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本文格式为Word版,下载可任意编辑——英语七年级教案4篇英语七年级教案4篇
英语老师要提防以学生为主体、教师为导的教学方法,充分调动学生的学习积极性。作为初一七年级英语老师,你有在课前打定初一七年级英语教案?它对你的工作有着大量扶助。你是否在找正打定撰写“英语七年级教案”,下面我收集了相关的素材,供大家写文参考!
英语七年级教案篇1
教学目标
1.语言学识目标:
1)能掌管以下单词:newspaper,use,soup,wash,movie,just
能掌管以下句型:
①—Whatareyoudoing?—ImwatchingTV.
②—Whatshedoing?—Hesusingthecomputer.
③—Whataretheydoing?—TheyrelisteningtoaCD.
④—ThisisJenny.—ItsLaurahere.
2)能掌管语法:现在举行时态的用法。
3)能运用所学的学识,描述人们正在干的事情。
教学重难点
1.教学重点:
1)词汇、词组搭配和现在举行时的用法。能用现在举行时的各种形式举行切实的描述和表达正在发生的动作。
2)能掌管现在举行时态及一些表示概括动作的词组搭配,如:doinghomework,usingthecomputer,watchingTV,eatingdinner…等
2.教学难点:
现在举行时中现在分词的布局及读音,能在交际中切实地运用现在举行时来描述或表达正在举行的动作。
教学工具
多媒体
教学过程
Ⅰ.Warming-upandLeadin
1.GreettheSsandcheckthehomework.
2.Watchavideoprogram.
Ⅱ.Presentation
1.Showsomepicturesonthebigscreen.Presentthenewwordsandexpressions.
2.Sswatchandlearnthenewwordsandexpressions.
3.GiveSssometimeandtrytorememberthenewwordsandexpressions.
4.(Showsomepicturesonthescreenandasksomestudentstoperformtheactions.)
e.g.T:Whatareyoudoing?
S:Iamdoinghomework.(Helphim/hertoanswer)
T:Whatishe/shedoing?
Ss:He/sheisdoinghomework.
Teach:watchingTV,cleaning,readingabook,eatingdinner,talkingonthephone...asthesameway.
5.Workon1a.Ssreadtheactivitiesandlookatthepictures.Thenmatchtheactivitieswithpictures.
6.ChecktheanswerswiththeSs.
Ⅲ.Game(guess)
1.T:Nowletsplayagame.Whatsshe/hedoing?Youmustwatchthebigscreencarefully.
(Showsomepicturesonthebigscreenquickly)LetSsguesswhatshe/sheisdoing?
2.Sswatchandguesstheactions.
3.Askandansweraboutthepictures.
—Whatshe/shedoing?
—Hes/Shes…
Ⅳ.Listening
1.T:WhatareJenny,John,DaveandMarydoing?Nowlet’slistentothetape,findouttherightactivitiesfrom1a.
2.PlaytherecordingfortheSstwice.
3.Sslistentotherecordingandwritethenumbersfrom1a.
Ⅴ.Pairwork
1.AsktheSstoreadtheconversationsin1cwithapartner.Thenlookatthepicturesin1a.Andconversationsaboutotherpersoninthepicture.
2.Ssmakeconversationsbythemselvesandpracticetheconversations.
Ⅵ.Listening
1.Workon2a;
T:JackandStevearetalkingonthephone.Whataretheydoingnow?Listentotheconversationsandmatchtheanswerswiththequestions.
(Playtherecordingforthefirsttime,studentsonlylistencarefully.Then,listentotherecordingagain,andmatchtheanswerswiththequestions.)
Checktheanswers.
2.Workon2b.
LetSsreadtheconversationin2bfirst.ThenplaytherecordingfortheSstwice.
ThefirsttimeSsonlylistenandwritedownthewordsintheblanks.ThenplaytherecordingagainfortheSstochecktheanswers.(Ifnecessary,pressthePausebuttontohelp.)
Ⅶ.Pairwork
1.Now,role-playtheconversationwithyourpartners.
2.Letsomepairstoactouttheconversationinfrontoftheclass.
Ⅷ.Role-play
1.AskSstoreadtheconversationin2dandanswerthequestionsbelow.
①AreJennyandLauratalkingonthephone?
(Yes,theyare.)
②WhatsLauradoingnow?
(Sheswashingherclothes.)
③WhatsJennydoing?
(SheswatchingTV.)
④WhendotheymeetatJennyshome?
(Athalfpastsix.)
2.Ssreadtheconversationandanswerthequestionsabove.
