2017人教版七年级上册英语教案
人教版初一英语上册教案15篇
人教版初一英语上册教案15篇人教版初一英语上册教案【篇1】教学年级：七年级课程名称：Unit 3 Why do you like koalas?教材版本：人民教育出版社授课时间：40分钟（一）学生分析：1.本班学生对学习英语较感兴趣，能积极参加各种调查、采访、表演等实践活动。
2.学生学习动机明确，学习态度积极主动，能主动与他人合作，相互帮助，共同完成学习任务，遇到问题敢于主动向老师和同学请教，能大胆用英语交流。
（二）教材分析：本课时的内容是义务教育课程标准实验教科书英语新目标“Go for it!”七年级的《Unit 3 Why do you like koalas?》第一课时，主要话题是学习动物名称，并讨论喜好某种动物的原因。
通过话题的讨论喜欢动物的原因，增强了动物名称的词汇量，还增强课堂学习趣味性。
（三）教学目标语言知识目标1.学习有关动物的名词：tiger elephant koala dolphin panda lion penguin giraffe2.学习并运用品质的.形容词：cute smart shy ugly clever beautiful friendly quiet lazy来描述动物.3.掌握下列句型Why do you like…？. Because they’re….使学生熟练表达喜好并陈述原因。
语言能力目标1.学生能熟练谈论自己喜爱的动物并给出理由。
2.学生的口语和书面表达能力得到提高。
3.培养学生主动参与语言实践活动的能力，在游戏和小组竞赛中培养学生乐于表达、勇于展示自我的能力，从而树立学习英语的信心，获取成功的喜悦。
情感目标1.通过学习要培养学生自觉保护动物的意识。
2.培养学生积极参与，发扬团队合作的精神和竞争意识。
（四）教学策略1、教学方法Task-based, Language Teaching,途径：Guesing game, group work, pair work, survey, Internet teaching.2、教学辅助手段采用多媒体电脑投影图片，充分利用网络教材资源，扩大学生的知识面，激发学生的兴趣和求知欲。
人教版英语七上教案7篇
人教版英语七上教案7篇人教版英语七上教案篇11.能听说、认读eye, face , ear, nose, mouth, 这些关于身体部位的单词，并能用英语介绍自己身体的这几个部分2.初步了解表示接触的指示用语，能听懂，并按指令做出相应的动作。
3..激发学生学习兴趣，培养听说习惯和能力。
教学重点：关于头部的单词eye, face , ear, nose, mouth的学习。
教学难点：eye, face 两个单词的元音因素容易发音不到位，教师可鼓励学生张大口型，相互检查。
mouth 一词的尾音发音较难，教师可适当提醒学生，注意口型教学过程：step 1.warm up and revi-sion1.greetings : hello,boys and girls! nice to meet you! sit down please! step2.presentation1. 利用多媒体展示学生感兴趣的动画人物“大耳朵图图”，让学生与图中人物进行口语交流let’s say “hello, tutu.”2.tu tu is so cute.look! this is tutu’s eye.并指着tutu的眼睛介绍。
同时引出新单词eye.a.先让学生倾听录音怎么读单词eye b.再范读教新单词eye(开火车读) c.让学生拼写这个单词e-y-e d.老师借助肢体语言，指着自己的眼睛说：this is my eye e.let’s do.follow me: eye eye 唰唰唰(跟着老师一起做动作).3.用同样的方法依次新授新单词：face、ear、nose、mouth4.powerpoint制作：打开幻灯片后每点击一身体部位就会出现相应的单词。
(注mouth一词的尾音发音较难，适当提醒学生，注意口型。
)5.认读face、ear、eye、nose、mouth的单词卡片和图片。
step3：practice1.let’s do: eye eye 唰唰唰ear ear 呼呼呼nose nose 闻闻闻mouth mouth 巴巴巴face face 拍拍拍2.i say you do.(老师说，学生快速做相应的动作，然后找一位学生出来做出动作。
初一英语的上册人教版教学设计五篇
初一英语的上册人教版教学设计五篇培养用英语获取信息，与人合作的能力。
激发他们学习英语的兴趣和热情，在接近生活常态的交际中乐于模仿，敢于开口，积极参与。
下面是小编整理的初一英语的上册人教版教学设计5篇，欢迎大家阅读分享借鉴，希望大家喜欢，也希望对大家有所帮助。
初一英语的上册人教版教学设计1Lesson 96 教案一、教学目标：掌握过去进行时态的用法二、教学过程：Step 1 Revision(学生活动)利用图片或照片复习过去进行时的用法。
(录像演示)通过情景复习过去进行时表达一个过去某个时间所发生的动作。
Step 2 Listening(声音课件展示)让学生边听边完成听力练习 Step 3 Read and say (学生活动)根据不同的职业特点，让学生选择最好的答案来回答警察的问话。
(录像演示)情景演示警察调查案件时询问每个人的情景，运用过去进行时来表达当时发生的动作。
观看后教师可让学生写对话并表演出来。
(学生活动)提供一个案情，让学生来表演过程。
Here is another situation for the students to practise. A very famous drawing was stolen in the art gallery last night. You are trying to find out who did that. You can ask the question “What were you doing at nine o’clock last night?” After everyo ne has answered the question, the class discuss together,“Who do you think stole the painting from the gallery? Why?”Step 4 Read and talk(展示)Read the table about what David was doing at different times yesterday, then ask and answer in pairs.(录像演示)情景演示询问过去某个时间点正在进行的动作，看后让学生进行模仿练习。
【初中英语】2017年秋七年级英语上册全一册教案(42份) 人教版30
Unit 7 How much are these socks?Period 1 (Section A 1a–2e)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master some useful sentence structures.●能力目标1. Get students to learn how to use How much questions.2. Teach students to ask about price and talk about clothing..3. Get students to learn to thank someone.●情感目标Get students to have a subject attitude towards money.【教学重难点】●重点1. Master the new words and useful expressions.Words and expressions: socks, T-shirt, pants, shoes, shorts, sweater, skirt, bag, dollars, black, white, green, red, blue, big, small, short, ling, numbers 10-31.2. Master some useful sentence structures.— How much is the blue T-shirt?— It’s 10 dollars.— How much are these sweaters?—They’re eight dollars.—What color do you want?— I want green.— Here you are.●难点Talk about price and clothing.