新目标英语七年级上Unit 10 Can you play the guitar Section B说课教案（5篇）

第一篇：新目标英语七年级上Unit 10 Can you play the guitar Section B说课教案

新目标英语七年级上Unit 10 Can you play the guitar Section B说课教案 教学内容：英语新目标七年级上册Unit 10 Section B

一、设计理念和指导思想：

1.在教学过程中始终体现学生的主体地位,发挥教师的指导作用。以学生的活动为主线,激励学生主动参与,主动实践,主动思考,主动探索,主动创造。2.营造宽松和谐的学习氛围, 使学生敢于开口, 乐于实践。

3.以鼓励为主,鼓励学生参与课堂教学,让每个学生都获得成就感。4.尊重学生个性差异,面向全体,因材施教,让每个学生都有所发展。5.让学生有自主学习的空间,培养学生自主学习能力。

6.让学生分组合作讨论,培养学生合作学习能力,引导学生在自主探究与合作交流过程中,真正理解和掌握基础知识和基本技能。

二、教学内容分析：

（一）本节课在本单元的地位和作用：本单元主要是学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法；复习what引导的特殊疑问句。Section B是在学习完Section A的基础上，复习情态动词can用于“询问和谈论能力”的目标语言，并掌握情态动词can的基本用法；能够运用所学目标语言表达自己在某一方面所具备的才能；能够为自己成立的各种俱乐部制作海报或招聘广告。

（二）教学重、难点及教学突破：

1）重点：学会运用情态动词can来询问和谈论自己的能力。2）语法难点：情态动词can的构成和使用。

3）教学突破：Section B重在通过复习所学的“询问和谈论能力”的目标语言，学会谈论和表达自己或他人在某一方面所具备的能力和才艺，因此给学生提供一些施展才艺的舞台和机会，让他们在做中说、在说中做，既能培养他们的自信又能学会灵活运用所学内容。

（三）教学目标：根据学生已有的知识基础,本节课的地位及作用和新课标精神特制定以下教学目标: 1）。知识目标

使学生掌握并熟练运用下列单词和短语: music, musician, play the violintrumpetpianodrumsflute, do Chinese kung fu 句型：Can you sing? Can you dance? What can you do? 2).技能目标

培养学生能够运用所学目标语言表达自己在某一方面所具备的才能

3)情感态度价值观：Section B的学习内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

四、教师教学方法的选用：采用Classifying, Role-playing, Comprehending in context和Skimming的学习策略，利用教学图片、幻灯片或制作课件（演奏各种乐器）等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，复习“询问和谈论能力”的目标语言并能灵活运用。

五、学生学习策略的运用

1.在学习中集中注意力,集中思考

2.把握学习的主要内容,在学习中善于记要点 3.注意发现语言的规律并能运用规律举一反三 4.积极探索适合自己的英语学习方法 5.善于抓住用英语进行交际的机会 6.交际中遇到困难时,有效地寻求帮助

7.使用简单工具查找信息 六、所需教学手段

主要运用现代化教学手段---多媒体, 录音机

七、教学步骤：

Step 1 Leading-in

(about five minutes)T: Now boys and girls.Please look at the screen.I'd like to show you one part of a music concert.Please watch it carefully.T: I like music.Do you like music? Do you want to be a musician?(教师利用多媒体呈现音乐会的场面，而且教师必须尊重学生的观点,尽力给每一个学生发言的机会,创设民主、平等、和谐的氛围,鼓励学生大胆开口，学生可能会得出以下观点)： S1: I like music very much.S2: I don’t like music at all.S3: I want to be a musician when I grow up.Step 2 Presentation 1).出示反映各种乐器的图片，学习一些乐器名词，并引导学生运用所学目标语言谈论自己的能力I can play the drums.I can’t play the guitar.等等。在学生将乐器名词和图画一一配对后，引导他们进行role-playing活动，让六个学生到讲桌前，老师把事先准备好的小纸条一一交给他们（这些小纸条上分别写着play the guitar, play the trumpet, play the violin, play the drums, swim, do Chinese kung fu），然后让学生表演，The whole class to guess what’s his or her meaning, 最后完成1a部分的教学任务。

2).T: OK.Next step we should make a conversation in pairs by using “Can you sing? Can you dance? Can you play the violin?”(Give students about three minutes to prepare)

Then check the answers.主要提问中游水平的学生,并及时对学生自己编的对话给予评价,并加以鼓励和表扬。

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第二篇：Unit2__新目标九年级英语说课教案.

