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外研版七年级英语上册教案全集

发布时间:2020-10-24 17:27:36 影响了:

 Unit 1 Nice to meet you 课

  题 Module One Unit One Nice to meet you

 设 计 理 念 1、分层指导下的任务设计:面向全体学生,为不同层次的学生提供展示自己才能的机会。

 2、根据学生的兴趣爱好设计活动,在学中玩,在玩中学,让学生在用英语“做事”并解决问题的同时锻炼自己的口语交际能力。

 3、形成性评价贯穿整个课堂,为学生“可持续学习” 奠定基础,让学生拥有成就感。

  教 学 目 标 1、语言目标:教材设计的话题是个人信息,运用任务是向新同学介绍自己以结识新的朋友,相应的功能是自我介绍。

 2、语言结构主要是动词 be(am)与人称代词的强化;将介绍自我所需要的人称代词与动词 be 与功能(自我介绍)、真实运用任务(为结识新朋友而自我介绍)有机结合。

 3、跨文化交际目标:国外自我介绍的礼仪以及询问年龄的禁忌等。如美国人比较开朗,会主动打招呼自我介绍,英国人就比较保守,恪守俗话“别人不开口你就别说话”。如果没有人帮你介绍给外国朋友就自我介绍。

 教 学 重 点 1、新单词和短语:first, lesson, class, student, Miss, blackboard, year, open, close, match, write, read, listen, practice,eleven, twelve, thirteen, twenty-nine, fifty 2、动词 be(am)与人称代词的强化 教学难点 不同场合下的包括年龄、家乡等个人信息自我介绍 学习策略 自学和小组合作互动学习 教

 具 CAI 课件、小卡片

 教学流程图:

 教学步骤 l

 (1 课时) 一、第一教学环节:情景创设、布置任务、激趣导入 教

 师

 活

 动

 学

 生

 活

 动

 Leading-in:

 1 .制作 Name Card( 此任务针对中低层次而设计) 2. 看谁的朋友最多 (此任务针对中高层次学生设计)

 3. “心有灵犀”交朋友(是照 按照 TPR 进行设计,适合各种层次)

 完成 Task One: 制作 Name

  完成 Task Three: “心有灵犀”交朋友 完成 Task Two: 看谁的朋友

 Homework 以及评价

  布

 置

 任

 务 五

 步

 交

 际

 教

 学

 法

 放录像 分组 发表格 优秀卡片作品展 完成第一个语言任务 学会制作卡片,为后面的活动做铺垫。

 结 束 分组练习 体验 学习语言 导入、呈现阶段:情景创设、布置任务、激趣导入 Drill and practice:操练阶段 Presentation:

 Drill and practice:操练阶段 完成第二个语言任务 学会自我介绍和实际的运用 Nice to meet you

 1. 老师可以采取 “brainstorm”的形式,通过一到两组的简笔画的形式进行自我介绍。如:

 教师首先画出一个圆圈,让学生用英语猜测是什么并大声说出来;然后在添加一个象云朵一样的东西,让学生继续猜测,这个期间对于学生敢于想象的要给予语言鼓励或者是物质鼓励。最后出现的是一个老师的形象,让学生慢慢意识到今天的主题。同时进行小组的竞争 。

 这 个 阶 段 也 就 是 进 行 课 本 的“Learning to learn” 或 者 是“Speaking”阶段。

 My name is …I am a… I’m …years old. I am from… 2.教师出示动画片或者英语小flash短片(最好是有关自我介绍的),向学生进行介绍或播放课件,同时教学生词和句型结构。

 What’s your name? My name is

 Where are you from? I am from… 1.学生认真观察,并随着老师的画画动脑筋,猜测这是什么,并积极举手发言,获得老师的奖品。并有可能获得本组的加分(学生课前分好组,每节课要进行竞赛,看看哪一组上课最认真)

 2.认真观看动画或课件,仔细听老师的 介 绍 :

 My name is …I am a… I’m …years old. I am from…,跟随老师学习有关自我介绍的词。

 3.继续听老师的介绍,然后回答老师 的问题:

 What’s your name? My name is Where are you from? I am from… Nice to meet you. Nice to meet you too.

