仁爱英语七年级上册课件（精选9篇）
1.谈论交通工具及如何上学。
2.学习句型：How do you usually come to school?
I usually come to school by subway.本课重点1a和3a。难点：谈论交通工具及如何上学。
教具
录音机
课时建议：1～2
教学过程：
第一步：复习
1.教学生如何在开学的第一天相互问候。
T: Good morning，class!S: Good morning，Miss.../Mr...T: Nice to see you again!S: Nice to see you，too.学习问候语：
T: Happy New Year!S: The same to you.然后老师说：Boys and girls.Today is the first day of our new term.解释today，new term。
老师说：I often come to school by bus.My son often takes the subway to school.What about you?
学习词组by bus，take the subway。
Notes: subway（AmE）=underground（BrE）
2.听录音3a，回答问题：
（1）How does Kangkang usually come to school?
（2）How does Sally always come to school?
两人一组作对话，然后请3～4对同学到前面表演对话。（对参加表演的同学给予鼓励。）完成3b。
第二步：呈现
1.老师向一些同学依次展示并学习词组：wake up，get up，go to school，by bike等，然后做动作练习。要一名同学在前作动作，其余同学猜测词组。
2.听录音1，回答问题：
What’s the time? / Is it time to get up?
Who wakes Kangkang up? 完成1。
3.利用图画，完成2。
4.听录音4，完成4。
第三步：巩固
1.放录音1和3a，学生跟读。
2.学生两人一组表演1和3a。
第四步：练习
1.分组活动，谈论自己早晨的活动情况。
2.双人活动，分别用不同的交通工具图片进行问答：
A:How do you usually come to school?
B:I usually come to school...例如：on foot，by bike，by bus，by car，by train，by subway，by boat/ship，by plane/air,完成4。
3.让学生做一个调查报告，调查全班同学“How do you usually go to school?”按人数从多到少列成表格，向大家汇报：
In our class，fifteen students go to school by bike...完成5。
第五步：综合探究活动
1.学生以表格的形式展示自己的家人通常所采用的交通方式。
2.请同学据自己所了解的情况，介绍其它中学生早晨的活动情况，如:
英语课程标准指出:学生在英语基础教育阶段应该学习和掌握包括语音、词汇、语法、功能和话题等五个方面的基础知识。语言有三大要素:语音、词汇和语法,其中语音是最基本的因素。语音是学好语言的基础,语音教学是语言教学的重要内容之一。由此可见:七年级英语语音教学的重要性非同一般。
一、有利于正确发音,帮助学生正确地“说出来”,顺利地“听进去”。我们地区的小学英语教材使用的是新人教版教材。尽管这套教材比较重视语音的教学,但并不要求学生从理论的高度来掌握那些语音知识,而且在实际的教学活动中,教师通常把语音教学这一环省略了。学生要想记住单词的读音,只好发挥他们“超级的创造力”——有的给单词下面写上谐音汉字,有的给单词注上汉语拼音。时间久了,同一个单词,不同的学生就读出了不同的音,谁也听不懂谁的了。而如果学生掌握了系统、正确的语音知识,则有利于正确发音,从而可以做到正确地“说出来”,顺利地“听进去”。
二、提高识记单词的效率。由于学生在升入初中后只能靠“鹦鹉学舌”的方法跟在老师后面一遍遍地读单词,这种机械的训练不但费时而且记不住。很多学生抱怨:老师,我昨天晚上记了一个多小时,全都记会了,可到了今天早上全都忘了。其实这都是因为学生不懂字母及字母组合在单词中的发音规律导致的。如果学生能“见其形而知其音”或“听其音而知其形”,克服机械的死记硬背,那么就可以大大提高拼读和识记单词的效率。
三、提高自学英语的能力,增强学好英语的自信心。小学生在学好了汉语拼音后,就可以阅读带注音的课外书籍了。同理,中学生在掌握了音标知识后,也能提前预习新单词了,还可以通过查字典,扩大词汇量,从而培养和提高自学英语的能力。随着成就感的增强,学好英语的自信心也必然随之增强。
看来语音教学在七年级英语教学中的重要性是毋庸置疑的了。下面让我来谈谈具体的操作方法吧。
首先,整合教材资源,提前集中学习音标。仁爱版英语教材非常重视语音教学,但是语音教材教学内容的安排很分散且学习过程长——整个七年级上下册才把48个因素和常见字母及字母组合的发音规律学完。八年级才逐渐呈现浊化、连读、失爆、重音等语音知识。
其次,多种方法化枯燥为生动。集中学习音标必然很枯燥,因此必须采用灵活多变的方法。可以将发音部位利用多媒体呈现给学生;可以利用汉语拼音的正迁移作用训练音标。
第三,分配任务,及时总结。出于学习音标及常见字母及字母组合的发音规律时,时间紧,内容多。尽管学生有了一定的语音基础,但印象很模糊,还不能深刻理解音标与单词之间的关系,不能深刻体会音标的好处。例如,学生会问:ea字母组合可以发/i:/也可以发/e/的音,还会不会有更多的呢?为了解开学生的疑团我把班上的学生分成七组,每组5人,并布置了不同的任务,每组任务如下:
最后,鼓励学有余力的学生在课余多做泛听、泛读练习。教师可以帮助学生选择泛听材料,亦可以让学生看简单的原版英文电影及电视,学唱英文歌曲等。以便于更大限度地培养英语语感,感受失爆、重音、连读等语音知识,提高英语能力。
结束语:人们常说:教学有法,但无定法。的确,教学是一门及其深奥的艺术。面对一双双渴求知识的眼睛,我热切希望穷尽所有、倾囊相授;而面对那一张张学而不得,颓丧懊恼的面孔时,我的心无比焦急。我必须在教学的道路上不断探索教学规律,不断学习教学艺术,才能看到更多灿烂如花的笑容!