【教学准备】A tape recorder, a projector and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Warm-up1. Greet students as usual and check the answers.2. Review the words of colors and ask students to spell some of them.3. Point some new words and explain them to students.New words: clothes, store, small, big, skirt, long, short, sweater,T-shirt, socks, shoes, trousers, shorts.4. Show some pictures on the screen and ask students to work withtheir partners and make their own answers.5. Give students an example.A: What's this in English?B:It's a hat.A: What color is it?B: It's red.A: How much is it?B: It's ten dollars.6. Invite some students to act out their conversations.Step 2: Presentation1. Teach activity 1a(1) Ask students to read the words and conversations.(2) Show some pictures and match the words with the things in the picture.(3) Invite one student to read his/her answers.(4) Check the correct answers.Answers: i, d, a, c, f, g, j, b, h, e.2. Teach activity 1b(1) Ask students to listen to a tape and circle the thing they hear in 1a.(2) Invite some students to tell their answers.(3) Check the correct answers.Answers: hat, shorts, sweater.3. Teach activity 1c(1) Ask students to read the conversation and practice it with their partners.A: How much is this T- shirt?B: It's seven dollars.A: How much are these socks?B: They are two dollars.(2) Ask students to work with their partners and make their own conversations.(3) Invite some students to act out their conversations.Step 3: Practice1. Teach activity 2a&2b(1) Ask students to read the words in the box and try to recite them.(2) Ask students to listen to a tape and repeat.(3) Ask students to listen to a conversation and circle the things you hear.(4) Check the correct answers with the class.2. Teach activity 2c(1) Play the recording again and ask students to fill in the price tags.(2) Invite some students to tell their answers.(3) check the correct answers with the class.Answers: hat $5, sweater $8, shorts $6, T-shirt $7, socks $ 2, trousers $9.3. Teach activity 2d(1) Ask students to read the things in 2b again.(2) Ask students to work with their partners and make their oen conversations.(3) Give students an example.A: I like these shorts. How much are they?B: They are six dollars.(4) Invite some pairs to act the conversation out.Step 4: ConsolidationTeach activity 2e(1) Ask students to read the conversation and make sure they know the meaning of the conversation.(2) Ask students to work with their partners and role-play the conversation.(3) Invite some students to act out the conversation.(4) Explain some main language points.【课堂小结】In this period, we’ve learned how to do shopping and talk about prices politely. And we’ve also learned some language points.【课后作业】Write down the conversations between you and your partners.。
2017人教版七年级英语上册电子教案
Starter Unit 1Good morning!第一课时(1a2e)1．字母：Aa—Hh的读音、笔顺和笔画2．重点单词：good，morning，hi，hello3．重点句式：—Good morning.—Good morning.1．掌握字母Aa—Hh的读音及书写2．能够问候他人1．能够问候别人2．能询问对方的姓名及回答对姓名的提问Step 1情景导入Teacher：Hello，everyone.Nice to meet you！This is our first lesson.I am very glad to learn English with you.Do you like listening to music？Do you want to listen to music now？Now I will play an English song for you.Please listen carefully.It's very easy to understand.Let's begin.环节说明：通过听音乐这一环节激发学生的学习兴趣和学习英语的热情，让学生在听歌曲的过程中进入新课的学习。
Step 2完成教材2a—2e的任务1．学生跟唱字母歌，初步感知字母读音。
(3分钟)2．听2a录音，学生跟读，然后两人一组互相读2a中的字母。
邀请多位学生读出字母，教师随时纠正读音。
(5分钟)。
3．再听一边录音，根据所听到的顺序为字母编号。
集体按顺序读出听到的字母，核对答案，完成2b。
(2分钟)4．让学生认真观察2c中字母的笔顺和笔画，在练习本上练习字母的书写，让几个学生到黑板上板演，教师点拨易错点。
(3分钟)5．学生练习字母的书写，书写熟练后两人一组互相默写字母。
(3分钟)6．认真观察2d中的字母，写出它们相应的大小写字母，小组内交流，核对答案。
(2分钟)7．小组内互相交流自己见到过的字母组合及其它们的含义，比一比谁知道得多。
【初中英语】2017年秋七年级英语上册全一册教案(42份) 人教版19
