Lesson1 Hello! 教案教学设计(冀教版英语七年级)
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篇1：Lesson1 Hello! 教案教学设计(冀教版英语七年级)
一、教材分析：
本单元主要围绕“学校和朋友”展开话题，教材为学生提供了发生在学校操场、教室等的日常对话，帮助学生练习并掌握在新环境中如何用英语进行自我介绍，如何礼貌地询问他人的情况，如何向他人表示感谢。为进一步的沟通和对话打下基础。
1.教学目标
语言技能：能用新句型打招呼和介绍自己：hello, hi
What’s your name? My name is …
I’m from ….
How are you ? I’m fine, thanks.
情感态度:
⑴ 激发学生学英语、说英语的兴趣
⑵ 帮助学生树立自信心，让他们乐于模仿，敢于开口，积极参与到用英语与人交流的活动中。
2.教学重点，难点：
掌握以下句型： What’s your name? I’m from …
How are you? I am fine. And you?
二、教学准备：
磁带，录音机
三、教学步骤：
Step I Class opening
1. Greeting
Ts: How are you? How are you? How are you today?
Ss: I am fine, thanks. I am fine, thanks. Have a lovely day.
Ts: How are you? How are you? How are you today?
Ss: I am fine, thanks. I am fine, thanks. Have a lovely day.
(设计思路：通过歌曲以轻松愉快的方式进入英语学习，教师要带动学生，通过身体和表情号召学生加入到以歌曲打招呼的活动中来)
Step II New concepts
1. Hello! Hi! My name is ….
教师拉起一位学生，“Hi”打招呼，边和学生握手，边指自己说My name is … . What is your name? 让学生模仿并介绍自己，并以游戏方式传递进行。教会学生用英语礼貌地打招呼，介绍名字。注意表情，面带微笑。
2. How are you? I’m fine, thanks.
听录音，要求学生跟读。然后要求学生两两进行对话练习，直到能够熟练进行对话，并结合上一个对话，反复练习。
（设计思路：新课标明确指出，语言学习尽在模仿。通过录音机听标准的语音是最佳模仿方式，要让孩子养成听录音学说英语的习惯）
3. Write the sentences on the blackboard，ask the students to write down the sentences on the exercise book. Check their handwriting and praise some students。
注意书写规范, 四线三格。
(设计思路：纠正学生的书写错误，清楚地告知英文的书写规范，如首字母大写，专有名词大写，及标点符号的正确书写，使学生尽早培养良好的书写习惯)
Step III. Consolidation S
1.Role play
S1: Hello! My name is… What is your name?
S2: Hello! My name is … What is your name?
合作进行，比一比，看看哪一组声音洪亮，表现自然。可适当
进行内容的扩充。本活动要在全班范围进行，教师鼓励孩子给自己起一个好听的英文名字，如Mary, Jack等，注意性别的区分。
（疯狂英语的朗读方法非常有助于孩子提升自信，敢于大胆地开口说英语。 让学生有一个英文名字，是向别人重新介绍自己的好方法。）
2.Sing a song
Follow the tape to sing the song “What is your name?” together.
(设计思路：寓教于乐，尽可能以歌曲等喜闻乐见的方式让孩子轻轻松松学英语，同时也巩固了所学的知识。)
四、教学反思：
本课取得了很好的教学效果，课堂气氛活跃，受到了学生的一致好评。经过反思，我认为本课具有如下特点：
1.寓教于乐，利用游戏、唱歌等方式培养孩子学习英语的兴趣，
激发他们的表现欲，并适时地进行语言鼓励和表扬。这对于新生入学的第一堂课是至关重要的。
2.播放录音，告诉孩子们：听说以及大胆的模仿是学好英语的关键，需要他们有鹦鹉学舌的精神反复练习。同时教授孩子书写的规范，如四线三格的使用、首单词首字母大写等等，让他们摆脱不良书写习惯，进入规范化的学习。
3.充分利用师友互助、小组合作的模式，让每一个学生都加入到课堂活动中来，成为课堂活动的主体，充分调动每个学生学习英语的积极性，不让一个学生掉队。
但在活动中看到一些学生羞于开口，或声音过低，这需要老师不断地鼓励，当然更离不开学友的帮助，今后还要将更多的机会给这样的学生，使他们摆脱内向和自卑，大胆快乐地学习英语。
五、板书设计：
Lesson 1 Hello！
What is your name? My name is …（Jack , Li Ming）
I’m from China/Canada.
How are you? I’m fine. Thank you.
篇2：lesson57 教案教学设计(冀教版英语七年级)
Lesson 57 Summer Is Here!导学案
老师寄语：Everything comes to him who waits.
功夫不负有心人。
学习目标： 1.掌握本课生词及短语。
2．理解对话大意，并加强英语阅读能力。
3．能用英语谈论夏季的一些活动。
4．掌握本课重点知识点。
一 自主学习
1．在课前，借助音标或同学帮助，大声朗读单词，并识记。（小组互查）
2．从课文中找出以下词组，借助单词表或上下文，将其译成英语。（组内成
互查，或小组间互相抽查）
（1）enjoy oneself （2）play soccer
（3）go swimming （4）look scared
（5）the swimming pool （6） Don’t worry!
（7）have fun （8）like to do sth
3.朗读课文，把握主旨，回答下列问题。
(1) Will Li Ming go home this summer?
(2) What does Danny like to do in summer?
(3) Does Li Ming want to go swimming?
(4) What is Jenny doing in the swimming pool?
(5) Is the water in the pool cold or warm?
(6) Who will teach Danny to swim?
4.回答完上面问题，你一定对课文的大意有所了解，那么再试着将下列句子补充完整。
篇3：冀教版七年级英语下册教案
难点讲评
1.What time do you get up?
What time +助动词do/does +主语+动词原形，询问某人做某事的具体时间。
what time do you begin class in the morning?
注：What’s the time=What time is it?也是用来询问时间，意为“几点了”。用it作答。
What’s the time? It’s 7:30.
2.I usually get up at five o’clock.
1)句中usually与often 一样都是频度副词，常用于动词be 之后，行为动词之前。always 意思是“总是”、“永远”，表示动作重复，状态继续，中间没有间断。
We always get up before six o'clock.
He is always thinking of others.
always>usually>often>sometimes>seldom>never
2)介词 at 常用于具体时刻之前，意义为 在…… ，如：at 5：00 在5：00钟。
介词at 除了指时间以外，还可指
(1)人物的所在之处，如：at my uncle’s home 在我姑姑家, at the station 在火车站.
(2)朝向，如：look at me!看我!
(3)指速度或价格.如：she buys the book at a good price 她以优惠的价格买了这本书。
on，at，in这三个常用介词都可以表示时间和地点，但具体用法不同.
①on用在日期、星期几、节日前，也表示在具体某一天及具体某一天的上午、下午和晚上。
on November 1st on Monday on Children’s Day on Tuesday evening
②in用于月份、季节、年份前，当early，late用于句首修饰介词短语时，尽管表示具体某一天的上午、下午、晚上，都要用in，泛指一般的上、下午，晚上也用in 。
Early in the morning of National Day，I got up to catch the first bus to the zoo.
③将来时态表“过一段时间后” 及“在...期间” 和“在某个季节，某年、某月” 都用in。
Xiao Ming was born in December of .
3. What a funny time to eat breakfast!
(1)What a/an +形容词+单数名词+主语+谓语!
what a good girl she is!
(2)What+形容词+可数名词复数+主语+谓语!
What good girls they are!
(3)What +形容词+不可为名词+主语+谓语!
What terrible weather it is!
4、He works at a radio station.
work:人们日常工作和生活中从事的体力和脑力劳动，各类工作。不可数名词
job:指具体的职业或工作。可数名词
5、take a walk
take a walk=have a work=go for a walk 散步
6、either...or...
“要么、、、要么、、、”，连接句子中两个并列的成分，表示两者之一。
当连接两个主语时，谓语动词应该与最近的一个主语在人称和数上保持一致，即就近原则。
7.People love to listen to him.
love to do sth.=like to do sth.very much.喜欢做某事，强调具体活动。
而love doing sth.=like doing sth. very much则强调习惯。
Do you come out to play with me?你喜欢出来和我玩吗?
I like watching TV.我喜欢看电视。
8.hear与listen to
hear 意为“听见”，表示听的结果，而listen to则表示“听”，强调的是“听”的动作。
Let’s listen to the music.
We listen but don’t hear.
