七年级英语教案集锦(6篇)。
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七年级英语教案 篇1
Unit 5
一 、教学目标
（一）语言知识
语音 /t/ /d/ /ts/ /dz/ /tr/ /dr/ /l/ /m/ /n/
词汇 掌握wake，early,first，day,term，must,still,by，on foot,the same to,usually,always，Ms.,boat，ship，sea，train，by plane/air/airplane, etc.
理解 Subway Worm reporter，Net Bar,roller skating Measure dining hall，dormitory bookstore，etc.
（二）语法
1.一般现在时（Simple present）
2.频度副词（Adverbs of frequency）never， seldom， sometimes， often， usually， always， once， twice
3.现在进行时（Present continuous）
I’m looking for a book.
Are you doing your homework?Yes， I am./No， Im not.
Is he/she...?Yes， he/she is./No， he/she isn’t.
What are you doing now?I’m playing computer games.
What is he/she doing?He/She is...
4.谈论交通方式（Talking about means of transport）
How do you usually go to school? I usually go to school by bike.
（三）功能用语与话题
1.采访（Interviews）Our guest today is Michael from Class 2， Grade 1.
2.谈论日常生活（Talking about routines）
3.学校建筑（School buildings）swimming pool， playground， library， dormitory， lab， canteen， gym
4.谈论兴趣喜好（Talking about interests， likes and dislikes）I like the swimming pool best. Why do you like English? Because it’s interesting and easy.
5.借物（Borrowing things）How long can I keep it? Two weeks.
6.新闻（News）、海报（Poster）Attention， please! Here is the news.
7.谈论学校活动、科目和时间表（Talking about school activities， subjects and timetable）
8.谈论学校生活（Talking about school life）
（四）能力培养
听 能听懂谈论校园生活中比较熟悉的话题，识别主题，获取主要信息。
说 1能根据提示词说出意思连贯的校园生活的句子。
2能用简单对话描述校园生活。
3能根据图片或借助他人帮助描述自己或他人的校园生活。
4能与他人合作进行角色扮演，表现校园生活。
读 1能理解简单的书面表达。
2能准确地朗读课文。
3能读懂表现校园生活方面的.文章，包括校园新闻、海报、遗失声明、失物招领等。
写 能写出表现校园生活方面的简单句子。能写出简单的校园新闻、海报、遗失声明、失物招领等。
情感态度 培养学生积极向上的情感、活泼开朗的个性、浓厚的学习兴趣和大胆实践的精神，提高学习效率，培养学生热爱学校生活，乐于学校生活的意识。
学习策略 积极探索适合自己的英语学习方法，利用现实生活中的学习资源，培养任务型学习方法与技巧。
二、教材分析
本单元的交际用语主要是围绕学生的学校生活展开的，谈论学生的上学方式、作息时间、课程安排、业余生活等内容，这些内容为学生所熟悉，便于展开讨论。
本单元的语法内容主要是学习一般现在时、现在进行时以及表示频度的副词。
Topic 1
Section A
教学目标：
1.谈论交通工具及如何上学。
2.学习句型：How do you usually come to school?
I usually come to school by subway.
本课重点1a和3a。难点：谈论交通工具及如何上学。
教具 录音机
五指教学方案
课时建议：1～2
教学过程：
第一步：复习
1.教学生如何在开学的第一天相互问候。
T: Good morning， class! S: Good morning， Miss.../Mr...
T: Nice to see you again! S: Nice to see you， too.
学习问候语：
T: Happy New Year! S: The same to you.
然后老师说：Boys and is the first day of our new term.
解释today， new term。
老师说：I often come to school by bus. My son often takes the subway to school. What about you?
学习词组by bus， take the subway。
Notes: subway（AmE）=underground（BrE）
2. 听录音3a，回答问题：
（1）How does Kangkang usually come to school?
（2）How does Sally always come to school?
两人一组作对话，然后请3～4对同学到前面表演对话。（对参加表演的同学给予鼓励。）完成3b。
第二步：呈现
1.老师向一些同学依次展示并学习词组：wake up， get up， go to school， by bike等，然后做动作练习。要一名同学在前作动作，其余同学猜测词组。
2.听录音1，回答问题：
What’s the time? / Is it time to get up?
Who wakes Kangkang up? 完成1。
3.利用图画，完成2。
4.听录音4，完成4。
第三步：巩固
1.放录音1和3a，学生跟读。
2.学生两人一组表演1和3a。
第四步：练习
1.分组活动，谈论自己早晨的活动情况。
2.双人活动，分别用不同的交通工具图片进行问答：
A:How do you usually come to school?
B:I usually come to school...
例如：on foot， by bike， by bus， by car， by train， by subway， by boat/ship， by plane/air,完成4。
3.让学生做一个调查报告，调查全班同学“How do you usually go to school?”按人数从多到少列成表格，向大家汇报：
In our class， fifteen students go to school by bike...完成5。
第五步：综合探究活动
1.学生以表格的形式展示自己的家人通常所采用的交通方式。
2.请同学据自己所了解的情况，介绍其它中学生早晨的活动情况，如:
“In our class， some students usually wake up at 6∶30. They get up at 6∶35...”
七年级英语教案 篇2
七年级英语下册Unit2SunshineTown教案
课题：comic strip and welcome to the unit
【教学目标】：
1.学习城市中有关活动场所的词汇.
2.将活动和地点联系起来并建议到不同的地点活动或游玩.
3.词汇: none, order, tin, pizza, enjoy doing…., chinese food, play badminton, love doing…, watch films, a tin of dog food, order a pizza
【课前预习】
预习课文，回答下列问题
1. how much money do they have? _____________________
2. where does eddie want to go to buy food? _____________________
3. what does eddie want to do with one yuan? _____________________
[课堂训练]
一.词组翻译
1去超市_________________________ 2 饿了 ____________________________
3多少钱_________________________ 4 多少听狗食_______________________
5订一个比萨饼___________________ 6计划一些活动______________________
7看电影_________________________ 8 喜爱打羽毛球_____________________
9.去不同的中餐馆_________________ 10 带他们去运动中心_______________
二. 根据句意和首字母填空
1.the question is very easy，but n________ of us can answer it.
