七年级英语教案人教版模板
推荐第1篇：七年级英语教案
课题Unit 5 Why do you like pandas? 第一课时 共四课时
教学目标：1.了解几种动物的英语表达方式
2.表达自己对动物的喜好与偏爱
3.学会使用why句型
教学重点：1.words:zoo,panda,lion,giraffe,smart,cute,beautiful,
2.Sentences: Why do you like pandas? Because they are cute.教学难点：形容词的用法以及why句型的运用。 教具准备：just the usual tools.教学过程： Step 1: Lead-in
First I will do some gesture to show some animals.The students try to gue what the animal is.After several ones I will write down some animals in Chinese on the paper and ask one of the students to do the gesture.
通过这个比较有趣的环节来引导即将接触的新词，让学生产生对这节课新内容的探索欲望。
Step 2: Words reading
Ask them to turn to the page of words and read the new words after me.At the same time we will learn some expreion of the new words and make sure they will get the simple idea of the words we are going to learn.
鉴于学生的实际情况，单词的学习并不能直接交给学生自己。大部分学生的自学能力较差。所以在课前先带领学生消除发音障碍，增强他们在操练对话时的自信。也便于他们在新课内容当中熟悉生词的意思。 Step 3: Presentation
Since we already learn the new words for a while, this time I will give them three minutes to finish the exercises in 1a.After that, I will point to the picture and tell them which one is my favorite and why.
单词熟悉之后先以口述的方式让他们对即将接触到的句子有所熟悉。加入favorite的用法，便于他们理解句子意思。并对because句型有进一步的复习。 Step 4: Listening
Finish the listening exercise.Play the tape for twice to make sure they understand the meaning of the material.
英语学习当中听力训练时必不可少的，重复放两遍确保他们理解听力材料。 Step 5: Practice and pair work.
Write the new words and key sentences on the board.Panda---Why do you like pandas? Because they are cute. Cute pandas Giraffe---Why do you like giraffes? Because they are beautiful. Beautiful giraffes Then ask some students to practice the dialogues.
通过句子的讲述与操练，让学生懂得这个特殊疑问句所表达的意思以及它的用法。特殊疑问词为首，再加上一般疑问句，组成特殊疑问句。注意特殊疑问句的回答并不包含YES 和NO.要按照实际情况来回答。另外此处讲解，形容词的表语和定语地位。
Step 6: Sum up and Homework
Ask them to find more words which can describe the animals.课题Unit 5 Why do you like pandas?
芦田中学 七年级
（一）班 高莉华
一．说教材
七年级的对话编排几乎都是从学生的生活实际出发让学生能掌握生活中基本常识交流。发展他们自主学习的能力形成有效的学习策略。 二．说教学内容
本课主要是让学生学会谈论动物以及对动物的描述。难易度适中。
1.教学目标 知识目标-熟练掌握,panda,lion,giraffe,smart,cute,beautiful,和子
Why do you like pandas? Because they are cute.能力目标-运用所学的语言知识在创设情景中进行交际并在此
基础上能将其运用于日常生活中。
情感目标-激发学生的学习兴趣，帮助学生树立学习英语的自信
心，并在成功中体会英语学习的乐趣。
德育目标-通过本课学习培养学生合作学习互相帮助以及勇于
表现自己在大众面前的独立表现能力。
2教学重点 熟练掌握本课的生词及主要句型。
3.教学难点。能区分并应用名词及相应的形容词。
三．说教法
传统教学方法 因为目前学校多媒体设施的运用还不够广泛，大部分课程仍然采取传统的方式教授。 四.说学法 自主学习探究学习合作学习
五．说教学过程
Step 1: Lead-in
First I will do some gesture to show some animals.The students try to gue what the animal is.After several ones I will write down some animals in Chinese on the paper and ask one of the students to do the gesture.
以猜动物的方式让学生参与到课堂当中，虽然最开始部分单词无法用英语表达，但是会加入猫，狗之类的动物来降低难度。通过这个富有有趣味性的环节来引导即将接触的新词，让学生产生对这节课新内容的探索欲望。 Step 2: Words reading
Ask them to turn to the page of words and read the new words after me.At the same time we will learn some expreion of the new words and make sure they will get the simple idea of the words we are going to learn.
古老的方式不一定是呆板且死气沉沉，可以用分组比赛练发音的方式来使跟读单词这一枯燥的过程变的丰富起来。鉴于学生的实际情况，单词的学习并不能直接交给学生自己。大部分学生的自学能力较差。所以在课前先带领学生消除发音障碍，增强他们在操练对话时的自信。也便于他们在新课内容当中熟悉生词的意思。
Step 3: Presentation
Since we already learn the new words for a while, this time I will give them three minutes to finish the exercises in 1a.After that, I will point to the picture and tell them which one is my favorite and why.
老师的角色扮演和语句操练，加上神情的诠释，能让学生更好地理解所听到的句子的意思。比如，描述小动物的可爱和食肉动物的恐怖，以夸张的表情来表达自己不喜欢或者喜欢某种动物的原因。单词熟悉之后先以口述的方式让他们对即将接触到的句子有所熟悉。加入favorite的用法，便于他们理解句子意思。并对because句型有进一步的复习。 Step 4: Listening
Ask them to scan the exercise and predict what they will listen to.Then I will play the tape.The students listen to the tape and finish the listening exercise.Play the tape for twice to make sure they understand the meaning of the material.
为了改善哑巴英语的状况。口语和听力是我们必须重点抓的环节。在听力材料简单的情况下可简单要求学生在听懂意思的同时把句子用自己的话语复述出来，若是难度比较大则一遍一遍精听，确保他们理解内容并做到有所吸收。英语学习当中听力训练时必不可少的，重复放两遍确保他们理解听力材料。 Step 5: Practice and pair work.
Write the new words and key sentences on the board.Panda---Why do you like pandas? Because they are cute. Cute pandas Giraffe---Why do you like giraffes? Because they are beautiful. Beautiful giraffes Then ask some students to practice the dialogues.
老师带读对话的同时让学生纠正发音和语调。讲述完毕之后，首先让学生用书面的形式自己改写并编制新的对话，提问时注意学生的情绪，要鼓励他们勇敢开口，但不能强制逼迫害羞的学生，让他们每次进步一些。对于成就较优秀的同学也要注意在表扬的同时指正他的不足，避免其盲目骄傲。通过句子的讲述与操练，让学生懂得这个特殊疑问句所表达的意思以及它的用法。特殊疑问词为首，再加上一般疑问句，组成特殊疑问句。注意特殊疑问句的回答并不包含YES 和NO要按照实际情况来回答。另外此处讲解，形容词的表语和定语地位。 Step 6: Sum up and Homework
This cla we learnt some words about animals and how to expre the reason why we like them or not.But there are still many other words about animals.Please try your best to find more.Ask them to find more words which can describe the animals.
想要充分发挥学生自主学习的作用，老师就得利用好自己的指导作用，给学生指出可行的方向，提供稍微的辅助，让他们完成一些力所能及的学习任务，不但可以更好地充实所学内容，还能让他们培养独立学习的良好习惯。所以，适当的课外作业是必须要有的。
推荐第2篇：七年级英语教案
Starter Unit2 what’s this in English? 第1课时section1a-2e 【学习目标】语言目标：字母I—R；辨认物品；拼写单词 1.七个表示物体的单词的熟练掌握。(汉语意思写出来) map orange jacket key quilt pen ruler 确认物体的句型（写出意思）： 问：What is this in English? 答：It's /a /an/ map/ orange/ jacket/ key/ pen/ ruler/ quilt.3.区分a和an的用法（读书上87页：冠词用法）。 【预习指导】自我预习
一、扫清障碍
试着用按英语中音标拼读出StarterUnit21a的单词（在书上第94页）。
二、课本预习
温故知新1.按照字母顺序正确默写上单元学过的八个字母的大小写。
2.小组合作用英语完成对话。1)熟识朋友见面的问候语和应答。 ——Hello, Frank! ——Hi, Cindy! How are you? ——I'm fine / OK, thanks.2)一天见面打招呼的用语。 ---Good morning, Helen!---,Bob! ---Good , Eric!---Good afternoon, Grace! ---Good evening, Helen!---,Dale!： ---Hi, Alice!---Hi, Cindy! ---Hello, Frank!---Hello, Dale! 【课内学习】
一、教材处理：自主互助学习
1.看图认一认1a中认识的字母，并把它写下来。小组讨论答案，教师巡回检查。 2.看图认物品，努力用英语说出认识的物品，小组比一比，哪一个小组认识的物品多。
二、组内探讨
1)看图片或者用实物小组做对话练习。 师生备注
2）听1a录音，指出听到的物品。 3）用图中物品，双人自由问答并表演。 What's this in English? It's a/an…
4）观察区分a和an的用法。
【语法要点归纳】以单词读音为准，a用在发音的_______音前面，an用在发音的_______音前面。 Explanation
一、this是指示代词，意为“这；这个”，指近处或距说话人近的人或事物。 that意为“那；那个”，指远处或距说话人远的人或事物。例如： This is a ruler.That is a key.
二、in English意为“用英语”，其中in是介词，表示“用语言、声音、方式等”。如： in Chinese用汉语in Japanese用日语 What’s this in Chinese?这个用汉语怎么说？
三、冠词a与an的用法
冠词a和an是一种虚词，只用在单数可数名词前，表示“一”的意思。a用在以辅音音素开头的单词之前，an用在以元音音素开头的单词之前。这里的元音音素和辅音音素是指读音，而不是指字母。如： a pen/pen/一支钢笔/p/为辅音音素 an apple/?'?pl/一个苹果/?/为元音音素
四、What’s this in English?这个用英语怎么说？
句型What’s this in English?意为“这个用英语怎么说？”用来询问某物，回答时要用“Itis/It’sa(n)+名词”，其中it用来指代this或that。what’s=what is,意为“是什么”。英语中用来提问的特殊疑问句总是放在句子的开头， 这一点与汉语不同，同学们要特别注意英语的语序。例如： —What’s this in English? 这个用英语怎么说？ —It’s a jacket.它是一件夹克衫。
—What’s that in English? 那个用英语怎么说？ —It’s an egg.那是一只鸡蛋。
五、【辨析】字母/音标/音素
英语字母就如同我们汉语中的笔画一样，是拼写单词的组成元素。 音素是英语语音的最小单位。
把音素记录下来的符号叫音标，通常写在//或[]里。 【口诀】
冠词a, an两种帽，单数名词常需要； 辅音单数a提前，元音单数an优先。
【学习成果展示】（满分50分） 完成时间15分钟
一、正确朗读字母。（5分） N n R r Ii O o M m P p J j L l K k Q q
二、将下列字母按字母表顺序排列并抄写在四线格上。（18分） 1）MHAIKCDEJNPORBFGLQ
2）c d a h j I m g r o l n q e k p b f
三、写出他们的邻居。（6分）
________Cc__________,________Jj__________,________Ff_________,________Mm_________________Oo________, ________Hh_________
四、写出下列字母相应的大写或小写形式。（3分）
，1）.K、M、O、R、I_______________.2）.j、i、n、q、o___________________.
九、单项选择。（18分）
（）1.What'sthisinEnglish?It's__________.A.orange B.an orange C.a orange ()2.What'sthis_____________?It'sapen.A.in English B.for English C.English ()3.__________this?It'sanapple.A.What 're B.What C.What's ()4.What'sthis？___________________.A.This’ s a quilt B .It's a quilt C.I'm a quilt ()5.Hello,Eric!_________,Dale! A .Hello B. Sit down C.I'm OK ()6.Howareyou,Helen?____________.A.Fine, thank you.B.Good afternoon C.I'm OK.【总结反思】在本节课中你还有什么不明白的问题，还有什么没有掌握的知识，请记录下来，找机会询问同学或老师。
Starter Unit2 what’s this in English? 第2课时section3a—4d 【学习目标】语言目标：字母I—R；辨认物品；拼写单词 1.掌握下列重点单词（查出）：spell______ __,please_________ 2.掌握下列重点句子：（写出意思） ——What's this in English?——It’s a key.
——Spell it, please.——K-E-Y.
3.四会大、小写字母A a- --R r.【预习指导】自我预习
一、扫清障碍
试着用按英语中音标拼读出StarterUnit23c的新单词（在书上第94页）。 温故知新1.按顺序默写出所学过的大、小写字母(18个)。
2.写出上节课学的问句，并给出一适当答案。
二、课本预习
1.完成3a,自己看图填一填把不会的单词查出来。2.完成3c读一读对话,把不会的单词查出来。 3.完成4a试着填出所缺字母在书上。
4.完成4b试着按首字母顺序填出编号在书上。【课内学习】
一、教材处理：自主互助学习1.猜句意Spell it, please.2.学生听并跟读，同时老师板书Spell it, please.K-E-Y.3.学习单词spell, please.4.练习：用所学物品两人一组，练习1a对话。 5.表演3c（用老师所示物品问答）。 6.听3b，小组检查、核对。
7.比一比：看图3a每组参加1人，按物品的某种顺序，看谁写得又快又准。Explanation
一、Spell it, please.请拼写一下吧。
1.这是一个用来考查别人拼写（读）能力的句式。用于别人提到的单词，自己不知如何拼写。让对方指出这个单词由哪几个字母组成。例如： It’s a jacket.它是一个夹克衫。 —Spell it, please.请拼写它。 —J-A-C-K-E-T.
2.please意为“请”，常用于一些客套的场合，可放在句首，也可以放在句末。放在句末时，常用逗号与前面部分隔开。例如： Please stand up.=Stand up, please.请起立。
【学习成果展示】（满分50分） 完成时间15分钟
一、找出与所给字母含有相同音素的选项。（5分） e A .g B.m C .n f A.r B.q C .pen____ o A.orange B.OK C.dog____ a A .thanks B.Dale C.map I A.hi B .in C.quilt____
二、按字母表顺序默写字母I到R的大小写形式。（10分） A________________________________ a_________________________________
三、整理字母顺序组成单词。（10分） qulit______rulre______eky_____lpsle____ pleesa_____arknF______kcajte______mpa______
四、用is, am, are 填空。（10分） 1）I_________Frank.2) This___ ___a pen.3) What________this ?4) How_______you? 5)It___ __a key.
五、读句子，连线配对（5分） A Spell it ,please .a Hi！ B What 's this? B Good morning! C Hello，Cindy！c It' san orange.D How are you? D I'm OK.E Good morning !e O-R-A-N-G-E
六、选择填空（10分） ()1.Thisis_______orangejacket.A.an B.a C./ ()2.What'sthis_______English.A.in B.for C.on ()3.---Spell it, please.---_______ A.map B.MAPC.M-A-P ()4.---Alice, what' s this in English?---__________ A.It's pen B.It's a pen C.This is a pen ()5.---How are you?---_______ A .hello B.Thanks C.I'm OK 【总结反思】在本节课中你还有什么不明白的问题，还有什么没有掌握的知识，请记录下来，找机会询问同学或老师。
推荐第3篇：七年级英语教案
Unit 3
七年级英语黄彦忠
How do yougetto school?
Section A
The first period
一 教学目的：
1.学习Section A 中的生词。
2.学习句型：How do yougetto school?
3.词组：
takethe train
take the bus
take the subway
ride a bike
二、教学重点：同上
三、教学难点：本课中生词的拼写。
四、教学过程:
Step1Learn the new words.
train ,take the train .bus
take the bus .subway ,
ridebikeride a bike
Step2Introduction
Ask the students like this:
How do yougetto school?
Then ask some students to answer thisquestion.
Step3Practice
Match the wordswith the pictures
1.takethetrain(a)
2.take the bus(
3.take the subway(e)
4.ride a bike（b)
5walk(c)
Step4Listen
Listen and write the numbers next to the correct students in the picture aboveStep 5Practice
Make a conversation with your partner about how the students get to schoolFor example ：How does LiFei get to school?
She takes the subway
五、布置作业。
推荐第4篇：人教新目标版—下学期七年级英语教案Unit 7 It’s raining!
初中集体备课教案
人教新目标版2013—2014年度下学期七年级英语教案
主备人：备课时间：2014年月日
成员：
Unit 7 It’s raining!
Period 1(Section A 1a, 1b, 1c)
Teaching aims
1、Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,pretty,
cool, cold, humid, warm, hot
2、Sentence structures: How’s it going? How’s the weather? What’s the weather like? Important points
A new way of greetings and the description words about the weather.
Difficult points
How’s the weather? It’s raining/windy/cloudy/sunny/snowing/.
How’s it going? Great! /Not bad! /Terrible! /Pretty good!
Teaching procedures
Step1.Warming up
1.Ask the Ss randomly: What’s the date today? What day is it today? How are you?
2.Give a new expreion which has the same meaning as How are you? : How’s it going? But the new one has more answers.
Step2.Presentation
1.Show 4 faces on the screen and ask Ss to describe each face using whatever words they can.Help Ss identify each person is feeling.
2.Then show 4 words.Say the words and ask Ss to repeat each one.Ask Ss to match each remembered phrase with a face.Encourage them to spell the phrases by How do you spell it?
3.Practice with the new structure by the whole cla: Choose one to the front and the others gue the description words through his/her facial expreions.
Step3.Practice and listening test
1.Let one student ask me: How’s it going? I may answer like this: Terrible! Because it’s snowing and it’s so cold.Show a picture of snowing day and children are making a snowman and pretend to be very cold.Make Ss gue the words: the weather and snowing.Ask them: How’s the weather? Get them to answer like: It’s snowing/snowy.Go on with other kinds of weather: sunny, rainy, cloudy, windy.
2.Play the tape and get Ss to write the city names in the boxes.Check the answers.Look at the 5 pictures in 1a.Encourage Ss to use the description words to describe the weather: ①Beijing—sunny and warm/hot ②Shanghai—cloudy and cool ③Boston—windy and cool ④Moscow—snowing and cold ⑤Toronto—raining and humid.Show an arrow to identify the degree of the 4 adjectives: cold, cool, warm and hot.
4.Practice with the structures: How’s the weather? and What’s the weather like? with the 5 pictures The exact weather on that day should not be mied.Note: Talking about the weather is quite common in western countries as a daily greeting.
Step4.Weather report
Show a weather map of China.Get Ss to make a weather report as a CCTV anchor.They may begin with asking the weather in each city, then make up a report about it.
Step5.Chant
Show an easy chant to reinforce the questions and words about the weather.