Unit 4 Where’s my schoolbag?Period 2 (Grammar Focus–3c)【教学目标】●知识目标Consolidate the target language learned in the last period.●能力目标1. Consolidate the use of the prepositions “in, on, under, behind” and “Where...?”sentences.2. Develop students’ listening skills and communicative competence.●情感目标Try to lead students’ to put things in order.【教学重难点】●重点Consolidate the target language learned in the last period.—Where’s my schoolbag?—It’s under the table.●难点1. Improve students’ listening and speaking skills.2. The usage of target language.【教学准备】A projector, some pictures, handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Greetings and revision1.Greetings.T: Good morning/ afternoon, boys and girls.Ss: Good morning/ afternoon, teacher. How are you?T: Fine, thanks. And you?Ss: I’m OK....2.Revision.(1) Check their homework.(2) Ask students to read the conversation in 2d together. Then invite some pairs to role-play the conversation.Step 2: Lead-inAsk and answerT: Would you please translate my words into English? 桌子、棒球······T: Who woul d like to make conversations with “where” questions using the pictures in the PPT?Step 3: Presentation1.Teach Grammar Focus(1)Ask students to read the sentences in the box in Grammar Focus.(2)Invite some students to explain their meanings.(3)Place a schoolbag, a pencil box and a set of keys where all students can see them.(4)Ask students to make conversations in turn like this:S1: Where is the schoolbag?S2:It’s...S1: Where is the pencil box?S2:It’s...S1: Where are the keys?S2:They’re...(5) Leave students several minutes to do this work.(6) As they work, move around the room, checking progress and offering help as needed.(7) Invite some pairs to act out for the whole class.2. Teach activity 3a(1) T: Let’s work on 3a. Look at the pictures in 3a. Please fill in the blanks to complete the conversations.(2) Check the answersT: Have you finished? Please check your answers with your classmates.Answers: 1. A: Where are the keys? B: They’re on the table.2. A: Where’s the book? Is it on your desk? B: No, it’s under the chair.3.A: Where are the pencils? B: I don’t k now. Are they in the schoolbag? A: Yes, they are.(3) First ask students to read the conversations together then ask some students to read the conversations for the class.Step 4: Practice1. Teach activities 3b(1) Ask students to look at the pictures in 3b.T: What can you see in the pictures?(2) Invite students to answer answer the question.(3) Put students into pairs to make conversations like this:S1: Where are the books?S2: They are on the sofa.S1: Where’s the pencil?S2: It’s in the pencil box....(4) Leave students several minutes to do this activity.(5) Let some pairs to act out the conversations in front of the class.2.Teach activity 3cGame: Find the differences(1) T: Now it’s time for a game. Let’s play the game in pairs. Student A looks at the picture on this page. Student B looks at the picture on page 19. What do you find?(2) T: Yes, the two pictures are similar. But there are still some differences between them. Try to find out the differences by asking and answering questions.Example: T: Where’s the pencil box? Is it on the table?A: No, it isn’t. It is in the schoolbag.(4) T: I am sure you are clear about what to do. Let’s see who can find all the differences first. Let’s start!(5)Invite some pairs to present their conversations in pairs.Step 5: Consolidation(1) Put some things in different places. Ask students to say something about them like this: S1: Where is the schoolbag?S2: It’s on the desk.S1: Is it on the desk?S2: Yes, it is.S1: Is it under the desk?S2: No, it isn’t. It’s on the desk.(2) Leave students enough time to do this practice.(3) As they work, move around the room, checking the progress and offering help as needed. 【课堂小结】In this period, we’ve consolidated what we’ve learned in the last period through some practice and games.【课后作业】1. Read the sentences in Grammar Focus.2. Make some conversations by yourself.3. Preview the next period.。
2017年人教版七年级英语上册全册教案
教学内容
重点难点 学情分析 教学方法 学习方法
