2022最新初一英语unit7教案范文集锦.doc

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1、2022最新初一英语unit7教案范文集锦编写教案的繁简，一般是有经验的教师写得简略些，而新教师写得详细些。原定教案，在上课进程中可根据具体情况做适当的必要的调整，课后随时记录教学效果，进行简要的自我分析，有助于积累教学经验，不断提高教学质量。以下是小编带来的初一英语unit7教案内容，感谢您的阅读，希望能帮助到您！初一英语unit7教案1第2课时Unit1Myname'sGina.(总第2课时)SectionA(1a2c)【学习目标】：1、熟练掌握本课6个单词.2、学会询问他人姓名及介绍他人姓名.3、能听懂有关谈论他人姓名的对话并进行自由交际.【学习重点】：询问他人姓名及介绍他人姓名

2、的句型.一、自主学习(教师寄语：Knowledgeispower.)学习任务一:熟练读写本课6个单词.1.个人自渎，记忆本课单词.2.小组互相检查单词读写情况.3.根据汉语写出下列英语单词并展示.学习任务二:运用句型：What'shis/hername?His/Hernameis.进行自由交际.1.小组合作，理解并熟读下列短语，并写出汉语意思.mynane()yourname()hisname()hername()2.个人理解下列对话，并且两人合作练习.A：Hello!What'syourname?B：MynameisGina.A：Nicetomeetyou.B：Nicetom

3、eetyou,too.A：What'shername?B：HernameisJenny.3.小组合作，练习自己的对话.4.对抗组开展竞赛，展示自己的对话.学习任务三:听听力完成2a,2b.1.个人看图，理解四幅图画，思考图画中人是在谈论他人还是对方.2.听听力，给四幅图画编号.3.小组为单位，熟读2b中的名字。4.听听力，完成2b.二、合作共建(教师寄语：Manyhandsmakelightwork.)讨论下面两句话如何用英语表达.1.他叫Bob.2.她叫Jenny.三、系统总结(教师寄语：Nomancandotwothingsatonce.)根据提示，完成下列问答._What'

4、;s_name?_is._四、诊断评价1、写出下列短语.(1)我的时钟(2)你的问题(3)他的名字(4)她的回答2、根据句意及首字母补全单词。(1)_isyourname?(2)Nicetom_you.(3)Hisa_isgood.(4)L_!Hisclockisbeautiful(漂亮的).三、选择1._,What'shisname?HisnameisJohnGreen.A.HiB.OhC.SorryD.OK2.Sheisagirl(女孩).What's_name?A.herB.sheC.she'sD.his五、【课后反思】(教师寄语：Neverdothingsbyh

5、alves)第3课时Unit1Myname'sGina(总第3课时)SectionA3a4【学习目标】：1、熟悉掌握本节课的六个词汇。2、正确辨别英文名字的姓和名，以及和中文名字的差异.3、学会询问他人名和姓的句型.【学习重点】：掌握询问他人名和姓的句型.【学习过程】：一、自主学习(教师寄语：Knowledgeispower.)学习任务一:熟悉掌握词汇。1、个人自读，记忆本课单词.2、小组相互检查单词读和写的情况.3,、据汉语写出单词,小组竞赛并展示.学习任务二:能运用句型:What'syourfirstname?Myfirstnameis.What'syourlast

6、name?Mylastnameis.进行交际.1、试读下列姓名,尝试总结归纳.GinaMillerFirstname:_Lastname:_完成3a.(让对抗号在黑板上展示)2、理解下列对话,两人合作练习.A:Hello!What'syourname?B:MynameisJackSmith.A:What'syourfirstname?B:Myfirstnameis.A:What'syourlastname?B:Mylastnameis.3、小组合作,练习自己的对话.4、对抗小组开展竞赛,展示自己的对话.(完成3b)二、合作共建(教师寄语：Manyhandsmakelig

7、htwork.)学会了询问他人的名和姓的句型后，能否用his/her做替换练习。三、系统总结(教师寄语：Nomancandotwothingsatonce.)1、总结你所知道的名和姓。2、自己编写一个询问他人姓和名的小对话.四、诊断评价(一)用所给词的适当形式填空.1.Nicetomeet_(your).2._(she)nameisHelenBlack.3.Hisfamilyname_(be)MrGreen.4._(be)youMrGreen.5.Hi,I_(be)Lily.(二)据汉语完成句子1.Brown是他的姓氏.Brownis_name.2.她的名是什么?_name?3.你好,我是杰克

