第一篇：七年级下册外研版英语全册书单词表
七下：M1
1、蜡笔
2、橡皮擦
3、手套
4、钱包
5、表；(通常指)手表
6、谁的
7、首先；第一
8、失去（原&过）
9、发现；找到（原&过）
10、失物招领箱
11、我的（名物代）1213、录音带；录像带 1415、她的（名物代）1617、小心(对待)…
19、从现在开始 2021、照相机 2223、移动电话；手机 2425、匆匆忙忙
27、飞机 2829、为什么 3031、百
33、寻找
35、奇怪的 3637、鸭 3839、香肠；腊肠、你的；你们的（名物代）、紫色的，紫红色的；紫色，紫红色、仔细的；认真的；小心的
18、从某时刻起、(用于刚找到某人或某物时)在这儿…、电话；电话机、失物招领处
26、丢下；遗忘（原&过）、出租车、机场；航空港
32、几百；成百上千
34、千、船、猪 七下：M2
1、演奏；弹奏
2、网球
3、钢琴
4、骑；乘（原&过）
5、俱乐部
6、学期
7、布告板
8、想要；希望
9、噢；喔
10、所有的；全部的
11、仅此而已
13、担心…
15、那么；就 1617、开始；开端
19、乐意的 21承诺；保证 2223、健康的；强健的 2425、球；球类游戏 2627、队伍；球队 2829、得分；成绩 3031、确信的；有把握的 3233、正如；正像
35、放飞(风筝)；飞行；乘飞机（原&过）
37、游泳（原&过）
12、焦虑；担心
14、教；讲（原&过）、班长；监督员
18、与某人相处融洽 20、乐于做某事、快的，快速的；快地，快速地、就；正好、运动项目、最好的、整齐的，整洁的；收拾，整理、每个人
34、美的;美丽的、风筝
36七下：M3
1、复习；练习
2、野餐
3、家务劳动
4、在……时候
5、其他；另外
6、没有人
7、在…点钟
8、没有什么;没有东西
9、愚蠢的；傻气的
10、极好的
11、面向未来的；向前
13、迷；支持者
15、球衣；(男式)衬衫
17、运动员；选手 1819、赢；获胜（原&过）
21、我自己 2223、5月
25、迟的，晚的 2627、散步
29、第二 3031、垃圾 3233、暑假
35、澳大利亚的 3637、观光
39、早的，提前
12、盼望
14、交朋友、为…喝彩、希望 20、过得愉快、在…期间
24、五一劳动节、步行；走
28、乡下；乡村、收集、娱乐；乐趣
34、营地；帐篷、观光；游览
38、海滨;海滩
七下：M4
1、粉笔
2、直尺
3、拿；带
4、改变；变化
5、每样事物；每件事；所有事物
6、将来；未来
7、将来
8、生活；生命
9、需要
10、将；将要；将会（原&过）
11、也许
12、询问；问
13、问题 1415、水平1617、能够做…
19、不再…（长的）
21、天空；空中；空气 2223、机器 2425、机器人 2628、交通 2930、交通堵塞
32、真的；真实的
34、(用于介绍某人或某物)下面
36、汽车轿车 3738、到处；处处 40、进入…里面 4142、繁重的；沉的 4344、容易的 4546、小时 4748、升起；上升、用；靠；乘(交通工具)、能够…的
18、更加，更；更多的 20、(时间)空闲的;空余的、陆地、雨，雨水；下雨、海；海洋
27、太空；空间、堵塞；拥挤
31、风
33、(希望、梦想等)实现，成真
35、自行车、便宜的
39、不仅…而且…、长的；长时间的、轻的；轻松的；少量的、(有关)工作的、短的；短暂的；矮的
49、和；又；也
七下：M5
1、市场
2、超市
3、饼干
4、柠檬
5、草莓
6、母亲节
7、尺码；号
8、穿(某尺寸的衣服或鞋子)（原&过）
9、可以；可能（原&过）
10、尝试;试穿;品尝
11、试穿
13、别急；稍等一会
15、价格 1617、新鲜的 1819、任何人 2021、在任何地方；往任何地方
23、支付；付钱 2425、产品 2627、安全的 2829、在线的 3031方式；道路
33、几乎；差不多 3435、后来；以后 3637、外出；离开
39、通过；超过
41、(同一群人或物中)一个
12、当然；行
14、降价出售、看起来；显得、有利条件；优势、任何东西；任何事情、比较、邮寄、收到；接到、几个；一些、购物
32、…之一、某事物;某种东西、营业的；开放的
38、外出；游玩 40、总有一天 22七下：M6
1、银行
2、博物馆
3、沿着
4、越过
5、穿过
6、在…的对面
7、游客
8、原谅；谅解
9、劳驾，对不起(用于礼貌地引起某人的注意)
10、街道
11、换方向 1213、导游手册；旅行指南 1415、好了(用于变换话题或活动)；是的；好
17、可以；能 1819、搭乘，乘坐；把(某人)带往 2021、广场 2223、著名的 2425、从…出发 2627、在…上方；在…之上 2829、(天气)晴朗的 3031、铁路 3233、教堂 3435、高的
37、沿着…而去 3839、车站
七下：RMA
1、马、第三、书店
16、为什么不…呢?、地铁、(短期的)参观，游览;旅行、中部，中间；中等的，中部的、油画；绘画、米、河；江、桥、路过(某物或某地)；越过、结束；完成
36、邮政局、沿着
七下：M7
1、出生（动词bear的过去分词）
2、严格的；严厉的
3、友好的
4、初等的；初级的
5、小学
6、城镇；市镇
7、美国
8、村庄
9、友好的；亲切的
10、乖的；守规矩的
11、难对付的 1213、卧室 1415、起居室；客厅
17、海岸 1819、商店
21、厌烦的；厌倦的 2223、舒适的；舒服的 2425、(星期、月份等)最近过去的 26
七下：M8
1、头发
23、森林
45、在…上；到…上
7、决定
9、篮子
10、浴室、花园
16、东面的，东部的；东方、以前 20、电影院、总统、湖、(在)昨天、金色；黄金；金牌、一次；一回
6、从前
8、散步、注意到
11、独自一人的
12、黑暗的
13、采；摘
14、拿起；举起
15、立刻；不久
16、迷路的
17、环绕着；围绕
18、小的
19、往；向；朝…方向 20、敲
21、门
22、应门；回答
23、推 2425、碗 2627、合适的；恰当的 2829、也(不)3031、破碎
33、返回；归还 3435、起初；首先
37、指着…
39、跳 4041、部分；地区；地方
七下：M9 1、3月 23、6月
5、国庆节
6、进入、感到饿的；饥饿的、吃完；喝完；用尽、部件；碎片；一件，一个，一张
32、睡着的、哭；喊叫
36、指向；指
38、高声说；大声喊、无；没有、4月
4、妇女节、儿童节 7、7月 8、8月 9、9月 10、10月 11、11月 12、12月
13、作家
14、发现；查明；弄清
15、真实的；真正的
16、在…岁时
17、报纸
18、准确的；确切的
19、日期 2021、在19世纪60年代
23、诗歌 2425、成功的 2627、建造（原&过）2829、火；火灾 3031、富有的 3233、世界各地
七下：M10
1、太平洋的
23、猜；猜测
45、哇；噢 67、放松 89、法国的，法语的；法国人，法语、成为（原&过）
22、剧本；戏剧、结婚、作品；著作、在…河边、死；去世、语言
34、年轻的、这么，那么(用于强调质量、感觉或数量)、激动的；兴奋的、到达、举世闻名的、卖；出售
1011、顶端
12、直到…为止
13、电灯
14、在使用中；开着的
15、绝妙的；了不起的
16、宫殿
七下：M11
1、鞠躬；弯腰
23、摇晃（原&过）
5、微笑 67、德国人；德国的 89、俄罗斯人；俄罗斯的11、俄罗斯 1213、点(头)1415、拥抱；紧抱 1617、互相；彼此
19、一起；共同 2021、触摸；接触 2223、手指 2425、膝盖 2627、嘴；口 2829、外国的
31、个人的
32、吻；亲吻
4、握手、英国的，英国人的、日本人；日本的、游客；观光者、什么(表示惊奇)、头；头部、各个；每个
18、印度、毛利人的、鼻子、脚；足、腿、身体；躯干 30、北美人、臂；手臂 1033、臂挽臂地
34、南美人
35、握着；使不动（原&过）
36、移动
37、不列颠；英国
38、一点也不
39、礼貌的 40、某处；某个地方
41、挥(手)
42、事实；细节
43、事实上
44、粗鲁的；无礼的
45、带来（原&过）
七下：M12
1、活泼的；轻快的
23、吵闹的
45、摇滚乐 67、小提琴 89、由…创作；被;由 1011、两个；两者 1213、声音 1415、相信 1617、中心 1819、经典的；古典的 2021、作曲家 2223、华尔兹舞(曲)、现代的、流行的；受欢仰的（长的）、声音、西方的、穿过、歌剧、鼓、乐手；音乐家、欧洲的、世纪、年长的
24、舞曲
25、又一个；再一个
26、(写作、音乐或艺术的)作品
27、贫穷的
28、完美的
29、令人悲伤的；令人难过的
七下：RMB
1、慢的
23、船、感觉；觉得（原&过）
第二篇：外研版七年级英语上全册常用短语归纳教案
外研版七年级英语上全册常用短语归纳教案
1.Stand up, please.2.Good morning.3.sit down, please.4.Good afternoon.5.I’m Susan.6.What’s your name?
