新目标七年级英语下册Unit 12 Don’t eat in class教案_1

第一篇：新目标七年级英语下册Unit 12 Don’t eat in class教案_1

新目标七年级英语下册Unit 12 Dn’t

eat in lass教案

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文随堂记录Unit12

Dn’teatinlass教学目标：

1谈论规则

2祈使语气

3表示允许

4能够用口头或书面描述规则教学重点和难点：

重点掌握祈使语气的用法，包括表示允许的an及其当情态动词用的havetd；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。教学设计：学习内容学生活动教师活动1表示规则的句型：*---Dn’truninthe

hallas---Srr,sendza*Dn’tathTVaftershl*Dn’tgutnshlnights

1思考、谈论规则。*Dn’ttalludl*Durheraftershl!*Pratieurguitareverda引导、启发、教授需学内容。2anfrperissin,suhas:eand…ean’td…aned…?*---hataretherules?---ell,eantarrivelatefrlass*---anelistentusi,Alex?---ean

’’tlistentusiinthehallas,buteanlistentitutside2听录音，回答问题。*---aneeatinthelassr?

---N,ean’t*---anstudentsearhatsinshl?---es,thean放录音；启发、提示问题及答语。3阅读→迁移（读、写、文化差异）。阅读/认图标；阅读信→根据其信息找出规则→写出规则。3引导、提示图标含义；提示文化差异。教

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文随堂记录4用口头或书面形式描述规则。4利用本单元所学祈使语气的用法，包括表示允许的an及其当情态动词用的havetd，根据常识或观察,为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。4检查学生讨论制定规章制度或使用规则情况——句型、短语、动词形式是否正确；指导并落实学生写作情况。教学过程设计：

Tasne: Talabutshlrulest“feel”Iperatives Gal：Gettnabutthestruturetexpressrules Step1:Talabuttheshlrulesthen/reeber Step2:LatthepitureandreadtherulesinSetinA1a,tellingthedifferenebeteenurs Step3:Addrerulesturshl,hihuthinneessarListenandfinduthatSsandandhattheannt Gal:Trtunderstandtherulesblistening

Step1:Listentnversatinsabuttheativitiesandfinduthat

TasT –studentsandandhattheanntd

Step2:ListentnversatinsabuttheativitiesandfinduthatAlexandhristinaandandhattheanntd

→

SetinA

Step3:Listentnversatinsabuttheativitiesandfinduthatrulesstudentsbrea

→

SetinA

Step4:Listentthedifferentrulesthatdifferentpeplehavetfll→SetinBTasThree: Learntreadthesignsfrrules Gal:Learnabuttherulesbreadingthesigns

Step1:Learnabuttherulesbreadingthepitures→SetinB1 Step2:Learnabuttherulesbreadingthesigns

→

SetinB

Step3:Talabutthesiilaritiesrthedifferenesabutthesignsbeteenhinaandabrad

TasFur:

riterulesfrlibraries,labs,puter-rs,andsiingplset Gal:Learnttaearefpublithings

Step1:

Readtheletter→SetinB

Findtherulesintheletter ritethedn

Step2:

Talinpairsabuttherulesfrpubliplaes,suhaslibraries,labs,puter-rs,siingpls,et

Disussingrupsabuttherulesfrthesepubliplaes ritednhathavebeentaledabut/disussed设计思路：

任务型程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听（通过听那些能做、哪些不能做的事儿，体会情态动词an和an’t的用法）、认（通过认图标，说出规则，并把说出的规则写下来），最后根据常识或观察,为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教教

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文随堂记录育：通过对公共场所制定规章制度,培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。常见警告语小辑

Nlitter!

不准乱扔果皮纸屑！

2Nentr!

不准入内！

3Ntspitting

不准随地吐痰

4Nsing!

不准吸烟！

Silene,please!

请肃静

6etPaint!

油漆未干！

7Beareffire!

小心着火！

8eepffthegrass!

勿踏草地！

9Shutthedrafteru!

随手关门！

0Dn’ttuh,please!

请勿触摸！探究活动aeserulesfrthepubliplaes 目标：掌握表述规章制度或使用规则的句型，掌握祈使句和an,an’t用法。

活动过程：

1．学生分组调查学校的librar,lab,puter-r,siingpl等公共场所的相关规定。

2．分组讨论每个场所的规定，然后为每个场所制定一个规章制度。

如：Librar

Ntaling!

Nshlbags!

Nfd!

