人教版7年級英語教案
英語老師要在課堂中要為學生們創設仿真的生活場景，讓他們體驗情景中使用的語言。作為初一七年級英語老師，你有在課前準備初一七年級英語教案？它對你的工作有著許多幫助。你是否在找正準備撰寫“人教版7年級英語教案”，下面小編收集了相關的素材，供大家寫文參考！
人教版7年級英語教案篇1
Language Goal:
Talk about what people are doing.
Teaching Aims:
The present Progressive (結構式: Be + V-ing )
Key Points:
---What’s he doing ?
---He’s reading.
Difficult points:
現在進行時的用法和動詞V-ing 形式的構成。
Teaching Methods:
由淺入深,設置場景、對話以及表演來教授新句型。
Teaching Aids:
教學圖片、教學光盤、VCD機、錄音機
Teaching Procedures:
Step1. Warming – up
A. Duty report
Teacher: How are you, boys and girls?
S s : Fine, thank you.
Teacher: OK, who’s on duty today?
(the student who is on duty starts to make a duty report)
B. Ask and answer
(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)
T: Usually, what time do you go to school?
S1: ……
T: When does your father watch TV in the evening?
S2: ……
T: Do you do your homework in the evening?
S3: ……
T: When do you play soccer?
S4: ……
T: what time do you usually eat dinner?
S5: ……
(The teacher should encourage the students after questions.)
The teacher ask the students to read these five verbs for several times.
Step 2. Presentation
A. Match the words and the activities.
Ask the students to turn to page 83, and look at the pictures in 1a.
Then,the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
(Help the students answer the question with body language .)
Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)
The Ss read these V-ing words after the teacher.
B. Play the video.
To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand.
(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)
C. Teach the Present Progressive.
1. Introduction
Tell the Ss what the Present Progressive is. (現在進行時表示現在正在進行或發生的動作, 它的表現形式為Be Verbs + V-ing ---- 這也即為它的結構式.)
2. Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.
3. Listen to the tape.
Let the Ss get ready to listen to the tape (paper and ball-point pen).
Check the answer: 2 4 1
4. Activities.
The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”
(The other actions: look at someone, clean the window)
Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:
n What am I doing?
n I’m opening the door.
n What am I doing?
n I’m looking at him.
n What am I doing?
n I’m cleaning the window.
5. Pairwork.
Ask and answer questions about what people are doing in the picture.
u What’s he doing?
u He’s reading.
The Ss can practice different sentences upon the verbs on the blackboard.
6. Guessing game.
The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)
(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.)
7. Self-assessment.
The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.
8. Do the exercises.
The teacher have the Ss some exercises, and ask the Ss to do at once.
<1>--What’s Li Lei doing?
-- He_____________. ( read )
<2>--What’s his mother doing?
--She_____________. ( write )
<3>--What are they doing?
--They_____________. ( play soccer)
<4>--What are David and Mary doing?
--They_____________. (have dinner)
<5>--What’s Jenny doing?
--She______________. ( run )
(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.
Step 3. Homework
1. Finish the exercises in the class.
2. Make a conversation and act it out with your partner.
Step 4. The end
T: You are very good today, boys and girls! And thank you for listening. Bye.
人教版7年級英語教案篇2
Where’s your pen pal from?
一、單元教材分析
本單元的中心話題是pen pals。主要語言功能項目是talk about countries, cities and languages。語法結構為 Where…from; Where…live and what language…speak。先以Activity1復習語言與國家的配對練習入手，Activity2a, 2b一個綜合的聽力訓練來展示學生的聽力能力，并以聽力內容為基礎，通過Activity2c中假設的兩人對話操練來培養學生的交流能力，同時也引導學生多溝通與多交流。
Activity3a是一篇email形式的閱讀文章，并有相關問題由學生在閱讀后進行回答Activity3b 是根據提供的信息進行填空的寫作練習，Activity3c是一篇模仿寫作，讓學生給自己的筆友寫一封關于本人信息的email。我在各課時教學中設計各種各樣的小活動，通過Discussion，Classifying，Guessing等不同方式讓學生掌握本單元的知識點，用學會的知識與外國的筆友自如的交談是學習本單元的目的。
二、教學目標分析
1、語言目標
a. 重點詞匯：
Countries: Canada, China, France, Japan, the United States, Singapore,Australia,The United Kingdom, Paris.
Cities: Sydney, New York, Toronto, Toyo, London
Languages: English, French, Japanese, Chinese.
b. 重點句型： -Where…from? -She‘s/He‘s from…
-Where does…live?-She/He lives in …
-What language does she /he speak? -She/He speaks ….
