初中7年級人教版英語教學設計5篇

作爲一名無私奉獻的老師，總歸要編寫教學設計，藉助教學設計可以提高教學效率和教學質量。教學設計應該怎麼寫呢？以下是小編精心整理的初中7年級人教版英語教學設計5篇，希望對大家有所幫助。

初中7年級人教版英語教學設計5篇1

教學目標

1.能聽,說,讀,寫短語:cleaned my room, washed my clothes , stayed at home, watched TV .

2.理解句子:How was your weekend ? It was fine ,thanks . What did you do ? I stayed at home and watched TV.

3.能運用過去式詢問別人上週末的活動,並會對其作出回答。

4.能夠運用新學的內容完成“Do a survey and report”任務。

5.在小組的討論交流中,培養學生英語的綜合運用能力。

教學重難點

1.重點:掌握核心單詞、詞組以及句子。

2.難點:掌握動詞過去式的用法及過去式的讀音。

教學過程

Step1 : Warm up

T: Good morning, boys and girls,.

I usually clean my room and wash the clothes on weekends.

What do you usually do on weekends?

S1: I usually do my homework and watch TV.

S2: I usually play table tennis. ………..

(設計目的:問候語熱身進入英語學習狀態,同時用一般現在時態提問,爲新課一般過去時做鋪墊。)

Step2:Presentation

T: Today we’ll learn Unit.2Last weekend.

1.日曆呈現Last weekend

(設計目的:直觀匯入過去時間,上週六和上個星期天。)

2.圖片New phrases: cleaned , washed ,watched,stayed ,

cleaned my room , washed my clothes ,stayed at home ,watched TV.

(

3.師板書下列單詞的原形clean ,wash ,watch, stay,並用I often clean my room /…造句。

師板書以上單詞原形並且加ed後,用I cleaned my room /…last weekend造句。

(設計目的:呈現本節課核心詞彙,匯入本節課的核心句型。)

4.學生觀察兩個詞組的不同之處.T:eg: cleaned是clean的過去式,當我們要表達過去發生的事情時,就要用動詞的過去式,規則動詞的過去式一般在原型後面加ed. cleaned的ed發/d/.師帶讀.

用同樣的方式教“stay/stayed at room,wash/washed my clothes,watch/watched TV.”.注意:washed,watched的ed發/t/.

(設計目的:透過比較,歸納,讓學生獲得新知,並學會學習。)

step：3

1.出示課件並讓學生自己觀察回答問題。

T: How were their weekend?

S1:He cleaned his room and washed his clothes.

S2: She stayed at home and watched TV.

呈現句型:What did you do?師生問答

(設計目的:讓學生觀察課件,說出他們做了什麼,操練本課核心句型。)

生開啟課本P15,聽錄音跟讀。

pair-work T: How was your weekend ? S: It wasfine , thanks.

T: What did you do ? SI :I stayed at home andwatched TV.

Listen to the tape of Let’s learn and follow it.

(設計目的:讓學生聽課本標準發音,並跟讀,培養聽說能力。)

Let’s chant,邊做動作邊chant:

What did you do last weekend ? I cleaned my room.

What did you do ? What did you do ? I washed myclothes.

What did you do ? What did you do ? I stayed athome.

What did you do ? What did you do ? I watched TV. (注意:do的過去式did ).

(設計目的:利用chant對新知進行滲透併爲下面學習做好鋪墊。)

a survey and report :學生利用表格,進行問卷調查。

操練句型—How was your weekend?

--- What did you do?

(設計目的:透過調查彙報,獲得資訊反饋,知曉學生對新知掌握的情況。)

Step 4.達標檢測

一、寫出下列動詞的過去式。

1. wash_____ 2. stay_____h______ n______ ______

二、讀一讀,選一選。

( )1.你想問同學週末過得怎樣,可以說:______.

A. How was your weekend ? B. Howold are you ?

( ) 2.你想問同學有多高,可以說:_______.

