下面是范文网小编整理的新七年级上册英语教案，以供借鉴。
第1篇：新七年级上册英语教案
Starter Unit 1
Good morning!
一、单元教材分析
本单元要求学生掌握英文字母A—H，能认读其印刷体和手写体字母的大小写等四种形式。书写(大写和小写，笔顺，笔画)基本合乎要求。学习一些简单的英文名字，注意区别性别，并为自己取一个英文名字。能看、听、说、唱本单元所列的日常交际用语，重点学会打招呼、相互问候并做到语音语调正确。注意一些字母及日常交际用语的发音，总结元音字母a和e的发音规则。
二、单元学情分析
本单元围绕“问候他人”这一话题，展开听、说、读、写的教学活动。为了创设较为真实的语言环境，首先让学生们认识一些较为简单的英文名字，并让学生们为自己取一个英文名字，让学生们感知、认识英语，并尽快进入英语的环境中。在教学过程中应让学生体会打招呼用语的奥妙所在，做到灵活运用。刚开始学习英语，学生们肯定对学习英语的兴趣非常深厚，教师一定要利用好这一点，让学生在学习英语中能获得乐趣。并逐步让学生们形成稳定的学习兴趣。
三、单元教学建议
采用自主学习、小组合作学习、Role playing、 pair work等方式开展听、说、读、写的学习活动。教师要尽量利用幻灯片、挂图、实物等给学生创造较为真实的英语情景。在教学中创设切实可行的任务型教学活动、突出交际性。引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。教师可以用手势，表情，动作等示意，帮助学生听懂课堂用语和日常交际用语，不讲或少讲汉语。
四、单元课时分配
本单元可用2课时完成教学任务：
(1a-2e) 用1课时
(3a-4d) 用1课时
(1a-2d)
第2篇：新七年级上册英语教案
Unit 5 Do you have a soccer ball ?
教学内容:
在这一单元中，学生要学会就有关人与物之间所属关系进行问答的句子。本单元大量引入有关运动的名词，要求学生彼此询问有无此类物品，并做出相应的回答。 同时学习表示建议的句型Let‘s运动的形容词。
本单元所选用的话题来自学生所喜欢的生活片段，在教学中生生交流、师生交流会更融洽，会促进师生彼此间的了解，成功的教学还会让部分学生养成良好的运动习惯和收藏习惯。 教学目标:
1)语言知识：A.在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句;
B. 学会使用描述性的形容词来评价事物;
C. 学会在对话中使用名词复数;
D. 学会用祈使句来向对方提出建议.
2) 语言技能:A. 学会用祈使句询问某人是否有某物; B. 学会向他人提出建议的句子.
3) 学习策略:A.通过与同学讨论,做出猜测; B.对所学的知识进行分类.
4) 情感态度:A. 在本单元中,通过阅读有关运动的文章和对话,使学生更加热爱体育活动并培
养一种适合自己的体育爱好;
B.在小组活动中,培养学生团结协作精神.
教学重点、难点:
重点:A.学会就有关人与物之间所属关系进行问答的句子; B.学习并掌握Let‘s…句型. 难点：A.学会使用描述性形容词对事物做出评价,如difficult/relaxing/collection/television 等;
B.学会使用第三人称单数的一般疑问句及回答做对话.
课时安排
第一课时 Section A 1a-1c 第二课时 Section A 2a-4
第三课时 Section B 1a-2c 第四课时 Section B 3a-4
Hour 31
Period 1
Teaching materials：Section A 1a-1c
课前准备 教师:准备表格、铅笔、格尺或橡皮。 学生：调查。
Teaching procedures:
Step 1 New words
1. Present the key vocabulary. (Show a basketball to the class.)
T: What‘s this in English? S1: It‘s a basketball.
T: Yes,you are right. Read after me. B-A-S-K-E-T-A-B-L-L,basketball.
Ss: B-A-S-K-E-T-A-B-L-L,basketball.(Show the students other objects. Teach the new words ―tennis racket,ping-pong ball,volleyball,basketball‖ in the same way. And then show students the picture of television and teach it.)
T: Read the words together twice. Ss: …
T: Ask and answer in pairs with these things. Use the drill ―What‘s this in English?‖ and ―Where is the..?‖
2. Look at the words in 1a and match the words with the things in the picture.
T: Number 1 is (c ) ,tennis racket. What‘s Number 2 Match them.
