七年级上册英语第五单元全英语教案

七年级英语第五单元全英语教案七年级上册英语第五单元全英语教案1分析Thisisthefirstlessoninthismodule.Themaintopicisself-introduction,soimprovingthestudents’abilitiesoflisteningandspeakingonself-introductionsisveryimportant.知识目标Keyvocabulary:Chinese,from,where,year,about,whatabout…?Ms,America,not,England,hi,American,our,grade,he,ChinaKeystructures:Hello/HiWhat'syourname?Mynameis...Howoldareyou?I'm...yearsold.Whereareyoufrom?I'mfrom...Nicetomeetyou.Nicetomeetyou,too.能力目标1.Tounderstandconversationsinvolvingself-introduction.2.Togiveabriefself-introductionconcerningname,ageandhometown.情感态度Learntorespectotherswhenwetalkwithothers.Learntointroduceyourselftoyourfriendsintherightway.教学方法Interactiveapproach教具Taperecorder,Multimedia教学过程Step1:Warmingup1.Theteachershowtheandplayashortflash,thestudentsenjoythesong.2.PlayaguessinggameBrainstormbyaskingthestudentsWhat'sit?Thenshowtheusefulsentencesbyintroducingmyself.IamLiFang.IamfromWuhan.IamChinese.Iam25yearsold.Iamyournewteacher.3.Askthestudentstointroducethemselvesingroupsbyusingthesesentences:What'syourname?Whereareyoufrom?Howoldareyou?Whichclassareyouin?Nicetomeetyou.Step2:Listening1.Playtherecordinginactivity1andaskthestudentstolistenandcheckhowmanypeoplespeak.2.Playitagainandaskthestudentstocheckthewordstheirhear.3.Checktheanswerswiththewholestudents.Step3:Listenandread1.Playtherecordinginactivity3andaskthestudentstolistenandanswerthequestions.Thenchecktheanswers.(1)Howmanypeoplespeakintheconversation?(2)Whoarethey?(3)Aretheyinthesameclass?2.Playitagainandcheckthetruesentencesinact3.Asksomestudentstocorrectthewrongones.3.Putthestudentsintogroupsoffourtopractisethedialogue.Thestudentsrepeatitseveraltimes,changingroleseachtime.4.TalkaboutthepicturesinthePPTandshowtheirperformances.5.Askthestudentstosumuptheusefulsentencesinthedialogueandintroduce“EverydayEnglish.”6.Finishact4and5ingroups.Teachercheckstheanswers.Step4:Pronunciation1.ExplainthatthisactivityfocusesonsomeEnglishphonemeswhicharedifficulttopronounceforspeakersofChinese.2.Playtherecordingoncewithoutstopping.3.Playitagainandaskthestudentstorepeat.4.Practisethesoundsinpairs,thenfinishtheexercisesonthePPT.Step5:Speaking1.Talkaboutthepicturesbyaskingandanswerinparislikethis:A:What’shisname?B:Hisnameis….A:Whereishefrom?B:He'sfrom….A:Howoldishe?B:He's...yearsold.Step6:ModuletaskTask1:Whohasthemostfriends?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。Task2:Introduceyourselfbyusingtoday'susefulsentences.Step7:Languagepoints1.I’mfromWuhan.我来自武汉。(我是武汉人。)Befrom表示“来自哪里”、“从哪里来”或“是哪里人”。如：He’sfromBeijing.他来自北京。(他是北京人。)They’refromEngland.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’saBeijinger.他是北京人。They’reEnglish.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/arefrom+地点。如:—WhereisSamfrom?萨姆从哪里来?—HeisfromEngland.他来自英国。拓展:befrom=comefrom,如:Wheredoyoucomefrom?Wheredoeshecomefrom?3.What’syourname?英语中,当想知道对方叫什么名字时,可用句型What’syourname?进行询问,其答语一般用Mynameis+姓名.。如:—What’syourname?你叫什么名字?—Myname’sGaoJing.