Seventh grade English teaching plan 1 learning objectives:
1, master the words 13 in this lesson.
2. Talk about the food that the other person likes or dislikes.
Learning focus:
Plural forms of nouns.
Learning process:
First, autonomous learning (teacher's message: knowledge is power.)
Study Task 1: Can read and write 13 words in this lesson.
1.Read by yourself and memorize the words in this lesson.
2. Groups check each other's word reading and writing.
3. Write the following English words according to Chinese and show them.
I like _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
Cauliflower _ _ _ _ _ _ _ _ French fries _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Cream _ _ _ _ _ _ _ _ ice cream _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Study Task 2: Talk about the food that the other person likes or dislikes.
1. Recording complete 1b (dialogue number of the plane)
2. Practice in pairs 1b dialogue.
3. pair work and your partner imitate 1b dialogue. Make up a new dialogue.
Second, cooperation * * * construction (teacher's message: many hands make light work.)
Discuss the uncountable nouns you have learned in groups.
_______________________________________________________
Third, the system summary (teacher's message: no man can do two things at once.)
I. In general, add-s. For example, book books.
Hamburger _ _ _ _ _ _ _ _ _ _ _ pear _ _ _ _ _ _ _ banana _ _ _ _ _ _ _ _ _ _ _ _ _ _ orange _ _ _ _ _ ii. Add-s or-es ending in O, such as.
tomato _______________
Iii. add-es ending in s. sh ch. x, such as: watch watches.
bus _________
Iv. the change y ending in consonant letter plus y is I plus es. For example, dictionary dictionaries.
strawberry __________ family _______________
Fourth, diagnostic evaluation:
(1) Translate the following sentences.
1. I like broccoli.
____________________________________________________________
I don't like oranges.
__________________________________________________________
He likes tomatoes.
__________________________________________________________
She doesn't like pears.
____________________________________________________________
5. Do you like ice cream? No, I don't like.
__________________________________________________________
6. Do you like strawberries? Yes, I like it.
________________________________________________________
(2) Write the following words according to the sentence meaning and Chinese meaning.
（ 1） do you l ________ salad ?
（2） i want to eat some b _________.
Seventh grade English teaching plan Part 2 Teaching objectives:
1. Cognitive goal: understand and say the words of natural scenery related to the park initially, and express the sentence patterns of what is in a certain place.
2. Ability goal: Students can initially use what they have learned to communicate and cultivate their oral communication ability.
3. Emotional goal: to stimulate students' love for nature and enhance students' awareness of loving and protecting the environment.
Teaching focus:
1. Read the words related to parks: parks, hill, lake, bridge, flower, grass, tree.
2. be able to express something in a certain place: There is... in the park.
Teaching difficulties:
1. Correct pronunciation of the word bridge;
2. there is something in a place: There is... in the park.
Teaching design ideas:
Show pictures of various parks to draw out the learning content of this lesson. Teachers show beautiful park courseware to arouse students' enthusiasm, let students say what they see and learn new words; Teachers let students be small teachers and provide students with opportunities to show themselves; Teachers help students to review and consolidate words by letting them guess, compete and draw pictures. When listening to recorded songs, teachers use blow-molded paper models to help students understand what they hear, so that students can master what they have learned. Practice key sentence patterns by listening to the tape, working in groups, drawing pictures, doing actions and other ways, and at the same time educate students to love beautiful nature from loving parks.
Teaching preparation: courseware, tape recorders, tapes, park pictures, park models made of blow-molded paper, etc.
Teaching process:
First, Warming Up
1. Oral practice
The teacher asked: Hello/ Hi. The student answered: Hello/ Hi.
How are you? Fine, thank you.
Whats your name? My name is ...
Nice to meet you. Nice to meet you, too.
[Design Intention]: The chain oral practice of teachers and students before class can not only help students review and consolidate the words and sentence patterns they have learned, but also attract students' attention and stimulate their interest in learning English, thus creating opportunities for students to speak English loudly.
