2017七年級英語教案
英語教案設計的好壞是決定教師課堂教學效果的重要因素之一。下面是小編爲大家精心整理的七年級英語教案，僅供參考。
Unit 3 Language in use
I. 課時 2課時 (課本練習&練習冊)
II. Type of lesson: Grammar
III. Teaching aims:
vii. Knowledge aim: 名詞性物主代詞和形容詞性物主代詞的用法
viii. Ability aim: 能利用名詞性物主代詞和形容詞性物主代詞解決一些問題 ix. Emotion aim: 學會與他人交流時言行舉止大方得體，對他人提供的幫助表示
IV. Teaching important and difficult points
i. Teaching important points: Make the students solve some questions ii. Teaching difficult points: Make sure the students do the exercises
V. Teaching Aids: Multi-Media Tape , recorder
VI. Teaching Procedure
Step 1: Activity 1: Work in pairs. Ask and answer questions.
The teacher prepare some school things, ask every pair to choose a school thing, show the students a model, like this:
--Whose bag is this? Is it yours?
--No, it’s not mine. It’s his.
Give the students two minutes to make the dialogue, then present in the class. Activity 2: Complete the sentences with the correct form of the words from the box. Give the students three minutes to finish it themselves, then check the answers together.
Step 3: Match the words from Box A with the words from Box B.
This activity is very easy, so the students can do it together.
Step 4: Around the world---The Internet lost and found
Ask the students read by themselves, then translate one by one, the teacher explain the language points.
Step 5: Activity 4: Work in pairs.
The teacher prepares some things such as camera, crayons, football, gloves, mobile phone, wallet, watch and so on.
Student A: Think of three or four things he/she has lost or he/she can choose from the box. Describe them.
Student B: Think of five or six things you have in your lost and found office or you can choose from the box. Describe them.
Then ask and answer questions.
Student A: Ask Student B if they’ve got the things you have lost. Answer questions about details.
Student B: Answer questions about the things Student A has lost. Ask questions about details.
Give the students five minutes to prepare, then act out in the class.
Step 6: Homework
VII. Blackboard writing
Unit 3 Language in use
VIII. 反思
第二模塊(5課時)
Module 2 What can you do?
Teaching aims:
1. Knowledge aim: 學習和掌握情態動詞“can”.
2. Ability aim: 能正確使用情態動詞“can”表示能力的肯定、否定與疑問形式。
3. Emotion aim: 幫助學生認識並肯定自己的能力，增強自信心，培養競爭意識和爲班級體服務的意識。
Unit 1 I can play the piano.
Ⅰ of lesson: Listening and speaking
Ⅱhing aims:
understand conversations about joining school clubs
talk about one's abilities
Ⅲhing aids: Tape recorder，videos，OHP
Ⅳ. 課時安排：1 課時
Ⅴ. Teaching procedure
Step 1. Lead-in
In pairs，students say what they like doing and their partners say what they can do. Step 2 Learning the dialogue
pictures to show new vocabulary
students to repeat new words and expressions chorally paying attention to pronunciation.
students to look at the pictures and match them with the words and expressions from the box on their own，then check in pairs.
en and check (√) the things in Activity I which Tony's dad can do.
students to look at the pictures again and talk about them in pairs.
them to listen and check the things Tony's dad can do.
3. Play the recording through while they listen and then answer the question.
4. Play it again for them to check and then check their answer in pairs. Step 4. Listen and read.
1. Put Darning，Betty，Lingling and Tony's name on the board.
2. Ask students to look at the pictures in Activity 1 and talk about what they think the four
characters can do in pairs.
3. Play the recording and ask students to listen and read.4. Ask students to cover the conversation in their books and listen only to what Darning，Betty，Tony and Lingling can do and check the clubs they want to join. 5 Play the recording again. Then tell students to check in pairs.
1. Ask students to read the words in the box aloud.
2. Tell them to complete the passage individually，then check with their partners.
3. Check answers with the whole class.
Step 6. Work in pairs. Look at the information. Ask and answer.
1. Look at the information in the table. Elicit what Darning can and can't do. Then elicit a question about Darning and have another student answer it.