How heavy are you ? tall are you ?

( )3.你想告訴同學:你週末過得很好,可以說:____.

A. I’mtaller than you . B. It was fine.

( ) 4.你想問同學上週末做了什麼?可以說_____.

A. What did you do last weekend ?B. What are you going todo next weekend ?

( )5.你想說:它比我們倆加起來還高,可以說:_______.

It’s taller thanboth of us together. B. It’s taller than theelephant.

(設計目的:適當地給予學生課後練習,是對已學知識的鞏固,新課的延伸。)

初中7年級人教版英語教學設計5篇2

教學目標

1、能夠聽、說、讀、寫單詞或短語hospital、cinema、bookstore、science museum、post office.

2、能夠聽說認讀句型Where is the cinema?It’s next to the bookstore?並進行關鍵詞的替換練習。

3、初步瞭解合成詞的相關知識。

4、初步學會如何問路和指路。

5、會唱歌曲《Where is the hospital?》

教學重難點

1、掌握Let’s learn部分的四會單詞和短語。

2、準確書寫四會單詞和三會單詞museum的發音。

3、掌握句型Where is the cinema?It’s next to your bookstore?並進行關鍵詞的替換練習。

教學工具

多媒體課件

教學過程

Step1、Warm-up

1、 Greeting

2、 Let’s sing

3、複習短語

4、用句子Where is the book?It’s…….複習介詞in、on、under、near。

Step2、Presentation

1、①出示一本有趣的書，說自己想讀，問學生Where can I go?I can go to the bookstore。引出單詞bookstore。教讀，板書，指名學生讀。

②出示書店和學校圖片,T:Where is the bookstore?

S:It’s near the school。再次出示書店和學校圖片T:Where is the bookstore?S:It’s next to the school。

引出短語next to教讀，板書句子，教讀。

③問一排學生，Where is heshe?練習句型It’s next to…….

④let’s chant

2、①在書店看到一本關於機器人的書，想看機器人，T：Where can I go?I can go to the science museum。教讀，並板書.重點教讀museum的發音。

②讓學生欣賞機器人。

③出示圖片學生做對話。

A:Where is the …….?

B:It’s next to ……….

3、①看到有趣的機器人，想到一部電影，想去看，應該去哪?T：Where can I go?I can go to the cinema。引出cinema教讀、板書。

②學生欣賞電影片段

4、①在電影院吃了太多的爆米花喝了太多的可樂胃疼，

T：Where can I go?I can go to the hospital。引出hospital，教讀板書

② let’s chant

5、①這是好的一天也是壞的一天，想把自己的經歷告訴自己的朋友，於是寫了一封信，想去寄信，T：Where can I go?I can go to the post office。引出post office，教讀板書

② let’s chant

6、①開啟書第五頁，吳一凡和Robin去了一個新城市，他們看到了哪些地方，把它們找出並圈出來。

②Listen and repeat

③Role play

7、小結：Compand word

Step3、Practice

1、 Throwing the dice(擲骰子說骰子上的單詞)

2、 Big lucky wheel(幸運大轉盤。用轉盤指針指出的單詞兩人做對話)

3、 Group work(三人一組)

設計自己喜歡的城市佈局，小組內進行討論

A:Is there a……in your city?

B:Yes,there is.

A:Where is the……..?

B:It’s ……..

B:Is there a……in your city?

C:Yes,there is.

B:Where is the……..?

C:It’s ……..

Step4、Expand

1、 Listen to the mucic

2、Asking and giving directions

Step5、Homework

1、Copy English words three times

抄寫英語單詞3遍。

2、Design your own favorite imaginary city the sentences we‘ve learned lesson to talk about it .