7.See you tomorrow.8.say goodbye to….9.greet each other.10.around the world.11.Music Room
12.Computer Room
13.Art Room
14.This is Feifei
15.How do you spell your name?
16.She’s my friend.17.That’s right
18.①(It’s)nice to meet you.②(I’m)happy to meet you.③(I’m)pleased to meet you.19.introduce Tom to Peter.20.come and meet my friend
21.family name
22.given name
23.Student Card
24.①（I’m）sorry ② Excuse me
25.What’s two and three?
26.Try again
27.how about …./ what about…..28.Let’s…=Let us….29.go out
30.call sb.31.Can I come in, please?
32.take one’s seat
33.ask sb.to do sth.34.tell sb.to do sth.35.go to…..36.go back to…..37.in English
38.an eraser
39.the name of sth.40.on the blackboard
41.Who’s that?
42.Who are they?
43.say hello to….44.Peter’s parents
45.How do you do?
46.an American family
47.a Japanese family
48.an Italian family
49.want to do sth.50.Here are the animals
51.look at the…..52.What a big pig!
53.eight years old
54.a picture of …..55.lots of…= a lot of…..56.at the zoo
57.be late for….58.have lunch
59.It’s time to do sth.60.go home
61.get up
62.start school
63.the same time
64.go to bed
65.do one’s homework
66.have breakfast
67.have dinner
68.Thanks a lot
69.That’s OK./ That’s all right.70.go to school
71.on the chair
72.under the table
73.in the kitchen
74.living room
75.pencil case
76.some books
77.computer game
78.mobile phone
79.live with sb.80.I don’t have any…..81.be married to sb.82.two children
83.over there
汉语对照：
1、请起立
2、早上好
3、请坐
4、下午好
5、我叫Susan。
6、你叫什么名字？
7、明天见
8、向…告别
9、彼此问候10、11、12、13、14、15、16、17、18、19、20、21、22、23、24、25、26、27、28、29、30、31、世界各地 音乐室 电脑房 美术室 这是菲菲 你怎样拼写你的名字？ 她是我的朋友 那是对的 见到你很高兴（三种）把Tom介绍给Peter 来见一见我的朋友 姓 名 学生卡 ①对不起②打扰一下 2加3等于几？ 再试一试 …怎么样？（两种）让我们… 出去 给…打电话 请问我能进来吗？33、34、35、36、37、38、39、40、41、42、43、44、45、46、47、48、49、50、51、52、53、54、55、56、57、58、59、60、请求某人做某事 告诉某人做某事 去… 回到… 用英语（表达）一块橡皮 某物的名字 在黑板上 那是谁？ 他们是谁？ 向…问好 Peter 的父母亲（初次见面时）你好 一个美国的家庭 一个日本的家庭 一个意大利的家庭 想去做某事 这儿有一些动物 看着… 多大的一头猪啊！八岁 …的一幅画/照片 许多…/ 大量的… 在动物园 迟于…，晚于… 吃午餐 到做某事的时间了 回家62、63、64、65、66、67、68、69、70、71、72、73、74、75、76、77、78、79、80、81、82、83、开始上学 同样的时间 上床睡觉 做某人的家庭作业 吃早餐 吃正餐；吃晚餐 多谢 不用谢；没关系 去上学 在椅子上 在桌子下面 在厨房里 起居室；客厅 铅笔盒 一些书 电脑游戏 手机；移动电话 和某人一起生活 我没有一些… 和某人结婚 两个孩子 在那边
第三篇：新外研版四年级英语下册教案全册
四年级英语下册教案
一、指导思想
激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立初步的学习英语的自信心；培养学生一定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简单日常交流和书写，为进一步学习打下基础。
二、学情分析
我所教的四年级二班的学生共14人，通过一年的学习，大部分学生已经入门，开始进入状态，对英语的学习产生了浓厚的兴趣。但也有个别学生由于平时没有养成良好的学习习惯，课堂学习效果较差，对于他们要因材施教，注重差异，找出优缺点，本学期及时改进，共同进步。
三、教学目的、任务
1、提升学生学习英语的兴趣，养成良好的朗读书写的习惯；
2、发音准确、朗读流利，准确掌握书中的重点内容；
3、能够进行简单的日常用语的交流；
4、能够用简单的句子进行写作；
5、熟练掌握所学歌曲、chant等
6、了解西方文化，初步知道课文的文化背景。
四、教学重点难点 1．重点：
（1）提高课堂效率。
（2）养成良好的听英语、读英语、说英语的习惯。（3）发音清楚，语调正确，书写工整。
2．难点：使英语基础差的学生提高听、说、读、写的能力，全面提高英语成绩。
五、方法措施
1、认真备课，钻研《新标准英语》教材，进行课堂的有效教学，提高课堂效率，做到当堂内容当堂掌握。
2、创新运用各种不同英语教学法来辅助教学，如：情景教学法、直接教学法和TPR全身反应法，并开展一些有趣的活动、游戏让学生在轻松的氛围中学习英语。
3、创设英语情景和环境，使学生们在一定的英语语言环境里习得“第二语言”。做到“生活中有英语，英语中有生活”。
4、鼓励学生大胆说英语，肯定他们的进步（尤其是英语基础不好的学生），树立学生的信心，培养学生朗读和书写的习惯。
5、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。帮助英语基础不好的学生，提升英语基础好的学生。
6、多教授chant和歌谣或小故事等促进学生多单词和句型的记忆。充分利用教科书中的课文创设栩栩如生的情景，为学生提供使用英语进行交流的机会。
7、课堂尽量英语化，打好每名同学的英语基础，重点提高差生的英语功底，同时适当地补充些课外内容，强化口语和应试能力，对每一单元的内容力争人人过关。
8、练习形式多种多样，手、脑、眼、肢体并用，静态、动态结合，基本功操练与自由练习结合，单项和综合练习结合。通过大量地实践，使学生具有良好地语音、语调、书写和拼读地基础，并能用英语表情达意，开展简单的交流活动。
六、教学进度：
教学内容
课时
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Review Module1-3
Review Module4-5
Mid-term Examination
Module 7
Module 8
Module 9
Module 10
Review Module 6-8
Review Module 9-10
Final-term Review
2Final-term Review
Final examination
Module 1
Unit 1
she’s a nice teacher.教学目标： 知识与技能：
1.Words and phrases: nice a bit shy clever naughty
2.Sentences: This is Ms Smart.She is a nice teacher.3.Grammar: Using adjectives to describe person.过程与方法：单词、课文
情感、态度和价值观：描述一个人或物的特征 德育目标：用适当形容词描述人和物 教学重难点：
重点：1.Words and phrases: nice a bit shy clever naughty
2.Sentences: This is Ms Smart.She is a nice teacher.难点：Grammar: Using adjectives to describe person.教学方法：讲授、形容词的学习
教具准备：点读笔、图片、教学挂图、单词卡 教学过程：
（一）导入：Song: There are twelve months in the year.B: Free talk: Talk about your holiday.（二）探究新知Step one:
1、:利用CAI课件, 出示本单元主人公的头像，介绍主人公，以此引出本单元新单词：nice a bit shy clever naughty 出示卡片，学习新单词。
2、Learn the new lesson.Step one: Listen to the tape.Try to read the text.Translate the sentences.Listen to the tape again, read follow the tape.Read the text, boys and girls.Step Two: Talk about the pictures.Close your books, show the pictures(parrot，Xiaoyong，Maomao，Ms Smart)Example :(1)This is Parrot.Parrot is a very naughty bird.(2)This is Xiaoyong.He’s a clever pupil.Step Three: Using adjectives to describe person.利用实物投影展示学生带来的照片。(Describe the person using the adjectives
（三）巩固新知Game: 接龙游戏 Example: A: I’m XiaoLan.I’m a bit shy.B: XiaoLan is a bit shy.I’m ZhangYong.I’m very nayghty.C: ZhangYong is very naughty.I’m Jim, I’m a nice boy.（四）小结：用简单方法介绍人和他的特征。
（五）Homework:抄写新单词，每个单词抄写4遍。板书设计
Module 1
Unit 1 she’s a nice teacher.nice a bit shy clever naughty
This is Ms Smart.She is a nice teacher.Unit 2 He’s cool.教学目标： 知识与技能：
1.Words and phrases: cool little cute.2.Sentences: This is this is my big brother, He’s cool.过程与方法：对比、家庭成员的特征
情感、态度和价值观：根据每个人的特征并用适当的词来修饰。德育目标：培养对家人的关心和爱护。重点：Words and phrases: cool little cute.难点：Sentences: This is this is my big brother, He’s cool.教学方法：讲授、对比
教具准备：点读笔、图片、教学挂图、单词卡 教学过程：
（一）导入：Song: Row Row Row your boat.B: Free talk: Using adjectives to describe the poem.（二）探究新知Step one: Warmer: Using the adjectives to describe your classmates.Example: ① This is Xiaoyong.He is a clever pupil.② This is Yuanjiaqi.She’s very clever, but she’s a bit shy.Step Two: Listen and point.(1)Point out the different meanings of the word ―cool‖.In this unit, ―cool‖ means fashionable, and it is most commonly used to mean ―quite cold‖.The word ―cool‖ has other meanings as well, but they are ones that the students are unlikely to come across in the future.(2)Listen to the tape and underline the new words.Write down these adjectives on the board, and then learn these new words.Listen to the tape again.Read the text.Close your book.Use CAI shows the pictures of text.Choose some students to describe the pictures.Step Three: Listen and say, then say the poem and do the actions.Play the spoken version of the poem.And have the students.Repeat each line.Play the tape and have the students.（三）巩固新知Tell the students that they are going to work in groups of three or four.Do the AB unit 2.Game: Explain that they are going to play a game where they