摘要：随着社会的发展,英语的重要性已妇孺皆知。然而,在广大的农村地区,家长开始真正重视孩子的英语学习,孩子真正开始系统的学习英语,还得等到七年级的时候。而多年的教学实践表明:许多学生在七年级起始阶段就出现明显的两极分化现象。原因肯定是多方面的,然而语音教学的薄弱绝对是极其重要的原因之一。本文详细阐述了七年级英语语音教学的重要性。继而谈论了在七年级英语语音教学实践中的具体做法,并把师生一起总结的发音规律呈现给大家,以供参考。
关键词：两极分化,语音教学的重要性,具体方法,分组总结
参考文献
—Its seven dollars. 七美元。
【点拨】 询问物品的“价格”时，一般可用“How much is/are ...?”，也可用“Whats the prize ...?”。
2. —Can I help you? 你要买东西吗？—Yes, please.是的。
【点拨】 当商店里的服务员询问顾客要买什么东西时，一般用 “ Can I help you?”；顾客如果想买东西，可说“Yes, please.”，然后再说具体要买什么。
3. Here you are. 给你。
【点拨】 当你买、借东西时，对方给你时一般用“Here you are.”来表示。例如：
—May I use your pen? 我可以用一下你的钢笔吗？
—Certainly. Here you are. 当然可以，给你。
4. —Thank you. 谢谢你。
—Youre welcome. 不客气。
【点拨】 当对方向你表示感谢时，可用“Youre welcome.”来回答，意为“不客气/不用谢”，也可用Thats OK. / Not at all.等。
5. When is your mothers birthday?你妈妈的生日是什么时间？
【点拨】 名词所有格的构成，一般是在名词的词尾加“s”；当表示两个人共同拥有某人/某物时，只在最后一个名词词尾加上“s”；当表示两个人分别拥有某人/某物时，要分别在名词词尾加上“s”。例如：This is Tony and Jims room. 这是托尼和吉姆的房间。
6. I like thrillers and I like action movies. 我喜欢恐怖片，而且我也喜欢动作片。
I like thrillers but I dont like comedies. 我喜欢恐怖片，但不喜欢喜剧片。
【点拨】 and与but都是连词，通常可连接两个并列的单词，词组或句子。and的意思是“和；又；而且”，表示并列、承接或递进等关系；but的意思是“而；却；但是”，表示否定或转折关系。
7. She often goes to see Beijing Opera with her father. 她经常和她父亲一起去看京剧。
【点拨】 介词with 有“与……在一起；和……”的意思。例如：Can you go shopping with me? 你能跟我一起去买东西吗？
8. Does she want to go to a movie? 她想去看电影吗？
【点拨】 当行为动词的一般现在时的主语是第三人称单数时，变为一般疑问句或否定句时，要借助助动词does来构成，谓语动词要用原形。例如：He doesnt like history. 他不喜欢历史。
9. —Can you swim? 你会游泳吗？
—No, I cant. 不，我不会。
【点拨】 can 是情态动词，意为“能、会”，没有人称和数的变化，无论是第几人称，也无论主语是单数还是复数，can均无变化；can不能单独作谓语，它后面要跟一个动词原形，一起构成谓语；含有can的一般疑问句是直接把can提到句首构成，肯定回答一般用“Yes,主语+can.”，否定回答一般用“No, 主语 + cant.”。否定句是在can后面直接加not构成否定句。例如：She cant speak Chinese. 她不会讲汉语。
10. I can play the guitar. 我会弹吉它。
【点拨】 表示乐器的名词在作play的宾语时，其前要用定冠词the。
11. Can you help kids with swimming？你能帮助小孩游泳吗？
【点拨】 help ... with ...是一个固定短语，意为“在某方面帮助……”。例如：She often helps me with my math. 她经常帮我学习数学。
12. Come and show us!来给我们展示一下。
【点拨】 show用作动词时，是及物动词，意为“展示；给……看”，后面可接双宾语。例如：Can you show me your new watch? 你能让我看看你的新手表吗？
13. I usually get up at five oclock. 我通常在五点钟起床。
People usually eat dinner in the evening. 人们通常在晚上吃晚饭。
【点拨】 表示“在几点几分”时，要用介词at；泛指“在上午/下午/晚上”，要用介词in。例如：I often do my homework at seven in the evening. 我经常在晚上七点钟做作业。
14. —Why do you like P.E.? 你为什么喜欢体育？
—Because its fun. 因为它有趣。
【点拨】 用why引导的特殊疑问句用来询问原因，回答时要用because引导的原因状语从句。例如：
—Why do you like English? 你为什么喜欢英语？—Because its very important. 因为它很重要。
15. —Who is your science teacher? 你的科学老师是谁？
—My science teacher is Mr Wang. 我的科学老师是王老师。
【点拨】 who是疑问代词，意为“谁”，用来对“人”进行提问。例如：
—Who is the girl? 那个女孩是谁？
—She is my sister. 她是我妹妹。
16. I have math on Monday, Wednesday and Friday. 在星期一、星期三和星期五我有数学课。
【点拨】 表示“在星期几”，要用介词on。
巩固练习
()1. —_______?
