七年级英语下册全册教案(仁爱英语)

七年级英语下册全册教案(仁爱英语)（通用6篇）

七年级英语下册全册教案(仁爱英语) 篇1

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Step3

consolidation第三步

巩固

巩固1,掌握有关表述。

.T:

Now,pleaseanswermyquestions.whendidjackgettoNewyork?

Ss:

HegottoNewyorkthedaybeforeyesterday.T:

whatdidherent?

Ss:

Herentedacar.T:

Didhetravelaroundthecity?

Ss:

yes,hedid.T:

wheredidhevisit?

Ss:

HevisitedchinatowninNewyork.T:

whatdidhebuyforcaoyan’ssister?

Ss:

Heboughtabeautifulskirtforher.2.got—rented—traveled—visited—bought

T:

whocanusethekeywordstoretellthestory?

S1:

jackgottoNewyorkthedaybeforeyesterday.Herentedacar…

Step4

Practice第四步

练习

练习并完成2。

.T:

NowjackisinNewyork.Heknowsdifferentcountrieshavedifferentcustoms.Forexample,inchina,whenwemeetourfriends,weoftengreetwith“你吃了没有？”,“你多大了？”,“你要去哪里？”.canwegreetanEnglishmanlikethis?

Ss:

Ha!Ha!No.2.T:weknowinEnglish-speakingcountries,wecan’

’tasksuchquestionsaswedoinchina.Becauseitsimpolite.Pleaselistento2andmarkthemwithPforpoliteorIforImpolite.3.T:

Ifweask“Doyouhaveanybrothersorsisters”,isitpoliteorimpolite?

Ss:

Polite.T:

Isitpoliteorimpolitetoaskthequestion“Howmuchmoneydoyoumakepermonth”?

Ss:

…

4.T:Nowlistento2againandtrytoretellsomeofit.Step5

Project第五步

综合探究活动

.T:

workingroupsofsix.GroupAdescribessomethingabouttheplaceheorshehasvisited.Theothergroupsguesswhereitis.Thegroupwhichcanguesstherightplacewiththefewestwordswillbethewinner.2.Ⅳ.疑点探究

Pleasegivemylovetoyourparents.意为“请代我向你父母问好。”也可说Pleaseremembermetoyourparents.Topic3

Let’scelebrate!

SectionA

SectionAneeds1~2periods.SectionA需用1~2课时。

Themainactivitiesare1aand2.本课重点活动是1a和2。

Ⅰ.Aimsanddemands目标要求

1.Learnthenamesoffestivals:

SpringFestival,christmas,LanternFestival,Thanksgiving,Easter,mid-autumnFestival

Learnsomeothernewwords: dumpling,sweet,luck,riddle,pie,not

…until,believe,full,moon

2.Talkaboutholidaysandfestivals.chinesepeopleeatdumplingsandperformlionanddragondances.Peopleinmanycountriescelebratechristmasandgiveeachotherpresents.ontheLanternFestival,peopleeatsweetdumplingsforgoodluck.onThanksgiving,manypeopleeatturkeyandpumpkinpie.Ⅱ.Teachingaids教具

录音机/日历图片/小黑板/万年历

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1

Review第一步

复习

复习日期表达,引入节日。

.T:

Boysandgirls,what’sthedatetoday?Doyouknow?

Ss:

It’sjune6th.T:

whosebirthdayisittoday?

S1:

It’smine.T: Boysandgirls,let’ssay“HappyBirthdaytoS1together.Ss:

HappyBirthday!

T:

Afterclass,we’llgiveyousomepresents.S1:

”

Thankyouverymuch.T:

Doyouknowwhenmybirthdayis?Guess.S2:

october1st.S3:

December20th.S4:

…

…

T:

No.mybirthdayisonlunaroctober12th.IhopeIcancelebratemybirthdaywithyou.Ss:

It’smypleasure.lunar

2.XX

9月10日

XX

2月25日

XX

1月24日

星期四

XX

2月31日

十二月初七

XX

月23日

正月初一

XX

2月6日

正月十五

T:

what’sthedate?Doyouknow?

S5:

It’sSept.10th,XX.S6:

It’sDec.25th,XX.S7:It’sNovember24th,Thursday,XX.S8:

It’sDecember31st,lunarDecember7th,XX.S9:

It’sjanuary23rd,lunarjanuary1st,XX.S10:It’sFebruary6th,lunarjanuary15th,XX.T:

Boysandgirls,doyouknowwhatdaysthesedatesare?

Ss:

Somefestivals.T:

yes.Theyaredatesofsomefestivals.Pleasesaythesefestivals.S11:It’sTeachers’Day.S12:圣诞节。

T:

yes.It’schristmas.S13:新年前夜。

T:

yes.It’sNewyear’sEve.S14:春节。

T:

yes.It’sSpringFestival.S15:元宵节。

T:

yes.It

’sLanternFestival.well,doyouknowwhatdayitisonNov.24th,XX?

Ss:

It’sThursday.T: yes,it’sthefourthThursdayinNovember.It’sThanksgiving,感恩节.SpringFestival

Teachers’Day

christmas

Newyear’sEve

Thanksgiving

LanternFestival

Step2

Presentation第二步

呈现

呈现1a,了解1a内容。

dumpling,sweet,luck,riddle,pie,turkey,dragon,pumpkin T:Therearefourfestivals.Tocelebratethem,weeatsomespecialfoodsandtakepartinsomespecialactivities.Pleaselistento1acarefullyandcompletethetable.Festival

Date

Food

Activity

SpringFestival

lunarjanuary1st

dumplings

christmas

turkeyandchristmascakes

giveeachotherpresents

LanternFestival

lunarjanuary15th

Thanksgiving

turkeyandpumpkinpie

familiesgettogetherforabig

dinnertoeatturkeyandpumpkinpie

Step3

consolidation第三步

巩固

巩固1a,完成1b。

.T:Pleaselistenagainandfollowthetape.Payattentiontothepronunciationofthenewwords.2.T:

Iwilldivideyouintofourgroupsandaskyousomequestionsaboutthefestivals.Trytoanswerthequestions.Thegroupwhichanswersthemostquestionswillbethewinner.T:

whenistheSpringFestival?

G1:

It’sinjanuaryorFebruary/onlunarjanuary1st.T:

whatfooddochinesepeopleeatontheSpringFestival?

G2:

Dumplings.T:

Howdopeoplecelebrateit?

G3:

Performlionanddragondances.T:

…

G4:

…

…

Group

Point

3.T:

Now,pleasetellmehowpeoplecelebratethosefestivalsaccordingtotheformontheblackboard.S1:

TheSpringFestivalisinjanuaryorFebruary.Peopleeatdumplingsandperformlionanddragondances.S2:

christmasisonDecember25th.Peoplegiveeachotherpresents.S3:

ThanksgivingisonthefourthThursdayinNovember.Familiesgettogetherforabigdinner.Peopleeatturkeyandpumpkinpie.S4:

TheLanternFestivalisonlunarjanuary15th.Peopleeatsweetdumplings.Peoplewatchlanternshowsandguessriddlesonlanterns.4.T:Now,let

’sdiscussthequestionsof1bingroupsof4.3minuteslater,we

’llasktherepresentativetoreporthisidea.Begin,please.5.T: weeatdumplingsandperformlionanddragondancestocelebratetheSpringFestival.wecaneatotherthingsonthisday.Andwecanalsocelebrateinotherways.Forexample,weeatredeggs,riceandnoodles.Andwewearnewclothes.PleasetellmesomeotherwaystocelebratetheSpringFestival.S5:

weeatoranges.S6:

weeatricecakes.S7:

wevisitfriends.…

T:

Howaboutsomeotherfestivals?

