新版2025年秋新人教版英语七年级上册整册同步教案

本单元教材以“打招呼”为中心话题，围绕着“怎样和人打招呼?”及“如何开始一段对话?”进行学习和运用相关知识。字母的读音和书写。要掌握的重点句型有：Hello!Hi!Goodmorming!What's课时分解anEnglishbook,atapereTeachingSteps【教学步骤】1.Workingroupsoffour.Eachimselforherself3.Readoutthethreepiecesofinformation★Step2Pre-task【准备任务】Possibleanswers:greetingwordsandp★Step3While-task【过程任务】Hello!Goodmorning/afternoon!—Good./Fine./..—Hi!What'sup?How'sitgoing?—Good!Nottoobad./...★Step4Post-task【后续任务】2.LettheSsdotheactivi★Step5Pre-task【准备任务】(2)Wherecanweseekeybo★Step6While-task【过程任务】3.Explainthemeaningoftheseabbreviationsmentionedabove.ThentelltheSsabbreviationstomakecommunicGPS全球定位系统WIFI无线网络USB通用串行总线ATM自动取款机VIP贵宾CEO首席执行官DIY自己动手AD广告★Step7Post-task【后续任务】AsktheSstousethestudents'self-assessmentformtocheck★Step9Homework【家庭作业】teachingkeypointofthislessonistogreetothersappropriatelyinvariostudentstousethetargetlanguagepointsTeachingObjects【教学目标】★Step2Pre-task【准备任务】2.AsktheSstoreadtheconversationsandfindouthow(2)Hello,WangYaming!Howapartner.★Step4Post-task【后续任务】★Step5Languagepoints【语言要点】(2)call作动词，此处意为“称呼”。(1)fine作形容词，意为“健康的；美好的”。常用来指身体状况和天气状况好。4.Let'sgotoclass.(让)我们去上课吧，(1)let's是letus的缩写形式，后接动词原形，表示“我们(一起)做某事吧!”AsktheSstousethestudents'self-assessmentformtochec★Step7Homework【家庭作业】Teachingreflection【教学反思】SectionA(la-2e)-Pronu本单元教材以“保持干净整洁”为中心话题，围绕着“你有哪些东西?”和“你把东西放在什么地方?”进行学习和运用相关知识。SectionA主要复习表示物品颜色的单词以及从听力中获取关于物品的颜色信息。要掌握SectionB的重点是要求学生读懂两段小对话，完成所安排的读写任务，教师在教学中应合理课时分解2.Pronouncealel/,e/i:/,i/al/,o/au/andu/ju:/correctly,andrememberthelettersanTeachingAids【教学工具】★Step2Pre-task【准备任务】(1)Wherearethey?(AsktheSstoworkinpairs,andthentalkaboutwhattheyhaveinth—Ihave...A:Whatcolouristhecap?BIt's...(2)A:Whatarethese?B:They're.★Step4Post-task【后续任务】★Step5Pre-task【准备任务】★Step6While-task【过程任务】★Step7Post-task【后续任务】AsktheSstousethestudents'self-assessmentformtocheck★Step9Homework【家庭作业】Inthisperiod,webegintolearnthepronunciationofvoTeachingSteps【教学步骤】★Step2Pre-task【准备任务】★Step3While-task【过程任务】★Step4Post-task【后续任务】1.pairn.双；对；副常见用法apairof+复数名词，意为“一双/对/副……"”,作主语时，谓语动词用第三人称单数形式。not作副词，常位于系动词be、助动词或情态动词后，构成否定结构，不可单独使用。dosth.迫不及待做某事。AsktheSstousethestudents'self-assessmentformtochec★Step7Homework【家庭作业】encouragetheSstosharetheiranswers.Atthesametime,hel【LanguageAbilities】Enrichstudents'knovledgeabSectionA(la-2d)-Pronunc本单元教材以“欢迎”为中心话题，围绕着“庭院里有趣的事物”和“农场里有趣的事物”进行学习和运用相关知识。SectionA主要复习表示数字的单词以及从听力中获取关于动植物的信息。要掌握的重点句型有：—What'sthis/that?—It's..—Whataret课时分解TeachingAids【教学工具】★Step3While-task【过程任务】3.Explainthemethodofpronunciationof/e/,/e★Step6While-task【过程任务】★Step7Post-task【后续任务】(1)Whereistheboy?(2)WhatistheboydAsktheSstousethestudents'self-assessmentformtocheck★Step9Homework【家庭作业】Thetopicofthelessonistointroducetheplabouttheplantsandanimalsbyusingthetargetsethose?