9. He gets home at 7：00，and he watches morning news on TV.
1)句中get 意为 “到达 ”，后接地点名词时，要加介词to，后接副词时，不能加to.
She gets to school at six o’clock.
注： home 是一个副词，所以其前不能加介词to，但home也可作名词，这时其前有物主代词时，可以加to，
She gets to her home at eight o’clock .
a piece of news 一条新闻 ，two pieces of news 两条新闻 。
Watch……On TV 表示 通过电视看……节目
We often watch football game on TV.
10、lots of=a lot of 既可以修饰可数名词复数形式，也可以修饰不可数名词。
11.What time is it?-几点了?-It’s eight thirty. 八点三十分。
本句是就具体时刻进行提问的，what time 意为“几点”，这是特殊问句，它的同义句为：
What’s the time? /What time is it by your watch? 在回答这个句子时,要用It’s +钟点。
注：英语时刻的表达法：顺读法和逆读法。
顺读法：钟点数+分钟数。
4：25→four twenty-five，6：58→six fifty-eight，7：→seven o clock
说明：这种表达不论分钟数是多少，均可使用。
逆读法：分钟为+介词to/past+钟点数，可分两种情况：
1)分钟为不超过半小时，用分钟数+past(/pa：st/过)+钟点数。
4：23→twenty-three past four，5：19→nineteen past five.
2)分钟数超过了半小时，用(所差的)分钟的+to+(下一个)钟点为。
7：31→twenty-nine to eight，10：58→two to eleven
在逆读法中分钟数逢 “五”逢 “十”可省略minute(s)。否则应加上。当然，英语习惯上把十五分钟(fifteen)称作一刻a quarter，三十分钟(thirty)称为half/half，因此10：30，可以用两种表达方式，half past ten，ten thirty。
12.Thanks for your letter.
Thanks for your help.
Thanks for telling me the good news.
13. Do you want to know about my morning?
1)该句中 want to do…句型。表示“想要做某事”，该短语中want为及物动词，后面的to do
是不定式
I want to play the drum.
I want to see my old teacher next week.
3)know about 知道有关…，了解有关…，句中about 意为“关于，有关”的意思。
17.Please write and tell me about your morning.请写信告诉我你的早晨。
释：1)tell sb. about sth.告诉某人有关某事的情况。
My father often tells me about China.
2)write sb. a letter=write a letter to sb.给某人写信。
She often writes me a letter=She often writes a letter to me.
三.重点短语
1.what time 几点
2.go to school 去上学
3.get up 起床
4.take a shower 洗淋浴
5.brush tooth 刷牙
6.get to 到达
7.do homework 做家庭作业
8.go to work 去上班
9.go home 回家
10.eat breakfast 吃早餐
11.get dressed 穿上衣服
12.get home 到家
13.either...or... 要么、、、要么
14.go to bed 上床睡觉
15.in the morning/afternoon/evening 在上午/下午/晚上
16.take a walk 散步
17.lots of 许多
18.radio station 广播电视
19.at night 在晚上
20.be late for 迟到
四.语法知识点
1. what time与when
what time翻译为“几点”问的是具体的时间，一般回答要具体到小时。
What time do you go to school?
I go to school at half past seven o’clock.
回答具体到点钟，且注意在几点前边的介词用at。
when也是对时间的提问，但与what time的区别是：用when提问，回答既可以是具体的时间，也可以是不具体的时间，如：in the morning，last year，in 等范围大的时间。www.Xkb1.coM
向对方询问具体时间时，即几点几分，只能用what time，不能用when。
询问年份、月份、日期时，只能用when，不能用what time。
2. 英语时间的表达
(1)整点时间可表示为“钟点数+o’clock”或直接读钟点数，省去o’clock。如：
It’s ten o’clock a. m. 现在是上午十点整。
(2)非整点时间可直接采取读数法。如：
It’s eight-thirty. 是八点三十分。
注意时间的表达方式：用数词。点与分钟之间用连字如：
eleven-thirty 十一点三十分
nine-twenty-five 九点二十五分
6:10 →six-ten 8:50→eight-fifty
9:30→nine-thirty 10:15→ten-fifteen
7:45→seven forty-five 11:05→eleven-five
(3)非整点时间的分钟数不超过30分钟，也可用介词“past”。如：
6:10→ten past six
11:05→five past eleven
10:15→ a quarter past ten或fifteen past ten
8:15→a quarter past eight或fifteen past eight
9:30→half past nine或thirty past nine
(4)非整点时间的分钟数超过30分钟，用介词to。如：
11:50→ten to twelve
7:31→twenty-nine to eight
9:45→a quarter to ten或fifteen to ten
12:59→one to thirteen
此句话还有几种表达方式。如：
What is the time? 几点了?
What time is it by your watch? 你的手表几点了?
( )1.--What's the time? --______one-thirty.
A. Its B.It's C.This is D.They're
( )2.I usually _______ at nine-thirty at night.
A. get to school B.get up C.go to bedD.go home
( )3.He likes ______ the radio. wwW.x kB 1.c Om
A.listens B.to listen to C. listens to D.to listen
( )4.I _______ at seven.
A. go to the school B.go to a school C.go to school D.go school
( )5.We only have _______ shower.
A. some B.an C.the D.one
( )6.My sister _______ home at 5:00 every day.
A. gets B.gets toC.get D.get to
( )7.We can watch Beijing Opera _____ TV.
A. in B.at C.on D.from
( )8.Let's ________.
A. take a shower B.have a shower C.take the shower D.A and B
( )9.My brother ____ the morning TV every day.
A. watches B.watch C.watches D.see
( )10.--______ do you usually go to bed?
--At six.
A. What time B.How time C.When D.A and C
( )11. Zhang Min usually gets up _______.
A. at six thirty B.at thirty six C.on six thirty D.on thirty six
( )12.Rick often does ______ homework at 6:00.
A.her B.his C.my D.your
( )13.--______ do people have dinner?
--At home. A.What B.When C.WhereD.B and C
( )14.In our school, school _____ at 7:30.
A.is B.start C.starts D.does
One day , an old man was selling a big elephant . A young man came up to the elephant and began to look at it slowly . The old man went up to him and said in his ear . “Don’t say anything about the elephant before I sell it . Then I will give you some meat .” “All right .”said the young man . After the old man sold the elephant , he gave the young man some met and said : “Now, can you tell me how you see the bad ears of the elephant ?” “I didn’t find the bad ears .”said the young man . “Then why do you look at it slowly ?”asked the old man . The young man said : “I never see an elephant before, and I want to know what it looks like.”
( )1________ the elephant.
A. The young man bought B. The old man sold
C. The two men sold D. The young man sold
( )2. The young man looked at the elephant . He wanted to find _____.
A. its bad ears B. some meat C. a good elephant D. what it looks like
( )3. The young man ________.
A.knew the elephant wasn’t good B. found the bad ears but didn’t tell it .
C. looked after the elephant D. got some meat
( )4.We know that ________.
A. the two men were not honest B. the young man wasn't a bad man
C. the old man was a good man D. the elephant was a very good one
( )5. The young man looked at the elephant slowly because he _______.
A. liked elephant B. wanted to buy it
C. didn’t see any elephant before D. wanted to help the old man
篇4：冀教版七年级英语下册教案
一、重点词汇
1. one hundred and five
表示具体的“几百”时，用“基数词+hundred”表示，注意此时hundred不能加s.
hundreds of表示“数百;成百上千的”，这是hundred后面有s,而且hundreds后面要有介词of,并且不能与数词连用。
与hundred 用法类似的还有单词：thousand，million，billion.
Our school is so famous that_____ people come and visit it every term.
A. hundred B. hundreds C. hundred of D. hundreds of
2. I ride it to school every day.
ride “骑”，后可接bike, horse, motorbike等。
还可以用做可数名词，“旅程”。 an hour’s ride 乘车一个小时的路程
every “每个;每一”，其后接单数可数名词。every day “每天”
every day 表示某事发生的频率，“每天，天天”。
I go to school every day.
everyday 形容词，“日常的，普通的”。
I study everyday English every day.
3. live
live 不及物动词，“居住，生活”，其后若跟名词则必须在名词前加上适当的介词。
I like to live in the country.
live on sth. “以某物为食”
Sheep live on grass.
live a ...life “过、、、生活”
The old man lives a happy life.
