下面是小编整理的七年级上册英语教案通用5篇，希望能帮助到大家。
七年级上册英语教案1
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.活动设计：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?
Something else:
Step 8:Homework
教后一得：这节英语课，很成功，学习积极参与实践活动，手脑兼用，高高兴兴地戴上了自己亲手做的ID card.
Period 3 Self check
1.Give the full forms of the following.写出下面的非缩略形式。
1）What’s your name??
2)His name’s Jim..
3)I’m Jenny..
1）Read the statement and circle T for“true”or F for“false”.
下面的表述对的圈住T，错的圈住F.
(1)His first name is Clinton.T F
(2)His last name is Clinton.T F
(3)His telephone number is 985-6732.T F
(4)Her e-mail is peterclinton@yahoo.com.T F
(5)She is a girl.T F
Example:She is a girl.
(1)first name is Rita.
(2)Her name is Hall.
(3)Her fax number is.
(4)Her number is 786-4576.
(5)Her e-mail is@163.com.
（3)Answer the following questions in complete sentences.用完整的句子
（1）What’s his first name?.
（2）What’s his last name?.
（3）What’s his telephone number?.
教后一得：初一学生进行书面练习非常重要，要强调书写要规范，方法要掌握。
Unit 3 This is my sister
本课教材分析：
Title:This is my sister.
Topic:The family
Functions:Introduce people:This/That is…These/Those are…,
Identify people:Is this/that…?Are these/those…?
Structures:
Demonstratives this,these,those,that
Subject pronouns I,he,she,they
Yes/No questions and short answers
Plural nouns
Target Language(语言目标):
This is my brother.
Is she your sister?
mother father sister brother grandmother grandfather friend grandparents
3．Section B 1 Add the words in the box to the family tree.
sister son cousin grandfather mother aunt
grandfather/grandmother
(1)
father/uncle/
(2)(3)
daughter/(/brother)daughter/
(4)(5)(6)
Step 3.复习单词
2a Listen and check the words you hear.
grandfather grandmother cousin father mother uncle aunt brother sister
教后一得：本课内容围绕学生的生活，所以学生学起来得心应手，表现出极大的兴趣，说明语言来源于生活。
Period 2
教学范围：Section A 1c 2b 2c 2d Grammar Focus
教学目标：Talk about Dave’s family and master Grammar Focus
教学重点：句型：This is…These are…
Is this your sister?No,it isn’t.This is my friend.These are my friends
Is that your brother?Yes,it is.That is my brother.Those are my brothers.
复数形式：this these that those friend friends brother brothers and so on.
教学难点：指示代词单词的复数形式
教学方法：听说读写。
教学步骤：
1.复习单词。
2b Listen again.Which picture are Dave and Lin Hai talking about?作出选择。
2.学习句型,弄懂this/these,that/those的意义及区别。
Take turns talking about Dave’s family.
A:These are his brothers.
B:That’s his sister.
Go on talking.
3.听力练习。2b Listen again.Match the names with the people in the picture.
1.Dave a 2.Lin Hai 3.Anna 4.Jeff
4.口语对话
2c Pairwork结队活动
Student A,cover the names in 2b.Ask about the people in the picture.Student B,answer the questions.
2d Change roles and practice again.
5．总结
Grammar Focus Is this your sister?No,it isn’t.This is my friend.These are my friends.
Is that your brother?Yes,it is.That is my brother.Those are my brothers.
教后一得：让学生了解了名词的数这个概念，通过图片和直观的手段告诉了学生怎样理解“数”这个概念，避免了生硬的说教，效果很好。
教学范围：Self Check 1,2,3 Just for fun
Selfcheck
1.Key word check.Check the words you know.
this that these those mother father parents sister brother grandmother friend uncle grandfather aunt cousin grandparents she he
2.Write five new words in your Vocab-builder.
3.Look at Mary’s video of Beijng.Computer the conversations.
father Mary:Look!
mother You:
Mary:
grandparents
You:Are
Mary:Yes,they are.
cousins
You:
Mary:No,they aren’t.They are
Just for fun!
4.Is that your girlfriend?
5.No,it isn’t.It’s my cousin.
6.Is that your girlfriend?
7.No,it isn’t.It’s my sister.
8.Who’s your girlfriend?
9.I don’t have a girlfriend.
