人教版七年级英语教案设计

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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。

2024人教版七年级英语教案

2024人教版七年级英语教案Teaching goals:1. Develop students’ listening and speaking skills.2. Enable students to understand and use the simple present tense.Teaching procedures:Step 1. Warm-upGreet the students and have a short conversation with them about their favorite activities.Step 2. Presentation1. Show pictures of different activities and elicit the names of the activities from the students.2. Introduce the simple present tense and explain its usage.Step 3. Listening1. Play the audio of the conversation between Amy and Tom about their fun day.2. Ask students to listen and answer the questions about the conversation.Step 4. Speaking1. Put students in pairs and have them role-play the conversation between Amy and Tom.2. Monitor and provide feedb ack on students’ pronunciation and fluency.Step 5. Practice1. Have students form small groups and discuss their own fun days using the simple present tense.2. Encourage students to share their discussions with the class.Step 6. SummaryRecap the usage of the simple present tense and highlight any common mistakes made by students during speaking activities.Step 7. HomeworkAssign the students exercises in the textbook related to the simple present tense.。

2024年人教版七年级上册英语unit1教案

2024年人教版七年级上册英语unit1教案一、教学内容本节课为人教版七年级上册英语Unit 1《My name's Linda》，涉及章节1a2d。

主要内容包括：学习如何介绍自己，询问和回答他人的名字，以及用英语进行简单交流。

二、教学目标1. 能够熟练掌握本节课的生词和短语，如name, hello, how, old, year, student等。

2. 学会使用“My name is”和“How old are you?”等句型进行自我介绍和询问年龄。

3. 能够运用所学知识进行简单的英语交流，提高英语听说能力。

三、教学难点与重点1. 教学重点：掌握本节课的生词、短语和句型，学会自我介绍和询问年龄。

2. 教学难点：正确使用所学知识进行英语交流，以及如何正确发音。

四、教具与学具准备1. 教具：多媒体课件、录音机、磁带、卡片。

2. 学具：英语课本、练习本、彩色笔。

五、教学过程1. 导入：通过播放一首英文歌曲《Hello》，让学生感受英语氛围，同时引出本节课的主题。

2. 新课展示：展示多媒体课件，呈现本节课的生词、短语和句型，引导学生跟读并模仿。

3. 例题讲解：以PPT形式展示例题，讲解如何用英语进行自我介绍和询问年龄，并引导学生进行实际操作。

4. 随堂练习：发放练习纸，让学生两人一组进行角色扮演，练习自我介绍和询问年龄。

5. 小组活动：将学生分成若干小组，进行“Find your partner”的游戏，要求学生用英语进行交流，找到与自己年龄相仿的伙伴。

六、板书设计1. Unit 1 My name's Linda2. 生词：name, hello, how, old, year, student等3. 句型：My name is How old are you? I'm七、作业设计1. 作业题目：（1）抄写本节课的生词、短语和句型，每个三遍。

