七年级英语教案。

每个老师上课需要准备的东西是教案课件，大家在仔细规划教案课件。必须要写好了教案课件计划，才能促进我们的工作进一步发展！那么到底适合教案课件的范文有哪些？为了让您在使用时更加简单方便，下面是小编整理的“七年级英语教案”，仅供参考，大家一起来看看吧。

七年级英语教案(篇1)

section a

一 、教学目标：

(一).知识目标:

1、 new words :

weather, rain, snow,windy, cloudy, sunny, bad, terrible, pretty .

2、how is the weather?

how is it going?

二.能力目标: talk about weather and present one’s ideas.

三.情感目标:

让学生学会表达个人观点，并了解天气话题在英语中的地位。

二教学步骤 ：

step 1 warming up ：

listen, learn and sing a song together (rai n , rain go away)

step 2 ：new les son ：

free talk : talk about some different places by trying to present different kinds of weather there.

step3:introduction:

help the students learn the words about weather, then introduce the conversation: a:how is the weather?

b:what is heshe doing?

step4: pair work:

show the students some pictures, ask them to practice the conversation in pairs.

introduction:

t alk about different kinds of weather, then make conversations with different weather w ords.

step 5.pract ice:

match the words with the pictures.

ste p6. listening (listen two times )

listen and write the city names.

step 7.listening and practice

listen and nu mber the pictures then ask the students to make conversations in pairs.

step 8 new conversations:

a:what is… doing?

b:heshe is ….

a:what is the weather like?

b:it is….

ste p 9 do it by yourself:

1.ask the students to give a weather repo rt in pairsgroups, ask seve ral of them to present in front of the class .

2.m ake dialogues by using telephone to get information about weather in different places.

step 10 exercises:

ask the students to do some exercises to consolidate what they have learned.

step 11speaking

as k the students to giv e a brief introduction to their o wn hometown.

step 12 sum up

step 13. homework:

七年级英语教案(篇2)

重庆市110中学 曹毅

单元整体说明

单元教材分析

本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册第10单元

本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“Where did you go on vacation?“ ” Did you go to the beach? Yes，I did．No，I didn’t．”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。

单元知识结构

词汇：

New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc

句型: Where did you go on vacation? I went to summer camp．Did she go to Central Park？Yes，she did．No, she didn’t

语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。

单元总体目标

1．Master the vocabulary

2．Master and use:

Where did you go on vacation? I went to summer camp

Did she go to Central Park？Yes，she did．No, she didn’t

单元教学重难点一览

重点 难点

1．Vocabulary and Expressions

2. Grammar Focus：Where did you go on

vacation？I went to summer camp. Did she go on Central Park？Yes, she did．

No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following sentences：

Where did you go on vacation?

Did you go to…？Yes. … /No，…

单元学情分析

学生在第五单元已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。假期活动Such as; go abroad, go hiking, go hiking, summer camps, and so on接近学生的生活，They are all interested in talking about it.

单元教学建议

首先进行集中识字，为本单元的学习作好铺垫。其次，充分利用听力材料和阅读材料，训练和提高学生的听力和阅读水平。在听读的基础上创设语言情景，加强读写训练。培养学生的听、说、读、写综合能力。

单元课时分配

本单元共4课时：

Section A（一）1课时

Section A〔二）1课时

Section B（一）1课时

Section B（二）1课时

Section A (一)

教学内容

Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus

教学目标

知识与能力

1. Match the vocabulary：New York City，Central Park，exam．

2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp．

Did you go to the beach？ Yes，I did．No, I didn’t．

过程与方法

通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。大面积操练，采用学生提出间题，学生解决问题，借助媒体来提高学生的主动性。

情感态度价值观

学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

教学重、难点及教学突破

重点

l. The vocabulary：New York City, Central Pads，exam．

2. Language：Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer camp

Did you go to the beach? Yes，I did. No, I didn’t.

难点

Use the language to talk about past events．

教学突破

对于本课的单词短语通过卡片或图画来引出学习。

Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。

教学准备

教师准备

录音机、磁带、课件

学生准备

预习生词和课文。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

step 1

Organization

（1’、Organize Ss by saying hello to each other. Greeting to teacher.

Step 2

Free talk

(2’） Ask the question:

Who is on duty?

Is everyone here today? The Students talk

about

Step 3

Section A

Presentation

la 1．（Ask questions about what students

did last Saturday）

（1）Who went to the movies last Saturday?

（Point to one student who raises his or her hand.）

Sara went to the movies last Saturday.

（Repeat．Write this sentence on the board. Underline the word went．）

(2) Ask：Who visited a friend last Saturday？

（Point to one student who raises his or her hand．）

Carlos visited a friend last Saturday．

（Repeat．Write this sentence on the board. Underline the word visited．）

2．（Point to the words went and visited in the sentences on the board．）

Say，We use these words to talk about things that happened in the past.

（Write these pairs of words on the board：go--went, visit --visited）

Ask: Can you point out the words that talk about the past?

This activity introduces the key vocabulary． Students raise their hands．

And give the right answer: I did.

Students raise their hands to answer.

Read．

强化记忆

Point to went and visited．

Step 4

Practise

la

3’ 1．Focus attention on the picture．Ask:

What at can you see？Say, Each picture shows something a person did in the past．Name each activity and ask students to repeat；Went to the mountains，went to New York City, went to summer camp，visited my uncle，stayed at home，went to the beach，visited museums.

2．Point to the numbered list of activities．Say each one again and ask the students to repeat．

3．Now, please match each phrase with one of the pictures．Say，Write the letter of each picture next to the name of the activity．Point to the sample answer.