10.教后一得：作为复习性的内容，应设计简明的单元内容明细表，让学生有清晰地认识，同时培养学生总结和归纳的能力。
Unit 2 Is this your pencil?
教学目的和要求(Teaching aims and demands)
Excuse me but these they good those boat hill tree their much very much all right all right mum friend brother nice to meet child children welcome our come come in oh
日常交际用语
Is this your/my/his/her pencil-box?Yes,it is./No,it isn’t.
Here you are.Where’s my…?
What are these/those?They’re…,etc.It’s very good.
Are these/those/they English books?Yes,they are./No,they aren’t.
They’re their books.That’s all right.Thank you very much.
These are my friends,Kate and her brother Jim…
Welcome to our home.Who am I?Do you know?
What number is Jim’s bus?Come in,please.
语法:
运用my,your,his,her,its数词以及名词的复数形式.
运用these,those和they
period 1
Step 1 Revision
下面是小编整理的七年级上册英语教案通用5篇，希望能帮助到大家。
七年级上册英语教案1
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.活动设计：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?
Repeat with pens,books,etc.Get the class to ask questions and give answers.Check for the use of plural forms.
3.Revise What’s that?/What are those?in a similar way.This time use pictures from magazines,pictures on the wall or Bb drawing to emphasize that that and those refer to items that are not near.
Chain drill.Call out several students to demonstrate.
A:What are these?(Holding up three pens.)
B:They’re pens.What are those?(Pointing to trees outside.)
C:They’re trees.What are these?etc.Then get the class to continue this chain drill.
Step 2 Pronunciation pratice
Write these lists on the Bb one at a time and get the students to practise reading and pronouncing them correctly.Write the phonetic symbols if you think they will help the students.
1./s/2./z/3./iz/
desks birds/dz/buses
books trees boxes
cats/ts/girls oranges
bikes boys
After writing each list,underline the endings and explain These words have the…sound.Do Ex.2 in Wb Lesson 23.
Step 3 Presentation
Take out a bag with some oranges or pears in it.Hold it up and let several students feel the bag,Ask Are these apples?Some students will say Yes,they are.Others may say No,they’re not.Still others may say I think they’re…Smile and say You don’t know!Open the bag and say Look!These are(pears).
Teach Are those…?For example,put a small picture with two cars in the corner of the room,and ask Are those Chinese/Japanese cars?The students try to guess.They may answer Yes,they are./No,They’re not.Then bring the picture closer so that they can confirm that they are/are not Chinese/Japanese cars.
Step 4 Read and say
SB Page 28,Part 1,Speech Cassette Lesson 23.Play the tape.Students listen,and then listen and repeat.Get two or three pairs to read aloud the dialogue.Then get the students to read in pairs.Later,get some students to read and act.
Step 5 Look,listen and say
SB Page 2,part 2,Speech Cassette Lesson 23.Let the students listen to the tape and then get them to practise the same way as in Step 4.Put the students in groups of three(A,Band C).Later,call out several groups to read the dialogue and act in front of the class.
Step 6 Workbook
SB Page 113,Wb Lesson 23.Do Exx.1-3 in pairs orally.Then check the answers with the whole class.Wx.4 is optional.Do this exercise if you think your students are ready.Point to the picture and draw the students’attention to the difference between written English and Chinese,including the word order and the use of the verb to be.
Homework
Finish off the Workbook exercises.Revise the new language items in Lessons 21,22 and 23.Do Ex.2 in the exercise book.
教后一得
单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.
Period 4
Step 1 Revision
1.Call the register.Get the students to talk about who is not at school today,etc.
2.Revise the nubmers 1-28 and teach 29 and 30.
3.Using flashcards,revise the plural words taught in this unit:hills,boats,birds,etc.Do Ex.2 in the Wb Lesson 23.
4.Use the same cards to practise What are these?Are these…?And further away,What are those?Are those…?
Step 2 Read,listen and say
SB Page 29,Part 1,Speech Cassette Lesson 24(Phonic Reading Work).Follow the same steps as in Lesson 20.Step 2.(Please see Pages 148-167 of the TB.)As in Lesson 20,use flashcards rather than going straight to the book.
1.Books closed.Say Listen and play the tape.
2.Play the tape again.Say Listen and repeat.Write the letter O on the Bb,and next to it write no,hello,those,home,zero and go.
3.Students read aloud each word in turn as you point to it.
