英語已經發展了1400多年。英語的最早形式是由盎格魯-撒克遜人移民于5世紀帶到英國的一組西日耳曼語支方言，被統稱為古英語。下面是小編為大家帶來的英語七年級活動教案七篇，希望大家能夠喜歡！

英語七年級活動教案篇1

今天我說課的內容是人民教育出版社出版的PEP Primary English Book IV Unit 6 At a Farm.的第一課時,主要學習sheep, lamb, goat, cow, horse, hen六個新詞..

二、 說教材

本節課是單詞教學。它是在學生初步學習了句型“How many……do you have?之后進行教學的。通過學習新詞，感知句子What are they? They are….How many….為下節課的教學打下基礎。本課時容量大,但難度不大,并受到學生的喜愛.

三、 說教學目標

《英語課程標準》指出：激發和培養學生學習英語的興趣，使學生樹立自信心，養成良

好的學習習慣和形成有效的學習策略，發展學生自主學習的能力和合作精神是小學英語教學的基本任務。在認真分析教材的基礎上,我針對學生實際，將本課時的教學目標及重,難點確定如下:

1、知識目標

(1) 使學生能聽、說、認、讀sheep, lamb, goat, cow, horse, hen等單詞。

(2) 初步感知：“What are they? They are…. How many….How many……”等句子,學生能聽懂并理解其意思.。

2、能力目標：

(1) 能聽懂Let’s do中的指令并做出相應動作.,如Shear a sheep.

(2) 能區分農場的動物, 培養學生靈活運用所學知識進行交流的能力.

3、情感目標

(1) 培養學生注意觀察、認真模仿的良好習慣和主動競爭的竟識。

(2) 激發學生學習英語的興趣，使學生樹立學習英語的自信心。

(3) 培養學生的合作交流能力。

四、 說教學重點

學習新詞sheep, lamb, goat, cow, horse, hen, 能正確認讀.。

五、 說教學難點

1. 培養學生合作學習的能力.，同時注意培養學生學習英語的興趣， 樹立自信心。

六、 說教學準備

教師準備新舊單詞卡片、錄音機、磁帶、流動小紅旗、寫句子的紙條、掛圖。

七、 說教法、學法

為了突破這堂課的重、難點，根據小學生好奇、好勝、好動、模仿力強、表現欲旺盛等

生理和心理特點，我主要采取了以任務型教學模式為主，以活動，合作為主線，讓學生在教師的指導下，通過感知、體驗、實踐、參與和合作、游戲感悟等多法并用的方式組織教學。徹底改變傳統的“授—受”的教學模式，促進語言實際運用能力的提高。　　八、 說教學過程

(一)歌曲導入，激發學生學習的興趣

教育家托爾斯泰說過：“成功的教學所必須的不是強制，而是激發學生的興趣，興趣是

推動學生學習的強大動力，是學生參與教學活動的基礎。激發學生參與學習的興趣，是新課導入的關鍵。Well begun, half done. 精彩的課堂開頭，往往給學生帶來新意、親切的感覺，不僅能使學生迅速地興奮起來，而且還會使學生把學習當成一種自我需要，自然地進入學習新知的情景。

因此，在熱身的時候，首先讓學生分角色演唱歌曲：“Old MacDonald had a farm”，這樣的導入能很快吸引住學生，同時還渲染了學生學習英語的良好氣氛。

(二)自由會話，促進語言實際運用能力的提高

學生在一個平等尊重的氛圍中，他們的思維是放松的，敢于說、敢于參與教學。教師要真心誠意地把學生當成學習的主人，努力提高“導”的藝術，從而在教學中恰到好處地去啟發、點拔、盡可能地給學生多一點思考的時間，多一點活動的余地，多一點表現自己的機會，這樣才能使課堂氛圍充滿活力。因此，我在這個環節與學生進行了朋友式的會話。It’s time for class. Are you ready ? Hello ! Boys and girls. How are you ? Nice to meet you. ? 不僅復習了舊知識，還渲染了學習英語的良好氣氛。

(三)呈現新知,合作互動。

在小學英語課堂中使學生保持一種積極的緊張感，能夠激發他們學習的外部動機，引

發他們一系列的自主活動，促進外部動機向內部動機的轉化。Today, we are going to learn“Unit 6. At a Farm.”. I’ll divide you into four groups . Which one is best, they’ll get the flag, OK? Now, Let’s start.于是我提出問題Do you like animals.引入學習主題，并通過掛圖和音樂創設情景Let’s go to a farm. There are many animals自然引入新詞的學習。在呈現新知時，我尤其注意了小學生形象思維優于抽象思維的特點，通過對比，聽音，看動作等不同的方式引出新詞，給學生以深刻的第一印象。游戲所帶來的樂趣會使每一位參與者保持一種積極的心態。游戲是兒童學習的一種重要途徑，也是激發學生學習興趣的方法。正如蘇霍姆林斯基指出：“如果用思考、情感、創造、游戲的光芒來照亮兒童的學習，那么學習對于兒童來說是可以成為一件有趣的事情”。因此，在操練時，我首先進行了一些機械的練習，如：“Listen, point and repeat. ”聽音、指詞、跟讀，“Look and Guess”看口形、猜單詞。同時，我更注意抓住小學生好動的特點，輔以全身反應法，如模仿動物的叫聲，或與之相關的動作(擠牛奶)等有趣的活動，充分激發學生學習的興趣。同時在學習生詞時感知句型，做到“詞不離句，句不離詞”，重視對學生思維，觀察能力的培養，特別是對學生合作學習能力的培養，讓學生們們在師生，生生，小組等不同的合作方式中，學會傾聽，學會評價，為學生的終身學習奠定基礎。