—Only $5. It is very cheap. (2007浙江温州)
A. What time is itB. How many do you want
C. How much is itD. Whats wrong
()2. —Can I help you, Sir?
—_______. I need some books about western culture. （2007云南省）
A. Yes, please B. No, thanks C. Yes, you canD. No, you cant
()3. —Could you lend me the book you bought last week?
—_______. (2008四川成都)
A. Yes, here you areB. No, I cant lend it to you
C. Its not interesting
()4. —Thank you for your help.
—_______ （2008辽宁大连）
A. Thats great.B. Youre welcome.
C. Im sure of that.D. Im afraid not.
()5. _______ mothers both work in the same hospital. (2008广东汕头)
A. Tim and Peters B. Tims and Peter
C. Tims and Peters D. Tim and Peter
()6. Its a nice house _______ it hasnt got a garden. (2008北京市)
A. andB. orC. butD. so
()7. —Mary, would you like to go hiking _______ me? （2008吉林长春市）
—Yes, Id love to.
A. inB. atC. toD. with
()8. —Can you finish the work in two days?
—Sorry, I _______. My computer doesnt work. （2008湖北武汉）
A. dont B. cantC. mustntD. neednt
()9. I learned to play _______ piano at the age of four. (2008吉林省)
A. a B. an C. the D. /
()10. —A single room, please.
—OK. Will you please _______ me your ID card?
—Sure. Here you are. (2008浙江绍兴)
A. send B. showC. sellD. serve
()11. I go to school _______ 8 oclock in the morning. (2008重庆市)
A. atB. inC. on D. for
()12. Peter usually gets up early _______ the morning. (2008北京市)
A. onB. in C. atD. of
()13. —Why do you hope to visit Hawaii some day? (2008浙江温州)
—_______ it has beautiful beaches.
A. Though B. OrC. BecauseD. So
()14. —_______ will clean the classroom this afternoon?
—Lily. (2008广西北海)
A. WhoB. WhatC. WhereD. When
()15. We usually have a football match _______ Sunday. （2008北京朝阳区）
A. inB. onC. atD. to
16. Meimei has to look after her little brother at weekends. （改为一般疑问句）
_______ Meimei _______ to look after her little brother at weekends? （2008山东烟台）
17. 根据汉语完成英语，每空一词。
布莱克太太经常在英语上帮助我们。（2008北京朝阳区）
一．本学期的指导思想
教学面向全体学生，突出学生主体，尊重学生个体差异，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神，教学目标围绕培养学生语言应用技能，语言知识，情感态度，学习策略和文化意识来开展教学设计。课下多与学生沟通,及时了解他们学习英语方面的困难,并做到有针对性地帮助学生解决问题。认真备课,备教材,备学生,上好每一堂课。
二、教材分析
仁爱版七年级英语上册，共有4个单元，每个单元有3个模块，主要是复习巩固小学的英语基础知识。每个单元均以“话题”为中心，在真实的情境中呈现基本日常用语和简单对话，注重培养学生实际应用语言的能力，精心设计各种练习，帮助学生均衡发展听说读写的基本的能力，本册书的知识贴近学生的生活实际，有利于培养学生学习的兴趣。
三．所教班级学生基本情况分析：
本学期所授课班级是初一（15）和初一（16）班。两个班级的学生虽大部分已在小学阶段学过英语，但由于学生对于英语科重视程度的不同，导致班级英语水平两极分化严重。两个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了教学难度。学生对于英语学习并不认真，成绩并不理想，书写也较差，同时也增加了批改作业的繁琐度。所以，要改变以上种种情况，除了抓好课堂纪律外，还要对他们进行思想教育，使他们认识到学习的重要性之外，亦要想方设法上好每一节课。
学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累。
四、教学方法
语音是学习一门语言的基础。如果语音过关，能有效提高课堂的教学效率。此外，学生的语音过关，能帮助学生提高记忆词汇的效率，能帮助学生提高英语自学能力，能帮助学生正确地读出单词，读出英语句子，从而有效地增强学生在英语学习方面的自信心。所以所有的英语课堂教学都以培养正确语音发音为基础的教学。
1、生词教学：在每节新课授课前都翻开生词表带学生快速熟悉生词，重点教授音标发音。
2、听说课教学：在每个topic的听说课中，都注意学生的听与说的训练，在反复听录音跟读的同时，带读纠正个别发音，并且设置合适的语言情景，使学生感到在真实的环境中进行交流，学生分角色表演对话或朗读课文。
3、阅读课教学：阅读课要注意学生的自读能力的培养，培养学生的自学能力，查词典的能力，回答问题的能力。
4、培养学生勤思考、多动脑的习惯，每课所需要教授的新知识点都鼓励学生先自主提出并归纳。
五.具体措施
初中学生精力旺盛，记忆力好，好奇心强，求知欲高，一般都能学好英语的。关键就在教师如何激发不同层次学生的学习兴趣，不断增添学生的新鲜感，激发学习英语的兴趣。
1.前半学期要求学生每天熟读课文中的对话，后半学期要求学生背诵。
2.实施“一帮一”活动，让成绩好的同学带动差生，同时亦监督差生每天的作业完成情况和背诵情况。
3.认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。4.坚持月测的形成性评价制度：对英语学习实行量化制度，每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。
5.关注学生的情感，营造宽松、民主、和谐的教学氛围。6.在教学中根据教学目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。六.课程安排及教学进度
第一周：开学初教学准备工作 预备篇
第二周－第三周：Unit 1 Topic1 阶段性检测 第四周：Unit 1 Topic2 第五周：国庆节放假
第六周：Unit 1 Topic3 阶段性检测
第七周：Unit 2 Topic1 第八周：Unit 2 Topic2 第九周：Unit 2 Topic3 阶段性检测
第十周：Review of Unit 1-Unit 2期中复习阶段
第十一周：期中考试
第十二周—第十三周： 讲解试卷、Unit 3 Topic1 第十四周—第十五周：Unit 3 Topic2 第十六周：校运会
第十七周：Unit 3 Topic3 阶段性检测 第十八周—第十九周：Unit 4 Topic1 第十九周—第二十一周：Unit 4 Topic2、Topic3 阶段性检测 第二十二周：Review of Unit 1-Unit 4期末复习阶段 第二十三周：期末考试
1. 知识目标：学习并掌握有关职业的词汇；
2. 学习重难点：能运用询问职业的句型进行对话操练；
3. 情感目标：通过谈论家庭成员及其工作，学会关心他人，热爱生活。
（要求：请同学们完成课前预习1-3题）
【自主探究】
1. 大声朗读并记住下列单词
home kid glad mother
father doctor parent driver
farmer cook nurse office worker
2. 英汉互译
（1） 见到你很高兴。
（2） What does your mother do?
