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外研版初中英语七年级上册全册教案版本1

外研版初中英语七上

全册教案

目录Module 1 Nice to meet you

Module 2 Me, my parent and my friends

Module 3 My new school

Module 4 Family

Module 5 Healthy food

Module 6 An invitation to the cinema

Module 7 My school day

Module 8 Different habits

Module 9 A trip to the zoo

Module 10 Computers

Module 1 Nice to meet you

II. Teaching material analyzing 教材分析

本模块以“Introducing yourself”为话题，重点学习一般现在时S+be结构，介绍姓名、年龄、来自何地的表达法以及英美国家姓名的不同表达方式。

Unit 1 重点学习介绍、询问个人信息的方法。其中活动1、3、4要求学生通过听力、读图识别词汇的方式初步学习有关人物介绍的方法。活动5要求以pairwork形式掌握自我介绍和信息获取的交际技能。活动6、7要求掌握本单元的语音和词汇并能在课堂交际中运用。活动8要求将词汇和图片匹配，然后通过小组活动，以听和做的形式巩固这些词汇。

Unit 2 主要通过阅读和写作活动学习介绍个人信息的方法。活动1通过问答练习复习前一单元所学获取和介绍个人信息的交际技能。活动2、3要求学生阅读有关自我介绍的三篇短文并完成正误判断、填写表格两个任务。活动4—6要求学生根据所学知识写句子介绍自己或他人的信息，并学会运用and连接这些信息。

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。

III．Class types and periods 课型设计与课时分配

Period 1 Vocabulary (Unit 1: 1, 2, 6, 7, 8)

Period 2 Reading (Unit 1: 3, 4, 5; Unit 2: 1, 2, 3)

Period 3 Integrating skills (Unit 2: 4, 5 6; Unit 3)

IV. Teaching plans for each period分课时教案

Period 1 Vocabulary

Language goals 语言目标

1. Key vocabulary 重点词汇

meet, first, English, student, too, from, close, write

2. Key structures 重点句式

I’m …

He’s …

We’re …

Ability goals 能力目标

Enable students to introduce themselves.

Teaching methods 教学方法

Listening and speaking.

Teaching aids 教具准备

Tape recorder, handout.

Teaching procedures and ways 教学过程与方式

Step I Warming-up (1: P2)

Greet students and make a self-introduction.

T: Good morning, everyone! Nice to meet you here. I’m Zhang Lan. Call me Miss Zhang, OK? S: Nice to meet you, too, Miss Zhang.

T: Good. Now let’s get to know each other. What’s your name, please?

S: My name is …

T: Where are you from?

S: I’m from …

Give every student a chance to introduce himself / herself.

Then ask them to listen to the conversation and answer the questions.

T: Two new students meet for the first time. Now listen to their conversation and answer the following questions.

Show the following.

1.Who are they?

2.What are they doing?

Play the tape again for them to work out the answers. Then check the answers.

Step II Vocabulary (2:P2; 6,7, 8: P3)

First ask students to choose the words to describe the picture.

T: Now, everyone, look at the picture in activity 2. What can you see in the picture?

S: Teacher, students …

T: What is the teacher’s name?

S: Miss Li.

T: Good. They are school students. They are Chinese. They are having a class. The students are listening to the teacher. Daming and Linging are in the first row. They are friends.

Write the words teacher, student, class, Chinese, friend, school on the blackboard.Read these words and ask students to repeat after you.

Then go on with activity 7. Ask students to listen to and repeat the words first and then make sentences using them and the structure I can see …

After listening, ask students to take turns to say things they see, each one thing. Remind them not to say the thing the former students said again.

T: Can you see these things in your classroom?

S: Yes. I can see (seven) bags.

S: I can see (twenty) books.

…

Pronunciation

Explain the pronunciation of –s after the nouns.

T: In the recording, the pronunciations of –s after the nouns are different.

Show the following.

/s/ bags books desks students (after consonants)

/z/ chairs teachers (after vowels)

Go on with activity 6. Ask students to listen to and repeat the words.

Then ask students to repeat the following sentences after you. Show the following.

1)That is a Chinese teacher.

2)Miss Green read Chinese at the desk.

3)Twelve friends listen to the Chinese teacher.

4)Please stand and watch the match.

5)Please sit down and listen to me.

Match the words with the pictures

Ask students to read the words in activity 8 and match them with the pictures above. And then do a game.

T: Next, read after me the verbs in activity 8 and then match them with the pictures.

