第一篇：七年級(jí)英語(yǔ)上冊(cè)Unit1一般現(xiàn)在時(shí)(譯林出版社2012新版)

Unit 1 動(dòng)詞be的一般現(xiàn)在時(shí)（2012新版譯林出版社）我們常使用動(dòng)詞be的一般現(xiàn)在時(shí)談?wù)撌聦?shí)和狀態(tài)。如：

I am from China．我來(lái)自中國(guó)。

He is 12 years old．他十二歲。

We are very happy．我們非常高興。

注意：主語(yǔ)可以是人稱(chēng)代詞，也可以是名詞，動(dòng)詞be要與主語(yǔ)保持一致。如：The little dog is very cute．這只小狗很可愛(ài)。

These apples are big and red.這些蘋(píng)果又大又紅。

如果主語(yǔ)是代詞，在非正式行文中，動(dòng)詞be與前面主語(yǔ)可以縮寫(xiě)。如：I am＝I'mYou are＝Y(jié)ou'reShe is＝She'sHe is＝He's

It is=It'sWe are =We're．They are＝They're

動(dòng)詞be一般現(xiàn)在時(shí)的否定句式是在be后面加not。如：

She is not tall．她個(gè)子不高。

They are not in the classroom．他們不在教室里。

在非正式行文中，動(dòng)詞is/are與not可以縮寫(xiě)。如：

is not = isn't、are not = aren't.動(dòng)詞be一般現(xiàn)在時(shí)的一般疑問(wèn)句式是將be提前至句首。如：

一Are you in Grade 7?你在七年級(jí)嗎？

-Yes, I am．是的，我是。

-Is Tom your classmate?湯姆是你的同學(xué)嗎？

-No, he isn't．不，他不是。

注意：am與not不能縮寫(xiě)。

在肯定答句中，主語(yǔ)和動(dòng)詞be不能縮寫(xiě)。如“Yes, he is.”不可縮略為“Yes, he's.",

第二篇：譯林版七年級(jí)英語(yǔ)上冊(cè)Unit1 This is me教案

Unit1 This is me!第 1 課時(shí)

Comic strip and welcome to the unit 教學(xué)目標(biāo) To grasp the words : e-dog, master, look after, good night

To learn how to greet with each other in English.To train the Ss’ love to each other and respect each other

To learn how to greet with each other.教學(xué)難點(diǎn) The same as the above.教學(xué)過(guò)程: Step1

Revision Free talk.Ask the Ss to greet their partners.(Ss greet with each other.)Step2 Presentation(Ss read and find what the Ss say.)1)Show Ss a clock and say: At this time of day, how do you greet your teacher or your partner? 2)Today we are going to meet some friends at Beijing Sunshine Secondary School.This is their first English class.Open your books at Page 7 and read aloud what the Ss say.Step3 Presentation(listen and say)

Show Ss a picture & say: Look!I have two new friends.Point to Eddie, say: It’s a dog.Then Hobo: It’s an e-dog.Ask: Do you want to know his name? Say: I have an e-dog.I look after my e-dog every day.Who is his master? Step4 listen and answer Do you know? Present: master and look after T: Where’s the dog?

Play the tape and answer the questions 1.What is it?(It’s an e-dog.)2.Who is Eddie?(He is the master.)3.Who is Hobo?(He is the e-dog.)4.Do you like this e-dog/Eddie/Hobo? 5.Does Eddie like the dog? How do you know? Get some students to answer them in English.Step5 composition ask the students to write a composition Step6 Homework

Finish the exercises in the workbook.Revise the use of the Prep.in English.教學(xué)反思:1.通過(guò)情境的設(shè)置，可以激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)，更好地參與到課堂2.教師要多做個(gè)別指導(dǎo)。