 Nice to meet you. Nice to meet you too. 3.布置本堂课的教学“任务”,要求学生完成。任务的讲解要细致,让每一个学生明白,同时要激发起每一个学生的求知欲和用语言解决任务的信心,尽量用英文加上手势或者书面图片形式说明,必要时可以用中文解释。

 任务一:制作Name Card

 任务二:Who has the most friends?看谁的朋友最多

 任务三:心有灵犀一点通

 4.学生认真理解教学“任务”,在自己下定决心取得胜利的同时,与小组成员讨论任务的详细内容,互相鼓励,同心协力,取得小组的胜利。

 二、第二教学环节:师生互动、培养能力、给予成就感 教师活动 学生活动 I.完成第一个任务的准备:

 1.Presentation 完成课本Activity3, 4 & 1,用Activity 4来检测学生对于3的理解程度,同时也可以用这个表格让学生填写,为完成Name Card做铺垫。

 Name Age Job City Country Miss Li

  Lingling

  Damming

  Wang Hui

  2. Drill 1.听Activity3的录音,根据所 听 到 的 内 容 , 完 成Activity4部分的学习任务以及完成老师布置的表格。

 2.展开Pairwork活动,完成第一个交际的学习任务。先操练所提供的对话,再进行姓名 卡 片 创 作 , 学 会 运 用Activity2 里 面 的 Chinese, class, school等目标语言。

 3.由小组评选,各推出一到两个优秀的姓名卡,老师给予小组加分。

 3.老师范例 Name: Charles He Age:

 29

  自画像 City: Zhuzhou City Country: China QQ:33068164

 TL:13874188355

  My favorite(我最喜爱的)_food_: chicken

 备注:这里介绍一下西方的文化:比如不能询问女士和老人的年龄以及自我介绍时注意事项等等。

 II.完成第二个任务的准备:Who has the most friends? 看谁的朋友最多 1.Presentation and drill 2.学习完课文内容之后,运用所学,在规定的八分钟时间内,以小组为单位,看谁结交的朋友最多,她将获得一份丰厚的奖品。

 3. 同时填写这份表格:

 Number Name对方签名 他/她的名片基本内容 Age City What else 其它信息 1

  2

  1.学生带着任务进行操练课本的句型,将课本上的句型运用到实际生活中来,让学生将自己制作的卡片上的内容按照课本Activity4 上的句子改编成符合自己实际的句子,反复操练。

 2. 学生拿到卡片之后,以小组为单位全班自由交流,首先要拿着自己的创意姓名卡片进行“自我介绍”,然后询问对方的姓名等相关信息之后,填写表格,最后请她或者他亲笔签名,才算自己的自我介绍成功,说明对方愿意和你交朋友。看看到底有多少人愿意和你交朋友。评选出最佳个人和最佳小组!

 

 3

  4

  5

  6

  7

 2. 学生完成任务所需要的运用目标语:

  My name is …I am from…Nice to meet you. What’s your name?

 Where are you from? Nice to meet you too. 3 . 请 几 组 同 学 派 代 表 上 来 进 行report, 宣读自己组的所交朋友的数量和信息。其他组做笔记。

  III、完成第二个任务的准备:“心有灵犀”交朋友 1.Presentation

 呈现课本上的生词,让学生连线,弄清楚意思。

 2.TPR游戏:让全体学生起立,如果老师说,Polly says: read.那么学生们就要作出阅读的动作;如果只说read,那么学生便不要动。几轮下来,看看到底那些同学能坚持到最后,成为“心有灵犀”的好朋友。互相交换名片,留做纪念。

  1. 学生弄清楚下列生词意思:read, close,open,stand up, sit down, match, write, practice, listen等 2. 学生玩游戏之前小组反复操练,直到完全明白。

 3. 将完成好的卡片张贴在教室一角。

 三、第三教学环节:评价总结、激发竞争、巩固提高 教师活动 学生活动 1.布置作业 2.评价手册 初中生评价能力发展中的一个突出特点就是十分重视同龄人对自己的评价和看法,开始将同龄人的评价和成年人的评价同等对待,因此学生间的相互评价更是形成性评价中不可缺少的一部分。

 附:评价表(小组成员之间进行评价,以星号

 为标记,五个星为最高,但是必须小组全票才能通过生效)

 ____小组同学姓名 学习态度、习惯 合作 精神 任务完成情况 作业 情况 综合评价 成绩

  小组长评语:

 小组长签名:

 教师评语:

 教师签名:

 注:本表一堂课一张,一周有 5 张,结合《评价手册》进行评定,一周由小组长统计一次交科代表汇总登记,作为考试的加分依据。

 时间:

 Unit 2 I’m from

 China and I’m Chinese Teaching aim

 Knowledge: *useful expressions in introducing and greeting

 *nominal genitive pronoun & determinative genitive pronoun Abilities: To be able to introduce oneself and others and greet people

 Moral education: To build up students’ confidence and interest in English- learning Key points: Introducing others

  This is Betty. This is my friend, Tony. Difficult points: 1) Asking for and receiving personal information. What’s your name? Can you introduce yourself please, Betty? I’m from America. I’m 13 years old. 2) To master the names \ languages\ of some countries

 Teaching methods: Group work, display

 r Teaching aids: Computer recorder Teaching procedures:

 Step 1 Teacher’s self-introduction (Lead-in) Name, Country, language, Age

  other Key Sentence Structures:

 My name is ##. My first name is ##.

 My telephone number is ##. I’m from ##.

 I ‘m ##.

  My age is a secret.

 I am from Beijing.

 I come from Beijing. I am a native in Beijing. I come from China. I was born in China and brought up in China. I speak Chinese.

 In my spare time, I enjoy ###.

 My E-mail Address is ##.

 Step 2 Foreign teacher’s introduction (The same) This is our foreign teacher. (Name, Country, language, Age

  other) ? Students’ Activity: Listen and get some information Step 3. The students’ Introduction Name

 Age

 Teacher

 Year

 Class

 Phone number

 E-mail address

 Country

 Language

 Other

 ? Listen and prepare the introduction.

 ? Introduce themselves according to the form. ? Pair work; Introduce themselves. Step 4. Part 2 on the book.

 Please listen to the tape so that we can know more about Daming, Lingling and Wang Hui. Please don’t open your books. Look at the blackboard. Listen and Answer.: 1) Where is Daming from? 2) Where is Lingling from? 3) Where is Wang Hui from? 4) How old are they?

 Name Country Language Age

  Other Betty

  Tony

  Lingling

  Work in pairs to practise the dialogue.

 ? Students’ activity: Listen to the tape; Practise their listening; Improve their abilities of get information Step 5. Learning the dialogue.

  Practise the listening skill & Role play ? Students’ activity: According to the form, they work in groups to practise the dialogue. Step6. Show a map of the world to practise the names \ languages of the countries ? Listen and think so many foreign countries’ names. Step7. Read aloud ? The students read aloud to practise oral English. Step8.Writing

 Write some sentences about the pictures.

 Step9. Learning the language item. 1) My name’s … /I’m from…/He’s fourteen years old. 2) The names of the countries. ? The students learn the language points. Homework: Introduce one of your pen-friends.

  Unit

 3 Language in use 学习目标:

 1.学习 be 动词的简单用法。(参考书本 P117-118)

 2.阅读 P7 Around the world,知道西方人的姓、名位置 given name(名/教名)+family name(姓) 和中国人的姓名位置相反。

 学习重难点:

 be 动词变脸。

  课前准备:

 1. 你会说吗? ① -What’s your name? -My name is… ② -Where+is/are+主语+from? -主语+am/is /are from… ③ -How old are you? -I’m…(years old). ④ I’m a teacher and I’m Chinese. 2. 完成书本 P6 的第 2、3 部分。

 3. 完成书本P7的第4部分。

 4. 才艺展示:找 Partner 运用第 6 部分的句子进行对话表演。

 学习过程:

 1. Guess game: (1)采访 2--3 位同学。

 (2)指一生介绍刚才采访的同学的情况,其他学生猜是哪一位同学。

 2. 预习检查及交流。

 3. 学习和操练 大声朗读 Language practice, 试述 be 动词的用法。

 4. 小结:动词 be(am, is, are)的用法(具体参考书本 P117-118)

 be 的用法口诀 我用___, 你用___, ___连着他,她,它; 单数名词用____, 复数名词全用___。

 变疑问,往前提,句末问号莫丢弃。变否定,更容易,be 后 not莫忘记。疑问否定任你变,句首大写莫迟疑。

 5. 用 be 的适当形式填空。

 (1)He ______ a teacher. His name _________Lin Feng. (2)—How old _______ Mingming and Dongdong?

 --They ______ thirteen. They are only eleven. (3)--__________Becky from America?

  --No, she _____________. She is from England. (4)Sam snd his friend Helen __________ in Class Two. They are in Class Three. (5)--___________Lucy and Lily twins?

  --Yes,they are. And both of them _____________ twelve. (6)--___________ you a student?