After a few minutes, ask students to do a game: Simon says.

T: Now work in groups of six. One gives the order for others to do. If he / she says “Simon says”, then the others should do the action. If he / she doesn’t say “Simon says”, then you should not do the action. And anyone who does the action is out of the game. Clear?

Play the game with your students, first with you giving the orders to show them how it is played, then with a student doing it.

Step III Homework

Ask students to

1.learn the words on page 128 by heart.

2.finish activities 5—7 on page 73 in Workbook.

Period 2 Reading

Language goals 语言目标

1. Key vocabulary 重点词汇

city, England, fourteen eleven

2. Key structures 重点句式

I’m from China and I’m Chinese.

Ability goals 能力目标

Enable students to write sentences to make introductions.

Teaching methods 教学方法

Reading and speaking.

Teaching aids 教具准备

A computer and a projector.

Teaching procedures and ways 教学过程与方式

Step I Warming-up (1: P4)

Greet students and ask students to introduce themselves.

T: Hello, everyone! Nice to meet you again!

S: Hello, Miss Zhang. Nice to meet you too.

T: We are now in the same class. Would you like to make new friends here?

S: Yes.

T: So would you like to introduce yourself to others?

Show the following.

What’s your name?

Where are you from?

How old are you?

S: Yes. I’m …, I’m from. I’m … years old.

…

Step II Reading (3, 4: P2; 2, 3: P4)

Listening

Ask students to listen to the conversation and check the true sentences.

T: Lingling, Daming, Wang Hui meet their English teacher, Miss Li. They are introducing themselves. Now listen to the conversation and decide which sentences in activity 4 are ture. Play the tape and then check the answers with the whole class.

Reading (1)

Ask students to listen to and repeat the conversation, then work in groups of three and practice and then ask three of them to act it out in the front of the class.

Grammar

Show the following and ask students to notice the change of the verb be.

1. My name’s Miss Li. (My name’s = My name is)

This is Daming.

Lingling is my friend.

He’s my friend. (He’s = He is)

2. I’m a teacher and I’m a Chinese.

I’m from Wuhan.

I’m twelve years old.

I’m a student and I’m twelve years old.

I’m in Class One.

3. Where are you from?

We’re students.

Ask students to read the following.

am, is, are 的用法

我是am，你是are，

is跟着她，他，它。

复数都用are。

Reading (2)

Ask students to listen to the recording of the passage in activity 2 on page 4 and fill in the table in activity 3 on page 5.

Check the answers. And then ask them to read the passage and check the true sentences.

After a few minutes, check the answers with the whole class, and then ask some of them to correct the false sentences.

Step III Homework

Ask students to finish activities 1—4 on page 72 in Workbook.

Period 3 Integrating skills

Language goals 语言目标

1. Key vocabulary 重点词汇

blackboard, twenty-nine, fifty

2. Key structures 重点句式

Are you a new student?

Ability goals 能力目标

Enable students to talk about themselves and their friends.

Teaching methods 教学方法

Writing and speaking.

Teaching aids 教具准备

A computer and a projector.

Teaching procedures and ways 教学过程与方式

Step I Warming-up

Review the content of the last periods by showing students the following.

T: We are learning how to introducing ourselves and others. For example, we can say

Show the following.

My / His / Her name is …

I’m from …

He / She is from …

I’m (He / She is) … years old.

T: Can you say something about yourself, please?

Ask some pairs of students to act out and introducing themselves.

Step II Writing

Ask students to write sentences according to the pictures.

T: Now read the sentences about Tom. Can you say something about Jiang Li?

Show the following. Ask students to write sentences for themselves.

What’s her name?

Where’s she from?

Is she a Chinese?

How old is she?

Then ask them to join the sentences they wrote with and.

T: Now let’s learn how to make one sentence out of two. We can use and. For example, we have two sentences: My name is Lingling. I am Chinese. If we use and, we have one sentence: My name is Lingling and I’m Chinese. Do you wan to have a try? Now please finish activity 11 on page 74.

Check the answers by asking some students to read the sentences.

Step III Practice (2—6: P6—7)

Ask students to finish activities 2, 3, 4 first and check the answers with the whole class.

Then ask them to finish the Module task.

T: Now work in pairs. Ask and answer about yourself and your partner.

Ask some pairs to present their conversations in the front of the class.

Around the world

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.

Then ask students to talk about the people in the pictures in activity 5.

