第一篇：人教版新目標(biāo)英語(yǔ)七年級(jí)上冊(cè)說(shuō)課稿_Unit_4

Unit 4 Where’s my backpack

一、說(shuō)教材

（一）、教材分析

本課是人教版新目標(biāo)英語(yǔ)七年級(jí)上冊(cè)第四單元的第一節(jié)課時(shí)。本單元的話題是談?wù)撐锲返奈恢谩Ｍㄟ^(guò)單元學(xué)習(xí)，要求學(xué)生在掌握物品名稱的基礎(chǔ)上用方位介詞熟練地表達(dá)物品的位置，并能對(duì)where問(wèn)句進(jìn)行提問(wèn)并回答。本課SectionA分為兩部分，第一部分主要圍繞物品名稱及位置進(jìn)行思維(1a)、聽力(1b)、會(huì)話(1c)三方面對(duì)Where’s / Where are??句型進(jìn)行訓(xùn)練。第二部分是通過(guò)談?wù)撐恢谜归_聽力（2a—2b）、會(huì)話（2c）訓(xùn)練。我根據(jù)教材特點(diǎn)，將一些內(nèi)容進(jìn)行整合，把1b、2a和2b合起來(lái)訓(xùn)練學(xué)生的聽力，1c和2c合起來(lái)訓(xùn)練學(xué)生的口頭表達(dá)能力，讓學(xué)生系統(tǒng)地學(xué)好本課的目標(biāo)語(yǔ)言。

（二）、教學(xué)目標(biāo)

根據(jù)英語(yǔ)新課標(biāo)，教材大綱的要求和學(xué)情(學(xué)生對(duì)感興趣的話題較愿意表達(dá))確立教學(xué)目標(biāo)如下：

1、知識(shí)目標(biāo)

（1）、掌握本課的重點(diǎn)詞匯。

chair, sofa, table,bed,dresser,drawer,plant,bookcase, where under, on, they.（2）、掌握并靈活運(yùn)用重點(diǎn)句型。

Where’s the backpack? It’s under the table.Where are the books? They are on the sofa.（3）、掌握方位介詞in , on , under的用法。

2、能力目標(biāo)

（1）、學(xué)會(huì)描述物品的位置，并能就物品位置進(jìn)行提問(wèn)和回答。

（2）、能對(duì)方位介詞in,on,under加以靈活運(yùn)用。

（3）、培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力和繪畫能力。

3、情感目標(biāo)

培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，樂(lè)于參與課堂活動(dòng)的積極情感。

（三）、教學(xué)重點(diǎn)和難點(diǎn)

根據(jù)本課在教材中所處的地位和作用，我確立本課的重難點(diǎn)如下：

1、重點(diǎn)：學(xué)習(xí)掌握用Where’s /Where are??句型詢問(wèn)物品的位置和運(yùn)用方位介詞in、on、under描述物品所在的位置。

2、難點(diǎn)：能夠準(zhǔn)確運(yùn)用方位介詞in/on/under描述物品所在的位置。

（四）、學(xué)情分析

初中學(xué)生的抽象思維能力較低，形象思維能力強(qiáng)，但注意力容易分散。因此，在教學(xué)過(guò)程中我精心設(shè)計(jì)各種游戲活動(dòng)；給學(xué)生展示豐富多彩的畫面，從而增強(qiáng)學(xué)生的興趣和喚起他們的學(xué)習(xí)注意力，進(jìn)而充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性和主動(dòng)性。

二、說(shuō)教法

為了達(dá)到本課的教學(xué)目標(biāo)，更好地突出重點(diǎn)、突破難點(diǎn)，根據(jù)英語(yǔ)新課標(biāo)的要求并結(jié)合教學(xué)內(nèi)容。我主要采用的教學(xué)法是：

1、情景交際法：課堂教學(xué)以情景交際法為主，盡量給學(xué)生以足夠的聽說(shuō)讀的機(jī)會(huì)。本課我利用課件展示一些圖片為學(xué)生創(chuàng)設(shè)真實(shí)的語(yǔ)境，讓學(xué)生在真實(shí)或模擬真實(shí)的情境中感知語(yǔ)言，體會(huì)語(yǔ)言，掌握語(yǔ)言的應(yīng)用，同時(shí)，在學(xué)生運(yùn)用語(yǔ)言過(guò)程中學(xué)會(huì)和他人進(jìn)行交際。

2、游戲法：本課我為學(xué)生設(shè)計(jì)了快速說(shuō)單詞和接龍游戲，啟發(fā)學(xué)生的思維，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，讓學(xué)生大膽地參與游戲活動(dòng)，鞏固已學(xué)知識(shí)。

3、聽說(shuō)法：通過(guò)聽錄音，pairwork鞏固句型，加強(qiáng)聽說(shuō)訓(xùn)練。

4、任務(wù)型教學(xué)法：在本課教學(xué)中，我設(shè)計(jì)了表演，評(píng)價(jià)等貼近學(xué)生實(shí)際的任務(wù)活動(dòng)，吸引和組織學(xué)生積極參與，使學(xué)生通過(guò)觀察、思考、討論交流和合作等方式完成任務(wù)，體驗(yàn)成功帶來(lái)的樂(lè)趣。

5、多媒體輔助教學(xué)法：我將本課所需的圖片，錄音和文字用多媒體展示，使抽象的語(yǔ)言變得直觀，激發(fā)學(xué)生學(xué)習(xí)興趣。為學(xué)生運(yùn)用英語(yǔ)進(jìn)行交流創(chuàng)設(shè)情境，實(shí)現(xiàn)師生互動(dòng)，生生互動(dòng)和人機(jī)互動(dòng)的多向交流。

三、說(shuō)學(xué)法

本課我主要遵循“教為主導(dǎo)，學(xué)為主體，練為主線”的教學(xué)思想對(duì)學(xué)生進(jìn)行學(xué)法指導(dǎo)。我讓學(xué)生觀察課件畫面問(wèn)答問(wèn)題，引導(dǎo)學(xué)生交際，主動(dòng)練習(xí)和實(shí)踐。在課堂活動(dòng)中把學(xué)生分成兩人至四人一組的學(xué)習(xí)小組，讓他們圍繞著課堂任務(wù)分工合作，在活動(dòng)中相互探討，相互合作，從而獲得知識(shí)技能和情感體驗(yàn)，發(fā)展他們的能力，還設(shè)計(jì)了表演評(píng)價(jià)等活動(dòng)，讓學(xué)生在合作中完成任務(wù)，掌握本課所學(xué)的重點(diǎn)語(yǔ)言結(jié)構(gòu)，培養(yǎng)了團(tuán)隊(duì)精神。

四、說(shuō)教學(xué)過(guò)程

Step1.Warming-up（熱身）

師生一同復(fù)習(xí)近平時(shí)學(xué)過(guò)的英語(yǔ)歌曲。

（通過(guò)師生共唱英語(yǔ)歌曲使學(xué)生逐步熱身并能以輕松、自然的狀態(tài)投入到英語(yǔ)課堂學(xué)習(xí)中。）

Step2.Lead-in(導(dǎo)入)

1、用課件展示圖片教授單詞。

chair,sofa ,table,bed,dresser,plant,bookcase,drawer.如：T:What’s this ?（展示圖片chair）

Ss:It’s a chair ?