Step6.Homework
1.Copy the new words 4 times each.
2.Summarize the usages of how in questions.
3.Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it.
教学后记：
Period 2 (Section A 2a, 2b, 2c)
Teaching aims:
1.Learn the vocabulary words and useful expreions.
2.Target languages:
How’s the weather? It’s raining.
What are you doing? I’m watching TV.
What’s she doing? She is playing basketball.
3.Enable the students to talk about the weather and the activities that people are doing.
4.Help the student learn how to talk about the weather and the activities that people are doing.
Teaching procedures:
Step 1.Revision
Talk about the students about the weather.
Ask as many students the similar questions as poible and write the words about weather on the blackboard.Then ask the students to read them repeatedly.
Step 2.Free talk and lead-in
Show the following pictures.Talk with the students about the weather and the activities that people are doing.Say: Please look at the pictures and answer the following questions.
Show or draw the pictures on the blackboard, and let the students practice more.
Step 3.Listening (2a, 2b)
1.Work on 2a.
Let\'s see what Joe\'s families are doing.Point to the 4 pictures.
2.Ask Ss tell each person is doing in each picture.More attentions should
be paid to the correct use of the Present Progreive Tense.
3.Play the recording for the Ss to listen and number the pictures [1-4].
4.Play the tape for Ss to check the answers.
5.With the whole picture, get some Ss to tell the story of it.
6.Brainstorming
Play the tape for another time.Then do a memory test.
Ask Ss: What\'s Uncle Joe/Jeff/Mary/Aunt Sarah doing?
What\'re Scott and Lucy doing?
Is Jeff watching TV?etc.
7.Let Ss match the names with the activities in 2b.
Play the recording for the Ss to check the answers.
Step 4.Pair work(2c)
1.Look at the pictures and talk about the people in 2a with a partner.
2.Ask a student the questions as a model:
T: What\'s Uncle Joe doing?
S1: He\'s playing basketball.
3.Ss work in pairs.Ask and answer about the pictures.
Step 5.Role-play
1.Ask Ss to read the conversation and answer the questions:
a.What\'s Steve doing?
b.What\'s Rick\'s brother doing?
Ss read the conversations and answer the questions.Then check the answers together.
Step 6.Grammar
Ask the students to read the sentences in the grammar box.
Help the students sum up how to add-ing to verbs.
Homework
1.Ask the students to make a dialogue in pairs after cla.
2.Ask the students to do exercise 4 in workbook.
教学后记：
Period 3 (Section A 2d--3b)
Teaching aims:
1.Teach vocabulary words.
2.Target languages:
—How\'s the weather in Beijing?—It\'s sunny.
—Can I take a meage for him?—Yes.Could you just tell him to call me back?
—Sure, no problem.
3.Enable the students to talk about feelings about different things.
4.Help the students learn how to talk about feelings about different things.
Teaching procedures:
Step 1.Revision
Talk about the weather and activities.
Show the pictures.
Give the students more changes to practice.
Then check the answers.
Step 2.Lead-in
Say, Look at the picture.How’s the weather in the picture?Show the picture.
Help the students expre their feelings with the words: great, terrible, good, pretty, good, not bad
Step 3.Warming- up and revision
1.Have a dictation of the new words and expreions in period 1.
2.Ask some pairs to role-play the conversation in 2d.
Step 4.Grammar Focus.
1.Ss fill in the blanks and check the answers themselves.
2.Ss read the sentences and learn by themselves.
Step 5.Practice
1.Work on 3a.Fill in the blanks with the correct forms of the verbs in the box.Then practice the conversations with a partner.
2.Ss read the conversations and fill in the blanks.
3.Check the answers with the cla.
4.Ss practice the conversation in pairs.
5.Ask some pairs role-play the conversation.
Step 6.Practice
1.Work on 3b.
Yuan Yuan from CCTV is interviewing people in five different places.Fill in the chart below.
2.Ss work in groups.Discu the pictures and talk about the weather and
what the people doing.
Make a model for the Ss:
—How\'s the weather in Picture a?—It\'s sunny.
—What\'s the boy doing?—He\'s playing the guitar.
3.Ss ask and answer about the pictures.Then fill in the blanks.
4.Check the answers with the cla.
Step 7.Practice
1.Every student draws a picture.On your pictures sb.is doing something in some kind of weather.
2.Ask and answer about the picture.
—How\'s the weather?
—What\'s he/she doing?
Homework
Ask the students to do the following:
1.Write something about the weather and make some sentences with the Presents Continuous Tense.
2.Prepare the new words in Section B.
教学后记：
Period 4 (Section B 1a--1d)
Teaching aims:
1.Teach vocabulary words: dry, cold, hot, warm, visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountains, country
2.Target languages:
—How\'s it going?—Not too bad.Are you studying hard or having fun?
3.Enable the students to describe the weather and what people are doing.
4.Help the students learn how to describe the weather and what people are doing.
Teaching procedures:
Step 1.Warming- up and revision
1.Ask and answer about the weather.
2.Ask and answer what sb.is doing.
Step 2.Presentation
1.Show some pictures on the big screen.Present the new words.dry, cold, hot, warm …
2.Ss learn the new words and expreions and try to understand the expreions.
3.Give Ss some time and try to remember the new words and expreions.
Step 3.Matching
1.Read the words in the box in 1a.Then look at the pictures.Match the words with the pictures.
Ss match the words with the picture.
2.Check the answers.
Step 4.Pairwork
1.Look at the pictures in 1a.Ask and answer questions about the weather in the pictures in 1a.
Give an example to the Ss.
T: How\'s the weather in the picture d?
S1: It\'s dry.
2.Now work in pairs.Ask and answer about questions about the weather in the pictures in 1a.
3.Ask some pairs to ask and answer about the questions.
Step 5.Listeningwork on 1c:
1.Read the chart in 1c.
2.Play the tape for the Ss to listen and write what Mary and Eric answer
to \"How\'s it going?\".
3.Play the recording twice.The first time Ss only listen.For the second
Ss listen and write down the words in the blanks.
Step 6.Listening
Work on 1d:
1.Listen again.What does Eric answer to \"What are you doing?\" & \"How\'s the weather?\"
2.Play the recording twice.The first time Ss only listen.For the second
Ss listen and write down the words in the blanks.
Homework
After cla, please make dialogues with your friend or clamates talking about the weather and the activities that you are doing.And do EX 5 and 6 in the workbook.
教学后记：
Period 5 (Section B 2a--Self-check)
Teaching aims
1.Teach vocabulary words: visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountains, country
2.Target languages: Are you studying hard or having fun?I\'m having a great time in Europe.
3.Ability: Learn about different activities in different weather
4.Cultural awarene: Learn to love our nature and protect the environment.Make a donation if poible Important points:
Use the words, expreions and sentence structures correctly.
Difficult points:
Use the expreions they learned to describe the weather in 4 seasons and people’s activities
Teaching procedures
Step1.Warming- up and revision
1.Ask and answer about the weather.
2.Ask and answer what sb.is doing.
Step 2.Presentation
1.Show some pictures on the big screen.Present the new words.dry, cold, hot, warm …
2.Ss learn the new words and expreions and try to understand the expreions.
3.Give Ss some time and try to remember the new words and expreions.
Step 3.Talking
1.Look at the pictures in 2a.Talk about the pictures with a partner.How\'s
the weather? What are the people doing? Make a model to the Ss.
S1: How\'s the weather in picture a?S2: It\'s sunny and warm.
S1: What\'s the girl doing?S2: She\'s sitting near the pool and drinking some juice.
2.Ss work in pairs and talk about the pictures.
3.Let some pairs ask and answer the pictures aloud.
Step 4.Presentation
1.Show some pictures on the big screen to present some of the new words in the postcards in 2b.
2.Teach Ss the new words.Then let Ss read the new words after the teacher.
Step 5.Reading
1.Fast Reading
Read the postcards in 2b and math each postcard with the correct picture in 2a.
Ss read the postcards quickly and match the postcard the correct picture.
Then check the answers.
2.Careful reading:
Read the first postcard again and find the answers to these questions.
Read the second postcard again and find the answers to these questions.
① Where is Dave now?
② What are Dave and his family doing there?
③ Are they having a good time?
Ss read the postcards and try to find the answers to the questions.Then check the answers with the cla.Step 6.After Reading
1.Read the postcards again and fill in the chart with the information from the postcards in 2b.Step 7.Writing
1.Write a postcard to a friend.Tell your friend about your vacation and what you are doing.
2.Let Ss read their postcard to the cla.
Step 8 Homework
Summarize the key words and expreions in this unit.
教学后记：
推荐第5篇：(人教新起点)一年级英语教案 Uint5 Numbers.
Unit5 Numbers
第二课时
课前准备 1．教学挂图。 2．教学投影片。 3．教学录音磁带。 4．数字卡片。
5．生日蛋糕（聚乙烯模型，教师自备）。
教学内容
A Look, listen and say． 1．学习英语数字6～7。
2．初步学习询问年龄的交际用语。
3．对交际用语的要求视学生情况而定。最基本要求为学生说出“我”是谁，“我”几岁即可。
B Look, listen and colour．
1．Pair work 或 group work：听录音，并根据录音内容给相应数量的蜡烛涂上颜色。
2．本项最后一行是让学生按自己的年龄给蜡烛涂色。然后再在右图的生日蛋糕上画出符合自己年龄数量的蜡烛。
教学建议
1．教师在学习本课新内容之前，应采取多种方法来复习英语数字1～5。 2．在复习的基础上，教师可以设计练习活动，自然引入学习英语数字6和7，以及询问年龄的交际用词。如利用学生自已的生活经验（仅供参考）：
1）教师出示生日蛋糕的实物或图片（或简笔画），说：This is a birthday cake． 2）出示Binbin的人物图片，说：Today is Binbin\'s birthday．Binbin is six years old．教师在生日蛋糕上插上（或贴出、画出）6个生日蜡烛，边插边说：One, two, three, four, five, six．Six years old．教学生说英语数字6。
3）教师出示Lily, Andy和Joy的图片，请学生听录音，引出英语数字7，并进一步让学生感受询问年龄的交际用语。
4）帮助学生学习询问年龄的交际用词。T: （手指四位主线人物）Binbin is six．Lily is six．Andy is seven．Joy is seven．How old are you? Ss: I\'m .... 3．教师设计帮助学生巩固新内容的练习。以下练习（角色扮演）供参考： 1）准备工作：学生根据自己的意愿扮演一种小动物（以可用戴头饰或做动作来表示），并为自己扮演的小动物设计年龄。
2）活动开始后，可先以小组为单位说一说自己是谁，几岁了。然后在全班范围内用英语进行表达。
4．在充分练习的基础上，做B项活动。在做此项活动时，可以参考以下步骤： 1）学生观察课本中的图画，说出有谁，画面表达了什么含义。 2）请学生看图听录音。
3）口头表达。T: How old is cat? Ss: Eight．T: How old is Lucky? Ss: Four．T: ....Ss: .... 4）再听录音，并给蜡蚀涂颜色。
5）教师帮助学生给最后一行蜡烛涂颜色，并在蛋糕上画蜡烛。
6）学生俩人一组指着最后一行蜡烛说年龄。（此步骤可以与课堂教学评价结合，采取同伴评价的方法，如果学生认为同伴说得好，可以在蛋糕旁画笑脸。） 5．建议group work使用如下格局： 6．录音材料： A项：DIALOGUE Bill: I\'m Bill．I\'m six． Bill: How old are you, Lily? Lily: I\'m six, too．
Bill: How old are you, Andy? Andy: I\'m seven． Joy: I\'m seven, too． B项：DIALOGUE Cat: Hello．I\'m a cat．I\'m eight．
Dog: Hello．I\'m a dog．I\'m Lucky．I\'m four． Duck: Hello．I\'m a duck．I\'m two． Rabbit: Hello．I\'m a rabbit．I\'m three． F: How old are you? Six? Seven? Eight? Nine? Ten?
课堂学习评价
1．引导学生把掌握数字1～7的英语单词的情况用 和 符号记入学习档案。 －要求学生将B项的最后一行在家里用英语进行表达，请父母用笑脸在书上给以评定。
－参考课堂教学活动
4、6。
2．教师具体而简要地记录学生当堂表现： －积极参与对话的学生有多少人？
－能听懂并模仿说出
6、7两个数字的学生有多少人？
－能听懂录音、并能根据录音内容正确地给蜡烛涂色的学生有多少人？ －能根据自己年龄正确地给蜡烛涂色的学生有多少人？ 3．本课对学生掌握学习内容情况的评定方法： －请学生表演A组的对话。教师进行现场记录。
－在学生完成B项活动后，请学生举起自己画的蜡烛，说一说自己几岁了。教师进行现场记录。
－组织pair work或group work，选一个学生的画，让另两个学生根据这幅图来问答。教师进行现场记录。
推荐第6篇：人教版七年级英语教案
英语（新目标）Go for it！七年级上册
Unit6Doyoulikebananas？ Section A 1a—1c 教案
一、教案背景：本教案是在第五单元以have为例的动词do的一般现在时态句型的拓展，因此具有承上启下、以旧带新、巩固动词do句型的作用。
二、教材分析：
1.课题：本课时的教学内容选自人教版义务教育课程标准实验教科书《新目标》学生用书七年级上册，第六单元Do you like bananas？中的Section A 1a—1c。
2.地位与作用：这是第六单元第一课时内容，其中心话题是谈论好恶。通过本课时学习，学生对动词do句型会有进一步了解，并能初步运用这一语言结构进行交流，为下一节课学习打下基础，在教学中的地位是举足轻重的。
3.重点：目标词汇和动词do句型的一般现在时态结构。难点：熟练运用所学句型谈论好恶。
三、学情分析：学生已经在第五单元初步学习了动词do 句型的一般现在时态，在此基础上运用like 将更加顺畅。
四、教学目标
1.知识目标：学会运用Do you like-----？句型及目标词汇谈论好恶。
2.能力目标：训练学生听说能力和与他人交际能力。
3.情感目标：教育学生持健康食物的重要性。
五、教法与学法：
1.教法：任务型教学法。
2.学法：合作式学习法与讨论学习法。
六、教学手段：多媒体、录音机。
七、设计理念：根据新课标的要求，针对实际情况创设学习英语氛围，激发学习兴趣，以旧带新呈现动词like用法，起到新旧知识整合作用，再创建以活动为主的模式，鼓励学生积极参与、大胆表达，提高学生感受语言及运用语言能力。
八、教学过程：
Step 1 Warming--up
Revise Do you have a----?
Step 2 单词搜索
1.Ask the students to write out all the words about fruits.Then
the group leaders report。
（目的是复习水果类名词，为下一步学习作铺垫）
2.Match the words with the things in the picture。
Step 3 探索求知
1．Teach the sentences“Do you like bananas？by showing pictures。
2．Ask the students to practice the sentences with the teacher。
3．Work in pairs。
4．Conclude the strcture：Do youlike----？
（目的：让学生通过探究来获知（1）Do you like----？用法（2）
怎样谈论好恶）
Step4 练习巩固
1 Makeasurvey。
2 Listening。
（1）Listen and number the conversations。
（2）Read the conversations。
（通过听、说、读、写训练，进一步巩固所学知识） Step 5拓展运用
运用本节课所学知识及以前所学知识谈论好恶，从而既练习了本节课所学内容又复习了其它单词的效果。
Step 6 作业：Talk about likes and dislikes with friends。
Step 7 总结：学生归纳所学内容，通过小结达成本节课教学目标。 Step 8 板书设计
Unit 6 do you like bananas？
Do you like bananas？hamburgers
Yes ，I do。tomatoes
No，I don‵t。oranges
…
教学反思：本节课关键在于如何把第五单元与第六单元结合起来，从而拓展到其它
动词。
推荐第7篇：七年级人教版英语教案
七年级上册教案
Unit 4 Where\'s my schoolbag
备课人：尹婷婷 Teaching contents：words section A :1a 1b 1c 2a Teaching aims：words Teaching difficulties：use \"where\"question to strengthen new words and use “in on under\" correctly.Teaching proceion：
Step1:Lead in(6mins)
T: Good morning,cla.Before our new cla,i want to check your homework.Last leon we have learned some words, do you still remember?
Ss:answer.
T: Ok,let\'s review some sentences first.(teacher writes down \"what\" question and its answer on the right of the blackboard )
T: (take out a schoolbag and there are some things in it.)What\'s this?
Ss:It is a schoolbag.
T:Is it a pencil?
Ss:yes, it is/ no,it isn\'t.
……
T：(conclude)Good，all of you did a good job.Today, we\'ll continue to learn some new words.
Step2:Come to the topic.(4mins)
T:Today, We\'ll go to talk about \"where\"question.First, please turn to page 19.(write down the title on center of the blackboard) then, ask students to read it.Ss:……
T：explain\"where\":哪里的意思.Ask students to gue the meaning of the title.Ss:……
T:Good.意为：我的书包在哪里？ Where\'s=where is …在哪里（指单个的事物）eg:where is your book? But\"我的这些书在哪儿\"？怎么说？（提示：根据\"what\"问句的单复数表达引导学生）
Ss:……
T:Yes, where\'re= where are eg:where\'re my pencils?(what\'s the meaning?) Ss:……
Step3:Learn some new words.（On the left of the blackboard)10mins T: Next, let\'s talk about our \"room\".I think there are many thigs in your room.Can you show some to us ? Who wants to try?(teacher picks one students) Ss：桌子，椅子，床……
T：wow, so many things.But do you know how to read it in english? Ss:no…… T:Then, The first word（write \"table\"down on the blackboard and its vowel sound /ej/).Ok, read after me.
Ss:……
T: (make a sentence)We have our meal on the \"table\".So what\'s the meaning? Ss:……
T: How to spell it? Ss:t-a-b-l-e(老师引导）
T：write down second word\"bed\"and /e/.We have a good sleep on the bed.So what\'s the meaning -\"bed\".It is ……
Ss：床
T：You are so clever.How to spell it ? Ss:b-e-d (other words such as: sofa chair bookcase schoolbag books keys are all represented in this way) T: follow me and read these words twice.After reading one, students should tell me its Chinese meaning as soon as poible, understand? ……
Step3:Do some word exercises(12mins) T:please look at the picture in page 19.I will give you 4mins to find these things and finish 1a.(老师解释）I\'ll show you an example\"table\".T：……
Ss:time is up.Let\'s check the answer together.(1b 2e 3h 4g 5d 6a 7f 8c) T:Ok,follow me and read the words again…… Ss:……
T：Please pay more attention to(方格）in the picture.(teacher tells the students what they exactly refer to) After a while.T:let\'s listen to the radio and finish 1b.Ss:……
T：Ask a student to give his or her answer.Then teacher checks the answer.
