七年级英语上册全册同步教学案(word版194页)
(Word可编辑)(9套)【人教新目标版】七年级英语上册【整书】精品全套教案汇总
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如果需要更多成套资料，请微信搜索订阅号“初中英语资源库”，在页面下方找到“资源库”，就能得到您需要的每一份资源（包括小初高12000份主题班会课课件免费赠送！）超级资源（共9套165页）人教新目标版七年级英语上册（全册）精品教案汇总Starter Unit 1 Good morning!The First Period(1a-2e)Ⅰ.Teaching aims:1.Knowledge aims:(1)Key letters:Aa,Bb,Cc,Dd,Ee,Ff,Gg,Hh(2)Key words:good,morning,hi,hello,HB,CD,BBC(3)Key phrases:Good morning!(4)Important sentences:①—Good morning,Helen!—Good morning,Bob!②—Hello,Eric!—Hi,Frank!2.Ability aims:Make students learn some good manners when meeting.3.Emotion aims:Motivate students’ interest in learning English.II.Important points:Grasp some greeting sentences and letters from Aa to Hh.III.Difficult points:Read English names and write letters correctly.IV.Teaching processStep 1 Lead-inListen to a “ABC Song”.Then students learn to sing this song.Step 2 Presentation1.Greet the class with a smile and say “Good morning!”.Introduce the words “teacher”and“class”by using gestures.2.Introduce yourself and say“I’m Miss/Mr. ...”Repeat them several times.Explain the terms“Miss”and “Mr.”in Chinese.3.Leave the classroom,return and say“Good morning,class!”Help the students respond with“goodmorning,Miss/Mr. ...”Say“Sit down,please.Now let’s start the lesson.”(Practice it several times.)Step 3 Game:Choose an English nameWork on 1a.Look at the screen.Show students some pictures.There are some boys and girls in it.They are fromthe USA and England.Do you know them?Write down their names in your book.Divide them intwo groups.Girls’ names and boys’ name.Step 4 ListeningWork on 1b.1.Tell students that our new friends are greeting each other.Please keep quiet and listen to therecording.2.Students listen and repeat after the recording.Step 5 PairworkWork on 1c.S1:Good morning,Cindy!S2:Good morning,Grace!S3:Hello,Frank!S4:Hi,Bob!Step 6 ListeningWork on 2a-2b.Introduce English letters Aa~Hh.Teach students to read and write them correctly. According to recording and work on 2b.Step 7 Writing1.First,look at the picture carefully in 2c.Then tell us how to write these English letters.2.Students read and find out the writing rules of the letters Aa~Hh.3.Students try to copy the letters by themselves.4.Let some students come to the front,and write down the letters on the blackboard.Check theanswers with the class.Step 8 PracticeWork on 2d.Ask students to write down the missing letters in their books.Check the answers with the class.Step 9 Read and TalkLet students talk about the meaning of each picture.HB(铅笔芯)硬黑 CD光盘；激光唱片 BBC英国广播公司Language points1.“Good morning!”是早上见面的常用问候语，多用于熟悉的人之间. 可以直接用“Morning!”也可用作“Good morning to you!”2.“Hello!”与“Hi!”的区别“Hi!”和“Hello!”分别只有一个音节和两个音节，发音特别简单，因此成为最大众化的两句问候语. “Hi”与“Hello!”还是接电话和打电话时常说的第一句话，相当于汉语的“喂”.两人初次见面，英国人爱说“How do you do?”,美国人爱说“How are you?”或“Glad to meetyou.”.3.缩写词HB表示“（铅笔芯）硬黑”，CD表示“光盘；激光唱片”，BBC表示“英国广播公司”. 它们都为缩写词.如：VIP重要人物；贵宾 WTO世界贸易组织4.英文字母（1）英语字母的书写要求：英文字母分为大小写两种形式. A~H这8个大写字母均占上两格. 小写字母中：a、c、e占中间一格；b、d、h占上两格；f占三格.（2）其中Aa, Ee为元音字母，其余的为辅音字母.Exercise一、单项选择.1.下列小写字母占格相同的一项是_________.A.a bB.b dC.d g2.字母表中的第五个字母是“__________”.A.FB.EC.I3.早晨，你在路上遇见了你的朋友，你应该说“__________”. A.Good morning! B.Good afternoon! C.Good evening!4.在a~h 这八个字母中，占三格的是“__________”. A.e B.f C.g5.BBC 的汉语意思__________.A.英国广播公司B.硬黑C.光盘二、写出花型中字母的左邻右舍. Homework1.Greet your friends in English after class.2.Recite letters Aa~Hh. 板书设计Starter Unit 1 Good morning!The First Period(1a-2e)教学反思：————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————DGBStarter Unit 1 Good morning!The Second Period(3a-4d)Ⅰ.Teaching aims:1.Knowledge aims:(1)Key words:afternoon,evening,how,are,you,I,am,fine,thanks,OK(2)Key phrases:Good afternoon/evening!(3)Important sentences:①Good morning/afternoon/evening!②—How are you?—I’m fine./OK,thanks.2.Ability aims:Learn some simple greeting sentences.3.Emotion aims:Motivate students’ interest in learning English.II.Important points:Grasp some greeting sentences.III.Difficult points:Grasp letters A,E pronunciation in words.IV.Teaching processStep 1 Warming up and Revision1.Now let’s review the English letters Aa~Hh.Ask some students to come to the front and write them on the blackboard.2.Sing the “Good morning” song.3.Greet your partner.Step 2 PresentationShow two pictures to students.One picture is in the afternoon.The other picture is in the evening.Teach students to greet in English.A:Good afternoon/evening!B:Good afternoon/evening!A:Hi,Cindy!How are you?B:I’m fine,thanks.How are you?A:I’m OK.Step 3 ListeningWork on 3a and 3c.1.Listen to the recording and number the pictures [1-3].2.Listen to the conversations in 3c and ask students to repeat them.Step 4 PairworkWork on 3b and 3c.Ask students to greet in pairs.Everyone chooses an English name .Ask two students to stand in front of the class and act the dialogue.Step 5 WritingWork on 4a.Write the names in alphabetical order in the right box.Let some students read the names to check the answers.Step 6 ListeningWork on 4b.Listen and repeat several times.Step 7 PracticeWork on 4c.Let students read the words and letters in column 1 and 2.Correct their pronunciation.Step 8 SingingWork on 4d.1.Let students read the song aloud first.2.Listen to the song and sing the song together.Language points1.—How are you?你好吗？—I’m fine,thanks.我很好，谢谢. （教材第S3页）（1）这是个询问身体状况的问候语，一般用于熟人之间. 其答语为：Fine./I’m OK./I’mwell.（2）I’m是I am的缩写形式，I是第一人称单数“我”的主格，am是be动词的一种形式.（3）are意为“是”，是be动词的一种形式，用于表示复数的名词、人称代词、指示代词之后或第二人称单数作主语时使用.2.thanks谢谢thanks相当于thank you,当别人帮助、关心、问候、祝福我们时，应使用thank you应答表示谢意；当得到对方的称赞、夸奖时，也用thank you或thanks来回答，以示礼貌.3.OK的用法当别人回答问题对了的时候，你可以说OK；当别人提出意见、想法而你表示同意时，可以说OK；当你赞同某人或某物时，可以说OK；当别人做事做得好时，可以说OK；当任务完成或结束谈话、讲课时，也可以说OK. OK还可以用来表示胜利和成功.His answer is OK.他的答案对了.【辨析】good,fine与OK（1）good意为“好的；令人满意的；善良的”. 之后可接名词.（2）fine意为“好的；令人愉快的；健康的”，通常可以用good替换，之后可接名词. （3）OK之后不跟名词.【注意】回答“How are you?”时，只能用“I’m fine./OK.”不能说“I’m good.”. Exercise一、单项选择.1.下列选项中按字母表顺序排列的选项是________.A.d e aB.e f gC.e g d2.下列单词中，________组都含有音素/ei/.A.Dale;FrankB.Grace;thanksC.Dale;Grace3.—Hi,Frank.—________A.Hi,Paul.B.I’m fine.C.I’m Cindy.4.—_______,class(同学们)!—Good afternoon!A.Good morningB.Good afternoonC.Good evening5.下列不属于打招呼的一项是________.A.Hello！B.Good morning！C.I’m OK.二、给下列句子选出相应答语.A.Hi,Wang Li!B.I’m OK,thanks!C.Good morning,Bob!D.Good evening,Eric!E.Good afternoon,Grace!1.Good morning,Kate! ___________2.Good afternoon,Dale! ___________3.Good evening,Alice! ___________4.How are you? ___________5.Hi,Helen! ___________Homework1.Write Aa~Hh correctly.2.Act out the greeting.板书设计Starter Unit 1 Good morning!The Second Period(3a-4d)教学反思：Starter Unit 2 What’s this in English?The First Period(1a-2e)Ⅰ.Teaching aims:1.Knowledge aims:(1)Keywords:what,is,this,in,English,map,cup,ruler,pen,orange,jacket,key,it,a,that(2)Key phrases:in English(3)Important sentences:①—What’s this in English?—It’s an orange.②—What’s that in English?—It’s a jacket.2.Ability aims:Learn to tell simple things in the room and spell them.3.Emotion aims:Make students love to speak English.II.Important points:Grasp the letters Ii~Rr and remember the new words.III.Difficult points:Learn to make sentences using “What’s this?” and “It’s a/an...”IV.Teaching processStep 1 Warming up and Revision1.Greet the students.2.Let students sing the “ABC song”.Step 2 PresentationWork on 1a.1.Ask students to look at the picture in 1a.Read the words and sentences carefully.2.Look for the small letters in the picture for the big letters.Check(✔) the ones you find.3.Learn the sentences:—What’s this/that in English?—It’s a ruler/pen/key/map...Tell students the differences between “this” and “that”.Step 3 ListeningWork on 1b.1.Students listen and repeat after the recording.2.Listen and number the letters you hear.Then teacher checks the answers with students.Step 4 PairworkWork on 1c.Practice the conversation in the picture with your partner.Then make your own conversations.