初一 1V1 英语 精华教案
2023最新-初一英语教案【优秀7篇】
初一英语教案【优秀7篇】在教学工作者开展教学活动前，有必要进行细致的教案准备工作，借助教案可以更好地组织教学活动。
写教案需要注意哪些格式呢？这次壶知道为您整理了7篇《初一英语教案》，希望能够满足亲的需求。
初一英语教案篇一一、教学内容1、语音：1）复习音标及字母组合[u：] u，oo；[u] u，oo，oul；2）学习音标及字母组合[（+] ure，ua2、语法：1）小结本单元所学to be going to+动词原形的用法；2）小结本单元出现的形容词比较等级的规则变化和不规则变化。
二、教具录音机；音标卡片、小黑板等。
三、课堂教学设计1、复习值日生报告。
教师出示事先准备好的。
写有形容词原级的小黑板，要求学生迅速写出其比较级、级形式。
2、教师出示音标卡片，复习[u：] [u]两个元音的读音，启发学生分别给出含有这两个元音的单词。
教师可将这些单词书写在黑板上，并用彩色粉笔写出读这些音的字母或字母组合。
教[（+]这个双元音的读音。
学生初步掌握其读音后，重复上一步骤。
3、放课文第1、2部分录音，学生打开书跟读，反复三遍。
指导学生做练习册习题1。
4、指导学生阅读复习要点中例词、例句。
教师小结该要点中所列两项语法内容。
5、指导学生做练习册习题。
6、布置作业1）练习朗读本课第1、2部分中的音标、单词、短语和句子；2）结合书后有关语法讲解，温习本单元语法项目；3）抄写复习要点中例句及词语；4）完成练习册习题。
四、难点讲解形容词比较等级（Ⅰ）形容词比较等级的规则变化和不规则变化。
本单元只介绍单音节形容词和少数双音节形容词的变化：1）一般在词尾加—er或—est，分别构成比较级和级。
例如：small——smaller——smallest。
2）以字母e结尾的形容词，加—r或—st，例如：nice——nicer——nicest。
3）重读闭音节词尾只有一个辅音字母时，双写这个辅音字母，再加—er或—est。
例如：big——bigger——biggest。
2023最新-初一英语教案【优秀4篇】
初一英语教案【优秀4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。
以下是人见人爱的分享的4篇《初一英语教案》，希望朋友们参阅后能够文思泉涌。
初一年级英语教案篇一Unit 2 This is my sister 本单元主要内容是学习表示人物的单词以及学习如何介绍他人和辨认人物句型。
1.把上节课的作业收上来，然后听写。
2、打开书本P88页，跟我一起来读单词。
操练：做典中点一、二两题。
3.Section A：1) 学习本单元重点句型-介绍他人的句型This is my sister.This is…是我们把一个人介绍给另一个人的常用句型。
当被介绍人处于近距离时，单数用this is，复数用these are;处于远距离时，单数用that is ，复数用those are。
e.g.This is my mother. These are my friends.That is my little brother.Those are my parents.这是介绍别人，自我介绍则用：I am…Sister 既指姐姐也指妹妹，如果要区分，则姐姐用elder sister;妹妹则用yonger sister，同样用于brother.2) it、that和this区别This近指，that远指。
向某人介绍某人的时候用：This is…不用That is…在回答this或that做主语的疑问句时，要用it代替this或that回答。
E.g.Is this a book?Yes，it is.指性别不明的婴儿、身份不明的人或是只闻其声未见其人的时候用it。
e.g. The picture looks nice.Who is in it?It’s me.It 常用来代替前文中所提到的事物。
3)family用法：家庭；家复数变y为i加es e.g.There are three families here.这里有三家人。
初一英语第一单元教案
初一英语第一单元教案初一英语第一单元教案(6篇)作为一名专为他人授业解惑的人民教师，时常要开展教案准备工作，借助教案可以让教学工作更科学化。
那么写教案需要注意哪些问题呢？下面是小编精心整理的初一英语第一单元教案，希望对大家有所帮助。
初一英语第一单元教案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 officer names 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 they can. 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 to the sample answer.1 b This activity gives students practice in understanding the target 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 up the 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 in activity 1a.As students work in pairs, move around the room monitoring their work. 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 have?Play 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 the target 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 want in 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 T ony's father.) Say, Now work with your partner. Ask and answer questions about the pictures. Ask, "What does he or she do?" Then ask, "What does he or she want to be?"Say a dialogue with a student. Point to Anna's mother andthen 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 activity 3a 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 hedo? 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 person is 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 ivnrk?Point 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 ofjobs 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 "Why?"Play 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 todescribe 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 other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.Ask individual students to tell the class about what they want to be 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 to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means "working at 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.初一英语第一单元教案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。
