老师会对课本中的主要教学内容整理到教案课件中，大家静下心来写教案课件了。只有规划好了教案课件新的工作计划，才能在以后有序的工作！有没有好的范文是适合教案课件？下面是由小编为大家整理的“七年级下册《Thismorningwetookawalk》教案分析外研版”，欢迎大家阅读，希望对大家有所帮助。

七年级下册《Thismorningwetookawalk》教案分析外研版

Unit2Thismorningwetookawalk
教学内容：Unit2Thismorningwetookawalk
课型：Readingandwriting
教学目标：

教学重难点：
1、能够理解描述旅行经历的文章。
2、能用一般过去式叙述自己或他人的旅行经历。
教学准备：
课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。采用多媒体手段辅助教学教学步骤教师活动学生活动设计意图

StepOne
(5’)

1.Leadin
Lookandsay:
LookatsomepicturesaboutLingling’sholiday.
Whatdidshedoonholiday?
lookedafterherbrother
Cleanedtheroom
playedcomputergames
hadabigdinner

2．
Askthestudentstomakedialogueswithpartners
accordingtothepictures.
A:Whatdidhe/theydolastweekend?
B:They/He…
A:Whatdidshedoyesterday?
B:She...
LookatsomepicturesaboutLingling’sholiday.Answerthequestionsaccordingtothepicture.
Whatdidshedoonholiday?
lookedafterherbrother
Cleanedtheroom
playedcomputergames
hadabigdinner

Makedialogueswiththeirpartnersaccordingtothepictures.

A:Whatdidhe/theydolastweekend?
B:They/He…
A:Whatdidshedoyesterday?
B:She...
通过看图片回答问题，引导学生回顾上节课的内容，巩固的。
通过这个环节，既可以活跃课堂气氛，.也能从说句子中考验学生对Unit1知识的掌握程度，还训练了学生的反应。并在无形中培养学生大胆说英语的习惯。

StepTwo
Pre-
reading
(5’)

ShowstudentsWatchpicturestosayoutsomenewwords.
引导学生谈论图片,。在描述的同时学习新单词和句型，为学生扫清阅读障碍。StepThree
While-
reading(18’)

1.Scanning
(1)Askstudentstoscan
thepassageandanswerthefollowingtwoquestionsquickly.
Whowritestheemail?
What’stheemailabout?
2.Skimming
Askstudentstoskimthepassage.
T:BettyisinPairsnow.Shewroteanemailtohergrandmatotellhersomethingaboutherholiday.Doyouwanttolearnmoreaboutit?Now,pleaseskimthepassageand
Answer：
(1)WhometBettyattheairport?
(2)Whendidshegothismorning?
(3)HowdidshegototheEiffelTower

3.Carefulreading.
(1)Paragraph1:
①Choosethebestanswers
T:Pleasereadparagraph1andchoosethebestanswersingroups.

②Organizesomestudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.

(2)Paragraphs2-5:
①Letthestudentsfillintheblanksaboutparagraphs2-5afterreadingit.
②Organizesomestudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.

4.Thewholepassagereading
Checkthetruesentences.（Activity1）
Presentsomesentencestothestudentsandaskthemtoreadthewholepassageagainandwrite“T”or“F”ingroups,alsocorrectthewrongsentencesafterreadingthewholepassage.
Scanthepassageandanswerthequestions：

Whowritestheemail?
What’stheemailabout?
”

Skimthepassageandanswerthequestions:
(1)WhometBettyattheairport?
(2)Whendidshegothismorning?
(3)HowdidshegototheEiffelTower

①Readparagraph1andchoosethebestanswersingroups.
1)TheywenttoParisby___.
(A.trainB.plane)
2)______metthem.
(A.NobodyB.Betty’sauntanduncle)
②Somestudentscometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.

①StudentsreadParagraphs2-5,fillintheblanksinActivity2.

②Somestudentscometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.

Studentsreadthewholepassageagainandwrite“T”or“F”ingroups,alsocorrectthewrongsentencesafterreadingthewholepassage.
要求学生快速阅，

通过学生快速阅读，培养学生获取主旨的能力。并的内容，为进一步学习做好铺垫。

让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。

StepFour
Post-
reading
(10’)
1.Retell.
①GettheSstoretellthepassagewiththeinformationinActivity2.
②Letthestudentsfill
intheblanksaccording
tothepassage（Activity4）
③Callbacktheanswers
fromtwostudentsthen
readtheshortpassage
inthewholeclass.

2.Writing（Activity5）
①Lookatthepictures.WritesentencesaboutDamingandLingling’sholiday.
②Asksomestudentstosayouttheirsentences.