1.会拼读生词和问姓名的句型。 2.注意中英文姓名的差别。
任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法 课前预习、课堂内外练习、听说读写结合 教学过程设计 I. Warming-up and revision 1. Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together. 2. Divide the class into Group A and B. Draw two fishes on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more bubbles around their fish, at the end of the class, the group which gets more bubbles will be the winner today. Say, ―One, two, three!‖ Get the whole class sit straight, thus announce the beginning of the competition. 3. Revise the three units in Starters. Show some key sentences in Chinese on the screen, have students translate them into English, get a student from each group to come to the front and write down their answers on the blackboard, then check the answers, each correct sentence will earn a point for the group. 备 注
人教版7上英语教案5篇
人教版7上英语教案5篇(实用版)编制人：__审核人：__审批人：__编制单位：__编制时间：__年__月__日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
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2017新人教版七年级上册英语UNIT3第二课时教案
姓名常洁琼学科英语题目Unit3 Is this your pencil? 授课时间2017.9授课内容Section A Grammar focus-3c 授课班级七（1）教学目标：知识与能力：1．能够使用表达物品的归属关系的目标语如：Are these your pencils? Is this his pen? The blue pen is his. 等来完成会话练习。
2．能认读并能工整书写所学单词。
3．能够通过练习，总结掌握单元重点语法知识，即用一般疑问句询问物品所属关系的问句和答语，如：Is this / that your / his …? Yes, it is. It’s mine. / No, it isn’t. It’s hers / his. Are these / those your …? Yes, they are. / No, they aren’t. They’re hers / mine. 等，并能使用目标语言完成特定语境中的语言交流活动。
过程与方法：小组合作练习对话。
情感、态度与价值观：1.及时归还你借的或找到的东西。
2.调动学生学英语和说英语的积极性。
重点：掌握Grammar focus中的一般疑问句及其简答。
难点：名词性物主代词的用法。
教学过程：Step1:Greetings and talking教师拿着实物向学生询问一些已经学过的物品的信息。
Step2:自主学习与交流展示读语法表格，简单归纳语法。
Let’s read Grammar focus.1．学生默读、观察Grammar Focus第一个表格中的句子，提示学生左边是一般疑问句，右边是其简略回答及例句。
2．提问以下问题来引导学生思考：a．哪些句子中用了is，哪些句子中用了are？b．is和are在哪些句子中放在句首？c．your, my, his, her等词与yours, mine, his, hers等词在句中的位置有什么不同？d．简略回答中it和they分别代替的是哪些词？3．学生小组讨论，教师帮助归纳。
人教版七年级上册英语教案16篇
人教版七年级上册英语教案16篇人教版七年级上册英语教案（精选篇1）一、复习指导思想新授课结束后，期末考试前，指导学生进行期末复习，主要复习基础知识，提高做题能力，训练阅读、听力与写作，使学生能够举一反三，熟练掌握知识点与考点.二、学生学习水平现状分析学生的主要问题是基础薄弱，做题能力参差不齐，优秀的学生不多，成绩有待于提高的学生比较多，一部分同学学习惰性强。
三、复习时间：十七周至十八周（共10课时）四、复习重点1、基础知识：unit1—unit8：重点词汇、短语、句型2、语法：（1）动词不定式（2）动名词（3）被动语态（4）形容词相关句型的运用（5）副词的运用（6）原因状语从句（7）过去进行时3、阅读训练（报纸阅读材料）4、听力（报纸、导学案套题听力训练）5、话题写作：肢体语言，义务工作，传统技艺，卡通漫画、动物保护、动物描写、未来生活畅想6、复习中注重讲练结合，及时反馈，及时检测五、课时安排时间为两周，具体计划如下:十七周（周一）unit1、2重点词组句型小结；语法训练（报纸2、3版）十七周（周二）unit1、2知识点练习，话题写作训练（报纸4版）十七周（周三）unit3、4重点词组句型小结；语法训练（报纸5、6版）十七周（周四）unit3、4知识点练习，话题写作训练（报纸7版）十七周（周五）unit5、6重点词组句型小结；语法训练（报纸8、9版）十八周（周一）unit5、6知识点练习，话题写作训练（报纸10版）十八周（周二）unit7、8重点词组句型小结；语法训练（报纸11、12版）十八周（周三） unit7、8知识点练习，话题写作训练（报纸13版）十八周（周四）模拟套题（报纸31版）（综合测试一）十八周（周五）模拟套题（报纸32版）（综合测试二）六、复习措施1、单词过关。
每天重点句子听写2、语法复习注重讲练结合，引导学生说出重点与易错点3、加强整理英语学习档案4、对于阅读训练有指导，有检测。
2017人教版七年级上册英语教案
2017 - 2018 学年度第一学期七年级英语上册教案学校:教师:时间:七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级英语上册教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案七年级上册英语教案三、自主学习合作探究1.检查预习情况。
单词检查——第一:先全班齐读, 再由个别学生读, 其他学生纠错;第二, 默写单词:每个组一名学生在黑板上写, 然后一起核对。
2.讨论解决预习中短语、句子及其他存在的问题, 教师释疑。
组内同学互检, 订正。
3、听力: 听录音完成2a,2d。
4.结对活动。
就2b图中物品的位置，运用句型Are the keys on the sofa? No, they aren't.They're on the table.与对子问答5、展示对话2d。
先自读对话一遍, 再与对子分角色练习朗读对话（直至能够脱稿）, 最后抽小组成员比赛朗读四、展示提炼拓展延伸1)—Where is my ruler? —_________.A.Yes, it is here.B.No, it is not on the desk.C.It's under the desk.2).Is your key in the drawer?__________.A.Yes, I am.B.No, it is.C.Yes, it is.D.No, I'm not.3).________ my baseball? It's under the chair.A.WhereB. Where'sC.Where're4)—Is the baseball on the desk? —Yes, ______is.A.theyB.itC.the baseball5)—Where _______ Tom's books? —They're _______ the floor.A.is; inB.are; inC.is; onD.are; onA. is; inB. are; inC. is; onD. are; on 老师检测预习组长汇报老师巡视检查自主完成全员参与课后反思：在教学过程中, 应注意思想教育与知识教学互相渗透, 寓思想素质教育于知识教育之中, 如：向学生讲述中国经济的迅猛发展急需大量的外语人才、北京奥运会的举办更需要更多的人会讲英语等, 让学生认识到学英语的重要性, 鼓励学生树立远大的理想, 努力学好英语。