—What’s this in English?—It’s a ruler.Step 5 ListeningWork on 2a and 2b.Introduce English letters Ii~Rr.Teach students to read and write them correctly. According to records and work on 2b.Then teacher checks the answers with students. Step 6 Writing1.First,look at the picture carefully in 2c.Then tell us how to write these English letters.2.Students read and find out the writing rules of the letters Ii~Rr.3.Students try to copy the letters by themselves.4.Let some students come to the front,and write down the letters on the blackboard.Check theanswers with the class.Step 7 PracticeLet students talk about the meaning of each picture.P 停车场；停车位 NBA（美国）全国篮球协会 kg千克；公斤Language points1. What’s this in English?这个用英语怎么说？（教材第S5页）What’s this in English?是特殊疑问句，用来询问某个物品用英语怎么说. 类似的句型有：What’s that in English?（那个用英语怎么说？），其答语均用“It’s+a/an+单数可数名词.”结构. 其中的it不能用this或that代替.—What’s this/that in English?这/那个用英语怎么说？—It’s a map.它是一张地图.2.It’s an orange.它是一个橙子. （教材第S5页）（1）it’s是it is的缩写形式，意为“它是”. 其中it为人称代词，意为“它”，没有远近之分，可以用来代替this/that，也可用来指代上文中提到的表示单数名词的事物.This is a ruler.It’s orange.这个一把尺子. 它是橙色的.（2）an是不定冠词，意为“（表示未曾提到的）一（人，事，物）”，用于以元音因素开头的单数可数名词之前.This is an apple.这是一个苹果.3.缩写词P表示“停车场；停车位”；NBA表示“（美国）全国篮球协会”；kg表示“千克；公斤”（重量单位）. 类似的缩写词还有：cm厘米、mm毫米、km千米、ID身份证等.Exercise一、单项选择.1.在I~R十个字母中，元音字母有_________.A.I;JB.I;OC.O;Q2.下列字母含有相同的元音音素的一组是_________.A.M L NB.K G FC.H M N3.—_________this in English?—It’s a jacket.A.WhatB.What’sC.Who4.—What’s that?—_________A.It a cup.B.It’s cup.C.It’s a cup.5.—What’s this_________English?—It’s_________orange.A.in;aB.it;anC.in;an二、在空白处填入适当的单词，补全对话.A:Good morning,Alice!B:Good 1._________,Dale!A:How 2._________you,Dale?B:I’m 3._________.A:What’s this in 4._________?B:It’s 5._________orange.Homework1.Practice asking the question “What’s this/that in English?” after class.2.Recite letters Ii~Rr.板书设计Starter Unit 2 What’s this in English?The First Period(1a-2e)教学反思：————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————Starter Unit 2 What’s this in English?The Second Period(3a-4d)Ⅰ.Teaching aims:1.Knowledge aims:(1)Key words:spell,please(2)Important sentences:—Spell it,please.—M-A-P.2.Ability aims:Learn about some common things and spell them.3.Emotion aims:Make students love to speak English.II.Important points:Train students’ listening skills.III.Difficult points:Grasp the pronunciation of “A”“E”“I”and “O”in the words.IV.Teaching processStep 1 Warming up and Revision1.Greet the students.Check the homework.2.Review the letter Ii~Rr.Let some students recite the letters.Them let some students come to thefront and wrote them on the blackboard.3.Show some word cards with some real objects like orange,ruler,pen,key,jacket,cup...Ask students to answer the questions:T：What’s this in English?Ss:It’s a ruler....Let students ask and answer about these objects in pairs.Step 2 ListeningWork on 3a.Listen to the recording and number the pictures [1-8].Work on 3b.Listen to the recording again and complete the words under the pictures in 3a. Step 3 PairworkWork on 3c.Listen to the conversation.Then practice it your partner.—What’s this in English?—It’s a map.—Spell it,please.—M-A-P.Let some students act out the conversation.Step 4 ListeningAsk students to look at the words in the box in 3d.Then let students read the words.Make sure theyknow the meaning of each word.Step 5 PairworkWork on 4a.Look at the chart.Fill in the missing letters.Work on 4b.Ask students to read the words in the box.Then number the words in alphabetical order. Check the answers.Work on 4e.Look at the picture in 3e.Now work with your partner.—What’s that in English?—It’s an orange.—Spell it,please.—O-R-A-N-G-E.Step 6 Listen and repeatWork on 4c.1.Ask students to look at the chart.2.Listen to the recording and repeat after it.Step 7 PracticeWork on 4d.Read the letters and words in column 1.Then try to read the new words in column 2. Teacher corrects their pronunciation.Language points1.Spell it,please.请把它拼写出来. （教材第S7页）（1）这是一个祈使句，英语中表示请求、劝告或命令的句子叫祈使句，祈使句的主语一般为第二人称you,但常省略.Open the door,please.请把门打开.Turn off the TV set,please.请关掉电视.（2）please意为“请”，祈使句中用作请求的客套话，用来表达礼貌. 既可放在句首，也可放在句末，放在句末时要用逗号隔开.（3）类似的用法还有：Can you spell it,please?/How do you spell it?其答语与Spell it,please.的答语相同.—How do you spell it?你怎样拼写它？—P-E-N. P-E-N.2. a,an（不定冠词）的用法a和an在英语中被称为不定冠词. 不定冠词a(an)的常见用法如下：（1）表示数量“一”.如：a pen一支钢笔 an orange一个橙子（2）笼统地指某人或某物，但不具体说明.（3）泛指一类事物.（4）表示首次提到的人或物（常用于介绍用语中）.【辨析】不定冠词a与ana用在以辅音音素开头的单词或字母前，an用在以元音音素开头的单词或字母前.如：a key(一把钥匙)；a map(一张地图)；an apple(一个苹果)；an egg(一个鸡蛋)；an hour(一个小时)等.【注意】元音音素、辅音音素指的是读音，而不是元音字母或辅音字母.Exercise一、根据首字母或汉语提示完成句子.1.What’s this in E_________?2.Is this a ________(茶杯)?3.This is a________(直尺).4.Please________(拼写) it.二、单项选择.1.当你不知道某个单词怎么拼写时，你应该说：________A.What’s this?B.What’s this,please？C.Can you spell it,please?2.—What’s that in English?—________a map.A.That’sB.It’sC.This3.—________—P-E-N.A.What’s this?B.How are you?C.Spell it,please.4.LeBron James(勒布朗·詹姆斯) is in________now.A.ChineseB.NBAC.CBA5.当我们停车时,可以寻找下面哪个标志？A. B． C. D.Homework1.Recite the letters Aa~Rr.2.Write three conversations about the objects in your room.板书设计Starter Unit 2 What’s this in English?The Second Period(3a-4d)教学反思：————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————Starter Unit 3 What color is it?The First Period(1a-2e)Ⅰ.Teaching aims:1.Knowledge aims:(1)Key letters:Ss,Tt,Uu,Vv,Ww,Xx,Yy,Zz(2)Key words:color,red,yellow,green,blue,black,white,purple,brown(3)Key phrases:what color(4)Important sentences:—What’s this?—It’s V.—What’s color is it?—It’s red.3.Ability aims:Learn to tell the colors of some things.3.Emotion aims:Make students’ English class more colorful.II.Important points:Grasp the letters S~Z and remember the words of colors.III.Difficult points:Learn to make sentences using “What color is it?”and “It’s...”IV.Teaching processStep 1 Warming upListen to the “Color song”.Step 2 Presentation1.Show some pictures.（教师向学生展示自己做的各种颜色的字母卡片，教授字母Ss~Zz,并学习表示颜色的单词. ）2.Work on 1a.Look at the picture on the left,and then read the letters.Write the letters for each color.Then teacherchecks the answers.Step 3 listeningWork on 1b.Ask students to listen to the recording first.Then repeat after it.Step 4 PairworkWork on 1c.Look at the picture in 1a.Practice the conversations with your partner.Then make your ownconversations.—What’s this?—It’s S.—What color is it?—It’s white.Step 5 ListeningWork on 2a.1.Recite Aa~Rr.2.Learn the letters Ss~Zz.Listen to the letters in 2a.Then students read out the letters Ss~Zz.Work on 2b.Learn and number the letters you hear [1-8].Step 6 WritingWork on 2c.1.First,look at the picture carefully in 2c.Then tell us how to write these English letters.2.Students read and find out the writing rules of the letters Ss~Zz.3.Students try to copy the letters by themselves.4.Let some students come to the front,and write down the letters on the blackboard.Check theanswers with the class.Step 7 PracticeWork on 2d.Ask students to write the missing big letters or small letters in their books. Check the answers with the class.Step 8 Read and TalkWork on 2e.Let students talk about the meaning of each picture.S/M/L（尤指服装的尺码）小号的/中号的/大号的 UFO不明飞行物CCTV中国中央电视台Language points1.What color is it?它是什么颜色的？（教材第S9页）该句是特殊疑问句，用来询问物品的颜色，它的基本结构是：What color+be+主语？当被询问的物品（句子的主语）是单数形式时，be动词用is；两个或两个以上时，be动词要用are,其答语也要作相应的变化.2.It’s red.它是红的. （教材第S9页）red在此是表示颜色的形容词，意为“红色的”. 在英语中，表示“某物是某种颜色时”，表示颜色的词后不需要加color.This bike is red.这辆自行车是红色的.【归纳拓展】3.衣服上S/M/L的含义S代表small小号；M代表medium中号；L代表large大号,它们都代表衣服的大小尺寸.Exercise二、单项选择.6.英语中能独立成词的两个字母，分别是_______.A.I;AB.O;IC.H;Z7.