（2）用英语写一篇自我介绍，包括姓名、年龄和兴趣爱好。

人教版中学七年级英语上册全册教学设计

人教版中学七年级英语上册全册教学设计一. 教材分析人教版中学七年级英语上册教材以话题为纲，以功能和结构为主线，以交际为目标，注重学生语言能力的培养。

本册教材共有12个单元，每个单元包括课文、语法、听说、读写、词汇和练习等部分。

内容涉及日常生活、学校生活、人物介绍、动物描述、身体部位、方向指示、天气状况、家庭成员、节日庆祝、食品喜好、购物场景等主题。

二. 学情分析七年级学生已具备一定的英语基础，但语法、词汇和听力等方面仍有待提高。

学生对新鲜事物充满好奇心，但注意力容易分散，需要教师通过丰富的教学手段和方法激发兴趣。

此外，学生个体差异较大，英语水平参差不齐，因此在教学过程中要兼顾全体学生，注重因材施教。

三. 教学目标1.知识目标：学生能掌握本册教材中所学的单词、短语、句型和语法知识。

2.能力目标：学生能运用所学知识进行简单的日常交流，提高听、说、读、写四项基本技能。

3.情感目标：学生对英语学习保持浓厚兴趣，树立自信心，养成良好的学习习惯。

四. 教学重难点1.重点：单词、短语、句型的学习和运用。

2.难点：语法知识和听力理解。

五. 教学方法1.任务型教学法：通过完成各种真实任务，让学生在实践中学习和运用英语。

2.情境教学法：创设真实的语境，让学生在交流互动中掌握语言知识。

3.游戏教学法：通过趣味游戏，激发学生学习兴趣，提高课堂活力。

4.差异教学法：关注学生个体差异，因材施教，使每个学生都能在课堂上得到锻炼和提高。

六. 教学准备1.教材、课件和教学资源：教师需提前准备教材、课件及相关教学资源。

2.教学工具：多媒体设备、黑板、粉笔等。

3.教学素材：图片、视频、音频等。

4.作业布置：为学生准备适量的课后作业，巩固所学知识。

七. 教学过程1.导入（5分钟）利用图片、视频或音频等素材，引入本节课的主题。

例如，通过展示一幅图片或播放一段视频，让学生猜测图片或视频中的内容，从而引出本节课的话题。

2.呈现（10分钟）教师用生动的语言和丰富的表情，呈现本节课的主要单词、短语和句型。

七年级上册英语教案人教版免费

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七年级英语上册人教版全册教案

七年级英语上册人教版全册教案第一章：引言1.1 教学背景1.1.1 分析学生情况：针对七年级学生，英语学习处于基础阶段，需要引导学生逐步适应英语学习。

1.1.2 教材内容：人教版七年级英语上册，以话题为主线，培养学生的基本语言能力。

1.1.3 教学目标：激发学生学习兴趣，建立良好的学习习惯，为后续学习打下基础。

第二章：知识点讲解2.1 语音知识2.1.1 发音规则：介绍长元音、短元音、辅音等发音规则。

2.1.2 语音练习：通过听力练习，让学生辨别单词的正确发音。

2.1.3 语音应用：引导学生运用语音知识正确拼读单词和句子。

2.2 词汇知识2.2.1 单词构成：分析单词的词根、前缀、后缀等构成部分。

2.2.2 词汇练习：通过词汇游戏、练习册等途径，巩固单词记忆。

2.2.3 词汇应用：让学生在实际语境中运用词汇，提高运用能力。

2.3 语法知识2.3.1 基本句型：介绍主谓宾、主谓表等基本句型。

2.3.2 语法规则：讲解时态、语态、比较级、最高级等语法规则。

2.3.3 语法练习：通过填空、改错等形式的练习，巩固语法知识。

第三章：教学内容3.1 课本内容3.1.1 每课主题：根据课本内容，提炼每课的主题。

3.1.2 对话分析：分析对话内容，讲解重点词汇和句型。

3.1.3 课文理解：引导学生理解课文，提高阅读能力。

3.2 拓展内容3.2.1 相关话题：针对课本内容，拓展相关话题。

3.2.2 听力练习：选择合适的听力材料，提高学生听力水平。

3.2.3 口语表达：组织口语交流活动，提高学生口语表达能力。

第四章：教学目标4.1 知识目标4.1.1 掌握基本的语音、词汇和语法知识。

4.1.2 能够听懂、说出一日常用语。

4.1.3 理解课本内容，具备一定的阅读和写作能力。

4.2 能力目标4.2.1 提高学生的听、说、读、写四项基本技能。

4.2.2 培养学生的语言运用能力和团队协作能力。

4.2.3 培养学生的跨文化交际意识。

人教版2024七年级英语教案

人教版2024七年级英语教案一、教学目标。

1. 语言知识目标。

- 学生能够掌握七年级英语课本中的重点单词、短语和句型结构。

- 理解并正确运用一般现在时、现在进行时等基础语法知识。

2. 语言技能目标。

- 听：能听懂与课本话题相关的简单对话、短文，获取关键信息。

- 说：能够用英语就日常话题（如家庭、学校生活、兴趣爱好等）进行简单的交流，语音、语调基本正确。

- 读：能读懂简单的英语文章，理解文章大意，并掌握一定的阅读技巧（如略读、扫读等）。

- 写：能够写出简单的句子和短文，描述人物、事物或事件，语法正确，书写规范。

3. 情感态度目标。

- 激发学生学习英语的兴趣，培养积极的学习态度。

- 通过英语学习，了解不同文化背景下的生活方式和风俗习惯，拓宽国际视野，增强跨文化交际意识。

4. 文化意识目标。

- 了解英语国家中与课本内容相关的文化知识，如西方的家庭文化、学校文化等。

二、教学重难点。

1. 教学重点。

- 重点单词、短语和句型的学习与运用。

- 基础语法知识的理解与掌握，如一般现在时的第三人称单数形式、现在进行时的构成和用法等。

2. 教学难点。

- 一般现在时和现在进行时在实际语境中的准确运用，尤其是两者的区别。

- 一些英语文化背景知识的理解与运用，如何将文化知识融入到语言学习中。

三、教学方法。

1. 情景教学法。

- 通过创设各种真实的语言情景，如家庭场景、学校场景等，让学生在情景中学习和运用英语，提高语言实际运用能力。

2. 任务驱动法。

- 布置各种学习任务，如小组对话、角色扮演、短文写作等，让学生在完成任务的过程中学习语言知识，培养合作学习能力和自主学习能力。

3. 交际教学法。

- 鼓励学生用英语进行交流互动，在交际中提高口语表达能力和跨文化交际能力。

