作为一位无私奉献的人民教师，编写教案是必不可少的，编写教案有利于我们弄通教材内容，进而选择科学、恰当的教学方法。熟读唐诗三百首，不会作诗也会吟，如下是可爱的小编给大伙儿找到的6篇七年级上册英语教案，仅供借鉴，希望可以帮助到有需要的朋友。

七年级英语上册教案 篇一

第1课时Unit3Thisismysister.

SectionA1a—2d

教师寄语：Onecannotputbacktheclock.时钟不能倒转

学习目标：1.掌握本节课的13个单词。

2.初步介绍一下复数的概念。

3.学会运用介绍人的句型：This/thatis...以及these/thoseare

和询问人的句型Isthis/that...

学习重难点：掌握指示代词this/these,that/those的用法

学习过程：

一、自主学习

学习任务一：熟练掌握本节课的词汇。

1.个人试读，组内相互纠正发音。

2.老师领读，学生自己纠正自己的发音。

3.自己读并记住汉语意思，组内检查。

4.小组竞赛，看谁记的多而快。

5.认真观察1a的图片，将单词与图中的人物搭配，小组讨论并核对答案。

6.听录音，完成1b,小组核对答案。

学习任务二：1.听录音，完成2a.2b,小组核对答案。

2.介绍家人，引入复数的概念。

Thisismyf________,andthisismym________.Theyaremyp_________.

把下列单词变为复数形式。

mother—__________father—_________brother—_________sister—________

friend—___________grandfather—____________grandmother—____________

总结名词变复数的规则：______________________________________

不规则变化this—__________that—_________is—__________

学习任务三：熟练运用介绍人的句型：This/thatis以及These/thoseare和询问人的句型Isthis/that┅

1、看图片1a,引入：ThisisDave.Thisishissister.

2、用Thisis┅Theseare┅句型依次介绍Dave的其他家人。

3、小组竞赛看谁介绍的最多。

二、合作共建

小组讨论：远处的。人应如何介绍？

三、系统总结

总结如何介绍自己的家人。

四、诊断评价

(一)英汉互译

hisfriends___________theseboys___________hergrandmother____________

你的父母亲___________他的妹妹们____________那些女孩们____________

(二)选择

1.Thesearemy_______________.AfatherBmotherCparentsDparent

2.This______ZhaoLin,MissBrown.

AisBareCamCyour

3.Thisis_______apple.Thoseare___________.

Aa,bananaBan,bananaCan,bananaDa,bananas

(三)用单词的适当形式填空。

1.Look,thisis_________(I)mother.

2.Thesearehis________(parent).

3.Hisfather_____(be)ateacher.

4.Myfriends_____(be)students.

【中考连接】(四)据句意和汉语填空。

1.Myfatherandmymotheraremy_________.

2.Thisismysister.______nameisMary.

3.Whatarethese?Theyare________.(苹果)

4.Thosearemy_________(弟弟们).

5.Yourmother'smotherisyour__________.

(五)汉译英

1、这些是你的朋友吗？

Are________________________________?

2、那些是他们的尺子吗？不，不是。

__________________their__________?

No,_______________.

五、课后反思

通过本节课的学习，我的收获是_________________________________.

感到自己有待加强的____________________________________________

初一上册英语的教学设计 篇二

Lesson 96 教案

一、 教学目标：掌握过去进行时态的用法

二、教学过程：

Step 1 Revision

(学生活动)利用图片或照片复习过去进行时的用法。 (录像演示)通过情景复习过去进行时表达一个过去某个时间所发生的动作。

Step 2 Listening

(声音课件展示)让学生边听边完成听力练习 Step 3 Read and say

(学生活动)根据不同的职业特点，让学生选择最好的答案来回答警察的问话。

(录像演示)情景演示警察调查案件时询问每个人的情景，运用过去进行时来表达当时发生的动作。观看后教师可让学生写对话并表演出来。

(学生活动)提供一个案情，让学生来表演过程。 Here is another situation for the students to practise. A very famous drawing was stolen in the art gallery last night. You are trying to find out who did that. You can ask the question “What were you doing at nine o’clock last night?” After everyone has answered the question, the class discuss together,

“Who do you think stole the painting from the gallery? Why?”

Step 4 Read and talk

(展示)

Read the table about what David was doing at different times yesterday, then ask and answer in pairs.

