初中英语人教版七年级下册课堂教学设计

人教版初一下册英语的教学设计五篇教学过程，实际上是学生在教师指导下的认识过程。

学生是认识的主体，知识的掌握和潜力的培养只能在主体自己相应的用心自觉活动中才能构成。

下面是小编整理的人教版初一下册英语的教学设计5篇，欢迎大家阅读分享借鉴，希望大家喜欢，也希望对大家有所帮助。

人教版初一下册英语的教学设计1Unit 8 I’d like some noodles.I. Analysis of the T eaching Material1. Status and functionThe topic of this unit is about food. The students will learn how to order food ortake-away. In this unit, the students will be able to use “would like” to express their needfor food and learn how to ask others‟information and provide their personal informationduring the process.2. Teaching aims and demands1). Knowledge objectsa. 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 objectsd. 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 abilityto 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 Language1) 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 noodlesIV. Vocabularynoodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…V. Teaching Time45 minutesVI. Teaching ProceduresStep 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 dialogueA: What kind of noodles would you like?B: I‟d like…and…noodles.Step 5. Pairwork and guessing game1) 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 adialogues. The boy or the girl who find the right special will win one score….aftersome 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. SummaryStep 8. ApothegmStep 9 A Flash → “I’m hungry”人教版初一下册英语的教学设计2课前准备教师：准备游戏时所用的图片(食物、蔬菜、动物)。

人教版七年级下册全册英语教学的教案七年级下册全册英语教学的教案篇1一、【教学目标】（一）语言知识1.词汇掌握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）语法1.一般现在时（Simple present）2.频度副词（Adverbs of frequency）never，seldom，sometimes， often， usually， always， once， twice3.现在进行时（Present continuous）a. I’m loo king 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.谈论交通方式（T alking about means of transportation）How do you usually go to school? I usually go to school by bike.（三）功能用语与话题1.采访（Interviews）Our guest today is Michael from Class 2, Grade 1.2.谈论日常生活（Talking about routines）3.学校建筑（School buildings）swimming pool， playground，library， dormitory， lab, gym4.谈论兴趣喜好（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.新闻（News）、海报（Poster）Attention，please! Here is the news.7.谈论学校活动、科目和时间表（Talking about school activities，subjects and timetable）8.谈论学校生活（Talking about school life）（四）能力培养【听】能听懂谈论校园生活中比较熟悉的话题，识别主题，获取主要信息。

3.教师通过展示与节假日相关的图片，如海滩、山脉、博物馆等，让学生预测本节课的主题：“Can you guess what we are going to learn today?”
4.引导学生观察图片并回答问题，教师揭示本节课的主题：“Yes, today we are going to learn about holidays and activities.”
（三）学生小组讨论
1.教师将学生分成小组，每组讨论以下问题：“What do you like to do on holidays? Why?”
2.学生在小组内分享自己的观点，使用一般现在时态进行表达，如：“I like to go to the mountains because it's quiet and beautiful.”
3.教师巡回指导，关注学生的讨论过程，及时给予帮助和鼓励。
4.每个小组选取一名代表，向全班汇报讨论成果，其他小组成员认真倾听并给予评价。
5.教师对学生的讨论进行点评，强调重点语法和词汇的运用。
（四）课堂练习
1.教师呈现2a部分的练习，要求学生根据听力材料，完成相应的任务。
2.学生独立完成练习，提高听力理解能力。
b.制作一张关于节假日活动的手抄报，用英文展示所学知识，提高学生的动手能力和审美意识。
作业要求：
1.学生应在课后认真完成作业，注意书写规范，保证作业质量。
2.家长要关注学生的学习情况，协助学生完成口语作业，并及时给予反馈。
3.教师在批改作业时，要关注学生的错误类型，给予针对性的指导和建议。
4.鼓励学生在完成作业的过程中，积极思考、主动探索，提高自主学习能力。
人教版英语七年级下册Unit12SectionA(1a2c)教学设计

