初一英语的上册人教版教学设计五篇
新人教版七年级英语上册教学计划（五篇范例）
新人教版七年级英语上册教学计划（五篇范例）第一篇：新人教版七年级英语上册教学计划教师应该加强课堂教学，高效地完成本学科教学目标。
积极参加教科研活动，努力使教学水平、业务能力有更大的提高。
这里给大家分享一些关于新人教版七年级英语上册教学计划5篇，供大家参考。
七年级英语上册教学计划1一学生情况分析(学生62人，其中男生：36人，女生：26 人)1.学习水平不均有的学生对小学英语比较重视，学得很好;但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。
有的学生笔试不错，但语音、语调、书写都有待加强。
因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。
2.学习习惯不好学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。
总之，既要避免好生吃不饱的现象，又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。
在今后的教学中应该注重培养、激发兴趣，教给学生学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。
教学措施和辅助二课时总安排总共100课时：授课课时复习课时测试课时机动课时三.教材总体目标、单元要求及重难点The goal:The goal of Go for it is to make language a step-by-step progression thatbuilds confidence and leads to open-ended activities where students can activelyrelate learning to their personal lives.Go For It!是以《英语课程标准》为依据，以学生的英语语言综合运用能力为目标。
人教课标版七年级上册英语全册教案
人教课标版七年级上册英语全册教案篇一：新人教版七年级英语上册全册教案Starter Unit 1Good morning.1. Good morning/afternoon/evening. 早上（上午）/下午/晚上好。
答语相同。
称呼语放在问候语之后且用逗号隔开。
如：Good morning , class!同学们，早上好！△Good night!晚安（晚间告别用语）2. Hello, Frank! 你好，弗兰克。
3. A: How are you? 你（身体）好吗？我很好，谢谢。
你呢？A: (I‘m)fine/OK, too. 我也很好。
4. thanks = thank you 谢谢Starter Unit 2What‘s this in English? 1. What‘s this/that? 这/那是什么？What is = what’单数物品（△不说This/That is．．．）This、that是指示代词这、这个 this指近的 that指远的1) What‘s this/that? 这/那是什么？ 2)What‘s this/that? 这/那是什么？a ruler. （这/那是）直尺。
（这/那是）苹果。
2. What‘s this/that in English? 这/那用英语怎么说？a/an + 单数物品（△不说This/That is．．．）What‘s this in English? 这用英语怎么说？It’s a jacket. 夹克衫What‘s that in English? 那用英语怎么说？It’s an orange. 橘子。
in + 语言：用某种语言 in 为介词 in Chinese/English/Japanese用汉/英/ 日语3. a 和an是不定冠词，只用在可数名词单数前面，表示―一‖。
a用在以辅音音素开头的单词前；an用在以元音音素开头的单词前。
人教版七年级上学期的英语教学计划五篇
人教版七年级上学期的英语教学计划在做工作计划时要认真思考，好的工作计划应像目录树一样，层次分明，环环相扣，是一个完整的体系。
用完整的工作计划去指导我们的工作，这里给大家分享一些关于人教版七年级上学期的英语教学计划，方便大家学习。
人教版七年级上学期的英语教学计划1一、指导思想在本学期的英语教学中，坚持《英语课程标准》中以下教学理念，面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
总之，让学生在使用英语中学习英语，让学生成为使用者而不仅仅是学习者。
让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
二、教材分析这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。
与原教材相比还增加了文化背景和学习策略等部分，并增加了任务型学习成份和语篇的输入。
本书每个模块都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为三个单元。
Unit1部分是基本对话内容，Unit2部分是短文，主要是阅读训练。
Unit3是扩展和综合的语言运用。
三、学生基本情况分析我所任教的是七年级1、2班英语，只有少部分学生的英语基础较好，取得了一定的成绩，大多数学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流;没有养成良好的学习习惯，不能做好课前预习课后复习，不善于发现和总结语言规律，不注意知识的巩固和积累。
四、具体措施1、每天背诵课文中的重点对话。
目的：要求学生背诵并默写英语句子，培养学生良好的英语语感。
2、每天听写本节课中需要用到的重点生词，常用句子或习语。
利用“互测及教师抽查”及时检查，保证效果并坚持下去。
人教版七年级上学期英语教学计划（精选9篇）
人教版七年级上学期英语教学计划（精选9篇）人教版七年级上学期英语教学计划（精选9篇）教学计划（课程计划）是课程设置的整体规划，它规定不同课程类型相互结构的方式，也规定了不同课程在管理学习方式的要求及其所占比例，同时，对学校的教学、生产劳动、课外活动等作出全面安排，下面是小编整理的人教版七年级上学期英语教学计划，欢迎大家分享。
七年级上学期英语教学计划篇1一．指导思想认真抓好中小学英语知识的衔接是搞好初一英语教学工作的重要一步。
在本学期的英语教学中,坚持以下面的教学理念为指导: 第一,切实地了解学生的真实水平,注意衔接,尽快使学生适应英语教学;第二,教学要面向全体学生,关注学生的情感,激发他们学习英语的兴趣;第三,以学生为主体,尊重个体差异,因材施教;第四,在新课标的指导下,倡导学生体验参与学习,完成设计目标;第五,注重过程性评价,建立能鼓励学生自主学习能力发展提高的综合评价体系。
二．学生情况分析本届学生在英语基础方面很薄弱,由于在以前学习英语的过程中,没有很详细全面地学习音标,基本的音标和字母拼读都没有掌握好。
在词汇，语法规则等方面存在很多缺漏。
所以，在听、说、读、写这四项技能上，学生水平存在很大差异。
另外，学生在学习策略和情感态度方面也存在诸多需要进一步解决的问题。
