七年级上册英语全册教案（人教版）

年级

七

学科

英语

主备教师

复备教师

课题

Starter Unit 1 Good morning!

课型

New

教材分析

本单元要求学生掌握英文字母A—H，能认读其印刷体和手写体字母的大小写等四种形式。书写(大写和小写，笔顺，笔画)基本合乎要求。学习一些简单的英文名字，注意区别性别，并为自己取一个英文名字。能看、听、说、唱本单元所列的日常交际用语，重点学会打招呼、相互问候并做到语音语调正确。注意一些字母及日常交际用语的发音，总结元音字母a和e的发音规则。

学情分析

本单元围绕“问候他人”这一话题，展开听、说、读、写的教学活动。为了创设较为真实的语言环境，首先让学生们认识一些较为简单的英文名字，并让学生们为自己取一个英文名字，让学生们感知、认识英语，并尽快进入英语的环境中。在教学过程中应让学生体会打招呼用语的奥妙所在，做到灵活运用。刚开始学习英语，学生们肯定对学习英语的兴趣非常深厚，教师一定要利用好这一点，让学生在学习英语中能获得乐趣。并逐步让学生们形成稳定的学习兴趣。

教

学

目

标

1. 语言知识目标：

1) 能掌握以下词汇：字母Aa ~ Hh, good, morning, Good morning!, hi, hello

2) 能掌握以下句型：

① Good morning, Helen!

② Hello, Frank!

③ Hi, Bob!

3) 能理解用英语打招呼的不同说法，并能灵活运用。

4） 能掌握字母Aa ~ Hh的字母顺序，读音及书写。

2. 情感态度价值观目标：

让学生们在相互问候的过程中，学会礼貌待人，与同学之间友好相处。万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。

教学重点难点分析

1. 教学重点：

1) 认识一些简单的英文名字，并为自己取一个英文名字。

2) 学习用英语进行见面打招呼，并能体会不同的打招呼用语的奥妙所在，做到灵活运用。

3) 学习掌握字母Aa ~ Hh的字母顺序，读音及书写。

2. 教学难点：

1) 学习掌握字母Aa ~ Hh的字母顺序，读音及书写。

2) 认识一些简单的英文名字，并为自己取一个英文名字。

教学策略分析

多用小组合作法，通过pairwork练习对话，对日常用语的记忆有很大帮助。

课前准备

教师

四线三格尺，多媒体课件

学生

预习课文，了解常用对话用语

教学活动过程设计（第 1 课时）

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

Lead in

Listen to a “Good morning!” song.

Ss learn to sing this song.

通过歌曲激发学生兴趣，导入新课

教 学

环 节

教学活动

设计

意图

教 师 活 动

学 生 活 动

Presentation

1. Come into the classroom and greet the class with a smile and say Good morning! Now, introduce the words “teacher” and “class” by using gestures. Repeat this several times and have the class repeat after you. Students can answer as a whole group, as rows and as individuals.

T: (By gestures) "Teacher; Class"

Ss: (Repeat after teacher) "Teacher; Class"

2. Point to yourself and say I’m Miss／Mr. … Have them repeat. Explain the terms Miss and Mr. in Chinese.

3. Leave the classroom, return and say Good morning, class! Help the students respond with Good morning, Miss／Mr. … Say "Sit down, please. Now let’s start the lesson."

Ss repeat this a few times with rows and individuals.

Ss: Miss/ Ms. … (Ss repeat)

Ss: Morning, Miss／Ms. … (Ss repeat)

Ss: Good morning, Ms., Mr. … (Ss repeat)

(Practice it several times.)

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

Game

T: We have many new friends in our class this year. They are from the U.S.A. and England. Who are they? Do you want to know them? Now please look at the screen.

（过大屏幕展示第一页上的彩图，然后再展示单张图片，并分别与名字相对应。）

(Show the picture of Bob.)

T: This is Bob. (Teach Ss "Bob")

(Then teach the name: Dale, Frank and Eric in the same way. Tell Ss they're boys.)

(Show the picture of Grace.)

T: This is Grace. (Teach Ss "Grace")

(Then teach the name: Helen, Cindy and Alice in the same way. Tell Ss they're girls.)

T: Now let's work on 1a. Look at the picture in 1a and write down the names in the picture. Attention: Which are boys' names and which are girls' names?

Ss: Bob (Ss read after the teacher.)

Ss: Grace (Ss read after the teacher.)

Ss read the names aloud. Then let some Ss read the names to the class.

Choose a name for yourself in a group. Then practice saying: "I'm …” (用汉语说明I'm… 意为“我叫……名字。”)

S1: I'm Alice.

S2: I'm Bob.

板

书

设

计

(1a-2e)

1. teacher, class

2. I'm Mr. … / I'm Ms. …

3. Bob, Dale, Frank, Eric

Helen, Alice, Cindy, Grace

4. — Good morning, …!

— Hello,…!

— Hi, …!

5. 大写字母： A、B、C、D、E、F、G、H

小写字母： a、b、c、d、e、f、g、h

教

学

反

思

本课学生表现活跃，特别是对话练习时，由于内容比较简单，每组学生都能流利的展示，在字母发音的方面学生还需多加练习。

年级

七

学科

英语

主备教师

复备教师

课题

Unit 1 My name is Gina.

课型

New

教材分析

本单元围绕“问候他人”这一话题，展开听、说、读、写的教学活动。为了创设较为真实的语言环境，首先让学生们认识一些较为简单的英文名字，并让学生们为自己取一个英文名字，让学生们感知、认识英语，并尽快进入英语的环境中。在教学过程中应让学生体会打招呼用语的奥妙所在，做到灵活运用。

学情分析

刚开始学习英语，学生们肯定对学习英语的兴趣非常深厚，教师一定要利用好这一点，让学生在学习英语中能获得乐趣。并逐步让学生们形成稳定的学习兴趣。

教

学

目

标

语言知识目标：

能掌握以下单词： name nice meet his and her your

能掌握以下句型： —Hi. My name’s Gina. —I’m Jenny. Nice to meet you!

—What’s your/his/her name? —My/his her name is…

—Are you…? —Yes, I am. / No, I'm not.

—Is he/she…? —Yes, she/he is. / No, she/he isn’t.

