新人教版七年级英语教学设计

第一篇：新人教版七年级英语教学设计

Unit7 It’s raining!Period1:Section A 1a-2c 教学目标：

1、掌握描绘天气状态的形容词及现在分词，以及关于此话题的句型“How’s the weather?”。

2、了解一些世界著名城市的英文名字及地标性建筑。

3、认识气象的标志性图示，并能用英语表达。

4、能听懂含天气词汇的句子及对话。

5、能根据有关的图片信息，推测预知部分信息，为听力做准备。教学重难点：

重点：（1）理解和识记表达天气状况的单词sunny, cloudy, snowy, rainy, windy等。

（2）学会描述天气和正在进行的动作：

What is the weather like in Moscow? /How is the weather ? It's rainy…／raining….What are you/they doing? We/They are watching TV What is he/she doing? He/she is cooking.难点：（1）能够会用两种方法熟练的询问天气情况，并作答。（2）学会描述人们在不同的天气里所做的各种活动。教学步骤： Step1 Lead in认识天气的标示，T: How’s the weather today? It’s sunny.I like sunny days.(Show different kinds of the weather signs on PPT.)Can you tell me the meaning of the signs? It’s sunny.(rainy/ windy/ cloudy/ snowy).名词：sun, wind, cloud, snow(snowing), rain(raining).Show the picture in1a.T: How many kinds of weather can you see? Step11a

Match the words with the pictures(a-e),students do the task by themselves and check the answers in class.Answers: a;b;e;c;d.Step3

Practice Show some pictures of cities.Which city is it? It’s Toronto.What is the weather like?(How is the weather?)It’s sunny.Learn other cities’ name in this way.Which city is it? It’s Moscow.What is the weather like?(How is the weather?)It’s rainy.Step4

Listening（1b）

Learn other cities’ name in this way.Now I will play the recording, listen and write these city names in the boxes above.Then check the answers together.a.Toronto;b.Boston;c.Beijing;d.Moscow;e.Shanghai.Step5 Practice(1c)Imagine you are in one of the places in 1a,talk about the weather with your friend on the phone.Step6

Practice rainy和raining ——What is the weather like+时间/地点?(How is the weather+时间/地点?)——It’s +表天气的形容词（如sunny）.What’s the weather like? It’s rainy（snowy）.It’s raining(snowing).Be +doing…

Step7

Listen(2a and 2b).1.Show the pictures in 2a.T: How busy the family are!What are they doing? The mother is making food.The mother is usually the cook in every family.Teach the differences between cook(厨师)and cooker(灶具).T: What other persons doing?....2.Before listening to the recording, can you match the persons’ names with the pictures? The man in the last picture may be Uncle Joe.Because he is the only old person….3.Listen and match, then check the answers:1-c;2-a;3-d;4-b.4.Now listen to it again, and number the pictures(1-4)in 2a.Answers:2-3-4-1.Step8 Talk about the people in 2a with a partner(2c).Who is Uncle Joe? ——What’s Uncle Joe doing? ——He’s playing basketball.Step9 Read for more.It’s snowing outside.The wind is blowing and the snow is falling.The cold winter is coming.There are many children outside.They’re having a good time.Some are making snowmen, some are skiing, some are throwing snowballs, and some are running in the snow.I want to join them , too.I can’t wait to open the door.Oh!It’s too cold.I prefer wearing my thick coat to sleep in bed.When it becomes sunny, I will play sports in the snow.Step10 Exercises.1.It’s eight o’clock.Jim’s father __TV.A.is watching

B.are watching

C.watch

D.to watch 2.——____is the weather there ?——It’s windy.A.What

B.How

C.What’s

D.how3.——____the weather like today? ——Cloudy.A.How’s

B.What does

C.What

D.What’s

4.——How is the weather?

——___________

A.It’s rain.B.It’s raining.C.It rainy.D.It’s wind.Step 11 Homework 1.Remember the new words and have a dictation on the exercise book.2.Write a conversation on the exercise book.