8、.Hi,_Jack.4.我的钢笔是黑色的._penis_.5.他的名字是吉姆._Jim.(三)根据上下文完成对话.A:Hello!B:_!A:I'mGina,_?B:MynameisLindaBrown.A:IsLindayourlastname?B:No.Lindaismy_.AndBrownis_.A:Nicetomeetyou.B:_.五、【课后反思】(教师寄语：Neverdothingsbyhalves)初一英语unit7教案2第1课时 Unit 1 My name 's Gina (总第1课时)Section A 1a2c【学习目标】：1、熟悉掌握词汇name clo

9、ck 等2、学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.3、能听懂听力对话并能对根据听力对话进行自由交际.【学习重点】： 使学生学会打招呼和介绍自己,并询问他人姓名的句型.Nice to meet you . What's your name ? My name is .【学习过程】：一、自主学习(教师寄语：Knowledge is power.)学习任务一: 熟悉掌握词汇name ,clock1、 认真观察第一页的图画,小组讨论你所认识的物品的英语单词.2,、试着写出含有的物品的英语单词.3、小组竞赛,展示( 看谁总结的多, 写的准确)学习任务二: 学会介绍自己并询问他人

10、姓名,能够利用所学知识进行打招呼.1、 教师自我介绍,引导学生介绍自己.A: Hello , I am Gina , What's your name ?B: My name is Alan .2、小组竞赛, 两人一组,询问他人姓名,介绍自己.3,、分角色朗读1A对话.学习任务三: 能听懂听力对话并能对根据听力对话进行自由交际.1,、听录音, 给1B 的对话编号.2、根据听力对话进行自由交际.3、小组竞赛, 展示对话交际。二、合作共建(教师寄语：Many hands make light work. )小组讨论我们所学的英语名字和汉语名字的区别, 如何用英语拼写你的名字?三、系统总结(

11、教师寄语：No man can do two things at once.)1,、归纳你所学到的问候语.2、自己编写一个打招呼并询问姓名的小对话.四、诊断评价(一) 单项选择.1. _your name ? My name is Gina .A. What B. What's C. Who D. which2. Good morning , Miss Wang ! _!A. Hello B.Hi C. Nice to meet you D. Good morning3. I _Sally , What_ your name ?A. am ,is B. is , am C. is ,

12、is D.am, am4. _name is Li lei .A. I B. I am C. My D. you5. _, What's your name ? John Green .A. Hi B. Ok C. sorry D. Excuse me(二) 写出下列单词的完全形式, 并写出汉语意思.I'm _ _ what's _ _name 's _ _(三)写出下列单词.时钟 _ 我的 _ 你的_ 名字_ 遇见_(四)尝试翻译下列句子.1. 见到你很高兴. _.2.我叫王小雨. _.3. 你叫什么名字? _(五) 根据情景补全对话.A: Good afte

13、rnoon !B: _!A; I _Lucy . _your name ?B: My _ is Jim . Nice to _you !A: _.五、【课后反思】(教师寄语：Never do things by halves)任务 熟练掌握 基本掌握 没掌握初一英语unit7教案3一、教学内容分析本单元以“What are you doing?”引出话题：谈论人们正在做什么?使学生们学会如何了解或表述目前的一种状态，这即是现在进行时，它表示说话时正在进行的动作或发生情况，而一般现在时表示经常性的状况或事情。Section A：听说为主，感受语言，运用基础语言( 通过听、看图确定或描述人物的动作

14、 )重点掌握和运用What are you doing? Whats he/she doing? 和Is Nancy doing homework?及其答语等句型。Section B: 强调知识拓展，重视读写，设置了要求运用所学语言完成的各种任务，使学生能够对上述已学的目标句型运用自如，培养学生综合运用语言知识的能力。Self-check：是词汇知识的评价，语言运用能力的评价。包括四个部分，对本单元所学词汇的检测、添加生词、看图描述，最后在Just for Fun小幽默中轻松愉快地结束本单元。二、教学目标分析根据英语课程标准关于总目标的具体描述，结合本单元的教材内容，我按认知目标、能力目标、德

