七年级英语（仁爱版）下册复习教案（精选18篇）由网友“王子鑫”投稿提供，这里小编给大家推荐一些七年级英语（仁爱版）下册复习教案，方便大家学习。
篇1：七年级英语（仁爱版）下册复习教案
七年级英语（仁爱版）下册复习教案
Unit 5 Our School Life
任务形学习目标：
掌握并能熟练运用表达交通方式的句型。
掌握频度副词的表达方式。
掌握一般现在是的用法。
Topic 1 How do you usually come to school ?
二．重点短语：
1. on foot go …on foot = walk ( to )…
2. by + 交通工具 “乘坐…” by bus / bike / plane / train / subway / ship / boat / car
3.take the bus = go …by bus ride a bike = go …by bike take the subway = go …by subway
4. on weekdays 在平日5. after school 放学后after class 下课后 after breakfast / lunch / supper早餐 / 午餐 / 晚餐后 6. in their free time 在空闲时间 7. have a rest 休息一下8. read books 读书11. go swimming 去游泳 12. listen to music 听音乐 12. watch TV 看电视 13. do（one’s） homework 做作业 14. go to the zoo / park 去动物园 / 公园 15. once a week 一周一次16. every day 每天 17. have classes 上课18. for a little while 一会儿 19. go to bed 上床睡觉 20. have breakfast / lunch / supper（dinner）吃早餐 / 午餐 / 晚餐 22. at the school gate 在校门口 23. come on 快点 、加油24. get up 起床 25. talk with / to sb.与某人谈话 26. at school 在学校、在上课 27. go to school 去上学 28. and so on ……等等
三．语法：表时间频率的副词：never 从来不 seldom 极少 sometimes 有时 often 经常 usually 常常 always 总是
1. I never go to school by subway. 2. I seldom walk to school.
3. Maria sometimes takes the subway home. 4. Li Xiang often rides a bike to school.
5. We usually go to the park on foot. 6. They always go to the zoo by bus.
7. How often do you come to the library ? Very often / Twice a week / Once a week / Every day.
四. 重要句型1. Happy New Year! The same to you.
2. Your new bike looks very nice. Thank you.
3. How do you usually come to school ? By bus / car / bike. On foot.
4. It’s time for class. = It’s time to have class. 该是上课的时候了。
5. The early bird catches the worm. 笨鸟先飞。/ 捷足先登。
6. We have no more time. 我们没有更多的时间了。
7. I have four classes in the morning and two in the afternoon.我早上上四节课，下午上两节。
8. She goes to bed at about a quarter to ten. 她九点四十五分睡觉。
Topic 2 He is running on the playground.
二．重点短语：1. make cards 制作卡片 2. on the playground 在操场上 3. in the library 在图书馆
4. in the gym在体育馆 5. on the shelf在书架上（shelves 复数） 6. at the Lost and Found 在失物招领处 7.clean the room打扫房间 8.have a soccer game 举行足球比赛 9. have an English class 上英语课 10. write a letter 写信 11. some of his photos= some photos of his 他的一些照片 12. on time 准时/in time及时 14. do better in sth 在某方面做得较好 15.put on 穿、戴上、上演（代词it / them放在中间，名词中间或后面，put it / them on ） 16. show sb. around… 令某人参观……
三．语法：
现在进行时态 主语+ be（is / am / are ）+ 动词ing + 其他 。表示正在进行或发生的动作。常与now = at the moment 现在 、look看 、listen听 等连用。
1. I’m looking for my purse. 2. They aren’t sleeping at the moment.
3. Are you doing your homework ? Yes, I am. No, I’m not.
4. Is he / she singing now ? Yes, he / she is. No, he / she isn’t.
5. What is your brother doing ? He is running in the gym.
四. 重要句型
1.Excuse me, may I borrow your story book ? Of course. = Sure. (borrow sth from…从……借回某物……)
2. How Long may I keep the book ? Two weeks. ( keep 借用，后面常跟一段时间连用)
3.You must return them on time. （ return 归还，return sth to …把……归还给……）
4. Thank you. It’s a pleasure. = A pleasure = My pleasure. 别客气。
5. Sorry, I don’t have any. Thank you all the same. 仍然感谢你。
6. See you soon. 回头见. 7. What else ? 还有别的什么？（ else 其他的、别的，常放在疑问词what/ where / who…和不定代词something/ somebody等的后面）
Topic 3 My school life is very interesting.
重点短语：1. outdoor activity 课外活动 2. easy and interesting 容易又有趣3. difficult and boring 又难又乏味 4. be friendly to sb. =be kind to sb. 对某人友好 5.between…and… 在……之间… 6. learn…from… 向……学习……/ 从…中学…… 7. from…to… 从……到…… 8. in the morning / afternoon / evening 在早上/ 下午/ 晚上9.on Monday 在星期一 on Monday morning在星期一的早上 11. tell sb. about sth告诉某人关于某事
三．语法：
一般现在时 主语+ 动词原形/ 动词第三人称单数s/es + 其他。表示经常或习惯性的动作。常与频率副词：never 从来不 seldom 极少 sometimes 有时 often 经常 usually 常常 always 总是或every day 每天、in the morning / afternoon / evening 在早上/ 下午/ 晚上 等连用。例如:
I often do my homework in the evening. I don’t often go shopping on Sunday.
Do you usually come to school by car? Yes, I do. No, I don’t.
Sometimes she watches TV in the evening. She doesn’t like Chinese.
Does she often take a bus to school ? Yes, she does. No, she doesn’t.
四. 重要句型
1.What day is it today？It’s Sunday / Monday / Tuesday / Wednesday / Thursday / Friday / Saturday.(在英语国家每周的第一天是星期天而不是星期一)
2. What class are they having ? They are having a music class.
3. What time does the class begin ? At ten o’clock.
4. What do you think of math? = How do you like math ? 你认为数学怎么样？ It’s difficult and boring.
5. Why (为什么)do you like English ? Because（因为）it’s easy and interesting.
7.What subject (学科)do you like best ? I like history best.
8. At school, my teachers and classmates are very friendly to me.
9. I study Chinese, English, politics, geography and some other subjects.（other泛指其他的，别的+ 名词复数）
10.English is my favorite (最喜欢的)subject. I also like P.E and music.= I like P.E and music , too. (也)
11.Can you tell me something about it ?
五．词语辨析
a few 几个，一些 + 名词复数 a little 一点儿 +不可数名词 many 许多+名词复数 few几乎没有 little 几乎没有 much许多、大量的+不可数名词
other泛指其他的，别的+ 名词复数 another 泛指又一个、再一个、另一个+ 名词单数 the other 两者中的另一个
Unit 6 Our Local Area
Topic1 Is there a sofa in your study?
一、学习目标
1、掌握单词和重点词组
2、掌握there be的各种形式及用法
3、能熟练用英语描写房间、家庭、学校等建筑
4、熟练掌握方位介词in, on, behind, under, near, next to, in front of
二、重点词组
On the first floor 美式英语一楼floor地板，此处指“楼房的层”。英式英语用the ground floor 表示一楼
Why not =Why don’t you 复习其他提建议的方式
Go upstairs上楼 Go downstairs 下楼
A moment later 一会以后
You have a nice study。 study名词：书房 动词：学习与learn的区别
In the front of the house 在屋子（里面的）前面 In front of the house在屋子（外面的）前面
Talk about谈论 talk with sb.和某人谈论
Put them away 把他们收拾好
Look after = take care of 照顾，看管
In the tree（非树本身的东西）在树上 On the tree(树本身的东西)
On the river浮在水面上 over the river 在河上（悬空）
On the wall在墙上 in the wall 在墙里
Get a letter from sb= hear from sb 注意hear from宾语是人不是信，her of听说某人(物)，hear听到，听见，侧重听的结果。常用 hear sb doing sth/do sth
Tell sb about sth Tell sb to do sth Tell sb sth
want sb to do sth/want to do sth
三、语法知识： There be 句型的用法
There be句型是英语中常见的特殊句型，用以表示某物某事存在或不存在。句中的there只起引导作用，并无实际意义，句子的真正主语是谓语动词be后面的名词。
1、在there be 句型中,谓语动词be要与主语（某人或某物）的数保持一致。当主语是两个或两个以上的名词时，谓语动词要与跟它最近的那个名词一致。
eg. ① There is a bird in the tree.
② There is a teacher and many students in our classroom.
③ There are two boys and a girl under the tree.
2、There be句型与have的区别：
There be 句型和have都表示“有”的含义。区别如下：There be表示“某处存在某物或某人”；have表示“某人拥有某物/某人”，它表示所有、拥有关系。 eg.①He has two sons.
②There are two men in the office.
当have表示“包括”、“存在”的含义时，There be 句型与其可互换。
eg. A week has seven days. =There are seven days in a week.
3、否定句
There be句型的否定式的构成和含有be动词的其它句型一样，在be后加上not或no即可。注意not和no的不同：not是副词，no为形容词，not a/an/any + n. 相当于no+ n.。例如：
There are some pictures on the wall. →There aren't any pictures on the wall. =There are no pictures on the wall.
There is a bike behind the tree. → There isn't a bike behind the tree. =There is no bike behind the tree.
4、特殊疑问句
There be句型的特殊疑问句形式有以下三种变化：
① 对主语提问：当主语是人时，用\“Who\'s+介词短语?\”；当主语是物时，用\“What\'s + 介词短语?\”。注意：无论原句的主语是单数还是复数，对之提问时一般都用be的单数形式(回答时却要根据实际情况来决定)。如：
There are many things over there. →What's over there?
There is a little girl in the room.→Who is in the room?
② 对地点状语提问：提问地点当然用“Where is / are+主语?\”啦！例如：
There is a computer on the desk. → Where is the computer?
There are four children on the playground. →Where are the four children?
③ 对数量提问：一般有两种句型结构：
How many+复数名词+are there+介词短语？
How much+不可数名词+is there+介词短语？
used to表示过去常常做某事.
例句: I used to play football after school.过去我常常在放学后踢球.
be used to do的意思是被用来做某事;be used to doing的意思是习惯于做某事.
used to + do：“过去常常”表示过去习惯性的动作或状态，但如今已不存在。
Mother used not to be so forgetful.
Scarf used to take a walk. (过去常常散步)
be used to + doing： 对……已感到习惯，或“习惯于”，to是介词，后需加名词或动名词。
He is used to a vegetarian diet.
Scarf is used to taking a walk.(现在习惯于散步)
Topic 2 What’s your home like?
重点语法：There be 句型
There be句型的否定句
There be句型的疑问句
③ There be句型的就近原则
④ There be句型的反意疑问句
⑤There be句型与have/has的区分
重点短语：
be like / an apartment building/ a town house /in the surburbs/
on the street corner/ rent a house with furniture to others / keep money
重点句型 ：
①What’s your home like?
②What’s the matter ……?
