七年级下册10单元教学反思

第一篇：七年级下册10单元教学反思

七年级英语下册Unit 10 I’d like some noodles.（词汇教学）教学反思

成都市大弯至佳 万成志 2015-6-12

目前，我们英语老师面临的重要问题就是如何帮助学生学习好各单元的大量词汇。七年级英语教学总的来说是单词与句型的教学。只要学生能正确地读准英语单词，并且能背会英语单词及汉语意思，再根据所学句型进行单词替换练习，就能达到教学目标，所以七年级英语教学的关键是单词教学。

我认为：在词汇教学中，首先要教学好单词的发音和拼写，学生会读会拼，才能为继续学习单词的其他方面奠定基础。在教学中，教师必须确保准确地、清晰地、缓慢地呈现这些单词的发音和拼写，这样学生才能准确地学习单词的发音和拼写。在呈现词汇时，利用图示法，尽量用多媒体课件中的图片呈现一些单词，如本课学习的词汇水果、蔬菜、肉类、饮料等等，也可以适当拓展一些学生感兴趣的相关词汇。把学生从简单机械重复、死记硬背的枷锁里解脱出来，增加词汇学习的趣味性，增强学习信心。

其次，对单词进行分类、归纳学习。如本课学习食品类的词汇，包括水果、蔬菜、肉类、食品、饮料等等，同时又有可数名词和不可数名词之分。通过图片展示各种水果、蔬菜、肉类、食品、饮料等让学生进行归纳分类，学生很快就能对这些食品进行分类。可数名词有水果、蔬菜、部分食品，不可数名词有肉类、部分食品、饮料等。一目了然，学生看的清楚，记的牢固，自然对单词记忆产生了浓厚兴趣，同时也培养了学生观察、记忆、思维、想象、创造和自主学习的能力。

再次，通过语境练习进行记忆词汇，提高词汇的复现率。如本课学习运用句型What would you like? I’d like some noodles.通过学习运用这种句型使学生既记忆了词汇也学习了句型。学生在操练句型时，可以把他们分成小组。通过小组进行练习句型，并且给表现出色的小组加分，或是画小红花，小红旗等。促进小组的合作意思，增强小组的集体意识，培养学生的小组合作能力和学习探究的能力。

词汇教学是英语学习的重要任务，也是英语课堂教学的重要内容。目前初中英语课本词汇大量增加，大大增加了学生的记忆负担。因此，我们老师要努力探索词汇教学的好方法，努力培养学生学习英语的兴趣和积极性，提高学生英语的应用能力和交际能力。

第二篇：七年级下册英语第一单元教学反思

七年级下册英语第一单元教学反思

南溪九年制学校 吉万欣

上完英语课后，我总会幻想着有一种方法法，能让学生轻轻松松把英语学好，哪怕自己多花点精力和时间。有时想来，自己的教学效率实在是太低了，一个问题重复了好几次，可学生还是一问三不知，我不由地怀疑自己的教学方法。

与此同时，这段时间我会抽出点晚自习的时间让学生记忆我指定的单词。首先领读，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提高了。而且正确率也提高了不少，包括那几个后进生都能有所获。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。

有天吃早餐，我突发奇想，是不是应给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点毋庸置疑。对于我我们的学生来说，典型的句子同样需要积累，句子背下来，在用的时候就可以举一反三，就像语文中背诵范文一样。对于我们这些基础较差的学生来说，他们在交际时需要模仿。在他们的记忆库中要贮存是十分必要的。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基础较好的学生，很多学生只是充当观众。让学生死记硬背是不对的，但不让学生背也是不对的。

第三篇：七年级英语下册十二单元教学反思

Unit 12what did you do last weekend?

(2a-2c的课后反思)

在本课时的设计中，我采用多种教学方法给学生创造一个活泼愉快的课堂，通过不同的教学方式去呈现教学任务，不脱离课本却又高于课本。学生能掌握主要内容和课时难点。反复操练重点句型，训练学生的听说读的能力，使得学生积极参与课堂活动当中。学生参与面广, 不同层次的学生均有所获。基础较差学生能运用所学句型进行简单的交际练习。英语能力较强的学生则进行了阅读短文回答问题和口头练习,语言能力拓展达到一定深度和广度。从而提高了学生的整体水平。

