新目标七年级英语下册

新目标七年级英语下册（共8篇）

1.新目标七年级英语下册 篇一

Teaching Goal:

1. General aims:

A. Talk about preferences

B. make plans

C. types of movies and description words

D. conjunction

2. Particular aims:

A. Language Focus.

(1) ordinary questions Do you ….?

Does she/he…?

What kind ….?

(2) conjunction: and and but

B. Language goals

(1). Do you want to go to a movie?

Yes, I do./No, I don’t.

(2) Does she/he want to go to a movie?

Yes, she/he does. /No, she/he doesn’t.

(3). I want to go to an action movie.

(4). What kind of movies do you like?

(5). I like thrillers and I like action movies.

(6). I like comedies but I don’t like documentaries.

C. Language structures:

(1). Do you want to v…?

(2). What kind of … do you like?

(3). … and …/….but…not

D. Useful words and phrases:

Words: comedy, thriller, documentary, tragedy, romance, action movie, funny, interesting, scary, exciting, sad, romantic, fun, but, stay, favorite, think, also

Phrases: stay at home, on weekends, in a word, learn a lot about, in fact,

E. Grammar language:

singular and plural

irrigate sentences

present tense to want

and/but

F. Learning strategies:

(1). Inducing

(2). Reinforcing

(3). classifying

G. Interdiscipinary:

(1). Art

(2). Music

(3). show

H. Emotion and manner:

Teaching time: 5 periods

Teaching procedures:

Period One (pp53-54)

Step I. Section A Use vocabulary from earlier lessons to introduce the idea of using want to express preferences and make plans.

1a This activity introduces some key vocabulary words.

ask, what movies have you seen lately?

Call attention to the conversation in the speech bubbles.

Explain the meaning of the four words using simple explanations and gestures.

Step II. 1b This activity gives students practice in recognizing the target language in spoken conversation.

Listen to the tape carefully.

Play the recording a second time.

Step III. 1c This activity provides guided oral practice using the target language.

Call attention to the conversation.

Ask two students to demonstrate a conversation using one of the words from 1a.

Step IV. 2a This activity gives students practice in recognizing the target language in spoken conversation.

You will hear a recording of a conversation.

Play the recording the first time. Students only listen.

Play the recording the second time.

Step V. 2b This activity provides listening practice using the target language.

Point to the headings on the chart and ask a student to read them to the class.

Point to the names at the left and read them aloud.

Play the first two lines of the conversation.

Play the whole recording and ask students to complete the task individually.

Step VI. Grammar focus

Point out the question, what kind of movies do you like? Ask students to think of other what kind of …questions they might be able to ask.

Period Two (pp55-56)

Step I. 3a This activity provides guided reading and oral practice using the words and and but.

Call attention to the two conversations: Brad and Maria’s and Hidecki and Michele’s.

Write the sentences from this conversation on the board.

Point to the and and say, we use “and” when both ideas in the sentence are the same. We use “but” when the two ideas in the sentences are different.

Call attention to the second conversation.

Step II. 3b This activity provides guided oral practice using the target language.

Point out the sample conversation and ask two students to read it.

Ask several students to say sentences to the class.

Step III. 4 This activity provides guided reading and oral practice using the target language.

Call attention to the chart and the list of movie types students are going to ask about.

Ask the students to get into groups of four. Tell them to ask each other questions about the types of movies listed in the chart.

Step IV. Section B

1a This activity introduces key vocabulary words used to describe movies.

Point out the four illustrations with description words.

Ask students to complete the chart individually.

Step V. 2a This activity gives students practice in recognizing the target language in spoken conversation.

Listen to the tape the first time. Students only listen.

Play the recording the second time.

Step VI. 2b This activity provides listening and writing practice using the target language.

Play the recording.

Period Three (pp56-57)

Step I. 2c This activity provides guided oral practice using the target language.

Listen to the tape and repeat the passage.

Ask students to translate them into Chinese.

Ask students to talk about it like that.

Step II. 3a This activity provides reading practice using the target language.

Call attention to the two pictures of Charlie Wayne

Ask students to read the review to themselves.

Ask students to repeat the review.

Step III. 3b This activity provides guided reading and writing practice with the target language.

Call attention to the four words in the box.

Read the completed review aloud or ask a student to do this.

Ask students to read again.

Step IV. 3c This activity provides open-ended writing practice using the target language.

Read the two reviews to the class.

Ask several students to read their review to the class.

Step V. 4 This activity provides guided oral practice using the target language.

Ask students to work in groups

Period Four (pp58)

Step I. 1 This activity provides a comprehensive review of all key vocabulary presented in this unit.

Ask students to read the words.

Speak Chinese about words

Step II. 3 This activity provides written practice with the target language.

Ask students to fill in the blanks individually.

Step III. Just for fun This activity provides guided reading practice with the target language.

Ask students to read the conversation.

Ask students if they know anyone who doesn’t like movies.

Period Five

Testing (Weekly paper and Nan’an paper)

2.新目标七年级英语下册 篇二

本单元以讨论允许和不允许做的事情而展开学习, 在不断深入讨论过程中又学习了表示同意和不同意的表达方法以及由情态动词should构成的被动语态。为了能够增强学生开口讲英语的自信心, 第一课时充分利用多媒体教学设备, 创设与本课话题相关的情景, 如谈论青少年日常行为规范、校规、家规等。围绕着教学目标, 设计一些贴近学生实际的教学任务, 让学生辩论一些学校规章制度。学生在使用所学目标语言进行辩论时, 教师要不断地鼓励学生, 让学生勇于发表自己的真实观点和想法, 同时学会关注日常生活和学习中的各种规章制度, 对周围世界进行比较客观地认识和评价, 养成自觉遵守规则的良好习惯。

二、教学背景分析

(一) 教学内容分析

学生在七年级下册第十二单元“Don’t eat in the classroom”中学过关于规章制度的讨论, 在八年级下册第二单元“what should I do?”中学过情态动词should的用法。本单元谈论的是学生非常熟悉又和生活、学习紧密相关的话题——家规、校规及其他规章制度, 能引起学生的共鸣 , 激起学习的兴趣。因此, 掌握“be (not) allowed to do/ Should (not) be allowed to do”难度不大。可以让学生结合生活实际自由谈论各种规章制度, 发表自己的观点, 并陈述同意或不同意的理由;还可以根据实际情况对各种家规、校规进行修改, 并为一些组织机构制定新的规章, 体现“为用而学、在用中学、学了就用”的新课程理念。

