七年级英语教学设计12篇。
教师要研究如何设计启发和点拨学生的思维程序及要点，认真备好课,才能有长足的进步。教案的提纲与教学进度的规定有助于教师严谨地控制授课进度，你是不是在找有关教案的内容呢？希望这份"七年级英语教学设计"能够带给您更深入的了解，感谢您的光临欢迎参阅本文！
七年级英语教学设计【篇1】
词汇：
1.本单元出现的家具类词汇：table桌子 bed床 bookcase书橱，书柜 sofa沙发 chair椅子 drawer抽屉
2.表位置的介词短语：under the table在桌子下面 on the sofa在沙发上in the backpack在双肩背包里 under the bed在床下面 on the chair在椅子上 on the dresser在梳妆台上on the table在桌子上 in the drawer在抽屉里 on the floor在地板上3.math book数学书 4.alarm clock闹钟puter game电脑游戏 tape录像带7.take sth. to sb.把某物带给某人
take these things to your sister把这些东西带给你姐姐8.ID card身份证9.bring sth. to some place把某物到给某地bring some things to school把一些物品带到学校10.pencil case铅笔盒11.in the bedroom在卧室12.in the kitchen在厨房
句型：Where’s the baseball? It’s in the backpack.
Where’s my computer game? It’s under the bed.
Where are his keys? They’re on the dresser.
Where are your books? They’re on the chair.
Where are her keys? They’re on the table.
Where are you? I’m at school.
Is it on the dresser? No, it isn’t.
Please take these things to your sister.
Can you bring some things to school?
The book is on the floor.
语法: 1,询问人或物品在哪里，我们用Where, 结构为 where+is/are+人/物品名称? “……在哪里” 回答用 主语+is/are +in/at/under/on/near +地点
注意：表示“在……地方”地点前要用定冠词the 或者形容词性物主代词my/your/his/their修饰，但是两者不能同时出现，我们可以说in the room, in my room 但是绝对不可以in the my room.
词语用法:1, take v.带走， 把人或物品带到别的地方去，take …to… 把……带到……去
bring v.带来，把人或物品从别的地方带到说话的地方来 bring…to… 把……带到……来
2,please 后接动词用原形。
句式：1.询问地点——Where + be动词 + sth. 答语——It is/They are + 表位置的介词短语—Where’s my backpack? —It’s under the table.
—Where are your books? —They’re on the chair.
—Is the baseball on the sofa?—No，it isn’t. It’s under the chair.
—Are they on the bed? —No，they’re not.
3.祈使句——Please do sth. Please take these things to your sister…
4.can引导的一般疑问句 Can you bring some things to school?
5.倒装句——Here + be动词 + 主语 Here is my pen.
Here are some apples.
1)_______(this) are my parents.
2)_______(that) are his friends.
3)Is this his father? No,_______ isn’t.
4)Is his mother your friend? Yes,________is.
5)Thanks _________your interesting book.
6)There _______ a photo of my friends.
7)My parents are _________teachers.
七年级英语教学设计【篇2】
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： rain, windy, cloudy, sunny, snow, weather, cook, bad, park,
message, take a message, could, back, problem
能掌握以下句型：
① —How's the weather in Beijing?
—It's sunny.
② —Can I take a message for him?
—Yes. Could you just tell him to call me back?
—Sure, no problem.
2) 能用所学的知识描述天气情况。
3)描述正在发生的动作。
2. 情感态度价值观目标：
教育学生善于观察天气，善于调整自己的情绪;了解世界各地的天气情况，增加世界观念。知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础。
二、教学重难点
1. 教学重点：
1) The vocabulary and useful expressions.
2) —How’s the weather?
—It's raining/ windy.
3) —What are you doing?
—I'm playing basketball.
2. 教学难点：
运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。
三、教学过程
Ⅰ. Warming-up and Lead in
1. Greet the Ss and check the homework.
2. Watch a video program about the weather.
Ⅱ. Presentation
1. (Show some pictures of the weather)
Let Ss look at the pictures and ask them how the weather is.
Ss learn the new words and expressions with the help of the pictures.
2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss to match the words with pictures.
3. Check the answers.
Ⅲ. Game (How's the weather?)
1. (Showing some pictures on the big screen.) Ask Ss "How's the weather?"
2. Ss guess and answer the question.
Ⅳ. Listening
1. Now let's look at the city names in the box in 1b. Please read after me.
Ss read the cities after the teacher.
2. Now, We’ll hear four conversations. Listen carefully, point out each city in the picture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.
3. Check the answers.
Ⅴ. Pair work
1. Tell the Ss: If you are in one of the places in the picture above. Talk about the weather
with your friends in another city on the phone.
2. Make a model with a student like this:
T: Hi! How's the weather in Beijing?
S1: It's sunny.
3. Ss work in pairs. Ask and answer about the weather in the cities.
Ⅵ. Listening
1. Work on 2a.
Let's see what Joe's families are doing. Point to the 4 pictures.
2. Ask Ss tell each person is doing in each picture. More attentions should be paid
to the correct use of the Present Progressive Tense.
3. Play the recording for the Ss to listen and number the pictures [1-4].
4. Play the tape for Ss to check the answers.
5. With the whole picture, get some Ss to tell the story of it.
6. Brainstorming
Play the tape for another time. Then do a memory test.
Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing?
What're Scott and Lucy doing?
Is Jeff watching TV? etc.
7. Let Ss match the names with the activities in 2b.
Play the recording for the Ss to check the answers.
Ⅶ. Pair work
1. Look at the pictures and talk about the people in 2a with a partner.
2. Ask a student the questions as a model:
T: What's Uncle Joe doing?
S1: He's playing basketball.
3. Ss work in pairs. Ask and answer about the pictures.
Ⅷ. Role-play
1. Ask Ss to read the conversation and answer the questions:
① What's Steve doing?
② What's Rick's brother doing?
Ss read the conversations and answer the questions. Then check the answers together.
2. Let Ss role-play the conversation in pairs.
IX. Language points.
X. Exercises
Homework:
一、总结有关天气的词汇。
二、编写三个有关天气问答的对话。
七年级英语教学设计【篇3】
Unit Four Where’s my schoolbag?
1. 学生通过实物和图片掌握有关物品的新单词：table, bed, bookcase, sofa, chair, clock,tape, radio, hat, etc;
2. 通过独立思考和小组合作，能灵活运用in, on, under, behind, in front of, near等介词;
3. 熟练运用Where问句和一般疑问句及其回答；
4. 掌握名词单复数及人称代词的用法。
1．重点：A. 方位介词: in, on, under, behind, in front of, near 等的用法；
B．Where 的特殊疑问句和一般疑问句：Is the… in/on/under the …?的肯定、否定回答；
C．新单词：bed,table, bookcase,……
2．难点：A. 能够准确运用方位介词描述物品所在的位置；
B．能够运用Where问句找到物品的位置。
The First Period (Section A, 1a–2d)
Revise some school things by ask questions.
e.g. What’s this? Is this a ...? How do you spell it? Etc.
Learn the new words in, on, under... By helping the teacher to find the lost things.
e.g. T: Where is my English book?
S1: I think it’s on the desk.
Teach the new word “where” and the use of “they”.
Consolidate the prepositions by looking at the scree and answer the questions:
Where’s...? Where’re...?WWW.F215.cOM
T: Please look at the picture in activity 1a. There are some things in it. Do you know what they are?
a. T: Would you please match the words with the things in the picture?
b. T: How many words do you know? Can you share the words you know with your partners?
c. T: Please discuss with your partners and check whether your answers are the same.
T: Please read the words after me. Table ...
T: Listen to the recording of 1b for the first time.