15、育目标三方面将本单元的教学目标细化：1. 语言知识目标：语法：了解并掌握现在进行时的用法词汇：交际用语： What are you / they doing ?I'm / We're/ They're watching TV. Whats he /she doing ?He / She is doing homework. Is he/ she watching TV?Yes, he/ she is.No, he/ she isn't.2. 语言技能目标： 能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。 通过情景中的操练，培养学生的发散思维能力，激

16、发学生的想象力，培养学生的语言交际能力。 能够用自己在本单元中所学的语言内容与笔友进行对话与通信。3. 情感态度目标 有明确的学习目的，能认识到学习英语的目的在于交流，敢于用英语进行表达。 通过小组竞赛激发学生的学习兴趣，提高学生的参与意识，竞争意识与合作意识，使学生获得成功的喜悦。4. 学习策略目标：使学生明确自己学习的需要，并能根据需要进行预习，在学习中善于记要点，把握学习的主要内容，积极参与课内外的英语学习活动。在学习过程中要求学生形成合作学习和探究学习的学习方式，引导学生积极思考，善于抓住英语交流的机会。能够在学习之后进行有效得复习，善于整理与归纳，找寻记忆的规律。5.文化意识目标：了

17、解西方人是如何表达或描述正在进行的动作。 巩固书信的表达方式。三、学生学情分析1.学生特点分析中学生心理学研究指出，初中阶段是智力发展的关键年龄，学生的观察能力，记忆能力和想象能力迅速发展，从年龄特点来看，初中学生好动、好奇、好表现，从生理特点来看，学生好动，注意力易分散，爱发表见解，希望得到老师的表扬，所以要抓住这些特点：一方面要运用直观生动的形象，形式多样的教学方法和学生能广泛的、积极主动参与的学习方式，定能激发学生兴趣，有效地培养学生能力，促进学生的个性发展;另一方面要创造条件和机会，让学生发表见解，发挥学生学习的主动性。2.知识结构通过前几个单元的学习，学生已具有一定的听、说、读、写能

18、力，但其他能力还有待发展。根据本节课的教材、学生实际和学法情况，我以任务型教学法为主。以开放性教学、情景法、交际功能法、提问引入法为辅组织教学，并用多媒体课件等教学手段辅助教学，充分发挥教师的主导作用和学生的主体作用。通过任务型教学途径，让学生带着任务学习，在完成任务的过程中逐渐生成知识、形成技能、达到课堂活动目的，让学生有充分展示自己才能的空间，使他们在集体讨论、分组讨论、同伴讨论得到锻炼和培养，提高听、说、读、写等方面的能力。开放性教学法开放性地处理教材，结合教材插入学生感兴趣的图片、电影片段等，丰富学生知识，拓宽他们视野，实现知识的整合。四、教学策略新目标英语中的具体语言目标是通过各种各

19、样的Tasks来实现的;整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了以下教学法：1 、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学，检查和巩固新旧知识。2 、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。教学模式和教师特色针对本课的内容，我采用了五步教学法：第一步：热身 - 激活旧知识，创设轻松活跃的课堂气氛。第二步：呈现 - 呈现新内容，感知旧内容;第三步：操练 - 用多种方式操练新知识;第四步：巩固 - 通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。第五步：应用 - 布置任务性活动，

20、让学生在用中学，在乐中学，学了就用。同时坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融合直观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英语思维能力和动手能力。五、教学重难点教学重点、难点根据新课标要求和本课在教材中所处的地位与作来确定本课的重点为：重点： 掌握好重点句型：What are you doing ?Whats he / she doing ?Is Nancy doing homework ? 现在进行时的用法根据学生实际，确定本课

21、的难点是：难点： 现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。 如何用所学句型进行综合运用，尤其在写作中，要注意写作内容的丰富性和句型的多样性。五、课时安排：三个课时.六、教学过程设计:The First PeriodStep 1. Flash and presentation:Ss watch a flash “Are you eating”. Then they sing with it.T: Yes. Theyre eating. And are you eating?Ss: No, we arent.T: What are you doi

22、ng, then?Ss: Were having an English class.(Flash 5-1) T: Are they having an English class, too?Ss: No, they arent. Theyre cleaning.T: Whats he doing?S1: Hes reading a book.T: And is this boy reading, too?S2: No, he isnt. Hes doing homework.T: Whats this man doing?S3: Hes talking on the phone.T: What