(四)課堂總結，及時評價。

通過對知識的小結，幫助學生將本課的信息進行加工、儲存，從而明確教學目標、重

點和難點;對學生的表現進行總結評價，以評價促發展，培養小組團隊精神，激勵學生大膽開口，積極活動，為小組爭得榮譽。最后做活動手冊，是一個常規練習，其目的在于全方位地、及時檢測學生對本課時掌握的程度。

九、教學總結

這節課不論是新知識的呈現，還是游戲的設計，都能緊緊地抓住學生，吸引學生，讓學生積極參與到課堂中來。學生在玩中學，學中用，提高了課堂實效，培養了學生學習的興趣。我相信通過這樣的教學，充分讓學生主體參與、體驗感悟、游戲鞏固，是一定能圓滿實現課堂教學任務的。

英語七年級活動教案篇2

一、教材分析

(一)教材的地位及作用

本課是新目標英語八年級上冊第8單元，教材以 How was your school trip ? 為中心話題，圍繞著描述“過去發生的事情”展開，學習和運用一般過去時態的一般疑問句Did you go/see /buy…? Were there any…?詢問過去的事件，讓學生學會談論和分享過去發生的事件。本課教學內容與學生的實際生活密切相關，易于引發學生運用簡單的英語進行交際和交流。在學習活動中，學生通過交換對過去發生的事情的描述及看法，促進學生之間和師生之間的情感交流，增進情誼。Section A的主要學習內容是：復習一般過去時態和動詞的規則與不規則變化，學習一般過去時態的兩種一般疑問句: Did you…? Were there any …?教材安排了許多聽，說，讀，寫的任務活動，我將靈活運用這些活動，將其中的一些活動進行變化或整合，如：1c,2c和3c的Pairwork活動內容相似，我將把2c和3c整合成一個Interview(采訪)的任務活動。

(二)教學目標

根據《英語課程標準》關于總目標的具體描述，結合第八單元的教材內容，我按語言知識、語言技能、學習策略、情感態度、文化意識五個方面將本單元的教學目標細化：

1、知識目標：單詞：學習掌握詞匯aquarium,, gift shop, seal, shark, hang out等。

功能：描述過去發生的事情

語言結構：規則動詞和不規則動詞的一般過去式

一般過去時的一般疑問句

句型：Did you go to the zoo? Yes, I did. No, I didn’t. I went to the aquarium. Were there any seals? Yes, there were. No, there weren’t any sharks.I saw some sharps/ I went to the aquarium.

2、語言技能：聽：能識別不同句式的語調，并能根據語調變化，判斷句子意義的變化;能聽懂本課學習活動中的問題，做出較得體的回答。

說：能在本課的任務型活動如：游戲、調查、故事接龍等中進行簡單有交流。

讀：能正確朗讀本單元對話和句型;能查閱工具書為完成任務做準備。

寫：能寫出本節課學習的單詞和句型，能運用簡單的句子寫出過去的活動和感受。

3、學習策略：抓住用英語交際的機會，在交際中把注意力集中在意思的表達上，必要時借

助手勢和表情。

主動參與學習活動，善于和他人合作。

4、情感目標：通過描述過去所做的事，表達自己的看法，使學生在人際交往中學會尊重和理解別人，學會交換不同的看法，了解他人的喜好，增進情誼。

5、文化意識：用恰當的方式表達贊揚或自己的觀點;了解英、美國家中小學生的業余生活，培養世界意識。

二、學情分析

1.初二上期的學生經過一年多的學習，有了一定的英語基礎知識和聽說能力，正逐漸向讀、寫過渡，同時，學生們對英語學習還保持著較濃厚的興趣。經過一年的新課程理念的熏陶及實踐，有了初步的自主、合作、探究、實驗的能力。

2.本單元學情剖析：本單元的主題是談論過去的事情，可以采用活動教學法和Role playing的學習策略，學習新詞匯，掌握重點句型，同時能比較好地運用到實踐中，解決類似問題。做到既能鞏固所學知識，又能提高解決問題的能力以及綜合運用語言能力。

三、教法滲透

1、教學設計思路與教材處理：

《新目標英語》中的具體語言目標是通過各種各樣的Tasks來實現的;學生需要運用具體而特定的行動來完成一定的交際任務。整個教學過程中，各種語言結構與語言功能與不同的學習任務有機的結合。任務活動所謀求的效果不是一種機械的語言訓練，而是側重在執行任務中學生自我完成任務的能力和策略的培養;重視形式在完成任務過程中的參與和在交流活動中所獲得的經驗。因此本節課我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經驗，讓學生在用中學，在學中用(Learning by using, learning for using)。

2、教學原則

l 活動性原則 提倡學生主動參與，體驗，交流，合作，探究等多種學習。

l 合作性原則 以學生為主體，師生合作，生生合作，體現教與學的互動，交往。

l 任務型原則 任務驅動—激發動機;任務完成—激勵學習積極性;執行任務—培養責任心和合作精神。

l 情感性原則 激發學生學習英語的興趣和始終保持良好的學習情緒。

3、教法運用：

本課主要運用“任務型教學法”，并輔助于TPR 全身反應教學法、情景交際教學法和游戲活動。

4、教學手段

l 多媒體輔助：用flash 軟件將本課所需要的動畫、錄音、圖片、文字、圖表和音樂制成CAI軟件，使抽象的語言變得直觀，為學生運用英語進行交際創設情景，實現師生互動，生生互動和人機互動的多向交流。

l 非測試性評價：傳統的評價觀念的出發點是學科本位，只重學科，不重學生發展。 要體現新課程標準的實施效果，評價體系應該“正確反映外語學習的本質和過程，滿足學生發展的需要”。為了達到這一目標，唯有重視形成性評價，充分發揮其積極作用，促進新的評價體系的形成。因此，本課我將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生學會自主學習，學會與人合作，培養創新意識以及具備科學的價值觀。

