人教版七年级上unit1教案

以下是小编为大家准备的人教版七年级上unit1教案，本文共15篇，仅供参考，大家一起来看看吧。本文原稿由网友“richardzhu”提供。

篇1：人教版七年级上unit1教案

1.新课程的主旨主要是“以学生为主体，把课堂还给学生，教师的角色定位于示范者、引导者、合作者，而不是教师一言堂” 本人根据以学生为中心的教学思路，设计了大量问答、叙述、表演、讨论等形式多样的语言实践活动。但是在课堂中，并没有完全的做到很客观的去判断学生的实际操练过程。带着教师的主观想法：What’s your name? My name is …是一个非常简单的句型，可以一笔带过的想法。所以忽略了尊重学生的思想情感和个体差异，使他们真正成为学习的主人是这节课设计的最根本宗旨。

2.机智教学，灵活过渡是每个优秀的英语教师所应该具备的个人素质。在本堂课上，我在引入本课的Step1 部分，受到课堂用语的牵制，使得开头的介绍引入部分与前部分的铺垫脱节，过渡过于牵强，不够流畅自然。同时，我也根据青少年学生的心理特点，设计形式多样的活动，采用灵活多样的教学方法，实施趣味教学，激发、保持、巩固学生的兴趣，轻松愉快的开始、轻松愉快的过程、轻松愉快的结尾，使得整节课课堂气氛活跃、充满情趣。但是在处理听力部分的过渡中，过于牵强，似乎又把主角从学生那里抢了回来，把他们当成了完成我这个听力任务的工具。

3.教学内容“大众化”。不同的学生，对每一课的内容都会体现出不同的兴趣。所以，针对学习者构建知识结构，每一堂课都要求教师问题的设计也要根据难易，再由不同的学生基础来选择适合他们的合理问题。在本堂课中，教师的主旨就是围绕“What’s your name? What’s her name? What’s her name?”。教学任务设计虽然多元化，具体化。但是缺乏梯度化。忽略了最大限度地引导学生进行有效的自主学习，让学生能多方思考练习、多方提高。

4.忽视了黑板教学的应用。自从有了生动形象的多媒体教学，英语课堂增加了不少乐趣，而传统的黑板却因此被忽视了。在本堂课中，多媒体教学能多方位呈现教学的步骤，学生也能清晰地感受课堂线索，应该说对于基础比较扎实或者懂得合理记笔记的同学来说是可以一步到位的，但对于基础差的同学或是记性不好的同学多媒体像是电影一闪而过，课中停留了一定的印象，课后却什么都想不起来了。

通过这一堂公开课，在各位教师的精心点评下，让我受益匪浅。我不禁思考：在一节英语课中，怎样体现一节课的重点，怎样在某一特定的环节发展学生的思维、培养学生的学习能力，怎样让不同的学生能有不同的所得，都是值得我去细细思量的……

My name's Gina教学反思范文二：

教学思路：

首先是热身对话练习。与同学进行一些简单的问候，顺便复习一下前三单元的重点句型。

其次是传授新知识。通过一个自我介绍，引出本节课的核心句型：What’s your name? My name is …接着，点出核心句型中的重点单词，进行单词学习。然后是对话练习，让学生进行自我，介绍相互认识一下。之后进行巩固练习：填空和翻译练习。

再次是知识的扩展。由What’s your name?延伸出What’s her name ? 和What’s his name?.首先是单词回顾。复习一下人称代词和相对应的物主代词，有一个针对性的练习紧跟其后。然后引导学生说出扩展句型，进行详细的讲解。之后进行相应的对话练习。最后进行翻译练习加以巩固。

最后是本节知识的回顾。对本节课的三个重点句型进行纵向的总结。

在集体评课之后，根据各位老师的建议以及学生的掌握情况，我对本节课的教授过程以及教授效果做了以下的反思：

1. 课容量有点大，学生掌握起来比较费劲。本节课的内容适合分为两课时来教授。第一节课只教授重点句型一就可以了。加之以更多的口语对话练习。

2. 学生把人称代词和物主代词搞混了。表现在把两个答语混淆了。这也是课容量偏大的一个后果。

3. 课堂上没有给学生足够的思考时间，一味的讲知识。如果给学生更多的思考时间，有一些知识是可以让学生自己说出来的，不必老师讲出来。这样一方面让课堂没有那么紧张，更加活跃，另一方面提高了学生自主学习的能力。

4. 不能很好地关注学生的动态，课堂秩序比较差。我只是在关注自己的讲课，而没有与学生进行互动交流，以至于有些学生课堂纪律不好，感到无事可做。今后的讲课，应该多关注一下学生的动态，及时的把学生的注意力集中起来。

5. 集体活动比较少，学生没有得到充分的锻炼。只是有两个对话练习的机会，只有少部分的同学得到了展示的机会，课堂的参与度不够。应该抓住一切可以抓住的机会让学生站起来，张开口说英语。

通过这次讲课与评课，我及时的发现了自己在教学方面的缺点与不足，这些不足都是我在教学方面的盲区，是自己没办法发现的，感谢各位老师提出的宝贵意见和建议，我会在今后的教学中不断弥补不足，对于老师们的建议进行积极的尝试，从而来完善自己的教学思路。

篇2：新人教版七年级上语文教案

【设计理念】

1.立足小说故事内容，紧扣小说情节发展，发展学生推理能力。

2.分角色朗读，在对话中感受人物形象，说出人物性格，学习人物描写方法。

3.通过朗读，培养学生的语感。

4.注重发展学生听说读写能力，守住语文教学的根。

5.在学生情感共鸣的基础上“练笔”，让学生有话想说、能说。

【教学目标】

1.根据课文语境，说出“自作主张、仗义、形影不离、合二为一”等词语的意思，积累这些词语。

2.分部分、分角色朗读课文，抓住描写，评说文中人物，推想小说故事情节的发展。说出文章运用插叙手法的作用。

3.用自己的话说出读课文后的感受或受到的启发。

【教学重点】

抓住语言、动作、神态、心理，评说文中人物，推想小说故事情节的发展。

【教学难点】

插叙手法的作用。

【教学方法】

1.教法：朗读法、启发式、问题法、推断法。

2.学法：朗读法、讨论法、问答法、圈点勾画做批注。

【教学课时】2课时

【教学准备】

学生课前预习课文，弄清生字读音、字形、意义;弄清词语意思;读懂课文内容。

【教学过程】

第一课时

一、导入新课

1.诗句导入。

友谊是冬日的一缕阳光，让饥寒交迫的人感到温暖;

友谊是沙漠中的一泓清泉，让濒临绝境的人看到希望;

友谊是一首飘荡的歌谣，让孤苦无依的人获得慰藉。

今天，我们就来学习由友谊引发的一个故事——《羚羊木雕》。

2.揭示课题，板书课题。

⑴孩子们已经预习了课文，我检查检查。

⑵提出问题：全文一共有多少自然段?抽学生回答。

提出问题：课文围绕“羚羊”木雕发生了什么事情?(学生试着回答或有回答的__。)

二、研读课文1——10自然段

1.要求学生自由读课文1——10自然段，用横线画出妈妈说的话，用波浪线画出“我”说的话，并注意“我”和妈妈的神态、动作。

2.分角色朗读课文1——10自然段，读后说出写什么?

⑴学生读课文。

⑵说出该部分写什么：妈妈追问羚羊木雕的下落，我告诉她送给万芳了。(PPT：追问木雕)

3.评说文中人物。你从文中的语句中读出妈妈怎样?我怎样?说明理由。

⑴妈妈：从“妈妈的问话咄咄逼人;妈妈的神态、动作”，读出妈妈严厉。

将妈妈的问话连起来读，读出妈妈追问木雕下落语气咄咄逼人;

抓住妈妈的神态、动作：“目光紧紧地盯着我;把手搭在我肩上。”感知妈妈严厉。

(板书：妈妈严厉)

⑵“我”：

读“我”的回答，注意读得低沉、小声，读出“我”的心虚。

抓住“我”的神态、心理、动作：“心怦怦地跳;小声地说;一动不动，低着头不敢看她;声音有些发抖。”读出“我”害怕，读出“我”无奈。

(板书：我心虚无奈)

4.推想故事的发展。

⑴妈妈为什么那么严厉?我又为何那样害怕和无奈呢?从中你可知道什么?(木雕十分珍贵)

⑵故事就在妈妈追问木雕下落过程中发生了。(PPT：发生)

⑶请推想接下来会发生什么事情呢?