③I hear you playing the piano.
④I can’t hear you ,the line is bad.
⑤I’ll get someone to check it right now .
⑥The traffic is heavy and the cost of living is high.
⑦There are many old people and many families with young children living there .
点拨：
㈠What’s your home like?
Like 动词“喜欢”，介词“像”。be like像和look like看起来像。be like 主要用来询问人的性格、外貌和事物特征。Look like 主要用来询问外貌。
㈡for rent 出租。wanted求租.rent sth to sb把某物租给某人rent sth from sb 从某人处租某物。
㈢call sb at ＋ 号码。请打......电话与某人联系。
㈣I hear you playing the piano.
hear sb doing sth听见某人正在做某事（强调动作进行）
hear sb do sth (强调全过程)
㈤Many shops and restaurants are close to my home .
be close to 离……近。close 与near 都有“靠近”的意思，但close 比near 更近。
Topic 3 Which is the way to the post office?
重点语法：
祈使句
①肯定、否定形式。
②特例。
重点短语：
a ticket for speeding 超速罚单 at the end of the road在路的尽头 go across走过 turn left/right向左转/向右转 on the corner of 在。。。转角/拐弯处 across from 在。。。对面 between……and 在。。。之间 take the No. 718 bus乘坐718路公共汽车 change to变成no parking禁止停车 get hurt受伤 obey the traffic rules 遵守交通规则 keep on the right of the road 保持在路的右边 at the foot of 在。。。的脚下 hold sth in one’s hand抓住某人的手
重点句型：
一．问路语
Where is ……?
Is there a……near here?
Which is the way to ……?
How can I get to……?
Could you tell me the way to……?
二．指路
①Go along/down this road until……
②Turn left at the first turning﹦Take the first turning on the left.
③Go straight ahead and you will see……
④It’s about 15 kilometres away from here.
三．Thank you all the same .﹦Thanks anyway.
四．You can’t miss it.
五．You need to take bus No.718……
六．How far is it from here?
七．Everybody must be careful and obey the traffic.
八．We must stop and look both ways before we cross the road.
语法讲解：
祈使句：表示请求、命令、禁止、劝告或建议的句子，特点是省略了主语。
祈使句无主语, 主语you常省去;
动词原形谓语当, 句首加don't否定变;
朗读应当用降调, 句末常标感叹号。
●肯定结构:
1. Do型(即:动词原形(+宾语)+其它成分)。如:Please have a seat here. 请这边坐。
有的祈使句在意思明确的情况下,动词可省略。如:This way, please. = Go this way, please. 请这边走。
2. Be型(即:Be + 表语(名词或形容词)+其它成分)。如:Be a good boy! 要做一个好孩子!
3. Let型(即:Let + 宾语 + 动词原形 + 其它成分)。如:Let me help you. 让我来帮你。
●否定结构:
1. Do型和Be型的否定式都是在句首加don't构成。如:Don't forget me! 不要忘记我!
Don't be late for school! 上学不要迟到!
2. Let型的否定式有两种:“Don't + let + 宾语 + 动词原形 + 其它成分”和“Let + 宾语 + not + 动词原形 + 其它成分”。如:Don't let him go. / Let him not go. 别让他走。
3. 有些可用no开头,用来表示禁止性的祈使句。如:No smoking! 禁止吸烟!No fishing! 禁止钓鱼!
Unit 7 The Birthday Party
Topic1 When were you born ?
任务型学习目标：掌握序数词的表达法
掌握系动词be的一般过去时的用法
掌握日期的读法和写法
重点词组：
Plan to do sth have a birthday party be born be like
use sth to do sth must be buy sb sth=buy sth for sb
重点句型
When were you born? I was born in June,1970
Were you born in He bei? Yes,I was, No,I wasn’t.
3. Where was she born? She was born in /Henan.
4. When was your daughter born? She was born on october 22 .
5. What’s the date today? It’s may 8.
6. What’s the shape of your present? It’s round.
7. What shape is it? It’s rectangle.
8. How long/wide/tall/high/deep+is it?
9. What do we use it for? We use it to study English.
10.It must be an English learning machine.
11.Here is a present for you.
重点语法：系动词be的一般过去时
1. I was born in June,1970. 2. I was not born in He bei.
3. Were you born in Hebei? Yes,I was, No,Iwasn’t.
When was you daughter born? She was born on October 22nd,1996.
Where were you born? I was born in Hebei.
Was it like a flower just now? Yes,it was, No,it wasn’t.
重要知识点：
时间介词in/on/at用法
介词in/on/at可以用于表示时间的名词前，有“在”的意思，用法如下：
1）at用于钟点时刻前，意思为“在--- 时（刻）”，如at three O’clock
at a quarter to six at noon at night
at midnight at this time of day
2)in 用于泛指一天的上午，下午，晚上等，也用于某个较长的时间，如年，月，季节等，如in the morning/afternoon/evening in , in the day/daytime.
In还可以表示“从现在起一段时间以后”in a week
3）on用于表示在具体的某一天以及某天的某段时间，如on Sunday
on Children’s day , on the night of new year,on the morning\afternoon\ evening of , on Sunday morning
中考链结：
（ ）1.My uncle was born____June,1960.
A in B on C at D for
（ ）2.(08河南)We will never forget what happened___the afternoon of May 12. A in B by C at D on
（ ）3. (08苏州)Chinese climbers carried the Olympic Flame(奥运圣火)to the top of the world’s highest mountain___8th May,2008
A on B at C in D from
（ ）4.Mike will go to the town____December28
Unit7 Top2复习教案
知识网络梳理
1．重点词组：at the birthday party在生日聚会上 perform ballet跳芭蕾舞 dance to disco 跳迪斯科 take these flowers to 把这些花带去。。。 work out math problems 解出数学题 read books 读书fly a klite放风筝 be good at / do well in doing擅长做。。。 have a good time /enjoy oneself玩得开心with one’s help / with the help of 在某人的帮助下
2.重点句型:
Can you dance ?
Yes,I can /Yes ,a little /Yes,very well
No,Ican’t /No,not at all。
She can fly kites very well now. But one year ago , she couldn’t do it at all
Kangkang is good at playing soccer ,while Michael does well in basketball
Six years ago,there was something wrong with her eyes
With her mother’s help ,Jenny could write many words
3．易混点点拨：
1>play the guilar（piano /violin……）
Play football （soccer /basket……）
Play with the basketball （football /soccer…… ）
球类运动前不用 the ，乐器名称前用 the
2>Take ，bring ，fetch 和 carry
Bring“带来，拿来”表示 “拿到靠近说话着的地方”；take “拿走，带走”表示“拿到远离说话着的地方”：carry“拉，搬”表示“用力移动，没有方向”；fetch“去取，去拿”，表示“往返拿物”。
Please take the books to the classroom。
Remember to your homework to school tomorrow
The bag is too heavy，please it to my office。
Don’t worry ,I can the key.
3>Read, see ,look and watch
See 看见，表结果；look看，表动作，不及物动词，后面需加介词at才能跟宾语；watch看比赛、电视；read看书、报，表示阅读
I can an apple on the table
I want to the film with you
，there is a kite flying in the sky
Please the blackboard carefully
Tv too much is bad for your health
He’s on tonight
4>work和job work可以作动词work out / at / on / for / as计算出/在……方面工作/致力于/为……而工作/作为……而工作，It doesn’t work .The pills that the doctor gave me aren’t working.可以作不可数名词:工作at work / out o
篇2：仁爱版七年级下册英语复习知识点
重点语法
There be句型
Wh-questions
重点句型 What’s your home like? What’s the matter?
Sorry, I can’t hear you. I’ll get someone to check it right now.
There is something wrong with mykitchen fan.
重点讲解
1 house with three bedrooms.有三间卧室的房子。
with “有，带有”。
with还可以意为“和(某人/某物)在一起”
2 apartment for a family of two.适合两口之家的公寓。
(1) for表示“给……”表示目的或功能。
后接物主代词或名词，但通常带’s.或者后接表示无生命物体的名词。Here is a letter foryou.(2)of的含义为“属于某人/某事物”。
She is a friend of Lily’s. = She is Lily’s friend.
3 What’s the matter?怎么了?
该句常用来询问某或某物出了什么什么问题或毛病;
询问具体某人或某物出了什么问题时，
还可以表达为：What’s the matter with sb./sth.某人或某物出了什么毛病。
What’s the matter? = What’swrong?
4 Ihear you playing the piano.我听见你在弹钢琴。
hear…doing sth.“听见……在做某事”，强调正在进行的动作。
hear…dosth.“听见……做了某事”，强调全过程。
hearabout sth.听到关于某事物的消息 hear from sb.接到某人的来信、电话等
hear of sb./sth.听到或知道某人或某事物的情况
5 a lot of = lots of许多
后接可数名词，相当于many;
后接不可数名词，相当于much,
用于肯定句中;
但是注意：如果是否定句，则常用many或much.
6 be far from… 离……远(抽象距离)
be…away from…离……远(具体距离)
My school is not far from thebookstore. The sea is 2 miles away fromthe hotel.
7 There is something wrong with sb./sth.某人或某物出问题/有毛病了。
8 I’ll get someone to check it right now.我马上派人去检查。
get sb. to do sth.使某人做某事 someone=somebody某人
right now= at once= right away马上，立刻
语法讲解 There be…(表示“有”)用法
1.“There + be+主语+地点状语”表示“某处有某物”;地点状语也可放在句首，有时可用“，”与后面的部分隔开。There are some pictures on the wall.=On thewall, there are some pictures.
2.它的疑问形式是将“be”提到“there”之前。 Are there any books on the desk?
3. 它的否定形式是在“be”后加“not”.
4. There be如果后面接两个名词作主语，那么“be”的人称和数与邻近的名词一致。
篇3：仁爱版七年级下册英语复习知识点
重点语法
There be 句型和方位介词短语。
重点句型
There are two bedrooms and a a smallstudy.
Thereis a lamp, a computer, some books and so on.
—Is there a computer in your study? —Yes, there is.
Don't put them here. Put themaway.
重点讲解
1 It’s on the second floor.
在哪一层楼，用介词on。
on表示在……上面。
second是序数词，前面要用定冠词the, 意为第二(的)
巧辨异同 two与second
two是基数词
second是序数词，“第二”或“第二的”，指排列顺序。
2 in 在……里面，是方位介词。in the box in the classroom
Is there…? 表示某地存在……吗?
其肯定回答是：Yes, there is.
否定回答No, there isn’t.它的复数形式为
Are there…? 其肯定回答是：Yes, there are. 否定回答No, there aren’t.
3 巧辨异同 there be与 have
(1) there be“有”，指(某地)存在“有”。
(2) have“有”，指人或某物“拥有”。The is a dog in the picture. The dog has two big eyes.注：there be 遵循就近原则。be 用is还是are，取决于离该动词最近的那个名词。如果该名词是单数或不可数名词就用is，如果是复数就用are。
4 have a look看看。后面接名词时要用at. 如have a look at your watch.
