新目标七年级下册英语教案

新目标七年级下册英语教案（共10篇）（共10篇）

1.新目标七年级下册英语教案 篇一

No. 110 Middle School of Chongqing By Cao Yi

Teaching Goal:

1. General aims:

Talk about jobs.

2. Particular aims:

A. Language Focus.

Talk about jobs and the place where people work.

B. Language goals

(1). What do you do? I’m a reporter.

(2). What does she want to be? She wants to be a sales assistant.

C. Language structures:

(1). What do you do? I am a teacher.

(2). What does he want to do? He wants to be an officer.

(3). Does your father work? Yes, he does.

(4). What does your mother do?

D. Useful words and phrases:

Words: assistant, sales assistant, doctor, reporter, police officer, waiter, bank clerk, star, thief, nurse, money, station, magazine, dinner, dangerous, afraid, late

Phrases: get … from, work for, work hard, call at, school play, evening newspaper, be afraid of

E. Grammar language:

Special questions

F. Learning strategies:

Learn other’s job

G. Interdiscipinary:

Social and communication.

H. Emotion and manner:

Teaching time: 6 periods

Teaching procedures:

Period One (pp19-20)

知识与能力

1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student

2. Master and use: What do you do? What does he do? Does he work in hospital?

教学重、难点及教学突破

重点

1. The vocabulary

2. language: What does she do? She is a doctor.

难点Use the language to ask for the jobs

教学步骤、时间 教师活动 学生活动 媒体运用

Step 1

Organization 1’ Organize students to prepare for the class

Step2

Ree talk 2’ Talk about the weather and weeks. The student talk about something.

Step 3

Presentation

15’ 1. Ask students to look at the picture and remember what they can see

2. Find four groups to say the words that they remember. (教师板书，学生说出)

3. Talk about the picture then make a dialogue.

Such as: What is this? It’s a store. What can you see? I can see a sweater. What color is t? It’s green. How much is it? It’s 50 dollars

4. Ask students: What is your father? He is a worker. (Tell them another way of saying:

What does your father do?板书)出示一张人物以及职业的图片，问学生：

Is he a worker? No, he isn’t. What is he? He is a doctor. 或问：What does he do?

然后以同桌之间一问一答的形式来练习：

Such as: A: What does he do?

B: He is a reporter.

5. Listen to the tape: 1b. 2a. ab.

Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity 2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures.

Ask ss to close their books and write down the words about the things.

Ask ss to act out in pairs or groups.

Call more students to practice more.

Ask ss about jobs in pairs or groups.

多媒体放映

图一

图二

录音机

Step 4

Practice 6’ Now, practice the things we have learned.

They can talk about the jobs. Such as: What do you do?

I am a student.

What does your father do?

He is a farmer. 给学生们一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。

多媒体放映

Step 5

Summary 2’ Words and phrases of this class.

Language: What does he do? What does he want to be? He is a worker. He wants to be a sales assistant. 以提问的形式来进行复习总结，在让学生有一个巩固的机会。

Step 6 text 4’ 1、Self check 让学生作后再讲解答案。 多媒体放映

Step 7 Consolidation 4’ In this class, we have learned the sentence:

What do you do? What does he do?

What does he want to be?

Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕显示

Step 8

Homework(1’) Practice The dialogue according to the picture on Page 1. 让学生写出五个询问对方职业的句子。

Period Two (p21)

教学步骤、时间 教师活动 学生活动 媒体运用

Step 1

Organization Organize students to prepare for the class

Step 2

Free talk 2’ Talk about the family and the jobs, Such as; My father is a worker, And He works in a hospital The student talk freely

Step 3

Presentation 3’

1. Ask students to make some sentences with these words; waiter. Bank clerk. Reporter. Nurse. Police officer.

2. Look at the picture and match the jobs with the people in the pictures. Such as; I see a lot of money every day. But it’s not mine. I count it for other people match the bank clerk.

3. Let the students practice more and more.

4. They make a conversation to proc-tise the drills.

For example: What do you do?

I help doctors and patients. Some people call us “angels in white”, Can you guess what I do?

5. Pairwork: Practise the conversation on the right. Use the jobs and places in activity 3a.

Where does your sister work? She works at a hospital.

What does your sister work? She works at a hospital.

What does she do? She’s a doctor.

6. Game: Guess the game!

Draw a picture of someone at work.

Can your classmates guess the job?

Just like: Is he a police officer?

No, he isn’t? Is he a waiter?

Yes, he is 1. 叫学生口头造句，用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。

2. 教师边让学生读句子边解释这些句子的意思。

3. 教师边让学生读句子，做到熟练掌握。

4. 采用游戏的形式，让尽可能多同学参与。

5.继续练习这个句式。能让学生自己造句。

多媒体放映

图一

图二

出示单词卡片

录音机

Step 4

Practice(6’) Now, practice the things we have learned.

They can talk about the jobs. Such as: What do you do?

Where does he work?

He is a doctor. He works in a hospital.

Is he a police officer? Yes, he is.