四、教学过程。

（一）导入（5分钟）1. 播放一段与七年级英语课本主题相关的英语视频，如关于学校生活的动画片段。

2. 提问引导：- What can you see in the video?- Do you have a similar experience in your school?（二）知识讲解（20分钟）1. 单词学习。

人教版初一英语教案

人教版初一英语教案【篇一：人教版七年级上册英语全册教案】新目标英语（go for it）七年级上全册教案unit 1-12unit 1 my name’s ginaperiod one课前准备教师：准备游戏时所用的图片（食物、蔬菜、动物）。

学生：准备表演时所需道具（服装、假发）。

教学设计step one :present the sentence patterns.1. play a game “how many words do you know?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。

)teacher: after the study of the first three starters, i thinkmost of the students must have known a lot of words. how manywords do you know? let’s play a game to see who know? let’s play a game to see who knows the most.(divide all the students into several groups and show a picture （图片略） to them with the computer. every group can choose two students to join. they are asked to come to the blackboard and write down the words in 30 seconds.)(group 2 is the champion group. they can write 11 words.)2. introduce the champion group to the class.（引课方式贴近生活，学生易于接受）teacher: congratulations, now group 2 is the champion. but i don’t know your names. would you like to introduce y ourselves to us?s1 s2:yes.s1:hello.my name is li lei. nice to meet you.ss: hello, li lei. nice to meet you ,too.ss: hello! what’s your name?s2:i’m sun ping. how do you do?ss: how do you do ?step two: drills.1. make introductions.（通过句型的操练使学生更加熟练掌握所学的句式。

英语人教版七年级教学设计十二篇

英语人教版七年级教学设计十二篇篇1：Is this your pencil? 教学设计(人教版英语七年级)教学目标能掌握常见物品的英文表达能询问教室物品或文具名称并找到物主能综合利用所学句型汇报活动结果教学向导语言目标学习策略与思维技巧重点词汇利用this /that 的一般疑问句及其答句；What 引导的特殊疑问句及其简略回答。

以游戏的形式，做出推理与判断，培养综合分析能力。

pencil, pen, book, eraser, pencil-case, backpack, ruler, key,ID card, baseball, watch, game, ring, computer, notebook语言结构语言功能跨学科学习Demonstratives this, that;What questions;Yes/No questions and short answersHow do you spell pencil?(Formulaic) 寻找物主培养学生绘画和写作能力主题词表pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebookExtensive words:textbook; exercise-book; ball-pen; compass; sharpener; rubber; glue; color-pen; sticker; highlight; ball-point; scissors; chalk; file; blackboard; ink; set- square; paper; pamphlet; peg.重点句型(1)Is this your pencil? Yes, it is./No, it isn’t.(2)Is that my book? Yes, it is./ No, it isn’t.(3)Is this/that her/his eraser? Yes, it is./ No, it isn’t.(4)What’s this/ that in English? It’s a/an ……(5)How do you spell pen? P-E-N.主题思维图及任务型活动课前准备让学生收集并自学有关文具或教室物品的名词，并准备一些实物或图片。

2024人教版七年级英语上册Unit 1 You and Me 单元教学设计

2024人教版七年级英语上册Unit 1 You and Me单元教学设计单元主题属于“人与社会”范畴，涉及“良好的人际关系与人际交往”。

单元基本信息使用教材版本2024年人教版单元名称Unit 1 You and Me单元课时数 6一、单元内容分析Big Question How do we make new friends?单元内容分析本单元是由3个日常对话、一篇记叙文、一篇论坛的交友帖子，一个项目任务“制作个人简历”所组成。