T: Number the things in the picture when you listen to it for the second time.
a. T: I would like you to read the tape script together.
b. T: Would you please read it by yourselves three times?
a. T: Let’s translate the conversation into Chinese.
b. T: Who can tell us what it means?
c. T: Yes. When we ask the positions of things, we use the word “where”. And from the picture, we know that the word “on” means “在上面” “in” means “在里面” “under” means “在下面”. They are called prepositions “介词”。
Step 4: Game: Hide and look for things
Students hide and look for the school things in pairs. One student hide one school
thing and ask: Where’s...? Where’re...? The other student guess and answer: It’s in your desk. They are in your pencil case. etc. Ask some pairs to share their performance.Step 5: Listen and imitate
Section A, 2a. Revise what the things are. Play the tape for students and let them number them.
Section A, 2b. Play the tape again, students number the things in the picture. Imitate the dialogues.
T: Let’s move to activity 2c. Shall we read the conversation together?
a. T: Now, let’s guess where the things are.
b. Students work in pairs. Student A covers the picture in 2b. Ask about where the things are in the picture. Student B answers the questions.
c. T: I would like to give you an example.
Example: T: Is the pencil box on the sofa?
S: No, it isn’t. It’s under the sofa.
d. T: Change roles after making one conversation and then practice again.
Role-play the conversation. Show a picture of a room. Give Ss one minute to look at it, and then ask them what kind of things they saw and where the things are. Have a competition among groups. See which group can remember all the things and where they are.
七年级英语教学设计【篇4】
七年级英语unit7课件
一、学情分析
1、初一年级学生好奇心强，求知欲望大，对身边生活的新鲜事物特别感兴趣。
从认识角度来看，他们的具体形象思维占据重要位置，具有较强的模仿能力，比起初二三学生来说，敢于表现自己，这种种特点都有利于本节英语教学的开展。
2、学生已经学习了颜色、数字1-9及名词单、复数的有关知识。
这对本节课的学习打下一定的基础。
表示服装的单词尽管对学生来说是陌生的，但由于它们特别贴近生活，学生也会有兴趣去记。
本单元关于询问价格和购物的话题来自日常生活，因此也不难理解，特别是通过猜物品价格、讨论如何购物、角色扮演等活动可以大大激发学生学习英语的兴趣。
二、教材分析
《How much are there pants?》选自义务教育课程标准实验教科书七年级第七单元。
新课程非常重视任务型的课堂教学特点，重视学生的知识与技能，强调学生在活动中完成任务，以达到利用英语进行听、说、读、写的能力。
本单元的中心话题的购物，主要语言功能项目的谈论服装、询问价格和表示感谢，语法结构是how much引导的问句及其回答，名词单、复数的使用和指示代词this,that, these,those的用法。
语言技能和语言知识几乎都是围绕着中心话题来展开的。
它贴近学生日常生活，是学生乐谈的话题。
学生通过学习有关服装的一系列词汇，并使用这些词汇询问价格，可以了解美圆与人民币的知识，培养跨文化交际的意识。
同时，通过购物这一教学过程，学生可以学会如何理财，养成不乱花钱的习惯。
三、本课教学目标
本单元通过学习使用How much引导的问句以及回答，让学生学会谈论物品的颜色和价格、对服装的喜好和购物时使用的礼貌用语等
1语言技能目标
⑴能准确表达服装的颜色、大小及长短等
⑵能对物品的价格进行问答等
⑶能使用礼貌用语进行购物等语言知识目标
⑴掌握有关服装、颜色和数字的词汇，⑵能正确使用目标语言对物品的价格进行问答等。情感态度目标
通过本单元的学习，能使学生了解中西方不同的购物表达方式，以及通过购物，学会使用礼貌用语，养成勤俭节约、合理支配金钱的好习惯。
四、教学的重点难点
教学重点:
1.掌握一些服装类、颜色形状大小的词汇以及有关数字的表达。
2.熟练运用数字.正确表示价格
3.在购物的情景中,熟练并正确使用句型:How much is…? It’s… How much are …? They are….教学难点:
1.指示代词this, that, these, those的适当使用。
2.How much引导的问句以及回答，以及句中主谓数的一致
五、教学过程
Step 1: Greetings.Step 2: Lead in.T: Do you like shopping ?
S: Yes, I/ we do.T: What do you want to buy ?
Show some pictures of different clothes to Ss.T: What’s this ? Do you know?
It’s a T-shirt/sweater/bag/skirt/hat.(Write the names of the clothes on the Bb.)
T: What are these?
They are socks/shorts/pants/shoes.(Write these new words on the Bb.)
Step 3: Read the words and then do the exercises.1.Match the words with the pictures in 1a.(Ask Ss to read the words and match the words with the pictures.Then check the answer.)
2.Listen and circle the things in the picture Ss hear in 1b.(Ss should circle the green shorts, the white sweater and the brown hat.)
Step 4resentation
Show a jacket
T: How much is the jacket?
Ss:(Help students to answer)It’s …dollar(s)/ a hat
Ask students to practice like a pair of shoes
T: How much are these shoes?
Ss:(Help students to answer)They are…dollar(s)/ a pair of socks
Ask students to practice like above.Step 5：Practice
Show some things and ask students to practice in groups like above.Step 6: Pairwork.Let Ss make their conversations to practice the pattern in pairs.Then ask several pairs of Ss to perform their conversations.Homework
Write a new conversation in your exercise books.