(二) 学生情况分析

笔者教学的对象是初三学生 (以中等生为主) , 他们具有较强的求知欲和表现欲, 所以对英语学习的模仿力很强, 但部分学生对英语学习没有自信, 害怕表现, 但又希望能得到大家的肯定。因此笔者在教学活动中尽量让这部分学生参与到课堂活动中来, 有更多的说英语的机会, 增强他们的自信心;还有一些学困生由于基础薄弱, 对完成某些任务有一定的难度, 教师可采取小组奖励的办法, 通过学生间的合作学习, 促进小组成员之间的互帮互学, 鼓励小组中的优秀成员主动帮助困难生学习, 培养学生的团队意识。提高他们综合运用语言的能力, 让他们都能体验到成功的喜悦, 使各层次的学生都有所收获。

三、教学目标分析

(一) 语言知识目标

1. 掌握语言结构 should (not) be allowed to do, 学会表达 agree 和 disagree。

2. 对目标语言的听力训练。

(二) 情感态度目标

通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行, 养成自觉遵守规则的良好习惯和优良品德; 正确看待“家规”“班规”“校规”等, 并能认真遵守;理解父母、教师的合理建议对自己成长的重要性。

四、教学重点、难点分析

(一) 教学重点

1. 词汇:teenager, choose, pierce

2. 词组:too wild, too silly, too young, not seriousenough, not old enough, not calm enough, get earspierced

(二) 教学难点

结构:should be allowed to,

should not be allowed to

五、教学过程设计

(一) 步骤 1:导入 (5 分钟)

T: An exchange student comes to our classtoday. He wants to know some rules about ourschool.

通过投影展示以下活动名称, 学生以四人一组活动, 各自谈论在学校里能做哪些, 不能做哪些。

What rules do you have at our school?

We should sweep the floor every day.

We should not arrive school late.

We should not take mobile phones .

……

sweep the floor, clean the blackboard, fightw it hothers , arrive school late , take mobil ephones等等。

多媒体呈现表格, 小组讨论填表

设计意图:通过学生感兴趣的内容引入新知。

( 二 ) 步骤 2:呈现 (25 分钟)

1.Introduce the new structure: allow sb. to dosth. / don’t allow sb. to do sth.

多媒体呈现 :

Teachers allow us to eat in the dinning hall.

Teachers don’t allow us to eat in the classroom.

2. 小组活动:

全班50人分成12组, 每组4人

游戏规则:

(1) 用纸片做成12个签, (其中有2个签画有小红旗) , 由组长抽签, 抽到带有小红旗的签的两个组进行比赛。

(2) 第一轮用am/is/are allowed to结构说句子, 比赛小组每人2次机会, 但是不能重复出现句子, 否则为失败。第二轮用am/is/are not allowed to结构说句子, 规则同第一轮。获胜小组会得到一面红旗并在全班中挥舞以示胜利。

(3) 在重新抽签 (不含已参加过的小组) , 规则同2.

参考短语:sweep the floor, fight with others, eat in the dinning hall, eat in class, take mobilephones等, 可以自己自由发挥。

设计意图:由熟悉的结构引入新的结构, 并采用小组活动使每个学生能够参与其中熟练短语和句子结构, 达到开口说的目的, 有助于学生理解下一环节, 从而使新授课的内容达到高潮。

3. 被动语态:

(1) 定义 : 表示主语是动作的承受者 .

(2) 构成 : 助动词be+ 及物动词的过去分词。助动词有人称、时态和数的变化。

(3) 含有情态动词的被动语态:情态动词+ be +及物动词的过去分词。

(4) 用法:当我们不知道谁是动作的执行者, 或者没有必要指出谁是动作的执行者, 或者只强调动作的承受者时, 要用被动语态。

4.复习过去分词的构成 :

(1) 规则变化

watch---watched practice---practiced

study---studied stop---stopped

(2) 不规则动词的过去分词:

am/is /are---been have/has---had

write---written do---done go---gone

5. 教学1a

(1) 教师明确任务要求, 给出一定的指导。强调重点词汇:teenager, choose, pierce。

(2) 让—位学 生大声朗 读1a中的句子。 确定学生理解了每个句子之后, 让学生发表自己的看法:agree or disagree。

(3) 在学生掌握了结构be allowed to的基础上, 进—步介绍带有主观态度的新结构:

should (not) be allowed to, 告诉学生这—结构增加了情感态度, 表示应该被允许和不应该被允许。

(4) 学生完成1a之后, 让不同的学生发表意见:agree or disagree. Why?

6. 投影展示练习

我会做:这个环节要求学生快速抢答做4个转换句子, 将allow sb.to do变成be allowed to do并用投影展示答案。

1.They should allow us to have part-time jobs.

____________________________.

2.We should allow children to spend time with their friends.

_____________________________________.

3.The teacher should allow Anna to finish thepicture.

_____________________________________.

Parents should allow children to choose theirown friends.

_____________________________________.

答案:

1. We should be allowed to have part-time jobs.

2. Children should be allowed to spend timewith their friends.

3. Anna should be allowed to finish the picture.

4. Children should be allowed to choose theirown friends.

设计意图:帮助学生理解la中的句子, 投影展示练习这个环节巩固了学生allow的用法。

7. 教学 Section A - lb, 2a, 2b

利用多媒体课件中的Section A - 1b, 2a , 2b进行听力练习。

(1) 认识新词汇:teenager, earring, get their earpierced, do homework with friends

do part-time jobs, too wild / young / silly …, not serious / calm / old…enough

(2) 教师先帮助学生明确要求, 并且给出—定的指导。

(3) 让学生朗读其中的句子, 问题。

(4) 播放录音, 核对答案。

设计意图:带着问题听录音能提高学生听的质量和信心。

8. 练习

用所给词的适当形式填空

The telephone _____ (invent) by Bell in 1876.

