打印版七年级英语上册教案

初一英语上册教学教案七篇初一英语上册教学教案七篇初一英语上册教学教案都有哪些？在所有英语变种中，挪威影响的不变元素是以th-（他们、他们的、他们的）开头的一组代词被h-（即他、他、赫拉）盎格鲁-撒克逊代词取代。

下面是小编为大家带来的初一英语上册教学教案七篇，希望大家能够喜欢！初一英语上册教学教案精选篇1Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do I m a reporterWhat does he do. He s a student.What do you want to be I want to be an actor .What does she want to be She wants to be a police officernames of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. ( Brainstorming is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It s fun. It s a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see ineach scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat. Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point tothe sample answer.1 b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,Say, Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold upthe book and point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words inactivity 1a.As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.2a This activity gives students practice in understanding thetarget language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing What jobs do they havePlay the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the three headings in the chart and read the headings to the class. Ask students, What does wants to be mean (It is not the Job the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample2c This activity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susan s brother. Anna s mother, and Tony s father.)Say, Now work with your partner. Ask and answer questions about the pictures. Ask, What does he or she do Then ask, What does he or she want to beSay a dialogue with a student. Point to Anna s mother and then to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble. Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles. Ask two students to read It to the class.Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do and guide the student to answer, He s a waiter.As students work in pairs, move around the room monitoring their work. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor s office and the personis a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures.They will also need pencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have Where does the person ivnrkPoint out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It s an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer Someone may answer, It s a dangerous job. Ask the class to repeateach correct answer.Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time. Students only listen.Say, Now I will play the tape again. This time write the name of a job under the words wants to be.2b This activity provides listening and writing practice with the target language,Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.Play the recording again. Students only listen.Then say, Now I will play the tape again. This time write thereason the person wants the job under the word WhyPlay the recording. Students write their answers.Check the answers.2C This activity provides open-ended oral practice using the target language.Say, What do you want to be What words describe each job Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each otherwhat they want to do and why. Encourage students to use dictionariesif necessary. Move from group to group offering assistance as needed. Ask individual students to tell the class about what they want tobe and why.3a This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students toask questions about anything they don t understand. For example, in the first ad, students may not know that working late means workingat night. To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetlanguage.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about Repeat each of the students sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job Do you want to meet new people We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner. Ask the pairs to correct each other s work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurateanswers.初一英语上册教学教案精选篇2一、教学内容1.语音：1)复习音标及字母组合[u:] u, oo; [u] u, oo, oul; 2)学习音标及字母组合[(+] ure, ua2.语法：1)小结本单元所学to be going to+动词原形的用法;2)小结本单元出现的形容词比较等级的规则变化和不规则变化。

初中英语七年级全册教案英文版上Title: Comprehensive Lesson Plan for Grade 7 English - Book 1 (Upper Level) Objective:By the end of this lesson, students will be able to:1. Identify and use common vocabulary related to personal information, family, and daily routines.2. Understand and use simple present tense in affirmative, negative, and interrogative forms.3. Express personal preferences and opinions using appropriate vocabulary and sentence structures.4. Engage in basic conversations related to personal information, family, and daily routines.Lesson 1: Introduction to Personal InformationDuration: 45 minutesWarm-up:1. Greet the students and introduce yourself.2. Play a "Guess Who" game, where students ask yes/no questions to figure out the identity of a famous person.3. Introduce the topic of personal information and its importance in communication.Presentation:1. Display visuals or flashcards of common personal information vocabulary(name, age, nationality, etc.).2. Introduce and model the use of simple present tense in affirmative, negative, and interrogative forms using the verb "to be."3. Provide examples and explain the concept of subject-verb agreement. Practice:1. Divide the class into pairs or small groups.2. Distribute worksheets with fill-in-the-blank exercises to practice using personal information vocabulary and simple present tense.3. Monitor and assist students as they complete the exercises.4. Conduct a class discussion to review the answers and address any questions or difficulties.Production:1. In pairs, students interview each other using the personal information vocabulary and simple present tense.2. Encourage students to ask follow-up questions to gather more information.3. Students take turns reporting their partner's personal information to the class. Wrap-up:1. Recap the lesson's key points and vocabulary.2. Assign homework, such as writing a short paragraph about their own personal information using the vocabulary and grammar learned in class.3. Answer any remaining questions and provide feedback on students' performance.Note: This lesson plan is a general outline and can be adjusted based on the specific needs and abilities of the students. It is important to incorporate a variety of teaching methods and materials to cater to different learning styles.。