七年级英语教学设计【篇5】
教学目标
1.知识目标：
识别push、pull、route等重要词汇，学习有关指明路线的词汇。
2.能力目标：学会阅读剧本故事，能根据语境推测故事内容的发展。
3.情感目标：教导学生既要敢于和坏人坏事作斗争，也要学会保护自己。
教学重点
理解故事中发生的一系列事件以及任务所采取的行动
教学难点
运用各种阅读方法来完成阅读任务
尝试分角色朗读表演此剧本故事
教材分析
本文讲述了一对双胞胎接到求救电话后赶去救援，由于被强盗穿的警服所迷惑，反被强盗抓住做人质的故事。文中设计了几个幸运的转折，情节跌宕，最后以善良战胜邪恶的美好结局结束，对学生有很好的德育意义。本文也能很好的和本单元的主题即寻找路线结合起来，如果学生能有时间对这个剧本进行生动表演，那就更加完美了。
教学方法
为更好实现教学目标，有效突出重点，在教学过程中我采用单词复习、小组讨论、速读全文、带着不同要求分段阅读寻找信息等方式，充分调动学生学习英语的积极性、主动性和创造性。
学生学法
1)“预习、操练、课堂反馈”是课改实践的精髓，要求学生先学后教，课堂集中处理学生疑点难点并进行练习反馈。
2)合作学习，探究学习。学生以小组合作的形式开展课堂学习，这将有利于学生互相学习，共同进步，并且有效地培养了团队合作精神。
教学手段
多媒体辅助教学
教学评价
兴趣是最好的老师，因此，无论哪一堂课上，老师都应该采用不同的手段来吸引学生的注意力，而教学评价对于学生来说很重要，教学评价是否到为将直接关系到学生对该科的学习兴趣，我们应该尽量让学生有成就感，教学评价的基本原则就应该进行积极的评价。用激励性的语言进行评价，例如：very good, pretty good, excellent，fantastic,等等。
教学步骤
教学步骤
教学内容
教师活动
学生活动
设计目的
引入
复习表示方向的单词和句子，学习课文中出现的新的单词
1.展示表示方向的图片，引导学生用表示方向的词及各种交通方式造句
2.通过有趣的图片，读单词，注意发音
1.分析图片上两地的方向位置，用所学的单词和交通方式短语造句子。
2.识记单词，注意拼写和读音
1.巩固上节课的知识，检查预习情况，解决部分生词，为学生理解文章扫除障碍。
2.通过警察强盗等单词的学习引入课文
阅读
（While-reading）
学习A Lucky Escape这篇课文
1.要求学生快速阅读，寻找问题的答案
2.在细读部分，按照故事发展的顺序通过不同练习类型让学生理解故事
1.学生运用快速阅读的方法寻找问题的答案。
2.完成老师设计的各个故事环节中的练习，逐步了解故事。
1.让学生学会阅读剧本故事，能够猜测故事情节。
2.能根据故事中描述的路线在地图上标出路线
3.能流利的朗读剧本
拓展
（Post-reading）
分角色朗读
对故事中的小英雄进行评价
思考如果你遇到这种情况该如何处理
1.要求学生按照角色朗读，注意语音语调及表情动作。
2.鼓励学生用英语对小英雄进行评价。
1.扮演不同角色朗读剧本，要求读出焦急、恐惧等情感。
2.小组合作讨论对小英雄的评价及如何处理这类情况的发生。
1.分角色朗读，加深对课文的理解。
2.组内互助，自主学习，培养合作精神
3.通过师生互动、生生互动，对主人公进行评价，并交流各自的看法，对学生进行情感、态度和价值观的熏陶。使知识的学习升华到语言运用的高度。
课堂练习
呈现书面练习
呈现书面练习
完成书面练习
检查对课文的理解，巩固所学知识。
回家作业
认真阅读课文
自己总结归纳知识点
七年级英语教学设计【篇6】
在悠扬的轻音乐中，我开始了上课。这是一堂人物外貌的描述课，所以我用一个游戏“Pally says…”game开始引课。
StepI.Guidance: Play “Pally says…”game目的在于活跃气氛，调动学生的积极性，减少学生的紧张情绪。加之五官属于人的长相的范畴，所以与此课人物外貌相关连，这样引入就能自然过渡到本节课的内容。人物前活动用于扫除学生的语言障碍，因此在教学上以激发学生的学习兴趣为主，通过活动让学生感知、操练语言，为下一步活动做好铺垫。
Rulers: If Pally says touch your eyes/ears/ nose/mouth/shoulder/legs/arm. You should do it . If it doesn’t say that, you can’t do it. If you are wrong, you have to sit down. The person who does it correctly is the winner.
After that we begin to study our lesson.
T: Do you like Miss Hu?
Ss: Yes.
T: Why?
Ss: Because you are beautiful.
T: Thank you. Do you like her?(图片展示)
Ss: Yes.
T: OK, I know you think she is a beautiful girl, too. And you like any beautiful person. Today we learn Unit 7 What does he look like?( 图片展示同时板书。)
Step II. Teach the new words and new sentences pattern.
The teacher uses the pictures to lead and teach the new words and the new sentence pattern. And then ask the Ss to describe the classmates.
先利用图片展示进行新单词句型的引入,让学生熟悉。接着要求其他同学描述三位外貌典型的同学，再小组练习。这样更形象，更贴近生活，学生更容易接受，加强了学生间的合作与交流。再按发形，身高，体重的类别练习以免混淆，同时加深记忆。在教学的过程中，我要求学生描述教室里听课的老师，学生们十分激动，想着能用英语描述自己的老师了，他们特别高兴。此时的气氛很活跃。
StepIII. Pair work
At first the teacher gives the Ss an example. Then ask Ss practice like this.
A:What does he look like?
B: He has short hair. He is tall. He is medium height.
这样完整地描述人的外表是为后面能安排、完成任务做铺垫，同时能检测学生的掌握情况，以便老师随时调控。
StepIV. Play a guessing game.
At first the teacher gives the Ss an example.Then ask Ss to describe anyone in the classroom. Let the others guess.
这个游戏的安排目的是让学生通过他人的描述，去发现别人的外部特征。培养学生听、说以及辨别能力，同时可活跃课堂气氛。
StepV. Free talk: talk about any person who you like.
这是一个任务教学，让学生描述自己的家人、朋友及喜爱的明星，增添他人对自己的了解。学生拿出事先准备好的自己最喜爱的电影、足球明星，在小组里轮流进行描述。然后在组与组之间进行资源共享，让学生在讲台上用投影仪进行展示。（通过这一活动，使学生在掌握一定的英语基础知识和基本技能，能与小组成员合作共同完成学习任务，发展语言的综合运用能力，并创造性地使用英语表达自己的思想）。
StepVI. Describle and draw
Ask Ss to describle “What do you look like when you are 20 years old and draw a picture of it.
设计这个任务目的在于让学生能学有所用，想象设计一下自己20岁风华正茂时的样子，并画出来，让此堂课别开生面，乐趣横生。同时这培养学生的多种能力，让其能动手动口。
StepVII.1a-1b
在学生掌握好的前面的知识的基础上再处理学习书上的知识，就化难为简，学生才能得心应手，同时让学生整体回顾本节课的重点内容。
StepVII. Motto
此格言的安排是为了培养学生尊重他人的品德，不以貌取人。
StepIX. Homework.
1. Copy the sentences in Grammar focus.
2. Describe your friend,your parent, your teacher or any other person,and then write it down in your exercise book
通过以上几步的语言输入练习，让学生在进一步创造性活用所学语言，提高学生的写作能力。
二、课后分析及感想：
反思中教学，教学中成长
精心准备了好久的“节目”上演完毕，心中紧绷的弦终于放了下来，不管结果怎样，我都坦然。因为它毕竟是我努力的心血。从初赛到复赛到决赛，我努力过、奋斗过，有了这个过程，结果怎样就显得不是那么重要了。毕竟我们年轻人就是应该在一次次的磨练中，吸取经验教训，在反思中教学，在教学中成长，才有利今后的进一步提高。当然这次课后我也受益不浅。课后也私下征求了一些老师的意见，询问了学生的学习反馈意见。我一直在思索这个问题：我们的英语课该怎样去上，才能让学生觉得不枯燥，并能学好知识？是天天拿着教材教呢？还是变着花样把生活以及其他学科融入到英语学科，让学生们去感受，去体会，然后学中用，用中学。
本课是初一新教材第7单元的第一部分，教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点。本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生能通过交换对不同人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。所以在这堂课的设计上我是从以下几个方面去考虑的，以下是本节课的亮点：
第一：丰富的图片信息使用：我们的学生由于他们的年龄特征所定，对形象的事物特别感兴趣，尤其对新新人类更是喜欢。那么就这个特点，我采用了大量的人物图片。而这些图片却是经过精挑细选的：就本课的教学内容它主要是要求描述人物的发型与身材，所以选图时，就得相当有代表性。比如：高个--姚明；矮个--潘长江；胖的--韩红；瘦的--张柏芝等等。让学生一看就能明白这些单词的含义。那么他们说起来也就琅琅上口了。