(学生说出自己的推想。)

三、研读课文11——24自然段

1.要求学生读课文11——24自然段，读后说出发生的是什么事情，验证自己的推想。

(学生说出该部分内容，验证自己的推想。)

(肯定学生的推想，说出故事就这样发展下去了。)

(PPT：逼要木雕发展)

2.研读文中人物的语言、动作、神态。

⑴研读“妈妈”的语言、动作、神态：

注意读出“妈妈”语言的语气(抓住感叹号)，注意妈妈的动作、神态。(读出妈妈坚决和软硬兼施。)

(板书：坚决、软硬兼施)

⑵研读爸爸的神态、动作、语言。(根据爸爸的神态、动作、反问句，读出爸爸的冷酷和不可抗拒。)

(板书：冷酷不可抗拒)

⑶研读“奶奶”的语言。(读出奶奶善解人意。)(板书：奶奶善解人意)

⑷研读“我”语言，注意读出“我”的语气。(读出我的无奈)

⑸分角色朗读人物语言，强调语气、语速。

3.这一读，我们将课文17——23自然段给忽略了，那这几个段写了什么?在文中可不可以省略呢?为什么?

⑴回忆“我”和万芳之间发生的事情，万芳是“仗义”的朋友。

⑵在文中，这部分不可省略，既交代了“我”送木雕给万芳的原因，又让故事内容生动，还让读者觉得有人情味。

(板书：交代原因内容生动有人情味)

这种叙述方法叫插叙。(板书：插叙)

四、总结和推断

1.总结课文1——24自然段内容;总结人物特点;总结插叙手法的作用。

2.故事因妈妈的追问而发生，故事在妈妈、爸爸逼迫我要回木雕中发展，接下来故事将进入激动人心的环节，请大家推想接下来将会发生什么事情，预测那时“我”的情形。

学生推想，学生预测。

3.下节课我们一同研读文本。

五、作业

课余读课文，验证自己的推想。

第二课时

一、复习导入

1.复习故事的发生、发展，回忆文中人物形象。

2.说出猜想，揭示文章因为发生、发展的推动作用，小说将进入激动人心的__部分——要木雕。

(PPT：要木雕__)

二、研读课文25——35自然段

1.抓住“我”的动作、神态、心理、语言，读出我的难为情。(板书：难为情)

抓住万芳的动作、语言、神态读出万芳的不解。(板书：万芳不解)

抓住阿姨的语言、动作，读出阿姨的凶狠、泼辣。(板书：阿姨凶狠泼辣)

2.抓住环境描写，读出“我”的伤心和风雨无阻;感受大人们对小孩的伤害和物质利益。

3.分角色朗读文中人物的语言。

4.推想故事的下个环节。

我虽然要回了木雕，但我的心情不好受，思绪翩翩，我担心友谊，我怨恨父母的不仁义。

三、研读课文36——38自然段

1.根据学生的推想，揭示故事结局。(PPT：要回木雕结局)

2.环境描写的作用。(衬托人物心情不好)

3.万芳的仗义和我的伤心以及我对成人世界的理解。

四、总结全文，升华情感

1.总结全文：故事内容的递进，小说情节的发展。

(PPT出示故事内容的递进。)

(PPT出示:文似看山不喜平)

2.“可是，这能全怪我吗?”就这句话展开讨论。

我：做事不三思。

父母：不理解人，物质利益。

3.你或许也有不理解父母的时候，你当时是怎么看待的又是如何处理的?用简短的话表达出来。

五、作业

练笔：___，我理解了

篇3：人教版新目标七年级上学期教案Unit1 How often do you execise?

Unit 1 How often do you execise?

Page 1. Section A 1a~1c

I. Teaching Aims and Demands

1.Knowledge Objects:

Names of activities; Adverbs of frequency.

What do you usually do on weekends? I often go to the movies.

2.Ability Objects:

Writing and listening skills; Communicative competence.

3.Moral Object:

Keep a diary every day in English.

II.Teaching Key Points

watching TV , reading , shopping , skateboarding , exercising.

III.Teaching Difficulties

1.always , usually , often , sometimes , hardly ever , never ;

2.What does she do on weekends? She often goes to the movies.

IV.Teaching Methods

Discovering, listening and writing methods; Pairwork.

V.Teaching Aids

A tape recorder; Large monthly calendar showing the days of the week;

A projector.

VI.Teaching Procedures

Step I Greet the class

T : Good morning, boys and girls.(S : Good morning.)I’ll introduce myself first. My name’s …,I’ll be your English teacher this term. Do you like English?(S: Yeah.)Now let’s begin. This class we’ll learn Unit 1.How often do you exercise?Please open your books at page 1 .

Step II 1a

First look at the picture . Ask a few students to say what they see in the thought bubbles. Each thought bubble shows something a person does on weekends.Then name each activity. Ask students to repeat each one.

One girl is shopping . Another girl is reading. This boy is exercising. Another girl is watching TV. These girls are skateboarding.

Point out the sample answer. Then ask students to list all the activities in the thought bubbles. If they don’t know how to write the activities, use bilingual dictionaries.

Then ask the student who finishes first to write the answers on the board.

Check the answers and ask students to correct their own activities.

Step III 1b Show six new words on the screen

always usually often sometimes hardly ever never

总是 通常 经常 有时 难得 从不

Teach new words. Read the new words to students. Ask them to repeat. Tell students these words are adverbs of frequency. Point to each scene in Activity 1a . Ask students to look at each picture and tell what the person does on weekends.

Listen to the recording and write the letter of one activity (a through e ) after the word in the list.

Then check the answers with the whole class.

Step IV 1c Pairwork

Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.

Ask two students to read the example dialogue in speech bubbles.

What do you usually do on weekends? I often go to the movies.

Now work with a partner. Make your own conversations about the people in the picture. For example,

Picture a : What does she do on weekends? She often goes shopping.

Then have students work in pairs. Make their own converwations about the people in the picture. Then ask some pairs to present their conversations to the class.

Picture b : What does she do on weekends? She often does reading.

Picture c : What does he usually do on weekends? He often does

exercise.

Picture d : What does he usually do on weekends? He often watches TV.

Picture e : What do they usually do on weekends? They often skateboard.

Step V Summary and Homework

This class we’ve learnt some names of activities.And we also learnt some

adverbs of frequency.

Now homework: write a weekend diary what you do on weekend. If

necessary. I’ll ask you to read your diaries to the class.

Step VI Blackboard Design

Unit 1.How often do you execise?

watching TV reading

skateboarding exercising

shopping

What does she do on weekends?

She often goes shopping.

Step VII Teaching reflection:

篇4：人教版七年级上新目标英语Unit2教案

Unit 2

I. Teaching Goals:

1. Identify ownership.

2. Learn to write Lost & Found and Lost.

3. Sentence Patterns: Is this/that your/his/her/my key?

Yes, it is./No, it isn’t.

What’s this/that in English?

It’s a pen.

How do you spell it?

P-E-N.

4. Words and phrases: pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring, a set of keys, lost and found, call Alan at…

5. 情感体验：通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。

通过询问、辨认物主，倡导学生保管好自己的学习用品。

通过Just for fun中的内容，使学生体会到英文中的幽默之处。

II. Teaching Time: Four periods.

III. Learning Strategies: 1. Using context 2. Guessing

The First Period

Content: Section A 1a, 1b, 1c, 2a, 2b, 2c

Teaching Aims:

1. How to identify ownership.

2. Learn and master the following:

Words: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack

Sentence patterns: Is this your pencil?

Yes, it is. /No, it isn’t.

3. Students can communicate others using the words and sentence patterns learned in this class.

4. Train the students’ listening ability.

5. Moral object: You must take good care of your personal possessions.

Teaching Important Points;

1. Train the students’ speaking ability.

2. Master the new words and sentence patterns.

Teaching difficult Points:

How to finish the task of speaking.

