新目标七年级下册

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人教版新目标七年级英语下册 Unit 2教学设计

人教版新目标七年级英语下册 Unit 2教学设计一. 教材分析人教版新目标七年级英语下册Unit 2主要围绕日常生活话题，让学生学会描述日常活动、表达喜好和计划。

本单元包括三个部分：听说课、读课和综合语言运用课。

听说课主要训练学生的听说能力，读课通过阅读提高学生的理解能力，综合语言运用课则培养学生的综合语言运用能力。

二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的听说读写能力。

但部分学生对英语学习仍存在恐惧心理，缺乏自信心。

因此，在教学过程中，教师需要关注学生的情感态度，激发他们的学习兴趣，提高课堂参与度。

三. 教学目标1.知识目标：学生能够掌握日常生活中常用的词汇和表达方式，如goto school, read books, watch TV等。

2.能力目标：学生能够在真实情境中运用所学知识进行日常交流，提高听、说、读、写的能力。

3.情感目标：学生能够积极参与课堂活动，提高学习英语的自信心和兴趣。

四. 教学重难点1.重点：学生能够熟练运用日常词汇和句型描述日常生活。

2.难点：学生能够正确使用一般现在时表达习惯性动作和喜欢的事物。

五. 教学方法1.任务型教学法：通过完成各种实际任务，让学生在实践中学习、运用英语。

2.情境教学法：创设真实的语境，激发学生的学习兴趣和积极性。

3.情感教学法：关注学生的情感需求，营造轻松、愉快的学习氛围。

六. 教学准备1.教师准备：提前备课，熟悉教材内容和教学目标。

2.学生准备：预习新课内容，复习相关知识点。

3.教学资源：准备多媒体教学课件、图片、实物等。

七. 教学过程1.导入（5分钟）利用图片或实物展示日常生活中的人物和活动，引导学生谈论他们的日常喜好。

例如，展示一张学校操场上的图片，让学生描述图片中学生在做什么。

2.呈现（10分钟）教师通过PPT展示本节课的主要词汇和句型，如go to school, read books, watch TV等，并用例句展示如何运用这些词汇和句型。

