第一篇：七年級英語下冊Unit 8教案2

Unit 8 How was your school trip?

Page 47 Section A 1a~1c

I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary;Target language.2.Abiklity Objects Listening, speaking, writing and cooperating skills.1.Moral Object What you do today is what you do tomorrow.II.Teaching Key Points 1.Key vocabulary aquarium, zoo, seals, sharks, photos, souvenir, ate, took, hung out.2.Target language Did you go to the zoo? No, I didn’t.I went to the aquarium.Were there any aharks?

No, there weren’t any sharks, but there were some really smart seals.III.Teaching Difficulty:

Spoken practice.IV.Teaching Methods Oral practising, listening, writing, asking and answering methods;Pairwork.V.Teaching Procedures Step I

Greet the class.Step II

Today we are going to learn Uint 8 How was your school trip? During this unit we will learn more ways to talk about things that happened yesterday, last week or last year.Now I’d like to ask some questions about things you did yesterday or last week.Warming – up: Ask different students questions about things they did yesterday or last week using verbs they have already studied.Ask the students to give the short answers, Yes, I did.No, I didn’t.Yes, I was.No, I wasn’t.Use these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.Review the present and past of some verbs students have already studied.Remember to use only these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.Step III Show new words on the screen aquarium

shark

seal

souvenir

Lead the students read the words above and add some more words needed to teach.Step IV Section A 1a Aak students to make separate lists.Ask students to read their lists to the class.On the board, make a list of all the activities students talk about using a past verb and the activity.Point to the items and ask different students to read the items to the class.Step V 1b

Point out the picture and the list of activities.Read the instructions.Listening carefully and circle only the things you hear on the recording.Check the answers.Step VI 1c Pairwork

Ask students to look at the picture in Activity 1a.Then point out the sample comversation in Activity 1c.Ask two students to read it to the class.Say, Now work with a partner.Make your own conversations about the people in the picture.Ask several pairs to present one or more of their converwations to the class.Step VII Game Divide the class into two teams.Name one team “past”and the other “present”.The “past ”team will talk about things that happened last week or last year.The “present”team will talk about things that happen every day.The “past ”team starts by saying a sentence.The “present”team has to change the sentence into a “present”sentence.For example, I went swimming yesterday becomes I go swimming every day.The “present”team to change.Each team gets one point for changing a sentence correctly.Step VIII Summary Today we have learned how to talk about what you did on your last school trip.This is about something happened in the past.And now we know how to say it in English.We have to work hard every day then we could make progress every day.Step IX Homework Review the Activity 1a.Practice the Activity 1b with yout partner.Step X Blackboard Design

Unit 8 How was your school trip? Did you go to the zoo? No, I didn’t.I went to the aquarium.Were there any aharks? No, there weren’t any sharks,but there were some really smart seals.Step XI Teaching reflection:

第二篇：七年級英語下冊Unit8 Topic1 Section D教案

七年級英語下冊Unit8 Topic1 Section D教案

Section D needs 1 period.Section D需用1課時。

The main activities are 1a and 4.本課重點活動是1a和4。Ⅰ.Aims and demands目標要求

1.Learn some new words and phrases:

everything, come back to life, come out, be busy doing sth., leaf, wind, strongly, report

2.Learn some useful expressions about the seasons.Everything comes back to life.Trees turn green and flowers come out.It often rains and sometimes it rains heavily.It’s cool and the leaves fall from the trees.The wind blows strongly, and sometimes it snows.3.Talk about the weather and temperature.Beijing is sunny.The high temperature is 10℃ and the low temperature is 2℃.Ⅱ.Teaching aids 教具

多媒體課件/錄音機

Ⅲ.Five-finger Teaching Plan 五步教學方案

Step 1Review 第一步復習(時間:10分鐘)

復習詢問天氣的功能用語。

讓學生們用本話題所學重點句型編一個有關天氣和季節的對話，給三分鐘時間準備，自覺上前來表演，表現好者給予鼓勵。T: Now.Let’s congratulate the winners.(學生向獲勝者鼓掌。)

Step 2Presentation 第二步呈現(時間:11分鐘)

出示多媒體課件，呈現1a, 完成1b。掌握描述四季的差異的表達方法。

1.(一年有四個季節, 每個季節之間肯定會有不同之處, 到底有哪些不同之處呢？呈現1a。

聽錄音，回答下面的問題：

（1）What’s the weather like in spring？

（2）When does summer usually begin?

