[英语]仁爱版七年级上英语全册教案（精选6篇）
[英语]仁爱版七年级上英语全册教案 第1篇
Unit 3 Getting Together Topic 1 Does he speak Chinese? Section A 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 some new words and phrases: could, tell, sure, speak, some, poor, with, help sb.with sth., problem, pet, often, want 2.Learn Present Simple to do:(1)—Do you come from the U.S.A.?—No, I don’t.(2)—Do you like Chinese?—Yes, I do.3.Ask for permission and make requests:(1)—Excuse me, could you please tell me your name?—Sure.(2)—Could you help me with it?—No problem.Ⅱ.Teaching aids 教具 录音机/幻灯片/教学挂图/铅笔/尺子/玩具猫/玩具狗/蒙眼布 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)通过复习描述体貌特征导入本课新知识，培养学生口头表达能力。1.(教师按照座位链式提问，要求学生用Yes, I do./No, I don’t.快速作答。)(通过运用Do you have …? Yes, I do./No, I don’t.句型引出Do you have a pen pal?)T: Do you have a pen pal, S? 4(板书并要求学生了解。)pen pal S: No, I don’t.T: Do you want a pen pal?S: Yes, I do.44(板书并要求学生掌握。)want 2.(教师通过询问学生个人信息，导入新知识。)T: Excuse me.What’s your name, please? S: My name is … 5 T: How old are you? S: I’m … 5 T: Do you have an English name? S: Yes, I do.5 T: Could you please tell me your English name?S: …
5T: You can say “Sure.My English name is …”.(板书并要求学生掌握。)—Could you please tell me your …? —Sure.(教师示范)1
T: Could you please tell me your age, S?6 S: Sure.I’m … 6 T: Could you please tell me your telephone number? S: Sure.It’s … 6(学生两人一组运用Could you please tell me …?句型询问个人信息。)3.T: I’m an English teacher.I can speak English.Do you speak English after class, S? 7
S: Yes, I do.(帮助学生回答。)7(板书并要求学生掌握。)
speak T: Do you like it?(教师提示此处like作动词。)S: Yes, I do./ No, I don’t.(帮助学生回答)7(学生两人一组操练，运用Do you speak …?和Do you like …?句型及其肯定和否定回答。)4.(教师请一个学生，用not good来引出poor一词。)T: Is your English good? S: No, it isn’t.I can speak some English, but my English isn’t very good.8 T: You can say “My English is poor.”
(板书并要求学生掌握。)
some poor S: My English is poor.Could you help me? 8 T: No problem.I can help you with it after class.(板书并要求学生掌握。)No problem.help … with … T: S, do you like English?S: Yes, I do.99 T: Do you often speak English after class?S: Yes, I do.T:Good!9(板书并要求学生掌握。)
often(通过以上的活动导入1a。)
Step 2 Presentation 第二步
呈现(时间:8分钟)通过听力、教学挂图等形式呈现本课对话，让学生练习使用重要句型，培养学生的听、说能力。1.(教师利用幻灯片展示问题。播放1a录音两遍。学生听录音并选择正确答案。)(1)Where does Jane come from? A.Japan.B.Canada.C.China.(2)Does Jane speak English? A.No, she doesn’t.B.Yes, she does.C.We don’t know.(3)Whose Chinese is poor? A.Jane’s.B.The boy’s.C.Maria’s.(核对答案。)2.(再次播放
1a
录音，学生听并且跟读，注意语音语调。)3.(教师将全班学生分成两组，分角色朗读1a。)4.(展示1a教学挂图，要求学生两人一组运用下列句型，可适当发挥，操练1a的对话，完成1b。)(1)Could you please …?(2)Sure.(3)Do you like English?(4)Yes, I do./ No, I don’t.(5)Could you help me with my …?(6)No problem.(教师巡回作指导，然后挑出表现比较好的一组登台表演。)2
Step 3 Consolidation 第三步 巩固(时间:10分钟)通过复述对话、做游戏等活动，进一步巩固本课所学知识，培养学生合作精神，增强他们的集体荣誉感，培养学生综合运用语言的能力。1.(教师利用幻灯片出示练习题，要求学生根据1a内容填空。以此展示复述范本。)
The girl’s name is Jane.She comes from Canada.She speaks English.Jane likes Chinese but her Chinese is poor.Li Xiang can help her with her Chinese.(画线部分是要填的词)2.(利用幻灯片，呈现1a中一些关键词，帮助学生学会从对话中提取重要信息，学会复述。要求至少用三句话来介绍Jane的情况。教师将学生分组，先在小组内进行，然后各小组选派代表向大家汇报。)come from, speak English, like Chinese, poor, help … with … 3.(举行“小组对话大赛”，巩固所学句型。教师先做示范，然后各小组操练。评出优胜组。)T: Excuse me, could you please tell me your name? S: Sure.My name is … 1 T: Do you come from the U.S.A.? S: No, I don’t.I come from … 1 T: Do you like English? S: Yes, I do./ No, I don’t.1… 4.(学生两人一组合作完成1c。核对答案后请两三组学生练习对话。)5.(做游戏。)(方案一)(1)(请四名学生上讲台，老师拿出四件物品给全班学生看，例如：铅笔、尺子、玩具猫和玩具狗。然后快速分给讲台上的四名学生，让他们把物品放在背后，注意不要让下面的学生看见谁拿到了什么。)(2)(老师问其中的一名学生：Do you have …?并故意问错，学生回答：No, I don’t.老师进而引导其他学生用Do you have …?句型提问讲台上的学生，被问到的学生作出回答，直到台下有学生猜对。)(方案二)(五个人一小组练习。四件物品摆在桌前。其中一人A看过物品后，蒙住眼睛，另外四个人则各拿其中一样物品，A解开蒙眼布，用Do you have …?句型猜四个人手中各拿什么物品。)Step 4 Practice 第四步 练习(时间:10分钟)通过练习找笔友，激发学生学习兴趣，提高学生综合运用语言的能力。
1.(做“问答接龙”游戏。从教师开始问第一排第一个学生，第一个学生回答后再问第二个学生，第二个学生回答后再问第三个学生，以此类推。)2.(根据自己的情况回答2a的问题，看谁可以做李伟的笔友。)(两分钟后询问几个学生的答案，看他们是否能成为李伟的笔友。)T: Do you like pets?(板书并要求学生掌握。)pet 3.(三人一组帮助李伟找笔友，一同学分别询问另两名同学，另两名同学回答。)4.(自己找笔友，三人一组，一同学向另外两名同学发问，看他们是否可以成为学习上的笔友。完成2b。)Step 5 Project 第五步 综合探究活动(时间:7分钟)通过编对话让学生学以致用，通过诗歌吟唱活动培养学生学习兴趣，使他们能积极主动地参与学习活动，提高合作意识和探究精神。1.(假设你的英语成绩不好，你想找一个网友帮助你，两人一组编对话。然后抽几组进行表演。)2.(教师帮助学生完成3。教师打节拍，或者放录音，让学生有节奏地跟读。)3.Homework: 3
自编一个对话，运用下面句型：
(1)Could you please …?(2)Sure.(3)Do you …?Yes, I do./No, I don’t.(4)No problem.板书设计： Does he speak Chinese? Section A speak —Could you please tell me your …? No problem.—Sure.help … with … —Do you …? —Yes, I do./No, I don’t.Section B
The main activities are 1a and 3.本课重点活动是1a和3。Ⅰ.Teaching aims and demands 教学目标 1.Learn some new words:live, say, visit, great, wall 2.Learn some questions and answers with does:(1)—Does he speak Chinese—Yes, he does./ No, he doesn’t.He speaks English.(2)—What does he say in the letter?—He wants to visit the Great Wall.3.Learn some useful sentences:(1)—Who is the letter from?—It’s from my pen pal, Sam.(2)—Is the letter in English?—Yes, it is.(3)—Where does he live?—He lives in England.(4)Kangkang knows me.Ⅱ.Teaching aids 教具 图片/教学挂图/录音机/幻灯片/若干个装有信件的信封/小黑板 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)以问题为线索，引出单词和话题，培养学生的语言表达能力。1.(检查作业。教师请学生登台表演上节课的家庭作业。)T: Now, I’ll check your homework.SS, please, come to the front and perform your dialog.12、2.(师生对话。引入并运用China和Chinese。)T: I come from China.I am Chinese.Ss: We come from China.We’re Chinese.(教师提问一名学生。)T: Where do you come from, S? 3S:I come from China.3 T: Do you speak Chinese? S:Yes, I do.3(学生两人一组互相问答。)(教师可以穿插讲解“吉鸿昌爱国”的故事，培养学生的爱国主义情感，增强“爱国意识”。解放前，外国人都看不起我们中国人，说我们是“东亚病夫”。当时在国外，有的中国人都不敢承认自己是中国人，但吉鸿昌到国外后，勇敢地对外国人说自己是中国人，并且自制了一个纸牌挂在胸前，上面用英语写道：I am Chinese!)3.(教师出示一幅长城的图片。)T: Can you say it in English? S:Yes, the Great Wall.(教师帮助回答。)T: Where is it? S:It’s in China.4 T: Do you live in China? S:Yes, I do.(教师帮助回答。)4 4
T: Is China great?
S: Yes, it is.4(板书并要求学生掌握say, wall, live, great；理解the Great Wall。)say, wall, the Great Wall, live, great 4.(教师接着出示第二幅图片。)T: Do you like the Great Wall? S:Yes, I do.5 T: Do you want to visit the Great Wall? S:Yes, I do.5(板书并要求学生掌握。)visit(教师让学生两人一组，运用所呈现的生词编对话。)5.(教师介绍S的情况，然后让学生根据介绍回答问题。)5
T: Slives in China.He/She likes the Great Wall.He/She wants to visit the Great Wall.5(教师请另一位学生，根据这段话回答问题。)(通过以上活动导入1a。)
Step 2 Presentation 第二步 呈现(时间:8分钟)根据1a的教学挂图回答问题，练习本课基本句型，引出对话内容。培养学生听说能力和阅读能力。1.(教师呈现1a的教学挂图，与学生谈论。)(教师播放1a录音，让学生听并回答Who is the letter from?)Who is the letter from?(核对答案。)2.(教师再播放一遍1a录音，要求学生根据1a判断正(T)误(F)。)
(幻灯片展示试题。)(1)Sam is Kangkang’s pen pal.()(2)Sam speaks Chinese.()(3)Sam says he wants to visit the Great Wall.()(核对答案。)3.(分角色朗读对话，进一步理解对话内容。教师板书重点句子和短语并解释，要求掌握。)
(1)speak+语言名称=say … in+语言名称
(2)live in …
(3)in the letter(4)—What does he say in the letter? —He wants to visit the Great Wall.4.(根据1a内容，教师随机提问学生，并核对答案，完成1a。)5.(双人小组活动。学生独自完成1b，然后同桌分角色表演1b对话。)
Step 3 Consolidation 第三步 巩固(时间:7分钟)模仿1a，1b编对话，让学生学以致用，培养学生综合运用语言的能力。1.(教师利用幻灯片呈现习题，要求学生根据对话内容填写所缺单词，每空一词。)S: What’s that in English? 1 5
S: It’s a letter.2S: Is it yours? 1S: Yes, it’s mine.2S: Who is it from? 1S: It’s from my pen pal, Tom.2S: Does he speak Chinese? 1S: No, he doesn’t.He speaks English.2S: What does he say in the letter? 1S: He wants to visit China.2(画线部分是要填的词。)2.(教师把事先准备好的信封发给各小组，然后根据信封及信的内容两人一组进行对话练习。对话应包括以下句型：)T: Let’s make a dialog in pairs with the following sentences.(1)—Who is the letter from?—It’s from …(2)—Where does he/she come from?—He/She comes from …(3)—What does he/she say in the letter?—He/She wants to …(教师挑选两组学生表演，掌声鼓励。)3.(双人活动。同桌对话，了解对方笔友的情况。要求运用以下幻灯片中的句型。)
(1)Is it a boy or a girl?(2)
It’s a boy/girl.(3)Does he/she come from …?
(4)Yes, …
does./No, … doesn’t.(5)Does he/she live in China?(6)Yes, … does./No, … doesn’t.(7)Does he/she like China?(8)Yes, … does./No, … doesn’t.Step 4 Practice 第四步 练习(时间:10分钟)在不同情景中练习目标语言，展开任务型活动，学以致用，锻炼学生合作能力。1.(教师播放
2录音，学生听后回答问题，完成2，核对答案。)
T: Listen to the tape of 2 and answer the following questions.Then check the answers.2.(教师将2的听力材料用幻灯片或小黑板展示出来，然后让学生两人一组根据内容编对话。)
T: Please work in pairs to make a dialog according to the sentences on the blackboard.And then act it out.3.(教师引导学生观察
3中的句子，并归纳句子的规律——当主语是第三人称单数时，谓语动词原形后加(e)s。)T: Please observe the sentences in 3 and find out the rules of verbs changing in the third single personal pronouns.(板书下列内容并解释。)Kangkang→knows He→lives/helps/wants She→speaks … 4.(教师播放3录音，让学生跟读，练习(e)s的读音。完成3。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)通过练习动词第三人称单数的读音规则及其一般疑问句的问答，培养学生观察探究能力。1.(教师鼓励学生探究“动词第三人称单数的读音”，并总结。)
(小黑板展示下列内容。)
lives, speaks, spells, phones, knows, does, hands, comes, looks, gives, likes, dresses，thinks, guesses, finds, helps, tells, meets, wants, visits 6
(教师先领着学生读一遍，要求学生边读边注意词尾s的发音。接着，教师将学生分组，并为各小组命名，如先锋队、雄鹰队、立志队等，引发学生的兴趣。然后，为各小组明确共同目标，即归纳出-s在动词后的读音规律。每个成员针对词尾s的不同读音进行观察，发现规律并进行归纳总结。接下来，组内成员互相补充，力图达到全面、准确。各组选出小组发言人进行汇报，其他各组学生均可补充发言。最后由教师总结，再按读音将幻灯片上的词分类。)2.(问答接龙。参照4，教师让学生八人一组，第一位同学用Do you
…?向第二位同学提问，第二位同学用
Yes, I do./No, I don’t.回答，并用Does he/she …?向第三位同学提问，而第三位同学又用Yes, he/she does./No, he/she doesn’t.回答并向第四位同学提问。以此类推，每位同学提问时要用到盒子里不同动词，完成4。)Example: S: Do you have a ruler? 1 S: Yes, I do./No, I don’t.Does your friend like China? 2 S: Yes, … does./No, … doesn’t.Does … want …? 3 … 3.Homework:(1)根据1a内容写一段话。(四十个单词左右)Example: This is a letter in English.It’s from Sam.Sam is Kangkang’s pen pal.Kangkang lives in China.Sam lives in England.In Sam’s letter, he says he wants to visit the Great Wall.(2)制作卡片，把人称代词的主格宾格分别写在卡片上。板书设计： Does he speak Chinese? Section B say … in English —Who is the letter from? =speak English —It’s from … live in … —Does he speak Chinese? the Great Wall —Yes, he does./No, he doesn’t.want to visit … —What does he say in the letter? —He wants to visit the Great Wall.Section C The main activities are 1a and 3a.本课重点活动是1a和3a。Ⅰ.Teaching aims and demands 教学目标
1.Learn some new words and phrases: many, lot, a lot, all, not … at all, so, study, each other, little, a little, them, very, much, very much 2.Review personal pronouns.3.Go on learning some questions and answers with do/does.4.Express preferences:(1)—Do you like …?—Yes, I like it a little/very much/a lot.—No, I don’t like it at all.(2)—Does he/she like …? —Yes, he/she likes it a little/very much/a lot.—No, he/she doesn’t like it at all.Ⅱ.Teaching aids 教具 录音机/幻灯片/小黑板/实物或图片/学生自制卡片 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)通过调查学生对英语和语文的喜欢程度，引出本课新单词，培养学生的语言表达能力。1.(让几名学生朗读上节课布置的家庭作业：根据1a内容改编的短文。)2.(做调查，引出本课新单词，教师在黑板上画出三幅图。)7
very much like … like … a little don’t like … at all
a lot(板书并要求学生掌握。)a little, very much, a lot, not … at all T: Do you like English, S?S:Yes, I like it very much.11 T: Do you like Chinese?S:No, I don’t like it at all.1 T: Do you like English, S?S:No, I don’t like it at all.22 T: Do you like Chinese?S:Yes, I like it a little.2 T: Do you like English, S?S:No, I don’t like it at all.33 T: Do you like Chinese?S:Yes, I like it a lot.3 T: Can you often help them study Chinese?(指向S和S。)S:Yes, I can.123 T: Can you often help them study English, S?S:Yes, I can.11(板书并要求学生掌握。)them, study T: We have many good friends, so we should help each other.(板书并要求学生掌握。)many, so, each other T: I have a good friend.Her name is Jane.Do you want to know something about her? Please follow me.(导入1a的学习。)Step 2 Presentation 第二步
呈现(时间:10分钟)通过听、说、读等形式多样的活动，培养学生口头交际能力、阅读能力及观察、分析问题的能力。
1.教师让学生略读课文1a并回答问题：
(1)Are Jane and I classmates?
