人教七年级下英语Unit11 阅读 作文（共10篇）
We are all leaning English, but how can we learn English well? A student can know a lot about English, but maybe(可能)he can’t speak English.If you want to know how to swim, you must get into the river.And if you want to be a
football player, you must play football.So, you see.You can learn English only by using it.You must listen to your teacher in class.You must read your lessons every day.You must speak English to your classmates and also you must write something sometimes.Then one day, you may find your English very good.()1.You know a lot about English but maybe you ________.A.can speak itB.can study itC.can’t study itD.can’t use it
()2.If you want to learn to swim you should(应该)_________.A.get into the riverB.read books about swimming
C.learn from other people firstD.play football well first
()3.If you want to be a football player, you should _______.A.buy a good footballB.practice football
C.watch others play footballD.put your football away
()4.The story of learning swimming and playing football tells us ________.A.we learn English by using itB.swimming needs water
C.playing football is easyD.learning English is difficult
()5.If you want to study English well, you must often ________.A.speak EnglishB.write in EnglishC.listen to EnglishD.A, B and C
二、书面表达。
下面是关于Emily家的一些规定,她认为不公平（fair）。假设你是Emily，请根据提示内容给David写一封信，并告诉他Emily的家规。70词左右。
Family Rules
①早上五点起床；②上学不准迟到；③上学期间，晚上不要出去；
现行人教版初中英语(新目标)教材(以下简称《英语(新目标)》)是以“话题”为主线,采用任务型语言教学模式,促进学生听、说、读、写等几个方面能力的提高。每一单元的Section A先是引入基本词汇、基本句型,之后围绕单元话题进行听(Listening)、说(Speaking)训练,最后进行语法总结(Grammar Focus)。而Section B则是对本单元话题的进一步拓展延伸,重在培养学生的阅读(Reading)和写作(Writing)技能。针对听、说、读、写这四项基本技能,课本选入了丰富的教学素材。在教学实践中,这四种能力是相辅相成的,它们互为目的,又互为手段。因此,可充分利用课本中所提供素材,将写作训练渗透到听、说、读以及语法教学等各个版块中,通过对学生听写、改写、仿写等能力进行有针对性的写作训练,从而不断提高学生的英语写作能力。下面以《英语(新目标)》(下)Unit 2“What time do you go to school?”教为例,谈谈如何利用课本素材,培养初中学生英语写作能力。
一、在Listening教学中注重培养“听写”能力
听、写结合是中学英语教学中经常采用的教学方法。听的训练是获得语言信息和语感的重要途径。学生在倾听语言素材的过程中,提高了听力水平,获取了更多的信息,也为书面表达打下基础。教师可将听力训练与写作技能训练结合起来,根据听力内容设计听写填空、书面回答问题、概要写作等写作练习。以《英语(新目标)》(下)Unit 2中Section A 1b为例,在听力任务结束后,我们可以通过设置几个问题让学生进行口头和书面回答,然后使用一些连接词答语连接起来,使其概括成一段连贯的文字。
T: What time does Rick get up?
Ss: He usually gets up at six thirty.
T: What time does he brush his teeth and take a shower?
Ss: He brushes his teeth and takes a shower at six forty.
……
需要注意的是,对每个问题的回答,不只是让学生仅以口头的形式表达出来,而且还要求学生用完整的英语句子以书面形式写出来,以培养学生的语言组织能力。
然后让学生连接成一段文字:Rick usually gets up at six o’clock. Then he brushes his teeth and takes a shower at six forty. He eats breakfast at seven o’clock. After that, he gets dressed at seven twenty and goes to school at seven thirty.
这种听写,是在学生能够正确、完整回答上面问题的基础上才能写出一段文字的,注意提醒学生动词要随句子主语人称和数的变化而变化。针对学生在此过程中的拼写及语法问题进行及时纠正。Section A 2a也可以同样的办法进行写作训练。
二、在Speaking教学中培养“改写”能力
改写,是学生对语言材料吸收、内化后根据自己对材料的理解进行创造性的语言复述。它不仅有利于学生巩固和积累语言材料,而且有利于提高学生的思维能力、想象能力以及综合语言运用能力。人教版初中英语教材在2012年重新修订后,在Speaking教学中,专门提供了一篇“Role-play“的对话材料,这些材料包含了大量书面语的结构和措辞。学生练习对话之后,教师可让学生改编文章结构形式,以第一人称或第三人称把这些对话改写成短文,培养学生“改写”的能力。在改写中,要提醒学生注意时态、人称和数的变化,以培养学生遵循语法规范,正确使用书面语言的能力。
《英语(新目标)》(下)Unit 2中Section A 2d是一个分角色表演对话。在学习掌握该对话的相关语言知识点,并学会表演后,让学生将其改写为一篇介绍“Scott’s routine”的文章,注意提醒学生句子主语人称的变化和动词形式的变化。可以以小组为单位在全班评出优劣,使每个学生体验共享写作资源的收获和喜悦。
范文:Scott has an interesting job. He works at a radio station. He works from twelve o’clock to six o’clock in the morning. He usually gets up at eight thirty at night. Then he eats breakfast at nine. That’s funny time for breakfast! After that, he usually exercises at ten twenty. He goes to work at eleven o’clock. He’s never late for work.