第二：对现实教学资源的合理利用：图片给的信息直观，现实的资源就更为形象。本课要求学生能描述他人的外貌。那么我们的身边有这么多的同学、老师，我们来描述他们的长相，岂不更贴近生活实际，给我们的学习岂不带来更多的乐趣。这样更能给学生们长久的记忆。
第三：贴近学生的生活，让学生的口、手齐动。人们常说我们要过“双文明”生活。那我们的学生也应要求思维与动手能力齐备。大量的可行的任务教学设计，有利于学生们对知识的灵活运用。
首先要走进学生的生活，了解他们才能找到让他们动口动手的关键。那么怎样走近学生的生活呢？那就应该知道他们的喜好。我们的学生有强烈的喜恶情绪，有自己所喜欢、所崇拜的明星。那么以此为切口，我设计了一个活动：谈论自己喜欢的明星。这样以来学生就能运用自己所学的知识去描述自己喜欢的明星。并且缩短了与学生的距离，也让他们感受到老师的关心。
我让学生自备明星照片讲述，以及用“猜朋友”的办法来描述他人进行思维与口头的训练，同时我让学生们自己设计绘画自己将来的形象，培养了他们的动手能力，并且描述出来，这就让学生手口齐动。三个环节紧密相扣，层层相关。
第四、发挥多学科知识的联系作用。这一节课要求学生能描述他人的外貌。这就要求学生应具备听、说能力。怎样把这样的能力融入一体，并且学生能很好的接受，同时还能锻炼写的能力呢？怎么办呢？我想学生们的想象能力十分丰富，何不让他们想象一下当他们20岁的时候自己长什么样子呢？可是这个活动又怎么实施呢？我犯难了。我想不如让他们一边描述，一边画出自己的'肖像。这样利用美术知识来巩固本节内容，学习的形式也多样了，岂不更好？
第五、对学生情感上的引导。人的外貌对人的影响是很大的，所以常常有人犯以貌取人的错误。那么我们老师就应该对他们进行正确的引导，培养学生正确的人生观和世界观。于是在此课中通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的爱好，增进情谊。在选图时，我就侧重强调人物虽然有美丑，但是他们却都有自己的特长，都能在各自的领域成就一翻事业，让学生明白人不可貌相。同时在课末我增添谚语，再次强调人的外貌在人生中不是最重要的因素，能力才是最重要的。
在课堂上我鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态度。以学生为主体，教师旨在导学，不断创设情境让学生参与，积极肯定地评价学生的表现。任务设计较成功，创造条件让学生能够研究他们自己感兴趣的话题。同时注意给学生创设自主学习和交流的机会。学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能。同时我也将在今后的教学中继续探索在任务、与合作型教学中如何调动全体学生的积极性的方法。争取做到让学生独立“自主”学习，参加小组活动进行“合作”学习，做到“探究”学习
本课的设计使学生确实从学习中学会了如何谈论外貌,同时还学会了识别不同人物外貌特征，设计简单形象.丰富了学生生活,同时也是一种真实的体验.增加学生的语言实践，促进他们在整个教学活动中主动参与。
在板书设计上，为了避免学生把is和has混用，我采取了分开总结排版的格式，让学生能一目了然，描述什么该用什么词语。这样能使他们更容易接受，并且能分清它们的区别。 而课后作业是描述朋友、父母的外貌特征。这样设计的目的是为了巩固知识培养和提高学生的写作能力 。通过以上几步的语言输入练习，让学生再进一步创造性活用所学语言，提高学生的写作能力。
从这些方面我设计了本节课，按理说是很不错了，可是上完之后却不如我想象中的那么好。因为此课的设计不管是从内容上还是活动上都是很有激情的，然而学生的激情却没有充分的调动起来，让我很失望。课后我也一直在思考这个问题。我问学生为什么不积极回答我的问题呢？他们给的答案是：“胡老师，我们在那样的大教室里，有那么多老师听课，回答问题很紧张，害怕答错。”原因似乎很简单，但是这个问题却一直萦绕着我。我发现自己还有很多不足：
首先培养学生大胆发言习惯不够。在平常的教学中，学生的胆量是比较大的，可是这学期与上学期他们举手发言的激情却没有那么活跃了。因此我想在今后的教学中我应该注意培养学生大胆开放的性格,让学生在任何场合都能勇于发言，积极思考。
其次，课堂调控能力仍需加强。可能由于自己教学经验不足，导致调控能力不够好，所以没有把学生的激情完全调动起来，导致课堂上没有那么活跃。我应该把握好学生学习的反馈情况，及时调整教学进度。
既然意识到自己的不足，那么今后我应该多学习专业知识，多向其他老师学习，多方位的了解学生，把握好教学进度，分析好学情，弥补自己的不足，争取以后能学到更多的知识，能更好的上好课，教好书。争取尽快成长成为一名优秀的教育工作者。
七年级英语教学设计【篇7】
How do you come to school?
通过本单元的学习,学生能够谈论有关交通工具情况,围绕how do you come to school? by bike/by car/ by bus...等句型。
how do you come to school? by bike/by car/ by bus...
一般现在时用来表示经常的或者习惯性的动作，常与often,usually,sometimes等副词连用。
掌握连读。
1.要求学生能熟练的运用表达使用不同的交通工具的句型、掌握与之相关的短语。
2. 复习巩固以How开头的特殊疑问句的用法。进一步理解，熟悉，运用一般现在时。
本单元的核心教学项目是“交通工具”，即用英语询问某个人物上学或上班或其他活动的时候所采用的交通工具的语言。教育学生询问他人的时候用句型how do you come to school要求学生掌握好助动词do在不同人称特别是第三人称单数后的变化。通过学习本单元内容使学生了解人乘坐不同的交通工具的表达方式。
本单元的核心内容是“运用某种交通工具去某地的表达法”。在口语训练方面，主要是练by bike/bus/car/train/ship/plane及其问答。如：How do you usually go there/…? I usually go there on foot/by bike/…How many students go there on foot/by bus/…?等。对于第 110课第1部分两位老师的对话，我们可带着Is it a nice day?How does Mr. Wu usually come to school?What is wrong with his bike?这样的问题，先听后读再说，去学习对话。语法方面主
要是进一步复习、巩固一般现在时态和走冠词的某些用法。
本单元带情景的对话始于第110课第一部分，尽管只有三段简单对答，其中却包含本单元的教学要点。如果第109课的词汇和句型练习进行得顺利的话，可将这部分移至第一节课中操练。教师可先借助课本中的六幅图，将by的用法教给学生。做法是：先造单句，然后再导入对话。教师设立几个典型场景，请学生回答，如：在一般城镇中Students usually come to school by bike/by bus/on foot.其中有些学生可能是by car/taxi; 在水乡生活的学生多半是by boat;而山区的孩子们可能是on foot;而牧区的学生也许是on horse，那么什么情况是by train可让学生自己思考;他们也许还有许多其它选择，如motorcycle(摩托车)，minibus(小公共)，electric bike(电动自行车)，subway(地铁)，coach(长途公共汽车)，steamer(汽船)等。
综合前两课对话和听力内容，提供典型场景下的对话。
LI LEI: Hi, Yang Lan. Look at the sun. It's a fine day for a walk, isn't it?
YANG LAN: Yes. That's right. You came by bike today. Don't you usually come to school on foot?
LI LEI: Yes, I do. I like walking. But not today.
LI LEI: I got up late today. I didn't want to be late for school so I came by bike today.
本单元对话训练的结果应使学生就‘“交通工具”这一话题，联系生活实际，自编对话，表演出来。本单元课文的听力练习安排在第 110课第三部分;练习册第 110课练习2也是个听力练习。它们应与对话训练密切配合，达到听说相结合的目的。
本单元语法要点是在学过一般现在时的其它用法前提下，教学其表示经常或习惯性动作的用法。经过数次多种形式的训练，学生不难掌握这个用法。因为这个语法点已巧妙地融入课文的多项内容中。教师只要适时帮助学生归纳其用法，如通过问答练习，让学生相互问答有关自己及家人的日常作息活动，就可进一步理解和掌握其用法。
Some ideas for extra practice or enrichment
1 Use the picture that you have brought several times to your lessons. Give a picture to each pair. They should discuss the picture in as much detail as possible. By using pictures, students can become more comfortable with just speaking. As the students are describing the pictures, make sure they don't write down the description. Some students feel they need to write what they are going to say before they say it. However, this is a bad habit, and will actually hinder their language learning. Encourage the students just to speak. As they are talking wander around the room and give help as necessary.