四、學法指導

新制定的《英語課程標準》把“培養學生學習英語的興趣，樹立自信心，培養良好學習習慣和形成有效策略，發展自主學習和合作精神”放在了首位。依據課改的精神，我從以下幾個方面對學生進行學法指導。

1、學習方法的指導

培養學生觀察力，想象力，記憶力以及思維能力。用生動的課件調動學生的感官進行聽說讀寫的訓練。

2、學習積極性的調動

我在教學過程中創造一種開放的，和諧的，積極互動的語言氛圍，把課堂變成有聲有色的舞臺，讓學生在樂中學。

3、學習能力的培養

通過連貫的聽說讀寫，游戲，競賽等，培養學生的交際能力，發展他們的思維能力。

4、學習策略的指導

本節課將在課堂活動中把學生分成四人小組的學習小組，讓他們圍繞著課堂任務分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發展他們的能力。創建開放式，探究式的課堂，有意識滲透學習策略的訓練。我讓學生觀察課件畫面，回答問題，讓學生學會使用認知策略;讓學生表演對話，實現交際策略;引導學生交際，主動練習和實踐，是調控策略的體現。充分利用多媒體，錄音，卡片等是資源策略。

英語七年級活動教案篇3

學習目標

知識目標：

Words:

milk,junkfood,health,unhealthy,habit,exercise,most,result,try,differentmaybe,although,

Phrases:

junkfood,asfor,onweekends,nostudents,trytodo,lookafter,kindof

Sentences:

1.Butmymotherwantsmetodrinkit.

2.Shesaysit’sgoodformyhealth

3.Itrytoeatalotofvegetables.

4.Isherlifestylethesameasyoursordifferent?

能力目標:

學會談論飲食習慣。

能了解哪些飲食習慣是健康的。

能閱讀介紹飲食習慣方面的文章。學會養成良好的生活習慣和飲食習慣。

情感目標:

培養學生的邏輯表述能力，激發學生的積極思維，并使學生互相了解，增進友誼，

加強人際交往，以形成良好的人際關系。

三、教學重、難點

區分Howmany/howmuch,health/healthy,different/difference

四、學習過程

Step1.Freetalk

同桌練習Howoftendoyou……?及其回答

Step2.1.Talkaboutthepictures.Practicethekeywords.完成1a

2.PairworkAsktheSstoshowtheirworksandperformit.

Step3.Listening完成2a,2bChecktheanswers

Step4.合作探究

課文解析.3a3b

1.WarmupandLeadin:Saysomethingaboutyoureatinghabits

Talkabouttheireatinghabits.

2.Playtherecorder.Listenandread3a

3.Answerthequestions.Trytoanswerthesequestions

4.AsktheSstosumupthelanguagepointsSumupthelanguagepointsTextbook

5.Readandfinish3bCompletethearticle

講解：

1.pretty:adj.漂亮的，美麗的adv.很，相當

2.when:conj.當…的時候.引導時間狀語從句

3.eatinghabits飲食習慣

4.trytodosth.盡力做/努力做….Trydoingsth.試圖做….

5.lookafter照顧=takecareof，關注，注重

6.getgoodgrades:得到好的成績

7.helpsb.(to)dosth.

8.thesameas和…相同

9.different(adj.)-(n.)differencegood–better-best

10.although雖然，盡管,引導讓步狀語從句，與though同義，但不能與but同

時出現在一個復合句中，可與still,yet同用。

11.maybe:或許，大概,常放在句首

Step5.梳理歸納SectionB詞組歸納：

1)begoodfor對什么有益2)bebadfor對什么有害

3)wanttodosth想做某事4)wantsbtodosth想某人做某事

4)5)trytodosth盡量做某事

6)comehomefromschool放學回家

7)ofcourse=certainly=sure當然

8)getgoodgrades取得好成績

9)someadvice

10)hardly=notnearly/almostnot幾乎不

11)keep/beingoodhealth保持健康

12)prettyhealthy相當健康

13)myeatinghabits我的飲食習慣

14)drinkmilk喝牛奶

15)soyousee正如你所看到的

16)lookafter照顧

17)myhealthylifestyle我的健康飲食習慣

18)helpsb.dosth幫助某人做某事

19)thesameas和….一樣

20)bedifferentfrom與….不同

Step6.達標檢測根據漢語意思完成下列各句，每空一詞。

1.做眼保健操對你的眼睛有好處。

Doingeyeexercises_____________________youreyes.

2.我們盡量準時到達那里。

We______________getthereontime.

3.散步有助于保持健康。

Walkinghelpstokeep_____________________.

4.—你多長時間看一次電影?—我一個星期看兩次。

—_____________doyouwatchTV?

—IwatchTVtwiceaweek.

5.每天運動對我們的健康有好處。

It’sgoodforourhealth_____________everyday.

