寫(xiě)一份優(yōu)秀教案是設(shè)計(jì)者教育思想、智慧、動(dòng)機(jī)、經(jīng)驗(yàn)、個(gè)性和教學(xué)藝術(shù)性的綜合體現(xiàn)。寫(xiě)好一份優(yōu)秀的英語(yǔ)教案不容易，下面就是小編整理的七年級(jí)英語(yǔ)優(yōu)秀教案，希望大家喜歡。

七年級(jí)英語(yǔ)優(yōu)秀教案1

Topic 1 I have a small nose.

Section A

The main activities are 1a, 2a and 3a. 本課重點(diǎn)活動(dòng)是1a, 2a和3a。

Ⅰ.Teaching aims and demands 教學(xué)目標(biāo)

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/影片的封面或圖片/教學(xué)掛圖/錄音機(jī)

Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案

Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:10分鐘)

通過(guò)復(fù)習(xí)，培養(yǎng)學(xué)生根據(jù)圖畫(huà)和文字信息進(jìn)行簡(jiǎn)單交流的能力。

(出示小黑板上的圖畫(huà)和文字信息，師生進(jìn)行互動(dòng)問(wèn)答，然后讓學(xué)生兩人一組表演對(duì)話。復(fù)習(xí)描述人的基本情況。)

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.

(把全班學(xué)生分成兩組就此對(duì)話進(jìn)行表演。)

(2)(根據(jù)圖畫(huà)導(dǎo)入新內(nèi)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 呈現(xiàn)(時(shí)間:12分鐘)

利用圖片，借助體態(tài)語(yǔ)，幫助學(xué)生學(xué)習(xí)語(yǔ)言，并培養(yǎng)他們的觀察能力。

1. (教師利用Jane的圖片教授2a中人體部位的名稱(chēng)，并在圖片的相應(yīng)位置板書(shū)單詞，然后領(lǐng)學(xué)生拼讀。注：教師應(yīng)按照從上到下、從局部到整體的順序講授人體部位，以便幫助學(xué)生記憶。)

T: Please listen and follow me, then touch the parts of your body when you say them. Please go!

(板書(shū)生詞，要求學(xué)生掌握，并讓學(xué)生注意拼讀。)

head face hair eye ear nose mouth neck

2. (利用2a的教學(xué)掛圖，操練表示人體部位的名詞。)

T: Let’s look at this picture. What’s this?(手指畫(huà)著頭部的圖片。) S1, please.

S1:Head.

T: How do you spell it, please?

S1:H-E-A-D, head.

(以同樣方式操練其他表示人體部位的名詞。)

3. (以做游戲的方式呈現(xiàn)新單詞和短語(yǔ)，使學(xué)生易于理解和接受。具體方法如下：把全班學(xué)生分成四組，每組輪流選出一名學(xué)生在黑板上畫(huà)人物頭像。每個(gè)學(xué)生畫(huà)一個(gè)身體部位。例如，第一個(gè)學(xué)生畫(huà)的是一張圓臉，教師就幫助學(xué)生說(shuō)a round face。板書(shū)并解釋。其他身體部位以同樣方式呈現(xiàn)。直到把所有本節(jié)課所涉及的描述性形容詞都呈現(xiàn)出來(lái)為止。可以多畫(huà)幾幅圖，完成后，每組學(xué)生輪流用短語(yǔ)描述人物外貌特征，說(shuō)得準(zhǔn)確流利者為勝。)

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!

(板書(shū)boy和girl，并要求學(xué)生掌握。)

boy, girl

S2: (畫(huà)一個(gè)圓臉) A round face. (教師幫助學(xué)生說(shuō)。)

(板書(shū)并解釋?zhuān)髮W(xué)生掌握。)

round

S3: (畫(huà)一雙小眼睛) Small eyes.(教師幫助學(xué)生說(shuō)。)

(板書(shū)并解釋?zhuān)髮W(xué)生掌握。)

small

S4: (畫(huà)一個(gè)大鼻子) A big nose.(教師幫助學(xué)生說(shuō)。)

(板書(shū)并解釋?zhuān)髮W(xué)生掌握。)

big

…

(以同樣方式呈現(xiàn)a wide mouth, big ears, long hair，要求學(xué)生掌握。)

4. (出示3a的教學(xué)掛圖，讓學(xué)生觀察圖片中突出的外貌特征，鞏固表示人體部位的名詞和部分形容詞。)

T: OK, now look at these pictures. Let’s talk about their different looks. Is this nose big?(教師指著圖片1的鼻子，并借助手勢(shì)問(wèn)。)

Ss: Yes. It’s big.(引導(dǎo)學(xué)生說(shuō)。)

T: Good. He has a big nose. Are they big, too?(教師指著圖片②問(wèn)。)

Ss: No.

T: Very good. They are not big. They are small. They have small noses and small eyes.(教師指著圖片2的鼻子和眼睛說(shuō)。)

(以同樣方式操練其他四幅圖片。)

5. (在熟練掌握人體部位和描述人體部位形容詞的基礎(chǔ)上，結(jié)合3a的教學(xué)圖片，讓學(xué)生操練形容詞+人體部位的短語(yǔ)，然后教授have和has的用法，進(jìn)而過(guò)渡到完整的句子。)

(教師說(shuō)出一個(gè)人稱(chēng)代詞，讓學(xué)生結(jié)合3a的教學(xué)掛圖說(shuō)出用have還是用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 ...

