仁爱七年级英语教案。
我们听了一场关于“仁爱七年级英语教案”的演讲让我们思考了很多，经过阅读本页你的认识会更加全面。老师会对课本中的主要教学内容整理到教案课件中，所以老师写教案可不能随便对待。教案是评估学生学习效果的有效依据。
仁爱七年级英语教案 篇1
Unit1 Topic 2
一、知识目标
【重要短语】
get lost 走失；迷路
hate to go shopping 讨厌去购物
hear from sb.=receive/ get a letter from sb.
收到某人的来信
be abroad 在国外
at least 至少
take place = happen 发生
one-child policy 独生子女政策
be strict with sb. 对某人要求严格
the population of China 中国的人口
live longer 活得更长
medical care 医疗保健
control the population 控制人口
be known / famous as 以……而闻名
work well in doing sth.做某事方面很有功效
have a long way to go 有很长的路要走
be short of 缺乏……
one of the greatest problems 最大问题之一
be in trouble 陷入麻烦中/ 在困境中
prefer boys to girls 重男轻女
offer sb. a good education
提供某人良好的教育
a couple of 一些 ;几个
even though = even if 即使
have a lot of pressure 有许多压力
the differences between A and B
A与B之间的区别
【重点句型】
1.We got lost and couldn’t find each other. 我们走失了，互相找不到对方。
2.It seems that their living conditions were not very good. 似乎他们的生活条件不是很好。
3.It is possible that Kangkang’s father was the only child in his family.
康康的父亲有可能是他家中的独生子。
4.One answer is known as the one-child policy. 其中一项众所周知的措施是独生子女政策.
5.And even though we have made a lot of progress, we have big pollution problems in the
city. 虽然我们已经取得了很大的进步，但是仍存在严重的城市污染问题。
【重要语法】
现在完成时常与下列表不明确的状语连用
1．already 和 yet
already “已经”（多用于肯定陈述句）。
如：He has already gone home. 他已经回家了。
yet “已经; 还”（用于否定句或疑问句）。
如：Have you found him yet? 你已经找到他了吗？
I haven’t finished my homework yet. 我还没完成作业。
※ already 也可用于疑问句，表“出乎意料或惊奇”
Have you finished your homework already? 难道你已经完成作业了？
2．ever 和 never
ever “曾经”（多用于疑问句，问初次经历）。
如：I have ever been abroad. 我曾出过国。
never“从未；从来不”（多用于否定陈述句），常回答ever的句型。
如：I have never seen him before.
----Has he ever been abroad? 他曾出过国吗？
----No, never. 不，从来不。
3．just
just “刚刚”（多用于肯定句，位于谓语动词之前）。
如： I have just tried to call you. 我刚刚打电话给你。
4．before
before “之前”（一般位于句末；常与never呼应）。
如：He says he has never seen such beautiful scenery before.
他说他以前从来没看过这么美的风景。
【词形转换】
possible (反义词)--impossible
rise (过去分词)--rose
conclude (名词)--conclusion
medicine (形容词)--medical
difficult(名词)--difficulty
less (反义词)--more
excellent (近义词)--great/good
different (名词)--difference
come (过去式)-came (过去分词)-come
see (过去式)-saw (过去分词)-seen
peace (形容词)--peaceful
二、要点讲评
1.---- I really hate to go shopping. 我真讨厌去购物。
---- So do I . 我也是。
So do I .为倒装句，表示前面提到的肯定情况也同样适合另外一个主体，表“某某也一样”，结构为“so + be /情态动词/ 助动词 + 主语”。
如：Jim is a student, so is Tom. 吉姆是一名学生，汤姆也是。
Jim can swim, so can Tom. 吉姆会游泳，汤姆也会。
Jim likes sports, so does Tom. 吉姆喜欢运动，汤姆也喜欢。
如表前面不怎样，后面“也不”怎样时，其结构为“ neither/ nor + be /情态动词/ 助动词 + 主语”。
如：Jim wasn’t Chinese, neither/ nor were they. 吉姆不中国人，他们也不是。
Jim can’t speak Japanese, neither can I . 吉姆不会说日语，我也不会。
Jim didn’t go there, neither did I . 吉姆没去那儿，我也没去。
如前后两句表达的是同一个主体，则不能倒装，表“的确如此”。
如：Jim is a good student. So he is. 吉姆是一名好学生，的确如此。
Jim swims well. So he does. 吉姆游泳很好，的确如此。
2.At that time, China was the country with the largest population in the world.
那时，中国是世界上人口最多的国家。
population为不可数名词，表示人口的多少只能用 “large”或 “small”修饰，提问人口用“what”.
如：The population of Shanghai is larger than that of Beijing. 上海的人口比北京多。
What’s the population of China?= How many people are there in China?
中国的人口有多少？
3. Great changes have taken place in China. 中国发生了巨大变化。
take place 指必然性的“发生”或有计划、安排之内的“举行”。
如：The meeting will take place next Friday. 会议将在下周五举行。
happen 指偶然的、没有预料的“发生“，其结果往往给人带来不幸或麻烦。
如：The accident happened yesterday. 事故发生在昨天。
※两者都不用于被动语态。
如：The population has increased a lot. 人口增长发很多。
4.increase 可作及物动词也可作不及物动词。其含义是“增长，增加，加强”等。
increase by… 指“增加了……”; increase to…指 “增加到……”
5. and about one fifth of the people in the world live in China.
而且世界上大约五分之一的人口生活在中国。
one fifth 是分数表达法。英文分数表达法：分子为基数词，分母为序数词，先读分子后读分母。当分子大于1时，分母的序数词则变为复数，直接在词尾加“s”。
如：one fourth四分之一three fourths 四分之三one second二分之一two thirds三分之二
6.It has worked well in controlling China’s population.
它在控制人口数量方面取得了显著的功效。
work well in doing sth. 表“在……方面很有功效”, 如:
如：Doing eye exercises works well in protecting our eyesight.
做眼保健操在保护视力方面很有功效。
7. Because of our large population, we are short of energy and water.
be short of… 表 “缺乏……”
如:She is always short of money at the end of every month. 每个月底她总是缺钱。
be short for… 表“是……的缩写”.
如:TV is short for television. TV是television的缩写形式.
8. Can all Chinese families offer their children a good education?
所有的中国家庭都能给他们的的孩子提供良好的教育吗？
offer 表“（主动）给予， 提供”
offer sb. sth. “提供某人某物”.
如：I offered him a glass of wine. 我敬了他一杯酒。
offer to do sth. “（主动）提出做某事”
如：She offered to cook for her mother. 她提出帮她妈妈煮饭。
I can’t go shopping in big stores unless I travel for a couple of hours.
我得花几个小时，才能到大的商场购物。
9. unless = if not 表“除非…; 如果不”，引导条件状语从句。
如：I won’t go unless I hear from you. = I won’t go if I don’t hear from you.
如果你不通知我，我就不去。
Unless Bill studies hard, he’ll fail in the exam. 如果比尔不努力, 他不会通过考试的.
10. a couple of… 表 “几个人或几件事”.
如:a couple of years ago 几年前; a couple of students 几个学生
couple 指任何两件同类的东西
如: a couple of watches 两只手表； five couples of cats 五对猫
11.pair 指两件不可分开使用的东西,它们可指两件互不相连的东西(鞋子、袜子等)，也可指
两部分构成的一件东西（裤子、剪刀等）。
如：a pair of shoes 一双鞋子a pair of pants 一条裤子
三、典型例解
( )1.-They have been to Australia.
-So _____ I.
A. do B. have been C. did D. have
分析：D 此句为so引导的完全倒装句。其含义为“A如此，B也如此。”其结构是so+be/助动词/情态动词+主语。本句为完成时态，其助动词是have。故选D。
( )2.The population of Shanghai is larger than _____ of Shenyang.
A. that B .it C. one D. this
分析：A 此句要用相同成分即上海的人口和沈阳的人口做比较。因为population是不可数名词，所以用that代替。如果是复数名词则要用those来代替。
( )3.-_____ the population of the U.S.A. in ?
-It _____ about 296 million.
A. What is; is B. What was; was
C. How many is; was D. How many was; is
分析：B 问人口的多少用what而不用how many。本题问的是的人口， 故为过去时态。
( )4._____ of the teachers are women in our school.
A. Two third B. Two threes C. Two thirds D. Second three
分析：C分数的表达法是基数词在前表示分子，序数词在后表示分母；当分子大于1时，表示分母的序数词要加s。
( )5.He’s read this book before, _____?
A. hasn’t he B. doesn’t he C .isn’t he D. wasn’t he
分析：A 本题考查反义疑问句反问部分的时态与人称的单复数要与陈述部分一致的用法。
( )6.The _____ population may be the greatest challenge of the world today.
A. increase B. increased C. increasing D. increases
分析：C 本题考查increase的现在分词作定语的情况，表示“正在增长的”。increased是它的过去分词也可作定语，但表示的是“已增长过的”。
( )7.The little girl has _____ finished reading the book you lent her.
A .already B. yet C. still D. once
分析：A already“已经”，常用覨t now.
分析：C 上句为否定情况，应用neither/nor+助动词+主语，表示“我也未参观过造纸厂”。
四、评价作业
I. 根据句子意思及首字母提示补全单词
1. ---No one likes “Little Emperors.” ---N___________ do my parents.
2. The cars in the cities are i____________ rapidly these days, so traffic jam comes into being.
3. People couldn’t live long because of poor medical t________________.
4. In China, some people in less developed areas p__________ boys to girls.DA被动语态。根据题中changes是复数，答句用完成时态。故选B。
( )9.Students today have a lot of pressure(压力) _____ they have to learn too much knowledge at school.
A. in order to B .unless C. because D .because of
分析：C in order to和because of后面不能接从句，unless不符合题意。故选C，用because。
( )10.-I have never visited a paper factory.
-_____
A. So have I. B. So I have. C. Neither have I. D.I haven’t now.
分析：C 上句为否定情况，应用neither/nor+助动词+主语，表示“我也未参观过造纸厂”。
四、评价作业
I. 根据句子意思及首字母提示补全单词
1. ---No one likes “Little Emperors.” ---N___________ do my parents.
2. The cars in the cities are i____________ rapidly these days, so traffic jam comes into being.
3. People couldn’t live long because of poor medical t________________.
4. In China, some people in less developed areas p__________ boys to girls.
5. His mother told him that the sun r__________ in the east and sets in the west.
II. 翻译词组，补全句子
1.We must ___________ ___________ (采取措施) to control the population.
2. Doing eye exercises ____________ __________ (起明显作用) in protecting our eyesight.
3. In 1960s, we were ________ _________ (缺乏) food and money .
4. He wouldn’t leave the TV set, __________ ___________ (既使) he was going to have an important exam the next day.
5.Her daughter __________ __________ (迷路) in the shopping center yesterday.
III. 完成下列句子的汉译英（每空1分，满分30分）
1.中国人口有多少？ 中国有大约13亿人口。
_______ the _________ _______ China ? China ______ a population of ______1.3 billion.
2. 为什么中国要实施独生子女政策？ 虽然跟以前比，中国人口增长放慢了，但人口问题依然严峻。
---Why does China _________ __________ with its __________ policy ?
---___________ its population is __________ _________ slowly than before, its population problem _________ ___________ quite ___________.
3. 这所学校里老师的数量是300人，其中四分之一是女教师。
_________ ___________ of the teachers in the school __________ 300, _________ ___________ of them ___________ women teachers.
4. 上周石油的价格增长了百分之二。 的确如些。
The price of oil ___________ ___________ 2% last week.
__________ _________ _____________.
5. 你生活在哪种家庭，是大家庭，还是小家庭？
_________ _________ of family are you ________, ________ family or _______ family ?
IV. 选择题
( ) 1. Two thirds of the surface of the earth ____ covered with water.
A. is B. are C. has
( ) 2. The number of workers in this factory _____ increasing.
A. are B. is C. will
( ) 3. ---It seems to me that you are very hard-working, Maria.
---I have to. I have a lot of _____ from my family and society.
A. time B. efforts C. pressure
( ) 4. ---______ have you done with the waste ?
---I have thrown it away.
A. How B. What C. Where
( ) 5. ---Which country has a ____ population, England or Germany ?
A. smaller B. less C. few
( ) 6. About one fifth of the people in the world _____ in China.
A. live B. is living C. has lived
( ) 7. ---Excuse me, is Joan in ?
---Sorry, she isn’t here. She ___ to the airport to see her parents off half an hour ago.
A. went B. has gone C. has been
( ) 8. ---Who will go to the airport to meet Jenny ?
---I will. I _____ her several times. I can find her easily.
A. met B. have met C. will meet
( ) 9. We are tired. We have studies for ____ hours.
A. a couple B. couple C. a couple of
( ) 10. The more excellent our public transportation is, _____ our life will be.
A. the happier B. the more happy C. the more happily
( ) 11. ---What did Jeff say about the lost girl ?
---He said that he had seen her _______.
A. three days agoB. three days before C. for three days
( ) 12. ---Dad, my teacher said I had made a lot of progress recently.
---I’m glad to hear that. But I think you still _______.
A. have a long way to go B. have a rest C. live in the present
( ) 13. ---I went swimming last Sunday.
---_________. I like it very much.
A. So I do B. So I did C. So did I
( ) 14. ---We haven’t been to the Great Wall. ---_________.
A. So has she B. Nor she has C. Neither has she
( ) 15. ---Did you know _______?
---They had a quarrel about the answer to the question.
A. what did they happen B. what happened to them C. what they happened
参考答案
I. 根据句子意思及首字母提示补全单词
1. Neither 2. increasing 3. treatment 4.prefer 5. rises
II. 翻译词组，补全句子
1. take measures 2. works well 3. short of 4. even though 5. got lost
III. 完成下列句子的汉译英
1 What’s the population of, has, about / around
2. carry on, one-child, Though, growing more, still seems , serious
3. The number, is, a quarter, are
4.increased by, So it did
5. What kind/ sort / type, in, extended, nuclear
IV. 选择题
1----5 ABCBA 6----10 AABCA 11----15 BACCB
仁爱七年级英语教案 篇2
Unit1 Topic 2 Where are you from?
学习目标：
1.学习数字0-10 及短语zero, one, two, three, four, five, six, seven, eight, nine, ten ,telephone, number
What’s his telephone number?
His telephone number is (010)8267-6790.
3.了解单词音节和重音。做到语音正确。
2. (朗读句子，并标出语调,巩固be from在不同人称的应用，复习国家名称。) Step2 问题导学 A.选择最佳答案
( )1 —Are they from Canada? —No, they ____.
( )2. —What’s ____ telephone number?
—It’s 8265-3412.
( )3. —____ are they? —They are XiaoLi and Jane.
( )4.. Mary ____ from Cuba.
( )5. “One one zero” 表示 ____。
( )6.. —Is he Li Ping? —Yes, ____.
1. —W____ are you from? 2. —What’s y____ name? —I’m from Shanghai. —My name is David.
3. —Are you f____ Zhengzhou? —No, we aren’t.
4. —What’s your telephone n ?—It’s (010)8659-7981.
5. —E me, are you Frank? —Yes, I am.
2. (师连续读出这11个数字，强调前10个数字用升调，最后一个用降调，并要求学生跟读，培养学生语感。)
3.(做出打电话的动作，理解telephone number的意思。)
T:What’s your telephone number?
1— W____ is he? —He i____ Xiao Ming.
2. —Is she ____ Japan? —No, she ____.
3. —W ____ are they from? —They are from C____.
4. —What’s y____ QQ number?
—____ QQ number is 158141028.
5. —____ she Jane? —____, she is.
What’s your telephone number? My telephone number is
What’s his telephone number?His telephone number is
( ) 6. How old are you?
( ) 7. Where are you from?
( ) 8. What’s your telephone number?
( ) 9. Is Miss Yang your English teacher?
( ) 10. Glad to meet you.
B.用适当的词填空。 Hello! My 1 is Kangkang. 2 am from China. This 3 my friend. 4 is his name? His name is Mike. 5 is from the U.S.A. His phone 6 is (010)6534-8719. Miss Zhao 7 my teacher. 8 is she from? She is from China, 9 . She is fine. 10 telephone number is (010)6534-8897.
1. ___________ 2. ___________ 3. ___________ 4. ___________
5. ___________ 6. ___________ 7. ___________
9. ___________ 10. ___________ 8. ___________
仁爱七年级英语教案 篇3
七年级英语（仁爱版）下册复习教案
Unit 5 Our School Life
任务形学习目标：
掌握并能熟练运用表达交通方式的句型。
掌握频度副词的表达方式。
掌握一般现在是的用法。
Topic 1 How do you usually come to school ?
二．重点短语：
1. on foot go …on foot = walk ( to )…
2. by + 交通工具 “乘坐…” by bus / bike / plane / train / subway / ship / boat / car
3.take the bus = go …by bus ride a bike = go …by bike take the subway = go …by subway
4. on weekdays 在平日5. after school 放学后after class 下课后 after breakfast / lunch / supper早餐 / 午餐 / 晚餐后 6. in their free time 在空闲时间 7. have a rest 休息一下8. read books 读书11. go swimming 去游泳 12. listen to music 听音乐 12. watch TV 看电视 13. do（one’s） homework 做作业 14. go to the zoo / park 去动物园 / 公园 15. once a week 一周一次16. every day 每天 17. have classes 上课18. for a little while 一会儿 19. go to bed 上床睡觉 20. have breakfast / lunch / supper（dinner）吃早餐 / 午餐 / 晚餐 22. at the school gate 在校门口 23. come on 快点 、加油24. get up 起床 25. talk with / to sb.与某人谈话 26. at school 在学校、在上课 27. go to school 去上学 28. and so on ……等等
三．语法：表时间频率的副词：never 从来不 seldom 极少 sometimes 有时 often 经常 usually 常常 always 总是
1. I never go to school by subway. 2. I seldom walk to school.
3. Maria sometimes takes the subway home. 4. Li Xiang often rides a bike to school.
5. We usually go to the park on foot. 6. They always go to the zoo by bus.
7. How often do you come to the library ? Very often / Twice a week / Once a week / Every day.
四. 重要句型1. Happy New Year! The same to you.
2. Your new bike looks very nice. Thank you.
3. How do you usually come to school ? By bus / car / bike. On foot.
4. It’s time for class. = It’s time to have class. 该是上课的时候了。
5. The early bird catches the worm. 笨鸟先飞。/ 捷足先登。
6. We have no more time. 我们没有更多的时间了。
7. I have four classes in the morning and two in the afternoon.我早上上四节课，下午上两节。
8. She goes to bed at about a quarter to ten. 她九点四十五分睡觉。
Topic 2 He is running on the playground.
二．重点短语：1. make cards 制作卡片 2. on the playground 在操场上 3. in the library 在图书馆
4. in the gym在体育馆 5. on the shelf在书架上（shelves 复数） 6. at the Lost and Found 在失物招领处 7.clean the room打扫房间 8.have a soccer game 举行足球比赛 9. have an English class 上英语课 10. write a letter 写信 11. some of his photos= some photos of his 他的一些照片 12. on time 准时/in time及时 14. do better in sth 在某方面做得较好 15.put on 穿、戴上、上演（代词it / them放在中间，名词中间或后面，put it / them on ） 16. show sb. around… 令某人参观……
三．语法：
现在进行时态 主语+ be（is / am / are ）+ 动词ing + 其他 。表示正在进行或发生的动作。常与now = at the moment 现在 、look看 、listen听 等连用。
1. I’m looking for my purse. 2. They aren’t sleeping at the moment.
3. Are you doing your homework ? Yes, I am. No, I’m not.
4. Is he / she singing now ? Yes, he / she is. No, he / she isn’t.
5. What is your brother doing ? He is running in the gym.
四. 重要句型
1.Excuse me, may I borrow your story book ? Of course. = Sure. (borrow sth from…从……借回某物……)
2. How Long may I keep the book ? Two weeks. ( keep 借用，后面常跟一段时间连用)
3.You must return them on time. （ return 归还，return sth to …把……归还给……）
4. Thank you. It’s a pleasure. = A pleasure = My pleasure. 别客气。
5. Sorry, I don’t have any. Thank you all the same. 仍然感谢你。
6. See you soon. 回头见. 7. What else ? 还有别的什么？（ else 其他的、别的，常放在疑问词what/ where / who…和不定代词something/ somebody等的后面）
Topic 3 My school life is very interesting.
