我们在讨论教案的过程中，常常会分享各自的成功经验与教训，通过设置真实情境的教案，学生能够在模拟中体验到知识的应用价值，以下是总结社小编精心为您推荐的人教版七上英语教案精选7篇，供大家参考。

人教版七上英语教案篇1

教学目标：

知识与能力：

1、能听、说、读、写四个形容词的比较级形式heavier、stronger、bigger、thinner和smaller.

2、能准确灵活地运用上述形容词比较级来描述人物和动物的特征差异。

3、能够完成match and say练习并能正确在其中运用。

4、能理解story time中故事。

过程与方法：

学生能在小组合作中快乐学习英语

情感与价值观：

让学生了解重量计量单位，了解公斤和千克

让学生能够养成合理饮食习惯，保持身体健康

教学重点：

掌握五个四会形容词的比较级形式。

教学难点：

掌握以下形容词的比较级构词形式heavy—heavier, thin—thinner, big—bigger small—smaller , strong—stronger.

教具学具课件准备

有关卡片，磁带等。

第几课时：3

探索流程个性添加(教学反思)

1、warm-up(热身)

(1)日常口语练习

(2)复习

2、presentation(新课呈现)

let’s learn

(1)教师拿出一双大人鞋子一双小孩的鞋子作比较，让一呈现单词bigger和smaller。(板书bigger和smaller)让学生观察bigger不同。

(2)教师用ppt展示两张胖瘦人照片教授单词thinner和heavier(板书thinner和heavier)，让学生观察heavier的不同。

(3)、出示健美教练的照片进而新授单词stronger。(板书stronger)

(4)、教师出示这几个单词卡，让学生比较它们的不同，词卡上又不颜色的笔书写比较级的变化。

(5)、放录音跟读单词。

(6)、学生和自己的同伴自己练习，根据他们的实际情况，并让特征明显的同学上台表演。看谁做的又快又好。

practice(练习)

match and say

教师先示范和一名同学，鼓励学生说出又创意的句子，如：mike’s fish is bigger than mine.

s1:sarah’s fish is

(2)story time

学生默读后回答，“who is an excellent goalkeeper?” why?让学生说出不理解的句子，一块讨论，扫清阅读障碍。播放部分录音，学生跟读，分组练习，下节课表演。

板书设计作业布置

unit 1 how tall are you?

heavy---heavier, thin---thinner, big---bigger small---smaller , strong---stronger.

学生做活动手册配套练习。

人教版七上英语教案篇2

unit 1 what’s he like？

?单元教材分析】

本单元重点学习人物体貌特征和个性语言，重点学习的句型是：who’s your art teacher？what’s he like？is she？yes，she is /no，she isn’t、这单元主要描写的人物体貌特征，所以我们可以让孩子对所认识的老师进行描述。

?单元教学目标】

1、掌握a、b部分“let’s learn”，“let’s talk”中的词汇和句子。

2、能正确地询问和回答各科老师的性格特征，如“what’s your maths teacher like？”，“is he funny？”，“yes，he is、”，“no，he isn’t、”

3、能顺利完成本单元的听力、对话、表演、写作、连线、填空等任务。

4、能读懂“story time”部分的趣味故事。

5、能听懂、会唱歌曲“who’s your teacher？”。

6、复习母音字母在单词中的发音，培养学生对英语单词发音的语感。

7、激发学生学习英语的兴趣，帮助学生树立学好英语的信心，逐步培养学生自主学习、合作学习的能力和欲望。

8、培养学生尊敬、热爱老师的情感，提高学生在与人相处是准确判断他人性格特征的意识和能力。

9、培养学生乐于助人、努力学习的美好品德。

?单元教学重点】

1、掌握a、b部分“let’s learn”，“let’s talk”中的词汇和句子。

2、能正确地询问和回答各科老师的性格特征，如“what’s your maths teacher like？”，“is he funny？”，“yes，he is、”，“no，he isn’t、”