情感态度价值观目标：

该部分学习内容贴近学生的生活，谈论的主题是结交新朋友，进一步促进学生之间的相互了解，使学生在轻松、愉快的学习氛围中熟识新伙伴，增进友谊。通过教学使学生对英语产生强烈的兴趣和愿望，乐于参加各种语言实践活动。能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往。

教学重点难点分析

1. 教学重点：1) 让学生学会自我介绍，学会交朋友。

2) 正确使用问候语。

2. 教学难点：your, his, her等形容词性物主代词的简单用法

教学策略分析

多用小组合作法，通过pairwork练习对话，对日常用语的记忆有很大帮助。

课前准备

教师

多媒体课件

学生

预习课文，了解常用对话用语

教学活动过程设计（第 1 课时）

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

Warming-up and revision

1. Play the tape, enjoy Hello song, get the Ss to sing together.

2. Warm greetings to the students

3. Show some objects to the Ss. Ask "What's this in English?" Get Ss answer in English.

look at the picture on Page 1, and write down the name of things in the picture. Then check the answers.

激发学生学习兴趣，调动学生积极性，复习旧知识

Presentation

1. T: Hello! My name is Zhang Qiuling.（ 板书）My English name is Lily（ 板书）What’s your name? (询问学生名字并板书，one by one)

S: My name is Tom.

T: It’s a good / nice name. I like your name.

2. T: Hi! I’m Lily. / My name’s Lily.

S: Hi! Lily. I’m Alan.

T: Nice to meet you!

S: Nice to meet you!

3. T: (Ask a boy stand up) What’s his name?

Ss: His name is …

(Repeat with another boy.)

T: (Ask a girl stand up) What’s her name?

Ss: Her name is …

(Repeat with another girl.)

4. T: (Show a photo of Liu Dehua ) Is he Liu Xiang?

Help Ss answer: No, he isn't. He's Liu Dehua.

Then (Show a photo of Liu Xiang) Is he Liu Xiang?

Help Ss answer: Yes, he is.

(Point to some students in the class.) Is he/she…?

5. Write the expressions on the blackboard. Tell the Ss to pay attention to:

What’s＝what is I’m＝I am name’s＝name is

Ss answer the questions.

利用情景导入，直奔重点，强化操练，扫清难点。

Game

(Choose an English name.)

T: Look here. I have a lot of small gifts for you. Come here and touch.

Try to say them in English, I’ll give you the gift and let you choose an English name first.

S: Yeah.

S1: (获得英文名后) My name’s…/ I’m…

S (全班): Nice to meet you!

S1: Nice to meet you!

Try to say them in English

激发兴趣，巩固所学

Pair work

Ask the Ss to practice the conversations in 1b with a partner.

2. Encourage the Ss to leave their seats, move around and greet other classmates.

3. Get some pairs to come to the front of the class and act out the dialogue after they have practiced several times.

use their own names to practice instead of the names given.

come to the front of the class and act out the dialogue after they have practiced several times.

小组活动

. Listening

1. Work on 1b

T: Now let’s listen to the tape, find out the right conversation, and number them 1-3.

Play the recording for the first time, Ss only listen. Then play a second time,

2. Work on 2a;

Play the recording for the first time, students only listen carefully.

Then, listen again, and number the pictures. The first one has down for you.

Check the answers.

3. Work on 2b;

Play the recording. Students Then check the answers.

4. Please close your books, listen carefully, then tell me what you listened.

number the conversations.

listen and circle the names they hear.

活用教材 将三个听力放在一起，强化听力练习，再让学生将通过听的技能获得的输入转化成说的技能输出

Pair work

Suppose you are new students in No. 1 Middle School. You are from different countries. You meet for the first time. Make up a dialogue in pairs.

Make a model dialogue with a student. Other students should listen carefully.

the students work in pairs. Practice the dialogue. Then ask some pairs to act out their dialogues.

新课程标准倡导主动参与，乐于探索，调动学生的参与学习的主动性和积极性，激发学生的求知欲。

小组活动

Homework:

1. Go on making up your dialogues with your group members after class.

2. Write English names as many as possible in the exercises book.

通过操练使知识系统化，便于同学们理解、记忆

教学评价：

反思

我使用的是任务型教学为主，小组合作的方法进行教学，并对学生的语言、行为、回答问题给予及时的评价。可从以下三个方面来考查学生的学习情况，并将学生学习的评价融入到教学过程中。

1.课堂参与情况：积极主动，声音响亮，较流畅地用英语表达自己要说的话。

2.合作学习情况：与小组成员共同努力，很好地完成学习任务。

3.知识掌握情况：是否已经掌握了所学的知识，并能很好地运用

评价方法：

年级

七

学科

英语

主备教师

复备教师

课题

Unit 2 This is my sister.

课型

New

教材分析

掌握本课生词mother, father, sister, brother等家庭成员名称，掌握this、that、these、those四个指示代词，掌握句型：1、This is …. 2、Is this …. ? Yes, it is. / No, it isn’t. 3、That is ….4、Is that …? Yes, it is. / No, it isn’t. 5、These are …. 6、Are these ….? Yes, they are. /No, .they aren’t. 6、Are those …? Yes, they are./No, they aren’t.

学情分析

学生英语基础不错，学习兴趣较高课堂能积极发言。本单元的Topic是“Talk  about  family”。这是每个学生都熟悉且感到亲切的话题，因此学生参与各项活动的积极性、主动性会比较高，而且每位学生都有话可说，有事可做，不会感到无从下手，当旁观者或听众。

2. 学生已有的知识水平：①本课共有19个新单词，学生已学过this that my your 但是these those they are和家庭成员名词均为新词汇。②已学过This is a pen .Her name is Alice. 但对于用This is my …句型介绍家人不熟悉。③学生已初步具备了看音读词的能力。

3. 学生的学习困难：词汇量大。

教

学

目

标

1. 语言知识目标：

Understand the main idea of the text; remember the new words and sentences; can use the sentence patterns practically.

b). Ability objectives:

Improve the four skills, especially the speaking skill; introduce and identify people.

c). Moral objectives:

2. 情感态度价值观目标：

让学生们在相互问候的过程中，学会礼貌待人，与同学之间友好相处。万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。

教学重点难点分析

1. 教学重点：

This is my sister. That’s my friend。

These are my sisters. Those are my friends.

教学策略分析

突破措施：引导学生分层次、分任务学习

课前准备

教师

多媒体课件

学生

预习课文，了解常用对话用语

教学活动过程设计（第 1 课时）

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

Lead in

Review what we have learnt last class, and check whether they all bring the pictures

Review

Review

Warm up

Teacher summarizes and writes the new words and sentences on the

blackboard: grandfather, grandmother, brother, sister… Is this your brother? Yes, it is.／No, it isn’t.

Students think about the members of their families.

Arouse students’ interest

Practice

Use PPT to show the occasions, ask students to introduce their families to others.