—They're..."and“—Howmany..canyousee?—ITeachingAids【教学工具】TeachingSteps【教学步骤】★Step2Pre-task【准备任务】★Step3While-task【过程任务】★Step4Post-task【后续任务】种类的”,修饰可数名词复数或不可数名词。allkindsof“各种各样的”,修饰可数名词复数【拓展】kind还可作形容词，意为"体贴的；亲切的”。常用短语：be人友好”◆home指家庭成员在一起生活的地方，强调归属感。◆house主要指建筑物住宅，可以包含若干个房间。AsktheSstousethestudents'self-assessmentformtocheck★Step7Homework【家庭作业】name?Hi!I'm..Nicetomeetyou./—Goodmorning!I'm…Areyou.—G课时分解3.Pronounce/i://LJe/and/z/correctly,andrememberthelettersandlettercombinationsthat★Step2Pre-task【准备任务】★Step3While-task【过程任务】★Step4Post-task【后续任务】★Step5Pre-task【准备任务】★Step6While-task【过程任务】★Step7Post-task【后续任务】AsktheSstousethestudents'self-assessmentformtocheckBoardDesign【板书设计】—Hi!I'm..Nicetomeetyou.(2)—Goodmorning!I'm.Areyou.—Goodmorning!Yes,Iam./No,I'm.Scene1:ImagineyoumeetyoScene2:Now,imagineanewstudentPeteriswithy1.LettheSsreadtheconversausestomakeintroducti(1)MrSmith,thisismynewfriend/cla★Step3While-task【过程任务】3.HelptheSsreviewtheusageofthenglishabbreviationsoftheverb(be).★Step4Post-task【后续任务】★Step5Languagepoints【语言要点】1.Peter,thisisourEnglishteacher,MrSmith.彼得，这是我们的英语老师，史密斯先生。◆指示代词可以用于介绍他人。英语中，介绍一个人时，常用This/Thatis.介绍多个人时，◆作疑问代词，意为“哪一个；哪一些”,表示从已知或有限范围内的人或事物中选择。mistake作名词，意为“错误；失误”。常用短语：makeamistake/makemistakes犯错误。AsktheSstousethestudents'self-assessmentformtocheck★Step7Homework【家庭作业】BoardDesign【板书设计】Firstofall,interactinationofteachingandpractisingfullymobf第三课时GrammarFocus(3a—3d)TeachingAids【教学工具】TeachingSteps【教学步骤】—He'sfromtheUS.它与系动词be的搭配如下表：数人称系动词beI复数2.人称代词主格和系动词be搭配记忆口诀我(1)用am,你(you)用are,单数用is,复数全用are。变疑问，往前提be,AsktheSstousethestudents'self-assessmentformtocheck★Step7Homework【家庭作业】★Step2Pre-task【准备任务】1.AsktheSstolookatthetwiththewordsinthebox.★Step3While-task【过程任务】1.AsktheSstoreadthetwostudents'posts,th4.TheTcanconclude★Step4Post-task【后续任务】-Myfavouritefoodi◆意为“玩”,常见用法：play+球类名词：play+棋牌/游戏类名词：playwithsb./sth.与某人一起玩/玩某物。3,wantv.想要人(不)做某事。◆“Wouldyouliketo.”表示“你想要/愿意……吗?”,用来提出请求。to.Tdloveto,but..AsktheSstousethestudents'self-assessmentformtoche★Step7Homework【家庭作业】BoardDesign【板书设计】1.Vocabulary:guitar,tennis,post,(4)Ilove...Teachingreflection【教学反思】课时分解第一课时SectionA(la—1d)—Pronunciation(1-3)TeachingObjects【教学目标】TeachingAids【教学工具】TeachingSteps【教学步骤】★Step2Pre-task【准备任务】★Step3While-task【过程任务】1.Playtherecordingfo★Step4Post-task【后续任务】★Step5Pre-task【准备任务】★Step6While-task【过程任务】★Step7Post-task【后续任务】AsktheSstousethestudents'self-assessmentformtocheck★Step9Homework【家庭作业】1.Vocabulary:mean,husband,aunt,uncle,chil—He's/She's/They're...Teachingreflection【教学反思】Inthisperiod,therearmoretargetlanguagematerialsforstudentstopractisethepronunciationof/3:/,/a/,/N/and/a:/.TeachingObjects【教学目标】2.Identifyownershipusi★Step2Pre-task【准备任务】★Step3While-task【过程任务】2.AsktheSstorole-p★Step4Post-task【后续任务】2.ShowasampletotheSs,andthenaskthe常与介词to搭配使用，后跟地点名词，表示“来到某地”;若后跟地点副词，则需省略2.well的用法◆作副词，意为“好”,用来修饰动词(短语),位于动词(短语)之后，◆作感叹词，意为“哎呀；好吧”,表示惊奇或勉强同意。