例如：许多学生不能明确学习英语的目的，学习缺乏主动性、自觉性；大多数同学没有养成良好的学习习惯，不能做好课前预习和课后复习工作，学习没有计划性和策略性，也不注意知识的积累和巩固。
最后，在课堂上，习惯像以往被动地接受所传授的知识，不善于发现和总结语言规律，学习的主体性不突出。
三．教材分析教材特点与重难点：以话题为引导呈现整个单元的内容，词汇量非常大，单元间的梯度较大，是否能适应并完成词汇的学习是学习的重点。
四．教学目标1、总体目标：激发学生学习英语的兴趣，树立自信心。
2、具体目标:使大多数学生能够掌握英语拼读，学生掌握拼读规则后，学习英语词汇自然会变得轻松愉快，记忆单词的效率随着学习的深入将会有质的飞跃。
七年级上册英语教案人教版5篇
七年级上册英语教案人教版5篇最新七年级上册英语教案人教版5篇教案是教师教学过程中必不可少的指导工具，能够提升教学质量和效果。
下面是小编为大家整理的七年级上册英语教案人教版，如果大家喜欢可以分享给身边的朋友。
七年级上册英语教案人教版篇1Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do I m a reporterWhat does he do. He s a student.What do you want to be I want to be an actor .What does she want to be She wants to be a police officernames of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. ( Brainstorming is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It s fun. It s a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as theycan. Then point to a scene, name the job, and ask students to repeat. Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point tothe sample answer.1 b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,Say, Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold upthe book and point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words inactivity 1a.As students work in pairs, move around the room monitoring theirwork. Oner language or pronunciation support as needed.2a This activity gives students practice in understanding thetarget language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing What jobs do they havePlay the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the three headings in the chart and read the headings to the class. Ask students, What does wants to be mean (It is not the Job the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they wantin the future. Point out the sample2c This activity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susan s brother. Anna s mother, and Tony s father.)Say, Now work with your partner. Ask and answer questions about thepictures. Ask, What does he or she do Then ask, What does he or she want to beSay a dialogue with a student. Point to Anna s mother and then to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble. Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles. Ask two students to read It to the class.Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.Say a dialogue with a student. Point to the word waiter in activity3a and then to the picture of the restaurant. Ask a student. Where does he work Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do and guide the student to answer, He s a waiter.As students work in pairs, move around the room monitoring their work. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor s office and the personis a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have Where does the person ivnrkPoint out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It s an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer Someone may answer, It s a dangerous job. Ask the class to repeat each correct answer.Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time. Students only listen.Say, Now I will play the tape again. This time write the name of a job under the words wants to be.2b This activity provides listening and writing practice with the target language,Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.Play the recording again. Students only listen.Then say, Now I will play the tape again. This time write the reason the person wants the job under the word WhyPlay the recording. Students write their answers.Check the answers.2C This activity provides open-ended oral practice using the target language.Say, What do you want to be What words describe each job Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each otherwhat they want to do and why. Encourage students to use dictionariesif necessary. Move from group to group offering assistance as needed. Ask individual students to tell the class about what they want tobe and why.3a This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students toask questions about anything they don t understand. For example, in the first ad, students may not know that working late means workingat night. To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it,saying blank for each blank line.Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetlanguage.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about Repeat each of the students sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job Do you want to meet new people We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner. Ask the pairs to correct each other s work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.七年级上册英语教案人教版篇2Unit 3 Language in use课型 Revision and application教材分析 Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子;填表、匹配复习表示国家、民族及人物活动的词汇。
2024年七年级上册人教版的英语教学计划范文(三篇)
七年级上册人教版的英语教学计划范文一、基本情况本学期我校初一年级有学生____人，开设____个教学班，由____位英语教师任课，其中有一人担任班主任。
由于农村小学没有开设英语，学生没有基础，因此上学期教学特别困难。
二、指导思想以全面提高教育教学质量为目的，以提高全体学生的成绩和交际能力为突破口，紧紧围绕现行英语教学大纲和课程计划，重点抓好学生素质教育工作。
培养学生学习英语的兴趣，注重情景教学和口语教学，全面培养学生听、说、读、写能力和交际能力。
三、教学目的通过一年的英语学习，激发和培养学生的学习兴趣，使学生树立自信心;养成良好的学习习惯和形成有效的学习策略;发展自主学习的能力和合作精神;使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力;培养学生观察、记忆、思维、想象能力和创新精神。
四、教学方法与措施教师应该避免单纯的传授语言知识的教学方法，尽量采用“任务型”的教学途径。
必须抓住重点，理解英语课程的性质，把握课程设计的基本理念。
英语课程的学习，既是学生通过英语学习和实践的活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程;又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经力、开发思维能力、发展个性和提高人文素养的过程。
因此在教学中我们应按下列方法授课;1、面向全体学生，注重素质教育;2、整体设计目标，体现灵活开发;3、突出学生主体，尊重个体差异;4、注重过程评价，促进学生发展;5、开发课程资源，拓展学用渠道。
七年级上册人教版的英语教学计划范文（二）（一）本学期的指导思想：在本学期的英语教学中，坚持以下理念的应用：1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，培养创新精神。
3、突出学生主体，尊重个体差异。
4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。
人教版七年级上学期英语教学计划（通用9篇）
⼈教版七年级上学期英语教学计划（通⽤9篇） 通过教学计划可以具体规定⼀定学校的学科设置、各门学科的教学顺序、教学时数以及各种活动等。
为此应届毕业⽣店铺为⼤家提供了⼈教版七年级上学期英语教学计划，希望可以作为⼤家的参考! 七年级上学期英语教学计划篇1 ⼀、指导思路 七年级上学期是⼩升初过渡的关键时期，是英语学习的起始阶段，因此做好教学计划⾮常重要。
作为教师应该加强课堂教学，⾼效地完成本学科教学⽬标。
积极参加教科研活动，努⼒使教学⽔平、业务能⼒有更⼤的提⾼。
同时，通过传授与学⽣⽣活密切联系的英语知识，训练英语的听说读写能⼒，培养学⽣学习英语的兴趣和初步运⽤能⼒，最终使学⽣从“学会英语”，向“会⽤英语”转变。
为此，特制定本学期⼯作计划如下： ⼆、教材分析 本学期初⼀英语使⽤⼈教版教材，有两个部分。
第⼀部分是准备部分，有三个单元。
重点是⾳标和简单基础词汇。
第⼆部分是正式课程，分为12个单元。
本教材所牵涉的教学内容有：⾃我介绍，讨论能⼒，描述家⼈，谈论最喜爱的东西和⽇常事务等。
本教材所要掌握的语法有 1.be 动词的⽤法 2.⼀般现在时 3.⼀般疑问句 4. 特殊疑问句 5.冠词 6.⼈称代词 7.序数词 8.名词变复数 9.情态动词can的⽤法 三、教学任务规划 1、激发和培养学⽣的学习兴趣，帮助树⽴⾃信⼼，养成良好的学习习惯，发展⾃主学习的能⼒形成有效的策略 2、掌握⼀定的语⾔基本知识和基本技能，建⽴初步的语感，开发智⼒、培养观察记忆思维，创造和想象能⼒。