4.Explain that in Chinese these words all have the letter O and the/eu/sound.
5.Repeat the above procedure with the words:
Step 10 Workbook\
Sb Page 114,Wb Lesson 24.Most of the exercises help revise the plural form of nouns.E.g Exx.3 and 7.
Ex.6 shows a way of learning new words by classifying them according to their meanings.Exx.9 and 10 are optional.Ex.9 provides students with reading practice.Ex.10 is a chant that helps the students to practise rhythm.
Homework
Finish off the Workbook exercises.
教后一得
单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.
Unit 4 Where’s my backpack?
本课教材分析：
Title：Where’s my backpack?
Topic:Things around the house
Functions:Talk about where things are
Structures:
Where questions
Yes/No questions and short answers
Prepositions on,in,under,behind,next
本课的词汇：
table,bed,dresser,bookcase,sofa,chair,backpack,books,keys,baseball,drawer,plant,
where,where’s=where is,table,bed,dresser,bookdase,sofa,chair,drawer,plant,under,they’re,on,behind,next,next to,
don’t=do not know bag,math,math book alarm,alarm clock alarm alarm clock,CD,video,cassette,video cassette,hat,take,thing,soccer,soccer ball,ball,can,bring,
some,need,floor,ideal,room,TV,desk,picture,between,too,wall
语言目标：
Where’s my backpack?It’s under the table.
Where are your books?They are on the chair.
Where are the books?I don’t know.
Is it under the table?No,it isn’t.It’s on the table.
The math book is on the dresser.
重点词汇：things in the room and some prepositions:on in under behind next to
语言结构：
Where is/are….?
It is…/They are…
on,in,under,behind,next to…
学习策略
运用实物、图片理解介词的意义，利用对话，学习讨论物体的位置。
语法功能
1．辨认位置，并描述物体所在位置。
2．物体所在位置的问答。
跨学科学习
美术、绘画、方位知识。
本单元可分为7课时(Seven periods)。
活动一：教师将一物品放在不同的位置，让学生用介词短语表达，练习说；
活动二：教师说短语，学生表演动作。
活动三：1c Pairwork(结队活动)
Make your own conversations.Use the words in the box..(可发掘课程资源)
A.Where’s the backpack?
B.It’s under the table.
on in under behind next to
4．引出Where questions及其回答。（可让全班同学闭上眼睛，将某一物品藏于某处，,让学生猜测。提问时自然引出where句型，便于学生理解，水到渠成。学生猜测时，引出句型：Is it….?及肯否定回答）eg:Where is the eraser?
5．看图片，据情景，练习句型。（为激发学生兴趣，可假设情景，画面中的男孩，就要去上学了，可自己上学需要的物品却因为到处乱扔找不到了，你能帮帮帮他吗？他的爸爸、妈妈、妹妹是怎么说的？）
Where’s my backpack?It’s under the table.
Where are my books?They’re on the sofa.
Where’s my baseball?It’s in the backpack.
6．分角色进行上述对话表演。
7.听力训练。Listen.判断Where are the things from 2a?Number the picture(1-6).
(2b听录音，判断2a中的物品出处，并在图中标出序号。
8.2c Pairwork结队活动
Ask and answer questions about the things in the picture.（st,ss）
9.Sum up(Grammar focus):
Questions Answers
Where’s the baseball?It’s in the backpack.
Where is my computer game?It’s under the bed.
Where are your books?They’re on the chair.
Where are his keys?They’re on the dresser.
Where are her keys?They’re on the table.
10.Guess and guess(Revision):
Ask:Where’s my…?(Pointing to myself)
Where’s your….?(Pointing to a student and questioning)
Where’s his…?(Pointing to a boy and asking the other students)
Where’s her…?(Pointing to a girl and asking the other students)
Answer:It’s+介词短语
Period 3
教学范围：Section A:3a,3b,3c,4 Game Find the Difference
教学重点：一般疑问句和特殊疑问句的问与答。
教学内容：I don’t know.
Where’s the packback?B.It’s under the table.
Is it…/Are they…?Yes,it is./they are.No,it isn’t./they aren’t.
教学目标：
自由谈论物体的所在位置（Can make a dialogue with what we have learned and talk about Where the things are freely）。
为达成这一教学目的，我是这样安排本课教学的。
a)看图，了解对话的内容。
book pen pencil CDs ruler notebook video cassette computer games math book
6.2b Listen again.Where are Tommy’s things?Write notes.
eg.The math book is on the dresser.