重点短语：1. outdoor activity 课外活动 2. easy and interesting 容易又有趣3. difficult and boring 又难又乏味 4. be friendly to sb. =be kind to sb. 对某人友好 5.between…and… 在……之间… 6. learn…from… 向……学习……/ 从…中学…… 7. from…to… 从……到…… 8. in the morning / afternoon / evening 在早上/ 下午/ 晚上9.on Monday 在星期一 on Monday morning在星期一的早上 11. tell sb. about sth告诉某人关于某事
三．语法：
一般现在时 主语+ 动词原形/ 动词第三人称单数s/es + 其他。表示经常或习惯性的动作。常与频率副词：never 从来不 seldom 极少 sometimes 有时 often 经常 usually 常常 always 总是或every day 每天、in the morning / afternoon / evening 在早上/ 下午/ 晚上 等连用。例如:
I often do my homework in the evening. I don’t often go shopping on Sunday.
Do you usually come to school by car? Yes, I do. No, I don’t.
Sometimes she watches TV in the evening. She doesn’t like Chinese.
Does she often take a bus to school ? Yes, she does. No, she doesn’t.
四. 重要句型
1.What day is it today？It’s Sunday / Monday / Tuesday / Wednesday / Thursday / Friday / Saturday.(在英语国家每周的第一天是星期天而不是星期一)
2. What class are they having ? They are having a music class.
3. What time does the class begin ? At ten o’clock.
4. What do you think of math? = How do you like math ? 你认为数学怎么样？ It’s difficult and boring.
5. Why (为什么)do you like English ? Because（因为）it’s easy and interesting.
7.What subject (学科)do you like best ? I like history best.
8. At school, my teachers and classmates are very friendly to me.
9. I study Chinese, English, politics, geography and some other subjects.（other泛指其他的，别的+ 名词复数）
10.English is my favorite (最喜欢的)subject. I also like P.E and music.= I like P.E and music , too. (也)
11.Can you tell me something about it ?
五．词语辨析
a few 几个，一些 + 名词复数 a little 一点儿 +不可数名词 many 许多+名词复数 few几乎没有 little 几乎没有 much许多、大量的+不可数名词
other泛指其他的，别的+ 名词复数 another 泛指又一个、再一个、另一个+ 名词单数 the other 两者中的另一个
Unit 6 Our Local Area
Topic1 Is there a sofa in your study?
一、学习目标
1、掌握单词和重点词组
2、掌握there be的各种形式及用法
3、能熟练用英语描写房间、家庭、学校等建筑
4、熟练掌握方位介词in, on, behind, under, near, next to, in front of
二、重点词组
On the first floor 美式英语一楼floor地板，此处指“楼房的层”。英式英语用the ground floor 表示一楼
Why not =Why don’t you 复习其他提建议的方式
Go upstairs上楼 Go downstairs 下楼
A moment later 一会以后
You have a nice study。 study名词：书房 动词：学习与learn的区别
In the front of the house 在屋子（里面的）前面 In front of the house在屋子（外面的）前面
Talk about谈论 talk with sb.和某人谈论
Put them away 把他们收拾好
Look after = take care of 照顾，看管
In the tree（非树本身的东西）在树上 On the tree(树本身的东西)
On the river浮在水面上 over the river 在河上（悬空）
On the wall在墙上 in the wall 在墙里
Get a letter from sb= hear from sb 注意hear from宾语是人不是信，her of听说某人(物)，hear听到，听见，侧重听的结果。常用 hear sb doing sth/do sth
Tell sb about sth Tell sb to do sth Tell sb sth
want sb to do sth/want to do sth
三、语法知识： There be 句型的用法
There be句型是英语中常见的特殊句型，用以表示某物某事存在或不存在。句中的there只起引导作用，并无实际意义，句子的真正主语是谓语动词be后面的名词。
1、在there be 句型中,谓语动词be要与主语（某人或某物）的数保持一致。当主语是两个或两个以上的名词时，谓语动词要与跟它最近的那个名词一致。
eg. ① There is a bird in the tree.
② There is a teacher and many students in our classroom.
③ There are two boys and a girl under the tree.
2、There be句型与have的区别：
There be 句型和have都表示“有”的含义。区别如下：There be表示“某处存在某物或某人”；have表示“某人拥有某物/某人”，它表示所有、拥有关系。 eg.①He has two sons.
②There are two men in the office.
当have表示“包括”、“存在”的含义时，There be 句型与其可互换。
eg. A week has seven days. =There are seven days in a week.
3、否定句
There be句型的否定式的构成和含有be动词的其它句型一样，在be后加上not或no即可。注意not和no的不同：not是副词，no为形容词，not a/an/any + n. 相当于no+ n.。例如：
There are some pictures on the wall. →There aren't any pictures on the wall. =There are no pictures on the wall.
There is a bike behind the tree. → There isn't a bike behind the tree. =There is no bike behind the tree.
4、特殊疑问句
There be句型的特殊疑问句形式有以下三种变化：
① 对主语提问：当主语是人时，用\“Who\'s+介词短语?\”；当主语是物时，用\“What\'s + 介词短语?\”。注意：无论原句的主语是单数还是复数，对之提问时一般都用be的单数形式(回答时却要根据实际情况来决定)。如：
There are many things over there. →What's over there?
There is a little girl in the room.→Who is in the room?
② 对地点状语提问：提问地点当然用“Where is / are+主语?\”啦！例如：
There is a computer on the desk. → Where is the computer?
There are four children on the playground. →Where are the four children?
③ 对数量提问：一般有两种句型结构：
How many+复数名词+are there+介词短语？
How much+不可数名词+is there+介词短语？
used to表示过去常常做某事.
例句: I used to play football after school.过去我常常在放学后踢球.
be used to do的意思是被用来做某事;be used to doing的意思是习惯于做某事.
used to + do：“过去常常”表示过去习惯性的动作或状态，但如今已不存在。
Mother used not to be so forgetful.
Scarf used to take a walk. (过去常常散步)
be used to + doing： 对……已感到习惯，或“习惯于”，to是介词，后需加名词或动名词。
He is used to a vegetarian diet.
Scarf is used to taking a walk.(现在习惯于散步)
Topic 2 What’s your home like?
重点语法：There be 句型
There be句型的否定句
There be句型的疑问句
③ There be句型的就近原则
④ There be句型的反意疑问句
⑤There be句型与have/has的区分
重点短语：
be like / an apartment building/ a town house /in the surburbs/
on the street corner/ rent a house with furniture to others / keep money
重点句型 ：
①What’s your home like?
②What’s the matter ……?
③I hear you playing the piano.
④I can’t hear you ,the line is bad.
⑤I’ll get someone to check it right now .
⑥The traffic is heavy and the cost of living is high.
⑦There are many old people and many families with young children living there .
点拨：
㈠What’s your home like?
Like 动词“喜欢”，介词“像”。be like像和look like看起来像。be like 主要用来询问人的性格、外貌和事物特征。Look like 主要用来询问外貌。
㈡for rent 出租。wanted求租.rent sth to sb把某物租给某人rent sth from sb 从某人处租某物。
㈢call sb at ＋ 号码。请打......电话与某人联系。
㈣I hear you playing the piano.
hear sb doing sth听见某人正在做某事（强调动作进行）
hear sb do sth (强调全过程)
㈤Many shops and restaurants are close to my home .
be close to 离……近。close 与near 都有“靠近”的意思，但close 比near 更近。
Topic 3 Which is the way to the post office?
重点语法：
祈使句
①肯定、否定形式。
②特例。
重点短语：
a ticket for speeding 超速罚单 at the end of the road在路的尽头 go across走过 turn left/right向左转/向右转 on the corner of 在。。。转角/拐弯处 across from 在。。。对面 between……and 在。。。之间 take the No. 718 bus乘坐718路公共汽车 change to变成no parking禁止停车 get hurt受伤 obey the traffic rules 遵守交通规则 keep on the right of the road 保持在路的右边 at the foot of 在。。。的脚下 hold sth in one’s hand抓住某人的手
重点句型：
一．问路语
Where is ……?
Is there a……near here?
Which is the way to ……?
How can I get to……?
Could you tell me the way to……?
二．指路
①Go along/down this road until……
②Turn left at the first turning﹦Take the first turning on the left.
③Go straight ahead and you will see……
④It’s about 15 kilometres away from here.
三．Thank you all the same .﹦Thanks anyway.
四．You can’t miss it.
五．You need to take bus No.718……
六．How far is it from here?
七．Everybody must be careful and obey the traffic.
八．We must stop and look both ways before we cross the road.
语法讲解：
祈使句：表示请求、命令、禁止、劝告或建议的句子，特点是省略了主语。
祈使句无主语, 主语you常省去;
动词原形谓语当, 句首加don't否定变;
朗读应当用降调, 句末常标感叹号。
●肯定结构:
1. Do型(即:动词原形(+宾语)+其它成分)。如:Please have a seat here. 请这边坐。
有的祈使句在意思明确的情况下,动词可省略。如:This way, please. = Go this way, please. 请这边走。
2. Be型(即:Be + 表语(名词或形容词)+其它成分)。如:Be a good boy! 要做一个好孩子!
3. Let型(即:Let + 宾语 + 动词原形 + 其它成分)。如:Let me help you. 让我来帮你。
●否定结构:
1. Do型和Be型的否定式都是在句首加don't构成。如:Don't forget me! 不要忘记我!
Don't be late for school! 上学不要迟到!
2. Let型的否定式有两种:“Don't + let + 宾语 + 动词原形 + 其它成分”和“Let + 宾语 + not + 动词原形 + 其它成分”。如:Don't let him go. / Let him not go. 别让他走。
3. 有些可用no开头,用来表示禁止性的祈使句。如:No smoking! 禁止吸烟!No fishing! 禁止钓鱼!
Unit 7 The Birthday Party
Topic1 When were you born ?
任务型学习目标：掌握序数词的表达法
掌握系动词be的一般过去时的用法
掌握日期的读法和写法
重点词组：
Plan to do sth have a birthday party be born be like
use sth to do sth must be buy sb sth=buy sth for sb
重点句型
When were you born? I was born in June,1970
Were you born in He bei? Yes,I was, No,I wasn’t.
3. Where was she born? She was born in /Henan.
4. When was your daughter born? She was born on october 22 .
5. What’s the date today? It’s may 8.
6. What’s the shape of your present? It’s round.
7. What shape is it? It’s rectangle.
8. How long/wide/tall/high/deep+is it?
9. What do we use it for? We use it to study English.
10.It must be an English learning machine.
11.Here is a present for you.
重点语法：系动词be的一般过去时
1. I was born in June,1970. 2. I was not born in He bei.
3. Were you born in Hebei? Yes,I was, No,Iwasn’t.
When was you daughter born? She was born on October 22nd,1996.
Where were you born? I was born in Hebei.
Was it like a flower just now? Yes,it was, No,it wasn’t.
重要知识点：
时间介词in/on/at用法
介词in/on/at可以用于表示时间的名词前，有“在”的意思，用法如下：
1）at用于钟点时刻前，意思为“在--- 时（刻）”，如at three O’clock
at a quarter to six at noon at night
at midnight at this time of day
2)in 用于泛指一天的上午，下午，晚上等，也用于某个较长的时间，如年，月，季节等，如in the morning/afternoon/evening in , in the day/daytime.
In还可以表示“从现在起一段时间以后”in a week
3）on用于表示在具体的某一天以及某天的某段时间，如on Sunday
on Children’s day , on the night of new year,on the morning\afternoon\ evening of , on Sunday morning
中考链结：
（ ）1.My uncle was born____June,1960.
A in B on C at D for
（ ）2.(08河南)We will never forget what happened___the afternoon of May 12. A in B by C at D on
（ ）3. (08苏州)Chinese climbers carried the Olympic Flame(奥运圣火)to the top of the world’s highest mountain___8th May,2008
A on B at C in D from
（ ）4.Mike will go to the town____December28
Unit7 Top2复习教案
知识网络梳理
1．重点词组：at the birthday party在生日聚会上 perform ballet跳芭蕾舞 dance to disco 跳迪斯科 take these flowers to 把这些花带去。。。 work out math problems 解出数学题 read books 读书fly a klite放风筝 be good at / do well in doing擅长做。。。 have a good time /enjoy oneself玩得开心with one’s help / with the help of 在某人的帮助下
2.重点句型:
Can you dance ?
Yes,I can /Yes ,a little /Yes,very well
No,Ican’t /No,not at all。
She can fly kites very well now. But one year ago , she couldn’t do it at all
Kangkang is good at playing soccer ,while Michael does well in basketball
Six years ago,there was something wrong with her eyes
With her mother’s help ,Jenny could write many words
3．易混点点拨：
1>play the guilar（piano /violin……）
Play football （soccer /basket……）
Play with the basketball （football /soccer…… ）
球类运动前不用 the ，乐器名称前用 the
2>Take ，bring ，fetch 和 carry
Bring“带来，拿来”表示 “拿到靠近说话着的地方”；take “拿走，带走”表示“拿到远离说话着的地方”：carry“拉，搬”表示“用力移动，没有方向”；fetch“去取，去拿”，表示“往返拿物”。
Please take the books to the classroom。
Remember to your homework to school tomorrow
The bag is too heavy，please it to my office。
Don’t worry ,I can the key.
3>Read, see ,look and watch
See 看见，表结果；look看，表动作，不及物动词，后面需加介词at才能跟宾语；watch看比赛、电视；read看书、报，表示阅读
I can an apple on the table
I want to the film with you
，there is a kite flying in the sky
Please the blackboard carefully
Tv too much is bad for your health
He’s on tonight
4>work和job work可以作动词work out / at / on / for / as计算出/在……方面工作/致力于/为……而工作/作为……而工作，It doesn’t work .The pills that the doctor gave me aren’t working.可以作不可数名词:工作at work / out o
仁爱七年级英语教案 篇4
2、学会询问他人姓名及介绍他人姓名.
3、能听懂有关谈论他人姓名的对话并进行自由交际.
1.个人自渎，记忆本课单词.
2.小组互相检查单词读写情况.
3.根据汉语写出下列英语单词并展示.
学习任务二: 运用句型：What's his / her name?
His / Her name is .... 进行自由交际.
1.小组合作，理解并熟读下列短语，并写出汉语意思.
2.个人理解下列对话，并且两人合作练习.
A：Hello! What's your name?
B：Nice to meet you,too.
3.小组合作，练习自己的对话.
4. 对抗组开展竞赛，展示自己的对话.
1.个人看图，理解四幅图画，思考图画中人是在谈论他人还是对方.
2.听听力，给四幅图画编号.
3. 小组为单位，熟读2b中的名字。
4.听听力，完成2b.
二、合作共建(教师寄语：Many hands make light work. )
讨论下面两句话如何用英语表达.
1.他叫Bob.
2.她叫Jenny.
三、系统总结(教师寄语：No man can do two things at once.)
根据提示，完成下列问答.
What's _______ name? _______ is ....
1、 写出下列短语.
2、 根据句意及首字母补全单词。
(1)_________ is your name ?
(2)Nice to m________you.
(3)His a _________is good.
(4)L______! His clock is beautiful(漂亮的) .
1. _______, What's his name? His name is John Green.
2. She is a girl(女孩).What's ______ name?
五、【课后反思】(教师寄语：Never do things by halves)
第3课时 Unit 1 My name 's Gina (总第3课时)
2、正确辨别英文名字的姓和名，以及和中文名字的差异.
3、 学会询问他人名和姓的句型.
【学习过程】：
1、 个人自读，记忆本课单词.
2、小组相互检查 单词读和写的情况.
3,、据汉语写出单词,小组竞赛并展示.
学习任务二: 能运用句型:What's your first name ?
My first name is....
What's your last name?
My last name is...进行交际.
1、试读下列姓名,尝试总结归纳.
First name :________ Last name: ________
2、理解下列对话,两人合作练习.
A: Hello! What's your name?
B: My name is Jack Smith.
A: What's your first name ?
B: My first name is....
A: What's your last name?
3、小组合作,练习自己的对话.
二、合作共建(教师寄语：Many hands make light work. )
学会了询问他人的名和姓的句型后，能否用his/her做替换练习。
三、系统总结(教师寄语：No man can do two things at once.)
1、 总结你所知道的名和姓。
2、自己编写一个询问他人姓和名的小对话.
四、诊断评价 (一) 用所给词的适当形式填空.
1. Nice to meet ______(your).
2. _____(she) name is Helen Black.
3. His family name _____(be) Mr Green.
4. ______(be) you Mr Green.
5. Hi, I _____(be) Lily.
1. Brown 是他的姓氏. Brown is ______________name.
2. 她的名是什么? ____________________name?
3. 你好,我是杰克. Hi, ________Jack.
4. 我的钢笔是黑色的. _____pen is ______.
5. 他的名字是吉姆. _______________Jim.
(三)根据上下文完成对话.
A: I'm Gina,________________?
B: My name is Linda Brown.
A: Is Linda your last name?
B: No.Linda is my __________. And Brown is ___________.
B: ____________________.