(2)Where does Jane come from?(3)Do many students in our class like English?(4)Who often help me study English? 2.(学生再读1a，并画出文中的关键词，然后完成1b。核对答案。)3.(播放1a录音，让学生跟读，注意语音语调。)4.(教师利用幻灯片将文中的关键词展示出来，并简要讲解语言点。)
friend, come from, speak, in the same class, many students, a lot, not … at all, poor，help, Chinese, help each other 5.(要求学生利用幻灯片上的关键词，试着复述课文。先在小组内进行，然后各小组推选一名学生向全班复述。)Step 3 Consolidation 第三步 巩固(时间:8分钟)通过练习喜好的表达，培养学生的口头表达能力和交际能力。1.(播放3a录音，让学生听，然后操练喜欢和不喜欢的问句及其答语。)(教师用幻灯片或小黑板将下列内容呈现出来。)(1)—Do you like …? —Yes, I like … a little/very much/a lot.(2)—Does he/she like …? —No, he/she doesn’t like … at all.(教师让两位学生S和S到台前。)12T: S, do you like English? 1S: Yes, I like it very much./ No, I don’t like it at all.1T: S, does Slike English? 21 8
S: Yes, he/she likes it a lot./ No, he/she doesn’t like it at all.2(学生三人一组，仿照上面对话进行操练。然后请几组学生表演，掌声鼓励。)2.(做句型练习活动，操练very much/a lot, a little和not … at all。)具体操作：
(1)教师利用幻灯片或小黑板展示苹果的图片，图片旁画有
或
图标；将全班同学分为两人组和三人组若干。
(2)学生看见两个 图标说very much/a lot，看见一个 图标说a little,看见 图标说not … at all。组内其他同学用前一个同学说出的词组各说一个相应的句子。Example:(两人一组)S: a little.S: I like apples a little.34(三人一组)S: very much/ a lot.S: I like apples very much.S: I like apples a lot.567(三人一组)S: not … at all.S: I don’t like apples at all.S: He/She doesn’t like apples at all.8910(教师用同样的方法展示其他已学食物的图片供同学们练习。)3.(教师播放3b录音两遍，让学生完成3b，并核对答案。)
Step 4 Practice 第四步
练习(时间:7分钟)讲解人称代词主格和宾格的用法，完成作业，使目标语言得到强化操练。1.(教师挑选含有人称代词主格和宾格的句子，板书并作简单讲解。要求学生掌握画线部分代词的用法。)She often helps me with it.I help her study Chinese.He wants to visit the Great Wall.Could you help me with it? 2.(两人一组，A说人称代词的主格，B说宾格，轮流进行，然后让学生做2。核对答案，完成2。)3.(学生两人一组朗读2中对话。)Step 5 Project 第五步
综合探究活动(时间:10分钟)通过做游戏，巩固人称代词主格和宾格的用法，培养学生合作精神，激发学生的学习兴趣。1.(教师播放4录音，师生共唱歌曲“The
more we get together.”完成4。)2.(做游戏：找朋友，学生拿出准备好的人称代词卡片。)(1)(教师说“主格”，学生把所有人称代词的主格拿出来。)(2)(教师说出一个人称代词，学生找出这个人称代词和它的主格或宾格形式。)
(3)(教师指定学生拿出相应的人称代词站在黑板前，按要求找朋友。)
For example: ①(“第一人称主格”，手拿第一人称主格的就出列。)②(“第三人称主格和宾格”，手拿第三人称主格和宾格的就出列。)
(4)(教师在黑板上写出一些动词，让学生用手中的卡片完成句子，并翻译。)For example: They help me with English.(他们在英语方面帮助我。)
He gives you some books.(他给你一些书。)
3.Homework： 根据1a
内容写一篇短文介绍自己的朋友，题目是
My friend，词数在四十个左右。板书设计： Does he speak Chinese? Section C like … a little I help her study Chinese.like … very much/a lot Do you like …? 9
don’t like … at all Yes, I like it a little/very much/a lot.No, I don’t like it at all.主格：I, you, he, she, it, we, you, they Does he/she like …? 宾格：me, you, him, her, it, us, you, them Yes, he/she likes it a little/very much/a lot.No, he/she doesn’t like it at all.Section The main activities are 1, 2a and 4.本课重点活动是
D
1, 2a和4。Ⅰ.Teaching aims and demands 教学目标 1.Learn the phonetics:/tr/, /dr/, /ts/, /dz/ 2.Learn some new words and a phrase:home, at home, its, dog, any, of 3.(1)Review questions and answers with do/does: ①—Do you want a pen pal?—Yes, I do./ No, I don’t.②—Does he speak Chinese?—Yes, he does./ No, he doesn’t.(2)Review the personal pronouns, including subject pronouns and object pronouns.4.Review the useful expressions:(1)—Excuse me, could you please tell me your name?—Sure.My name is Jane.(2)—Could you help me with it?—No problem.(3)—Do you like English?—Yes, I like it very much/a lot/a little.—No, I don’t like it at all.Ⅱ.Teaching aids 教具 信/玩具/录音机/小黑板/幻灯片/图片 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟)复习表达喜欢与不喜欢，导入本课新词，培养学生口头表达能力。1.(师生对话，复习本单元主要句型。)T: Excuse me, could you please tell me your name? S:Sure.My name is … 1 T: Do you come from Shandong? S:No, I don’t.I come from Chongqing.1 T: Who’s the letter from?(学生手里有一封信。)S:It’s from my pen pal, Sam.1 T: Where’s Sam from? S:He’s from England.1 T: Does he like Chinese? S:Yes, he does.But his Chinese is poor.1 T: Is the letter in English? S:Yes, it is.1 T: Do you like English? S:Yes, I do.But my English is poor.1 T: Could you help him with his Chinese? S: No problem.He helps me study English and I help him study Chinese.We can help each other.1 T: Then what does he say in the letter? S:He says he likes China very much and he wants to visit the Great Wall.1 T: Oh, that’s good.We are glad to have him here.2.(教师拿出一个玩具狗，引出本课新单词。)T: What’s this? 10 S:It’s a dog.(帮助学生回答。)2(板书并要求学生掌握。)dog T: Do you like a dog? S:Yes, I like dogs very much.2 T: Do you have a dog? S:Yes, I do.2 T: What is the name of your dog? S:Its name is Huanhuan.2(板书并解释its与it’s的含义与写法，要求学生掌握。)of, its T: I have a pet cat at home.Its name is Mimi.Do you have any cats at home? S:No, I don’t.I don’t like cats at all.2(板书并要求学生掌握。)at home, any T: S has a pet dog.Its name is Huanhuan.He likes it very much.He doesn’t like cats at all, so he doesn’t have a pet 2cat.Is Zhou Lan’s pet a dog? Does she like her pet? Now, please follow me.Step 2 Presentation 第二步 呈现(时间:10
分钟)
2a听录音，做阅读理解，培养学生听、说、读的能力。1.(播放录音，让学生回答问题：(1)Is Zhou Lan’s pet a dog?(2)Does she like her pet?)2.(让学生阅读2a，回答小黑板上的问题。)
(出示小黑板上的练习题。)(1)What pet do I have at home? A.A dog.B.A cat.C.None.(2)My pet’s name is.A.Meimei B.Kitty C.Huanhuan(3)How do I like Kitty? A.A little.B.Very much.C.Not … at all.(4)Zhou Lan’s pet is.A.a dog B.a cat C.a toy(5)Does Zhou Lan like Tommy? A.No, she doesn’t.B.Yes, she does.C.We don’t know.(核对答案。)3.(学生朗读课文，判断正误，完成2a。)Step 3 Consolidation 第三步 巩固(时间:10分钟)听录音并跟读，掌握四个辅音音素的发音。模仿课文，练习写作，培养学生的书面表达能力。1.(讨论宠物，完成2b。)T: Do you have a pet?S:Yes, I do.1 T: What is your pet?S:It’s a dog.1 T: What’s its name?S:Its name is Linlin.1 T: What color is it?S:It is white.1 T: Does it have long legs?S:Yes, it does.1 T: Does it have long ears.S:Yes, it does.1 T: Does your friend Jack have a pet dog?S:No, he doesn’t.He doesn’t like pets at all.1(教师要求学生根据对话内容改写成一段文章。)Example: 11
I have a pet dog.It is white.Its name is Linlin.I like it very much.It has four long legs.Its ears are long.My friend Jack doesn’t have pet dogs.He doesn’t like pets at all.2.(三人一组讨论宠物，并把讨论内容转述出来。)T: Now, please discuss your pets with your classmates and retell the result.(两分钟后挑几个学生讲述，鼓励优秀者。)3.(学习/tr/和/dr/这一对音素。教师板书。)tree train
trousers(让学生自己读、观察、体会并总结画线部分的读音。教师板书。)tr — /tr/(教师在/tr/的基础上自然引出/dr/。板书。)/dr/ dress drink driver(以同样方法学习/ts/和/dz/这对音素。)4.(教师用小黑板呈现出含有/tr/, /dr/, /ts/和/dz/四个音素的单词，检验学生的拼读能力。)5.(教师播放1录音，让学生跟读。完成1。)Step 4 Practice 第四步 练习(时间:11分钟)复习人称代词主格和宾格及本话题重点句型，培养学生综合运用语言知识的能力。1.(教师将人称代词的主格和宾格利用幻灯片呈现出来。领读并简单说明主格与宾格的用法和区别。)
I—me;you—you;he—him;she—her;it—it;we—us;you—you;they—them(然后两人一组，一个学生说主格或宾格，另一个学生说其相应的宾格或主格。)2.(教师将所有人称代词主格、宾格的顺序打乱并将其板书在黑板上，让学生“找朋友”。)Find friends: me he her you it we they him you it I us them she(让一个学生在黑板上连线。核对答案。)3.(教师用小黑板出示下边的练习，要求学生根据括号内的汉语写出英文，完成句子。填对一个词，该同学加一分。)
(1)My English is poor, so(她)often helps(我).(2)Where do(你们)live?(我们)live in Beijing.(3)I don’t know(他们).(4)He wants(我们)to go to his home.(5)What is(它)?(它)is a jacket.(核对答案后，让学生齐读练习并奖励得分高的学生。)4.(出示幻灯片，要求学生根据范例口头做句型转换。改对一个句子加两分。)Change the following sentences according to the example.Example: He speaks Chinese.→Does he speak Chinese? Yes, he does./No, he doesn’t.→He doesn’t speak Chinese.(1)I have a pen pal.(2)Li Hong likes oranges a lot.(3)They often help Wang Fei.(4)Jane wants to visit China.(5)Your pet has blue eyes.(练习完毕，教师点评并奖励得分高的学生。)5.(教师播放3a录音，学生跟读，并模仿语音语调，完成3a。)12
播放3b录音，让学生跟读，然后教师用小黑板呈现下面的内容。)
Complete the dialog: —Excuse me, could you please tell me your name? —Sure.My name is Zhang Lan.—Where do you come from?/Where are you from? —I come from Shanghai./I’m from Shanghai.—Do you like English? —Yes, I like it very much.And you? —No, I don’t like it at all, so my English is poor.—You should(应该)learn(学习)English well.—Yes, you’re right.Could you please help me with my English? —No problem.(以上画线句子是学生要填的句子。学生两人一组操练上面的对话。完成3b。)Step 5 Project 第五步
综合探究活动(时间:7分钟)组织 6.(“英语角”活动，做调查报告和命题作文，锻炼学生综合运用能力和探究能力，体现学以致用原则。1.(教师用图片展示一个关于英语角的通知，让学生根据通知内容展开讨论。)
Welcome to English Corner
Time: 6:00 p.m.Place: Playground(操场)Topic(话题): Like English or not Host: Class 2, Grade 7(要求：在活动中充分练习本话题中所学的重点句式及语言点。)Example: T: Excuse me, could you please tell me your English name? S: Sure.… 1 T: Do you like English? S: Yes, I like it very much.1 T: My English is poor.Could you help me? S: No problem.1…(教师示范后，将每个英语小组设置为English Corner，进行操练。完成4（1）。)2.Homework: Write a passage about one of the topics in 4(2).Finish 4(3).板书设计： Does he speak Chinese? Section D tr—/tr/ dr—/dr/ me he her you it we they ts /ts/ tes him you it I us them she —/dz/ ds Topic 2 What does your mother do? Section A The main activities are 1a and 2a.本课重点活动是1a和2a。13
Ⅰ.Teaching aims and demands 教学目标 1.(1)Learn some words about jobs:doctor, worker, driver, farmer, cook, nurse(2)Learn some other new words and a phrase:kid, glad, seat, have a seat, mother, father, parent, office 2.(1)Talk about jobs: ①—What does your mother do?—She is a teacher.②—What do your parents do?—They are both office workers.(2)Talk about greetings and introductions: ①—Glad to meet you.—Glad to meet you, too.②Maria, this is my mom.Ⅱ.Teaching aids 教具 名词卡片/人称代词卡片/图片/教学挂图/录音机/幻灯片/小黑板 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)通过做游戏和师生问答等形式，复习上个话题的重点知识，并导入新课。1.(问答游戏。复习Do you like …?句型及答语。)(1)把学生分成六人一组，每组准备七、八张名词卡片。(2)第一个学生先抽一张卡片，其他学生一起问：Do you like …?让这位学生用Yes, I like it a little/a lot/very much.或No, I don’t like it at all.来回答。(3)小组内每个学生轮流问答一次后，游戏停止。T: Boys and girls, let’s play a game: Ask and Guess.2.(教师出示人称代词卡片，让学生以“接龙”形式用教师呈现的人称代词造句。)T: Nice work!Now please look at these cards.Please use these words to make sentences one by one.Example: T: me S: He often helps me.1 T: they S: They are teachers.2 T: she S: She is my friend.3…(换成学生持卡片，教师造句子，导入新句型。)S: you 4 T: What do you do?(教师讲解。)Ss: We are students.(帮助学生回答。)T:(指着一个男/女生)What does he/she do?
Ss: He/She is a student.(板书学习新句型，并要求学生掌握。)What does he/she do? He/She is a student.T: Do you want to know more jobs? Let’s come to the new lesson.(导入新课)Step 2 Presentation 第二步 呈现(时间:13分钟)通过展示图片、师生问答和分角色表演等形式，初步呈现新单词及新句型。1.(出示3a图片，教授关于职业的新单词。)T: Look at Picture 1.What does he do? Ss:He’s a driver.(教师帮助学生回答。)14
(板书并要求掌握。)
driver
T: Look at Picture 2.What does he do? Ss:He’s a farmer.(教师帮助学生回答。)(板书并要求掌握。)farmer(以同样的方式，出示图片，学习新单词cook, nurse, office, worker, doctor。并要求学生掌握。提醒学生注意an office worker。)2.(让学生听3a录音，跟读，并注意语音语调。)T: Please listen to the tape and repeat.Pay attention to the pronunciation and intonation.3.(学生两人一组，运用3a的图片，练习What does he/she do? He/She is a/an …句型，完成3a。)T: Please practice in pairs using the pictures in 3a.Then I’ll ask several pairs to act out in the front.4.(师生问答，自然过渡到1a的教学。)T: Nice work!Boys and girls, we learnt so many jobs just now.Do you want to know Kangkang’s families and their jobs? Ss:Yes.T: Please follow Maria, Jane, Michael to Kangkang’s home.(呈现1a的教学挂图，向学生们介绍。)T: Look at this picture.This is Kangkang’s mother.The four kids are Maria, Jane, Michael and Kangkang.(板书并要求学生掌握。)
mother, kid
T: What does Kangkang’s mother say to the kids? Ss: Glad to meet you.T: Good!Then how do the kids reply? Ss: Glad to meet you, too.(板书，教学新单词及新句型，并要求学生掌握。)
glad —Glad to meet you.—Glad to meet you, too.T: These kids are standing at Kangkang’s home.Do you know how to say“就座”in English? Ss:Have a seat.(教师帮助学生回答。)(板书并要求学生掌握。)seat, have a seat 5.(教师放1a录音，让学生跟读并注意语音语调。)T: OK.Please listen to the tape and read after it.Pay attention to the pronunciation and intonation.6.(教师设置一个场景At Kangkang’s home.)T: Suppose you are at Kangkang’s home.Let’s role-play.(教师和四个学生合作，示范表演1a对话，之后学生五人一组操练，教师巡回指导，挑两组比较出色的上台表演。完成1b。)7.(根据1a的教学挂图，过渡到2a。)
T: Look at the picture.Kangkang’s mother welcomes the kids at Kangkang’s home.What do Kangkang’s parents do? Do you want to know?(板书并讲授parent(s)的含义，引出father，要求学生掌握。)
mom—mother dad—father mother or father—parent mother and father—parents 15
Step 3 Consolidation 第三步
巩固(时间:7分钟)通过听录音回答问题、填空以及分角色朗读、填写表格等形式，使学生在运用中进一步掌握新单词和新句型。1.(教师播放2a录音，要求学生根据录音回答问题。)T: Please listen to the tape and answer the question: What do Kangkang’s parents do?(核对答案。)2.(再放2a录音，要求学生根据录音填空，教师将听力问题用幻灯片呈现出来。)
T: Listen to the tape again and fill in the blanks on the slide.—Kangkang, what does your do? —She is a.—And your father? —He is a.Michael, what do your do? —They are office workers.(核对答案后分角色朗读2a，然后四人一组操练。完成2a。)T: Read 2a in roles.Then practice in groups of four.3.(让学生独立完成2b。)T: Read 2a again and fill out the table in 2b.(核对答案。)Step 4 Practice 第四步 练习(时间:8分钟)通过“职业竞猜”游戏、师生和生生问答等形式，使学生熟练掌握新单词和新句型。1.(做“职业竞猜”游戏，使学生在表演中熟悉职业名称。)
T: Let’s play a guessing game.(1)(活动过程：)①(教师事先制作写有职业名称的卡片。如：teacher, worker, doctor, cook, driver等。)②(活动前教师作一次示范：教师随意抽取一张卡片(如teacher)，并根据卡片上写的职业，做一个能代表该职业的动作(表演哑剧，假装在黑板上写字，或拿着书来回踱步等。)然后示意学生举手猜出该职业。学生若不能猜对，可以提问，但教师只能用Yes或No作答。)例如： S: Are you a doctor?T: No.1S: Are you a teacher?T: Yes.2③(学生猜对教师示范的职业后，教师退出活动，同时让猜对的那个学生上台抽卡、表演和回答问题，下一个猜对者接着上台抽卡，以此类推。)(2)(有关说明：)①(每次提问次数和猜测次数应有所限制，在规定次数内仍未猜对，则可进行下一轮竞猜。)②(本活动也可采用两组对抗形式，即一组派代表抽卡片表演，另一组猜职业。双方轮换角色，最后猜对次数多，准确率高的一组获胜。)2.(教师出示各种职业人士的图片和学生进行对话练习，操练What do/does … do?)T: What do you do? Ss: We’re students.(教师按照图片依次问学生。)T: What does the man do? S: He is a driver.3 T: What does she do? S: She is a doctor.4 T: What does the man do? S: He is an office worker.5(教师应提醒学生注意此句中an的用法并板书。)16
He is an office worker.3.(教师把图片分给各小组，小组内每人轮流模仿老师提问其他学生，让每一位学生都有机会说英语。然后各组交换图片，进行对话练习。)
T: Please ask and answer in groups using these pictures.Step 5 Project 第五步 综合探究活动(时间:7分钟)通过作调查、填表格和写短文等形式，培养学生综合运用本课目标语言的能力。1.(出示小黑板，学生两人一组，运用3b中的例子，对同伴的家庭成员情况作调查，并填表格。完成3b。)T: Make a survey about your partner’s family after the example in 3b.Then fill out the table.×××’s Family Family member(家庭成员)Job(职业)Mother Father „ 2.(根据表格信息，写一篇小 短文对调查结果进行汇报。)T: Please report your partner’s family.3.Homework:(1)学生采访自己的爸爸或妈妈，然后写一篇短文介绍他们工作的具体情况。鼓励学生在作业纸上画一张父亲(母亲)的画或贴一张父亲(母亲)的照片。下节课向全班宣读。(2)准备一个硬纸板，剪成圆形的，直径10cm，制成一个转盘，下节课用。板书设计：
What does your mother do? Section A an office worker —What do you do? Glad to meet you.—I’m a(an)… Please have a seat.—What does… do?
They are both office workers.—He/She is a(an)… Section B The main activity is 1a.本课重点活动是1a。Ⅰ.Teaching aims and demands 教学目标 1.Learn some new words and a phrase:work, hospital, on, farm, on a farm, drive 2.Talk about jobs and workplaces:(1)—What does the man do?—He’s a doctor.(2)—Where does he work?—He works in a hospital.Ⅱ.Teaching aids 教具 图片/教学挂图/小黑板/录音机/幻灯片/自制的转盘 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:6分钟)通过检查家庭作业，问答接龙等形式，复习重点知识，导入新课。1.(师生应用Glad to meet you.相互问候，全体起立。)
T: Good morning/afternoon, class.Glad to meet you again.Ss: Glad to meet you, too.Miss/Mr.… T: Please have a seat.Ss: Thank you.2.(将学生分为五人一组。学生先在小组内宣读上节课布置的家庭作业，然后各小组推选一名学生向全班宣读。)T: Please work in groups of five and introduce your father or mother to your classmates in groups.Then vote a student to report to us.17
3.(运用图片，做“问答接龙”活动，复习What do/does …
do?)