初中七年级英语教案Unit 1 I love history.【省一等奖】
教学目标：Knowledge and skill:To understand time expressions and identify school subjects.To understand the conversation about “a school day”.To learn to talk about their own timetable and try to design their ideal timetables. Process and approach:Through listening and speaking, develop the students’abilities of listening and speaking. Emotion attitude:Arouse the students’ interests of learning English through talking about school life. 2学情分析评论It’s the first unit in this book as well as this Module. Teaching type is listening and speaking. It is basic and easier. It’s meaningful and it helpsstudents grasp time expressions.It is helpful for the students to learn to introduce their school life and it’smore useful to understand the conversation about aschool day.All the students have learnt English for three years, and most of them learn it really well. It’s easy for students to grasp the knowledge about timeexpressions and subjects in English. I am a little worried about that some of them may be careless because they think it’s so easy. So I must try to give something new that can attract them.3重点难点评论To grasp the time expressions and identify school subjects.To understand the conversation about “a school day”.To talk about their own timetable and try to design their ideal timetables.4教学过程4.1 第一学时教学目标Knowledge and skill:To understand time expressions and identify school subjects.To understand the conversation about “a school day”.To learn to talk about their own timetable and try to design their ideal timetables. Process and approach:Through listening and speaking, develop the Students’ abilities of listening and speaking. Emotion attitude:Arouse the students’ interests of learning English through talking about school life. 教学重点To grasp the time expressions and identify school subjects.To understand the conversation about “a school day”.学时难点To talk about their own timetable and try to design their ideal timetables.教学活动活动1【导入】Warming up and lead inGreet the students. Play a video about Students’ school day. Arouse theirinterests.T: Do you like it? What is it about?Ss:Yes.It’s about our school day.T:What do you do at school every day ?Ss: We have lessons/play games/play basketball/do exercises in the playground.T:How many lessons do you have every day? Which subject is your favourite?Ss:7 lessons. I love PE/English/art/music /history ...T: OK, today we will learn Module 5 my school day. Unit1.I love history.设计意图: 用学生在校一天的视频直接引出问题:每天你在学校都做哪些事情？简洁明了,直奔主题。
七年级英语教案
七年级英语教案•相关推荐七年级英语教案（通用5篇）在教学工作者实际的教学活动中，往往需要进行教案编写工作，借助教案可以更好地组织教学活动。
如何把教案做到重点突出呢？下面是小编整理的七年级英语教案，供大家参考借鉴，希望可以帮助到有需要的朋友。
七年级英语教案篇1【学习目标】：1、熟练掌握本课13个单词.2、谈论对方喜欢或不喜欢的食物。
【学习重点】：名词的复数形式。
【学习过程】：一、自主学习（教师寄语：knowledge is power.）学习任务一: 会读写本课13个单词.1．个人自读，记忆本课单词．2．小组互相检查单词读写情况．3．根据汉语写出下列英语单词并展示喜欢___________香蕉_____________汉堡包___________西红柿_________花椰菜_________薯条_____________橙子_____________冰____________奶油__________ 冰淇淋_________ 沙拉___________ 草莓_________梨__________学习任务二: 谈论对方喜欢或不喜欢的食物。