設計你自己喜歡的想象中的城市，使用本節課學過的句型和你的朋友一起討論。

初中7年級人教版英語教學設計5篇3

教學目標

1、能夠聽、說、認讀Let’s read部分的對話並正確回答對話後的問題。

2、能夠讀懂並會書寫簡單的英語請柬。

教學重難點

1、本課時的重點是能聽、說、認讀對話，能用Can表述會做什麼，並且能書寫簡單的'英語請柬。

2、本課時的教學難點是學生會表述能做什麼並能正確書寫英語請柬。

教學過程

1、Warm-up

Sing the song “I Went on a Holiday”

iew

教師出示學生的體檢表，提問：

How tall are you now ?

How tall were you in Grade 1 ?

How heavy are you now ?

How heavy were you at seven years old ?

教師根據體檢表中的記述判斷學生說的是否正確。教師再問：

This is our last term ’ve known many teachers andclassmates ’s your best friend ? ……

entation

Let’s read

(1)教師說：Boys and girls ,you are students in Grade 6 now will leave soonand study in a middle school we are going to have a farewell party nextweek .教師板書A farewell party領讀幾遍，提問：

What shall we bring for the party ?

啓發學生回答：food ,drinks ,gifts ……

(2)教師繼續問：Would you like to give performances at the party ?

What can you do ?

回答：I can sing dance 、、、

(3)讓學生分組朗讀對話，回答教師的問題，並提出不理解的句子。

(4)教師放Let’s read對話的錄音，學生分角色朗讀對話。

5. Read and tick or cross

(1)教師說：You can invite your parent to the party .

You can invite your teachers ,too.然後，展示一張很大的英語請柬，說Look ,This is aninvitation you read it ?學生齊讀請柬上的內容。

(2)教師指導學生完成判斷正誤的練習。

(3)教師發給每位學生一張畫紙，讓他們製作英語請柬。

6.鞏固和延伸

(1)做本單元配套練習

(2)聽第一部分錄音

(3)掌握四會單詞及句子

(4)讓學生制定歡送會節目單。

初中7年級人教版英語教學設計5篇4

教學目標

1. Emotion goal: Respecting the culture of the minority nationality and loving our country.

2. Knowledge goal: Use the sentence pattern “be going to” in a trip and the past tense of verbs.

3. Ability goal: Can use the sentence patterns “be going to”.

教學重難點

一般將來時

教學工具

多媒體

教學過程

Step One: Warming up and greetings

T: Hello, boys and girls! Nice to see you again!

S: Hello, Mr./Miss…! Nice to see you, too!

T: The holiday is coming. Are you going to take a trip?

S: Yes!

T: Where are you going? How can you get there? Let’s go and have a look!

Step Two: Revision

The teacher shows some pictures of transport mode on the computer, such as by plane, by bus, by subway, by bike, by train, on foot. Then practice them in sentences.

Step Three: Let’s read

The teacher shows some important sentences in dialogue on the computer:

A:Where are you going on your holiday?

B:I am going to….

A: Who are you going with?

B:I am going with….

A:What are you going to do there?

B:I am going to….

A: When are you going?

B:At…

Step Four: Listen

Listen to the tape, read after the tape and find out the new words: Kunming, Kathy, folk (folk dance), Stone Forest.

Step Five: Presentation

a. Fill these new words in blanks on the computer, read the new words again.

b. yze the difficulty: How is your family going to get there?

c. Listen and read the dialogue.

Step Six: Practice

Fill in Mike’s trip schedule.

Step Seven: Consolidation and extension

Plan your holiday and make a dialogue.

Step Eight: Homework.

Pair work to make your own dialogue.

kboard Design：

Where to go? What to do?

Kunming. See folk dances.

When to go? How to get?

初中7年級人教版英語教學設計5篇5

教學目標

知識目標：

1、能夠聽說讀寫句型：--How did you go there? I went by train .

2、能聽懂、會說本課對話，並能在實際情景中應用。

能力目標：

能夠用一般過去式詢問別人在過去的時間裏乘坐什麼交通工具去了哪裏並作答。如Where did you go on your holiday? I went to Xinjiang. How did you go there? I went by train.

