人教版七年級下冊全冊英語教學的教案
作爲一名專爲他人授業解惑的人民教師，就有可能用到教案，編寫教案有利於我們準確把握教材的重點與難點，進而選擇恰當的教學方法。那麼大家知道正規的教案是怎麼寫的嗎？以下是小編爲大家收集的人教版七年級下冊全冊英語教學的教案，僅供參考，大家一起來看看吧。
七年級下冊全冊英語教學的教案 篇1
一 、【教學目標】
（一）語言知識
1.詞彙掌握wake，early, first，day, term，must,still,by，on foot,the same to,usually,always，Ms.,boat，ship，sea，train，by plane/air/airplane, etc.
2.理解Subway Worm reporter，Net Bar,roller skating Measure dining hall，dormitory bookstore，etc.
（二）語法
1.一般現在時（Simple present）
2.頻度副詞（Adverbs of frequency）never， seldom， sometimes， often， usually， always， once， twice
3.現在進行時（Present continuous） a. I’m looking for a book.
b. Are you doing your homework? Yes， I am./No， I’m not. c. Is he/she...?Yes， he/she is. /No， he/she isn’t. d. What are you doing now? I’m playing computer games. e. What is he/she doing? He/She is...
4.談論交通方式（Talking about means of transportation） How do you usually go to school? I usually go to school by bike.
（三）功能用語與話題
1.採訪（Interviews）Our guest today is Michael from Class 2, Grade 1. 2.談論日常生活（Talking about routines）
3.學校建築（School buildings）swimming pool， playground， library， dormitory， lab, gym
4.談論興趣喜好（Talking about interests， likes and dislikes）I like the swimming pool best. Why do you like English? Because it’s interesting and easy.
5.借物（Borrowing things）How long can I keep it? Two weeks.
6.新聞（News）、海報（Poster）Attention， please! Here is the news.
7.談論學校活動、科目和時間表（Talking about school activities， subjects and timetable） 8.談論學校生活（Talking about school life）
（四）能力培養
【聽】能聽懂談論校園生活中比較熟悉的話題，識別主題，獲取主要信息。
【讀】能讀懂表現校園生活方面的文章，包括校園新聞、海報、遺失聲明、失物招領等。
【寫】 能寫出表現校園生活方面的簡單句子。能寫出簡單的校園新聞、海報、遺失聲明、失物招領等。
情感態度 培養學生積極向上的情感、活潑開朗的個性、濃厚的學習興趣和大膽實踐的精神，提高學習效率，培養學生熱愛學校生活，樂於學校生活的意識。
學習策略 積極探索適合自己的英語學習方法，利用現實生活中的學習資源，培養任務型學習方法與技巧。
二、【教材分析】
本單元的交際用語主要是圍繞學生的學校生活展開的，談論學生的上學方式、作息時間、課程安排、業餘生活等內容，這些內容爲學生所熟悉，便於展開討論。 本單元的語法內容主要是學習一般現在時、現在進行時以及表示頻度的副詞。
Unit 5 Topic 1 Section A
【教學目標】：
1.(1) Learn some means of transportation:
by bike, by subway, by bus, on foot, by plane, by car, by train, by ship, by boat (2) Learn other new words and phrases:
gate, the same to, come on, go to school, Ms., grandmother, group 2. Review the present simple tense. —Do you often come to school by bike? —Yes. I do./No, I don’t. 3. Talk about how to go to school. —How do you usually come to school?
—I usually come to school by subway./I always come to school by bus. 【重點】1a
【難點】談論交通工具及如何上學。 【教具】 錄音機 【課時】：1～2 【教學過程】： 一．複習導入
1.T: Good morning， class! S: Good morning， Miss.../Mr... T: Nice to see you again!S: Nice to see you， too. T: Happy New Year ! (教師幫助學生回答。) Ss: Happy New Year!
T: We can also say, “The same to you!” (自然引入“The same to you!”並練習強化。)
T: Boys and girls. Today is the first day of our new term. 解釋today， new term 2. 學習1a，完成1b。
(用事先準備好的教學圖片或簡筆畫給學生展示bike，由此導入本課重點：交通方式.再 用同樣的方式教學其他交通工具，並板書相關詞組。如下圖)
T：I often come to school by bus. My son often comes to school by subway. What about you?
學習詞組by bus/car/train/subway/bike/plane/…, on foot，(板書) Notes: by subway=by underground (1)熟讀板書的詞組。
(2)用上面的.簡筆畫和詞組，讓學生看1b的圖片並模仿例句造句： Example：
T: I come to school by bus. S1: I come to school by bike. S2: I go to school on foot.
