英语七年级活动教案
英语已经发展了1400多年。英语的最早形式是由盎格鲁-撒克逊人移民于5世纪带到英国的一组西日耳曼语支方言，被统称为古英语。下面是小编为大家带来的英语七年级活动教案七篇，希望大家能够喜欢！
英语七年级活动教案篇1
今天我说课的内容是人民教育出版社出版的PEP Primary English Book IV Unit 6 At a Farm.的第一课时,主要学习sheep, lamb, goat, cow, horse, hen六个新词..
二、 说教材
本节课是单词教学。它是在学生初步学习了句型“How many……do you have?之后进行教学的。通过学习新词，感知句子What are they? They are….How many….为下节课的教学打下基础。本课时容量大,但难度不大,并受到学生的喜爱.
三、 说教学目标
《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良
好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。在认真分析教材的基础上,我针对学生实际，将本课时的教学目标及重,难点确定如下:
1、知识目标
(1) 使学生能听、说、认、读sheep, lamb, goat, cow, horse, hen等单词。
(2) 初步感知：“What are they? They are…. How many….How many……”等句子,学生能听懂并理解其意思.。
2、能力目标：
(1) 能听懂Let’s do中的指令并做出相应动作.,如Shear a sheep.
(2) 能区分农场的动物, 培养学生灵活运用所学知识进行交流的能力.
3、情感目标
(1) 培养学生注意观察、认真模仿的良好习惯和主动竞争的竟识。
(2) 激发学生学习英语的兴趣，使学生树立学习英语的自信心。
(3) 培养学生的合作交流能力。
四、 说教学重点
学习新词sheep, lamb, goat, cow, horse, hen, 能正确认读.。
五、 说教学难点
1. 培养学生合作学习的能力.，同时注意培养学生学习英语的兴趣， 树立自信心。
六、 说教学准备
教师准备新旧单词卡片、录音机、磁带、流动小红旗、写句子的纸条、挂图。
七、 说教法、学法
为了突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等
生理和心理特点，我主要采取了以任务型教学模式为主，以活动，合作为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。彻底改变传统的“授—受”的教学模式，促进语言实际运用能力的提高。 八、 说教学过程
(一)歌曲导入，激发学生学习的兴趣
教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是
推动学生学习的强大动力，是学生参与教学活动的基础。激发学生参与学习的兴趣，是新课导入的关键。Well begun, half done. 精彩的课堂开头，往往给学生带来新意、亲切的感觉，不仅能使学生迅速地兴奋起来，而且还会使学生把学习当成一种自我需要，自然地进入学习新知的情景。
因此，在热身的时候，首先让学生分角色演唱歌曲：“Old MacDonald had a farm”，这样的导入能很快吸引住学生，同时还渲染了学生学习英语的良好气氛。
(二)自由会话，促进语言实际运用能力的提高
学生在一个平等尊重的氛围中，他们的思维是放松的，敢于说、敢于参与教学。教师要真心诚意地把学生当成学习的主人，努力提高“导”的艺术，从而在教学中恰到好处地去启发、点拔、尽可能地给学生多一点思考的时间，多一点活动的余地，多一点表现自己的机会，这样才能使课堂氛围充满活力。因此，我在这个环节与学生进行了朋友式的会话。It’s time for class. Are you ready ? Hello ! Boys and girls. How are you ? Nice to meet you. ? 不仅复习了旧知识，还渲染了学习英语的良好气氛。
(三)呈现新知,合作互动。
在小学英语课堂中使学生保持一种积极的紧张感，能够激发他们学习的外部动机，引
发他们一系列的自主活动，促进外部动机向内部动机的转化。Today, we are going to learn“Unit 6. At a Farm.”. I’ll divide you into four groups . Which one is best, they’ll get the flag, OK? Now, Let’s start.于是我提出问题Do you like animals.引入学习主题，并通过挂图和音乐创设情景Let’s go to a farm. There are many animals自然引入新词的学习。在呈现新知时，我尤其注意了小学生形象思维优于抽象思维的特点，通过对比，听音，看动作等不同的方式引出新词，给学生以深刻的第一印象。游戏所带来的乐趣会使每一位参与者保持一种积极的心态。游戏是儿童学习的一种重要途径，也是激发学生学习兴趣的方法。正如苏霍姆林斯基指出：“如果用思考、情感、创造、游戏的光芒来照亮儿童的学习，那么学习对于儿童来说是可以成为一件有趣的事情”。因此，在操练时，我首先进行了一些机械的练习，如：“Listen, point and repeat. ”听音、指词、跟读，“Look and Guess”看口形、猜单词。同时，我更注意抓住小学生好动的特点，辅以全身反应法，如模仿动物的叫声，或与之相关的动作(挤牛奶)等有趣的活动，充分激发学生学习的兴趣。同时在学习生词时感知句型，做到“词不离句，句不离词”，重视对学生思维，观察能力的培养，特别是对学生合作学习能力的培养，让学生们们在师生，生生，小组等不同的合作方式中，学会倾听，学会评价，为学生的终身学习奠定基础。
(四)课堂总结，及时评价。
通过对知识的小结，帮助学生将本课的信息进行加工、储存，从而明确教学目标、重
点和难点;对学生的表现进行总结评价，以评价促发展，培养小组团队精神，激励学生大胆开口，积极活动，为小组争得荣誉。最后做活动手册，是一个常规练习，其目的在于全方位地、及时检测学生对本课时掌握的程度。
九、教学总结
这节课不论是新知识的呈现，还是游戏的设计，都能紧紧地抓住学生，吸引学生，让学生积极参与到课堂中来。学生在玩中学，学中用，提高了课堂实效，培养了学生学习的兴趣。我相信通过这样的教学，充分让学生主体参与、体验感悟、游戏巩固，是一定能圆满实现课堂教学任务的。
英语七年级活动教案篇2
一、教材分析
(一)教材的地位及作用