(學生閱讀并做筆記, 教師巡視, 發現速度慢的學生, 教師可以個別指點。)

2.(時間到, 核對答案。根據學生回答, 板書并導出新單詞。)T: Time is up.Let’s check the answers.3.(播放錄音, 讓學生跟讀。)

T: Listen to the tape and follow it.Step 3Consolidation 第三步鞏固(時間:6分鐘)

鞏固1a, 學會復述短文。

(學生通過閱讀1a文章, 做1b練習, 已對四季的差異有了大致了解?，F在可以根據自己做的筆記, 不看課文復述短文, 同時教師用課件出示四季圖片, 可讓學生看著四季圖以及上面的板書內容，回憶并復述。)

T: Good.Now please retell the passage according to your own notes.You can also get help from the pictures and the key words on the blackboard.S1: In China, spring returns and many things come back to life in March.The weather gets warm.It is a wonderful season.Summer begins in June.It is very hot.The

leaves fall from the trees

in fall, and the farmers are busy harvesting.Then winter comes.It

lasts from December to

February.We all wear warm clothes.The wind blows strongly.Sometimes it snows.T: Very good.Now, S2, please retell the passage again.S2: …

…

Step 4Practice 第四步練習(時間:10分鐘)

掌握季節的功能用語, 進行知識拓展。

1.(學生通過復述, 已經掌握了很多四季之間的差異。現在可以進一步探討現實生活中四季之間的差異。把學生分成春、夏、秋、冬四組, 春天這一組討論與春天有關的話題。夏天這一組討論與夏天有關的話題, 依此類推。教師可以在旁邊觀看并指點。討論過程中每組學生可以把相關的討論結果寫在黑板上。然后比一比，看哪一組做得最好。)

T:Good!Now can you find out more differences in different seasons? I will divide you into four groups.Each group stands for one season.Please discuss and write your answers down on the blackboard.Let’s see which group does the best.Group 1, please write down the sentences describing spring.Group 2, please write and tell us what summer is like.Group 3, please work for fall.Group 4, please describe how winter is different from others.Ss: OK.2.(由上面的活動轉入2。請同學們根據2的信息，寫一則天氣預報，可適當進行擴展。)

T: Boys and girls, we do different sports in different seasons.But before we go out, we’d better know the weather.Do you know how to write a weather report? Now, please look at 2, and try your best to write a weather report according to the information.(寫完后，老師點幾名學生朗讀他們所寫的天氣預報，并作適當講解。)

T: OK.Now let’s ask some students to read their weather reports, S1 …

Step 5Project 第五步綜合探究活動(時間:8分鐘)

利用所學知識, 學會表達對季節的喜好。

1.(不同的季節有不同的天氣, 人們可以進行不同的活動。進入小組討論, 談論每個人在不同的季節里的服裝穿戴和進行的活動。)

T: Good!We know in different seasons, we wear different clothes and do different sports.Now work in groups, and discuss what kind of clothes you wear and what sports you do in different seasons.(學生開始討論, 2分鐘后讓學生匯報。)

T: Now can I share your ideas?

S1: I like wearing coats in winter and I like skating.S2: I like wearing T-shirts in fall, and I like climbing mountains.S3: …

…

2.(家庭作業。)

(寫一篇短文, 描述自己在不同的季節所喜歡的衣服和運動。)

仁愛英語七年級下冊Unit8 Topic1 SectionD教案

學校：馮橋初級中學

姓名：鄧紅艷

第三篇：英語(新目標)七年級下冊教案_2

英語（新目標）七年級下冊Unit 2教案 Unit 2 Where's the post office?

Language goal This unit students leam to ask for and give directions(方向)on the street.New language Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,Between

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

Section A

Ask two rows of three students each to stand facing each other in the front of the classroom.Point to students standing in front and ask the class to repeat the questions and answers.Example 1 Teacher: Where'sYang Li?(Point to two students standing beside each other.)Yang Li is next to Li Peng.Example 2 Teacher: Where's Zheng Wen?(Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3 Teacher: Where's Lin Jiahui?(Point to one student standing between two other students.)Lin Jiahui is between Sheng Lin and Li Dai.la

This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures.Say, Write the letter of each place in the picture next to the correct word or words on the list.Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture.Say the name of each one to the class.Say, Now I will play recordings of three conversations.Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time.Students only listen.Play the recording a second time.This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(錄音稿)Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is.Conversation 2