Teaching Aids:

a tape recorder, a computer, some objects

Teaching Procedures:

Step 1 Greetings and revision.

Revise the dialogues in Unit 1.

eg. What’s your (his /her) name?

I’m Gina. Nice to meet you!

What’s your (his/her) phone number?

It’s 284-2942.

What’s her family name?

What’s her first name?

Step 2 Warming-up

Today we are going to learn Unit2 “ Is this your pencil?” First let’s learn some new words.

1. Show some pictures on the screen and write the new words on the blackboard: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack.

2. Read the new words after the teacher and learn them by heart.

3. Practice:

1) Match the words with the things in the picture. (1a)

2) Listen and check the things you hear. (2a)

3) Listen and number the pictures.

a._____ b._____ c._____ d._____ e._____

f.______ g.______ h______ i.________

Step 3 Presentation

Ask some students one by one about his/her/objects like this:

1. T: Is this your pencil?

S: Yes, it is. It’s my pencil.

2. T: Is that your backpack?

S: No, it isn’t. It’s his/her backpack.

Step 4 Practice

1. Listen and number the conversations. (1b)

2. Work in pairs. Ask and answer like the ones in step3. They can use their other school things we have learned in this lesson.

3. Listen and complete the conversation with the words in the box. (2b)

4. Pair work: Ask about the things in the picture (2c), then their own passions.

eg. Is this your backpack?

No, it isn’t.

5. Grammar Focus. Ask one or two pairs to say the questions and answers. Then work in pairs.

Step 5 Acting

Identify ownership. Call out four students, each with four different objects. Collect the objects from them and have similar dialogues in step3. The teacher begins to say: Excuse me, is this your eraser? No, it isn’t.… Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.

Step 6 Exercises in class

Fill in blanks with these words:

1. ---Linda, Is this ________ ruler?

---Yes, it is. Thank you.

2. This is my sister. _______ name is Kate.

3. I’m looking ________ pencil case. Can you help me?

4. Look at the cat. It’s white. But ______ tail (尾巴) is black.

5. Tim is worried (着急). _______ ID card is lost

Step 7 Homework

1. Do some exercises in your exercise books.

2. Read the words and sentence patterns presented in this class to improve your spoken English.

Step 8 The Design of the writing on the blackboard.

Unit2 Is this your pencil?

pencil Is this your pencil?

pen Yes, it is. It’s my pencil.

book Is that your backpack?

eraser No, it isn’t. It’s his/her backpack.

ruler

pencil case, backpack

pencil sharpener, dictionary

The Second Period

Content: Section A 3, 4a, 4b,Section B 1a~2c

Teaching Aims:

1. Learn and master the following:

Words: baseball, watch, key, computer game, notebook, ring

Sentence patterns: What’s this/that in English?

It’s a pen (an eraser/an English book/ an ID card).

How do you spell it?

P-E-N.

2. Improve the students’ speaking and listening ability.

3. Identify ownership.

Teaching Important Points;

1. Train the students’ speaking and writing ability.

2. Master the new words and sentence patterns.

Teaching difficult Points:

Game: Find the owner.

Teaching Aids:

a tape recorder, a computer, some objects

Teaching Procedures:

Step 1 Greetings and revision.

1. Greeting the whole class as usual.

eg. What’s your name?

What’s your phone number?

Nice to meet you. etc.

2. Revision

1). Ask and answer like this:

Is this/ that your pencil?

Yes, it is. It’s my pencil.

No, it isn’t. It’s his/ her pencil.

2). Section A 4a, 4b

Game: Find the owner.

Put some things into the teacher’s box. Then take something out of the box and find the owner. Using: Is this your eraser? Yes, it is. / No. it isn’t.

Step 2 Presentation

Section A 3. Make conversations about the things in the pictures in pairs.

eg. A: What’s this in English?

B: It’s a pen (an eraser).

A: How do you spell it?

B: P-E-N.

Step 3 Pratice

1. Show some pictures and teach some new words: baseball, watch, key, computer game, notebook, ring

2. Section B 1a Match he words with the things in the picture.

3. Section B 1b Pair work. Show some pictures on the screen. Talk about the things in the picture in pairs like this:

A: What’s this?

B: It’s a watch (an eraser/an English book/ an ID card/…).

A: How do you spell it?

B: W-A-T-C-H.

Pictures:

Step 4 Listening

Section B 2a 2b

Look at the words in activity 1a. Listen and circle the things you hear.

Listen again. This time, you will pay attention to who is looking for what. Then write down the names of things that Kelsey and Mike are looking for under each person’s picture. Play the recording for students to write the things in the chart.

Kelsey Mike

watch

ID card pen

baseball

Step 5 Pair work.

Section B 2c Divide the class into pairs. Now ask about other students’ things. Student A, look at page86. Student B, look at page 82. Ask your partner about these things. Write the words in the chart on page 82.

Step 6 Exercises in class

Complete the conversation.

1. Teacher: Lucy, What’s this _____ English?

Lucy: Is it a pen?

Teacher: No, it ______. It’s a pencil.

Teacher: Tim. ________ that in English?

Tim: Is it _______ eraser?

Teacher: _______, it is. And what’s this, Nancy?

Nancy: Is it a _________?

Teacher: No, it’s not a book. It’s a __________. Is it your dictionary?

Nancy: Oh, yes. It’s _____ dictionary.

Teacher: Here you are.

Nancy: _______ ________.

2. A: Excuse me. ______________________?

B: It’s _________ watch. It’s _________ English watch.

A: __________________, too?

B: ________, ____________. It’s _______ eraser.

Step 7 Homework

1. Pair work. Make a dialogue with your partner, using some objects. You may do it like this:

A: Hello, Mary. Is this your “尺”?

B: Yes, it is.

A: Here you are.

B: Thank you.

A: By the way, what’s it in English?

B: It’s a ruler.

A: How do spell it?

B: R-U-L-E-R.

2. Activity. Draw three pictures about your classroom objects. Then ask your partner at least three questions.

eg. Is this a/an…?

What’s this in English?

Is this your…?

Can you spell…?

Step 8 The Design of the writing on the blackboard.

Unit2 Is this your pencil?

baseball What’s this in English?

watch It’s a pen (an eraser/an English book/ an ID card).

key How do you spell it?

computer game P-E-N.

notebook

ring

The Third Period

Content: Section B 3a, 3b, 3c, 4/Self Check1, 2, 3

Teaching Aims:

1. How to write your own bulletin board messages.

2. Learn and master the following: numbers 0-9, call phone, lost and found.

3. Moral objects: If you find something that doesn’t belong to you, you take it to a Lost and Found Office. People can go to this office to get their lost things.

4. Work out problems using context.

Teaching Important Points;

1. Improve the students’ writing ability.

2. Get the students to know about the bulletin notices.

Teaching difficult Points:

Learn to write Lost & Found and Lost.

Teaching Aids:

a tape recorder, a computer

Teaching Procedures:

Step 1 Greetings and revision.

1. Greeting the whole class as usual.

2. Revision

Ask : What’s this/that in English?

How do you spell baseball?

Is this/that your pen? etc.

Step 2 Leading-in

Looking for a book.

T: Is this my book?

S: No, it isn’t.

T: Where’s my book? I like my book. But I can’t find it. What can I do?

Lost (write the word on the blackboard)

Then ask: Have ever picked anything? What do you do?

Found (write the word on the blackboard)

通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。

Step 3 reading

1. Section B3a. Read the bulletin board notices and circle the words from activity 1a. Check the answers (computer game, notebook, ID card, watch).

Learn the words and phrases: lost, found, call, call Mary at…, in the lost and found case, lost and found, a set of keys

Read the bulletin board notices again.

2. Section B 3b

Now let’s look at 3b. Put the pieces together to make a message. Then ask a student to copy the message on the blackboard. The rest copy it in their exercise books.

Answers:

Found. A set of keys. Please call David at 529-6403.

Step 4 Writing

Section B 3c

1. Ask the students to write their own bulletin board messages.

2. Ask four students to read them in front of the class. Then ask two students to write their messages on the blackboard. The rest exchange their messages with a deskmate to correct each other’s work. Then correct mistakes on the blackboard if there are any.