本课是新目标英语八年级上册第8单元，教材以 How was your school trip ? 为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go/see /buy…? Were there any…?询问过去的事件，让学生学会谈论和分享过去发生的事件。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。Section A的主要学习内容是：复习一般过去时态和动词的规则与不规则变化，学习一般过去时态的两种一般疑问句: Did you…? Were there any …?教材安排了许多听，说，读，写的任务活动，我将灵活运用这些活动，将其中的一些活动进行变化或整合，如：1c,2c和3c的Pairwork活动内容相似，我将把2c和3c整合成一个Interview(采访)的任务活动。
(二)教学目标
根据《英语课程标准》关于总目标的具体描述，结合第八单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：
1、知识目标：单词：学习掌握词汇aquarium,, gift shop, seal, shark, hang out等。
功能：描述过去发生的事情
语言结构：规则动词和不规则动词的一般过去式
一般过去时的一般疑问句
句型：Did you go to the zoo? Yes, I did. No, I didn’t. I went to the aquarium. Were there any seals? Yes, there were. No, there weren’t any sharks.I saw some sharps/ I went to the aquarium.
2、语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化;能听懂本课学习活动中的问题，做出较得体的回答。
说：能在本课的任务型活动如：游戏、调查、故事接龙等中进行简单有交流。
读：能正确朗读本单元对话和句型;能查阅工具书为完成任务做准备。
写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。
3、学习策略：抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借
助手势和表情。
主动参与学习活动，善于和他人合作。
4、情感目标：通过描述过去所做的事，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊。
5、文化意识：用恰当的方式表达赞扬或自己的观点;了解英、美国家中小学生的业余生活，培养世界意识。
二、学情分析
1.初二上期的学生经过一年多的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实验的能力。
2.本单元学情剖析：本单元的主题是谈论过去的事情，可以采用活动教学法和Role playing的学习策略，学习新词汇，掌握重点句型，同时能比较好地运用到实践中，解决类似问题。做到既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力。
三、教法渗透
1、教学设计思路与教材处理：
《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;学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中，各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养;重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用(Learning by using, learning for using)。
2、教学原则
l 活动性原则 提倡学生主动参与，体验，交流，合作，探究等多种学习。
l 合作性原则 以学生为主体，师生合作，生生合作，体现教与学的互动，交往。
l 任务型原则 任务驱动—激发动机;任务完成—激励学习积极性;执行任务—培养责任心和合作精神。
l 情感性原则 激发学生学习英语的兴趣和始终保持良好的学习情绪。
3、教法运用：
本课主要运用“任务型教学法”，并辅助于TPR 全身反应教学法、情景交际教学法和游戏活动。
4、教学手段
l 多媒体辅助：用flash 软件将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。
l 非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。 要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。
四、学法指导
新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。
1、学习方法的指导
培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。
2、学习积极性的调动
我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。
3、学习能力的培养
通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。
4、学习策略的指导
本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。我让学生观察课件画面，回答问题，让学生学会使用认知策略;让学生表演对话，实现交际策略;引导学生交际，主动练习和实践，是调控策略的体现。充分利用多媒体，录音，卡片等是资源策略。
英语七年级活动教案篇3
学习目标
知识目标：
Words:
milk,junkfood,health,unhealthy,habit,exercise,most,result,try,differentmaybe,although,
Phrases:
junkfood,asfor,onweekends,nostudents,trytodo,lookafter,kindof
Sentences:
1.Butmymotherwantsmetodrinkit.
2.Shesaysit’sgoodformyhealth
3.Itrytoeatalotofvegetables.
4.Isherlifestylethesameasyoursordifferent?