A: Is there a post office near here? B: Yes, there is.There's one on Bridge Street.Conversation 3 A: Is there a supermarket on Center Street? B: No, there isn't.1C

This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one.If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范）the activity.Point to the picture and ask.Is there a post office near here? Then choose a student to answer.Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and check progress(進展情況).Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教學后記：

教學方法有問題？

教了這么多年的英語，總幻想有一種方法，能讓學生輕輕松松把英語學好。哪

怕自己多浪費點時間。有時想來，自己的教學效率實在是太低了，每天不分上課上自習，都是一個樣。也就是說在不誤課的情況下，我的教學時間應該是學校規定時間的兩倍，然而教學的效果卻很不理想。每天看著自己的隊伍步履蹣跚的前行，自己不由的懷疑自己的教學方法。

與此同時，這段時間由于我在學生每天記十個詞前，先領讀他們一遍，再分開音節，講一講英語的拼讀規則，發現學生的記憶效率大大的提高，這更讓我有理由懷疑自己的教學方法是不是不適合學生的實際？

吃早飯時突發“奇想”，是不是給學生一點時間，讓他們把每單元幾句重點句背下來更好呢？單詞需要積累，這點勿容置疑。對于我們的學生來說，典型句子同樣需要積累。句子背下來，在用的時候就可以舉一反三，就像語文中背范文一樣。對于我們我們這些基礎較差的學生來說，他們在交際時需要模仿，在他們的記憶庫中貯存就是十必要的。當然，如果學生能夠在課堂上用英語去表達的話，說明這些典型的句子他們已經掌握。但現實的情況是，這種方法更容易適用于尖子生，或者基礎較好的學生，很多學生只是充當的觀眾。

讓學生死記硬背是不對的，但不讓學生背也是不對的。

2a

This activity introduces the terms across from, next to, between, and on.Focus attention on the pictures.Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences.Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictures.Say, Eacb sentence talks about one of the pictures.Write the number of the sentence in the box on the picture that it is talking about.Point out the sample answer 1.Check ihc answers.2b This activity gives students practice listening to and understanding the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b.Read them to the class saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.Point out the sample answer.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(錄音稿)Conwaraation 1 A: Excuse me.Is there a library around here? B: Yes.It's between the video arcade and the supermarket.Conversation 2 A: Where's the park?

B: The park? Oh, it's across from the bank.Conversation 3 A: Excuse me.Is there a supermarket around here? B;Yes, it'son Fifth Avenue.Conversation 4 A: Where's the pay phone? B: It's next to the post office.2c

This activity provides guided oral practice using the target language.Point to the list of buildings in la.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles(泡沫)in 2c and ask a pair of students to read the conversation to the class.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Ask about the buildings in 1a.Demonstrate（示范）the activity.Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.As students work, move around the room and check progress.（進度）Ask several students to say some of their questions and answers for the class.Grammar focus Review the grammar box.Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between.Ask, Which words talk about two different buildings?(across/row, next to, and between)Ask, Which one talks about one building all alone!'(on)

Culture note

Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向)to tourists（旅行者）and other visitors.This is not necessarily true.The pace of life is fast in the United States, especially（特別）in big cities.Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going.Also, most Americans speak only one language and aren't used to talking with speakers of other languages.However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood.A pleasant smile and a short, direct question will almost always get you the information you need.3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box.Ask students to read it out loud.Ask a student to point out the place that Paul wants to get to.Guide the student to point

to the book and say,Here's the hotel.Here's Bridge Street.Point to the two arrows.(箭頭)Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.Answer Paul and Nancy are the two figures outside the entrance to the park.3b

This activity provides guided writing practice using the target language.Call attention to the three pictures.Explain that the three pairs in these pictures correspond to three pairs in the large picture above.Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles.Say, Write the answers to the questions here.Ask students to complete the writing individually.(個別的)Correct the answers.1.Yes, there is.Go straight down New Street and turn right.There's a pay phone on the right.2.Go straight down New Street and turn right.Turn left at Bridge Street.The bank is across the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It's across from the video arcade, next to the super-market.4