通过改写,既可以培养学生独立地、创造性地运用语言进行写作的能力。长期坚持进行改写训练,学生的遣词造句和布局谋篇的作文能力都将得到明显地提高。
三、在Reading教学中培养“仿写”能力
仿写是语文写作常用的训练手段,它同样也适用于练习英语写作。人教版初中英语教材中每一单元都有适合学生背诵和模仿的阅读短文作为写作范文,并且每单元Section B部分中的3b都是模仿前面的阅读短文来进行的一篇写作训练。这些阅读素材,包含了丰富的词汇和句型,在篇章结构和布局谋篇上是学生练习写作的典范。充分利用好这些阅读素材,培养学生的“仿写”能力,对提高学生写作能力具有很大帮助。
《英语(新目标)》(下)Unit 2中Section B 2d是一篇介绍Tony’s and Mary’s daily routines的文章,可作为学生写作的一篇范文。在学生扫清了基本语言障碍,使学生理解并掌握文中的重点单词、词组和句法的用法,掌握了相关信息后,让学生对短文进行朗读背诵、复述或概括。然后指导学生分析短文的篇章结构和写作技巧,培养学生布局谋篇的能力。最后让学生仿照此文写一篇“My own daily routine”或“My sister’s(or brother’s) daily routine”的作文。学生对于描述他们所熟悉的生活,谈论自己的一天的活动安排,能够畅所欲言,学生的写作积极性很高,有效地降低了学生对写作的畏难情绪。同时,学生利用课本中的范文模仿写作,能自然地巩固和掌握所学知识,达到提高自己在写作中运用基础知识的能力。
对于篇目较长的阅读材料,教师可利用教材的重点语段,指导学生模仿写作。
四、在Grammar Focus教学中规范写作语言
语法是语言的骨骼。新课标倡导创设接近真实的语言学习环境,让学生在语言的应用中掌握语法规则和运用语法规则,为写作语言的规范打下坚实的基础。因此,教师在语法教学时,要抓住语法知识和真实生活的结合点,创设情境,引导学生积极主动地感知和理解语法规则,规范写作语言。学生对于自己所熟悉的话题,乐于用英文表达,表达起来也顺其自然,符合语言规范。
《英语(新目标)》(下)Unit 2 Grammar Focus教学时,可以下列方式开展语法与写作相结合的教学。
老师先示范采访一位同学一天活动的时间安排:
T:What time do you get up, Li Fei?
S1:I usually get up at 6:00.
然后问其他同学:
T:What time does Li Fei usually get up?
Ss:He usually gets up at 6:00.(此时提醒学生注意主语人称的改变以及动词形式的变化。)
然后以同样的方式询问其他活动时间安排。活动和时间要写在黑板上。最后归纳形成一段完整的文字:Li Fei usually gets up at 6:00. Then he exercises at about 6:30. He brushes his teeth and takes a shower at six forty. He eats breakfast at seven o’clock. After that, he gets dressed at seven twenty and goes to school at seven thirty.
最后,让学生自己采访一个同学,并形成书面材料,让同桌之间互换修改其中的语法错误,规范写作语言。必要时,老师给予指导。
另外,初中英语教材还提供了大量的图片等教学素材,教师有意识的指导学生看图写作,这有利于培养学生丰富的想象力和创造性的组织语言进行写作的能力。例如,可利用Unit 2 Section B 1a中的词汇和图片,先谈论图片中的几位同学的活动及活动时间,再由学生连句成段,写一段文字。
milk v. 挤奶
cow n. 奶牛
horse n. 马 feed v. 喂养；饲养
farmer n. 农民；农场主
grow v. 种植；生长；发育
farm n. 农场 v. 务农；种田
pick v. 采；摘
excellent adj. 极好的；优秀的
countryside n. 乡村；农村
yesterday adv. 昨天 flower n. 花
worry v. & n. 担心；担忧
luckily adv. 幸运地；好运地
sun n. 太阳 museum n. 博物馆
fire n. 火；火灾 painting n. 油画；绘画
exciting adj. 使人兴奋的
lovely adj. 可爱的
expensive adj. 昂贵的
cheap adj. 便宜的；廉价的
slow adj. 缓慢的；迟缓的
fast adj. & adv. 快的（地）
robot n. 机器人 guide n. 导游；向导
gift n. 礼物；赠品 interested adj. 感兴趣的
dark adj. 黑暗的；昏暗的
hear v. 听到；听见
二、重点词组
go for a walk 去散步
milk a cow 为奶牛挤奶
ride a horse 骑马
feed chickens 喂鸡
talk with... 与……交谈
take photos 照相
show sb. around... 带领某人参观……
last week 上周
in the countryside 在乡下
go fishing 去钓鱼
at night 在夜晚
the school trip 学校旅游
fire station 消防站
be interested in... 对……感兴趣
三、重点难点分析
1. It was so much fun. 那真好玩。
fun在此句中是名词，意为“有趣的事”，不可数。
例如：
The children are having so much fun. 孩子们玩得多么开心啊。
2. The rooms were really dark and it was difficult to take photos， so I didnt take any. 这些房间真的很暗，不容易拍照，所以我没有拍到照片。
it is adj. for sb. to do sth. 意为“对某人而言做某事是……的”
例如：
Its difficult for him to deal with the problem. 对他来说解决这个问题很难。
四、语法讲解
一般过去时态（上）