Step7.完成綜訓sectionB

Step8.課后反思

英語七年級活動教案篇4

Section A (1a-2d)

一、教學目標：

1. 語言知識目標：

1) 能掌握以下單詞：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry

2) 能掌握以下句型：

① Don't eat in class.

② You must be on time.

③ Eat in the dining hall.

2. 學會用英語表達一些標志的含義。

3. 熟練使用目標語言談論對某些規章制度(校規、家規等)的看法

二、教學重難點

1. 教學重點：

1) 肯定祈使句是省略掉主語的原形動詞開頭;

2) 否定祈使句則是在肯定祈使句前加上“don’t”。

3) 情態動詞must及have to在用法上的區別。

2. 教學難點：

掌握祈使句的用法，并能聽懂、會說一些簡單的祈使句。

三、教學過程

Ⅰ. Warming-up and revision

用祈使句請學生們完成一系列動作：

Please stand up/ sit down. Close the door, please. Look at me and listen to me.

Don’t open your books. Don’t talk. Let’s begin our class.

Ⅱ. 1a

T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules. Please finish 1a.

Ⅳ. Listening

Now let’s listen! What rules are these students breaking? Write the numbers after names?

Ⅴ. Pair work

Read the dialogue in 1cand work in pairs.

Ⅵ. Listening

1. First, let's read the sentences in 2a together. Now, let's listen to the recording. Check the activities Alan and Cindy talk about.

2. Work on 2b: Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.

Ⅶ. Pair work

1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a.

2. Let some students come to the front and act out the conversations.

Ⅷ. Role-play

Read the conversation and find some rules in this school. Ss read the conversations and find the answers to this question.

( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. )

Homework:

1. Remember the new words and expressions.

2. 完成下列句型轉換試題

1)I can play computer games on weekends.(一般疑問句)

_________________________________? Yes, ____________.

2) He has to wear uniform.(變否定句) He _____ _____ _____ wear uniform.

3) I have to wear sneakers for gym class.(一般疑問句)

_____ you ____ ____ wear sneakers for gym class? Yes, I ____.

4) They have to wash clothes.(提問) ____ do they have ____ ____?

5) You can’t go out on school nights.(換一種表達) _______ go out on school nights.

6) Don’t talk in class.(同上) No _________.

Section A (Grammar Focus-3c)

教學重難點

1. 教學重點：

1) 繼續學習使用目標語言談論對某些規章制度(校規、家規等)的看法

2) 通過不同方式的練習方式來學會用英語表達一些標志的含義。

3) 運用祈使句來表達一些規章和制度。

2. 教學難點：

1) 總結用祈使句、情態動詞can、must及have to來表達各種規章制度;

2) 能用所學的知識來制定一些簡單的規章制度。

教學過程

Ⅰ. Warming- up and revision

Ⅱ. Grammar Focus.

1. 學生閱讀Grammar Focus中的句子，然后做填空練習。

① 不要在樓道里跑。_______________________

② 不要打架。 ____________________

③ 有什么規則? ___________________

④ 我們必須按時上課。 ____________________

⑤ 我們可以在教室里吃東西嗎?____________________

⑥ 不能。但我們可以在餐廳里吃東西。___________________

⑦ 我們可以在教室里帶帽子嗎?____________________

2. Ss finish off the sentences and check the answers by themselves.

Ⅲ. Writing

Look at 3a. Do you know the meaning of these pictures? Can you write the rules for the school library?

Ss discuss the pictures and make some rules. Let some Ss read their rules aloud. Check the answers with the class.

(Don't listen to music in the library. Don't eat or drink in the library. Don't take photos in the library. )

Ⅳ. Practice

Work on 3b: Use the words to make questions about the rules. Then write answers according to your school. For example: Be quiet? (she/have to/ in the library) Does she have to be quiet in the library? Yes, she does.

2. 注意： have to雖是情態動詞，但其在句子中與謂語動詞共同構成句子時，其一般疑問句應用助動詞do或does來幫助構成;而情態動詞can則直接提前構成一般疑問句式。

3. Ss work by themselves and try to write the sentences on the workbook.

4. Ss work in pairs. Ask and answer the sentences.

Ⅴ. Game

Ss work in groups and discuss what rules are in their school. Write down their rules on the work. Let some Ss read their rules aloud. See whose school is the coolest?

Ⅵ. Exercises

1. If time is enough, do some more exercises on the screen.

Homework

1. Read the sentences in Grammar Focus.

2. Make some rules at home.

板書設計

Section B 1a-2c

教學重難點

1. 能掌握以下單詞：out, go out, dish, do the dishes, night, before, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck

2. 能掌握以下句型：

① Don't leave the dirty dishes in the kitchen.

② I can't relax either.

③ I must read a book before I can watch TV.

④ I have to help mom make breakfast.

3. 理解must, have to/ can/can't的用法

三、教學過程

Ⅰ. Warming- up and revision

Check the homework. Let some Ss read their home rules.

Ⅱ. Presentation

1. Show some pictures on the big screen and let Ss learn the new words and expressions.

2. 學生看著1a部分的圖片

學生朗讀1部分的“rules”，并將圖片a~h的序號填寫在1b這些規則前的方框中。

Check the answers with the class.

Ⅲ. Listening

1. Tell Ss they'll listen to the recording about Dave's house rules. Listen and put an× for things Dave can't do and a √for things he has to do.

2. Play the recording for the Ss to listen and check.

Ⅳ. Listening

Now let's work on 1c. Now first, let's read the phrases aloud together. Explain the meaning of the phrases if necessary.