4．Check the answers.

Answers：

1．e 2．B 3．D 4. c 5．a 6．F 7. g Read after the teacher aloud to learn the new phrases．

Read after the teacher。

Do it and then discuss

the keys in pairs．

step 5

Listening

（lb)

(6’）

Presentation This activity gives students practice in understanding the target language in spoken conversation．

1．Point to the picture.

on the screen

say, look at Picture A，Where did Tia go on vacation? Yes，she went to the mountains．

Ask，What did the person do in each scene?

2．Play the recording the first time.

3．Play the recording a second time.

say，There are three conversations.

The people talk about what they did on vacation．listen to the recording and write numbers of the names in the right boxes in the picture.

Please write only 5 numbers. Point out the

sample answer next to the picture showing went to the mountain.

4．Correct the answers．

ANSWERS：

（1) went to the mountains

(2)visited my uncle

(3）stayed at home

(4) went to New York City

(5)went to summer camp Practice the dialogue in pairs．Eg.

---Where did the boy go on vacation?

---He went to New York City．

only listen.

Listen and number the pictures(1-5)．And then discuss in pairs.

At last raise their hands to tell the result

Read it loudly. 多媒体放映

录音机

录音机

多媒体

放映

Tape script：

Conversation 1

Xiang Hun: Hey, Tina. Where did you go on vacation?

Tina: I went to the mountains．

Xiang Hua: Cool．

Tina: Where did you go, Xiang Hua?

Xiang Hua：I went to New York City．

Conversation 2

Girl: Where did you go on vacation, Sally?

Sally：No where. I stayed at home.

Girl: And where did you go, Brad?

Brad: I visited my uncle.

Conversation 3

Boy 1：Where did you go on vacation, Tom?

Tom: I went to summer camp. It was great.

Pronunciation note

Write to play---played, visit ---visited on the board．Say，We studied the pronunciation of these --- ed endings in Unit 5.

They are both spelled --- ed，but we pronounce one /d/ and the other /Id/．Ask students to repeat these pairs：play－played，visit一visited． Listen carefully and learn the pronunciation of-ed.

多媒体

放映

Step 6

Pair work 1 c

（task 1）

3’ This activity provides guided oral practice using the target language.

1. Point out the example conversation.

Ask two students to read the dialogue to the class.

2. Say，Now work with a partner. You’re your own conversation about the pictures．

3. Say the dialogue in the picture with a student，Do a second example to the class.

4. Have students work in pairs.

As they talk，move around the room monitoring their work．

Offer language or pronunciation support as needed． Read it to the class.

Make a conversation in pairs.

Practice with the teacher,

Work in pairs．

Step 7

Consolidation

(4’） This activity provides guided oral practice using the target language. Talk in groups of three.

2c, group work

(Task2) 1．Say, Get into getups of three. One of you will he Nancy，One will be Marco, and one will be Julie. Ask each other about the vacations. You can talk about the activities from the chart in 2b or about any other activities you like．

2.As Ss talk, move around the room, monitoring the conversations and offering support as needed.

3. Have a group of Ss present their conversation to the class. Work in group of three.

some groups

Would like to act it out，

Step 8Test 4' Loot at test

Step 9

Summary

Grammar Focus

4’ 1. Review the grammar box. Ask Ss to say the questions and answers.

2. Review the difference between regular –ed past tense verbs (stay –stayed, visited). Then say the past form sentences with the form below.

I go to the summer camp

They go to New York City

He stay at home

She visit her uncle

Go to Central Park

I √

He √

She ×

They ×

Read the questions and answers.

Work in pairs

Saying out the sentences: Eg. –where did you go on vacation?

---I went to summer camp.

Eg. Did you go to Central Park?

---Yes, I did.

Step 10

Homework Practice the dialogue according to the picture on Page 1

本课小结

本课学习了1个生词、两个地点短语和英语句式的练习运用。通过本节课的学习，学生能熟练地用一般过去时询问和回答有关过去的事情。

练习设计

随堂练习设计按要求完成句子。

a）I went to the mountains．（改成一般疑问句）

b） Tina went to New York City.（就划线部分提问）

c）Did you go to the beach？（作出肯定回答）

d）Did they go to summer camp？（作出否定回答）

个性练习设计

翻译短语：

（l）呆在家里 ______ （2）去纽约城_____

（3）参加夏令营______（4）去爬山 _____

（5）去海滩______ （6）参观博物馆_____

板书设计

Unit 10

go - went Sara went to the movies last Saturday

visit – visited Carlos visited a friend last Saturday.

play- played

Section A（二）

教学内容

Section A中3a．3b．4

教学目标

知识与能力

1. Match the vocabulary：were rainy

Master and use：How was your vacation？how were the beaches？where did you go?

