2017年仁爱版七年级上册英语教案
仁爱版七年级上册英语教案作为英语教师对课堂教学的一种预计和构想，在教学中占有十分重要的地位。下面是我为大家精心整理的仁爱版七年级上册英语教案，仅供参考。
七年级上册英语教案
Teaching Plan
Background information(背景知识):
Students: 52 Middle School students
Lesson duration: 45mins
Teaching contents(教学内容): Unit 2 Topic 1 I have a small nose. Section A
Teaching aims(教学目标):
1. Learn some new words:
(1)Learn words about parts of the head:
nose, eye, head, face, hair, ear, mouth, neck
(2)Learn some other new words:
guess, know, wide, right, girl, boy, have, has, small, big, round, short, long,
2. Learn some useful sentences:
(1) I/You/We/They have…
(2) She/He/It has…
(3)---Do you have…
---Yes, I/We do. No, I/We don’t.
(4)--- I know.
--- You’re right.
3. Learn how to describe people’s appearances.
Teaching focus(重点)：words about parts of the head and adjectives of description
Teaching difficulties(难点)：The usages of have and has
Teaching procedures:(教学步骤)
Step1 Warm-up 第一步 热身
greeting
sing a song : Head and shoulders.
Step2 Review 第二步 复习
(1) 通过复习，培养学生根据卡片信息进行简单交流的能力。
(出示卡片上文字信息，师生进行互动问答。复习描述人的基本情况。)
Name: Jane
Age: 11
From: Canada
School: Beijing International School
Class: Nine
Grade: Seven
Phone number: (010)9267-6929
(1)T: What’s her name S1: Her name is Jane.
T: How old is she S2: She is eleven.
T: Where is she from S3: She is from Canada.
(2)(根据图画导入新内容。)
Step 3 Presentation 第三步 呈现
利用 简笔画 教授人体部位的名称，并在图片的相应位置板书单词，然后领学生拼读。
(2)(利用卡片，操练表示人体部位的名词。)
T: Let’s look at this picture. What’s this S1, please. S1: Eyes.
T: How do you spell it, please S1: E-Y-E-S,eyes.
(以同样方式操练其他表示人体部位的名词。)
T: Nice work, boys and girls. (教学boy and girl)
(3) 通过对比图片学习描写人体头部的形容词(long hair, big eyes, small eyes, a round face…)
(4) (出示2a的教学挂图，让学生观察图片中突出的外貌特征，巩固表示人体部位的名词和部分形容词。)
T: OK, now look at these pictures. Let’s talk about their different looks. Is this a big nose
Ss: Yes. It’s big.
T: Good. He has a big nose. Are they big, too Ss: No. T: Very good. They are not big. They are small. They have small noses and small eyes.
(以同样方式操练其他四幅图片。)
(5) (在熟练掌握人体部位和描述人体部位形容词的基础上，结合2a的教学图片，让学生操练形容词+人体部位的 短语 ，然后教授have和has的用法，进而过渡到完整的 句子 。)
① have: S(I/We/You/They) +have …
② has: S(He/ She/ It)+has …
Step 4 Consolidation 第四步 巩固
1. (小组竞赛。限定时间要求学生书面完成2b。核对答案，并让学生复述have/has的用法，最后让学生齐读这七个句子。)
2. (接龙游戏。教师根据自己的实际情况以第一人称说一个句子，学生模仿练习。)
S1: I have a small nose.
S2: I have a long face.
S3: I have a big head.
S4: …
…
Step 5 Practice 第五步 练习
完成1a，1b进一步帮助学生巩固本课的功能项目，培养学生的听说能力。
Sing a song
Step 6 Summary 第六步 总结
Summarize the new words.
Summarize the grammar.
Summarize the useful expression
Step 7 Homework 第七步 作业
(1) 预习Section B 的生词
(2) 描述一位朋友的外貌。
七年级上册英语知识点
一、48个国际音标及26个英文字母的正确书写
要熟练掌握元音和辅音，5个元音字母(a, e, i, o, u),字母的正确占格及单词间距。
二、be动词的用法
be动词有三种变形，分别是：am, is, are。记忆口诀：
“我”用am, “你”用are, is用于“他、她、它”;单数全都用is，复数全部都用are。
七年级英语 定语从句辨析
[误]I won't tell you the name of the person who teach me English.
