人教版七年级上册英语教案

1、lesson 33教案teaching aims: remember: family grandfather grandma son daughter parent(s) wife husband.understand: family tree, come and meet, the family.master:  possessives. jims father my mothers namedifficult points:名词所有格s及have第三人称单数用法has。teaching methods:利用课前准备好的全家放大照片让学生看，导出句型whats this？its a

2、 picture of my family. can i see it? ok然后让学生拿出自己准备好的全家照片进行操练。利用准备好的jims family tree图表投影片，边指图表边示范介绍表示家庭成员关系的生词：family brother sister father mother son daughter mum dad grandfather grandmother wife husband. 并在此过程中介绍名词所有格、，然后引导学生进行操练。teaching procedures:1.topic: (1) whos on duty today? (2) how are you?

3、(3) whats your name?(4) how many people are there in your family?(5) who are they?teacher talks freely with some students.2.test. 出示 cai 课件 1 .answer the following questions.jim, kate and their father and mother is this jim?  whos this?  whos that?  who are they? father and mother?tea

4、cher points to there pictures and ask students.3. presentationshowing the picture: jims family treepoint to the picture and say this is a family.ask: whose family?  help ss understand “jims family tree”.teacher points to each person in the picture in turn and asks:who is this? (this is jim gree

5、n ) who is she? (she is kate green. shes jims sister.)who is that man? (he is jeff green. he is jims father.)who is that woman? (she is helen green. she is jims mother.) who are jeff and helen? (they are jims parents.) who are jean and helen? (they are jims grandma and grandpa.) who is jim? (son)who

6、 is kate? ( daughter ) teacher may help ss answer. 在学生回答的同时，教师教图片中表示家庭成员的生词。5. practice:  ss look at “jims family tree”ask and answer in pairs.让3名学生到前面，指图随意问班上的任何同学几个问题。（ like the teacher ）play the tape of part 1 .for the students and let them read after the tape . students read part 1 by thems

7、elves.note :     get the ss try to draw “their own family trees”ask several ss to introduce them 6. read: ss listen. play the tape in the usual way. give the students a chance to practise reading aloud as a large group and to their parents.then ask a few individuals to read aloud to t

8、he class.7. practice  get the students to work in pairs to write questions about the reading in part 2, one third of the class can write questions about the first part of the paragraph, another third about the middle and the last third about the end. after they have had a chance to prepare, get

9、 the students to read their questions aloud one by one. the rest of the class can give the answers.8.exercises in class9. homeworkfinish off the workbook exercises.learn the now words by heart.the design of the blackboard    lesson 331. a picture of       

10、;   family daughter 2 jims sister            son   father 3 kates brother          mother  brother 4 the name of jims sister    sister  dad  mum   

11、60;      grandfather grandmother husband  wife lesson 34教案教学目标：使学生掌握名词所有格，区分名词所有格形式与带s的单词形式。教具：录音机，照片，道具（铃）教学方法： 导入法，演示法，操练法。教学步骤：step1 revision首先，值日生报告，教师在进行完每日交际口语对话后，便复习上一课的介绍家庭的内容，此刻须使用到名词所有格。做“whats jims sisters name？”游戏。连锁式问答：a: whats jims sisters name?b: jim

12、s sisters name is kate. (转头问c ) whats jims sisters name?c: jims sisters name is kate. (转头问d) whats d: step 2 presentation1从上一步骤，教师让同学们拿出事先要求准备的家庭照片，引导学生进行问答练习：is this your family? (yes, it is.) who is that? (thats my father/mother/grandpa)在了解了照片上人物的情况下，再让学生们拿别人的家庭照片对第三人进行介绍 is this as father? (yes,

13、he is.) is that bs mother?(no, she isnt.)使学生充分练习运用名词所有格。t: whats that?a: its a picture of bs family.t: whos that? a: thats bs sister. t: whore they.a: theyre bs father and mother.2教师放出投影片，领读投影片上的对话。 a: whos that? b: thats jims aunt, jim fathers sister. a: whore they? b: theyre jims grandfather and g

14、randmother.step 3 practice1让练习好的学生在全班同学面前表演他们的对话，适当进行鼓励。2让学生们听磁带(page 42, part 1, lesson 34)，然后回答问题“how many people are there in the dialogue, and who are they?”3熟读课文第一部分，让同学们在全班进行角色表演，并用道具配合。step 4 presentation教师在讲台上放一把椅子，当作客厅，在讲台下放一把椅子当作孩子的卧室，安排两名学生a与b，a坐在讲台下的椅子上玩模型飞机，b到教室门外去，教师坐在讲台上的椅子上看报纸，告诉全班学生