第 2 課時(shí) Reading

教學(xué)目標(biāo)：1.Vocabulary : year, grade, club, music, after, wear, glasses, enjoy.2.Patterns :He enjoys playing computer games.& She is good at swimming.3.Skills: Learn to say 教學(xué)重點(diǎn)：The same as the aims 教學(xué)難點(diǎn)：Aim 2 教學(xué)過(guò)程: Step1 Revision Revise the dialogue between Eddie and Hobo.Step2 Reading Show Ss the picture , say: Are the Ss at Sunshine Secondary School ?.They are our friends.Do you know them? Let’s meet Millie first.Listen and read carefully.Ask: How old is Millie? Does she like reading? In the same way to learn sth.About Simon and Sandy etc.Ask the Ss to read again and finish Part B on Page 9 and Part C on Page 10.Step3 Practice Ask: What activities do his students like? Please help him to put the correct letters in the box.Step 4 Discussion 1.Ask the Ss to finish Part B2, discuss the answers with the Ss 2 Learn the language points.We know something about Millie ,Simon, Kitty, Amy, Sandy and Daniel now.Do you know more about them? Let's do the following exercises.3 Ask the students to do the exercises.Step6 homework Finish the exercises in the workbook.教學(xué)反思：給學(xué)生一些時(shí)間尋找課文中不理解的知識(shí)點(diǎn)，教師應(yīng)有針對(duì)性講解。

第 3 課時(shí)

Vocabulary

教學(xué)目標(biāo)：Vocabularies: swimming, volleyball， football field, badminton, court, swimming pool, badminton court.教學(xué)重點(diǎn)：Aims.教學(xué)難點(diǎn)：The same as the importance.教學(xué)過(guò)程: Step1.Revision（say the names of the sports.）

1.Talk about sports with the class.Ask students what sports they know the English word for.Then show the real sports things for the students to learn their English names.2.Ask some questions: What sports do you like? Do you like Playing football? Can you swim? What other sports do you like? Step2.Presentation（Ss fill in the blanks and check it.）

1.Ask students to complete Part A and check answers orally with the class.Draw this table on the small blackboard.Use “swimming” as an example.Then ask students to draw the following table on the paper.Step 3 Practice(Make up the sentences.Complete the sentences.)Tell students to work in pairs to complete the chart.Then ask students to make their own sentences about the sports that they have written down in the table.For example: I play badminton with a badminton racket….Ask the students to complete the sentences.Step 4 Test Ask the students to do the test paper.教學(xué)反思: 可以開(kāi)展小組比賽，激發(fā)學(xué)生的熱情。

第 4 課時(shí) Grammar 教學(xué)目標(biāo)：1 to make positive and negative statements and ask questions with the verb “to be” To learn to use the simple present tense to talk about things.教學(xué)重點(diǎn)：The Simple present tense.教學(xué)難點(diǎn)：The same as the importance.教學(xué)過(guò)程: Step1

Revision Get the students to review “be” and prons and understand its usage.Step 2 Presentation 1.Go through the tables with students.Point out the contractions.2 Students read the sentences on their own.3.Ask students to complete the sentences in Part D.Then in pairs, Students compare and check answers.4.Get the students to read after the teacher and read in pairs.Step 3 Ask and answer 1 Go through the tables with students.2 Ask students to read the sentences in Part E.Let them use the correct forms of the verb “to be” to make positive/ negative statements and questions.3 Ask student to complete the sentences and check for correct answers and pronunciation.4 Let them read after the teacher and read together.Then ask groups of three to read the conversation.Then ask them to replace the information with their own information and read the new conversation.Step4 Learn 1.teach the students how to write a letter.2.Ask students to complete the letter in Part E, Then check the answer in pairs.3.Ask students to read together.4.Explain : go running , be good at/ be bad at doing Step5 Homework Write a letter to a pen-friend.教學(xué)反思: 1.調(diào)動(dòng)學(xué)生口語(yǔ)表達(dá)的熱情。培養(yǎng)學(xué)生獨(dú)立自主解決問(wèn)題的能力。

第 5 課時(shí)

Integrated skills

教學(xué)目標(biāo)：1.To extract information from an article.2.To obtain information from listening 教學(xué)重點(diǎn)：Extract and obtain information about Li Hua.教學(xué)難點(diǎn)：Complete a newsletter article.教學(xué)過(guò)程:

Step1 Revision 1.Get the students to look at a picture of Yao Ming and ask some questions: Who is he? What does he do ? Where does he work?… 2.Ss answer the questions with the picture.Step 2 Presentation.1.Tell students to look at the headline of the newspaper article and the picture.Ask:1)Who do you think the person is? 2)What does he do?