5 talk about“谈论，议论”，后接名词或动名词。
talk with/to “与某人交谈”
6 用来询问某地有某物，其结构为：What’s+介词短语，回答时应用there be句型。
7 play with“和……玩耍”，“玩”
play with sb.“与某人一起玩”
8 put away 把……放好
9 look after“保管，照顾”，相当于take care of.
look at看……
look like看起来像……
look for寻找
look the same看起来一样
10 巧辨异同in the tree与on the tree
(1) in the tree 指外来物体在树上。
(2) on the tree树木本身长出来的花、树叶等。
11 巧辨异同like doing与like to do
like doing 表示经经常性或习惯性的兴趣、爱好。与love doing相似。
like to do 表示偶尔的、一次性的喜欢。与love to do相似。
12 I’m very glad to get a letter from you.我很高兴收到你的来信。
get a letter from sb. 收到某人的来信=hear from sb.
篇4：仁爱版七年级下册英语复习知识点
重点语法
一般现在时(常与频度副词never, seldom, sometimes, often,usually, always等连用)
重点句型
—How do you usually come to school?
—I usually come to school by subway.
—How often do you go to the library?
—Once/Twice/Three timesa week/Very often/Every day/Sedom
重点详解
1.I always come to school by bus.
by+交通工具名称，表示使用某种交通方式，中间不加限定词
如果交通工具前有a, the, my 等限定词，就不能用by,而是用in或是on.
on the train=by train on hisbike=by bike in my car=by car.
巧辨异同on foot 与 walk
on foot “走路”，是介词短语，不能作谓语，只作方式状语，位于句末。
walk “走路”,是动词，可以作谓语。
go to…on foot= walk to
I often go to school on foot. =I often walk to school.
go to….by bike = ride a bike to
go to…. by car = drive a car to
go to … by plane = fly to
go to… by bus = take a bus to
2 .Come on! It’s time for class.
come on “快点，加油，来吧”。
It’s time for sth. “该做某事了”= It’s time to do sth.
3 .look的短语
look the same看起来一样
look like看起来像……
look for寻找
look after 照顾
4 .do my homework at school 在学校做作业
do one’s homework 做家庭作业
(注意：one’s 要随主语的变化而变化，常用形容词性物主代词my, your, their, our,his, her等)。
5 we want to know about the school life of Americanstudents. 我们想了解一下美国学生的学校生活。
know about “了解，知道关于…”。
6 巧辨异同 a few与few
a few “一些”，few“很少，几乎没有”，修饰可数名词。
a little与littlealittle“一些”，little“很少，几乎没有”，修饰不可数名词。
7 They often play basketball or soccer, go swimming and so on.
go swimming 去游泳 and so on “等等”，表示还有很多。
拓展 go+v.-ing 表示去做某事，
go fishing 去钓鱼 go shopping 去买东西 go boating 去划船 go skating 去滑冰
8 How often do you go to thelibrary? 你多久去一次图书馆?
how often“多久一次”，问频率。
答语常用频度副词never, always,often等或单位时间内的次数
once a week一周一次
twice a month每月两次
three times a year每年三次
语法讲解 一般现在时
一般现在时表示：
(1)现在所处的状态。Jane is at school.
(2)经常或习惯性的动作。I often go to school by bus.
(3)主语具备的性格和能力。He likes playing football.
(4)客观真理。The earth goes round the sun.
常用的时间状语：often, always, usually, sometimes, everyday等等。
行为动词的一般现在时，助动词是do/don’t和does/doesn’t.
当主语是第一、二人称和所有复数形式时，行为动词用原形。
肯定式：I go to school on foot. 否定式：I don’t go to school on foot.
疑问式：Do you go to school onfoot? —Yes, I do. —No, Idon’t.
当主语是第三人称单数时，动词用第三人称单数形式，在词尾加-s或-es。
肯定式：He goes to work by bus.
否定式：He doesn’t go to work by bus.
疑问式：Does he go to work by bus? —Yes, he does. —No,he doesn’t.
篇5：仁爱版七年级下册英语复习知识点
重点语法一般现在时和现在进行时的使用和异同。
重点句型
What day is it today? It’sWednesday.
Why do you like it? Because it’s easy and interesting.
What class are they having? They are having a music class.
重点详解
1 询问星期几用What day…?
回答：It’s Wednesday/Sunday…
与特殊疑问句词what有关的短语：
what class什么班
what color什么颜色
what time几点
what date几号(日期)
2 How many lessons does he haveevery weekday?
How many+可数名词的复数形式;
How much+不可数名词。
3 一个星期的第一天是Sunday, 在星期几前用介词on, 在具体点钟前用at.
4 learning about the past了解过去
learn about了
拓展
learn from向……学习
learn by oneself自学
5 What do you think of …? = How do you like…?你认为……怎么样?
6 —Why? —Because it’s interesting. 用why提问必须用because回答。
7 Which subject do you like best?你最喜欢什么科目?
like best最喜欢，可用favorite“特别喜爱的”转换。
8 be friendly to sb. 对某人友好
9 I can learn a lot from it.我能从中学到很多东西。(1) learn…from“从……学习”。
(2) a lot = much“许多”，后接宾语时要说a lot of 也可以表示“非常，十分”。
篇6：仁爱版七年级下册英语复习知识点
重点语法现在进行时态。
重点句型
What are you doing?
He is cleaning the dormitory.
Are you doing your homework? Yes, I am./No, I am not.
How long can I keep them? Two weeks.
重点详解
1 at the moment“此刻，现在”,相当于now.
2 巧辨异同go to sleep与go to bed
① go to bed“上床”“就寝”I often go to bed atten.
② go to sleep“入睡”“睡着”Last night I went tosleep at two o’clock.
3 巧辨异同some, a few 与a little“一些，有些”三者都修饰名词。
some既可以修饰可数名词又可以修饰不可数名词。
Wewant some apples and some water.
a few用在可数名词复数之前，a little用在不可数名词之前。
There are a few books and alittle waterin the classroom.
4 与how相关的短语
how often多常
how many多少
how much多少钱
how old多大
5 And you must return them ontime.你必须按时归还它们。
Return意为“归还，回归”
① return sth. to sb.把某物归还某人=give back sth. to sb.
② return to“回到…”，相当于come back to…
6 Maria and a girl are talking atthe lost and found.
talk“交谈”，常用的短语talk to/with sb.“与某人交谈”
巧辨异同talk, say, speak与tell
(1) talk“交谈”，表示通过谈话方式交换意见、消息等。
(2) speak“说话”，强调开口发声，后常接某种语言。
(3)say “说”，强调所说的话的内容。
(4) tell“告诉”，有时兼含“嘱咐”“命令”等。
tell a truth说真话
tell a lie说谎
tell a story 讲故事等固定搭配。
7.I can’t find my purse and I am looking forit. look for“寻找”，强调寻找的过程;
find“找到”强调找的结果。
8 .look(at), see与 readlook(at)指看的动作，see指看的结果，read常指看书、看报纸等。
9 .Here are some photos of his.这有他的一些照片。
photos of his是双重所有格。
his是名词性物主代词，后还可以接名词所有格。
a friend of mine我的一个朋友
a classmate of my brother’s我弟弟的一个同学
10 .I also want to go there oneday.我也希望有一天到那儿。
also意为“也”，常用于be动词和情态动词后面，实义动词的前面。
巧辨异同 also与too
also放在句中，too用于句末。
语法讲解 现在进行时
1.现在进行时表示：现在正在进行或发生的动作。
2.常用的时间状语：now, at the moment, look, listen等。
3.谓语动词构成：be(am/is/are)+v.-ing形式。
4.现在进行时态的肯定、否定和疑问式。
(1)肯定式：Iam running. You are running. He/She is running.
(2)否定式：I’mnot running. You aren’t running. He/She isn’t running.
(3)一般疑问句及回答：—Areyou running? —Yes, I am./—No, I am not.
—Is he/she running? —Yes, he/she is./ —No. he/she isn’t.
篇7：仁爱版英语七年级下册说课稿
仁爱版英语七年级下册说课稿
一．教学内容分析
本课的教学内容是仁爱版英语七年级下第五单元第二话题的Section C，本课以“谈论学校生活”为主题，各部分均以此为中心，语言地道，难度适中，结构鲜明，编写思路清晰，符合学生的认知规律。同时也为教师培养学生的文化意识、跨文化交际能力及英语写作技巧提供了丰富的材料。
二、教学对象分析
本课的教学对象是初一年级的学生。这一年龄段的学生大都活泼好动，参与意识强，所以课堂教学设计必须保证教学的趣味儿性，把学习的主动权还给学生，让学生更多地参与教学活动。与此同时，这些学生已经接受了半年的英语学习，具备了一定的学习基础，所以教学设计更不能脱离知识性。
三、教学设计的理念
1、基本理念
《英语课程标准》强调关注学习兴趣，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，培养跨文化交际意识。英语教学要为学生创设良好的语言环境，使学生在愉快和自信的情绪中，充分发挥他们的想像力、创造力、实践力，培养学生的合作意识，使探究式学习和个性发展得到最大体验。
2、整体设计思路
针对教材的特点和学生的实际，我在设计本课时，本着“激发兴趣，创新思路，应用巩固，拓展开放”的原则做了如下尝试：
1、根据《英语课程标准》要求和学生的实际情况灵活地处理和使用教材；
2、补充教学材料：图片、单词卡、一些实物等；
3、充分利用和开发英语课程资源。采用任务型的教学途径，力求通过多样化的操练和竞技活动，创设空间，培养学生的学习英语的兴趣和自主合作学习的能力。
四、教学目标及重、难点：
教学目标
（一）知识与技能
1、学习新单词和短语：
show sb、around，sit，write，at the back of，draw
2、巩固现在进行时。
3、谈论课外活动。激励学生积极参加各种有益的课外活动。
（二）过程与方法
交流展示――合作提升――定向反思
（三）情感态度与价值观
1、能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
2、情感升华，培养学生积极参加各种有益的课外活动的好习惯。
教学重、难点
1、学习新单词和短语。
2、学习和巩固现在进行时。
3、通过学习提高自己听、说技能。
4、灵活运用所学新单词和短语及如何运用现在进行时态谈论课外活动。
教具的选择和运用
小黑板、卡片、录音机、学案等
4、教学方法
采用“六步实效教学策略”的教学方法组织教学，操练、比赛贯穿始终，以调动学生学习的积极性和主动性。
五、教学方法设计
本课以任务型教学教学，激励学生在教师的指导下通过体验、实践、参与、探究、合作等方式，发现语言的规律，掌握语言知识和技能，保持积极的情感态度，形成有效的学习策略和自主学习的能力。
六、媒体设计
本课需要呈现动态的`画面，所以使用教师事先拍摄一些学生的在校活动，以便更快捷直接、明晰地呈现现在进行时的用法。同时使用了黑板、卡片等传统视觉媒体来呈现新语言。对于课文内容、由于本课是阅读课文，为了帮助学生学生准确的发音，需要采用录音机这样的听觉媒体。
课堂教学过程
Section C
Step1 Review 第一步 复习（时间：11分钟）
1、（听3，并跟唱。）
Sing a song to enjoy ourselves.
