2015仁爱英语七年级下册教学工作总结

2015仁爱英语七年级下册教学工作总结（精选4篇）

2015仁爱英语七年级下册教学工作总结 篇1

2015仁爱英语七年级下册教学工作总结

舍得乡中学 谢成基

本学期以来,本人遵守学校各项制度，按时出操、上课、组织学生早读及晚修，积极参加学校组织的各种教学活动，从各方面更加严格要求自己，结合本校的实际条件和学生的实际情况，认真备课、听课，虚心请教，及时反思教学，使教学有计划、有组织、有步骤地开展。我已完成本学期的教学工作，现对本学期以来的教学工作做以下总结:

一，教学态度

我对教学工作不敢怠慢，认真学习教材，深入研究教法，同时虚心向有经验的教师学习，认真听别的教师的课，获取了很多宝贵的教学经验。真正用心深感了教学就是教与学的道理，两者是相互联系，不可分割的，有教者就必然有学者。学生是被教的主体心态。

二、班级教学

这学期我担任七年级105、106两班英语教学，由于学生的基础差别很大，优差生差异大，因此教学难度也大。为了提高学生的学习兴趣，增大学生的学习参与，减小差距。我努力作好教学工作，我针对我教的两个班级进行教学设计：105班的同学思维比较活跃，回答问题积极，但中等生占较大多数，尖子生相对较少。因此，上课时我弱化难点，强化重点，照顾到了大部分同学；而106班的同学偏向沉稳，积极性有些欠缺。虽然有尖子生，但由于后进生比例较大，不足于带动整个班级。所以，对于尖子生我鼓励他们要有“超前”意识，人家没看到的，没做到的我已经完成了，而对于差生则鼓励他们把最基本的，最常用的单词，句子弄懂。经过一段时间的实践，证明教学效果比上个学期有了进步。了解及分析学生实际情况，实事求是，具体问题具体分析，做到因材施教，对授课效果有直接影响。这就是教育学中提到的“备教法的同时要备学生”。这一理论在我的教学实践中得到了验证。

三、课后辅导

除了课堂效果之外，还需要让学生多读，多讲，多练。为此，在早读时，我坚持下班了解早读情况，发现问题及时纠正。课后发现学生作业问题也及时解决，及时讲清楚，让学生即时消化。另外，我把辅导看作是检查学生消化的过程。根据学生的个体差异，基本上按吃得好、吃得饱和吃得了三个层次进行辅导。特别是期中考后，针对英语偏科严重的优生，通过谈话、做思想工作，让学生参与制定辅导计划并及时体现在实际行动中，除了每天完成必做练习之外，还鼓励学生背诵15—20个英语单词。通过半个学期的坚持，实效性较强。学优生自学能力有了一定的提高，学困生的基础知识有了相应的进步，而中等生在两头的促进下有了更大的动力。对部分不自觉的同学还采取强硬背诵等方式提高他们的能力。通过本学期这些教学方法的运用，提高了学生学习英语的积极性和主动性，同时，培养了学生学习英语的兴趣，点燃了学生学习英语的热情。

四、备后教学

古人说过，“不打无准备之仗”，上课也是一样，不上无准备之课。我根据教材内容及学生的实际，并且针对七年级教学目标：“旨在培养学生兴趣”的基础上训练认读单词的能力，设计课的类型，拟定采用的教学方法，并对教学过程的程序及时间安排都作了详细的记录，认真写好教案。对每一课都做到“有备而来”，每堂课都在课前做好充分的准备，并制作各种利于吸引学生注意力的有趣教具，课后及时对该课做出总结，写好教学后记，并认真按搜集每课书的知识要点，归纳成集。

五、上课技能

上课时使讲解清晰化，条理化，准确化，情感化，生动化，做到线索清晰，层次分明，言简意赅，深入浅出。在课堂上特别注意调动学生的积极性，加强师生交流，充分体现学生的主作用，基本做到了让学生学得容易，学得轻松，学得愉快，注意精讲精练，在课堂上我讲得尽量少，让学生有更多动口动手动脑的机会。同时在每一堂课上都充分考虑每一个层次的学生学习需求和学习能力，让各个层次的学生都得到提高。