五、【课后反思】(教师寄语：Never do things by halves)
仁爱七年级英语教案 篇5
前言
《教学案例设计》一书是在仔细研究《Project English》学生用书、教师用书、《英语课程标准》的基础上编写的。以学生，教师和教学的实际为出发点，解读教学目标，创设教学情境，提供教学素材，节省老师备课时间，易于操作。其活动设计注重交际，符合学生认知规律。案例的课堂资源丰富多彩，形式多样，可以满足不同地区的实际需要。
● 整体特色
本书严格按照《Project English》学生用书的流程编写，一课一例。每节课设计为45分钟，可根据实际适当调整。我们以行之有效的五指教学方案为编写模式。其中台词用英语；场景、活动说明、补充材料、文化意识、注意事项等放在括号内用汉语表达。五指教学方案分为五步，标注时间建议。
Step 1 Review 第一步 复习（时间：-分钟）
导入本课新词句。可以用课本上的图片、教具、chant、歌曲、游戏、直观表演等复习导入本课新词句，既活跃课堂气氛，引起学生兴趣，又体现建构主义理论，学生的经验是学习的重要基础。激活学生先前的知识和经验，为进一步探究找好最近发展区打基础，引出本课新词句。
Step 2 Presentation 第二步 呈现 （时间：-分钟）
呈现对话或短文等本section重点活动的情景。找出关键词句，目标语言，为交际积累材料。理顺思路，为下一步在用中学打基础。下面步骤中的交际不只是死记硬背，而是灵活运用，在用中学。
Step 3 Consolidation第三步 巩固 （时间：-分钟）
语音、语调练习。看第二步中找出的关键词，不看课本，模仿原文对话。所有学生分组互相检查。
Step 4 Practice 第四步 练习（时间：-分钟）
呈现书上其他活动，在不同情景中练习目标语言，展开任务型活动。在用中巩固和学会使用目标语言。
Step 5 Project 第五步 综合探究活动 （时间：-分钟）
让学生用本课所学词句展开活动，锻炼学生语言综合运用能力和探究能力，体现学了就用的原则。有活动产品。对学生提出的要求非常具体。
● 编写特点
本书各单元列出了教学目标。各案例以section为编写单位。每个section包含如下内容：
首先指出了各section的重点活动，即本课呈现的重点内容。然后是
一、教学目标：用英语分类呈现本section教学目标。
二、教具：考虑不同地区实际情况，可以有多种选择。
三、五指教学方案
另外， 我们在编写的过程中，为了操作方便，统一了格式，现说明如下：
S-Student,
Ss-Students
T -Teacher
S1-Student 1
S2-Student 2
最后，我们诚挚地感谢长期以来大力支持我们的广大师生们。本书是设计者和撰稿人的精心奉献，意在给您提供一份建议。希望能够抛砖引玉，激发您的灵感。但是由于水平有限，加之时间仓促，疏漏与错误也是在所难免的。我们期待着您的关心，也期待着您的批评和指正。
北京市仁爱教育研究所
Unit 5
教学目标
语
言
知
识 类别 内 容 课次 要求
语音 // // /t/ /d/ /ts/ /dz/ /tr/ /dr/ /l/ /m/ /n/ //
词
汇 wake，early, first，day, term，must, still, by，on foot, the same to, usually, always，Ms., boat，ship，sea，train，by plane/air/airplane 1A 掌
握
weekday，around，bird，catch，walk，never，sometimes，ride，park, game, late, weekend 1B
guest，life，almost，bicycle，break, finish，spare，basketball，football，read,story，clean, dance，piano，library, once，twice, week, listen，music, write，supermarket 1C
pleasure，volleyball，while 1D
playground，lab，room，gym，classroom，building，pool，thing, card，motorcycle，road， physics 2A
most, better, minute, shelf, great, dear, borrow, course, keep, return, post, newspaper, purse, money，anything，else, nothing, meal, umbrella 2B
plan, next to, near, upstairs, news, attention, between, movie, show, hall, program, gone, wind, activity, stamp, world 2C
traffic, child, exercise，Japanese，the Great wall, wonderful 2D
Wednesday，end, period，Monday，Tuesday，Thursday，Friday，history, art, math, noon, geography, P.E, meeting, how many, lesson, subject, draw, learn 3A
question，Australia，easy，interesting，difficult，boring 3B
answer, joke，funny，interest，everyday,science，useful，hard,wish 3C
wash, restaurant 3D
subway 1A 理
解
worm 1B
reporter，Net Bar, roller skating 1C
measure 1D
dining hall，dormitory 2A
bookstore，workbook，project, certainly, lost and found 2B
poster, collection 2C
partner, happily 2D
timetable, biology, politics, outdoor 3A
editor, column, writer 3C
novel 3D
语
言
知
识 类别 内 容
语
法 1. 一般现在时（Simple present）
2. 频度副词（Adverbs of frequency）
never，seldom，sometimes，often，usually，always，once，twice
3. 现在进行时（Present continuous）
I’m looking for a book.
Are you doing your homework? Yes， I am./No， I’m not.
Is he/she...? Yes， he/she is./No， he/she isn’t.
What are you doing now? I’m playing computer games.
What is he/she doing? He/She is...
功能和话题 1. 论交通方式（Talking about means of transport）
How do you usually go to school? I usually go to school by bike.
2. 采访（Interviews）
Our guest today is Michael from Class 2， Grade 1.
3. 谈论日常生活（Talking about routines）
4. 学校建筑（School buildings）
swimming pool， playground， library， dormitory， lab， canteen， gym
5. 谈论兴趣喜好（Talking about interests， likes and dislikes）
I like the swimming pool best. Why do you like English? Because it’s interesting and
easy.
6. 借物（Borrowing things）
How long can I keep it? Two weeks.
7. 新闻（News）、海报（Poster）
Attention， please! Here is the news.
8. 谈论学校活动、科目和时间表（Talking about school activities， subjects and timetable）
9. 谈论学校生活（Talking about school life）
Topic 1
Section A
The main activities are 1 and 3a. 本课重点活动是1 and 3a。
Ⅰ.Teaching aims and demands 教学目标
1. （1）Talk about means of transport:
on foot， by bus， by car， by bike， by plane/air/airplane, by train， by subway， by boat/ship/sea
（2）Learn adverbs of frequency:
usually， always
2. Learn the simple present tense:
How do you usually go to school?
I usually go to school by bike.
3.Talk about how to go to school:
Do you often come to school by bike?
Yes, I do.
How do you usually come to school?
I usually come to school by subway.
I always come to school by bus.
Ⅱ.Teaching aids 教具
关于交通工具的玩具/教学图片/简笔画/课件（任老师挑选）
Ⅲ.Five瞗inger Teaching Plan 五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1.（师生互动复习旧问候语。）
T： Good morning， class.
Ss：Good morning， Miss...／Mr. ...
T： Welcome back to school， boys and girls. I’m very glad to see you again.
Ss：Me， too.
（找一学生协助呈现新问候语“新年好”的答语。）
T： Happy New Year! 新年好！
S： The same to you! 新年好！
（板书如下：）
Happy New Year! 新年好！
The same to you! 新年好！
（全班分两大组，先按左右分组，然后男女分组互相用上面的对话打招呼。）
T： Boys and girls. Happy New Year!
Ss： The same to you!
Group A: Happy New Year!
Group B: The Same to you!
Boys： Happy New Year， girls!
Girls： The same to you!
（重新分两大组。）
Group A： Happy New Year!
Group B： The same to you!
2.（复习上学期的时间表达法，导入本课重点:交通工具的使用。）
T： What time is it? What’s the time?
Oh， it’s seven o’clock. It’s time to go to school.
I usually go to school by bike／bus／subway...
（板书所有的交通工具的名词，把玩具拿出来或把教学图片挂在黑板上，或用简笔画画出几种交通工具来。）
by bus by car on foot
by bike by boat by plane/air/airplane
其它的：by train／subway／underground／ship
I usually go to school by bike／bus／car.
（从而引出本课重点句型，并板书在黑板上。）
A：How do you usually go to school?
B：I usually go to school on foot.
（过渡到下一步。）
Step 2 Presentation第二步 呈现（时间：5分钟）
1. (教师指导两人一组表演，复习原来对话，从而引出对话1。)
A: What time do you wake up?
B: I wake up at six.
A: How do you usually go to school?
B: By bike.
T: Do you know what time Kangkang gets up? Let’s learn 1.
2.（设置并板书听力任务，让学生带着任务听录音。）
What’s the time?
Is it time to get up?
Who wakes Kangkang up?
How does Kangkang go to school today?
（听录音，回答问题。）
T：Listen to the tape and answer the questions.
wake up--6∶50--get up--early--first day--by bike
（将关键词写在黑板上，呈现出1。）
Step 3 Consolidation第三步 巩固（时间：5分钟）
1.（老师放录音1，示范让学生跟读，用铅笔标重读与语调。）
T：Follow the tape and draw “up and down” with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。）
T：Rub them clean and read and check your pronunciation sentence by sentence.Go!
3.（人机对话，即学生和录音机对话。）
T: You are mother， listen to Kangkang and make a dialog with him.
4.（看第二步呈现在黑板上的关键词，学生两人一组表演，不能看书，只能看关键词对话。）
T: Work in pairs. Close your book， look at the blackboard and act the dialog out.
Step 4 Practice第四步 练习（时间：15分钟）
1.（用图片或多媒体课件教交通工具，学生学习2。）
(方案a。)
T: Look at the pictures. Say the phrases.
（老师指导学生说。）
S: on foot/by bus/by car/by bike/by plane...
T: What time is it? It’s six o’clock. It’s time to wake up.
（然后两人一组练习下表方框内容和巩固新句型：一人做使用交通工具的动作，另一人猜并看黑板造句。然后交换角色。这样做可以鼓励学生进行合作学习，人人课堂机会均等，提高课堂效率。完成2。）
by bike by bus by plane on foot
Kangkang
Maria
Michael
Jane
A：Today is the first day of the new term.
B：Kangkang usually goes to school by bike.
A：Today is...
B：Maria...
(方案b。)
（利用多媒体课件，让学生听声音，猜交通工具。）
T: Listen to the sounds， please guess.
Ss: ...
T: OK! Look at the pictures in 2， read and match.
2.（让学生完成3a。）
T: Jane meets Kangkang and Sally. Listen and answer， how do Kangkang and Sally come to
school?
（让学生回答问题并看关键词分角色对话。板书如下。）
Kangkang-by bike Sally-by subway Jane-by bus
3.（让学生听，做4。）
T: Listen to the tape and match.
4.（两人一组表演对话。）
T: Work in pairs. Talk about how to go to school with your partner.
Step 5 Project第五步 综合探究活动（时间：10分钟）
1.（老师再次引用多媒体课件，这次只放flash动画，让学生自己展开想像的翅膀，任意造
句子，要用上交通工具的名词。）
T: Let’s look at the pictures. Are you interested in these lovely pictures? Yes， I know you do.
Please make some sentences as you like， and don’t forget to use these means of transport.
Are you ready? Go!
2.（做5。首先，让学生分四人组做一个调查报告How do you usually go to school?完成5。
然后全班集体调查，让几人问How many friends come to school on foot?／...每人问一种交通工具，每个学生按人数从多到少列成表格，最后随便抽向大家汇报。）
T: Please report your answer to your classmates.
S1: In our class， fifteen students go to school by bike.
S2: In our class， twenty students go to school by bus.
S3: ...
3.（弹性课堂，让学生互相猜测对方上学所使用的交通工具。）
T: Let’s guess. How does your partner go to school? Write it down and then report your answer
to your classmates. Who wants to say first?
S1: Li Ming usually goes to school by bike. I am right.
S2: I am wrong. Liu Li usually goes to school by bike. I guess she goes to school on foot.
4. Homework：
(1)（到社会上做调查，看有多少人使用何种交通工具，从多到少一一列表出来。）
(2) Write a passage: My Morning (不少于5个句子。)
(3) Preview Section B. Write down adverbs of frequency.
Section B
The main activities are 1,2 and 3a.本课重点活动是1,2和3a。
Ⅰ.Teaching aims and demands教学目标
1. Learn how to use adverbs of frequency:
never， sometimes
2. Learn the simple present tense:
I always get up at around six o’clock.
I often go to school by bike.
3. Talk about frequency:
（1）How does Maria go home?
She sometimes goes home by subway.
（2）I seldom walk to school.
I never go to school on foot.
Ⅱ. Teaching aids 教具
录音机/挂图/单词卡片／调查表
Ⅲ. Five瞗inger Teaching Plan 五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1. Words competition.
（1）A require answer.(必答题。)
T: Boys and girls. Let’s have words competition as usual. First require answer. Each student
two words. I’ll give you Chinese meaning， please say them in English. Row 1， begin!
boat， ship， sea， train， plane， air， usually， always， first，
term， early， wake， on foot， by plane， the same to， by subway
（2）A quick response.(抢答题。)
T：Good! Go on our quick response. If you know, you can stand up quickly. OK? Begin!
sometimes， never， seldom， weekday， around， bird， catch， walk， ride， park
（3）T：Well done， please read them together.
2.（利用头脑风暴法，在1分钟内，每组每位同学依次说出一种乘坐的交通工具，看哪组
同学说的最多，就获胜。）
T: Now I ‘ll give you one minute. Each of you says one kind of transportation. The group that
has the most will win.
3.（利用链条式发问即每竖排同学一个问，一个回答，接着转身问后面的同学，给每组2
分钟，看哪组在规定的时间说的最多，就获胜，问题是：How do you usually go to school?）
Example:
S1: How do you usually go to school?
S2: I usually go to school by bike. How do you usually go to school?
S3: I usually go to school by bus. How do you usually go to school?
S4: ...
4.（老师根据第3个环节的实际情况，导出1部分的语言功能目标，为下一步过渡做铺垫。）
T: Yeah. Now I know some of you go to school by bike, some of you go to school by bus. But
you know I always get up at around six o’clock. I often go to school on foot. But
sometimes I go to school by bike. I never go to school by bus.
Step 2 Presentation第二步 呈现（时间：5分钟）
（设置听力任务，让学生带着任务听录音，可以降低难度。）
T: Listen to the tape of 1 and find out some key words.
（再听一遍，找出关键词，为下一步的巩固做铺垫。）
around， weekday， bird， catch， worm， seldom， walk， never
（板书并英汉对照。）
Step 3 Consolidation第三步 巩固（时间：10分钟）
1.（1）（老师放录音1，示范让学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw “up or down” with your pencil like this.
（2）（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调，
这样做可以使学生集中注意力，效率更高。）
T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!
（3）（人机对话，即学生和录音机对话。这样能提高学生兴趣。）
T: You are Michael. Listen to Kangkang and make a dialog with Kangkang.
（4）（看第二步，呈现黑板上的关键词，学生两人一问一答，只看黑板上关键词对话。）
T: Work in pairs， close your book. Look at the blackboard and act the dialog out.
（5）（利用关键词进行造句。）
Example:
Seldom: I seldom go to school on foot.
...
2.（呈现2的图片，要求学生根据图片的意思，给每个频度副词造句。）
T: Look at the table， please make sentences by using these adverbs of frequency.
Step 4 Practice第四步 练习（时间：10分钟）
1.（呈现3a的图片，通过师生互动，进一步让学生了解和巩固语言知识。）
（1）T: Look at the first picture. What does Maria do?
S: Maria goes home by subway.
（通过谈论第2、3、4幅图，可以得到以下几个句子。）
Example:
Li Xiang goes to school by bike.
We go to the park on foot.
They go to the zoo by bus.
（2）（听录音，要求学生写句子。）
T: Listen to the tape and write down on the notebook.
Example:
Maria sometimes goes home by subway.
Li Xiang often goes to school by bike.
We usually go to the park on foot.
They always go to the zoo by bus.
（3）（核对答案。）
T: Now let’s check the answers together.
（4）（根据以上句子，进行回答。）
T: Then please ask and answer. You can do it like this:
A: How does Maria go home?
B: Maria sometimes goes home by subway. Are you clear? Begin!
（5）（呈现句子的同义替换，加深对乘坐交通工具方法的灵活运用。）
T: Look at this sentence again. Maria sometimes goes home by subway.
We also say: Maria sometimes takes the subway home.
But what about...
Ask students to do exercises and check the answers.
Keys to answers:
Li Xiang often rides a bike to school.
We usually walk to the park.
They always take the bus to the zoo.
（6）（总结归纳乘坐交通工具的用法。）
Example:
by bike:ride a bike by plane:fly to...
by bus:take a bus on foot:walk to...
by car: take a car by subway:take the subway
Step 5 Project第五步 综合探究活动（时间：10分钟）
1. Finish 4.
T:Make a survey of your partners and fill in the chart. Then report it to your class.
get up walk to school watch TV in
the evening do your
homework play computer
game shelp your
parents
always
usually
often
sometimes
seldom
never
A: Do you often watch TV in the evening?
B: No，I don’t. I sometimes watch TV. Sometimes I read books.
2.（呈现调查表，根据表格内容，写一段话，然后汇报。）
go shopping watch TV walk after supper get up early
I
Grandma
Grandpa
Father
Mother
T: Look at the table， please make a survey. You can fill in the blanks with the adverbs of
frequency. For example: seldom， always， sometimes， often...
3.（弹性课堂，要求学生背一句谚语。板书。）
Proverb.
Where there is will， there is a way.
4. Let’s chant 5.
T: At last let’s relax. Let’s chant together.
（在轻松活泼融洽的气氛中结束这节课。）
You go to work by bike.
He walks to school with Mike.
She comes here by plane.
They go there by train.
We are busy on weekdays.
Let’s be early as always.
5. Homework:
(1)（让学生写一篇有关自己的小短文，用上Section A和 Section B中学过的重点句型。
五句话左右。有兴趣，学生们可以课外收集中外古谚语，名人名言。培养他们的自主学习能力和自我构建能力。）
（2）（让学生收集有关中美学生学习生活的资料，看他们之间有什么不同，预习1a on page
5。）
SectionC
The main activities are 1a， 2 and 3.本课重点活动是1a， 2和3。
Ⅰ.Teaching aims and demands教学目标
1.（1）Learn adverbs of frequency:
once， twice
（2）Learn other useful words and expressions:
guest， life， almost, bicycle, break, finish， spare， basketball， football，read, story，
clean， dance， piano， library, week, listen， music, write, supermarket
2.（1）Learn the simple present tense:
I usually play computer games.
He usually reads story books.
Do you often read books in the library?
（2）-How often do you go to the library?
-Once/Twice/Three times a week/Very often/Every day/Seldom...
3. Talk about the school activities:
play computer games， read story books， clean the house， play soccer， go dancing， play
basketball， play the piano， sing songs
Ⅱ.Teaching aids教具
话筒/图片/录音机
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1.（复习Section B 5 Let’s chant，活跃课堂气氛。）
T: The whole class， let’s chant again.
（全班同学边唱边用双手打节拍。）
2.（复习上节课的交通工具。）
T: How do you usually go to school?
S1: I usually go to school on foot.
T: How do you usually go to school?
S2: I usually go to school by bike.
T: ...
3.（学生在小组里进行链式对话，继续复习交通工具。）
S1: How do you often go to school?
S2: I often go to school on foot. What about you?
S3: I often go to school by bike. How do you usually go to school?
S4: ...
4. (教师引导学生复习频度副词seldom, often, always,从而引出本节课的新词组how often和另几个频度副词once, twice...)
T: I always go to library after school.
Mr. Zhang doesn’t go to library every day, he goes there once a week.
(板书划线部分，学习新词once,用同样的方法讲解twice。)
T：How often do you go to library?(学习how often)
S：...
(板书划线部分，重点讲解how often的用法。)
T: Now, let’s use them to make dialogs.(指着黑板上的新词。)
5.（邀请一位同学扮演贵宾，老师扮演采访者进行采访，尽可能帮助学生。）
T: Now， I am an interviewer. Good morning， everyone! Our guest today is
Kangkang from Class 5， Grade 1. Hello， Kangkang!
Kangkang: Hello.
T: We want to know something about your school life. How do you usually get to
school?
Kangkang: I usually walk to school. But sometimes I go to school by bike.
T: Where do you have lunch?
Kangkang: I usually have lunch at school.
T: Do you sometimes eat out in school days?
Kangkang: No， I don’t.
T: Do you have a short break after lunch?
Kangkang: Yes， I do./No， I don’t.
T: What time do the classes finish in the afternoon?
Kangkang: At about half past four.
T: What do you often do in your spare time?
Kangkang: I often play basketball.
（老师板书新单词、短语。）
interviewer， guest， school life， eat out， have a short sleep, finish, in your spare time,
basketball
6.（让学生扮演采访者，向Kangkang提问题。）
T: Now， the other students. Do you have any other questions? You can ask Kangkang.
S1: What time do you usually get to school?
Kangkang: I usually get to school at about seven o’clock.
S2: What time do the classes begin in the morning?
Kangkang: At about twenty to eight.
S3: How many lessons do you have every day?
Kangkang: I have 7 lessons every day.
S4: ...
7.（采访结束。）
T: OK. The interview is over. Thank you, Kangkang. Now， do you want to know about the
school life of American students? Listen to the tape carefully.
Step 2 Presentation第二步 呈现（时间：5分钟）
（设置并板书听力任务。）
T: Listen to the tape and answer the following questions.
How do American students usually get to school?
Where do they eat lunch?
Do they have a short break after lunch?
What time do the classes finish in the afternoon?
What do they often do in their spare time?
（听录音，回答问题。）
walk or take a yellow school bus...eat out...have a short break...finish
classes...in their spare time
（将关键词写在黑板上，呈现1a，向学生讲解中、美学生学校生活的异同。）
Step 3 Consolidation第三步 巩固（时间：5分钟）
1.（老师放录音1a，示范让学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw “up or down” with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读。）
T: Rub them clean and now read and check your pronunciation sentence by sentence.Go!
3.（人机对话，即学生和录音机对话。）
T: You are Michael. Listen to interviewer and make a dialog with her.
