人教版英语七年级上册教案课堂教学适用

1、授课教师授课班级课 题Unit 1 My names Gina（第一课时）教学目标1学会询问新同学的姓名，并且将自己刚认识的好朋友介绍给全体同学2通过学生制作名卡或桌卡来提高学生学习英语的兴趣，体现英语的实用性3通过以上任务活动，掌握形容词性物主代词的用法及其与人称代词的主格的区别，并且在第一节课让学生对英语的学习产生兴趣。重难点1形容词性物主代词的用法2在任务活动中掌握you和your，he和his, she和her 的用法3重点句型 (斜体字为扩展句子)：Hi / Hello! Good morning / afternoon / evening.How are you? Fine, th

2、ank you! / Very well / So-so /All right.Whats your name? My name is / Im Whats his/ her name? His/Her name is 教学设计Tasks Students activities Teachers activities1. Game: ask and answer the question: Whats your name? Students make a self-introduction and pass the sentences one by one. At first, teacher

3、 makes a self-introduction.2.Two students act out how to greet people. Act out the greeting forms they are familiar with or they find on net. Show the students the pictures of other countries customs with computer.3. See who can make the most friends and get the most information. Then report their r

4、esults with his or hers. Move around to make friends with the ones they are interested in. Make the students move around to make friends with others.4. Design and make their name cards . Design and make their name cards in groups. Ask them to design their name cards and see which group is the best.教

5、学过程设计任务一：结识新朋友。1老师首先向学生做一个自我介绍，将名字写在黑板上: My name is , My first name is, My last name is 同时介绍一下名字的意义，然后学生就近结组，进行自我介绍。例如：一个学生叫徐烨，他说：My name is Xu Ye. Ye means light；一个叫王超的学生介绍说: My name is Wang Chao. Chao means Superman。这个任务能够激起学生学习英语的兴趣，同时扩大词汇量。2“Whats your name?”传句子比赛。学生按行分组，一个同学问，“Whats your name?”

6、第二个学生回答，“My name is ”然后再接着问第三个人, “Whats your name?” 第三个人答，“My name is His/ her name is ”再接着问第四个人Whats your name?”。看哪个组最先获胜。任务二：学生利用电脑向大家展示他们所搜集的中英文姓，问候语名及各国或各地初次见面时的礼仪，体会它们的不同之处；然后由抽签决定各组同学分别用哪个国家或哪个地区的礼仪（例如：日式、美式、法式和学校版的礼仪）来表演两个人初次见面时的问候语及谈话内容（用英文），看哪一组同学表演的形象，语言准确，最后评出最佳组合。任务三：找朋友。并将他或她加入你的朋友记录中。该

7、任务是通过学生自己去询问他们感兴趣的同学的爱好，找出他们之间的共同点，然后和他们交朋友（利用时间争取和所有的同学交朋友，了解他们各自的优点），并将自己所掌握的新朋友的信息介绍给全体同学，让大家了解他（们）。在该任务的执行过程当中，学生可以尽量施展他们的才能，倾尽其所学的英文知识来展示自己并且看谁能获得最多的信息。因此，这项任务在调动学生学习英语兴趣的同时，也反复操练了本单元的关键句型和形容词性物主代词，尤其是he and his, she and her；同时运用到一些超出本课教学内容的语言知识，学生参与性强，最大限度的调动了他们的积极性，同时也为学生树立了英语学习的信心。Name Hobbi

8、es Other information任务四：制作姓名卡。制作姓名卡，由小组协作共同完成名卡的设计与制作，名卡中要求包括学生的汉语名字（拼音书写）和英文名字，其他的内容由各组自行设计，但要求每个人的名卡的设计要有创意、体现小组的共性、美观大方、经久耐用、语言准确。因此，该任务既体现个性，又体现共性；既有分工，又有合作。任务五：作业。为自己、父母、亲朋好友找一个有意义的英文名字，同时将他们介绍给你的同学们。授课教师授课班级课 题Unit 1 My names Gina（第二课时）教学目标1介绍更多的英文姓名，并且区分出姓和名；2学习英语中姓名（name/ full name）、姓（family

9、 name/last name）和名（given name/first name）的用法；3通过用英语说出自己的电话号码的任务，学习数字09；4制作身份证，以综合运用所学的姓名和数字。重难点1了解英语与汉语中姓与名的位置不同，准确掌握英语的姓与名的表达；2听懂并能说出电话号码，培养学生的英语意识。3重点句型：Whats your English name? My English name is Whats your last name/ family name? My last / family name is Whats your telephone number? My telephone