2024年春学期人教版英语七年级下册教学计划附教学进度表一、学情分析本学期我担任本班英语学科教学工作。

本学期本班共有X名学生，其中男生X名，女生X名。

学生学情相对平衡。

大多数学生基础较为扎实，对英语课的认识和理解也逐渐深入，能大胆尝试和探究问题。

部分学生基础比较薄弱，阅读理解能力、文字组织和表达能力、写作能力等不强，短时期难以有较大的提高。

本学期要注重提高全体学生的英语素养。

采取“分层式”教学方式，培养学生在生活中运用英语的能力，使学生懂得英语对生活的服务关系，发挥语言的交际功能，更好适应社会。

同时，还要培养学生英文文学欣赏的能力。

英语基础知识和能力的训练要更进一步，注重重要语法知识和重点句型的灵活运用和进行英语表达方式的综合训练，并落实到实际运用上。

二、教学内容与教材分析七年级下册共12个单元，加上复习单元2个，文化背景知识和学习策略等局部补充材料。

全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。

每个单元都列出明确的语言目标，主要的功能工程与语法结构，需要掌握的根本词汇，并分为A、B两局部。

A局部是根本的语言内容，B局部是知识的扩展和综合的语言运用。

每个单元还有selfcheck局部，供学生自我检测本单元所学的语言知识之用。

它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。

通过确定languageGoal，采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，表达了以学生为主体的思想。

三、教学目标1、获得英语中的基本理论、概念、原理和规律等方面的学问，明白并关注这些学问在生产、生活和社会中的应用。

2、学会将实践生活中遇到的实际问题转化为英语问题、从而通过英语问题解决实际问题，体验知识的探究及其推理过程并学会在实际问题进行应用。

3、初步具有英语操作的基本技能。

肯定的科学探究和实践才能，养成良好的科学思维习惯。

5.教师应及时批改作业，给予学生反馈，指导他们改进学习方法，提高学习效果。
1.学生在语法知识方面，对一般现在时的结构掌握不够熟练，容易在肯定句、否定句和疑问句的转换上出现错误。
2.在词汇方面，学生对与日常生活相关的动作词汇掌握程度不一，部分学生可能对某些词汇的含义和用法不够熟悉。
3.学生在听说能力上，部分学生存在听力理解困难，口语表达能力较弱，需要加强练习。
4.学习兴趣上，学生对英语学习仍保持较高的兴趣，但个体差异较大，部分学生对课堂活动参与度不高。
人教版英语七年级下册Unit4SectionA(1a1c)教学设计
一、教学目标
（一）知识与技能
本章节主要是人教版英语七年级下册Unit 4 Section A(1a-1c)，旨在让学生掌握一般现在时的用法，以及与日常生活相关的动作和习惯的表达方式。具体知识与技能目标如下：
1.掌握一般现在时的肯定句、否定句和疑问句结构，并能运用到实际情境中。
（三）学生小组讨论
1.教师将学生分成若干小组，每组选择一个话题，如：早晨、中午、晚上或周末的日常活动。
2.各小组用一般现在时讨论话题，每位同学都要参与讨论，记录下组员的日常习惯。
3.讨论结束后，各小组派一名代表汇报讨论成果，其他同学认真倾听，互相学习。
（四）课堂练习
1.教师发放练习题，包括一般现在时的肯定句、否定句和疑问句转换，以及与日常生活相关的动作词汇填空。
2.学会描述日常生活中的动作和习惯，如：brush teeth, wash face, eat breakfast等。
3.能够听懂、会说、会读、会写与日常生活相关的词汇和短语，如：morning, night, after school等。
4.提高学生的英语听说能力，使他们能够在日常生活中用英语进行简单的交流。

七年级下册英语教案新人教版七年级下册英语教案（精选11篇）作为一位杰出的教职工，总归要编写教案，教案是教学蓝图，可以有效提高教学效率。

那要怎么写好教案呢？以下是小编整理的新人教版七年级下册英语教案，欢迎大家分享。

七年级下册英语教案篇1【课堂学习目标】知识目标：(1)复习Wh-questions。

(2)学生收集朋友的有关信息特别是人物的`外貌描写。

(3)学生能用不同的句型来介绍个人信息，如：My…’snameis…;His/Her favourite hobby is…;He/She is…years old,…centimetershigh.He/She lives in…etc。

