七年级英语听力教案英文版5篇
七年级英语听力教案英文版5篇2022
教师要在自己钻研教材的基础上，广泛地涉猎多种教学参考资料，向有经验的老师请教，而不要照搬照抄，要汲取精华，去其糟粕，对别人的经验要经过一番思考、消化、吸收，独立思考，然后结合个人的教学体会，巧妙构思，精心安排，从而写出自己的教案。以下是小编带来的七年级英语听力教案英文版内容，感谢您的阅读，希望能帮助到您!
七年级英语听力教案英文版1
unit 5 text a
what are friends for? teaching objectives:
by the end of the unit, students will be better able to
1.understand the varied parts friendship plays in ones life and be better friends themselves;
2.use about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;
3.use the subjunctive mood with implied condition in real life communication;
4.read material of a similar topic and degree of difficulty; 5.know how to write concisely by avoiding overstated, pompous words and redundant phrases. teaching methods:
audio lingual method; presentation; discuion; question-answer.
important/difficult points:
new words and expreions: chat, turtle, model
pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other; wherever, whenever, there’s that spark of recognition; they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive travels. teaching procedure:
step 1.warming up (30 mints)
1) work in pairs or groups, and discu the following questions.
? 1.do you have different kinds of friends? how do you claify them?
? 2.what is so great about friends?
? 3.under what circumstances can one lose a friend?
? 4.is it poible to love and hate a friend at the same time? give examples.
2) ask students to skim the text for the 8 kinds of friends mentioned in the text.
buddies/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3) introducing the main idea of the article
it is said that friends are the best gift god has given us.now that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is about.
step 2.new words and the notes (20 mints) learn new words and expreions of text a
explain some important and difficult words and expreions. cement n.水泥，粘合剂 v 巩固，粘牢
nostalgic a.—nostalgia n.—nostalgically ad. subdivision n.—subdivide v.—divide v. inopportune a.—(opposite) opportune a. invisible a.—(opposite) visible a. look at the notes on page 116
1.marion wink: poet, eayist, and regular commentator on national public radio’s.the author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in particular.
2.you quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken seriously.poeion or sale of illegal drugs can result in long prison terms.
step 3.key points (60 minutes)
? 1.cry on sb.’ s shoulder: get sympathy from someone when you tell them your problems 向某人诉苦以寻求安慰(或同情)
e.g.at least she hadn’t cried on his shoulder again.if you ever need a shoulder to cry on, just call me.
? 2.in return (for sth.): as payment or reward for something作为报答或回报
e.g.he is always helping people without expecting anything in return.
we offer an excellent all-round(全面的，多方面的) education to our students.in return, we expect students to work hard. ? 3.they hold out through innumerable crises before...: they are always
reliable(可靠的，可信信赖的) and nice when you are in difficult times even though they don’t like what you are doing... ? 4.while so many family relationships are tinged with guilt and
obligation:
while so many people may feel something of a sense of guilt or
responsibility in dealing with family relationships...
? 5.company goip, once an infallible(绝对可靠的) source of
entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you; however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.
? 6.work friends share certain memories which acquire a nostalgic glow
after about a decade:
memories of your work friends makes you happy after ten years, so you
somehow wish that you could return to those days.
? 7.dead end: a street with no way out at one end or a situation from which no
more progre in poible
e.g.he realized that the job at which he had been aiming all these years
seemed to him to be a dead end. he thinks they have reached an evolutionary(逐渐发展的，演变的) dead end.
? 8.when you feel you’ve hit a dead end, come to a confusing fork in the
road, or gotten lost in some cracker-box subdivision of your life:
whenever you feel helple, confused or at a lo(困惑的，不知所措的) in the complicated journey of your life...
notice that “cracker-box division” is not a general expreion, but is rather made up by the author.cracker: 薄脆饼干;咸饼干 sth.: formal owning or having obtained something from somewhere 占有(或拥有)某物
e.g.she was found in poeion of stolen goods.
how did the painting come into your poeion (=how did you get it) ? ? 10.to death: informal used to emphasize that a feeling or emotion is very strong
? be bored / scared / frightened etc.to death
she was scared to death of what might happen next.
i’ m absolutely sick to death of it (=very angry, bored, or unhappy about something) .
? bore / scare / love etc.somebody to death
he drove at a speed which frightened leonora to death.she used to worry me to death.