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’syourname,please?MayIhaveyourname,please?4.I’mtwelveyearsold.我12岁。…yearsold,表示“……岁”。有时候yearsold可以省略，只用数字来表达年龄即可。如：Herdogisthree.她的小狗3岁。拓展：对该句型提问可用：Howold...?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:—Howoldareyou?你多大了?—Iamthirteen(yearsold).我十三岁。5.Nicetomeetyou.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'mXiaoHua.—Hello!I'mXiaoLi.—Nicetomeetyou,XiaoLi.—Nicetomeetyou,too,XiaoHua.6.Whataboutyou?你呢?英语中“Whatabout...?”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'dlikeacupoftea.Whataboutyou?我想喝杯茶，你呢?(2)向对方提出建议或请求。如：Whataboutplayingfootballnow?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'mastudentfromChina.Whataboutyou?我是一名来自中国的学生，你呢?7.WelcometoClass4,Grade7.欢迎来到七年级四班。welcometo...欢迎来到...，这是一句欢迎用语，在英语中使用比较广泛，如：WelcometoBeijing!欢迎来北京。Welcome,comein，please.欢迎，欢迎，请进来。Step8:ConsolidationDosomeexercisesandcheckwiththewholeclass.Step9:Homework板设计Module1Unit1What’syourname?Mynameis…Whereareyoufrom?I’mfrom…Nicetomeetyou,…Nicetomeetyou,too.作业布置1.Finishofftheworkbookexercises.2.MakeyourfavouriteEnglishnamecard.教学反思ThestudentscantalkinEnglish.Unit2I'mWangLinglingandI'mthirteenyearsold.课型Readingandwriting教材分析Thisisthesecondlessoninthismodule.ThereadingmaterialisinformationaboutDaming,WangHuiandLingling.It’sagoodtexttohelpthestudetnsimprovetheirreadingstrategies,suchasgettinginformationfromthereadingmaterialaboutpersonalinformation.知识目标Keyvocabulary:everyone,capital,but,very,big,city,small,first,last,all,firstname,lastnameKeystructures:His/Hernameis...He/Sheisfrom...He/Sheis...yearsold.He/SheisinClass1,GradeSeven.能力目标Togetinformationfromthereadingmaterialaboutpersonalinformation.情感态度Learntorespectotherswhenwetalkwithothers.Learntointroduceyourselftoyourfriendsintherightway.教学方法Interactiveapproach教具Taperecorder,Multimedia教学过程Step1:WarmingupSayhellotothestudentsandtellthemwearegoingtoplayagame.Youcansaylikethis:Iwilldivideyouinto6groupsandeachgroupwillhaveapictureofafamousperson.Youworkingroupsandintroducetheperson.Let'sseewhichteamisthebest.Areyouclear?Ready?TheteacherplaysthePPTandshowsthepicturestothem.Step2:RevisionShowsomeexercisesandaskthestudentstocompletethem.Thenteachandexplainthenewwordsinthesentences.Step3:Reading1.Doact1andchecktheanswers.(BDAEC)2.Askthestudentstoreadthepassageandcheckthetruesentencesinact2.3.Afterreading,thestudentscheckthefalsesentencesinact2.4.Thestudentsreadthepassageagainandunderlinethecorrectwordsinact3.5.Finishact4andchecktheanswerswiththewholeclass.Step4:LanguagepointsTheteachershowstoday'susefulsentencesandexplainthem.1.ThisisLinglingandherEnglishnameisLucy.这位是玲玲，她的英文名叫露西。Thisis...向别人介绍某人时说Thisis...不用Thatis...。如：ThisisTom.Tom,thisisJack.这是汤姆。汤姆，这是杰克。注意：thisis不能缩写，而thatis可以缩写成that's。打电话时，介绍自己用this,询问对方用that。如：ThisisLucyspeaking.IsthatLucyspeaking?2.Goodtoseeyou.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：Nicetoseeyou./Gladtoseeyou./Pleasedtoseeyou.It'snicetoseeyouall.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：Allthestudentsareheretoday.