在购买东西时，_______表示大号；_______表示小号；_______表示中号.A.L;S;MB.L;M;SC.M;L;S8.—_______ is it?—It’s S.A.WhatB.What colorC.How9.—_______ is the jacket?—It’s black.A.WhatB.What colorC.How10.The “V” is _______.A.redB.a redC.a white二、将下列英语单词正确书写在四线三格中，并写出它们的汉语意思.1.color (____)2.blue (____)3.brown (____)4.black (____)5.purple (___)6.white (___)Homework2.Practice asking objects’ colors in English.2.Recite letters Ss~Zz.板书设计Starter Unit 3 What color is it?The First Period(1a-2e)教学反思：————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————Starter Unit 3 What color is it?The Second Period(3a-4d)Ⅰ.Teaching aims:1.Knowledge aims:(1)Key words:the,now,see,can,say,my(2)Important sentences:①The key is yellow.②I can say my ABCs.2.Ability aims:Learn about some colors and spell them.3.Emotion aims:Make students’ English class more colorful.II.Important points:Learn to sing “ABC song” .III.Difficult points:Grasp letters A,E,I,O,U pronunciation in words.IV.Teaching processStep 1 Warming up and Revision4.Review the color words and the English letters Ss~Zz.Ask some students to come to the front and write them on the blackboard.5.Review the conversations.—What’s this?—It’s ...—What color is it?—It’s ...Step 2 ListeningWork on 3a.Look at the objects in 3a.Ask students to talk about their names in English. e.g.T:What’s this?Ss:It’s a cup.T:What’s this?Ss:It’s a ruler.T:What’s this?Ss:It’s a key.Work on 3b.Listen to the recording again,then complete the sentences in the chart.Teacher checks the answers.Work on 3c.Listen to the recording.Write the things you hear in the conversation in the left column.Then writedown the colors of the things in the right column.Teacher checks the answers with students.Step 3 PairworkMake conversations using the things in 3a~3c.A:What’s this in English?B:It’s a key.A:Spell it,please.B:K-E-Y.A:What color is it?B:It’s yellow.Let the students role-play the conversation.Step 4 WritingWork on 4a.1.Look at the picture in 4a.Find the letters from A to Z.2.Write the small letters next to each big letter.Let students check the answers each other.Step 5 ListeningWork on 4b.Listen and sing the alphabet song.Work on 4c.Let students read the words and letters in column 1 and 2.Correct their pronunciation.Step 6 SingingWork on 4d.3.Let students read the song aloud first.4.Listen to the song and sing the song together.Language points1.The key is yellow.那钥匙是黄色的. （教材第S11页）the是定冠词，意为“这个，那个，这些，那些”，用在可数名词单复数和不可数名词之前，表示特指某人某物，以区别同类中的其他人或物. 主要用于以下几种情况：（1）特指某人或某物或双方都知道的人或事.（2）特指上文已提到的人或物.（3）特指世上独一无二的事物，或某一范围内唯一的事物.（4）构成专有名词.如：the USA美国（5）用于短语中和乐器前.2.I can say my ABCs.我会说字母歌了. （教材第S12页）can意为“能，会”. 该词为情态动词，其后跟动词原形，They can spell “good”.他们会拼写单词“good”.其否定句在can后直接加not,其一般疑问句将can提到主语前面.Can they spell “good”?他们会拼写“good”吗？Exercise一、选出每组单词中画线部分读音不同的一项.1.A.red B.pen C.evening2.A.fine B.white C.quilt3. A.ruler B.blue C.cup4. A.OK B.orange C.no5. A.thanks B.what C.jacket三、单项选择.1.We can__________the letters from Aa to Zz.A.sayB.singsC.seeing2.It’s__________black.It’s__________black pencil.A.a;/B./;aC.a;a3.—What color is__________pen?—It’s black.A.aB.anC.the4.“不明飞行物”的英文缩写是__________.A.UNOB.UFOC.FUO5.在英语里，本身是元音字母，但读音是以辅音开头的是__________.A.UB.IC.EHomeworkReview all the letters,and sing the alphabet song after class.板书设计Starter Unit 3 What color is it?The Second Period(3a-4d)教学反思：————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————Unit 1 My name’s Gina.The First PeriodSection A (1a-2d)Ⅰ.Teaching aims:1.Knowledge aims:(1)Key words:name,nice,to,meet,too,your,Ms.,his,and,her,yes,she,he,no,not(2)Key phrases:Nice to meet you.(3)Important sentences:①—What’s your/his/her name?—My/His/Her name is ...②—Nice to meet you.—Nice to meet you,too.2.Ability aims:Introduce yourself and greet people.3.Emotion aims:Improve students’ conversation skills.II.Important points:The usage of pronouns.III.Difficult points:Grasp the usage of pronouns.IV.Teaching processStep 1 Lead-inSing along with the song“ABC Song”.Step 2 Revision1.Show some pictures about things in your room.Such as window,book,schoolbag,ruler,map,door,cup,baseball...2.Let students say them one by one.3.Work on 1a.Write English words for the things in the picture.Step 3 ListeningWork on 1b,2a and 2b.1.Play the recording for the first time.Students only listen.2.Play the recording again and ask students to complete 1b,2a and 2b.3.Check the answers in 1b,2a and 2b.Step 4 PairworkWork on 1c and 2c.1.Practice the conversations above with your partner. Then greet your classmates.2.Practice the conversations in pairs and role-play them.A: Hello! What’s your name?B: My name’s…/I’m…A: Nice to meet you!B: Nice to meet you,too!A: What’s his name?B: His nam e’s…A: And what’s her name?B: Her name’s…Step 5 Role-playWork on 2d.Please let students close the books and listen to the tape.Answer some questions.1.How many people are there in the conversation?2.Who are they?Listen again and try to repeat it.After that,let students role-play the conversation and give them 4minutes to recite it.1c Make conversations about the people in the picture.Language points1.My name’s Gina.我的名字叫吉娜. （教材第1页）（1）这是一个作自我介绍的句型，也可以说：I’m Gina..（2）n ame’s是name is的缩写.【拓展】英美等国家的人在询问对方名字之前，习惯上先说自己的名字，表示自己愿意和对方认识，这样显得有礼貌.2.Nice to meet you!很高兴见到你!（教材第1页）当两人初次见面或经别人介绍初次相识时，用该问候语. 回答时可用“Nice to meet you,too.”too前要加逗号，还可以用“Glad to meet you!”表示“见到你很高兴. ”3.What’s your name?你叫什么名字？（教材第1页）（1）what’s是what is的缩写形式.（2）该句为特殊疑问句，用于询问别人的姓名，答语有三种形式：My name’s+姓名；I’m+姓名；直接回答姓名.【辨析】your与youyour形容词性物主代词，意为“你的”，后接名词，不可单独使用；you为人称代词，既是主格又是宾格，意为“你；你们”，后常接be动词are.4.Ms.女士用于女子的姓氏或姓名前，不指明婚否. 为了表示对对方的尊重，现代英语用Ms.称呼成年女子.如：Ms. Wang王女士；Ms. Green格林女士.【拓展】除此之外，英语中还用Mr.表示男士，用Mrs.表示已婚女士.Exercise一、用括号内所给单词的适当形式填空.1.Hello!________(I) name is Gina.2.I________(be) Jenny.3.Nice to ________(meet) you!4.What’s________(you) name?5.—What________(be) that?—It________(be) an orange.二、单项选择.1.—What’s_________name?—My name is Jenny.A.youB.IC.your2._________Tony.A.IB.I amC.My3.My name_________Wei Hua.A.amB.isC.are4.—Nice to meet you!—________,too.A.I’m OKB.How are youC.Nice to meet youHomework1.Practice 2d with your partner.2.Recite 2d.板书设计Unit 1 My name’s Gina.The First PeriodSection A (1a-2d)①—What’s your/his/her name?—My/His/Her name’s...②—Nice to meet you.—Nice to meet you,too.教学反思：————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————Unit 1 My name’s Gina.The Second PeriodSection A (Grammar Focus-3c)Ⅰ.Teaching aims:1.Knowledge aims:(1)Key words:what’s=what is name’s=name is I’m=I am he’s=he is she’s=she is(2)Important sentences:①—What’s his name?—He’s.../His name’s...②—Are you Helen?—Yes,I am.2.Ability aims:Improve students’ spoken English.3.Emotion aims:Motivate students’ interest in knowing others’ names.II.Important points:The usage of pronouns.III.Difficult points:Grasp the usage of pronouns.IV.Teaching processStep 1 RevisionChoose several students to recite 2d.Step 2 Read and sayWork on Grammar Focus.Ask students to read the sentences in the grammar box by themselves.Pay attention to the changeof “be”.Observe the differences between personal pronouns and possessive pronouns.Focus on the shortening words.Try to read and recite them.(通过观察总结，让学生掌握be动词，人称代词，物主代词的用法. )Step 3 Grammar exerciseWork on 3a and 3b.1.Put the words in the correct order to make conversations.Then practice them.e.g. Sentence 1:your name what’sCindy I’m→—What’s your name?—I’m Cindy.You can follow the example,finish Sentence 2 and Sentence 3.Then practice with your partner.plete the conversation and practice it with your partner.Teacher checks the answers with students.Choose two students to act it out in front of the class.Step 4 Group workWork on 3c.Practice introducing yourself and others in a group.Let’s have a look at how many names you can remember.语法拓展一、形容词性物主代词概念：形容词性物主代词是用来表示所有关系的代词.1.具体用法，有人称和数的变化.2.用法：（1）形容词性物主代词不能单独使用，后必须接名词，即在名词前作定语. （2）形容词性物主代词不能与冠词和指示代词连用. （3）形容词性物主代词与形容词一起修饰名词时，其顺序为：形容词性物主代词+形容词+名词.如：my red pen我的红色钢笔二、be动词的一般疑问句1.概念：一般疑问句是指可以用yes或no回答的疑问句. 本单元主要学习be动词的一般疑问句.2.结构：be动词+主语+其他？3.回答：Yes,主语+be.(肯定回答)/No,主语+be+not.(否定回答).—Is she Jenny?她是詹妮吗？—Yes,she is./No,she isn’t.是的，她是. /不，她不是.三、be动词可缩写与不缩写的情况1.be动词的可缩写情况（1）一般am,is,are与前面的名词或代词缩写时，省去前面的元音字母并在省去的地方加’.如：I am→I’m;what is→what’s;you are→you’re（2）not与be动词的缩写形式.如：are not→aren’t;is not→isn’t2.be动词不缩写的情况this is,am not,those/these are都没有缩写形式. 在一般疑问句的简略回答中，作肯定回答时，代词不能与am,is,are缩写.Are you Jim?你是吉姆吗？正：Yes,I am. 误：Yes,I’m.Exercise一、根据汉语意思完成句子.1.他的名字叫杰克._________ _________is Jack.2.我叫吉姆，很高兴认识你！_________Jim._________to meet_________!3.——她叫什么名字？——詹妮.—_________ ________name?—_________Jenny.4.——他是迈克吗？——不，他不是.—_________ _________Mike?—No,_________ ________.二、用括号中所给单词的适当形式填空.1.Hello!________(I) am Mary.What’s_________(you) name?2.—How are________(you)?。
