我评价:A.满意; B.基本满意; C.不满意;( )

Unit 1 My name’s Gina

第1课时 (Section A 1a-2d)

1.话题:Introduce youself and greet others;

2.词汇: name, nice, to, meet, too, your,Mr, his, her, and, she ,he, no,not;

3.功能用语:

①---Good morning!I’m Cindy.

---Hello,Cindy!I’m Dale.

②---What's your name?

---Alan.

---Hello Alan. I’m Ms Brown.

③---Hi,My name’s Gina.

---I’m Jenny.Nice to meet you.

---Nice to meet you, too.

4.语法:---What's your/his / her name?

My /His/Her name is …

1.present tense to“be”;

2.what questions;

3.Possessive adj. my,your,his,her;

T:Before our class,Let’s sing a song:What's your name?

1.认真观察第一页1a的图画,试着写出含有的物品的英语单词.

T:(Look at the picture)What’s this?Please call out your words and Spell them.

2. 听录音, 给1b的对话编号.

(1)Play the recording the first time,only listen.

(2)Play the recording the second time,number the conversation. Check the answers.

(3)Listen and repeat the conversation.

3.(1c)根据听力对话,然后问候你的同学.

(1)Practice the conversations in 1b with a partner(Use your own names)

(2) Go to the front of the class and greet each other using your real names.

◆Example dialoge:

My name is …/ I'm …. 4.(1)对照 2a 的图片,听对话.

Write “my, your,his,her ”on the blackboard , Give sentences such as: My name’s ; Your name’s ;

His name’s ; Her name’s ;

(2) 再次听对话,为图片编号.

5.(2b)再听一遍对话,圈出所听到的名字.

●Task1: 两人一组练习对话(2c)

◆Example dialoge:

---What's your name? My name is …. / I'm ….

---What's his / her name? ---His / Her name is ….

Act out the dialogue vividly,one plays Linda,another plays Halen.

一.补全单词:

1.W your name?

2.I a Alan.

3.H name is Jim and h name is Mary.

4.She is a good girl.Her n Liu Fang.

5.N to meet you.

二.根据所给单词的适当形式填空:

1.-—What’s (you)name?

--- (I)name is Gina.

2. -—What’s (he)name?

3.He (be)Tony.

4. -—What’s (she)name?

--- (she)name is Linda.

5.Nice (meet)you.

三.补全对话:

Mary:Hello!My name is Mary, ?

Jim: !I’m Jim.Nice to meet you. Mary: .

第2课时 (Section A 3a-3c)

1.话题:Introduce youself and greet others;

2.词汇: name, nice, to, meet, too, your,Mr, his, her, and, she ,he, no,not;

3.功能用语:

①---Good morning!I’m Cindy.

---Hello,Cindy!I’m Dale.

②---What's your name?

---Alan.

---Hello Alan. I’m Ms Brown.

③---Hi,My name’s Gina.

---I’m Jenny.Nice to meet you.

---Nice to meet you, too.

4.语法:---What's your/his / her name?

My /His/Her name is …

1.present tense to“be”;

2.what questions;

3.Possessive adj. my,your,his,her;

T:Make up a dialogue“How do you meet new(新的) friends at school?”

1. Revision:复习上节课所学的单词.

(Write them on the blackboard )Please call out the words and make some sentences with them.

2.Grammar focus:

(1)Please read and ask any questions.

(Use“his,her,your and my, What's ,name’s,I’m,he’s,she’s”)

(2)Do you know how to write the sentences?

3.Activity 3a:

(1)调整词序,组成对话;

(2)检查答案;

(3)与同伴练习对话.

4.Pairwork 3b:

(1)先自己独立完成;

(2)检查答案;

(3)与同伴练习对话.

●Task1: 你能介绍一下你小组成员的名字吗?(3c)

●Example dialoge:

(1)Hello, everyone. There are ____ kids in my group. His name is ____ _. ______.Her name is _____. ______. ______. My name is _______. We are good friends.

(2) Hello, everyone. There are ____ kids in my group.

He is _______. _______. She is________.________. ________.

I am _______. We are good friends.

●Task2: show your own conversations.

◆Chain drill

*A: What's your name?

B: My name is ….

*A:What's your name? And how old are you?

B: My name is …I am …years old.

