认真准备好教案可以帮助我们更好地规划和安排学习活动，提高学生的学习动力和参与度，教案需要帮助根据学生的学习需求来制定，以下是淘范文小编精心为您推荐的人教版七上英语教案7篇，供大家参考。

人教版七上英语教案篇1

一、教学目标

1、语言知识

did you …？

yes,i did./no,i didn’t.

2、语言技能

能运用did you …？句型询问对方是否做过某事，对方根据具体情况作出应答yes,i did./no,i didn’t.培养学生在具体情景中正确运用该语言的交际能力。

3、情感态度

培养学生团队协作能力和与他人合作的精神以及用英语做事情的基本技能，激发学生竞争意识。

4、学习策略

培养学生积极与他人合作，主动学习，积极运用英语进行表达和交流，与同学共同完成学习任务的能力。

二、教学重难点

能熟练运用did you …？句型对过去发生的事情进行推测。

Ⅰ.warm-up

1.came:

①教师快速出示动词或动词词组，让学生快速做出该动作。

②让学生从另一组动词过去式中找出与图片配对的单词，学习和巩固不规则动词过去式。如：go-went, meet-met, run-ran, buy-bought, eat-ate, see-saw.

2.free talk用“旅游日记”或“假期影集”与组员谈论假日生活。

如：where did you go on vacation?

what did you do?

did you……?

when did you come back?

Ⅱ.pre-task【任务呈现——最快乐的一天】

1、教师出示提前收集的名胜风景区明信片，提问：“did you go to ……？” did you see……? did you buy……？

2、教师出示英国伦敦的名胜风景区明信片，提问：“where did lingling go?”学生回答：“london”.教师问：“where did she go？what did she see/meet/buy?”学生回答后，教师引出课文活动5的歌曲：“listen to a song from amy”，学唱歌曲。

3、[任务呈现]——寄一张风景明信片给你的朋友

教师展示伦敦明信片，并介绍：“this is from amy to daming.what did she say? let’s go and see.then please write about your yesterday to amy or your friends.”让我们一起瞧一瞧怎样写明信片呢？

Ⅲ.while-task【任务实施】

1、播放课文录音，并让学生回答课文活动的问题。

2、让学生再听一遍录音，并勾出dear, love, went to the park, met john, bought ice creams, went home, ran to the bus, dropped,并请学生跟读。

3、[活动]——talk课堂活动用书out your yesterday

师：“can you write about your yesterday to amy? what did you do?”学生答：“i watched tv ./i played computer games./…”师问：“did you go to school? did you walk to school?/…”

4、小记者采访

同桌两人一组，用活动3的问题采访同桌，了解对方的生活。

5、完成活动6的游戏

6、完成活动用书

练习1，了解小明上周的生活。

Ⅳ.post-task【任务展示——最快乐的一天】

①学生四人一组展开活动，轮流讲述自己快乐的昨天，用过去时描述自己做了哪些事情。学生进行信息交换，评选出最快乐的一天向全班汇报。

②教师介绍daming’s letter ——写给amy的回信。

“i met our chinese teacher by the river yesterday.she walked with her cat.then we saw a rabbit and a hen .they played with an apple.”

板书chinese, teacher, river, rabbit, letter, hen, cat, apple,让学生读出单词、听录音思考并回答划线处的发音;然后完成课堂活动用书练习3，请学生边听边划出每组单词中有着特定发音的字母或字母组合。

v．homework【作业超市】

1、朗读课文，表演对话。

2、完成课堂活动用书练习4和练习5。

选做：

1、给lingling回信，介绍自己最快乐的一天。

module 2 shopping unit 1 how many do you want?

人教版七上英语教案篇2

一、教学内容简述

小学英语（pep）三年级下册unit3 part a let's talk部分，主要通过情景会话，让学生学习询问别人看见多少样东西以及如何赞美别人的东西，并且在实际情景中灵活运用。

二、教学设想

（一）教学目标：

1、学生能听懂并在情景中灵活运用句型：how many...can you see? i can see..从而提高学生运用语言的能力。

2、学生能够灵活运用交际语，并在教学活动中进行拓展练习。

3、培养学生用新语言做事情的兴趣及与他人合作的意识。

（二）教学重点难点：

本课的教学重点与难点就是熟练掌握句型how many..can you see? i can see...