2. Ask other students to make questions about Betty， Lingling and Tony and have others answer them.
3. Ask students to ask and answer in pairs as in the examples.
Step 7. Homework
1. Remember the new words and expressions in Unit 1.
2 tice acting out the dialogue with partner
kboard showing
VII Self-reflection
英語自主學習思考1.“自主學習”方式的概念與基本特徵
1.1自主性
實行新課程標準改革後，學生在學習中的主體性得到充分的認可和尊重。學生不再是知識的接收器，也不再是做題的機器，學生是自己學習的探索者和主導者。學生可以按照自己的方式學習英語，體會用英語知識解決實際問題的樂趣，充分發揮自己在英語學習方面的自主性。
1.2創新性
“自主學習”方式主要爲了培養學生自主獲取知識、自主學習知識以及創新的能力，而不再注重對學生進行知識傳授。21世紀是一個知識更新換代特別快的時代，學生學習的知識不斷更新，知識量也在不斷增加，因此學生的學習方式和途徑也都趨向與多樣化和豐富化。“自主學習”的方式充分尊重了學生的個性發展和個別需求，培養了學生主動學習和創新學習的能力。
1.3民主性
“自主學習”方式的民主性主要體現在兩個方面。一方面，“自主學習”方式讓學生有更多的學習選擇權，可以根據自己學習興趣，選擇適宜自己的學習方式來學習。另一方面，“自主學習”方式使教學活動中師生之間的關係更加民主、平等、融洽。
1.4自爲性
自爲性是學生學習獨立性的體現和展開。它包含了學習的自我探索、自我選擇、自我構建以及自我創造這四個方面。“自主學習”方式使學生意識到學習是自己建構知識的過程，自己纔是學習的主體。讓學生明白，學習的本質就學習主體自我生成、自我實現、自我發展知識的過程。
2.中學生英語“自主學習”能力的培養策略
2.1改變課堂教學模式，營造自主自由的課堂氛圍
在中學英語的教學活動中，除了提倡學生進行“自主學習”外，更應該爲學生營造自主自由學習的氛圍，注重培養學進行自主學習的能力和方法。在課堂教學中，教師應該充分尊重學生的自由發言權，創設良好的課堂環境氛圍，改變傳統的填鴨式教學模式，利用多媒體技術設計豐富多樣的課堂活動，以學生爲活動中心，給與他們真正的課堂主動權。
2.2加強對學生“自主學習”方法的指導，培養其良好的學習習慣
中學生處於青春萌芽狀態，自身的心理髮展特點也比較突出。教師給與學生充分自由權的同時，應該鼓勵學生結合自身的興趣愛好、性格特點、能力特長等方面來採取適宜自己的自主學習方式方法。同時，逐步引導學生養成良好的學習習慣。例如課後積極完成作業，樂於與人合作完成任務、積極主動探索問題解決方法等。
2.3創設輕鬆自主的學習環境，形成自主學習、自主探究的氛圍
中學生的英語學習不僅僅侷限於課堂教學。英語作爲一種語言交流工具，更多的要注重發揮其在現實生活中的溝通作用。教師鼓勵學生進行“自主學習”應該拓寬學生學習英語的途徑和渠道，鼓勵學生在現實生活中大膽開口說英語，將英語單詞與先是物品相聯繫。從而讓學生利用自身的一言一行營造自主學習、自主探究的學習氛圍。
3.中學英語實施“自主學習”方式應注意的幾個問題
3.1把握好課堂活動的目標導向
在英語課堂實施“自主學習”方式，一方面可以營造良好的活潑開放的課堂學習氛圍，但另一方面，課堂教學過於鬆散容易導致課堂教學的目標導向不夠清晰。學生積極討論的問題有時候會偏離教學內容，浪費了寶貴的課堂時間，從而無法達到預期的教學目標和教學效果。因此，在“自主學習”中，教師要做好課堂目標導向。
3.2要充分考慮學生的個體差異性，要儘量面向全體學生
學生自身的學習能力是有個體差異性的。不同的學生自主學習的能力不同。教師應充分考慮學生的個體差異性，儘量面向全體學生，爲每一位學生的發展提供適當的指導和幫助。
3.3教師要重視體驗活動，促進學生“自主學習”方式的內化
在中學英語教學中，教師應該注重向學生提供自主學習的體驗活動，一方面是讓學生通過參與活動，體驗自主學習的樂趣，從而培養學生自主學習意識和自主學習能力，另一方面是讓學生通過參與活動，啓發自己的思維，激發自己的創新潛能，讓學生獲取成功的體驗，讓其從內心裏有進行“自主學習”的渴望。
3.4教師歸還學生學習的主動權
教師在教學活動中，應該避免自己過多的向學生講授知識，傳授知識，應該將學習的主動權交給學生，培養學生自主學習、獲取知識的能力。
2017七年級英語教案