*A: What's your name? how old are you? And where are you from? B: My name is …I am …years old.I am from…

*A: What's your name? how old are you? where are you from?And who is your frind?

B: My name is …I am …years old.I am from…My frind is …

一.单项选择: ( )1.My name Mary.

A.be B.is C.am D.are

( )2.What’s name?

A.he B.his C.she D.you

( )3.---What’s name? ---- name is Li Jing.

A.you,My B.you,I C.your,My D.he,His ( )4.Gina is name.

A.his B.he’s C.she’s D.her ( )5.He not Bob,his name Jim.

二.从方框中选择恰当的句子补全对话A:1. ,Miss Gao! B: Good morning, Li Ming! A:2. ? B:I’m Fine,thanks,And you? A:3. .

B: Li Ming,this is Wei Hua,your new classmate.4. .

A:Nice to meet you, Wei Hua! C:5. !

第3课时 (Section B 1a-1f)

1.话题:To learn to ask and give the telephone number;

2.词汇:telephone,number,card,family,name,good,zero,one,two,

three,four,five,six,seven,eight,nine, telephone number, phone number;

3.功能用语:

---What's your/his/her phone number?

---It’…

4.语法:

---What's your/his/her phone number?

---It’…

1.Words and sentences in this part;

2.Ask and give the telephone number;

T: Sing an English song: Number song

Are you remember?

1.Revision(复习):

Try to I magine(设想)that you are in a new place,how do you introduce youself and greet others?Please write a short dialogue about it,then act(表演) it out in front of the class.

2.听(Section-B)1a,并跟读。

3.听1b,先独立完成,然后小组交流;

4.Practice:

(1)Make a survey(

(2)(1c)Ask for and give your phone numbers.

5.听 1d-1e(放录音三遍).

●Task1: Play a game

将你的电话号码写在纸条上放入袋中,然后任意取出一张纸条找出号码的主人. ◆Example dialoge:

---Is this your number?

---What's your phone number , _____? It's ___________.

●Task2: 使用自己的个人号码信息作一个简单报告。

◆Example dialoge:

Hello, everyone. I am a sunny boy / girl. I’m in Class ___ Grade 7. My QQ number is __________. My family’s telephone number is _________. My father’s phone number is ______. My mother’s phone number is ________. My father’s car number is __________. …… I hope I can be your friends.

一.根据 句意和首字母提示完成单词. 1.Her car n is 87652. 2.Six and three is n .

3.---What’s your t number?

---It’s 0632-6688799.

4.---What’s five and two?

---It’s s . 5.Three and five is e .

二.句型转换。 1.His name is Tom.(对划线部分提问) name?

2.My name’s Kate(同义句) Kate.

3.Her telephone number is 021— 37928. (对划线部分提问)

______ ______ her telephone number ?

范文九:冀教版七年级英语下册

冀教版七年级英语下册

《Lesson39 Home for the Evening》 教学设计

一、教材依据:冀教版英语七年级下册第五单元39课

二、教材分析:

本单元重点讲述Li Ming来到加拿大后在Jenny家发生的事情。本课教学内容是要让学生了解Jenny家客厅的物品摆放及Jenny家人在客厅中的活动。通过本课学习,要让学生用自己的语言来谈论客厅里的物品,并要求学生运用现在进行时这一时态来描述人们在living room中的活动。

三、教学目标

1.知识与技能目标

(1)听、说、读、写客厅里的物品TV,chair,couch 等,以及描述或介绍各个房间及房间里的物品的名称、颜色、位置等。

(2)能够牢固掌握现在进行时并能灵活运用到课文中及实际生活中,就家人在家里的活动用现在进行时进行简单、准确的描述。

2.情感及文化目标

(1)激发学生听英语、说英语、用英语和他人进行交流的兴趣,敢于用英语进行表达,并能主动利用语言环境大胆实践。

(2)鼓励学生根据所学知识谈论自己家客厅的物品及家人,使之能在小组活动中积极参与他人合作,互相帮助,增强学生的团结合作意识。

(3)通过学习客厅物品及对家人的描述,教育学生珍惜亲情 ,热爱家庭,增强学生对家的热爱及对父母的尊重。

四、教学重点

(1) 掌握客厅里的物品单词。如:TV, chair, couch

(2) 掌握动词短语。如:watch TV, read the newspaper, play cards, write a letter, sit in the chair, sit on the couch 。

(3)现在进行时的理解、掌握和运用。

五、 教学难点

(1)现在分词的变化方法。如:playing, reading, watching, writing, sitting

(2)掌握现在进行时以及能够熟练运用。

六、教学方法:启发引导式教学法

七、学法指导:探究式、小组讨论

八、教学过程

Step 1: Warming up

1. Sing a song together.“In the Living Room”.

2. Revision

T: -Where do you live?