T:What’s this ?（展示圖片sofa）

Ss:It’s a sofa.運(yùn)用同樣的方式教授其他的單詞，然后在屏幕上呈現(xiàn)這些單詞，教師帶讀單詞，最后學(xué)生齊讀。

chairsofaplantbedtabledresserbookcase2、快速說(shuō)單詞游戲。

在屏幕上用閃現(xiàn)的方式展示圖片，學(xué)生邊看邊說(shuō)，看哪位學(xué)生說(shuō)得又快又準(zhǔn)確。表現(xiàn)得最好的那位同學(xué)可以得到一份小禮品。（利用游戲的形式，吸引學(xué)生的學(xué)習(xí)興趣，同時(shí)可以強(qiáng)化學(xué)生說(shuō)和讀單詞的能力。）

3、利用課件展示不同位置的圖片引出方位介詞in/on/under和

Where’s /where are ? 句型。如：展示一個(gè)書包在桌子下面、一個(gè)棒球在梳妝臺(tái)上和抽屜里。

T:Where’s the backpack?Ss:It’s under the table?(引導(dǎo)學(xué)生回答)

T: Where’s the baseball ?Ss: It’s on the dresser.T: Where’s the baseball?Ss: It’s in the drawer.然后展示幾本書在沙發(fā)上和幾個(gè)鉛筆盒在椅子下，引出復(fù)數(shù)句型。

Where are …? They’re …?

T:Where are the books ?Ss:They’re on the sofa ?(引導(dǎo)學(xué)生回答)

T: Where are the pencil cases?Ss:They’ re under the chair.接著在屏幕上呈現(xiàn)句型，讓學(xué)生對(duì)比這兩個(gè)單復(fù)數(shù)句型的用法。Where’s the backpack?It’s under the table.Where are the books?They’re on the sofa.4、學(xué)生看屏幕上的圖片用句型Where’s / Where are??相互問(wèn)答。（通過(guò)師生相互問(wèn)答引出本課的句型，使學(xué)生初步了解本課的語(yǔ)言目標(biāo)，師生的問(wèn)答及學(xué)生的練習(xí)，體現(xiàn)了師生互動(dòng)和生生互動(dòng)的教學(xué)理念。）

5、接龍游戲。

讓每位學(xué)生拿出一張紙畫出一件物品及物品的位置，然后學(xué)生以小組為單位用Where’s /are??句型依次進(jìn)行提問(wèn)，看哪組同學(xué)完成得最快，完成得最快的小組獲勝。（通過(guò)接龍游戲這項(xiàng)活動(dòng)來(lái)鞏固本課的語(yǔ)言目標(biāo)，采取競(jìng)賽的形式寓教于樂(lè)，不僅讓學(xué)生全神貫注，又能調(diào)動(dòng)學(xué)生的學(xué)習(xí)熱情。）

Step3 presentation（呈現(xiàn)）

用課件展示1a中的畫面，讓學(xué)生觀察，然后將單詞與圖中物品進(jìn)行匹配，接著全班一起核對(duì)答案。（通過(guò)課件展示豐富多彩的畫面，不僅給學(xué)生創(chuàng)設(shè)了語(yǔ)言情境，讓學(xué)生在觀察、思考中了解本課的目標(biāo)語(yǔ)言，避免了枯燥乏味的說(shuō)教，激發(fā)了學(xué)生的學(xué)習(xí)興趣，讓學(xué)生在輕松好奇的氛圍中學(xué)習(xí)。）

Step 4 Listening(1b、2a和2b)

說(shuō)明聽力要求，學(xué)生聽錄音完成聽力練習(xí)（學(xué)生看圖聽音、沖擊視覺和聽覺系統(tǒng)，加強(qiáng)了學(xué)生對(duì)本課語(yǔ)言目標(biāo)的印象，加快接受速度，培養(yǎng)學(xué)生從圖中或文中搜索信息、處理信息的能力和聽力能力。）

Step 5 Practice(1c ,2c)

學(xué)生兩人一組看圖；仿照1c、2c里的對(duì)話進(jìn)行問(wèn)答練習(xí)，然后編寫自己的對(duì)話，叫幾組同學(xué)在班上表演他們的對(duì)話。（這項(xiàng)活動(dòng)，讓學(xué)生再次熟悉本課的語(yǔ)言結(jié)構(gòu)，加深對(duì)文中內(nèi)容的理解，培養(yǎng)學(xué)生的口頭表達(dá)能力，開發(fā)學(xué)生的創(chuàng)造性思維，體現(xiàn)了本課的重點(diǎn)。）

Step 6任務(wù)擴(kuò)展

在屏幕上展示一間房間的畫面，學(xué)生四人一小組觀察房間2分鐘，記住房間里有什么東西，這些東西在哪里，然后各組選派代表做匯報(bào)，看哪組記的東西多。如：學(xué)生可以運(yùn)用這種形式描述物品的位置。The book is on the chair.（以上的討論表演活動(dòng)，讓學(xué)生運(yùn)用所學(xué)內(nèi)容，既鞏固了本課的語(yǔ)言目標(biāo)，又開拓了學(xué)生的思維，達(dá)到培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力，符合新課標(biāo)倡導(dǎo)的“在用中學(xué)，學(xué)以致用”的教學(xué)理念。同時(shí)，引進(jìn)競(jìng)爭(zhēng)機(jī)制，培養(yǎng)自主學(xué)習(xí)的能力和合作能力。）

Step 7 總結(jié)

在屏幕上呈現(xiàn)本課所學(xué)的重點(diǎn)詞匯和句型、讓學(xué)生自己歸納，然后教師再做總結(jié)歸納。

Step

8、作業(yè)布置

設(shè)計(jì)自己理想中的房間，把它畫出來(lái)，并向同伴描繪自己的房間。

五、說(shuō)板書設(shè)計(jì)

Unit 4Where’s my backpack ?

Section A(1a---2c)

chair

sofa

plantWhere’s my backpack?

bed

tableIt’s under the table.dresser

bookcaseWhere are the books?

where

onThey’re on the sofa.under

they

（整潔和有條理的板書設(shè)計(jì)，有利于學(xué)生對(duì)本課知識(shí)有一系列的認(rèn)識(shí)，同時(shí)培養(yǎng)學(xué)生有條理和愛整潔的習(xí)慣。）

第二篇：新目標(biāo)英語(yǔ)七年級(jí)上冊(cè)Unit5說(shuō)課稿

新目標(biāo)英語(yǔ)七年級(jí)上冊(cè)Unit5說(shuō)課稿

青銅峽第五中學(xué) 王俊霞

教材分析

1、教學(xué)內(nèi)容

1)、詞匯：have，soccer，ball，tennis racket，ping-pong ball，volleyball，basketball sport，bat，2)、語(yǔ)言結(jié)構(gòu)：A、Do you have a ping-pong ball？Yes，I do。Do you have a ping-pong bat？Not，I do not。Does she/he have a pen？Yes，she/he does

2、教材的地位及其作用

本單元的教學(xué)主要內(nèi)容是：學(xué)習(xí)have的一般現(xiàn)在時(shí)的疑問(wèn)式的肯定和否定回答，該話題與學(xué)生的日常生活緊密聯(lián)系在一起，容易喚起學(xué)生的學(xué)習(xí)興趣，這對(duì)于提高學(xué)生的綜合能力很有幫助，特別是說(shuō)的能力。

本單元仍在繼續(xù)學(xué)習(xí)一般現(xiàn)在時(shí)，這是一個(gè)生活中離不開的時(shí)態(tài)，也是最基本的一個(gè)時(shí)態(tài)。新課程標(biāo)準(zhǔn)要求學(xué)生重點(diǎn)掌握一般現(xiàn)在時(shí)，這在英語(yǔ)中使用頻率很高，學(xué)好這一時(shí)態(tài)的用法對(duì)以后其他時(shí)態(tài)的學(xué)習(xí)和交際有很大的幫助。

二、學(xué)生分析

學(xué)生現(xiàn)有的能力與已掌握的知識(shí)：

學(xué)生在已經(jīng)學(xué)過(guò)詞匯：What is this ？ What is that？ 句型： Where is?? It’s in / on / under/?