①TrytoretellthepassagewiththeinformationinActivity2.
②Fillintheblanksaccording
tothepassage

③Callbacktheanswersthen
readtheshortpassage.

①Lookatthepictures.WritesentencesaboutDamingandLingling’sholiday.

②Asksomestudentstosayouttheirsentences.

复述课文能使学生加深对课文内容的理解。

适量的口头练习，让学生巩固本课时的语言重点。

StepFive
Summary（’）1.Getthestudentsto
sumupthelanguagepoints.
T:Whathavewelearnedtoday?
Ss:……2.Letthestudentstochoosethebestteaminthislesson.1.Sumupthelanguagepoints.

2.Tochoosethebestgroups.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。
简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。StepSix
Home-

扩展阅读

七年级下册《Whatdidyoudo？》教案分析外研版

一般给学生们上课之前，老师就早早地准备好了教案课件，规划教案课件的时刻悄悄来临了。在写好了教案课件计划后，这样我们接下来的工作才会更加好！你们会写多少教案课件范文呢？小编特地为您收集整理“七年级下册《Whatdidyoudo？》教案分析外研版”，希望对您的工作和生活有所帮助。

七年级下册《Whatdidyoudo？》教案分析外研版

Unit1Whatdidyoudo
教学内容：Unit1Whatdidyoudo?
课型：Listeningandspeaking
教学目标：

教学重难点：
1、能听懂谈论旅行经历的对话。
2、能运本单元的词汇、一般过去时谈论自己和他人的旅行经历。
教学准备：
本课指导学生通过听力获取信息，培养学生听力技能。课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。培养学生的合作精神,发展其思维和想象等能力。在教学过程中，采用多媒体手段辅助教学

StepOne
Warming-up(3’)

Leadin
1.OrganizetheSstoenjoyavideoofLosAngelesandanswer:
（1）WhatcanyouseeinLosAngeles?
（2）WhatcanyoudoinLosAngeles?

2.Freetalk:
（1）Wheredidyougolastsummerholiday?
（2）Howdidyougothere?
（3）Howlongdidyouspendthere?
（4）Didyouhaveagoodtime?
1.Enjoythevideoandtrytoanswerthequestions.

2.Talkwiththeteacherandpartners.让学生在看视频和freetalk的过程中感受新的语言项目，通过这个环节，既可以活跃课堂气氛，还。

StepTwo
Pre-task(5’)

Task1:Checkthenewwords.
1.Showsomepicturesandthingstogetthestudentstosayoutthenewwords.

2.Organizethestudentstoreadthenewwordstogether.

3.AsktheSstofindtheseplacesonthemap.
(Activity1)
1.Seethepicturesandthingstosayoutthenewwords.

2.Readthenewwordstogether.

3.Findtheseplacesonthemap.
引导学生谈论图片,训练学生表达Check完词汇后及时做Activity1进行巩固。StepThree
While-task(20’)

Task2:listening
(1)Playthetape,askstudentstolistenandnumbertheplaces,thencheck.(Activity1)

(2)GuidethestudentstolistentotheconversationinActivity2andchoosethebestanswers:
①Tonyaregoingto____onholiday.(A.HollywoodB.LosAngeles)
②Bettyaregoing_____thisyear.(A.ParisB.LosAngeles)

Task3:Reading
(1)OrganizethestudentstoreadtheconversationandfillintheformaboutBetty’sholidaytwoyearsago.
(1)Listenandnumbertheplaces.Thencheck.

(2)Listentotheconversationandchoosethebestanswers.
①Tonyaregoingto____onholiday.(A.HollywoodB.LosAngeles)
②Bettyaregoing_____thisyear.(A.ParisB.LosAngeles)

(1)ReadtheconversationandfillintheformaboutBetty’sholidaytwoyearsago.利用听读,练习的方式加强学生对课文的理解，培养学生细节听力的技巧能够听取信息，训练和培养学生细节听力技巧。
小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，
Betty’sholidaytwoyearsago

Wheretogo

Howtogo

Whomtogowith

Whattodothere
(2)AsktheSstoworkwiththeirgroupstoreadtheconversation.

(3)Organizethestudentstocompletethesentenceswiththecorrectform（Activity3）.

(4)Organizethestudentstochecktheiranswersonebyone.
（Activity3）

Task4:Solvethelanguagepoints
(1)Organizestudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfound.

(2)Helpthestudentstosolvethedifficultpoints.

Task5:Let’sappreciate(欣赏)somepicturesoftheU.S.A.Maybeyouwillknowmoreaboutthecountry.
(2)Readtheconversationingroups.

(3)Completethesentenceswiththecorrectform（Activity3）.

(4)Checktheanswersonebyone.

(1)Studentscometotheblackboardtoshowoutsomelanguagepoints,theotherstudentslistentothemcarefullyandnote.