23、 about the boy?S4: Hes watching TV.T: Yes, hes watching a TV show.T: Are they watching TV, too?S5: No. Theyre eating dinner.T: Whats the woman doing?S6: Shes shopping.T: What are they doing?S7: Theyre swimming.T: Whats the girl doing?S8: Shes taking photos.T: So whats in her hand?Ss: Its a camera.St

24、ep 2. Chant:What are you doing? Im learning, you are teaching.What are you doing? Im listening, you are speaking.What are you doing? Im writing, you are drawing.What are you doing? Im singing, you are dancing.Step 3. Challenge:T: Choose and ask and answer about the pictures.(Ss choose one of their f

25、avorite animals and there will be a picture, then they ask and answer in pairs. Using: whats he/she doing? Hes/Shes )Step 4. Tasks:(Flash 5-1):1a: Match the words with the activities. Then Ss ask and answer in pairs.1b: Listen and tell what different people are doing. Write numbers from 1a. Show the

26、m the conversations and read them.1c: Pair work. Ask and answer questions according to the pictures in 1a.Step 5. Game:1. Show an action, ask: What am I doing?2. Get the student who gives the right answer to show an action, too and ask the others: What am I doing.Step 6. Exercises: (Flash 5-1)Finish

27、 the exercises and check them in class.Step 7. Homework:Recite the new words and finish off exercise books.The Second PeriodStep 1 Game and revision:T: Whats the boy doing in this picture?Ss: Hes watching TV.T: Is this girl watching TV, too?Ss: No. Shes dancing.T: Well, shes my cousin. Shes lovely.

28、Shes doing many things. And Ill show you the pictures very quickly and try to guess what shes doing. Work in pairs, ask: Is she? Yes, she is. /No, she isnt. ShesStep 2. Game and practice:Flash 5-2:T: Look at this girl, her name is Mary. Can you guess what shes doing?S1: Is she doing homework?(Show t

29、he whole picture)S2: No, she isnt. Shes playing with a bird.Get Ss to ask and answer in pairs about other pictures.Step 3. Tasks:1. T: Whats Steve doing, do you know?Ss: T: Listen and tell me what hes doing.(Ss listen and answer the two questions in 2a.)2b: Put the questions and answers in order to

30、make a conversation. Then Ss read the conversation together.3a: Write the correct numbers of the pictures next to the conversations. Ss read the conversations and make their own conversations.4: Pairwork: Look at the pictures and answer the questions. Then cover the questions and say whats happening

31、 in the pictures. Then show the correct answers and Ss read and retell the whole story.Step 4. Homework:Ss finish off their exercise book as the homework.初一英语unit7教案4单元标题七年级上册Unit;7Isthisyourpencil?备课项目设计区域备课标一、语言知识与技能1.;根据读音规则和音标拼读单词。2.;能够表述词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能;3能在课堂活动中用简短的英语进行交际，例如，能听懂学习

32、活动中连续的指令和问题，并做出适当反应；4.;能听懂有关熟悉话题的语段和简短的故事，获取相关信息。5能运用本单元的词汇和语言形式就熟悉的话题进行简单的交流；能运用本单元的词汇和语言形式及所给提示简单描述人、物、事件等；6.;能在教师的指导下进行简单的角色表演；7.能正确地朗读课文；能从简单的故事和其它文体的短文中找出有关信息，抓住大意；8.;每天课外阅读量最少达到200词。9.能运用本单元的词汇和语言形式以及参照范例（文章结构）描述系列图片，编写简单的故事等，包括起草和修改。二、文化意识10.了解语言的文化因素，体验跨文化交际。三、学习策略11-（1）利用读音规则和音标拼读词汇，利用上下文、非

33、语言信息等理解词义，联想学习和记忆词汇，构词法等。11-（2）利用情境等理解语法结构和表意功能，发现语言规律并举一反三。11-（3）复习、整理归纳所学内容。11-（4）利用预测、语调、重音、问题等来获取听力信息。11-（5）在课内外活动中借助体态语用英语交流。11-（6）利用预测、跳读、寻读、细节读等来获取文章信息。11-（7）仿写短文，准备素材、起草短文并修改。11-（8）明确目标，制定计划，11-（9）了解并跨文化交际（恰当使用）。四、情感态度12乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。备教学重、难点内容课标具体知识、技能、文化目标知识与技能、文化意识的重、难