This activity provides guided oral practice using the target language, Call attention to the picture in la.Ask students to name all the buildings in the picture.Point out the conversation In the picture in 4.Ask different students to read each line.Have the students work In groups.One person chooses a building in the la picture but doesn't tell anyone which building it is.The others ask questions like those in the activity 4 picture until they guess which building it is.Several students can take turns choosing the building for the others to guess.Section B

la

This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves.For example, you might say;This is a park.Is it a clean park or a dirty park? Clarify(澄清)the meaning of the words clean and dirty by pointing out details in the pictures.Point out the pairs of words or phrases.Say each one and ask students to repeat, Then ask students to match each word or phrase on the list with one of the pictures.Point out the sampl answer.Check the answers.b

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask a pair of students to read it aloud.Then ask several different students the same question.Ask them to tell the truth.Point out the list of phrases in 1a.Ask students to work in pairs They take turns asking each other questions about the things on this list.Ask them to tell each other the truth.As students work together, move around the room checking on their progress.Ask several students to present some questions and answers to the class.2a

This activity gives students practice listening to and understanding the target language.Point out the list of places in la.Say die name of each one to the class.Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael's street.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to listen and circle the places they hear.Correct the answers.2b

This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Say, Now I will play the conversation again.Listen to if and draw the places in Michael's neighborhood on the street map.Play the recording.Students only listen.Demonstrate the activity by saying.What are the three places on the tape?(a hotel, a supermarket, Michael's house).Answer any questions students may have.Play the recording again.Students draw maps of Michael's neighborhood.Move around the room, offering assistance(提供協助)if needed.Have some students show their completed drawings to the class.2c

This activity provides guided oral practice using the target language.Say, Now let's work in pairs.The first person makes some statements about the picture in 2b.The seconds person says “true” if the statement is true and “false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范)the activity with a student.Have the student close the book.Then say one true thing and one false thing about the picture.Guide the student to answer ”true“ for the true statement and to say ”false" for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.Ask several pairs of students to present some statements and responses(回答)to the class.Ask students to correct any mistakes they hear.3a

This activity provides reading practice using the target language.Ask a student to read the paragraph to the class or read it yourself.Answer any questions students may have.Read the Instructions（指示）aloud.Point out the sample of the circled description word(busy), and make sure students understand what they have to do.Correct the answers.3b

This activity provides guided reading and writing practice using the target language.Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.Say, Now please write one word in each blank space in the guide.Look at the picture/or the answers.Point out the sample answer in the blank.Correct the answers.3c

This activity provides guided writing practice using the target language.Ask students to work on their own.Point out the description in 3b and say.Now write about your own neighborhood.Use sentences like these.4

This activity provides open-ended oral practice using the target language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the class.Say,Now you can talk with your partner about your own neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket across from a post office.As students work, move around the room offering assistance and answering questions.Ask some students to share(參與)the completed drawings and to make some statements to accompany(陪伴)them.Self check

This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask students to check all the words they know.You may wish to have them circle any words that they don't know.Ask students to find out the meanings of any words they don't know.They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their Vocab-builder on page 108.After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole class or informally, in pairs or small groups.This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Ask students to read the letter and draw the route on the map.Answer any questions students may have.Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)

教學后記：

培養學生的自信心和興趣是最重要的

培養學生的自信心和興趣是最重要的嗎？我一開始也對于這個結論也不以為然的。其次并這不是一個什么新的理論，而是是一個老掉牙的論調。但有兩件事使我對這句話有了更深刻的理解。

第一件事是在教育科學頻道

第四篇：七年級英語上學期Unit8教案3

Unit 8 When is your birthday 教學目標

通過學習一年中十二個月的單詞和序數詞，教會學生使用互相詢問對方生日，以及第三人稱他或她的生日。

教學重點和難點

1.January, February, March, April, May, June, July, August, September, October, November December.2.When is your birthday? My birthday is November 11th.When is Leila’s birthday? Her birthday is September 5th.What year were you born?