技能目标：(1)听说——学生能从听力中抓住描述人物的信息。

(2)写——学生能把听到的信息正确地填入表格。

情感、态度与价值观:培养学生的听力能力和善于捕捉信息的能力【课堂学习过程】I Sing a song.II.Duty report(Ask the students some Wh-questions about the duty reporter)III.Listening1.Get ready for the listening.Pay attention to the words:length n.长度,height n.高度,birth n.出生,blond adj.金色的.2.Explain how to do the two parts of the listening.A.Fill in the blanks in the table for the first time to listen.B.Write the numbers 1-4 under the correct photos for the second time to listen.3.Read the dialogues after finishing the listening.Payattention to the Wh-questions.IV.Practice in pairs.1.Practice the dialogues in pairs.You:…Your deskmate:…You:What colour is your hair?Your deskmate:It’s_________(brown).You:How long is your hair?Yourdeskmate:It’s_________(very long).You:What colour are your eyes?Yourdeskmate:_____________(Brown).You:How tall are you?Yourdeskmate:I’m___________(155)cmtall.You:Where are you from?Yourdeskmate:I am from_________(theUK).You:What’s your favourite sport?Yourdeskmate:_____________(Tennis).You:What’s your best subject?Yourdeskmate:…You:…Yourdeskmate:…2.Then fill in the information in the table.Name AgeAppearanceHobbyBest subjectDream job3.Introduce your deskmate to the classMy deskmate is______________.He/She is____________.He/She has________________hairand___________eyes.His/Her favourite hobby is____________His/Her best subject is_____________.And he/she wants to be_____________.【Homework】Describe one of your favorite teachers in our school!My favourite teacher________________________________________________________________ _____________________________________七年级下册英语教案篇2【学习目标】：1、熟练掌握本课13个单词.2、谈论对方喜欢或不喜欢的食物。

人教版七年级英语下册全册教案Unit1 Where is your pen pal from?Topic:Countries, nationalities, and languagesFunctions:Talk about countries, nationalities and languagesAsk and tell about where people liveStructure:Where's/Where're ...from?Where does/do ...from?What questions----What language does/do ...speak?Target language:Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....V ocabulary:words about countries, languagesTeaching design:The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 ( 1a----Grammar Focus )Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speakT can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Step 1 Leading-inThe information of the teacher's own pen pal's information."I have a pen pal. His name is Curry Muray. He is from the United States.Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are: pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5 Pairwork1c Practise the following conversation:---Do you have a pen pal? ---Yes, I do.---Where's your pen pal's from? ----He/She is from ....(Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.Step 6 Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;Step 7 Learning2a Learn the city names together with the whole class just like Step 2 2b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8 PairworkT has a conversation with one student like the following:---Do you have a pen pal? ---Yes, I do.---What's your pen pal's name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb)Let the Ss practise after the T's example in pairs then several pairs do it in class.Step 9 ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves) Unit 2 Where's the post office?Language goalThis unit students leam to ask for and give directions(方向) on the street. New languageIs there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,BetweenRecycled languageWhat are you doing?Do you want to ...?Section AAsk two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.Example 1Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.la This activity introduces the key vocabulary.Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture. Say the name of each one to the class.Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time. Students only listen.Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2A: Is there a post office near here?B: Yes, there is. There's one on Bridge Street.Conversation 3A: Is there a supermarket on Center Street?B: No, there isn't.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范）the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后记：教学方法有问题？教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。

最新2023年部编人教版英语七年级下册教案(全册)第一单元：认识新同学教学目标：- 研究并复关于个人信息的表达方式，如姓名、年龄、国籍等；- 研究并掌握相互问候和自我介绍的常用表达；- 能够用简单句子互相介绍自己和他人。

教学内容：1. 单词及词组- 名字（name）、国籍（nationality）、年龄（age）、学校（school）、家庭（family）、班级（class）、手机号码（phone number）、电子邮箱（email address）、问候语（greetings）、自我介绍（self-introduction）2. 语法- 一般现在时的肯定句和疑问句教学流程：1. 导入新课，介绍并复相关单词和词组。

2. 模仿示范，带领学生用一般现在时谈论个人信息。

3. 练相互问候和自我介绍。

4. 进行小组活动，让学生互相介绍自己和同学。

5. 梳理语法知识，引导学生理解一般现在时的构成和用法。

6. 进行语法练，巩固学生对一般现在时的掌握。

7. 总结本节课的内容，布置相关作业。

教学资源：- 《最新2023年部编人教版英语七年级下册》教材- 多媒体课件- 黑板和白板- 学生练册注：以上内容仅为简要介绍，具体的教案细节请参考教材及教师指导手册。

以上是《最新2023年部编人教版英语七年级下册教案(全册)》第一单元的简要内容。

本单元旨在帮助学生复习和掌握关于个人信息的表达方式，以及相互问候和自我介绍的常用表达。

通过多种教学活动和练习，学生将能够用简单句子互相介绍自己和他人，并掌握一般现在时的构成和用法。

详细的教案内容请参考教材及教师指导手册。

七年级下册英语教案人教版大全4篇七年级下册英语教案人教版大全4篇教师最重要的是激发学生学习英语的兴趣和积极性，帮助他们增强信心，克服困难。

下面是小编为你准备的七年级下册英语教案人教版，快来借鉴一下并自己写一篇与我们分享吧！七年级下册英语教案人教版精选篇1一个寒假转眼间就过去了，新的学期又将开始，为了下学期更好地搞好七级英语教学工作，特做以下教学计划：一、指导思想依据学生上学期掌握知识情况和学生的生理和心理以及发展需求，本学期我们的英语课程的教学目的是如何培养学生的口语表达能力、听力水平和语言表达能力。

