为了给学生们营造一个轻松的学习氛围，你打算怎么制定教案呢，制定教案是一件值得深思的事情，我们要保持清晰的思路，爱制作小编今天就为您带来了外研社七上英语教案5篇，相信一定会对你有所帮助。
外研社七上英语教案篇1
教学方法：
导入法、讲授法、谈话法、讨论法、启发法
课前准备：
电子课本、教学卡片、实物
教学目标：
1. 能够听、说、认读单词monkey, monster, kite.句子is it a …? yes, it is. no, it isn’t.
2. 能理解课文内容，对所学内容能主动地练习和实践。
3. 让学生养成良好的提问意识，并乐于运用所学知识彤他人交流。
重点难点：
1. 能听懂、会说、认读单词monkey, monster, kite,并能够在实际情境中运用。
2. 能听、说、认读句子is it a dog? yes, it is. no, it isn’t.并要求学生模仿正确，语调自然，并能仿说替换。
教学过程：
step 1 warm-up
let’s chant.
step 2 revision
ppt show some animals. review some words.
step 3 presentation
1. ppt show a new word “monkey”。 read one by one.
2. ppt 快速闪烁， teacher asks, “is it a monkey?” 引导学生回答，”no, it isn’t.”板书
3. 引导学生发问并板书”is it a …?”得出答案”yes, it is.”板书，进而引出新单词monster.教读。
4. i’ll tell you a story about a monster. do you want to know?将学生带进课文。watch vcd 2 times. 讲解课文内容，让学生理解课文，体会课文中人物的感情。
5. listen and circle.
6. listen and repeat. try to imitate.
7. here’s a chant for you.
step 4 practise
game. guessing game. is it a …?
step 5 sum up.
作业设计：
1. listen and read the dialog.
2. try to tell the story to your parents in english.
3. play the guessing game with your parents.
板书设计：
is it...?
yes,it is.
no,it isn't.
外研社七上英语教案篇2
?i'm in new york now》 teaching objectives:
1. words: arrive taxi flat building made again
2. sentences:
grandma made chinese food for me.
i want to try american food.
i will write again soon.
3. practise to pronounce ‘wh’ ‘wr’.
4. learn the song: it’s a big exciting world.
teaching properties: cards tape-recorder pictures
teaching procedures
warmer:
1. stick the pictures of unit 1 on the board. have the students come to the front and mime the text of unit 1.
2. say a sentence in the present tense and get the students say it in the past tense.
examples:
t: daming goes to new york.
ss: daming went to new york.
t: grandma meets daming.
ss: gradma met daming.
teach the text:
1. raise the picture of the statue of liberty and ask: what is it ? where is it?”
guide the students say: it’s the statue of liberty. it’s in new york”.
t: daming is in new york now. let’s see who met him at the airport. what he saw in new york and what food he wanted to eat.
2. play the tape. have the students listen and underline the new words in books.
3. teach the new words.
4. play the tape again. have the students listen and say. after this, get the students to answer the following questions:
⑴who met daming at the airport? (grandma and simon)
⑵what did daming see in new york? (buildings, cards and people)
⑶what food did he want to try? (american food)
5. complete activity 2 in sb. (get the students to ask and answer in pairs)
6. practise to pronounce 'wh' 'wr'.
7. learn the song: it’s a big exciting world.
8. complete exercise 1 in ab.
homework:
practise the following sentences in pairs:
where are you from?
where are you going to go?
where are you going to go there?
where are you going to do there?
designs:
module 10 unit 2 i’m in new york now
arrive grandma mad chinese food for me.
taxi
flat i want to try american food.
building
made i will write again soon
外研社七上英语教案篇3
教学目标
teaching goals
1. target language
a. important words and phrases
poem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up of
b. important sentences
which poem is about things that don’t make sense?
poets use many different forms of poems to express themselves.
i hadn’t taken my eye off the ball.
we hadn’t taken it easy.
the poem is made up of five lines.
a lot of tang poetry has been translated into english. the translations have a free form that english people like to copy.