have to whisper some information to their classmate.That classmate has to whisper the information to the next person.The last person.That person has to say that he she heard.Then, the other students listen carefully to find out if the message has changed at all.（四）作业布置Homework:抄写课文P5的句子
（五）小结：能用英语表述一个人的性格
板书设计：
Unit 2 He’s cool.mother---nice big brother---cool little sister---cute father---clever friend---naughty 教学反思：
Module 2
Unit 1 London is a big city.教学目标： 知识与技能：
Words and phrases: capital, about, beautiful, be from Sentences: I’m from London.London is the capital of England.It’s very big and very beautiful.Grammar: the present tense 过程与方法：单词、课文和对话
情感、态度和价值观：了解国外著名的旅游景点 德育目标：学语言就学她的语言文化背景
重点：Words and phrases: capital, about, beautiful, be from Sentences: I’m from London.London is the capital of England.It’s very big and very beautiful.难点：Grammar: the present tense 教学方法：讲授、对话
教具准备：点读笔、图片、教学挂图、单词卡 教学过程：
（一）导入：A: Chant: This is a little girl, and she has a little curl.And when she is good, she is very, very good.And when she is bad, she is very, very bad!B: Talk Free: T: Hello!Boys and girls.I’m a teacher.Are you a teacher? S1: No, I’m not.S2: No, I’m a pupil.T: Are you naughty? S3: No, I’m not.T: Are you clever? S4: Yes, I am.……
（反复操练，以此复习上节所学到的描述人物性格的单词：naughty, shy, clever, nice, cool.）
（二）探究新知 Step
一、导入
利用卡片教授“capital”，反复领读，读熟之后带入句子“London is the capital of England.”中。Then translate it into Chinese.找生用英语说出“北京是中国的首都。”鼓励学生踊跃参加抢答赛“说首都”，学生可以用中文说。
Step
二、新授
在愉快的氛围中，师告诉学生：“Amy 和Lingling 是同班同学。一天，Amy 带来了一本关于自己家乡—伦敦的书。Lingling 看见这本书后非常好奇，于是就请Amy 向她介绍伦敦的情况。现在我们就来跟 Amy 学一学怎样描述城市和景物。今天学习过后，请大家也来介绍一下自己熟悉的城市、地区或景物。
请学生听录音，听一听Amy 和 Lingling 之间的对话。师：“Where is London?” 生在地图上指出伦敦的位置。
再放一遍录音，让学生在自己的书上勾出描述城市的形容词（nice, big, beautiful, small）。
请学生根据插图和上下文猜一猜每个生词的意思。“beautiful”一词教师要反复示范，借助肢体语言帮助学生读清并理解这一单词。个别单词处理完之后，教师领读课文几遍。然后鼓励学生分角色大胆试读，教师及时给予表扬。新|课
| 标|第|一| 网
（三）巩固新知练习
完成SB 第一单元活动3。把全班分成两人一组，分别扮演 Amy 和 Lingling，进行问答练习。
例如：
1、A: What’s this?
B: It’s a book about London.It’s very nice.2、A: What’s the capital of England?
B: It’s London.（四）作业布置：抄写单词
（五）小结：去描述一个名胜古迹的特征 板书设计:
Module 2
Unit 1 London is a big city.It’s a book about London.London is the capital of England.Unit 2 It’s very old.教学目标： 知识与技能：
Words and phrases: long, wide, many, river, old, famous Sentences: This is the River Thames.It’s long and wide.Grammar: Using adjectives to describe cities and buildings.过程与方法：描述、对话
情感、态度和价值观：图览泰晤士河、大本钟、海德公园和伦敦塔桥 德育目标：通过图览这四个名胜古迹了解更多的地理知识 重点：Words and phrases: long, wide, many, river, old, famous Sentences: This is the River Thames.It’s long and wide.难点：Grammar: Using adjectives to describe cities and buildings.教学方法：描述、学歌
教具准备：点读笔、图片、教学挂图、单词卡 教学过程：
（一）导入：A: Song: Chant: This is a little girl.B: Talk about: Using adjectives to describe a person’s personality and London.（二）探究新知Step one、Warmer: Revise adjectives.Tell the students that I am going to say an adjective.They have to find something in their books that the adjective describes.Ask two or three students to say which object the chose.Example：T: It’s big.S1:(points to London)London.S2:(points to elephant)Elephant.S3:(points to Beijing)Beijing.Do more examples with the class.Step two、Listen, point and say:
1、Listen, point and find out the new words and underlime them.Then revise them using cards or pictures.(Write down these words on the board.)
2、After doing this, tell the students to close their books.I am going to say the first word of a two-word place name.These places are all in London.The students have to say the second word of the two-word name.Example: T: Buckingham…
Ss: …Palace.T: Hyde…
Ss:…Park.3、Have the students continue the activity in pairs.They should take turn to say the first word.4、Showing four pictures on the screen about “the River Thames”, “Big Ben”, “Hyde Park”, and “Tower Bridge”.(Write down these words.)The same time, I am going to read the text for the students.Have them remember the sentences.The second times, ask some students to introduce the pictures.5、Games: Guessing game.6、Do AB Unit 2 exercise 1.Quiz: Listen and say the answers.7、Showing AB Unit2 exercise 2 on the screen.Do this exercise together.（三）巩固新知Step three Practice
1、Do SB Unit2 activity 4.Listen and point.First, have students say something about these pictures.Then listen and guess which one is right.2、Do AB Unit2 exercise 4.Write about your school building.Step four、Learn to sing
1、Have the students look at the picture and describe it(children playing a game).2、Tell the students that this song, 'London Bridge is falling down' is a traditional English song.Explain that London Bridge is a very famous bridge in London.3、Play the spoken version of the song and have the students repeat each line.Play the tape and have the students sing the song.4、Explain the actions and have the class sing the song again.Choose some students to come to the front and play it.Let's see “Who is the winner?”
Have the students sing and do the actions after class.Games:
1、Guessing game
Tell the students that I am going to say adjectives and they have to think of some places in China that these adjectives describe.Example
T: Old.S1: Great Wall.S2: Palace Museum.（四）Homework：抄写课文第11页的句子，每句抄写2次。
（五）小结：了解英国的四大名胜古迹
板书设计Designs:
Unit 2 It’s very old.The River Thames
——
long and wide Big Ben
——
old and tall Hyde Park
——
beautiful Tower Bridge
——
famous and beautiful 课后反思：
Module 3 Unit 1 Robots will do everything.教学目标： 知识与技能：
1.Sentences: One day, robots will do everything.2.Words and phrases: robot
everything one day
housework
that
3.Using will to describe things in the future
过程与方法：Describing things in the future and talking about abilities 情感、态度和价值观：对机器人将来能力的期待 德育目标：要养成好习惯、自己的作业自己完成 重点：1.Sentences: One day, robots will do everything.2.Words and phrases: robot
everything
one day
housework
learn
our that 难点：Using will to describe things in the future 教学方法：讲授、对话
教具准备：点读笔、图片、教学挂图、单词卡 教学过程：
learn
our
（一）导入：(1)Warming up:---Greeting.Listen and act : e.g.wash clothes
watch TV
run
walk
play the flute
play football
jump
do homework
make a cake
row a boat play table tennis
(运用肢体语言来复习动词及动词词组，为本课will 的学习做好铺垫)
（二）探究新知(2)Presentation: Show a robot to the class and say “Today we’re going to talk about the robots.”
Describing the robots, it can sing.It can dance.One day, robots will do everything.(运用图片展示robot的含义)Ask to the students
“What else will the robots do?”
Show the CAI to students.(让学生看课件了解机器人能做什么不能做什么)
Now show the text to the students.Look at the book and ask.What can Daming’s robot do? Will robots do the housework?