人教版初一英语上册教案15篇
人教版初一英语上册教案精选15篇教案可以帮助教师明确教学的目标和要求，指导教师在课堂上进行教学活动。
下面是小编为大家整理的人教版初一英语上册教案，如果大家喜欢可以分享给身边的朋友。
人教版初一英语上册教案【篇1】一、指导思想虽然大部分学生在小学已接触过英语，但学生以前不大重视英语，造成英语两极分化严重，且学习积极性低。
所以，现阶段最重要的是激发学生学习英语的兴趣和积极性，帮助他们增强信心，克服困难。
除了从思想上给予引导之外，在教学上，有针对性、目的性、有系统、有计划地上好课。
二、班级基本情况：本学期我担任七年级的英语课。
绝大多数学生虽然小学阶段都学过英语，但大部分学生的英语基础都比较差。
缺少学习的主动性和热情，自觉性也较差，相应的学习习惯也较差，对学习英语有为难情绪。
针对这些情况，在本学期的英语教学中，本人将致力于：一方面，应加强英语基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型的基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础;另一方面，又要采取多种措施，注意培养学生对英语学习的兴趣;让学生掌握记忆语音、单词、阅读和写作等英语学习技巧，培养良好的学习习惯和自主探索、合作探究能力，充分调动学生的学习积极性和主动性。
教学上采取任务型教学方式，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。
尊重并理解学生，与学生一起分享学习中的苦与乐，使每一位学生的英语成绩有所提高，有所进步。
三、七年级上册英语教学重、难点：(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、名词所有格;8、一般现在时9、时间表达法;(二)、交际用语。
四、七年级上册英语教学措施初一年级是英语学习的基础阶段,也是养成好习惯的关键时期。
基础打不好、习惯不良，直接影响学生整个初中阶段，乃至高中、大学的英语学习。
【初中英语】2017年秋七年级英语上册全一册教案(42份) 人教版
Starter Unit 1 Good morning!Period 1 (1a–2e)【教学目标】●知识目标1. Learn to read and write letters Aa--Hh.2. Master the greeting sentences: Good morning. Hello/Hi!.3. Learn the meaning of some abbreviations.●能力目标Be able to greet each other using the target language.●情感目标Try to develop students’ interests in English and educate students to be polite.【教学重难点】●重点1. Learn to read and write letters Aa--Hh.2. Be able to greet each other using the sentences: Good morning/afternoon/evening. Hello/Hi!●难点Be able to greet each other using the target language.【教学准备】A tape recorder, some word cards, pictures and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: GreetingsThe teacher wears a name card with an English name on it, then points to the name card and makes a self-introduction.T: Welcome to my class. I’m your new teacher,... What’s your name?Give students several minutes, and invite every student to stand up to do a self-introduction for the whole class....Step 2: Lead-inListen to the ABC song.T: This is our first class. We’ll learn how to greet each other simply. Before learning, let’s listen to a song.Play the tape of the ABC song first, and ask students to listen carefully. Pay attention to the pronunciation and intonation.Then play it again, asking students to repeat after the song.Later, sing the song together.Step 3: Presentation1. Teach activity 1a(1) Ask students to open their textbooks, look at the picture carefully and find out the answers to the following questions:What can you see in the picture?How many students are there in the picture?What are they doing?Provide students with several minutes to think about the questions.(2) Read the conversation. The students listen and repeat.T:As we know, there are eight students in the picture.Who are boys, and who are girls? Write down their names on the lines.(3) Ask students to do this activity individually, and then check the answers.Answers:Boys’ names: Bob, Dale, Frank, EricGirls’ names:Grace, Helen, Cindy, Alice2. Teach activity 1b(1) Play the recording for the first time, and ask the students to pay attention to the pronunciation and intonation.(2) Play the recording for the second time. Ask the students to listen and repeat.(3)If students can’t listen to the conversation clearly, play it one more time.3. Teach activity 1c(1) Ask the students to practice the conversations in pairs. Move around the class when the students are practicing. Give them some help if needed.(2) Role-play the conversations in 1a in pairs.(3) Ask the students to practice greetings each other. They can use their Chinese names if they wish. Encourage them to use their English names if they can. Ask them to practice using all the different greetings taught in 1a.(4)Ask several pairs to act out their conversations for the whole class.4. Teach activity 2a(1)Show the 8 letters Aa--Hh on the screen, and teach students to read them one by one.