[正]I won't tell you the name of the person who teaches me English.
[析]在定语从句中，关系代词作主语时，从它本身看不出其数的形式，这时要由它的先行词决定。这里who 应由 the person 单数决定，应该用单数谓语动词。又如：I who am a student want to find a spare time job. 这里的 who 应与 I 是一致的，所以其谓语动词应该用am。
[误]We talked about the things and the people who we met during the Second World War.
[正]We talked about the things and the people that we met during the Second World War.
[析]这里的关系代词不要用 who，因为其先行词有两个一个是 things (物)，而另一个是people (人)，这时既不可用 who，又不可用 which，因前者只能用于先行词是人的情况下，而后者则用于先行词是物的情况下，所以只能用 that，因为它的先行词既可以是人又可以是物。
[误]The book，that I bought yesterday，was very good.
[正]The book，which I bought yesterday，was very good.
[析]先行词与定语从句被逗号分割开来时，即作为非限制性定语从句。在非限制性定语从句中 which，when，who，whom，where，when，whose 等都可以和限制性定语从句中的作用一样，而独有 that 不易用于非限制性定语从句。
[误]The dictionary which I lent it yesterday is a very useful tool.
[正]The dictionary which I lent yesterday is a very useful tool.
[析]关系代词在定语从句中是要起语法作用的，它不是作主语就是作宾语。虽然在作宾语时它的位置由原来的宾语位置移到了句首，但它的作用依然存在，而且在原宾语位置上不能再出现宾语。
[误]The teacher I want to learn English from is the one which comes from America.
[正]The teacher I want to learn English from is the one who comes from America.
[析]the one，anyone，those 作代词并且是指某人、物时，其关系代词不能用 which 应用 who。
[误]This is the room in that the old man lives.
[正]This is the room in which the old man lives.
[正]This is the room which the old man lives in.
[正]This is the room that the old man lives in.
[析]that 不能紧跟在介词后作介词宾语，但如果介词不前置仍放于句尾，则可用 that 作引导词，而且可以省略。如： This is the room the old man lives in.
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仁爱版七年级上册英语课件
七年级的英语并不是很难，但是要从基开始学习。我为大家整理的仁爱版七年级上册英语课件，希望大家喜欢。 仁爱版七年级上册英语课件1 一、教材分析： 这一话题进一步谈论人的相貌特征，从谈论头发、眼睛的色彩，到服装的色彩进而谈到各种色彩。而本Section主要让学生了解并掌握12种不同的颜色，会用What color is…? / What color are …? 这一句型和同伴进行交谈，能谈论头发、眼睛的色彩。 二、教学目标： 语言知识目标： 1.(1) Learn some words about the colors: black, blue, brown, pink, white, purple, red, green, yellow. (2) Learn some other useful words and expressions: look the same, both, color, their. 2. (1) Continue to talk about the people’s appearances: ① We both have black hair and black eyes. ② I have blond hair and blue eyes. ③ short black hair, long blond hair. (2) Talk about the colors: ① —What color is it? —It is pink. ② —What color is his hair? —It is black. ③ —What color are his eyes? —They are brown. 语言技能目标： 能听懂并识别各种不同的颜色，并能用英语描述各种颜色。 情感态度目标： 通过学习不同的色彩，培养学生热爱生活、热爱美的情感，并培养他们的观察能力和概括能力。 学习策略目标： 本Section主要谈论色彩，在教学时联系学生的实际，利用他们身边的实物等进行描述。从而让学生形成把学习和生活实际联系起来的学习习惯，培养任务型学习方法与技巧。 三、教学重、难点： 1a and 3 四、教学方法 ： 任务型教学法、自主探究法、小组讨论法。体现“导学——自悟”新课程教学模式的套路和特色。 五、课时安排： 1课时 六、教具准备： 录音机、课件、实物、图片 七、教学过 程： 第一步：营造课堂氛围，激发学生学习兴趣。 1. Sing the song with motions: Head and Shoulders, legs and Feet. 2. Greetings between the students and me. 第二步：复习（幻灯片3、4） 1. Review some new words with cards.（单词竞赛） 2. (One by one练习，对Does she/he have…?