(教師示意說(shuō)完整的句子。)

Ss: We have small eyes.

T: Picture 3.“They …”

Ss: They have …(教師幫助說(shuō))

(教師示意說(shuō)完整的句子。)

Ss: They have round faces.

…

6. (播放3a錄音，讓學(xué)生跟讀并注意語(yǔ)音語(yǔ)調(diào)。)

T: Listen to 3a and repeat. Pay attention to the pronunciation and intonation.

7. (1) (總結(jié)have/has的用法并板書(shū)。)

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) (教師帶領(lǐng)學(xué)生運(yùn)用身邊的實(shí)物，練習(xí)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 鞏固(時(shí)間:8分鐘)

完成3b和4。通過(guò)小組競(jìng)賽，接龍游戲，替換練習(xí)等活動(dòng)，進(jìn)一步操練have，has的用法。

1. (小組競(jìng)賽。限定時(shí)間要求學(xué)生書(shū)面完成3b。核對(duì)答案，并讓學(xué)生復(fù)述have/has的用法，最后讓學(xué)生齊讀這七個(gè)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. (接龍游戲。教師根據(jù)自己的實(shí)際情況以第一人稱(chēng)說(shuō)一個(gè)句子，學(xué)生模仿練習(xí)。)

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. (根據(jù)學(xué)生的描述，有意識(shí)板書(shū)一些句型，運(yùn)用肢體語(yǔ)言，引導(dǎo)學(xué)生進(jìn)行替換練習(xí)。)

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.

(引導(dǎo)他們用we來(lái)描述，注意單復(fù)數(shù)形式，其他同學(xué)用they轉(zhuǎn)述。教師板書(shū)。)

Huang Lin and Huang Hao: We have small noses.

Ss: They have small noses.

(引導(dǎo)其他同學(xué)來(lái)描述，教師板書(shū)。)

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. (請(qǐng)學(xué)生根據(jù)描述，完成4。)

T: Read the passages and draw pictures.

5. (兩人一組，一位描述，另一位畫(huà)，畫(huà)完后同桌交流。評(píng)選出優(yōu)勝小組并將其畫(huà)貼在墻上，以資鼓勵(lì)。)

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: (根據(jù)S5的描述，畫(huà)女孩的面部特征。)

…

Step 4 Practice 第四步 練習(xí)(時(shí)間:8分鐘)

完成1a，1b，2a和2b，進(jìn)一步幫助學(xué)生鞏固本課的功能項(xiàng)目，培養(yǎng)學(xué)生的聽(tīng)說(shuō)能力。

1. (用學(xué)生畫(huà)得較好的圖片進(jìn)行問(wèn)答，問(wèn)答過(guò)程中教師板書(shū)新內(nèi)容，并進(jìn)行簡(jiǎn)單解釋。)

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.

(板書(shū)，并要求學(xué)生掌握。)

guess

know

I know.

right

You’re right.

2. (播放1a錄音，請(qǐng)學(xué)生跟讀并注意語(yǔ)音語(yǔ)調(diào)，然后判斷下列問(wèn)題的正(T)誤(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. (讓學(xué)生戴上面具兩人一組表演，完成1b。)

T: Now practice the dialog and then I’ll ask two students to act it out.

4. (看2a部分，用適當(dāng)?shù)男稳菰~描述人體部位的特征。)

5. (學(xué)生兩人一組進(jìn)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指令做出相應(yīng)動(dòng)作。)

…

Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:7分鐘)

通過(guò)綜合探究活動(dòng)，使學(xué)生能夠在真實(shí)的語(yǔ)境中鍛煉口頭表達(dá)的能力。同時(shí)啟發(fā)學(xué)生的思維，培養(yǎng)他們的觀察力。

1. (教師分別請(qǐng)一男生、一女生到黑板前，請(qǐng)下面的學(xué)生描述他們的外貌，教師先示范，然后以滾雪球的方式繼續(xù)活動(dòng)。)

(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. (聽(tīng)音辨人。從所聽(tīng)語(yǔ)段中獲取相關(guān)信息，并作出判斷。)

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.

(掌聲鼓勵(lì)。)

(分組進(jìn)行聽(tīng)音辨人游戲。)

T: Now I’ll divide our class into four groups. Do as I do, please.

…

3. Homework:

(1)復(fù)習(xí)Section A。

(2)預(yù)習(xí)Section B生詞。

(3)描述一位朋友的外貌。

板書(shū)設(shè)計(jì)：

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. 本課重點(diǎn)活動(dòng)是1a、3和4。

Ⅰ. Teaching aims and demands 教學(xué)目標(biāo)

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

教學(xué)掛圖/錄音機(jī)/學(xué)生照片/小黑板

Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案

Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:9分鐘)

通過(guò)復(fù)習(xí)上節(jié)課的目標(biāo)語(yǔ)言，引出并學(xué)習(xí)本節(jié)課新句型。訓(xùn)練學(xué)生的口頭表達(dá)能力。

1. (檢查上節(jié)課布置的課外作業(yè)。教師把學(xué)生分成十二個(gè)小組，讓學(xué)生在小組內(nèi)描述他的一個(gè)朋友，然后請(qǐng)兩個(gè)學(xué)生向全班同學(xué)描述。教師要及時(shí)給予表?yè)P(yáng)。)

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. (教師出示28頁(yè)5a的教學(xué)掛圖，請(qǐng)八名學(xué)生依次到黑板前，按教師指令，觸摸玩具的身體部位，并要求學(xué)生在黑板上寫(xiě)出相對(duì)應(yīng)的單詞。)

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.

