人教版七年级上册英语全册教案

Unit 1 My name ' s Gina

Period One

课前准备

教师：准备游戏时所用的图片（食物、蔬菜、动物）。

学生：准备表演时所需道具（服装、假发）。

教学设计

Step One :Prese nt the sentence patter ns.

1. Play a game “ How many words do you know? ” （禾U用小游戏调

动学生的积极性，同时通过对冠军的介绍引出本课。 ）

Teacher: After the study of the first three starters, I think

most of the stude nts 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 picture （图片略） to them with the computer. Every group can choose two stude nts to join. They are asked to come to the blackboard and write dow n the words in 30 sec on ds.）

（Group 2 is the champi on group. They can write 11 words.）

2. In troduce the champio n group to the class. （引课方式贴近生活，学生易于接受）

Teacher: Congratulations, now Group 2 is the champion. But I don ' t know your names. Would you

like to in troduce yourselves to us?

S1& S2:Yes.

S1:Hello.My n ame 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 Pi ng. How do you do?

Ss: How do you do ?

Step Two: Drills.

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

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

Example:

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

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

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

Sc: Lin Li. How do you do?

Sa： How do you do?

2. Liste n and nu mber the con versati ons.

Teacher: Today I have good n ews for you. Three new stude nts 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.

（Stude nts liste n to the tape and give the right an swers.）

Step Three: Make frien ds.

1. Make new frien ds.（用谈话的方式完成任务，生动活泼，同时更容易向学生进行美德教育。）

Teacher: Now every one has some new frien ds. 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 n ame 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?

(Stude nts can sta nd up and in troduce their friends to others freely. They can greet each other warmly. Every one in the class can have more frien ds. They can also know someth ing else about them.)

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

Teacher: Just now I said three new stude nts from other coun tries 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 stude nts can make in troducti ons and act out the dialogue vividly.)

Step Three: Sum up.

Some stude nts are asked to sum up this less on .It is how to make new friends and how to greet them. It is very important in the daily life.

Homework

“ How do you meet new visitors at home?

Period Two

课前准备

教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。 学生：需要向父母了解自已名字的含义。

教学设计

Step One: Revise the sentence patter ns.

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

Teacher: Yesterday we ' ve known each other already. Do you remember your new friends

s sing the song “ What'

's your name? My name 's his name? His name

s her name? Her name ' s Anna.

2. Liste n to the con versati ons and finish the exercises.

Teacher: Yesterday I made a new friend. Her n ame is Jenny. She is very lovely. She in troduces many friends of hers to me. Do you want to know about them? Let ' s listen to the tape and find

out some useful in formati on.

(Stude nts liste n to the tape and give the right an swers.)

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

Teacher: Nowyou' ve known something about introductions and greetings. But if you are in other

places, how do you in troduce yourself and greet others? Look at the four pictures and imagi ne

you are in such a situatio n, how do you get to know new frien ds?

(Stude nts 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 En glish n ames.

1. Play a name game.（有效引出"英文名字”这一主题。）

Teacher : As we know, every one has a n ame. Each n ame has its special meaning and so do En glish

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 En glish n ames.

Rules: Every student should introduce himself or herself,but at the same time he （she ） should repeat all the above-me nti oned classmates' n ames.

Example:

S1: My name ' s Tony.

S2: His n ame ' s Tony. My n ame ' s Lin da.

S3: His n ame ' s Tony. Her n ame ' s Lin da. My n ame ' s Nick.

S4: His n ame ' s Tony. Her n ame ' s Lin da. His n ame's Nick. My n ame's Kim.

S5:,,.

2. Choose En glish n ames.

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

Teacher: Con gratulsti ons to the winn ers. Now you choose En glish n ames from the box. But before you choose n ames, you must know En glish n ames have two parts: first n ame and last n ame. Look at the box, can you classify them accord ing to the dema nds?

Jenny Gina Ala n Mary Jim To ny Tom Bob Mike

Gree n Miller Jack Smith Brow n Lin da Nick Kim Ha nd

Period Three

课前准备

教师：准备所需的歌曲磁带、名片样本及各项表格。

学生：制作名片所需的纸张、画笔等。

教学设计

Step One: Prese nt the En glish nu mbers.