3、能准确运用所学单词和句型描述他人的性格和体貌特征。

?单元教学难点】

1、单词“sometimes”的准确运用。

2、掌握描述他人性格特征的词汇和句型。

3、帮助学生树立学好英语的信心，培养学生自主学习、合作学习的意识和能力。

?单元教学课时安排】

第一课时：a、 let’s learn a、 ask and answer

第二课时：a、 let’s try a、 let’s talk

第三课时：b、 let’s learn b、 match and say

第四课时：b、 let’s try b、 let’s talk

第五课时：a、 let’s spell b、 let’s wrap it up

第六课时：b、 read and write b、 let’s check c、 story time

人教版七上英语教案篇3

教学目标

to learn to talk about kinds of music

to learn to read about bands

to study the attributive clause (in/ for/ with/ by+which/ whom)

to learn to write an e-mail

教学重难点

to study the attributive clause (in/ for/ with/ by+which/ whom)

to learn to write an e-mail

教学工具

课件

教学过程

i. warming up

warming up by describing

good morning, class. today we are going to talk about an interesting topic --- music. as we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. listening to music also makes people feel happy and nice. how many do you know about music? can you tell about different kinds of music? now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. see if you can guess which music matches with which picture.

warming up by discussing

hi, everyone. do you like music? how much do you know about music? can you tell about the different kinds of music? please turn to page 33. look at the pictures. let’s listen to some music. let’s see if you can guess which music matches with which picture.

classical music country music rock ‘n’ roll

rap orchestra folk music

yes, you are right. i’m sure you will really enjoy yourselves after listening to all these beautiful music. what kind of music do you like better, chinese or western, classical or modern? why? how does music make you feel? why do you like to listen to music? let’s discuss these questions in small groups. try to share your opinions with one another.

ii. pre-reading

1.thinking and saying

have you heard about any of the famous bands in the world? list some if you can.

for reference: i’ve heard about “the beatles”, “back street boys”, “the eagles”, “west life” and “pink floyd”.

2.listening, talking and sharing

let’s listen to some pieces of music from different bands. work in groups of four. tell your group mates which band you like best. why? then the group leader is to stand up and share the group idea with the class.

for reference: i am from group 1. our group likes “the beatles” best. we like their style of performances. listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

do you know anything about “the monkees”?

for reference: “the monkees” is a band that was first popular in the 1960s in america. unlike most bands of the time, the monkees were not formed by its members but rather by tv producers. they were a fictional band in the tv show of the same name. the band was composed of mike nesmith, mickey dolenz, davy jones, and peter tork. all the members had some musical experience. let’s come to the reading --- the band that wasn’t and find more about them.

iii. reading

1.reading aloud to the recording

now please listen and read aloud to the recording of the text the band that wasn’t. pay attention to the pronunciation of each word and the pauses within each sentence. i will play the tape twice and you shall read aloud twice, too.

2.reading and underlining

next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.

collocations from the band that wasn’t

dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a tv show, play jokes on…, be based loosely on…, the tv organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

3.reading to identify the topic sentence of each paragraph

skim the text and identify the topic sentence of each paragraph. you may find it either at the beginning, the middle or the end of the paragraph.

1st paragraph: how do people get to form a band?

2nd paragraph: most musicians meet and form a band.

3rd paragraph: one band started as a tv show.

4th paragraph: “the monkees” became even more popular than “the beatles”.

3.reading and transferring information

read the text again to complete the tables, which list how people formed a band and how the monkees was formed by the tv organizers and became a real band.

how do people get to form a band?

members high school students

reasons they like to write and play music.

places they practice their music in someone’s home.

forms they may play to passers-by in the street or subway.

results they can earn some extra money. they may also have a chance to dream of becoming famous.

how was the monkees formed and became a real band?

the monkees in 1968 (left to right): micky dolenz, peter tork, mike nesmith & davy jones

beginning of the band it began as a tv show.

style of the performance they played jokes on each other as well as played music.

first music and jokes most of them were based loosely on the band called “the beatles”.

development of the band they became more serious about their work and started to play their own instruments and write their own songs like a real band. they produced their own records and started touring and playing their own music.

changes of the band the band broke up in about 1970, but reunited in the mid-1980s. they produced a new record in 1996, which was a celebration of their time as a real band.

4. reading and understanding difficult sentences

as you have read the text times, you can surely tell which sentences are difficult to understand. now put your questions concerning the difficult points to me.

iv. closing down

closing down by doing exercises

to end the lesson you are to do the comprehending exercises no. 1, 2, 3 and 4.

closing down by having a discussion

do you think the tv organizers were right to call “the monkees” a band when they did not sing or write their own songs? why?

for reference: i don’t think the tv organizers were right to call “the monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

do you agree that the jokes were more important than the music for this band? give a reason.

for reference: yes. i think it is the jokes that really attract more fans.

no. i think the purpose of forming a band is getting people to enjoy the spirit of music. it’s more important than playing jokes just to make people laugh.

closing down by retelling the form of the band the monkees.

i shall write some key words and expressions on the board. you are to retell the form of the band according to these words.