S8:

Singchristmassongsatchristmas.S9:

Sendcards.…

Step4

Practice第四步

练习

练习并完成2。掌握not…until,believe,full,moon；理解midnight,Easter,fool,mid-autumn,mooncake。

1.T:Pleaseopenyourbookstopage94,listenandfillintheblanksin2.2.T:Pleasechecktheanswers,thenlistentothetapeagainandfollowit.3.T:Pleasecontinuetocompletethetablewithnewcontents.4.T:

Pleasesaythenamesoffestivals.workinfourgroups.Thefirststudentsaysaname.Thefollowingstudentmustrepeatthenamesthathavebeensaid,andaddanewone.Thegroupusingtheshortesttimetosaytennameswillbethewinner.Group1:

S1:

SpringFestival.S2:

SpringFestival,christmas.S3:

SpringFestival,christmas,…

…

5.T:

whenisTeachers’Day?

Ss:

onSeptember10th.T:

whatfestivalisitonApril1st?

Ss:

AprilFool’sDay.…

Step5

Project第五步

综合探究活动

通过活动，让学生加深对本节课所学习的各种节日的记忆和理解。

.活动步骤：1.教师将准备好的小纸条分别放在四个小纸盒里，并在盒外标上名称、日期、食物、活动，将小纸盒放在讲台上。

2.教师把学生分为四个小组，根据所准备的节日数目，让第一小组以最快的速度抽取纸条，每人读出节日名称，然后按节日时间顺序排好队。（一共有几个节日，就选几名同学参加，以下同。）

3.第二小组的同学为该节日搭配日期。

4.第三小组的同学为该节日搭配食物。

5.第四小组的同学为该节日搭配活动。

注：此活动可循环进行。

2.T:Pleasemakeasurveyaboutyourfavoritefestivalandcompletethetable.Name

Favoritefestival

why

S1:what’syourfavoritefestival?

S2:christmas.S1:why?

S2:Ilikepresents.AndIcansendcardstomyfriends.…

3.T:

collectinformationaboutinterestingfestivalsinourlocalarea.SectionB

SectionBneeds1~2periods.SectionB需用1~2课时。

Themainactivitiesare1aand2a.本课重点活动是1a和2a。

Ⅰ.Aimsanddemands目标要求

1.Learnsomenewwordsandphrases:

important,prepare,church,putup,open,gift,grape

2.Talkaboutfestivals.ItisonDecember25th.onchristmasEve,thenightofDecember24th,familiesoftengotochurchandsing

christmassongs.Talkaboutcustomsandculture.childrenputupstockingsbythefireplacesorattheendoftheirbedsbeforetheygotobed.Somejewishpeopleeatappleswithhoneyforasweetnewyear.3.Expresswishesandcongratulations.merrychristmas!

HappyNewyear!

Ⅱ.Teachingaids教具

录音机/日历/图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1

Review第一步

复习

复习节日名称。巩固有关节日内容的知识。

.T:

Therearealotoffestivalsintheworld.canyounamethem?

Ss:

SpringFestival,mid-autumnFestival,...2.Group

Time

T:

Iwilldivideyouintofourgroups.Pleaselistthenamesanddatesofthefestivals.Everystudentcansayonlyonefestivalanditsdate.Thefollowingstudentscannotrepeatthenamesthathavebeensaid.Thegroupwhichsaysthemostfestivalsintheshortesttimewillbethewinner.S1:

SpringFestival,injanuaryorFebruary.S2:

AprilFool’sDay,April1st.…

Step2

Presentation第二步

呈现

呈现1a,初步了解课文。

.××年

12月25日

T:

what’sthedate?

Ss:

It’sDecember25th.T:

whatfestivalisit?

Ss:

It’schristmas.T:

yes.It

’sthemostimportantfestivalinmanycountries.whatdoyouknowaboutchristmas?

Ss:

…

T:

Doyoulikechristmas?

Ss:

…

T:

why?

Ss:

…

T:

Ihavesomebeautifulpicturesaboutchristmas.Doyouwanttohavealook?

Ss:

yes,wedo.T: ok.Let

’

slookatPicture1first.It

’sachristmastree,whatcanyouseeinthetree?

Ss:

Lights,balls,stars…

T:

yes.BeforechristmasDay,peoplearebusypreparingforit.Theydecoratechristmastreeswithlights,colorfulballs,starsandsoon.LookatPicture2.whatcanyouseeattheendofthebed?

Ss:

Stockings,presents.T:

yes.onchristmasEve,childrenputupstockingsbythefireplacesorattheendoftheir

bedsbeforetheygotobed.TheythinkSantaclauswillfillthestockingswithpresents,soonthemorningofchristmasDay,childrenalwaysgetupveryearlyandopenthestockings.LookatPicture3.Familiesarehavingabigget-togetherwithaspecialdinner.themostimportant,prepare,decorate,colorful,putup,stocking,fireplace,open,get-together

2.T:Pleaselistento1atwice,andcompletethetable.Time

Activity

BeforechristmasDay

onchristmasEve

onchristmasDay

T:

whatdopeopledobeforechristmasDay?

Ss:

Goshopping,cleanhouses,givechristmascardstotheirfriendsanddecoratechristmastrees.T:

whatdopeopledoonchristmasEve?

Ss:

Familiesoftengotochurchandsingchristmassongs.childrenputupstockingsbythefireplacesorattheendoftheirbeds.T:

onchristmasDay?

Ss:

childrenopenthepresentsinthestockings;everyonegivesgiftstoeachother;familieshaveabigget-togetherwithaspecialdinner.Theygreeteachotherandsay,“merrychristmas!”

gift,greet,merrychristmas

Step3

consolidation第三步

巩固

巩固1a,进一步理解并掌握课文内容。

.T:Pleaselistentothetapeagainandfollowit.circlethekeywords.important—Dec.25th—preparing—decorate—church—

stockings—open—give—get-together—dinner—greet

2.T:

Pleasetrytoretellthestorywiththekeywords.S1:

christmasisthemostimportantfestivalinmanycountries.ItisonDecember25th…

S2:

onchristmasEve,familiesoftengotochurch…

…

Step4

Practice第四步

练习

练习并完成1b,2a和2b。

.T:workaloneplease.Readthepassagein1aagainandcompletethetablein1bwith“√”or“×”.T:

Now,let’schecktheanswers.christmasactivity

decoratechristmastrees

√

playgameswithapples

×

giveneighborssweets

×

giveeachotherpresents

√

singchristmassongs

√

putupstockingsattheendoftheirbeds

√

2.T:Tocelebratethenewyear,peopleindifferentareasusedifferentways.westernpeoplehaveparties.chinesepeopleperformlionanddragondances.Andpeoplealsoeatdifferentfoods.T:

Lookat2a,thesearemanyfoodspeopleeatforthenewyear.whataretheyinPicturea?