The video cassette is on the table.
The hat is on the bookdase.
The pencils are in the backpack.
The alarm clock is next to the computer.
The bookcase is behind the door.
Period 5
教学范围：Section B 3a,3b,3c,4 Groupwork
教学内容：句型的实际应用（阅读与书面写作）。
教学目标：能够熟练读写
教学重点：Writing a note.
教学难点：How to write a note.
教学方法：动动手，做一做，画一画，写一写。
教学步骤：
1．3a Read the note and draw the missing things in the picture.
Dear Sally,
Please take these things to your brother:his math book,baseball,notebook,CDs,and video cassette.The math book is on the dresser.The baseball is under the bed.The notebook is next to the baseball under the bed.The CDs are in the drawer.The video cassette is behind the computer.
Thanks,Mom
3b Look at the picture and fill in the blanks.
Dear Tommy,
Can you bring some things to school?I need my hat,my ID card,my pencils,and my notebook.My hat is on the chair.My ID card is in the drawer.My pencils is under the book/in the pencil-box and my notbook are on the desk.
Thanks,Sally
3c Pairwork
Write a note to a friend asking for four things from your room.Say where they are.
4.Group work
Draw your ideal(理想的)room.Then describe it to the class.
eg.
Here is my ideal room.My TV is on the desk.My telephone...
Period 6
Self Check 1,2,3 Just for fun
11.Key word check.Check the words you know.
table bed dresser bookcase sofa chair backpack books keys pencilcase
baseball hat math book alarm clock CD video cassette computer games
12.Add five new words to your Vocab-builder.
13.Read the note and draw the room.
14.This is my room.There are books in the bookcase.There are pictures on the walls.My backpack s on the chair.And I have a baseball.It’s on the floor,between the bookcase and the desk.There is a computer on my desk,and a video cassette behind the computer.And there’s my hat.It’s on the floor,under my bed!
Just for fun!
Where’s my backpack?Is it in the bedroom?
Where’s my backpack?(P24)
养成良好习惯，物品要摆放有序,不能到处乱扔。
Step 6 Talk about the picture in pairs in Page 23.
Where’s/are…?It’s/They’re…
Step 7 Practise
Read the note for 3 times and draw the room.
This is my room.There are books in the bookcase.There are pictures on he wall.My backpack is on the chair.And I have a baseball.It’s on the floor,between the bookcase and the desk.There is a computer on my desk,and a video cassette behind the computer.And there’s my hat.It’s on the floor,under my bed.
Ask and answer questions about the picture you drew,try to remember where the things are.
Where are the books?They’re…
Where is the backpack?It’s…
Where’s the baseball?
Where’s the computer and the video cassette?
Where’s the hat?
Step 8:Let’s sum what we’ve learned from Unit 4.
Words:
Phrases:
Sentences:
Something else:
Questions:
Step 10:Homework:
1.Remember the words in Unit 4.
2.Practise the dialogue in pairs.
3.Write a note to your friend sally,asking for four things from your room.Say where they are.
Dear Sally,
Can you bring some things to me?I need my,my,my and my.My is.My is.My is and my are.
Thanks,Tom
Read the note in your group.
Unit 5 Do you have a soccer ball?
The Plan of the Unit:
Topic:Spending time with friends
Functions:ask and answer questions about ownership,make suggestions
Structures:Present tense to have
Yes/No questions and short answers
Let’s
Adjectives of quality
Target Language(重点句型):Do you have a basketball?Yes,I do.Let’s watch TV.No,that sounds boring.That sounds great.
Vocabulary(重点词汇):TV,ball,basketball,soccer,bat,tennis racket,volleyball,interesting,boring,fun,difficult,relaxing
学习策略：运用对话练习,掌握如何用英语向对方询问是否拥有某物,
增强个人与他人的联系与交流.
跨学科学习：体育球类,礼貌邀请别人
Listen to 2a(P26)and 2b(P26),then finish the exercises.
Step 5.现场调查
The students ask their partners if he or she has a pen,a ruler,a sharpner and so on.让每个学生都参与到这个活动来，人人都有表现的机会。
Step6.look back
Let the students sum up what we have learned this class.Then ask what they haven’t understood.