2. let’s o________ some cakes and fruit.
3. we’ll go to the c_________ to see that wonderful film.
4. i love w__________ ball games.
5. they will go to the shopping m_________ to buy some clothes.
6.can we buy the food ________(用) so little money?
7. i can’t find my walkman. ________(也许) i left it in the classroom.
8. he enjoys __________(吃) chinese food.
9. i think we can go there by . （地铁）
10. walk along the road (直到) you see the post office.
11. there are only two (听，罐) of coke in the fridge.
12. i can’t find my walkman. (也许) i left it in the classroom.
[课后巩固]
一 用所给词的适当形式填空
1. none of them ________(be) from the uk
2. would you like _________(go) to the sports center with me?
3. there are at _________(little) XX students in our school.
4. jane likes shopping. she wants to go to the _________(shop) mall.
5. a group of exchange students _________(visit) the great wall now.
6. there ________(be) much money in my pocket.
7. the students ____________(plan) an activity at the moment.
8. he loves _________(play) basketball. let’s ______ (go) ______(play) it.
9. i would love ________(play) football this afternoon.
10.the teacher tells us ________(work) hard.
二. 句型转换
1. uncle wang may be at home.(改同义句)
________ uncle wang ________ at home.
2. i have two cartons of milk.(对划线部分提问)
________ ________ ________ of milk _______ you have?
3.carol has three bottles of orange juice.(同上)
__________ __________ orange juice _________carol ________?
4.all of us like this comic book.(否定句)
________ _______ ______ ______ this comic book.
5.there’s no dog food.(用not改写)
there ________ ________ dog food.
6.we have only 3yuan .( 对划线部分提问)
_______ _________ _________ do you have?
7 we can buy 3 tins of coke with 20yuan. (提问)
_______ _______ ________ of coke can you buy with 20yuan?
8 maybe there is a football match between our classes.(同义句)
there _______ ________a football match between our classes.
三、翻译句子
1. 我可以点一份比萨和两听可乐吗?
_________________________________________
2. 你的运动鞋花了多少钱?
_________________________________________
3. 你有多少钱啊?
_________________________________________
4. 我喜欢打羽毛球.
_________________________________________
7b unit 2 sunshine town
课题：reading (1)
【教学目标】：
1. 读懂文章，了解阳光镇的基本情况。
2. 复习和拓展有关生活方式和活动的词汇。
3.学习介绍城市的各种功能的角度和方法。
【课前预习】
预习课文，回答下列问题
1. where can we go walking? _____________________
2. what can you see there? ______________________
3. do millie and simon live on the same building?
4. what can you buy in the shopping malls? ______
5．what else can we cat in sunshine town? _______
[课堂训练]
一、词组翻译
1. 西餐厅___________________ 2. 唱京剧______________________
3没关系__________________ 4.找到所有的纪念品________________
5. 教你英语_________________ 6. 教你学英语 ____________________
7. 在正确的地方 ______________ 8. 逛街,买东西 ___________________
9.吃北京烤鸭________________ 10.我们中的大部分人 ________________
二、根据首字母或中文填空：
1).you can shop u ____ten o’clock.
2).there are lots of good shops in the c____ of our town..
3).the water in the lack is very d______.
4).it will ______（花费）an hour to go there on foot.
5).my school is ______(靠近)to my father’s factory.
三、完成下列对话，每空一词。
1.a： excuse me，how can i get to the nearest hospital？
b： let me _____ _____ the way.
2. a: there’s a new supermarket near our school.
b: ______ great. let’s have a look and do some shopping there.
3. a: is your school far from your home?
b: of course. it _____ about two hours to get home by bus.
4. a: w ______shall be there ?.
b: a______ 8:30 tomorrow. i’ll meet you at the entrance .
5. a: have a great t_______, bob.
b: ______ .
[课后巩固]
一、用所给词完成短文，每词用一次.
like , closed , shop , get to , school , opens , in the morning , at night , go to work , a lot of things , go to school, in the evening , go home, many people
i work in a small ______ .it ’s near an english _____ .every day the students come to buy _______, i get up at six and then i have my breakfast . i ______by bike . i_______the shop at about six fifty . the shop_______at seven .we sell things ________food and drink .we have school things ,too. so there are often ______ in our shop form morning to evening.
i have lunch in the shop. at seven _______,the shop is _________ .all of us _____for supper.
二、句子翻译：
1．他长大后想成为一名好厨师。 he ______ to ______ a good ______
when he _______ ______.
2．如果你病了，你得看医生。 you ______ ______ see a doctor ______
you ______ ______.
3．如果明天天不好，我就不带你去故宫博物馆了。
if it ______ ______ tomorrow, we ______ ______ you to the palace museum.
4．如果你不会说英语，你可以用普通话和这些西方人交谈。
you can chat with these ______ ______ in putonghua ______
you ______ ______ english.
5．那婴儿直到他妈妈回家才停止哭泣。
the baby ______ ______ crying ______ his mother ______ ______ home.
6．这是如此精彩的一个讲座。
it is such ______ ______ ______.
7．也许老师在办公室里。
______ the teacher ______ ______ the office.
= the teacher ______ ______ in the office.
三、动词填空：
1. where ________ your sister ________(teach) english?
2. my grandpa ________(come) tonight.
3. tell him ________ (not look) out of the window.
4. we won’t go to nanjing if it ________(rain) tomorrow.
5. he finished ________(read) the book and passed it to her.
6. it’s very important ________(learn) all the subjects well.
7. i spend much time________(do) my homework every day.
8. there’s a watch ________(lie) on the ground.
9. we ________(see) beijing opera at the local theater last night.
