人教版七年级下册英语教案模板（精选多篇）

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推荐第1篇：七年级下册英语教案

七年级下册英语（外语教学与研究出版社）

学生用书（Student’s Book 2）

Module 2 Spring Festival

Unit 1We’re getting ready for Spring Festival.

Teaching Planning

课题内容：（1）本模块的话题是“节日”。本单元要求学生掌握描述节日的表达方式，同时加强学生对中外节日的理解与认识。通过使用现在进行时，对该话题展开听、说、读、写的语言实践活动，使学生加深能够谈论或写出对该节日的介绍。并让学生了解一些重要节日的庆祝方式。

（2）通过对本模块的学习，有助于学生了解世界，在一定程度上提高学习效率，并形成自主学习的能力，为学生养成良好的学习习惯打下良好的基础。

（3）教学中教师应随时随地地以课本为出发点，灵活运用各种素材组织教学过程和内容。

Ⅰ、Teaching goals

1.Make an introduction of the Spring Festival

2.New words :festivalreadycleancooklearnmealdragonlanternsweepfloorhelp

New phrases: Spring Festivalget ready fordragon danceclean the housesweep the floormake lanternscook the mealat work

3.Grammar focus: The questions and answers of the present continuous and the present simple

tense sentences

Ⅱ、Ability goals

1.Enable students to understand the conversation about the Spring Festival

2.Enable students to recognize phrases and short answers

3.Enable students to talk about the Spring Festival with given information and describe the proce of festival preparations

Ⅲ、Emotional goals

1.Enable students to be willing to know festivals of different places, and be happy to take part in some English practice activities.

2.By doing so, students’ interests in English learning will be developed and improved.

3.Cultivate students’ enthusiasm for exotic culture and their paion for life tradions.All these will ,to a certain extent, enhance students’ understanding of domestic culture .

4.Students participate in various English activities ,going through all kinds of difficulties ,which enable them to establish correct language learning value in new environment.

Ⅳ、Important points

1.Learning new words and phrases

2.Understanding the present continuous tense sentences in the textbook by reading

3.Having a good command of the structure and usage of the present continuous tense

Difficult points

The comparison between the structure and usage of the present continuous tense and the present simple tense

Ⅵ、Teaching aids and methods

Teaching aids: color picturestape-recordermoney in red envelopehand-outblackboard

Teaching method: task-based teaching approach

Ⅶ、Teaching procedures

1.Lead-in(Pre-task)

(1)Greeting

(2)Recall what we have learned in the last leon.(the present continuous tense)（重述现在进行时的含义）由下面的例子引入：

T: what are we doing now?

S: We are having an English cla.

2.While-task

Step 1:

Show the students the money in the red envelope .This is lucky money.When can we get lucky money? Yes, we can get lucky money in the Spring Festival.Teach students the new phrase ：Spring Festival.

Step 2:

You know people are very busy before the Spring Festival.And what do people often do before the Spring Festival? Present the title of this leon: We’re getting ready for Spring Festival.

Teach students the new phrase: get ready fornew word: ready

Step 3

Show students some color pictures and say :Look at these pictures.From the pictures , we can see people are very busy.What are they doing? Who can tell me? You can speak in Chinese.

Several students stand up to answer the teacher’s questions.

Teach students’ new words and phrases :cleancookmeallantern

dragonsweepfloor

sweep the floorcook the mealclean the housedragon dancemake lanterns

So, people in the pictures are getting ready for Spring Festival.

Step 4:

Look and say.

Look at the pictures again and say what they are doing.

They are…..They are….They are…..

(Practice V-ing 句型)

Step 5：

T: Can you do these things in the pictures?Ask two or three students to answer the

questions.(举例子)

If you cannot do these things, you must learn to do them.Teach students the new word :

learn.

So , if you can do these things ,you can help your parents before the Spring Festival.

Teach students the new word: help

And your parents will be very happy.Maybe your parents will give you some lucky money.Step 6:

1.Match and check.

2.Listen and reading on page 8.

The Spring Festival is coming.People are getting ready for it.There is a dialogue among Lingling Betty and Tony.

(1)Listen to the tape.

(2)Work in group of 3.

T: At first, you should say :I am Lingling,I am Betty ,I am Tony.Are you clear? Ask the three groups to act out the dialogue.And then ask students which group is best.Give the best group a small present.

Step 7:

1.Complete part 3..

T: Are the boys making lanterns?

S: Yes, they are.|No, they aren’t.

（再举几个例子练习，让两个学生为一组反复操练现在进行时的简短回答，通过反复

练习让学生熟悉并最终掌握）。

2.Complete part 4.

Ask two students as a group to practice .There are six groups in all.

Ⅷ：Homework

1.Finish part 5: pronunciation.

2.Work with your partner to practice part 6.

3.Finish the handout.

推荐第2篇：七年级下册英语教案

七年级下册英语教案

新目标七年级下册英语教案：unit 3 why do you like koalas?

一、教学内容分析

本单元是go for it七年级上册中第八单元“when is your birthday?”。单元的核心话题是谈论日期，课文始终围绕这一主题展开，我们要学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；学习名词所有格

的构成和使用。语言知识和语言技能部分主要是围绕核心话题时设计安排了许多听、说、读、写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化

或整合。

二、教学目标分析

本单元总体目标 :

通过本单元的学习让学生掌握所学目标语言；学会日期

的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。

根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目标、能力目标、德育目标三方面将本单元的教学目标细化：

1、认知目标

1.语音: 在日常生活中做到语音、语调基本正确、自然、流畅。

2.词汇: 掌握 1----12 月份的表达, 序数词 1----31的表达, speech contest, party, school trip, school day,

are festival, music,etc.

3.日常交际用语: - when is your birthday?

- my birthday is…

- how old are you?

- i?m …

4.话题: talk about date.

2、能力目标

在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。

3、德育目标热爱生命，孝敬父母的思想教育。

三、学生学情分析

本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用when引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。

引导学生采用role-playing & comparing的学习策略，学习一些新的词汇，掌握一些重点句型，在师-生，生-

生，小组的练习过程中，学会表达日期。同时，教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。在这一课中，我们可以根据情况设计一些实际操作演示的活动，教唱生日歌，月份歌，让学生自己带日历，问同学生日，提高学生的参与兴趣。

四、教学策略

《新目标英语》中的具体语言目标是通过各种各样的tasks来实现的；整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了以下教学法：

1、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学，检查和巩固新旧知识。

2、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。教学模式和教师特色

针对本课的内容，我采用了五步教

学法：第一步：热身 -- 激活旧知识，创设轻松活跃的课堂气氛。第二步：呈现 -- 呈现新内容，感知旧内容；第三步：操练 -- 用多种方式操练新知识；第四步：巩固 -- 通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。第五步：应用 -- 布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融合直

观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英语思维能力和动手能力。

五、教学重难点

根据对教材和学生的学情分析，本课时确定的重难点如下：

重点：when引导的特殊疑问句的构成和使用。

难点：学习序数词的构成和日期的

表达法。

五、课时安排：

四个课时.

六、教学过程设计 the first period teaching aims:

1.learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart.

2.listen and check the animals.3.practice the conversation: describe animals teaching methods: listen and say, read and write teaching procedures: step 1 presentation 1.we are going to learn the names of some more animals.

2.show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words step 2 listening practice

1.point to the animals in 1a and ask

students to say the names→ play the recording of the conversation twice → check the names of animals step 3 pair work practice the conversations using the description words.

a: let?s see the lions.b: why do you want to see the lions?

a: because they?re cute.step 4 consolidation free talk ask students to present their conversations to the cla.step 5 summary words and conversations step 6 homework remember the words and conversations.

教后一得：在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。 the second period teaching aims: 1.listening practice: write the names of the animals.

2.oral practice: ask and answer

questions about animals.

grammar focus: teaching difficulty: difference between the words very and kind of.teaching methods: listen and say teaching procedures: step 1 revision can you say the names of the animals? ask some students to say and two students to write on the blackboard.step 2 free talk make a conversation in pairs, talking about animals.step 3 presentation

1.do you want to go to the zoo? julia and henry are talking about the animals in the zoo.2.let?s listen together.

3.play the recording twice →students write in the names of the animals →draw a line between animals and adjectives step 4 listening practice

hear the recording again →complete the conversations with the words given →tell the words: very & kind of step 5 pair work 1.practice the target language.2.ask and answer questions with

the given words.step 6 consolidation ask some pairs to act out the conversations.step 7 summary grammar focus step 8 homework: practice the target languages.

教后一得：现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。

推荐第3篇：七年级下册英语教案

Unit1 Where is your pen pal from？

Topic:

Countries, nationalities, and languages

Functions:

Talk about countries, nationalities and languages Ask and tell about where people live

Structure:

Where\'s/Where\'re ...from? Where does/do ...from? What questions----What language does/do ...speak?

Target language:

Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....

Vocabulary:

words about countries, languages

Teaching design:

The whole unit needs 5 periods, 4 for new leons and 1 for test

第一单元

第课时

总第

课时教学内容:SectionA,page1,1a—1c 教学过程：

Step 1 Leading-inThe information of the teacher\'s own pen pal\'s information.\"I have a pen pal.His name is Curry Muray.He is from the United States.Do you have a pen pal? Where is your pen pal from? What\'s your pen pal\'s name?\" Different students say the information about their own pen pals.T should choose the different countries.T writes the different countries on the Bb(both Chinese and English)

Step 2 Learning

Section A 1a Learn the new words on the Bb.The new words are: pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)

Pay attention to the pronuciation of the new words.

Step 3 Listening

1b Listen and circle the countries in 1a they learned

Step 4 Competition Two groups of students to write the new words to see which group does better.First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.

(This step is a memory game.It can help the Ss consolidate the new words they learned)

Step 5 Pairwork 1c Practise the following conversation: ---Do you have a pen pal? ---Yes, I do.---Where\'s your pen pal\'s from? ----He/She is from ....(Write it down on the Bb) First T has a conversation with one student as an example then let the Ss practise in pairs.At last let several pairs do it again in cla.

第一单元

第二课时

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课时教学内容：Section Apage2 2a---page 3 4 教学过程： Step 1 Leading-in Revise the countries names with looking at the Bb.Then T writes down the city names on the Bb.Let the Ss try to find out which countries the cities are in.The city names are following: Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;

Step2 Learning 2a Learn the city names together with the whole cla just like Step 2 2b Listen and circle the cities and countries 2c Listen and complete the chart Have a similar competition to consolidate the new words in this part.

Step 3 Pairwork T has a conversation with one student like the following:

---Do you have a pen pal? ---Yes, I do.---What\'s your pen pal\'s name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb) Let the Ss practise after the T\'s example in pairs then several pairs do it in cla.step4 New drills Present the drill: T: In China, people speak Chinese, people in different counties speak different languages, What language do Americans speak? Ss: They speak English.T:Good, What language do Janpanese speak? Ss: They speak Janpanese.And so on Do 3a fill in the diagraw Practice the drill: What language does he/she speak? Step5 Exercise

My pen pal is from Australia.(划线提问) John\'s pen pal is from Japan.(划线提问) He lives in Paris.(划线提问)

Homework:

Read and copy the new words .Copy the sentences in Grammar Focus Make up the questions about Jodie in 2c The questions are: Does Jodie have a pen pal? Where is Jodie\'s pen pal from? Where does he/she live? What\'s his/her name?(This one can be chosen by themselves)

第一单元

第

课时

总第

课时教学内容：SectionB 1a---2c 教学过程：

Step 1: New words 1 Present the new words.2 Practice the new words, read the names of the countries.3 Give the students two minutes to finish 1,then check the answers.Step 2:Listening practice.Play the tape for the first time.The students number the questions.Then check the answers.Play the tape for the second time.The students write the answers.Step 3:New drills.1 Present the new drills.2 Practice the new drills.Step 4:Task.

第一单元

第

课时

总第

课时教学内容：Section 3a---self check 教学过程： Step 1:New leon.1 Read the letter and answer the questions.When students read the letter, the teacher moves around the claroom.2 Fill in the chart.Step 2:Drills.1 Practice in pairs.2 complete the letter.Complete the letter according to the information on the card.Give the students two minutes to finish 3b,then check the answers.

Step 3:Writing.1 Make an information card for yourself.As students work,the teacher moves around the room talking to the students about what they are writing and offering language support as needed.2 Write an e-mail.Step 4:Task.1 Make a survey.2 Imagine the new students in your cka.教学后记：

Unit 2 Where\'s the post office?

Language goal This unit students leam to ask for and give directions(方向) on the street.

New language Is there a bank near here? Yes, there\'s a bank on Center Street, Where\'s the supermarket? It\'s next to the library.Is there a pay phone in the neighbhood?Yes, it\'s on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as acro from, next to,Between

Recycled language What are you doing? Do you want to ...?

第二单元

第一课时

总第

课时教学内容：Section A 1a—1c 教学过程：

Ask two rows of three students each to stand facing each other in the front of the claroom.Point to students standing in front and ask the cla to repeat the questions and answers.Example 1 Teacher: Where\'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2

Teacher: Where\'s Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is acro from Sheng Lin.Example 3 Teacher: Where\'s Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.

This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures.Say, Write the letter of each place in the picture next to the correct word or words on the list.Point out the sample answer f.Check the answers.

1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture.Say the name of each one to the cla.Say, Now I will play recordings of three conversations.Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time.Students only listen.Play the recording a second time.This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.

Tapescript(录音稿) Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is.Conversation 2

A: Is there a post office near here? B: Yes, there is.There\'s one on Bridge Street.Conversation 3 A: Is there a supermarket on Center Street? B: No, there isn\'t.

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.If neceary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the cla.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范） 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 progre(进展情况).Help students understand how to locate things on the map, if neceary.

Ask several students to say some of their questions and answers for the cla.

第二单元

第二课时

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课时教学内容：Section A 2a—Grammer focus 教学过程：

2a This activity introduces the terms acro from, next to, between, and on.Focus attention on the pictures.Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences.Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictures.Say, Eacb sentence talks about one of the pictures.Write the number of the sentence in the box on the picture that it is talking about.Point out the sample answer 1.Check ihc answers.

2b This activity gives students practice listening to and understanding the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b.Read them to the cla saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.Point out the sample answer.Play the recording the first time.Students only listen.

Play the recording a second time.This time ask students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(录音稿) Conwaraation 1 A: Excuse me.Is there a library around here? B: Yes.It\'s between the video arcade and the supermarket.Conversation 2 A: Where\'s the park? B: The park? Oh, it\'s acro from the bank.Conversation 3 A: Excuse me.Is there a supermarket around here? B; Yes, it\'son Fifth Avenue.Conversation 4 A: Where\'s the pay phone? B: It\'s next to the post office.

This activity provides guided oral practice using the target language.Point to the list of buildings in la.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the cla.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Ask about the buildings in 1a.Demonstrate（示范） 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 acro from the bank.

As students work, move around the room and check progre.（进度） Ask several students to say some of their questions and answers for the cla.

Grammar focus Review the grammar box.Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, acro from, next to, and between.Ask, Which words talk about two different buildings? (acro/row, next to, and between) Ask, Which one talks about one building all alone!\' (on)

Culture note Many visitors to the United States believe that Americans don\'t like to answer questions or give directions(方向) to tourists（旅行者）and other visitors.This is not necearily true.The pace of life is fast in the United States, especially（特别） in big cities.Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going.Also, most Americans speak only one language and aren\'t used to talking with speakers of other languages.However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood.A pleasant smile and a short, direct question will almost always get you the information you need.

第二单元

第三课时

总第

课时教学内容：Section A 3a---4 教学过程：

3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box.Ask students to read it out loud.Ask a student to point out the place that Paul wants to get to.Guide the student to point to the book and say,Here\'s the hotel.Here\'s Bridge Street.Point to the two arrows.(箭头) Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.Answer Paul and Nancy are the two figures outside the entrance to the park.3b

This activity provides guided writing practice using the target language.Call attention to the three pictures.Explain that the three pairs in these pictures correspond to three pairs in the large picture above.Ask students to find the pairs in the big picture.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.Say, Write the answers to the questions here.Ask students to complete the writing individually.(个别的) Correct the answers.

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 acro the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It\'s acro from the video arcade, next to the super-market.4

This activity provides guided oral practice using the target language, Call attention to the picture in la.Ask students to name all the buildings in the picture.Point out the conversation In the picture in 4.Ask different students to read each line.Have the students work In groups.One person chooses a building in the la picture but doesn\'t tell anyone which building it is.The others ask questions like those in the activity 4 picture until they gue which building it is.Several students can take turns choosing the building for the others to gue.

第二单元

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课时教学内容：Section B 1a---2c 教学过程：

This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves.For example, you might say; This is a park.Is it a

clean park or a dirty park? Clarify(澄清) the meaning of the words clean and dirty by pointing out details in the pictures.

Point out the pairs of words or phrases.Say each one and ask students to repeat, Then ask students to match each word or phrase on the list with one of the pictures.Point out the sampl answer.Check the answers.

1 b

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask a pair of students to read it aloud.Then ask several different students the same question.Ask them to tell the truth.Point out the list of phrases in 1a.Ask students to work in pairs They take turns asking each other questions about the things on this list.Ask them to tell each other the truth.As students work together, move around the room checking on their progre.Ask several students to present some questions and answers to the cla.

This activity gives students practice listening to and understanding the target language.

Point out the list of places in la.Say die name of each one to the cla.Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael\'s street.Play the recording the first time.Students only listen.

Play the recording a second time.This time ask students to listen and circle the places they hear.Correct the answers.

This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Say, Now I will play the conversation again.Listen to if and draw the places in Michael\'s neighborhood on the street map.Play the recording.Students only listen.Demonstrate the activity by saying.What are the three places on the tape? (a hotel, a supermarket, Michael\'s house).Answer any questions students may have.Play the recording again.Students draw maps of Michael\'s neighborhood.

Move around the room, offering aistance(提供协助) if needed.Have some students show their completed drawings to the cla.

This activity provides guided oral practice using the target language.Say, Now let\'s work in pairs.The first person makes some statements about the picture in 2b.The seconds person says \"true\" if the statement is true and \"false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范) the activity with a student.Have the student close

the book.Then say one true thing and one false thing about the picture.Guide the student to answer \"true\" for the true statement and to say \"false\" for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.Ask several pairs of students to present some statements and responses(回答) to the cla.Ask students to correct any mistakes they hear.

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课时教学内容：Section B 3a—4b self check 教学过程: 3a

This activity provides reading practice using the target language.Ask a student to read the paragraph to the cla or read it yourself.Answer any questions students may have.Read the Instructions（指示） aloud.Point out the sample of the circled description word (busy), and make sure students understand what they have to do.Correct the answers.

This activity provides guided reading and writing practice using the target language.Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.Say, Now please write one word in each blank space in the guide.Look at the picture/or the answers.Point out the sample answer in the blank.

Correct the answers.3c

This activity provides guided writing practice using the target language.Ask students to work on their own.Point out the description in 3b and say.Now write about your own neighborhood.Use sentences like these.

This activity provides open-ended oral practice using the target language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the cla.Say,Now you can talk with your partner about your own neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket acro from a post office.As students work, move around the room offering aistance and answering questions.Ask some students to share(参与) the completed drawings and to make some statements to accompany(陪伴) them.

Self check

This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask students to check all the words they know.You may wish to have them circle any words that they don\'t know.

Ask students to find out the meanings of any words they don\'t know.They can do this by reviewing the unit.asking you, asking their clamates or using a learner\'s dictionary or bilingual dictionary.

This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their Vocab-builder on page 108.After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole cla or informally, in pairs or small groups.

This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Ask students to read the letter and draw the route on the map.Answer any questions students may have.Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)

教学后记：

Unit 3: Why do you like koalas ?

Language goals

In this unit students learn to describe animals and expre preferences and give reasons, New language

Why do you like koala bears?.Because they\'re cute,They\'re pretty interesting, They\'re kind of shy, They\'re very big.names of animals such as tiger, elephant, koala bear, dolphin description words such as smart, cute, intelligent names of countries: Australia, South Africa,

Recycled language between, acro from He\'s/She\'s from ...He\'s / She\'s five years old. name of countries; China, Japan, Brazil

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课时教学内容：Section A 1a—1c 教学过程：

Additional materials to bring to cla: coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English.Write the list on the board, Ask students to describe each animal in some way.They may tell its

color or tell if it is big or small.Say, Today we are going to learn the names of some more animals.Well also leam how to say which ones we like and tell why we like them.

This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals.Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each.Ask students to repeal.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word with one of the pictures.Say, Write the letter of each animal in the blank by that animal\'s name.Point out the sample answer.Check the answers.

1 b

This activity gives students practice in understanding the target language in spoken conversation.Point to the animals in 1a- Ask students to point to and name the animals.Say, I\'m going to play recordings of three conversations.Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.Play the recording the first time.Students only listen.Play the recording a second time.This time students check each animal name they hear.Correct the answers.

1 c

This activity provides guided oral practice using the target language.Call attention to the example conversation in the picture.Ask two students to read it to the cla.Answer any questions they may have.Point out the four description words.Ask a student to read them aloud.Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be like the example.Use these description words.Ask students to work in pairs.Have them take turns saying both parts.If students need help getting started, demonstrate another conversation with a student.For example: Teacher: let\'s see the elephant.Student: Why do you want to see the elephant? Teacher: Because it\'s very smart.Ask some students to present their conversations to the cla.

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课时教学内容：Section A 2a---4 教学过程：

This activity provides listening practice using the target language.Call attention to the two blank lines on the left.Say,You will hear a recording of a conversation.Listen carefully.Then write the names of the two animals you hear on these lines.Play the recording the first time.Students only listen.Play the recording a second time.This time students write in the names of the animals.Check the answers.

Point out the adjectives listed on the right.Ask a student to say the words.Say, Now I will play the recording again.This time draw a line between each animal and the adjective you hear.Play the recording and have students match each animal with an adjective.Correct the answers.

This activity provides listening and writing practice using the target language.Call attention to the conversation and the blank lines in it Say, You will hear the recording again.This time please write a word from the box on each blank line.Some words can be used more than one time.Ask a student to read the words in the box.Play the recording.Check to see that students are writing a word from the box on each line of the conversation.Go over the answers.