Step 7.Homework口语练习:
问你的父母,兄弟姐妹和你的好朋友是否有…..,然后把它记录下来.遇到的生词可以查词典,然后写到你的单词积累本上.
教后一得：
学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。
第二课时
教材分析：初步掌握了句型Do you/they have…?及其肯否定回答后，学生对此有了一定的交际兴趣，再讲Does he/she have….?就容易接受了。
教学目标：1掌握生词television,has,does,doesn’t,collection,but,play sports,only,them,small,every,day,every day.
2.掌握句型Does he have….?Does she have….?及回答.
3.根据场景询问,熟练应用句型进行交际.
语言目标：Does he have….?Yes,he does.No,he doesn’t.
Does she have…?Yes,she does.No,she doesn’t.
语法项目：have的一般疑问句用法（适用于第三人称单数）及其肯定否定回答。
学习策略：由问及你是否有某物引到他或她是否有某物。
Teaching steps:
Step 1.Greeting,sing an English song together
Step 2.presentation
(to a boy)Do you have a pen?
Yes,I do.
(to other students)Does he have a pen?
Yes,he does.
(to a girl)Do you have a knife?
No,I don’t.
(to other students)Does she have a knife?
No,she doesn’t.
学习单词：does,doesn’t,has,television(将单词板书,解释does,doesn’t是do,don’t的第三人称单数，has是have的第三人称单数,解释何为第三人称单数,以及它的用法)
Step 3.show a picture.(some balls)
Please make a dialogue with“Does he/she have…?Yes,he/she does.
No,he/she doesn’t.”
Jane Mike Barry Peter
baseball √
basketball √ √
Soccer ball √
volleyball √
可要求学生先口语练习,然后书面写出来.
Step 4.现场调查(利用周围事物练习句型)
语言功能：用祈使句对别人提出建议以及回答,表达某人有(没有)某物。
跨学科学习：绘画、用形容词描述某件事、礼貌待人
Teaching steps:
Step 1.Greeting,sing an English song together
Step 2.presentation
(to one student)Do you have a soccer ball?
Yes,I do.
Let’s play soccer ball.
That sounds good.
(to another student)Let’s play football.
I don’t have a football.
Well,Let’s play baseball.
That sounds great.
Step 3.show the new words:let,us,let’s,play,well,sound,good.
要求学生会读单词，并掌握其拼写、含义及用法。
Step 4.Do the exercises:
3a.(P 27)Fill in the blanks with words from the box.
Keys:1.don’t 2.Let’s 3.have 4.soccer
让学生填写后，读熟并同位之间互相练习。
3b.(P27)Pairwork
让两个学生对话，练习句型。
Do another exercise
4(P27)Pairwork
阅读“招收广告”后，填写右边的表格。First name,last name在前面已经讲过，注意和汉语拼音之间的区别，class要注意大写，sport you like写上你喜欢的体育项目。
文中出现的生词：welcome,our,sport,center,like,we,many,club,ping-pong,more,join,class.要求学生会读，认知其意义，要求课后记住。
Step5.你认识这些形容词吗？(Section B)
用汉语解释什么样的词是形容词，然后解释interesting,boring,difficult,relaxing的意思。这几个单词比较长，在讲解时，注意渗透音标教学，按音节去记忆其拼写，这样就简单多了。
Do the exercises:1a,1b(P28)学生画完后，可传阅他们的作品。
2a,2b(P28)听力题目可在听完之后，将材料投放在屏幕上，作为阅读材料练习。
2c.(P28)Pairwork口语练习，复习句型Let’s…..That sounds…..和形容词interesting,boring,difficult,relaxing.
Step 6.练习句型I(We,You,They)have….He(She,Kate,Jane)has….
I(We,You,They)don’t have….He(She,Kate,Jane)doesn’t have….
T:Do you have a baseball?
S1:Yes,I do.I have a baseball.
T:Does he have a baseball?
S2:Yes,he does.He has a baseball.
T:Does she have a baseball?
S2:No,she doesn’t.She doesn’t have a baseball.She has a basketball.
板书：I(We,You,They)have….
He(She,Kate,Jane)has….
Unit Six Do you like bananas?
单元教材分析：
本课包括三部分：Section A,Section B和Self-check.
主题:Food.
语言功能:Talk about likes and dislikes.