2. Review
(1) Listen and review the song We are classmates, we are friends；;
(2) Teachers use TPR to help students review prepositions: in/ on/ under/ behind；;
(3) Teachers show pictures and ask students: Whats this? Students answer: Its... a table/ a chair/ a boat/ ...
[Design Intention]: Through songs, TPR teaching methods and reading pictures, help students review prepositions and adjectives to pave the way for learning new knowledge. This not only achieved the purpose of review, but also mobilized students to fully participate in the activities organized by teachers and become the masters of learning. Students can also relax their nervousness in these activities and learn English with more confidence.
Second, Presentation
1. The teacher shows the photos of Beihai Park and asks the students: Whats this? Ask the students to answer and lead out the word "park" in the park;
2. The teacher continues to ask: Have you been to the BeiHai Park? And which parks have you been to? Students can answer in Chinese, such as: Xiangshan Park；; Jingshan Park；
3. The teacher went on to say: Ok, lets go to a beautiful park and enjoy it.
4. The teacher shows the courseware and presents a beautiful park for the students. The teacher said: Oh, What a beautiful park! And ask the students: What can you see in the park?
5. The teacher guides the students to tell the scenery in the park. Every time the students talk about a scene, the teacher clicks on the scene and demonstrates the pronunciation of words, such as: hill, flower, grass, tree, lake, bridge；;
6. Some students will say that teachers can let students be teachers and teach other students;
7. The pronunciation of "bridge" is difficult. Teachers can ask students to imitate the recording and take the form of a competition to see who imitates it best, and teachers will reward them.
[Design Intention]: By showing the photos of Beihai Park, the topic of this lesson is introduced; By designing and presenting the courseware of beautiful parks, students have a feeling of being there. By letting students be "little teachers", competitions and other forms, we can arouse students' enthusiasm, create a space for students to express themselves, and make students have a sense of accomplishment.
8. The teacher shows the pictures and leads the students to review the new words, so that the students can read the words quickly.
9. Game: Word guessing contest. Ask a student to draw a picture at will before going to the podium, and let other students guess what is on the picture, and there will be prizes if they guess correctly;
10. Teachers ask students to learn words by drawing stick figures to help students review and consolidate words.
[Design Intention]: By reading pictures, guessing words by games, drawing stick figures and other forms, it not only helps students review and consolidate the words they have learned, but also enlivens the classroom atmosphere, thus stimulating the enthusiasm of students to participate.
Third, Practice
1. Listen and learn the ballads;
2. The first time, let the students say the words they hear;
3. The second time, ask the students to add the words they have heard;
4. For the third time, let the students paste the relevant park models on the blackboard according to the contents of the recording;
5. The fourth time, let the students mark the models in order according to the content of the recording;
6. For the fifth time, the whole class read the ballads;
7. For the sixth time, boys and girls read songs aloud;
8. For the seventh time, please ask some students to read the ballad after it.
[Design Intention]: By listening to the recording, let the students say individual words-say the sentences they hear-do things according to the recording-listen to the recorded order-and read the ballads step by step, so that students can learn easily and freely, thus improving their self-confidence in learning English.
9. Read the ballads in groups of four;
10. Listen and ask the students to point out the words.
1 1. The teacher demonstrates the sentence that there is something somewhere: There is a ... in the park. Let the students point to the picture;
12. Ask the students to imitate the teacher's sentences, and the other students point to the pictures and tell them.
13. There is something in the park: There is ... in the park.
14. game: the teacher expresses that there is something in a certain place and asks the students to express the scenery with their limbs.
15. Listen and complete the exercise of "Listen and draw". Ask a student to demonstrate on the projector.
[Design Intention]: Teachers demonstrate the sentences of something in a certain place, ask students to point to the pictures, further help students review the words related to the park, and at the same time lead to new expression patterns: There is ... in the park. This makes each learning content expand on the basis of old knowledge, which is also convenient for students to accept. Through games and drawing, students can perceive and acquire language in a relaxed and happy atmosphere. At the same time, it also tells students from another angle that nature is beautiful, and we should love nature and care for the environment.