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七年级英语上全册教案一、第一单元：Hello!教学目标：1. 能够听懂、会说、会读本单元的生词和重点句子。

2. 能够用英语进行简单的自我介绍和问候。

教学内容：1. 生词：class, teacher, student, name, age, number, school, friend2. 重点句子：Hello, my name isNice to meet you.How old are you?I am in Class 7, Grade 7.教学步骤：1. 热身活动：让学生们进行简单的自我介绍。

2. 引入新课：展示图片，让学生们猜测图片中的人物。

3. 讲解生词和句子：老师带领学生们学习生词和句子，让学生们跟读。

4. 实践环节：学生们分组进行角色扮演，用英语进行自我介绍和问候。

二、第二单元：My Family教学目标：1. 能够听懂、会说、会读本单元的生词和重点句子。

2. 能够用英语介绍自己的家庭成员。

教学内容：1. 生词：father, mother, brother, sister, grandparent, cousin2. 重点句子：This is myHe/She is myThey are my教学步骤：1. 热身活动：让学生们带来家庭成员的照片，用中文介绍。

2. 引入新课：展示图片，让学生们猜测图片中的人物关系。

3. 讲解生词和句子：老师带领学生们学习生词和句子，让学生们跟读。

4. 实践环节：学生们分组进行角色扮演，用英语介绍自己的家庭成员。

三、第三单元：What Color Is It?教学目标：1. 能够听懂、会说、会读本单元的生词和重点句子。

2. 能够用英语描述物体的颜色。

教学内容：1. 生词：red, yellow, blue, green, black, white, purple, orange2. 重点句子：What color is it?It's教学步骤：1. 热身活动：让学生们带来不同颜色的物品，用中文描述。

七年级上学期英语课程设计三篇文档一：Unit 1 - Greetings and Introductions课程目标：- 研究基本的问候和自我介绍的表达方式- 理解和使用简单的礼貌用语和问候语- 能够进行简单的自我介绍和向他人介绍他人- 提高口语表达能力和听力理解能力教学内容：1. 问候和自我介绍的基本表达方式2. 礼貌用语和常见的问候语3. 向他人介绍他人的基本句型4. 口语练和听力训练教学活动：1. 学生之间进行问候和自我介绍的角色扮演2. 听录音并回答问题，提高听力理解能力3. 分组进行向他人介绍他人的练4. 组织小组讨论，讨论不同场景下的合适问候语和礼貌用语评估方式：1. 学生之间进行问候和自我介绍的表演评估2. 听力测试3. 向他人介绍他人的练评估4. 口语表达和听力理解能力的课堂参与评估文档二：Unit 2 - Daily Routines课程目标：- 研究描述日常活动的基本词汇和句型- 能够描述自己和他人的日常活动- 提高听力理解能力和口语表达能力- 培养良好的时间管理惯教学内容：1. 日常活动的基本词汇和句型2. 时间表达方式和时间管理技巧3. 描述自己和他人的日常活动的练4. 口语练和听力训练教学活动：1. 分组进行日常活动的角色扮演对话2. 听录音并填写相关活动的时间表3. 跟读和模仿练，提高口语表达能力4. 组织小组讨论，分享和比较各自的日常活动安排评估方式：1. 日常活动的角色扮演对话评估2. 听力测试3. 描述日常活动的练评估4. 口语表达和听力理解能力的课堂参与评估文档三：Unit 3 - Family and Friends课程目标：- 研究家庭成员和朋友的基本词汇和句型- 能够描述家庭成员和朋友的外貌和性格特点- 增进对亲情和友情的理解和尊重- 提高口语表达能力和听力理解能力教学内容：1. 家庭成员和朋友的基本词汇和句型2. 描述外貌和性格特点的表达方式3. 分享家庭成员和朋友的故事和经历4. 口语练和听力训练教学活动：1. 分组进行家庭成员和朋友的介绍和描述2. 听录音并回答有关外貌和性格的问题3. 分享家庭成员和朋友的故事和经历4. 组织小组讨论，讨论亲情和友情的重要性和表达方式评估方式：1. 家庭成员和朋友的介绍和描述评估2. 听力测试3. 分享家庭成员和朋友的故事和经历评估4. 口语表达和听力理解能力的课堂参与评估。