T: What does … do?(教师手持有某职业人员的图片。)S: He/She is a … 1(转向另一个学生)What does/do … do? S: He/She is a …/They are … 2(转向下一个学生)What do/does … do? S: … 3… Step 2 Presentation 第二步 呈现(时间:12分钟)运用图片及教学挂图，通过师生、生生问答的形式，引出并学习生词及新句型。1.(教师出示一位医生在医院的图片。)T: Very good.Boys and girls, do you know what Kangkang’s father does? Ss: He’s a doctor.T: Yes, he’s a doctor.He works in a hospital.(板书并要求学生掌握。)work hospital in a hospital T: Where does Kangkang’s father work? Ss: He works in a hospital.(教师帮助学生回答。)
(板书并要求学生掌握句型。)
Where does Kangkang’s father work? He works in a hospital.(教师解释in a hospital表示地点，用where提问。)T:(出示一个农民在农场的图片。)Boys and girls, look at this picture.Where’s the farmer? Ss: He’s on a farm.(教师帮助学生回答，并强调“在农场”是“on a farm”。注意介词“on”的使用。)
(板书并要求掌握。)
on, farm, on a farm 2.(利用构词法教授新词drive，板书并要求学生掌握。)(出示小黑板)work（工作）——worker（工人）farm（务农）——farmer（农民）drive（开车）——driver（司机）teach（教学）——teacher（教师）T: Look at the small blackboard and guess the meaning of“drive”.(先让学生仔细观察每组词的变化，再观察汉语意思，然后总结规律。在小组内讨论、探究，达成一致意见后，各小组长向全班汇报。)
(教师总结：一些动词，如果在其后加er(或or)之后，就变成了名词，名词表示执行这个动词动作的人。教师可以利用学过的动词进行补充，让学生猜测其意。例如：think(思考)——thinker(思想家)；speak(说，讲)
——speaker(演讲者)；visit(参观)——visitor(来访者)等等。)(学生大声朗读教师板书的词。)(导入1a。)3.(教师出示1a教学挂图并谈论。)
T: Look at this picture.The man is a doctor.This is a hospital.He works in a hospital.(教师要求学生看图复述，可以增加更多的内容。)4.(教师放1a录音，学生跟读，然后师生互动，先模仿，后操练。)
T: Listen to the tape and repeat.Then practice 1a in pairs.Step 3 Consolidation 第三步 巩固(时间:10分钟)18
通过对话、猜谜等形式，让学生进一步掌握重点句型及生词，完成1b和2。1.(用幻灯片呈现1b中女教师上课的图片。)T: Look at this picture.What does she do, S? 1S: She is a teacher.1 T: Where does she work, S? 2S: She works in a school.2 T: Well done!(教师接着用幻灯片呈现农民干活的图片。)T: Look at this picture.What do the men do? S: They are farmers.3 T: Where do they work? S: They work on a farm.4(教师用幻灯片呈现机关人员工作的图片。)T: Look at the picture.What do they do, S? 5S: They are office workers.5 T: Where do they work? S: They work in an office.52.(学生看1b，两人一组依照范例操练对话，完成1b。然后找几组学生到前面表演。)T: Practice in pairs according to the pictures in 1b after the example.Then I’ll ask several pairs to act out in the front.3.(两人一组做“问答猜谜”活动，教师示范，完成2。)
T: Let’s ask and answer to guess riddles.Example: T: My sister works in a hospital.But she isn’t a doctor.What does she do, S? 6S: I think she is a nurse.64.(教师将Section A，3a中的图片呈现出来，依次和学生进行问答练习。)Step 4 Practice 第四步 练习(时间:12分钟)通过听录音回答问题并填空，做调查等形式，继续巩固本课的重点语言项目，完成3和4。1.(教师播放3录音，先让学生口头回答下列问题，然后再听录音填表格，完成3。)
T: Listen to the tape, and answer the following questions orally.Then listen again and fill out the table in 3.(小黑板出示下列问题。)(1)What do David and Paul do?(2)Is Lisa a driver? Where does she work?(3)Where does Danny work?(依次让五名学生回答问题并核对答案，核对3中表格的答案。)2.(做调查，完成4。每个学生至少要问三个学生，然后完成表格。先在小组内汇报，然后每个小组挑选一个代表向全班汇报。)
T: Make a survey.Ask your classmates about their parents’ jobs and workplaces.Then fill out the table in 4.First report in groups, then vote a student to report to the class.3.(教师利用幻灯片呈现下列内容，要求学生填写所缺的句子，补全对话。)
T: Please look at the slide and complete the dialog.—Excuse me, could you please tell me your name? —Sure, my name is Da Long.And you? —My name is Li Gang.Glad to meet you, Da Long.—Glad to meet you, too.—What do you do? —I’m a student.—What does your father do? —My father is a worker.—Where does he work? 19
—He works in a factory.(画线句子为学生要填写的。)4.(出示小黑板或幻灯片。让学生把职业和职业特征连接，复习职业类词汇及相关句型。)farmer works in the hospital driver teaches at school cook works on the farm nurse drives a bus doctor works in an office office worker studies English student works in the kitchen(厨房)teacher looks after patients(病人)T: Please match the jobs with the workplaces.Example: doctor—works in the hospital(核对答案。)5.(以幻灯片形式呈现chant的内容，教师领着学生有节奏地读。)T: Let’s chant.Please read after me rhythmically.Work, work, work, work People work every day Fathers work Mothers work Teachers work Nurses work Cooks work Farmers work Work at home Work at school Work everywhere Work, work, work, work Step 5 Project 第五步 综合探究活动(时间:5分钟)通过做游戏、写短文等形式，培养学生综合运用语言的能力。1.(教师可以用自制的写有worker, farmer, student等职业名词的转盘向学生演示，转动转盘，当停住时，问一位同学，让他/她回答。然后让学生拿出上次课外作业布置的自制转盘，一个学生问，另一个学生回答。完成5。)
T: Let’s play a game: Job Spinning.Now ask and answer in pairs after the example.Example: S: What do you do? 1S: I’m a(an)… 2S: Where do you work? 1S: I work … 2 2.Homework:(1)将所学过的表示职业类的名词制成卡片，然后两人一组操练What do/does … do?和 Where do/does … work?(2)写一篇介绍家庭成员职业的文章，词数在四十个左右。(3)让有全家福照片的同学下节课带上，以备下节课使用。板书设计： What does your mother do? Section B 20
in a hospital —What do/does … do? on a farm —He/She is a(an)… /They are …/I am…
in a school —Where does he/she work? in an office —He/She works …
Section C The main activity is 1a.本课重点活动是1a。Ⅰ.Teaching aims and demands 教学目标
1.(1)Learn some words about family members and relatives: aunt, uncle, brother, grandparent, cousin, daughter, son(2)Learn other new words and a phrase: family, sofa, tree, family tree 2.Identify family members:(1)This is a photo of my family.(2)Who’s the young woman in yellow?(3)Who are they on the sofa?(4)I have a big family.Ⅱ.Teaching aids 教具 图片/照片/教学挂图/录音机/小黑板/幻灯片 Ⅲ.Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步
复习(时间:10分钟)运用图片和全家福照片，通过师生问答的形式，复习有关职业及工作场所的句型，并引入部分新单词，导入新课。1.(教师出示各种职业人物的图片，复习有关职业及工作场所的句型。)(教师出示一个医生的图片。)T: What does he do? S: He is a doctor.1 T: Where does he work? S: He works in a hospital.1(教师出示一个女教师的图片。)
(教师出示一个办公室男职员的图片，让学生互相问答。)2.(出示一张四口之家的全家福，通过陈述人物关系引入新词汇。)T: Look at this photo.It’s a photo of Michael’s family.(板书并要求学生掌握。)
family
T:(指着图片上的男孩)The boy is Michael.(指着图片上的女孩)The little girl is his sister, Jane.Michael is Jane’s
brother.(板书，让学生猜其意。然后要求学生掌握。)
brother T: The man in black is Mr.Brown.He is Michael and Jane’s father.The woman in red is their mother.So Jane is the woman’s daughter and Michael is her son.(板书并要求学生掌握。)daughter, son 3.(猜人物关系，学生听教师的描述，在教师的帮助下学习更多新词汇。)T:Your father’s brother is your …? 21
Ss: Uncle.(帮助学生回答。)
(板书并要求学生掌握。)
uncle
T: Your mother’s brother is your …? Ss: Uncle.T: S, do you have an uncle? 5S: Yes, I do./No, I don’t.5
T: Your father’s sister is your …? Ss: Aunt.(帮助学生回答。)
(板书并要求学生掌握。)aunt T: Your mother’s sister is your …? Ss: Aunt.T: Your aunt’s son is your …? Ss: Cousin.(帮助学生回答。)(板书并要求学生掌握。)cousin T: Your aunt’s daughter is your cousin, too.Here, cousin means“表姐妹”in Chinese.T: Your parents’ parents are your …? Ss: Grandparents.(帮助学生回答。)(板书并要求学生掌握。)
grandparents(导入新课。)
Step 2 Presentation 第二步
呈现(时间:6分钟)利用师生问答、听录音跟读、分角色朗读等形式，呈现师展示1a
1a内容，学习部分生词。1.(教
1a教学挂图，通过问答形式，学习新单词，理清中的人物关系。)T: This is a photo of Kangkang’s family.(板书)a photo of …(师生问答，允许有不符合原文的回答，为后面的听力打基础。)
T:(手指沙发)Who are they on the sofa?(板书并要求学生掌握。)sofa S: They are Kangkang’s grandparents.5 T: Who is the little girl? S: She is Kangkang’s cousin.62.(听1a录音，核对答案。)3.(再听1a录音并跟读，模仿语音语调。)
T: Listen and repeat.Imitate the pronunciation and intonation.4.(学生分角色朗读，完成1a。)T: Read 1a in roles.Step 3 Consolidation 第三步 巩固(时间:10
分钟)通过找关键词、表演对话、展示全家福等形式，使学生在运用中掌握新知识。1.(学生自读
1a，并找出关键词。教师板书关键词，让学生根据关键词表演1a对话。)T: Read 1a by yourselves and find out the key words.Then act out the dialog according to the key words on the blackboard.(板书)a photo of —— woman in yellow —— woman in red —— man in a green T-shirt —— 22
on the sofa —— big family 2.(学生再读1a。根据1a内容，完成1b。并互相核对答案。)T: Please read 1a again.Then fill in the blanks in 1b according to 1a.Then check the answers together.3.(挑选几个学生，展示自己的全家福，并作简单介绍。)
T: Please show us photos of your family.Then introduce them to your classmates.S, please.1 S: This is my … He/She is a(an)… He/She works … 1 S: There are three people in my family.They are my mother, father and I.My mother is a 2 teacher.… …(对于介绍流利，发音准确的学生，给予表扬。)Step 4 Practice 第四步 练习(时间:12分钟)
1.(教师出示画在小黑板上康康的家谱。)
Kangkang’s Family Tree T: This is Kangkang’s family tree.(板书并要求学生掌握。)tree, family tree 2.(让学生参照1a内容，完成康康的家谱，核对答案，完成1c。)T: Please complete Kangkang’s family tree according to 1a.Then check the answers together.3.(让学生参照康康的家谱，编对话。两人一组练习，然后找几组到讲台前表演。)
T: Please make conversations after the example according to Kangkang’s family tree.Then practice in pairs.I’ll ask several pairs to act them out in the front.Example: T: Who’s the man in black? S: He’s Kangkang’s father.14.(教师用幻灯片展示一篇短文，学生读后完成家谱，并核对答案。)
My name is Jack.I am a boy.I’m 12 years old.I’m a student.My father is a doctor.My mother is a teacher.My aunt and uncle are both office workers.They have a daughter.I have a little sister.My little sister is four years old.She is at home with my grandparents.T: Nice work.Please read the passage on the slide, then complete the following family tree.(板书)_ _ _’s Family Tree(核对答案。)5.(让学生画自己家的家谱，并对家庭成员作简短的批注，如：职业、年龄和工作地点等。)T : Draw your own family tree and write some information about your family members, such as jobs, age and 23
workplaces.6.(根据自己家的家谱和2中的提示性问题写一篇小短文，完成2。)T: Write a short passage according to your own family tree and the questions in 2.I’ll ask several students to read your passages.Example: This is my family.My father is … years old.He is a/an ….He works in/on/at ….My mother is … years old.She is a/an ….She works in/on/at ….My aunt is ….My uncle is ….I am … years old.I am a ….(教师挑选几个学生，让他们大声朗读自己的短文，并给予点评和鼓励。)Step 5 Project 第五步
综合探究活动(时间:7分钟)通过chant、采访和填表格等探究活动，培养学生综合运用目标语言的能力。1.(播放录音，学生跟着chant。在吟唱中复习所学词汇，完成3。)
T: Listen to the tape and have a chant.2.(采访活动，让学生充当小记者采访同学，然后完成下表。出示小黑板。)
T: Suppose you are a journalist and interview your classmates about their family members.Then fill out the table on the small blackboard.Name Relation Age Job Workplace _ _ _’s Family _ _ _’s Family 3.Homework: 收集家人及亲戚的照片，用英语写一篇短文，简单描述他们的职业、工作单位、与你的关系等情况，并带到学校来，与同学们共享。板书设计：
What does your mother do? Section C This is a photo of … on the sofa family tree key words: a photo of——woman in yellow——woman in red——man in a green T-shirt——on the sofa——big family
Section D The main activities are 1, 2a and 5.本课重点活动是1, 2a和5。Ⅰ.Teaching aims and demands 教学目标
1.(1)Learn the following phonetic symbols:/m/, /n/, /l/
(2)Learn some new words and a phrase:happy, teach, only, after, look after 2.Review Wh-Questions with what/where:(1)What do your parents do?(2)Where do you/they work?
3.Learn the useful sentences:(1)I have a happy family.(2)My grandparents live with us and look after Rose at home.(3)Jack’s mother is in red.24
Ⅱ.Teaching aids 教具 单词卡片/图片/录音机/幻灯片/录像设备/小黑板/奖品/投影 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:15分钟)放录音，出示全家福，师生对话，复习有关职业的词汇及句型，引出新词汇，导入新课。1.(方案一)(播放含有职业性对话的录音片断，师生互动。)T: Now, let’s listen to the tape, and answer my questions.(1)(播放医生询问病人病情的录音片断，可以是中文的。)T: What does the man/woman do? S: He/She is a doctor.1(2)(播放教师上英语课的录音片断。)T: What does the man/woman do? S: He/She is a teacher.2
T: He/She teaches English.(板书，教学新单词，并要求掌握。)teacher —— teach(3)(播放学生上课的录音片断。)T: What do they do? S: They are students.3(以同样的方式进行其他“听录音辨职业”训练。)(方案二)(看录像/幻灯片/投影/图片，找出具有职业特征的人物。)(教师让学生快速观看录像/幻灯片/投影/图片，然后提出问题。)T: Who can you see? S: I can see a teacher.4S: I can see a doctor.5S: I can see a driver.6…(直到没有学生补充为止，然后再现材料，让学生仔细观察，师生合作，共同找出所有职业性人物。)2.(看谁演得好:让学生上前表演各种职业的特征，可利用道具。)
T: Nice work!Now I’ll ask some students to act out different jobs and say what you do and where you work.S, 7 please.S: I am a … I work in a …(学生一边说一边做该职业的标志性动作。)7S: I am a … I work in a …(像S一样)87(所有volunteers表演完毕后，师生一起评出“最佳演员”，并颁发奖品。如：英语本。)3.(教师出示一张自己家三代同堂的全家福，师生问答，引出新词汇。)T: Boys and girls, please look at this photo of my family.This girl is my little daughter.Can you guess how old she is? Ss: She is four years old.(学生猜测女儿的年龄。)T: Yes.She is only four years old, and she is very cute.(板书，教学新单词，并要求学生掌握only；了解cute。)
only, cute
Ss: Yes.T: Do you know who’s looking after my daughter now? Ss: Her grandparents.(板书，并要求掌握。)after, look after T: You are right.I think I have a happy family.25
(板书，学习新单词，并要求掌握。)happy(导入1。)
Step 2 Presentation 第二步 呈现(时间:10分钟)运用卡片学习音标；听录音，做阅读理解，掌握目标语言。1.(出示
1中的单词卡，让学生认读单词。)T: Boys and girls, we all know this word, right?(手持family单词卡。)Now I’ll show you more word cards.Please read these words in turn.(手持nurse单词卡)S: Nurse.1(手持apple单词卡)S: Apple.2(手持map单词卡)S: Map.3 … T:(出示mouse, monkey的单词卡。)Well done!Now please look at the two words.Can you read them? The old words can help you.Ss: Mouse, monkey.(教师可帮助学生学会怎样用学过的单词拼读新单词。)2.(让学生把单词卡片归类。教学音标/m/, /n/, /ŋ/, /l/.)T: Good.You are very clever.Now please divide these words according to the pronunciation.(板书)
/m/
/n/ /ŋ/ /l/ 3.(播放1录音，并让学生跟读，直到读准确为止，完成1。)T: Very good!Now please listen to the tape and repeat.4.(由自己家的全家福照片，导入2a。)
T: You know about my family.Today we have a new friend, Peter.Here is a photo of Peter’s family.After listening to the tape, you’ll know about his family.Do you want to know him?(1)(让学生听2a，然后回答小黑板上所列的问题，师生核对答案。)
T: Please listen to the tape.Then answer the following questions.1.How old is Peter? 2.Where is he from? 3.How old is his little sister?(2)(再播放2a录音，完成在小黑板上绘制的如下表格，训练学生的听力。)T: Listen to the tape again.And fill out the table on the small blackboard.Family member Job Workplace Peter Father Mother Step 3 Consolidation 第三步 巩固(时间:6分钟)通过复述短文和人物访谈，使学生进一步巩固目标语言。1.(学生精读
2a，完成2b，核对答案；并要求同桌之间进行对话。)
T: Read 2a again.Then answer the questions in 2b.Then check the answers with your deskmate.26
2.(板书关键词，让学生复述2a。)T: Please retell the passage according to the key words on the blackboard.Peter—come from—twelve—student—Beijing—father—doctor—hospital—mother—teacher—school—Rose—four—grandparents—look after(学生如有困难，教师要及时给予帮助，对复述流畅、准确的学生给予鼓励。)3.(仿写短文，让学生把自己的家庭情况，用关键词概括，然后口述。)T: Imitate the passage in 2a and retell the information about your family orally.4.(人物访谈：让两位学生表演，S扮记者，S扮外国明星。)12
T: Let’s have an interview.Suppose S is a reporter, S is a famous foreign star.S interviews S.OK, please!1212S: Welcome to China, Mr./Miss … 1S: Thank you.2S: May I know your family? 1S: Sure.2S: What does your father/mother do? 1S: My father/mother is a(an)… 2S: Do you like China? 1S: Yes.I like China very much.2S: Thank you very much.1S: You’re welcome.2(让学生两人一组练习人物访谈对话。)
Step 4 Practice 第四步 练习(时间:8分钟)通过做游戏和做练习，使学生在运用中掌握目标语言，并训练学生的听力。1.(播放两遍3的录音，第一遍让学生了解大意，第二遍后判断正误，核对答案。)T: Listen to the tape for the first time in order to learn about main ideas.Then listen again and mark True or False in 3.I’ll check the answers.2.(重放3录音，学生获取更多信息，并根据对话内容，复述
Jack的家庭情况，完成3。)
T: Listen to the tape again, and try to get more information.Then retell Jack’s family according to the dialog.3.(做游戏：找朋友。课前把4a，4b中的问句和答句写在卡片上，打乱顺序，让十六个学生抽取卡片，然后迅速找到与自己相对应的问句或答语，两人一组表演出来。)
T: Let’s play a game: Finding friends.Here are sixteen cards.I’ll ask sixteen students to draw the cards.Then find out their own questions or responses quickly and act out in the front.Example: Group 1 S:What do your parents do? 1 S:They are both office workers.2 Group 2 S:What do you do? 3 S:I’m a student.4
… 4.(播放4a、4b录音，学生跟读，并注意语音语调。完成4a和4b。)
T: Listen to the tape and repeat.Pay attention to your pronunciation and intonation.5.(教师出示小黑板，学习并操练本单元的特殊疑问句。)T: Let’s do some exercises.Please look at the small blackboard.Fill in the blanks, then check the answers together.对画线部分提问：
(1)My parents are workers.do your parents ?(2)I am a student.27
do you ?(3)The man works on a farm.the man work?(4)They work in a school.they work?(核对答案。)Step 5 Project 第五步 综合探究活动(时间:6分钟)通过画家谱，采访，填表格，写短文等形式，培养学生综合运用本话题语言知识的能力。1.(听叙述，画家谱。老师让一个或几个学生介绍自己的家庭情况，其他学生根据叙述，画出家谱，看谁画得最正确。完成5（1）。)
T: Listen to the description of your partner’s family photo.Then draw his/her family tree.And we will decide who draws best.2.(人人都做小记者。学生两人一组相互采访，完成5(2)。)
T: Suppose you are a reporter, interview your partner about his/her family members.Then fill out the table in 5.让学生根据5(2)采集到的信息，写一篇介绍搭档家庭的小短文，完成5(3)。教师挑选几篇写得好的短文，粘贴在教室后面的《英语学习园地》栏。板书设计：
What does your mother do? Section D live with us look after 1./m/, /n/,/ŋ/, /l/ in red 2.My grandparents live with 3.Homework: us and look after Rose at home.on the sofa 3.What do your parents do?
a photo of my family 4.What does the man do?