The trees may _____ (plant) in spring.

Teenagers should not _____ (allow) to drive.

English _____ (speak) in Canada.

Math must _____ (study) well.

答案:

was invented , be planted , be allowed , is spoken, be studied

设计意图:巩固本节课所学的被动语态。

(三) 步骤 3:巩固和拓展

1. 学生列出青少年应该被允许做的和不应该被允许做的事情, 列表之后进行 free talk。

设计意图:要求学生重点结合Section A -1c和Section A - 2c的内容进行小组活动, 以便能更自然, 更正确地使用所学的语言。

通过投影展示语言结构和交际中要用到的词组:

结构:should be allowed to, should not be allowed to

词组:too wild, too silly, too young, not serious enough, not old enough, not calm enough

设计意图:创设贴近学生实际情况的情境, 真实而富有趣味, 激发了学生的参与意识, 巩固了本课的新知。

(四) 步骤 4. 小结

1. 利用媒体资源中课件中的内容复习Grammar Focus.

2. 总结并回顾本节课所学到的重点知识。

(五) 步骤 5:作业

1. 用结构 be (not) allowed to do 列出课堂上介绍的—些事情;

2. 用 should, must, may 等情态动词各写出 5 个被动语态的句子。

(六) 步骤 6:板书设计

六、教学评价设计

(一) 评价内容

本节课通过展示练习, 巩固与拓展这两个环节, 如果全班80℅的学生能够按要求学习或完成句子, 那么就达到了预期的教学目的本课的教学难点即得到突破。这是评价本课是否成功的更重要的标准。

(二) 评价方法

小组活动汇报, 基本全体学生都能说出一个正确的句子即可符合标准;

3.新目标七年级英语下册 篇三

第一板块：教材分析

一、说教材

《新目标英语》教材的语言教育理念是：知识用于行动，强调“语言应用”，培养“创新实践能力”，发展“学习策略”。它采用任务型语言教学模式。教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。本课是新目标英语七年级下册第三单元第一课时，教材以How do you get to school？.为中心话题，围绕着谈论学生们上学的方式，及其他人到达某地的方式，融入了知识重点，学会使用交通工具 。

二、教学目标

1.知识目标：a）学习单词：by bike， live， car， drive， by等 b）学习并掌握句型：

How do you get to school？I ride my bike.

How does she get to school？ She usually takes the bus.

2.能力目标：通过介绍自己的上学方式，学会用英语熟练表达到某地所使用

的交通工具。

3.情感目标：让学生们能感受到社会的变化，感受到新时代交通的便利，和对精彩世界的向往。

三、教学重难点

1. 重点；学习重点单词，句型和语法点：

2. 难点：How的使用

第二板块：学情分析

七年级的学生正处于青春期发育期，他们有较高的求知欲和表现欲，希望自己的表现能得到同学和老师的认可。且该阶段学生已具备初步的语言表达能力和较强的记忆力与模拟能力。对他们所熟悉的话题学生的爱好会更浓，而本单元的话题正符合这一特点，所以我就设计任务型的课堂活动，让学生人人参与，增强他们学习的积极性和学习的自信心。

第三板块：说教法

新教材重视以人为本，强调素质教育。在教学中，要注意发挥学生的主体作用，把空间留给学生。抓住初中生活泼好动，表现欲强的心理特点，课堂上我设计了大量听、说、读、 的训练，启发学生动脑思考，鼓励学生大胆开口，畅所欲言，尽可能运用英语表达实际意义，从而最大限度地调动学生的积极性和主动性。教学中，我主要采用任务型教学法，情景结合教学法，分层法和通过学习五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐近地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。

第四板块：学法指导

1. 引导学生用小组合作学生的方式来完成任务型教学所设计的各项活动。全班分为6个小组，每组8人，各组英语水平相当，并引入竞争机制。培养学生的实际能力，发展学生的合作能力。 2. 采取的教学手段是情景教学，任务型教学法。

第五板块：教学过程

Step 1.Leading-in 创设情景，导入新课

以自己为例，描述自己及家人的上班方式。然后问学生问题，How do you get to school？

Step 2.warming up

利用 A chant激发学生的兴趣并导入到交通工具。

Step 3.Presentation 新课讲解，呈现教学内容

电脑呈现交通工具的画片，让学生分别说出它们的英文名字，并且作出相应的短语eg： take the train ， ride a bike， take a boat， take the bus等等，。

Step 4.Practicing反复操练，巩固运用

在在图片旁边写上短语，表示到某地的方式。让学生造句，然后根据图片做相应的小对话eg： How do you get to school？I….

Step 5.Listening and doing口语操练，加深印象

学生通过前面的学习，已经对新的知识形成了初步的新知识结构，但在口语使用上还存在着模糊点，这时通过一系列的综合练习可以巩固、发展及完善学生的知识结构。

播放21b 部分的录音，让学生跟读，完成1b的任务。

Step 6.Summary （总结）

Step 6.Homework课外作业

1. 掌握所学词汇。

2. 每人做一份调查表，调查自己至少五位亲戚朋友的出行方式。

第六板块：板书设计

板书反映出一节课内容的知识体系，精心设计的板书，它既有利于教师帮助学生的思路，又有利于学生掌握教学的重难点，从而提高课堂教学的效果。也有助于把学生思维中已有的知识作重调整，让散乱的知识边的条理清楚，同时也让学生学会把所学的知识进行归纳、概括。不仅可以促使学生积极思考，而且对于提高学生的分析、比较、判断的能力，有积极的作用，还使学生获得的知识不容易遗忘。

板书设计如下：Unit 3How do you get to school？

Section A

Words：bikebustrainsubwayride

Phrases： take the bustake the traintake the subwayride a bike

Drills： A： How do you gettoschool？

B： I take the bus.

A： How does he /she get to school？

B： He/She walks.