(2)solvethedifficultpoints.withtheteacher’shelp.

Appreciate(欣赏)somepicturesoftheU.S.A

StepFour
Post-task
(9’)Task6:Dosomespeaking
(1)GettheSstoretelltheconversationwiththetable.

七年级下册《Herearesomewaystowelcomethem》教案分析外研版

七年级下册《Herearesomewaystowelcomethem》教案分析外研版

Unit2Herearesomewaystowelcomethem
一、教学内容：Unit2Herearesomewaystowelcomethem
二、课型：Readingandwriting
三、教学目标：

2、能读懂简单的介绍不同国家身势语的短文。
3、能正确用祈使句给出书面指示语和建议。
4、通过阅读，了解世界各地不同地区的地域差异，培养对不同文化的兴趣
四、教学重难点：
1、能够读懂文章。并能在阅读中找出身势语，完成任务。（重点）
2、正确使用祈使句的用法。
五、教学准备：PPT课件、教学挂图、录音机、课堂联系表格、奖品。
六、教学过程：
教学步骤教师活动学生活动设计意图
Lead-in
1、PlaythevideoandlettheSsenjoyit.
2、Guessinggame:onestudentactoutbodylanguage,otherstudentssayoutthewords1、Watchthevideoandguesswhattheyaregoingtolearninthislesson
2、Playthegame通过这个环节既能活跃课堂气氛，又能为以下教学内容作好铺垫Step2Pre-readingNewwordslearning：ShowSssomepicturesandhaveafreetalkbetweenTSs,teachthenewwordsandexpressions.Learnnewwordsandphrasesbyfreetalk.引导学生直观谈论图片，训练学生的口头表达能力，在描述和谈论图片的同时学习新单词和新句型。Step3While-reading1、Scanning
AsktheSstoscanthepassageandfindoutwhatitisabout.1、Scanthepassageandfindoutwhatitisabout.

让学生带着任务(问题)去阅读课文、去找答案，有助于学生更加准确地获取信息，提高阅读效果和阅读技巧。而分层阅读文章更能把知识点和对课文内容的理解得以突破；小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。2、Skimming
AsktheSstoskimthepassage.
T：Howmanyparagraphsarethere？
Ss：five.
T：Readitagainandthencheckthetruesentences.2、skimthepassage.andthencheckthetruesentences.3、Carefulreading
（1）Paragraphs1,2
①Answerquestion.

②LettheSsreadParagraphs1and2ingroupsoffourandthenfindoutthedifficulties.
③Solvethedifficulties.

（2）Paragraph3and4：
①PresentSssomestatementsandaskthemtowrite“T”or“F”，alsocorrectthewrongsentencesafterreadingParagraph3and4

③LetoneteamstudentsreadParagraph2andtheotherstudentslistencarefullytopointouttheimportanceanddifficulties.

④Solvethedifficulties.

（3）Paragraphfive：
①LettheSsfillintheblanksafterreadingParagraph5

②AskagroupsofsixstudentstoreadParagraph5.andlettheotherstudentslistencarefullytopointouttheimportanceanddifficulties.

③Solvethedifficulties.

（4）Askthewholeclasstoreadoutthewholepassage,makesurethattheyunderstanditbetter.3、Carefulreading
（1）Paragraphs1,2
①ReadParagraphs1,2andanswerthequestions.
IsitallrighttostandclosetopeopleintheMiddleEast?
②ReadParagraphs1and2ingroupsoffourandthenfindoutthedifficulties.

③Solvethedifficultiestogether.

（2）Paragraph3and4：
①Gothroughthestatementsandwrite“T”or“F”，alsocorrectthewrongsentencesafterreadingParagraph2.
TheBritishliketouchingpeople.()
Americanslookatpeoplewhentheytalk.().
③OneteamstudentsreadParagraph2andtheotherstudentslistencarefullytopointouttheimportanceanddifficulties.

④Solvethedifficulties.

（3）Paragraph5：
①SsfillintheblanksafterreadingParagraph5.

②AgroupsofsixstudentstoreadParagraph5.andtheotherstudentslistencarefullytopointouttheimportanceanddifficulties.

③Solvethedifficultiestogether.

（4）Askthewholeclasstoreadoutthewholepassage,makesurethattheyunderstanditbetter.Step4Post-reading1、Retell
①LettheSsfillintheblanksaccordingtothepassage.
②Callbacktheanswersfromtwostudentsthenthewholeclassreadtheshortpassagetogether.

1、Fillintheblanks.
2、Speaking适量的口头训练，让学生加深对课文内容的理解，巩固语言知识点。Step5Summary1、GettheSstosumupthelanguagepoints.
T：Whathavewelearnedtoday？
Ss：……
2、LettheSschoosethebestgroupinthislesson.1、Sumupthelanguagepoints.