Netubrellas!

Nlisteningtusi!

Nsing!3．最终全班讨论，制定出最后的规章制度，张贴在各个公共场所外。lasssurve 目标：掌握表述规章制度或使用规则的句型，养成良好的学习生活习惯。

活动过程：

1Sasethingabuthatuandran’tdaturhuseThenaealist

Ihavetdheraftersupper

Ian’tathTVnshlnight

Ihavetpratiseguitar

Ian

’

tplautsideaftershl

2DisussingruphihisgdrbadThenaealistftherulesaturhuse

Dn’tathTVuntilufinishurher

Dn’tgtbedtlate

Durheraftersupper收集图标

目标：了解一些常见图标的意思，掌握表述规章制度或使用规则的句型。

活动过程：

1．让学生通过实地采集，网络报纸等各种途径收集各个公共场所的图标，并分类整理。教

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文随堂记录

2．学生展示自己收集的图标，并说明各图标所表示的意义。

3．教师让学生分组汇集各个场所的图标，并进行讨论，然后整理好本组场所的图标，列出其规章制度。

4．全班再进行补充，最后整理成各个场所的规章制度册。

Ntaling

Nfd

Nlisteningtusi

Nsing教学后记

第二篇：英语(新目标)七年级下册教案_2

英语（新目标）七年级下册Unit 2教案 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 across from, next to,Between

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

Section A

Ask two rows of three students each to stand facing each other in the front of the classroom.Point to students standing in front and ask the class 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 across 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.la

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 class.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 necessary,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 class.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 progress(进展情况).Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后记：

教学方法有问题？

教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪

怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。

与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？

吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。

让学生死记硬背是不对的，但不让学生背也是不对的。

2a

This activity introduces the terms across 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 class 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 across 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.2c

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 class.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 across from the bank.As students work, move around the room and check progress.（进度）Ask several students to say some of their questions and answers for the class.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, across from, next to, and between.Ask, Which words talk about two different buildings?(across/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 necessarily 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.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 across the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It's across from the 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 guess which building it is.Several students can take turns choosing the building for the others to guess.Section B

la

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.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 progress.Ask several students to present some questions and answers to the class.2a

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 class.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.2b

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 assistance(提供协助)if needed.Have some students show their completed drawings to the class.2c

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 class.Ask students to correct any mistakes they hear.3a

This activity provides reading practice using the target language.Ask a student to read the paragraph to the class 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.3b

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.4

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 class.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 across from a post office.As students work, move around the room offering assistance 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 classmates 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 class 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：

培养学生的自信心和兴趣是最重要的

培养学生的自信心和兴趣是最重要的吗？我一开始也对于这个结论也不以为然的。其次并这不是一个什么新的理论，而是是一个老掉牙的论调。但有两件事使我对这句话有了更深刻的理解。

第一件事是在教育科学频道

第三篇：新目标七年级下册英语Unit11_How_was_your_school_trip教案

Unit11 How was your school trip ?

Period 1(Section A:1a, 1b, 1c)Step I Lead-in Revise past forms of some verbs.Enable students to use them to make a list of their last school trip activities.T: Do you still remember your last school trip? When was it? Where did you go? Ss:...T: What did you do on the trip? Now make a list of the things you did on the trip.Remember, use the simple past tense of verbs because we are talking about the past event.Is that clear? Help students to review the simple past of some verbs they have learned before.Show the following chart.Let students write down the simple past of the verbs.Ask a student to write the answers on the board.Then check the answer with the whole class.Then let them make their own lists.Ask some students to share their lists with the class and make sure they use the correct simple past tense of the verbs.The following chart shows the simple past of some irregular verbs.Students may find some useful while they are making the list.verb buy think bring ride grow drink simple past bought thought brought rode grew drank

verb teach catch write throw sing

simple past taught caught wrote threw sang

Step II Listening and Oral practice(Section A 1b)Play the recording.Students only listen and get a general idea of the conversation.Play the tape a second time.Students listen and circle the activities.Play the tape a third time, students listen and read after the tape.Correct their pronunciation and intonation mistakes.Step III Pairwork(Section A 1c)

