英語七年級上冊教案

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人教版英語七年級上冊教案

　　作為一名專為他人授業(yè)解惑的人民教師，常常要寫一份優(yōu)秀的教案，教案是教學(xué)活動的依據(jù)，有著重要的地位。那么你有了解過教案嗎？下面是小編為大家收集的人教版英語七年級上冊教案，僅供參考，希望能夠幫助到大家。

人教版英語七年級上冊教案

人教版英語七年級上冊教案1

　　一、學(xué)生基本情況分析

　　初一新生思維敏捷，活潑好動，勤學(xué)好問。有些同學(xué)越學(xué)越有興趣，積極性很高，但亦有個別英語基礎(chǔ)薄弱的同學(xué)把這門課當(dāng)成負(fù)擔(dān)，本期要采取有效的教學(xué)措施，加強(qiáng)優(yōu)差生的輔導(dǎo)，全面提高教學(xué)質(zhì)量。

　　二、目的要求

　　1、根據(jù)學(xué)生的特點以及英語學(xué)習(xí)的規(guī)律，采用有效的教學(xué)手段和教學(xué)方法。創(chuàng)設(shè)生動活潑的語境，讓學(xué)生運用所學(xué)語言開展活動。

　　2、本學(xué)期要著重注意培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣(包括預(yù)、復(fù)習(xí)習(xí)慣，書寫、朗讀習(xí)慣，及語言行為習(xí)慣)，以保證課堂大容量、高密度、快節(jié)奏訓(xùn)練的展開。還要注重培養(yǎng)學(xué)生的自學(xué)能力，在以前的基礎(chǔ)上，指導(dǎo)及鼓勵他們多使用工具書。

　　3、從學(xué)生實際出發(fā)，充分發(fā)揮學(xué)生的主體作用，進(jìn)一步加強(qiáng)對學(xué)生的學(xué)法指導(dǎo)。

　　4、充分利用直觀教具和現(xiàn)代化的教學(xué)手段，注重現(xiàn)代技術(shù)與學(xué)科之間的整合，多設(shè)計教學(xué)情景，以練為主的.原則，抓好基礎(chǔ)訓(xùn)練，注重培養(yǎng)學(xué)生直接用英語表達(dá)思想的能力，擴(kuò)大課堂容量，提高課堂效率。

　　5、認(rèn)真鉆研教材，掌握每單元的教學(xué)目的和要求，正確地把握教材的重點和難點，根據(jù)的學(xué)生年齡特點及班級的實際情況，精心設(shè)計教學(xué)程序，選擇適當(dāng)?shù)慕虒W(xué)方法，寫出各單元中的每課教案。

　　三、具體措施

　　總原則：提高課堂利用率，有效利用課堂時間。盡可能地挖掘優(yōu)等生的潛力，促使其提高。對于成績較弱者，針對性地進(jìn)行幫補，并通過優(yōu)等生的幫助促其進(jìn)步。

　　1、在課堂上體現(xiàn)知識的梯度，擴(kuò)大照顧面。

　　2、引導(dǎo)學(xué)生找出適合自己的學(xué)習(xí)方法，把握好學(xué)習(xí)的各個環(huán)節(jié)，讓他們能養(yǎng)成自覺學(xué)習(xí)英語的習(xí)慣。

　　3、實施“一幫一”活動，讓成績好的同學(xué)帶動差生，同時亦監(jiān)督差生每天的作業(yè)完成情況和背誦情況。

　　4、建立英語學(xué)習(xí)小組，并以小組為單位開展“每日一讀”的活動。同時，整合家長的力量，讓家長在周末期間監(jiān)督學(xué)生聽磁帶、讀課文。

　　5、每天利用固定時間進(jìn)行閱讀訓(xùn)練，使學(xué)生能盡快掌握閱讀技巧，培養(yǎng)閱讀興趣，從整體上提高學(xué)生掌握語言知識的能力。

人教版英語七年級上冊教案2

　　一、Teaching materials:

　　Unit 3 Language in use (Module 10 Life history)

　　二、Targets for this perio d:

　　To summarize and consolidate past simple questions and negative sentences and the new vocabulary

　　三、Key points:

　　Key vocabulary— in, a lot

　　Key structures—Did you do…? Yes, I did. / No, I didn’t.