15、假设a是教师的儿子，现在a的同学来找a，让学生注意模仿父子之间的对话，注意a与b之间是如何互相问候的，注意a是如何请同学b进屋的。指出用敲门声代替门铃，但英语中门铃声为ring（板书并领读）。ok. now lets begin. ring!t: whos that?（看报纸，抬头问a） a: i dont know. （继续玩模型飞机） t: go and see a. a: ok, dad(放下模型，边去开门边说) i think its b（打开门，高兴地说）. oh good, (大声) its b. (同 b说) hi, b.b: hello. a (高兴) good ! youre

16、 at home. how are you?a: fine, thank you. how are you ? b: im fine, too. thanks.a: nice to see you (让开门，作手势) please come in. this way, please.b: (边进边说) ok! thanks.step 5 practicelesson 34第二部分有场景很适合表演，自由组合三人，分别扮演jims father，jim和li lei的角色，尽量脱离书本表演，找一组表演好的示范，让全班学生加深理解，有榜样可学，然后再给学生2分钟时间用真实姓名演练对话。step 6

17、writing 要求学生用同伴的家庭照片，在口语介绍别人家庭成员的基础上，再写出一篇介绍文字，注意学生是否掌握了名词所有格的形式。step 7 workbook书后同步练习ex1. fill in the form account on the students themselves. ex 3 . word puzzle.step 8 homework布置学生调查自己的父母双方的大家庭，并写出短文来。 教案点评：本设计最主要的特点是利用身边的环境，模拟逼真的生活情景。利用家庭照片，通过再现真实生活的常见场景，达到本课语言目标点的教学，本设计体现了师生共同参与教学，以学生的活动为主体的教学方式

18、。lesson 35教案teaching aims:1.rememner: afternoon seat  have a seat  hat  like  look like2.use: good afternoon. how do you do? please have a seat(=sit down).teaching procedures:step 1 revision: a. using flashcards revise the words in lesson 34, add aunt, uncle.b. revise the dialogu

19、e in lesson 34 act it out without the books. c. topic (greeting and introductions). good morning. hello! my name is × × im× ×.nice to meet you! how are you? etc.step 2 presentation1.showing the picture. ask what can you see in the picture? (mr. green, jim and li lei) where are th

20、ey? (theyre at jims home)2. play the tape, let ss listen and repeat.3.get three students to read and act the dialogue. then divide the class into groups of three, and get them to read it again.(解释中午12：00之前用good morning, 12:00以后到大约6：00以前用 good afternoon 而不用 good morning)(解释: please have a seat is aft

21、en instead of sit down, the meaning is the same).step 3 read and act1.让三位学生到前面表演part 1.2. get the students to work in groups of four to complete the dialogue in part 2.让学生们自己决定如何完成。（explain: 李雷应说hello或hi，这在孩子们间更自然，注意hi是非正式形式，朋友间相互使用，但李雷第一次见到jim的父母，他用how do you do?是非常正式的，而孩子们间很少用how do you do?）3. let

22、 more groups of students act out the dialogue.step 4 read and saydraw a cat on the bbsay: this is lucys cat .do you know its name?its name is mimi.play the tape for the students to listen and repeat.get the students to practise the dialogue. step 5 actingget the class to imagine that they are visiti

23、ng jim or any of other characters at their home. get them to act similar conversations.model:  a:  mum, this is my friend, wei hua. wei hua, this is my mother. wei hua:  good afternoon! how do you do ?a:  how do you do? please have a seat .wei hua：thank you.step 6 practice&#

24、160; (出示图片) step 7 exercises in class.complete the dialogue.zhang hong: uncle, this is jim.jim: were in the same classuncle:good afternoon _  _  _  _.jim: nice to meet you .too. you have a good home .uncle:     _  _, please have a seat .jim:   &

25、#160;   _   _.连词成句：a. look the same, lucy, lily, and .b. what ,you, class, in, same, the, are.c. your, is, there, over, book.d. you, the same, are, tom, in, and, row.step 8 homework1. revise the dialogue in this lesson.2. finish off the workbook exercises.the design of the blackb