3. Ask one student to show the answers and check them.
Step 2 Present the structures
1. Present these questions and answers.(Point to a student who has a pen or a pencil case.) T: Do you have a pencil case? S1:Yes, I do. (Nod your head yes)
T: Do you have a computer game? S1: No, I don‘t. (Shake your head no)
2. Practice the drill ―Do you have a …?‖ in pairs. You can use your school things and these
at the model, then practice like this.
Model:
Sa: Do you have a backpack? Sb: Yes, I do. Do you have a soccer ball?
Sa: No, I don‘t. I have a volleyball. (Students work in pairs.)
Step 3 Listening practice
T: Look at the four items of 1b in the pictures. Listen to the conversation.
(Play the recording of 1b the first only listen.)
T: Listen to the conversation and circle the words you hear.(Play the recording again.)
T: Check their answers.
S:…
Step 4 Practice the conversations
1. Read the conversations in 1c. (Ask students to repeat.)
2. Look at the picture in 1a and practice the conversation with each other in pairs.
S1:Do you have…? S2:Yes, I do.
S1:Do you have a …? S2:No, I don‘t.
3. Work in groups of four and use the picture to practice the similar conversations with the new
words.(television,basketball, baseball bat, soccer ball, volleyball,television)
T:Ask and answer the questions as many as you can. S1:Do you have a … ?
S2: …
S1: … S2: …
Step 5 Task
T: Make a survey about ― What kind of balls do the students have?‖ We want to have a ball game. But we don‘t know what kind of balls you have. Please ask your classmates in the group what balls he/ she has. Then write down the information in the chart.
What balls do you have? I have a …
one student from each group to report about his or her group.
Report like this:She or he likes… One of them has a … But two of them have…
Step 6 Homework
Hour 32
Period 2
Teaching materials：Section A 2a-4
课前准备 教师:设计表格，准备录音机及多媒体课件。 学生：准备卧室照片。
Teaching procedures:
Step 1 Warming up
1. Present the new structures.
T: Do you have a tennis racket? S1:Yes, I do.
T: Do you have a baseball bat? S2:No, I don‘t.
T: Does she have a tennis racket?(Point to the first student)
S3:Yes, she does.
T:Does he have a baseball bat?(Pint to the second student)
S4:No,he doesn‘t.
2. Practice the drill.
T:Practice in groups of four. The first two students must use the drill ―Do you have a …?‖ The other two students ask and answer according to their conversation and use the drill ―Does he/ she have a …?‖
S1:Do you have a …? S2:Yes, I do. Do you have a …?
S1:No, I don‘t. S3:Does she have a …?
S4:Yes, she does. Does he have a …? S3:No, he doesn‘t.
Step 3 Listening
T:Look at the pictures in 2b and name them. What are these?
(Point at the baseball, basketball,volleyball,football.)
Ss:They are…
T:There are four children in the conversations. Who are they? Please listen and find the answer. (Play the recorder for the first time.)
S:…
T:I‘ll play the recorder for the second time. Listen and number the pictures(1-4).
(Students listen for the second time.)
T:Listen to the conversation in 2b. Match the people with the balls.
(Students listen and match. Teacher checks their answer.)
Step 3 Practice the structure
Do you have a …? Yes, I do. / No, I don’t.
T:Now, Please look at the picture in 2c in your book. Suppose this is your partner‘s room. Ask your partner ― Do you have a …?‖
(Show a photo of the teacher.)
Sa:Do you have a …?
Sb:Yes, I do./ No, I don‘t.
T: This is my your partner some questions about it . Make the same conversation like this.
第3篇：新七年级上册英语教案
Unit one My name is Gina.
1.话 题：
Making new friends
2.功能目标：
1)使学生学会用英语介绍自己。
2)使学生学会用英语和别人打招呼。
3.文化目标：
1)让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。
2)通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。
3)通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。
4)通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。
4.认知目标：
1)词 汇：
clock, hello, hi, and, question, answer, look, first name, last name
2) 语法项目：一般现在时be的用法
以特殊疑问词what开头的问句
形容词性物主代词my, your, his, her
What‘s=What is I‘m=I am My name‘s=My name is
3) 语言目标：
What‘s your name?
My name is Gina.
I‘m Gina. Nice to meet you.
Period one
I.教材分析：这是课本的第一部分，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。
Language topic: What‘s your name?