3)Which football team does he play for? 4)Which football team did he play for? 2.Point out and explain the meaning of these words: score, goal, match, team, the World Cup.3.Tell the students to read the note sheet after the teacher.Then read together loudly.4.Ask students to listen to the recorder three times, and complete the information.5.Ask students to check the answers for a class.6.In Part A3, Ss need to extract information from both the article and the note sheet.Then ask them to read after the teacher and practice reading.Step3 Speaking

1.Encourage students to revise the conversation for self introduction and the giving of personal information first.2.Present the conversation line by line, focusing on intonation and the linking of words.Ask students to repeat complete sentences as they hear them.3.Ask students to replace the underlined words with their own information.4.Encourage students to expand the conversation to include more formal greetings.Step4 Homework Write a newsletter article of a famous person.教學(xué)反思:

第 6 課時(shí)

Study skills

教學(xué)目標(biāo)：1.To use everyday expressions to give instructions, make requests and give responses

2.Give instructions, make requests and give responses.教學(xué)重點(diǎn)：Everyday expressions 教學(xué)難點(diǎn)：Everyday expressions and responses.教學(xué)過(guò)程: Step1 Revision 1.Revise some useful expressions.The teacher let them guess and plays a game to the students: listen to the teacher/ listen carefully Turn to Page …/ work in pairs/ Open/ close your books…

Excuse me, what’s your name, please? Are you …? Where are you from? Are you good at English?…Let the students answer them.Step 2 Presentation.1.Tell students that they need to speak English in my class, so it’s important to learn some everyday expressions.Then let them practice their own phrases they have prepared.2.Go through Part A with the students.3.Explain “borrow/ borrow from/ lend”

4.Ask students to work in pairs to exchange requests and responses as presented.Then check a row of students.Do you have an English book? Does he/she have an English book? Can I borrow your …?

Step3 Practice

1.Go through Part B.Let students guess what those sentences mean by the pictures.2.Get students to work in pairs and encourage students to repeat whole sentences from memory.3.Explain: I don’t understand.I’m sorry I don’t know.I’ll start/begin.4.Tell students to learn more phrases in order to understand what the teacher.Step 4

Homework Do the exercises in students’ workbook.教學(xué)反思:

第 7課時(shí) Main task

教學(xué)目標(biāo)：1.Learn two profiles of Millie and Daniel

2.To write about themselves

3.Introduce themselves to others confidently.教學(xué)重點(diǎn)：Learn to write about themselves 教學(xué)難點(diǎn)：The same as the importance.教學(xué)過(guò)程: Step1 Organize ideas.Tell students that the class is preparing a handbook containing a profile of each student.The final drafts of their writing will be collected to make a class handbook.Step 2 Present 1.Ask students to listen to the recorder and answer some questions about Millie and Daniel.2.Ask students to read the profiles.Tell students to underline words and phrases which they find useful in the models so that they can include them in their own writing.3.Tell students to read the outline on Page 16.Encourage students to include additional information.Step3 Practice

1.In pairs, students read, check and correct their partner’s draft.The teacher goes around the class And provides help and assistance.2.Ask students to rewrite their personal profiles on a separate sheet of paper and add illustrations, particularly a picture of themselves.3.Ask for volunteers to read out their profiles to the class.Step 4 Play games 1.Tell students not to include their names on the first drafts.2.Divide the class into groups of

eight.Collect the students first drafts, mix them up and then hand them out to different students within the group.3.Each student reads a personal profile, tries to guess who the write is and returns the personal profile to the writer.Step 5 Homework Write one or two profiles of himself /herself and another person.教學(xué)反思:

第 8 課時(shí) Checkout

教學(xué)目標(biāo)：1.To use the new grammar items and vocabulary taught in unit.2.The simple present tense.教學(xué)重點(diǎn)：Use simple present tense.教學(xué)難點(diǎn)：The same as the importance.教學(xué)過(guò)程: Step1 Revision

1.Revise some vocabulary and grammar items taught in this unit: be good at doing/ be clever at/ in the reading club/ like/love/enjoy doing/ take…for a walk/ walk home/ a member of…/ go running…

Step 2 Present

1.Tell students that they will be able to check whether they can use words they have learned earlier in the unit to make sentences.2.Give them a time limit and finish it.3.Let students correct themselves, or divide the class into pairs.Students correct each other’s work and write the score on the “paw”.Step 3 Have a competition

1.Tell students that they are having a competition task.Tell them if they can sort the words into the correct word families.2.Students put the words into the correct word families.Set a time limit.Let them fill in the blanks, then ask students to say the answers.The first student who gets all the answers right is the winner.3.Ask them to write a few more words for each column if they can.Step4 Homework 教學(xué)反思:

第三篇：新版譯林三年級(jí)上冊(cè)u(píng)nit1、unit2教學(xué)反思

新版譯林三年級(jí)上冊(cè)u(píng)nit1、unit2教學(xué)反思

新版譯林教材有些地方和老教材有區(qū)別，比如說(shuō)一些字母的書(shū)寫(xiě)“E”“J”等，因?yàn)樗季S定勢(shì)，一不小心就會(huì)寫(xiě)錯(cuò)；現(xiàn)在三年級(jí)孩子和以往不同，他們的知識(shí)更豐富，視野更開(kāi)闊。各種培訓(xùn)班，以及多媒體的普及，讓他們獲得了很多英語(yǔ)知識(shí)，所以說(shuō)他們并不是零基礎(chǔ)的。該如何把握新教材，如何面對(duì)求知若渴的三年級(jí)孩子們，我只能一邊教學(xué)，一邊摸索了，下面就一二單元和大家分享一下我的一些做法。

第一、把握教材，做到心中有數(shù)。

教材是教師教和學(xué)生學(xué)的主要憑借。根據(jù)認(rèn)識(shí)過(guò)程的普遍規(guī)律和教學(xué)過(guò)程中學(xué)生的認(rèn)識(shí)特點(diǎn)，學(xué)生系統(tǒng)掌握知識(shí)，一般是從對(duì)教材的感知開(kāi)始，感知越豐富，觀念越清晰，形成概念和理解知識(shí)就越容易，同時(shí)教材使學(xué)生在學(xué)習(xí)過(guò)程中獲得的知識(shí)更加系統(tǒng)化、規(guī)范化，有助于對(duì)教材講解的理解和掌握。因此，教師應(yīng)正確理解教材，準(zhǔn)確把握教材，創(chuàng)造性地使用教材。

一、二單元的教學(xué)重點(diǎn)是會(huì)說(shuō)日常用語(yǔ)“Hello.”“Hi.”“Good morning.”“Good afternoon.”“I’m ?Are you ??”及其回答“Yes, I am.”“No, I’m not.I’m? ”；會(huì)寫(xiě)字母“Aa、Bb、Cc、Dd、Ee、Ff、Gg”。相比較打招呼用語(yǔ)，想確定對(duì)方是否某人的句型“Are you ??”及其回答“Yes , I am.”“No , I’m not.I’m ?”學(xué)生在說(shuō)起來(lái)更困難些。在教學(xué)第二單元新授句型時(shí)，我把張三說(shuō)成李四，學(xué)生都覺(jué)得很好笑，被喊錯(cuò)名字的同學(xué)也會(huì)搖搖頭，好些的還會(huì)說(shuō)“No”,我順勢(shì)引導(dǎo)他們說(shuō)出“Yes , I am.”“No , I’m not.I’m?”學(xué)生很快就理解并掌握了。

第二、教法多樣，激發(fā)學(xué)生興趣。、課堂教學(xué)是實(shí)施素質(zhì)教育的主渠道。眾所周知，教學(xué)有法，教無(wú)定法，貴在得法。英國(guó)著名教育家曾指出：“能夠引起學(xué)生學(xué)習(xí)英語(yǔ)的興趣的方法就是最好的英語(yǔ)教學(xué)法。”由此可見(jiàn)，適當(dāng)?shù)慕虒W(xué)方法是搞好英語(yǔ)教學(xué)的關(guān)鍵，也是每個(gè)英語(yǔ)教師所面臨的重要課題。

1、好的音樂(lè)、歌曲既能給人以美的享受，又能使人振奮，催人上進(jìn)。所以，幾分鐘的音樂(lè)欣賞會(huì)使學(xué)生迅速進(jìn)入角色，起到意想不到的效果，特別對(duì)于上午第四節(jié)課或下午課更有效。在第一單元的教學(xué)中，我除了教唱了《Good morning.》以外，還增加了兩首歌《Good morning to you.》和《Hello!》，這兩首歌旋律簡(jiǎn)單，學(xué)生學(xué)起來(lái)也不費(fèi)勁，歌曲既有助于知識(shí)的鞏固，有活躍了課堂氣氛，可謂一舉兩得。