No, he isn’t 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演 多媒体放映

Step 5

Summary 2’ Words and phrases of this class

Language: What does he do? What does he want to be? He is a worker.

He wants to be a sales assistant.

Where does he work?

He words in a hospital.

Is she a nurse? Yes, she is. 以提问的形式来进行总结，在让学生有一个巩固的机会

Step 6

Test 4’ 1、Self check(见后面) 让学生作后在讲解答案 多媒体放映

Step 7

Consolidation 4’ In this class, we have learned the sentence:

Where does he work? He works in a factory.

A bank clerk: I see a lot of money every day. But it’s not mine. I count it for other people.

Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕显示

Step 8

Homework Pratice the dialogue according to the picture on Page 25. 让学生写出五个句子，分别询问职业和工作地点

Period Three (pp22-23)

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Oranization1’ Organize students to prepare for the class

Step 2

Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely

Step 3

Presentation 8’ 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?

2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving.

A police officer has an exciting job.

3. Let students practice. Such as: He is a police officer. It’s an exciting job.

4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.

5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.

6. Listen to the tape: Listen and number the picture(1-3) below.

Then practise the dialogue.

7. Grammar focus: 1.叫学生口头造句用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。

2. 教师边让学生读句子边解释这些句子的意思。

3. 叫学生口头练习一些有关这方面的句子。

4. 听录音，让学生填写表格，然后再纠正答案。

5. 分组练习，让学生大面积的练习。

6. 让学生朗读Gammar Focus 多媒体放映

图一

图二

出示单词卡片

录音机

Step 4

Practice 6’ 7. Read the newspaper want ads. And fill in the blanks with the correct jobs.

One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a …… 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。

多媒体放映

Step 5

Summary 2’ Words and phrases of this class Language:

本节课主要是听录音来完成各种对话，充分让学生学会职业的文法以及地点的表达法。 以提问的形式来进行复习总结，在让学生有一个巩固的机会。

Step 6 test 4’ 1、Self check(见后面) 让学生做后再讲解答案 多媒体放映

Step 7 Consolidation 4’ 在这节课例我们主要听录音然后回答问题，让学生充分练习听力，达到会听、会说然后在自己编对话来练习。 大屏幕显示

Step 8

Homework Read the newspaper more and more. 让学生朗读3A部分的内容。

Period Four (P24)

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization 1’ Organize students to prepare for the class

Step 2

Free talk 2’ Oral composition: My parents.

Such as: I have a very happy family.

My father is a worker. He works in a factory. My mother is a nurse. She works in a hospital. 学生口头作文，让他们把学到的知识系统地用到自己的作文中来。练习关于职业以及工作地点的表达。

Step 3

Presentation

1. Let the students hurry to read the words they can’t remember.

2. Then the teacher guid the students to go over the words. See how the students have grasped.

3. Ask students to write five new words in their Vocab-builder.

4. Practise: I magine you want one of the jobs at BFS. Write and explain why your are good person for the job.

They don’t have to use real information about themselves-they can imagine that they have the skills needed to do one of the jobs. Remind them that they have to show why they are good for the job.

5. Go over the whole unit, first the words and useful expressions.

Then go over the frills: What do you do? What does he do?

Where does he work? He works in a factory. 1. 学生自测，看看他们急得如何。

2. 在让学生写五个生词填在单词表上。

3. 找工作：以小组为单位讨论。个人介绍推销自己。

4.总复习时，领着学生复习全部单词，争取让每一个学生都能来掌握。 多媒体放映

图一

图二

出示单词卡片

录音机

Step 4

Practice 6’ Now, practice the things we have learned.

They can talk about the jobs. Such as: What do you do?

Where does he work?

He is a doctor. He works in a hospital.

Is he a police officer? Yes, he is.

No, he isn’t

给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。 多媒体放映

Step 5

Summary 2’ Game: How to find a good job? Discuss and make a dialogue. 以提问的形式来进行复习总结，在让学生有一个巩固的机会。

Step 6 test 4’ 1. Self check(见后面)

In this class, we have learned self- 多媒体放映

Step 7

Consolidation

(4’) Check, then go over the whole unit. I think most of the students have grasped them very well. 让学生写一篇作文。 大屏幕显示

Step 8

Homework 1’ Especially the jobs and the places.

Compostion: How to find a good job?

Period Five

Testing (Weekly paper and Nan’an paper)

Note:

2.新目标七年级下册英语教案 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.新目标七年级下册英语教案 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.新目标七年级下册英语教案 篇四