7b unit 2 sunshine town
课题：reading (2) 第3课时
【教学目标】：
1. 通过图片来复述课文内容；通过练习加深对课文的理解。
2. 学习知识点和重要短语。
3. 词汇: none, order, tin, pizza, enjoy doing…., chinese food, play badminton, love doing…, watch films, a tin of dog food, order a pizza
[课前预习]
sunshine town is a new town in beijing. it is only 40 minutes ________ the _________of beijing by___________ . there is _________ air ___________ in it than in other areas in beijing. many students live in tall __________. they are _________ to their friends. they don’t ________ to go far if they want help ________ their homework. there are ________ of shops in the centre of beijing. you can shop _________ ten at night. _______ you don’t like chinese food, there are lots of ___________ restaurant too. why __________ you visit the local _________? you can enjoy beijing opera.
[课堂训练]
一、选择填空
( )1. she has few friends, _______ she?
a. doesn’t b. hasn’t c. does d. is
( )2. if you don’t have enough rest, you _______ ill.
a. maybe b. are c. may be d. may
( )3. hello, tom! would you please _____ with me?
a. go b. to go c. going d. for going
( )4. you must’t eat anything _______ you see the doctor.
a. because b. if c. when d. until
( )5. he is more friendly ______ i think.
a. after b. because c. than d. then
( ) 6.there are lots of things _______ today.
a. do b. did c. doing d. to do
( ) 7.if you don’t like chicken, you can have beef _______
.a. instead b. instead of c. of d. in
( ) 8.how much milk is there in the bottle? there is _______ .
a. no b. none c. not d. any
( ) 9.the new bike _______ me 260 yuan.
a. took b. spent c. cost d. left
( ) 10. it takes 30 minutes _______ a bicycle from my home to school.
a. ride b. riding c. to ride d. rode
二、首字母填空
1. t______________ is a place for people to watch plays or shows.
2. mr. smith t ___________ us math in sunshine school.
3. my mother goes to work by u_____________.
4. i buy many s_____________ in the palace museum of beijing.
5. there is less air p___________ in sunshine town than in other areas of beijing.
三、翻译句子
1. 天气这么好, 为什么不去散步呢?
it’s so fine today. why _________ you go __________?
2. 这家超市到晚上九点才关门.
this supermarket _________ _________ __________ nine o’clock at _________.
3. 我家靠近学校,我不必乘公共汽车上学.
my home is _______ _______ our school. i don’t _______ _______ _______ a bus to school.
4. 这个瓶里的水比那个瓶里的少.
there is _________ __________ in this bottle _________ in that one.
5. 从南京到上海乘公共汽车大约三小时.
nanjing is about _________ __________ __________ by bus.
[课后巩固]
阅读理解
in england, people do no usually talk very much. you can go on a bus, or in a train, and everyone sits looking out of the window. often they read. they read books and papers. but they do not talk much.
when you meet english people, they often talk about one thing---the weather(天气). so when you meet someone in england, you can say, “nice weather for the time of year!” “but it was a little cold yesterday.” someone may answer.
“but it got a little warmer later!” you can say.
if you talk like this, the english will think, “how friendly you are!”
( ) 1. english people often _______ on a bus.
a. read b. talk c. sing d. stand
( ) 2. english people often talk about the _______ when they meet.
a. news b. sports c. books d. weather
( ) 3. when you meet someone in england, you may say “______”
a. what’s the time? b. fine day, isn’t it?
c. where are you going? d. how are things with you?
( ) 4. the english ________ when you talk about the weather with them.
a. will think you are very friendly b. will think you enjoy the weather
c. won’t think you are friendly d. won’t think you enjoy the weather
7b unit 2 sunshine town
课题：vocabulary 第4课时 __
【教学目标】：
1识别并掌握各种职业的名称.
2.了解从事不同职业的人的工作场所.
3.词汇: waiter, shopper, sick, hospital, learn, cashier
[课前预习]
写出和下列动词相对应的表示人的.名词.
1. teach _________ 2. cook ________ 3.wait ________
4. shop _________ 5. cash ________ 6. dance _______
7. work _________ 8.drive _________ 9. play ________
10. swim _________ 11. sing ________ 12. jump _______
[课堂训练]
一、根据英文释义写出相应的单词或词组
1. _________ it’s a place to borrow books.
2. _________ people keep their money here.
3. _________ you can buy stamps here.
4. _________ you can take a bus here,
5. _________ a place to see a film.
6. _________ a place to go if you were sick
二、根据句意和首字母提示完成单词.
a w______ is a man who serves(服务) people in a restaurant.
when people are ill, they often go to a h_______ to see a d______.
a t_______ is always trying to give the students much knowledge.
a n_______ takes care of the s________ people in a hospital.
if you buy something in a supermarket, you should give the money to the c________ to pay for the things you buy.
[课后巩固]
一、用所给单词的正确形式填空.
1.what about________ (order) some fish?
2.he __________ (finish) the work in five minutes.
uld you help me with the_________(wash) tomorrow?
4.let’s wait until the rain _________(stop).
5.mary likes going ________ in this _______, so she is an important _______ in it.(shop)
二、句型转换
1. miss wang is a cashier.(提问)
(1)________ ________ miss wang?
(2)_________ _______ miss wang _________?
2. we can go to a restaurant to have a meal.(提问)
________ _______ we go ________ have a meal?
3. my mother is a worker.(提问)
_______ is a teacher?
4. i want four bottles of milk.(提问)
_______ _______ milk do you want?
5．the police station is only 5 minutes from the museum on foot.（对划线部分提问）
is the police station from the museum on foot?
6．there is nothing in the box. (改为同义句)
there in the box.
7. why don’t you come to our party? (同义句转换)
_________ _________ __________ to our party?
8. this town is only 10 minutes from my home by bike. (划线提问)
________ ________ is this town _________ your home by bike?
三、翻译句子
1.他的妈妈生病了,所以他不得不照看他自己.
his mother _______ ______, so he _______ _______ look after himself.
2.学校是个学习的好地方.
a school is _______ ________ _______ to study.
3.我们中的大多数住在像这样的地方.
________ ________ _________ live in a place _______ _______.
4.她姐姐是个收银员,她不是办公室的工作人员.
her sister is a ________, she isn’t ______ _______ ________.
5.剧院是供人们看戏或表演的好地方.
a theatre is a good place _______ ________ ________ or a show.
6．你妈妈是护士还是教师？
is your mother a _______ or_______?