經(jīng)過(guò)前面的學(xué)習(xí)學(xué)生已經(jīng)積累了一定的詞匯，掌握了一定的目標(biāo)語(yǔ)，已經(jīng)具備了一定的聽說(shuō)讀寫能力。

三、教學(xué)目標(biāo)

1、語(yǔ)言知識(shí)

詞匯：A、重點(diǎn)掌握表示有關(guān)各種運(yùn)動(dòng)球類的名詞, 如basketball, soccerball，so on 重點(diǎn)句型：? Do you／they have a TV? Yes，I／they do．／No，I／they don’t.Does he／she have a soccer ball? Yes，he／she does．／No，he／she doesn’t.2、語(yǔ)言技能

1）、能看著圖片說(shuō)；Do you／they have a TV? Yes，I／they do．／No，I／they don’t.Does he／she have a soccer ball? Yes，he／she does．／No，he／she doesn’t.3、學(xué)習(xí)策略

1）、利用老師所提供的圖片卡片做出簡(jiǎn)單的判斷。

2）、通過(guò)與同學(xué)交流，學(xué)會(huì)使用一般現(xiàn)在時(shí)的疑問(wèn)形式及肯定和否定回答。

4、情感態(tài)度

1）通過(guò)各小組的對(duì)話練習(xí)培養(yǎng)學(xué)生的合作精神； 2）通過(guò)學(xué)習(xí)本單元，教會(huì)學(xué)生之間互相有無(wú)的主要句式

重點(diǎn)難點(diǎn)

1、Have 的一般現(xiàn)在時(shí)的疑問(wèn)式用法;

2、Have的一般現(xiàn)在時(shí)的疑問(wèn)句，及其肯定，否定回答;

3、簡(jiǎn)單拓展主語(yǔ)第三人稱單數(shù)的句型。

教學(xué)手段：采用最簡(jiǎn)單的卡片圖片、課本以及肢體語(yǔ)言。理念與思路、教法

1）采用圖片進(jìn)行直觀教學(xué)。

2）學(xué)生在課堂教學(xué)過(guò)程中口頭訓(xùn)練應(yīng)成為本單元教學(xué)的重點(diǎn)內(nèi)容。教學(xué)突破：Section A重在通過(guò)使用動(dòng)詞have對(duì)物品的所屬進(jìn)行提問(wèn)和回答的交流式口語(yǔ)活動(dòng)，學(xué)習(xí)由助動(dòng)詞do或does引導(dǎo)的一般疑問(wèn)句的構(gòu)成以及回答。教師要善于引導(dǎo)學(xué)生比較行為動(dòng)詞的疑問(wèn)句和be動(dòng)詞的疑問(wèn)句在構(gòu)成和回答上的區(qū)別，通過(guò)大量和反復(fù)地操練以達(dá)到運(yùn)用自如。

四、教學(xué)流程

一、第一教學(xué)環(huán)節(jié)：情景創(chuàng)設(shè)，導(dǎo)入新課 教師活動(dòng) 學(xué)生活動(dòng)

Section A主要內(nèi)容是通過(guò)使用have對(duì)物品的所屬進(jìn)行提問(wèn)和應(yīng)答，來(lái)學(xué)會(huì)使用do和does引導(dǎo)的一般疑問(wèn)句。所以在教學(xué)中可采取問(wèn)答式導(dǎo)人法：

掌握新單詞.采用各種方法學(xué)習(xí)單詞。

1、升降語(yǔ)調(diào)、拼讀、接龍和肢體的方式記憶單詞。2．檢查學(xué)生記憶單詞的成效。

3、學(xué)生看1a的圖片,使字母和單詞相對(duì)應(yīng)。

第二教學(xué)環(huán)節(jié)；老師和學(xué)生互動(dòng)：學(xué)習(xí)掌握重要內(nèi)容。

教師活動(dòng) 學(xué)生活動(dòng)（看圖片練句型）

分片進(jìn)行演示：I have a footba11．Do I have a football? 自己回答：Yes，I d0． 再問(wèn)：Do I have a basketball? 自己回答：No，I don’t．再使用其它物體和圖片詢問(wèn)學(xué)生：Do I have?? 詢問(wèn)學(xué)生：Do you have?? 詢問(wèn)學(xué)生：?? 詢問(wèn)學(xué)生：Do they have?? 在學(xué)生充分掌握的第一，第二人稱和第三人稱 的復(fù)數(shù)。

2．學(xué)生回答：Yes，you do．，you don’t．學(xué)生回答：Yes，I do．No，I don’t．學(xué)生回答：Yes，he／she does．No，he／she doesn’t．學(xué)生回答：Yes, they do．No，they don’t．掌握它的肯定和否定回答。

3、要求學(xué)生完成1b的聽力，達(dá)到教學(xué)應(yīng)完成的任務(wù)。

4．引導(dǎo)學(xué)生展開Pairwork活動(dòng)，完成lc部分口語(yǔ)交際的教學(xué)任務(wù)，學(xué)會(huì)運(yùn)用助動(dòng)詞do進(jìn)行問(wèn)答，可采用師生互動(dòng)帶動(dòng)學(xué)生互動(dòng)的交流方式：

5．Pairwork活動(dòng)，完成lc部分口語(yǔ)交際的學(xué)習(xí)任務(wù)，學(xué)會(huì)運(yùn)用助動(dòng)詞do進(jìn)行問(wèn)答并上臺(tái)展示口語(yǔ)交際。

三、第三教學(xué)環(huán)節(jié)：合作交流，鞏固提高

教師活動(dòng) 學(xué)生活動(dòng)

1、學(xué)生鞏固練習(xí)活動(dòng)，完成課堂練習(xí)和總結(jié)及筆頭練習(xí)的教學(xué)任務(wù)。

2、讓總結(jié)本課的 主要內(nèi)容，如果不周到，教師可以補(bǔ)充完成。

3、游戲：讓一個(gè)學(xué)生在課前 作各種動(dòng)作，其他學(xué)生跟根據(jù)他的動(dòng)作寫單詞和句型，然后核對(duì)結(jié)果。這種活動(dòng)既可練習(xí)have一般疑問(wèn)句的構(gòu)成和回答的寫法，又能調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣，十分有效。

4、習(xí)題練習(xí)，鞏固課堂。問(wèn)題探究與拓展活動(dòng)