教师以饱满的热情走进教室和学生互相问好，齐唱歌曲，消除疲劳，激发兴趣。
2、（教师、学生1……动作表演，复习谈论现在进行时态，并总结。）
通过游戏，学生适时对所学进行巩固，并适当活跃课堂气氛。完成任务所需的语言结构：“be+Ving”。
3、导入新课。
（过渡到下一步，板书课题。）
（设计说明：学生在教师的引导下激活自己的已有知识，准备学习新知识，并激活学习新知识的兴趣，以便完成本节课任务。）
（评价说明：进行表情评价，用高度的热情鼓舞学生。）
Step2 Show the learning aims第二步生成学习目标（时间：1分钟）
（设计说明：让学生明确本节课的学习目标及努力方向，更好地完成本节课的学习任务。）
Step3 Presentation 第三步 呈现（时间：5分钟）
1、（出示书中的图片，要求学生看图，使用现在进行时态来描述图中的人物活动，呈现生单词sit，write，at the back of，show sb、around）
2、出示学法指导（一）
（听1a录音，看阅读内容，小组讨论1a重、难点，汇报自学成果。）
3、（将关键句写在黑板上，呈现出1a，为下一步学生不看课本自由表演对话打下基础。）
（设计说明：在常规听力练习中进一步提高学生听的能力；充足的输入，更有利于学生进行目标语言的输出。同时，通过学生的思考和讨论来激活学生的大脑和行为，从而激活学生已有的知识，引出新的知识，激励学生探求知识的欲望，培养学生的合作精神及自主学习能力，促使其形成积极主动的学习态度。）
（评价说明：学生互评，教师点评，优胜小组进行奖励。）
Step4 Consolidation 第四步巩固（时间：6分钟）
1、（教师放录音1a，学生跟读，注意语音语调。）
T： Read after the tape and pay attention to the pronunciation and intonation、
2、（比赛阅读，提高学生兴趣。）、（请2～3组学生到讲台前表演。）
3、完成1b。
（设计说明：互动是语言学习的基础，以对话的方式互动可以促进学生学习的积极性，让起在实践中了解对方的同时巩固和中掌握所学知识，为下一教学环节作好铺垫。）
（评价说明：全班评价，朗读是否整齐，声音是否洪亮；个体评价，看谁读得最标准。）
Step5 Practice 第五步 练习（时间：9分钟）
1、出示学法指导（二）
（设置并明确教学任务。让学生带着任务完成2，可以降低难度。）
（学生完成句子。请几个学生到黑板上写，全班核对答案。）
（教师讲解重难点，呈现生词draw。）
2、师生对话
（学生根据完成内容，看图并进行对话。）
（设计说明：培养学生听说读写能力。从听说过度到读写，由口头输出的流畅性过渡到笔头输出的精确性。）
（评价说明：教师评价和各组完成任务后同学之间互评。）
Step6 Project 第六步 综合探究活动（时间：10分钟）
1、出示讨论（三）
（小组活动，让学生运用照片或图片对话表演。）
（设计说明：话题继续延伸，进一步鼓励学生发挥自己的想象力和主观能动性，并于实际相结合，提出自己的新观点、新思路和新方法。设计活动是一种能无先即或学生思维的积极有效的语言输出方式。）
（评价说明：教师点评，记录并提出自己的看法。）
Step7 Summary 第七步 总结（时间：2分钟）
Ss sum up the main contents in this class。
（设计说明：认知理论认为，英语学习的过程也就是语言能力从理论知识转化为自动应用的过程。而这种结合和转化都必须通过学生自身活动才能得以实现。）
（评价说明：学生自评，教师记录并提出自己的看法。）
Step8 Practice第八步练习
完成“学案”中的练习，适时完成练习册。
（设计说明：培养学生实际运用能力。）
（评价说明：学生互评，教师记录并提出自己的看法。）
Step9 Homework： 第九步 作业（时间：1分钟）
（1）Review the words ，expressions and the dialogs in this section.
（2）pre―study the contents of the next class.
（设计说明：开放性的作业，培养学生学习的自主性、积极参与探究的意识和共同提高的良好学习方法。）
教学反思：
本课以任务型教学模式为指导，围绕以“学校生活”这一话题，设计了一系列和学生实际生活紧密相关的任务，让学生在完成作业任务的过程中处主感悟、体验、学习语言，主动运用所学语言进行交际，并在使用语言过程中发展语言能力，真正达到以学生为主体，在做中学，利用适当的教具，图、文、声并茂，多角度，多途径、多方位为学生学习语言提供了大量的信息和模拟情景，为交际教学创造良好的语言环境，扩大了课堂容量，活用了教材。除了完成常规教学内容外，还结合课本内容，巧妙安排了游戏，评选、竟猜、讨论等活动，设计和模拟竞赛场景，寓教于乐。激发了学生学习英语的兴趣和合作意识，有利于对学生情感态度、价值观等行为表现进行形成性评价。体现了当前新课程改革的理念。从实践效果看，学生思维敏锐，课堂气氛活跃，活动面广，教学效果较好，实现了本节课的教学目标。
本节课的教学设计仍有待完善之处：
1、在课堂一年开始用照片引导学生了解背景内容，发挥想象力，预测课文中可能会谈到的内容，对课文进行大胆推测和观测，这样更会激发学生的阅读兴趣。
2、因该内容丰富，课外扩展多，课堂容量大，教学时间略显不足，有些教学环节要进一步斟酌，使其更精练，过渡更自然流畅。
篇8：仁爱版七年级英语下册教学计划
一、本学期教学时间安排： 本学期我校从9月1号开学，预计到1月20号左右进行期末测试，教育教学时间大约只有20周，在这期间还要进行多次月考和期中测试。时间相对紧张。所以我对本 ...
一、本学期教学时间安排：
本学期我校从9月1号开学，预计到1月20号左右进行期末测试，教育教学时间大约只有20周，在这期间还要进行多次月考和期中测试。时间相对紧张。所以我对本学期所要进行的教育教学进行了如下的安排，希望能够按照这一时间能够顺利的完成本学期的教育教学工作。因为本学期时间短任务重所以在平时的教育教学中就必须抓好每一分每一秒的时间来进行教育教学才能够顺利完成应该完成的教育教学任务。特别是今年的测试次数增多讲解试卷所花费的时间必然会增加而且七年级的学生从未接触过英语，所进行的教育教学必然会非常的缓慢，要顺利的完成教育教学任务非常的困难，要考好期末考试就更加不容易，所以必须抓好每一天每一分每一秒的时间。
二、本学期教育教学内容：
新目标英语 Go for it 七年级上册有3个预备单元和12个单元学习单元以及2个复习单元，一共是17个单元，其中第6、第12单元后面分别设置了一个复习单元，无新的语法和句式。现将各单元内容作以下分析：
预备篇第1单元重点学习字母 A---H，以及语法项目问候他人；
预备篇第2单元重点学习字母 I---R，语法项目为确认物体和学习拼写单词；
预备篇第3单元重点学习字母 S---Z，语法项目为辨认颜色；
Unit 1 My name's Gina
语言目标为：Introduce yourself; Greet people; Ask for and give telephone number
Unit 2 Is this your pencil?
Language Goal: identify ownership.
Unit 3 This is my sister.
Language Goal: Introduce people identify people.
Unit 4 Where's my backpack ?
Language Goal: Talk about where things are
Unit 5 Do you have a soccer ball?
Language Goal: Talk about ownership; Make suggestions
Unit 6 Do you like bananas?
Language Goal: Talk about likes and dislikes
Unit 7 How much are these pants?
Language Goal: Ask about prices; Talk about clothing; Thank someone
Unit 8 When is your birthday?
Language Goal: Talk about dates
Unit 9 Do you want to go to a movie?
Language Goal: Talk about preferences; Make plans.
Unit 10 Can you play the guitar?
Language Goal: Talk about abilities.
Unit 11 What time do you go to school?
Language Goal: Talk about routines; Ask about and say times
Unit 12 My favorite subject is science.
Language Goal: Talk about preferences; Give reasons
三、本学期教育教学重点：
我认为本学期的教学重点可以分为两大块来看：
一、语法知识点.
1．一般疑问句及回答；
2．指示代词、人称代词、物主代词
3．名词复数的变化；
4．方位介词；
5．特殊疑问句的构成、回答和对划线部分提问
6．实义动词的第三人称单数及变化；
7．情态动词的用法；
8．日期和月份；
9、名词所有格；
10、一般现在时
11、时间表达法；
12、形容词和副词的三个级别；
二、交际用语.
1. Greet people
2. Introduce yourself Introduce people
3. Talk about where things are
4. Ask for and give telephone number
5、identify ownership/ people / things/colors。
6、Talk about ownership ; Make suggestions
7、Talk about likes and dislikes
8、Ask about prices; Talk about clothing; Thank someone
9、Talk about dates
10、Talk about preferences; Make plans.
11、Talk about abilities.
12、Talk about routines; ...
7、Talk about likes and dislikes
8、Ask about prices; Talk about clothing; Thank someone
9、Talk about dates
10、Talk about preferences; Make plans.
11、Talk about abilities.
12、Talk about routines; Ask about and say times
13、Talk about preferences; Give reasons
四、本学期教育教学难点：
我认为本学期的教学难点也可以分为两大块来看：
一、语法知识点
1．一般疑问句及回答；特殊疑问句的构成、回答和对划线部分提问
2．指示代词、人称代词、物主代词；方位介词
3．名词复数的变化；名词所有格；
4．实义动词的第三人称单数及变化；形容词和副词的三个级别；
6．日期和月份；时间表达法；
7．一般现在时
二、交际用语
1. Greet people
2. Introduce yourself Introduce people
3. Telephone number
4. Identify ownership/ people/ things/ colors
5、Talk about ownership; Make suggestions
6、Talk about likes and dislikes、Talk about abilities.