Step 5 Groupwork.

We’ll play a game. Demonstrate how to play the game. Draw a small part of an item they’ve studied in class.

T: What’s this?

S: Is it a baseball?

T: No, it isn’t.

Draw a more part of the item.

S1: Is it a key?

T: Yes, it is.

Ask students to take turns of the vocabulary presented in this unit on the blackboard and ask: What’s this?

Students make a guess. See who can guess it within less guesses.

Divide the class into several groups. This way, several games can go on at the same time. They may draw pictures in their exercise books instead of on the blackboard.

Step 6 Just for Fun

Ask all the students to read the conversation. Ask: Why is the cartoon story funny? Guide the students to say: When the first man asks, how do you spell that? He really means “ How do you spell watch?” But the second man spells out the word T-H-A-T instead. Invite several pairs to act out the conversation in front of the classroom.

Step 7 Homework

1. Do Self check1-3.

2. Write your own bulletin board message.

如果你拾到了一块手表，你该如何写一张失物招领的启事呢？如果你想找到你丢失的自行车，又该如何写一张寻物启事呢？

Step 8 The Design of the writing on the blackboard.

Unit2 Is this your pencil?

call, phone, lost, found,

in the lost and found case, lost and found, a set of keys

Found:

A set of keys. Is it your key? Please call John at 345-9812.

Lost:

My pencil case. It’s yellow. It’s new. Please call 668-7249.

The Fourth Period

Check the homework.

Do some more exercises.

篇5：七年级英语上册unit1词组 备课资料(人教版英语七年级)

Unit One

首名 first name 你的首名叫什么？ What’s your first name？

中间名 middle name 我能知道你的名字吗？ May I know your name?

给名 given name 给这婴儿取名玛丽 name the baby Mary

全名 full name 你的全名是什么？ What’s your full name？

姓 last name＝family name 你姓什么？ What’s your last name（family name）？

英语中的数字 number in English 房间号码 room number＝the number of the room

传真机号码 fax number 你的房间号码是多少？ What’s the number of your room?

我是一号/ 第一名 I’m Number One 你的电话号码是多少？ What’s your telephone number?

家谱 family tree 他的家是个小家庭 His family is small.

我有个幸福的家庭 I have a happy family 我全家都在看电视 My family are watching TV.

格林夫妇（格林一家人） the Greens 格林一家个子都很高 The Greens are all tall

王家 the Wangs 王家是我的朋友 The Wangs are my friends

the Wang family 王家是我的邻居 The Wang family is my neighbor

忙碌的星期天 a busy Sunday 见到你真高兴（初次见面） Nice（Glad, Happy）to meet you.

多大了 how old 他的妹妹多大了？ How old is your sister？

热闹的街道 a busy street 她十二岁了 She is 12 years old

今天是个忙碌的日子 It’s a busy day 这是个秘密 It’s a secret[]

在第一排 in Row One 哪一排 what （which）row []

在三班 in Class Three 哪个班级 what （which）class

在图一 in Picture One 你在第几排？ what （which）row are you in？

在一年级五班 in Class Five Grade One 你在那个班级 What class （which）are you in？

身份证 ID Card 学生证、校卡 school ID card

英语单词 English words 你认识多少英语单词？ How many English words do you know？

多少（可数名词） how many 屋子里有多少人? How many people are there in the room?

多少（不可数名词） how much 你有多少钱？ How much money do you have？

拿出 take out 回答问题 answer the question

填写 fill in 错误的回答 the wrong answer

放进 put in 门上的钥匙 the key to the door

把它放进包里 put it in the bag 问题的答案 the answer to the question

一些新单词 some new words 接电话 answer the telephone

在你笔记本上 in your notebook 问某人一个问题 ask sb. a question

打牌 play cards 你可以问我几个问题 You can ask me some questions

一片面包 a piece of bread 住在同一条街 live in（on）the same street

五张纸 five pieces of paper 住在同一栋房子里 live in the same house

一杯水 a glass of water 住在同一栋楼里 live in the same building

三杯茶 three cups of tea 住在同一座城市 live in the same city

四箱鸡蛋 four boxes of eggs 在同一所学校学习study in the same school

篇6：七年级上Unit1教案（开学第一课）

The First Lesson

This is the first lesson in the 3-year English teaching . I want to say sth about “ student &teacher”.

Step 1. 定位思想教育

1． Q: Who are you ? Help the Ss answer : We are students. Middle School Ss.

2． Help the Ss know themselves. We are children .

3． Let the Ss discuss: What’s your understanding about student?

1) I am a child. I know I have a lot to learn and I must study hard.

2) I am a child. I should respect my teachers. I can hardly learn anything without them.

3) I am a child. I should be modest and learn from those who are better than me.

4) I am a child. I have wasted a lot of time when I should have studied harder. I will try my best to catch up with m6y study.

5) I am a child. It’s not very serious if I make a mistake. But it is very serious if I make the same mistake when I have been taught not to do it again.

Step 2. Explain “ Teacher”

1. Q: What do I do in this class? A teacher.

2. Let the Ss discuss: What’s your understanding about teacher?

1) A teacher should be a guide, who not only gives you knowledge, but also guides you in the right way of gaining knowledge.

2) A teacher should be a model, who can always set a good example to his students.

3) A teacher should be a dictionary, who has the ability to work out most problems that puzzle his Ss.

4) A teacher should be a friend, who is always ready to help his Ss when necessary and shares all their sorrow and happiness.

Step 3 Introduce myself.

As a teacher , I am honest , responsible, confident and strict. Confidence is necessary for a person to be successful. I am confident about my job . I’m sure that I have the ability to teach you well. I am confident that there are no poor students in my English class.

From today on, I’ll strictly carry out what I have asked you to do. Remember , if I have asked you to do something right and good, I’ll stick to it to the end.

Step4. What to do before ,in and after class.

Before Class:

1. Prepare the note book and some objects which are used in class.

2. Prepare the text. Read the words, text twice .

In class:

1. Listen to the teacher very carefully.

2. Write down what you have learned .

3. Take an active part in pair work, group work and so on.

After class:

1. Finish your homework in time.

2. Listen to the tape and repeat after the tape for 15 minutes.

3. Prepare for the dictation .

Step 5. Set up groups.

1. Give the Ss each a piece of paper with the letter a, b c….. on it. The Ss who has the same letters are in the same group. The S who has the Big letter is the first leader.

2. Say sth about the group work .

The leader must recite and correct the homework in front of the T . The others recite and correct in front of the leader.

The other group members take turns to be a leader.

In the end of the term, we will choose the best group and best leader.

Step 6. Homework

1. Prepare 20 cards ( 12*8)

2. Prepare Starter Unit 1 ( P1 , 2) : Listen to the tape and read after the tape .

篇7：unit1八下人教版教案

unit1八下人教版教案

一、Teaching date:

二：学情及教学内容分析:

主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外，本单元还涉及到党当人身体不适时，医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇，文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说，本单元的相关语法知识并不难。

教学目标:

三：教学目标：

1. 语言知识目标：

1) 能掌握以下单词以及短语：matter, sore, have a cold, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, toothache, headache, break, hurt, enough water, take breaks away from, all weekend, take one’s temperature, in the same way, go to a doctor, see a dentist,

2) 能熟悉以下句型： What’s the matter with…?”

“What should I/ you/ he/ she/they… do?”

“I/ you/ he/ she/they should do…”

2. 情感态度价值观目标：

教会学生关心他人，培养同学间团结、友善的精神。

四：教学重难点

掌握相关的单词和词组，并能够灵活运用会使用以下句型： “What’s the matter with…?”“What should I/ you/ he/ she/they… do?”“I/ you/ he/ she/they should do…”

五：教学流程：

Step1 Greet the whole class as usual.

T: What’s the date today?/ What day is it today?/ How’s the weather?/ How was your weekend?/What do you usually do on weekends?/ Do you like exercising?/ How often do you exercise?/ That’s great! To do exercise can keep us healthy, but if we don’t pay attention to our health, there will be something wrong with our body. Now , look at these people.