Step IV Homework

Ask students to

1.finish the rest activities in Workbook.

2.preview Module 2.

Teaching resources 教学资源库

1. "What's your name?" and "My name is ... "

These two sentences can be used one right after the other:" My name is Noah. What's your name?" You'll sound even more like a native speaker if you shorten it by replacing the second sentence with "What's yours?" In most cases though, it is usually enough to say your name (My

name is ... or I'm ...) and extend your hand to shake hands. Usually the other person will voluntarily give his name (it's impolite not to).

2. Nice to meet you.

This is used only when you're meeting someone for the first time. If you're meeting with someone that you already know you would say "nice to see you" or "nice to see you again."

3. Where are you from?

Perhaps you've learned that you can also ask "where do you come from?" While this is technically correct, it sounds very strange to westerners! The best way to do it is to ask "where are you from?"

4. 如何询问别人的姓名?

要知道别人的姓名，就要用由“what”引导的特殊疑问句：

What's your name? 你叫什么名字？

回答可以说：

My name is ... 我的名字是…

或I'm ... 我叫…

※what's 是what is 的缩写形式。

还可以问：

What's your family name? 你姓什么？

What's your first name? 你叫什么?

※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。

Unite 2 Me, my parents and my friends

II Teaching materials analyzing教材分析

模块2以Me, my parents and my friends为话题，以完成“提供和询问别人的信息”的任务为目标，通过3个单元的学与练，旨在让学生通过这一学习与体验的过程，能够就自己与别人的能力进行提问与回答，能够介绍父母的工作单位与职业，培养学生用英语进行社交活动最基本的能力。

Unit 1要求学生通过听、读、说的练习，学会讨论能力。

Listening and vocabulary 包括4部分。Part 1要求学生根据图片找出与之相对应的描述短语和单词，通过这一部分的练习，使学生在复习已有知识的基础上，进一步熟悉本单元所

要学习的语言知识，为相关语言技能的训练奠定基础；Part 2 要求学生在熟悉图片后，根据一段听力材料，就Lingling个人能做的事情进行判断；Part 3以欢迎新同学为背景，通过老师与学生的对话，帮助学生学会如何正确、得体地介绍自己与别人的情况（包括姓名、国籍、年龄、能力、朋友等）；Part 4要求学生在完成Part 3的基础上，通过听力练习，正确捕捉和判断听力材料中的信息，同时也为“提问、回答能力”作好准备。

Pronunciation and speaking 包括4部分。Part 5 帮助学生掌握三组相对应的清浊辅音的发音规律；Part 6 训练学生使用正确的语音语调；Part 7 要求学生在获取判断列表所给的信息后，结对练习“如何询问的能力”；Part 8 要求学生将上述所学运用到实际日常交往中，并利用任务的设置来培养其初步的调查探究能力。

Unit 2 围绕“如何介绍父母亲”展开，包括介绍他们的职业、工作单位以及能力等。

V ocabulary and reading 包括5部分。Part 1与Part 2要求学生将工作场所、职业与图片对号入座，来激活学生已有的相关知识储备，并熟悉本单元基本的语言知识；Part 3要求学生结对讨论自己父母的职业，为下一步的学习热身；Part 4 要求学生结合文字描述找出所要求的图片，做到考察学生根据文字与图片获取信息并做出正确判断的同时，为他们讨论、描述自己的父母亲提供了很好的范例，同时也在一定程度上复习了名词所有格；Part 5要求学生利用表格对所学内容进行提炼、总结。Writing 包括2部分。Part 6对学生在写作时正确使用大小写和标点符号提出了要求；Part 7让学生在回答问题的同时，学会如何询问别人父母的有关信息，也为写作提供了最基本的要素与素材。

Unit 3 是一个复习单元，对学生在前两单元中业已掌握的知识技能进行总结与综合性的练习。

Language practice包含4部分。Part 1要求学生运用前面所学知识介绍自己的全家福；Part 2要求学生通过看图片与比较练习有关情态动词can的一般疑问句及其回答、陈述句和否定句的表达；Part 3要求学生根据图片写出正确的表达，对学生记忆与书写能力提出了要求；Part 4要求学生连线熟悉工作单位与之相对应的职业。Around the world 介绍了六种具有代表性的文字，在引起学生兴趣的同时，让他们能够区分这些语言的书写形式。Module task 为学生提供了介绍和询问个人信息的框架结构。

III Class types and periods 课型设计与课时分配

Period 1 Listening and reading

Period 2 Integrating skills (I)

Period 3 Reading and speaking

Period 4 Reading and writing

Period 5 Integrating skills (II)

IV Teaching plans for each period分课时教案

Period 1 Listening and speaking

Language goals 语言目标

Key vocabulary 重点词汇

parents, can, basketball, piano, tennis, table tennis, ride, horse,

Ability goals 能力目标

Enable students to talk about sports and ability.

Teaching methods 教学方法

Listening, reading and speaking.

Teaching aids 教具准备

A tape recorder, some pictures and a projector.

Teaching procedures and ways 教学过程与方式

Step I Warming up and Matching

Get the students to match the words and phrases with pictures and make them familiar with sports. T: Hello! Boys and girls!

S: Hello! …

T: I am very happy today, because I can play table tennis!

S: Congratulations!

T: Thank you. Do you know other sports?

S: Yes! Basketball, tennis, football, swim…

T: Good! Well, now, I will show you some pictures. And let’s see what sports you can do.

Show students the following pictures，words and phrases.

A B C D E

F G H I

1 sing

2 swim

3 ride a bike

4 ride a horse

5 play the piano

6 play the basketball 7play the football 8 play the table tennis 9 play the tennis

T: Do you know them?

S: Yes!

T: Well, now, match the words with the pictures (If necessary, explain this in Chinese.) Work with your partners like this: A—1. Do you understand?

S: Yes!

T: Well, let’s begin.

Give students enough time to do this. After several minutes.

T: Finished?

Then check the answers.

Suggested answer:

A—6 B—7 C—2 D—8 E—1 F—4 G—9 H—5 I—3

After that, if time permits, get students to become more familiar with the words by playing a game: Ask the students to turn their back to these pictures. Ask one of them to stand in front of the class.

Point to one of the pictures and let the student act out. Then make the other students to guess and speak out the correct words. After that, ask them to write and fill in the blanks in 1.

Step II Speaking

Get the students to talk about what they can do using the structure: I can…

T: Well done! So many sports, and tell me what can you do?

S: I can play basketball / football / table tennis / tennis…

S: I can play the piano…

S: I can ride a bike / a horse…

S: I can swim / sing…

T: Great! Now look at this:

Show the following.

1. play+ basketball / football / table tennis / tennis…（球类）

2. play+the+ piano…（乐器）

3. ride a bike / a horse…

T: Can you find any difference?

S: There is a the between play and ball games, while no the between play and musical instruments.

T: Great！

Step III Listening and checking

Get the students to look at the picture, and then listen and check what Lingling can do.

T: You can do so many spo rts. That’s wonderful! Betty and Lingling are talking. Next, listen carefully; let’s see what Lingling can do.

Fist let students look through the pictures, then play the tape recorder three times. For the first time, ask them to listen what sports have been mentioned; for the second time, ask them to check; for the third time, ask them to check their answers. After that check the answers with their partners first, then check the answers together.

Step IV Conclusion

Get students recall what they have learned in this period.

Show students the pictures given at the very beginning of the class; ask them to describe the pictures.

Step V Homework

Ask students to remember the words listed and complete Parts 6&7 in the workbook.

Period 2 Integrating skill (I)

Language goals 语言目标

1.Key vocabulary 重点词汇和短语

welcome, international, welcome…to…, be from…

2.Key structures 重点句式

Please welcome…to…

This is…

They are from…

I can…, but I can’t …

Can you…?

No, I can’t.

Ability goals 能力目标

Enable students to learn how to introduce themselves and others, and also how to talk about ability.

Teaching methods 教学方法

Reading, talking, group working, listening, and role-play

Teaching aids 教具准备

A tape recorder, a projector and some slides.

Teaching procedures and ways 教学过程与方式

Step I Revision and homework checking

Show pictures and ask them to describe the words learned in last period. Then check the answers to exercises 6&7 in the workbook.

Step II Reading

Get students to read the dialogue. Help them learn how to introduce themselves and others, and also how to talk about ability.

T: Do you still remember Lingling?

S: Yes!

T: And today, two new students are coming to her school. Do you want to know them?

S: Yes!

T: Good! Tell me what do you want to know about them?

S: Their names.

S: How old are they?

S: Where are they from?

S: What can they do?

…

T: Good! Now, quickly look at the dialogue in 3, and tell me what their names are?

Ask the students glance at part 3 and find out the names they will deal with in next steps.