Unit 2 I used to be afraid of the dark.（说课教案）

我说课的内容为九年级英语上册Unit 2 I used to be afraid of the dark.整个说课包括教材分析、学生分析、教学目标、教学重点与难点、教学方式、教学过程六大板块。

一、教材分析

1.教材的地位及作用：

本单元是初中英语新教材第三册第2单元，本单元的核心话题为“talk about what they used to be like”，围绕着谈论过去自己和他人过去经常做的事，谈论自己和他人过去的外貌性格爱好，以观察图片、听力理解、阅读理解等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，学习句型Used to 为主要学习任务，并且设置任务型综合性语言实践活动，让学生在交际活动中，学会如何正确地用英语表达自己的意见和建议，重在培养学生的习得语言运用能力、实践能力、合作能力及创新意识。

二、学情分析：

根据教材的特点，同时针对学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，创设一定的语言情景，这样可以激发学生学习兴趣，使学生在参与一系列活动中，掌握知识。最后通过对话和小组活动对学生所学知识点进行训练，从而达到巩固知识的目的。在教学中，教师主要是让学生学会学习：

1）课前预习，尝试自学。

根据教学大纲的要求，及本单元在教材中所处的地位和作用。

五、教学方式：

教学内容的核心要求符合科学规律、认识规律，因此我在教学过程中，正确把握教育教学的特点，倡导自主、合作、探究的学习方式，激发兴趣，调动思维，培养创新能力，力求简练、正确、系统。通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。采用视听法、问答法，和情景交际法，并把竞争机制引入课堂。

（1）视听法，主要通过多媒体课件展示、图片展示、老师提问、学生回答等方式提供让学生看、听、说、的练习机会

（2）问答法和情景交际法，用多媒体展示各种图片，让学生利用这些图片进行交流，让学生在做中学，在实践中获得信息，习得英语。

对教材的处理上本着，以“旧”代“新”，以“练”促“学”，以“熟”生“巧”的原则，通过朗读、背诵、对话和小组表演，提高口语表达能力，且对话表演能够活跃课堂气氛，使学生愉快学习，真正做学习的主人。

六、教学过程：

第一课时

一、预习导学 Ⅰ.英汉短语互译。

1.过去经常

2.on the swim team

②be used to do意为“被用来做某事”；be used for意为“被用于做某事”,后跟动名词；be used by意为“被„„使用”,后跟动作的执行者。三个短语都是use的被动语态。

［跟踪训练］

(5)我爸爸以前常常晚饭后看电视，现在他习惯于散步。My father

watch TV after supper.Now he

taking a walk.(6)刀被用来切东西。

Knives

cutting things。

三、教师总结语法 used to结构 ①used to的用法

used to表示“过去经常；以前常常”，指过去的习惯性动作或状态，现在已不再存在，其中to是动词不定式符号，后接动词原形。

例如：Mother used to get up early.我妈妈过去经常起得很早。②一般疑问句：Used sb to...或Did sb use to...否定句:used to的否定形式为didn't use to或usedn't to，口语中常用usedn't to。

［跟踪训练］

(7)He used to be outgoing；（变为否定句）He

be outgoing.③反意疑问句：含有used to的句子，其反问部分用didn't或usedn't。

［跟踪训练］(8)他过去吸烟，是吗? He used to smoke，? ④there used to be意为“过去曾经有”。［跟踪训练］

(9)这座房子前面曾经有一棵大树。

a tall tree in front of the house.四、小组活动

教师让学生根据2b的重点句型，以小组为单位自由的交谈讨论，自己对这些形容词的体会。然后可以给出例句。通过这项训练，使学生能用这些词表达自己，并恰当的与他人进行交流。完成本课的能力目标。教师用剩下的时间对本课内容进行归纳总结。

五、作业：

１）尽可能多写描述外貌、性格的形容词，２）教师可以指定一部分照片，或部分同学让全班同学描述起过去和现在，并且写出书面作业，下节课让同学们猜猜他们描述的是谁。

第三篇：新目标七年级上Unit 6 Section A 说课教案(中英双语)

新目标七年级上Unit 6 Section A 说课教案（中英双语）

Do you like bananas ?