  --No, I ________ _________. I __________ a worker. 课后延伸:

 一、单词拼写。

 1.My _______(第一)name is Jack. 2.Guangzhou is a big ________(城市) in China. 3.They are all new___________(学生)in this school. 4.Billy is only six ___________(年)old. 5.Today we learn____________(课) One. 6.Please look at the ___________(黑板). 7._________( 匹配) the worlds with the pictures. 8.___________( 二十九) is my lucky number. 9.We don’t have _____________(十四) apple. 10.There are _______________(十二)boys in my class. 11.___________( 五十) chairs are in the class. 二、填表:

 Country People Language 单数 复数 (中国)

 Chinese

 England (英国)

 English/ Englishman English/

 (美国)

 Ameriacans

 (日本)

 Japanese

 三、单项选择。

 (

 )1.--What"s your family name?

  --_________.

  A. Petter Hall

 B. Hall Petter

 C.Petter

 D.Hall (

 )2.--Are you friends?

  --____________.

  A. Yes, we are

 B. Yes,I am

 C. No,we are D.Yes,you aren"t (

 )3.This is Mary and that is Kate.___________ my _________.

 A.She"s;friend

 B.They"s;friend

 C.They"re; friends

 D.She"s friends (

 )4.Helen and Tony _________ English.

  A.aren"t

 B.isn"t

  C.can"t

 D.don"t (

 )5._________ are good friends.

  A.Mike and I

  B.I and Mike

  C.Mide and me

 D.Me and Mike

 Module 2 2

 Me, my parents and my friends Unit 1 I can speak English. 课

 型 型 Listening and speaking

 教材分析 This is the first lesson in this module. The main topic is talking about sports. After learning, the students can talk about abilities by listening and speaking. 知识目标 Key vocabulary: parent, can, basketball, piano, table tennis, tennis, ride, horse, welcome, international Key structures: can, can’t 能力目标 1. To understand conversation about sports 2. To process information of sports in the listening 3. To ask and give information about what kind of sport one can do

 情感态度 Learn to respect others when we talk with others. 教学方法 Bottom-up 教

 具 具 Tape recorder, Multi-media, PPT

 教学过程 Step 1: Guessing game Show some pictures and ask the students guess what they can do.

 Step 2: Warming up

  1. Play the recording of activity 2 and check what Lingling can do. 2. Check the answers with the whole class. Step 3: Listening 1. Listen to the tape and answer the teacher’s questions. (1) Who come to our school? (2) Where are they from? (3) Can Tony swim? 2. Listen again and choose Yes or No.

 3. Listen and follow the tape. 4. Act out the dialogue in pairs. 5. Explain the main points in the dialogue. 1. Please welcome Betty and Tony to our school. 欢迎贝蒂和托尼到我们学校来。

 welcome 是“欢迎”的意思,后可直接加表示人的名词,接地点时要用 to, 意为“到”,to 是介词,其句型结构为:

 Welcome +某人+ to + 某地,意为“欢迎某人到某地来”。如:

 Welcome to my home. 欢迎到我家来。

 2. play football 和 play the piano

  这两个短语分别意思为“踢足球”和“弹刚琴”。同学们需注意冠词 the 的使用。球类之前不加 the, 而乐器前须加 the。

 (二)语法:can 为情态动词, 意为“能;会”,其后要跟动词原形;其否定句在 can 后直接加 not , 可缩写为 can’t , 意为“不会;

 不能”;其一般疑问句是把 can 提到句子开头,句末用问号,读时用声调;其一般疑问句的肯定答语为:Yes, 主语 + can;否定答语为:No, 主语 + can’t . 如:

 I can’t speak English. 我不会讲英语。

 — Can you swim? 你会游泳吗? — Yes, I can. 是的,我会。

 — No, I can’t. 不,我不会。

 n Step 4: Vocabulary and pronunciation 1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese. 2. Play the recording once without stopping. 3. Play it again and ask the students to repeat. 4. Practise the sounds in pairs. 5. Listen and repeat. (Activity 6) Step 5: Speaking Task 1: Find a sport partner.

  A: Can you swim?

 B: No, I can’t.

 A. What about you?

 C: Sorry, I can’t.

  … Task 2: Make a survey. 调查班里面的 5 名同学都会做什么活动,然后填入表格中,向全班同学汇报。

 Step 7: Test Step 8: Homework

 Sport Can Can’t Basketball

  Football

  Table tennis

  Tennis

  Riding a bike

  Riding a horse

  Swimming

  板书设计 Module 2 Unit 1 Can Betty play football? Yes, she can.