4.（看第二步呈现黑板上的关键词，学生两人一组表演1a。）
T: Work in pairs. Close your book， look at the blackboard and act the dialog out.
Step 4 Practice第四步 练习（时间：15分钟）
1.（学生做1b Pair work。）
T: Practice the dialogs in 1b in pairs.
2.（学生两人之间互相采访。）
T: Work in pairs. Suppose one of you is an interviewer. Do an interview between you and your partner.
3.（老师出示一张Wang Junfeng打游戏机的图片。）
T: I usually play soccer after school. What does you usually do after school， S1?
S1: I usually read books.
T: Look at this picture. What does Wang Junfeng usually do after school?
S1: He usually plays computer games.
T: Do you often play computer games?
S1: No， I don’t.
T: How often do you go to the Net Bar?
S1: Seldom.
T: That’s very good.
T: Do you often play computer games， S2?
S2: Yes， I do.
T: How often do you go to the Net Bar?
S2: Very often.
T: That’s too bad! Work must come first!
（板书）
play soccer踢足球play computer games打电脑游戏
Work must come first!工作第一！
4.（老师出示一张Yu Jing在看图书的图片。）
T: What do you usually do after school， S3?
S3:I usually play basketball.
T: Now， look at this picture. What does Yu Jing usually do after school?
S3:He usually reads story books.
T: Do you often read books in the library?
S3:Yes， I do./No， I don’t.
T: How often do you go to the library?
（老师引出并教学once/twice/three times a week，然后让学生回答。）
S3:Once a week.
T: That’s good. We must study hard.
（老师板书关键词。）
read story books看故事书once/twice/three times a week一周一次/两次/三次
（用同样方法教学clean， dance， roller skating板书）
clean the house打扫房子go dancing去跳舞go roller skating去滑旱冰
5.（让学生练习2 Pair work。）
T: Look at the pictures. Work in pairs. One asks and the other answers. Then change the roles.
6.（学生做3 Listen, ask and answer，进行链式对话。）
T: Now，let’s use the phrases in the box of 3 to do a chain work like this.
S1:Do you often...?
S2:Yes， I do./No， I don’t.
S1:How often do you...?
S2:Once/Twice/Three times a week./Very often./Every day./Seldom... Do you often...?
S3:...
Step 5 Project第五步 综合探究活动（时间：10分钟）
1.（学生做调查报告，并向全班汇报。）
T: Make a survey of your classmates and fill in the chart. Then report it to your class.
A: How often do you watch TV?
B: Once a week…
watch TV
in the evening Walk to school play computer games help your parents play basketball
Li Ming Once a week
Report: Li Ming watches TV in the evening once a week...
2.（让学生就中外学生学校生活的异同做比较。）
（把全班学生分成四组，每小组在一起讨论关于中美学生不同学习生活的资料，由一人
进行归纳总结。然后每组推荐出一个小记者，向全班同学汇报，所有同学要求记录下来。
需用纸制话筒，椅子等。）
T: The whole class talk about something about the different school lives between American
students and Chinese students. Then write them down.
Example:
In America， students walk or take a yellow school bus. In China， students...
3. Homework:
(1)Write a passage about what you usually do or seldom do in a week.
Example:
I usually go to school on foot. I seldom...
(2)回家通过多种渠道收集有关中西方国家的文化差异的信息。
(3)归纳所有的频度副词。
Section D
The main activities are 1，2 and 5. 本课重点活动是1，2和5。
Ⅰ. Teaching aids and demands 教学目标
1. Learn the phonetics:
｜溃，｜茫，｜t溃，｜d茫
2. Talk about daily grammars:
（1）Talk about adverbs of frequency:
seldom， never， sometimes， often， usually， always
（2）Talk about the simple present tense:
①How do you usually go to school?
I usually go to school on foot.
②How does Michael often go to school?
He often walks to school.
③How often do you go to the library?
Three times a week.
3. Talk about daily routines.
Ⅱ. Teaching aids 教具
音标卡片/录音机/人体钟/课件
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1.（用“Happy New Year!”来导入复习并做4b。活跃课堂气氛，引起学生兴趣。）
T: Let’s sing the song “Happy New Year!” together.
2.（呈现“The early bird catches the worm.”，并译成汉语，勉励学生勤奋学习。板书如下：）
The early bird catches the worm.
笨鸟先飞/早起的鸟儿有虫吃。
3.（检查上节课到社会上做调查表的作业，找几位同学读出自己调查的结果，公布于全班
同学。培养学生的成就感，社会责任感。）
T: Take out your surveys. I’ll ask some students to report your answers to the class.
4.（听录音，做3。第一遍，学生只听，第二遍，边听边写下答案，第三遍，边听边连线。）
T: First， just listen.
Second， listen and write.
Third， listen and match.
5.（听完录音，核对答案。叫学生把句子写在黑板上，也许在学生重抄句子的过程中能发
现自己的错误。培养自我发现、自我总结能力。）
T: Please come to the front to write your answers on the blackboard. If your answers are wrong,
correct them. Now， check your answers.
Step 2 Presentation第二步 呈现（时间：5分钟）
1.（全班学生人手各执一卡片，卡片上只有教学目标中列出的4个音标，做1。老师读其中
的一个音标，所有执那个音标卡片的学生全站起来，依次类推，做完4个音标的训练。
全班动员，人人参与。）
T: Everyone has a card. If I read ｜｜， raise your card ｜｜. If I read ｜t｜，
please raise your card ｜t｜. Do you understand?
2.（一学生读卡片上的音标，其所在小组其它成员均举起他/她读的音标卡片。）
T: Practice in groups. One reads the phonetics, others raise your cards.
3.（接龙游戏。第一个学生读一个音标，全班其余的有这个音标卡片的同学都边举卡片边
读。）
T: Let’s have a new game. Example: S1 reads ｜｜， if you have the card ｜｜， please
raise your card and read it out.
4.（预习2，划出交通工具的名词和一般现在时的句子。）
Step 3 Consolidation第三步 巩固（时间：10分钟）
1.（听录音1，模仿原文语音语调。）
T: Listen to 1， read after the tape. Pay attention to your pronunciation.
2.（检查学生们是否已划出2中全文的一般现在时及交通工具。）
T: Look at 2. Where are the simple present tense?
Who wants to say: please!
Well done. Clap your hands for him/her!
Who wants to talk about the means of transport?
Wonderful! Today I’m very glad. Why? Do you know?
3.（两人一组，全班合作，接龙游戏，做2。找学生读一句英语，他的下一位同学要翻译此句，依次类推。）
T: Would you love to play a game again?
Ss: ...
T: These are rules.
Example:
S1: Read the first sentence in English.
S2: Say the same sentence in Chinese.
S3: Read the second sentence in English.
S4: Say the same sentence in Chinese.
S5: Read the third sentence in English.
S6: Say the same sentence in Chinese.
Work in pairs and do 2. Can you catch me now?
OK， begin!
4.（分组活动，全班分三大组，一组读译一段课文。）
T: Now，work in groups. We have three groups. One group read the first part in both English
and Chinese， the other group read the second part in both English and Chinese，the last
group read the third part in both English and Chinese. Go!
5.（男女生互相监督。男生用英语读全文，女生翻译出全文，其余的男、女生监督他俩是
否有错误。若有错误老师及时给予纠正。）
Step 4 Practice第四步 练习（时间：10分钟）
1.（不看课文填表。培养锻炼学生的记忆能力。）
T: Don’t look at your books and fill in the chart on page 8.
2.（人体钟游戏。某学生用肢体当时钟，其余同学复述2中的内容。）
T: Do you want to play a new game? A body clock. One student is a clock like this，all the rest retell the story on page 7. Example:
（让一同学用手臂表示时针和分针。游戏方法：主持人发令：Ready. Go!作“钟”的同
学摆出姿势，摆出page 7短文中出现的时间，其他同学根据姿势猜时刻后，再复述出这个时间点里Jane所做的事情及活动。）
3.（制作表格，介绍自己一天的活动。）
T: Make a new chart about your daily activities.
4.（利用课件，全班学生一起做1。）
5.（利用课件，简单归纳一般现在时，设计如下：）
（1）A: What time is it?
B: It’s seven o’clock.
（2）We want to know about the school life of American students.
（3）A: Do they have a short break after lunch?
B: No， they don’t.
（4）A: How do you usually go to school?
B: I usually go to school on foot.
（5）A: How does Michael often go to school?
B: He often walks to school.
（6）A: How often do you go to the library?
B: Three times a week.
Step 5 Project 第五步 综合探究活动（时间：10分钟）
1.（分组活动。做1。一组负责一个音标，总结所有学过单词中发这个音的单词。）
T: Do 1 on Page 7 in groups. First we’re divided into 4 groups. You’ll collect the words which pronounces the same phonetic in your brain.
2.（四人活动，使用音标图片一起学习这4个音标的正确发音。）
T: Let’s practice the four phonetics in groups.
Every group has four members.
3.（找几位学生把总结出来的所有单词向大家汇报。）
T: Have you finished your collection? I’ll ask some students to report your answers to the class.
4.（独立学习，做1和 2。）
T: Work alone 1 and 2.
5.（制表格做5，复习这一个话题学过的句型及重难点。）
T: Make a survey， just do 5 on page 8.
Use the sentences and pay attention to the key words.
6.（分组讨论，做2，为下步布置作业作准备。）
T: Talk about 2 on page 7 in groups.
7. Homework:
Write a passage about your daily activities.
Topic 2
Section A
The main activities are 1，2a and 3.本课重点活动是1，2a和3。
Ⅰ. Teaching aims and demands教学目标
1. Learn the names of school buildings:
playground， lab， room， gym， classroom， road， building， pool
2. Learn the names of other things: thing, card
3. Learn the present continuous tense:
What are you doing?
I am reading in the library.
What is he doing?
He is watching TV in the bedroom.
4. Learn likes and dislikes:
Do you like our school?
Yes，I do./No， I don’t.
I like the computer room best.
I don’t like the library.
Ⅱ. Teaching aids教具
录音机
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习（时间：10分钟）
1.（做一个调查，调查学生是否喜欢校园生活，在课余经常做什么活动，为校园场所名称
的学习埋下伏笔，也为现在进行时的学习提供动词词组。）
S1: =Yuan Hong
T: Today I want to make a survey. Yuan Hong， please answer my questions. Do you like
our school life?
S1: Yes， I like our school life.
T: What do you usually do in your spare time?
S1: I usually play basketball.
T: Thank you. ××，what do you usually do in your spare time?
S2: I often read books.
T: What about you， ××?
S3: I often go swimming.
...
2.（询问学生通常在哪里做上述活动，呈现校园场所名称。）
T: I know you can have happy school life. Yuan Hong usually plays basketball.××（S2）
often reads books.××（S3）often goes swimming...Please answer my questions now.
Where do we play basketball?
S1: Playground.
T: Where do we read story books?
S2: Library.
T: Where do we swim?
S3: Swimming pool.
...
（让学生根据预习，说出校园内场所的名称。）
T: Can you name the school buildings?
S1: Library，dining hall...
S2: Gym，lab...
...
3.（让学生跟读1的录音，并把词与图正确搭配。）
T: Please listen to the tape and repeat. Then write the letters in the right place on the picture.
4.（引导学生观察1的图画，呈现现在进行时态。）
T: Look at the picture. We can see a student in the library. What’s he doing? He’s reading a
book.
（板书句型。）
What’s he doing?
He’s reading a book.
（让学生听图中的对话，并板书。）
T: Listen to the tape and repeat.
What’re you doing?
I’m reading Harry Potter.
（让学生试着判断上面两个句型是用来表述什么时间下的动作。）
T：（用汉语）黑板上两个句型中的动作是发生在什么时间的？
Ss：现在正在进行的动作。
T: That’s right. When we express something is happening， we use the present continuous tense.
(让学生跟读句子，总结现在进行时的结构特点。)
T: Please read after me. And find the rules of the present continuous tense. He’s reading a book.
Ss: He’s reading a book.
T: I’m reading Harry Potter.
Ss: I’m reading Harry Potter.
T: Do you find the rules?
Ss: Yes. be + doing.
be+doing
be动词+动词ing形式
Step 2 Presentation第二步 呈现（时间：5分钟）
（让学生听、读2a对话，完成2b表格。）
T：Please listen to the tape， then read it again. Fill in the chart in 2b.
Name Kangkang Maria Wang Wei
Favorite place
Things he/she is doing
Step 3 Consolidation第三步 巩固（时间：5分钟）
1.（让学生跟读对话。）
T：Listen to the tape and repeat.
2.（让学生分角色朗读。）
T：Please work in pairs， read the dialog.
3.（让学生根据对话内容，回答问题。）
T: Please answer my questions. Which place does Michael like best?
S1: Computer room.
T: Which place does Jane like best?
S2: She likes the swimming pool best.
T: Which place does Kangkang like best?
S3: ...
...
4.（让学生合上书本，根据对话内容说出Michael等5位同学分别喜欢的地点。）
T: They like different places. Please tell me which place they like best.
S1: Michael likes computer room best. Jane likes...
S2: ..
Step 4 Practice 第四步 练习（时间：12分钟）
1.（问学生Kangkang等人正在做什么。）
T: Look at the pictures in 2a. Answer my questions.
What’s Kangkang doing?
S1: Kang is playing soccer.
T: What’s Maria doing?
S2: She is reading a story book.
T: What’s Wang Wei doing?
S3: He is sleeping.
2.（让学生跟读3中的对话。）
T: Please listen to the tape and repeat.
（根据对话内容提问，让学生回答，呈现现在进行时的一般疑问句形式。）
T: Is Jane doing her homework?
Ss: No， she isn’t.
T: Is Jane watching TV?
Ss: Yes， she is.
T: Is Michael playing basketball?
Ss: No， he isn’t.
T: What’s he doing?
Ss: He’s making cards.
3.（让学生根据4的图画进行两人对话。）
T: Please look at the pictures in 4. Ask and answer in pairs.
S1: Where is she?
S2: She is in the gym.
S1: Is she singing?
S2: No， she isn’t.
S1: What’s she doing?
S2: She’s dancing.
Step 5 Project 第五步 综合探究活动（时间：13分钟）
1.（让学生调查班级的同学喜欢校园的哪里及原因。）
T: Please make a survey. And fill in the chart.
Name Favorite place Why
Wei Wei playground likes playing soccer
（让学生根据调查内容做报告。）
T: Please report what you surveyed.
S1: Wei Wei likes playground. He likes playing soccer.
...
2.（让学生根据chant的内容做动作。）
T: I’ll chant. Please perform the action when I chant.
What’re you doing now?
I am swimming now.
（学生做游泳动作。）
What’re you doing now?
I am running now.
（学生做跑步动作。）
...
3.（请一个学生到台上做动作，其它同学用现在进行时态进行问答。）
T: Li Juan， come here.（出示一个dance的动词卡片给她看。）Please perform the action.
（学生表演跳舞动作。）
T: What is she doing?
S: She’s dancing.
...
4.（作业，要求学生调查班级同学课余最喜欢做什么，最喜欢校园的什么场所。）
T: Please make a survey. What does your friend often do in spare time? Which place does
he/she like best and why? And write a short passage.
SectionB
The main activities are 1a， 2 and 3a.本课重点活动是1a， 2和3a。
Ⅰ. Teaching aids and demands教学目标
1. learn other useful words and expressions:
most, better, minute， shelf， great, dear， borrow, of course, keep， return， post, newspaper, purse， money， anything， else, nothing, meal, umbrella
2. Talk about the present continuous tense:
What are you doing?
I’m looking for my purse.
Are you playing basketball?
No， I’m not.
3. Talk about how to buy and borrow things.
4. Talk about Lost and Found.
Ⅱ.Teaching aids教具
录音机/图片/报纸/书/课件
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1.（检查上次作业。）
T: Now， let’s check homework. S1， S2， S3 and S4， please report your answers to the class. S1， you， first. Go!
2.（两人对话。复习现在进行时。）
T: Work in pairs. Look at Page 10， 4， and make dialogs like these sentences. Attention!
Present continuous. I’ll give you two minutes to prepare. Then I’ll ask two students to act
out your dialogs.
3.（三人搭档活动。一位学生手拿任意一张图片或在黑板上画简笔画，另两位学生一问一
答，继续复习现在进行时的句子或一般现在时的句子。）
T: Work in groups. This time I’ll ask three students to act the picture out. How to do it?
（老师随即叫出三位学生，吩咐他们各自要做的任务。）
4.（老师与学生两人一起表演在书店买书的过程。导入1a。老师参与表演，学生会更加积
极地参与课堂教学活动。）
T: Let’s play a game.
（老师手拿一本仁爱版的英语教辅书。）
T: Boys and girls. I want to buy a book like this. Who is the boss of a bookstore? Who loves to act with me?
Step 2 Presentation第二步 呈现（时间：5分钟）
1.（利用课件或图片呈现1a。若用图片，老师课前应该已要求学生将有关书店买书活动的
新单词制成卡片，卡片上尽量显示图画和单词两部分。老师现在手拿一张书店的图片，
图片的下面写着“bookstore”。）
T: Look at the picture， where is it?
Ss: “书店”。
T: What is this in English? Read after me， please.
（老师拿着一张一学生正在买书的图片）
T: What is he doing now? S1， do you know?
S1: I think he is buying books.
2. (老师假设一种情景：假如你买不到想要的图书，那该怎么办吗？对，应该很有礼貌地向别人借一下。)
T: Let’s learn 1b. Learn how to borrow books from others.
T: Excuse me, may I borrow this book?
S1: Sure! Here you are!
T: How long can I keep it?
S2: Two weeks.
(同时把重、难点板书在黑板上。)
May I borrow...?
Sure!/Certainly!/Of course.
You must .../Thank you anyway.
You’re welcome.
Step 3 Consolidation第三步 巩固（时间：5分钟）
1.（听录音，做1a。）
T: Look at 1a. Just listen， please.
2.（表演竞赛。教室前面一书架上摆满仁爱版和其他版本图书，然后找三组学生表演1a，
最后学生们自己评出哪组表演的最优秀。老师对胜出者给予仁爱版图书以奖励。）
T: Work in groups. Three groups will come to the front of the classroom to act. Do you love
Ren’ai books? If you win， I will give two Ren’ai books to the winners. Which group will
win? Ready， please. (Two minutes later.) Let’s begin to act the dialogs out.
3.（双人对话。找两位学生表演1b，一学生买不到书，然后找好朋友借。）
T: Don’t look at your books. Now， I will ask two students to act 1b out. S1 and S2， you，
please.
Step 4 Practice第四步 练习（时间：15分钟）
1.（老师又拿出一学生像在路上寻找东西的图片。）
T: Well done. S2， look at the picture.Guess， what is he doing?
S2: I think he is looking for something.
T: You are right. He lost something.
（板书上句中划线单词lost，导入3a。板书如下：）
Lost: Found:
I lost a book. A book.
（一人正在寻找东西的图片。） Please call:
Please call: 8856309 8821437
寻物启示 失物招领
（老师解释板书的内容，叫学生预习3a一分钟。）
2.（让学生人手三张卡片，分别写上数字号码1、2、3，以备胜出者用。）
T: Are you ready? The first group， please.
（第一组表演结束后。）
T: Well done! Let’s clap for them. The second group， are you ready? Please.
（三组都表演结束后。）
T: Now， let’s choose the best group. which group is the best? Raise the number card. Go!
3.（听录音，做2和3a。）
T: Be quiet， please. Let’s listen to the tape. Don’t look at your books. Just listen， please.
（放完录音后。）
T: Now， look at your books， 2 and 3a on Page 12. Read after the tape.
（老师开始重放2的录音。）
4.（双人对话，做1b。）
T: Work in pairs. Do 1b on the Page 11. Pay attention to the key words and phrases.
（老师强调重、难点。）
May I borrow...?
Sure!/Certainly!/Of course.
You must do...
Thank you./Thank you anyway.
