人版英语七年级(上册)教(学)案课堂教学适用

1、授课教师课题教学目标重难点.授课班级Unit 1My names Gina （ 第一课时）1学会询问新同学的，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。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

2、, thank you! / Very well / So-so /All right.Whats your name?My name is/ I mWhats 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?Studentsmake a self-introductionand pass thesentences one by one.At first, teacher make

3、s a self-introduction.2.Two students act out how to greet people.Act out the greeting forms they are familiar with or theyfind 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 results w

4、ith his orhers.Move around to make friends with the ones they are interested in.Make the students move aroundto make friends with others.4. Design and make theirname cards .Design and make theirname cards ingroups.Ask them to designtheir name cards and see which group is the best.教学过程设计任务一：结识新朋友。1老师

5、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 nameis 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?”第二个学生回答，

6、 “ My nameis ”然后再接着问第三个人, “ What s your name? ” 第三个人答，“ My name isHis/ her name is ”再接着问第四个人 What s 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。

7、该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：制作卡。制作卡，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。.授课教师课题教学目标授课班级Unit 1My names Gina （第二课时）1介绍更多的英文，并且区分出姓和名；2学习英语中（name/ full name）、姓（ family name/la

9、st name）和名（ given name/first name）的用法；3通过用英语说出自己的的任务，学习数字0 9；4制作身份证，以综合运用所学的和数字。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，培养学生的英语意识。3重点句型： Whats your English name?My English name isWhats your last name/ family name?My last / family name is重难点Whats your telephone number?My telephone number is主题词last na

10、mefamily namesecond namesurnameTanakaBarnesGreenMitchell Jones Lim Smith Brown Cooper Lockefirst namegiven nameTonyBillPaul Mark Amy Gina Kenji Lisa Chi-yong Mary Kate Katherine Elizabeth Kim MikeNick Tom Johntelephone number教学流程教学反思Tasks Students activities Teachers activities1.Game: throw theballw

11、hileaskingand answering thequestion.Ingroups,one studentthrowsthe ball and asks:“What s yourEnglishname?” ,theother one answersit,thenthrowthe ball again.Do this game first as an example.2.Guess,“Who ishe/she?”Play students tape and ask theother studentstoguesswho the speaker is.Introduce two words:

12、 family name and first name.3.Create the Class Telephone BookInterview other students what are their telephonenumbers.Direct.4.Check the telephone number from 114.One student is the operator, others can checkthe telephonenumber by asking :“What s s telephonenumber?”Ask thestudentsto do it ，and tell

13、them the rules.5.Make ID Card.They can addsome information as a real ID Card.Then, make their ownID 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，教师拿出一个小皮球，任意抛向一名学生，同时问：“What s 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 ,

14、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： “What s your English name？”。最后将学生分为几组在组做。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

15、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 ishe/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：What s he/she? Is he/shein our class?Howold

16、 is he/she?等。三、建立班级簿。学生互相询问，用“ What s 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，形成班级簿。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簿去查询，它要求每一位学生都要投入角色，尤其是作为话务员，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并且询问：“ What s s telephone number?”，同时话务员回答：“ H

17、is/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0 9 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 telephonenumber？和 His/Her telephonenumber 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“ s telephone number”对于本单元在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

18、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。.授课教师课 题教学目标.授课班级Unit 2Is this your pencil?（第一课时）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,comp

19、uter,notebookDemonstratives this,that;Whatquestions;Yes/No questions and short answersHow do you spell pencil?教学流程主题词表pencil,pen, book, eraser,pencil-case,backpack,ruler,key, ID card,baseball,watch, game, ring,computer,notebookExtensive words:textbook;exercise-book;ball-pen;compass;sharpener;rubber;

20、glue;color-pen;sticker;highlight;ball-point; scissors; chalk; file; blackboard; ink; set- square; paper; pamphlet; peg.重点句型（1）Is this your pencil? Yes, it is./No, it isn t.（2）Is that my book? Yes, it is./ No, it isn t.（3）Is this/that her/his eraser? Yes, it is./ No, it isn t.（4） What s this/ that in

21、 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：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

22、? Yes, it is./No, it isn t.2.Is that my book?Yes, it is./ No, it isn t.3.Is this/that her/his eraser? Yes, it is./ No, it isn t.4.What s this/ that in English? Its a/an5.How do you spell pen? P-E-N.Step 1:出示实物或图片， 问学生 Whats this/that inEnglish?导入 Task One中新词。（pencil,pen, book, eraser,pencil-case, ba

23、ckpack, 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:从学生中收取一部分文具，引入句型Is this your pencil? Yes, it is./No, it isn t.或 Is that my book? Yes, it is./ No, it isn t. etc.Task Two: Guessing game( Finding the owners)教学目的：巩固目标词汇和Is this y

24、our pencil?Yes, it is./No, it isn t. etc.复习 What s this/ that in English? Its a/anHow do you spell pen? P-E-N.Step 1:每位学生将自己准备好的物品放进一个袋子里。Step 2:教师与一位学生做示。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