 No, she can’t. Can you play basketball? Yes, I can.

  No, I can’t.

 作业布置 1. Read and learn the new words. 2. Act out the dialogue of activity 3. 3. Do WB. Exx. 1-4 教学反思 It’s important to improve the abilities of listening and speaking. Module 2 Me, my parents and my friends Unit 2 These are my parents. 课

 型 型 Reading and writing 教材分析 This is the second lesson in Module 2. The topic is about how to introduce parents, include their jobs, workplaces and abilities and so on. 知识目标 Key vocabulary: factory, hotel, university, hospital, office,

 doctor, worker, manager, secretary Key structures: This is my friend, Tom.

  These are my friends Tom and Jack.

  What’s your father’s name?

  What’s your father’s job?

  Can he speak English?

  Is your mother a teacher? 能力目标 4. To understand texts concerning introduction of jobs

 5. To process information of jobs in reading 6. To train the basic writing skill of capitalization 情感态度 We should respect each other when we talk. 教学方法 Bottom-up 教

 具 具 Tape recorder, PPT

 Step 1: Revision 1. The teacher shows a picture of a family and give an introduction. 2. The students introduce their own families by showing their family photos to all the students. Steop 2: Warming up

 1. Match the words with pictures. 2. Lable the people in Activity 1. 3. Work in pairs and talk about “What are your parents’ job?” e.g. My father is teacher and my mother is a doctor. Step 3: Reading 1. Ask the students to read the passage and lable the pictures. 2. Read it again and complete the tables, then check in pairs. 3. Play the tape and ask the students to repeat it. S St t ep 4: Language points The teacher will explain the main and difficult language

  教学过程 points to the whole class. (On the PPT) 1. These are Betty’s parents. 这是贝帝的父母。

 ★ these 是指示代词,是 this 的复数形式,用来指代较近的人或物,意为“这,这些”,其对应词是 those,用于指代较远的人或物,意为“那,那些”。

 ★ Betty’s 贝帝的,是名词的所有格形式。名词所有格通常在后面加’s。如:

 Tony’s friend 托尼的朋友。

 2. My mother is an English teacher in a university in Beijing.

 我母亲是北京一所大学的英语老师。

 ★ an, a 是冠词。a 用于以辅音音素开头的名词前,如:a banana。而 an 用于以元音音素开头的词前,如:an hour, an old man。句中 university 开头字母 u 的第一发音为/j/,故前面用 a表示“一所大学”。

 3. My mother is a doctor at the hospital. 我的妈妈是医院里的医生。

 ★ at the hospital 表示“在医院”。

 ★ at 和 in 都用来表示地点。in 用来指较大的地方或不具体的地方,at 用于指较小或具体的地方。如:

 at Beijing International school 在北京国际学校(在具体学校)

 in a university in Beijing 在北京一所大学里(第一个 in表示非具体的地点,第二个 in 表示较大的地方。)

 4. This is a photo of Miss Li. 这是李小姐的一张照片。

 ★ of 为介词,常用来表示所属关系,构成 of 所有格,意为 “…… 的”,例如:

 a map of China 一张中国地图 Step 5: Writing 1. Do activity 6, write sentences with full stops and capital letters.

 2. Do acitivty7, write your answers in the table. Step 6: Task- - based activities Task 1: 近似家庭 请同学们运用本课所学知识问一下谁的父母的职业与自己父母职业一样的,然后组成近似家庭。

 Task 2: 职业调查

 请同学们根据表格中的内容调查本班同学中谁的父母是这些职业,然后请大家把调查结果汇报一下。

 Job Mum Dad Teacher

  Worker

  Doctor

  Manager

  Driver

  Secretary

  …

  Step 7: Test Step 8: Homework

  板书设计 Module 2 Unit 2 This is my friend, Tom. These are my friends Tom and Jack. What’s your father’s name? What’s your father’s job? Can he speak English? Is your mother a teacher?

 作业布置 4. Read and learn the new words. 5. Write a short passage for you. 6. Do WB. Exx. 5-9

 教学反思 The students can get information from the reading material about personal information.