You’re welcome.
5.（分组表演。做2，全班分四组表演，每一组中每次抽出三人分别扮演Michael， Maria
和Girl。）
T: Work in groups and do 2. Now we have four groups. Every group sends three members to
be as Michael， Maria and Girl.
6.（表演竞赛。用表演1a的竞赛规则或方式来做2。）
T: Would you love to be winners? Do you want to get the red flag? Let’s do 2. How to do it?...
Step 5 Project第五步 综合探究活动（时间：10分钟）
1.（听录音，复述或复习1a， 2和3a的内容。）
（1）（先找一学生回忆1a的内容，然后听录音1a，再让其复述1a的内容。）
T: Boys and girls. Have you remebered the story of 1a? S1, you want to try? Retell the story,
please. Let’s clap for him/her!
（2）（鼓励更多的学生来参与复述2课文内容。）
T: S2， do you want to try? Try to retell the story of 2. Who else? Raise your hand. Wow， so many!
（3）（分组表演竞赛，做3a。表演即复习3a的内容。）
2. Homework:
（1）写一篇有关买书过程的小短文，大约10句话。
（2）写一则失物招领启示，不少于两个句子。
（3）预习13页的1a。
（4）如有兴趣，画一张本校的建筑物分布图。
Section C
The main activities are 1a and 2a.本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands教学目标
1. Learn other useful words and expressions:
plan, next to,near， upstairs， news， attention， between, movie, show, hall, program, gone,
wind, activity,stamp， world
2. Talk about news and poster.
Ⅱ.Teaching aids教具
录音机／图片／挂图／单词卡片
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间：15分钟）
1.（对话表演，全班分为四组，每组各表演一个对话，其他学生认真听，找错误。对话时
间以一分钟为限，老师数句子，称为一分钟对话。第一组学生借东西，可以在教室内走
动。第二组东西丢了，去失物招领处找回来。第三组去书店买书。第四组请一个学生表
演动作，另两个学生用现在进行时对话。通过这个活动来热身，吸引学生的注意力，复
习现在进行时并复习前面的对话。）
T: Group 1， please!
S1: ...
S2: ...
T: Very good! 20 sentences! Can you find any mistakes in the dialog?...Yeah， you’re right.
Let’s go on， Group 2， please!
...
2.（贴一张本校的图片在黑板上，先把左边的学校场所名称用纸张遮起来。）
CLASSROOM BUILDING（教学楼。）
（1、2、3、4、5、6、7、8八间教室，9、10老师办公室，11、12、13、14、15、16学生宿舍。）
T: Look at the picture， answer my questions:
（指着电脑室。）
T: What are they doing?
Ss： They are playing on the computer.
T: What’s the name of the room? Can you guess?
Ss: Yes, computer room.
T： Where’s the computer room?
S1: It’s in the classroom building.
S2：It’s next to the lab.
T： Good. We can also say，“It’s upstairs.”它在楼上。
（板书划线部分，英汉对照，导入新词upstairs。）
T：Which room is upstairs next to the computer room?
S3： I think it’s a lab. Is it right?
T: Right.
（指着图书馆。）
T: What are they doing?
S4: They are reading books.
T: hat’s the name of the room?
S5: Library. Is it a library?
T: You are right. Where is the library?
S6: It’s next to the room. I think it’s next to the gym. It’s a gym near(在……附近)the library.Because many students are dancing in the room. So I guess it’s a gym.
T: Well done! What’s the meaning of “near”? You know， yes， 在……附近。Who can
tell me, where is the dormitory building?
S7： It’s near the classroom building.它在教学楼附近。
（板书划线部分。通过以上活动，不仅导入新词near， upstairs，而且复习了学校场所
名称和现在进行时。）
Step 2 Presentation 第二步 呈现（时间：5分钟）
1.（设置并板书听力任务。）
T: Listen to the tape and answer the questions:
（1）Where is my classroom?
（2）What do you do after school?
（3）What are near my classroom?
（4）Where is the computer room?
（听录音，回答问题。）
next to-near-upstairs-play soccer
（将关键词写在黑板上，呈现出1。）
2.（在平面图上填写学校场所。）
T: Read the passage and complete the places of the school.
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（老师放录音1a。学生跟读。）
T: Follow the tape and repeat loudly.
2.（看图和黑板上的关键词复述短文。）
3.（完成1b和1c）
Step 4 Practice 第四步 练习（时间：15分钟）
1.（听2a的录音，回答问题。板书问题。）
（1）When does the game begin?
（2）Where is the game?
（3）When does the movie Gone with the Wind begin?
（4）When does the movie The sound of Music begin?
（5）Where can we watch the movies?
2.（学生跟读2a。）
3.（学生听做2b。）
4.（做3。）
T: Read Poster 1 and then fill in the blanks of Poster 2.
5.（用单词卡片再现本课新词，并造句。）
Examples：
T: What’s this in English， please?
Ss： Attention， please.
（出示“新闻”卡片。）
T: What’s this in English， please?
Ss: News. It’s a piece of news.它是一则新闻。
（出示“在……之间”卡片。）
Ss: Between， he sits between you and me.
（出示“邮票”卡片。）
T: How to say“邮票，邮展”in English?
S1: Stamp， stamp collection show.
（出示“世界”卡片。）
T: What’s this in English? How to say “在世界上”in English?
S2: World. In the world.
（出示“礼堂”卡片。）
S3: Hall. Come and see the stamp collection show in the school hall.
T: Wonderful， you are good boys and girls.
Step 5 Project 第五步 综合探究活动（时间：5分钟）
1.（描述理想的学校，把它画下来，每组请一个学生到黑板上画。）
2. (假设星期六晚上学校要在礼堂举行一个歌舞晚会，请一起制作一个海报。)
3. Homework：
（1）(复习本单元单词，以便下节课单词竞赛。)
（2）(准备一分钟对话。)
Section D
The main activities are 1，3a and 5.本课重点活动是1，3a和5。
Ⅰ. Teaching aims and demands教学目标
1. Learn the phonetics：
||, ||, ||, ||
2. Learn other useful words and expressions：
traffic, child, exercise, Japanese, the Great Wall, wonderful
3. Review the present continuous tense:
I’m looking for a book.
He isn’t cleaning the dormitory.
Are you doing your homework?
Yes， I am.／No， I’m not.
Is he／she...?
Yes， he／she is.／No， he／she isn’t.
What is he／she doing?
He／She is...
4. Talk about news.
Ⅱ. Teaching aids教具
录音机／单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间：15分钟）
1.（单词竞赛，老师抽查三排学生，被抽到的排，从左到右往下轮，每个学生读并拼出一
个单词，造一个句子。用上现在进行时态，单词一分，句子两分。全班同学一起找错误，
找到一个错误加两分。）
Example：
T： Please read the names of the school building， and make a sentence. One by one.
S1：Library. In the library. I’m reading in the library.
S2：Playground. On the playground. I’m running on the playground.
S3：Pool. The swimming pool. He’s swimming in the swimming pool.
（复习前面三课的单词，板书如下：）
library， playground， lab， room， gym， building， pool， motorcycle， road，
shelf， physics， keep， return， borrow
（通过竞赛，吸引学生注意力，活跃课堂气氛，调动学习积极性。）
2.（一分钟对话，复习现在进行时的肯定句，否定句，一般疑问句，特殊疑问句及其回答。）
(比赛规则：老师抽一排，全班4组8对学生，编一个对话进行比赛，时间为一分钟。请
一个同学计时，老师数句子。一句一分，全班同学找错误，找到一个错误加两分，鼓励
学生，并能提高听力能力。)
3.（老师拿出一张照片，上面是一个日本女孩在健身房跳健美操。）
T： She is my pen pal， do you like her?
Ss： Yes, she is a beautiful girl， I like her a lot.
T： Is she running?
Ss： No， she isn’t.
T： What’s she doing?
Ss： She is dancing.
T： Yeah, right. She is taking exercise in the gym. 她在健身房做锻炼。Do you like taking
exercise?
Ss： Yes, we do.
T： Where is she from? Do you know?
Ss： She is from Japanese.
T： No， you are wrong. She is from Japan. She is Japanese. She is a Japanese girl.她是日本人，她是一个日本女孩。
（板书划线部分，英汉对照。导入exercise， Japanese。）
S1： I know， Kamiko is from Japan， she is Japanese.
S2： Xiaodingdang is from Japan， Kangfu is a Japanese boy.
S3： Yingtaoxiaowangzi is a Japanese girl， too.
T：You are all clever， you love cartoons. Who likes taking exercise in the cartoons? Can you
tell me?
S4： Daxiong likes taking exercise， so he is very strong.
S5： Kangfu doesn’t like taking exercise， so he is short and weak.
T：Good， you are wonderful.
Step 2 Presentation 第二步 呈现（时间：10分钟）
1.（呈现含/ts/、/dz/、/tr/、/dr/的单词卡片，让学生熟悉这些发音，为下面的操练做准
备。）
T: What’s this?
S: It’s “boats”.
T: What’s that?
S: It’s “shirts”.
（板书boats， shirts，要求学生找规律。）
T： Look at these two words. What can you find out?
S1： ...
S2： ...
T： Good! Shirts “ts” makes /ts/，boats “ts” ， too.
You are clever! Read after me...
（再举个/dz/的例子，步骤同上；然后呈现/tr/音标，运用头脑风暴法要求学生尽可能多
地说出发这个音的单词，再进行归纳，讲授/dr/的方法同｜tr｜。并给出答案，谁能说出
1个单词就加1分。）
Example：
playgrounds/dz/, roads/dz/ ， Australia /tr/，interest /tr/， restaurant /tr/， draw /dr/， drink
/dr/， hundred /dr/
T: Look at /tr/. What words have the sound /tr/ in them?
S: ...
T: Clever! I think “interest， Australia” have the sound /tr/.
Let’s go on another phonetics /dr/. Who knows...?
2.（听录音，跟读1。）
T: Read after the tape， please.
3.（全班大声齐读，巩固所学单标。）
4.（看3a图，听录音，判断正误。）
T: Look and listen carefully， fill in the blanks.
（板书。）
（1）He is ________ ________ in the gym in Picture 1.
（2）In picture 2， he is swimming in the ________ ________ .
（3）In picture 3， he is talking to ________ ________ ________ on the Great Wall.
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（再放一遍录音，并给学生两分钟时间准备，看图问答。每组请一对同学，一句加两分。）
T: Ask and answer in pairs according to the pictures as possible as you can.
Example：
A: Where is Wen Wei in Picture 1／...?
B: He is...
A: What is he doing?
B: He is...
Step 4 Practice 第四步 练习（时间：10分钟）
1.（听录音，跟读4a， 4b。让学生再复习一遍本话题的重难点。）
2.（学生做2。）
T: Listen carefully and match.
3.（连线后，再让学生把这些句子变成否定句、一般疑问句、特殊疑问句并回答。）
Example：
S1: Which place does Jane like best?
S2: I think she likes her bedroom best.
S3: Is Maria singing a song in the classroom?
S4: Yes， she is.
S5: Kangkang is playing soccer in the gym. Is it right or wrong?
S6: It’s wrong. He is playing soccer on the playground.
S7: What are their teachers doing?
S8: They are working in the office.
...
（通过双人活动，学生充分地掌握了本话题的4a和4b。）
Step 5 Project 第五步 综合探究活动（时间：5分钟）
1.（布置学生每人写一篇海报。）
2.（展示学生的海报并在班上读出来。）
Example:
Found: A yellow purse is in the Lost and Found Room. Please come to get it at 3∶00 p.m.
today.
(假设海报贴出来后，有几个同学前来认领钱包。写海报的同学当即采访他们。)
Questions：
（1）What color is the purse?
（2）What’s in the purse?
（3）Where’s the purse?
（4）What time can I get the purse?
Topic 3
Section A
The main activities are 1 and 2a.本课重点活动是1和2a。
Ⅰ. Teaching aims and demands教学目标
1.（1）Learn days of the week：
Monday， Tuesday， Wednesday， Thursday， Friday
（2）Learn subjects：
history， math， art， geography， P.E.
2. Review present continuous Wh-questions:
-What class are they having?
-They’re having a music class.
3. Talk about subjects and timetable:
-What time does the class begin?
-At ten o’clock.
-What time does it finish?
-At twenty to eleven.
Ⅱ. Teaching aids教具
录音机／图片／小黑板
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习（时间：15分钟）
1.（师生共同说唱，复习现在进行时。）
T: Let’s chant “What are you doing?”
What are you doing now?
I’m singing now.
What are you doing now?
I’m dancing now.
What are you doing now?
I’m walking now.
What are you doing now?
I’m playing now.
（老师一边唱，一边做动作，全班同学跟着唱，一起做动作，活跃课堂，激发学生兴趣。）
2.（通过复习，导入科目。）
T: What are you doing now?
Ss: We are singing a song.
T： What are we doing now? We can also say “We are having a class now.” What class are
we having? We are having an English class.
(我们正在上什么课？我们正在上英语课。)
（板书划线部分，英汉对照，导出新的词组have an English class。）
T: Do you have an English class every day?
Ss: Yes， we do.
T: What time does the class begin?
Ss: At ten to eight.
T: What time does the class finish?
Ss: At twenty-five to nine.
（板书划线部分，引出生词begin， finish。）
（挂出小黑板，开始呈现科目，练习问科目，上、下课时间单词。）
Subject Time
（begin-finish） What day
English 7∶50-8∶35 every day
Math 8∶45-9∶30 every day
Geography 9∶50-10∶35 Monday
History 10∶45-11∶30 Tuesday
Biology 14∶00-14∶45 Wednesday
Art 14∶55-15∶40 Thursday
P.E. 15∶50-16∶35 Friday
T: Look at the blackboard， answer my questions. Do you have a math class every day?
Ss: Yes， we do.
T: What time does the class begin?
Ss: At...
T: What time does the class finish?
Ss: At...
T: Now I give you two minutes to practice these sentences. You work in pairs.
（给学生两分钟时间练习，同桌对话。一个同学问，一个同学答，然后交换角色。）
3.（引出表示星期的单词。）
T: Do you have a Chinese class today?
Ss: Yes， we do.
T: What day is it today?
Ss: It is Monday.
（板书呈现生词Monday，学习询问今天星期几及其回答。）
T: What class do we have on Tuesday? 在星期二，我们上什么课？
Ss: History.历史课。
（帮助学生回答，并再给学生两分钟时间，练习星期的表达法。）
Step 2 Presentation 第二步 呈现（时间：5分钟）
（设置并板书听力任务。让学生带着任务听录音，可以降低难度。）
What day is it today?
What class are they having?
What time does the class begin?
What time does it finish?
（听录音，回答问题。）
Wednesday-have a music class-begin-finish
（将关键词写在黑板上，呈现出1，为下一步学生不看课本自由表演打下基础。）
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（老师放录音1，示范让学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw “up or down” with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。
这样做可以集中学生注意力，提高效率。）
T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!
3.（人机对话，提高学生兴趣。）
T: You are Jane. Listen to Helen and make a dialog with her.
4.（学生两人一组表演1。）
T: Work in pairs. Look at the blackboard and act the dialog out.
Step 4 Practice第四步 练习（时间：10分钟）
1.（老师把一张漂亮的图片贴在黑板上，上面是一张英语课程表，下面是六个问题。）
T: Look at the timetable and answer the questions.
（1）How many lessons do you have every day?
（2）How many English lessons do you have every week?
（3）What time do morning classes begin?
（4）What time is school over?
（5）What is your favorite subject?
（6）How often do you do outdoor activities?
2.（使用动作复习有关科目和星期的单词。）
T: Now， look at me and guess， what am I doing? Which class am I in?
（老师做出唱歌跳舞的动作。）
Ss: You are singing and dancing in music class.
T: What day do you have a music class?
Ss: On Wednesday.
（让一个同学做动作，另外两个同学一问一答。）
Example：
S1: 做画画动作。
S2: What is he doing? And which class is he in?
S3: He is drawing pictures in art class.
（小组活动进行替换操练，完成2b。）
3.（呈现P183的两幅图片，双人活动，进行对话练习。）
T: Let’s read 3 and work in pairs like this：
Examples：
A: What day is it today?
B: It’s...
A: What class are they having?
B: They’re...
A: What time does the class begin?
B: At...
A: What time does the class finish?
B: At...
4.（让学生做4。）
T: Listen and fill in the chart.
Step 5 Project 第五步 综合探究活动（时间：10分钟）
1.（做一个调查，采访班上的同学，了解他们一周中每一天喜欢的科目及原因。）
T: Please design your favorite timetable for a week and fill in the chart.
Time Favorite subject Like／Dislike Reasons What day
8∶00-9∶00 Art Like very much Like drawing pictures Monday
Tuesday
Wednesday
Thursday
Friday
2.（学生完成调查表格后，把调查结果汇报给全班同学。）
T: You can report it to your class like this：
On Monday， my favorite subject is art. It begins at eight and finishes at nine. I like it very
much. Because I like drawing pictures.
3. Homework：
(做英语课程表。)
Section B
The main activities are 1a and 2.本课重点活动是1a和2。
Ⅰ. Teaching aims and demands教学目标
1. Learn some useful words and expressions：
question， Australia， easy， interesting， difficult， boring
2. Talk about likes and dislikes：
Why do／don’t you like English?
Because it’s easy and interesting.／Because it’s difficult and boring.
Ⅱ. Teaching aids教具
录音机／小黑板／卡片／图片／照片／投影仪
Ⅲ. Five瞗inger Teaching Plan 五指教学方案
Step 1 Review第一步 复习（时间：15分钟）
1.（师生互动复习旧问候语。）
T: Good morning， class.
Ss: Good morning， Miss...／Mr....
T: What day is it today?
Ss: It is...
T: What class are we having?
Ss: We’re having an English class.
（提问全班男生。）
T: What time does the class begin?
Boys: At...
（提问全班女生。）
T: What time does it finish？
Girls: At...
2.（分组讨论问题，复习有关科目、星期的特殊疑问句。）
T: OK， very good! Now take out your schedule， look at it and ask and answer in groups.
取出一个小黑板，呈现以下问题：
Questions：
（1）How many lessons do you have every day?
（2）How many English／Chinese...lessons do you have every week?
（3）What time is school over?
（4）What is your favorite subject?
（5）How often do you do outdoor activities?
3.（请一组同学到讲台上进行连锁问答，第一个人问，第二个人答，第二个人接着问，第
三个人答。）
4. ①（使用单词卡片教学生词question， Australia， easy, difficult， interesting,boring。）
②（把生词先变成词组，再变成句子，进行扩充操练。）
（出示question的单词卡。）
Example：
T: Do you have any questions? Yes or no?
Ss: No， we have no questions.
（出示Australia单词卡。）
T: Australia. I come from Australia.
（出示first单词卡，指着第一排的第一个同学。）
T: You are the first in row one. May I ask you the first question? What do you think of our
school life?
S1: I like the school life.
（出示last单词卡，指着这一排的最后一个同学。）
T: Well done， you are the last one. May I ask you the last question? Do you like the school life?
S2: Yes， I like it， too.
（出示easy和difficult的单词卡。）
T: Do you like math? Is it easy or difficult?
S3: Yes， I do. It’s easy.
S4: No， I don’t think so. I think it’s difficult.
（出示interesting和boring的单词卡。）
T: Do you like playing games? Why?
S5: Yes， I do. Because it’s interesting.
T: Wonderful， then do you like learning about the past?
S6: No， I don’t. It’s boring.
③（用情景对话来复习巩固本课的生词。假设班上来了一个教师Mr.White，请一个同学扮演这个角色，大家来采访他，一个同学问一个问题，尽量用上新词。）
Example：
S1: Where do you come from?
Mr.White: I come from Australia.
S2: Are you a teacher?
Mr.White: Yes， I am.
S3: Do you like English?
Mr.White: Yes， I do.