(录像演示)情景演示询问过去某个时间点正在进行的动作，看后让学生进行模仿练习。

Step 5 Writing

通过图片展示昨天一天的主要活动，让学生描述每个不同的时刻正在发生的动作。然后让学生用过去进行时描述自己昨天的一天的活动。

Step 6 Reading

(录像演示)情景演示关于邻里关系的幽默故事，回答：How do you think the neighbour wasn’t a good neighbour? (课件演示)让学生跟读此篇幽默故事，回答下列问题：

1. Why were Masha and Sasha tired of Misha?

2. What did Masha borrow today?

3. Did Sasha want to lend him?

4. How did Sasha do?

5. What do you think happened at last?

6. What will you do if you were Sasha?

Step 7 Discussion

Discuss what a person should or should not do in the neighbourhood.

Step 8 Checkpoint

(录像演示)总结归纳过去进行时的用法、构成及其陈述和疑问句式。

三、课堂练习：

完成下列句子。

1.司机正开车去天津。

The driver______ ______ _______ ______Tianjin.

2.他们厌倦了这项工作。

They______ _______ ______ ______the work.

3.他决定礼貌地拒绝他。

He ______ ______ ______ him politely.

4.我需要一把花园剪刀。

I need ______ _______ ______ ______ _______.

5.我们整天将在花园工作。

We'll______ _______all day in the garden.

答案：1.was driving a truck to 2.were fed up with

3.decided to refuse 4.a pair of garden scissors

5.be working

四、作业(任选一题)

1. Write about what David was doing at different times yesterday. Begin like this “David had a busy day yesterday. He was having an English class at eight o’clock in the morning. . . .”

2. Finish off the workbook exercises.

3. Write a short passage about what you were doing at different times yesterday.

初一上册英语的教学设计 篇三

T: Today Let’s learn Lesson 6 Word Fun

First, Let’s say a chant OK?

Ss: OK!

(Say the chant>)

(学生不受任何限制，随着欢快的chant说唱并自由发挥动作)

T: Wonderful! Do you like balloons?

Ss: Yes

T: Now, Look! What are these?

Ss: These are balloons

(T继续指教室内的门、窗、椅子、铅笔等物品问：What are these?复习复数句型These are„„) T: And what are these?

(教师指拿出的四个气球)

Ss: These are balloons!

T: I have four balloons, I want to make two large, Help me, OK?

(教师找学生将其中的一个气球吹大，在吹的过程中T不断的做变大的手势并说：large large„„让学生理解该词的含义)

T:拿着那个大气球示意：Now it is large! Follow me“large”

(教师出示large的卡片并贴到黑板上，引导学生学习该单词)

T: Can you sing?

Ss: I can sing!

T: la~la~la~la~la~large!

(教师通过歌曲的形式引导学生操练该单词)

T: Now Let’s make the other one large OK?

(T找另外一个学生吹气球，示意学生一起为他加油说：large„„)

T: Look! It’s large now. This is large, This is large. These are large

(教师先一手举一个气球说单数的句子，再把两个气球合到一起引出复数句型的操练，然后把大气球贴到黑板上，让学生由慢至快的读句子)

(教师给说的好的学生奖励奖章，引导学生说出奖章上的物品和物品的特征：Elephants are large animals, so we can say:“These are large”利用奖章的形式将所学单词：large加以巩固和运用)

T: Kids tell me how to make the two balloons small? Do you have an idea?

(教师找学生通过给气球放气使气球变小，引出学习：small)

(利用音标与单词相结合的方式进行chant的操练：/s//s/small„„)

T: Let’s do a chant with these four balloons OK?

(教师与学生一起做chant,并指着黑板上的四个气球：large large These are large; small small These are small)

T:你能说一说你在日常生活中见到哪些东西是large的？哪些又是small的？

Ss:„„(学生举手说出自己生活中常见的大小事物)

T: Can you remember the chant:”Two Balloons”This time let’s change the words(教师把刚才的chant进行了换词，换成了刚刚学过的知识：large和small)

Ss: These are large balloons large balloons. ~peng! pa! Oh no!

These are small balloons small balloons. ~peng! pa! Oh no!

I have no balloons no balloons~

(教师配合chant中的内容将黑板上的大小气球分别扎碎)

T: Don’t cry my kids.

I have another balloons, Look!(教师拿出六根长气球)

T: But these are not large or small, these are long.

(教师用手势让学生理解该单词的意义并引出学习单词“long”，出示板书并学习)

T:/l//l/long/l//l/long

Ss:„„

T: Say the word as long as you can

Ss: long~~~~~~~~~~~

T: Let’s do a chant: Look at me: /l//l/long/l//l/long These are long long, These are long Ss:„„

(教师带领孩子拍手做该chant，并越做越快)

T: So clever! But if I want so me short ones, What should I do? Do you want to have a try? (教师用手势让学生理解short这个词的意思并发给每个小组一个气球让学生用自己的智慧将长气球变成短的)

Ss:„„

T: OK, Good job! Now these are short, Let’s count how many short balloons here

(教师让学生通过一遍遍的读short来数出每组短气球的个数，出版书并操练该单词)

T:你能说一说你在日常生活中见到哪些东西是long的？哪些又是short的？

Ss:„„(学生举手说出自己生活中常见的长短事物)

T: Well done! Can you find large or small, long or short thing sin our classroom?