Play the recording three times for the Ss to listen and write the phrases in the chart in 1b.

Check the answers:

Ⅴ. Group work

Divide the Ss into groups to talk about Dave's home rules. Make a list of Dave's house rules. Ⅵ. Reading

1. Fast reading: Read the letter and find the answer to this question:

What does Molly feel about the rules?

Ss read the letter and find the answer to this question. (she feels terrible.)

2. Careful reading: Read the letter again and underline the rules for Molly. Check the answers with the class. (Let some Ss read their answers aloud. Let other Ss add some rules. )

3. Careful reading

1) Read Dr. Know's letter and answer this question: What does she think of the school and home rules? Let one student read out his/her answer.

(She thinks parents and schools are sometimes strict, but they make rules to help us. We have to follow them. )

Ⅶ. Reading

1. Read the letter again and complete the sentences with have to/ must, can or can't.

2. 提示： have to與must的用法：

1)must表示一種主觀的需要，而have to表示一種客觀的需要，意思是“不得不”。如： I have to attend an important meeting this afternoon.

今天下午我不得不參加一個重要的會議。

Mother is out, so I have to look after the shop.

媽媽不在家，因此我不得不照看商店。

2)have to的否定形式是don’t have to, 相當于needn’t。如：

They don’t have to buy a computer at present.

他們目前沒有必要買電腦。

Homework

1. Remember the new words and expressions in this period.

2. Ask Ss write down Molly's rules at home and at school.

英語七年級活動教案篇5

SectionA(1a—2c)

【學習目標】：1、熟練掌握本課6個單詞.

2、學會詢問他人姓名及介紹他人姓名.

3、能聽懂有關談論他人姓名的對話并進行自由交際.

【學習重點】：詢問他人姓名及介紹他人姓名的句型.

一、自主學習(教師寄語：Knowledgeispower.)

學習任務一:熟練讀寫本課6個單詞.

1.個人自瀆，記憶本課單詞.

2.小組互相檢查單詞讀寫情況.

3.根據漢語寫出下列英語單詞并展示.

學習任務二:運用句型：What'shis/hername?

His/Hernameis....進行自由交際.

1.小組合作，理解并熟讀下列短語，并寫出漢語意思.

mynane()yourname()

hisname()hername()

2.個人理解下列對話，并且兩人合作練習.

A：Hello!What'syourname?

B：MynameisGina.

A：Nicetomeetyou.

B：Nicetomeetyou,too.

A：What'shername?

B：HernameisJenny.

3.小組合作，練習自己的對話.

4.對抗組開展競賽，展示自己的對話.

學習任務三:聽聽力完成2a,2b.

1.個人看圖，理解四幅圖畫，思考圖畫中人是在談論他人還是對方.

2.聽聽力，給四幅圖畫編號.

3.小組為單位，熟讀2b中的名字。

4.聽聽力，完成2b.

二、合作共建(教師寄語：Manyhandsmakelightwork.)

討論下面兩句話如何用英語表達.

1.他叫Bob.

2.她叫Jenny.

三、系統總結(教師寄語：Nomancandotwothingsatonce.)

根據提示，完成下列問答.

______________

What's_______name?_______is....

_______________

四、診斷評價

1、寫出下列短語.

(1)我的時鐘(2)你的問題

(3)他的名字(4)她的回答

2、根據句意及首字母補全單詞。

(1)_________isyourname?

(2)Nicetom________you.

(3)Hisa_________isgood.

(4)L______!Hisclockisbeautiful(漂亮的).

三、選擇

1._______,What'shisname?HisnameisJohnGreen.

A.HiB.OhC.SorryD.OK

2.Sheisagirl(女孩).What's______name?

A.herB.sheC.she'sD.his

五、【課后反思】(教師寄語：Neverdothingsbyhalves)

第3課時Unit1Myname'sGina(總第3課時)

SectionA3a—4

【學習目標】：1、熟悉掌握本節課的六個詞匯。

2、正確辨別英文名字的姓和名，以及和中文名字的差異.

3、學會詢問他人名和姓的句型.

【學習重點】：掌握詢問他人名和姓的句型.

【學習過程】：

一、自主學習(教師寄語：Knowledgeispower.)

學習任務一:熟悉掌握詞匯。

1、個人自讀，記憶本課單詞.

2、小組相互檢查單詞讀和寫的情況.

3,、據漢語寫出單詞,小組競賽并展示.

學習任務二:能運用句型:What'syourfirstname?

Myfirstnameis....

What'syourlastname?

Mylastnameis...進行交際.

1、試讀下列姓名,嘗試總結歸納.

GinaMiller

Firstname:________Lastname:________

完成3a.(讓對抗號在黑板上展示)

2、理解下列對話,兩人合作練習.

A:Hello!What'syourname?

B:MynameisJackSmith.

A:What'syourfirstname?

B:Myfirstnameis....

A:What'syourlastname?

B:Mylastnameis...

3、小組合作,練習自己的對話.

4、對抗小組開展競賽,展示自己的對話.(完成3b)

二、合作共建(教師寄語：Manyhandsmakelightwork.)

學會了詢問他人的名和姓的句型后，能否用his/her做替換練習。

三、系統總結(教師寄語：Nomancandotwothingsatonce.)

1、總結你所知道的名和姓。

2、自己編寫一個詢問他人姓和名的小對話.

四、診斷評價(一)用所給詞的適當形式填空.

1.Nicetomeet______(your).

2._____(she)nameisHelenBlack.

3.Hisfamilyname_____(be)MrGreen.