Topic 3 What would you like to drink? Section A The main activities are 1a and 3.本课重点活动是1a和3。Ⅰ.Teaching aims and demands 教学目标 1.(1)Learn some words about food and drink: fish, chicken, rice, drink, juice, milk, water, vegetable, bread, hamburger(2)Learn some other new words and phrases: yourself/yourselves, help oneself(to), would, about, What about …? all right, for, idea, good idea
2.Talk about having meals and making suggestions:(1)—Help yourselves!—Thank you.(2)—Would you like some …?—No, thanks.(3)—What would you like to eat/drink?—Apple juice, please.—I’d like …(4)—Milk for me, please.—Me, too.(5)—What about some …?—Good
idea.3.Learn countable nouns and uncountable nouns.28
Ⅱ.Teaching aids 教具 图片/实物/录音机/小黑板 Ⅲ.Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:12分钟)利用图片和实物，通过师生问答的形式，激活学生的英语思维，调动学生的积极性，并导入新课。1.(教师出示图片，复习表示食物的单词。)
T: Hello, boys and girls.I know you learnt many words about food, now look at the pictures.What’s this in English?(图片上为一红色苹果。)S: It’s an apple.1
T: Good.What color is it? S: It’s red.1 T: Do you like it? S: Yes, I do./ No, I don’t.1(教师以同样的方法，复习orange(s), banana(s), egg(s), cake(s)。)2.(教师摆放几个水果，如：oranges, bananas, apples, 引起学生的兴趣。)T:(教师拿一个苹果)I have an apple.T:(教师手捧几个苹果)I have some apples.T:(换成几个橘子)I have some oranges.T:(换成几个香蕉)I have some bananas.(教师引导学生说：I have some …)S: I have some books.2S: I have some friends.3S: I have some pens.4… 3.(教师手拿橘子，请一个学生进行如下对话。)T: S, do you like oranges? S: Yes, I do.55 T: Do you want some oranges? S: Yes, I do.5T:(把橘子给S)Here you are.S: Thanks.554.(学生积极性已被调动，教师趁热打铁。)T: Do you want some oranges? Ss: Yes, I do.T: OK.Now, please look at the blackboard.(板书)
Do you want some oranges?=
T: We can say it like this:(在等号后面板书并领读。)Would you like some oranges?(师生交换角色，引出Would you like some …?的答语。)
T: S, S: Would you like some cakes? 6
T: No, thanks.(教师表扬S并给他/她一个橘子。)6
T: Now, boys and girls.Do you understand? Ss: Yes.T: OK.Let’s try.S, would you like some oranges?
S: Yes, please./No, thanks.77
T: S, would you like some apples? S: Yes, please./No, thanks.88(教师在Would you like some oranges?后面板书。)肯定回答：Yes, please.否定回答：No, thanks.(导入1a。)Step 2 Presentation 第二步 呈现(时间:13分钟)利用图片、创设情境以及肢体语言等方式学习生词和新句型。引导学生运用观察、归纳和实践等方法学习语言知识，感悟语言功能。1.(教师出示食物图片，并在食物下方写上英语。)29 please say “would you like some …?” S: OK.Would you like some oranges? 66 T: Yes, please.T: S, would you like some chicken?(教师手持chicken图片。)1 S: Yes, please./ No, thanks.1(教师把图片贴在黑板上，教学该单词，并要求学生掌握。)T: S, would you like some rice?(教师手持rice图片。)2 S: Yes, please./ No, thanks.2(把图片贴在黑板上，教学该单词，并要求学生掌握。)(用同样的方法，教授fish, juice, milk, water, vegetable, bread, hamburger。)(板书)fish, chicken, rice, juice, milk, water, vegetable, bread, hamburger 2.(为学生创设情境，引出句型。)T: S, look!There are many kinds of foods here, are you hungry?(手拍腹部。)3 S:Yes.3 T: What do you want to have?(作吃东西状，提示该学生。)S: I want some … 3(板书)What do you want to have?= I want some …=(教师继续提问。)T: S, there are many kinds of drinks here.Are you thirsty?(作喝水动作，提示该学生。)4 S: Yes.4 T: What do you want to drink? S: I want some … 4(板书)drink What do you want to drink?= I want some …= 3.(让学生观察前面的Do you want some …?部分，引导学生说出以上句子的同义句，并板书。)What do you want to have?=What would you like to have? I want some … =I would like some … What do you want to drink?=What would you like to drink? I want some … =I would like some …(师生互动操练板书的句型。)T: S,what would you like to have? 5 S: I would like some … 5(操练完毕，教师说明I would like通常写成I’d like，板书，领读，并要求学生掌握。)
I would like=I’d like T: Can you say some sentence patterns like this: I’d like some apples.(学生模仿)S: I’d like some … 64.(待四个学生操练完毕，教师总结，提问，引出另一句型What about …?)T: Different people like different foods and drinks, S would like …, S would like …, S would like …, S would 6789 like …(教师叫S)What about you, S? 1010 S:I’d like some …(教师帮助回答。)10 T: Would you like some …? S:No, thanks.10 T: What about some …?
S:Good idea.(帮助学生回答。)10
(教师板书，解释What about的用法。)30
What about …? Good idea.5.(看图猜句子，教师展示一幅用餐图片，图中主人正请客人用餐，在主人头上画一云状话语框，用纸片盖住Help yourselves。)
T: Guess, what will he say? S: Do you want some rice? 11S: Would you like some …? 12S: What do you want to have? 13S: What would you like to have? 14S: What would you like to drink? 15…(学生积极发言，教师最后掀开纸片露出Help yourselves。板书并要求学生掌握。)
Help yourself/yourselves.(先让学生猜意思，然后教师解释含义及用法。)(教师拿几个橘子，走到一个学生旁边。)T: Help yourself to some oranges.(教师示意那个学生拿一个橘子。)S: Thank you.16(做同样的活动，直到教师手里橘子被拿完。)6.(播放1a录音，让学生找出所听到的表示食物或饮料的名词，并核对。)T: OK.Listen to the tape and find out the words about food and drink you hear.Try, please.7.(要求学生再听1a录音并跟读，注意语音语调。)
T: Good.Listen and repeat.Please pay attention to the pronunciation and intonation.(用英语解释部分生词并板书，要求学生掌握。)all right=OK Milk for me.=I’d like some milk.Me, too.=I’d like some milk, too.Step 3 Consolidation 第三步 巩固(时间:7分钟)通过填表格、观察讨论等活动，培养学生观察力，巩固所学语言知识。1.(读1a，填1b表格，核对答案，完成1b。)T: Please read 1a again.Find out what Michael, Maria and Jane want to have.Then fill out the table.2.(教师出示小黑板，黑板上写有食物和饮料的名称，并按可数名词和不可数名词归类。让学生观察小黑板并讨论，然后说出观察结果，引出可数名词与不可数名词。)Group A: Countable nouns Group B: Uncountable nouns some eggs some fish some cakes some rice some apples some bread some hamburgers some chicken some vegetables some apple juice some oranges some water some bananas some milk T: Now, let’s look at the blackboard together!Who can tell me the differences between Group A and Group B? Ss:There is an “s” in the words in Group A, but in Group B there isn’t the letter.T: Well done.But do you know why? Ss:Sorry.We don’t know.(教师稍作解释。)3.(看图找物。教师展示一幅用餐图片，让学生找出所学的食物类名词。)T: Look at the picture.What kind of food can you see? 31
S: I can see some cakes.1S: I can see some vegetables.2S: … 3…(教师提醒学生，注意使用正确形式。)4.(播放3录音，让学生先配对，再按可数名词与不可数名词归类。完成3。)
T: Well done!Now, please listen to 3.Then match the food and drink with the words, next divide them into countable nouns and uncountable nouns.(核对答案。)Step 4 Practice 第四步 练习(时间:8
分钟)通过角色表演，听力练习及情景表演，强化训练本节课的功能用语和新单词。1.(角色表演，学生四人一组操练
1a对话，然后教师挑选一组表演该对话。)T: Let’s role-play.Please practice the dialog in 1a in groups of four.Then I’ll choose one group to come to the front and act it out.2.(播放2录音，完成2。)T: Very good.Here’s another conversation about having meals.(教师可以用汉语解释having meals。)Please listen to the tape and write down the words about food and drinks.Are you ready? Please go.(核对答案。)3.(情景表演：晚上你的朋友到你家用餐，请你和朋友一起表演就餐对话。)
T: Nice work.Imagine one of your friends comes to your home to have supper this evening.Can you make a conversation with your friend? You can use these useful expressions: Help yourself!Would you like … ? What would you like …? I don’t like … What about …? Good idea.… Step 5 Project 第五步
综合探究活动(时间:5分钟)通过采访和讨论等活动，把学习英语与学生生活有机结合起来，培养他们的健康意识。1.(采访活动)(1)(教师先示范，然后学生四人一组，进行采访，并填写4表格。)
(2)(汇报结果：教师先展示一个学生的采访结果。然后挑选几个学生朗读他们的调查报告。)
T: In the lesson, we learned some names about food and drink.Now let’s work in groups of four.Ask your three classmates what they would like to eat and drink.Then write them down to fill out the table in 4.You can begin like this: S, what do you like to eat? 1 S: I like some vegetables and fish.1 T: What do you like to drink? S: I like some milk.1 T: Good!I’ll choose some of you to report it like this: X X likes to eat vegetables.X X likes to drink some milk.Do you understand? Please go!2.(讨论：我们应该吃什么食物才是最健康的？)(教师可以设计如下内容，学生讨论后连线。)(教师出示小黑板。)fish make us clever(使人聪明)chicken make us healthy(使人健康)milk make us fat(使人变胖)eggs make us sleep well(帮助入睡)vegetables juice hamburgers T: Let’s look at the small blackboard.Please discuss and match.(核对答案。)3.Homework: 32
(1)熟读1a对话。(2)对自己的家人做一个调查，制作如4表格。板书设计：
What would you like to drink?
Section A Help yourself/yourselves.What about …? I would like … =I’d like … Good idea.Do you want some oranges?=Would you like some oranges? Yes, please./ No, thanks.What do you want to have?= What would you like to have? I want some …=I would like some … What do you want to drink?= What would you like to drink? I want some …=I would like some …
Section B
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 some new words and phrases: usually, breakfast, lunch, supper, food, may, take, order, take one’s order, sir, something, glass, a glass of, wait, moment, wait a moment, let, well 2.Talk about having meals and ordering food:
(1)What do you usually have for breakfast, Michael?(2)May I take your order, sir?
3.Go on talking about offering, accepting and refusing.(1)It’s my favorite food.I like Chinese food very much.(2)—Would you like something to drink? —Yes.A glass of apple juice, please./No, thanks.Ⅱ.Teaching aids 教具 图片/录音机/图钉/小黑板/彩色粉笔/实物/菜单 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:6分钟)通过游戏，复习Section A，激发学生学习英语的兴趣，培养他们的观察能力。(玩游戏，复习已学词汇，培养学生速记能力与观察能力。)(方案一)(少了什么？教师准备若干食物卡片，并将这些卡片一一展示，学生逐一读出卡片上的食物名称，然后将卡片抽去一张让学生快速辨认，看少了哪一张，教师可以问What’s missing?学生只需回答单词。)T: Are you ready? Go!(教师先拿出卡片让学生快速看一眼，然后合卡，抽卡，再呈现给学生。)What’s missing? S: Chicken.1(重复活动，复习词汇。)(方案二)(找区别：教师准备A，B两幅相似的用餐图片，让学生快速看一眼A图然后收起来，并出示B图，提问学生What’s the difference?学生可以用I can see some …(a/an …)in Picture A, but I can’t see them(it)in Picture B.教师示范。)T: You can begin like this: I can see an apple in Picture A, but I can’t see it in Picture B.I can see some fish in Picture A, but I can’t see it in Picture B.(对找出最多区别的同学给予表扬。)Step 2 Presentation 第二步 呈现(时间:12分钟)33
设置情境，引出新句型。1.(教师戴上服务生的帽子和领结，手里拿着一支笔和一张菜单，通过对话引出新词汇。)T: Boys and girls, can you guess what I do? Ss: You are a cook.T: No, I’m not a cook.I am a waiter/waitress.(教师解释waiter和waitress。)(然后教师展示一张饭店菜单。)T: What’s this in English? S: It’s an order.(教师帮助学生说出an order，板书并要求学生掌握。)1 order 2.(情景表演：教师请三位同学扮演顾客，到讲台来。教师在课前将讲台桌装饰成餐桌，并在上面放一些食品，如鸡蛋、蛋糕、一杯牛奶、一杯苹果汁„„)T: S, S, S, please come to the front.234S: OK.2,3,4 T: S, would you like some eggs? 2S: Yes, please./No, thanks.2 T: S, what would you like to drink? 3S: A glass of apple juice, please.(学生可能会回答apple juice，帮助学生回答a glass of apple juice。解释glass，板3 书并要求学生掌握。)
glass
T: S, would you like something to drink?(板书并解释something, 要求学生掌握。)4 something S: A glass of milk.Thanks.43.(教师另请两名男生，到讲台前。)T: S, S, please come to the front.56S:OK.5,6
T: May I take your order, sir?(教学may, take, sir板书并要求学生掌握。)may ,take, sir S: Some eggs, please.5S: Some cakes, please.6 T: Would you like something to drink? S: A glass of apple juice, please.5S: A glass of milk, please.6 T: OK.Wait a moment, please.(教师讲解wait a moment，板书并要求学生掌握。)
wait a moment 4.(播放2a录音，让学生判断说话者的身份，并指出录音中提到哪些食物和饮料。)T: Well, now listen to the dialog, and guess what the woman does.And what the food and drink are mentioned in the dialog.5.(再放2a录音，让学生跟读，注意语音语调。)
T: Good!Now listen again and repeat.Pay attention to the pronunciation and intonation.6.(学生两人一组根据2a对话，画出不懂之处。)T: OK.Now practice the dialog with your partner.Then underline the sentences you don’t understand.7.(教师解答学生疑问，完成2a。)T: Do you know another way of saying“Would you like something to drink?” S: What would you like to drink? 7 S: What do you want to drink? 8(教师板书)What would you like to drink? = What do you want to drink? 34
=Would you like something to drink?(以同样方式让学生说出Would you like something to have?的同义句。)T: Good.Can you tell me another way of saying“Would you like something to have?” Ss: What would you like to have?/What do you want to have? Step 3 Consolidation 第三步 巩固(时间:8分钟)通过表演，巩固2a，完成2b。培养学生听说读写的综合语言技能。1.(角色表演：教师挑选几组表演2a对话。)2.(情景剧表演：教师提供几个单词，学生自由发挥，但要运用所学句型。)(小黑板出示。)场所：restaurant(餐馆)人物：Michael, Jane, Kangkang, a waiter/waitress 必用词汇：may, would, chicken, milk, what about, something, wait T: Well done!Now look at the small blackboard.Suppose you are Michael, Jane, Kangkang and a waiter/waitress.You are at the restaurant.Please come to the front and act out.You can use the words on the blackboard and
expressions about offering, accepting and refusing you have learnt, volunteers?(鼓励学生积极参与。)3.(让学生自己先试着填写2b中的空格，画出不懂之处，然后教师解决学生所提疑问。)4.(待学生完成后，核对答案，让学生两人一组表演2b。完成2b。)T: Very good.Let’s check the answers now.Next, please go on acting with your partner.One acts the rabbit, and the other acts the monkey.(教师可以用英语解释Something to drink?=Would you like something to drink?用汉语解释What do you usually have for lunch?)Step 4 Practice 第四步 练习(时间:11分钟)学习三餐饮食习惯的表达，进一步巩固所学句型和单词。1.(教师出示三张钟表简图，分别是早上7∶00，中午12∶00，下午5∶00，内容都是一家人吃饭的情景。)T:(出示图片1)It is seven o’clock in the morning.(出示图片2)It is twelve o’clock at noon.(出示图片3)And it is five o’clock in the afternoon.Are you clear?Ss:Yes.T:(手持图片1)Do they wait for a bus?Ss:No.(教师解释wait for …，板书并要求学生掌握。)wait for… T: What do they do?Ss:…(学生会用汉语回答。)T:They have breakfast.(板书，让学生猜测词义，然后领读，要求学生掌握。)
breakfast
T:(出示图片2)They have lunch.(板书，让学生猜测词义，然后领读，要求学生掌握。)lunch T:(出示图片3)They have supper.(板书，让学生猜测词义，然后领读，要求学生掌握。)supper(联系实际，板书学生在校用餐的时间, 并提问。)in the morning / 8:00 at noon / 12:00 in the afternoon / 5:30 T:(手指8:00)What do you do at this time?Ss:We have breakfast.T:(手指12:30)What do you do at this time? Ss: We have lunch.T:(手指5:30)What do you do at this time? Ss: We have supper.35
(提问一名学生)T: I know, you often have breakfast at eight.What do you usually have for breakfast?(手拿些食物做吃饭动作，帮助
have
学生理解。)S: I often
usually。)… for breakfast.1(教师板书解释并领读，要求学生掌握usually, What do you usually have for breakfast?
T: S, what do you usually have for lunch? 2S: I usually have … for lunch.2
T: S, what do you usually have for supper? 3S: I usually have … for supper.3(教师总结。)
T: Different
people like different foods and drinks.I like Jiaozi.It’s my favorite food.(板书并解释food，教学该句并要求掌握。)food It’s my favorite food.T: That means I like Jiaozi very much.(问学生)T: S, what’s your favorite food? 4S: My favorite food is rice/chicken … 4 T: S, what’s your favorite drink? 5S: My favorite drink is milk/juice … 5
T: Well.S, do you know what Michael’s favorite food is? 6S: Sorry, I don’t know.6T: OK.Now let’s come to learn 1a, and then you can find the answer.2.(播放1a录音，完成下列表格，板书。)T: OK.Please listen to the tape.Then fill out the table on the blackboard.Name For Breakfast For Lunch For Supper Michael 3.(重放1a录音，学生跟读，注意语音语调。完成1a。)T: Listen again and repeat.Pay attention to the pronunciation and intonation.4.(学生两人一组根据1a编对话并表演。)
T: Well.Now work in pairs and make a conversation similar to 1a.Step 5 Project 第五步 综合探究活动(时间:8分钟)结合学生用餐习惯，开展探究和讨论活动，提高学生学习和运用语言的能力。
1.(学生分组，调查组内同学的用餐习惯。然后每组选一个代表，汇报调查结果，完成1b。)T: OK.Now we know what Michael usually have for three meals.Now please ask your classmates about their three meals and fill out the table in 1b.Then I’ll ask some of you to report it like this: X X usually has … for breakfast.He/She usually has … for lunch, and has … for supper.You can ask and answer after the following example.Example: A: What do you usually have for …? B: I usually have ….2.(听3录音，学唱歌曲，拓展食物和饮料类名词。)3.Homework:(1)把Section A，B中表示建议、接受和拒绝的语句抄在练习本上。(2)把Section A，B中所有食物类名词，按可数名词和不可数名词分类列在练习本上。板书设计：
What would you like to drink? 36
Section B Wait a moment, please.What do you usually have for …? have breakfast It’s my favorite food.have lunch May/Can/Could I …? have supper Would you like something to drink? Yes.A glass of …, please.Section C The main activity is 1a.本课重点活动是1a。Ⅰ.Teaching aims and demands 教学目标 1.Learn some new words and phrases: eat, out, eat out, dinner, have dinner, why, Why not …? 2.Learn some useful sentences about having meals and making suggestions:(1)—Would you like to have dinner with me?—Yes, I’d like to.(2)—What would you like to eat?—Let me see.(3)—Why not have some fish and eggs?—Good idea.(4)—Help yourself to some fish.—Thanks.(5)Here you are.Ⅱ.Teaching aids 教具 录音机/图片/投影仪/小黑板 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:6分钟)通过歌曲、图片、师生互动等形式，培养学生的学习兴趣。复习重点知识，导入新课。1.(师生共唱歌曲《Old McDonald Had a Shop》，调节课堂气氛，提高学生的学习兴趣。)2.(利用图片，快速复习食物名称。)T: Look at these pictures.Let’s say them out as quickly as possible.S: Rice.(教师出示rice图片。)1
S:
Hamburger.(出示hamburger图片。)2 S: … 3… 3.(让学生两人一组模仿Section B，2a，表演一段就餐对话，导入新课。)
T: Well done!Please make a conversation about having meals with your partner.Then I’ll ask some pairs to act out in
the front.Step 2 Presentation 第二步 呈现(时间:14分钟)通过创设情景，师生问答等形式，学习本课新单词及新句型。1.(师生问答，谈论学生的日常饮食，复习有关句型，并引出本课新知识。)
T: What do you usually have for breakfast? S: I usually have … for breakfast.1 T: What about lunch? S: I usually have … 1 T: Do you often eat Jiaozi for supper? S: Yes.I like it very much.1(板书并要求学生掌握。)37
eat T: S, would you like some Jiaozi? 2 S: Yes, please./No, thanks.2 T: S, would you like some vegetables? 3 S: Yes, please./No, thanks.3 T: S, would you like to have breakfast with me?
