染雾七年级英语教案设计 篇一
标题：Unit 1: Greetings and Introductions
教学目标：
1. 学习常用英语问候语和自我介绍的表达方式；
2. 掌握用英语进行简单的问候和自我介绍的能力；
3. 培养学生的口语交流能力和团队合作精神。
教学重点：
1. 学习问候语和自我介绍的表达方式；
2. 学习如何用英语进行简单的问候和自我介绍。
教学难点：
1. 学习如何用英语进行简单的问候和自我介绍；
2. 掌握正确的发音和语调。
教学准备：
1. 单词卡片：hello, hi, good morning, good afternoon, good evening, nice to meet you, my name is, what's your name, nice to meet you too；
2. 录音机或多媒体设备。
教学过程：
Step 1: Warm-up (5分钟)
教师用简单的问候语和自我介绍方式向学生问好并自我介绍，然后鼓励学生互相问候和自我介绍。
Step 2: Presentation (15分钟)
教师通过播放录音或多媒体设备展示问候语和自我介绍的正确发音和语调，并逐句解释意思。然后，教师让学生跟读，注意正确的发音和语调。
Step 3: Practice (20分钟)
教师将学生分成小组，让他们练习用英语进行问候和自我介绍的对话。教师可以提供一些示范对话，然后让学生自由组合成对话练习。
Step 4: Consolidation (15分钟)
教师请几组学生上台表演他们的对话，其他学生给予评价和鼓励。
Step 5: Extension (10分钟)
教师可以引导学生思考其他问候用语和自我介绍的表达方式，并扩展到不同场景的应用，如学校、家庭、社交场合等。
Step 6: Summary and Homework (5分钟)
教师总结本节课的内容，并布置作业：要求学生用英语写一篇自我介绍的短文。
教学反思：
通过本节课的教学，学生能够学习到常用的问候语和自我介绍的表达方式，并能够用英语进行简单的问候和自我介绍。同时，通过小组合作和表演，培养了学生的口语交流能力和团队合作精神。
七年级英语教案设计 篇二
标题：Unit 2: Numbers and Counting
教学目标：
1. 学习基本的数字和计数方式；
2. 掌握用英语进行简单的数字和计数的能力；
3. 培养学生的数学思维和逻辑思维能力。
教学重点：
1. 学习基本的数字和计数方式；
2. 学习如何用英语进行简单的数字和计数。
教学难点：
1. 学习如何用英语进行简单的数字和计数；
2. 掌握数字的读法和正确的发音。
教学准备：
1. 数字卡片：1-20；
2. 录音机或多媒体设备。
教学过程：
Step 1: Warm-up (5分钟)
教师出示数字卡片，并让学生快速说出数字的读法和写法。
Step 2: Presentation (15分钟)
教师通过播放录音或多媒体设备展示数字的读法和正确发音，并逐个解释数字的意思。然后，教师让学生跟读，注意正确的发音和语调。
Step 3: Practice (20分钟)
教师将学生分成小组，让他们练习用英语进行数字和计数的对话。教师可以提供一些示范对话，然后让学生自由组合成对话练习。
Step 4: Consolidation (15分钟)
教师请几组学生上台表演他们的对话，其他学生给予评价和鼓励。
Step 5: Extension (10分钟)
教师可以引导学生思考其他数字和计数方式，如小数、百分数等，并扩展到不同场景的应用，如购物、时间、年龄等。
Step 6: Summary and Homework (5分钟)
教师总结本节课的内容，并布置作业：要求学生用英语写一篇数字和计数的短文。
教学反思：
通过本节课的教学，学生能够学习到基本的数字和计数方式，并能够用英语进行简单的数字和计数。同时，通过小组合作和表演，培养了学生的数学思维和逻辑思维能力。
七年级英语教案设计 篇三
教师要在自己钻研教材的基础上，广泛地涉猎多种教学参考资料，向有经验的老师请教，而不要照搬照抄，要汲取精华，去其糟粕，对别人的经验要经过一番思考、消化、吸收，独立思考，然后结合个人的教学体会，巧妙构思，精心安排，从而写出自己的教案。下面小编为大家整理分享的是关于七年级英语教案设计，接下来就让我们一起来学习一下吧，希望可以帮助到有需要的你们。
初中英语教案篇一
Unit 8 I’d like some noodles.
I. Analysis of the Teaching Material
1. Status and function
The topic of this unit is about food. The students will learn how to order food or
take-away. In this unit, the students will be able to use “would like” to express their need
for food and learn how to ask others? information and provide their personal information
during the process.
2. Teaching aims and demands
1). Knowledge objects
a. To master how to order food or take-away;
b. To master the modal verb “would” and “what” questions.
c. To master the usage of countable nouns and uncountable nouns.
2). Ability objects
d. To use “would like” to talk about the need for food.
e. To improve students? ability of communication and social practice.
3). Sensibility objects:
Let the students experience the happiness of learning English, cultivate their ability
to do things and foster the spirit of cooperation in group activities.
3. Teaching difficult points and focus:
1)To learn the names of food and the countable and uncountable nouns.
2)To learn how to order food.
3)To use “would like” to express their need for food and learn how to order food.
II. Target Language
1) what would you/he/they like to eat?
I?d /He?d /They?d like some...
2) What kind of noodles would you/he/they like?
I?d/He?d /They?d like beef and tomato noodles
IV. Vocabulary
noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…
V. Teaching Time
45 minutes
VI. Teaching Procedures
Step 1. Warm up.
1) Show some pictures about sports and let the students answer the questions below:
After doing these sports, what?s your feeling?
Are you tired ?
Are you hungry?
2) Let the students thinking the question: If you are hungry, what would you like to eat?