7、Ask about prices; Talk about clothing; Thank someone
8、Talk about dates Ask about and say times
9、Talk about preferences; Give reasons
10、Talk about routines
五、本学期我将采用的教育教学方法：
英语的教育教学方法很多，但是却无法找到一种适合每一个学生的方法，特别是对于班级教学来说更是如此，无论是在国际上还是在国内，都没有哪个人找到。可是我们可以采用各种不同的教学方法来加以弥补。针对我所教的这一个班级，本学期我打算用下列一些方法来对他们进行教育教学：
1、用英语教英语(Teach English in English)；
英语毕竟是一门语言，训练的是学生的听、说、读、写、译的综合能力，在教学的过程中需要对学生的听、说、读、写、译的能力进行很多的训练，这就要求我们用英语来教英语，在课堂上对学生进行各种能力的训练。
2、用英语想英语（Think English in English）;
用英语想，也就是用英语思考。学英语而不用英语思考，一定学不好。用英语思考就是在用英语进行表达和理解时，没有本族语思考的介入，或者说本族语思考的介入被压缩到了极不明显的程度。这是真正流利、熟练的境界和标志。
3、背诵和多种练习结合
实事求是的说，大量背诵课文与大量多种练习的结合，乃是对于一切各不相同条件下的英语教学的'普遍有效的方法。
4、针对不同的教学内容采用不同的教学方法；
英语的内容较多，包括语音、词汇、语法、交际等等内容，如果对每一项内容都采用同样的方法来进行教育教学，那么即使是再好的学生也不可能学好，再好的教师也不可能教好。因而，针对不同的内容采用不同的教学方法是不可违背的。
六、本学期提高教育教学质量的方法：
1、体现学生的主体地位，发挥教师的指导作用。充分发挥学生的主动性和积极性，激发学生的学习兴趣，帮助学生摸索适合自己的学习方法，了解和掌握记忆规律，养成良好的学习习惯，培养学生自主学习的能力。
2、突出语言的实践性，注重培养学生综合运用英语的能力。
3、尽量使用英语，适当使用母语。
4、备好学生、课本、课标，确立最佳教案。
5、根据教学内容，进行教学创新，尝试不同的教学方式，激发学生的学习欲望。
6、语言点讲解要做到精讲多练，举一反三，使学生理解准确、深刻、透彻。
· 7、扩大学生的课外阅读量，一是增强语感，二是循序渐进，逐渐提高阅读理解能力。8、加强书面表达训练，每一单元结合内容布置相应的书面表达练习，择优选读，讲解技巧，使学生逐渐找到英语写作的窍门。9、实行分 ...
· 7、扩大学生的课外阅读量，一是增强语感，二是循序渐进，逐渐提高阅读理解能力。
8、加强书面表达训练，每一单元结合内容布置相应的书面表达练习，择优选读，讲解技巧，使学生逐渐找到英语写作的窍门。
9、实行分层次教学。根据上学期成绩，制定出培优扶差的目标生，分层次辅导，分层次练习，分层次要求，使不同程度的学生都能有所提高。
10、合理利用课外资料，重点题要重点练习、重点讲解，做到主次分明，讲求实效。
七、本学期将进行的复习和试题训练：
本学期的时间虽然较紧，但是我打算在一月初进入复习阶段，在最后的几个星期里，我将从课本入手，以课本为基础整理本学期所学的知识点，在整理的基础上进行归纳和总结，尽量让学生理解本学期所学的内容，让学生做到心中有数，对于测试来说，本学期学校组织的考试大概有四次，加上英语组将要进行的六次，一共是十次，另外自己也将针对情况进行一些必要的测试，在有限的时间里能够完成这些测试我觉得已经够了。
篇9：仁爱版七年级下册英语教案设计
英语教案是对将要进行的英语教学过程的一个预设,能够更好地帮助教师完成教学内容,提供有力的教学保障,从而达到提高教师教学能力和提高教学质量的有效途径。
仁爱版七年级下册英语教案设计
Unit 5 Our School Life
Topic 1 I usually come to school by subwsay
SectionD
Ⅰ. Aims and demands 目标要求
1. Learn the vowels: /(/, /( /
2. Learn some new words and phrases:
begin, have classes, while, go to bed
3. Sum up the useful expressions in this topic.
(1)Happy New year! The same to you!
(2)The early bird catches the worm.
(3)Nice talking to you.
(4)Work must come first!
(5)She goes to bed at about a quarter to ten.
4. Review and sum up the grammars.
(1) Review words and phrases of frequency.
never, seldom, sometimes, often, usually, always, once/twice/three times a week
(2) Sum up the present simple tense.
①Do you often come to school by bike? Yes, I do. / No, I don’t.
②I usually come to school by subway.
③I seldom walk to school.
④I never go to school by subway.
⑤They always take a bus to the zoo.
⑥How does Maria go home? She sometimes takes the subway home.
⑦How often do they have ball games? Four times a year.
⑧He usually plays soccer, but he doesn’t play basketball.
Ⅱ. Teaching aids 教具
录音机/音标卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步复习(时间:7分钟)
复习节日问候语、谚语，复习Section C，完成4b和5。
1. (用生日歌的旋律唱Happy New Year导入本课, 可以活跃课堂气氛, 又为下一步进行4b做准备。)
T: Let’s sing the song Happy New Year together.
T & Ss: Happy New Year to you!
Happy New Year to you!
Happy New Year! The same to you!
Happy New Year to you!
2. (学习4b, 归纳本话题中有用的表达方式。)
(1)(通过上面的歌曲, 巩固下面的表达方式。)
(
(2)(呈现The early bird catches the worm.和Work must come first!并翻译成汉语, 勉励学生勤奋学习。)
T: In this topic, we have learnt two useful expressions. They tell us we must work hard and can’t waste our time. Do you still remember them?
Ss: Yes. One is “The early bird catches the worm.” and the other is “Work must come first!”
T: So you must study hard every day.
(
3. (让学生听4b录音，并大声跟读。)
T: Well, let’s listen to 4b. Follow it loudly.
4. (检查家庭作业，完成5。)
T: Boys and girls, have you finished your homework?
Ss:
T: Good! In the last lesson, we learnt about the school life of American students. Today let’s survey your classmates about the school life. Fill out the form in 5 with
your survey results. Then compare the school life of American students with yours and write a passage. You may begin like this:
The school life of American students is different from ours OK, let’s begin! Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现2
1. (复习一般现在时，引出2。)
(让学生看图片，完成书中的表格。)
T: Boys and girls. Look at the pictures in the passage. What does Jane usually do at 6:20 a.m.?
Ss: She usually gets up at 6:20 a.m.
T: What does she do at half past seven?
Ss: She goes to school.
(教师边问边引导学生完成部分表格。)
2. (让学生听录音完成剩余表格。)
T: Good! Let’s listen to 2 and fill in the rest blanks. Ready?
Ss: Yes.
T: OK, let’s begin.
(播放2的录音。)
3. (核对答案)
T: Now, let’s check the answers. Who wants to share the answers with us? S1: Let me try
T: Very good. Next one?
S2:
4. (让学生仔细阅读2，找到新单词并猜测其词义。)
板书
begin, have classes, while, go
to bed
T: Wonderful! Now let’s read this passage carefully and guess the meaning of the words.
(点评并纠正学生在理解上的错误。)
5. (让学生依据2中的表格复述短文。)
T: Now, let’s look at the table and retell this passage. Any volunteers?
S3: Let me try
T: Great! Anyone else?
Step 3 Consolidation 第三步 巩固(时间:16分钟)
巩固2，完成4a和3。
篇10：七年级下册英语仁爱版知识点
重点句型
1. What day is it today?---It’s Sunday. (在英语国家每周的第一天是星期天而不是星期一)
2. What class are they having? They are having a music class.
3. What time does the class begin? At ten o’clock.
4. What do you think of math? = How do you like math ? 你认为数学怎么样?
----It’s difficult and boring.
5. Why (为什么)do you like English ? Because(因为)it’s easy and interesting.
7. What subject (学科)do you like best ? I like history best.
8. At school, my teachers and classmates are very friendly to me.
9. I study Chinese, English, politics, geography and some other subjects.
(other泛指其他的，别的+ 名词复数 another 泛指又一个、再一个、另一个+名词单数
the other 两者中的另一个)
10. English is my favorite subject.
11. I also like P.E and music. = I like P.E and music , too. (也)
12. Can you tell me something about it?
重点详解
1. 询问星期几用What day…?回答：It’s Wednesday/Sunday…。
与what有关的短语：what class什么班 what color什么颜色what time几点
What’s the date…? 是对日期(几号)的提问。
What day is it today? —It’s Monday.问星期
What’s the date today?—It’s the May 1st.问具体日期。
What do you do?—I’m a teacher.
What does he look like?—He is tall/He has a small mouth.问外貌
What’s she like?—She is kind/friendly..问性格。
2. How many+可数名词的复数形式;How much+不可数名词。
How many lessons does he have every weekday?
3. in+时间段(in the morning/afternoon/evening
季节/月份/年份前也用in：in Spring/in October/in September，)
in用于泛指一天的上午，下午，晚上等，也用于某个较长的时间，如年，月，季节等
at+时间点[钟点时(刻)(at 6 o’clock)
at noon at night at midnight at this time of the day
on+具体时间(具体日期、节日前on Sep 10th/Women’s Day/rainy Day)
在星期几常用on,在具体点钟前用at.
4. What do you think of …? = How do you like…?你认为……怎么样?
What one’s favorite…? = What does sb. like best? 某人最喜欢什么?
Which subject do you like best?你最喜欢什么科目?
5. Why do you like it? 你为什么喜欢它?
--Because it’s easy and interesting.因为它简单而有趣。
用why提问必须用because回答。Why? ----Because it’s interesting.
如果表示你为什么不用 Why not…? 或Why don’t you…?
6. be friendly to sb. 对某人友好 My teachers are very friendly to me.
注： friendly是形容词 “友好的”“友善的”，而不是副词。
7. a lot = much“许多”，后接宾语时要说a lot of 也可以表示“非常，十分”。
I can learn a lot from it.我能从中学到很多东西。
11. You must like English very much. 你一定非常喜欢英语。must在这里表示肯定推测。
12. It’s time for (doing) sth= it’s time to do sth. 该做某事了
It’s time for class.上课的时间到了.
13.can+动词原形，它不随主语和数而变化。
(1)含有can的肯定句：主语+can+谓语动词的原形+其他。
(2)变一般疑问句时，把can提前：Can+主语+动词原形+其他?
肯定回答：Yes，主语+can。否定回答：No，主语+can't.
(3)含有can的否定句：主语+can't+动词的原形+其他。
(4)含有can的特殊疑问句：特殊疑问词+can+主语+动词原形+其他?
(5)Must 侧重于说话者的主观看法，认为有必要或有义务做某事，只有现在时一种形式,
否定式must’t意为“一定不要，不允许，禁止”反意词为“needn’t”。
篇11：七年级下册英语仁爱版知识点
重点句型
1. What are you doing? ---- He is cleaning the dormitory.
2. Are you doing your homework? Yes, I am./No, I am not.
3. How long can I keep them? Two weeks.
4. Thank you. ---It’s a pleasure. = A pleasure = My pleasure. 别客气。
5. Sorry, I don’t have any. Thank you all the same. 仍然感谢你。
重点详解
3. 巧辩异同some, a few 与a little“一些，有些”三者都修饰名词。
some既可以修饰可数名词又可以修饰不可数名词。
We want some apples and some water.
a few用在可数名词复数之前
a little用在不可数名词之前。
There are a few books and a little water in the classroom.