人教版新目标七年级英语下册Unit10教案

—1—人教版新目标七年级英语下册Unit10教案Unit 10I’d like some noodles.Period 1 Ⅰ.Teaching Aims and Demands Knowledge Objects Key vocabulary. Ta rget language. 2. Ability Object Train 2. Ability Object Train students’students’students’ listening and speaking skills. listening and speaking skills.3. Moral Object Noodles are popular with people. They are trad itional Chinese food. Ⅱ. Teaching Key Points Key vocabulary, espe cially the names of food. Countable and uncountable nouns. Ⅲ. Teac hing Difficulties Train hing Difficulties Train students’students’students’ listening and speaking skills. listening and speaking skills. Ⅳ. Teac hing Methods Listening and speaking methods. Scene teaching methods Ⅴ. T eaching Aids A tape recorder . Ⅵ. Teaching Procedures Step Ⅰ. Warming-up and lead-in Oral speech.→ I like I like…I’…I’…I’d like some noodles. Step d like some noodles. Step Ⅱ. New words learning Step Ⅲ. Presentation (1a) 1. Write the letter after the name of the food. 2. Have students match the words with the foods on their 初一全科目课件教案习题汇总语文数学英语历史地理own. 3. Go over the answers. StepⅣ. Listening (1b) Listen and put a check before the noodles the m an ordered. StepⅤ. Pairwork(1c) Ask students to practice similar conversation s in pairs. Students take turns to be the customer and the noodles ma ker . StepⅥ. Summary and homework Remember the words and practice the target language.Period 2Ⅰ.Teaching Aims and Demands 1. Knowledge Objects Target language Ability Object Train Ability Object Train students’students’students’ listening and speaking skills. Train stude listening and speaking skills. Train stude nts’nts’ communicative competence. Moral Object Noodles are popular communicative competence. Moral Object Noodles are popular with people. They are traditional Chinese food. Ⅱ. Teaching Key Poi nts T h e t a r g e t l a n g u a g e u s e d f o r a s k f o r a n d g i v e p e r s o n a l information. Order food. Ⅲ. Teaching Difficulties Train Train students’students’students’ listening and speaking skills. Train listening and speaking skills. Train listening and speaking skills. Train students’students’students’ commu commu nicative competence. Ⅳ. Teaching Methods Listening and speaking methods. Scene teaching methods Ⅴ. T eaching Aids A tape recorder Ⅵ. Teaching Procedures Step Ⅰ. Warming-up and revision Oral speech and free talk. StepⅡ. Listening (2a 2b) 1. . Listening (2a 2b) 1. YY o u ’r e t o listen and check the names of the foods you hear on the tape. 2. Play the recording twice. Then che ck the answers. 3. P lay th e s ame record ing ag ain. Lis t en carefully and fill in the blanks. StepⅢ. Pairwork (2c,2d) 1. Work with a partner. One is a customer and t he other is a waiter. 2. Invite several pairs of students to act out the ir conversations in front of the class. 3.Have some students role-p lay the conversations in pairs,then explain it to the class. StepⅣ. Grammar Focus G u i d et h e s t u d e n t s t o m a k e s o m e s e n t e n c e s w i t h I ’d , H e ’d and and They’d.They’d.They’d. Step StepⅤ. Conversation practice (3a ,3b) 1. You are to match each question wi th an answer. 2. Get students to do the task in pairs. 3. Put students i nto pairs. One is working in a noodles h o u s e. T h e o t h e r i s t h e c u s t o m e r. G e t t h e p a i r s t o s t a r t t h e activity . Ste pⅥ. Summary and homework 1. S u m m a r yt h e t a r g e t l a n g u a g e w e ’v e l e a r n e d i n t h i s class. 2. Reread the conversa tion in 3a. try to recite it. 3. Write down the conversation in 3c.Period 3Ⅰ. T . Teaching Aims and Demands Knowledge Objects Key vocabulary eaching Aims and Demands Knowledge Objects Key vocabulary . T . Tar ar get language. 2. Ability Object Train get language. 2. Ability Object Train students’students’ listening and speaking skill s. Train s. Train students’students’students’ communicative competence. 3. Moral Object Every communicative competence. 3. Moral Object Every one should choose foods which are good for h is health. Ⅱ. T eachi ng Key Points Learn how to ask for and give personal information an d write down the information. Ⅲ. Teaching Difficulties Learn howto ask for and give personal information and write down the i nformation. Ⅳ. Teaching Methods Practicing methods. Scene teach ing methods Ⅴ. T eaching A ids A tape recorder Ⅵ. Teaching Procedures StepⅠ.Warming-up and lead-in Oral speech. Describe one .Warming-up and lead-in Oral speech. Describe one’’s preferenc es. StepⅡ. New words learning. Porridge onion fish pancake Step Ⅲ. Presentation (1a 1b) 1. Match the words with the pictures. Write the letter of the food on the blank line before its name.2. Circle the things you like in the picture. And make an “×”“×” nex nex t to the things you t to the things you don’t don’t don’t like. Step like. StepⅣ. Listening (1c,1d) 1. Listen carefully and circle in activity 1a th e words that you hear on the tape. 2. Play the same recording again. W Write down the rite down the rite down the customer’s customer’s customer’s address, telephone number and what he or address, telephone number and what he or ders. 3.Check the answers. StepⅤ. Pairwork (2a) 1. Put students into pairs. Ask questions abo ut what they door eat on their birthdays. 2. Invite more advanced students t o demonstrate how to do the activity o demonstrate how to do the activity. Step . StepⅥ.Summary and homework Remember the key words and target la nguage.Period 4Ⅰ. T . Teaching Aims and Demands Knowledge Objects Learn to read and eaching Aims and Demands Knowledge Objects Learn to read and write an ad for House of Dumplings. 2. Ability Object Train student s’s’ reading and writing skills. Train reading and writing skills. Train reading and writing skills. Train students’students’students’ integrating skills. 3. Moral integrating skills. 3. Moral Object Keep healthy. Ⅱ. Teaching Key Points Learn how to order fo od. Learn to write an ad for House of Dumplings. Ⅲ. T . Teaching Diffic eaching Diffic ulties Learn how to order food. Learn to write an ad for House of D umplings. Ⅳ. Teaching Methods reading and writing methods. Practi cing methods Ⅴ. T eaching A ids A tape recorder Ⅵ. Teaching Procedure s Step I. Warming-up and revision Oral speech and dictation. Step II.R eading and answering(2b,2c) Do 2b:Ask students to read the article and complete the c h a r t ,t h e n c h e c k t h e a n s w e r s.E x p l a i n t h e k e y p o i n t s t o the class. D o 2c :H a v e s t u d e n t s r e a d t h e a r t i c l e a g a i n a n d a n s w e r t h e questions,then check the answers. Step III. Reading (3a) Fill in the blank lines, usi ng words from the box. Get students to complete the paragraph on t heir own. Step IV . Writing (3b,3c) 1. W r i t e y o u r o w n a d. P l e a s e u s e t h e a d i n a c t i v i t y 3a a s a model. 2. Us e the sample version in activity 1c to demonstrate how to order a meal. 3.Have some students to read their ads to the class. Step V . P airwork Let students work in pairs to order meal. Students p ractice both roles. Step VI. Summary and homework Order food.Period 5Ⅰ. T . Teaching Aims and Demands Knowledge Objects Reaching Aims and Demands Knowledge Objects R e v i e w t h e n a me s o f f o o d s a n d d r i n k s , t h e t a rg e t l a n g u a g e used to order food, ask for and give personal information and design an ad.2. Ability Object Train 2. Ability Object Train students’students’students’ communicative competence.3. Moral communicative competence. 3. Moral Object Noodles, a kind of fast food, helps save a lot of time. And it ’s ’s delicious and rich in nutrient, thank the inventor. Ask your family delicious and rich in nutrient, thank the inventor. Ask your family members or classmates what they’d they’d like to eat. In this way, you like to eat. In this way, you will understand each other better. Ⅱ. Teaching Key Points Review all the key words and order food. Review to ask for and give person al information. Ⅲ. Teaching Difficulties Order food, design an ad fo r House of Dumplings. Ⅳ. Teaching Methods Practicing methods. Ⅴ. T eaching A ids Ⅵ. Teaching Procedures Step Ⅰ.W arming-up Step Ⅱ. Review the key vocabulary Give students several minutes to me morize the key vocabulary . Large, medium, noodles, beef, mutton, chic ken, cabbage, potatoes, tomatoes, dumplings, soup, green tea, orang e juice. StepⅢ. Self Checks1, 2 ,3 D oS e l f C h e c k 1. A s k s t u d e n t st o c h e c k a l l t h e w o r d s t h e y know. Write five new word s in their V ocab-builder. Do Self Check2. Ask students to complete th—7—e task,then h a v e s o me s t u d en ts r e a d th e 3 co n v e r s at io n s t o t h e c l as s i n pairs. D o S e l f C h e c k 3. A s k s t u d e n t s t o w r i t e a c o n v e r s a t i o n w i t h the help of the clues in pairs,t hen have some pairs read their conversations to the class. StepⅣ. Review the target language Make a conversation use the target la nguage. What kind of noodles would you like?→I’d I’d like beef noodles. What size bowl of noodles would you like? like beef noodles. What size bowl of noodles would you like?→I’d I’d like a small/medium/large bowl of noodles. like a small/medium/large bowl of noodles. like a small/medium/large bowl of noodles. What’s What’s What’s your address? your address? →My address is My address is ….….…. Get several pairs of students to act out their conv Get several pairs of students to act out their conv ersations. StepⅤ.Summary and homework Summary the language .Summary and homework Summary the language we’ve we’ve we’ve learned learned in this unit. Finish 3c as your homework.。