第一个对话是宋梅梅和彼得的第一次碰面，双方问候了姓名、拼写、国家、班级等内容。

第二个对话是艾拉和李老师之间的对话，李老师询问了艾拉的姓氏、年龄，两人互相礼貌地问候彼此。

第三个对话是史密斯老师和陈洁、彼得之间的对话，陈洁介绍了新同学彼得，向彼得介绍了新的英语老师，双方互相问候，史密斯先生询问了彼得的班级、班主任，陈洁且纠正了彼得的错误，由于文化冲突，彼得将高慧老师，叫成了慧老师。

记叙文主要介绍了刘宇的个人信息，比如年龄、家乡、最喜欢的动物和食物，同时介绍了新同学萨利，内容包括了萨利的年龄、国际、现状、最喜欢的食物等。

论坛的交友帖子主要介绍了Pauline Lee和Peter Brown的交友帖子，Pauline Lee 介绍了个人信息，包括年龄、国籍、宠物、喜欢的运动，Pauline表达了想要交友的愿望；Peter Brown主要介绍了自己的年龄、国际、现状、最喜欢的食物、兴趣，以及表达了想要交友的愿望。

本单元的核心语言主要围绕个人信息的介绍和交友展开，涉及交友的语言，如交朋友的短语（make friends, each other, would like to, classmate）、个人信息的介绍（full name, last name, grade, class teacher, first name, country, same, band, pot, tofu, tennis, hobby, play the guitar），辨认人物（Are you...?）、询问个人信息（Where is Mr Smith from?. What class are you in? Who is your class teacher?）等。

七年级上册英语教案人教版5篇

七年级上册英语教案人教版5篇最新七年级上册英语教案人教版5篇教案是教师教学过程中必不可少的指导工具，能够提升教学质量和效果。

下面是小编为大家整理的七年级上册英语教案人教版，如果大家喜欢可以分享给身边的朋友。

七年级上册英语教案人教版篇1Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do I m a reporterWhat does he do. He s a student.What do you want to be I want to be an actor .What does she want to be She wants to be a police officernames of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. ( Brainstorming is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It s fun. It s a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as theycan. Then point to a scene, name the job, and ask students to repeat. Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point tothe sample answer.1 b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,Say, Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold upthe book and point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words inactivity 1a.As students work in pairs, move around the room monitoring theirwork. Oner language or pronunciation support as needed.2a This activity gives students practice in understanding thetarget language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing What jobs do they havePlay the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the three headings in the chart and read the headings to the class. Ask students, What does wants to be mean (It is not the Job the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they wantin the future. Point out the sample2c This activity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susan s brother. Anna s mother, and Tony s father.)Say, Now work with your partner. Ask and answer questions about thepictures. Ask, What does he or she do Then ask, What does he or she want to beSay a dialogue with a student. Point to Anna s mother and then to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble. Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles. Ask two students to read It to the class.Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.Say a dialogue with a student. Point to the word waiter in activity3a and then to the picture of the restaurant. Ask a student. Where does he work Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do and guide the student to answer, He s a waiter.As students work in pairs, move around the room monitoring their work. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor s office and the personis a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have Where does the person ivnrkPoint out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It s an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer Someone may answer, It s a dangerous job. Ask the class to repeat each correct answer.Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time. Students only listen.Say, Now I will play the tape again. This time write the name of a job under the words wants to be.2b This activity provides listening and writing practice with the target language,Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.Play the recording again. Students only listen.Then say, Now I will play the tape again. This time write the reason the person wants the job under the word WhyPlay the recording. Students write their answers.Check the answers.2C This activity provides open-ended oral practice using the target language.Say, What do you want to be What words describe each job Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each otherwhat they want to do and why. Encourage students to use dictionariesif necessary. Move from group to group offering assistance as needed. Ask individual students to tell the class about what they want tobe and why.3a This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students toask questions about anything they don t understand. For example, in the first ad, students may not know that working late means workingat night. To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it,saying blank for each blank line.Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetlanguage.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about Repeat each of the students sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job Do you want to meet new people We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner. Ask the pairs to correct each other s work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.七年级上册英语教案人教版篇2Unit 3 Language in use课型 Revision and application教材分析 Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子;填表、匹配复习表示国家、民族及人物活动的词汇。