4.______(be)youMrGreen.

5.Hi,I_____(be)Lily.

(二)據漢語完成句子

1.Brown是他的姓氏.Brownis______________name.

2.她的名是什么?____________________name?

3.你好,我是杰克.Hi,________Jack.

4.我的鋼筆是黑色的._____penis______.

5.他的名字是吉姆._______________Jim.

(三)根據上下文完成對話.

A:Hello!

B:________!

A:I'mGina,________________?

B:MynameisLindaBrown.

A:IsLindayourlastname?

B:No.Lindaismy__________.AndBrownis___________.

A:Nicetomeetyou.

B:____________________.

五、【課后反思】(教師寄語：Neverdothingsbyhalves)

英語七年級活動教案篇6

分 析 This is the first lesson in this module. The main topic is self-introduction, so improving the students’ abilities of listening and speaking on self-introductions is very important.

知 識

目 標 Key vocabulary: Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China

Key structures: Hello / Hi

What's your name? My name is ...

How old are you? I'm ...years old.

Where are you from? I'm from ...

Nice to meet you. Nice to meet you , too.

能 力

目 標 1. To understand conversations involving self-introduction.

2. To give a brief self-introduction concerning name, age and hometown.

情 感

態 度 Learn to respect others when we talk with others.

Learn to introduce yourself to your friends in the right way.

教學方法 Interactive approach

教 具 Tape recorder, Multimedia

教學過程 Step 1: Warming up

1. The teacher show the PPT and play a short flash, the students enjoy the song .

2. Play a guessing game "Brainstorm" by asking the students "What's it?"

Then show the useful sentences by introducing myself.

I am Li Fang. I am from Wuhan. I am Chinese.

I am 25 years old. I am your new teacher.

3. Ask the students to introduce themselves in groups by using these sentences:

What's your name? Where are you from?

How old are you? Which class are you in?

Nice to meet you.

Step 2: Listening

1. Play the recording in activity 1 and ask the students to listen and check how many people speak.

2. Play it again and ask the students to check the words their hear.

3. Check the answers with the whole students.

Step 3: Listen and read

1. Play the recording in activity 3 and ask the students to listen

and answer the questions. Then check the answers.

(1) How many people speak in the conversation?

(2) Who are they?

(3) Are they in the same class?

2. Play it again and check the true sentences in act 3. Ask some

students to correct the wrong ones.

3. Put the students into groups of four to practise the dialogue.

The students repeat it several times, changing roles each time.

4. Talk about the pictures in the PPT and show their performances.

5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.”

6. Finish act 4 and 5 in groups. Teacher checks the answers.

Step 4: Pronunciation

1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.

2. Play the recording once without stopping.

3. Play it again and ask the students to repeat.

4. Practise the sounds in pairs, then finish the exercises on the PPT.

Step 5: Speaking

1. Talk about the pictures by asking and answer in paris like this:

A: What’s his name?

B: His name is….

A: Where is he from?

B: He's from….

A: How old is he?

B: He's ...years old.

Step 6: Module task

Task 1: Who has the most friends?

運用本課句型，在規定的八分鐘時間內，以小組為單位，看誰結交的朋友最多，她將獲得一份豐厚的獎品。

Task 2: Introduce yourself by using today's useful sentences.

Step 7: Language points

1. I’m from Wuhan. 我來自武漢。(我是武漢人。)

Be from 表示“來自哪里”、“從哪里來”或“是哪里人”。如：

He’s from Beijing. 他來自北京。(他是北京人。)

They’re from England. 他們來自英國。(他們是 英國人。)

如果不強調從哪里來，只是要說明身份，也可以說：

He’s a Beijinger. 他是北京人。

They’re English. 他們是英國人。

2. Where+is/are+主語+from?

英語中,通常用特殊疑問句"Where + is / are + 主語+ from?"來詢問某人"來自哪里","是哪里人",其答語通常用"主語+ am / is / are from + 地點"。如:

—Where is Sam from?

薩姆從哪里來?

—He is from England.

他來自英國。

拓展:be from = come from,如:

Where do you come from?

Where does he come from?

3. What’s your name?

英語中,當想知道對方叫什么名字時,可用句型"What’s your name?"進行詢問,其答語一般用"My name is + 姓名."。如:

—What’s your name?

你叫什么名字?

—My name’s Gao Jing.

我叫高晶。

拓展:當你想很有禮貌地問別人的名字時,你可以這樣問:

What’s your name, please?

May I have your name, please?

4. I’m twelve years old. 我12歲。

…years old,表示“……歲”。有時候years old 可以省略，只用數字來表達年齡即可。如：Her dog is three. 她的小狗3歲。

拓展：對該句型提問可用：How old ...?它是英語中一個較重要的句型,主要用來詢問某 人的年齡,其答語通常用"主語+ am / is / are + 年齡."。如:

—How old are you? 你多大了?

—I am thirteen (years old).我十三歲。

5. Nice to meet you . 很高興見到你!

這是兩位初次見面相識后的用語，意思是“見到你很高興。”見面相識可由自我介紹，第三者介紹或者詢問相識。例如：

—Hello!I'm Xiao Hua.

—Hello!I'm Xiao Li.

—Nice to meet you, Xiao Li.

—Nice to meet you, too, Xiao Hua.

6. What about you? 你呢?

英語中“What about...?”是一句常用的客套 話，它后面可接名詞、代詞或動名詞(ing)形式，它的功能可不少呢!

(1)詢問或打聽消息。如：

I'd like a cup of tea. What about you?

