2012----2013学年下学期七年级英语教学计划
2012—2013学年度七年级下学期英语教学工作总结
本学年，我学期继续担任七年级英语教学工作，在工作中从各方面严格要求自己，积极向其他教师请教，结合本校的实际条件和学生的实际情况，勤勤恳恳，兢兢业业，使教学工作有计划，有组织，有步骤地开展。
一、做到了认真备课。
条理化，准确化，情感化，生动化，做到线索清晰，层次分明，言简意赅，深入浅出。
在课堂上特别注意调动学生的积极性，加强师生交流，充分体现学生的主作用，基本做到了让学生学得容易，学得轻松，学得愉快；注意精讲精练，在课堂上我讲得尽量少，让学生有更多动口动手动脑的机会；同时在每一堂课上都充分考虑每一个层次的学生学习需求和学习能力，让各个层次的学生都得到提高。
现在学生普遍反映喜欢上英语课。
三、虚心请教其他老师。
在教学上，有疑必问。
在各个单元的学习上都积极与其他老师商讨，学习他们的方法，同时，多听其他老师的课，做到边听边讲，学习别人的优点，克服自己的不足。
四、认真批改作业。
布置作业做到精读精练。
有针对性，有层次性。
对学生的作业批改及时、认真，分析并记录学生的作业情况，将他们在作业过程出现的问题做出分类总结，进行透彻的评讲，并针对有关情况及时改进教学方法，做到有的放矢。
培养小组长帮助我检查其他学生朗读、背诵课文。
五、坚持用英语组织课堂教学，即用英语教英语，并注意所用语言的正确性、纯正性和流利性。
教学改革在不断深入，新教材层出不穷，越来越注重语言的真实性、地道性和交际性。
用英语组织课堂教学促使教师不仅把语言用作讲解知识、传达信息和传授技能的工具，更把它看作所要传授的知识和技能本身。
目前，由于课堂仍是绝大部分学生学习英语、使用英语唯一的方式和场所，教师更应该注重传达知识和信息的形式，为学生营造良好的学习语言的环境。
我在运用英语进行教学时较能注意所用英语语言的可接受性、简明性、阶段性和实用性。
不管上对话课还是课文课，我都坚持使用英语。
尽量采用学生学过的词汇，但难免有不少学生不懂的词汇，如在用英语介绍课文背景知识时，这时辅之于实物、挂图、简笔画、表情、手势、表演等，或者借助板书形式加以说明。
2011-1012学年七年级英语(下册)教学计划
20011-2012学年七年级英语(下册)教学计划金马镇初级中学郝永芬一、学情分析经过一学期的学习，从上期期末成绩来看，两极分化还是比较明显。
大部分学生学习目的明确，态度端正，掌握了英语学习的一些基本方法，能够积极主动认真地学习，学习成绩较好。
但还有少部分学生没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。
主要原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。
一部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导致看不懂，听不懂，学不懂。
学生的听力也还有待提高，在这方面失分也较多。
主要是听的时间太少，接触英语的时间不多。
针对种种问题，在本期的英语教学中，教师一方面应加强基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施，注意培养学生对英语的兴趣；让学生掌握记忆单词、听音、写作等英语学习技艺，培养良好的学习习惯和自主探索，合作探究能力。
充分调动学生的学习积极性和主动性。
教学上采取任务型教学，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。
还要注意培养良好的师生关系，尊重理解学生，与学生一起分享学习中的苦与乐。
使每一位学生都能在学习中取得很大成绩，有所进步。
二、教材分析《Go for it》七年级下册共12个单元，加上复习单元2 个，文化背景知识和学习策略等部分补充材料。
全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。
每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，并分为A、B两部分。
A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。
每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。
它采用"语言的输入--学生的消化吸收--学生的语言输出"为主线编排的。
2012-2013英语初一下教学工作计划和总结
2012-2013英语初一下教学工作计划和总结2012-2013学年度下学期初一四班、五班英语教学工作计划任课教师：陈廷莲教学目标1、词汇方面：掌握本册教材中的词汇，学会根据单词的读音规则去记忆单词，掌握单词，词组的用法。
2、语言结构方面：学会谈论自己在某一方面所具有的才能谈论自己的喜好和意愿，通过练习熟练掌握日常活动的时间安排表达法。
学习交通方式的表达法，学会询问及表达某一场所的位置，学会描述动物，表达喜好并陈述原因，学会谈论人们正在做的事情，描述并谈论天气，表达自己对天气的喜好及原因，描述某人的外貌特征，订餐或点菜，表达过去发生的事情，交流对某人，某事，某物的看法等。
3、语法知识方面：情态动词“can"的用法掌握一般现在时与现在进行时的构成形式与用法，一般过去时的构成形式与用法，祈使句的用法，there be 结构的用法，方位介词的用法4、通过本学期的教学要让近 10 名学生达到优秀率，让不及格的学生人数控制在最低限度。
5、预计达到的具体目标为：优秀率达到 30% ，平均分达到62% ，及格率达到 60% ，争取在年部达到前两名。
二、教学资源分析七年级下册英语共十二个单元，每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要学生掌握的基本词汇，并分为A、B两部分。
每个单元还附有Self Check 部分，学生可用来自我检测本单元所学的语言知识。
A部分以一副展示新功能在实际生活中运用的图画开篇。
该图引出了学生在操练新语言时需要用到的重点词汇。
所有重点单词都在图画中描绘出来，因此学生不需解释或翻译就能理解它们。
新的表达方式呈现在人物头上的气泡中，从而使学生很容易理解和操练新语言。
B部分在循环A部分所呈现的语言同时引出新的词汇。
同时，B部分的活动帮助学生整合新的目标语言和前面单元学过的语言。
这一循环强化了前面的语言学习，同时为新学语言提供了更多的操练机会。
自我检测部分可在课上完成，也可以作为课后作业完成。
2024七年级下学期英语老师的工作计划例文(4篇)
2024七年级下学期英语老师的工作计划例文本学期我担任七年级zz和zz班下学期的语文教学工作，为了更好的开展教学工作，更大的发挥语文教学的职能作用，提高学生语文素养，特制定本学期工作计划：一、学情分析所教班级七年级zz班zz人，zzz班zz人，这连个个班级的学生语文基础较差。
一部分学生灵活一些，男女生的学习态度有很大差别。
大多数女生勤奋，能积极主动地去学习，但男生的学习态度较差，不能积极主动地去学，个别甚至不学。
学生智力水平较低，理解能力，写作能力偏低。
二、教材分析本册教材共分为六个单元。
每个单元都包括阅读和写作，第二、四、六单元后分别安排了一次综合性学习，第三、六单元后分别安排了一次名著导读和课外古诗词诵读。
本册书中的六个单元依次安排了如下内容：走近名人、家国情怀、普通人的生活、传统美德、走进自然、宇宙奥秘。
第一单元主要是写名人故事和品德的文章，第二单元选编的四篇课文都抒发了热爱家乡、热爱祖国的激情，第三单元的课文讲述的是普通人的平凡生活，第四单元反映的是中华民族的传统美德，第五单元是以自然为主题的单元，第六单元反映的是宇宙里的奥秘。
从阅读部分的选文来说，从情感、态度、价值观和语言文字两个方面作了严格筛选，新吸取了大量的名家名篇，并以整体感悟、品味语言、理清思路、把握意蕴、抓住要点、发表见解为阅读能力的实践环节，全面考虑、组织单元。
三、教学目标知识目标：了解课文中出现的有关重要作家作品的常识，了解描写方法和修辞方法和词类的有关知识，熟记课文中出现的生字生词的音形义。
能力目标：指导学生正确理解和运用祖国语言文字，使他们具有基本的阅读听话说话的能力，养成学习语文的良好习惯。
具体地说，就是能领会词句在语言环境中的含义和作用，理解思想内容和文章的思路，了解基本写法，具有一定的语言感受能力，初步掌握精读略读的方法，培养默读的习惯，提高阅读速度，能用普通话正确流利地朗读课文，背诵基本课文中的一些精彩片段，初步具有欣赏文学作品的能力，读文言文课文，要了解内容，背诵一些基本篇目，熟练使用常用字典词典，养成读书看报的习惯。
七年级英语教学计划2024
七年级英语教学计划2024一、学情分析。
七年级学生刚刚从小学升入初中，对于英语学习有一定的基础，但初中英语在词汇量、语法难度、语言运用能力等方面要求更高。
部分学生可能在小学英语学习中存在基础不扎实、学习方法不适应初中学习节奏等问题。