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask two students to read it to the cla.Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.Demonstrate a conversation with a student.For example:

Student: Do you like penguins? Teacher: Yes, I do.

Student: Why? Teacher: Because they\'re very cute.

This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeat Point to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.

This activity provides guided oral practice using the target language.Point to the conversation in the picture.Ask a pair of students to read it to the cla.Ask students to work in pairs.Say, Now you can talk about where animals come from.Point to the map and animals students matched up in 3a- Say, Work with a partner.Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the cla.

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课时教学内容：Section B 1---3 教学过程：

Additional materials to bring to cla: Pictures of household pets and zoo animals cut out of magazines for

Follow-up activity 1.

This activity introduces more key vocabulary, Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers-

This activity provides listening practice with the target language.Say, Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you bear on the list for la.Play the recording again.Students circle the adjectives they hear.Correct the answers.

This activity provides listening and writing practice using the target language.Call attention to the three headings.Animal, Maria\'s Words and Tony\'s Words, and the write-on lines under each.Say, Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.Play the first four lines of recording and stop the tape.Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)

Point out the write-on lines where students can write these words.Play the whole recording and have students write the words they hear on the chart.Check the answers.

This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture.Ask two students to read it to the cla.Say, Work in pairs.Use sentences like these to say what you think about different animals.Demonstrate the activity with one or two students.For example, say, I like dolphins.They\'re intelligent.Ask students to work in pairs.As they work, move around the room checking on progre.Ask some pairs to present their conversations to the cla.

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课时教学内容：Section B 3a---self check 教学过程：

This activity provides reading practice using the target language.Point out the three descriptions of animals.Ask students to take turns reading one aloud.Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description.There is one animal that is not described.Check the answers.

This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Call attention to the pictures of animals in 3a, and draw attention to the gra, leaves, and meat.Ask a student to explain each word or use it in a sentence to show he or she understands what it means.Teach the expreion sleeps.Point out the description in 3b with blank lines where some words are miing.Read it to the cla saying blank each time you come to a blank line.Point out the six words in the box.Say, You can write these words in the blanks.Use each word only once.As students work, move around the room checking progre and offering language support as needed.Check the answers.

This activity provides reading and writing practice using the target language, Say, Now you can write a description like the one in 3b.You can use some of the same words.Write about any animal you like.You may wish to do a sample description with the cla.Choose an animal\'s name and write it on the board.Then ask students to make statements about the animal.Repeat each statement and then write on the board.You can ask leading questions such as.Is it big? Is it lazy? Does it eat gra? Ask students to write their own descriptions.You may wish to have le fluent students work with a more fluent partner, Ask students to share their writing with others in the cla.After you have reviewed the students\' work, you may wish to have

some students recopy their work so that you can post it on the claroom bulletin hoard.教学后记：

Unit 4: I want to be an actor.

Language goal In this unit, students learn to talk about jobs .New language What do you do? I\'m a reporter What does he do.\' He\'s a student.What do you want to be? I want to be an actor .What does she want to be? She wants to be a police officer names of jobs and profeions

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课时教学内容：Section A 1a—1c 教学过程：

Brainstorm with students a list of jobs that friends or relatives do.(\"Brainstorming\" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs.Accept single word answers or simple sentences such as, It\'s fun.It\'s a good job.

This activity introduces the key vocabulary.Focus attention on the art.Ask students to tell what they see in each scene.Ask students to name as many of the jobs shown as they can.Then point to a scene, name the job, and ask students to repeat.

Point to the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes.Say, Write the letter of each scene next to one of the ivords.Point to the sample answer.

1 b

This activity gives students practice in understanding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one, Say, Now you will hear three conversations.The conversations are about three of the people in this picture.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to write a number 1 next to the person being talked about in conversation 1.Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c

This activity provides guided oral practice using the target language- Ask a student to read the example conversation with you.Hold up the book and point to the doctor in the picture.Say, Now work with your partner.Make your own conversations about the picture.You can use sentences like the ones in activity 1b.Say a dialogue with a student.Point to a picture of one of the people.Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work.Oner language or pronunciation support as needed.

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课时教学内容：Section A 2a---Grammer focus 教学过程：

This activity gives students practice in understanding the target language in spoken conversation.Ask students to look at the three pictures.Ask different students to tell you what they sec in each picture.What are the people doing? What jobs do they have? Play the recording the first time.Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time.Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.

This activity gives students practice in understanding the target language in spoken conversation.Point to the three headings in the chart and read the headings to the cla.Ask students, What does \"wants to be\" mean? (It is not the Job the person lias now.It is the job the person wants in the future.) Play the recording the first time.Students only listen.Say, You wiU hear about the people in these pictures.You will hear the job they haw now and the job they want in the future.Play the recording a second time.This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future.Point out the sample 2c

This activity provides guided oral practice using the target

language.Point out the pictures in activity 2a.Ask who each person is.(They are Susan\'s brother.Anna\'s mother, and Tony\'s father.) Say, Now work with your partner.Ask and answer questions about the pictures.Ask, \"What does he or she do?\" Then ask, \"What does he or she want to be?\" Say a dialogue with a student.Point to Anna\'s mother and then to the example in the speech balloons.Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work.Offer language support as needed.

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课时教学内容：Section A 3a----4 教学过程：

This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures.Ask students to read the name for each place.As they name each place, write the word on the board and-ask the cla to repeat it.Point out the list of jobs with the numbers next to each.Then call attention to the people in the pictures and the speech bubbles.Point out the sample answer and have a student read out the speech bubble.Ask students to work alone.Say, Write the number of each job in the square next to each workplace.Check the answers.3b

This activity provides guided oral practice using the target language.Point out the pictures in activity 3a.Ask students to name the

workplace shown In each picture.Then point out the conversation in the speech bubbles.Ask two students to read It to the cla.Say, Wow work with a partner.First practice the conversation in the picture.Then make new conversations.Use jobs and places from activity 3a.Say a dialogue with a student.Point to the word waiter in activity 3a and then to the picture of the restaurant.Ask a student.Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask.What does he do? and guide the student to answer, He\'s a waiter.As students work in pairs, move around the room monitoring their work.Offer language support as needed.4

This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game.Say, You will draw a picture of someone working.Other students will ask questions about the kind of job you are drawing.After two questions someone can try to gue the job.Demonstrate by drawing a picture on the board of a stick figure reporter.Add details (microphone, notebook,etc.) until students gue what job it is.Ask a student to go to the board.Say, Draw a picture of a person working.If neceary, help the student add details that show the job the person is doing.He or she can add a bank interior to show that the person is a bank clerk.A student could also use an eye chart on the wall to show that the place is a doctor\'s office and the person is a doctor.Ask two different students to ask questions about the Job, and then ask

a third student to gue what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four.They will need pieces of paper on which to draw their pictures.They will also need pencils.

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课时教学内容：Section B 1a—2c 教学过程： New language Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

Additional materials to bring to cla: help wanted ads from an English-language newspaper

1 a

This activity introduces the key vocabulary.Focus attention on the six pictures.Ask, What job does the person have? Where does the person ivnrk? Point out the numbered list of words.Say each one and ask students to repeat.Then use simple 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.The job is always changing.Something is always happening.For dangerous you might say, Dangerous means not safe.You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures.Say, Write the letter of each picture next to one of the words.Point out the

sample answer.Check the answers.1 b

This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the cla.Then point to the picture of the police officer and say.It\'s an exciting job.Ask the cla to repeat.Then say, What else can you say about being a police officer? Someone may answer, It\'s a dangerous job.Ask the cla to repeat each correct answer.Then ask students to work in pairs.Suggest that they each point to the pictures of the workers and make statements about them.As students practice, move around the claroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit.Write this list of jobs on the board.Say, Can you name some other jobs? Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la.You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a

This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the cla.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time.Students only listen.Say, Now I will play the tape again.This time write the name of a job under the words \"wants to be.\"

This activity provides listening and writing practice with the target language, Call attention to the second heading and ask a student to read it to the cla.Say, This time you will unite why each person wants the job.Play the recording again.Students only listen.Then say, Now I will play the tape again.This time write the reason the person wants the job under the word \"Why?\" Play the recording.Students write their answers.Check the answers.2C

This activity provides open-ended oral practice using the target language.Say, What do you want to be? What words describe each job? Help the cla make up a list of jobs they might like to do.As students suggest poible jobs, ask the cla to suggest words to describe them.Use a bilingual dictionary, if neceary, to find the names of jobs and words to describe each one.Then ask students to work in small groups.They tell each other what they want to do and why.Encourage students to use dictionaries if neceary.Move from group to group offering aistance as needed.Ask individual students to tell the cla about what they want to be and why.

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课时教学内容：Section B 3a—self check 教学过程：

This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the cla.

Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students to ask questions about anything they don\'t understand.For example, in the first ad, students may not know that working late means \"working at night.\" To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b

This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.Ask students to fill in the blanks using words from This section.Say,Look at the pictures next to each blank line.The pictures will help you gue the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers, 3c

This activity provides writing practice using the target language.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about? Repeat each of the students\' sentences and ask the cla to repeat the sentences after you.For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner.Ask the pairs to correct each other\'s work.

This activity provides guided oral practice using the target language.Ask two students to read the conversation in the speech bubbles.Answer any questions students may have about it.Then say, New please work in groups.Ask efuestions to find out what jobs each person wrote about.You can use sentences like the ones we just read.As students ask questions, move from group to group.Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.教学后记：

错误!

Unit5 I\'m watching TV.

Language Goal: Talk about what people are doing.

Teaching Aims: The present Progreive (结构式: Be + V-ing )

Key Points:

---What’s he doing ?

---He’s reading.Difficult points:

现在进行时的用法和动词V-ing 形式的构成。 Teaching Methods:

由浅入深,设置场景、对话以及表演来教授新句型。 Teaching Aids:

教学图片、教学光盘、VCD机、录音机

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课时教学内容：SectionA 1a----1c 教学过程：

Step1. Warming – up A. Duty report

Teacher: How are you, boys and girls?

S s : Fine, thank you.

Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report) B. Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.) T: Usually, what time do you go to school? S1: ……

T: When does your father watch TV in the evening? S2: ……

T: Do you do your homework in the evening? S3: ……

T: When do you play soccer? S4: ……

T: what time do you usually eat dinner? S5: ……

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.

Step 2. Presentation A. Match the words and the activities.Ask the students to turn to page 83, and look at the pictures in 1a.

Then,the teacher ask questions:

----What’s he doing? (Picture 1)

----He’s making a telephone call.

(Help the students answer the question with body language .) Ask and answer just like that, and finish 1a.(Ss can gue the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)

The Ss read these V-ing words after the teacher.B. Play the video.To make the Ss clear what they are learning in this cla.Mr.Gong’s words do give the teacher a big hand.

(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)

C. Teach the Present Progreive.1. Introduction Tell the Ss what the Present Progreive is.(现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.) 2.

Tell the difference

Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard.Ask the Ss to have a look and find the difference between them.For example: go and going, watch and watching, do and doing, etc.Then, ask the Ss to read them again.3.

Listen to the tape. Let the Ss get ready to listen to the tape (paper and ball-point pen). Check the answer: 2

1 4.

Activities. The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”

(The other actions: look at someone, clean the window) Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined: n

What am I doing n

I’m opening the door. n

What am I doing? n

I’m looking at him.n

What am I doing? n

I’m cleaning the window.

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课时教学内容：SectionA 2a----3c 教学过程：

5.Pairwork. Ask and answer questions about what people are doing in the picture.u

What’s he doing? u

He’s reading.

The Ss can practice different sentences upon the verbs on the blackboard.6.Gueing game.

The teacher prepare several pieces of paper and there are different actions on it.Ask a pair of Ss to act it out.(Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progreive step by step.They can have fun in the claroom during this cla, it’s the most important.)

7.Self-aement.

The teacher prepare for the Ss some listening exercises, and play the caette, let them finish these exercises at once.Then, check the answer.The Ss can understand whether they have learned about the Present Progreive.

8.Do the exercises.

The teacher have the Ss some exercises, and ask the Ss to do at once. --What’s Li Lei doing?

-- He_____________.( read ) --What’s his mother doing?

--She_____________.( write --What are they doing?

--They_____________.( play soccer) --What are David and Mary doing?

--They_____________.(have dinner) --What’s Jenny doing?

--She______________.( run ) (In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after cla.Step 3. Homework 1.

Finish the exercises in the cla.2.

Make a conversation and act it out with your partner.Step 4. The end T: You are very good today, boys and girls! And thank you for listening.Bye .第五单元

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课时教学内容：Section B 1a---2c 教学内容：\\ Step 1:Check the homework and lead in. Ask several students to read their eays.Show a photo album on the computer.Step 2: Present the new structure.Show students the first album on the computer.

Get the students to answer the questions with the target language.Practice a few more photos in the same way.Step 3: practice the structure.Show the photos one by one.Students ask and answer in pairs according

to the photos on the computer.Step 4: Complete the chart.Give students a few minutes to finish it, then check the answers.Step 5:Listening practice.Play the record for the first time, students only listen.Play the recording again, students finish it.Then the teacher check the answers.Step 6: Task.Teacher show students some photos of friends.Students show their photos to cla.Homework After school, go to some public places .Draw what you see and write down what the people are doing.

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课时教学内容：Section B 3a---self check 教学过程：

Step 1: Check the homework and lead in.Ask the students to show their drawings and introduce.Step 2: Reading practice.1 Talk about the pictures.Students talk about Mike’s four photos.2 Read and match.Give students a few minutes to read the letter.Then finish it and check the answers.Step 3:Writing practice.Ask students to work individually and check the answers.Step 4: Task.

Show several periods of movies on the computer.Show three movies once more.Then some students report the three silent movies one by one.Step 5: Summary.This cla we’ve learned how to say something about the photos and pictures.And I hope all of you can realize your dreams in the future.Go for it! Homework Finish self check.

教学后记：

Unit 6: It\'s raining!

Language goals In this unit students learn to talk about the weather and talk about what people are doing.

New language What are you doing? I\'m watching TV What\'s he doing? He\'s playing basketball.What\'s she doing? She\'s cooking.What are they doing? They\'re studying.How\'s the weather? It\'s raining.

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课时教学内容：Section A 1a----1c 教学过程：

Write the question.What are you doing? on the board.Read the question and ask the cla to repeat it.Then act out an activity students are already familiar with, point to the question and have students repeat it.Answer the question using the target language.For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the cla asks, What are you doing?, you answer,I\'m reading a book, and so forth.1 a

This activity introduces the key vocabulary.Focus attention on the cities in the picture.Ask, What s the weather like here? If they can\'t answer, supply theword and ask the cla to repeat it.Say a sentence or two about each kind of weather.For

example, It\'s raining.Is it raining here today? Point out the numbered list of words.Say each one and ask students to repeat the words again.Then ask students to match each word with one of the cities in the picture.Say, Write the letter of each city next to one of the ivords.Point out the sample answer.Check the answers.1 b

This activity gives students practice in understanding the target language in spoken conversation.Play the recording the first time.Students only listen.Say, You will hear four different conversations.Each one is about the weather in a different city.Point to each city in the picture as it comes up on the tape.Play the recording a second time.Ask students to write the name of the city in the picture of its weather.Say, The first one has been done for you.Beijing is written in the picture of sunny weather.It is sunny in Beijing.Correct the answers.1 c

This activity provides guided oral practice using the target language.Point out the example conversation.Ask two students to read the dialogue to the cla.Say, Now work with a partner.Make your own conversations about the weather in these five places.As the pairs talk, move around the room monitoring their work.Offer language or pronunciation support as needed.Ask several pairs to present their conversations to the cla.

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教学内容：Section A 2a—2c 教学过程：

This activity gives students practice in understanding the target language in spoken conversation.Point to the four pictures.Ask students to tell what each person is doing in each picture.For example, This boy is talking on the phone.This man is playing basketball.Supply vocabulary words as needed.Play the recording the first time.Students only listen.Play the recording a second time.This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.Correct the answers.2b

This activity provides listening practice using the target language.Point out the list of names and the list of activities.Ask a different student to read each list to the cla.Say, Now I will play the recording again.This time,please match each name with an activity.Write the letter of an activity in front of each name.Point out the sample answer for number 1.Play the recording and have students fill in the rest of the answers.

, Correct the answers.2c

This activity provides guided oral practice using the target language.Call attention to the four people in the picture in activity 2a.Ask students to say something about each person.Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and

playing computer games.Point out the sample conversation in the speech bubbles and have a pair of students read it to the cla.Say, Now please work with a partner.Make conversations like this one.Talk about the people in the I pictures.

As students work in pairs, move around the room monitoring progre and offering aistance, if needed.Ask some pairs to present their conversations to the cla.

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课时教学内容：Section A 3a—4 教学过程：

This activity introduces more key vocabulary.Call attention to the faces.Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling.For example, ask a student.Look at this face.Is it happy? Is it unhappy? Then point to the four words.Say the words and ask students to repeat each one.Use your tone of voice and facial expreions to reinforce the meaning of each.Add your own simple explanations of what each one means.For example: Not bad.This means something is not very good, but it\'s also not very bad.It\'s in the middle.After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.Check the answers.

This activity provides oral practice using the target language.Point out the conversation in the large picture and ask two students to read it to the cla.Ask students to explain what How\'s it going? means.(It is similar to How are you? or How is everything?) Ask students to practice the conversation in pairs.Move around the room monitoring their progre.Then call attention to the example in the small speech bubbles.Have two students read it to the cla.Say, Now we\'ll change some of the words and make our own conversations.We can use our own names.We can give true answers or we can make up answers.Ask pairs of students to make up their own conversations.Move around the room offering language support as needed.Ask some pairs to present their conversations to the cla.

This game provides oral practice using the target language.Say,Now let\'s work in pairs again.One student looks at the picture on page 85 and the other looks at the picture on page 87.Please don\'t look at your part ner\'s picture.Say, Each picture has the same people in it, but they are doing different things.Take turns talking about what the people are doing in your picture.If I am student A, I will say.In my picture it is sunny.Guide one of the students Bs to respond.In my picture it is raining.As students work, move around the room, monitoring progre and offering aistance as needed.

推荐第4篇：七年级下册英语教案7B_Unit_8_Is_there_a_post_office_near_here

Unit 8 Is there a post office near here?

Learning Objectives

一、Topics（话题）:

The neighborhood

二、Functions (功能) Ask for and give directions on the street

三、Structures (结构) 1.There be structure 2.Where questions 3.Prepositions of place

四、Target Language (目标语言) Is there a restaurant near your house? Yes, there is.It’s on Center Street.Where’s the supermarket? It’s next to the library.Where are the pay phones? They’re in front of the post office.

五、Vocabulary （词汇） post office, police station, hotel, restaurant, bank, hospital, town, street, road, next to, acro from, near, between, in front of, behind, turn, enjoy, spend turn left/right, go along, on your left, spend time, enjoy reading books

六、Skills (技能) Listening for key information Scanning in reading

七、Recycling （复习巩固） Where’s …? Imperatives

八、教材分析

教学内容 1) 词汇：post office, police station, hotel, restaurant, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right, next to, acro from, in front of, near, between 2) 语言结构：A.Where questions

B.Affirmative statements

C.Prepositions of place

D.There be structure

2、教材的地位及其作用

本单元的教学主要内容是：学习“问路指路”的常用表达方式，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。

本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。

二、学生分析

学生现有的能力与已掌握的知识：

学生在上学期已经学过词汇：big, small, old, new,

句型： Where is …? It’s in/on/under/ …

指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。

这几点设置了四个活动，利用多媒体素材，以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。

九、教学目标

语言知识

词汇：A.重点掌握表示建筑物种类的名词, 如post office, hotel, bank,

supermarket,

street,

pay phone, avenue,

B、掌握如下描绘性形容词及方位副词，如clean, quiet, dirty, busy,

right, along, C、方位介词, 如next to, acro from, in front of, near, between, behind D、短语，如 turn right, turn left, go down, go on, walk along, go

along 重点句型：Is there a bank near here?

Yes, there is a bank 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.

2、语言技能

1）能看着图片说话出建筑物的名称；

2）能运用一般现在时询问街道上某一场所的位置； 3）能够运用所学语言为他人指明某一场所的路线； 4）能够描述某一场所各建筑物之间的位置关系； 5）能够利用地图向他人介绍自己所居住的社区；

3、学习策略

1）利用老师所提供的图片做出简单的判断，学习相关方位介词以及描绘性形容词。

2）通过与同学交流，学会使用问路指路，对地点特征做出简单描述的句型。

4、情感态度

1）通过各小组的对话练习培养学生的合作精神；

2）通过学习本单元，教会学生礼貌待人，建立和睦的邻里关系；

十、教学重难点：

left, down, 1.want的一般现在时的用法;

2.want的一般现在时的疑问句，及其肯定，否定回答;3.第三人称后动词的变化

十一、课时安排

第一课时：完成Section A 1a–2c

第二课时：完成Section A 2d–3c 第三课时：完成Section B 1a–1d 第四课时：完成Section B 2a–Self Check

The First Period (Section A, 1a–2c)

Teaching aims （教学目标）

1．掌握表示地点的词汇；

2．掌握where引导的特殊疑问句；

3．能够简单地描述地点方位；

4．能够画出简单的示意图。

Language points (语言点) 1.词汇： post office, restaurant, library, supermarket, bank, park, pay, street, center, near, bridge, acro, between, in front of, behind 2.句型： Is there a bank near here? Yes, it is./No, there isn’t. Where’s the bank? It’s on Center Street.Difficulties （教学难点）

1.Where 引导的特殊疑问句。 2.肯定陈述。

3.表示方向的介词。

Teaching steps （教学步骤）

1.Warm-up and revision（课堂热身和复习）

（1）Daily greetings to the Ss (2) Revision （复习）

【教学设计说明】本单元主要话题是问路，因此从复习地点名词入手，进而自然的过渡到本单元的话题，这样以旧带新能帮助学生扩展思维。 2.Presentation （呈现新知识） (1) Present the new words Show pictures of different places and help Ss to understand the new words.

Explain prepositions of place to Ss using the pictures of the mouse and the ball.【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。 3.Work on 1a （完成1a） (1) Match the words with the places in the picture.

(2) Talk about the picture with Ss using target languages.

