English lesson plan for seventh grade volume 2 published by People's Education Press
As an English teacher’s prediction and conception of classroom teaching, English lesson plans occupy a very important position in teaching. Below is the English lesson plan for the second volume of the seventh grade edition of the People's Education Press that I compiled for you. Thank you for your appreciation. Sample English lesson plan for the second volume of the seventh grade of the People's Education Press
The Third Period
Topic preparation: Teacher: Prepare tables and weather-related pictures for students.
Students: Get your homework ready.
Instructional design:
Step 1. New Words.
1. Learn the new words.
T: Look at the picture .
(Show students the picture of a sunny day.)
T: How is the weather?
S1: It?s sunny.
T: Yes. It?s sunny. It?s hot. Read after me, ― hot‖, H-O-T, hot.
Ss: H-O-T, hot.
( Show students another picture.)
T: How?s the weather?
S2: It?s snowy.
T: Yes. It?s snowy. It?s cold. Read after me, ―cold‖, C-O-L-D, cold. Ss: C-O-L-D, cold.
( Teach students the other words ― cool, warm, humid‖ in the same way. ) T: Read after me one by one, ― hot, cold, warm, humid‖.
Ss: ― hot, cold, cool, warm, humid‖.
2. Practice the new words.
T: Please open your books and do 1a as quickly as you can.
( The students do 1a and the teacher checks the answers.)
T: How is the weather in Picture a?
S1: It?s cold.
T: How is the weather in Picture c?
< p> S2: It's humid.(Ask two more students to practice.)
T: Let's work in pairs, ask and answer like this.
Step 2. Listening practice
T: Maria and Sam are friends. They are calling each other. Let?s listen to the tape and
fill in the first column in 2a. Write the answers Maria and Sam give to the question ― How is it going?‖
( Play the recording for students, and then check the answers.)
T: Now listen again and find out what they are doing and how the weather is.
( Play the recording again and ask students to fill in the last two columns.)
T: How ?s it going with Maria?
S1: ?
T: What?s she doing?
S1: She is ?
T: How?s the weather?
S1: It?s ?
(Ask two more students to practice.)
T: Let?s work in pairs. Ask an answer according to the chart like this.
(Ask students to practice and then do it one by one.)
Step3. New drills.
1. Present the new drills ― What kind of weather do you like?‖ Why do you
like ?
T: Look at the chart again. Does Sam like cold and rainy days?
S1: No.
T: So do I. But I like sunny and warm days, because the weather is warm and I can go swimming with my friends . What kind of weather do you like?
S1: I like windy days.
T: Why do you like windy days?
S1: Because it ?s cool and I can fly kites.
( Ask two more students to practice and then write down the drills ― What kind of 56
Weather do you like?‖ and ― why do you like ?‖ on the blackboard.)
2. Practice the drills.
T: Work in pairs, ask and answer the questions and then fill in the Chart A
Model:
A: What kind of weather do you like?
B: I like rainy days.
A: Why do you like rainy days?
B: Because it?s cold and I like to walk in rainy days.
( The students ask and answer like this. While asking, they fill in the chart. Then
practice one by one.)
3. Present the new drill ― What kind of weather does he/she like?‖
T: Who can you tell me what kind of weather your partner likes and why?
S3: I can. Jack likes sunny days, because the weather is hot and he can eat a lot of ice
< p>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 the weather is cold, he can see snow and make snowmen.
(Ask two more students to practice.)
T: Now change your partner and work in pairs using the drills ― What kind of weather
does he /she like? Why does he/she like?‖, and then fill in the Chart B.
( Each students has a different Chart A in their hands and they ask each other about
< p> the student in Chart A, then fill in Chart B.)Model:A: What kind of weather does Tom like?
B: He likes snowy days.
p>A: Why does he like snowy days?
B: Because it?s cold, he can ?
( Ask students to work in pairs like this and fill in their chart.)
T: Who can report to us?
S: I can. Tom likes ? Because he ?
Step 4. Task.
T: Please take out your homework. Work in groups of four to make a survey. Find
out what kind of weather most of your partners? father and mother like and the < /p>
1. The leader makes a survey and fills in the chart.
2. The leader has the report like this, ― Bob?s mother likes ? because she can ?
3. Find out what kind of weather is the most favorite.
Step 5. Homework: 58 Seventh Grade English Grammar
1. Vocabulary
1. Nouns
A). Number of nouns
We know that nouns can be divided into countable nouns and uncountable nouns. Uncountable nouns do not have a plural form, but they can be counted. Nouns are divided into singular and plural. The composition of the plural is as follows:
1) Add s at the end. For example: fathers, books, Americans, Germans, apples, bananas
2) Add es after x, sh, ch, s, tch. Such as: boxes, glasses, dresses, watches, wishes, faxes
3) 1) Change y to i and add es if it ends with a consonant plus y, such as: baby-babies, family-families, duty- duties, comedy-comedies, documentary-documentaries, story-stories
2) If the word ends with a vowel plus y, add s directly. Such as: day-days, boy-boys, toy-toys, key-keys, ways
4) Add s (foreign word) at the end of o. Such as: radios, photos, but if the consonant is added with o, add es: such as: tomatoes, potatoes, potatoes
5) If the consonant ends in f or fe, change f to v and add es(s). Such as: knife-knives, wife-wives, half-halves, shelf-shelves, leaf-leaves, yourself-yourselves
6) The singular and plural are the same (unchanged): fish, sheep, deer deer 子 , Chinese, Japanese
7) Generally only plural, no singular: people, pants, shorts, shoes, glasses, gloves, clothes, socks
8) The form of the word remains unchanged , can be either singular or plural, including: police police station, police, class, classmates, family, family members
9) The compound plural generally only adds the main noun, most of which are the latter one word. For example: action movie-action movies, pen pal-pen pals; but if it is a compound word composed of man or woman, it will be plural at the same time. For example: man doctor-men doctors, woman teacher-women teachers
10) Some singular and plural numbers have different meanings. Such as: fish fishes types of fish, paper papers newspapers, papers, papers, work work works works, factory, glass glass glasses glasses, orange orange water oranges oranges, light light lights lights, people people peoples nation, time Time times times, times, chicken chicken chickens chickens
11) The plural form of a single letter can be added directly with s or ?s in two forms. Such as: Is (I?s), Ks (K?s). But if it is an abbreviation, just add s. Such as: IDs, VCDs, SARs