1. 一般过去时指的是过去某一时间发生的动作或存在的状态。常和表示过去的时间的状语连用。
2. 构成可以分为两类：一类是以be动词作谓语的一般过去时，二是以实义动词作谓语的一般过去时。
以be动词作谓语的一般过去时：
（1） is/ am→was 否定：was not （wasnt）
（2） are→were 否定：were not （werent）
（3） 一般过去式的一般疑问句要把was或were调到句首。
例如：
Were you at home yesterday？
特殊疑问句的结构为：特殊疑问词 + was/ were + 主语 + 其他
例如：
昨晚我的一位中国朋友带我去了中国民俗音乐的音乐会。那首二胡演奏的乐曲尤其令我感动。那段音乐异常优美，但是在音乐的美丽的表象之下我感受到了一种强烈的悲伤和痛苦。这段音乐有个简单的名字叫做《二泉映月》（月光映照在第二道泉水上），但它却是我听过的最令人感动的音乐。二胡听起来像是某个人在哭泣，在听的时候我几乎要跟着音乐一起哭泣。随后我查阅了《二泉映月》的历史，我开始理解音乐中的悲伤。
这段音乐由阿炳所写，阿炳是一位民俗音乐家，他于1893年出生在无锡市。在他很小的时候，她的母亲就去世了。阿炳的父亲教他演奏多种乐器，比如鼓、笛子和二胡。在他十七岁的时候，他就以高超的音乐能力而著名。然而，在他的父亲去世后，阿炳的生活变得更加艰难，他非常贫穷。不仅如此，他还得了很严重的疾病，并且眼睛瞎了。很多年以来，他没有家。他住在街道上，靠演奏音乐来赚钱。甚至在他结婚并再次有了自己的家之后，他依然在街道上唱歌和演奏，他用这样的方式表演了很多年。
B. 学会向他人简单介绍自己的名字；
C. 如何在真实环境中运用所学语言同别人进行交流来获取信息。
2．能力目标：A. 能从对话中获取对方的相关信息；
B. 能向他人简单地介绍自己名字的含义；
C. 能翻译、朗读并背诵 1b (p.1);
3. 情感目标：A. 通过学习，使学生学会如何礼貌地与他人交往；
B. 通过对中西方“姓名”文化的了解，激发学生学习英语的兴趣。
【重点难点】
1． 单词：my, his, her, name, I, you, nice, look, first, last等。
2． 短语：first name, last name等。
3． 句型：-What’s your name? - My name is ….
-I am ….
-Nice to meet you! -Nice to meet you, too!
4. 如何准确把握中英文“姓名”间的异同。
5. 语法：A. what引导的特殊疑问句。
B. be动词的一般现在时am, is, are的用法。
C. 部分人称代词（I, you, it 等）和形容词性物主代词（my, your, his, her等）的使用。
【使用说明及学法指导】
1. 课前利用课本、录音机、磁带等学习工具，结合导学案，完成自学部分，并用红笔圈出课本和导学案中有疑问的地方。
2. 通过学习小组合作探究+教师指导，进一步学习新知识，共同探讨，解决自学过程中的疑问，发散思维。
【学习导航或自学指导】
一、自学
1. 预习单词表中的单词及字母，从my到girl; 从Jenny 到Kim (p.100)并填空：
名词 ( n.) ： 名字___________ 时钟___________
问题；难题；询问；疑问_________ 回答；答复；答案_________
形容词（adj.）：好的；令人愉快的_________ 第一的__________
最后的；上一个的_______ 男孩________ 女孩________
代词（pron.）： 我的_____ 我 ___ 你；你们______ 你的；你们的_______
什么______ 他的_______ 她的 ________
动词 （v.）： 是______ ______ 遇见______ 看；望；看起来________
感叹词（interj.）：（表示问候）喂_________ （表示问候）嗨________
连词 (conj.)： 和；又；而且________
2. 在课本上完成1a (p.1); 3a、3b( p.3)。
3. 汉译英。
结合1b(p.1)的内容，将正确的英文句子写在横线上 。注意每句句首字母的形式及标点符号！
①见到你很高兴！____________________________________________
②你叫什么名字？___________________________________________
③我叫珍妮。 ______________________________________________
④我是吉娜。___________________________________________________________
结合Grammar Focus语法聚焦(p.2)和3b(p.3)的内容，将正确的英文短语写在横线上 。
⑤你的名字___________ ⑥他的名字___________ ⑦她的名字____________
⑧前名；名字_____________ ⑨后名；姓氏_______________
二、合作探究
1. 按要求写出单词
① I (形容词性物主代词)______② you(形容词性物主代词)______
③ answer (反义词)________ ④ first（反义词）_________
⑤ I am (缩写形式) _______ ⑥ you are (缩写形式) _______
⑦ it is (缩写形式) ______ ⑧ what is(缩写形式) ________
⑨ name is (缩写形式) ________
和谐课堂导学案/训练学案
知识点拨：（填空）
像my(我的)；his(他的)这种表示“某人的”，用以表示所属关系的代词就是物主代词。物主代词又分为形容词性物主代词和名词性物主代词两大类。其中形容词性物主代词有①______(我的)；②_______(你的)；③______(他的)；④______(她的)；its (它的)；our (我们的)； ⑤_______(你们的)；their (他们/她们/它们的)。形容词性物主代词不能单独使用，后一般要跟有名词。形容词性物主代词主要用以修饰名词，表示所属关系。
练一练：用所给词的适当形式填空
⑥_______(I) first name is Tony. ⑦What’s __________(he他) name?