(三）教学准备

录音带、铅笔，风筝等实物，动物图片，头饰、单词卡。

三、教学流程

step 1:warm up

greetings

t:good moring boys and girls

s:good moring mr liu

t:how are you?

s:fine thank you

t:i am fine too.

step 2:pressentation

1、从猜数字游戏中自然引出“how many"

2、出示事先准备好的实物。

t：look! how many pencils? how many books.. s:1——15

t:how many 后面词有什么特点。

s：名词复数...

3、找一名学生做助手，利用how many进行对话。 t：hello

ss: hello!

t:how many pencils

ss:two

t:ask your friend, ok?

(全班进行操练）

step3: study"let' talk"学习对话。

1、出示风筝：

t：what is this ? is it beautiful?

s:yes

t:beautfuil!

t:let us look at this picture.

2、教师用自问自答法导入对话。

3、放录音，学生跟读，教师领读。 step4: practice。

1、同桌练习对话。

2、两人一组对话。

3、引导学生观察教师里的东西，让学生进行练习对话。

教学反思：

（一）、成功之处

在教学中，我遵循以学生为中心，以兴趣为支点，以交际为目的的原则 ，开展教学活动，整个活动，让学生在情感中感知，在活动中训练，在实际中交际，在任务中运用。学生始终处于积极参与的状态之中。在教学中，我注意引导学生丰富多彩的活动中主动学习，创造性地学习，并且面向全体学生，实现了在玩中学，学中玩的教学理念，并且利用图片、实物等多种形式营造学英语的氛围，调动学生多种感官，在情境中感知，在兴趣中运用所学知识和学习新知识。在教学中通过设计多样的教学活动，不但激发了学生的学习兴趣，培养了学生积极的态度，而且还培养了学生一定的语感，使他们形成了用英语进行交流的能力。学生们通过表演很好的发展了学生的表演能力为学生非智力因素的培养打下了坚实的基础。

（二）、不足之处

1、在整堂教学中，部分后进生表现不够积极。

2、环节的过渡语言组织也不够到位，给人的感觉跳跃性很大，让人听起来很不舒服。

（三）、改进措施

在以后的教学中 ,我要多关注学生的学习方式和思维方式，根据不同内容采取不同的呈现方式，做到因材施教。

人教版七上英语教案篇3

教学目的和要求：

１、能听懂晦朔本课的会话。

２、能听说读写单词 pencil， pencil—box。

３、能正确读出字母“o”在开音节中的读音和闭音节中的读音。

教学重点：

能听懂晦朔本课的会话。

教学难点：

能正确读出字母“o”在开音节中的读音和闭音节中的读音。

教学步骤：

第一课时

一、复习

１、组织学生唱一首学过的歌曲。

２、检查第3课的会话和四会掌握的单词。

３、请一对学生表演第三课对话。

二、介绍新语言项目与教学方法

a．词汇教学

本课四会掌握的单词有pencil和pencil—box。pencil一词时生词，教法如下：

１、教师出示一支钢笔，问学生：what’s this in english ？学生回答：it’s a pen。教师再出示一支铅笔，问学生：what’s this in english？ 若学生不能说出，教师给予回答：it’s a pencil 。让学生跟教师重复pencil，a pencil，it’s a pencil 然后把pencil写在黑板上。

２、让学生口拼pencil一词，边口拼边书空。然后在练习册上摹写。

３、教师出示一个新的铅笔盒，问学生：what’s this in english？学生回答后，教师说：yes， it’s a pencil—box。 it’s a new pencil—box。把new一词说得口气重些。

４、教师带读it’s a new pencil—box。数遍。

５、让学生口拼pencil—box一词，并边口拼边书空，然后在练习册上摹写。

b．会话教学。

１、教师拿出一支新的钢笔，对学生说 i have a new pen。 并把这句话写在黑板上，让学生朗读。然后教师把“pen”一词擦掉，让学生用这一句型完成句子，i have a new ……，启发学生使用学过的词如：book， bag， ruler等词，当学生说：i have a new pencil—box时，教师走过去

说：oh， good 。may i have a look？

２、让学生跟教师重复： may i have a look？ 和 oh， good。 may i have a look？

３、教师和一个学生进行对话。教师拿出新铅笔盒，对学生说i have a new pencil—box。 启发学生和教师对话：oh， good 。may i have a look？ 这时教师说：certainly。 here you are。