Will robots help children learn?...Write the answers on the board: It can walk.Then drill this sentence and then change the word ―walk‖.Talk about the sentences:
They will do the housework.They will help children learn.Write the sentence on the board One day, robots will do everything.(用磁卡带替换动词及动词词组，让学生运用所学。同时理解one day的含义)Continue the words learning: housework help children learn… In groups, talk about the robots then report.（三）巩固新知(3)Practice: Do exercises in AB.In pairs act the text.Draw a robot and say what the robot can do.In pairs or in groups then report.Production: Look at Exercise 3 in the book and talk about what the robots will do in the future.Game: Guess what their robots will do.Then act.（让学生先画出自己的机器人，并展示给其他学生看，让其他学生猜一猜。运用任务并检查。）
（四）作业布置Homework: 抄写单词
（五）小结：动词一般将来时态也可以表示对未来的期待和预想 板书设计Design:
Module 3
Unit 1 Robots will do everything.It can walk.One day, robots will do everything.Unit 2 On Monday I’ll go swimming.教学目标： 知识与技能：
1.Words and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday 2.Sentences: On Monday I’ll go swimming.Will you play football on Monday? Yes, I will.../No, I won’t.过程与方法：课文、歌曲、游戏
情感、态度和价值观：一般将来时可以表示今后打算 德育目标：用将来时说出自己一周的打算
重点：Words and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday 难点： Sentences: On Monday I’ll go swimming.Will you play football on Monday? Yes, I will.../No, I won’t.教学方法：讲授和游戏
教具准备：点读笔、图片、教学挂图、单词卡 教学过程：
（一）导入：Warming up
Write the numbers1-7on the board.Write the words Monday to Sunday under the numbers.Have them predict the meaning of the words, Monday, Tuesday and so on.Point to the words and say them.Have the students repeat them.Now tell the students that you are going to say a day and they have to use an ordinal number and say which day is it.（二）探究新知Now point ,ask and answer Have the students suggest activities that they do and write a list on the board.e.g.play football, ride a bike, go swimming, read a book, watch TV, go to the cinema, go to school, walk in the park, play with a friend, do homework.Then draw the following calendar on the board: Monday Tuesday Wednesday Thursday Sunday Friday Saturday Have the students copy the calendar in their exercise book.They should write activities on the calendar.Then have the students work in pairs and tell one another what they will do on the seven day of the week.e.g.S1: On Monday I will watch TV.S2: I will do my homework on Monday.（三）巩固新知Listen and say ,then sing and clap Before singing the song Have the students look the picture and say what type of song this is.Have the children say the names of any clapping songs or games they know.Then act.While singing the song Play the tape and let the student listen to the melody.Then play the spoken version of the song and have the students repeat the line.Divide the students into seven groups.Asking each group a day of the week respectively.Have the students in each group write their day on a piece of paper.Explin that they must hold up their day of the week as they sing that word in the song, now have the class sing the song.（四）作业布置Homework：
（五）小结：一般将来时可以表示今后打算、还有will=’ll 板书设计Design
Unit2 On Monday I’ll go swimming
homework
家庭作业
help
帮助
Monday
星期一
Tuesday
星期二
Wednesday
星期三
Thursday
星期四
Friday
星期五
Saturday
星期六
Sunday
星期日
Module 4 Unit 1 Will you take your kite？
教学目标： 知识与技能： words and phrase：picnic take great ball why
beacause so 2 Sentence： We’re going to have a picinic
Will you take your kite？
Yes，I will./No, I won’t.3 Grammar: Talk about plan 过程与方法： 单词、课文和句型
情感、态度和价值观：正因为是春天、一野餐形式做准备
德育目标：春季是户外运动的好时机、劳逸结合、多到户外去运动。重点： words and phrase：picnic
take
great ball
why
beacause so Sentence： We’re going to have a picinic
Will you take your kite？ Yes，I will./No, I won’t.难点： Grammar: Talk about plan 教学方法：讲授、对话 教学过程：
（一）导入：A: Songs: London Bridge Following Down B: Free talk: Our school
（二）探究新知New concepts: Step1: Warmer: Teacher show some pictures about the ―Hyde Park
River Thames‖ S1: This is Big Ben.It’s very old and very beautiful.S1: This is Hyde Park.It’s very beautiful.S3:...Step2: Listen and point.T: It’s a ball.(Show the ball)I’m going to play ball.Will you play with me? S2: Yes, I will.T: I’m going to go to Hainain.Will you take a ball?(同时板书)S2：No，I won't.Step3: Teacher shows the cards about the new words.Students follow the teacher.The students read one by one.I play the tape and the students follow the recorder.S1: Will you go to Huanren tomorrow? S2: Yes, I will.S3: Tomorrow we’re going to have a Music lesson.S4: No, I won’t.Will和going to 的用法评出最好的一组。
（三）巩固新知Game：A： Two students play a game ．They choose one food or one object and do the action.S1: Will you take some noodles? S2: No, I won’t.S1: Will you take a cake? S2: Yes, I will.B: Four students look some pictures and tale about.A: We’re going to go to Hainan tomorrow.I will take my coat and my hat.Will you take your swimsuit?（用CAI）
B: No, I won’t.I’ll take my coat, too.Will you take your gloves? C: YES, I Will… D: 评出最佳一组给sticker
（四）作业布置：
（五）小结:通过简短的幽默对话初步接触动词的一般将来时 板书设计Design:
Unit 1 Will you take your kite? take
We are going to have a picnic.picnic
Will you take your kite? great
Yes, I will./ No, I won’t.ball why because so
Unit 2
Will it be hot in Haikou? 教学目标： 知识与技能：
1.Words: weather
hot
cold
sunny
snow
rain
windy 2.Sentences: Will it be hot in Haikou?
Yes, it will./ No，it won't.3.Using ―will‖ to describe weather in the future.过程与方法：Describing weather in the future and talking about weather.情感、态度和价值观：用英语进行对天气的预想 德育目标：养成学生有规律的生活习惯
重点：1.Words: weather
hot
cold
sunny
snow
rain
windy 2.Sentences: Will it be windy in Beijing? Yes, it will./ No，it won't.难点： Using “will” to describe weather in the future.教学方法：对话、说唱 教学过程：
（一）导入：Warming up: Look say and act: hot
cold rain sunny
snow
windy(复习学过的有关天气的形容词，为本课的学习打好基础）
（二）探究新知Presentation:
Show a map pf China.Write city’s name on the map.Show the cards of weather to students.And listen to the tape then point to the pictures.Draw the simple pictures on the board.And write the words.Learn the words and draw the pictures in the exercise books.(同时讲解 rain与 rainy 的区分)Show the robot to the students and say “The robots will do everything.So the robots will broadcast the weather, too.Now let’s act.Listen again and repeat the text then act(表演机器人天气预报员，以小组的形式操练句型)Show CAI to students.(看课件，模仿并跟读，引出本课的重点句子，板书句子。)
（三）巩固新知Practice: Game: Listen and stick.Listen to tape and stick the cards on map.（听一听，贴一贴的活动调动了学生的积极性，训练了学生的听做能力。它是让学生听到某地的天气情况，把相关的图片与城市连在一起。）
Do this game in groups or in pairs.Do the exercises in AB.(4)Production: Look at the CAI and ask ―What will the weather be?‖
（出示各种天气的课件，展开游戏，让学生运用 “Will it ______________? ” 来提问。）
In groups or in pairs to continue the game.（四）作业布置Homework :
（五）小结：问天气情况Will it be _________? 板书设计Design:
Unit 2 Will it be hot in Haikou? hot cold
Will it be _______in_________? sunny
Yes, it will./ No, it won’t.rain windy snow 课后反思：
Module 5
Unit1 I was two then.教学目标： 知识与技能：
The Ss can describe the past.Using the simple past tense.They were young then.I was two then.The Ss can grasp the new words and phrases.Using the simple past tense of the irregular verb ―be‖ to talk about the past.Cultivate the Ss’ cooperation.过程与方法：讲授、接触过去时
情感、态度和价值观：看图回忆过去 德育目标：有个家真好
重点：The Ss can grasp the new words and phrases.难点：Using the simple past tense of the irregular verb “be” to talk about the past.教学方法：讲授、接触过去时 教学过程：
（一）导入：Sing the song
“OH, we love holidays.”(调动学生的学习兴趣，营造英语教学气氛)Review some adjectives.E.g.tall, short;fat, thin;big, small etc.Have the Ss make the sentences with the pictures.(为后面的课文教学做铺垫)3.Free talk