能力目标:
学会谈论饮食习惯。
能了解哪些饮食习惯是健康的。
能阅读介绍饮食习惯方面的文章。学会养成良好的生活习惯和饮食习惯。
情感目标:
培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊，
加强人际交往，以形成良好的人际关系。
三、教学重、难点
区分Howmany/howmuch,health/healthy,different/difference
四、学习过程
Step1.Freetalk
同桌练习Howoftendoyou……?及其回答
Step2.1.Talkaboutthepictures.Practicethekeywords.完成1a
2.PairworkAsktheSstoshowtheirworksandperformit.
Step3.Listening完成2a,2bChecktheanswers
Step4.合作探究
课文解析.3a3b
1.WarmupandLeadin:Saysomethingaboutyoureatinghabits
Talkabouttheireatinghabits.
2.Playtherecorder.Listenandread3a
3.Answerthequestions.Trytoanswerthesequestions
4.AsktheSstosumupthelanguagepointsSumupthelanguagepointsTextbook
5.Readandfinish3bCompletethearticle
讲解：
1.pretty:adj.漂亮的，美丽的adv.很，相当
2.when:conj.当…的时候.引导时间状语从句
3.eatinghabits饮食习惯
4.trytodosth.尽力做/努力做….Trydoingsth.试图做….
5.lookafter照顾=takecareof，关注，注重
6.getgoodgrades:得到好的成绩
7.helpsb.(to)dosth.
8.thesameas和…相同
9.different(adj.)-(n.)differencegood–better-best
10.although虽然，尽管,引导让步状语从句，与though同义，但不能与but同
时出现在一个复合句中，可与still,yet同用。
11.maybe:或许，大概,常放在句首
Step5.梳理归纳SectionB词组归纳：
1)begoodfor对什么有益2)bebadfor对什么有害
3)wanttodosth想做某事4)wantsbtodosth想某人做某事
4)5)trytodosth尽量做某事
6)comehomefromschool放学回家
7)ofcourse=certainly=sure当然
8)getgoodgrades取得好成绩
9)someadvice
10)hardly=notnearly/almostnot几乎不
11)keep/beingoodhealth保持健康
12)prettyhealthy相当健康
13)myeatinghabits我的饮食习惯
14)drinkmilk喝牛奶
15)soyousee正如你所看到的
16)lookafter照顾
17)myhealthylifestyle我的健康饮食习惯
18)helpsb.dosth帮助某人做某事
19)thesameas和….一样
20)bedifferentfrom与….不同
Step6.达标检测根据汉语意思完成下列各句，每空一词。
1.做眼保健操对你的眼睛有好处。
Doingeyeexercises_____________________youreyes.
2.我们尽量准时到达那里。
We______________getthereontime.
3.散步有助于保持健康。
Walkinghelpstokeep_____________________.
4.—你多长时间看一次电影?—我一个星期看两次。
—_____________doyouwatchTV?
—IwatchTVtwiceaweek.
5.每天运动对我们的健康有好处。
It’sgoodforourhealth_____________everyday.
Step7.完成综训sectionB
Step8.课后反思
英语七年级活动教案篇4
Section A (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry
2) 能掌握以下句型：
① Don't eat in class.
② You must be on time.
③ Eat in the dining hall.
2. 学会用英语表达一些标志的含义。
3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法
二、教学重难点
1. 教学重点：
1) 肯定祈使句是省略掉主语的原形动词开头;
2) 否定祈使句则是在肯定祈使句前加上“don’t”。
3) 情态动词must及have to在用法上的区别。
2. 教学难点：
掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
三、教学过程
Ⅰ. Warming-up and revision
用祈使句请学生们完成一系列动作：
Please stand up/ sit down. Close the door, please. Look at me and listen to me.
Don’t open your books. Don’t talk. Let’s begin our class.
Ⅱ. 1a
T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules. Please finish 1a.
Ⅳ. Listening
Now let’s listen! What rules are these students breaking? Write the numbers after names?
Ⅴ. Pair work
Read the dialogue in 1cand work in pairs.
Ⅵ. Listening
1. First, let's read the sentences in 2a together. Now, let's listen to the recording. Check the activities Alan and Cindy talk about.
2. Work on 2b: Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.
Ⅶ. Pair work
1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a.
2. Let some students come to the front and act out the conversations.
Ⅷ. Role-play
Read the conversation and find some rules in this school. Ss read the conversations and find the answers to this question.
( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. )
Homework:
1. Remember the new words and expressions.
2. 完成下列句型转换试题
1)I can play computer games on weekends.(一般疑问句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(变否定句) He _____ _____ _____ wear uniform.
3) I have to wear sneakers for gym class.(一般疑问句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They have to wash clothes.(提问) ____ do they have ____ ____?
5) You can’t go out on school nights.(换一种表达) _______ go out on school nights.
6) Don’t talk in class.(同上) No _________.