- I live in a house. Here's my house. How many rooms?

Guess what room is it.

S1, S2, S3, S4: This is a bedroom/ living room/ kitchen/ bathroom. T: I have something for my house. I want you to put them in the

correct room.

设计意图:“万事开头难”。一节课的导入必须要自然、轻松,针对本节课的教学内容,教师与学生同唱一首“In the Living Room”。通过演唱和表演,共同创造了一个和谐的课堂氛围。通过一个物品找房间的活动来复习本单元的重点词汇,激发了学生学习英语的兴趣,使学生尽快进入学习状态。

Step 2: New Teaching.

T: There is a ___, a ___ and _____in the bedroom/kitchen/bathroom. But there's nothing in the living room. Guess what's in my living room.(出示电视、小沙发、长沙发的图片)

T: I want to watch TV. (指黑板)Is this a TV?

Ss: No, this isn't a TV. This is a blackboard.

T:(指椅子)Is this a TV?

Ss: No, this isn't a TV. This is a chair.

T: Where is the TV?

S1: Here's the TV.

T:(出示 Jenny家客厅的图片课件)

What can you find in the living room?

S1: This is a ____.

S2: These are ____.

S3: I see _____.

S4: I like _____.

T: What do you do in the living room?(选择和本课有关的短语板书)

设计意图:在帮助物品找房间的活动结束后,询问学生客厅里有什么,顺便引出了本课的重点生词chair, TV和couch,起到了一箭双雕的双重作用。通过对Jenny家客厅的反复谈论,既突出了趣味性,又给学生提供了获取成功和自信的机会,使这些词汇深深印在了学生的脑海里,为下一步的学习提供了良好的心理准备。What do you do in the living room?这是个拓展性很强的问题,这会使学生的语言自然流露,使语言与实际生活紧密联系。

Step 3: Presentation

教师让一个学生看动词短语,然后做动作,其他同学回答What is he/she doing? What are you/they doing? 和What am I doing?。 教师把黑板上的短语变成现在进行时的句子。

设计意图:为了突破本课的教学重点, 现在进行时,教师特别设计了游戏活动look and do the action。一方面调动了学生们的学习热情,激发学生的创造性思维,另一方面通过用What's he/she doing? What are they/you doing? What am I doing? 等不同人称的提问,讲解了各种人称句式,进行了层次化的语言训练。

Step 4: Consolidation

T: Listen to the tape and answer the question “ Is everyone in the living room ?”

(学生有目的的去听课文。)

OK, answer the question.(让学生回答问题。)

T: Take out your listening paper, listen and fill the blanks. (主要是针对现在进行分词的练习)

Listen, repeat and check your answers.

设计意图:引入课文教学,每一遍听磁带朗读都让学生带着不同任务有目的的去听。同时进行了写的训练 ,培养学生在听录音时善于抓住关键词的习惯。

Step 5: Practice

T: Show a picture of your living room and talk about it with your partner.

Step 6: Homework

T: Talk about your living room with your friends and your family. 设计意图:语言的形成和发展,仅凭课本教学是不够的。结合本课教学内容,让学生在小组中讨论自己家的客厅,既是对本课知识的拓展,又帮助学生在实际生活中运用语言,培养学生的英语综合运用能力。真正遵循 “为用而学,在用中学,学了就用”的教学原则。

范文十:冀教版七年级英语下册

冀教版七年级英语下册

《Unit 3 School Life 》教案

Lesson 15 Making a diference

教材分析:第三单元核心内容是Shool life。在八个单元中起承上启

下的作用。前三个单元谈如何待人,如赞美鼓励与关爱;后五个单元

谈如何律己,如个人兴趣习惯,健康规划设计,小到日常,大至人生。

各单元环环相扣,层层深入,引领孩子们走向健康之人格。第十五课

通过Hao Tongxin,一个与学生同龄的学生的自我介绍展示乡村希望

小学的风采,引导主旨“with a good education,you can make a

difference.You can make a good life for yourself.Then you can help your

family,friends and other people,too.从而由人而己,点明启蒙学习的重

要引导学生关爱家人,朋友,关心社会。

一、Teaching content:(教学内容)

1.Learn new words and

phrases:difference,village,yourself,drop,possible,never,

future,give up,drop out of school,in the future,

2.Understand the meaning of text.