运用你上课时用过的图片，给每组学生一张，让学生尽可能详细地讨论图片。学生描述图片时，一定不要写下描述的内容。一些学生觉得在用英语说前需要把他们想说的先写下来，这是说英语的坏习惯，不利于你的语言学习。要鼓励学生只说英语，必要时教师可以给予提示。
2 Have the students design their own kind of transportation and name it. They should give the purpose of their vehicle. Maybe they want to design something that takes them to the moon, the sun, or just around the block. Encourage them to be as creative as possible. You may need tohelp them with some of the names of parts of vehicles like tyres, windshield, etc.
让学生自已设计他们自己的交通工具，并给它取名，学生必须说明这种交通工具的用途。或许他们想设计一些能把他们带上月球、太阳或只是街道四周。鼓励学生尽可能有创造性，教师可以帮助学生给他们的交通工具取名，像轮胎、挡风玻璃等。
本单元第112课第三部分是一篇供选用的短文。练习册第111、112课中也有两三段短文。在阅读训练中，教师可利用课文后的问题让学生进行锻炼。如能以课文线索为背景，画简笔连环画，帮助学生理解和复述课文，效果会更好。练习册第112课练习6就是这种教法的一个示例。
over the river指“在河的上空(或上方)”，on the river指“在河面上”。over和on都是介词，over是“在……上方”的意思，on是“在……上面”的意思，前者指两物体不接触，后者指两物体相接触。如：
There’s a light over the table.
There’s a bridge over the river.
How many boats are there on the river?
The kite flies over the house.
There’s a tall building on the mountain.
over可表示从一边到另一边越过某一物体，两者可以接触，也可以不接触，on可指在某一物体上面移动。试比较：
The plane flies over the mountain.
The red car runs over the bridge.
The car runs fast on the road.汽车在路上飞驰。
too much和too many都作“太多”解，too much修饰不可数名词。而too man修饰可数名词。这里副词too是“太”，“过分”的意思，加强 much或many的程度。如：
You can’t have too much food at a time, or you II feel bad.
你一次不能吃太多的东西，要不然你会感到不舒服的。
There are too many people in that room. I can’t get in.
那个房间里的人太多，我简直进不去。
【注意】有时too much可单独使用，与介词短语for sb.连用，意思是“某人经受不住……”，而too many则不能这样用。如：
This problem is too much for a boy like him.
这一问题对于一个像他这样的孩子太难了。
The trip is too much for my grandfather.
我爷爷经受不住这次旅行。
【注意】too much还可以作宾语或状语用，而too many只能作宾语，不能作状语。如：
You can't eat too much at a time.你一次不能吃得太多。
He talks too much.他说得太多。
这三个副词是表示行为或动作的频率的。在使用这些词时，要注意它们在句中的位置，请看下面的几个句子：
My mother usually goes shopping on Sundays.
I’m often late for school.(often放在 be动词之后)
Sometimes I go to the park with my parents.
Se sometimes goes to school on foot.
But I walk sometimes.(sometimes放在句尾)
[初中英语教案设计模板]
七年级英语教学设计【篇8】
七年级英语Unit4课时2Reading,grammarandtask
(1)学习目标:
2.掌握词组behindthechairsontheteacher’sdeskanartroom
根据对话内容，选出能填入空白处的最佳答案。
A:Look!Thisisaphotoofmyclassroom.
A:Therearefifty.Twenty-fiveboysandtwenty-fivegirls.
B:What’sthisneartheblackboard?
A.I’mhere.
B.It’samapofChina.
C.Howmanystudentsarethereinyourclass?
D.HeisourEnglishteacher.Welikehimverymuch.
E.Howmanydesksarethereinyourclassroom?
Thereis/aresth.in/on…
1.Therearesomerulersinmypencilbox.(变一般疑问句并作否定回答)
__________________rulersin______pencilbox?No,______________.
There_____________________intheroom.
______________twopensinmybag.
4.I’minClass1.(划线提问)____________________________in?
5.Thisismyclassroom.(变一般疑问句并作肯定回答)
_____________________classroom?Yes,______________.
三、课内练习巩固选择填空
1.-Whatisthis?-It’saphoto_______hisfamily.
()2.There________abagandsomebooksonthedesk.
()3.Therearesomerulersonthe________desk.
A.teacherB.teacher’sC.teachers’
()4.Itis_______apple.
()5.Icanseesome_______trees.
Hi,I’mSammi.I’minClass3,Grade1.I’mfromEngland.I’mshortbutI’mstrong.Therearesixteenboysandeighteengirlsinmyclass.Look!Thisismyclassroom.Therearetwoblackboardsonthewall.Thereisapictureonthewall,too.Therearefifteendesksandachairintheclassroom.Thereisabagbehindthechair.Itisourteacher’s.Ontheteacher’sdesk,therearetwentynewbooks.
()1.SammiisanEnglishboy.
()2.Sammiisshortandstrong.
()3.therearetwenty-fourstudentsinherclass.
()4.Therearetwopicturesandablackboardonthewall.
()5.therearetwopicturesintheclassroom.
1.SammiisinC__________three,GradeOne.
2.Theteacher’sbagisb__________thechair.
3.SammiisnotfromC__________.SheisfromE__________
4.Thebooksontheteacher’sdeskaren__________.
5.Therearef__________desksintheclassroom.
七年级英语教学设计【篇9】
从A、B、C、D四个选项中选出一个最佳答案。
1. —What’s that?
—It’s _________ pen. _________ pen is yellow.
A. a; The B. an; The C. a; An D. an; A
2. —_________ Ms. Brown’s first name?
—Jane.
A. What B. What’s C. How D. How’s
3. —_________ you Linda?
—Yes, I _________.
A. Is; am B. Are; is C. Is; is D. Are; am
4. This is an English boy. Eric is _________ name.
A. he B. his C. she D. her
5. One and eight is _________.
A. six B. seven C. eight D. nine
6. The girl is Grace Miller. Miller is her _________ name.
A. first B. one C. school D. last
7. —What’s her telephone number?
—_________ is 363-4458.
A. It B. This C. That D. Her
8. —Is this your jacket?
—_________. It’s Jenny’s jacket.
A. Yes, it is B. Yes, she is
C. No, it isn’t D. No, she isn’t
9. Bob is _________ friend. _________ is a good boy.
A. my; His B. my; He C. I; His D. I; He
10. —Nice to meet you.
A. Good morning! B. Thanks.
C. I’m OK. D. Nice to meet you, too.
11. —What _________ four and five?
—_________ nine.
12. —_________ you Kate Green?
—No, my name _________ Mary Green.
13. —What’s her telephone number?
—_________.
A. It’s 786-1356 B. It’s Jim@
C. I’m 88567301 D. I’m Jenny
14. My name’s Alex Cooper. Alex is my _________ name. Cooper is my _________ name.
C. second; family D. family; first
15. This is _________ ID card, but it’s not _________ card.
Hello! I’m Jack. I’m 16 Beijing, China. Dale is my friend. 17 last name is Brown. He is in China, 18 . I’m in No. 2 Middle School. My student(学生) 19 is 130934. Dale is in Beijing No. 5 Middle School. He 20 in my school. We can 21 in the evening. Jenny and Cindy are Dale’s 22 sisters. Jenny’s cup and pen are 23 . Blue is her favorite(最喜欢的) 24 . Cindy is two. She can say ＂ 25 are you?＂ now. The girls are nice.