2、在課堂的一開(kāi)始，我們可以通過(guò)唱熟悉的歌曲來(lái)吸引學(xué)生的注意力，而在新授過(guò)程中或者在鞏固環(huán)節(jié)中我們就可以穿插一些小游戲，利用學(xué)生愛(ài)玩的特點(diǎn)抓住學(xué)生的心，集中學(xué)生的注意力，讓孩子們?cè)谕嬷袑W(xué)。如“Magic eyes”“Smart eyes ”“What’s missing?”“Finding friends ”等等。

3、角色表演注重情景交際，是理解語(yǔ)言、真實(shí)運(yùn)用、實(shí)踐語(yǔ)言的有效途徑，分角色朗讀、分角色表演是我在課堂教學(xué)中常用的方法之一，小學(xué)生，尤其是起始階段三年級(jí)的孩子活潑、好動(dòng)、愛(ài)模仿、喜歡交際、喜歡表現(xiàn)。我就利用他們這種心理特點(diǎn)，使每個(gè)學(xué)生都投入到這種活動(dòng)中，讓他們感受語(yǔ)言、學(xué)習(xí)表達(dá)，收到一定的效果。一般來(lái)說(shuō)，我都是先讓學(xué)生就課文表演課文，接著再讓學(xué)生模仿課文情境真實(shí)表演，特別鼓勵(lì)那些有所創(chuàng)新的同學(xué)。孩子們特別喜歡這種形式，尤其喜歡扮演cartoon time里的Sam 和Bobby。

第三、個(gè)別輔導(dǎo)，抓緊每位學(xué)生。

高爾基曾說(shuō)過(guò)：“不愛(ài)孩子，就不配教育孩子。”教師首先要對(duì)后進(jìn)生傾注“愛(ài)心”，“愛(ài)”是撫平他們“心靈創(chuàng)傷”的“靈丹妙藥”，也是促使他們形成完整學(xué)習(xí)動(dòng)機(jī)的重要前提。教師還要善于發(fā)現(xiàn)后進(jìn)生身上的閃光點(diǎn)，要不失時(shí)機(jī)的激勵(lì)、鼓舞他們，使他們產(chǎn)生強(qiáng)大的內(nèi)動(dòng)力和自信心，從而揚(yáng)起學(xué)習(xí)的風(fēng)帆。我現(xiàn)在所教的班級(jí)里有個(gè)特殊的孩子，他小時(shí)候得過(guò)小兒麻痹，現(xiàn)在走路有些跛，自卑心理加上家長(zhǎng)的放任不管，致使他在學(xué)習(xí)上不能按時(shí)完成學(xué)習(xí)任務(wù)，成績(jī)和班級(jí)里其他學(xué)生之間相差比較大。為了幫助他迎頭趕上，除了在生活上給予他適當(dāng)?shù)年P(guān)懷以外，利用課余時(shí)間我都是把他喊到身邊，細(xì)心地講解給他聽(tīng)，教一遍不會(huì)讀就教兩遍，此外我還給他安排了一個(gè)“小老師”，即他的同桌，讓他遇到問(wèn)題先向“小老師”請(qǐng)教，無(wú)法解決的來(lái)問(wèn)我。在課堂上我也適時(shí)找些機(jī)會(huì)給他展現(xiàn)一下，雖然他的語(yǔ)速較慢，但我從不會(huì)催促他，更多的是鼓勵(lì)，班上孩子看到我的態(tài)度，也不會(huì)譏笑他了。在我的堅(jiān)持下，他現(xiàn)在基本能按時(shí)完成學(xué)習(xí)任務(wù)了，課堂上偶爾也能舉個(gè)小手，雖然和別的孩子相比，差距還是有，但看到他的點(diǎn)滴進(jìn)步，我還是充滿(mǎn)信心的。三年級(jí)的孩子是可愛(ài)的，記得一個(gè)課間，班上的一個(gè)小男生伸出四個(gè)小手指問(wèn)我：“老師，你知道這用英語(yǔ)怎么說(shuō)嗎？”我想：嘿，是想在我面前得瑟自己會(huì)說(shuō)“four”這個(gè)單詞吧！又想：難道是腦筋急轉(zhuǎn)彎？我猶豫了一下，看我猶豫，小家伙更得意了。“Four?”我問(wèn)。小家伙又彎著四個(gè)手指問(wèn)：“那這個(gè)呢？”“啊？還是連環(huán)題啊？”不過(guò)確實(shí)難倒我了，看我答不上來(lái)，小家伙笑得前俯后仰，“是wonderful（彎的four）！”看著他那燦爛的笑臉，突然我覺(jué)得，這么可愛(ài)的孩子，我有什么理由不好好地教給他們知識(shí)呢？