4. bus stop
bus stop与bus station 都是指“公共汽车站”。
bus stop 指城镇内外的停车点，bus station指能停、转车辆的汽车站点。
stop 做动词，意为“停止”，常用结构：
stop to do sth. “停下来去做某事”
stop doing sth. “停止做某事”(停止正在做的)
Let’s stop to have a rest.
Stop talking, please.
5. Crossing the River to School
cross是动词，“穿越，越过”，主要指“横穿”。
还可以作名词，意为“十字形，叉形符号”。
across既可以作介词，也可以作副词。
crossing 是名词，“渡口，交叉点”。
6. For many students,it is easy to get to school.
It is +adj.+to do sth. “做某事是.......”
7. There is a very big river between their school and the village.
between ...and... “在....和...之间”，连接两个并列的成分。
between/among
(1) between 用于两者之间。
(2) among 用于三个或三个以上的人或物的“中间”。
8. But he is not afraid.
afraid: “害怕的，畏惧的”。
(1)be afraid of sth. 害怕某事/某物
(2)be afraid to do sth. 害怕做某事
(3)be afraid of doing sth. 唯恐做某事，指担心或担忧做某事会引起某种后果。
(4)be afraid + that从句，恐怕....
(5)为某件已经发生或可能发生的事表示歉意或者作出否定判断，相当于sorry.
9. Many of the students and villagers never leave the village.
leave主要用法归纳如下:
1. 离开; 脱离
The train will leave at six tomorrow morning.
2. 把……留在; 留下
Leave the child at home. 把小孩留在家里。
3. 遗忘; 丢下
I left my notebook in the dormitory. 我把笔记本落在宿舍里了。
4. 使……处于(某种状态),后面常接宾语补足语
Leave the door open.
5. leave for+地点，“动身去某地”
He left for the station a few minutes ago.
10.must /have to
must多表示主观需要或责任感的驱使有必要或有义务去做某事，多译为“必须”，
have to多表示客观存在的环境所限,即客观要求(无奈)而为之，多译为“不得不干某事”。
I must clean the room because there are too dirty.
I have to do my homework now.
11. It takes sb some money/time to do sth.花费某人多少时间/钱做某事
Sb pay some money for sth 某人为某物花费多少钱
Sb spend some time/money on sth 某人在做某事或某物上花费时间/钱
Sb spend some time/ money (in)doing sth
Sth cost sb some money 某物花费某人多少钱
二、短语归纳
1.get to school 到校 2.take the subway 乘地铁
3.take the train 坐火车 4.leave for 到……地方去，离开去某地
5.take…to…把……带到…… 6. most students 大多数学生
7. depend on 依赖，决定于 8.from…to…从……到……
9.think of 想到，想起 10.ride bikes 骑自行车
11.in other parts of the world 在世界的其他地方 12. how far 多远
13.take the train to school 乘火车去上学 14.in places 在一些地方
15.go to school by boat乘船去上学 1 6.on the school bus乘坐校车
17.be different from和……不同 18.worry about 担忧，焦虑，担心
三、语法专项
how 引导的特殊疑问句
1.how 引导的特殊疑问句提问交通方式，其答语分三种情况：
a. take a/an/the+交通工具(单数)
take +a/an/the+表示交通工具的名词，乘……去某地。
He takes the train.
b. by+交通工具(单数)
c. on/in+限定词+交通工具
by+表示交通工具的单数名词或on/in+ a/an/the/one’s+表示交通工具的单数名词，是介词短语作方式状语。
I get to school by bike. = I get to school on my bike.
3.walk/ride/drive/fly+to+地点名词，步行/骑自行车/开车/坐飞机去某地
表示乘交通工具方式可以互换表达相同的意义:
Take the bus to school=go to school by bus=go to school on a bus
Drive a car to work=go to work by car=go to work in a car
Fly to shanghai=go to shanghai by plane/air=take the/a plane to shanghai=go to shanghai on a/an/the plane.
2. how far 用来提问距离，多远，其答语分为两种：
(1)用长度单位表示：It is five kilometers.
(2)用时间表示：It’s twenty minutes’ walk.
3.how long 用来提问时间，意为多久回答常用“for+段时”。
----How long have you learnt English?
----For 3 years.
4.how soon 用来提问做完某事还需要多长时间， 常用于将来时态时， 常用“in+时间段”来回答。
――How soon will you arrive in Beijing?
----In 3 hours.
(二)宾语从句
1.在句子中起宾语作用的句子叫宾语从句。宾语从句用陈述语序。
2.宾语从句的连接词：
(1)从属连词有that, if, whether。
Nobody knew whether she could pass the exam.
I know that she is from America.
(2)连接代词有who, whom, whose, what 等
Do you know whose book it is?
Could you tell me what your father looks like?
(3)连接副词有when, where, why, how等
He didn’t tell me when we could meet again.
I don’t know how I can get there. wwW.x kB 1.c Om
I’m always very busy (忙的) every day. I usually 1 up early at 6:30 in the morning. But 2 . I’m still sleepy (睡着的) . I put on my clothes, I wash my hands 3 face…Do this! Do that. 4 I have my 5 . I go go school. I usually leave home at 7:00. At school we all study 6 . We study English. Chinese, maths and so on (等等). 7 noon (中午) I get home and have lunch. At 1:30 I go to school again. Sometimes we play 8 football in the afternoon. I go home at 4:30. In the evening I do 9 homework. I go to bed at 10:00 and I go to sleep (入睡) very 10 .
( )1. A. get B. gets C. getting D. getting
( )2. A. often B. usually C. sometimes D. always
( )3. A. and B. or C. but D. so
( )4. A. Before B. After C. When D. If
( )5. A. lunch B. supper C. breakfast D. meal
( )6. A. easy B. different C. difficult D. hard
( )7. A. on B. On C. at D. At
( )8. A. the B. × C. a D. an
( )9. A. many B. a lot of C. any D. a lot
( )10. A. next B. soon C. first D. last
选词填空。请从方框内选择适当的词语完成这封信。
Writing, talking, sitting , playing, swimming , flying, sunny, studying, drawing, having
Dear Bob,
My name is Rich .I’m fourteen years old .I’m(1)__________ in a middle school .My school is nice and clean. There are 30 students in my class .It’s(2) _______ today . My classmates and I are(3) ________ a good time on the beach .It’s a nice place .The water is blue and clear . Many birds are(4) ________ over the sea .Many people are (5)_________ . Some boys are(6) _________ football . Some people are (7)________ on the beach . A girl is(8) _________ pictures on a chair .Another girl is (9)________ photos .I’m (10)_________to you ! What are you doing ? I hope you can write to me soon .
Best wishes! Rich
篇5：This Is Good for You教学设计 (冀教版英语七年级)
教学内容：
以教材对话内容为教学主线设计大量活动，围绕“健康饮食”这一中心话题组织学生开展活动。
教学目标：
1.语言目标
词汇：body strong healthy health often once twice cabbage porridge meal onion
句型：This is good for you.
It's good for you.
How often do you…?
…times a day.
2.能力目标：
①能用英语准确表达频度。
②培养学生逻辑思维能力、推断能力和归纳能力。
3.学习策略目标
①能联系实际，运用所学知识；
②在任务中，能积极运用所学英语进行表达和交际，学会积极与他人合作，共同完成学习任务。
4.情感态度目标：
加强学生对健康饮食的认识，感悟合理饮食的必要性。
5.教学重点：
用英语正确表达频度。
6.教学难点：
学会制定表达频度的表格。
教学准备：课件、导学案
教学过程：
Step1: Warming-up.
1. Playing a game: Help the words find their home.
cake bread porridge apple pear rice noodles coke tea water banana dumplings egg milk juice carrot tomato potato peach strawberry
Food
Drink
Fruits
Vegetables
2. Teacher: I eat breakfast every day. It's good for us.
Do you eat breakfast?
What did you have for breakfast this morning?
Student 1: I had… for breakfast.
Student2:I had…
Student3:…
Teacher: Look at the pictures (One picture shows vegetables, fruits, milk and bread; The other picture shows meat, ice cream and coke.) What would you like for breakfast? What is good for you? (Write on the blackboard: Lesson 53 This Is Good For You)
Step2. Presentation
Demonstrate body, strong, healthy, cabbage, onions and peas with pictures.
Teacher: What are these?
They're cabbages, onions and peas. They're vegetables.
I eat cabbages on Monday. I eat cabbages once a week. They're good for me.
I eat onions on Tuesday and Wednesday. I eat onions twice a week. They are good for me.
I eat peas on Wednesday, Thursday and Friday. I eat peas three times a week.