所有的学生都到齐了。3.I'mWangLinglingandI'mthirteenyearsold.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”、“Iam”或“Mynameis...”，此句还可以说：MynameisWangLingling.另外，这里的“...yearsold”，表示.......几岁，这里的数字可以省略，直接说成：Iamthirteen.对它提问用：Howold...?如：HowoldisLingling?Sheisthirteenyearsold.4.TonyismyfirstnameandSmithismylastname.托尼是我的名，史密斯是我的姓。familyname姓=lastname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familyname也就是lastname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。Step5:Writing1.Thestudentslookatthepicturesandwritesentences.Finally,askthreeorfourstudentstoshowtheiranswers.2.Theteachermakesamodelforthestudentsandaskthestudentstowritesentencesforthemselveswithand.Model:MynameisLiPingandI'mfromChina.I'mChineseandI'mfifteenyearsold.I'minClassOne,GradeSeven.Step6:ModuletaskLetthestudentstoasktheirpartnersaboutpersonalinformationandmakecardsforthem.Themore,thebetter.Name:__________Age:__________School:__________Dateofbirth:___________Birthplace:__________Telephonenumber:___________Hobbies:___________Favoritecolor:____________Askseveralstudentstoshowtheirperformancesandpraisethebetterones.Step7:ConsolidationShowthestudentssomeexercisesandaskthemtofinishinclass,thenchecktheanswerswiththewholestudents.Step8:Homework采访两个你的新同学，分别问他们以下几个问题：What'syourname?Whereareyoufrom?Howoldareyou?What'syourfavouritesubject?将你的采访记录整理成一篇为Mynewclassmates的短文。(可适当增加采访问题，全文不少于50单词。)板书设计Module1Unit2What’syourname?Mynameis…Whereareyoufrom?I’mfrom…Nicetomeetyou,…Nicetomeetyou,too.作业布置1.Finishofftheworkbookexercises.2.Interviewtwoofyourclassmatesandwriteashortpassage.教学反思Thestudentscangetinformationfromthereadingmaterialaboutpersonalinformation.Unit3Languageinuse课型Revisionandapplication教材分析Unit3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。Aroundtheworld了解中西人名的不同;Moduletask要求通过问答形式介绍自己和他人。知识目标Keystructures:1)What’shis/hername?2)Whereishe/shefrom?3)What'shis/herEnglishname?4)Howoldishe/she?5)Whatclassishe/shein?能力目标Enablestudentstotalkaboutthemselvesandtheirfriends.情感态度Learntorespectotherswhenwetalkwithothers.Learntointroduceyourselftoyourfriendsintherightway.教学方法Formalandinteractivepractice教具Taperecorder,PPT,handout教学过程Step1:Revision1.Asksomestudentstointroducethemselvestotheotherstudents.2.AskthemtotalkaboutthepicturesinthePPT.Step2:Teachinggrammar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Iamveryhappy.我很幸福。Heisverykind.他人非常好。2.be+名词MrWangisourEnglishteacher.王先生是我们的英语老师。Theyareourgoodfriends.他们是我们的好朋友。3.be+介词短语Sheisathome.我在家里。AreyoufromAmerica?你来自美国吗?Thebookisonthedesk.书在桌子上。4.be+副词Classisover.下课了。Step3:SpeakingAskthestudentstointroducethethreepeopleinact1.Youcandoitlikethis:ThisisSam.Heistwelve.He'sfromEngland.He'sinClass1.Step4:PractiseDoact2-4bythemselvesandchecktheanswersingroups.Askonegroupthereporttheiranswers.Step5:Aroundtheword1.TellstudentsthedifferencebetweenChinesenamesandEnglishnames.T:MostEnglishpeoplehavethreenames:afirstname,amiddlenameandthefamilyname.Thefirstnameandthemiddlenamearegivennames.Theirfamilynamecomeslast.Forexample,JimAllanGreen.Greenisfamilyname.Chinesenamesaredifferent.NowreadandfindthedifferenceinAroundtheworld.Step5:ModuletaskLookatthescreen.Introduceyourself.Askandanswerwithapartner.Thenreporttheirresultinfrontofthewholeclass.Step6:DoexercisesDotheexercisesinthePPT.Theteachercheckstheanswers.Step7:SumupAskthestudentstotalkabout“Whathaveyoulearnedinthislesson?”