４、同桌两人练习会话，要求学生做会话表演。

５、学生与教师会话，找一个学习好的学生和教师一起进行会话表演。

６、让学生跟教师重复 may i use it？ 和sure。 让学生同桌两人利用文具等实物练习以上的对话。

７、听课文会话录音。

第二课时

c．语音教学

１、教学准备：把本课中read and listen部分的单词按课本上的形式做成两列火车图片。

２、教师将一列火车贴在黑板上，同时对学生说：try to read the words yourselves。

３、找2—3个学生朗读单词后，全班学生齐读。启发学生总结字母“o”的发音。

４、听语音练习录音。

三、兴趣活动

１、教师发出指令：show me your pencil， please。

２、学生根据指令举起铅笔。

３、教师让集体或个人口拼单词：spell the word “pencil” ， please。口拼正确的加分。可拼以下所学四会单词：pen， pencil—box， book， ruler ，bag， cap 等。

四、课堂练习：

１、听音画画。

内容：

1）draw a pencil， please。

2）please draw a pen。

3）draw a ruler， please。

4）please draw an apple 。

5）draw a pencil—box， please。

２、读和写。

五、家庭作业

读课文三次，抄写四会单词五次。

人教版七上英语教案篇4

一、教学目标：共一课时

a.知识目标：

1.掌握三会词汇：book chair desk

2.学会问候语“how are you? i’m fine, thanks. ”。

b.能力目标：

1.能熟练演唱歌曲“how are you?”，演唱流利，发音准确。

2.会使用句子“what’s this?”来问自己不知道的东西，并能够用“it’s a…”回答。

c.情感目标：

让学生礼貌的同他人打招呼和问候，做个懂文明讲礼貌的好孩子。

二、教学重点：

1.新单词：三会(会听、会说、会认)：book chair desk

注意：desk是指书桌或是办公桌，而在日常生活中常用的桌子要用table

2.新句型：(会听、会说)：

what’s this? it’s a ________.这是什么?这是________。

how are you? i’m fine.你好吗?我很好。

三、教学难点：what’s this? it’s a ________.这是什么?这是________。

四、教具、学具：cai课件，录音机，图片

五、教学流程：

class opening

greeting

1)教师用“hello / hi!”问候全班，要求学生回答“hello/hi!”

2)教师同学生做手偶游戏，进行“what’s your / her / his name?”的对话。

new concepts

1、listen a song：

a、教师可以先自导自演一段对话，如：

a:hello

b:hi!

a:what’s your name ?

b:my name is ________.

a:oh, how are you?

b: i’m fine.

然后反复强调最后这两句话，在激起学生的好奇心后，教师可以直接告诉学生这两句话的意思，并告诉他们这两句话的运用环境。在学生理解后就可以播放歌曲了。

教师播放歌曲“how are you?”。再利用歌曲中的课件展示一遍这组对话，让学生充分的加以理解。之后让学生两人一组，鼓励他们之间进行对话模仿练习。

b、利用实物教授book chair desk在学生理解这几个单词的意思后引出对话：what’s this? it’s a ________.

2. practice：

1)i ask , you answer

教师在教室里来回走动，随意指着一本书、一张桌子或一把椅子询问“what’s this?”，学生来回答。教师可以快速指出物品或出示图片，由于小学生竞争好胜的意识比较强，这样就可以锻炼学生的反应能力，调动他们参与活动的积极性。

2)play a game“stop,go”

把学生分为几组，先由一个小组来进行。此小组的几名学生低头来回走动，教师喊“stop!”，示意学生停下来，同眼前的学生进行问候，练习对话“how are you?”。

3)sing a song

两个环节的游戏过后，让学生放松一下，师生同唱这节课学的歌曲“how are you?”从而调动每一个学生参与的积极性。

3、 make dialogue：

教师引导、鼓励学生每天见面的时候说问候语，久而久之就能很自然的脱口而出了。

class closing

goodbye!