七年级英语上册全册教案 人教新目标版
3.Show the question“What’s your name?”Underline“What’s”, tell the students that it means“What is”.
III. Listening drills (1)
1.Do Section A, 1b, listen and number the conversations (1-3).
2.Show the picture on page 1 on the screen with no words on it. Get student to listen tothetape and try to repeatthesentences intheconversations, each correct sentence will earn a point for the group.
3. Revisethethree units in Starters. Show some key sentences in Chinese onthescreen, have students translate them into English, get a student from each group to come to the front and write down their answers on the blackboard, then check the answers, each correct sentence will earn a point for the group.
七年级英语上册人教版全册教案
七年级英语上册人教版全册教案第一章：Unit 1 My name's Gina.教学目标：1. 能够听懂、会说、会读本单元的生词和重点句子。
2. 能够通过简单的自我介绍，交流姓名、年龄、爱好等信息。
3. 能够运用所学知识进行简单的日常交流。
教学内容：1. 生词：name, capital, family, school, teacher, number, like, listen to music, play soccer2. 重点句子：1a-1c, 2a-2c, 3a-3c教学步骤：1. 热身活动：让学生自由交谈，询问他们的姓名、年龄、爱好等。
2. 引入新课：展示图片，引导学生说出对应的生词。
3. 讲解课文：讲解1a-1c, 2a-2c, 3a-3c，让学生跟读并模仿。
4. 练习：完成练习册的相关题目。
5. 课堂小结：总结本节课所学内容，让学生复述。
第二章：Unit 2 This is my sister.教学目标：1. 能够听懂、会说、会读本单元的生词和重点句子。
2. 能够通过描述家庭成员，交流他们的姓名、年龄、职业等信息。
3. 能够运用所学知识进行简单的日常交流。
教学内容：1. 生词：sister, brother, parent, doctor, nurse, teacher, student2. 重点句子：4a-4c, 5a-5c, 6a-6c教学步骤：1. 热身活动：让学生自由交谈，询问他们的家庭成员及职业。
2. 引入新课：展示图片，引导学生说出对应的生词。
3. 讲解课文：讲解4a-4c, 5a-5c, 6a-6c，让学生跟读并模仿。
4. 练习：完成练习册的相关题目。
5. 课堂小结：总结本节课所学内容，让学生复述。
第三章：Unit 3 My school教学目标：1. 能够听懂、会说、会读本单元的生词和重点句子。
2. 能够通过描述学校设施，交流学校的基本信息。
3. 能够运用所学知识进行简单的日常交流。
人教版七年级上册全册英语教案
人教版七年级上册全册英语教案教案是七年级上册英语备课的集中表现，备课是写七年级上册英语教案的基础，两者密不可分。
这是整理的人教版七年级上册英语的教案，希望你能从中得到感悟! 人教版七年级上册英语教案(一) Unit 1 My name s Gina.单元整体说明单元教材分析本单元继续围绕结交新朋友使学生学会打招呼和介绍自己、询问他人姓名的基本句型：What s your/his/her name?My/His/Her name is 通过学习区分First/last name 了解有关姓名的文化知识;通过查询电话号码What s your/her/his phone number? ，学习数字1~9，同时也进一步促进学生之间的相互了解;通过以上几个方面的学习，使学生在轻松、愉快的学习氛围中熟识新伙伴。
本单元与第二单元衔接紧密：由课堂内的打招呼、自我介绍到课外、校外相互了解。
由特殊疑问句的学习到一般疑问句的学习，使学生将书本知识运用到实际生活中。
单元知识系统(树)What s your/his/her name?--- My/His/Her name is .What s your/her/his phone number?--- It s 5352375First /Family /Last name my/ your/her/his单元总体目标运用Practicing, Listening for specific information的学习策略，引导学生学会打招呼和介绍自己、询问他人姓名、查询电话号码的基本句型;了解有关姓名的文化知识;学习特殊疑问句及my/ your/her/his等物主代词的用法。
单元教学重难点一览1．复习词汇clock ball bag cap key book ruler hello hi name nice meet2．词汇your/her/his First/Last zero one two three four five six seven eight nine phone number family3．句型What s your/his/her name？---My／His/Her name is .What s your/her/his phone number？---It s 5352375语法焦点在于my ／your/her/ his等物主代词本单元的主题是熟识新伙伴，同时引导学生采用Practicing, Listening for specific information和Role playing的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，进一步促进学生之间的相互了解。
(共72份105页)外研版七年级英语上册(全册)精品全套教案汇总
（共72套105页）外研版七年级英语上册（全册）精品教案汇总内含本书全册每课时导学案及练习附答案，已编辑，可直接A4打印Module 1 My teacher and my friendsUnit 1Good morning，Miss Zhou.Ⅰ.Teaching modelTeam－work and communication approachⅡ.Teaching aims1．To learn and understand the topic words through listening and reading 2．To know something about letters and greetings3．To understand present simple “be”Ⅲ.Teaching aidsTape recorder，some cardsⅣ.Teaching stepsStep 1：Warming－up1．Introduce the teacher first with following sentence structures：(1)Hello/Good morning/Good afternoon(2)My name is…(3)My English name is…2．Ask students to introduce themselves in groups.Step 2：Listening and reading1．Play the tape and ask students to listen to the conversation in Activity 1 carefully.2．Ask students to read the conversations by themselves and underline the key words and sentences.3．Explain some difficulties to them.4．Work in pairs，act out the conversation.Step 3：Practice1．Read the sentences in Activity 3 and then match them.2．Listen and check them.Keys：1－b，2－c，3－d，4－a3．Read the conversation in Activity 4，then practice it in pairs.Step 4：Listening and writing1．Ask students to read the letters in Activity 5.Then listen and say.2．Let students read the songs in Activity 6.Then listen and sing.3．Read the letters in Activity 7.Then write down the letters.4．Listen to the names in Activity 8.5．Listen again and then write down the names.6．Work in pairs and check the answers.Step 5：Homework1．Learn the new words by heart.2．Act out the conversation in groups.3．Finish off the workbook exercises.Blackboard DesignUnit 1Good morning，Miss Zhou.1．My name's Miss Zhou.2．Good morning，Miss Zhou.3．Good afternoon，class.Unit 2 Good morning.I'm Chen Zhong.Ⅰ.Teaching modelReading and listeningⅡ.Teaching aims1．To learn how to ask names2．To know how to make a self－introductionⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming up and lead－in1．Divide students into groups and ask them to introduce the people they see on PPT.2．Play the PPT and show the pictures to them.Step 2：Listening and reading1．Play the tape and ask students to listen to the conversation in Activity 1 carefully.2．Ask students to read the conversation，work in pairs and find out the difficulties in it.3．Explain the difficulties to the students.4．Ask them to read it aloud for three times and ask two pairs to act it out.Step 3：Practice1．Ask students to read the sentences in Activity 3.Then match the sentences to make up conversations.2．Ask students to show the answers.3．Play the tape，and let students listen carefully and check their answers.Keys：1－c，2－a，3－bStep 4：Listening and writing1．Ask students to read the sentences in Activity 4.2．Listen and let the students number the sentences to make up a conversation.Then share the answers and check them.3．Read the sentences in Activity 5.Then complete the conversation.4．Listen and check the answers.5．Read the conversation in Activity 6.Then practice it in pairs.6．Let some pairs act it out.Step 5：Homework1．Learn the new words by heart.2．Read the conversation in Activity 1 aloud.3．Finish off the workbook exercises.Blackboard DesignUnit 2Good morning.I'm Chen Zhong.1．—What's your name，please?—I'm Lingling.2．—Can you spell it，please?—Yes，L－I－N－G－L－I－N－G，Lingling.3．—How are you?—Fine，thank you.Unit 3 This is my friend.Ⅰ.Teaching modelListening and readingⅡ.Teaching aims1．To review and check the words learned in this module2．To learn how to introduce a person to othersⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming－up1．Review the greeting phrases in the previous period.2．Ask students to introduce themselves to the class.Step 2：Listening and reading1．Teach students the new words in Unit 3.2．Play the tape and let students listen to the conversations in Activity 1 carefully.3．Ask students to read them.4．Ask students to read the conversations alone and underline all the key points.5．Show the points to the class，and explain some difficulties to students.6．