（3） ----What do your parents do?
----我的父母是白领。
3. 通过预习，你还有哪些职业单词不会朗读，或者不会写出英文的？
【新课导入】
Watch the video and find out the jobs you hear.
singer, fire fighter, policeman, doctor, lawyer, actor, postman, nurse.
【合作探究】
1. 以小组为单位，根据1c，按照微课上的模式进行对话操练。
A: What does he/she/your…do?
B: He/She is a/an…
【知识巩固】
Listen and complete. (P63-1b & P64-2)
【当堂自测】
1.单项填空
( ) 1). ----What do they do? ----They are
A. cleaners B. Chinese C. good byes D. English
( ) 2). ----What is your father? ----He is
A. cookB. a cook C. cooksD. cookers
( ) 3). ---- ? ----He is an English teacher.
A.What does your father do?B. Where is he?
C. Who is he? D. Is he at home?
1. Make a survey(调查) about what your friend’s parents do，then report it.
Name Job
Kangkang’s father doctor
Kangkang’s mother teacher
Example: Kangkang’s father is a doctor.
Kangkang’s mother is a teacher.
【Homework】
找出下列句子有错的地方，并改正。
1. ---What does your father do? --- He is a actor.
2. ---What do your mother do? ---She is a teacher.
3. ---What does your parents do? ---They are office worker.
【归纳总结】
1. Who is the winner?
2. 这节课，你学到了什么？
3. 自主学习时遇到了什么困难？听完这节课后，你还有哪些疑惑？
4. 你认为老师在上课过程中还有哪些需要注意或改进的地方？
主备人： 审核人：
学习目的：1.复习有关职业的单词。
2.学会询问职业的表达法和工作地点。
一．复习与巩固
1. 想一想 你能说出那些关于职业的单词。
2. 说一说 请你和你的小组编写一个关于询问职业的对话，完成下列表格。
Names
Jobs
二．课前导学
1.读一读 请根据句意，猜测划线单词的意思。
(1) He is a cook, now he works in a _restaurant _. __________
(2) My father is a farmer, he works on a _farm___. ___________
(3) Xiao Ming’s mother is a doctor, so she works in a _hospital_. ______________
(4) My good friend is an office worker, she works in an _office_ . ___________
(5) I am a teacher and I _teach_ students English in a school.________________
(6) Jackie Chan is an actor, he _acts_ in Rush Hour. __________________
(7)Tom is a driver in Shanghai, he _drives_ a bus. ___________________
2.读一读 根据所学的音标，请试着读出划线部分的单词。
3. 火眼金睛：请观察下列单词，你能发现什么？
①farm-farmer
②teach-teacher work-worker act-actor drive-driver
小结：____________________________________________________________________
练一练 请仿照课前导读的1部分，用括号内的词的适当形式填空。
He ________ (work) in a Junior High school, so he is a _________ ( teach).
Can you _______ (act) out the conversation ?
Mr Brown often _________ (drive) to Wuhan.
4. 找一找 你知道下列词组吗？
在餐馆_____________________________ 在医院 _______________________________
在办公室 __________________________ 在农场 _______________________________
在学校 _____________________________在北京_______________________________
三． 自主探究学习 新词/句运用
1.学一学 看图片，运用下面的句型谈论图片中的职业及他们的工作地点。
What does he do ? Where does he work ?
He is --------- He works in ---------
（老师先演示，然后学生自由谈论）
2．看一看 看1a 部分中的图片，猜猜她们谈论的话题。
3．读一读 分角色读1a 部分。
4. 做一做 听1a部分的录音，做1b部分。
5 .演一演 请根据1a部分的图片及1c部分的3副图片编写4个对话。
6. ①听一听 听录音，做P66的3。
②Listen again, and complete the following blanks.
David is a _____ in Beijing. Lisa works in Fuzhou. She is a _____. Paul _____ a bus in Shenzhen. Danny _______ English at Nanjing No.1 High School. He is a very
good ______.