Ss:„„

T: Excellent! I have a magic box, What are on the box?

Ss:„„(读出盒子四面的单词：large/small/long/short)

T: Good! There are some lucky card sin it, you can take out one and you’re your partner with the same picture

(教师先和一个学生做示范，并提示学生：large找small, long找short,让学生抽签说说卡片上的内容并找到和自己卡片有相同图案的反义词，找到后一起说一说)

T: Well done! You all you’re your partner now, after class you should observe the things around you and describe them in English, Ok?

(教师布置作业，让学生留心观察周围的事物，对比他们的大小长短，并用英语说一说)

T: It’s time to say good-bye, see you next time!

Ss: Good-bye Suki!

七年级上册英语教案全册范文 篇四

摘要：

新课标要求英语教师在教学过程中应该合理使用教学资源，积极创设生活化情境，为学生提供良好的学习环境和实践体验，深化学生对英语知识的认知，从而更好地提高初中英语课堂教学效果。本文就生活情境在初中英语课堂教学中的运用情况进行简要分析，为初中英语课堂教学提供些许参考。

关键词：

生活情境；初中英语；课堂教学；实际运用

在初中英语教学过程中，传统的英语课堂教学主要以讲解模式为主，一定程度上忽视了学生的主体地位，课堂教学氛围比较枯燥，难以充分调动学生的积极性和主观能动性。而在初中英语课堂教学中开展生活化情境的设置，能够丰富学生的情感，更好地满足学生学习发展需求，从而更好地提高初中英语课堂教学质量，促进学生的英语能力的提升。因此，加强对生活化情境设置在初中英语课堂教学中的实际运用情况进行研究，在提高学生英语应用能力方面具有重要的作用。

一、利用学生实际生活，创设情境，优化教学效果

(一)结合学生自身生活开展英语课堂教学

学生的生活内容就是很好的教学资源，学生自身生活内容主要包含姓名、年龄、性别、胖瘦、爱好、性格等多个方面，那么英语教师在开展课堂教学的过程中，可以实现教材内容与学生自身实际的有机结合，以丰富且生动的教学形式来传授英语知识，比如让学生开展自我介绍，或创设一个合理的情境，来鼓励学生运用所掌握的英语知识进行表达，帮助学生克服英语表达过程中的困难，切实提高学生的英语运用能力。比如在Don’teatinclass时，若正巧有学生在低头讲话，教师可以结合实际情景来提出问题，WhatcanwesaytoSamandJenny?此种情境下，学生领会到教师的语言深意，进而齐声回答，Don’ttalkinclass.

(二)结合学生的家庭生活开展英语课堂教学

语言源自于生活，学语言离不开生活情境。家庭是学生最熟悉的地方，家庭生活就是很好的教学资源。教师在开展英语课堂教学的过程中，可以将英语知识运用与家庭生活内容有机融合，鼓励学生运用英语知识和语言来对家庭成员、职业以及家庭环境等进行介绍，并进行适当拓展，鼓励学生彼此之间进行交流，同学之间相互学习，实现共同进步。在学习各国文化差异的相关英语知识时，教师可以在课堂教学中适当补充西方礼节常识，并总结西方与中国的文化礼节上的差异，在调动学生学习兴趣的基础上，丰富学生的认知，从而切实提高初中英语课堂教学效果。比如教师引导学生对家庭成员进行介绍，比如Myfatherisateacher，HeteachesEnglish.Mymotherisadoctor，Shehelpssickpeople.或鼓励学生运用英语语言来对自己的房间进行描述，比如Thismybed-room，Thecurtainsarepink.

(三)结合学生的学校生活开展英语课堂教学

初中教育阶段的学生，大部分的时间都是在学校中度过，那么学生自然与学校也产生了深厚的感情。英语教师在开展课堂教学的过程中，应当鼓励学生对学校的一草一木进行仔细观察，并加强与身边老师同学之间的交流和沟通，在此基础上运用英语来进行表达。这就需要教师在教学中结合学生的生活实际来讲授一些常用的英语词汇和句子，比如学校里随处可见的标语，教学楼走廊内的Don’truninthehallways，寝室内的Keepquiet，以及草坪旁的Keepoffthegrass等，在潜移默化中对学生英语素养进行培养。在此基础上，教师可以引领学生开展课外活动，启迪学生思维，陶冶学生情操，促进学生英语运用能力的提升。