動(dòng)詞的第三人稱單數(shù)形式：當(dāng)句子的主語(yǔ)是“第三人稱單數(shù)”時(shí)，即：不是I，不是you的其它單數(shù)形式時(shí)，謂語(yǔ)動(dòng)詞必須改變形式，也就是在詞尾加一s或 一es(同名詞的復(fù)數(shù)形式)，我們可以簡(jiǎn)稱為“三單形式”。有些動(dòng)詞的變化是特殊的，如：have的三單形式是has。在構(gòu)成否定句時(shí)。要在動(dòng)詞前加助動(dòng)詞don’t或doesn’t；在構(gòu)成疑問(wèn)句時(shí)，則要在主語(yǔ)前加上助動(dòng)詞do或does，does／doesn’t是do／don’t的第三人稱單數(shù)形式。助動(dòng)詞后應(yīng)該用動(dòng)詞的原型。

五、教學(xué)反思：（成功和不足）

本單元重點(diǎn)學(xué)習(xí)的語(yǔ)法是do 和 does 引導(dǎo)的一般疑問(wèn)句以及它們的回答方式，與此同時(shí)學(xué)習(xí)與運(yùn)動(dòng)有關(guān)的一些詞匯。為此，在本單元我運(yùn)用不同形式鼓勵(lì)學(xué)生使用目標(biāo)語(yǔ)言，在任務(wù)中體現(xiàn)學(xué)生的主體地位。在過(guò)程中學(xué)生可能出現(xiàn)一些錯(cuò)誤，本人就以積極的態(tài)度對(duì)待他們，愉快的氛圍對(duì)學(xué)生的學(xué)習(xí)有很大的積極影響力。首先要調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣和積極性，我努力在這方面去做，不足的請(qǐng)各位多提寶貴意見。

教無(wú)定法，教師不要為了任務(wù)活動(dòng)而忽略了語(yǔ)言的傳授。學(xué)生的信息交流要在特定的環(huán)境中進(jìn)行，給他們參與的機(jī)會(huì)。任務(wù)的完成不是語(yǔ)言學(xué)習(xí)的結(jié)束，而是另一個(gè)高度的開端。加強(qiáng)學(xué)生語(yǔ)言的實(shí)踐是改革的關(guān)鍵，要給學(xué)生機(jī)會(huì)去說(shuō)、去做、去思考。

新目標(biāo)英語(yǔ)上冊(cè)/Unit 1 My name's Gina 教學(xué)目標(biāo)

1、學(xué)會(huì)詢問(wèn)周圍新同學(xué)的姓名，并且將自己剛認(rèn)識(shí)的好朋友介紹給全體同學(xué)。

2、通過(guò)學(xué)生制作名卡或桌卡來(lái)提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣，體現(xiàn)英語(yǔ)的實(shí)用性。

3、通過(guò)以上任務(wù)活動(dòng)，掌握形容詞性物主代詞的用法及其與人稱代詞的主格的區(qū)別，并且在第一節(jié)課讓學(xué)生對(duì)英語(yǔ)的學(xué)習(xí)產(chǎn)生興趣。

4、德育目標(biāo)：熱愛班集體，團(tuán)結(jié)同學(xué)。

教學(xué)重點(diǎn)和難點(diǎn)

1、形容詞性物主代詞的用法

2、在任務(wù)活動(dòng)中掌握you和your，he和his, she和her 的用法

3、重點(diǎn)句型(斜體字為擴(kuò)展句子)：

Hi / Hello!Good morning / afternoon / evening.How are you? Fine, thank you!/ Very well / So-so /All right.What’s your name? My name is … / I’m … What’s his/ her name? His/Her name is … 課前準(zhǔn)備

1、學(xué)生課前準(zhǔn)備：

利用網(wǎng)絡(luò)查閱中英文姓名及初次見面時(shí)各國(guó)或各地風(fēng)俗，禮儀體會(huì)它們的不同之處；

準(zhǔn)備硬紙片和水彩筆；

用英文介紹自己的姓、名。

2、教學(xué)器材：錄音機(jī)、電腦、圖片。

3、教學(xué)課件：中英文名字展示片。

教學(xué)設(shè)計(jì)

Tasks Students’ activities Teacher’s activities

1.Game: ask and answer the question: What’s your name? Students make a self-introduction and pass the sentences one by one.At first, teacher makes a self-introduction.2.Two students act out how to greet people.Act out the greeting forms they are familiar with or they find on net.Show the students the pictures of other countries’ customs with computer.3.See who can make the most friends and get the most information.Then report their results with his or hers.Move around to make friends with the ones they are interested in.Make the students move around to make friends with others.4.Design and make their name cards.Design and make their name cards in groups.Ask them to design their name cards and see which group is the best.教學(xué)過(guò)程設(shè)計(jì)

任務(wù)一：結(jié)識(shí)新朋友。

1、老師首先向?qū)W生做一個(gè)自我介紹，將名字寫在黑板上: My name is …, My first name is…, My last name is …同時(shí)介紹一下名字的意義，然后學(xué)生就近組成若干小組，進(jìn)行自我介紹。例如：一個(gè)學(xué)生叫徐燁，他說(shuō)：My name is Xu Ye.Ye means light；一個(gè)叫王超的學(xué)生介紹說(shuō): My name is Wang Chao.Chao means Superman。這個(gè)任務(wù)能夠激起學(xué)生學(xué)習(xí)英語(yǔ)的興趣，同時(shí)擴(kuò)大詞匯量。

2、“What’s your name?”傳句子比賽。學(xué)生按行分組，一個(gè)同學(xué)問(wèn)，“What’s your name?”第二個(gè)學(xué)生回答，“My name is …”然后再接著問(wèn)第三個(gè)人, “What’s your name?” 第三個(gè)人答，“My name is … His/ her name is …”再接著問(wèn)第四個(gè)人What’s your name?”。。看哪個(gè)組最先獲勝。

任務(wù)二：學(xué)生利用電腦向大家展示他們所搜集的中英文姓，問(wèn)候語(yǔ)名及各國(guó)或各地初次見面時(shí)的禮儀，體會(huì)它們的不同之處；然后由抽簽決定各組同學(xué)分別用哪個(gè)國(guó)家或哪個(gè)地區(qū)的禮儀（例如：日式、美式、法式和學(xué)校版的禮儀）來(lái)表演兩個(gè)人初次見面時(shí)的問(wèn)候語(yǔ)及談話內(nèi)容（用英文），看哪一組同學(xué)表演的形象，語(yǔ)言準(zhǔn)確，最后評(píng)出最佳組合。

任務(wù)三：找朋友。并將他或她加入你的朋友記錄中。該任務(wù)是通過(guò)學(xué)生自己去詢問(wèn)他們感興趣的同學(xué)的愛好，找出他們之間的共同點(diǎn)，然后和他們交朋友（利用時(shí)間爭(zhēng)取和所有的同學(xué)交朋友，了解他們各自的優(yōu)點(diǎn)），并將自己所掌握的新朋友的信息介紹給全體同學(xué)，讓大家了解他（們）。在該任務(wù)的執(zhí)行過(guò)程當(dāng)中，學(xué)生可以盡量施展他們的才能，傾盡其所學(xué)的英文知識(shí)來(lái)展示自己并且看誰(shuí)能獲得最多的信息。因此，這項(xiàng)任務(wù)在調(diào)動(dòng)學(xué)生學(xué)習(xí)英語(yǔ)興趣的同時(shí)，也反復(fù)操練了本單元的關(guān)鍵句型和形容詞性物主代詞，尤其是he and his, she and her；同時(shí)運(yùn)用到一些超出本課教學(xué)內(nèi)容的語(yǔ)言知識(shí)，學(xué)生參與性強(qiáng)，最大限度的調(diào)動(dòng)了他們的積極性，同時(shí)也為學(xué)生樹立了英語(yǔ)學(xué)習(xí)的信心。