A.2 B.-2 C.4 D.-4
2.已知31=3，32=9，33=27，34=81，35=243，36=729，37=2187，…，由此推测32015的个位数字是（ ）.
A.3 B.9 C.7 D.1
3.图1是一个正方体的表面展开图，则原正方体中与“中”字所在的面相对的面上标的字是（ ）.
A.我 B.的
C.梦 D.国 图1
4.一种上衣每件成本为60元，按高出成本价的25%标价出售，后因库存积压，又按标价的80%出售，每件上衣还能盈利（ ）.
A.0元 B.1.5元
C.4.8元 D.5元
5.如图2，AB∥CD，直线EF分别交AB、CD于点E、F，EG平分∠BEF.若∠1=72°，则∠2的度数为（ ）. 图2
A.36° B.54° C.45° D.68°
6.已知线段AB的长为12cm，先取它的中点C，再画BC的中点D，最后画AD的中点E，那么AE等于 cm.
7.若单项式ax2yn+1与-axmy4的差仍是单项式，则m-2n= .
8.如图3，将长方形纸片的一角折叠，使顶点A落在A′处，EF为折痕，再将另一角折叠，使顶点B落在EA′上的B′点处，折痕为EG，则∠FEG等于 . 图3
9.如果|a+2|+（b-1）2=0，那么代数式（a+ b）2015= .
10.元代朱世杰所著的《算学启蒙》里有这样一道题：“良马日行二百四十里，驽马日行一百五十里，驽马先行一十二日，问良马几何追及之？”请回答：良马 天可以追上驽马.
11.（1）计算：
-1100-（1-0.5）××[3-（-3）2]；
（2）先化简，再求值：
x-2（x-y2）+（-x+y2），其中x=-2，y=.
12.如图4，∠AOB=α，∠COD=β，OM、ON分别是∠AOC、∠BOD的角平分线.
（1）若∠AOB=50°、∠COD=30°，当∠COD绕着点O逆时针旋转至射线OB与OC重合时，如图5所示，则∠MON的大小 为__________；
（2）在（1）的条件下，继续绕着点O逆时针旋转∠COD，当∠BOC=10°时（如图6），求∠MON的大小并说明理由；
（3）在∠COD绕点O逆时针旋转的过程中，∠MON=__________.（用含α，β的式子表示）.
图4 图5 图6
13.解方程：（1）3（x+4）=x
（2）-1=
（3）已知关于x的方程=x+与=6x-2的解互为倒数，求m的值.
（4）某商品的进价为100元，标价为140元，商家要求该商品以利润率为5%的售价打折出售，问可以打几折出售此商品？
Section D
学习目标
1.学习以短文形式谈论姓名、年龄、学校、班级和电话号码等个人信息
2.能读懂短文并能从简单的名片中获得信息
3.能向大家做自我介绍
学习重点
以短文形式谈论姓名、年龄、学校、班级和电话号码
学习难点
第一人称和第三人称的转变
学习过程
(一)导入
(二)自学指导
1、预习课本P23 Part 1 ,复习书上的六个音标
2、预习课本P23 Part 2 ,分别找出Jane 和 Huang Hua 的个人信息
3、预习P23 Part 3 ,根据所给信息把空补充完整
4、背诵课本P24 Part 4a 4b
(三)问题导学 再看课本P22 Part 2 ,回答问题。
Where is Jane from ?__________________________
How old is she ?___________________________
What class is she in ? _____________________
Where is Huang Hua from ? _______________
What’s his English name ? _____________________
Are they in the same class ? ______________
(四)典题训练
(五)精讲点拨
1、They are not in the same class ,but they good friends.
他们不在同一个班，但是他们是好朋友。
解析：same 意思是“相同的”，前面一定要用定冠词“the”，后面接单数名词。
but 意为“但是，可是”，起转折作用。
eg : We are in the same school ,but in different classes . 我们在同一个学校，但是在不同的班级。
五.当堂检测
(一)用be动词的适当形式填空
1、---How old ________ you ?
2、----I ________ ten .
3、---What _____ this ? -
4、---It _________ a pen .
5、----Who ________ that ?
----She _________ Lucy .
6、---What _________ these ?
----They ________ schoolbags .
7、---__________ this a pen ?
----Yes , it _________ .
(二)单项选择
1.What’s that _______ Chinese ?
A、on B、in C、with
2.Is he ____________ English boy ?
A、a B、an C、the
3、These are my _____________.
A、book B、pens C、a friend
4、---Is this your eraser ? ----Yes ,____________.
A、it is B、this is C、it’s
5、They are not ________ the same class ,but they
are good friends .
A、in B、on C、from
七、作业布置
(一) 根据句意和首字母提示填空
1.They are in the s________ class .
2、--How o________ is she ? ---She is 15.
3.Li Ming and Wang Fei are good f___________.
4、I’m in a h_________ school .
5、Is your p__________ number 3264-7853 ?
(二) 选择填空
1、______ is Zhou Lan ._________ phone number is 1358429764.
A、Her , her B、She , her C、She , She
2、What grade ______ your brother in ?
A、is B、am C、are
3、---Is that a car ? ---No ,____________
A、that isn’t B、that is C、it isn’t
4、Nine and eleven is __________.
A、thirteen B、fifteen C、twenty
5、_________ are good friends .