 Module 1 Nice to meet you Unit 3 Language in use 课

 型 型 Revision and application 教材分析 Unit 3 是一个复习单元,对学生在前两单元中业已掌握的知识技能进行总结与综合性的练习。

 知识目标 Key vocabulary: photo Key structures: My mother is a(an)…

 He/She/You/ They can/ can’t… 能力目标 1. To summarise and practise the language covered in this module 2. To review and check vocabulary 3. To complete a task about personal information

 情感态度 Learn to respect others when we talk with others. 教学方法 Formal instruction and task-based approach

 教

 具 具 Tape recorder, PPT, handout

 Step 1: Revision Say: I can do a lot of things. Do you know what I can do? Please ask me by using “Can you …?” ) Steop 2: Language practice (Activity 1, 2, 3, 4) 1. Show a picture of a family and describe it, then ask the students to talk about their family photo. 2. Look at the pictures of activity 2. Say what Daming and you can do and can’t do. 3. Look at the pictures of activity 3 and complete the sentences. 4. Match the jobs with the pictures. (Activity 4)

 教学过程 Step 3: Around the word Tell the students that different countries have different languages. Ask them to understand the differences between languages in pronunciation, grammar and writing, etc. S St t ep 4: Module task 1. Pre-task

 Work in pairs and ask and answer. 1. What’s your name? 2. How old are you? 3. Where are you from? 4. Can you swim/ speak English/…? 2. Real task According to the information above complete the personal information about your partner. Step 8: Homework

 板书设计 Module 2 Unit 3 My mother is a(an)…

 He/She/You/ They can/ can’t… 作业布置 F Fi in ni is sh h

 o of ff f

 t th he e

 w wo or rk kb bo oo ok k

 e ex xe er rc ci is se es s. .

 教学反思 Speaking more is necessary for the students.

 Module

 3 My new school I. Teaching goals 模块教学目标

  技能目标 听 Listen to people introducing their new schools 说 Introduce your school to your friends 读 Find specific information about people’s schools 写 Write sentences giving specific information using short forms( It’s ….They ’re…)

 语言目标 功能句式 Describing school

 In our school, there are 20 students in a class. In my class, there‘s a blackboard and there are 22 desks. Are there any computers on your desks?

 Yes, there are. No, there aren’t. Is there a computer on Miss Li’s desk?

 Yes, there is .No, there aren’t. 词汇 1. 重点词汇 dictionary , library, picture, right, science, some, any, one 2. 认读词汇

 There , forty-six, fifteen, sixteen, seventeen, eighteen, nineteen, thirty, fifty, sixty, seventy, eighty, ninety, gym, lab, dining hall, in front of , next, behind, building 语法 存在句 There is a blackboard and there are 22 desks. There are 46 students in my class. There isn’t a computer on Miss Li’s desk. There aren’t any computers on our desks. 重点句子 1. In our school, there are 20 students in a class. 2. In my classroom, there is a blackboard and 22 desks. 3. Are there any computers on your desks? 4. Is there a computer on Miss Li’s desk? 5. Where‘s the library? 6. Where are the classrooms?

 g II. Teaching material analyzing 教材分析

 本模块以“My new school”为话题,重点学习存在句 There be 结构,介绍某地有某物、某物在何处以及方位,物体所属关系的表达法。

 Unit 1 重点学习介绍、询问某地有某物的方法。其中活动 1、2、3、4 要求

 学生通过读图识别词汇、和听力训练的方式初步学习“某处有某物”的表达方法。活动 5、6、7 要求掌握本单元的语音和词汇并能在课堂交际中灵活运用。活动 8、9 要求以 pair work 形式掌握物体及其数量(数字)的表达方法,并能结合存在句型 There be 进行交际技能训练。

 Unit 2 主要通过读图及阅读的方式学习有关地点及方位名称的表达。活动 1通过词汇和图片的匹配练习复习地点或场所的表达法。活动 2 通过读图及问答练习学习介绍人或事物之间位置关系的表达。活动 3 要求通过 pair work 的形式巩固表示场所的词汇并进一步复习方位的表达法。活动 4、5、6 要求通过小组活动或问答形式加深对地点及方位的理解和运用。

 Unit 3 对 There be 句型、地点及方位词汇进行综合训练。活动 1 要求谈论教室及周围的事物,活动 2 根据提示及要求完成句子,活动 3 填充一幅地图复习地点词汇;Around the world 简单介绍了解西方国家的学校概况。Module task要求通过写信的方式描述自己所在的学校。