我想喝杯茶，你呢?

(2)向對方提出建議或請求。如：

What about playing football now?

現在踢足球怎么樣?

(3)寒暄時的問候語，有承上啟下的轉折作用，如：

I'm a student from China. What about you?

我是一名來自中國的學生，你呢?

7. Welcome to Class 4, Grade 7. 歡迎來到七年級四班。

welcome to ...歡迎來到...，這是一句歡迎用語，在英語中使用比較廣泛，如：

Welcome to Beijing! 歡迎來北京。

Welcome, come in，please. 歡迎，歡迎，請進來。

Step 8: Consolidation

Do some exercises and check with the whole class.

Step 9: Homework

板書設計 Module 1 Unit 1

What’s your name? My name is…

Where are you from? I’m from…

Nice to meet you, … Nice to meet you, too.

作業布置 1. Finish off the workbook exercises.

2. Make your favourite "English name card".

教學反思 The students can talk in English.

Unit 2 I'm Wang Lingling and I'm thirteen years old.

課 型 Reading and writing

教 材

分 析 This is the second lesson in this module. The reading material is information about Daming, Wang Hui and Lingling. It’s a good text to help the studetns improve their reading strategies, such as getting information from the reading material about personal information.

知 識

目 標 Key vocabulary: everyone, capital, but, very, big, city, small, first, last, all,

first name, last name

Key structures: His / Her name is ...

He / She is from ...

He / She is ... years old.

He / She is in Class 1, Grade Seven.

能 力

目 標 To get information from the reading material about personal information.

情 感

態 度 Learn to respect others when we talk with others.

Learn to introduce yourself to your friends in the right way.

教學方法 Interactive approach

教 具 Tape recorder, Multimedia

教學過程

Step 1: Warming up

Say hello to the students and tell them we are going to play a game. You can say like this: I will divide you into 6 groups and each group will have a picture of a famous person. You work in groups and introduce the person. Let's see which team is the best. Are you clear? Ready?

The teacher plays the PPT and shows the pictures to them.

Step 2: Revision

Show some exercises and ask the students to complete them. Then teach and explain the new words in the sentences.

Step 3: Reading

1. Do act 1 and check the answers. ( B D A E C )

2. Ask the students to read the passage and check the true sentences in act 2.

3. After reading, the students check the false sentences in act 2.

4. The students read the passage again and underline the correct words in act 3.

5. Finish act 4 and check the answers with the whole class.

Step4: Language points

The teacher shows today's useful sentences and explain them.

1. This is Lingling and her English name is Lucy.

這位是玲玲，她的英文名叫露西。

This is ...向別人介紹某人時說 "This is ..." 不用

"That is ..."。 如：This is Tom. Tom, this is Jack.

這是湯姆。湯姆，這是杰克。

注意：this is 不能縮寫，而 that is 可以縮寫成that's。

打電話時，介紹自己用this, 詢問對方用that。如：

This is Lucy speaking.

Is that Lucy speaking?

2. Good to see you. 很高興見到你!

此句為熟人之間見面常用的問候語，還可以

說：Nice to see you. / Glad to see you. /

Pleased to see you.

It's nice to see you all.

很高興見到你們所有人!

句中all為代詞，意思“每個，全體”;作主語時，

be動詞用are。如：

All the students are here today.

所有的學生都到齊了。

3. I'm Wang Lingling and I'm thirteen years old.

我叫王玲玲，我今年十三歲了。

介紹自己名字的時候可以用“I'm”、“I am”

或“My name is ...”，此句還可以說：

My name is Wang Lingling.

另外，這里的“...years old”，表示.......幾歲，這里的

數字可以省略，直接說成：I am thirteen.

對它提問用：How old...? 如：

How old is Lingling?

She is thirteen years old.

4. Tony is my first name and Smith is my last

name. 托尼是我的名，史密斯是我的姓。

family name 姓 = last name 教名

與中國習慣不同，大多數英語姓名有三個名字：教名，中間名和姓。他們的姓放在最后。(中間名一般很少用)如果你要稱呼別人為……先生，夫人，小姐時，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的這個名字，你只能稱他為Mr. Green，而不能稱他為Mr. James。

Step 5: Writing

1. The students look at the pictures and write sentences.

Finally, ask three or four students to show their answers.

2. The teacher makes a model for the students and ask the students to write sentences for themselves with and.

Model: My name is Li Ping and I'm from China. I'm Chinese and I'm fifteen years old. I'm in Class One, Grade Seven.

Step 6: Module task

Let the students to ask their partners about personal information and make cards for them. The more, the better.

Name: __________

Age: __________

School: __________

Date of birth: ___________

Birth place: __________

Telephone number: ___________

Hobbies:___________

Favorite color:____________

Ask several students to show their performances and praise the better ones.

Step 7: Consolidation

Show the students some exercises and ask them to finish in class, then check the answers with the whole students.

Step 8: Homework

采訪兩個你的新同學，分別問他們以下幾個問題：

What's your name?

Where are you from?

How old are you?

What's your favourite subject?

將你的采訪記錄整理成一篇為My new classmates的短文。(可適當增加采訪問題，全文不少于50單詞。)

板書設計 Module 1 Unit 2

What’s your name? My name is…

Where are you from? I’m from…

Nice to meet you, … Nice to meet you, too.

作業布置 1. Finish off the workbook exercises.

2. Interview two of your classmates and write a short passage.

教學反思 The students can get information from the reading material about personal information.