I was born in _____.課前準備

1．學生課前準備

預習十二個月的單詞，會朗讀單詞，能聽懂中文意思。每人準備一個小臺歷。

通過上網查找十二個月單詞的由來，以便進一步更好的了解西方文化歷史的同時和更容易地記住單詞。

2．可以預先準備好一張生日卡片或一個生日蛋糕。

3．教學課件 利用幻燈片制作一些投影片

教學設計

教學過程設計

Step1 Revision of the words of twelve months.可以先問學生“一年有幾個月？”“它們都怎么說？”

可以讓一個學生問另一個學生的生日在哪天？其他學生翻日歷，教師檢查學生是否翻對日歷。

Step 2 Listen to a conversation and fill in the chart.Name

Jan.Feb.Mar.Apr.May

Jun.Jul.Aug.Sep.Oct.Nov.Dec.Vera

Mary

Jeff

讓學生看表格，填月份。聽完之后，讓學生互相問檢查答案。

Step 3Listen and match the names, months, and days.學生先看表格，讓一個學生先按照表格的順序姓名，月份，日期，填好。再聽錄音，連線。最后讓學生說出答案。

Step 4 Ask your partner about his or her birthday in groups.以組為單位，互相詢問生日在哪天，哪一年出生，誰比誰大，組長匯報自己組誰年齡最大，誰年齡最小。

Step 5 Choose an ID and make a conversation

根據上面的活動，自己可以制作一個個人身份證。包括自己的姓名，年齡，出生日期，在哪所學校學習等。

Step 6 Report

如果時間允許，可以找一些做的較好的學生展示以下他們的作品。

教學點評（或反思）

這節課教學活動較多，如果學生基礎不扎實，可以少做一些活動。重點練習“你的生日在哪一個月，哪一天？”。

如果程度較好的班級可以在此基礎上再適當增加內容，讓學生反復操練重點句型，以求達到一個新的水平。

第五篇：人教版七年級下冊英語unit8的教學反思

人教版七年級下冊英語unit8的教學反思

本單元的中心話題是訂餐，整個單元圍繞著訂餐這一核心話題展開，通過本單元的學習，要求讓學生能夠運用would like來表達自己對食物的需求，從而學會訂餐，并在訂餐過程中學會詢問他人的個人信息以及向他人提供自己的個人材料，在教學中，首先要教好單詞的發音和拼寫，使學生會讀會拼，才能為繼續學習單詞的其他方面奠定基礎，所以教師必須確保準確地、清晰地、緩慢地呈現這些單詞的發音和拼寫。

在呈現詞匯時，利用圖示法，盡量用多媒體課件中的圖片呈現一些單詞，如本課學習的詞匯水果、蔬菜、肉類、飲料等等，也可以適當拓展一些學生感興趣的相關詞匯。把學習者從簡單機械重復、死記硬背的枷鎖里解脫出來，增加詞匯學習的趣味性，增強學習信心，提高詞匯學習效率。在教學這些詞匯的讀音時，也使學生在形象記憶中記住這些詞匯的漢語意思，同時也把培養學生的自主學習的能力滲透在詞匯教學中。

其次，對單詞進行分類、歸納學習。如本課學習食品類的詞匯，包括水果、蔬菜、肉類、食品、飲料等等，同時又有可數名詞和不可數名詞之分。通過圖片展示各種水果、蔬菜、肉類、食品、飲料等讓學生進行歸納分類，學生很快就能對這些食品進行分類?？蓴得~有水果、蔬菜、部分食品，不可數名詞有肉類、部分食品、飲料等。一目了然，學生看的清楚，記的牢固，自然對單詞記憶產生了濃厚興趣，同時也培養了學生觀察、記憶、思維、想象、創造和自主學習的能力。

再次，通過句型替代詞匯練習進行記憶詞匯，提高詞匯的復現率。如本課學習運用句型What would you like? I’d like some noodles.通過學習運用這種句型使學生既記憶了詞匯也學習了句型。

學生在操練句型時，可以把他們分成小組。通過小組進行練習句型，并且給表現出色的小組加分，或是畫小紅花，小紅旗等。促進小組的合作意思，增強小組的集體意識，培養學生的小組合作能力和學習探究的能力。

Unit1 Where’s your pen pal from? 教學反思

這是本學期都第一單元，剛剛開學，所以進度不宜過快。而且這單元的單詞多是關于國家和城市都詞，比較難記。因此在課堂上抽出時間先領讀他們一遍，再分開音節，講一講英語的拼讀規則，發現學生的記憶效率大大的提高。

課前通過預習提綱讓學生了解所學都大概內容，做到心中有數，達到事半功倍都作用；課后通過一課一測小卷及時發現并解決問題；通過知識提綱，幫助學生建立單元知識樹，理清整個單元都知識脈絡；通過課外延伸作業讓學生在實際做題中應用所學知識，并加以鞏固；最后通過單元測試，對學生做學生效果都檢測。