Name Hobbies Other information

任務(wù)四：制作姓名卡。制作姓名卡，由小組協(xié)作共同完成姓名卡的設(shè)計(jì)與制作，姓名卡中要求包括學(xué)生的漢語(yǔ)名字（拼音書寫）和英文名字，其他的內(nèi)容由各組自行設(shè)計(jì)，但要求每個(gè)人的姓名卡的設(shè)計(jì)要有創(chuàng)意、體現(xiàn)小組的共性、美觀大方、經(jīng)久耐用、語(yǔ)言準(zhǔn)確。因此，該任務(wù)既體現(xiàn)個(gè)性，又體現(xiàn)共性；既有分工，又有合作。

任務(wù)五：作業(yè)。為自己、父母、親朋好友找一個(gè)有意義的英文名字，同時(shí)將他們介紹給你的同學(xué)們。

教學(xué)點(diǎn)評(píng)（或反思）

本節(jié)課的設(shè)計(jì)體現(xiàn)了任務(wù)型教學(xué)的特點(diǎn)，同時(shí)整個(gè)任務(wù)鏈的設(shè)計(jì)均以學(xué)生的興趣

為主，由易至難，逐層遞進(jìn)，逐步完成各個(gè)任務(wù)，使學(xué)生在愉快的完成每一個(gè)任務(wù)的同時(shí)，體會(huì)到學(xué)習(xí)英語(yǔ)的樂(lè)趣，并使每一位學(xué)生都參與到活動(dòng)中，都有所提高。本節(jié)課由于是新學(xué)期的第一節(jié)課，在教學(xué)中，本著 “新學(xué)期、新起點(diǎn)、新觀念、新

認(rèn)識(shí)”的觀點(diǎn)設(shè)計(jì)了四個(gè)快樂(lè)的任務(wù)，同時(shí)這幾個(gè)任務(wù)相互連接，環(huán)環(huán)相扣，形成了一個(gè)完整的任務(wù)鏈。整節(jié)課課堂氣氛活躍，學(xué)生學(xué)習(xí)英語(yǔ)的興趣始終很濃。尤其是“找朋友”這個(gè)任務(wù)，極大地調(diào)動(dòng)了學(xué)生的積極性，學(xué)生們說(shuō)出了很多精彩的句子。而在制作姓名卡時(shí)，各小組通力合作，氛圍和諧，作品各具特色，體現(xiàn)了任務(wù)型教學(xué)中共同合作與個(gè)性張揚(yáng)的優(yōu)勢(shì)。在解釋自己名字的任務(wù)中，充分調(diào)動(dòng)了學(xué)生的表現(xiàn)欲，學(xué)生們的名言經(jīng)整理后被保留下來(lái)，提高了學(xué)生學(xué)習(xí)英語(yǔ)的積極性。

在各國(guó)禮儀表演中學(xué)生既學(xué)到了英文知識(shí)，又了解了其他各國(guó)各地的風(fēng)俗，將知識(shí)“延伸到課堂之外的學(xué)習(xí)和生活之中”。因此，這節(jié)課中的活動(dòng)具有可操作性，并以學(xué)生的生活經(jīng)驗(yàn)和興趣出發(fā)，使學(xué)生的思維和想象力、審美情趣得到發(fā)展，從而提高學(xué)生實(shí)際語(yǔ)言運(yùn)用能力。

另外，本節(jié)課的德育目標(biāo)，使英語(yǔ)教學(xué)與其他學(xué)科結(jié)合起來(lái)。

當(dāng)然本節(jié)課中也存在幾個(gè)需要繼續(xù)探索的問(wèn)題：

一、師生均是初次接觸任務(wù)型教學(xué)，對(duì)其僅是好奇及嘗試，尚未能領(lǐng)會(huì)其主旨。

二、活動(dòng)中課堂秩序稍有些亂，在以后課堂中應(yīng)加以指導(dǎo)。

教師本身也需要提高對(duì)新課標(biāo)和任務(wù)型教學(xué)的認(rèn)識(shí)，以完善今后的教學(xué)。

英文版英語(yǔ)說(shuō)課稿

Good morning, everyone!Today, I’ll say something about Unit 5 Section A in Book1 of GO FOR IT English.Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid.Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss.This Unit has 7 parts, we’ll learn sectionA mainly, it embodies the repeating characterize.Review the learned language points “Where’s?”and the new language points will be represented in the following units.So this unit forms connecting links with a special meaning in this book.The content of this period is to use “Where’sare?” to determine the place.And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period: Aims on the knowledge: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.Aims on the abilities: students can listen, read, say and write the following daily expressions: What’s for breakfast?

Have some juice then.Aims on the emotion(1)To foster Ss’ consciousness of good co-operation and proper competition.(2)To lead Ss to show their loveliness to the poor.III.Key-points of this lesson(1)To help Ss ask and answer the question: What’s in it?

(2)To enable Ss to study in groups and co-operate skillfully.(3)To develop Ss’ interest in English.IV.Difficult points(1)To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.(2)To finish the survey by themselves.V.Teaching methods As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language.So in this lesson I’ll mainly use “Task-based” teaching method.That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue.I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition.And in this lesson a recorder, PPT, school things and a printed form will be needed.Students should prepare some school things.VI.Teaching procedures and purposes of my designing.I’ll finish this lesson in five steps.Step 1.Warm-up and preview 1.Free talk between T and Ss about things in the classroom.2.Sing the song together: Books and pencils.3.Do some TPR, for example: Show me your English book.Show me your crayon.4.Review the numbers by asking: “How many crayons do you have?”

Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time.it provides situations to review learned knowledge for the next step.Step 2.Presentation Now I’ll mainly talk about this step.1.Present the pattern: “My schoolbag is heavy.” “What’s in it?.”(1)Show a bag and say: “Look!I have a bag.” Carry it and say: “Oh, it is heavy.My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language.Then lead the Ss to read the sentence.Make sure they can say it correctly.(2)T: My schoolbag is heavy.Open the bag and say: “What’s in it? What’s in my schoolbag?” Take out a Chinese book.Then do the action again.Let the Ss read the sentence.2.Play a guessing game.Divide the whole class into four groups to have a competition.Let them guess: What’s in the bag? How many?

Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.Proper competition can arouse the Ss’ interest in English learning.3.With the help of the PPT to present the dialogue.Set a situation to help Ss understand: Two Ss are coming.One girl is carrying a heavy bag on her back.They are talking.Girl: My schoolbag is heavy.Boy: What’s in it?

Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books.Etc.Boy: What will you do? Girl: They are for the poor.Boy: Great!I’ll bring some school things too.The boy comes back home and puts a lot of things into the bag.Then he goes to school again and gives them to a teacher.While he is taking them out, he is counting the numbers of all things.The teacher says: Thank you soooooooo much.4.Mention that we should take care of the poor.5.Play the tape.Let the Ss listen and imitate the dialogue.Pay attention to their pronunciation and intonation.Purpose: PPT can provide a real situation for the Ss to understand the dialogue and the relationships between people better.Tell the Ss we should show our loveliness to the Ss.Step 3.Practice Divide Ss into groups of six children.Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster.Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.Step 4.Assessment Help Ss finish “Let’s check” of this unit and workbook.Purpose: To check the knowledge Ss have learned in this period.Step 5.Add-activity 1.Let Ss tell each other how many school things they have after class.Tell their parents how many school things they have at home.2.Take care of everything they have.Purpose: Revision is so important that Ss should speak English as much as they as in class or after class.It is necessary for the Ss to do some extensive exercise after class to consolidate the knowledge they learned.In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging.When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.That’s all.Thanks a lot for your attention.

第三篇：新目標(biāo)七年級(jí)英語(yǔ)上冊(cè)第二單元說(shuō)課稿

各位老師：

大家好！今天我要說(shuō)課的內(nèi)容是新目標(biāo)七年級(jí)英語(yǔ)上冊(cè)第二單元Section A 的前部分，題目是Is this your pencil ?其主要的內(nèi)容是學(xué)會(huì)辨認(rèn)物品的所有者這一話題。由于本單元具有兩部分Section A 和Section B。從本單元來(lái)說(shuō)，本節(jié)課既是本單元的基本語(yǔ)言內(nèi)容，又為本單元知識(shí)擴(kuò)展和綜合語(yǔ)言運(yùn)用奠定堅(jiān)實(shí)的基礎(chǔ)。因此，上好Section A的前部分，既可讓知識(shí)學(xué)習(xí)具有一定的延續(xù)性，又可為下面的教學(xué)做好鋪墊，對(duì)完成本單元和今后的英語(yǔ)教學(xué)具有重要的意義。

重點(diǎn)、難點(diǎn)及處理 對(duì)于Secttion A前部分的教學(xué)，我準(zhǔn)備把對(duì)詞匯的掌握和聽力的理解作為重點(diǎn)，把結(jié)隊(duì)活動(dòng)的核心對(duì)話作為難點(diǎn)。這是因?yàn)槲倚５靥庌r(nóng)村，學(xué)生在英語(yǔ)學(xué)習(xí)方面沒有一個(gè)好的語(yǔ)言氛圍，也沒有聽力訓(xùn)練的條件，因此解決這一重點(diǎn)，能讓學(xué)生進(jìn)一步感受英語(yǔ)語(yǔ)言的美，體驗(yàn)知識(shí)間的相互應(yīng)用、相互依存的聯(lián)系，讓學(xué)生充滿自信，體驗(yàn)成就感和合作精神。

教學(xué)方法 為達(dá)到以上的教育教學(xué)目標(biāo)，根據(jù)英語(yǔ)“課標(biāo)”中強(qiáng)調(diào)課程要從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，倡導(dǎo)體驗(yàn)、實(shí)踐、參入、合作與交流的學(xué)習(xí)方式和任務(wù)型的教學(xué)途徑，發(fā)展學(xué)生的綜合語(yǔ)言運(yùn)用能力，是語(yǔ)言學(xué)習(xí)的過(guò)程成為學(xué)生主動(dòng)參與、勤于動(dòng)腦，提高跨文化意識(shí)的過(guò)程。根據(jù)學(xué)校和學(xué)生的實(shí)際，我將在教學(xué)中利用實(shí)物，采用任務(wù)型教學(xué)模式，運(yùn)用情景教學(xué)法，結(jié)合聽說(shuō)法、競(jìng)賽法，以循序漸進(jìn)的方式來(lái)進(jìn)行教學(xué)。

首先，采用聽說(shuō)法和實(shí)物來(lái)導(dǎo)入和呈現(xiàn)本屆的基本詞匯和句型，目的在于用師生、生生互動(dòng)的方式，激活學(xué)生對(duì)所學(xué)知識(shí)的已有體驗(yàn)，使學(xué)生對(duì)重點(diǎn)詞語(yǔ)的識(shí)記經(jīng)過(guò)一個(gè)由形象思維到抽象思維的轉(zhuǎn)化過(guò)程，增強(qiáng)學(xué)生的記憶效果。其次，采用任務(wù)型教學(xué)途徑，在活動(dòng)中以循序漸進(jìn)法，連鎖操練，運(yùn)用實(shí)物提示，展開競(jìng)賽等方式來(lái)突破重點(diǎn)，培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力。這樣不僅激活了學(xué)生的主體意識(shí)，而且在活學(xué)活用知識(shí)的過(guò)程中，增強(qiáng)了學(xué)生學(xué)習(xí)的自信心，從而體驗(yàn)到成功的喜悅。

學(xué)法 教法的選擇固然重要，但學(xué)法也必不可少。我們都知道，學(xué)生的學(xué)習(xí)過(guò)程并不是孤立于課堂教學(xué)之中，應(yīng)遵循學(xué)生的身心發(fā)展規(guī)律和學(xué)習(xí)規(guī)律，指導(dǎo)學(xué)生進(jìn)行個(gè)性化的學(xué)習(xí)，讓學(xué)生在活動(dòng)與交流中產(chǎn)生個(gè)性化的體驗(yàn)。《課標(biāo)》明確指出：“英語(yǔ)課程應(yīng)面向全體學(xué)生，力求為每個(gè)學(xué)生的充分發(fā)展創(chuàng)造條件。教師在教學(xué)的過(guò)程中要倡導(dǎo)學(xué)生體驗(yàn)、實(shí)踐、參與、合作與交流的學(xué)習(xí)方式，結(jié)合課改精神和我校的學(xué)情，在本節(jié)教學(xué)中我主要采用小組自由合作學(xué)習(xí)的方式，由不同層次的學(xué)生組合成4 人一小組。因?yàn)檫@樣的合作學(xué)習(xí)方式能突出以人為本的教育思想，符合教育的宗旨，使學(xué)生個(gè)人之間的競(jìng)爭(zhēng)轉(zhuǎn)化為小組之間的競(jìng)爭(zhēng)，既有助于培養(yǎng)學(xué)生的合作精神，團(tuán)隊(duì)意識(shí)以及集體觀念，又有助于培養(yǎng)學(xué)生的競(jìng)爭(zhēng)意識(shí)與能力，在活動(dòng)中體驗(yàn)合作成功的快樂(lè)，體驗(yàn)實(shí)現(xiàn)自我價(jià)值的幸福。

第四篇：人教新目標(biāo)七年級(jí)英語(yǔ)上冊(cè)教學(xué)計(jì)劃2

七年級(jí)英語(yǔ)上冊(cè)教學(xué)計(jì)劃

一、本學(xué)期教學(xué)時(shí)間安排：

本學(xué)期從8月29號(hào)正式開學(xué)，教育教學(xué)時(shí)間大約只有20周，在這期間還要進(jìn)行期中測(cè)試，時(shí)間相對(duì)緊張。對(duì)本學(xué)期所要進(jìn)行的教育教學(xué)進(jìn)行了合理的安排，以順利完成本學(xué)期的教育教學(xué)工作。

在平時(shí)的教育教學(xué)中就必須抓好每一分每一秒的時(shí)間來(lái)進(jìn)行教育教學(xué),，七年級(jí)的學(xué)生剛從小學(xué)升學(xué)，很少系統(tǒng)學(xué)習(xí)過(guò)英語(yǔ)，所進(jìn)行的教學(xué)必然會(huì)很緩慢，要順利的完成本學(xué)期任務(wù)有一定的難度，要考好期末考試就更加不容易。