人教版七年级英语教案设计

人教版七年级英语教案设计
一、教学目标
1.知识与技能：学生能够掌握英语单词、短语和基本句型，提高听、说、读、写的能力。

2.情感态度价值观：培养学生学习英语的兴趣，增强国际交流意识。

二、教学重点与难点
•重点：基础词汇和句型的掌握，口语表达能力培养。

•难点：引导学生灵活运用所学知识进行交流。

三、教学过程
第一课时
1. 初步接触
•利用图片和实物展示基本的日常用语和表达方式，让学生初步了解词汇和句型。

2. 听力训练
•播放录音，让学生听懂并模仿录音中的常用表达，培养学生的听力和口语表达能力。

第二课时
1. 语言输入
•教授新的单词和短语，引导学生掌握基本的语言输入。

2. 句型操练
•练习常用句型，让学生进行口语操练，提高语言表达能力。

第三至第五课时
1. 团体活动
•将学生分成小组，进行活动并展示所学内容，互相交流学习。

2. 语境应用
•通过情景对话和角色扮演的方式，让学生在真实语境中应用所学知识，提高实际运用能力。

四、课堂小结
•教师对学生本节课的学习情况进行总结，强化重难点内容，并提出下节课预习任务。

五、作业布置
•布置口头或书面作业，巩固本节课所学内容。

六、教学反思
•教师对本节课的教学效果进行反思，在下节课中对教学方法和内容进行调整和优化。

以上是本节课的教案设计，希望能够有效提高学生的英语学习兴趣和能力。

人教版七年级英语优秀教案五篇

人教版七年级英语优秀教案五篇写一份优秀教案是设计者教育思想、智慧、动机、经验、个性和教学艺术性的综合体现。

写好一份优秀的英语教案不容易，下面就是小编整理的七年级英语优秀教案，希望大家喜欢。

七年级英语优秀教案1Topic 1 I have a small nose.Section AThe 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, short2. 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。

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。

新人教版七年级英语上册教案设计(全册)

新人教版七年级英语上册教案设计(全册)课程目标通过本教案设计，学生将能够：- 理解并运用基本的英语词汇和语法知识- 听懂并流利地说一些简短的英语句子- 阅读简单的英语文章，并能理解文章的大意- 能够书写短文和简单的对话教学时长全册共有16个单元，每个单元计划为2课时，总共需要32课时完成。

教学内容本教案设计按照新人教版七年级英语上册的教学内容进行安排，每个单元的教学内容如下：Unit 1 My New School- 研究并掌握关于校园事务的基础词汇和表达方式- 研究并掌握介绍自己和他人的基本句型- 进行听说读写综合的语言训练Unit 2 My Daily Routine- 研究并掌握描述日常活动的基础词汇和句型- 进行情景对话练，提高口语表达能力- 阅读并理解简短的日常活动文章... （以下省略，总共16个单元）教学活动安排在每个单元的教学中，教师可以采用以下教学活动进行教学：1. 课前导入：利用图片或实物引起学生兴趣，激活相关背景知识2. 听说训练：通过听力材料和口语操练，提高学生的听说能力3. 读写训练：通过阅读和写作练，提高学生的阅读理解和写作能力4. 评价与反馈：给予学生适当的评价和反馈，鼓励他们的研究动力教学评价在每个单元结束后，可采用以下方式对学生进行评价：1. 课堂练：通过课堂练，检测学生对本单元知识的掌握情况2. 作业批改：对学生的书面作业进行批改，并给予指导和建议3. 口语表达：通过口语交流活动，评估学生的口语表达能力4. 综合测试：每个单元结束时进行综合测试，检测学生对整个单元内容的掌握情况以上是对新人教版七年级英语上册教案设计的概要介绍，详细的教案设计可根据教材内容进行编写。

教师可根据学生的实际情况和课程进度进行适当调整和修改，以达到最佳的教学效果。

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。

人教版英语七年级教案5篇

人教版英语七年级教案5篇人教版英语七年级教案1教学目标Teaching aims (教学目标)1. 学习祈使句的否定形式。

2. 学会使用祈使句表示规则。

3. 能够熟练使用can和can’t表示许可。

4. 能和同学谈论校规。

教学重难点Language points (语言点)1. 词汇：1)名词n. rule, hallway, hall, fight2) 动词v. arrive, listen, fight, wear3) 形容词 adj. sorry, outside4) 词组 be on time, dining hall, listen to…2. 句型：What are the rules? We can’t …./Don’t …/We have to …Can we … ? Yes, we can./No, we can’t.What do you have to do? We have to …Difficulties (教学难点)1.祈使句的否定形式。

2. 如何谈论规则。

教学过程Teaching steps (教学步骤)1. Warm-up and revision(课堂热身和复习)(1)Greet the class.(2) Listen to a song.T: Do you like this beautiful song?Can we listen to it in class?T: Can we listen to music in the classroom?What can we do in the classroom?What can’t we do in the classroom?【教学设计说明】通过听歌曲来导入本单元的主要话题——规则。