(完成1b，板書come/go to school)(3)看圖比賽完成2a 3. 聽錄音1a，回答問題：
(1)Where do Kangkang, Jane and Helen meet? (2)How does Kangkang usually come to school? (3)How does Helen usually come to school? (4)How does Jane always come to school? 二.知識點解析：
1. A:How do you usually come to school? B: I usually come to school by subway. （1） 此句中的how用來詢問交通方式。
（2） by subway “乘地鐵”。“by ＋表示交通工具的單數名詞”是一種常見的表示乘坐某種
交通工具的介詞短語。【注意】：by 後不能加a, an，this ,that ,the, one’s等限制詞。
2. Oh, it’s time for class, come on!
（1）It’s time for ＋名詞。意識爲“到…的時候了” It’s time for school .到上學的時間了。 (2) Come on !快點兒，加油，來吧。
【拓展】It’s time to do sth.=It’s time for …到做某事的時候了。 It’s time for lunch。=It’s time to have lunch.
三：鞏固練習
1. 放錄音1a,學生跟讀。兩人一組作對話，然後請3～4對同學到前面表演對話。（對參加
表演的同學給予鼓勵。） 2. 學生兩人一組編對話並表演。 3. 聽錄音完成2b. 四：反饋練習
() Browns usually drive to the park on Sundays. But today they go to the
park_____ .
foot foot the foot () usually go to Beijing _____plane.
A. on B. inC. by D. at Hua goes home by subway.(同義句轉換) Wei Hua goes home ____ ________.
4. My sister goes to school by bike .(對劃線部分提問)
____ ＿＿＿your sister go to school? 5. It’s time for breakfast.(同義句轉換)。
It’s time ______ _______ _________. 五：歸納總結
A:How do you usually come to school?
B:I usually come to school by bike/bus/subway… 六．作業
採訪班內同學來學校的交通方式，並列個表格。
Unit 5 Topic 1 Section B
七年級下冊全冊英語教學的教案 篇2
Unit 1 Where’s your pen pal from?
一、單元教材分析
本單元的中心話題是pen pals。主要語言功能項目是talk about countries, cities and languages。語法結構爲 Where…from; Where…live and what
language…speak。先以Activity1複習語言與國家的配對練習入手，Activity2a, 2b一個綜合的聽力訓練來展示學生的聽力能力，並以聽力內容爲基礎，通過Activity2c中假設的兩人對話操練來培養學生的交流能力，同時也引導學生多溝通與多交流。Activity3a是一篇email形式的閱讀文章，並有相關問題由學生在閱讀後進行回答Activity3b 是根據提供的信息進行填空的寫作練習，Activity3c是一篇模仿寫作，讓學生給自己的筆友寫一封關於本人信息的email。我在各課時教學中設計各種各樣的小活動，通過Discussion，Classifying，Guessing等不同方式讓學生掌握本單元的知識點，用學會的知識與外國的筆友自如的交談是學習本單元的目的。
二、教學目標分析
1、語言目標
a. 重點詞彙：
Countries: Canada, China, France, Japan, the United States, Singapore,
Australia,The United Kingdom, Paris.
Cities: Sydney, New York, Toronto, Toyo, London
Languages: English, French, Japanese, Chinese.
b. 重點句型： －Where…from? －She‘s/He‘s from…
－Where does…live?－She/He lives in …
－What language does she /he speak? －She/He speaks ….
2、能力目標
a. 培養學生在文段中尋找信息的能力；
b. 學會用英文給筆友寫回信，簡單介紹個人情況；
c. 通過有效地小組合作，培養學生合作能力及團隊精神。
d. 在連慣的聽說讀寫活動中，訓練學生的邏輯思維，快速反應能力和實踐能力 ,
使學生能熟練運用新句型來談論年齡和日期。
3、交際目標
通過學習本單元的內容，使學生學會用各種方式與世界各國朋友交流。
4、德育目標
瞭解世界，瞭解不同地區的人文風俗；學會理解和尊重異國文化。
三、單元重難點分析
重點： 1. 談論國籍、民族及其語言。
2. 詢問並回答人們的住處。
難點： 1. 含from的where引導的特殊疑問句及其回答
2. 含live的where引導的特殊疑問句及其回答
四、課時結構
爲了能較好地實現既定的教學目標，結合本單元教學內容和學生的學習規律，將本單元授課時定爲四課時。
Period 1 Section A 1a—2d
Period 2 Section A 3a—Section B2c
Period 3 Section B 3a---3c
Period 4 Summing up Section A and B and the grammar.
五、教學過程設計
The First Period
Teaching aims:
1．Learn to express the main countries and cities.
2．Know something about the countries.
3．Master where- sentence structure.
Key points:
1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore,
the United Kingdom, country, Sydney, New York, Paris, Toronto,
Tokyo world
ences: -Where is your pen pal from? -He‘s from Australia.
-Where does he live? - He lives in Paris
-Where is John‘s pen pal from ?
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step —in (1a&2a)
First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to (來自: 書 業網)teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通過這個環節，教師完成本單元的新單詞的導入，通過提供給學生每個國家的地圖，讓學生猜出國家名稱及相應的城市，學生能有意識的記憶國家及城市的名稱，併爲整節課任務的完成奠定最基本的詞彙基礎。在看圖片時學生能夠做到精神集中，並能激發學生的學習興趣。
tice(1c&2d)
①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with ―Where is she/he from?‖ and ―Where does she/he live? Ask some students to stand up and practice with teacher.