4S: Yes, I’d like to.(帮助学生回答。)4(板书并要求学生掌握。)—Would you like to do sth.? —Yes, I’d like to.(教师讲解其用法。师生操练。)T: Would you like to have lunch with me? Ss: Yes, I’d like to.T: Would you like to have dinner with me? Ss: Yes, I’d like to.(板书并要求学生掌握。)dinner, have dinner T: Where do you often have dinner? Ss: I often have dinner at home.T: I often eat at home, too.But sometimes I eat out.(板书并要求学生掌握。)eat out T: S, would you like to eat out with me? 5S: Yes, I’d like to.5 T: What would you like to eat? S: I’d like some … 5 T: What about some chicken? S: Good idea.5 T: I can also say“Why not have some chicken?”
(板书并要求学生掌握。)—Why not do sth.? —Good idea.(师生操练。)T: S, why not have some apple juice? 6S: Good idea.6 T: S, why not have some fish? 7S: Good idea.7 T: Very good, sit down, please.S, if you want to ask your classmates to eat apples here.What do you say? 8S: Help yourself to some apples.8 Ss: Thank you./Thanks.T: Good, but you should say: Help yourselves to some apples.(教师应加重语气，强调yourselves。)(然后教师拿起一个苹果递给一个学生说。)T: Here you are.S: Thank you./Thanks.9(板书并让学生猜测句子的意思，要求学生掌握。)Here you are.T: OK.Do you want to know where the children have dinner? Please listen to the tape and find out the answer.2.(播放1a录音，学生听并找出答案。核对答案。)38
Step 3 Consolidation 第三步
巩固(时间:8分钟)通过角色表演，进一步巩固就餐用语。培养学生用所学语言进行交际的能力。1.(重播1a录音，让学生听录音，完成下列问题。)
T: Listen to the tape again and complete the following questions.(1)Do they eat out?(2)What do they eat?(3)Do they have some drinks? 2.(再播1a，让学生跟读，注意语音语调，加深理解。)T: Listen to the tape again and repeat.Pay attention to the pronunciation and intonation.3.(角色表演：学生三人一组，分角色表演1a。然后挑选几组上台表演，并给予鼓励。完成1b。)T: OK.Now please practice the dialog in groups of three.Then I’ll ask some groups to come to the front and role-play.Step 4 Practice 第四步 练习(时间:9分钟)通过排序、填空和给句子配对等活动，帮助学生继续操练本话题的功能语言项目，以提高学生的综合语言运用能力。1.(看2的图画，对句子进行正确排序，核对答案。完成2。)T: Well done.Next, look at the picture in 2 on Page 74.Can you guess where they are? Ss: They are in the shop.T: And what do they say? Read the following sentences first.Then put them into the correct order to make a conversation.(核对答案。)T: Boys and girls, I’ll divide you into two groups.Boys act the boss.(教师可以用汉语解释boss。)Girls act the customer.(教师用汉语解释customer。)Are you ready? Go.Boys: May I help you, sir? Girls: Yes, two hamburgers, please.Boys: Would you like something to drink? Girls: No, thanks.Boys: OK.16 yuan, please.Girls: Here you are.2.(将3中的图贴在黑板上，师生讨论笑脸的含义。学生两人一组问答，然后完成3的文章。)T: Look at the pictures on the blackboard.Talk about them in pairs.(1)S: Do you like chicken? 1S: Yes, I like it a little.2S: Do you like hamburgers? 1S: Yes, I like them very much.2(2)S: Do you like fish? 3S: Yes.It’s my favorite food.4S: Do you like bananas? 3S: No, I don’t like them at all.4T: Nice work!Now let’s complete the passage in 3.Then we will check the answers together.(核对答案。)3.(用投影仪或小黑板展示4中两组句子，让学生配对，以提高他们对句子的运用能力，完成4。核对答案。)
Step 5 Project 第五步
综合探究活动(时间:8分钟)通过接力活动及讨论学生的饮食情况，提高学生听说读写的综合语言技能。1.(接力比赛。)(方案一：看谁说得对。)39
(教师念some，学生接食物类名词，且要注意是否加s。学生按座位顺序快速轮流说，食物名称不得重复，说错者退出比赛，最后剩下的同学为获胜者。)(方案二：比一比谁快。)(1)(事先准备两份内容相同的卡片，卡片上给出的是本话题的功能句。)(2)(将全班同学分成两组并站成两路纵队，每组的第一位同学用卡片上的第一个问题提问，第二位同学回答，然后第二位同学用卡片上下一问题提问，第三位同学回答，问完问题的同学站到本队的最后，当再次轮到第一位同学提问时，一个赛程结束，教师记下两组分别花费的时间，花费时间短且问答准确率高的组获胜。)2.(让学生两人一组讨论自己的饮食情况，并模仿3写成短文。学生互评，然后教师挑选一个学生的作文进行点评。)3.Homework:
(1)让学生运用所学的句型自己编一个关于就餐的对话，并写在练习本上。(2)询问亲友，或上网查询本地有哪些名菜。板书设计： What would you like to drink? Section C eat out have dinner/have supper Here you are.Thanks.—Would you like to do …? —Yes, I’d like/love to.—Why not have some fish and eggs? —Good idea.—What about some vegetables? —Good idea.Section D The main activities are 1, 2a and 4.本课重点活动是1，2a和4。Ⅰ.Teaching aims and demands 教学目标 1.Learn some phonetic symbols:/h/, /r/, /w/, /j/ 2.Learn some new words and a phrase:dear, kind, such as, be
3.Review ordering food and having meals.Ⅱ.Teaching aids 教具 录音机/单词卡片/多媒体课件/投影仪或小黑板/图片/信封 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:12分钟)通过竞赛、表演、游戏等方式，帮助学生进一步巩固本话题的功能语言。1.(头脑风暴，复习本话题所有的词汇。)
(将学生分成四组，组之间进行抢答。若某一组员回答不上来，组内其他组员三秒内有一次机会给予帮助。若无人帮助，机会转给其他组。答对一次，画一面红旗，评出优胜组，并颁发“最佳团体奖”。培养学生集体荣誉感。)T: Hello, boys and girls.Do you remember all the words in the topic? Now let’s PK.I’ll divide you into four groups.Try your best to speak out the word quickly when I say it in Chinese.The group which get the most red flags will be winner.Are you clear? Please go.(教师示范。)T: 鸡肉 S: chicken 1 T: 鱼肉 S: fish 22.(男女挑战赛，复习本话题的句型。)(把全班分成男、女两大组，每组依次各出一人，采用一问一答式，相互交换，每个人只有一次机会，问一句或答一句可得一面红旗，组内相同的问句不能超过三次，否则违规。)40
T: OK.Now boys can make a challenge for girls by asking and answering.You can use the important sentences in the topic.You can begin like this:(教师和一学生示范。)T: Would you like some eggs? S: Yes, please./No, thanks.3(交换角色。)S: Here you are.T: Thank you.3(教师观察，若本话题所有句型均已提到，且大部分学生已参与，即可停止。)3.(即兴表演：三人一组，其中一人为waiter/waitress，运用所学就餐用语，演一个在酒店/饭店用餐的短剧。)4.(给单词贴尾巴，复习可数名词与不可数名词。)(教师把以前所学和本单元所有表示食物/饮料类的名称写在动物形的纸板上，贴在黑板上，然后把s写在部分尾巴形的纸板上；另一部分尾巴什么也不写，表示不加s，即不可数名词。给动物贴上正确的尾巴。)5.(教师出示一封信，引入新课题。)
T: What’s this? Ss: It’s a letter.T: Yes, do you know how to write an English letter?(用汉语翻译此句。)Ss: No, we don’t know.T: OK.I’ll teach you how to write an English letter today.(老师做写的动作。)(导入2a。)Step 2 Presentation 第二步
呈现(时间:10分钟)学习2a短文。帮助学生了解并掌握英文信件的书写格式，拓展他们的文化视野。1.(教师用幻灯片出示各种形式的英文信件，让学生整体感知。也可以打印出来，让学生传阅, 了解英文写作的多样性。)
T: Look at these letters and see how English people write letters.2.(教师用课件或黑板展示英文信件的基本框架。)
Dear
…，×××××××××××××××××××××××××××××××××××××××××××××××××××××××××
Yours, ×××(板书并要求学生掌握。)
dear
T: Do you know this word? Ss: Yes.亲爱的。(随着大众媒体的传播，学生都知道它。)(教师解释。)T: In English letters, we usually use(翻译该词)this word to start a letter, not only say it to young men or young women, but also to old people or kids.(教师举例。)T: Dear …(用班上学生的姓名，有男也有女。)(教师提醒学生注意“Dear … ,”的标点符号。)Dear Sam, √ Dear Sam: ×(教师指着小黑板/课件中信的正文部分。)T: This is the body of a letter.Here you can write something that you want to tell the receiver.(用同样的方法，讲解信的结尾及签名。)T: This part is the end of a letter.People usually use “Yours,” and the writer has to write his/her name here.(教师展示几封内容简短的英语信件，以增强学生印象，了解文化常识。)3.(教师展示两幅图片，一幅是一个凶神恶煞的壮汉正对一个弱者大动干戈，另一幅是一个 小朋友正给一个流浪汉食物。)T: Do you like this man?(出示图片。)Ss:No.We don’t like him at all.T: Neither do I.Because he is not kind.What about the boy?(出示另一图片。)Ss:We like him very much.T: Good.The boy is very kind.(板书让学生猜测词意，然后领读并要求学生掌握。)41
kind(然后教师用
be kind to说出下列四句话，帮助学生加深对kind的理解，以此引出生词be。)例如: T: We should be(用汉语翻译该词)kind to other people.Teachers should be kind to students.We should be kind to our parents.We should be kind to each other.(板书，解释，然后领读，要求学生掌握。)be(am, is, are)(教师用汉语解释be的用法，并举例。)T: I’m glad to be here.I’m happy to be with you.Are you glad to be a student of mine? Do you want to be a teacher when you grow up?(教师在叙述时，应重读be，突出be动词。)4.(播放2a录音，学生跟读，并画出有用的短语。)T: OK.Here’s a letter for Jack.Do you want to know who writes it? Please listen to the tape and repeat.Then underline the useful phrases.(核对答案。)T: Who is the letter from? Ss: Jane.T: Right.We know the phrases in the letter are very important, such as be kind to, have dinner, be glad to be here.Can you remember them? Ss: Yes.(教师板书such as让学生猜测其意，然后领读并要求学生掌握。)
such as
Step 3 Consolidation 第三步 巩固(时间:8分钟)根据关键词，复述2a。完成2b并学习四个辅音。1.(让学生再读短文，回答下面两个问题，加深对2a的理解。)T: Please read 2a again.Then answer the following questions.(1)Does Jane often have dinner with her friends?(2)What does she like to eat?(核对答案。)2.(要求学生根据关键词复述信的内容，完成2a。)
(小黑板出示关键词。)
Dear, in China, many friends, kind, have dinner, like Chinese food, such as … , be nice, be very glad to be here, Yours, Jane 3.(让学生根据2a给自己的朋友写一封信。提醒学生注意格式。教师检查完毕，选几位学生大声朗读自己的信件，完成2b。)4.(教师将1的例词写在黑板上，让学生读出单词，并注意画线部分辅音字母的读音。)/h/ head hand have house /r/ red ruler sorry river /w/ welcome worker woman watch /j/ your young yellow year 5.(播放1录音，学生跟读。)6.(小组活动。把全班同学分成四组，为上述音标补充单词，每一组同学就某个音标补充单词。)T: OK, you do very well.Now let’s add other words to each phonetics.For example, Group 1 adds words to /h/.Group 2 adds words to /r/.Group 3 adds words to /w/.Group 4 adds words to /j/.Do you understand? You can find the words in your books.Ss:Yes.42
T: OK.Let’s begin.… Step 4 Practice 第四步 练习(时间:10
分钟)通过听说读写等练习，在不同情境中练习目标语言，展开任务型活动，培养学生综合运用语言的技能。1.(找同义句。在本单元中，学习了不少同义句，让学生掌握这些句子，明白英语这门语言的灵活性。)(用小黑板或投影仪，列出下列句子。)(1)Why not have some milk?(2)What would you like to drink?(3)What would you like to eat? A(4)I like Chinese food very much.(5)I want some bread.(6)Would you like to have dinner with me?(7)Would you like some eggs? A.Do you want some eggs?
B.What about having dinner with me? C.I’d like some bread.B D.Chinese food is my favorite.E.Would you like something to eat? F.Would you like something to drink? G.What about some milk? T: Nice work.Well, in the topic we know many same meaning sentences.Please look at the blackboard, read the sentences in Column A first, and then find the same meaning sentences in Column B.(学生配对完毕后，教师核对答案并作解释。)2.(口头翻译句子，让学生加深对句型的记忆。)
T: Please change the sentences into Chinese or English orally.S, please.Would you like some milk? 1 S: 你想要点牛奶吗？ 1 T: 你想喝点什么吗？S, please.2 S: What would you like to drink?/Would you like something to drink? 2…(对于表现好的学生要给予表扬，对于有困难者，要给予提示。鼓励他们尽量开口说英语。)3.(播放3b录音，让学生跟读，模仿语音语调，加深巩固。)4.(教师从3b中抽取五个句子听写，完成3b。)T: Now, let’s have a dictation.(1)Would you like something to drink?(2)What do you usually have for breakfast?(3)May I take your order, sir?(4)Help yourself to some fish.(5)Wait a moment, please.5.(学生看3a，朗读单词，掌握可数名词与不可数名词。教师可适当补充，完成3a。)Step 5 Project 第五步 综合探究活动(时间:5分钟)通过组织英语角活动，为学生提供实际运用英语的机会，提高学生的学习兴趣和语言运用能力。1.(小小英语角，带着任务去交谈。)(教师把学生分成六人一组，组织一个小英语角，不准用汉语。运用前面所学知识，谈论家庭、食物。教师在各小组间走动，提供帮助，鼓励学生大胆发言，完成4(1)中表格。)T: Boys and girls, would you like to go to the English Corner with me?(可以用汉语解释the English Corner。)Ss: Yes.We’d like to.T: OK.Now I’ll divide you into many groups, six members in a group.Talk about your family members, food and drink at the English Corner using the questions, such as:(1)What does your father/mother/ … do?(2)Where does he/she work?(3)What’s his/her favorite food?(4)What does he/she usually like to drink? … You can only speak English at the English Corner.Then fill out the table in 4(1).2.Homework：(1)找一些自己的玩具、书刊，带到学校，以备下节课使用。43
把本单元所学的食物类名词归类。)第一种方法：按食物和饮料归类。第二种方法：按可数与不可数归类。(3)根据4(1)中谈话内容，写作文，四十个词左右。教师要求作文必须用真实姓名，且必须写其他人，内容要包括他人的个人信息，家庭信息。完成4(2)。板书设计：
What would you like to drink? Section D have… for…(三餐名称)(2)(They are all kind to me.be glad to be here I like Chinese food very much, such as … be kind to sb.I’m very glad to be here.have dinner with sb.something to eat/drink Unit 4 Having Fun Topic 1 What can I do for you? Section A 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 some useful words and phrases:
madam, buy, over, there, over there, try, try on, How much …?(2)Learn some new words about numbers: thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred
2.Learn some expressions about shopping:(1)—What can I do for you, madam?—I want to buy some clothes for my daughter.(2)—Can I try it on?—Sure.(3)It looks very nice on you.(4)That’s fine.We’ll take it.3.Learn how to express and respond to the thanks: —Thanks a lot.—Not at all.4.Learn how to ask and state prices: —How much is it?—It’s only seventy yuan.5.Learn how to make suggestions: —What about this one?—All right.Ⅱ.Teaching aids 教具 图片/彩色粉笔/小黑板/价格标签/录音机/实物 Ⅲ.Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)由已学过的数字导入新数字，整合教学内容，完成2a。1.(教师在黑板上贴一大张白纸，上面已事先画好一个动物，但线条很浅，在线条上分布0-20之间的数字，直到数字连接完毕，方可显现动物轮廓。)T: Who can help me? 44
S: I can.1 T: Good, listen and match(运用肢体语言，让学生明白match意思是“连接”。)the numbers, OK? S: OK.1 T: Please match number“0”to“20”.(学生连线，从0到20，完毕。教师面向大家。)
T: What can you see
[英语]仁爱版七年级上英语全册教案 第2篇
18.①(It’s)nice to meet you.②(I’m)happy to meet you.③(I’m)pleased to meet you.19.introduce Tom to Peter.20.come and meet my friend 21.family name 22.given name 23.Student Card 24.①（I’m）sorry ② Excuse me 25.What’s two and three? 26.Try again 27.how about …./ what about…..28.Let’s…=Let us….29.go out 30.call sb.31.Can I come in, please?