同时，这个年龄段的学生好奇心强，对新鲜事物充满兴趣，在教学中可以利用多媒体、游戏等多种形式激发他们的学习积极性。
二、教材分析。
人教版七年级英语教材内容丰富，涵盖了日常生活中的多个话题，如问候、家庭、学校、颜色、数字等。
教材注重基础知识的传授，从字母、单词到简单的句子逐步递进。
每个单元都包含听说读写四个板块的练习，有助于全面提升学生的英语语言技能。
语法方面，涉及到一般现在时、名词复数、形容词性物主代词等基础语法知识。
三、教学目标。
1. 语言知识目标。
- 学生能够掌握课本中的重点单词、短语和句型，词汇量达到一定的积累。
- 理解并正确运用一般现在时、名词复数、形容词性物主代词等基础语法知识。
2. 语言技能目标。
- 听：能听懂简单的课堂指令、日常对话和简短的听力材料，理解其主要内容。
- 说：能够运用所学英语进行简单的日常交流，如问候、介绍自己和他人、描述事物等。
- 读：能够读懂简单的英语文章、短文，理解文章大意，获取关键信息。
- 写：能够正确书写字母、单词、简单的句子和短文，做到书写规范、语法正确。
3. 情感态度目标。
- 培养学生学习英语的兴趣和积极性，增强自信心。
- 引导学生了解英语国家的文化习俗，拓宽国际视野。
四、教学重难点。
1. 教学重点。
- 重点单词、短语和句型的记忆与运用。
- 基础语法知识的理解与掌握，如一般现在时的用法。
- 听说读写四项技能的均衡发展。
2. 教学难点。
- 一般现在时中第三人称单数形式的正确使用。
- 形容词性物主代词与名词性物主代词的区别与运用。
- 提高学生的口语表达能力，克服羞涩心理。
五、教学方法。
1. 情景教学法。
通过创设各种真实的语言情景，如角色扮演、对话模拟等，让学生在情景中学习和运用英语。
2012-2013中学工作教学计划
2012-2013学年度第一学期**中学教育教学工作计划一、指导思想以邓小平理论和江泽民同志“三个代表”重要思想为指导，落实科学发展观，遵循市教育局“**年下半年工作要点”和教研室教学工作计划精神，围绕学校工作目标，进一步实施素质教育，提高教学质量，以严格学校管理制度，促进师生发展为重点，以全面推进课程改革为抓手，努力提升师生的整体素质，提升教育教学质量。
二、工作目标总体目标：校园环境、设施上档次；教育教学管理争一流；教育科研出成果；教学质量再上台阶。
1、优化育人环境，校园环境、设施上档次。
本学期将通过不断完善橱窗、教室、走廊的环境布置，建造校园雕塑，美化楼层墙壁，兴建教职工工作间等，营造和谐、友爱、团结、奋进的育人环境，让师生在浓郁的文化氛围中得到心灵的滋养和陶冶。
2、加强德育教育，充分利用国旗下讲话、例会、班会、团队活动、级组活动等，用言传身教的方法，规范师生行为，重点抓学生的养成教育和自治自理，使学生的品德修养得以内化。
本学期学生的操行评定合格率95％以上，后进生转化率70％以上，违法犯罪率为零。
3、安全和法制教育工作做细做实，杜绝安全责任事故发生。
4、教育科研出成果，教育教学质量上台阶，保证教学成绩第一。
中考各项指标名列市同类学校第一，争取每个班有三位同学进入一中A线，鹤华A线以上人数120人，纪元A线100人；中考成绩总分第一，力争各科第一；加强对学困生的辅导，力争每位考生400分以上。
七、八年级期末质检总分列市同类学校第一，并且拉大差距，力争各科平均分第一。
5、抓好“防流控辍”工作，确保辍学率控制在0.2％以下，毕业生合格率为100％。
6、搞好档案资料管理；图书、仪器管理；强化电化教学、实验教学。
7、积极响应“阳光体育”号召，开展各项体育活动增强学生体质。
参加市局组织的“第六届园丁杯乒乓球赛”和“鹤山市初中男子7人制足球赛”力求创出佳绩。
8、积极开展教育强镇工作，大力提升我校教育品位。
七年级英语冀教版教学计划5篇
七年级英语冀教版教学计划5篇七年级英语冀教版教学计划篇1一、指导思想：以“一案三环六步”为抓手，把提高备课组的质量作为主阵地，努力提高教师的教学理念和业务素质，研究课堂，落实有效教学，扎扎实实做好英语教学工作，不断提高英语课堂效率和质量，创造一个教书育人和谐奋进的优良环境，全面提高我校的英语教学质量。
二、工作目标：1.总体目标：培养英语学习兴趣，加强学法指导，抓常态课堂、高效课堂，提高英语教学质量。
2.各年级具体目标如下：七年级：注重学生英语学习习惯的培养，进一步培养学生学习英语的兴趣，平时注重口语的训练，强化基础知识学习和基本技能的培养。
八年级：加强阅读教学，注意让学生在阅读中慢慢体会到乐趣，在现有的基础上，强化培优补差，减少两极分化，力求进一步提升质量。
九年级：在总结反思的基础上，挖掘潜力，查缺补漏，加强学法指导和能力培养，着重对复习课型和中考命题方向和命题的基本原则、方法、思路的探讨研究，把握教学大纲，密切关注中考动向，为实现中考的新突破打好基础。
三、具体工作：1.加强理论学习，不断更新教育教学理念。
组织本科组的教师深入学习《义务教育英语课程标准》等相关的教育教学理论知识，以先进的教育理念指导自己的教育教学实践，努力做到关注学生学业成就的同时，还要关注学生情感态度、行为方式的发展，注重培养学生的综合实践能力，全面提高学生的素质。
2.加强集体备课，要做到有计划、有目标、有实效、不走形式，各备课组要做到每周备课一次，围绕相关话题，展开讨论，做到定时定点，并有活动记录。
整个备课组要统一教学进度，统一教学重难点，统一作业内容，做到有问题，及时沟通，做好二次备课。
力求做到有效备课，以集体的力量和智慧来提高全组教师的业务水平和教育教学能力。
3.进一步落实与深化教学常规，研究常态课堂，打造高效课堂。
向45分钟要效率。
4.按计划上好研究课，做到个人备课与集体备课相结合，及时组织评议，加强教学方法研究，找出不足，共同学习，共同进步。
人教新目标版2012—2013年度下学期七年级英语教案
人教新目标版2012—2013年度下学期七年级英语教学案授课教师__________2013年2月28日Unit 1 Can you play the guitar?一. Knowledge and abilities goals:1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar2. How to use Model verb” can”.3. Listening and speaking skills and communicative competence.二. Teaching method: Listening and speaking methods. Pair works.三. Moral goals: Encourage students to express their abilities.Content of courses:In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …?四. Importance and difficulty: canTeaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.五. Teaching Time: 4 periodsPeriod 1 (Section A: 1a-2d)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk.2.Teaching key point: can3. Teaching Difficult point: can4.Teaching Procedures:Step 1. Lead-inEnjoy a song I’m a musicianT: Do you want to be a musician? S:T: Can you play the piano? S…T: What can you do? S: I can…T: What about you? S:T: OK, now please show your talent and tell us what you can do.Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do.Step 2. PresentationT: Look at the pictures. What are they doing? S:Step 3 Pair workLook at the pictures. Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I can’t.Can you…?Step 4 PresentationShow some pictures of famous stars. Practice the third person “he, she, they”T: Where can you play chess? S:T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S…T: Sounds great. Can you…?S: Yes, I can/ No, I can’tIf the answer is negative, guide students to say:S: No, I can’t. But I can learn it from others.Step5 Pair workA: What club do you want to join?B: I want to join the…A: Can you …?B: Yes, I can . No, I can’t. But I can learn it from others.Step 6 ListeningListen to 1bListen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Step 7 Pair workLook at 2b and talk about what the people can do the clubs they want to join.Step 7 Role-play the conversation 2dT: If you like telling stories. What club can you join?S: Story telling club.T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation.Step 8 Explain some language points.Step 9 HomeworkReflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ______________________________________________________________________________Period 2 (Section A: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities.—Can you play the guitar? —Yes, I can./ No, I can't.—What can you do? —I can dance.—What club do you want to join? —I want to join the chess club.2. Teaching key points: Conclude the usage of ‘can’; put all new language into practice through different activities.3. Teaching Difficult points: Distinguish “say, speak, tell, talk”4.Teaching Procedures:Step1:Greeting, Warming up and duty report.Watch a flash about the content of the Just for fun.Talk something about the flash: Why is the other boy unhappy?Introduce because of the difference of time zones, the time in different places are different. Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it?It’s……Draw attention to the “am” and “pm”. For instance, Beijing is seven o’clock in the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer).Step2:Review the words learnt in the last period and add more.(1)T：Here are some Chinese, let us see what time do they usually get up/ take a shower…get up take a shower eat breakfast go to school eat lunch run go homedo homework eat dinner go to bed(2)ask students to make a surveyAsk your friend 5 questions about his /her day. Then make a report.A: What time do you usually…?B: I usually…at…Step3:presentation.(1)Ben’s day. Introduce something about Ben.Using the sentence pattern: What time does he usually get up/go to school/…Pay attention to the verb form of the third person.Discuss Do you like ben’;s routines.(2)Show the picture of Scott. He usually gets up at 5 pm.Ask students to predict what his job is?(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.(4)read it again and fill in the chart.(5)answer the following questions1.Where does he work?2.How does he go to work?Step4:Work on 3a.（1）Read through the passage and tell me what his job is.（2）Read it again and match the pictures.(3)Answer questions:What does he do after he get up?Does he go to work after breakfast? What does he do?How does he go to work? By bus or on foot?What does he do before he goes to bed?What does“What a funny time to eat breakfast!”mean?Step5:Follow up.T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.Step6:Work on part4.T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime.T: Let's listen Group1…Group2…Step7:Work on part 3 of self –check.T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report.T: You may begin it like this "Ma Li gets up at …"Step8:Homework.Oral work:（1）Read 3a and recite it.