A: Good morning. My name is Jenny. What’s your name?
B: My name is Alice. Nice to meet you, Jenny.
A: Nice to meet you, too. What’s your telephone number, Alice?
A: Oh, my telephone number is 443-6598.
B: Is that your pen, Jenny?
A: No. That pen is white. My pen is purple. I like purple.
B: Oh, I like purple, too. I have a purple ruler.
根据材料内容判断正（T）误（F）。
26. It is morning now.
27. Alice’s telephone number is 443-6598.
28. Jenny has a white pen.
29. Alice likes purple.
30. Alice has a red ruler.
31. Smith is _________ last name.
A. Dale’s B. Eric’s C. Jane’s D. Linda’s
32. What’s Dale’s telephone number?
A. 398-5117. B. 278-1567. C. 281-9176. D. 535-2375.
33. _________ is Linda’s last name.
A. Brown B. Smith C. Green D. Hand
34. _________ boys are in the table(表格).
A. Two B. Three C. Four D. Five
35. Which of the following is NOT true(下列哪项陈述是错误的)?
A. Dale’s last name is Brown.
B. Hand is Eric’s last name.
C. Linda’s telephone number is 281-9176.
D. 535-2375 is Jane’s telephone number.
C
Hello! My name is Mark Brown. I am in Shanghai, China now. I am a student in a middle school. I like green and blue. I have a blue cup.
I have two friends. One is Liu Wei, a girl, and one is Fang Jun, a boy. Liu Wei’s telephone number is 6523-4476. She has a black jacket and she likes it. Fang Jun has no phone. His QQ number is 80123354. He has a jacket, too. He likes yellow. He has a yellow ruler and a yellow pen.
根据材料内容选择最佳答案。
36. Mark _________.
A. is in Beijing B. is a student
C. likes black D. has a blue pen
37. Mark has _________ friends.
A. two B. three C. four D. five
38. Liu Wei has a _________ jacket.
A. yellow B. green C. blue D. black
39. Fang Jun has no _________.
A. friend B. phone C. jacket D. pen
40. 下面哪项陈述是正确的？
A. Mark’s last name is Green.
B. Liu Wei’s telephone number is 6523-4576.
C. Fang Jun’s QQ number is 80123354.
D. Fang Jun has a white ruler.
D
I’m David. Today, I ask some of my friends about their favorite subjects.
Helen likes Chinese best and she says it is interesting. Lily likes Chinese best, too, and she says it is easy. Linda’s favorite subject is math because she likes her math teacher, Miss White. Mark’s favorite subject is science. He knows a lot about science. Tom’s favorite subject is history. He likes to read stories about history.
Helen, Lily and Linda don’t like P.E. They say P.E. is not interesting. Mark and Tom don’t like art. They say it is difficult.
根据材料内容选择最佳答案。
41. David asks his _________ about their favorite subjects.
A. classmates B. children C. cousins D. friends
42. Lily says Chinese is _________.
A. easy B. difficult C. interesting D. boring
43. Mark’s favorite subject is _________.
A. math B. science C. P.E. D. Chinese
44. 下面哪项陈述是正确的？
A. Helen’s favorite subject is English.
B. Linda likes her Chinese teacher.
C. Mark knows a little about science.
D. Tom likes to read stories about history.
45. From the last paragraph(段) we can know that _________.
B. three girls say that P.E. is fun
D. two boys say that P.E. is easy
A）根据句意及所给汉语提示，写出句中所缺单词。
46. Look! That is a map of _________(中国).
47. Alice _________(和) Jenny are English girls.
48. What color is _________(她的) quilt?
49. Tom is in his _________(学校) now.
50. Green is a(n) _________(令人愉快的) color.
B）根据等式用正确的数字填空(数字用英语表达)。
根据对话内容在空白处填入适当的句子，使对话完整、通顺。
A: Hello! Are you Alan?
B: 56. _______________. Alan is my friend.
A: Oh, that’s good. 57. _______________?
B: His phone number is 905-9233.
A: Thanks. By the way(顺便问一句), 58. _______________?
A: 59. _______________?
A: 60. _______________, Frank. I’m Jane Brown.
B: Nice to meet you, too.
假如你是张莉，你有一个好朋友在北京。下面的信息卡中提供了你好朋友的'照片及其相关信息。请你根据信息卡写一篇英语短文，介绍你的好朋友，不少于5句话。
七年级英语教学设计【篇10】
新目标七年级英语下册期末试卷
时间：80分钟 内容：unit1---12 总分：110分
学校 —————— 班级——————姓名 —————— 座号————
一、补全单词。﹙5分﹚
1、r--le﹙规则﹚ 2、m--nd﹙介意﹚ 3、ch----p﹙便宜﹚
4、st----﹙停留﹚ 5t----﹙茶﹚ 6、b----f﹙牛肉﹚
7、b----ld﹙体格﹚8、r--n﹙雨﹚9、w--sh﹙洗﹚ 10、f--sh﹙鱼﹚
二、英汉词组匹配。﹙10分﹚
A、漂亮的 B、赞同 C、万里长城 D、少年宫 E、不再
F、中国文化 G、访谈节目 H、 一大碗 I、故宫 J、 肥皂剧
1、 talk show 2、 China Culture 3、 soap opera 4、 good—looking
5 、agree with 6、 the Great Wall 7、 not…any more
8、 the Palace Museam9、 the Children’s Palace 10、 a large bowl of
三、从Ⅱ栏中找出Ⅰ栏中问句的适当答语。（共10小题，每小题0.5分，计5分）
Ⅰ Ⅱ
﹙﹚ 1. What does your brother look like? A. Yes, they did.
﹙﹚2. How was your weekend? B. It’s ten yuan
﹙﹚ 3. What time did Tom get to school? C. He’s tall with brown hair
﹙﹚4. Did your parents go to the movies yesterday? D.At about six o’clock
﹙﹚5. Where does Mr Smith come from? E. Yes, there is.
﹙﹚6. What is your best friend like? F. They are playing soccer.
﹙﹚7. Are the children playing soccer or basketball?G. I like Chinese.
﹙﹚8. Do you like English or Chinese? H. America.
﹙﹚9. How much is the book? I. She is really friendly.
﹙﹚10. Is there a post office near here? J. It was great.
四、根据句意及首字母提示，补全单词。﹙5分﹚
1 、I often v___ my grandmother.
2 、Where did you go on v______ last year?
3、She went shopping last night, but the shops were too c______.
4 、My brother usually a_____ late for class.
5 She likes the scarf, but I don’t s_____ it.
五、用所给词的'适当形式填空。﹙10分﹚
1、Don’t ______﹙eat﹚in the classroom.
2、They________﹙go﹚to the beach last weekend.
3、Miss Wang is ________﹙friend﹚to us.
4、Look! The boys__________﹙play﹚soccerover there.
5、They enjoy ________﹙listen﹚to music.
6、There aren’t_______﹙some﹚mutton in the fridge.
7、She _______﹙wash﹚clothes every morning.
8、It’s_____﹙sun﹚. Let’s go out for a walk.
9、We have to______﹙clean﹚the classroom on school day.
10、Thank you for______﹙join﹚us.
六、选择最佳的一个答案。﹙20分﹚
﹙﹚1、You are from Australia, can you _____Japanese?
A、 speak B、 say C、 tell
﹙﹚2 、You are a good girl._ _________
A、 Thank you very much B 、Sure C 、OK
﹙﹚3．________ late for school again.
A. Not B．Not be C．Don’t be D． Aren’t
﹙﹚4、 This is my friend, he is a _________boy.