課后反思：通过本节课的教学，感觉通过多媒体的运用效果很好。使学生更能直观的感受到所学的知识。其次，本节的教学设计也收到了良好的效果。学生在课堂之中表现的非常的积极活跃。参与课堂的热情很高。特别在小组互动中尤为突出，组内学生讨论热烈，回答问题争先恐后，最后的调查报告达到了高潮。可见学生对这节内容既感兴趣又掌握的好。上完之后感觉很是愉快。有一种满足感。尤其欣慰的是，本节课在2013年全国中学英语教师的录像课比赛中荣获一等奖。

4.新目标七年级英语下册 篇四

I have a sister.Her name is Lucy.She is 12 years old.She is tall and of medium build.She has long black hair.I think she is good-looking.It was rainy yesterday, so she stayed at home.She spent a busy day.In the morning, she did her homework.It was a little difficult.Then she watched TV.She saw an interesting talk show.In the afternoon, she cleaned the room.Then she listened to music.In the evening, she played games.It was interesting.She was busy but happy yesterday!

I have a good friend.His name is Li Hua.He is an eleven-year-old boy.He isn’t tall or short.He is of medium height.He is a little fat.He has short black hair and a small round face.His eyes are not big and he wears glasses.He can do a lot of things.He can play the piano.He can sing and dance, too.All in all, he likes music very much.So, he wants to be a musician.He is good at speaking English.He often helps his friends with their English.He can also sing a lot of English songs.Mary is my good friend.Do you want to know about her school days? Well, let me tell you.She has a very healthy life.She always gets up at 6:00.Then she runs at 6:30.After that, she brushes her teeth and eats breakfast at 7:00.She takes a bus to school at about 7:30.She has lunch at a quarter to twelve.She walks home at half past four and does her homework.She has dinner at seven thirty.She goes to bed at ten o’clock.She is busy but happy.It’s summer in my hometown Tiantai.The weather is hot and sunny.People are wearing cool clothes.My father is reading a newspaper.My mother is cooking.My brother is doing his homework.I am sitting by the pool and dinking orange juice.My friends are swimming in the pool.I like summer very much, because I can drink cold juice.School rules:

1.Don’t arrive late for class.You must be on time.2.Don’t run in the hallways.3.Don’t eat in the classroom.You must eat in the dining hall.4.Don’t listen to music in class.5.Don’t fight.Family rules:

5.新目标七年级英语下册 篇五

Unit 1 Where’s your pen pal from?

一、词组

be from= come form 来自...pen pal=pen friend 笔友

live in….在...居住

like and dislike 好恶；爱憎

speak English 讲英语

play sports 做体育运动

a little French 一些法语

go to the movies 去看电影

an action movie 一部动作片

on weekends 在周末

Excuse me 对不起，打扰

arrive at / get to 到达、抵达 beginning of 在...开始的时候

at the end of 在...结束的时候

二、句型（1）、Where主 +be+主语＋from?

主语＋be+from+地点.（2）、Where do/does+主语＋live?

主语＋live/lives in…（3）、What language do/does +主语+speak?

主语＋speak/speaks….（4）、主语＋like/likes+doing…

三、日常交际用语

1－Where is your pen pal from?

－He’s from China.2－Where does she live?

-－She lives in Tokyo.3－Does she speak English?

－Yes,she does/No,she dosen’t.4－Is that your new pen pal?

－Yes,he is /No,he isn’t.5－What language does she speak?

－She speaks English.Unit 2 Where’s the post office

一、词组

post office 邮局

pay phone 投币式公用电话

next to 在...隔壁

across from 在...对面

in front of 在...前面

between…and… 在...和...之间

on a street 在街上

in the neighborhood 在附近

on the right/left 在右边／在左边

take a walk 散步

on one’s right/left 在某人的右边／左边

turn right/left 向右／左转

have fun 玩得开心

the way to …去...的路

take a taxi 打的／乘出租车 go down(along)…沿着...走

go through...穿过...have a good trip 旅途愉快

二、句型

(1)、Is there a bank near here?

Yes,there is.It’s on Centre Street.No,there isn’t.(2)、Where’s the sumpermarket?

It’s next to the library.(3)、Bridge Street is a good place to have fun.(4)、I hope you have a good trip.(5)、If you are hungry,you can buy food in the restaurant.(6)、Talk a walk though the park..(7)、enjoy后接名词或动词-ing形式.Do you enoy(=like)your work? Do you enjoy(=like)living in the city?

三、日常交际用语

(1)、Is there a ….?

句型Eg:

-Excuse me.Is there a hotel in the neighborhood.-Yes, there is.No.there isn’t

(2)、Where is …?

句型Eg:-Where is the park,please?

-It’s behind the bank.(肯定回答)

-I’m sorry I don’t know.(否定回答)(3)、Which is the way to +地点?

句型.例如：-Which is the way to the library.(4)、How can I get to +地点?

句型.例如：-How can I get to the restaurant?

(5)、Can you tell me the way to +地点？

句型.例-Can you tell me the way to the post office?(6)、Let me tell you the way to my house.(7)、Just go straight and turn left.Unit 3 Why do you like koalas?

一、词组

want to do sth.想要做某事

want sb to do sth 想要某做某事

want sth 想要某物

Let sb do sth 让某人做某事

kind of 有几分种类

a kind of 一种… …years old …年龄 如：ten years old 十岁

like to do sth 喜欢做某事

like doing sth play with … 与...一起玩

be quiet 安静

during the day 在白天

at night 在夜间 have a look at..看...one…the other 一个...另一个...二、句型

(1)、-why do you like pandas?

-Because they’re very cure.(2)、-Why dose he like koalas?

-Because they are kind of interesting.(3)、-Where are lions from?

-Lions are from South Africa.(4)、-What animals do you like?

-I like elephants.三、日常交际用语(1)、-Let’s see the lions.(2)-Why do you want to see the lions?

-Becase they are very cute.(3)-Do you like giraffes?

Yes,I do./ No,I don’t(4)-What other animal do you like?

_I like dogs.too other+ 名词的复数.表示没有特定的数量范围

the other+名词的复数表示有特定的数量范围.(5)-Why are you looking at me?

-Because you are very cute.(6)-Let us play games.–Great!