Teacher repeats once /twice/ three times a week, then asks some individual students: How often do you eat cabbages, onions and peas?
Step3. Practice
1. Drill.
Teacher: How often do you eat vegetables?
Students: How often do you eat vegetables?
Teacher: Peas.
Students: How often do you eat peas?
Teacher: Onions.
Students: How often do you eat onions?
Teacher: I eat cabbage once a week.
Students: I eat cabbage once a week.
Teacher: Twice a week.
Students: I eat cabbages twice a week.
Teacher: Three times a month.
…
2. Action chains:
A: How often do you eat rice?
B: I eat rice five times a week. How often do you watch TV?
C: I watch TV every day. How often do you have a PE class?
D: I have a PE class twice a week. How often are you late for school?
E: I am never late for school. How often do you…?
3. Listen to the tape, try to fill in the blanks:
How often does Danny…
day week month year
eat donuts
eat cabbage
eat peas
eat onions
4. Practice the dialogue in pairs.
5. Present. Ask volunteers to act the dialogue.
6. Make up a new dialogue.
7. Work in pairs. Interview your partner and ask this question: How often do you…? Then make a chart and try to report in front of the class.
8. Discuss in groups: What should we eat to keep healthy? Then each group chooses a student to talk about their ideas.
9. Sum up.
10. Homework:
(1).Finish off the activity book.
(2).Write a composition: How do we eat to keep healthy?
篇6：七年级英语冀教版知识点
1.回答why的提问要用because
2.Kind of 相当于副词，修饰形容词或副词，意为“稍微，有点”，与a little/ bit 相近
A kind of 意为“一种”，some kinds of 意为“几种”，all kinds of 意为“各种各样的”。这里的kind 是“种，类，属”的意思。
3.Why not =Why don’t you+V原 你为什么不…?
4.walk on one’s legs/ hands
on 意为“用…方式行走”
5.all day =the whole day整天
6.来自be/ come from
where do they come from?
=where are they from?
7.more than=over超过 less than 少于
8.once twice three times
9.be in great danger
10.one of… …之一 +名词复数
11.get lost
12.with/ without 有/ 没有 介词
13.a symbol of
14.由…制造 be made of能看出原材料
be made from 看不出原材料
be made in+地点 表产地
15.cut down 砍到
篇7：七年级英语冀教版知识点
副词
用来修饰动词、形容词、其他副词或全句，在句中作状语或表语。
eg. Now he is back in New York again.
现在他又回到了纽约。
Mike is a good student. He often does his homework carefully.
副词一般分为七大类：
①时间副词： now, often, then, early, ago, before
②地点副词： here, there, out, above, up, down
③方式副词： hard, well, badly, fast, slowly
④程度副词： very, much, still, almost, too, so
⑤疑问副词： how, when, why, where
⑥关系副词： when, where, why
⑦连接副词： now, where, why
often 等表示“频率”的时间副词，总被放在句子中间，又称“中置副词”。这类副词有 always(总是)、usually(通常)、sometimes(有时)、ever(曾经)、never(从不)等。
“中置”规律：
①放在单个的 be 动词之后;
②放在单个实义动词之前;
③谓语动词为多个词时，放在第一个助动词或情态动词之后。
如： You are always late for school. 你总是上学迟到。
I usually go to school by bike.
I never see that book.
He often helps other students.
He goes to work on foot sometimes.
篇8：七年级英语冀教版知识点
【疑问句】
疑问句是用来提出疑问的句子，句末用问号―?‖。常考的疑问句有四类，即：一般疑问句、特殊疑问句、选择疑问句、反意疑问句。
第一节 一般疑问句
一般疑问句通常需要用yes 或no 来回答，所以又叫做―是非疑问句‖。在读这种句子时 要用升调。一般疑问句主要有以下几种类型：
1、―be + 主语 + 表语‖结构
— Are you sleepy ? 你困了吗?
— Yes, I am . 是的，我困了。
3、―情态动词 + 主语言+ 行为动词(或be)‖结构
— May/Can I use the telephone? 我能用这部电话吗?
— Yes, you can. 是的，可以。
5、―助动词(do, does, did)+ 主语 + 行为动词‖结构
— Do you like swimming in summer? 你喜欢夏天游泳吗?
— No, I don`t . 不，我不喜欢。
难点提示
回答否定性一般疑问句时，要在Yes 后面用肯定结构，表示肯定;在No 后面用否定结构，表示否定。注意在说法上正好与汉语习惯相反。诀窍是在回答的时候，只要把它当成没有加否定形式的普通一般疑问句看待就可以了。注意下面例句的回答和它的意思。
— Is he not your elder brother? 他不是你的哥哥吗?
—Yes, he is . 不，他是(我的哥哥)。No, he is not. 是的，他不是(我的哥哥)。 — Isn`t she very clever? 她难道不是很聪明吗?
— Yes, she is. 不，她很聪明。 — No, she is not . 是，她不聪明。
第二节 特殊疑问句
一、特殊疑问句是用来提出来特定问题的疑问句，要求听到问题的人针对特定情况来做具体的回答，不能像一般疑问句一样简单地用Yes 或No 来回答，特殊疑问句要用降调来读。
二、特殊疑问句的结构：
特殊疑问词 + 一般疑问句
Who do English homework in the evening?谁晚上做英语家庭作业?
What do you do in the evening?你晚上做什么?
What homework do you do in the evening?你晚上做什么家庭作业?
When do you do English homework?你什么时候做英语家庭作业?
篇9：七年级冀教版英语课件
一、教学设计思路
Unit 1 是该教材的第一单元，又是为初学者准备的入门单元，总体内容不多，也不是很难，关键是做好一个衔接工作，根据学生的认知特点和心理特点，通过多样化的、趣味性的学习活动，让没基础的同学克服心里的畏难情绪，感觉到英语不难又很有趣;让有基础的同学更进一步培养起对英语学习的兴趣和自信。
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。整个单元的内容，可分配在五个课时中完成。
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
二、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, Helen
2.句型：Good morning. Good afternoon. Good evening.
—How are you? —I'm fine, thanks. How are you? —I'm OK.
B. 情感目标
1. 激发学生学习英语的兴趣，发挥学生学习英语的积极性和主动性。
2.通过小组活动，培养学生的合作意识和团队精神。
3.在活动中培养学生的`思维能力和创新能力。
三、教学策略
1.以趣激学：采用做游戏和猜谜等学生所喜闻乐见的学习形式激发学生的参与热情。
2.以放促学：开放地处理教材，插入大量有趣的图片、增加多种趣味活动，充分利用学生自主搜集的图文信息，拓宽学生的视野，实现知识的整合。
3.以任务导学：以话题为纲，以任务为主线，以合作交际为方式，培养学生用英语交流信息，获取信息和处理信息的能力。
四、学习策略
1.交际策略：学会与他人合作交流，并能把语言材料用到真实的生活中去。
2.资源策略：学会利用多种学习资源来获取更多的学习信息。
3.认知策略：主动思考(观察力、注意力、想象力、逻辑推理能力等)，大胆实践，及时反馈。
4.调控策略：通过课堂反馈和 self-check，明确自己的学习状况，不断调整自己的学习策略。
篇10：冀教版七年级unit4 L27-L32教案(冀教版七年级英语上册教案教学设计)
Lesson 25: Let’s Do an Experiment
Teaching Content:
Mastery words and expressions: science, experiment, fill, prove
Oral words and expressions: theory, jar, upside, observe, right, side up, upside down
Teaching Aims:
1. Use the Simple Present Tense.
2. Express certainty and uncertainty
Teaching Important Points:
1. Learn to express sequence;
2. How to express an experiment.
Teaching Difficult Points:
Express certainty and uncertainty
Teaching Preparation: jar, cardboard, water
Teaching Aids: audiotape, flashcards, jar, cardboard, water
Type of lesson: new lesson
Teaching Procedure:
Step1. Teacher brings the jar, cardboard and water to the class. Show them to the students and ask what experiments we can do with them. Let the students show them and explain the reasons to the students.
Let the students work in groups and discuss the experiments. When one group is doing the experiments, the others can ask the questions. The teacher can ask questions, too.
Step2. Now let the students open their books and guess what the experiment is. Ask the students to say it in English.
Step3. Read the text silently and answers the following questions.
1. What’s a theory?
2. What’s an experiment for?
3. Did Danny read about the experiment? What is it about?
4. Do you think the cardboard can hold the water in the jar? Why?
Step4. Read the text carefully and check the answers. Explain some words and expressions to the class.
