七年级英语说课稿模板(8篇)。

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七年级英语说课稿模板(篇1)

Teaching Contents : Comic strip and Welcome to the unit

Teaching aims:

A: Knowledge

1. Learn the greetings of meeting people

Good morning / afternoon / evening

Hi, I’m ----------. What’s your name ?

My name is ---------- .

2. Learn the new words .

e-dog , master , instruction

B: Language skill

Use everyday expressions for greetings and introductions .

e.g. What’s your name ?

My name is -------.

C: Feeling

1. To develop students to like English .

2. Arouse students’ interest in learning English

3. Train cooperation study

Main points :

Greetings

Difficult points : How to greet when meeting people .

Teaching method : Circumstance teaching

Teaching aids : Pictures, record and slide

Style of lesson : New lesson

Design for blackboard :

Unit 1 This is me !Hi, I’m--------- . e-dog What’s your name ? masterMy name is -------- . instruction

Teaching process: Teaching activities

Step 1 Warming –up activities

1. self –introduction

Good morning / afternoon /evening

I’m Mr /Mrs /Miss --------.I’m -----------years old . I’m your teacher .

2. Lead-in

Use everyday expressions for greetings and introductions .

The teacher asks one student some questions

“ Hi’, I’m -------- ? What’s your name?”

Then ask some students to do it again . (about 4 students )

Give the model sentences on the blackboard.

e.g. (1) “What’s your name ?” ---- My name is --------.”

(2)“Hi, I’m --------? “ ----“What’s your name ?”

-----“My name is --------“

3. Practice

(1) Let some of the students come to the front and ask the class .

In pairs .(about 4 groups )

Let them practising greetings above.

(2) Work in pairs practising

(3) Check (ask the students to the front and practise )

Step 2 Presentation

2. Introducing six new friends

T: Now you have many new friends .Do you want to make more new friends ?

Show pictures on the blackboard .Let the students look at them .

This is Simon. This is -------.

3. Make six masks of the children and go on introducing six children’s names .( Let the students wear the masks and introduce themselves )

Ask six students to come to the front and play six new friends .

The students point to themselves and say ,

“ I’m Simon” “I’m Amy” “I’m ------------“

3. Pair work.

Let students get to know these six new friends and remember them .Practise greetings in pairs .

Step 3. Greetings

1. Show a clock of different time .Let the students identify the time .

14:35 08:20

22:15 18:10

2. Let the students know when to say

Good morning /afternoon /evening / night

3. Let the students practice greetings at different time

Greet their partners and then introduce themselves

(Ask students to draw pictures of the sun ,the moon , the sun set , a sleeping baby , say greetings to each other according to these pictures.)

4. Do written exercises part B on page 3 and then check it .

(write greetings on the book .)

Step 4 Presentation

1. Use a multimedia to let the students watch the cartoon between Eddie and Hobo.

2. Introduce

This is Eddie . This is Hobo . Eddie is Hobo’s master . Hobo is an e-dog .

3. Ask the students

Who is Eddie? (He’s the master .) Who is Hobo ?

( He’s the e-dog) . Do you like Eddie ? Do you like

e-dogs ? You can ask your mother to go and buy it for you .

Does Eddie like the e-dog ? How do you know ？

(show a real e-dog ) This is an e-dog . It’s very lovely .

4 . Learn new words

Step 5 Presentation

1. Let the students watch the cartoon and listen to the talk

between Eddie and Hobo .

2 .Let students read after the talk of them .

3. Show the new words of this text . Let the students read them first ,then read after the teacher. .

Step 6 Practice

Let the students read by themselves .

Check Let students read the talk .

Step 7 Acting

Let the students play Eddie and Hobo and act out Pair work

Step 8 Homework

Let the students write their profiles .

Notes: 我是-------------。我---------------岁。我是一名学生。我在二班。

我喜欢我的学校。

Unit One ( the second period )

Teaching Contents : Reading (A, B)

Teaching aims:

A: Knowledge

1. Learn the new words .

Year , flat . clever , maths , basketball , club ,come from , be born , slim ,ponytail ,music ,profile , hard . wear ,enjoy ,polite ,helpful, funny

2. Learn the introduction of oneself

B: Language skill

Let students use the words and the drills to introduce oneself .

C: Feeling

1. To develop students to speak up actively

2. Let students be full of self-confidence

3. Train cooperation study

Main points :

1. The new words

2. Drills

Hi, I’m _______.I’m_________years old . I’m________(tall/short).

I live in a flat in Huai’an.

I love ________(swimming / dancing / playing computer games)

Difficult points : Learn how to make an introduction of oneself

Teaching method : Task-based teaching

Teaching aids : Pictures, record and slide

Style of lesson : New lesson

Design for blackboard :

Unit 1 Reading ( A, B)Millie Simon Sandy Kitty Amy Daniel

Teaching process:

Teaching activities

Step 1 Revision

1. Review the lesson which we learned last time

Greetings (The teacher starts with simple greetings to the students)

2. Let students use everyday expressions to communicate when meeting

people .

Step 2 Presentation

1. Intrduction (show three pictures of Chinese teacher ,Maths teacher and English teacher with a few

self-introduction words below them )

Hi, I’m ---------. I’m ------------years old . I’m ---------tall/short.

I (don’t ) wear glasses. I live in a flat in Huai’an.

2. Ask students to read them and guess who they are .

3. Ask students to say after the teacher .

Step 3 Practise and act out

Ask students to practise themselves in groups and act out .

Step 4 Presentation

1. Show six masks of the new friends and ask students who they are and help students memorize

2. Write the names on the blackboard

3. T: Do you know what they like ? If you want to know ,please read their profiles on page 4.

4. Ask students to answer questions “What do they like ?” Use the sentences “ -----likes doing --------.”

5. Learn the new words

T: Now we know what they like ,but do you know more about them ?

I’ll ask you to read it again . Before that , let’s learn the new wordain task of this Unit?”

Let the students discuss and ask one of the students to tell the class .

Teacher writes it on the blackboard

Main task : Writing a profile about yourself.

2.T: But do you know how to write a profile ? First please read Millie’s and Daniel’s profiles to know how to write a profile .

3. Get the students to read the profiles .

4.Teacher gives the students some questions according to the two profiles, and asks them to answer.

1).How old are they ? 2).When were their birthdays?

3).Where were they born ? 4).Where do they live now ?

5).What do they look like ? 6).What are their hobbies?

7) Who is Andy ? 8). Who has a lot of CDs ?

9).Does Millie have a lot of friends ? 10).What does Daniel do on the line ?

5.Then ask the students to ask and answer in pairs .

Read some new words and phrases on the blackboard .

6).Now do you know how to write a profile ?

Sump up : 1). … 2). … 3). …(让学生总结。)

Step 2. Practice

1.T: Millie has a lot of CDs , I have a lot of CDs ,too.

I like listening to music , do you like listening to music ?

S: Yes , I do .

T: Do you like playing computer games ?

S: Yes ,I do .

T: I’m good at singing , are you good at singing ?

S: No , I’m good at playing football

T: I have a cousin ,Do you have a cousin ?

S: No, I don’t . But I have a sister .

2.Can you practise like this .(Let the students ask and answer freely.)

(让学生互相说一说各自的喜好和其它一些情况，为下面写profiles作铺垫。)

Step4. Writing

T: We will have a party in our class . And many our penfriends will come to the party .

Can you write your own profile for your class noticeboard to let our penfriends know us well .

Now please write .Let the students write .

Ask some students to come to the front to read theirs , that is to tell the class yourself .

Homework :

1. Ss write their profiles and stick their own photos on the page .

2. Ask the Ss to design their profiles and stick their profiles on the wall . Choose five best ones .

Procedures of teaching for Unit 1

(The Ninth Period)

Teaching content : Checkout To revise the grammar and the vocabulary in Unit 1.

Teaching aims: 1. To revise the grammar and to be able to use it correctly .

2.Enable the students to master the vocabulary in this Unit and to be able to find out more words .

3.Enable the Ss to use what they have learned to communicate with others freely .

Teaching Aids : Pictures Of six students .

A projectors .

Teaching procedures :

Step 1. Revision

1.T: Last lesson I ask you to write your own profile for your class noticeboard . Have you finished ?

S: Yes .

T: Now please hand in your profiles with their photos .

Show some profiles to the Ss and talk to the Ss like the following .

T: Do you know this girl ? S: Yes, I do . She is … .

T: Is she lovely / pretty / beautiful ? S: Yes, she is .

T: Look at this girl , is she tall/ slim / fat /thin ? S: Yes, she is .

T: Does she have long hair ? S: Yes , she does .

T: What is she like ? S: She is slim .

2.Then teachers and Ss talk about their profiles together .

3.T: This is Lily’s profile , look ,Lily is pretty .

Lily ,can you read your profile?

4.Ask some other Ss to come to the front to read their profiles .

Step 2. Presentation

let’s learn the last lesson --- Checkout .

We will revise grammar and vocabulary .

2.T: Do you like listening to music ? S: Yes, I do .

T: Do you like playing football?（板书）

S: No, I don’t like playing football .（板书）

But Simon likes playing football .（板书）

T: Excuse me , Simon . Do you like playing football ?

Simon: Yes, I do .

T: Oh. I see . You like having sports . Me , too.

But how many kinds of sports do you know .

S: Basketball , football , volleyball and so on .

Now open your book at page 17. We have three word families ---- People , Sports , Appearance .Please put the words on the right word families .

3.Ask three Ss to come to the blackboard and write their answer .

4.Check the answers on the blackboard . Let the students read the words on the blackboard together .

5. Can you say more words about people , sports , and appearance ?

Let the Ss discuss in pairs .

6. Ask some Ss to say their answers .

(这一步骤主要帮助学生学习归纳总结所学词汇。)

Step 3.Grammar

T: Now boys and girls ,please look at the blackboard

(在黑板上有几句关于一般现在时态的句子,上面已经给出。)

What kind of tense is used in these sentences .

S: The simple present tense .

T: yes, you are right . Now do you know how to use it ?

Let the Ss discuss in groups to sum up the usage of the simple present tense .

(帮助学生列表归纳总结。)

Step4. Exercises

1.T: Now do you know the grammar ?

Do you understand it ?

S: Yes , we do .

T: Please open your books at page 17. Do part A.

Let the Ss fill in the blanks , and then check the answers .

Ask some pairs to work in pairs .

Get them to write their score on the paw .

3.Ask the Ss to write a profile about their good friends, then get the Ss to read it in class .

Homework :

1.Preview the next lesson .

2.Recite the words and expressions of Unit 1.

3.Write a profile about their teacher .

Unit 1 (the Tenth Period)

Integrated skills B

Study Skills

Teaching Design

Teaching aims:

1. Enable the students to exchange information about oneself.

2. Enable the students to ask questions about personal information.

3. Enable the students to respond questions to oneself.

4.Enable the students to establish and

maintain relationships and routines in school.

5. Enable the students to use everyday expressions to give instructions, make requests, and give responses.

Teaching Aids:

1. Student’s Book 7A

2. Some pictures.

3. A computer and a slide projector

Teaching procedure :

Step 1 Revision

1. Greeting. and try to find something about me .

2. Check the homework.

Step 2 Presentation

B Speak up: making new friends

1. Let students ask the teacher some queations.(to the following table)

Name: (What’s your name?)