Let me see.Unit 4 I want to be an actor.一、词组

want to be+职业 想要成为。。shop assistant 店员

bank clerk 银行职员

work with 与。。一起工作

work hard 努力工作

work for 为。。而工作 work as 作为。而工作

get..from…从。。获得。。give sth.to.sb /give.sb.sth 把某物给某人

正确的表示：give it/them to sb.错误的表示：give sb.it/them in the day 在白天

at night 在夜间

talk to /with 与…讲话

go out to dinners 外出吃饭 in a hospital 在医院

newspaper reporter 报社记者 movie actor 电影演员

二、句型

(1)-What do/does+某人+do? 例：-What do you do?

-I’m a student.-What dose he do?

He’s a teacher.(2)-What do/does+某人+want to be? 例：What do you want to be?

-I want to be a teacher.-What does she want to be ?

She want to be a nuser.(3)-Where does your sister work?

-She works in a hospital.(4)-Does he work in the hospiat

Yes.he does/No,he doesn’t(5)-Does she work late?

-Yes,she does/No.she doesn’t(6)－英语中询问职业的几种表达方式：

What do/does …do?

What is…?

What is your father? What’s one’s job?

例：What’s your father’s job?

Unit 5 I’m watching TV.一、词组

do homework 做家庭作业

watch TV 看电视

eat dinner 吃饭；就餐

clean the room 打扫房间

read newspaper/a book 看报纸／看书

go to the movies 看电影 write a letter 写信

wait for 等待；等候

talk about 谈论。。play basketball/soccer/ 打篮球／踢足球

take photos 拍照

TV show 电视节目 Some of

中的一些

a photo of my family 我的家庭照

at school 在学校

be with 和。。一起

in the tree 在树上

二、句型

(1)-What+be+主语+doing? ….正在做什么？

-主语＋be+doing。。…正在做某事。

例： －what are you doing?

-I’m doing my homework.(2)-Thanks for … 为。。而感谢

例：Thanks for your letter.(3)-Here are/is…

例：Here are some of my photos.Here is a photo of my family.(4)-That sounds good.(5)-This TV show is boring.三、日常交际用语

(1)-Do you want to go to the movices?

–Sure.(2)-When do you want to go?

–Let’s go at seven.(3)-Where do people play basketball?

–At school.(4)-What’s he waiting for?

-He’s waiting for a bus.(5)-What’s he reading?

He’s reading a newspaper.1)现在在进行时的形式是：

助动词be(am,is,are)+动词-ing形式（也叫现在分词），表示现在（说话的瞬间）正在进行或发生的动作。2)现在进行时的肯定句形式

主语+be(am,is,are)+动词现在分词+其他

例：I’m watching TV.3)现在进行时的否定句形式

主语+be(am,is,are)+not+动词现在分词+其他

例：They are not playing soccer.4)现在进行时的一般疑问句形式及回答: Is(am,are)+主语+动词现在分词+其他? Yes,主语+is/am/are.No,主语+isn’t/aren’t/am not.Are you reading? Yes,I am.No,I am not.5)现在进行时的特殊疑问句形式: 特殊疑问词+is/am/are+主语+现在分词+其他?

例:What is your brother doing? 6)动词+ing形式(现在分词)的构成.1一般情况下在动词词结尾加-ing.如: eat--eating，do—doing，clean—cleaning，play—playing, 2以不发音的元音字母e结尾的动词,先去掉e再加-ing.如:take--taking，write—writing，have-having come—coming.dance--dancing 3词尾如果是以一个辅音字母结尾的重读闭音节词.应该先双写这个辅音字母,再加-ing.如:run—runing，sit—sitting ，swim—swimming.Shop—shopping.put—putting，sit—sitting Unit 6 It’s raning!

一、词组

Around The World 世界各地

On vacation 度假

Take photos 拍照

On the beach 在海边

a group of people 一群人

play beach volleyball 打沙滩排球

be surprised 惊讶的 in this heat 在酷暑中

be surprised at sth./sb.对某人或某人感到惊讶

be relaxed 放松

have a good time 玩得很痛快

Look like..看起来像。。

in different kind of weather 在不同的天气里

Thank sb for(doing)sth由于（做）某事而感谢某人 How’s it going?近况如何

Some…others…一些…另一些…

二、句型／日常交际用语

(1)-How’s the weather(+地点)?

–It’s raining?(2)-What’s the weather like?

—It’s sunny./It’s cold and snowing.(3)-How’s it going?

–Great./Not bad.(4)Thanks you for joining CCTV’s Around The World show?(5)-Is Aunt Wang there?

–Yes,she is/No,she isn’t Unit 7 What dose he look like?

一、词组

look like 看起来像....medium height/build 中等高度／身体 curly /short/straight/long hair 卷／短／直发

a little bit 一点儿…

a pop singer 一位流行歌手

wear glasses 戴眼镜

Nobody knows me 没有人认识我have a new look 呈现新面貌

go shopping 去购物 the captain of the basketball team 篮球队队长

二、句型

1)--What does he look like?

--He’s really short.He has short hair.2)3)4)5)--She has beautiful,long black hair.--I don’t think he’s so great.--What do you look like? I’m tall.I’m thin.--What do they look like?-

--They are medium height.6)--She never stops talking.--Stop doing(sth)表示停止正在干的事.如:He stop listening

--stop to do(sth)表示停下来去做某事

如:He stops to listen.7)I can go shopping and nobody knows me.Unit 8 I’d like some noodles.1.词组

would like 想要

a large/medium/small bowl 大碗/中碗/小碗

what size 什么尺寸

a bowl of rice 一碗米饭

green tea 绿茶

phone number 电话号码

as well as 而且

what kind of 表示….的种类

a kind of 一种…

some kind of 许多种…

orange juice 桔汁

a bottle fo orange juice 一瓶桔子汁

three oranges 三个桔子(可数)

a bottle fo orange j 一瓶桔子汁(不可数)some chicken 一些鸡肉(不可数)

three chickens 三只小鸡(可数)二句型

1)What kind of … would you like? 你想要…?

EG:--What kind of noodles would you like?--Beef and tomato noodles.please.2)We have lare ,medium,and small bowls.3)I like dumplings,I don’t lkee noodles.三日常交际用语(1)—Can I help you?

--I’d like some noodles.please.(2)--what kind of noodles would you like?