Step5. Listen to the tape and repeat after it line by line. Can the students’ listening good enough to hear clearly?
Step6. Come to “Let’s Do It.”
Divide the class into two groups. One group thinks the floor will get wet. The others think it won’t. Let them discuss in class. Pay attention to telling the reasons.
Step7. Homework
1. Review the next lesson.
2. Finish off the activity book.
Summary:
The experiment is the main part of the text. If we have time, do it in the class. Then ask them to describe what they see. Give a report to the class. If the time in class isn’t enough, let the students do the experiment after class. Then report the result to the class. The teacher can do the experiment for the students, too.
Lesson 26: One Wet Danny?
Teaching Content:
Mastery words and expressions: force
Oral words and expressions: swimsuit, observation, turn…over
Teaching Aims:
1. Use the Simple Future Tense to describe the thing that will happen.
2. Grasp the knowledge by doing the experiment. Enjoy the experiment and finish it by students themselves.
Teaching Important Points:
1. Grasp the Simple Future Tense.
2. Talk about the experiment process.
Teaching Difficult Points:
Some words and expressions, such as: talk about, talk to, tell sb., ask sb. to do sth.
Teaching Preparation: jar, cardboard, water, pictures
Teaching Aids: audiotape, flashcards, pictures, jar, cardboard, water
Teaching Procedure:
Step1. Review Lesson 25.
Let some students talk about the main idea of Lesson 25.
The teacher and the students can ask:
1. What do we use in the experiment?
2. How do you turn the jar full of water upside down?
3. What do you cover on the jar?
4. What’s your theory?
Step2. Do a survey:
1. How many students have done the experiment?
2. What’s the result?
3. How many students think Danny is going to get wet?
Report it to the class.
Step3. Listen to the tape and let some students ask the following questions:
1. What are they talking about?
2. Who will do the experiment?
3. What will happen to the water in the experiment?
4. What will keep the water in the jar?
5. What will they do after the experiment?
Step4. Read the text silently and check the answers. Read it in roles in class in individuals or in groups.
Step5. Let some students act the dialogue out in front of the class.
Step6. Come to “LET’S DO IT.”
Do the experiment in groups. Let the students observe the experiment carefully. Then give a report to the class about what it is like. Do anyone get wet in the experiment? Why?
Step7. Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
This passage is about the two opinions to the experiment. Why do you think so is the main explanations. Let the students have a brainstorm. The teacher walks around and helps them if it necessary
Lesson 27: Danny the “Dry-o-saur”!
Teaching Content:
Mastery words and expressions: surprised, examine, discover, explain, enough, liquid, solid, spoon, add, mix, pour
Oral words and expressions: weird, mud, cornstarch, spoonful, dissolve, press
Teaching Aims:
1. Ask the students to observe and report it to the class.
2. Increase students’ interest in English.
Teaching Important Points:
1. Describe an experiment in English.
2. Improve the students’ spoken English.
Teaching Difficult Points:
Some words and expressions that used in the experiment.
Teaching Preparation: a bowl, a spoon, cornstarch, water
Teaching Aids: audiotape, flashcards, a bowl, a spoon, cornstarch, water
Type of lesson: new lesson
Teaching Procedure:
Step1. Ask the students what we can do with the things that we brought to the class. If they can do something interesting, let them demonstrate them in class. Then ask them to explain the reasons.
Step2. Listen to the tape and answer the following questions:
1. Why is Danny wearing his swimsuit?
2. Is Danny wet when Brain takes his hand off?
3. Why is Danny still dry after the experiment?
Step3. Now read the text silently and check the answers. Then read it loudly in class.
Step4. Read the text loudly in roles in class. Let some students act it out in front of the class.
Step5. Ask the students to describe the dialogue in English. Encourage them to use English as much as possible.
Step6. Have the class rewrite the text in the past tense. Divide the class into twelve groups. Assign one paragraph to each group. Each group should discuss and representative from each group read aloud what has been praise rewritten. Comment on their work and remember to give praise for good efforts!
Step7. Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
The experiment is interesting, but how to describe it in English is difficult. Remember to cultivate the students’ spoken English in class. Give them more chance to practice. when the students are doing experiments, they must explain clearly step by step.
Lesson 28: Fill My Plate
Teaching Content:
Mastery words and expressions: plate, taste, empty, full
Oral words and expressions: taste good
Teaching Aims:
1. Know about the foreign culture.
2. Learn to sing foreign songs.
Teaching Important Points:
1. Learn to sing the song.
2. According to the pictures, make up dialogues.
Teaching Difficult Points:
Make up a dialogue about having a meal in your home or in a restaurant.
Teaching Preparation: a plate, pictures
Teaching Aids: audiotape, flashcards, a plate, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Listen to the tape and grasp the rhythm. Listen to the tape and sing with it.
Step2. Let the students read the text line by line. Have the class read the lyrics as a poem. You may divide the class into two groups. Each group will read one line at a time. Make sure students can read rhythmically with a good sense of the rhymes!
Step3. Listen to the tape. Let the students sing after it.
Step4. Play the tape for several times until the students can sing well.
Step5. Let some volunteers come to the front and sing individually.
Sep6. Homework
1. Finish off the activity book.
2. Review the next lesson.
Summary:
Introduce more knowledge about the foreign countries to the students, which will stimulate the students’ interest of learning English. Learning to sing English songs is another way of increasing students’ learning interests. So give them chance to sing in front of the class.
Lesson 29: An Eastern Egg Hunt
Teaching Content:
Mastery words and expressions: basket, hide, everywhere
Oral words and expressions: hunt, be gone, Easter
Teaching Aims:
1. Learn more about the foreign festivals in western countries.
2. Find the differences between the Chinese festivals and the western festivals.
Teaching Important Points:
1. Introduce more knowledge about Easter.
2. The Simple Present Tense.
The Difficult Points:
1. Know about the activities that we do during Easter.
2. How do people in western countries celebrate it?
Teaching Preparation: pictures, baskets, eggs
Teaching Aids: audiotape, flashcards, pictures, basketballs, eggs
Type of lesson: new lesson
Teaching Procedure:
Step1. Listen to the song “Fill My Plate” again. Let several volunteers to sing in front of the class.
Step2. A Guessing Game
Work with a partner. One student hides something of the other’s, the other looks for it. If they can’t find the thing, they can ask questions:
Is it on the desk?
Is it on the floor?
Where can I find it?
Step3. Listen to the tape. Can they find the answers to the following questions?
1. What is Danny doing in the park?
2. Who brought a lot of chocolate eggs?
3. Where do they hide the eggs?
4. Can Debbie make eggs? Why?
Step4. Read the text silently and check the answers. Ask them to find more questions. Now report their questions to the class. Let’s discuss the questions and find the answers together.
Step5. Play the tape again. Let the students read after it until they can read it correctly and fluently.
Step6. Ask some students come to the front and act the dialogue out.
Step7. Come to “LET’S DO IT!”
Let’s play the game together. Remember to speak English. The teacher walks around the classroom and reminds them.
Step8. Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
Activities are important parts in English classes. Put the main ideas of today’s knowledge in the activities. So how to arrange the activities is of great use. When we are playing the games, we must speak English as much as possible
Lesson 30: Keep the Candle Burning!
Teaching Content:
Mastery words and expressions: match, light, burn, use up
Oral words and expressions: shallow, candleholder, oxygen
Teaching Aims:
1. Cultivate the spirit of loving science.
2. How do you express the sequence?
Teaching Important Points:
1. Write an experiment report.
2. Describe and explain the experiment in English.
Teaching Preparation: a candle, a candleholder, a big glass jar, a shallow dish with water matches
Teaching Aids: audiotape, flashcards, a candle, a candleholder, a big glass jar, a shallow dish with water matches
Type of lesson: new lesson
Teaching Procedure:
Step1. Bring the teaching aids to the class. The teacher asks the students: What experiments can they do with the aids?
Let them do in front of the class. When they do it, describe it in English.
Do the others agree with their views? Why?
Step2. Read the text and let the students know about the experiment.
Step3. Close the books and write what the text is about. Write the main process and they can have a change if they think it is necessary. Then after they finish it, open their books and compare what they write with the text. Let’s see whose is the best.
Step4. Listen to the tape for several times until they can read it correctly and fluently.