Have the Ss talk about countries and their capitals(the USA an d China)
（二）探究新知Leading Take out a photo of my family.Then introduce it.―It’s old.Because I was four then.Look, there are my parents.They were young then.But now they are old.‖ Point to me and say ―I was fat and short then.Now you can look at me.‖ Then get the Ss to look at today’s story.(教师可以通过肢体语言及神情让学生领会这段英语的意思。)Write the sentences on the board.And mark ―were, are, was, is‖ ╱They were young then.╱ I was four then.╲They are old now.╲ Now I am thirty.Explain to the Ss.We usually use “were, was” when it’s the past.And using “are, is” when we describe the present.(板书明确，再通过句式操练，学生更容易理解，并加深印象。)3.Teach the words with the pictures.Then have the Ss say the sentences with the wards.―Grandparents are grandma and grandpa.‖
e.g.―Who are they? They are my grandparents.‖ Compare ―now‖ and ―then‖.Then say the sentences.Teach ―hair‖ with pointing to Ss’ hair.Explain ―Cute means very lovely‖
Listen to the tape.Then repeat.Have the Ss act out the story in groups.（三）巩固新知Point and say.Using the multi-media.Have the Ss look at the pictures.Then say the sentences with the present and the past tense.(教师运用多媒体课件教学，让学生感知语言内容，调动学生的视、听觉，参与学习中来。)2.Do the Activity Book.Tell the Ss to bring a photo of themselves or their relatives to class.The photo should show them or their relatives when they were young.Then have the Ss come to the front to show and talk about their photos.（四）作业布置
（五）小结Read and write the new words and sentences.Do Activity III.板书设计：
Module5
Unit1
I was two then.grandparents ╱
╲ grandpa
grandma hair
then
so who/hu:/
me/ mi: /
Now Then Grandparents are old.Grandparents were young.Lingling’s hair is long.Lingling’s hair was short.Lingling isn’t two.Lingling was two.课后反思：
Uint2 They were young.教学目标： 知识与技能：
Sentences: They weren’t old then.They were young.Grasp the simple past tense.And using the past tense to talk about some changes.Have the Ss say the chant.Have the Ss valve their time.过程与方法：讲授、过去时
情感、态度和价值观：说曾经辉煌 德育目标：用适当的形容词修饰
重点：Sentences: They weren’t old then.They were young.难点：Grasp the simple past tense.And using the past tense to talk about some changes.教学方法：讲授、过去时 教学过程：
（一）导入：Have the Ss retell the story.Check up Ss’ homework.(Activity IV)
Get the Ss to act out the dialogue.(Have the Ss interest in English)
（二）探究新知Leading
Describe the photos or pictures with comparing the present and the past.Tell the Ss ―wasn’t‖and ―was not‖ are the same.And ―weren’t‖ is the same as ―were not‖.Play the tape and have the Ss listen and find out the adjectives.And report them.(Review the adjectives and find out the differences)
Learn the chant.First, get the Ss to look at the pictures and describe them.(A small chick and two big fat hens.)Then play the spoken version of the chant and get the Ss to repeat the words then chant.（三）巩固新知Listen and repeat.Chant and do the mimes at the same time.Have the Ss do Activity IV.Look at the pictures.Compare ―now‖ and ―then‖.Then describe the pictures.(Cultivate the Ss’ oral English.)
4.Do the Activity Book.Have the Ss work in groups.Sa will act out Sb who was in many years ago.Then Sc will introduce the two Ss.Find out some changes with the past and present tense.（四）作业布置
（五）小结：接触一般过去时 板书设计
Unit2 They were young.They weren’t old then.weren't →were not They were young.wasn't → was not
A: Was it fat?
B: No, it wasn’t.It’s thin.课后反思：
Module 6 Unit 1
Were you at home yesterday? 教学目标：
知识与技能：Words and phrases: oldolder
youngyounger
strongstronger
than 2﹑Sentences: Samˊshorter than Lingling.3﹑Grammar: Adj.comparison 过程与方法： 单词、课文和句型
情感、态度和价值观：对一类的人或物进行对比 德育目标：对比是用确切的语言、特别是形容词的用法
重点：Words and phrases: oldolder
youngyounger
strongstronger
than Sentences: Samˊshorter than Lingling.难点：Grammar: Adj.comparison 教学方法：讲述、对话、对比 教学过程：
（一）导入：A: song: Monday Tuesday B: Free talk: Talk about two students like this: Lili is fat, Zhaoxin is thin.（二）探究新知Write the adj.of the students using on the blackboard.(big small fat thin tall short)Then tell students the adj.what we'll learn.Write them on the blackboard: Old
Young
Strong Learn to read and make sentences like this(Fengqi is strong.Zhongyao is old.)Then let 2 students stand up, Then say :(Fengqi is strong, Wang kunpeng is stronger.)Write ―er‖ behind strong.Students will understand the meaning.Make sentences like this.(Wang kunpeng is stronger than Fengqi.)(Xiaoxiao is younger than Lili.)(Lili is older than Xiaoxiao.)Show out the picture of Amy and Lingling, and handwriting: ―Module 5 Unit 1 Amy's taller than Lingling.‖
Show out two bags and let Ss make sentences with(bigger than).Show out two rulers and use(longer than).（三）巩固新知A game: Make more sentences about everything.(Eyes hands books and so on.)(Step 3)Practise:(Exercise 1 of Activity Book.Talk about pictures and Ss.)
（四）作业布置：
（五）小结：形容词比较级和句型：I am taller than Tom.板书设计Designs:
Unit 1 Were you at home yesterday? older
bigger younger
smaller stronger
fatter thinner
taller
shorter
Unit 2 Was it a big city then? 教学目标： 知识与技能：
Words and phrases: Mount Qomolangma
the Great Wall
the Summer Palace Sentences: The Changjiang River is longer than the Yellow River.过程与方法：看图说句子
情感、态度和价值观：对两个同一类的东西进行对比 德育目标：认识我国大河江山、从对比中发现她的美
重点：Words and phrases: Mount Qomolangma
the Great Wall
the Summer Palace 难点：Sentences: The Changjiang River is longer than the Yellow River.教学方法：对比 教学过程：
（一）导入：songs: Will it be windy? Free talk: talk about two Ss
（二）探究新知new concepts:(Step1).Draw a Chinese map on the blackboard.Point to Beijing and Tianjin, and then talk what is bigger.Handwriting:(Unit 2 Beijing is bigger than Tianjin.)Then let Ss try to say out the same meaning sentence.(Tianjin is smaller than Beijing.)Point to Mount Qomolangma and Mount Tai, talk and write:(Mount Qomolangma is higher than Mount Tai.)(Mount Tai is lower than the Mount Qomolangma.)Point to the Changjiang River and the Yellow River, talk and say:(The Changjiang River is longer than the Yellow River.)And the other sentence(The Yellow River is shorter than the Changjiang River.)Show out the pictures of the Great Wall and the Summer Palace.Look and learn.Then talk:(The Great Wall is older than the Summer Palace.)Listen and read the lesson.（三）巩固新知(Step 2)Make more sentences, talk about(Beijing and Shanghai Snake and chameleon„)(Step 3)listen and learn the poem.(Listen 3 times and try to chant.)Then have a race between two groups, and say out― Which group is goodbetterworse.‖ Write ―good
better worse‖on the blackboard.Let Ss try to say them.（四）作业布置：
（五）小结：对两个同一类的东西进行对比，用正确的形容词比较级句型 板书设计Designs:
Unit 2 Was it a big city then? Mount Qomolangma is higher than Mount Tai.The Changjiang River is longer than the Yellow River.The Great Wall is older than the Summer Palace.(good
better worse)课后反思：
Review Module Review from Module1 to Module3（复习模块）
Module 1 教学目标：
（1）知识目标：谈论点餐和就餐的情况。
（2）能力目标：激发学生学习英语的兴趣，让学生在轻松、愉快的气氛中学到知识。
情感态度：营造一个宽松、民主、和谐的教学氛围，使学生形成积极的学习态度。
教学重点：
1、操练句型 “What do you want? I want„„” “How much is it? It’s „„”
2、操练如何在快餐店里点餐。
教学难点：
1、句型 “I want„„”
2、正确运用“What do you want? I want„„” “How much is it? It’s „„” 针对本模块的教学重难点，主要是通过拟真情境让学生在民主和谐氛围的环境中学习，可以设计以下两个活动进行操练：
活动1：“快乐的服务员”，地点可高计为在一个宴会上。请一名同学当服务员，端着拖盘到同学中间有礼貌的问另一名同学“What do you want to eat /drink?待该同学回答后，将拖盘交给他，再由他去问另一名同学。这样循环下去让更多的同学莃得操练的机会。
活动2：教师出示一些食物卡片，进行“幸运猜价”的活动，卡片的后面标有价格，让学生问“How much is it ?”另一名学生来答。
Module2 教学目标：
知识与能力目标：
（1）知识目标：谈论意图和计划。
（2）能力目标：制定并能讲述自己的计划。
情感态度：通过踊跃参与，形成积极的学习态度。
教学重点： 操练句型 “will „„”
教学难点：
句型 “It’s going to „ in „
和
It’s going to be in „...”