3.ChecktheanswerswiththeSs.
4.LetSsworkinpairsandrole-playtheconversation.
Homework:
1.Reviewthewordsandexpressionsinthisperiod.
2.Understandtheknowledgeaboutthepresentprogressivetense.
3.Makefivesentencesonwhatareyoudoingnow.
英语七年级教案篇2
LanguageGoal:
Talkaboutwhatpeoplearedoing.
TeachingAims:
ThepresentProgressive(布局式:Be+V-ing)
KeyPoints:
What’shedoing?
He’sreading.
Difficultpoints:
现在举行时的用法和动词V-ing形式的构成。
TeachingMethods:
由浅入深,设置场景、对话以及表演来教授新句型。
TeachingAids:
教学图片、教学光盘、VCD机、录音机
TeachingProcedures:
Step1.Warming–up
A.Dutyreport
Teacher:Howareyou,boysandgirls?
Ss:Fine,thankyou.
Teacher:OK,who’sondutytoday?
(thestudentwhoisondutystartstomakeadutyreport)
B.Askandanswer
(TheteacheraskssomeSstoanswerquestionsandwritesdowntheverbsinthesentencesontheblackboard.)
T:Usually,whattimedoyougotoschool?
S1:……
T:WhendoesyourfatherwatchTVintheevening?
S2:……
T:Doyoudoyourhomeworkintheevening?
S3:……
T:Whendoyouplaysoccer?
S4:……
T:whattimedoyouusuallyeatdinner?
S5:……
(Theteachershouldencouragethestudentsafterquestions.)
Theteacheraskthestudentstoreadthesefiveverbsforseveraltimes.
Step2.Presentation
A.Matchthewordsandtheactivities.
Askthestudentstoturntopage83,andlookatthepicturesin1a.
Then,theteacheraskquestions:
What’shedoing?(Picture1)
He’smakingatelephonecall.
(Helpthestudentsanswerthequestionwithbodylanguage.)
Askandanswerjustlikethat,andfinish1a.(Sscanguessthemeaningofdoinghomework,watchingTV,cleaning,eatingdinnerandreading.)
TheSsreadtheseV-ingwordsaftertheteacher.
B.Playthevideo.
TomaketheSsclearwhattheyarelearninginthisclass.Mr.Gong’swordsdogivetheteacherabighand.
(WritedownthetitleofUnit14I’mwatchingTVontheblackboardandasktheSstoreadit.)
C.TeachthePresentProgressive.
1.Introduction
TelltheSswhatthePresentProgressiveis.(现在举行时表示现在正在举行或发生的动作,它的表现形式为BeVerbs+V-ing这也即为它的布局式.)
2.Tellthedifference
WritedowntheV-ingformsbyanotherlinesofgo,watch,do,playandeatontheblackboard.AsktheSstohavealookandfindthedifferencebetweenthem.Forexample:goandgoing,watchandwatching,doanddoing,etc.Then,asktheSstoreadthemagain.
3.Listentothetape.
LettheSsgetreadytolistentothetape(paperandball-pointpen).
Checktheanswer:241
4.Activities.
Theteacheractsseveralactionsandsay:”WhatamIdoing?”,helpSsanswer:”I’mopeningthedoor.”
(Theotheractions:lookatsomeone,cleanthewindow)
Writedownthethreesentencesontheblackboard,andasktheSstopayattentiontotheimportantwordsunderlined:
nWhatamIdoing?
nI’mopeningthedoor.
nWhatamIdoing?
nI’mlookingathim.
nWhatamIdoing?
nI’mcleaningthewindow.
5.Pairwork.
Askandanswerquestionsaboutwhatpeoplearedoinginthepicture.
uWhat’shedoing?
uHe’sreading.
TheSscanpracticedifferentsentencesupontheverbsontheblackboard.
6.Guessinggame.
Theteacherprepareseveralpiecesofpaperandtherearedifferentactionsonit.AskapairofSstoactitout.(EachpairofSschoosetwopiecesofpaperandact.)
(TheSsmustliketodoit,sotheteachercanaskmanypairstodothisgameand,theSscanbefamiliarwiththePresentProgressivestepbystep.Theycanhavefunintheclassroomduringthisclass,it’sthemostimportant.)
7.Self-assessment.
TheteacherpreparefortheSssomelisteningexercises,andplaythecassette,letthemfinishtheseexercisesatonce.Then,checktheanswer.TheSscanunderstandwhethertheyhavelearnedaboutthePresentProgressive.
8.Dotheexercises.
TheteacherhavetheSssomeexercises,andasktheSstodoatonce.