--I’d like mutton and potato noodles.Please.(3)—Would you like a cup fo green tea?

--Yes,please./No,thanks would like后面还可以跟不定式.即: A:would like to do.sth.想要做某事.例：He would like to see you today.B:would like sb.to.do.sth.想要某人做某事

例：What would you like me to do.Unit 9 How was your weekend?

一、词组

do one’s homework 做某人的家庭作业

如：do my homework 做我的家庭作业 play +运动或棋类

如：play soccer 踢足球 play chess 下棋

play +乐器

如：play the guitar 弹吉他

go to the movies 去看电影

do some reading 阅读

study for the(math)test 准备（数学）考试 stay at home 呆家里

go to summer camp 去夏令营

go to the mountains 去爬山

visit sb 拜访某人

go shopping 去购物

last month 上个月

three days ago 三天前

yesterday 昨天

look for 寻找

go for a walk 散步

play computer games 玩电脑游戏

in the morning/afternoon/evening 在早上／在下午／在晚上 It was time to do sth 该。的时候了

二、句型

（1）I visited my aunt last weekend.(2)--How was your weekend?-It was great./OK(3)—It was time to go home.三、日常交际用语

(1)—What did you do last weekend?--On Saturday morning,I played teenis.(2)—How was your weekend?--It was great.I went to the brach.一般过去时态：一般过去时态表示过去发生的动作或存在的状态,动词通常用一般过去式来表示,除动词be的过去式was/were有人称变化,其他都没人称的变化.过去式的构成：

(1)一般情况下在动词词尾加-ed.如stay—stayed help—helped visit-visited(2)词尾是e的动词加-d.如:like—liked live—lived(3)以一个元音字母加一个辅音结尾的重读闭章节应双写该辅音字母,再加-ed.如:stop—stopped plan—planned(4)以辅音字母+y结尾的动词,要将y改为i再加-ed.如: study—studied worry—worried(5)不规则动词的过去： am/is—was are—were have-had

go—went find—found do—did see-saw Unit 10 Where did you go on vacation?

一、词组

ptetty good 相当好；不错

in the conner 在角落

kind of boring 有点无聊

be lost 迷路

feel happy 感到高兴

be fun 很有趣

on vacation 在度假

Central Park 中央公园

he Great Wall 长城

the Palace Museum 故宫 Tian’an Men Square 天安门广场

二、句型

(1)—Where did you go on vacation?

--I went to the breach.(2)—How was the weather?

--It was hot and humid.(3)--It was kind of boring(4)—That made me feel very happy.(5)--We had great fun playing in the water.--have great fun doing sth表示―愉快地做某事‖，―做某事很有趣‖(6)I helped him find his father.That made me feel very happy.help sb.(to)do.sth.帮助某人做某事（to可省）make sb.do.sth.使某人做某事

let sb.do.sth.Let me help you carry(搬动)it.(7)I found a small boy crying in the conner.find sb.doing sth.发现某人正在做某事。find sb.do.sth.发现某人做某事（整个过程）Unit 11 What do you think of game shows?

一、词组

talk show 谈话节目

soap opera 肥皂剧

sports show 体育节目 game show 比赛节目

how about… …怎么样？＝what about… in fact 事实上

think of 认为

talk to(with)… 跟 …谈话

a thirteen-year-old boy 一个十三岁的男孩＝ The boy is thirteen years old

thanks for… 为…感谢

each student 每个学生

key ring 钥匙链 baseball cap 棒球帽magazine 校刊

can’t stand 不能忍受 don’t mind 不介意／无所谓／不在乎

二、句型

(1)—What do you think of situation comedy?

--I love them(2)—I asked students about fashion.(3)—This is what I think.(4)--I don’t mind what young people think of me!

(5)—Can you please put my letter in next month’s magazine?

三、日常交际用语

(1)—What do you think of suop operas?-I love them/I don’t mind them/I can’t stand them/I don’t like.(2)—How about you?---I do.too.(3)--What do you think of …?

--=How do you like…? 如：What do you think of the picture?

=How do you like the picture? Unit 12 Don’t eat in class.一、词组

school rules 学校规章制度

break the rules 违反规章制度 in the hallways 在过道

listen to music 听音乐 in the music room 在音乐教室里

in the dining hall 在餐厅 sports shoes 运动鞋

gym class 体育课

after school 放学后 have to do 不得不做

too many 太多

get up 起床 by ten o’clock 十点之前

make dinner 做饭 the children’s palace 少年宫

二、句型

(1)—Don’t arrive late for class.(2)—We can’t listen to music in the hallways,but we can listen to it outside.(3)—What else do you have to do?--We have to clean the classroom.(4)--Can we wear hats in school?

--Yes,we can/ No,we can’t.(5)-Do you have to wear a uniform at school?-Yes,we do /No,we don’t.the school

重难点精析：

祈使句：通常用来表示命令、请求、禁止、建议、警告等语气。它的主语you(听话人)通常省略。其构成通常有以下几种形式。

1)Be型（即系动词原型be+表语＋其他）。如：Be quiet,please.否定句Don’t + be+表语+其他。如：Don’t be angry.2)Do型（即系动词原形＋宾语＋其他）。如： Open you books,please.否定句Don’t +实义动词原形+宾语+其他。如：Don’t eat in the classroom.3)Let型（即Let+宾语+动词原形+其他）如： Let me help you.Let’s go at six o’clock.否定句一般在宾语后加not。如：Let’ not watch TV.4)No+V-ing型（此种形式通常用于公共场合的提示语中，意为―禁止做某事―）如：No smoking!严禁吸烟！

No talking!不许交谈！

No passing!禁止通行！

6.新目标七年级英语下册 篇六

http:// 七年纪下册 Unit Two Where’s the post office? Teaching Aims：

Functions:

Ask for and give directions on the street Structures: There be structure

Where questions Affirmative statements Prepositions of place Difficulties and focus:

Target language:

Is there a bank near here?

Yes, there is.It’s on Center Street.Where’s the supermarket?

It’s next to the library.Is there a pay phone in the neighborhood?

