七年级上册英语第五单元全英语教案 篇一
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.
七年级上册英语第五单元全英语教案 篇二
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
七年级上册英语第五单元全英语教案 篇三
Looking Different
Topic 1 I have a small nose.
Section A
The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。
Ⅰ.Teaching aims and demands 教学目标
1.Learn some new words:
(1)Learn words about parts of the body:
nose, eye, head, face, hair, ear, mouth, neck
(2)Learn some other new words:
guess, have, small, has, big, know, right, round, long, wide, girl, boy, short
2. Learn some useful sentences:
(1)Oh, I know.
(2)Yes, you’re right.
3. Learn the simple present tense with“have/has”and adjectives of description:
(1)I have a big nose.
(2)They have round faces.
(3)She has long hair.
(4)It has big ears.
4. Learn how to describe people’s appearances.
Ⅱ. Teaching aids 教具
小黑板/影片的封面或图片/教学挂图/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 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: Jane
Age: 12
From: Canada
School: Beijing Ren’ai International School
Class: Four
Grade: Seven
Phone number: (010)9267-6929
(1)T: What’s her name?
S1: Her name is Jane.
T: How old is she?
S2: She is twelve.
T: Where is she from?
S3: She is from Canada.
T: What class is she in?
S4: She is in Class Four, Grade Seven.
T: What’s her telephone number?
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: Well done! Now we have learned something about Jane. Do you like her? Is she beautiful? Then how to describe her appearance? First, let’s learn some new words about parts of the body. Now let’s look at the picture.
Step 2 Presentation 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: Please listen and follow me, then touch the parts of your body when you say them. Please go!
(板书生词，要求学生掌握，并让学生注意拼读。)
head face hair eye ear nose mouth neck
2. (利用2a的教学挂图，操练表示人体部位的名词。)
T: Let’s look at this picture. What’s this?(手指画着头部的图片。) S1, please.
S1:Head.
T: How do you spell it, 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a round face。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: Nice work, boys and girls. Now let’s play a game. I’ll divide you into four groups. Each group chooses a student to draw a part of the body. And you should describe it with a phrase. OK. Let’s begin!
(板书boy和girl，并要求学生掌握。)
boy, girl
S2: (画一个圆脸) A round face. (教师帮助学生说。)
(板书并解释，要求学生掌握。)
round
S3: (画一双小眼睛) Small eyes.(教师帮助学生说。)
(板书并解释，要求学生掌握。)
small
S4: (画一个大鼻子) A big nose.(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a wide mouth, big ears, long hair，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, now look at these pictures. Let’s talk about their different looks. Is this nose big?(教师指着图片1的鼻子，并借助手势问。)
Ss: Yes. It’s big.(引导学生说。)
T: Good. He has a big nose. Are they big, too?(教师指着图片②问。)
Ss: No.
T: Very good. They are not big. They are small. They have small noses and small eyes.(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, please practice the sentence patterns. I say personal pronouns, you complete the sentences.
T: Look at Picture 1. “I …”
Ss: I have.
T: The whole sentence.(“完整的句子”)
Ss: I have a big nose.
T: Picture 2. “We …”
Ss: We have ...
(教师示意说完整的句子。)
Ss: We have small eyes.
T: Picture 3.“They …”
Ss: They have …(教师帮助说)
(教师示意说完整的句子。)
Ss: They have round faces.
…
6. (播放3a录音，让学生跟读并注意语音语调。)
T: Listen to 3a and repeat. Pay attention to the pronunciation and intonation.
7. (1) (总结have/has的用法并板书。)
T: Let’s sum up the usages of“have”and“has”.
① have: S(I/We/You/They) +have …
② has: 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: I have a book.
She has a big pencil-box.
He has a beautiful bag.
…
Step 3 Consolidation 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. (小组竞赛。限定时间要求学生书面完成3b。核对答案，并让学生复述have/has的用法，最后让学生齐读这七个句子。)
T: Now, let’s P.K. Can you complete the sentences in 3b on Page 26 as quickly as you can? Then I’ll divide you into two teams. Boys must choose the sentences which they use “have”. Girls must choose the sentences which they use “has”. Please go.