A、you ,he and I B、I ,you and he C、you and he ,I This is an English boy(男孩). His name is Jim. He is twelve. He is in my school. He and I are in the same grade. I’m in Class Three, Grade Seven, but he is in Class Four. I’m his good friend. He is my good friend, too. 根据短文内容, 补全对话。
A: Excuse me, what’s his name?
B: His name is Jim.
A: 6. ______________________________
B: Yes. J-I-M, Jim.
A: Where is he from?
B: 7. ______________________________
A: How old is he?
B: 8. ______________________________
A: Is he in your school?
B: 9. ______________________________
A: Is he in Class Three, Grade Seven?
B: 10. ______________________________
He is in Class Four, but he and I are good friends.
A: Thank you.
汉译英：1.布朗是他的姓氏。 Brown is his ____ ____.
12.那是一张地图吗
Is that ____ ____.
13.它们是五辆公共汽车。
They are ____ ____.
14.让我帮帮你吧。
Let ____ ____ you.
15.给你。 ____ ____ are.
(五) 作业：请写一份自我介绍，内容包括姓名、年龄、国籍、班级、学校、电话号码。
七年级英语知识点
现在进行时态
概念：表示现在(说话瞬间)正在进行或发生的动作，也可以表示目前一段时间内或现阶段正在进行的活动。
结构：由be动词(am, is, are) + 动词ing构成，其中be动词要与主语保持性数一致。
Mary is flying a kite in the park. 玛丽正在公园里放风筝。
--What are you doing now? 你现在在干什么?
--I’m reading English. 我正在读英语。
Are they drawing the pictures now? 他们正在画画吗?
动词现在分词是动词原形变化而来的，规则变化如下：
动词ing形式叫动词现在分词，其构成如下：
1) 直接在动词后加ing
play—playing, do—doing, talk—talking, sing--singing
2) 以不发音的字母e结尾的动词，先去e，再加ing
make—making, write—writing, have—having, take—taking
3) 以重读闭音节结尾的动词且词尾只有一个辅音字母，应双写这个辅音字母，再加ing
run—running, stop—stopping, put—putting, swim—swimming
注意对现在进行时态的判断。判断一个英语句子用什么时态，主要看句子的时间状语，一般说来，每种时态都有与之相对应的时间状语。现在进行时表示现在(说话瞬间)正在进行或发生的动作。因此，这个时态最常用的时间状语是now;但有不少句子并没有now，只能通过提示语如look、listen等或者通过上下文来确定用现在进行时。
She is cleaning her room now. 她正在打扫房间。
Look! The girl is dancing over there. 看!那个女孩在那里跳舞。
--Can you go and play games with me? 你能和我们一起做游戏吗?
本单元的核心项目是“喜欢和不喜欢(like and dislike)”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学业会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定了坚实的基础。
教学目标
⑴知识目标：
A、学会询问对方喜欢与不喜欢的`食物;
B、学习并激情些食物的词汇;
C、学会谈论自己与他人早、中、晚餐喜爱吃的食物;
D、学会营养配。
⑵能力目标：
A、能准备表达喜欢和不喜欢的食物;
B、能根据具体情景对话，与他人沟通信息，合作完成任务;
C、通过听、说、读、写四项技能的训练，促进学生语言运用能力的提高。
⑶情感目标：
A、通过学习西文食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意识;
B、通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神;
C、通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐。
教学重点、难点
重点：
A动词like一般现在时的各种句式及一般疑问句的肯定、否定回答;
B关于各种食物的词汇;
C名词复数的使用。
难点：一般现在时中单数第三人称的变化形式。
课时安排
第一课时Section A la –lc
第二课时Section A 2a –4
第三课时Section B la –2c
第四课时Section B3a –4 Self-check
Period One
课前准备
教师：搜集关于食物的图片，多媒体教学课件，制作表格(见教学步骤)。
教学设计
Step One： New words.
① Present the new words.
T：Let’s play a aguessing game. Is it an apple in my bag?Touch and tell me the answer.
S1： (Touch and say)Yes, it’s an orange.
T：I like oranges. Like means”喜欢”. Read after me .L-I-K-E,like.
Ss： L-I-K-E,like.
T：Do you like oranges?
S2：Yes,I do.
T： Do you like oranges?
S3：No, I don’t.
(Teacher writes the title on the blackboard.)
T： Now today I have a lot of delicious food. First let’t look at some fruit. Look!(Show a picture of a banana.)
T：What’s this in English?It’s a banana. Read after me,B-A-N-A-N-A,banana.
Ss：B-A-N-A-N-A,banana.
T：Whtat color is it?
Ss：It’s yellow.
(Then look at some pictures and teach the other fruit words in the same way such as strawberry,apple.)
(Next go on learning the vegetables and the other food in the sme way with the pictures.)
T：Look at the pictures and fill in the chat according to the category.
Step Two：Grammar.
① Present the countable nouns and the uncountable nouns.
T：Look!What are these? (Show a picture.)
S1：They are oranges.
T：How many oranges are there?Let’s count. One,two.
S1：Two.
T：And what are these? (Show another picture.)
S2：They are apples.
T：How many apples are there? Let’s count them. One,two,three.
S2：Three.
T：What’s this?
S3：It’s broccoli.
T：Can we count it”Can we say a broccoli?
S3：Sorry, I don’t know.
T：We can’t say a broccoli because it is the uncountable noun. Nouns contain the countable nouns and the uncountable nouns. Countable nouns can be counted with number ,and we add –s or –es to make the blural. For example,we can say an apple, two apples,three eggs. Uncountable nouns can’t be counted with number,and they don’t have plurals. For example, we can say salad, broccoli,but we can’t say salads,broccolis.