Step5. Ask the students to find questions. Let’s have a discussion in class. Such as:
1. What is the match used for?
2. How much water do we fill in the jar?
3. How long does the candle burn?
4. What does the candle use to burn?
5. Can you explain the experiment in English? What’s your reason?
Step6. Come to “PROJECT”
Divide the class into groups of four or five. Let one group chooses an experiment to practice. Explain it in English as they are doing the experiment. Encourage them to use English as much as possible. The teacher helps them if they are in trouble.
If we can’t finish the experiment in this lesson, we can continue in next lesson. Remind the students to bring the things that they need. If they want to do more experiments that we learned or we don’t learn, they can bring everything they need to the class. The teacher should praise the group that does more experiments.
Step7. Homework
1. Finish off the activity book.
2. Review the next lesson.
Summary:
Do the experiment and let the students report to the class. This can increase the students learning interests. As the students doing the experiments, let them explain them in English as much as possible. The teacher can help them if it necessary
Lesson 31: Surprise Your Friends!
Teaching Content:
Oral words and expressions: take off
Teaching Aims:
1. Learn to express sequence.
2. Teach the students’ science spirits.
Teaching Important Points:
1. Describe the experiments in English.
2. Express the experiment phenomenon in English.
Teaching Difficult Points:
Describe the experiments in English and explain the reason.
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Check the homework of Lesson 30.
1. Read the words and expressions in Lesson 30.
2. Make sentences with the words and expressions in Lesson 30.
Step2. Read the text and discuss the main idea about the text.
1. What’s the main idea of the text?
2. What’s the experiment about?
3. Did you do the experiment at home? What did you do? Is it the same as the experiment that we learn in the text?
4. How do you explain the experiment to the class?
Step3. Listen to the tape and read after it until they can read it fluently.
Step4. Let the students work in groups. Describe the experiment in Lesson 30. Then report it to the class. Choose whose report is the best. Why is it good?
Step5. Describe the same experiment that is explained in Lesson 30 in English. Work in groups. When they can’t go on their description, they can look at the book.
Let the students report to the class about their description.
Step6. Come to “LET’S DO IT”.
Step7. Homework
1. Finish off the activity book.
2. Do the exercises in Lesson 32.
Summary:
Experiments are the main parts of the unit. How do students grasp this part well? I think doing the experiments really is very important. Ask the students to choose the one that they think interesting to do in front of the class. Explain it in English as they are doing the experiments
Lesson 32: Unit Review
Teaching Content:
Review the mastery words and expressions from Lesson 25 to Lesson 31.
Review the oral words and expressions from Lesson 25 to Lesson 31.
Teaching Aims:
1. Learn to love science and cultivate the spirit of discovering things.
2. Know more about the foreign festivals.
Teaching Important Points:
1. Teach the students to take care of science and to do experiments by themselves.
2. Easter is an important festival in foreign countries, so we must know about it.
Teaching Difficult Points:
Express the sequence, uncertainty and uncertainty
Teaching Preparation: water, jar, cardboard
Teaching Aids: audiotape, flashcards, water, jar, cardboard
Type of lesson: review lesson
Teaching Procedure:
Step1. Ask the students to do the experiments that they like in front of the class. As they are doing the experiments, explain them in English.
The students stand beside them. Help them if it necessary. Ask the students to observe carefully. What experiments are they doing?
Are the experiments that they are doing the same as yours?
What can we learn from the others?
What do we learn from the experiments?
Step2. Play a Game
This game is about the foreign countries. The most important festival in western countries is Christmas, then Easter. Discuss what we do on the festivals.
Discuss the other festivals in western countries, such as Mother’s Day, Father’s Day, and Thanksgiving.
Step3. Do with the exercises in Lesson 32.
Discuss the difficulties in class in groups. If it is too difficult, we can explain it to the class.
Step4. Practice the spoken language in pairs.
Step5. Come to the last part in Lesson 32.
Review the main points in this part. How do you express certainty and uncertainty, sequence and the grammar “The Present Future Tense”.
Step6. Homework
1. Finish off the activity book.
2. Review the words and expressions in this unit.
Summary:
Sometimes something is simple for you to do, but can you express it in English? It’s good for the teacher to arrange the students to the interesting that they learn in this unit or before. Remember to say it in English. The best way to learn a foreign language is to use it.
篇11：冀教版unit3教案L17--23(冀教版七年级英语下册教案教学设计)
Teaching content: 1. mastery words: driver, drive, quickly, slowly
2. the usage of adj. and adv.
3. a dialogue about how to take a taxi
Teaching goals: 1: remember the mastery words
2. learn the difference of slow and slowly; quick and quickly
3. understand the meaning of the text
Key points: the usage of slow and slowly; quick and quickly
Difficult points: the usage of adj. and adv.
Teaching aids: word cards, audiotape, flashcard, slide projector
Type: dialogue
Teaching procedure
1. Class opening
1) Greet the students in everyday English. Make sure they can response correctly.
2) Duty report: They can say anything they like to say.
3) Check the homework of last lesson. Explain if necessary.
2. New lesson
Step 1 Lead in
Discuss 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 answers. Gather them and then say “Today, Li Ming and his friends get to Beijing. They want to go to a hotel by taxi. Danny has a dialogue with the driver. Let’s look at what does he say to the driver.”
Step 2 Listen to tape with the following questions:
Why is Danny scared?
Can Danny speak Chinese?
Can the driver speak English?
Step 3 After listening to the text, discuss the questions with the students. Go through the dialogue at the same time. Deal with the language points. You can use the blackboard or the slide projector. Pay attention to the different usage of slow and slowly, quick and quickly.
Step 4 Listen to the audiotape again and let the students read after it.
Step 5 Practice
Have them read the text for a few minutes and then have them act out the dialogue in roles. Correct their pronunciation if any.
Step 6 Demonstrate quickly and slowly by performing an action quickly and slowly as you say the words. Point out the difference between “ I am quick/slow.” and “I am ___ing quickly/slowly.”
Ask for volunteers to perform actions quickly and slowly. Describe the volunteers’ actions to the class. Then ask the class to describe the actions.
Divide the class into small groups. Ask each group to make a dialogue about taking a walk on a busy street in Beijing. Let them use slow and slowly, quick and quickly.
Step 7 Deal with “LET’S DO IT”
Work in a small group. Imagine you are a tour guide. Your group members are on a trip to Beijing. Where do they want to go? Where do you take them?
Step 8 A test
词形转换
1) They eat many _____ . (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)
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the exercise of the workbook
the next reading in the student book
Lesson 18 Tian’anmen Square
Teaching content : 1. mastery words: laugh, fly, hard, quietly, worry, put
2. learn a dialogue about flying a kite
3. some word such as quiet and quietly, loud and loudly
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. learn some words of adj. and adv.
Key points: 1. there be…
2. the usage of adj. and adv.
3. some useful words and phrases
Difficult points: the usage of adj. and adv.
Teaching aids: audiotape, word cards, slide projector, a picture of Tian’anmen Square, a kite
Type: text
Teaching procedure
1. Opening class
1) Greet the students in everyday English. Make sure they can response in correct way.
2) Duty report.
3) Check the homework.
2. New lesson
Step 1 Lead in
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 them.
Step 2 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 discuss the text again. If they have any question, explain to them. Deal with the language points at the same time. Pay attention to the usage of loud and loudly, quiet and quietly.
Step 3 Listen to the audiotape again and let the students read after it. Give them a few minutes to practice the text. Correct the pronunciation when necessary. Then have them act out the text in roles.
Step 4 Practice
Divide the class into small groups. Ask each group to make up a dialogue about walking in Tian’anmen Square. Encourage the students to use as much vocabulary as possible 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 learn.
Step 5 Deal with “LET’S DO IT”
Work with a parter. Draw a map of Tian’anmen Square. Describe your maps to each other. What are the people doing? Try to use loudly, quietly, slowly and quickly.
Step 6 A test
1.英汉互译
1) 放风筝 _____________ 2) 玩得痛快 __________ 3) 天安门 __________
4) 看见某人放风筝 _________ 4) hurt one’s arm _________
5) Let’s do sth. ___________ 6) laugh at _________
2. 词形转换
1）We often see boys ________ football. (play)
2) Tom is a ____ boy, he often doesn’t talk with others. (quietly)
3) The street is so busy, but the people like to walk ______ (happy)
4) I can’t hear your words, will you speak ________ (loud)?
5) Let’s _______ the basket on the table. (puts)
Step 7 If there is enough time, do the exercises in activity book.
