教师写教案要在自己钻研教材的基础上，广泛地涉猎多种教学参考资料，向有经验的老师请教，而不要照搬照抄，要汲取精华，去其糟粕，对别人的经验要经过一番思考、消化、吸收，独立思考，下面是小编为大家整理的仁爱版七年级英语上册教案5篇，希望大家能有所收获!

仁爱版七年级英语上册教案1

Unit1Myname’sGina.

SectionA

一、教师寄语:

Athousand-lijourneyisstartedbytakingthefirststep.千里之行，始于足下。

二、学习目标：

Knowledgeaims(知识目标)

Keywords：mynamenicemeetyouwhat’shisher

Keyphrases:myname,firstname,lastname,answerthequestion.

Keysentences:What’syourname?

What’shisname?

What’shername?及回答。

Abilityaims(能力目标)

1.掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。

2.掌握听的技能，在听的过程中准确获取数字信息。

Moralaims(情感目标)

礼貌待人，培养良好的人际关系。

三、教学重难点

介绍自己，问候他人。

四、学习过程

1、预习导学及自测

英汉互译

1.name_________2.好的，令人愉快的______________

3.too___________4.遇见______5.your____________

6.his_________7.她的名字______

2、自主学习

①.onenum.1,一：Oneandtwomakesthree.一加二等于三。

adj.①一个：Ihaveonebook.我有一本书。②有一(天)：Onedayhewillunderstandyou.有一天他会理解你的。

②meet/mi:t/v.遇到，碰到

【记忆法】-ee-双写，与meat为同音词。

【考点】tomeetsb.(orsth.)遇到某人/某事：Nicetomeetyou.初次见面时的客套话，不是初次见面时则用see。

【引申】meet也可用作名词，译为：会，集会：sportsmeet运动会。

③“What’syourname?”“MynameisGina.”“你叫什么名字?”“我叫吉娜。”

两人初次见面互相询问姓名时可用这个句型。如想反问时可说：Andyou?或者Andwhat’syourname?如：

A：Hello.What’syourname?

B：MynameisAnnRead.Andyou?/Andwhat’syourname?

A：I’mHanMei.

④Hello!你好!

Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”;此外打电话或遇熟人时也可用。译为“喂”。在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。如：

A：Hello/Hi，Jane!你好，简!

B：Hello/Hi，Jim!你好，吉姆!

3、合作探究

①动词be的现在时态

动词be就是我们所学过的am,is,are的动词原形。如何使用这三种形式主要取决于主语。当主语是第一人称I(我)时，用am,缩写为I’m;主语是第二人称you(你)或复数时，用are,缩写为you’re，主语是第三人称it/she/he(它/她/他)或名词及代词的单数时，用is,缩写为it’s/she’s/he’s。如：

Iam(I’m)LiuYing.我是刘英。

Youare(You’re)LinTao.你是林涛。

Itis(It’s)3344278

下面介绍一则口诀，帮你熟记“动词be的构成”：

我(I)用am,你(you)用are，is连着他(he)，她(she)，它(it)。

单数名词用is，复数名词全用are。

变否定，更容易，be后not加上去。

变疑问，往前提，句末问号莫丢弃。

②hello与hi

(1)hello与hi可以互换，都表示“喂，你好”。但hi比hello用得更多，显得更随和亲近，它尤被美国年轻人所使用。但打电话时常用hello而少用hi。熟人、朋友见面时，彼此问候仅仅说声Hi!就可以了。用hello时，不能“Hello,hello,hello”这样反复使用。

(2)要注意hello/hi一般不用于与师长、上级、年长者以及有体面的人打招呼，以免显得对长辈不够尊重。

③Do1CPracticetheconversation。

4、拓展创新

Step1

在英语中如何拼写中国人的姓名，联合国教科文组织已做规定“一律按汉语拼音的写法。姓和名分开，姓在前，名在后”。现举例说明：

(1)如果是单姓，名又是单字，则姓与名的第一个字母要大写，其余字母用小写。如：LiLei李雷。

(2)如果是单姓，名是双字，则姓的第一个字母大写，名的第一个字母大写，名的双字合在一起算一个词，不得分开。如：HanMeimei韩梅梅。

(3)如果是复姓，则把复姓字母连在一起，只是第一个字母大写，名字的拼写方法同上。如：SimaZhao司马昭，OuyangYunsong欧阳云松。

中英姓名比较──中文姓名是姓在前，名在后;英文姓名是姓在后，名在前。Mr用于姓前，如MrGreen不能说成MrJim.

(4)如果名字里有可能造成音的混淆的拼写时，要用连字号“-”或隔音号“’”隔开。如：

YangXi-an(Xi’an)杨西安，如写成YangXian就成了杨仙。

Step23a、3b、4

5、梳理归纳

一、Greetings(打招呼)

1.常见的表达方式

(1)Goodmorning!/Goodafternoon!/Goodevening!分别用于上午、下午、晚上见面问好。

(2)Hello!/Hi!用于朋友或熟悉的人之间相互打招呼。

(3)Nicetomeet/seeyou.该句答语常用Nicetomeet/seeyou,too.

2.文化背景及注意事项

(1)英语口语中多用省略句，如Goodmorning!也可以直接说Morning!

(2)相互熟悉的人见面打招呼用Howareyou?，初次见面一般用Howdoyoudo?

(3)和外国人打招呼时，不要用中国式的问候语，如：你吃饭了吗?你上哪儿去?