T：Look at the pictures. Fill in the chart.(Show some pictures of fruits and vegetables.)
T：Check the answers.
② Present the rules of noun plural forms.
T：look at the pictures,can you say them?
S：Yes,three tomatoes,two oranges, three strawberries.
T：Look at the three rules of plural forms. Are they the same?
S：Of course not.
Step Three： Drills.
① Present the new drills “Do you like…? Yes, I do/ No, I don’t.”
T：Oh,we have lots of delicious fruit. I like apples best.
(Holding apples)
Do you like them?
S1：Yes, I do.
S2：No, I don’t. I like salad.
T：Do you like salad?
S3：Yes, I do./No, I don’t.
(Ask some more students to practice like this.)
② Practice the drill.
T：Work in pairs.Ask and answer with your pictures.
(Before class the students have drawn some pictures of the food.)
Sa：Do you like…?
Sb： …
(Then ask more pairs to practice.)
T：Let’s open your books and do 1b.Listen and number1-3.
(The students listen and then check the answers.)
Step Four： Task.
T：Let’s make a survey.You can ask eight friends what they like and dislike. Then fill in the chart.
(Then ask some students to report.)
S1：Five of the students like…, two of them like…
S2：…
Step Five ：Summary.
In this class,we’ve learnt the names of foods, fruit and vegetables and practiced asking and answering questions about likes and dislikes. Please remember the rules of noun plurals.
Homework.
Make a survey about your parent’s likes and dislikes using Do you like…?
Period Two
课前准备
教师：搜集关于食物的图片，制作表格(见教学步骤)。
学生：准备上一节课的调查表格，作好对话和调查的准备。
教学设计
Step One： Review the drill.
② Review the drill “Do you like…”?
③ The girl and the boy are talking about their likes and dislike.Let’s open your books and listen. Try to finish 2a and 2b as quickly as you can.
Ss：…
Step Two： New drills.
① Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.
T：Kate, do you like tomatoes?
S1：Yes, I do.
T：Do you like ice cream?
S1：No, I don’t.
(The teacher points at Kate and asks the class.)
T：Does Kate like tomatoes?
Ss：Yes, she does.
T：Does Kate like ice cream?
Ss：No,she doesn’t.
(The teacher goes on asking Kate using the chart.)
T：Does your best friend Sue like tomatoes?
S1：Yes, she does.(Kate looks at her chart in her hand.)
T：Who is your best friend?
(The teacher points at Jane.)
S1：Sally is.
T：Does she like tomatoes?
S1：Sally is.
(The teacher points at Tony and Maria.)
T：Do your best friends like tomatoes?
S1：Yes, they do./No, they don’t.
(The teacher asks two more students to answer his/ her questions according to the chart in their hands. Then the teacher writes down the drills “Does she/he like… ?Do they like…?” on the blackboard.)
T：Work in pairs and practice the drill “Does he/she…? Do they…?”according to the chart.
(Then the teacher asks some pairs of the students to practice one by one.)
② Practice the drills.
T：Let’s work in pairs .
(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)
Sa：Does Bill like French fries?
Sb： … Does Bob like French fries?
Sa： …
Step Three： Task.
T：Do you love your parents?
S：Yes.
T：How do you show your love to them?
S1：I’ll do as they say.
S2：I’ll buy something for them when their birthday is coming.
S3：I’ll study better and better.
S4：I’ll make a big meal for them.
T：Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.
(The teacher have asked the students to have a survey last class.)
(Give a sample to the students)
T：Does your father like chicken?(Point to a student)
S1： No, he doesn’t.
T：Does your mother like eggs?
S1：Yes, she does.
T：Do they like bananas?
S1： Yes, they do.
T：Now work in groups and make a food survey.
(The students work in groups.)
S2：Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…
(Then ask more students to report.)
Step Four：Summary.
In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.
Homework.
Rewrite your conversation in the form of a passage.
Period Three
课前准备
教师：搜集关于食物的图片，多媒体教学课件，制作表格(见教学步骤)。
学生：准备上一节课的家庭作业。
教学设计
Step One： Check the homework.
T：Now let’s cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.)
Step Twp： Review the words.
T：You know we have learnt so much delicious food. Now Let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.
(The teacher will give the students a minute to prepare it.Then ask someone to say.)
S： Salad, apples, bananas, ice cream…
(Choose the three students who said the most and give some food as presents.)
Step Three： New words.
① Present the new words.
T：How many meals do you have every day?
Ss：Three.
T：What are they?(The students can answer them in Chinese.)
Ss：They are “早餐、中餐和晚餐 ”.
T：Oh, yes. In English “早餐”we can say “breakfast”.
(Show a picture of the breakfast)
Read after me, “breakfast”.
B-R-E-A-K-F-A-S-T,breakfast.
Ss： B-R-E-A-K-F-A-S-T,breakfast.
T：Do you have your breakfast every day?
S1：No, sometimes I get up late, I have no time to eat.
T：I think it’s not good for your health.
(Teach the other two words lunch, dinner in the same way.)
② Practice the words.
T：Which meal do you like best?(Point to a student.)
S：I like breakfast best.
T：Why?
S：Because I like drinking milk.
T：Who also likes breakfast in our class? Please put up your hands.
T：Oh, so many students.You can sit in this team.