A、 14-years-old B、 14 years old C 、14-year-old
﹙﹚5、 _______did you go last Sunday?-- I went to the zoo
A 、 How B．Where C．When D．Why
﹙﹚6、 Go straight and ___________left. The hospital is next to the post office.
A． turn B．take C．go D． carry
--What_______ _your English teacher _____like?—She is tall with long hair.
A．is, look B．is, looks C．does, look D．do, looks
﹙﹚7、My friend ________a medium build and she ________medium height.
A．has, has B．is , is C．has, is D． is , has
﹙﹚8、 --How was your vacation, Sarah?--________.
A． It’s pretty good B．It was pretty good C．It’s hot D．It was hot
﹙﹚9、 _____ Sunday night , we went to movies.
A 、On B、 At C、 In
﹙﹚10 How about ______ fishing this afternoon?
A、 go B、 goes C 、going
﹙﹚11、 ____________ I’d like some chicken.
A、 Do you like it? B、 Can I help you? C、 What do you like?
﹙﹚12、 Mary like playing __ guitar, but she doesn’t like playing __soccer.
A、 the B、 the, the C、, the
﹙﹚13、 John doesn’t like math, Lily doesn’t, ____.
A、 also B 、too C、 either
﹙﹚14、 She is a waiter. She is ___ at night, but she is free in the morning.
A、 funny B、 busy C 、tired
﹙﹚15、 Is there a park near here? _ __________
A 、Yes, there is. B 、No, it isn’t. C、 No, there is.
﹙﹚16、 Please be _____!It is a reading room.
A 、shy B、 smart C、 quiet
﹙﹚17 、This TV show is _____ , so I want to sleep.
A、 boring B、 interesting C、 exciting
﹙﹚18、 What would you like_____ lunch?-- A bowl of noodles, please.
A、 for B 、with C、 in
﹙﹚19、 There ____ many people in the park yesterday.
A was B were C are
﹙﹚20、 Why __go out for a walk?
A 、don’t B、 not C 、can’t
七、句型转换。﹙15分﹚
1、 I’d like some chicken noodles.﹙划线部分提问﹚ _____ _____ you _____ ?
2、Do your homework after school.﹙否定句﹚ _____ _____ your homework after school.
_3、She gets up at six every morning.﹙一般疑问句﹚ ____ she ___ ____ at six every morning?
4、His brother has some tomatoes. ﹙同2﹚His brother ____ _____ _____ tomatoes.
5、What do you think of the TV show ?﹙同2﹚ _____ _____ you _____ the TV show?
6、What can I do for you ? ﹙同2﹚_____ _____ _____ ______ ?
7、He watched TV last night. ﹙同3﹚____ he ___ TV last night?
8、Mr. Wang is teaching English in the classroom.﹙同1﹚
_____ ____ Mr. Wang _____ in the classroom?
9、Mr. Black is a little bit heavy.﹙同1﹚ _____ _____ Mr. Black _____ _____ ?
10、He is from Japan. ﹙划线部分提问﹚___________he _____?
八、完形填空（10分）
It 51 Sunday yesterday. We has 52 classes. I got up at 6:30 53 morning. Then my mother and I went to the shop. We wanted to do some 54. My mother wanted to buy some food 55 super and I wanted to buy some school things: some books and a pen. The shop56 early in the morning.57a lot of people in the shop. They were 58, old and young. Some things in the shop were cheap, some were not. We bought some food and school things. The people in the shop 59 friendly 60.
51．A．is B．was C．it’s D．it was
52．A．no B．not C．not any D．much
53．A．in B．in the C．at D．at the
54．A．shops B．shopping C．shopping D．shop
55．A．for B．to C．with D．at
56．A．open B．opening C．is opening D．opened
57．A. There is B．There has C．There were D．There have
58．A．man and womanB．mans and womans C． men and women D．a man and a woman
59．A．was B．were C．did D．have
60．A．for we B． to us C． for our D． to ours
60．A．for we B． to us C． for our D． to ours
九、阅读理解：（共10小题，每小题2分，计20分）
A
Billy and Sam were twins. They were in the same class. They were both very happy. One day their teacher asked the class to write a composition(作文)“My Mother”. Sam wrote one, but Billy was lazy. He just copied his brother’s.The next day, the teacher asked Billy why his composition was the same as Sam’s. “We have the same mother, don’t we?”answered Billy.
根据短文内容判断句子正误，正确的填A，错误的填B。
61．Sam was older than Billy.
62．Sam and Billy were in different classes
63． The name of the composition was” My Mother”
64．Billy’s composition was the same as Sam’s
65．Billy was not lazy. He was very clever
B
TV PROGRAMMERS(节目)
Channel 1 Channel 2
18:00 Around China 17:45 Computers today
18:30 Cartoon network 18:10 Chinese arts
19:00 News 18:30 English classroom
19:30 Weather report 18:50 Animal world
19:40 Around the world 19:25 China’s
20:10 TV play: Sisters 20:20 Sports
21:00 English for today 21:00 TV play: Big family
21:15 Popular music 21:45 English news
21:55Talk show 22:00 Music
66．You want to know something about Japan, you can watch________
A．Weather report B．China’s 2004 C．Around the world D．Animal world
67．You are a football fan. You may watch TV at___________.
A．19:00 on Channel 2 B．19:40Channel 1 C．20:20Channel 2 D．21:15Channel
68．How long does the TV play“sisters”last(持续)？
A．30 minutes B．50 minutes C．90 minutes D．120 minutes
69．You can watch _______if you want to learn English.
A．English news B．English classroom C．English for today D．A、B and C
70．Children often like to watch_________.
A．Cartoon network B．News C．Weather report D．Sports
B：Great! Thanks.