Unit 3 Language in use

課 型 Revision and application

教材分析 Unit 3 對“自我介紹和獲取信息”的功能句式進行綜合訓練：談論自己或朋友的情況(活動1);根據提示完成介紹圖片中人物情況的句子;填表、匹配復習表示國家、民族及人物活動的詞匯。Around the world了解中西人名的不同;Module task要求通過問答形式介紹自己和他人。

知識目標 Key structures:

1) What’s his/her name?

2) Where is he/she from?

3) What's his/her English name?

4) How old is he / she?

5) What class is he / she in?

能力目標 Enable students to talk about themselves and their friends.

情感態度 Learn to respect others when we talk with others.

Learn to introduce yourself to your friends in the right way.

教學方法 Formal and interactive practice

教 具 Tape recorder, PPT, handout

教學過程 Step 1: Revision

1. Ask some students to introduce themselves to the other students.

2. Ask them to talk about the pictures in the PPT.

Step 2: Teaching grammar

動詞Be的一般現在時：

1. 肯定句：主語+ be(am,is,are) +其它。

2. 否定句：主語+be+not+其它。

3. 一般疑問句：Be+主語+其它?

4. 特殊疑問句：疑問詞+一般疑問句?

動詞Be的常用句式：

1. be + 形容詞

I am very happy. 我很幸福。

He is very kind. 他人非常好。

2. be + 名詞

Mr Wang is our English teacher.

王先生是我們的英語老師。

They are our good friends.

他們是我們的好朋友。

3. be + 介詞短語

She is at home. 我在家里。

Are you from America? 你來自美國嗎?

The book is on the desk. 書在桌子上。

4. be + 副詞 Class is over. 下課了。

Step 3: Speaking

Ask the students to introduce the three people in act 1.

You can do it like this:

This is Sam.

He is twelve.

He's from England.

He's in Class 1.

Step 4: Practise

Do act 2-4 by themselves and check the answers in groups.

Ask one group the report their answers.

Step 5: Around the word

1. Tell students the difference between Chinese names and English names.

T: Most English people have three names: a first name, a middle name and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world.

Step 5: Module task

Look at the screen. Introduce yourself. Ask and answer with a partner. Then report their result in front of the whole class.

Step 6: Do exercises

Do the exercises in the PPT. The teacher checks the answers.

Step 7: Sum up

Ask the students to talk about “What have you learned in this lesson?”.

Sum up the different ways of “Be” and report it.

Step 8: Homework

板書設計 Module 1 Unit 3

What’s your name? My name is…

Where are you from? I’m from…

How old are you? I’m ….years old

作業布置 查找資料名人資料，向全班同學介紹你心目中最喜愛的英明星或最

尊敬的人。

教學反思 Speaking more is necessary for the students.

英語七年級活動教案篇7

I’d like some noodles.

I. Analysis of the Teaching Material

1. Status and function

The topic of this unit is about food. The students will learn how to order food or

take-away. In this unit, the students will be able to use “would like” to express their need

for food and learn how to ask others? information and provide their personal information

during the process.

2. Teaching aims and demands

1). Knowledge objects

a. To master how to order food or take-away;

b. To master the modal verb “would” and “what” questions.

c. To master the usage of countable nouns and uncountable nouns.

2). Ability objects

d. To use “would like” to talk about the need for food.

e. To improve students? ability of communication and social practice.

3). Sensibility objects:

Let the students experience the happiness of learning English, cultivate their ability

to do things and foster the spirit of cooperation in group activities.

3. Teaching difficult points and focus:

1)To learn the names of food and the countable and uncountable nouns.

2)To learn how to order food.

3)To use “would like” to express their need for food and learn how to order food.

II. Target Language

1) what would you/he/they like to eat?

I?d /He?d /They?d like some...

2) What kind of noodles would you/he/they like?

I?d/He?d /They?d like beef and tomato noodles

IV. Vocabulary

noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…

V. Teaching Time

45 minutes

VI. Teaching Procedures

Step 1. Warm up.

1) Show some pictures about sports and let the students answer the questions below:

After doing these sports, what?s your feeling?

Are you tired ?

Are you hungry?

2) Let the students thinking the question: If you are hungry, what would you like to eat?

3) Show some pictures of food that they have learned.

Step 2. Lead into.

1)T: “No food left! But don?t worry, let?s go to the restaurant to have a big meal.

Look! What can you see in the restaurant?

Yes, There are many kinds of food there. You can choose whatever you like”.

2)Show the new words.

3)Questions:

A: What kind of vegetables/meat/food/drink would you like?

B: I?d like some…

Let the students to learn the names of food and the countable and uncountable nouns. Let the students make some dialogue.

Step 3. Let’s chant.

Step 4. Noodle House.

1) Show some pictures about noodle specials.

meat+vegetables → special1/special2….

(let the students to guess the meaning of the word ?special?)

2) Make dialogue

A: What kind of noodles would you like?

B: I?d like…and…noodles.

Step 5. Pairwork and guessing game

1) Pairwork . (Make dialogues.)

2) Game: Who is the winner?

Ask a boy and a girl come before the blackboard, and then ask two students to make a

dialogues. The boy or the girl who find the right special will win one score….after

some pairwork, see who is the winner? The boy or the girl.

3) Guessing game.

Step 6. Role Play (In the Nodle House)

A customer and a waiter. (Make a dialogue)

Let the students express their need for food and learn how to order food.

Step 7. Summary

Step 8. Apothegm

Step 9 A Flash → “I’m hungry”

Learn the song.

Step 10. Homework