…

(復(fù)習(xí)學(xué)過(guò)的身體部位的名詞后，教師指著圖片教授并板書(shū)新單詞arm, hand, leg, foot, 同時(shí)強(qiáng)調(diào)foot的復(fù)數(shù)形式是feet。在學(xué)生會(huì)讀并理解詞義后，教師繼續(xù)發(fā)出指令，讓所有學(xué)生做相應(yīng)的動(dòng)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.

(教師板書(shū)并要求學(xué)生掌握。)

arm, hand, leg, foot, feet

3. (教師利用5a的教學(xué)掛圖繼續(xù)問(wèn)答，導(dǎo)入本課新句型。)

T: Look at the doll. Does she have long hair? (教師引導(dǎo)學(xué)生回答。)

Ss: Yes, she does.

T: Does she have small eyes? (教師引導(dǎo)學(xué)生回答。)

Ss: No, she doesn’t.

(板書(shū)并要求學(xué)生理解。)

does Does she have …

Yes, she does.

doesn’t No, she doesn’t.

(教師示范后，請(qǐng)學(xué)生用上面的句型就其他身體部位進(jìn)行問(wèn)答練習(xí)。)

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 呈現(xiàn)(時(shí)間:10分鐘)

通過(guò)1a對(duì)話，使學(xué)生初步掌握動(dòng)詞have/has的一般疑問(wèn)句及其肯定和否定回答，并學(xué)習(xí)新句型Who’s your favorite …?。

1. (教師在黑板上畫(huà)一顆星星。)

T: This is a star.

(在星星下方板書(shū)star，引導(dǎo)學(xué)生推測(cè)出詞義，并要求學(xué)生掌握。)

star

(繼續(xù)板書(shū)movie star。)

movie star

T: 《赤壁》is a nice movie.《功夫熊貓》is a movie, too. Can you guess what’s the meaning of“movie”?

Ss: 電影。

T: Nice work. What’s the meaning of “movie star”?

Ss: 電影明星。

T: Good! Who is your favorite movie star?

(板書(shū)并要求學(xué)生掌握。)

favorite

(采訪兩三位學(xué)生，說(shuō)出他們最喜愛(ài)的電影明星是誰(shuí)，導(dǎo)入1a。)

2. (出示1a教學(xué)掛圖。)

T: You all have your own favorite movie stars. Who is Michael’s? Do you want to know about him? (指著圖片。)

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?

(板書(shū)Chinese和again，要求學(xué)生掌握。)

Chinese, again

3. (學(xué)生聽(tīng)錄音猜測(cè)圖片上的人物，教師鼓勵(lì)他們談?wù)撟约鹤钕矏?ài)的電影明星，可讓同桌兩人一組進(jìn)行操練。)

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錄音，請(qǐng)學(xué)生跟讀并注意語(yǔ)音語(yǔ)調(diào)。)

T: Listen again and repeat. Pay attention to your pronunciation and intonation.

Step 3 Consolidation 第三步 鞏固(時(shí)間:10分鐘)

通過(guò)聽(tīng)說(shuō)讀寫(xiě)的練習(xí)，強(qiáng)化動(dòng)詞have/has的用法及描述人的外貌特征的方法。

1. (讓學(xué)生完成1b，鞏固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. (教師拿出準(zhǔn)備好的學(xué)生照片說(shuō)：“假定這位學(xué)生是你的朋友，請(qǐng)根據(jù)1a，表演對(duì)話。)

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，聽(tīng)錄音填數(shù)字，要求學(xué)生使用has句型進(jìn)行核對(duì)。做得好的給予掌聲鼓勵(lì)。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.(核對(duì)答案時(shí)教師可以有意識(shí)地用be動(dòng)詞來(lái)重復(fù)學(xué)生的答案，并板書(shū)。)

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.

(板書(shū)句型，引導(dǎo)學(xué)生使用be動(dòng)詞來(lái)描述人物的外貌特征，并提醒學(xué)生注意人稱(chēng)代詞主格和形容詞性物主代詞之間的替換。)

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.

(根據(jù)黑板上的信息，讓學(xué)生使用be動(dòng)詞描述2中人物的外貌特征。)

Example:

I have a round face.→My face is round.

4. (教師利用簡(jiǎn)筆畫(huà)或圖片幫助學(xué)生完成3。教師可向?qū)W生說(shuō)明描述人的外貌有多種方式并要求學(xué)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 練習(xí)(時(shí)間:8分鐘)

讓學(xué)生聽(tīng)錄音，模仿語(yǔ)音語(yǔ)調(diào)，為學(xué)生的口語(yǔ)交際打下良好的語(yǔ)音基礎(chǔ)，完成4。完成5a，5b，進(jìn)一步鞏固身體部位的名稱(chēng)，通過(guò)游戲活躍課堂氣氛，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。

1. (聽(tīng)4錄音，教師要求學(xué)生學(xué)會(huì)判斷和標(biāo)注升降調(diào)。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.