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。)
T: Well done. Now let’s play a game in chains. You can say a sentence to describe yourself. Please use “I have” to make sentences, for example, I have a big nose. Begin!
S1: I have a small nose.
S2: I have a long face.
S3: I have a big head.
S4: …
…
3. (根据学生的描述，有意识板书一些句型，运用肢体语言，引导学生进行替换练习。)
T: Nice work. Huang Lin and Huang Hao, please.
Huang Lin: I have a small nose.
Huang Hao: I have a small nose.
T: You can say together like this: We have …
Huang Lin and Huang Hao: We have small noses.
T: And the whole class can say like this: They have …
Ss: They have small noses.
Huang Lin: I have a small nose.
Huang Hao: I have a small nose.
(引导他们用we来描述，注意单复数形式，其他同学用they转述。教师板书。)
Huang Lin and Huang Hao: We have small noses.
Ss: They have small noses.
(引导其他同学来描述，教师板书。)
Lin Ying(女): I have long hair.
Ss: She has long hair.
Chen Bin(男): I have big ears.
Ss: He has big ears.
4. (请学生根据描述，完成4。)
T: Read the passages and draw pictures.
5. (两人一组，一位描述，另一位画，画完后同桌交流。评选出优胜小组并将其画贴在墙上，以资鼓励。)
T: Let’s draw a picture in pairs. One reads, the other draws. Are you ready?
Ss: Yes.
T: Let’s begin.
S5: This girl has a round face, big eyes …
S6: (根据S5的描述，画女孩的面部特征。)
…
Step 4 Practice 第四步 练习(时间:8分钟)
完成1a，1b，2a和2b，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。
1. (用学生画得较好的图片进行问答，问答过程中教师板书新内容，并进行简单解释。)
T: Nice work. Do you know the boy? He has a round face, big eyes, a small nose, a wide mouth and small ears. His hair is short. He is a boy in Group Three. Can you guess?
Ss: Cheng Long.
T: Yes, you’re right.
(板书，并要求学生掌握。)
guess
know
I know.
right
You’re right.
2. (播放1a录音，请学生跟读并注意语音语调，然后判断下列问题的正(T)误(F)。)
T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation. Then mark the following sentences True (T) or False (F).
(1)Michael has a big nose. ( )
(2)Kangkang has a small nose. ( )
3. (让学生戴上面具两人一组表演，完成1b。)
T: Now practice the dialog and then I’ll ask two students to act it out.
4. (看2a部分，用适当的形容词描述人体部位的特征。)
5. (学生两人一组进行表演，完成2b。)
T: Listen to your partner and touch the parts of your body he/she says.
S1: Touch your nose.
S2: (按S1指令做出相应动作。)
…
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过综合探究活动，使学生能够在真实的语境中锻炼口头表达的能力。同时启发学生的思维，培养他们的观察力。
1. (教师分别请一男生、一女生到黑板前，请下面的学生描述他们的外貌，教师先示范，然后以滚雪球的方式继续活动。)
(1) T: This boy has a round face.
S1: He has a round face and small eyes.
S2: He has a round face, small eyes and a big nose.
S3: …
(2) T: This girl has long hair.
S4: She has long hair and a big nose.
S5: She has long hair, a big nose and a small mouth.
S6: …
2. (听音辨人。从所听语段中获取相关信息，并作出判断。)
T: Let’s play a guessing game. Listen carefully. He is a boy in Group Five. He has big eyes and big ears. He has a wide mouth and a big head. He has a small nose and long hair. Who is he?
S7: Lin Wen.
T: No.
S8: Lin Fen.
T: Yes, you’re right.
(掌声鼓励。)
(分组进行听音辨人游戏。)
T: Now I’ll divide our class into four groups. Do as I do, please.
…
3. Homework:
(1)复习Section A。
(2)预习Section B生词。
(3)描述一位朋友的外貌。
板书设计：
I have a small nose.
Section A
1. I know.
2. You’re right.
3. (1)I have a big nose.
(2)We have small eyes.
(3)They have round faces. I/We/You/They + have …
(4)She has long hair. He/She/It + has …
(5)He has a wide mouth.
(6)It has big ears.