26、oard    lesson 351. good afternoon.         afternoon 2. how do you do?        seat 3. you look like lucys cat?  have a seat 4. shes american.        friend 5. but h

27、er cat is chinese. lesson 36教案teaching aims:1. remember: doctor, worker, guess.2. read and know: |eiæ| p b t d3. use: can you guess? she goes toteaching procedures:step 1 revision 1. let ss introduce their family2. play the game: “ polly says”3.revise the dialogues in lesson 34 and 35step 2 pre

28、sentationdraw miss gao, mr. green and li lei on the bb. point to miss gao. say who is she? (she is miss gao) she is a teacher. she is chinese. point to mr. green and say who is he? (hes mr. green. hes english. hes an english teacher. hes jims father. etc). ask li lei in the same way.draw another pic

29、ture of a girl, a man and a woman. say who is that girl/man /woman. ? (hes sally jones/ i dont know)step 3 look read and sayshow part 1by flashcards.ask what can you see in picture 1, 2 and 3?teach the words worker and doctor. explain that they are kinds of jobs, just like a teacher. write the “job”

30、 on the bb. get the students to read and complete the sentences in part1.(they may give different answers.)when they have finished. ask individual to read aloud, one sentence each. accept any answers that make sense.introduce more job words:engineer, scientist, stop assistant, cleaner etc.look at pi

31、cture 4 and 5.what can you see?explain the meaning of goes (attends) in the sentence: she goes to no. 2 middle school. point to the second picture and say: whos this? guess! ( yes , shes like her dad or?explain in chinese that “like” in this case means case means “looks like” or “different” help the

32、m to finish the sentences. get them to decide: “ is she like her dad or her mum?” “i think she is like her dad/ mum. or she isnt like her dad/mum”step 4 ask and answer.get the students to ask and answer questions about each of pictures in par1.for example: whos this/ that? whats she? what is his/her

33、 name? how old is she? is she her/his/mum/dad? etc.step 5 listen, read and say:1.play the tape for the students to listen and repeat.2.然后让学生自己找出字母a的读音规律，教师再归纳出字母a在开音节中读ei，在闭音节中读 ，然后打乱卡片次序，让学生读准单词。3. 幻灯出示两组单词，用对比法教授字母：p b t d的发音，并纠正错误发音。p pen    picture  jeep   

34、0;  map b bike    bus     book      boxt ten     two     boat      meetd desk    down    bird      good4.get the st

35、udents to pronounce the sound individually. then show flashcards with more words and get the students to pronounce the words.step 6 listen and answerlook at the three pictures in wb 36 ex6 . play the tape let them listen and find the right picture for wicks family. (picture 3).step 7 show and talk g

36、et students to talk out their family photos. choose one student demonstrate.step 8 listen and writehave the students complete the form in part 5 in pairs. revise the word job. they may need help with this column with spelling names.step 9 exercises in classcomplete the dialogue:tom: good afternoon!j

37、im: _  _ a. do you know lucy?tom: no, who is lucy?jim: come and meet her. this _  _and _  _ tom. tom is my friend.lucy: nice to meet you, tom.tom: _  _  _  _  _ is that girl your sister? you look the same.jim: you are right _  _ twins sister.step 10 homework1.

38、 revise the language items in this unit2. finish off the workbook exercise.the design of the blackboard    lesson 361. this is 2. she/ he + 3. she goes to no. 2 middle school. 4. a  ei     p p   bb   tt   ddlesson37-38 教案 (两课

39、时)教学目标学习介词 in, on, near, behind, under, of, at学习句型 where is /wheres her coat? it is /its on the desk. where are / wherere her shoes? they are / theyre under the bed.掌握简单的实景操练。教具投影仪，录音机，以及一些日用品，如： 上衣，书包，时钟，相片，饮料，水果等。教学方法教师可利用教室里现有的东西引导学生进行操练。也可借用其他东西，如：图片，录音机的等。教学步骤step 1 revision教师拿几样实物，让学生复习本课需要用到的

40、单词。1. whats this? its a coat.  whats that? its a schoolbag.whatre these? theyre books.whatre those? theyre photos.2. who is she /he?  he / she is who are they？ theyre .3. its my its not your问答的方式老师自便，可老师问，学生答，也可学生问，学生答。step 2 presentation寻找一个提问者看不见的东西。 如：老师上课找不见黑板擦，问一个学生。- wheres the brush