【教学设计说明】通过1a的练习，使学生进一步学会运用新单词。和学生一起谈论图片，目的在于引导学生学会使用对地点提问的基本句型。 4.Work on 1b （完成1b）

Listen and circle the places in 1a you hear.【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。 5.Drill (练习)

Ask some Ss to repeat the conversation and change the words used. (第一轮应提问成绩较好的学生，第二轮提问成绩较差的学生) 【教学设计说明】此环节为机械操练，使不同层次学生初步掌握目标语言。机械操练是英语初始阶段教学必不可缺的部分，学生要先从模仿到初步掌握，最后才能熟练应用。机械操练时应注意着重提问成绩较差的学生，由于机械操练比较简单，因此是激发后进生兴趣，培养后进生自信的一个很好的途径。 6.Work on 1c （完成1c）（1）Have Ss get into pairs and practice the conversation with their partner.Then have them ask and answer questions about the other places in 1a..

(2) Have some pairs present their conversations to the cla.

【教学设计说明】此环节是让学生运用所学句型来进行操练，有利于巩固所学句型。

7.Work on 2a & 2b (完成2a和2b) (1) Match the sentences with the pictures.Write each number in the box.(2) Listen and fill in the blanks with the words in the box.【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生填表格，是检查学生能否听懂并拼写所学单词。 8.Work on 2c （完成2c）

Have Ss get into groups and ask and answer questions about the places in 1a on page 43.Where is the hospital? It’s next to the police station.【教学设计说明】此环节既能充分练习学生的目标语言，使学生学以致用，同时也能极大的调动学生们的课堂参与率，并且能为有绘画特长的孩子提供一个展示的空间。

10.Homework （课后作业） Oral: 1.朗读并熟记单词和句子。

2.Draw a map and then make a conversation. Written: 抄写单词和句子。

The Second Period (Section A, 2d–3c)

Teaching aims （教学目标）

1.能在日常情境中为他人指路。 2.能用所学内容解决实际问题。 3.句型 Where is the …

Language points (语言点) 1.词汇：acro, front, behind, town, around, north 2.句型：Excuse me.Is there a hotel in the neighborhood? Yes, there is.Just go along and turn left.It’s next to the supermarket.Difficulties （教学难点）

1.问路方法。 2.指路方法。

Teaching steps （教学步骤）

1.Warm-up and revision (课堂热身和复习) （1） Check Ss’ homework. （2） Talk about some pictures.【教学设计说明】通过描述图片，达到复习与巩固的作用。同时增进同学之间的相互了解。

2.Presentation （呈现新知识）

Have Ss look at the maps and help them to understand the target language.【教学设计说明】通过展示图片的用法，既直观又有亲切感，为下一步理解对话扫清了障碍。 3.Work on 2d （1）

Role-play the conversation in 2d.(2) Have Ss get into pairs and make conversations based on the example in 2d. (3) Read the conversation and answer the following questions.Q1.Where is the bank? Q2.Can Linda help Tony?

【教学设计说明】学生通过回答问题能理解对话的内容，通过角色扮演能在情境中学会运用，通过自编对话能更好的让学生学以致用。 4.Grammar Focus (1) Read through the sentences.(2) Ask Ss to focus on the questions and answers.【教学设计说明】本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一一呈现。通过句子的罗列，使学生关注人称的变化。因此不应小视，但由于是总结性内容，故要求学生朗读。可在课后将本部分列入听写内容。（完成2d） 5.Work on 3a （完成3a）

(1)Look at the map and answer the questions. (2) Check Ss’ answers.【教学设计说明】在进一步练习本单元核心内容。 6.Work on 3b （完成3b）

(1) Look at the map in 3a and write three sentences. (2) Have Ss check their answers in groups and then report their answers to the cla.【教学设计说明】巩固3a内容。 7.Homework （课后作业） 1.Dictate the new words, then write them out.

2.Recite 2d, then write the conversation from memory once. 3.Draw a map and then make up a conversation.

The Third Period (Section B, 1a–1d)

Teaching aims （教学目标）

1.学会交通标志。2.能熟练指路。 3.学会怎样表达位置。

4.理解听力材料。

Language points (语言点) 1.词汇：along, turn, right, left, croing, neighborhood, 2.句型：Is there a …

Yes, there is.Just go …

Difficulties （教学难点）

准确表达位置。

Teaching steps （教学步骤）

1.Warm-up and revision（课堂热身和复习）

Go through the pictures and explain the signs to the Ss.【教学设计说明】1.复习了走路方法。2.呈现本节重点。3。充分达到热身目的，提高了参与率。

2.Presentation （呈现新知识）（1）Show pictures and talk about them.2.Work on 1a.Match the words with the signs.3.Check Ss’ answers.【教学设计说明】通过对每幅图片的描述，引导学生由使用旧知识过渡到自主使用新知识,达到了自然呈现的目的。 3.Pairwork

Have Ss make conversation based on the pictures in 1a.Get some pairs to present their conversation to the cla.【教学设计说明】通过对话练习使学生进一步掌握问路指路的单词，以及表述方法，并能够更直观的理解并记忆新单词。 4.Work on 1b

（完成1b）

Listen and write the correct place for each letter in the picture.【教学设计说明】培养学生的观察力，通过简单的造句提高课堂参与率。 5.Listening practice (听力练习) （1）Work on 1c.Listen again.Fill in the blanks.

(2) Work on 1d.Imagine you and your partner are the two people in the picture in 1b.Ask and answer questions about the places.(3) Role-play.Ask some pairs to perform their conversation to the cla.【教学设计说明】本部分听力练习旨在锻炼学生提取细节信息的能力。角色扮演的设置主要是将孩子带入情境。 6.Homework 1.Translate the sentences into English.

1) 邮局在哪里？在超市旁边。

2) 这附近有图书馆吗？有, 在第五大街上。

3) 银行在哪里？在旅馆和电子游戏中心。

4) 附近有公园吗？有, 在学校对面。

5) 电话亭在哪里？在邮局旁边。 2. Write how you get to school from your home.

The Fourth Period (Section B, 2a–Self Check)

Teaching aims （教学目标）

1.能用所学知识区描述周边环境。2.能理解文章大意。 3.能够汲取有用知识点。

4.能用所学知识写出精美文章。

Language points (语言点) 1.词汇：spend, climb, road, often, air, sunshine, free, enjoy, easily, money 2.句型：There be …

I live …

Walk out/ along the street …

Difficulties （教学难点）

1.理解较长文章及文章中的知识点。 2.用所学知识写出完整的文章。

Teaching steps （教学步骤）

1.Warm-up and revision（课堂热身和复习）

Check Ss’ homework.Ask some Ss to talk about their neighborhood.【教学设计说明】通过对生活实际的描述，激发学生学习兴趣。复习描述问路的词汇。为完成2a做好铺垫。 2.Work on 2a Check the places near your home.Tell your partner where they are.

【教学设计说明】通过更多单词的学习帮助学生减少困难，并能帮助学生形成知识网络。

2.Presentation （呈现新知识）

(1) Work on 2b.Read the paages.Match each paage with a map.

Then read the paages carefully and answer the questions.

Q1.How does Anna get to the zoo? Q2.Where is the park? Q3.Where is the post office? Q4.Where is the library? (2) Work on 2c.Read again and answer the questions.1.What does Anna like doing in the zoo? 2.Does Anna think monkeys are like people? Why? 3.What does John like to do at the park? 4.John thinks the best things do not need money.Do you think so? 5.How does Lisa get to the library from her home? 【教学设计说明】阅读文章应先略读在细读。因此第一个问题的设置要求学生略读找到关键词语进行推测。接下来的4个问题能够帮助学生对文章有整体理解。2c的设计能够帮助学生更好的理解文章，读懂细节。 3.Work on 3a Look at the map of Cindy’s neighborhood and fill in the blanks.【教学设计说明】本部分旨在帮助学生学会用正确的语言进行写作，并帮助学生积累语言。为完成本单元的写作部分进行铺垫。 4.Work on 3b & Self Check.Have Ss write a composition about their neighborhood, using the questions below to guide them.My neighborhood

1.Where do you live? 2.What is your favorite place in your neighborhood? Why? 3.How do you get there from your home? Help Ss to finish the compositions.

【教学设计说明】由于在前面课时已经对家庭附件进行描述，因此本环节将3b与Self check进行整合，合并为一篇描写好朋友的文章。在写作之前帮助学生建造文章结构，并积累语言。 4.Homework Recite the text in Section B, 3a.Finish your composition.Complete Self Check.

推荐第5篇：七年级下册英语教案7B_Unit_3_How_do_you_get_to_school

Unit 3 How do you get to school?

四、Target Language (目标语言) How do you get to school? I ride my bike.How long does it take to get to school? It takes about 20 minutes.How far is it from your home to school? It’s about two kilometers.

五、Vocabulary （词汇） train, bus, subway, bike, car, boat, river, year, minute, kilometer, sixty, seventy, eighty, ninety, hundred, ride, drive, live, leave, cro

take the train/bus, go by bike/subway, ride a bike, drive a car, think of, between … and …, leave home/school, come true

The First Period (Section A, 1a–2c)

Teaching aims （教学目标）

1.学习表示交通工具的单词。 2.学会使用动词短语表示交通方式。

3.能够熟练掌握How do you get to school？的句型。 4.学习使用how far询问距离，how long 询问时间。

Language points (语言点) 1.词汇：1)名词n.train, bus, subway, ride, minute, kilometer 2) 动词v.ride

3) 数词num.sixty, seventy, eighty, ninety, hundred

4) 形容词和副词adj.& adv.far

5) 词组

take the subway, ride a bike 2.句型：How do you get to school? I …

How long does it take …? It takes …

How far is it from … to …? It’s about …

Difficulties （教学难点）

1.交通工具的表达法。

2.How，how far， how long 句型的使用及区别。

Teaching steps （教学步骤）

1.Warm-up and revision（课堂热身和复习）

（1）Greet the cla.(Talk about the weather.Use the present and past tense.)

T: How’s the weather today?

S: It is …

T：How was the weather yesterday?

S: It was … (2) Play a gueing game.

T: Look at the sentences and pictures and gue the kinds of transportation.【教学设计说明】通过多媒体屏幕向学生展示所学单词,图文并茂，非常直观地向学生展示了新单词.简单的单词游戏既调动了学生的学习积极性又强化了单词记忆。

2.Presentation （呈现新知识）

(1) Present the new words: take a train, take the bus, take the subway, ride a bike, walk Show some pictures of the new words on the screen.Ask Ss to try to read these words.

T: Let’s play a word game.(Ask Ss to look through the new words quickly, and check how many they can remember.Give Ss some pictures of the new words and some word cards.Then show the new words or the pictures of the new words on the screen.For example, when you show the word “train” on the screen, the student who has the picture of a train should stand up quickly and say “I’m here!”) 【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。此环节重点在新单词及词组的意思和发音上，所以要尽量让更多的学生张口说，必要的机械操练是必不可少的。 3.Drill (练习)

Show the pictures as quickly as poible.Let Ss say the new words.Then use the new words to make conversations.

T: Let’s play a game.Please say the new words as quickly as you can.Then make a conversation like this:

A: How do you get to school?

B: I take a bus to school.【教学设计说明】此环节为机械操练，使不同层次学生初步掌握目标语言。机械操练是英语初始阶段教学必不可缺的部分，学生要先从模仿到初步掌握，最后才能熟练应用。机械操练时应注意着重提问成绩较差的学生，由于机械操练比较简单，因此是激发后进生兴趣，培养后进生自信的一个很好的途径。 4.Work on 1a （完成1a） (1) Match the words with the pictures.

(2) Talk about the picture with Ss using the target language.

T: How does “a” get to school? 【教学设计说明】通过1a的练习，使学生进一步学会运用新单词。和学生一起谈论图片，目的在于引导学生学会使用交通工具的表达法。 5.Work on 1b （完成1b）（1）Listen and write the numbers next to the correct Ss in the picture.(2) Look at the picture in 1a.How do the Ss get to school?

Make conversations with your partner. A: How does Mary get to school? B: She takes the subway.【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。 6.Work on 2a–2c (完成2a, 2b和2c) （1）T: Please turn to page 14.Look at the numbers in 2a.Read them aloud.（2）T: Now let’s listen carefully and complete the chart. （3）T: Can you get the answers? Listen again and check your answers. （4）T: How does Tom get to school?

How long?

How far? 【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生补全句子，是检查学生能否听懂并拼写所学单词。 7 Work on 2d （完成2d）

（1）Student A is Jane and Student B is Tom.Use the information in 2b to

make conversations.A: How do you get to school?

B: I … A: How long does it take …?

B: It takes … A: How far is it from … to …?

B: It’s about … （2）How long does it take?

How long does it take you to get from your home to school? How far is it? How far is it from your home to school? 【教学设计说明】此环节既能充分练习学生的目标语言，使学生学以致用，同时也能极大的调动学生们的课堂参与率，并且能为有绘画特长的孩子提供一个展示的空间。

8.Homework （课后作业）

Oral: 朗读并熟记第13页的单词和句子。

Written: 写小段文章介绍自己如何上学，多远，多长时间。

The Second Period (Section A, 2e–3c)

Teaching aims （教学目标）

1.能使用目标语言谈论自己如何上学。 2.能用所学内容解决实际问题。

3.熟练掌握how，how far和how long引导的特殊疑问句，并会正确回答。

Language points (语言点) 1.词汇：1) 名词n.car 2) 动词v.drive，live

3) 形容词 adj.every

4) 短语 every day, by bike 2.句型：How do you get to school?

I ride my bike.

How long does it take to get to school?

It takes about 15 minutes.

How far is it from home to school?

It’s only about two kilometers.Difficulties （教学难点）

1.巩固how，how far和how long的用法。 2.真实环境下的交际功能。

Teaching steps （教学步骤）

1.Warm-up and revision (课堂热身和复习)

T: Get into pairs and review the target language we learned in the first period.A: How do you get to school?

B: I …

A: How long does it take? B: It takes … A: How far is it? B: It’s about …

C: How does … get to school? D: He/She …

C: How long does it take? D: It takes … C: How far is it? D: It’s about …

【教学设计说明】本环节主要为复习内容，更好的巩固目标语言。因此此环节设计了第一人称与第三人称的对话，由于是复习因此应多提问中等或中下等学生。 2.Work on 2e （完成2e）

（1） Talk about the picture.Help Ss gue the main idea of the conversation.T: Where are they? What are they talking about? （2）Read the conversation and answer the following questions.Q1.Who has a new bike?

Jane.Q2.How does Lisa get to school? She usually takes the bus.Q3.How far is it from Lisa’s home to school?

About 10 kilometers.Q4.How long does it take Jane to go to school? About 15 minutes by bike. (3) Role-play the conversation in 2e.【教学设计说明】学生通过回答问题能理解对话的内容，通过角色扮演能在情境中学会运用，通过自编对话能更好的让学生学以致用。 3.Grammar Focus (1) Read through the sentences.(2) Ask Ss to focus on the usage of how, how far and how long.【教学设计说明】本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一一呈现。通过句子的罗列，使学生关注人称的变化。因此不应小视，但由于是总结性内容，故要求学生朗读。可在课后将本部分列入听写内容。 4.Work on 3a （完成3a）

(1) Match the questions with the answers. (2) Check the answers.Then practice them.(3) Summarize the difference between how, how far and how long.

【教学设计说明】本环节旨在向学生强调how, how far and how long引导的特殊疑问句的答语。

5.Work on 3b （完成3b） (1) T: Use these words to make questions.Get into pairs and ask and answer the questions.

(2) Have Ss check their answers in groups and then present their answers to the cla.【教学设计说明】本环节旨在帮助学生掌握句子的结构，了解句法。 6.Work on 3c

（完成3c）

(1) T: Get into groups and ask your clamates questions and write their names in the chart.The first student to fill in all the blanks wins.

(2) T: Make a report about your findings and present them to the cla.【教学设计说明】小组活动中将所学知识学以致用，是对Section A内容的总结及复习。

7.Homework （课后作业）

（1）Copy the sentences in Grammar Focus.（2）Recite the conversation in 2e.

The Third Period (Section B, 1a–1e)

Teaching aims （教学目标）

1.学习stop 和station。

2.学会表达同时使用多种交通工具去某个地方。3.能熟练使用how，how far 和how long 进行操练。

4.理解听力材料。

Language points (语言点)

1.词汇：1) 名词n.stop 2) 短语. think of 2.句型：I ride my bike to the subway station.Then I take the subway.

Mary wants to know how far he lives from his grandparents’ home.Difficulties （教学难点）

1.乘坐多种交通工具到达某个地点的表达方法。

Teaching steps （教学步骤）

1.Warm-up and revision（课堂热身和复习）

（1） Make conversations with your partner.

How …/How long …/How far … (2) Read the sentences in Grammar Focus aloud.

How do you get to school? How does she get to school?

I ride my bike.

She usually takes the bus.

It takes about 15 minutes.How long does it take to get to school? How far is it from your home to school? It’s only about two kilometers.Does Jane walk to school? No, she doesn’t.She goes by bike.Do they take the bus to school?

No, they don’t.They walk.

【教学设计说明】通过对话的形式进行热身，可以很好的复习Section A所学重点句型；通过听写句子了解学生掌握句子的情况。 2.Presentation （呈现新知识）

（1）Show two pictures and talk about them.

T: What’s this?

S1: Bus stop T: What’s this? S2: Bus station T: A stop refers to the place where a bus, train, etc.stops so that people can get on and off. A station is a building from which buses or trains etc.begin and end their journeys.(2) Work on 1a.Draw lines to match the words with the pictures.【教学设计说明】通过对每幅图片的描述，帮助学生区分stop和station。 3.Work on 1b

（完成1b）

（1）Tell your partner how you get to school.Imagine you use two types of transportation.（2）Show some pictures and practice the conversation.A: How do you get to school? B: Well, I ride my bike to the subway station.Then I take the subway.【教学设计说明】本环节为新内容，是本课时的重点，因此在本环节的操练程度应加大。让尽量多的学生参与到课堂活动中来。 4.Work on 1c Listen and check the things that Mary wants to know.Mary wants to know … ____ where Bob lives.____ how far he lives from his grandparents’ home.____ how he gets to his grandparents’ home.

____ how long it takes to get to his grandparents’ home.____ what he thinks of the trip.【教学设计说明】通过听力帮助学生培养听细节的能力。 5.Listening (听力练习) （1）Work on 1d.Listen again.How does Bob get to his grandparents’ home?

(2) Check the answers. (3) Work on 1e.Talk about how Bob gets to his grandparents’ home.【教学设计说明】本环节将听说很好的融合在一起，既锻炼了听力又积累了词汇和句型。 7.Homework Do a survey.How do your clamates get to school?

The Fourth Period (Section B, 2a–Self Check)

Teaching aims （教学目标）

1.能用所学知识阅读文章。2.能理解文章内容，回答问题。 3.能够理解文章细节内容。

4.能够运用所学内容介绍自己的上学路线。

Language points (语言点) 1.词汇：1) 名词n.river, village, bridge, boat, ropeway, year, villager, dream 2) 形容词 adj.afraid， true， many

3) 动词 v.cro，leave

4）短语

between … and …, come true

2.句型：It’s not easy to cro the river on a ropeway.

There is no bridge. You want to know how …

Difficulties （教学难点）

1.理解文章内容，正确回答问题。 2.用所学知识写出完整的文章。

Teaching steps （教学步骤）

1.Warm-up and revision（课堂热身和复习）（1）Check Ss’ homework.

T: How do your clamates get to school?

S: I asked Xiao Hua.She usually walks to the bus station, and then she takes the bus to school.

Xiao Hua: I asked Jim.He always gets to school in his father’s car.

Jim: I asked Lucy.She sometimes takes the subway to school.But she never takes the taxi.

(2) T: For many Ss, it’s easy to go to school.But it can be very difficult for Ss in a small village in China.

【教学设计说明】建议本环节让尽可能多的学生进行操练。本环节操练的方式是锁链式操练，小华采访了Jim, Jim 采访了Lucy。本环节一方面帮助学生复习目标语言，一方面为下个环节的阅读文章做了铺垫，自然导入。 2.Work on 2a Look at the picture, talk about it and gue what the paage is about.Where are they? What are they doing? Where are they going? 【教学设计说明】培养学生的阅读策略，即根据文章和标题猜测文章大意。 2.Presentation （呈现新知识）

(1) Work on 2b.Read the paage and answer the questions.

1.How do the students in the village go to school? 2.Why do they go to school like this? 3.Does the boy like his school? Why? 4.What is the villagers’ dream? Do you think their dream can come true? Why or why not? （2） Work on 2c.Read the paage again.Complete the sentences with words from

the paage.1.For the students in the village, it is ________ to get to school.2.They have to cro a very ______ river between their school and the village.3.They cannot go by boat because the river runs too ______ .4.It is not easy to cro the river on a ropeway, but the boy is not ______ .5.The students and villagers want to have a bridge.Can their dream come ______? (3) Explain the key words and key sentences.【教学设计说明】本单元阅读旨在训练学生学会了解文章大意, 能够自己组织语言回答问题，并能够读懂文章细节内容。2b中最后一个问题具有开放性，因此可以根据学生情况将话题适当延伸。 3.Work on 3a Read the e-mail from your pen pal Tom in the US.Fill in the blanks with the words in the box.Ask some Ss to read the paage and fill in each blank.Pay attention to some sentences and phrases.They will help Ss in writing.【教学设计说明】本部分旨在帮助学生学会用正确的语言进行写作，并帮助学生积累语言。为完成本单元的写作部分进行铺垫。 4.Work on 3b & Self Check.Write an e-mail to Tom and tell him how you get to school.These questions may help you.1.When do you leave home? 2.How do you get to school? 3.How far is it from your home to school? 4.How long does it take you to get to school? 5.Do you like your trip to school? 【教学设计说明】如果时间允许应在课堂上帮助学生回答这五个问题，并帮助学生合理安排文章布局。 4.Homework （1) Recite the text in Section B, 3a.（2）Finish Self Check.

推荐第6篇：新目标七年级下册英语教案

新目标七年级下册英语教案：Unit 3 Why do you like koalas?