第四篇：七年級(jí)英語(yǔ)課件譯林版

英語(yǔ)課需要在上課前做好大量的準(zhǔn)備工作，下面就是小編為您收集整理的七年級(jí)英語(yǔ)課件譯林版的相關(guān)文章，希望可以幫到您，如果你覺(jué)得不錯(cuò)的話可以分享給更多小伙伴哦！

七年級(jí)英語(yǔ)課件譯林版：What does he look like

一、教學(xué)課型：對(duì)話單詞課

二、教學(xué)目標(biāo)：

本節(jié)課是本單元的第一課時(shí)，它的中心任務(wù)是能對(duì)人的外貌進(jìn)行簡(jiǎn)單的描述。教學(xué)目標(biāo)可細(xì)化為四個(gè)方面：

1．語(yǔ)言知識(shí)：正確使用下列單詞和句型：

1）單詞：hair, curly, straight, height, tall, medium, thin, heavy, build.2）句型：--What does he/she look like?

--He/She is tall.--What does heshe look like?

--HeShe has curly hair.．

2．語(yǔ)言技能 ：

1）學(xué)生學(xué)完本課，會(huì)描述人物外貌。

2）學(xué)生能積極思維，運(yùn)用所學(xué)單詞，短語(yǔ)及句型，結(jié)合實(shí)際生活進(jìn)行靈活運(yùn)用。

3．學(xué)習(xí)策略：學(xué)生通過(guò)小組活動(dòng)學(xué)會(huì)與人合作，通過(guò)游戲?qū)胩岣邔W(xué)生學(xué)習(xí)的興趣。

4．情感態(tài)度：學(xué)生學(xué)會(huì)友好地描述別人的形象。

三、教學(xué)重點(diǎn):

掌握怎樣用本課新單詞、句型來(lái)描述一個(gè)人的外貌的方法。

四、教學(xué)難點(diǎn)：

掌握正確運(yùn)用have動(dòng)詞和be動(dòng)詞的描述人物外貌的方法。

五、教學(xué)設(shè)計(jì)：

StepI.warming up

教師活動(dòng)：

教師設(shè)計(jì)一個(gè)幸運(yùn)猜物的游戲，學(xué)生選中一樣衣物后，后面會(huì)出現(xiàn)一些與課堂內(nèi)容有關(guān)的簡(jiǎn)單問(wèn)題,說(shuō)唱或贈(zèng)送一些小禮品，帶領(lǐng)學(xué)生做完游戲，以此來(lái)調(diào)動(dòng)學(xué)生的積極性，借此與學(xué)生交流溝通，消除陌生感，活躍課堂氣氛。

1）跟隨老師一起做幸運(yùn)猜物的游戲，在六樣衣物中做出一個(gè)選擇。

2）通過(guò)游戲中講衣著，找朋友等活動(dòng)為下面描述外貌這個(gè)中心任務(wù)的展開(kāi)做好熱身準(zhǔn)備。

設(shè)計(jì)說(shuō)明：教師創(chuàng)設(shè)一個(gè)游戲情景，在游戲中營(yíng)造課堂氣氛，并設(shè)計(jì)what is your friend wearing?等簡(jiǎn)單問(wèn)題來(lái)引出本節(jié)課的主題，描述人的外貌。活動(dòng)形式以師生活動(dòng)為主。

Step II Present & practice

教師活動(dòng)：呈現(xiàn)出潘長(zhǎng)江，姚明等身高特征比較明顯的人物，帶領(lǐng)學(xué)生講出short, tall,并用古天樂(lè)的身高引出medium height這個(gè)詞。帶領(lǐng)學(xué)生讀好medium height的發(fā)音。然后用What do I look like? What do you look like? What does he/she look like?來(lái)讓學(xué)生鞏固練習(xí)medium height的發(fā)音。教師始終不忘用What does he/she look like?的句型來(lái)問(wèn)學(xué)生。為下面學(xué)生自己能說(shuō)做好鋪墊。

學(xué)生活動(dòng)：能看著圖片中的人物，會(huì)說(shuō)表示身高的幾個(gè)詞。強(qiáng)化medium height的用法和發(fā)音。

