七年級英語(yǔ)優(yōu)秀教學(xué)設計范文
作為一無(wú)名無(wú)私奉獻的教育工作者，有必要進(jìn)行細致的教學(xué)設計準備工作，教學(xué)設計是一個(gè)系統設計并實(shí)現學(xué)習目標的過(guò)程，它遵循學(xué)習效果最優(yōu)的原則嗎，是課件開(kāi)發(fā)質(zhì)量高低的關(guān)鍵所在。那么什么樣的教學(xué)設計才是好的呢？下面是小編幫大家整理的七年級英語(yǔ)優(yōu)秀教學(xué)設計范文，歡迎大家分享。
七年級英語(yǔ)優(yōu)秀教學(xué)設計1
Section A
一、Teachers words: Where there is a will, there is a way.
二、Teaching aims:
1.知識目標：
詞匯: clean, read, sure, wait, toy, west, camera, activity, shop, bird.
短語(yǔ)：talk about, a photo of, thanks for, play soccer, wait for, some of, in the first photo, …
交際用語(yǔ)：
�。�1）-- What are you doing? --Im watching TV.
�。�2）-- Is Nancy doing homework? --No,she isnt. Shes writing a letter.
(3 ) --Do you want to go to the movies? --Yes,I do.
(4.)--When do you want to go? --Lets go at 7：00.
語(yǔ)法：現在進(jìn)行時(shí)的用法。
2. 英語(yǔ)能力目標：學(xué)會(huì )談?wù)撊藗冋谧鍪裁�，學(xué)會(huì )寫(xiě)英文信，能就現場(chǎng)發(fā)生的事作現場(chǎng)報道。
3 .情感目標：通過(guò)合作學(xué)習談?wù)撜诎l(fā)生的事，啟發(fā)學(xué)生思維，培養學(xué)生的合作精神。
三、教學(xué)重點(diǎn)："教學(xué)目標"中的"知識目標"和"能力目標"。
教學(xué)難點(diǎn)："現在進(jìn)行時(shí)"的應用。
四、Teaching course:
Step 1.預習導學(xué)自測：
根據句意補全已給出首字母的單詞：
1、My little brother is w_____ a letter.
2、The students are c_____ the classroom.
3、The boy is taking a photo with a c______.
4、Are they w_____ for a bus over there?
5、Hes r_____ a newspaper.
小小翻譯家：
1、talk about________ 2、a photo of________
3、wait for________ 4、in the first photo________
5、電話(huà)交談________ 6、踢足球________
7、因…而感謝________ 8、許多圖書(shū)館_______
Step2 情境導入
Look at the pictures in P25 1a and write sentences
Now its 6:00 pm. What are they doing?
In picture A. She is talking on the phone.
In picture B. ________________________
In picture C. ________________________
In picture D. ________________________
In picture E. ________________________
In picture F. ________________________
Step3 自主探究
1.以上練習的句子是什么時(shí)態(tài)？_______________________________.
2.該時(shí)態(tài)的結構是_________________________________________.
3.現在分詞的構成規則A、一般直接在動(dòng)詞后加______ ，如reading,watch_____, talk____ . B、以字母不發(fā)音的e 結尾的____________，如writing,come_______, make ____ .C、一個(gè)元音字母加一個(gè)輔音字母結尾且末尾只有一個(gè)輔音字母的重讀閉音節詞要_____________________ 。如swimming , run ____ ,begin ____。
Step4 合作交流
1.Make dialogues in pairs
---What are you doing？-
---I am reading. .
MORE DIALOGUES:
七年級英語(yǔ)優(yōu)秀教學(xué)設計2
Unit 1 I was born in a small village
教學(xué)內容：Unit 1 I was born in a small village.
課型：Listening and speaking
教學(xué)目標：
歷.等。
教學(xué)重難點(diǎn)：
掌握一般過(guò)去時(shí)(was/were ...)的肯定句、否定句、疑問(wèn)句及其回答，并能運用一般過(guò)去時(shí)談?wù)撨^(guò)去的經(jīng)歷。
教學(xué)準備：
本課指導學(xué)生通過(guò)聽(tīng)力獲取信息，培養學(xué)生聽(tīng)力技能。課堂上采用多媒體手段輔助教學(xué)，在輕松愉快的氛圍中，在較真實(shí)的語(yǔ)境下，并聯(lián)系學(xué)生生活實(shí)際，結合已有的知識和經(jīng)驗，運用所學(xué)的語(yǔ)言基礎知識自我學(xué)習、互相學(xué)習，讓學(xué)生在語(yǔ)言實(shí)踐中相互啟發(fā)、生成，體驗成功。培養學(xué)生的合作精神,發(fā)展其思維和想象等能力。在教學(xué)過(guò)程中，采用多媒體手段輔助教學(xué)
Step One
Warming-up (3’)
Lead in
1. Enjoy a song Days on my past (童年).
Q1: What’s the song about?