7．他长大后想成为一名好厨师。
he _______ to _______ a good _______ when he _______
8．如果你病了，你得看医生。
you _______ see a doctor _______ you. ________ ________
七年级英语教案 篇3
新目标英语七年级下册11-12单元教案
新目标英语七年级下册Unit 11: What do you think of game shows? Language goals to this unit students learn to state their opinions and talk about likes and dislikes. New language What do you think of soap operas? I dont like soap operas. What does he think of sports shows? He loves sports shows. What does she think of Maria? She likes Maria. What do they think of Tommy? They cant stand Tommy. Section A Additional materials to bring to class: a local television listing list the names of several foods on the board.For example: pizza, broccoli, ice cream, mushrooms. Next to that list, write the sentence, What do you think of ___ ? and leave a blank at the end. Ask a student the question, substituting the word pizza: What do you think of pizza? Help him or her answer / like pizza ot I dont like pizza, Point to the other foods one by one. Ask a student the question and help him or her answer J like...or I dont like.... Then point to the sentence. What do you think of ___ ? Point to a food name on the board and choose a student to ask the question: What do you think of (mushrooms)? Then point to a student to answer. Repeat the activity several times, giving several students chances to ask and answer the question. 1 a This activity introduces the key vocabulary. Focus attention on the five TVs. Say, Each TV shows different kind of TV show. In TV picture a, there is a an playing baseball. This is called a sports show. Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows. Write the word sitcom on the board. Under it write the words situation comedy. Say, The word sitcom comes from the two words situation comedy. A sitcom is a funny show. The people in sitcoms do or say things that make TV watchers laugh. Point out the numbered list of shows. Say each one again and ask students to repeat it. Then ask students to match each TV picture with one of the words. Say, Write the letter of each kind of show next to the correct word. Point out the sample answer. 1 b This activity gives students practice in understanding the target language in spoken conversation. Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a student do this. Say, These faces show you what the words mean. If you dont mind something, you dont either like it or dislike it. If you cant stand something, you dislike it very strongly. Your least favorite food is something you cant stand. If you love something, you like it very, very much. Your favorite food is something you love. Say, Now I will play a recording. Listen to what Mark says about the TV shows in la. Write the letter of the TV shows next to the words he uses. Play the recording the first time. Students only listen. Play the recording a second time. Point to the lettered pictures. Say, Each picture has a letter. Point out the blank spaces before the words. Say, Each word or phrase has a space in front of it. Listen to the tape and write the letter of a TV show picture in each blank. Point out the sample answer. Correct the answers. 1 c This activity provides guided oral practice using the target language. Point to the pictures of TV shows in activity la and ask students to say the name of each kind of show. Point out the example conversation. Ask two students to read it to the class. Then ask the class to point to the picture of the sitcom. Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the ppropriate picture as you answer. Say, Now work with a partner. Ask and answer the qstions. Have students work in pairs. As they talk, move round the room monitoring their work. Offer anguage or pronunciation support as needed. 2a This activity provides listening practice using the target language. Call attention to the list of five words and expressions.Point out the blank in front of each one. Ask a student to read the list to the class. Say, The people on the recording are talking about TV shows. They use these words and phrases as they talk about the shows. You will number these words and phrases 1-5 in the order you hear them on the recording. Play the recording the first time. Students only listen. Point out the sample answer 1 in front of the word love. Say, The first word on the recording is love in the sentence I love it. So the answer in front o/love is number 1. Play the recording again. Ask students to write a number from 1 to 5 in front of each of the words and phrases. Check the answers. 2b This activity provides more listening practice using the target language. Point out the dialogue with blanks. Read it to the class saying blank each time you come to a blank. Say, Listen to the recording again. This time/ill in each blank with a word or phrase from the list in 2a. Play the recording. Students write words in the blanks. Check the answers. 2c This activity provides guided oral practice using the target language. Call attention to the dialogue students completed in activity 2b. Say, Read the dialogue with a partner. \ Help students find partners. Have the students practice the dialogue several times. Then say, Now talk about a TV show you both know.Tell what you like and dont like about the show and the people in it. As students work together, move around the room answering questions and offering language sup- sport as needed. Ask some pairs of students to present their dialogue!to the class. 3a This activity provides pral and writing practice using the target language. Call attention to the list of TV shows and ask a student to read the names to the class. Say, In this activity you ask each other questions about TV shows. Ask students to work in pairs. Ask student A in each pair to look at the chart on page 67. Ask student B to look at the chart on page 86. Remind students not to look at their partners pages. Say the first question and answer with a student. Pretend you are student A and work with a student partner.Say What does Stuart think of Sports News? Have student B look at the answer on his or her chart on page 86.Student B answers, Stuart loves Sports News. Show students that you are writing in the word loves after Stuarts name on the chart on page 67. Then say to your partner, Ask me about Stuart Student B asks, What does Stuart think of Sports News? You answer, Stuart likes Sports News. Have the student write the word likes after Stuarts name on the chart on page 86. Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs. Go over the answers. 3b This activity provides guided reading practice using the target language. Read the dialogue with a student. Every time one of you conies to a blank, say blank. Call attention to the chart students completed in activity 3a. Say, Use the words in this chart to fill in the blanks in the dialogue in activity 3b. 4 This activity provides listening, speaking, and writing practice using the target language. Read the instructions to the class. Then ask students to name some TV shows they know about. Write the list on the board. Try to include some that students like and some they dont like. Point out the dialogue in the speech bubbles. Have two students read it to the class. Then point out the sample answer in the chart. Say,This TV show is called Tell it like it is! I love it, and Lin Peng does, too. I write I love it under What I think and I write Lin Peng under Student who agrees with me. Say, Now go around the class. Ask students about TV shows you know. Find students who agree with you. After five minutes ask students to sit down. Then ask some students to read the information from their charts to the class. Ask students to make statements such as I dont like The Crime Files. Carlos doesnt like The Crime Files, too. Alternative: If you do not want st七年级英语教案 篇4
Unit 10 Can you play the guitar?