3.how to express concern.

二、Teaching goals:(教学目标)

knowledge

aims: .

1. remember the new words and phrases.

2.understand the meaning of text.

3.expressing concern.

Skill aims: 1能听懂,理解新词,词组所表达的句子及会话。

2.通过阅读课文,能回答提出的问题,熟读并理解短文大意。

3.能用本课所学额词,词组,语法完成各类练习。 Aims for feelings: 通过本课学习,使学生懂得:有了良好的教育,

方能改变人生这一观念,增强师生的情感.。 三,Key points and difficulties:

1.The language knowledge given in this lesson .

2.熟读,背诵课文。 四,Teaching aids:(教学辅助)多媒体, pictures or cards.

五、Type of the lesson:(课程类型) New lesson.

六、Teaching procedure:(教学过程)

Step 1. Lead in.

Greeting:say hello to every Ss,and make sure the Ss can answer it

correctly.

Then check up the homework,if the Ss do it right.

Step 2. New lesson.

No.1Review

Last lesson,we learned Jenny’s school life,and we knew that what would

Jenny do in a science fair.then ,we will learn a new lesson,a Chinese

student --Hao Tongxin.

Teach the new words and phrases,make sure the Ss can read them

correctly.

No.2 Read and match

Have the Ss read and match the phrases with the correct meanings.

No3.Title.Explain “Making a difference in Chinese. No.4 Talk about

Present some pictures to the Ss,let them talk about: Who makes a

difference in your life ? Making a difference means……

.

Step3.Listen and fill.1. Listen to the text, try to fill the blanks with the

words. Step4.Read and fill. Let the Ss read para1(Hao Tongxin’s

self-introduction自我介绍) ,then fill in the table.

Step5.Read and answer.Have the Ss Read Para2~4 carefully in groups

and fill in the chart

Step 6.Read and choose.Ask the Ss to read the text again,then try to find

out the topic sentence of each paragraph.

Step 7.Read and write Read the passage and write true or false.

Step8.Language points. Step 9.Think and answer: Think about the passage carefully, and try to

answer the questions. The teachers don’t want anyone to drop out of

school. Because…

Step 10.Group discussion.Get the Ss talk about : Do you want to make a

difference? What will you do? Then ask 3-4 students to share their ideas

with others.

Summary: knowledge can help you get a good job in your future, I

don`t want anyone to drop out of school, l hope all of you can stay in

school.

Everyone can make a difference every day.

The students in Chengguan Middle School can make a difference every

day.

The students in Class 2, Grade 7 can make a difference every day.

I can make a difference every day.

七、Homework:

1.Read and retell the text.

2.Ask parents to dictate the words phrases sentences and notes.

课后反思:

幻灯片介绍(共计18张幻灯片)

1.Title

2. Words and Expressions.

3.Read and Match.(Read and match the phrases with the correct

meanings.)

4.Making a dierence.( Explain the meaning of Making a dierence.) 5-7.Talk about.(Making a diference means……)

8.Listen and Fill. ( Listen to the text, try to fill the blanks with the

words )

9.Read and Fill. (Read Para1, fill in the table. Hao Tongxin’s

self-introduction)

10.Read and answer .( Read Para2~4 carefully, fill in the chart.)

11.Read and Choose.( Try to find out the topic sentence of each

paragraph.)

12.Read and Write. (Read the passage and write true or false.)

13-14.Language points and Exercises.

15..Think and Answer. (Think about the passage carefully, and try to

answer the question: The teachers don’t want anyone to drop out of

school. Because…:.)

16.Group discussion. (Do you want to make a difference? What will

you do? )

17.Summary.(Teacher`sadvice )

18..Homework.