Point to the speech bubble in the picture of activity 1b.Let students practice the conversation between Bob and Carol in pairs.Call attention to the questions: Did you...? What did you...? And their answers: Yes, I did.No, I didn’t.I milked a cow.Step IV Summary and Homework T: This class we have learnt how to talk about school trips with “Did you...” We also learned the simple past form of some verbs.After class, please review the chart about the verbs.Don’t forget to preview the next part of Section A(2a, 2b, 2c,2d, Grammar focus).Period 2(Section A:2a, 2b, 2c,2d)Step I Revision and Lead-in Greet the class as usual.Get students review what they have learned in the last period by asking some questions about their last summer vacation.T: Where did you go on your last summer vacation, Xiao Bin? S: I went to Qingdao with my parents.T: Wow, a cool place.What did you do there? S: We climbed Laoshan Mountain, swam in the sea and ate sea food.T: Did you visit an aquarium? S: Yes, we did.We took photos with dolphins and seals.T: Did you have a good time there? S: Yeah.We went to the beach and ate lots of seafood.I want to go there next vacation again.Step II Listening(Section A 2a, 2b)Ask a few questions about Carol’s school trip.T: Where did Tina go? S: She went to the farm.T: What did she do there? S: She hung out with her friends and took lots of photos.T: What else did she do there? Now let’s listen.First, open your books at page 62.Read the questions in activity 2a please.Point to the list of questions and have one student read the questions to the class.Explain some new words and stress the verb phrases.Play the tape.Students listen and check the questions they hear.T: Look at activity 2b.Read the sentences and get the meaning of each sentence.Then listen to the recording again and circle “T” or “F”.Play the recording again, students listen and circle the answers.Then play the recording again, pause where the right answers are.Check the answers with the whole class.Step III Pairwork(Section A 2c,)In this step, students will practice talking about Carol’s school trip according to the information in activity 2a,2b.This will help them to practice the use of “Did she...” question and the affirmative and negative statements.Have students complete the task in pairs.Step IV Role-play(2d)Do2d:Ask students to role-play the conversation in pairs,then explain the conversation.Step V Homework 1.Listen to the whole conversation between Tina and Kevin.Retell what Tina did on her school trip in your own words.2.Make a list of verb phrases you have learned so far in this unit and try to remember them.Period 3(Section A:Grammar focus,3a, 3b)Step I Revision and Lead-in Greet the class as usual and check the homework.Ask several students to retell what Eric did on his trip.Step II Grammar Revise the grammar box.Let students do some drill practice with the grammar items.Drill:

—Did you(A)go to the zoo(B)? Replace A with: he, she, they, Mary, Liu Li, Wang Fei, etc.Replace B with: take photos, hang out with friends, see some dolphins, go to the movies, buy a souvenir, have some ice cream —Yes, I(A)did.—No, I(A)didn’t.I(A)went to the aquarium(B).Replace A with: he, she, they and we.Replace B with: took photos, hung out with friends, etc.Step II Reading(Section A 3a)T: Read the letters and find answers to the following questions.1.Did Jim have a good time on the school trip? 2.Where did Jim go for the day? 3.What did Jim do after lunch? After they have finished, check the answers.Then ask the students to retell the letters with their own words.Now listen to the tape and repeat after it.Pay attention to your pronunciation and intonation.Step III Pairwork

Ask students to write down a list of places they visited(as column A), and

things they did there(as column B).Column A

Column B Tianlong Mountain

ride horse Beidaihe

go swimming Hongkong

go shopping......Ask a pair of students to read the sample conversation.Explain that: T: “That sounds interesting” is B’s opinion on the things A did.We can also say: That sounds cool/fun/boring/exiting etc.Now work in pairs and make your own conversations.Give opinions on the things your partner did.Sample conversation: A: Where were you last Sunday? B: My family went to Tianlong Mountain.A: That sounds exciting.Did you climb the mountain? B: Yes, we did.We also had a picnic.Ask some pairs to act their conversations out for the class.Step IV Groupwork(Section A 3b)Get students sit in a circle and make up a story.T: Let’s play a game.Students in Group one, three, five, seven sit in the front.Students in Group two, four, six, eight sit in the back.Sit in a circle quickly.We are going to make up a story.Choose a member in your group to start the story.Then each of you add a sentence to keep the story going.Remember, the story happened in the past, so you should use the simple past tense.Let’s see which group’s story is more interesting.Step V Homework 1.Write a short story about your school trip.2.Prepare for Section B.Period 4(Section B:1a, 1b, 1c,1d,2a, 2b, 2c)Step I Revision and Lead-in Greet the class as usual and check the homework.Ask two students to read their school trip experiences.Step II Matching and listening(Section B 1a, 1b,1c,1d)Call attention to the pictures in activity 1a.Help students understand the meanings of the 6 phrases.T: Which of these activities did you do on your last day off? Rank them 1-6.Then ask students to listen to a conversation between Jane and Tony in activity 1b and 1c.Then check the answers.Get them work in pairs and discuss their last trip in 1d.Ask some pairs of students to say their conversations to the class.Step III Reading(Section B 2a, 2b,2c)T: Well, most of us have a busy weekend.We always do a lot of things during the weekends.Do you often feel tired after hard work? What do you most want to do? S: Sleep the whole day.S: Have delicious food.S: Play computer games.S: Listen to light music.T: How were Helen’s and Jim’s school trips? Did they do the same things as you do? Look at the chart in activity 2a to complete it.Look at activity 2b.Read 2b to answer the questions.Check the answers with the whole class.Then let them pick out other expressions in the conversation that show opinions or feelings.Ask students to complete the chart in 2c,then check the answer.Step IV Pairwork