课后小结

学了这节课你有什么收获?

课后习题

完成课后习题一、二。

板书

unit 5 music

人教版七上英语教案篇4

教学目标

1、能够圈出相同的字母，熟练认读26个英文字母。

2、数出文具单词的数量，听说认读ab部分let’s learn的8个文具的单词：crayon，pencil，pen，eraser，ruler，bag，book，pencil-box。

教学重难点

教学重点：

1、字母的认读;

2、听说认读8个文具的单词：crayon，pencil，eraser，ruler，bag，book，pen，pencil box。

教学难点：

较准确读出各单词，尤其是crayon和eraser两个单词的发音。

教学工具

ppt课件

教学过程

Ⅰgreetings

t: hello,boysand girls. ss: hello, miss ren.

t: hello,i’mmiss ren. s: hello,i’m....

t: hello,what’syour name? s: my name’s.....

Ⅱpresentation

1、 i have somefriends.let’s say hello to them.通过与字母打招呼，复习26个字母。

2、 we have somany new friends. are you happy? let’s sing together.

师生齐唱字母歌，复习巩固字母。

3 、the letter“a”made some new friends.he has a show for us. 通过字母秀的形式引出文具单词，并通过短语showme your..... open your.... close your.... carry your....操练单词。

Ⅲ drill

1、 the letter “a”is coming. let’s help the letter find the same friends.教师先做例子，然后学生两人一组圈出相同的字母。

2、 the letters’show is great. now it’s your show time.师生tpr活动操练巩固单词。

3、 you did a goodjob.i have some gifts for you.教师将树叶形状的单词卡片做成书签的形状，发给学生，操练单词的认读情况。

Ⅳ consolidation

the letters’show is over. they are tired. we must send them home.

通过送字母回家的活动，巩固所学文具单词。

we should takegood care of your stationary.

观看视频，引出情感教育。

Ⅴhomework

draw a pictureof stationary,and introduce them to your parents.

用所学文具画一幅文具图片，并介绍给父母听。

人教版七上英语教案篇5

教学目标：

1. 掌握基础词汇

2.掌握one 和it的区别；few, a few , little, a little的区别以及stop to do 和stop doing 的区别。

教学重难点：

1. few, a few, little 和a little 的区别

2. stop to do 及stop doing 的区别

教学过程：

导入（复习导入）

1. 听写单词 2. 检查unit 2 课文背诵

新课学习（module 1 unit 3）

一、单词学习

单词带读三遍后给学生5分钟时间自己默读，然后检查部分学生单词熟读情况。

二、课文及语法学习

(语法或字词用法讲解后，简单的例句可给出中文，要求学生翻译成英文，以此也可以检查学生对该知识点的掌握情况。)

1. try to make friends with them and take them around your town.

(1) make friends 交朋友； make friends with 与交朋友 i want to make friends with the people all over the world.

我想同世界各地的人交朋友。

※ 交朋友至少涉及两者，所以friend必须用复数形式，类似表示交互关系时使用的复数，称为“交互复数”。

exchange seat 交换座位 share hands with ... 与握手 take turns to do sth 轮流做某事

join hands with... 与联系/合作

（2）take sb around 带领某人参观 = show sb around

why not take them around our school? 为什么不带领他们参观一下我们的学校呢？

2. if there is not, why not start one with your friends?

(1)start vt. 创办，开办

my father started a company last year. 我父亲去年创办的一家公司。

（2）one 代词，用于泛指前面提到过的名词，复数形式ones。 your coat is good. i also want to buy one. 你的外套很好，我也想买一件。

＊one 所代替的是同类事物中的一个，泛指前面所提到的人或物，复数形式是ones。

i have no exercise books. lend me one. 我没有练习本，借给我一个。

i have a new hat and several old ones.我有一顶新帽子和几顶旧帽子。

＊it 代词，用来指代前面提到的同一个人或物，复数形式是they。 i want to use your ruler. lend it to me, please.