Then show the title. (My past life)
2.Free talk:
Ask two students some questions like this and get the Ss to learn the new words(was, born, primary school, friendly, friendly, nice,etc) :
Where were you born? (Get the Ss to learn was/were born)
When were you born
What was the name of your primary school? (Get the Ss to learn primary school.)
Who was your first teacher?
Did you like him/her?
Was he/she friendly/strict? Etc.
Enjoy the song and answer the question.
( My past life)
2. Listen and answer the questions.先通過(guò)這個(gè)環(huán)節，既活躍課堂氣氛，還通過(guò)這個(gè)環(huán)節
Step Two
Pre-task(5’)
Task1: Check the new words.
1. Show some pictures and things to get the students to say out the new words.
2. Organize the students to read the new words together.
3. Check the new words.
1. Look at the pictures and things to say out the new words.
2. Read the new words together.
3. Give the answers.引導學(xué)生談?wù)搱D片,訓練學(xué)生表達Step Three
While-task (20’)
Task2:listening
(1). Play the tape, ask students to listen and number the questions, then ask and answer the questions in pairs. (Activity 1)
(2).Guide the students to listen again and check the true sentences.(Activity 2).
(3)Guide the students to listen to the conversation in Activity 3 and choose the correct answer.
(Activity 3, Qs：1,2,3,4)
(3).Organize the students to check their answers.
Task 3: Reading
�。�1）Ask the students to read the conversation to finish Activity 3（Qs. 5,6,7,8）, then check the answers.
(2) Organize the students to read the conversation with the video.
(3).Ask the Ss to work with their groups to read the conversation.
(4) Have a competition: Read the dialogue in groups and choose the best group.
Task 4: Solve the language points
(1).Organize students to come to the blackboard and show out some difficult language points that they found.
(2).Help the students to solve the difficult points.
Task5: Retell the dialogue
(1)Ask students to complete the table.
�。ˋctivity4）
�。�2）Ask the students to retell the dialogue according to the table in Activity 4.
(3) Ask three students to retell the dialogue.
(1). Listen to the tape and number the questions, then ask and answer the questions in pairs (Activity 1)
(2). Listen again and check the true sentences. (Activity 2).
(3).Listen to the conversation and choose the correct answer.
(Activity 3, Qs 1,2,3,4)
(3)Check the answers.
(1) Read the conversation to finish Activity 3（Qs. 5,6,7,8）, then check the answers.
(2)Read the conversation with the video.
(3) Read the conversation in groups.
(4) Read the dialogue in groups and choose the best group.
(1). Students come to the blackboard to show out some language points, the other students listen to them carefully and note .
(2).Solve the difficult points with the teacher’s help.
(1)Students complete the passage.
(2) Retell the dialogue according to the table in their groups. E.g. Tony was born in Cambridge. His first school was Darwin Primary School. Mrs Lane was his first teacher. She was strict but very nice. His first friends were Becky and Adam. Becky was good in class, but Adam was difficult.
(3) Three students retell the dialogue, the others listen.利用聽(tīng)讀,練習的方式加強學(xué)生對課文的理解，培養學(xué)生細節聽(tīng)力的技巧能夠聽(tīng)取信息，訓練和培養學(xué)生細節聽(tīng)力技巧。
小組活動(dòng)能通過(guò)學(xué)生間的自主、合作學(xué)習，讓學(xué)生充分地實(shí)踐運用語(yǔ)言，
Step Four
Post-task
(9’)Task 6:Do some speaking
(1) Show some information about their favourite stars, such as Yao Ming, Liu xiang, Jolin…. Help the students to talk about them like this:
A: Was Yao Ming born in Guangdong, China?
B: No, he wasn’t . He was born in Shanghai, China.
A: When was he born?
B: He was born on September 12th, 1980.
(2). Have the Ss act out their new dialogues.
(3). Ask students to do some
Exercises and then check.
(4) Get the Ss to ask and answer the questions in Activity 6 in pairs. And write their partner’s information, and then make a report.
(1). Make dialogues in groups with the teacher’s help.
A: Was Yao Ming born in Guangdong, China?
B: No, he wasn’t . He was born in Shanghai, China.
A: When was he born?
B: He was born on September 12th, 1980.
(2). Act out the new dialogues.
(3)Do the exercises, then check.
(4) Ask and answer the questions in Activity 6 in pairs. And write the partner’s information. Then make a report about their partner’s past life.