(4)Howareyou?原用于询问对方身体状况，现在逐渐失去原来的涵义，成为日常生活中的寒暄用语。

二、Self-introduction(自我介绍)

1.常见表达方式

(1)Iam…我是……

(2)Mynameis…我的名字是……

(3)如果询问对方名字，可以问：What’syourname?/MayIhaveyourname?

2.文化背景及注意事项

(1)如果见了长辈或年龄比自己大的人，用Mr.,Miss,Mrs.等称谓词+familyname(姓氏)。

(2)相互熟悉的同龄人之间可以直呼其名。

6、达标测试

Ⅰ.用所给词的适当形式补充完整

Bobby是个粗心的孩子，他写完作业不小心将墨水瓶打翻了。有的地方被墨水弄脏了，看不清了。

1.What's____________name?(you)

2.His____________Boris.(name)

3.Niceto____________you.(meet)

4.____________nameisGina.(I)

5.____________this?It'sabook.(what)

Ⅱ.单项选择

1.What'syourname?____________nameisJenny.

A.IB.I'mC.My

2.I'mHardy.____________tomeetyou.

A.LikeB.HappyC.Nice

3.Isthisyourbrother?What's____________name?

A.herB.hisC.your

4.MaryKingis____________newteacher.

A.IB.sheC.her

5.Hi!Thisis____________newteacher;____________nameisYangyan.

A.your;myB.his;yourC.your;her

五、典型例题解析

【例1】—yourname,please?—Mynameis.

A.What’s,JimGreenB.Who’s,JimGreen

C.What’s,GreenJimD.Who’s,GreenJim

精析What’syourname,please?询问对方的姓名，回答时用Mynameis…英语国家人的姓名结构顺序为：名+姓，故选A。答案A

【例2】—Hello!—!

A.YesB.HelloC.GoodD.Goodmorning

精析Hello!与Goodmorning!都是问候语，它们的答语就是其本身，故选B。如：

—Goodmorning,Joan.琼，早上好!

—Goodmorning,WenBo.闻博，早上好!

答案B

【例3】Youateacher.Iastudent.Mysisterastudent,too.

A.am;is;areB.is;are;amC.are;am;isD.are;is;is

精析动词be在一般现在时中根据不同的人称有不同的形式，在本题中，You与are连用，I与am连用，Mysister为第三人称单数，应与is连用。答案C

【例4】情景交际(根据情景，用所给的选项填空。)

(1)Mike：Hi,LiLei：I’mLiLei.

Mike:Nicetomeetyou.LiLei：Nicetomeetyou,too.

A：What’syourname?B：I’mMike.

(2)MissKing：That’sanicedress.Ann：.

A：ThankyouB.No,itisn’t

精析(1)某种情况把迈克和李磊聚到一起，他们意识到双方必须相互了解，相互做自我介绍。因此气氛比较随便，自报姓名往往是为了打听对方姓名的一种策略。对别人自报姓名所做出的回答一般是自报自己的姓名。

(2)在西方国家，当有人赞美你时，要说谢谢，而不像中国人习惯在别人赞美你时要表示谦虚。

答案(1)B(2)A

【例5】用动词be的适当形式填空。

(1)IinRow6.

(2)Whatyourname?

(3)youten?

精析本题考查的是系动词be的用法。系动词be(是)，随着主语的人称和数的不同，又分为am,is,are三种不同的形式。Am用于第一人称单数;is用于第三人称单数;are用于第二人称单、复数和第一、三人称复数形式。如：Iam…;Itis…;Youare…。下面这则口诀可帮助记忆：我(I)用am，你(You)用are，is跟着他、她、它，一切复数都用are。答案(1)am(2)is(3)Are

六、中考链接

1.SheisastudentandnameisKate.

A.sheB.herC.hersD.his

2.ThisisMissGao.Sheyournewteacher.

A.beB.amC.isD.are

七、课后反思：

我的收获：____________________________________________

_______________________________________________________

我的不足：________________________________________________

我努力的方向是____________________________________________

仁爱版七年级英语上册教案2

Unit 2 Looking Different

Topic 1 I have a small nose.

Section A

The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。

Ⅰ.Teaching aims and demands 教学目标

1.Learn some new words:

(1)Learn words about parts of the body:

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

(2)Learn some other new words:

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

2. Learn some useful sentences:

(1)Oh, I know.

(2)Yes, you’re right.

3. Learn the simple present tense with“have/has”and adjectives of description:

(1)I have a big nose.

(2)They have round faces.

(3)She has long hair.

(4)It has big ears.

4. Learn how to describe people’s appearances.

Ⅱ. Teaching aids 教具

小黑板/影片的封面或图片/教学挂图/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

通过复习，培养学生根据图画和文字信息进行简单交流的能力。

(出示小黑板上的图画和文字信息，师生进行互动问答，然后让学生两人一组表演对话。复习描述人的基本情况。)

Name: Jane

Age: 12

From: Canada

School: Beijing Ren’ai International School

Class: Four

Grade: Seven

Phone number: (010)9267-6929

(1)T: What’s her name?

S1: Her name is Jane.

T: How old is she?

S2: She is twelve.

T: Where is she from?

S3: She is from Canada.

T: What class is she in?

S4: She is in Class Four, Grade Seven.

T: What’s her telephone number?

S5: It’s (010)9267-6929.

(把全班学生分成两组就此对话进行表演。)

(2)(根据图画导入新内容。)

T: Well done! Now we have learned something about Jane. Do you like her? Is she beautiful? Then how to describe her appearance? First, let’s learn some new words about parts of the body. Now let’s look at the picture.