Address: (Where do you live?)

Hobby: (What’s your hobby?)

T: Could you please say something about me now?

( Show the paper)

Name: Wang Ling

Address: Renmin Road

Hobby: Reading

A member of the Reading Club

S: Your name is ….

T: Good. Where do I live?

S: You live on Renmin Road.

T: ( to another studrnt) Where do you live?

S: I live …. ( Let students practise them.)

T: What do I like?

S: You like reading and you are a member of the Reading Club.

T: Yes. What do you like?

Ss:I like dancing. I am a member of the Dancing Club.

I like listening to music. I am a member of the Music Club.

I like playing the piano. I am a member of the Piano Club.

I like swimming. I am a member of the Swimming Club.

I like playing football. I am a member of the Football Team.

I love watching films. I am a member of the Film Club

2.Present the dialogue.

T: (OK. Do you want to be my friend?) Hi, my name is Wang Ling. What’s your name?

S: I’m Rose.

T: I live on Renmin Road. Where do you live?

S: I live on ….

T: What do you like?

S: I like listening to music. I am a member of the Music Club.

T: Oh really? I’m reading. I’m a member of the Reading Club

Nice to meet you.

S: Nice to meet you, too.

3. Work in pairs (show the sentences).

4. Act out their dialogue.

Step 3 Listening

( Show the picture of Daniel and Sandy)

T: Look at the picture. Who are they? S: They are Daniel and Sandy.

T: What are they doing? S: They are talking.

T: What are they talking about? Please listen to the tape.

And then answer the questions.

Where do they live?

What do they like? (Written on the blackboard)

1. Play the tape for the students.

2. Check the answers.

3. Listen to the tape and read after the tape.

4. Read the dialogue in parts.

Step 4 Presentation

Working with others A

1. Present this.

T: Boys and girls, I want to copy this dialogue. But I don’t have a pen with me. Do you have a pen?

S: Yes, I do. Here you are.

T: Thank you very much. Oh, do you have a new exercise book with you?

S: No, I don’t.

( Written and read)

Do you have a …? Yes, I do.

No, I don’t.

Step 5 Practice

1.Students make dialogues using them.

2.Act them out.

Step 6 Presentation

1. Present this.

T: Do you have a ruler, Mike?

S: Yes, I do.

T: Can I borrow your ruler?

S: Yes, I can. Here you are.

T: Thank you very much. (to the all) I borrow Mike’s ruler or I borrow the ruler from Mike. And Mike lends me his ruler or Mike lends his ruler to me.

(Explain the words “borrow and lend”.)

七年级英语说课稿模板(篇2)

Period 1

Teaching Contents

1. Comic strip.

2. Welcome to the unit.

Teaching Aims:

1. Knowledge objectives:

1) To revise old vocabulary and learn new vocabulary about food.

2) To talk about likes and dislikes with regard to food.

2. Ability objectives:

1) Express likes and dislikes.

2) Learning how to talk about the kinds of food they like and dislike.

3. Emotion objectives:

To help the students have a healthy lifestyle and diet.

Teaching Methods:

Listening, speaking, reading and writing

Teaching Materials:

1) Student’s book 7 A, page 55.

2) Some pictures of several kinds of food.

3) Slide shows.

Teaching Procedures:

1. Pre-task

1) Warming-up

Let’s sing a song to relax.

2) Free talk

T: Good morning, boys and girls.

S: Good morning, Miss…

T: In the last weeks, we’ve talked about festivals. What do we do on Festivals?

S1: We have parties.

S2: We often have big meals.

T: Yes, people eat different food on different festivals, right? What do people eat on Thanksgiving Day?

S1: Turkeys.

T: What do we eat on Spring Festival?

S2: Dumplings.

T: Great. Boys and girl, do you know some other food?

S1: Eggs.

S2: Bread, oranges.

T: Very good. Please look at the food.

(Show them a picture, in which the food is classified like the form on page 55, and then teach them the new words:

vegetable, hamburger, a bowl of rice . After showing these new words, teach them to read and remember these words which will appear in the lesson.)

T: Do you like these food?

S: Yes.

T: The food look very good, so I am a little hungry. ( with the gesture, let the students know the meaning of this word and write it on the blackboard) I want some fish. I like fish very much, and fish is my favourite food. But I don’t like chicken. I hate chicken.

(Write these two new words on the Bb and lead them to read.)

2. While-task

1) Presentation

T: Please look at the form on page 55, Tom, I like fish, what food do you like?

S: Hamburgs.

T: Do you love it?

S: Yes, I eat it every day.

T: Do you like rice?

S: No, I don’t

T: Thanks. You don’t like rice. So you dislike rice. Boys and girls, we know Tom’s favourite food , but how about your favourite food?

2) Practice

T: Please work in pairs and fill in the form.

(Give them 3 minutes to do it, then ask some of them to act it out )

3. Post-task

1) Presentation

T: Boys and girl, look at him. He is my friend, Jack. He is very …

(Show them a picture of a fat man.)

S: Fat.

T: Yes. Can you guess which food he loves?

S: Hamburgers.

T: You’re very clever. He loves hamburgers very much, and eats it every day.

Do you think he is a healthy person? (with gesture teach these two new words)

S: No.

T: Why?

S: He eats too much.

T: Yes. And he never does sports, he never exercises. (write this word on the Bb)

But he wants to be fit like him. (Show another picture of a very healthy and strong man)

Can you help him?

S: He can’t eat too much.

S2: He can run every day.

T: Yes, he can exercise. What can he eat?

S1: Vegetables.

S2: Rice.

T: Great. He needs a healthy diet. ( Write the two new words on the Bb and teach them to read.)

With the help of diet, he will have energy. (write it on the Bb and tell them the meaning of it in English.)

2) Comic strip

T: Now, boys and girls, listen to the tape and answer these two questions.

(Show the questions on the screen.)

1. What time is it?

2. Does Eddie often exercise?

(Ask the Ss to answer the questions.)

T: Now, please open your books, turn to page 54. Read after the tape.

(After reading after the tape, let them read by themselves in roles.)

S: …

3) Practice

T: Now, work in pairs to act it out.

(Give them 3 minutes to prepare it, then ask some pairs to act it out. )

Homework

1) Copy the new words.

2) Write five sentences about your family like this:

My father loves/likes…. My mother ….

3) Get ready for Reading on page 56.

Unit 4 Food

Period 2: Reading

Study Tasks:

1. Practice the technique of skimming for overall comprehension and scanning for details

2. Master the usages of : lifestyle, before, diet, energy, exercise, fast food, healthy, important, seldom, tired, top

3. Know how to keep healthy by doing exercise and have a suitable diet every day

Topic: Unit 4 What's your favourite food?

Contents: Reading(I) in Unit 4

Important points: the technique to skimming for overall comprehension and scanning for details

Difficult points: 1. the relationship between diet and overall health

2. the teachique to skimming for overall comprehension and scanning for details

Teaching procedures:

Pre-task 1) Revision

Help the students revise “What is your favourite food?” and the answers:“ My favourite food is... I like ... I love...” by making dialogues like this:

S1: What’s your favourite food?

S2: My favourite food is rice and chicken. What about you?

S1: My favourite food is fish and rice.

2) Lead-in

1. T: Show some pictures of playing basketball/football/tennis/volleyball... pictures of running/jumping/swimming/dancing... to the class with the questions:

T: S1, do you exercise at school?

S1: Yes, I do.

T: What exercise do you like?

S1: I like basketball/football/running...

2. T: Ask the whole class to discuss. “Why do we exercise every day?” (Write the sentence on the blackboard and explain. Give them 2minutes to discuss.)

Ss:...

3. (Have some students to report.)

T: To exercise is very good for our health. But food is also important for our health. What do you eat every day?

S1: I eat rice, apples, oranges, meat... every day.

T: What's your favourite food?

S2: I eat bread, milk, pork, bananas...every day.

Task circle 1) Listen and answer. (Kitty)

Let the Ss look at some questions about Kitty before they listen to the tape.

1. How often does Kitty dance?

2. Where did Kitty get her energy?

3. Why did Kitty change her diet?

Then ask the Ss to answer the questions.

2) Read and complete B2 (Kitty)

Ask the Ss to read Reading A by themselves. When they read, they’d better underline the new words. Then the teacher will get them to guess the meaning and explain. Then ask the Ss to complete B2 (Kitty) according to the text.

3) Read and answer. (Daniel)

Let the Ss look at some questions about Daniel before they read the text.

1. How often does Daniel swim?

2. Why did Kitty change her diet?

3. What does Daniel usually have for breakfast?

Then ask them to read the text to find the answers.

4) Complete B2 (Daniel)

Ask the Ss to complete B2 according to the text (Reading B).

5) Listen and repeat (Daniel)

Ask the Ss to listen to the tape and repeat after the tape sentence by sentence.

Read the passages in corals.

Post task 1) Do B1

Ask the Ss to do B1. Let them match the words on the left with the meaning on the right. Then check the answers: 1 dancer e , 2 energy f , 3 healthy d , 4 diet h , 5 seldom a , 6 top b , 7 lifestyle c , 8 exercise g

2) Complete C2

Tell students to do C2 individually, then ask them to check their answers with a partner. Refer back to the text if there are any disagreements.

Task 10: Discussion

T: Boys and girls, what do you learn from the text?

S2: I learn a lot from the text. I think it’s very important to have a healthy diet and a good lifestyle.

S3: I liked hamburgers a lot. But from now on, I will not eat them any more.

S4: I seldom exercised before. I decide to exercise every day.

T: Now if you are healthy, please tell us your diet and lifestyle. If you are not healthy, please tell us your old diet and lifestyle and your plans for your new diet and lifestyle.

Homework:

1. Write a short passage about your healthy diet and lifestyle or your plans for your new diet and lifestyle. (If some Ss think it hard, the teacher can give them some key words for help.)

2. Recite the text (Reading A & B).

牛津7AU4reading教案2

Task:1,To practise the technique of scanning ofr details

2,To know the relationship between diet and overall health

3,To master the usages of the following expressions and words

want to do, for two days,It's important for ...,be good for,eat ...for,not...any more,a

top student,like doing,on the internet,exercise,twice a week,dancer,fast food

4,To finish a class test

Topic:What we eat and how we live

Contents:Reading part in Unit 4

Important points:1,the usages of the expressions and words

2,the technique of scanning for detail

Difficult points:the relationship between diet and overall health

the teachique to scanning for detail

Blackboard design:

What we eat and how we live

Every day,I dance for two hours. It's important for a dancer to be healthy.I know that sweet snacks are not good for me. I always eat an apple for breakfast. I don't eat sweet snacks any more. I am...a top student I like studying. ...on the inernet. After class. I exercise every day for about 30 minutes. I swim twice a week. I always have a healthy meal for dinner.I don't eat fast food any more.

Teaching procedures:

Task One:Show the task for this class (Let the students know they study task):Omission

Task Two:Practise the skill for scanning for the details

1,Give the students papers

2,(The students)Try to read the passage fill the missing words

The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.

The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.

Task Three:A discussion about food and life styles

1,Show a piece of videos (一段关于胖孩子录像)

2,A discussion

Task Four:Ability test

1,Give the papers

2,Use the expressions to fill in the blank for three hours,want to do,It's important for...,not...any more,eat.for,be good for,like doing...