针对本课的重难点，可以采取让学生造句的形式进行操练，如教师说I am going to swim.让学生接着说，尽量不重复；也可以让学生在句子中加上be going to，进行操练，如He /go to the park 变成He is going to go to the park。
活动：做课堂练习册并讲解 Module 3 教学目标： 知识与能力目标：
（1）知识目标：学习描述照片或图片中的活动情景。
（2）能力目标：培养学生的观察能力和表演能力。
情感态度：把英语教学同日常生活相结合，让学生体验生活，通过书信，结交更多的朋友。
教学重点：
操练现在进行时时态。
教学难点：一般将来时态的构成。
针对本模块的重难点，教学时可以请同学边做动作边说出和动作相应的现在进行时的句子，看谁说的有效句子最多为获胜，教师可以请全班同学做裁判。或者是教师准备一些字条，字条上标有动作内容，教师请某个或某些个同学到前面抽取字条，并根据字条内容做模拟动作，教师或同学提问：“What are they doing? What is XX doing? ”同学根据动作回答问题。
活动：做课堂练习册并讲解
作业布置Homework：会读、写这三模块的单词，会运用三模块的重点句型，注意复习、下节课听写和造句。
Review Module Review from Module4 to Module6（复习模块）
Module 4
知识与能力目标：
（1）知识目标：能描述正在发生的事情。
（2）能力目标：用正在进行时讲述正在发生的事情，能用can谈论能力和向他人提供帮助的情况。
情感态度：鼓励学生设计真实可信的场景，来寻求帮助或提供帮助，从小养成团结友爱、互相帮助的好品质。
教学重点：
1、复习情态动词can在各种情景中的正确使用。
2、正在进行时的构成。
教学难点：
学会使用Who can help me?
Sorry, I can’t.Yes, I can help you.针对本模块的重难点，可以通过多种活动，来引导学生学习现在进行时，运用现在进行时，让学生将课堂所学应用在生活中。如设计活动“猜猜他（她）是谁”让学生说出他的朋友或他的偶像能做些什么，通过所提示的一些特征，请同学们来猜猜他（她）是谁，来操练can和can’t。
Module 5 知识与能力目标：
（1）知识目标：谈论正在做一件事情时另一件事情同时发生。
（2）能力目标：用正在进行时讲述正在发生的事情。
情感态度：培养学生处理问题的能力。
教学重点： 正在进行时的构成。
教学难点：
能用进行时描述正在做一件事情时另一件事情同时发生。
在教学时，主要还是对进行时的时态进行重点的操练，如教师将班里同学分成3组，请三组同学在纸条写出人物、做什么、地点，分别投进前面的三个箱子里，然后请同学自愿到前面在每个箱子里抽出一张纸条，根据纸条内容快速说出句子。也可以让学生说说发生在自己身上的事，当自己在做一件什么事时，另一件事也同时发生。
Module 6 知识与能力目标：
（1）知识目标：能谈论过去发生的事情。
（2）能力目标：能谈论过去发生的事情。学习如何用英语来表达赠送和接受礼物。
情感态度：鼓励学生之间应该团结、友爱。
教学重难点：
过去式的构成。
针对本模块的重难点，要让学生掌握动词过去式的规则变化及不规则变化，在操练时可以通过 talk about the picture进行谈论过去发生的事情。
课后反思：
Module 7
Unit 1 I helped Mum.教学目标： 知识与技能： 1.I helped Mum.2.Did you cook meat yesterday? Yes, I did./ No, I didn’t.1.Talk about the action or event in the past.2.Understand the sentence ―Did you cook meat yesterday?‖ and answer correctly.3.Use the past tense to explain the actions in oral.过程与方法：讲授、过去时 情感、态度和价值观：有空帮妈妈
德育目标：Have the students understand the differences between Chinese languages and foreign languages.重点：1.words: phone, yesterday, day.2.the past form of the verbs: help—helped, cook—cooked, walk—walked, talk—talked, watch—watched, listen—listened.3.Grammer: the past tense 难点：the usage of the past tense 教学方法：讲授、过去时
教学过程：
（一）导入：Warm up
T: Hello, boys and girls.Today we are going to learn Module 9 Unit1 I helped Mum.First, let’s sing a song, OK?
Ss: OK.(Ss sing the song ―OH, we love holidays.‖)T: Now who can compare yourself now and past? Several students compare themselves.According to this practice to review the past tense.（二）探究新知Leading T: Today, we will go on learning the past tense in Module 9 Unit1.Amy phoned her grandma in England.They talked about their last weekend.Do you know how to describe the things in the past? Let’s look together, and then please talk about you what you did last weekend.New Concepts Teacher do the actions and say: ―I played basketball yesterday.‖ for several times.Then write played on the board.Teacher asks one student: ―Did you played basketball yesterday?‖ and help them answer ―Yes, I did./ No, I didn’t.‖ Write these sentences on the board.Play the tape and have them underline ―did‖ ―didn’t‖ and the words that add –ed.Teacher explains how to change the past tense of verbs.Play the tape again and have them read.（三）巩固新知Practice T: Search your friends what did they do yesterday.Please make a table just like the table in the book.(Students make a table and use the past tense to inquire their friends what did they do yesterday.)T: Now let’s play a game ―Find friends‖
Teacher takes out some cards, there are some verbs and their past tense forms on it.One student should find its correct past tense form and say: ―We are friends.‖
In this way, they can review the past tense form of the verbs.T: OK.Good boy.You do very well.（四）作业布置Homework
（五）小结：
板书设计Design of the blackboard
Module 7 Unit1 I helped Mum.Did you play basketball yesterday?
Yes, I did./ No, I didn’t.Unit 2 Grandma cooked fish? 教学目标： 知识与技能： Vocabulary: him laugh dance stop last 2 Sentences:
Did Dad cook lunch? Yes, he did./ No, he didn’t.3 Grammar: using the past tense.过程与方法：讲授、过去时
情感、态度和价值观： 德育目标：感受家庭的温暖 重点：him laugh dance stop last Did Dad cook lunch? Yes, he did./ No, he didn’t.难点：using the past tense.教学方法：讲授、过去时 教学过程：
（一）导入：Warming up
T: Hi, boys and girls!Yesterday I talked with my friends and I watched TV.What about you? Did you watch TV yesterday? S1: Yes, I did.T: Did you listen to music yesterday? S2: No, I didn’t
T: Did you clean the house? S3: Yes, I did.T: What did they do yesterday? Point and say(show the 6 pictures on page 35)(screen)S1: Grandma cooked fish
（二）探究新知Review and leading
•Let’s come to the Smarts.What are they in their family? What did they do yesterday? Are you clear? Listen to the tape and repeat(CAI)Listen to the tape and answer the questions.S1: Answer the questions.3 New concepts •T: Now this class we’re going to learn Module 9 Unit 2 Did Dad cook lunch? Pair work Talk about the pictures on page 36(CAI)S1: Did Dad cook noodles yesterday? S2: Yes, he did.Complete Ex 1 Listen and match
Ask some students to give the similar questions.S1: Ask S2: Answer.•Find out the past tense of the verbs, Underline the past verbs.Read the verbs after the teacher.Which is new word? Ask students to point out.S1: Point out the new words.Learn to say the new words(cards).Then listen, say and chant.（三）巩固新知Practice
•Talk about something about your last weekend.S1: I talked with my grandma last weekend.S2: I played football last weekend.S3: I …
•Let’s play a game.Guess what he/she did last weekend? S1: Last weekend, I …
S2: Did you play tennis last weekend? S1: No, I didn’t.S3: Did you watch TV last weekend? S1: No, I didn’t.S4: Did you play football last weekend? S1: Yes, I did.David 8 groups to play the game.Complete Ex 3 at the same time.（四）作业布置Homework
（五）小结：一般过去时的基本用法 板书设计Designs of the blackboard
Unit 2 Grandma cooked fish? Did Dad cook lunch? Yes, he did.No, he didn’t.课后反思：
Module 8
Unit 1 They sang beautiful.教学目标： 知识与技能：
Words and phrases: better worse voice think first agree quiet Sentences: I think this girl is better than the first girl.grammar: adj.comparison 过程与方法： 单词、课文和造句
情感、态度和价值观：用形容词比较级不规则形式进行对比 德育目标：在任何时候都不能欺骗别人、撒谎是最可耻的行为 重点：better worse voice think first agree quiet 难点：
Sentences: I think this girl is better than the first girl.grammar: adj.comparison 教学方法：讲授、领读、对话 教学过程：
（一）导入： songs: Polly’s hair-Free talk: talk about the things on the map.（二）探究新知new concepts:(Step 1).Let a girl sings an English song, and writes ―the girl is good.‖ on the blackboard.Then write ―better
bad-worse I think I agree voice first‖ on the blackboard.And learn how to pronounce and how to use.Make sentences with every word.(Free talk): Let another girl sing a song, and say ―the girl is better than the first girl.‖ Please talk about them, and then answer the questions: 1.―Who is better?‖ 2.What do you think? 3.Do you agree? Listen to the tape and practise reading this lesson.（三）巩固新知
(Step 2)Look at the Activity Book and complete it.(Practise using better and worse)(Step 3).A game: Draw and talk.(Let two Ss draw pictures on the blackboard and we talk about them like step 1.（四）作业布置:
（五）小结: 用形容词比较级不规则形式进行对比 板书设计
Module 8
Unit 1 They sang beautiful.good—better
I think_____________.bad---worse
I agree.voice Be quiet.I think this girl is better than the first girl.Unit 2 I took some pictures.教学目标： 知识与技能：
Words and phrases: zither guitar
drums pop music Sentences: the new song 过程与方法： 不规则形容词比较级讲授 情感、态度和价值观：激发学生对音乐的爱好 德育目标：任何人都有他的优点和缺点、因此不要泄气、也不要骄傲 重点：Words and phrases: zither guitar
drums pop music 难点：Sentences: the new song 教学方法：讲授、对比 教学过程：
（一）导入：