Divide students into groups of four and ask them to practice acting them out.7．Let two groups act them out.Step 3：Practice1．Let students read the sentences in Activity 3.2．Ask them to match the sentences.3．Ask two students to share their answers.4．Listen to it carefully and check the answers.Keys：1－a；2－d；3－c；4－b5．Let students read the sentences in Activity 4.a)Goodbye.See you tomorrow.b)Hello，Daming.This is my friend，Amy.c)It's time to go now.Goodbye.d)Hello，Amy，nice to meet you.e)Hello，Daming，nice to meet you too.6．Ask students to number the sentences to make up a conversation.7．Ask two students to share their answers.8．Listen carefully and check the answers.Keys：b－d－e－c－a9．Listen again and practice it in groups of four.Step 4：Reading and writing1．Let students read the sentences in Activity 6.2．Then practice it in groups.3．Ask them to act it out.4．Ask students to read the sentences in Activity 7.5．Work in groups and complete the sentences.6．Listen and check the answers.Keys：1.His 2.friend，name 3.meet 4.Goodbye5．tomorrow7．Ask them to practice it，then let three groups act it out.Step 5：Homework1．Revise all the key points in this unit.2．Finish the workbook.Blackboard DesignUnit 3 This is my friend.1．This is Miss Zhou.She's my teacher.2．This is my friend.Her name's Betty.3．Nice to meet you.Module 2 My English lessonUnit 1Open your book.Ⅰ.Teaching modelTeam－work and communication approachⅡ.Teaching aims1．To learn and understand the topic words through talking and listening 2．To know something about imperative3．To understand the simple classroom expressionsⅢ.Teaching aidsTape recorderⅣ.Teaching stepsStep 1：Warming－up1．Enjoy the song：Hello and How Are You?2．Ask some students to introduce their partners to the class.Step 2：Listening and reading1．Play the recording and let the students point out the words and phrases in Activity 1.2．Listen and read.Good morning，class.Good morning，Miss Zhou.Please sit down.3．Play the recording and have the students point out the words and phrases in Activity 2.Sit down.Open your book.Listen.Draw.Put up your hand.Stand up.Close your book.4．Play the recording again and have them read after the tape.Step 3：Practicing 11．Match the expressions in Activity 4.1)Put up…a)…your book2)Open… b)…down3)Stand… c)…up4)Sit… d)…your hand.2．Check the answers.Keys：1－d；2－a；3－c；4－bStep 4：Listening and writing1．Write the letters in Activity 5.2．Listen and check.Step 5：Practicing 2Work in pairs.Say and do Activity 6.Step 6：Homework1．Copy the new words and expressions.2．Recite the text of the Unit 1.3．Finish the workbook.4．Recite the notes and exercise points.Blackboard DesignUnit 1Open your book.1．Sit down.2．Stand up.3．Open your book.4．Close your book.5．Put up your hands.Unit 2 What's your number?Ⅰ.Teaching modelListening and writingⅡ.Teaching aims1．To learn English numbers from 1 to 102．To understand how to ask others' class and telephone number.Ⅲ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming upAsk students to do as teacher says and review the expressions in Unit 1.Step 2：Listening and reading 11．Vocabulary study：Play the tape and have students point out the words and phrases in Activity 1.2．Play the tape again and have them read after the tape.3．Have the students read the dialogue and try to understand it.And then explain the points(Are you…？I am…Class 3)．4．Learn the numbers in Activity 2.Play the tape and have them read after the tape.And then have them read and write the numbers.Step 3：Practice1．Let the students read the chant in Activity 3.2．Play the tape and have them listen and chant.3．Come to Part 5：Listen and point.Help the students if necessary.Ask some students to read them out.4．Ask students to think about the numbers used in daily life：bus number，room number，student number…Step 4：Listening and reading 21．Teach the new words in Activity 4.2．Ask students to read the conversation and try to understand it.And then explain the points(What's your telephone number? My telephone number…)．3．Play the tape and have them read after the tape.4．Let them read it aloud.5．Have them practice it in groups of four，then act it out in class.Step 5：Listening and writing1．Play the tape and have them write the numbers in Activity 6.2．Practice：(1)Play the tape and ask the students to listen and write the numbers in Activity 7.If necessary，help the students.(2)And then ask some students to write them on the blackboard.(3)Finish Activity 8 as Activity 7.(4)Work in pairs.Ask and answer the conversation in Activity 9.Step 6：Homework1．Practice writing the number.2．Learn the new words by heart.3．Finish off the workbook exercises.Blackboard DesignUnit 2What's your number?1．one，two，three，four，five，six，seven，eight，nine，ten2．—Are you a new student here?—Yes，I am.3．—What class are you in?—I'm in Class 3.Unit 3 I'm twelve.Ⅰ.Teaching modelListening and writingⅡ.Teaching aims1．To learn English numbers from eleven to twenty2．To be able to learn how to introduce their agesⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming－up1．Listen to the song：Ten Little Indian Boys.2．Review the numbers from one to ten.Step 2：Listening and reading1．Have students read the conversation in Activity 1 and try to understand it.And then explain the key point(How old are you？)．2．Play the tape again and have students read after the tape.3．Play the tape and let students read and write the numbers in Activity 2.4．Explain the suffix “－teen”，“－ty” and some special numbers.Step 3：Practice1．Play the tape and ask students to read the numbers in Activity 3.2．Have them match the numbers in Activity 3.3．Listen and point in Activity 4.4．Look at Activity 8.5．And then explain the points(How many…are there？)6．Work in pairs.Ask and answer the conversations.Step 4：Listening and writing1．Ask students to look at Activities 5 and 6.2．Play the tape and ask the students to listen and write in Activities 5 and 6.3．And then check the answers one by one.4．Have them read the words in Activity 7.5．Play the tape and ask the students to listen and match the numbers with the words in the box.6．Then check the answers.Step 5：Homework1．Practice writing the numbers.2．Revise all the key points in this unit.3．Finish the workbook.Blackboard DesignUnit 3I'm twelve.1．—How old are you?—I'm twelve.2．—How many boys are there?—15.Module 3 My English bookUnit 1What's this in English?Ⅰ.Teaching modelTeam－work and communication approachⅡ.Teaching aimsTo recognize objects in the classⅢ.Teaching aidsTape recorderⅣ.Teaching stepsStep 1：Warming－up1．Point at objects in the classroom and ask students：What's this in English?2．Ask students to spell the words：How do you spell it?3．Ask students to write down the words on the blackboard：Write it on the blackboard，please.Step 2：Listening and reading1．Play the recording and ask students to listen and read the conversation in Activity 1.2．Ask students to read the conversation silently and underline the key points.3．Explain the points to the students and solve the problems.4．Ask them to read the conversation aloud.5．Let them act it out.Step 3：Practice1．Ask the students to look at the pictures in Activity 2.2．Ask and answer like this：—What's this in English?—It's a dog.—What's this in English?—It's a pen.3．Work in pairs.Step 4：Listening practice1．Play the recording of Activity 3，and listen and write.2．Play the recording of Activity 5，and listen and write.A：What's ________________？B：________________ cat.A：How ________________ spell “cat”？B：________________3．Listen again and check.4．Call back the answers from the whole class and check the answers.Keys：this in English；It's a；do you；C－A－T，catStep 5：Work in pairs1．Ask and answer like this：A：What's this in English?B：A pen?A：No.B：A pencil?A：Yes，a pencil.B：How do you spell “pencil”？