1. 录音完成1b （面的对话编号）2. 两人一组练习1b 对话.3. pair work 和你同伴模仿1b对话.编新对话.二、合作共建（教师寄语：many hands make light work. ）小组讨论你所学的不可数名词._______________________________________________________三、系统总结（教师寄语：no man can do two things at once.）i. 一般情况下加－s . 如： book bookshamburger _____________pear__________ banana_______________ orange_________ ii. 以 o 结尾的加－s 或－es 如： photo photos tomato _______________iii. 以 s . sh ch . x 结尾的加－es 如： watch watchesbus _________iv . 以辅音字母加y 结尾的变y 为i 加es . 如：dictionary dictionariesstrawberry __________ family _______________四、诊断评价：（一）翻译下列句子.1.我喜欢花椰菜。
人教版2024七年级下册英语Unit 1Section A 1a~pronunciation 教案
课题人教版七年级下册Unit 1 Animal friends Section A 1a-pronunciation英文版教案课型新授时间课时 1 主备人一、Teaching Objectives1. Language skillsStudents will be able to recognize and write the names of different animals such as fox, lion, tiger, giraffe, monkey, wolf, penguin, and eagle.Students will be able to understand and answer questions about a given conversation.Students will be able to talk about their favorite animals and give reasons.Students will be able to master the pronunciation rules of the target words.2. Language knowledgeV ocabulary: fox, lion, tiger, giraffe, monkey, wolf, penguin, eagleSentence patterns: What's your favorite animal? It's the monkey. Why do you like monkeys? Because they're clever and funny.3. Emotional attitude and valuesStudents will develop an interest in animals and a sense of protecting them.Students will enhance their sense of cooperation and communication through group activities.4. Learning strategiesStudents will use listening and speaking strategies to improve their language skills.Students will learn to summarize and categorize the words to enhance memory.5. Cultural awarenessStudents will understand the diversity of animals in different cultures.二、Teaching Key Points1. Master the names of different animals and the sentence patterns for expressingfavorite animals and reasons.2. Correctly pronounce the target words and understand the pronunciation rules.三、Teaching Difficult Points1. Use the sentence patterns to describe favorite animals and reasons fluently.2. Distinguish and apply the pronunciation rules accurately.四、Teaching MethodsTask-based teaching method, Communicative teaching method, Audio-visual teaching method五、Teaching AidsMultimedia, pictures of animals, blackboard六、Teaching ProceduresStep 1: Warming-up (5 minutes)1. Show some pictures of different animals on the screen and ask students to guess what they are.2. Play a short video about animals and ask students to name the animals they see.Step 2: Presentation (5 minutes)1. Present the pictures of the animals in 1a and teach the names of the animals: fox, lion, tiger, giraffe, monkey, wolf, penguin, eagle.2. Ask students to write the names of the animals in the box under the pictures.3. Check the answers and correct the mistakes.Teacher-Student Interaction:T: Look at this picture. What's this?S: It's a lion.T: Good! Can you write the word "lion" in the box?S: Yes.Step 3: Listening practice (10 minutes)1. Play the recording of 1b. Students listen to the teacher's instructions and answer the questions:Where are the students?Why are they there?When should they be back?2. Play the conversation again. Students listen and circle T for true or F for false.3. Check the answers and explain the difficult points.Teacher-Student Interaction:T: Now, let's listen to the recording. Please answer the first question: Where are the students?S: They are at the zoo.T: Correct! Well done. Let's move on to the next question.Step 4: Speaking practice (10 minutes)1. Ask students to work in pairs and talk about their favorite animals using the sentence patterns: What's your favorite animal? It's the monkey. Why do you like monkeys? Because they're clever and funny.2. Invite some pairs to present their conversations to the class.Teacher-Student Interaction:T: Now, work with your partner and talk about your favorite animals.S: OK.