过程与方法

学生通过上一节课的学习，对where引导的过去时态的特殊疑问句，已经掌握。

能自然地与本课知识相衔接。让学生回忆他们的假期情况，引出一般过去时态的句型，并且进行大量练习。采用学生提出问题，学生解决问题，借助媒体来提高学生的主动性。

情感态度价值观

教育学生渗透合作精神和社会公德意识。

教学重、难点及教学突破

重点

1. The vocabulary：were rainy fish

2. Language: Where did you go on vacation? I went to the mountains/ New York City /beach /summer camp…

How was your vacation？how were the beaches？

难点

Use the language to talk about past events．

教学突破

对于本课的单词短语通过卡片或图画来引出学习。

Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。

教学准备

教师准备

录音机、磁带、课件、单词卡片、彩笔

学生准备

预习生词和对话。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Free talk

(2’） Ask the question：Where did you go last Sunday? Students talk about events in the past．

Step 2

Presentation

（16’）

（3a) （用班里的学生为例做练习）

Point out the pictures in the photo album. Ask students to describe what they see．（In Picture 1 there is a man with a bowl of soup．There is also a waiter. He looks angry．） Describe what they

see in picture 1 and

picture 2

Fill in the blanks in

the conversation

Step 3

Practice(36)

(6'） （In picture 2 there is a beautiful beach．There is a man．He looks unhappy．）

Read the first two lines of the dialogue to the class．Point out the answer was in the first line. Then point out the blanks in the rest of the lines of the dialogue．Read the conversation to the class saying the word blank for each blank line: How blank the beaches?

Then say，Write the word was or were in each blank. Ask students to complete the activity on their own．

Point to picture 3 and ask students to say what they see．

Then read the words under the picture．Pronounce any new words and explain what they mean，if necessary Say：In this picture a girl is on a bus．The girl is taking a bus trip．Ask，What does relaxing mean？

Does it mean you are excited or quiet?

How do you look when you relax?

H students don’t know the meaning of relaxing, demonstrate by leaning back in your seat and half一closing your eyes.

Say a dialogue with a student．point to （学生看3a部分）

practice and act．

Listen．

（学生看图互问）

Work with the teacher.

Work with a partner

and act out．

Read and learn．

Make their own conversation 多媒体

放映

图一

图二

the food picture. Ask，How was the food? Do a send example，if you wish．

Move around the room monitoring their work．Offer language or pronunciation support as needed．

Have two students perform the example conversation，or perform it yourself with one student（you ask the questions)．

Point out that the conversations starts off with the sentences in the speech bubbles．

For example，

A：where did you go?

B: I went to…

A: What was the weather like?

B: It was hot and humid． Practice in pairs．

The student replies，it was awful．

work in pairs

Look at picture6，

Practice the conversation below．

Ask and answer questions． 多媒体

放映

Step 4

Practice

（10'） Say：First fill in the chart with the information about your last vacation，Say where you went，what the weather was like, what you ate，and what else you did．As students fill in the chart move around the classroom, monitoring progress and offering help as necessary。 Something in the pictures．

Act it out

Fill in the chart with

Their own information

Then ask and answer 多媒体

放映

本课小结

本节课学习了3个生词，和句式的练习运用。通过本节课的学习，学生能熟练地运用句型where did you go? I went … .

练习设计

1、动词的适当形式填空：

A: Where _____ you ______ on your vacation?（go）

B：I _______ to the stores．(go) what about you?

A: I ______ at home (stay)

B: What ______you _______？（do)

A：Nothing much.

B: Why ______ you _______at home?（stay）

A：I just _______ to go out．（not want）

2. Make a conversation and act．

板书设计

Unit 10

1. were rainy

2. Where did you go on vacation? I went to...

Section B（一）

教学内容

Section B中la. 1b．lc．2a．2b．2c

教学目标

知识与能力

1．Match the vocabulary：

delicious, awful expensive, inexpensive, crowded

2. Master and use：Where did Vera go on vacation?

Did Vera like the vacation?

How were the stores? They were very expensive.

过程与方法

通过例子The ring is one hundred million dollars．It’s expensive.引人本课，设置会话情景来激发学生兴趣，调动其学习主动性。利用多媒体图片大量练习句型，提出问题，解决问题，体现师生互动。

情感态度价值观

教育学生热爱生活，积极参与班级集体活动。

教学重、难点及教学突破

重点

1. The vocabulary：delicious, awful, expensive，inexpensive，crowded

2. language：Where did you \ they\ he\ she go on vacation?

I＼They \ He＼She went to Japan．

How were the museums/ people /stores? They were crowded expensive /friendly．

难点Use the language to talk about past events．

教学突破

对于本课的单词短语通过多媒体图画和设置的情境来引出学习。

Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。

教学准备

教师准备

录音机、磁带、课件

学生准备

预习生词和课文。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

（1’） Organize Ss by greeting each other.

Step 2

Presentation (1 a)

（11’） Ask：What do you think of this book?

Is it interesting?（通过对话弓l出本

课要学习的新形容词expensive 等）Point to the picture, This is a ring. The price is one hundred million

dollars． Answer the questions

together

Say：It’s expensive． 多媒体

体图片

Step 3

1b writing

(5’） This activity introduces more key vocabularies．

Point out the six words delicious，awful，expensive，inexpensive, crowded

1．Say each word and ask students to repeat them，

2．Call attention to the fourth picture saying: This is a cake．

It’s delicious！Then do the same thing for all six pictures．

crowded delicious

3．Then point out the blank line in front of each numbered word．

4．Point out the sample answer. As students work，move around the room answering questions as needed．

Answers

1．f2．a3.d 4.e 5 6.c

This activity provides writing practice using the target language．

Simple draw：the smiley face and the frowny face．Say，the smiley face is for good things. The frowny face is for bad things.

Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.

Ask students to finish the activity individually， Repeat loudly

Practice in pairs then

act it out

Match each word

with a picture by writing the letter of each picture in the blank in front of the correct word.

Discuss in groups

（act the faces out) 多媒体

放映

图片

1. delicious, inexpensive, crowded

2. awful, expensive, crowded City some examples to learn these adjectives.

This activity gives students practice in understanding the target language in spoken conversation.

Step 4

Listening

(2a)

(8'） 1．Point out the two questions. After you hear the conversation, please answer these questions. Read the questions to the class.