Learn some new words.

Step2 引入一般过去时，对上学期所学知识进行复习。

Step3 Learn 1a on page 1. Look at the picture. Write the correct letter.

arm, back, ear, eye, foot…

Step4 1b Listen and look at the picture, then number the names on page 1.

Nancy Sarah David…

Step5 Practice the conversations.

What’s the matter with…? She talked too much yesterday.

知识点归纳：

当某人心情沮丧，闷闷不乐，身体不舒服或是遇到麻烦事时，可以用下列问句：

What’s the matter? What’s wrong with sb/sth?

某人/某物怎么了?(sb:哪儿不舒服/出什么事了/为何不高兴?sth:某物出了毛病或故障)可以用下列问句：What’s the matter with you?/ What’s the trouble with you?/ What’s your trouble?/ What’s wrong with you? /Is there anything wrong with you?

Step 6 Listen and number the pictures on page 2.

Step 7 Listen again and then match.

1. fever a. lie down and rest

2. stomachache b.drink some hot tea with honey

3.cough and sore throat c. see a dentist

… …

知识点归纳：

You should drink some hot tea with honey.

(1) with 做介词，意为“有，带有”表示某物带有或具有某种特征。介词短语with honey做hot tea 的后置定语。例：a tall girl with long curly hair.

(2)with还有“和某人某物在一起”，表示伴随。例：I like to talk with my friends.

with还有“用……”表示使用“某种工具、手段等”

例：Cut it with a knife/wirte with a pen/with the help of……或with one’s help

with还有“关于……对于……”表示 “关系和适应范围” 例：be angry with

Step 8 Role-play the conversation.

先带领学生学习书中对话部分所出现的语法知识，新的词组以及新的句型。并要求学生熟读本部分课文。

对话中主要词组： take breaks away from, all weekend, take one’s temperature, in the same way, go to a doctor, see a dentist, get an X-ray, cut oneself.

六：设计意图及反思

unit1八下人教版Period 2 (3a-Grammar focus)

一、Teaching date:

二：学情及教学内容分析:

主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外，本单元还涉及到党当人身体不适时，医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇，文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说，本单元的相关语法知识并不难。

教学目标:

三：教学目标：

1. 语言知识目标：

1) 单词以及短语: passenger, get off, on to, to one’s surprise, trouble, hit, right away,

get into, herself, see sb doing sth, thanks to, save a life, think about, in time, wait for,

take …to…, tell …to do …

2)巩固一般过去时，熟练使用动词的过去式。

2. 能力目标：

运用推理判断法解阅读理解题

3.情感目标：培养学生主动救助处于危险境地的人的精神，在紧急关头，有勇气做出正确的决定。

四、教学重难点

1. 教学重点：一般过去时的复习;

2. 教学难点：在阅读材料中，准确地提取所需信息。

五：教学流程

Step1 Learn some new words and review the words that we learned yesterday.

Step2复习一般过去时态，并带领学生复习常见动词的过去式。

see run get say know stop save ….

Step3 先让学生自己阅读教材3页的文章，并找同学说出本篇文章的大概内容。

Step4 在学生熟读课文后，带领学生一起分析文章中出现的短语、语法点以及句型。

see sb doing sth, get off, without doing sth, in time, think about, thanks to, wait for, agree to…

本篇文章内容是当今社会议论广泛的话题，即在路上遇到有人摔倒要不要过去帮忙，要正确引导学生。

Step5Read the passage again and check the things that happened in the story on page 3.

知识点归纳：用have来回答健康问题

(1)have a cold 中have意为“患、得(病)”

(2)have意为“拥有”之意时，无进行时。

(3)have做“进行、举行”解，表示“举行某一活动”例：We will have a big party on New Year’s Day.

(4)have做“吃、喝”解，可指吃三餐饭或具体食物。例：I have tomatoes for lunch.

(5)have做“上……课”解，例：How many classes do you have on weekdays

Step6 3c Discuss the questions with a partner on page 3.

Step7 带领学生分析每一句的话的含义。

Work in groups and discuss how to keep ourselves healthy.

Step8 Grammar focus. 本部分内容要求学生记忆，并能熟练运用。

Step 9总结本节课所学内容。

六：设计意图及反思

篇8：人教版必修一unit1教案

Teaching Aims:

1. 能力目标：

a. Listening: get information and views from the listening material.

b. Speaking: express one's attitude or views about friends and friendship in appropriate words.

c. Reading: enable Ss to get the main idea and be familiar with reading skills.

d. Writing: write some advice about making friends as an editor.

2. 知识目标：

a. Talk about friends and friendship; how to make friends; how to maintain friendship.

b. Use the following expressions:

I think so. / I don't think so.

I agree. / I don't agree.

That's correct.

Of course not.

Exactly.

I'm afraid not...

c. Enable Ss to master Direct Speech and Indirect Speech.

d. Vocabulary:

add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight suppose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

3. 情感目标：

a. Arose Ss' interest in learning English

b. Encourage Ss to be active in the activities and make Ss be confident

c. Develop the ability to cooperate with others.

4. 策略目标：

a. Develop Ss' cognitive strategy: taking notes while listening.

b. Develop Ss' communicative strategy.

5. 文化目标：

a. Enable Ss to get to know different opinions about making friends from different countries.

Teaching design:

Period 1 Warming-up 1课时

I. Teaching objectives:

1. Have Ss learn how to describe their friends and friendship with new phrases and structures.

2. Have Ss learn to solve problems that may occur between friends.

3. Cultivate Ss to form the good habit of learning English in Senior Middle School.

II. Teaching important points:

1. Use the given adjs. and sentences structures to describe one of your friends.

2. Learn to evaluate friends and friendship.

III. Teaching difficult points:

1. Work together with partners and describe one of your good friends.

2. Discuss with partners and find out ways to solve the problems.

IV. Teaching procedures:

Step 1. Lead-in and warming-up

Before the lesson, T can arose Ss' interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.

Free Talk: 3 mins

1. How did you spend your summer holidays? How did you feel? What did you do?

2. What do you think of your new school? Do you like it? Could you say anything about it?

3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?

Step II. Think it over

1. Give a brief description of one of T's friends. The following phrases and structures may be useful: (3mins)

His / Her name is...

He / She is...years old.

He / She likes .... and ...dislikes...

He / She is very kind / friendly / humorous...

When / Where we got to know each other...

Step III. Make a survey

1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one has listed?

2. Add up the scores Ss got and show the explanations of every type.

3. Have Ss tell their partners the standards of good friends with the following structures:

I think a good friend should (not) be...

In my opinion. From my point of view. So far as I'm concerned. I suppose. A good friend is someone who...

Step IV. Talking and sharing (working in pairs)

1. If your best friend does anything wrong, what will you do?

What to do?Reasons

............

............

2. Proverbs: “What is a friend?”

A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and explain why.

“A friend in need is a friend indeed.”

“Friends are like wine, the older, the better.”

“A friend is a second self.”

“A friend to all is a friend to none.”

Step V. Homework

1. Write a short passage about your best friend.

2. Review the language points.

3. Preview the new words and expressions.

Period 2 Reading 2课时

I. Teaching objectives:

1. Develop Ss ' reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.

2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.

3. Grasp some useful words and expressions in this passage.

4. Learn the writing style of this passage.

II. Teaching method:

Task-based teaching

III. Teaching procedures:

StepI.Pre-reading

1. Have Ss discuss the following questions in group-work:

Who is your best friend? Does a friend always have to be a person? What else can be your friend?

Step II. Reading

1. Have Ss try to guess what Anne's friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it through.

2. Skimming the 1st two paras to confirm the former guess.

a. What was Anne's best friend? Why did she make friend with it?

b. Did she have any true friends then? Why?

c. What is the difference between Anne's diary and those of most people?

d. Do you keep a diary? What do you think most people set down in their diaries?

3. Reading of Anne's diary

How did she feel in the hiding place?

Two examples to show her feelings then.

Step III. Post-reading

1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.

2. Group-work

Work in groups to decide what you should do if your family were going to be killed just because they did something the Emperors did not like.

“Where would you plan to hide?”