第二篇：七年级英语教学设计

Unit 3 Getting together.Topic 3 What would you like to drink? Section A 教学设计

一、教学内容分析

本课是本单元的最后一个话题的第一部分，围绕就餐这个话题展开。通过对话教学使学生感受到英语在生活中的实践意义，从而提高学生的学习兴趣和口头表达能力。这些话题与学生的生活实际非常贴近，通过小组合作、调查、激励等任务型教学的设计和新课改理念的渗透，使学生相互增进了解，并了解中西方文化的差异，以培养学生学习英语的兴趣，从而提高交际能力。

二、设计思想

任务型教学就是以具体的任务为学习的动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式来体现教学的成就。本课主要探究新教材《Project English(仁爱版)》任务型英语教学，树立全新的课堂教学设计理念，探究在 “大班化”英语课堂中实施英语任务型课堂教学的途径，使学生不但在课堂上大胆开口，而且课后通过调查实践也可以运用英语。

三、教学目标

（一）知识目标：

1、掌握并运用下列句型，学会英语国家用餐的用语。Help yourself/yourselves.Thank you.What would you like(to)…?

I’d like(to)...Would you like...?

Yes, please./ No, thanks.What about you?

I’d like...Milk for me.2、掌握可数名词与不可数名词：hamburger, French fries, a cup, etc.chicken, fish, meat, rice, tea, milk, bread, coffee, etc.二）能力目标：

1、培养学生听说能力和朗读技巧；

2、通过设计任务、小组合作等形式，培养学生学习策略与思维技巧，以及分析、解决问题的能力；

（三）情感态度目标： 通过有趣和贴近学生生活实际的任务，互通信息，交换意见，培养听说能力。通过小组活动的设计，让更多的学生有机会参与课堂活动，培养合作意识。

四、教具准备

1、教师准备的教具：录音机、实物、图片、单词词条等。

2、学生准备的学具：收集有关食品的实物、图片（包括自己动手画的图画）、玩具用品等。

五、教学重点和难点

1、学习可数名词与不可数名词；

2、如何表达点餐和就餐的句型。

六、教学环节实录 Step 1.Warm up.Sing an English song.“ The more we get together.” Let's chant “ Here is father.” Step 2.Lead-in.What good boys/ girls!How clever you are!Are you happy, boys and girls? Why? I' m very, very happy today.Look!I've brought a lot of food here.Can you guess what they are ? ……

Step 3.Class activities--------Guessing game.The teacher hides the foods and the pictures behind the recorder.Let the Ss guess what food they are.（hamburger, tea, milk, French fries, a cup, chicken, fish, meat, rice, bread, coffee, coke, etc.）Ask the Ss what they have brought.Ask them to show them and let them say the words out.Step 4 Ask and answer.(Deal with the points.)Help yourself/yourselves.Thank you.What would you like(to)…?

I’d like(to)...Would you like...?

Yes, please./ No, thanks.What about you?

I’d like...Milk for me.目的：在这个活动中，教师由单纯的讲授者转向参与者和帮助者，给学生的任务是较开放的。学生可以根据教师的教具和学生自己的学具，锻炼口头交流能力。Step 5.Teach the dialogue.1.The teacher hands out the big picture of the dialogue.Ask: What would they like to have(eat/drink)?

2.Play the tape and let the Ss listen and follow.[Task 3] Pair work.Get the Ss to work in pairs and fill in the form according to the dialogue.What would they like to eat? What would they like to drink? Michael Jane Maria Report.Ask some pairs to report their work using “What would Michael / Jane/ Maria like to eat/drink?”

目的：通过对对讨论，获取新知识，培养学生处理信息和分析能力，以及提高口语能力，在合作中实现了学习和进步。Step 6 Learn the new words of food.[Task 1]Play the tape of part 2, let Ss listen and finish the task.[Task 2] Make Ss divide the words into countable and uncountable nouns.Check the answers.Countable nouns: bananas, hamburgers, eggs, vegetables Uncountable nouns: milk, bread, rice, water, juice, fish, chicken 目的：让学生自行完成课文内容，更有利于加深学生对单词单复数分类的印象。教师对易错单词进行强调，进一步巩固学生对名词单复数的理解即可。

七、课后作业布置

1.单词抄写

目的：巩固学生单词记忆，帮助学生掌握单词。2.完成练习册

目的：复习并巩固本节课的学习内容。

第三篇：七年级英语教学设计

Do you like bananas? Section B教学设计

王

聪

一、教学目标 知识目标：

1）单词：have,has,eat,eats,like,likes,oh,for,carrot,runner,lots of,dessert,egg,apple,chichen,fruit,vegetable,breakfast,lunch,dinner,eat,run,star,healthy,food,list.2）句型：What do you have for breakfast/lunch/dinner? For breakfast,I have…

