第1篇：七年级英语Howwasyourweekend教案
七年级英语Howwasyourweekend教案
在教学工作者开展教学活动前，通常需要用到教案来辅助教学，教案是备课向课堂教学转化的关节点。教案要怎么写呢？以下是小编整理的七年级英语Howwasyourweekend教案，希望对大家有所帮助。
教材分析:
本单元的语言训练重点是互相询问如何度过周末，并对已过上一周的周末进行评论。section a主要是听读说和基础语言运用，为目标句型提供分步示例和指导性练习；section b知识扩展；新旧知识的运用；循序渐进的写作练习；运用所学的语言完成各种任务使学生能够对已经学过的目标句型运用自如；self check自我评价，词汇知识的评价，语言应用能力的评价.
教学目标:
１.认知目标:
能熟知课文主要内容，掌握相应的语言知识
（单词、习惯用语、语法和功能用语）。
能结合所给任务，综合运用新、旧知识完成任务。
2.技能目标
能培养良好的听、说、读、写的能力，能正确使用动词过去式进行准确的描述。
通过观察、想象、模仿和表演等熟练、生动、有创造性地从图片或文字材料中获取有效信息，拓宽视野，围绕“上一周周末活动”进行交际。
能在日常生活中恰当理解这单元话题范围内的单词和习惯用语，在真实的语言环境中体会语言，运用语言，感受语言的真实价值，品味语言的实际意义，从而获得运用语言的实际能力，运用所学知识进行创造性地发挥应用和积极主动地用英语进行交流。
3.情感目标
合理安排自己周末的学习、运动、休息、娱乐等活动形式，过有益义的周末。保持愉快的心情，以积极的姿态，精神饱满地面对生活与学习。
保护和引导学生对英语的好奇与探求心理。克服学习过程中的畏难情绪，勇于追求对学习的自我完善和自我奖赏。
激发成就感，强化竞争意识。
献爱心，见行动。加入the heartwarming project，服务社会，关注社会。树立正确的人生观和价值观。
教学策略
巧引妙导，挖掘教学内容和教学方法的新颖性和艺术性，激发学生学习英语的兴趣。
采用互动的课堂模式，提倡开放式教学。
倡导“任务型”教学途径，让学生“做中学”或“用语言做事”。“学”是前提，“做”是目的；“学”是为了“做”，“做”又促进“学”，两者缺一不可。
面向全体，因人因材施教。
建构民主氛围，营造宽松和谐的课堂教学气氛，合理利用评价方式，捕捉学生亮点。
正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
学习策略
树立正确的“以人为本”的学习观，倡导自主学习、合作学习与探究式学习，发展主体性，培养独立学习意识，养成良好的学习习惯。
明确“熟能生巧”的'原理，积极参与课堂活动。在学习活动中讨论weekend activies或参加课堂上的才艺表演（talent show），创设语境，猜测周末活动，乐于探究，勤于动脑动口。
课后访谈调查，读写摘记，重视语言运用。
掌握科学的学习方法，通过不同的活动形式（小组活动、配对活动、班级活动等）共享资源，互助学习,在合作中取长补短。
文化意识:
self check阅读部分中讲到old henry因失去his cute dog而悲伤不己，写到he has no dog and no family。借此向学生渗透在西方，狗备受宠爱和青睐的文化。有关狗的词汇不像在汉语中，如：“狐朋狗友”“看家狗”“痛打落水狗”等都含有贬义。拓展一些词汇，如：lucky dog（幸运的人），big dog(大亨)，clever dog聪明的小孩，伶俐的小孩子）。every dog has his day（人人皆有得意时）。
教学重点和难点:
单词：beach,pool,visit,stay,cute,test,cook,spend,mountain,practice以及不规则变化行为动词is,do,go,have,read,see,write，sit的过去式形式was,did,went,had,read,saw,wrote,sat
短语：go to(a place),go shopping,go for a walk with……,visit (a person)，watch sb do sth，it is time to do sth，read a book about(history),see an interesting talk show，study for the(math)test。
语音：掌握动词过去式规则变化中动词词尾所加的-ed的三种不同的读音规则(| t | | d | | id | ) 。
语法：掌握一般过去时表示过去发生的动作或存在的状态。通常由动词过去式表示，与表示过去的时间状语连用。
日常交际用语:
⑴ what did you /your friend/he/she/they do last weekend?
(2) how was your weekend?
(3) it was great!/it was ok./it wasn’t very good.
（单词的词义/词的搭配和它们在一般过去时中的用法是难点）
lesson one
step1. warming-up
ask some questions to have a short review.
what do you do? what’s your favorite subject?
step2. presentation
1. ask: do you like weekends? and what do you usually do on weekends?
students: i usually watch tv.(give some pictures to help them)
2. show some pictures, and the students ask and answer in pairs.
what do you usually do on weekends?
