(完整word版)新目标七年级上册英语教材分析
新目标七年级上册英语教案
新目标七年级上册英语教案教学目标本节课的教学目标主要包括：•通过对话和练习，使学生能够熟练运用提问方式来询问他人的姓名、年龄、家庭情况等；•通过听力训练，提高学生的听力理解能力，使学生能够听懂简单的对话和问题，并正确回答；•引导学生进行合作学习，提高学生的口语交流能力；•培养学生的自学能力，通过自学课本和课后作业的完成，巩固所学内容。
教学过程导入活动（5分钟）•通过问候学生，了解学生近期的生活情况，营造轻松的教学氛围。
创设情景（10分钟）•利用图片创设情景，介绍课文中将要涉及的内容。
•引导学生观察图片，描述图片中的人物、动作等。
听力训练（15分钟）1.播放录音，学生跟读课文并模仿语音语调。
2.播放录音，学生在听音的同时，通过选项选择正确的答案。
3.学生自主听录音，完成听写练习。
对话练习（20分钟）1.学生分成小组，进行对话练习。
鼓励学生运用课文中的问句和答句进行问答练习。
2.教师巡回辅导，及时纠正学生的发音和语法错误，提供必要的帮助和指导。
3.部分学生进行展示，分享他们的对话练习成果。
拓展练习（20分钟）1.学生分组进行拓展练习，利用所学的句型和词汇编写对话。
2.各小组派代表进行对话展示，其他小组进行评价。
3.教师在展示和评价的过程中提供必要的指导和反馈。
总结归纳（10分钟）1.教师引导学生总结本节课所学的内容，并巩固学生的记忆。
2.教师给出一些问题，让学生思考并回答。
鼓励学生运用所学知识进行表达。
课后作业1.完成课本上的练习题，巩固本节课所学的内容。
2.自学下一课的新词汇及课文内容，做好预习。
教学反思本节课通过创设情景、听力训练、对话练习等多个教学环节，多方位地培养学生的英语听说能力。
学生在小组合作学习和展示中得到充分锻炼，教学效果良好。
但需要注意的是，教师在巡回辅导和评价过程中要及时给予学生肯定和鼓励，提高学生的学习积极性。
人教新目标版英语七年级上册全册导学案(word版76页)
第1课时Unit 1 My name 's Gina （总第1课时）Section A 1a—2c【学习目标】：1、熟悉掌握词汇name clock 等2、学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.3、能听懂听力对话并能对根据听力对话进行自由交际.【学习重点】：使学生学会打招呼和介绍自己,并询问他人姓名的句型.Nice to meet you . What's your name ? My name is ......【学习过程】：一、自主学习（教师寄语：Knowledge is power.）学习任务一: 熟悉掌握词汇name,clock1、认真观察第一页的图画,小组讨论你所认识的物品的英语单词.2,、试着写出含有的物品的英语单词.3、小组竞赛,展示( 看谁总结的多, 写的准确)学习任务二: 学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.1、教师自我介绍,引导学生介绍自己.A: Hello , I am Gina , What's your name ?B: My name is Alan .2、小组竞赛, 两人一组,询问他人姓名,介绍自己.3,、分角色朗读1A对话.学习任务三: 能听懂听力对话并能对根据听力对话进行自由交际.1,、听录音, 给1B 的对话编号.2、根据听力对话进行自由交际.3、小组竞赛, 展示对话交际。
二、合作共建（教师寄语：Many hands make light work. ）小组讨论我们所学的英语名字和汉语名字的区别, 如何用英语拼写你的名字?三、系统总结（教师寄语：No man can do two things at once.）1,、归纳你所学到的问候语.2、自己编写一个打招呼并询问姓名的小对话.四、诊断评价（一）单项选择.1. _______your name ? My name is Gina .A. WhatB. What'sC. WhoD. which2. Good morning , Miss Wang ! _____________!A. HelloB.HiC. Nice to meet youD. Good morning3. I _______Sally , What______ your name ?A. am ,isB. is , amC. is , isD.am, am4. ______name is Li lei .A. IB. I amC. MyD. you5.—_______, What's your name ?—John Green .A. HiB. OkC. sorryD. Excuse me（二）写出下列单词的完全形式, 并写出汉语意思.I'm _________ __________ what's __________ ________name 's ___________ __________（三）写出下列单词.时钟_______ 我的________ 你的___________ 名字_______ 遇见_________ （四）尝试翻译下列句子.1. 见到你很高兴. _________________________________.2.我叫王小雨. ____________________________________.3. 你叫什么名字? ____________________________________（五）根据情景补全对话.A: Good afternoon !B: ____________________!A; I ______Lucy . _________your name ?B: My ______ is Jim . Nice to ______you !A: _______________________________.五、【课后反思】（教师寄语：Never do things by halves）第2课时Unit 1 My name 's Gina.（总第2课时）Section A (1a—2c)【学习目标】：1、熟练掌握本课6个单词.2、学会询问他人姓名及介绍他人姓名.3、能听懂有关谈论他人姓名的对话并进行自由交际.【学习重点】：询问他人姓名及介绍他人姓名的句型.一、自主学习（教师寄语：Knowledge is power.）