(板書(shū)look，要求學(xué)生掌握。)

look

2. (聽(tīng)1a，標(biāo)出升降調(diào)。練習(xí)語(yǔ)音語(yǔ)調(diào)。然后核對(duì)答案。)

T: Listen to 1a and mark the intonation.

3. (完成5b，鞏固5a。教師說(shuō)明游戲規(guī)則：當(dāng)聽(tīng)到Bobby says時(shí)才能做動(dòng)作。把學(xué)生分成四大組，先小組操練后每組選出一名代表上講臺(tái)，由教師發(fā)出指令，四名學(xué)生做動(dòng)作，做錯(cuò)的淘汰，選出最終獲勝者，教師給予獎(jiǎng)勵(lì)。)

Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:8分鐘)

通過(guò)真實(shí)的任務(wù)，幫助學(xué)生熟練運(yùn)用本課所學(xué)的目標(biāo)語(yǔ)言。

1. (做猜謎游戲。)

(這個(gè)游戲是通過(guò)問(wèn)與答來(lái)猜測(cè)對(duì)方的要好朋友。游戲內(nèi)容：一位同學(xué)事先在紙上寫(xiě)下同班中要好同學(xué)的姓名，折好交給另一個(gè)同學(xué)，讓這位同學(xué)猜測(cè)到底是誰(shuí)，允許這位同學(xué)提三個(gè)有關(guān)外表的問(wèn)題，然后通過(guò)回答判斷，最后打開(kāi)紙張看是否猜對(duì)。)

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!

(如果回答為No，就打開(kāi)紙張核對(duì)。然后同桌間繼續(xù)進(jìn)行猜謎游戲。)

2. (以My favorite teacher/classmate/friend/…為題，要求學(xué)生試用3中的不同句式描述人物的外貌特征。)

3. Homework:

(1)與同伴練習(xí)會(huì)話1a。

(2)復(fù)習(xí)Section A和Section B的單詞。

(3)預(yù)習(xí)Section C單詞。

(4)根據(jù)1a及3中的句式編對(duì)話。

板書(shū)設(shè)計(jì)：

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. 本課重點(diǎn)活動(dòng)是1a和2。

Ⅰ. Teaching aims and demands 教學(xué)目標(biāo)

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(mǎi) 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/紙/錄音機(jī)/實(shí)物/小刀/圖片

Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案

Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:10分鐘)

通過(guò)復(fù)習(xí)，鞏固表示人體部位的單詞，提高學(xué)生的表達(dá)能力。

1.(教師出示一塊小黑板，同時(shí)叫學(xué)生拿出預(yù)先準(zhǔn)備好的紙和筆，先看示范，然后在紙上作圖：head, hair, nose, mouth, ears, eyes, legs, arms, feet。注:可以畫(huà)出不同的姿勢(shì)，學(xué)生邊畫(huà)邊用英語(yǔ)說(shuō)出所畫(huà)部位，教師巡視并督促學(xué)生大聲說(shuō)出單詞，然后在全班范圍內(nèi)對(duì)所畫(huà)的圖進(jìn)行介紹，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.(讓學(xué)生邊畫(huà)邊說(shuō)。)

T: Hair.

Ss: Hair.

(復(fù)習(xí)鞏固表示人體部位的單詞，最后展示畫(huà)得的，并給予鼓勵(lì)。)

2. (1)(教師讓兩個(gè)學(xué)生以“Who is your favorite friend in your class?”為話題，根據(jù)Section B中的1a編對(duì)話并表演。)

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)(利用學(xué)生的表演內(nèi)容，師生互動(dòng)問(wèn)答，導(dǎo)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.(教師幫助學(xué)生回答“I do”)

T: Do you have small eyes?

Hu Xue: No, I don’t.(教師幫助學(xué)生回答don’t，并說(shuō)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.

(板書(shū)生詞，分析并強(qiáng)調(diào)相近或相反的詞、詞組，加快記憶。然后帶領(lǐng)學(xué)生朗讀并要求掌握，板書(shū)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. (教師通過(guò)介紹，導(dǎo)入1a，并設(shè)置聽(tīng)力任務(wù)。)

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 呈現(xiàn)(時(shí)間:7分鐘)

學(xué)習(xí)1a，培養(yǎng)學(xué)生的閱讀理解能力。

1. (讓學(xué)生聽(tīng)1a錄音，然后回答問(wèn)題。)

T: Listen to the tape carefully, and then answer the questions.

(板書(shū))

(1) Is the boy a student?

(2) How old is his sister?

(核對(duì)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. (根據(jù)短文里的關(guān)鍵詞，完成1b，鞏固1a所學(xué)知識(shí)。)

(找出正確圖片后，讓學(xué)生歸納描述人物外貌特征的關(guān)鍵詞語(yǔ)并板書(shū)。)

T: Please find the key phrases in 1a.

七年級(jí)英語(yǔ)優(yōu)秀教案2

Teaching Plan

Background information(背景知識(shí)):

Students: 52 Middle School students

Lesson duration: 45mins

Teaching contents(教學(xué)內(nèi)容): Unit 2 Topic 1 I have a small nose. Section A

Teaching aims(教學(xué)目標(biāo)):

1. Learn some new words:

(1)Learn words about parts of the head:

nose, eye, head, face, hair, ear, mouth, neck

(2)Learn some other new words:

guess, know, wide, right, girl, boy, have, has, small, big, round, short, long,

2. Learn some useful sentences:

(1) I/You/We/They have…

(2) She/He/It has…

(3)---Do you have…?