教师要激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立学习英语的自信心；培养学生的语感和良好的语音、语调基础，使他们形成初步运用英语进行日常交流的能力，为进一步学习打下基础。

同时用新课标理念，结合新课标精神，进行课堂改革，实行教与学的互动。

采用任务型语言教学模式，努力用一套行之有效的课堂教学模式，提高教学效率。

二、基本情况经过一学期的学习体会，我所教的两个班，大部分学生学习目的明确，学习态度端正，掌握了英语学习的一些基本方法，能够积极主动认真地学习，学习成绩较好。

但还有少部分学生没有明确的学习目的，缺少学习的热情和主动性，自觉性和自控力都较差，相应的学习习惯也差。

主要原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。

一部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导致看不懂，听不懂，学不懂。

学生的听力也还有待提高，在这方面失分也较多。

主要是听的时间太少，接触英语的时间不多。

针对种种问题，在本学期的英语教学中，教师一方面应加强基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施，注意培养学生对英语的兴趣；让学生掌握记忆单词、听力、写作等英语学习技艺，培养良好的学习习惯和自主探索，合作探究能力。

1，通过故事的导入到背景音乐下的情感教育，学生感悟，明白保护眼睛的重要性，看太多电视的弊端。
2，让学生对本课内容掌握有逻辑，将知识形成框架。
自编故事
Panda wants to go shopping.
Panda: Hi,Mr. Monkey. Can you go shopping with me?
回归书本，领悟知识。
3，玩游戏。（Game）
I do ,you say.
我做你说。
I show, you do.
我展示（图片），你说。
3，学生说老师做的动作，学生做教师展示图片的动作。
将知识寓于游戏中，让学生在游戏中进一步掌握知识。
五，Preparation
（Lead in）
（B）
导入句型
（What are you doing？）
七，Practice
（B）
操练句型
1，教师根据图片问学生。
1，学生根据图片回答老师问题。
师生问答，拉近师生距离，同时也有引导学生说，提高英语自信心的目的。
2，小组Pair work，展示各种事情图片，让学生操练新句型。然后抽几个小组展示并纠正错误。
2，学生两人一组练习新句型。
小组活动，活跃课堂气氛，同时形成小组竞争氛围，学生积极性高。
用教师做事情的视频和图片激发学生学习兴趣，并且营造气氛让学生大胆说英语。
四，Practice
（A）
操练短语
1，呈现各种做事情的图片。
1.学生根据图片内容对应说出英语短语。
图片引起学生注意，提高学生兴趣。达到看图说英语的效果。
2，书上练习。
Practice 1a
公布答案
2，学生预习完成1a，核对答案。

1.学生对学校旅行话题的兴趣较高，有利于激发他们的学习积极性。教师可以充分利用这一特点，设计丰富多样的教学活动，提高学生的学习兴趣。
2.学生在词汇方面，对一些与学校旅行相关的词汇掌握不足。教师应通过实物、图片等教学资源，帮助学生理解和记忆新词汇。
3.学生在语法方面，对一般过去时的运用尚不熟练。教师应结合课本内容，设计针对性的练习，让学生在实际语境中反复练习，提高语法运用能力。
1.重点：本章节的重点在于让学生掌握与学校旅行相关的词汇和句型，如：“How was yourschool trip?”和答案选项“Great/Wonderful/Boring/Not bad”，并能运用一般过去时进行交流。
2.难点：
（1）一般过去时的运用，尤其是在描述过去发生的具体事件时，学生容易混淆时态。
2.口语作业：学生与家长或朋友进行一次关于学校旅行的英语对话，并录制下来。对话中需包含至少五个本节课学到的词汇和两个句型。
3.阅读作业：阅读一篇关于学校旅行的英文文章，并完成相应的阅读理解练习。文章将提供给学生，要求学生在阅读过程中注意理解一般过去时的运用。
4.词汇巩固：完成一份词汇练习，包括填空、选择、匹配等形式，旨在巩固本节课所学的与学校旅行相关的词汇。
4.学生在听说能力方面，部分学生存在听不懂、说不出的问题。教师应注重提高学生的听力训练，鼓励他们大ห้องสมุดไป่ตู้开口说英语，增强自信心。
5.学生在情感态度方面，对于学校活动的参与热情较高，有利于培养他们的合作意识和乐观心态。教师应关注学生在课堂上的情感态度，引导他们树立正确的价值观。
三、教学重难点和教学设想
（一）教学重难点
2.通过小组合作、角色扮演等活动，让学生在实际语境中运用目标句型，提高口语表达能力。