2. ability goals
a. enable ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; tang poems
b. enable ss to talk about different purposes of writing poems.
c. understand the main theme of each poem.
d. enable ss to chant some of their favorite poems.
3. learning ability
enable ss to distinguish different types of poems
教学重难点
teaching important points
1. talk about five main types of poems.
2. understand the main purpose of writing the poems.
teaching difficult points
1. find the rhythm of each poem.
2. chant the poem.
3. understand the main purpose of writing the poems.
教学过程
teaching procedures & ways
step 1. greetings
step 2. presentation
ask ss to think back and try to remember poems from their early childhood, either in chinese or in english.
talk about some famous poets both home and abroad, either ancient ones or modern ones.
brainstorming: what will you think of when we talk about the word “poem”?
step 3. warming up
read the questions in this part, reminding ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.)
tell ss that there are many reasons why people write poetry. give the examples on the bb. ask ss why they think the poets wrote the poems they have just recited.. write their suggestions on the board.
give ss a time limit of a few minutes. divide the class into groups of four to discuss the purpose of writing poems. ask one person from each group to read their group’s list and add their suggestions to the list on the board. (suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.)
if time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.)
step 4. pre-reading
people from different countries write different kinds of poems. get ss to discuss the questions on page 9 with their partners: do you have a favorite poem in chinese? why ? do you have a favorite poem in english? why?
as to exercise 2, give ss practice in an important reading skill: scanning a text, that is, looking through a text quickly to find specific information. read the table in exercise 2 with the ss. tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. they are to look only for those pieces of information and not read every word. do an example with them.
suggested answers to exercise 2:
step 5. reading
scanning
get the ss to read the passage quickly and accurately and meanwhile help the ss to form a good habit of reading. teacher gives ss a couple of minutes to look through the whole passage. tell them to read the text silently and then ask some detailed questions about the text on the slide show . teacher should encourage ss to express their ideas.
q1. why do people write poetry?
q2. how many forms of poems are mentioned in the passage? what are they?
q3. what does “nursery rhyme” mean? why do they delight small children?
q4. what’s the characteristic of “list poems”? what about “cinquain”?
q5. why do english people like “haiku”?
q6. are you familiar with tang poems? do you know the title of the last poem in the text?
listening
before ss read the text, have them close their books and listen to the text with their eyes closed. this gives ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. tell them that it doesn’t matter if they don’t understand every word.
first reading
get ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. underline the topic sentence.
second reading
tell ss that they are going to look at the rhythm of two of the poems. make sure they know what rhythm is. read the limerick aloud and have ss listen for the strong beats. then have them clap the strong beats as you read. mark the strong beats on the limerick on the board.
there was an old man with a beard
who said “it is just as i feared”.
“four insects and then
two birds and a hen
have all made a home in my beard”.
now read the poem a & b. ask them to mark the strong beats on the two poems that have a strong rhythm. check their answers . then play the tape and get them to clap to the strong beats in those two poems.
third reading
just as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. of course, the choice that the artist or poet makes relates to his or her purpose. poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. read the last poem (poem h), and answer the following questions:
q1. what parts of the poem suggest that the woman loves her husband?
q2. how do you understand the sentence” should the journeyer return, this stone would utter speech.”? explain the sentence in your own words.
q3. what picture do you have in your mind when you read the above sentences?
q4. do you know the chinese title of this poem? do you know the chinese version of the poem?
step 6. make a short summary of this period.
课后习题
homework
1. surf some websites to find out more information about poets.
2. review the content of the reading passage.
3. finish the exercises on page 12& 13.
外研社七上英语教案篇4
教学重点：
1.词汇：season，spring，fall，summer，winter
2.句型：what’s your favourite season?