Step 2 Presentation 第二步 呈现(时间:12分钟)

利用图片，借助体态语，帮助学生学习语言，并培养他们的观察能力。

1. (教师利用Jane的图片教授2a中人体部位的名称，并在图片的相应位置板书单词，然后领学生拼读。注：教师应按照从上到下、从局部到整体的顺序讲授人体部位，以便帮助学生记忆。)

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

(板书生词，要求学生掌握，并让学生注意拼读。)

head face hair eye ear nose mouth neck

2. (利用2a的教学挂图，操练表示人体部位的名词。)

T: Let’s look at this picture. What’s this?(手指画着头部的图片。) S1, please.

S1:Head.

T: How do you spell it, please?

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

(以同样方式操练其他表示人体部位的名词。)

3. (以做游戏的方式呈现新单词和短语，使学生易于理解和接受。具体方法如下：把全班学生分成四组，每组轮流选出一名学生在黑板上画人物头像。每个学生画一个身体部位。例如，第一个学生画的是一张圆脸，教师就帮助学生说a round face。板书并解释。其他身体部位以同样方式呈现。直到把所有本节课所涉及的描述性形容词都呈现出来为止。可以多画几幅图，完成后，每组学生轮流用短语描述人物外貌特征，说得准确流利者为胜。)

T: Nice work, boys and girls. Now let’s play a game. I’ll divide you into four groups. Each group chooses a student to draw a part of the body. And you should describe it with a phrase. OK. Let’s begin!

(板书boy和girl，并要求学生掌握。)

boy, girl

S2: (画一个圆脸) A round face. (教师帮助学生说。)

(板书并解释，要求学生掌握。)

round

S3: (画一双小眼睛) Small eyes.(教师帮助学生说。)

(板书并解释，要求学生掌握。)

small

S4: (画一个大鼻子) A big nose.(教师帮助学生说。)

(板书并解释，要求学生掌握。)

big

…

(以同样方式呈现a wide mouth, big ears, long hair，要求学生掌握。)

4. (出示3a的教学挂图，让学生观察图片中突出的外貌特征，巩固表示人体部位的名词和部分形容词。)

T: OK, now look at these pictures. Let’s talk about their different looks. Is this nose big?(教师指着图片1的鼻子，并借助手势问。)

Ss: Yes. It’s big.(引导学生说。)

T: Good. He has a big nose. Are they big, too?(教师指着图片②问。)

Ss: No.

T: Very good. They are not big. They are small. They have small noses and small eyes.(教师指着图片2的鼻子和眼睛说。)

(以同样方式操练其他四幅图片。)

5. (在熟练掌握人体部位和描述人体部位形容词的基础上，结合3a的教学图片，让学生操练形容词+人体部位的短语，然后教授have和has的用法，进而过渡到完整的句子。)

(教师说出一个人称代词，让学生结合3a的教学挂图说出用have还是用has。)

T: Next, please practice the sentence patterns. I say personal pronouns, you complete the sentences.

T: Look at Picture 1. “I …”

Ss: I have.

T: The whole sentence.(“完整的句子”)

Ss: I have a big nose.

T: Picture 2. “We …”

Ss: We have ...

(教师示意说完整的句子。)

Ss: We have small eyes.

T: Picture 3.“They …”

Ss: They have …(教师帮助说)

(教师示意说完整的句子。)

Ss: They have round faces.

…

6. (播放3a录音，让学生跟读并注意语音语调。)

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

7. (1) (总结have/has的用法并板书。)

T: Let’s sum up the usages of“have”and“has”.

① have: S(I/We/You/They) +have …

② has: S(He/ She/ It)+has …

(2) (教师带领学生运用身边的实物，练习用have/has造句。)

T: I have a book.

She has a big pencil-box.

He has a beautiful bag.

…

Step 3 Consolidation 第三步 巩固(时间:8分钟)

完成3b和4。通过小组竞赛，接龙游戏，替换练习等活动，进一步操练have，has的用法。

1. (小组竞赛。限定时间要求学生书面完成3b。核对答案，并让学生复述have/has的用法，最后让学生齐读这七个句子。)

T: Now, let’s P.K. Can you complete the sentences in 3b on Page 26 as quickly as you can? Then I’ll divide you into two teams. Boys must choose the sentences which they use “have”. Girls must choose the sentences which they use “has”. Please go.

2. (接龙游戏。教师根据自己的实际情况以第一人称说一个句子，学生模仿练习。)

T: Well done. Now let’s play a game in chains. You can say a sentence to describe yourself. Please use “I have” to make sentences, for example, I have a big nose. Begin!

S1: I have a small nose.

S2: I have a long face.

S3: I have a big head.

S4: …

…

3. (根据学生的描述，有意识板书一些句型，运用肢体语言，引导学生进行替换练习。)

T: Nice work. Huang Lin and Huang Hao, please.

Huang Lin: I have a small nose.

Huang Hao: I have a small nose.

T: You can say together like this: We have …

Huang Lin and Huang Hao: We have small noses.

T: And the whole class can say like this: They have …

Ss: They have small noses.

Huang Lin: I have a small nose.

Huang Hao: I have a small nose.

(引导他们用we来描述，注意单复数形式，其他同学用they转述。教师板书。)

Huang Lin and Huang Hao: We have small noses.

Ss: They have small noses.