在對待單元知識提綱是我們讓學生把單元幾句重點句背下來，單詞需要積累，這點勿容置疑，對于我們的學生來說，典型句子同樣需要積累。句子背下來，在用的時候就可以舉一反三。對于我們那些基礎較差的學生來說，他們在交際時需要模仿，在他們的記憶庫中貯存就是十必要的。

另外，在本單元的教學中我們還補充了相關知識，讓學生對各地的名勝古跡、歷史風情、地理知識等知識的進一步了解，從而實現英語與其他各學科之間的滲透。

一單元

教學反思

根據目標，這一單元主要介紹朋友或其他所熟悉的人的國別、居住地、所使用的語言種類，通過學生的學習，讓學生知道國外的地方名稱，詢問國別、住址和所操語言種類。在教學過程中，通過語言示范，教會學生如何發問，如何進行正確回答，在實際的應用中熟練運用國家名稱、城市名稱。通過師生對話、生生對話，熟練運用特殊問句，達到了解他人基本情況。在教學過程中，運用了情景教學法、任務驅動法，實現了學生間合作、探究，激起對他國文化的探究和了解。

在教學過程中，通過先學習國名、城市名稱、在過度到詢問某人來自哪里、住在何地，有序實現了教學的重難點。在學習的過程中，學生的學習積極性較高，了解了他國文化，實現了教學所規定的目標。為鞏固所學知識，我安排學生在課后對所學的知識點進行再認識，要求學生對所學的知識進行表演，達到內化的目的。

總之，通過示范、合作、小組活動，學生在學習的基礎上把課本知識內化為自己的能力，達到學以致用的目的。

二單元 教學反思：

這是新目標英語七年級下冊Unit 2 Section A的 內容。本單元的中心話題是談論地點和位置關系。本課的內容注要是讓學生學習用特殊疑問句 式 Where isare…..和一般疑問句 式AreIs there….來.詢問地點，而且用表示方位關系的介詞near , across , across from next , next to , between, front In front of , behind等來描述位置關系，我根據初一學生膽大、活潑、好動、喜歡交流的個性，利用小組合作、做游戲等課堂教學活動激發學生的學習熱情，讓學生主動參與到學習活動中來。

3、本課以游戲形式的猜動物名稱引入，首先讓學生通過游戲中的練習，盡快熟悉各種動物的英文名稱。然后導入到三個鏈狀承接的任務上。第一個任務通過聽力引入本課的第一組重點句型，即詢問喜歡何種動物及其原因。然后在同學中做一個調查，看看大家都喜歡些什么動物以及喜歡的原因，為第二個任務積累資料。任務二是真實任務前的模擬，讓學生從大家喜歡的動物中挑選兩至三種安排小組去動物園的參觀路線。真實任務是來源于對秋游的設想，打算組織學生去北京動物園，分小組活動，要求各小組有自己的參觀計劃，必須明確列出參觀各種動物的順序以及原因，并根據地圖說出大致的方位。課堂完成任務后，課后任務對課堂的延伸和鞏固，因此選擇了學生較感興趣的野生動物問題，同時兼有美術和生物學科的學習，一舉多得。

本課設計上思路非常明晰，由潛入深，教師帶領著學生一步一個腳印，漸漸進入任務，讓學生非常自然的領會本課的知識點。任務的設計貼近學生生活，有趣又實用，學生的參與非常熱烈。教師對課堂的把握非常到位，收放自如。不足之處在于野生動物的話題過于廣泛，教師可給與適當的指導，提供方向性的資料利于學生課下任務的完成

4、在這個單元教材的設計主要是讓學生能夠學會更多關于職業的英文昵稱，和對別人職業和未來職業的詢問。

對于每一個英語學習者來說，學習英語最主要的目的是能夠用英語進行交流，就要求學者應努力的提高自己的聽說的能力，由此聽說能力就顯得尤為重要

人教版七年級下冊英語unit5的教學反思

本單元圍繞“everyday activities”這一話題展開聽、說、讀、寫等多種教學活動，以正在進行時的結構和如何運用現在進行時去表達人們正在發生的動作為學生突破的重點。為了讓學生更深刻的記住和使用現在進行時，運用多媒體放映了一些人物做的動作，先讓學生運用我們學過的一般現在時去表達，然后反問學生如果這些活動是正在發生的動作，那么我們應該如何表達和描述呢？從我們學過的知識點入手漸漸由淺到深的進入我們今天的主要課題——現在進行時。激發了學生的濃厚的學習的興趣。讓學生動腦思考和積極參與到課堂教學中來。