⑧How are _________(your)? ⑨_____ (she她) last name is Green.
3. 知识点拨：（填空）
be动词的一般现在时有①____, ②_____, ③____三种形式。其用法口诀是： I 后am, you后are，is连着他、她、它；单数后面用is,复数后面全用are。
练一练：
选择be动词的正确形式完成下列各句。
④ The quilt______(be) black and white.
⑤ You and Grace _____(be) good friends（朋友）.
⑥ _______(be) you a good student(学生)?
⑦ This ______(be) a blue pen.
⑧ In England, the last name ______(be) the family name.
4. 知识点拨：（填空）
细心观察下面的这个句子，看看有三个以上的主语时，排列顺序应该是
①_________________ ②_________________ ③ _________________。
You, Kim and I are girls.
5. 细心观察下面的中英文名字，总结规律，在括号里圈出正确答案。
English name : Jack Smith ①英美国家-（ 姓在前名在后 / 名在前姓在后 ）
新堡初级中学
石勇亮
一、教材分析
1.教材的地位、作用及前后联系：
新目标英语七年级上册第7单元第一课时（1a-1c）。
话题：询问价格，贴近学生的日常生活。
与Starter Unit3辨认颜色以及Unit 6谈论好恶联系紧密，学习询问价格的同时可以复习巩固之前的知识。
2.教学内容：
课题：How much are these socks ? 话题：“ask about prices”。目标语言：
--How much is „?
--it’s„
--How much are „?
--They are„
3.教学目标 ①知识目标
词汇：socks
shorts sweater trousers
jacket
skirt 句型：--How much is this T-shirt?
--It’s seven dollars.--How much are these socks?
--They are two dollars..②能力目标：掌握用how much„句型来询问价格，让学生能够利用简单的英语进行购物，培养学生的听说读写能力。③情感目标：
(1)树立正确的消费观念，养成节约用钱的生活习惯；(2)知道人民币与美元的差别，了解中西方的文化差异。4.教学重点与难点
我把名词单复数的应用和如何在现实生活中询问东西的价格确定为本节课的重点与难点。为了突破难点，教学中利用了大量的图片、实物，给学生提供非常直观的感性认识。
二、学情分析
农村学生学英语起步晚，怕犯错。在教学中努力营造宽松、民主、和谐的教学氛围，积极鼓励他们大胆尝试，保护他们的自尊心和积极性。抓住七年级学生活泼、好动、好胜心强的特点，引进小组竞争机制，倡导其参与活动。
三、教法分析
1、情景引入法:利用多媒体创设情景，引入新知。吸引学生注意力，使他们对即将学习的新知识产生好奇。
2、听说法：对目标语言进行反复操练，以达到灵活运用的目的。
3、任务型教学法：设计一系列的任务活动，让学生在完成任务的过程中掌握目标语言。
四、学法分析 1.分组合作学习。2.“为用而学，用中学，学了就用”：本课时的目标语言是询问事物的价格，与学生实际生活联系紧密，所以应该充分利用创造的情景和实物给与学生练习英语口语的机会。
五、教学过程设计
Step1、Warm up and Lead in:
1、创设情境，引入新单词
socks shorts sweater T-shirt trousers jacket
skirt
2、复习学过的句型
What’s this ∕that in English?
What color is it?
3、注意名词的单复数 a pair of trousers/shorts/socks two pairs of trousers/shorts/socks Step2、练习、巩固新单词，完成活动1a、1b Step3、教授、练习新句型，完成活动1C
将dollar与人民币单位yuan相比较，注意dollar的单复数变化。
此环节中结合图片设计师生对话、结对活动、句子接龙等任务，让学生分小组竞赛，练习巩固新句型。在练习的过程中，将重点句型How much is it?发散为How much are they?重点掌握单复数在此句型中的变化。Step4.综合运用
How much is that red hat? It’s 6 dollars.How much are your white trousers？
They are 10 dollars.加大句子难度继续操练，巩固新词汇和句型。
此环节将表示颜色的形容词带入操练句型中，并结合学生穿的毛衣、裤子、身边的尺子、书包、铅笔、橡皮擦擦等物品让学生自己编对话。Step5、总结回顾 词汇：sock
T-shirt
shorts
sweater
trousers
shoe skirt
dollar
2、句型：--How much is this T-shirt?
--It’s 7 dollars.--How much are these socks?--they are 2 dollars.Homework: Ask about prices of your deskmate’s clothing, and write down your conversations.询问你同桌衣物的价格，并将你们的对话写下来。Step6、板书设计
Unit 4 How much are these socks?
(Section A
1a – 1c)Clothing
jacket
A: How much is this T-shirt? a pair of socks
B: It’s seven dollars.two pairs of trousers
A: How much are these socks? Shorts shoes skirt sweater
Words: cap shoe shirt glove
Sentence: Is this your cap?
Whose cap is it?
Is mine .Thanks.
Grammar: 1、物主代词的用法
2、特殊疑问句的用法。
教具：应准备一些图片或者实物，可以进行比较的。
二、教学过程
1. Warm up
Tall, tall, I am tall. Short, short, I am short.