(2)Play the tape, and ask students to pay attention to the pronunciation and repeat.(3)Invite some students to read these letters, and correct their pronunciation mistake if there is any.5. Teach activity 2bT: Now I’ll play the record. You’ll hear eight letters. Listen carefully andnumber the letters you hear.(1)Play the tape, ask students to finish activity 2b individually.(2)Play the tape again, ask students to check their answers.(3)Check the answers with the whole class.6.Teach activity 2c(1)Teach students how to write these big and small letters.(2)Ask students to copy the letters in their exercise books.Step 4: Practice1. Teach activities 2d(1) Ask students to read the letters in 2d and make sure they can read all the letters correctly.(2) Ask students to write letters Aa--Hh after the models. At the same time, ask one boy and one girl to write on the blackboard. While students are working, move around the room, checking progress and offering help if they needed.(3) Check the answers. Correct mistakes if any.2. Teach activity 2e(1) Show the pictures in 2e on the blackboard.(2) Ask students to read aloud the letters.(3) Choose a picture, and ask the students to say the abbreviations.T:What can you see in the picture?(picture one)S1:I can see a pencilT:Very good. Do you know the meaning of the letters below the picture? What does HB mean? Who knows?S2:It means hard black.T:Excellent....(4) Encourage the students to say more abbreviations and explain their meanings.Step 5: Consolidation1. Put students in pairs, and ask them to greet each other like this:S1: Hi!S2:Hello!S1:Good morning, S2.S2:Good morning, S1.As students work, move around the classroom and offer help if needed.Finally, ask some pairs to act out the conversations.2. Show the cards of the eight letters in disorder, and ask students to read the letters one by one correctly.Then, get students to work in pairs. One takes pictures, the other reads the letters. Do it in turns.【课堂小结】In this period, we’ve learned how to greet when we meet in the morning. And we’ve also learned how to read and write letters Aa--Hh, as well as some abbreviations.【课后作业】1. Listen and recite letters Aa--Hh.2. Recite the conversations in 1a.3. Copy these eight big and small letters five times.。
【初中英语】2017年秋七年级英语上册全一册教案(42份) 人教版17
Unit 3 Is this your pencil?Period 4 (Section B 2a–Self Check)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master the target language.●能力目标1. Be able to read and write lost and found notice.2. Develop students’ writing competence.●情感目标Lead students to be honest and not to pocket the money that he/she has picked up. 【教学重难点】●重点1. Master the new words and useful expressions.Words: in, library, ask, some, find, lost classroom, e-mail, at, call, must, set Phrases: a set of2. Be able to read and write lost and found notice.3. Develop students’ writing competence.●难点Be able to read and write lost and found notice.【教学准备】Some lost and found notices, text book and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Greetings and revision1. GreetingsT: Good morning, everyone.Ss: Good morning, teacher. How are you?T: Fine, thanks. And you?Ss: I’m OK.2. RevisionReview what we learned in the last period.Step 2: Lead-inT: Did you lose anything before?Ss: Yes.T: What things did you lose easily?S1: Keys.S2: Wallets.S3: Cell phones....T: Have you ever got back the things you lost?S1: Sometimes.S2: Never.T: OK. If we lose something, how can we get them back?S1: We can ask the police for help.S2: We can look for them in the place where they were missing. T: Anything else?S3: We can write lost notice to look for them.T: Good idea. Have you ever picked up anything?Ss: Yes.T: How can we return these things to the loser?Ss: We can take them to the police or write found notice.T: You are right. Today, we’ll learn how to write lost and found notice. Let’s begin.Step 3: Presentation1. Teach activity 2a(1) T: We all have many school things. We always lose some school things easily. Now discuss the school things you lose easily with your partner. Write them down on your workbook. Then report them to the class.