Section B
The main activities are 1a, 3 and 4. 本课重点活动是1a、3和4。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words:
favorite, movie, star, Chinese, again, look, arm, hand, leg, foot
2. Learn some useful sentences:
(1)—Who is your favorite movie star?
—It’s Bruce Lee.
(2)Guess again.
3. Continue to learn the description of people’s appearances:
(1)Her eyes are small.
(2)She has a small face, big eyes and a small nose.
4. Continue to learn the simple present tense with have/has:
(1)—Does he have long hair?
—No, he doesn’t.
(2)—Does he have a wide mouth?
—Yes, he does.
Ⅱ. Teaching aids 教具
教学挂图/录音机/学生照片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:9分钟)
通过复习上节课的目标语言，引出并学习本节课新句型。训练学生的口头表达能力。
1. (检查上节课布置的课外作业。教师把学生分成十二个小组，让学生在小组内描述他的一个朋友，然后请两个学生向全班同学描述。教师要及时给予表扬。)
T: Hello, boys and girls. From last period, we learnt how to describe someone’s appearance. Now I’ll divide our class into twelve groups. Then you talk about your friend’s looks in groups. You can begin like this: I have a friend. He is a boy. He has … And then I will choose two of you to report it in the front.
2. (教师出示28页5a的教学挂图，请八名学生依次到黑板前，按教师指令，触摸玩具的身体部位，并要求学生在黑板上写出相对应的单词。)
T: Very good! Next, look at the doll. I’ll ask eight students to come to the blackboard one by one. Please touch and write down the names of the parts of the body on the blackboard. Do you understand?
Ss: Yes.
T: Touch her hair.
Touch her face.
…
(复习学过的身体部位的名词后，教师指着图片教授并板书新单词arm, hand, leg, foot, 同时强调foot的复数形式是feet。在学生会读并理解词义后，教师继续发出指令，让所有学生做相应的动作。)
T: Great! Let’s go on learning other parts of the body. When I read, please touch the parts of your body. Please go!
T: Touch your arm.
Touch your hand.
Touch your leg.
Touch your foot.
(教师板书并要求学生掌握。)
arm, hand, leg, foot, feet
3. (教师利用5a的教学挂图继续问答，导入本课新句型。)
T: Look at the doll. Does she have long hair? (教师引导学生回答。)
Ss: Yes, she does.
T: Does she have small eyes? (教师引导学生回答。)
Ss: No, she doesn’t.
(板书并要求学生理解。)
does Does she have …
Yes, she does.
doesn’t No, she doesn’t.
(教师示范后，请学生用上面的句型就其他身体部位进行问答练习。)
T: Well, now practice the drills above one by one. One asks, the other answers. Please go!
S1: Does she have big ears?
S2: No, she doesn’t.
S3: Does she have a small mouth?
S4: Yes, she does.
…
Step 2 Presentation 第二步 呈现(时间:10分钟)
通过1a对话，使学生初步掌握动词have/has的一般疑问句及其肯定和否定回答，并学习新句型Who’s your favorite …?。
1. (教师在黑板上画一颗星星。)
T: This is a star.
(在星星下方板书star，引导学生推测出词义，并要求学生掌握。)
star
(继续板书movie star。)
movie star
T: 《赤壁》is a nice movie.《功夫熊猫》is a movie, too. Can you guess what’s the meaning of“movie”?
Ss: 电影。
T: Nice work. What’s the meaning of “movie star”?
Ss: 电影明星。
T: Good! Who is your favorite movie star?
(板书并要求学生掌握。)
favorite
(采访两三位学生，说出他们最喜爱的电影明星是谁，导入1a。)
2. (出示1a教学挂图。)
T: You all have your own favorite movie stars. Who is Michael’s? Do you want to know about him? (指着图片。)
T: This is Michael’s favorite movie star. Can you guess who he is? S1, please.
S1: Li Lianjie.
T: No. Li Lianjie is my favorite movie star. Guess again. S2, please.
S2: Bruce Lee.
T: No. He is from China. He is Chinese and has a big nose. OK. Now listen to 1a and guess again. Who’s Michael’s favorite movie star?