学习任务一: 熟练读写本课6个单词.1．个人自渎，记忆本课单词．2．小组互相检查单词读写情况．3．根据汉语写出下列英语单词并展示．学习任务二: 运用句型：What's his / her name?His / Her name is .... 进行自由交际．1．小组合作，理解并熟读下列短语，并写出汉语意思．my nane ( ) your name ( )his name ( ) her name ( )2.个人理解下列对话，并且两人合作练习．Ａ：Hello! What's your name?Ｂ：My name is Gina.Ａ：Nice to meet you.Ｂ：Nice to meet you,too.Ａ：What's her name?Ｂ：Her name is Jenny.3.小组合作，练习自己的对话．4. 对抗组开展竞赛，展示自己的对话．学习任务三: 听听力完成2a,2b．1.个人看图，理解四幅图画，思考图画中人是在谈论他人还是对方．2.听听力，给四幅图画编号．3. 小组为单位，熟读2b中的名字。
七年级-人教版(2024新版)-英语-上册-【教学设计】-My-School-(Period-4)
Unit 3 My School(Period 4)Section B (1a-1d)教材分析本单元话题是“人与自我→生活与学习→学校生活”。
本节课是本单元的第四节课，是一节阅读课。
本节课围绕校园活动展开阅读训练，旨在让学生学习如何在电子邮件中描述校园生活，在阅读的过程中让学生掌握和积累描述校园环境、校内活动和自身感受的词汇、句型，并能结合自身实际情况组织对话、进行简单的写作。
教学目标学完这一课，学生能够掌握：1．词汇：email、answer、question、exercise、way、best、because、why；2．能力：读懂谈论校园活动的电子邮件或书信；能在阅读文章中抓住关键信息；3．交际功能：（1）熟练掌握电子邮件写作的格式；（2）熟练使用“Thanks for your email.”表示感谢对方来信；熟练使用“How about …?”询问相关信息。
教学重点1．重点单词：email、answer、question、exercise、way、best、because、why；2．重点句型：询问和谈论校园活动及感受。
教学难点能读懂谈论校园活动的邮件，在阅读中把握关键信息；能结合自身情况谈论校园活动和感受。
教学过程新课导入通过对话的形式来复习上节课所学的单词和句型。
教师给出关键句型和图片，学生两人一组，根据图片来补全句子、组织对话，以此提高学生学习的积极性和课堂参与度。
新知探究Step 1: New words教师要求学生课前预习新词，可抽出适当时间进行检测，确保学生掌握本节生词，为新课学习做准备。
Step 2: Pre-reading【教师活动】创设情境“Suppose your pen pal Mike writes to ask you about your new school. What will you tell him?”【学生活动】根据情境完成学习任务单中的课堂学习任务一。
新目标人教版七年级英语上册最新全套教案-jw
新目标人教版七年级英语上册最新全套教案-jw七上英语全册教学设计Starter Unit 1 Good morning !Starter Unit 1 是Go for it!预备篇三个单元的第一单元。
预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。
它的主要内容为26个字母和最基本的英语日常用语。
本单元的教学内容为： 1．学习Aa --- Hh八个字母。
2．学习八个人名。
Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 3．学习打招呼的用语：Hello!/ Good morning!/ Good afternoon!/ Good evening! 4．学会问候熟识的朋友和应答：-- How are you?-- I’m fine, thanks. How are you? -- I’m OK教学重点：Aa --- Hh的字母教学。
Hello! Good morning. Good afternoon. Good evening.-- How are you? -- I’m fine, thanks. How are you? -- I’m OK. 教学难点：课本中英语人名的学习和大、小写字母的学习及书写。
单元课时:5个课时第一课时：完成Section A 1a, 1b第二课时；完成Section A 2a, 2b,2c, 2d, 3, 4a第三课时：完成 Section A 4b, 4c, Section B 1, 2a, 2b 第四课时：完成Section B 3a, 3b, 4, 5第五课时：完成 Self Check and Just for Fun 教学目标A. 语言知识目标1．词汇: Letters Aa --- Hh八个人名 Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen2．句型：Good morning. Good afternoon. Good evening.-- How are you? -- I’m fine, thanks. How are you? -- I’m OK. B. 语言技能目标通过游戏等多种形式的学习活动，培养学生对初学知识的听、说、读、写能力和灵活运用初学的日常交际用语的能力。
人教版新目标七年级上册英语课本-第五单元精选全文
精选全文完整版（可编辑修改）Unit 5 Do you have a soccer ball?1aMatch the wordswith the things inthe picture.将单词与图中物品配对。
1. tennis ball a2. ping-pong bat______3. soccer ball______4. volleyball______5. basketball______6. baseball bat______1b Listen and circle the words you hear.听录音,圈出所听到的单词。