我想用你的尺子。请把它借给我。

＊可在one/ones前加定冠词the表示特指。

the one in the red coat is miss white. 那个穿红色外套的是怀特小姐。

＊it可指代上文中的句子或句子中的一部分，但one不能。

my pen dropped on the ground when i was walking in the park.

a woman saw it happen when she was walking past.当我在公园里散步时，我的钢笔掉在了地上。一位女士路过时看见了。（it指my pen dropped on the ground这件事）

3. how about playing a few games and listening to some music? a few 一些；几个 用于可数名词复数形式前，相当于several或some,表示肯定概念。

i have a few books about pronunciation.我有几本关于发音的书。

＊few,几乎没有，表示“否定”，修饰可数名词。

there are few eggs in the fridge, so i must buy some. 冰箱里几乎没有鸡蛋了，所以我必须去买一些。

＊ a few ,一些，几个 ；表示“肯定”，修饰可数名词。

there are a few eggs in the fridge. 冰箱了还有几个鸡蛋。

＊little, 几乎没有，表示“否定”，修饰不可数名词。

there’s little rice in the bowl.碗里没多少米饭了。

＊a little, 有一些，表示“肯定”，修饰不可数名词。

i can only speak a little french. 我只会说一点儿法语。

4.you should invite your new english –speaking friends to your club!

invite vt. 邀请，招待。

invite sb to do sp. 邀请某人到某地；

invite sb to do sth 邀请某人做某事

would you like to invite all your friends to your birthday party? 你想邀请你所有的朋友来参加你的生日聚会吗？

they invited their parents to watch the movie together. 他们邀请他们的父母一起看这部电影。

invitation n . 邀请

did you get an invitation to the party?

你获邀参加那个聚会了吗？ 5. but there are too many new words.

too many 太多 ， 修饰可数名词复数。 too much 太多，修饰不可数名词。

there are too many students in the dining hall.

餐厅里有太多学生。

students usually have too much homework to do on weekends. 在周末学生通常有太多作业要做。

6．don’t stop to check every word.

stop to do sth 停下来去做某事（指停止现在正在做的事情，开始做另外一件事。）

the girl stopped to cry. 那个女孩停下来（开始）哭泣。 stop doing sth 停止做某事

the boy stopped laughing.那个男孩停止了大笑。

三、课堂练习

1. alice is so nice that everyone likes to _____________(交朋友) her.

2. the banana pie tastes delicious. could i have another __________?

a. one b. it c. this d. that

3.–why are you so excited?

-peter invited me _______ on a trip to yuntai mountain.

a. to go b. go c. going d. went

4. don’t forget _______ your homework.

a. doing b. to do c. did d. does

5. 许多学生寻求提高英语的建议。

many students _________ _________ advice about _________ their english.

6. 昨晚生日聚会我们过得很愉快。

we _______ _________ at yesterday’s birthday party___________.

四、课堂小结

本节课主要要求学生掌握：

1. one 和it的区别。one 用于指代“同名异物”，it用于指代“同名同物”。

2. a few, few, a little和little的区别。a few, few修饰可数名词，a little, little 修饰不可数名词。a few, a little 表示肯定概念，few , little 表示否定概念。

3. stop to do 和 stop doing 的区别。stop to do 表示停下目前手头正在做的去做另外一件。stop doing 指停下现在正在做的。

五、作业布置

1. module 1 单词背诵，下节课听写。

2. 练习册完成 module 1 unit 3 部分。

3. 作业家长签字。

人教版七上英语教案篇6

一、学情分析：

我们六(1)班和六(3)共113人。两个班部分学生基础比较好，能准确掌握所学的知识点。但也很多学生由于基础较差，单词量不多，没有掌握做题技巧，主要在听和写两方面较弱。针对学生不足的方面，进行专项，有效的复习。