(板书Chinese和again，要求学生掌握。)
Chinese, again
3. (学生听录音猜测图片上的人物，教师鼓励他们谈论自己最喜爱的电影明星，可让同桌两人一组进行操练。)
T: Who’s he? S3, please.
S3: He’s Cheng Long.
T: Yes. You’re right. Now practice the dialog in pairs like this:
S4: Who is your favorite movie star?
S5: My favorite movie star is Li Lianjie./It’s Li Lianjie. He is tall and strong …
…
4. (再播放1a录音，请学生跟读并注意语音语调。)
T: Listen again and repeat. Pay attention to your pronunciation and intonation.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
通过听说读写的练习，强化动词have/has的用法及描述人的外貌特征的方法。
1. (让学生完成1b，巩固1a。)
T: OK, just now, you talked about your favorite movie star. Can you talk something about your favorite teacher with your partner? You can use the sentences: “Who is your favorite teacher?” “Guess, he’s …” “Does he have …?” “No. Guess again.”
2. (教师拿出准备好的学生照片说：“假定这位学生是你的朋友，请根据1a，表演对话。)
T: Suppose this is your good friend, Lin Wen. Make a similar conversation according to 1a, and act it out.
S1: I have a good friend in my class. Guess who is my favorite friend?
S2: Is your friend a girl?
S1: Yes, she is. She has a big nose.
S2: Does she have long hair?
S1: Yes, she does.
S2: Does she have small eyes?
S1: No, she doesn’t. Her eyes are big.
S2: Is she Lin Wen?
S1: Yes, you are right.
3. (看2部分，听录音填数字，要求学生使用has句型进行核对。做得好的给予掌声鼓励。完成2。)
T: Nice work. Now let’s look at the kids with masks on Page 27. They’re Maria, Michael, Wang Junfeng, Kangkang, Linda and Jane. Can you guess what they look like? Next, please listen to 2 and match the following phrases with the right numbers. Then describe the kids with the sentence patterns: Maria has a small mouth. She has a small mouth.(核对答案时教师可以有意识地用be动词来重复学生的答案，并板书。)
T: OK. Let’s check your answers one by one. S3, please.
S3: Kangkang has a big head. He has a big head.
T: Yes. That’s right. His head is big. S4, please.
S4: Jane has a small face. She has a small face.
T: Right. Her face is small. S5, please.
S5: Wang Junfeng has small eyes. He has small eyes.
T: Good. His eyes are small. S6, please.
S6: Linda has long hair. She has long hair.
T: Very good. Her hair is long.
(板书句型，引导学生使用be动词来描述人物的外貌特征，并提醒学生注意人称代词主格和形容词性物主代词之间的替换。)
He has big eyes.→His eyes are big.
She has long hair.→Her hair is long.
T: Well. What about Kangkang? S7, please.
S7: Kangkang has a big nose. He has a big nose.
T: Is that right?
Ss: Yes. His nose is big.
T: Good. Now let’s practice the drills with your partner.
(根据黑板上的信息，让学生使用be动词描述2中人物的外貌特征。)
Example:
I have a round face.→My face is round.
4. (教师利用简笔画或图片帮助学生完成3。教师可向学生说明描述人的外貌有多种方式并要求学生掌握。)
T: Look at me. My face is round./I have a round face. Now look at the picture in 3 on Page 28 and rewrite the sentences using have or has. Then make more sentences. Finish 3.
Step 4 Practice 第四步 练习(时间:8分钟)
让学生听录音，模仿语音语调，为学生的口语交际打下良好的语音基础，完成4。完成5a，5b，进一步巩固身体部位的名称，通过游戏活跃课堂气氛，激发学生学习英语的兴趣。
1. (听4录音，教师要求学生学会判断和标注升降调。完成4。)
T: Listen to 4 and learn how to judge and mark the intonation.
A: Who’s that girl?
B: She’s my friend, Mary.
A: Look, she has a small face, big eyes and a small nose.
B: That’s right.
(板书look，要求学生掌握。)
look
2. (听1a，标出升降调。练习语音语调。然后核对答案。)
T: Listen to 1a and mark the intonation.