Fourth, Summary
The teacher asked the students to tell the lessons in English.
[Design Intention]: Let the students say the words and sentence patterns learned in this lesson, and review and consolidate them again. At the same time, it is also the feedback and understanding of the learning results in class.
V. Homework
Ask the students to listen to the tape when they get home and rap the songs to their parents. Parents are requested to take their children to the park on the rest day and let them tell their parents about the scenery in the park.
Seventh grade English teaching plan 3 teaching objectives
At the end of this class, students will be able to understand the names of objects in the classroom environment and introduce themselves briefly in oral English by using sentence patterns such as My name is… Nice to meet you. To know the names of others and learn more about new students. Students will be able to understand the specific requirements of the unit task and complete the names of themselves and the members of the group.
Knowledge and ability:
1. Students will be able to accurately read the names of classroom daily necessities and spell them correctly according to the picture prompts.
2. Students will be able to use Good morning, hello, hi, nice to meet you to greet others in oral English and correctly use the sentence pattern My name is Gina. What's your name? Briefly introduce your name and ask your classmates' names.
3. Students will be able to understand the usage of adjective subject pronouns my your, his, her.
4. Students will be able to make a part of the Chinese and English name records of the class.
Process and method:
Adopting the strategy of autonomous learning and group cooperative inquiry learning, using teaching pictures and slides to carry out classroom teaching, oral communication activities in question-and-answer mode of Pair work, and carrying out classroom teaching and practice of "greeting and simple self-introduction". Teaching suggestions of this unit: vocabulary teaching-teaching by means of situational introduction or demonstration and comparison, so that students can practice and understand the meaning in the situation and learn to use it; Oral English teaching-practice each other through oral communication activities such as pair work question-and-answer or group activities such as games; Listening teaching-adopt the way of matching pictures and texts and choosing dialogues.
Emotional attitude and values:
Through mutual understanding between students, students can be cultivated to make friends and get along well.
Teaching focus:
1. Can introduce my name: My name is …I'm…
2. Be able to simply greet friends you first met: Hello! /Hi! Good morning! Nice to meet you!
3. Be able to use the adjective subject pronouns my your, his, her correctly.
Teaching strategy
Vocabulary teaching-teaching by means of situational introduction or demonstration and comparison, so that students can practice, understand the meaning and learn to use it; Oral English teaching-practice each other through oral communication activities such as pair work question-and-answer or group activities such as games; Listening teaching-adopting the way of matching pictures and texts and role-play;
teaching process
Seventh grade English teaching plan 4 topics Unit 1 My name's Gina.
learning target
Knowledge and ability:
1. Master and standardize the letter Ii-Rr.
2. Memorize the vocabulary of this unit: what, this, in, English, a, an, map, orange, jacket, key, quit, pen, ruler, spell, please, etc.
Process and Method: Learn to get the relevant information of the other party from the conversation.
Emotional attitude and values: make students learn how to communicate with others politely.
Difficulties in learning: master the vocabulary and language structure of this unit skillfully.
First, independent preview
Preview task:
Task 1: Write the following English forms of Chinese.
Name _ _ _ _ _ _ Encountered _ _ _ _ _ Question, Problem _ _ _ _ Answer, Answer _ _ _ _ _
The first _ _ _ _ _ _ and the last _ _ _ _ _ _
Task 2: Write the Chinese meanings of the following words.
1.my_________2.clock _________3.nice ________ 4.what ________
5. your_________ 6.hello _______7.I________ 8.you ________9.his ________
10.her ___________ 1 1.name__________ 12.are________ 13.is____________
Preview diagnosis:
1. Multiple choice questions:
(1.)Kate has lost _ _ _ _ _ _ key. _ _ _ _ _ _ _ _ asked _ _ _ _ _ _ for help.
A.her ,he, I B. his, he ,me C. his, she, I D. her, she, me
(2) _ _ _ _ plus (plus) seven is thirteen?
A. Five B. Six C. Eight D. Nine
(3)______ is her name ?