My name is Gina.
Language strategies: Talk about the names
Main vocabulary: name is, meet, his, first name, last name, answer, boy , girl.
II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。
III.语言功能:询问姓名及怎样回答.
IV.活动 采访调查 What‘s your first name?
V. Teaching steps:
Step 1:Greetings.
Step 2: Words:
Learn the new words
A: first, listen to the recorder, the students read after the recorder.
B: read the new words after the teacher.
Step 3: 1a Write English words for the things in the picture. How many things do you know?
Step 4: 1b Listen and number the conversations . three times.
Step 5: 2a Listen to the four conversations and number the conversations (1--4)
Step 6: 2b Listen and circle the names you hear. .
Step 7: 3a. read the names. Write the first names and the last names.
Step 8: Let‘s sum what we have learned this class.
Words:
Sentences:
Something else:
Step 9: Homework
教后一得：学生学习英语的积极性很高，因为有很多是第一次接触英语，教师要积极引导，迅速让学生掌握学习英语的方法。
第4篇：新七年级上册英语教案
Unit1 Making New Friends
Topic 1 Section A
一 .学习目标
1.学习字母 Aa～Gg 的读音和写法
2. 学习一些简单的英语交际语言:
二. 学习重点：字母 Aa～Gg
三 . 学习难点：单词和问候语
四. 学习过程：
(一)导入 (时间:10分钟)
(1. 学习英语的重要性。2. 学习英语的正确方法。目的：激发学生学英语的兴趣，提高学习效率。)
(二)自学指导
一 1.学习字母Aa～Gg。
2.每个英文字母都有印刷体和书写体，每个字母都有大写小写之分。字母的书写，要严格要求学生用四线格写，按笔顺和规格书写。
3. 看课文会跟读课文中出现的交际用语
二. 告诉学生单词是由字母组成的，而句子是由单词组成的。你们知道在英语中问候别人时应该如何去说吗?
(三) 问题导学
( )1.英语字母共有 个 A. 28 B. 26 ( )2.在英语书写中应用 A 手写体 B 印刷体 ( )3 .大写字母D 的第一笔是 A 竖 B 半圆
( )4 .大写字母E的第一笔是 A 横 B 竖横- ( )5 .大写字母F 的第一笔是 A 横 B 竖
一. 听并选出你所听到的字母
A a B b C c D d E e F f G g
二.(两人一组上讲台表演，进行小组竞赛，学习1a和3a。)
S1: Good morning!
S2:
S1: I’m... Are you...?
S2:
S1: Nice to meet you.
S2:
S1: Welcome to China!
S2:
(四) 典题训练 ?
一 按顺序默写所学字母。
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
二 写出下面字母相应的大小写形式。
A b C d E F g AC HD ABC HE EFG dbe bf
BC AD DBC BE
Fe ge bd ag
三 用大小写形式写出下面字母的左邻右舍。 1. C 2. d 3. g 4. B 5. D 6. F 7. G 8. e 9. G 10.f 11 Bb 12 Dd 13 Cc 14 Ff
四 根据字母的顺序写出所缺字母的大小写。
Bb Ee Dd Aa Gg Dd
五 选择填空。
( )1.英语字母共有 个。
A. 14 B. 26 C. 48
( )2.英语句子开头第一个单词的 个字母 。
A. 第一;大写 B. 第二;大写 C. 第一;小写
( )3. —Good morning, I’m Kangkang. — !
A. Hello B. Good morning. C. Hello!
( )4 —Nice to meet you .—
A. Good morning ! B. Hello ! to meet you, too! ( )5. you Maria? A. Is B. Are C. Am D. Be
第5篇：新七年级上册英语教案
Unit 4 Where’s my backpack?Section A
Words: keys books basketball computer game pencil case ruler notebook pen pencil ID card table bed dresser bookcase sofa chair drawer backpack CD
Drills: Where is/are …? It is/They are in/on/under/behind/next to…
Grammar: Where is/are …?
In/on/under/behind/next to …
练习设计
随堂练习设计
对划线部分提问：
parents are in the room.
backpack is behind my chair
3. The photo of my family is on the wall.
4. The keys are on the table.
5. The bookcase is next to my bed.
KEYS：’re his parents? ’s your backpack? ’s the photo of your family? ’re the keys? ’s the bookcase?