(After a few minutes)T: Who wants to share your conversation with us?S: We do.Step 5: Pronunciation (10 minutes)1. Play the recording of the pronunciation part. Students listen and repeat. Add one more word to each group.2. Explain the pronunciation rules of the target words.3. Play the recording again. Students listen and notice the pronunciation of -(e)s.4. Students listen and repeat the sentences with unstressed words and notice the pronunciation.Teacher-Student Interaction:T: Listen carefully and try to imitate the pronunciation.S: OK.T: Can you find the rule of the pronunciation of "ay"?S: It pronounces /e/.T: Great! Let's listen to the next part.Step 6: Summary and Homework (5 minutes)1. Summarize the key points of this lesson.2. Ask students to write a short passage about their favorite animal and why they like it.。
七年级英语：Unit 1 This is me(教学方案)
( 英语教案 )学校：_________________________年级：_________________________教师：_________________________教案设计 / 精品文档 / 文字可改七年级英语：Unit 1 This isme(教学方案)Learning English is conducive to making friends, chatting or working together with foreigners, and learning English is very useful for traveling abroad.七年级英语：Unit 1 This is me(教学方案)unit 1 this is me学案提纲班级____姓名_____1. how to look after your e-dog. 如何照顾你的电子狗疑问词+to do sth.( how , what, where , when etc)i don’t know ____ to do next.he doesn’t know ____ to do it next.most children got a lot of pocket money from their parents at spring festival, but some didn’t know ____ they should do with it.( what/ how)… but some didn’t know _____ they should deal withit.( what/ how)2. ____38-year-old woman, _____ 8-year-old boythe boy is 11( years old). = he is ____boy.we will have a ____ holiday (两天). what about going to beihai park?3. be good / clever at= do well inbe good / bad forbe good to sb.= be kind to sb.= be friendly to sb.i’m _____(learning) english.= i_____ (learning) english. = i learn english well.eating too much chocolate is _____ your health.our english teacher is f____ to us. we like her very much.4. the more…，the more…the more english you speak in class, the____ you will learn.(fast)the ____ you write, the fewer mistakes you willmake.(careful)the ____ you are, the fewer mistakes you will make.(careful) ( )-- remember, boys and girls. ____ you work, ____ result you will get.a. the better; the harderb. the harder; the betterc. the hard; the betterd. the harder; the good5. it’s time for + n. àit’s time for (having) breakfast.it’s time to do sth.àit’s time to have breakfast.it’s time for sb. to do sth. it’s time for us to play football.is it time for sb to do sth? is it time for her to sweep the floor?6. i have an e-dog. i ____ an e-dog.i have made friends with the e-dog. i ____friends with the e-dog. (否定句)he’s already well again, ____ __ he?he’s hardly been to guilin, ____ he?（）though he has studied ____ at russian for ten months. he can still____ speak the language.a. hard, hardb.hardly, hardlyc.hard, hardlyd. hardly, hard7. say (sth.) to sb. say it in englishtell sb. about sth. tell the story tell a lie tell the truth tell sb (not ) to do sth. tell the differences between a and btalk to/with sb. about sth. = have a talk with sb about sth. talk about sth..speak to sb. speak english/ french / japanese / chinese /russian in classhow to ____ that in english?( )-- i hear jim is going to _____ at the school meeting.-- do you know what he is going to_____?a. say; talkb. say; speakc. speak; sayd. talk; speakhe_____ me he wanted to join us.8. borrow one’s sth.或borrow sth. from sb. keep sth. for two weekslend sb. sth.或lend sth. to sb.你可以从我这儿借这本书，但你不能借给别人。