S1:

Grapes.T:

what’sitinPictureb?

S2:

It’saturkey.T:

whataretheyinPicturec?

S3:

oranges.T:

what’sitinPictured?

S4:

Pudding.T:

whataretheyinPicturee?

S5:

Applesandhoney.T:

what’sitinPicturef?

S6:

It’sachristmascake.Spain,grape,honey

T:Listento2a,choosetherightpicturesoffoodsthatpeopleeatonNewyear’sDayorNewyear’sEve.T:

whatdopeopleeatonNewyear’sDay?

Ss:

oranges,Picturec.T:

whatdopeopleeatonNewyear’sEve?

Ss:

Grapes,appleswithhoney,PictureaandPicturee.3.T:Pleaselistentothetapeagainandcompletethesentencesin2b.T:

Let

’schecktheanswers.Pleasereadthesentencesaloud.S7:

Somechinesepeopleeatoranges.Theyareround,endandbeginagainlikeyears.S8:

InSpain,peopleeattwelvegrapesforgoodluckinthenewyear.S9:

Somejewishpeopleeatappleswithhoneyforasweetnewyear.Step5

Project第五步

综合探究活动

通过活动,拓展思维。

.T:

Boysandgirls,weallknow,ondifferentfestivals,weeatdifferentfoods.Pleasetellmewhenweeattherestfoodin2a,andsaysomethingaboutthefestival.whendoweeatsweetdumplings?

Ss:

ontheLanternFestival.Peoplewatchlanternshowsandguessriddlesonlanterns.T:

whendopeopleeatturkey?

Ss:

onThanksgiving.Familiesgettogetherforabigdinner.It’sonthe4thThursdayinNovember.T:

mooncakes?

Ss:

onthemid-autumnFestival…

…

2.T:

weusuallyeatmooncakesonthemid-autumnFestival.whatelsedoweeat?

Ss:

youzi,nuts…

T:

whatdopeopleeatfortheSpringFestival?

Ss:

Dumplings,oranges…

…

3.T:Therearealotoffestivals.Now,pleasechooseaspecialfestival.Andcompletethetable.Festivalname

Date

Howtocelebrate

4.T:Let’sgettoknowmoreaboutdifferentfoodstowelcomethenewyearindifferentcountriesorareas.youcansearchontheInternetorinthelibrary.Ⅳ.疑点探究

春节吃橘子，象征一年圆圆满满，也象征吉祥。

Sectionc

Sectioncneeds1~2periods.Sectionc需用1~2课时。

Themainactivitiesare1aand2a.本课重点活动是1a和2a。

Ⅰ.Aimsanddemands目标要求

1.Learnsomenewwordsandphrases:

start,whole,stayup,knockon/at,shout,trickortreat

2.Talkaboutcustomsandculture.Peoplestayupandenjoydumplingsatmidnightforgoodluck.onthefirstdayofthelunarnewyear,childrengreettheirparentsandgetluckymoneyfromthem.Ⅱ.Teachingaids教具

录音机/歌曲磁带/图片/卡片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1

Review第一步

复习

复习节日名称。引入春节主题。

.T:

Boysandgirls,weknowtherearealotoffestivalsintheworld.Somefestivalsarecelebratedinchina,whilesomefestivalsarecelebratedinwesterncountries.canyoutellmewhatfestivalsarecelebratedinwesterncountries?

Ss:

AprilFool’sDay,Easter,Halloween,christmas…

T:

whatfestivalsarecelebratedinchina?

Ss:

LanternFestival,mid-autumnFestival…

2.T:

christmasisthemostimportantfestivalinwesterncountries.whatdopeopledobeforechristmas?Howdopeoplecelebrateit?

S1:

Theygivechristmascardstotheirfriendsanddecoratechristmastrees.T:

whatdopeopledoonchristmasEve?

S2:

Gotochurch,andputupstockings.T:

whatdopeopledoonchristmas?

S3:

childrenopenthepresentsinthestockingsandgivegiftstoeachother.3.T:weknow,SpringFestivalisourimportantfestival.Pleaseworkingroups,haveadiscussionandcompletethetable.BeforetheSpringFestival

ontheEve

onthefirstday

goshopping

…

haveabigdinner,watchTV

…

visitfriends

…

T:

whatdopeopledobeforetheSpringFestival?

S4:

Peoplegoshopping.S5:

…

…

start,whole,stayup

Step2

Presentation第二步

呈现

呈现1a,了解课文主要内容。

.T:justnow,wediscussedhowpeoplecelebratetheSpringFestival.Nowpleasereadthe

passagein1a,andunderlinethesentencesaboutthemainactivitiesoftheSpringFestival.2.Preparedeliciousfood.cleananddecoratetheirhouses.Gettogetherforabigdinner.Stayupandenjoydumplings.Greettheirparentsandgetluckymoney.Step3

consolidation第三步

巩固

巩固1a,完成1b。

.T:

Pleaselistento1aandrepeatit.2.T:

Now,pleasetrytoretellthepassagewiththemainactivitiesandsomethingelseyouknow.S1:

BeforetheSpringFestival…

S2:

…

3.T:

weknowtherearealotofdifferencesbetweentheSpringFestivalandchristmas.Nowpleasefindthedifferencesandcompletethetablein1b.T:

whenaretheSpringFestivalandchristmas?

S3:

TheSpringFestivalisinjanuaryorFebruary.christmasDayisonDecember25th.T:

whatdoweusuallydoontheSpringFestival?

S4:

Eatdumplingsandperformlionanddragondances.T:

whatarethemainactivitiesaboutchristmas?

S5:

Decorateachristmastree,putupstockingsandgiveeachothergifts.T:

whataretheSpringFestival’sgifts?

S6:

Greetingcardsandluckymoney.T:

AndchristmasDay’sgifts?

S7:

Greetingcardsandchristmaspresents.T:

whataretheSpringFestival’sfoods?

S8:

Dumplings.T:

christmasDay’s?

S9:Turkeyandchristmascakes.Step4

Practice第四步

练习

完成2a,2b。

.T:

yesterdaywasHalloween.juliahadawonderfultimewithherfriends.Thenshewrotealettertokangkang.Hereareseveralnewwordsandphrases.Let’slearnthem.knockon/at,shout,trickortreat

T:Nowreadtheletterandfillintheblanksin2a.T:who’dliketowriteyouranswersontheblackboard?

was,had,wore,gave,didn’tplay,tell

T:

Thesewordsareverbs.whatformoftheseverbsdoweuse?

Ss:

Simplepastform.T:

yes,weusethepastformoftheverbsexceptthelastone.T:

Pleasefindoutmoreverbsinthesimplepastformintheletter,andcirclethem.T:

Pleasetelluswhatyouhavefound.T:

canyousaysomemoreverbsandtheirpastformsthatwehavelearned?

S1:

Sing—sang.S2:

Buy—bought.…

2.T:workinpairs.PleaseintroduceHalloweentoyourpartner.T:S3andS4,telltheclasswhatyouknowaboutHalloween.S3:whenisHalloween?