1--What’sLiLeidoing?
--He_____________.(read)
2--What’shismotherdoing?
--She_____________.(write)
3--Whataretheydoing?
--They_____________.(playsoccer)
4--WhatareDavidandMarydoing?
--They_____________.(havedinner)
5--What’sJennydoing?
--She______________.(run)
(Infact,theSsdon’thaveenoughtimetofinishtheexercises,sotheycangoonandfinishtheseexercisesafterclass.
Step3.Homework
1.Finishtheexercisesintheclass.
2.Makeaconversationandactitoutwithyourpartner.
Step4.Theend
T:Youareverygoodtoday,boysandgirls!Andthankyouforlistening.Bye.英语七年级教案篇3
:
1、熟谙掌管词汇nameclock等
2、学会介绍自己并询问他人姓名,能够利用所学学识举行打招呼.
3、能听懂听力对话并能对根据听力对话举行自由交际.
:使学生学会打招呼和介绍自己,并询问他人姓名的句型.
Nicetomeetyou.Whatsyourname?Mynameis
:
一、自主学习(教师寄语:Knowledgeispower.)
学习任务一:熟谙掌管词汇name,clock
1、专心查看第一页的图画,小组议论你所熟悉的物品的英语单词.
2,、试着写出含有的物品的英语单词.
3、小组竞赛,表示(看谁总结的多,写的切实)
学习任务二:学会介绍自己并询问他人姓名,能够利用所学学识举行打招呼.
1、教师自我介绍,引导学生介绍自己.
A:Hello,IamGina,Whatsyourname?
B:MynameisAlan.
2、小组竞赛,两人一组,询问他人姓名,介绍自己.
3,、分角色朗读1A对话.
学习任务三:能听懂听力对话并能对根据听力对话举行自由交际.
1,、听录音,给1B的对话编号.
2、根据听力对话举行自由交际.
3、小组竞赛,表示对话交际。
二、合作共建(教师寄语:Manyhandsmakelightwork.)
小组议论我们所学的英语名字和汉语名字的识别,如何用英语拼写
你的名字?
三、系统总结(教师寄语:Nomancandotwothingsatonce.)
1,、归纳你所学到的问候语.
2、自己编写一个打招呼并询问姓名的小对话.
四、诊断评价
(一)单项选择.
1._______yourname?MynameisGina.
A.WhatB.WhatsC.WhoD.which
2.Goodmorning,MissWang!_____________!
A.HelloB.HiC.NicetomeetyouD.Goodmorning
3.I_______Sally,What______yourname?
A.am,isB.is,amC.is,isD.am,am
4.______nameisLilei.
A.IB.IamC.MyD.you
5.—_______,Whatsyourname?
—JohnGreen.
A.HiB.OkC.sorryD.Excuseme
(二)写出以下单词的完全形式,并写出汉语意思.
Im___________________whats__________________
names_____________________
(三)写出以下单词.
时钟_______我的________你的___________名字_______遇见_________
(四)尝试翻译以下句子.
1.见到你很欣喜._________________________________.
2.我叫王小雨.____________________________________.
3.你叫什么名字?____________________________________
(五)根据情景补全对话.
A:Goodafternoon!
B:____________________!
A;I______Lucy._________yourname?
B:My______isJim.Niceto______you!
A:_______________________________.
五、
英语七年级教案篇4
Where’syourpenpalfrom?
一、单元教材分析
本单元的中心话题是penpals。主要语言功能工程是talkaboutcountries,citiesandlanguages。语法布局为Where…from;Where…liveandwhatlanguage…speak。先以Activity1复习语言与国家的配对练习入手,Activity2a,2b一个综合的听力训练来表示学生的听力才能,并以听力内容为根基,通过Activity2c中假设的两人对话操练来培养学生的交流才能,同时也引导学生多沟通与多交流。
Activity3a是一篇email形式的阅读文章,并有相关问题由学生在阅读后举行回复Activity3b是根据供给的信息举行填空的写作练习,Activity3c是一篇模仿写作,让学生给自己的笔友写一封关于本人信息的email。我在各课时教学中设计各种各样的小活动,通过Discussion,Classifying,Guessing等不同方式让学生掌管本单元的学识点,用学会的学识与外国的笔友自如的交谈是学习本单元的目的。
二、教学目标分析
1、语言目标
a.重点词汇:
Countries:Canada,China,France,Japan,theUnitedStates,Singapore,Australia,TheUnitedKingdom,Paris.