Section A (Grammar Focus-3c)
教学重难点
1. 教学重点：
1) 继续学习使用目标语言谈论对某些规章制度(校规、家规等)的看法
2) 通过不同方式的练习方式来学会用英语表达一些标志的含义。
3) 运用祈使句来表达一些规章和制度。
2. 教学难点：
1) 总结用祈使句、情态动词can、must及have to来表达各种规章制度;
2) 能用所学的知识来制定一些简单的规章制度。
教学过程
Ⅰ. Warming- up and revision
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 不要在楼道里跑。_______________________
② 不要打架。 ____________________
③ 有什么规则? ___________________
④ 我们必须按时上课。 ____________________
⑤ 我们可以在教室里吃东西吗?____________________
⑥ 不能。但我们可以在餐厅里吃东西。___________________
⑦ 我们可以在教室里带帽子吗?____________________
2. Ss finish off the sentences and check the answers by themselves.
Ⅲ. Writing
Look at 3a. Do you know the meaning of these pictures? Can you write the rules for the school library?
Ss discuss the pictures and make some rules. Let some Ss read their rules aloud. Check the answers with the class.
(Don't listen to music in the library. Don't eat or drink in the library. Don't take photos in the library. )
Ⅳ. Practice
Work on 3b: Use the words to make questions about the rules. Then write answers according to your school. For example: Be quiet? (she/have to/ in the library) Does she have to be quiet in the library? Yes, she does.
2. 注意： have to虽是情态动词，但其在句子中与谓语动词共同构成句子时，其一般疑问句应用助动词do或does来帮助构成;而情态动词can则直接提前构成一般疑问句式。
3. Ss work by themselves and try to write the sentences on the workbook.
4. Ss work in pairs. Ask and answer the sentences.
Ⅴ. Game
Ss work in groups and discuss what rules are in their school. Write down their rules on the work. Let some Ss read their rules aloud. See whose school is the coolest?
Ⅵ. Exercises
1. If time is enough, do some more exercises on the screen.
Homework
1. Read the sentences in Grammar Focus.
2. Make some rules at home.
板书设计
Section B 1a-2c
教学重难点
1. 能掌握以下单词：out, go out, dish, do the dishes, night, before, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck
2. 能掌握以下句型：
① Don't leave the dirty dishes in the kitchen.
② I can't relax either.
③ I must read a book before I can watch TV.
④ I have to help mom make breakfast.
3. 理解must, have to/ can/can't的用法
三、教学过程
Ⅰ. Warming- up and revision
Check the homework. Let some Ss read their home rules.
Ⅱ. Presentation
1. Show some pictures on the big screen and let Ss learn the new words and expressions.
2. 学生看着1a部分的图片
学生朗读1部分的“rules”，并将图片a~h的序号填写在1b这些规则前的方框中。
Check the answers with the class.
Ⅲ. Listening
1. Tell Ss they'll listen to the recording about Dave's house rules. Listen and put an× for things Dave can't do and a √for things he has to do.
2. Play the recording for the Ss to listen and check.
Ⅳ. Listening
Now let's work on 1c. Now first, let's read the phrases aloud together. Explain the meaning of the phrases if necessary.
Play the recording three times for the Ss to listen and write the phrases in the chart in 1b.
Check the answers:
Ⅴ. Group work
Divide the Ss into groups to talk about Dave's home rules. Make a list of Dave's house rules. Ⅵ. Reading
1. Fast reading: Read the letter and find the answer to this question:
What does Molly feel about the rules?
Ss read the letter and find the answer to this question. (she feels terrible.)
2. Careful reading: Read the letter again and underline the rules for Molly. Check the answers with the class. (Let some Ss read their answers aloud. Let other Ss add some rules. )
3. Careful reading
1) Read Dr. Know's letter and answer this question: What does she think of the school and home rules? Let one student read out his/her answer.
(She thinks parents and schools are sometimes strict, but they make rules to help us. We have to follow them. )
Ⅶ. Reading
1. Read the letter again and complete the sentences with have to/ must, can or can't.
2. 提示： have to与must的用法：
1)must表示一种主观的需要，而have to表示一种客观的需要，意思是“不得不”。如： I have to attend an important meeting this afternoon.
今天下午我不得不参加一个重要的会议。
Mother is out, so I have to look after the shop.
妈妈不在家，因此我不得不照看商店。
2)have to的否定形式是don’t have to, 相当于needn’t。如：
They don’t have to buy a computer at present.
他们目前没有必要买电脑。
Homework
1. Remember the new words and expressions in this period.
2. Ask Ss write down Molly's rules at home and at school.
英语七年级活动教案篇5
SectionA(1a—2c)
【学习目标】：1、熟练掌握本课6个单词.
2、学会询问他人姓名及介绍他人姓名.
3、能听懂有关谈论他人姓名的对话并进行自由交际.
【学习重点】：询问他人姓名及介绍他人姓名的句型.
一、自主学习(教师寄语：Knowledgeispower.)
学习任务一:熟练读写本课6个单词.
1.个人自渎，记忆本课单词.
2.小组互相检查单词读写情况.
