新人教版初中七年级英语教案精选.docx

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1、新人教版初中七年级英语教案新人教版初中七年级英语教案1 ： 1、熟识驾驭词汇name clock 等 2、学会介绍自己并询问他人姓名,能够利用所学学问进行打招呼. 3、能听懂听力对话并能对依据听力对话进行自由交际. ： 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 . ： 一、自主学习(老师寄语：Knowledge is power.) 学习任务一: 熟识驾驭词汇name ,clock 1、 仔细视察第一页的图画,小组探讨你所相识的物品的英语单词. 2,、试着写出含有的物品的英语单词

2、. 3、小组竞赛,展示( 看谁总结的多, 写的精确) 学习任务二: 学会介绍自己并询问他人姓名,能够利用所学学问进行打招呼. 1、 老师自我介绍,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依据听力对话进行自由交际. 1,、听录音, 给1B 的对话编号. 2、依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(老师寄语：Many hands make

3、light work. ) 小组探讨我们所学的英语名字和汉语名字的区分, 如何用英语拼法 你的名字? 三、系统总结(老师寄语：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. which 2. Good morning , Miss Wang ! _! A. Hello B.Hi C. Nice to meet you D. Good m

4、orning 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) 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_

5、 遇见_ (四)尝试翻译下列句子. 1. 见到你很兴奋. _. 2.我叫王小雨. _. 3. 你叫什么名字? _ (五) 依据情景补全对话. A: Good afternoon ! B: _! A; I _Lucy . _your name ? B: My _ is Jim . Nice to _you ! A: _. 五、 新人教版初中七年级英语教案2 Wheres your pen pal from? 一、单元教材分析 本单元的中心话题是pen pals。主要语言功能项目是talk about countries, cities and languages。语法结构为 Wherefrom;

6、 Wherelive and whatlanguagespeak。先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力实力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培育学生的沟通实力，同时也引导学生多沟通与多沟通。 Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是依据供应的信息进行填空的写作练习，Activity3c是一篇仿照写作，让学生给自己的笔友写一封关于本人信息的email。我在各课时教学中设计各种各样的小活动，通过Discussion，C

7、lassifying，Guessing等不同方式让学生驾驭本单元的学问点，用学会的学问与外国的笔友自如的交谈是学习本单元的目的。 二、教学目标分析 1、语言目标 a. 重点词汇： 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. 重点句型：

8、 -Wherefrom? -Shes/Hes from -Where doeslive?-She/He lives in -What language does she /he speak? -She/He speaks . 2、实力目标 a. 培育学生在文段中找寻信息的实力; b. 学会用英文给笔友写回信，简洁介绍个人状况; c. 通过有效地小组合作，培育学生合作实力及团队精神。 d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应实力和实践实力 , 使学生能娴熟运用新句型来谈论年龄和日期。 3、交际目标 通过学习本单元的内容，使学生学会用各种方式与世界各国挚友沟通。 4、德育目标 了

9、解世界，了解不同地区的人文风俗;学会理解和敬重异国文化。 三、单元重难点分析 重点： 1. 谈论国籍、民族及其语言。 2. 询问并回答人们的住处。 难点： 1. 含from的where引导的特别疑问句及其回答 2. 含live的where引导的特别疑问句及其回答 四、课时结构 为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。 Period 1 Section A 1a2d Period 2 Section A 3aSection B2c Period 3 Section B 3a-3c Period 4 Summing up Section A a

10、nd B and the grammar. 五、教学过程设计 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,

11、 country, Sydney, New York, Paris, Toronto,Tokyo world 2.Sentences: -Where is your pen pal from? -Hes from Australia. -Where does he live? - He lives in Paris -Where is Johns pen pal from ? Teaching aids: Some cards with cities and countries. Teaching procedures: Step 1.Leadin (1a2a) First greet the

12、 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 (来自:www.zaidian.cOm 书 业网)teach the students names of countries, cities. Divide the students into groups, then show th

13、e flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通过这个环节，老师完成本单元的新单词的导入，通过供应给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。在看图片时学生能够做到精神集中，并能激发学生的学习爱好。 Step2.Practice(1c2d) Teacher says: I goes to many places during the Spring Festi

14、val, 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 practic

15、e with teacher. With these sentence structures, ask students to practice them in pairs. Make a Survey to understand your classmates better. 上面这些句型的操练都是为了最终一个任务作铺垫。操练的过程中可以刚好订正学生的错误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生相识和了解一些国家和城市相关地理文化学问， 拓展学生的视野, 激发他们的爱好。在完成任务的过程中运用wherefrom和wherelive引导的特别疑问

16、句, 综合运用目标语言, 询问并回答人们的国籍和住处。 Step3.Listening comprehension(1b,2b2c) After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b 2c on page 2.在口头练习的基础上，在他们娴熟驾驭本课时句型以后再做这些听力应当是不难了，这样可以增加他们学习英语的信念。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学生的层次，起到了很好的巩固作用。 Step4.Homework Revise Section A1a2d Make a s

17、imilar 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. Se

18、ntences: -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.