S4: Why do you like English?
Mr.White: Because it’s easy and interesting.
S5: Do you like Chinese?
Mr.White: No， I don’t.
S6: Why don’t you like it?
Mr.White: Because it’s difficult and boring.
Step 2 Presentation第二步 呈现（时间：10分钟）
1.（设置并板书听力任务，让学生带着任务听录音。）
T: Listen to the tape， make True（T）or False（F） for these sentences and correct them.
（1）Ms. Jones comes from America.
（2）She teaches English.
（3）She teaches Grade 2.
（4）She has twelve lessons every week.
（5）She likes the school life.
Step 3 Consolidation 第三步 巩固（时间：10分钟）
1.（老师放录音1a，示范让学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw “up or down” with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。）
T: Rub them clean and read and check your pronunciation sentence by sentence. Let’s begin.
3.（全班分成两组操练分别扮演新闻记?
仁爱七年级英语教案 篇6
Topic 1 Welcome to China!
Section A
The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。
Ⅰ.Teaching aims and demands 教学目标
1.(1)Learn the letters Aa-Gg.
(2)Learn some new words:
good, morning, welcome, to, China, thank, you, hello, I, am, are, yes, no, not, nice, meet, too
2. Learn about greetings and introductions:
(1)-Good morning.
-Good morning.
(2)-Welcome to China!
-Thank you./Thanks.
(3)-Hello/Hi!
-Hello/Hi!
(4)-I’m … Are you …?
-Yes, I am./No, I’m not. I’m …
(5)-Nice to meet you.
-Nice to meet you, too.
Ⅱ. Teaching aids 教具
投影仪/教学挂图/录音机/字母卡片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Introduction 第一步 介绍(时间:6分钟)
本节课是开篇，教师应向全体学生说明以下两点：1.学习英语的重要性。2.学习英语的正确方法。目的：激发学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略。
Step 2 Presentation 第二步 呈现(时间:9分钟)
呈现简单的打招呼用语，并进行听说练习，学以致用。
1. (运用真实情境，让学生学会如何与他人简单地打招呼。)
(1)(教师向一名学生做手势以示打招呼。)
T: Hello!
S1: Hello!(启发学生回答。)
(板书Hello!让学生猜测其意思并掌握。)
hello
(师生互动操练Hello!)
T: Hello!
Ss: Hello!
(2)(用同样的方式教学Hi!板书并要求学生理解。)
-Hello! = -Hi!(非正式)
-Hello! -Hi!
(同时教师可以请一位学生帮忙，示范熟人之间应怎样打招呼，并让学生之间用真实姓名依次操练。)
T: Please look at us and see how we are greeting. Then you can use your names to greet each other.(教师给以适当的汉语提示。)
T: Hi, Li Lei!
S2: Hi, Mr./Miss××.
S3: Hi, Zhang Hua!
S4: Hi, Chen Jun!
S5: Hello, Zhou Jie!
S6: Hello, Zheng Hua!
(3)(教师亲切地用手势跟同学们打招呼。)
T: Good morning!
(重复几遍后，启发学生回答。)
Ss: Good morning!
(板书并要求学生掌握。)
Good morning!
(让学生猜测Good morning!的意思，教师给予提示：早上见面问好可用Good morning!代替Hello!师生互动操练Good morning!)
(教师让学生用自己的真实姓名互动操练Hi!/Hello!/Good morning!)
S7: Hi! S8.
S8: Hi! S7.
S9: Hello! S10.
S10:Hello! S9.
S11:Good morning! S12.
S12:Good morning! S11.
…
(对学生的表演给予掌声鼓励。)
2. (用投影仪或教学挂图出示1a，图中康康在接机大厅接人，三个外国学生刚下飞机。问学生：他们之间应该怎样打招呼呢?)
Ss: Hi!/Hello!/Good morning!
(利用上面图片教学China，板书并要求学生掌握。)
China
T: Good morning! Welcome to China!
Ss: Good morning! Thank you./Thanks.(帮助学生回答。)
(板书并教学，要求学生掌握。)
-Welcome to China!
-Thank you./Thanks.
(师生互动操练以上对话。)
3. (播放1a录音, 让学生跟读, 注意模仿语音语调。)
T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.
4. (出示四个小主人公的人物图，让学生认识他们，并教学生读Kangkang, Michael, Jane,
Maria四个名字，教师播放1b录音，完成1b。核对答案并打分。)
Step 3 Consolidation 第三步 巩固(时间:12分钟)
通过师生对话，教学自我介绍的功能用语，并进行练习和表演，让学生运用所学英语进行简单交际。
1. (1)(教学I’m … Are you …? Yes, I am./No, I’m not.)
(教师找两名男生和两名女生分别扮演Kangkang, Michael, Jane, Maria。分别教他们说I’m Kangkang. I’m Michael. I’m Jane. I’m Maria. 引出I’m=I am. 再问Are you …? Yes, I am./ No, I am not.)
(板书并要求学生掌握。)
-I’m …
-Are you …?
-Yes, I am./ No, I’m not.
(教师向全班同学介绍自己，然后请几个学生向全班同学打招呼，并做自我介绍。)
T: Hi!/Hello! I’m … (教师手指着自己，并引导学生做自我介绍。)
S1: Hi!/Hello! I’m Wu San. (S1站起来。)
S2: Hi!/Hello! I’m Wang Xiang. (S2站起来。)
S3: Hi!/Hello! I’m Wei Hua. (S3站起来。)
(教师接着对刚刚做过自我介绍的学生进行提问，练习上面板书的另两个句式。)
T: I’m … Are you Wei Hua?
S3: Yes, I am. (学生点头，这时教师引导学生作答。)
T: I’m … Are you Li Feng?
S2: No, I’m not. I’m Wang Xiang.
(让学生两人一组进行类似操练。)
(2)(再找来一名学生S4，教学Nice to meet you. Nice to meet you, too.的情景用法。板书重点句子。)
-Nice to meet you.
-Nice to meet you, too.
(教师示范表演。)
T: Hello! I’m … Are you Liu Siyang?
S4: No, I’m not. I’m Wendy.
T: Oh, nice to meet you, Wendy.
S4: Nice to meet you, too. (教师引导学生作答。)
(让学生互相问答，借此机会运用类似的对话认识同学。)
2. (播放3a录音，让学生跟读，注意模仿语音语调并进行人机对话。完成3a。)
T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape. (教师给以适当汉语提示。)
3. (让学生自由组合操练1a和3a，然后两人一组上讲台表演。进行小组竞赛，巩固1a和3a所学内容。完成3b。)
T: Practice a dialog according to 1a and 3a in pairs, then act it out. (教师给以适当汉语提示。)
S1: Good morning!
S2: Good morning!
S1: I’m … Are you …?
S2: Yes, I am.
S1: Nice to meet you.
S2: Nice to meet you, too.
S1: Welcome to China!
S2: Thanks./Thank you.
4. (再让学生四人一组上台表演打招呼和做自我介绍。)
T: Act out the dialog with your own names.
S3: Hi!
S4: Hi!
S3: I’m … Are you …?
S4: Yes, I am.
S3: Hello! Are you …?
S5: No, I’m not. I’m …
S3: Nice to meet you.
S5: Nice to meet you, too.
S3: Hi! Are you …?
S6: Yes, I am.
S3: Welcome to China!
S6: Thanks./Thank you.
Step 4 Practice 第四步 练习(时间:10分钟)
通过教学读写字母Aa-Gg并做字母接力游戏，培养学生的合作精神，激发学生的学习兴趣。
1. (学习字母Aa-Gg。)
(1)(教师逐个出示字母卡片，先示范字母的读音，要求学生仔细听，认真观察教师的口型，再进行模仿。每个字母都要用升降调来读。)
T: Listen to me and read the letters after me. Learn Aa-Gg by heart.
(教师先教学字母Aa-Gg，然后全体学生跟读Aa ，Bb , Cc , Dd , Ee , Ff , Gg 。)
T: AaBb Cc Dd Ee Ff Gg
Ss: AaBb Cc Dd Ee Ff Gg
(2)(告诉学生，每个英文字母都有印刷体和书写体、大写和小写之分。关于字母的书写，要严格要求学生用四线格的练习本，按笔顺和格式书写。逐个板书英文字母。书写每个字母时，教师要做好示范，从起笔到收笔，用几笔写成的都要示范清楚。带着学生用右食指在空中模仿，然后让学生在四线格上临摹。完成2a。)
T: Now let’s learn how to write the letters.
2. (1)(英语字母接力游戏。)
T: Now let’s play a game.
(由第一排第一个同学快速说出“A”，第二个同学快速接上“B”。依次C，D，E，F，G，A，B……)
T: The first student in the first row says “A” quickly, and the second student says “B” and then other students say C, D, E, F, G, A, B … one by one. (教师给以汉语提示。)
(待上个游戏完成后，再要求第一个同学报出“AB”，第二个同学快速接上“BC”，第三个同学快速接上“CD”……以此类推，直到全班同学都参与进去。)
T: Well done! Now the first one says “AB”, the second one says “BC” quickly, the third one says “CD” and so on. (教师给以汉语提示。)
(2)(两人一组用身体组成任何一个大写字母，并大声说出该字母。)
T: Pair work. Form the capital letters with your bodies and read them aloud.
3. (教师讲解2b的做题方法并示范，让学生听录音，完成2b。)
T: Now let’s listen and circle the letters you hear. Then try to find the rule.
Aa Bb Cc Dd Ee Ff Gg
4. (把标注中的大小写字母放在四线格上相应的大小写字母旁边。做配对练习，让学生自主完成4，最后核对答案。提醒学生，字母是该动物单词的首字母，来引发其兴趣。)
T: Match and write down the letters on the line.
Aa Bb Cc Dd Ee Ff Gg
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过游戏和小组活动，培养学生的想象力和运用所学语言进行交际的能力。
1. (让学生想象并列举生活中有哪些物体与正在学习的英文字母A-G形状相似。如：板凳腿像A，耳朵像B，残月像C、D等。)
T: Can you imagine and list some objects which have the same shapes with English letters? For example: The legs of bench are like “A”, ears are like “B”, the moon is like “C” or “D”, etc. (教师用汉语给以提示。)
2. (做游戏:字母配对)(Letter Matching)
(1)活动目的：辨别字母的印刷体、书写体及大小写。
(2)活动过程:
①活动准备。教师事先制作一些卡片，每张卡片上写一个英文字母。每个字母分大写、小写、印刷体和书写体，并分别写在四张卡片上。
②做活动时，教师发给每人一张字母卡，规定大家不许出声，只可以看彼此手上拿着的字母卡。教师一声号令，每人开始在全班同学中寻找拿着与自己相同字母的其他三个同学。当拿着同一字母不同字体的四个人最先找在一起，并立刻一同把字母卡交给教师时，他们在这一局中就算获得胜利。
(3)有关说明：
①活动前需向学生展示四种卡片，以便活动时辨认。
②活动卡片数量必须跟学生数量相同，而每个字母有成套的四张卡片。所以在制作卡片时要考虑学生的数量。假设有二十八个人参加游戏，选写七个字母，同一个字母有四张卡片，共制成二十八张字母卡。
③可将每个字母四张卡片改成两张卡片(大写与小写)，这样学生在活动时只需寻找一个同伴。
3. (小组活动。七名学生一组分别取名为Aa-Gg，用学过的打招呼用语和问候语进行对话。)
T: Group work. A group of seven students act as Aa-Gg, greeting each other.
Example:
SA: Hello!
SB: Hello!
SA: Are you Cc?
SB: No, I’m not. I’m Bb.
SA: Nice to meet you.
SB: Nice to meet you, too.
…
4. (教师用投影仪或小黑板展示句子，配对。巩固本课所学句型。)
T: Match the sentences in Column A with those in Column B.
A B
(1)Hi! a.Thanks./Thank you.
(2)Welcome to China! b.Hello!
(3)Nice to meet you. c.Nice to meet you, too.
(4)Good morning! d.Good morning!
(5)Hello! e.Yes, I am.
(6)I’m Kangkang. Are you Michael? f. Hi!
5. Homework:
(1)练习字母Aa-Gg的写法，每个字母写五遍。
(2)练习字母Aa-Gg的读音及本节课所学的问候语。
(3)下课后，给自己取一个英文名字。
板书设计：
Welcome to China!
Section A
1.- Good morning! 5.- Are you Maria?
- Good morning! - No, I’m not. I’m Jane.
2.- Hello! 6.- Nice to meet you.
- Hello! - Nice to meet you, too.
3.- Hi! 7.- Welcome to China.
- Hi! - Thanks./Thank you.
4.- I’m Kangkang. Are you Michael?
- Yes, I am.
Section B
The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。
Ⅰ. Teaching aims and demands 教学目标
1. (1) Learn the letters Hh-Nn.
(2) Learn some new words:
Miss, this, is, Mr.=Mister, see, my, mom, teacher, how, do
2. Learn about greetings and introductions:
(1)Miss Wang, this is Michael. Michael, this is Miss Wang.
(2)-Nice to see you.
-Nice to see you, too.
(3)-How do you do?
-How do you do?
Ⅱ. Teaching aids 教具
小黑板/教学挂图/录音机/字母卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过复习字母Aa-Gg和上节课所学功能用语，导入本节课主要功能用语。
1. (让学生做上节课的字母接力游戏，复习字母Aa-Gg。也可以让两位学生在黑板上听写，要求遵守在四线格上书写的规则。特别强调学生在书写时要用手写体。)
2. (教师用小黑板展示上节课所学功能用语，让学生配对。)
T: Match the sentences in Column A with those in Column B.
(教师给以适当汉语提示。)
A B
1.Hello! a.Thanks.
2.Welcome to China! b.Nice to meet you, too.
3.Good morning! c.No, I’m not. I’m Wei Hua.
4.Nice to meet you. d.Hello!
5.Are you Kangkang? e.Good morning!
(核对答案，教师讲解并让学生两人一组练习所学功能用语。)
3. (师生对话，导出新词。)
T: Good morning, S1!
S1: Good morning, …
T: Oh. I’m …, you can call me Mr./Miss … (教师给以汉语提示。)
(教师板书并教学Mr./Miss，要求学生掌握。)
Mr. = Mister
Miss
T: Good morning, boys and girls.
Ss: Good morning, Mr./Miss …
T: Hi, S2! Nice to see you.
S2: Hi, Mr./Miss … Nice to see you, too. (如果学生答错或答不出来，教师给以帮助。)
(板书并教学see，要求学生掌握，并能熟练运用问候语。)
see
-Nice to see you.
-Nice to see you, too.
4. (教师用多媒体出示其他老师的照片做介绍，引出This is … 这一句型。)
T: This is Mr. …/This is Miss …
(板书并教学，要求学生掌握。)
This is …
5. (出示1a教学挂图，导入新课。)
T: Now Kangkang, Michael and Miss Wang meet at the school gate. What are they saying? Do you want to know? Let’s come to 1a together. (教师给以汉语提示。)
Step 2 Presentation 第二步 呈现(时间:8分钟)
在语境中呈现功能用语，让学生三人一组操练、模仿和表演，培养学生的听说技能。
1. (放1a录音，让学生结合挂图了解1a对话的大致内容，必要时可放两遍。)
2. (再放1a录音，让学生跟读并模仿语音语调，然后找两位同学一起表演对话。)
T: Listen to 1a again and repeat, and imitate the pronunciation and intonation. Then practice the dialog with me.
S1: Good morning, Miss Wang!
T: Good morning, S1!
S1: Miss Wang, this is S2. S2, this is Miss Wang.
S2: Nice to meet you.
T: Nice to meet you, too.
3. (让学生三人一组练习1a对话，然后找2~3组同学表演，对表演好的小组给予表扬和鼓励，完成1a。)
T: Please practice 1a in groups, then act it out.
4. (让学生根据1a，介绍自己的新同学给其他同学，完成1b。)
T: Introduce your new classmates to others, using “This is …”. Then make your own conversations according to 1a.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
通过看、听、说，练习目标语言，培养学生综合运用语言的能力。
1. (教师出示3a教学挂图，让学生根据图中情境，猜出How do you do?的意思。)
(板书并教学How do you do?的用法，要求学生掌握。)
-How do you do?
-How do you do?
2. (让学生听3a录音，结合图片理解对话情境。)
3. (再放3a录音，让学生跟读，并模仿语音语调，然后进行人机对话。)
T: Listen to 3a and repeat, and imitate the pronunciation and intonation. Then practice the dialog with the tape.
4. (让学生三人一组，分角色练习3a对话，然后表演，完成3a。)
T: Please practice 3a in groups. Then act it out.
(指导学生根据3a对话，完成3b中的对话，巩固练习重点句式This is …和How do you do?的用法。找几组同学表演所填的对话。)
T: Please complete the conversation in 3b. Then act it out.
5. (学生独立完成4。核对答案。)
T: Read the sentences in 4 and match them.
6. (根据4，学生两两对话，复习重点句型，巩固4。)
T: Practice some dialogs according to 4 in pairs. Please practice after the examples.
Example:
S1: How do you do?
S2: How do you do?
S3: Welcome to Beijing!
S4: Thank you.
S5: Nice to meet you.
S6: Nice to meet you, too.
S7: Are you Jane?
S8: Yes, I am.
S9: Good morning!
S10: Good morning!
…
Step 4 Practice 第四步 练习(时间:10分钟)
通过听、说、读、写等方式教学字母Hh-Nn，做游戏进行巩固，培养学生的合作精神。
1. (做Which one is missing?游戏，复习字母Aa-Gg。)
游戏规则：以小组为单位，人人参与。打乱字母卡片Aa-Gg，并把它们贴在黑板上。每一次故意拿掉一张字母卡片，让学生以最快的速度找出来。给最快的小组加分，直到巩固完字母Aa-Gg，评出优胜组。
T: Now, let’s play a game together: Which one is missing?
…
2. (教学字母Hh-Nn，让学生掌握字母大小写的笔画顺序，完成2a。)
(1)(播放录音，让学生看2a并逐个跟读字母，学习Hh-Nn的发音，直到学生非常熟悉为止。停止播放录音，学生齐读字母Hh-Nn。)
T: Please look at 2a, listen to the tape and repeat, then read together. Later I’ll ask some of you to read these letters by yourselves.
(2)(板书字母Hh-Nn, 教学字母的写法。可参见Section A中教学Aa-Gg的方法。)
T: Please look at the blackboard. Let’s learn how to write these letters.
(3)(利用英文字母卡片，做字母抢答游戏，激发学生学习字母的兴趣。)
(教师举起一张字母卡片Kk；学生迅速说出Kk前面和后面的字母；最先答对的获胜。)
T: Let’s play a game. I’ll show you some letter cards. Then you must say the neighbours of the letters as quickly as you can. The one who says the right letters first is the winner.
3. (写出大写字母的小写形式和小写字母的大写形式，让学生完成2c。)
T: Please rewrite the words using small or capital letters in 2c.
4. (听录音，完成2b。)
T: Listen and circle the letters you hear in 2b. Then try to find the rule.
5. (播放5录音，让学生跟读，鼓励学生说出其中文含义，教师给以适当帮助和补充，完成5。)
T: Listen to the tape and repeat. Then tell me their meanings in Chinese, please.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过游戏，培养学生的想象力和合作学习的能力。
1. (明星会：把班里同学分成若干组，每组十人左右，请每位同学各自模仿一位“明星”，开一个聚会。在聚会上，明星相互介绍、问候、交朋友。)
Example:
A: Good morning. I’m Liu Xiang. Are you Yao Ming?
B: Yes, I am. Nice to meet you.
A: Nice to meet you, too.
A: Hi, Li Yong! This is Yao Ming. Yao Ming, this is Li Yong.
…
2. (鼓励学生在各学科教材上找出著名人物，如历史人物、天文学家、地理学家、化学家等，用This is …句型把他们介绍给同学。)
T: Please find out the famous people and introduce them to us.