Cities:Sydney,NewYork,Toronto,Toyo,London
Languages:English,French,Japanese,Chinese.
b.重点句型:-Where…from?-She‘s/He‘sfrom…
-Wheredoes…live?-She/Helivesin…
-Whatlanguagedoesshe/hespeak?-She/Hespeaks….
2、才能目标
a.培养学生在文段中探索信息的才能;
b.学会用英文给笔友写回信,简朴介绍个人处境;
c.通过有效地小组合作,培养学生合作才能及团队精神。
d.在连惯的听说读写活动中,训练学生的规律思维,快速回响才能和实践才能,
使学生能纯熟运用新句型来谈论年龄和日期。
3、交际目标
通过学习本单元的内容,使学生学会用各种方式与世界各国挚友交流。
4、德育目标
了解世界,了解不同地区的人文风俗;学会理解和崇敬异国文化。
三、单元重难点分析
重点:1.谈论国籍、民族及其语言。
2.询问并回复人们的住处。
难点:1.含from的where引导的特殊疑问句及其回复
2.含live的where引导的特殊疑问句及其回复
四、课时布局
为了能较好地实现既定的教学目标,结合本单元教学内容和学生的学习规律,将本单元授课时定为四课时。
Period1SectionA1a—2d
Period2SectionA3a—SectionB2c
Period3SectionB3a3c
Period4SummingupSectionAandBandthegrammar.
五、教学过程设计
TheFirstPeriod
Teachingaims:
1.Learntoexpressthemaincountriesandcities.
2.Knowsomethingaboutthecountries.
3.Masterwhere-sentencestructure.
Keypoints:
1.Words:penpal,Australia,Japan,Canada,France,theUnitedstates,Singapore,theUnitedKingdom,country,Sydney,NewYork,Paris,Toronto,Tokyoworld
2.Sentences:-Whereisyourpenpalfrom?-He‘sfromAustralia.
-Wheredoeshelive?-HelivesinParis
-WhereisJohn‘spenpalfrom?
Teachingaids:
Somecardswithcitiesandcountries.
Teachingprocedures:
Step1.Lead—in(1a2a)
Firstgreetthestudents.ThenteacherbeginsthetopicwiththeSpringFestival.DoyouhaveaniceSpringFestival?Doyougotomanyplaces?Ido.Thenusethefreshpicturesthroughcomputerto(来自:.zaidian.cOm书业网)teachthestudentsnamesofcountries,cities.Dividethestudentsintogroups,thenshowtheflagsandpictures,letthemguessthenamesofcountriesandcites.Atlastfinish2aonpage2.通过这个环节,教师完本金单元的新单词的导入,通过供给给学生每个国家的地图,让学生猜出国家名称及相应的城市,学生能有意识的记忆国家及城市的名称,并为整节课任务的完成奠定最根本的词汇根基。在看图片时学生能够做到精神集中,并能激发学生的学习兴趣。
Step2.Practice(1c2d)
①Teachersays:IgoestomanyplacesduringtheSpringFestival,soIhavemanypenpalsfromdifferentcountries.OneofmypenpalsisSandy.SheisfromtheUK.ShelivesinLondon.Askthestudents:Doyouhaveapenpal?Somesayyes,somesayno.Thengoonwith―Whereisshe/hefrom?‖and―Wheredoesshe/helive?Asksomestudentstostandupandpracticewithteacher.
②Withthesesentencestructures,askstudentstopracticetheminpairs.
③MakeaSurveytounderstandyourclassmatesbetter.
上面这些句型的操练都是为了结果一个任务作铺垫。操练的过程中可以实时校正学生的错误。然后让学生填写调查表,了解全班同学的笔友分别来自哪个国家以及居住在哪个城市,同时让学生熟悉和了解一些国家和城市相关地理文化学识,
拓展学生的视野,激发他们的兴趣。在完成任务的过程中运用where…from和where…live引导的特殊疑问句,综合运用目标语言,询问并回复人们的国籍和住处。
Step3.Listeningcomprehension(1b,2b2c)
Afterpractice,doalotoflisteningexercises.Finish1bonpage1and2b2conpage2.在口头练习的根基上,在他们纯熟掌管本课时句型以后再做这些听力理应是不难了,这样可以增加他们学习英语的信仰。并且这些听力材料的设计也是层层递进,由易到难,充分考虑到了学生的层次,起到了很好的稳定作用。Step4.Homework
ReviseSectionA1a—2d
Makeasimilardialogueaboutpenpals
TheSecondPeriod
Teachingaims:
1.Goontolearnthecountriesandcities.
2.Masterwhere-sentencestructure.
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