3. last weekends, i cleaned my room.
explain “last weekends” is a past time, so you must use past tense. so i add ‘ed’ .
what about you? what did you do last weekend?(write on the blackboard) did----do
show pictures and the verbs are past tense.
first only say the phrases. like ‘did the homework’, and pay attention to the past tense.
step3 practice
what did you do last weekends? i did … .
step4 exercise
1. do 1a on p53. match the words with the pictures.
then read together twice.
2. do 1 on p53. listen and write the day and “morning”, “afternoon”, “night” below each picture.
then practice according to the picture: on saturday morning/ saturday afternoon/sunday night/sunday morning, i did … .
step4 expansion
1. show a boy, ask “what did he do last weekend?” s: “he talked on the phone.”
another two, and ask the same,
2. show a girl, ask: what did she do last weekend? she played the guitar.(another two)
3. show two people, ask: what did they do last weekend? they had a party.
4. students practice in pairs: what did he/she/they do last weekend? he/she/they did … .
(according to the pictures)
step5 listening practice
1. listen to 2a on p54, and underline the words you hear.
2. listen again and write “c” for carol, “b” for ben or “e” for emma next to the statements above.
step6 pairwork
1. practice the conversation on p54. you can use the information in the box.
2. make a conversation by yourself.
step7 survey
work in groups and ask other three students: what did you do last weekend and fill in the chart.
then give a report:
last weekend, liming went to the beach. xiao hua wrote a letter. … …
step8 conclusion
1. read sentences in the grammar focus together once.
2. conclude the changes of the verbs.
step9 homework
1. copy the words of p53p54 five times.
2. write a short passage about your last weekends.
3. workbook (1) p33.
lesson two
step1. revision
1. ask: where did you do last weekend? /yesterday evening?
2. check the past forms of some words and phrases.
3. please give a report about your last weekend.(it’s yesterday’s homework)
step2. presentation
first review “how’s it going?”, and the four kinds of answers.
“not bad” “great” “terrible” “pretty good”.
then ask: what did you do last weekend? how was your weekend?
first the students will answer using only those phrases. so can you answer my question using a sentence.: “it was … .”
step3. practice
show pictures and ask about it.
t: how was your weekend? s: it was … . i … (activity)
then ask the students to make a dialogue. ask about each other’s weekend.
step4.exercises
do 3a. use the given sentences to complete the conversation.
then ask students to read it and check the answers.
step5.expansion
ask: who is the girl in picture1. how was ming’s weekend? what did ming do last weekend?
s: it was great! he went to the beach.
then what about tony’s and sarah’s weekend? ask and answer with your partner.
a: how was ming’s weekend?
b: it was great. she/he went to the beach.
ste6. report
tell us your happy things and unhappy things last weekend:
it was ok, i…(activity)
it wasn’t very good ,i…(activity)
step7 survey
work in group, and ask your friends what did they do last weekend? and how was/were the things about the weekend. then give a report like this: mary went to the beach, the weather was sunny; the beach was beautiful; and the people are friendly. …
step8. interview
suppose one is a famous people you like, and he/she came to wenzhou last weekend, and another one is a reporter.
make an interview, and ask the famous person questions about his weekend in wenzhou.
homework
1. copy grammar focus once。
2. do workbook(1) p34, (2)25
lesson three
step1. revision
1. check the past tense of some words.
2. practice “how was your weekend?”
step2. exercise
ask: what did you do yesterday?
let’s see what sally and jim did yesterday. do 1a on p56.
do you like the things they did? ask: do you like to play the guitar? … .
listen and write down what sally and jim did last weekend and complete the chart.
step3. survey
interview your partners about their parents: what did your mother /father do last weekend? then give us a report: my friend ’s father/mother … last weekend.
step4. reading
read 3a by yourself, and circle the activities you like. underline the activities you don’t like. then let the students give their answers.
explain: for most kids.
then ask some students to read the passage.
step5. survey
what did most of you do last weekend? ask about your friends in your group and give a report:
last weekend, most of us … .
step6. exercise
do 3b. first ask questions about the pictures? what is he/she doing?
then fill in the blanks according to the pictures.
step7 oral writing
can you introduce your last weekend like 3b?
homework:
1. write about what you did last weekend.
