人教版七年級英語教案(上下冊).doc

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人教版七年級英語教案全冊（上下冊） 上冊 Unit 1 My name’s Gina Period One 課前準備 教師：準備游戲時所用的圖片（食物、蔬菜、動物）。 學生：準備表演時所需道具（服裝、假發(fā)）。 教學設計 Step One :Present the sentence patterns. 1. Play a game “How many words do you know?”(利用小游戲調 動學生的積極性，同時通過對冠軍的介紹引出本課。) 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 know? Let’ s play a game to see who knows the most. (Divide all the students into several groups and show a pictur（圖片略） 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.（引課方式貼近 生活，學生易于接受） Teacher:Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introdrce 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.（通過句型的操練使學生更加熟練掌握所學 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.（用談話的方式完成任務，生動活潑，同時更 容易向學生進行美德教育。） 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 introuduce 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，使課堂氣氛達到高潮。） 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 Three: 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 visitions at home? Period Two 課前準備 教師：準備歌曲磁帶（歌詞）、情景圖片及上課所需表格。 學生：需要向父母了解自已名字的含義。 教學設計 Step One:Revise the sentence patterns. 1. Sing an English song.（用唱歌的方式既帶動了氣氛，又復習了 所學內容。） 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對話更符合實際， 更貼近生活。） Teacher:Now youve 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”這一主題。） 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 names Nick. My names Kim. S5:……. 2. Choose English names. 1).Find out first names and last names.（用小組的方式完成名字的識別。） 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 課前準備 教師：準備所需的歌曲磁帶、名片樣本及各項表格。 學生：制作名片所需的紙張、畫筆等。 教學設計 Step One: Present the English numbers. 1. Sing the song “Ten Little Indian Boys”.（歌曲歡快有趣，比起單純教授單詞更為有效。） 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… 2. Listen to the conversation and write the telephone number.（通過聽力復習單詞。） 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. 1. Make a survey about your partners’ telephone numbers.（調查組內成員的電話號碼，重點練習所學句式。） Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart. Name Telephone numbers Li Lei Liu Yu Lin Fang Yin Kailin S1: Hello, Liu Yu. What’s your telephone number? 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… 2. 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… 3. Listen and match the names and telephone numbers.（制作電話號碼簿這一任務能夠大面積調動學生裝的參與意識。） 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:… 4. 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. 1. Show some different ID cards to the class and try to enjoy them.（向學生展示不同種類的名片，一方面開闊學生眼界，一方面便于學生找出名片所含內容。）（引導學生有效搜集名片上的信息，提高學生的閱讀能力。） 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. 2. Read the ID card and answer the questions.（提供參考信息，但允許學生創(chuàng)新。） Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about her. FIRST NAME: Jenny LAST NAME: Brown TELEPHONE NUMBER: 535-2375 1. What’s her telephone number? 2. What’s her family name? 3. What’s her first name? Homework 1. 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. C. Students may show their own personalities if possible. Personal Information First name:________________ Last name:_________________ English name:______________ School:_____________________ Class:____________________ Phone number:______________ Home address:____________________________________________________ E-mail:__________________________________________________________ Motto:___________________________________________________________ 2. Find out the information about the famous person. Period Four 課前準備 教師:準備評價表、名人圖片和一張個人海報。 