新目标英语七年级下册讲义—Unit 11 How was your school trip

新目标七年级下册Unit 11 How was your school trip? 讲义一、重点单词k 挤奶2. cow .奶牛3. horse 马4. feed 喂养；饲养5. farmer 农民；农场主6. quite 相当；安全7. anything （常用于否定句或疑问句）任何东西；任何事物8. everything 一切；所有事物9. grow 种植；生长；发育10. farm 农场；务农；种田11. pick 采；摘12. excellent极好的；优秀的13. countryside 乡村；农村14. yesterday 昨天15. flower花16. worry 担心；担忧17. luckily 幸运地；好运地18. sun 太阳19. museum博物馆20. fire 火灾21. painting .油画；绘画22. exciting adj.使人兴奋的；令人激动的23. lovely可爱的24. expensive 昂贵的25. cheap 廉价的；便宜的26. slow缓慢的；迟缓的27. fast 快地（的）28. robot .机器人29. guide 导游；向导30. gift 礼物；赠品31. dark 黑暗的；昏暗的32. hear(heard）听到；听见自测表：二、短语归纳1.school trip 学校旅行2.go for a walk 去散步k a cow 给奶牛挤奶4.ride a horse 骑马5.feed chickens 喂鸡6.talk with 和......交谈7.take photos /a photo拍照st week上周9.ask some questions问一些问题10.quite a lot 相当多11.show sb. around sp.带某人参观某地12.learn about 了解13.grow strawberries种植草莓14.from...to... 从…到…15.pick some strawberries摘草莓16.take sth home带…回家17.climb the mountains 爬山18.visit my grandparents看望我的祖父母19.go fishing 去钓鱼20.so much 如此多的21.go to the zoo去动物园22.go to a farm去农场23a lot of fun很多乐趣24.play games 做游戏e out 出来26.go to the countryside去乡下27.science museum科学博物馆28.visit a museum 参观博物馆29.play chess with sb... 和…下棋30.buy sth for sb为某人买31.be interested in…对…感兴趣32.all in all总的来说33.not...at all 一点也不，根本不三、句型集萃1. How + be…? + like? ……怎么样？2. How do/does+主语+feel about...? 对......感觉如何？3. too many + 可数名词复数太多的……4.teach sb. how to do sth. 教某人怎样做某事5.quite + a / an + 形容词+可数名词单数= a + very + 形容词+可数名词单数一个相当/ 很……6.buy sth. for sb.=buy sb. Sth.为某人买东西7.It’s +形容词+to do sth. 做某事是......的8.sound+形容词听起来......四、词汇、句型讲解及拓展1.How was your school trip?学校旅行怎么样？【解析】How+be+主语？=What be+主语+like?意为“….怎么样？”★★★本句的答语：It was great./It was OK./It was/wasn’t good….【拓展】how是疑问副词，意为“怎么样，怎么”，用来构成特殊疑问句，主要用法如下：1）询问如何做某事，或者做某事方式。