◆sb.+spend(s)time/money+onsth.某人◆sb.+spend(s)time+withsb.某人花时间与某人在一起。AsktheSstousethestudents'self-assessmentformtocheck★Step7Homework【家庭作业】BoardDesign【板书设计】1.Vocabulary:bat,togethet★Step1Leadingin【复习导入】★Step2Pre-task【准备任务】主谓一致是指谓语动词与主语在人称和数上保持一致，即主语的单复数决定谓语动词的单复数。一般来说，语法形式或意义上是单数的主语，谓语动词用单数形式；语法形式或意义上是复数的主语，谓语动词用复数形式。(视作一个整体)【注意】I和you(你)虽然是第一人称和第二人称单数代词，但当它们作主语时，谓语动词通常使用复数形式，不使用单数形式。Theyoung/old(表示一类人)2.谓语动词的单复数谓语动词的复数形式一般用动词原形来表示，系动词be的复数形式在一般现在时和现在进行时中为are,过去时中为were。3.谓语动词单数形式的书写规则①通常在动词词尾加-s②以ch,sh,s,x或o结尾的词加-es③动词辅音+y结尾，变y为i加-es④助动词have的第三人称单数形式是has⑤⑥当主语为I时，be动词为am,过去时为was★Step4While-task【过程任务】★Step5Post-task【后续任务】AsktheSstousethestudents'self-assessmentformtocheck★Step7Homework【家庭作业】learnedenoughlanguage.StudeTeachingObjects【教学目标】★Step3While-task【过程任务】B:Andthisishermo★Step4Post-task【后续任务】Here's..He's/She's..-His/Herfavourite...He/Shelooks..1.lef/right的用法"Ithink...”意为“我认为……”,用来表达自己的主观想法或看法，否定形式为“Idon'tthink...”,意为"我认为……不……"。◆作动词，意为“帮助；协助”。helpsb.withsth.=helpsb.(to)dosth.,意为“帮助某人◆作不可数名词，意为“帮助；协助”。常见词组：AsktheSstousethestudents'self-assessmentformtocheckIcanintroducefamilymenbers★Step7Homework【家庭作业】BoardDesign【板书设计】(2)Here's..(3)He's/She's...(4)His/Herfavourite...i(7)He/Sheplays..everyweck.Teachingreflection【教学weshouldteachthemhowtofindthekeywordsin本单元教材以“我的学校”为中心话题，围绕着“你的学校是什么样的?”以及“你在学校做过哪些有趣的事情?”进行学习和运用相关知识。SectionA主要学习用therebe句型以及方位介词介绍学校。掌握介词(短语)infront课时分解3.Pronounce/://D/,/u:/and/u/correctly,andrememberthelettersandletterco2.Letsomestudentssharethei★Step3While-task【过程任务】★Step4Post-task【后续任务】—Isthere.inthissc—It's..★Step5Pre-task【准备任务】2.Explainthekeypointsofpronunciationabout/0://D/,/u:/and/u/,showthepronunciationAsktheSstousethestudents'self-assessmentformtocheckIcanpronounce/s:/./D/,/u:/a★Step9Homework【家庭作业】2.Targetwords:infrontof,behind,nexttoTeachingreflection【教学反思】Inthelearningproces★Step2Pre-task【准备任务】★Step3While-task【过程任务】★Step4Post-task【后续任务】★Step5Languagepoints【语言要点】作形容词，意为“特别的：特殊的”,如：aspecialgift一份特别的【拓展】special还可作可数名词，意为“特色菜”。◆意为“张贴：挂起”,putupnotices张贴通知。◆意为“建造；搭建”,putupatent搭建帐篷。◆意为“抬高；举起”,putuphands举手。◆作可数名词，意为“通知；通告；警示牌”。AsktheSstousethestudents'self-assessmentformtocheckBoardDesign【板书设计】TeachingAids【教学工具】TeachingSteps【教学步骤】★Step1Leadingin【复习导入】★Step2Pre-task【准备任务】(2)therebe各种句型的转换①一般疑问句therebe句型的一般疑问句形式是把系动词be置于句首。therebe句型的否定形式是在系动词be的后面加not或者no。(6between...and...在……和……中间★Step4While-task【过程任务】photo.★Step5Post-task【后续任务】AsktheSstousethestudents'self-assessmentformtocheck★Step7Homework【家庭作业】Teachingrelection【教学反思】maketheirownconversati★Step3While-task【过程任务】★Step4Post-task【后续任务】★Step5Languagepoints【语言要点】◆作动词，意为“回答；答复”,2.exercise的用法语时，谓语动词的数由名词(或代词)的数决定。