學生：準備好完成的名片參加展覽。 教學設計 Step One: Make an ID card show. 1. Show the ID cards to the students. Teacher: Yesterday all of you made some beautiful ID cards.Today we’ll make a show here. Let’s enjoy it together and try to choose the best ones. 2. Find the owner of the card. Teacher: The ID card show is over. All the cards are mixed together. I can’t find the owners. Who can help me? S1:I can.(Show one of the cards to another students.) S1:Excuse me, are you in ...? S2:Yes, I am. S1:What’s your telephone number? S2:It’s... S1:Are you...? S2:Yes, I am. S1:Here’s your ID card. S2:Thank you. (Teacher asks more students to find the owners of ID cards). Step Two: “Face to Face”. 1. Play a guessing game. 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. (The teacher shows some famous person’s pictures and students guess their names and give their answers.) 2. Collect useful information. 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 : Sesx Age: Nationality: Language: Birthplace: Job: Workplace: Tel: Hobbies: : 3. 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 Is this your pencil? 教學內容 本單元圍繞著“Is this your pencil?”這一主題開展聽、說、讀、寫等多種教學活動，其教學核心內容是“確認物主”。通過本單元的教學，使學生學會辨認物品的所有者，學會根據場景詢問物品的所屬，以及英語中對應的表達法，學會寫尋物啟事和失物招領。教師應著力培養(yǎng)學生能在日常交際交往中有效地使用語言進行表達，與他人溝通信息，為今后學習打下堅實的語言基礎. 教學目標 1） 知識目標：A.學習并掌握指示代詞: this、 that； B.學習What引導的特殊疑問句； C.學會Yes/No問句及其簡單回答； D.學會句型：---How do you spell pen? P-E-N. 2)能力目標：A.能辨認物品的所有者; B.根據不同場景,能用英語對物品的所屬進行提問和回答; C.能識別不同句式的語調(陳述句,疑問句); D.培養(yǎng)學生聽、說、讀、寫的能力及創(chuàng)新思維能力. 3）情感目標：A.通過尋找主人的游戲和失物招領等活動,培養(yǎng)學生拾金不昧的良好的品德及健康向上的人格; B.通過開展小組活動,指導學生積極與他人合作,相互學習、相互幫助,共同完成學習任務. 教學重點、難點 重點：A.掌握批示代詞this、 that用法； B.掌握特殊疑問句和Yes/No問句及其簡單回答. 難點：學會寫尋物啟事和失物招領. 課時安排 第一課時 Section A 1a-1c 第二課時 Section A 2a-4b 第三課時 Section B 1a-2c 第四課時 Section B 3a-4 Self-check 1-3 Period One 課前準備 教師：錄音機，圖片，物品實物. 學生:實物(學習用品). 教學設計 Step One: Warming up.（通過復習形容詞性物主代詞，把學生引入學習英語的 情境中。） Learn the chant. T:Let’s sing the chant together. my 是我的,your是你的,男他的是his,女她的是her; 名詞前面常站崗,限定所 屬有功勞. Step Two: New words.（利用實物教學，使得教學過程自然、形象。） 1. Present the new words. T:Boys and girls, look at this please. What’s this in English? (Teacher holds a pen in the English.) S1:A pen.(Ss may say it in English.) T:Yeah.It’s a pen.And what’s this? (The teacher holds an eraser in the hand.) S2:It’s an eraser. (Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.) 2. Practice the new words. T:Now,please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.) T:OK,let’s check the answers.Who can tell us the answers? S2:… Step Three: Present the drills. 1. Present the drill “Is this…?Yes/No,it is/isn’t.”（利用實物引入句型，使用不同人的物品來引入形容詞性物主代詞和名詞的搭配的用法。） (Hold the teacher’s pen.) T:This is my pen.Is this your pen? S1:No,it isn’t.It’s your pen. T:(Hold the student’s pen.) This is your pen. Is this your pen? S1:Yes,it is. It’s my pen. T:(Hold a girl’s pen.) This is her pen. Is this your pen? S1:No,it isn’t.It’s her pen. T:(Hold a boy’s pen.) This is his pen. Is this your pen? S1:No,it isn’t. It’s his pen. T:Thank you. 2. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your,his or her.（利用學習用品操練句型，并加深對物主代詞的理解。） S3:Is this your…? S4:…It’s my… S3:Is this…? S4:…It’s his/her… (The teacher asks a few pairs to practice.) 3. Present the drill “Is that …? Yes/ No, it is/isn’t.”