Practice in pairs.

To use the information gap(信息沟)to practice the target sentence structures.

Optional activities and homework

Role-play. Help the students to use the target language.

Do 1b,2a,2b. The students use the target language to role-play.

Practice listening skills.

Help the Ss to practice the skill of getting information.

To use the target sentence structures in the real situation.

Summary

通过观察grammar focus, 学生归纳this/that, these/those的用法,为下节课的学习做铺垫。

1) This/That ______ +_______.

2) These/Those______ +________.

Get Ss to summarize the target languages by themselves. Help Ss to learn the grammar.

教学反思

教学设计中我增加了学情分析，同时在教学设计中我特别侧重于分层教学，在学生操练中第一次第二次第三次是拔尖生回答，后几次是学困生回答。在设计作业时我也兼顾到了这一点，我设置了Homework 1和Homework 2，努力做到每位学生都有话可说，有事可做，不会感到无从下手，当旁观者或听众。

Homework

Homework 1 1'

You are the reporter from SGTV. You want to make an interview about your partner. Ask your partner about their family photos and fill in the chart.

Family photos

Consolidate the structure “This/That is...These/Those are…”

Homework 2

Make an interview

引导学生分层次、分任务学习

板书

Unit 2 This is my sister.

This/ That is… Who’s he/she? He/She’s…

These/Those are… Who are they? They are.

grandfather grandmother grandparents father mother parents

son daughter sister brother, aunt uncle cousin

年级

七

学科

英语

主备教师

复备教师

课题

Unit 2 This is my sister.

课型

New

教材分析

This unit is about the family members .In this unit, students learn the names of family members and practice introducing family members . It is very interesting for students. All the activities are designed to improve students reading ,speaking ,listening and writing skills. Students are sure to be glad to learn this unit.

学情分析

学生英语基础不错，学习兴趣较高课堂能积极发言。本单元的Topic是“Talk  about  family”。这是每个学生都熟悉且感到亲切的话题，因此学生参与各项活动的积极性、主动性会比较高，而且每位学生都有话可说，有事可做，不会感到无从下手，当旁观者或听众。

2. 学生已有的知识水平：①本课共有19个新单词，学生已学过this that my your 但是these those they are和家庭成员名词均为新词汇。②已学过This is a pen .Her name is Alice. 但对于用This is my …句型介绍家人不熟悉。③学生已初步具备了看音读词的能力。

3. 学生的学习困难：词汇量大。

教

学

目

标

1. 语言知识目标：

Understand the main idea of the text; remember the new words and sentences; can use the sentence patterns practically.

b). Ability objectives:

Improve the four skills, especially the speaking skill; introduce and identify people.

2. 情感态度价值观目标：

(1) 通过对人物个性化的描述，识别图片 (2)了解自己的家庭，理解家人，热爱家人 (3)了解英、汉姓名的差 教学 重点和难点 教学重点：单词的拼写以及人物之间的关系。

教学重点难点分析

1. 教学重点：

This is my sister. That’s my friend。

These are my sisters. Those are my friends.

family tree

教学策略分析

突破措施：引导学生分层次、分任务学习

课前准备

教师

多媒体课件

学生

预习课文，了解常用对话用语

教学活动过程设计（第 2 课时）

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

复习

老师出示图片或实物，问：What's this in English? How do you spell……? Is this/that……

学生说出及拼写出pencil, pen, book, eraser, pencil case, backpack, pencil sharperner, dictionary,notebook, key,

复习

Warm up

活动1：教师显示一张大照片，包括一家三代和朋友的， 示范1：T：This is his mother This is his father This is his sister 教生词：mother，father， sister并板书This is ……及mother，father，

活动2：T：That is his friend. That is his grandmother That is his grandfather 教生词：friend，grandmother，grandfather并板书That is …… 及friend，grandmother，grandfather 学生活动：学生仔细地听教师说句子，理解含义，学生以全班、半班的形式跟随着教师大声朗读，念单词时特别注意教师的发音。

活动1：学生仔细地听教师说句子，理解含义，学生以全班、半班的形式跟随着教师大声朗读，念单词 时特别注意教师的发音。

活动2：学生仔细地听教师说句子，理解含义，学生以全班、半班的形式跟随着教师大声朗读，念单词 时特别注意教师的发音。

引入并讲授

听力

1.让学生看课本1b,仔细看1a中的大图片,认真听录音，圈出图中男孩所谈论的人物。

2.让学生看课本1a中的图片，先复习家庭成员的单词，运用句型： T：This is his…… That is his…… These are…… Those are…… 依次谈论Dave's family, 完成1c的练习 。

1.认真观察大图片，抓住关键的信息要素。

2.

让学生先读单词，然后两人进行口语活动， 用句型This is his…… That is his…… These are…… Those are……

练习听力

听后再练

家庭作业

复习家庭成员的单词及句型

板书 设计

Unit 3 This is my sister The names of family members. Drills: This/That is …… These/Those are……

教学反思

本课时主要介绍家庭树，因此让学生围绕它来进行一系列的课堂活动表演，以达到教学目标的要求，不仅能激发学生的积极性和自信心，活跃了课堂气氛，还能锻炼学生的听说读写能力，不足之处，时间上准备有点仓促，以后会多加注意。

年级

七

学科

英语

主备教师

复备教师

课题

Unit 3 Is this your pencil ?

课型

New

教材分析

学会打招呼、相互问候并做到语音语调正确。注意一些字母及日常交际用语的发音，总结元音字母a和e的发音规则。

学情分析

本单元围绕“问候他人”这一话题，展开听、说、读、写的教学活动。为了创设较为真实的语言环境，首先让学生们认识一些较为简单的英文名字，并让学生们为自己取一个英文名字，让学生们感知、认识英语，并尽快进入英语的环境中。在教学过程中应让学生体会打招呼用语的奥妙所在，做到灵活运用。刚开始学习英语，学生们肯定对学习英语的兴趣非常深厚，教师一定要利用好这一点，让学生在学习英语中能获得乐趣。并逐步让学生们形成稳定的学习兴趣。

教

学

目

标

1. 语言知识目标：

1) 能掌握以下词汇：字母Aa ~ Hh, good, morning, Good morning!, hi, hello

2) 能掌握以下句型：

① Good morning, Helen!

② Hello, Frank!

③ Hi, Bob!