(引导其他同学来描述，教师板书。)

Lin Ying(女): I have long hair.

Ss: She has long hair.

Chen Bin(男): I have big ears.

Ss: He has big ears.

4. (请学生根据描述，完成4。)

T: Read the passages and draw pictures.

5. (两人一组，一位描述，另一位画，画完后同桌交流。评选出优胜小组并将其画贴在墙上，以资鼓励。)

T: Let’s draw a picture in pairs. One reads, the other draws. Are you ready?

Ss: Yes.

T: Let’s begin.

S5: This girl has a round face, big eyes …

S6: (根据S5的描述，画女孩的面部特征。)

…

Step 4 Practice 第四步 练习(时间:8分钟)

完成1a，1b，2a和2b，进一步帮助学生巩固本课的功能项目，培养学生的听说能力。

1. (用学生画得较好的图片进行问答，问答过程中教师板书新内容，并进行简单解释。)

T: Nice work. Do you know the boy? He has a round face, big eyes, a small nose, a wide mouth and small ears. His hair is short. He is a boy in Group Three. Can you guess?

Ss: Cheng Long.

T: Yes, you’re right.

(板书，并要求学生掌握。)

guess

know

I know.

right

You’re right.

2. (播放1a录音，请学生跟读并注意语音语调，然后判断下列问题的正(T)误(F)。)

T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation. Then mark the following sentences True (T) or False (F).

(1)Michael has a big nose. ( )

(2)Kangkang has a small nose. ( )

3. (让学生戴上面具两人一组表演，完成1b。)

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

4. (看2a部分，用适当的形容词描述人体部位的特征。)

5. (学生两人一组进行表演，完成2b。)

T: Listen to your partner and touch the parts of your body he/she says.

S1: Touch your nose.

S2: (按S1指令做出相应动作。)

…

Step 5 Project 第五步 综合探究活动(时间:7分钟)

通过综合探究活动，使学生能够在真实的语境中锻炼口头表达的能力。同时启发学生的思维，培养他们的观察力。

1. (教师分别请一男生、一女生到黑板前，请下面的学生描述他们的外貌，教师先示范，然后以滚雪球的方式继续活动。)

(1) T: This boy has a round face.

S1: He has a round face and small eyes.

S2: He has a round face, small eyes and a big nose.

S3: …

(2) T: This girl has long hair.

S4: She has long hair and a big nose.

S5: She has long hair, a big nose and a small mouth.

S6: …

2. (听音辨人。从所听语段中获取相关信息，并作出判断。)

T: Let’s play a guessing game. Listen carefully. He is a boy in Group Five. He has big eyes and big ears. He has a wide mouth and a big head. He has a small nose and long hair. Who is he?

S7: Lin Wen.

T: No.

S8: Lin Fen.

T: Yes, you’re right.

(掌声鼓励。)

(分组进行听音辨人游戏。)

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

…

3. Homework:

(1)复习Section A。

(2)预习Section B生词。

(3)描述一位朋友的外貌。

板书设计：

I have a small nose.

Section A

1. I know.

2. You’re right.

3. (1)I have a big nose.

(2)We have small eyes.

(3)They have round faces. I/We/You/They + have …

(4)She has long hair. He/She/It + has …

(5)He has a wide mouth.

(6)It has big ears.

Section B

The main activities are 1a, 3 and 4. 本课重点活动是1a、3和4。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words:

favorite, movie, star, Chinese, again, look, arm, hand, leg, foot

2. Learn some useful sentences:

(1)—Who is your favorite movie star?

—It’s Bruce Lee.

(2)Guess again.

3. Continue to learn the description of people’s appearances:

(1)Her eyes are small.

(2)She has a small face, big eyes and a small nose.

4. Continue to learn the simple present tense with have/has:

(1)—Does he have long hair?

—No, he doesn’t.

(2)—Does he have a wide mouth?

—Yes, he does.

Ⅱ. Teaching aids 教具

教学挂图/录音机/学生照片/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:9分钟)

通过复习上节课的目标语言，引出并学习本节课新句型。训练学生的口头表达能力。

1. (检查上节课布置的课外作业。教师把学生分成十二个小组，让学生在小组内描述他的一个朋友，然后请两个学生向全班同学描述。教师要及时给予表扬。)

T: Hello, boys and girls. From last period, we learnt how to describe someone’s appearance. Now I’ll divide our class into twelve groups. Then you talk about your friend’s looks in groups. You can begin like this: I have a friend. He is a boy. He has … And then I will choose two of you to report it in the front.

2. (教师出示28页5a的教学挂图，请八名学生依次到黑板前，按教师指令，触摸玩具的身体部位，并要求学生在黑板上写出相对应的单词。)

T: Very good! Next, look at the doll. I’ll ask eight students to come to the blackboard one by one. Please touch and write down the names of the parts of the body on the blackboard. Do you understand?

Ss: Yes.

T: Touch her hair.

Touch her face.

…

(复习学过的身体部位的名词后，教师指着图片教授并板书新单词arm, hand, leg, foot, 同时强调foot的复数形式是feet。在学生会读并理解词义后，教师继续发出指令，让所有学生做相应的动作。)

T: Great! Let’s go on learning other parts of the body. When I read, please touch the parts of your body. Please go!

T: Touch your arm.

Touch your hand.

Touch your leg.

Touch your foot.

(教师板书并要求学生掌握。)

arm, hand, leg, foot, feet

3. (教师利用5a的教学挂图继续问答，导入本课新句型。)

T: Look at the doll. Does she have long hair? (教师引导学生回答。)

Ss: Yes, she does.