3. (完成5b，巩固5a。教师说明游戏规则：当听到Bobby says时才能做动作。把学生分成四大组，先小组操练后每组选出一名代表上讲台，由教师发出指令，四名学生做动作，做错的淘汰，选出最终获胜者，教师给予奖励。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过真实的任务，帮助学生熟练运用本课所学的目标语言。
1. (做猜谜游戏。)
(这个游戏是通过问与答来猜测对方的要好朋友。游戏内容：一位同学事先在纸上写下同班中要好同学的姓名，折好交给另一个同学，让这位同学猜测到底是谁，允许这位同学提三个有关外表的问题，然后通过回答判断，最后打开纸张看是否猜对。)
T: OK. Let’s begin.
S1: I have a good friend in our class. He is a boy. Guess! Who?
S2: Does he have a big head?
S1: Yes, he does.
S2: Does he have small eyes?
S1: No, he doesn’t.
S2: Does he have a round face?
S1: Yes, he does.
S2: He is Lin Jing.
S1: Yes, you’re right. Great!
(如果回答为No，就打开纸张核对。然后同桌间继续进行猜谜游戏。)
2. (以My favorite teacher/classmate/friend/…为题，要求学生试用3中的不同句式描述人物的外貌特征。)
3. Homework:
(1)与同伴练习会话1a。
(2)复习Section A和Section B的单词。
(3)预习Section C单词。
(4)根据1a及3中的句式编对话。
板书设计：
I have a small nose.
Section B
1.—Does he have long hair? 2. Who is your favorite movie star?
—No, he doesn’t. It’s Bruce Lee.
—Does he have a wide mouth? Guess again.
—Yes, he does. 3.①Her hair is long. = She has long hair.
②His eyes are big. = He has big eyes.
Section C
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
come, come from, student, sister, different, knife, don’t=do not
2. Continue to learn the simple present tense with“have/has”:
(1)Do you have a knife?
Yes, I do.
(2)Do they have long legs?
No, they don’t. They have short legs.
(3)Does he have a ruler?
Yes, he does.
3.(1)Talk about the introduction and review the description of people’s appearances:
①I come from England.
②I’m a student.
③I have a sister.
④She has a round face, big eyes, a small nose and a small mouth.
(2)Talk about the similarity and differences:
We are in the same school, but in different grades.
Ⅱ. Teaching aids 教具
小黑板/纸/录音机/实物/小刀/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过复习，巩固表示人体部位的单词，提高学生的表达能力。
1.(教师出示一块小黑板，同时叫学生拿出预先准备好的纸和笔，先看示范，然后在纸上作图：head, hair, nose, mouth, ears, eyes, legs, arms, feet。注:可以画出不同的姿势，学生边画边用英语说出所画部位，教师巡视并督促学生大声说出单词，然后在全班范围内对所画的图进行介绍，如big eyes, a small nose, a wide mouth等。)
T: Let’s draw a picture of the people. Take out your paper and pens, and follow me. Begin! Head.
Ss: Head.(让学生边画边说。)
T: Hair.
Ss: Hair.
(复习巩固表示人体部位的单词，最后展示画得的，并给予鼓励。)
2. (1)(教师让两个学生以“Who is your favorite friend in your class?”为话题，根据Section B中的1a编对话并表演。)
T: Make a conversation to talk about“Who is your favorite friend in your class?”. Please go.
S1: Oh, I have a good friend in our class.
S2: A boy?
S1: No. She is a girl. She has a big nose.
S2: Does she have long hair?
S1: No, she doesn’t. She has short hair.
S2: Does she have small eyes?
S1: No, she doesn’t. Her eyes are big.
S2: Is she Hu Xue?
S1: Yes, you’re right.
(2)(利用学生的表演内容，师生互动问答，导入新句型。)
T: Come to the front, please, Hu Xue.
Hu Xue: OK!
T: Can you introduce yourself including your appearances?
Hu Xue: OK! My name is Hu Xue. I’m a girl. I’m thirteen years old. I’m from China. I have a big nose and big eyes. My hair is short.
T: Great. Are you a Chinese teacher?
Hu Xue: No. I’m not a teacher, but I’m a …
T: Good. You’re not a teacher. You’re a student. Do you have a big nose?