Songs: London Bridge is falling down.Free talk: let 2 students sing songs, and talk about them.（二）探究新知new concepts:(Step 1)Ask students: ―Do you like music?‖ Today we will learn about music.Write the title ―Unit 2 Lingling is better than Daming.‖on the blackboard.Write― Chinese music and pop music‖ on the blackboard.Talk about― what is Chinese music and what is pop music.‖
Write them on the blackboard.(erhu zither and piano guitar drums violin)Let Ss make sentences and act.For example: I can play the erhu.(The student do the actions and say.)(Must write ―the‖before the instrument)
Then ask Ss: ―What music do you like?‖―What can you play?‖ “Can you play the zither?‖
Choose two Ss whom can play the same instrument, Let them play or act and then we talk about ―who is better? and who is worse?‖
Listen to the tape and practise reading this lesson.（三）巩固新知
(Step 2)Listen to the tape and learn to sing the new song.Listen to music more times, and then try to sing the song together.(Step 3)Free talk.Let Ss sing the song in groups, and we talk which group is better.Let Ss do the actions for the song, and we talk which group is better or worse.（四）作业布置：
（五）小结：不规则形容词比较级讲授、主要是better和worse的用法 板书设计
Unit 2 I took some pictures.Chinese music
Pop music erhu
guitar zither
drums Piano Violin 课后反思：
Module 9
Unit 1 Did he live in New York? 教学目标： 知识与技能：
Key words and phrases :country project also call speak right city cousin there Sentences: San Francisco is in the west.Task aim: Learn about the cities of America.And grasp the position words.Use the simple sentences to describe the position of something.过程与方法： 单词、课文、对比
情感、态度和价值观：美国三大主要城市的地理位置 德育目标：培养学生的方向感
重点：Key words and phrases :country project also call speak right city cousin there Sentences: San Francisco is in the west.难点：Learn about the cities of America.And grasp the position words.Use the simple sentences to describe the position of something.教学方法：讲授、对比 教学过程：
（一）导入：
Sing the song together.‖I am the music man.‖(construct funny atmosphere)Show some pictures or maps about London.Free talk(Have students describe the picture)(review and present the new lesson)
（二）探究新知Teacher’s Q: Which countries speak English/ S: England, American…
Q: What do you know about America? S: In Chinese they may say something about it.OK, today let’s do it in English.Show a map of America.(Teacher draw it before the class)
And introduce ―This is my project.It about America‖(show ―project…)read it and understand it.b.Use questions to show new words Q: what language do the people speak in America? S: people speak English in America.Q: what’s the capital of America?
S: Washington D.C is the capital of the USA.Q: where is it? S: It’s in the east.New words :speak , east
c.Use the map to show the position of New York and San Francisco.And present the text contest on the blackboard.(teach new words ― city , west , cousin)
d.Make sure that all the contest on the blackboard and use a color chalk underline the new words.Listen and repeat.And read it in pairs.Repeat some key sentences with a teacher.Understand the meaning of it.Competition between two students.Read it ―Who can read it more quickly?‖(Improve the students ability of oral English)
（三）巩固新知
Do you have a friend? If you have, please draw her / his house.And tell us where is his / her house?(Practice ―I live in Beijing.My friend lives in …)Give them 2’ to remember the new words and the meaning of it.Then finish the part 1 on Activity book.Check the answer in groups
Point ,ask and answer
Show some pictures on TV.(on the blackboard)A: Where is New York? B: It’s in the east.(Look at pictures and describe the position of it)
3.Show a map of China and deal with the part 3 on activity book
（四）作业布置
（五）小结Practice to read and remember the new words.(look at the phonetic symbol and say them out)Important sentences(make a simple translation)板书设计
Unit 1 Did he live in New York?
It’s about America.It’s called USA.Unite 2 Did you have a nice holidy? 教学目标； 知识与技能：
a.Key words and phrases: north, south b.Sentences: Beijing is the capital of China.c.Task aim: 1.Go on learning the position words, Learn about China and America from this.2.Introduce some cities position and choose some cities to practice.过程与方法： 课文、方向、对比
情感、态度和价值观：对美国和中国两大国家进行对比 德育目标：了解中国地理和国情 重点：Key words and phrases: north, south
Sentences: Beijing is the capital of China.难点：Task aim: 1.Go on learning the position words, Learn about China and America from this.2.Introduce some cities position and choose some cities to practice.教学方法：讲授、对比 教学过程：
（一）导入：1.Singing a song together.Choose your favorite country and describe it(position capital nice city)Teacher shows the picture of Beijing, Sanya, Washington, and San Francisco on TV.（二）探究新知Q: Do you like Beijing? And look at it S: Describe it(position…)
Q: There is a famous city in China, What is it / It’s very hot.S: Sanya and describe it.And use the same way to show Washington(to teach north, south, east, and west)We can use a map to learn four words.Listen and match.Then point and say(consolidate to remember the four position words)Finish the part 1on Activity book.Give them 2’ to remember the new words and the meaning of it.Then finish the part 1 on Activity book.Check the answer in groups Point ,ask and answer
Show some pictures on TV.(on the blackboard)
（三）巩固新知A: Where is New York? B: It’s in the east.(Look at pictures and describe the position of it)Show a map of China and deal with the part 3 on activity book.Do you have a friend? If you have, please draw her / his house.And tell us where is his / her house?(Practice ―I live in Beijing.My friend lives in …)
（四）作业布置
（五）小结
1.Practice to read and remember the new words.(look at the phonetic symbol and say them out)2.Important sentences(make a simple translation)板书设计
Unite 2 Did you have a nice holidy? 课后反思：
Module 10 Unit 1 Did you fall off your bike? 教学目标： 知识与技能：
1.Words and phrases: happen ride then thirsty watermelon carry bump 2.Sentences: Sam and I went for a bike ride yesterday.And then ……? 3.Past form of the verbs: happen---happened
bump---bumped
carry---carried go---went
are---were
buy------bought
fall-----fell 过程与方法：有趣的引导
情感、态度和价值观：通过有趣的课文内容让学生更加强过去式 德育目标：指出因果关系 重点：Words and phrases: happen ride then thirsty watermelon carry bump 难点：Sentences: Sam and I went for a bike ride yesterday.And then ……? 3.Past form of the verbs: happen---happened
bump---bumped
carry---carried go---went
are---were
buy------bought
fall-----fell 教学方法：引导、巩固 教学过程：
（一）导入：
A Songs: Oh, we love holidays.B Free talk: I did ……yesterday.（二）探究新知New concepts: Warming up
On the cards, write the present and past tense forms of some irregular verbs.Examples: go---went
are---were
buy---bought
fall-----fell T: Today, We’ll learn the new verbs and their past tense forms.Then teach: happen----happened bump-----bumped carry-----carried Ask and answer
T: We did many things yesterday.Who can tell me who you did yesterday? T: What did you do yesterday, A? Sa: I played basketball yesterday.T: What did Sa do yesterday? Sb: He/She played basketball yesterday.Then ask several the other students like this.Tell the story : T: Now, look at your books.Module 10 Accidents Unit 1 Sam fell of his bike.Listen to the tape and underline the new words.(Show the cards of new words)Teach the new words.T: Now listen to the tape again and repeat it.Are you clear? T: Now listen to the tape again and answer: What did Sam and Daming do yesterday? Ask students to look at the CAI S1: They went for a bike ride yesterday.T: And then ……?(Ask students to look at the CAI and answer)
（三）巩固新知Read
Ask students to use all kinds of ways to read the text well.Tell the story
Ask students to look at the CAI and tell the story.For example: T: Sam and Daming went for a bile ride yesterday.T: And then……?