4. 与how相关的短语
how often多常 how many多少 how much多少钱 how old多少岁
5. And you must return them on time.你必须按时归还它们。Return意为“归还，回归”
① return sth. to sb.把某物归还某人=give back sth. to sb.
② return to“回到…”，相当于come back to…
6. talk“交谈”，常用的短语talk to/with sb.“与某人交谈”
Maria and a girl are talking at the lost and found.
巧辩异同talk, say, speak与tell
(1) talk“交谈”，表示通过谈话方式交换意见、消息等。
(2) speak“说话”，强调开口发声，后常接某种语言。
(3) say “说”，强调所说的话的内容。
(4) tell“告诉”，有时兼含“嘱咐”“命令”等。tell a truth说真话，tell a lie说谎,
tell a story 讲故事等固定搭配。
7.look for“寻找”，强调寻找的过程;
find“找到” 发现,强调找的结果。
I can’t find my purse and I am looking for it.
8. Read, see ,look and watch
look(at) 看，表动作，不及物动词，后面需加介词at才能跟宾语，指看的动作，
see 看见，指看的结果，
read常指看书、看报纸等，表示阅读
watch看比赛、电视
填空 I can an apple on the table。 I want to the film with you。
! there is a kite flying in the sky。 Please the blackboard carefully。
TV too much is bad for your health。
9. 双重所有格： Here are some photos of his.这有他的一些照片。
a friend of mine我的一个朋友 a classmate of my brother’s我弟弟的一个同学
10. 巧辩异同 also与tooalso放在句中，too用于句末。
also意为“也”，常用于be动词和情态动词后面，实义动词的前面。
e.g Helen is also a student. I have long hair and she has long hair, too。
11. borrow:指主语借入 borrow sth. from sb.
e.g You can borrow this book from the library. May I borrow your eraser?
lend: 指主语借出 lend sth. to sb. / lend sb. sth.
e.g Can you lend your car to me? They often lend us their ball.
keep 和 borrow, lend 的意思一样,都是表示借的意思, 区别是borrow和lend是
瞬间动词/,短暂性动词，不能跟一段时间连用,而keep是延续性动词,表示借一段时间,
后常跟一段时间
e.g You may keep this book for two weeks.
borrow借进 lend借出 keep借多久
14. on time: 准时,强调不早不迟到达 e.g We must go to work on time.
in time: 及时,强调在规定的时间以前到达 The students can get there in time.
15. Japanese: adj 日本的,日本人的,日语的 n.日本人,日语
当Japanese表示日本人时,是可数名词,单复数同形(与Chinese用法相同)
e.g Two Japanese and three Chinese are swimming in the swimming pool.
重要句型总结
1. What’s in+sth 表示哪里有什么东西 e.g What’s in your purse? 钱包里有什么东西?
2. What else 还有别的什么么? else: 别的,其它的 What else do you have?
Who else还有别的什么人么?
Where else 还有别的什么地方么?
else除了可以放在疑问词what,who, where等后面，还可以放在不定代词something, anything, nothing, somebody, anybody, nobody后面
e.g I don’t have anything else to do. I can’t see anybody else in the room.
3. Here are some photos of his.
名词+Of+名词性物主代词/名词所有格----双重所有格
e.g a friend of Sam’s 萨姆的一个朋友 a friend of mine 我的一个朋友
4. love doing sth习惯性的爱好和习惯
love to do sth一次性的动作或目前想做的事
e.g She loves reading in bed. I love to go swimming today.
“Like+动词ing”表示“喜欢做某事” I like playing basketball.Tom likes listeningto music.
“Like+to+动词”也表示“喜欢做某事”，只是“Like+动词ing”表示习惯性动作
(也可以说是爱好)， 而“Like+to+动词”表示一次性或短暂性的
Our PE teacher likesswimming.( 表示爱好)
He likes playing basketball,but today he doesn't like to play basketball.
他爱好打篮球(爱好)，但是今天他没去打篮球(短暂性的)。
现在进行时
语法讲解
1.现在进行时表示：
(1) 现在进行时表示正在发生或进行的动作,可与now=at the moment现在, look看,listen听等时间状语连用 e.g I’m reading a book now.
(2) 现在进行时表示当前一段时间内一直进行的动作
e.g They’re working on a farm this week.
(3) 某些行为动词的现在进行时形式可以表示将来,常常有意图,安排或打算的含义,并且可与表将来的时间状语连用,到目前我们所学的这类动词有come, go, fly, return
e.g They are flying to London this afternoon.
We are going to Hong Kong tomorrow. Steve is coming tomorrow evening.
2.常用的时间状语：now, at the moment, look, listen等。
3.谓语动词构成：be(am/is/are)+v.-ing形式。
篇12：七年级下册英语仁爱版知识点
重点句型
1. What’s your home like? 你的家是什么样的?--It’s an apartment building. 它是一栋公寓楼。 They live in a big farmhouse in the country. 他们住在农村的农舍里。
2. What’s the matter?
3. I’ll get someone to check it right now. 我马上派人去检查。
4. There is something wrong with my kitchen fan.
5. There are many houses with big yards in the suburbs.郊区有许多带着大院子的房子。
6. What kind of home do you live in? 你住在什么样的房子里?
7. I ‘m afraid it’s too loud. 恐怕声音有点大---I’ m really sorry about that.我真的对此很抱歉。
重点讲解
1. What be +…..like? 询问某人某物情况或者状况的句型。What’s your home like?
like 动词 “喜欢”，介词“像”。be like像和look like看起来像。be like 主要用来询问人的性格、外貌和事物特征。Look like 主要用来询问外貌。
What do(does) ……look like?询问外貌。
2. for rent 出租。wanted求租.
rent sth to sb 把某物租给某人 rent sth from sb 从某人处租某物。
3. with “有，带有”。 A house with three bedrooms.有三间卧室的房子。
with还可以意为“和(某人/某物)在一起”
4. apartment for a family of two.适合两口之家的公寓。
(1) for表示“给……”表示目的或功能。后接物主代词或名词，但通常带’s.或者后接表示无生命物体的名词。Here is a letter for you.
(2)of的含义为“属于某人/某事物”。She is a friend of Lily’s. = Shes is Lily’s friend.
5. What’s the matter?怎么了?= What’s wrong? 常用来询问某人或某物出了什么什么问题或毛病 What’s the matter with (sb./sth.)?= What’s up with…?
= What’s wrong with….?…有什么事?
There is something wrong with sb./sth.某人或某物出问题/有毛病了。
My kitchen fan doesn't work. 我家厨房的排气扇坏了。
= There is something wrong with my kitchen fan.
= Something is wrong with my kitchen fan.
6. There are no houses on the right. = There aren’t any houses….
(no后可以加可数和不可数名词= not any后加不可数名词或者可数名词复数 / not a 后加可数名词单数)
7. a lot of = lots of许多 后接可数名词，相当于many;
后接不可数名词，相当于much,用于肯定句中;
但如果是否定句，常用many或much.
There are a lot of tall buildings and small gardens in our community.
在我们的社区里有许多高楼和小花园。
8. be far from… 离……远(抽象距离)My school is not far from the bookstore.
be…away from…离……远(具体距离)The sea is 2 miles away from the hotel.
be close to…离……近。close 与near 都有“靠近”的意思，但close 比near 更近。
Many shops and restaurants are close to my home .
9. 派某人去做某事 = ask sb to do sth.
someone=somebody某人 right now= at once= right away马上，立刻
10. We can call it for help. call sb for sth/ doing sth. 我们可以打电话向它求救。
11. Are there many people living near your home? 有许多人住在你家附近吗?
(there be +sb.+doing sth表示某地有某人在做什么)
People 没有复数，表示人们，做主语是be动词用are
12. Many people are moving from cities to the countryside. 许多人正从城市搬迁到农村。
(move to …., move from ….to ….从…..搬到、移动到…..)
13. The traffic is heavy and the cost of living is high. 交通拥挤，生活开销高。
cost 在这做名词，做动词时，主语是物，句型 sth. cost sb some money
e.g. The rose costs me 10 yuan.
traffic 不可数名词，be动词用单数，
交通量的大小用heavy/busy和little/ a little 修饰。
篇13：七年级下册英语仁爱版知识点
重点句型
1. Happy New Year! 回答：The same to you. Merry Christmas!回答：The same to you.
2. Your new bike looks very nice. ---Thank you.
3. How do you usually come to school? —I usually come to school by subway.
4. 问频率：How often do you go to the library? “多久...一次?”
5. —Once/Twice/Three times a week/Very often/Every day/Seldom
6. The early bird catches the worm. (谚语) 笨鸟先飞
7. At a quarter past five,she takes the subway home.
8. Classes begin at eight. =Class begins at eight.
9. What time does the class begin? / What time do the classes begin?
10. We have no more time. 我们没有更多的时间了。
11. I have four classes in the morning and two in the afternoon. 我早上上四节课，下午上两节。
12. She goes to bed at about a quarter to ten. 她九点四十五分睡觉。
重点详解
1. by+交通工具，表示使用某种交通方式，中间不加限定词，如果交通工具前有a, the, my 等
限定词，就不能用by,而是take. 最新学的：by +动词ing形式，表示通过某种方式做....
乘坐交通工具：by +交通工具(go to...by car/bus/train/ship/plane)
take the/a+交通工具(take a bus/car/train take the subway )
I always come to school by bus.我总是坐公交来上学。
People show love for their mothers by giving cards.人们通过给卡片的方式表达他们对母亲的敬爱。
You can be a good student by working hard. 你可以通过努力学习成为一个好学生。
巧辩异同on foot 与 walk on foot “走路”，是介词短语，不能作谓语，要用go to...on foot.就等于walk “走路”,是动词，可以作谓语。
take a bus = go to…by bus ride a bike = go to…by bike
take the subway = go to…by subway
go to…on foot= walk to I often go to school on foot. =I often walk to school.
go to … by plane = fly to go to … by car = drive a car to...
2. It’s time for sth. “该做某事了”=It’s time to do sth.
It’s time for class. =It’s time to have class. =It’s time for having class.
3. look +adj (look感官动词,系动词) 看起来...
His mother looks very young. They look very cute.