2. Play the recording the first time.

Students only listen.

This time say, listen to the recording and write the answer to each question.

3. listen to the recording the second time.

correct the answers. Cite some examples to learn these adjectives

Listening.

2b(4'） 1．She went to Tokyo.

2. Yes, she did.

Tapescript

Girl: Hi, Vera , How was your vacation?

Vera: It was great！

Girl: Where did you go?

Vera: I went to Tokyo with my family.

Girl]: Really? Wow！What did you do there?

Vera：Well, we went to a lot of museums.

Girl: Oh, how were they？

Vera: They were really interesting. But they were also very crowded. Did you meet any Japanese people? Listen.

Then answer．

Listen and write.

Then discuss the keys in pairs

Read and practice in pairs. Recorder

Vera: Yeah，the people were really friendly．My parents have some Japanese friends，and we had dinner at their house．

Girl：How was the food?

Vera：It was delicious．I love Japanese food．

This activity provides further

listening practice using the target language

Call attention to the chart. Read the words in the chart：

Her vacation, the museum the stores，the people，the food．

Point out the sample answer. Say，What does Vera think of her vacation? It was great.

Play the recording. Play the recording a second time．Ask students to finish filling in their answers and to check their answers．

Correct the answers．

Answers．

vacation-great

people -- friendly

museums一interesting, crowded

food-- delicious

store一expensive

delicious relaxing Read aloud.

then discuss the keys．

Listen and fill in the

chart．Then discuss

the keys． 多媒体

多媒体

Step 5

Pair work

(2c Task)

(5’） This activity provides guided oral practice using the target language．

Call attention to the question words．

Have a student read them to the class ．Ask Where did you go on vacation? Say，please work in pairs．As students talk，move around the room

offering pronunciation and language support as needed． Read out．

（Role play) 多媒体

放映

本课小结

本节课总共学习了6个形容词以及where和how句式的练习运用。通过本节课的学习，学生能熟练地用英语表达自己的感受，培养了他们热爱集体活动的情感。

练习设计

随堂练习

词类转换

1) expensive(反义词）______ 2)crowd(反义词)________ 3 ) awful（反义词）________

4)friend(形容词)________ 5)go(过去式) _______ 6) do(过去式)_________

个性练习设计

翻译下列句子

1)你是去哪儿度的假？

2)我们去了许多博物馆。

3) -----那儿的商店怎么样？一 都很贵。

4) 日本朋友们对我们很友好。

板书设计

Unit 10

1．delicious，awful, expensive, inexpensive

2．Where did Vela go on vacation?

How were the stores?

Section B (二)

教学内容

Section B3a.3b．3c．4以及Self Check 3

教学目标

知识与能力

1. New words and expressions：flew kite later felt little corner discuss difficulty

过程与方法

通过复习一般过去时引出本课的重点------日记。

情感态度价值观

学会日记的写法。

教学重、难点及教学突破

重点

The vocabulary: flew kite later felt little comer till fry question discuss difficulty

难点

日记的格式。

教学突破

对于本课的单词短语通过卡片或图画来引出学习。

Language: 通过询问过去的事情引出日记。

教学准备

教师准备

录音机、磁带、课件

学生准备

预习生词和课文。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

（1’） Organize Ss by greeting each other.

Step 2

Free talk

(2’） Ask the questions：

What day is it today?

What day was it yesterday? Answer: It is Friday．It was Thursday．

Step 3

Presentation

Section B 3a

（17’） 1．Let the students read Kim’s travel diary and find the new words．

2．Teach the new words:

later, felt，little, corner

Explain the meaning and the usage of the new words．

Let the students write the new words．

3．Say，Now read the diary and circle

all the good things about Kim’s holiday．Underline all the bad things. Ask them to notice the description words that tell them whether something is“good”or “bad，” You may want to ask a student to tell you what the first“bad thing” was.

4．Check the answers．

Answers

Good things：

The weather(great） Read Kim's travel diary and find out the new words．

Read the new words after then write them in the notebooks．

Read again and finish the activity individually.

Then discuss in pain:

Read aloud，Then read the diary，try to learn the key words by hearts. 多媒体

The beach(beautiful)

Playing in the waves(fun)

Finding the little boy/returning him to his father(happy)

Playing tennis (really fun)

Eating fried fish and garlic vegetables (delicious)

Bad things：

Kim’s kite breaking（not much fun) Museum (boring and crowded)

No money for taxi/walking back to

hotel（tired)

5．The teacher tell the students the methods of writing the diary.

Step 4

Practice writing

（Section B 36)

（10’） Thus activity provides guided writing

practice using the target language．

1．Say，Now write a travel diary like the one in 3a.

2．Have the students do the activity individually. You may want to have them write on pieces of paper, since space in the textbook is limited. As they work，move around he classroom offering assistance as necessary. Look at the pictures and write a diary.

3．Have several students read out their diaries to the class（You might want to make this activity more substantial, and set it as written homework to be collected and marked.）

4. Do a Survey

Ask students to interview friends and family members and write down where they went on vacation. Ask the students to list at least one activity or place they visited in that city and whether it was good or bad Ask students to share this information with the rest of the class. The students read their own diary

The students write their vacation and tell each other. 多媒体

放映

Step 5

Groupwork

(task)

Section B 4

(7’） This activity gives students listening and speaking practice using the target language.

1 Say, Now you can talk about a real vacation or an imaginary one. The other students can ask you questions. You can use the diary you wrote for activity 3b if you want.