七年级上册Module5教案PART1 词汇●1 half n. 一半It's half past six. 六点半。

Two halves make a whole. 两个一半就是整个。

half 为可数名词，意为“一半”，常用来表达________的半点，其复数形式为________。

时间； halves (1)half 作副词，意为“一半地”。

例如： The bottle is half full. 这个瓶子半满。

Ⅱ.同步讲解Ⅰ.课堂导入(2)常见搭配：half an hour半个小时an hour and a half＝one and a half hours 一个半小时活学活用1．(1)Please cut (切) the apple into two________ (half)．halves (2)It's ________ ________ ________ (十点半) now. half past ten●2lesson n. (一节)课Betty, what are our lessons on Monday?贝蒂，周一我们有什么课？Please read Lesson Six.请读一下第六课。

lesson表示“某一节课”时，不能用class代替。

lesson 与classlesson 着重指教学内容，作“课(时)”讲时，可以和class互换，二者均为可数名词。

例如：We have no lessons/classes on Sunday. 星期天我们不上课。

class 还可以表示“班级；一个班级的学生(用作集体名词)”。

例如：We're in Class One Grade Seven. 我们在七年级一班。

Good morning, class! 同学们，早上好！活学活用2．今天上午我们有两节英语课。

We have two ________ ________ this morning. English lessons/classes●3because conj. 因为It's my favourite subject because it's very interesting.它是我最喜欢的科目，因为它很有趣。

Unit 1 My name" s GinaPeriod One课前准备教师：准备游戏时所用的图片（食物、蔬菜、动物）。

学生：准备表演时所需道具（服装、假发）。

教学设计Step One :Present the sentence patterns.1. Play a game "How many words do you know?” （利用小游戏调 动学生的积极性，同时通过对冠军的介绍引出本课。

）s play a game to see who knows the most.（Divide all the students into several groups and show a pictur （图片略） Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.） （Group 2 is the champion group.They can write 11 words.）2. Introduce the champion group to the class.（引课方式贴近 生活，学生易于接受）Teacher: Congrat u 1 at i ons, now Group 2 is the champ io n. But I don' t know your n ames ・ Wou 1 d you 1 i ke to introdrce yourselves to us? S1& S2:Yes.SI:Hello ・My name is Li Lei. Nice to meet you. Ss:Hello, Li Lei. Nice to meet you , too. Ss:HelloIWhats your name?S2:I' m Sun Ping. How do you do? Ss:How do you do ? Step Two:Drills ・1. Make introductions.（通过句型的操练使学生更加熟练常握所学的句式。

Starter Unit 1 Good morning!学生姓名：班级：✧学习目标1.学习英语字母A-H2.学习礼貌用语：Good morning/afternoon/evening Hello/Hi3.学会问候熟识的朋友和应答：—How are you?—I'm fine, thanks. How are you?—I'm OK.4.培养学习英语的兴趣。

✧课前预习1. 比较下列每组字母或单词的读音，相同的用(S)，不同的用(D)表示。

1. b, a ( )2. c, e ( )3. a, e ( )4. b, d ( )5. a, c ( )6. Dale, Alice ( )7. Frank, thanks ( ) 8. evening, Helen ( ) 9. A, H ( ) 10. E, F ( )2. 单项选择( )1. ---Good evening, Eric. ---_________, Cindy.A. Good morningB. Good afternoonC. Good evening( )2．一Good morning! ---_________A．Thank you B．Good morning! C．Hello!( )3．一Hello! 一_________A．Hello! B．Thank you C．I’m fine( )4．一Sit down，P1ease．---_________.A．I’m fine B．My name is Li Lei C．Thank you( )5．一What’s your name? --________.A．Clark B. I’m OK．C．Thank you3. 通过预习你还有哪些疑问？_____________________________________________________________________ _____________________________________________________________________✧学习过程1.预习交流情况1）将课前准备的情况与你的同学交流2）讨论预习中遇到的问题2.学习流程Do 1a-53.学习策略培养打招呼用语的奥妙所在，做到灵活运用。