2.do workbook(1) p35 (2)26
lesson four
step1. revision
ask students to introduce his/her last weekend.
step2. guessing game
a student talk about a famous person’s weekend, and the others guess who he/she is.
step3. reading
do you like your weekends? are you all happy on your weekend?
old henry is not happy. do you know why? read it and find the answer.
explain: old henry does not; went for a walk; it was time to;
listen to the tape and read after it.
step4. groupwork
first ask: if you are old henry’s friend, how can you help him?
then work in groups and talk about what you can do. suppose you went to visit him last weekend.
what did you do?
step5. conclusion
ask students to conclude what we learned in this unit.
list the main words; main phrases; main sentence pattern; … …
step6. solve the problems
do you have any problems in this unit?
explain some exercises in the workbook that they have made great mistakes.
homework:
1. write a passage about what you did last weekend to help old henry.
2. do workbook (2)27.
第2篇：七年级英语下教案
Unit2 What time do you go to school?
一、授课题目：What time do you go to school?
二、教学目标
1.知识目标
（1）掌握Section A 1a~1c中出现的单词和短语：what time, usually, get up, go to school, shower, take a shower, run, eat breakfast（2）掌握运用重点句型：
What time do you usually get up? I usually get up at six oclock / six thirty.（3）时间的表达
6:00 six oclock 6:05 six o five 6:30 six thirty 2.能力目标
能运用英语正确表达时间和谈论日常作息安排，能询问和回答时间，能笔头设计和表达科学合理的作息时间安排表。3.德育目标
通过学习，使学生充分认识时间的重要性，让学生养成良好的作息习惯和培养学生珍惜。
三、教学重难点
1.词汇
what time, usually, get up, go to school, shower, take a shower, run, eat breakfast 2.句型
What time do you usually get up? I usually get up at six oclock / six thirty.What time do they get dreed？
They always get dreed at seven twenty.What time does Rick eat breakfast? He eats breakfast at seven o’clock.When does Scott go to work? He always goes to work at seven o’clock.He’s never late.When do your friends exercise? They usually exercise on weekends.四、教具准备
录音机，时钟，图片（洗澡，起床，跑步，吃早餐，上学等动作的图片并将英语单词写在图片的下方）
五、教学步骤
Step I 导入新课
1.让学生听歌曲It’s time to go to school。2.听完这首歌后，教师紧接着说：“Oh.It is nine o’clock.（教师抬起手腕，做看表动作）What time do you uaually go to school? 设计意图：通过听音乐引入，创造轻松学习环境，提高学生学习英语的兴趣和热情。
Step II 新单词、短语的教授
1.教师出示一张学生上学的图片。
T: The activity is very important for you.Look at the picture.Go to school.（读该短语时放慢速度，让学生跟教师读几遍，然后板书在黑板上）。
2.用同样的方法教授其他一些短语（get up, take a shower, run, eat breakfast）。
3.让学生跟教师读短语→学生齐读→自由朗读→抽生朗读（学生朗读时出现错误应及时纠正，也可让学生看图片说单词）。
4.单词配
设计意图：以图呈现短语，直观生动，对短语采用各种形式进行反复朗读。可采用单词配对等活动检测学生掌握生词的情况，为生词学习作铺垫，达到学生都学会的目的。
Step III 时间训练
1.教师出示一个可以转动时针和分针的表，一边调整时间，一边说：I get up at 6:00． I take a shower at 6:05．并板书在黑板上。例如：6:00 six o’clock.2.教师领读，学生齐读。
3.T: Can you say another time? Let’s count from 0 to 60.（学生齐数数字）
4.让学生看数字卡片识读。
5说出时间，让学生用英语说出时间。
6.学生自己总结时间表达方法，并利用道具说出时间。待学生正确表达时间后，教师让学生在练习本上画出自己的时钟，并标明自己心仪的时间，然后学生进行时间竞猜活动。
Step IV 对话训练
1.继续利用表这个道具，教师一边调整时间，一边说：I get up at 6:00.等；再询问学生：What time do you get up? 等，引导学生回答，从而引出本部分的重点句型。学生一边看道具，一边认真听教师的描述，然后回答教师的问题I get up at...，从而学习本部分的重点句型。
What time do you usually get up? I usually get up at six o’clock.（板书）
2.学生朗读对话。
3.让学生根据黑板上的提示回答作息时间。
T: What time do you usually run? Ss: I usually run at six thirty.教师与学生利用黑板上的信息练习对话。
4.提供标有活动及时间的卡片，让学生进行替换操练。
根据英文写出相应的时间
1．half past six 2．seven thirty 3．a quarter past nine 4．ten to ten 5．eleven fifty 6．ten past twelve 7．half past twelve 8．a quarter to two 9．three o’clock 10．four twenty—five
设计意图：使用“What time do you usually...”句型，询问对方的作息时间，通过替换操练，让学生初步掌握所学句型，知道如何作答，同时为培养学生综合运用语言能力打下良好的基础。为下一步的听力练习与后面学习作铺垫。
Step VII 写一写、说一说
1.Make a reasonable daily routine for yourself.2.Write them out.I usually get up at six o’clock.I take a shower...3.Read it in cla.4.Step VIII总结
Step IX布置作业
Remember the new words, new phrases and sentences.八、板书设计
Unit 11 What time do you go to school?