---Yes, I/We do. No, I/We don’t.

(4)--- I know.

--- You’re right.

3. Learn how to describe people’s appearances.

Teaching focus(重點(diǎn))：words about parts of the head and adjectives of description

Teaching difficulties(難點(diǎn))：The usages of have and has

Teaching procedures:(教學(xué)步驟)

Step1 Warm-up 第一步 熱身

greeting

sing a song : Head and shoulders.

Step2 Review 第二步 復(fù)習(xí)

(1) 通過(guò)復(fù)習(xí)，培養(yǎng)學(xué)生根據(jù)卡片信息進(jìn)行簡(jiǎn)單交流的能力。

(出示卡片上文字信息，師生進(jìn)行互動(dòng)問(wèn)答。復(fù)習(xí)描述人的基本情況。)

Name: Jane

Age: 11

From: Canada

School: Beijing International School

Class: Nine

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 eleven.

T: Where is she from?S3: She is from Canada.

(2)(根據(jù)圖畫(huà)導(dǎo)入新內(nèi)容。)

Step 3 Presentation 第三步 呈現(xiàn)

利用簡(jiǎn)筆畫(huà)教授人體部位的名稱(chēng)，并在圖片的相應(yīng)位置板書(shū)單詞，然后領(lǐng)學(xué)生拼讀。

(2)(利用卡片，操練表示人體部位的名詞。)

T: Let’s look at this picture. What’s this? S1, please.S1:Eyes.

T:How do you spell it, please?S1:E-Y-E-S,eyes.

(以同樣方式操練其他表示人體部位的名詞。)

T: Nice work, boys and girls. (教學(xué)boy and girl)

(3) 通過(guò)對(duì)比圖片學(xué)習(xí)描寫(xiě)人體頭部的形容詞(long hair, big eyes, small eyes, a round face…)

(4) (出示2a的教學(xué)掛圖，讓學(xué)生觀察圖片中突出的外貌特征，鞏固表示人體部位的名詞和部分形容詞。)

T: OK, now look at these pictures. Let’s talk about their different looks. Is this a big nose?

Ss:Yes. It’s big.

T: Good. He has a big nose. Are they big, too?Ss:No. T: Very good. They are not big. They are small. They have small noses and small eyes.

(以同樣方式操練其他四幅圖片。)

(5) (在熟練掌握人體部位和描述人體部位形容詞的基礎(chǔ)上，結(jié)合2a的教學(xué)圖片，讓學(xué)生操練形容詞+人體部位的短語(yǔ)，然后教授have和has的用法，進(jìn)而過(guò)渡到完整的句子。)

① have: S(I/We/You/They) +have …

② has: S(He/ She/ It)+has …

Step 4 Consolidation 第四步 鞏固

1. (小組競(jìng)賽。限定時(shí)間要求學(xué)生書(shū)面完成2b。核對(duì)答案，并讓學(xué)生復(fù)述have/has的用法，最后讓學(xué)生齊讀這七個(gè)句子。)

2. (接龍游戲。教師根據(jù)自己的實(shí)際情況以第一人稱(chēng)說(shuō)一個(gè)句子，學(xué)生模仿練習(xí)。)

S1:I have a small nose.

S2: I have a long face.

S3: I have a big head.

S4: …

…

Step 5 Practice 第五步 練習(xí)

完成1a，1b進(jìn)一步幫助學(xué)生鞏固本課的功能項(xiàng)目，培養(yǎng)學(xué)生的聽(tīng)說(shuō)能力。

Sing a song

Step 6 Summary 第六步 總結(jié)

Summarize the new words.

Summarize the grammar.

Summarize the useful expression

Step 7 Homework 第七步 作業(yè)

(1) 預(yù)習(xí)Section B 的生詞

(2) 描述一位朋友的外貌。

七年級(jí)英語(yǔ)優(yōu)秀教案3

本單元教學(xué)包括兩個(gè)方面的內(nèi)容：一個(gè)是引入日常交際項(xiàng)目“發(fā)出指令”;另一個(gè)是在17單元的基礎(chǔ)上，繼續(xù)練習(xí)有關(guān)“提供幫助”和“請(qǐng)求幫助”的日常交際用語(yǔ)。本單元的語(yǔ)法是人稱(chēng)代詞。

第69課的第一部分主要是確定位置，畫(huà)面上展示了吉姆臥室的擺設(shè)。練習(xí)時(shí)，應(yīng)側(cè)重練習(xí) Where is/are…?句型和答語(yǔ)中表示位置的介詞，要利用圖畫(huà)中物品的英文名稱(chēng)反復(fù)替換練習(xí)，以掌握該句型。第二部分通過(guò)一組對(duì)話，引出新的語(yǔ)言項(xiàng)目：Put it/them away ! Sorry ! You must look after your things.

第70課的會(huì)話用四幅圖描述了戴維幫助凱特把掛在樹(shù)上的風(fēng)箏取下來(lái)的過(guò)程。

本課除繼續(xù)學(xué)習(xí)用Could you help me, please?外，還教學(xué)What's wrong? Don't worry.