3.根据汉语写出下列英语单词并展示.
学习任务二:运用句型：What'shis/hername?
His/Hernameis....进行自由交际.
1.小组合作，理解并熟读下列短语，并写出汉语意思.
mynane()yourname()
hisname()hername()
2.个人理解下列对话，并且两人合作练习.
A：Hello!What'syourname?
B：MynameisGina.
A：Nicetomeetyou.
B：Nicetomeetyou,too.
A：What'shername?
B：HernameisJenny.
3.小组合作，练习自己的对话.
4.对抗组开展竞赛，展示自己的对话.
学习任务三:听听力完成2a,2b.
1.个人看图，理解四幅图画，思考图画中人是在谈论他人还是对方.
2.听听力，给四幅图画编号.
3.小组为单位，熟读2b中的名字。
4.听听力，完成2b.
二、合作共建(教师寄语：Manyhandsmakelightwork.)
讨论下面两句话如何用英语表达.
1.他叫Bob.
2.她叫Jenny.
三、系统总结(教师寄语：Nomancandotwothingsatonce.)
根据提示，完成下列问答.
______________
What's_______name?_______is....
_______________
四、诊断评价
1、写出下列短语.
(1)我的时钟(2)你的问题
(3)他的名字(4)她的回答
2、根据句意及首字母补全单词。
(1)_________isyourname?
(2)Nicetom________you.
(3)Hisa_________isgood.
(4)L______!Hisclockisbeautiful(漂亮的).
三、选择
1._______,What'shisname?HisnameisJohnGreen.
A.HiB.OhC.SorryD.OK
2.Sheisagirl(女孩).What's______name?
A.herB.sheC.she'sD.his
五、【课后反思】(教师寄语：Neverdothingsbyhalves)
第3课时Unit1Myname'sGina(总第3课时)
SectionA3a—4
【学习目标】：1、熟悉掌握本节课的六个词汇。
2、正确辨别英文名字的姓和名，以及和中文名字的差异.
3、学会询问他人名和姓的句型.
【学习重点】：掌握询问他人名和姓的句型.
【学习过程】：
一、自主学习(教师寄语：Knowledgeispower.)
学习任务一:熟悉掌握词汇。
1、个人自读，记忆本课单词.
2、小组相互检查单词读和写的情况.
3,、据汉语写出单词,小组竞赛并展示.
学习任务二:能运用句型:What'syourfirstname?
Myfirstnameis....
What'syourlastname?
Mylastnameis...进行交际.
1、试读下列姓名,尝试总结归纳.
GinaMiller
Firstname:________Lastname:________
完成3a.(让对抗号在黑板上展示)
2、理解下列对话,两人合作练习.
A:Hello!What'syourname?
B:MynameisJackSmith.
A:What'syourfirstname?
B:Myfirstnameis....
A:What'syourlastname?
B:Mylastnameis...
3、小组合作,练习自己的对话.
4、对抗小组开展竞赛,展示自己的对话.(完成3b)
二、合作共建(教师寄语：Manyhandsmakelightwork.)
学会了询问他人的名和姓的句型后，能否用his/her做替换练习。
三、系统总结(教师寄语：Nomancandotwothingsatonce.)
1、总结你所知道的名和姓。
2、自己编写一个询问他人姓和名的小对话.
四、诊断评价(一)用所给词的适当形式填空.
1.Nicetomeet______(your).
2._____(she)nameisHelenBlack.
3.Hisfamilyname_____(be)MrGreen.
4.______(be)youMrGreen.
5.Hi,I_____(be)Lily.
(二)据汉语完成句子
1.Brown是他的姓氏.Brownis______________name.
2.她的名是什么?____________________name?
3.你好,我是杰克.Hi,________Jack.
4.我的钢笔是黑色的._____penis______.
5.他的名字是吉姆._______________Jim.
(三)根据上下文完成对话.
A:Hello!
B:________!
A:I'mGina,________________?
B:MynameisLindaBrown.
A:IsLindayourlastname?
B:No.Lindaismy__________.AndBrownis___________.
A:Nicetomeetyou.
B:____________________.
五、【课后反思】(教师寄语：Neverdothingsbyhalves)
英语七年级活动教案篇6
分 析 This is the first lesson in this module. The main topic is self-introduction, so improving the students’ abilities of listening and speaking on self-introductions is very important.
知 识
目 标 Key vocabulary: Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China
Key structures: Hello / Hi
What's your name? My name is ...
How old are you? I'm ...years old.
Where are you from? I'm from ...
Nice to meet you. Nice to meet you , too.
能 力
目 标 1. To understand conversations involving self-introduction.
2. To give a brief self-introduction concerning name, age and hometown.
情 感
态 度 Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教学方法 Interactive approach
教 具 Tape recorder, Multimedia
教学过程 Step 1: Warming up
1. The teacher show the PPT and play a short flash, the students enjoy the song .
2. Play a guessing game "Brainstorm" by asking the students "What's it?"
Then show the useful sentences by introducing myself.