? 11.make me/you sick: spoken a) make you feel very angry
e.g.people like you make me sick!
b) indicate a feeling of jealousy — used humorously
e.g.you make me sick with your “expenses paid” holidays!
? 12.wherever, whenever, there’s that spark of recognition(认识):
when you meet a “new friend” for the first time you instantly feel a connection with each other. step 4.aignment (5 minutes)
1.read the article repeatedly and try to remember the new words and expreions in text a
2.finish the study and practice on page 118-130.
the teaching plan of unit 5 what are friends for?(college english 2) english department sun xiaofang
【篇3：全英文英语阅读课教案模板】
阅读课教案
school__ number3 middle school____junior or senior section _junior__ cla ____3____ grade _1_______
size ______45__ time_40_______date __2009-12-28____ materials __go for it______type of leon _reading ____ contents: 1.vocabulary: some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant. some prepositions of place: on, in, under
2.structure: where is (where’s)…?
it is (it’s) in/on/under…
where are…?
they are (they’re) in/on/under… where’s/where’re…?
i don’t know.is it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are.3.1) dialogue: where’s the bag?
i don’t know.
is it on the dreer?
no, it isn’t.
where are my books?
i don’t know.are they on the bed?
no, they’re not.
2)writing: ask, gue and write objectives:
1.instructional objectives (language knowledge and language skills)
1) to promote students’ vocabulary development (table, bed, dreer,
bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2) to promote students’ reading skills a) prediction b) skimming
3) to promote students’ oral english
4) to develop students’ writing skill 2.educational objectives (affect, learning strategy and cultural awarene)
1) to develop students’ ability to communicate with others to get information
2) to build students’ confidence
3) to make students learn to cooperate with others 3.personal objectives:
1) to develop teacher’s ability of claroom management focal points: a: the nouns. b: prepositions of place c: where- question and
d: answers to “is the… in/on/under the …?”;
difficult points: a: use the prepositions to describe position of things
b: use the where-question and is it-/are they -question to ask things’ position
aids: ppt, blackboard, chalk … procedures and time allotment
1.getting students ready for learning( mins) 1) greetings: good morning everyone! 2) routine task: duty report
2.revision: use some pictures to review the vocabulary ( table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under) and sentence structure:
where is (where’s)…?
it is (it’s) in/on/under
where are…?
they are (they’re) in/on/under… 3.pre-reading :
step1: vocabulary and some phrases learning
task: look at the conversation between them and gue the meaning of the sentences in red.( using the conversation between liu qian and a xin to show those phrases to the students in order to learn them by the context; because the sentence structure in the conversation is those they have learnt)
(… mins)
此步骤包括词汇、语法教学等 4.while-reading 5.post-reading
(… mins)
1) oral work 2) written work 6.aigning homework
1) conclusion: a: vocabulary
b: sentence patterns: where is (where’s)…?
it is (it’s) in/on/under…
where are…?
they are (they’re) in/on/under…
where’s/where’re…?
i don’t know.is it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are. 2) homework: ask, gue and write
let your partner to ask as well as gue where your things are in your room.write down your conversation by using the following sentence patterns:
a: where’s/where’re your…? b: you can gue.
a: i don’t know.is it /are they on/in/under… ?
b: no, it isn’t./they aren’t.yes, it is./they are.
…
self-evaluation
七年级英语听力教案英文版2
Unit 16 Leon 63
Hello, everyone.Today I’m very pleased to have an opportunity to talk about some of my teaching ideas.My topic is life in the oceans taken from Leon 63 of Unit 16 in SEFC(2).It is made up of four parts.
Part 1 My understanding of this leon
The analysis of the teaching material：
This leon is a reading paage.It plays a very important part in the English teaching of this unit.Leon 62 and Leon 63 are a whole unit.By studying Leon 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans.At the same time, we should get the students to understand some difficult sentences to comprehend the paage better.The Ss should do some listening, speaking and writing, too.Of course, the Ss should receive some moral education.Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.
Teaching aims：
1.Knowledge aim： Understand the main idea of the text.
2.Ability aim： Retell the text in their own words.
3.Emotional aim： Make the Ss love the life of the sea and do something to stop it being polluted.
Key points / Teaching important points：
How to understand the text better.
Teaching difficult points：
1.Use your own words to retell the text.
2.Discu the pollution of the sea and how to save the sea.