S4:It’sonoctober31st.T:Verygood.S5andS6,tryyours.S5:

Howdotheycelebrateit?

S6:

childrenplay“Trickortreat!”ontheirneighbors.…

3.T:Supposethatyouwerekangkang.wouldyouliketowritealetterbacktojuliaaboutoneofyourunforgettablefestivals?

Ss:

yes,we’dloveto.T:

who’dliketoreadyourletter?

S7:

Dearjulia,thankyouforyourletter.TheLanternfestivalofthisyearisoneofmyunforgettablefestivals…

S8:…

…

Step5

Project第五步

综合探究活动

通过活动,巩固加深对节日的理解和记忆。

.T:Todaywe

’llsingasongnamedjingleBells.Listenandsingafterthetape.2.T:

PleaselistentothesongjingleBellsagain.canyoutellmewhatfestivalthissongisfor?

Ss:

christmas.T:

Therearealotofsongsfordifferentfestivals.Now,I’llsingsomesongs.Pleasetellmewhatfestivalsthesesongsarefor.T:

今天是你的生日,我的中国。清晨我放飞一群白鸽,……。whatfestivalisthissongfor?

Ss:

NationalDay.T:

恭喜恭喜恭喜你,每条大街小巷,每个人的脸上……。

Ss:

SpringFestival.T:

十五的月亮,照在家乡照在边关……。whatfestivalisitfor?

Ss:

mid-autumnFestival.…

3.准备。教师事先准备四张卡片，每张卡片上写上10个句子。其中有的句子的内容是真实的，有的则不符合事实。

将学生分为四个组。

先从第一组中选出一名学生上台抽出一张卡片，并让该生读出卡片上的每个句子，每句读两遍。本组其他同学必须大声打断那位同学读句，并根据真实情况分别说出yes或No。若回答正确，则加一分；若回答错误，则不给分；若该句第二遍读完之后该组还没人回答，这时教师用双手击掌，其他三组学生开始抢答。第一个抢答正确者为所在的组赢得一分。第一句回答完毕，接着读第二句、第三句、第四句……

待每组都读完10句后，统计各组得分，分数最高的组为优胜组。

注：①卡片上的句子内容可涉及本话题所涉及到的所有节日。

②如果学生具有较高的英语水平，可采用分组对抗形式。一组学生现场说一个句子，另一组学生判断正误。内容可涉及到课本上没有提到的中国其他传统节日或有地方特色的节日。这样可以激发学生的求知欲。

.TheSpringFestivalusuallycomesinjanuaryorFebruary.2.chinesepeopleusuallyeatnoodlesontheSpringFestival.3.ontheLanternFestival,peopleeatsweetdumplingsforlonglife.4.Peopleofteneatturkeyandchristmascakesonchristmas.5.manypeopleeatturkeyandpumpkinpieonThanksgiving.6.onthemid-autumnFestival,peopleeatdumplingsandenjoythebrightfullmoon.7.christmasisonDecember24th.8.SomechinesepeopleeatapplesontheSpringFestival.Theyareround,likeyears.9.InSpain,peopleeattwelvegrapesforgoodluckinthenewyear.0.Somejewishpeopleeatappleswithhoneyforasweetnewyear.4.T:PleasecollectsomewaystocelebratetheSpringFestivalindifferentareasofchina.SectionD

SectionDneeds1period.SectionD需用1课时。

Themainactivitiesare1and5.本课重点活动是1和5。

Ⅰ.Aimsanddemands目标要求

1.Learnsomenewwordsandphrases:

InternationalLaborDay,DragonBoatFestival,hold,race,NationalDay,thePRc,capital,flag,burn,god

2.Talkaboutholidaysandfestivals.oneofthemisInternationalLaborDay,thatismayDay.It’sonmay1st.Peopleenjoyaone-dayholiday.TheDragonBoatFestivalisonlunarmay5th.october1stistheNationalDayofthePRc.Talkaboutcustomsandculture.onthisday,peopleholddragonboatracesinmanyplacesandeatricedumplingstorememberQuyuan.Thewholecountrycelebratesthebirthdayofchinaonthisday.BeforechineseNewyear,manychinesefamiliesburntheoldpictureofZaoShen,thekitchengod,togetgoodluck.Ⅱ.Teachingaids教具

录音机/图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1

Review第一步

复习

通过唱歌,复习节日名称。引入1。

.T:

canyousingjingleBells?

Ss:

yes.T:

whatfestivalisjingleBellsfor?

Ss:

christmas.T:

ok.Pleasesingthesongingroups.Iwanttoseewhichgroupsingsbest.G1:

Dashingthroughthesnow,…

…

T:

GroupXsingsbest.congratulations.2.T:

Therearealotoftraditionalfestivalsinchina.Forexample,SpringFestival,LanternFestival…Now,listentome,I’lldescribeanotherfestival.Pleasetellmewhatfestivalitis.onthatday,peopleholddragonboatraces,eatricedumplings.whatfestivalisit?

Ss:

DragonBoatFestival.T:

whenisit?

Ss:

It’sonlunarmay5th.T:

TheDragonBoatFestivalisachinesetraditionalfestival.Nowwehavesomenewholidays,andwhentheycome,wecanhaveaone-dayorathree-dayholiday.whatarethey?

Ss:

mayDayandNationalDay.T:

whenismayDay?

Ss:

onmay1st.T:

yes,wecanalsocallitInternationalLaborDay.Ss:

onNationalDay,wehopetogotoBeijing,thecapital,towatchthenationalflaggoup.T:

whenisNationalDay?

Ss:

onoctober1st.hold,race,DragonBoatFestival,NationalDay,InternationalLaborDay,capital,flag

Step2

Presentation第二步

呈现

通过总结本话题所学的节日和对应的庆祝活动，呈现4和1。

.T:

wehavelearnedalotoffestivalsandactivities,andweknoweachfestivalhasaspecialcelebratingactivity.Forexample,onThanksgiving,peopleeatturkeyandpumpkinpie.onchristmas,peoplesendchristmascards.Boysandgirls,pleaselookat4andtelluswhatpeopledoonotherfestivals?

S1:

Peopleenjoyabrightfullmoononthemid-autumnFestival.

七年级英语下册全册教案(仁爱英语) 篇2

问卷调查法也称问卷法, 是研究者以按照一定要求和程序编制的问卷为工具, 收集数据资料的一种方法[2].具有方法简便、时间经济, 材料也比较容易整理和统计的特点.本研究旨在通过问卷调查获得七年级学生对仁爱版英语教科书插图配置、使用现状和使用效果等相关情况的认识, 为教科书插图的修订与完善以及教师更好地进行插图辅助教学提供依据.

1. 问卷调查调查结果与分析

本文就仁爱版 (北京市仁爱教育研究所编著) 七年级英语教科书插图的配置、使用情况和使用效果分别设计了问卷, 向贵州省黔东南苗族侗族自治州龙井中学和大有中学2所中学七年级 (1) 班学生各发放了50份问卷, 所选班级学生男女比例持平, 英语学习成绩相当, 其中龙井中学回收有效问卷48份, 大有中学回收有效问卷49份.