Her dress looks very nice. You look very cool in this coat.
look的短语： look the same看起来一样 look like看起来像……
look for寻找 look after 照顾，照料 look at =have a look at 看...(at不能掉)
4. do one’s homework 做家庭作业(注：one’s 要随主语的变化而变化，常用形容词性物主代词my, your, their, our, his, her等)。 do my homework at school 在学校做作业
5. want to do sth. “想做某事”，want 后接动词不定式一定不能忘记to。
know about “了解，知道关于…”。
we want to know about the school life of American students.我们想了解一下美国学生的学校生活。
6. 巧辩异同
a few+可数名词 (肯定);一点，一些; few+可数名词：(否定)很少,几乎没有
a little+不可数名词(肯定);一点，一些; little +不可数名词：(否定)很少,几乎没有
little和few作形容词用，都表示“几乎没有”,强调少; a little和a few强调有一些。
e.g.He has a few friends. 他有几个朋友。 He has few friends. 他几乎没有朋友。 e.g. I can speak only a little Chinese. They has little money. 他们没有什麽钱 a little 与 little 也可以用作副词， 表示“有点”“稍稍” 表示“很少” e.g. Can you speak English? ---Yes, but only a little. 7. go+v.-ing 表示去做某事，类似： go fishing 去钓鱼 go shopping 去买东西 go traveling 去旅游
go swimming 去游泳
8. (1). How often 多久一次(对频度进行提问)
答语常用频度副词always>usually>often>sometimes>seldom>never等或单位时间内
的次数，表示频率的短语：次数+单位时间
e.g. : once a week一周一次 twice a month每月两次three times a year每年三次
How often do you go to the library? 你多久去一次图书馆?
--once/twice/three times/four times a week/month/year
(2).How far多远(表示距离)How far is it from here to the zoo? --It’s 6 kilometers.
(3).How long多长(对时间进行提问，持续多长时间(多久)/东西的长度(多长)
How long did he stay here? About two weeks./For two weeks.
How long is the river? About 500 km.
How long can I keep it? One week.
9. over (形容词) School / Class is over. What time is the class over?
10. begin 现在分词: beginning 过去式: began What time does the class begin?
begin to do sth begin doing sth 开始做某事=start to do sth=start doing sth
He begins to write a letter. =He begins writing a letter.
11. listen to 听(动作) listen to music、listen to the song (to不能忘)
冠词用法
1. 弹乐器前要带定冠词the,而进行球类运动则不带the。
play +棋类/球类/牌 下……棋，打……球 play soccer/basketball
play the +西洋乐器 弹/拉……乐器 play the guitar/piano
2.序数词，前面要用定冠词the。on the second floor
3.三餐前面不用冠词。 have breakfast/lunch/supper
一般现在时
语法讲解
一般现在时表示：(常与频度副词never, seldom, sometimes, often,usually, always等连用)
(1)现在所处的状态。Jane is at school.
(2)经常或习惯性的动作。I often go to school by bus.
(3)主语具备的性格和能力。He likes playing football.
(4)客观真理。The earth goes round the sun.
常用的时间状语：often, always, usually, sometimes, every day等等。
行为动词的一般现在时，助动词是do/don’t和does/doesn’t.当主语是第一、二人称和所有复数形式时，行为动词用原形。
肯定式：I go to school on foot. 否定式：I don’t go to school on foot.
疑问式：Do you go to school on foot? —Yes, I do. —No, I don’t.
当主语是第三人称单数时，动词用第三人称单数形式，在词尾加-s或-es。
肯定式：He goes to work by bus. 否定式：He doesn’t go to work by bus.
疑问式：Does he go to work by bus? —Yes, he does. —No, he doesn’t.
篇14：仁爱版七年级下册英语教学计划
仁爱版七年级下册英语教学计划
初中英语第一册（下）主要介绍了日常生活的交际用语以及一些西方国家的文化背景和风俗习惯，教材通俗易懂，旨在使初一级学生基本能用英语进行简单的交流。这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。与原教材相比还增加了文化背景和学习策略等部分，并增加了任务型学习成份和语篇的输入。本书每个单元都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为A和B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。这套教材是基于城市学生的状况编写的，对于我们农村学生来说，由于小学基础不好，到初中以后学起来的确有些吃力，光是一千多个单词就吓退了不少学生学习英语的兴趣。但我们还必须知难而上，为了提高农村的英语教学成绩而努力。指导学生通过活动把它们有机地联系起来，从而完成了知识迁移过程。常用的训练活动有以下几项：（1）Daily report：值日生介绍自己、家庭成员或朋友的情况，其它学生可互相提问题，询问个人职业。（2）Play a guessing game：用问题“what does he do？”引入任务，让学生猜测多媒体课件中人物的职业，以此激发学生的'学习兴趣，并训练学生的发散思维能力。（3）Ask the way ：创设问路情景，根据实际情况 telling the way，eg， I want to go the hospital 完成对话活动。（4）See the doctor、go shopping等：学生可扮演角色，进行对话。（5）Have a discussion ：学生分小组讨论。 （6）What do you want to be when you grow up？通过训练把课内的语言学习与课外的语言活动结合起来，改变了过去老师一言堂的模式，变学生为主体，课堂主要是提供了一个学生获取知识的平台。学生在活动中主动地获取知识。
一、教学理念
1 遵循教学课标，认真备教材备学生，上好每一节课，向45分钟要质量。 2、要面向全体学生，关爱每个学生，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养自主学习的能力。3、设计教师的整体教学目标，目标设计以学生的学习技能，语言知识，情感态度，学习策略和文化意识的发展为基础；同时尊重个体差异，体现每个学生的主体意识，帮助学生制定小目标；4、采用任务型教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功，给每个学生带来喜悦；5、注重过程评价，促进学生能力发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。给学生充分的信心和支持，使他们在使用和学习英语的过程中，体会到轻松和成功的快乐，让学生在快乐中学习，让英语的工具功能得到充分体现；6、重视学生的思想品质教育，体现教育培养全面合格人才的方针政策。
二，学情分析
我所教的本届七年级8和9两班基础很差，学生在写的技能方面基本上没有得到过训练，连音标没讲过，甚至有一半的学生的拼读都没有掌握好。开学三周了，经过我和学生的不懈努力，并对学生思想教育，学习态度也有所好转。部分学生有了主动学习的动力，但是整体的惰性还是很强，我要积极主动的帮助他们重新建立学习兴趣。另外，学生在学习策略方面还存在很多需要进一步体会掌握的地方。很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识，不愿和其他学生交流，不能共同完成学习任务；大多数同学不能做好课前预习和课后复习，学习没有计划性，完全在老师的指挥棒之下学习，没能力做到总结语言规律和知识的巩固、积累。这些都是我和学生要长期作战艰苦努力才能解决的问题。我会慢慢给学生们信心去完成这些任务的，急是没有用的。让学生们乐于接受我的教学指导，并找到自成体系的办法才是解决问题的关键。
三 具体实施方案
1.要求学生坚持每单元一篇与所学内容相仿的作文，并及时批阅让学生及时发现不足加以改进；2.每天背诵课文中的文章。要求学生背诵并默写，培养语感，掌握语法知识的应用技巧；利用“组长检查及教师重点抽查”的方法及时检查，并给与及时的表扬。3.坚持周测、月测（可用作业进行）的形成性评价制度，给学生鼓励、表扬，不使用消极的语言打击学生；4. 对后进生进行专门辅导，布置单独的作业。制定合适的学习评价方法，让他们树立学习的自信；5. 加强对学生学习策略的指导，为他们终身学习奠定基础；6. 要充分利用学校先进的教育技术，使用计算机和多媒体教学设施，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，提教学效果。
篇15：仁爱版七年级英语上册教案
Unit1Myname’sGina.
SectionA
一、教师寄语:
Athousand-lijourneyisstartedbytakingthefirststep.千里之行，始于足下。
二、学习目标：
Knowledgeaims(知识目标)
Keywords：mynamenicemeetyouwhat’shisher
Keyphrases:myname,firstname,lastname,answerthequestion.
Keysentences:What’syourname?
What’shisname?
What’shername?及回答。
Abilityaims(能力目标)
1.掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。
2.掌握听的技能，在听的过程中准确获取数字信息。
Moralaims(情感目标)
礼貌待人，培养良好的人际关系。
三、教学重难点
介绍自己，问候他人。
四、学习过程
1、预习导学及自测
英汉互译
1.name_________2.好的，令人愉快的______________
3.too___________4.遇见______5.your____________
6.his_________7.她的名字______
2、自主学习
①.onenum.1,一：Oneandtwomakesthree.一加二等于三。
adj.①一个：Ihaveonebook.我有一本书。②有一(天)：Onedayhewillunderstandyou.有一天他会理解你的。
②meet/mi:t/v.遇到，碰到
【记忆法】-ee-双写，与meat为同音词。
【考点】tomeetsb.(orsth.)遇到某人/某事：Nicetomeetyou.初次见面时的客套话，不是初次见面时则用see。
【引申】meet也可用作名词，译为：会，集会：sportsmeet运动会。
③“What’syourname?”“MynameisGina.”“你叫什么名字?”“我叫吉娜。”
两人初次见面互相询问姓名时可用这个句型。如想反问时可说：Andyou?或者Andwhat’syourname?如：
A：Hello.What’syourname?
B：MynameisAnnRead.Andyou?/Andwhat’syourname?
A：I’mHanMei.
④Hello!你好!
Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”;此外打电话或遇熟人时也可用。译为“喂”。在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。如：
A：Hello/Hi，Jane!你好，简!
B：Hello/Hi，Jim!你好，吉姆!
3、合作探究
①动词be的现在时态
动词be就是我们所学过的am,is,are的动词原形。如何使用这三种形式主要取决于主语。当主语是第一人称I(我)时，用am,缩写为I’m;主语是第二人称you(你)或复数时，用are,缩写为you’re，主语是第三人称it/she/he(它/她/他)或名词及代词的单数时，用is,缩写为it’s/she’s/he’s。如：
Iam(I’m)LiuYing.我是刘英。
Youare(You’re)LinTao.你是林涛。
Itis(It’s)3344278
下面介绍一则口诀，帮你熟记“动词be的构成”：
我(I)用am,你(you)用are，is连着他(he)，她(she)，它(it)。
单数名词用is，复数名词全用are。
变否定，更容易，be后not加上去。
变疑问，往前提，句末问号莫丢弃。
②hello与hi
(1)hello与hi可以互换，都表示“喂，你好”。但hi比hello用得更多，显得更随和亲近，它尤被美国年轻人所使用。但打电话时常用hello而少用hi。熟人、朋友见面时，彼此问候仅仅说声Hi!就可以了。用hello时，不能“Hello,hello,hello”这样反复使用。
(2)要注意hello/hi一般不用于与师长、上级、年长者以及有体面的人打招呼，以免显得对长辈不够尊重。
③Do1CPracticetheconversation。
4、拓展创新
Step1
在英语中如何拼写中国人的姓名，联合国教科文组织已做规定“一律按汉语拼音的写法。姓和名分开，姓在前，名在后”。现举例说明：
(1)如果是单姓，名又是单字，则姓与名的第一个字母要大写，其余字母用小写。如：LiLei李雷。
(2)如果是单姓，名是双字，则姓的第一个字母大写，名的第一个字母大写，名的双字合在一起算一个词，不得分开。如：HanMeimei韩梅梅。
(3)如果是复姓，则把复姓字母连在一起，只是第一个字母大写，名字的拼写方法同上。如：SimaZhao司马昭，OuyangYunsong欧阳云松。
中英姓名比较──中文姓名是姓在前，名在后;英文姓名是姓在后，名在前。Mr用于姓前，如MrGreen不能说成MrJim.