2. Ask students to get into groups of four. One student in each group begins by telling where he or she went. The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.

3. Move around the room, offering vocabulary and pronunciation support as needed. Talk about it in

groups

The students talk

about their real vacation．

Be divided into groups of four and ask questions each other.

Talk aloud.

Step 6

Homework 1．Master the new words.

2．Write a diary

本课小结

本节课学习了19个生词，和日记的写法。通过本节课的学习，学生能掌握日记的格式。

练习设计

1. Write a diary．

2. Make a survey about the circumstance．

教学探讨与反思

能设置一种情景，让学生在假期中“真正”去过某些地方，然后再进行问答，相信会更好。

尽可能多地创设英语氛围，以提高学生的语言综合运用能力。任务型教学能调动学生的积极性，激起学生的好奇心，使学生产生成就感，进一步激起他们对英语的兴趣。学生学习语言是在理解的基础上运用语言，在用中学。为学生提供了使用英语的语境。着重培养学生的创新精神和独立思维能力，并在学习的基础上了解文化差异，培养合作精神和社会公德意识。

如果把课堂教学内容扩展到课外活动中去。形成课内外互相补充、互相促进的学习方式会更好

板书设计

Unit 10

How to write a diary?

七年级英语教案(篇3)

教学内容：狼

教学目标

知识与技能

⑴.揣摩语言，领悟作者语言运用的精妙，把握狼与屠户的形象。

⑵.理清文章生动曲折的故事情节。

⑶ .掌握课文中狼的阴险狡诈和屠户的机智勇敢的斗争精神及课文阐明的 道理。

过程与方法： 1.朗读 2．品读 3．讨论点拔

情感态度价值观

⑴.认识狼贪婪、凶狠和狡猾的本性，懂得对于狼一样的害人虫必须识破它的假象，坚决斗争，去争取胜利。

⑵.同社会中假、丑、恶等阴暗面作斗争。 教学重点

理清文章生动曲折的故事情节。

教学难点

掌握课文中狼的阴险狡诈和屠户的机智勇敢的斗争精神及课文阐明的道理

教学方法

朗读  分析

课时设计    三课时

第一课时

一.新课导入

介绍作家作品。 学生例举与“狼”有关的成语。同学们说出心目中狼的形象。学生介绍蒲松龄及《聊斋志异》

二:诵读课文

1. 学生.在下面自读.

2.个别学生读老师与学生共同校正字音 。

3.老师范读，定准字音及断句。

4.学生重新自读。

二．课堂总结。

三．课堂小测：

重要句子的断句及读音。

作业 ：结合课下注释试着翻 译课文。

第二课时

一、课前提问：简介作者。

二．教学新课

1.结合注释及手中的工具书翻译课文第一段。

归：       止：         缀行：      甚：

2. 结合注释及手中的工具书翻译课文第二段。

惧：       投以骨：

3. 结合注释及手中的工具书翻译课文第三段。

大窘：       顾：        弛：      持：

4. 结合注释及手中的工具书翻译课文第四段。

犬坐：      以刀：     悟：        盖：

5. 结合注释及手中的工具书翻译课文第五段。

几何：       止：

三：学生整理课文译文。

四：课堂小测：

重要句子的 翻译。

五：作业：背诵课下注释及课文。

第三课时

一．课前提问：重要句子的翻译。

二．新课;

（一）.理清故事情节：

（1）开端：遇狼。（2）发展：俱狼、御狼。（3）高潮和

结局：杀狼。

（二）、说评析文，把握形象：

（1）解读作者笔下的“狼”。

1...狼是本文的主角，你觉得文中哪个字最能反映狼的本性？

2..你能从课文哪些文句中看出狼具有“黠”这一本性？ A.久之，目似瞑，意暇甚。B.一狼洞其中，意将隧入以攻其后也。（应引导学生抓住“似”“甚”“洞”“攻”这些词，充分认识狼的狡猾本性。）

3..狼除了“黠”这一本性，还有哪些特点？请从课文中找出相应的依据。a.缀行甚远、仍从──→贪b.前狼止 而后狼又至 ──→贪c.两狼之并驱如故──→贪d.眈眈相向──→凶 1.多媒体小结狼之本性：黠、贪、凶

（二）解读作者笔下的屠夫。

1.面对既贪又凶又黠的两狼，屠夫有过怎样的心理？你觉得可用文中的 哪几个字来形容表达？   开始的害怕，继而困窘，最后决心一搏。      惧─→窘─→持

2.换位思考。请同学们将自己假想为此境中的屠夫，用“与其……不如……”的句式，说说屠夫最后选择一搏曾有的心理活动。 3.屠夫是如何与两狼展开搏斗的呢？从中可看出屠夫具有怎样的品质？。

(三)、论说结局，感悟主旨

贪婪而又狡猾的狼最终却 落得“顷刻两毙”的命运。对这样的结局我想同学们一定会有什么话要对屠夫说。

（四）课文延伸;向学生介绍蒲松林的另外两则《狼》

（五）课堂小测 ：狼和屠户的形象。

三．作业：完成练习册习题。

板书设计：

狼

蒲松龄

屠户 ：

狼：

教学回顾

谭义专

[狼 教学设计(人教版七年级下册)]

七年级英语教案(篇4)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词： rain, windy, cloudy, sunny, snow, weather, cook, bad, park,

message, take a message, could, back, problem

能掌握以下句型：

① —How's the weather in Beijing?

—It's sunny.

② —Can I take a message for him?

—Yes. Could you just tell him to call me back?

—Sure, no problem.