.Sumupthedifferentwaysof“Be”andreportit.Step8:Homework板书设计Module1Unit3What’syourname?Mynameis…Whereareyoufrom?I’mfrom…Howoldareyou?I’m….yearsold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Speakingmoreisnecessaryforthestudents.七年级上册英语第五单元全英语教案2SectionA(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.OK2.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.GinaMillerFirstname:________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)七年级上册英语第五单元全英语教案3I’dlikesomenoodles.I.AnalysisoftheTeachingMaterial1.StatusandfunctionThetopicofthisunitisaboutfood.Thestudentswilllearnhowtoorderfoodortake-away.Inthisunit,thestudentswillbeabletouse“wouldlike”toexpresstheirneedforfoodandlearnhowtoaskothers?informationandprovidetheirpersonalinformationduringtheprocess.2.Teachingaimsanddemands1).Knowledgeobjectsa.Tomasterhowtoorderfoodortake-away;b.Tomasterthemodalverb“would”and“what”questions.c.Tomastertheusageofcountablenounsanduncountablenouns.2).Abilityobjectsd.Touse“wouldlike”totalkabouttheneedforfood.e.Toimprovestudents?abilityofcommunicationandsocialpractice.3).Sensibilityobjects:LetthestudentsexperiencethehappinessoflearningEnglish,cultivatetheirabilitytodothingsandfosterthespiritofcooperationingroupactivities.3.Teachingdifficultpointsandfocus:1)Tolearnthenamesoffoodandthecountableanduncountablenouns.2)Tolearnhowtoorderfood.3)Touse“wouldlike”toexpresstheirneedforfoodandlearnhowtoorderfood.II.TargetLanguage1)whatwouldyou/he/theyliketoeat?I?d/He?d/They?dlikesome...2)Whatkindofnoodleswouldyou/he/theylike?I?d/He?d/They?dlikebeefandtomatonoodlesIV.Vocabularynoodles,beef,chicken,mutton,potatoes,tomato,cabbage,carrot,dumplings,porridge,soup,greentea,orangejuice,wouldlike…V.TeachingTime45minutesVI.TeachingProceduresStep1.Warmup.1)Showsomepicturesaboutsportsandletthestudentsanswerthequestionsbelow:Afterdoingthesesports,what?syourfeeling?Areyoutired?Areyouhungry?2)Letthestudentsthinkingthequestion:Ifyouarehungry,whatwouldyouliketoeat?3)Showsomepicturesoffoodthattheyhavelearned.Step2.Leadinto.1)T:“Nofoodleft!Butdon?tworry,let?sgototherestauranttohaveabigmeal.Look!Whatcanyouseeintherestaurant?Yes,Therearemanykindsoffoodthere.Youcanchoosewhateveryoulike”.2)Showthenewwords.3)Questions:A:Whatkindofvegetables/meat/food/drinkwouldyoulike?B:I?dlikesome…Letthestudentstolearnthenamesoffoodandthecountableanduncountablenouns.Letthestudentsmakesomedialogue.Step3.Let’schant.Step4.NoodleHouse.1)Showsomepicturesaboutnoodlespecials.meat+vegetables→special1/special2….(letthestudentstoguessthemeaningoftheword?special?)2)MakedialogueA:Whatkindofnoodleswouldyoulike?B:I?dlike…and…noodles.Step5.Pairworkandguessinggame1)Pairwork.