A：P－E－N－C－I－L，pencil.2．Work in pairs.Step 6：Homework1．Copy the new words and expressions.2．Recite the text of the Unit 1.3．Finish the workbook.Blackboard DesignUnit 1What's this in English?—What's this in English?—It's a dog.—How do you spell “dog”？—D－O－G，dog.(1.a bird 2.a book 3.a cat 4.a dog 5.a flower6．a pen 7.a pencil)Unit 2 Can you help me，please?Ⅰ.Teaching modelReading and writingⅡ.Teaching aimsTo ask and answer “How to spell…”Ⅲ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming－up and lead－inPoint at some objects in the classroom and ask the students：What's this in English?Let them answer.Step 2：Listening and reading1．Play the recording and ask students to listen and read the conversation in Activity 1.2．Ask the students to read the conversation silently.3．Ask the student to mark the language points that they can't understand.4．Encourage students to raise questions.5．Explain the main points to the students and solve the problems.6．Ask them to read the conversation aloud.7．Let students act it out.Step 3：Listen and point.1．Ask students to look at the pictures in Activity 2.2．Listen，then ask and answer like this：—What's this in English?—It's a monkey.…3．Work in pairs.Step 4：Listening practice1．Read and match the sentences of Activity 3.1 Can you help me，please?2 How do you spell “desk”？3 Can you say that again，please?4 Thank you.a)You're welcome.b)Yes，D－E－S－K.c)It's D－E－S－K.d)Yes.Of course.2．Play the recording，listen and say.3．Listen again and check.4．Call back the answer from the whole class and check the answer. Keys：1－d；2－c；3－b；4－a5．Listen again and say.6．Listen and point.Step 5：Work in pairs1．Ask the students to read the conversation of Activity 5.A：Can you help me，please?B：Yes，of course.A：What's this in English?B：It's a…A：How do you spell it?B：…A：Thank you.B：You're welcome.2．Ask and answer in pairs.Step 6：Writing1．Ask students to read through the sentences in Activity 6.2．Ask them to complete the conversation.3．Listen and check.Keys：Can；of course；you，desk；Can you；D－E－S－K；Thank；welcome 4．Read together.Step 7：Homework1．Copy the new words and expressions.2．Recite the text of the Unit 2.3．Finish the workbook.4．Recite the notes and exercise points.Blackboard DesignUnit 2Can you help me，please?—How do you spell “classroom”？—I'm sorry.I don't know.—It's C－L－A－S－S－R－O－O－M.—Can you say that again，please?—Yes.It's C－L－A－S－S－R－O－O－M.Unit 3 What colour is it?Ⅰ.Teaching modelListening and writingⅡ.Teaching aimsTo recognize coloursⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming－up1．Review the texts in Unit 1 and Unit 2.2．Show some pictures of different colors and introduce the new words.Step 2：Listen and point1．Ask students to look at the pictures in Activity 1.2．Play the recording and ask students to listen and point.3．Listen and repeat.4．Work in pairs.—What colour is it?—It's black，B－L－A－C－K，black.Step 3：Look，read and match1．Ask students to look at the pictures in Activity 2.2．Have them look through the sentences.3．Play the recording and ask students to listen and check.4．Match the sentences.1 What colour is the pen？a)It's red2 What colour is the cat? b)It's yellow.3 What colour is the pencil? c)It's white.4 What colour is the flower? d)It's red，green and orange.5 What colour is the dog? e)It's blue.6 What colour is the bird? f) It's brown.5．Call back the answer from the whole class and check the answer.Keys：1－e；2－c；3－b；4－a；5－f；6－d6．Listen again and say.Step 4：Work in pairs1．Ask and answer like this：A：What colour is the…？B：It's…2．Have the students work in pairs.Step 5：Write1．Ask students to read the words in Activity 6.2．Complete the table in Activity 6.3．Call back the answers from the whole class and check the answers.Keys：(1)bag book desk pen pencil(2)bird cat dog flower(3)black blue brown green orange red white yellow4．Ask students to read through the conversations in Activity 7 silently.5．Fill in the blank.(1)—What colour is the dog?—It's ________.(2)—What ________ is the flower?—It's ________.(3)—________ is the bird?—It's red，green and ________.(4)—What ________________？—It's yellow.(5)— ________________ the pen?—It's ________.(6)—________________ the cat?— It's ________.6．Listen and check.Keys：(1)brown (2)colour，red (3)What colour，orange (4)colour is the pencil (5)What colour is，blue (6)What colour is，white7．Ask students to do the following additions.(1)red＋yellow (2)red＋blue (3)blue＋yellowKeys：orange；purple；greenStep 6：Homework1．Copy the new words and expressions.2．Recite the text of the Unit 3.3．Finish the workbook.4．Recite the notes and exercise points.Blackboard DesignUnit 3What colour is it?—What colour is it?—It's black，B－L－A－C－K，black.Module 4 My everyday lifeUnit 1What day is it today?Ⅰ.Teaching modelListening and speakingⅡ.Teaching aims1．To learn the names of days2．To know how to ask and answer “What day is it？”3．To understand the conversation about asking the daysⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming－up and lead－in1．Write down a number and tell students the number is between 1 and 30.Ask students to guess what the number is.2．Ask students to look at the picture in Activity 2 and review the numbers from 1 to 30.3．Play the tape and have students point out the new words in Activity 2.4．Have the students read the names of a week.5．Show students a calendar by PPT，ask students to ask and answer like this：—What day is it today?—It's…—What day is it tomorrow?—It's…Step 2：Listening and reading1．Play the tape，ask students to listen the conversation in Activity 1 carefully.2．Have students read it and ask students to mark the language points that they can't understand.3．Explain the main points to students and solve the problems.4．Ask them to read the conversation aloud.5．Let them act it out.Step 3：Practice1．Have students read the sentences in Activity 3 and then match them.2．Play the recording and ask students to listen and check.Keys：1－c 2－d 3－b 4－a3．Play the recording again and ask students to listen and repeat.4．Come to Activity 4.Let students ask and answer in pairs like this：—Today is…What day is it tomorrow?—It's…Step 4：Listening and writing1．Play the tape and have them listen and write in Activity 5.2．Ask students to read and write in Activity 6.3．Call back the answers from the whole class and check the answers.4．Play the tape and have them listen and check.Keys：1.day 2.Wednesday 3.Saturday 4.Sunday5．ThursdayStep 5：Work in pairsAsk students to work in pairs in Activity 7.Step 6：Homework1．Revise all the key points in this unit.2．Recite the conversation in Activity 1.3．Finish off the workbook exercises.Blackboard DesignUnit 1What day is it today?1．—What day is it today?—It's Monday.2．—What day is it tomorrow?—Tuesday.Unit 2 What's the weather like?Ⅰ.Teaching modelListening and speakingⅡ.Teaching aims1．To learn the names of seasons and the weather2．To know how to ask and answer the weatherⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming－up and lead－in1．Ask students to talk something about their favourite days.2．Ask students to look at the pictures of weather symbols and teach them the words about weather(warm，hot，warm，cool)．3．Give students some key words and ask students to guess what the seasons are.eg：white，holiday(假期)→winter；green，flowers→spring；yellow，harvest(收获)→autumn；water，sun→summerStep 2：Listening and repeating1．Play the tape and have students point out the new words in Activity 1.2．Play the tape and have them repeat.3．Have students read the new words aloud.4．Let students read the sentences and look at the pictures in Activity 2.5．Play the tape and have them listen and match.6．Check the answers.Keys：1－d 2－b 3－a 4－c7．