第一篇：七年級英語教學設計

Unit 9 My favorite subject is science

課題：Unit 9 My favorite subject is science

課型：閱讀課

教學目標：1.通過過程性的閱讀訓練幫助學生進一步鞏固所學的語言知識

2.訓練學生捕捉細節信息的能力

3.幫助學生樹立合理安排時間、平衡學習和課余愛好的自我管理意識，培養良好的學習習慣。

教學方法：小組合作學習，自學探究 時間安排：40分鐘 教學重難點：

重點： 學會學科名詞：P.E.science , art , Chinese , math , history etc.學會一周七天的表達以及形容詞。難點：1.學習制作一個時間安排表

2.學會寫一封信來介紹自己一天的學習安排

教學背景分析：Unit 9 以 School subject 為話題，選材于學生的日常生活，符合學生實際。學生生活有了緊湊的安排，他們也有了自己喜歡的科目和學習計劃。通過討論學習，提高學習興趣，進行合理的學習安排。

Section B討論課程的安排，星期幾，幾點上什么課等。學生學會星期的表達并結合學科的表達，進一步提高口語交際能力，并過渡到閱讀理解和書面表達，培養其閱讀和寫作的能力。

教學過程： Step 1: Review

1.利用圖片復習回顧本單元所學的學科名詞 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 ______.活動形式：小組活動。第一組展示后，第二組同學用第三人稱來轉述這一對話。3.Lead –in

由以上環節引出2b。

設計意圖：通過上一活動的練習，讓學生實事求是地說出自己對某一學科的看法，這樣既為回答2中的問題Are Yu Mei’s ideas the same as yours ? 做了鋪墊，同時也是教師了解學生﹑引導學生看待不同學科的一個契機。Step 2 : Reading 1.Skimming(快速瀏覽)

讓學生快速瀏覽文章，并確認文章的體裁和主要內容。

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

(1).如果學生用自己的語言說出答案有難度的話，教師可以在黑板上寫出下面的句子The passage is about__________。讓學生用關鍵詞填空完成句子，掌握文章的主要內容。

(2.)如果學生歸納文章大意有難度，教師也可以提問以下細節問題，最后再引導學生歸納大意。

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.讓學生讀第二遍文章，并思考信中提到了學校生活的哪些具體內容。教師可以提問：

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

讓學生帶著問題再次閱讀，并完成2b 部分的任務。

設計意圖：讓學生帶著問題去閱讀，有針對性地去閱讀，提高效率。

3.教師安排讓學生思考Yu Mei 除了談到喜歡的學科，還談到哪些學校生活，這些活動是怎么安排的。讓學生讀第三遍文章，并完成2c任務。

設計意圖：通過對文章細節的尋找，讓學生對文章的了解更透徹。4.朗讀訓練

教師可以利用2b課文的錄音引導學生進行朗讀訓練。可以組內互讀互評，或者小組推選代表在班內范讀。教師可以給與必要的指導和評價。這一環節除了可以關注語音和語調，還有標點符號應有的停頓以外，還應提醒學生注意短語和句子意群的停頓。

設計意圖：在閱讀課中加入大量的學生朗讀的機會，可以幫助學生更有效的提高朗讀能力。

5.以2c表格內容為線索，讓學生復述信件的內容。設計意圖：讓學生學會運用文章里面的表達來描述信件內容，并可以由此發揮來描述自己的學習生活安排。

6.小組活動：讓學生設計自己理想中的學校生活

（1）讓學生四人一組討論目前學校的生活，以及各自理想的學校生活，內容包括學習生活和課余生活的安排，喜歡喝不喜歡的學科及原因。

學生在討論過程中隨時用表格記錄下相關的信息。

（2）小組內討論形成“我們理想的學校生活”的表格信息。要求小組協作。因為在本環節同學們的想法可能會有分歧，這就需要有人讓步或者被他人說服，最后達成統一的意見。

（3）制作兩個表格，即：our ideal school life 和 our present school life。

（4）讓學生四人一組給全班同學做匯報。S1 簡述討論情況，S2 陳述our present school life表格中的相關信息，S3陳述our ideal school life 表格中的相關信息，S4做出總結。（5）教師點評

教學建議：教師可以利用次機會提示學生初中三年是成長過程中非常重要的階段。在這三年中，要努力學習科學文化知識，享受學習和求知給自己帶來的樂趣。

Step3 : 當堂檢測

翻譯下列句子

1.星期五我很忙。

I’m ____ ______ _______ Friday.2.十點鐘我上歷史課。

_______ ______, I _____ _________.3.午餐是從12點到一點。

Lunch is _____ 12 to _______.4.我們語文老師----Mrs Wang 很風趣。

_______ _______ teacher , Mrs Wang is _______ _______.5.我們的課程在一點五十結束。

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

本課采用Imitating and repeating，Practicing，Comparing和Role playing的學習策略利用教學圖片、幻燈片或制作多媒體課件來展開課堂Pairwork問答式的口語交際活動和閱讀、寫作訓練，復習、鞏固和運用“談論各自所喜歡的學科或其它的事情并說出理由”的目標語言并運用該知識合理地安排自己的作息時間，并培養學生良好的學習、生活習慣。

Step 4: Homework

以My favorite subject為題寫一篇短文。短文必須包含以下內容： 1．What’s your favorite subject? 2．Why do you like it?

3．When do you have your favorite subject?