通過(guò)訓練學(xué)生說(shuō)的能力，能使學(xué)生加深對課文內容的理解，適量的口頭練習，讓學(xué)生鞏固本課時(shí)的語(yǔ)言重點(diǎn)。Step Five
Summary（2’）1. Get the students to sum up the language points.
T: What have we learned today?
Ss: …
2. Let the students to choose the best team in this lesson.1. Sum up the language points.
2. To choose the best groups.引導學(xué)生對這節課的總結，讓學(xué)生做自由發(fā)言，培養學(xué)生自主學(xué)習，自主總結的良好學(xué)習習慣。
簡(jiǎn)短的評價(jià)使學(xué)生的課堂表現得到肯定并且可以激勵學(xué)生的學(xué)習興趣，樹(shù)立學(xué)習英語(yǔ)的信心。Step Six
Home-
work
�。�1’）“My partner’s life”.
課后作業(yè)有助于學(xué)生鞏固已學(xué)的知識，補充其他方面的鍛煉。Module7 My past life 小組評價(jià)
Unit…. T1 T2 T3
We/ You / They were born…
Was your first teacher friendly? Yes, he/she was.
No, he/she wasn’
七年級英語(yǔ)優(yōu)秀教學(xué)設計3
教材分析
本單元的主題為談?wù)撐锲返奈恢? 使學(xué)生在熟悉物品名稱(chēng)的基礎上，用方位介詞熟練地表達物品的位置, 能用where 問(wèn)句及一般疑問(wèn)句提問(wèn)并回答, 并自然地引出名詞的單復數及人稱(chēng)代詞they 的用法。本單元談?wù)摰氖菍W(xué)生比較熟悉的內容，學(xué)生有認同感。因此在任務(wù)的設計上, 要做到貼近學(xué)生真實(shí)生活，包括學(xué)校生活、家庭生活等，以引起學(xué)生的共鳴和興趣，激發(fā)學(xué)生的求知欲，充分發(fā)揮學(xué)生的想象力和能動(dòng)性，主動(dòng)自覺(jué)地融入到語(yǔ)言學(xué)習中去。
學(xué)情分析
1．能聽(tīng)懂有關(guān)熟悉話(huà)題的語(yǔ)段和簡(jiǎn)短的故事。能和教師或同學(xué)就熟悉的話(huà)題交換信息。
2．能參與簡(jiǎn)單的角色扮演等活動(dòng)。能?chē)L試使用適當的學(xué)習方法，克服學(xué)習中遇到的困難。能意識到語(yǔ)言交際中存在文化差異。
3．學(xué)會(huì )不斷發(fā)現問(wèn)題，并用自己已有的知識水平和生活經(jīng)歷來(lái)解決實(shí)際問(wèn)題；
4．通過(guò)小組對話(huà)，討論，調查和設計等一系列的課堂活動(dòng)，培養學(xué)生尋求幫助，樂(lè )于與他人合作的精神。
教學(xué)目標
知識目標：掌握下列單詞及句型 ：
table , bed, dresser, bookcase, sofa, chair, drawer,plant
Where’s ….? It’ s on /in/under the…
Where are …?They are in/on/underthe…
能力目標：
1.能用where句型對物品位置進(jìn)行提問(wèn)和回答。
2．能用方位介詞in/on/under描述物體的位置。
情感目標： 能自覺(jué)擺放好自己的物品，養成整潔干凈的好的生活習慣。
教學(xué) 重點(diǎn)和難點(diǎn)
重點(diǎn)：
1.新單詞：table , bed, dresser, bookcase, sofa, chair, drawer,plant
2．用where句型對物品位置進(jìn)行提問(wèn)
3．用方位介詞in/on/under描述物體的位置
難點(diǎn):
1.用where 句型對物品位置進(jìn)行提問(wèn)
2.答語(yǔ)中單數和復數情況的使用
七年級英語(yǔ)優(yōu)秀教學(xué)設計4
教學(xué)內容：本課以故事型教學(xué)為基礎，在踢足球這種課余活動(dòng)的話(huà)題中學(xué)習對他人能力的提問(wèn)。能聽(tīng)懂并詢(xún)問(wèn)單復數物品。
教學(xué)目標：
1. 在踢足球這個(gè)課余活動(dòng)的話(huà)題中，掌握單詞soccer ball, soccer shoes的'準確讀音，及框架句型Can you…?Yes, I can. No, I can’t 的用法。
2. 通過(guò)圖片提示和動(dòng)作輔助，學(xué)生能聽(tīng)懂并理解故事內容；通過(guò)師生互動(dòng)，小組合作，能用正確使用的主體句式向他人詢(xún)問(wèn)能否做某事；通過(guò)聽(tīng)音模仿和情景表演等形式，能夠準確表達課文中主體句式的情感。
3. 能過(guò)學(xué)習踢足球這一語(yǔ)境，提高學(xué)生運動(dòng)的意識。
教學(xué)重點(diǎn)：
1．詞匯：soccer ball，soccer shoes，play soccer
2．句型：Can you play soccer? Yes, I can.