初中七年级上册英语教案(优秀3篇)初中七年级英语教案篇一语言知识目标：1.掌握词汇：lesson, class, Miss , twelve, year, thirteen , open, match, practise , Chinese, teacher2.掌握语音：|І||e||æ||i:|3.掌握系动词be的一般现在时的陈述句形式。

4.掌握目标语言：My name is ….I’m a … I’m …years old. I’m from…..语言技能目标：1，能听懂别人的自我介绍，能听懂包含自我介绍的简短对话。

2.能利用做简单的自我介绍呀询问对方信息。

情感态度：使学生在学习中学会合作交流。

培养学生与人交谈时要尊重对方的习惯。

学习策略：培养学生利用图片联想词汇的习惯。

恰当运用多媒体辅助教学，运用网络视频，音频等素材，创设情境，有效质疑，模拟真实意义的活动。

明确目标，自主学习，通过小组讨论合作探究。

教学流程：环节一：(创设情境，有效质疑)Warming upTeachers’ Activity:1. Play an English song.2. Teacher’s self-introduction. (I’m Chinese, I’m a teacher, of course , I’m an English teacher. Do you want to know something about me ? Please ask me .板书：Chinese, teacher, friend .) Students’ Activity:1. Listen and sing following the tape.2. Ask the teacher some questions .(for example: What’ s your English name? Where are you from? How old are you?)环节二：(明确目标，自主学习)In putTeacher’s Activity:1. Ask students some questions . Make conversations with the students.(The questions: What’s your name? Where are you from? How old are you?)2.Let the students ask and answer the below questions in pairs3. Deal with Activity 1.listen to the tape and show the question(How many people speak, What are they?)4. Do Activity 2. The question: What can you see in the picture ?5. Ask the students to listen and do Activity4.Students’ Activity:1. The students listen and answer the teacher’s questions .2.Make conversations with their partners.3.Show the conversations.4.Listen to the tape and do Activity 1,answer the question.5.Describe the picture of Activity2.(引导学生尽量用所给的单词描述。

七年级上册英语教案(完整资料)一、教学目标1. 通过本节课的研究，学生将能够熟练掌握七年级上册英语单词、词组和句型。

2. 培养学生的听、说、读、写能力，提高学生的英语综合运用能力。

3. 培养学生的英语研究兴趣，增强他们的研究动力。

二、教学内容本节课的教学内容包括以下几个方面：1. 介绍和复七年级上册英语单词和词组。

2. 巩固七年级上册英语语法知识。

3. 练听力、口语、阅读和写作技能。

三、教学重点1. 熟练掌握七年级上册英语单词和词组的拼写和用法。

2. 理解和运用七年级上册英语语法知识。

3. 提高听、说、读、写能力。

四、教学准备为了顺利进行本节课的教学，需要准备以下教学资源：1. 教材：七年级上册英语教材。

2. 多媒体设备：投影仪、电脑、音响等。

3. 课件：包括本节课的教学内容、练题等。

五、教学过程本节课的教学过程分为以下几个环节：1. 上课前准备：检查教学资源准备情况，准备PPT课件。

2. 导入课堂：通过展示图片或视频引起学生兴趣，激发他们的研究欲望。

3. 教授新知：依据教材内容，讲解新单词、词组和语法知识。

4. 启发思考：设计各种任务和活动，鼓励学生主动思考和参与讨论。

5. 练巩固：通过小组活动、听力练、口语练等，巩固学生所学知识。

6. 作业布置：根据学生的实际情况，布置适当的作业。

7. 课堂总结：总结本节课的重点内容，激励学生对英语研究的积极性。

六、教学评价1. 教师观察法：观察学生在课堂上的表现和积极性。

2. 同学互评法：让学生互相评价彼此的表现和进步情况。

3. 作业评价法：根据学生的作业情况评价其研究成果。

七、教学延伸在本节课结束后，可以进行以下延伸活动：1. 组织学生参观英语角，提高其英语口语表达能力。

2. 组织英语演讲比赛，培养学生的英语演讲技巧。

3. 设计小组任务，让学生合作完成英语项目，提高其团队合作能力。

以上是七年级上册英语教案的完整资料，希望对您的教学有所帮助！Note: The content above is fictional and provided as an example for the requested document.。