四、教学措施 1.做好中⼩学的衔接，培养良好的学习习惯 1)培养查字典，使⽤⼯具书的习惯; 2) 培养科学记忆单词的习惯; 3) 注重课堂和课下衔接，培养书写规范化习惯; 4) 培养专⼼听讲，积极思考，⼤胆参与的习惯; 5) 提出要求，注意检查落实，培养学⽣课前预习，课堂做笔记的好习惯。
2. 认真钻研教材，精炼知识点，提⾼课堂效率。
有交流才有进步和提⾼。
人教版7上英语教案5篇
人教版7上英语教案5篇(实用版)编制人：__审核人：__审批人：__编制单位：__编制时间：__年__月__日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用资料，如工作计划、汇报材料、心得体会、发言稿、合同大全、申请书、演讲稿、作文大全、教案大全、其他资料等等，想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of practical materials for everyone, such as work plans, presentation materials, reflections, speech drafts, contract summaries, application forms, speech drafts, essay summaries, lesson plans, and other materials. If you want to learn about different data formats and writing methods, please stay tuned!人教版7上英语教案5篇教案的实施需要教师具备良好的组织和管理能力，以确保教学过程的顺利进行，编写详细的教案可以帮助我们更好地运用各种教学方法和策略，提高教学的多样性，以下是本店铺精心为您推荐的人教版7上英语教案5篇，供大家参考。
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初一英语的上册人教版教学设计五篇培养用英语获取信息，与人合作的能力。
激发他们学习英语的兴趣和热情，在接近生活常态的交际中乐于模仿，敢于开口，积极参与。
下面是小编整理的初一英语的上册人教版教学设计5篇，欢迎大家阅读分享借鉴，希望大家喜欢，也希望对大家有所帮助。
初一英语的上册人教版教学设计1Lesson 96 教案一、教学目标：掌握过去进行时态的用法二、教学过程：Step 1 Revision(学生活动)利用图片或照片复习过去进行时的用法。
(录像演示)通过情景复习过去进行时表达一个过去某个时间所发生的动作。
Step 2 Listening(声音课件展示)让学生边听边完成听力练习 Step 3 Read and say (学生活动)根据不同的职业特点，让学生选择最好的答案来回答警察的问话。
(录像演示)情景演示警察调查案件时询问每个人的情景，运用过去进行时来表达当时发生的动作。
观看后教师可让学生写对话并表演出来。
(学生活动)提供一个案情，让学生来表演过程。
Here is another situation for the students to practise. A very famous drawing was stolen in the art gallery last night. You are trying to find out who did that. You can ask the question “What were you doing at nine o’clock last night?” After everyo ne has answered the question, the class discuss together,“Who do you think stole the painting from the gallery? Why?”Step 4 Read and talk(展示)Read the table about what David was doing at different times yesterday, then ask and answer in pairs.(录像演示)情景演示询问过去某个时间点正在进行的动作，看后让学生进行模仿练习。
Step 5 Writing通过图片展示昨天一天的主要活动，让学生描述每个不同的时刻正在发生的动作。
然后让学生用过去进行时描述自己昨天的一天的活动。
Step 6 Reading(录像演示)情景演示关于邻里关系的幽默故事，回答：How do you think the neighbour wasn’t a good neighbour? (课件演示)让学生跟读此篇幽默故事，回答下列问题：1. Why were Masha and Sasha tired of Misha?2. What did Masha borrow today?3. Did Sasha want to lend him?4. How did Sasha do?5. What do you think happened at last?6. What will you do if you were Sasha?Step 7 DiscussionDiscuss what a person should or should not do in the neighbourhood.Step 8 Checkpoint(录像演示)总结归纳过去进行时的用法、构成及其陈述和疑问句式。
三、课堂练习：完成下列句子。
1.司机正开车去天津。
The driver______ ______ _______ ______Tianjin.2.他们厌倦了这项工作。
They______ _______ ______ ______the work.3.他决定礼貌地拒绝他。
He ______ ______ ______ him politely.4.我需要一把花园剪刀。
I need ______ _______ ______ ______ _______.5.我们整天将在花园工作。