A. who B. what C where D. How
2. Write the following English forms.
(1): Phone number? _ _ _ _ _ _ _ _ _ _ _ _ _ (2): Good morning _ _ _ _ _ _ _ _ _ _ _ _ _ (3): Good afternoon _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
3. Write the English meanings of the following words:
1). in the morning _ _ _ _ _ _ _ _ 2). in the afternoon _ _ _ _ _ _ _ 3). in the evening _ _ _ _ _ _ _ _ _ _ _ _ _ _.
5). Name _ _ _ _ _ _ 6). Okay _ _ _ _ _ _ _ or _ _ _ _ _ _ _
Preview reflection: Do you have any questions? (Do you have any problems? )
Second, the implementation in class
Step 1 exchange presentation
Step2: What's your name? What's your name? The word "your" in the sentence can be replaced by possessive pronouns such as "his" and "her". What’s his name ? (translated) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
Step3 Pairwork 1: Student A: What’s your name ?
Student B: My name is Mary.
Pairwork 2: Student A: Hello! I’m Mary.
Student B: Hi, Mary! I’m Jim.
Step4 Summary: 1) When introducing yourself to others, you usually use My name is+my name/I'm+my name.
2) classify the following words into I, he, my, his, her, she, it and its.
Personal pronouns: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Owner pronoun: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
III. Homework: Full score: 10 Score rate: _ _ _ _ _
(1) Single choice;
1. What’s ______ name? A. he B. I C. her D. you
2. ________she Lucy? A. Am B. Is C. are D. be
3. ________is Li Lei.________English is good
A. He’s ; His B. His; He C. He; His D.You; Your
4. One of the following pronunciations is _ _ _ _ _.
A. Cc B.Bb C. Ff D. Gg
5. ------What’ your name ? ----------__________
A. Yes B. Thanks C. Tom D. Fine, thank you
(2) Complete the dialogue.
1. A：How do you do? B：_________________
2. A: _________________?
B：Fine, thank you.
3. A: Good evening, Frank!
B:________________, Eric!
4. A: ________________, Dale!
B: Good afternoon, Alice!
5. A: _____________________________?
B: His name is Tom.
Seventh grade English teaching plan 5 I. Teaching objectives
At the end of this class, students will be able to express the appellation of family members and learn to ask the appellation of family members and introduce them with special questions.
Knowledge and ability
Can understand the dialogue about introducing family members and introduce family members according to the information provided.
Process and method
Role-play and pairwork learning methods are adopted, and classroom teaching is carried out by using pictures and listening materials.
Vocabulary teaching
Take the way of brainstorming and picture matching to teach, so that students can awaken their existing knowledge, practice and understand the meaning in the situation, and learn to use it;
Listening teaching
Listen and circle the words you hear;
Oral English teaching
Practice in the form of pairwork question-and-answer oral communication activities and role-play role-playing;
Grammar teaching
Summarize the rules, grasp the characteristics and imitate the exercises.
Emotional attitude and values
By talking about the topic of family life, we can guide students to correctly understand the true meaning of family, and educate students to be considerate of their parents and care for their families.
Second, the difficulties in teaching
Teaching focus
(1) Master the appellation of family members.
(2) be able to briefly introduce the relationship between people.
(3) Being able to identify the relationship between people.
Teaching difficulties
(1) The correct use of the consistency of noun singular and plural and predicate when introducing family members.
（2）Is this / that…? Affirmative and negative answers to the use of words of the times.
Third, the teaching process
Seventh grade English teaching plan 6: Speaking: My Family
Use the pictures in 1a to do simple oral composition exercises. Teachers give examples for students to imitate.
It aims to help students learn to orally complete the task of introducing family members. Consolidate the target language and pave the way for the following oral communication and writing exercises.
English Teaching Plan for Grade 7: Role Play (Practice)
Using extracurricular picture materials, ask students to role-play in pairs, and then ask them to try their best to imitate the speaker's tone.
It aims to help students consolidate the composition and usage of target sentence patterns and become more familiar with the target language. And initially master how to introduce family members to their peers.