Teaching place :Leigu Middle School  Teaching aims and demands : 1.Learn the words of food.2.Talk about you like and dislike.3.Go on consolidating the simple present tense.4.Grasp the plural form of nouns. Teaching importance and difficulties : 1.Telling countable nouns and uncountable nouns.2.The plural of nouns. Language targets : 1.Vocabulary goals : Learn the special vocabulary about food: banana, apple ,pear, strawberry ,broccoli ,salad , ice cream, hamburger, orange ,tomato ,egg , French fries 2.Language goals : Talk about you like and dislike about food in the following sentence patterns:  Do you like bananas ? Yes, I do./No ,I don’t. Does she/he/ it like salad ? Yes ,she/he/it doesn’t. No ,she/he/it doesn’t. Do they like strawberries? Yes , they do.No ,they don’t. Teaching steps: Step1 Revision 1.Revise the words of unit5.2.Work in pairs as following: A: Do you have a soccer ball ? B: No , I don’t.A: Do you have a basketball ？ B: Yes , I do.A: Let’s play basketball.B: That sounds interesting.3.Ask Ss to practice with the words: basketball , soccer , ping-pong ,baseball , Volleyball ,tennis.Step2 Presentation 1.Present new conversations as below, then practice.1)A : Do you like bananas ? B : Yes ,I do.A : What do you like to eat ?

B : I like to eat bananas ,pears ,oranges and ice cream.A :What do you like to eat for breakfast ? B :I like to eat eggs ,apples and oranges.A : Thank you.B : That’s all right.2)A : Does he like ice cream? B : No, he doesn’t.A : Does he like strawberries ? B : Yes , he does.2.Teach new words with the pictures that students draw, then ask Ss to practice with the new words :banana ,egg , pear ,broccoli ,orange ,salad strawberry ,tomato ,ice cream hamburger ,French fries.Then finish 1a on page32.Step3 Group work Practice the conversations above.Then make your own conversations.Step4 Listen and learn 1.Listen to the tape,and the food you hear.hamburgers pears broccoli French fries oranges ice cream salad bananas 2.Listen and fill in the blanks in 2b.Then repeat with it several times.Step 5 Pair work Consolidate the language targets.Ask Ss to work in pairs with the following sentence structures: 1)I like oranges.I don’t like apples.They like salad.They don’t like broccoli.He likes pears.He doesn’t like bananas.she likes hamburgers.She doesn’t like eggs.2)Do you like oranges ? Yes，I do./ No, I don’t.Does she like tomatoes? Yes, she does.No ,she doesn’t.Does he like strawberries ? Yes, he does No ,he doesn’t.Do they like ice cream ? Yes , they do.No ,they don’t.Step 5 Food survey 1.According to the following chart , find out what Bob and Bil like or dislike.2.Ask and answer with your partners as following ,then write a passage to report what Bob and Bill like or dislike in class.e.g.1)A: Does Bob like strawberries or ice cream ? B: Yes , he does.A :Does Bill like strawberries ? B: No , he doesn’t.2)A : Do Bob and Bill like tomatoes ? B : No ,they don’t.A report : Bill likes strawberries ,ice cream ,bananas and broccoli ,but he doesn’t like tomatoes or salad „ Step 6 Sample Ask your classmates about the food as below , then find out what they like and don’t like.Then write a passage.A: What do you like，B ? B: I like „What about you ,C ? C: I like „and then what about you ,D ? D: I like„

He likes„She doesn’t like„They like„Liu Li likes„Zhao Jun likes„ Step6 Summary 1.Food names : countable nouns :hamburgers ,tomatoes ,French fries , eggs oranges ,bananas ,strawberries ,apples ,carrots ,pears uncountable nouns : broccoli ,ice cream ,salad ,chicken 2.Comparison : I like hamburgers.○A They eat some tomatoes.Does she like strawberries ? Do you like chicken? ○B He likes broccoli.Jim likes ice cream.3.Ask and answer what you like or dislike : Q: Do you like hamburgers /ice cream ? A : Yes ,I do./ No ,I don’t.Homework 1.Prepare Section B.2.Write a passage to talk about you like and don’t like ,tell the reason.随着新课标的逐步实施，英语教师在教学中所充当的角色已经有了新的变化，传统的 “传道、授业、解惑”，等教学观念已不再适应现阶段的客观要求了，摆在教师面前的一个严竣话题是：如何引导学生乐学善思，最大限度地发挥其自身主观能动性，变被动接受式学习为积极探索式研究性学习。笔者现结合自身英语教学实践，谈几点粗浅的认识：

