七年級下冊英語教案

七年級下冊英語教案1800字此處提供一份七年級下冊英語教案，共計約1800字。Lesson1MydayTeachingObjectives1.Learnnewwords:wakeup,getup,havebreakfast/lunch/dinner,gotoschool/home,dohomework,gotobed.2.Learntimeexpressions:inthemorning/afternoon/evening3.Learntodescribedailyroutinesusingthepresentsimpletense.4.Learntoexchangeroutineinformationwithclassmates.LanguageFocus1.Vocabulary:wakeup,getup,havebreakfast/lunch/dinner,gotoschool/home,dohomework,gotobed.2.Grammar:presentsimpletense.3.Pronunciation:theweakformof‘to’.TeachingProceduresStep1:Presentation1.Greetthestudents,askhowtheyareandchecktheirattendance.2.Showpicturesofdifferentroutineactivitiesandintroducethenewvocabulary.Forexample,showapictureofsomeonesleepingandask:“Whatisshedoing?”Thestudentsaresupposedtoanswer:“Sheissleeping.”3.Doachoralandindividualrepetitionofthenewvocabulary.Makesurethestudentsknowthemeaningofeachword.Step2:Practice1.Askeachstudenttosharetheirroutineactivitieswiththeclass.Forexample,“Whattimedoyougetupinthemorning?”or“Whatdoyoudoafterschool?”Makesureeveryonetakespartintheactivity.Writenewvocabularyortimeexpressionsontheboard.2.Usethepresentsimpletensetoaskandanswerroutinequestions.Forexample:-Doyouhavebreakfastinthemorning?-Yes,Ido.-Whattimedoyougotobed?-Igotobedat10o'clock.3.Focusonthepronunciationoftheweakformof‘to’.-Saythesentence:I’mgoingtoschoolnow.-Askthestudentstorepeat.-Saythesentenceagain,butusingtheweakformof‘to’:I’mgoingt’schoolnow.-Askthestudentstorepeatbothversionsofthesentence.Step3:Production1.Inpairs,thestudentsaskeachotherabouttheirroutinesthatwerediscussedearlier.Forexample:StudentA:Whattimedoyouhavebreakfastinthemorning?StudentB:Ihavebreakfastat7o'clock.2.Encouragethestudentstousethepresentsimpletenseintheirconversations.3.Listentovariouspairsandgivefeedbacktothestudents.Step4:Homework1.Askthestudentstowriteabouttheirdailyroutineusingthepresentsimpletense.Theycanwriteinthefirstpersonorthirdperson.2.Reviewthevocabularyandgrammarthatwerecoveredinclass.AssessmentandEvaluationObservethestudents’participationinclassandtheirabilitytoaskandanswerroutinequestions.Evaluatetheirwrittenworkandprovidefeedbackandcorrectionsasneeded.Lesson2MyweekTeachingObjectives1.Learndaysoftheweek.2.Learnadverbsoffrequency.3.Learntodiscussweeklyroutines.4.Learntowriteaweeklyschedule.LanguageFocus1.Vocabulary:Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday;always,usually,often,sometimes,rarely,never.2.Grammar:presentsimpletense.3.Writing:Howtowriteaweeklyschedule.TeachingProceduresStep1:Presentation1.Revisethevocabularyfromthepreviouslesson,especiallythedaysoftheweek.2.Introducenewvocabulary–adverbsoffrequency.Forexample:always,usually,often,sometimes,rarely,never.Askquestionssuchas“Doyoualwayseatbreakfastinthemorning?”or“Doyoueverexercise?”.Encouragethestudentstousetheseadverbstoanswerthequestions.3.Doachoralandindividualrepetitionofthenewvocabulary.Step2:Practice1.Askthestudentsabouttheirfavoritedayoftheweekandwhy.Forexample,“DoyoulikeFridays?Whyorwhynot?”2.Introduceweeklyroutines.DiscusswhatthestudentsusuallydoonSundays,Saturdays,etc.Forexample,“OnSaturdays,IusuallywatchTVandhelpmymotherdohousework.”3.Usethepresentsimpletenseandadverbsoffrequencytoaskandanswerroutinequestions.Forexample:-Doyoualwaysbrushyourteethinthemorning?-No,Iusuallybrushthembeforegoingtobed.-Howoftendoyouexercise?-Irarelyexercise.Step3:Production1.Askthestudentstowriteaweeklyschedule.Directthemtoincludewhattheyusuallydooneachdayoftheweek.Remindthemtousethepresentsimpletenseandadverbsoffrequency.2.Askafewstudentstopresenttheirweeklyschedulestotheclass.Providefeedbackandcorrectanyerrorsifnecessary.Step4:Homework1.Askthestudentstorevisethevocabularyandgrammarcoveredinclass.2.Askthemtopracticeusingtheadverbsoffrequencyintheirdailyroutine.AssessmentandEvaluationObservethestudents’participationinclassandtheirabilitytousethepresentsimpletenseandadverbsoffrequencytodiscussweeklyroutines.Evaluatetheirwrittenworkandprovidefeedbackandcorrectionsasneeded.Lesson3AdayinthecountryTeachingObjectives1.Learnnaturevocabulary.2.Learntogiveandaskfordirections.3.Learntodiscusslocations.4.Learntowriteaparagraph.LanguageFocus1.Vocabulary:tree,grass,river,lake,hill,mountain.2.Grammar:prepositionsofplace.3.Writing:Howtowriteaparagraph.TeachingProceduresStep1:Presentation1.Revisethevocabularyfromthepreviouslesson.2.Introducenewvocabulary–naturevocabulary.Forexample:tree,grass,river,lake,hill,mountain.Usepicturestointroducethenewvocabulary.Doachoralandindividualrepetitionofthenewvocabulary.Step2:Practice1.Showapictureofacountrysidesceneandaskthestudentswhattheysee.Forexample,“Whatisinthepicture?”Thestudentsshouldanswer,“Therearetrees,grassandariver.”2.Useprepositionsofplacesuchasin,on,at,under,etc.toaskandanswerquestionsaboutlocations.Forexample:-Wherearethebirds?-Theyareinthetrees.-Whereisthecat?-Thecatisonthegrass.-Whereisthefish?-Thefishareintheriver.3.Askforandgivedirectionsusingprepositionsofplace.Forexample:-HowdoIgettothelake?-Gostraightaheadandturnleftatthehill.Thelakeisbehindthehill.Step3:Production1.Askthestudentstowriteaparagraphdescribingthecountrysidescene.Explaintothemhowtowriteaparagraph–atopicsentence,supportingsentencesandaconcludingsentence.Provideexamplesandguidethemintheirwriting.2.Askafewstudentstoreadtheirparagraphsaloud.Providefeedbackandcorrectanyerrorsifnecessary.Step4:Homework1.Askthestudentstorevisethevocabularyandgrammarcoveredinclass.2.Askthemtodescribeanothersceneusingprepositionsofplace.AssessmentandEvaluationObservethestudents’participationinclassandtheirabilitytousetheprepositionsofplace.Evaluatetheirwrittenworkandprovidefeedbackandcorrectionsasneeded.Lesson4HolidaysTeachingObjectives1.Learnholidayvocabulary.2.Learntotalkaboutpastexperiences.3.Learntowriteapostcard.LanguageFocus1.Vocabulary:holiday,beach,mountain,forest,sightseeing,souvenir,postcard.2.Grammar:pasttense.3.Writing:Howtowriteapostcard.TeachingProceduresStep1:Presentation1.Revisethevocabularyfromthepreviouslesson,especiallytheprepositionsofplace.2.Introducenewvocabulary–holidayvocabulary.Forexample:holiday,beach,mountain,forest,sightseeing,souvenir,postcard.Usepicturestointroducethenewvocabulary.Doachoralandindividualrepetitionofthenewvocabulary.Step2:Practice1.Askthestudentsabouttheirfavoriteholidaydestinationandwhy.Forexample,“Wheredidyougoonyourlastholiday?”or“Doyoulikegoingtothebeach?”2.Teachthepasttenseofregularverbs.Forexample:walk-walked,talk-talked,play-played,watch-watched,etc.Practiceusingtheseverbsinsentencestotalkaboutpastexperiences.Forexample:-Iwalkedonthebeachyesterday.-Iwatchedamoviewithmyfamilylastnight.3.Teachthepasttenseofirregularverbs.Forexample:go-went,sit-sat,eat-ate,see-saw,etc.Practiceusingtheseverbsinsentencestotalkaboutpastexperiences.Forexample:-Iwenttothemountainlastyear.-IsawadolphinwhenIwasatthebeach.Step3:Production1.Askthestudentstowriteapostcardtoafriendabouttheirfavoriteholidaydestination.Directthemtoincludedetailsabouttheplace,whattheydidthereandwhatsouvenirtheybought.Provideexamplesandguidethemintheirwriting.2.Askafewstudentstoreadtheirpostcardsaloud.Providefeedbackandcorrectanyerrorsifnecessary.Step4:Homework1.Askthestudentstorevisethevocabularyandgrammarcoveredinclass.2.Askthemtodescribeanotherpastexperienceusingthepasttenseofregularandirregularverbs.AssessmentandEvaluationObservethestudents’participationinclassandtheirabilitytousethepasttensetotalkaboutpastexperiences.Evaluatetheirwrittenworkandprovidefeedbackandcorrectionsasneeded.Lesson5SportsTeachingObjectives1.Learnsportsvocabulary.2.Learntoaskandanswerquestionsaboutpreferences.3.Learntowriteashortemail.LanguageFocus1.Vocabulary:basketball,volleyball,soccer,tennis,swimming,running.2.Grammar:prefer+verb-ing.3.Writing:Howtowriteashortemail.TeachingProceduresStep1:Presentation1.Revisethevocabularyfromthepreviouslesson.2.Introducenewvocabulary–sportsvocabulary.Forexample:basketball,volleyball,soccer,tennis,swimming,running.Usepicturestointroducethenewvocabulary.Doachoralandindividualrepetitionofthenewvocabulary.Step2:Practice1.Askthestudentsabouttheirfavoritesportsandwhy.Forexample,“