T: From 2b, we know Helen’trip was interesting and exciting and Tony’trip was terrible.What was your last day off like? Was it a good day off or a terrible day off? Now work in pairs and talk about your last day off.Let students present their conversations in front of the class using the target language.Ha Step V Homework Write a short passage about what your father or mother did on his/her last day off.Period 5 Period 5(Section B:3a, 3b, 3c, Self check)Step I Revision and Lead-in Greet the class as usual and check the homework.T: Do you remember Helen and Jim did on their school trip? Who can retell the story to us? Ladies, first!Show the pictures on the screen again.These will help the students to remember the main events.Step II Reading and writing(Section B 3a)Turn to page 66, activity 3a.Read the diary.Make a list of the things Bob did that day.Have students complete Bob’s diary,then get some students read it to the class.Then play the tape and let students read after it.Check their pronunciation and intonation.Step III Writing practice(Section B 3b, 3c)Read this diary and fill in the blanks.Then let students read the diary to their partners and check the answers with each other..Then deal with activity 3c.T: Now write a diary and tell us what you did on your last school trip.First make a list of ideas before you begin to write the diary.In your diary you must include Activities, Places, Description words.Make a list of at least three things under each heading.You’d better write at least six or seven sentences.After they have finished, ask some students to read their diaries to the class.Step IV Self Check Do Self Check1:Write more verbs and their past forms and remember them.Do Self Check2:Complete the conversations with the correct forms of the verbs in the box.Ask some pairs to act them out in class.Step V Homework 1.Make a list of the verb phrases you have learned in this period and remember them.2.Finish the exercises in Self check.

第四篇：新目标英语七年级下册教学计划

新目标英语七年级下册教学计划

七年级英语上册第一单元Section A学案 人教版新目标七年级英语上册教学计划

2013-09-02 12:59:23| 分类： 英语教学 | 标签：新目标

八年级

教学计划

英语港

|举报 |字号大中小 订阅

一、本学期的指导思想：

在本学期的英语教学中，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；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；突出学生主体，尊重个体差异；采用活动途径，倡导参与，采用任务型的教学模式，让学生在老师的指导下参与和合作等方式，实现目标；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。二、七年级学生基本情况分析：

本届七年级新生曾在小学学过三年英语。小学英语课没有受到足够的重视，在写的技能方面基本上没有得到过训练，字母还不能规范的书写，更别提什么单词，句子。在读，说方面，语音也有不少需要纠正的地方，况且各小学授课英语基础也差参不齐。另外，学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累；

三、目标：

钻研新课标新教材，不断提高教师的知识水平和教学水平，做到教学相长。

四、具体措施：

1、每天背诵课文中的对话。要求学生背诵并默写，培养语感。

2、每天记5个生词，2个常用句子或习语。

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。【五】课程安排及教学进度：

第一周—第三周：学习STARTER部分，完成小学英语到初中英语的过渡。教读国际音标 第四周—第五周：Unit 1-Unit 2 阶段性检测 第六周—第七周Unit 3-Unit 4 阶段性检测 第八周—第九周Unit5-Unit 6 阶段性检测

第十周Review Unit 1-Unit 6 复习迎接期中考试 第十一周—第十二周Unit 7-Unit 8 阶段性检测 第十三周—第十四周Unit 9-unit 10 阶段性检测 第十五周—第十六周Unit 11-Unit 12 阶段性检测