转变教育观念 培养创新思维

在现阶段，教师仅凭一张嘴，一支粉笔，一本课本来从事教学，已不再受学生欢迎了，那种“灌输式”“填鸭式”的教学，不仅使教师教得枯燥无味，而且还会挫伤学生的学习积极性，如果勉强为之只能是严重阻碍学生的创新思维。因此教师必须改变自己的传统做法，变纯粹“传授性”教学方式为“探究性”教学。这就需要建立以学生为主体的课堂结构，树立以学生为主体的教学观念，使课堂真正成为学生培养能力的场所。同时在夯实知识基础的过程中，应着重培养学生的创新思维和创造能力。

总而言之，我们要把英语学科教学当成是学生学会使用外语的过程，因为这种方法是培养创新思维，提高创造能力的优化过程，是积极引导学生主动参与学习过程的一种有效途径，只有如此，学生才会走上健康发展的轨道，各方面素质才能得以全面提高。加强学法指导 培养自学能力

古人云：“授之以鱼，不如授之以渔”。这就是说教师不仅要教会学生知识，更重要的是教会学生获得新知识的方法。我们“教是为了不教”，“不教”是为了激发学生潜在的自学能力。学生一旦具备了自学能力，就能够在英语学习中独立自主地学习，就会不断地思考问题，解决问题，就能吸收消化教师所传授的知识。在此基础上，因势利导，使听、说、读、写诸种技能得到全面提高，一旦学生具备了自学能力，英语教学质量的提高就水到渠成了。

提高自身素质 引进教育技术

教学活动是教师的教和学生的学的双边活动，因此课堂教学效果如何，教师则是很关键的一个因素。良好的教学素质是教师“安身立命”之本。因此为师之初，必须强化自身教学基本功，更重要的是要求教师，不断提高自身素质，做到德才兼备，这样对学生来说才更有亲和力。也只有这样才能“吸引”学生，从而使他们爱上英语课。在此基础上注重教法创新，不但开发学生的潜力，培养他们的思考能力，激发其想象、创造能力；同时利用先进的教学手段来提高课堂效率，能最大限度地激发人的内在潜能，因为先进的教育技术在挖掘人的潜力，培养现代化人才，从宏观上提高人的素质方面有十分重要的作用。譬如在英语教学中适时运用声、形、光、色兼备的电化教学设施能充分调动学生的积极性，主动性。融教法、学法于一体，加快了课堂教学节奏，达到化枯燥为趣味，转抽象为具体，变静态为动态的效果，从而使教学过程最优化。注重情感教育 激发感情共鸣

情感教育是一种融知识的传授和情感的激发为一体的教育方式。它以形象而生动的语言和行为直接作用于学生的内心世界，引起共鸣，使其在一种轻松愉悦的氛围之中，自主地接受教师所传授的知识。处在生长发育阶段的学生，不仅需要知识的直接性接受，更需要教师无微不至的关怀和呵护。在实际教学工作中，有些教师对学生的教育方式简单粗暴，在“严爱”的招牌下以罚代教，殊不知这种教育方式会使师生间产生疏远感，甚至造成情绪对立，导致学生放弃所学科目，从而不利于正常有效地开展教学，因为情感是一种很强的内动力，没有情感，就不可能有学习动机。教师应当利用爱的教育力量，不但激发师生情感共鸣，因为爱是沟通师生心灵的桥梁。譬如把自己置于学生的位置上去，作换位思考，将心比心，使自己与学生心心相通，学生在爱的力量的感化之下，学习积极性会大大提高；同时应善于发现学生身上的闪光点，在适当的场合给予表扬，可以通过充满情感的眼神、表情、语言，激发学生幸福、快乐，奋发的激情，使学生“亲其师，信其道”，这样你所教的学科他们自然愿意学，尤其对差生他们自卑感较强，信心不足，极少体验表扬滋味，一旦给他们一点温暖、鼓励，效果会更明显。

总之在新的教育形式下，只有及时转换角色，不断更新思维方式，以新的教育理念来武装自己，才能适应新阶段的教学，从而达到提高教学质量之目的。

第四篇：七年级英语下册 第二单元说课教案 新目标

亿库教育网

http://www.xiexiebang.com 七年纪下册 Unit Two Where’s the post office? Teaching Aims：

Functions:

Ask for and give directions on the street Structures: There be structure

Where questions Affirmative statements Prepositions of place Difficulties and focus:

Target language:

Is there a bank near here?