（2）Go on making a survey to find out what your classmates do on weekends.Reflection after class：__________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________Period 3 (Section B: 1a-1f)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin2. Teaching key points: Improve listening and speaking3. Teaching Difficult points: Improve listening and speaking4. Teaching Procedures:Step 1 Warming- up and revisionDaily greeting.Check the homework. Let some Ss report what his/her family members can do.Step 2 PresentationPlay the sound of different kinds of instruments. Let Ss guess what it is.Act and show your classmates your talent.T: Please stand in front of your classmates. Act and say what you can.S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum..Step 3 ListeningTell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.Play the recording again and check the answers.T: Now let's work on 1c. First, let one student read the words and phrases aloud.Then listen to the 1d and circle the words and phrase you hear.Check the answers:T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the blanks.Step 4 Group workWork in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.S1: Bill can play the guitar, but he can't sing.S2: Cindy can sing and play the drum, but he can't play the piano.Teacher can walk around the classroom, and give some help to the Ss.Step 5 HomeworkMake up a conversation between a volunteer and a person who is in charge of a sports club/old people’s home/music club.Reflection after class：__________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________Period 4 (Section B: 2a-self check)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center,home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician2. Teaching key points: Also, too; be good with, help with3. Teachi ng Difficult points: Describe one’s ability4. Teaching Procedures:Step 1 Warming-upCheck the homeworkAsk some pairs to show their conversationsStep 2 ReadingFirst, show some pictures of the boys and girls and some key words in 2a.T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words?S1: Guide Ss to use “also, too”, and distinguish how to use these two words.Give comments on Ss’ descriptions.T: Now we’ll read three ads. What's the main idea of each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class.Step 3 Review the usage of “tell”,Review and distinguish the usage and function of “help”T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.Check the answers with the class.Step 4 Homework1. Recite 2a and 2b2. Finish the exercise on p6Reflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ______________________________________________________________________________Unit 2 What time do you go to school?1. Teaching Aims:1) Aims of Basic Knowledge:①V ocabulary: time, shower, usually, O’clock, what time, go to school, take a shower.②Grammar: What time do you…? What time does he / she…?③ Function: Use the simple tense to talk about the daily life.2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill.3) Aims of Emotion: Love life.2. Analysis of the Material:1) Brief Introduction of the teaching material:What time / When do you…?” “ What time / When does he…?”2) Teaching Focus: What time do you…? What time does he/ she…?3) Teaching Difficulties: Present tense.3. Learning Methods: Make a plan. Culture.4. Teaching Methods: Student- centered. Task-based Teaching.5. Teaching Time: 4 periodsPeriod 1(Section A: 1a-2a)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节Step One: Warming-upGreetingT: Good afternoon, everyone.Ss: Good afternoon, Miss Yang.Step Two: Presentation1.Adjust the time, and ask students questions.T: What time is it? Ss: It’s 12 o’clock. ( Write on Bb )( Help Ss to say )T: What time is it? Ss: It’s 10:15.( Help Ss to say )2.Ask one student to come to the front, adjust the time and ask the other students.S1: What time is it? Ss: It’s 9 o’clock.3.Teach the new words & phrases.Show some pictures of different clocks and the activities.T: I’m very busy these days. Can you guess what time I get up / eat breakfast / go to school / run / take a shower? ( Write on Bb)T: I usually get up at 6:35. ( Teach Ss the new word “ usually” )S1: You usually eat breakfast at …S2: You usually run at…S3: You usually take a shower at …4.Ask Ss to do the exercise of 1a, and then check the answers.Step Three: Listening1.Show Ss the timetable of Rick’s ( write on small Bb )Ask Ss listen to the recorder and fill in the chart.Then check the answers.2.Ask and answer.T: What time does Rick get up / eat breakfast / run / go to school / take a shower ?Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at…( Ask Ss pay attention to the underlined phrases.)Step Four: Consolidation1.Ask Ss to look at the pictures and tell their days.Example: I usually get up at …. I eat breakfast at …. I go to school at …. At …, I take a shower.Step Six: Homework1.Try to remember all the words & phrases.2.Survey: Ask your classmates their routines, and give your report.3.Plan: January 1st is coming. Please plan it, and make your day wonderful.Step Seven Blackboard DesignReflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ____________________________________________________________________Period 2 (Section A: 2b-Grammar Focus)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendarSentences: How do you get to school ? / How long does it take ? / How far is it ?3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2. Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need to learn “How long and How far” and they can use them freely.3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies:Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.Period 3 (Section B: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Aims and Demands: Key vocabulary, How do you get to school ? How does he get to school ?2. Teaching methods : Listening Writing Pairwork3. Teaching Aids : A tape recorder.Step I Leading inT: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?”S:--------T: So we will talk about how to get to places in this unit.Step IINow I will show you pic tures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a.Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together .Step IVPoint to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .Teacher choose some pairs to act their conversations.Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a.Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students.Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.Step VIII Blackboard DesignReflection after class：_________________________________________________________________________________ _________________________________________________________________________________ _______________________________________________________________________________Period 2 (Section A: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Aims and demons: Key vocabulary : minute hour second take some body some time to do sth.Kilometer2. Teaching Methods : Reading and writing Pairwork3.Teaching Aids : Recorder A projectorStep I Reading1. Pay attention to these questions.2. Read this text by yourself and try to answer the questions3. Explain the text and check the answers.Step II Pairwork1. Pay attention to the conversation on the right.2. Read this text in different roles.3. Look at the picture and time on the left.4. Make the other conversations in pairs.(Give them five minutes)Step III ( Into group race)Three students a group. A ,look at page 21.B, look at page 85.C, look at page 86.If they want to get the answers in the chart ,they should ask the others questions.eg:1. How often does John go to school?2.How long does it take Maria to get to school?Get the answers from the conversations .At the same time ,they can practise the basic sentences in this unit.Step V WorkbookComplete these questions and answers.1. Q: How does she get to school? A: She takes the bus.2. Q; How do ____get to school? A:I _____my bike.3. Q:______ does he get to school? A: He ____ the subway.Step VI SummaryThis class we’ve had reading and writing practice. And we’ve done a game.Step VII HomeworkFinish off the