2) 能用所学的知识描述天气情况。

3)描述正在发生的动作。

2. 情感态度价值观目标：

教育学生善于观察天气，善于调整自己的情绪;了解世界各地的天气情况，增加世界观念。知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础。

二、教学重难点

1. 教学重点：

1) The vocabulary and useful expressions.

2) —How’s the weather?

—It's raining/ windy.

3) —What are you doing?

—I'm playing basketball.

2. 教学难点：

运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。

三、教学过程

Ⅰ. Warming-up and Lead in

1. Greet the Ss and check the homework.

2. Watch a video program about the weather.

Ⅱ. Presentation

1. (Show some pictures of the weather)

Let Ss look at the pictures and ask them how the weather is.

Ss learn the new words and expressions with the help of the pictures.

2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss to match the words with pictures.

3. Check the answers.

Ⅲ. Game (How's the weather?)

1. (Showing some pictures on the big screen.) Ask Ss "How's the weather?"

2. Ss guess and answer the question.

Ⅳ. Listening

1. Now let's look at the city names in the box in 1b. Please read after me.

Ss read the cities after the teacher.

2. Now, We’ll hear four conversations. Listen carefully, point out each city in the picture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.

3. Check the answers.

Ⅴ. Pair work

1. Tell the Ss: If you are in one of the places in the picture above. Talk about the weather

with your friends in another city on the phone.

2. Make a model with a student like this:

T: Hi! How's the weather in Beijing?

S1: It's sunny.

3. Ss work in pairs. Ask and answer about the weather in the cities.

Ⅵ. Listening

1. Work on 2a.

Let's see what Joe's families are doing. Point to the 4 pictures.

2. Ask Ss tell each person is doing in each picture. More attentions should be paid

to the correct use of the Present Progressive Tense.

3. Play the recording for the Ss to listen and number the pictures [1-4].

4. Play the tape for Ss to check the answers.

5. With the whole picture, get some Ss to tell the story of it.

6. Brainstorming

Play the tape for another time. Then do a memory test.

Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing?

What're Scott and Lucy doing?

Is Jeff watching TV? etc.

7. Let Ss match the names with the activities in 2b.

Play the recording for the Ss to check the answers.

Ⅶ. Pair work

1. Look at the pictures and talk about the people in 2a with a partner.

2. Ask a student the questions as a model:

T: What's Uncle Joe doing?

S1: He's playing basketball.

3. Ss work in pairs. Ask and answer about the pictures.

Ⅷ. Role-play

1. Ask Ss to read the conversation and answer the questions:

① What's Steve doing?

② What's Rick's brother doing?

Ss read the conversations and answer the questions. Then check the answers together.

2. Let Ss role-play the conversation in pairs.

IX. Language points.

X. Exercises

Homework:

一、总结有关天气的词汇。

二、编写三个有关天气问答的对话。

七年级英语教案(篇5)

Section A (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry

2) 能掌握以下句型：

① Don't eat in class.

② You must be on time.

③ Eat in the dining hall.

2. 学会用英语表达一些标志的含义。

3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法

二、教学重难点

1. 教学重点：

1) 肯定祈使句是省略掉主语的原形动词开头;

2) 否定祈使句则是在肯定祈使句前加上“don’t”。

3) 情态动词must及have to在用法上的区别。

2. 教学难点：

掌握祈使句的用法，并能听懂、会说一些简单的祈使句。

三、教学过程

Ⅰ. Warming-up and revision

用祈使句请学生们完成一系列动作：

Please stand up/ sit down. Close the door, please. Look at me and listen to me.

Don’t open your books. Don’t talk. Let’s begin our class.

Ⅱ. 1a

T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules. Please finish 1a.

Ⅳ. Listening

Now let’s listen! What rules are these students breaking? Write the numbers after names?

Ⅴ. Pair work

Read the dialogue in 1cand work in pairs.

Ⅵ. Listening

1. First, let's read the sentences in 2a together. Now, let's listen to the recording. Check the activities Alan and Cindy talk about.

2. Work on 2b: Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.

Ⅶ. Pair work

1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a.

2. Let some students come to the front and act out the conversations.

Ⅷ. Role-play

Read the conversation and find some rules in this school. Ss read the conversations and find the answers to this question.

( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. )

Homework:

1. Remember the new words and expressions.

2. 完成下列句型转换试题

1)I can play computer games on weekends.(一般疑问句)

_________________________________? Yes, ____________.

2) He has to wear uniform.(变否定句) He _____ _____ _____ wear uniform.

3) I have to wear sneakers for gym class.(一般疑问句)

_____ you ____ ____ wear sneakers for gym class? Yes, I ____.

4) They have to wash clothes.(提问) ____ do they have ____ ____?

5) You can’t go out on school nights.(换一种表达) _______ go out on school nights.

6) Don’t talk in class.(同上) No _________.

Section A (Grammar Focus-3c)

教学重难点

1. 教学重点：

1) 继续学习使用目标语言谈论对某些规章制度(校规、家规等)的看法

2) 通过不同方式的练习方式来学会用英语表达一些标志的含义。

3) 运用祈使句来表达一些规章和制度。

2. 教学难点：

1) 总结用祈使句、情态动词can、must及have to来表达各种规章制度;

2) 能用所学的知识来制定一些简单的规章制度。

教学过程

Ⅰ. Warming- up and revision

Ⅱ. Grammar Focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

① 不要在楼道里跑。_______________________

② 不要打架。 ____________________

③ 有什么规则? ___________________

④ 我们必须按时上课。 ____________________

⑤ 我们可以在教室里吃东西吗?____________________

⑥ 不能。但我们可以在餐厅里吃东西。___________________

⑦ 我们可以在教室里带帽子吗?____________________

2. Ss finish off the sentences and check the answers by themselves.

Ⅲ. Writing

Look at 3a. Do you know the meaning of these pictures? Can you write the rules for the school library?