What does he/she have for breakfast/lunch/dinner? For breakfast,he/she has….2.能力目标：学完本课，学生能够用英语描述一日三餐的食谱。3.情感目标：懂得一日三餐应合理搭配饮食，才会健康，快乐。

二、教学重点：掌握本课新单词。

三、教学难点：掌握描述一日三餐的方法。

四、教学设计： Step1.Memory challenge Show some words about the food in groups of two,four or six on the screen quickly,let the students say out the words as many as they can to revise the words.完成Section B,2a,2b,2c.Step2.导入新课：在大屏幕上出现三个盘子，分别代表一日三餐，并将刚复习的食物放入盘中，引导学生表述三餐的食谱。

本节课堂实录如下：

T:How many meals do we have every day? Ss:Three.T:Yes,and what are they? T:Right.So I have three plates for you.The first one is for breakfast,the second one is for lunch and the third one is for dinner.Now I put the food into each plate.According to it.What do you have for breakfast? S:For breakfast,I have hamburgers,tomatoes and salad.T:Yes,great!Then what about lunch?What do you have for lunch? S:For lunch,I have eggs,broccoli and carrots.T:Right!How about dinner?What do you have for dinner? S:For dinner,I have chicken,salad and ice cream.T:OK.Well done!Step3.布置任务：要求同桌学生合作编对话，主题为询问别人一日三餐喜欢吃的食物。学生上台展示时，可使用电脑将自己选择的食物直观地放入每餐的盘中。

本节课堂实录如下：

T:Do you like the food I chose for you? Ss:Yes/No.T:It’s your turn now!choose food for yourself and make a dialogue with your partners.Ask your partners what they have for three meals.Two minutes,and I will ask some pairs to come here to act it out and you can put the food into the plate by yourself.Two minutes,start!(Two minutes later)T:Time is up.Who’d like to be the first one? Ss:Me/Let me have a try.T:OK,you two first.Let’s welcome!A:Good morning.B:Goodmorning.A:What do you like for breakfast? B:I like hamburgers and bananas.A:What do you eat for lunch? B:For lunch,I eat chicken,broccoli and ice cream.What do you have for dinner? A:For dinner,I have rice,fish,vegetable soup and cucumbers.B:I think your dinner is very delicious.A:Thank you.Let’s go to KFC.B:Really/OK.Let’s go!A:Not bad!与学生讨论哪些是健康食品,哪些是不健康食品。

T:You have eaten healthy food.Let’s look at Sandra.What kind of food does she eat?Now let me tell you.Listen carefully and answer my questions.Step 4.完成34页Section B的听力练习activity 2a,2b以及Pairwork 2c.Step 5.巩固描述一日三餐食谱的方法：同步阅读“Runner eats well!”然后完成SectionB activity 3b.Step 6.完成Section B Activity 3c:Write about what you like for breakfast,lunch and dinner.Step 7 Groupwork:You are going for a picnic with a group of friends.1.Make a list of food to buy.2.Read your list of food to the class.Homework 1.Eating healthily is very important.It can make you healthy and happy.Please write about what you like for breakfast,lunch and dinner.

第四篇：七年级英语教学设计

Unit 9 My favorite subject is science

课题：Unit 9 My favorite subject is science

课型：阅读课

教学目标：1.通过过程性的阅读训练帮助学生进一步巩固所学的语言知识

2.训练学生捕捉细节信息的能力

3.帮助学生树立合理安排时间、平衡学习和课余爱好的自我管理意识，培养良好的学习习惯。

教学方法：小组合作学习，自学探究 时间安排：40分钟 教学重难点：

重点： 学会学科名词：P.E.science , art , Chinese , math , history etc.学会一周七天的表达以及形容词。难点：1.学习制作一个时间安排表

2.学会写一封信来介绍自己一天的学习安排

教学背景分析：Unit 9 以 School subject 为话题，选材于学生的日常生活，符合学生实际。学生生活有了紧凑的安排，他们也有了自己喜欢的科目和学习计划。通过讨论学习，提高学习兴趣，进行合理的学习安排。

Section B讨论课程的安排，星期几，几点上什么课等。学生学会星期的表达并结合学科的表达，进一步提高口语交际能力，并过渡到阅读理解和书面表达，培养其阅读和写作的能力。

教学过程： Step 1: Review

1.利用图片复习回顾本单元所学的学科名词 2.Free-talk

A: What’s your favorite subject ?