3. (做字母找朋友游戏。)
(1)教师拿出英语字母卡片，每张卡片上有一个大写字母或小写字母，大小写字母每套十四张。将十四张大写字母的卡片贴在黑板的左边，十四张小写字母的卡片贴在黑板的右边。注意把大写字母和小写字母的顺序打乱。
(2)将学生分成两组，每组选派一个代表到黑板前，把打乱了的英文字母按正确的顺序排列起来，最先正确完成的一组为获胜者。要求学生通过游戏提高辨认字母，熟悉字母顺序的能力。
T: Let’s play another game. Please put the letters in the right order.
4. Homework:
(1)让学生利用各种资源收集缩写字母的含义，并与其他同学一起在课后分享。
(2)把字母Hh-Nn写到练习本上，每个写五遍。
(3)三人一组操练1a、3a对话。
板书设计:
Welcome to China!
Section B
1. This is Mr. … 3. -Mr. Lee, this is my mom.
This is Miss … -Mom, this is my teacher, Mr. Lee.
2. -Nice to see you. 4. -How do you do?
-Nice to see you, too. -How do you do?
Section C
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1.(1) Learn the letters Oo-Zz.
(2) Learn some new words:
afternoon, fine, goodbye, bye, evening, and, OK
2.Learn about greetings and farewells:
(1)-Good afternoon/evening, Miss Wang!
-Good afternoon/evening, Mr. Lee!
(2)-How are you?
-I’m fine. Thank you. / Fine, thanks. And you?
-I’m OK.
(3)-Goodbye, Mr. Chen.
-Bye.
(4)-See you later, Mr. Lee.
-See you.
Ⅱ. Teaching aids 教具
字母卡片/图片/录音机/字母表挂图/火柴
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:15分钟)
复习上节课所学字母和功能用语，导入本课的功能用语，创设出宽松自由的课堂氛围。
1. (利用字母卡片，复习字母Aa-Nn。)
T: Let’s review the letters from Aa to Nn with some letter cards.
2. (利用形体表演字母，增加趣味性。)
T: Let’s play a guessing game. First I’ll ask one student to act a letter. Then let the others guess what letter it is.
3. (做字母接龙游戏，使学生熟悉字母顺序。)
T: Please say the letters from Aa to Nn, one says Aa, the next one says Bb. Then Cc… OK?
4. (师生复习打招呼用语和介绍用语。)
T: Good morning, S1.
S1: Good morning, Mr./Miss××.
T: Nice to see you.
S1: Nice to see you, too.
T: S1, this is S2. S2, this is S1.
S1: Nice to meet you.
S2: Nice to meet you, too.
(三人一组进行同样的活动，鼓励学生灵活运用所学的知识。)
5. (头脑风暴。教师快速说出已学过的打招呼用语，学生迅速作出反应，导入How are you?的用法。)
T: Hello!/Hi!
Ss: Hello!/Hi!
T: Good morning!
Ss: Good morning!
(教师利用指针指向下午两点的时钟的简笔画，教学Good afternoon!)
T: It’s 2:00 p.m. now. Good afternoon, class!
Ss: Good afternoon, Miss Wang!
(板书并要求学生掌握。)
Good afternoon!
(用同样方法教学Good evening！)
(板书并要求学生掌握。)
Good evening！
T: Nice to meet you.
Ss: Nice to meet you, too.
T: How are you?
Ss: I’m fine, thank you.(帮助学生回答。)
(板书并要求学生掌握。)
How are you?
I’m fine, thank you.
(教师解释How are you?的意思和用法。链式操练，熟悉该用语。)
(教师面向S3提问。)
T: How are you?
S3: I’m fine, thank you.
(S3面向S4提问。)
S3: How are you?
S4: I’m fine, thank you.(面向S5) How are you?
S5: I’m fine, thank you.(面向S6) How are you?
S6: …
…
(教师引导学生用另一种说法来完成该对话。)
T: How are you?
S7: Fine, thanks. And you?(帮助学生回答。)
T: I’m OK.
(板书并要求学生掌握。)
and, OK
(链式操练该对话。)
6. (教师运用肢体语言。让学生使用英语表达他们所熟悉的情景。)
T: I’ll do some actions, then you say their meanings.
Ss: Good! (教师竖起大拇指。)
Ss: OK! (教师做OK手势。)
Ss: Nice to meet you./How do you do? (教师握住学生的手。)
Ss: Goodbye./Bye./See you later./See you. (教师做再见手势，帮助学生回答。)
(板书并要求学生掌握。)
Goodbye.
Bye.
See you later.
See you.
7. (教师向不同的学生说Goodbye./See you later.，并做相应手势，让学生做相应回答。导入1a。)
T: Now let’s look at the pictures. How do they greet?
Step 2 Presentation 第二步 呈现(时间:6分钟)
在情境中呈现功能用语，并让学生跟读模仿，有利于学生形成正确的语音语调。
1. (出示1a挂图，播放1a录音，让学生观察图中的人物及其手势，理解对话情境。)
2. (再次播放1a录音，让学生跟读并模仿语音语调。)
T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation.
3. (让学生两人一组练习1a。)
T: Now, please read the dialogs in 1a in pairs.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
在真实情境中模仿对话，使学生最终掌握本课功能用语。
1. (出示1a前两幅挂图，师生情景表演：教师站在门外演Xiao Zeng，一名学生在室内演Mr. Chen。)
T: Good afternoon, Mr. Chen!
S1: Good afternoon, Xiao Zeng!
T: How are you?
S1: I’m fine, thank you.
T: Goodbye, Mr. Chen.
S1: Bye.
(出示1a挂图后两幅，让学生模仿表演。角色互换。)
2. (看挂图，创设情景，仿照1a对话。)
T: Well, look at the pictures, then imitate the dialogs.
3. (让学生用自己的真实姓名表演1a，完成1b。)
T: Practice the conversations in 1a with your partner using your own names. Then change partners and practice again.
Step 4 Practice 第四步 练习(时间:8分钟)
教学字母Oo-Zz，以游戏方式进行巩固，培养学生的观察力、想象力和合作精神。
1. (教学字母Oo-Zz。完成2a。)
T: Let’s learn the letters from Oo to Zz in 2a. First, look at 2a and listen to the tape, then read after the tape for three times. At last, read the letters together.
(1)(播放2a录音，让学生看2a字母并跟读，学习Oo-Zz的发音，多听并模仿，直到学生读得准确，自主练习后齐声读。)
(2)(板书字母Oo-Zz，教学字母的写法。可参见Section A中教学Aa-Gg的方法。)
(3)(教师出示一些与Oo-Zz相像的图案，让学生读相应字母，增加感性认识。)
(4)(让学生发挥想象，说出生活中与Oo-Zz字母相像的物体。如：圆圆的月亮像O，高高的T形广告牌像T等。)
T: Can you say something like the letters? For example: the round moon looks like “O”, the advertisement board is like “T”. Can you say some other ones?
2. (巩固英语字母。)
活动步骤：
(1)(把字母表的挂图展示给学生，并特别指出彩色的五个元音字母, 让学生读出来。教师板书A、E、I、O、U，并说明它们是元音字母及其在英语单词中的重要地位。然后让学生一起大声朗读这些字母。)
(2)(每个同学准备好纸笔，听到教师的号令后，立即写出26个字母的大小写，并把元音字母作上标记，把又快又对者评为“当日英语之星”。)
3. (播放2b录音，完成2b。)
T: Now please listen and fill in the blanks in 2b. Then listen again and pay attention to the rule of each group.
4. (小组活动。四人一个小组，利用课前准备好的火柴摆字母，看哪组摆得最多，评出获胜组。完成3。)
T: Please make some letters with your matches after the models in 3 and then read them out.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过游戏、简笔画和英文歌曲等形式巩固所学内容，让学生在玩中学，从而激发他们的学习兴趣。
1. (字母游戏：教师把字母卡片分发给每个学生，每个字母的卡片数量相同。教师随意说出某个字母，所有持该字母卡片的学生均须高举卡片，并大声读出该字母。)
2. (找邻居：教师在黑板上画三个以上的小方框，在中间一个方框内填上字母，让学生填出与它相邻的字母。)
3. (这个小丑是由26个英文字母组成的，让我们一起找找看，看谁找得又准又快！)
4. (用简笔画画出人物之间打招呼的不同姿势，让学生观察简笔画，写出相应的招呼用语。)
5. (播放4录音，学唱ABC歌。)
6. Homework:
(1)练习字母Oo-Zz的写法，每个写五遍。
(2)观察Aa-Zz小写字母的写法，把具有相同特征的进行归类：
如：写在第二格的有： 写在第一、二格的有： 写在第二、三格的有：
写在第一、二、三格的有：
板书设计：
Welcome to China!
Section C
1.-How are you? 3.-See you later.
-I’m fine, thank you./Fine, thanks. And you? -See you.
-I’m OK. 4.-Good afternoon/evening!
2.-Goodbye. -Good afternoon/evening!
-Bye. 5. A, E, I, O, U
Section D
The main activities are 1 and 5. 本课重点活动是1和5。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Review greetings:
①Good morning/afternoon/evening!
②Hi!/Hello!
③-How are you?
-I’m fine, thank you./Fine, thanks. And you?
④-How do you do?
-How do you do?
⑤-Nice to meet/see you.
-Nice to meet/see you, too.
⑥-Welcome to China!
-Thanks./Thank you.
(2)Review introductions:
①-I’m … Are you …?
-Yes, I am. / No, I’m not. I’m …
②This is …
(3)Review farewells:
①-See you later.
-See you.
②-Goodbye.
-Bye.
2. Review the letters Aa-Zz.
Ⅱ. Teaching aids 教具
教学挂图/小黑板/字母卡片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
通过复习上节课所学功能用语，创设情境导入新课。
1. (师生互动和生生互动复习上节课所学问候语及告别语，巩固问候语及告别语的英文表达法。)
T: Let’s review greetings and farewells.
T: Hi, class!(教师做挥手打招呼状。)
Ss: Hi, Mr. …/Miss …
T: Nice to meet/see you.(教师做握手状。)
Ss: Nice to meet/see you, too.
T: How are you?
Ss: I’m fine, thank you.
T: See you later./Goodbye.(教师做挥手告别状。)
Ss: See you./Bye.
(让学生两人一组练习问候语和告别语。)
2. (教师出示2中的挂图，让学生观察这几幅图中的情境，并根据情境两人一组做对话练习。)
T: Look at the pictures. Find out how Kangkang greets his teacher, Miss Wang. Then practice the dialog in pairs.
S1: How are you?
S2: I’m fine, thanks.
…
Step 2 Presentation 第二步 呈现(时间:8分钟)
利用2中图片，设置情境，练习对话并表演，让学生熟练运用本课涉及问候和告别的功能用语。
1. (让学生听2录音，完成排序。)
T: Please listen and number the pictures in 2.
2. (根据书上的这几幅图，先师生后生生进行对话操练。练习2。)
T: Let’s make a conversation and perform it.
S1: Good morning, Miss Wang!
T: Good morning, Kangkang!
S1: Nice to see you.
T: Nice to see you, too.
S1: How are you?
T: Fine, thanks.
S1: Goodbye, Miss Wang.
T: Bye.
(让学生两人一组练习2中的对话。)
3. (两人一组表演这个对话，对表演得非常流畅的学生给予掌声鼓励。)
(这是本话题的目标语言，正常情况下要求学生独立完成表演。如果学生不能流畅地表演，教师要给予适当指导。)
Step 3 Consolidation 第三步 巩固(时间:12分钟)
复习归纳本话题主要语法和功能用语，设置“名人会”情景进行对话，培养学生运用所学语言的能力，激发他们的学习兴趣。
1. (利用小黑板出示语法重点里的句子，让学生观察并总结be动词用法。)
T: Look at the blackboard. Let’s review the grammar focus.
I’m Kangkang. I’m=I am
Are you Maria? Yes, I am./No, I’m not.
Miss Wang, this is Michael.
(根据总结的规律，模仿句型造句。完成4a。)
2. (小组竞赛。让学生四人一组找出本话题有用的表达，在规定时间内，哪组找得最快最准确，哪组获胜。评出优胜组。完成4b。)
T: Let’s review these useful expressions.
Good morning/afternoon/evening! Good morning/afternoon/evening!
Welcome to China! Thank you./Thanks.
Hello!/Hi! Hello!/Hi!
Nice to meet/see you. Nice to meet/see you, too.
How do you do? How do you do?
How are you ? I’m fine, thank you./Fine, thanks.
Goodbye. Bye.
See you later. See you.
(让学生分组练习这些有用表达，并要求掌握。)
3. (让学生各自模仿一位“名人”，进行一次“名人会”。会上“名人”互相介绍认识，复习本话题的主要功能用语和语法句。)
T: Now suppose you all are the famous persons, use your new names to introduce yourselves, get to know others, and make an introduction to your friends. For example:
S1: Hello, I’m Zhou Yu. Are you Zhuge Liang(诸葛亮)?
S2: Yes, I am. Nice to meet you.
S1: Nice to meet you, too.
S2: Hi, Liu Bei. How are you?
S3: I’m fine. Thank you. And you?
S2: I’m OK. Zhou Yu, this is my friend Liu Bei. Liu Bei, this is Zhou Yu.
S3: How do you do?
S1: How do you do?
(小组活动。三人一组，限定时间，在规定时间内能够完成表演的组合，给予掌声鼓励。)
Step 4 Practice 第四步 练习(时间:10分钟)
复习26个字母，并按发音进行分类，培养学生的归纳能力和合作精神。
1. (复习字母Aa-Zz。)
T: Let’s recite English letters together. OK?
Ss: OK.
T: One, two, three, go!
Ss: Aa Bb Cc … Zz
2. (让学生将字母按相同音素分类。教师板书归类后的字母，并要求掌握。)
T: Well done! Now can you find out the letters with the same vowel phoneme?
Aa Hh Jj Kk
Ee Bb Cc Dd Gg Pp Tt Vv Zz
Ii Yy
Ff Ll Mm Nn Ss Xx
Uu Qq Ww
Oo
Rr
(教师引导学生找出这些字母之间潜在的发音规律。注意Oo和Rr是单个的。)
3. (教师先让学生理解教材1中的图片，然后播放录音，完成1。)
T: Listen to the tape and finish 1.
4. (让学生看3中的缩写词，尽可能多地说出中文意思，说不出的教师补充。播放3的录音，学生跟读。让学生小组讨论他们还知道哪些缩写词，和同学一起分享。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过游戏和制作名片进行操练，复习巩固本话题所学要点，培养学生综合运用所学语言的能力和合作精神。
1. (组织学生做下列字母游戏，检查学生对字母的掌握情况。)
T: Let’s play a game with the English letter cards.
(1)拿出字母卡片，大写一套，小写一套，男女学生各派一名代表上讲台，教师给男生大写字母卡片，给女生小写字母卡片，然后发出下列号令，最先完成的为获胜者，另一方应为获胜者鼓掌。本游戏男女生可轮换进行，每轮评比一次。
①把字母表中的五个元音字母按顺序贴在黑板上。
②把字母表中的第十二，十三个字母贴在黑板上。
③把Gg和Qq两个字母后面的第三个字母贴在黑板上。
(2)拿出字母卡片，按发音规律给二十六个字母归类。男女学生各两名，黑板中间画竖线,一分为二，男左女右。教师做出如下提示：①// ②// ③// ④// ⑤// ⑥Don’t forget// and //。学生按教师的提示把手中的字母按顺序贴在黑板上，最先完成的为获胜者。
2. (教会学生制作英文名字的名片，完成5。)
T: Let’s learn how to make an English name card.
(1)检查学生是否都有英文名字,没有的,帮助他们起一个,挑选几个英文名字,告诉学生英文名字的含义。
(2)教学生动手做名片，一面写中文名字，一面写英文名字。
(3)学生拿着名片在同学间穿梭，交朋友，互换名片。
(4)学生把所交换的名片按字母顺序排列。
(5)学生把所交换的名片分成两组：男生名字和女生名字。
(6)教师画简笔画，让学生模仿此情景，进行对话，一边握手，一边交换名片，用所复习的句型设计对话内容。可三人一组进行操练。
T: Act out a conversation according to the information on your card.
Example:
S1=Kangkang S2=Jane S3=Li Ming
S1: Hello! I’m Kangkang. Are you Jane?
S2: Yes, I am.
S1: Nice to meet you.
S2: Nice to meet you, too.
S1: Hi! Li Ming. This is Jane. Jane, this is Li Ming.
S2: How do you do?
S3: How do you do?
S1& S3: Welcome to China!
S2: Thank you.
S1& S3: Goodbye, Jane.
S2: Bye.
3. Homework:
(1)默写26个英文字母(大小写)。
(2)设计一个问候和告别的对话。
(3)让学生自带照片，以备下节课使用。
板书设计：
Welcome to China!
Section D
1.Aa Hh Jj Kk 3.Miss Wang, this is Michael.
Ee Bb Cc Dd Gg Pp Tt Vv Zz 4.-Good morning/afternoon!
Ii Yy -Good morning/afternoon!
Ff Ll Mm Nn Ss Xx 5.-Nice to meet/see you.
Uu Qq Ww -Nice to meet/see you, too.
Oo 6.-How are you?
Rr -I’m fine, thank you./ Fine, thanks.
2.-Are you Maria? 7.-See you later.
-Yes, I am./No, I’m not. -See you.
仁爱七年级英语教案 篇7
秋初三年英语公开课教案
课题《Review Unit One Topic 2》
教学重点与难点：
1. 本单元重要的语言点
2. 现在完成时
教学过程:
1. Read the words
2. Listen to the tape
3. The important language points :
(1) Call sb call sb up give sb a ring telephone sb
(2) Be in / be at home
(3) Not … any more / not … any longer / no longer
(4) Because / because of
(5) Get lost / be lost
(6) Fin d / look for
(7) Each other / one another
(8) Hate doing / hate to do
(9) On the phone / radio
(10) Do some shopping / washing / cleaning
(11) What’s the population of China ? It’s 1.3 billion
Have a population of + 数字 large / small
(12) Increase by 增长了 increase to 增加到
(13) Developed / developing countries
(14) So it is .
(15) Carry out . the one – child policy
(16) More than / over
(17) Half of …..的一半
分数表达: one fifth two fifths a quarter a half
(18) Because / because of / thanks to
(19) Find jobs / get jobs
(20) Satisfy sb / be satisfied with
(21) So far 迄今为止
(22) Take measures to do sth
(23) Work well in doing 做某事取得成效
(24) Have fun doing sth
(25) Such as +并列名词 for example / instance , +从句
4. 现在完成时：(二)
(1)和for , since 引导的短语、从句连用
(2)和already / yet / never / ever / just / before / so far
5.Homework :
Exercise :
完成下列句子：
1. Could you tell me some ____________(有趣的) places around here ?
2. The population in developing ___________(国家)is growing faster .
3. China has already _____________(执行)the one – child policy .
4. ___________(多亏于) the policy , China is developing quickly .