情感目標：

1、能在遊戲中積極參與，激發學生學習英語的熱情，積極運用所學英語進行交流，加強合作式學習，共同完成學習任務。

2、透過竟爭，培養學生的集體榮譽感和競爭意識。

教學重難點

1，教學重點是掌握句型How did you go there? I went by train.

2.教學難點是在實際情景中正確運用並書寫所學對話。

教學過程

step1 warm up

1. let`s chant where did you go on your holiday?

` s review ;利用單詞卡片複習動詞短語和句型What did you do on your holiday?

talk:

what did you do on your holiday?

I took pictures.

Good !What about you?

I went ice-skating .

設計思路：Let`chant設計是爲了活躍氣氛並引出本課主題：Where did you go on your holiday?Let`s review.不僅可以複習短語和句型，還爲拓展本課句型做了鋪墊。

step2 presentation

ent Let`s try

What did you Chenjie do on her holiday? Let`s listen and circle.

listen again and check your answers

(設計思路)透過處理本部分，達到呈上啓下的作用。

ent let`s talk

What`s the weather like today?

It`s warm and sunny.

What`s the weather like in Harbin in winter?(課件出示哈爾濱的一張下雪的圖片)

It`s cold and snowy.

Did you go to harbin on your holiday?

Yes, I did.

How can you go to Harbin?

I can go there by plane or by train.

That`s right h went to Harbin on her did she go there?Let`s have a look.聽錄音let`s talk。

Ask and answer.

Look and repeat.

Read in roles.

Act out the dialouge.

Step3 practise

看圖問(Where did you go ?How did you go ?What did you do ?學生根據圖回答。

Step4 Consolidation

1、快速槍答

過程:全班學生分成4大組，請兩名學生上來，A學生抽取地點卡片，B同學抽取交通方式卡片。

(1)A同學問大家：Where did you go on your holiday?大家根據A同學的卡片回答：I went to

(2)B同學把卡片上的交通方式用動作或模擬聲音表達出來，邊做邊問大家。How did you go there?每組同學根據表演者的動作猜並快速回答：I went....

看哪個組搶答又快有對。

(3)然後有AB兩同學分別在其他組任選兩個同學，做輪換練習。

2、採訪活動

請一名同學任意抽取一張動詞短語過去式的卡片，對任一個小組進行採訪，抽取卡片的同學根據卡片內容邊做動作邊提問：What did you do?被採訪的小組同學看動作猜出短語是什麼，並回答：I....

全體同學大聲重複答I....(然後這名同學再抽取不同的卡片對其他組進行採訪)

3、小組活動

學生以前後桌爲單位分成若干小組，組內幾人分別準備好寫有交通方式、動詞短語的過去形式、地點，以及時間的卡片，小組內部以表演動作並提問的方式操練整個對話。

(1)一人抽取卡片並根據卡片的內容(地點、時間)提問：Where did you go on your holiday?其他同學根據卡片上的內容回答：I went to ....

(2)然後其他同學自由抽取卡片根據內容(交通方式或者動詞短語)用動作或模擬聲音表達出來並體問：How did you go there?或What did you do there?其他學生根據動作猜短語並回答。

(3)小組內部每人輪流抽卡片並體問。

教師請一名學生說出曾經去過的地方和所乘做的交通工具，學生兩人一組進行調查。教師可請幾名學生彙報調查結果。

設計思路：透過前面的小組活動充分爲學生搭建了語言交流的平臺，這一環節教師可以放手讓學生自主操練，使學生積極運用所學英語進行交流，加強合作式學習，共同完成學習任務。

Step5 :Homework

1.聽音朗讀對話內容並背誦、默寫四會句子。

2.調查其他朋友的假期旅遊情況，下節課彙報交流。

設計思路：透過課內外相結合的方式，讓學生學習英語的興趣不僅停留在課堂上，而且能延伸到課外。這一開放性的作業設計，引導學生養成課外自主學習英語的習慣，鍛鍊學生在生活中運用英語的能力。

六、板書設計My holiday

How did you go there? I went by train.