S1: They were hungry and thirsty.S2 :And then „„？ S3: They bought a watermelon.„„
（四）作业布置Homework
（五）小结：复习巩固过去时 板书设计Designs of the blackboard
Module 10
Unit 1 Did you fall off your bike? Cards: happen ride
then
thirsty watermelon carry(1)happen---happened
bump---bumped(2)carry---carried(3)go---went
are---were
buy---bought
fall---fell 课后反思： Unit 2 Sam had lots of chocolate.教学目标： 知识与技能：
Words and phrases: stomachache, cold, headache, fever, fall off, fell off.2.Sentences: Sam had lots of chocolate biscuits yesterday.So today he’s got a stomachache.3.Grammar: Talking about illnesses.过程与方法：讲授、过去时
情感、态度和价值观：有时干家务也挺好的
bump
德育目标：劳动光荣
重点：Words and phrases: stomachache, cold, headache, fever, fall off, fell off.难点：Sentences: Sam had lots of chocolate biscuits yesterday.So today he’s got a stomachache.3.Grammar: Talking about illnesses.教学方法：讲授、过去时 教学过程：
（一）导入：Step 1 Warm-up T: Hi, boys and girls.T: Let’s sing a song, ok? Ss: Ok.T: Ok!London Bridge is falling down….(Ss sing the song)
T: You are clever boys and girls.Now let’s have a Free Talk ―What I did yesterday‖, Ok? Ss introduce what they did yesterday
（二）探究新知Step 2 Presentation and leading T: Who can tell me what happen to Daming in last Unit.Ss: Daming’s head was bumped.T: Let’s play this story, ok? Ss: Ok.(Two students play in roles of ―Daming‖ and ―Sam‖, others describe the story, the two students do the actions)The teacher writes the word ―today‖ on the blackboard.What happened to Daming, Sam, Amy and Lingling? Lead the students to use ―to‖ and ―and‖ to connect the two sentences.Step 3 Text Teaching T: Now, this class we are going to learn Module 10 Unit 2 Sam had lots of chocolate biscuits.First, listen to the tape and underline the new words.(Teach the new words’ cards)
T: Now listen to the tape and repeat it.Are you clear?(The teacher writes these sentences on the blackboard)Sam had lots of chocolate biscuits yesterday.So today he’s got a stomachache.T: Now listen to the tape again and tell me what happened to Sam, Lingling, Amy and Lingling.T: Look at these words: had, ate
（三）巩固新知Step 4 Task-Fulfilling T: Let’s play a game, ok? Ss: Ok.T: Let’s play ―I do you say‖.I’ll ask four students to come to the front of the class, one student performs Daming eating chocolate biscuits and then having a stomachache, and others describe it, and so on.Step 5 Text Learning T: Look at Part 4, answer these questions: What is wrong with Little Tommy? What’s wrong with Little Lingling? What’s wrong with Little Ben? T: Listen to the tape and repeat it.T: Let’s read the poem together and do the actions, ok? Ss: Ok.（四）作业布置Homework
（五）小结：过去时的用法 板书设计Designs of the blackboard
Unit 2 Sam had lots of chocolate Sam had lots of chocolate biscuits yesterday.So today he’s got a stomachache.课后反思：
Review Module Review from Module7 to Module9（复习模块）
Module 7 知识与能力目标：
（1）知识目标：讲述过去发生的事情。
（2）能力目标：用过去时描述过去发生的事情。
情感态度：通过学习培养学生的爱国情操，发扬民族自豪感。
教学重难点：
过去时的构成。Module 8 知识与能力目标：
（1）知识目标：谈论或询问某人过去的能力。
（2）能力目标：能用could 及 couldn’t谈论过去的能力。
教学重难点：
过去时的构成及could、couldn’t 的用法。
本模块主要还是对过去时进行操练，在教学时可让学生拿出一些照片，对照片中的人物进行讨论，有could 及 couldn’t谈论他们过去的能力
Module 9
知识与能力目标：
（1）知识目标：询问原因及回答。
（2）能力目标：学会如何询问原因及怎样回答。
情感态度：激发学生学习英语的兴趣，让学生在轻松愉快的气氛中学到知识。
教学重点：
1、学会如何询问原因及怎样回答。
2、用because回答别人有关原因的提问。
教学难点：
用because回答别人有关原因的提问。作业布置：
小结：巩固是为了更好地学习课后反思：
第四篇：外研版七年级下册英语教学计划
2014年春季学期七年级英语教学计划
叶爱新
一、本学期的指导思想：
在本学期的英语教学中，坚持《英语课程标准》中以下教学理念，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；整体设计目标，体现灵活开放，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，倡导体验参与，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；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，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，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，而不是无尽的担忧和恐惧。
二、教材分析
这套教材采用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。与原教材相比还增加了文化背景和学习策略等部分，并增加了任务型学习成份和语篇的输入。本书每个模块都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为三个单元。Unit1部分是基本对话内容，Unit2部分是短文，主要是阅读训练。Unit3是扩展和综合的语言运用。
三、学生基本情况分析
我所任教的是七年级5、6班英语，只有少部分学生的英语基础较好，取得了一定的成绩，大多数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；没有养成良好的学习习惯，不能做好课前预习课后复习，不善于发现和总结语言规律，不注意知识的巩固和积累。
四、具体措施
1、每天背诵课文中的重点对话。目的:要求学生背诵并默写英语句子，培养学生良好的英语语感。
2、每天听写本节课中需要用到的重点生词，常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。
3、认真贯彻早读制度，充分发挥早读的黄金时间加强监督，保证读的效果。
4、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。
5、关注学生的情感，营造宽松、民主、和谐的教学氛围。
6、加强对学生学习策略的指导，为他们终身学习奠定基础。
五．课时安排
第一周: Module 1 Lost and found
第二周: Module 2 What can I do?
第三周: Module 3 Making plans
第四周: Module 4 Life in future
第五周: Module 5 Shopping
第六周: Module 6 Around town
第七周: Revision Module A
第八周:复习Module 1~Module 6
第九周: 期中考试
第十周: Module 7My past life
第十一周: Module 8 Story time
第十二周: Module 9 Life history
第十三周: Module 10 A holiday journey
第十四周: Module 11 Body language
第十五周: Module 12 Western music
第十六周: Revision Module B
第十七周: 全面复习，迎接期末考试
第十八周: 全面复习，迎接期末考试
第十九周: 期末考试
第五篇：七年级下册英语教学计划(外研版)
七年级下册英语教学计划（外研版）
七年级下册英语教学计划（外研版）
本学期是2015——2016学年下学期。我担任七年级年级两个班英语教学任务，为了能圆满、顺利的完成七年级英语（下）的教学任务，特拟订本学期教学计划。
一、学生情况分析：
本学期我任教的依旧是七年级两个班的学生。去年期末的成绩分析来看，学生笔头落实不足，知识的巩固不够，语感欠缺，且单词掌握不牢靠，故本学期要加强单词的强化以及学生的笔头落实。
而学生个体而言，学生已经不在有刚步入初中的新鲜感，这无疑为教学增添许多不利。在教学过程中要树立起学生学习的毅力，提升学生学习的幸福指数，养成学习的良好习惯，同时针对不足，多进行笔头落实。
二、指导思想：
本学期在坚持七上的多朗读，尽量避免开口难的情况下，加入背诵，每个模块选取一小段来进行背诵，加强学生的语音语感，课堂行业平时多使用录音，提高学生的语音语调。其次，针对上学期的不足多进行笔头落实。再次，七年级的单词关在本学期尽可能多的解决，加强学生的单词识记能力，针对单词识记能力较弱的部分学生进行帮扶，秉承着单词先行的原则，在课堂中也可以让学生学着自读自学单词，便于学生背诵单词和学会学习。最后，关注作文。在背诵和单词双重落实的情况下，再加入适当的翻译。一定量的机械的汉译中在英语学习初级阶段还是必要的。本学期将坚持上述指导思想来看是否能为学生的成绩有所裨益。
三、教材内容分析：
本学期使用的是外研版七年级下册英语教材，共有12个教学模块和两个复习模块。每个模块都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为三个单元。Unit1部分是基本对话内容，Unit2部分是短文，主要是阅读训练。Unit3是扩展和综合的语言运用。本学期要掌握的语法点有：
1、名词所有格和名词性物主代词；
2、can/can’t 的用法；
3、一般将来时；
4、一般过去时；
5、祈使句和感叹句。
四、具体措施：
1、做好教材钻研工作。认真研读新课程标准，钻研新教材，根据新课程标准，扩充教材内容，认真上课，批改作业，认真辅导，认真制作测试试卷，也让学生学会认真。
2、每格模块中选择部分内容要求学生背诵。从而培养学生良好的英语语感，并且为写作提供便利。在学生朗读和背诵的过程中纠正语音语调，激发学生学习热情。
3、对文本和课堂中重点的单词和词组进行听写，听写坚持“少吃多餐”的原则，一个模块单词分几个部分，每次一个部分听写，模块结束后再总的默写一次，加强学生对单词的识记能力。同时发挥小组长的作用，对每次单词订正等情况进行检查强化。
4、认真贯彻早晚读制度，充分发挥早晚读的黄金时间加强监督，保证读的效果。
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。对一些再单词朗读记忆等方面有所欠缺的学生实行一对一帮扶，让其他成绩好的同学来帮助他们，提高学习效率。
6、分层教学，关注每个学生的成绩提升，对不同学生进行不同任务要求，力争让每个学生都走在前进的道路上。要关注学生的情感，营造宽松、民主、和谐的教学氛围。
7、加强学生策略指导，如将音标融入实际课堂单词教学中，在阅读单元或加强阅读技巧指导，或关注对文章逻辑分析，让学生写作的逻辑条理变得清晰。为学生的终身学习奠定基础。
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