workbook exercise.Reflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ________________________________________________________________________Period 3 (Section B: 1a-2b)1. Aims and Demands: Key vocabulary: bus stop, bus station, train station, subway station.2. Teaching Methods: Listening methods. Reading methods. Pairwork. Groupwork. Practice.3. Teaching Aids: A tape recorder, a projector.Step ISection B 1a , Ss match the words with the pictures .Ask them to recognize the different stations. Check the answers together .Step IIPracticing listening : Play the tape twice , the first time please give out the general meaning . the second time check the things that Tomas wants to know. The third time how does Nina get to school? Step IIIPracticing reading :T: class , Do you want to know the students around world how to get to school ? ok, please read silently the article. (1 minute later ) T: Who can tell me the main idea of the article .? Good ,look at the five sentences, write T or F. Ss check the answer each other.Step IV 2bStudents look at the chart first. Make sure they know what to do. Ask them to finish the activity individually according to the chart. Then check the answers.Step V SummaryToday we have learnt some more key words and done some reading and writing practice.Step VI Home workPreview the 2b and finish the self check.Reflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ________________________________________________________________________Period 4 (Section B: 2c-Self check)1. Aims and Demands: Writing practice ,make a survey, exercises over the workbook.2. Teaching Methods: Writing method, speaking method, self check method.3. Teaching Aids: A projector.Step 1 2cJust now you filled in an article about how students get to Hillsville High School. How do students get to your school?As a students say, list them on the board. Tell students to use the words on the board to write about how students at your school get to school.Ask students to write individually.Choose some students to read their work to the class.Give them little present s if they do well.Step II 4 Survey Find someone who…Tell students we’ll do a survey. Please turn to page 92.First look at the chart. You want to know how far people live from school, how they get to school, and how long it takes them to get to school. Let me tell you how to do the survey. Go around the class and ask questions like this:How far do you live from school?How do you get to school?How long does it take to get to school?And find out these answers and write them names in the chart. The students with the most names in his or her chart wins the game.Step III Self checkTell them to use the words in the box to fill in the blanks. Ask them to do this exercise individually. After finishing, write some on the board .Underline any mistakes and ask students to tell how to correct each of them.Step IV 2Show the picture on the screen. Tell them imagine you meet an American who needs help. His friend is ill in hospital .He has got a map .But it’s a Chinese map. He doesn’t know Chinese. Can you tell him how to get to the hospital?Students work in pairs to present their conversations to the class.Step V SummaryToday we’ve reviewed key vocabulary in the unit and done writing and oral practice.Step VI HomeworkFinish off the exercise of the workbook and preview the next unit.Reflection after class：_________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________Unit 4 Don’t eat in class.Ⅰ. Analysis of the Teaching Material1.Status and FunctionIn this unit students learn to talk about school and family rules.Such a topic is so familiar to students that they must be active in all the activities in class.It is helpful to raise learning interest and useful to improve students’ listening,speaking,reading and writing skills.