3) Show some pictures of food that they have learned.
Step 2. Lead into.
1)T: “No food left! But don?t worry, let?s go to the restaurant to have a big meal.
Look! What can you see in the restaurant?
Yes, There are many kinds of food there. You can choose whatever you like”.
2)Show the new words.
3)Questions:
A: What kind of vegetables/meat/food/drink would you like?
B: I?d like some…
Let the students to learn the names of food and the countable and uncountable nouns. Let the students make some dialogue.
Step 3. Let’s chant.
Step 4. Noodle House.
1) Show some pictures about noodle specials.
meat+vegetables → special1/special2….
(let the students to guess the meaning of the word ?special?)
2) Make dialogue
A: What kind of noodles would you like?
B: I?d like…and…noodles.
Step 5. Pairwork and guessing game
1) Pairwork . (Make dialogues.)
2) Game: Who is the winner?
Ask a boy and a girl come before the blackboard, and then ask two students to make a
dialogues. The boy or the girl who find the right special will win one score….after
some pairwork, see who is the winner? The boy or the girl.
3) Guessing game.
Step 6. Role Play (In the Nodle House)
A customer and a waiter. (Make a dialogue)
Let the students express their need for food and learn how to order food.
Step 7. Summary
Step 8. Apothegm
Step 9 A Flash → “I’m hungry”
Learn the song.
Step 10. Homework
初中英语教案篇二
Language goals
In this unit students learn to describe animals and express preferences and give reasons,
New language
Why do you like koala bears?. Because they're cute,They're pretty interesting, They're kind of shy, They're very big.
names of animals such as tiger, elephant, koala bear, dolphin
description words such as smart, cute, intelligent
names of countries: Australia, South Africa,
Recycled language
between, across from
He's/She's from ... He's / She's five years old.
name of countries; China, Japan, Brazil
Section A
Additional materials to bring to class:
coins or other markers for the Bingo game in 4.
Ask students to name as many animals as they can in English. Write the list on the board,
Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.
Say, Today we are going to learn the names of some more animals. Well also leam how to
la This activity introduces the key vocabulary.
Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can.
Point to the animals one by one and say the name of each. Ask students to repeal.
Point out the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animal's name. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the animals in 1a- Ask students to point to and name the animals.
Say, I'm going to play recordings of three conversations. Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.
Play the recording the first time. Students only listen.
Play the recording a second time. This time students check each animal name they hear.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have.
Point out the four description words. Ask a student to read them aloud. Review the meaning of each word.
Say, Now you can make conversations about animals.Your conversations can be like the example. Use these description words.
Ask students to work in pairs. Have them take turns saying both parts.
If students need help getting started, demonstrate another conversation with a student. For example:
Teacher: let's see the elephant.
Student: Why do you want to see the elephant?
Teacher: Because it's very smart.
Ask some students to present their conversations to the class.
2a This activity provides listening practice using the target language.
Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines.
Play the recording the first time. Students only listen.
Play the recording a second time. This time students write in the names of the animals.
Check the answers.
Point out the adjectives listed on the right. Ask a student to say the words.
Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear.
Play the recording and have students match each animal with an adjective.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time.
Ask a student to read the words in the box.
Play the recording. Check to see that students are writing a word from the box on each line of the conversation.
Go over the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the conversation in the picture. Ask two students to read it to the class.
Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.
Demonstrate a conversation with a student. For example:
Student: Do you like penguins?
Teacher: Yes, I do.
Student: Why?
Teacher: Because they're very cute.
3a This activity provides reading practice using the target language.
Point to and say the names of the three countries on the maps and ask students to repeat
Point to the three animals and ask a student to name them.
Say, Now draw a line between each animal and the country it comes from.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Point to the conversation in the picture. Ask a pair of students to read it to the class.
Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a-
Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a.
After a few minutes, ask several pairs to say the conversation for the class.
Section B
Additional materials to bring to class:
Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.
1 This activity introduces more key vocabulary,
Call attention to the animals in the picture and ask a student to say the name of each one.
Point out the list of eight numbered adjectives at the top.
Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.
As students work, move around the room offering to answer questions as needed.
Correct the answers-
2a This activity provides listening practice with the target language.
Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la.
Play the recording again. Students circle the adjectives they hear.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each.
Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say.
Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)
Point out the write-on lines where students can write these words.
Play the whole recording and have students write the words they hear on the chart.
Check the answers.
3 This activity provides guided oral practice using the target language.
Call attention to the dialogue next to the picture. Ask two students to read it to the class.
Say, Work in pairs. Use sentences like these to say what you think about different animals.
Demonstrate the activity with one or two students. For example, say, I like dolphins. They're intelligent.
Ask students to work in pairs. As they work, move around the room checking on progress.
Ask some pairs to present their conversations to the class.
3a This activity provides reading practice using the target language.
Point out the three descriptions of animals. Ask students to take turns reading one aloud.
Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description. There is one animal that is not described.
Check the answers.
3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.
Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.
Point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.
Point out the six words in the box. Say, You can write these words in the blanks. Use each word only once.
As students work, move around the room checking progress and offering language support as needed.
Check the answers.
3c This activity provides reading and writing practice using the target language,
Say, Now you can write a description like the one in 3b. You can use some of the same words. Write about any animal you like.
You may wish to do a sample description with the class. Choose an animal's name and write it on the board. Then ask students to make statements about the animal.Repeat each statement and then write on the board. You can ask leading questions such as. Is it big? Is it lazy? Does it eat grass?
Ask students to write their own descriptions. You may wish to have less fluent students work with a more fluent partner,
Ask students to share their writing with others in the class.
After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.
初中英语教案篇三
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: _______________________________.
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
七年级英语教案设计
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