25、。Step 1:在小组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:完成下表并由 Group Leader进行汇报。stationeryOwnersharpener Pencilcase eraser dictionaryHomework:Write down a dialogue using the words and the target languages.Preview the content of the next pe

26、riod.Blackboard writingUnit 2 Is this your pencil?Whats this /that in English?It s a/anHow do you spell.?.Is this your/Tina s backpack?Yes, it is. / No, it isnt. It s his/Mary s.授课教师授课班级课题Unit 2Is this your pencil?（第二课时）Section ThreeTask Three Draw their own family treeTeaching aims 1.Use the langua

27、ge 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, cards, some pictures and photos.Teaching ProcessionDesigns for the

28、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.PresentationAsk students to present their family treeAdd the words in the box to the family tree.Play the tape.Ask students to read the l

29、etter in 3a and then help them to write a letter to EmmaPair work Draw a picture of their family and friends Tell your partner aboutyour pictureAsk them to show their letters and correct their mistakes.HelpSs finish3b.Presenttheirfamilytreeinthe group,and then in theclassUse the language:This is my

30、father. His name isThis is my mother. Her name isFinish Ex 1 . Add the words in the box to the family tree.Ask studentsto listenagain , and choose which picturesare Dace and Lin Hai talkingabout?Read the letter. Draw a picture of Emmas family. And then write a letter to EmmaRead their letter to the

31、class.Draw a picture of their family and friends Tell their partner about their picture.Take out theirfamilyphoto.Writeanintroductionabout the people on the backof the photo.Homework Make their photo Album with some simple introduction.授课教师授课班级课题Unit 3This is my sister（第一课时）.教学流程Teaching aims Target

32、languages This is my sister.That is my brother.This is Harrys brothersThose are Annes parentsIs this Harrys cousin?Are these his brothers?Skills Talk about the family membersIntroduce the family members to othersEmotions & cultures To know the usual way to get to know each other.To develop the stude

33、nts ability to communicate and cooperate with others.Learning strategies Using what you know, deducing, personalizingKey words Father, mother, parents, grandmother, grandfather, grandparents, aunt, uncle, cousin Important & Difficult Points To know the differences between this and that, these and th

34、oseTo grasp the way of introducing family membersTo get the information from the third personTaskdesignationTask 2Teacher-studentswedding partytaking photosStudents Activities Sentence patterns Communication goalIntroduce themselves This isIntroduce yourself and the other peopleIntroduce the members

35、 of another group That isPairwork: introduce the members of their own group andsome other group members These areThose areStep 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 a

36、nd listen to the tape again. Complete the simple family 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

37、This is Harrys cousin.These are Harrys parents.Group work:Introduce the family members to other peopleCompetition:Compete with other groupsStep 4 Talking about photosActivities Sentence patterns Communication goalDraw the photos Is this Harrys mother?Yes, it is. Get information from the third person

38、.Pairwork: Introduce the photos to the partners. This isThat isThese areThose areGroupwork: Ask some questions about the photos Are these Harrysparents?No, they aren t.These are Anne s 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U

39、nit 3This is my sister（第二课时）教学流程教学反思.Section ThreeTask Three Draw their own family treeTeaching aims1. 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 gues

40、singTeaching 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.Leading Are they your parents? Yes, they are.PresentationAsk stud

41、ents to present their family treeAdd the words in the box to the family tree.your pictureAsk them to show their letters and correct their mistakes.Help Ss finish 3b.Present their family tree in the group, and then in theclassUse the language:This is my father. His name isThis is my mother. Her name

42、isFinish Ex 1 . Add the words in the box to the family tree.Ask studentsto listenagain ,and choose whichpictures areDace and LinHai talkingabout?Read the letter. Draw a picture of Emma s family. And then write a letter to EmmaRead their letter to the class.Draw a picture of their family and friends

43、Tell their partner about their pictureTake out their family photo. Write anintroduction about the people on the backof the photo.Homework Make their photo Album with some simple introduction.授课教师授课班级课题Unit 4Wheres my backpackPeriod 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, be

44、d, dresser, bookcase, sofa, drawer, chair, deskProposition: under, on, behind, next to, betweenDaily appliance: alarm clock, CD, video cassette, television1) Where is the baseball? It s in the backpack.2) Where is my computer game? It s under the bed.3) Where are your books?Theyre on the chair.Step

45、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

46、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。TVunderdresserAir conditionerbehindTableBooksNext toSofaVideo cassetteonchairStep 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

47、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? It s on the dresser.Is the TV on the dresser? Yes, it is.同学们根据自己的生活经验，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, be

48、hind, 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 computer game?It s under the bed.3)Where are your books?Theyre on the chair.授课教师授课班级课题Unit 4Wheres my backpackPeriod 2能够通过提问得知事物的具体位置教学目标能够向第三人描述事物的具体位置树

49、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 isa bed in my bed room and thereis a ball under my bed.Step 1找差别变动教室的一些东西，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