Unit 1 教学设计Title Unit 1 Can you play the guitar?Teaching aimsKnowledgeWhat club do you want to join?I want to join the … club.Can you …?Yes, I can. / No, I can’t.Can you … well?Yes, I can. / No, I can’t.Why do you want to join our … club?Because I like … / Because I can …What else can you do?I can …Skills1. Learn to talk about what they can do. Tell otherstheir strong points.2. Through practice, learn to ask others what theycan or can’t do.Emotionsand CultureTo find a job is not so easy. The chances only work forthose who are well prepared.Key wordsEnglish club, music, art, sport, chess, English poem, sing, dance, play the guitar, violin, piano, flute, trumpet, drum, paint, draw, swim, run, play chess,Chinese chess, …Important & difficult points What club do you want to join? What else can you do?Why do you want to join our club? We want … to join our club.SolvingmethodsTask-based learningTeaching Process 1. Review the words and expressions. Ask and answer.2. Want advertisements show3. Students’ example----an interview.4. Interview5. Show the interviews.6. Brief discussion7. Show the results and fill the forms out.8. Homework.TeachingaidsComputer, real object projector.Teaching proceduresTask 1 ReviewStep 1Teacher’s Activity: Lead in. “In our school there’re five clubs: English club, music club, art club, sport club and chess club. Today, these clubs come to our class and want some of you to join them”. “Do you want to join these clubs?”Students’ Activity: Listen to the teacher and answer the questions.Step 2Teacher’s activity: ask students questions:What club do you want to join?Can you…? Can you … well?Students’ activities: answer the questions.Step 3Teacher’s a ctivity: ask students questions:What club do you want to join?Can you…? Can you … well?Why do you want to join the … club?Students’ activities:Answer the questionsStep 4Teacher’s activity:ask students questions:What club do you want to join?Can you…? Can you … well?Why do you want to join the … club?What else can you do?Students’ activities:Answer the questionsTask 2 Want Advertisements ShowTeachers activity: Ask the interviewers to show their want advertisements. Ok, now the interviews are going to begin. Before the interviews, these clubscome to the dais and show their want advertisements show. Welcome!Students’ activities: The int erviewers applaud for the clubs. And the interviewers show their advertisements to the class one by one.Task 3 What can you say in interview? Show an example.Teacher’s activity: “Do you want to join these clubs? Do you know what you can say in your in terviews? Ok, I’d like to ask two of the English clubs to show an example to you.” and show the slide.Students’ activities:V olunteers in English club come to the dais and show the words and expressions. The interviewer shows the form they are going to use and fill it out according to their conversation. The other students listen to them carefully and know what to do next.Task 4 InterviewsStep 1Teacher’s activity: “Now what you can say through an interview. You’re going to fill in the forms you have according to your interviews. Now it’s time forinterviews. Let’s begin.”Students’ activities: Interview. Use the words and expressions on the slide.Step 2Teacher’s activity: Walk around the classroom and see how the interviews are going onand help some of the students if necessary.Students’ activities: Do the interviews. The interviewers fill in their forms.Task 5 Show the interviewsTeacher’s activity: Ask the students to show their interviews one by one. “Ok, time is up. Now I would like to ask one pair of each club to come here and show your interview.”Students’ activities: Show their interviews one by one.Task 6 Brief discussionTeacher’s activity: “Now I’d like to ask the interviewers to have a discussion and decide who you want.” (slide show) “You may use this sentence”. When the interviewers are discussing, hand out the forms to the students.Students’ activities: A brief discussion among the interviewers. And the others get the forms.Task 7 Show the resultsTeacher’s activity: Ask th e students to show their results. “Finished? No, show youresults. Tell us who you want. You may use this sentence: Wewant … to join us because….” (slide show) “And the otherstudents, would you please listen to them carefully and take notes,OK?”Student s’ activities: the interviewers’ spokesman come to the dais and tell the whole class to listen to the interviewers and take notes. F ill in the forms they have.Task 8 Show the final resultTeacher’s activity: “Now I’d like to ask one student to come her e and show us his or her form. He or she can use this sentence.”(Slide show) … arein … club. Ask one student to come to the real object projector andshow the others his or her form.Students’ activities: Listen to the reporter carefully.Task 9 HomeworkTeacher’s activity: Slide show first. “OK, it is the end of the interviews. After class you still have two tasks. First, the new club members, you should makea new plan for your clubs and make your forms like this.” Point tothe screen. “Your activities, time, place and the names of yourgroup members. Second, some of you haven’t found your clubsyet. So after class, you should go to some other clubs and haveinterviews with them. Find yo ur own clubs, OK?”Students’ activi ties: Listen to the teacher. Take notes if possible.Writing on blackboardUnit 1 Can you play the guitar?1. Review. Ask and answer.2. Want advertisements show3. Students’ example----an interview.4. Interview5. Show the interviews6. Brief discussion7. Show the results and fill the forms out.8. Homework.Forms for tasksForm 1 For Engli sh ClubName: ___________Club: ___________1. Can you…?²Speak English²Read in English²Sing English songs²Write English poems²Write English plays2. Can you …well?²Speak English²Read in English²Sing English songs²Write English poems²Write English plays3. Why do you want to join our club?_______________________________________________ 4. What else can you do?_______________________________________________ Form 2 For Music ClubName: ___________Club: ___________1. Can you … ?²Sing²Dance²Play the piano²Play the drum²Play the violin²Play the trumpet²Play the guitar²Play the flute2. Can you … well?²SingForm 3 For Art Club²Make oil painting²Make Chinese painting²Make flower painting²Make fruit paintin g3. Why do you want to join our club?_________________________________________ 4. What else can you do?_________________________________________ Form 4 Sport ClubName: ___________Club: ___________1. Can you … ?²Run²Swim²Play basketball²Play baseball²Play volleyball²Play soccer²Play tennis²Play ping pong²Play bowling²Play badminton2. Can you … well?²Run²Swim²Play basketball²Play baseball²Play volleyball²Play soccer²Play tennis²Play ping pong²Play bowling²Play badminton3.Why do you want to join our club?_________________________________________ 4. What else can you do?_________________________________________ Form 5 For Chess ClubName: ___________Club: ___________1. Can y ou … ?²Play chess²Play Chinese chess²Play I-go²Play black and white chess²Play flight chess²Play go bang²Play Animal chess2. Can you … well?²Play chess²Play Chinese chess²Play I-go²Play black and white chess²Play flight chess²Play go bang²Play Animal chessForm for task 9Teaching Plan for U2Teaching aims: Learn to talk about routines; learn to ask about and say times.Grammar: Simple present tense*Structure:what time questions; when questions; adverbs of frequency; That’s a funny time for breakfast(that’s a+ adj.+ time+for sth.); It’s not good for her (it’s + adj. + for sb/sth..)*Vocabulary: refer to the wordlist on P121-122Phrases: get u p, get dressed, brush one’s teeth, eat breakfast/lunch/dinner, take a shower, do one’s homework, radio station, go to work, at night, on school days, best friend, on weekends, take a walk, taste good, either…or…, lots of*Writing: learn how to write about one’s daily routines.*Sentences for writing:①I have a very healthy life.②In the morning, I get up at eight. Then I go to school at eight thirty.③I don’t have much time for breakfast.④After school, I either watch TV or play computer games.⑤At ten thirty, I brush my teeth and then I go to bed.Use the following words to write a paragraph (at least 80 words): life, never, either, exercise, quick*Passage to recite: P11 2b the first paragraphTeaching procedures:Period One:Teaching material: P7, P8 2a, 2b, 2c, P91. Lead in:2. P7 1a Match the activities with the pictures. And then put the activities into the correct order according to your own experiences.Language points:1) dress v. get dressed/dress sb. n. dress 连衣裙pl. dresses2) brush v. brush teeth 第三人称单数brushes3. P7 1b Listen and match the times with the actions. Draw lines from the clocks to the pictures.4. Pair work: Look at the picture on P7, ask and answer about Rick’s day. 操练第一，第二人称e.g. A: What time do you usually take a shower? 第一遍可让学生看图片，根据提示填空，B: I usually take a shower at six forty. 待熟练后让学生看图片完成整个问答，不给提示5. Culture Note: People in western countries are used to taking a shower after they get up in the morning. In the evening, they like to take a bath. Jim’s family members also take a shower in the morning, but they have a problem.1) Listen once and find out Jim’s problem and how they solve this problem. P8 2a Complete the sentences;2) 2b Listen again and complete the shower schedule for J im’s family.3) Pair work 1: Look at the shower schedule. Ask and answer: 操练第三人称A: When/What time does Bob take a shower?B: He always takes a shower at five thirty.Language points:1) When 可提问具体时间和大致时间/what time 只能提问具体时间2) Adverbs of frequency: always, usually, sometimes, nevere.g. I always get up at 6 o’clock.I am never late for school. 频率副词在句子中的位置，在实义动词前，be动词后。