19、用这样一个小小的嬉戏，既复习了上一课时的单词又活跃了课堂的气氛，也为这一节课新学问的教授作好了连接。使新课的导入自然又轻松。 Step2.Leadin (3aSectionB1) The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Lets look at the map and guess. Then do a matching exercise to consolidate the kno

20、wledge. At last do 3a and sectionA1.通过一系列的活动，让学生知道那个国家讲什么语言，学会说这些语言的单词，为下面的任务做打算。 Step3.Listening comprehension (SectionB2a2b) Do some listening exercise to review what we learned before.通过这个听力练习，巩固前面所学的学问，也为下一步的学习举了一个范例，相当于一小步导入。 1My pen pal is . She is from speaks has . 2.Teacher shows the informa

21、tion 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

22、 information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages, 新人教版初中七年级英语教案3 一、教学内容 1.语音：1)复习音标及字母组合u: u, oo; u u, oo, oul; 2)学习音标及字母组合(+ ure, ua 2.语法：1)小结本单元所学to be going to+动词原形的用法;2)小结本单元出现的形容词比较等级的规则改变和不规则改变。 二、教具 录音机;音标卡片、小黑板等。 三、课堂教学

23、设计 1.复习值日生报告。 老师出示事先打算好的写有形容词原级的小黑板，要求学生快速写出其比较级、级形式。 2.老师出示音标卡片，复习u: u两个元音的读音，启发学生分别给出含有这两个元音的单词。老师可将这些单词书写在黑板上，并用彩色粉笔写出读这些音的字母或字母组合。 教(+这个双元音的读音。学生初步驾驭其读音后，重复上一步骤。 3.放课文第1、2部分录音，学生打开书跟读，反复三遍。指导学生做练习册习题1。 4.指导学生阅读复习要点中例词、例句。老师小结该要点中所列两项语法内容。 5.指导学生做练习册习题。 6.布置作业 1)练习朗读本课第1、2部分中的音标、单词、短语和句子;2)结合书后有关

24、语法讲解，温习本单元语法项目;3)抄写复习要点中例句及词语;4)完成练习册习题。 四、难点讲解 形容词比较等级()形容词比较等级的规则改变和不规则改变。本单元只介绍单音节形容词和少数双音节形容词的改变： 1)一般在词尾加-er或-est，分别构成比较级和级。例如： small-smaller-smallest。 2)以字母e结尾的形容词，加-r或-st,例如：nice-nicer-nicest。 3)重读闭音节词尾只有一个辅音字母时，双写这个辅音字母，再加-er或-est。例如：big-bigger-biggest。 4)以辅音字母+y结尾的双音节形容词。改y为i，再加-er或-est。例如：

25、 easy-easier-easiest。 此外，少数形容词还有不规则改变，须要仔细记忆。例如：good-better-best; many-more-most等。 新人教版初中七年级英语教案4 Language Goal: Talk about what people are doing. Teaching Aims: The present Progressive (结构式: Be + V-ing ) Key Points: -Whats he doing ? -Hes reading. Difficult points: 现在进行时的用法和动词V-ing 形式的构成。 Teaching

26、Methods: 由浅入深,设置场景、对话以及表演来教授新句型。 Teaching Aids: 教学图片、教学光盘、VCD机、录音机 Teaching Procedures: Step1. Warming up A. Duty report Teacher: How are you, boys and girls? S s : Fine, thank you. Teacher: OK, whos on duty today? (the student who is on duty starts to make a duty report) B. Ask and answer (The teac

27、her 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

28、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 teac

29、her ask questions: -Whats he doing? (Picture 1) -Hes 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-

30、ing words after the teacher. B. Play the video. To make the Ss clear what they are learning in this class. Mr. Gongs words do give the teacher a big hand. (Write down the title of Unit 14 Im watching TV on the blackboard and ask the Ss to read it.) C. Teach the Present Progressive. 1. Introduction T

31、ell the Ss what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing - 这也即为它的结构式.) 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

32、 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: ”

33、Im 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 Im opening the door. n What am I doing? n Im looking at him. n What am I doing? n Im

34、cleaning the window. 5. Pairwork. Ask and answer questions about what people are doing in the picture. u Whats he doing? u Hes 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 acti

35、ons 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,

36、its 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 teache

37、r have the Ss some exercises, and ask the Ss to do at once. <1>-Whats Li Lei doing? - He_. ( read ) <2>-Whats his mother doing? -She_. ( write ) <3>-What are they doing? -They_. ( play soccer) <4>-What are David and Mary doing? -They_. (have dinner) <5>-Whats Jenny doin

38、g? -She_. ( run ) (In fact, the Ss dont 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.