早期的现代英语的特点是“大元音移位”(1350-1700年)，屈折简化和语言标准化。它山之石可以攻玉，下面众鼎号为您精心整理了5篇《七年级英语上册教案模板范文》，在大家参考的同时，也可以分享一下众鼎号给您的好友哦。
七年级上册语文教案人教版 篇一
个性练习设计
角色表演：找东西。这项活动可设计为小组活动。学生A在小组中模拟自己忘记带一些必要的物品，学生B扮演他/她的父母或朋友。学生A口头告诉学生B那些物品的位置，学生B需要对物品的具体位置做简单的记录，再向全班同学进行描述，以检查学生B描述的是否正确。通过完成此项活动，要求学生灵活运用所学的方位介词对物品的位置进行描述，同时也练习了学生的听力。
教学探讨与反思
推导或推理的能力是学生在学习中必须形成的能力。推理或推导就是由己知到未知，也就是归纳和演绎。在教学中这两种能力相当重要。本教材在词汇、句型、语法教学设计中大量运用了归纳演绎的方法。如本单元A部分，通过la插图教学使学生掌握方位词“in/on/under”，以及1b的听力训练，推导出lc的方位词“behind/next to”。2a、2b、2c在知识的扩展和语言的综合运用上也用了归纳演绎。
七年级上册英语教案 篇二
【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______遇见______问题，难题______ 回答，答案 ______
第一的________ 最后的________
任务二：写出下列单词的汉语意思。
1.my_________2.clock _________3.nice ________ 4.what ________
5、 your_________ 6.hello _______7.I________ 8.you ________9.his ________
10.her ___________11.name__________12.are________13.is____________
【预习诊断】：
1、 选择题：
（1.）Kate has lost（丢失） _______key. _________asked _________for help.
A.her ，he, I B. his, he ，me C. his, she, I D. her, she, me
（2)_____ plus(加） seven is thirteen?
A. Five B. Six C. Eight D. Nine
(3)______ is her name ？
A. who B. what C where D. How
2、 写出下列英语形式。
（1）:电话号码？?？?？?_______________(2):早晨好________________(3):下午好____________
3、 写出下列词的英语意思：
1)。 早晨__________2)。下午_________3)。晚上___________4)。谢谢_________
5)。名字________6)。好的________ or_________
【预习反思】：你还有什么问题吗？（Do you have any problems?）
二、课中实施
Step1 交流展示
Step2 精讲点拨： What’s your name ？ 你叫什么名字？句中的your可根据问对象换成his、her等物主代词。What’s his name ？ （翻译） ___________________.
Step3 Pairwork 1: Student A: What’s your name ？
Student B: My name is Mary.
Pairwork 2: Student A: Hello! I’m Mary.
Student B: Hi, Mary! I’m Jim.
Step4 Summary : 1)向别人作自我介绍是通常用My name is + 自己的名字/ I’m +自己的名字
2)将下列单词分类 I ， he, my, his, her, she, it, its
人称代词: ___________________________
物主代词: ____________________________
三、作业：满分：10分 得分率：______
（一）、单项选择；
1、 What’s ______ name? A. he B. I C. her D. you
2、 ________she Lucy? A. Am B. Is C. are D. be
3、 ________is Li Lei.________English is good
A. He’s ； His B. His; He C. He; His D.You; Your
4、下列有一个发音与其他发音不同的是______.
A. Cc B.Bb C. Ff D. Gg
5、 ------What’ your name ？ ----------__________
A. Yes B. Thanks C. Tom D. Fine, thank you
（二）、补全对话。
1、 A：How do you do? B：_________________
2、 A: _________________?
B：Fine, thank you.
3、 A: Good evening, Frank!
B:________________, Eric!
4、 A: ________________, Dale!
B: Good afternoon, Alice!
5、 A: _____________________________?
B: His name is Tom.
七年级上册英语教案 篇三
Unit 2 Is this your pencil?