(Makedialogues.)2)Game:Whoisthewinner?Askaboyandagirlcomebeforetheblackboard,andthenasktwostudentstomakeadialogues.Theboyorthegirlwhofindtherightspecialwillwinonescore….aftersomepairwork,seewhoisthewinner?Theboyorthegirl.3)Guessinggame.Step6.RolePlay(IntheNodleHouse)Acustomerandawaiter.(Makeadialogue)Letthestudentsexpresstheirneedforfoodandlearnhowtoorderfood.Step7.SummaryStep8.ApothegmStep9AFlash→“I’mhungry”Learnthesong.Step10.Homework七年级上册英语第五单元全英语教案4TeachingPlanBackgroundinformation(背景知识):Students:52MiddleSchoolstudentsLessonduration:45minsTeachingcontents(教学内容):Unit2Topic1Ihaveasmallnose.SectionATeachingaims(教学目标):1.Learnsomenewwords:(1)Learnwordsaboutpartsofthehead:nose,eye,head,face,hair,ear,mouth,neck(2)Learnsomeothernewwords:guess,know,wide,right,girl,boy,have,has,small,big,round,short,long,2.Learnsomeusefulsentences:(1)I/You/We/Theyhave…(2)She/He/Ithas…(3)---Doyouhave…?---Yes,I/Wedo.No,I/Wedon’t.(4)---Iknow.---You’reright.3.Learnhowtodescribepeople’sappearances.Teachingfocus(重点)：wordsaboutpartsoftheheadandadjectivesofdescriptionTeachingdifficulties(难点)：TheusagesofhaveandhasTeachingprocedures:(教学步骤)Step1Warm-up第一步热身greetingsingasong:Headandshoulders.Step2Review第二步复习(1)通过复习，培养学生根据卡片信息进行简单交流的能力。(出示卡片上文字信息，师生进行互动问答。复习描述人的基本情况。)Name:JaneAge:11From:CanadaSchool:BeijingInternationalSchoolClass:NineGrade:SevenPhonenumber:(010)9267-6929(1)T:What’shername?S1:HernameisJane.T:Howoldisshe?S2:Sheiseleven.T:Whereisshefrom?S3:SheisfromCanada.(2)(根据图画导入新内容。)Step3Presentation第三步呈现利用简笔画教授人体部位的名称，并在图片的相应位置板书单词，然后领学生拼读。(2)(利用卡片，操练表示人体部位的名词。)T:Let’slookatthispicture.What’sthis?S1,please.S1:Eyes.T:Howdoyouspellit,please?S1:E-Y-E-S,eyes.(以同样方式操练其他表示人体部位的名词。)T:Nicework,boysandgirls.(教学boyandgirl)(3)通过对比图片学习描写人体头部的形容词(longhair,bigeyes,smalleyes,aroundface…)(4)(出示2a的教学挂图，让学生观察图片中突出的外貌特征，巩固表示人体部位的名词和部分形容词。)T:OK,nowlookatthesepictures.Let’stalkabouttheirdifferentlooks.Isthisabignose?Ss:Yes.It’sbig.T:Good.Hehasabignose.Aretheybig,too?Ss:No.T:Verygood.Theyarenotbig.Theyaresmall.Theyhavesmallnosesandsmalleyes.(以同样方式操练其他四幅图片。)(5)(在熟练掌握人体部位和描述人体部位形容词的基础上，结合2a的教学图片，让学生操练形容词+人体部位的短语，然后教授have和has的用法，进而过渡到完整的句子。)①have:S(I/We/You/They)+have…②has:S(He/She/It)+has…Step4Consolidation第四步巩固1.(小组竞赛。限定时间要求学生书面完成2b。核对，并让学生复述have/has的用法，最后让学生齐读这七个句子。)2.(接龙游戏。教师根据自己的实际情况以第一人称说一个句子，学生模仿练习。)S1:Ihaveasmallnose.S2:Ihavealongface.S3:Ihaveabighead.S4:……Step5Practice第五步练习完成1a，1b进一步帮助学生巩固本课的功能项目，培养学生的听说能力。SingasongStep6Summary第六步总结Summarizethenewwords.Summarizethegrammar.SummarizetheusefulexpressionStep7Homework第七步作业(1)预习SectionB的生词(2)描述一位朋友的外貌。七年级上册英语第五单元全英语教案5LookingDifferentTopic1Ihaveasmallnose.SectionAThemainactivitiesare1a,2aand3a.本课重点活动是1a,2a和3a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwords:(1)Learnwordsaboutpartsofthebody:nose,eye,head,face,hair,ear,mouth,neck(2)Learnsomeothernewwords:guess,have,small,has,big,know,right,round,long,wide,girl,boy,short2.Learnsomeusefulsentences:(1)Oh,Iknow.