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资料由大小学习网收集 32.take one’s seat 33.ask sb.to do sth.34.tell sb.to do sth.35.go to…..36.go back to…..37.in English 38.an eraser 39.the name of sth.40.on the blackboard 41.Who’s that? 42.Who are they? 43.say hello to….44.Peter’s parents 45.How do you do? 46.an American family 47.a Japanese family 48.an Italian family 49.want to do sth.50.Here are the animals 51.look at the…..52.What a big pig!53.eight years old 54.a picture of …..55.lots of…= a lot of…..56.at the zoo 57.be late for….58.have lunch 59.It’s time to do sth.60.go home 61.get up 62.start school 63.the same time 64.go to bed 65.do one’s homework
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资料由大小学习网收集 66.have breakfast 67.have dinner 68.Thanks a lot 69.That’s OK./ That’s all right.70.go to school 71.on the chair 72.under the table 73.in the kitchen 74.living room 75.pencil case 76.some books 77.computer game 78.mobile phone 79.live with sb.80.I don’t have any…..81.be married to sb.82.two children 83.over there 汉语对照：
1、请起立
2、早上好
3、请坐
4、下午好
5、我叫Susan。
6、你叫什么名字？
7、明天见
8、向…告别
9、彼此问候10、11、12、13、14、15、世界各地 音乐室 电脑房 美术室 这是菲菲
你怎样拼写你的名字？
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资料由大小学习网收集 16、17、18、19、20、21、22、23、24、25、26、27、28、29、30、31、32、33、34、35、36、37、38、39、40、41、42、43、44、45、46、47、48、49、她是我的朋友 那是对的
见到你很高兴（三种）把Tom介绍给Peter 来见一见我的朋友 姓 名 学生卡
①对不起②打扰一下 2加3等于几？ 再试一试
…怎么样？（两种）让我们… 出去 给…打电话 请问我能进来吗？ 就座
请求某人做某事 告诉某人做某事 去… 回到… 用英语（表达）一块橡皮 某物的名字 在黑板上 那是谁？ 他们是谁？ 向…问好 Peter 的父母亲（初次见面时）你好 一个美国的家庭 一个日本的家庭 一个意大利的家庭 想去做某事
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资料由大小学习网收集 50、51、52、53、54、55、56、57、58、59、60、61、62、63、64、65、66、67、68、69、70、71、72、73、74、75、76、77、78、79、80、81、82、83、这儿有一些动物 看着…
多大的一头猪啊！八岁
…的一幅画/照片 许多…/ 大量的… 在动物园 迟于…，晚于… 吃午餐
到做某事的时间了 回家 起床 开始上学 同样的时间 上床睡觉 做某人的家庭作业 吃早餐 吃正餐；吃晚餐 多谢
不用谢；没关系 去上学 在椅子上 在桌子下面 在厨房里 起居室；客厅 铅笔盒 一些书 电脑游戏 手机；移动电话 和某人一起生活 我没有一些… 和某人结婚 两个孩子 在那边
人教版七年级(上)英语总复习 第3篇
人教版七年级英语上册一共包含了十二个单元,其中前三个单元为预备单元,在中考中本册书主要涉及考点包含以下几个方面。
1. 形容词性物主代词和名词性物主代词的简单用法。形容词性物主代词具有形容词的特点,常做定于,修饰名词,位于名词之前;名词性物主代词相当于“形容词性物主代词 + 名词”,可单独使用,后面不必再接名词。
2. 掌握指示代词this, these, that, those和人称代词I, he, she等的用法。This指代较近的一个人或物,these是this的复数形式,指代较近的几个人或物;而that常用来指代较远的一个人或物,those是that的复数形式,指代较远的几个人或物。
3. 掌握可数名词和不可数名词。可数名词的变化规则:(1)一般情况下词尾加 -s。如:book—books(2)以s,x,ch,sh结尾的词加 -es。如:bus—buses,watch—watches;(3)以o结尾的词加 -s或 -es。如:photo—photos, tomato—tomatoes.(4)以辅音字母加y结尾的词,变y为i再加 -es。如:family—families。(5)以f或fe结尾的词,把f或fe变为v,再加 -es。如:leaf—leaves, knife—knives。(6)不规则变化。如:child—children。不可数名词无法用数目计算,无复数形式;做主语时,谓语动词要用单数形式。
4. 掌握Yes/No Questions and short answers.
5. 掌握并运用特殊疑问句Where is/are…? 及其答语:It’s/They’re…和方位介词in, on, under谈论物品所在的位置。Where is/are…? 意为“…在哪里?”,常用于询问人或物的位置。表达人或物所在位置时,通常要借助介词。on意为“在…上”,强调物体在表面上;in意为“在…里面”;under意为“在…下面”。
6. 掌握do和does引导的一般疑问句及其肯定和否定回答,以及实义动词三单变化形式。(1)一般情况,直接在词尾加 -s。如:play—plays;(2) 以s,x,ch,sh, 或o结尾的词要在词尾加 -es。如:go—goes, watch—watches (3) 以“辅音字母 +y”结尾的词要变y为i,再加 -es。如:study—studies;(4) 特殊变化,如 :have—has。
7. 掌握由What, When, How old, How much…引导的特殊疑问句,注意其中主谓一致的原则。
8. 名词所有格的构成。名词所有格是指在某一名词后的右上角写上“’”再加上 -s等,表示“…的”这一结构形式。其构成规则为:(1)一般单数名词,或不以“s”或“es”结尾的复数名词,在单词后写“’s”构成。(2)如果是以“s”或“es”结尾的复数名词构成所有格时,在后面写上“’”即可。(3)表示各自所有时,每个名词都要变成所有格;表示共同所有时,只将最后一个名词变成所有格。
9. 掌握一些 有用的短 语和句型:first name, last name, phone number, watch…on TV, think about, play basketball, after school…
二、典型例题
1. My friend______ a Chinese map.
A. has B. have C. is
解析 : friend是单数形式, 根据句意“我朋友有一张中国地图”,故谓语动词用has.
答案:A
2.Tom likes basketball, _____ he doesn’t like volleyball.
A. so B. and C. but
解析 : so”因此”, 表因果关系;and”和;又”, 表顺承关系;but”但是”,表转折关系。由句意“汤姆喜欢篮球,但是他不喜欢排球”可知前后两个分句之间是转折关系。
答案:C
3. I am hungry. I want to have some______.
A. bread B. hamburger C. noodle
解析 :bread( 面包 ) 是不可数名词,noodle( 面条 ) 是可数名词,hamburger( 汉堡包 ) 是可数名词,some修饰不可数名词或可数名词复数形式。
答案:A
4.-__________ ?
- My birthday is December 12th.
A. When is his birthday? B. When is her birthday?
C. When is your birthday?
解析 : 根据答语“我的生日是12月12日”可知问句是询问什么时候生日,根据答语中形容词性物主代词my可推测问句中的形容词性物主代词为your。
答案:C
5. -_________do you like English?
- Because I think it’s very interesting.
A. Why B. When C. Who
解析 : why“为什么”;when“什么时候”;who“谁”。由答语“因为我认为它很有趣”知问句问的是“原因”,故应用why来引导特殊疑问句。
答案:A
七年级英语期末练习题
一、单项选择填空 ( 共 15 小题,每小题 1 分,计 15 分 )
( ) 1. Harry Potter is _____ interesting story and we all like it.
A. a B. an C. the
( ) 2. -_____ is the jacket?
-It’s blue.
A. What B. How C. What color
( ) 3. - Hello! My name is Gina.
-______.
A. Hello! I’m Han Mei. B. Fine, thanks.
C. Good morning!
( ) 4. He is John Smith. John is his _____ name.
A. first B. last C. middle
( ) 5. It’s not ____ baseball. It’s ____ baseball.
A. you;he B. his;her C. your;him
( ) 6. - Is Kate your sister?
- No, ____.
A. she is B. Kate is C. she isn’t
( ) 7. _____ my friends.
A. This is B. He’s C. These are
( ) 8. Linda likes tomatoes, ____ she doesn’t like potatoes.
A. and B. but C. then
( ) 9. - ____ is my bag?
- It’s on the sofa.
A. Where B. How C. What
( ) 10. She wants ____ her new model plane to school.
A. take B. to take C. takes
( ) 11. Let’s ____ TV now.
A. see B. watch C. to watch
( ) 12. They ____ like French fries.
A. don’t B. aren’t C. doesn’t
( ) 13. - ____ do you like P.E.?
-Because it’s relaxing.
A. When B. Why C. How
( ) 14. Sonia has ____ vegetables every day.
A. lot of B. a lot C. lots of
( ) 15. - ____ is the skirt?
- $ 45.
A. How B. How much C. When
二、完形填空 ( 共 10 小题,每小题 1.5 分,计 15 分 )
( ) 16. A. to B. of C. for
( ) 17. A. sound B. sounds C. likes
( ) 18. A. because B. so C. and
( ) 19. A. at B. about C. with
( ) 20. A. four B. three C. two
( ) 21. A. best B. favorite C. like
( ) 22. A. good B. well C. fine
( ) 23. A. isn’t B. don’t C. do
( ) 24. A. for B. to C. with
( ) 25. A. tell B. say C. speak
三、口语交际 ( 共 5 小题,每小题 2 分,计 10 分 )
B: Yes, a hamburger, please.
B: Oh, yes. I’m thirsty now.
B: Oh, no. I want a glass of vegetable juice. Er… tomato juice, please.
B: I think it’s wrong. It can’t be $ 2.7! It’s $ 2.17.
26. ____ 27. ____ 28. _____ 29._____ 30. _____
A. How about some fruit juice?
B. Can I help you?
C. Here you are. That’s $2.70.
D. Here you are. That’s $2.17.
E. Anything to drink?
F. What else to eat?
G. Oh, you are right. I can’t do math.
四、阅读理解 ( 共 20 小题,每小题 2 分,计 40 分 )
A
Dale is from zunyi. He is nine years old and his birthday is onNovember 30th. He likes eating apples and bananas. He likes blue verymuch. He has lots of blue clothes at home.
Dale’s family is big. Five people are in his family. They are hisparents, his brother, his sister and Dale. Dale’s brother is Nick. He is sixyears old. His birthday is on May 15th. His sister is Rose. She is only threeyears old. Her birthday is on February 7th. Dale’s father is thirty-six yearsold and Dale’s mother is thirty-four years old. They are teachers. Dale hasa good friend in Guiyang. His name is Mike.
( ) 31. Dale likes eating ______.
A. pears and carrots B. bananas and apples
C. pears and bananas
( ) 32. Mike is Dale’s ______.
A. cousin B. brother C. friend
( ) 33. Rose’s birthday is on ______.
A. February 7th B. November 30th C. May 15th
( ) 34. _______ is 34 years old.
A. Dale B. Dale’s mother C. Dale’s father
( ) 35. Which is right?
A. Dale likes black very much. B. Dale’s parents are teachers.
C. Dale is ten years old.
B
( ) 36. Who are 12 years old?
A. Sally and Bob B. Sally and Jane C. John and Jane
( ) 37. What’s Bob’s favorite sport?
A. Ping-pong B. Basketball C. Soccer
( ) 38. When is Jane’s birthday?
A. On November 1st B. On January 22nd C. On October 5th
( ) 39. What’s John’s favorite food?
A. Chicken B. Rice C. Hamburgers
( ) 40. From the table, we know ___
A. Sally’s birthday is on January 22nd.
B. Bob likes eating rice. C. Jane can play tennis.
C
One morning Mr. and Mrs. Green get up early. After breakfast, they goshopping at 7:30. They get to the shop at 7:50. In the shop they see a lot of clothes. Mrs. Green likes them. So she buys a shirt for their son, a skirt for their daughter, and a sweater for Mr. Green. She buys a dress for herself, too.
Mr. Green is very tired. He looks at his watch. Then he says,” Oh, it’s12 o’lock. I think we must go home now. It’s late.” So they go out of theshop and begin to go home, but they lose their way.
Mr. Green goes along the street. He can’t find the way. He asks an oldman, “Excuse me, sir. Where am I?”
The old man looks at him and their car. “You are in your car, sir,” hesays.
( ) 41. Mr. and Mrs. Green get to the shop at _____.
A. ten past seven B. seven fifteen C. ten to eight
( ) 42. They buy some _____ in the shop.
A. food B. drink C. clothes
( ) 43. They buy their son _____.
A. a sweater B. a shirt C. a skirt
( ) 44. “Lose their way” means _____.
A. 迷路B. 问路C. 按原路
( ) 45. Does the old man help them?
A. Yes, he does. B. No, he doesn’t. C. He doesn’t know.
D
Tom, Jim and Sam are good friends. They go to school together andplay together.
At school, Tom likes math best. Jim’s favorite subject is Chinese. Samlikes P. E.,They often help each other with theirstudies.
After school, they play sports. They all like soccer very much. They play it for more than one hour every day. They like to watch soccer games,too.
Saturday and Sunday are their favorite days. Sometimes they playsoccer all day on weekends.
46. What’s Sam’s favorite subject?
____________________________________
47. Who can help Jim with his math?
____________________________________
48. Does Tom like soccer?
____________________________________
49. 将划线句子 (1) 翻译成英语。
____________________________________
50. 将划线句子 (2) 翻译成汉语。
____________________________________
五、词汇部分 ( 共 5 小题,每小题 1 分,计 5 分 )
51. Tom and Jack ______ (be) good friends.
52. Today is Lily’s ______(twelve) birthday.
53. David ______(not do) his homework at school.
54. His father ______(go) to work every day.
55. This is my pen and that is ______(Linda) pen.
六、语篇阅读 ( 共 10 小题,每题 1 分,计 10 分 )
56. _______ 57. _______ 58. _______ 59. ________ 60. _______ 61. _______ 62. _______
63. _______ 64. _______ 65. _______
七、句子改错 ( 共 5 小题,每小题 1 分,计 5 分 )
八、书面表达 ( 共 1 小题,每小题 20 分,计 20 分 )
假如你是Nacy, 下面是你的个人信息,请根据这些信息,写一篇60词左右的英语短文。
_________________________________________________________________________________________
附:七年级英语期末练习题参考答案
一、单项选择题 ( 共15小题,每题1分,计15分 )
1—5 BCAAB 6—10 CCBAB 11—15 BABCB
二、完型填空 ( 共10小题,每题1.5分,计15分 )
15—20 CBCCA 21—25 BABAC
三、口语交际 ( 共5小题,每题2分,计10分 )
26—30 BEACG
四、阅读理解 ( 共20小题,每题2分,计40分 )
31—35 BCABB 36—40 BCCAC 41—45 CCBAB
46. P.E./His favorite subject is P.E.
47. Tom./Tom can help Jim with his math.
48. Yes, he does.
49. P.E. is interesting for him.
50. 他们经常在电视上看足球比赛。
五、词汇部分 ( 共5小题,每题1分,计5分 )
51. are 52. twelfth 53. doesn’t do 54. goes 55. Linda’s
六、语篇阅读 ( 共10小题,每题1分,计10分 )
56. photos 57. at 58. family 59. big 60. don’t 61. are 62. works
63. but 64. near 65. Its
七、句子改错 ( 共5小题,每题1分,计5分 )
66. B—but 67. B—for 68. C—去掉the 69. B—Tom’s 70. B—is
八、书面表达 ( 共1小题,每小题20分,计20分 )
[英语]仁爱版七年级上英语全册教案 第4篇
一、九年级英语教学中存在的问题
1.课堂中存在的问题
在九年级英语课堂上，很多学生的英语基础参差不齐，教师在教学安排上很难做到统一，一些课堂问题往往只收得到了少数学生的回应。一部分学生对于英语学习存在着抗拒心理，包含恐惧、轻视、放弃等诸多情绪。九年级的学生面临中考压力，很多学生在这个时候会出现吃力的状况，教师往往会抛弃一部分学生，以赶上教学进度。
2.学生学习中存在的问题
作为学生，在英语学习中也存在着一些问题，很多学生不愿意参与到课堂学习中去，对于教师的提问，几乎不举手回答问题，导致一些学生在进度上跟不上课堂进度。一些学生对于课堂知识的掌握度不够，宁愿花费大量时间去课外补习班，也不愿意多看看课本。一些学生没有得到教师的明确指导建议，在英语复习上没有计划性，导致复习效果不理想。
二、解决策略与思考
1.课堂问题的解决策略
对于课堂上存在的诸多问题，教师需要在课堂上解决，不能留到课后。针对学生的基础问题，教师在提问时不能指定几个“好学生”回答就可以了，而是应该采用抽查的方法，例如在讲解定语从句时，以提问形式向学生提问，回顾主语、谓语、宾语、状语等内容，引入关系词、先行词概念，如何判断先行词、半段定语从句中的主语和宾语，教师可以自己先举例例句I like girls who can speak English，girls是先行词，who是关系词，who can speak English做定语。教师可以让学生尝试着自己造一些定语从句的句子，随机抽查一些学生来回答，对学生存在的问题要及时发现并解答疑惑。对于学习存有抗拒心理的学生，教师以英语趣味教学为主，例如英语小短剧、小笑话等，例如“Q： What’s the difference between a monkey and a flea？ A： A monkey can have fleas， but a flea can’t have monkeys.”这类的小笑话，可以让学生感受到英语的乐趣，从内心接受英语。对于情绪紧张的学生，教师应调节课堂气氛，不要把中考挂在嘴边，可以偶尔教学生一两首简单易学的英文歌曲，放松心情，同时要抓住每一个学生的学习进度，不要因为赶教学进度而放弃差生。
2.学习问题的解决策略
针对学生在学习上的问题，教师更应以“过来人”的身份引导学生。对于一些不愿意参与课堂教学活动的学生，多是因为其英语基础较差，教师可以以朋友的身份给予这部分学生特殊照顾，以幽默有趣的语言让他们爱上英语学习。对于在课外补习的学生，教师应从教学方式上入手，采取朗读比赛等方式，加深学生在课堂学习中的参与程度，切实课堂教学效率和效果，做到事半功倍。而对于复习无章法的学生，教师最好提出一个复习框架，带领学生进行复习，对于知识如定语从句、宾语从句、复合句、并列句等语法知识进行细致讲解，对不明白的地方加大复习力度。同时，鼓励学生之间用英语交流，结合课文内容有的放矢地使用好常用句型和短语，扎实提高口语熟练速度和应变能力。
3.对英语教学的进一步思考
解决九年英语教学中存在的这些问题，教师需要从根本上找到问题原因，拔出引发问题的“毒瘤”。教师可以根据学生学习特点，采用情感教学等方法，激发学生的学习热情，让“Good Morning！”成为每个学生与教师见面的问候语，“Your best friend”的形象建立在学生脑海中，将情感渗透到课堂教学中，这都值得英语教师们进一步探索和挖掘。
仁爱版七年级英语上册教案 第5篇
Topic 1 I have a small nose.
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.Learn some new words:
(1)Learn words about parts of the body:
nose, eye, head, face, hair, ear, mouth, neck
(2)Learn some other new words:
guess, have, small, has, big, know, right, round, long, wide, girl, boy, short
2. Learn some useful sentences:
(1)Oh, I know.
(2)Yes, you’re right.
3. Learn the simple present tense with“have/has”and adjectives of description:
(1)I have a big nose.
(2)They have round faces.
(3)She has long hair.
(4)It has big ears.
4. Learn how to describe people’s appearances.
Ⅱ. Teaching aids 教具
小黑板/影片的封面或图片/教学挂图/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)
通过复习，培养学生根据图画和文字信息进行简单交流的能力。
(出示小黑板上的图画和文字信息，师生进行互动问答，然后让学生两人一组表演对话。复习描述人的基本情况。)
Name: Jane
Age: 12
From: Canada
School: Beijing Ren’ai International School
Class: Four
Grade: Seven
Phone number: (010)9267-6929
(1)T: What’s her name?
S1: Her name is Jane.
T: How old is she?
S2: She is twelve.
T: Where is she from?
S3: She is from Canada.
T: What class is she in?
S4: She is in Class Four, Grade Seven.
T: What’s her telephone number?
S5: It’s (010)9267-6929.
(把全班学生分成两组就此对话进行表演。)
(2)(根据图画导入新内容。)
T: Well done! Now we have learned something about Jane. Do you like her? Is she beautiful? Then how to describe her appearance? First, let’s learn some new words about parts of the body. Now let’s look at the picture.
Step 2 Presentation 第二步 呈现(时间:12分钟)
利用图片，借助体态语，帮助学生学习语言，并培养他们的观察能力。
1. (教师利用Jane的图片教授2a中人体部位的名称，并在图片的相应位置板书单词，然后领学生拼读。注：教师应按照从上到下、从局部到整体的顺序讲授人体部位，以便帮助学生记忆。)
T: Please listen and follow me, then touch the parts of your body when you say them. Please go!
(板书生词，要求学生掌握，并让学生注意拼读。)
head face hair eye ear nose mouth neck
2. (利用2a的教学挂图，操练表示人体部位的名词。)
T: Let’s look at this picture. What’s this?(手指画着头部的图片。) S1, please.
S1:Head.
T: How do you spell it, please?
S1:H-E-A-D, head.
(以同样方式操练其他表示人体部位的名词。)
3. (以做游戏的方式呈现新单词和短语，使学生易于理解和接受。具体方法如下：把全班学生分成四组，每组轮流选出一名学生在黑板上画人物头像。每个学生画一个身体部位。例如，第一个学生画的是一张圆脸，教师就帮助学生说a round face。板书并解释。其他身体部位以同样方式呈现。直到把所有本节课所涉及的描述性形容词都呈现出来为止。可以多画几幅图，完成后，每组学生轮流用短语描述人物外貌特征，说得准确流利者为胜。)
T: Nice work, boys and girls. Now let’s play a game. I’ll divide you into four groups. Each group chooses a student to draw a part of the body. And you should describe it with a phrase. OK. Let’s begin!