Nice, nice, I am nice. Heavy, heavy, I am heavy.
Fat, fat, I am fat.(这里只要求学生跟着教师做动作，热闹一下即可)
2. Presentation
1）（导入就用本班同学，本课的重点语言结构是形容词性物主代词与名词性物主代词的用法，可通过真实情景导入。）同学们老师今天在咱们班发现一个问题，惊讶一些，引导学生的好奇心。（然后老师把现象呈现给大家，教师事先把同学们比较熟悉的本班同学的日常用品放在桌子上，让学生猜测这些物品都是谁的，老师在此时可以引出句型）Whose jacket is it? Whose caps are these? Whose pencil is it?（把这三句话写在黑板上，让学生根据讲台前的物品猜出并说出汉语意继而给出公式特殊疑问代词+名词+be动词+其他成分
2）然后看一下三个句子，并说一下Whose是特殊疑问代词，引起特殊疑问句因此从语法角度出发，后面的be动词要根据前面的名词而变化，同时宾语也要随主语的变化而变化这一语法重点。
3）教师提醒学生注意，英语中物主代词的用法不同，分为形容词性物主代词与名词性物主代词。二者的区别主要是看物主代词之后的名词，如果物主代词之后依然出现名词，则表示需要用到形容词性物主代词；如果物主代词之后不再出现名词，则需要运用名词性物主代词。教师在此可举例讲解让学生理解什么是形容词性物主代词和名词性物主代词，然后教师在黑板上写出my shoes=mine your cap=yours his pencil=his heir dress=hers our map=ours their books=theirs 学生根据之前的知识积累不难找出规律。然后教师在黑板上写出物主代词相互转换的题目，让学生通过之前找出的规律在黑板上进行练习（可进行笔头练习）
4）根据学生的程度，可扩展特殊的，Where、What Who What color How
等特殊疑问代词引导的问句，并练习相应的回答。
3. Drills
1) Words：tall short nice heavy fat
快速抢答，做动作，在此时教师把chant 教给学生。
步骤：1、教师示范 2、逐句教 3、加上动作
2） Sentence：Is this your cap?
Is that your cap?
Are these your caps?
Are those your caps?
计时赛：以组为单位，快速朗读三遍，看那组的时间用的短。
4）用实物操练两个基本句型：教师准备一些实物，出示其中的几个，挑选一组同学示范，通过问答的方式练习句型，猜测这些物品是哪个同学的东西，猜到的同学需要回答是否是自己的东西，即复习特殊疑问句又练习乐物主代词的用法，猜对的同学可获得相应的加分。为学生的学习创设一个情景。
5. Practice
找朋友的游戏。以组为单位，分成两组，教师可提前做一些物主代词的卡片，打乱顺序，让两个小组进行比赛，看那组最先把物主代词区分出来。
6. Sum up
1）总结一下什么是物主代词的区别。
Knowledge Aims 1 Master the important words and expressions: cable, wire, power station, bubble, flow, metre, bury, connect 2 Know how to use electricity correctly and safely.3 Make good preparations for the rest sections in this chapter.Ability Aims 1.Enable the students to talk about the differences between winter and summer.2.Improve their listening, speaking, reading and writing abilities.3.Improve their ability in cooperation in team work.4.Improve their ability in thinking and solving problems.Emotion Aims 1.Arouse the students’ stronger awareness of participation and passion for using their learned English language knowledge and skills.2.Be more cooperative in team work and respect others’ ideas.3.Get them to know that a language is a key to open a door to a wider world.2学情分析
The students in Grade Seven are in a kind of transformative period.Considering in the intelligent aspect, though their abstract thinking starts to develop, yet imaginal thinking still plays a leading role in their thinking process.Additionally, their cognitive capability is incomplete.After half a school year learning and practising, they are now used to the English study in junior middle school but their childish curiosity which can be transformed into intellectual 1 curiosity with the teacher’s direction and edification and be used to fulfill their learning task well still exists.3重点难点 Practise different reading skills.2 Grasp the use of the key language items.3.Discussion about the danger in using electricity thoughtlessly.4教学过程 教学活动
活动1【活动】 Warming Up l Greeting.a.A song with the picture of a recorder which stops all in a sudden.b.Show them the picture of a plug off the power site.2 Leading in a.Why did the music stop? b.What makes the recorder work,fire,water or electricity? l Check the answer.活动2【导入】Presentation A Brain storm.a.Do you want to go on listening to the music? OK, let’s make electricity by ourselves.Do you know how? b.Ask the students to choose the materials in forms of pictures for making electricity.B Learn the new words.cable, wire, power station, bubble, flow, metre, bury, connect 2 C To celebrate, we listen to the rest of the song.D Ask three students what other things uses electricity to work in our homes.Then show them my answers in pictures.Match the pictures with different kinds of energy.E Ask the students: We can buy different kinds of electrical appliance in the shops, but can we also buy electricity there? 活动3【讲授】Listening a.Get the students to listen to the tape with the following questions.Did thegirl buy electricity? b.Check the answer.活动4【讲授】Reading A Skip-reading Read the whole article and fill in the form.l Check the answers.B Scan-reading Answer the questions which need more understanding of the whole article.a)What did Daisy buy? b)Who is looking foolish? c)Who or what is the servant in the title? 活动5【练习】Discussion