一．教学目标：
1． 教会学生表达做某事的能力。
2． 谈论自己的爱好和意愿。
3． 学会表达自己对于各种协会的选择。
4． 会写简单的招聘广告，会使用简单的求职对话。
二．语言目标：
1． 会使用can.表示能力。
2． 会谈论喜好和意愿。
三．学习策略：
角色扮演。通过谈论彼此的特长与爱好培养一种群体意识。
四．跨学科学习：
音乐：熟悉各种乐器。
社会实践：参加各种团体活动。
五．课时安排：五课时
1．P59-p60.2b
2．P60.2c-p61
3．P62-63
4．P64
5. 测试
六．教学步骤：
Period 1
1. T: We can do lots of things. I can sing. I can dance. What can you do? Can you sing /dance /swim /paint /speak English/play chess…?
S: Yes, I can. /No, I can’t.
Teach the words: sing, dance, swim, paint, speak, chess, guitar.
S1: I can sing. Can you sing?
S2: Yes, I can. Can you dance? (to S3)
S3: No, I can’t. Can you …? (to S4)
…
2. Teach: club. Yao Xia is in Guo An Football Club. Football players are always in football clubs. They can join a football club they like. We can join a club we like. We have many clubs.
I like singings. So I want to join the music club. What club do you want to join?
S: I want to join the … club.
T: Can you …?
S: Yes, I can. /No, I can’t.
3. Do 1a.
4. Do 1b. Listen and number the conversations
5. Pairwork: Let them pratice the conversations: I want to join … Can you…?
6. Do 2a.
7. Do 2b.
Task 1: I want to know what your favorite clubs are. Groupwork.
Name Clubs want to join can
Eli Music club Play the guitar
Homework:
Recite the new words.
Write a small composition about what they like and they can.
Period 2
1.Revision. Do you like…? Does she like…? Can you…? Can he…? What club do you want to join?
2. Talk about their homework. Let them read their composition.
3. Review the grammar box. Ask students to say the questions, answers and statements. Let them observe: can’t = cannot.
4. Do 3a. Read the four lines to students. Then put this conversation in order.
5. Do 3b. You will talk to three students. Ask each what he or she can do. Write it on a piece of paper. Later you will tell the class about these three students.
Ask what can you do?
6. Task: Build their clubs and write the ad in the poster.
Period 3.
1.T:What can you do?
S: I can…
T: Can you play chess?
S: Yes…
Teach the new words of music instruments.
2. Section B. Do 1a.
3. Task 1: Talent show. Let them play the different music instruments or do other things.
name act
4. Listen and do 2a and 2b.
5. 2c. Ask two students to read the conversation to the class.
Students pairs do.
6. 3a. Ask a student to read it to the class. Underline the things.
7. 3b. Complete the poster with the words.
8. Task 2: Write your own poster for a sports day. Ask some students to read their ads to the class.
Period 4
1.Task 1: Ask a student to draw an music instrument, then let other students to talk about them and write down the words.
2. Task 2Write five things about yourself on a piece of paper. Another student will read to the class. The other students will guess who you are.
3. Self check. Do 1 and 2.
4.Task 3. You are in charge of a music club. The others want to join it. Please prepare the interviewing questions and act.
5. Task 4. I can do!
Encourage the students to say their hobbies and what they can do. Let them write it down.
Period 5
Do Weekly paper or Nan’an paper
七年级英语教案 篇5
一．教学目标：本单元主要学习日期的表达方式。通过围绕生日进行互相问答式的讨论，掌握英语表达年、月、日的单词和句型，能够熟练地谈论各种有关日期的话题，询问表达年龄的句型。可以询问节日的表达法。
二．语言目标：掌握以下句型
1．When is your birthday ? My birthday is November 11th .
2．How old are you ? I’m thirteen years old .
3．What events do you have at your school ?
We have an Art Festival each year .
4.Do you have a pop concert ?Sorry ,I don’t know .
5.When is the school trip ? It’s in April .
6.When were you born ? I was born in ….
三．学习策略：
角色扮演
自我评价
四．课时安排：
课时1： p47-p48 2c
课时2: p482d-p49
课时3: p50 Section B-p51 3b
课时4: p51 (4) groupwork-p52 selfcheck
五．教学步骤：
Period One
1. Showing the students a large calendar.
Teaching the words : when , January , February , March , April , May , June , July , August , September ,October , November , December.. birthday.
2. T: When is your birthday ?
S1: My birthday is -----
T: When is his /her birthday ?
S2: His /Her birthday is ----
Teaching : first , second , third , fourth , fifth , sixth , seventh , eighth , ninth , tenth , … , twentieth , thirtieth,twenty-first -----
3. Training the ordinal numbers together .
4. Listening to the tape recorder of 1a . The students try to remember the words of the months .
5. Listening to 2b conversations and number them 1-3.
6. Pairwork : Practise the conversations “When is your/his /her birthday ?” “…”
7. 2a. Listen to the recorder several times and repeat them.
8. Ss try to find the rule of the ordinal numbers and the teacher writes them on the Bb.
9. 2b,2c : Listen and match the names , months , days.
10. Homework: Workbook , Copy new words and setences.
Period Two
1. Duty report,
Review words of the months and the ordinal numbers .
2. T: When is your birthday ?---When were you born ?
S: My birthday is …. ---I was born in /on …
3. Help the students to learn the festivals of the year .
The students discuss them while the teacher write some of them on the Bb .
4. Pairs work : Practise “ When is your birthday ? / When were you born ? ’ How old are you ?…
5. 3a : Point out the conversations and read with students , practise“How old are you ?”
Point to the three ID cards ask questions about them .
6. 3b: Pairwork
First students make their own ID cards . Then pairs ask and answer.
7. Dictate the sentences .
8. Homework : Workbook , 评价手册 ,让学生制作家人生日卡。
9. If there is time , the whole class play games about birthday , age , name one by one.
Period Three
1. Let the students say out their family members’ names, birthdays , ages ,
2. Section B
Match the pictures and the events :
1. speech contest d
2. party c
3. school trip b
4. basketball game a
Teaching new words : speech , contest , party , school trip , basketball games , event, art , festival , pop , concert , chorus , lecture , music .