Yes, there is.It’s on Center Street.Where’s the supermarket?

It’s next to the library.Is there a pay phone in the neighborhood?

Yes, it’s on Bridge Street on the right.Vocabulary: post office, restaurant, bank, supermarket, avenue, pay phone, park, dirty, clean, left, right, next to, across from, near, between, in front of, behind Recycling:

hotel, street, new, big, small, busy, Do you want to…? Learning Strategies:

Using what you know

Deducing

Personalizing

Section A Create plots and scenes to guide the new lesson The main content is to learn to ask for and give directions in conversations by introducing some buildings in Section A, so we can adopt the Audiovisual Guiding Method: At first ,review the prepositions that the students have learned, then the teacher can teach some nouns about buildings by showing some pictures or projecting flashcards about some buildings.1.Show a picture of a bank.T: Look at this picture.What place is it ? S: It is a bank.T: Spell it.S: B-A-N-K.Teach other new words : post office, park, supermarket, payphone, street,.Show a map and let students practice in pairs.Is there …… ？

Yes, there is./No, there isn’t.2.Consolidation:

Tell us the way to your school.T: Where is the …? S: It’s ….Teach the prepositions

亿库教育网

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亿库教育网

http://www.xiexiebang.com Next to, across from, near, between, in front of, behind.Step1:.Learn some nouns about buildings first, and then the teacher communicates with the students.Show some pictures about buildings or project some flashcards about buildings.T: It’s a bank.Can you spell it?

S: Yes I do./ No, I don’t.T: Is there a / an…?

S: Yes, there is./ No, there isn’t.T: Where is the…?

S: It’s near/ next to /across from /… the…

Step2: Get the students to practice conversations and communicate with each other.Is there a / an … near here ?

Yes, there is.Where’s the … ?

It’s ….Step 3: 1.Play the tape of Part 1b, get the students to listen and circle the places they hear in 1a, finish the teaching task of 1b.The answers in 1a are: f, a, e, I, c, b, h, g, d.The answers in 1b are: restaurant, post office, supermarket, Fifth Avenue, Bridge Street，Center Street.2.1c: 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.Point to the question and answer the example conversation and ask a pair of students to read the conversation to the class.Ask students to work in pairs.Say, First one person a question and then the other person takes a turn.Demonstrate 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 on their progress.Ask students to present their questions and answers to the class.3.2a: the answers are: 4, 6, 2, 3, 5, 1.4.Play the tape of Part 2b, and get the students to fill in the blanks with the words in the box, finish the teaching task of Part 2b.The answers are: 1.between, 2.across from, 3.on, 4.next to, 5.in front of，6.behind.5.2c: this activity provides guided oral practice using the target language.Point to the list of buildings in 1a.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles in 2c and ask a pair of students to read the conversation to the class.Ask Ss to work in pairs like in 1c.Demonstrate 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.5.3a: This activity provides target-oriented reading practice using the language items

亿库教育网

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亿库教育网

http://www.xiexiebang.com taught in this unit.Draw attention to the conversation in the box.Ask a student to point out the place that Paul wants to get to.Point to the two arrows.Ask students to repeat left and right.Ask Ss to read the conversation again.The answer is: Paul and Nancy are the two figures outside the gate to the park.6.3b: This activity provides guided writing practice using the target language.Call attention to the three pictures.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.Ask students to complete the writing individually.Answers are: 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 from 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 restaurant, next to the supermarket.7.Part 4 provides guided oral practice using the target language.Section B and Self check Create Plots and scenes to guide the new lesson

Review and consolidate the sentence patters like Is there a / an … ? Where’s the …? Where do you live ? by reviewing and learning some nouns about public buildings in Section B.The Transforming information methods can still be adopted: The teacher shows some objects or pictures or projects some flashcards and gets the students to do pairwork to review the words taught in the first part;Again the teacher shows some objects or pictures or projects some flashcards about public buildings, for example, a park, a hotel, a street, a supermarket.At last, the teacher can get the students to observe the pictures in Part 1a and match the pictures with the words, then finish the teaching task of Part 1a.The main content in Section B is to ask for and give directions on the street with the target language learnt.Step 1: Demonstration The teacher communicates with the students to review the target language: Is there a / an…?