10、 number is 主题词 last name family name second name surname Tanaka Barnes Green Mitchell Jones Lim Smith Brown Cooper Locke first namegiven name Tony Bill Paul Mark Amy Gina Kenji Lisa Chi-yong Mary Kate Katherine Elizabeth Kim Mike Nick Tom Johntelephone number 教学流程教学反思Tasks Students activities Teache

11、rs activities1. Game: throw the ball while asking and answering the question. In groups, one student throws the ball and asks: “Whats your English name?”, the other one answers it ,then throw the ball again. Do this game first as an example.2. Guess, “Who is he/ she?” Play students tape and ask the

12、other students to guess who the speaker is. Introduce two words: family name and first name.3.Create the Class Telephone Book Interview other students what are their telephone numbers. Direct.4.Check the telephone number from 114. One student is the operator, others can check the telephone number by

13、 asking : “Whats ×××s telephone number?” Ask the students to do it，and tell them the rules. 5.Make ID Card. They can add some information as a real ID Card. Then, make their own ID Card in groups. Show students the teachers ID Card on the computer.教学过程设计一、接力游戏询问学生的英文名。首先由教师仿做，教师拿出一个小皮

14、球，任意抛向一名学生，同时问：“Whats your English name？”，这个学生接住球并回答：“My English name is ”, 然后由这名学生将球抛向另一名学生, 第二名学生在接物品时必须回答：“My English name is ，his/her English name is （只要重复前一名学生的名字即可）”，然后传递下去并问：“Whats your English name？”。最后将学生分为几组在组内做。在这个活动中，学生的积极性很高（球必须接住，否则也算做失误），达到课标中要求的既从学生的兴趣出发，又具备易操作的特点 。二、做“新学期的新祝愿”。在这个活动

15、中，同时引入姓（family name/last name）和名（given name/first name）与汉语的位置区别。将学生所录制的带有家人或朋友的祝福的磁带放在录音机中，同时用英语介绍：“ His/Her family name is , his/her first name is ，do you know who is he/she？ ”然后由其他学生猜：“This is your father，his name is ”。在猜的过程中，学生可以加上他们会的其他的信息，例如：他（她）的职业等，充分展示他们的所长并为猜的学生提供一些提示性信息，三次机会,猜对了加分。在这个任务活动操

16、作过程中，给了学生很大空间去发挥，也用到了一些本单元未涉及到的句型，例如： Whats he/she? Is he/she in our class? How old is he/she? 等。三、建立班级电话簿。学生互相询问电话号码，用“Whats your telephone number?” 这个句型，并记录在教师发的记录卡上，最后经过整理，再加上一些公益电话，形成班级电话簿。附表：Name Family name First name Telephone number四、这个任务是模仿114查号台，该任务利用上一个任务整理后的班级电话簿去查询，它要求每一位学生都要投入角色，尤其是作为话

17、务员，要求声音甜美、温和，态度和蔼。其实施过程是由一个学生作为话务员，其他学生可以任意拨通电话并且询问：“Whats ×××s telephone number?”，同时话务员回答：“ His/Her telephone number is ”。这项任务的设计主要是为了在任务活动中练习让学生脱口而出09这几个英文数字，同时，这项任务活动的过程中所用到的句型Whats ×××s telephone number？和His/Her telephone number is 中，His和Her 是对上一节课形容词性物主代词的一个复习，而“ &

18、#215;××s telephone number”对于本单元在内容上是一个补充和提高。五、制作ID Card。首先用电脑展示教师本人的真实身份证的样本，同时告诉学生我们的家长及朋友对我们的祝福都是希望我们在新的一年里像一个大人了，那我们就要为自己制作我们的身份证来证明我们长大了，我们会努力做到最好。然后，观察老师的身份证，有哪些需要更改的，提出更好的建议，制作学生心中理想的身份证。授课教师授课班级课 题Unit 2 Is this your pencil?（第一课时）教学目标能够掌握常见物品的英文表达 能够询问教室物品或文具名称并找到物主能够综合运用所学句型汇报活动结果

19、运用this /that 的一般疑问句及其答句；What 引导的特殊疑问句及其简略回答。 pencil, pen, book, eraser, pencil-case, backpack, ruler, key,ID card, baseball, watch, game, ring, computer, notebook Demonstratives this, that;What questions;Yes/No questions and short answersHow do you spell pencil?教学流程主题词表pencil, pen, book, eraser, pen

20、cil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebookExtensive words:textbook; exercise-book; ball-pen; compass; sharpener; rubber; glue; color-pen; sticker; highlight; ball-point; scissors; chalk; file; blackboard; ink; set- square; paper; pamphlet; peg.重点句型（1）Is