T: Does she have small eyes? (教师引导学生回答。)

Ss: No, she doesn’t.

(板书并要求学生理解。)

does Does she have …

Yes, she does.

doesn’t No, she doesn’t.

(教师示范后，请学生用上面的句型就其他身体部位进行问答练习。)

T: Well, now practice the drills above one by one. One asks, the other answers. Please go!

S1: Does she have big ears?

S2: No, she doesn’t.

S3: Does she have a small mouth?

S4: Yes, she does.

…

Step 2 Presentation 第二步 呈现(时间:10分钟)

通过1a对话，使学生初步掌握动词have/has的一般疑问句及其肯定和否定回答，并学习新句型Who’s your favorite …?。

1. (教师在黑板上画一颗星星。)

T: This is a star.

(在星星下方板书star，引导学生推测出词义，并要求学生掌握。)

star

(继续板书movie star。)

movie star

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

Ss: 电影。

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

Ss: 电影明星。

T: Good! Who is your favorite movie star?

(板书并要求学生掌握。)

favorite

(采访两三位学生，说出他们最喜爱的电影明星是谁，导入1a。)

2. (出示1a教学挂图。)

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

T: This is Michael’s favorite movie star. Can you guess who he is? S1, please.

S1: Li Lianjie.

T: No. Li Lianjie is my favorite movie star. Guess again. S2, please.

S2: Bruce Lee.

T: No. He is from China. He is Chinese and has a big nose. OK. Now listen to 1a and guess again. Who’s Michael’s favorite movie star?

(板书Chinese和again，要求学生掌握。)

Chinese, again

3. (学生听录音猜测图片上的人物，教师鼓励他们谈论自己最喜爱的电影明星，可让同桌两人一组进行操练。)

T: Who’s he? S3, please.

S3: He’s Cheng Long.

T: Yes. You’re right. Now practice the dialog in pairs like this:

S4: Who is your favorite movie star?

S5: My favorite movie star is Li Lianjie./It’s Li Lianjie. He is tall and strong …

…

4. (再播放1a录音，请学生跟读并注意语音语调。)

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

Step 3 Consolidation 第三步 巩固(时间:10分钟)

通过听说读写的练习，强化动词have/has的用法及描述人的外貌特征的方法。

1. (让学生完成1b，巩固1a。)

T: OK, just now, you talked about your favorite movie star. Can you talk something about your favorite teacher with your partner? You can use the sentences: “Who is your favorite teacher?” “Guess, he’s …” “Does he have …?” “No. Guess again.”

2. (教师拿出准备好的学生照片说：“假定这位学生是你的朋友，请根据1a，表演对话。)

T: Suppose this is your good friend, Lin Wen. Make a similar conversation according to 1a, and act it out.

S1: I have a good friend in my class. Guess who is my favorite friend?

S2: Is your friend a girl?

S1: Yes, she is. She has a big nose.

S2: Does she have long hair?

S1: Yes, she does.

S2: Does she have small eyes?

S1: No, she doesn’t. Her eyes are big.

S2: Is she Lin Wen?

S1: Yes, you are right.

3. (看2部分，听录音填数字，要求学生使用has句型进行核对。做得好的给予掌声鼓励。完成2。)

T: Nice work. Now let’s look at the kids with masks on Page 27. They’re Maria, Michael, Wang Junfeng, Kangkang, Linda and Jane. Can you guess what they look like? Next, please listen to 2 and match the following phrases with the right numbers. Then describe the kids with the sentence patterns: Maria has a small mouth. She has a small mouth.(核对答案时教师可以有意识地用be动词来重复学生的答案，并板书。)

T: OK. Let’s check your answers one by one. S3, please.

S3: Kangkang has a big head. He has a big head.

T: Yes. That’s right. His head is big. S4, please.

S4: Jane has a small face. She has a small face.

T: Right. Her face is small. S5, please.

S5: Wang Junfeng has small eyes. He has small eyes.

T: Good. His eyes are small. S6, please.

S6: Linda has long hair. She has long hair.

T: Very good. Her hair is long.

(板书句型，引导学生使用be动词来描述人物的外貌特征，并提醒学生注意人称代词主格和形容词性物主代词之间的替换。)

He has big eyes.→His eyes are big.

She has long hair.→Her hair is long.

T: Well. What about Kangkang? S7, please.

S7: Kangkang has a big nose. He has a big nose.

T: Is that right?

Ss: Yes. His nose is big.

T: Good. Now let’s practice the drills with your partner.

(根据黑板上的信息，让学生使用be动词描述2中人物的外貌特征。)

Example:

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

4. (教师利用简笔画或图片帮助学生完成3。教师可向学生说明描述人的外貌有多种方式并要求学生掌握。)

T: Look at me. My face is round./I have a round face. Now look at the picture in 3 on Page 28 and rewrite the sentences using have or has. Then make more sentences. Finish 3.

Step 4 Practice 第四步 练习(时间:8分钟)

让学生听录音，模仿语音语调，为学生的口语交际打下良好的语音基础，完成4。完成5a，5b，进一步巩固身体部位的名称，通过游戏活跃课堂气氛，激发学生学习英语的兴趣。

1. (听4录音，教师要求学生学会判断和标注升降调。完成4。)

T: Listen to 4 and learn how to judge and mark the intonation.

A: Who’s that girl?

B: She’s my friend, Mary.