(2)Yes,you’reright.3.Learnthesimplepresenttensewith“have/has”andadjectivesofdescription:(1)Ihaveabignose.(2)Theyhaveroundfaces.(3)Shehaslonghair.(4)Ithasbigears.4.Learnhowtodescribepeople’sappearances.Ⅱ.Teachingaids教具小黑板/影片的封面或图片/教学挂图/录音机Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)通过复习，培养学生根据图画和文字信息进行简单交流的能力。(出示小黑板上的图画和文字信息，师生进行互动问答，然后让学生两人一组表演对话。复习描述人的基本情况。)Name:JaneAge:12From:CanadaSchool:BeijingRen’aiInternationalSchoolClass:FourGrade:SevenPhonenumber:(010)9267-6929(1)T:What’shername?S1:HernameisJane.T:Howoldisshe?S2:Sheistwelve.T:Whereisshefrom?S3:SheisfromCanada.T:Whatclassisshein?S4:SheisinClassFour,GradeSeven.T:What’shertelephonenumber?S5:It’s(010)9267-6929.(把全班学生分成两组就此对话进行表演。)(2)(根据图画导入新内容。)T:Welldone!NowwehavelearnedsomethingaboutJane.Doyoulikeher?Isshebeautiful?Thenhowtodescribeherappearance?First,let’slearnsomenewwordsaboutpartsofthebody.Nowlet’slookatthepicture.Step2Presentation第二步呈现(时间:12分钟)利用图片，借助体态语，帮助学生学习语言，并培养他们的观察能力。1.(教师利用Jane的图片教授2a中人体部位的名称，并在图片的相应位置板书单词，然后领学生拼读。注：教师应按照从上到下、从局部到整体的顺序讲授人体部位，以便帮助学生记忆。)T:Pleaselistenandfollowme,thentouchthepartsofyourbodywhenyousaythem.Pleasego!(板书生词，要求学生掌握，并让学生注意拼读。)headfacehaireyeearnosemouthneck2.(利用2a的教学挂图，操练表示人体部位的名词。)T:Let’slookatthispicture.What’sthis?(手指画着头部的图片。)S1,please.S1:Head.T:Howdoyouspellit,please?S1:H-E-A-D,head.(以同样方式操练其他表示人体部位的名词。)3.(以做游戏的方式呈现新单词和短语，使学生易于理解和接受。具体方法如下：把全班学生分成四组，每组轮流选出一名学生在黑板上画人物头像。每个学生画一个身体部位。例如，第一个学生画的是一张圆脸，教师就帮助学生说aroundface。板书并解释。其他身体部位以同样方式呈现。直到把所有本节课所涉及的描述性形容词都呈现出来为止。可以多画几幅图，完成后，每组学生轮流用短语描述人物外貌特征，说得准确流利者为胜。)T:Nicework,boysandgirls.Nowlet’splayagame.I’lldivideyouintofourgroups.Eachgroupchoosesastudenttodrawapartofthebody.Andyoushoulddescribeitwithaphrase.OK.Let’sbegin!(板书boy和girl，并要求学生掌握。)boy,girlS2:(画一个圆脸)Aroundface.(教师帮助学生说。)(板书并解释，要求学生掌握。)roundS3:(画一双小眼睛)Smalleyes.(教师帮助学生说。)(板书并解释，要求学生掌握。)smallS4:(画一个大鼻子)Abignose.(教师帮助学生说。)(板书并解释，要求学生掌握。)big…(以同样方式呈现awidemouth,bigears,longhair，要求学生掌握。)4.(出示3a的教学挂图，让学生观察图片中突出的外貌特征，巩固表示人体部位的名词和部分形容词。)T:OK,nowlookatthesepictures.Let’stalkabouttheirdifferentlooks.Isthisnosebig?(教师指着图片1的鼻子，并借助手势问。)Ss:Yes.It’sbig.(引导学生说。)T:Good.Hehasabignose.Aretheybig,too?(教师指着图片②问。)Ss:No.T:Verygood.Theyarenotbig.Theyaresmall.Theyhavesmallnosesandsmalleyes.(教师指着图片2的鼻子和眼睛说。)(以同样方式操练其他四幅图片。)5.(在熟练掌握人体部位和描述人体部位形容词的基础上，结合3a的教学图片，让学生操练形容词+人体部位的短语，然后教授have和has的用法，进而过渡到完整的句子。)(教师说出一个人称代词，让学生结合3a的教学挂图说出用have还是用has。)T:Next,pleasepracticethesentencepatterns.Isaypersonalpronouns,youcompletethesentences.T:LookatPicture1.“I…”Ss:Ihave.T:Thewholesentence.(“完整的句子”)Ss:Ihaveabignose.T:Picture2.“We…”Ss:Wehave...(教师示意说完整的句子。)Ss:Wehavesmalleyes.T:Picture3.“They…”Ss:Theyhave…(教师帮助说)(教师示意说完整的句子。)Ss:Theyhaveroundfaces.…6.(播放3a录音，让学生跟读并注意语音语调。)T:Listento3aandrepeat.Payattentiontothepronunciationandintonation.7.(1)(总结have/has的用法并板书。)T:Let’ssumuptheusagesof“have”and“has”.①have:S(I/We/You/They)+have…②has:S(He/She/It)+has…(2)(教师带领学生运用身边的实物，练习用have/has造句。)T:Ihaveabook.Shehasabigpencil-box.Hehasabeautifulbag.…Step3Consolidation第三步巩固(时间:8分钟)完成3b和4。通过小组竞赛，接龙游戏，替换练习等活动，进一步操练have，has的用法。1.(小组