3. Listen and check the events above 1.
4. 2b : Listen again , fill in Joe’s calendar
Write 2b conversation on the Bb . Point to the calendar and show the September and October dates . Students listen to the recorder several times
And fill in Joe’s calendar
5. 2c : Ask two students to read the conversation to the class .
Students pairs do .
6. 3a Pair work
Ask students to do in pairs . Look at p51 3a and p97 , complete the schedule .
7. 3b : Practise the dialogue like the model : School Days , Art Festivals , Chorus Competition , Lecture , English Party .
Yes No I don’t
Know Month Do you like it?
School Day
Art Festival
Chorus
Competition
Lecture
Music Festival
English Party
8. Ask the students in small groups .
9. Ask the students to read the lists to the class .
10. Let the students copy these in their notebook .
11. Homework .
Period Four
1. P51 4 Group work : Write five things about yourself on a piece of paper . Another student will read to the class .
2. Have the students guess who the student is .
3. Self check
1.) Students remember the words
2.) Dictate the words
4. Write the words in the vocabulary builder by the students themselves .
5. Show the pictures of the famous people . Help the students to find their names and their birthdays
6. Home work : Students writing something about themselves including their names , ages , birthdays , the school events etc. .
七年级英语教案 篇6
No. 110 Middle School by Cao Yi
单元整体说明
单元教材分析
本单元主要通过谈论“家庭”的话题，学习“介绍人物、识别人物”，学生学会基本句型Is this/that your /her /his sister? Yes, it is/ No, it isn’t．进一步体会一般疑问句的用法；学会运用指示代词“This /That is my/your /her /his friend. These/Those are my/your /her/his friends.”介绍人物, 学会运用人称代词询问人物Is he/she your sister /brother?。通过以上几个方面的学习, 使学生能够以写信谈论照片、画Family tree的方式来了解家庭成员，学会用英语介绍、识别不同的家庭成员；既能促使学生丁解自己的家庭成员，增进家庭和睦，又能促进学生彼此之间的了解，增进友谊。本单元与第四单元衔接紧密：由本单元人物名词的单复数的学习过渡到第四单元的物品名词的单复数的学习井讨论“Where are the things?”。
单元知识系统（树）
Is this/that your/ her//his sister? Yes, it is. No, it isn't.
Are these/those your/her/his sisters? Yes, they are. No, they aren’t.
Is he/she your sister/brother? Yes, they are. No, they aren’t.
Are they your/her/his sister? Yes, they are. No, they aren’t.
单元总体目标
用Personalizing memorizing的学习策略，引导学生学习“介绍人物、识别人物”，进一步体会一般疑问句的用法，学会运用指示代词、人称代伺，培养口语交际的目标，增进家庭和睦，促进学生彼此之间的了解，增进友谊。
单元教学重难点一览
重点 难点
1. 复习词汇father mother boy girl brother this that you’re his her friend
2. 学习词汇parents grandfather grandmother grandparents sister these
Those he she they son daughter cousin aunt uncle great photo love soon very much
3. 句型Is this /that /he /she …? Are they/these/those …? 可数名词的单、复数。
单元学情分析
本单元的主题是不学习“介绍人物、识别人物”，运用Personalizing 和Memorizing的学习策略，使学生能够以写信、谈论照片、画“Family tree”的方式来了解家庭成员，增进家庭和睦，又能促进学生彼此之间的了解，增进友谊。
单元教学建议
采用Personalizing Memorizing和Role playing的学习策略，利用教学图片和制作多媒体课件展开课堂pair work, group work口语交际活动，引导学生学习“介绍人物、识别人物”，进一步体会一般疑问句有用法，学会运用指示代词、人称代词。
单元课时分配
本单元用3课时教学
Section A用1课时
Section B部分用1课时
Self check及阅读部分用1课时
Section A
教学内容
Section A (教材P13-15)
教学目标
知识与能力
Section A主要通过谈论“家庭”的话题，使学生学会“介绍人物、识别人物”的基本句型“Is this/that your/her/his sister? Yes, it is. No, it isn’t.”，进一步体会疑问句的用法；学会运用指示代词“This/That is my/your/her/his friend. These/Those are my/your/her/his friends.”介绍人物，学会运用人称代词询问人物。培养识别、判断能力。
过程与方法
采用personalizing和Memorizing的学习策略, 利用教学图片和制作多媒体课件来展开课堂Pair work, Group work口语交际活动, 引导学生学习“介绍人物、识别人物”，进一步体会一般疑问句的用法，学会运用指示代词、人称代饲。
情感态度价值观
通过谈论“家庭”的话题，使学生了解自己与他人的家庭、家人的一些信息，理解家人；能在英语交流中注意他人的情感；乐于接触并了解异国文化，激发学习的主动性和学习兴趣。
教学重、难点及教学突破
重点
通过谈论“家庭”的话题，使学生学会“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。培养识别、判断能力。
教学突破
使学生学会Personalizing和Memorizing的学习策略，展开课堂Pair work, Group work口语交际活动，谈论照片中的家人。
教学准备
教师准备
制作la部分的插图和人物对话的课件，或自己准备一幅全家福照片（最好是三代同堂），人物以动画片的形式呈现，将听力部分的内容插人，使学生学会“介绍人物、识别人物”的基本句型；同时复习单词father mother boy girl brother this that your his her friend, 学习词汇parents grandfather grandmother grandparents sister these those he she they son daughter
学生准备
复习单词father mother boy girl brother this that your his her friend, 学会“介绍人物、识别人物”的基本句型及personalizing和memorizing的学习策略。
教学步骤
(1课时）
一、第一教学环节：情境导入
教师活动 学生活动
1. 利用插图或实物卡片让学生将单词与图中人物相连复习一些单词、学一些生词。然后教师引导学习“介绍人物、识别人物”的基本句型 “This/That is my /your/her/ his friend. These/Those are my /your/ her/his friends.”
2. 让学生听录音，圈出录音中提到的人物。
3.按顺序讨论图中的家庭成员。 1. 将单词与图中人物相连复习一些单词、学一些生词。学习“介绍人物、识别人物”的基本句型“This/That is my/your/her/his friend. These/Those are my/your/her/his friends.”