(1) 插图配置情况的问卷结果与分析

插图作为教材的延伸与转换, 合理的插图设计和适量的插图数量在教学中发挥着重要的作用;相反, 不合理的插图配置有可能干扰师生的学习.因此, 考察仁爱版插图的配置显得十分重要.有关本套教材插图配置的调查内容包括同学们对插图的满意度、插图的数量、插图的类型以及同学们对本套教材插图的认知程度情况.

上面关于插图配置调查结果表明: (1) 对于仁爱插图的总体看法, 超过60%的学生喜欢/非常喜欢本套书插图; (2) 70%左右的学生认为插图数量适中, 也有10~15%的学生认为插图数量偏多, 甚至6~10%左右的学生认为插图数量太多, 过多的插图可能会干扰同学们的阅读; (3) 对于插图的类型, 学生更倾向于真实照片和卡通漫画, 这一结果表明真实照片作为最直观、最反映实际的插图, 其作用被大多数学生认可;卡通漫画则因其诙谐幽默、情趣盎然而受到同学们的欢迎; (4) 能读懂全书50~75%插图的学生比例大约在50%左右, 数据表明有些插图的复杂程度超出同学们的认知水平.

(2) 插图使用现状的问卷结果与分析

学生是课程学习的主体, 我们只有了解他们对仁爱插图的使用现状, 包括他们对插图学习的思想意识和使用动机、学习态度、认真程度以及他们喜好的插图教学方式, 才能更好地发现他们在插图辅助学习过程中的问题, 并有的放矢地提出插图教学改进意见.

上述针对学生插图学习现状的调查统计结果表明: (1) 学生阅读课文时, 大约50~60%左右的学生经常或总是关注插图, 不关注插图的学生比例不到5%, 数据反映出绝大多数学生对课文插图感兴趣, 不由自主地投入到插图中去; (2) 相对于对插图的高关注度, 学生平时自觉利用插图开展学习活动的比例却很小, 不到15%, 结果表明学生虽然喜欢插图, 但却不懂得主动利用插图; (3) 当教师提出看图要求时, 60%以上的学生对读图表现出很认真; (4) 学生关注插图的首要原因, 是他们把读图用图当作一种能力体现;第二个重要原因, 是他们认为插图比文字更有吸引力;因为教师强调才关注插图的学生比重最少, 上述结果反映出七年级的学生已经很大程度认识到了插图的重要性, 并具备了一定的读图水平; (5) 对于学生喜欢教师的插图教学方式, 学生先读图再提问的方式更受欢迎外, 教师讲解教师引导、或学生讨论并解图的方式都受到学生的广泛欢迎, 表明七年级学生对插图教学的灵活性期待和认知欣赏的多样性.

(3) 插图使用效果的问卷结果与分析

教科书插图功能作用与否, 最终要有插图辅助学生的学习效果来反映.本部分问卷包括教师应用插图教学时对学生注意力的吸引情况、对学生的学习帮助情况和所起的作用情况.

从学生调查结果来看: (1) 大约有60~70%的学生“总是”或“经常”受到插图教学的吸引, 另有16~20%左右“有时”受到插图的吸引, 这些数据反映出插图对学生有很强地吸引力; (2) 超过半数的学生认为插图对他们的学习帮助“很大”, 揭示插图对大多数同学都有很好地辅助学习的作用; (3) 同学们对插图在学习过程中对自己所起的作用结果的高比例, 反映出学生对插图在激发学习兴趣、加深知识记忆、帮助理解课文和培养观察能力的广泛认可.

2. 启示

(1) 对仁爱版初中英语教科书插图修订和完善的启示

总的来说, 仁爱版初中英语教科书插图不失为一套好的教科书插图.同时, 调查分析结果也为插图编绘者提供了一些很好地启示和建议: (1) 插图配置要遵循适度原则.不合理、过多的插图设计, 反而可能对文本阅读起到干扰作用.调查结果显示, 大多数学生喜欢现行仁爱版英语教材中的插图, 但同时部分学生认为插图过多、过繁, 插图类型需要优化, 插图复杂程度过高; (2) 插图编写要从学生的认知水平出发, 体现学习者的特征和插图有效性的密切关系.既要有抽象程度高、对学习者认知能力有挑战的插图, 也要有形象性强适合认知水平低的学习者, 正如问卷显示七年级学生比较喜欢卡通漫画图和真实照片插图.

(2) 对英语教师进行插图辅助教学的启示

教科书插图的潜在作用是无法忽视的, 插图所提供的信息有时也是文本信息所不能表达的, 教师借助插图信息可以更加形象直观地进行教学, 更好地完成教学目标。在插图辅助教学的过程中, (1) 教师首先要树立正确的教材插图观, 利用好现有插图.调查结果显示, 学生喜爱插图却不太会读图, 或者识图意识薄弱, 这就要求任课教师首先要有正确地教材插图观, 有用图意识, 将插图教学或用于新课导入, 或用于重点、难点突破, 或用于情景表述, 在潜移默化中培养学生看图用图意识; (2) 插图教学要注重学生能力的培养.插图通过形象直观、鲜明生动的视觉符号来体现文本信息, 教师在教学中要指导学生深刻地、全面地感知插图信息, 注重培养学生运用插图分析问题和解决问题的能力, 并在教学过程中培养学生创新思维能力、观察能力、想象能力、语言表达能力和审美能力; (3) 插图教学要激发学生的道德情操.百年大计, 教育为本, 教育的生命和灵魂就在于“育人”, 育人的前提就是培养学生的道德情操.体现在插图教学上, 就是任课教师要紧密结合教材有关内容, 激活插图蕴含的道德情感信息, 培养学生的道德情操.让学生配合文本内容, 展开想象, 将插图静止的画面连成动态的情景场面, 教师则在插图教学中灌入情感评价, 以情激情, 触及学生心灵, 以培养学生的道德情操.

摘要：插图作为教科书不可或缺的重要组成部分和重要的教学资源, 具有文字不可替代的独特功能.本文问卷调查并分析了学生对仁爱版七年级英语教科书插图配置、使用现状和使用效果等的看法和态度, 调查结果对教科书插图的编绘和教师应用插图辅助教学具有重要的借鉴作用.

关键词：仁爱版,插图,问卷,启示

参考文献

[1] .曾天山.国外关于教科书插图研究的述评[J].外国教育研究.1999, 3:20-23.