I can get it for you. I don't think so.等日常交際用語(yǔ)。聽(tīng)力內(nèi)容與此對(duì)話情景相似。

第71課第一部分的會(huì)話用兩幅插圖展示另一種求助的情況。語(yǔ)言項(xiàng)目有：What's wrong with…? Do you have a knife? Oh dear! 第二部分的對(duì)話及替換部分的內(nèi)容，突出了另一語(yǔ)法項(xiàng)目，即賓語(yǔ)形式的人稱(chēng)代詞：her, him, it, us, them等，也復(fù)習(xí)了her, his, our, their等物主代詞。

重難點(diǎn)及疑點(diǎn)分析

重點(diǎn)單詞

catch, right, plane, sock, mend, broken, worry, sorry, with

1. sock的意思是“襪子，短襪”，通常用復(fù)數(shù)形式socks.

2. worry的意思是“擔(dān)憂”，要表示“對(duì)人、對(duì)……擔(dān)憂”時(shí)要用“worry about…”

3. with是介詞，當(dāng)它作“和某人一道(在一起)”時(shí)，其引導(dǎo)的短語(yǔ)不能做主語(yǔ)。錯(cuò)例：Li Ming with his friends often plays basketball after school.

句子

1. Where is the other one?

2. Put them away. please.

3. David! Come this way, please –

4 .Now, come here, to the wall.

5. What's wrong with it?

What's wrong with+物(人)?是問(wèn)某物或某人出了什么毛病或問(wèn)題.例如：What's wrong with your mother?

6. Let me see.

7. Do you have a knife?

8. Give it to me, please.

在“give sth.to sb.”這個(gè)結(jié)構(gòu)中，如果sth.是名詞可用“give sb.sth.”來(lái)代替;如果sth.是代詞則不能用“give sb.sth.”來(lái)代替，只能用“give sth.to sb.”這個(gè)結(jié)構(gòu)。

語(yǔ)法

人稱(chēng)代詞的主格和賓格。

(二)疑點(diǎn)

短語(yǔ)

in a tree的意思是“在樹(shù)上”，是指人或物在樹(shù)上，而不是樹(shù)上長(zhǎng)出來(lái)的東西。如要表示樹(shù)本身長(zhǎng)出的東西則用on the tree.例如：His kite is in that tree. The leaves on the tree are green.

句子

1. Don't worry. I can get it.

Don't worry.是祈使句的否定形式。祈使句的否定形式為：Don’t +動(dòng)詞原形 + 其他。例如：Don't talk in class./Don't read in bed.

2. Sorry, I don't think so.

(1)so的意思是“這樣，那樣”，用來(lái)代替上文所提到的事情，例如：Tom can mend it.I think so.

(2)I think so.與I don’t think so.常用于口語(yǔ)中，表示對(duì)某人的請(qǐng)求、意見(jiàn)、看法表示同意或不同意的常用回答方式。例如：Can you men it?I think so. Is the photo nice? I don't think so.

口語(yǔ)訓(xùn)練

本單元的口語(yǔ)訓(xùn)練主要有以下三項(xiàng)：

1.利用掛圖或圖片進(jìn)行第69課第一部分內(nèi)容的問(wèn)答練習(xí)，讓學(xué)生熟練地運(yùn)用 Where is/are the…?It’s/They’re… What else can you see?I can see… 等句型。

2.利用掛圖或投影片進(jìn)行第69課第二部分的對(duì)話教學(xué)活動(dòng)。教師可補(bǔ)充一些會(huì)話練習(xí)。

(1)Mum: Jack! Come here, please.

Jack: Yes, Mum.

Mum: Jack, is this your shoe?

Jack: Yes, it is.

Mum: Where’s the other one?

Jack: I think it’s under the desk.

Mum: Put them away, please. You must look after your things.

Jack: Sorry. (Yes, Mum.)

(2)利用實(shí)物或圖片

A: B, is this your book /pen/pencil /ruler/eraser?

B: Yes, it is.

A: Put it away, please. You must look after your things.

B: Sorry. (Yes.)

3.利用掛圖或投影片進(jìn)行第70、71兩課的會(huì)話教學(xué)。

(1)A: B, could you help me, please?

B: What’s wrong?

A: I want my football/basketball. It's in the tree.

B: Don't worry. I can get it for you.

A: Is it broken?

B: I don’t think so. Here you are. Catch.

A: Thanks very much.

(2)A: Could you help me, please?

B: Certainly. What’s wrong?

A: It's my bike/desk/chair.

B: What's wrong with it?

A: I think it s broken.

B: Let me have a look, please. Oh dear! It's broken.

A: Can you mend it?

B: Yes, I think I can.

A: Thanks very much.

語(yǔ)法教學(xué)

本單元的重點(diǎn)語(yǔ)法項(xiàng)目是人稱(chēng)代詞的主格和賓格。可結(jié)合第71課第二部分的內(nèi)容進(jìn)行教學(xué)與練習(xí)并對(duì)比，使學(xué)生真正能區(qū)分人稱(chēng)代詞的主格和賓格，并掌握各自的用法。

詞匯教學(xué)

1.利用實(shí)物或圖片教學(xué)單詞sock，plane，knife，body.

2.利用表情、手勢(shì)或動(dòng)作教學(xué)單詞away, put... away, worry, get down, broke, broken think, catch, dear, mend , Oh dear!

3.以對(duì)比的形式教單詞wrong，right.

4.以歸納的形式教單詞him.