3) 能理解用英语打招呼的不同说法，并能灵活运用。

4） 能掌握字母Aa ~ Hh的字母顺序，读音及书写。

2. 情感态度价值观目标：

让学生们在相互问候的过程中，学会礼貌待人，与同学之间友好相处。万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。

教学重点难点分析

1. 教学重点：

1) 认识一些简单的英文名字，并为自己取一个英文名字。

2) 学习用英语进行见面打招呼，并能体会不同的打招呼用语的奥妙所在，做到灵活运用。

3) 学习掌握字母Aa ~ Hh的字母顺序，读音及书写。

2. 教学难点：

1) 学习掌握字母Aa ~ Hh的字母顺序，读音及书写。

2) 认识一些简单的英文名字，并为自己取一个英文名字。

教学策略分析

多用小组合作法，通过pairwork练习对话，对日常用语的记忆有很大帮助。

课前准备

教师

四线三格尺，多媒体课件

学生

预习课文，了解常用对话用语

教学活动过程设计（第 1 课时）

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

Lead in

Listen to a “Good morning!” song.

Ss learn to sing this song.

通过歌曲激发学生兴趣，导入新课

年级

七年级

学科

英语

主备教师

复备教师

课题

Unit 4 Where’s my schoolbag?

课型

新授

教材分析

本单元的主要内容是谈论物品所在的位置。通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些有关家居物品和学习用品的单词，以及方位介词in, on, under等的用法；学习并掌握Where问句的问答，一般疑问句提问并用方位介词来回答；学习名词单复数及人称代词they 的用法，同时培养学生养成干净、整洁、合理摆放物品的好习惯。

学情分析

学生有了前三个单元的基础，并有一定的自学能力，空间想象力强

教

学

目

标

1．知识目标：

A. 掌握有关物品的新单词：table, bed, dresser, bookcase, sofa, chair, plant, bag, alarm clock, CD, radio,hat, etc；

B. 熟练运用in, on, under, behind, in front of, near等介词；

C. 熟练运用Where问句和一般疑问句及其回答；

D. 掌握名词单复数及人称代词they的用法。

2．能力目标：

A.学会用英语准确描述物品所在的位置；

B. 学会用英语询问自己的或他人物品的具体位置；

C. 能够合理地描述和设计房间。

3．情感目标：

A. 培养学生整齐地摆放自己物品的生活习惯；

B．通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学 生的合作精神。

教学重点难点分析

1．重点：A. 方位介词: in, on, under, behind, in front of, near 等的用法； B．Where 的特殊疑问句和一般疑问句：Is the… in/on/under the …?的肯 定、否定回答； C． 新单词：bed, dresser, table, bookcase, backpack……

2．难点：A. 能够准确运用方位介词描述物品所在的位置； B．能够运用Where问句找到物品的位置。

教学策略分析

A. 交际策略: 学会与他人合作交流,并能把语言材料用到真实的生活 中去； B．资源策略：学会利用一切可利用的学习资源，如词典，音像资料， 网络等来获取更多的学习信息；

C．认知能力：积极思考，及时反馈；

D．调控策略：在反思，顿悟和自醒中不断调整自己的学习策略。

课前准备

教师

制作多媒体课件，准备部分学习用品的实物。

学生

预习新单词：听录音机，模仿跟读新单词；准备与本课有关的学习用品实物。

教学活动过程设计（第 1 课时）

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

Warming up

Revise some school things by asking 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 the screen and answer the questions: Where’s … ? Where’re…?

Answer questions

通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学习的发生。

教 学

环 节

教学活动

设计

意图

通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。

由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。

教 师 活 动

学 生 活 动

Game

New words learning

Make up dialogues

Hide and look for things

Show 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.

Students hide and look for the school things in pairs. One student hide one school thing and ask: Where’s…? Where’re…? The other student guess and answer: It’s in your desk. They are in your pencil case. etc. Ask some pairs to share their performance.

list the things in it first.

answer, using the prepositions.

Do 1a,1c

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

Listen and say

Summary: A memory test

Listen and imitate the dialogues in Section A, 1b.

Show a picture of a room, give the students one minute to look at it, then ask them what kind of things they saw and where the things are. Have a competition among groups. See which group can remember all the things and places.

Listen and imitate the dialogues in Section A, 1b.

answer

通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课 的主要语言知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。

板

书

设

计

Unit 4 Where’s my backpack?

where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, they’re=they are

Where’s …? It’s in/on/under…

Where’re…? They’re in/on/under…

教

学

反

思

效果较好，小组活动时有个别学生没有参与进来

教学活动过程设计（第 2 课时）

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

Warming up

Listen and imitate

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 dialogues

Chat about the things around the room by showing them pictures.

Spell new words

Do 2a,2b

根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。

教 学

环 节

教学活动

设计

意图

设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点， 再将它的不同点复述出来，其目的在于培养学生的语言组织能力。

话题由课本知识向实际生活延伸，体现语言的语用原则。

教 师 活 动

学 生 活 动

Pairwork

Find the difference

Practice

Section 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.

use general questions to ask and answer about the things in it.

Section A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B looks at Picture 2 ( Textbook P19, 1a). Ask and answer in pairs and fill in the form. e.g.: SA: Where is the backpack? Is it under the table? SB: No, it isn’t. It’s on the table.

practice

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

dialogue

Let the students make similar 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.

通过对这个句型的大量操练，使学生掌握该句型的用法，避免单调枯燥的语法讲解

板

书

设

计

Unit 4 Where’s my backpack?

Where is…?

It’s on/in/under…

Where are…?

They’re in/on/under…?

Is the book / Are the books on the desk?

Yes,… / No,… I don’t know.

教

学

反

思

大多数学生可以熟练掌握所学句型

教学活动过程设计（第 3 课时）

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

Warming up

New words learning

Listen, circle and write

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 like this: 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 the picture. (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.

act out the dialogues in Section A, 2a & 2b.

Talk about the picture.

listen and circle the things Tommy wants from his room.

Write down the sentence about where Tommy’s things are. Check the answers. ( Section B, 2b.)

培养学生语句组织能力，通过直观图片学习第二部分新单词，并在小组活动中加以操练。

教 学

环 节

教学活动

设计

意图

延续自我评价活动，把个人的生活经验与实际结合起来，完成自我观点的sharing，同时为最后的Project打基础。

教 师 活 动

学 生 活 动

Group work: Decorate the room for Emma.

Show the students a picture of Emma’s untidy room. Group work. Decorate the room for Emma.

Make a report.

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

板

书

设

计

Where’s …? It’s in / on / under …

Where’re…? They’re in / on / under…

教

学

反

思

充分调动了学生的积极性和学习主动性，大部分学生能够掌握所学内容

教学活动过程设计（第 4 课时）

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

New words learning

Present the new words by making conversations with students. Show some pictures and words on the screen to help.

e.g.: T: What’s this? T: Do you have a room like this?