通过本节课的教学实践,我认识到教学成功与否,学生掌握程度如何,关建在于教师如何创造性地设计课堂教学。任务的设计要体现多样化和层次感;面对不同的学生群体,任务的难度系数是可以调控的;而面对同一群体里的不同程度的学生,教师可以抓住学生的心理特点,一开始就用他们乐于参与到课堂中去,调动学生的积极性和主动性,同时起到了复习的作用.在复习完What did you go?和How was your school tirp?后,再次引入free talk “a weekend”,更进一步活跃课堂增加生生互动,同时起到新旧知识整合的作用.在目标语言的呈现方面,采用了让学生自己找语言点的办法和老师提问的办法，让学生掌握主语+动词过去式+其他。结构，在听，说能力训练的同时，本节课对读，写能力训练也设计了一定内容（pairwork homework).总之，本节课注重初中学生的心理特征，设计活泼，有趣，参与性强，参与面广的课堂活动，注重师生互动，强调新旧知识的结合，在强化听，说能力的同时，也进行了必要的读写训练。使各项能力平衡发展，而且让学生通过谈论通过讨论将来的职业，让学生从小树立远大的生活目标，通过小组活动，启发学生思维，培养合作意识。

第四篇：七年级语文下册第三单元的教学反思

这个单元展示了一幅幅童年生活的画卷，它们均是作家奇思妙想的产物。四位作家展开想象的翅膀带领读者飞翔，从人间到天上，从事物到人物，从现实到未来，在读者眼前展现了一幅幅五彩缤纷，瑰丽神奇，如梦如幻，抑或光怪陆离的画卷，令人赏心悦目，神思飞扬，忍俊不禁，叹为观止。教学本单元重视了培养学生良好的语感和整体把握的能力；启发引导学生初步认识“联想”“想象”和“夸张”的作用；欣赏课文中生动的描写和故事情节，增强对文学作品的阅读兴趣；给学生插上想象的翅膀，在阅读和写作中让思想自由地飞翔。要引导学生反复朗读，细细地品味，或扮演角色体验，体会其生动优美的语言，进入其奇妙深邃的意境，认识其鲜明独特的意象，感知其丰富多彩的内容，解读其含蓄深刻的思想。要注意熏陶感染，提高学生的文化品位和审美情趣，激发其热爱生活、热爱大自然，追求幸福、追求光明的热情，培养其善良正直乐于奉献、顽强执着、诚实勇敢的品格，使学生逐步形成积极的人生态度和正确的价值观。

怎样实现以上单元教学目标呢？

一、引导朗读、感知、品味，激发想象力，增长语文知识。本单元课文文质兼美，朗读在本单元的教学中尤其具有重要意义。人事物景宜在朗读中感知，优美的语言宜在朗读中体会，思想意义宜在朗读中解读，语文知识可在朗读中掌握，良好的语感可在朗读中增强，整体把握、独特体验等语文能力可在朗读中提高。在感知、体会、解读中，想象力可以得到调动和激发。朗读采取教师范读，教师带读、师生分读、学生朗读、自由选读等多种形式。尊重学生个性，满足学生不同需求。在意象的感悟和思想内容的理解方面尤其要尊重学生的独特体验。

二、演示多媒体课件，使学生提升想象力，看到想象力的发展空间。精心设计好多媒体可件，并安排好演示的最佳时间。在“引入”的环节就演示课件，在激趣上也许可以收到良好的效果。但这样往往会局限甚至代替学生的想象，使学生的想象在意境、意象、构图、色彩等方面，难以跳出课件已展现的“框框”。在学生朗读、感知、品味、想象的基础上演示多媒体课件，则可以使学生看到自己想象力的发展空间，产生发展需求，提升想象力。还要让学生明白牢记：不管联想和想象的翅膀怎样高飞远翔，始终只有一个目的—表达作者心底的情感和愿望。

三、指导分角色朗读或表演课本剧，运用想象力，培养良好情操和良好品格。要让学生在朗读中认识感悟理解，还要让学生学会把自己的认识感悟理解通过朗读表现出来，用抑扬顿挫、高底缓急、感情色彩鲜明的声音，充满想象力和创造性朗读，去因营造意境，渲染气氛，演绎故事，塑造形象。要感动他人要先感动自己，这就要求朗读者除了认识感悟理解，还要产生真情实感，并移情入文，移情入事，移情入人，移情入景。这是一个循序渐进、逐渐提高的过程，初一学生不可能一不到位。教师必须重视这个过程。因为，这个过程，正是熏陶感染、潜移默化地培养和形成学生美好情操与良好品格的过程。对未担任角色的同学来说，这个过程，则是一个学习观摩、培养兴趣、找到差距、被感动、被教育和提高欣赏评价能力的过程。