41、? - its in the teachers table. 老师也可自问自答。并重复答语，引出介词in。然后再把黑板擦放在课桌里，某个学生的书包里等，练习介词in。教师引入介词的次序以及转换方式是相当重要的。由于介词的引入对今后的学习具有深远的影响，所以，教师一定要抓住一个介词反复强化，其他几个介词一定要在首次引入的介词巩固之后再引入。如：我们先引入的介词in时，让学生反复练习 . is in the desk.  . is in the pencil-box.  are in my schoolbag.等等。在此基础上变换物体的位置引入on 学生明了in和on不同区别后

42、，进而明了in和under 的区别，in和behind的区别，这样，in 的概念通过位置的变化轨迹便可移到其他几个介词上去。教师可用以下几个句子巩固这几个介词。is your book on your desk?is your book in your desk?is your book behind your desk?is your book under your desk?在概念的引入基本完成之后，就可按步骤完成37，38课的训练活动。最好用投影片，画出一个桌子，并准备一个覆盖片变换书包的位置，进行口语训练。或者用实物进行练习。step 3 practice练习图1和图2 可用以下几个句

43、子练习。先由两个学生和老师演示一下，然后让学生照着练。学习单词：behind, ball, chair, undera: where is lucys coat?b: is it on the desk?c: yes, it is.a: where is lucys coat?b: is it behind the desk?c: no, it isnt.其目的是练会介词on 和 under的用法。老师可采取小组练习和单个练习的方式。用同样的方式，练习图3和图4。 用同样的方式，练习图5和图6。 step 4 practice让学生自由练习。根据学生的不同水平，指导他们一问一答，或几问几答。可

44、用以下句型。利用书桌上或教室里现有的东西，并不断的变换位置进行练习。a: wheres my book?  b: is it on / in your desk?a: yes, it is. / no, it isnt.a: wherere my pencils?b: are they in /on my pencil-box?a: yes, they are. /no, they arent.step 5 practice放一个时钟在讲台上，提问学生。what can you see on the table?a clock.where is the clock?its near

45、the box.告诉学生单数名词前，一般要加冠词a /an /或 the，第一次提到加a /an，第二次提到加the。step 6 drill老师设计一个真实的情景，既让一个学生去老师办公室取同学们的作业本。teacher: who can help me?student: i can.t: thank you. can you go to my office and fetch our notebooks?s: yes. wherere they?t: on my table in my office.s: wheres your table?t: its near the first wi

46、ndow.s: ok.可重复说两遍，加深学生们的印象。step 7 practice听录音，要求尽量模仿的正确，尤其语调和语速。step 8 homeworkblackboard handwritingwhere is /wheres .?it is /its on /in /under / near /behindwhere are /wherere .?they are / theyre on /in /under / near / behind教案点评：本设计的一个突出特点是实物教学，利用实物创设话题，引入介词的教学；创设真实的情景，进行交际对话的教学。利用学生身边的实物，设置真实的生活

47、环境，便于学生自主活动的进行。lesson 39教案教学目标：教学生词on，behind，ball，under。通过训练掌握运用位置介词谈论空间关系。语言点：i cant find the . can you see it/ them? is it under the teachers desk? i know, its behind the door学情分析：1、关于be的用法，前一单元已为本单元作了准备。通过前一单元的训练，学生已经熟悉了be的单、复数形式，并熟悉了它们的否定式与疑问式。这样，我们可以利用be的句型转换练习引导学生复习与“人”相关的用语，如：on duty，in grade

48、 one，in the same class 等等，这样我们就可以很自然地过渡到学习介词in 和on 表示位置关系的内容上来。学生对介词in和on 的用法有所了解，因此在此基础上导入介词behind和under 的用法则较为容易。从起始阶段就应当注意并反复强调介词 与动词的关系，本单元本课则应强调介词与be的关系。由于英汉的差异，学生往往在句中忘掉动词be。在起始阶段每一个介词的引入，都对今后的学习有重大的意义。错误的观念与印象有可能一直带到高中学习中去。关于“位置”的表达方法，汉语和英语有较大的差异。从词语构成上讲，汉语表示静态位置多用“在里（上、下、后面）”的结构，而英语仅用一个介词，不同