　　We didn’t do ….

　　四、Teaching methods:

　　Task-based approach, formal and interactive approach

　　五、Teaching aids

　　Blackboard, handouts

　　六、Teaching arrangements:

　　Step One To translate the sentences into English

　　1. 當(dāng)你是個小男孩時，你騎自行車去上學(xué)嗎?

　　Did you ride a bike to school when you were a boy?

　　2. 他是世界上最出名的作家之一。

　　He is one of the most famous wri ters in the world.

　　3. 七、八月份，我和哥哥拜訪了住在海邊的阿姨。

　　In July and August, my brother and I visited my aunt near the sea.

　　4. 莎士比亞是一個戲劇家和詩人

　　Shakespeare is a writer of plays and poems.

　　5. 1950年人們不使用移動電話和計算機(jī)。

　　In 1950 people didn’t use cell phones or computer.

　　6. 當(dāng)他在十四歲畢業(yè)時他決定當(dāng)一名演員。

　　He decided to be an actor when he finished school at the age of f ourteen.

　　7. 你爹媽什么時候結(jié)婚的?

　　When did your mother and father marry?

　　8. 二十八歲時他遷往倫敦并加入一家劇團(tuán)。

　　At twenty-eight he moved to London and joined a theatre company.

　　9. 他成了一名成功的`演員并開始寫戲劇。

　　He became a successful actor and started writing plays.

　　10. 你仍然能看到他的英文版和許多其他語言版的劇本。

　　You still see his plays in English and in many other languages.

　　Step Two To c omplete the con versation (Activity 1)

　　1. Students finish it by themselves.

　　2. Check the answers in pairs.

　　3. Two student act out the conversation.

　　4. Detailed explanation:

　　1) in +原料 / 顏色

　　e.g: He is in black.

　　He wrote a diary in ink. Cp: He wrote a diary with a pen.

　　2) a lot = very much ; often

　　e.g: He learned a lot when he was a child.

　　Step Three To use the conversation in Activity 1 to write about your parents. (Activity 3)

　　1. Students finish it by themselves.

　　2. Students read aloud their passage in the front of the classroom.

　　(Students should pay attention to the tense)

　　Example: My parents didn’t use computers at school when they were young. They watched TV with plain color and few channels. Sometimes they played f ootball and tennis in the park.

　　Step Four To learn about l ife in the past (Around the world)

　　1. Students read the passage and answer questions.

　　1) Did people use computers in 1950? No, they didn’t.

　　2) Was there satellite TV or Internet in the past? No, there wasn’t.

　　3) Why did people travel by bike or by bus? Because Cars were expensive.

　　4) Did they go to other countries on holiday? NO, they didn’t.

　　2. Students read it aloud.

　　Step Five To answer the questions according to the actual life ( Activity 5)

　　1. Students do it by themselves.

　　2. Studen ts work in pairs.

　　Step Six To finish all the exercises in Workbook

　　Homework:

　　1. To review Module 10 and copy all the words and expressions in P159

　　2. To finish Module 10, 點中典 & 輕巧奪冠

人教版英語七年級上冊教案3

　　一、學(xué)生情況分析及對策

　　經(jīng)過一學(xué)期的學(xué)習(xí)，從上期期末成績來看，兩個班的英語成績很不理想。七年級1班、2班60分以上分別都是3人;在兩個班里優(yōu)生只有一個。兩極分化還是比較明顯。一些學(xué)生學(xué)習(xí)目的明確，態(tài)度端正，掌握了英語學(xué)習(xí)的一些基本方法，能夠積極主動認(rèn)真地學(xué)習(xí)，學(xué)習(xí)成績較好。但還有大部分學(xué)生沒有明確的學(xué)習(xí)目的，缺少學(xué)習(xí)的熱情和主動性，自覺性較差，相應(yīng)的學(xué)習(xí)習(xí)慣也差。主要原因是沒有激發(fā)學(xué)生學(xué)習(xí)英語的興趣，學(xué)生覺得英語學(xué)習(xí)是一種負(fù)擔(dān)，而不是一種樂趣。一部分學(xué)生沒有掌握記憶單詞的方法，連基本的單詞聽寫也不過關(guān)，導(dǎo)致看不懂，聽不懂，學(xué)不懂。針對種種問題，在本期的英語教學(xué)中，教師一方面應(yīng)加強(qiáng)基礎(chǔ)知識的講解和基本技能的訓(xùn)練，讓學(xué)生掌握詞匯、語法、句型等基礎(chǔ)知識和聽、說、讀、寫等基本技能，為進(jìn)一步學(xué)習(xí)英語打下堅實的基礎(chǔ);另一方面，又要采取多種措施，注意培養(yǎng)學(xué)生對英語的興趣;讓學(xué)生掌握記憶單詞、聽音、寫作等英語學(xué)習(xí)技藝，培養(yǎng)良好的學(xué)習(xí)習(xí)慣和自主探索，合作探究能力。充分調(diào)動學(xué)生的學(xué)習(xí)積極性和主動性。教學(xué)上采取任務(wù)型教學(xué)，運用靈活多變的方法，實現(xiàn)學(xué)生語言運用能力的遷移和拓展。還要注意培養(yǎng)良好的師生關(guān)系，尊重理解學(xué)生，與學(xué)生一起分享學(xué)習(xí)中的苦與樂。使每一位學(xué)生都能在學(xué)習(xí)中取得很大成績，有所進(jìn)步。

　　二、教材分析

　　《Goforit》七年級下冊共12個單元，再加上兩個復(fù)習(xí)單元。全書采取任務(wù)型語言教學(xué)模式，融匯話題、交際功能和語言結(jié)構(gòu)，形成了一套循序漸進(jìn)的生活化的學(xué)習(xí)程序。每個單元都列出明確的語言目標(biāo)，主要的功能項目與語法結(jié)構(gòu)，需要掌握的基本詞匯，并分為A、B兩部分。A部分是基本的語言內(nèi)容，B部分是知識的擴(kuò)展和綜合的語言運用。每個單元還有selfcheck部分，供學(xué)生自我檢測本單元所學(xué)的語言知識之用。它采用“語言的.輸入——學(xué)生的消化吸收——學(xué)生的語言輸出”為主線編排的。通過確定LanguageGoal采用聽、說、讀、寫，自我檢測等手段，有效提高語言習(xí)得者的學(xué)習(xí)效率，有利于習(xí)得者的語言產(chǎn)出，體現(xiàn)了以學(xué)生為主體的思想。

　　三、教學(xué)目的

　　培養(yǎng)學(xué)生對英語的學(xué)習(xí)興趣，形成有效的學(xué)習(xí)策略，有效提高學(xué)習(xí)效率，發(fā)展雙基能力，培養(yǎng)聽、說、讀、寫的能力，使學(xué)生初步獲得運用英語的能力，達(dá)到語言運用能力的遷移和拓展。

　　四、教學(xué)措施和方法

　　措施：

　　1、培養(yǎng)學(xué)習(xí)興趣，引導(dǎo)學(xué)生掌握正確的學(xué)習(xí)方法和策略，提高學(xué)習(xí)效率;

　　2、發(fā)揮學(xué)生主體和教師主導(dǎo)作用;

　　3、用良好的師生關(guān)系，協(xié)調(diào)課堂氣氛，培養(yǎng)學(xué)生開口說英語的勇氣和信心;

　　4、引導(dǎo)學(xué)生實現(xiàn)語言的遷移，加強(qiáng)日常生活中英語口語的運用;

　　5、鼓勵學(xué)生自主探索，合用探究，共同提高。

　　6、加強(qiáng)聽力訓(xùn)練。

　　方法：任務(wù)型教學(xué)：教師提出指令，學(xué)生規(guī)范操作。聽說，讀寫跟上。綜合訓(xùn)練，扎實雙基。

　　五、教改打算

　　用新課標(biāo)理念，結(jié)合新課標(biāo)精神，進(jìn)行課堂改革，實行教與學(xué)的互動。采用任務(wù)型語言教學(xué)模式，努力用一套行之有效的課堂教學(xué)模式，提高教學(xué)效率。