Step 8 Summary
Today we learn a text about Li Ming and his friends. They are flying kites. There are so many people on the Tian’anmen Square. Some people are loud and some are quiet. After class you should understand the meaning of the text and try to use loud, loudly, quiet, quietly correctly.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book in lesson 18
the next reading
Lesson 19 The Palace Museum
Teaching content: 1. mastery words: sky, film, camera, picture, smile, break, tail
2. a dialogue about taking pictures
3. some useful words
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3.master the usage of some words and phrases
Key points: 1. express taking a picture
2. ask permission to do sth.: May I …?
Difficult points: 1. express what you see
2. express 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
1. Opening class
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 necessary.
2. New lesson
Step 1 Lead in
Discuss 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 Museum. The weather is fine. The palace is red and yellow. It’s beautiful. They take some pictures there. Now let’s join them.
Step 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, discuss the questions with the students. Make sure they understand the whole text. Deal with any language point at the same time. Pay 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 it.
Step 4. Have them read the text for a few minutes and then ask some students to act out the dialogue in roles. Pay attention to their pronunciation.
Step 5 Practice
Divide the class into small groups. Ask them to make up a dialogue about visiting the Palace Museum. Encourage the students to use much new vocabulary as they can.
Divide the class into small groups. Ask each group to make up a dialogue about taking pictures. Encourage the students to use as much vocabulary from this unit as possible (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 camera. Later make a poster of these photos to put up in class. Do this as a class project! Help the students write English sentences under each photograph to describe the action.
Step 6 Deal with “LET’S DO IT”
In a small group, write a dialogue about taking pictures. Where are you taking pictures? What funny things happen?
Step 7 A test
根据首字母完成下列单词
1） Can you sing? Yes, it’s e_______ .(容易)
2） Working out the problem is h______ . (难)
3） He b_______ that glass , look! He is crying. (打坏)
4） Don’t w________ , the classmates all help you. (着急)
5） Bad luck! He f________ off his bike. (掉下来)
6） Now Tom is putting the f______ in his c________ . (装胶卷)
Step 8 exercise
If time permits, do some exercises in activity book.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book of lesson 19
read the next reading in lesson 20
Lesson 20 Let’s Write Home
Teaching content: 1. mastery words: letter, dear, dad, soon, bottom, address, stamp
2. a text about writing a letter
3. some useful expressions
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. find and use the list of mastery vocabulary in lesson 24
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
1. Opening class
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 necessary.
2. New lesson
Step 1 Lead in
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 address?
Where do you put the stamp?
Today we will learn how write a English letter.
Step 2 Listen to the tape of a letter. Then look through the text together with the students. Show the students some letters and envelopes and let them know how to write a letter. Learn the words: top, bottom, left and right. Show a letter to the students when explaining.
Step 4. Use objects in the classroom-such as the blackboard, a door or a window-to demonstrate top, left, right, bottom and corner. Ask for volunteers to show you the top, left, right and corner of objects in the classroom.
Step 5 practice
Divide the class into small groups. Ask each group to make up a dialogue about buying postcards. Why 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 vocabulary and other vocabulary.
Step 7 Deal with “LET’S DO IT”
Make a postcard. Draw a picture on it. Include a place for writing a note, for the address and for the stamp. Write to a classmate. Do you know his or her address? Ask！
Step 8 If time permits, do some exercises in the activity book.
3. Homework
1) the remaining activities in the activity book
the next reading in the student book
Lesson 21Sending an E-mail
Teaching content: 1. mastery words: send, e-mail, show, welcome
2. a dialogue about sending an e-mail
3. an English song
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. some useful words and phrases
Key points: how to ask for help and how to send an e-mail
Difficult points: learn how to send an e-mail
Preparations : a postcard, a letter
Teaching aids: audiotape, slide projector, a postcard, a letter
Type: dialogue and song
Teaching procedure
1. Opening class
1) Greet the students in everyday English and make sure they can response correctly.
2) Duty report
3) Check the homework and explain something if necessary.
2. New lesson
Step 1 Lead in
Ask the following questions: Do you have a computer?
Where can you buy one?
Do you use e-mail?
Who do you like to send e-mail to?
Today we will learn a short dialogue about sending an e-mail.
Step 2 Listen to the tape with the following questions:
When will Danny go home?
Who does Danny send an e-mail to?
Where does Danny send his e-mail?
Answer the questions and discuss the dialogue with the students. Deal with the language points at the same time. You can use a computer and show the students how to send an e-mail. If they have any question you can help them.
Step 3 Listen to the audiotape again and let them read after it.
Step 4 Give them a few minutes to read the text. Then have them act out the dialogue in roles.
Step 5 Practice
Divide the class into small groups. Ask each group to make up a dialogue about writing and sending an e-mail. Encourage them to use as many different words as they can.
Step 6 Let’s sing a song
Play the tape for the students to listen.
Read through the songs together. Make sure the students understand the meaning of the song. Deal with any language point at the same time.
Step 7 Listen to the audiotape for a few times again and let them sing after it. Make sure they can sing the song themselves.
Step 8 Do some exercises in the activity book.
3. Homework
1) understand the meaning of the dialogue
2) learn to sing the song
3) finish the remaining exercises in activity book
the next reading
Lesson 22 The Great Wall
Teaching content: 1. mastery words: today, turn, traffic, light
2. a dialogue about visiting the Great Wall
3. some useful expressions
Teaching goals: 1. understand the meaning of the dialogue
2. remember the mastery words
3. learn to use some useful expressions
Key points: 1. follow the direction
2. some phrases: in an hour, arrive in, stop doing
Difficult points: some phrases
Teaching aids: a picture of the Great Wall, audiotape, slide projector
Type : dialogue
Teaching procedure
1. Opening class
1) Greet the students in English and make sure they can response correctly.
2) Duty report: they can say whatever they like to say
3) Sing the song learnt last lesson
4) Check the homework
2. New lesson
Step 1 lead in
Discuss the questions in “THINK ABOUT IT”
Have you ever climbed a mountain or walked a long way? Where?
What do you know about the Great Wall? How long is it? How old is it?
Encourage them to discuss the questions and give some words to help them if necessary.
Step 2 Listen to the tape with the following questions:
Why is Jenny unhappy with Danny?
Which bus do they take to the Great Wall?
How long does it take them to get to the Great Wall?
After listening, answer the questions together with the students. Learn the text and make sure they understand the meaning of the text. Deal with the language points at the same time. Pay attention to find and look for; in an hour, stop doing sth.
Step 3 listen to the audiotape again and let them read after it.
Step 4 Give them a few minutes to read the text and then have them act out the dialogue in roles.
Step 5 A test
选择填空
1) Look! Who ______ in the pool?
A. swims B. swimming C. is swimming
2) The cup of coffee is _______ you.
A. for B. of C. with
3) The little girl _____ a new bike.
A. is B. has C. have
4) Does he ______ a computer?
A. have B. has C. there is
Step 6 Deal with “LET’S DO IT”
Work in a small group. Write a song or a poem about the Great Wall. Make a poster for it with the words and some pictures. Practice your song or poem and teach it to your classmates.
Step 7 Activity book
In Number 1, the students can review the direction words.
In Number 2, the students match the correct words and pictures.
Number 3 is a listening exercise on the audiotape as follows:
Listen. Fill in the blanks.
a. Danny: This is a computer. You can send your friend an e-mail.
b. Jenny: This is a piece of paper. You can send your friend a letter.
Step 8 Summary
Today we know Li Ming and his friends go to the Great Wall. They take a no.919 bus to go there. When they get there they talk about sth. about the Great Wall. After class read the text fluently and remember the useful words.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book
the next reading in student book
Lesson 23 Shopping in Beijing
Teaching content: 1. mastery words: gift, chopsticks
2. a dialogue about shopping in Beijing
3. some useful phrases
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. learn to ask about time
Key points：some sentences about shopping
ask about time
Do things slowly or quickly.
Difficult points: the usage of slowly and quickly
How to ask about time?
Teaching aids: some real things as gifts, some pictures, audiotape, slide projector
Type：dialogue
Teaching procedure
1. Class opening
1) Greet the students in everyday English and make sure they can response correctly.
2) Duty report: They can talk about weather, friends, family, classmates and so on.
3) Check the homework. Explain if necessary.
2. New lesson
Step 1 lead in
Talk about the questions in “THINK ABOUT IT”
Do you like to shop quickly or slowly? Why?
Where do you like to go shopping? Why?