1. Si ng the song “ Ten Little In dia n Boys ” .（歌曲欢快有趣，比起单纯教授单词为有效。）

Teacher: During the first two classes, we ' ve known something about new friends names. But if

we want to con tact them. What shall we do?

S1: A telephone call.

T: But you don ' t have their teleph one nu mbers.

S1: Ask for their teleph one nu mbers.

T: If we want to know about their teleph one nu mbers, we must lear n how to say these nu mbers in

English. Let ' s learn to sing “Ten Little Indian Boys ” .

Words

One little, two little, three little In dis ns,

Four little, five little, six little In dia ns,

Seven little, eight little, nine little Indians,

Ten little In dia n boys.

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

T: Count the nu mber together from zero to nine.

S2: Zero ,

2. Liste n to the con versatio n and write the teleph one nu mber. （通过听力复习单词。）

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

（Stude nts liste n to the record ing of 1b in Sectio n B and give the an swer.）

Step Two: Drills.

1. Make a survey about your part ners ' teleph one nu mbers. （调查组内成员的电话号码，重点练习

所学句式。）

Teacher: Thank you for your help. But do you want to know your friends ' teleph one nu mbers? Now

let ' s make a survey about it and try to fill in the chart.

S1: Hello, Liu Yu. What ' s your telephone number?

S2: My teleph one nu mber 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 n early forgot. My teleph one nu mber 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 teleph one nu mber is , Liu Yu ' s phone nu mber is , Lin Fang ' s telepho ne nu mber is , Yin

Kaili n ' s phone nu mber is ,

3. Liste n and match the names and teleph one numbers. （制作电话号码簿这一任务能够大面积调动

学生装的参与意识。）

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

（Stude nts liste n to the tape .）

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

（Stude nts liste n to the tape aga in .）

T: Can you find out whose telepho ne nu mbers they are ?

S:,

4. Make an address book.

Teacher: The new term begi ns. Our class n eeds an address book to con tact each other. Now we can put all the in formati on together and the n we can have our own address book. Pay atte nti on 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 differe nt ID cards to the class and try to enjoy them. （向学生展示不同种类的名

片，一方面开阔学生眼界，一方面便于学生找出名片所含内容。） （引导学生有效搜集名片上的信息，

提高学生的阅读能力。）

Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more importa nt because they are easy to take along.

What' s more, they are very enjoyable. Sometimes they can show the owners' special pers on alities. 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 pers on ' s n ame, postcode, teleph one nu mber, homeaddress 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 an swer the questio ns. （提供参考信息，但允许学生创新。）

Teacher: Look! Here ' s an ID card of my friend ' s. Please look at it and find out some useful

in formatio n about her.

FIRST NAME:

Jenny

LAST NAME:

Brow n

TELEPHONE NUMBER:

535-2375

1. What' s her teleph one nu mber?

2. What' s her family name?

3. What' s her first name?

Homework

1. Stude nts are asked to make ID Cards of their own.

Dema nds: A. Useful in formati on must be in eluded.

B. It can be desig ned as beautifully as possible.

C. Stude nts may show their own pers on alities if possible.

Pers onal In formatio n

First name: Last

name:

En glish name:

School:

Class: Phone

number:

Home address:

E-mail:

Motto:

2. Find out the in formati on about the famous pers on.

Period Four

课前准备

教师:准备评价表、名人图片和一张个人海报。

学生：准备好完成的名片参加展览。

教学设计

Step One: Make an ID card show.

1. Show the ID cards to the stude nts.

Teacher: Yesterday all of you made some beautiful ID cards.Today we' ll make a show here. enjoy it together and try to choose the

Nvn•:Zhunpi Sn

Age:14

Hobby: Music

Class:Class3,Grade1

Tel:6251558

Add:22 Xi n'a n Street

Name: Yuan Fanxi

En glish n ame:Apple

Xu Ri(A^ce)够时时幵心 No.14 - Middle School Class Five, Grade ONe Tel:6662280 QQ:156129832

on es.

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 ano ther stude nts.)

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:Tha nk you.

(Teacher asks more stude nts to find the owners of ID cards).

Step Two: “ Face to Face ” .

1. Play a guess ing 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 n ames.

(The teacher shows some famous person ' s pictures and students guess their names and give their an swers.)