一、教学内容分析

本单元是Go for it七年级上册中第八单元“When is your birthday?”。单元的核心话题是谈论日期，课文始终围绕这一主题展开，我们要学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；学习名词所有格 ( „s 所有格 ) 的构成和使用。语言知识和语言技能部分主要是围绕核心话题时设计安排了许多听、说、读、写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化或整合。

二、教学目标分析

本单元总体目标 :

通过本单元的学习让学生掌握所学目标语言；学会日期 ( 年、月、日 ) 的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。

根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目标、能力目标、德育目标三方面将本单元的教学目标细化：

1、认知目标

1.语音: 在日常生活中做到语音、语调基本正确、自然、流畅。

2.词汇: 掌握 1----12 月份的表达, 序数词 1----31的表达, speech contest, party, school trip, School Day,

are festival, music,etc.3.日常交际用语: - When is your birthday?

- My birthday is…

- How old are you?

- I‟m …

4.话题: Talk about date.

2、能力目标

在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。

3、德育目标热爱生命，孝敬父母的思想教育。

三、学生学情分析

引导学生采用Role-playing & Comparing的学习策略，学习一些新的词汇，掌握一些重点句型，在师-生，生-生，小组的练习过程中，学会表达日期。同时，教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。在这一课中，我们可以根据情况设计一些实际操作演示的活动，教唱生日歌，月份歌，让学生自己带日历，问同学生日，提高学生的参与兴趣。

四、教学策略

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了以下教学法：

1、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学，检查和巩固新旧知识。

2、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。教学模式和教师特色

针对本课的内容，我采用了五步教学法：第一步：热身 -- 激活旧知识，创设轻松活跃的课堂气氛。第二步：呈现 -- 呈现新内容，感知旧内容；第三步：操练 -- 用多种方式操练新知识；第四步：巩固 -- 通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。第五步：应用 -- 布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融合直

观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英语思维能力和动手能力。

五、教学重难点

根据对教材和学生的学情分析，本课时确定的重难点如下：

重点：When引导的特殊疑问句的构成和使用。

难点：学习序数词的构成和日期的表达法。

五、课时安排：

四个课时.六、教学过程设计 The First Period Teaching aims:

1.Learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart.2.Listen and check(√) the animals.3.Practice the conversation: describe animals Teaching methods: listen and say, read and write Teaching procedures: Step 1 Presentation (1a) 1.We are going to learn the names of some more animals.

2.Show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words (read and write) Step 2 Listening practice (1b)

1.Point to the animals in 1a and ask students to say the names→ play the recording of the conversation twice → check(√) the names of animals Step 3 Pair work (1c) Practice the conversations using the description words.

A: Let‟s see the lions.B: Why do you want to see the lions?

A: Because they‟re cute.Step 4 Consolidation Free talk Ask students to present their conversations to the cla.Step 5 Summary Words and conversations Step 6 Homework Remember the words and conversations.

教后一得：在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。 The Second Period Teaching aims: 1.Listening practice: Write the names of the animals.

2.Oral practice: Ask and answer questions about animals.Grammar focus: Teaching difficulty: difference between the words very and kind of.Teaching methods: listen and say Teaching procedures: Step 1 Revision Can you say the names of the animals? Ask some students to say and two students to write on the blackboard.Step 2 Free talk Make a conversation in pairs, talking about animals.Step 3 Presentation (2a)

1.Do you want to go to the zoo? Julia and Henry are talking about the animals in the zoo.2.Let‟s listen together.

3.Play the recording twice →students write in the names of the animals →draw a line between animals and adjectives Step 4 Listening practice (2b)

Hear the recording again →complete the conversations with the words given →tell the words: very & kind of ( They always come just before the adjectives in the sentences.Look at the cartoons under 2b.We can make sure.Another example: if we are familiar with percentages, we might use the following scale to help explain their meaning: 0% 50% 95% not kind of very) Step 5 Pair work(2c) 1.Practice the target language.2.Ask and answer questions with the given words.Step 6 Consolidation Ask some pairs to act out the conversations.Step 7 Summary Grammar Focus Step 8 homework: Practice the target languages.

推荐第7篇：人教七年级下册历史复习提纲

七年级下册历史复习提纲

第1课繁盛一时的隋朝

1.581年，杨坚（隋文帝）夺取北周政权，建立隋朝，定都长安。

2.589年，隋朝灭掉陈统一南北。

3.为加强南北交通，巩固隋朝对全国的统治，隋炀帝开通了一条纵贯南北的大运河。

4. 隋朝大运河以洛阳为中心，北达涿郡，南至余杭。全长两千多公里，是古代世界最长的运河。

5.隋朝大运河分为四段：永济渠、通济渠、邗沟、江南河。沟通五大水系：海河、黄河、淮河、长江、钱塘江。

6.评价大运河的开凿：大运河成为南北政治、经济、文化联系的纽带，但隋炀帝滥用民力，也造成百姓的困苦。总的看来，大运河的开凿，是隋对中国历史的重大贡献。

7.618年，隋炀帝在江都被部将杀死，隋朝灭亡。

第2课 “贞观之治”

1.618年，李渊在太原起兵反隋。进入长安，建立唐朝。

2.如何评价唐太宗？唐太宗吸取隋亡的教训，唐太宗重视发展生产，减轻农民的赋税劳役；节制自己的享受欲望；合并州县；注重任用贤才和虚心纳谏，任命房玄龄和杜如晦做宰相，人称“房谋杜断”，重用敢于直言的魏征为著名的谏臣。完善科举制；注意加强与周边少数民族的关系。唐太宗统治时期，政治较清明，经济发展较快，国力加强，历史上称当时的统治为“贞观之治”。唐太宗是我国古代杰出的政治家。

3.“舟所以比人君，水所以比黎庶，水能载舟，亦能覆舟。”这句话是唐太宗说的。唐太宗对君与民的关系比喻为：君主好比是船，百姓好比是水。水能够承载船行走，也能够把船掀翻。他为何会产生这一认识？因为他吸取了隋亡的教训，从农民战争中认识到人民力量的强大。为此，在他执政后，采取了哪些缓和君民关系的措施？重视发展生产，减轻人民负担；提倡节俭，革除弊政；重用人才，虚心纳谏。

4.我国历史上唯一女皇帝是武则天。她继续发展生产、选拔贤才，使唐朝社会经济进一步发展，国力不断增强。人称她的统治是“政启开元，治宏贞观”。 5.由武则天提拔，被唐玄宗任命为宰相的名臣是姚崇。第3课 “开元盛世”

1.唐朝出现了世界上第一部茶叶专著《茶经》，作者陆羽被后人称为“茶神”。2.陶瓷业在唐朝有重要发展，越窑青瓷、邢窑白瓷和唐三彩最为有名。唐三彩是世界工艺的珍品。

3.唐朝时期，全国的大都市有长安、洛阳、扬州、和成都。长安城内分为坊和市，坊是居民区，市为繁荣的商业区。长安既是当时各民族交往的中心，又是一座国际性的大都市。

4.唐玄宗统治的前期，年号“开元”，政局稳定，经济繁荣，被誉为“开元盛世”。5.“开元盛世”形成的原因：⑴有贞观之治和武则天统治的基础⑵玄宗励精图治：任用富于改革精神的姚崇等人当宰相，重视地方吏治，把优秀官吏下放到地方任职，并亲自考核县令政绩，烧毁珠玉锦绣、不用奢侈物品。

第4课科举制的创立

1.用分科考试的方法来选拔官员始于隋文帝时。隋炀帝时正式设置进士科，按考试成绩选拔人才。标志着科举制度正式形成。

2.科举制是通过分科考试选拔官吏的制度，强调以才能作为选官的标准。科举中常设的主要科目有明经和进士。

3.实行科举制，使得有才识的读书人有机会进入各级政府任职，促进了教育发展，读书风气盛行。促进了文学艺术的发展，有利于唐诗的繁荣。明清的科举制改为考八股文，在很大程度上演变成为朝廷钳制人们思想的工具。八股取士完全脱离现实生活，无法培养人的实际能力，使科举考试束缚了人们的思想和才智。科举制在我国延续了1300多年，直到清末才被废除。

4.唐朝时期完善科举制度人物是唐太宗、武则天和唐玄宗。

第5课 “和同为一家”

1.唐朝时唐太宗和武则天，政府在今新疆地区先后设立了管辖西域的最高行政和军事机构。

2.吐蕃：今天藏族的祖先。7世纪前期，吐蕃杰出的首领松赞干布统一青藏高原，定都逻些（今拉萨）。

3.唐太宗把文成公主嫁给松赞干布，密切了唐蕃经济文化交流，增进了汉藏之间的友好关系。

4.8世纪唐朝又把金城公主嫁到吐蕃。至此，吐蕃和唐朝已经成为“和同为一家”了。第6课

对外友好往来

1.唐朝时中国与天竺交往频繁，最杰出的使者是高僧玄奘。他专心翻译佛经，写成《大唐西域记》。是研究古代中亚、印度半岛、以及我国新疆地区历史和佛学的重要典籍。（唐太宗时）

2.玄宗时，鉴真应日本僧人邀请，东渡日本，至第六次才成功。辛勤不懈地传播唐朝文化。

3.许多新罗商人来到中国经商，新罗特产居唐朝进口首位。

4.唐朝对外交往频繁的原因：唐代我国经济繁荣，文化昌盛，是世界上的强盛国家；采取比较开放的对外政策；发达的海路交通。第7课

灿烂的隋唐文化

（一）

1.隋唐时期，我国取得的居世界领先地位的科技成就：（1）隋朝工匠李春设计并主持修建的赵州桥，是世界上现存最古老的一座石拱桥，比欧洲早七百年。（2）唐都长安规划整齐，是世界上最大的城市。（3）我国在世界上最早发明雕版印刷术。唐朝的《金刚经》是世界上现存最早的、标有确切日期的雕版印刷品。 2.唐朝杰出的医学家孙思邈，毕生心血写成《千金方》，被后世尊称为“药王”。 3.唐代影响最大、成就最高的诗人当推李白和杜甫。李白的诗的风格：雄奇飘逸，想象丰富，激昂奔放，富有浪漫主义精神。人称“诗仙”。《蜀道难》。杜甫生活在唐朝由盛转衰时期。的诗的风格：沉郁顿挫，语言精炼细腻，感情真挚动人，富有现代主义精神。诗的内容多位反映社会现实生活。后人称他为“诗圣”，称他的诗为“诗史”。代表作“三吏”、“三别”。白居易《新乐府》。第8课

灿烂的隋唐文化

（二）

1.书法：颜真卿、柳公权。“颜体”、“柳体”、“颜筋柳骨”。

绘画: 阎立本、吴道子。

2.石窟艺术在隋唐时期大为发展，最著名的是坐落在今天甘肃西部的敦煌莫高窟。

3.以唐人为例，简述衣食住行和一天的生活：我是生活在开元年间的一位四川农民。我的稻田因为用了育秧移植方法，用世界最先进的曲辕犁耕地，用筒车灌溉，今年获得了大丰收。我拿着铜板来到成都，买了城里人都喝的茶，在饭铺里歇了一会儿。几个贵妇人从这里经过，她们的衣服好漂亮啊！花团锦簇，大红大紫的颜色。还有几个吐蕃来的人，可能是去长安经过这里吧。听说以前我们有个文成公主嫁给他们的赞普了。天要黑了，市要散了，我就赶快回家了。第9课

民族政权的并立时代

1.10世纪初，契丹首领阿保机，统一契丹各部，建立契丹国，都城在上京。2.11世纪前期，党项首领元昊称大夏国皇帝，都城在兴庆，史称西夏。 3.12世纪初期，女真的杰出首领阿骨打起兵抗辽，在会宁称帝建立金，后迁都燕京，改为中都。

4.960年后周大将赵匡胤在陈桥驿发动兵变，建立宋朝定都东京，史称北宋。

5.宋辽议和，辽撤兵，宋给辽岁币，史称澶渊之盟。此后辽宋之间保持了长时间的和平局面。

6.1127年金灭北宋。同年赵构登上皇位，定都临安，史称南宋。（靖康之耻） 7.南宋抗金名将岳飞在堰城大败金军，收复许多失地。

8.宋朝与周边少数民族的关系：（1）北宋时辽宋议和，订立澶渊之盟。（2）宋与西夏连年交战后议和，西夏向宋称臣，宋给西夏岁币。（3）南宋时，宋金议和，南宋向金称臣，并给金岁币。至此形成宋金南北对峙局面。第10课

经济重心的南移

1.1从唐朝中后期开始的经济重心南移，到南宋最后完成。经济重心南移的主要原因是：（1）南方战乱较少，许多中原人南迁，带去了先进的技术，增加了那里的劳动人手。（2）自然条件优越，江南地区的农业发展较快，逐渐超过北方。

2.宋代从越南引进的优良品种占城稻，很快在江南地区推广。水稻在宋朝跃居粮食产量首位，主要产地在南方。太湖流域的苏州、湖州是重要的粮仓。棉花的种植，由两广、福建扩展到长江流域。茶树的栽培在江南的丘陵地区。

3.北宋时蜀地丝织品“号为冠天下”。江浙的丝绸产量高，朝廷用的丝绸，有很多来自江浙。从海南岛兴起的棉纺织业，南宋时发展到东南沿海地区。

4.南宋时，江南地区已成为我国制瓷业重心。浙江哥窑烧制的冰裂纹瓷器，给人以别致的美感。北宋兴起的景德镇，后来发展成为著名的瓷都。

5.南宋时最大的商业都市是临安，它的繁荣程度远远超过北宋时的开封。48.

宋朝政府鼓励海外贸易，在主要港口设立市舶司，加以管理。

6.北宋前期，四川地区出现交子，是世界上最早的纸币。纸币的产生，有利于商业发展。

7.简述宋代南方经济的发展情况：（1）南方农业有较大发展。水稻跃居宋朝粮食作物首位。棉花种植地推广到长江流域。茶树栽培也有很大发展。（2）南方手工业兴旺。丝织业胜过北方。棉织业在南宋时已发展到东南沿海地区、；江南地区成为我国制瓷业重心；宋朝造船业居当时世界首位。广州、泉州等地，都有发达的造船业。（3）南方手工业繁荣，有开封、杭州等商业都市，广州、泉州是闻名世界的大商港。是当时世界上从事海外贸易的重要国家。第11课

万千气象的宋代社会风貌 1.北宋初年，普通百姓只穿黑白两色的衣服。由于士大夫的提倡，妇女缠足的陋习逐渐传开。

2.北宋的肉食中以羊为多；南宋吃鱼多。宋代时，北方以面食为主，南方以稻米为主。

3.宋人：我是北宋时期的一个农民，生活在东京郊外。有一天我去东京城逛了逛。我的黑麻布衣服在衣饰华美的城里人当中是多么寒酸啊。街边的店铺里传来了烤羊肉的香味，罐子里的冷饮也令人垂涎。可惜买不起啊!于是喝了几口粗茶，买了几个包子充饥。城里人住的房子真漂亮！瓦房、四合院，官员的房子更是像花园。而我还住在低矮的茅草屋里。在街上，有钱的人或赶牛车或骑驴，我还要注意为官员的轿子闪道。前面好热闹啊！瓦子的勾栏里，有说书的、卖唱的、玩杂技的，看的我眼花缭乱。我买了一块布，等过元旦的时候给老婆做件衣服。

4.今天的传统节日，像春节、元宵节、端午节、中秋节等，在宋代都有了。宋代称春节为元旦，最为重视。

第12课蒙古的兴起和元朝的建立

1.1206年，蒙古贵族召开大会，推举铁木真为大汗，尊称他为成吉思汗，建立蒙古国。

2.1271年忽必烈定国号为元，1272年定都大都。1276年元军占领临安，南宋灭亡。南宋抗元英雄文天祥体现了崇高的民族气节。

3.元统一的进步性和文天祥抗元是否矛盾？答：

1、元统一是进步的。

2、元统一过程中对南宋发动战争，使南宋境内汉族人民遭受残酷的屠杀和压迫，导致民族矛盾十分尖锐。

3、文天祥反抗的是蒙古贵族的民族压迫，是正义行为。抗元失败后，又表现出宁死不屈的精神和崇高气节，理应受到后人的敬仰和纪念。

4、因此，我们肯定文天祥抗元，并不否定元统一的进步性，只是二者的角度不同。

4.元朝大都既是政治中心又是闻名世界的商业大都市。意大利旅行家马克可•波罗的著作《马克可。波罗行纪》。描述了大都的繁华景象。

5.元朝为对全国实行有效的统治，元世祖在中央设中书省，地方设行中书省，简称“行省”。元政府加强对西藏的管辖，西藏成为元朝正式的行政区；还加强对琉球的管辖。

第13课灿烂的宋元文化

（一）

宋元时期的科技成就：①北宋时毕升发明活字印刷术，它大大促进了文化的传播，15世纪欧洲才出现活字印刷，比我国晚约四百年。②指南针是我国人民的伟大发明，早在战国时期，人们制成“司南”这是世界上最早的指南仪器。北宋时，制成了指南针，并开始用于航海事业。南宋时海外贸易发达，指南针广泛用于航海。 ③火药是我国古代炼丹家发明的，唐朝末年，火药开始用于军事上、宋元时期，火药武器广泛用于战争，主要有突火枪、火箭、火炮等。④我国北宋时期的科学家沈括的科学成就有《梦溪笔谈》、创制“十二气历”。⑤我国元朝时的著名天文学家和水利专家郭守敬的科学成就有《授时历》测定一年与现在公历的公历基本相同，但比现行公历的确立早约三百年。

第14课灿烂的宋元文化

（二）

1.北宋的司马光是我国古代著名的史学家，他编写《资治通鉴》是一部编年体的通史巨著，叙述了从战国到五代的历史。

2.词是一种新体诗歌，宋代主要文学形式。北宋文学家苏轼气势豪迈，代表作《念奴娇•赤壁怀古》。李清照：两宋之交的女词人，词风委婉，感情真挚，格外清新自然。南宋辛弃疾，把词的豪放发扬光大，他的词里经常表达对山河分裂的悲痛。 3.元杂剧和散曲合称元曲。元杂剧作家重最负盛名的是关汉卿，代表作《窦娥冤》。 4.北宋时期的山水画家是郭熙；李公麟人称“宋画第一”；张择端的作品《清明上河图》；元代最著名的画家是赵孟頫的作品《秋郊饮马图》被称为“神品”。

5.宋朝书法以行书为主。人称“宋四家”指苏轼、黄庭坚、米芾（fu）、蔡襄。

第15课明朝君权的加强

1.1368年初，朱元璋称帝建立明朝，都南京，他就是明太祖。

2.明朝前期加强君主专权制的措施：（1）政治方面：①中央废除丞相和中书省，由六部分理朝政；②地方废除行中书省，设立三司；③设立锦衣卫、东厂等特务机构，加强对臣民的监督；④迁都北京，加强对北方的控制；⑤执行削藩政策。（2）文化方面：采取八股取士，从思想上控制知识分子。

3.明清加强专制措施：⑴明朝废除了宰相制度，设厂卫特务机构，⑵清朝增设了军机处（雍正），（3）通过八股取士和文字狱的推行，加强了思想控制，也严重阻碍了中国文化的发展。

4.燕王朱棣，打出“靖难”旗号，起兵反对建文帝，称帝。迁都北京，以加强中央对北方的控制。

第16课中外的交往与冲突

1.郑和下西洋（1）目的：为了加强和海外各国的联系。（2）时间：明朝前期明成祖（朱棣）在1405——1433年。（3）功绩：七次下西洋，到达亚非30多个国家地区，最远到达红海沿岸和非洲东海岸。（4）意义（作用）：郑和下西洋是世界航海史上的壮举，比欧洲航海家的远航早半个多世纪，郑和是我国也是世界历史上伟大航海家。促进了中国和亚非各国的经济交流，加强了我国和亚非各国的友好关系。

2.1553年，葡萄牙殖民者攫取了在我国广东澳门的居住权。在1999年12月20日回归祖国怀抱。第17课君主集权的强化

1.明朝后期，女真的杰出首努尔哈赤统一了女真各部。1616年，努尔哈赤自立为汗，国号为金，史称后金。迁都沈阳，后改称盛京。70、皇太极继承汗位改女真族名为满洲。1636年在盛京称帝，改国号“清”。1644年迁都北京，逐步建立起对全国的统治。

2.清君主集权强化的表现：军机处、文字狱第18课收复台湾和抗击沙俄

1.明清抗击外国侵略的英勇斗争有：明朝戚继光肃清了倭寇（日本）的骚扰；清初郑成功从荷兰殖民者手里收复台湾；康熙率清军两次出兵雅克萨打败沙俄侵略军，并签署了《尼布楚条约》保卫了东北边境。

2.1683年清军进入台湾，1684年清朝设置台湾府，隶属福建省。台湾府的设置，加强了台湾同祖国内地的联系，巩固了祖国的东南海防。

3.17世纪中期，沙皇俄国势力侵入我国黑龙江流域，在雅克萨和尼布楚修建城堡。康熙帝命令清军水陆并进，击毙在雅克萨的侵略军头目。

4.1689年中俄双方代表在尼布楚进行谈判，经过平等协商签订了《尼布楚条约》。这个条约，从法律上肯定了黑龙江和乌苏里江流域包括库页岛在内的广大地区，都是中国的领土。这个条约解决了中俄两国的东段问题。第19课统一多民族国家的巩固

1.顺治帝接见西藏的佛教首领*五世赐予“*喇嘛”封号，康熙帝赐予另一个位西藏佛教首领为“*额尔德尼”的封号。

2.1727年，清朝开始设置驻藏大臣。驻藏大臣代表中央政府，与*、*共同管理西藏事务。*和*的继承，必须报请中央政府批准。

3.乾隆帝时下令调兵讨伐回部上层贵族小和卓与大和卓。清朝在新疆设置伊犁将军，对整个新疆地区进行管辖、设置哨所，加强对西北地区的管辖。

4.1771年初英勇的土尔扈特部，在杰出的首领渥巴锡的领导下，毅然踏上了回归祖国的征途。清朝伊犁将军和乾隆帝先后接见了渥巴锡并妥善安置了土尔扈特部众。土尔扈特部的回归，为多民族国家的巩固和发展谱写了光辉的篇章。