3.教师强调成功需要付出努力，鼓励学生树立梦想，为实现目标而努力拼搏。
五、作业布置
为了巩固本节课所学知识，提高学生的综合语言运用能力，特布置以下作业：
1.口语作业：学生需准备一段关于自己或他人成功经历的口语表达，要求运用本节课所学的一般现在时和一般过去时，以及核心词汇和短语。在下一节课上进行分享，以提高学生的口语交流能力。
4.提高学生的听力理解能力，能够听懂并获取课文中的关键信息。
5.提高学生的阅读理解能力，通过阅读课文，了解成功人士的经历和品质。
（二）过程与方法
1.通过小组合作、讨论、分享等形式，培养学生合作学习、自主探究的能力。
2.利用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高课堂教学效果。
3.通过听力训练、口语表达、阅读理解等教学活动，帮助学生巩固所学知识，提高综合语言运用能力。
四、教学内容与过程
（一）导入新课
1.教师通过展示一幅描绘成功人士的图片，引导学生观察并思考：“What does this person do? How do you think she achieved success?”，从而自然引入本节课的主题。
2.教师邀请学生分享他们所了解的成功人士及其成就，激发学生对成功、努力、梦想等话题的兴趣。
4.鼓励学生积极参与课堂活动，培养他们的自信心和表达能力。
5.教师引导学生进行总结和反思，帮助他们发现自身的学习方法和策略。
（三）情感态度与价值观
1.培养学生树立正确的价值观，认识到成功需要付出努力，勇往直前，不怕失败。
2.培养学生积极向上的心态，敢于追求梦想，为实现目标而努力拼搏。
3.培养学生关爱他人，学会倾听他人的经历和故事，尊重他人的选择和努力。
2.写作作业：请学生结合本节课所学的成功、努力、梦想等主题，写一篇不少于80词的短文。要求运用一般现在时和一般过去时进行描述，内容可以包括自己的梦想、为梦想付出的努力以及未来的计划。