一、教学目标
知识目标：1、辨认物品的所有者
2、根据场景询问英语中对应的表达法
语言目标：1、Is this/that your pencil?
Yes.it is. It’s my pencil.
No.it is n’t. It’s her/his pencil.
2 。 What’s this in English?
It’s a pencil.
3、 How do you spell it?/pencil? P-E-N-C-I-L
能力目标：通过情景操练，培养学生灵活运用语言知识和发散思维能力
情感目标：发挥学生学习英语的主动性，培养学生合作意识和协作精神
二、设计思路：
本单元的主题是：“确认物品的所有权”，物品主要围绕着教室内学生身边的常用物品，在教学时使用实物进行教学，增强学生的学习效果。(将真实的语言材料引入学习环境，结合所授内容，努力为学生创造真实的、贴近生活的情境。采用直观教学、情景教学、“任务型”教学方法，从学生的实际生活经验出发，通过情景操练，掌握单词和达到练习重点句型的目的。
三、教学重点与难点：
1、词汇：pencil, pen,book, eraser, ruler, notebook, ring, key, pencil -case, backpack, ID card, baseball, watch, computer game
2、指示代词：this ， that（Is this/that your/her/his…？）
3.What引导的问句
4.Yes/No简单回答
5、学习物主代词：your my her his
四、教学步骤
课前准备：收集学生的一些学习用品
StepⅠ。 讲授新单词
1.show and learn our school things. 出示图片，学习新单词（What’s this in English? It’s a/an…）
2.1a 让学生完成match的任务，然后订正答案
3、朗读P7-1a中的新单词。（先是全班，然后分小组检查、补漏）
4、听录音，完成P8-2a的听力练习，订正答案
StepⅡ。Presentation（介绍）
1、看P7-1a图，听对话（让学生看一张大图片，抓住学生的注意力，加强对所听对话的理解）
2、再听对话，完成书上要求标号的任务，订正答案
3、跟读对话，以小组为单位朗读对话（互相检查、帮助）
4、进行小组对话练习，可以更改有关的词，编写自已的对话。
5、给学生3分钟的时间自由读
StepⅢ。Listening
1、听对话，要求学生不看方框中所给的单词，填入横线上。纠正答案
2、再听录音，跟读1-2遍后，分角色对话
StepⅣ。Games
1、做游戏(P8-2b)
规则：将学生的一些物品收集上来，放在一个箱子里，请一个学生上前来，蒙上眼睛，从箱子里取出一样物品，全班学生一同发问，“What’s this in English?”这名学生猜，使用句型”Is is a/an…”猜到之后，可以回座位，每位学生有两次机会猜，否则就视为失败。
StepⅤ。Grammar Focus
1、 Is this your pencil? Yes,it is.
2、 Is this my pen? No,it isn’t.
3.Is that his book? Yes, it is.
4.Is that her eraser? No, it isn’t.
StepⅥ。Homework
Read the text. Collect the names of school things.Write them on the exercise books.The more the best.
七年级上册语文教案人教版 篇四
Unit 4 Where’s my backpack?
Section A
Words: keys books basketball computer game pencil case ruler notebook pen pencil ID card table bed dresser bookcase sofa chair drawer backpack CD
Drills: Where is/are …? It is/They are in/on/under/behind/next to…
Grammar: Where is/are …?
In/on/under/behind/next to …
练习设计
随堂练习设计
对划线部分提问：
1.His parents are in the room.
___________________________________
2.My backpack is behind my chair
____________________________________
3. The photo of my family is on the wall.
_________________________________________
4. The keys are on the table.
__________________________________________
5. The bookcase is next to my bed.
______________________________________________
KEYS：1.Where’re his parents? 2.Where’s your backpack? 3.Where’s the photo of your family? 4.Where’re the keys? 5.Where’s the bookcase?
