2017七年级英语教案
英语教案设计的好坏是决定教师课堂教学效果的重要因素之一。下面是小编为大家精心整理的七年级英语教案，仅供参考。
Unit 3 Language in use
I. 课时 2课时 (课本练习&练习册)
II. Type of lesson: Grammar
III. Teaching aims:
vii. Knowledge aim: 名词性物主代词和形容词性物主代词的用法
VIII. Ability aim: 能利用名词性物主代词和形容词性物主代词解决一些问题 ix. Emotion aim: 学会与他人交流时言行举止大方得体，对他人提供的帮助表示
感谢
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
第二模块(5课时)
Module 2 What can you do?
Teaching aims:
1. Knowledge aim: 学习和掌握情态动词“can”.
2. Ability aim: 能正确使用情态动词“can”表示能力的肯定、否定与疑问形式。
3. Emotion aim: 帮助学生认识并肯定自己的能力，增强自信心，培养竞争意识和为班级体服务的意识。
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. 课时安排：1 课时
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
英语自主学习思考1.“自主学习”方式的概念与基本特征
1.1自主性
实行新课程标准改革后，学生在学习中的主体性得到充分的认可和尊重。学生不再是知识的接收器，也不再是做题的机器，学生是自己学习的探索者和主导者。学生可以按照自己的方式学习英语，体会用英语知识解决实际问题的乐趣，充分发挥自己在英语学习方面的自主性。
1.2创新性
“自主学习”方式主要为了培养学生自主获取知识、自主学习知识以及创新的能力，而不再注重对学生进行知识传授。21世纪是一个知识更新换代特别快的时代，学生学习的知识不断更新，知识量也在不断增加，因此学生的学习方式和途径也都趋向与多样化和丰富化。“自主学习”的方式充分尊重了学生的个性发展和个别需求，培养了学生主动学习和创新学习的能力。
1.3民主性
“自主学习”方式的民主性主要体现在两个方面。一方面，“自主学习”方式让学生有更多的学习选择权，可以根据自己学习兴趣，选择适宜自己的学习方式来学习。另一方面，“自主学习”方式使教学活动中师生之间的关系更加民主、平等、融洽。
1.4自为性
自为性是学生学习独立性的体现和展开。它包含了学习的自我探索、自我选择、自我构建以及自我创造这四个方面。“自主学习”方式使学生意识到学习是自己建构知识的过程，自己才是学习的主体。让学生明白，学习的本质就学习主体自我生成、自我实现、自我发展知识的过程。
2.中学生英语“自主学习”能力的培养策略
2.1改变课堂教学模式，营造自主自由的课堂氛围
在中学英语的教学活动中，除了提倡学生进行“自主学习”外，更应该为学生营造自主自由学习的氛围，注重培养学进行自主学习的能力和方法。在课堂教学中，教师应该充分尊重学生的自由发言权，创设良好的课堂环境氛围，改变传统的填鸭式教学模式，利用多媒体技术设计丰富多样的课堂活动，以学生为活动中心，给与他们真正的课堂主动权。
2.2加强对学生“自主学习”方法的指导，培养其良好的学习习惯
中学生处于青春萌芽状态，自身的心理发展特点也比较突出。教师给与学生充分自由权的同时，应该鼓励学生结合自身的兴趣爱好、性格特点、能力特长等方面来采取适宜自己的自主学习方式方法。同时，逐步引导学生养成良好的学习习惯。例如课后积极完成作业，乐于与人合作完成任务、积极主动探索问题解决方法等。
2.3创设轻松自主的学习环境，形成自主学习、自主探究的氛围
中学生的英语学习不仅仅局限于课堂教学。英语作为一种语言交流工具，更多的要注重发挥其在现实生活中的沟通作用。教师鼓励学生进行“自主学习”应该拓宽学生学习英语的途径和渠道，鼓励学生在现实生活中大胆开口说英语，将英语单词与先是物品相联系。从而让学生利用自身的一言一行营造自主学习、自主探究的学习氛围。
3.中学英语实施“自主学习”方式应注意的几个问题
3.1把握好课堂活动的目标导向
在英语课堂实施“自主学习”方式，一方面可以营造良好的活泼开放的课堂学习氛围，但另一方面，课堂教学过于松散容易导致课堂教学的目标导向不够清晰。学生积极讨论的问题有时候会偏离教学内容，浪费了宝贵的课堂时间，从而无法达到预期的教学目标和教学效果。因此，在“自主学习”中，教师要做好课堂目标导向。
3.2要充分考虑学生的个体差异性，要尽量面向全体学生
学生自身的学习能力是有个体差异性的。不同的学生自主学习的能力不同。教师应充分考虑学生的个体差异性，尽量面向全体学生，为每一位学生的发展提供适当的指导和帮助。
3.3教师要重视体验活动，促进学生“自主学习”方式的内化
在中学英语教学中，教师应该注重向学生提供自主学习的体验活动，一方面是让学生通过参与活动，体验自主学习的乐趣，从而培养学生自主学习意识和自主学习能力，另一方面是让学生通过参与活动，启发自己的思维，激发自己的创新潜能，让学生获取成功的体验，让其从内心里有进行“自主学习”的渴望。
3.4教师归还学生学习的主动权
教师在教学活动中，应该避免自己过多的向学生讲授知识，传授知识，应该将学习的主动权交给学生，培养学生自主学习、获取知识的能力。
2017七年级英语教案