新目标英语七年级下册第十二单元第二课时教案

新目标英语七年级下册第十二单元第二课时教案 教学目标 1.知识目标: 单词:gym class, uniform, have to. 句型:John, you have to wear sports shoes for gym class. At school, we have to clean the classroom. 2.能力目标： 训练学生在文章中使用词语的能力。 训练学生的口语能力。 区别have to和can的用法。 教学重点 “have to”和“can”的用法。 教学难点 “have to”和“can”的用法。 教学过程 一、复习（Revision） T: Hello. What day is it today? What’s the weather like today? T: It is a good day today. Can we play pingpong outside? Can we run outside/in the hallways? Can we fight in the classrooms? Can we eat an apple in a dining hall? Do you like movies？Do you want to go to a movie? Today we are going to watch a short play about rules. It is made by our classmates. When you are watching the play, you should to remember what rules they are breaking. Use the sentence like : Don’t … S1: Don’t arrive late for school. S2: Don’t talk in class. S3: Don’t listen to music in class. S4:… 说明：让学生课前去准备一个校园小短剧，不能出现声音，只能运用一些手势，动作。然后让学生用祈使句说出那些rules. 可采用小组比赛的形式。 二、导入 T: Excuse me. What time does the school begin in the morning? S: It begins at … T: Yeh, so I have to arrive at school at ….What about you? What time do you have to arrive at school in the morning? S: I have to arrive at school at… T: As students, what do you have to do in the school?  S: We have to T: What can you do at school? S: I can   T: What can’t you do at school? S: We can’t   T: What can you do at home? S: I can play computer/watch TV/sleep/talk/…at home. T: What can’t you do at home? T: What you don’t have to do at home? S: I don’t have to wash…/have classes/… 说明：该部分主要是让学生发挥想象，充分运用自己所学的知识。同时也是在区分can和have to的用法。 三、操练 T: Where do you like to stay, at home or at school? Now I’ll give you 2 minutes to prepare for it. S1: At school, I can…. I don’t have to ….   At home, I can’t …. I have to…   So I like to stay at school. S2: At home, I can… I don’t have to…   At school, I can’t…  I have to …   So I like to stay at home. 说明：Can, can’t, have to, don’t have to的.综合运用.同时也是发表学生自己的看法。 四、教学sectiona-3a,3b 1. T: As you know, we have seven classes in a day. What can you do in an English class? S: We can speak English/learn English songs/… T: What can you do in the painting class? S: We can draw some pictures. T: What do you have to bring for the painting class? S: We have to bring our color pencils. T: What can you do in the PE class? Or we can say, what can you do in gym class? S: We can play …/run outside. T: What do you have to wear for gym class? S: We have to wear sports shoes for gym class. T: Do you have to wear a uniform for gym class? (T points at their uniforms to make sure they can understand the meaning of uniform.) S: Yes, we do. T: Do you have to wear a uniform at home? S: … T: Now, please open your books to 73. Fill in the blanks with the correct words in the box as soon as possible. 2. Design your ideal school T: As you are students, you have to obey the rules. Now if you have the chance to be a headmaster, what kind of school do you want to make? Please tell us the rules of your ideal school. You can work with your group, ask and answer like: A: Can the students….? B: Yes, they can. / No, they can’t. Report:  In our school, the students can …。 They can’t ….  They have to ….  They don’t have to…. Do you like our school? 说明：让学生说出自己理想的学校规则,然后叫一些同学来投票,看谁心目中的学校最能吸引其它的同学。 五、教学4 关于学校规则，谈谈自己的看法，在纸条上写出六条，然后把纸条放在包里，拿出另外一张不同的照片，并找出拿着自己纸片的同学。 六、作业 1.记忆新单词。 2.设计自己理想的学校规则并写下来。  

5.新目标七年级下册英语教案 篇五

1.继续学习如何做自我介绍及问候他人。

2.学会从对话中获取对方的基本信息(询问他人姓名)。.

Language points(语言点)

1.要求掌握以下句式：What’s your/his/her name?

My/His/Her name is ……

2.要求掌握下列词汇：his, and, her, question, answer, look

3.语法：了解缩略形式What is=What’s ，I am = I’m等;初步了解代词my，your，his，her的用法(此知识可在今后学习中进一步巩固)。

Difficulties:(难点):代词my，your，his，her的用法。

Teaching steps(教学步骤)

1. Warming- up and revision(课堂热身和复习)

(1)Sing ABC song1

(2)Greeting (Say hello between the teacher and the Ss)

(3) Review introduction

T: Good morning. I’m Diana.2 What’s your name?

S: I’m Xu Dong./My name is… Nice to meet you.

T: Nice to meet you ,too.

2. Presentation(呈现新知识)

T: Boys and girls,let’s play a guessing game,

“What’s his/her name?” 3 OK?

Show the students the famous persons, let

them guess the names of these persons by using:

His name /Her name is ……4

I think his/her name is…5

Is he/she……?

教学设计说明

1. 为活跃英语课堂氛围而进行的活动。

2.为了复习第一课时的句式，教师可带上面具以新面孔出现，与学生进行仿真交流。教师与多个学生进行交流，进一步熟悉同学，并且给学生多种激励性的评价。

3.从guessing game中引出What’s his/her name? His/Her name is……。让学生利用名人的图片来进行猜测，熟练新的句式。

4.板书What’s his/her name?

His/Her name is……

5.对有能力的同学，鼓励使用更多的句式来表达。Is he/she…? I think he/she is… I think his/her name is……

3. Summary (short forms)

My name’s ______. Your name’s _______.