T: Can you spell this word?

T: Can you spell your name? T: Can you write your name? T: You need a pen. T: I bring a red pen to the class every time. Now it is on the teachers’ desk. After class, I’ll take it to my office.

S1: It’s a room.

S1: Yes, I do. / No, I don’t.

S2: Yes, I can. / No, I can’t.

S3: Yes, I can.

S4: Sorry, I can’t. I have no pen.

利用图片和已学过的句型导入新课；利用直观形体语言、动作、语境教等单词，激发学生思维，帮助学生理解和记忆生词。

教 学

环 节

教学活动

设计

意图

感官材料与阅读材料中内容的差异对学生的记忆力无疑是一个巨大的挑战。任务具有挑战性和趣味性

话题继续延伸，进一步鼓励学生发挥自己的想象力和主观能动性，并与实际相结合，提出自己的新观点，新思路和新方法。同时又使学生在写作方面得到训练。

教 师 活 动

学 生 活 动

Find the differences

Read the note

Creative work

Show a picture of a room with 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 the differences between the reading material and the picture. Circle the mistakes in 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。) Practice reading the note loudly. Look at the picture and fill in the blanks. ( Section B, 3b.)

Make a telephone conversation to your family in pairs, tell him or her to bring you four things that you need for the sports meeting from your room, and where the things are.

try to find out the differences between the reading material and the picture. Circle the mistakes in the reading material. Make an orally report by looking at the picture again.

Students do it individually first, then check the answers.

Write down the note.( Section B, 3c.)

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

Self-check

Revise the key words in different ways. Ask the students to spell them. Let the students do Self-check 3 individually.

spell them

do Self-check 3 individually

结合课本知识与实际生活，学以致用，训练学生写作技巧。

板

书

设

计

The book is on the table.

The pens are in the pencil case.

I need … for… Can you bring some things to school?

Please take these things to … .

教

学

反

思

效果良好

年级

七

学科

英语

主备教师

复备教师

课题

Unit 5 Do you have a soccer ball?

课型

新授

教材分析

本单元以 “Do you have a soccer ball?” 为话题, 共设计了三个部分的内容。

Section A 该部分有4个模块：第一模块围绕“Do you have a soccer ball?” 这一话题展开词汇学(1a)、听力（1b）、口语（1c）训练；第二模块继续围绕“Do /Does… have a…?” 进行听力（2a-2b）、口语训练（2c）；第三模块围绕“Make suggestions.” 这一话题展开训练，训练形式为单词填空 （3a）和角色表演谈论图画为训练形式（3b）；第四模块就“Complete the forms according to the sports club you like.” 以结对活动形式进行介绍。 Section B 该部分有4个模块：第一模块是词汇的学习 （1a） 与运用（1b）；第二模块仍然围绕(1a-1b) 的词汇进行听力训练（2a-2b）、围绕提建议进行口语训练（2c）；第三模块继续围绕“Ownership” 这一话题展开有关收藏品阅读（3a）, 写作训练 (3b-3c)；第四模块仍就“Ownership” 这一话题以口语训练形式展开全班活动。 Self Check 该部分有3个模块：第一模块以填空形式对所学词汇进行训练；第二模块以默写已学过的五个单词的形式对所学的词汇继续巩固复习; 第三模块围绕有关ownership和suggestions对话开展口语训练和写作训练。

学情分析

学生对体育运动比较感兴趣，第一次接触助动词do和does，有一定难度

教

学

目

标

1. 学会使用描述性形容词;

2. 学会使用do和does引导的一般疑问句，学会用Let’s …提建议；

3. 学会运用所学知识进行写作(行为动词一般现在时的肯定句、否定句和一般疑问句)。

教学重点难点分析

重点：学习运用重点句型Do you／they have… ? Does he／she have…? Let’s play soccer．等

难点：行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。

教学策略分析

A. 交际策略: 学会与他人合作交流,并能把语言材料用到真实的生活中去； B．资源策略：学会利用一切可利用的学习资源，如词典，音像资料， 网络等来获取更多的学习信息；

C．认知能力：积极思考，及时反馈；

D．调控策略：在反思，顿悟和自醒中不断调整自己的学习策略。

课前准备

教师

教学课件

学生

提前预习单词

教学活动过程设计（第 1 课时）

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

Lead in

Presentation

Section B 1a

Match

T: Good morning, boys and girls. Shall we continue our lessons?

T: What’s this in English?

Look at these two small balls.

What’s this in English?

Open your books to page 28．Would you please look at activity 1a?

T: There are some words in the box. Do you know what they mean? Please look them up in the word list on pages 90 to 91 and then write down the Chinese meanings under each word.

T: Now, I am sure you understand the words.

Please match the words with the pictures.

S: It’s a soccer ball/ volleyball/ basketball.

It’s a …

Match

match

根据实物或图片或幻灯片内容，进行pairwork活动，复习前一部分所学的单词。

2．观看教学课件或图片、幻灯片(能反映各种情绪的内容)，一边观看，一边听老师描述然后跟读，理解其语义。

教 学

环 节

教学活动

设计

意图

读la部分内容，将描述性形容词与图画一一对应，完成la中的学习任务。同时可与同伴进行pairwork活动，互相画出某个形容词的内容，让同伴猜出这个单词，以完全理解其含义。

听1b部分的录音，完成1b部分的学习任务。

教 师 活 动

学 生 活 动

Section B 1b

1．Draw a picture

T: Look at the pictures in 1a for one minute and try to draw your own pictures to describe the words in the box in 1a.

2．Show and guess

T: Some of you have finished drawing. Could you please show your pictures to your partner and let him/her have a guess what the picture means?

3．Listen and check

a. T: Let’s move to activity 1b now. It is a listening exercise. For the first time, I would like you to listen only.

b. Now, for the second time, please listen to the recording again and check the words you hear in 1a.

4．Check the answers

T: I think most of you have finished. Let’s check the answers together.

draw own pictures to describe the words in the box in 1a.

Show and guess

Listen

listen to the recording again and check the words in 1a.

Answers: checked items: interesting, boring, fun, difficult

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

Section B 1c

Read the tape script

Section B 1d

Listen

T: Listen to the recording again.

Listen and write

a. T: Listen to the recording again and write a word from 1a that Paul uses to talk about each activity.

b. T: Listen to the recording one more time and check the answers by yourselves.

a. T: Let’s read the tape script together.

b. T: Would you please read the tape script in pairs?

c. T: Please translate the conversation into Chinese in pairs.

d. T: Who would like to read it for the class?