(板书boy和girl，并要求学生掌握。)
boy, girl
S2: (画一个圆脸) A round face. (教师帮助学生说。)
(板书并解释，要求学生掌握。)
round
S3: (画一双小眼睛) Small eyes.(教师帮助学生说。)
(板书并解释，要求学生掌握。)
small
S4: (画一个大鼻子) A big nose.(教师帮助学生说。)
(板书并解释，要求学生掌握。)
big
…
(以同样方式呈现a wide mouth, big ears, long hair，要求学生掌握。)
4. (出示3a的教学挂图，让学生观察图片中突出的外貌特征，巩固表示人体部位的名词和部分形容词。)
T: OK, now look at these pictures. Let’s talk about their different looks. Is this nose big?(教师指着图片1的鼻子，并借助手势问。)
Ss: Yes. It’s big.(引导学生说。)
T: Good. He has a big nose. Are they big, too?(教师指着图片②问。)
Ss: No.
T: Very good. They are not big. They are small. They have small noses and small eyes.(教师指着图片2的鼻子和眼睛说。)
(以同样方式操练其他四幅图片。)
5. (在熟练掌握人体部位和描述人体部位形容词的基础上，结合3a的教学图片，让学生操练形容词+人体部位的短语，然后教授have和has的用法，进而过渡到完整的句子。)
(教师说出一个人称代词，让学生结合3a的教学挂图说出用have还是用has。)
T: Next, please practice the sentence patterns. I say personal pronouns, you complete the sentences.
T: Look at Picture 1. “I …”
Ss: I have.
T: The whole sentence.(“完整的句子”)
Ss: I have a big nose.
T: Picture 2. “We …”
Ss: We have ...
(教师示意说完整的句子。)
Ss: We have small eyes.
T: Picture 3.“They …”
Ss: They have …(教师帮助说)
(教师示意说完整的句子。)
Ss: They have round faces.
…
6. (播放3a录音，让学生跟读并注意语音语调。)
T: Listen to 3a and repeat. Pay attention to the pronunciation and intonation.
7. (1) (总结have/has的用法并板书。)
T: Let’s sum up the usages of“have”and“has”.
① have: S(I/We/You/They) +have …
② has: S(He/ She/ It)+has …
(2) (教师带领学生运用身边的实物，练习用have/has造句。)
T: I have a book.
She has a big pencil-box.
He has a beautiful bag.
…
Step 3 Consolidation 第三步 巩固(时间:8分钟)
完成3b和4。通过小组竞赛，接龙游戏，替换练习等活动，进一步操练have，has的用法。
1. (小组竞赛。限定时间要求学生书面完成3b。核对答案，并让学生复述have/has的用法，最后让学生齐读这七个句子。)
T: Now, let’s P.K. Can you complete the sentences in 3b on Page 26 as quickly as you can? Then I’ll divide you into two teams. Boys must choose the sentences which they use “have”. Girls must choose the sentences which they use “has”. Please go.
2. (接龙游戏。教师根据自己的实际情况以第一人称说一个句子，学生模仿练习。)
T: Well done. Now let’s play a game in chains. You can say a sentence to describe yourself. Please use “I have” to make sentences, for example, I have a big nose. Begin!
S1: I have a small nose.
S2: I have a long face.
S3: I have a big head.
S4: …
…
3. (根据学生的描述，有意识板书一些句型，运用肢体语言，引导学生进行替换练习。)
T: Nice work. Huang Lin and Huang Hao, please.
Huang Lin: I have a small nose.
Huang Hao: I have a small nose.
T: You can say together like this: We have …
Huang Lin and Huang Hao: We have small noses.
T: And the whole class can say like this: They have …
Ss: They have small noses.
Huang Lin: I have a small nose.
Huang Hao: I have a small nose.
(引导他们用we来描述，注意单复数形式，其他同学用they转述。教师板书。)
Huang Lin and Huang Hao: We have small noses.
Ss: They have small noses.
(引导其他同学来描述，教师板书。)
Lin Ying(女): I have long hair.
Ss: She has long hair.
Chen Bin(男): I have big ears.
Ss: He has big ears.
4. (请学生根据描述，完成4。)
T: Read the passages and draw pictures.
5. (两人一组，一位描述，另一位画，画完后同桌交流。评选出优胜小组并将其画贴在墙上，以资鼓励。)
T: Let’s draw a picture in pairs. One reads, the other draws. Are you ready?
Ss: Yes.
T: Let’s begin.
S5: This girl has a round face, big eyes …
S6: (根据S5的描述，画女孩的面部特征。)
…
Step 4 Practice 第四步 练习(时间:8分钟)
完成1a，1b，2a和2b，进一步帮助学生巩固本课的功能项目，培养学生的听说能力。
1. (用学生画得较好的图片进行问答，问答过程中教师板书新内容，并进行简单解释。)
T: Nice work. Do you know the boy? He has a round face, big eyes, a small nose, a wide mouth and small ears. His hair is short. He is a boy in Group Three. Can you guess?
Ss: Cheng Long.
T: Yes, you’re right.
(板书，并要求学生掌握。)
guess
know
I know.
right
You’re right.
2. (播放1a录音，请学生跟读并注意语音语调，然后判断下列问题的正(T)误(F)。)
T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation. Then mark the following sentences True (T) or False (F).
(1)Michael has a big nose. ( )
(2)Kangkang has a small nose. ( )
3. (让学生戴上面具两人一组表演，完成1b。)
T: Now practice the dialog and then I’ll ask two students to act it out.
4. (看2a部分，用适当的形容词描述人体部位的特征。)
5. (学生两人一组进行表演，完成2b。)
T: Listen to your partner and touch the parts of your body he/she says.
S1: Touch your nose.
S2: (按S1指令做出相应动作。)
…
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过综合探究活动，使学生能够在真实的语境中锻炼口头表达的能力。同时启发学生的思维，培养他们的观察力。
1. (教师分别请一男生、一女生到黑板前，请下面的学生描述他们的外貌，教师先示范，然后以滚雪球的方式继续活动。)
(1) T: This boy has a round face.
S1: He has a round face and small eyes.
S2: He has a round face, small eyes and a big nose.
S3: …
(2) T: This girl has long hair.
S4: She has long hair and a big nose.
S5: She has long hair, a big nose and a small mouth.
S6: …
2. (听音辨人。从所听语段中获取相关信息，并作出判断。)
T: Let’s play a guessing game. Listen carefully. He is a boy in Group Five. He has big eyes and big ears. He has a wide mouth and a big head. He has a small nose and long hair. Who is he?
S7: Lin Wen.
T: No.
S8: Lin Fen.
T: Yes, you’re right.
(掌声鼓励。)
(分组进行听音辨人游戏。)
T: Now I’ll divide our class into four groups. Do as I do, please.
…
3. Homework:
(1)复习Section A。
(2)预习Section B生词。
(3)描述一位朋友的外貌。
板书设计：
I have a small nose.
Section A
1. I know.
2. You’re right.
3. (1)I have a big nose.
(2)We have small eyes.
(3)They have round faces. I/We/You/They + have …
(4)She has long hair. He/She/It + has …
(5)He has a wide mouth.
(6)It has big ears.
Section B
The main activities are 1a, 3 and 4. 本课重点活动是1a、3和4。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words:
favorite, movie, star, Chinese, again, look, arm, hand, leg, foot
2. Learn some useful sentences:
(1)—Who is your favorite movie star?
—It’s Bruce Lee.
(2)Guess again.
3. Continue to learn the description of people’s appearances:
(1)Her eyes are small.
(2)She has a small face, big eyes and a small nose.
4. Continue to learn the simple present tense with have/has:
(1)—Does he have long hair?
—No, he doesn’t.
(2)—Does he have a wide mouth?
—Yes, he does.
Ⅱ. Teaching aids 教具
教学挂图/录音机/学生照片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:9分钟)
通过复习上节课的目标语言，引出并学习本节课新句型。训练学生的口头表达能力。
1. (检查上节课布置的课外作业。教师把学生分成十二个小组，让学生在小组内描述他的一个朋友，然后请两个学生向全班同学描述。教师要及时给予表扬。)
T: Hello, boys and girls. From last period, we learnt how to describe someone’s appearance. Now I’ll divide our class into twelve groups. Then you talk about your friend’s looks in groups. You can begin like this: I have a friend. He is a boy. He has … And then I will choose two of you to report it in the front.
2. (教师出示28页5a的教学挂图，请八名学生依次到黑板前，按教师指令，触摸玩具的身体部位，并要求学生在黑板上写出相对应的单词。)
T: Very good! Next, look at the doll. I’ll ask eight students to come to the blackboard one by one. Please touch and write down the names of the parts of the body on the blackboard. Do you understand?
Ss: Yes.
T: Touch her hair.
Touch her face.
…
(复习学过的身体部位的名词后，教师指着图片教授并板书新单词arm, hand, leg, foot, 同时强调foot的复数形式是feet。在学生会读并理解词义后，教师继续发出指令，让所有学生做相应的动作。)
T: Great! Let’s go on learning other parts of the body. When I read, please touch the parts of your body. Please go!
T: Touch your arm.
Touch your hand.
Touch your leg.
Touch your foot.
(教师板书并要求学生掌握。)
arm, hand, leg, foot, feet
3. (教师利用5a的教学挂图继续问答，导入本课新句型。)
T: Look at the doll. Does she have long hair? (教师引导学生回答。)
Ss: Yes, she does.
T: Does she have small eyes? (教师引导学生回答。)
Ss: No, she doesn’t.
(板书并要求学生理解。)
does Does she have …
Yes, she does.
doesn’t No, she doesn’t.
(教师示范后，请学生用上面的句型就其他身体部位进行问答练习。)
T: Well, now practice the drills above one by one. One asks, the other answers. Please go!
S1: Does she have big ears?
S2: No, she doesn’t.
S3: Does she have a small mouth?
S4: Yes, she does.
…
Step 2 Presentation 第二步 呈现(时间:10分钟)
通过1a对话，使学生初步掌握动词have/has的一般疑问句及其肯定和否定回答，并学习新句型Who’s your favorite …?。
1. (教师在黑板上画一颗星星。)
T: This is a star.
(在星星下方板书star，引导学生推测出词义，并要求学生掌握。)
star
(继续板书movie star。)
movie star
T: 《赤壁》is a nice movie.《功夫熊猫》is a movie, too. Can you guess what’s the meaning of“movie”?
Ss: 电影。
T: Nice work. What’s the meaning of “movie star”?
Ss: 电影明星。
T: Good! Who is your favorite movie star?
(板书并要求学生掌握。)
favorite
(采访两三位学生，说出他们最喜爱的电影明星是谁，导入1a。)
2. (出示1a教学挂图。)
T: You all have your own favorite movie stars. Who is Michael’s? Do you want to know about him? (指着图片。)
T: This is Michael’s favorite movie star. Can you guess who he is? S1, please.
S1: Li Lianjie.
T: No. Li Lianjie is my favorite movie star. Guess again. S2, please.
S2: Bruce Lee.
T: No. He is from China. He is Chinese and has a big nose. OK. Now listen to 1a and guess again. Who’s Michael’s favorite movie star?
(板书Chinese和again，要求学生掌握。)
Chinese, again
3. (学生听录音猜测图片上的人物，教师鼓励他们谈论自己最喜爱的电影明星，可让同桌两人一组进行操练。)
T: Who’s he? S3, please.
S3: He’s Cheng Long.
T: Yes. You’re right. Now practice the dialog in pairs like this:
S4: Who is your favorite movie star?
S5: My favorite movie star is Li Lianjie./It’s Li Lianjie. He is tall and strong …
…
4. (再播放1a录音，请学生跟读并注意语音语调。)
T: Listen again and repeat. Pay attention to your pronunciation and intonation.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
通过听说读写的练习，强化动词have/has的用法及描述人的外貌特征的方法。
1. (让学生完成1b，巩固1a。)
T: OK, just now, you talked about your favorite movie star. Can you talk something about your favorite teacher with your partner? You can use the sentences: “Who is your favorite teacher?” “Guess, he’s …” “Does he have …?” “No. Guess again.”
2. (教师拿出准备好的学生照片说：“假定这位学生是你的朋友，请根据1a，表演对话。)
T: Suppose this is your good friend, Lin Wen. Make a similar conversation according to 1a, and act it out.
S1: I have a good friend in my class. Guess who is my favorite friend?
S2: Is your friend a girl?
S1: Yes, she is. She has a big nose.
S2: Does she have long hair?
S1: Yes, she does.
S2: Does she have small eyes?
S1: No, she doesn’t. Her eyes are big.
S2: Is she Lin Wen?
S1: Yes, you are right.
3. (看2部分，听录音填数字，要求学生使用has句型进行核对。做得好的给予掌声鼓励。完成2。)
T: Nice work. Now let’s look at the kids with masks on Page 27. They’re Maria, Michael, Wang Junfeng, Kangkang, Linda and Jane. Can you guess what they look like? Next, please listen to 2 and match the following phrases with the right numbers. Then describe the kids with the sentence patterns: Maria has a small mouth. She has a small mouth.(核对答案时教师可以有意识地用be动词来重复学生的答案，并板书。)
T: OK. Let’s check your answers one by one. S3, please.
S3: Kangkang has a big head. He has a big head.
T: Yes. That’s right. His head is big. S4, please.
S4: Jane has a small face. She has a small face.
T: Right. Her face is small. S5, please.
S5: Wang Junfeng has small eyes. He has small eyes.
T: Good. His eyes are small. S6, please.
S6: Linda has long hair. She has long hair.
T: Very good. Her hair is long.
(板书句型，引导学生使用be动词来描述人物的外貌特征，并提醒学生注意人称代词主格和形容词性物主代词之间的替换。)
He has big eyes.→His eyes are big.
She has long hair.→Her hair is long.
T: Well. What about Kangkang? S7, please.
S7: Kangkang has a big nose. He has a big nose.
T: Is that right?
Ss: Yes. His nose is big.
T: Good. Now let’s practice the drills with your partner.
(根据黑板上的信息，让学生使用be动词描述2中人物的外貌特征。)
Example:
I have a round face.→My face is round.
4. (教师利用简笔画或图片帮助学生完成3。教师可向学生说明描述人的外貌有多种方式并要求学生掌握。)
T: Look at me. My face is round./I have a round face. Now look at the picture in 3 on Page 28 and rewrite the sentences using have or has. Then make more sentences. Finish 3.
Step 4 Practice 第四步 练习(时间:8分钟)
让学生听录音，模仿语音语调，为学生的口语交际打下良好的语音基础，完成4。完成5a，5b，进一步巩固身体部位的名称，通过游戏活跃课堂气氛，激发学生学习英语的兴趣。
1. (听4录音，教师要求学生学会判断和标注升降调。完成4。)
T: Listen to 4 and learn how to judge and mark the intonation.
A: Who’s that girl?
B: She’s my friend, Mary.
A: Look, she has a small face, big eyes and a small nose.
B: That’s right.
(板书look，要求学生掌握。)
look
2. (听1a，标出升降调。练习语音语调。然后核对答案。)
T: Listen to 1a and mark the intonation.
3. (完成5b，巩固5a。教师说明游戏规则：当听到Bobby says时才能做动作。把学生分成四大组，先小组操练后每组选出一名代表上讲台，由教师发出指令，四名学生做动作，做错的淘汰，选出最终获胜者，教师给予奖励。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过真实的任务，帮助学生熟练运用本课所学的目标语言。
1. (做猜谜游戏。)
(这个游戏是通过问与答来猜测对方的要好朋友。游戏内容：一位同学事先在纸上写下同班中要好同学的姓名，折好交给另一个同学，让这位同学猜测到底是谁，允许这位同学提三个有关外表的问题，然后通过回答判断，最后打开纸张看是否猜对。)
T: OK. Let’s begin.
S1: I have a good friend in our class. He is a boy. Guess! Who?
S2: Does he have a big head?
S1: Yes, he does.
S2: Does he have small eyes?
S1: No, he doesn’t.
S2: Does he have a round face?
S1: Yes, he does.
S2: He is Lin Jing.
S1: Yes, you’re right. Great!
(如果回答为No，就打开纸张核对。然后同桌间继续进行猜谜游戏。)
2. (以My favorite teacher/classmate/friend/…为题，要求学生试用3中的不同句式描述人物的外貌特征。)
3. Homework:
(1)与同伴练习会话1a。
(2)复习Section A和Section B的单词。
(3)预习Section C单词。
(4)根据1a及3中的句式编对话。
板书设计：
I have a small nose.
Section B
1.—Does he have long hair? 2. Who is your favorite movie star?
—No, he doesn’t. It’s Bruce Lee.
—Does he have a wide mouth? Guess again.
—Yes, he does. 3.①Her hair is long. = She has long hair.
②His eyes are big. = He has big eyes.
Section C
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 new words and phrases:
come, come from, student, sister, different, knife, don’t=do not
2. Continue to learn the simple present tense with“have/has”:
(1)Do you have a knife?
Yes, I do.
(2)Do they have long legs?
No, they don’t. They have short legs.
(3)Does he have a ruler?
Yes, he does.
3.(1)Talk about the introduction and review the description of people’s appearances:
①I come from England.
②I’m a student.
③I have a sister.
④She has a round face, big eyes, a small nose and a small mouth.
(2)Talk about the similarity and differences:
We are in the same school, but in different grades.
Ⅱ. Teaching aids 教具
小黑板/纸/录音机/实物/小刀/图片
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，巩固表示人体部位的单词，提高学生的表达能力。
1.(教师出示一块小黑板，同时叫学生拿出预先准备好的纸和笔，先看示范，然后在纸上作图：head, hair, nose, mouth, ears, eyes, legs, arms, feet。注:可以画出不同的姿势，学生边画边用英语说出所画部位，教师巡视并督促学生大声说出单词，然后在全班范围内对所画的图进行介绍，如big eyes, a small nose, a wide mouth等。)
T: Let’s draw a picture of the people. Take out your paper and pens, and follow me. Begin! Head.
Ss: Head.(让学生边画边说。)
T: Hair.
Ss: Hair.
(复习巩固表示人体部位的单词，最后展示画得的，并给予鼓励。)
2. (1)(教师让两个学生以“Who is your favorite friend in your class?”为话题，根据Section B中的1a编对话并表演。)
T: Make a conversation to talk about“Who is your favorite friend in your class?”. Please go.
S1: Oh, I have a good friend in our class.
S2: A boy?
S1: No. She is a girl. She has a big nose.
S2: Does she have long hair?
S1: No, she doesn’t. She has short hair.
S2: Does she have small eyes?
S1: No, she doesn’t. Her eyes are big.
S2: Is she Hu Xue?
S1: Yes, you’re right.
(2)(利用学生的表演内容，师生互动问答，导入新句型。)
T: Come to the front, please, Hu Xue.
Hu Xue: OK!
T: Can you introduce yourself including your appearances?
Hu Xue: OK! My name is Hu Xue. I’m a girl. I’m thirteen years old. I’m from China. I have a big nose and big eyes. My hair is short.
T: Great. Are you a Chinese teacher?
Hu Xue: No. I’m not a teacher, but I’m a …
T: Good. You’re not a teacher. You’re a student. Do you have a big nose?
Hu Xue: Yes, I do.(教师帮助学生回答“I do”)
T: Do you have small eyes?
Hu Xue: No, I don’t.(教师帮助学生回答don’t，并说明don’t=do not。)
T: Do you have a sister?
Hu Xue: Yes, I do.
T: Are you in the same school?
Hu Xue: No, we’re not in the same school.
T: Good. You can also say “we’re in different schools”. Do you come from China?
Hu Xue: Yes, I do.
T: Thank you. Go back to your seat and sit down.
(板书生词，分析并强调相近或相反的词、词组，加快记忆。然后带领学生朗读并要求掌握，板书新句型。)
student (teacher) Do you have …?
sister (brother) Yes, I do.
different (same) Do you have small eyes?
come from=be from No, I don’t.
do/don’t(=do not)
3. (教师通过介绍，导入1a，并设置听力任务。)
T: I know a boy. He has a sister. Do you want to know what the boy and his sister look like? Now listen to 1a.