His name’s _______. Her name’s ________. 6

4.Work on 2a(完成P2-2a)

T: Now, look .at the pictures on P2, listen to the

four conversations. Just listen.

(Play the recording for the first time, students

only listen.)

Then, listen to the recording again, and number

the pictures . Check the answers.

5.Work on 2b(完成P2-2b)

Listen again. Circle the names you hear.

The first name is done for you.

Play the recording. Students listen and circle

the names they hear. Then check the answers. 7

6.Listen and repeat(听音跟读)

T: Now let’s listen to the tape and repeat.

Please try to read like the tape. 8

7.Work on 2c(完成P2-2c)

T: Suppose you are new students in No. 1 Middle

School. You are from different countries. You

meet for the first time. Make up a dialogue in

pairs.9

8. Grammar focus(老师用中文总结这两天所学的语法点)

T:这两天学习了自我介绍、认识新朋友、问候的句型。

My name is …… I’m ……

What’s his/her name?

Nice to meet you.

回答What’s your/his/her name?

的答语用： My/His/Her name is….

注意几种缩略的表达法：What’s=What is

I’m=I am name’s=name is10

6.小结物主代词my , your, his, her 的用法。

并了解一些缩略形式及读法，为下一步的听力做准备。

7.

Conversation1:Jenny, Tony

Conversation2:Tonny, Jenny

Conversation3:Bob

Conversation4:Jim

8.将四段对话让学生跟读一遍，为下一步的同桌活动做准备。教师要特别强调语音语调的模仿。可以先全班跟读，再让学生个体跟读。

9.学生可根据P3的示范做对话，或脱离示范对话，自由发挥。教师当堂检查三、四组对话。其他同学课后到教师处表演。

10. 指导学生阅读grammar focus时，注意使学生理解question, answer, look三个词。

9. Exercise

Workbook P1 Ex.1 Find these words. Circle the words.

P2 Fill in the blanks in the conversations..11

10.Homework

Oral work: (1) Listen to1a, read and recite it.

(2) Read the sentences in Grammar Focus.

(3) Go on making up your dialogues with your partner and polish it.

Written work: (1) Finish workbook P1P2Exx

(2) Bring some photos to school. 12

11. 练习册的两个习题巩固本节课的语言重点。

6.新目标七年级下册英语教案 篇六

Starter Unit 2是Go for it! 三个预备单元中的第二个单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。它的主要内容为26个英文字母和最基本的英语日常用语。

本单元的教学内容为：Ii - Rr10个字母。

ruler、map、quilt、jacket、key等7个单词。

辨认物品What is this in English? 及其回答。

二.教学设计思路

Go For It! 是以《英语课程标准》为依据，以培养学生的英语语言综合运用能力为目标。每个单元的教学内容都围绕一个相对集中的主题，学习语言的过程，就是学生完成各项任务的过程。Go For It! 的每一个单元只有一个总体的教学内容安排，没有具体的分课时教学内容安排。教师必须首先根据所任教学生的实际水平出发，合理安排每单元的课时数，设计好每课时的教学内容。

第一课时：完成Section A – 1a, 1b, 1c。

分课时目标: a) 学习key等词汇

b) 学习辨认物体 (Identify things):

What’s this in English? It’s ... .

c) 学习a / an的初步用法: a key an orange

第二课时：完成Section A-2a, 2b, 2c, 2d, 3,

分课时目标：a) 学习字母Ii – Rr。

b) 了解一些英语缩略词的意思。

第三课时：完成Section A-4a, 4b, 4c , 5, Section B-1a, 1b, 2a, 2b

分课时目标：a) 巩固本单元所学的字母、单词。

b) 学习拼写单词和相关句型: Spell it, please.

K-E-Y, key.

第四课时：完成Section B - 3a, 3b, 4, Self check 4

分课时目标：a)巩固句型：What’s this in English?

It’s a (an) ... .

Spell it, please.

R-U-L-E-R, ruler.

b) 学习元音字母a, e, i, o在开音节和闭音节中的发音规则。

第五课时：完成Self Check 1, 2, 3

分课时目标：复习巩固Starter Unit 2 的全部内容。

完成单元随堂自测。

三、教学目标

A、 语言知识目标

1、 词汇：Letters Ii - Rr

map、 ruler、 pen、 orange、 key、 jacket、 quilt

2、 句型：What is this in English?

It is a/an map/orange…

Spell it，please.

P-E-N, pen.