初一英语课文教案优秀5篇
初一英语课文教案优秀5篇初一英语教案篇一【课题】Unit1 My name’s Gina.【学习目标】知识与能力：1. 掌握并规范字母Ii-Rr.2、识记本单元词汇：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc.过程与方法：学会从对话中获取对方的相关信息。
情感态度与价值观：使学生学会如何礼貌的与他人交往。
【学习重难点】：熟练掌握本单元词汇及语言结构。
一、自主预习【预习任务】：任务一：写出下列汉语的英语形式。
名字xxxxxx遇见xxxxxx问题，难题xxxxxx 回答，答案xxxxxx第一的xxxxxxxx 最后的xxxxxxxx任务二：写出下列单词的汉语意思。
1.myxxxxxxxxx2.clock xxxxxxxxx3.nice xxxxxxxx4.what xxxxxxxx5、yourxxxxxxxxx 6.hello xxxxxxx7.Ixxxxxxxx 8.you xxxxxxxx9.his xxxxxxxx10.her xxxxxxxxxx12.arexxxxxxxx13.isxxxxxxxxxxxx【预习诊断】：1、选择题：（1.）Kate has lost（丢失）xxxxxxxkey. xxxxxxxxxasked xxxxxxxxxfor help.A.her ，he, IB. his, he ，meC. his, she, ID. her, she, me（2)xxxxx plus(加）seven is thirteen?A. FiveB. SixC. EightD. Nine(3)xxxxxx is her name ？A. whoB. what C where D. How2、写出下列英语形式。
（1）:电话号码？?？?？?xxxxxxxxxxxxxxx(2):早晨好xxxxxxxxxxxxxxxx(3):下午好xxxxxxxxxxxx3、写出下列词的英语意思：1)。
Unit 1(第1课时 Section A 1a-1d)(教学设计)七年级英语上册(人教版2024)
作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思
任务型教学法的采用强化了学生对文本的理解;以学生为本，构建有效的对话情境，引导学生自主合作；突出语言的语用功能，通过学科整合进行拓展，让学生学以致用，提升了学生的综合语言运用能力。不同形式的朗读及角色扮演，训练了学生使用正确的语音、语调，并在具体的语境中落实了核心句型的运用。板书简洁清晰，重点突出，对学生的复述起到了很好的辅助作用。
完成书本1b任务。
完成书本1c任务。
跟读录音并模仿录音的语音语调。
根据听力文本找出中英文姓名的表达差异。
总结问候他人的主要信息。
通过预测图片相关信息或人物关系可以帮助确定图片中的对话内容。
通过听力策略的教授，帮助学生更好的把握听力侧重点。
通过圈出关键词培养学生抓住关键信息的能力。
跟读录音模仿并角色扮演，培养了学生的口语能力和应用能力。
3.在班级内，与不熟悉的同学进行交友对话。（迁移创新）
教学
重难点
学习重点：从姓名、年龄、班级、来自哪里以及打招呼方式等几个角度进行对话。
学习难点：礼貌地使用恰当的语言进行破冰对话。
核心语言
【核心短语】
get to know, each other, full name,last name, first name, class teacher
Conversation 2通过使用一般疑问句和特殊疑问句帮助学生学会确认自己认识但又不确定的同学并通过询问姓氏来记住同学的名字。
学情分析
学生在小学和预备单元已学过一些基本的打招呼交际用语，也可进行简单自我介绍。
学生可使用的句型较为单一，能运用的语言不多。语言准确性也有待提高。由于中西方文化差异，学生对姓和名的顺序把握不当，容易在表达名字时出现错误。
初中七年级英语教案模板【7篇】
初中七年级英语教案模板【7篇】初中七年级英语教案模板篇1一、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，激发他们學習英语的兴趣，帮助他们建立學習的成就感和自信心,培养创新精神;2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，學習策略和文化意识的发展为基础;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;5、注重过程评价，促进学生发展，建立能激励学生學習兴趣和自主學習能力发展的评价体系。
总之，让学生在使用英语中學習英语，让学生成为gooduser而不仅仅是learner。
让英语成为学生學習生活中最实用的工具而非累赘，让他们在使用和學習英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
二、所教班级学生基本情况分析：本届七年级新生和以往初一学生相比在英语基础方面很薄弱，由于在小学英语课并未受到足够的重视，他们在写的技能方面基本上没有得到过训练，连音标和字母的拼读都没有掌握好。
经过上学期我们几位英语老师的不懈努力，年段学生的基础知识得到了加强，學習态度也有所好转。
但是学生整体的惰性还是很强，自觉性很差。
另外，学生在情感态度,學習策略方面还存在诸多需要进一步解决的问题。
例如：很多学生不能明确學習英语的目的，没有真正认识到學習英语的目的在于交流;有些同学在學習中缺乏小组合作意识;大多数同学没有养成良好的學習习惯，不能做好课前预习课后複習，學習没有计划性和策略性;不善于发现和总结语言规律，不注意知识的巩固和积累。
三、奋斗目标：钻研新课标，提高教学水平，真正做到教学相长，努力达到学校规定的教学指标。
四、具体措施：1.每天背诵课文中的对话。
目的：要求学生背诵并默写，培养语感。
2.每天记5个生词，2个常用句子或习语。
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教 案 学生作业完成情况：___优 ___良 ___中 ___差 教 学 目 标 初一基础语法夯实（初一水平）/ 阅读判断（初一水平）/ 书面表达练习