句型进行复习) Example: T: Does she have long hair? S1: Yes, she does. Does he have short hair? S2: No, he doesn’t. Does she have a big nose? Etc. 3. (1)(拿出彩笔，通过师生互动来学习新句型。) T: OK. Now look here, I bring some pens today. They have different colors. (呈现出一支白色的笔) T: What color is it? (学生第一次不懂，马上用汉语解释，学生此时也会用汉语回答：白色。然后我再用英语重复。) T: Yes. It’s white. (再次对同样的笔重复提问。) T: What color is it? Ss: It’s white. (然后呈现不同颜色的彩笔。) T: Good. What color is it? Ss: 红色。 T: Yes. It’s red. What color is it? Ss: It’s red. (板书新句型和新单词。领读，并让学生熟读。) What color is it? It’s white/ black / blue / brown / gray / pink / purple / red / green / yellow / orange. (2) (句型与单词读完后，把全班分成男女两大组，根据我所指的图片进行问答。)（幻灯片5、6） T: Boys and girls, listen carefully. Boys ask and girls answer. Example: Boys: What color is it? Girls: It’s black. T: Change please. Girls ask and boys answer this time. Girls: What color is it? Boys: It’s red. 4. Let students look at the picture. Ask and answer in pairs. （幻灯片7） 第三步：操练 用幻灯片展示各国国旗，学生看着国旗进行四人小组活动：讨论各国旗的颜色及所属国家。巩固 What color is …? It is … .这一句型及对颜色的识别。（完成4a）（幻灯片8） 第四步：呈现 1. (挂出1a的图片进行问答。) T: Now look here. Who is this boy? Ss: He is Michael. T: Does he have long hair? Ss: No, he doesn’t. T: What colcor is it? Ss: It’s yellow. T: Yes, he has yellow hair. What colcor are his eyes? Ss: They are blue. 2. T: Good. Now please look, listen and answer my questions. （幻灯片9、10） ①T: Who is that boy? Ss: He is Yukio. ②T: Where is he from? Ss: He is from Japan. ③T: Does he have black hair and blue eyes? Ss: No, he doesn’t. He has black hair and black eyes. T: Well done! Now look at the blackboard and pay attention to the sentences. That’s right. We both have black hair and black eyes. We have different looks. 3. Read 1a. Find out the difficult points.Explain and stress: look the same, both. 第五步：巩固 1. T: Listen to 1a and repeat, then act it out in pairs. 2. T: Work alone: Finish 1b according to 1a. (师生互动问答，巩固新句型和新单词。) T: Where is Yukio from? Ss: He’s from Japan. T: What color is his hair? Ss: It’s black. T: What color are his eyes? Ss: They are black. 3. T: Finish 2. Draw pictures and then color them. Then look at the pictures in 2 and talk about them. Example: What color is his hair? It’s black.. What color are his eyes? They are brown. （幻灯片11） 第六步：练习 （幻灯片11） 1. T: Now look at the pictures in 4b. Here are some people. They have different looks. Let’s talk about them together. Let’s begin with Picture 1. T: What color is his hair? Ss: It’s black. T: What color are his eyes? Ss: They are brown. T: Very good. (以同样的方式练习Picture 2, Picture 3和Picture 4。) 2. (把全班同学分成两大组，进行问答操练。) T: Now Group 1 and Group 2 ask, Group 3 and Group 4 answer. Then exchange the roles. G1、2: What color is his hair? G3、4: It is black. Etc. 3. T: Let me check your homework.(检查学生“预习导纲”完成情况，给任务完成好的小组加分。) 第七步：综合探究活动 1. 让学生在纸上分别画一幅人物头部画，然后根据我的描述给画中的人头涂颜色。Example: Color his / her nose red. Color his / her eyes blue. Color his / her ears yellow. Etc. 2. 让学生用本节课所学知识将自己手中涂好颜色的人物头部画介绍给同学。（两人小组活动）Example: This is my friend. His/ Her name is … .His / Her nose is … . His / Her eyes are … Etc. 3. Sum up (1) The key points in this lesson. (2) The competition result. 