个性练习设计
寻宝：教师可将物品藏在一个地方，然后在一张纸条上运用方位介词写出这个物品的位置，再让学生根据线索寻找物品，像寻宝一样。先可设计一条线索，慢慢地加大难度，可设计数条线索。此项活动可以让学生将所学到的知识能马上在实际交流中熟练运用。效果十分明显。
教学探讨与反思
Listening for key words
教材中有许多听力练习、句型教学、词汇教学，需要运用听关键词的技巧。所谓关键词即语言中最关键的信息。如本单元Section A la通过操练句型"Where’s my backpack? It’s in/under/on….”，听关键词“in/on … “，同时，通过听关键词加深对“Where’s…?"句型的理解。这种技巧的运用有利于培养学生的注意力。教师通过对不同事物在何方位的提问，将学生注意力集中在不懂的方位上，教师在提问之后，自己回答问题并有意识的加重方位词"in，0n，under，behind，next to"的读音，同时要求学生重复自己的回答。听关键词不仅仅是有利于培养学生的注意力，而且能培养学生的判断能力，勤于思考的习惯，在思考中遇到困难自我处理或向他人寻求帮助的习惯。
Section B
教学内容
Section B(教材P22～23)
教学目标
知识与能力
Section B的主要内容是复习、巩固“询问物品的位置和应答”的有关句型，通过阅读和写作练习，加强理解和巩固所学的语言目标;通过小组活动，让学生进行想象，画出自己理想的房间，即房间内物品的摆放设计，可进一步锻炼学生运用所学知识的能力。
过程与方法
运用Personalizing和Role playing的学习策略，利用教学图片制作多媒体课件来展开课堂Pair Work Group Work口语交际活动，进一步体会"Where Yes/No”疑问句的用法。
情感态度价值观
该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，使学生乐于参与各种英语实践活动，极易于激发学生的主动性和学习兴趣;能在小组活动中积极与他人合作，相互帮助，共同完成学习任务;有助于学生思维创新(设计自己的家)。
教学重、难点及教学突破
重点
复习词汇keys books basketball computer game pencil case ruler notebook pen pencil ID card table bed dresser bookcase sofa chair drawer backpack CD及学习词汇math alarm video cassette hat
教学突破
写便函(条)、设计自己的家。
教学准备
教师准备
设计课后巩固练习的幻灯片;制作3a、3b部分的课件，设计便函(条)、自己理想的家的教学幻灯片。
学生准备
通过思考如何写便函(条)、如何设计自己理想的家的活动来熟悉并掌握上述重难点。
教学步骤
(1课时)
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pair Work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，让学生边观看，边记住屋里摆设，时间三分钟，然后让学生写下所记的各种物品，巩固“Where is／are---? It is／They are on／in--．”句型。 |
1．看实物或图片或放映幻灯片，进行Pair Work活动复习前一部分所学的单词。 2．边观看教学课件或图片、幻灯片，边记住屋里摆设，时间三分钟，然后写下所记的各种物品，巩固“Where is／are---? It is／They are on／in —．”句型。 |
| 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，一边圈出所听到的形容词， 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，写下Tommy屋中的物品，完成2b部分的教学任务。 3．引导学牛阅读3a部分的便函．要求学生在图中画出没显示出来的东西，完成3a部分的教学任务。 4．引导学生先看图，再填空，完成3b部分的教学任务。要求学生正确使用物品名词。 5．引导学生写便函给朋友，要求他从屋里找出四样东西，告诉他这些东西在哪儿。完成3c部分的教学任务。 |
1．听2a部分的录音，一边听录音，一边圈出所听到的形容词，完成2a部分的教学任务。 2．再听2a部分的录音，根据所听到的内容，写下Tommy屋中的物品，完成2b部分的教学任务。 3．阅读3a部分的便函．要求在图中画出没显示出来的东西，完成3a部分的教学任务。 4．先看图，再填空，完成3b部分的教学任务。要求正确使用物品名词。 5．写便函给朋友，要求他从屋里找出四样东西，告诉他这些东西在哪儿。完成3c部分的教学任务。 |
Section B的主要任务是：复习运用引导Where的疑问句和方位介词on, in, under, behind等进行询问和描述物体的位置。
板书设计
Unit 4 Where’s my backpack
Section B
Words: key book basketball computer game pencil case ruler notebook pen pencil ID card table bed dresser bookcase sofa chair drawer backpack CD math alarm video cassette hat
Drills: take …to … bring…to… … is/are on/in/under/behind/next to…
Grammar: thing things book books key keys
练习设计
随堂练习设计
从下列各题的四个选项中选出一个最佳答案，并将答案的字母填入题前的括号内。
( )1.一 is the backpack? 一It’s on the table.