2、Tochoosethebestgroup.此环节能培养学生自主总结的良好学习习惯；小组评价更能激发学生的学习兴趣，树立学习英语的信心。Step6HomeworkHavetheSsmakealistofrulesforyourclassFinishthehomework.巩固已学知识。写作是阅读的拓展,让学生最终完全掌握语言,实践运用语言。
七、板书设计：
MODULE2Whatcanyoudo？
Unit2Icanrunreallyfast..
Standclosetopeople
Touchpeople
Lookateachother
Wavetosaygoodbye小组评价
T1
T2

七年级英语下册Everyonewillstudyathome教案（外研版）

每个老师不可缺少的课件是教案课件，大家在仔细设想教案课件了。教案课件工作计划写好了之后，这样我们接下来的工作才会更加好！你们会写一段适合教案课件的范文吗？下面是小编帮大家编辑的《七年级英语下册Everyonewillstudyathome教案（外研版）》，仅供参考，大家一起来看看吧。

七年级英语下册Everyonewillstudyathome教案（外研版）

一、Teachingmaterials:
Unit1Everyonewillstudyathome.(Module4Lifeinthefuture)
二、Targetsforthisperiod:
Tounderstandconversationsaboutfutureschools
Toprocessinformationoffuturelifeinthelisteningmaterial
Totalkabouttheprospectofone’sownschool
三、Keypoints:
Keyvocabulary—cableTV,calculator,cellphone,chalk,Internet,satellite,everyone,noone
Keystructures--will+v.原形
四、Teachingmethods:
Interactiveapproach
五、Teachingaids
Taperecorder,blackboard
六、Teachingarrangements:
StepOneLead-in
1.Askthestudentswhatwordstheycanusetodescribeourclassroom:cableTV,blackboard,nationalflag,clock,light,desk,picture,andchair.
2.Readthroughthewordsintheboxandmakesurethatthestudentsunderstandthemall.(Activity1)
3.Askthestudentstodescribetheclassroomtheyarein,usingthewordsintheboxandanyotherswhichareappropriate.
4.Askthestudentstodothetaskindividually,andthencheckwithapartner.
StepTwoPre-Listening(Activity2)
1.Providethequestionfirst:WhatdoyouusetostudyEnglish?
2.DividethestudentsintoseveralgroupsanddiscusswhattheyusetostudyEnglishandcollectafewpairs’dialoguesinawhole-classsetting.
StepThreeIntroductions(Activity3)
1.Introduce“everyone,noone”byusingafewexamplesthataretrue.
2.Remindthestudentsthat“everyone”and“noone”takeathirdpersonsingularverb.
3.Askthestudentstomakesentencesbyusingeveryoneandnoone.
e.g.Everyoneusesapen.（肯定）
Everyonedoesn’tuseapen.=Noteveryoneusesapen.（部分否定）
Nooneusesapen.（完全否定）
StepFourListening
1.Readthroughthesentencesinthechartandmakesurethattheyunderstandthesentences.
2.AskthestudentstolistentothedialogueandfinishtheexercisesinActivity4.
3.Collecttheanswersfromtheclass.
4.AskthestudentstolistentothedialogueagainandfinishtheexercisesinActivity5.
5.Askthestudentstodotheexercisesindividually,thencheckwithapartner.
6.Collecttheanswersfromtheclass,havingonestudentaskandanotherstudentanswereachquestion.
StepFiveToreadaloudtheconversationagain
StepSixDetailexplanation
Ithinkthateveryonewillstudyathomeandwillusecomputer.
Think引导宾语从句，否定必须前置
e.g.Idon’tthinkthateveryonewillstudyathomeandwillusecomputer.
Ithinkyouarerighttodoso.
Idon’tthinkyouarerighttodoso.(不用Ithinkyouaren’trighttodoso.)
with(使用有形的工具或器官)
e.g.Weworkwithourhands(器官)
Thispairofshoesismadebyhand.(手工）
StepSeventhestressedwords(Activity7)
Askthestudentstosaythefourwordsanddecidehowmanysyllablesthereareineachone.
Collecttheiranswersandwritethewordsontheboardtoshowwherethebreaksare.
Practicesayingthewordswiththeclass.
Dic/tion/ar/ycal/cu/la/torcom/pu/tersat/el/lite
StepEightPairworking(Activity8)
1.Askthestudentstothinkaboutthisforawhileindividually—toorganizetheirideasabouttheirschoolinthefuture.
2.Pairthemtodiscusstheirideas.
3.Pre-teachthem“Whatdoyouthink?”tohelpkeeptheconversationgoing.

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