Ⅰ.听句子,选出你所听到的单词(每小题1分,共5分)1.A.school
B.schoolbag C.pencil box 2.A.his B.he’s C.hers 3.A.pencils B.pens 4.A.mine B.my C.rulers C.fine 5.A.classroom B.library C.number Ⅱ.听对话,选择听到的单词或短语(每小题1分,共5分)6.A.your watch B.my watch C.yours 7.A.her keys B.his key 9.A.the red pens B.the green pencils C.the green pens 10.A.your help B.thanks C.your name Ⅲ.听对话,选择正确答案(每小题1分,共5分)听第一段对话,回答11-12小题 11.Is this Jenny’s pencil? A.Yes,it is.B.No,it isn’t.C.It’s Kate’s pencil.12.What color is the pencil? A.It’s red.B.It’s yellow.听第二段对话,回答13-15小题 13.What’s that? A.It’s a ruler.B.It’s a watch.C.It’s an eraser.14.What color is your eraser? A.It’s black.A.hers B.his B.It’s white.C.mine
C.It’s blue.15.The eraser is
.Ⅳ.听短文,补全单词(每小题1分,共5分)I lost 16 watch in the 17.It is 18.I must find 19.My telephone number is 238-1196.Please 20 me.Thank you.Tom Ⅴ.单项填空(每小题1分,共15分)21.You can call your English teacher
563-7853.A.on B.in C.at D.of 22.—Is this
ID card? —Yes.It’s
school ID card.A.an,a B.the,a C.an,the D.the,the 23.This is my pen，that’s your pencil.A.in B.of C.and D.but 24.Hi,Jenny!Is this your
? A.red A.a,an B.ruler C.what B.an,an C.a,a D.English D.an,a 25.This is
box.That’s
eraser.26.—Is that your computer game? —
.C.It’s blue.C.his keys 8.A.ruler B.spell C.E-R-A-S-E-R A.Yes,I am B.No,it isn’t
C.No,I’m not D.Yes,he is 27.—Can you spell it? —Yes..A.R-I-N-G B.Ring C.OK D.Thank you 28.Two blue notebooks
in the Lost and Found case.A.be B.is C.are D.am 29.Jane Miller.Miller is
last name.A.I,my B.My,I C.My,my D.I’m,my
30.Is that your computer game in the
and
case? A.Lost,Found B.Lose,Found C.Lost,Lost D.Found,Found 31.What’s that
English? A.on B.for C.in D.at 32.—
these your books? —No,they aren’t.A.Are B.Is C.Am D.Be 33.—What’s this in English? —
.A.It’s a book C.No,it isn’t —
.A.Yes,I am B.No,it isn’t
C.Yes,it’s my pencil D.It is a pencil 35.—
? —It’s my ID card.A.What’s that B.Who is it C.How do you spell that D.Is this your ID card Ⅵ.完形填空(每小题1.5分,共15分)Hello!I’m Zhang Heping.Zhang is my 36 name.Heping is my 37 name.I’m a 38 boy.I’m 39.My English 40 is Paul.I’m 41 Class One,Grade(年级)Seven.Oh,I find 42 eraser in my classroom.It’s 43.Now it is in the Lost 44 Found case.You can call me 45 658-6535.36.A.first B.family C.one D.middle 37.A.last B.two C.America D.China 39.A.3 B.25 C.60 D.11 D.in C.your D.in
A D.my 40.A.name B.color C.phone D.book 41.A.on B.at C.for 42.A.the B.an C.a D./ 43.A.white B.fine 44.A.but B.with C.and D.of C.first D.too B.It’s his book D.This is a pen 34.—Is this his pencil? 38.A.Chinese B.English 45.A.with B.at C.for Ⅶ.阅读理解(每小题2分,共40分)Alan is in Class Two,Grade Seven.He is 12.His English teacher is Mr.Smith.He is English.His daughter(女儿)is Helen.She is 13.Alan and Helen are good friends.They like English.This is Helen’s school ID card.Its number is A-270789.Is that Alan’s school ID card?No.He can’t find his school ID card.If you find it,please call Alan at 346-2828.Thank you!46.Alan and Helen are
.A.in Class Seven B.in Grade Two C.teachers D.friends 47.Alan is
.A.Chinese B.English C.a student D.eleven 48.Mr.Smith is
.A.Alan’s father B.an English teacher C.Helen’s friend D.a Chinese teacher 49.Alan can’t find
.A.Mr.Smith B.Helen C.his ID card D.his school ID card 50.Alan’s
number is 346-2828.A.phone B.ID card C.school ID card D.book
B Tim,Sonia,Jim,Tina,Jenny and Ann are in the classroom.They find a pencil box,a ruler,a pencil and a notebook on the desk.Tim asks Sonia,“Is this your pencil?” Sonia answers,“Yes,it is.Thank you.” Tim asks again,“Hi,Jim!Is this your ruler?” Jim answers,“No,it isn’t.It’s Tina’s ruler.”