人教版七上英语教案篇5

教学目标

to learn to talk about kinds of music

to learn to read about bands

to study the attributive clause (in/ for/ with/ by+which/ whom)

to learn to write an e-mail

教学重难点

to study the attributive clause (in/ for/ with/ by+which/ whom)

to learn to write an e-mail

教学工具

课件

教学过程

i. warming up

warming up by describing

good morning, class. today we are going to talk about an interesting topic --- music. as we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. listening to music also makes people feel happy and nice. how many do you know about music? can you tell about different kinds of music? now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. see if you can guess which music matches with which picture.

warming up by discussing

hi, everyone. do you like music? how much do you know about music? can you tell about the different kinds of music? please turn to page 33. look at the pictures. let’s listen to some music. let’s see if you can guess which music matches with which picture.

classical music country music rock ‘n’ roll

rap orchestra folk music

yes, you are right. i’m sure you will really enjoy yourselves after listening to all these beautiful music. what kind of music do you like better, chinese or western, classical or modern? why? how does music make you feel? why do you like to listen to music? let’s discuss these questions in small groups. try to share your opinions with one another.

ii. pre-reading

1.thinking and saying

have you heard about any of the famous bands in the world? list some if you can.

for reference: i’ve heard about “the beatles”, “back street boys”, “the eagles”, “west life” and “pink floyd”.

2.listening, talking and sharing

let’s listen to some pieces of music from different bands. work in groups of four. tell your group mates which band you like best. why? then the group leader is to stand up and share the group idea with the class.

for reference: i am from group 1. our group likes “the beatles” best. we like their style of performances. listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

do you know anything about “the monkees”?

for reference: “the monkees” is a band that was first popular in the 1960s in america. unlike most bands of the time, the monkees were not formed by its members but rather by tv producers. they were a fictional band in the tv show of the same name. the band was composed of mike nesmith, mickey dolenz, davy jones, and peter tork. all the members had some musical experience. let’s come to the reading --- the band that wasn’t and find more about them.

iii. reading

1.reading aloud to the recording

now please listen and read aloud to the recording of the text the band that wasn’t. pay attention to the pronunciation of each word and the pauses within each sentence. i will play the tape twice and you shall read aloud twice, too.

2.reading and underlining

next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.

collocations from the band that wasn’t

dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a tv show, play jokes on…, be based loosely on…, the tv organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

3.reading to identify the topic sentence of each paragraph

skim the text and identify the topic sentence of each paragraph. you may find it either at the beginning, the middle or the end of the paragraph.

1st paragraph: how do people get to form a band?

2nd paragraph: most musicians meet and form a band.

3rd paragraph: one band started as a tv show.

4th paragraph: “the monkees” became even more popular than “the beatles”.

3.reading and transferring information

read the text again to complete the tables, which list how people formed a band and how the monkees was formed by the tv organizers and became a real band.

how do people get to form a band?

members high school students

reasons they like to write and play music.

places they practice their music in someone’s home.

forms they may play to passers-by in the street or subway.

results they can earn some extra money. they may also have a chance to dream of becoming famous.

how was the monkees formed and became a real band?

the monkees in 1968 (left to right): micky dolenz, peter tork, mike nesmith & davy jones

beginning of the band it began as a tv show.

style of the performance they played jokes on each other as well as played music.

first music and jokes most of them were based loosely on the band called “the beatles”.

development of the band they became more serious about their work and started to play their own instruments and write their own songs like a real band. they produced their own records and started touring and playing their own music.

changes of the band the band broke up in about 1970, but reunited in the mid-1980s. they produced a new record in 1996, which was a celebration of their time as a real band.

4. reading and understanding difficult sentences

as you have read the text times, you can surely tell which sentences are difficult to understand. now put your questions concerning the difficult points to me.

iv. closing down

closing down by doing exercises

to end the lesson you are to do the comprehending exercises no. 1, 2, 3 and 4.

closing down by having a discussion

do you think the tv organizers were right to call “the monkees” a band when they did not sing or write their own songs? why?

for reference: i don’t think the tv organizers were right to call “the monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

do you agree that the jokes were more important than the music for this band? give a reason.

for reference: yes. i think it is the jokes that really attract more fans.

no. i think the purpose of forming a band is getting people to enjoy the spirit of music. it’s more important than playing jokes just to make people laugh.

closing down by retelling the form of the band the monkees.

i shall write some key words and expressions on the board. you are to retell the form of the band according to these words.