2、能力目標
a. 培養學生在文段中尋找信息的能力;
b. 學會用英文給筆友寫回信，簡單介紹個人情況;
c. 通過有效地小組合作，培養學生合作能力及團隊精神。
d. 在連慣的聽說讀寫活動中，訓練學生的邏輯思維，快速反應能力和實踐能力 ,
使學生能熟練運用新句型來談論年齡和日期。
3、交際目標
通過學習本單元的內容，使學生學會用各種方式與世界各國朋友交流。
4、德育目標
了解世界，了解不同地區的人文風俗;學會理解和尊重異國文化。
三、單元重難點分析
重點： 1. 談論國籍、民族及其語言。
2. 詢問并回答人們的住處。
難點： 1. 含from的where引導的特殊疑問句及其回答
2. 含live的where引導的特殊疑問句及其回答
四、課時結構
為了能較好地實現既定的教學目標，結合本單元教學內容和學生的學習規律，將本單元授課時定為四課時。
Period 1 Section A 1a—2d
Period 2 Section A 3a—Section B2c
Period 3 Section B 3a---3c
Period 4 Summing up Section A and B and the grammar.
五、教學過程設計
The First Period
Teaching aims:
1.Learn to express the main countries and cities.
2.Know something about the countries.
3.Master where- sentence structure.
Key points:
1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto,Tokyo world
2.Sentences: -Where is your pen pal from? -He‘s from Australia.
-Where does he live? - He lives in Paris
-Where is John‘s pen pal from ?
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step 1.Lead—in (1a&2a)
First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to (來自:www.zaidian.cOm 書 業網)teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通過這個環節，教師完成本單元的新單詞的導入，通過提供給學生每個國家的地圖，讓學生猜出國家名稱及相應的城市，學生能有意識的記憶國家及城市的名稱，并為整節課任務的完成奠定最基本的詞匯基礎。在看圖片時學生能夠做到精神集中，并能激發學生的學習興趣。
Step2.Practice(1c&2d)
①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with ―Where is she/he from?‖ and ―Where does she/he live? Ask some students to stand up and practice with teacher.
②With these sentence structures, ask students to practice them in pairs.
③Make a Survey to understand your classmates better.
上面這些句型的操練都是為了最后一個任務作鋪墊。操練的過程中可以及時糾正學生的錯誤。然后讓學生填寫調查表，了解全班同學的筆友分別來自哪個國家以及居住在哪個城市，同時讓學生認識和了解一些國家和城市相關地理文化知識，
拓展學生的視野, 激發他們的興趣。在完成任務的過程中運用where…from和where…live引導的特殊疑問句, 綜合運用目標語言, 詢問并回答人們的國籍和住處。
Step3.Listening comprehension(1b,2b&2c)
After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口頭練習的基礎上，在他們熟練掌握本課時句型以后再做這些聽力應該是不難了，這樣可以增加他們學習英語的信心。并且這些聽力材料的設計也是層層遞進，由易到難，充分考慮到了學生的層次，起到了很好的鞏固作用。 Step4.Homework
Revise Section A1a—2d
Make a similar dialogue about pen pals
The Second Period
Teaching aims:
1. Go on to learn the countries and cities.
2. Master where- sentence structure.
3. Learn the new sentence structure: -What language does she/he speak ?
- He/She speaks…
Key points:
1. Words: language, Japanese, French, in English.
2. Sentences: -What language do they speak?
-What language does she /he speak ?
-She/He speaks ……
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step1.Revision (Brain Storm)
Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用這樣一個小小的游戲，既復習了上一課時的單詞又活躍了課堂的氣氛，也為這一節課新知識的教授作好了銜接。使新課的導入自然又輕松。
Step2.Lead—in (3a&SectionB1)
The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Let‘s look at the map and guess. Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通過一系列的活動，讓學生知道那個國家講什么語言，學會說這些語言的單詞，為下面的任務做準備。
Step3.Listening comprehension (SectionB2a&2b)
Do some listening exercise to review what we learned before.通過這個聽力練習，鞏固前面所學的知識，也為下一步的學習舉了一個范例，相當于一小步導入。
1My pen pal is . She is from speaks has .
2.Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.
The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….
3.Discuss with your deskmate.
4.Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages,
人教版7年級英語教案篇3
教學目標
1. 語言知識目標：
1) 能掌握以下單詞： newspaper, use, soup, wash, movie, just
能掌握以下句型：
① —What are you doing? —I'm watching TV.
② —What's he doing? —He's using the computer.
③ —What are they doing? —They're listening to a CD.
④ —This is Jenny. —It's Laura here.