B、 语言技能目标

通过游戏等活动，培养学生灵活运用语言知识和勇于创新的能力。

C、 情感目标

1、激发学生学习英语的兴趣，发挥学生学习英语的主动性。

2、通过小组活动、组间竞赛，培养学生的合作意识和团队精神。

3、在活动中培养学生的想象力和创造力。

四、教学策略

1、 兴趣活动教学策略：多采用做游戏和猜谜等形式。

2、 开放性教学策略：新课标的理念之一是“开发课程资源，拓展学用渠道”。这要求我们学会开放性地处理教材。在教学过程中，我们要适当借鉴其他教材的内容，插入大量学生感兴趣的图片和活动，拓宽学生的视野，实现知识的整合。

3、 任务型教学策略：任务型教学途径是以应用为动力，以应用为目的，以应用为核心的教学途径。所以教师在教学中应突出语言的应用性原则。把听说、讨论、表演、游戏贯穿于教学，使课堂形式多样化，充分发挥学生的主动性。

五、学习策略

1.通过闪现等活动，锻炼学生反应能力和注意力集中程度。

2.通过猜物体等活动，培养学生的逻辑推理能力。

3.通过组内合作和组间比赛等活动，提高学生的合作能力和竞争能力，促使学生学会体验实践、参与合作与交流的学习方式。这种学法将更有利于发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践的过程。

六、教学过程

The first period

Step 1 Warming up

Good morning/afternoon/evening!

How are you?

I’m fine, thanks.

How are you? I’m OK.

引导学生在真实的交际中运用Starter Unit 1中学到的日常用语，让学生体会学英语的乐趣和成功的快乐。

Step 2 A Guessing game

Teacher shows a part of a letter and

asks : “What’s this?” Get the students

to answer the questions like this:

“ I think it’s A / B.”

Then show the whole of the letter

to let the students check whether

they’re right or wrong.

让学生从不完整的画面中通过想象力，猜出其中是什么字母。既复习学过的字母，又丰富学生的想象力。“What’s this?It’s …”是本单元的重点句型。通过这个游戏，让学生在听说中首先建立一定的感性认识，体现听说领先的原则。

Step 3 Presentation

a. Show the picture of a girl and her room,

then present the new words and the

sentences: What’s this in English?

It’s ….

从猜谜游戏到新知识呈现，学生在悬而未决的心理状态下学习新知识，因注意力相对集中和兴趣被有效激活，对所学的东西印象深刻。

Step 4 Listen, look and say

a. Section A – 1a

b. Section B – 1b

Step 5 Word challenge

a. Show the things as quickly as possible,

have a competition between boys and

girls. Get them to name what they see.

b. Ss work in pairs.

活动有效训练学生的有意注意力和瞬间记忆力,同时在真实的语境中使所学的语言知识得到强化。

Step 6 Group work

Students work in groups, draw pictures

of their rooms and talk about the pictures

using “What’s this in English? It’s a/an…”

Teacher is ready to offer his / her help to

those students who are in need of it.

学生尝试着用英语进行交际，使语言知识在完成任务的过程中得到运用并巩固。教师应该鼓励学生提问、获得帮助。这是培养学生主动汲取知识的好时机。

Step 8 Report

Ask some demonstration groups to show

their pictures before the whole class.

They may do like this: This is my room.

What’s this in English? It’s a/an…

学生分享合作的成果，感受成功的快感。在展示自我的过程中，学生体验到勇敢、积极、大胆所带来的愉快的心情体验。

Homework

1. Read and copy the words in Section A 1b

2. Get the students to finish the pictures

of their rooms and write down the

English names of the things in the rooms.

学生的基础和能力存在差异，应该允许学生将课内未完成的内容在课后完成。面向全体学生，让所有学生学有所得是教学的最终目标。

The Second Period

Step 1 Warming up

a. Greetings.

b. A Guessing game.

Teacher prepares 8 pieces of paper

with the words in Section A on them.

Put them in a box. Get one of the

students to pick a word out of the box.

The other students ask:

What’s this in English?

The student answers: It’s a / an…

c. Check homework.

Ss talk about their pictures in groups.

Get the students to call out the letters

they know in the pictures.

d. Letters challenge.

Teacher shows the letters very quickly

get the students to call out the letters

they see.

通过游戏来检查学生对已学知识的掌握情况，在轻松愉快的课堂氛围里，学生的积极性容易被调动，思维容易被激活。如果学生层次较好，教师事先准备的纸上可以只画物品的图案，不写英文名称。

学生交流自己作品，既运用了英语还激发了兴趣，增强了自信心。

通过闪现的形式复习旧知识，最大程度地调动了学生的有意注意力，为下一步新知识的呈现打好基础。

Step 2 Presentation

Teacher presents the new letters.

Step 3 Letter BINGO

Ss play BINGO Game.

a. Teacher calls out the letters first.

b. Then teacher may get one of the students

to call out the letters.

学生必须全神贯注地听，并快速认读字母，训练了学生的听力、判断力和反应能力, 还可以检查学生的字母发音。

Step 4 Listen, number and write

Section A-2a, 2b, 2c, 2d

Step 5 Guessing game: What’s the word?

a. Teacher thinks of a word that the Ss

know. Draw a dash on the Bb for each

letter. Get a student to suggest a letter.

Then another student and another letter

until they get all the letters of the words.

b. Show the picture which match the

word and ask: What’s this in English?

Ss answer: “ It’s a / an …”

c. Get individuals to give their own words.

猜词游戏丰富了学生的想象力，有效激活学生的探究欲望，符合学生的心理特点，很容易地把学生卷入到字母、单词的记忆和运用中，充分体现“学以致用”的原则。

Step 6 Look and learn

a. Section A-3

b. Teacher shows more special letters.

c. Ss try to think of other special letters.