I am Li Fang. I am from Wuhan. I am Chinese.
I am 25 years old. I am your new teacher.
3. Ask the students to introduce themselves in groups by using these sentences:
What's your name? Where are you from?
How old are you? Which class are you in?
Nice to meet you.
Step 2: Listening
1. Play the recording in activity 1 and ask the students to listen and check how many people speak.
2. Play it again and ask the students to check the words their hear.
3. Check the answers with the whole students.
Step 3: Listen and read
1. Play the recording in activity 3 and ask the students to listen
and answer the questions. Then check the answers.
(1) How many people speak in the conversation?
(2) Who are they?
(3) Are they in the same class?
2. Play it again and check the true sentences in act 3. Ask some
students to correct the wrong ones.
3. Put the students into groups of four to practise the dialogue.
The students repeat it several times, changing roles each time.
4. Talk about the pictures in the PPT and show their performances.
5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.”
6. Finish act 4 and 5 in groups. Teacher checks the answers.
Step 4: Pronunciation
1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.
2. Play the recording once without stopping.
3. Play it again and ask the students to repeat.
4. Practise the sounds in pairs, then finish the exercises on the PPT.
Step 5: Speaking
1. Talk about the pictures by asking and answer in paris like this:
A: What’s his name?
B: His name is….
A: Where is he from?
B: He's from….
A: How old is he?
B: He's ...years old.
Step 6: Module task
Task 1: Who has the most friends?
运用本课句型，在规定的八分钟时间内，以小组为单位，看谁结交的朋友最多，她将获得一份丰厚的奖品。
Task 2: Introduce yourself by using today's useful sentences.
Step 7: Language points
1. I’m from Wuhan. 我来自武汉。(我是武汉人。)
Be from 表示“来自哪里”、“从哪里来”或“是哪里人”。如：
He’s from Beijing. 他来自北京。(他是北京人。)
They’re from England. 他们来自英国。(他们是 英国人。)
如果不强调从哪里来，只是要说明身份，也可以说：
He’s a Beijinger. 他是北京人。
They’re English. 他们是英国人。
2. Where+is/are+主语+from?
英语中,通常用特殊疑问句"Where + is / are + 主语+ from?"来询问某人"来自哪里","是哪里人",其答语通常用"主语+ am / is / are from + 地点"。如:
—Where is Sam from?
萨姆从哪里来?
—He is from England.
他来自英国。
拓展:be from = come from,如:
Where do you come from?
Where does he come from?
3. What’s your name?
英语中,当想知道对方叫什么名字时,可用句型"What’s your name?"进行询问,其答语一般用"My name is + 姓名."。如:
—What’s your name?
你叫什么名字?
—My name’s Gao Jing.
我叫高晶。
拓展:当你想很有礼貌地问别人的名字时,你可以这样问:
What’s your name, please?
May I have your name, please?
4. I’m twelve years old. 我12岁。
…years old,表示“……岁”。有时候years old 可以省略，只用数字来表达年龄即可。如：Her dog is three. 她的小狗3岁。
拓展：对该句型提问可用：How old ...?它是英语中一个较重要的句型,主要用来询问某 人的年龄,其答语通常用"主语+ am / is / are + 年龄."。如:
—How old are you? 你多大了?
—I am thirteen (years old).我十三岁。
5. Nice to meet you . 很高兴见到你!
这是两位初次见面相识后的用语，意思是“见到你很高兴。”见面相识可由自我介绍，第三者介绍或者询问相识。例如：
—Hello!I'm Xiao Hua.
—Hello!I'm Xiao Li.
—Nice to meet you, Xiao Li.
—Nice to meet you, too, Xiao Hua.
6. What about you? 你呢?
英语中“What about...?”是一句常用的客套 话，它后面可接名词、代词或动名词(ing)形式，它的功能可不少呢!
(1)询问或打听消息。如：
I'd like a cup of tea. What about you?
我想喝杯茶，你呢?
(2)向对方提出建议或请求。如：
What about playing football now?
现在踢足球怎么样?
(3)寒暄时的问候语，有承上启下的转折作用，如：
I'm a student from China. What about you?
我是一名来自中国的学生，你呢?
7. Welcome to Class 4, Grade 7. 欢迎来到七年级四班。
welcome to ...欢迎来到...，这是一句欢迎用语，在英语中使用比较广泛，如：
Welcome to Beijing! 欢迎来北京。
Welcome, come in，please. 欢迎，欢迎，请进来。
Step 8: Consolidation
Do some exercises and check with the whole class.
Step 9: Homework
板书设计 Module 1 Unit 1
What’s your name? My name is…
Where are you from? I’m from…
Nice to meet you, … Nice to meet you, too.
作业布置 1. Finish off the workbook exercises.