We'll______ _______all day in the garden.答案：1.was driving a truck to 2.were fed up with3.decided to refuse4.a pair of garden scissors5.be working四、作业(任选一题)1. Write about what David was doing at different times yesterday. Begin like this “David had a busy day yesterday. He was having an English class at eight o’clock in the morning. . . .”2. Finish off the workbook exercises.3. Write a short passage about what you were doing at different times yesterday.初一英语的上册人教版教学设计2一、教学题目Our Hobbies Unit 3 Project English 《仁爱教育英语八年级上册》二、教学对象Junior high school 8 grades三、教学主题What’s your hobby ?四、教学功能Expressing students’ likes and dislikes五、教学结构used to do sth 过去常常做某事六、教学词汇Words to describe hobbies七、教学策略1、Collecting expressions2、Paying attention to students’ pronunciation八、教学课时45minutes九、教学过程Step 1Warming up: using 10 minutes ask students about the hobbies,then let two or three groups makeshort dialogues.Students need to use the structuresused to have?/I Love/enjoy/like/prefer/am interested in/am fond of.....>Step 2First,using 5 minutes ask three students to make up the group,and read Section B 1a.then,usinganother 5 minutes listen to 1a.Michael : Hi,Maria!What are you carrying?Maria : It’s my stamp collection.Would you like to see it?Michael : Wow! What beautiful stamps!Are they all from China?Maria : Not all.I collected some of them from Cuba.But now I also have a lot of beautiful stampsfrom China.Michael : It must be fun.Maria : It certainly is.We can learn a lot about history and people from stamps.What hobbies didyou used to have?Michael : I used to collect baseball cards.But now I’m interested in basketball.Kangkang: Hi,Maria! Hi,Michael!What are you looking at?Michael : H i,Kangkang! We are looking at Maria’s stamps collection.Where are you going?Kangkang: I’m going swimming.It’s my favorite hobby.Step 3Show the target language:1.What’s you hobbies?2.I used to like/love/enjoy.....but now I hate it/don’t like/enjoy/love it.3.I am fond of/interested in......Step4Listening :listen to 1a and circle true or false1.Maria only collects Chinese stamps. True2.Michael’s favorite hobby is playing baseball. False3.Kangkang is fond of swimming. False4.We can learn a lot about history and people from stamps. FalseStep 5Vocabulary :teaching students read the new words in 5minutes,and give them 5minutes to try torecite the new words.hobby(n.业余爱好，嗜好)poem(n.诗，韵文) maybe(adv.可能，也许) pet(n.宠物，宝贝) collect(v.收集) hate(v.厌恶，讨厌) funny(adj.滑稽的，好笑的) friendship(n.友谊，友情) stupid(adj.愚笨的，笨的) ugly(adj.丑陋的，难看的)background(n.背景) paper(n.纸，纸张) scissors(n.剪刀) cut(v.剪，切) glue(n.胶水) stick(v.粘贴，粘住) lazy(adj.懒惰的) passage(n.章节，段落) introduction(n.介绍，引进) provide(v.提供，给予) pig(n.猪，贪婪的人) dirty(adj.肮脏的，污秽的)Step 6Exercise : read 1a and fill in the blanksMaria likes them when she was in Cuba.She thinks we canlearn a lot about and from stamps.And now she has many beautiful Chinesestamps.Michael his hobby.Kangkang is interested in .The three children have different Step 7 ConclusionAfter class reflection:The lesson went on well.Students were quite excited and motivated.But not enough time wasgiven at the practice.so many students still have not joining the class.some students also havedifficulty making themself understood.and their pronunciation are so poor.It needs improve.Morelistening and practice are needed for those students in the next class.初一英语的上册人教版教学设计3T: Today Let’s learn Lesson 6 Word FunFirst, Let’s say a chant OK?Ss: OK!(Say the chant>)(学生不受任何限制，随着欢快的chant说唱并自由发挥动作)T: Wonderful! Do you like balloons?Ss: YesT: Now, Look! What are these?Ss: These are balloons(T继续指教室内的门、窗、椅子、铅笔等物品问：What are these?