“Is this your notebook,Jenny?” asks Tim.“Yes,it is,” answers Jenny.“Ann,is this your pencil-box?” asks Tim.“Yes,it is.Thank you.” answers Ann.根据短文内容判断正(T)误(F)51.Tim,Sonia,Jim,Tina,Jenny and Ann are at home.52.They find a notebook,a pencil,a ruler and a pencil-box on the desk.53.The pencil is Sonia’s.54.The ruler is Tim’s.55.The notebook is Jenny’s.C Jenny:Look!Three people are over there.One is in the red car and the other two are behind the car.Who is that man? Tim:Which man? Jenny:The man in the red car.Tim:Oh,that is my father.Jenny:Who’s the other man? Tim:He is my uncle.Jenny:Is that woman your mother? Tim:No,the woman behind the car is not my mother.She is my English teacher.My mother is at home.56.How many people are there in the car? A.One.B.Five.C.Three.D.Six.57.Who is in the car? A.Tim’s father.B.Jenny’s father.C.Tim’s uncle.D.Tim’s teacher.58.Where is Tim’s uncle? A.In the car.B.At home.C.Behind the car.D.At school.59.How many people are together with Tim’s father? A.Four.B.Two.A.Tim’s mother C.One.D.Three.60.The woman behind the car is
.B.Tim’s teacher
D Lost: My new bike.It is red.My name is Jimmy.Please call me at 678-42190.Found: Is this your ring?Please call Betty.Please call me at 892-02311.Lost: My baseball.My name is Bruce.Please call me at 708-52097.Found: Is this your backpack?Please call David at 291-20845.61.Who lost a bike? A.Betty.B.Jimmy.C.Bruce.D.David.62.Is the ring Betty’s? A.Yes,it is.B.No,it isn’t.C.Yes,this is.D.No,it is David’s.63.What color is Jimmy’s new bike? A.Green.B.White.C.Black.D.Red.64.Who can you call for the backpack? A.Betty.B.Jimmy.C.Bruce.D.David.65.What is Bruce’s phone number? A.678-42190.B.892-02311.C.708-52097.D.291-20845.Ⅷ.补全对话(每小题1分,共10分)1.A:Excuse 66.67 that your computer 68 ? B:Yes,it is.A:How 69 you 70 it? B:G-A-M-E,game.A:Thanks.2.A:Is this your 71 ?
B:No,it 72.My schoolbag is red.I think it’s hers.A:Li Juan,is this 73 yours? C:Yes,it is.74 you.A:You are 75.Ⅸ.基础填空(每小题1分,共10分)用所给词的适当形式填空
76.That is
(she)bike.77.—What’s this in English? —
(its)is a watch.78.They are my
(grandparent).79.(my)am Gina.80.(these)is a picture.81.(her)is my aunt.82.That is
(Mike)book.83.(it)are his photos.C.Jenny’s teacher D.their teacher 84.(he)are her sons.85.Are those
(you)brothers? Ⅹ.书面表达(共10分)Nick在失物招领处发现了Helen丢失的红色书包。Nick想让Helen拨打215-3469联系Mr.Green拿回她的书包。假如你是Nick,请给Helen写一则留言。
【参考答案】
Ⅰ.1.B 2.C 3.A 4.A 5.B Ⅱ.6.A 7.C 8.B 9.C 10.A Ⅲ.11.A 12.A 13.C 14.B 15.B Ⅳ.16.my 17.library 18.black 19.it 20.call Ⅴ.21.C 22.A 23.C 24.B 25.A 26.B 27.A 28.C 29.D 30.A 31.C 32.A 33.A 34.B 35.A Ⅵ.36.B 37.C 38.A 39.D 40.A 41.D 42.B 43.A 44.C 45.B Ⅶ.46.D 47.C 48.B 49.D 50.A 51.F 52.T 53.T 54.F 55.T 56.A 57.A 58.C 59.B 60.B 61.B 62.B 63.D 64.D 65.C Ⅷ.66.me 67.Is 68.game 69.do 70.spell 71.schoolbag 72.isn’t 73.schoolbag 74.Thank 75.welcome Ⅸ.76.her 77.It 78.grandparents 79.I 80.This 81.She 82.Mike’s 83.They 84.They 85.your Ⅹ.Helen，Is that red schoolbag yours in the Lost and Found case?Please call Mr.Green at 215-3469 for it back.Nick 附:听力材料
课程目标
一、知识和能力目标
本单元的核心教学内容是“认物”。用英语确认周围的常见事物比较符合英语初学者的实际情况。通过本单元教学，使学生运用所学句型，去熟悉周围事物的名称；教学生学会在实际生活中如何确认事物。通过辨认物体，学生学到一些生词，并巩固所学句型。
二、过程和方法目标
教师要尽量使学生对课文中出现的句型能够熟练上口，这样，学生才能顺利开展比较灵活的对话。教师可以用手势，表情，动作等示意，帮助学生听懂课堂教学内容，但在实际操作中应尽量避免“明知故问”的倾向，应该采用应用性原则；如：遮盖物品、显露局部、辨认物体、完形识别、图形辨认等方法。
三、情感态度和价值观目标
目标在学生学习过程中的作用至关重要，教师要帮助他们建立起一个切合自己实际的目标，通过渐进的学习以及一点一滴的进步，使他们逐步建立起成功感。成功越多，自信心就越强。Period 1 Teaching goals: 1.Words: a quilt，a map，a jacket，a key，a ruler，a pen，an orange 2.Drills: What’s this in English? It’s„.3.Letters: I J K L M N O P Q R(sounds)Important and difficult points: 1.Word: quilt.2.Letters: J M N O R 3.It’s a/ an„ Learning Methods: Yangsi Learning Mode, Cooperative Learning Teaching Methods: Yangsi Teaching Mode, Situational Approach, Task-based Teaching Approach, the teaching mode of Two-way Interaction Teaching procedures: Step l：Introduction Review greetings.Review the letters learn in the last unit． Get the students to introduce themselves in English． Step 2：Lead—in Have ready a quilt，a map，a jacket，a key，a ruler，a pen，an orange．Hold the key up and say What’s this in English? It’s a key．
Repeat and then get students to repeat．Do the same with a key，a pen，a ruler．If possible，use flashcards to teach the spelling of the words．Put a flashcard beneath a drawing of each object.Step 3：Practice Listen．Play the tape twice．Have the students circle the things they hear． Get the students to act out the conversations in the picture of 1a． Make sure the students understand what they should do．Students can work in pairs then ask them to act out the conversations they made．