5.清初统一多民族国家的巩固和发展的措施有： 18世纪中期平定回部大小和卓兄弟叛乱；在伊犁等地设立将军，使清朝中央加强对新疆等边疆和少数民族地区的统治。清朝中央政府对*、*进行册封；1727年，清朝设立驻藏大臣同*、*共同管理西藏，加强了对西藏的管辖。

6.清朝疆域：西跨葱岭——西北达巴尔喀什湖——北接西伯利亚——东北至黑龙江以北的外兴安岭和库页岛——东临太平洋——东南到台湾及其附属岛屿钓鱼岛、赤尾屿——南至南海诸屿。清朝疆域成为亚洲最大的国家。第20课明清经济的发展与“闭关锁国”

1.明代从外国引进的马铃薯、花生和向日葵等在不少地方推广种植。

2.棉纺织业在明代已从南方推向北方，苏州是明代的丝织业中心；南京在清朝时后来居上。景德镇是全国的制瓷中心，青花瓷畅销海内外。

3.明清时期，商品经济空前活跃。北京和南京是全国性的贸易城市。

4.明朝中期以后，苏州、松江等地的纺织业中，出现了许多以生产商品为目的的机户。他们开设机房，雇佣机工进行生产，出现了“机房出资，机工出力”的生产方式。机户是早期的资本家，机工是早期的雇佣工人。他们之间这种雇佣与被雇佣的关系，是一种资本主义性质的生产关系。

5.（1）清朝前期对外实行闭关锁国政策。（2）实行闭关锁国政策的原因是：第一：清朝统治者推行“重本抑末”政策，压抑、限制民间工商业的发展。第二：自给自足的封建经济占主要地位，统治者认为天朝的物产丰盈，无须同外国互通无关。第三：清朝统治者担心国家的领土主权受到外国侵犯，又害怕外国商人和沿海人民往来会滋扰生事，威胁其统治。（3）闭关锁国造成的危害：使中国失去对外贸易的主动权，阻碍了手工业的进步和发展；清政府看不到世界形势发展变化，不能同外国进行科学知识和生产技术交流，中国在世界上逐步落伍了。

6.清初的40年，实行严厉的禁海政策。清朝统一台湾以后开放四个港口，作为对外通商口岸，后来下令只开广州一处作为对外通商口岸，关闭其它港口。第21课时代特点鲜明的明清文化

（一）

1.北京城的构造：有三重，由外往里，依次是，京 2.城、皇城和宫城（旧称紫禁城现叫故宫）。

3.为了防范蒙古骑兵南下侵犯，明朝在历代长城的基础上修筑了长城。明长城东起鸭绿江，西至嘉峪关，蜿蜓六千余公里，是世界上的一个奇迹。我们现在见到的长城就是明朝时修筑的。

4.明朝医药学家李时珍写的一部总结性药物学巨著《本草纲目》。明朝末年，杰出的科学家宋应星写了一部《天工开物》总结农业和手工业生产技术的著作。外国学者称它为“中国17世纪的工艺百科全书”、徐光启关于农业生产的理论和科学方法还介绍欧洲的水利技术的著作《农政全书》。第22课时代特点鲜明的明清文化

（二）

1.明朝时期小说成为中国文学的主流。元末明初罗贯中的《三国演义》是我国最早的一部长篇历史小说。同时代施耐庵的《水浒传》是我国第一部以农民起义为题材的长篇小说。明朝中期吴承恩的《西游记》是一部充满浪漫主义气息的长篇神话小说。清朝曹雪芹的《红楼梦》具有高度的思想性和艺术性，是我国古典小说的高峰，在世界文学史上占有重地位。 2.汤显祖是明朝后期最负盛名的戏剧家，代表作《牡丹亭》。清朝中后期以徽剧、汉调为基础，融合吸收了其它剧种的一曲调和表演方法，在19世纪中期初步形成一个新的剧种——京剧。

3.明朝书法家董其昌的作品兼有“颜骨赵姿”之美。明末画家徐渭的作品《墨葡萄图》、清朝扬州八怪之一郑板桥《兰竹图》、东洪绶《西厢记》画的插图。

推荐第8篇：【优选】三年级下册英语教案Recycle_人教(PEP)

教学内容：Recycle(1) 教学目标和要求：

1、Try t understand the story

2、Try to cat the story 教学重点：Let’s act 教学难点：Let’s act 教学用具：Tape/recorder 教学过程： Step1: Revision

1、Sing a song

2、Greeting ? Step2: Let’s act

1、Look at the pictures

2、Try to understand the story

3、Listen to the tape

4、Read the dialogue after the tape

5、Try to understand the sentences

6、Read the story together

7、Act the story Step3:A match

1、Group work Act the story out

2、Retell the story Step4:Summary and homework 板书设计：

Let’s share!! Good idea!! Thanks!!!

作业布置： 1.Listen to the tape

第 1 页

2.Read the sentences 教学后记：

学生练习较好。

第 2 页

推荐第9篇：七年级下册英语教案Leon_9_Danny’s_School_Project

Leon 9: Danny’s School Project Ⅰ.Learning aims 1.Language goals: describe, build, ago, army, important, tool, more, try one’s best, a long time ago, a little bit,

2.Talk about the places of interest.Ⅱ.Learning important points 1.Master the important vocabulary.2.Talk about places of interest.Ⅲ.Learning difficult points 1.Some structures: (1) Just try your best.(2) People built them a long time ago.(3)It is an important tool on the Silk Road.(4) Can you tell us a little bit more, please? Ⅳ.Learning guide Step 1:Revision Review Leon8 Jenny’s Project.Let students tell something about Jenny’s project.Step2:Lead-in and New Words 1.Learn some new words by showing pictures to students.2.Give students three riddles.Then let students to gue.3.Show Danny’s picture.It’s Danny’s turn to give us some riddles.Step 3.Listening Let students listen to the tape and Finish the following exercises.Listen to the dialogues and tick the pictures Danny mentions. Step4: Reading Read the leon and get ready to answer the questions (1)

What is Danny’s project about?

(2) What is an important tool on the Silk Road? (3) Where does a camel live? (4) What shirt is Danny wearing? Step 5 Writing and Speaking Play and gue.One student tries to describe something and writ it on page23 then let the students present their riddles in front of the cla.The others try to gue what it is.Take turns to do it.Step6: Language points 1.try one’s best to do sth.They will try their best to finish the work.2.a long time ago They built the bridge a long time ago.3.a little bit She is a little bit tired.They ran a little bit slowly.Step7:Self-check I.Fill in the blanks.

1.English is very _________ （重要）around the world.2.Lily tried her best _______ (gue) their names.3.The workers _____(修建）two tall ______(建筑物）two years ago.II.Translate the sentences into English.这位老妇人尽力去帮助这个小男孩。 _____________________________________ 2.很久以前人们没有电视。

_____________________________________ 3.在这个房间他感到有点儿热。

_____________________________________

推荐第10篇：Unit 5七年级下册英语教案

Unit 5 Our School Life 任务形学习目标：

1.掌握并能熟练运用表达交通方式的句型。2.掌握频度副词的表达方式。 3.掌握一般现在是的用法。

Topic 1 How do you usually come to school ? 二．重点短语：

1.on foot go …on foot = walk ( to )…

2.by + 交通工具 “乘坐…” by bus / bike / plane / train / subway / ship / boat / car 3.take the bus = go …by bus ride a bike = go …by bike take the subway = go …by subway

4.on weekdays 在平日 5.after school 放学后 after cla 下课后 after breakfast / lunch / supper早餐 / 午餐 / 晚餐后 6.in their free time 在空闲时间 7.have a rest 休息一下 8.read books 读书 11.go swimming 去游泳 12.listen to music 听音乐 12.watch TV 看电视 13.do（one‟s） homework 做作业 14.go to the zoo / park 去动物园 / 公园 15.once a week 一周一次 16.every day 每天 17.have claes 上课 18.for a little while 一会儿 19.go to bed 上床睡觉 20.have breakfast / lunch / supper（dinner）吃早餐 / 午餐 / 晚餐 22.at the school gate 在校门口 23.come on 快点、加油 24.get up 起床 25.talk with / to sb.与某人谈话 26.at school 在学校、在上课 27.go to school 去上学 28.and so on ……等等

三．语法：表时间频率的副词：never 从来不 seldom 极少 sometimes 有时 often 经常 usually 常常 always 总是 1.I never go to school by subway.2.I seldom walk to school.3.Maria sometimes takes the subway home.4.Li Xiang often rides a bike to school.5.We usually go to the park on foot.6.They always go to the zoo by bus.7.How often do you come to the library ? Very often / Twice a week / Once a week / Every day.四.重要句型1.Happy New Year! The same to you.2.Your new bike looks very nice.Thank you.3.How do you usually come to school ? By bus / car / bike.On foot.4.It‟s time for cla.= It‟s time to have cla.该是上课的时候了。 5.The early bird catches the worm.笨鸟先飞。/ 捷足先登。 6.We have no more time.我们没有更多的时间了。

7.I have four claes in the morning and two in the afternoon.我早上上四节课，下午上两节。 8.She goes to bed at about a quarter to ten.她九点四十五分睡觉。 Topic 2 He is running on the playground.二．重点短语：1.make cards 制作卡片 2.on the playground 在操场上 3.in the library 在图书馆

4.in the gym在体育馆 5.on the shelf在书架上（shelves 复数） 6.at the Lost and Found 在失物招领处 7.clean the room打扫房间 8.have a soccer game 举行足球比赛 9.have an English cla 上英语课 10.write a letter 写信 11.some of his photos= some photos of his 他的一些照片 12.on time 准时/in time及时 14.do better in sth 在某方面做得较好 15.put on 穿、戴上、上演（代词it / them放在中间，名词中间或后面，put it / them on ） 16.show sb.around… 令某人参观…… 三．语法：

现在进行时态主语+ be（is / am / are ）+ 动词ing + 其他。表示正在进行或发生的动作。常与now = at the moment 现在、look看、listen听等连用。

1.I‟m looking for my purse.2.They aren‟t sleeping at the moment.3.Are you doing your homework ? Yes, I am.No, I‟m not.4.Is he / she singing now ? Yes, he / she is.No, he / she isn‟t.5.What is your brother doing ? He is running in the gym.四.重要句型www.daodoc.come back to life 6.be busy doing 7.in spring 8.go swimming 9.make a snowman 10.summer holiday 11.plan to do 12.go for a walk 13.be different from 14.last from….to….15.last for …

16.get warm 17.weather report 18.learn to do sth 19..all day 重点句型

6.What is the weather like ? 7.How is the weather? 8.Which season do you like best, spring, summer , fall or winter? 9.What is the temperature? 要点讲解

询问天气的句型：

1.What is the weather like? =How is the weather? 询问对某事的看法的句型 1.What do you think of……? =How do you like…? 询问温度是多少的句子 .What is the temperature? Remember的用法

1.remember to do sth.忘记要做某事（事还未做） 2.remember doing sth.忘记做过某事（事已做过）区别put on与 wear Put on 强调穿的动作 wear强调穿的状态

修饰雨雪的词汇多用heavily 修饰风多用strongly 的形式如：下大雨rain heavily a heavy rain 刮大风blow strongly a strong wind e.g.It rained heavily last night .昨晚下了一场大雨 There was a heavy rain last night .今天阳光明媚

e.g.The sun is shining brightly./ It is a sunny day today.Unit8 The Season and the Weather Topic2 The summer holidays are coming 任务型学习目标

1、能够掌握有关国家和地区的名词；

2、了解并掌握不同国家和地区的风俗习惯；

3、在美语中能够熟练运用一般过去时.

一、重点词语：*兼类词

travel v.＆n.hope n.＆v.each pron.＆ adj.off adv.＆ Prep.Point n.＆v.

二、重点词组：

1、during the summer holidays

2、come back to life

3、go back to Cuba

4、some places of interest

5、go for a holiday(go on holiday)

6、take photos of--- (给-----拍照)

7、a pair of sunglaes

8、point to\\at

9、wrap gift money in red paper (用红纸包礼钱)

10、enter someone‟s home

11、customs in different countries

12、go out with one‟s wet hair

13、be different from (注：相比较的事物必须性质相同)

14、give my best wishes to sb.

15、give my love to sb.(代我向某人问好)

16、travel around

17、want (plan., wish , hope , would like)to do sth.

三、重点句型：

1、What‟s the best time to go there? I think you can go anytime.

2、You should visit Dali and Lijiang.And you shouldn‟t visit Xishuangbanna.

3、Did you visit any places of interest? -----and it is very different from ours.

4、How was you trip? It was wonderful.

5、How did you travel there? By train.

6、How long were you there? Only five days.

四、重点解析;

6、trip / travel 两者均表示旅游，其主要区别为：

(1)trip指短距离旅行如：The round trip was ten dollars.(2)travel指长途旅行，尤其指到国外旅行 Do you want to travel around the world?

7、watch sb.do sth./ watch sb.doing sth. watch sb.doing sth.注视某人正在做某事，强调动作一部分过程 I watched the bird flying in the sky.watch sb.do sth.注视某人做某事，强调看到的动作的全过程 Did you watch an old man fall down the ground.如果动作是短暂性的常用 watch/see/notice/hear/feel do sth.如果动作是延续性的常用 watch/see/notice/hear/feel doing sth.

五、语法：一般过去时

1、概念：表示过去发生的动作或存在的状态，讲述过去的事实

2、基本用法：(1)表过去的动作或存在的状态 She went to Shanghai by plane yesterday.I was late for cla last night.(2)表过去连续发生的行为：She got up early in the morning, had breakfast and then went to school.(3)When I was at school, I always went to school by bus.

3、其他用法

(1)在时间和条件状语从句中，用一般过去时表„过去将来时‟ He said that he would tell us if he heard the news.(2)used to + 动词原型表过去经常，现在不了 He used to smoke.(3)would 表过去“经常”

The man would go there on foot.used to 与would do 均表示过去经常，但有区别

used to do 既可表示动作又可表过去存在的状态，而 would do 只能用于过去反复性的动作，如：She used to be a quiet child.就不能换为：She would be a quiet child.(4)used to +动原形 be used to + 名词或动名词(略) Topic 3 Let‟s celebrate! 任务型学习目标：

掌握英文书信的书写格式。英文书信的书写格式：

（1）信头：指发信人的地址和日期，写在信纸的右上角，可以从靠近信纸的中央写起，信头上面需留空白，先写发信地址，且在地址下面写上日期。

（2）称呼：指对收信人的称呼，写在信头之下，相距一行，从信纸的左边顶格开始。（3）信的正文：指信的整体部分

（4）结束语：指正文下面的结尾客套话，一般从信纸的中间靠右写起，第一个字母大写，末尾用一逗号。（5）签名：指发信人签名，写在结束语下面，稍偏右。

（6）没问信封的写法：一般把收信人的地址写在信封中间或偏右下角，第一行写姓名，下面写地址，顺序与信内地址一样，发信人的姓名和地址写在信封的左上角，也可以信封的背面。

六、中考链接：

1、This summer, the Wangs will spend a holiday.A.two months B.two-month‟s C.two-month

2、On Halloween, children often strange clothes to play tricks on others.A.dre up in B.dreed up in C.dre in up

3、a student, we should study hard.A.Be B.As C.as D.Do

4、Tomorrow is my birthday.Would you like to come my party your friends? A.at B.to C.with D.of

5、It‟s Tree Planting Day tomorrow.Don‟t forget old clothes.A.to put on B.to wear C.dre up D.have on

第11篇：人教七年级语文下册工作总结3

人教版七年级语文下册教学工作总结

本学期我继续担任七（5）班的语文教学工作。又是一个学期的收尾工作，回想这一学期一路走过来，就像五味瓶，但体会收获却很多。一学期来，我不断追求进步，认真备好每一节课，并且经常尝试新的教学方法。现将本学期来的工作做如下总结：

一、严格要求自己、提高业务水平

参加教师工作正好一年时间，体会颇多。第一次接触初中语文的教学，专业不对口，对语文的教学对我来说是一项挑战，知识水平和业务水平还对待加强、提高。也许要上好一节课对有经验的教师来说只不过是小菜一碟，而对我而言，却并非易事。对课文不熟悉，知识的有限，要达到有效的教学成果，这就要求我必须认真仔细地去吃透每一篇课文。学生本身的基础就不是很好，自学能力不强，所以我必须很细腻的去讲解课文，必须弄清楚课文中的每一个环节。

除了熟悉教材之外，我还利用课余时间阅读课外名著和学校订阅的《新青年》教学杂志。如我看的高尔基的自传《童年》《在人间》《我的大学》就有很大的收获，对我的教学有一定的帮助。《新青年》杂志，都是教师们发表的论文，从中我了解他们的教学心得、宝贵的教学经验及他们所取得我各种成绩，无疑给了我很大的激励和帮助。

二、备好每一节课，上好每一节课

备课时，我总要这样反复斟酌：这节课我到底应该教给学生什么东西，哪些内容是必须讲的，哪些内容是不用讲的，哪些内容是学生可能感到很困难的，哪些内容可能是学生想不到的。学生本身的基础就不是很好，自学能力不强，所以我必须很细腻的去讲解课文，必须弄清楚课文中的每一个环节。每备一节课，我都会认真的翻看《状元大课堂》以及配套的导学案，生怕自己对教材的理解有误，而影响到学生。

备每一节课之前，我都在想，这节课要应该怎么去上课才能让学生轻松愉快的学习。班中几乎有一半同学是不学习的，但有时看到其他女同学学得津津有味，笑声连连，或是读诗的时候，他们也忍不住拿起课文跟着一起读书。

当你对一篇课文理解透彻了，那么课上起来很顺手，也觉得容易多了。

三、把握好“度”，提高学生的学习兴趣

作为教师，我们都知道学生对一门学科感兴趣，很少是因为单纯的对这门课程的知识感兴趣，而是来自他们对老师的喜欢。喜欢了你这位老师，就喜欢上你所教学的学科。学生有时会和我说这么一句话：“老师，这节要不是你的课我们早就想睡觉了。”所以，这一观点我深有感悟。

这一学期，我正是采用这种方法让学生喜欢上语文课的。平时和学生拉近距离，课堂上依旧是师生，便课下就“随便”多了。和学生一起散步，一起打球，一起做饭，一起拉家常上，这让学生感到老师与他们是平等的，老师是平易近人的。但也要有个“度”，这个度就是别和学生走得太近，要保持一定的距离。走得近了，在课堂上他们也就随便起来。七（5）班的同学有一段时间就出现了这种的情况，因为和他们走得近，课堂上他们很随意，上课随便换座位，老师走进教室了还在吵闹。这一现象的出现，我就在反思，这是我没有威信吗？他们不怕我吗？结果在往后的日子里，我注意了和学生拉开距离，但依旧当一个他们喜欢的老师。

这样下来，课堂的纪律好多了，课也容易上了。这一方法的使用，收到了一定的效果，但不是很显著，还有一部分同学上课依然无兴趣。

四、写日记，心灵的沟通

虽然学校没有要求要学生写周记。但我仍然坚持让学生写周记。因为我觉得这是最好的沟通方式，学生可以把他们不敢当面和老师说的话写在周记里，同学也可以提高学生的书写能力。老师再恰当的写一些鼓励性的评语，这对学生的身心发展无疑起到了很大的帮助。

开始的时候要求每个周都要写一篇，到最后形成了习惯之后采用自愿的形式，想写的同学就写，不想写的同学可以不写。

这样老师和学生进行心灵上的沟通，帮助学生走有生活和学习的误区，指导他们如何正确的对待生活，对待学习，这也是我请假回家之后，学生每天都打电话叫我早点回校的原因。本学期的教学也有一些不足之处，表现在：

一、综合性学习教学不是很到位。由于学校图书室的资料有限，学生课外能查阅的资料有限，有些综合性学习活动不得不从简了。

二、个别成绩较差的学生进步很慢；学生作业书写潦草、学习主动性不强的现象仍然存在。

我想，在今后的语文教学工作中应该注意以下这些方面：

一、加强理论学习，提高理论水平

二、多读多写，提高文学水平

三、勤于反思，积累教学经验

四、进行教育教研，解决实际问题

第12篇：七年级英语下册教学计划(人教go_for_it)

2011—2012学年度第二学期七年级英语下册教学计划(人教go for it)

一、本学期的指导思想：

在本学期的英语教学中，坚持以下理念的应用：

1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神；

2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；

3、突出学生主体，尊重个体差异；

4、采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；

5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。总之，让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。

二、学生情况分析

经过一学期的学习，从上期期末成绩来看，少部分学生学习目的明确，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，学习成绩较好。但还有大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。

三、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。

四、课程标准

A.Talking Topic

1．Where’s your pen pal from?

2.Where’s the post office?

3.Why do you like koalas?

4.I want to be an actor.

5.I’m watching TV.

6.It’s raining!

7.What does he look like?

8.I’d like some noodles.

9.How was your weekend?

1o.Where did you go on vacation?

11.What do you think of game shows?

12.Don’t eat in cla.

B.Structures:

1.Where questions with from; Where questions with live ;what questions

2.Where questions; Affirmative statements; prepositions of place

3.Why, what , where questions;Because….; adjectives of quality

4.What, where questions; present tense to want , to work; affirmative and negative statements

5.present progreive tense; Yes/No questions and short answers

6.Present progreive tense; How questions ; Yes/No questions and short answers

7.Present tense to wear; adjectives of general description

8.What questions ; Modal verb would

9.Simple past of regular and irregular verbs; How was your weekend?

10.Past tense of regular and irregular verbs ; was/were; How questions

11.Wh-questions;What do you think of….?