6、詞匯教學是英語學習的重要任務，也是英語課堂教學的重要內容。對于初學者是靠死記硬背來學習詞匯的。而目前初中英語課本詞匯大量增加，大大增加了學生的記憶負擔。因此，目前初中生學習英語時，普遍感到英語單詞學習是第一難關。單詞記不住，寫不出來，直接影響著他們學習英語的興趣和積極性，甚至直接影響他們英語學習的成敗。在呈現詞匯時，盡量用多媒體課件中的圖片呈現一些單詞，本課學習的詞匯是關于天氣的詞匯，也可以適當拓展一些學生感興趣的相關詞匯。把學習者從簡單機械重復、死記硬背的枷鎖里解脫出來，增加詞匯學習的趣味性，增強學習信心，提高詞匯學習效率。再次，通過句型替代詞匯練習進行記憶詞匯，提高詞匯的復現率。如本課學習運用句型How is the weather?通過學習運用這種句型使學生既記憶了詞匯也學習了句型。

通過進行練習句型，促進學生的合作意思，培養學生的小組合作能力。

通過聽力練習和小組調查進一步使學生把已學的知識運用到實際生活中，使學生得到進一步鞏固和提高。

創設各種情景，鼓勵學生大膽地使用英語，對他們在學習過程中的失誤和錯誤采取寬容的態度。在教學過程中，每個需要掌握的知識點，我都從差生入手，使他們掌握最基本的知識的同時，注意拓寬知識面，關注優生的情況，給他們自主學習和直接交流的機會。學生只有對自己、對英語及其文化有積極的情態，才能保持英語學習的動力并取得成績，刻板的情態，不僅會影響英語學習的效果，還會影響其它發展，情態是學好英語的重要因素，因此我努力創造寬松民主、和諧的教學空間，存在的問題是教學時間把握不夠準確，上課時間應該再緊湊一些，并且學生調查時間稍顯不足，調查所用的句型學生還不夠熟練，因此影響了學生的調查效果。

今后我會吸取經驗彌補自己的不足。

七年級下第七單元《What does he look like?》是一堂人物外貌的描述課，所以我用一幅電影海報讓學生說說自己熟悉的明星，目的在于活躍氣氛，所以與此課人物外貌相關連，這樣引入就能自然過渡到本節課的內容。在教學上以激發學生的學習興趣為主，通過活動讓學生感知、操練語言，為下一步活動做好鋪墊。

其次，我們的學生由于他們的年齡特征所定，對形象的事物特別感興趣，尤其對新人類更是喜歡。那么就這個特點，我采用了大量的人物圖片。而這些圖片是經過精挑細選的，就本課的教學內容它主要是要求描述人物的發型與身材，所以選圖時，就得相當有代表性。比如：高個——姚明；矮個——潘長江；讓學生一看就能明白這些單詞的含義。那么他們說起來也就瑯瑯上口了。

根據學生們的年齡特點，在課程中我設計了記憶搶答，小組調查，猜猜他是誰，和給老師設 4

計一個新形象這樣幾個任務。從個人活動，同桌活動，到小組活動，充分地將課堂新授內容通過不同的方式體現出來，這些活動貼近學生的生活，讓學生的口、手齊動。也發揮多學科知識的聯系作用。本課要求學生能描述他人的外貌。這就要求學生應具備聽、說能力。怎樣把這樣的能力融入一體，并且學生能很好的接受，同時還能鍛煉寫的能力呢？通過猜同學，讓學生們關注身邊同學的特點，用剛學會的語言來描述自己同伴的長相，更貼近生活實際，給學生的學習帶來更多的樂趣。這樣也更能給學生們長久的記憶。學生們的想象能力十分豐富，何不讓他們想象一下自己老師們的新形象是什么樣子呢？讓他們一邊描述，一邊畫出自己老師的肖像。這樣利用美術知識來鞏固本節內容，學習的形式也多樣了，豈不更好？設計這個任務目的在于讓學生能學有所用，描述自己的老師，給老師設計一個新形象，并畫出來,學生們十分激動，想著能用英語描述自己的老師并且給他們設計形象了，他們特別高興。此時的氣氛很活躍,也讓此堂課別開生面，樂趣橫生，相信也讓在場的老師們感受到了學生們對于自己任課老師們的關注，喜愛與認可。同時這也培養學生的多種能力，讓其能動手動口。通過這一活動，使學生在掌握一定的英語基礎知識和基本技能，能與小組成員合作共同完成學習任務，發展語言的綜合運用能力，并創造性地使用英語表達自己的思想。同時縮短了老師與學生的距離，老師們也能從學生們的言語及圖畫中感受到學生深深的愛！我想這也是一種和諧的體現吧