A: Look, she has a small face, big eyes and a small nose.

B: That’s right.

(板书look，要求学生掌握。)

look

2. (听1a，标出升降调。练习语音语调。然后核对答案。)

T: Listen to 1a and mark the intonation.

3. (完成5b，巩固5a。教师说明游戏规则：当听到Bobby says时才能做动作。把学生分成四大组，先小组操练后每组选出一名代表上讲台，由教师发出指令，四名学生做动作，做错的淘汰，选出最终获胜者，教师给予奖励。)

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过真实的任务，帮助学生熟练运用本课所学的目标语言。

1. (做猜谜游戏。)

(这个游戏是通过问与答来猜测对方的要好朋友。游戏内容：一位同学事先在纸上写下同班中要好同学的姓名，折好交给另一个同学，让这位同学猜测到底是谁，允许这位同学提三个有关外表的问题，然后通过回答判断，最后打开纸张看是否猜对。)

T: OK. Let’s begin.

S1: I have a good friend in our class. He is a boy. Guess! Who?

S2: Does he have a big head?

S1: Yes, he does.

S2: Does he have small eyes?

S1: No, he doesn’t.

S2: Does he have a round face?

S1: Yes, he does.

S2: He is Lin Jing.

S1: Yes, you’re right. Great!

(如果回答为No，就打开纸张核对。然后同桌间继续进行猜谜游戏。)

2. (以My favorite teacher/classmate/friend/…为题，要求学生试用3中的不同句式描述人物的外貌特征。)

3. Homework:

(1)与同伴练习会话1a。

(2)复习Section A和Section B的单词。

(3)预习Section C单词。

(4)根据1a及3中的句式编对话。

板书设计：

I have a small nose.

Section B

1.—Does he have long hair? 2. Who is your favorite movie star?

—No, he doesn’t. It’s Bruce Lee.

—Does he have a wide mouth? Guess again.

—Yes, he does. 3.①Her hair is long. = She has long hair.

②His eyes are big. = He has big eyes.

Section C

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

come, come from, student, sister, different, knife, don’t=do not

2. Continue to learn the simple present tense with“have/has”:

(1)Do you have a knife?

Yes, I do.

(2)Do they have long legs?

No, they don’t. They have short legs.

(3)Does he have a ruler?

Yes, he does.

3.(1)Talk about the introduction and review the description of people’s appearances:

①I come from England.

②I’m a student.

③I have a sister.

④She has a round face, big eyes, a small nose and a small mouth.

(2)Talk about the similarity and differences:

We are in the same school, but in different grades.

Ⅱ. Teaching aids 教具

小黑板/纸/录音机/实物/小刀/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

通过复习，巩固表示人体部位的单词，提高学生的表达能力。

1.(教师出示一块小黑板，同时叫学生拿出预先准备好的纸和笔，先看示范，然后在纸上作图：head, hair, nose, mouth, ears, eyes, legs, arms, feet。注:可以画出不同的姿势，学生边画边用英语说出所画部位，教师巡视并督促学生大声说出单词，然后在全班范围内对所画的图进行介绍，如big eyes, a small nose, a wide mouth等。)

T: Let’s draw a picture of the people. Take out your paper and pens, and follow me. Begin! Head.

Ss: Head.(让学生边画边说。)

T: Hair.

Ss: Hair.

(复习巩固表示人体部位的单词，最后展示画得的，并给予鼓励。)

2. (1)(教师让两个学生以“Who is your favorite friend in your class?”为话题，根据Section B中的1a编对话并表演。)

T: Make a conversation to talk about“Who is your favorite friend in your class?”. Please go.

S1: Oh, I have a good friend in our class.

S2: A boy?

S1: No. She is a girl. She has a big nose.

S2: Does she have long hair?

S1: No, she doesn’t. She has short hair.

S2: Does she have small eyes?

S1: No, she doesn’t. Her eyes are big.

S2: Is she Hu Xue?

S1: Yes, you’re right.

(2)(利用学生的表演内容，师生互动问答，导入新句型。)

T: Come to the front, please, Hu Xue.

Hu Xue: OK!

T: Can you introduce yourself including your appearances?

Hu Xue: OK! My name is Hu Xue. I’m a girl. I’m thirteen years old. I’m from China. I have a big nose and big eyes. My hair is short.

T: Great. Are you a Chinese teacher?

Hu Xue: No. I’m not a teacher, but I’m a …

T: Good. You’re not a teacher. You’re a student. Do you have a big nose?

Hu Xue: Yes, I do.(教师帮助学生回答“I do”)

T: Do you have small eyes?

Hu Xue: No, I don’t.(教师帮助学生回答don’t，并说明don’t=do not。)

T: Do you have a sister?

Hu Xue: Yes, I do.

T: Are you in the same school?

Hu Xue: No, we’re not in the same school.

T: Good. You can also say “we’re in different schools”. Do you come from China?

Hu Xue: Yes, I do.

T: Thank you. Go back to your seat and sit down.

(板书生词，分析并强调相近或相反的词、词组，加快记忆。然后带领学生朗读并要求掌握，板书新句型。)

student (teacher) Do you have …?

sister (brother) Yes, I do.

different (same) Do you have small eyes?

come from=be from No, I don’t.

do/don’t(=do not)

3. (教师通过介绍，导入1a，并设置听力任务。)

T: I know a boy. He has a sister. Do you want to know what the boy and his sister look like? Now listen to 1a.