让学生自由谈论在教室里可以做的事情和不可以做的事情，帮助学生培养秩序感。

2. Presentation (呈现新知识)(1) Present the new words: classroom, hallway, dining room, fight, arriv e late for class.Show some pictures of the new words on the screen. Have Ss read these words.classroom, hallway, dining room, fight, arrive late for class(2) Flash some pictures quickly on the screen. Have Ss say the words according the pictures as quickly as they can.(3) Show some pictures of different activities that are happening in the school.Help Ss understand the school rules.T: Can you run in the hallways? Don’t run in the hall ways.T: Can you fight? Don’t fight.T: Can you listen to music in class? Don’t listen to music in class.T: Can you eat in the classroom? Don’t eat in the classroom.You can only eat in the dining hall.T: Can you arrive late for class? Don’t arrive late for class.You must be on time.【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。

2024年人教版七年级上册英语unit1标准教案

2024年人教版七年级上册英语unit1标准教案一、教学内容本节课教学内容来自2024年人教版七年级上册英语Unit 1《My name's Linda》。

具体包括：Section A 1a2d，主要围绕“见面和自我介绍”这一主题展开，涉及日常交际用语、名词、形容词性物主代词、be动词等知识点。

二、教学目标1. 能够听懂、会说、会读、会写与“见面和自我介绍”相关交际用语，如：“Hello, my name is”, “What's your name?”, “I'm”等。

2. 能够正确运用名词和形容词性物主代词，介绍自己和他人名字、年龄、爱好等。

3. 能够运用be动词一般现在时形式，描述自己和他人特点。

三、教学难点与重点1. 教学重点：名词、形容词性物主代词和be动词一般现在时正确运用。

2. 教学难点：如何引导学生运用所学知识点进行自然自我介绍和交流。

四、教具与学具准备1. 教具：多媒体课件、录音机、磁带、黑板、卡片等。

2. 学具：课本、练习本、彩色笔等。

五、教学过程1. 引入：通过播放一首英文歌曲《Hello, how are you?》，引导学生进入英语学习状态，同时复习上节课知识点。

2. 新课展示：（1）展示Section A 1a图片，引导学生观察并回答问题，如：“Who are they?”等。

（2）播放1a录音，让学生跟读并模仿，掌握“Hello, my name is”等交际用语。

（3）引导学生相互介绍，进行小组活动。

3. 例题讲解：（1）讲解2a例题，让学生解如何用be动词描述自己特点。

（2）引导学生进行2b练习，巩固所学知识点。

4. 随堂练习：（1）让学生完成2c练习，相互询问对方名字和年龄。

（2）引导学生进行2d小组活动，练习自我介绍。

六、板书设计1. 主题：My name's Linda2. 内容：（1）交际用语：Hello, my name is / What's your name? /I'm（2）名词：name, age, hob等（3）形容词性物主代词：my, your, his, her等（4）be动词一般现在时：am, is, are七、作业设计1. 作业题目：（1）抄写并背诵本节课交际用语和重点句型。

新人教版七年级英语全册教案

新人教版七年级英语全册教案Teaching Aims:1. To learn how to greet and respond to greetings in English.2. To introduce oneself and others in English.3. To understand the importance of greetings in different cultures.Teaching Procedures:Step 1: Greetings (5 minutes)- Greet the students as they enter the classroom and encourage them to respond in English.- Introduce the topic of greetings and ask students what greetings they know in English.- Write the greetings on the board and explain the pronunciation and meaning of each one.Step 2: Self-introduction (10 minutes)- Show a simple self-introduction in English and ask students to pay attention to the structure and vocabulary used.- Have students work in pairs to practice introducing themselves to each other in English. Encourage them to use the greetings they learned earlier.Step 3: Group activity (15 minutes)- Divide the class into small groups and ask them to come up with a short dialogue using the greetings and self-introduction they have learned.- Have each group perform their dialogues in front of the class and provide feedback on pronunciation and fluency.Step 4: Cultural discussion (10 minutes)- Show students a video or pictures of different cultures and how they greet each other.- Ask students to discuss the similarities and differences between the greetings in their culture and the English greetings they have learned.Step 5: Wrap-up (5 minutes)- Review the greetings, self-introduction, and cultural discussion with the students.- Assign homework to practice using the greetings andself-introduction with family members or friends.Homework:- Practice the greetings and self-introduction with family members or friends.- Write a short paragraph about the cultural differences in greetings between their own culture and English.。

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