新人教版七年级英语下册教案课堂能否进行高效率授课，学生与老师之间能否做到默契配合，教师能否让一节课的内容合理分布在课堂的每一个细节，这些都有赖于教师的教案设计是否符合学生的整体情况。

下面是小编为大家精心整理的新人教版七年级英语下册教案，仅供参考。

新人教版七年级英语下册教案(一)Unit 1 Section B (3a-Self Check)教学目标：1. 语言知识目标：1) 复习询问或谈论自己或对方在某一方面的能力和特长,讨论参加某一个俱乐部。

2) 能够综合运用所学的知识，就自己的熟悉的内容来介绍自己或他人所俱有的能力及特长;3) 总结回顾一些常见的一些表达人们能力的词汇，并能进行分类记忆。

2. 情感态度价值观目标：1) 能了解自己的一些特长，并运用自己的一技之长为他人或社会做一些有益的事情。

2)新人教版七年级英语下册教案(二)教学重难点1. 教学重点：1)2)能运用自己所学的相关英语语言知识，模仿所学过的相关材料来制作简单的广告。

2. 教学难点：的广告。

新人教版七年级英语下册教案(三)教学过程Ⅰ. Warming- up and revision1. Have a dictation of the new words and expressions.2. Let some Ss retell what Peter, Alan and Ma Huan can do.3. Let some Ss to read the three ads again.Ⅱ. Presentation1. T: Who's he?Ss: He's Liu Huan.T: What does he do?Ss: (Help Ss to answer) He's a famous musician.Write the words musician on the Bb.music 音乐→ musician音乐家拓展： teach教→teacher老师Ⅲ. Practice1. T: Next week we'll have a music festival. So we need some musicians to help with the music festival. I wrote an ad the box.2.Ⅳ. Writing3. 2b或3a中的广告的样子来写。

七年级下册英语教案人教版(优秀6篇)七年级英语下册教学计划篇一一、本学期的指导思想本人在本学期的英语教学中，坚持以下理念的应用：1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，培养创新精神；2、整体设计目标，体现灵活开放。