ping-pong bat soccer ball volleyball ping-pong ball1c Practice the conversation with your partner. Then ask and answer questions about the things in the picture above.练习面的对话，然后与同伴就图中物品进行问答。
A: Do you have a ping-pong bat?B: Yes, I doA: Do you have a ping-pong ball?B: Na. I don't.2a Listen to the conversations and number the pictures [l-4].听对话，为图片编号2b Listen again. Match the pictures in 2a with the balls.再听一遍录音，将2a中图片与下面几种球配对。
2c Ask and answer questions about thepeople in 2a.就2a中人物与同伴问答。
2d Role-play the conversation.分角色表演对话。
Cindy: Hey Helen, let's go! We're late.Helen: OK.Cindy: Do you have the baseball?Helen: Yes, I do. It's in my bag.Cindy: And where's our baseball bat?Helen: Bill has it.Cindy: Oh, yeah. And do you haveyour jacket?Helen: Oh, no, I don't. It's on thechair. Let me get it.Cindy: And your hat, too!Helen: OK, I have my jacket and hat. Let's go!Do you have a baseball? Yes, I do. / No, I don't. I have a volleyball. Do you have aping-pong bat? Yes, I do. / No, I don't .I have a ping-gong ball. Does she have a tennis ball? Yes, she does. / No , she doesn’t. She has a baseball . Does he have a soccer ball? Yes, he does. / No, he doesn't. He has two ping-pong bats. Do they have a basketball? Yes, they do. / No, they don’t. They have a volleyball.3a Write each word in the correct place in the chart.将方框中的单词填入表格中正确的位置。
英语人教版七年级上册新目标英语七年级(上)第五单元教案
新目标英语七年级（上）第五单元教案Unit 5 Do you have a soccer ball？Language goal(教学目标): Ask and answer the questions about ownership.nguage knowledge to be needed（所需知识）：(1).Words, expressions & language structures that students have learned:do, you,baseball, yes, no, I, computer game,don’t , your ,brother,one he.This is my friend John. Nice to meet you!(2).Words, expressions & language structures that students have to be learned:have, tennis, racket, tennis racket, baseball, bat, volleyball, basketball, TV, does, doesn’t=does not. let us, let's=let us, play, well, sound,good,welcome,our,sport,center,like,we,many,club,ping-pong,morejoin,class, interesting, boring, fun, difficult, relaxing, watch, watch TV, has,collection,but,play, sports, only, them, small, every, day, every day.Do you have a baseball? Yes, I do./ No, I don’t.Does he/she have a tennis racket? Yes, he/she does. / NO,he/she doesn’t.Let’s watch TV,that sounds great.Situation designing(语言情景设计)：sports on the playground.Anticipative results(预期效果)：基本掌握Teaching periods(课时计划)：Period 1: Page15 Period 2: Page16-17Period 3: Page18 Period 4: Page19-20Period 1 Time: 45’教学目标：Word goals: have, tennis, racket, tennis racket, baseball, bat, volleyball, basketball, TV. Language structures:Do you have a baseball? Yes, I do./ No, I don’t.教学内容：Section A 1a, 1b, 1c教学程序:(Teaching procedures)。
七年级英语上册《Unit 4 Where's my schoolbag》教学设计 (新版)人教新目标