四、本单元课文与初一学生的生活实际和情感体验有较大的距离，有些语句有较大的理解难度。如《蔚蓝的王国》中的“........周围的一切：天空、海洋、微微飘动的风帆，船尾潺潺的水流-----------一切都在倾诉着爱情，倾诉着无比幸福的爱情！”启发引导，化难为易，让学生理解其含义。如果“跳”过去，则会影响对课文的完整理解；如果由教师直接“讲”出来，则弱化了思维训练，也取消了学生阅读“过程”的美感体验。

第五篇：七年级英语下册第10单元教案

仁化二中 Orla 单元整体说明

I． 单元教材分析

本单元是九年制义务课程标准实验教科书七年级英语下册第10单元教案。本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“Where did you go on vacation?“ ” Did you go to the beach? Yes，I did．No，I didn’t．”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。II．单元知识结构（1）词汇：

museum, exam, New York City;Central Park，exam，were，rainy，delicious，crowded expensive，cheap, water, cry, feel, corner, back, decide, the Great Wall, the Palace Museum, Tian’an Men Square.etc（2）句型: Where did you go on vacation? I went to summer camp． Did she go to Central Park？Yes，she did．No, she didn’t。How was the weather? It was humid.(3)语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。III．单元总体目标

1．Master the vocabulary 2．Master and use：Where did you go on vacation? I went to summer camp· Did she go to Central Park？ Yes，she did．No, she didn’t 单元教学重难点一览 重点 难点

1．Vocabulary and Expressions2.Grammar Focus：Where did you go on vacation？I went to summer camp.Did she go on Central Park？Yes, she did．/ No, she didn’t Use the simple past tense to talk about activities that happened in the past in English with the following sentences：Where did you go on vacation?Did you go to„？Yes.„ /No，„ IV.单元学情分析

学生在第九单元已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。假期活动Such as;take a trip,go to summer camps, go fishing, go swimming, and so on接近学生的生活，They are all interested in talking about it.本节公开课的内容是Section B的2a,2b,3a,3b部分，第4课时。Section B

（二）I.教学内容

Section B中2a．2b．3a,3b.II.教学目标

(1)知识与能力（Knowledge Objects）

1．Match the vocabulary：delicious, awful expensive, inexpensive, crowded，felt, corner, walk, the Great Wall, Tiananmen’s Square, the Palace museum, Hutong 2.Master and use：Where did Vera go on vacation? Did Vera like the vacation? How were the stores? They were very expensive.（2）能力目标：（Ability objects）

Train students’ listening and writing skills.Train students’ speaking skill and reading skills.（3.）道德目标：（Moral Object）People often can’t help buying something they really don’t need on holiday.So think before guying.(2)过程与方法

通过多媒体图片大量练习句型，提出问题，解决问题，体现师生互动。引入本课，设置会话情景来激发学生兴趣，调动其学习主动性。利用情感态度价值观 教育学生热爱生活，积极参与班级集体活动。（3）教学重、难点及教学突破 重点： 1．The vocabulary：water, cry, feel, corner, back, decide, the Great Wall, the Palace Museum, Tian’an Men Square.etc 2.language：Where did you they he she go on vacation? I＼They He＼She went to Japan．

How were the museums/ people /stores? They were crowded expensive /friendly． 难点：

Use the language to talk about past events． 教学突破：

对于本课的单词短语通过多媒体图画和设置的情境来引出学习。

Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。教学准备

教师准备：录音机、磁带、课件 学生准备：预习生词和课文。教学步骤

教学步骤、时间 教师活动 学生活动 电脑应用 Step 1Organization（1’）Organize Ss by greeting each other.Greeting to T.Step 2 Revision（5’）1.Review some adjectives:Ask：What do you think of this book?Is it interesting?（通过对话引出前一节课所学的形容词expensive 等，知识回忆）Ask Ss use these words to make some sentences.2.Review the target language of this unit, through showing Ss some picturesAsk: Look at these pictures,and answer my questions:A: What did he / she / they / do over the weekend?B: Where did he / she / they / go on vacation? Answer the questionstogetherSay：It’s expensive． One by one Ss stand up and answer these questions.One by one Ss stand up and answer these questions.多媒体体图片多媒体体图片