　　六、課外活動

　　開展英語書寫比賽，單詞記憶比賽，進(jìn)行英語課外閱讀活動。

　　七、教學(xué)計劃安排。

　　本學(xué)期每周4課時，預(yù)計在第十七周結(jié)束教學(xué)進(jìn)度。安排如下：

人教版英語七年級上冊教案4

　　The Third Period

　　課題準(zhǔn)備：教師：為學(xué)生準(zhǔn)備表格及與天氣有關(guān)的圖片。

　　學(xué)生：準(zhǔn)備好作業(yè)。

　　教學(xué)設(shè)計：

　　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?

　　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

　　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

　　the student in Chart A, then fill in Chart B.)Model:

　　A: What kind of weather does Tom like?

　　B: He likes snowy days.

　　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

　　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

人教版英語七年級上冊教案5

　　六月份：Unit11-Unit12，包括復(fù)習(xí)單元，期末總復(fù)習(xí)

　　七月份：迎接期末考試

　　八、自我提高計劃

　　新課程的改革給新世紀(jì)的`教師提出了更高的要求，說到底就是人的改革，作為一名年輕的中學(xué)教育工作者，要適應(yīng)改革、發(fā)展的需要，唯有不斷發(fā)展自己才能勝任中學(xué)教育。

人教版英語七年級上冊教案6

　　Period 1

　　Step l：Introduction

　　(1) Do duty report.Ask students to take turns to do duty report (get students to tell a short story)one by one.

　　(2) Hang the white paper on the blackboard，write the capital letter “A” with a red pen, then ask the students：

　　T：What’s this in English? Ss：It’s an A.

　　T：What color is it?

　　The teacher answers herself：It’s red.

　　(3) The teacher teaches the other colors with the color pens，repeat these words until students grasp them.

　　Step 2：Lead—in

　　Do the same steps of the letters list on l a as the teacher did in the introduction.Make sure students know an these letters and words.

　　Step 3：Practice

　　Get students to work in pairs，practice the dialogue appear in the picture of 1a. Allow students use the other things instead of the letters while they are asking the colors.

　　step 4：Listening

　　Do 1b，2a，2b and 2c in turn. (Do entering famous school)

　　Period 2

　　Step 1：Lead—in

　　Take turns to do the duty report.

　　Review the lesson learned by asking the students to say out the twenty—six letters in right orders.Do 2a，2b，2c and 2d with the whole class.

　　Step 2：Pairwork

　　Do the guess game.Ask students to work in pairs to practise like the following：

　　T：Excuse me，what’s this in your bag? S：Is it a pen?

　　T：Yes，you’re right.What color is it? S：It’s white.

　　T：No，you’re wrong. S：Is it red?

　　Step 3：Grammar

　　Go through the grammar focus and make sure all the students know what means.If possible，the teacher can use Chinese to explain them.

　　Step 4：Practice

　　Do the co1or changes game，use two small cups of water，color each cup of water yellow and blue.Ask：What color is it? It’s yellow.

　　What color is it? It’s blue.

　　After asking，pour the cup of yellow water into the other cup，when the water turns green. Ask students：What color is it now?

　　Do the color changes with the other colors.Yellow + red =orange，yellow + red + black =brown, yellow +red +blue +black，etc.

　　A1so the teacher can let students discuss what color the objects are around us such as the color of the traffic lights，letter—box，bananas and so on…

　　(Do entering famous school)

　　Period 3

　　Step l：Lead—in

　　Do the duty report in turn.

　　Practise the dialogue in la of section A

　　Ask students to finish 1a and 1b of section B individual.the teacher walks around the class，give a hand to the students.

　　Step 2：Pairwork

　　First 1et the students check the answers of la by asking like the following：

　　A：What’s this? B：Is it a “pen”?