12.Imperatives;can for permiion ;Modal have to

C.Ability Objects

Train students’ listening ,speaking, reading and writing skills

Train students’ communicative sompetence

五、教学重点难点

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 progreive 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;

六、教学措施和方法

措施：

1.每天背诵课文中的对话。目的：要求学生背诵并默写，培养语感。

2.每天记住学过的单词生词，2个常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。

3.认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。

4.坚持日测、周测、月测的形成性评价制度：对英语学习实行量化制度，每日、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。

5.对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。

6.关注学生的情感，营造宽松、民主、和谐的教学氛围。

7.实施\"任务型\"的教学途径，培养学生综合语言运用能力

8.在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

9.加强对学生学习策略的指导，为他们终身学习奠定基础。

10.要充分利用现代教育技术，利用计算机和多媒体教学软件，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。

总而言之，在上学期的基础上，要更加努力，对学生更加严格要求，力图使自己的成绩再上一个新台阶。

方法：

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，看教学光碟，进行英语课外阅读活动。

七、课程安排及教学进度

第1——3周：Unit 1——Unit 2

第4周：Unit 3Why do you like koalas?

第5周：Unit 4I want to be an actor

第6周：Unit 5I’m watching TV

第7周：Unit 6It’s raining!

第8周：复习Unit 1——Unit 6

第9周：Unit 7What does he look like?

第10周：Unit 8I’d like some noodles

第11周：迎接期中考试

第12周：Unit 9How was your weekend?

第13周：Unit 10Where did you go on vacation?

第14周：Unit 11What do you think of game shows ？

第15周：Unit 12Don’t eat in cla

第16——18周：复习迎接期末考试

第13篇：人教新目标七年级下册英语听力全文

Unit I Can you play the guitar

Girl: I want to join the music club.Boy: Oh, can you sing？ Girl: Yes, I can.

Girl: Can you swim? Boy: No, I can\'t.

Girl: I want to join the art club.Boy: Can you draw? Girl: Yes, I can.

David: What club do you want to join, Lisa? Lisa: I want to join the che club.David: Can you play che? Lisa: No, I can\'t.What about you, John? John: I can.

Bob: Hi, Mary.Here are all the clubs.Mary: What club do you want to join? Bob: I want to join the English club.I like to speak English.How about you? Mary: Hmm.I want to join the che club.Can you play che? Bob: No, I don\'t like che.Do you like music? Mary: Oh, yes.I can sing and dance.I like music.Bob: Me, too.Let\'s join the music club.

1.the sound of a guitar 2.the sound of drums 3.the sound of a piano 4.the sound of a violin

Teacher: I want some students for the school concert.What can you do, Bill? Can you sing? Bill: No, I can\'t.But I can play the guitar.

Teacher: You can play the guitar！Good.OK, what can you do, Cindy? Cindy: I can sing and I can play the drums.Teacher: You can! Great, Cindy.Can you play the piano? Cindy: No, I can\'t.Frank can play the piano.Teacher: Frank, can you play the piano? Frank: Yeah, I can play the piano, but I can’t sing or dance.

Unit 2 What time do you go to school? Interviewer: What time do you usually get up, Nick? Rick: Um, I usually get up at six thirty.

Interviewer: And what time do you brush your teeth and take a shower? Rick: I brush my teeth and take a shower at six forty Interviewer: Hmm.What time do you eat breakfast? Rick: Seven o\'clock.Interviewer: And what time do you usually get dreed? Rick: I usually get dreed at seven twenty.Interviewer: And my last question.What time do you go to school? Rick: I usually go to school at seven thirty.Interviewer: Thank you.

Interviewer: You have a big family don’t you, Jim? Jim: Yes, I have two brothers and two sisters.Interviewer: Wow! How many showers do you have? Jim: We only have one shower.Interviewer: Is that difficult.Jim: No, because we have a shower schedule.My brother Bob takes a shower first at five thirty Interviewer: Wow! That\'s early! Jim: Yeah.Then my sister Mary takes a shower at five fifty.Next my brother Jack takes a shower at six fifteen.I take a shower at six thirty my sister Anna at six forty-five...

Interviewer: Tom, I Want to know about yow day.Tom: OK.Interviewer: r: When do you get up? Tom: When do I get up? Hmm.Usually about half past five.Then I run at six o\'clock.Interviewer: You run at six in the morning? Tom: Uh-huh.Interviewer: And what time do you eat breakfast? Tom: Breakfast? Usually about seven.And then I usually go to school at a quarter to eight.Interviewer: Wow! And you go home at… Tom: A quarter past four in the afternoon.Interviewer: And what do you do in the evening? Tom: I do my homework at about five thirty and I eat dinner at seven fifteen.I go to bed at nine o\'clock.Interviewer: That\'s early! But then you get up early.Tom: Uh-huh.

Unit3 How do you get to school? Boy: How do Bob and Mary get to school? Girl: Bob takes the train and Mary takes the subway Boy: How does John get to school? Girl: He takes the bus.Boy: How do Paul and Yang Lan get to school? Girl: They walk.Look, there they are now! Boy: Does Jim walk to school? Girl: No, he doesn’t.He rides his bike.

Mary: How do you get home from school, Tom? Tom: I walk.Mary: How long does it take? Tom: It takes about 20 minutes.Mazy: Wow! That’s quick! How far is it from the school to your home? Tom: Only about two kilometers.

Peter: How do you get home from school, Jane? Jane: I take the bus.Peter: How long does it take? Jane: Oh, about one hour and 30minutes.Peter: Wow! That\'s along time! Jane: Yes, I only go home on weekends.Peter: How far is it from your home to school? Jane: It\'s about 60 kilometers.

May: I love your home, Bob.It\'s so big! Bob: Thanks, Mary.My grandparents\'home is very big, too.Mary: Where do they live? Bob: Very far from my home.Mary: Oh, how far? Bob: It\'s about 500 kilometers from here.Mazy: Wow! That’s far.Bob: Yes, it is.So I go there and see my grandparents only one or two times a year.Mary: How do you get there? Bob: I usually take the train.Mary: How long does it take? Bob: It takes about six hours.And then I take a bus from the train station to their home.Mary: Wow.That\'s along trip. Unit 4 Don\'t eat in cla.Ms.Clark: Hey Peter.You know the rules.Don’t run in the hallways.Peter: Sorry, Ms.Clark.Mr.Smith: Amy don\'t eat in the claroom.You must eat in the dining hall.Amy: Oh, sorry Mr.Smith.Mr.Smith: Hey Mike, don\'t listen to music in cla.Mike! Boy: He can’t hear you Mr.Smith.

Cindy: What are the school rules, Alan?

Alan: Well, We can\'t listen to music in the claroom or hallways.But we can listen to it outside or in the music room.Cindy: Uh-huh Alan: And we can’t eat in the claroom, but we can eat in the dining hall.Cindy: Oh.And can we wear hat in cla? Alan: No, we can\'t.What else? Oh, you can\'t fight with your clamates.That makes the teachers really unhappy Cindy: I see...

Emily: Hi, Dave.Do you want to watch the basketball game in the park this evening? Dave : I\'d love to, but I can’t go out on school nights Emily: Oh, that\'s too bad.Dave: Yeah, I have so many rules.Emily: Really? Dave: Yeah, I can’t see my friends on school days and I have to do my homework after school.Emily: What other rules do you have? Dave: Mmm...I must practice the guitar before dinner and then I have to do the dishes after dinner.And I can\'t watch TV in the evening.Emily: Oh.Well, I have to help my mom make dinner sometimes.Dave: Me, too.I have to help my mom make breakfast every morning.And I must clean my room every Saturday Emily: wow! You do have a lot of rules!

Unit5 Why do you like pandas? Girl: Let\'s see the pandas first.They\'re my favorite animals.Boy: Why?

Girl: Because they\'re very cute.

Boy: Let\'s see the giraffes.Girl: Why do you want to see them? Boy: Because they\'re beautiful.

Girl: Let\'s see the koalas now.I like koalas.Boy: Why? Girl: Because they\'re interesting.

Julie: Let\'s see the pandas, John.John: Why do you like them, Julie? .Julie: Because they\'re kind of interesting.John: Where are they from? Julie: They\'re from China.John: Well, I like koalas.Julie: Why do you like them? John: Because they\'re very cute and they\'re from Australia.Julie: Well, I don\'t like lions.John: Why don’t you like them? Julie: Because they\'re really scary.John: Where are they from? Julie: Most of them are from South Africa.

Tony: Where do you want to go now? Mary: Let\'s see the elephants.Tony: The elephants? Why do you like elephants? Mary: Oh, they\'re interesting.And they\'re really smart.Tony: Yes, but they\'re lazy too.Mary: Oh, Tony! So, where do you want to go? Tony: Let\'s see the pandas.They\'re kind of cute.Mary: Oh, yeah.I love pandas.They\'re beautiful.But they\'re also kind of shy.Where are they? Tony: They\'re over there, not far from the koalas

Unit 6 I\'m watching TV.Bob: Hello, Jenny.Jenny: Hi, Bob.Bob: Jenny, what are you doing? Jenny: I’m watching TV.Bob: Do you want to play tennis? Jenny: No, his TV show is interesting.What\'s John doing? Jenny: Well, what are Dave and Mary doing? Bob: They\'re listening to a CD.

Jack: Hello, Steve.Steve: Hi, Jack.Jack: What are you doing, Steve? Steve: I\'m watching TV.What about you? Jack: I’m listening to a CD, but it\'s kind of boring.Steve: Yeah, my TV show is also not very interesting.Do you want to go to the movies? Jack: That sounds good.

A: Hello.Is Alice there? B: No, she isn’t.She\'s at the supermarket.A: Oh, is she shopping? B: Yes, she is.She\'s buying milk and bread.A: Hello.Is Mike there? B: Sorry he\'s still at school.A: Oh.Umm, is he doing his homework? B: No, he isn’t.He\'s playing basketball.

A: Lisa? B: No, this is her sister, Julie.A: Oh.Is Lisa there? B: No, she isn’t.She\'s at the library A: Oh.Is she reading? B: Yes, she is.

Unit 7 It\'s raining! Tom: Hey, Peter.Peter: Hi, Tom.

Tom: How\'s the weather down there in Shanghai? Peter: It\'s cloudy.How\'s the weather in Moscow? Tom: It\'s snowing right now.

Peter: Hi, Aunt Sally.Aunt Sally: Hello, Peter.Peter: How\'s the weather in Boston? Aunt Sally: Oh, it\'s windy.

Peter: So, how\'s the weather in Beijing? Julie: It\'s sunny.

Peter: Hi, Uncle Bill. Uncle Bill: Hello, Peter.Peter: How\'s the weather in Toronto? Uncle Bill: It\'s raining, as usual！

Jim: Hello, Linda.This is Jim.Linda: hello, Jim! Jim: Is Uncle Joe there? Linda: No, he isn\'t.He\'s outside.Jim: Outside? It\'s cold, isn\'t it? Linda: No, it’s sunny and really warm.Jim: What\'s Uncle Joe doing? Linda: He\'s playing basketball.Jim: Is Aunt Sally there? Linda: Yes, she is, but she\'s busy right now.Jim: What\'s she doing? Linda: She\'s cooking.Jim: How about Mary? What\'s she doing? Linda: Not much.She\'s only watching TV.You want to talk to her, don\'t you? Jim: Yes, thanks.And can I say“hi”to Jeff, too? Linda: Sure.He\'s just playing computergames.

Mary: Hello, Eric? Eric: Mary! Hi！Where are you？

Mary: I’m in Mexico! I’m calling to say “Happy birthday!” Eric: Oh, thanks! Mary: So, how\'s it going there? Eric: Great! How\'s it going with you? Mary: Not bad.What are you doing? Eric: I\'m having a party.My family is here.

Mary: Oh, that sounds like fun.How\'s the weather? Eric: Terrible.It\'s cold and it\'s raining.How\'s the weather in Mexico? Mary: Hot.Hot and dry.And sunny.Eric: Sounds good... Mary: Uh-huh.Eric: So, what are you doing there? Mary: I\'m visiting my grandmother...

Unit 8 Is there a post office near here? A: Is there a restaurant on Bridge Street? B: Yes, there is.

A: Is there a post office near here? B: Um, yes, there is.There\'s one on Long Street.

A: Is there a hospital on Center Street? B: No.there isn’t.

A: Excuse me.Is there a police station near here? B: Yes.It\'s between the restaurant and the hospital.A: Where\'s the park? B: The park? Oh, it\'s acro from the bank,

A: Excuse me.Is there a hospital near here? B: Yes, it\'s on Bridge Street A: Where\'s the pay phone? B: It\'s next to the post office.

A: Excuse me.Are there any restaurants near here? B: Yes, there\'s one in front of the post office.

A: Where\'s the hotel? B: The hotel? It\'s behind the police station.

A: Excuse me.Is there a hotel around here? B: Yes, there is.Just go along Bridge Street and turn left when you see the library.Go along Long Street and it\'s on the right.It’s next to the supermarket and acro from the bank.A: Thanks! And is there a restaurant near the hote1? B: Yes.Go along New Street.Turn right at the first croing and the restaurant is on your left, acro from the pay phone.A: Thank you very much.B: You’re welcome.

Unit9 What does he look like? Girl: Is that your friend? Amy: No, it isn’t.

Girl: What does he look like? Is he short or tall? Amy: Well, he’s really tall.And he has curly hair.A: Is that your brother David? B: No, it isn’t.

A: What does David look like? Is he tall or short? B: He\'s tall.He\'s heavy.And he has curly hair.

A: Is that Sally B: No, it isn’t.A: Does Sally have long or short hair? B: She has long straight hair.She\'s of medium height.And she\'s thin.

A: Is your friend Peter short or tall? B: He\'s short.He\'s of medium build.And he has short hair.

Laura: Don\'t you love Johnny Dean, Bob? Bob: Johnny...? Laura: Dean.The singer.Bob: I don\'t know.What does he look like? Laura: He’s really tall and really thin.And he has curly hair.And he has funny glaes.Look, there he is.Bob: Oh, yeah, I see him.Laura: Here come the movie actors.Bob: Oh, wow! Laura: Who\'s your favorite actre? Bob: I like that woman with long blonde hair.Laura: Is she tall or short? Bob: She\'s of medium height.Laura: Oh.Tina Brown? Bob: Yeah.I think she\'s really cool.She\'s very beautiful and a great actre.

Unit 10 I’d like some noodles. Waitre: What would you like? Boy: I\'m not sure yet.Are there any vegetables in the beef noodles? Waitre: Yes, there are some tomatoes. Boy: OK, I’d like the beef noodles, please

Waiter: What size would you like? Boy: I’d like a large bowl of noodles.Waiter: And what kind of noodles would you like? Boy: I’d like chicken, potato and cabbage noodles.Waiter: And how about you? Girl: I\'d like a medium bowl.Waiter: What kind would you like? Girl: I’d like beef and tomato noodles, please.

A: Hello, House of Dumplings! B: Hello! I want to order some food, please.A: Sure.B: I\'d like chicken, fish and cabbage, please.A: Uh-huh.

B: And twelve dumplings.A: What kind of dumplings would you like? B: Beef and carrot dumplings, please.A: OK.What else? B: Umm...I’d like some soup, too.

A: OK.What kind of soup would you like? B: Tomato soup.A: OK, one tomato soup then.Would you like any drinks? B: One large green tea and two small orange juices.A: OK.What\'s your addre, please? B: 15 North Street.A: And what\'s your telephone number? B: 398-2845.A: 398-2845:.B: Yup.A: Thank you.That\'ll be 65 yuan.

Unit 11 How was your school trip? Bob: Hi, Carol.How was your school trip yesterday? Carol: It was great!

Bob: Did you go to the zoo? Carol: No, I didn\'t.I went to a farm.Look, here are my photos.Bob: Did you see any cows? Carol: Yes, I did.I saw quite a lot.Bob: Did you ride a horse? Carol: No, I didn\'t.But I milked a cow.Bob: Did you feed any chickens? Carol: Well, I saw some chickens but I didn\'t feed them.Bob: What else did you do? Carol: My friends and I went for a walk around the farm and talked with a farmer.

Bob: So, Carol, was the farmer nice?

Carol: Yes, he was very friendly and he showed us around the farm.Bob: Really? What did you see? Carol: We saw a lot of interesting things and we learned a lot from him about farming.Bob: That\'s great! Did you ask him any questions? Carol: Yes.I asked him if the farmers grew strawberries.Bob: Do they? Carol: Yes, they do.They grow them from December to June.Bob: And apples? Do they grow apples? Carol: Yes, they do.They pick the apples around September.Bob: Did you pick any strawberries? Carol: Yes, we did.And we took some home, too.Bob: Oh, wow！Were they good? Carol: They were delicious!

Tony: How was your school trip, Jane? Jane: Oh, it was terrible.Tony: Really? Where did you go? Jane: Well, we went to the countryside and climbed a mountain.But the weather was so cold.It rained and rained all day long.Tony: Oh, that\'s too bad.Jane: Ugh! How about your school trip, Tony? Tony: Well, it was raining here too, so we didn\'t go to the countryside.Jane: So what did you do then? Tony: We went to an art museum.It was great.There were so many interesting things to see.I saw some really beautiful paintings.Then we had lunch at the museum restaurant.The food was really delicious! After that, we went to a special art room and drew pictures.It was so much fun! Jane: Sounds like you had a great school trip.Tony: Yes.We had a really good time!

Unit 12 What did you do last weekend Bob: Hey, Lucy.Lucy: Hi, Bob.Bob: How was your weekend? Lucy: It was great.Bob: So, what did you do? Lucy: Well, on Saturday morning, I played badminton.In the afternoon, I went to the beach, and at night, I went to the cinema.Bob: Cool.What about Sunday? Lucy: In the morning, I camped by the lake with my clamates.In the afternoon, we went boating, and at night I did my homework.

Teacher: So, did everyone have a good weekend? Students: Yeah, we did, Ms.Clark! Teacher: Good.What did you do last weekend, Becky? Becky: I visited my grandma, and I did my homework.Teacher: Great.And how about you, Carol? Did you go out? Carol: No, I stayed at home.I studied for the English test.Teacher: Wow, good for you.Jack, how about you? Where did you go? Jack: I went to a farm, and I fed some cows.Teacher: Sounds like you had fun.

Jim: Hey Sally! I didn\'t see you last weekend.

Sally: Yeah.I stayed at home on Saturday I was quite busy Jim: Why? Sally: I had a lot of things to do.Jim: Like what? Sally: Well, I did my homework and studied for a test.Jim: You did? Not much fun, huh? Sally: Well, it wasn’t too bad.On Sunday, I went to the library.How about you? Did you go out? Jim: Well, I sang and played the guitar on Saturday morning.On Sunday afternoon, I flew a kite in the park.And on Sunday night, I had dinner with my friends.Sally: Wow! You had a relaxing time! Jim: Yeah, I had fun.But I didn\'t do my homework, so school this morning wasn’t fun!

第14篇：三年级下册英语教案Unit 2 _人教(PEP)[优秀]

教学内容：Unit Two My family(1) 教学目标和要求：

1、Let’s talk Part A

2、Let’s play Part B

教学重点：The sentences of Part A 教学难点：Who’s that …?Who’s this…? 教学用具：Tape/recorder/pictures/things 教学过程： Step1: Revision

1、Say Hello/Hi

2、Revise the names.Step2:Learn the sentences

1、Look at the pictures

2、Listen to the tape

3、Read the sentences after the recording

4、Read the sentences together

5、Group work

6、Performances Step3: Let’s play

1、Try to introduce someone

1、Step4: Listen and do Step5: Summary and homework 板书设计：

Unit 2

My family

Father mother man woman 作业布置：

1、Listen to the tape

2、Read the sentences 教学后记：

第 1 页

学生对单词学习较有兴趣，学得较快。

第 2 页

第15篇：七年级英语教案

课题Unit 5 Why do you like pandas? 第一课时共四课时

教学目标：1.了解几种动物的英语表达方式

2.表达自己对动物的喜好与偏爱

3.学会使用why句型

教学重点：1.words:zoo,panda,lion,giraffe,smart,cute,beautiful,

2.Sentences: Why do you like pandas? Because they are cute.教学难点：形容词的用法以及why句型的运用。教具准备：just the usual tools.教学过程： Step 1: Lead-in

First I will do some gesture to show some animals.The students try to gue what the animal is.After several ones I will write down some animals in Chinese on the paper and ask one of the students to do the gesture.

通过这个比较有趣的环节来引导即将接触的新词，让学生产生对这节课新内容的探索欲望。

Step 2: Words reading

Ask them to turn to the page of words and read the new words after me.At the same time we will learn some expreion of the new words and make sure they will get the simple idea of the words we are going to learn.

鉴于学生的实际情况，单词的学习并不能直接交给学生自己。大部分学生的自学能力较差。所以在课前先带领学生消除发音障碍，增强他们在操练对话时的自信。也便于他们在新课内容当中熟悉生词的意思。 Step 3: Presentation

Since we already learn the new words for a while, this time I will give them three minutes to finish the exercises in 1a.After that, I will point to the picture and tell them which one is my favorite and why.

单词熟悉之后先以口述的方式让他们对即将接触到的句子有所熟悉。加入favorite的用法，便于他们理解句子意思。并对because句型有进一步的复习。 Step 4: Listening

Finish the listening exercise.Play the tape for twice to make sure they understand the meaning of the material.

英语学习当中听力训练时必不可少的，重复放两遍确保他们理解听力材料。 Step 5: Practice and pair work.

Write the new words and key sentences on the board.Panda---Why do you like pandas? Because they are cute. Cute pandas Giraffe---Why do you like giraffes? Because they are beautiful. Beautiful giraffes Then ask some students to practice the dialogues.

通过句子的讲述与操练，让学生懂得这个特殊疑问句所表达的意思以及它的用法。特殊疑问词为首，再加上一般疑问句，组成特殊疑问句。注意特殊疑问句的回答并不包含YES 和NO.要按照实际情况来回答。另外此处讲解，形容词的表语和定语地位。

Step 6: Sum up and Homework

Ask them to find more words which can describe the animals.课题Unit 5 Why do you like pandas?