2. Make your favourite "English name card".
教学反思 The students can talk in English.
Unit 2 I'm Wang Lingling and I'm thirteen years old.
课 型 Reading and writing
教 材
分 析 This is the second lesson in this module. The reading material is information about Daming, Wang Hui and Lingling. It’s a good text to help the studetns improve their reading strategies, such as getting information from the reading material about personal information.
知 识
目 标 Key vocabulary: everyone, capital, but, very, big, city, small, first, last, all,
first name, last name
Key structures: His / Her name is ...
He / She is from ...
He / She is ... years old.
He / She is in Class 1, Grade Seven.
能 力
目 标 To get information from the reading material about personal information.
情 感
态 度 Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教学方法 Interactive approach
教 具 Tape recorder, Multimedia
教学过程
Step 1: Warming up
Say hello to the students and tell them we are going to play a game. You can say like this: I will divide you into 6 groups and each group will have a picture of a famous person. You work in groups and introduce the person. Let's see which team is the best. Are you clear? Ready?
The teacher plays the PPT and shows the pictures to them.
Step 2: Revision
Show some exercises and ask the students to complete them. Then teach and explain the new words in the sentences.
Step 3: Reading
1. Do act 1 and check the answers. ( B D A E C )
2. Ask the students to read the passage and check the true sentences in act 2.
3. After reading, the students check the false sentences in act 2.
4. The students read the passage again and underline the correct words in act 3.
5. Finish act 4 and check the answers with the whole class.
Step4: Language points
The teacher shows today's useful sentences and explain them.
1. This is Lingling and her English name is Lucy.
这位是玲玲，她的英文名叫露西。
This is ...向别人介绍某人时说 "This is ..." 不用
"That is ..."。 如：This is Tom. Tom, this is Jack.
这是汤姆。汤姆，这是杰克。
注意：this is 不能缩写，而 that is 可以缩写成that's。
打电话时，介绍自己用this, 询问对方用that。如：
This is Lucy speaking.
Is that Lucy speaking?
2. Good to see you. 很高兴见到你!
此句为熟人之间见面常用的问候语，还可以
说：Nice to see you. / Glad to see you. /
Pleased to see you.
It's nice to see you all.
很高兴见到你们所有人!
句中all为代词，意思“每个，全体”;作主语时，
be动词用are。如：
All the students are here today.
所有的学生都到齐了。
3. I'm Wang Lingling and I'm thirteen years old.
我叫王玲玲，我今年十三岁了。
介绍自己名字的时候可以用“I'm”、“I am”
或“My name is ...”，此句还可以说：
My name is Wang Lingling.
另外，这里的“...years old”，表示.......几岁，这里的
数字可以省略，直接说成：I am thirteen.
对它提问用：How old...? 如：
How old is Lingling?
She is thirteen years old.
4. Tony is my first name and Smith is my last
name. 托尼是我的名，史密斯是我的姓。
family name 姓 = last name 教名
与中国习惯不同，大多数英语姓名有三个名字：教名，中间名和姓。他们的姓放在最后。(中间名一般很少用)如果你要称呼别人为……先生，夫人，小姐时，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的这个名字，你只能称他为Mr. Green，而不能称他为Mr. James。
Step 5: Writing
1. The students look at the pictures and write sentences.
Finally, ask three or four students to show their answers.
2. The teacher makes a model for the students and ask the students to write sentences for themselves with and.
Model: My name is Li Ping and I'm from China. I'm Chinese and I'm fifteen years old. I'm in Class One, Grade Seven.
Step 6: Module task
Let the students to ask their partners about personal information and make cards for them. The more, the better.
Name: __________
Age: __________
School: __________
Date of birth: ___________
Birth place: __________
Telephone number: ___________
Hobbies:___________
Favorite color:____________
Ask several students to show their performances and praise the better ones.
Step 7: Consolidation
Show the students some exercises and ask them to finish in class, then check the answers with the whole students.
Step 8: Homework
采访两个你的新同学，分别问他们以下几个问题：
What's your name?
Where are you from?
How old are you?
What's your favourite subject?
将你的采访记录整理成一篇为My new classmates的短文。(可适当增加采访问题，全文不少于50单词。)
板书设计 Module 1 Unit 2
What’s your name? My name is…
Where are you from? I’m from…
Nice to meet you, … Nice to meet you, too.
作业布置 1. Finish off the workbook exercises.
2. Interview two of your classmates and write a short passage.
教学反思 The students can get information from the reading material about personal information.
Unit 3 Language in use
课 型 Revision and application
教材分析 Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子;填表、匹配复习表示国家、民族及人物活动的词汇。Around the world了解中西人名的不同;Module task要求通过问答形式介绍自己和他人。
知识目标 Key structures:
1) What’s his/her name?
2) Where is he/she from?
3) What's his/her English name?
4) How old is he / she?
5) What class is he / she in?
能力目标 Enable students to talk about themselves and their friends.