4. Homework: (1) Review the words of the colors. (2) Make a similar dialog according to Section A 1a. (3) Find how many colors in our classroom. (4) Preview Section B(见Section B预习导纲) 仁爱版七年级上册英语课件2 【教学思路】 先复习Topic1的见面问候语，接着导入“excuse me”， “What’s your name?” 和“My name is----- ”，呈现“I’m from---”， “Are you from---”and “Where are you from?”，巩固1a和1b, 练习2a和2b，小结，最后布置家庭作业。 【教材分析】 本教材以学生为中心，倡导语言教学的交互性和实用性。它为学生提供了自然而有意义的语言环境。教材提供的对话不是让学生机械地背诵，而是将其作为学生进行活动的范例，学生在活动中要根据语言使用的情况进行改编，从而培养学生的语言运用能力。 本节课内容以介绍为中心，了解他人信息，如姓名、国籍等。 【教学对象分析】 由于我们学校在城镇的边缘地带（农村），学习成绩好点的大多数到城里就读了。留下的大多数要么不爱学习，要么基础差，整个英语学习氛围差。对习惯汉语交流的初中生来说，面对新教材感到很不适应，难以进入学习角色，觉得学习任务重、负担重。特别是对一些需要强化记忆的英语学习内容，如单词记忆和短文背诵等,学生会感到枯燥无味，虽硬着头皮去学，但效果往往比较差。 I. Teaching aims and demands ●Learn some personal pronouns and possessive pronouns: me, your, she, he, ●Learn some country names: Canada, the U.S.A , Japan. ●Learn other new words and phrases: excuse, excuse me, what, name, where, from, be from, the ●Talk about people’s names and where they are from: (1)—Excuse me, are you Jane? —Yes, I am. (2)—What’s your name? —My name is Sally. (3)—Where are you from? —I’m from Canada. (4)—Is he/she …? —Yes, he/she is./No, he/she isn’t. Ⅱ. Teaching aids A projector, a recorder Ⅲ. Teaching procedures: Step 1 Review（8mins） Review greetings in Topic 1 by making conversations 1. (T: Good morning, everyone! Before learning the new lesson, I will ask a new student(Zhang Lu) to introduce herself. Then choose one student to greet the new comer and introduce the classmates to her .) Model: S1:Good morning! I am Zhang Lu. Nice to meet you. (To the whole class) Ss: Nice to meet you., too. S2:Hi, Zhang Lu. I’m Wang Qiaoli. Nice to meet you. S1: Hi, Wang Qiaoli. Nice to meet you., too. S2: Zhang Lu, this is Shen Cui. Shen Cui, this is Zhang Lu. (T: Good! Come back to your seat. Thank you!) 2. The teacher stands beside a student, asking the questions to lead to “excuse me”. Model: T: Excuse me, are you Li Fen? S1: Yes, I am. (Write down “Excuse me” on the blackboard) Then the teacher stands beside another student, asking the questions with “excuse me”. T: Excuse me, are you Zou Lei? S2: No, I am not. I am Li Jun. Let Ss practice the patterns over and over again, understand and grasp the meaning of Excuse me Step 2 Presentation（10mins） 1. (T: Now, I will introduce myself.) Lead to “My name is----- ” and “What’s your name?” T: My name is Huang Xiaohong. What’s your name?(Write it down on the blackboard) S: My name is Zheng Qinhui. (Write it down on the blackboard) (T: Please read after me together.) 