Read

T: Read the conversation in 1d.

Practice in pairs

T: Talk about the activities in 1c with your partner. One person is Paul, the other is Paul’s friend, Jenny.

T: Who would like to share their conversations with the class?

Listen and write a word from 1a that Paul uses to talk about each activity.

check the answers

Answers: 1．interesting 2．difficult 3．boring 4．fun

read

Read in pairs

Pairwork活动，根据示例谈论1c部分所提到的活动，正确使用所学的描述性形容词，完成1d部分的学习任务。

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Unit 5 Do you have a soccer ball?

教

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有一部分同学对助动词do和does的用法不熟练

教学活动过程设计（第 2 课时）

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Revision

Listening Practice

Before class, let’s have a revision. First make up a conversation with ―Do you have…?” about ownership, and then in threes make up a conversation with ―Do you have…? Does she /he have…?

Play the recording for the first time. T: Listen to the tape. You only listen. Play the recording for the second time. Then check the answers. T: You’ll hear the same conversation again in the picture. This time please listen for the names in the pictures, and then number the pictures (1-4). After that ask a few students to say out their answers in 2a. Play the recording for the third time. T: You will hear the conversations for the third time. You are to match the people from activity 2a to the balls in the recording for the fourth time and then correct the answers. T: You listen to the tape and write the numbers from the pictures in 2b next to the correct balls. After doing listening, talk about the dialogue about 2b, and then ask some students to say out their answers in 2b.

S1: Do you have a soccer ball? S2: Yes, I do.

S1: Do you have a basketball? S2: No, I don’t.

S1: Do you have a computer game?

S2: No, I don’t.

S1: Do you have a ping–pong bat?

S2: Yes, I do.

S3: Does he have a computer game?

S1: No, he doesn’t.

S3: Does he have a ping–pong bat?

S1: Yes, he does.

S1: The answers are 3, 1, 4, 2. S2: Number the pictures: 3, 1, 4, 2.

S3: The answers are 3, 2, 1, 4. S4: They are 3, 2, 1, 4.

复习上节课所学句型

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Pair work

Practice

Look at the things in the picture. Ask your partner if he /she has the things in 2c.

Ask the students to act out the conversation in pairs.

Look at 3a, point out the words in the box and then ask a student to . T: Fill in the blanks with the words from the box alone. I’m sure you’ll fill in the correct answers. And now who’ll tell me the answers? Please hand up if you know the answers.

S1: Do you have a dictionary? S2: Yes, I do.

S1: Do you have an eraser? S2: No, I don’t.

S3: Do you have a baseball? S4: No, I don’t.

S3: Do you have a football? S4: Yes, I do.

S5: Does Tom have volleyball? S6: Yes, he does.

S6: Does Mike have a pen? S5: No, he doesn’t.

One student read aloud the four words to the class

S1: The answers are: 1. don’t， 2. Let’s， 3; have， 4. soccer.

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Writing and practice

This activity gives students a chance to role play a conversation about sports. Students review the language of introductions, and then complete the form, introduce themselves to the coach. T: What sports do you like to play? Who are your favorite sportsmen and sports women? What sports are available at school?

T: Our school has a sports Club with all the sport that you would like to play. If you would like to join the school sports club, please fill in the form with your personal information. When students have completed filling in the form, divide them into pairs. T: What’s your first name? What’s your last name? What sports do you like? Do you like…? What class are you in?

Have students role play the conversation between a student and coach. Walk around the class and offer help where necessary.

S1: I like to play football. My favorite sports man is Liu Xiang. Basketball and volleyball are available at our school

S: My first name is Li. My last name is . I like ping–

pong ball. I’m in Class2, Grade 7.

role play the conversation

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Unit 5 Do you have a soccer ball?

教

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调动了学生的学习积极性但仍有个别同学没有参与到活动中

教学活动过程设计（第 3 课时）

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教师活动

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Guessing the words

Listening and word study

Listening and writing

T: Now please draw pictures that show something interesting, boring, fun, difficult or relaxing. Please show your pictures to some of your classmates. Everyone tries to guess the meaning.

Before playing the recording for the first time, point out the five words in 1a above and ask a student to read them aloud to the class. Play the recording for the first time in 2a. T: Listen to the tape carefully and remember the

four adjective words you hear. Play the recording for the second time. Ask the two students to say out their answers.

T: I’ll ask a student to read the name of each activity to the class. And then I’ll play the tape. Listen to the tape carefully for the first time and remember what Tony says about these activities. I’ll play the recording again. This time listen to the conversation and write the word in the blank. After listening to the tape for the second time, ask some students to read the same example to the class.

Draw and guess

one student to read them aloud to the class.

Listen to the tape carefully

Ss: The answers are: a. interesting; b. boring; c. fun; d. difficult; e. relaxing.

Ss: The answers are: 1. interesting; 2. difficult; 3. boring; 4. fun.

This activity makes students practise using the vocabulary words from this unit. Point to the picture in 1a and review the words.

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Practice and acting

Summary

T: I’ll ask the two students to act out the dialogues, talking about the activities in 2b. One acts as Jenny, the other acts as Tony, move around the classroom offering languages support and checking progress when the students talk about the activities. Ask a few pairs of students to perform their conversations for the class.

1. This class we have learned how to make suggestions and responses politely. We also have learned how to use some description adjectives. 2. Prepare for the next class.

1. S1: Let’s play volleyball. S2: That sounds fun.

2. S3: Let’s watch TV. S4: That sounds boring.

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interesting, boring, fun, difficult,

relaxing, watch, watch TV

Let’s play computer games.

That sounds interesting.

教

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内容较简单，学生理解掌握情况较好

教学活动过程设计（第 4 课时）

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Revision

Reading and writing

T: Who can make up a dialogue about making suggestions and responses in pairs?

Before reading this article, ask students to name everything they see in the picture (3b). And then read the article to the class. Ask students to look at the picture and fill in the blanks by themselves. After that, let the students correct the answers in pairs. Ask three students to write their answers on the blackboard. After finishing filling in the blanks, explain the usage of the Present Simple Tense, the plural form of noun and some key words, key sentences. Ask students to recite the text (3b).

S1: Let’s play football.

S2: That sounds fun, but I don’t have a football.

S1: Well, do you have a basketball?

S2: Yes, I do.

S1: Then let’s play basketball.

S2: Oh, basketball is so different. S1: OK. Let’s play ping–pong ball.

