People's Education Publishing House, Grade Seven, Volume Two English Teaching Plan

As the expectation and conception of English teachers for classroom teaching, English teaching plans occupy a very important position in teaching. The following is the seventh grade English teaching plan compiled by PEP for you. Thank you for your appreciation.

The third issue is the model essay of English teaching plan in the second volume of the seventh grade of People's Education Press.

Topic preparation: Teacher: Prepare tables and weather-related pictures for students.

Student: Get ready to do your homework.

Instructional design:

Step 1. New words.

1. Learn new words.

Please look at this picture.

Show the students pictures of sunny days. )

T: What's the weather like?

S 1: it? It's sunny.

T: yes. It? It's sunny. It? It's very hot. Read after me, hot, hot.

Ss: High temperature, hot.

Show the students another picture. )

T: how? How's the weather?

S2: It? It's snowing.

T: yes. It? It's snowing. It? It's cold. Repeat after me, cold, L-D, cold. Ss: C-O-L-D, cold.

Teach students other words in the same way ―― cold, warm and wet. Teacher: Read after me one by one, hot, cold, warm and wet.

Ss: Hot, cold, cool, warm and wet.

2. Practice new words.

Please open your books and do the 1a problem as soon as possible.

(Students do 1a, and the teacher checks the answers. )

What's the weather like in picture A?

S 1: it? It's cold.

What's the weather like in picture C?

S2: It? The weather is humid.

Ask two more students to practice. )

T: let? Ask and answer in pairs like this.

Step two. aural learning

T: Maria and Sam are friends. They call each other. Jean? Let's listen to the tape.

Fill in the first column in 2a. Write down Maria and Sam's answers to this question ― what's the situation? ‖

Play the tape for the students, and then check the answers. )

Now listen again and find out what they are doing and what the weather is like.

Play the tape again and ask the students to fill in the last two columns. )

T: how? How is Maria?

S 1:？

T: what? What is she doing?

S 1: who is she?

T: how? How's the weather?

S 1: it? s？

Ask two more students to practice. )

T: let? Let's work in pairs. Ask an answer according to the chart like this.

Let the students practice and then do it one by one. )

Step three. New training.

1. Show a new exercise ―― What kind of weather do you like? Why are you?

Like what?

Look at the chart again. Does Sam like cold and rainy days?

S 1: No.

T: Me too, but I like sunny and warm weather, because it's warm and I can go swimming with my friends. What kind of weather do you like?

I like windy days.

Why do you like windy days?

S 1: because of it? It's cool, so I can fly a kite.

Let the other two students practice, and then write down the exercises-what kind of 56

What weather do you like? And-why do you like it? On the blackboard. )

2. Practice.

Ask and answer questions in pairs, and then fill in Form A.

Model:

What kind of weather do you like?

I like rainy days.

Why do you like rainy days?

Because of it? It's very cold. I like to take a walk on rainy days.

(The students ask and answer like this. When asked, they fill in the form. then

Practice one by one. )

3. Show new exercises ―― What kind of weather does he/she like? ‖

Who can tell me what kind of weather your partner likes and why?

S3: I can. Jack likes sunny days, because it is very hot, and he can eat a lot of ice.

Cream.

Ask three or four students to report to the class. )

T: Grace, what kind of weather does your partner Tom like?

S4: He likes snowy days.

T: Why does he like snowy days?

S4: Because of the cold weather, he can watch the snow and make a snowman.

Ask two more students to practice. )

Now switch partners and practice in pairs ― what kind of weather?

Does he/she like it? Why does he/she like it? , and then fill in chart B.

Each student has a different chart A in his hand. They ask each other.

Students in chart a, and then fill in chart B. ) model:

What kind of weather does Tom like?

He likes snowy days.

Why does he like snowy days?

Because of it? Can he be cold?

Ask the students to work in pairs like this and fill in their charts. )

Who can report to us?

I can. What does Tom like? Because of him?

Step four. Mission.

Please take out your homework. Investigate in groups of four. find

What kind of weather do most of your partners go out in? Mom and dad like to talk to each other.

1. The leader makes a survey and fills in the form.

2. The leader has such a report ―― Bob? Mom s likes it? Because she can?

3. Find out what kind of weather is your favorite.

Step five. Homework: 58

English Grammar for Grade Seven: Morphology

1, noun

A) the number of nouns

We know that nouns can be divided into countable nouns and uncountable nouns. Uncountable nouns have no plural form, but countable nouns have singular plural form. The plural form is as follows:

Add an s after 1). Such as: father, books, Americans, Germans, apples and bananas.

2) add es after x, sh, ch, s and tch. Such as boxes, glasses, dresses, watches, wishes, faxes.

3) 1) Use the consonant letter plus Y to change Y to I and then add es, such as: baby-babies, family-family, duty-duties, comedy-comedy, document-documentary, story-stories.

2) Add Y to vowels and directly add S, such as: day-days, boy-boys, toy-toys, key-keys, ways.

4) add s (foreign words) at the end of o, such as radio and photos, but if it is a consonant, add o and es, such as tomatoes and potatoes.

5) change f to v, end with f or fe, and add es(s). Such as: knife-knife, wife-wife, half-half, shelf-shelf, leaf-leaf, yourself-yourself.

6) The singular and plural numbers are the same (unchanged): fish, sheep, deer, China and Japanese.

7) People, pants, shorts, shoes, glasses, gloves, clothes and socks are generally only plural.

8) Words with the same form can be singular or plural: police station, policeman, class class, classmate and family.

9) Generally, compound plural numbers only add the subject noun, mostly the latter word. Such as: action movie-action movie, penpal- pen pal; But if it is a plural of a compound word composed of men or women, it is also a plural. Such as: male doctor-male doctor, female teacher-female teacher.

X) Some singular and plural have different meanings. Such as: fish species, paper, paper, paper, works, factories, glass glasses, glasses, orange orange, lights, everyone, people, times, times, penis.

Eleven) the plural of a single letter can have two forms, directly adding s or? S. Yes (me? s)、Ks (K？ S). But if it is an abbreviation, add S. For example, IDs, VCDs, SARs.