补充生活中常见的缩略词，引起学生的兴趣，激发他们去观察生活，使知识的学习为生活服务。

Homework

a. Color and write the letters.

b. Find more special letters like NBA

and their meanings.

开放型的作业代替机械、枯燥的抄写，培养学生的动手能力，同时为下一个单元作好准备。

The third period

Step 1 Warming up

a. Greetings.

b. A game Letters line up

Divide the students into two parts.

Get the students to find their partners

and line up in the order of the alphabet.

Get the students to call out the letters.

c. Talk about the homework. Maybe some

demonstrations.

教师在愉快的游戏中检查学生掌握字母的情况。

学生展示作业，展现自信，热爱生活，观察生活。

Step 2 Listen, write and draw

a. Section A-4a

b. Section A-4b

c. Section A-5

通过游戏、听说、画线、排序等多种形式，学生从听说读写等方面运用学过的18个字母。

Step 3 Presentation

a. Get the Ss to learn the conversation:

--- What’s this in English?

--- It’s a key.

--- Spell it, please.

--- P-E-N, pen.

b. Pair work

c. Section B 1a, 1b, 2a, 2c

学生从GAME自然过渡到分课时的重点句型：Spell it, please.

Step 4 Guessing game

a. Teacher shows a part of a thing, and

gets the students to guess out the

name, using: What’s this in English?

I think it’s a / an…

Spell it, please.

学生运用语言知识解决实际问题，为学生创设了自然运用目标语的机会。游戏活跃了课堂气氛，把教学推向高潮。

Homework

1. Get the Ss to copy the conversion in

Section B-1a, then recite it.

2. Get the Ss to make their own word

guessing game.

The fourth period

Step 1 Warming up

a. The whole class play the game:

What is it?

b. Talk about the homework.

c. Look and Find

Get the students to find the letters

in the picture and arrange them in the

alphabet order.

在游戏中复习：What’s this?

It’s a / an ....

Spell it, please.

学生们在充满趣味性的情境中一遍遍加深对所学字母的记忆。

Step 2 Listen and write

Section B-3a，3b

Step 3 Listen and repeat

Section B 4

Self check 4

学生学习元音字母a, e, i, o在开音节和闭音节中的发音规律。

Step 4 A Game

Get the students to play the game

“Word Family”.

学生在游戏中熟悉4个元音字母的发音规律和单词的拼写规则。

Homework

1. Line up the words you know in Unit 2.

2. Make up your own letter riddles.

3. Review the sounds and find one new word

for each sound.

4. Go over and get ready for a test.

用相对自由、开放的方式复习单词和音标，给学生一点创造的空间,同时鼓励学生主动学习知识，通过各种途径获取帮助。

The fifth period

Step 1 Warming up

a. Teacher shows the pictures and get the

students to revise the letters.

b. Get Ss to show their letter riddles.

c. Get the Ss play “Letter Listening game.

Ss are divided into two groups, one is

Big Letters, the other is Small Letters

d. Students revise the sounds by showing

复习课在内容的安排上从字母、单词到句子，循序渐进，符合学生的认知规律。而在游戏中复习，避免单一的“炒冷饭”，学生在参与各种形式的活动中，心理状态始终处于求而未得的期望中，可以有效保持学生的注意力。

their own word family.

e. Competition: Find the word which contains

letter A. Teacher may give

one example, first. Then get

the Ss to do by themselves.

f. The whole class play the game

“Find friends”

Step 2 A Test

Give the Ss a short test on Unit 2. The test

may contain listening comprehension

and written parts.

测试应该注意难、易度，以基本语言知识和技能为主，以鼓励学生更加积极地学习英语为目的。

七、教学反思

Go for it! Starter的教学内容并不复杂，但是要处理好本单元的教学重、难点，教师应当尽量设计贴近学生生活、符合学生认知水平和心理特点的教学形式和方法，让那些初涉英语学习的学生从一开始打心眼里喜欢英语。教无定法，学无止境。新教材对我们英语教师提出了更新、更高、更全的要求。

例如，在Group work Draw the picture of your room and talk about it, 学生有可能会问教师许多有关房间设施的名词，这是学生主动学习的表现，教师应给予极大的鼓励。但同时对教师也提出了很高的要求。教师要有一定的前瞻意识，在课前准备时下功夫，就能相对从容地面对突如其来的提问。

做一个会动脑筋的教师，就能培养出一个爱动脑筋的学生;做一个有创造意识的教师，就能培养出有创造力的学生。同时，教师还要有整体把握教材的意识。

例如，我在本单元第二课时中布置了一项家庭作业：Color and write the letters，既复习了字母，又为Starter Unit 3的教学作好准备。在Starter Unit 3中，教学重点之一是What color is it? 如果到那时，教师在教学中拿出的教具源自学生自己，既拓展了学用渠道，同时又会让学生萌发出强烈的自豪感和成就感。这样，学生会以更积极的态度投入到英语学习中去。