T:let\'s turn to page 20.I think these things are easy for you.But can you number their correct answer in 2a? First, listen to the radio.Ss:……
T：Check the answer. Step4 :Make conversations (12mins)
T:let\'s turn back to the picture.There are 3\"where\"question.Can you find where the three things are?(write down these question.)
Ss: finding
T:From the picture, we can find its answer,(Also write down).Then pay attention to words\"on in under\".From the conversation, we know \"on在…上面；in在…下面；under在…下面\"(用中括号概括在一起）
Ss: take notes
T：we can conclude问及某物在哪里的问答方式是\"—where\'s/where\'re …？—It is/They are….
T:Let\'s do some exercises.Please look at me carefully.(teacher puts her pen in her book.) Where\'s my pen?
Ss:answer.
T:(put it on the table) Where\'s the pen?
Ss:answer.
T:Good,job.Next, i want to ask one student to put something in on e place and i\'ll ask you, ok? S:play it T:where is his/her……？
Ss:It is ……？
T：Pair work(two students a group and use words to make a \"where\"conversation.I \'ll give you 5mins. Ss:practice T:You two please. Ss:……
T:wonderful.Another two.Ss:play.Step 5:(1min) Homework:design your ideal room and show us where your things are.Next cla, i will ask some of you to show us.
推荐第8篇：七年级下册英语教案
七年级下册英语（外语教学与研究出版社）
学生用书（Student’s Book 2）
Module 2 Spring Festival
Unit 1We’re getting ready for Spring Festival.
Teaching Planning
课题内容：（1）本模块的话题是“节日”。本单元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。并让学生了解一些重要节日的庆祝方式。
（2）通过对本模块的学习，有助于学生了解世界，在一定程度上提高学习效率，并形成自主学习的能力，为学生养成良好的学习习惯打下良好的基础。
（3）教学中教师应随时随地地以课本为出发点，灵活运用各种素材组织教学过程和内容。
Ⅰ、Teaching goals
1.Make an introduction of the Spring Festival
2.New words :festivalreadycleancooklearnmealdragonlanternsweepfloorhelp
New phrases: Spring Festivalget ready fordragon danceclean the housesweep the floormake lanternscook the mealat work
3.Grammar focus: The questions and answers of the present continuous and the present simple
tense sentences
Ⅱ、Ability goals
1.Enable students to understand the conversation about the Spring Festival
2.Enable students to recognize phrases and short answers
3.Enable students to talk about the Spring Festival with given information and describe the proce of festival preparations
Ⅲ、Emotional goals
1.Enable students to be willing to know festivals of different places, and be happy to take part in some English practice activities.
2.By doing so, students’ interests in English learning will be developed and improved.
3.Cultivate students’ enthusiasm for exotic culture and their paion for life tradions.All these will ,to a certain extent, enhance students’ understanding of domestic culture .
4.Students participate in various English activities ,going through all kinds of difficulties ,which enable them to establish correct language learning value in new environment.
Ⅳ、Important points
1.Learning new words and phrases
2.Understanding the present continuous tense sentences in the textbook by reading
3.Having a good command of the structure and usage of the present continuous tense
Difficult points
The comparison between the structure and usage of the present continuous tense and the present simple tense
Ⅵ、Teaching aids and methods
Teaching aids: color picturestape-recordermoney in red envelopehand-outblackboard
Teaching method: task-based teaching approach
Ⅶ、Teaching procedures
1.Lead-in(Pre-task)
(1)Greeting
(2)Recall what we have learned in the last leon.(the present continuous tense)（重述现在进行时的含义）由下面的例子引入：
T: what are we doing now?
S: We are having an English cla.
2.While-task
Step 1:
Show the students the money in the red envelope .This is lucky money.When can we get lucky money? Yes, we can get lucky money in the Spring Festival.Teach students the new phrase ：Spring Festival.
Step 2:
You know people are very busy before the Spring Festival.And what do people often do before the Spring Festival? Present the title of this leon: We’re getting ready for Spring Festival.
Teach students the new phrase: get ready fornew word: ready
Step 3
Show students some color pictures and say :Look at these pictures.From the pictures , we can see people are very busy.What are they doing? Who can tell me? You can speak in Chinese.
Several students stand up to answer the teacher’s questions.
Teach students’ new words and phrases :cleancookmeallantern
dragonsweepfloor
sweep the floorcook the mealclean the housedragon dancemake lanterns
So, people in the pictures are getting ready for Spring Festival.
Step 4:
Look and say.
Look at the pictures again and say what they are doing.
They are…..They are….They are…..
(Practice V-ing 句型)
Step 5：
T: Can you do these things in the pictures?Ask two or three students to answer the
questions.(举例子)
If you cannot do these things, you must learn to do them.Teach students the new word :
learn.
So , if you can do these things ,you can help your parents before the Spring Festival.
Teach students the new word: help
And your parents will be very happy.Maybe your parents will give you some lucky money.Step 6:
1.Match and check.
2.Listen and reading on page 8.
The Spring Festival is coming.People are getting ready for it.There is a dialogue among Lingling Betty and Tony.
(1)Listen to the tape.
(2)Work in group of 3.
T: At first, you should say :I am Lingling,I am Betty ,I am Tony.Are you clear? Ask the three groups to act out the dialogue.And then ask students which group is best.Give the best group a small present.
Step 7:
1.Complete part 3..
T: Are the boys making lanterns?
S: Yes, they are.|No, they aren’t.
（再举几个例子练习，让两个学生为一组反复操练现在进行时的简短回答，通过反复
练习让学生熟悉并最终掌握）。
2.Complete part 4.
Ask two students as a group to practice .There are six groups in all.
Ⅷ：Homework
1.Finish part 5: pronunciation.
2.Work with your partner to practice part 6.
3.Finish the handout.
推荐第9篇：七年级英语教案1
Period 1 教学内容
Section A(教材P25—27) 教学目标
1.知识与能力
Section A的主要内容是学会用have对物品的所属进行提问以及应答，学会使用do和does引导的一般疑问句，学会用Let’s„提建议。能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动。
2.过程与方法
采用Discuion and gue和Claifying的学习策略，利用实物、教学幻灯片、图片等来展开课堂Pair work问答式的口语交际活动，使用have对物品的所属进行提问及回答。 3.情感态度价值观
该部分学习内容贴近学生的生活，谈论的主题是符合学生喜爱运动的心理，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。 教学重、难点及教学突破
1．重点
学习运用重点句型Do you／they have„ ? Does he／she have„? Let’s play soccer．等；
2.语法难点
行为动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成和使用。 教学突破
Section A重在通过使用动词have对物品的所属进行提问和回答的交流式口语活动，学习由助动词do或does引导的一般疑问句的构成以及回答。教师要善于引导学生比较行为动词的疑问句和be动词的疑问句在构成和回答上的区别，通过大量和反复地操练以达到运用自如。 教学准备
1.教师准备
收集课文中所涉及的或学生常见的球类运动器材或有关的教学幻灯片或图片；设计课后巩固练习的幻灯片；制作1a部分的插图和人物对话的课件，将听力部分的内容插人，通过询问对方的所属以及回答来引入新课。 2.学生准备
搜集自己所了解的或曾经见过的球类运动器材的名称，并通过询问老师、同学或上网查询的方式了解各种运动的竞赛方法。 教学步骤
一、第一教学环节：情景创设，导入新课 教师活动
学生活动
Section A主要内容是通过使用have对物品的所属进行提问和应答，来学会使用do和does引导的一般疑问句。所以在教学中可采取问答式导人法： 1．教学一些球类运动器材名词，教师拿出一个足球或放映幻灯片或出示图片进行演示：I have a footba11．Do I have a football? 自己回答：Yes，I d0．再问：Do I have a basketball? 自己回答：No，I don’t．再使用其它物体询问学生：Do I have„? 询问学生：Do you have„? 询问学生：Does he／she have„? 询问学生：Do they have„?
1．学生回答：Yes，you do．№，you don’t．学生回答：Yes，I do．No，I don’t．学生回答：Yes，he／she does．No，he／she doesn’t．学生回答：Yes, they do．No，they don’t． 2．学生进行Pairwork对话练习，运用所 学知识进行互动交流。
二、第二教学环节：师生互动，学习探究 教师活动
学生活动
1．播放lb部分的录音让学生听，引导学生圈出所听到的单词，并能画出相应的图片，完成lb部分的教学任务。
2．引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用助动词do进行问答，可采用师生互动带动学生互动的交流方式：
Do you have„? Yes，I do．/No，I
don’t．
1．听lb部分的录音，圈出所听到的单词，并画出相应的图片，完成1b部分的学习任务。 2．Pairwork活动，完成lc部分口语交际的学习任务，学会运用助动词do进行问答。
3．播放2a部分的录音，引导学生选出他们所听到的对话并标明顺序，完成2a部分的教学任务.4．重新播放2a部分的录音，要求学生将对话中所提到的球类和人物对应起来，并标明顺序，完成2b部分中的听力训练任务。
5．引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。让学生根据图画内容运用动词have进行询问所属，以练习由助动词do／does引导的一般疑问句结构，可采用师生互动带动生生互动的交流方式：
Do you have„?Yes，I do．／No．I don’t．Does he／she„?Yes．he／she does．／No，he／she doesn’t．。
6．引导学生观察3a部分的图画和对话内容，并根据示例捕捉相关信息，从方框内选择合适的词填空。 7．引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。要求学生学会使用Let’s„句型表示“提建议”。可采用师生互动带动生生互动的交流方式：Let’s play soccer．I don’t have a soccer ball．Well，let’s play volleyball．That sounds good．。
3．听2a部分的录音，选出他们所听到的对话并标明顺序，完成2a部分的学习任务。 4．重听2a部分的录音，将对话中所提到的球类和人物对应起来，并标明顺序，完成2b部分中的听力训练任务。 5．Pairwork活动，完成2c部分口语交际的学习任务。根据图画内容运用动词have进行询问所属，以练习由助动词do／does引导的一般疑问句结构。 6．观察3a部分的图画和对话内容，并根据示例捕捉相关信息，从方框内选择合适的词填空。 7．Pairwork活动，完成3b部分口语交际
的学习任务。学会使用Let’s„句型表示“提建议”。
三、第三教学环节：合作交流，巩固提高 教师活动
学生活动
引导学生展开Pairwork活动，完成4部分口语交际和笔头练习的教学任务。要求学生阅读第4部分的短文，并根据短文内容，填写表格，然后互相介绍自己的信息。
Pairwork活动，完成4部分口语交际和笔头练习的学习任务。阅读第4部分的短文，并根据短文内容，填写表格，然后互相介绍自己的信息。
本课总结
本课采用了Discuion and gue和Claifying的学习策略，利用实物、教学幻灯片或图片等来展开课堂Pairwork问答式的口语交际活动，通过使用have对物品的所属进行提问及回答，使学生学会使用do和does引导的一般疑问句，同时学会使用Let’s„提建议。通过本课的学习使学生能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动。本课重在对学生进行听力和口语交际能力的训练。 板书设计
Unit 5 Do you have a soccer ball Section A Words：tennis, racket, bat, volleyball, basketball, television, welcome, our, sports, center, like, we, many, club, ping-pong, more, join, cla„
重点句型:
Do you have a TV?
Yes, I do./No.I don’t.Do they have a computer? Yes, they do./No, I don’t.
Does he/she have a soccer ball? Yes, he/she does./No, he/she doesn’t Let’s play soccer.
I don’t have a soccer ball./That sounds good.
语法重点：由do/does引导的一般疑问句的构成以及回答
Do you/they have a TV ?
Yes, I/they do.
No, I/they don’t
Does he/she have a soccer ball? Yes, he/she does.No, he/she doesn’t 问题探究与拓展活动
动词的第三人称单数形式：当句子的主语是“第三人称单数”时，即：不是I，不是you的其它单数形式时，谓语动词必须改变形式，也就是在词尾加一s或一es (同名词的复数形式)，我们可以简称为“三单形式”。有些动词的变化是特殊的，如：have的三单形式是has。在构成否定句时。要在动词前加助动词don’t或doesn’t；在构成疑问句时，则要在主语前加上助动词do或does，does／doesn’t是do／don’t的三单形式。助动词后应该用动词的原形。 个性练习设计 猜测游戏：教师让每个学生在白纸上画一幅画，画的内容是反映一个人在做运动或某个活动，并在画中画出电脑、网球拍或篮球等物体；然后收集图画，出示给学生看，使用Does he／she have„?句型向学生提问，让学生回答；把图画放在讲台上，再选派一些学生上台就图画内容向学生询问(可不把图画给学生看)，让学生猜出答案。这种活动可练习have一般疑问句的构成和回答，又能调动学生的学习兴趣，十分有效。 Period 2 教学内容
Section B(教材P28～29) 教学目标
1.知识与能力
Section B的主要内容是学会使用描述性形容词，复习和巩固所学的知识，并学会运用所学知识进行写作(行为动词一般现在时的肯定句、否定句和一般疑问句)。过程与方法运用Claifying的学习策略，引导学生进行听力和口语交际训练，学会使用do和does引导的一般疑问句，学会用Let’s„提建议，并能够谈论自己喜欢哪些球类运动、不喜欢哪些球类运动及其原因，能够谈论怎样和自己的朋友度过一段愉快的时光，同时也进行适当的阅读和写作练习(主要是组词、造句)。 2.情感态度价值观
该部分学习内容主要是谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及其原因，符合学生喜爱运动的心理，同时通过谈论怎样和自己的朋友度过一段愉快的时光，培养同学之间和睦相处，互相帮助，团结友爱的精神。
教学重、难点及教学突破
1.重点
学习使用描述性形容词：interesting，boring，fun，difficult，relaxing:复习do／does引导的一般疑问句和let’s„句型；复习名词的复数构成与使用。
2.语法难点
行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。
3.教学突破
复习和巩固所学的行为动词一般现在时的结构，引导学生进行一些阅读和写作的练习，对强化记忆有很大的帮助。 教学准备
1.教师准备
设计学生常见的球类运动和其它活动的教学幻灯片，图片或制作反映各种运动活动的课件；设计课后巩固练习的幻灯片。
2.学生准备
通过询问老师、同学或上网查询的方式了解各种运动的竞赛方法；调查同学、朋友或家人所喜欢的运动项目及其原因。 教学步骤
一、第一教学环节：情景创设，导入新课 教师活动
学生活动
1．出示实物或图片或放映幻灯片，引导学生进行pairwork(活动，复习前一部分所学的单词。 2．播放教学课件或出示图片、幻灯片(能反映各种情绪的内容)，一边让学生观看，一边描述：It’s interesting/boring/fun/difficult／relaxing，并重复让学生跟读，理解其语义。 3．引导学生读1a部分内容，将描述性形容词与图画一一对应，完成la中的教学任务。
1．根据实物或图片或幻灯片内容，进行pairwork活动，复习前一部分所学的单词。 2．观看教学课件或图片、幻灯片(能反映各种情绪的内容)，一边观看，一边听老师描述：It’s interesting/boring/fun／difficult／relaxing，然后跟读，理解其语义。
3．读la部分内容，将描述性形容词与图画一一对应，完成la中的学习任务。同时可与同伴进行Pairwork活动，互相画出某个形容词的内容，让同伴猜出这个单词，以完全理解其含义。
二、第二教学环节：师生互动。学习探究 教师活动
学生活动
1．播放2a部分的录音，引导学生一边听录音，一边勾出所听到的形容词，完成2a部分的教学任务。
2．再播放2a部分的录音，引导学生根据所听到的内容，将形容词与活动一一对应，并写出该形容词，完成2b 部分的教学任务。
3．引导学生进行Pairwork活动，根据示例谈论2a部分所提到的活动，正确使用所学的描述性形容词，完成2e 部分的教学任务。
4．引导学生阅读3a部分的短文，要求学生圈出文中的体育器材名称并理解其含义，完成3a部分的教学任务。 5．引导学生先看图，再填空，完成3b部分的教学任务。要求学生正确使用名词的复数形式，并注意行为动词的单三形式。 6．引导学生写出自己所拥有的体育器材名称或其它物品的名称，注意使用名词的复数形式，完成3c部分的教学任务。
1．听2a部分的录音，一边听录音，一边勾出所听到的形容词，完成2a中的学习任务。 2．再听2a部分的录音，根据所听到的内容，将形容词与活动一一对应，并写出该形容词，完成2b部分的学习任务。
3．Pairwork活动，根据示例谈论2a部分所提到的活动，正确使用所学的描述性形容词，完成2c部分的学习任务。 4．阅读3a部分的短文，圈出文中的体育器材名称并理解其含义，完成3a部分的学习任务。 5．先看图再填空，完成3b部分的学习任务。要正确使用名词的复数形式，并注意行为动词的单三形式。
6．写出自己所拥有的体育器材名称或其它物品的名称，注意使用名词的复数形式，完成3c部分的学习任务。
三、第三教学环节：合作交流，巩固提高 教师活动
学生活动
引导学生进行Survey活动，完成第4部分的教学任务。可采取师生互动带动生生互动的方式，先由教师做调查，再让学生进行模仿：Do you have„? No, I don’t．(换一个人)Yes，I do．(记下姓名)。
进行Survey活动，完成第4部分的学习任务。先看教师做调查，再进行模仿： Do you have„? No，I don’t．(换一个人)Yes， I do．(记下姓名)。
本课总结
本课内容主要学习使用描述性形容词：interesting，boring，fun，difficult，relaxing；复习do／does引导的一般疑问句和let’s„句型；复习名词的复数构成与使用。正确掌握行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化，并进行阅读和写作的练习。 板书设计
Unit 5 Do you have a soccer ball? Section B Words: interesting, boring, fun, difficult, relaxing play volleyball /basketball, watch TV, a sports collection, every day have→ has, but →and, only, them→ they Sentences: Let’s play computer games.That sounds interesting.