六、听说读写

在教学过程中，将英语分成听、说、读、写几方面进行教学。

听：平时放录音，让学生跟录音读，训练学生的听力，并且利用撑握英语进行训练，还找一些专题训练，提高学生的听力。

说：充分利用早读，鼓励学生大胆读书，平时让学生在日常生活中，多说英语，课堂上多让学生进行work in pairs训练，提高学生的口语能力，激发学生的学习兴趣。

读：读方面主要是提高学生的阅读能力，先教识学生怎样做这些题目，平时让学生多做一些阅读理解的短文，专门训练，提高学生的阅读能力。

写：贯彻新题型和新课标的要求，作文教学主要传授写作方法，进行一些针对性的短文写作，强调字数和书写这些硬件的东西，平时提倡学生利用时间用英语写一些简短的文章，从中提高学生的写作能力。

七、作业批改

布置作业做到精练。有针对性，有层次性。对学生的作业批改及时、认真，分析并记录学生的作业情况，将他们在作业过程出现的问题做出分类总结，进行透彻的评讲，并针对有关情况及时改进教学方法，做到有的放矢。培养小组长帮助我检查其他学生朗读、背诵课文。

八、积累知识。

由于本人在英语教学方面经验不足,自己的知识又有限,在教学的同时,时时虚心向资历深的教师请教,和我们英语组的同事一起学习有关英语方面的教学教法,加强自身的业务学习、扩大视野;不断总结和反思自己的教学实例，不断领悟新课标精神的实质，力争为成为一名优秀的英语教师做出不懈的努力。

总之,这一学期经过自己的努力，取得了一定的成绩。我会在以后努力填补自己在教学中的不足,不断改进教学方法,积极开发和有效利用课程资源。多问，多想，多向老教师和同事学习，更好的为英语教学服务,力争在今后的英语教学工作中取得更大的进步。

2015仁爱英语七年级下册教学工作总结 篇2

一、学情分析

七年级有两个教学班，共计54名学生。学生学习英语的兴趣比较高，但是基础比较差，两级分化严重。七年级的学生，由于年龄小，又加上生性活泼好动，喜欢直观形象思维，对游戏、竞赛、画画特别感兴趣。在实际操作过程中，却有很多问题。有的学生已经说得很好，有的学生可能说的不好，有的还不敢说，小学也对英语的重视程度不高且参差不齐，学生一开始对英语还有兴趣，但随着英语知识的深入，这种兴奋往往会很快地减退，还很容易产生厌学情绪。因此最后能有一定英语基础的学生并不多。老师针对学生现状，在课堂上尽量以鼓励表扬为主，注重培养学习英语的兴趣，营造学英语的氛围，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。

另一方面，学生有一定的分化，但也不是全部都差，没基础。麻烦的是，也有不少对语言学习接收较快的学生，对英语学习特别感兴趣的学生，他们到六年级结束时，英语知识已经达到了一定的水平。有些甚至已经把八年级要学的内容也掌握了一部分。换句话说，现在七年级的学生的英语水平分化得更早，更大。这对于七年级的教师的教学来说是相当困难的，并且这种困难从教学字母就开始了。可想而知，面对那些连字母、你我他、BE动词也理解不了的同学，老师不可能放弃他们，只能一遍又一遍的重复和练习，而此时那些已经具有大量英语基础知识的学生面对这样的同学和老师的教学，一开始或许还有一种自豪感，但很快便会十分无聊而影响课堂。因此在初学阶段，教师大多希望这些孩子还不如全部都没有一点基础。

所以针对以上情况，采取以下措施： 1、及时帮助，以防为主

初中英语的教学重点是基础知识和基本技能，因此教学应面向全体同学，争取做到人人基本达标。在教学过程中学生学习出现差距是不可避免的。一旦出现，就应该及时找学生谈，分析他们掉队的原因，课下及时找她们谈话，了解她们的内心想法。同时给予学习方法的指导，耐心帮助他们补习功课。对于这些有可能掉队的学生，及早指出，说明掉队的严重后果，做到防患于未然。