B;My favorite subject is …

A: Why do you like …?

B: Because it’s …

A: When is your _______ class ?

B: It’s on ______.活动形式：小组活动。第一组展示后，第二组同学用第三人称来转述这一对话。3.Lead –in

由以上环节引出2b。

设计意图：通过上一活动的练习，让学生实事求是地说出自己对某一学科的看法，这样既为回答2中的问题Are Yu Mei’s ideas the same as yours ? 做了铺垫，同时也是教师了解学生﹑引导学生看待不同学科的一个契机。Step 2 : Reading 1.Skimming(快速浏览)

让学生快速浏览文章，并确认文章的体裁和主要内容。

T: Please read the letter quickly and find the main idea.Suggest answer : The passage is about a girl’s school life.教学建议：

(1).如果学生用自己的语言说出答案有难度的话，教师可以在黑板上写出下面的句子The passage is about__________。让学生用关键词填空完成句子，掌握文章的主要内容。

(2.)如果学生归纳文章大意有难度，教师也可以提问以下细节问题，最后再引导学生归纳大意。

Questions : Who writes the letter ?

Who gets the letter ？

Which day is she writing about ?

Is she writing about her school life or life at home ? 2.让学生读第二遍文章，并思考信中提到了学校生活的哪些具体内容。教师可以提问：

What subject does Yu Mei like ? Why ? What subjects doesn’t Yu Mei like ? Why ?

让学生带着问题再次阅读，并完成2b 部分的任务。

设计意图：让学生带着问题去阅读，有针对性地去阅读，提高效率。

3.教师安排让学生思考Yu Mei 除了谈到喜欢的学科，还谈到哪些学校生活，这些活动是怎么安排的。让学生读第三遍文章，并完成2c任务。

设计意图：通过对文章细节的寻找，让学生对文章的了解更透彻。4.朗读训练

教师可以利用2b课文的录音引导学生进行朗读训练。可以组内互读互评，或者小组推选代表在班内范读。教师可以给与必要的指导和评价。这一环节除了可以关注语音和语调，还有标点符号应有的停顿以外，还应提醒学生注意短语和句子意群的停顿。

设计意图：在阅读课中加入大量的学生朗读的机会，可以帮助学生更有效的提高朗读能力。

5.以2c表格内容为线索，让学生复述信件的内容。设计意图：让学生学会运用文章里面的表达来描述信件内容，并可以由此发挥来描述自己的学习生活安排。

6.小组活动：让学生设计自己理想中的学校生活

（1）让学生四人一组讨论目前学校的生活，以及各自理想的学校生活，内容包括学习生活和课余生活的安排，喜欢喝不喜欢的学科及原因。

学生在讨论过程中随时用表格记录下相关的信息。

（2）小组内讨论形成“我们理想的学校生活”的表格信息。要求小组协作。因为在本环节同学们的想法可能会有分歧，这就需要有人让步或者被他人说服，最后达成统一的意见。

（3）制作两个表格，即：our ideal school life 和 our present school life。

（4）让学生四人一组给全班同学做汇报。S1 简述讨论情况，S2 陈述our present school life表格中的相关信息，S3陈述our ideal school life 表格中的相关信息，S4做出总结。（5）教师点评

教学建议：教师可以利用次机会提示学生初中三年是成长过程中非常重要的阶段。在这三年中，要努力学习科学文化知识，享受学习和求知给自己带来的乐趣。

Step3 : 当堂检测

翻译下列句子

1.星期五我很忙。

I’m ____ ______ _______ Friday.2.十点钟我上历史课。

_______ ______, I _____ _________.3.午餐是从12点到一点。

Lunch is _____ 12 to _______.4.我们语文老师----Mrs Wang 很风趣。

_______ _______ teacher , Mrs Wang is _______ _______.5.我们的课程在一点五十结束。

_______ ______ _______ _______ 1;50.Step 4: Summary

本课采用Imitating and repeating，Practicing，Comparing和Role playing的学习策略利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动和阅读、写作训练，复习、巩固和运用“谈论各自所喜欢的学科或其它的事情并说出理由”的目标语言并运用该知识合理地安排自己的作息时间，并培养学生良好的学习、生活习惯。

Step 4: Homework

以My favorite subject为题写一篇短文。短文必须包含以下内容： 1．What’s your favorite subject? 2．Why do you like it?