Yes, it’s on Bridge Street on the right.Vocabulary: post office, restaurant, bank, supermarket, avenue, pay phone, park, dirty, clean, left, right, next to, across from, near, between, in front of, behind Recycling:

hotel, street, new, big, small, busy, Do you want to…? Learning Strategies:

Using what you know

Deducing

Personalizing

Section A Create plots and scenes to guide the new lesson The main content is to learn to ask for and give directions in conversations by introducing some buildings in Section A, so we can adopt the Audiovisual Guiding Method: At first ,review the prepositions that the students have learned, then the teacher can teach some nouns about buildings by showing some pictures or projecting flashcards about some buildings.1.Show a picture of a bank.T: Look at this picture.What place is it ? S: It is a bank.T: Spell it.S: B-A-N-K.Teach other new words : post office, park, supermarket, payphone, street,.Show a map and let students practice in pairs.Is there …… ？

Yes, there is./No, there isn’t.2.Consolidation:

Tell us the way to your school.T: Where is the …? S: It’s ….Teach the prepositions

亿库教育网

http://

亿库教育网

http:// Next to, across from, near, between, in front of, behind.Step1:.Learn some nouns about buildings first, and then the teacher communicates with the students.Show some pictures about buildings or project some flashcards about buildings.T: It’s a bank.Can you spell it?

S: Yes I do./ No, I don’t.T: Is there a / an…?

S: Yes, there is./ No, there isn’t.T: Where is the…?

S: It’s near/ next to /across from /… the…

Step2: Get the students to practice conversations and communicate with each other.Is there a / an … near here ?

Yes, there is.Where’s the … ?

It’s ….Step 3: 1.Play the tape of Part 1b, get the students to listen and circle the places they hear in 1a, finish the teaching task of 1b.The answers in 1a are: f, a, e, I, c, b, h, g, d.The answers in 1b are: restaurant, post office, supermarket, Fifth Avenue, Bridge Street，Center Street.2.1c: This activity provides guided oral practice using the target language: Point to the different locations shown in the picture.Ask different students to name each one.Point to the question and answer the example conversation and ask a pair of students to read the conversation to the class.Ask students to work in pairs.Say, First one person a question and then the other person takes a turn.Demonstrate the activity.Point to the picture and ask, Is there a post office near here? Then choose a student to answer.Guide the student to say, yes, there’s a post office on Bridge Street.As students work, move around the room and check on their progress.Ask students to present their questions and answers to the class.3.2a: the answers are: 4, 6, 2, 3, 5, 1.4.Play the tape of Part 2b, and get the students to fill in the blanks with the words in the box, finish the teaching task of Part 2b.The answers are: 1.between, 2.across from, 3.on, 4.next to, 5.in front of，6.behind.5.2c: this activity provides guided oral practice using the target language.Point to the list of buildings in 1a.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles in 2c and ask a pair of students to read the conversation to the class.Ask Ss to work in pairs like in 1c.Demonstrate the activity.Point to the map and ask Where’s the park? Then choose a student to answer.Guide the student to say, It’s across from the bank.5.3a: This activity provides target-oriented reading practice using the language items

亿库教育网

http://

亿库教育网

http:// taught in this unit.Draw attention to the conversation in the box.Ask a student to point out the place that Paul wants to get to.Point to the two arrows.Ask students to repeat left and right.Ask Ss to read the conversation again.The answer is: Paul and Nancy are the two figures outside the gate to the park.6.3b: This activity provides guided writing practice using the target language.Call attention to the three pictures.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles.Ask students to complete the writing individually.Answers are: 1).Yes, there is.Go straight down New Street and turn right.There’s a pay phone on the right.2).Go straight down New Street and turn right.Turn left at

Bridge Street.The bank is across from the street.3).Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It’s across from the restaurant, next to the supermarket.7.Part 4 provides guided oral practice using the target language.Section B and Self check Create Plots and scenes to guide the new lesson

Review and consolidate the sentence patters like Is there a / an … ? Where’s the …? Where do you live ? by reviewing and learning some nouns about public buildings in Section B.The Transforming information methods can still be adopted: The teacher shows some objects or pictures or projects some flashcards and gets the students to do pairwork to review the words taught in the first part;Again the teacher shows some objects or pictures or projects some flashcards about public buildings, for example, a park, a hotel, a street, a supermarket.At last, the teacher can get the students to observe the pictures in Part 1a and match the pictures with the words, then finish the teaching task of Part 1a.The main content in Section B is to ask for and give directions on the street with the target language learnt.Step 1: Demonstration The teacher communicates with the students to review the target language: Is there a / an…?

Yes, there is./ No, there isn’t.Is there a / an … near where you live? Yes , there is.Where is the ….?

It’s….Step 2: Activities Get the Ss to practice conversations to review the target language: Is there a /an…near where you live? Yes, there is.Step 3: Intercourse Get the Ss to write a guide for their town and let them communicate with each other，亿库教育网

http://

亿库教育网

http:// then draw a picture of where their partner lives: Where do you live? My house is….Step 4: Experiences Play the tape of part 2a and get the Ss to circle the places they hear in Activity 1a.then finish the teaching task of Part 2a.Again play the tape of part 2a and get the Ss to draw a map of Michael’s neighborhood in the box according to the content they hear, then finish the teaching task of part 2b.The answers in 1a: e, d, a, g, f, h, c, b.The answers in 2a are: a quite street, a new hotel, a small supermarket.Step 5: activities Get Ss to do groupwork and review the words in 1a, lead student A to say one true thing and one false thing about his or her map in 2b, and another student to say Yes or No, and finish the teaching task of part 2c.Step 6: Read by themselves Get the Ss to read the passage in part 3a and demand them to circle the description words: busy, small, old, interesting,.Then finish teaching task of part 3a.Step7:

Get the Ss to look at Activity 3a, and look at the picture in 3b and fill in the blanks, then finish the teaching task of part 3b.Demand the students to use some description words in 3a.Step 8:

Get the students to write a guide for their town, and finish the teaching task of part 3c.Step 9: Get the Ss to do pairwork , demand the Ss to describe where they live, let them to draw a picture according to their partners’ description, and finish the teaching task of part 4.Summary: The content of this unit is to learn some nouns of public buildings and prepositions of location, the sentence patterns like Is there a /an…? Where is the …? And to learn how to talk about the places and their locations.亿库教育网