Unit 4 Where’s my schoolbag?Learning ObjectivesIn this unit, students will learn to talk about where things are.一、Topics（话题）:Things around the house二、Functions (功能)Talk about where things are三、Structures (结构)Where questionsPrepositions: on, in, underConjunction and四、Target Language (目标语言)Where is his pencil?It is in his schoolbag.Where’s your ruler?It’s under the chair.Where are my books?They’re on the sofa.五、Vocabulary （词汇）Rooms of the house, furniture, table, bed, sofa, chair, desk, radio, clock, tape, tape player, model plane, on, under, where, their, e on六、Skills (技能)Listening and reading for specific information七、Recycling （复习巩固）Personal itemsQuestion forms with to beSchoolbag, key, ruler, map, hat, CD, bag, book, pencil box, pencil, pen, puter game, dictionary, notebook, inI’m..., and my sister...八、教材分析本单元围绕着Where’s my schoolbag?的话题，共设计了三个部分的内容。
七年级英语上册Unit 5单元教案人教新目标版
精品基础教育教学资料，请参考使用，祝你取得好成绩！Unit 5 Do you have a soccer ball?Part 1: Teaching design (第一部分：教学设计)Structures:Present tense to have; Yes/No questions and short answers; Let’s…; Adjectives of qualityVocabulary:TV, ball, basketball, soccer, bat, tennis racket, volleyball, interesting, boring, fu n, difficult, relaxingLearning strategies: Guessing; ClassifyingSECTION AGoals●To learn to use present tense to have; Yes/No questions and short answers;Let’s…; a djectives of quality●To learn to talk about ownership●To learn to make suggestions●To enable the students to describe what he ownsProceduresWarming up by learning about present tense to have; Yes/No questions and short answersHi, everyone. First I like to ask you, “Do you have a brother?” Some of you may say,“Yes, I do.” Bur most of you may say, “No, I don’t.”Let’s try to ask and answer each other questions as are shown in the Grammar focus. Do you have a TV? Yes, I do. No, I don’t.Do they have a computer? Yes, they do. No, they don’t.Does he have a tennis Yes, he does. No, he doesn’t.racket?Yes, she does. No, she doesn’t.Does she have a soccerball?Yes, he does. No, he doesn’t.Doe Chi-Yong have aba seball?Do you have a bookcase? Yes, I do. No, I don’t.Do they have a cassette? Yes, they do. No, they don’t.Does he have a computer? Yes, he does. No, he doesn’t.Does she have a hamburger? Yes, she does. No, she doesn’t.Yes, he does. No, he doesn’t.Doe Chi-Yong have avolleyball?Warming up by greetingHello, everyone!Today we shall take up unit 5. The title of this unit is Do you have a soccer ball? Look, here are some balls on the desk. Can you name them? What’s this?Yes, it’s a basketball.This is my basketball .I have a basketball. Say after me, I have a basketball.Good! Do you have a basketball?Repeat after me, Do you have a basketball? Good! Maybe some students will say, Yes, I, do. Others will say, No, I