复习复数句型These are……) T: And what are these?(教师指拿出的四个气球)Ss: These are balloons!T: I have four balloons, I want to make two large, Help me, OK?(教师找学生将其中的一个气球吹大，在吹的过程中T不断的做变大的手势并说：large large……让学生理解该词的含义)T:拿着那个大气球示意：Now it is large! Follow me“large”(教师出示large的卡片并贴到黑板上，引导学生学习该单词)T: Can you sing?Ss: I can sing!T: la~la~la~la~la~large!(教师通过歌曲的形式引导学生操练该单词)T: Now Let’s make the other one large OK?(T找另外一个学生吹气球，示意学生一起为他加油说：large……)T: Look! It’s large now. This is large, This is large. These are large(教师先一手举一个气球说单数的句子，再把两个气球合到一起引出复数句型的操练，然后把大气球贴到黑板上，让学生由慢至快的读句子)(教师给说的好的学生奖励奖章，引导学生说出奖章上的物品和物品的特征：Elephants are large animals, so we can say:“These are large”利用奖章的形式将所学单词：large加以巩固和运用) T: Kids tell me how to make the two balloons small? Do you have an idea?(教师找学生通过给气球放气使气球变小，引出学习：small)(利用音标与单词相结合的方式进行chant的操练：/s//s/small……) T: Let’s do a cha nt with these four balloons OK?(教师与学生一起做chant,并指着黑板上的四个气球:large large These are large; small small These are small)T:你能说一说你在日常生活中见到哪些东西是large的?哪些又是small的?Ss:……(学生举手说出自己生活中常见的大小事物)T: Can you remember the chant:”Two Balloons”This time let’s change the wo rds(教师把刚才的chant进行了换词，换成了刚刚学过的知识：large和small)Ss: These are large balloons large balloons. ~peng! pa! Oh no!These are small balloons small balloons. ~peng! pa! Oh no!I have no balloons no balloons~(教师配合chant中的内容将黑板上的大小气球分别扎碎)T: Don’t cry my kids.I have another balloons, Look!(教师拿出六根长气球)T: But these are not large or small, these are long.(教师用手势让学生理解该单词的意义并引出学习单词“long”，出示板书并学习)T:/l//l/long/l//l/longSs:……T: Say the word as long as you canSs: long~~~~~~~~~~~T: Let’s do a chant: Look at me: /l//l/long/l//l/long These are long long, These are long Ss:……(教师带领孩子拍手做该chant，并越做越快)T: So clever! But if I want so me short ones, What should I do? Do you want to have a try? (教师用手势让学生理解short这个词的意思并发给每个小组一个气球让学生用自己的智慧将长气球变成短的) Ss:……T: OK, Good job! Now these are short, Let’s count how many short balloons here(教师让学生通过一遍遍的读short来数出每组短气球的个数，出版书并操练该单词)T:你能说一说你在日常生活中见到哪些东西是long的?哪些又是short的?Ss:……(学生举手说出自己生活中常见的长短事物)T: Well done! Can you find large or small, long or short thingsin our classroom?Ss:……T: Excellent! I have a magic box, What are on the box?Ss:……(读出盒子四面的单词：large/small/long/short)T: Good! There are some lucky card sin it, you can take out one and you’re your partner with the same picture(教师先和一个学生做示范，并提示学生：large找small, long找short,让学生抽签说说卡片上的内容并找到和自己卡片有相同图案的反义词,找到后一起说一说)T: Well done! You all you’re your partner now, after class you should observe the things around you and describe them in English, Ok?(教师布置作业，让学生留心观察周围的事物，对比他们的大小长短，并用英语说一说)T: It’s time to say good-bye, see you next time!Ss: Good-bye Suki!初一英语的上册人教版教学设计4Good morning, everyone,Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”.I have decided to say the lesson from six parts:Part One —— Analysis of the Teaching MaterialOne: Status and Function1. This unit tells us the improvement of traffic transportationand the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.Two: Teaching Aims and DemandsThe teaching aim's basis is established according to Junior School English syllabus' provision.1. Knowledge objects(1) To study the new words “fuel”, “oil” and “coal”.