21、this your pencil? Yes, it is./No, it isnt.（2）Is that my book? Yes, it is./ No, it isnt.（3）Is this/that her/his eraser? Yes, it is./ No, it isnt.（4） Whats this/ that in English? Its a/an （5）How do you spell pen? P-E-N.主题思维图及任务型活动准备让学生收集并自学有关文具或教室物品的名词，并准备一些实物或图片。Task One: Lead in-Learning words.教学目的：

22、学习有关文具的英文表达方式需要学习和掌握的新单词与新句型：pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook1.Is this your pencil? Yes, it is./No, it isnt.2.Is that my book? Yes, it is./ No, it isnt.3.Is this/that her/his eraser? Yes, it is./ No, it isnt.4.What

23、s this/ that in English? Its a/an 5.How do you spell pen? P-E-N.Step 1: 出示实物或图片，问学生Whats this/ that in English?导入Task One中新词。（pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook ）板书目标词汇。Step 2: 抽取学生中的文具由学生问，学生答；复习上一步所学单词。Step 3: 从学生中

24、收取一部分文具，引入句型Is this your pencil? Yes, it is./No, it isnt.或Is that my book? Yes, it is./ No, it isnt. etc.Task Two: Guessing game( Finding the owners)教学目的：巩固目标词汇和Is this your pencil?Yes, it is./No, it isnt. etc.复习Whats this/ that in English? Its a/an How do you spell pen? P-E-N.Step 1: 每位学生将自己准备好的物品放

25、进一个袋子里。Step 2: 教师与一位学生做示范。为接下来的Group work 作铺垫。需要用到的句型打在屏幕上。Step 3: 学生开始做Group work。 Step 4: 展示各小组统计的结果，看哪组同学在规定时间内猜出的物品的主人最多。 Task Three: Competition.教学目的：培养学生在一定语境下综合运用目标语的能力。Step 1: 在小组内部将各自的文具汇集到一处。运用句型：This is my .Step 2: 交换小组成员。来自外组的同学负责寻找相关文具的主人。运用句型：Is this your.? Is this Janes ?Step 3: 完成下表并

26、由Group Leader 进行汇报。stationery Owner sharpener Pencilcase eraser dictionaryHomework:Write down a dialogue using the words and the target languages.Preview the content of the next period.Blackboard writingUnit 2 Is this your pencil?Whats this /that in English? Its a/anHow do you spell.?Is this your/Ti

27、nas backpack? Yes, it is. / No, it isnt. Its his/Marys.授课教师授课班级课 题Unit 2 Is this your pencil? （第二课时）Section ThreeTask Three Draw their own family treeTeaching aims 1. Use the language in the true life.2. Learn to write the language structures.Import and difficult points How to use language in their

28、lifeTeaching methods Listening and speaking; discussing and guessingTeaching apparatuses Tape recorder, pictures, cards, some pictures and photos.Teaching ProcessionDesigns for the class Teachers activities Students activitiesRevision Is this your father?Is that your mother? Yes, it is.No, it isnt.L

29、eading Are they your parents? Yes, they are.Presentation Ask students to present their family tree Add the words in the box to the family tree. Play the tape. Ask students to read the letter in 3a and then help them to write a letter to Emma Pair work Draw a picture of their family and friends Tell

30、your partner about your picture Ask them to show their letters and correct their mistakes. Help Ss finish 3b. Present their family tree in the group, and then in the classUse the language:This is my father. His name isThis is my mother. Her name isFinish Ex 1 . Add the words in the box to the family

31、 tree.Ask students to listen again , and choose which pictures are Dace and Lin Hai talking about?Read the letter. Draw a picture of Emmas family. And then write a letter to EmmaRead their letter to the class.Draw a picture of their family and friends Tell their partner about their pictureTake out t

32、heir family photo. Write an introduction about the people on the back of the photo.Homework Make their photo Album with some simple introduction.授课教师授课班级课 题Unit 3 This is my sister（第一课时）教学流程Teaching aims Target languages This is my sister. That is my brother. This is Harry's brothers Those are A

33、nne's parents Is this Harrys cousin?Are these his brothers? Skills Talk about the family members Introduce the family members to others Emotions & cultures To know the usual way to get to know each other.To develop the students ability to communicate and cooperate with others.Learning strate

34、gies Using what you know, deducing, personalizingKey words Father, mother, parents, grandmother, grandfather, grandparents, aunt, uncle, cousinImportant & Difficult Points To know the differences between this and that, these and those To grasp the way of introducing family members To get the inf