二、本學(xué)期教育教學(xué)內(nèi)容：

人教英語(yǔ)七年級(jí)上冊(cè)有12個(gè)單元和12個(gè)話題以及2個(gè)復(fù)習(xí)單元，一共是14個(gè)單元，其中第1-

6、第6-12單元后面分別設(shè)置了一個(gè)復(fù)習(xí)單元，無(wú)新的語(yǔ)法和句式。

三、本學(xué)期的教學(xué)重、難點(diǎn)可以分為兩大塊來(lái)看：

一、語(yǔ)法知識(shí)點(diǎn).1．一般疑問(wèn)句及回答；

2．指示代詞、人稱代詞、物主代詞 3．名詞復(fù)數(shù)的變化； 4．方位介詞；

5．特殊疑問(wèn)句的構(gòu)成、回答和對(duì)劃線部分提問(wèn) 6．實(shí)義動(dòng)詞的第三人稱單數(shù)及變化；

7、名詞所有格；

8、一般現(xiàn)在時(shí)

9、時(shí)間表達(dá)法；

二、交際用語(yǔ)（略）

四、本學(xué)期將采用的教育教學(xué)方法：

英語(yǔ)的教育教學(xué)方法很多，各有優(yōu)、缺點(diǎn)，我們可以針對(duì)不同的情況采用不同的教學(xué)方法來(lái)加以彌補(bǔ)。針對(duì)我教的班級(jí)，本學(xué)期本人打算用下列方法對(duì)他們進(jìn)行教育教學(xué)：

1、用英語(yǔ)教英語(yǔ)(Teach English in English)；

英語(yǔ)畢竟是一門語(yǔ)言，訓(xùn)練的是學(xué)生的聽、說(shuō)、讀、寫、譯的綜合能力，在教學(xué)的過(guò)程中需要對(duì)學(xué)生的聽、說(shuō)、讀、寫、譯的能力進(jìn)行很多的訓(xùn)練，這就要求我們用英語(yǔ)來(lái)教英語(yǔ)，在課堂上對(duì)學(xué)生進(jìn)行各種能力的訓(xùn)練。

2、用英語(yǔ)想英語(yǔ)（Think English in English）;用英語(yǔ)想，也就是用英語(yǔ)思考。學(xué)英語(yǔ)而不用英語(yǔ)思考，一定學(xué)不好。用英語(yǔ)思考就是在用英語(yǔ)進(jìn)行表達(dá)和理解時(shí)，沒有本族語(yǔ)思考的介入，或者說(shuō)本族語(yǔ)思考的介入被壓縮到了極不明顯的程度。這是真正流利、熟練的境界和標(biāo)志。

3、背誦和多種練習(xí)結(jié)合 實(shí)事求是的說(shuō)，大量背誦課文與大量多種練習(xí)的結(jié)合，乃是對(duì)于一切各不相同條件下的英語(yǔ)教學(xué)的普遍有效的方法。

4、針對(duì)不同的教學(xué)內(nèi)容采用不同的教學(xué)方法；

英語(yǔ)的內(nèi)容較多，包括語(yǔ)音、詞匯、語(yǔ)法、交際等等內(nèi)容，如果對(duì)每一項(xiàng)內(nèi)容都采用同樣的方法來(lái)進(jìn)行教育教學(xué)，那么即使是再好的學(xué)生也不可能學(xué)好，再好的教師也不可能教好。因而，針對(duì)不同的內(nèi)容采用不同的教學(xué)方法是不可違背的。

五、本學(xué)期提高教育教學(xué)質(zhì)量的方法：

1、體現(xiàn)學(xué)生的主體地位，發(fā)揮教師的指導(dǎo)作用。充分發(fā)揮學(xué)生的主動(dòng)性和積極性，激發(fā)學(xué)生的學(xué)習(xí)興趣，幫助學(xué)生摸索適合自己的學(xué)習(xí)方法，了解和掌握記憶規(guī)律，養(yǎng)成良好的學(xué)習(xí)習(xí)慣，培養(yǎng)學(xué)生自主學(xué)習(xí)的能力。

2、突出語(yǔ)言的實(shí)踐性，注重培養(yǎng)學(xué)生綜合運(yùn)用英語(yǔ)的能力。

3、盡量使用英語(yǔ)，適當(dāng)使用母語(yǔ)。

4、備好學(xué)生、課本、課標(biāo)，確立最佳教案。

5、根據(jù)教學(xué)內(nèi)容，進(jìn)行教學(xué)創(chuàng)新，嘗試不同的教學(xué)方式，激發(fā)學(xué)生的學(xué)習(xí)欲望。

6、語(yǔ)言點(diǎn)講解要做到精講多練，舉一反三，使學(xué)生理解準(zhǔn)確、深刻、透徹。

7、擴(kuò)大學(xué)生的課外閱讀量，一、增強(qiáng)語(yǔ)感，二、循序漸進(jìn)，逐漸提高閱讀理解能力。

8、加強(qiáng)書面表達(dá)訓(xùn)練，每一單元結(jié)合內(nèi)容布置相應(yīng)的書面表達(dá)練習(xí)，擇優(yōu)選讀，講解技巧，使學(xué)生逐漸找到英語(yǔ)寫作的竅門。

9、實(shí)行分層次教學(xué)。制定出培優(yōu)扶差的目標(biāo)生，分層次輔導(dǎo)，分層次練習(xí)，分層次要求，使不同程度的學(xué)生都能有所提高。

10、合理利用課外資料，重點(diǎn)題要重點(diǎn)練習(xí)、重點(diǎn)講解，做到主次分明，講求實(shí)效。

六、本學(xué)期將進(jìn)行的復(fù)習(xí)： 本學(xué)期的時(shí)間雖然較緊，但是我打算在元月初進(jìn)入復(fù)習(xí)階段，在最后的幾個(gè)星期里，我將從課本入手，以課本為基礎(chǔ)整理本學(xué)期所學(xué)的知識(shí)點(diǎn)，在整理的基礎(chǔ)上進(jìn)行歸納和總結(jié)，盡量讓學(xué)生理解本學(xué)期所學(xué)的內(nèi)容，讓學(xué)生做到心中有數(shù)。

第五篇：七年級(jí)英語(yǔ)上冊(cè) 閱讀理解習(xí)題 人教新目標(biāo)版

The day was like any other day in his life, Tom walked past the shop on the street comer.He stopped to look at the front row of shoes, and he felt happy to see that the pair of shoes he wanted very much were still there.Looking down, he felt sorry for himself.He really wanted to have them for his birthday.He sadly walked away and thought how to tell his mother about it.He knew she would give him anything he liked if she could.But he also knew very well she had little money.He decided not to go home at once, as he looked worried and his mother would notice(注意)it.So he went to the park and sat on the grass.Then he saw a boy in a wheel chair(輪椅).He noticed that the boy moved the wheel with his hands.Tom looked at him carefully and was surprised to see the boy have no feet.He looked at his own feet.“It's much better to be without shoes than without feet, ” he thought.There was no reason(理由)for him to feel so sorry and sad.He sent away and smiled, thinking he was happier.1．Tom passed the shop______.A．on foot

B．by bus

C．by bike

D．in a car 2．Why did Tom stop in front of the shop? Because he wanted______.[ ]