2. (T: OK, please look at the screen.)The teacher makes self-introduction with different names by showing different pictures. Lead to sentence pattern of “I’m from--”(showing flashcards)For example: Picture1 T: My name is Jane. I’m from Canada. (Show Jane’s picture) Picture2 T: My name is Sally. I’m from the U.S.A. (Show Sally’s picture) Picture3 T: My name is Yukio. I’m from Japan . (Show Yukio’s picture) Use this way repeatedly to consolidate and master the structure of “I’m from---”,and write it down on the blackboard. (T: Please read after me together.) Ask students to learn and master the new words : Canada, the U.S.A., Japan. 3. Ask and answer between the teacher and students. Lead to “Are you from---”and “Where are you from?” Model: T: Are you from Canada? S1:No,I’m not.. T: Where are you from? (Write it down on the blackboard) S1:I’m from China. Ask more students to help them understand the structure better. (T: Please read after me together.) Step 3 Consolidation（10mins） 1. (T: Now let’s listen to 1a and answer the following questions. But you only listen without looking at the book.. Are you ready?) (1) Where is Jane from?(Teacher translates.) (2)Where is Sally from? ( Teacher translates.) Tape script Sally: Excuse me, are you Jane? Jane: Yes, I am. What’s your name? Sally: My name is Sally. Where are you from? Jane: I’m from Canada. Are you from Canada, too? Sally: No, I’m not. I’m from the U.S.A. 2. (T: Open your books and turn to page 9.Listen to 1a again and follow it.. Imitate the pronunciation and intonation.) 3. (T:OK,I will divide the whole class into two groups of boys and girls to read 1a.Boys are Sally and girls are Jane .One ,two, start.----- Exchange!) 4. Finish the flashcards in 1b. T: Now ,please make your own conversations in pairs according to 1a,using “What’s----?”and “Where-----?. I will choose some pairs to act them out . You can practice like this: S1:What’s your name? S2: My name is--- S1:Where are you from? S2: I’m from---
初一英语上册第一单元
过去式是用来表达动词的“过了”、“完了”,“结束了”等意思,和现在的状态没有关系。 一般过去式 表示过去的动作和状态。 I met him yesterday. 昨天我碰见了他。 一般过去式构成: 表示一般过去式的动词通常用动词的过去式形式来表示,而动词的过去式是在动词原形的基础上变化的。动词的过去式可分为规则动词和不规则动词。规则动词的过去式变化如下: 一般情况下,动词词尾加 -ed ,如: worked played wanted acted 以不发音的 -e 结尾动词,动词词尾加 -d,如: lived mo......
一般过去时的基本用法
1 带有确定的过去时间状语时,要用过去时
如:yesterday(昨天)、two days ago…(两天前…… )、last year…(去年…)、the other day(前几天)、once up on a time(过去曾经)、 just now(刚才)、in the old days(过去的日子里)、before liberation(解放前…)、 When I was 8 years old(当我八岁时…)
Did you have a party the other day?
前几天,你们开了晚会了吗?
Lei Feng was a good soldier.
雷锋是个好战士。
注意
在谈到已死去的人的情况时,多用过去时。
2 表示过去连续发生的动作时,要用过去时
这种情况下,往往没有表示过去的时间状语,而通过上下文来表示。
The boy opened his eyes for a moment,looked at the captain,and then died.
那男孩把眼睛张开了一会儿,看看船长,然后就去世了。
3 表示过去一段时间内经常或反复的动作
常与always,never等连用。
Mrs. Peter always carried an umbrella.
彼得太太过去老是带着一把伞。
(只是说明她过去的动作,不表明她现在是否常带着伞。)
比较
Mrs. Peter always carries an umbrella.
彼得太太老是带着伞。
(说明这是她的习惯,表明她现在仍然还习惯总带着一把伞)
I never drank wine.我以前从不喝酒。
(不涉及到现在,不说明现在是否喝酒)
4 如果强调已经终止的习惯时要用used to do
He used to drink.
他过去喝酒。
(意味着他现在不喝酒了。喝酒这个动作终止了)
I used to take a walk in the morning.
我过去是在早晨散步。
(意味着现在不在早晨散步了)
I took a walk in the morning.
我曾经在早晨散过步。
(只是说明过去这一动作)
比较
I took a walk in the morning .