5.創(chuàng)設(shè)情景，結(jié)合句子教單詞other, sorry, so , goodness, with, out和短語(yǔ)come out, thank goodness.

能力訓(xùn)練教學(xué)

本單元教師主要訓(xùn)練學(xué)生下面幾個(gè)方面：

1.在上單元的基礎(chǔ)上繼續(xù)組織學(xué)生訓(xùn)練有關(guān)提供幫助和請(qǐng)求幫助的日常交際用語(yǔ)。

2.訓(xùn)練“確定位置”(Location)的交際用語(yǔ)，例如：Where is/ are the…? Where is/ are his…? 及其答語(yǔ)It’s / They’re in/ on/ under…

3.其他語(yǔ)言項(xiàng)目：Come out, please. Put it/ them away! What’s wrong with…?

4.人稱(chēng)代詞的賓格。

教師可利用位置關(guān)系明顯的圖片或掛圖創(chuàng)造練習(xí)的話題，也可利用身邊的物體進(jìn)行實(shí)物教學(xué)，下面的方法可供參考：

1.通過(guò)看圖說(shuō)話，學(xué)生在不知不覺(jué)中學(xué)會(huì)并運(yùn)用了新的句型及新的交際用語(yǔ)。此外，還可練習(xí)向別人陳述自己臥室的陳設(shè)及自己的衣物等所在位置。教師在學(xué)生對(duì)話過(guò)程中，可不時(shí)重復(fù)本單元的重點(diǎn)句型，以便讓學(xué)生做到學(xué)以致用，有的放矢。

2.老師在課前可吩咐學(xué)生自備自家房間的照片，在英語(yǔ)課上利用照片互相進(jìn)行問(wèn)與答，這樣可以大大提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣。通過(guò)對(duì)話，同時(shí)也鞏固了當(dāng)堂課上所學(xué)的英語(yǔ)知識(shí)。

學(xué)法建議

(一)本單元的詞匯絕大部分與日常生活有關(guān)，學(xué)生在日常生活中可以反復(fù)運(yùn)用。eg：

plane, body, broken, get down, put. . . away, etc.

(二)本單元的教學(xué)內(nèi)容主要是以對(duì)話的形式出現(xiàn)。學(xué)生可以分組進(jìn)行會(huì)話練習(xí)。

(三)本單元要掌握的短語(yǔ)向型、日常交際英語(yǔ)。

短語(yǔ)：in a tree, put sth. away, look after, get sth. for, get down, sth./sb. is lost, in a blue dress.

句型：Don't worry. I don't think so. Come this way. What's wrong with. . .? Let me see.

交際英語(yǔ)：I’m OK now, thank goodness. Oh dear!

(四)背誦人稱(chēng)代詞的主格和賓格。

(五)本單元的難點(diǎn)：Where else的用法。學(xué)生必須反復(fù)操練，在操練的過(guò)程中觸類(lèi)旁通地運(yùn)用who else, when else, what else, etc.

七年級(jí)英語(yǔ)優(yōu)秀教案4

I. Instructional objectives

Key vocabulary: son , cousin , daughter , uncle , picture .

Target language: This is his friend. That is his sister. These are his parents. Those are his grandparents.

II. Educational objectives

Train Ss’ listening skill. Train Ss’ intuition thought ability.

Ss should help with household and respect parents.

III. Focus Points

Key vocabulary. Target language.

IV. Difficult Points

Ss can introduce their family members everyday situations.

IV. Teaching Methods

Guessing game

Sence Teaching Method

V. Teaching Aids

A tape recorder.

A picture of my family and friends.

PPT

VI. Teaching Procedures

Step I Pre-listening

Task One Review the words

Task Two Learn the new words

T: Do you like games?

S: Yes.

T: Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?

S1: It is your “表哥”.

T: No, it isn’t.

S2: It is your “堂兄” or “堂弟”.

T: Yes, it is. Let’s see how to say it in English.

T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.

SS: C-O-U-S-I-N, cousin.

T: Spell it, please.

SS: C-O-U-S-I-N, cousin.

…

T: This time you must say it in English. She is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she?

S: It’s my cousin.

T: Your father’s brother is your …?

S3: “大爺，大伯”.

S4: “叔叔”.

T: You are right. Let’s see how to say it in English.

T: Read after me, please, U-N-C-L-E, uncle.

SS: U-N-C-L-E, uncle.

…

T: Your uncle’s wife is your…?

S5: “伯母，嬸嬸”.

T: Right.

(Teach the new words son and daughter in the same way.)

T: Read the words together.

SS: …

Task Three Practice the new words

T: Look at the family tree. Some words are missing. Add the words in the box, please.

T: Check your work.

Step II While-listening

Task One Listen and check the words you hear.

T: Lin Hai and Dave are talking about Dave’s family. How many family members are they talking about? Please listen and check the words you hear.

(Play the recording of 2a once.)

(Ask two more students to say the answers.)

Task Two Listen and check the picture.

T: I have two pictures here. Which one is Lin Hai talking about? Let’s listen and find it out, please.

(Play the recording twice again.)

(Check the answer.)

Step III After-listening

Task One Pairwork. Draw your own picture and talk about it.

T:We find out the picture of Lin Hai’s family. Can you draw a picture of your family?

SS: …

T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “ These are …” to talk about. Then report it to the class.

(Students work.)

(Check students’ work. Ask two or three students to report.)