Step 3Listening(2a)(4')1． Point out the two questions.Say: After you hear the conversation, please answer these questions.2． Read the questions to the class.3.Play the recording the first time.Students only listen.This time say, listen to the recording and write the answer to each question.3.listen to the recording the second time.correct the answers.1．She went to Tokyo.2.Yes, she did.TapescriptGirl: Hi, Vera , How was your vacation?Vera: It was great！Girl: Where did you go?Vera: I went to Tokyo with my family.Girl]: Really? Wow！What did you do there?Vera：Well, we went to a lot of museums.Girl: Oh, how were they？Vera: They were really interesting.But they were also very crowded.Did you meet any Japanese people?Vera: Yeah，the people were really friendly．My parents have some Japanese friends，and we had dinner at their house．Girl：How was the food?Vera：It was delicious．I love Japanese food． Ss listen to the tape and fill in the blanks.Ss check the answer together.Use computer show Ss the form of the listening.Show Ss the answers of 2a.Step 4Listening(2b)(7’)This activity provides furtherlistening practice using the target languageCall attention to the chart.Read the words in the chart：Her vacation, the museum the stores，the people，the food．Point out the sample answer.Say，What does Vera think of her vacation? It was great.Play the recording.Play the recording a second time．Ask students to finish filling in their answers and to check their answers．Correct the answers．Answers．vacation-greatpeople--friendlymuseums一interesting, crowdedfood--deliciousstore一expensivedelicious relaxing Listen.Then answer．Listen and write.Then discuss the keys in pairsRead and practice in pairs.Read aloud.then discuss the keys．Listen and fill in thechart．Then discussthe keys． RecorderUse computer show them the answers.多媒体多媒体

Step 5Pair work(10’)Use the target language to make a diologue talk about your own vacation.This activity provides guided oral practice using the target language．Call attention to the question words．Practice with a student to make an example for the class ．Ask Where did you go on vacation? Say，please work in pairs．As students talk，move around the roomoffering pronunciation and language support as needed． Pair WorkSs work in pairs and use the target language to talk about their own vocation.Sptep 5Reading(12’)3a 1．Let the students read Kim’s travel diary and find the new words．2．Teach the new words: water ,cry, feel, corner,etc.Explain the meaning and the usage of the new words．Let the students write the new words．3．Say，Now read the diary and circleall the good things about Bob’s holiday．Underline all the bad things.Ask them to notice the description words that tell them whether something is“good”or “bad，” You may want to ask a student to tell you what the first“bad thing” was.4．Check the answers．AnswersGood things：The weather(great)The beach(beautiful)Playing in the waves(fun)Helped the small boy find his father(happy)Playing tennis(really fun)Eating Sichuan food(delicious)Bad things：Shops were too crowedMuseum(boring)No money for taxi/walking back tohotel（tired）5．The teacher tell the students the methods of writing the diary.Read Bob's travel diary and find out the new words．Read the new words after then write them in the notebooks．Read again and finish the activity individually.Then discuss in pain:Read aloud，Then read the diary，try to learn the key words by hearts.Check the answers.Show the main points to SsShow Ss the good things and the bac things on computer Summary(5’)Sum up the main points of this class and do some writing practice to consolidate the knowledge we learned.Ss do the exercises.Show the exercise on computer Homework（1’）Imagine you are an American student on vacation in Beijing.Writea travel diary.Show the exercise on computer

本课小结

本节课总共学习了7个新单词以及复习巩固了where和how句式。通过本节课的学习，学生能熟练地用英语表达自己的感受，培养了他们热爱集体活动的情感。练习设计 随堂练习

Fill in the blanks: 1.We(not have)a good time because it rained heavily.2.It(be)sunny and hot yesterday.3.His words made me(feel)unhappy.4.They had great fun(play)soccer yesterday.5.He helped me(find)my lost book.板书设计

Unit 10 Where did you go on vacation? 1．water, cry, feel, corner, back, decide, the Great Wall, the Palace Museum, Tianan Men Square.etc 2．What did you do over the weekend? Where did Vela go on vacation? How were the stores?

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