Ss discuss the pictures and make some rules. Let some Ss read their rules aloud. Check the answers with the class.

(Don't listen to music in the library. Don't eat or drink in the library. Don't take photos in the library. )

Ⅳ. Practice

Work on 3b: Use the words to make questions about the rules. Then write answers according to your school. For example: Be quiet? (she/have to/ in the library) Does she have to be quiet in the library? Yes, she does.

2. 注意： have to虽是情态动词，但其在句子中与谓语动词共同构成句子时，其一般疑问句应用助动词do或does来帮助构成;而情态动词can则直接提前构成一般疑问句式。

3. Ss work by themselves and try to write the sentences on the workbook.

4. Ss work in pairs. Ask and answer the sentences.

Ⅴ. Game

Ss work in groups and discuss what rules are in their school. Write down their rules on the work. Let some Ss read their rules aloud. See whose school is the coolest?

Ⅵ. Exercises

1. If time is enough, do some more exercises on the screen.

Homework

1. Read the sentences in Grammar Focus.

2. Make some rules at home.

板书设计

Section B 1a-2c

教学重难点

1. 能掌握以下单词：out, go out, dish, do the dishes, night, before, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck

2. 能掌握以下句型：

① Don't leave the dirty dishes in the kitchen.

② I can't relax either.

③ I must read a book before I can watch TV.

④ I have to help mom make breakfast.

3. 理解must, have to/ can/can't的用法

三、教学过程

Ⅰ. Warming- up and revision

Check the homework. Let some Ss read their home rules.

Ⅱ. Presentation

1. Show some pictures on the big screen and let Ss learn the new words and expressions.

2. 学生看着1a部分的图片

学生朗读1部分的“rules”，并将图片a~h的序号填写在1b这些规则前的方框中。

Check the answers with the class.

Ⅲ. Listening

1. Tell Ss they'll listen to the recording about Dave's house rules. Listen and put an× for things Dave can't do and a √for things he has to do.

2. Play the recording for the Ss to listen and check.

Ⅳ. Listening

Now let's work on 1c. Now first, let's read the phrases aloud together. Explain the meaning of the phrases if necessary.

Play the recording three times for the Ss to listen and write the phrases in the chart in 1b.

Check the answers:

Ⅴ. Group work

Divide the Ss into groups to talk about Dave's home rules. Make a list of Dave's house rules. Ⅵ. Reading

1. Fast reading: Read the letter and find the answer to this question:

What does Molly feel about the rules?

Ss read the letter and find the answer to this question. (she feels terrible.)

2. Careful reading: Read the letter again and underline the rules for Molly. Check the answers with the class. (Let some Ss read their answers aloud. Let other Ss add some rules. )

3. Careful reading

1) Read Dr. Know's letter and answer this question: What does she think of the school and home rules? Let one student read out his/her answer.

(She thinks parents and schools are sometimes strict, but they make rules to help us. We have to follow them. )

Ⅶ. Reading

1. Read the letter again and complete the sentences with have to/ must, can or can't.

2. 提示： have to与must的用法：

1)must表示一种主观的需要，而have to表示一种客观的需要，意思是“不得不”。如： I have to attend an important meeting this afternoon.

今天下午我不得不参加一个重要的会议。

Mother is out, so I have to look after the shop.

妈妈不在家，因此我不得不照看商店。

2)have to的否定形式是don’t have to, 相当于needn’t。如：

They don’t have to buy a computer at present.

他们目前没有必要买电脑。

Homework

1. Remember the new words and expressions in this period.

2. Ask Ss write down Molly's rules at home and at school.

七年级英语教案(篇6)

【学习目标】

1掌握本节课的3个单词和3个新句式。

2、初步学习基数词1—31的序数词及序数词的简写形式。

3、巩固句型: when is your/ his/ her/ bob’s birthday ？来询问他人的生日。

学会句型：how old is/are---? 询问别人年龄。

4、 通过学习，增强与人沟通的意识。了解家人的生日和年龄。

【学习重点、难点】：

1、 基数词1—31的序数词及序数词的简写形式

2、 句型: when is your/ his/ her/ bob’s birthday ？询问他人生日

how old is/are---? 询问别人年龄。happy birthday! see you ！

【导学指导】：

一: 熟练掌握词汇：happy, happy birthday, old, how old---, party, see you ！

二: 熟练掌握句型: when is your/ his/ her/ bob’s / your father’s birthday ？

how old is/are---? happy birthday! see you ！

【知识点拨】

1、 序数词：表示顺序的数词称为序数词

2．序数词的简写形式：在相应的阿拉伯数字后加上原序数词的末尾两个字母

one-first-1st.twelve-twelfth-12th thirteen-thirteenth-13th

二。 how old is/are---? 询问别人年龄，答句:主语（人称代词）+ am/is/are +岁数 +

（years old ）， 其同义句是：what’s + your/his/her/your father’s + age ？

如：how old is he ？ – he is 13 (years old) 。 同义句what’s his age ？

【自主学习】：

学习任务一: 熟练掌握本课的6个单词。

1、个人自读，记忆本课单词。

2、小组互相检查单词读写情况。

学习任务二: 写出数字1----31的英文单词。

【合作探究】

（1）教师课前安排组长检查学生自主学习完成情况。

（2）教师检测学生对本节课的3个单词和3个短语的记忆情况。

（让学生利用课前3分钟加强记忆，然后选各组同学进行拼读，全班学生进行点评）

（3） 情景导课：教师引导学生复习数字1——30

（4）听录音，跟读2a表格中基数词，

（5）听录音， 完成2b、2c 内容。 师生核对答案。

（6）让学生利用2c中信息，两两分组进行练习2d对话，然后选派几组同学进行表演。

（7）学生阅读2e中对话，教师解读点拨。

探究:仔细阅读本课对话内容，学生分组讨论时间介词in, on, at的用法。

1、表示在什么日期用_______ 如：_________________ 2在哪个月份用_____ 如：________

3、在几点钟用_______ 如：_____________________4.在星期几用________如：________

5、在一天某个时间段用______如：_________________

【展示交流】

1、 让学生分男女角色进行练习2e中的对话。

2．让学生两两分组进行练习2e中的对话，然后各小组选派同学进行表演。

【达标训练】

（一）用介词in ，on ，at填空。

1、 my mother’s birthday is_______ july 21st

2、 my birthday is _____ sunday（周日） 。

3、 when is your birthday ？ it’s ______ october 。

4、 we have breakfast _______ 7: 10 。

5、 i always have sports _______ the morning 。

（二）选择

（ ） 1.--________ your birthday ？ --it’s on may 7th.

a. when is b. when c. when are d. what is

（ ） 2.his mother’s birthday is_______ july 1st.

a. in b.on c. at d. to

（ ） 3. -today is my birthday -________________ 。

a.thank you b.ok c. happy birthday to you d. great

（ ） 4. -happy birthday to you ！ - ___________ 。

a. happy birthday b.me, too c. you’re welcome d. 。thank you （ ）5. _______ your mother ？ ----she’s 36 years old 。

a. what is b. how old c. how old is d. who is

（ ）6. january is the________ month in a year 。

a. one b. two c.first d. second

【拓展训练】

（三）翻译下列短语

1我父亲的生日___________________2.在六月份___________________ 3八月一日______ 4 在六点十分__________________5一个生日聚会______________ 6 再见____________

（四）、句型转换（10分）

(1)my mother’s birthday is on july 21st.（对划线部分提问）

_________ ________ _________ mother’s birthday ？

（2） how old is the boy ？ （改为同义句）

_________ the boy ‘s ________ ？

（3） my grandfather is 60. （对划线部分提问）

________ _________ ________ your grandfather ？

【总结反思】

通过本节课的学习我最大的收获_________________________________________________

感到自己有待加强的是____________________________________________________________

七年级英语教案(篇7)

一、导入 介绍作者、亮标

繁星是常见的，引起过古今中外无数人的遐想，你一定也观察过天上的繁星，你是怎样观察的?有什么感受?(学生回答)好，下面我们来看看著名作家巴金是怎样观察繁星的，有哪些感受。(板书课题)指名学生介绍巴金和写作背景(口述)教师亮标。

二、朗读课文，初步感知

1.指名学生有感情地朗读课文，其余同学：

①用波浪线勾画出写巴金观察繁星的感受的词句

②思考课文是按照什么顺序来写的?用横线化出相关的词句

③理清文章结构

2.学生分小组讨论课文

参考答案：

①望着星天，我就会忘记一切，仿佛回到了母亲的怀里似的。好象它们就是我的朋友，它们常常在和我说话一样。我仿佛看见它们在对我霎眼，我仿佛听见它们在小声说话。在星的怀抱中，我微笑着，我沉睡着。我觉得自己是一个小孩子，现在睡在母亲的怀里了。那四颗明亮的星星是头，下面几颗......看，那个三人还在跑呢!

②按时间顺序。标志有从前、三年前、如今、有一夜

③第一部分(第一段)：描写我最爱看繁星，回忆从前在家乡夜晚望星天的情景和感受。

第二部分(第二段)：描写我三年前在南京读书时看望繁星的情景和感受。

第三部分(第三~第四段)：描写我在海上观看繁星的情景和感受。(如学生将第3，4段内容分开为在海上的每一天观看的情景与感受，有一夜看到的情景与感受，也应加以肯定、认可)

三、合作探究

1.研究比较三次看繁星的情景与感受有什么不同。讨论为什么不同。

参考答案：这个不相同是因为随着作者年龄和阅历的增长，对星空的观察和感知逐步深入精微了。

2.作者把星天比作母亲，把星星比作朋友，并和它们说话，运用了哪些修辞手法?表达了一种什么样的感情?

把繁星比作朋友，是为了突出作者看繁星时亲密投机的伙伴之感，觉得它们正友好地对我霎眼，同我小声地说话，突出了舒心、安详、陶醉之感，表达了作者对星空、繁星(即大自然)的热爱之情，美好生活的向往，童心、童趣不减。

3.阅读第5段，思考并回答问题：

①那个天上的巨人指什么?

--指英国人指给我看的天上那个像巨人般的星座。

②怎样理解?

--一是那个星座有着像巨人在跑似的形状，二是因为船在动，星也在动。(此题如学生提出其他理由，只要合理亦可)

4.体会看，那个巨人还在奔跑呢?中看和呢的表达效果。

参考答案：一个看字，呼唤读者，感情上与读者直接交流，更能引人注意，一个呢字，表示动作正在继续，显得更加生动。

四、作业

1.熟读课文，背诵第3段;

2.查找搜集有关星星最新信息的资料，结合文学分小组出一份手抄报。

附：

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