(新)人教版新目标七年级英语下册(Unit7-Uni8)集体备课教案设计

◆Step 5Homework
Learn the sentences in Grammar Focus by heart.
板书设计
Section A(Grammar Focus-3b)
重点短语
1.talk on the phone
2.make soup
3.right now
重点句型
1.How’s the weather?—It’s cloudy./ It’s sunny./ It’s raining.
课时
授课人
授课时间
授课班级
备课组
七年级
课题
Unit 7It’s raining
二次备课
教学课题
第二课时Section A(Grammar Focus-3b)
教学目标
【知识目标】
Important word:again
Important phrases:
every Saturday,play basketball,in the park,talk on the phone,make soup,right now,study Chinese
Important phrases:
take a massage,call(sb.)back,have a good time,no problem
Important sentences:
1.—How’s the weather in Beijing?—It’s sunny.
2.—How’s it going?—Not bad.
Keys:1.cloudy2.raining3.sunny4.windy5.snowing
Ⅱ.根据汉语意思完成句子
1.她在公园正玩得开心。

2023年新人教版七年级英语新目标下册教学大纲

2023年新人教版七年级英语新目标下册教学大纲一. 教学目标1. 研究掌握七年级英语下册的全部单词、词组及句型。

2. 建立起对基本语法知识的理解和应用能力。

3. 提高听、说、读、写、译等英语语言应用能力。

4. 培养学生的跨文化交际能力和综合语言运用能力。

二. 教学内容1. 单元研究：本教学大纲包括七年级英语下册全部8个单元的研究内容。

2. 语法知识：研究基本的时态、句型、从句等语法知识。

3. 听力：通过听取各种文本及对话，提高学生的听力理解能力。

4. 口语：培养学生的口语表达能力和交际能力。

5. 阅读：通过课本和其他相关材料的阅读，提高学生的阅读理解和语言运用能力。

6. 写作：培养学生的写作技巧和创造力，使其能够进行基础的句子和段落写作。

三. 教学方法1. 组织互动式教学：通过小组合作、角色扮演、情景训练等方式激发学生的参与和积极性。

2. 情境教学法：通过设置真实的语言环境和情境，提高学生的研究兴趣和应用能力。

3. 多媒体教学：利用多媒体技术，丰富教学内容，提高学生的研究效果和记忆力。

四. 教学评价1. 综合评价：综合考察学生在听、说、读、写、译等方面的表现，通过各种测试形式进行评价。

2. 个性化评价：根据学生的不同需求和特点，给予个体化的评价和辅导。

五. 教学资源1. 教材：新人教版七年级英语新目标下册。

2. 多媒体设备：计算机、投影仪等。

3. 音频材料：相关录音、音乐等。

六. 教学安排1. 按照教材的顺序，每周安排一到两个单元的研究。

2. 每节课根据学生的实际情况，合理安排听、说、读、写等活动。

3. 重点讲解语法知识，并进行相关的练和应用。

以上是《2023年新人教版七年级英语新目标下册教学大纲》的基本框架，根据实际情况和教学需求，可以进行适当的调整和补充。

人教版新目标七年级英语下册 Unit 7 教学设计

人教版新目标七年级英语下册 Unit 7 教学设计一. 教材分析人教版新目标七年级英语下册Unit 7主要围绕着日常生活话题展开，涉及到家庭成员、描述人物外貌和性格等。

本单元的核心句型为“What does he/she look like?”, “He/She is…”, “He/She has…”等。

教材通过丰富的语境和任务型活动，引导学生运用英语进行交流和表达。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

但是，学生在口语表达和听力理解方面还存在一定的困难。

因此，在教学过程中，需要注重培养学生的口语表达能力和听力理解能力。

三. 教学目标1.能熟练运用核心句型描述家庭成员的外貌和性格。

2.能听懂并准确回答关于家庭成员的问题。

3.能正确书写关于家庭成员的英文短文。

四. 教学重难点1.重点：核心句型的运用和听力理解能力的培养。

2.难点：家庭成员词汇的掌握和描述人物外貌、性格的表达能力。

五. 教学方法1.任务型教学法：通过完成各种真实的任务，引导学生运用英语进行交流和表达。

2.情境教学法：创设各种生活情境，让学生在真实的语境中学习和使用英语。

3.交际式教学法：注重学生之间的互动和交流，提高学生的口语表达能力和听力理解能力。

六. 教学准备1.教学课件：制作课件，包括图片、视频、听力材料等。

2.教学卡片：准备家庭成员的词汇卡片。

3.录音机和耳机：用于播放听力材料。

七. 教学过程1.导入（5分钟）a.引导学生自由谈论自己的家庭成员。

b.出示一张家庭成员的图片，让学生用英语描述。

2.呈现（10分钟）a.展示教材中的图片，引导学生观察并描述家庭成员的外貌和性格。

b.教授核心句型“What does he/she look like?”, “He/She is…”,“He/She has…”等。

3.操练（10分钟）a.分组进行角色扮演，让学生模拟描述家庭成员的外貌和性格。

b.邀请几组学生上台表演，其他学生进行听力理解练习。

新版新目标英语七年级下册知识点总结

Unit8IsthereapostofficenearhereSectionA1.Therebe 句型(1)Therebe+sb/sth+ 地址在某地有某人或某物there指引词，没有词义；be是谓语动词；某人/物是主语，地址作状语，多为介词短语）Thereisabankintheneighborhood.(2)Therebe 句型的谓语动词be在人称和数上应此后边的第一个名词保持一致就近原则Thereissomesaladonthetable. Therearesomestudentsintheclassroom.Thereisaboyandtwogirlsintheroom.(3)一般疑问句：将be动词提到句首一定回答：Yes，thereis/are.否认回答：No，thereisn ’t/aren’t(4)否认句：在be后加not.(5)Therebe 句型表示客观存在;have/has 表示主观拥有Therebe 句型不可以与have/has 连用。

CenterStreet 在中央大街上onBridgeStreet 在大桥街上在街上inthestreet 英式onthestreet 美式at+ Helivesat99HuayuanStreet.Helivesin/onLongStreet.在街道名称前用介词门牌号on3.payphonepayf or+付电话费pay物付钱买某物v支付，付钱pay+钱+for+物付多少钱买某物4.方向介词的用法：acrossfrom在对面，后接地址名词或代词cross=goacross穿过（指从物体的表面穿过，through穿过（指物体的中间穿过公园丛林）=ontheothersideof/opposite马路桥）5.nextto在..旁边，凑近后接地址名词或代词near在....周边and在和之间（二者之间，人时间数字场所）SheissittingbetweenLilyandLucy.7.infrontofinthefrontof在前方（范围以外）重申在某事物范围以外的前方在..前方（范围以内）重申在某事物范围内的前方me打搅了，对不起屈驾因咨询事情，打搅他人而表示抱歉时的用语，常用在问路以前。

新版新目标英语七年级下册Unit13复习课件

英语·新课标（Rቤተ መጻሕፍቲ ባይዱ）
Unit 1 ┃ 易错点针对训练
3. The lady is very good ___t_o____ her cat. 4. If you are not good ____a_t____ driving, you'd
better keep the car away. Ⅳ.使用所给词的适当形式填空 1. The book is very __i_n_te_r_e_s_t_in_g__ (interest). 2. I need a__r_e_la__x_in_g__ (relax) holiday. 3. Are you _i_n_te__re_s_t_e_d_ (interest) in music? 4. He doesn't feel __re__la_x_e_d___ (relax) when he is at
Jim's uncle, Green works on a farm near Sydney. He likes swimming, too. He also wants to work in Hefei. But he can't speak Chinese. So he is still in Australia and goes to Chinese classes every week.
C．but D．for
( A )7.A.with B．and
C．of
D．/
( B )8.A.want B．want to C．like D．go
( B )9.A.need B．Call
C．show D．meet
( C )10.A.ID card number B．room number

新目标七下(1教案课件

新目标七下（1-2）教案-课件随着教育信息化的推进，越来越多的学校开始利用课件来辅助教学，目的是让教学更加生动、易于理解，提高学生的课堂参与度和学习效果。

其中，“新目标英语”作为全国中小学英语教学资源，便是以其丰富的教学资源和深厚的英语教学经验，开发了一系列优质的课件，广受师生欢迎。

一、新目标七年级下册（1-2）教案-课件的概述新目标七年级下册（1-2）教案-课件共包含60个教学单元，涵盖了丰富多彩的英语知识。

其中，教学单元中不仅包含了听、说、读、写等基础技能的培养，还通过课程设置，将语言知识与生活实践和文化背景相结合，为学生提供了全面的语言学习和文化素养培养。

1.课程设置教学单元从学生的日常生活出发，以话题为主线设置了一系列具有实用性、趣味性、文化性和启发性的话题，如"Going to a movie", "Family", "Pets"等。

在教学单元的设计上，综合了常见的任务型教学模式和交际教学模式，使学生在语言学习的过程中，不仅培养了语言技能，还增强了学生的交往能力和文化视野。

2.教材编写教材编写方面，新目标英语严格按照 "活生生的英语，活学活用"的原则，突出实用性、语境性和趣味性，经过反复修改、试讲和测试等环节后，呈现给学生的教材已具有良好的排版和图文结合，注重学生的感性认识和逻辑思维的发展，深受广大学生和教师的喜欢。

3.课件制作随着信息技术的不断发展和网络学习的普及，新目标英语课件的应用逐渐成为中小学英语教学的一种常见方式。

此次课件的开发有以下亮点：1）动画效果多，增强学生的视觉感受，使学生更易于理解和接受知识点。

2）题目设置富有启发式和针对性，能够激发学生的思考和兴趣。

3）配图清晰、美观，让学生对课堂内容进行更深入的了解和记忆。

4）配合教材，还原本意，让学生在学习中快速掌握知识点。

二、新目标七年级下册（1-2）教案-课件的实际应用新目标七年级下册（1-2）教案-课件已得到广泛的应用。

新目标七下(3教案：提升学生英文阅读理解的能力

新目标七下（3教案：提升学生英文阅读理解的能力”阅读是英语学习中非常重要的语言技能之一，早期的教育理念更加注重注视阅读发展。

但在近些年，英文阅读变得更加具有挑战性，因为它要求学生们阅读的材料更加丰富、更加复杂，所以每个学生都希望在阅读中获得成功。

如何提高学生的阅读能力? 如何设计有效的教学策略来帮助学生掌握阅读技巧和方法? 鉴于此，新目标七下（3-4）教案的出现，旨在提升学生们的英文阅读理解的能力，促进他们对英语的爱好和兴趣。

一、教学目标1.学生能够掌握阅读理解的基本技能，例如猜测词义和归纳思维等。

2.学生能够理解不同类型的英语文章，例如叙述文、说明文和议论文等。

3.学生能够运用所学的常识和前提条件，并对文章进行准确、全面的理解。

4.学生能在所学英语阅读材料中找出关键信息点，以更好地应对阅读理解题目。

5.学生能通过理解文章的内容和影响，扩展他们的语言知识和应用能力。

二、教学内容1.不同英文文章的分类2.阅读技巧和方法3.词汇和语法知识的运用三、教学策略1.帮助学生识别英语文章的类型。

叙述文、说明文和议论文都有自己的特征，不同类型的文章都有不同的阅读目的，因此了解这些不同类型的文章对学生的英语阅读能力是非常有帮助的。

2.建议学生使用“田忌赛马”的心理学策略。

根据学生的英语阅读水平可以根据基础的文章先阅读，然后逐渐提高难度。

3.让学生自己画图解释文章内容。

通过自己画图，学生们可以更准确地理解文章的意思。

4.帮助学生扩展英语阅读材料的范围。

让学生在阅读教科材料的同时，还可以通过英语新闻、英语文学和英语歌曲等不同源头的英语读物中寻找兴趣爱好。

5.提供清晰的阅读目标和意义。

告诉学生哪些具体的阅读目标可以达到，为他们提供一个明确的上升空间，通过小阶段的成功，逐渐提高他们的英语阅读技巧。

四、教育成果1.提高学生们的英语阅读理解的能力，特别是在对于各种各样阅读材料的阅读技巧和方法掌握上。

2.学生们的英语阅读水平可以得到更好的提高，并且可以通过广泛阅读来扩展他们的语言知识和应用能力。

人教版(新目标)英语七年级下册教学计划-七年级下册教学计划

人教版（新目标）英语七年级下册教学计划-七年级下册教学计划以下是一个简单的人教版（新目标）英语七年级下册教学计划。

这个计划是根据教材内容和常规教学安排设计的，你可以根据具体情况进行调整和修改。

教学目标：1. 学会基本的英语单词和句型。

2. 培养学生的听、说、读、写能力。

3. 培养学生的合作学习和自主学习能力。

教学内容：Unit 1: I'm looking forward to the summer vacation.Unit 2: What's the matter?Unit 3: Can I help you?Unit 4: What are you doing?Unit 5: Can you come to my party?Unit 6: I'm watching TV.Unit 7: What does he look like?教学计划：第一周：- 教学目标：介绍课程和教材，学生互相认识。

- 活动：介绍自己和其他同学，学生互相交流并练习简单的问候语。

- 作业：背诵并准备介绍自己的短文。

第二周：- 教学目标：学习Unit 1的单词和短语。

- 活动：教学观看视频，学生练习单词和短语的发音，并分组进行朗读练习。

- 作业：练习单词和短语的拼写和应用。

第三周：- 教学目标：学习Unit 1的语法和句型。

- 活动：教学观看视频，学生跟读和模仿语音语调，然后进行角色扮演练习。

- 作业：完成Unit 1的课后练习和习题。

第四周：- 教学目标：学习Unit 2的单词和短语。

- 活动：教学观看视频，学生练习单词和短语的发音，并分组进行朗读练习。

- 作业：练习单词和短语的拼写和应用。

第五周：- 教学目标：学习Unit 2的语法和句型。

- 活动：教学观看视频，学生跟读和模仿语音语调，然后进行角色扮演练习。

- 作业：完成Unit 2的课后练习和习题。

以此类推，根据每个单元的内容和目标，进行相应的教学活动和作业安排，同时也可以根据学生的学习进度和能力进行适当的调整和修改。

人教版新目标英语七年级下册全册教案

人教版新目标英语七年级下册全册教案Unit 1 Will people have robots ?Teaching goals:1.Words&phrases: robot, paper, less, fewer, simple, unpleasant,factory, seem, etc .2.will 构成的一般将来时态的陈述句、否定句、疑问句及回答.3.There be 句型的一般将来时.4.more , less , fewer 的用法.5.学习一般将来时态的相关知识，学会对未来进行预测.6.对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.7.通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.Important and difficult points :1.will构成一般将来时态的句式。

2.There be 句型的一般将来时态。

3.more , fewer , less 的用法。

4.How to make predictions .Period 1Teaching procedures:Step 1 Leading in1.Greetings: Welcome to school .What’s the date today ? Who’s on duty today ?Do you enjoy your winter holiday ?Do you finish your homework ?Do you want to live on the moon ?Can you guess what will happen in ten years ?Collect the Ss’ answers an d say something about their predictions . Step 2 Pre-taskSB Page 2 ,1a .1.Look at the picture :How will the world be different in thefuture ,100 years from now ?We’re going to talk about sth in 100 years .2.Read each predictions to the class .Explain the new vocabulary .3.Read the instructions .Make sure Ss know what they should do .4.Do it by themselves .5.Talk about the answers with the class .Explain :一般将来时态构成: will / be going to +动词原形Step 3 While-taskSB Page 2 ,1b .1.Practise reading the six predictions .2.Read the instructions to Ss .Circle the things you hear on therecording .3.Play the tape twice .4.Play the tape a third time .At the same time ,check the answers . SB Page 2 , 1c .1.Pay attention to the dialogues .2.Read the dialogues fluently .3.Pairwork .Work in pairs to make predictions according to thesample .4.Ask several pairs to share their conversations to the class .SB Page 3 , 2a & 2b .1.Read the predictions .2.Read the instructions and point out the sample answer .3.Play the tape twice .Ss circle the word they hear in each sentences:more , less , fewer .4.Check the answers .学生探究: less , fewer 的区别。

新目标七年级英语下册全套教案

新目标英语七年级下册教案Unit1 Where is your pen pal from?Topic:Countries, nationalities, and languagesFunctions:Talk about countries, nationalities and languagesAsk and tell about where people liveStructure:Where's/Where're ...from?Where does/do ...from?What questions----What language does/do ...speak?Target language:Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....Vocabulary:words about countries, languagesTeaching design:The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 ( 1a----Grammar Focus )Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speakT can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Step 1 Leading-inThe information of the teacher's own pen pal's information."I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are: pen pal; Canada; France; Japan; the United States(the US/theUSA/America); Australia; Singapore; the United Kingdom(theU.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at theEnglish meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5Pairwork1c Practise the following conversation:---Do you have a pen pal? ---Yes, I do.---Where's your pen pal's from? ----He/She is from ....(Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.Step 6Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;Step 7 Learning2a Learn the city names together with the whole class just like Step 22b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8PairworkT has a conversation with one student like the following:---Do you have a pen pal? ---Yes, I do.---What's your pen pal's name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb)Let the Ss practise after the T's example in pairs then several pairs do it in class.Step 9ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)Unit 2 Where's the post office?Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs there a bank near here? Y es, 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?Y es, 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,BetweenRecycled languageWhat are you doing?Do you want to ...?Section AAsk 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 1Teacher: Where'sY ang Li? (Point to two students standing beside each other.) Y ang Li is next to Li Peng.Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3Teacher: Where's Lin Jiahui? (Point to one student standing betweentwo 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(录音稿)Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2A: Is there a post office near here?B: Yes, there is. There's one on Bridge Street.Conversation 3A: 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, Y es,there's a post office on Bridge Street. As students work, move around the room and check progress(进展情况). 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.教学后记：教学方法有问题？教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。

新目标七年级英语下册教学工作方案

千里之行，始于足下。

新目标七年级英语下册教学工作方案教学目标：通过七年级下册英语课程的教学，培养学生良好的英语听、说、读、写能力，使学生能够熟练运用所学英语知识进行交流和表达。

教学内容：1. Module 5: Friends and family2. Module 6: Animals and nature3. Module 7: Travel and holidays4. Module 8: Food and health5. Module 9: Sports and hobbies6. Module 10: Technology and communication教学步骤：Step 1: Warm-up (5 minutes)通过唱歌、打招呼等热身活动，调动学生学习英语的兴趣。

Step 2: Presentation (15 minutes)通过图片、实物等教具，向学生介绍新课程的主题内容，并激发学生的学习兴趣。

Step 3: Vocabulary learning (20 minutes)通过词汇卡片、词汇游戏等活动，帮助学生掌握本节课的重点词汇。

Step 4: Listening and speaking practice (30 minutes)第1页/共3页锲而不舍，金石可镂。

通过听力材料和情景对话，让学生通过听力理解和口语表达来训练他们的听说能力。

Step 5: Reading and writing practice (30 minutes)通过阅读材料和写作练习，训练学生的阅读和写作能力。

Step 6: Review and assessment (10 minutes)通过小组活动或游戏等形式，对所学内容进行复习和评估。

Step 7: Homework (5 minutes)布置适当的家庭作业，巩固学生的学习成果。

教学方法：1.任务型教学法通过真实的语境和任务来培养学生的语言运用能力。

人教版新目标初中英语七年级下册全套教案

Unit 1 Where’s your pen pal from?一、单元教材分析本单元的中心话题是pen pals。

主要语言功能项目是talk about countries, cities and languages。

语法结构为Where…from; Where…live and what language…speak。

先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培养学生的交流能力，同时也引导学生多沟通与多交流。

Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是根据提供的信息进行填空的写作练习，Activity3c 是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的email。

我在各课时教学中设计各种各样的小活动，通过Discussion，Classifying，Guessing等不同方式让学生掌握本单元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。