“How would you arrange to get food given to you every day?”

“What would our do to pass the time?”

Step IV. Talking about friends and friendship

Have Ss talk about friends and friendship, and write one or two sentences to express one's own understanding of friends and friendship in group-work.

Step V. Homework

1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.

2. Describe one of your best friends, following the writing style of this passage.

Period 3 Grammar 1课时

I. Teaching objectives:

Learn to use Direct & Indirect Speech

II. Teaching important points:

Summarize the grammatical rules

III. Teaching difficult points:

The special cases

IV. Teaching procedures:

StepI.Lead-in

Last class, we learnt Anne Frank's story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Anne's sentences, using Indirect Speech. Sometimes you explain Tom's sentences to Anne---

1. “Do you feel sad when you are not able to go outdoors?” Tom asked Anne---

Tom asked Anne if / whether she felt sad when she was not able to go outdoors.

......

Step II. Grammar focus

1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?

2. Group-work for discussion.

3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.

4. Rules focus:

a. 陈述句:

She said,“I am very happy to help you.”---

She said she was very happy to help you.

b. 一般疑问句/ 选择疑问句:

He asked me, “Do you like playing football?”---

He asked me if / whether I like playing football.

She asked me whether he could do it or not.

c. 特殊疑问句:

My sister asked me,“How do you like the film?”---

My sister asked me How I liked the film.

d. 祈使句:

The captain ordered, “Be quiet!”---

The captain ordered us to be quiet.

e. 注意:

l 间接引语语序: 陈述语序.

l 客观事实,真理;时态不变.

l 指示代词,时间,地点状语做相应变化.

f. Summary

Direct Speech

一般现在时do

一般将来时will do

现在进行时is doing

一般过去时did

现在完成时have done

过去完成时had done

Indirect Speech

一般过去时did

过去将来时would do

过去进行时was doing

过去完成时had done

过去完成时had done

过去完成时had done

Step V. Homework

l Exs 1 on p42

l Look up new words and expressions from dictionary and do the prevision.

Period 4 Words & Expressions 1课时

I. Teaching objectives:

Learn new words and expressions

II. Teaching important points:

1. Pay attention to the different forms of the words

2. Master the words and expressions through the Exs.

III. Teaching difficult points:

1. Emphasize the methods which can be useful and efficient to do the memory.

2. How to use the new words and expressions into Ss' own composition-writing.

IV. Teaching method:

Self-summary;

Discussion;

Practice

V. Teaching procedures:

StepI.Warming-up

1. Check out the new words and expressions looked up from dictionary

2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the examples, and the usage.

Step II. Practice

1. Do the words Exs in this unit

2. Discuss the answers in group-work

3. Check out the answers

Step III. Summary

1. Emphasize the key points of the words in this unit, esp some phrases and structures.

Step IV. Homework

l Recite the words and expressions.

l Preview the listening and speaking part.

Period 5 Listening & Speaking 1课时

I. Teaching objectives:

1. Practice Ss’ listening ability.

2. Practice Ss’ speaking skills of how to offer advice.

3. Improve Ss’ ability to help others to solve problems.

II. Teaching procedures

Step 1. Reading

1. Have Ss think about the questions on books, and then try to guess the brief content of the listening material according to the questions given in group-work.

Step 2. Listening

1. Have Ss get to know that besides you, Lisa also asks Miss Wang for help. What advice does she give her? Now, let Ss listen to what she says.

2. 1st-time listening: have Ss listen to the tape from the beginning to the end without any pause, ask Ss to take some notes while listening, and discuss the main idea of the listening material in group-work.

3. 2nd-time listening: have Ss listen to the tape again, and encourage Ss to repeat every sentence as best as they can after the pause. So Ss should pay attention to notes-taking, esp. the WH-Qs.

4. 3rd-time listening: the last time, have Ss listen to the tape and check out their answers according to what they heard before.

5. Check out the Exs.

Step 3. Post-listening & Speaking

1. Have Ss think about the Q:

“Do you think Miss Wang’s advice is helpful?”

2. Have Ss discuss the former Q in group-work, and have a free talk within 1min.

3. Now suppose Ss are editors of Radio for Teenagers, here are some problems for Ss to offer advice. (Give each group a problem and ask them to write their advice down.)

4. Have Ss come to the front and share their opinions with the whole class.

Step 4. Discussion

1. Ask Ss, “Do you think Anne should obey her father’s advice?”

2. Have Ss discuss the Q in group-work, and express their reasons to support their ideas.

Step 5. Homework

1. Have Ss review the listening material and consult the dictionary to deal with the words and phrases they encountered.

2. Preview the writing part.

Period 6 Listening & Speaking 2课时

I. Teaching objectives:

1. Practice Ss’ writing ability.

2. Improve Ss’ ability to write advice.

II. Teaching procedures

StepI.Lead-in

1. Have Ss read Xiao Dong’s letter on p7, and then discuss the Q in group-work within 2mins:

“What is Xiao Dong’s problem?”

2. Have every group make a list to set its own advice down for Xiao Dong.

Step II. Writing the draft

1. Have Ss get known that they should make the outline or the draft before writing.

2. Have Ss discuss how to write the outline in group-work within 1 min.

3. Have Ss pay attention to how to write a letter of advice. Here are some tips:

First, why not……?

If you do this, ……

Secondly, you should / can……

Then / That way……

Thirdly, it would be a good idea of……

By doing this, ……

Step III. Writing and Editing

1. Have Ss compose their writing within 30 mins.

2. Have Ss change their editing one another, and make the comments for others.

3. Choose the best one to share with the whole class.

Step IV. Homework

1. Have Ss summarize this unit and review new words, expressions, sentence structures, language points, grammar rules and examples.

2. Finish the Exs of this unit on workbook.

Period 7 Summary 1课时

I. Teaching objectives:

1. Develop Ss’ ability of how to make a summary.

2. Review unit 1.

II. Teaching procedures

StepI.Summing-up

1. Have Ss discuss how to make a summary and what kinds of items they could sum up in group-work within 3mins.

2. Have Ss make a list, which includes the new words, expressions, sentence structures, language points, grammar rules, examples, and so on.

3. Check out the summary.

Step II. Exs practice

1. Have Ss finish the Exs of this unit.

2. Check out the answers within group-work.

Step III. Fill in the blanks

1. Have Ss fill in the blanks on p8; p47 to make the conclusion of the whole unit.

2. Change their summary one another and have Ss comment on others’ work.

篇9：人教版必修一unit1教案

本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法;Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友;Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。

在本单元课文内容讲解之前我提出以下思考问题引发学生对交友对象的思考，开阔学生的思维，并引入到阅读部分的主题--安妮和日记交朋友。

1. Does a friend always have to be aperson?

2. What else can be your friend?

在阅读读中, 给同学们讲授阅读技巧。第一遍阅读使学生了解课文的大意,学会浏览，培养学生的概括能力,并通过听录音扫清新单词的发音障碍.

Skim : To read or glance through (apassage, for example) quickly to get the main idea.

在精读讲解过程中，让同学们回答一下问题。

1.What is a true friend like in Anne’sopinion?