設(shè)計(jì)說(shuō)明：通過(guò)看圖說(shuō)話的形式，向?qū)W生呈現(xiàn)一些名人的圖片，引出一些表示身高的詞，然后讓他們對(duì)身邊同學(xué)的身高進(jìn)行簡(jiǎn)單的描述。教師通過(guò)What does he/she look like?句型的提問(wèn)，為下面學(xué)生做pairwork做好鋪墊。

Step III Presentation

教師活動(dòng)：由一個(gè)比較重的人的圖片，引出heavy，并拿出thin的人來(lái)比較，從而引出medium build.帶領(lǐng)學(xué)生讀好medium build的發(fā)音。

學(xué)生活動(dòng)：能感悟表示體重的幾個(gè)詞。

設(shè)計(jì)說(shuō)明：通過(guò)直觀的手段讓學(xué)生感悟這幾個(gè)表示體重的詞的意義。

Step IV Pairwork

教師活動(dòng)：通過(guò)呈現(xiàn)央視主持人的照片，讓學(xué)生會(huì)說(shuō)名人的身高和體重。然后再通過(guò)說(shuō)畢福劍的星光大道的節(jié)目，為下面老樂(lè)一家的出現(xiàn)做好鋪墊。通過(guò)描述老樂(lè)的家庭成員，讓學(xué)生會(huì)用What does he/she look like?--He/She is …and …的句型來(lái)描述生活中普通人的身高和體重。

學(xué)生活動(dòng)：積極參與這個(gè)活動(dòng)，在談?wù)撁撕推胀ㄈ说幕顒?dòng)中以及生生互動(dòng)中逐步理解What does he/she look like?--He/She is …and …句型的適用情景，并能靈活運(yùn)用該句型。設(shè)計(jì)說(shuō)明：創(chuàng)設(shè)情境，讓學(xué)生主動(dòng)參與活動(dòng)，學(xué)會(huì)描述不同人的身高和體重。

Step V Present & Pairwork

1．教師用一句 “Look at Le Bao.a beautiful girl has beautiful hair.”來(lái)引出不同頭發(fā)的展示和句型。She has …h(huán)air.同時(shí)板書(shū)She has …h(huán)air

2．用一張光頭的圖片，調(diào)動(dòng)學(xué)生氣氛，并追問(wèn)一句：What do you think of being bald? 同時(shí)，自圓其說(shuō)：I think it’s cool.I want to, but I’m a teacher, so I can’t.How about you.What do you want to have in the future?呈現(xiàn)一些各色漂亮的發(fā)型圖片，引導(dǎo)學(xué)生說(shuō)出，自己想要變換成什么發(fā)型？教師及時(shí)進(jìn)行評(píng)價(jià)。

學(xué)生活動(dòng)：

1．在老師的啟發(fā)下，逐漸接受long straight hair, short curly hair等表達(dá)方法，并在pairwork環(huán)節(jié)中，學(xué)會(huì)用What does she/he look like? She/He has…h(huán)air來(lái)談?wù)撘恍﹏ative speakers的頭發(fā)。

2．用I have…h(huán)air now.和I want to have …h(huán)air 的句型來(lái)鞏固對(duì)描述頭發(fā)的表達(dá)方法，靈活掌握對(duì)各種發(fā)型的描述。

設(shè)計(jì)說(shuō)明：通過(guò)圖片呈現(xiàn)的直觀效果和策劃學(xué)生的理想發(fā)型的話題，讓學(xué)生掌握頭發(fā)的表達(dá)方法和突出用has, have 描述外貌的教學(xué)重點(diǎn)。

Step VI Exercise 1a &1b

教師活動(dòng)：

1．帶領(lǐng)學(xué)生快速完成1a，如果有多選答案，也請(qǐng)學(xué)生補(bǔ)上。

2．用Amy’s friend is here.Let’s help her find him.這一句來(lái)請(qǐng)學(xué)生聽(tīng)錄音。

3．設(shè)問(wèn)：What does Amy’s friend look like?學(xué)生回答。

4．帶領(lǐng)學(xué)生朗讀2a。

學(xué)生活動(dòng)：

1．仔細(xì)觀察圖片，把不同人的特征按要求填空。

2．聽(tīng)錄音，讀材料

第五篇：新譯林英語(yǔ)七年級(jí)下學(xué)期閱讀(提高篇)