AsktheSstousethestudents'self-assessmentformtoche★Step7Homework【家庭作业】Teachingrelection【教学反思】lessonisabitdifficultandthestudentsneedtomasterSectionA主要学习不同的科目以及谈论最喜欢某学科的原因；学生应掌握连词课时分解TeachingObjects【教学目标】4.Pronounce/el/,/al/,IV,aTeachingAids【教学工具】★StepILeadingin【情景导入】2.Letsomestudentssharethe★Step2Pre-task【准备任务】★Step3While-task【过程任务】2.Letsomestudentssharetheiranswers,and★Step4Post-task【后续任务】(2)—Whydoyoulike.—Becauseit's...★Step5Pre-task【准备任务】AsktheSstousethestudents'self-assessmentformtocheck(2)—Whydoyoulike.—BTeachingreflection【教学反思】rTeachingSteps【教学步骤】★Step1Leadingin【情景导入】★Step2Pre-task【准备任务】★Step3While-task【过程任务】Page46,2f...sfavouritesubjectis...He/Shelikes1."Itis+adj.+(f◆作名词，意为“过去；过去的事情”。如：inthepast在过去。◆作副词，意为“经过”。如：Iwalkpastabeautifulgarden.我经过一个漂★Step6Summary【课堂小结】AsktheSstousethestudents'self-assessmentformtocheck—Ialsolike..understanditbygraspingthekeywordsandsentences.Afterfinishingth2.AsktheSstocompletethestatement★Step2Pre-task【准备任务】Hurryup,andyoullcatchtIt'sanexpensivebutveryusefulIhadnochoicebuttoacceptBecauseitwaswet,hetook★Step4While-task【过程任务】★Step5Post-task【后续任务】★Step6Summary【课堂小结】AsktheSstousethestudents'self-assessmentformtocheck★Step7Homework【家庭作业】BoardDesign【板书设计】learnedenoughlanguage.StudeTeachingObjects【教学目标】TeachingAids【教学工具】★Step2Pre-task【准备任务】★Step3While-task【过程任务】1.Showthemessageboard★Step4Post-task【后续任务】忙于(做)某事。◆作动词，意为“学习；研究；调查”,侧重于学习的过程或表示比较高深的研究。3.“疑问词+动词不定式”结构“疑问词+动词不定式”结构是一种名词性结构，疑问词包括who,what,which,how,when和where等。这种结构可在句子中作主语、宾语和表语等。作名词，意为“生活；生命”,其复数形式为lives。常见短语：livea..life过着……的AsktheSstousethestudents'self-assessmentformtocheck★Step7Homework【家庭作业】AM,PM,French,excellent,instrument,singer,future,term,problem,magic,lifeofreadingquicklyandefficiently.UsuallywedosomeworktoSectionA主要介绍不同种类的社团和用情态动词can谈论人们的能力；应掌握情态动词can的用法：SectionB主要是了解不同的学校社团能做什么,并为不同的学生挑选合适的社课时分解3.Pronounce/p//b//t/,/d/,/k,/g//f/and/v/correctly,andre★Step2Pre-task【准备任务】★Step3While-task【过程任务】★Step4Post-task【后续任务】LettheSsrole-playaconvers—Hello!Iwanttojoin...—Great!★Step5Pre-task【准备任务】2.LeadtheSstopronouncethepronunciationof/p★Step6While-task【过程任务】1.Explaintheessentialsofthepronunciationof/p/,b/Page53,2★Step7Post-task【后续任务】AsktheSstousethestudents'self-assessmentformtocheck★Step9Homework【家庭作业】PeriodISectionA(la-ld)Pronunciation(1-2)—Hello!Iwanttojoin.—Great!Canyou.ability.Atthesametime,wemustaskthestudentstopractisetheTeachingObjects【教学目标】TeachingAids【教学工具】TeachingSteps【教学步骤】★Step4Post-task【后续任务】◆句型“Hereis/are...”是一个倒装句，系动词be的单复数形式要根据后面的主语而定，如果是并列主语，应遵循“就近原则”。◆news为不可数名词，意为“消息；新闻”。常见搭配；apieceofnews一则新闻。