Something about the Ss：
1.The Ss have known something about the sea and sea life through the Internet and other ways.
2.They are lack of vocabulary.
3.They don’t often use English to expre themselves and communicate with others.
4.Some Ss are not active in the cla because they are afraid of making mistakes.
Part 2 My teaching theories, methods and aids
Before dealing with this leon, I’ll do my best to carry out the following theories： Make the Ss the real masters in cla while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.
Teaching method：
Double activities teaching method
Question-and-answer activity teaching method
Watch-and-listen activity
Free discuion method
Pair work or individual work method
Teaching aids：
1.a projector
2.a tape recorder
3.multimedia
4.the blackboard
Part 3.Teaching steps / procedures
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
The entire steps are：
Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discuion, Homework
Step 1 Greetings
Greet the whole cla as usual.
Step 2.Revision
1.Ask students some questions to revise the last leon(show them on the screen).
a.How much salt do the oceans contain per thousand parts of water?(35 parts of salt.3.5% by weight)
b.What is coral? Why are corals not found in deep water?
c.Why is the Dead Sea called the Dead Sea?
2.Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people).Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new leon.
Step 3.Lead-in and preparation for reading
Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.
Purpose： Arouse the students’ interest of study.
Bring in new subject： Life in the oceans.
Step 4.Fast reading
Read the paage as quickly as they can.I show the questions on the screen and let them get the main idea of each paragraph：
1.Why can living things live in such oceans around the Antarctica?
2.What does the whale feed on?
3.What is the difference between the sperm whale and other whales?
Method： Read the text individually, use question—and—answer activity.
Purpose： Improve the students’ reading ability.
Understand the general idea of each paragraph.
Step 5.Listening(book closed)
1.Listen to the tape then do an exercise(wb page 90, part 1)
2.True or false exercise.(on the screen)
Train the Ss’ listening ability and prepare for later exercises.
Step 6.Intensive reading
Read the paage carefully again and answer some detailed questions on the screen.
1.How much does a whale eat at a time?
2.Do all the whales feed on small fish?
3.How deep can a sperm whale dive?
It is also called depth reading or study reading.It means reading for detailed information.
Purpose： Further understand the text (Train further reading ability) to find out some different sentences and details of the text.
Step 7.Preparation for details of the text on the screen
1....its heart slows to half its normal speed.
slow-v.to become / make slower.
2....using sound wave
Present participle used as adverbial.
3.provide sth.for sb.
provide sb.with sth.
4.at a time： each time
5.grow to a length of...
Purpose： Train the Ss’ ability of understanding and using laguage.
Step 8.Consolidation
1.Find out the topic sentences.
2.Retell the paage according to the topic sentences.
Purpose： I want to know if my students understand the whole text really and if they master what I mean to tell them in this cla.What’s more, I want to let them have the ability of introducing and analyzing expreion.At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.
Step 9.Discuion
Show them some pictures about the polluted sea and many living things which are in danger and ask them： What are their opinions about it? In order to let them have free choice, I give them another topic： The sea is being polluted.What should they do?
Purpose： I mean to give them emotional education.I give them multi-media pictures to arouse their interest of study and their love for life.I mean to make them realize： The sea is in danger!
I teach them to do their best to help it and do something from now on.Everyone should do something to love and protect our home.
Step 10.Homework
Write an article Saving the sea.I want to improve the ability of their writing.At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
Part 4.Blackboard design
Unit 16 Leon 63
Topic Sentences：
1.Some living things can live in Antarctica.(what)
2.The whale feeds on small fish.(what)
3.The sperm whale feeds on squid.(difference)
Discuion：
1.The whales are in danger.What’s your opinion about it?
2.The sea is being polluted.What should we do?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.
In this text, the design is not easy to write.I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this cla.The discuion is of the difficulty.
I want to make the design inductive, instructive and artistic.
七年级英语听力教案英文版3
一、导入
Presentation: 听一听：找出下列单词的发音
A： cat bag rat sad apple B: set bed get wet red C: sit
big
pig zip his 让学生找出每组单词中的相同发音，并将音标写在白板上进行一对一教学 /æ/ /e/ /i/ Group work:让学生分组进行填空比赛 cat /k___t/ bag /b___g/ map /m___p/ jam/dʒ___m/ fat /f___t/ yes /j___s/ red /r___d/ wet /w___t/ jet /dʒ___t/ pen /p___n/ sit /s___t/ big /b___g/ zip /z___p/ fit /f___t/ him /h___m/
二、交际用语 / 常用对话——问候、告别 Lead in 老师设置场景进行场景交际用语的教授 A: Hi!/ Hello!