Grammar: 行为动词一般现在时的肯定句、否定句构成： He has 7 tennis rackets.He doesn’t play sports.问题探究与拓展活动
Let’s祈使句的构成和用法：基本构成是Let + someone +do something．，意思是“让某人做某事”，表示“征求意见或提出建议”。如：Let’s play basketball．让我们打篮球吧。，It’s time for cla．Let’s go to the claroom．上课了，让我们去教室吧。
实践活动，做调查：调查学生喜欢什么球类运动?不喜欢什么球类运动?为什么?在活动开展之前，教师要在黑板上画一个表完成，即让学生自己说出喜欢什么，不喜欢什么，最后说出理由。教师可将学生的答案填在表格中，再进行归类。这种活动可使同学们学会表示描述性形容词的用法。
Name
I like…
I don’t like…
Why
个性练习设计
谈论自己在体育方面的爱好、兴趣及原因：无论是男生还是女生，对体育的爱好是一种共性，但每个人的爱好是不相同的。让学生谈论自己在体育方面的爱好、兴趣是他们愿意做的事情，进一步要求学生说出自己对某项运动感兴趣的原因。学生可以这样介绍：I like basketball．I have a basketball．I like it，because it’s interesting.。这种活动可以帮助学生更好地使用描述性形容词，也可以了解和掌握学生在体育方面的爱好。 Period 3 教学内容
Self Check(教材P30) 教学目标
1.知识与能力 复习词汇tennis，racket，bat，volleyball，basketball，television，interesting，boring，fun．difficult，relaxing；引导学生巩固、掌握关于球类运动的名词和一些描述性形容词，并运用它们谈论自己对球类运动的喜好以及原因；同时继续复习使用动词have 对物品的所属进行询问和回答，以掌握行为动词一般现在时一般疑问句的结构。
2.过程与方法
运用Summarizing和Claifying的学习策略。在复习教学中，运用听写、提问、对话演练与检测，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。 教学重、难点及教学突破
1.重点
复习词汇tennis，racket，bat，volleyball，basketball，television，interesting，boring，fun，difficult，relaxing
2.教学突破
通过各种复习手段的检测，促使学生掌握所学知识，并能使用所学知识进行交 际活动。 教学准备 1.教师准备
制作能显示本单元重点词汇和句型的单词图片；设计课后巩固练习的幻灯片。 2.学生准备
复习所学词汇、句型和语法内容，并进行适当的总结、归类。 教学步骤
第一教学环节：情景创设。导入新课 教师活动
学生活动
引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学内容。
进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的学习要求。
二、第二教学环节：师生互动。学习探究
教师活动
学生活动
l．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成第2部分的学习要求。
2．引导学生根据图画内容整理对话的顺序，并复习所学的目标语言，完成第3部分的教学内容。
1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成第2部分的学习要求。
2．根据图画内容整理对话的顺序，并复习所学的目标语言，完成第3部分的学习要求。
三、第三教学环节：合作交流，巩固提高
教师活动
学生活动
引导学生进行Just for fun!游戏活动，复习、巩固所学的Do you have„?Yes，I do．No，I don’t．等句型和语法知识。
进行Just for fun!游戏活动，复习、巩固所学的Do you have„?Yes，I do．N0，I don’t．等句型和语法知识。
本课总结
通过单词检测、对话练习和游戏等，对所学知识讲行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是培养灵活运用的能力；同时教授学生了解一些有效的学习策略。 板书设计
Unit 5 Do you have a soccer ball? Self Check Words: tennis, racket, bat, volleyball, basketball, television, interesting, boring, fun, difficult, relaxing Sentences: Do you have …? Yes, I do.No, I don’t.
Let’s play ….That sounds …
问题探究与拓展活动
every day与everyday：every day为名词短语，作时间状语，意思是“每天；天天”；everyday是形容词，意思是“每天的；日常的”。如：She plays sports every day．她每天都运动。I speak everyday English every day．我每天都说日常交际英语。 个性练习设计
做调查：学生喜欢什么球类运动?不喜欢什么球类运动?为什么?在活动开展之前，教师要在黑板上画一个表格(如下表)。这个任务由学生自己完成，即让学生自己说出喜欢什么，不喜欢什么，最后说出理由。教师可将学生的答案填在表格中，再进行归类。这种活动可使同学们学会表示描述性形容词的用法。
Name
l like…
I don’t like…
Why
推荐第10篇：七年级新世纪英语教案
The second period
Teaching aims
1.To describe location, area, population and public transport of a place
2.To introduce tourist attractions of a place
Important points：
1.Using proper nouns
2.Talking about location, area, population, public transport and tourist attractions of Shanghai
3.Making up a dialogue about introducing a place
Difficult points:
1.A: How big is it?
B: It has an area of…
2.A: What’s the population of …?
B: More than 17 million.
3.A: What are the famous tourist attractions in Shanghai?
B: The Bund, the Oriental Pearl Tower, the Jinmao Building, …
4.It’s in the east of …
5.I hope to go sightseeing in Shanghai for my next holiday.
6.There’s very convenient public transport.
Leon type: Text and drills
Procedure:
I.Warming-up:
1.Students read the words and phrases after the tape.
2.Show the students a tourist’s guide to Shanghai.Ask them to introduce some tourist attractions to each other to be familiar with the names of these places.
II.The main part
1.Tell the students that Li Hui enjoyed his trip in London.He chatted with an Australian student about Shanghai during his study trip in London.Ask the questions to lead in the ‘Text’.
2.Show the picture of the text (SB P104) to the students and play the caette for the first time.Then decide whether the following statements are true or false.Check the answer with the students orally.
3.Play the caette for the second time and ask the following questions to get further information about the ‘Text’.
4.Students listen, repeat and imitate.(Books open)
5.Ask them to do Comprehension Check (SB P105).Then check the answers orally.
6.Students read the text in groups, and then find the useful phrases and sentences.
7.Students read the text in roles then act it out.
8.Ask students to retell the text.
9.Pair work.Students talk about the following cities after the model.Use the map and picture cues.
10.Group work.Suppose you want to introduce your city to your foreign friends.Students work in a group of four to complete the paage with the information about your city.
第11篇：七年级下册英语教案
七年级下册英语教案
新目标七年级下册英语教案：unit 3 why do you like koalas?
一、教学内容分析
本单元是go for it七年级上册中第八单元“when is your birthday?”。单元的核心话题是谈论日期，课文始终围绕这一主题展开，我们要学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；学习名词所有格
的构成和使用。语言知识和语言技能部分主要是围绕核心话题时设计安排了许 多听、说、读、写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化
或整合。
二、教学目标分析
本单元总体目标 :
通过本单元的学习让学生掌握所学目标语言；学会日期
的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。
根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目标、能力目标、德育目标三方面将本单元的教学目标细化：
1、认知目标
1.语音: 在日常生活中做到语音、语调基本正确、自然、流畅。
2.词汇: 掌握 1----12 月份的表达, 序数词 1----31的表达, speech contest, party, school trip, school day,
are festival, music,etc.
3.日常交际用语: - when is your birthday?
- my birthday is…
- how old are you?
- i?m …
4.话题: talk about date.
2、能力目标
在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。
3、德育目标 热爱生命，孝敬父母的思想教育。
三、学生学情分析
本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用when引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。
引导学生采用role-playing & comparing的学习策略，学习一些新的词汇，掌握一些重点句型，在师-生，生-
生，小组的练习过程中，学会表达日期。同时，教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。在这一课中，我们可以根据情况设计一些实际操作演示的活动， 教唱生日歌，月份歌，让学生自己带日历，问同学生日，提高学生的参与兴趣。
四、教学策略
《新目标英语》中的具体语言目标是通过各种各样的tasks来实现的；整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了以下教学法：
1、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学，检查和巩固新旧知识。
2、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。教学模式和教师特色
针对本课的内容，我采用了五步教
学法：第一步：热身 -- 激活旧知识，创设轻松活跃的课堂气氛。第二步：呈现 -- 呈现新内容，感知旧内容；第三步：操练 -- 用多种方式操练新知识；第四步：巩固 -- 通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。第五步：应用 -- 布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融合直
观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英语思维能力和动手能力。
五、教学重难点
根据对教材和学生的学情分析，本课时确定的重难点如下：
重点：when引导的特殊疑问句的构成和使用。
难点：学习序数词的构成和日期的
表达法。
五、课时安排：
四个课时.
六、教学过程设计 the first period teaching aims:
1.learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart.
2.listen and check the animals.3.practice the conversation: describe animals teaching methods: listen and say, read and write teaching procedures: step 1 presentation 1.we are going to learn the names of some more animals.
2.show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words step 2 listening practice
1.point to the animals in 1a and ask
students to say the names→ play the recording of the conversation twice → check the names of animals step 3 pair work practice the conversations using the description words.
a: let?s see the lions.b: why do you want to see the lions?
a: because they?re cute.step 4 consolidation free talk ask students to present their conversations to the cla.step 5 summary words and conversations step 6 homework remember the words and conversations.
教后一得： 在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。 the second period teaching aims: 1.listening practice: write the names of the animals.
2.oral practice: ask and answer
questions about animals.
grammar focus: teaching difficulty: difference between the words very and kind of.teaching methods: listen and say teaching procedures: step 1 revision can you say the names of the animals? ask some students to say and two students to write on the blackboard.step 2 free talk make a conversation in pairs, talking about animals.step 3 presentation
1.do you want to go to the zoo? julia and henry are talking about the animals in the zoo.2.let?s listen together.
3.play the recording twice →students write in the names of the animals →draw a line between animals and adjectives step 4 listening practice
hear the recording again →complete the conversations with the words given →tell the words: very & kind of step 5 pair work 1.practice the target language.2.ask and answer questions with
the given words.step 6 consolidation ask some pairs to act out the conversations.step 7 summary grammar focus step 8 homework: practice the target languages.
教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。
第12篇：七年级下册英语教案
Unit1 Where is your pen pal from？
Topic:
Countries, nationalities, and languages
Functions:
Talk about countries, nationalities and languages Ask and tell about where people live
Structure:
Where\'s/Where\'re ...from? Where does/do ...from? What questions----What language does/do ...speak?
Target language:
Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....
Vocabulary:
words about countries, languages
Teaching design:
The whole unit needs 5 periods, 4 for new leons and 1 for test
第一单元
第 课时
总第
课时 教学内容:SectionA,page1,1a—1c 教学过程：
Step 1 Leading-inThe information of the teacher\'s own pen pal\'s information.\"I have a pen pal.His name is Curry Muray.He is from the United States.Do you have a pen pal? Where is your pen pal from? What\'s your pen pal\'s name?\" Different students say the information about their own pen pals.T should choose the different countries.T writes the different countries on the Bb(both Chinese and English)
Step 2 Learning
Section A 1a Learn the new words on the Bb.The new words are: pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)
Pay attention to the pronuciation of the new words.
Step 3 Listening
1b Listen and circle the countries in 1a they learned
Step 4 Competition Two groups of students to write the new words to see which group does better.First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.
(This step is a memory game.It can help the Ss consolidate the new words they learned)
Step 5 Pairwork 1c Practise the following conversation: ---Do you have a pen pal? ---Yes, I do.---Where\'s your pen pal\'s from? ----He/She is from ....(Write it down on the Bb) First T has a conversation with one student as an example then let the Ss practise in pairs.At last let several pairs do it again in cla.
第一单元
第二课时
总第
课时 教学内容：Section Apage2 2a---page 3 4 教学过程： Step 1 Leading-in Revise the countries names with looking at the Bb.Then T writes down the city names on the Bb.Let the Ss try to find out which countries the cities are in.The city names are following: Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;
Step2 Learning 2a Learn the city names together with the whole cla just like Step 2 2b Listen and circle the cities and countries 2c Listen and complete the chart Have a similar competition to consolidate the new words in this part.
Step 3 Pairwork T has a conversation with one student like the following:
---Do you have a pen pal? ---Yes, I do.---What\'s your pen pal\'s name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb) Let the Ss practise after the T\'s example in pairs then several pairs do it in cla.step4 New drills Present the drill: T: In China, people speak Chinese, people in different counties speak different languages, What language do Americans speak? Ss: They speak English.T:Good, What language do Janpanese speak? Ss: They speak Janpanese.And so on Do 3a fill in the diagraw Practice the drill: What language does he/she speak? Step5 Exercise
My pen pal is from Australia.(划线提问) John\'s pen pal is from Japan.(划线提问) He lives in Paris.(划线提问)
Homework:
Read and copy the new words .Copy the sentences in Grammar Focus Make up the questions about Jodie in 2c The questions are: Does Jodie have a pen pal? Where is Jodie\'s pen pal from? Where does he/she live? What\'s his/her name?(This one can be chosen by themselves)
第一单元
第
课时
总第
课时 教学内容：SectionB 1a---2c 教学过程：
Step 1: New words 1 Present the new words.2 Practice the new words, read the names of the countries.3 Give the students two minutes to finish 1,then check the answers.Step 2:Listening practice.Play the tape for the first time.The students number the questions.Then check the answers.Play the tape for the second time.The students write the answers.Step 3:New drills.1 Present the new drills.2 Practice the new drills.Step 4:Task.
第一单元
第
课时
总第
课时 教学内容：Section 3a---self check 教学过程： Step 1:New leon.1 Read the letter and answer the questions.When students read the letter, the teacher moves around the claroom.2 Fill in the chart.Step 2:Drills.1 Practice in pairs.2 complete the letter.Complete the letter according to the information on the card.Give the students two minutes to finish 3b,then check the answers.
Step 3:Writing.1 Make an information card for yourself.As students work,the teacher moves around the room talking to the students about what they are writing and offering language support as needed.2 Write an e-mail.Step 4:Task.1 Make a survey.2 Imagine the new students in your cka.教学后记：
Unit 2 Where\'s the post office?
Language goal This unit students leam to ask for and give directions(方向) on the street.
New language Is there a bank near here? Yes, there\'s a bank on Center Street, Where\'s the supermarket? It\'s next to the library.Is there a pay phone in the neighbhood?Yes, it\'s on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as acro from, next to,Between
Recycled language What are you doing? Do you want to ...?
第二单元
第一课时
总第
课时 教学内容：Section A 1a—1c 教学过程：
Ask two rows of three students each to stand facing each other in the front of the claroom.Point to students standing in front and ask the cla to repeat the questions and answers.Example 1 Teacher: Where\'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2
Teacher: Where\'s Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is acro from Sheng Lin.Example 3 Teacher: Where\'s Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.
la
This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures.Say, Write the letter of each place in the picture next to the correct word or words on the list.Point out the sample answer f.Check the answers.
1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture.Say the name of each one to the cla.Say, Now I will play recordings of three conversations.Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time.Students only listen.Play the recording a second time.This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.
Tapescript(录音稿) Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is.Conversation 2
A: Is there a post office near here? B: Yes, there is.There\'s one on Bridge Street.Conversation 3 A: Is there a supermarket on Center Street? B: No, there isn\'t.
1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one.If neceary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the cla.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范） the activity.Point to the picture and ask.Is there a post office near here? Then choose a student to answer.Guide the student to say, Yes,there\'s a post office on Bridge Street.As students work, move around the room and check progre(进展情况).Help students understand how to locate things on the map, if neceary.
Ask several students to say some of their questions and answers for the cla.
第二单元
第二课时
总第
课时 教学内容：Section A 2a—Grammer focus 教学过程：
2a This activity introduces the terms acro from, next to, between, and on.Focus attention on the pictures.Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences.Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictures.Say, Eacb sentence talks about one of the pictures.Write the number of the sentence in the box on the picture that it is talking about.Point out the sample answer 1.Check ihc answers.
2b This activity gives students practice listening to and understanding the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b.Read them to the cla saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.Point out the sample answer.Play the recording the first time.Students only listen.
Play the recording a second time.This time ask students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(录音稿) Conwaraation 1 A: Excuse me.Is there a library around here? B: Yes.It\'s between the video arcade and the supermarket.Conversation 2 A: Where\'s the park? B: The park? Oh, it\'s acro from the bank.Conversation 3 A: Excuse me.Is there a supermarket around here? B; Yes, it\'son Fifth Avenue.Conversation 4 A: Where\'s the pay phone? B: It\'s next to the post office.
2c
This activity provides guided oral practice using the target language.Point to the list of buildings in la.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the cla.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Ask about the buildings in 1a.Demonstrate（示范） the activity.Point to the map and ask,Where\'s the park? Then choose a student to answer.Guide the student to say, It\'s acro from the bank.
As students work, move around the room and check progre.（进度） Ask several students to say some of their questions and answers for the cla.
Grammar focus Review the grammar box.Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, acro from, next to, and between.Ask, Which words talk about two different buildings? (acro/row, next to, and between) Ask, Which one talks about one building all alone!\' (on)
Culture note Many visitors to the United States believe that Americans don\'t like to answer questions or give directions(方向) to tourists（旅行者）and other visitors.This is not necearily true.The pace of life is fast in the United States, especially（特别） in big cities.Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going.Also, most Americans speak only one language and aren\'t used to talking with speakers of other languages.However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood.A pleasant smile and a short, direct question will almost always get you the information you need.
第二单元
第三课时
总第
课时 教学内容：Section A 3a---4 教学过程：
3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box.Ask students to read it out loud.Ask a student to point out the place that Paul wants to get to.Guide the student to point to the book and say,Here\'s the hotel.Here\'s Bridge Street.Point to the two arrows.(箭头) Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.Answer Paul and Nancy are the two figures outside the entrance to the park.3b
This activity provides guided writing practice using the target language.Call attention to the three pictures.Explain that the three pairs in these pictures correspond to three pairs in the large picture above.Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles.Say, Write the answers to the questions here.Ask students to complete the writing individually.(个别的) Correct the answers.
1.Yes, there is.Go straight down New Street and turn right.There\'s a pay phone on the right.2.Go straight down New Street and turn right.Turn left at Bridge Street.
The bank is acro the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It\'s acro from the video arcade, next to the super-market.4
This activity provides guided oral practice using the target language, Call attention to the picture in la.Ask students to name all the buildings in the picture.Point out the conversation In the picture in 4.Ask different students to read each line.Have the students work In groups.One person chooses a building in the la picture but doesn\'t tell anyone which building it is.The others ask questions like those in the activity 4 picture until they gue which building it is.Several students can take turns choosing the building for the others to gue.