S2: That sounds boring. Let’s play computer game! Do you have a computer?

S1: Yes, I do.

S2: That sounds interesting.

look at the picture and fill in the blanks

The answers are: 1. baseball; 2. basketball; 3. tennis rackets; 4. volleyball.

通过对话练习复习所学对话

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homework

1. Write a story about your /his /her collection. 2. Make up dialogue with ―Do you have…?

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has, great, collection, but, play sports,

only,them, a great sports collection, tennis racket, soccer ball, on TV, everyday

He has a great collection.

But he doesn’t play sports—he only watches them on TV.

教

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大部分同学掌握情况较好

年级

七

学科

英语

主备教师

复备教师

课题

Unit 6 Do you like bananas？

课型

新授

教材分析

本节课是继在对第五单元对助动词的学习后对助动词do的用法的进一步学习

学情分析

学生有了第五单元的学习基础，接受起来较容易

教

学

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标

1. Some new words about food.

2. Countable nouns and uncountable nouns.

3. The new structure: —Do you like……? —Yes, I do./ No, I don't.

教学重点难点分析

1. Master the names of food.

2. Learn to use the target language to ask and answer like and dislike.

3. Use the new words and target language learned in this unit to describe situations in daily life.

教学策略分析

小组合作法，合作探究法

课前准备

教师

课件

学生

提前预习

教学活动过程设计（第 1 课时）

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Revision

A: What's this?

B:It's a/an ……(ruler/ baseball/ eraser)

复习前几单元所学内容

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Lead－in

Presentation

Practice

Group　work

Pair　work

Do you hungry? Do you want eat some food?

Now, open the fridge and guess what's in the fridge?

. A: What's this?

A: What are they?

Countable nouns: bananas/oranges/tomatoes/pears/strawberries. (They can use a/an, and we can add “s”)

Uncountable nouns: ice-cream/ milk/bread/salad.(They can’t use a/an and we can’t add “s”)

Talk about what’s your favorite food.

I like… I don’t like…

(hamburgers/ milk/tomatoes/ ice-cream/bananas/strawberries/pears)

talk about likes and dislikes.

1. A: I like hamburgers. Do you like hamburgers?

2.

2.A: I don’t like milk. Do you like milk?

Look the PPT

B: It's a/an……

B: They are……

Finish 1a:

Discuss with group members and check the answers.

Talk about favorite food in group

B: Yes, I do./ No, I don’t.

B: Yes, I do. / No, I don’t.

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Exercises

Homework

Copy the new words.(3 times a word)

1b. Listen and number

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Countable nouns: bananas/oranges/tomatoes/pears/strawberries. (They can use a/an)

Uncountable nouns: ice-cream/ milk/bread/salad.(They can’t use a/an )

教

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学生掌握情况较好

教学活动过程设计（第 2 课时）

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教师活动

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Review

New drills

Review the drill “Do you like…”?

The girl and the boy are talking about their likes and dislike.Let’s open your books and listen. Try to finish 2a and 2b as quickly as you can.

Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.

T:Do you like tomatoes?

T:Do you like ice cream?

T:Does she like tomatoes?

T:Does she like ice cream?

(The teacher goes on asking her using the chart.)

T:Does your best friend Sue like tomatoes?

T:Who is your best friend?

(The teacher points at Jane.)

T:Does she like tomatoes?

(The teacher points at Tony and Maria.)

T:Do your best friends like tomatoes?

(The teacher asks two more students to answer his/ her questions according to the chart in their hands. Then the teacher writes down the drills “Does she/he like… ?Do they like…?” on the blackboard.)

T:Work in pairs and practice the drill “Does he/she…? Do they…?”according to the chart.

(Then the teacher asks some pairs of the students to practice one by one.)

T:Let’s work in pairs .

S1:Yes, I do.

S1:No, I don’t.

Ss:Yes, she does.

Ss:No,she doesn’t.

S1:Yes, she does

S1:Sally is.

S1:yes,she does.

S1:Yes, they do./No, they don’t.

Sa:Does Bill like French fries?

Sb: … Does Bob like French fries?

Sa: …

教 学

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Task

T:Do you love your parents?

Now let’s try to know what they like and dislike and write an article about it.

S:Yes.

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Do you like...?

Does he/she like...?

教

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绝大多数学生能够掌握所学句型

教学活动过程设计（第 3 课时）

教 学

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教师活动

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Review the words.

New words.

T:You know we have learnt so much delicious food. Now Let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.

(The teacher will give the students a minute to prepare it.Then ask someone to say.)

①Present the new words.

T:How many meals do you have every day?

T:What are they?(The students can answer them in Chinese.)

T:Oh, yes. In English “早餐”we can say “breakfast”.

(Show a picture of the breakfast)

Read after me, “breakfast”.

B-R-E-A-K-F-A-S-T,breakfast.

T:Do you have your breakfast every day?

T:I think it’s not good for your health.

(Teach the other two words lunch, dinner in the same way.)

S: Salad, apples, bananas, ice cream…

Ss:Three.

Ss:They are “早餐、中餐和晚餐 ”.

Ss: B-R-E-A-K-F-A-S-T,breakfast.

S1:No, sometimes I get up late, I have no time to eat.

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②Practice the words.

T:Which meal do you like best?(Point to a student.)

T:Why?

T:Who also likes breakfast in our class? Please put up your hands.

T:Oh, so many students.You can sit in this team.

(Ask all the students who like breakfast, lunch or dinner to come to the same team. They can talk easily.)

T:We have divided all the class into three groups. One group likes breakfast, the other two like lunch and dinner. But what do you like for your three meals?

(Show a picture of three dinners.)

T:I have three meal plates. What do you want to put on it?

Let’s talk about it. Try to find the food what your group like most and tell us the reason.

(Do it for lunch and dinner in the same way.)

T:Look at 1a, and write the number in the box next to the correct food.

(Then the students finish off 1a.)

T:How many other food words can you add to the chart?

Try to write them down in the chart.

S:I like breakfast best.

S:Because I like drinking milk.

S:In our group, we like breakfast best. We all like oranges, eggs, milk and an apple.Because they are good for our health, we choose them.

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Practice the listening.

T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)

T: How about chicken? Do you like it ?

T: Can you guess what food I like?

T: No, I don’t.

T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.

T: Does Sandra like salad?

T: Work in pairs about the chart.

S1: …

S1: …

S1: Do you like…?

S2: Do you like…?

S3: Do you like…?

S: Yes, she does.

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For breakfast

For lunch

For dinner

教

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大部分同学能够熟练掌握

年级

七

学科

英语

主备教师

复备教师

课题

Unit 8 When is your birthday?

