人教版七年级英语教案设计

七年级英语上册Unit 6 教学设计

一、课题：Do you like bananas ?

二、教学目标（知识能力、过程与方法、情感态度与价值观）

知识能力：掌握询问对方喜欢与不喜欢食物的几种典型的句型；学习常见食物的名称。

过程与方法：通过对食物名称和询问句型的学习，学会谈论自己与他人早、中、晚餐喜爱吃的食物。通过对食物的学习了解，学会配制营

养餐。

情感态度价值观：通过对不同食物的学习，让学生了解哪些是有益于健康的食品，哪些是不益于健康的食品，从而使学生学会均衡饮食，不

偏食。通过对食物喜好的提问，能增强同学之间的相互了解和友

谊。

三、教学设计的思路及教学建议

第六单元的主题是“询问对方喜欢与不喜欢的食物”，这些食物都是学生比较熟悉的生活食品。

在教学时老师能够使用实物进行教学，增强学生的学习兴趣和学习效果。在传授新知识时，为了给学生创设真实的，贴近生活的情境，可以设计一些游戏，即根据不同人对食物的不同喜好，自配营养餐和填写购物清单等，这样不但激发了学生学习的热情，也达到了练习重点句型的目的。

四、教学向导

五、教学重点及难点

1．教学重点：词汇：有关食物名称的单词。

句型：Do you like … ? Yes, I do. / No, I don’t.

2．教学难点：创设语言交际情景，操练句型。

六、具体教案设计

Unit 6Do you like bananas ?

课时安排：四课时

第一课时：P31—P32 第二课时：P33—P34 第三课时：P35 第四课时：P36

第一课时：P31—P32

Step 1 讲授1A中的新单词

1．通过用“What’s this in English ?” 句型询问一些具体的食物或图片，如：apple, orange, meat, rice 等，让学生通过直观回忆以前所学过的食物名称。

2．呈现新的食物或食物幻灯片，激发学生的求知欲，从而引出本课的新单词。3．朗读P31—1a 中的新单词。（先全班，再小组，然后到个人，层层检查、补漏。）

4．将学生分成两大组，以竞赛的方式让各组派一名学生，将食物的单词贴到挂图相对应的食物上，看哪组贴得最多，最准。

Step 2 Presentation

1．通过吃的动作和高兴的表情来展现“like”一词的意思，并将“like”板书在黑板上；通过摇头的动作和皱眉的表情展现“don’t like”一词的含义，并将

“don’t like”板书在黑板上。

2．通过动作及表情引出I like bananas, I don’t like broccoli. 然后过渡到Do you like bananas / broccoli ? Yes, I do. / No, I don’t.

3．选择不同的食物，向学生提问：Do you like …? 让学生根据自己的实际情况回答：Yes, I do. / No, I don’t.

Step 3 Listening

1．看P31—1b的对话，听录音，完成书上要求标号的任务。订正答案。2．跟读对话，以小组为单位朗读对话。

3．进行小组对话练习，可以更改有关的食物名词，编出自己的对话。

Step 4 Listening

1．大声朗读P32—2a中的单词，让学生先认真听，然后模仿重复两遍。

2．让学生听一遍录音，了解大意，抓住关键词。

3．让学生第二次听录音，在表格中圈出所听到的单词。订正答案。

4．P32—2b 听录音，要求学生将听到的单词填入横线上。订正答案。

5．再听录音，跟读1—2遍，分角色进行对话。

Step 5 Practice

让学生两人一组进行对话操练：Do you like …? Yes, I do. / No, I don’t. 通过句型的操练，增进学生之间的相互了解。

Step 6 Homework

练习册

Step 7教学后记

第二课时：P33—P34

Step 1 Revision

1．以对话的形式复习上一节课的新单词和句型，让学生拿着食物询问自己的partner: Do you like …? 回答：Yes, I do. / No, I don’t.

2．让学生拿着食物或图片向全班同学发问：What’s this in English? 或What’re these in English ? 回答：It’s a/an …. / They’re ….然后完成P34—1a中的单词与食物的搭配。

3．让学生将P34—1a中的食物分类，完成P34—1b中的表格。

Step 2 Pairwork

让学生两人一组进行操练。每一个学生拥有一半信息，然后通过提问的方式补全各自所缺的内容。订正答案。

Step 3 Food Survey

先让学生根据图片写出食物的名称，然后通过询问句型Do you like …. ?的形式调查其他同学喜欢或不喜欢的食物，然后根据调查的情况进行总结：…

likes ….；… doesn’t like ….