第二单元
第四课时
总第
课时 教学内容：Section B 1a---2c 教学过程：
la
This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves.For example, you might say; This is a park.Is it a
clean park or a dirty park? Clarify(澄清) the meaning of the words clean and dirty by pointing out details in the pictures.
Point out the pairs of words or phrases.Say each one and ask students to repeat, Then ask students to match each word or phrase on the list with one of the pictures.Point out the sampl answer.Check the answers.
1 b
This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask a pair of students to read it aloud.Then ask several different students the same question.Ask them to tell the truth.Point out the list of phrases in 1a.Ask students to work in pairs They take turns asking each other questions about the things on this list.Ask them to tell each other the truth.As students work together, move around the room checking on their progre.Ask several students to present some questions and answers to the cla.
2a
This activity gives students practice listening to and understanding the target language.
Point out the list of places in la.Say die name of each one to the cla.Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael\'s street.Play the recording the first time.Students only listen.
Play the recording a second time.This time ask students to listen and circle the places they hear.Correct the answers.
2b
This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Say, Now I will play the conversation again.Listen to if and draw the places in Michael\'s neighborhood on the street map.Play the recording.Students only listen.Demonstrate the activity by saying.What are the three places on the tape? (a hotel, a supermarket, Michael\'s house).Answer any questions students may have.Play the recording again.Students draw maps of Michael\'s neighborhood.
Move around the room, offering aistance(提供协助) if needed.Have some students show their completed drawings to the cla.
2c
This activity provides guided oral practice using the target language.Say, Now let\'s work in pairs.The first person makes some statements about the picture in 2b.The seconds person says \"true\" if the statement is true and \"false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范) the activity with a student.Have the student close
the book.Then say one true thing and one false thing about the picture.Guide the student to answer \"true\" for the true statement and to say \"false\" for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.Ask several pairs of students to present some statements and responses(回答) to the cla.Ask students to correct any mistakes they hear.
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课时 教学内容：Section B 3a—4b self check 教学过程: 3a
This activity provides reading practice using the target language.Ask a student to read the paragraph to the cla or read it yourself.Answer any questions students may have.Read the Instructions（指示） aloud.Point out the sample of the circled description word (busy), and make sure students understand what they have to do.Correct the answers.
3b
This activity provides guided reading and writing practice using the target language.Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.Say, Now please write one word in each blank space in the guide.Look at the picture/or the answers.Point out the sample answer in the blank.
Correct the answers.3c
This activity provides guided writing practice using the target language.Ask students to work on their own.Point out the description in 3b and say.Now write about your own neighborhood.Use sentences like these.
This activity provides open-ended oral practice using the target language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the cla.Say,Now you can talk with your partner about your own neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket acro from a post office.As students work, move around the room offering aistance and answering questions.Ask some students to share(参与) the completed drawings and to make some statements to accompany(陪伴) them.
Self check
This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask students to check all the words they know.You may wish to have them circle any words that they don\'t know.
Ask students to find out the meanings of any words they don\'t know.They can do this by reviewing the unit.asking you, asking their clamates or using a learner\'s dictionary or bilingual dictionary.
This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their Vocab-builder on page 108.After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole cla or informally, in pairs or small groups.
This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Ask students to read the letter and draw the route on the map.Answer any questions students may have.Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)
教学后记：
Unit 3: Why do you like koalas ?
Language goals
In this unit students learn to describe animals and expre preferences and give reasons, New language
Why do you like koala bears?.Because they\'re cute,They\'re pretty interesting, They\'re kind of shy, They\'re very big.names of animals such as tiger, elephant, koala bear, dolphin description words such as smart, cute, intelligent names of countries: Australia, South Africa,
Recycled language between, acro from He\'s/She\'s from ...He\'s / She\'s five years old. name of countries; China, Japan, Brazil
第三单元
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课时 教学内容：Section A 1a—1c 教学过程：
Additional materials to bring to cla: coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English.Write the list on the board, Ask students to describe each animal in some way.They may tell its
color or tell if it is big or small.Say, Today we are going to learn the names of some more animals.Well also leam how to say which ones we like and tell why we like them.
la
This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals.Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each.Ask students to repeal.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word with one of the pictures.Say, Write the letter of each animal in the blank by that animal\'s name.Point out the sample answer.Check the answers.
1 b
This activity gives students practice in understanding the target language in spoken conversation.Point to the animals in 1a- Ask students to point to and name the animals.Say, I\'m going to play recordings of three conversations.Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.Play the recording the first time.Students only listen.Play the recording a second time.This time students check each animal name they hear.Correct the answers.
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1 c
This activity provides guided oral practice using the target language.Call attention to the example conversation in the picture.Ask two students to read it to the cla.Answer any questions they may have.Point out the four description words.Ask a student to read them aloud.Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be like the example.Use these description words.Ask students to work in pairs.Have them take turns saying both parts.If students need help getting started, demonstrate another conversation with a student.For example: Teacher: let\'s see the elephant.Student: Why do you want to see the elephant? Teacher: Because it\'s very smart.Ask some students to present their conversations to the cla.
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课时 教学内容：Section A 2a---4 教学过程：
2a
This activity provides listening practice using the target language.Call attention to the two blank lines on the left.Say,You will hear a recording of a conversation.Listen carefully.Then write the names of the two animals you hear on these lines.Play the recording the first time.Students only listen.Play the recording a second time.This time students write in the names of the animals.Check the answers.
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Point out the adjectives listed on the right.Ask a student to say the words.Say, Now I will play the recording again.This time draw a line between each animal and the adjective you hear.Play the recording and have students match each animal with an adjective.Correct the answers.
2b
This activity provides listening and writing practice using the target language.Call attention to the conversation and the blank lines in it Say, You will hear the recording again.This time please write a word from the box on each blank line.Some words can be used more than one time.Ask a student to read the words in the box.Play the recording.Check to see that students are writing a word from the box on each line of the conversation.Go over the answers.
2c
This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask two students to read it to the cla.Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.Demonstrate a conversation with a student.For example:
Student: Do you like penguins? Teacher: Yes, I do.
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Student: Why? Teacher: Because they\'re very cute.
3a
This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeat Point to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.
3b
This activity provides guided oral practice using the target language.Point to the conversation in the picture.Ask a pair of students to read it to the cla.Ask students to work in pairs.Say, Now you can talk about where animals come from.Point to the map and animals students matched up in 3a- Say, Work with a partner.Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the cla.
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课时 教学内容：Section B 1---3 教学过程：
Additional materials to bring to cla: Pictures of household pets and zoo animals cut out of magazines for
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Follow-up activity 1.
This activity introduces more key vocabulary, Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers-
2a
This activity provides listening practice with the target language.Say, Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you bear on the list for la.Play the recording again.Students circle the adjectives they hear.Correct the answers.
2b
This activity provides listening and writing practice using the target language.Call attention to the three headings.Animal, Maria\'s Words and Tony\'s Words, and the write-on lines under each.Say, Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.Play the first four lines of recording and stop the tape.Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)
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Point out the write-on lines where students can write these words.Play the whole recording and have students write the words they hear on the chart.Check the answers.
This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture.Ask two students to read it to the cla.Say, Work in pairs.Use sentences like these to say what you think about different animals.Demonstrate the activity with one or two students.For example, say, I like dolphins.They\'re intelligent.Ask students to work in pairs.As they work, move around the room checking on progre.Ask some pairs to present their conversations to the cla.
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课时 教学内容：Section B 3a---self check 教学过程：
3a
This activity provides reading practice using the target language.Point out the three descriptions of animals.Ask students to take turns reading one aloud.Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description.There is one animal that is not described.Check the answers.
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3b
This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Call attention to the pictures of animals in 3a, and draw attention to the gra, leaves, and meat.Ask a student to explain each word or use it in a sentence to show he or she understands what it means.Teach the expreion sleeps.Point out the description in 3b with blank lines where some words are miing.Read it to the cla saying blank each time you come to a blank line.Point out the six words in the box.Say, You can write these words in the blanks.Use each word only once.As students work, move around the room checking progre and offering language support as needed.Check the answers.
3c
This activity provides reading and writing practice using the target language, Say, Now you can write a description like the one in 3b.You can use some of the same words.Write about any animal you like.You may wish to do a sample description with the cla.Choose an animal\'s name and write it on the board.Then ask students to make statements about the animal.Repeat each statement and then write on the board.You can ask leading questions such as.Is it big? Is it lazy? Does it eat gra? Ask students to write their own descriptions.You may wish to have le fluent students work with a more fluent partner, Ask students to share their writing with others in the cla.After you have reviewed the students\' work, you may wish to have
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some students recopy their work so that you can post it on the claroom bulletin hoard.教学后记：
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Unit 4: I want to be an actor.
Language goal In this unit, students learn to talk about jobs .New language What do you do? I\'m a reporter What does he do.\' He\'s a student.What do you want to be? I want to be an actor .What does she want to be? She wants to be a police officer names of jobs and profeions
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课时 教学内容：Section A 1a—1c 教学过程：
Brainstorm with students a list of jobs that friends or relatives do.(\"Brainstorming\" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs.Accept single word answers or simple sentences such as, It\'s fun.It\'s a good job.
la
This activity introduces the key vocabulary.Focus attention on the art.Ask students to tell what they see in each scene.Ask students to name as many of the jobs shown as they can.Then point to a scene, name the job, and ask students to repeat.
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Point to the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes.Say, Write the letter of each scene next to one of the ivords.Point to the sample answer.
1 b
This activity gives students practice in understanding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one, Say, Now you will hear three conversations.The conversations are about three of the people in this picture.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to write a number 1 next to the person being talked about in conversation 1.Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c
This activity provides guided oral practice using the target language- Ask a student to read the example conversation with you.Hold up the book and point to the doctor in the picture.Say, Now work with your partner.Make your own conversations about the picture.You can use sentences like the ones in activity 1b.Say a dialogue with a student.Point to a picture of one of the people.Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work.Oner language or pronunciation support as needed.
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第四单元
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课时 教学内容：Section A 2a---Grammer focus 教学过程：
2a
This activity gives students practice in understanding the target language in spoken conversation.Ask students to look at the three pictures.Ask different students to tell you what they sec in each picture.What are the people doing? What jobs do they have? Play the recording the first time.Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time.Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.
2b
This activity gives students practice in understanding the target language in spoken conversation.Point to the three headings in the chart and read the headings to the cla.Ask students, What does \"wants to be\" mean? (It is not the Job the person lias now.It is the job the person wants in the future.) Play the recording the first time.Students only listen.Say, You wiU hear about the people in these pictures.You will hear the job they haw now and the job they want in the future.Play the recording a second time.This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future.Point out the sample 2c
This activity provides guided oral practice using the target
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language.Point out the pictures in activity 2a.Ask who each person is.(They are Susan\'s brother.Anna\'s mother, and Tony\'s father.) Say, Now work with your partner.Ask and answer questions about the pictures.Ask, \"What does he or she do?\" Then ask, \"What does he or she want to be?\" Say a dialogue with a student.Point to Anna\'s mother and then to the example in the speech balloons.Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work.Offer language support as needed.
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课时 教学内容：Section A 3a----4 教学过程：
3a
This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures.Ask students to read the name for each place.As they name each place, write the word on the board and-ask the cla to repeat it.Point out the list of jobs with the numbers next to each.Then call attention to the people in the pictures and the speech bubbles.Point out the sample answer and have a student read out the speech bubble.Ask students to work alone.Say, Write the number of each job in the square next to each workplace.Check the answers.3b
This activity provides guided oral practice using the target language.Point out the pictures in activity 3a.Ask students to name the
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workplace shown In each picture.Then point out the conversation in the speech bubbles.Ask two students to read It to the cla.Say, Wow work with a partner.First practice the conversation in the picture.Then make new conversations.Use jobs and places from activity 3a.Say a dialogue with a student.Point to the word waiter in activity 3a and then to the picture of the restaurant.Ask a student.Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask.What does he do? and guide the student to answer, He\'s a waiter.As students work in pairs, move around the room monitoring their work.Offer language support as needed.4
This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game.Say, You will draw a picture of someone working.Other students will ask questions about the kind of job you are drawing.After two questions someone can try to gue the job.Demonstrate by drawing a picture on the board of a stick figure reporter.Add details (microphone, notebook,etc.) until students gue what job it is.Ask a student to go to the board.Say, Draw a picture of a person working.If neceary, help the student add details that show the job the person is doing.He or she can add a bank interior to show that the person is a bank clerk.A student could also use an eye chart on the wall to show that the place is a doctor\'s office and the person is a doctor.Ask two different students to ask questions about the Job, and then ask
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a third student to gue what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four.They will need pieces of paper on which to draw their pictures.They will also need pencils.
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课时 教学内容：Section B 1a—2c 教学过程： New language Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
Additional materials to bring to cla: help wanted ads from an English-language newspaper
1 a
This activity introduces the key vocabulary.Focus attention on the six pictures.Ask, What job does the person have? Where does the person ivnrk? Point out the numbered list of words.Say each one and ask students to repeat.Then use simple 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.The job is always changing.Something is always happening.For dangerous you might say, Dangerous means not safe.You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures.Say, Write the letter of each picture next to one of the words.Point out the
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sample answer.Check the answers.1 b
This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the cla.Then point to the picture of the police officer and say.It\'s an exciting job.Ask the cla to repeat.Then say, What else can you say about being a police officer? Someone may answer, It\'s a dangerous job.Ask the cla to repeat each correct answer.Then ask students to work in pairs.Suggest that they each point to the pictures of the workers and make statements about them.As students practice, move around the claroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit.Write this list of jobs on the board.Say, Can you name some other jobs? Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la.You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a
This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the cla.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time.Students only listen.Say, Now I will play the tape again.This time write the name of a job under the words \"wants to be.\"
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2b
This activity provides listening and writing practice with the target language, Call attention to the second heading and ask a student to read it to the cla.Say, This time you will unite why each person wants the job.Play the recording again.Students only listen.Then say, Now I will play the tape again.This time write the reason the person wants the job under the word \"Why?\" Play the recording.Students write their answers.Check the answers.2C
This activity provides open-ended oral practice using the target language.Say, What do you want to be? What words describe each job? Help the cla make up a list of jobs they might like to do.As students suggest poible jobs, ask the cla to suggest words to describe them.Use a bilingual dictionary, if neceary, to find the names of jobs and words to describe each one.Then ask students to work in small groups.They tell each other what they want to do and why.Encourage students to use dictionaries if neceary.Move from group to group offering aistance as needed.Ask individual students to tell the cla about what they want to be and why.
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课时 教学内容：Section B 3a—self check 教学过程：
3a
This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the cla.
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Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students to ask questions about anything they don\'t understand.For example, in the first ad, students may not know that working late means \"working at night.\" To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b
This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.Ask students to fill in the blanks using words from This section.Say,Look at the pictures next to each blank line.The pictures will help you gue the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers, 3c
This activity provides writing practice using the target language.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about? Repeat each of the students\' sentences and ask the cla to repeat the sentences after you.For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner.Ask the pairs to correct each other\'s work.
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This activity provides guided oral practice using the target language.Ask two students to read the conversation in the speech bubbles.Answer any questions students may have about it.Then say, New please work in groups.Ask efuestions to find out what jobs each person wrote about.You can use sentences like the ones we just read.As students ask questions, move from group to group.Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.教学后记：
错误!
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Unit5 I\'m watching TV.
Language Goal: Talk about what people are doing.
Teaching Aims: The present Progreive (结构式: Be + V-ing )
Key Points:
---What’s he doing ?
---He’s reading.Difficult points:
现在进行时的用法和动词V-ing 形式的构成。 Teaching Methods:
由浅入深,设置场景、对话以及表演来教授新句型。 Teaching Aids:
教学图片、教学光盘、VCD机、录音机
第五单元
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课时 教学内容：SectionA 1a----1c 教学过程：
Step1. Warming – up A. Duty report
Teacher: How are you, boys and girls?
S s : Fine, thank you.
Teacher: OK, who’s on duty today?
(the student who is on duty starts to make a duty report) B. Ask and answer
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(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.) T: Usually, what time do you go to school? S1: ……
T: When does your father watch TV in the evening? S2: ……
T: Do you do your homework in the evening? S3: ……
T: When do you play soccer? S4: ……
T: what time do you usually eat dinner? S5: ……
(The teacher should encourage the students after questions.)
The teacher ask the students to read these five verbs for several times.
Step 2. Presentation A. Match the words and the activities.Ask the students to turn to page 83, and look at the pictures in 1a.
Then,the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
(Help the students answer the question with body language .) Ask and answer just like that, and finish 1a.(Ss can gue the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)
The Ss read these V-ing words after the teacher.B. Play the video.To make the Ss clear what they are learning in this cla.Mr.Gong’s words do give the teacher a big hand.
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(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)
C. Teach the Present Progreive.1. Introduction Tell the Ss what the Present Progreive is.(现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.) 2.
Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard.Ask the Ss to have a look and find the difference between them.For example: go and going, watch and watching, do and doing, etc.Then, ask the Ss to read them again.3.
Listen to the tape. Let the Ss get ready to listen to the tape (paper and ball-point pen). Check the answer: 2
1 4.
Activities. The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”
(The other actions: look at someone, clean the window) Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined: n
What am I doing n
I’m opening the door. n
What am I doing? n
I’m looking at him.n
What am I doing? n
I’m cleaning the window.
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第五单元
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课时 教学内容：SectionA 2a----3c 教学过程：
5.Pairwork. Ask and answer questions about what people are doing in the picture.u
What’s he doing? u
He’s reading.
The Ss can practice different sentences upon the verbs on the blackboard.6.Gueing game.
The teacher prepare several pieces of paper and there are different actions on it.Ask a pair of Ss to act it out.(Each pair of Ss choose two pieces of paper and act.)
(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progreive step by step.They can have fun in the claroom during this cla, it’s the most important.)
7.Self-aement.
The teacher prepare for the Ss some listening exercises, and play the caette, let them finish these exercises at once.Then, check the answer.The Ss can understand whether they have learned about the Present Progreive.
8.Do the exercises.
The teacher have the Ss some exercises, and ask the Ss to do at once. --What’s Li Lei doing?
-- He_____________.( read ) --What’s his mother doing?
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--She_____________.( write --What are they doing?
--They_____________.( play soccer) --What are David and Mary doing?
--They_____________.(have dinner) --What’s Jenny doing?
--She______________.( run ) (In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after cla.Step 3. Homework 1.