 III. Class types and periods

 课型设计与课时分配 Period 1 Vocabulary ( Unit 1: 1、5、6、7) Period2 Reading (Unit 1: 3、4; Unit 2: 2、3) Period3 Integrating skills(Unit 2: 4、5、6; Unit3) d IV. Teaching plans for each period 分课时教案 Period 1 Vocabulary s Language goals 语言目标 y 1. Key vocabulary 重点词汇 dictionary, library, picture, right, science, some, anyone s 2. Key structures 重点句式 There’s … There are… s Ability goals 能力目标 Enable students to describe a school. s Teaching methods 教学方法 Listening and speaking

 s Teaching aids 教具准备

  A tape recorder, a projector and a computer.

 s Teaching procedures and ways 教学过程与方式 Step I Warming

 up (P14:1) Greet students and ask them to look around the classroom. T: Good morning, everybody! Nice to see you! S: Nice to see you, too. T: OK, my dear class, you know, we have classes in the classroom every day. Look around! What’s in the classroom? Can you tell me? S. Desks, chairs…

 T: Pretty good! Now please let’s take a careful look at the pictures in activity 1.Can you describe the things in it using the words in the box? Ask students to take turns to say what they see. Meanwhile, write down the words they said on the blackboard. Ask them to read after the teacher. And then ask them to make sentences using the words one by one using the structure I can see …

 T: Can you see these things in our classroom?

 Show the following.

  desks, television, chairs, bags, pencils, pens, pencil-boxes, blackboard, broom, door, wall …

 S: Yes, I can see eight desks. S: No, I can’t see a television.

 S: Yes. I can see some chairs.

 … Give every student chance to practice. S S tep II Listening (P14:2 2) ) Ask students to listen to the recording and choose the correct picture. T: There are three pictures of classrooms in activity 1. Which picture is the recording about?

 Play the tape again for them to work out the answer. Then check the answer. Step II I I Pronunciation

 and speaking

 (P15: 5, 6, 7, 8, 9) ) In this procedure, students will learn some pronunciations of certain letters and letter groups and learn to say sentences like “There are 41 desks in my classroom.” First, ask students to listen to and repeat after the recording. Help students learn the pronunciation of the vowels o

 and vowel groups ir, er .

 Show the following and ask students to read aloud.

  brother, other, another

 tiger, singer, father, mother, brother bird, shirt, birthday

 T T alk about your classroom Then go on with activities 6 and 7 and practice the numbers. At the same time, emphasize the difference between

 –teen

 and –ty.

  Ask students to work in pairs and write about their classroom using numbers.

 Step IV V

 Homework Ask students to 1. complete the activities 8—12 on pages 81 and 82.

 2. learn the vocabulary on pages 128—129 by heart.

 Perio od d

 2 Reading

 and

 writing

 Language goals 语言目标 1 1. .

 Key vocabulary 重点词汇 science, library, some, any, one 2 2. .

 s Key structures 重点句式 Where is … Where are… Ability goals 能力目标 Enable students to write sentences to introduce their schools.

 s Teaching methods 教学 方法 Reading and speaking. s Teaching aids 教具准备 A computer and a projector. s Teaching procedures and ways 教学过程与方式 Step I I Warming- - up (P15: 8, 9) Greet students and ask them to describe the things around. T:

 Hello, everyone! Nice to see you! S: Hello. Miss Zhang. Nice to see you too. T: We are in the classroom now. Could you tell me what’s around you? Show the following. There is … There are … Ask as many students as possible to tell the things around them. Then ask them to work in pairs and write about their classroom using numbers.

 S S ample version:

 There are 42 desks and 42 chairs in our classroom. There is a teacher’s desk. There are some pictures on the wall. There are 42 students in our class. There are 25 boys and 15 girls.

 Step I I I Lead- - in (P16: 1, 2) Ask students to do activities 1, 2 on page 16. First help students learn the words in the box in activity 1. Then ask students to finish the following. Show the following.

  We have classes in the ________.

  We read at the _______.

 We have meals at the _________.

  We do exercises in the ________.

 We do experiments in the ________. Teachers work in the ______. After this, ask students to match the picture with the places.

 Step II Reading (P14: 3, 4) Listening

 Ask students to listen to the conversation and underline the correct answers. T: Betty and Daming are introducing their schools and classrooms. Listen carefully and decide which is the correct answer in each sentence in activity 4.

 Play the tape and then check the answers with the whole class. Reading

  Ask students to read the conversation, and then work in groups of three and make their own conversations and then ask three of them to act it out in the front of the class. Step II Reading and speaking (P16: 2) R R ead about the picture

  Ask some students to come to the front of the classroom and ask some others to talk about their positions by asking and answering the questions using the following.