2、讲究教法，实施分层教学

由于学生的素质不可能一致，有的接受能力强，思维敏捷，动作迅速，有的相反。接受能力好的同学，对他们来说，一再重复知识，是对时间的浪费，是课堂无效的表现。而接受能力稍差的同学，需要教师重复几次，才能听懂。所以，根据不同发展水平的学生，一定要设计不同的方案。要树立学生参与精神，不同层次的学生给予课堂和课后不同的任务。还要树立学生主体意识，使不同层次的学生都动起来。要求教师在课堂中穿插一些游戏，不断变换着花样进行语言项目的操练，利用学生英语基础上的差距让学生互助，不仅可以给后进学生信心，也能使基础好同学产生优越感。

3、激发动机，诱发兴趣

在小学已经对英语失去兴趣的学生，一定要在教学的过程中让他们尝到学习英语的乐趣，真正产生信心。另外教师还需多创新，多教改，让学生多些新鲜感，才会使他们在学习上长期都有兴趣。

4、培养英语学习习惯和学习方法。

我认为在目前阶段，抓学生的习惯是当务之急，从书写、如何做作业到背书、听写等等，都需要我们一一抓好。不断地在教学中渗透启发式教学，去除掉学生长期养成的上课只带耳朵进教室，只等教师公布答案的习惯。养成预习、提问题、课后整理笔记的习惯。

总之，我们要充分了解每个学生学情状况，确定教学方案及对策。（二、教学目的

在本学期的教学中，要求培养学生对英语学习的积极性和自信心；能把每一个topic的对话达到脱口而出。能听懂对话和故事；能在大展示环节参扮演各种角色活动；能用李阳疯狂英语的学习方法，克服学习中的困难；能意识到语言交际中存在的文化差异；使学生在掌握一定的语言基础知识和基本技能的基础上，提高用英语获取信息、处理信息、分析和解决问题的能力，培养语感获得初步的运用英语的能力。

三、教材特点。

初中英语第二册（下）主要介绍了日常生活的交际用语以及一些西方国家的文化背景和风俗习惯，教材通俗易懂，能听懂有关熟悉话题的语段和简短的故事，能与教师或同学就熟悉的话题（如学校、家庭生活）交换信息。能读懂小故事及其他文体的简单书面材料。能参照范例或借助图片写出简单的句子。能参与简单的角色扮演等活动。能尝试使用适当的学习方法，克服学习中的困难。

四、教学措施

本教材阶梯性强，内容丰富，练习形式多样，生动活泼，图文并茂，根据这些特点，可以尝试下面几点措施。

1.狠抓教学常规，重点放在差生的管理上。如经常检查课堂指南，培养学生良好的学习习惯和纪律行为。

2.认真备好课堂指南，对知识重，难点精讲精练。以落实书本知识为主，利用好每一次爬黑板，让学生记住单词句子。

3.做到教音标、单词、句子、短对话、课文的一次环节。学生能够达到脱口而出。

4.日过三关、周周测、半月测、月月测。多组织单元测试，以定期进行质量 分析，发现问题，及时采取措施。

5.注重培养学生学英语的方法和好习惯，多读；多听；多练；多说。课堂以“对子帮扶、师傅徒弟” 活动，以优带差，互帮互助。

6.关注学生的情感，营造宽松、民主、和谐的教学氛围。

五、教材概况及新课标分析

●UNIT 5 Our School Life

Topic 1 How do you usually come to school ? Topic 2 He is play soccer on the playground.Topic 3 My school life is very interesting.●UNIT 6 Our Local Area Topic 1 Is there a computer in your study? Topic 2 What’s your home like?

Topic 3 Which is the way to the pose office ? ●UNIT 7 The Birthday party.Topic 1 When is your birthday? Topic 2 Can you dance or draw? Topic 3 We had a wonderful party.●UNIT 8 The Seasons and Weather

Topic 1 What’s the weather like in the spring ?

Topic 2 The summer holiday is coming？

Topic 3 Let’s celebrate!

六、教学内容安排

1、Weeks1-2 Topic 1 , Unit 5 How do you usually come to school?

2、Week 3 Topic 2 ,Unit 5 He is play soccer on the playground.3、Week 4 Topic3 , Unit 5 My school life is very interesting.4、Week 5 Topic 1 , Unit 6 Is there a computer in your study?