个性练习设计
寻宝：教师可将物品藏在一个地方，然后在一张纸条上运用方位介词写出这个物品的位置，再让学生根据线索寻找物品，像寻宝一样。先可设计一条线索，慢慢地加大难度，可设计数条线索。此项活动可以让学生将所学到的知识能马上在实际交流中熟练运用。效果十分明显。
教学探讨与反思
Listening for key words
教材中有许多听力练习、句型教学、词汇教学，需要运用听关键词的技巧。所谓关键词即语言中最关键的信息。如本单元Section A la通过操练句型"Where’s my backpack? It’s in/under/on….”，听关键词“in/on … “，同时，通过听关键词加深对“Where’s…?"句型的理解。这种技巧的运用有利于培养学生的注意力。教师通过对不同事物在何方位的提问，将学生注意力集中在不懂的方位上，教师在提问之后，自己回答问题并有意识的加重方位词"in，0n，under，behind，next to"的读音，同时要求学生重复自己的回答。听关键词不仅仅是有利于培养学生的注意力，而且能培养学生的判断能力，勤于思考的习惯，在思考中遇到困难自我处理或向他人寻求帮助的习惯。
七年级上册英语教案 篇五
Unit3 This is my sister.
I. Instructional objectives
Key vocabulary: son ， cousin ， daughter ， uncle ， picture 。
Target language: This is his friend. That is his sister. These are his parents. Those are his grandparents.
II. Educational objectives
Train Ss’ listening skill. Train Ss’ intuition thought ability.
Ss should help with household and respect parents.
III. Focus Points
Key vocabulary. Target language.
IV. Difficult Points
Ss can introduce their family members everyday situations.
IV. Teaching Methods
Guessing game
Sence Teaching Method
V. Teaching Aids
A tape recorder.
A picture of my family and friends.
PPT
VI. Teaching Procedures
Step I Pre-listening
Task One Review the words
Task Two Learn the new words
T: Do you like games?
S: Yes.
T: Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?
S1: It is your “表哥”。
T: No, it isn’t.
S2: It is your “堂兄” or “堂弟”。
T: Yes, it is. Let’s see how to say it in English.
T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.
SS: C-O-U-S-I-N, cousin.
T: Spell it, please.
SS: C-O-U-S-I-N, cousin.
…
T: This time you must say it in English. She is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she?
S: It’s my cousin.
T: Your father’s brother is your …？
S3: “大爷，大伯”。
S4: “叔叔”。
T: You are right. Let’s see how to say it in English.
T: Read after me, please, U-N-C-L-E, uncle.
SS: U-N-C-L-E, uncle.
…
T: Your uncle’s wife is your…？
S5: “伯母，婶婶”。
T: Right.
（Teach the new words son and daughter in the same way.）
T: Read the words together.
SS: …
Task Three Practice the new words
T: Look at the family tree. Some words are missing. Add the words in the box, please.
T: Check your work.
Step II While-listening
Task One Listen and check the words you hear.
T: Lin Hai and Dave are talking about Dave’s family. How many family members are they talking about? Please listen and check the words you hear.
（Play the recording of 2a once.）
（Ask two more students to say the answers.）
Task Two Listen and check the picture.
T: I have two pictures here. Which one is Lin Hai talking about? Let’s listen and find it out, please.
（Play the recording twice again.）
（Check the answer.）
Step III After-listening
Task One Pairwork. Draw your own picture and talk about it.
T:We find out the picture of Lin Hai’s family. Can you draw a picture of your family?
SS: …
T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “ These are …” to talk about. Then report it to the class.
（Students work.）
（Check students’ work. Ask two or three students to report.）
Task Two Talk about the family tree.
T: Look at the family tree. I think it’s a big family. You can do it
in groups of four or three. You can do it in pairs or only by yourself. Then report it to the class.
（Students work. Teacher walks around in the classroom and helps the students.）
T: Stop here. Let’s check it out.
（Choose students to do it.）
S1: Look at my family tree. This is my… This is my … They have two … This is my … This is my …This is my …This is my. My parents have two children. This is…This is my …My uncle and my aunt have a son. He is my …
（Ask two more students to do it.）
Task Three Homework.
Write a passage about your family.
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