Finish the exercises in the cla.2.
Make a conversation and act it out with your partner.Step 4. The end T: You are very good today, boys and girls! And thank you for listening.Bye .第五单元
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课时
总第
课时 教学内容：Section B 1a---2c 教学内容：\\ Step 1:Check the homework and lead in. Ask several students to read their eays.Show a photo album on the computer.Step 2: Present the new structure.Show students the first album on the computer.
Get the students to answer the questions with the target language.Practice a few more photos in the same way.Step 3: practice the structure.Show the photos one by one.Students ask and answer in pairs according
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to the photos on the computer.Step 4: Complete the chart.Give students a few minutes to finish it, then check the answers.Step 5:Listening practice.Play the record for the first time, students only listen.Play the recording again, students finish it.Then the teacher check the answers.Step 6: Task.Teacher show students some photos of friends.Students show their photos to cla.Homework After school, go to some public places .Draw what you see and write down what the people are doing.
第五单元
第
课时
总第
课时 教学内容：Section B 3a---self check 教学过程：
Step 1: Check the homework and lead in.Ask the students to show their drawings and introduce.Step 2: Reading practice.1 Talk about the pictures.Students talk about Mike’s four photos.2 Read and match.Give students a few minutes to read the letter.Then finish it and check the answers.Step 3:Writing practice.Ask students to work individually and check the answers.Step 4: Task.
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Show several periods of movies on the computer.Show three movies once more.Then some students report the three silent movies one by one.Step 5: Summary.This cla we’ve learned how to say something about the photos and pictures.And I hope all of you can realize your dreams in the future.Go for it! Homework Finish self check.
教学后记：
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Unit 6: It\'s raining!
Language goals In this unit students learn to talk about the weather and talk about what people are doing.
New language What are you doing? I\'m watching TV What\'s he doing? He\'s playing basketball.What\'s she doing? She\'s cooking.What are they doing? They\'re studying.How\'s the weather? It\'s raining.
第六单元
第
课时
总第
课时 教学内容：Section A 1a----1c 教学过程：
Write the question.What are you doing? on the board.Read the question and ask the cla to repeat it.Then act out an activity students are already familiar with, point to the question and have students repeat it.Answer the question using the target language.For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the cla asks, What are you doing?, you answer,I\'m reading a book, and so forth.1 a
This activity introduces the key vocabulary.Focus attention on the cities in the picture.Ask, What s the weather like here? If they can\'t answer, supply theword and ask the cla to repeat it.Say a sentence or two about each kind of weather.For
46
example, It\'s raining.Is it raining here today? Point out the numbered list of words.Say each one and ask students to repeat the words again.Then ask students to match each word with one of the cities in the picture.Say, Write the letter of each city next to one of the ivords.Point out the sample answer.Check the answers.1 b
This activity gives students practice in understanding the target language in spoken conversation.Play the recording the first time.Students only listen.Say, You will hear four different conversations.Each one is about the weather in a different city.Point to each city in the picture as it comes up on the tape.Play the recording a second time.Ask students to write the name of the city in the picture of its weather.Say, The first one has been done for you.Beijing is written in the picture of sunny weather.It is sunny in Beijing.Correct the answers.1 c
This activity provides guided oral practice using the target language.Point out the example conversation.Ask two students to read the dialogue to the cla.Say, Now work with a partner.Make your own conversations about the weather in these five places.As the pairs talk, move around the room monitoring their work.Offer language or pronunciation support as needed.Ask several pairs to present their conversations to the cla.
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第六单元
第
课时
总第
课时
教学内容：Section A 2a—2c 教学过程：
2a
This activity gives students practice in understanding the target language in spoken conversation.Point to the four pictures.Ask students to tell what each person is doing in each picture.For example, This boy is talking on the phone.This man is playing basketball.Supply vocabulary words as needed.Play the recording the first time.Students only listen.Play the recording a second time.This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.Correct the answers.2b
This activity provides listening practice using the target language.Point out the list of names and the list of activities.Ask a different student to read each list to the cla.Say, Now I will play the recording again.This time,please match each name with an activity.Write the letter of an activity in front of each name.Point out the sample answer for number 1.Play the recording and have students fill in the rest of the answers.
, Correct the answers.2c
This activity provides guided oral practice using the target language.Call attention to the four people in the picture in activity 2a.Ask students to say something about each person.Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and
48
playing computer games.Point out the sample conversation in the speech bubbles and have a pair of students read it to the cla.Say, Now please work with a partner.Make conversations like this one.Talk about the people in the I pictures.
As students work in pairs, move around the room monitoring progre and offering aistance, if needed.Ask some pairs to present their conversations to the cla.
第六单元
第
课时
总第
课时 教学内容：Section A 3a—4 教学过程：
3a
This activity introduces more key vocabulary.Call attention to the faces.Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling.For example, ask a student.Look at this face.Is it happy? Is it unhappy? Then point to the four words.Say the words and ask students to repeat each one.Use your tone of voice and facial expreions to reinforce the meaning of each.Add your own simple explanations of what each one means.For example: Not bad.This means something is not very good, but it\'s also not very bad.It\'s in the middle.After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.Check the answers.
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3b
This activity provides oral practice using the target language.Point out the conversation in the large picture and ask two students to read it to the cla.Ask students to explain what How\'s it going? means.(It is similar to How are you? or How is everything?) Ask students to practice the conversation in pairs.Move around the room monitoring their progre.Then call attention to the example in the small speech bubbles.Have two students read it to the cla.Say, Now we\'ll change some of the words and make our own conversations.We can use our own names.We can give true answers or we can make up answers.Ask pairs of students to make up their own conversations.Move around the room offering language support as needed.Ask some pairs to present their conversations to the cla.
4.
This game provides oral practice using the target language.Say,Now let\'s work in pairs again.One student looks at the picture on page 85 and the other looks at the picture on page 87.Please don\'t look at your part ner\'s picture.Say, Each picture has the same people in it, but they are doing different things.Take turns talking about what the people are doing in your picture.If I am student A, I will say.In my picture it is sunny.Guide one of the students Bs to respond.In my picture it is raining.As students work, move around the room, monitoring progre and offering aistance as needed.
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第13篇：【优选】三年级下册英语教案Recycle_人教(PEP)
教学内容：Recycle(1) 教学目标和要求：
1、Try t understand the story
2、Try to cat the story 教学重点：Let’s act 教学难点：Let’s act 教学用具：Tape/recorder 教学过程： Step1: Revision
1、Sing a song
2、Greeting ? Step2: Let’s act
1、Look at the pictures
2、Try to understand the story
3、Listen to the tape
4、Read the dialogue after the tape
5、Try to understand the sentences
6、Read the story together
7、Act the story Step3:A match
1、Group work Act the story out
2、Retell the story Step4:Summary and homework 板书设计：
Let’s share!! Good idea!! Thanks!!!
作业布置： 1.Listen to the tape
第 1 页
2.Read the sentences 教学后记：
学生练习较好。
第 2 页
第14篇：一年级上册英语教案 Unit1 School Leon4 人教
School five
Leon 4
一、教学目的：
1．
学习新单词pencil case、backpack、open、take out、name
2．
学习句型Open your … and Take out your…
3．
学习儿歌《name》
二、教学重点：
新句型的掌握
三、教学难点：
backpack、take out、pencil case的读音。
四、课前准备：
录音机、教学录音磁带、图片、卡片
五、教学过程：
（一）Review
1． Oral practise 2．
单词：book、ruler、pencil、eraser
（二）新授：
1．T：Show me your pencil，please.
教师作出出示铅笔的动作。
学生模仿
T: Good, thank you.
This is a pencil, and this is a pencil case.
教师出示实物pencil case 教师领读
以同样的方法学习backpack
Game：请六名学生到前面, 手中分别拿着pencil、ruler、book、eraser、backpack、pencil case。教师分别指向这六名学生，要求其他学生迅速说出其英文名称。然后，调整这六名学生的顺序，再进行练习。
方法： 1．教师演示打开书包：Please open your backpack.
2.教师领读open
3.教师领读Open your backpack。。。并做动作
4.学生模仿，一名学生到讲台表演，在教师口令下。
5.教师下口令，全班学生一起做动作。
6．.替换练习。用it 替换your backpack
3．
用同样的方法学习Take out your pencil case.
4．
学习儿歌:教法：事先欣赏，解释歌词，示范说唱，
教说唱
方法：1欣赏
2．.教授新单词name
3．教师领读name、name、I’m…
4．教师示范唱歌，要求学生小声哼调。
5．学唱，找唱得音准的学生示范
6．要求学生用真实姓名进行回答
7．组织教学表演：
教师要提出要求：举手标准，不喊叫的学生参与。 1．
教师播放录音：name ,name , I ’m lily.教师选拿lily 的图片，边唱边跺脚 ，喊：name ,name。。。。。
2．
学生按照老师的样子，在教师播放录音后，
根据听到的，从讲桌上摆放的图片中选出正确的一张，跺脚做动作说唱。如此，将人物和歌在复习一遍。
3. 老师带几名拿过图片的同学到前边站好，再次播放歌曲。学生根据听到的人物是否与自手中的卡片相符，而作出向前跨出一部的动作。
5． Summary：
6． Homework: 听磁带，练习《name》歌曲。15-20分钟
7．
给爸爸妈妈介绍铅笔盒和书包。
8．
课后记：
复
备
第15篇：(人教新起点)一年级英语教案 Uint5 Numbers(4).
Unit5 Numbers
第四课时
课前准备
1．教学录音磁带。 2．教学挂图。 3．教学投影片。
4．书、铅笔、尺子、橡皮等文具。 5．动物图片。
6．数字卡片（1至10）。
教学内容
A Look and chant．
1．与数学学科融合，学习用英语表达10以内的加法。
2．要求学生会说歌谣即可，教师和家长可要求学生课后写出相应算式。 3．用英文表达加法的要求视学生情况而定。最低要求听懂，并能说出得数。 B Let\'s play and say．
1．关于加法的游戏。学生在学习10以内加法时用的是凑数的方法，这两个游戏源于数学学科中使用的方法。
2．第一个游戏为教师说一个1—9之间的数字，同时出示相应数字牌，学生出示能与之凑成10的数字牌，同时说出相应数字。第二个游戏为学生手执自己的数字牌寻找各自的partner（两人的数字能凑成10）。 3．在做这两个游戏时，教师要交待清楚游戏的方法。
教学建议
1．在学习新课之前，可以适当复习前面学过的数字歌曲和歌谣，建议用Simon says做TPR活动，如：Simon says: One, two, touch your nose．Three, four, touch your ears....
2．本课与数学学科融合，因数学比较抽象，学生在用英语表达时可能会有一定的困难。教师在帮助学生学习加法的英文表达时不要要求太高，学生只要能反应即可。
3．教师在帮助学生学习10以内加法的英文表达时，应先用实物进行演示，然后再出数字题。给学生一个思维的过程。 4．教师应在学生初步学习了10以内加法的英文表达后，再让他们听录音学歌谣。
5．数字游戏Let\'s make ten: 教师在黑板上写10，然后出示数字卡片2，学生迅速举出数字卡片8。可接着做Let\'s make nine, eight....教师示范后，可让学生做pair work。
6．数字游戏Find your partner: 教师与学生一起做（教师作为参与者可与一名学生结成对子），在凑对活动中，两人举出的数字牌上的数字之和为10。如1+9=10，2+8=10，3+7=10等等。如果学生的接受能力强，还可以把和确定为9，8，7等，如1+8=9，2+7=9，3+6=9等等。 7．录音材料： A项：CHANT One and one is two． Two and two is four． 2, 4, 6, 8, 10． Let us count again! Three and three is six． Four and four is eight． Five and five is always ten． Let us count again! B项：DIALOGUE F: Let\'s make ten! Children: Eight! F: Find your partner! B: Three． G: Seven． B: Four． G: Six． 课堂学习评价
1．引导学生把掌握用英语进行10以内加法计算的情况用 和 符号记入学习档案。与3项第2条结合。
2．教师具体而简要地记录学生当堂表现： －会说歌谣并会用歌谣进行计算的学生有多少人？ －能灵活运用歌谣、自己改编并补充内容的学生有少人？
－能直接参与Let\'s make ten! 和Find your partner! 活动的学生有多少人？ 3．本课对学生掌握学习内容的情况的评定方法：
－教师播放录音，请学生用手势作表演。教师进行现场记录。 －教师写出算式，请学生用英语说出。
－以pair work的形式，检查学生对此部分语言的掌握情况。如，一人说“One and one...”, 另一人说“Two!”教师进行现场记录。 －以group work的形式做B部分的游戏。教师进行现场记录。
第16篇：七年级上册英语教案unit1Leon1 Hello(冀教版)
英语高效课堂教学设计
-----冀教版英语七年级Leon1 Hello! 教学设计
一、教材依据：
本课时教学是依据中学英语教材七年级上册Leon1而成。
二、设计理念：
本节课教学内容和教学目标及教学重难点的设定都是以英语《课程标准》为准则，从学生的已有知识水平出发，首先要努力创设真实自然的社会语言情景。不仅要借助手式、动作、表情、实物、图片等手段为学生创设贴近教材内容的直观情景，而且要用语言的声调、节奏、情感等描述创设言语情景。要求根据现实生活中对英语的实际需求，模拟各种生活语境，情境，为学生提供综合运用英语语言，进行交际活动的机会，它注重的不仅是语言在形式，语法上的准确性，更强调语言使用的得体性，可行性，交际的技巧性，以及训练学生在交际活动中的应变及解决问题的能力。因此在本堂课中，为了训练目标语言，我设置了各种不同的任务让学生来操练目标语言，通过这个活动，把生活中的交际场合搬进课堂，使课堂变为一种具体的社会交往环境，使教学过程成为教师与学生之间的一个交际过程。这大大地增强了学生的兴趣，这样让学生更能贴近生活，学生成了主角，自然而然地他们就对英语感兴趣，把学英语当作一种乐趣。
根据孩子们的年龄特点和接受能力，最后给出语言框架 Hello! Hi! My name is ….What’s your name? I’m from …
How are you? I am fine.And you? 通过师生师范，动作和歌曲让学生学会介绍自己，高效地完成课堂任务。
二、教材分析：
本单元主要围绕“学校和朋友”展开话题，教材为学生提供了发生在学校操场、教室等的日常对话，帮助学生练习并掌握在新环境中如何用英语进行自我介绍，如何礼貌地询问他人的情况，如何向他人表示感谢。为进一步的沟通和对话打下基础。
三、学情分析: 七年级学生的年龄在13岁左右，生性活泼好动，喜欢直观形象思维，对游戏竞赛特别感兴趣，而且他们在小学已经接触过英语学习，具有初步的听说能力。七年级学生的记忆以具体形象记忆为主，并习惯于机械性记忆。初中生理解和分析语言的能力相对来说较弱。在知识积累方面，学生已经掌握了一定的词汇和句型，对语言学习的热情也逐步增加。他们更感兴趣的是如何用英语来表述与现实生活息息相关的话题并寻求合理的解决办法。
五、教学设计目标
1、语言技能：能用新句型打招呼和介绍自己：hello, hi
What’s your name? My name is …
I’m from ….How are you ? I’m fine, thanks.
2、情感态度:
⑴ 激发学生学英语、说英语的兴趣
⑵ 帮助学生树立自信心，让他们乐于模仿，敢于开口，积极参与到用英语与人交流的活动中。
六、教学重点，难点：
掌握以下句型： What’s your name? I’m from …
How are you? I am fine.And you?
七、教学方法策略：
1、游戏教学法：用游戏形式复习单词句型，使学生寓学于乐，在活泼轻松的气氛中自然而然的获得知识与技能。
2、情景教学法：创设生活场景，使学生将所学语言进行综合创造性的交流，提高学生的交际能力。
八、教学准备：
磁带，录音机
九、教学步骤：
Step I Cla opening 1.Greeting Ts: How are you? How are you? How are you today? Ss: I am fine, thanks.I am fine, thanks.Have a lovely day.Ts: How are you? How are you? How are you today? Ss: I am fine, thanks.I am fine, thanks.Have a lovely day.(设计思路：通过歌曲以轻松愉快的方式进入英语学习，教师要带动学生，通过身体和表情号召学生加入到以歌曲打招呼的活动
中来) Step II New concepts 1.Hello! Hi! My name is ….
教师拉起一位学生，“Hi”打招呼，边和学生握手，边指自己说My name is … .What is your name? 让学生模仿并介绍自己，并以游戏方式传递进行。教会学生用英语礼貌地打招呼，介绍名字。注意表情，面带微笑。 2.How are you? I’m fine, thanks.
听录音，要求学生跟读。然后要求学生两两进行对话练习，直到能够熟练进行对话，并结合上一个对话，反复练习。
（设计思路：新课标明确指出，语言学习尽在模仿。通过录音机听标准的语音是最佳模仿方式，要让孩子养成听录音学说英语的习惯）
3.Write the sentences on the blackboard，ask the students to write down the sentences on the exercise book.Check their handwriting and praise some students。
注意书写规范, 四线三格。
(设计思路：纠正学生的书写错误，清楚地告知英文的书写规范，如首字母大写，专有名词大写，及标点符号的正确书写，使学生尽早培养良好的书写习惯)
Step III.Consolidation S
1.Role play
S1: Hello! My name is…
What is your name?
S2: Hello! My name is …
What is your name?
合作进行，比一比，看看哪一组声音洪亮，表现自然。可适当
进行内容的扩充。本活动要在全班范围进行，教师鼓励孩子给自己起一个好听的英文名字，如Mary, Jack等，注意性别的区分。
（疯狂英语的朗读方法非常有助于孩子提升自信，敢于大胆地开口说英语。 让学生有一个英文名字，是向别人重新介绍自己的好方法。）
2.Sing a song
Follow the tape to sing the song “What is your name?” together.(设计思路：寓教于乐，尽可能以歌曲等喜闻乐见的方式让孩子轻轻松松学英语，同时也巩固了所学的知识。)
十、教学反思：
本课取得了很好的教学效果，课堂气氛活跃，受到了学生的一致好评。经过反思，我认为本课具有如下特点：
1.寓教于乐，利用游戏、唱歌等方式培养孩子学习英语的兴趣，
激发他们的表现欲，并适时地进行语言鼓励和表扬。这对于新生入学的第一堂课是至关重要的。
2.播放录音，告诉孩子们：听说以及大胆的模仿是学好英语的关键，需要他们有鹦鹉学舌的精神反复练习。同时教授孩子书
写的规范，如四线三格的使用、首单词首字母大写等等，让他们摆脱不良书写习惯，进入规范化的学习。
3.充分利用师友互助、小组合作的模式，让每一个学生都加入到课堂活动中来，成为课堂活动的主体，充分调动每个学生学习英语的积极性，不让一个学生掉队。
但在活动中看到一些学生羞于开口，或声音过低，这需要老师不断地鼓励，当然更离不开学友的帮助，今后还要将更多的机会给这样的学生，使他们摆脱内向和自卑，大胆快乐地学习英语。 十
一、板书设计：
Leon 1
Hello！
What is your name? My name is …（Jack , Li Ming） I’m from China/Canada.