Unit2 What time do you go to school? Section B
一、词汇：afternoon, evening, homework, letter, around, start, Saturday, exercise
二、句型：When do people usually eat dinner? People usually eat dinner in the evening.When does Rick usually get up? He usually gets up at…
三、语法：复习what time 和when 以导的特殊疑问句的构成。
四、第一教学环节：情景创设，导入新课 教师活动 学生活动
1．复习、学习一些表示活动的动词短语和时间短语，并引导学生运用所学目标语言When do you usually do homework? I usually do homework in the evening．等来询问和谈论时间。
2.引导学生将活动与时间一一配对，完成1a部分的教学任务。复习、学习一些表示活动的动词短语和时间短语，并运用所学目标语言When do you usually do homework? I usually d0 homework in the evening．等来询问和谈论时间。2.将活动与时间一一配对，完成1a部分的学习任务。
五、第二教学环节：师生互动，学习探究 教师活动 学生活动
l•引导学生进行Pairwork活动，就1a所学的内容进行问答练习，运用所学的目标句型When do people usually eat dinner? People usually eat dinner in the evening．等，完成1b部分的教学任务。
2•进行Pairwork活动，根据2b部分的表格内容，正确使用所学的目标句型What time does Rick usually get up? He usually gets up at…等就磁ck的活动和时间进行对话练习，完成2b的学习任务。
3．阅读3a部分的短信，根据短信内容写出Jennifer在所给的时间从事的活动，完成3a的学习任务。
4．先阅读3b部分的短信，然后参看2b部分提供的活动信息，选择适当的词语填空，完成3b部分的学习任务。六．第三教学环节：合作交流，巩固提高
感叹句——感叹句一般有两种结构：(1)What+(a／an)+形容词+名词(+主语+谓语)!如：What a beautiful flower(it is)!(它是)一朵多美丽的花啊!What an interesting movie!多有趣的电影啊!What good musicians!多好的音乐家啊!(2)How+形容词／副词+主语+谓语!如：How beautiful the flower is!花多美啊!How interesting the movie is!电影多有趣啊!How good the musicians are!音乐家们多好啊!How well Bill plays the guitar!比尔的吉他弹得多好啊!练习设计 随堂练习设计
连词成句，注意句后的标点符号
1．home／what／in／does／she／the／morning／leave／time _____________________________________________________ 2．busy，we，morning，the，in，always，are ____________________________________________________ 3.goes，mother，to, usually，at，eleven, bed，my _____________________________________________________ 4.usually／go／he／to／when／work／does _____________________________________________________ 5.practice，after，guitar，I，often，the，supper _____________________________________________________ 6．does，lunch，time，she，what, have _____________________________________________________ 7．do／about／you／to／know／morning／my／want _____________________________________________________ 8.schedule，make，shower，they，a _____________________________________________________
七、课后反思
第3篇：七年级英语上册教案
初一英语外研版（上）教案 Module 8 Choosing presents
一、学习目标: 1.单词和短语：
card, party, present, would, always, great, cake, never, special, eat, give, sing, happy, secret, CD, cinema, concert, magazine, scarf, silk, shirt, T-shirt, choose, exercise, wear, expensive, clothes, shoes, spend, money, film, song, match, weekend, at weekends, dear, hear, hear from, afraid
2.交
第4篇：七年级英语书法教案
七年级英语书法教案
第一课时
设计意图：七年级是初中的起始阶段，虽然在小学学过写过四年英语字母，但在初中的书写要求有所提高，我决定从字母开始着手。一． 教学内容: Writing practice of 26 letters 字母书写练习二． 教学目标：
1.教会学生正确的执笔方法以及26个英语字母的正确书写顺序。
2.教会学生进行自我评价，从字母的高度，宽度，斜度和格位，到字母的间距，词距和行距等方面来衡量自己的书写，掌握书写好坏的标准。3.培养学生字母书写水平，从而不断提高学生的英语书写水平。三． 教学重点：
26个英文字母大小写正确写法与训练。四． 教学难点：
各个字母的高度，宽度，斜度以及格位的讲解。五． 教学准备： ppt课件，直尺等 六． 教学设计思路：
1.通过展示漂亮的英文书法字体图片