49、的介词表达不同的位置。应当充分注意介词之后的名词前面常常丢掉冠词。在教学中要严格区分“不用冠词”和“忽略冠词”这两个截然不同的概念。教学方法及教学设想：从口语训练入手导入英语关于位置的表达概念，重要的一点是避免用汉译英，而用直观展示法。为了使学生能够确切把握介词的特点，我们在口语训练的最初阶段应当集中展示两个物体之间的空间关系及其变化。在物体的选择上，最好一大一小，构成一主一从的格局，并注意大小物体对比色搭配。教师引入位置介词的次序及转换方式是相当重要的。应当抓住一个介词进行反复强化，其它三个介词须在首次引入的介词巩固之后再行引入。使用投影片训练位置介词可以收到很好的教学效果。在投影片上画出一

50、个课桌，另外准备一个小的覆盖片，画上一个书包，然后按步骤变换书包的位置，依据本课的对话模式进行口语训练。本课口语训练要注重实际交际活动，可以采取创设实际情景进行教学。教师可事先有意将自己的物品（笔、书、尺等）放到教室某处，最好不引起学生注意。在进行训练时，可以故意表示找不到所需要的物品，然后询问：“where is my？”请学生根据实际情况进行回答。也可以根据教室的实际情况进行提问，让学生如实回答。创设这种真实的情景，学生有真实的生活体验，这样才能自由问答，才能达到训练的目的，收到良好的教学效果。笔头训练最好用直观方式提供物体位置，尽量少用汉译的方法。教具：录音机、投影仪、图片、笔（或书、尺

51、、橡皮、文具盒）等实物。教学过程：step 1 revision口头复习第37课第二部分问答练习。1. are you on duty？2. are you and lin tao in grade one？3. are jim and li lei in the same class？4. are the twins in different classes？利用教室的实物，复习can you see？和介词inonunder/ behind的用法。 with desk，chair，blackboard，floor and door.用单词卡复习以上出现的词语。t：what can you

52、see in the classroom? ：i can see a / somet：can you see the？ ：yes，i can  t：where is it？/ where are they?   ：its / theyre in/ onstep 2 presentationi介绍介词on 和in。（教师角色为示范表演者）1、教师把钢笔放在桌上然后介绍说：this is my pen. its on the desk. where is my pen? its on the desk? 2、再重复一遍。3、教师把书放在椅子上说：this is my

53、book. its on the chair. where is my book? its on the chair.4、再重复一遍。5、用其它实物进行演示，进一步教学介词on。ii学生操练。（教师角色为组织者或总指挥）iii用同样的方法教学介词in。t：this is my pen. its in my coat. where is my pen? its in my coat.iv学生操练。v用同样的方法介绍介词under 和behind。（教师角色为示范表演者）for example:wheres the bag? its under the desk.wheres my pen? it

54、s under my book.wheres the chair? its behind the desk.wheres the picture? its behind the door.vi用以上句型介绍生词ball，进行操练。vii学生操练。（教师角色为组织者或总指挥）用一只盒子和一支钢笔作实物，进行in，on，under，behind 等介词的操练。教师放录音，学生边看图边听录音，然后跟读，再分角色朗读。step 3 exercises（wb p39 ex.2）model(示范):1 a: wheres miss gaos book?b: is it on the floor?a: no

55、, i cant see it.b: oh, look! its in her desk.2 a: wherere your pears?b: are they under the hat?a: no, they arent.b: ah, theyre here in this box.step 4 homework1. finish off the workbook exercises.2. do ex. 2 in the exercises books.3. preview lesson 40.板书设计： 教案点评：从口语训练入手导入英语关于位置的表达概念，避免用汉译英，而用直观展示法。在

56、口语训练的最初阶段应当集中展示两个物体之间的空间关系及其变化。在物体的选择上，最好一大一小，构成一主一从的格局，并注意大小物体对比色搭配。lesson 40 教案教学目标：掌握本课的重点词汇和一些地名（taiwan, sar, macao）；能够看地图，并在地图中确认各地点的空间位置；培养学生的爱国主义思想。语言点：sthere is a map on the wall in the classroom. a map of china, lets look at the map. where isare + 介词短语？, in china, on the wall, its your turn now.教法设计：利用图表进行实际的交际训练。选择一些城市，用图表显示出分别在哪个省，让学生根据图表进行问答，也可以询问学生特别熟悉的城市进行问答，形成真实交际的感受。教具：录音机、幻灯、地图、图片。教学过程：step 1 revisionrevise whats this/t