2. 听录音，圈出录音中提到的人物。
3. 按顺序讨论图中的家庭成员。
二、第二教学环节：师生互动
教师活动 学生活动
1. 播放2a部分的录音让学生听，引导学生通过听录音熟悉家庭成员的称呼grandfather grandmother grandparent sister brother及姓名，完成2a, 2b部分的教学任务。
2. 引导学生谈论图中人物完成2c部分的教学任务（Is this Jeff? Yes, it is. No, it isn’t. It’s Dave.）。
3概括语法点。 1. 听2a部分的录音熟悉家庭成员的称呼grandfather grandmother grandparents sister brother及姓名，完成2a、2b部分的教学任务
2. 谈论图中人物，完成2c部分的教学任务（Is this Jeff? Yes, it is. No, it isn’t. It’s Dave.）。
3熟悉语法点。
三、第三教学环节：操练、巩固
教师活动 学生活动
引导学生填3a中的空, 然后练习3b中的
对话操练句型“Is he/she/ your sister /brother? Yes, he/she is. No, he/she isn’t.”。 填3a中的空；然后练习3b中的对话, 操练句型“Is he/she/ your sister /brother? Yes, he/she is. No, he/she isn’t.”。
四、第四教学环节：Group work
教师活动 学生活动
通过谈论从家中带来的照片，使学生学会“介绍人物、识别人物”的基本句型，体会一般疑问句的用法。培养识别、判断的能力。 通过谈论从家中带来的照片，学会“介绍人物、识别人物”的基本句型，体会一般疑问句的用法。培养识别、判断的能力。
本课总结
Section A的主要内容是：学习家庭人员的称呼名词:mother father parent sister brother grandfather grandmother grandparents friend；指示代词this that these those的用法；主格人称代词I he she they的用法；名词复数形式的构成和用法；复习Yes/No问句及其简单回答。
板书设计
Unit 3 This is my sister.
Section A
Words: parents grandfather grandmother grandparents sister these those he she they son daughter
Drills: Is this/that your/her/his sister? Yes, it is. No, it isn’t.
This/That is my/your/her/his friend. These/Those are my/your/her/his friends.
Grammar: Is this/that …? Yes, it is. No, it isn’t.
This is…. That is ….
These are …. Those are ….
问题探究与拓展活动
介绍自己的家庭（向同学或朋友）：到同学或朋友家里去拜访，和同学或朋友一起欣赏影集。在介绍自己家庭的时候，便会运用所学的句型：This/That is my… He/She is my … These/Those are my … They’re my …；教师也可让学生把照片带到课堂上进行介绍，然后让其他同学进行转述，又可练习所学过的句型：This/That is his/her … He/She is his/her … These /Those are his/her … They are his/her …。
练习设计
随堂练习设计
写出下列句子的复数形式。
1. This is my friend.__________________________
2. That is his parent. __________________________
3. Is she your sister?_____________________
4. Is this a photo? ________________________
5. No, she isn’t. ___________________________
Keys:1. These are my friends. 2. Those are his parents. 3. Are they your sisters 4. Are these photos 5. No, they aren’t.
个性练习设计
学会用英文称呼家庭成员：这一活动可设计为一个小组活动，通过此项活动不仅帮助学生学会爸爸、妈妈、爷爷、奶奶等家庭成员的英语表达方式，而且帮助学生学会更多的家家庭成员的名称。教师可先让学生在家里学着用英语叫爸爸、妈妈、爷爷、奶奶，然后想一想家庭成员还有谁，用英语怎样说？再让学生带一张自己的全家福照片或自己画的一幅照片，向全班同学介绍自己的家庭，学习和巩固家庭成员的称呼表达法；教师可准备一幅成员比较多的全家福照片，让学生进行介绍，学习所有的家庭成员称呼表达法
Section B
教学内容
Section B (教材P16~17)
教学目标
知识与能力
通过对家谱的了解使学生掌握家庭成员的称呼，并学习如何写介绍家人的短信。这一任务是前面所学的介绍家人的任务的升华，是将口语转化为书面语。先填写家庭树，复习有关的单词；再通过照片（自己的或同学、朋友的）让学生谈论，介绍照片上的人物；最后让他们将介绍的文字记录下来，便形成了短信。
过程与方法
采用Personalizing Memorizing和Role playing的学习策略，先是复习介绍家庭成员的名词；然后谈论照片，复习“介绍家人”的有关句型；再是阅读有关介绍家人的短信，掌握写信的基本格式和方法；最后是让学生自己根据照片学写短信。
情感态度价值观
通过写作练习，为自己或同学的全家福照片写一个介绍，运用所学知识；然后互相交流，取长补短。
教学重、难点及教学突破
重点
复习词汇father mother boy girl brother this that you’re his her friend
学习词汇parents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much
教学突破
先填写家庭树，复习有关的单词，再通过照片〔自己的或同学、朋友的）让学生谈论，介绍照片上的人物；最后让他们将介绍的文字记录下来，便形成了短文。
教学准备
教师准备
设计家庭树，让学生填写并复习有关的单词，然后谈论照片，复习“介绍家人”的有关句型，最后是让学生自己根据照片学写短信。
学生准备
通过对家谱的了解，掌握家庭成员的称呼并学习如何写介绍家人的短信及设计自己的Family Tree.