After a while.

S: They are Betty and Tony!

T: Great! Now read after the tape. Are you ready?

S: Yes!

Play the tape recorder for the students, pause if the sentence is too long, some words are difficult for students to pronounce, and also intonations are special. After this, ask students to read again to gain useful information of introduction.

T: OK. Next, read the dialogue again. Then work in groups of four, and act it out.

Give students several minutes to read and prepare for their performance. Several minutes later.

T: Are you ready? Who wants to have a try? Hands up!

Ask several groups to act the dialogue out. Encourage them perform that without books.

T: Well done! Now, look at this chart:

S: Yes!

Give students enough time to do this, which helps them find the way to introduce oneself, the others

T: Are you ready?

S: Yes!

T: Who wants to have a try?

Step III Listening

Get students to listen to the tape and finish Part 4

First ask the students to glance at Part 4, and then play the tape recorder and ask them to choose Yes or No. After that, check the answers together.

Step IV Pronunciation

Get students to correctly pronounce three pairs of consonants.

When do this part, show the words listed in Part 5 to students and then divided them into 6 groups and find out the same pronunciations after talking.

T: Well, everybody, would you like to play a game?

S: Yes!

T: OK! Now, look at this:

Show students the following words:

1.play piano

2.bike Betty basketball

3.table Tony tennis

4.old friend ride students

5.ca n can’t

6.English leg

T: Listen carefully! I only say that once! Work in groups, read and find out the same pronunciation in each group. Let’s say which group finishes that quickly and correctly. Clear?

S: Yes!

Then divide the class into 6 groups. Give them enough time and do that.

Several minutes later.

T: Finished?

S: Yes!

T: OK. G1, what about the first group of words?

While asking students to read the pronunciations they have found, try to correct the improper pronunciations and encourage the right ones.

G1: It’s /p/.

T: G2

G2: It’s /b/.

T: G3

G3: It’s /t/.

T: G4

G4: It’s /d/.

T: G5

G5: It’s /k/.

T: G6

G6: It’s /g/.

T: Well down! Now, listen to the tape, and read after it.

Play the tape recorder; pause where necessary to help students pronounce properly. If time permits, ask students to take out a piece of paper, hand the paper in front of their mouth, and then pronounce /p/./b/./t/./d/./k/./g/.respectively, they will find that when they pronounce /p/. /t/. /k/—清辅音—the paper will move, while pronounce. /b/ /d/ /g/—浊辅音, the paper will not. And this will help arouse students’ interests in learning pronunciation. Also, the teacher can ask some students to stand in front of the class and pronounce these consonants silently; let others guess which one it is according to the shape of the mouth.

Step V Listening and speaking

Get students to practice how to state, ask and answer about ability.

Showing examples:

First ask some students to stand up, and ask them questions like the following one, ask the other students to listen carefully:

T：Hello! (What’s up? / How is it going …) A.

A：Hello! (What’s up? / Good…) Mr. / Miss …

T：Can you speak Japanese (Explain it in English if students don’t understand that.)?

A：No, I can’t.

Ask the other students:

T：Can A speak Japanese?

S：No, she / he can’t.

T：Great! Thank you, sit down, please.

Then ask another student—B:

T：Excuse me! Can you swim?

B：Yes, I can.

Ask the other students:

T：Can B swim?

S：Yes, she / he can.

T：Very good!

Speaking

T：Now, look at Activity 7. And make dialogues with your partner. Clear?

S：Yes!

Give students enough time to look at the information and make their own dialogues. Several minutes later, ask some pair to stand in front of the class and show themselves.

Sample dialogue:

A: Can Betty play basketball?

B: Yes, she can. Can Betty play basketball?

A: No, she can’t.

T: You have done a really good job! Ask your partners friends and find out what they can do. OK? S: OK.

Give students enough time to do this. Then ask some pairs to perform in front of the class.

Step VI Homework

Finish Activity 10&11 in the workbook.

Period 3 Reading and speaking

Language goals 语言目标

1．Key vocabulary 重点词汇

Factory, hotel, university, hospital, office, doctor, worker, manager, secretary, at, photo, family, her

2．Key structures 重点句式

What’s your father’s / mother’ job?

My father / mother is a (an)…

These are my parents.

They are…

Ability goals 能力目标

Enable students to talk about their parents’ jobs and the working places.

Teaching methods 教学方法

Pairwork and speaking.