教學(xué)難點(diǎn)：
1. 單詞soccer：soc-cer
2. 單復數句型的區分與應用
教學(xué)準備：課件、圖片、人物頭像
教學(xué)過(guò)程：
一、熱身導入
1. 歌曲熱身：I can skate and I can jump. 師生共同唱歌。
2. 利用歌曲，詢(xún)問(wèn)學(xué)生能做的事情，過(guò)渡復習舊知。利用閃爍、遮擋和局部呈現的方式，讓學(xué)生猜球。
二、新知呈現
初聽(tīng)課文：由“猜球”游戲，過(guò)渡到本課課文，帶著(zhù)問(wèn)題“What do they want to do?”初聽(tīng)課文，同時(shí)，教師配相應的動(dòng)作，幫助學(xué)生理解課文大意。
三、新知學(xué)練
1. 根據初聽(tīng)課文的任務(wù)，再利用動(dòng)作，讓學(xué)生明確play soccer的含義，并利用不同的圖片進(jìn)行短語(yǔ)讀音的操練。
2. 精聽(tīng)學(xué)說(shuō)：帶著(zhù)問(wèn)題“Does Robo know them?”精聽(tīng)課文。
�。�1）學(xué)說(shuō)soccer ball：利用角色轉變，練習讀音，以及單數問(wèn)句和回答。
�。�2）學(xué)說(shuō)soccer shoes：利用詞卡，開(kāi)火車(chē)練習讀音，以及復數問(wèn)句和回答。
�。�3）通過(guò)Yes！和Sure!的回答對比，讓學(xué)生充分理解Sure!的強烈語(yǔ)氣和情感，同時(shí)進(jìn)行角色轉變練習。
3. 學(xué)練新單詞：soccer
�。�1）喚醒舊知：dog-hot-box-soc
�。�2）拼讀規律：soc _ _ _，學(xué)生猜測后三個(gè)字母。利用課件，從前一個(gè)音節中的c，再分出一個(gè)字母c后，再增加字母組合er。
4. chant小結
四、新知鞏固
1. 聽(tīng)音跟讀，強化語(yǔ)音要點(diǎn)。
2. 分角色朗讀課文。
3. 分小組表演課文，并展示。
五、新知應用
1. 鞏固游戲：學(xué)生在標有數字1-6的足球中，選擇一個(gè)數字完成任務(wù)，任務(wù)以鞏固新知為主。
2. 延續最后一個(gè)任務(wù)：根據短片內容創(chuàng )編對話(huà)，并進(jìn)行角色扮演。
六、總結作業(yè)
1. 總結：在眾多運動(dòng)圖片中，學(xué)生自由選擇，并表達能做的運動(dòng)。
2. 作業(yè)：
聽(tīng)：聽(tīng)一聽(tīng)第六課P44錄音，每天5-10分鐘。
讀：讀一讀第六課P44課文，要注意課文中人物的情感。
寫(xiě)：寫(xiě)一寫(xiě)，寫(xiě)1-3個(gè)問(wèn)題，下節課向同學(xué)和老師提問(wèn)：Can you…?
教學(xué)反思：
四年級學(xué)生已經(jīng)有了一年多的英語(yǔ)學(xué)習基礎，如何能夠讓他們在熟悉的舊知識里，學(xué)習到新的內容，并且能等到更高程度的提高，成為我這一節課的主要目標。我認為有以下幾處亮點(diǎn)：
一、利用歌曲、猜圖游戲和TPR教學(xué)法讓學(xué)生理解故事內容。
二、語(yǔ)言操練方法多。力求用不同的形式，達到這一目的，操練之后，從學(xué)生課堂上反饋的效果還是很明顯的，尤其是本節課學(xué)習的兩個(gè)短語(yǔ)和soccer一詞的拼寫(xiě)，班級95%以上的學(xué)生都能夠正確拼寫(xiě)和使用。
三、設計了有趣的游戲活動(dòng)，讓學(xué)生們積極參與其中。比如，我設計了“打地鼠”游戲，在游戲過(guò)程中，學(xué)生們的注意力非常集中，不但調動(dòng)了學(xué)生參與游戲的積極性，而且還有效地鞏固了新知。
四、把情感融入課堂教學(xué)中，用TPR教學(xué)法告訴學(xué)生Sure, I can. 的語(yǔ)氣要比Yes，I can.的語(yǔ)氣更強烈。
板書(shū)設計： Lesson 6
What’s that? It’s soccer ball.
What are they? They are soccer shoes.
Can you play soccer?
Sure, I can.
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