对人教版七年级下册英语教材分析 篇3

关键词：教材；七年级英语；教材内容结构和编排设计

中图分类号：G634 文献标识码：A 文章编号：1671-864X（2016）03-0000-01

一、教材简介

《新目标英语》（人教版七年级下册） 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。总的来说，这个长度对于一个学期的教学是合适的，与之前的教材相比， 省去了期中和期末的复习单元总结。在目录中，每一个单元中包括了题目、主题、功能、结构、目的语、单词、复习点这几部分。附录包括课文知识点、磁带录音 语音知识、语法、词汇与表达、单词index、名字列表、不规则动词变化表。每一单元都只有3页，分为A部分和B部分，各部分占一页要介绍基础性的语言知识，例如单词、句型、语法，而 B部分主要进行巩固和运用。在这两部分中，都比较好地结合了听、说、读、写四种能力的训练，但 A部分更注重听和说，B部分注重读和写。在 B部分结束之后，就会有一个简单的自我检测，这部分一方面是对学生学习的检测或总结，另外一方面则是带有一点拔高性质的要求。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。

二、教材特点

（一）图文并茂。

当打开教材时，你会被里面生动而又有趣、诙谐而又美的图片吸引，几乎每一页中都有插画，这对于七年级的学生来说，提升了他们的阅读兴趣，进而让他们爱上英语，拥有好的学习动机，是大有裨益的。

（二） 实用性强。

每一个单元的主题都取材于学生的学习生活，与他们的认知水平、年龄、生活经历，习惯都有密切的联系， 例如： Unit 1：Can you play the guitar？ Unit 3： How do you get to school？ Unit 6：I am watching TV. Unit 11： How was your school trip？ 等。这些话题来自生活，所以对于学生来说，他们都懂，也有话说，也可以在实际生活中用到，所以说实用性很强。

然而它的优点其实也隐藏着缺点，譬如说，中国很多偏远地区的学校，学生们还没有机会摸到吉他，没有电视机看，没有出过大山，这些因素又造成了这套教材在地区选择上的局限性。这也是对中国教育提出的高要求，让每一个小孩受到同等的教育是很紧迫的。

三、教学目的

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

四、教学措施和方法

措施：培养学习兴趣，引导学生掌握正确的学习方法和策略，提高学习效率；发挥学生主体和教师主导作用：用良好的师生关系，协调课堂气氛，培养学生开口说英语的勇气和信心；引导学生实现语言的迁移，加强日常生活中英语口语的运用；鼓励学生自主探索，合用探究，共同提高。

1、加强词汇教学。包括单词拼写，词义记忆，语用功能的训练，在平常的教学中一定要常抓不懈。词汇是文章、句子的基本单位，词汇量的大小，将直接关系到学生能否流利地运用英语进行交际；能否熟练地用英语读和写；能否顺利地用英语思考。从去冬期末考试所反映的问题看，在今后的教学中，在加强拼读与拼写的同时，应帮助学生进行有意识记，应加强对词的用法及内在含义的理解，要培养学生用英语解释单词的能力，逐步启发引导学生用英语思考。单词教学一定要做到词不离句，这样，学生在学会了单词的同时，也学会了词的一些基本用法。

2、基本的语法教学一定要与语境相结合。进行语法操练时，要坚持

“四位一体”，即话题、语境、结构、功能相结合。抓住话题，联系语境，确定语法结构，明确语法功能（交际功能）。要重视语法知识对于培养语言运用功能的基础作用，又要注重改革教法。课堂上一定要有生动活泼的教学活动。枯燥的题海战术已不能适应现今的英语教学。

3、加强交际用语教学。用英语进行交际是英语教学的根本目标。在教学语言功能项目时，要尽量避免格式化，不能限制学生的思维能力，要培养学生灵活运用语言的应变能力。

4、此书采用任务型语言教学，以学生为主体，且每一单元设计有4-5个pair/group work，学生每一堂课都有充分的练习时间，以此来强化新单词以及新的语法结构。同时，通过多样化的活动提升学生其他方面的能力，如反应能力，记忆能力，分辨能力，组织能力等。笔者所实习的育才中学在组织课堂教学方面做得非常好，教师不仅基本功扎实，教学方法好，而且注重提升学生的思想。如教unit 3 动物这一单元，就注重深入要爱护动物，和动物做朋友，在unit 4职业这一方面，则强调应注重男女平等，并不是所有nurse都是女性，也并非所有警察都为男性等等。这一方面，值得我们借鉴与学习。

5、进一步培养阅读能力。阅读能力的培养是英语教学的又一重点。阅读能力的培养在于平时。教师在平时讲解阅读理解题时，应着力帮助学生分析语言材料，而不是核对答案。

七年级英语下册全册教案(仁爱英语) 篇4

Main activities: 1a, 2a and 2b

Teaching periods: .1～2

Teaching aims and demands:

1. Talking about names and surroundings of the houses.

2. Understanding the ads of renting.

3. Further-studying the structure of “there be”.

Teaching procedure:

Step 1 Review

1. The teacher shows photos/pictures to say something about his/her rooms/hours and surroundings.

2. Students show their own pictures or their ideal/dreaming houses to the others. Also tell others the surroundings and rooms. Each student should say five to eight sentences for his/her picture.

3. Ask students which one they prefer, apartment building, townhouse or farmhouse.

Step 2 Presentation

1. Give an introduction of the dialog: Wang Wei and Kangkang are talking bout their houses and their grandparents’ houses. Listen carefully and try to find out where they and their grandparents are living now, in an apartment house, in a townhouse or in a farmhouse.

2. Raise questions and assign the listening tasks.

Where are Wang Wei’s grandparents living?

Where are Kangkang’s grandparents licing?

Could Wang Wei go to play soccer with Kangkang?

3. Complete the chare in 1b.

4. Answer the following questions, and complete 1c.

Who lives in apartment building?

Who lives in townhouses?

Who lives in farmhouses?

Who lives in dormitories?

Step 3 Consolidation

1. Read the ads in 2a and make sure which ones are looking for or which ones are being let.

2. Look at the ads and learn the new words: rent, furniture, quiet, single, per

3. Finish 2b according to the ads.

Step 4 Practice

Students’ activities: Talk about how to write out “WANTED” or “TO LET”. The content of “WANTED” or “TO LET” includes: requirements, introduction and telephone numbers, etc.

Step 5 Project

1. The teacher reads out his/her own ads for renting and try to find out the suitable apartment or house among the students ads. And then write it out.

2. First speak out the ads, and then write them down. Show them out on the wall. Ask each of them to find out his/her own dreaming house.

Section B

Main activities: 1a and 2a

Teaching periods: 1～2

Teaching aims and demands:

1. Learning the names of facilities in the local area, such as a shop.

2. Describing one’s living environment.

3. Making telephones for help.

Teaching procedure:

Step 1 Review

1. Show a map of a community. Describe the facilities of the community and their functions.

2. Get the students to talk about their own areas or villages.

There is a small garden in front of my house.

There are a lot of tall buildings in our area.

Step 2 Presentation

1. Hang the pictures in 1a on the wall. Introduce the pictures first in order to make the listening material easy.

For example:

Mike is Mary’s new neighbor. He is looking for a store. There is a store in front of their building. Also there is a bank on the street corner.

2. Listen and imitate.

3. Read the dialog and do pair work.

4. Finish 1b and 1c.

Step 3 Consolidation

1. Listen to the dialog first, then read it out.

2. Practice in pairs for some time.

Step 4 Practice

1. Finish 2b. Practice the conversation with partners, focusing on fluency.

2. Students practice from mechanical exercise to meaningful exercise. Change the people, places, and things into the other ones.

Step 5 Project

Make a survey.

Section C

Main activities: 1 and 3a

Teaching periods: 1

Teaching aims and demands:

1. Talking about neighbors and surroundings.

2. Further-studying the structure of “there be”.

3. Talk about how to get on well with neighbors.

Teaching procedure:

Step 1 Review

1. Discuss your own area and try to answer the following questions:

Is there a bank around you?