3、突出学生主体，尊重个体差异；4、采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。

二、教材分析本书每个单元都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为A和B两部分。

A部分是基础的语言内容，B部分是知识的扩展和综合的语言运用。

对于我们学生来说，由于小学基础不好，到初中以后学起来的确有些吃力，尤其是一千多个单词的记忆和简单的语法就吓退了不少学生学习英语的兴趣。

但我们必须知难而上，坚守教师职责，实实在在为英语教学成绩而努力。

三、教学目标对英语学习表现出积极性和初步的自信心。

能尝试使用适当的学习方法，克服学习中的困难。

常用的训练活动有以下几项：（1）Daily report：值日生介绍自己、家庭成员或朋友的情况，其它学生可互相提问题，询问个人职业。

（2）Play a guessing game：用问题“what does he do？”引入任务，让学生猜测多媒体课件中人物的职业，以此激发学生的学习兴趣，并训练学生的发散思维能力。

（3）Ask the way ：创设问路情景，根据实际情况telling the way，eg. I want to go the hospital 完成对话活动。

通过训练把课内的语言学习与课外的语言活动结合起来，改变了过去老师一言堂的模式，变学生为主体，课堂主要是提供了一个学生获取知识的平台。

学生在活动中主动地获取知识。

四、具体实施方案1、加强词汇教学。

人教版初中英语七年级下册全册全套教案教学设计简介这份文档是对人教版初中英语七年级下册全册全套教案教学设计的介绍和概述。

目标本套教案教学设计旨在帮助初中七年级学生研究和提升英语能力。

教学内容本教案涵盖了七年级下册所有的英语课程内容，包括但不限于以下主题：- Unit 1: Greetings- Unit 2: School Life- Unit 3: Hobbies- Unit 4: Family and Friends- Unit 5: Food and Drinks- Unit 6: Weather- Unit 7: Daily Routine- Unit 8: Holidays and Festivals- Unit 9: Travel- Unit 10: Sports and Games教学设计教案设计采用简单的策略和教学方法，以帮助学生理解和掌握英语知识。

设计包括但不限于以下要素：- 课前导入：通过创造性的活动或问题引起学生对主题的兴趣，并激发他们的思考和讨论。

- 新课讲解：通过教师的讲解、示范和举例，向学生介绍新的词汇、语法和句型。

- 练与巩固：通过个人、小组或全班活动的练，帮助学生巩固所学内容，提高语言运用能力。

- 评估与反馈：通过测验、口语表达或其他评估方式，检查学生的研究成果，并提供及时的反馈。

注意事项在使用这套教案教学设计时，教师应注意以下事项：- 根据学生的实际情况和研究能力，灵活调整教学策略和教学内容。

- 激发学生研究英语的兴趣和积极性，营造良好的研究氛围。

- 鼓励学生多进行口语练，提高语言表达能力。

- 鼓励学生合作研究，通过小组活动培养团队合作精神。

总结这份人教版初中英语七年级下册全册全套教案教学设计为教师提供了一个简单和有效的教学工具，旨在提高学生的英语能力和兴趣。

教师在使用时可根据实际情况进行调整和适应，以达到良好的教学效果。

- e.g. Write a sentence using the future tense and the word "astronaut".
2.学生互相交换练习题，进行同伴评价，提高自我纠错能力。
3.教师选取部分学生的作品进行展示和点评，巩固所学知识。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般将来时态的用法和目标词汇。
2.能够理解和运用一般将来时态描述未来的计划、预测和愿望。
3.能够运用本节课所学的句型，如：“What will you do in the future?”、“I will…”等进行情景对话。
4.能够通过阅读短文，理解并获取关键信息，提高阅读理解能力。
5.能够通过听力练习，提高听力理解能力，获取并理解有关未来职业规划的信息。
（二）教学设想
1.设想一：情境教学法
结合本章节的主题，创设与未来职业相关的情境，让学生在角色扮演、小组讨论等活动中，运用所学英语进行交流。这样既能提高学生的语言表达能力，又能激发他们对未来职业的思考。
2.设想二：任务型教学法
设计一系列与未来职业规划相关的任务，如：调查问卷、小组报告等，让学生在完成任务的过程中，自主学习和运用英语知识。同时，教师给予及时的反馈和指导，帮助学生提高英语综合运用能力。
三、教学重难点和教学设想
（一）教学重难点
1.重难点一：一般将来时态的掌握和运用
学生在学习一般将来时态时，容易出现混淆和错误，尤其是在句子结构、动词形式等方面的运用。因此，教师在教学中需重点关注这一难点，通过丰富的例句、情景对话等形式，帮助学生理解和掌握一般将来时态。
2.重难点二：目标词汇的积累和运用
5.设想五：课后实践活动
鼓励学生利用课后时间，进行与未来职业相关的实践活动，如：采访身边的人了解他们的职业、参观职业体验馆等。这样既能让学生在实践中运用所学英语，又能帮助他们更好地了解各种职业，为未来规划提供参考。