AsktheSstousethestudents'self-assessmentformtoche★Step7Homework【家庭作业】BoardDesign【板书设计】—Iwanttojoin..2.BeabletotalkaboutabilitiesuTeachingSteps【教学步骤】★Step2Pre-task【准备任务】(1)can后的动词形式有什么特点?(2)can随人称变化而变化吗?(4)can在一般疑问句中需要借助助动词吗?1.情态动词can的基本句型◆否定句：主语+can't/cannot+动词原形+其他。◆一般疑问句：Can+主语+动词原形+其他?用于口语时，常表示请求或许可。其肯定答语为"Yes,主语+can.";否定答语为“No,主语+2.情态动词can的用法口诀★Step4While-task【过程任务】★Step5Post-task【后续任务】AsktheSstousethestudents'self-assessmentformtocheck★Step7Homework【家庭作业】BoardDesign【板书设计】Leaminggrammarisanimportanttaskinthisperiod.Wealwayslealearnedenoughlanguage.Studentscanpractisegrammarbyusingwhattheyhavelearned.Iimportantforthemtomastertheusageofmodalverbcan.WecangivethemTeachingAids【教学工具】★Step2Pre-task【准备任务】★Step3While-task【过程任★Step4Post-task【后续任务】2.辨析interested与interesting◆interesting意为“有趣的”,一般形容事物的特征。◆morethan接数词，表示“超过：多于”,同义词为over。AsktheSstousethestudents'self-assessmentformtocheck★Step7Homework【家庭作业】Teachingreflection【教学反思】Inthisperiod,besidest本单元教材以“生活中的一天”为中心话题，围绕着3.Pronounce/s/,/z.ʃ1/3/J/,/d3//o/and/8/correctly,andrememberthelettersandTeachingAids【教学工具】TeachingSteps【教学步骤】★Step2Pre-task【准备任务】★Step3While-task【过程任务】★Step4Post-task【后续任务】—Iusuallyhavebreakfastat..★Step5Pre-task【准备任务】★Step6While-task【过程任务】★Step7Post-task【后续任务】Ifpossible,theTcanprovidemorematerialswiththetargetlanguagepointsforstudentstoAsktheSstousethestudents'self-assessmentformtocheck★Step9Homework【家庭作业】Teachingreflection【教学反思】Inthisperiod,weshouldpreparelotsofexercisestohelpthestudentstomasterthTeachingAids【教学工具】★Step2Pre-task【准备任务】★Step3While-task【过程任务】AsktheSstolistentotheconvers★Step4Post-task【后续任务】★Step5Languagepoints【语言要点】◆还可表示“请求”,常用搭配：asksb.forsth.请求某人给予某AsktheSstousethestudents'self-assessmentformtoche—Igetupat..TeachingObjects【教学目标】TeachingAids【教学工具】TeachingSteps【教学步骤】Whendoyouusuallygot★Step2Pre-task【准备任务】么?)。◆“Whatare+名词复数?”询问多个事物的名称或性质，例如“Whatarethese?”(这些是什么?)。youdoing?”(你在做什么?)。◆"Whatdo(does)+主语+动词原形?”询问某人的行为或习惯，例如"Whatdoessheusuallyeatforbreakfast?”(她通常早餐吃什么?)。用法：侧重于询问具体、精确的时间，例如“Whattimeisitnow?”(现在几点了?)。答语通常使用钟点、分钟等时间单位。★Step4While-task【过程任务】AsktheSstocompletethequesti★Step5Post-task【后续任务】AsktheSstousethestudents'self-assessmentformtocheck★Step7Homework【家庭作业】BoardDesign【板书设计】Page65,2aTeachingreflection【教学反思】importantforthemtofigureoTeachingObjects【教学目标】TeachingAids【教学工具】★Step1Leadingin【情景导入】1.Showasmanydiffer★Step2Pre-task【准备任务】★Step3While-task【过程任务】★Step4Post-task【后续任务】1.AsktheSstocompletethetimetablea◆作动词，意为“(使)破碎：损坏”。2.finish的用法finish(doing)sth.完成(做)某事。3.prepare的用法4.It'stime...该……的时候了AsktheSstousethestudents'self-assessmentformtocheck★Step7Homework【家庭作业】Teachingreflection【教学反思】ofreadingquicklyandefficientbeforereading.Whilereading,studentsshouldfigureoutTimo'sactivitie4.Explorehowandwhypeoplecelebratebi2.Explorethemeaningofcele课时分解3.Pro