A．to buy the shoes

B．to look at the shoes he liked

C．to look at the shoes in the shop window

D．to look at the shoes on the front row 3．The pair of shoes he liked was ______.[ ]

A．too expensive

B．quite cheap

C．not there

D．not sold yet

用心

愛心

專心

4．Tom went into the park because he______.[ ]

A．was thinking how to tell his mother about it

B．wanted to see the boy

C．didn't want to make his mother worried

D．he felt sad 5．From the story we can know that Tom______.[ ]

A．liked new shoes very much

B．loved his mother best

C．didn't want to go to school

D．didn't want to stay at home <2> People sometimes like to read stories of dogs very much.They think that dogs are much cleverer than cats, sheep, cows or other animals in their homes.One of my close friends, Bob, has a very large police dog named Jack.Every Sunday afternoon, Bob and Jack have a walk in the park nearby.Jack likes these walks very much.One Sunday afternoon, I paid a visit to my friend.I stayed there for a long time and my friend and I had much more talk with each other than ever before.Soon it was time for them to take a walk in the park.We forgot that.Jack became worried about it.He walked around the room several times and then sat down in front of me and looked at me.But I still paid no attention(注意)to him.I went on talking with my friend.At last, Jack could not wait any longer.He went out of the room and came back a few minutes later.He sat down in front of me again.But this time, he held my hat in his mouth.Suddenly, I understood what Jack meant and so did my friend.1．How many people are there in this story?______.[ ]

A．One

B．Two

C．Three

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D．Four 2．Jack______.[ ]

A．is a close friend of mine

B．enjoys long walks in the park every Sunday afternoon

C．has many close friends

D．enjoys talks in the room 3．Jack was worried because______.[ ]

A．he wanted to eat something

B．it was Sunday afternoon again

C．he was not feeling well

D．he wanted his master(主人)to take him for a walk 4．Jack took my hat in his mouth to show that______.[ ]

A．I should leave the house at once

B．he liked my hat very much

C．he was hungry and he tried to eat it

D．he wanted to have a rest 5．Which of the following is true?______.[ ]

A．When Jack and I were talking, my friend didn't pay any attention to us

B．When I was talking to my friend, Jack didn't pay any attention to us

C．When my friend and I were talking, we didn't pay any attention to Jack

D．When my friend was talking to Jack, I paid attention to them <3>

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Peter was a small boy.He lived with his parents in a small house near some hills.The people there were all poor.One night it was very dry and windy.When everybody was asleep, Peter suddenly heard some noise.It came out from the kitchen(廚房).He got up and walked to the kitchen.He found that the wood beside the stove(火爐)was burning.There was no water tap(水龍頭)in the house , so he could not put out(撲滅)the fire.He shouted loudly to wake up everyone in the house.Then he ran out of his house and knocked on the doors of many houses to wake the people up.They all left their houses quickly.At last the fire was put out by the firemen.Many houses were burnt.But nobody was burnt in the fire.1．Peter lived with his______.[ ]

A．sisters

B．brothers

C．uncles

D．parents 2．One night he found that______ beside the stove was burning.[ ]

A．the table

B．the wood

C．the door

D．the window 3．______, so he could not put out the fire.[ ]

A．Everybody was asleep

B．He couldn't shout loudly

C．The kitchen was very big

D．there was no water tap in the house

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4．Peter knocked on the doors of many houses______.[ ]

A．to wake the people up

B．to get some water

C．to find his classmates

D．to visit them 5．______hurt in the fire.[ ]

A．People in other houses were

B．Peter's parents were

C．Nobody was

D．Peter was <4> “You're just in time, Joe.We're going to play cowboys（牛仔）and Indians, and you can be the Indians.” One of my cousins（堂兄弟）said.“How many Indians?” I asked.“Oh, about a thousand.” He answered, and before I could say no，I was pushed out into the night and became a thousand Indians.Two minutes later I was running in the fields with a group of cowboys behind.The shouts of “After them.Let's catch the killers!” and other such TV play language came into my ears as I ran round a corner and hurried into my Grandpa's car． “We've got him, boys.Let's go and catch him!”

But no one wanted to come to get me.All of my cousins except one were always very friendly with.It was quiet outside.And I went out of the car to have a look.Just then I heard a shout , “Bring the rope（繩子）, and we can burn him.” “Only Indians burn people.Cowboys.” I stopped just in time.I had almost said, “Cowboys hang（絞死）people.”

I was tied to a tree, and the cowboys were looking for some wood when my dear mother called, “We're leaving now.”

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“Untie me.” I shouted.”We're going.“Why did Bobby want matches（火柴）?” Mum asked when we were in the car.“He was asking Dad whether he had any.”

“oh, he was just going t matches? MATCHES? Are you sure he wanted matches” Mother was quite sure, and I didn't say any more.1．How many children played the Indians? [ ]

A．One thousand

B．One hundred

C．One group

D．One 2．Why did Joe's cousin say that Joe was just in time? Because______.[ ]

A．there were not enough children four the game

B．the game was just going to start

C．none of his cousins wanted to be the Indians

D．they were waiting for Joe 3．Joe didn't say “Cowbays hang people.” Because______.[ ]

A．he was tied to a tree

B．that would make things worse

C．he was caught by the cowboys

D．that would make the cowboys angry 4．Which of the following is TRUE? [ ]

A．One of Joe's cousins was looking for matches.B．Dad didn't want to give the children any matches.用心

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C．Bobby wanted to get some matches from his father.D．Mum didn't think children should play with matches.5．The name of the story should he“______.” [ ]

A．Joe and his cousins

B．Who knows what danger is waiting there

C．Cowboys and Indians is a favourite children's game

D．How cowboys and Indians fought in the past <5> A very new, young officer was at a station.He was on his way to visit his mother in another town, and he wanted to telephone her to tell her the time of this train , so that she could meet him at the station in her car．He look in all his pockets, but round that he did not have the right money for the telephone, so he went outside and looked around for someone to help him.At last an old soldier came by, and the young officer stopped him and said, “Have you got change（零錢）for ten pence（便士）?”

“Wait a moment, ” the old soldier answered.He began to put his hand in his pock-et, “I'll see whether I can help you.”

“Don't you know how to speak to an officer?” the young man said angrily.“Now let's start again.Have you got change for ten pence? ” “No, sir,” the old soldier answered quickly.1．The young officer and his mother lived______.[ ]

A．in the same town

B．in different places

C．in another town

D．in the other town 2．The young officer Wanted to telephone his mother to tell her______.[ ]

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A．that he was going to visit her

B．where his train would leave for

C．what time his train would arrive at the station

D．that he was then at the station 3．He looked around for help because he______.[ ]

A．had no money to make the phone call

B．did not know where to make the phone call

C．needed some change for the phone call

D．wanted to get change from the old soldier 4．The young officer was angry because he thought the old soldier______.[ ]

A．was polite to him

B．was not polite to him

C．didn't know how to speak to him

D．didn't like to help him at all 5．Which of the following is not true? [ ]

A．Both the young officer and the old soldier were angry.B．The young officer wanted his mother to meet him at the station.C．He wanted the old soldier to speak to him in a polite way.D．He didn't know the soldier before.參考答案：

1．ABDCB 2．BBDAC 3．DBDAC 4．DCBAB 5．BCCBA

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