教学步骤
(2课时)
一、第一教学环节：情景创设，导入新课
教师活动 学生活动
1.引导学生了解家庭成员之间的关系
2.引导学生先填写家庭树，复习有关的
单词“grandfather grandmother sister brother son daughter cousin aunt uncle” 完成1部分的学习要求 1.了解家庭成员之间的关系。
2.先填写家庭树．复习有关的单词
“ grandfather grandmother sister brother son daughter cousin aunt uncle” 完成1
部分的学习要求
二、第二教学环节：师生互动，学习探究
教师活动 学生活动
1. 播放2a部分的录音，引导学生一边听录音，一边勾出所听到的形容词，完成2a部分的教学任务
2. 再播放2a部分的录青，引导学生根据所听到的内容判断录音内容谈
论的是哪幅画完成2b部分的教学
任务心
3. 引导学生进行Pair work活动．根据示例谈论2a部分所提到的活动，正确实用家庭成员的称呼，完成2c部分的教学任务
4. 引导学生阅读3a部分的信，要求学生画出信中的人物，熟悉家庭成员的称呼并理解其含义，完成3a部分的教学任务。
5. 引导学生先看全家福，再介绍照片中的人物，完成3b部分的教学任务。要求学生正确使用家庭成员的称呼。
6. 引导学生写出自己全家人的称呼，要求学生正确使用家庭成员的称呼，完成3c部分的教学任务。 1．听2a部分的录音，，边听录音，一边勾出所听到的形容词完成2a部分的教学任务。
2. 再听一遍2a部分的录音，根据所听到的内容，判断录音内容谈论的是哪幅画，完成2b部分的教学任务。
3. 迸行Pair Work活动, 根据示例谈论2a部分所提到的活动, 正确使用家庭成员的称呼，完成2c部分的教学任务
4. 阅读3a部分的信，画出信中的人物, 熟悉家庭成员的称呼并理解其含义，完成3a部分的教学任务。
5. 先看全家福，再介绍照片中的人物，完成3b部分的教学任务。要求正确便用家庭成员的称呼。
6. 写出自己全家人的称呼，要求正确
使用家庭成员的称呼．完成3c部分的教学任务。
本课总结
复习指示代词：this, that, these, those的用法；复习主格物主代词；I, he, she. They的用法；复习Yes/No文具极其简单回答；复习和巩固名词复数形式的构成和用法；学习书写英文信件并能用书信介绍自己的家庭。
板书设计
Unit 3 This is my sister
Section B
Words: parents grandfather grandmother grandparents sister these those he she they son daughter cousin aunt uncle great photo love soon very much
Drills: Thanks for …. This is…. That is…. These are ….
Grammar: this, that, these, those, I, he, she, they
问题探究与拓展活动．
如何书写英文书信：英文书信是一种使用十分广泛的应用文，是学生必须要掌握的知识和技能。本部分初步涉及英文书信的写法。教师可先介绍传统的英文书信的格式和写法，然后再联系到目前一种比较流行的书信形式，也就是e-mail (电子信件），学生比较感兴趣，教学的效果应十分明显。
练习设计．
个性练习设计
给一位笔友写信，介绍自己的家庭：给自己的朋友写信应该是中学生必须具备
的一种能力．同时练习写信也可巩固和运用所学的知识。这项活动可设计为小组活动．通过这项活动使学牛华会以正确的英文格式给朋友或家人写信。教师可先准备一封寻找必友的来信，让学生根据来信写一封回信，介绍自己的家人并贴上相片，也可画画；再让学生在小组中交换信件、读信，大家一起改错，互相学习。
Self Check
教学内容
Self Check（教材P18)
教学目标
知识与能力
复习词汇father mother boy girl brother this that you’re his her friend parents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much
巩固一般疑问句．指示代词．人称代词的用法，培养口语交际的目标。
过程与方法
运用personalizing Memorizing和Role playing的学习策略。在复习教学中，运用听写、提问、对话演练与俭测，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。
情感态度价值观
增进家庭和睦，促进学生彼此之间的了解，增进友谊。
重难点
复习词汇father mother boy girl brother this that you’re his her friend patents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much
教学突破
通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知进行交际活动。
教学准备
教师准备
制作能显示本单元重点词汇和句型的单词图片；设计课后巩固练习的幻灯片。
学生准备
复习所学词汇、句型和语法内容，并进行适当的总结、归类。
教学步骤
(3课时)
一、第一教学环节：情景创设，导入新课
教师活动 学生活动
引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成l部分的教学内容。 进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成1部分的学习要求。
二、第二教学环节：师生互动，学习探究
教师活动 学生活动
1．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成2部分的学习要求。
2．引导学生根据图画内容完成对话，并复习所学的目标语言，完成3部分的教学内容。 1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成2部分的学习要求。
2．根据图画内容完成对话，并复习所学的目标语言，完成3部分的学习要求。
三、第三教学环节：合作交流，巩固提高
教师活动 学生活动
引导学生进行Just for fun!游戏活动，复习、巩固所学的Is this／that your／her／his sister? Yes，it is．No，it isn’t．等句型和语法知识。 进行Just for fun!游戏活动，复习、巩固所学的Is this／that your／her／his sister? Yes，it is．N0，it isn’t．等句型和语法知识。
本课总结
通过单词检测．对话练习和游戏等一系列复习手段对所学知识进行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是灵活运用的能力；同时教授学生personalizing Memorizing的学习策略。
板书设计
Unit 3 This is my sister
Self check
Words: father mother parents grandfather grandmother grandparents boy girl brother sister friend son daughter cousin aunt uncle this that these those you’re his her she they
Drills: Is this/that-？Yes/No-
练习设计
随堂练习设计
阅读理解。
根据短文内容判断正误，正确的写T，错误的写F。
My name is Helen. I am twelve. I'm a schoolgirl. I study Chinese. I like Chinese very much.. My family lives in Chicago (芝加哥) . We have four rooms. My family is not his. We are five- grandfather, father, mother, sister and I. My little sister, Jane is only six years old. She doesn’t go to school. My mother is very beautiful and my father is cool. My parents work in Chicago. My grandfather is old and he doesn’t work. I love my family very much.
( )1. Helen is a school girl of twelve.
( )2. There are four people in her family.
( )3. Her sister is also a school girl and she is six.
( )4. Her parents work in New York.
( )5. Helen’s mother is beautiful.
( )6. Helen’s grandfather is old but he still works.
( )7. Helen loves her family.
( )8. Helen studies Chinese in to China.
Keys: 1-5 TFFFT 6-8 FTF
个性练习设计
活动内容 采访：了解同伴的家庭和朋友。以一名记者的身份采访你的一个同伴，了解他／她的家庭和朋友。在班主汇报采访过程和结果。
根据汇报的效果评选出“优秀记者”。