How are you? I’m fine.Thank you.
第17篇：人教七年级语文上册17课
七年级语文上册 第17课《 看云识天气》 教学设计《修改后》《语文》
第一课时
教学目标：
1、理解、积累“峰峦、预兆、轻盈、均匀、崩塌、弥漫、征兆、一霎间、千姿万态、变化无常”等词语。
2、反复朗读课文，识记一些关于天气方面的谚语，增加生活常识。
3、能说出云和天气的关系；
4、能识别云，预测天气的阴晴雨雪；
5.培养学生观察自然的兴趣和留心自然现象的习惯。
教学重点：阅读课文，理清文中云和天气的关系
教学难点：云层、光彩的种类繁多，变化复杂，难于区分
教学过程：
一、导语设计：
俗话说：“天有不测风云”，阴晴风雨的变幻真的是无常难测吗？人们在生活实践中又是靠什么识别天气变化的呢？（学生回答：看云），的确，云就像天气的“招牌”，“朝霞不出门，晚霞行千里”“天上钩钩云，地下雨淋淋”这些谚语，就是劳动人民在生产实践中看云识天气的经验总结。今天，我们一起学习一篇科普文《看云识天气》，它将告诉我们如何解读这大自然的文字，天气的“招牌”——飘浮的云彩。（板书文题）
二、整体感知：
1．教师范读课文，要求学生标注各自然段的序号，划出疑难字词，并结合注释和字词典疏解。
（1）注音：
峰峦（luán）一霎（shà）间一刹那chà点缀（zhuì）绫纱（líng）弥漫（mí）晕（yūn）头转向月晕（yùn）崩塌（bēng
tā）
（2）释义：
峰峦：山峰和山峦。峦，小而尖的山，或连绵的山。
一霎间：一会儿，形容时间极短。
预兆：事情显露出来的迹象。
轻盈：文中形容卷云像女子的动作、体态一样轻巧优美。
弥漫：（烟尘、雾气、水等）充满、布满。
征兆：即将出现的迹象。
崩塌：崩裂而倒塌。
2、速读课文，以小组为单位，群策群力解决以下问题
1）、看看课文主要说明了什么，能否用一句话来回答。
2）、文中最县先提出云和天气之间存在联系的句子是哪处？它在文中起什么作用？
3）、全文的中心句是哪一句？
4）、“天空的薄云，往往是天气晴朗的象征，那些低而厚密的云层，常常是阴雨风雪
的预兆”一句在全文中起什么作用？还有何处与它相似？
5）、最后一段的大意是什么？对全文有何意义？
6）、全文的结构如何？
3、交流反馈学生讨论后教师引导小结：
1）课文主要介绍了如何看云来识天气，即写云和天气的关系。
2）“云是天气的招牌”，它说明看云可以识天气；起总领全文的作用
3）天上挂着什么云，就会有什么样的天气
4）起承上启下的过渡作用，这也是我们看云识天气的基本经验；第六段的开头一句
5）指出看云识天气的目的、方法和注意事项。
6）看云识天气（总）云就像天气的招牌---看云可以识天气
（分）怎样看云识天气形态
云彩
（总）看云识天气的目的、方法和注意事项
三、具体把握：
1、细读课文：框出依次介绍了哪些云和光彩？画出对它们进行描写的语言材料，并明确它们将带给我们怎样的天气？（粗略板书）
2、明确任务：请大家任选一种云，以第一称的方式作自我介绍。
介绍要求：①充分利用描写云彩的语言材料；②让别人明白你将会带来怎样的天气。
教师示例：“Hai！大家好，我叫卷云，我常丝丝缕缕地飘浮着，有时像一片白色的羽毛，有时像一块洁白的绫纱。别看我身子很单薄，可我最轻盈，站得也最高，阳光可以透过我照到地面。我很受欢迎，因为我会给大家带来晴朗的天气。”
3、对照课文，学生各人自说自讲，在书上作记号
4、学生发言，先各自预演，后课堂交流。（边演边完善板书）
5、小结：通过自我介绍，我们认识了各种云彩，明白了它与将给我们带来怎样的天气，这样我们对课文内容与层次是不是更熟悉了？
四、课外延伸：
1、点示：课文讲的是“看云识天气”，其实在现实生活中，我们不仅仅是通过“看云”才能识别“天气”，我们可以看“动物”、“植物”、“某种现象”或“一些感觉”等都可以帮我们识别天气，有的方法特别灵，有的已形成了谚语，被广为流传。你能说出一两条来吗？
2、学生活动：学生自由讲述。
五、布置作业：
1、拓展延伸：搜集有关云和天气的谚语，有关云的成语、俗语、诗词、文章片断等；小组交流。
2.、观察整理：观看每日的天气预报，积累与天气预报相关的词句与词汇，将它们整理到家庭作业本上。
六、总结：今天，你会看云识天气了吗？
七、板书设计：
（总）云就像天气的招牌---看云可以识天气看云识天气（分）怎样看云识天气形态
云彩
（总）看云识天气的目的、方法和注意事项 《看云识天气》17词语意思
峰峦 fēng luán 山峰和山峦
预兆 yù zhào 事前显露出来的迹象
轻盈 qīng yíng 本文只卷云像女子的动作.体态一样轻巧优美.
匀称 yún chèn平均
崩塌 bēng tā 倒塌
弥漫 mí màn (烟尘.雾气.水等)充满.布满
征兆 zhēng zhào 即将出现的迹象
一霎间 yí shà jiān 一会儿.形容时间极短
千姿百态 qiān zī bǎi tài 形容姿态多种多样.同千姿百态
变化无常 biàn huà wú cháng 无常:没有常态.指事物经常变化.没有规律性
第18篇：七年级下学期数学教学计划(人教)
七年级下学期数学教学计划
一.情况分析 1.学生情况：
本班级现有学生 人，其中男生 人，女生 人。从上学期的教学观察与测试结果看，这班学生的学习态度较端正，学习习惯较差，跟不上教学进度的多。受应试教育观念的影响，师生习惯于接受性学习，自主、合作、探究的风气尚未形成。作业习惯抄袭，勤思好问的少。为此新学期的数学教学要积极尝试自主、合作、探究学习，注意培养学生的学习兴趣和习惯品质，努力提高综合成绩，尽量缩小与其他两个班级的差距。 2.教材情况：
本学期是本年级学生初中学习阶段的第二学期。新授课程主要有相交线与平行线、平面直角坐标系、三角形、二元一次方程组、不等式与不等式组、实数。现行教材、教学大纲要求学生从身边的实际问题出发，乘坐“观察”、“思考”、“探究”、“讨论”、“归纳”之舟，去探索、发现数学的奥妙，用学到的本领去解决“复习巩固”、“综合运用”、“拓展探索”等不同层次的问题。教师在灵活选用现有教材的基础上，应适度引用新例，把初中数学各单元的知识明晰化、条理化、规律化，激励学生自主、合作、探究学习，培养学习兴趣和习惯品质。 二.目标要求
本学期的数学教学要从学生的实际问题出发，积极引导学生“观察”、“思考”、“探究”、“讨论”、“归纳”数学问题，要鼓励学生去探索、发现数学的奥妙，用学到的本领去解决“复习巩固”、“综合运用”、“拓展探索”等不同层次的问题。教学中既要注意知识的覆盖面，关注中考的重点、热点和难点，又要突出数学知识在社会、科技中的运用，让学生在学习、练习中熟记知识要点、考试内容，掌握应试技巧和数学思想方法，提高综合素质，培养创新意识和探索能力。在期末考试中力争生均分70分左右，合格率60%以上，并将低分率控制到10%以下，综合成绩镇前五。 三.
教学措施
1.认真钻研教材，积极捕捉课改信息，尽力倡导自主、合作、探究学习，努力培养学生的学习兴趣和个性品质。
2.把握学生思想动态，及时与学生沟通，搞好师生关系。
3.
充分利用课堂教学时间，帮助学生理解教学重难点，训练考点、热点，强化记忆，形成能力，提高成绩。 4.
改进教学方法，用挂图，实物创设情景进行教学，力求课堂的多样化、生活化和开放化，力争有更多的师生互动、生生互动的机会。
5.精讲多练，在教学新知识的同时,注重旧知识的复习，使所学知识系统化，条理化，让学生在练习、测试中巩固提高，减少遗忘。四.教学进度
三月份：（1－5周，约30课时）
相交线与平行线、平面直角坐标系、三角形结束新课。并进行阶段测试。 结束新课月考，初定在4月6日前后 四月份：（6－10周，约25课时）
二元一次方程组结束新课。并进行阶段测试。 期中考试初定在5月6日前后 五月份：（11－15周，约25课时）
不等式与不等式组结束新课。并进行阶段测试。 结束新课月考，初定在6月2日前后 六月份：（16－19周，约20课时）
实数结束新课，进入综合复习，并进行阶段测试。 结束新课测试，初定在1月8日前后 七月份：（20－21周，约10课时） 自主复习与答疑，考前指导。
第19篇：人教七年级下册历史复习提纲
七年级下册历史复习提纲
第1课 繁盛一时的隋朝
1.581年，杨坚（隋文帝）夺取北周政权，建立隋朝，定都长安。
2.589年，隋朝灭掉陈统一南北。
3.为加强南北交通，巩固隋朝对全国的统治，隋炀帝开通了一条纵贯南北的大运河。
4. 隋朝大运河以洛阳为中心，北达涿郡，南至余杭。全长两千多公里，是古代世界最长的运河。
5.隋朝大运河分为四段：永济渠、通济渠、邗沟、江南河。沟通五大水系：海河、黄河、淮河、长江、钱塘江。
6.评价大运河的开凿：大运河成为南北政治、经济、文化联系的纽带，但隋炀帝滥用民力，也造成百姓的困苦。总的看来，大运河的开凿，是隋对中国历史的重大贡献。
7.618年，隋炀帝在江都被部将杀死，隋朝灭亡。
第2课 “贞观之治”
1.618年，李渊在太原起兵反隋。进入长安，建立唐朝。
2.如何评价唐太宗？唐太宗吸取隋亡的教训，唐太宗重视发展生产，减轻农民的赋税劳役；节制自己的享受欲望；合并州县；注重任用贤才和虚心纳谏，任命房玄龄和杜如晦做宰相，人称“房谋杜断”，重用敢于直言的魏征为著名的谏臣。完善科举制；注意加强与周边少数民族的关系。唐太宗统治时期，政治较清明，经济发展较快，国力加强，历史上称当时的统治为“贞观之治”。唐太宗是我国古代杰出的政治家。
3.“舟所以比人君，水所以比黎庶，水能载舟，亦能覆舟。”这句话是唐太宗说的。唐太宗对君与民的关系比喻为：君主好比是船，百姓好比是水。水能够承载船行走，也能够把船掀翻。他为何会产生这一认识？ 因为他吸取了隋亡的教训，从农民战争中认识到人民力量的强大。为此，在他执政后，采取了哪些缓和君民关系的措施？ 重视发展生产，减轻人民负担；提倡节俭，革除弊政；重用人才，虚心纳谏。
4.我国历史上唯一女皇帝是武则天。她继续发展生产、选拔贤才，使唐朝社会经济进一步发展，国力不断增强。人称她的统治是“政启开元，治宏贞观”。 5.由武则天提拔，被唐玄宗任命为宰相的名臣是姚崇。 第3课 “开元盛世”
1.唐朝出现了世界上第一部茶叶专著《茶经》，作者陆羽被后人称为“茶神”。2.陶瓷业在唐朝有重要发展，越窑青瓷、邢窑白瓷和唐三彩最为有名。唐三彩是世界工艺的珍品。
3.唐朝时期，全国的大都市有长安、洛阳、扬州、和成都。长安城内分为坊和市，坊是居民区，市为繁荣的商业区。长安既是当时各民族交往的中心，又是一座国际性的大都市。
4.唐玄宗统治的前期，年号“开元”，政局稳定，经济繁荣，被誉为“开元盛世”。5.“开元盛世”形成的原因：⑴有贞观之治和武则天统治的基础⑵玄宗励精图治：任用富于改革精神的姚崇等人当宰相，重视地方吏治，把优秀官吏下放到地方任职，并亲自考核县令政绩，烧毁珠玉锦绣、不用奢侈物品。
第4课 科举制的创立
1.用分科考试的方法来选拔官员始于隋文帝时。隋炀帝时正式设置进士科，按考试成绩选拔人才。标志着科举制度正式形成。
2.科举制是通过分科考试选拔官吏的制度，强调以才能作为选官的标准。科举中常设的主要科目有明经和进士。
3.实行科举制，使得有才识的读书人有机会进入各级政府任职，促进了教育发展，读书风气盛行。促进了文学艺术的发展，有利于唐诗的繁荣。明清的科举制改为考八股文，在很大程度上演变成为朝廷钳制人们思想的工具。八股取士完全脱离现实生活，无法培养人的实际能力，使科举考试束缚了人们的思想和才智。科举制在我国延续了1300多年，直到清末才被废除。
4.唐朝时期完善科举制度人物是唐太宗、武则天和唐玄宗。
第5课 “和同为一家”
1.唐朝时唐太宗和武则天，政府在今新疆地区先后设立了管辖西域的最高行政和军事机构。
2.吐蕃：今天藏族的祖先。7世纪前期，吐蕃杰出的首领松赞干布统一青藏高原，定都逻些（今拉萨）。
3.唐太宗把文成公主嫁给松赞干布，密切了唐蕃经济文化交流，增进了汉藏之间的友好关系。
4.8世纪唐朝又把金城公主嫁到吐蕃。至此，吐蕃和唐朝已经成为“和同为一家”了。 第6课
对外友好往来
1.唐朝时中国与天竺交往频繁，最杰出的使者是高僧玄奘。他专心翻译佛经，写成《大唐西域记》。是研究古代中亚、印度半岛、以及我国新疆地区历史和佛学的重要典籍。（唐太宗时）
2.玄宗时，鉴真应日本僧人邀请，东渡日本，至第六次才成功。辛勤不懈地传播唐朝文化。
3.许多新罗商人来到中国经商，新罗特产居唐朝进口首位。
4.唐朝对外交往频繁的原因：唐代我国经济繁荣，文化昌盛，是世界上的强盛国家；采取比较开放的对外政策；发达的海路交通。 第7课
灿烂的隋唐文化
（一）
1.隋唐时期，我国取得的居世界领先地位的科技成就：（1）隋朝工匠李春设计并主持修建的赵州桥，是世界上现存最古老的一座石拱桥，比欧洲早七百年。（2）唐都长安规划整齐，是世界上最大的城市。（3）我国在世界上最早发明雕版印刷术。唐朝的《金刚经》是世界上现存最早的、标有确切日期的雕版印刷品。 2.唐朝杰出的医学家孙思邈，毕生心血写成《千金方》，被后世尊称为“药王”。 3.唐代影响最大、成就最高的诗人当推李白和杜甫。李白的诗的风格：雄奇飘逸，想象丰富，激昂奔放，富有浪漫主义精神。人称“诗仙”。《蜀道难》。杜甫生活在唐朝由盛转衰时期。的诗的风格：沉郁顿挫，语言精炼细腻，感情真挚动人，富有现代主义精神。诗的内容多位反映社会现实生活。后人称他为“诗圣”，称他的诗为“诗史”。代表作“三吏”、“三别”。白居易《新乐府》。 第8课
灿烂的隋唐文化
（二）
1.书法：颜真卿、柳公权。“颜体”、“柳体”、“颜筋柳骨”。
绘画: 阎立本、吴道子。
2.石窟艺术在隋唐时期大为发展，最著名的是坐落在今天甘肃西部的敦煌莫高窟。
3.以唐人为例，简述衣食住行和一天的生活：我是生活在开元年间的一位四川农民。我的稻田因为用了育秧移植方法，用世界最先进的曲辕犁耕地，用筒车灌溉，今年获得了大丰收。我拿着铜板来到成都，买了城里人都喝的茶，在饭铺里歇了一会儿。几个贵妇人从这里经过，她们的衣服好漂亮啊！花团锦簇，大红大紫的颜色。还有几个吐蕃来的人，可能是去长安经过这里吧。听说以前我们有个文成公主嫁给他们的赞普了。天要黑了，市要散了，我就赶快回家了。 第9课
民族政权的并立时代
1.10世纪初，契丹首领阿保机，统一契丹各部，建立契丹国，都城在上京。2.11世纪前期，党项首领元昊称大夏国皇帝，都城在兴庆，史称西夏。 3.12世纪初期，女真的杰出首领阿骨打起兵抗辽，在会宁称帝建立金，后迁都燕京，改为中都。
4.960年后周大将赵匡胤在陈桥驿发动兵变，建立宋朝定都东京，史称北宋。
5.宋辽议和，辽撤兵，宋给辽岁币，史称澶渊之盟。此后辽宋之间保持了长时间的和平局面。
6.1127年金灭北宋。同年赵构登上皇位，定都临安，史称南宋。 （靖康之耻） 7.南宋抗金名将岳飞在堰城大败金军，收复许多失地。
8.宋朝与周边少数民族的关系：（1）北宋时辽宋议和，订立澶渊之盟。（2）宋与西夏连年交战后议和，西夏向宋称臣，宋给西夏岁币。（3）南宋时，宋金议和，南宋向金称臣，并给金岁币。至此形成宋金南北对峙局面。 第10课
经济重心的南移
1.1从唐朝中后期开始的经济重心南移，到南宋最后完成。经济重心南移的主要原因是：（1）南方战乱较少，许多中原人南迁，带去了先进的技术，增加了那里的劳动人手。（2）自然条件优越，江南地区的农业发展较快，逐渐超过北方。
2.宋代从越南引进的优良品种占城稻，很快在江南地区推广。水稻在宋朝跃居粮食产量首位，主要产地在南方。太湖流域的苏州、湖州是重要的粮仓。棉花的种植，由两广、福建扩展到长江流域。茶树的栽培在江南的丘陵地区。
3.北宋时蜀地丝织品“号为冠天下”。江浙的丝绸产量高，朝廷用的丝绸，有很多来自江浙。从海南岛兴起的棉纺织业，南宋时发展到东南沿海地区。
4.南宋时，江南地区已成为我国制瓷业重心。浙江哥窑烧制的冰裂纹瓷器，给人以别致的美感。北宋兴起的景德镇，后来发展成为著名的瓷都。
5.南宋时最大的商业都市是临安，它的繁荣程度远远超过北宋时的开封。48.