7.新课改下七年级英语教学浅探 篇七

一、教学现状分析

七年级学生的英语基础很薄弱,对英语这门学科还停留在认识阶段,因此不够重视。由于七年级学生普遍年龄在十一二岁,还没有养成良好的自主学习习惯,比如,课前不预习、课后不复习、上课不认真听讲等,所以老师在授课时会有一定困难。那么,在这种情况下,培养学生的学习兴趣就至关重要。

二、方法策略

1. 循序渐进,因材施教

“良好的开端是成功的一半。”所以,七年级的英语教学在和学生首次见面的时候,首先要做的便是培养学生对这门功课的兴趣。初中新生在刚入学时还未适应中学的学习环境,他们活泼好动,对新事物感到好奇。因此,老师应该在英语教学的过程中,应注重教学方法的多样化和趣味性,避免单一刻板的教学方式。例如,Show some pictures of boys and girls and teach the new words of their name.在第一单元英语自我介绍的学习中,教师可以让学生戴上面具,让他们分别扮演男孩和女孩进行情景对话,增加课堂的趣味性,也能加深他们对这一节知识的印象。

2. 放慢速度,分类指导

老师在对七年级学生进行英语教学时,切忌追求速度赶教学进程,老师应该放慢速度,脚踏实地一步步指引学生学习,让学生知道学什么,怎么学,减少盲目性,提高学习效率,注重学习方法的引导。其中包括单词记忆法指导、预习方法指导、听课方法指导和复习方法指导。这些都要进行分类教导。例如,“football”足球一词中,“foot”是脚的意思,“ball”是球的意思,用脚踢的球就是足球,巧用单词合成记忆法,轻松记忆还印象深刻。

3. 打好基础,定期听写

英语是一门语言类学科,因此需要大量背诵和记忆,打好基础对以后英语能力的提高至关重要。对于七年级的学生来说,背诵内容并不是特别难,重点是要养成一种背诵的习惯。老师必须要求学生将平时学过的单词、短语、句型等背诵下来,因为背诵才是运用的基础。并且,老师要定期听写和抽查学生的背诵情况。例如,在学完一个单元之后,老师可以抽出一节课的时间来进行单元复习,听写本单元的单词、短语等,以便更好地了解学生学习过程中的知识薄弱环节。在半个学期的学习之后,老师可以出一套小试卷,检测一下学生在这半学期的学习成果。

综上所述,相信大家都了解了七年级这一学习阶段的重要性。初中学习更加注重学习的自主性,注重于培养学生良好的学习习惯和学习方法。在新课改之后,老师的教学模式也由“灌输式”教学转变为“引导式”教学,旨在培养学生的自主学习能力。七年级的学生由于刚升入初中,在心理上会有巨大落差,再加上由于学习成绩的参差不齐,导致每个人的接受程度不同。而七年级的英语教学对日后的英语学习有至关重要的作用,所以老师要因材施教,重视这一阶段的学习,帮助他们打好基础。只有打好基础,才能为以后的英语学习做好铺垫。

摘要：在新课改的教学背景下,教育更加注重知识的实用性。英语是一门目前为止在国际上最实用的语言之一,因此学好英语非常重要。七年级是为学习英语打好基础的黄金阶段,尽管有的小学可能开设了英语课程,但小学英语学习都停留在浅显的“听和读”方面,因此七年级的英语学习才是真正的入门阶段。

关键词：英语,因材施教,循序渐进

参考文献

[1]杨慧娟.七年级英语教学中应注意的问题[J].科技信息,2013(20):350-351.

8.新目标七年级英语下册 篇八

一、新教材的教学容量偏大

1.八年级下册新教材虽然只有10个单元，但每个单元都有2篇文章和1段长对话，内容偏多。建议适当减少文章的数量。

2.每个单元的词汇量平均有50个左右，学生掌握起来难度太大。

二、新教材的教学要求偏高

1.每个单元的Section B 3b都有写短文的任务，这种学习任务难度较大，对大多数学生来说难以完成，建议降低写作难度。

2.每个单元约有10个左右像achievement，amusement，bandage，cannibal等偏难的词语，学生不容易学习和掌握，建议适当删减。

3.个别练习难度较大，如Unit 2 Selfcheck 2，要求用合适的短语或不定式填空。这个题别说是学生，就是没用过上一套教材的老师做起来难度也非常大，不借助教学参考书，很难得出正确答案。此类练习，建议删除。

三、新教材部分学习内容没能照顾到农村学生

新教材内容多是与城市生活相关，有些内容农村学生学习起来脱离生活实际和生活范围，有机械性。例如，在Unit 8 “Have you read Treasure Island yet？”中介绍的几本名著，“Alice In Wonderland”，“Little Woman”，“Treasure Island” ，“Oliver Twist”等，农村学生很少有读过，建议在课后注释中给出简单介绍。

四、新教材中出现了一些知识性错误

1. Page 12，4a中，“give out”应改为“give away”，因为根据“We will  the money from the sale to homeless people.”意思来看，此处应填“赠送”而不是“分发”。

2. Page 22，2b第一段中，“They dont have time to study and do housework， too.”此句因为是否定句，“too”应改为“either”。

3. Page 38， 2b最后一段中，“I didnt believe him at first，but then I looked out the window and realized that it was true.”根据句意“向窗外看”，“look out”应改为“look out of”。

4. Page 42，2d中，“You have different opinions about the story，and neither of you are wrong.”句中neither 作主语，谓语动词用单数，“are” 应改为“is”。

5. Page 47， Scene Six中，“Maybe it was the birds.” 根据句意，“birds”应改为“birds”。

6. Page 55， 2d 中，“3.Another reason for fewer and fewer pandas is because people are cutting down  so pandas have fewer places to live.”因为“live”是不及物动词，此处应改为“live in”。

7.Page 60， 4a中，“2. I heard you lost your key.”根据语境，时态不对，“heard” 应改为“hear”。

8. Page 78，2a第一段中，“He has lived in Wenzhou for the last 13 years.” 根据英语惯用法，“for”应改为 “in”。