2. What is an ordinary diary likeaccording to Anne?

3. Why did she stay awake on purposeuntil very late one evening?

通过所学内容，引发学生思考，学习安妮的乐观勇敢的精神，培养学生设身处地为别人着想的品质，加深对本课题――友谊的理解,同时通过提问和练习提提高学生语言的掌握和运用能力。以增强其学习的信心和有效性。

在本单元教学实施过程中我总结出一下优点：

1.在新课标的指导下，本单元的教学环节设计得紧凑、合理，环环相扣，由浅入深，难易得当，符合学生的学习规律，很容易被学生接受。本节课采用“任务驱动，以旧促新”的教学策略，利用多媒体教学系统，对学生实施自主学习教学模式，教学中注重培养学生分析问题、解决问题的能力，充分发挥了学生的主观能动性，真正打造出充满活力的课堂，实现了既定的教学目标。

2. 注重学生能力的培养。在教学过程中，教师通过设计不同形式的教学活动，如同桌之间讨论，小组讨论，小组竞赛等形式，增强了课堂学习的趣味性，培养了学生的协作精神，创新能力，自学能力和知识运用能力，增进了同学之间的了解程度，听说读写几个课型，锻炼了学生的听说读写各项技能。

本单元教学实施过程中的不足：

1、重视培养学生良好的学习习惯(1)记的习惯(2)读的习惯(3)写的习惯

2、在教学过程中，教师要善于启发和激励学生，帮助学生克服“不张嘴”的心理障碍，尤其要注意对学生进行及时的鼓励和表扬，以增强他们的自信，消除他们的顾虑。

3、教师要注重对学生学习习惯和学习方法的指导，培养学生的自学能力，便于学生今后能够更主动地学习。

4、在时间的分配上不是很紧凑，出现了前松后紧的的情况，以至于在最后小组讨论时，时间太少，学生没能充分的发表自己的看法。这些问题，在以后的教学时间中一定要注意。

篇10：七年级英语新目标上Unit1第一课时教案

七年级英语新目标上Unit1第一课时教案

内容: Go for it Unit1 My name’s Gina.（第一课时SectionA1a-1c）(P1)

学习目标：

1．掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。2．了解英语国家文化、生活等方面的知识，提高英语语言修养。

3．热爱班集体，团结同学。

自学质疑

1、通过预习，我们能又快有准确翻译下列单词和短语吗？

我的_________ 名字_________ 时钟_________

令人愉快的_________ 遇见_________ 你；你们_________

你的；你们的_________name is(缩写)_________ what is(缩写)_________

2、预习过SectionA1a-1c之后，请快速翻译下列句子。

你叫什么名字？______________________________________?

我的名字叫Jenny。_______________________________.

我是Gina。见到你很高兴。_________________________________？

喂，Mary!我是Jim。_________________________________.

3、看1a中的图片，写出图中物品的英语单词。你能写出几个？尽可能的'多写几个。

―――― ―――― ―――― ―――― ――――

―――― ―――― ―――― ―――― ――――

4、请同学们看课本上的三个小对话，了解大意。（时间：二分钟）

5、请我们认真听录音，给下列对话编号（对话听两遍）。

6、请再一次听录音核对我们的答案。

7、Pairwork.请同桌根据1b内容，进行句型练习对话（时间：二分钟）。

8、同桌上台表演对话。

9、我们一定很有成就感。如果我们还有疑问，请把他们记下来。

10、（1）― your name, please？

― My name is .

A. What’s, Jim Green B. Who’s, Jim Green

C. What’s, Green Jim D. Who’s, Green Jim

（2）―Hello!

― !

A. Yes B. Hello C. Good D. Good morning

点拨解疑：

1． “What’s your name?” “你叫什么名字？”

“My name is Gina.” “我叫吉娜。”

两人初次见面互相询问姓名时可用这个句型。如想反问时可说：And you?或者And what’s your name?如：

A：Hello. What’s your name？

B：My name is Ann Read. And you?/And what’s your name?

A：I’m Han Mei.

2．Hello!你好！

Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”；此外打电话或遇熟人时也可用。译为“喂”。在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。如：

A：Hello/Hi，Jane！你好，简！

B：Hello/Hi，Jim！你好，吉姆！

3．区别hello与hi

(1) hello与hi可以互换，都表示“喂，你好”。但hi比hello用得更多，显得更随和亲近，它尤被美国年轻人所使用。但打电话时常用hello而少用hi。熟人、朋友见面时，彼此问候仅仅说声Hi！就可以了。用hello时，不能“Hello, hello, hello”这样反复使用。

（2）要注意hello/hi一般不用于与师长、上级、年长者以及有体面的人打招呼，以免显得对长辈不够尊重。

当堂作业：

1 、完成下列对话，每空一词。

―Hello. your name？

― name’s Jenny.

― I’m Tony.

― Nice to meet ，Tony.

2、改错。

(1). What’s you name?

(2). I name is Gina.

(3). I’s Gina.

3、完成下列句子。

(1) 我叫詹妮，你叫什么名字？

（2）见到你很高兴。

（3） I'm Jenny. (改为同义句)

____________ ____________ is Jenny.

4、根据句子意思，每空填一个英语单词。

（1）. What’s your n______? My name is Mary.

（2）. I’m Gina. Nice t______ meet you.

（3）. I a______ Bruce

（4）. Hello, I a_______ Jenny.

5、将26个字母按音素归类，大小写都要写，注意书写规范。

A /ei/ _____ _____ _____ _____

E /i:/ Bb _____ _____ _____ _____ _____ _____ _____ _____

/e/ _____ _____ _____ ______ _____ _____

I /ai/ _____ _____

O / / _____

U /ju:/ _____ _____ _____

/ :/ Rr

教（学）后记：

篇11：七年级人教版生物教案

教学目标

1. 描述人体呼吸系统的组成。

2.了解呼吸道的作用，并认识到呼吸道

3. 对空气的处理能力是有限的，

4.了解鼻、咽、喉的作用。

5.通过资料分析，培养学生分析、归纳 问题的能力。

6.意识到空气质量对人体健康的重要性，提高环保意识。

7.关注自身呼吸系统健康，养成良好的生活习惯。

教学重点

通过资料分析，掌握呼吸道的作用。

幻教学准备

教师：准备幻灯片及呼吸系统疾病的资料、呼吸系统的模型。

学生：查阅有关呼吸系统疾病的资料。

课时安排：1课时

教学过程

1.新课引言

通过思考生活常识，弄清婴儿第一声啼哭的科学道理。

2.创设问题情境。

提问生活常识，通过生活经验(婴儿啼哭)引出每一个人自生下来就离不开空气，需要不断地呼吸。

3.人体呼吸系统的组成

3.1通过生活经验，试着说出人体呼吸系成统的组成。

3.2引导学生运用生活经验，试着说出人体呼吸系统的组成。

3.3通过阅读课文和分析资料，掌握人体呼吸系统的组成。

4.进行资料分析，分组讨论呼吸道的作用。

5.引导学生进行资料分析与讨论。

6.思考分析，鼻的作用及其内部结构是有限的等问题。

通过提示每段资料的内容，引导特点、呼吸道对空气的处理能力是有限。

学生从中找出相关信息。

6.1提问：鼻具有什么作用及内部结构特点，找到解释问题的突破。

6.2训练思维能力。通过生活常识了解 组织学生进行体验，了解到到用鼻呼吸比用嘴呼吸好。 用鼻呼吸比用嘴呼吸好。

7.交流所查阅到的有关呼吸系统疾病的资料。

8.呼吸道的作用 咽的作用

组织学生表演，引导学生通过自进行角色扮演，说出自身的体会，通过身的体会，意识到边吃边说的危险

自我教育，逐渐养成“食不言”的好习惯。演示幻灯。

8.观察会厌软骨模型，

9.喉的作用

提出问题：嘴巴是不是发声器官，

了解喉是发声器官，知道应当注意保 引导学生思考喉的作用。

小结 师生共同总结本节教学内容：呼吸系统的组成;呼吸道的作用;咽和喉的作用;了解呼吸道对空气处理的能力

总结本节教学内容。

引发学生关注环境，加深对环境问题的思考。

巩固练习讨论课后练习题。

篇12：人教版七年级生物教案

生物与环境组成生态系统

教学目标

①说出生态系统的组成。

②描述生态系统中的食物链和食物网。

③认同生态系统的自动调节能力是有一定限度的。

④增强爱护生物、保护生物的情感。

难点和重点

①生态系统的组成。②食物链和食物网。

③增强爱护生物、保护生物的情感。

课时安排

2课时

教学方法：讨论法 讲解法

教学设计

篇13：人教版七年级生物教案

生物圈是的生态系统

教学目标

①会查阅资料以描述生态系统的类型及特点并进行交流。

②能选取多方事例来阐明生物圈是的生态系统。

③发展收集资料，运用资料说明问题的能力及交流合作的能力。

④增强热爱祖国热爱家乡的情感，初步具有保护生物及生物圈的意识，拒绝破坏环境的行为。

难点和重点

重 点：保护环境人人有责，而这种习惯的养成更要从小培养，因此学生确立保护生物圈的意识是本节的重点。

难 点：学生逐个认识各个生态系统，难以从这个认知过程飞跃到生物圈是的生态系统，需要教师给予适当的指导，因此学生阐明生物圈是的生态系统是本节的难点。

课时：2课时

教学方法：讨论法

教学设计

篇14：人教版七年级政治教案

目标预设：

1.知识与能力：通过教学，使学生了解初中学习的特点，掌握搞好初中学习的有效方法和策略，了解自己的学习方式和老师的教学特点。

2.过程与方法：结合书本的具体材料和学生的自身实际，全面而正确地分析初中学生学习的特点，掌握搞好学习的方法，要求学生结合自身特点，了解自己的学习方式。

3.情感态度和价值观：培养学生提出问题，分析问题，解决问题的能力，初步培养良好的思维习惯和优秀的思维品质，增强学生的创新信心，激发其次创新意识和创新能力。

教学重难点

重点：做学习的管理者;了解自己的学习方式

难点：了解自己的学习方式和老师的教学特点

教学准备：

收集有关增强记忆方面的材料

1.进入中学，面对新的同学和新的学校，你有何感受?