　　A：Yes。it is.Can you spell it? B：Yes.P-E-N，PEN.

　　A：You are right.

　　Then the teacher checks the answers of l a with the whole class.

　　Step 3：Listen and repeat

　　List out the letter A 0n the blackboard and encourage the students to say out what other words also make the same pronunciation.Present the other letters the same as the letter.

　　Step 4：Groupwork

　　Get students pay attention to all the abbreviations appear around us，copy them down, try to find what they mean.Then tell your partners.Encourage students t0 search online or finish this homework in other ways.

　　Step 5: Classwork (Do entering famous school)

　　Period 4

　　Step 1：Go through all the contents list on this part，make sure all the students understand them.If they don’t.you may use Chinese to explain it.

　　Step 2: Classwork (Do entering famous school)

　　單元教學(xué)測評

　　一、將26個字母按發(fā)音分類(寫出與所給字母含有相同音素的其他字母)

　　Aa ____________________________________________________________________

　　Ee ____________________________________________________________________

　　Ii _____________________________________________________________________

　　Oo ___________________________________________________________________

　　Uu ____________________________________________________________________

　　Ff ____________________________________________________________________

　　Rr ____________________________________________________________________

　　二、從A、B、C、D中選出含有相同音素的選項號中的要求寫出以下單詞的'適當(dāng)形式

　　( )1.A.a f B.b p C.d j D.i r

　　( )2.A.b i B.d r C.g p D.j p

　　( )3.A.h l B.e u C.h m D.n x

　　( )4.A.m w B.s r C.c f D.z l

　　( )5.A.h z B.s v C.v h D.f s

　　三、按括號內(nèi)所給要求寫出適當(dāng)形式

　　1.White ____________ (反義詞) 2. color(n.)_________ (動詞)

　　3.boy ____________ (反義詞) 4.Mr ___________(對應(yīng)詞)

　　5.father __________ (對應(yīng)詞)

　　四、單項選擇

　　( )1.It’s ___________ black.It’s ________ black ruler.

　　A. /; / B.a;/ C./;a D.a;a

　　( )2. ---________ is that quilt? —It’s black.

　　A. Which color B.How color C.What color D.What’s color

　　( )3.一Who is that girl? 一The ______ in the blue jacket?

　　一Yes. -- It’s Zhang Lei.

　　A.one B.an C.a D./

　　( )4.What’s that _____ English?

　　A.at B.to C.in D.on

　　( )5.一What color is her jacket? 一It’s _______.

　　A.an orange B.orange C.the orange D.a orange

　　五、句子配對

　　A B

　　1.What’s this in English? A.The one in blue.

　　2.Is this a book? B.He’s my father.

　　3.Who’s that man? C.It’s orange.

　　4.What color is that orange? D.Yes.it is.

　　5.How are you? E.It’s a map.

　　6.Which boy is your brother? F.No, it’s yellow.

　　7.What is this? G.It’s an orange.

　　8.Is that jacket black? H.Fine，thank you.

　　六、改錯(下列各句均有一處錯誤，找出并改正)

　　1.What color is that ruler? It's a red.

　　A B C D

　　2.This is her blue color bike.

　　A B C D

　　3.M r. Green is in the China now.

　　A B C D

　　4.Can you spell a pen, please?

　　A B C D

　　5.What’s color is this?

　　A B C D

　　七、閱讀短文，判斷正誤：正確的寫“T”錯誤的寫“F”

　　Jane White is an American girl.She is a student.She is fifteen.Her father is Mr.White.Her mother is Mrs.White.Bob is her brother.He is a student.t∞.He is in a black jacket.Jane is in a red jacket.She is a nice girl.

　　( )1.Jane White is English.

　　( )2.She is a student.

　　( )3.Mr. White is her mother.

　　( )4.Jane is fourteen.

　　( )5.Jane is Mrs. White’s daughter.

　　( )6.Bob is Jane’s brother.

　　( )7. Jane is Bob’s brother.

　　( )8. Bob is a teacher.

　　( )9. Jane is in red and Bob is in black.

　　( )10. Jane is a nice girl.

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