2. Collect useful in formati on.

Teacher: These persons are very famous. But it ' s better for us to know something else about

them. Before class you ' ve been asked to collect some information. Now let ' s exchange it

together.

Information card

Name: Sex: Age:

Nationality: Language:

Birthplace: Job:

Workplace: Tel:

Hobbies:

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 questi ons in class.

Example:

Age:13

Class:4

Tel: 6422960

E-mail:fa nxi2005@s in a.com

Hobby:basketball

Motto:No pai ns,no gains.

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 champi on ship teams.

People like to call him “ Air Jordan ” .

S2:Do you like Michael Jorda n? Why or Why n ot?

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 lear n to show yourself. Now you have a cha nee to do that. Please try to make a poster about yourself. In your poster you should try to in troduce yourself.

(Stude nts can write a passage about themselves. They can give some pers onal in formati on. They can alse desig n the poster as well as they can.)

Homework

Stude nts are asked to sun up this un it, especially about how to talk with others politely.

Unit 2 Is this your pencil?

教学内容

本单元围绕着“ Is this your pencil? ”这一主题开展听、说、读、写等多种教学活动，其教学核心

内容是“确认物主”。通过本单元的教学， 使学生学会辨认物品的所有者， 学会根据场景询问物品的所属,

以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地 使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础 教学目标

1） 知识目标：A.学习并掌握指示代词：this 、that ；

B. 学习What引导的特殊疑问句；

C. 学会Yes/No问句及其简单回答；

D. 学会句型：---How do you spell pen? P-E-N.

2） 能力目标：A.能辨认物品的所有者；

B. 根据不同场景，能用英语对物品的所属进行提问和回答 ；

C. 能识别不同句式的语调（陈述句，疑问句）；

D. 培养学生听、说、读、写的能力及创新思维能力

3） 情感目标：A.通过寻找主人的游戏和失物招领等活动 ，培养学生拾金不昧的良好的品德及健康向上的人

格；

B. 通过开展小组活动，指导学生积极与他人合作，相互学习、相互帮助，共同完成学习任务

教学重点、难点

重点：A.掌握批示代词this、that用法；

B. 掌握特殊疑问句和 Yes/No问句及其简单回答.

难点：学会写寻物启事和失物招领 .

课时安排

第一课时 Section A 1a-1c

第二课时 Section A 2a-4b 第三课时 Section B 1a-2c

第四课时 Section B 3a-4 Self-check 1-3

教学设计

Step One: Warmi ng up.（通过复习形容词性物主代词，把学生引入学习英语的情境中。）

Lear n the cha nt.

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;名词前面常站岗，限定所属有功劳.

Step Two: New words.(利用实物教学，使得教学过程自然、形象。)

1. Prese nt the new words.

T: Boys and girls, look at this please. What ' s this in English?

(Teacher holds a pen in the En glish.)

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 han d.)

S2:It ' s an eraser.

(Teach the other words such as “ pen cil, book, eraser, ruler, pen cil case, backpack, pen cil

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 n ext to the words, please.(Give Ss about two minu tes to finish 1a.)

T: OK,let ' s check the answers. Who can tell us the answers?

S2:,

Step Three: Prese nt the drills.

1. Present the drill "Is this , ?Yes/ No,it is/isn ' t. ” (利用实物引入句型，使用不同人的物

品来引入形容词性物主代词和名词的搭配的用法。)

(Hold the teacher ' s pen.)

T:This is my pen.ls 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.ls 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. (利用学习用品操练句型，并加深对物主代词的理解。)

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. ” (利用教师所站位置的不同来引入批

示代词that的用法，并从位置关系上让学生准确理解 this , that的区别。)

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. (通过练习，

区别两个批示代词的用法。)

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. Liste ning.(进行听力练习，巩固所学的句型。)

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 stude nts liste n 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 ” .(设置情景，使学生在情

景中准确运用物主代词 his或her。)

(Show stude nts four pictures like the follow in gs. 见课件。)

Step Four: Task “ Have a con test ” .(把两个学生的文具混在一起，然后请他们分别 挑 出自己和同

伴的物品，用的时间少者为胜者。 挑选物品的同时，要求学生用英语说出：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 Ianguage. One stude nt picks up the things while the other counts the time as well.)