2.What did John decide to buy for his mother? ____.完形填空 A.An expensive cage with a delicious bird in it.B.Something much better than David's.Paris(巴黎)has a beautiful name, the City of.Do you know it means? Many beautiful C.A perfect birthday present.buildings are lighted at.The streets are very.When youin Paris, you needn’t turn3.Why did so many people phone John? ____.your headlights(車(chē)燈)even after dark.A.They hoped to sell him the present he wanted.Paris is full of(充滿(mǎn))life all day and all night.But this is not the reason(原因)for its B.They wanted to wish his mother a happy birthday.beautiful name.For hundreds of years, Paris has been the centre（中心）of science and art.C.They didn't know who had put the advertisement in the newspapers.scientists and artists have come tohere.For this reason, people it the City of Lights.()1.A.FlowersB.CarsC.LightsD.Rivers()2.A.whatB.howC.whereD.when()3.A.noonB.nightC.dayD.evening()4.A.blackB.darkC.noisyD.bright()5.A.walkB.goC.driveD.live()6.A.offB.downC.outD.on()7.A.onlyB.otherC.anyD.another

()8.A.NoB.FewC.ManyD.A few

()9.A.studyB.driveC.playD.have dinner

()10.A.makeB.callC.buildD.find

閱讀理解

（一）John, David and James were three brothers.Every year on their mother's birthday, they sent her

expensive presents.They liked to show her how rich they were.The oldest brother, John, decided to give his mother a perfectpresent.He thought it must be more

expensive than his brothers.So he put an advertisement in the newspapers: WANTED-THE PERFECT PRESENT FOR A RICH

WOMAN.For many days people phoned him from all over the country.Each of them wanted to sell him“

the perfect present”.But John didn't like any of them at all.Then, less than a week before his mother's birthday, a man came to his office.He was carrying a cage

with a large bird in it.“This bird,” the man said, “can speak ten languages and sing any popular song.There's no other bird like it in the world.”With these words, he asked the bird to speak to John in French,tell him a joke in Japanese and sing a famous popular song.John was very happy.“I'll buy it.How much do you want?” John said.“One hundred thousand dollars,” the man said.This

was a lot of money, but John paid him.Then he sent the bird to his mother with a birthday card.The day after his mother's birthday he phoned her.“Well, mother,” he asked, “what do you think of

the bird?” “Oh, very delicious, dear,” she answered.1.Why did the three brothers send their mother expensive presents? ____.A.She liked them very much.B.They wanted to show her they were very rich.C.They wanted to send their best wishes to her.4.What happened to the bird at last? ____.A.It was asked to sing popular songs every day.B.It flew out of the cage.C.It was eaten by John's mother.5.How do you think John would feel after his mother answered his telephone call?A.WorriedB.SadC.Afraid

（二）One day Tony was crossing the road when he was hit by a car.He fell and broke his arm.An

ambulance(救護(hù)車(chē))soon arrived and took Tony to a hospital.There a doctor operated on his arm.Then he

put the arm in a cast(石膏).Tony couldn't move it at all.“You must keep your arm in a cast for six weeks, ”the doctor said.“ You'll be all right then.”

At the end of six weeks, Tony went back to the hospital.The doctor took his arm out of the cast.“Can you move your arm, Tony?” he asked.Tony tried to move his arm.At first it was difficult, but soon he could move it easily.”Yes, it's fine,“ he said.”Thank you very much.“

”In a few days it will be as good as new, “ the doctor said.”Just exercises it a little.“

”Will I be able to play the guitar(吉他)？“ Tony asked.The doctor smiled.”O(jiān)f course you will,“ he said.”You'll have no problems.“

”That is good news,“Tony said.” Because I couldn't play it at all before.”

1.How did Tony break his arm?.A.A guitar fell on it.B.A doctor broke it.C.He was hit by a car..A.Several days.B.Less than a month.C.About a month and a half.3.As soon as the doctor took off the cast____.A.Tony could move his arm easily

B.Tony could move his arm with some trouble

C.Tony was no longer able to move his arm

.A.Exercise his arm.B.Take some medicineC.Come back to the hospital again.5.At last Tony became very happy because ____.A.he thought he would be able to play the guitar.B.the doctor had given him a guitar

C.the doctor had told him that he could help him