此外，在布置回家作业时，教师也可尽量设计一些学生爱做、抢着做的家庭作业，将知识性和趣味性以及能力的培养有机结合，还可以尝试家庭作业项目化。教师可以为学生建立成长袋，每一次出色的、有创意的作业都可以收录进成长袋。例如，本单元中我布置的A picture of my room、Colorful letters、Word game等都可以被收藏在成长袋里。成长袋一方面记载了学生进步的过程，另一方面也是他们未来学习的动力。

做一个爱教、善教的教师，培养一批爱学、善学的学生。

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.新目标七年级下册英语教案 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”。

9.新目标英语七年级下册教学计划 篇九

长陔中心学校

凌晓媛

一、教学目的

培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。

二、教材分析

《Go for it》七年级下册共12个单元，加上复习单元2 个，文化背景知识和学习策略等部分补充材料。全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，并分为A、B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。通过确定language Goal,采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，体现了以学生为主体的思想。

三、教学重难点

1.Where questions with from;Where questions with live;what questions 2.Where questions;Affirmative statements;prepositions of place 3.adjectives of quality 4.present progressive tense;Yes/No questions and short answers 5.Present tense to wear;adjectives of general description 6.Simple past of regular and irregular verbs;How was your weekend? 7.Past tense of regular and irregular verbs;was/were;

四、学情分析

经过一学期的学习，从上期期末成绩来看，学生学习目的明确，态度端正，掌握了英语学习的一些基本方法，能够积极主动认真地学习，大部分学生学习成绩良好，但还有极少部分学生没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。主要原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。一部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导致看不懂，听不懂，学不懂。学生的听力也还有待提高，在这方面失分也较多。主要是听的时间太少，接触英语的时间不多。针对种种问题，在本期的英语教学中，教师一方面应加强基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施，注意培养学生对英语的兴趣；让学生掌握记忆单词、听音、写作等英语学习技艺，培养良好的学习习惯和自主探索，合作探究能力。充分调动学生的学习积极性和主动性。教学上采取任务型教学，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。还要注意培养良好的师生关系，尊重理解学生，与学生一起分享学习中的苦与乐。使每一位学生都能在学习中取得很大成绩，有所进步。

五、教学措施和方法 措施：

1.培养学习兴趣，引导学生掌握正确的学习方法和策略，提高学习效率 2.发挥学生主体和教师主导作用

3.用良好的师生关系，协调课堂气氛，培养学生开口说英语的勇气和信心 4.引导学生实现语言的迁移，加强日常生活中英语口语的运用 5.鼓励学生自主探索，合用探究，共同提高 6.加强听力训练

方法：

重视任务型教学：教师提出指令，学生规范操作。听说领先，读写跟上。综合训练，扎实双基。

六、课外活动

开展英语书写比赛，单词记忆比赛，进行英语课外阅读活动。

七、·教学计划安排

10.新目标七年级英语下册知识点总结 篇十

Unit 1 Where’s your pen pal from?

一、词组

be from= come form 来自... pen pal=pen friend 笔友 like and dislike 好恶;爱憎

live in +地点 在...居住 speak +语言 讲某种语言 play sports 做体育运动a little French 一些法语go to the movies 去看电影 write to sb 给某人写信an action movie 一部动作片 on weekends 在周末tell sb about sth 告诉某人某事Excuse me 对不起，打扰 get to 到达、抵达

二、句型

1、Where+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/to do…

5. What is your favorite subject/sport? My favorite subject/sport is…

6. It’s fun.

7. Is that your new pen pal? Yes, it is.

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 behind…在…后面

on Green street 在格林街上 near…在…附近go straight 一直走 welcome to… 欢迎

enjoy+名词/doing喜欢做某事 have fun 过得愉快 play +the+乐器 弹奏乐器

on one’s right/left 在某人的右边/左边 turn right/left 向右/左转 take a walk 散步

have fun 玩得开心 the way to …去...的路 let sb do sth 让某人做某事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 arrive at(小地方) /in(大地方)到达 at the beginning of 在...开始的时候 at the end of 在...结束的时候 hope to do sth/that/for sth

二、日常交际用语。

1、Is there a bank near here? Yes, there is .It’s on Centre Street. /No, there isn’t.

2、Where’s the supermarket? 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. I know you are arriving next Sunday. 我知道你下周日要来。

三、句型。

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 想要某人做某事 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 like to do sth 喜欢做某事 like doing sth

play with … 与...一起玩 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、句型与日常交际用语。

1、-why do you like pandas?/ -Why dose he like koalas? -Because they’re very cure.

2. Why do you want to see the lions? Because they’re …

3、-Where are lions from? -Lions are from South Africa.

4、-What (other) animals do you like? -I like elephants.

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.-Do you like giraffes? Yes, I do. / No, I don’t

Unit 4 I want to be an actor.

一、词组

want to be+a/an+职业 想要成为…shop assistant店员bank clerk银行职员work with 与…一起工作 help sb (to) do sth/sb with sth 帮助某人做某事 as…作为…

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 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.