②With these sentence structures, ask students to practice them in pairs.
③Make a Survey to understand your classmates better.
上面這些句型的操練都是爲了最後一個任務作鋪墊。操練的過程中可以及時糾正學生的錯誤。然後讓學生填寫調查表，瞭解全班同學的筆友分別來自哪個國家以及居住在哪個城市，同時讓學生認識和了解一些國家和城市相關地理文化知識，拓展學生的視野, 激發他們的興趣。在完成任務的過程中運用where…from和where…live引導的特殊疑問句, 綜合運用目標語言, 詢問並回答人們的國籍和住處。
ening comprehension(1b,2b&2c)
After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口頭練習的基礎上，在他們熟練掌握本課時句型以後再做這些聽力應該是不難了，這樣可以增加他們學習英語的信心。並且這些聽力材料的設計也是層層遞進，由易到難，充分考慮到了學生的層次，起到了很好的鞏固作用。 work
Revise Section A1a—2d
Make a similar dialogue about pen pals
The Second Period
Teaching aims:
1. Go on to learn the countries and cities.
2. Master where- sentence structure.
3. Learn the new sentence structure: -What language does she/he speak ?
- He/She speaks…
Key points:
1. Words: language, Japanese, French, in English.
2. Sentences: -What language do they speak?
-What language does she /he speak ?
-She/He speaks ……
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
sion (Brain Storm)
Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用這樣一個小小的遊戲，既複習了上一課時的單詞又活躍了課堂的氣氛，也爲這一節課新知識的教授作好了銜接。使新課的導入自然又輕鬆。
—in (3a&SectionB1)
The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Let‘s look at the map and guess. Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通過一系列的活動，讓學生知道那個國家講什麼語言，學會說這些語言的單詞，爲下面的任務做準備。
ening comprehension (SectionB2a&2b)
Do some listening exercise to review what we learned before.通過這個聽力練習，鞏固前面所學的知識，也爲下一步的學習舉了一個範例，相當於一小步導入。
1My pen pal is . She is from speaks has .
2．Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.
The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….
3．Discuss with your deskmate.
4．Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages.
七年級下冊全冊英語教學的教案 篇3
一、教學目標：
1. 語言知識目標：
1) 繼續練習運用情態動詞can。學會詢問和談論彼此的能力和特長。 能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I can't.
② —What can you do?—I can dance.
③ —What club do you want to join? —I want to join the chess club.
2. 情感態度價值觀目標：
該部分學習詢問或談論自己或對方在某一方面的能力和特長，可以培養學生的一種羣體意識，促進同學們對自身的認識，爲將來的自我發展奠定基礎。
二、教學重難點
1. 教學重點：
1) 讓學生重點總結、發現情態動詞can的用法。
2) 通過一些與學生們實際生活相貼近的教學活動，來達到熟練運用的目的。
2. 教學難點：
1) 情態動詞can的用法；
2) 在實際交際活動中運用can來詢問與表達自己或他人的能力。
三、教學過程
Ⅰ. Warming- up and revision
1. Ask some Ss about their abilities.
T: Hi, S1! What can you do?
S1: I can sing and dance?
T: Can you play the guitar?
S1: Sorry, I can't. But I can play chess.
T: What club do you want to join?
S1: I want to join the chess club.
2. Role-play.
Let some pairs role play the conversation in 2c.
Ⅱ. Grammar Focus.
1. 閱讀指導：
2. 學生閱讀Grammar Focus中的句子，然後做填空練習。
① 你會游泳嗎？
______ you ______?
② 是的，我會。/ 不，我不會。
Yes, ____ _______. / No, I _______.
… (其餘試題見課件部分)
3. 學生們完成填空試題後，可以打開課本檢查答案，對錯誤的句子，單獨進行強化記憶。 Ⅲ. Try to Find
老師將情態動詞的can的用法，以學案的方式呈現在大屏幕上，讓學生自主學習，並發現其用法。
1. 可以看出，在Can…？句型(來自:WwW. 書業 網)中，情態動詞can沒有________和_______ 的變化。
2. 用情態動詞can來詢問他人的能力可以歸納爲以下句型：
Can + _______+ _________ + 其他?
肯定回答：_________________
否定回答： _________________
What + can + _______ + ________ ?
學生們合作學習討論上面學案的答案，總結情態動詞can的用法。
老師找部分學生對上述問題作答，並一起討論總結情態動詞can的用法。
Ⅳ. Practice
1. Look at 3a. 告訴學生們用所給的詞彙來造句子。首先，用情態動詞can及所給的第一個動詞詞組來造一個一般疑問句，並作出一個否定的回答。然後，用轉折連詞but及第二個詞組造一個肯定句。
Teacher makes the first one as a model:
Can Wu Jun speak English? No, he can't, but he can speak Chinese.
Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class.
Check the answers with the class.
2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can
you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the words in the box.