(2) Students work with their partners.(3) Let some students report their things to the class.2. Teach activity 2b(1) T: Now. Read through the instruction so that you can know how to do this activity.(2) Ask students look at the pictures and read the notices on the board.(3) T: Tell me which ones are lost notice and which ones are found notice.Ss: The last one is a lost notice, and the other three are found notices.T: You are right.(4) Ask students to circle the lost things.(5) Check the answers.(6) Read the notices, and ask students to repeat sentence by sentence. Then explain the way of writing lost and found notice.3. Teach activity 2c(1) Ask students to read through the instruction of this activity so that they can know how to do it.(2) Leave students two minutes to do this task individually. Move around the classroom to check the progress and give some help if necessary.(3) Invite some pairs to check their answers.Answers:Step 4: Practice1. Teach activities 3a(1) T: Let’s work on 3a. Here are two notices but some words in the notes are missing. Read the notices and complete the notices with the words or phone number in the box.(2) Ask some students to read the words in the box. One read them in English. The other read them in Chinese.(3) Students read and complete the notices.(4) Check the answers.Answers: Lost; name; callFound; your; 284-54862. Teach activity 3b(1) T: As you have learned how to write lost and found notice. Now, let’s have a try. Write your own lost or found notice with your name and phone number.(2) Leave students several minutes to do this task.(3) As they work, move around the room, checking progress and offering help as needed.(4) Collect students’ notices. Choose the best ones to present to the whole class.Step 5: ConsolidationTeach Self Check1. Self Check 1(1) T: We’ve learned many school things. Now first review all the school things in three minutes. Then let’s have a competition. We’ll write the school things you can remember in a piece of paper. Let’s see who can remember the most.(2) Students review the words of the school things quickly. Then have a competition.(3) Check the numbers of the words on their paper to see who does the best.Answers: pen, ruler, pencil, pencil box, schoolbag, book, eraser, pencil, sharpener...2. Self Check 2(1)T: This part aims to help students to review the difference of pronounces.(2) Ask students to complete the chart individually. Do peer-correction with deskmates first.(3) Check the answers.Answers:3. Self Check 3(1) T: Look at the picture please. What are they talking about in the picture? Who would like to read it?S1: Is that your schoolbag?S2: No, it isn’t.T: OK, now what may other people (S2, S3 and S4) talk about in Picture? Write the conversation using Is this/that…? Yes, it is./ No, it isn’t. Are these/those …? Yes, they are. / No, they aren’t.(Students write the conversations with their partners.)(2) T: Now please read the conversation with your partner.S3: Is that your notebook?S4: Yes, it is.S5: Are those your keys?S6: No, they aren’t.…(3) Now practice the conversations with your partners.【课堂小结】In this period, we’ve mainly learned how to read and write lost and found notice. And we’ve also consolidated how to identify ownership.【课后作业】1. Review the new words and useful expressions in this period.2. Read the messages again and again in 2b.3. Write two notices using the target language in this unit.4. Preview the next unit.。
2017人教版七年级上册英语教案定稿
本课教学后记（课堂设计理念，实际教学效果及改进设想）
Unit2This is my sister.