35、ormation from the third personTaskdesignation Task 2 Teacher-students wedding party taking photos Students Activities Sentence patterns Communication goalIntroduce themselves This is Introduce yourself and the other peopleIntroduce the members of another group That is Pairwork: introduce the members

36、 of their own group and some other group members These areThose are Step 2 Family MembersA. Brainstorm. Listen to a clip of the tape. Give me the words and phrases according to the tape. Eg. Who are they? What are they doing?B. Check the answer and listen to the tape again. Complete the simple famil

37、y tree.Step 3 Wedding partyTask 2Activities Words and sentence patterns Communication goalGuessing game: what is happening on Anne Parents, grandparents uncle, aunt, cousin Introduce the family member to the other peopleIntroduce the family tree This is Harrys cousin.These are Harrys parents. Group

38、work:Introduce the family members to other people Competition:Compete with other groups Step 4 Talking about photosActivities Sentence patterns Communication goalDraw the photos Is this Harrys mother?Yes, it is. Get information from the third person.Pairwork: Introduce the photos to the partners. Th

39、is isThat isThese areThose are Groupwork: Ask some questions about the photos Are these Harrys parents?No, they arent.These are Annes parents. Step 5 SummaryList all the sentence patterns so that all the students know the target languages.授课教师授课班级课 题Unit 3 This is my sister（第二课时）教学流程教学反思Section Thre

40、eTask Three Draw their own family treeTeaching aims 1. Use the language in the true life.2. Learn to write the language structures.Import and difficult points How to use language in their lifeTeaching methods Listening and speaking; discussing and guessingTeaching apparatuses Tape recorder, pictures

41、, cards, some pictures and photos.Teaching ProcessionDesigns for the class Teachers activities Students activitiesRevision Is this your father?Is that your mother? Yes, it is.No, it isnt.Leading Are they your parents? Yes, they are.Presentation Ask students to present their family tree Add the words

42、 in the box to the family tree. Play the tape. Ask students to read the letter in 3a and then help them to write a letter to Emma Pair work Draw a picture of their family and friends Tell your partner about your picture Ask them to show their letters and correct their mistakes. Help Ss finish 3b. Pr

43、esent their family tree in the group, and then in the classUse the language:This is my father. His name isThis is my mother. Her name isFinish Ex 1 . Add the words in the box to the family tree.Ask students to listen again , and choose which pictures are Dace and Lin Hai talking about?Read the lette

44、r. Draw a picture of Emmas family. And then write a letter to EmmaRead their letter to the class.Draw a picture of their family and friends Tell their partner about their pictureTake out their family photo. Write an introduction about the people on the back of the photo.Homework Make their photo Alb

45、um with some simple introduction.授课教师授课班级课 题Unit 4 Wheres my backpack Period 1教学目标掌握关于房间和房间中各种物品的名称学会用使用功能句表述事物的具体位置教学流程教学重点 Furniture: table, bed, dresser, bookcase, sofa, drawer, chair, deskProposition: under, on, behind, next to, betweenDaily appliance: alarm clock, CD, video cassette, television

46、1) Where is the baseball? Its in the backpack.2) Where is my computer game? Its under the bed.3) Where are your books? Theyre on the chair.Step 1 游戏A）请同学根据老师的指令变换自己的位置。如老师说，You are next to the front door now.所有的学生将跟着老师的思路开始进入本单元的主题。B）让学生回忆在刚才的游戏中，我们到底使用了哪些关于方位的介词，并再一次明确这些方位介词的具体意思和用法。A.要求学生根据事物的真实位置

47、使用一些方位介词表示出事物的准确位置。B.给学生一些例句，引导他们总结出方位介词通常情况下在句中的位置。Step 2 描述我们的教室 A） 同学们通过观察，告诉大家教室里分别有哪些事物，如黑板、电视、书、文具、图片等。 B） 分别说出他们在教室中的具体位置。将两人分为一组，或将四人归为一组，相互寻味对方物品的摆放位置。可以给学生规定出一些事物，就教室中事物的位置进行对话，也可进行讨论。以便学生能够熟练掌握基础的方位表述方式。 C） 课堂练习，连词成句。 TV under dresserAir conditioner behind TableBooks Next to SofaVideo cas