Yes, there is./ No, there isn’t.Is there a / an … near where you live? Yes , there is.Where is the ….?

It’s….Step 2: Activities Get the Ss to practice conversations to review the target language: Is there a /an…near where you live? Yes, there is.Step 3: Intercourse Get the Ss to write a guide for their town and let them communicate with each other，亿库教育网

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亿库教育网

http://www.xiexiebang.com then draw a picture of where their partner lives: Where do you live? My house is….Step 4: Experiences Play the tape of part 2a and get the Ss to circle the places they hear in Activity 1a.then finish the teaching task of Part 2a.Again play the tape of part 2a and get the Ss to draw a map of Michael’s neighborhood in the box according to the content they hear, then finish the teaching task of part 2b.The answers in 1a: e, d, a, g, f, h, c, b.The answers in 2a are: a quite street, a new hotel, a small supermarket.Step 5: activities Get Ss to do groupwork and review the words in 1a, lead student A to say one true thing and one false thing about his or her map in 2b, and another student to say Yes or No, and finish the teaching task of part 2c.Step 6: Read by themselves Get the Ss to read the passage in part 3a and demand them to circle the description words: busy, small, old, interesting,.Then finish teaching task of part 3a.Step7:

Get the Ss to look at Activity 3a, and look at the picture in 3b and fill in the blanks, then finish the teaching task of part 3b.Demand the students to use some description words in 3a.Step 8:

Get the students to write a guide for their town, and finish the teaching task of part 3c.Step 9: Get the Ss to do pairwork , demand the Ss to describe where they live, let them to draw a picture according to their partners’ description, and finish the teaching task of part 4.Summary: The content of this unit is to learn some nouns of public buildings and prepositions of location, the sentence patterns like Is there a /an…? Where is the …? And to learn how to talk about the places and their locations.亿库教育网

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第五篇：新目标英语七年级上英语教学计划

新目标英语七年级上英语教学计划

七年级 刘艳艳

一

学生情况分析

1．学习水平不均

本学期任教七年级五班和六班英语，其中五班45人，六班44人。这两个班的共同点是学习成绩两极分化较严重。因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。

2．学习习惯不好

学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。

总之，既要避免好生吃不饱的现象，又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。在今后的教学中应该注重培养、激发兴趣，教给学生学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。

二、教材特点。

本册书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，旨在使七年级学生基本能用英语进行简单的交流。本册书由两部分组成,即预备篇(3个单元)和正式篇(12个单元).本书除提供语言材料外,还配有大量插图.三、教学目标。

通过努力，力求每一位学生能开口讲英语，能用英语进行简单的会话。通过努力使大部分学生继续保持学英语的兴趣。能保持浓厚的学习英语兴趣和积极主动参与实践，以点带面，力争达三类学校教学质量的要求。

四、具体措施。

1..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。

2.关注学生的情感，营造宽松、民主、和谐的教学氛围。

3.实施“任务型”的教学途径，培养学生综合语言运用能力

4.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。

5.加强对学生学习策略的指导，为他们终身学习奠定基础。

6.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、教学进度。

第一周: Starter Unit 1(Good morning!)

第二周 :Starter Unit 2(What’s this in English?)第三周 :Starter Unit 3(What color is it ?)第四周 :Unit 1(My name’s Gina.)

第五周 :Unit 2(Is this your pencil ?)第六周 :国庆放假

第七周 : Unit 3(This is my sister.)

第八周 : Unit 4(Where’s my backpack ?)第九周 : Unit 5(Do you have soccer ball ?)第十周 : Unit 6(Do you like bananas ?)第十一周 : 复习

第十二周 : 期中考试

第十三周 :Unit 7(How much are these pants ?)第十四周 :Unit 8(When is your birthday ?)

第十五周 :Unit 9(Do you want to go to a movie ?)第十六周 :Unit 10(Can you play the guitar ?)

第十七周 :Unit 11(What time do you go to school ?)第十八周 :Unit 12(My favorite subject is science.)第十九周 :复习第二十周 :期末考试.