Step 4 Listening

1．听对话，在P34—1a中圈出所听到的食物。

2．再听录音，写出单词，完成P34—2b的表格。

Step 5 Pair work

1．让学生根据P34—2b的表格提示进行对话练习。所用的句型：Does Tom / Katrina like …? Yes, he / she does. / No, he / she doesn’t.

2．用英文解释breakfast, lunch, dinner的含义。根据1a和2b的表格提示，让学生写出Katrina 和Tom所喜欢的食物分别属于哪一餐，完成P34—2c的练习。Step 6 Games

1．让学生将学过的食物名词分类。

2．让学生从健康的角度出发，给自己配制一份营养午餐，使学生学会均衡饮食。3．汇报配餐情况，评选出学生喜爱的配餐。所用的句型：I like …. for lunch.

Step 7 Homework

练习册

Step 8教学后记

第三课时：P35

Step 1 Revision

复习前边所学的单词及句型，可以采取实物或游戏的形式，然后可以适当进行笔头检查。如：听写或补全对话。

Step 2 Reading

1．让学生快速阅读短文，并用不同的标记标出水果和食物的名称。订正答案。2．朗读短文两遍。

Step 3 Look and write

1．根据图片，让学生写出Which one is lunch and which one is dinner.

2．根据图片，分别写出Tom午餐和晚餐喜欢吃的食物名称。

3．让学生下位分别调查三位同学三餐喜欢吃的食物，完成下列表格。所用句型：What do you like for breakfast / lunch / dinner ? I like …for breakfast / lunch /dinner ?

4．让学生汇报调查结果。所用句型：xxx likes … for ….

Step 4 Groupwork

假设同学们将进行一次野炊活动。让学生分组调查出各自喜欢与不喜欢的食物，然后根据调查的结果列一份购物清单。

1．调查本组同学喜欢和不喜欢的食物。所用句型：Do you like … ? Yes, I do. / I don’t.

2．统计并汇报本组成员喜爱与不喜爱的食物。所用句型：We like …./ We don’t like … ?

3．填写为野餐准备的购物清单。

Step 5 Homework

收集一些生活中常见的食物。

Step 6教学后记

第四课时：P36

Step 1 Revision

复习整个单元的单词和句型。

Step 2 Self Check

1．检测学生所学的单词。让学生勾出P36—1中认识的单词，圈出不认识的单词。

2．让学生在P108补充5个新的食物名称，扩大学生的知识面。

3．让学生在方格里画出自己午餐所喜欢吃的食物。培养学生绘画的能力。4．用“ Do you like …”句型询问其他同学，找出与自己午餐所吃食物相同的同学。P36—4。

Step 3 Games

让学生将自己所收集的食物，通过询问“ Do you like… ?” 将食物分发给其他的同学，增进学生之间的感情。

Step 4 Having a quiz

Step 5 Homework

练习册

Step 6教学后记

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五、教学重点及难点 1．教学重点：词汇：有关食物名称的单词。 句型：Do you like … ? Yes, I do. / No, I don’t. 2．教学难点：创设语言交际情景，操练句型。 六、具体教案设计 Unit 6Do you like bananas ? 课时安排：四课时 第一课时：P31—P32 第二课时：P33—P34 第三课时：P35 第四课时：P36 第一课时：P31—P32 Step 1 讲授1A中的新单词 1．通过用“What’s this in English ?” 句型询问一些具体的食物或图片，如：apple, orange, meat, rice 等，让学生通过直观回忆以前所学过的食物名称。 2．呈现新的食物或食物幻灯片，激发学生的求知欲，从而引出本课的新单词。3．朗读P31—1a 中的新单词。（先全班，再小组，然后到个人，层层检查、补漏。） 4．将学生分成两大组，以竞赛的方式让各组派一名学生，将食物的单词贴到挂图相对应的食物上，看哪组贴得最多，最准。 Step 2 Presentation 1．通过吃的动作和高兴的表情来展现“like”一词的意思，并将“like”板书在黑板上；通过摇头的动作和皱眉的表情展现“don’t like”一词的含义，并将 “don’t like”板书在黑板上。