芦田中学七年级

（一）班高莉华

一．说教材

七年级的对话编排几乎都是从学生的生活实际出发让学生能掌握生活中基本常识交流。发展他们自主学习的能力形成有效的学习策略。二．说教学内容

本课主要是让学生学会谈论动物以及对动物的描述。难易度适中。

1.教学目标知识目标-熟练掌握,panda,lion,giraffe,smart,cute,beautiful,和子

Why do you like pandas? Because they are cute.能力目标-运用所学的语言知识在创设情景中进行交际并在此

基础上能将其运用于日常生活中。

情感目标-激发学生的学习兴趣，帮助学生树立学习英语的自信

心，并在成功中体会英语学习的乐趣。

德育目标-通过本课学习培养学生合作学习互相帮助以及勇于

表现自己在大众面前的独立表现能力。

2教学重点熟练掌握本课的生词及主要句型。

3.教学难点。能区分并应用名词及相应的形容词。

三．说教法

传统教学方法因为目前学校多媒体设施的运用还不够广泛，大部分课程仍然采取传统的方式教授。四.说学法自主学习探究学习合作学习

五．说教学过程

Step 1: Lead-in

以猜动物的方式让学生参与到课堂当中，虽然最开始部分单词无法用英语表达，但是会加入猫，狗之类的动物来降低难度。通过这个富有有趣味性的环节来引导即将接触的新词，让学生产生对这节课新内容的探索欲望。 Step 2: Words reading

古老的方式不一定是呆板且死气沉沉，可以用分组比赛练发音的方式来使跟读单词这一枯燥的过程变的丰富起来。鉴于学生的实际情况，单词的学习并不能直接交给学生自己。大部分学生的自学能力较差。所以在课前先带领学生消除发音障碍，增强他们在操练对话时的自信。也便于他们在新课内容当中熟悉生词的意思。

Step 3: Presentation

老师的角色扮演和语句操练，加上神情的诠释，能让学生更好地理解所听到的句子的意思。比如，描述小动物的可爱和食肉动物的恐怖，以夸张的表情来表达自己不喜欢或者喜欢某种动物的原因。单词熟悉之后先以口述的方式让他们对即将接触到的句子有所熟悉。加入favorite的用法，便于他们理解句子意思。并对because句型有进一步的复习。 Step 4: Listening

Ask them to scan the exercise and predict what they will listen to.Then I will play the tape.The students listen to the tape and finish the listening exercise.Play the tape for twice to make sure they understand the meaning of the material.

为了改善哑巴英语的状况。口语和听力是我们必须重点抓的环节。在听力材料简单的情况下可简单要求学生在听懂意思的同时把句子用自己的话语复述出来，若是难度比较大则一遍一遍精听，确保他们理解内容并做到有所吸收。英语学习当中听力训练时必不可少的，重复放两遍确保他们理解听力材料。 Step 5: Practice and pair work.

老师带读对话的同时让学生纠正发音和语调。讲述完毕之后，首先让学生用书面的形式自己改写并编制新的对话，提问时注意学生的情绪，要鼓励他们勇敢开口，但不能强制逼迫害羞的学生，让他们每次进步一些。对于成就较优秀的同学也要注意在表扬的同时指正他的不足，避免其盲目骄傲。通过句子的讲述与操练，让学生懂得这个特殊疑问句所表达的意思以及它的用法。特殊疑问词为首，再加上一般疑问句，组成特殊疑问句。注意特殊疑问句的回答并不包含YES 和NO要按照实际情况来回答。另外此处讲解，形容词的表语和定语地位。 Step 6: Sum up and Homework

This cla we learnt some words about animals and how to expre the reason why we like them or not.But there are still many other words about animals.Please try your best to find more.Ask them to find more words which can describe the animals.

想要充分发挥学生自主学习的作用，老师就得利用好自己的指导作用，给学生指出可行的方向，提供稍微的辅助，让他们完成一些力所能及的学习任务，不但可以更好地充实所学内容，还能让他们培养独立学习的良好习惯。所以，适当的课外作业是必须要有的。

第16篇：七年级英语教案

Starter Unit2 what’s this in English? 第1课时section1a-2e 【学习目标】语言目标：字母I—R；辨认物品；拼写单词 1.七个表示物体的单词的熟练掌握。(汉语意思写出来) map orange jacket key quilt pen ruler 确认物体的句型（写出意思）：问：What is this in English? 答：It's /a /an/ map/ orange/ jacket/ key/ pen/ ruler/ quilt.3.区分a和an的用法（读书上87页：冠词用法）。【预习指导】自我预习

一、扫清障碍

试着用按英语中音标拼读出StarterUnit21a的单词（在书上第94页）。

二、课本预习

温故知新1.按照字母顺序正确默写上单元学过的八个字母的大小写。

2.小组合作用英语完成对话。1)熟识朋友见面的问候语和应答。 ——Hello, Frank! ——Hi, Cindy! How are you? ——I'm fine / OK, thanks.2)一天见面打招呼的用语。 ---Good morning, Helen!---,Bob! ---Good , Eric!---Good afternoon, Grace! ---Good evening, Helen!---,Dale!： ---Hi, Alice!---Hi, Cindy! ---Hello, Frank!---Hello, Dale! 【课内学习】

一、教材处理：自主互助学习

1.看图认一认1a中认识的字母，并把它写下来。小组讨论答案，教师巡回检查。 2.看图认物品，努力用英语说出认识的物品，小组比一比，哪一个小组认识的物品多。

二、组内探讨

1)看图片或者用实物小组做对话练习。师生备注

2）听1a录音，指出听到的物品。 3）用图中物品，双人自由问答并表演。 What's this in English? It's a/an…

4）观察区分a和an的用法。

【语法要点归纳】以单词读音为准，a用在发音的_______音前面，an用在发音的_______音前面。 Explanation

一、this是指示代词，意为“这；这个”，指近处或距说话人近的人或事物。 that意为“那；那个”，指远处或距说话人远的人或事物。例如： This is a ruler.That is a key.

二、in English意为“用英语”，其中in是介词，表示“用语言、声音、方式等”。如： in Chinese用汉语in Japanese用日语 What’s this in Chinese?这个用汉语怎么说？

三、冠词a与an的用法

冠词a和an是一种虚词，只用在单数可数名词前，表示“一”的意思。a用在以辅音音素开头的单词之前，an用在以元音音素开头的单词之前。这里的元音音素和辅音音素是指读音，而不是指字母。如： a pen/pen/一支钢笔/p/为辅音音素 an apple/?'?pl/一个苹果/?/为元音音素

四、What’s this in English?这个用英语怎么说？

句型What’s this in English?意为“这个用英语怎么说？”用来询问某物，回答时要用“Itis/It’sa(n)+名词”，其中it用来指代this或that。what’s=what is,意为“是什么”。英语中用来提问的特殊疑问句总是放在句子的开头，这一点与汉语不同，同学们要特别注意英语的语序。例如： —What’s this in English? 这个用英语怎么说？ —It’s a jacket.它是一件夹克衫。

—What’s that in English? 那个用英语怎么说？ —It’s an egg.那是一只鸡蛋。

五、【辨析】字母/音标/音素

英语字母就如同我们汉语中的笔画一样，是拼写单词的组成元素。音素是英语语音的最小单位。

把音素记录下来的符号叫音标，通常写在//或[]里。【口诀】

冠词a, an两种帽，单数名词常需要；辅音单数a提前，元音单数an优先。

【学习成果展示】（满分50分）完成时间15分钟

一、正确朗读字母。（5分） N n R r Ii O o M m P p J j L l K k Q q

二、将下列字母按字母表顺序排列并抄写在四线格上。（18分） 1）MHAIKCDEJNPORBFGLQ

2）c d a h j I m g r o l n q e k p b f

三、写出他们的邻居。（6分）

________Cc__________,________Jj__________,________Ff_________,________Mm_________________Oo________, ________Hh_________

四、写出下列字母相应的大写或小写形式。（3分）

，1）.K、M、O、R、I_______________.2）.j、i、n、q、o___________________.

九、单项选择。（18分）

（）1.What'sthisinEnglish?It's__________.A.orange B.an orange C.a orange ()2.What'sthis_____________?It'sapen.A.in English B.for English C.English ()3.__________this?It'sanapple.A.What 're B.What C.What's ()4.What'sthis？___________________.A.This’ s a quilt B .It's a quilt C.I'm a quilt ()5.Hello,Eric!_________,Dale! A .Hello B. Sit down C.I'm OK ()6.Howareyou,Helen?____________.A.Fine, thank you.B.Good afternoon C.I'm OK.【总结反思】在本节课中你还有什么不明白的问题，还有什么没有掌握的知识，请记录下来，找机会询问同学或老师。

Starter Unit2 what’s this in English? 第2课时section3a—4d 【学习目标】语言目标：字母I—R；辨认物品；拼写单词 1.掌握下列重点单词（查出）：spell______ __,please_________ 2.掌握下列重点句子：（写出意思） ——What's this in English?——It’s a key.

——Spell it, please.——K-E-Y.

3.四会大、小写字母A a- --R r.【预习指导】自我预习

一、扫清障碍

试着用按英语中音标拼读出StarterUnit23c的新单词（在书上第94页）。温故知新1.按顺序默写出所学过的大、小写字母(18个)。

2.写出上节课学的问句，并给出一适当答案。

二、课本预习

1.完成3a,自己看图填一填把不会的单词查出来。2.完成3c读一读对话,把不会的单词查出来。 3.完成4a试着填出所缺字母在书上。

4.完成4b试着按首字母顺序填出编号在书上。【课内学习】

一、教材处理：自主互助学习1.猜句意Spell it, please.2.学生听并跟读，同时老师板书Spell it, please.K-E-Y.3.学习单词spell, please.4.练习：用所学物品两人一组，练习1a对话。 5.表演3c（用老师所示物品问答）。 6.听3b，小组检查、核对。

7.比一比：看图3a每组参加1人，按物品的某种顺序，看谁写得又快又准。Explanation

一、Spell it, please.请拼写一下吧。

1.这是一个用来考查别人拼写（读）能力的句式。用于别人提到的单词，自己不知如何拼写。让对方指出这个单词由哪几个字母组成。例如： It’s a jacket.它是一个夹克衫。 —Spell it, please.请拼写它。 —J-A-C-K-E-T.

2.please意为“请”，常用于一些客套的场合，可放在句首，也可以放在句末。放在句末时，常用逗号与前面部分隔开。例如： Please stand up.=Stand up, please.请起立。

【学习成果展示】（满分50分）完成时间15分钟

一、找出与所给字母含有相同音素的选项。（5分） e A .g B.m C .n f A.r B.q C .pen____ o A.orange B.OK C.dog____ a A .thanks B.Dale C.map I A.hi B .in C.quilt____

二、按字母表顺序默写字母I到R的大小写形式。（10分） A________________________________ a_________________________________

三、整理字母顺序组成单词。（10分） qulit______rulre______eky_____lpsle____ pleesa_____arknF______kcajte______mpa______

四、用is, am, are 填空。（10分） 1）I_________Frank.2) This___ ___a pen.3) What________this ?4) How_______you? 5)It___ __a key.

五、读句子，连线配对（5分） A Spell it ,please .a Hi！ B What 's this? B Good morning! C Hello，Cindy！c It' san orange.D How are you? D I'm OK.E Good morning !e O-R-A-N-G-E

六、选择填空（10分） ()1.Thisis_______orangejacket.A.an B.a C./ ()2.What'sthis_______English.A.in B.for C.on ()3.---Spell it, please.---_______ A.map B.MAPC.M-A-P ()4.---Alice, what' s this in English?---__________ A.It's pen B.It's a pen C.This is a pen ()5.---How are you?---_______ A .hello B.Thanks C.I'm OK 【总结反思】在本节课中你还有什么不明白的问题，还有什么没有掌握的知识，请记录下来，找机会询问同学或老师。

第17篇：七年级英语教案

Unit 3

七年级英语黄彦忠

How do yougetto school?

Section A

The first period

一教学目的：

1.学习Section A 中的生词。

2.学习句型：How do yougetto school?

3.词组：

takethe train

take the bus

take the subway

ride a bike

二、教学重点：同上

三、教学难点：本课中生词的拼写。

四、教学过程:

Step1Learn the new words.

train ,take the train .bus

take the bus .subway ,

ridebikeride a bike

Step2Introduction

Ask the students like this:

How do yougetto school?

Then ask some students to answer thisquestion.

Step3Practice

Match the wordswith the pictures

1.takethetrain(a)

2.take the bus(

3.take the subway(e)

4.ride a bike（b)

5walk(c)

Step4Listen

Listen and write the numbers next to the correct students in the picture aboveStep 5Practice

Make a conversation with your partner about how the students get to schoolFor example ：How does LiFei get to school?

She takes the subway

五、布置作业。

第18篇：人教七年级语文下册第六单元复习资料

一、生字新词

第六单元复习资料

巢（cháo）

瞅（chǒu）

雏（chú）

呷（xiā）

垂蔓（chuí màn）眼睑（jiǎn）

眸子（mïu）

流泻（liú xiè）

斑斑驳驳（bān bó）生意葱茏（shēnɡ yì cōnɡ lïnɡ）细腻（nì）

信赖（lài）

肌腱（jī jiàn）逞能（chěnɡ ）恍惚（huǎnɡ hū）甜腻（nì）

娴熟（xián）进退维谷（wãi）略胜一筹（lüâ chïu）眼花缭乱（liáo）

狩猎（shòu）

剖开（pōu）

对峙（zhì）姑妄（ɡū wànɡ）

湛蓝（zhàn）

苍穹（cānɡ qiïnɡ）

铰（jiǎo）

劝诱（yòu）抽搐（chù）

沟壑（hâ）

不羁（jī）

叽叽喳喳（jī zhā）

呵斥（hē chì）咆哮（páo xiào）

掠（lüè）

觑（qù）

鬣（liè）

剽悍（piāo hàn）

疆场（jiānɡ）驯良（xùn）

勇毅（yǒnɡ yì）窥伺（kuī sì）疮痍（chuānɡ yí）枉然（wǎnɡ rán）

阔绰（kuò chuî）

观瞻（zhān）

妍丽（yán lì）庇荫（bì yìn）

遒劲（qiú jìng）

犷野（ɡuǎnɡ）

畸形（jī）

颚骨（â）慷慨以赴（kānɡ kǎi yǐ fù）

相得益彰（zhānɡ）

驾驭（jià yù）束缚（shù fù）鞍辔（ān pèi）

侮辱（wǔ rǔ）

妒忌（dù jì）

眷恋（juàn）缀（zhuì）窘（jiǒnɡ）

苫蔽（shàn bì）

倚（yǐ）

弛（chí）

眈（dān）瞑（mínɡ）

暇（xiá）

劈（pī）

毙（bì）

尻（kāo）

寐（mèi）诱（yòu）

黠（xiá）

顷刻（qǐnɡ kâ）

二、词语解释

斑斑驳驳——原指一种颜色中杂有别的颜色，这里有颜色深浅不一的意思。生意葱茏——形容草木生机盎然，茂盛青翠。眼睑——眼皮。

眸子——原指瞳仁，这里泛指眼睛。悲怆——非常悲伤。娴熟——熟练。茂盛——（植物）生长得多而茁壮。比喻经济等兴旺。

细腻——①细致光滑。②（描写、表演等）细致入微。信赖——信任并依靠。蓬松——形容草、叶子、头发、绒毛等松散开。享受——物质上或精神上得到满足。滚圆——非常圆。境界——①土地的界限。②事物所达到的程度或表现的情况。进退维谷——无论是进还是退，都是处在困境之中。维，是。谷，穷尽，指困境。略胜一筹——比较起来，略微好一些。筹，筹码，计数的用具。

对峙——相对而立。逞能——显示自己能干。沉郁——低沉郁闷。目瞪口呆——形容受惊而而愣住的样子。秩序井然——有条理，整齐而不混乱。力不从心——心里想做，可是力量办不到或能力够不上。迥然不同——形容差别很大，一点也不同。迥，差得远。眼花缭乱——眼睛看见复杂纷繁的东西而感到迷乱。

抽搐——肌肉不自觉地收缩的症状。这里指（心灵）因痛苦而颤抖。

石破天惊——原形容箜篌的声音，忽而高亢，忽而低沉，出人意外，有不可名状的奇境。这里用来形容声音大得惊人。

不羁——不受束缚。胆怯——胆小；畏缩。厉声呵斥——大声或粗暴地责骂。苍苍莽莽——无边无际的样子。咆哮——（猛兽）怒吼。剽悍——勇猛，强健。慷慨以赴——毫无私心，毫不吝惜得前往。窥伺——暗中观察情况。羁绊——这里指马笼头。疮痍——创伤。

阔绰——豪华奢侈，排场大。观瞻——具体的形象给人的印象。项鬣——马脖子上的长毛。庇荫——遮挡阳光的树木等。遒劲——雄健有力。妒忌——对比自己强的人心怀怨恨。

相得益彰——指两个人或两件事物互相配合，使二者的能力、作用、好处能得到充分展示。益，更加。彰，明显。

觑——看。驯良——和顺善良。和婉——温和委婉。眷恋——（对自己喜爱的人或地方）深切地留恋。抖擞——振作。畸形——生物体某部分发育不正常；泛指事物发展不正常，偏于一方面。有过之无不及：（相比起来）只有超过的，没有不如的（多用于坏的方面）。

三、文学常识

26．《猫》选自《郑振铎文集》作者郑振铎，福建长乐人，现代作家、文学家、翻译家，我国新文化运动的倡导者之一。

27、《斑羚飞渡》是我国当代最著名的动物小说家沈石溪动物小说中的精品。

28、《华南虎》是“七月诗派”重要成员牛汉创作的具有浓厚象征色彩的一首诗。

29、《马》的作者布封，法国博物学家、作家。他用40年的时间写成36巨册的《自然史》。

30、《狼》选自短篇小说集《聊斋志异》，作者蒲松龄，字留仙，别号柳泉居士，是清代人。“聊斋”是书房名，“志”的意思是记述，“异”在标题中的意思是奇异的故事；这个书名的意思是在“聊斋”的书房里记述奇异的故事。

四、课文扫描

26.猫

1.本文中写到的三只猫各有怎样的来历、性格、结局，“我”养猫的心情又是怎样的？

第一只猫：从隔壁邻居家要的，性格活泼、可爱，最后病死。“我”感受到生命的新鲜和快乐，猫病死后又感到一缕酸辛。

第二只猫：母亲从舅舅家要来的，性格更活泼，更可爱，最后被路人抱走。“我”更加快乐，又担心，最后怅然、愤恨。

第三只猫：张婶从门口拾来的，性格忧郁、懒惰，最后被冤枉、误打，流浪而死。“我”不喜欢，不注意，最后痛苦、内疚。 2.本文表达了怎样的主题？

呼唤以爱心、同情心、正直、公正之心对待弱小的生命，对自己以偏见而冤屈弱小生命的反思与自责。 3.文中为什么要写第一与第二只猫？

写前两只猫，以“我”对它们的疼爱反衬出“对”第三只猫的偏见、歧视，突出了第三只猫的悲惨命运，突出了“我”的痛苦和悔恨，突出了主题；写前两只猫的亡失，也为写“我”收养第三只猫作了铺垫。 4.“自此，我家永不养猫。”这个结尾在内容和结构上有什么作用？

突出了“我”对因为偏见而冤枉第三只小猫的痛苦和内疚，突出了主题。总结全文，也与开头形成首尾呼应。

5.“我”依据什么判断第三只猫吃了小鸟？

①猫常常凝望鸟笼中的鸟；②“我”找到猫时发现它嘴里吃着东西；③找猫很不容易，认为它“畏罪潜逃”；④猫一向吃得胖胖的，很贪吃。

6.第14段，“自此，我家好久不养猫”表现了“我”怎样的情感？

对两只可爱、活泼的小猫或亡或失的深深的悲痛。 7.赏析语句：

（1）花白的毛，很活泼，如带着泥土的白雪球似的，常在廊前太阳光里滚来滚去。（第1段）

比喻，形象地写出小猫毛色的漂亮和它的活泼、可爱，进而表现出“我”对它的喜爱之情。（2）„„它便扑过来抢，又扑过去抢。（第1段）

动作描写，生动地表现出小猫的活泼、可爱以及“我‘对它的喜爱之情。 8.理解语句的含义：

想到它的无抵抗的逃避，益使我感到我的暴怒、我的虐待，都是针，刺我良心的针。（第30段）一想到猫的弱小和它遭受的冤屈，我就感受到自己的偏见、粗暴，并为此而感到无比的痛苦与内疚。 9.分析下列词语的作用：

（1）我坐在藤椅上看着他们，可以微笑着消耗过一两个小时的光阴„„(第1段) 消耗：突出了“我”与猫相处的时光快乐而易逝。

（2）有一次，居然捉到一只肥大的鼠„„（第3段）

居然：突出了“我”对于第二只小猫能捉到老鼠的惊喜，进而表现出对小猫的喜爱之情。（3）它躺在露台板上晒太阳，态度很安详，嘴里好像还在吃着什么。我想，它一定是在吃着这可怜的鸟的腿了，一时怒气冲天„„

好象：表明“我”对猫嘴里吃东西看得并不清楚，只是一种猜想，表现出“我”对它的偏见，为后文写“我”冤枉了小猫作了铺垫；一定：“我”并未看清就认为猫儿吃鸟，突出了“我”判断的武断和对猫儿的偏见，也突出“我”认定猫儿吃鸟的愤怒。 10.为什么“我”对第三只猫的亡失比前两只猫更难过？

前两只猫并非因为“我”的过失而亡失，可第三只猫却是因“我”的偏见、冤屈和虐待而死，“我”又没有改过的机会，所以“我”有着深深的痛苦、内疚。 11.第11段提到的周家丫头和过路人有怎样的形象？

周家大丫头事不管己高高挂起，十分自私冷漠；路人随意将他人的小猫捉走，也是自私而不顾及他人的感受的。

12．第18段，“妻道：‘张婶，留心猫，它会吃鸟呢。’”这句话有什么作用？

写出了妻对小猫有偏见，同前文猫儿凝望鸟笼相呼应，也为后文“我们”冤屈小猫作了铺垫。 13.第22段，“一定是猫，一定是猫！”这句话有什么作用？

突出了“我”认定猫吃鸟儿的愤怒，进而表现出“我”的武断和偏见，为后文“我”误打猫儿作了铺垫。

27.斑羚飞渡

1.文中几次写彩虹，有什么作用？

三次：

一、斑羚身陷绝境时彩虹出现；

二、斑羚飞渡时彩虹相映；

三、头羊走向“那道绚丽的彩虹”。作用：

一、渲染一种神秘色彩并推动情节发展。头羊之所以想出飞渡的办法，或许就是受了彩虹的神秘启示；

二、烘托飞渡的气势，渲染了飞渡的悲壮美；

三、渲染头羊自我牺牲的崇高之美。

2、山涧上空，和那道彩虹平行，又架起了一座桥，那是一座用死亡做桥墩架设起来的桥。（为什么说那座桥是“用死亡做桥墩”？）

因为每一只获得新生的斑羚，都是以另一只的斑羚身体为跳板完成飞渡的。是这些必死的斑羚组成了新生的桥，所以说是“用死亡做桥墩”。

3．我十分注意盯着那群注定要送死的老斑羚，心想，或许有个别滑头的老斑羚会从注定死亡的那拨偷偷溜到新生的那拨去，但让我震惊的是，从头至尾没有一只老斑羚调换位置。（“从头至尾没有一只老斑羚调换位置”一事为什么让“我”感到震惊？）