（利用教師所站位置的不同來引入批示代詞that的用法，并從位置關系上讓學生準確理解this ，that的區(qū)別。） T:That is my book. Is that my book? (Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.) S5:Yes, it is .It’s your book. T:That is his book.Is that your book? (Put a boy’s book on the table and the teacher in the same place.) S5:No, it isn’t.It’s his book. T:That is her book.Is that your book? (Put a girl’s book on the table and the teacher in the same place.) S5:No,it isn’t.It’s her book. (Teach and practice the drill “Is that …?” and its answer.) 4. Practice the drill “Is that your…?” in pairs with your own school things.（通過練習，區(qū)別兩個批示代詞的用法。） S6:Is that your…? S7:… It’s my …. S6:Is that your…? S7: …It’s his/her… (The teacher asks some pairs to practice.) 5. Listening.（進行聽力練習，鞏固所學的句型。） T:Now please listen to the three conversations,the first time you only listen.Then I play again. And this time you listen and number the conversations. (Point to the boxes to show where students write the numbers for the conversations.Teacher plays the tape and students listen to it and finish 1b.) T:Let’s check the answers, OK? S8:(from left to right) T:Thank you. 6. Practice the drills according to the pictures using“his or her”.（設置情景，使學生在情景中準確運用物主代詞his或her。） (Show students four pictures like the followings.見課件。) Step Four: Task “Have a contest”.（把兩個學生的文具混在一起，然后請他們分別 挑 出自己和同伴的物品，用的時間少者為勝者。挑選物品的同時，要求學生用英語說出：This is my…That is her/his…） T:I’ll put your things and your friends’ things together.I want to see if you can identify which is yours and which is hers or his. (Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.) Languages used for the task: 1. This is my… 2. That is her/his… Step Five: Summary.（編一個Chant ，便于學生進一步識記本節(jié)課所學的重點詞匯和語言項目。注意應強調Chant 的節(jié)奏和一般疑問句的語調。） Chant. T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant. Is this my book? Yes, it is. Is that your ruler? No,it isn’t. Is this her pencil? Yes, it is. Is that his erase r? No,it isn’t. Homework. Read the new words and the target languages presented in this class and say the chant to improve your spoken English. Period Two 課前準備 教師：錄音機，所學物品的圖片，一個書包（里面裝著事先收集的學習文具），表格若干張。 學生：一張硬紙寫上自己的姓名和電話號碼，學習的物品。 教學設計 Step One: Revision. 1. Review the drills.（用學生的姓名和電話號碼來復習句型：Is this (that) your (his/her)…?及簡短回答：Yes, it is./No, it isn’t.注意教師提問的同時，用手勢來幫助學生給出你預想的答案。） (Put some paper with the names and telephone numbers on the blackboard.) T: Please look at the blackboard. And answer my questions , please . Is this your first name? S1: No , it isn’t. T: Is that her last name? S2: Yes, it is. T: Is this his telephone number? S3: Yes, it is. T: Good. This time, who would like to come to the blackboard and ask questions like me? (Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.) 2. Review the vocabulary.(在黑板的名字旁邊貼上學習物品的圖片，來復習所學的單詞和句型。) (Put some pictures of things students have learned in class next to the names of the students.) T: Is this your ruler? (Point to Picture 1.) S4: No,it isn’t. T: Is this her ruler? (Point to Jenny Chen.) S4: Yes, it is. T: Is that your pencil case? (Point to Picture 2.) S5: No, it isn’t. T: Is that his pencil case ? ( Point to Jim Wang.) S5: Yes, it is. (Get the students to ask the questions in turn, make sure they use the items they like.) Step Two: Listining. 1. Listening (2a). （練習聽力前，先讓學生再一次說出圖片中物品的英文，進一步強化重點單詞。） T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.) S6: This is… S7: This is … …… T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you hear. Let’s see who will do fastest and best. ( Play the recording for the students to listen.) （讓學生把聽到的物品選出來，放在自己的桌子上，讓學生動手去做，比單純的單詞辨聽更易引起學生學習的興趣。） T: Now let’s check the answers. Please hold the things you hear and say their English names,OK? (Make sure