一．语法复习 ( ) 1. Mom, this is my teacher, Miss Lin. Miss Lin, ____ A. thank you. B. how are you? C. this is my mom. ( ) 2. —____—Fine, thank you. A. How do you do? B. How are you? C. Are you Mr. Wang? ( ) 3. —Where ____ they from?—They’re from China. A. is B. am C. are ( ) 4. —____ your name?—My name is Kate. A. What’s B. What C. Where ( ) 5. —Is she Maria?—No, she ____. A. is B. isn’t C. aren’t ( ) 6. —____, are you Mr. Wang?—Yes, I am. A. Fine B. Please C. Excuse me ( ) 7. —Are they from Canada?—No, they ____. A. are B. aren’t C. isn’t ( ) 8. —What’s ____ telephone number?—It’s 8265-3412. A. you B. your C. my ( ) 9. —____ are they?—They are XiaoLi and Jane. A. Who B. What C. Where ( ) 10. Mary ____ from Cuba. A. is B. am C. Are ( ) 11. “One one zero” 表示 ____。 A. 火警 B. 匪警 C. 急救中心 ( ) 12. —____ is Mary？—She is five. A. Who B. What C. How D. How old ( ) 13. —What are these?—____ are desks. A. This B. Those C. They D. It ( ) 14. —Who’s that, Kangkang?—____ Mary. A. That’s B. It’s C. He’s D. They’re ( ) 15. —What class are you in?—I’m ____. A. in class 3, grade 7 B. in Class 3, Grade 7 C. class 3, grade 7 D. Class 3, Grade 7 ( ) 16. —Are those books?—Yes, ____. A. they are B. they aren’t C. those are D. those aren’t ( ) 17. —What’s this ____ English?—It’s ____ egg. A. to; a B. to; an C. in; an D. in; a ( ) 18. —What’s ____ over there(在那边) ？—It’s a bus. A. these B. those C. this D. that ( ) 19. —____ do you spell your name?—T-I-N-A, Tina. A. What B. How C. Who D. Where ( ) 20. My mom is ____ teacher. She’s ____ English teacher. A. a; an B. a; a C. an; a D. an; an ( ) 21. Mary and Joy are ____ Class One.They are ____ the U.S.A. A. from; in B. in; from C. to; from D. in; to ( ) 22. —____—Yes, I’m Mike. A. What’s your name? B. What are you? C. How are you? D. Are you Mike? ( ) 23. This is my teacher, Miss Chen. ____ is from Hebei. A. She B. He C. Her D. His ( ) 24. Linda is fifteen ____ old. A. a year B. the year C. years D. year ( ) 25. 当你被介绍认识某人后, 你应该说: “____”。 A. Good morning! B. Thank you! C. Nice to meet you! D. How are you? ( ) 26. —____ is your teacher?—It’s Miss Gao. A. What B. Who C. Where D. How ( ) 27. Her hair ____ black and long. A. has B. am C. is D. Are ( ) 28. —____ Wang Fang have two small eyes?—No, she ____two big eyes. A. Does；have B. Do；has C. Is;has D. Does;has ( ) 29. Mr. Lee is English. He comes from ____. A. Canada B. England C. Japan D. China ( ) 30. —Look, the girl has long legs.—____ A. That’s right. B. Yes, she is. C. Thanks. D. Good. 二． 完形填空： On Sundays, Li Lei gets up at six thirty. He has 16 at eight. Then he helps his mother 17 the housework（家务劳动）. At ten o’clock he leaves 18 and goes shopping 19 bike. At about eleven o’clock he comes 20 home. He likes 21 very much. He helps his mother with the cooking. They 22 lunch at twelve. In the afternoon he often 23 games with his friends. They have 24 at six thirty. In the evening he does his homework. Sometimes, he 25 TV. He goes to bed at nine. ( )16. A. food B. breakfast C. lunch D. supper ( )17. A. in B. on C. with D. from ( )18. A. home B. house C. room D. classroom ( )19. A. by B. on C. in D. at ( )20. A. For B. to C. back D. from ( )21. A. cook B. cooking C. the cook D. the cooking ( )22. A. to have B. having C. have D. has ( )23. A. plays B. is playing C. takes D. is taking ( )24. A. work B. homework C. housework D. Dinner ( )25. A. sees B. looks C. is watching D. watches 三.[课后作业] 校园生活丰富多彩，每天我们都参加各种活动，增长知识的同时还可以锻炼身体。 请以“My School Life”为题，讲述你的校园生活。 要求：语法规范，语句连贯。60个词左右。 My School Life ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I’m Zhang Shan. I study at No. 8 Junior High School. My school starts at 7:45. I have four classes in the morning and two in the afternoon. English is my favorite subject. I think it’s easy and interesting. I like P. E. too. After class I often play basketball with my classmates. Sometimes we do other outdoor activities. I think my school life is very interesting.