2.归纳一下自己的学习心得。

教学过程：

一、创设情景，谈话导入

(出示名人名言：盛年不重来，一日难再晨。及时当勉励，岁月不待人。)

齐读一遍，告诉我们什么道理?

二、新授

(一)学习新特点 (板书)

活动1

1、说一说：初中和小学在学习方面有哪些不同?请你填在书上。

①初中课堂上涉及的课外知识增多了;②初中的知识要理解运用的多了;③初中更强调自主学习;④初中更强调个性发展;等等

2、讨论：与小学学习生活相比，初中学习有哪些特点?

强调自主学习，注重知识之间的联系和理解，注重观察能力、思维能力、创作能力和操作能力的培养，注重学习方法的运用，等等

通过讨论，使学生对初中学习生活的新特点有比较全面的认识。

师：面对这么多新的课程，这么多头绪，如何搞好学习呢?

(二)做学习的管理者 (板书)

活动2

1、分角色表演P12三个小朋友对初中学习生活的感受

请同学们谈谈你对初中的学习生活有什么新的感受?

提示：从如何学会自主学习、提高学习效率、科学安排时间与小学时的区别人手，谈谈你的困惑、不适应，信心、信念及适应办法，应对办法及想法。

师：为什么我们对初中生活会有不同感受呢?关键是我们在学习时，采用了不同的方法，对我们刚进入初中的新生来说，掌握正确的学习方法是非常重要的。

2、说说你在学习中有哪些困惑?有哪些难题需要解决?

3、介绍学习方法

A、安排一名学生介绍“如何合理安排时间”。

B、师生互动、生生互动。解决同学们在学习中遇到的困惑。

师：学会自主学习，提高学习效率，科学安排时间，是搞好初中学习的有效方法和策略。正确运用它，就会使我们在学习上游刃有余，事半功倍。(划书)

(三)了解自己的学习方式 (板书)

心理学家认为，每个人在学习方式上都有自己的特点。当学生在适合自己的环境中学习，就能获得更好的学习效果。

活动3

反思自己的学习方式属于何种类型?

用书面表达的方式填在书上。 P14——15

除了书中这种归类方式，另外还有根据气质类型、性格类型划分学习方式的。不管何种方式，都应发挥自己的优势，克服不良学习习惯，提高学习效率，学得更愉快、更好。刚进入初中，需要我们适应新的学习方式，摸索适合自己的学习方式，把握学习的新节奏。

活动4

了解教师的教学风格

1、材料：进入初中后，李明的数学成绩越来越好，语文成绩却下降了。妈妈问他原因，他说数学老师讲课很有意思，他很喜欢;而语文老师的上课方式他不太喜欢，不想听，对语文也没什么兴趣了。

? 李明是以什么标准来确定自己的学习喜好?

李明是以自己对老师上课方式的喜好来确定自己的学习喜好的。

? 如果李明这样下去，会有什么后果?

如果李明这样继续下去，语文成绩会继续下降，甚至会慢慢影响自己的数学成绩，不利于他的全面发展。

? 如果你是李明，你会怎么办?

如果我是李明，我会明白，老师的教学也各有特点，我们要更多地熟悉了解他们的特点，感受他们各自的独特魅力，同时要求自己去适应不同老师的教学方式，从中寻找学习的乐趣，提高自己的语文成绩。

2、为曾经给自己上过课的老师，列出一个教学风格优点清单。

张老师 上课特别有热情，很能感染我。

李老师 上课幽默、风趣，很能吸引我们的注意力

王老师 上课鼓动性强，让我们跃跃欲试

刘老师 上课通俗易懂，很会启发，让我们学得轻松，记得牢固

赵老师 上课板书工整，字体漂亮，让我们很愿模仿，提高书写水平

师：与我们学习方式一样，老师的教学也各有特点。要全面了解他们，适应他们的教学方式，感受他们各自的独特魅力。(划书)

三、课堂总结

初中学习是人们一生学习中的黄金时期，把握好这三年的学习生活，无论对我们的进一步学习还是走向社会，都会打下良好的基础。

篇15：七年级语文教案人教版

教学目标：

1、指导学生通过分析人物形象，培养学生高度的概括能力;

2、分析骆驼的形象，学会通过动作描写和心理描写塑造人物的方法。

教学重难点：

1、学会通过动作描写和心理描写塑造人物的方法。

2、理解应深化主题，并向生活辐射联系。

教学过程：

第一课时

一、活动导引

课前预习。要求如下：

①读准音，查词典，为本文应积累的词语正音、释义。

②读顺文，并圈出最感兴趣的内容。

③读懂意，指文章大意，并有感情的朗读对骆驼描写的部分。

二、正音听读

1.注音

携( )手 嫉( )妒 对峙( )

踽踽( )独行 温馨( ) 淙淙( )

潺潺( ) 花团锦簇( )

2.老师范读1-3段，要求同学听难读音，体会感情(动物们急于去寻宝的迫切心情)，领悟意趣(童话作品中夸张式语言的表达效果)。

三、朗读设疑

1.请同学分角色朗读课文，要求吐字清晰准确、朗读声情并茂。

2.设疑激趣：课文题目是《骆驼寻宝记》，但文章除了写“骆驼”还写了其他许多动物，清边读课文，边将这些动物圈点出来，并思考：为什么要写这么多的动物?这样写有什么好处?

四、讨论交流

1.除了骆驼外，还有哪些动物加入了寻宝行列?它们都寻到宝了吗?

2.作者用一半的篇幅来写众多动物在寻宝途中的表现，作用是什么?

3.构思特点

引导：在构思上，作者下了一番苦功，对前后的内容作了精心安排。全文写了30余种动物，多而不乱，杂而有序，各具特色，详略有别。先分别写30多种动物如何上路又无功而返，再集中笔墨，详写骆驼如何战胜重重困难获得成功。在写骆驼时还穿插了鹦鹉和燕子，来和骆驼作比较，以突出骆驼的形象。

4.默读，感受第一部分“多而不乱、杂而有序”的写作特色和形象逼真、富于感染力的描写。

五、质疑活动

鼓励学生大胆质疑，组织好学生的讨论活动。

第二课时

一、精读品析

1.浏览课文

①浏览第二部分第11自然段，画出描写骆驼的句子。

②思考：骆驼是以怎样的形象出场的?在寻宝的路上骆驼的表现如何?

2.讨论交流

①初登场时骆驼的形象

②在寻宝的路上骆驼的表现如何 ?

二、研读比较

1.为什么骆驼能克服种.种艰难险阻呢?请学生齐声诵读第11段“这是一头身姿雄伟的骆驼。……只是默默地走着。”

2.其他动物在寻宝的路上表现如何?为什么有这些表现?

三、朗读体悟

朗读第14段，想象这段景物描写的画面，体悟历经磨难而今“柳暗花明”的胜利者的心情。

四、领悟深意

思考：骆驼有没有找到宝贝?在它眼里什么才是宝贝?

五、提高升华

结合社会实际和学生的思想实际，讨论：怎样对待财富?如何获取财富?

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