授课班级
185、186
授课日期
2012年月日
授课类型
新授课
学时数
The 1st period (Section A1a—2b)
教学目标
1. Get students to learn to identify people.
A: What’s your friend’s telephone number ?
B: His telephone number is.
A: What’s Street.
课堂练习
VII. Drills
Work on Page6 instudents’ workbook.
T: Check the words you know and to see which group do the best.
S;His first name is Green .
T: What’s his telephone number ?
S: His telephone number is.
教学步骤
及
主要内容
II. Work on 3a
Get the students to look at the pictures on P5 and find the last names and write them below.
Drill: S1: What’s Nick Hand’s family name first name ?
S2: What’s Jim Smith’s family name first name ?
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Unit 1 My name’s Gina.
授课班级 授课类型 新授课 授课日期 学 时 数 The 1st period ( Section A 1a—1c)
教学目标
1. Get students to learn the right way. 2. Get students to ask for and give telephone numbers. New words: name, clock, am, nice, meet, what, Mary. — Hi, Mary! I’m Jim. Nice to meet you. what’s ＝ what is I’m ＝ I am name’s ＝ name is the personal and possessive pronouns: I, you, my, your, his, her
教学内容
重点难点 学情分析 教学方法 学习方法
1.会拼读生词和问姓名的句型。 2.注意中英文姓名的差别。
任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和 合作学习法 课前预习、课堂内外练习、听说读写结合 备 教学过程设计 注 I. Warming-up and revision 1. Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together. 2. Divide the class into Group A and B. Draw two fishes on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more bubbles around their fish, at the end of the class, the group which gets more bubbles will be the winner today. Say, ―One, two, three!‖ Get the whole class sit straight, thus announce the beginning of the
1ห้องสมุดไป่ตู้
课题引入
competition. 3. Revise the three units in Starters. Show some key sentences in Chinese on the screen, their answers on the blackboard, then check the answers, each correct sentence will earn a point for the group. II. Presentation 1. Teacher says: , ―Hello! My name is Lily. What’s your name?‖ Get the students to answer, ―My name is …‖ Then teacher says, ―It’s a good nice name. I like your name.‖ 2. On the screen show a lovely mouse saying ―My name’s Gina.‖ Underline ―My name’s‖, tell the students it means ―My name is I am I’m‖. 3. Show the question ―What’s your name?‖ Underline ―What’s‖, tell the students that it means ―What is‖. III. Listening drills (1) 1. Do Section A, 1b, listen and number the conversations (1-3). 2. Show the picture on page 1 on the screen with no words on it. Get student to listen to the tape and try to repeat the sentences in the conversations, each correct sentence will earn a point for the group. IV. Pair-work. 1. Get the students listen to the conversations again and repeat after the tape, then work in groups, practice the conversations with the partners. 2. Have some students come to the front and show their own conversation, then make a comment on it (praise the students first) and give 2 to 4 points to their group. 3. Do Section A, 1a. First, groups, write down as many words as possible on their students’ books in only 2 minutes; then get a student from each group to write down their words on the blackboard at the same time, the one who writes more can get more points. V. Listening drills (2) 1. Do Section A, 2a. Listen to four conversations and number the pictures (1-4). 2. Do Section A, 2b. Listen again, circle the names according