“我”是个猎人，参照人类在此种情景下常有临阵脱逃的表现，所以震惊。

4、它走了上去，消失在一片灿烂中。

这句话用美丽的彩虹与镰刀头羊从容走向死亡的残酷现实形成鲜明的对比，也是用美丽的彩虹象征镰刀头羊的美好心灵，更是镰刀头羊行为和精神的闪光。

这叫声与我平常听到的羊叫迥然不同，没有柔和的颤音，没有甜腻的媚态，也没有绝望的叹息。此句中的三个“没有”构成排比，写出了镰刀头羊叫声的不同寻常，也暗示下文有不寻常的事情发生。

28.华南虎

“华南虎”这一标题，揭示了诗歌描写的主要意象，非常醒目。诗人以华南虎作为象征，表现的是自己在困境中不屈的人格和对自由的渴望。

这首诗按照参观动物园的老虎的整个过程为顺序，描写了华南虎的形象，表现了华南虎维护尊严、向往自由、蔑视世俗、威武不屈、勇于抗争的个性，有着不屈的生命、执著的灵魂，给人以深刻的思考。虎的形象描绘真实，以虎喻人，例如：“是屈辱的心灵在抽搐吗？”中的“屈辱”含有两层意思：一是为自己的尊严被践踏、自由被剥夺而感到“屈辱”；二是深层含义，即为生活在这个自由被剥夺、人格被侮辱的世界而感到“屈辱”。重难点句子

1.笼里的老虎，背对胆怯而绝望的观众。

诗句中的“观众”是一个没有人格和自我意识的群体。他们只是一群苍白、概念化的符号。他们“胆怯”是因为他们卑微，即便是面对老虎威严的背影时，都深感恐惧。“绝望”指他们用各种手段想逗引老虎而它一概不理。

2.灰灰的水泥墙壁上/有一道一道的血淋淋的沟壑。

这句话暗示华南虎为自由做过怎样的勇士般的无畏但却徒劳的反抗。可是，华南虎仍然会不屈不挠不悔的抗争下去，因为抗争是它活下去的全部寄托和现实意义，是它高贵灵魂的有力呈现。

3.你是梦见了苍苍莽莽的山林吗？

华南虎是向往自由的，壮阔、博大的“苍苍莽莽的山林”才是它灵魂和力量的家园。 4.我羞愧地离开了动物园。

在华南虎这“不羁的灵魂”面前，我感到了自己人生的卑微，心灵的堕落。 5.我看见了火焰似的斑纹/和火焰似的眼睛，还有巨大而破碎的滴血的趾爪！

这句话在诗的结尾，是全诗的总结，再次提到“斑纹”“眼睛”“趾爪”，给人一个整体的印象。“滴血的趾爪”是这首诗的“核”，是诗人感情的爆发点。诗结尾的这个特写，极容易让诗人与读者进一步体会到那个时代屈辱灵魂的不屈抗争的精神。

6.诗人笔下的这只老虎具有怎样的个性？

文中的华南虎有美丽的容貌和强健的形体，在牢笼里，它依然维护着自己的尊严，向往着自由，表现出高贵的灵魂，它是一只身陷囹圄，但却维护尊严、向往自由、蔑视世俗、威武不屈、勇于抗争的老虎。

29.马

这是一篇介绍马的科学小品，也是一篇优美的散文。作者描写了马的形象，也由马生发出情感。题目提示了文章所写的内容。

采用对比的写法，描绘了马在两种生存状态下的不同形象，字里行间，流露出作者对“在无垠的草原上”“自由自在地生活着的马匹”的由衷赞美，对“被人养育”“经过训练”“供人使用”的马的深刻同情。

30.狼

《狼》这篇短文，描写了屠户和两只狼搏斗的整个过程，狼在整个故事的发展过程中一直处于主导地位，狼是主要“人物”，而屠户是次要人物。

这则寓言故事，以狼为主线，通过叙述屠户如何战胜狼的故事，表现了狼的贪婪、狡诈和愚蠢凶恶的本性，最后用议论点明了主旨：无论狼多么狡诈阴险，最终都会被机智勇敢的人所战胜。

重难点句子

1.骨已尽矣，而两狼之并驱如故。

这句话以简练的语言写出了狼狡猾、恶毒、凶狠和贪得无厌，同时，“并驱如故”也照应了前文的“缀行甚远”这句话，使行文严谨。

2.一狼径去，其一犬坐于前。

这句话以凝练的语言写两只狼的动作、行为，到此，紧张的气氛似乎缓和了许多，殊不知这其中却隐含着更大的阴谋！极其形象地表现了狼的阴险、狡诈。

3.久之，目似瞑，意暇甚。

这句话及其生动、形象的刻画出了狼狡猾的本性，使人有身临其境的感受，这一神态极具有迷惑性，让人们对狼的本性有了更深的认识。

4乃悟前狼假寐，盖以诱敌。

这句话照应了“目似瞑，意暇甚”，是本文的点睛之笔，突出了狼这一形象。 5.方欲行，转视积薪后，一狼洞其中，意将隧入以攻其后也。

此句主要体现了屠户具有很高的警惕性，同时，也进一步表现了狼的狡猾，前狼“假寐”惑敌，后狼打洞，待时机成熟，前后夹击，令人惊奇。重点段落

1.对第三自然段段的诠释。

“屠大窘”，危急关头，屠户思想斗争激烈。他明白怕死是不行的，退让是无用的。于是，他找到战斗场地，迅速占据有利地势，准备与狼搏斗。“弛担持刀”显示其果断抉择，“狼不敢前”是屠户敢于斗争的初步效果，“眈眈相向”表明狼不甘罢休。这一层是屠户御狼，双方进入相持阶段。

2.第四自然段的诠释。

这一段写了屠户的勇敢警觉和狼的阴险狡诈。狼是狡诈的，当屠户自己妥协转入防御时，两狼耍起了花招，一狼用“假寐”来蒙骗屠户，一狼假装“径去”，暗中从积薪后面打洞，真是狡猾至极！但是狼又是愚蠢的，“假寐”的狼由于“目似瞑，意暇甚”，为屠户“以刀劈狼首”创造了时机，打洞的狼由于“身已半入，止露尻尾”，使屠户轻易的“断其股”。这一段是故事的高潮和结局。

第19篇：人教新目标版—下学期七年级英语教案Unit 7 It’s raining!

初中集体备课教案

人教新目标版2013—2014年度下学期七年级英语教案

主备人：备课时间：2014年月日

成员：

Unit 7 It’s raining!

Period 1(Section A 1a, 1b, 1c)

Teaching aims

1、Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,pretty,

cool, cold, humid, warm, hot

2、Sentence structures: How’s it going? How’s the weather? What’s the weather like? Important points

A new way of greetings and the description words about the weather.

Difficult points

How’s the weather? It’s raining/windy/cloudy/sunny/snowing/.

How’s it going? Great! /Not bad! /Terrible! /Pretty good!

Teaching procedures

Step1.Warming up

1.Ask the Ss randomly: What’s the date today? What day is it today? How are you?

2.Give a new expreion which has the same meaning as How are you? : How’s it going? But the new one has more answers.

Step2.Presentation

1.Show 4 faces on the screen and ask Ss to describe each face using whatever words they can.Help Ss identify each person is feeling.

2.Then show 4 words.Say the words and ask Ss to repeat each one.Ask Ss to match each remembered phrase with a face.Encourage them to spell the phrases by How do you spell it?

3.Practice with the new structure by the whole cla: Choose one to the front and the others gue the description words through his/her facial expreions.

Step3.Practice and listening test

1.Let one student ask me: How’s it going? I may answer like this: Terrible! Because it’s snowing and it’s so cold.Show a picture of snowing day and children are making a snowman and pretend to be very cold.Make Ss gue the words: the weather and snowing.Ask them: How’s the weather? Get them to answer like: It’s snowing/snowy.Go on with other kinds of weather: sunny, rainy, cloudy, windy.

2.Play the tape and get Ss to write the city names in the boxes.Check the answers.Look at the 5 pictures in 1a.Encourage Ss to use the description words to describe the weather: ①Beijing—sunny and warm/hot ②Shanghai—cloudy and cool ③Boston—windy and cool ④Moscow—snowing and cold ⑤Toronto—raining and humid.Show an arrow to identify the degree of the 4 adjectives: cold, cool, warm and hot.

4.Practice with the structures: How’s the weather? and What’s the weather like? with the 5 pictures The exact weather on that day should not be mied.Note: Talking about the weather is quite common in western countries as a daily greeting.

Step4.Weather report

Show a weather map of China.Get Ss to make a weather report as a CCTV anchor.They may begin with asking the weather in each city, then make up a report about it.

Step5.Chant

Show an easy chant to reinforce the questions and words about the weather.

Step6.Homework

1.Copy the new words 4 times each.

2.Summarize the usages of how in questions.

3.Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it.

教学后记：

Period 2 (Section A 2a, 2b, 2c)

Teaching aims:

1.Learn the vocabulary words and useful expreions.

2.Target languages:

How’s the weather? It’s raining.

What are you doing? I’m watching TV.

What’s she doing? She is playing basketball.

3.Enable the students to talk about the weather and the activities that people are doing.

4.Help the student learn how to talk about the weather and the activities that people are doing.

Teaching procedures:

Step 1.Revision

Talk about the students about the weather.

Ask as many students the similar questions as poible and write the words about weather on the blackboard.Then ask the students to read them repeatedly.

Step 2.Free talk and lead-in

Show the following pictures.Talk with the students about the weather and the activities that people are doing.Say: Please look at the pictures and answer the following questions.

Show or draw the pictures on the blackboard, and let the students practice more.

Step 3.Listening (2a, 2b)

1.Work on 2a.

Let\'s see what Joe\'s families are doing.Point to the 4 pictures.

2.Ask Ss tell each person is doing in each picture.More attentions should

be paid to the correct use of the Present Progreive Tense.

3.Play the recording for the Ss to listen and number the pictures [1-4].

4.Play the tape for Ss to check the answers.

5.With the whole picture, get some Ss to tell the story of it.

6.Brainstorming

Play the tape for another time.Then do a memory test.

Ask Ss: What\'s Uncle Joe/Jeff/Mary/Aunt Sarah doing?

What\'re Scott and Lucy doing?

Is Jeff watching TV?etc.

7.Let Ss match the names with the activities in 2b.

Play the recording for the Ss to check the answers.

Step 4.Pair work(2c)

1.Look at the pictures and talk about the people in 2a with a partner.

2.Ask a student the questions as a model:

T: What\'s Uncle Joe doing?

S1: He\'s playing basketball.

3.Ss work in pairs.Ask and answer about the pictures.

Step 5.Role-play

1.Ask Ss to read the conversation and answer the questions:

a.What\'s Steve doing?

b.What\'s Rick\'s brother doing?

Ss read the conversations and answer the questions.Then check the answers together.

Step 6.Grammar

Ask the students to read the sentences in the grammar box.

Help the students sum up how to add-ing to verbs.

Homework

1.Ask the students to make a dialogue in pairs after cla.

2.Ask the students to do exercise 4 in workbook.

教学后记：

Period 3 (Section A 2d--3b)

Teaching aims:

1.Teach vocabulary words.

2.Target languages:

—How\'s the weather in Beijing?—It\'s sunny.

—Can I take a meage for him?—Yes.Could you just tell him to call me back?

—Sure, no problem.

3.Enable the students to talk about feelings about different things.

4.Help the students learn how to talk about feelings about different things.

Teaching procedures:

Step 1.Revision

Talk about the weather and activities.

Show the pictures.

Give the students more changes to practice.

Then check the answers.

Step 2.Lead-in

Say, Look at the picture.How’s the weather in the picture?Show the picture.

Help the students expre their feelings with the words: great, terrible, good, pretty, good, not bad

Step 3.Warming- up and revision

1.Have a dictation of the new words and expreions in period 1.

2.Ask some pairs to role-play the conversation in 2d.

Step 4.Grammar Focus.

1.Ss fill in the blanks and check the answers themselves.

2.Ss read the sentences and learn by themselves.

Step 5.Practice

1.Work on 3a.Fill in the blanks with the correct forms of the verbs in the box.Then practice the conversations with a partner.

2.Ss read the conversations and fill in the blanks.

3.Check the answers with the cla.

4.Ss practice the conversation in pairs.

5.Ask some pairs role-play the conversation.

Step 6.Practice

1.Work on 3b.

Yuan Yuan from CCTV is interviewing people in five different places.Fill in the chart below.

2.Ss work in groups.Discu the pictures and talk about the weather and

what the people doing.

Make a model for the Ss:

—How\'s the weather in Picture a?—It\'s sunny.

—What\'s the boy doing?—He\'s playing the guitar.

3.Ss ask and answer about the pictures.Then fill in the blanks.

4.Check the answers with the cla.

Step 7.Practice

1.Every student draws a picture.On your pictures sb.is doing something in some kind of weather.

2.Ask and answer about the picture.

—How\'s the weather?

—What\'s he/she doing?

Homework

Ask the students to do the following:

1.Write something about the weather and make some sentences with the Presents Continuous Tense.

2.Prepare the new words in Section B.

教学后记：

Period 4 (Section B 1a--1d)

Teaching aims:

1.Teach vocabulary words: dry, cold, hot, warm, visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountains, country

2.Target languages:

—How\'s it going?—Not too bad.Are you studying hard or having fun?

3.Enable the students to describe the weather and what people are doing.

4.Help the students learn how to describe the weather and what people are doing.

Teaching procedures:

Step 1.Warming- up and revision

1.Ask and answer about the weather.

2.Ask and answer what sb.is doing.

Step 2.Presentation

1.Show some pictures on the big screen.Present the new words.dry, cold, hot, warm …

2.Ss learn the new words and expreions and try to understand the expreions.

3.Give Ss some time and try to remember the new words and expreions.

Step 3.Matching

1.Read the words in the box in 1a.Then look at the pictures.Match the words with the pictures.

Ss match the words with the picture.

2.Check the answers.

Step 4.Pairwork

1.Look at the pictures in 1a.Ask and answer questions about the weather in the pictures in 1a.

Give an example to the Ss.

T: How\'s the weather in the picture d?

S1: It\'s dry.

2.Now work in pairs.Ask and answer about questions about the weather in the pictures in 1a.

3.Ask some pairs to ask and answer about the questions.

Step 5.Listeningwork on 1c:

1.Read the chart in 1c.

2.Play the tape for the Ss to listen and write what Mary and Eric answer

to \"How\'s it going?\".

3.Play the recording twice.The first time Ss only listen.For the second

Ss listen and write down the words in the blanks.

Step 6.Listening

Work on 1d:

1.Listen again.What does Eric answer to \"What are you doing?\" & \"How\'s the weather?\"

2.Play the recording twice.The first time Ss only listen.For the second

Ss listen and write down the words in the blanks.

Homework

After cla, please make dialogues with your friend or clamates talking about the weather and the activities that you are doing.And do EX 5 and 6 in the workbook.

教学后记：

Period 5 (Section B 2a--Self-check)

Teaching aims

1.Teach vocabulary words: visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountains, country

2.Target languages: Are you studying hard or having fun?I\'m having a great time in Europe.

3.Ability: Learn about different activities in different weather

4.Cultural awarene: Learn to love our nature and protect the environment.Make a donation if poible Important points:

Use the words, expreions and sentence structures correctly.

Difficult points:

Use the expreions they learned to describe the weather in 4 seasons and people’s activities

Teaching procedures

Step1.Warming- up and revision

1.Ask and answer about the weather.

2.Ask and answer what sb.is doing.

Step 2.Presentation

1.Show some pictures on the big screen.Present the new words.dry, cold, hot, warm …

2.Ss learn the new words and expreions and try to understand the expreions.

3.Give Ss some time and try to remember the new words and expreions.

Step 3.Talking

1.Look at the pictures in 2a.Talk about the pictures with a partner.How\'s

the weather? What are the people doing? Make a model to the Ss.

S1: How\'s the weather in picture a?S2: It\'s sunny and warm.

S1: What\'s the girl doing?S2: She\'s sitting near the pool and drinking some juice.

2.Ss work in pairs and talk about the pictures.

3.Let some pairs ask and answer the pictures aloud.

Step 4.Presentation

1.Show some pictures on the big screen to present some of the new words in the postcards in 2b.

2.Teach Ss the new words.Then let Ss read the new words after the teacher.

Step 5.Reading

1.Fast Reading

Read the postcards in 2b and math each postcard with the correct picture in 2a.

Ss read the postcards quickly and match the postcard the correct picture.

Then check the answers.

2.Careful reading:

Read the first postcard again and find the answers to these questions.

Read the second postcard again and find the answers to these questions.

① Where is Dave now?

② What are Dave and his family doing there?

③ Are they having a good time?

Ss read the postcards and try to find the answers to the questions.Then check the answers with the cla.Step 6.After Reading

1.Read the postcards again and fill in the chart with the information from the postcards in 2b.Step 7.Writing

1.Write a postcard to a friend.Tell your friend about your vacation and what you are doing.

2.Let Ss read their postcard to the cla.

Step 8 Homework

Summarize the key words and expreions in this unit.

教学后记：

第20篇：(人教新起点)一年级英语教案 Uint5 Numbers.

Unit5 Numbers

第二课时

课前准备 1．教学挂图。 2．教学投影片。 3．教学录音磁带。 4．数字卡片。

5．生日蛋糕（聚乙烯模型，教师自备）。

教学内容

A Look, listen and say． 1．学习英语数字6～7。

2．初步学习询问年龄的交际用语。

3．对交际用语的要求视学生情况而定。最基本要求为学生说出“我”是谁，“我”几岁即可。

B Look, listen and colour．

1．Pair work 或 group work：听录音，并根据录音内容给相应数量的蜡烛涂上颜色。

2．本项最后一行是让学生按自己的年龄给蜡烛涂色。然后再在右图的生日蛋糕上画出符合自己年龄数量的蜡烛。

教学建议

1．教师在学习本课新内容之前，应采取多种方法来复习英语数字1～5。 2．在复习的基础上，教师可以设计练习活动，自然引入学习英语数字6和7，以及询问年龄的交际用词。如利用学生自已的生活经验（仅供参考）：

1）教师出示生日蛋糕的实物或图片（或简笔画），说：This is a birthday cake． 2）出示Binbin的人物图片，说：Today is Binbin\'s birthday．Binbin is six years old．教师在生日蛋糕上插上（或贴出、画出）6个生日蜡烛，边插边说：One, two, three, four, five, six．Six years old．教学生说英语数字6。

3）教师出示Lily, Andy和Joy的图片，请学生听录音，引出英语数字7，并进一步让学生感受询问年龄的交际用语。

4）帮助学生学习询问年龄的交际用词。T: （手指四位主线人物）Binbin is six．Lily is six．Andy is seven．Joy is seven．How old are you? Ss: I\'m .... 3．教师设计帮助学生巩固新内容的练习。以下练习（角色扮演）供参考： 1）准备工作：学生根据自己的意愿扮演一种小动物（以可用戴头饰或做动作来表示），并为自己扮演的小动物设计年龄。

2）活动开始后，可先以小组为单位说一说自己是谁，几岁了。然后在全班范围内用英语进行表达。

4．在充分练习的基础上，做B项活动。在做此项活动时，可以参考以下步骤： 1）学生观察课本中的图画，说出有谁，画面表达了什么含义。 2）请学生看图听录音。

3）口头表达。T: How old is cat? Ss: Eight．T: How old is Lucky? Ss: Four．T: ....Ss: .... 4）再听录音，并给蜡蚀涂颜色。

5）教师帮助学生给最后一行蜡烛涂颜色，并在蛋糕上画蜡烛。

6）学生俩人一组指着最后一行蜡烛说年龄。（此步骤可以与课堂教学评价结合，采取同伴评价的方法，如果学生认为同伴说得好，可以在蛋糕旁画笑脸。） 5．建议group work使用如下格局： 6．录音材料： A项：DIALOGUE Bill: I\'m Bill．I\'m six． Bill: How old are you, Lily? Lily: I\'m six, too．

Bill: How old are you, Andy? Andy: I\'m seven． Joy: I\'m seven, too． B项：DIALOGUE Cat: Hello．I\'m a cat．I\'m eight．

Dog: Hello．I\'m a dog．I\'m Lucky．I\'m four． Duck: Hello．I\'m a duck．I\'m two． Rabbit: Hello．I\'m a rabbit．I\'m three． F: How old are you? Six? Seven? Eight? Nine? Ten?

课堂学习评价

1．引导学生把掌握数字1～7的英语单词的情况用和符号记入学习档案。－要求学生将B项的最后一行在家里用英语进行表达，请父母用笑脸在书上给以评定。

－参考课堂教学活动

4、6。

2．教师具体而简要地记录学生当堂表现：－积极参与对话的学生有多少人？

－能听懂并模仿说出

6、7两个数字的学生有多少人？

－能听懂录音、并能根据录音内容正确地给蜡烛涂色的学生有多少人？－能根据自己年龄正确地给蜡烛涂色的学生有多少人？ 3．本课对学生掌握学习内容情况的评定方法：－请学生表演A组的对话。教师进行现场记录。

－在学生完成B项活动后，请学生举起自己画的蜡烛，说一说自己几岁了。教师进行现场记录。

－组织pair work或group work，选一个学生的画，让另两个学生根据这幅图来问答。教师进行现场记录。

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