我曾经在早晨散过步。
(史是说明过去这一动作)
5 有些句子,虽然没有表示过去确定时间的状语,但实际上是指过去发生的动作或存在的状态的话,也要用过去时,这一点,我们中国学生往往出错,要特别注意!
I didn''t know you were in Paris.
我不知道你在巴黎。
(因为在说话时,我已经知道你在巴黎了。这句话指的是说话之前,所以只能用过去时表示。实际上,这句话暗指:But now I know you are here.)
I thought you were ill.
我以为你病了呢。
(这句话应是在说话之前,我以为你病了。但是现在我知道你没病)
七年级英语上册冀教版课件
英语（English）是印欧语系-日耳曼语族下的语言，由26个字母组合而成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。英语是国际指定的官方语言（作为母语），也是世界上最广泛的第一语言，也是欧盟以及许多国际组织以及英联邦国家的官方语言，拥有世界第三位的母语使用者人数，仅次于汉语和西班牙语母语使用者人数。接下来我为你带来七年级英语上册冀教版课件，希望对你有帮助。 一、语言知识与技能 1. 根据读音规则和音标拼读单词。 2. 理解和领悟词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能; 3．能在日常交际情景中听懂对话，例如，能听懂连续的指令并据此完成任务；能引出话题并进行几个回合的交谈； 4．能听懂接近正常语速、熟悉话题的语段和简单故事，获取相关信息； 5．能运用…..词汇和…..语言形式就熟悉的话题进行交谈；能运用…..词汇和…..语言形式及(或)所给提示描述人、物、事件、行为、特征等，表达简单的观点； 6. 能在教师的指导下进行简单的角色表演； 7．能连贯、流畅地朗读课文；能从简单的故事和短文中找出有关信息，抓住大意；根据上下文猜测生词的意思； 8.每天课外阅读量最少达到200词。 9. 能运用…..词汇和…..语言形式以及参照范例（文章结构）写出简单的文段等，包括起草和修改。 二、文化意识 10. 了解语言和语用的文化因素，体验跨文化交际。 三、学习策略 11-（1）利用读音规则和音标拼读词汇，利用上下文、非语言信息等理解词义，联想学习和记忆词汇，构词法等。 11-（2）利用情境等理解语法结构和表意功能，发现语言规律并举一反三。 11-（3）复习、整理归纳所学内容。 11-（4）利用预测、语调、重音、问题等来获取听力信息。 11-（5）在课内外活动中借助体态语用英语交流。 11-（6）利用预测、跳读、寻读、细节读等来获取文章信息。 11-（7）仿写短文，准备素材、起草短文并修改。 11-（8）明确目标，制定计划， 11-（9）了解并跨文化交际（恰当使用）。
冀教版七年级上册英语教案
英语教案是英语教师为了顺利而有效地开展教学活动,根据教学大纲的要求,以课时或课题为单位对教学内容、教学步骤、教学方法等进行具体的安排、设计的一种教学文书。我整理了关于冀教版七年级上册英语教案，希望对大家有帮助! 冀教版七年级上册英语教案范文 Lesson 1 Hello 一 、Teaching content: 1. Greetings: hello, hi 2. Self-introduction: My name is„ 3.Asking for others’ names: What’s your/his/her name? 二、Teaching goals 1. Understand the text 2.Remember the words: hello, name, my, your, his, her, I, is, what 3. Make sure the Ss can introduce each other in English 三、Key points: What’s your/his/her name? My /his/her name is „ 四、Difficult point: What’s his/her name? 五、Preparation: A map of China and a map of Canada; some pictures of characters such as Sun Wukong, LanMao and so on. 六、Teaching aids: Recorder, pictures or cards 七、Type of the lesson: Listening and speaking 八、Teaching procedure Step 1.Warming up. Discuss the following questions with the Ss in Chinese 1. Why do we learn English? 2. Where is English spoken? 