第十七周—第十九周Review Unit 7-Unit 12 复习迎接期末考试

三、本学期将采用的教育教学方法：

英语的教育教学方法很多，各有优、缺点，我们可以针对不同的情况采用不同的教学方法来加以弥补。针对我教的班级，本学期本人打算用下列方法对他们进行教育教学：

1、用英语教英语(TeachEnglishinEnglish);英语毕竟是一门语言，训练的是学生的听、说、读、写、译的综合能力，在教学的过程中需要对学生的听、说、读、写、译的能力进行很多的训练，这就要求我们用英语来教英语，在课堂上对学生进行各种能力的训练。

2、用英语想英语(ThinkEnglishinEnglish);用英语想，也就是用英语思考。学英语而不用英语思考，一定学不好。用英语思考就是在用英语进行表达和理解时，没有本族语思考的介入，或者说本族语思考的介入被压缩到了极不明显的程度。这是真正流利、熟练的境界和标志。

3、背诵和多种练习结合

实事求是的说，大量背诵课文与大量多种练习的结合，乃是对于一切各不相同条件下的英语教学的普遍有效的方法。

4、针对不同的教学内容采用不同的教学方法;英语的内容较多，包括语音、词汇、语法、交际等等内容，如果对每一项内容都采用同样的方法来进行教育教学，那么即使是再好的学生也不可能学好，再好的教师也不可能教好。因而，针对不同的内容采用不同的教学方法是不可违背的。

四、本学期提高教育教学质量的方法：

1、体现学生的主体地位，发挥教师的指导作用。充分发挥学生的主动性和积极性，激发学生的学习兴趣，帮助学生摸索适合自己的学习方法，了解和掌握记忆规律，养成良好的学习习惯，培养学生自主学习的能力。

2、突出语言的实践性，注重培养学生综合运用英语的能力。

3、尽量使用英语，适当使用母语。

4、备好学生、课本、课标，确立最佳教案。

5、根据教学内容，进行教学创新，尝试不同的教学方式，激发学生的学习欲望。

6、语言点讲解要做到精讲多练，举一反三，使学生理解准确、深刻、透彻。

7、扩大学生的课外阅读量，增强语感，循序渐进，逐渐提高阅读理解能力。

8、加强书面表达训练，每一单元结合内容布置相应的书面表达练习，择优选读，讲解技巧，使学生逐渐找到英语写作的窍门。

9、实行分层次教学。制定出培优扶差的目标生，分层次辅导，分层次练习，分层次要求，使不同程度的学生都能有所提高。

10、合理利用课外资料，重点题要重点练习、重点讲解，做到主次分明，讲求实效

准备，不能疏忽大意，结合学生个体的特点，执行最准确的教学行为，相信在老师们的努力下，初一课程一定能为生所宜授。

第五篇：新目标七年级下册英语教学计划

新目标七年级下册英语教学计划

及班主任工作计划

假期转眼间就过去了，新的学期又将开始，为了下学期更好地搞好七年级英语教学工作，特做以下教学计划：

（一）指导思想：

依据学生上学期掌握知识情况和学生的生理和心理以及发展需求，本学期我们的英语课程的教学目的是如何培养学生的口语表达能力、听力水平和语言表达能力。教师要激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立学习英语的自信心；培养学生的语感和良好的语音、语调基础，使他们形成初步运用英语进行日常交流的能力，为进一步学习打下基础。同时用新课标理念，结合新课标精神，进行课堂改革，实行教与学的互动。采用任务型语言教学模式，努力用一套行之有效的课堂教学模式，提高教学效率。

（二）基本情况

经过一学期的学习体会，我所教的两个班，大部分学生学习目的明确，学习态度端正，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。但还有少部分学生没有明确的学习目的，缺少学习的热情和主动性，自觉性和自控力都较差，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，在本学期的英语教学中，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、听力、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。

（三）采取的措施：

1.培养学习兴趣，引导学生掌握正确的学习方法和策略，提高学习效率；采用课前5分钟语言展示，编排课本剧、讲故事等方法培养学生学习英语的积极性.发挥学生主体和教师主导作用，课上采取生生互动、师生互动的教学策略进行教学，培养学生的独立自主学习能力和创新能力以及逻辑思维能力。

3.用良好的师生关系，协调课堂气氛，培养学生开口说英语的勇气和信心；

4.引导学生实现语言的迁移，加强日常生活中英语口语的运用；

5.鼓励学生自主探索，合作探究，共同提高。

6、抓好学生的基础检测，力争单词和短语百分之八十的学生过关，主要通过课上竞赛形式检查、课下小组集中检查和每三周的活动课来检查，另外实行与家长沟通的方法进行监督和检测。