十、作文。﹙10分﹚谈一谈你学校的规章制度。
七年级英语教学设计【篇11】
人教版生物七年级上册《种子植物》教学反思
一、教学过程：人教版生物七年级上册《种子植物》这节课中我首先从生活中的实际例子入手，提出问题设置悬念，创设学生积极探求新知的情镜，激发学生的学习兴趣..然后以菜豆种子和玉米种子为重点进行探究实验，在实验的基础上进行对比，得出单子叶植物和双子叶植物的概念，以及胚是幼小的植物体，最后进行练习巩固。
为了实现教学目标，在课堂上采取了一些措施：如让学生收集种子，尝试了解种子，让学生亲身经历收集种子的乐趣，从中感受种子的魅力。再如在课堂上花费了大量的时间用在观察种子的结构上，教观察与解剖的方法，对每个探究的实验都要进行总结归纳，再利用表格对菜豆种子和玉米种子的结构进行比较，最后得出胚是幼小的生命体。这些都是在教师的引导下经过学生的分析比较得到的，教师只起到了引导的作用。
二、教学方法：此外在课堂上采用了实验探究法、观察法、讨论归纳法等多种教学手段，激发了学生的学习兴趣，达到了较好的效果。
三、对本节课本人的评价：整体设计自然流畅。比如教学胚的结构时，让学生看书、画胚的结构、和书中的图对比学习结构名称、多媒体演示胚的每部分结构。通过四个细致的步骤将本节课的重点、难点落实到实处。与学生互动发挥了主体参与。
四、缺点：当然还有不足的地方：激励评价语言生硬。课堂上不能和学生融为一体，不能和学生很好地互动，启发学生学习的引导方法还有一定的欠缺。这些都是自己今后努力的方向。
七年级英语教学设计【篇12】
Unit 4 My Holiday 第一课时 一、教学内容：Let’s learn Let’s play Let’s chant 二、教学目标与要求 1.能够听、说、读、写以下动词短语：learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food. 2.能够询问别人在假期里所做的事情并做答。 三、教学重点 本课时的教学重点是掌握五个动词短语的过去式形式。 四、教学难点 本课时的教学难点是以下六个单词的拼读和拼写：took, learned, sang, danced, ate, climbed。教师要多示范，通过有针对性的反复操练知道学生熟练掌握。 五、课前准备 1、教师准备本课时所需的单词卡。 2、一架照相机、食物、一首歌曲，一张照片。 3、教师准备本单元的挂图。 六、教学过程 1.Warm-up 1.教师放五年级下册的歌谣“Let’s go on a field trip…” 学生边唱歌边跟教师作相应的动作。 2.教师放Let’s chant的录音，学生跟着录音说。 2.Preview 1.“猜一猜”游戏：教师呈现学生小时候的照片问：Who’s he/she? 引导学生回答。然后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes, it’s me. I was … years old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生回答。 3 Let’s start 教师展示本部分的挂图问：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。 4.Presentation and Practise Let’s learn 1.教师问一名学生：What’s your hobby? 引导学生回答。教师指着自己说：I like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书took pictures和take pictures，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。 2.教师拿出一张自己爬山的照片，说：I went to Xinjiang/…last year. Guess. What did I do there? 请学生猜。如果有学生猜到climb a mountain，教师就向学生展示照片：Yes, that’s right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对东词原形和过去式形式进行比较。教师继续问：Have you ever been to any famous mountains? Where have you been? 引导学生说：I climbed Hua/Yandang/…Mountain.教师可继续提问：When did you climb Yandang Mountain? I climbed Yandang Mountain in spring/April 8th. 3.教师再次展示爬山的照片，说：I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes, I ate. I ate good food. 板书ate good food和eat good food，带领学生比较不同之处。教师带读，注意强调ate的发音。 4.教师依次出示爬山和美食的照片说：I climbed a mountain. I ate good food, too. What else did I do there? Guess. 5.教师放课前准备的歌曲录音，放完一遍后，问学生：Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生：What did we do just now? 引导学生回答：We sang a song. 教师板书sang和sing，带领学生进行比较。教师带读单词。教师边做动作边说：People in Xinjiang like singing. They like dancing, too. 教师板书sang and danced，带读。 6.教师出示本部分的教学挂图，介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike学中文的图说：He learned Chinese. 板书 learned Chinese，带读。教师再问学生：What did John do? 引导学生回答：He climbed a mountain. He ate good food. He sang and danced. 7.教师放A Let’s learn部分的录音，学生跟读。 8.教师带领学生说唱下面歌谣： What did you do on your holiday? What did you do on your holiday? I took, took pictures. What did you do on your holiday? I climbed, climbed a mountain. What did you do on your holiday? I learned, learned Chinese. What did you do on your holiday? I sang, sang and danced. 9.快速抢答：全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food/ … and climbed a mountain/… 哪个小组手先猜出正确答案就得一分，最后总分最高的小组获胜。 10. 学生两人一组，轮流抽取学生卡片编对话。 Let’s play 学生两人一组，每人在长纸条上写过去式时的句子，然后把句子在单词间空隙处剪开。学生交换剪下来的单词，看谁能最先把同伴的两个句子排列好。 Good to know 1. 教师介绍普通相机一些基本零部件的名称和简单的摄影常识。 2. 教师一边介绍摄影的基本步骤一边用相机给学生照一张照片。 nsolidation and Extension 1. Activity Book 2.学生课后进一步熟悉照相的基本步骤，教师鼓励有条件的学生拍下几张照片，下节课进行班级交流 Unit 4 My holiday Learned Chinese sang and danced ate good food Took pictures climbed a mountain 第二课时一、教学内容： A Let’s try Let’s talk Let’s play 二、教学目标与要求 1. 能够听、说、读、写句型：Where did you go on your holiday? I went to Xinjiang. 2. 能够听懂Let’s try部分的录音并完成练习。 3. 能够理解、说唱歌谣“Where did you go on your holiday?”。 4. 会使用英汉字典查新词。 三、教学重点 本课时的教学重点是句型：Where did you go on your holiday? I went to Xinjiang. 四、教学难点 本课时的教学难点是在实际情景中正确运用所学对话。 五、课前准备 1．教师准备本课时所需的词卡。 2．教师准备录音机和录音带。 3．调查表格；几张地名卡片，几张照片；英汉字典。 六、教学过程 1、Warm-up 1. 教师与学生的日常会话。 2. 复习上一课时新课呈现部分所学的歌谣。 2.Preview 1. 教师放A Let’s learn 部分的录音，学生跟读并拼读动词短语。 2.“打擂台”游戏 请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I learned Chinese at school. 不能正确造句的`学生即被淘汰出局。然后教师出示另一张卡片，留在台上的学生继续比赛。能最后留在台上的学生成为擂主。 3.Presentation and Practise Let’s try 1. 学生听Let’s try部分的录音，完成练习。 2. 教师提问：What do people in Xinjiang like doing? 引导学生回答：They like singing and dancing.. Let’s talk 1. 教师出示一张新疆的风景照说：Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教师再拿出一张公园的照片，说：This is a park. I went to the park last weekend. 教师板书：I went to…指导学生拼写单词went。 2.教师出示一张中国地图说：This is a map of China. I went to a city last year. It’s in Guangdong province. It’s a new city. Guess. Where did I go? 引导学生用句型Did you go to ,,,? 猜一猜，然后教师说：Yes, I went to… 3. 教师邀请一名学生到讲台前面来描述自己曾经去过的一个地方，教师问：Where did you go on your holiday? 引导这名学生回答。再请几名学生轮流上台，台下的学生其问：Where did you go on your holiday? 教师指导讲台上的学生回答。 4. 教师在请一名学生上台，随意抽取一张地名卡片举起来，不要让台上的学生看到卡片的内容。台下的学生一起问：Where did you go on your holiday? 台上的学生用I went to… 回答。猜对地名后，这名学生指定另外一名学生上台继续游戏。教师再拿出上一课时的单词卡片，在学生猜出地点名称后，任意抽取一张动词短语过去式的卡片，带领台下学生问：What did you do there? 请台上的学生回答。教师注意强调there的发音。 5. 听录音，跟读Let’s talk部分的内容。 6. 学生操练对话，教师引导学生根据本部分插图的提示进行替换练习。 7. 教师出示能拼成重点句型的单词卡片，要求学生在最快的时间内组合成句。 Let’s chant 1. 教师问：Where did you go on your holiday? Did you have a good time? 引导学生回答：I went to … Yes, I had a lot of fun. 2. 教师放歌谣录音，全班跟唱。 3. 学生男女生各一组，一组唱问句，一组唱答句，看那组唱得好。 Pronunciation 1. 教师出示英汉字典，问：What’s this? It’s a dictionary. Yes. It’s an English dictionary. Words in a dictionary are in alphabetical order. 教师用中文介绍查英汉字典的方法。 2. 教师指导学生完成练习，然后让学生在词典理查一查练习中的单词，看谁查得最快。 nsolidation and Extension 1. Activity Book 2. 学生课后询问同学或老师曾经去过的地方，完成调查表。 七、板书设计： Unit 4 My holiday Where did you go on your holiday? I went to Xingjiang. 第三课时 一、教学内容： A Let’s read Let’s talk sing Good to know 二、教学目标与要求: 1. 能够听懂、会读Let’s read中信的内容并独立完成信后的书写练习。 2. 能够完成Let’s find out部分的练习。 3. 能够听懂、会唱歌曲“A trip to China”。 三、教学重点 本课时的教学重点是能读懂Let’s read部分的一封信。 四、教学难点 本课时的教学难点是能正确认读下列句子：Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow I’ll be back home.