5、Week 6 Topic 2 ,Unit 6 What’s your home like.6、Week 7 Topic 3 , Unit 6 Which is the way to the pose office?

7、Week 8 Review of Units 5-6

8、Week 9 Topic 1 ,Unit 7 Which is your birthday?

9、Week10

10、Week11

11、Week12

12、Week13

13、Week14

14、Week15

15、Week16

16、Week17

17、Week18

Topic 2 , Unit 7 Can you dance and draw? what’s the weather like in spring.The summer holidays is coming.Let’s celebrate!

吴丽梅

2014年

3月 4

2015仁爱英语七年级下册教学工作总结 篇3

Main activities:1a, 2b and 3

Teaching priods:1~2

Teaching aims and demands:

1. Master the structure of “there be” and some prepositions.

2. Get to know different rooms in houses.

3. Review the present continuous tense.

Teaching procedure:

Step1 Review

1. Perform some actions to review the present continuous tense.

2. Show the picture of 1a to the students, asking the following questions:

Who is the boy?

Who is the girl?

What are they doing?

Step2 Presentation

1. Draw a two-story house with several empty rooms on the blackboard, then show a picture of “study” to the students and teach them to say the new word “study”. Stick the picture into one of the rooms on the second floor, and teach the students to say the sentence “There is a study on the second floor.”

2. Teach the names of other rooms to the students, using the same method above. Practice them in “there be” structure.

3. Play the tape of 1a for the students, and ask them to answer the following question after listening.

“Is there a computer in Jane’s study?”

4. Go through the dialog with the students together, and deal with some language points.

Write them down on the blackboard.

Is there…

Are there…

Next to…

Why not…

Can I borrow…

Step3 Consolidation

1. Play the tape again and ask the students to follow it sentence by sentence, paying attention to the pronunciation and intonation.

2. Get the students to practice and act out the dialog. Choose several pairs to act out in the front of the class.

Step4 Practice

1. Finish 2a and 2b in class.

2. Review the present continuous tense.

3. Practice 3.

4. Choose several pairs to act out their dialog 3.

Step5 Project

1. Finish 4.

2. Suppose a classmate or a friend is visiting your home. Make a dialog with your partner, using “there be” structure and the present continuous tense. List the following suggestion on the blackboard.

There is…

Is there…? Yes, there is./No, there isn’t.

There are…

Are there …? Yes, there are./No, there aren’t.

What’s on the first /second floor?

What’s your mother/father …doing in the garden?

He/she is V-ing…

3. Choose several pairs to act out their dialog.

Section B

Main activities:1a and 3

Teaching priods:1~2

Teaching aims and demands:

1. Learn more preposition of position in “there be” structure.

2. Learn wh-question.

3. Learn some home items.

Teaching procedure:

Step1 Review

1. Review the main contents of Section A by brainstorming.

For example:

Does Jane have a nice house?

Is there a garden beside he house?

Where is the bedroom?

2. Game

Divide the class into two groups, and ask each group to speak out different rooms and prepositions they have learned one by one without long pause and repetition.

Step2 Presentation

1. Present the new words, using pictures or real objects.

For example:

Take out a mirror to teach the new word “mirror”, and put the mirror on the desk to teach the sentence “There is a mirror on the desk.”

2. Teach the other home items and preposition, using the same method above.

3. Give the question: Who is playing with the computer? And then play the tape. Ask the students to answer the question after listening.

4. Go through the dialog of 1a with the students, and list some key points on the blackboard and give necessary explanation, such as lamp, mirror and clock.

Step3 Consolidation

1. Play the tape of 1a again, and ask the students to follow it sentence by sentence, paying attention to the pronunciation and intonation.

2. Get the students to practice the dialog in pairs, and then choose several pairs to act it out in class.

3. Finish 2 in groups and check the answer together with the students. Give explanation if necessary.

Step4 Practice

1. Finish the rest part of 3 according to the example shown. Choose several pairs to act out their dialog.

2. Look at the picture and finish 4.

Step5 Project

1. Suppose you’ve just moved into a new flat and need to buy many home items. Make a shopping list and then make up a short dialog about shopping. Act out your dialog with your partner in class.