Teaching aids 教具准备

Pictures and a projector.

Teaching procedures and ways 教学过程与方式

Step I Homework checking T: How is it going! S: Fine!

T: Good! So, shall I check your homework? S: OK.

Ask some students to tell their answers. If necessary, play the tape recorder for several times, help the students complete and check the difficult points.

Step II Vocabulary and matching

Get students to learn some new words about job and working places.

T: Boys and girls, here is a question, and I don’t know how to answer it. Can you help me? S: Yes! Of course!

T: Well, here we go: She doesn’t work in a garden, but people call her gardener(园丁) / 鼠的共同名／帅字多一横.So, who is she? S: She is a teacher! T: Great!

Meanwhile show students the picture of a teacher.

teacher school

T: And she works in the … S: School! T: Well done!

Show students the picture of a school:

T: So, her job is teacher and she is a teacher at school . Right? S: Yes!

T: Now, let’s look at the pictures. Show students the following pictures

(1) (2) (3) (4)

T: Pictures 1 means in the primary school; so Picture 2 means in …; Picture 3 means in …

Give students chance to think about that, if they cannot say that in English, help they know how to express “junior school” and “senior school”.

T: Great! So, three years later you will be in the senior school. (As saying this, point to Picture 3) Now, guess, what is Picture 4?

Some students may find out the rul e and answer it in Chinese, that is “大学”。Then praise them and show the word university to them, and ask them repeat after the teacher.

T: Well done! That is university! Do you know Harvard?

S: Yes. / No.

T: Well, it is one of the greatest universities in the world. Here are some pictures for you.

Show students the pictures of Harvard.

If time permits, ask students some questions about their feelings of going to the top universities, and arouse their interest in learning.

T: So, we say, teacher i n a university is …

S: University teacher!

T: That’s it!

Show students the pictures of a university teacher.

T: So, the man is a teacher at university.

the other jobs and working places to them to discuss with their partners and match.

T: OK. It’s your turn now! Complete Activities 1&2 on Page 10 with your partners, a nd then fill in the chart. Clear?

S: Yes!

Give students enough time to do the two parts. While they are discussing, go around and help them. Several minutes later, ask some students to fill in the chart and check the answers together.

Step III Speaking

Get the students to work in pairs to talk about What are your parents’jobs?

T: You see, so many jobs.

Show students the following pictures.

T: What are your parents’ jobs? Now, look at Activity 3 and discuss with your partners.

Give students enough time to make their dialogues and then ask some of them to perform in front of the class.

Sample dialogue

A: What are your parents’ jobs?

B: My mother is a teacher. My father is a doctor. What about your parents?

A: My mother is a secretary. My father is a factory manager

Step IV Conclusion and homework

Get students to review what they have learned in this period.

T: Everybody, tell me, what jobs do you know in this class?

S: Doctor, factory manager, factory worker, hotel manager, secretary, and teacher.

T: Great! So, how to ask a bout your parents’ jobs?

S: What are your parents’ jobs?

T: We can say…

S: My mother is a (an)… My father is a (an)…

T: Great! After class finish Activity4 on Page 13 and Activities 8&9 in your workbook. Will you? S: Yes!

T: OK. Class is over, you’re di smissed!

Also, if time permits, ask some students to act as a doctor,…, and let other students to guess and say.

Period 4 Reading and writing

Language goals 语言目标

Key vocabulary 重点词汇和短语

at, photo, at the hospital

Ability goals 能力目标

Enable students to introduce their parents’ jobs and also use capital letter and full stop correctly. Teaching methods 教学方法

Reading, pair-working, speaking and writing.

Teaching aids 教具准备

A tape recorder, a projector,

Teaching procedures and ways 教学过程与方式

Step I Revision and homework checking

Check the answers to Activities 8&9 in their workbook and also have a revision of how to ask about their parents’ jobs.

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Module 3 My new school 一．教材内容分析本模块以学校为话题，把焦点放在对学校的介绍上，话题贴近学生生活；新生对介绍学校也比较感兴趣。教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时。适当进行拓展，以丰富学生知识，拓展学生视野，进行理想、人生规划的教育。二．学情分析通过前面两个模块的学习，学生掌握了部分描述物品的词汇及介绍自己的句型。本单元则是在前两个模块的基础上引入到学校与班级这个话题上，这是学生很熟悉也是较感兴趣的话题。在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。三．教学目标 1．语言知识目标

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七年级下册英语全册教案(外研版)

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