Step 2 Presentation 第二步 呈现(时间:7分钟)
学习1a，培养学生的阅读理解能力。
1. (让学生听1a录音，然后回答问题。)
T: Listen to the tape carefully, and then answer the questions.
(板书)
(1) Is the boy a student?
(2) How old is his sister?
(核对答案)
T: Is he a student?
Ss: Yes, he is.
T: Right. How old is his sister?
Ss: Twelve.
T: Yes. You’re right. Now listen again and repeat. When you’re reading, you can underline the key words.
2. (根据短文里的关键词，完成1b，巩固1a所学知识。)
(找出正确图片后，让学生归纳描述人物外貌特征的关键词语并板书。)
[英语]仁爱版七年级上英语全册教案 第6篇
篇一：2016年秋仁爱英语八年级上册教案全册
2016年秋仁爱英语八年级上册教案全册共194 页
Unit 1 Playing Sports Topic 1 Are you going to play basketball? Section A 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 new words and phrases: almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis 2.Learn some useful sentences:(1)I saw you play basketball almost every day during the summer holidays.(2)Would you like to come and cheer us on? 3.Learn the future tense with be going to:(1)We are going to have a basketball game against Class Three on Sunday.(2)Are you going to join the school rowing club? 4.Talk about preferences: —Which sport do you prefer, cycling or rowing? —I prefer rowing.5.Talk about sports and games.Ⅱ.Teaching aids 教具
图片/海报/教学挂图/录音机/小黑板
Ⅲ.Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步
复习(时间:7分钟)复习学过的运动项目名称，引出生词。
1.(展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)T: you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays? Ss: …)
’s review some sports and learn some new ones.(展示学生在打篮球的图片。)T: Look at the picture.Do you know what they are doing? S1, please.S1: They are playing basketball.T: Do you like playing basketball? S1: Yes, I do./ No, I don’t.T:)1(展示学生在打排球的图片。)T: What are they doing? S2, do you know? S2教师帮助该生回答。))(用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。)；掌握row, skate, tennis, table tennis。)的用法。)T: Which sport do you like better, cycling or rowing? S3: Rowing.T: Good!The phrase “like … better” means “”.)T: S4, which sport do you prefer, basketball or soccer? S4: I prefer basketball.…
Step 2 Presentation 第二步
呈现(时间:10分钟)通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。
1.(利用plan to do sth.，导入“be going to+do”结构。)T: I’m very glad you all like doing sports and know a lot about them.Do you want to play volleyball tomorrow afternoon? S1, please.S1: Yes, I do.T: So you plan to play volleyball tomorrow afternoon, right? S1 : Yes.T:)
be going to.OK, boys and girls? Ss: OK.T: I plan to go out for dinner tonight.S2, please.S2: You are going to go out for dinner tonight.T: I plan to climb mountains tomorrow.S3, please.S3: You are going to climb mountains tomorrow.T: Good!When we express something that is going to happen or we plan to do something, we can use be going to.2.(教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。)T: OK, S4, please tell me what you plan to do tomorrow afternoon.S4: I’m going to swim with my brother tomorrow afternoon.S4:(教师视学生掌握的情况来决定是否要进行更多的操练。)3.(展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。)T: Now look at the poster.Here is the news.Our class is going to have a Ss:Yes, we ’d love to./I’d love to.)1a。)T: Look at this picture.They are Kangkang and Michael.What are they Can you guess? Please listen to 1a and then answer the following questions.4.(学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。)Step 3 Consolidation 第三步
巩固(时间:10分钟)创设情景，编对话，在真实的语境中培养学生口头交流能力。1.(根据小黑板上的关键词，分角色表演对话。)T: OK.Now you can use the key words above to act out the dialog in roles.2.(教师引导学生，通过讨论新学期的计划来操练be going to+do句型。)(教师先做示范，然后让学生两人一组练习。)T: S1, what are you going to do this term? S1: I’m going to learn English better.T: What about you, S2? S2: I’m going to study math hard.T: Oh, it’s a good plan.S3, do you know what your partner is going to do? S3: Yes.He is going to learn rowing.T: Discuss with your partner what you are going to do this term.3.(创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。)T: Just now you talked about your plans for this term.Now suppose you meet your classmate on the playground and you want to talk about your plans for this week.Please make a similar conversation with your partner according to 1a.You can use the key words on the blackboard.talking about? basketball game
(学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。)Example: S4: Hi, S5.S5: Hi, S4.I am going to play … Are you going to play with us? S4: I’m afraid I can’t.I have to do my homework first.By the way, I saw you play … almost every day during the summer holidays.S5: Yes.You know I am going to play in the … game against Class 2 this Saturday.Would you like to come and cheer us on? S4: Of course.I’d love to.And I hope you will win.(让几组学生到教室前面表演类似的对话，评出最佳表演组及最佳演员等。)(教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。)Step 4 Practice 第四步
练习(时间:10分钟)完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。
1.(通过看图片，练习be going to的用法，导入2。)T: Look at the pictures, what are they going to do? Ss:(Picture 1)They are going to go skating.(Picture 2)They are going to go skiing.…
T: Which sport do you prefer, … or …? S1: I prefer …
T: What about you, S2? S2: I prefer …
T: S3, do you often go swimming? S3: T: Good.You can also say “.“Do you often go swimming?” means “Do you go swimming ”。)4S4: Yes, quite a lot/a bit.T: S5, do you go skiing much? S5: Yes, quite a lot / a bit.(肯)S6: No, seldom.(否)T: Oh, you don’
t like sports.It isn’there.)S7: I am going to join the school rowing club.S8: …
(学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。)2.(让学生听3录音，并完成3。)T: Michael and Kangkang like doing sports a lot.Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3.(再放录音3，核对答案。)3.(做一个运用“be going to+do”句型的游戏。)(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。)T: Please do an action about your favorite sport.(S10表演一个动作。)S9: Are you going to play basketball? S10: No, I’m not.S9: Are you going to play volleyball? S10: Yes, I am.…
(让学生尽量多表演动作。)Step 5 Project 第五步
综合探究活动(时间:8分钟)通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。
1.(小组活动，在小组中做采访并向全班同学作报告。)T: Work in groups.Ask your partner the following questions, then give a report to your classmates.(1)Which sport do you prefer, … or …?(2)Do you … much?(3)Are you going to …
next week? 2.Homework: 用be going to造五个句子，要求用不同的人称、句式。Section B 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 some new words and phrases: dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single 2.Go on learning the future tense with be going to: 篇二：2016年秋仁爱英语八年级上册教案全册
Unit 1 Playing Sports Topic 1 Are you going to play basketball? Section A 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 new words and phrases: almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis 2.Learn some useful sentences:(1)I saw you play basketball almost every day during the summer holidays.(2)Would you like to come and cheer us on? 3.Learn the future tense with be going to:(1)We are going to have a basketball game against Class Three on Sunday.(2)Are you going to join the school rowing club? 4.Talk about preferences: —Which sport do you prefer, cycling or rowing? —I prefer rowing.5.Talk about sports and games.Ⅱ.Teaching aids 教具
图片/海报/教学挂图/录音机/小黑板
Ⅲ.Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步
复习(时间:7分钟)复习学过的运动项目名称，引出生词。
1.(展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)T: you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays? Ss: …)’s review some sports and learn some new ones.(展示学生在打篮球的图片。)T: Look at the picture.Do you know what they are doing? S1, please.S1: They are playing basketball.T: Do you like playing basketball? S1: Yes, I do./ No, I don’t.T:(板书并要求学生掌握。)1(展示学生在打排球的图片。)
T: What are they doing? S2, do you know? S2教师帮助该生回答。))cycle, row, skate, tennis, table tennis, ski。)；掌握row, skate, tennis, table tennis。)
2.(用黑板上有关运动的生词操练，导出prefer的用法。)T: Which sport do you like better, cycling or rowing? S3: Rowing.T: Good!The phrase “like … better” means “”.)T: S4, which sport do you prefer, basketball or soccer? S4: I prefer basketball.…
Step 2 Presentation 第二步
呈现(时间:10分钟)通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。
1.(利用plan to do sth.，导入“be going to+do”结构。)T: I’m very glad you all like doing sports and know a lot about them.Do you want to play volleyball tomorrow afternoon? S1, please.S1: Yes, I do.T: So you plan to play volleyball tomorrow afternoon, right? S1 : Yes.T:)be going to.OK, boys and girls? Ss: OK.T: I plan to go out for dinner tonight.S2, please.S2: You are going to go out for dinner tonight.T: I plan to climb mountains tomorrow.S3, please.S3: You are going to climb mountains tomorrow.T: Good!When we express something that is going to happen or we plan to do something, we can use going to.2.(教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。)T: OK, S4, please tell me what you plan to do tomorrow afternoon.S4: I’m going to swim with my brother tomorrow afternoon.S 4 : be
(教师视学生掌握的情况来决定是否要进行更多的操练。)3.(展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。)T: Now look at the poster.Here is the news.Our class is going to have a Ss:Yes, we’d love to./I’d love to.)(出示教学挂图，让学生看图片猜测对话内容，导入1a。)T: Look at this picture.They are Kangkang and Michael.What are they Can you guess? Please listen to 1a and then answer the following questions.4.(学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。)Step 3 Consolidation 第三步
巩固(时间:10分钟)创设情景，编对话，在真实的语境中培养学生口头交流能力。
1.(根据小黑板上的关键词，分角色表演对话。)T: OK.Now you can use the key words above to act out the dialog in roles.2.(教师引导学生，通过讨论新学期的计划来操练be going to+do句型。)(教师先做示范，然后让学生两人一组练习。)T: S1, what are you going to do this term? S1: I’m going to learn English better.T: What about you, S2? S2: I’m going to study math hard.T: Oh, it’s a good plan.S3, do you know what your partner is going to do? S3 : Yes.He is going to learn rowing.T: Discuss with your partner what you are going to do this term.3.(创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。)T: Just now you talked about your plans for this term.Now suppose you meet your classmate on the playground and you want to talk about your plans for this week.Please make a similar conversation with your partner according to 1a.You can use the key words on the blackboard.(学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。)Example: S4: Hi, S5.S5: Hi, S4.I am going to play … Are you going to play with us? S4: I’m afraid I can’t.I have to do my homework first.By the way, I saw you play … almost every day during the summer holidays.S5: Yes.You know I am going to play in the … game against Class 2 this Saturday.Would you like to come and basketball game talking about? cheer us on? S4: Of course.I’d love to.And I hope you will win.(让几组学生到教室前面表演类似的对话，评出最佳表演组及最佳演员等。)(教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。)Step 4 Practice 第四步
练习(时间:10分钟)完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。
1.(通过看图片，练习be going to的用法，导入2。)T: Look at the pictures, what are they going to do?
Ss:(Picture 1)They are going to go skating.(Picture 2)They are going to go skiing.…
T: Which sport do you prefer, … or …? S1: I prefer … T: What about you, S2? S2: I prefer …
T: S3, do you often go swimming? S3: T: Good.You can also say “.“Do you often go swimming?” means “Do you go swimming ”。)4S4: Yes, quite a lot/a bit.T: S5, do you go skiing much? S5: Yes, quite a lot / a bit.(肯)S6: No, seldom.(否)T: Oh, you don’
t like sports.It isn’there.)S7: I am going to join the school rowing club.S8: …
(学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。)2.(让学生听3录音，并完成3。)T: Michael and Kangkang like doing sports a lot.Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3.(再放录音3，核对答案。)3.(做一个运用“be going to+do”句型的游戏。)(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。)T: Please do an action about your favorite sport.(S10表演一个动作。)S9: Are you going to play basketball? S10: No, I’m not.S9: Are you going to play volleyball? S10: Yes, I am.…
(让学生尽量多表演动作。)Step 5 Project 第五步
综合探究活动(时间:8分钟)通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。
1.(小组活动，在小组中做采访并向全班同学作报告。)T: Work in groups.Ask your partner the following questions, then give a report to your classmates.(1)Which sport do you prefer, … or …?(2)Do you … much?(3)Are you going to …
next week? 2.Homework: 用be going to造五个句子，要求用不同的人称、句式。板书设计： Section B 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 some new words and phrases: dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single 2.Go on learning the future tense with be going to: —What are you going to be when you grow up? —I’m going to be a dancer.3.Talk about the favorite sports and players:(1)—What’s your favorite sport, Maria? —Basketball, of course.(2)—Who’s your favorite player? —LeBron James./ I like Yao Ming best.Ⅱ.Teaching aids 教具
图片/小黑板/录音机
篇三：2017年仁爱版八年级上期末英语试卷含答案
2016年秋季期末试卷
______八年级英语
___（满分：150分；考试时间：120分钟；考试形式：闭卷）
__号注意：本试卷分为“试卷”和“答题卡”两部分，答题时请按答题卡中的“注意事项”要求认真作）答，答案写在答题卡上相应位置。
考（座第一部分
听力（四大题，满分30分）
____I.听音选图，听句子，根据你所听到的内容，选择正确的图画顺序。每个句子读两遍。(6分)__________名姓_____________级班
1、________
2、________ 3________ 4.________ 5._________ 6._______ II.听对话，根据你所听到的内容选择正确的答案，每段对话读两遍。（12分）
第一节
听下面4段对话，每段对话后有1个小题，从题中所给的A、B、C三个选项中选择最 佳选项。（6分）
（）7.Where does the woman come from ? 校学A.America.B.England.C.Germany.（）8.What does the boy doing ? A.He was reading.B.He was sleeping.C.He was watching TV.（）9.What kind of music does the woman like now ? A.Folk music.B.Classical music.C.Rock music.（）10.How long did it take to build the bridge? A.More than 3 years.B.Less than 3 years.C.Over 13 years.第二节
听下面2段对话，每段对话后有2个小题，从题中所给的A、B、C三个选项中选择最佳选项。（6分）
听下面一段材料，回答第11、12题。()11.What’s John’s favorite sport ?.A.Swimming.B.Playing basketball.C.Playing baseball.()12.How often does John play baseball? A.Seldom.B.Sometimes.C.Often.听下面一段材料，回答第13、14题。
()13 Who is the woman going to spend her summer holiday with ? A.Her husband.B.Her sister.C.Her brother.()14.How will the boy go ? A.By train.B.By plane.C.By bus.III．听短文，根据你所听到的内容，选择正确的答案，短文读两遍。（6分）()15.Mr.Black was usually _________ When he went home.A.pleased.B.tired.C.excited.()16.Every summer she travels with her _________.A.watching TV.B.reading.C.lying in bed.()17.Mr.Watt wanted to speak to _________ ?
A.Mr.Black.B.Mrs.Jack.C.Mr.Smith.()18.Both Mr.Black and Mr.Watt were very _________.A.angry.B.sad.C.happy.,短文读两遍。（6分）19.____________ 20.____________ 21.____________ 22.____________
笔试部分（满分120分）
Part One:语言知识运用（35分）
I.选择填空。从A、B、C三个选项中选出能填入句中空格的最佳答案。（15分）()23.--________ sweet music!Let’s listen to it again.--OK.A.What aB.WhatC.How()24.--There ____ a wonderful movie tomorrow.Would you like to watch it with me?--Sure, I’d love to.A.is going to haveB.haveC.is going to be()25.—What were you doing at this time yesterday? —We _______ in the classroom.A.read B.were reading C.are reading()26.He eats _______ food, so he is _______ fat.A.much too;too muchB.too much;much too C.much too;the many()27.You must give up_____.It’s bad for your health.A.smokingB.smoke C.to smoke()28.－Would you mind my smoking here? ――＿＿＿＿＿＿＿＿＿
A.Sorry, you’d better not..B.Yes, you can.C No, you can’t smoke()29.I see you_____ basketball almost every day.A.playB.to playC.playing()30.—My aunt goes to climb Mount Gu every Sunday.—Oh? But she _______ hate climbing mountains.A.use to B.used to C.uses to()31.—Must I park my car behind the building? —No, you _______.You _______ park it here.A.mustn’t;may B.may not;mustC.don’t have to;may()32.She told us a story, and her voice sounded _______.We’re interested in it.A.sweet B.small C.clearly()33.Let’s go swimming,_______? A.don’t youB.shall we C.will you()34.—I think classical music is pleasant.—_______ I think it’s boring.A.I agree.B.I think so.C.I don’t agree.()35.We should do more exercise to keep ______ fit.A.we B.our C.ourselves()36.—Do you have _______ to say today? —No, nothing.A.anything important B.important something C.something important()37.It’s important to brush you _________ twice a day.A.tooth B.tooths C.teeth II.补全对话 从方框中选出正确的句子补全对话。（10分）A: Hi, Lingling!B: Hi, Daming!A: Yes.What’s up? B: Tomorrow is Sally’s birthday.You know, she’s alone in China.A: That’s a good idea!You are so kind.B:.A: Yes, I’d love to..B: Let’s make it five o’clock in the afternoon.A: OK.Let’s meet at your house.B: She is Sally’s best friend.A: I will.See you then.III．完形填空 从每小题A、B、C、D四个选项中选择能填入空白处的最佳答案。（10分）
In the doctor’s waiting room, many people were sitting on the chair.Bob, a 12-year-old school __ , was among them.They all looked very sad, but Bob looked very was reading an interesting story.Just then the came out and called the next man.Bob up and ran into the doctor’s room.“ is the matter with you, young man?” said the doctor.Before Bob could say a word, the doctor made him down on the chair.“Now let me listen to your heart.” Bob tried to speak, the doctor told him not to say anything.“I’ll take your temperature.” Bob tried to stand up, but the doctor After a while, the doctor said, “Well, boy , you don’t have a There is nothing wrong with you.“ I know there is wrong,” said Bob.“I just come here to get some medicine for my father.()43.A.man B.woman C.boyD.girl()44.A.happy B.tiredC.serious D.angry()45.A.teacher B.doctor
C.actor
D.player()46.A.gotB.took
C.jumped D.looked()47.A.What
B.How
C.Which D.When()48.A.go B.come
C.turn
D.lie()49.A.so B.but C.or D.and()50.A.passed B.followedC.forced D.stopped()51.A.cough B.fever
C.cold
D.headache()52.A.nothing B.everything
C.something D.anything Part Two.阅读理解（40分）
A Plants are very important.This is because plants can make food from air, water and sunlight.Animals and man cannot make food from air, water and sunlight.Animals can get their food by eating plants and other animals.Man gets his food by eating plants and animals, too.So animals and man need plants in order to live.This is why there are so many plants around us._There are two kinds of plants: flowering plants and non-flowering plants.Almost all the trees around ___us are flowering plants.You can know some trees from their flowers and fruit.Non-flowering plants do not ___grow flowers.You can not see many non-flowering plants around you.___If you look carefully at the plants around you, you will find that there are many kinds of plants.Some _号plants are large and some are small.Most of them are green.Thanks to the plants around us we can live on）考earth.（根据短文内容，从题中所给的A、B、C、D四个选项中，选择最佳选项。（10分）座()53.We need many plants around us because _______.___ A.plants can grow easily B.plants are green ___ C.we can get what we need from plants D.we like all kinds of plants ___()54.There are so many plants around us because _______.___ A.man doesn’t need any plants B.most animals don’t eat plants __名 C.man and animals need plants to live D.the earth will become more beautiful 姓()55.There are _______ non-flowering plants than flowering plants around us.___ A.much fewer B.much more C.much larger D.much better ___()56.Which of the following does NOT come from a plant? ___ A.Basket.B.Bread.C.Cabbage.D.Stone forest.___()57.Which is the best title(题目)of this passage? _级 A.Plants around us B.Man and Animals C.Live on Earth D.Food and Plants 班 B Do You Want to Be an Artist? Do you want to be an artist? Come to our club.We have guitar, violin, piano and drum lessons forjust ￥240 each.You can also learn to sing or dance for just ￥180 each.If you like art, you can be satisfied, too.Art lessons are just ￥200 each.根据短文内容，从题中所给的A、B、C、D四个选项中，选择最佳选项。（10分）
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