Play the tape again and ask students to listen and repeat.Step 3：Practice1．Ask students to look at the pictures in Activity 3 and ask and answer like this：(1)—What's the weather like in spring?—It's warm.(2)—What's the weather like in winter?—It's cold.(3)—What's the weather like in autumn?—It's cool.(4)—What's the weather like in summer?—It's hot.2．Play the tape and have them point.3．Ask some groups to show in class.4．Show students a map of China and ask and answer like this in pairs(Activity 6)：—What's the weather like in Harbin in winter?—It's cold.5．And then ask some pairs to show in class.Step 4：Listening and writing1．Ask students to read the conversations in Activity 5.2．Then play the tape and ask students to complete them.3．Play the tape again and check the answers.Keys：1.weather 2.like；winter 3.What's the weather like4．What's the weather like；It's warm4．Let them read the conversations aloud.Step 5：Homework1．Learn the new words by heart.2．Read and recite the conversations.3．Finish off the workbook exercises.Blackboard DesignUnit 2What's the weather like?1．spring，summer，autumn，winter2．warm，hot，cool，cold3．—What's the weather like in spring?—It's warm.Unit 3 What's your favourite sport?Ⅰ.Teaching modelReading and writingⅡ.Teaching aims1．To recognize sports2．To understand questions about asking one's favourite sport，and give corresponding answersⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming up and lead－in1．Review the texts in unit 1 and unit 2.2．Introduce the new words：basketball；football；swimming；table tennis.Step 2：Listen and number1．Ask students to look at the pictures in Activity 2.2．Play the recording and ask students to listen and number.3．Call back the answers from the whole class and check the answers.Keys：b－d－a－cStep 3：Listen and read1．Ask students to look at the pictures in Activity 3.2．Talk something about the pictures.3．Play the recording and ask students to listen.4．Ask students to read the conversations silently.5．Read the conversations together.6．Act them out.Step 4：Read and number1．Ask students to read the sentences in Activity 4.2．Read and number.3．Check the answers.Keys：a－d－e－b－cStep 5：Writing1．Read the words in Activity 5.2．Complete the table.3．Check the answers.Keys：go swimming play basketballplay football play table tennisStep 6：Work in pairs1．Ask and answer like this：—What's your favourite sport?—…—Let's…this afternoon.—OK…2．Work in pairs.Step 7：Listen and write1．Play the recording and ask students to listen in Activity 7. 2．Fill in the blank.3．Listen again and check.Keys：your favorite；swimming；go swimming；Let's goStep 8：Homework1．Copy the new words and expressions.2．Recite the text of the Unit 3.3．Finish the workbook.Blackboard DesignUnit 3What's your favourite sport? 1．—What's your favourite sport?—Football.2．—Let's play football after school.—OK.Good idea!Module 1 My classmatesUnit 1Nice to meet you.Ⅰ.Teaching modelTeam－work and communication approachⅡ.Teaching aims1．To understand the conversation about self－introduction2．To give a brief self－introduction，including name，age and hometownⅢ.Teaching aidsTape recorder，PPTⅣ.Teaching steps第一课时(Activity 1－Activity 3)Step 1：Lead－in1．Make a self－introduction to students and give the following sentence structures.My name is…I'm…years old.I am from…I am a…My friend is…What about you?2．Ask students to introduce themselves in groups by using these sentences.3．Introduce some famous people and ask students to guess who they are.Step 2：Listening and vocabulary1．Play the tape.Have students listen and check the number of speakers in Activity 1.2．Let them share their answers.3．Play the tape again and check the answers.4．Ask students to look at the picture and read the words in Activity 2.5．Play the tape again.Have them listen to it again and check the words.6．Check the answers.Step 3：Listening and reading1．Play the recording in activity 3 and ask students to listen and answer the questions.Then check the answers.(1)How many people speak in the conversation?(2)Who are they?2．Ask students to listen again and answer more specific questions.Then check the answers.(1)Where are Tony and Betty from?Tony is from England.He is English.Betty is from America.She is American.(2)What class are they in?They are in Class 4 Grade 7.3．Read it and underline all the points which are important with partners.4．Show the points to the class，and explain some difficulties to them.5．Listen to the tape and read after it three times.Then have students read theconversation aloud.6．Put students into groups of four to practice the conversation.Step 4：Practice1．Read the conversation again and check(√) the tr ue sentences in activity 3.1)Ms Li is from Wuhan.( )2)Lingling is twelve years old.( )3)Daming is thirteen years old.( )4)Tony is not in Class 4.( )5)Betty is from America.( )2．Ask two students to share their answers.3．Check the answers together.Keys：1，5Step 5：Everyday EnglishHello!Nice to meet you.Nice to meet you too.Thanks.Hi!Step 6：Homework1．Learn the new words by heart.2．Act out the conversation in groups.3．Finish off the workbook exercises.Blackboard DesignUnit 1 Nice to meet you.(Activity 1－Activity 3) Chinese，from，where，year，about，What about…？ Ms，America，not，England，hi，American，our，grade1．I'm from Wuhan.2．Where are you from?3．Hello，are you from America?4．Welcome to Class 4 Grade 7！Unit 1 Nice to meet you第二课时(Activity 4－Activity 7)Step 1：Have a dictationAsk students to write the words and phrases in Unit 1，check them if they have grasped the usages of the points.Step 2：Ask and answer1．Where is Ms Li from?2．Is Tony thirteen years old?3．Is Betty from England?4．What class is Daming in?Read the conversation in Activity 3 again and answer them.Step 3：Practice1．Show some special sentences in the dialogue on the screen.。
七年级上册英语全册教案(人教版)
人教版七年级英语上册全册教案******学校教师备课笔记学校教师备课笔记Revise some school things byasking questions. e.g.: What ’s this? Is this a …? How do you spell it?etc.Learn the new words in, on, under, behind … by helping the teacher find the lost things. e.g.: T: Where ’s my English book? S1: It ’s here. / I think it ’s …T: Oh, it ’s on the desk. … T: Where ’re my color pencils? S2: … Teach the new word “where ” and the use of “they ”. Consolidate the prepositions by looking at thescreen and answer thequestions: Where ’s … ?Where ’re …?Hide and look for thingsShow the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, let the students answer, using the prepositions.Repeat with a sitting room and a study, teach the new words and practice in the same way.Section A, 1a: Match the words with the things in the picture. Students do it individually first, then check the answers. Section A, 1c: Make up dialogues in pairs, using the things in the picture.Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words. Section A, 2a. Revise what the things are. Play the tape for students and let them number them. Section A, 2b. Play the tape again, students number the things [1-6] in the picture. Imitate the dialoguesSection A, 2c. Look at the picture in 2b again. Students use general questions to ask and answer about the things in it.Ask some students to report their answer like this: In Picture 1, the pencil case is …In Picture 2, the pencil case is…; In Picture 1, the books are …In Picture 2, the books are …Present short dialogues, using pictures or objects to help. Dialogue 1: A: Where’s my bag? B: I don’t know. Is it on the sofa? A: No, it isn’t. Dialogue 2: A: Where’re my books? B: I don’t know. Are they on the bed? A: Yes, they are. Teach “don’t =do not”, “know”. Check the homework in Period One. Make reports to share the information they got from the friends or teachers, and give their simply assessment.Let the students makesimilar dialogues according to the pictures in Section A, 3a&3c. Put the dialogue in the right order.