Where can you buy fruits?

Is there a community service centre in your area?

2. Discussion:

If something is broken or doesn’t work in your house, who can help you?

3. Finish 1.

Show posters (teaching pictures) to the students, using “there be” structure to retell the story as many as possible.

Step 2 Presentation

1. Present the dialog 3a with the picture. The teacher retells the story and raises questions according to the text. For example:

Look! Dave is playing the piano. He is beautifully, but it is too loud. Mr. Smith is knocking at the door. Mr. Smith is talking about it to Dave. Dave is really sorry. He will try to play quietly.

2. Listen and answer.

Questions: what is Dave doing?

Who is Dave’s neighbor?

What is happening to them?

3. Read the text. Ask and answer question with each other.

Step 3 Consolidation

Practice 3b in pairs and then act it out.

Step 4 Practice

1. Discuss with your partner “How do you get on well with your neighbors? Are you a good neighbor?”

2. Finish 4.

First practice in pairs and then group work. At last arrange all the answers into an article.

3. Song time: finish 5.

Step 5 Project

Say something about your neighbor’s family, their daily activities, then write it out. Subject: My Neighbor. Use the words in Section B as many as possible.

Section D

Main activities: 1and 4

Teaching periods: 1

Teaching aims and demands:

Review the structure of “there be”.

Teaching procedure:

Step 1 Review

1. Beginning songs Home on the Range.

2. Say something about your house or building, then answer the following questions:

Which type of home do you live?

Where do you want to live?

Do you have a good neighbor?

3. Finish 1. Try to find out more words pronounced with.

Step 2 Presentation

1. Show the pictures and say something about them.

2. Read the text and fill in the form with “suburbs” or “cities”.

3. Answer the questions:

Why do so many people dislike living in the cities?

Why do they like living in the suburbs?

Which one do you prefer, living in the cities or living in the suburbs?

What’s the opinion of your classmates?

4. Finish 4b.

Step 3 Consolidation

1. Further study 3a, 3b. Summarize the uses of the “there be” structure and useful expressions.

2. Listen to the tape. Finish 4b.

Step 4 Practice

1. Answer the question in 5.

2. Write out an article according to the answers.

Step 5 Project

1. Write a passage with about 50 words. The title is “I like living in the cities/suburbs”.

2. Finish 6. Class activities: Let’s chant.

Teaching assessment:

仁爱版英语七年级下册短语 篇5

Unit5Topic 1

1.wake up.醒来 15.clean the house /sweep the floor打扫房间/2.want to do sth /would like to do想做某事 扫地 2.get up early 早起 16.in the library 在图书管 3.by+交通工具e.g: by boat坐船 by ship 坐船 by air 乘飞机by plane乘飞机 by train 坐火车 by subway 搭乘地铁by car 坐小汽车 by bus 坐公共汽车 by bike 骑自行车 4.take the subway 搭乘地铁； 5.play basketball/soccer打篮球/踢足球 6.play sports=do sports 做运动

7.play the piano弹钢琴/play the guitar… 8.go dancing/ fishing/ hopping/swimming 9.去跳舞/钓鱼/购物/游泳/远足 10.sing songs/sing a song唱歌

11.play computer games 玩电脑游戏 12.watch TV 看电视see a movie看电影 13.for a(little)while一会儿 14.read books 看书

Unit5Topic 2 1.at the moment /minute =now此刻 8.between…and… 在…和…两者之间 2.talk with/to sb与某人谈话 9.Here is/are… 这是… 3.wait a minute/moment 等一会儿 10.喜欢做某事。4.on the shelf在书架上 11.wait for 等待5.return =give sth back 归还/come/go

back 回来/去 6.on time 准时；in time 及时 7.on the playground在操场上

12.and so on 等等

13.have an English class 上英语课14.go to the park 去公园 17.do one’s homework做作业18.listen to music 听音乐 19.write(a letter)to sb 写信给…20.go skating 去滑冰 21.How often 多久一次 22.How many times…多少次…?

23.once a week/ twice a week/ three times a day一星期一次/两次，一天三次 24.ride a bike / horse骑自行车；骑马 25.after school / class放学以后 下课以后 26.on weekdays /weekends 在周日/ 周末 ’clock 大约在6点 28.have a(short)break/rest稍息一会儿

29.meet friends 会见朋draw pictures 画画

15.do outdoor activities 进行户外活动

Unit 5Topic 3

1.have classes/have a class/ lesson 上课2.be over=end=finish结束 3.wait for sb/sth等某人 4.have to /must必须 5.think of /about考虑

6.worry about sth/sb;担心-------7.learn from sb向某人学习

8.Thank sb sth 因为某事而感

谢某人 9.Best wishes祝福你

Unit 6Topic 1 1.on the first / second/third/ 在第一----层 9.have a bath 洗澡； 2.why don’t you3.为什么不做某事?

4.go upstairs/downstairs上楼/下楼 5.have a look(at)看一看

6.Come in, please请进

7.so many nice books这么多好看的书 8.plant flowers / trees种花/树

10.have a rest/break 稍事休息 11.have a swim 游泳；

12.go swimming 去游泳

13.read books/newspapers看书/报纸 14.in/on the wall在墙上 15.play with玩…, 和…玩 16.把…放好

17.look after sth/sb 照顾,照看---18.in/on the tree在树上

19.in front of在…前面（范围外）Unit 6Topic 2 1.be like 像…

2.look like 看着像

3.in an apartment buildin在一个单元房里 4.in the countryside 在农村 5.in the suburbs 在郊区 6.in the city 在城市 7.in the area 在这个地区 8.go back home 返回家 go home 9.For Rent 出租(广告)Wanted 求租(广告)9.per month/week/year 每个月/星期/年 10.call sb at +号码 打某人……电话 11.think over=think about=think of 考虑 12.a single room 一间单人房间

13.a double-room house 一间双人房

14.a 3-bedroom house一间3卧室的房间 15.rent sth from sb.向某人租…..求租… 16.rent sth to sb.租给某人…...出租…..17.around here=near here这周围 18.on the street corner 在街角处

19.There is something wrong with……有什

么毛病？

20.in the front of在…前面（范围内）21.hear from sb收到某人的来信

21..= let/make sb do sth.让某人做某事.25.right now=right away=at once 马上，立刻.22.a lot of =lots of许多.many pl/much 不n 23.be close to… / be near…与…接近24.be far from 离…很远 25.keep money 存钱

26.mail letters=post letters寄信27.see the doctor 看病

28.hear/see/watch sb doing sth.29.听到/看到/观察到某人正做某事.30.try to do sth.试着做某事.31.Try one’s best to do sth 尽全力(最大努力)做……

32.such a station 这样的一个车站

33.such an interesting movie 如此有意思的一部电影

34.move from…to… 从…移到/搬到… 35.36.37.38.at the end of… 在…末梢

at the beginning of…在…..的开端 on the right在右边 on the leftThe traffic is heavy.交通拥挤

20.get sb to do sth.=ask sb to do sth

Unit 6Topic 3 1.go /walk across =cross 穿过 of 数百 2.on the corner of… 在…的拐弯处 12.get hurt=be hurt受伤 3.(be)across from… 穿过…, 在…对面 13.遵守交通规则 4.on one’s /the way to a place5.在（某人）去某地的路上

6.get to… 到达…get home /there/here 7.=reach a place=arrive in(大)/at(小)a place

8.(be)far away from… 远离… 9.need to do sth.需要做某事

10.change to the No.1 bus.转1路车。11.thousands of成千的，好几千的;hundreds 1.this/next / last Saturday本/下/ 上星期六 2.plan to do sth.计划做某事

3.have a birthday party开一次生日晚会 你想要做….事?