A: Good morning / afternoon / evening /night.A: How are you? / How are you doing?
A: Good-bye / Bye / Bye-bye.A: See you later / tomorrow / soon… A: Nice / Glad to meet you.A: Are you OK / all right? A: How is everything with you?
How is it going?
Group work: role-play
三 练习 Practice 1.音标辨音
B: Hi!/ Hello!
B: Good morning / afternoon / evening /night.B: I’m fine / OK.
Fine / Very well, thank you.Just so so.
Not very good./ …
B: Good-bye / Bye / Bye-bye.B: See you.
B: Nice / Glad to meet you, too.B: Yes, I’m OK./ All right.B: Just so so.
Very good./ Everything is going well.Listen to the teacher ,listen to the words in the sentences and tell the teacher the sound of the word.e.g.” yesterday I was very sad” “it is a big dog” “I like color red”
2.根据对话选出正确的答案：
Set 1 (
) 1. Who is that girl? A.Lily B.Jeica C.Kate (
) 2. Where are they now? A.At home.B.In a shop.C.At school.(
) 3. Is the boy, Michael, a new student? A.Yes, he is.B.No, he isn’t.C.He is a new student, too.Look at the questions and gue what is the dialogue about? And then listen to the tape and do the exercises.
四、随堂检测 Production 音标辨音
选出正确的音标： (
) 1.A.
/æ/ (
) 2.A.
/е/ (
) 3.A.
/i/ (
) 4.A.
/æ/ (
) 5.A.
/æ/ (
) 6.A.
/е/ (
) 7.A.
/i/ (
) 8.A.
/æ/ (
) 9.A.
/i/ (
) 10.A.
/æ/
听句选答
根据录音选出正确的应答：
(
) 1. A.I’m fine, thanks.(
) (
) (
) (
) (
) (
) (
) (
) (
) 2. A.Hi, every one.3. A.See you.4. A. Glad to meet you, too.5. A.Good-bye! 6. A.I’m fine, thanks.7. A.Please don’t go.8. A.Yes, I do.9. A.Very well, thanks.10. A.It’s a dream.
B.B.B.B.B.B.B.B.B.B./е/ /æ/ /æ/ /i/ /е/ /æ/ /æ/ /i/ /æ/ /i/ C.C.C.C.C.C.C.C.C.C./i/ /i/ /е/ /е/ /i/ /i/ /е/ /е/ /е/ /е/
B.How do you do? B. Good morning, teacher.B.Meet at 7:00 p.m.B. Nice to meet you.B.Hi, Mary.B.How do you do? B.Good-bye! B.That’s all right.B.How do you do? B.Good night.
C.I’m seven years old.C. Nice to meet you! C.I’m fine.C. Hello, Sam.C.How are you? C.I’m seven years old.C. See you at your home.C.I’m OK now.C.I’m five.C.Good evening! Set 2 (
) 4.
Who is Mr.Smith’s new friend? A.Lily B.Li Hua (
) 5. When is it now?
C.Lin Lin A.In the afternoon.B.In the morning.(
) 6. How is Li Hua today? A.She’s fine.B.Not very good.
Set 3 (
) 7. Is Tom in the dancing group? A.Yes, he is.B.No, he isn’t.(
) 8. What are Mary and Amy going to do? A.Play table tennis.B.Play soccer.(
) 9. Does Tom go with them together? A.Yes, he does.B.He is not so sure.
C.In the evening.C.Just so so.
C.Mary is in the group.C.Play tennis.C.No, he doesn’t.
七年级英语听力教案英文版4
内容：Unit 1 《The new term》 目的：听大意 复述所听内容
T: Now cla, we are going to listen to a dialogue you need to listen carefully ,because I need you to repeat the content you listen and tell me the main ideal at the first time.Understand? Ss:Yes ,We understand! T: Ok.Let’s start.(Plays the tape once)
Well ,who can tell me the main ideal about the radio? Ss:It talk about the new term.T:You are so clever! Now let us listen again !(Plays the tape again) T:Who can repeat ?Can you?(Ask a student) S:I’m sorry just a little.T:Ok, This time we listen sentence by sentence you can write down the sentence you are listening.Ok? Ss:OK(play the tape the third time) T:Now who can repeat it?(ask some students to repeat) At last I will show you the content you can check your answer!(listen the radio last time).