教学难点：
1.单词发音：spring，fall
2.favourite 单词的读音和拼写。
教具准备：
1.教材配套课件。
2.教材相配套的教学录音带。
3.单词卡片。
4.自制课件。
教学过程：
(一)热身/复习(warm-up/revision)
活动一：说一说，做一做
教学参考时间：3分钟
教师播放四年级下册第四单元的歌谣，引导学生边说，边打节奏，引导学生表演出形容天气的单词 cold，warm，cool，hot。
(二)呈现新课 (presentation)
活动二：谈论天气
教学参考时间：5分钟
教师提问：what’s the weather like today? is it cold? 学生根据实际做答：no , it’s warm.引出新词汇spring，并询问学生，哪个季节最寒冷，which season is cold? 引出词汇season，winter，询问学生，还知道哪些季节?do you know another seasons? 引导学生说出自己知道的季节。
活动三：猜猜，读读
教学参考时间：5分钟
教师出示表示四个季节的图片，让孩子说说分别是哪个季节。孩子说对后教师板书单词：spring，summer，fall，winter。教师范读，学生跟读，学生开火车读。
活动四：说一说(let’s learn)
教学参考时间：5分钟
教师再次展示表示四个季节的图片，询问学生what’s your favourite season? 学生根据实际情况回答，并进一步陈述原因 “spring, it’s warm and sunny.”接着教师板书主句型，指导学生认读。最后教师播放配套课件，学生观看，跟读句子。教师注意强调favourite的读音，并进行小组问答练习。
活动五：描述季节
教学参考时间：3分钟
教师询问：what’s the weather like in spring?学生回答，通过师生问答为学生做示范。(spring is very warm. the leaves are green. we can see many flowers in spring. )
根据学生喜欢的季节，重新分组，让学生参考卡片图描述自己喜欢的季节。
(三)趣味操练 (practice)
活动六：猜一猜
教学参考时间：4分钟
两个学生一组，一个孩子描述季节，一个孩子猜所描述的是哪个季节。
活动七：画画，说说
教学参考时间：3分钟
教师将let’s find out 中的图片发给学生，让孩子画出自己最喜欢的季节里的树，并到同学中进行调查，发现其他同学画的内容。
(四)巩固和扩展(consolidation and extension)
活动八：exercises
教学参考时间：5分钟
完成活动手册的相关练习题，并公布答案。
第二课时
教学重点：听懂，会说which season do you like best?并能结合句型展开深入的对话。
教学难点：用i can 的句型说出喜欢的原因。
教具准备：
1.教材配套课件。
2.教材相配套的教学录音带。
3.单词卡片。
4.let’s sing歌曲录音。
教学过程：
(一)热身/复习(warm-up/revision)
活动一：看一看，演一演
教学参考时间：3分钟
教师出示四个季节的卡片，引导学生边看，边表演出每个季节的气候，可以请一个孩子表演，大家说出季节。
活动二：读一读
教学参考时间：3分钟
教师出示单词卡片，学生抢答或学生开火车认读。同时，按照四季顺序，然学生排列词汇，并认读。
活动三：听听，唱唱
教学参考时间：3分钟
教师播放本单元中let’s sing中的歌曲，孩子们边听边唱边演。
(二)呈现新课 (presentation)
活动四：听听，连连
教学参考时间：3分钟
教师在黑板上写下班中随意三个同学的名字，然后将表示季节的单词卡贴在黑板上。教师和“榜上有名”的三个同学分别进行what’s your favourite season?的对话。全班同学听完后，共同完成连线活动。
活动五：说一说
教学参考时间：5分钟
教师提问what’s your favourite season? 学生根据实际做答(winter.)。教师询问：why? 学生结合实际回答 (i can play snow.)。教师询问1-2名学生后，将句型变为“which season do you like best?”并引导学生回答。教师板书句型，示意学生将此句型和what’s your favourite season?进行比较。最后，教师带读，学生跟读。
活动六：模仿对话
教学参考时间：8分钟
教师播放let’s talk部分的录音，提问学生：how many people in this dialogue? who are they?which season does mike /zhang like best?why?