5. Have you found him _________(已经)？
6. I have __________(never /ever )been there before . I want to go there again .
7. I _______________(have lived / lived) since I was three .
8. China has the ____________(larger / largest ) population in the world .
9. We still have a long way __________(to go / going )
10. Natural _____________(environments / environment) are becoming worse and worse .
仁爱七年级英语教案 篇8
教材分析
(一).本节内容在教材中的地位与作用
本节是单元第一课时，通过观察多张照片，对其中人物所做事情的讨论，锻炼学生的观察能力及表达能力，通过进一步的游戏环节，拓展新的学习内容，体现了英语教育的趣味性和实用性。
(二).教学目标:
知识目标
1．掌握现在进行时的运用和表达的意思，关注人称和动词的搭配。
2．句型What are you doing?I’m doing sth..What is he/she doing?He/she is doing sth..Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.3.掌握肯定句和一般疑问句的句型转换及其回答。
4.掌握各种描述动作的词组。
能力目标
1.培养学生学以致用的能力，养成良好的观察能力。
2.培养学生主动参与学习，善于与他人合作学习的能力。
3.提高学生听说读写的能力。
情感目标
培养学生热爱学习，热爱劳动，热爱生活，珍惜生命的积极的人生观。
(三).教学重点、难点
教学重点：What are you doing?I’m doing sth..What is he/she doing?He/she is doing sth..Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.教学难点：用be doing来表示说话的瞬间正在做某事。
采用让学生动手操作、合作探究、媒体演示的教学方法来突出重点、突破难点。
（四）.教具、学具准备（准备好以下相关的教具、学具）
1.教具:多媒体课件。
2.学具:笔、课堂练习本
教法选择与学法指导
本节课主要是对于正在发生的事情进行讨论，先利用欣赏电影片段吸引学生的注意力，教育学生要热爱生活，再利用观看照片来讨论某一瞬间发生的事情。并在课堂教学中将尽量为学生提供参与活动的场景，用任务型教学法让学生进行小组学习，抓住英语交际的机会，感知体验，大胆实践，使学生自得知识、自寻方法、自觅规律、自悟道理。
教学过程设计
Step 1.warm-up
1.Greeting :
Teacher: Hello, everyone.How are you? Today is a nice day, isn’t it?So what do you want to do? And why?点一个举手的学生回答，再面向全班: I like watching TV at home.Because it’s relaxing.Do you want to watch TV?得到肯定回答后，T：Now let’s go to watch TV.进入幻3，点击右下角的铃铛播放电影《泰坦尼克》结尾片段。看完后，T：Do you know its name? Do you like it? Why?学生回答后，老师显示字幕：Don’t let your life.设计目的：通过观看著名的电影片段来吸引学生的注意力，向学生灌输热爱生活珍惜生命的情感教育。
Step2.导入
1、T:I have some photos.展示幻4的照片：Look!This is my life.I’mdoing some things at home.用红外线灯照射每张照片，学生可以通过照片明白句子的意思。老师指着每张照片带读句子(同时做出相应的动作)：I’m watching TV/cleaning/reading/talking on the phone/playing computer games/teaching.认读完最后一张自己上课的照片后，T: what’s my job?...yes,I’m a teacher.然后老师设计打电话的场景：hello, thisisMiss is a nice day.I’m watching TV at home.What about you?进行师生间的对话，起示范作用，让学生能仿造使用幻灯片上的句子回答，并对能使用其他动作回答的同学予以奖励。每个be doing形式都用红色标注，提示学生注意。
设计目的：通过展示老师自己的照片吸引学生的注意，输出新知识，用带读和创设情境的对话形式，让学生初步理解并能表达自己正在做某事。
Step 3:教授新课
展示幻5，T：now，let’s look at other photos.Who is in these photos?老师问几个举手的学生：what are you doing?然后让学生仿照进行pairwork活动:Can you ask your friend ‘what are you doing’?并请几组进行演示，每组演示之后，老师问大家：what is…doing?借机转换人称。
设计目的：创情设景，用学生自己的schoollife照片让大家有话可说，并可借机转换人称，转入下一环节。
展示幻6，T：now，we are in a happy apartment.These people are doing some things.Let’s listen to the conversation.Then tell me: What are these people doing?听完录音后，T ask S1:what is Jenny doing? S1: she is watching TV.T点击屏幕检验。T转向S2：Can you ask your friend about Dave and Mary？然后用以上问句依次请几组同学对图中人物内容进行问答。
设计目的：充分挖掘听力材料，利用其锻炼学生们的听说能力，并成功实现转换人称的问答，使学生能了解并掌握如何询问其他人正在做什么及其回答。
Step 4:合作学习
展示幻7，T：now，let’s make a survey in your group.What are your friends doing now? I’ll give you 3 minutes.You can ask 4 friends, and write down on the chart, then make a report.3分钟之后,T: Can you make a report?请每组派一代表汇报，并进行奖励,T可以插入问句：what is … doing ?。
设计目的：通过小组活动培养学生的合作学习能力和认真聆听他人的良好习惯。
Step 5:拓展新知
1、展示幻8，T：Look!Tom is doing something.Do you know, what is Tom doing?Oh, let me guess.Is Tom writing? S: No, he isn’t.T继续猜，直到S说Yes, he is.为止。点击可检验答案。再点击出现下一个人物。重复以上老师猜，学生答的活动。
设计目的：因为此片内容是书上有的，学生知道谜底，所以由老师做示范来猜，学生回答，锻炼学生认真听的习惯。
2、展示幻9，T：Now, It’our fun time.Do you know this cat? What’s his name? S:...T: yes, he’s Tom.Now,Let’s talk about these pictures.You can ask your friends in your group,what is Tom doing?3 students as a group.And One ask, the others answer.每组发一份图片进行组内讨论。份图片进行组内讨论。3分钟后请几组学生演示，T:You can ask 2 questions.3人一组，一人用红灯照射图片问，另两人答，奖励表现良好的小组。
设计目的：在重温对话what is he doing?的同时，了解各图的内容，为下一环节做铺垫。
3、点击出现幻10和问句Is Tom sleeping?T: Now, What is Tom doing? Is Tom sleeping?(T做睡觉的动作)全班看着图片齐答:Yes, he is.或No, he isn’t.T:Who wants to guess the next picture?请一个学生上台来背对屏幕玩猜谜游戏：示意全班问他：What is Tom doing?此学生边做动作边猜测：Is Tom drinking?全班齐答Yes,he is.或No,he isn’t.猜到者有奖。
设计目的：在游戏中学，在快乐中锻炼听说能力，避免了枯燥的教与学。
Step 6:语法总结
请一个学生对于此课所学进行总结，老师给予及时的评论，并点击进入幻11展示语法小结：现在进行时态。
设计目的：初一的内容是基础教学，语法在最后有必要呈现出来，让大家知道所学内容的专业术语。让学生自己总结更能加深印象。
仁爱七年级英语教案 篇9
Unit1Myname’sGina.
一、教师寄语:
Athousand-lijourneyisstartedbytakingthefirststep.千里之行，始于足下。
二、学习目标：
Keywords：mynamenicemeetyouwhat’shisher
Keyphrases:myname,firstname,lastname,answerthequestion.
What’shisname?
What’shername?及回答。
1.掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。
2.掌握听的技能，在听的过程中准确获取数字信息。
1.name_________2.好的，令人愉快的______________
3.too___________4.遇见______5.your____________
①.onenum.1,一：Oneandtwomakesthree.一加二等于三。
adj.①一个：Ihaveonebook.我有一本书。②有一(天)：Onedayhewillunderstandyou.有一天他会理解你的。
【记忆法】-ee-双写，与meat为同音词。
【考点】tomeetsb.(orsth.)遇到某人/某事：Nicetomeetyou.初次见面时的客套话，不是初次见面时则用see。
③“What’syourname?”“MynameisGina.”“你叫什么名字?”“我叫吉娜。”
两人初次见面互相询问姓名时可用这个句型。如想反问时可说：Andyou?或者Andwhat’syourname?如：
A：Hello.What’syourname?
B：MynameisAnnRead.Andyou?/Andwhat’syourname?
④Hello!你好!
Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”;此外打电话或遇熟人时也可用。译为“喂”。在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。如：
动词be就是我们所学过的am,is,are的动词原形。如何使用这三种形式主要取决于主语。当主语是第一人称I(我)时，用am,缩写为I’m;主语是第二人称you(你)或复数时，用are,缩写为you’re，主语是第三人称it/she/he(它/她/他)或名词及代词的单数时，用is,缩写为it’s/she’s/he’s。如：
Iam(I’m)LiuYing.我是刘英。
Youare(You’re)LinTao.你是林涛。
下面介绍一则口诀，帮你熟记“动词be的构成”：
我(I)用am,你(you)用are，is连着他(he)，她(she)，它(it)。
单数名词用is，复数名词全用are。
变否定，更容易，be后not加上去。
变疑问，往前提，句末问号莫丢弃。
(1)hello与hi可以互换，都表示“喂，你好”。但hi比hello用得更多，显得更随和亲近，它尤被美国年轻人所使用。但打电话时常用hello而少用hi。熟人、朋友见面时，彼此问候仅仅说声Hi!就可以了。用hello时，不能“Hello,hello,hello”这样反复使用。
(2)要注意hello/hi一般不用于与师长、上级、年长者以及有体面的人打招呼，以免显得对长辈不够尊重。
③Do1CPracticetheconversation。
在英语中如何拼写中国人的姓名，联合国教科文组织已做规定“一律按汉语拼音的写法。姓和名分开，姓在前，名在后”。现举例说明：
(1)如果是单姓，名又是单字，则姓与名的第一个字母要大写，其余字母用小写。如：LiLei李雷。
(2)如果是单姓，名是双字，则姓的第一个字母大写，名的第一个字母大写，名的双字合在一起算一个词，不得分开。如：HanMeimei韩梅梅。
(3)如果是复姓，则把复姓字母连在一起，只是第一个字母大写，名字的拼写方法同上。如：SimaZhao司马昭，OuyangYunsong欧阳云松。
中英姓名比较──中文姓名是姓在前，名在后;英文姓名是姓在后，名在前。Mr用于姓前，如MrGreen不能说成MrJim.
(4)如果名字里有可能造成音的混淆的拼写时，要用连字号“-”或隔音号“’”隔开。如：
YangXi-an(Xi’an)杨西安，如写成YangXian就成了杨仙。
(1)Goodmorning!/Goodafternoon!/Goodevening!分别用于上午、下午、晚上见面问好。
(2)Hello!/Hi!用于朋友或熟悉的人之间相互打招呼。
(3)Nicetomeet/seeyou.该句答语常用Nicetomeet/seeyou,too.
(1)英语口语中多用省略句，如Goodmorning!也可以直接说Morning!
(2)相互熟悉的人见面打招呼用Howareyou?，初次见面一般用Howdoyoudo?
(3)和外国人打招呼时，不要用中国式的问候语，如：你吃饭了吗?你上哪儿去?
(4)Howareyou?原用于询问对方身体状况，现在逐渐失去原来的涵义，成为日常生活中的寒暄用语。
(1)Iam…我是……
(2)Mynameis…我的名字是……
(3)如果询问对方名字，可以问：What’syourname?/MayIhaveyourname?
(1)如果见了长辈或年龄比自己大的人，用Mr.,Miss,Mrs.等称谓词+familyname(姓氏)。
(2)相互熟悉的同龄人之间可以直呼其名。
Bobby是个粗心的孩子，他写完作业不小心将墨水瓶打翻了。有的地方被墨水弄脏了，看不清了。
5.____________this?It'sabook.(what)
1.What'syourname?____________nameisJenny.
2.I'mHardy.____________tomeetyou.
3.Isthisyourbrother?What's____________name?
4.MaryKingis____________newteacher.
5.Hi!Thisis____________newteacher;____________nameisYangyan.
【例1】—yourname,please?—Mynameis.
A.What’s,JimGreenB.Who’s,JimGreen
C.What’s,GreenJimD.Who’s,GreenJim
精析What’syourname,please?询问对方的姓名，回答时用Mynameis…英语国家人的姓名结构顺序为：名+姓，故选A。答案A
【例2】—Hello!—!
精析Hello!与Goodmorning!都是问候语，它们的答语就是其本身，故选B。如：
—Goodmorning,Joan.琼，早上好!
—Goodmorning,WenBo.闻博，早上好!
【例3】Youateacher.Iastudent.Mysisterastudent,too.
A.am;is;areB.is;are;amC.are;am;isD.are;is;is
精析动词be在一般现在时中根据不同的人称有不同的形式，在本题中，You与are连用，I与am连用，Mysister为第三人称单数，应与is连用。答案C
Mike:Nicetomeetyou.LiLei：Nicetomeetyou,too.
(2)MissKing：That’sanicedress.Ann：.
精析(1)某种情况把迈克和李磊聚到一起，他们意识到双方必须相互了解，相互做自我介绍。因此气氛比较随便，自报姓名往往是为了打听对方姓名的一种策略。对别人自报姓名所做出的回答一般是自报自己的姓名。
(2)在西方国家，当有人赞美你时，要说谢谢，而不像中国人习惯在别人赞美你时要表示谦虚。
【例5】用动词be的适当形式填空。
(1)IinRow6.
(2)Whatyourname?
(3)youten?
精析本题考查的是系动词be的用法。系动词be(是)，随着主语的人称和数的不同，又分为am,is,are三种不同的形式。Am用于第一人称单数;is用于第三人称单数;are用于第二人称单、复数和第一、三人称复数形式。如：Iam…;Itis…;Youare…。下面这则口诀可帮助记忆：我(I)用am，你(You)用are，is跟着他、她、它，一切复数都用are。答案(1)am(2)is(3)Are
1.SheisastudentandnameisKate.
2.ThisisMissGao.Sheyournewteacher.
七、课后反思：
我的收获：____________________________________________
_______________________________________________________
我的不足：________________________________________________
我努力的方向是____________________________________________
仁爱七年级英语教案 篇10
一、概述
本课是义务教育课程标准实验教科书北京仁爱八年级上册Unit 2, Topic 2, Section A内容，所需课时为一课时；新单词有cause,health,tonight,sleepy,medicine,fingernail,meal,without,主要句型有Is……good or bad for your health? Doing …… is good/bad ……. 本课主要联系学生日常生活，以上一话题所学的表生病就医、描述身体不适以及表建议的一些句型等为基础，通过discussion,listening,making dialogues,picture talking等多种活动使学生复习旧知，联系新知，延伸话题内容，能使用两两对话完成一个较简单的话题，提高学生的语言交际能力，并有利于学生养成健康的生活习惯。
二、教学目标分析
从知识与技能、过程与方法、情感态度与价值观三个维度对该课题预计达到的教学目标作出一个整体描述。
1. 知识与技能
（1）认读七个新单词和两个新句型，做到发音准确、清晰；
（2）熟练运用新句型与同桌进行相互问答；
（3）能够借助key points进行看图问答或综合说话；
2．过程与方法
（1）能够通过师生说、两两说和自主听读体验交际式英语教学的一般过程，掌握英语说、听的基本方法；
（2）能够通过两两说和综合说体验合作学习的过程和方法；
（3）能够仔细倾听老师和同学的发言，有语言表达和与同学交流的愿望。
3．情感态度与价值观
（1）激发和保持学生英语学习的动机，实现“趣能”两得；
（2）在学生两两交流和小组合作交流中，培养孩子合作意识和合作精神，能够相互配合完成一段通顺流畅的说话训练
（3）通过本课的学习，有利于树立科学的健康观，养成健康的生活方式。
三、学习者特征分析
1. 学生是漳浦第三中学八年级的学生
2. 学生在上一个话题中已经掌握表述身体的种种不适、“生病”与“看病”的基本句型。
3. 学生已经学会使用should/shouldn’t/had better/had better not 表达建议和劝告的句型。
4. 八年级的学生比较活泼、乐于发言，宽松、活泼的课堂气氛有利于展开小组讨论、情景对话等。
5. 学生整体水平较低，词汇量较差，要设计易于学生开口的情景，预测学生可能使用的单词、短语并呈现出来以供参考。以师生、学生两两对话示范以带动“说”的氛围、激发学生的表达欲望。
四、教学策略选择与设计
本课旨在让学生学会表述身体不适、生病的原因以及形成健康生活的观念。
小组讨论策略：通过讨论，辨别何谓健康的生活方式、卫生习惯，熟悉相关的词汇，为下一步听、说奠定基础；
师生示范策略：让学生明白对话的内容和形式，激发学生的表现、表演欲望；
歌曲激趣策略：通过学生的chant、sing a song，有利于形成宽松活泼的课堂氛围，同时借助chant和歌曲来培养学生良好的个人卫生习惯及健康生活观念。
五、教学资源与工具设计
1．本课教材；
2．拓展资源：教师教学用书八年级上册
3．教学环境：多媒体、VCD、幻灯片、Flash动画、录音机。
六、教学过程
Step1：Warm up
1. Greetings（师生问候）；
2．Sing a song（多媒体播放Chant课件，让学生听、说、做、演进行律动，活跃气氛，营造一个良好的学习英语的氛围）Wash your hands, have a bath. Open the window, take a fresh breath …….
3. Leading-in : (T) In our daily life, there are some good living habits and bad living habits. Good living habits can make a man healthy, wealthy and wise.
Now let’s look at 3a and discuss whether it’s good or not . After discussion,
make dialogues after the example using the sentence pattern “ Is doing …… good or bad for your health?” Do 3a.
例如： A: Is going to bed early good or bad for our health?
B: It’s good..
Going to bed early is good for your health..
( 注意选择疑问句回答时不能用Yes或 No，而要作出具体回答。朗读时or前用升调，or 后面用降调，句末用问号。强调动词或动词短语不能做主语，但可以在动词后面加上ing变成动名词或动名词短语，其作主语时，谓语动词用单数。)
*请学生例举生活中还有哪些是好的或不好的个人卫生习惯。
4. 语法归纳：选择疑问句句型
【句型一】一般疑问句 + 一个供选择的对象 + or + 另一个供选择的对象？
Are you from America or Australia? 你是来自美国还是澳大利亚？
Will you give us a talk, or Jim? 是你给我们做演讲，还是吉姆？
句型二】特殊疑问句 + 一个供选择的对象 + or + 另一个供选择的对象？
Which do you prefer, tea or milk? 你喜欢喝茶还是喝牛奶？
Who teaches you English, Miss Li or Miss Wang? 谁教你们英语，是李老师还是王老师？
5. 根据图片内容两两对话。
Step 2 : Presentation
(1) 教师用多媒体播放1a图片，请学生预测对话内容：
T: What’s wrong with Kangkang?
Ss: He has a headache.
T: What caused it?
Ss: He stayed up late watching TV .
T: Is staying up late good or bad for his health?
Ss: It’s bad.
T: What should he do?
Ss: He should have a good rest.
(2) 播放1a录音，让学生跟读并模仿语音语调。
（3）鼓励学生练习并两两表演1a对话。掌握句型：
Is staying up late good or bad for his health?
Staying up late is bad for your health.
I must have a good rest tonight.
(4) 让学生再读1a，提供关键词，以短文形式复述康康困倦的原因并给出建议。如：
Kangkang feels tired today, because he watched a soccer game on TV last night and went to bed very late. Staying up late is bad for his health. He should go to bed early and have a good rest.
Step3. Consolidation:
1.教师用多媒体呈现各种表情的图片，提供关键词，让学生两人一组练习1b，完成1b.
Ex. :
A: I feel sleepy because I went to bed very late last night..
B: Oh, staying up late is bad for your health. You should……
2. 听2 录音，完成2，核对答案。学习并掌握单词medicine; 再听录音，复述Wang Junfeng应该做什么。
Now listen to the tape and find out whether Wang Junfeng’s habits are good or not. Do listening exercise. Check what Wang Junfeng did and what he should do.
Step 4 : Practice
.1.- Do you go to school by bike or ____ ?
- I go to school ________ .
2. – Would you like apples or ________ ?
- I’d like _______ .
3.- Is Jim in the classroom or ___________________? (在操场）
.4. Who _____________________________ ?(谁今天早上没来上学，汤姆还是吉姆？）
5. _____________________（打篮球）is a good sport.
6. Swimming in the river with no others ____ dangerous.
7. Eating too little or much _____________________. (对健康不好）
8. _________________________（吃一顿丰富的早餐）can keep you energetic all the morning.
9. ________________ (熬夜）makes him feel sleepy.
10. If you don’t feel well , __________________________________. (你最好去看医生）
Step 5: Homework
以How to keep healthy? 为题目，联系本课所学内容，形成一篇80个字左右的小短文。
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