A. What C. How D. Who
( )2. His pens in the pencil-box.
( )3.一Where is the bag? 一 .
’s a bag. ，it is the desk D. It’s not my bag
( ) baseball is the floor.
D. behind
( ) is a window the wall.
D. under
( )6.一How do you “pen”? 一P-E-N.
( ) take the book the classroom.
( )8.一Jim，please my backpack here.一OK.
( ) have a ’s the bookcase the desk.
… to … to … on … and
( ) mother buys(买)me a new ’s .
the wall the desk
the bookcase the bed
KEYS： 10. B
个性练习设计
角色表演：找东西。这项活动可设计为小组活动。学生A在小组中模拟自己忘记带一些必要的物品，学生B扮演他/她的父母或朋友。学生A口头告诉学生B那些物品的位置，学生B需要对物品的具体位置做简单的记录，再向全班同学进行描述，以检查学生B描述的是否正确。通过完成此项活动，要求学生灵活运用所学的方位介词对物品的位置进行描述，同时也练习了学生的听力。
教学探讨与反思
推导或推理的能力是学生在学习中必须形成的能力。推理或推导就是由己知到未知，也就是归纳和演绎。在教学中这两种能力相当重要。本教材在词汇、句型、语法教学设计中大量运用了归纳演绎的方法。如本单元A部分，通过la插图教学使学生掌握方位词“in/on/under”，以及1b的听力训练，推导出lc的方位词“behind/next to”。2a、2b、2c在知识的扩展和语言的综合运用上也用了归纳演绎。
第6篇：新七年级上册英语教案
Unit 6 Do you like bananas?单元整体说明
单元教材分析
本单元主要学习动词like的肯定句、否定句的用法;动词like的一般疑问句的用法以及肯定与否定的回答。本单元以介绍食物，谈论喜欢与厌恶为主题，设计了三个任务：先是搜集、利用图片来介绍有关的食物，学习一些食物名词;然后是学习询问对方喜欢与不喜欢的食物，掌握动词like的一般疑问句的构成以及它的肯定、否定的回答;最后是用所学过的食物名词制定一次野炊活动的采购单。本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、一般疑问句的构成以及简单的回答。
单元知识系统(树)
Do you/they like salad? Yes，I/they do./No，I/they don’t.
Does he/she like salad? Yes，he/she does./No，he/she doesn’t.
I/They like oranges. I/They don’t like oranges.
He/She likes ice cream. He/She doesn’t like bananas.
单元总体目标
学会使用动词like询问对方喜欢与不喜欢的食物;学会谈论自己与他人早、中、晚餐喜欢吃的食物;学会营养配餐并能够制作购物单和调查表。
单元重难点一览
| 重点 | 难点 |
|
1．复习词汇：like 2．词汇：banana，hamburger，tomato，broccoli，French fries， orange，ice cream，salad，strawberry，breakfast，lunch， dinner，egg，apple，chicken，fruit，vegetable 3．句型：Do you/they like salad? Yes，I/they do．／No，I／they don’t． Does he/she like salad? Yes，he/she does．／No，he/she doesn’t. I/They like oranges． I/They don’t like oranges． He/She likes ice cream． He/She doesn’t like bananas． |
语法重点：动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答。 |
本单元的主题是使用动词like询问对方对食物的喜好;谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象;同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。
单元教学建议
采用Different opinions和Classifying的学习策略，利用实物、教学图片等来展开课 堂Pairwork问答式或groupwork讨论式的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。本单元的教学法建议：语音教学——让学生进行模仿操练;词汇教学——采取演示讲解的方式进行教学，让学生进行情景操练、反复使用;口语教学——采取pairwork问答式和groupwork讨论式的口语交际活动互相操练练习;阅读教学——让学生学会抓住主要词汇和句型;听力教学——采取图文配对和对话选择的方式;写作教学——以填空、造词为主;语法教学——比较不同、总结规律、模仿操练。
单元课时分配
本单元用3课时教学
Section A部分用1课时
Section B部分用1课时
Self Check部分用l课时。
第7篇：新七年级上册英语教案
Lesson 1 Hello
一 、Teaching content:
1. Greetings: hello, hi
2. Self-introduction: My name is„
for others’ names: What’s your/his/her name?