Jack is an English boy.He ______a football player(足球运动员）He ______football very much.He plays football _______every day.He says playing football ______his health.Before he seldom played football because he couldn't run fast.He often ______meat _____his three meals.He got very fat...

Task Five:Practice

Help the students to master the usages of the expressions

First :T:English S:Chinese Then T:Chinese S:English

1， T:I want to be a dancer.

S：我想成为一名舞蹈者。（教师可帮助学生理解意思）

T：She/He/Miss Li/They/The boy want/wants to be a /an/teacher /singer/dancer/engineer/farmer/....

S:她/他/李小姐/他们......想成为......

T: 我/你/他/我们/你们/她们/王先生 ......想成为一名医生/教师/工人......

S:I/you/he/we/you/Mr Wang want/wants to be a/an ......

2，T:I dance for two hours very day.

S:我每天跳舞两小时。（教师可帮助学生理解意思）

T：Theboy/girl/man/teachers/women....run(s)/swim(s)/walk(s)/fish(es)/work(s)...for two/three/two and half/hours/thirty/twenty/ten/minutes...every day.

S:那个男孩/女孩/男人/教师们/妇女们......每天跑步 ......两/三/两个半时......

T：我/我的朋友们/他的爸爸/孩了们每天读书一小时，每天看电视三十分钟.....

S: I/My friends/His father.....read for one hour/watch TV for 30 minutes......

3,T:It's important for a dancer to be healthy.

S:对一个跳舞者来说，保持健康很重要。（教师可帮助学生理解意思）

T：It's important for you/them/the boy/the old man/...to walk/ swim/to do exercise/get up early .....every day.

S:对你/他们/那个男孩/老人......来说，每天散步/游泳/做锻练......非常重要。

T:对我们/你们/他们/平平/杰克......来说，每天读英语/ 每天听录音/散步/打篮球/喝点水/吃点蔬菜......很重要。

S: It's important for us/you/them/Pingping/Jack to read English /listen to the tape/walk/play basketball/eat some vegetables....

4,T:I know that sweet snacks are not good for me.

S:我知道甜点心对我没有好处。（可帮助学生理解）

T：Too much/many meat/sugar/ exercise/sleep/candies...is /are not good for the boy/girl/me/him....

S:吃太多的肉/糖/睡眠太多......对那个男孩......没有好处。......

Task Six:Class Practice

一、Fill in the blanks according to the passage

The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.

The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.

二、Fill in the blanks with the expressions given

Simon is my friend. He wants ____ ____a basketball player.He knows ____ _____for him to run fast. So he runs ____ ____ ____in the morning every day.Before he didn't like running ____ ____.He often _____much chicken and meat ______his supper and he was very fat.His mother told him that too fat ______not _____ _____him. But now,Simon seldom eats chicken and meat.And he gets up early and do exercise every day.

三、Put the following into English

1，他们每天要打一个小时的网球。(for...)

2，明明想成为一个歌唱家。(want to be)

3，对你来说，每天吃一些水果很重要。(It's important...)

4，李先生每个月看两次电影。(twice)

5，读书（reading) 你每个人都有好处。(be good for)

6，汤姆早餐吃一个鸡蛋、一杯牛奶和一些面包。(eat...for)

Task Seven:Homework and exercise

1,Recite the passage

2,Finish the exercise in the book.

3,Class test 三

A Design for Vocabulary of Unit 4 (period 4 )

Teaching Content: Vocabulary of Unit 4 ( F W E 7A

Teaching Aims: 1. To recognize names of different foods

2. To use adjectives to describe different tastes

Teaching Difficulty: Spelling of the names of the foods

Teaching Importance: To recognize the names of the different foods

Teaching Tools: foods, pictures, a piece of cloth, papers

Teaching Procedure:

I. Greetings and giving the aims of this lesson.

T: Hello, boys and girls. Today we are going to recognize different food and their tastes.

II. Pre-task activity

1. T: Boys and girls, look at my desk. I bring some kinds of food here today. Let’s see who has the best memory. I’ll give you two minutes to look through the food. Then, I’ll cover the food. Who says the most names of the food, who’ll be the winner. And I’ll give him or her the food as a prize.

(Use some foods to make the students interested and excited.)

2. T: Now, boys and girls, look at these pictures. There are many kinds of food on the pictures. Let’s see what are their names. Now, follow me.

(Display the pictures of food with the words underneath them in large and clear letters. Use them to teach the new words. This makes the learning interesting and easy.)

III. Task cycle

Task1. Rearrange the letters of some food.

Boys and girls, let’s come to Part A on P59. Please help Millie rearrange the letters to find out the names of food. After you finish the answers, please put up your hand. Let me see who’ll be the first five students.

(get two students to write their answers on the blackboard and check the answers with the whole class. If your class is a stronger one you can choose other words for food and jumble the letters of each word. Ask for volunteers to write some of these words on blackboard. Work out the answers as a class activity.)

Task 2. Find how the food tastes.

Wow, look at me. It’s so sour/sweet/spicy/salty.

(Use some pictures of different kinds of food with strong tastes. Mime the words “sour” and “spicy”. Explain these meanings further with pictures.)

Now, boys and girls, let’s come to Part B. How well do you know the different tastes? Look at the pictures, write the correct words under the pictures.

(Ask students to do this task on their own. Compare answers with their partner.)

Task 3.List the names of food, then complete the figure.

Now, look at the figure. Please work in pairs, try to write down the names of food and their tastes. The more, the better.

Food Taste

( Get some students to report orally. )

There is another figure here. Please work in groups of four to complete the following figure .

Taste Food

Sweet

Sour

Salty

Spicy

IV. Post task

Please tell me how many names of food do you list. The more, the better.

(Students report the results to the whole class.)

Well done! Now, let’s see which group finds the most food. That’s the winner of this lesson.(Give some food as prizes.)

V. Homework

Make a survey. Go to the supermarket to find more food and their tastes.

Period 5

Grammar (Part A Adverbs of frequency)

Teaching contents:

the adverbs of frequency

Objectives:

To recognize and use the adverbs of frequency

Teaching Aids:

A computer, a projector

Teaching methods:

直观教学法、任务型教学

Teaching procedures:

Pre-task: 1) Presentation

T: Kate, what’s your favourite sport?

S1: My favourite sport is dancing.

T: So you can say, “I always dance.” Lucy, what sport do you love?

S2: I love swimming.

T: So you can say, “I usually swim.” Jack, do you like playing football?

S3: Yes, I do.

T: So you can say, “I often play football. I don’t like swimming, but swimming is good for my health. So I sometimes go swimming. Lily, do you like playing badminton?

S4: No, I don’t like it. I play it twice a week.

T: So you can say, “I seldom play badminton.” Tom, do you like playing football?

S5: No, I hate it. I will not play it.

T: So you can say, “I never play football.”

2): Tell the Ss the adverbs of frequency

Show the Ss a diagram to tell the adverbs of frequency. (用柱状图表示)

Main task: 1) Ask and answer

T: Tom, how often do you go roller skating? (show a picture of roller skating)

S1: I sometimes play badminton.

Repeat with other adverbs of frequency.

Then the teacher can encourage the students to ask the teacher some questions.

S1: How often do you swim?

T: I often swim.

2): Do Part A1

T: Boys and girls, do you want to know how often our friends exercise?

Ss: Yes.

Then ask the Ss to open their English books to complete the sentences in Part A1. First, let the students work individually. Then ask them to check their answers in pairs. At last, check for the correct use of adverbs as a class activity.

Pre-task: 1) Presentation

Show some kinds of food for lunch and dinner. (one picture for one kind of food)

T: What’s this?

Ss: It’s ice cream.

T: Lucy, how often do you eat ice cream?

S1: Sometimes.

T: And what’re they?

Ss: They’re noodles.

T: Tom, how often do you eat noodles?

S2: I usually eat them.

T: Now let’s see how many times Millie’s classmates eat these kinds of food for lunch and dinner in a week.

Show the table. Then let the Ss ask and answer questions according to the table.

S1: How many times do the boys eat chicken?

S2: They eat it twice a week.

Main task: Do Part A3

Ask the Ss to complete the sentences in Part A3. Then check the answers.

Post- task: Work in pairs and act it out

Ask the Ss to make dialogues about how often they exercise and how often they eat these kinds of food. Then let them act it out.

Homework:

Ask them to write a short passage to tell how often they themselves and their partners exercise and eat these kinds of food.

Period 6 (Grammar 2)

Teaching contents: 1 To recognize and use countable and uncountable nouns.

2 To recognize and use the indefinite articles to talk about things that are countable.

3 Make the students can use the form of a + … + of.

Teaching aims: 1 Make the students grasp the knowledge.

2 Train the abilities of listening, reading, speaking and writing and the studying skills of the students.

3 Make the students cooperate more in class.

Teaching important and difficult points:

1 To recognize and use countable and uncountable nouns.

2 To recognize and use the indefinite articles to talk about things that are countable.

3 Make the students can use the form of a + … + of.

Teaching aids: pictures, real objects and multi-media computer

Teaching steps：

Step 1 Presentation

T: Boys and girls, good morning. First, please look at the screen.

Show a picture of an apple.

T: What’s this?

S: It’s an apple.

T: (show a picture of a glass) What’s this?

S: It’s a glass.

T: Good. What’s this? (show a picture of a piano)

S: It’s a piano.

T: What are these? (show a picture of mangoes)

S: They are mangoes.

Use pictures to teach story, glass, piano, mango, shelf, carrot, tomato, pot, pancake and potato. At the same time, teach the singular and plural forms of these new words. They are stories, glasses, pianos, mangoes, shelves, carrots, tomatoes, pots, pancakes and potatoes.

Show a picture of a Christmas card with wishes on it.

T: You see, it’s a Christmas card. What should we write on it?

S: Merry Christmas!

T: Yes, and it’s a wish. For example, Happy New Year! It’s a wish, too. Any other examples?

S: Happy Teachers’ Day.

T: Good. These nouns are something we can count. So we call them countable nouns. And only countable nouns have plural forms.

Step 2 Conclusion

Conclude the rules that how to form the plural form of most countable nouns. We add ‘-s’ to the singular form. However, there are some exceptions.

Most nouns + s

Nouns ending in a consonant +y -y + ies

Nouns ending in s, sh, ch or x + es

Nouns ending in o + s or + es

Nouns ending in f or fe -f or fe + ves

Step 3 Presentation

T: We saw some pictures of countable nouns. Now let’s see some pictures of another kind of nouns. (show a picture of bread)

Look, what’s this? It’s bread.

T: What is it? (show a picture of water)

S: It’s water.

T: And what’s this? (show a picture of tea)

S: It’s tea.

Use pictures to teach tea, soup and salt.

T: You see, these are something we cannot count. So we call them uncountable nouns.

Step 4 Practice

Do B1 on Page 62.

Check answers and then do B2. Read Millie and her mother’s conversation and write the underline nouns in the correct column of the table.

Then check the answers.

Step 5 Presentation

Show the students a picture of a cup of tea.

T: Now please look at the screen. What’s this?

Ss: It’s tea.

T: Yes, it is. And it’s a cup of tea. We can not say a tea, but a cup of tea. We can use nouns in front of uncountable nouns to show their amounts. Let’s see some other examples.

Show pictures of a glass of milk, a bowl of rice, a packet of salt one by one. Ask the students to read these phrases.