另外可以增加一個個性練習設計：給自己做一個英文的課程表.每所學校、每個班級、每個學生都有課程表，但學生的課程表基本上是用漢語寫的。在學習了表示學科的名詞之后，教師可組織學生給自己和班上制作一個英文課程表，一來是豐富學習生活，美化教室環境，二來也可鞏固所學的詞匯。Step 5 : 課后反思

黃驊市第二中學

王沛然

第二篇：七年級英語教學設計

Unit 3 Getting together.Topic 3 What would you like to drink? Section A 教學設計

一、教學內容分析

本課是本單元的最后一個話題的第一部分，圍繞就餐這個話題展開。通過對話教學使學生感受到英語在生活中的實踐意義，從而提高學生的學習興趣和口頭表達能力。這些話題與學生的生活實際非常貼近，通過小組合作、調查、激勵等任務型教學的設計和新課改理念的滲透，使學生相互增進了解，并了解中西方文化的差異，以培養學生學習英語的興趣，從而提高交際能力。

二、設計思想

任務型教學就是以具體的任務為學習的動力或動機，以完成任務的過程為學習的過程，以展示任務成果的方式來體現教學的成就。本課主要探究新教材《Project English(仁愛版)》任務型英語教學，樹立全新的課堂教學設計理念，探究在 “大班化”英語課堂中實施英語任務型課堂教學的途徑，使學生不但在課堂上大膽開口，而且課后通過調查實踐也可以運用英語。

三、教學目標

（一）知識目標：

1、掌握并運用下列句型，學會英語國家用餐的用語。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、掌握可數名詞與不可數名詞：hamburger, French fries, a cup, etc.chicken, fish, meat, rice, tea, milk, bread, coffee, etc.二）能力目標：

1、培養學生聽說能力和朗讀技巧；

2、通過設計任務、小組合作等形式，培養學生學習策略與思維技巧，以及分析、解決問題的能力；

（三）情感態度目標： 通過有趣和貼近學生生活實際的任務，互通信息，交換意見，培養聽說能力。通過小組活動的設計，讓更多的學生有機會參與課堂活動，培養合作意識。

四、教具準備

1、教師準備的教具：錄音機、實物、圖片、單詞詞條等。

2、學生準備的學具：收集有關食品的實物、圖片（包括自己動手畫的圖畫）、玩具用品等。

五、教學重點和難點

1、學習可數名詞與不可數名詞；

2、如何表達點餐和就餐的句型。

六、教學環節實錄 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：在這個活動中，教師由單純的講授者轉向參與者和幫助者，給學生的任務是較開放的。學生可以根據教師的教具和學生自己的學具，鍛煉口頭交流能力。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：通過對對討論，獲取新知識，培養學生處理信息和分析能力，以及提高口語能力，在合作中實現了學習和進步。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：讓學生自行完成課文內容，更有利于加深學生對單詞單復數分類的印象。教師對易錯單詞進行強調，進一步鞏固學生對名詞單復數的理解即可。

七、課后作業布置

1.單詞抄寫

目的：鞏固學生單詞記憶，幫助學生掌握單詞。2.完成練習冊

目的：復習并鞏固本節課的學習內容。

第三篇：七年級英語教學設計

七年級英語教學設計

淶水縣永陽中學 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.

第四篇：七年級英語教學設計

七年級英語教學設計

巴山鎮初級中學

謝秀梅

Unit 4 Don’t eat in class

Section A 1a-1c

一、Teaching goals :（教學目標）

1.Master

new

words

:

rule，arrive,be time,hallway,hall,dining,listen,listen to,fight,sorry.2.Master the target language: Don’t eat/talk/laugh in class.Don’t arrive late for class.We can’t fight.3.Train students’ listening and speaking skills.二、Important and difficult points:(重難點)

否定祈使句的正確使用：Don’t …

三、Teaching contents :(教學內容)

Step 1.Lead-in.導入

(A boy is eating)We can say :

We can’t eat in class.Don’t eat in class.板書標題：Unit 4 Don’t eat in class.2.Show learning goals.展示學習目標

3.Self-study.自主學習

Read the new words on page 19.4.Study in groups 合作學習

1)Do you know the meanings of the signs ?

on

2)Do you know the places that have rules ? And what rules do you know ?

Teacher teaches students to say : We have to keep rules.We can’t break rules

5.Disccus in groups.合作探究

What can we do at school ? What can’t we do at school ?

Ask students : Can we be late for class ? Students answer : No, we can’t.So we can say : Don’t be late for class.板書：be late for class , run in the hallways , …

6.Part 1a.(Show)展示

Ask students to read and write the sentences:

Don’t eat in class.Don’t fight.…

7.Part 1b.Listening practice.8.Part 1c.(Show)展示

Ask student B to say to student A : Don’t arrive late for class.We must be on time for class.We can’t fight.…

9.Language points.（Do some exercises）

鞏固提升

10.Summary : 總結

Who can tell us what we learn today ?

2015年3月26日

第五篇：七年級英語教學設計

Do you like bananas? Section B教學設計

王

聰

一、教學目標 知識目標：

1）單詞：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.能力目標：學完本課，學生能夠用英語描述一日三餐的食譜。3.情感目標：懂得一日三餐應合理搭配飲食，才會健康，快樂。

二、教學重點：掌握本課新單詞。

三、教學難點：掌握描述一日三餐的方法。

四、教學設計： 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.導入新課：在大屏幕上出現三個盤子，分別代表一日三餐，并將剛復習的食物放入盤中，引導學生表述三餐的食譜。

本節課堂實錄如下：

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.布置任務：要求同桌學生合作編對話，主題為詢問別人一日三餐喜歡吃的食物。學生上臺展示時，可使用電腦將自己選擇的食物直觀地放入每餐的盤中。

本節課堂實錄如下：

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!與學生討論哪些是健康食品,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頁Section B的聽力練習activity 2a,2b以及Pairwork 2c.Step 5.鞏固描述一日三餐食譜的方法：同步閱讀“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.