二、Teaching goals
1. Understand the text
the words: hello, name, my, your, his, her, I, is, what
3. Make sure the Ss can introduce each other in English
三、Key points:
What’s your/his/her name?
My /his/her name is „
四、Difficult point: What’s his/her name?
五、Preparation: A map of China and a map of Canada; some pictures of characters such as Sun Wukong, LanMao and so on.
六、Teaching aids: Recorder, pictures or cards
七、Type of the lesson: Listening and speaking
八、Teaching procedure
Step up. Discuss the following questions with the Ss in Chinese
1. Why do we learn English?
2. Where is English spoken?
3. Do you know any English words?
4. Is English interesting?
5. Do you often come across English words?
Step 2. Lead in. Discuss these questions:
1. What do you say when you meet someone?
you know what Canadians say when they meet?
3. How do you introduce yourself or someone else in Chinese?
you know how to introduce someone in English?
Today we’re going to learn something about them. Do you want to know?
Step 3. New lesson:
No. 1 Hello/Hi, my name is
1. Presentation
Pretend to meet someone. Say “Hello” or “Hi”, my name is„.
Make sure the Ss can understand it. Encourage them to repeat.
2. Practice
Work in pairs. Encourage the Ss to greet each other and introduce themselves. Then ask some pairs to act it out.
No. 2. What’ your/his/her name
1. Presentation
Say “My name is. What’s your name?” Translate if necessary. Then repeat a few times. Encourage the Ss to follow until they can say it correctly.
2. Practice
Work in chain like this:
A: (to B) My name is . What’s your name?
B: My name is . (to C) What’s your name?
C: „
Then ask some Ss to act it out.
3. Presentation and practice: What’s his/ her name?
Show a picture of LAN Mao and say, “What’s his name? His name is Lan Mao”. Ask the question and help the Ss to answer. Then repeat. Work in pairs to practice the dialogue and ask some pairs to act it out.
4. Introduce the characters on the textbook: Li Ming, Jenny, and Danny. Teach the words China and Canada, using maps of them. Then explain the sentence “I live in.”
and follow
6. Play the tape for the Ss to follow.
Sum up the lesson briefly by practicing all the dialogues in the text.
8. Homework
Read the text and practice the dialogue.
Lesson 2 How are you?
一、Teaching content
1. Greeting: Nice to meet you
2. Teach the song “How are you?”
二、Teaching goals
1. Understand the text
2. Remember the mastery vocabulary
3. Understand and sing the song “How are you?”
三、 Key points: Greet someone with the phrase “How are you?”
四、 Difficult point: greeting and response in the text
五、 Preparation
1. Prepare some pictures and put them on the Bb
2. Write the new words on the Bb
六、Teaching aids: audiotape and some pictures
七、 Type of the lesson: listening, speaking and singing
八、 Teaching procedure
Step 1. Warming up. Greeting and review. After greeting (Hi, Hello), review the dialogue in the last lesson briefly.
Step 2. Lead in. Ask the Ss the questions in Chinese:
1. What do Chinese say when they meet each other?
2. Canadians don’t ask the questions such as “Have you had your meal?” or “Where are you going?”. Do you know what they say expect “Hi” or “Hello”
Step 3. New lesson
1. Presentation. Explain that Canadians greet each other by saying “How are you?” and “Nice to meet you”. Explain the meaning of the expressions. Encourage the Ss to repeat a few times.
2. Listen and say. Play the tape for the Ss to follow.
3. Practice. Work in pairs. Encourage the Ss to practice the dialogue in pairs. Demonstrate the
dialogue with one or two Ss, and then ask some pairs to act it out for the rest of the class. Step 4. Demonstrate and practice the dialogue:
Hello! My name is . What’s your name?
My name is .Nice to meet you.
Nice to meet you, too.
Step 5. Teach the song “How are you?”
1. Go over the words of the song and practice them.
2. Explain the last line
3. Play the song for the Ss to follow.
Step 6. Summary. Sum up the greeting and response, combining with the useful expressions in this lesson.
Step 7. Homework.
1. Read and practice the dialogue.
Sing the song “How are you”