3. Do you know any English words? 4. Is English interesting? 5. Do you often come across English words? Step 2. Lead in. Discuss these questions: 1. What do you say when you meet someone? 2.Do you know what Canadians say when they meet? 3. How do you introduce yourself or someone else in Chinese? 4.Do you know how to introduce someone in English? Today we’re going to learn something about them. Do you want to know? Step 3. New lesson: No. 1 Hello/Hi, my name is 1. Presentation Pretend to meet someone. Say “Hello” or “Hi”, my name is„. Make sure the Ss can understand it. Encourage them to repeat. 2. Practice Work in pairs. Encourage the Ss to greet each other and introduce themselves. Then ask some pairs to act it out. No. 2. What’ your/his/her name 1. Presentation Say “My name is___. What’s your name?” Translate if necessary. Then repeat a few times. Encourage the Ss to follow until they can say it correctly. 2. Practice Work in chain like this: A: (to B) My name is ___. What’s your name? B: My name is ___. (to C) What’s your name? C: „ Then ask some Ss to act it out. 3. Presentation and practice: What’s his/ her name? Show a picture of LAN Mao and say, “What’s his name? His name is Lan Mao”. Ask the question and help the Ss to answer. Then repeat. Work in pairs to practice the dialogue and ask some pairs to act it out. 4. Introduce the characters on the textbook: Li Ming, Jenny, and Danny. Teach the words China and Canada, using maps of them. Then explain the sentence “I live in___.” 5.Listen and follow 6. Play the tape for the Ss to follow. 7.Summary. Sum up the lesson briefly by practicing all the dialogues in the text. 8. Homework Read the text and practice the dialogue. 七年级英语语篇教学策略初探 英语科目是中学阶段学生必学的科目，伴随着学生由小学进入初高中，英语学习的要求与难度也发生了巨大变化。英语语篇理解与认知难，已成为师生普遍的共识。因此，加强对中学英语语篇教学有效性的研究显得十分必要。那么，老师应采取何种教学方式才能使英语语篇教学更有效呢?怎样才能帮助学生及教师走出英语语篇“教”与“学”的心理困惑呢? 1.语篇教学的原则 英语语篇教学是一种新的教学思路，很多人对语篇教学的概念、意义及原则认识不清或者存在认识偏差，影响语篇教学的有效落实。在进行语篇教学过程中，要想取得理想的教学效果，应坚持一定的原则：第一，整体性原则。在英语单元教学中，不同课之间看似为独立的，实质上不同课的词汇和句型间存在着密切的联系。在英语教学中，应用整体性的思路对课文材料进行处理，不管是对话还是故事，都应从整体上把握词句的功能及目的，做到字与句不离，句与篇不离。第二，发展性原则。