34、点内容课标具体策略目标选择sectionAsectionB目标1在读写过程中，能够根据读音规则和音标拼读单词。11-（1）11-（2）11-（3）目标2词汇：pencil,book,eraser,box,pencil-box,schoolbag,dictionary,his,mine,hers,excuseme,thank,teacher,about,whatabout,yours,for,thankyouforhelp,welcome,youarewelcome,语言形式：(1)Isthisyourpencil?Yes,itis./No,itisnt.(2)Aretheseyourbooks

35、?Yea,theyare./No,theyarent.(3)Whataboutthisdictionary?（4）Thankyouforyourhelp.Yourewelcome.(具体见grammarfocus)词汇：baseball,watch,computer,game,card,IDcard,hotebook,ring,bag,in,library,ask,ask.for,find,some,classroom,e-mail,at,call,lost,must,asetof语言形式：1.同前面的语言形式。2.Howdoyouspellit?3.Asktheteacherforhelp.

36、4.Callmeat685-6034.目标3课堂教学活动中的英语交际11-（4）11-（5）目标41b,2a,2b1c,1d,目标51a,1c,3a,3b，3c1a,1b,1e,11-（5）目标62d2b目标72a,3a11-（6）目标93b11-（7）目标10Identifyownership11-（9）备注：目标12乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。初一英语unit7教案5Properties: Recorder, Overhead Projector.Teaching Objectives:1. Revise the grammar: the Adve

37、rbial Clause and the Infinitive.2. Revise the use of “who, that, which”.Language Focus: so thatThe Infinitive: to + Verb(原形)Teaching Procedures:I. Showing the teaching aimsII. RevisionCheck homework, ask some students to retell the story.III. PresentationGive the students some sentences for example

38、to help them understand the structure:so + adj. /adv. + that(结果)1. I am so angry that I can't say a word.2. The teacher spoke so fast that we couldn't catch up with him.3. The classroom is so dirty that we must clean it.Ask the students to make up some sentences with “so that”, then give sam

39、e more sentences.1. He got up late so that he was late for school.2. He ran very fast so that he hit the electric pole.Ask the students to do some practice.IV. PracticeLook at Exercise 1, ask the students to answer the questions with so that. The answers are:1. I stayed at home so that I could go sw

40、imming when I had finished it.2. Lucy saved her money so that she could buy her mother a birthday present.3. Ling Feng was going to Changsha the next week so that he could visit his sick grandmother.4. I was doing my homework so that I could ask him to help me with my physics.5. I was looking for Li

41、n Tao so that he could visit sick grandmother.V. PresentationGet the students to make up some sentences like:1. I don't know how to get to the station.2. She doesn't know which sweater to choose.Ask the students to pay attrition to the Infinitive. Give them more examples to understand better

42、, e. g.1. I don't know what to do next.2. They don't know where to go.3. We didn't know when to start.Focus on the use of the Infinitive, then give another example:Its very important to learn English well:To learn English well is very important.Let the students make more sentences, pay a

43、ttention to the use of the Infinitive.VI. PracticeLook at Exercise 2, make sentences with partners. The answers are:1. Its hard / easy to work out these maths problem.2. Its exciting to watch football matches.3. Its interesting to read history books.4. Its hard / easy to learn foreign languages.VII.

44、 Leaning and practiceDo Exercise 3, complete the sentences using who/ that/ which. The answers are:1.which 2.who 3.who 4.which 5.who 6.which 7.which 8.whoVIII. WorkbookDo Exercise 1, let the students translate the sentences alone then check the answers with the students.Answers: 1. We arc hungry. We

45、 need to buy something to eat. 2. She is very busy today. She has a lot of work to do. 3. Please be quiet! I have something important to tell you. 4. Will you please tell him to turn down the TV a little? 5. nobody knows what to do next? 6. Im going to the post office to buy a few stamps this aftern

46、oon.For Exercise 2. Join the two parts and make the students read together.For Exercise 3. Get the students to read the story, and fill in the blanks. The answers are: which, who, who, who, whoIX. SummaryExercise in classl. 昨天他想借我的收音机.2. 我需要一些喝的东西。3. 他有许多家务要做。4. 她叫我说慢一点。5. 在街上踢足球很危险。6. 学外语不容易。7. 我不知道去哪里。8. 叫他不要迟到。X. Homework1. Revise the use of the grammar.2. Make sentences with the Infinitive.初一英语unit7教案范文第 19 页 共 19 页