Task Two Talk about the family tree.

T: Look at the family tree. I think it’s a big family. You can do it

in groups of four or three. You can do it in pairs or only by yourself. Then report it to the class.

(Students work. Teacher walks around in the classroom and helps the students.)

T: Stop here. Let’s check it out.

(Choose students to do it.)

S1: Look at my family tree. This is my… This is my … They have two … This is my … This is my …This is my …This is my. My parents have two children. This is…This is my …My uncle and my aunt have a son. He is my …

(Ask two more students to do it.)

Task Three Homework.

Write a passage about your family.

七年級(jí)英語(yǔ)優(yōu)秀教案5

一、語(yǔ)言知識(shí)與技能

1.根據(jù)讀音規(guī)則和音標(biāo)拼讀單詞。

2.理解和領(lǐng)悟詞語(yǔ)的基本含義、語(yǔ)法項(xiàng)目以及語(yǔ)言形式的基本結(jié)構(gòu)和常用表意功能;

3.能在日常交際情景中聽(tīng)懂對(duì)話，例如，能聽(tīng)懂連續(xù)的指令并據(jù)此完成任務(wù);能引出話題并進(jìn)行幾個(gè)回合的交談;

4.能聽(tīng)懂接近正常語(yǔ)速、熟悉話題的語(yǔ)段和簡(jiǎn)單故事，獲取相關(guān)信息;

5.能運(yùn)用…..詞匯和…..語(yǔ)言形式就熟悉的話題進(jìn)行交談;能運(yùn)用…..詞匯和…..語(yǔ)言形式及(或)所給提示描述人、物、事件、行為、特征等，表達(dá)簡(jiǎn)單的觀點(diǎn);

6.能在教師的指導(dǎo)下進(jìn)行簡(jiǎn)單的角色表演;

7.能連貫、流暢地朗讀課文;能從簡(jiǎn)單的文章中找出有關(guān)信息，理解大意;根據(jù)上下文猜測(cè)生詞的意思;

8.每天課外閱讀量最少達(dá)到100詞。

9.能運(yùn)用…..詞匯和…..語(yǔ)言形式以及參照范例(文章結(jié)構(gòu))寫(xiě)出簡(jiǎn)單的文段等，包括起草和修改。

二、文化意識(shí)

10.了解語(yǔ)言和語(yǔ)用的文化因素，體驗(yàn)跨文化交際。

三、學(xué)習(xí)策略

11-(1)利用讀音規(guī)則和音標(biāo)拼讀詞匯，利用上下文、非語(yǔ)言信息等理解詞義，聯(lián)想學(xué)習(xí)和記憶詞匯，構(gòu)詞法等。

11-(2)利用情境等理解語(yǔ)法結(jié)構(gòu)和表意功能，發(fā)現(xiàn)語(yǔ)言規(guī)律并舉一反三。

11-(3)復(fù)習(xí)、整理歸納所學(xué)內(nèi)容。

11-(4)利用預(yù)測(cè)、語(yǔ)調(diào)、重音、問(wèn)題等來(lái)獲取聽(tīng)力信息。

11-(5)在課內(nèi)外活動(dòng)中借助體態(tài)語(yǔ)用英語(yǔ)交流。

11-(6)利用預(yù)測(cè)、跳讀、尋讀、細(xì)節(jié)讀等來(lái)獲取文章信息。

11-(7)仿寫(xiě)短文，準(zhǔn)備素材、起草短文并修改。

11-(8)明確目標(biāo)，制定計(jì)劃，

11-(9)了解并跨文化交際(恰當(dāng)使用)。

四、情感態(tài)度

12.樂(lè)于參與英語(yǔ)活動(dòng)，敢于用英語(yǔ)表達(dá)，積極與他人合作，體驗(yàn)自己的學(xué)習(xí)效果。

備教學(xué)

重、難點(diǎn)

內(nèi)容

課標(biāo)具體知識(shí)、技能、文化目標(biāo)

知識(shí)與技能、文化意識(shí)的重、難點(diǎn)內(nèi)容

課標(biāo)具體策略目標(biāo)選擇

sectionA

sectionB

目標(biāo)1

在讀寫(xiě)過(guò)程中，能夠根據(jù)讀音規(guī)則和音標(biāo)拼讀單詞。

11-(1)

11-(2)

11-(3)

目標(biāo)2

詞匯：

name,nice,to,meet,too,your,Ms.,his,and,her,yes,she,he,no,not.

語(yǔ)言形式：

1)what’syourname?---Alan./I’mAlan./Myname’sAlan.

2)Nicetomeetyou.

3)What’shisname?---He’sEric./Hisname’sEric.

4)What’shername?---She’sMary./Hername’sMary.

5)IsheJack?---Yes,heis./No,heisn’t.Hisname’sMike.

6)AreyouHelen?---Yes,Iam./No,I’mnot.I’mGina.

詞匯：

zero,one,two,three,four,five,six,seven,eight,nine,telephone,number,phone,telephone/phonenumber,first,firstname,last,lastname,friend,China,middle,school,middleschool.

語(yǔ)言形式：

1)What’syourphonenumber?---It’s…/Myphonenumberis…

2)Isthisyourphonenumber?---Yes,itis./No,itisn’t.

3)What’syourfirst/given/last/familyname?---Myfirst/given/last/familyname’s…