(1)The first period introduces some negative imperatives first.Then students are provided with much listening and oral practice using the target language “What are the rules?”(2)In the second period students do much listening and oral practice using the words “can” and “can’t”.After this class,students know more about what they can or can’t do at school.(3)The third period provides students with much oral practi ce using the phrase “have to”.And the game in the last part is useful to raise learning interest.It is useful to improve spoken English.(4)In the fourth period students learn to talk about what they do or don’t have to do at home.(5)In the fifth period students learn to write a letter to talk about their family rules.And they also learn to talk about some common signs.All the activities are designed to improve students’ reading and writing skills.(6)The self check in the last period is designed to give students more reinforced practice,especially writing practice.In this way,students better understand how to apply what they have learned in their daily life.2.Teaching Aims and Demands(1)Knowledge ObjectsIn this unit students learn to talk about rules.Make students learn and grasp imperatives and the usage of the words “can” and “have to”.(2)Ability ObjectsTrain students’ listening,speaking,reading and writing skills.Train students’ integrating skills.(3)Moral ObjectAs students,we must obey school rules.3.Teaching Key PointsLearn the key vocabulary and the target language. Learn the imperatives and the words “can” and “have to”.4.Teaching DifficultiesTrain students’ listening,speaking,reading and writing skills. Learn to write a letter.5.Studying WaysTeach students how to talk about rules in daily life.Ⅱ.Teaching Guidancenguage Function: Talk about rules.2.Target Languages:Don’t eat in class! Can we wear hats? No,we can’t.We don’t have to weara school uniform.3.StructuresImperatives. Can for permission. Modal have to.4.Key Vocabularyin class, classroom, hallway, gym, arrive,hate,go out, practice, inside, outside, uniform, sports shoes,fight,can,can’t,have to5.Learning Strategies: Scanning. Deducing.Ⅲ. Periods: Six periods.Period 1 (Section A: 1a-2d)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节Step 1 Revision Review some key words and language points learned in Unit 11 briefly. 1 2 345学校走廊Point to the pictures one by one and teach students to say, Don’t arrive late for class.Don’t run in the hallways.Don’t eat in the classrooms.Don’t listen tomusic in the classrooms.Don’t fight.Write the rules on the blackboard.Read and have students repeat several times.Students open their books. Point out the list of school rules.Invite a different student to readeach rule to the class.Step 2 Call students’ attention to the picture.Say, Each of these students is breaking one of these rules.Write the number of the rule eachstudent is breaking in the box next to him or her.Point out the sample answer.Students do the activity individually.Check the answers.Answers 1.boy looking at his watch2.boy running in the hallway3.girl eating an apple4.boywith headphones5.boys sitting at desks,fightingStep 3 1bAsk students to read the five rules in activity 1a once more.Point to the three names.Say,You are to listen to a conversation.Three students are breaking therules.Listen and write the number of the rules next to the name of the student who is breaking the rules.Play the recording for the first time.Students only listen.Play the recording again.This students listen and fill in the number of the rule after each name.Correct the answers.Answers Peter:2 Nicki:3 Joseph:4Step 4 1cInvite a pair of students to read the sample conversation to the class.Write it on the blackboard.Put students into pairs.Say,Student A is an exchange student.He or she doesn’t know the rules in the school.Student B tells him or her about the rules in 1a.Get students to work in pairs.As they are working,move around the room offering help as needed.Get some pairs of students to present their conversation to the class.