Lan guages used for the task:

1. This is my , 2.That is her/his ,

Step Five: Summary.(编一个Cha nt，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应 强调Cha nt的节奏和一般疑问句的语调。)

Cha nt.

T: In this class, we ' ve learned the names of somecommonpersonal 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 pen cil? Yes, it is.

Is that his erase r? No,it isn ' t.

Homework.

Read the new words and the target Ianguages presented in this class and say the chant to improve your spoke n En glish.

Period Two

课前准备

教师：录音机，所学物品的图片，一个书包(里面装着事先收集的学习文具)，表格若干张。

学生：一张硬纸写上自己的姓名和电话号码，学习的物品。

教学设计

Step One: Revisi on.

1. Review the drills. (用学生的姓名和电话号码来复习句型： Is this (that) your (his/her) , ?及

简短回答：Yes, it is./No, it isn ' t.注意教师提问的同时， 用手势来帮助学生给出你预想的答案。 )

(Put some paper with the n ames and teleph one nu mbers 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 n ame?

S2: Yes, it is.

T: Is this his teleph one nu mber?

S3: Yes, it is.

T: Good. This time, who would like to come to the blackboard and ask questions like me?

(Stude nts in turn come to the blackboard, point to the paper and ask questi ons, the n ask other

stude nts to an swer.)

2. Review the vocabulary, 在黑板的名字旁边贴上学习物品的图片，来复习所学的单词和句型。 )

(Put some pictures of things stude nts have lear ned in class n ext to the n ames of the stude nts.)

T: Is this your ruler? (Poi nt to Picture 1.)

S4: No,it isn ' t.

T: Is this her ruler? (Poi nt to Jenny Che n.)

S4: Yes, it is.

T: Is that your pencil case? (Po int to Picture 2.)

S5: No, it isn ' t.

T: Is that his pencil case ? ( Point to Jim Wan g.)

S5: Yes, it is.

(Get the stude nts to ask the questi ons in turn, make sure they use the items they like.) Step Two: Listi ning.

1. Liste ning (2a). (练习听力前，先让学生再一次说出图片中物品的英文，进一步强化重点单词。)

T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students

to n ame each one in dividually.)

S6: This is ,

S7: This is ,

T: Now please take out the objects in 2a and put them on the desk. You will liste n a dialogue

and please pick up the things you hear. Let ' s see who will do fastest and best.

(Play the recordi ng for the stude nts to liste n.) (让学生把听到的物品选出来，放在自己的桌

子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。)

T: Now let ' s check the answers. Please hold the things you hear and say their English names,OK? (Make sure stude nts hold the things to show them to the other stude nts.)

S8: Pen cil. S9: ,,

2. Liste ning (2b). (进一步强化重点词汇后，进行听力练习，要求完成单词的拼写。)

T: Now please read the words. One holds the thi ngs, the others read them aloud one by one.

(One stude nt holds the thin gs, and the other stude nts say the words aloud.)

T: This time you will listen to the recording again, and you will write one of the words from

the box on each bla nk line.

(Play the record ing. Stude nts liste n and complete the con versati on.)

T: Let ' s check the answers. I ' d like to ask three students to read the conversation in role.

(Three students read the conversation, filling the missing words. The rest of the students check

their an swers.)

Step Three: New drills.

1. Prese nt the new drills. (用实物引入新句型，帮助学生用正确的句子来回答。)

(The teacher shows stude nts a pen cil.)

T: What ' s this in English? S: It ' s a pencil.

T: How do you spell it ? S: P-E-N-C-l-L.

(Cha nge an eraser. Ask and an swer in the same way.)

2. Practice the drills. (学生分组练习新句型。)

T: Now please practice the conversation with your partner. Use the words shown in 3a.

SA: What ' s this in English? S b: It ' s a ruler.

SA: How do you spell it ? S b: R-U-L-E-R.

(As stude nts practice, the teacher moves around the classroom check ing progress and offeri ng

pronun ciatio n and inton ati on support as n eeded.)

T: I ' ll ask some pairs of students to practice the conversations.

SA:,

3. Play the game : A spelling game. (进行一个拼写游戏比赛，进一步操练新句型 。)

T: Now let ' s play a spelling game. We divide our class into two groups. Each team will take

turns ask ing the other group to the spell we lear ned in class. The team who is the first to get

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