7、对学生进行分层教学，采取分层作业的方式逐步转化后进生，培养优生。尤其课文中的句子以及课文更要分层要求然后再去检查。

8、有条不紊地对学生进行单元检测，对优秀和进步学生仍然进行奖励评价，建立后进生档案，降低后进生百分比例。

（四）教学内容和教学要求 ：

初一下册共有12个单元，加上复习单元2个。本学期上完6个单元。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，需要学生掌握的基本词汇，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，有效提高学习效率，体现了以学生为主体的思想。本学期主要是继续培养学生对英语的学习兴趣，形成有效的学习策略，同时要求学生懂得课堂上的用语和一些基本的对话、短文，能够看图说话，以提高学生的听、说、读、写的能力，使学生初步获得运用英语的能力。

本学年我担任了七年级一班的班主任工作。在长期的班主任工作中，我深深懂得初中阶段是人的成长起步阶段，教育家叶圣陶先生说过：“教育是什么，往简单的方面说就是养成良好的习惯。”良好的班风班貌是学生各种良好的习惯养成的基础，有了良好的班风才能有好的学风，七年级是关键时期，如何促进良好班风班纪的建设，发展学生的个性，培养学生各方面较高的综合素质呢？根据本班情况制定计划如下：

一、本班学生基本情况分析：本班共有 位学生，其中男生 29人，女生 16人，这些学生在智力素质上有较高的水平，进取心强，学生在纪律、劳动等方面表现较好，但在个别方面如团结协助、展现自己的勇气、敢于创新方面仍有待锻炼和培养。

二、工作目标：本学期我班的基本目标是：建立一支有进取心、能力较强的班干部队伍；全体同学都能树立明确的学习目的，形成良好的学习风气；培养学生良好的行为规范，弘扬正气，逐步形成守纪、进取、勤奋的班风，培养一个团结、向上、文明的集体，争取每月成为“文明班”；学习成绩名列年级前列。

三、具体措施： 贯彻“德育为先，以人为本”的方针，坚持德育为先，切实抓好学生的思想品德。

1、抓好班级一日常规的管理实施，培养学生良好的养成教育。

2、提高宣传栏、墙报质量，营造良好的班级氛围，构建良好的班级文化。

3、通过各种的校会、班会、晨会，组织学生学习《中学生日常行为规范》、《中学生守则》，形成和促进良好的班风、学风。

4、通过学校和班级的各种活动如校运会、手抄报比赛、艺术节等各项比赛，培养学生自信心和集体观念，增强班级凝聚力。

5、结合常规教育，培养学生的良好的学习习惯，建立学习组，掀起竞争活动，促进学生共同进步，定期开展学习活动，培养学生良好的学习态度和方法。

6、开展有益的文体活动，促使学生的身心健康发展。

7、以各个节假日为契机进行各种活动，进行思想教育。结合教师节，开展尊师重教，文明有礼的活动；结合中秋节，进行民族传统的教育；结合国庆节，对学生进行爱国主义教育.8、利用课余、周记本等与学生谈心交流，了解学生的思想动态，及时疏导解决学生的问题。

9、切实抓好本班的卫生保洁工作和包干区的清洁工作。重视学校的大扫除和值周工作，创造清洁卫生舒适的学习环境。

10、做好学生心理的辅导，做好生理、心理健康卫生的教育、宣传工作。

11、利用班会课、墙报、宣传栏等途径对学生进行各项安全教育：如交通安全、用电、防火、自我保护、食品卫生等安全。

12、定期召开班干部会议，培养一批能力强，责任心强，能起带头作用的学生担任班干部。充分发挥班干部及积极分子的模范带头作用，以他们为班的核心力量，推动整个班集体形成良好的班风和学风。

13、学校教育与家庭教育相结合：平时，通过电话、家访等途径加强与家长的联系沟通，使家长对孩子在校表现做到心中有数，请家长协助鼓励或帮助学生，作好学生的思想工作，同时，向家长了解学生在家的表现，及时找到问题所在，对症下药。结合本班情况开好家长会，针对学生的现状，与家长共同探讨解决问题的方法，并对下一步工作做好安排，尽快形成家长、教师、学生三位一体的教育模式。

14、加强与科任老师的联系沟通，及时发现问题、解决问题，共同教育好学生