(4)如果名字里有可能造成音的混淆的拼写时，要用连字号“-”或隔音号“’”隔开。如：
YangXi-an(Xi’an)杨西安，如写成YangXian就成了杨仙。
Step23a、3b、4
5、梳理归纳
一、Greetings(打招呼)
1.常见的表达方式
(1)Goodmorning!/Goodafternoon!/Goodevening!分别用于上午、下午、晚上见面问好。
(2)Hello!/Hi!用于朋友或熟悉的人之间相互打招呼。
(3)Nicetomeet/seeyou.该句答语常用Nicetomeet/seeyou,too.
2.文化背景及注意事项
(1)英语口语中多用省略句，如Goodmorning!也可以直接说Morning!
(2)相互熟悉的人见面打招呼用Howareyou?，初次见面一般用Howdoyoudo?
(3)和外国人打招呼时，不要用中国式的问候语，如：你吃饭了吗?你上哪儿去?
(4)Howareyou?原用于询问对方身体状况，现在逐渐失去原来的涵义，成为日常生活中的寒暄用语。
二、Self-introduction(自我介绍)
1.常见表达方式
(1)Iam…我是……
(2)Mynameis…我的名字是……
(3)如果询问对方名字，可以问：What’syourname?/MayIhaveyourname?
2.文化背景及注意事项
(1)如果见了长辈或年龄比自己大的人，用Mr.,Miss,Mrs.等称谓词+familyname(姓氏)。
(2)相互熟悉的同龄人之间可以直呼其名。
6、达标测试
Ⅰ.用所给词的适当形式补充完整
Bobby是个粗心的孩子，他写完作业不小心将墨水瓶打翻了。有的地方被墨水弄脏了，看不清了。
1.What's____________name?(you)
2.His____________Boris.(name)
3.Niceto____________you.(meet)
4.____________nameisGina.(I)
5.____________this?It'sabook.(what)
Ⅱ.单项选择
1.What'syourname?____________nameisJenny.
A.IB.I'mC.My
2.I'mHardy.____________tomeetyou.
A.LikeB.HappyC.Nice
3.Isthisyourbrother?What's____________name?
A.herB.hisC.your
4.MaryKingis____________newteacher.
A.IB.sheC.her
5.Hi!Thisis____________newteacher;____________nameisYangyan.
A.your;myB.his;yourC.your;her
五、典型例题解析
【例1】—yourname,please?—Mynameis.
A.What’s,JimGreenB.Who’s,JimGreen
C.What’s,GreenJimD.Who’s,GreenJim
精析What’syourname,please?询问对方的姓名，回答时用Mynameis…英语国家人的姓名结构顺序为：名+姓，故选A。答案A
【例2】—Hello!—!
A.YesB.HelloC.GoodD.Goodmorning
精析Hello!与Goodmorning!都是问候语，它们的答语就是其本身，故选B。如：
—Goodmorning,Joan.琼，早上好!
—Goodmorning,WenBo.闻博，早上好!
答案B
【例3】Youateacher.Iastudent.Mysisterastudent,too.
A.am;is;areB.is;are;amC.are;am;isD.are;is;is
精析动词be在一般现在时中根据不同的人称有不同的形式，在本题中，You与are连用，I与am连用，Mysister为第三人称单数，应与is连用。答案C
【例4】情景交际(根据情景，用所给的选项填空。)
(1)Mike：Hi,LiLei：I’mLiLei.
Mike:Nicetomeetyou.LiLei：Nicetomeetyou,too.
A：What’syourname?B：I’mMike.
(2)MissKing：That’sanicedress.Ann：.
A：ThankyouB.No,itisn’t
精析(1)某种情况把迈克和李磊聚到一起，他们意识到双方必须相互了解，相互做自我介绍。因此气氛比较随便，自报姓名往往是为了打听对方姓名的一种策略。对别人自报姓名所做出的回答一般是自报自己的姓名。
(2)在西方国家，当有人赞美你时，要说谢谢，而不像中国人习惯在别人赞美你时要表示谦虚。
答案(1)B(2)A
【例5】用动词be的适当形式填空。
(1)IinRow6.
(2)Whatyourname?
(3)youten?
精析本题考查的是系动词be的用法。系动词be(是)，随着主语的人称和数的不同，又分为am,is,are三种不同的形式。Am用于第一人称单数;is用于第三人称单数;are用于第二人称单、复数和第一、三人称复数形式。如：Iam…;Itis…;Youare…。下面这则口诀可帮助记忆：我(I)用am，你(You)用are，is跟着他、她、它，一切复数都用are。答案(1)am(2)is(3)Are
六、中考链接
1.SheisastudentandnameisKate.
A.sheB.herC.hersD.his
2.ThisisMissGao.Sheyournewteacher.
A.beB.amC.isD.are
七、课后反思：
我的收获：____________________________________________
_______________________________________________________
我的不足：________________________________________________
我努力的方向是____________________________________________
篇16：仁爱版七年级英语上册教案
Unit 2 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.
篇17：仁爱版七年级英语上册教案
Section A (1a—2c)
【学习目标】：1、熟练掌握本课6个单词.
2、学会询问他人姓名及介绍他人姓名.
3、能听懂有关谈论他人姓名的对话并进行自由交际.
【学习重点】： 询问他人姓名及介绍他人姓名的句型.
一、自主学习(教师寄语：Knowledge is power.)
学习任务一: 熟练读 写本课6个单词.
1.个人自渎，记忆本课单词.
2.小组互相检查单词读写情况.
3.根据汉语写出下列英语单词并展示.
学习任务二: 运用句型：What's his / her name?
His / Her name is .... 进行自由交际.
1.小组合作，理解并熟读下列短语，并写出汉语意思.
my nane ( ) your name ( )
his name ( ) her name ( )
2.个人理解下列对话，并且两人合作练习.
A：Hello! What's your name?
B：My name is Gina.
A：Nice to meet you.
B：Nice to meet you,too.
A：What's her name?
B：Her name is Jenny.
3.小组合作，练习自己的对话.
4. 对抗组开展竞赛，展示自己的对话.
学习任务三: 听听力完成2a,2b.
1.个人看图，理解四幅图画，思考图画中人是在谈论他人还是对方.
2.听听力，给四幅图画编号.
3. 小组为单位，熟读2b中的名字。
4.听听力，完成2b.
二、合作共建(教师寄语：Many hands make light work. )
讨论下面两句话如何用英语表达.
1.他叫Bob.
2.她叫Jenny.
三、系统总结(教师寄语：No man can do two things at once.)
根据提示，完成下列问答.
_______ _______
What's _______ name? _______ is ....
_______ ________
四、诊断评价
1、写出下列短语.
(1)我的时钟 (2)你的问题
(3)他的名字 (4)她的回答
2、根据句意及首字母补全单词。
(1)_________ is your name ?
(2)Nice to m________you.
(3)His a _________is good.
(4)L______! His clock is beautiful(漂亮的) .
三、选择
1. _______, What's his name? His name is John Green.
A. Hi B. Oh C. Sorry D. OK
2. She is a girl(女孩).What's ______ name?
A. her B. she C. she's D.his
五、【课后反思】(教师寄语：Never do things by halves)
第3课时 Unit 1 My name 's Gina (总第3课时)
Section A 3a —4
【学习目标】：1、熟悉掌握本节课的六个词汇。
2、正确辨别英文名字的姓和名，以及和中文名字的差异.
3、学会询问他人名和姓的句型.
【学习重点】：掌握询问他人名和姓的句型.
【学习过程】：
一、自主学习(教师寄语：Knowledge is power.)
学习任务一: 熟悉掌握词汇。
1、个人自读，记忆本课单词.
2、小组相互检查 单词读和写的情况.
3,、据汉语写出单词,小组竞赛并展示.
学习任务二: 能运用句型:What's your first name ?
My first name is....
What's your last name?
My last name is...进行交际.
1、试读下列姓名,尝试总结归纳.
Gina Miller
First name :________ Last name: ________
完成 3a .(让对抗号在黑板上展示)
2、理解下列对话,两人合作练习.
A: Hello! What's your name?
B: My name is Jack Smith.
A: What's your first name ?
B: My first name is....
A: What's your last name?
B: My last name is...
3、小组合作,练习自己的对话.
4、对抗小组开展竞赛,展示自己的对话.(完成3b)
二、合作共建(教师寄语：Many hands make light work. )
学会了询问他人的名和姓的句型后，能否用his/her做替换练习。
三、系统总结(教师寄语：No man can do two things at once.)
1、总结你所知道的名和姓。
2、自己编写一个询问他人姓和名的小对话.
四、诊断评价 (一) 用所给词的适当形式填空.
1. Nice to meet ______(your).
2. _____(she) name is Helen Black.
3. His family name _____(be) Mr Green.
4. ______(be) you Mr Green.
5. Hi, I _____(be) Lily.
(二) 据汉语完成句子
1. Brown 是他的姓氏. Brown is ______________name.
2. 她的名是什么? ____________________name?
3. 你好,我是杰克. Hi, ________Jack.
4. 我的钢笔是黑色的. _____pen is ______.
5. 他的名字是吉姆. _______________Jim.
(三)根据上下文完成对话.
A: Hello!
B: ________!
A: I'm Gina,________________?
B: My name is Linda Brown.
A: Is Linda your last name?
B: No.Linda is my __________. And Brown is ___________.
A: Nice to meet you.
B: ____________________.
五、【课后反思】(教师寄语：Never do things by halves)
篇18：仁爱版七年级英语上册教案
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。
★ What sweet music! SA教案 (仁爱版英语八年级)
★ 仁爱版八年级第二学期语法难点（宾从+状从） 说课稿(仁爱版英语八年级)
★ 仁爱英语七年级下册Unit 8 Topic 1 教学案例设计
★ 七年语文下册教案
【七年级英语（仁爱版）下册复习教案（精选18篇）】相关文章：
七年级英语下册教学计划2024-05-20
九年级语文下册教案苏教版2022-09-19
八年级第二学期的英语教学计划2023-01-15
unit 4 topic 1 section a 教案教学设计(仁爱版英语七年级)2023-07-25
九年级语文老师的工作计划2023-10-12
五年级下册 Unit3 M Birthda 第三课时教案2022-10-30
初二英语教学计划700字2023-04-15
仁爱英语八下教学计划2022-11-14
英语初二教学计划2023-10-14
初二英语上教学计划2023-09-06