14.It is good(for sb)to do sth;(对某人来说)

做某事很好 15.blind people 盲人

16.a public phone公用电话

17.traffic lights交通灯

18.on the left在左边；on the right在右边 19.hear sb.doing sth.听到某人正在做 20.at the end of 在……的尽头/末尾

5.You bet./ Ocourse./ Sure./ Certainly.当然啦 6.be born出生

7.use sth for doing sth用作…,Unit7Topic

18..look up 查阅，查找；look for.(寻找)look at（看）look like（看起来像）10.look different（看起来不同）, look the same（看起来相同）

11.look after 照顾；照看；照料 12..must be 一定是

13..How about/What about(doing)---怎么样

Unit7Topic 2 1.perform ballet跳芭蕾舞 dance the disco8.two years ago两年前 跳迪斯科

2.take photos照相3.sing songs for sb.为某人唱歌

4.take sth./sb.to sw 把某物带到某处 5.take sth.with sb.随身带上某物 6.work out算出 work on 演算7.fly a kite / fly kites 放风筝

9.打乒乓球

10.be good at(doing)sth擅长做某事=do well in sth

11.have a good time 玩得很开心=enjoy oneself

12.with the help of ….在……的帮助下13.make model planes.制作模型飞机

Unit7Topic 3 1.It’s one’s turn.(to do sth)轮到某人(做 某事)了

2.take turns to do sth 轮流做…..3.What’s the matter?/What’s wrong?What’s

up?What’s the trouble?怎么啦？4.fall down跌倒

5.sth happen to sb…….事发生在某人身上 6.go to a movie =see a film = go to the

cinema去看电影

7.lie to sb.对某人说谎

8.tell a lie(to sb)说谎 tell-told

9.talk about sth/sb谈论…..in fact 事实上 10.sit around… 围坐在…make the cards

做卡片11.write a letter to sb./ write to sb.写信给某人

Unit 8Topic 1 1.climb mountains = go climbing爬山go 14.记住要去做某事

hiking踏青 15.remember doing sth.记得做过某事 2.make a snowman(snowmen)做雪人 3.in spring / summer / fall(autumn)/ winter4.在春/夏/秋/冬

5.like sth best 最喜欢like sth better 更

喜欢 6.nice and =very, quite 很，挺7.all day 整天

8.be coming就要来了

9.go on sth.继续进行某事 go on doing继续做…..10.go on a trip 去旅行11.go out 出去

12.take an umbrella带伞

13.wear warm clothes穿暖和的衣服

16.forget to do sth忘记做…;17.forget doing忘记做过…18.(be)the same as 与……一样 19.travel to sw.旅游到某地20.wear an overcoat 穿一件大衣

21.come back to life复苏, 复活

22.get warm/cool/hot/cold 变暖和/凉/热/冷 23.a hopeful season.一个充满生机的季节。24.A harvest season.一个丰收的季节.25.come after来自……之后26.be busy doing sth.忙于做….27.last from…to…持续从……到…;last for

持续

Unit 8Topic2 1.travel around 周游5.next month/week/year 下个月/周/年2.take pictures/photos of… 拍……的照片 3.hope to do sth.4./hope(that)+句子 希望做某事

6.places of interest名胜

7.each of us我们中的每一个人

8.tell sb sth.about告诉某人关于……某事

9.take off拖掉，起飞

10.point to/at sth/sb……指点……11.touch a child on the head 摸小孩的头 12.do some touring 观光do some

shopping/cleaning 买东西/做卫生 13.need to do sth.需做某事

特殊疑问句的提问

what疑问句

1.What’s this in English? It’s a book.（对物品提问）2.What class / grade are you in?（对班级、年级提问）3.Where are you from? I’m from the USA.（对地点提问）4.What’s your telephone number? It’s 5558689.（对电话号码提问 5.Who’s that? That’s Nancy.（对人提问）6.What does she look like? She has short brown hair.（对外表长相提问）7.What color is his hair? It’s black.（对颜色提问）8.Which one? The one with black eyes and black hair.（对定语哪一个提问）9.Whose dress is this? It’s mine.（对物品的主人提问）10.What does the man do? He’s a farmer.（对职业提问）11.Why does he like music? Because it’s interesting.（对原因提问）12.What time is it? = What’s the time? It’s ten o’clock.（对时刻提问）13.What day is it today? It’s Friday.（对星期几提问）how疑问句

1.How are you? I’m fine.（对身体状况提问）2.How do you usually come to school? By bus.（对交通工具提问）3.How old are you?（对年龄提问）4.How many students do you have?（对可数名词的数量提问）5.How much is the T-shirt? 40 dollars.（对价格的提问）6.How much milk do you want? A bottle.（对不可数名词的数量提问）

7.How long can I keep it? For two weeks.（对时间长短的提问）

8.do you do outdoor activities? Once a week.（对动作频率的提问1.What day is it today? It’s Wednesday.今天星期几？今天星期三。

2.What time does the class begin? At ten

14.give sth.to sb./give sb.sth.给某人某物 15.pass sth.to sb./pass sb.sth递某物给某人16.be friendly to sb 对某人友好, be kind to

sb对某人很好

17.be different from 与……不同

o’clock.什么时候开始上课？十点。

Unit 8Topic3

1.make dumpings 做饺子

1.each other 相互，互相 one another 2.put up 挂，举起

3.最令某人高兴的是 To one’s joy 4.make great progress取得很大的进步 5.在户外in the open air

6.与某人聊天chat with

7.互相 each other =with one another

8.与某人相聚 have a get-together with sb 9.及时 in time； on time 按时 10.匆忙in a hurry；动身，出发 set off 11.朝回走 head back

12.朝回家的路走 head back home

13.有一个美好的未来 have a great future 14.期望做某事 15.给某人一个拥抱 give a hug to sb.=give sb a hug

16.旅途平安 Have a safe flight!

17.出去散步 go out for a walk18.have families get together.举行家庭聚会 19.on this day 在这一天 good luck 好运 20.stay up 熬夜go up 升起

21.send sth.to sb.=send sb sth 送某人某物 22play tricks on sb.= trick on sb开某人玩笑22.pick up摘，捡起23.knock at/ on… 敲 24.on the night of 在……夜晚

25.enjoy a seven-day holiday享受7天的假期 25.hold dragon boat races举行龙舟赛 26.the capital of ……的首都，…….的省会 27.Best wishes to sb.!致某人最好的祝愿 28.on the eve of 在……前夕;at midnight

七年级英语下册全册教案(仁爱英语) 篇6

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。