七年级英语听力教案英文版5
1.unit 1 festivals around the world 2.teaching aims of this unit
talk about festivals and celebrations
talk about the ways to expre request and thanks learn to use modal verbs
write a similar story with a different ending 3.sentence patterns: request:
could/ would you please…?
could i have…?
could we look at…?
i look forward to…
may i see…? thanks:
it?s very kind of you…
thank you very much/ thanks a lot. i?d love to.
it was a pleasure… don?t mention it.
you are most welcome. 4.modal verbs:
may might, can could will would must can the first period 1.teaching aims:
could i have…?
…?may i see…? we might take…
teaching procedures
t: everybody! welcome back to school! did you have a good time in your winter holidays? .yes.of course!
t: when did you feel most happy and excited? : at the spring festival.
t: who can tell us why? any volunteers?
s1: because it is the most important festival in our country. s2: because i got a lot of lucky money from my parents. s3: because i needn?t study at festivals and there was a lot of delicious food to eat. how great.
s4: because i met my cousins and friends who i hadn?t seen for a long time.
t.very food! i am glad to hear that.today we will talk about festivals, which are
meant to celebrate important events.please think about some other festivals.can you name just a few?
: new year, yuan xiao festival…
:t: quite right.that?s called the lantern?s festival.how about some other festivals?
: the army day, international labour?s day, national day, tomb sweeping
festival, dragon boat festival, mid-autumn day… t: you have done a good job, boys and girls! . step Ⅱwarming –up
like best---the music, the things to see, the visits or the food? step Ⅳaignment 1.consolidation
2.listening to the material again after cla to be familiar with it.
3.homework: collect as much information about festivals as poible.
the second period reading teaching aims
1.vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin
in memory of dre up trick poet arrival national gain independence
gather agricultural european custom awards watermelon handsome
rooster admire look forward to religious as though have fun with daily
2.to enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world
3.to enable the students to master some english expreions and phrases festivals. 4.teach the basic reading skills: skimming and scanning.
5.try to compare and make conclusion s of different festivals. step Ⅰrevision 1.greetings.
2.review the new words of this part.
3.check the students? homework---festivals step Ⅱreading 1.scanning
( four minutes later, with the whole cla.show the suggested ( allow to read aloud and carefully this time to understand the main
3.reading and discuion
t: read the text a third time and then work impairs to do exercise 2 on page 3.
( let the students have enough time to read the paage carefully and discu the chart with their partners.encourage them to expand their answers according to their own experiences.) 4.explanation
(in this part try to help the students analyse the difficult, long and complex sentences and gue the meaning of the new words; ask them to deal with the language points in the context.)
t: now i will discu some important sentences and phrases in the paage.
a.some festivals are held to honor the dead, or satisfy and please the ancestors,
who could return either to help or to do harm. b.in memory of
c.the leader who helped gain india?s independence from britain.
d.a season of agricultural work is over.
e.the end of winter and to the coming of spring. f.be covered with pink snow. the suggested explanation: a.an attributive clause.
dead or to make happy in case they might come back to do harm. b.
(hoping) (defending)
c.→energetic adj.( full of or done with energy) look forward to ( to is a preposition here.)
devote to, be/get used to, get down to , stick to e.g.i?m looking forward to hearing from you. step Ⅲ listening
t: now i will play the tape for you.you can just listen with your books closed or look at your books or read in a low voice together with the tape.it?s up to you.after listening, please write down three things that most festivals seem to have in common.( comprehending ex.3 on page 3). the third period learning about language teaching aims:
1.let the students know the usage of modal verbs. 2.enable the students to recognize the words and expreions in the reading paage
according to what mean the same as them. step Ⅰ greeting and revision
( ask some students to retell the text we learned .)
stepⅡ.practicing the useful words and expreions t: as we know, there are two important kinds of and intransitive verbs.but many intransitive verbs structure on. the words given.
s2: we are talking about verbs.
s3: would you like to talk with me?
step Ⅲ verbs form and try to explain their meanings.if you have any step
the usage of modal verbs.i think it is not easy for you to master them, after cla you should review them. homework
1.practice of wbp42ex.1,2,3.
2.please find out10 sentences with modal verbs, and try to get their meanings.
the fourth period listening