在課堂上我鼓勵學生大膽的使用英語，對他們學習過程中的失誤和錯誤采取寬容的態度。以學生為主體，教師旨在導學，不斷創設情境讓學生參與，積極肯定地評價學生的表現。任務設計較成功，創造條件讓學生能夠研究他們自己感興趣的話題。同時注意給學生創設自主學習和交流的機會。學生通過體驗、實踐、討論、合作等方式發展了聽說讀寫的綜合語言技能。增加學生的語言實踐，促進他們在整個教學活動中主動參與。同時我也將在今后的教學中繼續探索在任務、與合作型教學中如何調動全體學生的積極性的方法。爭取做到讓學生獨立自主學習，參加小組活動進行合作學習，做到探究學習。課的設計不管是從內容上還是活動上都是很有激情的，學生的激情也充分的調動了起來。課后我一直在思考為什么學生們上課時說得好可以到考試成績就有問題了呢？我發現自己還有很多不足。

在平常的教學中，學生的膽量是比較大的，他們舉手發言的激情是有的。但是對于知識的掌握似乎只是停留在表象上，沒有深入地思考，因此我想在今后的教學中我應該在注意培養學生大膽開放的性格的同時,讓學生積極動腦思考，加強對知識的歸納，鞏固和檢查。本課是一節任務型教學研究課著重以不同的方式向學生傳授目標語言。用學生日常熟悉的事物來教授新課。1導入。用關于學校科目的chant來引入新課有利于活躍課堂氣氛把學生帶入課程的場景中。

2把各科教師的照片、學生們喜愛的畫片和目標語言結合起來能夠加深學生對目標語言的理解。3使用Pair work的形式討論學生的課程表使目標語言具有很強的實用性。4聽力部分的Report有利于學生掌握英語口試的形式是一種很好的練習方式。5自制課表的任務能夠激發學生們參與教學的積極性使他們成為學習的主動者。教學反思 本課是一節任務型教學研究課著重以不同的方式向學生傳授目標語言。用學生日常熟悉的事物來教授新課。本課設計合理層次清晰形式活潑多樣課件運用恰當開始由chant導入新課最后在歌聲中結束使整節課首尾呼應、氣氛活躍達到了學生掌握并靈活運用目標語言的教學目的。

第三節：本課是一節任務型教學研究課著重以不同的方式向學生傳授目標語言。用學生日常熟悉的事物來教授新課。1導入用關于學校科目的chant來引入新課有利于活躍課堂氣氛把學生帶入課程的場景當中。

2把各科教師的照片、學生們喜愛的畫片和目標語言結合起來能夠加深學生對目標語言的理解。3使用Pair work的形式討論學生的課程表使目標語言具有很強的實用性。4聽力部分的Report有利于學生掌握英語口試的形式是一種很好的練習方式。5自制課表的任務能夠激發學生們參與教學的積極性使他們成為學習的主動者。

11、本單元是九年級義務教育課程標準實驗教科書七年級下冊的過渡單元，核心話題是用英語談論電視節目，因此“game shows”也成為本單元的教學重點。通過對本單元的學習，學生能夠掌握出現的游戲娛樂名詞以及表達個人情感色彩的動詞，還有相關的短語、句型和語言知識點。

學習過程中學生對節目以及娛樂詞語很感興趣，但是對于部分重要詞語的用法掌握不好。課文中的重要句子不夠熟練。

12本節課是人教版七年級下冊最后一個單元，主要是要學生談論家規，在section A部分已經學習談論校規，學生已經能夠很好地使用祈使句，正確使用情態動詞can，本節課繼續鞏固這些內容。因此，在各方面都掌握的較好。聽力練習百分之九十以上學生全對，說和寫的效果是通過要學生到講臺前匯報的形式來檢測的，大部分學生做的很好。通過要學生回答問題檢測學生讀的學習效果，發現學生基本能夠從短文中獲取信息。