2. Classify the home items you have bought to see which items should be put into which room. List the items on the blackboard. Report your answer to the class.

Section C

Main activities:1a and 2

Teaching priods:1

Teaching aims and demands:

1. Go on learning “there be” structure.

2. Go on learning preposition of position.

Teaching procedure:

Step1 Review

Guess a riddle

The teacher writes the first letter of a word on the blackboard, and gets the students to guess. Practice the first one whose guess is correct. If nobody can get he answer, the teacher can give some necessary English explanation.

Step2 Presentation

1. Ask the students to read 1a quickly and then finish the true or false questions.

2. Do intensive reading again and ask the students to finish 1b alone. Check the answers in class and give necessary explanation.

3. List some key words and sentences on the blackboard, and draw a stick figure on the blackboard. Retell the passage according to the key words and picture to show a model. Get the students to practice in pairs or groups.

Step3 Consolidation

1. Ask the students to finish 2 with the prepositions “in, on, under, behind, in front of” alone. Then check the answers in class and give necessary explanation.

2. Ask the students to work in pairs to find the differences between the two pictures in 3. Make a list of differences and then finish the blanks in pairs.

Step4 Practice

1. Find out the key words and sentences with the students. And then list them on the blackboard. The teacher gives a model to retell the passage according to the key points, and then ask the students to retell the passage.

For example:

The curtain in Picture A, In Picture B, There is, In Picture, There is a bookcase, In the bookcase

2. Sentence making game.

List the following words on the blackboard.

Step5 Project

Chain story.

Make out a story in class. Everybody should try to make the story interesting and vivid.

The teacher can begin the story like this:

There is a beautiful girl in front of a big garden.

Section D

Main activities:1,4 and 5

Teaching priods:1

Teaching aims and demands:

1. Review the main contents of Topic 1.

2. Learn consonants.

Teaching procedure:

Step1 Review

1. Use 3a and 3b as a clue to review the main contents of this topic.

2. Share the story the students made during the last period.

Step2 Presentation

1. Put the words in 1 on the blackboard at random, ask the students to classify them according to the pronunciation, and ask them to read after the tape for several times.

2. touching game-Hungry Shark

1) Stick the following pictures at the bottom of the blackboard, and draw a picture like this:

2) Divide the students into two groups and number each student in wither group so that there are two students who have the same number.

3) Make enough room for running. The teacher speaks out a word first and then calls a number to see which student can touch the picture faster and correctly.

4) The loser must come down one step from the stair.

5) Call out different numbers and words faster and faster. The game is over when one group falls down into the mouth of the hungry shark.

Step3 Consolidation

1. Ask the students to finish the letter in 4 within a limited period, and ask one or two volunteers to read the letter in the front of the class.

2. The rest of the class can ask questions according to the content of the letter.

Step4 Practice

1. Ask the students to draw a picture including the following words:

a house, trees, a river, a yard, a boat, birds, a girl, a bridge, a dog, a lake

2. Ask the students to describe their pictures orally, choose one or two volunteers to share their picture and passages with the class.

Step5 Project

七年级下册仁爱英语练习册答案 篇4

1.In Miss Gao’s class, there are forty-six student.高老师班里有46个学生.Miss Gao’s class是名词所有格,现将有关知识介绍给大家.(1)当名词是人名或表示有生命以及被视为有生命的东西时,可以用下列所有各形式.①名词’s.如:John’s book约翰的书

②名词(复数)’s.例如:worker’s room工人们的房间.但是不带s的复数形式仍须加’s.如:Children’s Day儿童节;Women’s Day妇女节.③以s结尾的专有名词可用’s,也可只有’,例如:Dickens’(s)狄更斯的小说.(2)如果某物为两人共有时,则只需在这两个名词后加’s,例如:Mary and John’s cars.(3)表示国家,城市等地方的名词和表时间,距离,度量及金钱的名词是无生命的,但也可用以上形式表所有格,例如:two week’s holiday一个两周的假期.(4)a picture of my family我们家的一张照片 “of +名词”的结构,常用于表示无生命的所有关系,但也可以表示生命名词的所有关系,尤其是当后者有较长的定语时.(5)名词所有格,有时可以代替前面提到过的东西,相当于一个名词性物主代词,例如: These books are Mary’s(hers).这些书是玛丽的.(6)有时名词的所有格也可表示“家”、”商店”,或其他的处所.如:my aunt’s我姑姑家;the Green’s格林家.2.I think he is cleaning the car.我想他在清洗车.如果我们要表示“我想,他没有在干什么”要用这样的句型: I don’t think…….例如:(1)I don’t think he is right.我想他是错的.(2)I don’t think she is watching TV.我想她没在看电视.单元测试