don’t. Repeat please. Now let’s talk about the other balls. Read the following sentences after me.He has a soccer ball.Does he have a soccer ball? Yes, he does.She has a volleyball.Does she have a volleyball? No, she doesn’t.1a Matching the words with the picturesPlease look at the picture on page 25. What can you see? We can see a tennis racket, a ping-pong ball, a soccer ball, a volley, a basketball, and a TV. Now focus your attention on the word list, number1 is c, tennis racket.Please match the words and picture.1b Listening and circlingYou are great! Now please look at the four items in the list in1b and read them. I’ll play the recording twice. Please listencarefully and circle the words you hear.1c Doing pairworkNow please read the conversation in the box in 1b and practice in pairs. You can use various objects from the illustration to make your own conversations. When you practice, ple ase pay attention to thepronunciation and intonation. I’ll offer vocabulary andpronunciation support if you need.The sample:S1:Do you have a tennis racket? S2: No, I don’t.S1: Do you have a ping-pong bat? S2:Yes, I do.2a Listening and numberingNow let’s go to page 26. Please look at these four pictures and we’ll hear the conversations in the pictures. Listen carefully and number the pictures (1-4). 2b Listening and matchingYou have heard the conversations twice and have got to knowwhat people are talking about in each picture. Listen tothe recording again and write the numbers from thepictures in 2a next to the correct balls.Read the tapescript to darken present tense to have; Yes/No questions and short answers and Let’s structure.2c Doing a pairworkNow look at the picture in 2a and 2b on page 26. Please practice the conversations with your partner.2d Role-playPlease read the conversation in 2d with you partner. Then perform it in the class.Closing down by discussing the main points★Do you have s baseball? --- Yes, I do.★Does he have a tennis racket? ---No, he doesn’t.★Let’s play volleyball. ---That sounds good.3a & 3b Fill the blanksDistinguish the use of do with does. Write the word in the correct place in the chart 3a and work on 3b.3c PairworkLook at the picture of Bob’s room. Make a conversation with your partner to ask the things he has.SECTION BGoals●To learn to use some adjectives to describe sports●To write an short passage about what you ownProcedures1a MatchingWarming up by greetingWelcome back to the English class. I think most of you like sports. Some students like the soccer ball, the others like ping-pong ball, and still others maybe like basketball. Why? Because you have your own likes and dislikes. Today we’ll learn some new words to describe the sports.1a MatchingHere on page 