(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.2. Ability objects(1) To develop the students’ abilities of listening, speaking, reading and writing.(2) To train the students’ ability of working in pairs.(3) To develop the students’ abilities of communication bylearning the useful structures.3. Moral objects(1) Through different teaching methods to make students be interested in study.(2) Love to know more knowledge about transportation and dare to express their opinions in English.(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.Three: Teaching Keys and Difficult PointsThe teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.1. Key points:(1).Be able to express words, phrases and sentences in English.(2). Know about the improvement of transportation and Danny’s invention.2. Difficult points:Be able to talk about their imaginary future transportation in oral English.Part Two —— The Teaching Methods1. Communicative teaching method;2. Audio-visual teaching method;3. Task-based teaching method;4. Classified teaching method.As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teachingmethod and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the studen ts some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.Part Three —— Studying ways1. Teach the students how to be successful language learners.2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.Part Four —— Teaching stepsAs this lesson plays an important part in the English teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.The entire steps are:Step1 Warm-up and Lead-inShow the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s lesson has something to do with their discussion.Step2 Presentation1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.3. Text Learning and a QuizI’ll use CAI to present the whole text. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.4. Key Structures and Difficult Points LearningFirst, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Thenencourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.5. Read and SayGive the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.Part Five —— Summarize and HomeworkAsk the students such questions:What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confiden ce to finish these exercises? Now, let’s try!Then show them some exercises and help them to finish them.At last, tell the students what today’s homework is. Whiledoing this, the teacher can have the boys and girls have a competition to see who are better.Part Six —— Blackboard DesigningLesson 37 Flying DonutsLanguage points:1.think of认为,想起; think over仔细考虑; think out想出2.at/in the front of在……前面(部)/ in front of在……前面3.on the way to school在上学的路上/ on one’s way home在回家路上4. With用……初一英语的上册人教版教学设计5一、教学目标1.知识目标：1)词汇Clean, on, read, apartmentwatching TV, eating dinner, cleaning, shopping, reading, doing homework, talking on the phone2)语法现在进行时(Present progressive tense)3)句子What are you doing? I’m watching TV.What’s he doing? He’s doing his homework.What are they doing? They’re cleaning the room.2. 能力目标：学会用英语谈论人们正在做什么(To freely talk about or learn about what they are doing)3. 文化目标：培养用英语获取信息，与人合作的能力。