(Ask all the students who like breakfast, lunch or dinner to come to the same team. They can talk easily.)
T：We have divided all the class into three groups. One group likes breakfast, the other two like lunch and dinner. But what do you like for your three meals?
(Show a picture of three dinners.)
T：I have three meal plates. What do you want to put on it?
Let’s talk about it. Try to find the food what your group like most and tell us the reason.
(When each group is talking about it, the teacher goes around among the students and helps them if they need. Then ask each group to report.)
S：In our group, we like breakfast best. We all like oranges, eggs, milk and an apple.Because they are good for our health, we choose them.
(When the student is saying, the teacher puts the food onto the plate for breakfast.)
(Do it for lunch and dinner in the same way.)
T：Look at 1a, and write the number in the box next to the correct food.
(Then the students finish off 1a.)
T：How many other food words can you add to the chart?
Try to write them down in the chart.
(The students write them down as soon as possible and then read them. See who will add most.)
Step Four： Practice the listening.
T： Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)
S1： …
T： How about chicken? Do you like it ?
S1： …
T： Can you guess what food I like?
S1： Do you like…?
T： No, I don’t.
S2： Do you like…?
S3： Do you like…?
T： Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.
(Play the recording 2a in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
T： Now open your books and listen again. Fill in the chart.
(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)
T： Does Sandra like salad?
S： Yes, she does.
T： Work in pairs about the chart.
Step Five： Task.
Go on a picnic with a group of friends and make a list of food to buy.
① Divide the students into six groups.
② Talk about what the students in your group like and dislike and make a list.
③ The leader in each group reports to the class.
Step Six： Summary and homework.
Make a survey about “What do your parents like for three meals?” after class.
Period Four
课前准备
教师：搜集关于食物和人物图片，制作表格(见教学步骤)。
学生：准备表格。
教学设计
Step One： New words.
T： Do you like sports?
S： Yes, I do. / Of course.
T： What sport do you like best?
S1：I like playing football/ baskball /table tennis …
S2：I like 跑步.
T： Oh, Look! What is he doing?
(Show the students a picture of Liu Xiang.)
Ss： He is 跑步.
T： Yes, he is running. Now, read after me, run.
S： Run.
T： R-U-N, run.
S： R-U-N, run.
T： Do you know him?
S： Yes, he is Liu Xiang.
T： You are very clever. He is Liu Xiang. He’s a runner.
R-U-N-N-E-R,runner.
S： R-U-N-N-E-R,runner.
T： Now he is very famous in China. Maybe everyone knows him. He is a sport star. S-T-A-R,star.
S： S-T-A-R,star.
T： Liu Xiang likes sports. He runs every day. He is healthy and he doesn’t like dessert. Do you know Healthy and dessert? Healthy means “健康的”. Can you guess the meaning of unhealthy?
Ss： “不健康的”.
T： Yes, you are clever. Read after me, healthy, unhealthy.
Ss： Healthy, unhealthy.
T： Look at these pictures. (Show these pictures of dessert.)
They are all dessert. In Chinese it means “甜食”.We often eat it after the important dishes.
T： Read after me, dessert, D-E-S-S-E-R-T, dessert.
Ss： D-E-S-S-E-R-T, dessert.
Step Two： Task.
T： Now look at the pictures of these foods. (Show some food pictures.) What kind of food do you think are healthy or unhealthy? Discuss in four people and fill in the chart. (Each group will have a chart)
(Ask some groups to report.)
S： … are healthy food, … are unhealthy food.
T： So we eat more healthy food and less unhealthy food. Healthy food is good for our health, but unhealthy food is bad for our health.
Step Three： Learn to write about what somebody likes for three meals.
① Read the passage.
T： Look at Liu Xiang ! Do you know why he is very healthy?
S1： Maybe he runs every day.
S2： He takes good care of his health.
S3： Maybe he eats very well.
T： Yes, he really eats very well. Every player just eats healthy food. Three is another running star. Her name is Sandra Dlark. Let’s see what she likes eating for three meals. Open your books and read 3a in Section B. First try to fill in the chart.
(The students read the passage and fill in the chart, then check the answers.)
S： Fruits…
T： Sandra Clark has a brother, Tom. He is very clever, but a little naughty. Look at 3b and find out what Tom likes for breakfast, lunch and dinner. Complete the following passage.
(The students do 3b and check the answers.)
S： Four lunch …
② Practice.
T： I like eggs and milk for breakfast. What do you like eating for breakfast?(Point to a student.)
S： I like apples and bread.
T： What about you? (Point to another student.)
S： I like hamburgers and bananas.( Ask two more students to answer his/her questions for lunch and dinner.)
T： Who can ask and answer like this?
Sa： What do you like to eat for lunch?
Sb： I like …
Sa： What do you like to eat for dinner?
Sb： I like …
(Then ask the students to work in pairs one by one.)
Step Four： Task.
① Write a passage about you like for three meals.
T： Can you introduce yourself for three meals according to what you talked about just now? Maybe many friends want to know you. (The students write about themselves as quickly as they can. When they are ready, ask them to introduce.)
② Make a survey about your classmates for three meals.
T： Do you have any friends? (Ask a student.)
S： Yes, I do./ Of course.
T： Do you know what they like eating for each meal?
S： No/ Sorry, I don’t know.
T： OK. Let’s ask our friends and try to know what they like. Then fill in the chart.
(Then ask some students to report to the class.)
Homework.
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