Step 2 Presentation 第二步 呈现(时间:7分钟)

学习1a，培养学生的阅读理解能力。

1. (让学生听1a录音，然后回答问题。)

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

(板书)

(1) Is the boy a student?

(2) How old is his sister?

(核对答案)

T: Is he a student?

Ss: Yes, he is.

T: Right. How old is his sister?

Ss: Twelve.

T: Yes. You’re right. Now listen again and repeat. When you’re reading, you can underline the key words.

2. (根据短文里的关键词，完成1b，巩固1a所学知识。)

(找出正确图片后，让学生归纳描述人物外貌特征的关键词语并板书。)

T: Please find the key phrases in 1a.

仁爱版七年级英语上册教案3

Teaching Plan

Background information(背景知识):

Students: 52 Middle School students

Lesson duration: 45mins

Teaching contents(教学内容): Unit 2 Topic 1 I have a small nose. Section A

Teaching aims(教学目标):

1. Learn some new words:

(1)Learn words about parts of the head:

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

(2)Learn some other new words:

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

2. Learn some useful sentences:

(1) I/You/We/They have…

(2) She/He/It has…

(3)---Do you have…?

---Yes, I/We do. No, I/We don’t.

(4)--- I know.

--- You’re right.

3. Learn how to describe people’s appearances.

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

Teaching difficulties(难点)：The usages of have and has

Teaching procedures:(教学步骤)

Step1 Warm-up 第一步 热身

greeting

sing a song : Head and shoulders.

Step2 Review 第二步 复习

(1) 通过复习，培养学生根据卡片信息进行简单交流的能力。

(出示卡片上文字信息，师生进行互动问答。复习描述人的基本情况。)

Name: Jane

Age: 11

From: Canada

School: Beijing International School

Class: Nine

Grade: Seven

Phone number: (010)9267-6929

(1)T: What’s her name? S1: Her name is Jane.

T: How old is she?S2: She is eleven.

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

(2)(根据图画导入新内容。)

Step 3 Presentation 第三步 呈现

利用简笔画教授人体部位的名称，并在图片的相应位置板书单词，然后领学生拼读。

(2)(利用卡片，操练表示人体部位的名词。)

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

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

(以同样方式操练其他表示人体部位的名词。)

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

(3) 通过对比图片学习描写人体头部的形容词(long hair, big eyes, small eyes, a round face…)

(4) (出示2a的教学挂图，让学生观察图片中突出的外貌特征，巩固表示人体部位的名词和部分形容词。)

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

Ss:Yes. It’s big.

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

(以同样方式操练其他四幅图片。)

(5) (在熟练掌握人体部位和描述人体部位形容词的基础上，结合2a的教学图片，让学生操练形容词+人体部位的短语，然后教授have和has的用法，进而过渡到完整的句子。)

① have: S(I/We/You/They) +have …

② has: S(He/ She/ It)+has …

Step 4 Consolidation 第四步 巩固

1. (小组竞赛。限定时间要求学生书面完成2b。核对答案，并让学生复述have/has的用法，最后让学生齐读这七个句子。)

2. (接龙游戏。教师根据自己的实际情况以第一人称说一个句子，学生模仿练习。)

S1:I have a small nose.

S2: I have a long face.

S3: I have a big head.

S4: …

…

Step 5 Practice 第五步 练习

完成1a，1b进一步帮助学生巩固本课的功能项目，培养学生的听说能力。

Sing a song

Step 6 Summary 第六步 总结

Summarize the new words.

Summarize the grammar.

Summarize the useful expression

Step 7 Homework 第七步 作业

(1) 预习Section B 的生词

(2) 描述一位朋友的外貌。

仁爱版七年级英语上册教案4

【学习目标】：1、熟悉掌握词汇name clock 等

2、学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.

3、能听懂听力对话并能对根据听力对话进行自由交际.

【学习重点】： 使学生学会打招呼和介绍自己,并询问他人姓名的句型.

Nice to meet you . What's your name ? My name is ......

【学习过程】：

一、自主学习(教师寄语：Knowledge is power.)

学习任务一: 熟悉掌握词汇name ,clock

1、 认真观察第一页的图画,小组讨论你所认识的物品的英语单词.

2,、试着写出含有的物品的英语单词.

3、小组竞赛,展示( 看谁总结的多, 写的准确)

学习任务二: 学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.

1、 教师自我介绍,引导学生介绍自己.

A: Hello , I am Gina , What's your name ?

B: My name is Alan .

2、小组竞赛, 两人一组,询问他人姓名,介绍自己.

3,、分角色朗读1A对话.

学习任务三: 能听懂听力对话并能对根据听力对话进行自由交际.

1,、听录音, 给1B 的对话编号.

2、根据听力对话进行自由交际.

3、小组竞赛, 展示对话交际。

二、合作共建(教师寄语：Many hands make light work. )

小组讨论我们所学的英语名字和汉语名字的区别, 如何用英语拼写

你的名字?

三、系统总结(教师寄语：No man can do two things at once.)

1,、归纳你所学到的问候语.

2、自己编写一个打招呼并询问姓名的小对话.

四、诊断评价

(一) 单项选择.

1. _______your name ? My name is Gina .

A. What B. What's C. Who D. which

2. Good morning , Miss Wang ! _____________!

A. Hello B.Hi C. Nice to meet you D. Good morning

3. I _______Sally , What______ your name ?

A. am ,is B. is , am C. is , is D.am, am

4. ______name is Li lei .