询问某人是否喜欢某种食物及回答；表达喜欢什么和不喜欢什么。
语言结构:Present tense to like Yes/No questions and short answers
Affirmative and negative statements
like的一般现在时，一般疑问句及肯、否定回答；肯定句和否定句。
语言目标:主要语法
Do you like hamburgers?Yes,I do.No,I don’t.
I like French fries.I don’t like tomatoes.
Main vocabulary（词汇）:hamburgers,tomatoes,broccoli,French fries,oranges,ice cream,salad,bananas,eggs,strawberry,carrots,apples,chicken,breakfast,lunch,dinner,fruit,vegetable.
品德：在平日饮食中要做到不挑食。
根据需要可以分为四课时来讲。
第一课时：
I.教材分析：这是本单元的第一部分，生词比较多，但是因为涉及到吃的东西，每个同学都有自己的爱好，学生比较感兴趣。
Language topic:Do you like bananas?
Yes,I do.No,I don’t.
Language strategies:Talk about likes and dislikes.
Main vocabulary:food,banana,hamburger,tomato,broccoli,French fries,strawberry,orange,ice cream,salad
II.语言结构:like的一般现在时的一般疑问句及回答。
III.语言功能:询问某人是否喜欢某物及怎样回答.
IV.活动设计：采访调查Do you like…?
V.Teaching steps:
Step 1:Greetings.
Step 2:Words:(pictures)
What’s this?(picture)It’s a soccer ball.Do you have a soccer ball?Yes,I do./No,I don’t.Do you like it?Yes,I do./No,I don’t.
What’s this?It’s a hamburger.Do you like it?Yes,I do.No,I don’t.
What are these?They’re bananas.Do you like bananas?Yes,I do./No,I don’t.
运用图片和对话教学单词：hamburger,banana,tomato,broccoli,French fries,strawberry,orange,ice cream,salad并运用这些单词进行对话：Do you like…?Yes,I do./No,I don’t.
Step 3:1a Match the words with the pictures.(P31)
Step 4:1b Listen and number the conversations 1-3.
Do you like salad?No,I don’t.Do you like bananas?Yes,I do.
Do you like oranges?Yes,I do.
Practice the conversations,and then make your own conversations.
Step 5:2a Listen and circle the food you hear.(P32)
hamburgers tomatoes broccoli French fries oranges ice cream salad bananas
Step 6:2b Listen again and fill in the blanks.
I like hamburgers.Do you like hamburgers?Yes,I do.
Do you like vegetables for lunch?And do you like chicken for dinner?
(转到第三人称)Does he or she like carrots for lunch?Yes,he does./No,he doesn’t.
Ask the students to remember the new words.
Step 3:1a Write the number in the box next to the correct food.(P34)
1.broccoli 2.salad 3.eggs 4.apple 5.ice cream 6.hamburger 7.banana
8.orange 9.carrots 10.chicken
Step 4:2a Listen and circle the words from 1a that you hear.(P34)
Step 5:1b How many other words can you add to the lists?(P34)
Fruit:apples
Vegetables:broccoli
Add five new words to your Vocab-Builder.Ask the students to remember them.
Step 6:Write down what your family like to eat.
My father:eggs,apples…
My mother:chicken,oranges,carrots…
My sister:hamburgers,ice cream…
My brother:
Ask another student to guess:What does my father like?
Does he like vegetables?No,he doesn’t.
What does my sister like?Does she like ice cream?Yes,she does.
Step 7:Let’s see what we’ve learned today.
Words:
Sentences:
Something else:
Questions:
Step 9:Homework.
1.Remember the words.
2.Practise the dialogue in pairs.
3.Finish the workbook.
教后一得：这节课不如上一节课效果好。原因是：今天我的情绪不好，把自己的个人情绪带到了课堂，这样是不对的。教师应当以饱满的热情来影响学生，调动学生，从而收到良好的课堂效果。
第三课时：
I.教材分析：
Language topic:I like oranges.I don’t like bananas.
They like salad.They don’t like broccoli.
He likes hamburgers.He doesn’t like broccoli.
She likes ice cream.She doesn’t bananas.
Language strategies:Talk about likes and dislikes.
Main vocabulary:eat,running star,lots of,healthy,food,dessert,list
II.语言结构:like一般现在时的肯定句和否定句。
III.语言功能:怎样表达喜欢什么和不喜欢什么.
IV.Teaching steps:
