總結(jié)是在一段時(shí)間內(nèi)對(duì)學(xué)習(xí)和工作生活等表現(xiàn)加以總結(jié)和概括的一種書(shū)面材料，它可以促使我們思考，我想我們需要寫(xiě)一份總結(jié)了吧?？偨Y(jié)怎么寫(xiě)才能發(fā)揮它最大的作用呢？下面是小編帶來(lái)的優(yōu)秀總結(jié)范文，希望大家能夠喜歡!

冀教版七年級(jí)英語(yǔ)教學(xué)工作總結(jié) 冀教版七年級(jí)英語(yǔ)教學(xué)案例篇一

本學(xué)期的教學(xué)重點(diǎn)是圍繞教學(xué)大綱，努力調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，引導(dǎo)他們熱愛(ài)學(xué)習(xí)，表現(xiàn)為他們自覺(jué)學(xué)習(xí)的行為，認(rèn)真完成教學(xué)工作，冀教版七年級(jí)英語(yǔ)下冊(cè)教學(xué)工作計(jì)劃?，F(xiàn)將本學(xué)期擔(dān)任的初一英語(yǔ)課教學(xué)工作計(jì)劃如下：

一、指導(dǎo)思想：

在本學(xué)期的英語(yǔ)教學(xué)中，堅(jiān)持以下理念的應(yīng)用：

1、要面向全體學(xué)生，關(guān)注每個(gè)學(xué)生的情感，激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣，幫助他們建立學(xué)習(xí)的成就感和自信心,培養(yǎng)創(chuàng)新精神；

2、整體設(shè)計(jì)目標(biāo)，體現(xiàn)靈活開(kāi)放，目標(biāo)設(shè)計(jì)以學(xué)生技能，語(yǔ)言知識(shí)，情感態(tài)度，學(xué)習(xí)策略和文化意識(shí)的發(fā)展為基礎(chǔ)；

3、突出學(xué)生主體，尊重個(gè)體差異；

4、采用活動(dòng)途徑，倡導(dǎo)體驗(yàn)參與，即采用任務(wù)型的教學(xué)模式，讓學(xué)生在老師的指導(dǎo)下通過(guò)感知、體驗(yàn)、實(shí)踐、參與和合作等方式，實(shí)現(xiàn)任務(wù)的目標(biāo)，感受成功；

5、注重過(guò)程評(píng)價(jià)，促進(jìn)學(xué)生發(fā)展，建立能激勵(lì)學(xué)生學(xué)習(xí)興趣和自主學(xué)習(xí)能力發(fā)展的評(píng)價(jià)體系。

總之，讓學(xué)生在使用英語(yǔ)中學(xué)習(xí)英語(yǔ)，讓學(xué)生成為good user而不僅僅是learner。讓英語(yǔ)成為學(xué)生學(xué)習(xí)生活中最實(shí)用的工具而非累贅，讓他們?cè)谑褂煤蛯W(xué)習(xí)英語(yǔ)的過(guò)程中，體味到輕松和成功的快樂(lè)，而不是無(wú)盡的擔(dān)憂和恐懼。

二、學(xué)生基本情況分析：

本屆七年級(jí)新生和以往初一學(xué)生相比在英語(yǔ)基礎(chǔ)方面很薄弱，由于在小學(xué)英語(yǔ)課并未受到足夠的重視，他們?cè)趯?xiě)的技能方面基本上沒(méi)有得到過(guò)訓(xùn)練，連音標(biāo)和字母的拼讀都沒(méi)有掌握好。經(jīng)過(guò)上學(xué)期努力，年段學(xué)生的基礎(chǔ)知識(shí)得到了加強(qiáng)，學(xué)習(xí)態(tài)度也有所好轉(zhuǎn)。但是學(xué)生整體的惰性還是很強(qiáng)，自覺(jué)性很差。

另外，學(xué)生在情感態(tài)度,學(xué)習(xí)策略方面還存在諸多需要進(jìn)一步解決的問(wèn)題。例如：很多學(xué)生不能明確學(xué)習(xí)英語(yǔ)的目的，沒(méi)有真正認(rèn)識(shí)到學(xué)習(xí)英語(yǔ)的目的在于交流；有些同學(xué)在學(xué)習(xí)中缺乏小組合作意識(shí)；大多數(shù)同學(xué)沒(méi)有養(yǎng)成良好的學(xué)習(xí)習(xí)慣，不能做好課前預(yù)習(xí)課后復(fù)習(xí)，學(xué)習(xí)沒(méi)有計(jì)劃性和策略性；不善于發(fā)現(xiàn)和總結(jié)語(yǔ)言規(guī)律，不注意知識(shí)的鞏固和積累，工作計(jì)劃《冀教版七年級(jí)英語(yǔ)下冊(cè)教學(xué)工作計(jì)劃》。

三、奮斗目標(biāo)：

鉆研新課標(biāo)，提高教學(xué)水平，真正做到教學(xué)相長(zhǎng)，努力達(dá)到學(xué)校規(guī)定的教學(xué)指標(biāo)。

四、具體措施：

1、抓好英語(yǔ)的常規(guī)教學(xué)，加強(qiáng)基礎(chǔ)知識(shí)訓(xùn)練：①歸納學(xué)過(guò)的詞組，方便學(xué)生記憶；②用詞組造句和中譯英訓(xùn)練；③組織學(xué)生結(jié)對(duì)子，一有空就你問(wèn)我答，營(yíng)造學(xué)習(xí)氛圍，同時(shí)加強(qiáng)筆頭的練習(xí)，使學(xué)生能熟能生巧；④把課文分段，按學(xué)習(xí)組為單位，進(jìn)行朗讀比賽，對(duì)學(xué)過(guò)的課文盡量做到人人會(huì)背，有些課文還要求學(xué)生會(huì)默寫(xiě)。

2、抓好語(yǔ)法學(xué)習(xí)：①掌握形容詞、副詞的比較級(jí)和最高級(jí)的構(gòu)成和用法。區(qū)分單音節(jié)詞和多音節(jié)詞的構(gòu)成，規(guī)則和不規(guī)則變化。②學(xué)習(xí)一般過(guò)去時(shí)態(tài)，重點(diǎn)突破不規(guī)則動(dòng)詞。③學(xué)習(xí)過(guò)去進(jìn)行時(shí)與現(xiàn)在進(jìn)行時(shí)的區(qū)別。④學(xué)習(xí)聯(lián)系詞的用法。

3、培養(yǎng)學(xué)生綜合運(yùn)用知識(shí)的能力：每個(gè)單元圍繞著知識(shí)點(diǎn)反復(fù)訓(xùn)練，層層滲透。每個(gè)單元結(jié)束都進(jìn)行測(cè)驗(yàn)，找出存在問(wèn)題，及時(shí)補(bǔ)漏補(bǔ)缺。

4、抓好閱讀能力培養(yǎng)：每周規(guī)定學(xué)生閱讀三篇短文，帶著問(wèn)題閱讀，閱讀之后要回答問(wèn)題。

5、培養(yǎng)學(xué)生寫(xiě)作能力：逐步創(chuàng)作一些簡(jiǎn)筆畫(huà)要學(xué)生寫(xiě)出他們的動(dòng)作編成故事，逐步培養(yǎng)他們看圖寫(xiě)話的能力。

6、努力做好后進(jìn)生轉(zhuǎn)化工作，促進(jìn)全體學(xué)生共同進(jìn)步。多關(guān)心后進(jìn)生的思想和學(xué)習(xí)，平時(shí)要檢查和督促他們的作業(yè)及時(shí)給予他們幫助

7、關(guān)注學(xué)生的情感，營(yíng)造寬松、民主、和諧的教學(xué)氛圍。

8、實(shí)施"任務(wù)型"的教學(xué)途徑，培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力

9、在教學(xué)中根據(jù)目標(biāo)并結(jié)合教學(xué)內(nèi)容，創(chuàng)造性地設(shè)計(jì)貼近學(xué)生實(shí)際的教學(xué)活動(dòng)，吸引和組織他們積極參與。學(xué)生通過(guò)思考、調(diào)查、討論、交流和合作等方式，學(xué)習(xí)和使用英語(yǔ)，完成學(xué)習(xí)任務(wù)。

10、加強(qiáng)對(duì)學(xué)生學(xué)習(xí)策略的指導(dǎo)，為他們終身學(xué)習(xí)奠定基礎(chǔ)。

五、教學(xué)進(jìn)度：

第一周：準(zhǔn)備周(開(kāi)學(xué)思想教育)

第二周-第三周：unit 1a trip to beijing

第四周-第五周：unit 2on the train

第六周-第七周：unit 1-unit 2階段檢測(cè)

unit 3having fun in beijing

第八周-第九周：unit 4did you have anice trip?

期中復(fù)習(xí)考試(unit 1-unit 4)

第十一周-第十二周：unit 5li ming goes to canada

第十三周-第十四周：unit 6winter in canada

第十五周-第十六周：unit 5-unit 6階段檢測(cè)

unit 7sports and good health

第十七周-第十八周：unit 8li ming goes home

第十九周-第二十周：期末復(fù)習(xí)、考試

2011-3-7 msn（）

冀教版七年級(jí)英語(yǔ)教學(xué)工作總結(jié) 冀教版七年級(jí)英語(yǔ)教學(xué)案例篇二

冀教版七年級(jí)下冊(cè)英語(yǔ)教學(xué)反思范文

英語(yǔ)是一門(mén)國(guó)際的通用語(yǔ)言，小學(xué)英語(yǔ)教學(xué)也就成了熱門(mén)的話題。英語(yǔ)教學(xué)在很多時(shí)候都要經(jīng)歷考試，所以很多學(xué)生都被考試壓的喘可是氣來(lái)，而小學(xué)教學(xué)則擁有了這個(gè)優(yōu)勢(shì)，從小培養(yǎng)了學(xué)生學(xué)習(xí)英語(yǔ)的興趣。一起來(lái)看看冀教版七年級(jí)下冊(cè)英語(yǔ)教學(xué)反思范文，歡迎查閱!

教師在平時(shí)上課時(shí)，就有意先讀一些詞匯，或讀課文，讓學(xué)生先不要去看書(shū)，跟教師讀這些詞，然后再讓學(xué)生拼寫(xiě)，和學(xué)生討論如何去拼寫(xiě)，看這些詞是由哪些字母組成的。個(gè)性是一些規(guī)律性的東西，需要反復(fù)進(jìn)行訓(xùn)練。對(duì)于一些沒(méi)有規(guī)律的單詞構(gòu)成，進(jìn)行比較，以促進(jìn)記憶。教師還能夠先寫(xiě)出單詞或句子，讓學(xué)生根據(jù)已有的拼讀知識(shí)試著去讀出這些單詞或句子。

拼讀訓(xùn)練是一個(gè)長(zhǎng)期的過(guò)程，如前所述，教師首先要了解學(xué)生的拼讀潛力，從最基礎(chǔ)開(kāi)始，循序漸進(jìn)，掌握有規(guī)律的單詞讀音，比較無(wú)規(guī)律的單詞讀音，從而到達(dá)記憶詞匯，培養(yǎng)讀寫(xiě)潛力的目的。這就要求教師對(duì)每個(gè)年級(jí)，每個(gè)學(xué)期課本中所出現(xiàn)的詞匯，做到心中有數(shù)。根據(jù)單詞拼讀難易程度、讀音和字母組合進(jìn)行歸類:

1、我們把詞匯根據(jù)其拼讀的難易程度可分為一類、二類、三類。

第一類是最容易拼讀的詞匯:a and ask at back bag bed bigblack box bus but by cake can car cat cla dad desk這些詞匯，教師就能夠讓學(xué)生先聽(tīng)，然后試著去拼寫(xiě)。本文由一齊去留學(xué)修改整理。

第二類是規(guī)律性的由字母組合構(gòu)成的詞匯:car star all walkwhich who that this slow know play gay這些詞匯就需要教師加以歸類和

總結(jié)

第三類的詞匯就是一些無(wú)規(guī)律的詞匯:half one uncle在這些詞匯中，個(gè)別字母的讀音須引起同學(xué)們的注意。

2、根據(jù)讀音來(lái)分類(如把有/ei /的單詞歸類): a ageaustralia away baby cake day eig ht eighteen eighty erasergame grade great hey late make name ok plane play same saystay t able take they today way weekday。透過(guò)這種方式的分類，能夠使學(xué)生意識(shí)到字母與讀音的關(guān)系，他們自我就會(huì)認(rèn)識(shí)到，a，ai，ay通常在單詞 中讀/ei/音。

3、按照字母組合進(jìn)行分類(如把字母組合al 歸類):all ballfootball half small wall透過(guò)該項(xiàng)分類，使學(xué)生認(rèn)識(shí)到同一字母組合不一樣的讀音;并且認(rèn)識(shí)到在一般狀況讀什么音，有時(shí)候讀什么音。

在詞匯教學(xué)中，要避免過(guò)分強(qiáng)調(diào)記憶詞義，個(gè)性要避免強(qiáng)調(diào)記憶其所對(duì)應(yīng)的漢語(yǔ)好處。這是因?yàn)?，要掌握一個(gè)詞，并不僅僅僅僅是要掌握其好處。詞義只是一個(gè)方面。除了好處之外，還就應(yīng)掌握該詞的讀音，拼寫(xiě)，詞性，搭配等。

我們?cè)趯W(xué)習(xí)漢語(yǔ)的時(shí)候，也有這樣的經(jīng)歷:學(xué)習(xí)一個(gè)字或一個(gè)詞，也不可能把該字或詞的幾個(gè)方面同時(shí)全部掌握，往往是聽(tīng)明白了，但不明白怎樣寫(xiě);或者是會(huì)寫(xiě)，但不會(huì)讀;或者是會(huì)讀會(huì)寫(xiě)，但不知好處。隨著多聽(tīng)多見(jiàn)，并且透過(guò)使用，才得以完全掌握?？傊?，我們學(xué)習(xí)語(yǔ)言，無(wú)論是母語(yǔ)，還是外語(yǔ)，在學(xué)習(xí)詞匯時(shí)，就應(yīng)是一個(gè)逐步的過(guò)程，不能一下子把讀音，拼寫(xiě)，詞性，好處，句法功能等等全部掌握。所以在學(xué)習(xí)英語(yǔ)單詞的時(shí)候，也不能過(guò)分強(qiáng)調(diào)詞義的記憶，個(gè)性是相對(duì)應(yīng)的漢語(yǔ)好處的記憶，以避免學(xué)生產(chǎn)生一種心理定勢(shì)，認(rèn)為只要明白詞義，就掌握了單詞。一旦學(xué)生在聽(tīng)或閱讀時(shí)，遇見(jiàn)一些詞而不知漢語(yǔ)好處時(shí)，便無(wú)所適從，并從心理上產(chǎn)生過(guò)度焦慮情緒，從而影響了學(xué)生如學(xué)習(xí)母語(yǔ)那樣掌握詞匯的正常過(guò)程。在初中階段，個(gè)性是低年級(jí)，幫忙學(xué)生避免用漢語(yǔ)詞匯的好處來(lái)記憶英語(yǔ)單詞的詞義是可能的，也是十分重要的。初中一年級(jí)的主要詞匯大多接近生活。下方是初中一年級(jí)課本所出現(xiàn)的有關(guān)詞匯的統(tǒng)計(jì)表:詞匯總量名詞動(dòng)詞 形容詞 副詞 其它詞 388 181 70 48 24 65。

此刻我們就以詞匯量占總詞匯量最多的名詞和動(dòng)詞為例加以說(shuō)明。名詞中，大多數(shù)的詞(約94%)是表示 具體的時(shí)光、地點(diǎn)、人物、事物的詞(僅有下方的詞表示抽象的好處:age breakfast close colordiffer ence duty exercise family goodne home lunch secret);動(dòng)詞中，僅有下列詞是比較抽象的行為的詞: can could excuse findforget gue help love must please study thank want worrywould;其它詞 如ask jump watch go等都是一些表示具體行為的詞(約79%)。所以我們完全能夠透過(guò)實(shí)物、情景的教學(xué)方式來(lái)完成詞匯的教學(xué)而沒(méi)有必要過(guò)分地死記硬背所對(duì)應(yīng)的漢語(yǔ)好處。英語(yǔ)的詞匯教學(xué)有很多方法，但我們認(rèn)為在初中階段，個(gè)性是在低年級(jí)，就應(yīng)堅(jiān)持聽(tīng)說(shuō)領(lǐng)先原則;加強(qiáng)讀音規(guī)則教學(xué)，培養(yǎng)學(xué)生的拼寫(xiě)潛力;透過(guò)實(shí)物、情景教學(xué)的方式講解詞義，幫忙學(xué)生擺脫在記憶詞義時(shí)，對(duì)漢語(yǔ)好處的過(guò)分依靠，使他們把英語(yǔ)單詞和其所指的事物、情景聯(lián)系起來(lái)，以加深記憶。這樣，學(xué)生就能夠從英語(yǔ)單詞的語(yǔ)音、拼寫(xiě)、好處等幾個(gè)方面用心地吸收詞匯，從而到達(dá)掌握詞匯的目的。

本課充分體現(xiàn)了英語(yǔ)新課標(biāo)理念從知識(shí)目標(biāo)本課的教學(xué)對(duì)象是三年級(jí)的小學(xué)生，思考到學(xué)生剛開(kāi)始學(xué)英語(yǔ)，所以本課教學(xué)以激發(fā)學(xué)生學(xué)習(xí)興趣，培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣為目的。因?yàn)槿昙?jí)的孩子以具體形象思維為主，所以李教師努力為學(xué)生創(chuàng)設(shè)一種學(xué)習(xí)情景，讓學(xué)生在一種寬松，民主，和諧的氛圍中學(xué)習(xí)新句型，單詞。思考到三年級(jí)的孩子已學(xué)過(guò)半學(xué)期的英語(yǔ)，有了必須的基礎(chǔ)，所以在組織課堂教學(xué)時(shí)，始終采用英語(yǔ)，讓學(xué)生完全沉浸在一種英語(yǔ)學(xué)習(xí)氛圍中，同時(shí)也以這種氛圍感染每一位學(xué)生，大膽開(kāi)口說(shuō)英語(yǔ)。李教師所采用的視聽(tīng)、交全身反映的等多種教學(xué)方法。

①學(xué)習(xí)并能認(rèn)識(shí)下列詞匯：blond，black，brown，red(eyes)

②學(xué)生能夠理解并能口頭應(yīng)答下列句子：what colour are yourhisher eyes ? myhisher eyes are。

③學(xué)生能唱本課歌曲。

⑵潛力目標(biāo)：

①學(xué)生能用本課形容詞描述他人的外貌。

②透過(guò)對(duì)歌詞進(jìn)行改編，培養(yǎng)學(xué)生的創(chuàng)新精神。

⑶情感目標(biāo)：

①學(xué)生愿意學(xué)習(xí)本課知識(shí)并用心應(yīng)用。②透過(guò)實(shí)踐，合作，交流的學(xué)習(xí)方式和任務(wù)型的教學(xué)途徑，使學(xué)生主動(dòng)思維和大膽實(shí)踐三處著手。

視聽(tīng)法：是一種重要的外語(yǔ)教學(xué)法，強(qiáng)調(diào)聽(tīng)說(shuō)先于讀寫(xiě)，在課堂教學(xué)中只使用第二外語(yǔ)。思考到學(xué)生有了必須的語(yǔ)言基礎(chǔ)，所以采用了視聽(tīng)法。

交際法：即在真實(shí)的語(yǔ)言環(huán)境中，透過(guò)學(xué)生的相互交流，學(xué)習(xí)新知識(shí)。針對(duì)學(xué)生樂(lè)于進(jìn)行同伴交流的特點(diǎn)，采用了此方法。

全身反映法：心理研究證明，再多種感官被刺激的狀況下，獲得知識(shí)更牢固，記憶更深刻。透過(guò)游戲歌曲，讓學(xué)生自然而然的進(jìn)入英語(yǔ)學(xué)習(xí)中。設(shè)計(jì)不一樣的教學(xué)任務(wù)，進(jìn)行分層次教學(xué)，使不一樣層次的學(xué)生透過(guò)親身體驗(yàn)、實(shí)踐參與合作的方式，得到不一樣層次的語(yǔ)言訓(xùn)練和提高。

激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)生在課堂學(xué)習(xí)中處于交際的教學(xué)的第一著力點(diǎn)。李教師設(shè)計(jì)各種活動(dòng)貫穿于整個(gè)課堂學(xué)生求知欲，表現(xiàn)于強(qiáng)，善于模仿樂(lè)于參加。然學(xué)生獲得成就感，開(kāi)展小組競(jìng)賽活動(dòng)或競(jìng)爭(zhēng)性的游戲。讓他們有成就敢讓學(xué)生學(xué)到真正的英語(yǔ)，讓他們?cè)谡Z(yǔ)言實(shí)踐活動(dòng)中有用武之地。

教師尊重學(xué)生的情感營(yíng)造一種愉悅、寬松、平等、合作的課堂氛圍，讓學(xué)生有用心的情感體驗(yàn)，注重了情感交流在課堂上李教師始終處于樂(lè)觀向上高昂的精神狀態(tài)中，對(duì)教學(xué)一往情深對(duì)學(xué)生滿腔熱情用這種熱情引起學(xué)生用心境感，不是高高在上，二是用自我德智體語(yǔ)言調(diào)動(dòng)位學(xué)生的情感，課堂氣氛和諧愉快!

本課設(shè)計(jì)開(kāi)放性的課后作業(yè)，有利于培養(yǎng)學(xué)生的語(yǔ)言學(xué)習(xí)興趣，使教學(xué)滿足不一樣層次學(xué)生的需要。在本節(jié)課中教師鼓勵(lì)學(xué)生可是用英語(yǔ)對(duì)他們學(xué)習(xí)過(guò)程中的事物和錯(cuò)誤寬容的態(tài)度并且創(chuàng)造條件讓學(xué)生能探究自我感興趣的問(wèn)題并自主解決問(wèn)題。

但在本課教學(xué)中美中不足的是有的同學(xué)把單詞handsome的音發(fā)錯(cuò)了，教師應(yīng)在多數(shù)同學(xué)發(fā)引發(fā)錯(cuò)后進(jìn)行指導(dǎo)，并且教師應(yīng)進(jìn)行多次練習(xí)強(qiáng)調(diào)handsome beautiful pretty 的不一樣。

英語(yǔ)是一門(mén)國(guó)際的通用語(yǔ)言，小學(xué)英語(yǔ)教學(xué)也就成了熱門(mén)的話題。英語(yǔ)教學(xué)在很多時(shí)候都要經(jīng)歷考試，所以很多學(xué)生都被考試壓的喘可是氣來(lái)，而小學(xué)教學(xué)則擁有了這個(gè)優(yōu)勢(shì)，從小培養(yǎng)了學(xué)生學(xué)習(xí)英語(yǔ)的興趣。但身為教師，不得不反思自我的教學(xué)。

一、反思學(xué)習(xí)的環(huán)境

在英語(yǔ)的教學(xué)過(guò)程中，學(xué)習(xí)的環(huán)境是十分重要的。除了教室要整潔、優(yōu)美之外，教師要營(yíng)造一個(gè)簡(jiǎn)單而又愉快的學(xué)習(xí)環(huán)境，教師以平等、誠(chéng)摯、友善的態(tài)度對(duì)待每一位學(xué)生，有助于培養(yǎng)學(xué)生的自尊心。教師全面關(guān)心學(xué)生，不僅僅僅關(guān)心他們的智力發(fā)展，并且還關(guān)心他們的思想道德和生活習(xí)慣，將有助于學(xué)生的全面的發(fā)展，良好的師生關(guān)系能使教師了解學(xué)生，發(fā)現(xiàn)他們的特點(diǎn)，促進(jìn)學(xué)生身心健康的發(fā)展。對(duì)學(xué)生來(lái)說(shuō)，他們就會(huì)主動(dòng)接近教師，擁有自我表現(xiàn)的沖動(dòng)和欲望。也縮短了教師與學(xué)生之間的距離，使整個(gè)課堂的學(xué)習(xí)氣氛濃烈。在學(xué)習(xí)my family 這課時(shí)，我在導(dǎo)入部分則用了歌曲“boy and girl”。讓學(xué)生一開(kāi)始就對(duì)學(xué)習(xí)產(chǎn)生興趣，沒(méi)有壓抑感，自然而然學(xué)起來(lái)就簡(jiǎn)單很多了。

二、反思學(xué)生

教師就像是導(dǎo)演，而學(xué)生就是演員。一部電影是否能成功上演，演員是最重要的成分之一。我們的教學(xué)工作也是如此，學(xué)生的地位是不可忽視的。在教學(xué)工作中，教師要及時(shí)反思自我的教態(tài)、導(dǎo)入方式等形式，學(xué)生是否能理解。同時(shí)所運(yùn)用的教學(xué)方法學(xué)生是否喜歡，這些都是要及時(shí)思考的問(wèn)題。在教學(xué)結(jié)束后，反思學(xué)生是否用心的參與學(xué)習(xí)過(guò)程?學(xué)生的知識(shí)和潛力有沒(méi)有發(fā)展?而要做到這一點(diǎn)，教師有必要經(jīng)常走近學(xué)生，不斷與學(xué)生溝通，這樣才能使課堂構(gòu)成富有情趣的、精彩紛程的教學(xué)過(guò)程。所以說(shuō)，一堂課的成功于否不在于自我設(shè)計(jì)的有多么的精彩，同時(shí)還取決于學(xué)生對(duì)知識(shí)的認(rèn)識(shí)和掌握程度。就是因?yàn)檫@樣，我們更加要反思我們的學(xué)生。培養(yǎng)自我和學(xué)生的情感，多多了解他們的生活。這才能上好一堂滿分的課。

三、

在英語(yǔ)教學(xué)中，教材也是不可忽視的一塊資料。個(gè)性是教學(xué)目標(biāo)，教學(xué)目標(biāo)是影響整堂課成功于否的重要因素。在課前就要多問(wèn)幾個(gè)為什么，我為什么要這樣設(shè)計(jì)我的教學(xué)過(guò)程。為什么要讓學(xué)生做這樣的活動(dòng)等等。反思自我所定的教學(xué)目標(biāo)是否貼合新教材的特點(diǎn)，是否貼合學(xué)生的實(shí)際狀況。是否到達(dá)教學(xué)目標(biāo)的要求。在教學(xué)過(guò)程中，我發(fā)現(xiàn)，對(duì)于不一樣的學(xué)生和不一樣的班級(jí)就要有不一樣的目標(biāo)，學(xué)生的學(xué)習(xí)特點(diǎn)和與潛力都存在差異，比如：有的學(xué)生記憶潛力強(qiáng)，學(xué)習(xí)單詞的速度就很快，有的學(xué)生上課活潑好動(dòng)，但他的紀(jì)律性不強(qiáng)。這就要求教師有不一樣的教學(xué)方法，因材施教，適時(shí)調(diào)整教學(xué)目標(biāo)。

總而言之，在小學(xué)英語(yǔ)教學(xué)中，做到及時(shí)地、有效地反思，全面的分析教學(xué)過(guò)程是十分有必要的。

從事多年初中英語(yǔ)教學(xué)工作的英語(yǔ)教師，結(jié)合日常教學(xué)工作中的點(diǎn)點(diǎn)滴滴，總結(jié)的幾點(diǎn)教學(xué)反思。

學(xué)會(huì)英語(yǔ)，不但多了一對(duì)耳朵，一雙眼睛，和一條舌頭，甚至是多了一個(gè)頭腦!因?yàn)檎Z(yǔ)言是人類思維的工具，認(rèn)識(shí)世界的工具，掌握一種語(yǔ)言也即掌握了一種觀察和認(rèn)識(shí)世界的方法和習(xí)慣。從事多年初中英語(yǔ)教學(xué)工作的我，結(jié)合日常工作中的點(diǎn)點(diǎn)滴滴，總結(jié)以下幾點(diǎn)教學(xué)反思：

教學(xué)反思一、初中英語(yǔ)教師應(yīng)有情感意識(shí)

從教育心理學(xué)的角度看，學(xué)習(xí)過(guò)程中影響學(xué)習(xí)效果的最大因素之一是學(xué)習(xí)者的情感控制。近幾十年來(lái)，人們?cè)絹?lái)越意識(shí)到在英語(yǔ)學(xué)習(xí)過(guò)程中，學(xué)習(xí)者的情感因素，包括動(dòng)機(jī)和態(tài)度等對(duì)英語(yǔ)學(xué)習(xí)的效果乃至成敗起到相當(dāng)大的作用。如何將素質(zhì)教育理論引入外語(yǔ)教學(xué)是當(dāng)前外語(yǔ)教學(xué)戰(zhàn)線的一大課題。英語(yǔ)學(xué)習(xí)成功的因素中，除了智力因素外，更重要的是那些非智力因素的作用。

教學(xué)反思二、初中英語(yǔ)教師應(yīng)有文化意識(shí)

在中學(xué)英語(yǔ)的教學(xué)中，因?yàn)檎n文的簡(jiǎn)單易懂，所含的信息量少的緣故，很多中學(xué)英語(yǔ)教師忽視了文化對(duì)語(yǔ)言的影響，而導(dǎo)致了一些語(yǔ)言情景的不真實(shí)，和虛假的語(yǔ)言的產(chǎn)生。

跨文化交際意識(shí)的培養(yǎng)，是英語(yǔ)教學(xué)的一個(gè)重要組成部分。詞匯是文化信息的主要濃縮。對(duì)英語(yǔ)詞匯的準(zhǔn)確理解，和對(duì)語(yǔ)言環(huán)境的認(rèn)識(shí)和創(chuàng)設(shè)和把握，需要對(duì)文化的比較深刻的理解。外族文化知識(shí)的獲得，主要是透過(guò)對(duì)該族文化歷史的研究和學(xué)習(xí)，透過(guò)對(duì)該族語(yǔ)言文學(xué)作品的研讀，透過(guò)對(duì)該族文化生活習(xí)慣、生活方式的了解。而讀原版英語(yǔ)經(jīng)典著作的學(xué)習(xí)，是到達(dá)這三條的捷徑。

教學(xué)反思三、初中英語(yǔ)教師應(yīng)有發(fā)展意識(shí)

一向以來(lái)，人們中學(xué)英語(yǔ)教師的語(yǔ)言知識(shí)潛力要求不高，認(rèn)為中學(xué)英語(yǔ)簡(jiǎn)單，不需要太好的語(yǔ)言功底，只要有良好的教學(xué)技能就能夠了。其實(shí)時(shí)代在提高，社會(huì)在發(fā)展，同樣英語(yǔ)作為人們最廣泛的交際用語(yǔ)之一，更是隨著高科技的迅猛發(fā)展而日新月異地變化著。如果我們的英語(yǔ)教師故步自封，不求進(jìn)取，那么不但自我的語(yǔ)言知識(shí)很快陳舊落伍，誤人子弟，并且會(huì)被時(shí)代所淘汰。

“changing english in the changing world”。現(xiàn)代英語(yǔ)的變化，個(gè)性是口語(yǔ)方面的變化可從以下幾個(gè)方面體現(xiàn)出來(lái)：

1、隨著人們生活節(jié)奏的不斷加快，更因?yàn)閲?guó)際互聯(lián)網(wǎng)的構(gòu)成，人們之間的交際變得越來(lái)越簡(jiǎn)捷。說(shuō)話簡(jiǎn)單快捷，是現(xiàn)代人生活的一大特征。現(xiàn)代英語(yǔ)在這方面的變化表現(xiàn)為“一字多用”。

2、隨著現(xiàn)代科學(xué)技術(shù)的迅猛發(fā)展，現(xiàn)代英語(yǔ)詞匯急劇增加，并且我們發(fā)現(xiàn)，現(xiàn)代英語(yǔ)詞匯有相當(dāng)一部分是取得新義的舊詞，如，“input”(輸入電子計(jì)算機(jī)的數(shù)據(jù))，“store”(電子計(jì)算機(jī)的儲(chǔ)存器)，“drive”(計(jì)算機(jī)驅(qū)動(dòng)器)等。

3、英國(guó)英語(yǔ)和美國(guó)英語(yǔ)之間的距離越來(lái)越小。也許是美國(guó)對(duì)世界政治、經(jīng)濟(jì)影響日益強(qiáng)大的原因，美國(guó)英語(yǔ)的影響也越來(lái)越大，個(gè)性是對(duì)青少年的影響越來(lái)越大，他們以使用美語(yǔ)和發(fā)美國(guó)音為時(shí)髦。

4、口語(yǔ)不斷侵入書(shū)面語(yǔ)。學(xué)過(guò)英語(yǔ)的人都明白，英語(yǔ)有正式、非正式、書(shū)面語(yǔ)，口語(yǔ)，方言，俚語(yǔ)之分，然而當(dāng)今它們之間相互滲透的現(xiàn)象越來(lái)越普遍。

我們的英語(yǔ)教師不跟上時(shí)代的步伐，不堅(jiān)持不斷地學(xué)習(xí)和理解新事物，不了解現(xiàn)代英語(yǔ)發(fā)展的現(xiàn)狀和趨勢(shì)，那么，我們所教出來(lái)的學(xué)生一旦離開(kāi)學(xué)校走向社會(huì)，他們會(huì)發(fā)現(xiàn)他們所學(xué)的英語(yǔ)是多么bookish(書(shū)呆子氣)。而教師自我則可能甚至連小學(xué)生們所津津樂(lè)道的一些常用語(yǔ)也可能會(huì)出現(xiàn)理解性的錯(cuò)誤。

教學(xué)反思四、初中英語(yǔ)應(yīng)用潛力需要相應(yīng)的詞匯

“不學(xué)習(xí)語(yǔ)言規(guī)則、不掌握相當(dāng)數(shù)量的詞匯，英語(yǔ)應(yīng)用潛力就是空中樓閣”。目前在中學(xué)的低年級(jí)的英語(yǔ)教學(xué)中，不要求學(xué)生掌握詞匯，而只要求學(xué)生能根據(jù)提示或圖片說(shuō)出該單詞，其本質(zhì)無(wú)非是要學(xué)生們死記硬背，鸚鵡學(xué)舌。由于學(xué)生們沒(méi)有相應(yīng)的讀音規(guī)則訓(xùn)練，不熟悉詞匯的拼寫(xiě)規(guī)則，單詞的音、形、意三者不能有效的結(jié)合在一齊，因而導(dǎo)致了單詞記憶的困難，并成了中學(xué)生學(xué)英語(yǔ)的瓶頸。

教學(xué)反思五、靠持續(xù)不斷的語(yǔ)言知識(shí)，而不是“玩”來(lái)培養(yǎng)學(xué)生持久的興趣

初中英語(yǔ)教學(xué)是要重視培養(yǎng)興趣，但單靠唱歌游戲不能培養(yǎng)學(xué)生持久的興趣。新鮮勁兒一過(guò)，孩子們就會(huì)厭倦。所以，唱歌游戲就應(yīng)作為初中學(xué)生學(xué)習(xí)英語(yǔ)語(yǔ)言知識(shí)、技能的一些手段，而不是培養(yǎng)興趣的手段。我們能夠采用多種手段幫忙學(xué)生在記憶力強(qiáng)的時(shí)期多記單詞，多學(xué)習(xí)語(yǔ)言規(guī)則，并盡可能多創(chuàng)造模仿的機(jī)會(huì)，提高學(xué)生的語(yǔ)音和語(yǔ)調(diào)。在英語(yǔ)學(xué)習(xí)中，聽(tīng)、說(shuō)、讀、寫(xiě)、譯五種潛力是能夠互補(bǔ)的。真正做到聽(tīng)說(shuō)先行，讀寫(xiě)跟上。光聽(tīng)說(shuō)不讀寫(xiě)，很難收到高效。只靠模仿不培養(yǎng)學(xué)習(xí)潛力，也難減輕學(xué)習(xí)負(fù)擔(dān)。所以初中學(xué)生還是應(yīng)當(dāng)認(rèn)真進(jìn)行語(yǔ)言學(xué)習(xí)。[ near the had sandwiches and lunch, we fed the geese.?honk!honk!? the geese love bread!then the sky became were many began to rain!we ran to the car, but it was too were all wet!we all a great day!”

“great work, steven!let?s give a big hand, cla,” says .(the cla claps loudly.)“today is another good days,” steven think.38 leon 35: surfing in sydney

g?day mates!my name is aaron and i ?m 16 years old.i live in sydney, is always sunny here, and we have lots of summers are always very , the temperature reaches 40 degrees!seasons in australia are different from seasons in many other s here go from december to winter is from june to is my favorite season.i don?t have to wear shoes!we wear shorts and go to the sea every nice it is!on a windy day, i can ride the waves on my g is very popular is difficult, but very good mum and dad often come and watch me dad likes to bring his camera and take pictures of there are always so may people on can never get a good picture of me.i hope to be a great surfer one day.i will work hard and practice every day.39 leon 36: spring in china

hey jenny!how are you? it?s spring in china now.i lie ?s a lovely season!the temperature is not too hot or too rain and sun make all the tre and gra green ful flowers are everywhere and everything looks new and is spring like in canada? is it warm? is it rainy? i?m going to the countryside with my parents are going to pick strawberries and have a ?ll stay outside and enjoy the nice exciting!let me show you spring in is picture of me in park near my to you ming

40 leon 37: you are what you eat!

jenny and jenny are having lunch look at danny and notices something very are you eating, danny? this is salad, are many different vegetable in it.i you don?t like jenny, vegetables are good for ?s tell you the truth, i decided to change my eating day evening, i ate ten donuts as uncle said to my, “you shouldn?t eat so many ?s not good for your you know the saying: you are what you eat?” later that night, i had a the dream, i became a big donut and everyone tried to eat no!then i woke up and i was , i decided to eat more for you, danny!41

leon 38: stay healthy

a lot of kids like reading, watching tv and listening to ?s great!we should exercise our is great for building our what about our bodies? there is an old saying, “a healthy body is a healthy mind.” it?s bodies need lots of exercise and healthy you know? running helps us remember g can improve our thinking se can keep our brains about healthy food? apples help our brains stay and fish help our brains work can we stay healthy? there are many ways: eat good food!vegetable

meat fish

fruit 42 leon: 39 danny’s report

danny is writing about sports day for the school day was a great succe this year!all the students and teachers from grades 7, 8 and 9 took part in the sports were ten different events like running, long and high jumps, and ball ne worked very hard, and we all got some good were many winners this , from grade7, won first place in four , form grade 8, won first place in two events and second place in three jack, from grade 9, won first place in six done!i took part in a running event.i ran really my tail got in the i didn?t win first place.i only got third place.i felt a little sad, but then my teammates said, “good work, g is not fun is important.” they were right!we all had lots of fun!thank you everyone for a great sports to see you all next year!43 leon 40: move your body

ben and tim are good used to be very active walked played games now ben worries about is not active any has some bad watched too much tv and plays too many computer he is putting on sends his friend a poem: you can be a couch potato and watch tv all don?t do is another way!move your body, get out and have air, a bike ride, playing in the sun!tim arrives home from is a letter at his front ?s ben?s poem!he reads the poem and he writes a poem back to his friend: your poem is funny, but i feel really a true friend on my side, my world will be open ?s meet tomorrow at his six o?clock, and we can go for a good walk.44 leon 41: were people healthy then?

it?s sunday morin and her grand her grandfather, , are fishing at the a, did people go fishing a long time ago? well dena, we are first nations came to canada a long time that time, there were no people always went fishing and hunting for people healthy then? they were very spent a lot of time worked they ate good, natural food like fish and life hard at that time? it was people were healthy and a hard day of work, people rested and played the evenings, they often made a big people played the drums and others danced around the called this dance the still have pow–wow dances today.i can?t wait for the pow-wow next years

45 leon 42: know yourself

know yourself!this is the first step towards how? try this!take a piece of paper and write down a list of your habits.i make two is a list of my good habits and a list of my bad habits i usually get up early.i often wake up at 6:30 in the morning.i always eat breakfast.i brush my teeth three times a day.i drink eight glaed of water a habits i don?t get enough exercise.i spent too many hours watching tv.i don?t always make my bed.i am not my room is always a habits lead the way to good health and succe!look at your there any bad habits? how can you change those habits? develop your good habits and improve yourself!i tried it and it worked for i watch tv only a few times a week.i often play

46 basketball after i keep my room clean and organized.i still don?t always make my bad, but i?m working on it.47 leon 43: have a good summer!

jenny and danny took their final exams is are excited for the summer!how did you do on the english exam, danny? good… i hope.i?m sure you did are you going to do the summer? do you have any plans? yes, i have big uncle has a house near the lake.i?m going to stay with his family for one !that will be so will do so many make a long will go swimming and play in the sun every day!we well eat ice cream and enjoy the hot will play basketball, tennis, volleyball and ?s going to be a great summer.i?m looking forward to it!how about you, jenny? what are you going to do? well, i?m going to…

sorry, mum is waiting for me.i have to a good summer!ok, too!48 leon 44: volunteering in summer

what will you do in the summer? here is my plan.i will volunteer at arg(animal rights group).arg takes care of pets without a mes, people move away and they can?t take their pets with times, people are too old or sick and they can?t take care of their sometimes, people are not nice to their this puppy? his name is family left him alone in a y, arg found rocket and took him to the animal needs a lot of volunteer.i?m going to volunteer four times a week.i will walk the dogs and i?ll help with the other animals, too.i love animal.49 leon 45: baseball season

hello!my name is summer i am going to play baseball for the tigers.“tigers” is the name of my ll is my favorite team and i will usually practice in the some evenings, we will play just for weekends, we will often play against other family and friends will come and watch me ?ll all sing “take me out to the ball game” and they?ll buy snacks and pop at the ll is a fun sport for everyone.i love baseball season!take me out to the ball me out to the me some hot dogs and lots of snacks.i don?t care if i ever get it?s root toot toot for the home they don?t win, it?s a it?s one, two, three and you?re the old ball game.50

冀教版七年級(jí)英語(yǔ)教學(xué)工作總結(jié) 冀教版七年級(jí)英語(yǔ)教學(xué)案例篇三

冀教版七年級(jí)英語(yǔ)下冊(cè)教學(xué)工作計(jì)劃

本學(xué)期的教學(xué)重點(diǎn)是圍繞教學(xué)大綱，努力調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，引導(dǎo)他們熱愛(ài)學(xué)習(xí)，表現(xiàn)為他們自覺(jué)學(xué)習(xí)的行為，認(rèn)真完成教學(xué)工作。現(xiàn)將本學(xué)期擔(dān)任的初一英語(yǔ)課教學(xué)工作計(jì)劃如下：

一、指導(dǎo)思想：

在本學(xué)期的英語(yǔ)教學(xué)中，堅(jiān)持以下理念的應(yīng)用：

1、要面向全體學(xué)生，關(guān)注每個(gè)學(xué)生的情感，激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣，幫助他們建立學(xué)習(xí)的成就感和自信心,培養(yǎng)創(chuàng)新精神；

2、整體設(shè)計(jì)目標(biāo)，體現(xiàn)靈活開(kāi)放，目標(biāo)設(shè)計(jì)以學(xué)生技能，語(yǔ)言知識(shí)，情感態(tài)度，學(xué)習(xí)策略和文化意識(shí)的發(fā)展為基礎(chǔ)；

3、突出學(xué)生主體，尊重個(gè)體差異；

4、采用活動(dòng)途徑，倡導(dǎo)體驗(yàn)參與，即采用任務(wù)型的教學(xué)模式，讓學(xué)生在老師的指導(dǎo)下通過(guò)感知、體驗(yàn)、實(shí)踐、參與和合作等方式，實(shí)現(xiàn)任務(wù)的目標(biāo)，感受成功；

5、注重過(guò)程評(píng)價(jià)，促進(jìn)學(xué)生發(fā)展，建立能激勵(lì)學(xué)生學(xué)習(xí)興趣和自主學(xué)習(xí)能力發(fā)展的評(píng)價(jià)體系。

總之，讓學(xué)生在使用英語(yǔ)中學(xué)習(xí)英語(yǔ)，讓學(xué)生成為good user而不僅僅是learner。讓英語(yǔ)成為學(xué)生學(xué)習(xí)生活中最實(shí)用的工具而非累贅，讓他們?cè)谑褂煤蛯W(xué)習(xí)英語(yǔ)的過(guò)程中，體味到輕松和成功的快樂(lè)，而不是無(wú)盡的擔(dān)憂和恐懼。

二、學(xué)生基本情況分析：

本屆七年級(jí)新生和以往初一學(xué)生相比在英語(yǔ)基礎(chǔ)方面很薄弱，由于在小學(xué)英語(yǔ)課并未受到足夠的重視，他們?cè)趯?xiě)的技能方面基本上沒(méi)有得到過(guò)訓(xùn)練，連音標(biāo)和字母的拼讀都沒(méi)有掌握好。經(jīng)過(guò)上學(xué)期努力，年段學(xué)生的基礎(chǔ)知識(shí)得到了加強(qiáng)，學(xué)習(xí)態(tài)度也有所好轉(zhuǎn)。但是學(xué)生整體的惰性還是很強(qiáng)，自覺(jué)性很差。另外，學(xué)生在情感態(tài)度,學(xué)習(xí)策略方面還存在諸多需要進(jìn)一步解決的問(wèn)題。例如：很多學(xué)生不能明確學(xué)習(xí)英語(yǔ)的目的，沒(méi)有真正認(rèn)識(shí)到學(xué)習(xí)英語(yǔ)的目的在于交流；有些同學(xué)在學(xué)習(xí)中缺乏小組合作意識(shí)；大多數(shù)同學(xué)沒(méi)有養(yǎng)成良好的學(xué)習(xí)習(xí)慣，不能做好課前預(yù)習(xí)課后復(fù)習(xí)，學(xué)習(xí)沒(méi)有計(jì)劃性和策略性；不善于發(fā)現(xiàn)和總結(jié)語(yǔ)言規(guī)律，不注意知識(shí)的鞏固和積累。

三、奮斗目標(biāo)：

鉆研新課標(biāo)，提高教學(xué)水平，真正做到教學(xué)相長(zhǎng)，努力達(dá)到學(xué)校規(guī)定的教學(xué)指標(biāo)。

四、具體措施：

1、抓好英語(yǔ)的常規(guī)教學(xué)，加強(qiáng)基礎(chǔ)知識(shí)訓(xùn)練：①歸納學(xué)過(guò)的詞組，方便學(xué)生記憶；②用詞組造句和中譯英訓(xùn)練；③組織學(xué)生結(jié)對(duì)子，一有空就你問(wèn)我答，營(yíng)造學(xué)習(xí)氛圍，同時(shí)加強(qiáng)筆頭的練習(xí)，使學(xué)生能熟能生巧；④把課文分段，按學(xué)習(xí)組為單位，進(jìn)行朗讀比賽，對(duì)學(xué)過(guò)的課文盡量做到人人會(huì)背，有些課文還要求學(xué)生會(huì)默寫(xiě)。

2、抓好語(yǔ)法學(xué)習(xí)：①掌握形容詞、副詞的比較級(jí)和最高級(jí)的構(gòu)成和用法。區(qū)分單音節(jié)詞和多音節(jié)詞的構(gòu)成，規(guī)則和不規(guī)則變化。②學(xué)習(xí)一般過(guò)去時(shí)態(tài)，重點(diǎn)突破不規(guī)則動(dòng)詞。③學(xué)習(xí)過(guò)去進(jìn)行時(shí)與現(xiàn)在進(jìn)行時(shí)的區(qū)別。④學(xué)習(xí)聯(lián)系詞的用法。

3、培養(yǎng)學(xué)生綜合運(yùn)用知識(shí)的能力：每個(gè)單元圍繞著知識(shí)點(diǎn)反復(fù)訓(xùn)練，層層滲透。每個(gè)單元結(jié)束都進(jìn)行測(cè)驗(yàn)，找出存在問(wèn)題，及時(shí)補(bǔ)漏補(bǔ)缺。

4、抓好閱讀能力培養(yǎng)：每周規(guī)定學(xué)生閱讀三篇短文，帶著問(wèn)題閱讀，閱讀之后要回答問(wèn)題。

5、培養(yǎng)學(xué)生寫(xiě)作能力：逐步創(chuàng)作一些簡(jiǎn)筆畫(huà)要學(xué)生寫(xiě)出他們的動(dòng)作編成故事，逐步培養(yǎng)他們看圖寫(xiě)話的能力。

6、努力做好后進(jìn)生轉(zhuǎn)化工作，促進(jìn)全體學(xué)生共同進(jìn)步。多關(guān)心后進(jìn)生的思想和學(xué)習(xí)，平時(shí)要檢查和督促他們的作業(yè)及時(shí)給予他們幫助

7、關(guān)注學(xué)生的情感，營(yíng)造寬松、民主、和諧的教學(xué)氛圍。

8、實(shí)施"任務(wù)型"的教學(xué)途徑，培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力

9、在教學(xué)中根據(jù)目標(biāo)并結(jié)合教學(xué)內(nèi)容，創(chuàng)造性地設(shè)計(jì)貼近學(xué)生實(shí)際的教學(xué)活動(dòng)，吸引和組織他們積極參與。學(xué)生通過(guò)思考、調(diào)查、討論、交流和合作等方式，學(xué)習(xí)和使用英語(yǔ)，完成學(xué)習(xí)任務(wù)。

10、加強(qiáng)對(duì)學(xué)生學(xué)習(xí)策略的指導(dǎo)，為他們終身學(xué)習(xí)奠定基礎(chǔ)。

五、教學(xué)進(jìn)度：

第一周：準(zhǔn)備周（開(kāi)學(xué)思想教育）第二周—第三周：unit 1 a trip to beijing 第四周—第五周：unit 2 on the train 第六周—第七周：unit 1—unit 2 階段檢測(cè)

unit 3 having fun in beijing 第八周—第九周：unit

4did you have a nice trip?

期中復(fù)習(xí)考試（unit 1—unit 4）第十一周—第十二周：unit 5 li ming goes to canada 第十三周—第十四周：unit 6 winter in canada 第十五周—第十六周：unit 5—unit 6 階段檢測(cè) unit 7 sports and good health 第十七周—第十八周：unit 8 li ming goes home 第十九周—第二十周：期末復(fù)習(xí)、考試

2011-3-7

二單元教案

leon 9: getting on the train

teaching aims：

1． words: get, get on, very, stop, onto, ready, stand, where, see, first, man, excuse, pardon, move, problem

2．sentences: jenny and are getting on the ’t jump onto the train!you are in my did that man say? you have to ng resources: audiotape, cards, pictures language points: get on, jump onto, in my seat, have to you have to ng procedures： step 1: 2 revise unit 1 how far is it from china to canada? it is about eight thousand five hundred i go on a trip to beijing? yes, you may./no, you may not.i want to go to the great us take a 3 presentation the students to discu the questions: do you argue with your friends? why? do you have a friend who gets very excited? who? why? the tape and get the students to answer the question: why is jenny angry with danny? the new words and expreions: get on, jump onto, ready, beside, run onto, in the first/my seat, pardon, have to, move write them on the n the language 4 play the tape again and get the students to read after the 5 work in the students to practice the 6 present the 7 homework.1 finish off the activity the dialogue in this w leon 10 what are they looking at ? cla opening several volunteers to act out the dialogue in leon 9. “the trip song.” “i walked to zoo.” look out of , point is/are---can you see---? step1: presentation demonstrate there be with real r:(holding a book)there is a book.(holding two books)there are two 2: drill teacher three ts: there are three r: many ts: there are many r: i see a woman with a you see them? step3:practice

closed!ask this question: what do danny and jenny see outside? play the the the audiotape again as the students follow in their student volunteers to read the volunteers to present the closing off the activity the song “who’s drawing.” ce the dialogue in this w 11: danny’s new friend teaching aims： 1．words: farm, suddenly, hear, voice, ah, scare, meet, course, of course, lot, a lot of, interest, hope, enjoy, well 2．sentences: he hears a are a lot of places of interest in beijing.i hope you will enjoy your are going on a trip to beijing with li ming and his ng resources: audiotape, cards, pictures language points: teaching procedures： step 1: 2 revise leon 9 語(yǔ)法： there be 結(jié)構(gòu) 詞匯： here and there

look out of

something/anything

far away

at the top of---step 3 presentation the question

do you like to make new friends? why or why not?

who is your newest friend? how do you meet? explain “make friends with”and “newest” the tape and ask the students to answer the following questions: what does danny want to buy in beijing? where is wu li from? where does he live? are there many places of interest in beijing? step 4 check the 5 teach the new words and explain the language points

farm, suddenly, hear, voice, ah, scare, meet, course, of course, lot, a lot of, interest, hope, enjoy, well step 6 play the tape again and get the students to read after the 7 practise the dialogue in 8 present the dialogue step 9 homework.1 finish off the activity the dialogue in this w leon 12: lunch on the train teaching aims：

1．words: wait, finally, cart, waitre, drink, fruit, some, grape, any, mi, snack, thirsty, bottle, nothing, own, bowl, anything, else, maybe 2．sentences: it’s time for ne is waiting for the food to would you like? i would like a bottle of i have some donuts, please? we don’t have any ng else? teaching resources: audiotape, cards, pictures language points: it’s time for---be waiting for—

what would you like? i would like---we don’t have any---.anything else? teaching procedures： step 1: 2 revise leon 11

hear/listen to

places of interest step 3 presentation the question

do you like to eat lunch on the train or bus?

what do you like to eat when you travel? the tape and ask the students to answer the following questions: what do danny, jenny and li ming want to eat? step 4 check the 5 teach the new words and explain the language points

wait, finally, cart, waitre, drink, fruit, some, grape, any, mi, snack, thirsty, bottle, nothing, own, bowl, anything, else, maybe step 6 play the tape again and get the students to read after the 7 practise the dialogue in a small a menu for the the menu on a piece of ce using the menu with 8 present the dialogue step 9 homework.1 finish off the activity the dialogue in this w leon 13 what are you doing ?

cla opening “draw and gue”. and teacher does some actions(singing, talking, eating, drinking, crying)and asks the students to gue what am i doing? quiet , play with, join step1: presentation show a picture in which some children are playing r: what are the children doing now? students: they are playing r: who are they playing with? students: with their r: do you want to join them? students: yes, i 2: practice teacher: can i join you? students: can i join you? teacher: do you want to join the game? students: do you want to join the game? closed!ask some questions : what is danny doing? what is the baby doing? listen to the the the audiotape again as the students follow in their ce the up a similar closing off the activity ce the dialogue in this w leon 14

what’s happening on the train ?

cla opening out the dialogue in leon “who am i? “whisper”.loud, 1: presentation talk about the pictures in this is danny doing? what is the man doing? what is the baby doing? step2: practice teacher: he is very ts: he is very r: he is snoring ts: he snoring r: the salesman is too ts: the salesman is too the audiotape as the students follow in their ce in several groups to act out the u a similar the cla into small each group to make up a dialogue about buying and selling closing off the activity ce the dialogue in this w 15 arriving in beijing

cla opening ng teacher: hello, are you doing today? it’s a lovely day, isn’t it? are you ready for the cla? this question: who’s on duty? then listen to the student’s sure the next student for “ who’s on duty?” knows who he or she is for next today on, you can arrange a student to give a duty report every volunteers to act out the dialogue in leon 4 a song “a plane is fast.”

sunday, monday, tuesday, wednesday, thursday, friday, a do you think of it? step1: presentation “what day is it?’

: do you like to make plans for your life? step2: drill t:(holding a book)what do you think of the book? s: it’s ok.t:(holding a pencil case)what do you think of the pencil case? s: it’s nice.t: how about the picture? step3: practice closed!ask this question: what does li ming change in the plan? play the the the audiotape as the students follow along in their student ts listen and the students to make up new dialogues in n “ write home”.it means write a letter to family of our trip step4: presentation show the students a calendar to review the words: sunday, monday, tuesday, wednesday, thursday, friday and 5: practice the audiotape as the students follow along in their student and ts a: what do they on monday? student b: they leave shijiazhuang and arrive in t a: what do they do on tuesday? n that danny and jenny shop in shijiazhuang means danny and jenny go shopping in closing read the story “l(fā)i ming goes to the airport” the reader in the activity book and 16 unit review teaching aims：

1.復(fù)習(xí)本單元詞匯、句型。歸納總結(jié)本單元單元重點(diǎn)語(yǔ)法項(xiàng)目。檢查掌握情況。2.提高語(yǔ)言綜合運(yùn)用能力和歸納總結(jié)能力。

3.注音及時(shí)消化和理解各種英語(yǔ)知識(shí)，能做到及時(shí)記憶、不斷積累。 teaching guide:

1.復(fù)習(xí)名詞復(fù)數(shù)和現(xiàn)在進(jìn)行時(shí)的用法。 2．復(fù)習(xí)用餐的語(yǔ)言。3．復(fù)習(xí)元音和輔音及拼讀規(guī)則。

4．學(xué)習(xí)策略：每一階段都有明確的學(xué)習(xí)目標(biāo)。學(xué)以致用。

7．課前準(zhǔn)備：布置學(xué)生自行歸納總結(jié)本單元重點(diǎn)語(yǔ)法項(xiàng)目和功能項(xiàng)目，重要詞匯、句型。teaching resources: audiotape, cards, pictures teaching procedures： step 1: 2 presentation

1．使用音訊卡片復(fù)習(xí)檢查本單元單詞。2．復(fù)習(xí)元音和輔音及拼讀規(guī)則。3．復(fù)習(xí)名詞復(fù)數(shù)和現(xiàn)在進(jìn)行時(shí)的用法。4．請(qǐng)學(xué)生歸納總結(jié)本單元主要內(nèi)容。step 4 homework. off the activity the dialogue in this w leon17

leon 17 a taxi to the hotel

teaching content: y words: driver, drive, quickly, slowly usage of adv.3.a dialogue about how to take a taxi teaching goals: 1: remember the mastery words the difference between slow and slowly;quick and quickly tand the meaning of the text key points: the usage of slow and slowly;quick and quickly difficult points: the usage of ng aids: word cards, audiotape, flashcard, slide projector type: dialogue teaching procedure opening 1)greet the students in everyday sure they can response correctly.2)duty report: they can say anything they like to say.3)check the homework of last n if concepts step 1 presentation discu the questions in “think about it”:

do you like to take taxi? why or why not? have you ever stayed in a hotel? when? where?

maybe they have many different them and then say “today, li ming and his friends get to want to go to a hotel by has a dialogue with the ’s look at what he says to the driver.”

step 2 listening listen to tape with the following questions: why is danny scared? can danny speak chinese? can the driver speak english?

step 3 answer and analyze after listening to the text, discu the questions with the through the dialogue at the same with the language can use the blackboard or the slide attention to the different usages between slow and slowly, quick and 4 listen, read and act listen to the audiotape again and let the students read after have them read the text for a few minutes and ask them to act out the dialogue in t their pronunciation if 5 demonstration demonstrate quickly and slowly by performing an action quickly and slowly as you say the out the difference between “i am quick/slow.” and “i am ___ing quickly/slowly.”

ask for volunteers to perform actions quickly and be the volunteers’ actions to the ask the cla to describe the 6 practice spanide the cla into small each group to make a dialogue about taking a walk on a busy street in them use slow and slowly, quick and 7 deal with “l(fā)et’s do it”

work in a small e you are a tour group members are on a trip to do they want to go? where do you take them?

step 8 consolidation fill in the blanks with the correct forms of the given words.1)they eat a lot of _____.(noodle)2)look!they are ________ over there.(help)3)be ________ , or we will be late.(quickly)4)the train is _________ tonight.(come)5)thank you for _______ me.(help)6)they found that lost sheep ________.(quickly)7)the bike is going _________.(fast)8)that old man is walking ________.(slow)9)that car is _______(slowly), but this bus is _______.(fast)10)_________ , i can’t go down.(help)

answers: 1)noodles 2)helping 3)quick 4)coming 5)helping 6)quickly 7)fast 8)slowly 9)slow, fast 10)help

rk 1)understand the meaning of the text 2)remember the mastery words 3)finish the exercise of the workbook 4)preview the next leon in the student book

leon 18 tian’anmen square

teaching content : y words: laugh, fly, hard, quietly, worry, put a dialogue about flying a kite words such as quiet and quietly, loud and loudly teaching goals: tand the meaning of the text er the mastery words some words of points: re be…

usage of adv. useful words and phrases difficult points: the usage of ng aids: audiotape, word cards, slide projector, a picture of tian’anmen square, a kite type: text teaching procedure g cla 1)greet the students in everyday sure they can response in correct way.2)duty report.3)check the concepts step 1 presentation ask the students some questions : have you ever visited tian’anmen square? if yes, when? if no, why not? do you want to visit tian’anmen square? why or why not?

you may give them some words to help 2 listen, answer and analyze listen to the tape with the following questions: what happens to danny？

can jenny fly a kite? can danny fly a kite?

answer the questions together with the students and then discu the text they have any question, explain to with the language points at the same attention to the usage of loud and loudly, quiet and 3 listen, read and act listen to the audiotape again and let the students read after them a few minutes to practice the t the pronunciation when have them act out the text in 4 practice spanide the cla into small each group to make up a dialogue about walking on tian’anmen age the students to use as much vocabulary as poible from this unit(easy, hard, loudly, quietly, many, men, women, children, people).encourage the students to be active and praise them for talking risks with english!the more they experiment, the more they 5 deal with “l(fā)et’s do it”

work with a a map of tian’anmen be your maps to each are the people doing? try to use loudly, quietly, slowly and 6 consolidation ation 1)放風(fēng)箏 _____________ 2)玩得痛快 __________ 3)** __________ 4)看見(jiàn)某人放風(fēng)箏 _________ 4)hurt one’s arm _________ 5)let’s do sth.___________ 6)laugh at _________

in the blanks with the correct forms of the words given.1）we often see boys ________ football.(play)2)tom is a ____ doesn’t like to talk with others.(quietly)3)the street is so busy, but the people walk ______(happy)4)i can’t hear your words, will you please speak ________(loud)? 5)let’s _______ the basket on the table.(put)

step 7 if there is enough time, do the exercises in activity 8 summary today we learn a text about li ming and his are flying are so many people on tian’anmen people are loud and some are cla you should understand the meaning of the text and try to use loud, loudly, quiet, quietly correctly.rk 1)understand the meaning of the text 2)remember the mastery words 3)finish the activity book in leon 18

leon 19 the palace museum

teaching content: y words: sky, film, camera, picture, smile, break, tail 2.a dialogue about taking pictures useful words teaching goals: tand the meaning of the text er the mastery words the usage of some words and phrases key points: taking a picture permiion to do sth.: may i …? difficult points: what you see taking a picture preparations: a picture of the palace museum, a camera teaching aids: audiotape, pictures, a camera, flashcards and slide projector type: dialogue teaching procedure g cla 1)greet the students in everyday english and make sure they can response correctly.2)everyday report in english.3)check the homework and explain if neceary. leon step 1 lead in discu the questions in “think about it”

have you ever been to the palace museum? if yes, when? what do you know about the palace museum? do you want to live there? why or why not? today li ming and his friends go to the palace weather is palace is red and ’s take some pictures let’s join 2 listen to the tape of the text with the following questions: what happens to jenny? what’s wrong with danny’s nose? what do they do for danny’s nose? what’s wrong with danny’s tail?

after listening, discu the questions with the sure they understand the whole with any language point at the same attention to the usage of the following words: sunny, help sb.(to)do sth., careful, fall, break step 3 listen to the audiotape again and let them read after them read the text for a few minutes and then ask some students to act out the dialogue in attention to their 5 practice spanide the cla into small them to make up a dialogue about visiting the palace age the students to use much new vocabulary as they the cla into small each group to make up a dialogue about taking age the students to use as much vocabulary from this unit as poible(camera, picture, easy, hard, help, hurt, loudly, quietly, many, everyone, men, women, children, people, quickly, slowly)as the students work on this dialogue, take real pictures of each group with your make a poster of these photos to put up in this as a cla project!help the students write english sentences under each photograph to describe the acti 6 deal with “l(fā)et’s do it”

in a small group, write a dialogue about taking are you taking pictures? what funny things happen? step 7 a test 根據(jù)首字母完成下列單詞

1）can you sing? yes, it’s e_______.(容易)2）working out the problem is h______.(難)3）he b_______ that gla , look!he is crying.(打壞)4）don’t w________ , the clamates all help you.(著急)5）bad luck!he f________ off his bike.(掉下來(lái))6）now tom is putting the f______ in his c________.(裝膠卷)step 8 exercise

if time permits, do some exercises in activity book.rk 1)understand the meaning of the text 2)remember the mastery words 3)finish the activity book of leon 19 read the next reading in leon 20

leon 20 let’s write home

teaching content: y words: letter, dear, dad, soon, bottom, addre，stamp 2.a text about writing a letter useful expreions teaching goals: tand the meaning of the text er the mastery words key points: learn how to write a postcard learn how to write an envelope difficult points: write a letter preparations: postcards, letters, envelopes teaching aids: audiotape, postcards, envelopes, letters type: text teaching procedure g cla 1)greet the students in english and make sure they can response correctly.2)everyday report in english 3)check the homework and explain something when concepts step 1 presentation ask the following questions: have you ever write a letter in chinese? do you know how to write a letter in english? where do you put the addre? where do you put the stamp?

today we will learn how to write an english 2 listen and think listen to the tape of a look through the text together with the the students some letters and envelopes and let them know how to write a the words: top, bottom, left and a letter to the students when 4 demonstration use objects in the claroom—such as the blackboard, a door or a window—to demonstrate top, left, right, bottom and the volunteers to show you the top, left, right and corner of objects in the 5 practice

spanide the cla into small each group to make up a dialogue about buying are they buying postcards? who do they buy them for？what pictures do the postcards have？

step 6 play a game play “opposites” with the new words and the words they 7 deal with “l(fā)et’s do it” make a a picture on it including a place for writing a note, a place for the addre and a place for the to a you know his or her addre? ask！

step 8 if time permits, do some exercises in the activity book.rk 1)finish the remaining exercises in the activity book 2)preview the next leon in the student book

leon 21: sending an e-mail

teaching aims：

1．words: send(sent, sent), e-mail, waiter, show, straight, ball, per, hour, welcome, paper, again, all, meage, why 2．sentences: go straight down this ball.i send my friend an is five yuan per is the weather in canada? 通過(guò)本課文的教學(xué)使學(xué)生學(xué)習(xí)運(yùn)用本課詞匯、句型、理解課文內(nèi)容。學(xué)習(xí)英文電子郵件的寫(xiě)法，提高英語(yǔ)運(yùn)用能力。復(fù)習(xí)問(wèn)路指示方向的語(yǔ)言，提高交際能力。teaching resources: audiotape, cards, pictures language guide:1.重點(diǎn)詞匯 send, e-mail, show, straight, welcome, go straight down this ball, show sb sth, send .2.目標(biāo)標(biāo)語(yǔ)言

i can show straight down this it is!you are welcome.i am coming home to canada on february 6th.3．學(xué)習(xí)策略

能初步利用網(wǎng)絡(luò)上的學(xué)習(xí)資源。

4．課前準(zhǔn)備

布置學(xué)生了解發(fā)送e-mail的相關(guān)知識(shí)。teaching procedures： step 1: 2 revise leon 20 1．復(fù)習(xí)有關(guān)英文信件和明信片的寫(xiě)法，特別注意時(shí)間和地址的寫(xiě)法。2．請(qǐng)一些學(xué)生展示、朗讀自己寫(xiě)給親友的明信片。step 3 presentation task ’s the students how to send an e-mail. the tape and get the students to answer the questions:(1)can danny send an e-mail to his friend in the hotel?(2)who’s the e-mail to?(3)how’s the weather in beijing?

(4)when is danny coming to canada? task ’s sing a song!1． 了解歌詞大意。2． 放錄音讓學(xué)生跟著唱。3． 進(jìn)行歌唱競(jìng)賽。step 5 homework.1 finish off the activity the dialogue in this w leon 22

leon 22: the great wall

teaching aims：

1．學(xué)習(xí)運(yùn)用本課詞匯，理解課文內(nèi)容。

2．學(xué)習(xí)有關(guān)指路的語(yǔ)言，提高語(yǔ)言綜合運(yùn)用能力。3．能看懂地圖，從中獲得幫助。4．了解世界文化遺產(chǎn)，自覺(jué)珍惜、保護(hù)。teaching guide: 1.重點(diǎn)詞匯 today, turn, traffic , light, a map of---, go down this street, turn left, at the bus station, get on, arrive at, stop doing sth, start doing sth, more than 2.目標(biāo)語(yǔ)言

we can take bus 919 to the great will go down this street and turn left at the traffic long is the great wall? it’s more than 6500 kilometres ng resources: audiotape, cards, pictures teaching procedures： step 1: 2 revise leon 20 and leon 21 step 3 presentation

task 1 how can we go to the great wall?

1.在黑板上寫(xiě)：a man who has not climbed the great wall is not a true man.叫學(xué)生猜是哪個(gè)中國(guó)諺語(yǔ)。

2．看北京地圖，假設(shè)從不同地點(diǎn)（如北京西路，王府井或**廣場(chǎng)等），怎樣到達(dá)長(zhǎng)城？ 3．導(dǎo)入以下對(duì)話：

a: excuse can i go to the great wall? b: go down this street and turn left at the traffic is a bus can take a bus to the great wall.a: which number do i need? b: you can take bus 919.a: thank you very much.b: you are welcome.練習(xí)對(duì)話，熟悉問(wèn)路、指路語(yǔ)言。task ,read and act

closed!play the audiotape and ask the students to answer the questions:(1)how do they go to the great wall?(2)which bus do they take?(3)how long is the great wall? open!get the students to read the text and find the answers.3．explain the main and difficult points(1)we will go down this street and turn left at the traffic /down/on/along this left/right.(2)stop talking and start doing to do sth.(3)a man who has not climbed the great wall is not a true man.1． read after the tape.2． practise the dialogue in pairs and then act it 3 let’s do it!

1．唱一首有關(guān)長(zhǎng)城的歌或朗誦有關(guān)長(zhǎng)城的詩(shī)。2．制作一份有關(guān)長(zhǎng)城的海報(bào)。step 4 homework. off the activity the dialogue in this w leon 23

leon 23: shopping in beijing

teaching aims：

1．學(xué)習(xí)運(yùn)用本課詞匯，理解課文內(nèi)容。

2．復(fù)習(xí)時(shí)間表達(dá)法，學(xué)習(xí)與購(gòu)物相關(guān)的語(yǔ)言，提高口語(yǔ)交際能力。3．倡導(dǎo)理性消費(fèi)，感受生活樂(lè)趣。teaching guide: 1.重點(diǎn)詞匯

chopsticks, gift, want to do sth, buy sth for sb.2.目標(biāo)語(yǔ)言

what time is it? it’s 2: wants to go shopping today? i don’t want to buys chopsticks for her can’t walk to the hotel with that!

teaching resources: audiotape, cards, pictures teaching procedures： step 1: 2 revise leon 22 step 3 presentation task 1 listen, read and act

1.問(wèn)學(xué)生，去旅游有沒(méi)有給家人朋友買(mǎi)什么紀(jì)念品。 2．問(wèn)學(xué)生，到北京旅游，可以去哪里購(gòu)物。3．books closed!放課文錄音，回答問(wèn)題：(1)who wants to go shopping?(2)what does jenny buy?(3)what does danny buy? open!閱讀課文，找出答案。5．討論思考題。6．重難點(diǎn)：

(1)my tail and feet hurt.(2)buy sb.=buy .(3)you can’t walk to the hotel with that! after the se the dialogue in pairs and then act it ’s do it!

(1)寫(xiě)一段關(guān)于在北京購(gòu)物的短文。(2)朗讀短文。step 4 homework. off the activity the dialogue in this w leon 23

leon 24: unit review

teaching aims：

1.復(fù)習(xí)本單元詞匯、句型。歸納總結(jié)本單元單元重點(diǎn)語(yǔ)法項(xiàng)目。檢查掌握情況。2.提高語(yǔ)言綜合運(yùn)用能力和歸納總結(jié)能力。

3.注音及時(shí)消化和理解各種英語(yǔ)知識(shí)，能做到及時(shí)記憶、不斷積累。 teaching guide:

1．復(fù)習(xí)英文明信片、信件和電子郵件的寫(xiě)法。2．復(fù)習(xí)形容詞和副詞的用法。3．復(fù)習(xí)問(wèn)路與指示方向的語(yǔ)言。4．復(fù)習(xí)there be句型。5．復(fù)習(xí)元音和輔音及拼讀規(guī)則。

6．學(xué)習(xí)策略：每一階段都有明確的學(xué)習(xí)目標(biāo)。學(xué)以致用。

7．課前準(zhǔn)備：布置學(xué)生自行歸納總結(jié)本單元重點(diǎn)語(yǔ)法項(xiàng)目和功能項(xiàng)目，重要詞匯、句型。準(zhǔn)備本單元單詞卡片和音標(biāo)卡片。

teaching resources: audiotape, cards, pictures teaching procedures： step 1: 2 presentation

1．使用音訊卡片復(fù)習(xí)檢查本單元單詞。2．復(fù)習(xí)元音和輔音及拼讀規(guī)則。

3．復(fù)習(xí)英語(yǔ)明信片、信件和電子郵件的寫(xiě)法。4．請(qǐng)學(xué)生歸納總結(jié)本單元主要內(nèi)容。5．go through page 30 do you know? step 4 homework. off the activity the dialogue in this w leon 25

leon 25 good-bye, beijing

teaching content: y words: begin, never, every 2.a dialogue about leaving beijing ’s time for do about…?

teaching goals: tand the meaning of the text er the mastery words the usage of some phrases key points: to say good-bye to usage of useful patterns important points: ’s time for do you for doing about…?

teaching aids: a picture of airport, a picture of beijing, audiotape, flash cards, slide projector type: dialogue teaching procedure g cla 1)greet the students in english and make sure they can response correctly.2)do the duty report: a student on duty can say whatever he/she likes to say.3)mainly revision about last unit. leon step 1 lead in the teacher can ask some questions as following: have you ever said good-bye to a good friend? where? when ? how did you feel? today we will learn a dialogue about saying ming and his friends had a good time in beijing and they will go home they have to say good-bye to each other at the 2 listen to the dialogue with the following questions: what makes danny sad? what makes him happy? what can you say if you want to say good-bye to a friend? after listening answer the questions the dialogue again and make sure they can understand the meaning of the with the language points at the same attention to the usage of the following phrases: it’s time for do sth./thank doing sth./ what about doing sth../ you can use the slide projector during this 3 listen to audiotape them repeat the dialogue after 4 give them some time to read the text let them act out the dialogue in t their pronunciation when 5 practice review the story so ming, his mother, danny and jenny are in at the did they do in beijing these days? where did they do? what did they buy? how will they go home? spanide the cla into small each group to review the ask some students to retell the story in 6 let’s do it!

in a small group, make up a are at the train station or friend is others are saying 7 a test 用所給單詞適當(dāng)形式填空 1)jenny ______(want)to visit her friends.2)did you _____(go)there by train or by airplane? 3)she has to _____(walk)to the park.4)thank you for ______(help)me.5)the boys ran out of the claroom_______(quick).6)my mother _____(buy)some vegetables from the shop.7)what did you ______(have)for breakfast? 8)what about _______(eat)donuts every day at home? 9)it’s time for us_____(meet)our teacher.10)do you often go _______(shop)on weekends? step 7 do some exercises in activity book.rk 1)the remaining activities in the activity book.2)understand the meaning of the text 3)remember the words the next reading in the student 26 li ming comes home

teaching content: 1: mastery words: store, t-shirt 2.a dialogue between li ming and his father the usage of the past indefinite teaching goals: tand the meaning of the text er the mastery words the usage of the past indefinite key points: the past experience you have fun in beijing? important points: the past indefinite teaching aids: two t-shirts or a picture of t-shirts, a picture of wangfujing in beijing teaching procedure opening 1)greet the students in everyday english and make sure they can response correctly 2)duty report 3)review last leon leon step 1 talk about the questions in “think about in” when you do on a trip, who mies you? when you go home, who do you bring gifts for? they must have different them and discu them with the li ming comes back bought a gift for his ’s look at what it 2 listen to the tape with the following questions: what did li ming buy for his father? why? did li ming have a good time in beijing? discu the questions with the with the language points at the same sure they understand the meaning of the 3 listen to audiotape again and let them repeat the text after 4 have the students read the text for a few minutes and then have them act out the dialogue in 5 practice spanide the cla into small each group to make up a dialogue about something that happened each group to use the phrase “what happened?” in their 6 activity book in number 1, the students circle the correct match to review the past-tense number 2, the students may practice the structure: “what happened?” “i…” step 7 a test 句型轉(zhuǎn)換

went to beijjing by plane.(用usually改寫(xiě))________________________________ walks to school every day.(用yesterday作時(shí)間狀語(yǔ)) often looks at the map.(用last week替換often) 8 summary today we learn a dialogue between li ming and his ming went to beijing for a few came back from beijing and bought some gift for his father and his learned the past indefinite in this after cla you must use some words to expre your past experience.rk 1)understand the meaning of the text 2)remember the mastery words 4)finish your activity book

leon 27 jenny comes home

teaching content: y words: second, third, homework 2.a dialogue between jenny and her mother l numerals sb do see ng goals: tand the meaning of the text the mastery words ordinal numerals key points: ordinal numerals past indefinite tense usage of every important points: the ordinal numerals teaching aids: chopsticks, audiotape, flash cards, slide projector type : dialogue teaching procedure g cla 1)greet the students in english 2)duty report 3)review last leon and deal with some exercises in activity book. leon step 1 talk about the questions in “think about it” what things do you do every day? what did you do last week? what things would you like to do differently? step 2 listen to the tape of the text with the following questions: why did jenny like beijing? what did jenny buy for her mother? deal with any language points at the same sure they understand the meaning of the attention to the word: every, first, second, third step 3 listen to the audiotape again and let the students repeat the text after 4 give them some time to read the dialogue have them act out the dialogue in 5 deal with the second part of leon attention to the difference of the present indefinite and the past the usage of every and can make some other sentences using the word example, last month, last year and so 6 practice spanide the cla into small each group to make up a dialogue about coming home from a age the students to talk about what they did on the 7 deal with “l(fā)et’s do it”

work with a partner and write a about what you do every day and what you did last last week the same or different? closing 1)understand the meaning of the text 2)remember the mastery words 3)finish the activity book of leon 27 the next reading of student book

leon 28 danny comes home

teaching content: y words: happen 2.a dialogue between danny and mr wood past indefinite usage of fun and fall teaching goals tand the meaning of the text er the mastery words past forms of some verbs key points past forms of verbs usage of word happen and fun difficult points: past forms of some verbs 2.i was taking a picture with jenny’s : dialogue teaching aids: some photos, audiotape teaching procedure g cla 1)greet the students in everyday english and make sure they can response correctly.2)duty report 3)review leon 27 leon step 1 lead in discu the following questions: do you have a favourite teacher? why is he or she your favourite? did you ever hurt yourself? how? gather different answers from the 2 listen to the tape of the text with the following questions: did danny like his trip to china? what happened to danny’s nose?

deal with the language points at the same attention to the word happen and have some sentences to make the students understand the 3 listen to audiotape again and let the students read after 4 have them read the text for a few let them act out the dialogue in 5 practice : ask the students to pretend they have just visited a them to write some sentences about where they went, what they ate and what they for volunteers to read their sentences to the 6 a test 用所給單詞的適當(dāng)形式填空。

fell off the bike and ______(break)his arm was ______(happen)to her? ______(take)a picture when i saw boys planned _______(fly)kites in the you have _____(funny)in dalian? step 7 deal with “l(fā)et’s do it” work in a small about funny stories from your happened to you? choose the best story and tell it to the whole closing 1)understand the meaning of the text 2)remember the mastery words 3)finish the activity book of leon 28 the next reading of student book

leon 29 pictures and gifts

teaching content: 1.a dialogue about what they did in beijing past indefinite past forms of verb teaching goals:

tand the meaning of the whole text some words: near, fly, buy, welcome, put on the past indefinite tense key points: past forms of some verbs usage of some phrases difficult points: some past forms teaching aids: some pictures, a hat, a kite, audiotape type: dialogue