当学生进入中学后，学生在课本上会遇到的更多的词汇、句型及语法知识，这些知识点与高中英语的学习存在一定的知识内在衔接，是对高中英语学习的铺垫。所以，老师在中学阶段进行语段教学时，要拥有发展的眼光，注意对语篇中涉及的知识点进行拓展与补充，为学生高中英语学习奠定一定的基础。第三，整合性原则。中学的英语教学，词句之间看似孤立，实质上存在着内在必然联系，不同知识之间形成英语学习的知识“阶梯”，缺少对词与句的链接和有效整合，就会降低“知识阶梯”的稳固性，影响英语教学效果。所以，英语教师应注重对教材中词与句的分析，注重内在联系的构建，通过对知识的整合与调整，再进行课堂教学，这样可以提高学生的知识点间内在联系的把握，进而提高教学效果。 2.中学英语语篇教学中常见误区分析 英语语篇教学的价值是多样的，很多英语教师也意识到了这一点，在平常的教学中也比较注重对词语、生词、语句的内在联系的破解与整合，但仍有不少教师对英语语篇教学的认知及理解存在偏差，存在在一定的误区。 2.1偏重翻译及朗读的训练，轻视学生阅读方法及能力的培养 在中学英语教学过程中，不少老师在对学生进行阅读指导过程中，为了帮助学生理解课本教材的信息，老师通常会让学生对文本信息进行逐字逐句的进行翻译，或者让学生对课本教材进行反复朗诵来获取教材的语义。这样会使学生形成不翻译不朗诵就无法知道教材语义的现象，这样获取信息的思维习惯，不仅减低了对英语语义的获取的速度，而且也与英语的教学及语言应用的本质相违背，不利于英语的深入学习。对于老师而言，在语篇教学中为帮助学生在阅读过程中快速获取教材信息，应注意在语篇教学中教授学生阅读方法，提升学生的阅读能力。 2.2强调文本教读，轻视语篇信息理解的教学 不少英语教师，一提到英语语篇教学，片面的认为只要当课本教材的内容较长时，才应该进行语篇教学，对于一些教材的内容比较短，就简单的几句对话的内容，就没有必要进行语篇教学，只要简单的对其朗诵、熟读即可。然而，对于中学的有些英语课文，教材内容有的也只是几句简短的人物对话。所以，在英语教学过程中，老师对一些篇幅较小的课文文本信息不进行词句分析、段落划分剖析，只是让学生进行朗读，这样很容易导致一篇课文学习完后，学生对课文所涉及的新的知识点及句型并不了解。因此，对于中学的英语教学而言，即便是很短的教材，其也会涉及相应的新知识新语法应用，老师应注意对其语篇信息的分析，让学生知其然，知道课堂的新知识点所在。 3.提高中学英语语篇教学有效性的策略 为提高中学英语语篇教学的有效性，我们可以采用以下途径，对教材中的教材内容进行分析、剖解。 3.1注重学情分析，明确教学目标 不同年级的学生，其学生的知识基础是不一样的。同一年级的学生，其知识的掌握情况也会存在差异。所以，教师在对一篇文章进行语篇分析时，其要讲解拓展的内容，要充分考虑到学生的实际情况，结合学生的现有知识水平，进行分析讲解。例如，在学习“Unit7Howmucharethesepants?”这单元内容时，其教学重点是学会用“Howmuchis…?It’s…dollars.Howmuchare…?Theyare…dollars.”的句型问价。通过上一单元的食物的学习，学生已经已经掌握了常见食物的单词描述。此时，老师应基于学生这一知识基础，进行教学设计和语篇教学。 3.2巧设导入环节，激发学生阅读的欲望 巧妙的导入，是优质课堂的开始，能吸引学生的注意，激发学生的学习的兴趣。对于中学阶段的孩子来说，其兴趣点很多且偏于形象化，老师应注重将这一特点抓住，根据学生的特点，设置与当堂课语篇教学相关的问题及句型，引导学生通过本节课阅读，试着找出问题的答案。例如，老师在讲解“Unit5Doyouwanttowatchagameshow?”这一单元内容时，老师可以首先谈谈自己小时候比较爱玩的游戏，然后再追问学生“Whatdoyouliketoplaygames?”以此来追问，勾起学生的兴趣。然后，教师再依据课本中的问题，对课本中的新句子及词汇进行讲解。 3.3实施听读结合，提高学生的阅读技巧 对于中学阶段的学生来说，其英语词汇掌握量还有一定的局限性。对此，学生在对语篇内容有了初步了解后，老师可以将语篇阅读要求细化，采取听读结合的方式，让学生一边听一边阅读，进一步把握语篇语义，然后回答老师提出的问题。因为，若学生对一篇文章不带目的的总从头至尾的反复阅读，可能阅读几遍后仍不知文章的中心大意。通过细分要求进行阅读，一方面降低了难度。另一方面增强了阅读的目的性。 3.4注重整体感知，获取语篇有效信息 在英语语篇教学中，整体感知是语篇教学的准备阶段，对语篇信息的获取具有重要的铺垫作用。对于语篇的整体感知，其呈现的方式力求新颖，例如通过讲故事的途径，通过多媒体播放录音及视频的方式，以吸引学生的注意。整体感知的材料应整体层面，并配合一定的插图及问题，让学生在感知的同时，试着思考、寻找问题的答案。例如在学习“Unit5Doyouhaveasoccerball?这一课题时，老师可以先播放听力，并在多媒体上配上足球的插图及相关问题，让学生带着问题去听去感知语篇信息。