( Section A, 3a.) Listen and imitate the dialogues in Section A, 1b.answer make similar dialogues according to the pictures in Section A, 3a&3c.Ask some pairs to act out the dialogues in Section A, 2a & 2b. Show the students a picture of a room. Let the students say likethis: The ID card is on the table. The books are on the chair. Let some able students list some new words. Practice reading them. Match the new words with the things in thepicture. (Section B, 2a.) Pairwork. Talk about the picture.( Section B, 1b&1c.)Play the tape twice for students to listen and circle the things Tommy wants from his room. Check the answers. ( Section B, 2a. )Listen again.Show a picture of a roomwith a few things in it, give the students a short note about the things around the room to read, let the students try to find out thedifferences between the reading material and the picture. Circle the mistakesin the reading material. Make an orally report by looking at the picture again. The students read the note silently and draw the missing things in the picture. ( Section B, 3a.) (为了节省时间，教师可以让学生在图中标出数字来替代画图。
七年级英语上册全册教案设计
七年级英语上册全册教案设计第一课时教学目标•学习26个英文字母的名称和发音。
•学习简单的日常用语和问候语。
•能够正确拼写和读音26个英文字母。
教学重点•学习26个英文字母的名称和发音。
教学难点•能够正确拼写和读音26个英文字母。
教学准备•PPT课件•字母卡片教学过程1.导入新课（5分钟）–向学生简要介绍学习26个英文字母的目的和重要性。
–激发学生学习英语的兴趣。
2.学习字母名称和发音（15分钟）–使用PPT展示26个英文字母的大写和小写形式，并带领学生跟读。
–分别介绍每个字母的发音和相关的单词。
3.练习拼写和读音（20分钟）–将字母卡片分发给学生，并让学生按照顺序拼写和读音26个英文字母。
–教师在黑板上列出字母表，并引导学生逐个念出字母名称和发音。
4.巩固练习（10分钟）–教师播放英文字母歌曲，并带领学生一起唱歌。
–随机叫学生念出某个字母，其他学生迅速找出该字母的卡片。
5.总结和作业布置（5分钟）–布置作业：背诵26个英文字母的名称和发音，并写下感想。
第二课时教学目标•复习26个英文字母的名称和发音。
•学习英语国旗和国歌。
•能够正确拼写和读音英语国旗和国歌。
教学重点•复习26个英文字母的名称和发音。
教学难点•能够正确拼写和读音英语国旗和国歌。
教学准备•PPT课件•英语国旗和国歌的图片或视频教学过程1.复习字母名称和发音（10分钟）–通过游戏的形式让学生快速回忆26个英文字母的名称和发音。
–教师可以使用闪卡或者PPT展示字母，学生快速回答。
2.学习英语国旗和国歌（15分钟）–使用PPT展示英语国旗和国歌的图片或视频，让学生感受英国的文化。
–教师逐字逐句地讲解国歌的歌词，并带领学生一起学唱。
3.练习拼写和读音（20分钟）–提供国旗和国歌的图片，让学生用英文标出国旗的颜色和国歌的歌词。
–分组进行游戏，每个小组设计一个英语国旗和国歌的表演，并展示给全班。
4.巩固练习（10分钟）–教师随机叫学生念出某个字母，其他学生迅速找出该字母的卡片。
七年级上册英语全册教案(苏教版)
七年级上册英语全册教案(苏教版)七年级上册英语全册教案（苏教版）教学目标1. 了解英语字母表及其发音。
2. 研究并掌握基本的日常用语和问候语。
3. 掌握英语数字、颜色、家庭成员等基本词汇。
4. 研究描述人物、物品以及个人兴趣爱好的表达方式。
5. 通过阅读短文并进行简单的书面交流，提高英语语言运用能力。
教学内容1. Unit 1: Introduction- 研究英语字母表及其发音。
- 研究并掌握基本日常用语和问候语。
2. Unit 2: Numbers- 研究英语数字的基本表达。
- 研究并运用数字谈论个人兴趣爱好。
3. Unit 3: Colors- 研究并掌握英语颜色的基本词汇。
- 进行听说训练，描述物品的颜色。
4. Unit 4: Family- 研究家庭成员的英文表达方式。
- 进行角色扮演，描述自己的家庭情况。
5. Unit 5: Describing People- 研究描述人物外貌和性格特点的词汇和句型。
- 进行口语练，描述身边的人。
6. Unit 6: Hobbies- 研究并掌握谈论个人兴趣爱好的词汇和问句。
- 进行小组活动，分享各自的兴趣爱好。
教学方法1. 情境导入法：通过图片、视频等形式引导学生进入研究情境。
2. 听说训练法：通过听取和模仿的方式培养学生的听说能力。
3. 角色扮演法：让学生扮演不同角色进行对话练，提高口语表达能力。
4. 小组活动法：借助小组合作的方式，增强学生的交际能力。
教学评估1. 课堂练：每个单元结束时进行的课堂小测验，检验学生对所学内容的掌握情况。
2. 书面作业：布置相应的书面作业，要求学生用英语书写简单的短文。
3. 口头表达评估：通过角色扮演和小组活动中的口语表达情况进行评估。
教学资源1. 苏教版英语七年级上册教材及配套CD-ROM。
2. 多媒体课件：包含图片、视频等多媒体资源，用于辅助教学。
3. 教学笔记和练册：记录研究重点和巩固练。
总结本教案根据苏教版七年级上册英语教材编写，旨在培养学生的英语听说能力和基础词汇掌握能力。
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Starter Unit 1 Good morning!学生姓名：班级：✧学习目标1.学习英语字母A-H2.学习礼貌用语：Good morning/afternoon/evening Hello/Hi3.学会问候熟识的朋友和应答：—How are you?—I'm fine, thanks. How are you?—I'm OK.4.培养学习英语的兴趣。
✧课前预习1. 比较下列每组字母或单词的读音，相同的用(S)，不同的用(D)表示。
1. b, a ( )2. c, e ( )3. a, e ( )4. b, d ( )5. a, c ( )6. Dale, Alice ( )7. Frank, thanks ( ) 8. evening, Helen ( ) 9. A, H ( ) 10. E, F ( )2. 单项选择( )1. ---Good evening, Eric. ---_________, Cindy.A. Good morningB. Good afternoonC. Good evening( )2．一Good morning! ---_________A．Thank you B．Good morning! C．Hello!( )3．一Hello! 一_________A．Hello! B．Thank you C．I’m fine( )4．一Sit down，P1ease．---_________.A．I’m fine B．My name is Li Lei C．Thank you( )5．一What’s your name? --________.A．Clark B. I’m OK．C．Thank you3. 通过预习你还有哪些疑问？_____________________________________________________________________ _____________________________________________________________________✧学习过程1.预习交流情况1）将课前准备的情况与你的同学交流2）讨论预习中遇到的问题2.学习流程Do 1a-53.学习策略培养打招呼用语的奥妙所在，做到灵活运用。
1．Good morning /afternoon /evening：适用于比较正式客气的场合，双方都应说Good morning /afternoon /evening!例如：A：Good morning，Miss Zhao．早晨好，赵老师。
B：Good morning，Mr．Wang．早晨好，王校长。
2．Morning：适用于比较熟悉的朋友之间或比较繁忙的情况下。
3．Hello：是最广泛、最简单的打招呼语，显得亲切自然。
例如：A：Hello，Kate．你好，凯特。
B：Hero，Li Lei．你好，李雷。
4．Hi：在现代英语中，Hi比Hello用得更多，显得更随和。
例如：A：Hi，Han Meimei．你好，韩梅梅。
B：Hi，Lucy．你好，露西。
✧巩固练习选择正确的答案填空( )1．早上老师进教室时，同学们应对老师说：―____________ ‖A．Hello! B. How are you?C．Good morning，Mr／Miss…! D．Good afternoon( )2．假设你叫Lin Lin，当人家问你―Are you Lin Lin?‖时，你应该说：―___________‖A．My name is Lin Lin．B．Yes，I am．C．I am not．D．Yes．it is. ( )3．当你要向别人打听某事时，你应说：―__________‖A．Hello B．Sorry C．Excuse me D．Hi( )4．当你向别人介绍你的朋友Jim时，你应说：―__________‖A．This is Jim B．He is Jim C．You are Jim D．I am Jim( )5．当你认错人时，你应说：―___________‖．A. Excuse meB. I’m OK C．I’m sorry D．Thank you( )6. _____________? --Fine，thank you．A. How do you do B．How old are you C. Can you spell it D. How are you补全对话1．A：Hello! B: ________________!A：What’s your name? B: ___________name is Kate Green.A：_______ are you? B: Fine, __________you. How are you?A：I’m fine．What’s this? B: _____________ ―Gg‖.A：Thank_______ ．2．T：Good morning，class．S：_____________________, teacher．T: How are you?S：______________, thank you, ________you? T: I’m fine, ________. What’s this? S：It’s ―Nn"(嗯)．T: No, it’s ―Nn‖ /en/.S：―Nn‖ /en/ T: Yes, sit _____________, please.✧当堂反馈1.交流检查错误订正情况2.回想本节内容，你学到了哪些，还有哪些疑问/✧拓展练习按括号内所给要求写出适当形式。
1．white (反义词)____________ 2.I’m（完整形式）_________3．what is（所略形式）___________ 4．it’s（完整形式）_________5. Uu( 同音词) ___________从括号中选出一个填空。
1．How ________ you? (am, is ,are)2．What ________ this in English? (am, is ,are)3．What color is the pen? It ________ red. (am, is ,are)4．What’s this? It’s ________ orange. (a, an )5. What’s this? It’s ________jacket. (a, an )6. It’s ________ apple. (a, an )单项选择( )1．早晨在校门口遇到同学时，应该怎么样打招呼？A. How are you?B. Good morning!C. Good evening!( )2．当别人向你问好时说：How are you? 你应该怎么回应呢？A. Fine, thank youB. Hello!C. How are you?( )3. 一Good evening, Eric. 一_________, Cindy.A. Good morningB. Good afternoonC. Good evening( )4．一Good morning! 一_________A．Thank you B．Good morning! C．Hello!( )5．一Hello! 一_________A．Hello! B．Thank you C．I’m fine ( )6．一Sit down，P1ease．一_________.A．I’m fine B．OK C．Thank you ( )7．---Colin，what’s this in English? ---__________.A．This is a pen B．It’s a pen C．It’s pen ( )8．It’s ___________ black．It’s ________ black ruler．A．a；／B．／；a C．a；a ( )9. ---________ is that quilt? —It’s black．A.．How color B．What color C．What’s color( )10. 一What’s this in English? 一It’s ________ orange.A. anB. aC./句子配对( )1．What’s this in English? A．Good moring!( )2．Good moring! B．It’s green．( )3．What color is that orange? C．Fine，thank you．( )4．How are you? D．It’s an orange．( )5．Hello! Frank. E．Hello! Eri习Starter Unit 2 What’s this in English?班级：学生姓名：学习目标1.掌握L～P英语字母的发音及书写。
2.熟练this, that 和it 的疑问形式及答语形式。
3.学习确认事物及表示感谢的日常交际用语。
4.学会在实际生活中确认事物、培养会话、熟练运用本单元所列日常用语进行口头、笔头交际的能力。
5.分角色表演对话的能力。
课前预习导学1. 比较下列每组字母或单词所含元音的发音，相同的用(S)，不同的用(D)表示,将你的答案序号写在题后的横线上。
1. A—H2. K—G3. I—fine4. M—N5. O—orange6. A—map7. Q—P 8. Frank—map 9. evening—he10. Grace—map 11. O-helloS ____________________________________D ____________________________________2. 选择12. －Spell it, please!－__________.A. F-I-N-EB. ThanksC. I’m OK13. ―What’s this in English?―It’s ______ orange.A. aB. anC. 不填14. －What’s this in English, Kate?－______.A. Fine, thanksB. I’m OKC. It’s a map3. 通过预习你还有哪些疑问？_____________________________________________________________________ 学习过程1.预习交流情况1）将课前准备的情况与你的同学进行交流2）讨论预习中遇到的问题2.学习流程Do 1a-43.学习策略培养Englishadj.英国的，英国人的n.英语【考点】in English 用英语：Can you write in English ?你能用英语写吗？①表示―英国人‖可说He is English .还可说He is an Englishman.不能说，He is an English .②the English 指英国人总称，谓语动词用复数。