二、教学目标分析1、语言目标a. 重点词汇：Countries: Canada, China, France, Japan, the United States, Singapore, Australia,The United Kingdom, Paris.Cities: Sydney, New York, Toronto, Toyo, LondonLanguages: English, French, Japanese, Chinese.b. 重点句型：－Where…from? －She’s/He’s from…－Where does…live? －She/He lives in …－What language does she /he speak? －She/He speaks ….2、能力目标a. 培养学生在文段中寻找信息的能力；b. 学会用英文给笔友写回信，简单介绍个人情况；c. 通过有效地小组合作，培养学生合作能力及团队精神。

新目标七年级下册 Units 1-2

新目标七年级下册 Units 1-2单元概述本文档将详细介绍新目标七年级下册Units 1-2的教学内容。

该教材旨在帮助学生巩固和扩展他们的英语语言能力，包括听说读写等方面。

Unit 1: Hello!课文概述本单元的主题是问候和自我介绍。

学生将学习如何用英语进行基本的问候、自我介绍和打招呼的表达方式。

通过课文的学习，学生将能够掌握基本的日常英语交流技巧。

重点词汇本单元的重点词汇包括：•hello•hi•goodbye•bye•nice to meet you•my name is•what’s your name•how are you学习目标•学会用英语进行基本的问候和自我介绍。

•掌握常用的日常交流用语。

•能够进行简单的对话并表达个人信息。

教学重点•学会正确使用问候和自我介绍的常用词汇。

•能够流利地用英语进行简短的对话。

教学内容本单元的教学内容包括：1.教师介绍和学生自我介绍2.基本问候和道别的表达方式3.电话问候的用语和礼仪4.模拟对话练习5.与同学互动的练习活动学习评估评估学生对本单元课程的掌握情况可以通过以下方式进行：1.口头问答：教师和学生之间的问答练习，例如问候和自我介绍。

2.小组对话：将学生分成小组进行对话练习，模拟各种真实情境，例如电话问候和面对面问候。

3.作业评估：学生完成书面作业，例如书写自我介绍。

Unit 2: School Life课文概述本单元的主题是学校生活。

学生将学习在学校中所需的常用英语表达方式，包括询问上课时间、交流学习经验和描述学校设施等。

重点词汇本单元的重点词汇包括：•school•class•teacher•student•subject•timetable•library•canteen•playground学习目标•掌握学校生活中常用的英语表达方式。

•能够描述学校设施和活动。

•学会询问和回答有关学校生活的问题。

教学重点•学会正确使用与学校生活相关的词汇。

2023年新版新目标英语七年级下册unit12知识点总结

Unit12 What did you do last weekend?Section A1.camp(1)vi 宿营；露营；扎营go camping 去野营camp out 野营露营(2)n.野营；帐篷；营地summer camp 夏令营winter camp 冬令营2.by(1)by+地点名词表方位，在…旁边by the lake/river/tree/window/door by the side of the path.在路边注：表从…旁通过,多与动词go/walk/pass等连用。

(2)by+时间名词到…时（已发生某事），谓语多用完毕时；最晚、不迟于…，在…之前by now/then/this time/next Friday/the end of/three o`clock等。

By the end of last year,another new gymnasium had been completed到去年年终，又有一座新体育馆峻工了。

(3)by+名词表措施、方式、手段等。

A. by+the+可数旳时间、长度、重量等名词。

按…计算，按…买(卖)by the pound/ton/yard/meter/dozen/bale/day/month等。

B. by+表达时间、长度、重量等总称旳不可数名词（名词前不加冠词）。

按…计算，按…买(卖)by time/volume/length/weight/height/depth/width/area等。

C. by+交通工具、交通方式名词（名词前不加冠词，不变复数）。

通过…，由…，乘…by train/rail/tube/taxi/bus/truck/bike/boat/plane;by land/road/sea/water/air等。

（on foot)D. by+抽象名词或具有抽象意义旳一般名词（名词前不加冠词，不变复数）靠…，通过…，由…所致by skill/determination/practice/diligence/inference/chance/accident;by mail/letter/radio/fax/telephone/telegraph/hand/machine等。

人教版新目标英语七年级下册全部练习题(附答案)

综合练习一I.根据音标写单词。

12%________________________/jes/ ________II.判断每组单词画线部分发音是否相同。

8% 1.( ) listen, unit 2.( ) eraser, act3.( ) sorry,brother4.( ) late, case5.( ) phone, sofa6.( ) please,pencil7.( ) hat, desk 8.( ) book, Ben III.英汉翻译。

12% yellow ________ draw ________ learn ________ ball ________ milk ________eraser________ 椅子 ________ 唱 ________ 写 ________ 拼写 ________ 白色的 ________橙色的________IV .写出缩略式。

6% name is ________ who is ________do not________ I am ________ is not ________you are________ V .选择题。

2%( ) 1. ---Let's learn English. ---______________. A. That's all right B. All right C. Right ( ) 2. This is________ "s" and that's________ "k".A. a, aB. a, anC. an, aVI.连词成句。

8%1. name, your, is, English, what ，in_________________________________________________?2. case, my, pencil, it's_________________________________________________.3. the, who's, in, photo, that_________________________________________________?4. Chinese, "flag", the, what's, for_________________________________________________?VII.填空。