3.-Where does your sister work? -She works in a hospital.

4.-Does he work in the hospital? 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’s job? /What’s one’s job?

Unit 5 I’m watching TV.

一、词组

do one’s homework 做家庭作业watch TV 看电视 eat dinner 吃饭;就餐clean the room 打扫房间 talk on the phone 电话聊天 sound +形容词 听起来… thanks for+n/doing为某事感谢某人 go shopping/swimming去购物/游泳 at the pool 在游泳池

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 in the first/last photo在第一张/最后一张照片 with sb 和某人在一起

二、句型与日常交际用语

1.-What+be+主语+doing? ….正在做什么? -主语+be doing。。。 …正在做某事。

3.-Here are/is…例：Here are some of my photos. Here is a photo of my family.

1.-Do you want to go to the movies? –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.

6. You can see my family at home. Can +do(动词原形) 可以…

四、语法：现在进行时

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 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

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?

Unit 6 It’s raning!

一、词组

Play computer games 打电子游戏in picture 在图片里Around The World 世界各地 On vacation 度假 Take photos 拍照 On the beach 在海边 lie on the beach 躺在沙滩上

a group of people 一群人 play beach volleyball 打沙滩排球 be surprised at sth./sb.对某人或某人感到惊讶 in this heat 在酷暑中 be relaxed 放松 have a good time 玩得很痛快

in different kind of weather 在不同的天气里Thank sb for(doing)sth由于某事而感谢某人 How’s it going?近况如何Some…others…一些…另一些… Look like..看起来像。。。

look+adj 看起来… look at sb doing/do sth 看某人正在做某事/做了某事(事情的全过程)everyone后面使用单三

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./terrible/pretty good

(4)Thanks you for joining CCTV’s Around the World show?

(5)-Is Aunt Wang there? –Yes, she is/No, she isn’t

(6) There are many people here on vacation.

Unit 7 What dose he look like?

一、词组

look like 看起来像....curly /short/straight/long hair 卷/短/直发of medium height/build 中等高度/身体 a little bit+形容词 一点儿… a pop singer 一位流行歌手 be popular with sb 在…流行 not…any more 不再good-looking 好看的wear glasses 戴眼镜have a new look 呈现新面貌 the captain of the basketball team 篮球队队长 Nobody knows me 没有人认识我

二、句型

1) --What does he look like? --He’s really short. He has short hair./ He is of medium build.

2)Do you know I have a new friend in Class Five?

2) --She has beautiful, long black hair.

3) --I don’t think he’s so great .

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+n/to do 想要 a large/medium/small bowl of 大碗/中碗/小碗 what size 什么尺寸

orange juice 桔汁 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… a bowl of rice 一碗米饭 a bottle of orange juice 一瓶桔子汁(不可数) three oranges 三个桔子(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…?

2) What size bowl of noodles would you like? I like a small bowl of noodles.

3)We have large ,medium, and small bowls. 4) I like dumplings, I don’t like noodles.

三、日常交际用语

1)—Can I help you?/ What can I do for 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 of 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 He would like to see you today.

B:would like sb.to.do.sth.想要某人做某事 What would you like me to do.

Unit 9 How was you weekend?

一、词组

play +运动或棋类 play +the+乐器 go to the movies 去看电影 do some reading阅读study for the (math) test 准备(数学)考试 go to the beach/pool 去沙滩/游泳 have a party/ do some sports 做运动 practice+n/doing练习…what aout/ How about+n/doing做什么怎么样

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in the morning/afternoon/evening 在早上/在下午/在晚上 on Sunday morning 在某个具体一天的上午、下午用介词onplay computer games 玩电脑游戏spend money/time on sth/(in) doing sth 花费…做…watch sb do/doing sth 看某人做了某事/正在做某事

二、句型

1)I visited my aunt last weekend.

2)-- How was your weekend? --It was great./OK

3)—It was time for sb to do sth.

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.

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

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

make sb adj 使某人… make sb do sth 使某人做某事 decide to do sth决定做某事

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.

make sb.do.sth. 使某人做某事let (make)sb.do.sth.

(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

think of/about 认为 in fact 事实上a thirteen-year-old boy 一个十三岁的男孩= The boy is thirteen years oldtalk to(with)…跟 …谈话 each student(后用单三) 每个学生key ring 钥匙链baseball cap 棒球帽 the school magazine 校刊can’t stand+n不能忍受don’t mind+n不介意/无所谓/不在乎 ask sb about sth 询问某人关于某事的看法 show sb sth/show ssth to sb给某人看某物

二、句型

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

-- I love them/I don’t mind them/I can’t stand them/I don’t like.

(2)—This is what I think.(3)--I don’t mind what young people think of me!

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

三、日常交际用语

(1)—How about you? ---I do, too.

(2)--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+名词复数 太多get up 起床by ten o’clock 十点之前make dinner 做饭

go to the children’s palace 去少年宫 be late for…迟到 on school nights 上学的晚上 be in bed 在床上on weekends 在周末 wash my clothes 洗衣服

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.

(6) What are the rules at your 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!