Hu Xue: Yes, I do.(教师帮助学生回答“I do”)
T: Do you have small eyes?
Hu Xue: No, I don’t.(教师帮助学生回答don’t，并说明don’t=do not。)
T: Do you have a sister?
Hu Xue: Yes, I do.
T: Are you in the same school?
Hu Xue: No, we’re not in the same school.
T: Good. You can also say “we’re in different schools”. Do you come from China?
Hu Xue: Yes, I do.
T: Thank you. Go back to your seat and sit down.
(板书生词，分析并强调相近或相反的词、词组，加快记忆。然后带领学生朗读并要求掌握，板书新句型。)
student (teacher) Do you have …?
sister (brother) Yes, I do.
different (same) Do you have small eyes?
come from=be from No, I don’t.
do/don’t(=do not)
3. (教师通过介绍，导入1a，并设置听力任务。)
T: I know a boy. He has a sister. Do you want to know what the boy and his sister look like? Now listen to 1a.
Step 2 Presentation 第二步 呈现(时间:7分钟)
学习1a，培养学生的阅读理解能力。
1. (让学生听1a录音，然后回答问题。)
T: Listen to the tape carefully, and then answer the questions.
(板书)
(1) Is the boy a student?
(2) How old is his sister?
(核对答案)
T: Is he a student?
Ss: Yes, he is.
T: Right. How old is his sister?
Ss: Twelve.
T: Yes. You’re right. Now listen again and repeat. When you’re reading, you can underline the key words.
2. (根据短文里的关键词，完成1b，巩固1a所学知识。)
(找出正确图片后，让学生归纳描述人物外貌特征的关键词语并板书。)
T: Please find the key phrases in 1a.
七年级上册英语第五单元全英语教案 篇四
Teaching Plan
Background information(背景知识):
Students: 52 Middle School students
Lesson duration: 45mins
Teaching contents(教学内容): Unit 2 Topic 1 I have a small nose. Section A
Teaching aims(教学目标):
1. Learn some new words:
(1)Learn words about parts of the head:
nose, eye, head, face, hair, ear, mouth, neck
(2)Learn some other new words:
guess, know, wide, right, girl, boy, have, has, small, big, round, short, long,
2. Learn some useful sentences:
(1) I/You/We/They have…
(2) She/He/It has…
(3)---Do you have…?
---Yes, I/We do. No, I/We don’t.
(4)--- I know.
--- You’re right.
3. Learn how to describe people’s appearances.
Teaching focus(重点)：words about parts of the head and adjectives of description
Teaching difficulties(难点)：The usages of have and has
Teaching procedures:(教学步骤)
Step1 Warm-up 第一步 热身
greeting
sing a song : Head and shoulders.
Step2 Review 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: Jane
Age: 11
From: Canada
School: Beijing International School
Class: Nine
Grade: Seven
Phone number: (010)9267-6929
(1)T: What’s her name? S1: Her name is Jane.
T: How old is she?S2: She is eleven.
T: Where is she from?S3: She is from Canada.
(2)(根据图画导入新内容。)
Step 3 Presentation 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’s look at this picture. What’s this? S1, please.S1:Eyes.
T:How do you spell it, 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: Nice work, boys and girls. (教学boy and girl)
(3) 通过对比图片学习描写人体头部的形容词(long hair, big eyes, small eyes, a round face…)
(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, now look at these pictures. Let’s talk about their different looks. Is this a big nose?
Ss:Yes. It’s big.
T: Good. He has a big nose. Are they big, too?Ss:No. T: Very good. They are not big. They are small. They have small noses and small eyes.
(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。)
① have: S(I/We/You/They) +have …
② has: S(He/ She/ It)+has …
Step 4 Consolidation 第四步 巩固
1. (小组竞赛。限定时间要求学生书面完成2b。核对答案，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:I have a small nose.
S2: I have a long face.
S3: I have a big head.
S4: …
…
Step 5 Practice 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。
Sing a song
Step 6 Summary 第六步 总结
Summarize the new words.
Summarize the grammar.
Summarize the useful expression
Step 7 Homework 第七步 作业
(1) 预习Section B 的生词
(2) 描述一位朋友的外貌。