听录音后，重复听到的句子，并出示课件，让学生观看每张图片下的表示气候的词汇，然后在认读的基础上，教师和学生仿例示范一组对话，最后进行小组对话。
(三)趣味操练 (practice)
活动七：小调查
教学参考时间：教师结合课堂教学的具体时间进行，或课外进行。
学生在规定的时间里运用本课新句型which season do you like best?完成对五个以上同学的调查，并要求回答的同学对季节气候进行描述。
活动八：游戏——找朋友
教学参考时间：3分钟
学生两人一组互相询问：which season do you like best? 然后同时说出答案，答案一样的两人成为朋友，不一样的学生再重新开始游戏。
(四)巩固和扩展(consolidation and extension)
活动九：听力练习
教学参考时间：5-6分钟
完成活动手册的相关内容并公布答案。
外研社七上英语教案篇5
?at the library》
教学目标：
(一)认知目标
1)能听懂、会说并能熟练使用单词hurry, rule, line, cd以及词组 library card, in line
2)能听懂、会说并能熟练使用句子don’t talk in the library. please stand in line.
3)能初步了解掌握祈使句的肯定形式与否定形式的句式结构 。
(二)能力目标
1)能够根据指令做事。
2)能够使用祈使句发出指令，从而要求或制止他人做某事。
3)能够初步运用语言做事(听说读写)。
(三)情感态度目标
1)养成遵守规章制度的好习惯，培养好公民的素质。
2)能够积极参与语言实践活动，树立信心，团结协作，获取成功体验。
教学程序：
一、热身复习
a、全班朗诵表演韵律诗“do you want to go to the sea?”
b、用“brainstorm”的方式复习学过的动词(talk,stand,run,speak等)并表演出来。目的在于活跃气氛，激活旧知识，为新知做铺垫。
二、任务呈现与课文导入
a、播放教师录的校园违规录象，问学生该不该这样做，怎么做才是对的，引导学生说出“please listen to the teacher! don’t run on the stairs!”之类的祈使句，教师板书在黑板上。
b、询问学生还知道学校的哪些行为规范，可拓展到不同场合的规章制度，引导学生尽量用英语表达。
c、询问学生图书馆会有哪些规章制度，学生可能无法用英语很好表达，告诉学生：今天的课文就是关于图书馆中的规章制度的。学完后，大家要试着给学校的一间公共教室制定一份规章制度，例如：阅览室、计算机室、语音室、音乐教室等。
三、课文学习
a、通过教学vcd，整体呈现课文内容。要求学生理解课文大意，
b、看书听录音。要求找出带有“please…”和”don’t…”的句子，并试着说出来。教师板书。
c、再看书听录音，要求学生总结“library rules”，教师将板书补充完整。并告诉学生在图书馆要自觉遵守这些规定。
d、教师针对课文内容进行提问，从而引出hurry, rule, line, cd以及词组 library card, in line的学习。
e、进行词汇的拼读、书写、口头运用训练。
f、读板书的句子。加以总结，让学生明确“please…”和”don’t…”的含义及语用功能。引导学生归纳其句型结构并在情境中加以口头巩固。
g、看sb活动2的图，让学生试着根据插图展开对话。听音跟读重点句式。
h、完成ab e1的书写任务。
i、以小组为单位表演对话，评出“表演小组”。
j、全班完成sb活动3，执行录音中发出的指令，进行淘汰赛。
k、结合ab e2开展“simon says”的游戏。
l、两人一组完成ab e3。 学生可先讨论，再填写完成。
四、任务完成
以小组为单位试着给教室制定一份英文规章制度。先讨论制度内容，再书写整理，制作成提醒卡。
全班交流并总结“class rules”，并告诉学生这是大家共同制定的，要自觉遵守，互相监督，养成自觉遵守规章制度的好习惯。
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