28 are five words in 1a. Let’s see if they canexpress your feeling about sports and other things. Read themloudly and match each picture with one of the words.1b Listening and checkingLook at t he five words again. Next we’ll listen to a conversation. When you hearthe word of them in the conversation, put a checkmark to the left of each word in 1a. I’ll play the recording twice, listen carefully please.1c Listening and writingFrom the conversation above we got to know about the four activities they mentioned. And we know that they have decided to play basketball at last. What does Tony say about each activity? Listen to the conversation again and write in the word on the blank line next to each activity.1d Doing pairworkNow practice the dialogue in pairs. One student plays Paul andthe other one pla ys Jenny, talking about the activities in 2b.You should read the dialogue in 2c first, and then make your own conversation.Sample dialogue:Jenny: Let’s play computer games.Paul: That is too difficult. Hmm…let’s play basketball!Jenny: That sounds fun!Jenny: Let’s play volleyball.Paul: That is too difficult. Hmm…let’s playfootball!Jenny: That sounds fun!2a Findthe sports words in the unit to fill the column.Review the sports words in the unit and write them in the correct column. Practice the phrase: “things I have” and “things I don’t have”.2b&2c Reading and CheckingLook at the picture in 2b and read the passages. Then check the following sentences in 2c .3a Write more questions about sports thingsWrite some questions about sports equipment with the sentence pattern “Do you have…?”3b Pair workExchange the questions and answers with your partner. Then ask questions in pair. 3c WritingWrite an anticle about you and your partner with but.SELF CHECK1 List all the sports you know. Write what you think of them..Review the new words about sports things and feelings.2 Complete the blanks.Practice the grammar and sentense pattern learned in this unit.英语儿歌：Row, row, row your boatRow, row, row your boat, gently down the stream.Merrily, merrily, merrily, merrily, life is but a dream.Part2: Teaching resources (第二部分:教学资源)I. Background readings —— What is sports?■A sport consists of a normal physical activity or skill carried out under a publicly agreed set of rules, and with a recreational purpose: for competition, for self-enjoyment, to attain excellence, for the development of skill, or some combination of these. A sport has physical activity, side by side competition, and a scoring system. The difference of purpose is what characterises sport, combined with the notion of individual (or team) skill or prowess.■What winter sport combines cross-country skiing with rifle marksmanship? Which pro baseball player was known as the Sultan of Swat?