 Show the following.

 behind, next to, in front of Where is … …? ? W W here are … …? ? Then ask students to read about picture A in activity 2 and answer the questions.

 R R ead Betty ’ s homework (P17: 3, 4)

 Ask students to work in pairs and read the sentences in activity 3 on page 17, and then write the names of the places below the pictures.

 Check the answers. Then show the following and ask students to read the sentences repeatedly and notice the words in bold. Betty is next to Lingling.

 They are

 in front of Tony and Daming.

 Daming and Tony are

 behind Lingling and Betty.

 After that, ask students to work in pairs and ask and answer the questions in activity 3 about their school.

 P P ractice

 Ask students to do the exercises 1—4 on page 80. Check the answers with the class.

  Step III Writing

 Ask students to practice writing sentences using the correct pronouns. First ask students to read the sentences and answer the questions in activity 5 and then answer the questions about their school.

 Step I V Homework Ask students to

 1. finish exercises 5-7 on pages 80--81 in the workbook. 2. make a map with names of the places in which they live in. Period 3 Integrating skills s Language goals 语言目标 1.

 y Key vocabulary 重点词汇 some, any, one. science 2.

 Key structures

 重点句式 There is a teacher’s desk in our classroom. Miss Li’s bag is on the desk. Her book is in her bag.

 s Ability goals 能力目标 Enable students to talk about their schools and classrooms. s Teaching methods 教学方法 Writing and speaking. s Teaching aids 教具准备 A computer and a projector. s Teaching procedures and ways 教学过程与方式 Step

 I Warming- - up

 Check the homework. Review “There be” pattern by telling a story as follows.

 T: Hello, everyone! Today I’ll tell you a story. (Turn off the lights, and tell the story in a low voice.) There is a dark, dark house in the town. In the town there are dark, dark stairs. Go up, up, up the stairs. There is a dark, dark room. Open the door. There is a dark, dark kitchen. In the kitchen there is a large, large fridge. What is in the fridge? Now open your books and turn to page 30. Look at the picture and answer the question.

 S: There is some meat in it.

 S: There are some eggs in it.

 … T: Are there any bananas in it? S: Yes, there are.

 T: Is there any sugar in it? S: No, there isn’t.

 T: Good. Now look around your classroom and talk about it.

 S: There are 40 students in our classroom. There are 23 boys and 17 girls in our class. And there are two foreign students in our class. S: There is a teacher’s desk in the front of the classroom. Miss Yang’s bag is on the desk. There are some books in her bag.

 … Then ask students to look at the pictures and complete the sentences in activity 2. In this procedure, divide the class into two groups and have a competition. One of the groups asks questions like Where is …; and the other answers in a limited time. Then exchange the roles.

 After that, ask some students to read the complete sentences to the class.

 Step

 II

 Writing

 In this procedure, students will learn to write a letter describing their school. First, ask students to complete the word map in activity 3 and then work in pairs and finish the letter.

 T: Of course, there are many kinds of people and also there are many kinds of things in our school. When we tell others about our school, we should say the things in the right order but not at sixes and sevens. Now look at the word map in activity 3. This word map will help us describe things orderly. Well, complete the map first.

 Check the answers with the class. And then ask students to draw a map of their school and write some sentences to describe it orally, and then ask them to write a composition about it in a fixed time. Check the work, make comments and select the excellent ones to show around. Sample version:

 Hello, friends! Welcome to my school. My school is beautiful and very big.

  There are many rooms in the school building. My classroom is on the sixth floor. There are sixty-nine students in my class. You can see many desks, chairs, a blackboard, three fans, two windows, four lights and a teacher"s desk. My seat is near the door. The computer room is on the third floor. There are many computers in it. I like playing computer games very much! The canteen (食堂) is on the first floor. We have lunch there.

  Look! This is the playground. We often play games on it. There are many flowers in the garden, some are red, some are yellow...

  I have a good time every day in my school. I like my school very much. Step

 I I II Around the world

 Tell the students a brief survey of schools in England. And say some small differences between schools in China and ones in West. Step

 I I V Homework Ask students to

 1.

 finish the rest activities in workbook. 2.

 Preview the whole Module. Teaching resources 教学资源库 库 I. There be 的用法 There be 句型有特点,主语放在 be 后边,

 多个主语并列时,be 随最近主语变。

  变疑问很简单,把 be 提到 there 前。

  变否定也不难,be 的后面 not 添。

  肯定句中用 s...

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