2) 能掌握語法：現在進行時態的用法。
3) 能運用所學的知識，描述人們正在干的事情。
教學重難點
1. 教學重點：
1) 詞匯、詞組搭配和現在進行時的用法。能用現在進行時的各種形式進行準確的描述和表達正在發生的動作。
2) 能掌握現在進行時態及一些表示具體動作的詞組搭配,如: doing homework, using the computer, watching TV, eating dinner… 等
2. 教學難點：
現在進行時中現在分詞的結構及讀音，能在交際中準確地運用現在進行時來描述或表達正在進行的動作。
教學工具
多媒體
教學過程
Ⅰ. Warming-up and Lead in
1. Greet the Ss and check the homework.
2. Watch a video program.
Ⅱ. Presentation
1. Show some pictures on the big screen. Present the new words and expressions.
2. Ss watch and learn the new words and expressions.
3. Give Ss some time and try to remember the new words and expressions.
4. (Show some pictures on the screen and ask some students to perform the actions.)
e.g. T: What are you doing?
S: I am doing homework. (Help him/her to answer)
T: What is he /she doing?
Ss: He /she is doing homework.
Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.
5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.
6. Check the answers with the Ss.
Ⅲ. Game (guess)
1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.
(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?
2. Ss watch and guess the actions.
3. Ask and answer about the pictures.
—What's he/she doing?
—He's/She's …
Ⅳ. Listening
1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the right activities from 1a.
2. Play the recording for the Ss twice.
3. Ss listen to the recording and write the numbers from 1a.
Ⅴ. Pair work
1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.
2. Ss make conversations by themselves and practice the conversations.
Ⅵ. Listening
1. Work on 2a;
T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.
(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )
Check the answers.
2. Work on 2b.
Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.
The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)
Ⅶ. Pair work
1. Now, role-play the conversation with your partners.
2. Let some pairs to act out the conversation in front of the class.
Ⅷ. Role-play
1. Ask Ss to read the conversation in 2d and answer the questions below.
① Are Jenny and Laura talking on the phone?
(Yes, they are.)
② What's Laura doing now?
(She's washing her clothes.)
③ What's Jenny doing?
(She's watching TV.)
④ When do they meet at Jenny's home?
(At half past six.)
2. Ss read the conversation and answer the questions above.
3. Check the answers with the Ss.
4. Let Ss work in pairs and role-play the conversation.
Homework:
1. Review the words and expressions in this period.
2. Understand the knowledge about the present progressive tense.
3. Make five sentences on what are you doing now.
人教版7年級英語教案篇4
【學習目標】：
1、熟悉掌握詞匯name clock 等
2、學會介紹自己并詢問他人姓名,能夠利用所學知識進行打招呼.
3、能聽懂聽力對話并能對根據聽力對話進行自由交際.
【學習重點】： 使學生學會打招呼和介紹自己,并詢問他人姓名的句型.
Nice to meet you . What's your name ? My name is ......
【學習過程】：
一、自主學習(教師寄語：Knowledge is power.)
學習任務一: 熟悉掌握詞匯name ,clock
1、 認真觀察第一頁的圖畫,小組討論你所認識的物品的英語單詞.
2,、試著寫出含有的物品的英語單詞.
3、小組競賽,展示( 看誰總結的多, 寫的準確)
學習任務二: 學會介紹自己并詢問他人姓名,能夠利用所學知識進行打招呼.
1、 教師自我介紹,引導學生介紹自己.
A: Hello , I am Gina , What's your name ?
B: My name is Alan .
2、小組競賽, 兩人一組,詢問他人姓名,介紹自己.
3,、分角色朗讀1A對話.
學習任務三: 能聽懂聽力對話并能對根據聽力對話進行自由交際.
1,、聽錄音, 給1B 的對話編號.
2、根據聽力對話進行自由交際.
3、小組競賽, 展示對話交際。
二、合作共建(教師寄語：Many hands make light work. )
小組討論我們所學的英語名字和漢語名字的區別, 如何用英語拼寫
你的名字?
三、系統總結(教師寄語：No man can do two things at once.)
1,、歸納你所學到的問候語.
2、自己編寫一個打招呼并詢問姓名的小對話.
四、診斷評價
(一) 單項選擇.
1. _______your name ? My name is Gina .
A. What B. What's C. Who D. which
2. Good morning , Miss Wang ! _____________!
A. Hello B.Hi C. Nice to meet you D. Good morning
3. I _______Sally , What______ your name ?
A. am ,is B. is , am C. is , is D.am, am
4. ______name is Li lei .
A. I B. I am C. My D. you
5.— _______, What's your name ?
— John Green .
A. Hi B. Ok C. sorry D. Excuse me
(二) 寫出下列單詞的完全形式, 并寫出漢語意思.
I'm _________ __________ what's __________ ________
name 's ___________ __________
(三)寫出下列單詞.
時鐘 _______ 我的 ________ 你的___________ 名字_______ 遇見_________
(四)嘗試翻譯下列句子.
1. 見到你很高興. _________________________________.
2.我叫王小雨. ____________________________________.
3. 你叫什么名字? ____________________________________
(五) 根據情景補全對話.
A: Good afternoon !
B: ____________________!
A; I ______Lucy . _________your name ?
B: My ______ is Jim . Nice to ______you !
A: _______________________________.
五、【課后反思】