■Sports, athletics, racing, hunting, baseball, football, basketball, soccer, hockey, card games, etc.■Any sporting activity. Examples: Baseball, Football, Basketball, and Hockey are the most popular sports games.■Adventure Sports, Aerial Sports, Ancient Sports, Animal Sports, Business, Cheerleading, College Sports, Combat Sports, Competition, Court Sports, Field Sports, Gymnastics, History, Skating, Sports Figures, Strength Sports, TargetSports, Track and Field, Vehicle Sports, Water Sports, Winter Sports■Games that have to do with sports, such as Baseball, Soccer,American football, Boxing, Golf, Basketball, Ice hockey,Tennis, Bowling, Rugby, etc. Backyard Sports series KnockoutKings series NBA Jam series Tecmo Super Bowl series All StarBaseball 2003II. Word studies1. have 和have got英美说“有”句法不同。
(完整word版)人教版七年级英语上册unit7教学设计
人教版七年级英语上册unit 7 教学设计一、教材分析（一）教材的地位及作用1、新目标英语教材概述《新目标英语》教材的语言教育理念是：知识用于行动强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。
它采用任务型语言教学（Task-based Language Teaching）模式。
教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。
2、单元分析及教材处理本课是新目标英语七年级下册第2单元，教材以I’m more outgoing than my sister. 为中心话题，围绕着描述“人物的特性”展开，学习和运用形容词的比较级，让学生能表述个人的特征，能用比较级对人进行对比描述。
本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。
在学习活动中，学生通过对周围人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。
（二）教学目标根据《英语课程标准》关于总目标的具体描述，结合第七单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：语言知识目标1.掌握本课的词汇（主要是：描述人物的词汇）描述外貌：tall short heavy thin long hair short hair描述性格：quiet outgoing calm wild serious funny其它（身体/头脑/年龄/勤奋等）：athletic weak smart foolishyoung old hard-working lazy2、掌握语法1）形容词的比较级的构成2）学会用比较级来进行比较语言技能目标能表述个人的特征，能用比较级对人进行对比描述。
（三）教学重点及难点重点难点1．复习词汇tall short heavy thin long hair short hair quiet outgoing calm wild serious funny athletic weak smart foolish young old hard-working lazy等2．句型: Which is bigger, the apple or the orange? Yao Ming is taller than Liu Xiang. Yao Ming ismuch taller than Pan Changjiang.3．形容词比较级的构成及形容词比较级的用法二、学情分析1．初中学生的抽象思维能力较低，形象思维能力强，但注意力容易分散。
(word完整版)初中英语教材目录(人教版)
七年级上册目录 Starter Unit 1 Good morning!（早上好！）——be 动词的用法 Starter Unit 2 What ’ s this in English? （用英语说这是什么？）——代词的用法（人称代词和物主代词）Starter Unit 3 What color is it? （它是什么颜色？）——名词的复数用法（一）Unit 1 My name ’ s Gina. （我的名字是吉娜 ） ——介词短语的用法（ on ， in ， under ， behind ， next to ， between ） Unit 2 This is my sister. （这是我姐妹）——动词 have 的用法。
Unit 3 Is this your pencil? （这是你的铅笔吗？）——动词 like 的用法和一般现在时的用法Unit 4 Where's my schoolbag? （我的书包在哪儿？）——数词的用法Unit 5 Do you have a soccer ball?（你有足球吗？）——序数词的用法Unit 6 Do you like bananas? （你喜欢香蕉吗？）——表达愿意、爱好和 want 的用法 Unit 7 How much are these socks? （这双短袜多少钱？）——情态动词 can 的用法Unit 8 When is your birthday? （你的生日是什么时候？）——时刻表达法和感叹句的用法Unit 9 My favorite subject is science. （我最喜爱的科目是科学。