Then show a picture of meat. Teach kilo and a kilo meat.

Then show a picture of two or three glasses of milk. Teach the plural forms of these phrases.

two bowls of rice three cups of tea four kilos of meat

five packets of salt Students read these phrases together.

Conclusion: a … of + uncountable nouns

Show some other pictures. e.g. a bag of apples a box of eggs

two baskets of bananas

T: We can also use nouns in front of uncountable and countable nouns to show their amounts.

Step 6 Practice

Translate some phrases.

1 五杯茶 2 两袋牛奶

3 一碗米饭 4 三袋盐

5 一盒鸡蛋 6 四公斤芒果

Step 7 Exercises

Do the exercise on Page 63, in the kitchen. Read the conversation and fill in the blanks with a or an.

Then check the answers.

Get students read the dialogue together.

T: Pay attention. In this sentence “It takes half _______ hour to cook.” we should put ‘an’ in the blank.

T: We use ‘a’ or ‘an’ before a singular countable noun. If the noun starts with a vowel sound, we use ‘an’. And in the word hour, the letter ‘h’ is silent and it starts with a vowel sound, so we use ‘an’.

T: Let’s see how many letters we can put ‘an’ before them. Please think it over.

Then check answers.

The letters are A, E, F, H, I, L, M, N, O, R, S, X.

Step 8 Production

T: We’ll have a party. We don’t have enough food or drinks. So we should go shopping. Please work in pairs and make up a new dialogue about shopping.

Choose several pairs to perform their dialogues in class.

Homework

Write down the dialogue discussed above.

Period 7

A Design for Intergrated skills of Unit Four

Teaching Content:Integrated skills (Part A)

Teaching Aims:Develop four skills by way of talking about “How to keep fit”.

Teaching Tools:recorder,slides,etc.

Teaching Procedure:

I.Greetings and giving the aim of this lesson:

T:Hello,boys and girls. Today we’re going to talk about “How to keep fit”,then please finish the questionnair on Page64. （Explain“ fit”）

II.Pre-task activity:

At the beginning,show some funny pictures to arouse students’ interest in different lifestyles ,food and health issues.

T: Now, please look at this form, it is Wang Ling’s lifestyle, please talk about it, do you think it is a good lifestyle?

exercise Play computer games Eat fruit and vegetables Watch TV Eat fast food

never *

seldom *

sometimes *

often *

always *

(The students have a talk)

S: No. It isn’t a good lifestyle.

T: Good Now would you like to tell me your lifestyles ?

S: Yes.

T: OK. Work in groups .I will give you five minutes ,please talk about your own lifestyles, then I will ask some groups to give us your opinions . You can refer to these questions on the screen:

1. How often do you exercise?

2. How long do you sleep every night?

3. How much TV do you watch every day?

4. How often do you eat cakes, biscuits and sweets?

5. How often do you eat fruit and vegetables?

6. How often do you walk to school?

(The students have a talk.)

T: OK. Time is up. Any groups volunteers?

(Some groups give their opinions, the teacher gives some advice, Then have a free talk to teach new words and phrases :“less than”,“more than ”,“biscuits” and “total”.)

III.Task cycle:

Task 1 : Come to the questionnair.

T: Now you are logging onto the Get Fit website and listening to an online interview with one of the club members, Hu Wen. Then please finish the questionnair on P64.

(Explain the instructions and the purpose of a “lifestyle” questionnaire carefully. The students study the questionnair individually. Check for general understanding and confirm the meanings of adverbs of frequency, individually and in pairs.)

Task 2: Finish the questionnair. Play the recording ,ask students to listen for specific information about Hu Wen ’s lifestyle and tick the correct boxes, ask them to check their answers with a partner. Then check answers as a class activity. Give help and explanations if students have problems. Then encourage them to find the information for themselves and complete the last column of the questionnair.

Task3: Report.Ask students to enter Hu Wen’s score and their own score in the table in PartA3.Students analyze the health scores for Hu Wen and themselves. Read out the three categories. Ask students to put up their hands for each category. Count the number of students in each category to see how healthy or unhealthy the class is. (The teacher can ask the students to draw a chart according to the report for class display.)

IV.Post-task activity:

Task1: Interview. Divide the class into pairs. Ask students to read and understand the questions in PartA4 before they interview their partners. Pay attention to intonation. Ask them to drop their voice at the end of the question. Say some sample questions and ask students to repeat them.

Task 2: Report.Ask students to complete the report in Part A5.Use the information obtained from the questions in Part A4.Ask students to put up their reports, together with the class profile for classroom display.

V. Homework :1. Make a survey: What do your friends have for breakfast/lunch/supper?

See how healthy or unhealthy they are . Tell them to how to keep fit.

2.Make a plan for yourself to tell your classmates how you keep fit.

(The students can choose one as their homework)

A Design for Integrated Skills of Unit 4(Period 8)

Teaching Content:Integrated skills ( Part B )

Teaching Aims:1.Develop four skills

2.Introduce and consolidate common intonation patterns with ‘Wh’ questions.

Teaching Tools:recorder, slides etc.

Teaching Procedure:

I. Greetings and giving the aim of this lesson

T: Hello, boys and girls, today we’re going to talk about food and diet, ask and answer questions about likes and dislikes

II. Pre-task activity.

(First say a rhyme :What would you like?

What would you like? I’d like some rice.

What would you like? I’d like some pies.

Sure,they’re very nice. )

T: Good job.OK,here are Peter’s diets,please talk about them,(give some sentence patterns about like and dislike),then tell your partners what you like and dislike.(make the students work in pairs)

Before Now

seldom Fruit and vegetables seldom Fast food

often Snacks, sweets often Fruit and vegetables

always Fast food always Healthier food

(The students have a report , the teacher gives some advice, then have a free talk to teache new words:“feel”,“luck”,“supermarket”,and“ carry.”

III. Task cycle:

Task 1:Know Meiling and Ricky’s diets .Listen to the tape , make the students listen for some details about Meiling and Ricky’ conversation, then ask the students to repeat the dialogue between Meiling and Ricky.(in chorus, in groups, or in pairs)

Task 2:Act out the dialogue. Ask students to work in pairs , then make some pairs to present the dialogue before the class,make sure that students should be able to role-play this conversation with fluency, eye contact and appropriate intonation.

IV.Post-task activity:

Task 1:Make up new dialogues .Ask students to work in pairs and talk about their own diets. for some weaker classes,allow students to write down their conversations before role-playing them. Remind them that they can use Meiling and Ricky’s conversation as a model.. Ask some pairs to present their conversation to the class. After this ,the teacher can give some advice.

Task2:Extension activity. On Page 67 is a calorie and vitamin chart listing some common food items. Set up an activity to encourage students to talk about their own and their classmates’diets without referring to their books, then ask the students to write a short passage about it .If time permitted,the teacher can give some comment on some passages.

Task 3: Introduce common intonation patterns with ′Wh‵questions.

Make the students talk about their lifestyle and diet, make sure they use ‘Wh’ questions.,(give some sentence patterns), tell them to pay attention to the intonation.Explain that we drop our voice at the end of a ‘Wh’ question to indicate that we have finished speaking .Tell them Wh-words include“ what ”“when ”“ why ”“where ” “who ” “how ” “which ”“whom ”and“ whose.”

Task 4. Pratice. Ask students to listen to the questions on the recording, then repeat each question, make them place the downward arrow on the last word of each question ,ask some students to write an answer to each question, make the students practise saying the questions and the answers in pairs, they can add their own Wh questions about food items and use different Wh-words.At last,ask some pairs to come to the front of the classroom and present the conversation.

VII. Homework: Written work: My favourite food.

Period 9 (Main Task)

Teaching contents: To teach the students how to write an article.

Teaching aims:

1 To express factual information about diets and lifestyles in writing.

2 To write an article for a website based on personal information.

3 To read an article to a classmate and check for mistakes.

4 To train the healthy lifestyle of the students.

Teaching important and difficult points:

To teach the students how to write an article.

Teaching aids: pictures, real objects and multi-media computer

Teaching steps:

Greetings and assigning the task

T: Good morning/afternoon, boys and girls. Do you know about Get Fit Club. Get Fit Club is an e-club which introduces healthy styles and helps people to live better and healthier. Millie has joined it. We are going to join it, too. And each member of it must write an article to introduce his/her healthy life style. So in this class each of us will write an article to talk about our life styles.

Warming up

T: In the last several periods, we have already learned and revised many names of food. Now, can you say them as many as possible?...

Food: cakes(1),bread(2),rice(3),meat(4),chicken(1),beef(3),fish(2),noodles(4),

eggs(3) ,potatoes(2),tomatoes(1),hamburgers(4),pizzas(4),carrots(3),

turnips(2) ,vegetables(1) etc.

Fruit: watermelons(4), apples(1), pears(2), bananas (3), oranges(3),

lemons(2), strawberries(4) , mangoes (1), pineapples(2) cherries (3),etc.

Drinks: coke(1), juice(3), water(4), milk(2), tea(3) etc.

Snacks: biscuits(1), chips(4), ice cream(2) etc.

Pre-writing

1) T: Good. You have really known a great deal of words about food. Here is a form. Can you ask and answer the questions and fill the form? After you have finished it, you will have a report.

Name __________________________ Age ____________________________

HealthCondition__________________Hobby/Hobbies____________________

Questions Answers

Do you have breakfast every day? Seldom/every day/never

What do you have for breakfast?

What do you have for lunch?

Do you have snacks?

What do you have for supper?

Do you have sports?

How often do you have sports?

2) T: Look at the information table on page 67 and compare your form with your partners .Do you know how much energy you need every day? Can your diets give you enough energy ?Do you eat too much or take too little exercise ?Learn the calories and vitamins in each portion of the food ,compare the report above and design a healthy diet for yourselves and tell the class about it.

Breakfast: bread, milk, eggs, fruit/noodles with eggs or meat, fruit/

Congee, eggs, meat, fruit etc.

Lunch (dinner): soup, rice, pork, fish, vegetables / soup, rice, chicken,

vegetables, fruit / soup, fish, beef, vegetables, fruit, etc.

Supper: porridge, cakes, vegetables\ congee, cakes, vegetables/

noodles, vegetables etc.

Snacks: biscuits, juice etc.

Exercise: have a walk every day/jogging/play ball games/do morning exercises, riding, etc.

Report Pattern

Hello, everybody. My name is…. I am…years old. I like….I am strong/a little weak/a bit fat/a little thin/…I will have…for breakfast every day, because …; for lunch I will have….This will give me enough energy to….; Between lunch and dinner /supper ,I will have some snacks, such as….I will have …for supper. I will do enough exercise and I will ….I will be a healthy boy /girl.

Writing

T: Please read Millie’s article for the website (on Page68) and see how Millie design her healthy life style.

T: Millie has written out her plan to keep fit. Now you try it, imitating her writing style, write your own articles for the Get Fit Club.

Tips for your writing

Name: age: sports: health condition:

What to have for breakfast:

What to have for lunch:

What to have for dinner/supper:

What to have between the meals:

some exercise

Writing Sample: Millie’s article on Page 68(omitted)

Post-writing

1) T: OK, you have finished your writing. That’s great. Do you want to share them with the whole class and improve them? Please read your articles to the class. We will help you to correct your mistakes and make your articles better. Who will read the article first?

…

…

….