宋朝政府鼓励海外贸易，在主要港口设立市舶司，加以管理。
6.北宋前期，四川地区出现交子，是世界上最早的纸币。纸币的产生，有利于商业发展。
7.简述宋代南方经济的发展情况：（1）南方农业有较大发展。水稻跃居宋朝粮食作物首位。棉花种植地推广到长江流域。茶树栽培也有很大发展。（2）南方手工业兴旺。丝织业胜过北方。棉织业在南宋时已发展到东南沿海地区、；江南地区成为我国制瓷业重心；宋朝造船业居当时世界首位。广州、泉州等地，都有发达的造船业。（3）南方手工业繁荣，有开封、杭州等商业都市，广州、泉州是闻名世界的大商港。是当时世界上从事海外贸易的重要国家。 第11课
万千气象的宋代社会风貌 1.北宋初年，普通百姓只穿黑白两色的衣服。由于士大夫的提倡，妇女缠足的陋习逐渐传开。
2.北宋的肉食中以羊为多；南宋吃鱼多。宋代时，北方以面食为主，南方以稻米为主。
3.宋人：我是北宋时期的一个农民，生活在东京郊外。有一天我去东京城逛了逛。我的黑麻布衣服在衣饰华美的城里人当中是多么寒酸啊。街边的店铺里传来了烤羊肉的香味，罐子里的冷饮也令人垂涎。可惜买不起啊!于是喝了几口粗茶，买了几个包子充饥。城里人住的房子真漂亮！瓦房、四合院，官员的房子更是像花园。而我还住在低矮的茅草屋里。在街上，有钱的人或赶牛车或骑驴，我还要注意为官员的轿子闪道。前面好热闹啊！瓦子的勾栏里，有说书的、卖唱的、玩杂技的，看的我眼花缭乱。我买了一块布，等过元旦的时候给老婆做件衣服。
4.今天的传统节日，像春节、元宵节、端午节、中秋节等，在宋代都有了。宋代称春节为元旦，最为重视。
第12课蒙古的兴起和元朝的建立
1.1206年，蒙古贵族召开大会，推举铁木真为大汗，尊称他为成吉思汗，建立蒙古国。
2.1271年忽必烈定国号为元，1272年定都大都。1276年元军占领临安，南宋灭亡。南宋抗元英雄文天祥体现了崇高的民族气节。
3.元统一的进步性和文天祥抗元是否矛盾？答：
1、元统一是进步的。
2、元统一过程中对南宋发动战争，使南宋境内汉族人民遭受残酷的屠杀和压迫，导致民族矛盾十分尖锐。
3、文天祥反抗的是蒙古贵族的民族压迫，是正义行为。抗元失败后，又表现出宁死不屈的精神和崇高气节，理应受到后人的敬仰和纪念。
4、因此，我们肯定文天祥抗元，并不否定元统一的进步性，只是二者的角度不同。
4.元朝大都既是政治中心又是闻名世界的商业大都市。意大利旅行家马克可•波罗的著作《马克可。波罗行纪》。描述了大都的繁华景象。
5.元朝为对全国实行有效的统治，元世祖在中央设中书省，地方设行中书省，简称“行省”。元政府加强对西藏的管辖，西藏成为元朝正式的行政区；还加强对琉球的管辖。
第13课 灿烂的宋元文化
（一）
1.
宋元时期的科技成就：①北宋时毕升发明活字印刷术，它大大促进了文化的传播，15世纪欧洲才出现活字印刷，比我国晚约四百年。②指南针是我国人民的伟大发明，早在战国时期，人们制成“司南”这是世界上最早的指南仪器。北宋时，制成了指南针，并开始用于航海事业。南宋时海外贸易发达，指南针广泛用于航海。 ③火药是我国古代炼丹家发明的，唐朝末年，火药开始用于军事上、宋元时期，火药武器广泛用于战争，主要有突火枪、火箭、火炮等。④我国北宋时期的科学家沈括的科学成就有《梦溪笔谈》、创制“十二气历”。⑤我国元朝时的著名天文学家和水利专家郭守敬的科学成就有《授时历》测定一年与现在公历的公历基本相同，但比现行公历的确立早约三百年。
第14课 灿烂的宋元文化
（二）
1.北宋的司马光是我国古代著名的史学家，他编写《资治通鉴》是一部编年体的通史巨著，叙述了从战国到五代的历史。
2.词是一种新体诗歌，宋代主要文学形式。北宋文学家苏轼气势豪迈，代表作《念奴娇•赤壁怀古》。李清照：两宋之交的女词人，词风委婉，感情真挚，格外清新自然。南宋辛弃疾，把词的豪放发扬光大，他的词里经常表达对山河分裂的悲痛。 3.元杂剧和散曲合称元曲。元杂剧作家重最负盛名的是关汉卿，代表作《窦娥冤》。 4.北宋时期的山水画家是郭熙；李公麟人称“宋画第一”；张择端的作品《清明上河图》；元代最著名的画家是赵孟頫 的作品《秋郊饮马图》被称为“神品”。
5.宋朝书法以行书为主。人称“宋四家”指苏轼、黄庭坚、米芾 （fu）、蔡襄。
第15课 明朝君权的加强
1.1368年初，朱元璋称帝建立明朝，都南京，他就是明太祖。
2.明朝前期加强君主专权制的措施：（1）政治方面：①中央废除丞相和中书省，由六部分理朝政；②地方废除行中书省，设立三司；③设立锦衣卫、东厂等特务机构，加强对臣民的监督；④迁都北京，加强对北方的控制；⑤执行削藩政策。（2）文化方面：采取八股取士，从思想上控制知识分子。
3.明清加强专制措施：⑴明朝废除了宰相制度，设厂卫特务机构，⑵清朝增设了军机处（雍正），（3）通过八股取士和文字狱的推行，加强了思想控制，也严重阻碍了中国文化的发展。
4.燕王朱棣，打出“靖难”旗号，起兵反对建文帝，称帝。迁都北京，以加强中央对北方的控制。
第16课 中外的交往与冲突
1.郑和下西洋（1）目的：为了加强和海外各国的联系。（2）时间：明朝前期明成祖（朱棣）在1405——1433年。（3）功绩：七次下西洋，到达亚非30多个国家地区，最远到达红海沿岸和非洲东海岸。（4）意义（作用）：郑和下西洋是世界航海史上的壮举，比欧洲航海家的远航早半个多世纪，郑和是我国也是世界历史上伟大航海家。促进了中国和亚非各国的经济交流，加强了我国和亚非各国的友好关系。
2.1553年，葡萄牙殖民者攫取了在我国广东澳门的居住权。在1999年12月20日回归祖国怀抱。 第17课 君主集权的强化
1.明朝后期，女真的杰出首努尔哈赤统一了女真各部。1616年，努尔哈赤自立为汗，国号为金，史称后金。迁都沈阳，后改称盛京。70、皇太极继承汗位改女真族名为满洲。1636年在盛京称帝，改国号“清”。1644年迁都北京，逐步建立起对全国的统治。
2.清君主集权强化的表现：军机处、文字狱 第18课 收复台湾和抗击沙俄
1.明清抗击外国侵略的英勇斗争有：明朝戚继光肃清了倭寇（日本）的骚扰；清初郑成功从荷兰殖民者手里收复台湾；康熙率清军两次出兵雅克萨打败沙俄侵略军，并签署了《尼布楚条约》保卫了东北边境。
2.1683年清军进入台湾，1684年清朝设置台湾府，隶属福建省。台湾府的设置，加强了台湾同祖国内地的联系，巩固了祖国的东南海防。
3.17世纪中期，沙皇俄国势力侵入我国黑龙江流域，在雅克萨和尼布楚修建城堡。康熙帝命令清军水陆并进，击毙在雅克萨的侵略军头目。
4.1689年中俄双方代表在尼布楚进行谈判，经过平等协商签订了《尼布楚条约》。这个条约，从法律上肯定了黑龙江和乌苏里江流域包括库页岛在内的广大地区，都是中国的领土。这个条约解决了中俄两国的东段问题。 第19课 统一多民族国家的巩固
1.顺治帝接见西藏的佛教首领*五世赐予“*喇嘛”封号，康熙帝赐予另一个位西藏佛教首领为“*额尔德尼”的封号。
2.1727年，清朝开始设置驻藏大臣。驻藏大臣代表中央政府，与*、*共同管理西藏事务。*和*的继承，必须报请中央政府批准。
3.乾隆帝时下令调兵讨伐回部上层贵族小和卓与大和卓。清朝在新疆设置伊犁将军，对整个新疆地区进行管辖、设置哨所，加强对西北地区的管辖。
4.1771年初英勇的土尔扈特部，在杰出的首领渥巴锡的领导下，毅然踏上了回归祖国的征途。清朝伊犁将军和乾隆帝先后接见了渥巴锡并妥善安置了土尔扈特部众。土尔扈特部的回归，为多民族国家的巩固和发展谱写了光辉的篇章。
5.清初统一多民族国家的巩固和发展的措施有： 18世纪中期平定回部大小和卓兄弟叛乱；在伊犁等地设立将军，使清朝中央加强对新疆等边疆和少数民族地区的统治。清朝中央政府对*、*进行册封；1727年，清朝设立驻藏大臣同*、*共同管理西藏，加强了对西藏的管辖。
6.清朝疆域：西跨葱岭——西北达巴尔喀什湖——北接西伯利亚——东北至黑龙江以北的外兴安岭和库页岛——东临太平洋——东南到台湾及其附属岛屿钓鱼岛、赤尾屿——南至南海诸屿。清朝疆域成为亚洲最大的国家。 第20课 明清经济的发展与“闭关锁国”
1.明代从外国引进的马铃薯、花生和向日葵等在不少地方推广种植。
2.棉纺织业在明代已从南方推向北方，苏州是明代的丝织业中心；南京在清朝时后来居上。景德镇是全国的制瓷中心，青花瓷畅销海内外。
3.明清时期，商品经济空前活跃。北京和南京是全国性的贸易城市。
4.明朝中期以后，苏州、松江等地的纺织业中，出现了许多以生产商品为目的的机户。他们开设机房，雇佣机工进行生产，出现了“机房出资，机工出力”的生产方式。机户是早期的资本家，机工是早期的雇佣工人。他们之间这种雇佣与被雇佣的关系，是一种资本主义性质的生产关系。
5.（1）清朝前期对外实行闭关锁国政策。（2）实行闭关锁国政策的原因是：第一：清朝统治者推行“重本抑末”政策，压抑、限制民间工商业的发展。第二：自给自足的封建经济占主要地位，统治者认为天朝的物产丰盈，无须同外国互通无关。第三：清朝统治者担心国家的领土主权受到外国侵犯，又害怕外国商人和沿海人民往来会滋扰生事，威胁其统治。（3）闭关锁国造成的危害：使中国失去对外贸易的主动权，阻碍了手工业的进步和发展；清政府看不到世界形势发展变化，不能同外国进行科学知识和生产技术交流，中国在世界上逐步落伍了。
6.清初的40年，实行严厉的禁海政策。清朝统一台湾以后开放四个港口，作为对外通商口岸，后来下令只开广州一处作为对外通商口岸，关闭其它港口。 第21课 时代特点鲜明的明清文化
（一）
1.北京城的构造：有三重，由外往里，依次是，京 2.城、皇城和宫城（旧称紫禁城现叫故宫）。
3.为了防范蒙古骑兵南下侵犯，明朝在历代长城的基础上修筑了长城。明长城东起鸭绿江，西至嘉峪关，蜿蜓六千余公里，是世界上的一个奇迹。我们现在见到的长城就是明朝时修筑的。
4.明朝医药学家李时珍写的一部总结性药物学巨著《本草纲目》。明朝末年，杰出的科学家宋应星写了一部《天工开物》总结农业和手工业生产技术的著作。外国学者称它为“中国17世纪的工艺百科全书”、徐光启关于农业生产的理论和科学方法还介绍欧洲的水利技术的著作《农政全书》。 第22课 时代特点鲜明的明清文化
（二）
1.明朝时期小说成为中国文学的主流。元末明初罗贯中的《三国演义》是我国最早的一部长篇历史小说。同时代施耐庵的《水浒传》是我国第一部以农民起义为题材的长篇小说。明朝中期吴承恩的《西游记》是一部充满浪漫主义气息的长篇神话小说。清朝曹雪芹的《红楼梦》具有高度的思想性和艺术性，是我国古典小说的高峰，在世界文学史上占有重地位。 2.汤显祖是明朝后期最负盛名的戏剧家，代表作《牡丹亭》。清朝中后期以徽剧、汉调为基础，融合吸收了其它剧种的一曲调和表演方法，在19世纪中期初步形成一个新的剧种——京剧。
3.明朝书法家董其昌的作品兼有“颜骨赵姿”之美。明末画家徐渭的作品《墨葡萄图》、清朝扬州八怪之一郑板桥《兰竹图》、东洪绶《西厢记》画的插图。
第20篇：人教新版七年级古诗文（定稿）
观沧海
【作者】曹操 【朝代】汉
东临碣石，以观沧海。 水何澹澹，山岛竦峙。 树木丛生，百草丰茂。 秋风萧瑟，洪波涌起。 日月之行，若出其中。 星汉灿烂，若出其里。 幸甚至哉，歌以咏志。
闻王昌龄左迁龙标遥有此寄
【作者】李白 【朝代】唐
杨花落尽子规啼,闻道龙标过五溪.我寄愁心与明月,随君直到夜郎西.
次北固山下
【作者】王湾 【朝代】唐
客路青山外，行舟绿水前。
潮平两岸阔，风正一帆悬。
海日生残夜，江春入旧年。
乡书何处达？归雁洛阳边。
天净沙·秋思
【作者】马致远 【朝代】元
枯藤老树昏鸦，小桥流水人
家，古道西风瘦马。夕阳西下,断肠人在天涯
峨眉山月歌
【作者】李白 【朝代】唐
峨眉山月半轮秋,影入平羌江水流.夜发清溪向三峡,思君不见下渝州.
江南逢李龟年
【作者】杜甫 【朝代】唐
岐王宅里寻常见,崔九堂前几度闻.正是江南好风景,落花时节又逢君.
行军九日思长安故园
【作者】岑参 【朝代】唐
强欲登高去，无人送酒来。 遥怜故园菊，应傍战场开。
夜上受降城闻笛
【作者】李益 【朝代】唐
回乐烽前沙似雪,受降城外月如霜.不知何处吹芦管,一夜征人尽望乡.
秋词（其一）
【作者】刘禹锡【朝代】唐
自古逢秋悲寂寥,我言秋日胜春朝.
十一月四日风雨大作（其二）
【作者】陆游 【朝代】宋
僵卧孤村不自哀,尚思为国戍轮台. 夜阑卧听风吹雨,铁马冰河入梦来.
晴空一鹤排云上,便引诗情到碧霄.
夜雨寄北
【作者】李商隐 【朝代】唐
君问归期未有期,巴山夜雨涨秋池.何当共剪西窗烛,却话巴山夜雨时.
竹里馆
【作者】王维 【朝代】唐
独坐幽篁里，弹琴复长啸。 深林人不知，明月来相照。
春夜洛城闻笛
【作者】李白 【朝代】唐
谁家玉笛暗飞声,散入春风满洛城.此夜曲中闻折柳,何人不起故园情.
逢入京使
【作者】岑参 【朝代】唐
故园东望路漫漫,双袖龙钟泪不干. 潼关
【作者】谭嗣同 【朝代】清
终古高云簇此城,秋风吹散马蹄声. 河流大野犹嫌束,山入潼关不解平.
马上相逢无纸笔,凭君传语报平安.
晚春
【作者】韩愈 【朝代】唐
草树知春不久归,百般红紫斗芳菲.
杨花榆荚无才思,惟解漫天作雪飞.
登幽州台歌
【作者】陈子昂 【朝代】唐
前不见古人，后不见来者。
念天地之悠悠，独怆然而涕下！
望岳
【作者】杜甫 【朝代】唐
岱宗夫如何？齐鲁青未了。 造化钟神秀，阴阳割昏晓。 荡胸生曾云，决眦入归鸟。 会当凌绝顶，一览众山小。
登飞来峰
【作者】王安石 【朝代】宋
飞来山上千寻塔,闻说鸡鸣见日升.不畏浮云遮望眼,自缘身在最高层.
游山西村
【作者】陆游 【朝代】宋
莫笑农家腊酒浑,丰年留客足鸡豚.山重水复疑无路,柳暗花明又一村.箫鼓追随春社近,衣冠简朴古风存.从今若许闲乘月,拄杖无时夜叩门.
己亥杂诗（其五）
【作者】龚自珍 【朝代】清
浩荡离愁白日斜,吟鞭东指即天涯.落红不是无情物,化作春泥更护花. 泊秦淮
【作者】杜牧 【朝代】唐
烟笼寒水月笼沙,夜泊秦淮近酒家.商女不知亡国恨,隔江犹唱后庭花.贾生
【作者】李商隐 【朝代】唐
宣室求贤访逐臣,贾生才调更无伦. 可怜夜半虚前席,不问苍生问鬼神.
过松源晨炊漆公店(其五)
【作者】杨万里 【朝代】宋
莫言下岭便无难,赚得行人错喜欢. 政入万山围子里,一山放出一山拦.
约客
【作者】赵师秀 【朝代】宋
黄梅时节家家雨,青草池塘处处蛙. 有约不来过夜半,闲敲棋子落灯花.