一、找出下列每组画线部分读音与其他三个不同的选项.1.A.near B.wear

C.pear C.meat C.house C.flower C.them C.table C.thank

D.there D.clean D.count D.cow D.then D.grade D.ant 2.A.sweater B.lease 3.A.young B.blouse 4.A.how 5.A.pen 6.A.have 7.A.carry B.row B.men B.same B.has 8.A.orange B.son 9.A.over 10.A.chair

二、选择 B.school

C.some

D.do

C.much

D.brother D.teacher B.go C.home 1.“____?” “Yes, some bread, please.” A.What would you like C.Are there any bread

B.Can I help you D.What do you want

C.I tell D.I to tell 2.Please let ____ you about the news.A.him to tell B.her tell 3.____ there are some trees.A.In front of the house

B.In the front of the house

C.In the house D.In house

4.I have ____ apples, but I haven’t ____ pears.A.some, some B.any, any C.some, any D.any, some A.is A.is B.are C.all D.is all B.are C.is an B.Where’s B.watching

D.are a

C.Whose is D.Who’s C.looking

D.seeing 5.My family ____ watching TV now.6.One of the girls ____ English.7.“____ the blouse?” “It’s on the bed.”

A.What’s A.watch 8.Is the old woman ____ TV?

9.What’s ____ doing?

A.you B.the boys

C.her D.your brother

10.I ____ a cup of tea.A.can B.am C.would like D.could 11.Can he ____ a bike?

A.throw B.ride C.run D.fly

12.These are your socks ____, please.A.put it away B.put away it C.put them away D.put them away A.aren’t A.apples B.isn’t C.is D.are B.bottles

C.egg D.meat 13.There ____ any food on the table.14.There is some ____ in the basket.15.Look, the twins ____.A.come B.comes

C.are come D.are coming

D.footballs 16.Are you playing ____?

A.a football B.the football C.football A.she’s B.she is 17.“Is Kate making cakes?” “Yes, ____”.C.it is D.Kate is

18.There is a bird ____ the tree.A.on B.in C.at D.to A.flying A.a B.flys C.flies D.flying 19.They are ____ kites.20.Let me have ____ look.B.he C.an D./

三、改错

1.What’s the twins doing?

A.B.C.D.A.B.C.C.D.D.2.Look!They is swim in the river.3.My brother isn’t at home.He is at working.A.B.A.B.C.D.A.A.A.B.C.D.4.Not close the window, please.5.The students are listening at their teacher.6.There are some meat on the plate.B.C.D.B.C.D.7.How much bottles of orange are thee on the table?

8.There isn’t some milk in the glass.A.B.C.D.A.A.B.B.C.C.D.D.9.These clothes are yours, put it away, please.10.I want to take the chair in the room.四、答案 1.There is some ____(water)in the glass.2.Are there any ____(woman)n the room? 3.I have two ____(knife)in the pencil-box.4.How many ____(boy)are there in your class? 5.We can see two ____(cup)of tea on the table.6.I ____(ride)my bike now.7.Listen, the girl ____(sing)in the room.8.What are you doing? I ____(clean)the house.9.There ____(be)some water in the glass.10.Don’t ____(close)the window.参考答案:

一、1.A 2.A 3.A 4.B 5.C 6.A 7.D 8.A 9.D 10.B

二、1.B 2.B 3.A 4.C 5.B 6.C 7.B 8.B 9.D 10.C 11.B 12.C 13.B 14.D 15.D 16.C 17.B 18.B 19.A 20.A

三、1.A what’s—what’re 2.C is—are 3.D working—at work 4.A not—on’t 5.D at—to 6.A are—is 7.A much—many 8.B some—any 9.C it—them 10.D in--to