2) T: In this class, we have finished our articles for the Get Fit Club. Each of us has done a good job. Now here is your homework:

Homework

Read, beautify, print, display your articles and post to the Get Fit Club (Website-Fit@)

Help your parents to design their healthy diets and write them out.

Finish the exercises on page 60 and page 61, workbook.

Period 10

Teaching Contents:

1. Checkout

2. Exercises

Teaching focus:

Self-assessment for students to find out how much they have learned in this unit.

Teaching difficulties:

1. to write the key vocabulary

2. the usage of the simple present tense

Teaching Aims:

1. Knowledge objectives(知识目标):

1) To revise the use of adverbs of frequency and the names of common food items

2) To revise key vocabulary

3) To review the simple present tense

2. Ability objectives(能力目标):

To help the students build the ability of self-study and self-assessment

3. Emotion objectives(情感目标):

To help the students have a healthy lifestyle and live a healthy life

Teaching Methods:

Listening, speaking, reading and writing

Teaching Procedures:

1. Pre-task

1) Greetings.

2) Free talk

T: Hello, boys and girls! How are you today?

Ss: I’m fine. Thank you. And you?

T: I’m OK now. But I didn’t feel well yesterday. I went to see the doctor. The doctor said, “There’s nothing serious. You’d better exercise more and have more healthy food, such as vegetables, fruits.” Do you often exercise, boys and girls?

Ss: Yes. (Some Ss may say “No”.)

T (to a boy): Do you often exercise?

S1: Yes.

T: What kind of exercise, basketball or football?

S1: …

T (to a girl): What about you?

S2: No, I don’t exercise.

T: Why not?

S2: Because I have no time. I have to do a lot of homework.

T: Oh, you have a lot of homework to do. But I think you must exercise often to be strong, to have a healthy body. If not, you will feel ill and have to stay in bed or go to see the doctor, then you will not be able to come to school and you will fall behind others.

The doctor told me to eat more vegetables and fruits. Can you tell me any names of fruits?

S3: …

S4: …

T: Good! Thank you! Now I must eat more apples, bananas and vegetables and exercise more. By the way, what food do you often have?

S5: …

S6: …

T: Good! Boys and girls, do you know Amy? What food does Amy often eat, do you know?

2. Task circle

1) Do Part A

T: Please open your books at p69. Let’s look at Part A. How often does Amy eat these different kinds of food? Look at the chart below and write a few sentences. (Two minutes)

(Two minutes later, ask some students to speak out their sentences.)

T: Now, boys and girls, how often do you eat these different kinds of food in the picture? First, do you often eat fish? …

… …

2) Do Part B

Now, let’s look at Part B. You are now a member of the Get Fit Club too. Complete this week’s crossword puzzle. You can read these sentences first, they will help you find the right words.

(Ask some Ss to tell their answers.

1. Eating good food and doing exercise help you stay healthy.

2. A kind of fast food. (hamburger)

3. Many Chinese eat it every day. (rice)

4. They grow on trees. They can be red or green. (apples)

5. This fruit is yellow and it tastes sour. (lemon)

6. You need this drink to live. (water)

7. They swim. (fish) )

3. Post task

Now boys and girls, please add your scores. Let’s see who gets the most score. He or she will be the winner of this lesson.

4. Homework:

1. Make a survey to find how often your classmates eat some certain kinds of food. Write down a few sentences according to Part A on p.69. You should use “ sometimes, never, usually, always, often, seldom”.

2. Preview Unit 5.

七年级英语说课稿模板(篇3)

6B词组(1)

Unit One

1. on Sunday morning 在星期天早晨

2. go for a walk 去散步

3. be glad to see them 很高兴见到你

4. under a big tree 在一棵大树下

5. have a chat 聊天

6. a twin sister 双胞胎姐姐/妹妹

7. look the same 看上去一样

8. as tall as 和……一样高

9. twenty minutes younger than… 比……小二十分钟

10. want to do sth. 想做某事

11. one day 有一天

12. the one child in my family 我家的独生子

13. the man in black 穿着黑色衣服的男人

14. Who’s younger, you or Su Yang? 谁年龄小，你还是苏扬？

15. Do you have any brothers or sisters? 你有兄弟姐妹吗？

16. He’s one year younger than me. 他比我小一岁。

17. You’ve got a brother. 你有一个哥哥。

18. I’m taller than Su Yang. 我比苏扬高。

19. Who’s taller than David? 谁比David高？

20. Whose school bag is heavier, yours or mine? 谁的书包重，你的还是我的？

Unit Two

1. be good at 擅长

2. do well in 在……方面做得好

3. talk to sb. about sth. 和某人谈有关某方面的情况

4. need help with… 在……方面需要帮助

5. run faster than… 比……跑得快

6. a good football player 一位好的足球运动员

7. some of the boys 其中一些男孩

8. Don’t worry. 不用担心。

9. do some exercise 做练习/做运动 do more exercise 多做练习/运动

10. get stronger 变得更健壮

11. jog to school 慢跑去学校

12. play ball games 玩球类运动

13. all of us 我们所有人

14. be late for school 上学迟到

15. What’s the matter? 怎么了？

16. I’ll get up earlier every day and do some exercise before I go to school.

我会在每天早点起床，上学前做些运动。

17. Please don’t be late again. 请下次别迟到。

18. Shall we start our lesson now? 我们现在开始上课吧？

19. You have five minutes to remember them. 你们有五分钟的时间来记住他们。

Unit Three

1. Excuse me, can you tell me the way to …? 请问，你能告诉我去……的路吗？

2. go along this street 沿着这条街走

3. turn right/left 向右/左拐

4. at the first crossing 在第一个十字路口

5. on your left/right 在你的左/右边

6. take bus No. 5 坐5路车

7. a long walk 走一段很长的路

8. every five minutes 每5分钟

9. in front of 在……前面

10. get off 下车 get on上车

11. at the third stop 在第三站

12. the History Museum 在历史博物馆

13. a shopping centre 购物中心

14. a post office 邮局

15. a middle school 中学

16. a primary school 小学

17. a train station 火车站

18. last Sunday afternoon 上个星期天下午

19. a book about animals 有关动物的书

20. run out of 跑出……

21. stop thief 抓贼

22. start to run 开始跑

23. get sth. back 把某物拿回

24. come to help 来帮忙

25. He’s asking Yang Ling how to get there. 他在问杨凌怎么去那儿。

26. You can’t miss it. 你不会错过的。

27. How far is it from here? 离这儿有多远？

28. It’s about a kilometer away. 大约一公里远。

Unit 5

1. be going to do sth 将做某事

2. next week 下个星期

3. for one year 有一年的时间

4. want to know about sth 想知道某事的情况

5. What’s the weather like…? 天气怎样？

6. in spring/summer/autumn/winter 在春天/夏天/秋天/冬天

7. in the countryside 在乡村

8. Sounds great! 听起来很棒！

9. most of the time 大部分时间

10. make snowmen 做雪人

11. It’s great fun. 这很有趣。

12. warm clothes for winter 冬天穿的保暖衣服

13. go rowing and fishing 去划船钓鱼

14. go jogging 去小跑

15. It’s usually very hot, as hot as in Nanjing. 通常很热，很南京一样热。

16. What about…? ……怎么样？

17. Does it often rain there in spring? 春天经常下雨吗？

18. There’s a lot of rain in spring. 在春天雨水很多。

19. Which season do you like best? 哪个季节你最喜欢？

20. turn green 变绿

21. get shorter 变短

22. go swimming 去游泳

Unit 6

1. have school 上课，有课

2. talk about 谈论

3. see a Beijing opera 看京剧

4. this afternoon 今天下午

5. Would you like to join us? 你想和我们一起去吗？

6. by the way 顺便说/问一下

7. at the concert 在音乐会上

8. play the violin/piano 拉小提琴/弹钢琴

9. have a picnic 进行野餐

10. go on an outing 去远足

11. see a play 看戏

12. take part in… 参加

13. a singing contest 歌咏比赛

14. a sports meeting 运动会

15. have a class outing 进行班级远足

16. class project 班级课题

17. at the bus stop 在公共汽车站

18. come home 回家

Unit 7

1. yesterday afternoon 昨天下午

2. some writing paper 一些信纸

3. What for? 为什么

4. write a letter 写信

5. listen to music 听音乐

6. make model planes 制作模型飞机

7. have the same hobbies 有同样的爱好

8. I hope so. 我希望如此。

9. tell sb about sth. 告诉某人有关某事的情况

10. of course 当然

11.a fax machine 传真机

12. a telephone number 电话号码

13. write to sb 给某人写信

14. collect stamps 收集邮票

15. draw a picture 画画

16. make a kite 做风筝

17. do one’s homework 做回家作业

18. ask for 要求

19. some other subjects 一些其他课程

20. finish primary school 小学毕业

21. go to middle school 上中学

22. know everything about 了解有关……的一切

23. penfriend club 笔友俱乐部

24. with best wishes 祝好

七年级英语说课稿模板(篇4)