课型

新授

教材分析

本单元主要学习序数词的构成以及运用序数词表示日期的方法；学会运用when引导的特殊疑问句询问日期；学习名词所有格(‘s所有格)的构成和使用。本单元围绕“谈论日期”这一话题，设计了三个任务型活动：任务一是：数字游戏，学习序数词的使用；任务二是：建立班级生日册，学习日期的表示方法；任务三是：制作个人日历，巩固日期的表达和序数词的使用。

学情分析

本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用when引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。

教

学

目

标

通过本单元的学习让学生掌握所学目标语言；学会日期(年、月、日)的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。

教学重点难点分析

重点：

1．复习词汇：基数词 l一31

2．词汇：12 months，1st一31st，birthday，speech，contest，trip，

party

3．句型When is your birthday? My birthday is October tenth．

What year were you born? I was born in 1992．

When is Leila’s birthday? Her birthday is September 5th．

How old are you? I’m fifteen．

语法重点：使用when引导的特殊疑问句询问日期；序数词的

构成；名词所有格的构成和使用。

教学策略分析

采用Classifying，Contrasting和Role—playing的学习策略，利用教学图片、幻灯片、实物(大挂历、日历)或制作课件(反映月份特征，课内外活动)等来展开课堂教学、Pairwork问答式的口语交际活动或游戏等小组活动，进行“询问和谈论日期”的课堂教学和练习。本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义．并学会运用；口语教学——采取pairwork问答式的口语交际活动或游戏等小组活动互相操练；听力教学——采取图文配对和对话选择的方式；写作教学——以填表、造句为主；语法教学——总结规律、抓住特征、模仿操练。

课前准备

教师

制作一个能反映一年十二个月份的大挂历或幻灯片；制作序数词和基数词的教学图片或幻灯片；

学生

复习基数词的构成；调查了解同学、朋友或家人的生日。

教学活动过程设计（第 1 课时）

教 学

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教学活动

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教师活动

学生活动

情景创设，导入新课

师生互动。学习探究

Section A的主要内容是学习日期的询问与应答，在导入新课时，可采用视听法和归纳总结法。

1.教师可在黑板上挂一幅自制的能反映出各个月份的大挂历，一边指着每个月份一边介绍或播放课件，让学生 边看边听介绍：This is January．This is February.…，带领学生多读几遍；然后播放1a部分的录音,让学生进行模仿。

2．(学生基本掌握月份单词的读音后)教师可以指着挂历说：My birthday is on May 4．When is your birthday? 从而引出本单元的重点目标语言“日期的询问和表达”。

1．播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成lb部分的教学任务。

2．再播放lb部分的录音让学生听，引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用when引导的特殊疑问句询问日期和谈论日期。

3．出示单词图片或幻灯片，并播放2a部分的录音让学生听，引导学生跟读、模仿，完成2a部分的教学任务。

4．播放2b部分的录音，引导学生圈出所听到的数字，完成2b部分中的听力训练任务。

5．再播放2b部分的录音，引导学生填写表格，将姓名、月份和日期对应起来，完成2c部分的教学任务。

1. 一边仔细观看黑板上能反映出各个月份的大挂历，一边听老师的介绍或一边观看课件，一边听介绍：This is January．This is February．…，跟着老师读几遍；然后听1a部分的录音，进行模仿。

2．一边观看挂历，一边认真听老师的陈述，然后回答：My birthday is…，开始学习目标语言“日期的询问和表达”。

1．听1b部分的录音，根据所听到的内容，选出对话的顺序，完成1b部分的学习任务。

2．再听lb部分的录音，展开Pairwork活动，完成1c部分口语交际的学习任务，学会运用when引导的特殊疑问句询问日期和谈论日期。

3．一边观看单词图片或幻灯片，一边听2a部分的录音并跟读、模仿，完成2a部分的学习任务。

4．听2b部分的录音，根据所听到的内容圈出所听到的数字，完成2b部分中的听力训练任务。

5．再听2b部分的录音，根据所听内容填写表格，将姓名、月份和日期对应起来，完成2c部分的学习任务。

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6．引导学生展开Pairwork活动，完成2d部分口语交际的教学任务。让学生先阅读对话，再进行问答练习，运用When is your／his／her birthday? My／His／Her birthday is…What year were youborn? 1 was born in…等目标语言，完成2d部分的教学任务。

7．引导学生展开Pairwork活动，完成3a部分口语交际的教学任务。让学生任选一个身份证进行对话练习，运用 When is your birthday? My birthday is

…How old are you? I’m fifteen．等目标语言，完成3a部分的教学任务。

8．引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。要求学生用自己的姓名、年龄和出生日期进行对话练习，学会运用所学目标句型，完成3b部分的教学任务。

6．展开Pairwork活动，完成2d部分口语交际的教学任务。先阅读对话，再进行问答练习，运用When is your／ his／her birthday? My／His／Her birthday is…What year were you born? I Was born in…等目标语言，完成2d部分的学习任务。

7．展开Pairwork活动，完成3a部分口语交际的教学任务。任选一个身份证进行对话练习，运用When is your birthday? My birthday is…How old are you? I’m fifteen．等目标语言，完成3a 部分的学习任务。

8．展开Pairwork活动，完成3b部分口语交际的教学任务。用自己的姓名、年龄和出生日期进行对话练习，学会运用所学目标句型，完成3b部分的学习任务。

教 学

环 节

教学活动

设计

意图

教师活动

学生活动

合作交流，巩固提高

引导学生进行Brithday Game 游戏活动，让学生互相询问生日，然后按照年龄的大小排列顺序。通过这种方式，练习运用所学目标语言，完成第4部分的教学任务。

Birthday Game游戏活动，互相询问生日，然后按照年龄的大小排列顺序。通过这种方式，练习运用所学目标语言，完成第4部分的教学任务。

板

书

设

计

Unit 8 When is your birthday?

Section A

January，February，March，April，May，June，July，August，September，October，November，November，December，birth，age，old

When is your birthday? My birthday is October tenth．

When is Leila’s birthday? Her birthday is September 5th．

When is your birthday? What year were you born? How old are you?

教

学

反

思

本课采用了Classifying，Contrasting和Role—playing的学习策略，利用教学图片、幻灯片、实物(大挂历)或制作课件(反映月份特征)等来展开课堂教学、Pairwork问答式的口语交际活动或游戏活动，学习日期的询问与表达，并通过询问和谈论自己、同学以及父母家人的生日理解生日更多的含义、增进同学之间的了解和友情。