A. I B. I am C. My D. you

5.— _______, What's your name ?

— John Green .

A. Hi B. Ok C. sorry D. Excuse me

(二) 写出下列单词的完全形式, 并写出汉语意思.

I'm _________ __________ what's __________ ________

name 's ___________ __________

(三)写出下列单词.

时钟 _______ 我的 ________ 你的___________ 名字_______ 遇见_________

(四)尝试翻译下列句子.

1. 见到你很高兴. _________________________________.

2.我叫王小雨. ____________________________________.

3. 你叫什么名字? ____________________________________

(五) 根据情景补全对话.

A: Good afternoon !

B: ____________________!

A; I ______Lucy . _________your name ?

B: My ______ is Jim . Nice to ______you !

A: _______________________________.

五、【课后反思】(教师寄语：Never do things by halves)

任务 熟练掌握 基本掌握 没掌握

仁爱版七年级英语上册教案5

Section A (1a—2c)

【学习目标】：1、熟练掌握本课6个单词.

2、学会询问他人姓名及介绍他人姓名.

3、能听懂有关谈论他人姓名的对话并进行自由交际.

【学习重点】： 询问他人姓名及介绍他人姓名的句型.

一、自主学习(教师寄语：Knowledge is power.)

学习任务一: 熟练读写本课6个单词.

1.个人自渎，记忆本课单词.

2.小组互相检查单词读写情况.

3.根据汉语写出下列英语单词并展示.

学习任务二: 运用句型：What's his / her name?

His / Her name is .... 进行自由交际.

1.小组合作，理解并熟读下列短语，并写出汉语意思.

my nane ( ) your name ( )

his name ( ) her name ( )

2.个人理解下列对话，并且两人合作练习.

A：Hello! What's your name?

B：My name is Gina.

A：Nice to meet you.

B：Nice to meet you,too.

A：What's her name?

B：Her name is Jenny.

3.小组合作，练习自己的对话.

4. 对抗组开展竞赛，展示自己的对话.

学习任务三: 听听力完成2a,2b.

1.个人看图，理解四幅图画，思考图画中人是在谈论他人还是对方.

2.听听力，给四幅图画编号.

3. 小组为单位，熟读2b中的名字。

4.听听力，完成2b.

二、合作共建(教师寄语：Many hands make light work. )

讨论下面两句话如何用英语表达.

1.他叫Bob.

2.她叫Jenny.

三、系统总结(教师寄语：No man can do two things at once.)

根据提示，完成下列问答.

_______ _______

What's _______ name? _______ is ....

_______ ________

四、诊断评价

1、 写出下列短语.

(1)我的时钟(2)你的问题

(3)他的名字(4)她的回答

2、 根据句意及首字母补全单词。

(1)_________is your name ?

(2)Nice to m________you.

(3)His a _________is good.

(4)L______! His clock is beautiful(漂亮的).

三、选择

1. _______, What's his name? His name is John Green.

A. Hi B. Oh C. Sorry D. OK

2. She is a girl(女孩).What's ______ name?

A. her B. she C. she's D.his

五、【课后反思】(教师寄语：Never do things by halves)

第3课时 Unit 1 My name 's Gina (总第3课时)

Section A 3a —4

【学习目标】：1、熟悉掌握本节课的六个词汇。

2、正确辨别英文名字的姓和名，以及和中文名字的差异.

3、 学会询问他人名和姓的句型.

【学习重点】：掌握询问他人名和姓的句型.

【学习过程】：

一、自主学习(教师寄语：Knowledge is power.)

学习任务一: 熟悉掌握词汇。

1、 个人自读，记忆本课单词.

2、小组相互检查 单词读和写的情况.

3,、据汉语写出单词,小组竞赛并展示.

学习任务二: 能运用句型:What's your first name ?

My first name is....

What's your last name?

My last name is...进行交际.

1、试读下列姓名,尝试总结归纳.

Gina Miller

First name :________ Last name: ________

完成 3a .(让对抗号在黑板上展示)

2、理解下列对话,两人合作练习.

A: Hello! What's your name?

B: My name is Jack Smith.

A: What's your first name ?

B: My first name is....

A: What's your last name?

B: My last name is...

3、小组合作,练习自己的对话.

4、 对抗小组开展竞赛,展示自己的对话.(完成3b)

二、合作共建(教师寄语：Many hands make light work. )

学会了询问他人的名和姓的句型后，能否用his/her做替换练习。

三、系统总结(教师寄语：No man can do two things at once.)

1、 总结你所知道的名和姓。

2、自己编写一个询问他人姓和名的小对话.

四、诊断评价 (一) 用所给词的适当形式填空.

1. Nice to meet ______(your).

2. _____(she) name is Helen Black.

3. His family name _____(be) Mr Green.

4. ______(be) you Mr Green.

5. Hi, I _____(be) Lily.

(二) 据汉语完成句子

1. Brown 是他的姓氏. Brown is ______________name.

2. 她的名是什么? ____________________name?

3. 你好,我是杰克. Hi, ________Jack.

4. 我的钢笔是黑色的. _____pen is ______.

5. 他的名字是吉姆. _______________Jim.

(三)根据上下文完成对话.

A: Hello!

B: ________!

A: I'm Gina,________________?

B: My name is Linda Brown.

A: Is Linda your last name?

B: No.Linda is my __________. And Brown is ___________.

A: Nice to meet you.

B: ____________________.

五、【课后反思】(教师寄语：Never do things by halves)

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