七年级英语下册Module 2 教案

七年级英语下册Module 2 教案 ――黄晓瑜 一、教材分析 1、主题 Spring Festival 2、题材内容 本模块话题是“节日”。要求学生掌握描述节日的表达方式，同时加强学生对中外节日的理解与认识。通过使用现在进行时，对该话题展开听、说、读、写的语言实践活动。使学生加深能够谈论或写出对该节日的介绍，并了解英语国家中重要的节假日及其主要庆祝方式。有助于学生了解世界，提高学习效率，形成自主学习的能力，为学生的终身学习奠定基础。教学中教师应随时随地以课本为出发点，灵活利用各种素材组织教学过程和内容。 3、任务： 介绍春节或其他中外重要节日。 4、教学重点和难点 重点：掌握描述节假日的基本词汇； 读懂含有现在进行时的句子； 掌握现在进行时的结构和用法。 难点：现在进行时和一般现在时的结构和用法的比较。 5、课时安排 根据学生学习英语的特点和规律，我们把本模块划分为4课时： Period 1: Vocabulary, Listening and Pronunciation Period 2: Reading and Vocabulary Period 3: Speaking, Writing, Around the world & Module Task Period 4: Language in use 注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。 二、教学目标 1、语言知识： 语音；动词ing形式的发音. 词汇 Festival, ready, cook, meal, learn, dragon, lantern, sweep, floor, happen, help, tradition, bad, luck, paint, mean, decorate, decoration, everyone, haircut, give, dumpling, sweet, pudding, fireworks, few, want, week, round, bring, colour, something, cut, Christmas, long 词组 Spring Festival, get ready for, dragon dance, Lantern Festival, sweep away, at work, paper cut, New Year, New Year’s Eve, sweet pudding, a few, all the year round. 语法 现在进行时的问与答；一般现在时。 功能 节日的表达与询问；描述准备的过程。 话题 以“节日”为话题。 2、语言技能： 听 能听懂有关为“节日”做准备的句子；能听辩动词词组。 说 能就正在做或正在发生的.事情进行简单的问答练习。流利的说出含有本模块生词的短语。 读 能读懂有关节日描述的短文，并且能将段落与图片，段落与问题搭配。 写 学会写要点，句子以及段落；用and连接句子。 演示与表达 能向人们介绍春节或其他中外节日。 3、情感态度： 乐于接触并了解世界不同地方人们的节假日，乐于参加相关英语实践活动，提高对英语的学习兴趣，培养对异国文化，生活习俗的兴趣，提高对本国文化的认识。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。 4、文化意识： 中外对比 了解英语国家重要节假日及其主要庆祝方式，鼓励学生了解世界，加强交流。 三、教法和学法 1、教学方法 基于课程改革的理念及“第二语言习得论”，培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P―T―P”自主学习立体模式：pre-task…task-cycle…post-task。 2、教材处理 核心任务：能够运用所学句型结构描述人物和地点及活动。三个环节如下： pre-task：学生联系生活实际，激活背景知识，。 task Ccycle：通过整个模块的听说读写的训练，强化“描述人物和活动。”的表达能力，为完 成任务做好铺垫 post-task：达成任务，展示成果，反馈学习情况 3、学习策略 学会自主学习，形成有效交际、信息处理、英语思维的能力。 认知 联系，归纳，推测等技能。观察并归纳动词形式的变化规则，提高自学能力。 调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改 交际 学习运用恰当词语简单描述节日。 资源 通过其他资源获取更多有关“节日”的简单英语。 自学 培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。 留心日常生活中使用的有关信的简单英语 合作学习互相学习，取长补短，把学习英语和信的基本应用结合起来 四、教学设计 Module 2  Spring Festival Period 1: Vocabulary, Listening and Pronunciation 1、Teaching Content: Vocabulary, Listening and Pronunciation 2、Teaching and Demands: 1) Language Knowledge Key words and phrases: Spring Festival, ready, cook, meal, dragon, floor, happen, help, get ready for, dragon dance, lantern, festival, sweep away, at work Key structure: be +v.-ing What is he doing? Is he working? Yes, he is.  No, he isn’t. 2) Listening skill: To understand conversations about the Spring Festival. 3) Affection and attitudes: We should be interested in the festivals in the world. 3、Learning strategies: Bottom-up approach and listening to the tape and do some exercises. 4、Teaching Aids: Multi-Media (Tape recorder, video, handout,etc) 5、Teaching Procedures: Activity 1: Revision Task: Recall what we have learned in last lesson.  Step 1 Label the pictures with the words. (1). Read through the words in the box and have the Ss. Repeat them after you. (2). Ask them to label them in the pictures on the screen. (3). Make some sentences with the words. Ask students to speak out as many as they can. Step 2 Talk about the pictures that the teacher brings into the classroom. She is standing./walking/ buying/talking … I am not walking to school now. You are not walking to school now. He is not walking to school now. Are you walking to school now? Is he walking to school now? Activity 2: Lead in Task 1: Brainstorm of the words “festival”. Step 1 Draw a Festival tree. Festival     Chinese Festivals  Western Festivals   Step 2 Talk about the festivals.   Do you like festivals?   Why?   What kind of festivals do you like, Chinese or western?   What do people do on festivals? What festivals do you like best? Etc. Task 2: match the words with the pictures  in activity 1 on page 8. Step 1 Ask: What is the biggest festival in China? What do you think people usually do to get ready for the Spring Festival? Read the words in activity 1 on page 8 and have the Ss. repeat them after you chorally and individually. Step 2 Ask the students to do activity 1 on page 8. Play the recording and ask the Ss. to listen Step 3 Play the recording again and have them check the words individually. Check their answers with a partner. Step 4 Call back the answers in a whole- class setting Step 5 Talk about the pictures Activity 3: Listening Task 1: To understand conversations about getting ready for the Spring Festival. Step 1 Give the Ss 2 questions: What are Lingling and her mother doing ? Where is Lingling’s father? Make sure the Ss understand the 2 questions:  Step 2 Play the recording and have them listen . Step 3 Play the recording again and have them write the answers individually. Step 4 Play the recording and have them check their answers with a partner Step 5 Call back the answers from the whole class. Task 2: activity 3 on page 9. Step 1 Choose the best answers in Activity 3. Step 2 Call back the answer in a whole- class setting. Task 3: Listen and read: Step 1 Play the recording and ask the Ss. to listen and read the conversation. Step 2 Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually. Step 3 Put the Ss. into groups of 3 to practise the dialogue. Step 4 They should repeat it several times, changing the roles each time. Task 4: activity 4 on page 9 Step 1 Explain by saying “This activity is designed to check if you have grasped the main structure. Explain that the students have to answer the questions in full sentences. Step 2 Put the Ss. into groups to ask and answer the questions. Step 3 Call back the answer in a whole- class setting. Step 4 Ask different students to practice them in front of the class. Activity 4: Pronunciation Task: Grasp 3 phonemes Step 1 Play the recording and ask the Ss. to listen and read the phonemes/ l. Step 2 Play the recording again and ask the Ss. to repeat chorally and individually. Step 3 Put the Ss. in pairs to practice them. Activity 5: A test Listen to the tape and translate some of the sentences into Chinese. Activity 6: Homework Recite the short passage as fluently as possible. Period 2  Reading and Vocabulary 1、Teaching Content: Reading and Vocabulary 2、Teaching Aims and Demands: 1) Language knowledge: New words: tradition, bad, luck, paint, mean, decorate, decoration, dumpling, fireworks, few, week, round, bring Key phrases: paper cut, New Year, New Year’s Eve, sweet pudding, a few, all the year round. 2) Reading skill: To understand the text. (重点) 3) Aff

七年级英语说课稿模板(篇5)

牛津初中英语知识点汇总

7

1. an instruction book

2. a secondary school

3. introduce sb. to

4. start school

5. greet your partner

6. be clever at

7. have one cousin

8. have black hair in a ponytail

9. wear glasses

10. football field/pitch

11. at the weekend

12. kick/score a goal

13. The more English you speak in class, the faster you will learn.

14. practise doing

15. dark brown

16. talk on the phone

17. a computer programmer

18. have breakfast/lunch/dinner

have a wonderful dinner

19. have fun doing sth.

20. keep a diary

21. do after-class activities

22. at lunch time

23. go to assembly

24. spend + 时间/钱 + on sth

in doing sth.

25. on a school day

26. too much + 不可数名词 much too + adj/adv

27. win the first prize

28. all the time

29. meet up with sb.

30. go on a school trip

31. look forward to a great day

32. look forward doing

33. have problems/trouble/difficulty with

34. have problems/trouble/difficulty doing

35. dress up as a ghost

36. celebrate Halloween in many ways

37. give us candies as a treat

38. play a trick on

39. cut out

40. make…out of…

41. at Christmas/On Christmas Day

42. on holiday

43. give sb.a hint

44. dream of/about doing

45. join an e-club

46. take turns to do

47. get tired

48. between meals

49. a top student

50. log onto the website

51. an online interview

52. Good luck with your report

53. keep fit and stay healthy

54. full of energy

55. take in

56. a shopping mall

57. There’s a discount on sth.

58. prefer to do rather than do

59. prefer doing to doing

60. They match her T-shirt.

61. wait for one’s turn

62. help with my homework

63. call sb.on 5551

64. They fit very well

65. a fun place to go

66. 10 more minutes = another 10 minutes

67. raise money for Project Hope

68. join in the fashion show

69. in the 20th century

70. in the 1970s/1970’s

71. an interesting talk on…

72. wear my hair in a 1990s style

73. have fun doing

74. end in “e”

75. go to/attend assembly

76. write sth in the correct order

77. cut sth. into the shape of

78. be made of

79. be tired out

80. invite sb.to do

七年级英语说课稿模板(篇6)

重庆市110中学 曹毅

单元整体说明

单元教材分析

本单元的核心话题是用英语询问人的长相、性格，因此 ‘talk about what people are like’是教学重点。通过对本单元的学习，学生能掌握本单元出现的表示性格的一些形容词。

单元知识结构

词汇：serious，unfriendly，outgoing, generous, moody，be like, look like，come from，a little, such as，ect．

句型: --What’s Billy like? He’s shy，-What’s that？-That’s Mike．

---Who’s that? ---That’s Mike.

单元总体目标

1．Master the vocabulary.

2．Master and use: -What’s Billy like? –He’s shy．

--Who's that? That’s Mike

单元教学重难点一览

重点 难点

1．The vocabulary．

2．What’s... like?

3．Who’s that? talk about what people are like

单元学情分析

学生前面已经学过关于“”引导的特殊疑问句，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。

单元教学建议

听说读写等技能相辅相成的，而听读是说和写的基础，因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。在听读的基础上创设语言情景，加强说写能力的训练。

单元课时分配

本单元共4课时：

Section A（一）1课时

Section A（二）1课时

Section B（一）1课时

Section B（二）1课时

Section A（一）

教学内容

Section A中la. 1b．lc．2a．2b．2c Grammar focus

教学目标

知识与能力

1、Match the vocabulary: serious，unfriendly, relationship, personality.

2、Master and use：--What’s Billy like? --He's shy．

--Who's that? --That’s Mike．

过程与方法

学生在前面已经学过了询问外貌特征的特殊疑问句，已具备了学习本课的初步知识。通过例子What is the weather like？引入创设情景，让学生身临其境，学习描述人性格特征的句子。

情感态度价值观

懂得人有不同性格特点，学会取长补短，与人友好相处。

教学重、难点及教学突破

重点

1. The vocabulary

2. language：What's Billy like? He's shy.

难点

talk about what people are like

教学突破

对于本课的单词短语通过卡片或图画来引出学习

Language：What，s Billy like?，通过复习What is the weather like？What's your favorite subject?句式，自然引人新课。

教学准备

教师准备

录音机、磁带、课件

学生准备

预习生词和课文

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

1’ Organize Ss by greeting each other

Step 2 Free talk 2' The Ss talk about

something

Step 3

Presentation

10' Ask the Ss to answer the following

questions:

1．What’s your favorite subject?

My favorite subject is English．

2．What’s the weather like today？

It’s sunny.

3．What's your name？

My name is Zhang Hong，

Now today we’re going to talk about what people are like．First let’s learn some new words． 学生模仿练习

（in pails)

4.用课件出示图片

Look at this picture．Say, He is Peter．What’s he like?

（板书What’s he like?)

Help the Ss to answer: He’s very serious.

（板书He is serious）

5．Match the words with the people in the picture．

6. 出示与课本相同的图片

Ask: What’s Billy like?

He’s tall and serious.

What’s Jane like?

she's friendly.

Some more asks and answers．

7．Listen and circle the words you hear in 2a.

Listen carefully and draw lines to match the words in 2a．We’ll listen twice．The fast time，the Ss on1y listen.

The second time，listen and write. 学生跟读和拼读单词

学生模仿练习看图互问

学生看图互相问答look at their books．

Listen and draw lines

carefully． 卡片展

示生词

多媒体

放映

录音机

本课小结

本节课学习了4个生词和What's he like? He is …句式的运用。通过本节课的学习，学生学会了用英语描述一个人的性格特征。

练习设计

随堂练习设计

1、完成下列单词：

s____r_____ous unfr_____ndly rel____tionsh__p pers___al___ty

个性练习设计

2、翻译下列句子：

(1). 你认识琼吗？

她是个长着长头发的高个字女孩，她很麻利。

(2）比利很严肃。

板书设计

Unit8 What's John like?

1 serious 1 What's Sally like?