(This activity provides oral practice using the target language.)Step 5 SummaryIn this class we’ve mainly learned to talk about school rules. As students, we must obey school rules.Step Ⅵ HomeworkWrite down the rules in activity 1a without looking at books.Reflection after class：_________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________Period 2 (section A: 3a,3b,3c)。
第一学期七年级英语教学计划(5篇)
第一学期七年级英语教学计划(5篇)人生天地之间，若白驹过隙，忽然而已，很快就要开展新的工作了，该为自己下阶段的学习制定一个计划了。
那么我们该怎么去写计划呢？下面是小编精心整理的第一学期七年级英语教学计划，欢迎阅读，希望大家能够喜欢。
第一学期七年级英语教学计划1一、基本情况：本学期我担任七年级英语课。
绝大多数学生虽然小学阶段都学过英语，但大部分学生的英语基础都比较差。
缺少学习的主动性和热情，自觉性也较差，相应的学习习惯也较差，对学习英语有为难情绪。
针对这些情况，在本学期的英语教学中，本人将致力于一方面应加强英语基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型的基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施，注意培养学生对英语学习的兴趣；让学生掌握记忆语音、单词、阅读和写作等英语学习技巧，培养良好的学习习惯和自主探索、合作探究能力，充分调动学生的学习积极性和主动性。
二、指导思想：本学期的英语教学中，坚持以下理念的应用：1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神；2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；3、突出学生主体，尊重个体差异；4、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
总之，让学生在使用英语中学习英语，让学生成为GoodUser而不仅仅是Learner。
让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
三、教材分析本套教材每个单元围绕一个话题展开，让学生通过参与、思考、讨论、交流与合作等方式，学习和使用英语，教材内容联系社会生活，贴近学生生活实际，易于激发学生的学习积极性，本教材的教学主要体现以学生为主体，鼓励学生采用探究式、发现式的学习方法、拓展思维，开阔视野，培养创新精神和实践能力。
2012-2013学年度第二学期初中英语组工作计划
2012-2013学年度第二学期初中英语组工作计划一、指导思想：以学校总体教学工作为依据，以提高教学成绩为目标，增强学习意识，合作意识，充分发挥学科组教研的作用，以更新教育教学观念为先导，以课堂教学改革为重点，培养学生的创新精神和实践能力，不断深化课堂教学改革，全面提高我校初中英语教研组教研工作水平，在校长及教务处领导的指导下，积极探索，扎实推进“目标-问题”引领式教学模式，力争取得突破，提高英语教学成绩。
二、工作重点本学期英语学科教研工作，继续以课程改革为中心，围绕课改完善和深化学科教学常规，组织教师参加课改理论学习，促进教师转变教学观念，促进教师整体素质和学科教学质量的提高。
真正落实好集体备课，充分发挥备课组的集体优势，认真扎实的完成英语学科的教学工作，努力提高学生英语成绩。
做好毕业班的复习研讨工作，针对中考复习，制定目标，编写好导学案，作好复习研讨课。
另外，抓好非毕业年级的常规教学工作。
三、具体措施：1、加强教育理论学习，提高教师理论素养组织教师学习《英语新课程标准》及相关的文章、课例、案例，树立新的价值观、人才观、教学观。
通过学习和研究，提高各位组员的科研水平，建立全新的教学观念，关注学生情感，提高学生自主学习能力，为学生构建发展的平台。
努力将新观念、新思路渗透到英语课堂教学之中，真正做到理论与实践相结合。
明确英语课程在基础教育阶段的基本要求，用这些理念来指导平时的课堂教学，以提高课堂教学效率。
真正的开展好活动，让教研组的活动发挥其实际的作用。
2、真正落实好集体备课，发挥团体作战的优势提高集体备课的质量，也是落实教学常规，提高课堂教学效率的必要措施。
为此，教研组要积极组织集体备课，做到有计划、有目标、有实效。
各备课组要集体备课，研究教学内容，研究学生，进度，研究教学方法。
每周至少活动一次，时间固定，地点固定，要有活动记录。
每次活动要定中心发言人，定活动主题，不走形式，不敷衍了事，切实解决教学中的一些问题，努力提高课堂教学质量，完善导学案。
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2012----2013学年下学期七年级英语教学计划
沾益县播乐罗木中学顾盼云
一、本学期的指导思想：
在本学期的英语教学中，坚持以下理念的应用：1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神；2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；3、突出学生主体，尊重个体差异；4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
总之，让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。
让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
二、所教班级学生基本情况分析：
本届七年级新生和以往初一学生相比在英语基础方面很薄弱，由于在小学英语课并未受到足够的重视，他们在写的技能方面基本上没有得到过训练，连音标和字母的拼读都没有掌握好。
经过上学期我们几位英语老师的不懈努力，年段学生的基础知识得到了加强，
学习态度也有所好转。
但是学生整体的惰性还是很强，自觉性很差。
另外，学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。
例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累。
三、奋斗目标：
钻研新课标，提高教学水平，真正做到教学相长，努力达到学校规定的教学指标。
四、具体措施：
1.每天背诵课文中的对话。
目的：要求学生背诵并默写，培养语感。
2.每天记5个生词，2个常用句子或习语。
实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。
3.认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。
4.坚持日测、周测、月测的形成性评价制度：对英语学习实行量化制度，每日、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。
由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。
5.对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。
6.关注学生的情感，营造宽松、民主、和谐的教学氛围。
7.实施"任务型"的教学途径，培养学生综合语言运用能力
8.在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。
学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
9.加强对学生学习策略的指导，为他们终身学习奠定基础。
10.要充分利用现代教育技术，利用计算机和多媒体教学软件，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。
11.认真钻研教材，备好，上好每一节课，向45分钟要质量。
五、课程安排及教学进度：。