Do 2a，2b，2c and 2d one after another．2b：after the students do 2a, show them how to write the letters on the blackboards，both of “Big” and “small"．Make sure all the students know how to write them． Use the flashcards to practise saying the names of the letters and to learn their order．Before doing 2c，ask the students to give the letters containing the／i：／and /e/ sounds．Repeat with the // and／a／sounds．List them out on the blackboard．Then get them to listen to the tape and read the letters and words after the tape． Step4：Games time Play the letter game with the students like the following instructions．Sometimes the teacher can explain the rules of the game in Chinese． 看谁快
这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的两分，后站起来的得一分，没站起来的得零分，得分多的组获胜。Step 5：Homework Finish off the workbook Blackboard writing:
Period 2 Teaching goals: 1.Words: spell 2.Drills: How do you spell it? Glad to meet you.3.Letters: I-R(writing)4.Pronunciation rules Important and difficult points: 1.Letters: k, p, Q, r 2.Pronunciation rules.Learning Methods: Yangsi Learning Mode, Cooperative Learning Teaching Methods: Yangsi Teaching Mode, Situational Approach, Task-based Teaching Approach, the teaching mode of Two-way Interaction Teaching procedures: Step 1：Lead—in Write the names in the big letters on the blackboard，teach the students to read the names．Then get them to listen to the tape and number the names．Have the students pay attention to your writing names on the Bb．Make sure everyone knows how to write the names． Step 2：Pairwork Give each student an English name．Make them remember it and know how to spell it.Write your name，and one or two others on the blackboard． Ask students to look at the words carefully．Explain how capitals are used in English names． Step 3：Pairwork Ask the students to say out where we can find English words or English names around us and what they are．What’s the meaning of it? Maybe the students can list a 1ot．If they couldn’t，give them some notes such as WC, NBA，Exit and so on． Let the students try their best to search as many abbreviations as possible． step 4：Practice And get them to introduce themselves to the others with their new English name．All these must do after the students know how to do it．The teacher can give them an example with the help of one student．The teacher can take the dialogue on the book for an example．Practise： A：Hello!B：Hello!A：I’m Paula．P—A—U—L—A，Paula．What’s your name? B：I’m James．J—A—M—E—S，James． A：How do you do? B：How do you do? A：Nice t0 meet you． B：Nice to meet you，too．
Have students switch roles and repeat． Step 5：Lead—in Have ready a map，an orange，a ruler，a pen，a key, a quilt．Use these to ask students：What’s this in English?
Get them to answer the question one by one．Then ask them to listen and number the words they hear．
After they finish 1a，make sure they read the words correctly．And ask students to write the words down in small letters． Step 6：Pair work Do the contents list on the book．Then play a guess game．The teacher should get ready a soft bag，and some objects such as a ruler，a pen，a key，an orange and so on．First show all the things to students，then hide all of them in the teacher’s desk，put one into the bag，try not to let students see it．At last get students to guess what’s in your bag．The teacher can ask the student： T：What’s this in English? A：Is it a book? T：N0，it isn’t． A：Is it a pen? T：Yes，it is．
If the student Succeed．congratulate to him or her．Then do the same to another one.This game can also be played in small groups if you have enough materials.Step 7：Listen and read Have the students listen to the tape and repeat．
Get the students to listen to the tape and repeat，ask them to try to find what is the connection between the words． Step 8：Homework Copy the letters and the words.Blackboard writing:
Extra Exercises: 英汉词组互译
1．用汉语 2．一床被子 3．一个橙子 4．一件上衣 5．一幅地图 6．你的钢笔
7．in English 8．that key 9．this ruler 10．thank you 选择填空
()1．This is ______ nice jacket.A．an B．a C．one D．／()2．What’s that _______in Chinese? A.in B．to C．on D．at()3．_______ your book? A．This is B．Is its C．It’s D.Is this()4．---Colin，what’s this in English?---__________.A．This is a pen B．It’s a pen C．It’s pen D.This is pen()5．Is this ______ English book? A．a B．an C．one D./ 翻译句子
【人教七年级下英语Unit11 阅读 作文】推荐阅读：
人教版七年级英语下教学设计09-26
人教版五年级英语unit10-21
人教版八年级英语Unit 1-5练习11-29
人教新版四年级下册英语unit1教学反思06-22
人教版四年级下习作七09-27
人教七年级英语下期末01-31
人教版七年级语文课外阅读01-25