2 unfriendly He is serious

3 relationship 2 The tall kid with short hair

4 personality

Section A（二）

教学内容 Section A中3a 3b 4

教学目标

知识与能力

1．Match the vocabulary：sunglasses hobby

2．Master and use：who，s the tall thin boy with curly hair？

What are you like？I'm friendly．

过程与方法

上节课学习了关于人的特征、个性的问答，What's he like？He is serious.通过问答这个句式，很自然地导人新课。

情感态度价值观

熟练掌握关于人的外貌和个性的描述词汇和句型。

教学重、难点及教学突破

重点

1 The vocabulary．

2 Language：Who’s the tall thin boy with curly hair?

What are you like？I’m friendly．

难点

Use the language to ask what people are like.

教学突破

本课单词通过图片或实物来展示学习

Language的学习，通过复习上节的What's he like？，自然引出本课的语言点。

教学准备

教师准备

图片、实物、课件

学生准备

预习生词和课文

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

1 Organize Ss by greeting each other

Step 2

Free talk 2 Ask Ss what’s he like The students talk

about something

Step 3

Presention

5 1．What's b Ping like?

He is funny.

2. What’s Li Hong like?

She’s friendly．

3，Do you know Wang Dong? Oh，he’s over there．He’s a tall thin boy．

Now this class we are going to continue to talk about what people are like.

学生互相问答练习

4.出示课件

Look，who’s the tall thin boy?

Help the Ss to answer：That’s Jack. He’s cool．Who’s the tall thin boy with curly hair?

（板书）

That，s Billy．He’s cool. He likes to wear black shirts and sunglasses。

（板书He likes to wear black shirts and sunglasses．）

5. Look at the book 3a:

Ask Ss to number the four sentences．Then check the answers．

Now Practise the conversation in pairs 学生模仿练习多媒体

放映

Step 4

Practise 6’ Now let’s see some thing about your friends…

Give the students the example：

Ann is smart and interesting．

She likes moveis and Kung Fu． 学生写出表格中三

栏内容，模仿例子把

自己的朋友介绍给

全班同学

Step 5

Summary

(2） 1. Words and phrases of this class．

2. Language points：

Who's the tall thin boy with...…？

That，s Jack，He’s cool！He likes

What are you like?

本课小结

本节课我们学习了两个生词。学习了What are you like?

Who's the tall thin boy with curly hair? He’s cool! He likes ….句式的运用，学生初步学会了怎样描述衣着打扮。

练习设计

完成对话：

A: Who’s_________________（长着长发的高个子的女孩）

B：That’s Lucy．She's Smart．She likes ___________（戴太阳镜和穿游泳衣）

A: Why _________you like her?

B：________________________________.

板书设计

Unit 8 What's John like

words＆phrases： Sentences：

1. Sunglasses 1. Who's the tall thin boy with…

2. Hobby 2. He’s cool. He likes to wear…

3. The tall thin boy with curly hair

4．Look so serious

5．Wear black shirts and glasses

Section B（一）

教学内容

Section B中的1a 1b lc 1d. 2a 2b教学目标

知识与能力

1. Match the vocabulary：

easygoing outgoing generous moody appearance

2. Master and use：

1. What does he look like?

2. Who’s that? He’s Emil．

3. What’s he like? He’s funny and outgoing.

过程与方法

上节课学习了What are you like? Who's the tall thin boy?句式，本节知识是上节知识的扩展和巩固，通过对话，自然引入。

情感态度价值观

懂得如何客观地描述并欣赏别人。

教学重、难点及教学突破

重点

The vocabulary

Language:

What’s he like? He’s funny and outgoing.

Who’s that?

难点

Use the language to introduce person．

教学突破

本课单词以卡片和图片呈现学习，在language问答中加以巩固。Language的学习通过复习What’s he like?的句式进行。

教学准备

教师准备

图片，录音机，磁带

学生准备

预习生词和课文

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

1’ Organize Ss by greeting each other.

Step 2

Free talk 2' Ask the students what are you like The students talk about something

Step 3

Presentation

8’ 1．What’s your brother like?

He is friendly．He likes to wear shirts and sunglasses.

2. Who’s that tall thin boy?

That's Li Ping.

What’s he like?

He's smart．He likes to draw pictures and see movies．

3. Look. This is Emil．What’s she like?

Help Ss to answer: She is outgoing.

Ask Ss to guess the meaning of` “outgoing” according to the picture．

4．卡片展现生词

5. Act the words with the people in the four pictures．

6．Ask and answer questions about the four pictures．

What’s Emil like? He’s funny and outgoing.

7．Listen and fill in the words．

Now Mary is talking with her friend in Australia．Listen carefully and fill in the chart．

Play the recording the first time，only listen．

Play the recording the second time fill in the words． 学生模仿练习

模仿练习

Read and learn

Practice in pairs 多媒体

放映

图片

录音机

本课小结

本节课学习了5个描述人个性的生词，继续学习What’s he like？Who is that？句式的运用。通过本节课的学习，学生能熟练地询问一个人的品性和外貌。

练习设计

根据句意和首字母完成单词：

1 What’s Lucy like？She’s ______．

2 What are you like？I’m ________．

3 What’s the tall boy like？He isn’t________．

4 What’s your mother like？She is e__________．

5 What’s your brother like？He is funny and s_______.

翻译下列句子：

你的姐姐是个啥样的人？她好交际并很慷慨。

板书设计

Unit 8 What’s John like

1 easy 1 What's he like?

2 outgoing He’s funny and outgoing.

3 generous 2 What does she look like?

4 moody

5 appearance

Section B（二）

教学内容

Section s中3a 3b 3c 4以及SelfCheck 3

教学目标

知识与能力

1 Match the vocabulary：

exchange student the U.S. application form Canadian America over fifty cartoon blackboard such as

2 Master and use: Write a letter to introduce a person．

过程与方法

通过提问上节学习的句式自然引人课文的学习。

情感态度价值观

熟练掌握描述人的个性的句式。

教学重、难点及教学突破

重点

1 The vocabulary

2 Language

难点

Use the language to describe people’s personalities．

教学突破

本单元前三课已对描述人的句式进行了反复的练习，学生已能熟练的运用所学句式，通过提问What's your friend like？What are you like?句式，自然引人课文的学习。

教学准备

教师准备

卡片

学生准备

预习生词和课文

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization 1’ Greeting. Greeting．

Step 2

Free talk 2’ Ask the student what are you like， The students talk about something.

Step 3

Presentation

5’ 以本班学生为例

1．What are you like?

I'm friendly

2．What does he like?

He likes to wear shirts and sunglasses.

3．What’s your mother like?

Help the students to answer：

she is generous

4.呈现卡片：

Learn more words．

5．Read the letter and fill in the application form.

First read the text then answer the following questions:

(1) What’s the girl’s name？

(2) Where does she want to go?

3）What’s she?

(4) How old is she?

(5)What does she like?

Ask Ss to learn the text by heart． 学生模仿练习。

Read and learn．

回答问题。 多媒体

放映

6．Self Check 3a

Ask the students to read the information and the fill in the table．

7．First read the information form．Ask Ss to write a letter about Kim. Ask some Ss to read

the letter to the class

本课小结

本节课学习了11个单词，4个短语，对怎样描述一个人的特征和个性进行了巩固。

练习设计

随堂练习设计

背诵描述个人特点的句型

个性练习设计

A翻译下列句子：

1我想成为一名交换生。

2李萍十六岁了。

3 Amy喜欢读书和听音乐。

4他的姐姐温和而大方。

B写一篇关于你最好朋友的短文。

教学探讨与反思

在教学中要引导学生注意描述个人外貌和性格特点的区别。

板书设计

Unit 8 What’s John like

1 an exchange student 1 name

2the U.S. 2 age

3 like reading and listening to music

4 a short man with long hair 3 hobby

5 over fifty years 4. personality

七年级英语说课稿模板(篇7)

No. 110 Middle School of Chongqing By Cao Yi

Teaching Goal:

1. General aims:

Talk about jobs.

2. Particular aims:

A. Language Focus.

Talk about jobs and the place where people work.

B. Language goals

(1). What do you do? I’m a reporter.

(2). What does she want to be? She wants to be a sales assistant.

C. Language structures:

(1). What do you do? I am a teacher.

(2). What does he want to do? He wants to be an officer.

(3). Does your father work? Yes, he does.

(4). What does your mother do?

D. Useful words and phrases:

Words: assistant, sales assistant, doctor, reporter, police officer, waiter, bank clerk, star, thief, nurse, money, station, magazine, dinner, dangerous, afraid, late

Phrases: get … from, work for, work hard, call at, school play, evening newspaper, be afraid of

E. Grammar language:

Special questions

F. Learning strategies:

Learn other’s job

G. Interdiscipinary:

Social and communication.

H. Emotion and manner:

Teaching time: 6 periods

Teaching procedures:

Period One (pp19-20)

知识与能力

1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student

2. Master and use: What do you do? What does he do? Does he work in hospital?

教学重、难点及教学突破

重点

1. The vocabulary

2. language: What does she do? She is a doctor.

难点Use the language to ask for the jobs

教学步骤、时间 教师活动 学生活动 媒体运用

Step 1

Organization 1’ Organize students to prepare for the class

Step2

Ree talk 2’ Talk about the weather and weeks. The student talk about something.

Step 3

Presentation

15’ 1. Ask students to look at the picture and remember what they can see

2. Find four groups to say the words that they remember. (教师板书，学生说出)

3. Talk about the picture then make a dialogue.

Such as: What is this? It’s a store. What can you see? I can see a sweater. What color is t? It’s green. How much is it? It’s 50 dollars

4. Ask students: What is your father? He is a worker. (Tell them another way of saying:

What does your father do?板书）出示一张人物以及职业的图片，问学生：

Is he a worker? No, he isn’t. What is he? He is a doctor. 或问：What does he do?

然后以同桌之间一问一答的形式来练习：

Such as: A: What does he do?

B: He is a reporter.

5. Listen to the tape: 1b. 2a. ab.

Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity 2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures.

Ask ss to close their books and write down the words about the things.

Ask ss to act out in pairs or groups.

Call more students to practice more.

Ask ss about jobs in pairs or groups.

多媒体放映

图一

图二

录音机

Step 4

Practice 6’ Now, practice the things we have learned.

They can talk about the jobs. Such as: What do you do?

I am a student.

What does your father do?

He is a farmer. 给学生们一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。

多媒体放映

Step 5

Summary 2’ Words and phrases of this class.

Language: What does he do? What does he want to be? He is a worker. He wants to be a sales assistant. 以提问的形式来进行复习总结，在让学生有一个巩固的机会。

Step 6 text 4’ 1、Self check 让学生作后再讲解答案。 多媒体放映

Step 7 Consolidation 4’ In this class, we have learned the sentence:

What do you do? What does he do?

What does he want to be?

Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕显示

Step 8

Homework(1’) Practice The dialogue according to the picture on Page 1. 让学生写出五个询问对方职业的句子。

Period Two (p21)

教学步骤、时间 教师活动 学生活动 媒体运用

Step 1

Organization Organize students to prepare for the class

Step 2

Free talk 2’ Talk about the family and the jobs, Such as; My father is a worker, And He works in a hospital The student talk freely

Step 3

Presentation 3’

1. Ask students to make some sentences with these words; waiter. Bank clerk. Reporter. Nurse. Police officer.

2. Look at the picture and match the jobs with the people in the pictures. Such as; I see a lot of money every day. But it’s not mine. I count it for other people match the bank clerk.