情感态度 Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教学方法 Formal and interactive practice
教 具 Tape recorder, PPT, handout
教学过程 Step 1: Revision
1. Ask some students to introduce themselves to the other students.
2. Ask them to talk about the pictures in the PPT.
Step 2: Teaching grammar
动词Be的一般现在时：
1. 肯定句：主语+ be(am,is,are) +其它。
2. 否定句：主语+be+not+其它。
3. 一般疑问句：Be+主语+其它?
4. 特殊疑问句：疑问词+一般疑问句?
动词Be的常用句式：
1. be + 形容词
I am very happy. 我很幸福。
He is very kind. 他人非常好。
2. be + 名词
Mr Wang is our English teacher.
王先生是我们的英语老师。
They are our good friends.
他们是我们的好朋友。
3. be + 介词短语
She is at home. 我在家里。
Are you from America? 你来自美国吗?
The book is on the desk. 书在桌子上。
4. be + 副词 Class is over. 下课了。
Step 3: Speaking
Ask the students to introduce the three people in act 1.
You can do it like this:
This is Sam.
He is twelve.
He's from England.
He's in Class 1.
Step 4: Practise
Do act 2-4 by themselves and check the answers in groups.
Ask one group the report their answers.
Step 5: Around the word
1. Tell students the difference between Chinese names and English names.
T: Most English people have three names: a first name, a middle name and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world.
Step 5: Module task
Look at the screen. Introduce yourself. Ask and answer with a partner. Then report their result in front of the whole class.
Step 6: Do exercises
Do the exercises in the PPT. The teacher checks the answers.
Step 7: Sum up
Ask the students to talk about “What have you learned in this lesson?”.
Sum up the different ways of “Be” and report it.
Step 8: Homework
板书设计 Module 1 Unit 3
What’s your name? My name is…
Where are you from? I’m from…
How old are you? I’m ….years old
作业布置 查找资料名人资料，向全班同学介绍你心目中最喜爱的英明星或最
尊敬的人。
教学反思 Speaking more is necessary for the students.
英语七年级活动教案篇7
I’d like some noodles.
I. Analysis of the Teaching Material
1. Status and function
The topic of this unit is about food. The students will learn how to order food or
take-away. In this unit, the students will be able to use “would like” to express their need
for food and learn how to ask others‟ information and provide their personal information
during the process.
2. Teaching aims and demands
1). Knowledge objects
a. To master how to order food or take-away;
b. To master the modal verb “would” and “what” questions.
c. To master the usage of countable nouns and uncountable nouns.
2). Ability objects
d. To use “would like” to talk about the need for food.
e. To improve students‟ ability of communication and social practice.
3). Sensibility objects:
Let the students experience the happiness of learning English, cultivate their ability
to do things and foster the spirit of cooperation in group activities.
3. Teaching difficult points and focus:
1)To learn the names of food and the countable and uncountable nouns.
2)To learn how to order food.
3)To use “would like” to express their need for food and learn how to order food.
II. Target Language
1) what would you/he/they like to eat?
I‟d /He‟d /They‟d like some...
2) What kind of noodles would you/he/they like?
I‟d/He‟d /They‟d like beef and tomato noodles
IV. Vocabulary
noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…
V. Teaching Time
45 minutes
VI. Teaching Procedures
Step 1. Warm up.
1) Show some pictures about sports and let the students answer the questions below:
After doing these sports, what‟s your feeling?
Are you tired ?
Are you hungry?
2) Let the students thinking the question: If you are hungry, what would you like to eat?
3) Show some pictures of food that they have learned.
Step 2. Lead into.
1)T: “No food left! But don‟t worry, let‟s go to the restaurant to have a big meal.
Look! What can you see in the restaurant?
Yes, There are many kinds of food there. You can choose whatever you like”.
2)Show the new words.
3)Questions:
A: What kind of vegetables/meat/food/drink would you like?
B: I‟d like some…
Let the students to learn the names of food and the countable and uncountable nouns. Let the students make some dialogue.
Step 3. Let’s chant.
Step 4. Noodle House.
1) Show some pictures about noodle specials.
meat+vegetables → special1/special2….
(let the students to guess the meaning of the word „special‟)
2) Make dialogue
A: What kind of noodles would you like?
B: I‟d like…and…noodles.
Step 5. Pairwork and guessing game
1) Pairwork . (Make dialogues.)
2) Game: Who is the winner?
Ask a boy and a girl come before the blackboard, and then ask two students to make a
dialogues. The boy or the girl who find the right special will win one score….after
some pairwork, see who is the winner? The boy or the girl.
3) Guessing game.
Step 6. Role Play (In the Nodle House)
A customer and a waiter. (Make a dialogue)
Let the students express their need for food and learn how to order food.
Step 7. Summary
Step 8. Apothegm
Step 9 A Flash → “I’m hungry”
Learn the song.
Step 10. Homework