二、用生活化的课程资源丰富教学内容，提升学生语言应用能力

(一)利用时事新闻，拓展学生学习英语的渠道

在英语课堂教学过程中，讲授Savetheenvironment主题时，教师可以鼓励学生对雪灾事件进行讨论，并相互交流。鼓励学生对雪灾的成因进行主动思考，并提出问题：Whathappenedinthesnowdisaster?Howmanypeoplediedatthattime?Whatcausedthedisaster?并在此基础上引导学生思考，Whatshouldwedotosavetheenvironment?通过多元化的方式来调动学生学习英语知识的积极性，鼓励学生积极参与到讨论中，以此来拓展学生学习英语的渠道，实现语言与生活的接轨。

(二)巧用英语原声影视片段，提高学生的英语素养

英语原声影视是英语教学不可或缺的资源。在初中英语实际教学过程中，教师可以结合教材内容来适度调整教学方式，促进教学质量和教学效果的提升。比如英语教材出现comedydocumentarytalkshowsoapopera等相关电影名称，学生在理解和接受方面存在一定难度，那么教师在开展教学过程中，可以结合学生在实际生活中所喜欢观看的电影和电视节目来开展教学，比如公主小妹soapopera、南京大屠杀documentary以及憨豆先生comedy等来向学生介绍相关英语知识，将枯燥单一的知识具体化、生动化、生活化，从而提升学生的英语素养，进而整体提高英语课堂教学效果。

(三)关注热门人物及相关资料，鼓励学生大胆表达

初中英语教师在对短语sportsstar进行讲解时，为了降低学生学习难度，教师可以结合现代科学技术并运用校园网络资源，来向学生展示杨威、姚明、孙杨、宁泽涛等热门人物及其相关资料，鼓励学生积极参与到英语交流活动中，积极运用英语语言来表达自己的思想，在潜移默化中学会英语短语和句型的理解和把握，切实提高初中英语课堂教学质量。

三、结语

在初中英语教学过程中，合理利用生活情境，在克服传统英语课堂教学弊端的基础上，促进了英语课堂教学效能的优化，激发了学生对英语学习的积极性和主观能动性，帮助学生学会运用英语知识来解决生活中的问题，实现英语教学和生活的有机结合，全面系统的提高学生的英语素养和运用能力。

七年级英语上册教案 篇五

课程：

Unit 1 My name 's Gina

Section A 1a—2c

【学习目标】：

1、熟悉掌握词汇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 ,clock

1、 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（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. 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） 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 afternoon !

B: ____________________!

A; I ______Lucy . _________your name ?

B: My ______ is Jim . Nice to ______you !

A: _______________________________.

初一上册英语的教学设计 篇六

Good morning, everyone,

Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.

My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”。 I have decided to say the lesson from six parts:

Part One —— Analysis of the Teaching Material

One: Status and Function

1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.

2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.

3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.

4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.

Two: Teaching Aims and Demands

The teaching aim's basis is established according to Junior School English syllabus' provision.

1. Knowledge objects

(1) To study the new words “fuel”, “oil” and “coal”。

(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.

2. Ability objects

(1) To develop the students’ abilities of listening, speaking, reading and writing.

(2) To train the students’ ability of working in pairs.

(3) To develop the students’ abilities of communication by learning the useful structures.

3. Moral objects

(1) Through different teaching methods to make students be interested in study.

(2) Love to know more knowledge about transportation and dare to express their opinions in English.

(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.

Three: Teaching Keys and Difficult Points

The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.

1. Key points:

(1).Be able to express words, phrases and sentences in English.

(2). Know about the improvement of transportation and Danny’s invention.

2. Difficult points:

Be able to talk about their imaginary future transportation in oral English.

Part Two —— The Teaching Methods

1. Communicative teaching method; 2. Audio-visual teaching method;

3. Task-based teaching method; 4. Classified teaching method.

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.

In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.

Part Three —— Studying ways

1. Teach the students how to be successful language learners.

2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.

Part Four —— Teaching steps

As this lesson plays an important part in the English teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.

The entire steps are:

Step1 Warm-up and Lead-in

Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?

Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s lesson has something to do with their discussion.

Step2 Presentation

1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.

Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.

2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.

Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.

3. Text Learning and a Quiz

I’ll use CAI to present the whole text. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.

Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.

4. Key Structures and Difficult Points Learning

First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.

For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.

Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.

5. Read and Say

Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.

Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.

Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.

Part Five —— Summarize and Homework

Ask the students such questions:

What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!

Then show them some exercises and help them to finish them.

At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.

Part Six —— Blackboard Designing

Lesson 37 Flying Donuts

Language points:

1.think of认为，想起； think over仔细考虑； think out想出

2.at/in the front of在……前面(部)/ in front of在……前面

3.on the way to school在上学的路上/ on one’s way home在回家路上

4. With用……