48、sette on chairStep 3 听录音磁带，并在图中标出他们正确的位置做P20 2A，2BStep 4 向你的同学介绍宿舍的情况。近来我们学校将要接待一批来自盲人学校的同学来我校学习。为了方便他们的生活和学习，我们将要安排一些同学向他们介绍学校的具体情况，特别是宿舍中一些常用物品的摆放位置以方便他们使用。课前准备：了解学生公寓中生活用品的位置摆放。课堂活动：学生就日常用品的摆放位置进行一一回忆，找到准确位置。句型：Where is the TV? Its on the dresser.Is the TV on the dresser? Yes, it is.同学们根据自己的生活经验，

49、可将部分生活用品的位置摆放进行一些调整，这样可以让盲人同学使用起来更简便。Step 5 本课小结A）单词分类整理Furniture: table, bed, dresser, bookcase, sofa, drawer, chair, deskProposition: under, on, behind, next to, betweenDaily appliance: alarm clock, CD, video cassette, televisionB） 罗列句型 1)Where is the baseball? Its in the backpack.2)Where is my co

50、mputer game?Its under the bed.3)Where are your books?Theyre on the chair.授课教师授课班级课 题Unit 4 Wheres my backpack Period 2教学目标能够通过提问得知事物的具体位置能够向第三人描述事物的具体位置树立学生的审美观教学流程教学重点 熟练掌握目标语言和表达方式能对某一特定事物提出自己的看法，并能运用所学知识表述自己的思想，如：There is a bed in my bed room and there is a ball under my bed.Step 1 找差别 变动教室的一些东西，

51、然后让学生自己找出他们的不同。同学以小组为单位，同学们仔细观察，然后将自己组发现的不同迅速写在黑板上，其他组不能写与黑板上内容相同的不同点。看哪一组的同学发现的最多。然后写的最少的一组，根据自己的记忆将事物还原。学习句型：There was a map on the front wall but now there is a map on the back wall. Step 2 打扫房间目的：通过自己的描述能够使得第三人清楚地明白事物的具体位置，并能依据你的要求完成特定的工作任务。学生通过这一任务的完成不仅能够掌握位置的书面表述方式而且能够真正达到用英语交流和解决问题的目的。场景设计：学校

52、的外教的工作非常忙。今天他们请了钟点工为家中做清理工作，但是学校突然打电话通知他们去开会。因此，她/他请你帮助指导钟点工的工作。任务一场景设计：你很乐意帮助外教的忙。但是当小时工问到一些东西的位置摆放时你却并不清楚。颗前准备工作：要求学生在课前每组同学具体了解本校的四位外教中任意一位外教家的房间的一些布置情况，并做相应的记录。课堂活动：a. 以小组为单位，通过问答的方式得到自己不知道的内容。这样本组的同学就能够轻松得到关于整个房间的设计内容。b. 最终通过全组人的合作得到了关于房间布置的准确情况，并将其逐一罗列出来。要求比较准确和详实。c. 全组同学经过讨论后画出外教房间的草图，并在课下将着一

53、草图较给外教核实，如有不准确的地方请他们一一改正过来。任务二课前准备工作：将在上个任务中设计的草图经过修改并画出比较清晰的示意图场景设计：如果由你来做主收拾房间，你有方法让房间比外教原有的布置更合理而且符合生活习惯吗？课堂活动：a. 使用实物投影仪，将各组经过修改后的草图展示给其他组员，并用简单的文字内容对本组的草图进行设计。b. 组员之间相互讨论，如果考虑到实用性和美观性，能不能提供一个更好的设计方案对房间的布置进行大胆地改革？如果现在外教希望你能给他们的房间设计提一些建议，你们有什么好的建议。进行本组间的讨论，组员可将自己的想法告诉本组的组长，然后有组长总结出本组同学的意见。c. 用文字体

54、现出本组的设计方案，如有时间还可以画出设计草图。授课教师授课班级课 题Unit 4 Wheres my backpack Period 3教学流程教学反思Step 1 整理房间a. 作调查，询问班上有多少同学每天自己整理房间，他们的房间是否漂亮。如果从不整理自己的房间，那么谁来帮他整理；对于自己整理房间的同学给予表扬，同时找同学谈谈自己整理房间的一般方法。name Do you often clean your room? How often do you clean your room? b. PAIRWORK:向学生展示一幅描述房间凌乱无章的图片，学生可以根据这张图片谈谈如果是你将如何整理房间。things placesc. REPORT:让学生自己描述一下他是如何收拾这个房间的。 Step 2 我的理想房间1. 通过幻灯片向同学展示几种不同的设计风格，为了充分挖掘学生的英语潜力，我们希望学生用简短的句子、短语甚至单词谈谈他们的感受，喜欢的原因。Eg: I like the second picture because it is very bright and tidy.2. 在看过很多漂亮的房间设计方案后，学生自己也会产生一定的想法。引导学生