3．When do you have your favorite subject?

另外可以增加一个个性练习设计：给自己做一个英文的课程表.每所学校、每个班级、每个学生都有课程表，但学生的课程表基本上是用汉语写的。在学习了表示学科的名词之后，教师可组织学生给自己和班上制作一个英文课程表，一来是丰富学习生活，美化教室环境，二来也可巩固所学的词汇。Step 5 : 课后反思

黄骅市第二中学

王沛然

第五篇：七年级英语教学设计

七年级英语教学设计

涞水县永阳中学 董桂春 Unit7 What does he look like?

The First Period Teaching Aims and Demands: 1.Knowledge and Ability Objects:(1)KeyVocabulary:

short,hair,curly,straight,height,thin,heavy,build(2)Target Language: What does your friend look like? She is medium build and she has long hair.(3)Train students’ listening and speaking skills.2.Method Objects in Teaching:(1)Scene teaching method.(2)Listening and oral practice methods.(3)Pairwork.3.Moral Object: We mustn’t judge people by appearance.Teaching Key Points: 1.Words to describe people in 1a.2.The target language.Teaching Difficulties: 1.Train students’ listening and speaking skills.2.Learn to describe people’ s appearance.Teaching Aids: 1.Pictures.2, A tape recorder.Teaching Procedures: StepⅠ.Greetings and Revision: Greet the whole class as usual.Briefly riview some key words and language points learned in previous units.T: From today on, we’ll begin to learn to describe people’s appearance.The title of this unit is “What does he look like?” Teacher writes the title of Unit7 on the blackbord.StepⅡ.1a: Using pictures with short hair, long hair, straight hair, curly hair, tall,short, medium height,medium build,thin, and heavy,teach the students to describe each person using the words learned just now.Point out the numbered list of words.Ask a student to read them out.Write the words on the blackbord.Then ask students to march the pictures with words from the list.T:Please write the lettler of each person next to the words it goes with the sample answer.Check the answers.1.a 2.f 3.a 4.c/a 5.d 6.h 7.e 8.b 9.a/g 10.e StepⅢ.1b: Call students’ attention to the conversation in the speech bubble in the picture.Read it to the class, saying BLANK each time coming to an empty write-on line.T: I’ll paly a recording of a conversation between Amy and her friend.You’re to listen and fill in the blanks in the conversation.Then find the person they are talking about in the picture.Play the recording the first time.Students only listen.Play the record a second time.This time syudents listen and fill in the blanks.Use Pause button if necessary.T: Could you tell me who they are talking about? Check the answers.Answers: 1.tall 2.curly 3.hair.They are talking about person d.Tapescript: Girl: Is that your friend? Amy: No, it isn’t.Girl: What does he look like? Amy: Well,he’s really tall.And he has curly hair.StepⅣ.1c: Point out the sample conversation.Ask two students to say it to the class.Teacher writes the sample conversation on the blackboard.T: Who is the conversation talking about? Ss: Person a.T: Each of you chooses a person in the picture as your friend.Describe him or her to your partner.Then your partner will find him or her.Demonstrate a new conversation with another student.T:What does your friend look like? S: She is thin.And she has curly hair.Then ask students to practice similar conversations in pairs.As students work, offering language and pronunciation support as needed.After students have had a chance to practice the conversations, ask different students to describe their friends and the rest to find them.StepⅤ.Summary: T: In this class we’ve mainly learned some words and the target language used to describe people`’s appearance.StepⅥ.Homework: T: Read and memorize the words in 1a and the target language in 1c.Collect pictures of persons cut from newspapers or magazines.Either famous or ordinary people are OK.StepⅦ.Blackboard Design: Unit 7.What does he look like? 1.Key words: long hair

short short hair

thin

curlyhair

medium build

straight hair

heavy

tall

medium height 2.Target language: A: What does your friend look like? B: She is medium build,and she has long hair.