3. Let the students practice more and more.

4. They make a conversation to proc-tise the drills.

For example: What do you do?

I help doctors and patients. Some people call us “angels in white”, Can you guess what I do?

5. Pairwork: Practise the conversation on the right. Use the jobs and places in activity 3a.

Where does your sister work? She works at a hospital.

What does your sister work? She works at a hospital.

What does she do? She’s a doctor.

6. Game: Guess the game!

Draw a picture of someone at work.

Can your classmates guess the job?

Just like: Is he a police officer?

No, he isn’t? Is he a waiter?

Yes, he is 1. 叫学生口头造句，用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。

2. 教师边让学生读句子边解释这些句子的意思。

3. 教师边让学生读句子，做到熟练掌握。

4. 采用游戏的形式，让尽可能多同学参与。

5．继续练习这个句式。能让学生自己造句。

多媒体放映

图一

图二

出示单词卡片

录音机

Step 4

Practice(6’) Now, practice the things we have learned.

They can talk about the jobs. Such as: What do you do?

Where does he work?

He is a doctor. He works in a hospital.

Is he a police officer? Yes, he is.

No, he isn’t 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演 多媒体放映

Step 5

Summary 2’ Words and phrases of this class

Language: What does he do? What does he want to be? He is a worker.

He wants to be a sales assistant.

Where does he work?

He words in a hospital.

Is she a nurse? Yes, she is. 以提问的形式来进行总结，在让学生有一个巩固的机会

Step 6

Test 4’ 1、Self check(见后面) 让学生作后在讲解答案 多媒体放映

Step 7

Consolidation 4’ In this class, we have learned the sentence:

Where does he work? He works in a factory.

A bank clerk: I see a lot of money every day. But it’s not mine. I count it for other people.

Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕显示

Step 8

Homework Pratice the dialogue according to the picture on Page 25. 让学生写出五个句子，分别询问职业和工作地点

Period Three (pp22-23)

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Oranization1’ Organize students to prepare for the class

Step 2

Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely

Step 3

Presentation 8’ 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?

2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving.

A police officer has an exciting job.

3. Let students practice. Such as: He is a police officer. It’s an exciting job.

4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.

5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.

6. Listen to the tape: Listen and number the picture(1-3) below.

Then practise the dialogue.

7. Grammar focus: 1．叫学生口头造句用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。

2. 教师边让学生读句子边解释这些句子的意思。

3. 叫学生口头练习一些有关这方面的句子。

4. 听录音，让学生填写表格，然后再纠正答案。

5. 分组练习，让学生大面积的练习。

6. 让学生朗读Gammar Focus 多媒体放映

图一

图二

出示单词卡片

录音机

Step 4

Practice 6’ 7. Read the newspaper want ads. And fill in the blanks with the correct jobs.

One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a …… 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。

多媒体放映

Step 5

Summary 2’ Words and phrases of this class Language:

本节课主要是听录音来完成各种对话，充分让学生学会职业的文法以及地点的表达法。 以提问的形式来进行复习总结，在让学生有一个巩固的机会。

Step 6 test 4’ 1、Self check(见后面) 让学生做后再讲解答案 多媒体放映

Step 7 Consolidation 4’ 在这节课例我们主要听录音然后回答问题，让学生充分练习听力，达到会听、会说然后在自己编对话来练习。 大屏幕显示

Step 8

Homework Read the newspaper more and more. 让学生朗读3A部分的内容。

Period Four (P24)

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization 1’ Organize students to prepare for the class

Step 2

Free talk 2’ Oral composition: My parents.

Such as: I have a very happy family.

My father is a worker. He works in a factory. My mother is a nurse. She works in a hospital. 学生口头作文，让他们把学到的知识系统地用到自己的作文中来。练习关于职业以及工作地点的表达。

Step 3

Presentation

1. Let the students hurry to read the words they can’t remember.

2. Then the teacher guid the students to go over the words. See how the students have grasped.

3. Ask students to write five new words in their Vocab-builder.

4. Practise: I magine you want one of the jobs at BFS. Write and explain why your are good person for the job.

They don’t have to use real information about themselves-they can imagine that they have the skills needed to do one of the jobs. Remind them that they have to show why they are good for the job.

5. Go over the whole unit, first the words and useful expressions.

Then go over the frills: What do you do? What does he do?

Where does he work? He works in a factory. 1. 学生自测，看看他们急得如何。

2. 在让学生写五个生词填在单词表上。

3. 找工作：以小组为单位讨论。个人介绍推销自己。

4．总复习时，领着学生复习全部单词，争取让每一个学生都能来掌握。 多媒体放映

图一

图二

出示单词卡片

录音机

Step 4

Practice 6’ Now, practice the things we have learned.

They can talk about the jobs. Such as: What do you do?

Where does he work?

He is a doctor. He works in a hospital.

Is he a police officer? Yes, he is.

No, he isn’t

给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。 多媒体放映

Step 5

Summary 2’ Game: How to find a good job? Discuss and make a dialogue. 以提问的形式来进行复习总结，在让学生有一个巩固的机会。

Step 6 test 4’ 1. Self check(见后面)

In this class, we have learned self- 多媒体放映

Step 7

Consolidation

(4’) Check, then go over the whole unit. I think most of the students have grasped them very well. 让学生写一篇作文。 大屏幕显示

Step 8

Homework 1’ Especially the jobs and the places.

Compostion: How to find a good job?

Period Five

Testing (Weekly paper and Nan’an paper)

Note:

七年级英语说课稿模板(篇8)

教学目标：

1.谈论规则

2.祈使语气

3.表示允许

4.能够用口头或书面描述规则

教学重点和难点：

重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的havetodo;以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。

教学设计：

学习内容学生活动教师活动

1.表示规则的句型：

*---Don’truninthehallways.

---Sorry,MsMendoza.

*Don’twatchTVafterschool.

*Don’tgooutonschoolnights.1.思考、谈论规则。

*Don’ttalkloudly.

*Doyourhomeworkafterschool!

*Practiceyourguitareveryday.引导、启发、教授需学内容。

2.Canforpermission,suchas:Wecando….

Wecan’tdo….

Canwedo…?

*---Whataretherules?

---Well,wecan’tarrive

lateforclass.

*---Canwelistento

music,Alex?

---Wecan’tlistento

musicinthehallways,

butwecanlistentoit

outside.2.听录音，回答问题。

*---Canweeatintheclassroom?

---No,wecan’t.

*---Canstudentswearhatsinschool?

---Yes,theycan.放录音;启发、提示问题及答语。

3.阅读→迁移(读、写、文化差异)。阅读/认图标;阅读信件→根据其信息找出规则→写出规则。3.引导、提示图标含义;提示文化差异。

教案正文随堂记录

4.用口头或书面形式描述规则。

5.利用本单元所学祈使语气的用法，包括表示允许的Can及其当情态动词用的havetodo，根据常识或观察,为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。

6.检查学生讨论制定规章制度或使用规则情况――句型、短语、动词形式是否正确;指导并落实学生写作情况。

教学过程设计：

TaskOne:

Talkaboutschoolrulesto“feel”Imperatives

Goal：Gettoknowaboutthestructuretoexpressrules

Step1:Talkabouttheschoolrulestheyknow/remember

Step2:LookatthepictureandreadtherulesinSectionAC1a,tellingthedifferencebetweenyours

Step3:Addmorerulestoyourschool,whichyouthinknecessary

TaskTw

ListenandfindoutwhatSscandoandwhattheycannot

Goal:Trytounderstandtherulesbylistening

Step1:Listentoconversationsabouttheactivitiesandfindoutwhatstudentscandoandwhattheycannotdo

Step2:ListentoconversationsabouttheactivitiesandfindoutwhatAlexandChristinacandoandwhattheycannotdo→SectionA(2a/b)

Step3:Listentoconversationsabouttheactivitiesandfindoutwhatrulesstudentsbreak

→SectionA(1b)

Step4:Listentothedifferentrulesthatdifferentpeoplehavetofollow→SectionB(2a/b)

TaskThree:

Learntoreadthesignsforrules

Goal:Learnabouttherulesbyreadingthesigns

Step1:Learnabouttherulesbyreadingthepictures→SectionB1

Step2:Learnabouttherulesbyreadingthesigns→SectionB(3b)

Step3:TalkaboutthesimilaritiesorthedifferencesaboutthesignsbetweenChinaandabroad

TaskFour:

Writerulesforlibraries,labs,computer-rooms,andswimmingpoolsetc.

Goal:Learntotakecareofpublicthings

Step1:

Readtheletter→SectionB(3a)

Findtherulesintheletter

Writethemdown

Step2:

Talkinpairsabouttherulesforpublicplaces,suchaslibraries,labs,computer-rooms,swimmingpools,etc.

Discussingroupsabouttherulesforthesepublicplaces

Writedownwhathavebeentalkedabout/discussed

设计思路：

任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则;然后听(通过听那些能做、哪些不能做的事儿，体会情态动词can和can’t的用法)、认(通过认图标，说出规则，并把说出的`规则写下来)，最后根据常识或观察,为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教

教案正文随堂记录

育：通过对公共场所制定规章制度,培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识;口头及书面表达能力也可随之提高。

常见警告语小辑

1.Nolitter!不准乱扔果皮纸屑!

2.Noentry!不准入内!

3.Notspitting不准随地吐痰

4.Nosmoking!不准吸烟!

5.Silence,please!请肃静

6.WetPaint!油漆未干!

7.Bewareoffire!小心着火!

8.Keepoffthegrass!勿踏草地!

9.Shutthedoorafteryou!随手关门!

10.Don’ttouch,please!请勿触摸!

探究活动

Makesomerulesforthepublicplaces

目标：掌握表述规章制度或使用规则的句型，掌握祈使句和can,can’t用法。

活动过程：

1.学生分组调查学校的library,lab,computer-room,swimmingpool等公共场所的相关规定。

2.分组讨论每个场所的规定，然后为每个场所制定一个规章制度。

如：Library

Notalking!

Noschoolbags!

Nofood!

Nowetumbrellas!

Nolisteningtomusic!

Nosmoking!

3.最终全班讨论，制定出最后的规章制度，张贴在各个公共场所外。

Classsurvey

目标：掌握表述规章制度或使用规则的句型，养成良好的学习生活习惯。

活动过程：

1.Saysomethingaboutwhatyoucandoorcan’tdoatyourhouse.Thenmakealist.

Ihavetodomyhomeworkaftersupper.

Ican’twatchTVonschoolnight.

Ihavetopractisemyguitar.

Ican’tplayoutsideafterschool.

2.Discussingroupwhichisgoodorbad.Thenmakealistoftherulesatyourhouse.

Don’twatchTVuntilyoufinishyourhomework.

Don’tgotobedtoolate.

Doyourhomeworkaftersupper.

收集图标

目标：了解一些常见图标的意思，掌握表述规章制度或使用规则的句型。

活动过程：

1.让学生通过实地采集，网络报纸等各种途径收集各个公共场所的图标，并分类整理。

教案正文随堂记录

2.学生展示自己收集的图标，并说明各图标所表示的意义。

3.教师让学生分组汇集各个场所的图标，并进行讨论，然后整理好本组场所的图标，列出其规章制度。

4.全班再进行补充，最后整理成各个场所的规章制度册。

NotalkingNofood

NolisteningtomusicNosmoking

教学后记

……