人教版初中英语七年级下册全册英教案(全英文版)

新目标人教版英语七下 全册教案 Unit 1 Where’s your pen pal from? Language goals: ●In this unit students learn to talk about countries, nationalities and languages. ●Ask and tell where people live. New languages: ●Where’s he / she from? ●He / She is from Australia / England / China / France / Singapore / Australia. ●Where does he / she live? He / She lives in Sydney. ●What language do you speak? I speak English. ●What’s your / his / her favorite subj ect? ●My / His / Her favorite subject is English. ●Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn’t. Difficult points: 1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class. 2. Where questions with from Where questions with live What questions Teaching aids: ● A tape recorder Teaching periods: ●Period 1:Section A中1a, 1b, 1c ●Period 2:Section A中2a, 2b, 2c，2d ●Period 3:Section A中3a, 3b, 4

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教学反思：本单元的主题是方位，所以很多地点的名词是学生单词突破的重点，与学生的生活相结合，要扩充一些词汇，如学校的教学楼、操场，社区里的饭店、医院等，让学生学到的句子能够用的灵活。介词表示的方位应该讲解清楚，这样学生才能更加明确的表述各个建筑所处的位置。这些知识不能死板的传授，一定要在任务中完成，让学生不知不觉地学习目标语言。图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。 教案点评： 本单元的主题是方位，地点名词是学生单词突破的重点，与学生的生活相结合，扩充一些词汇，明确的表述各个建筑所处的位置。围绕这几点设置了四个活动，利用多媒体素材，以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。

教案示例 Unit 2 Why do you like koala bears? 一．教学目标： 谈论自己的喜好； 询问他人的喜好； 能够谈论喜爱某种动物的理由； 做出自己的行动计划。 二．教学向导 三．重点句型

Why do you want to see the pandas? Because they’re cute. Why does he like the koala bears? Because they are kind of interesting. What animals do you like? I like penguins. They are cute. What other animals do you like? I like dogs, too. Where are lions from? They are from Africa. 四．教学步骤： Step 1: Lead-in Show parts of animal’s bodies by slide show, let students guess what animals they are. Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures. Step 2: Task one: make a survey: what animals do your group mates want to see? Listen to the tape and finish Section A, 2a and 2b; Ask group mates what animals they want to see in a zoo, fill in the chart as below: Presentation: show their pair work

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2018年新人教七年级英语下册全英文教案（全册全英文）Unit 1 Can you play the guitar? 一. Knowledge and abilities goals: 1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar 2. How to use Model verb” can”. 3. Listening and speaking skills and communicative competence. 二. Teaching method: Listening and speaking methods. Pair works. 三. Moral goals: Encourage students to express their abilities. Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …? 四. Importance and difficulty: can Teaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class. 五. Teaching Time: 4 periods Period 1 (Section A: 1a-2d) 授课人:______ 授课班级: _____ 授课时间：2018年___月___日____午第____节 1.Knowledge Objects: Learn to talk about abilities. Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk. 2.Teaching key point: can 3. Teaching Difficult point: can 4.Teaching Procedures: Step 1. Lead-in Enjoy a song I’m a musician T: Do you want to be a musician? S: T: Can you play the piano? S… T: What can you do? S: I can… T: What about you? S: T: OK, now please show your talent and tell us what you can do.

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全英文英语教案模板

Lesson plan NSEFC Module2 Unit Reading In Teacher: Period：Period1 Type：Reading Duration: 45minutes Teaching ideology The current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading. Teaching material and learning condition The analysis of teaching material The teaching material is the reading part from NSEFC Module2 Unit. The topic of this unit is . This passage mainly introduces . The passage consists of paragraphs. The first paragraph is a general introduction of the . Para.2 to Para.4 introduces . The last paragraph tells about . The topic is not new to the Ss. But there is some new words and phases in the passage. The analysis of learning condition The students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of and know some. But they may not know before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences. Learning objectives 1. Language skills ●At the beginning of the class, Ss can predict the content of the passage based on the title. ●Ss can scan the passage and find out the specific information such as the person related with ●Ss can summarize the passage with the help of the clues of the passage.