二、复习目标：

1、认读四会单词，在学生原有的基础上增加一定的单词量，并且按照要求背诵四会单词。能完成四会单词默写，分类的练习。

2、认读教材中出现的一些词组的用法。能完成英汉互译和连线的习题。

3、掌握教材中出现的句型，和一些简单的与教材内容有关的语法知识。能够区分教材中出现的句型，运用翻译补充所学句子。

4、能够认读教材中的短文，能独立完成一些较容易阅读题。

5.能跟每单元的内容，例如：myweekendplan,mypenpal,introduceparents’jobs,等相关的写作练习。

三、复习内容及要点：

1、单词。单词是英语的基础和复习的重点。

1)按词性归类复习单词。有关交通工具，地点，职业，情绪等方面的单词。

2)按词汇表复习单词。每天听写一个单元单词。

2、词组。词组是学习英语的关键，它是复习英语的良好途径，同时又是学习句子的基础。把词组归类，分类掌握。要让学生学会自己组词。

3、句子。句子是学习英语的重点，也是本册教材的重点和难点。

1)指导学生在语境中复习句子。

2)根据句子类型指导学生在比较中复习句子，教给学生适当的语法知识。

3)让学生能够运用句型进行问答练习。

4、阅读，写作。根据每单元的话题进行练习。

四、复习方法及原则

1、加强单词的朗读和默写，给学生明确的任务，使他们也能尽自己能力过好单词关。将词组复习与单词分类复习相联系。在复习过程中，要紧紧抓住教材中的短文，做到精读和导读相结合，在较短时间内起到良好的教学效果。把单词、词组、句子和阅读作为一个有机整体，在复习过程中将它们紧密联系起来，合理安排复习内容，提高学生整体运用知识的能力。。

2、以听说读写为主要途径，让学生多读，在复习中培养学生郎读英语的习惯，在学生多读多说的基础上不断提高听和写的能力。听说读写要有机结合，才能相辅相成。学生基础差，见过的英语习题比较少，要从习题入手，让学生尽可能的多做习题。

3、进行分类专项训练，帮助不同层次的学生获得不同的提高和收获。学生两极分化现象严重，那么对不同层次的学生就要提出不同的要求。对于成绩较差的学生复习重点应放在单词，句型等基础知识上。

总之，紧张的复习工作已经全面展开，我们要以学生为主体，要求从实际出发，让所有的学生都获得一定的提高和进步，不但在考试中取得好成绩，也为以后的学习打下坚实的基础。

五、期末复习课时安排：

课时安排复习内容

12月25，26日复习unit1,2,3的重点单词

12月29,30,日复习unit1,2,3的重点句子

12月31日,1月4日复习unit4,5,6的重点词汇

1月5，6日复习unit4,5,6的重点句子

1月7,8日词汇句型专项练习

1月9日写作练习

1月12,13日综合练习

人教版七上英语教案篇7

教材分析

本课是外研版小学英语六年级上册第七模块第一单元的内容，主要学习单词believe, lucky, bamboo, cd-rom, copy, fantastic,学习并运用询问他人喜好并表达个人喜好的句子。本单元是本模块的重点内容，掌握了本单元所学内容，可以为本模块第二单元的学习打下基础。同时询问以及表达人物喜好的句型与生活联系密切，学习掌握后可以真正地运用到实际生活中。

学情分析

六年级学生已经有三年多的英语学习经历，他们既掌握了一定的词汇量，与此同时，他们还对保持着小学生对新鲜事物的兴趣与好奇心的心理。

由于在村小，六年级学生在用英语进行口语表达以及小组合作对话方面的经历会比较少，这类练习对他们来说会相对难一点。所以在教学过程中，我会重点培养学生的说话能力，在句型操练部分我会多给时间学生去练习和掌握。

教学目标

知识目标

1．学习单词believe, lucky, bamboo, cd-rom, copy, fantastic。

2．学习并运用询问他人喜好并表达个人喜好的句子：

(1) do you like…?—— yes ,i do./ no, i don’t.

(2) sb. like / likes sth.

sb. don’t / doesn’t like sth.

能力目标

1．在日常生活中初步学会运用句型，如何询问同学、朋友或者家庭成员的喜好，学会表达自己的喜好。

2．通过学习培养学生听、说、写和灵活运用语言的能力，培养学生参与合作的意识。

情感目标

1. 本单元以介绍蛇和熊猫的习性为背景，可以让学生加深对蛇和熊猫的了解，也有利于激发学生学习英语的兴趣。

2. 通过学习询问喜好的英语表达，可以促进师生，生生，以及学生与朋友、家人的沟通，增进彼此的了解，改善人际关系。

教学重点和难点

通过学习，使学生能够正确读出单词believe, lucky, bamboo, cd-rom, copy, fantastic，能在实际生活中运用句型(1) do you like…?—— yes ,i do./ no, i don’t.(2) sb. like / likes sth. sb. don’t / doesn’t like sth.