）——特殊疑问词的用法七年级下册目录Unit 1 Can you pay the guitar? （你会弹吉他吗？）——一般现在时Unit 2 What time do you go to school? （你什么时候去上学 ?）—— T here be 句型 Unit 3 How do you get to school? （你怎样去学校？）——形容词的用法Unit 4 Don't eat in class. （不要在课堂上吃东西。
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新目标七年级上册英语教材分析
七年级上册由预备篇（三个单元）和正式篇（十二个单元）两部分组成。
预备篇是为了帮助学生从小学过度到初中专门设置的预备单元，目的是使学生学生能更好地使用这套教材。
在教学中，教师可要根据学生情况及教材内容，对预备篇知识进行适当的、有计划的、系统的补充，尤其是词汇方面的补充。
这就要求我们要了解小学英语和中学英语的知识结构体系以及两者之间的联系和相互渗透的程度。
这样，我们才能把该补充的内容在适当的时候进行补充，才能使这种补充具有科学性和系统性。
二、各个单元教学目标明确
学生用书的目录展示了各单元的教学目标，这套教材是在任务型语言教学理念的基础上编写而成的，它的语言教育理念是：强调语言应用，发展学习策略，培养创新精神，突出实践能力。
它以话题为主线，贴近学生的实际生活，要求教师要通过“ 任务型语言教学” 的途径，使学生完成对语言知识的学习、掌握和运用，通过一系列“ 任务” 的设置与完成，把教学过程变成一个学习和运用相融合的过程，快捷地实现语言学习的真正目的。
本套教材兼顾了交际功能和语言知识结构的学习，强调了语言知识在真实情境中的应用。
三、单元结构分析
教材采用单元形式编写，每单元有都有Section A, Section B 。
Section A 主要介绍和学习本单元的基础语言知识（包括语法），进行核心词汇和核心句型的练习，并设计一些简单的任务，通过任务的完成，达到初步运用基础语言知识的目的；Section B主要加强练习和提高学生在真实情境中运用所学语言知识的能力，并注意培养和发展学生的学习策略。
这一部分主要有三项内容：
1 ．所设计的任务中出现了接近真实生活的情景，学生在完成任务的过程中需要的语言知识含量逐渐增大，学生更能充分发挥自主能力。
2 ．增加了阅读语段和写的练习。
教材要求我们必须要把听、说、读、写四种基本技能通过教学体现在学生对语言知识的运用中去。
实际上，这就是要把这四项技能融合成一种“ 语言意识” ，使学生学会在真实的情境中达到自然使用语言知识的目的。
3 ．自我评价。
这部分可供学生自我检测本单元所学语言知识。
一般地，这部分内容难度较低，这也体现了基础教育阶段英语课程的任务之一：“ 激发和培养学生学习英语的兴趣，使学生树立自信心” ，使学生在这一环节中不断地增强自信心，从而提高对英语学习的兴趣。
四、语言知识的基本内容在单元内的体现
1 ．语音：通过实际的听力加以学习和检测。
每单元的Section A 和Section B 部分都有听力训练，教材里不再只是单纯的语音内容。
2 ．词汇：词汇分核心词和非核心词。
新教材要求学生的基本运用能力放在核心词上，其他词只要求认读即可。
核心词主要出现在每单元的Section A 部分的la 中。
3 ．语法：通过句型体现。
新教材中每单元的第二面设置表格呈现应知、应会的语法结构，呈现的方式以实例为主，不作语法分析。
新教材强调让学生在实际应用语言的过程中去学习并掌握语法，而不是照着语法去使用语言，不提倡过份强调语法教学，但也并不排斥语法教学。
我们可以在学生能够熟练使用核心句型之后，给学生作一个语法小结。
4 ．功能：融于交际中。
每单元的pair work, group work 等以及任务链的设计都体现了交际功能，在学生掌握了一定的词汇和句型的基础上融入一定的真实或接近真实的情境，让学生学会恰当地理解和表达多种交际功能，并能在日常人际交往中有效地进行表达。
5 ．话题：贯穿于任务链中。
在每个单元里，话题在各个任务中均有所体现，随着学生掌握的词汇、句型的增加，以及使用句型的熟练程度的增强，任务的难度也逐渐递增，最终达到把本单元所学的语言知识（包括语音、词汇、语法功能）全部融入话题里来，使语言教学与学生今后的日常生活中的语言应用相结合。
五、任务链编写模式的程序及在教材中的体现
由于我们正处在初级语言训练阶段，用有限的语言知识去完成真实任务有一定的困难。
所以，教材设计了一些过渡型的任务，来循序渐进地引导学生有准备地进入真实任务。
具体程序是：1. 提供听觉或视觉的输入信息引入主话题，作为真实任务目标的示范，这一步通常是由Section A 中Language Goals 体现。
2. 提供本单元要完成的各项任务所需要的语言知识、相关语境和训练形式。
这些通常体现在Section A ，主要学习基本语言知识并通过训练达到能够熟练基本运用。
3. 设计完成任务的输出形式（如填表、作笔记、进行小组讨论、集体做游戏等）。
这部分主要是由Section B 系列任务的设计来表现。
4. 完成任务，对整个过程进行评价。
在这个程序当中，整体结构的安排呈阶梯形，由语言基础知识作铺垫、多种形式的训练形式作支持，任务由易到难，由简到繁，使学生能够积极、主动地真正参与到教学中去。
在完成任务的过程中，使他们的语言技能、语言知识、情感态度、学习策略和文化意识等素养得到整体发展，从而达到培养他们综合语言运用能力的目的。
六、灵活使用新教材
在使用这套教材的过程中，教师要做教材的主人，不要去“ 教” 教材，而是要“ 用” 教材去教。
最初使用新教材时，由于我们教师刚刚接触“ 任务型语言教学” 途径，在熟练程度不够的情况下，最好
采用教材里设计的任务链，在使用教材的过程中，随着对“ 任务型语言教学途径” 的认识、了解和掌握，在能够熟练运用这种教学途径进行教学的时候，教师就可以对教材内容进行灵活安排了。
新教材对教师自身综合素质的要求很高，我们不仅要迅速更新和转变教学理念，而且要坚持参加学习和多种培训，加强与他人的合作与交流，互相学习。
在备课时要积极开发课程资源，并树立团队意识，资源共享。
积极开展各种各样的学习活动和教研活动，更新教育观念，真正确立起与新课程相适应的体现素质教育精神的教学理念，做一个新课程改革的积极参与者和推进者。