课后小结

学了这节课你有什么收获?

课后习题

完成课后习题一、二。

板书

unit 5 music

人教版七上英语教案篇6

一、教学目标

在本节课结束时，学生将能够：用正确的语言谈论如何学习；用by+doing的结构描述自己的学习方式；能够就英语学习与他人进行简单的口语交流。

知识与能力：

通过本课学习，用目标语言谈论如何学习英语，就英语问题进行简单的沟通，同时在与他人的合作与交流中帮助他人，树立自己学习的信心。

过程与方法：

采用小组合作探究、听力练习、对话练习、猜测问题和角色互换的学习策略，利用视频、ppt和制作课件等来展开课堂教学环节等，进行“询问和谈论学习方法、解决困惑”的课堂教学和练习。本单元的教学法建议：短语教学——采取情景引入展开启发式的教学方式，让学生在思考中输出自己的语言，并在句型中学会运用；语音教学——让学生进行听对话并跟读听力材料；口语教学——采取对话练习和角色互换对学生进行教学；听力教学——采取听音配对、听音打钩和听音对应等的方式进行听力教学和听力技巧指导；口语教学——通过创设情境让学生进行对话练习和角色互换活动，来进行语言的输出。

情感态度与价值观：

通过参与课题教学活动，增进同学之间的了解和友情，并在交流中了解英语学习的方法，建立学习英语的自信。

二、教学重难点

教学重点：

学习并掌握how do you study.。.？ i study.。.by 。.。.等相关句型和词汇。

学习并掌握用by + doing 结构表达方式方法。

教学难点：

学习并用丰富的语言描述英语学习的方式和方法。

三、教学策略

短语教学——采取视频引入话题然后进行启发式教学，并在对话中运用；语音教学——让学生跟读听力材料进行模仿式操练；口语教学——采取pair work 和role- play问答式的口语交际活动或小组活动互相操练；听力教学——采取采取听音配对、听音打钩和听音对应等方式语法教学——通过模仿听力材料进行对话练习，在教师的纠正中培养正确的by+doing的结构意识。

四、教学过程

人教版七上英语教案篇7

教学目标：

知识与技能：能够听懂、会说、会认读单词：man, father, dad。

过程与方法：能够听懂、会说、会认读句型：who’s that man? he’s my father./ hi, dad.并能够在具体的语境中灵活运用。

情感态度与价值观：能够听懂指令，按照指令的要求完成point and say的内容。

教学重点：

掌握三个单词和句子。

教学难点：

能够理解和运用句型：who’s that man? he’s my father./ hi, dad.并能够听懂、会说、理解句子：this is my friend, amy.

教学准备：

照片，词卡

教学过程：

step1 warming up revision

a song” who is she?”（网络素材）。 a song “boy and girl”.’s chant:p8.

my friends.引导学生介绍自己的朋友。如：hi, i’m ’m from chin is my friend, ’s a ’s a ’s from china/ the uk/ canada/ the usa/ australia. step2 presentation practice

1.以旧带新，学习新知（let’s talk）

(1)教师：呈现mr jones,问：who’s he?引导学生答：he’s mr jones.教师：mr jones is a man.

(2)学习单词man,并扩展woman对比进行学习。

2.词融于句，巩固新知

活动1：呈现男教师的照片，让学生练说: mr… is a man.

活动2：呈现男明星的照片，让学生练说：如yao ming is a man. and learn

(1)呈现教师自己爸爸的照片：look, that is a ’s that man? can you gu?教师出示答案：he’s my father.

(2)学习father,并扩展mother对比学习。

(3)对比father和dad的用法，并扩展mother和mom对比学习。

(1)呈现对话动画。

(2)跟读对话，呈现新句型。

(3)教学句子：who’s that man? he’s my father.

(4)学生小组表演对话。

step3 extension consolidation

a song:”father and mother”.

and say:同桌合作练习图中的对话。

ing game:

收集学生的爸爸照片，让学生猜一猜：who’s that man?是谁的爸爸，谁就快速回答：he’s my father.

4.完成作业本相关作业。

step4 summing up

总结本课的三会单词man,father, dad.

总结本课的三会句子：who’s that man? he’s my father.

背诵对话。

板书设计

unit2 my family ’s talk

who’s that man?he’s my father. man father dad