Today Li Ming and his friends go to shop at Wangfujing. They buy many things as gift. What do they buy? Let’s go look?
Step 2 Listen to the tape with the following questions:
In the story, who shops quickly and who shops slowly? What do they buy/
Who will go to the hotel with the panda?
After listening, answer the questions and deal with the language points at the same time. Pay attention to the usage of go doing, with, gift and so on.
Step 3 listen to the audiotape again and let the students follow it.
Step 4 Give them a few minutes to practice the dialogue and then have them act out it in roles.
Step 5 Deal with “LET’S DO IT”
Write a paragraph. You go on a trip to Beijing and buy some gifts for your friends. For whom do you buy gifts? What do you buy? Read your paragraph to your classmates.
Step 6 A test
选词组句
1） They have a _____ meal. They eat their meal ______ . (quick, quickly)
2） The old man walks _____ . He is a ______ man. (slow, slowly)
3） The family are watching TV _____ . They are all very _____ .( quiet, quietly)
4） The students make a _______ noise. They are talking ______ .(loud, loudly)
5） It’s an ______ question . I can answer it _____ . (easy, easily)
6） Lucy is a _____ girl. She does everything _____ . (careful, carefully)
Step 7 If time permits, do some exercises in activity book.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the remaining exercises in activity book
read the next reading of student book
篇12：冀教版七年级生物教案
1.细胞分化与植物细胞的全能性
多细胞生物体，一般是由一个受精卵通过细胞的增殖和分化发育而成的。细胞分裂只能繁殖出许多含有相同遗传物质的细胞，只有经过细胞分化才能形成不同的组织，进一步形成各种器官、系统，从而完成生物的个体发育过程。当细胞分化开始时，受遗传因素和环境因素的调节，不同细胞的不同基因会在特定的时间、空间被激活，活化一段时间后有些基因的活动停止，而有些基因还在继续活动，从而产生了特定的蛋白质(即基因有选择性的表达)，进而产生了不同的组织，也就是在个体发育中相同细胞的后代，在形态、结构和生理功能上发生了稳定性差异——细胞分化，这是发生在生物体一生中的一种持久变化，当然胚胎时期达到限度。一般来说，分化了的细胞将一直保持分化后的状态，直到死亡。
由于体细胞大多是通过有丝分裂繁殖而来的，一般已经分化的细胞仍有一套和受精卵相同的染色体，含有与本物种相同的DNA分子。因此，已分化的细胞具有发育成完整新个体的潜能，即全能性。在合适的条件下，有些分化的细胞具有恢复分裂、重新分化发育成完整新个体的能力。植物细胞的全能性比较强，动物细胞的全能性受到了限制，特别是一些高度特化的动物细胞，很难用它培养成一个新个体，但它的细胞核中仍有保持物种遗传性的全部遗传物质，保持着全能性，例如已取得成功的克隆羊——多利就是一例。
2.愈伤组织
愈伤组织是通过细胞分裂形成的，其细胞排列疏松而无规则，高度液泡化呈无定形状态的薄壁细胞。它容易与根尖、茎尖的分生组织发生混淆。可以通过下表比较根尖分生组织和愈伤组织的异同。
组织类型 细胞来源 细胞形态 细胞结构 细胞排列 细胞去向
根尖
分生组织 受精卵 正方形 无液泡 紧密 分化成多种细胞组织
愈伤组织 高度分化细胞 无定形 高度液泡化 疏松 再分化成
新个体
相同点 都通过有丝分裂进行细胞增殖
3.污染的预防
污染就是指在组织培养过程中，培养容器内滋生菌斑，使培养材料不能正常生长发育，从而导致培养失败的现象。植物组织培养不同于扦插、分根、叶插等常规无性繁殖。由于植物组织培养所利用的植物材料体积小、抗性差，所以对培养条件的要求较高，对无菌操作的要求非常严格。
污染有两种类型，一种是细菌污染一般是由接种人员造成的，如未戴口罩，接种时说话，或手及器械消毒不严等。另一种是真菌污染可能是由植物材料灭菌不当造成的。
可以通过以下措施做好预防。
(1)防止外植体带菌。①选择好外植体采集时期和采集部位。外植体采集以春秋为宜，优先选择地上部分作为外植体，阴雨天勿采，晴天下午采，采前喷杀虫剂、杀菌剂或套塑料袋。②在室内或无菌条件下进行预培养。③外植体严格消毒。做消毒效果试验，多次消毒和交替消毒。
(2)保证培养基及接种器具彻底灭菌。①分装时，注射器勿与瓶接触，培养基勿粘瓶口。②检查封口膜是否有破损。③扎瓶口要位置适当、松紧适宜。④保证灭菌时间和高压锅内温度。⑤接种工具使用前彻底灭菌。⑥工作服、口罩、帽子等布质品定期进行湿热灭菌。
(3)操作人员严格遵守无菌操作规程。如一定要规范着装，操作过程中不说话等。
(4)保证接种与培养环境清洁。①污染瓶经高压灭菌后再清洁。②接种环境定期熏蒸消毒、紫外灯照射或用臭氧灭菌和消毒。③定期对培养室消毒、防止高温。
对外植体进行表面消毒时，既要考虑到药剂的消毒效果，又要考虑到植物的耐受力。不同药剂、不同植物材料，甚至不同器官要区别对待。消毒用过的有毒药品应收集后统一交给有关专业部门处理，以免引起环境污染。
一旦发现培养材料被污染，特别是真菌性污染，一定不要打开培养瓶。应先将所有被污染的培养瓶统一放在高压蒸汽灭菌锅中灭菌后，再打开培养瓶进行清洗。
题型一 细胞的全能性
【例题1】 下列实例中能体现细胞全能性的是( )。
①用培养基培养的胡萝卜单个细胞培养成了可育的植株 ②植物用种子进行繁殖 ③用单个烟草组织培育出了可育的完整植株
A.①② B.①③ C.②③ D.①②③
解析：①和③都属于已分化的细胞经过培养形成可育的植株，体现了细胞的全能性。植物用种子繁殖后代，实际上是由一个受精卵，通过细胞的增殖和分化发育成新个体，是由未经分化的细胞(受精卵)发育成新个体的过程，因此不能体现细胞全能性。
答案：B
题型二 植物细胞表达全能性的条件
【例题2】 植物细胞表现出全能性的必要条件是( )。
A.给予适宜的营养和外界条件
B.导入其他植物细胞的基因
C.脱离母体后的具有完整细胞核的细胞或组织，给予适宜的营养和外界条件
D.将成熟筛管细胞的细胞核移植到去核卵细胞中
解析：在生物体内，细胞没有表现出全能性， 而是分化成为不同的组织、器官，这是基因在特定的时间和空间条件下选择性表达的结果。当植物细胞脱离母体后，在一定的营养物质、激素和其他适宜的外界条件的作用下，植物细胞就可以表现出全能性。
答案：C
反思领悟：植物细胞表达全能性的条件：一是离体的组织或细胞;二是需要一定的激素、营养及其他适宜条件;三是具有完整细胞核的细胞。
题型三 植物组织培养的过程及影响因素
【例题3】 (?安徽理综)草莓生产上传统的繁殖方式易将所感染的病毒传播给后代，导致产量降低、品质变差。运用微型繁殖技术可以培育出无病毒幼苗。草莓微型繁殖的基本过程如下：
外植体――→①愈伤组织――→②芽根―→植株
请回答下列问题。
(1)微型繁殖培育无病毒草莓时，一般选取____________作为外植体，其依据是________________。
(2)在过程①中，常用的MS培养基主要成分包括大量元素、微量元素和____________，在配制好的培养基中，常常需要添加____________，有利于外植体启动细胞分裂形成愈伤组织。接种后2～5 d，若发现外植体边缘局部污染，原因可能是____________。
(3)在过程②中，愈伤组织在诱导生根的培养基中未形成根，但分化出了芽，其原因可能是____________________________________________。
解析：(1)植物组织培养时常采用根尖或茎尖部位，原因是该部位含病毒极少，甚至无病毒。
(2)MS培养基的成分包括大量元素、微量元素和有机物，在配制好的培养基中，常需要添加生长素和细胞分裂素等植物激素。植物组织培养也应注意无菌操作。
(3)生长素用量比细胞分裂素用量的比值低时，有利于芽的分化，比值高时，有利于根的分化。
答案：(1)茎尖(或根尖) 茎尖(或根尖)病毒极少，甚至无病毒 (2)有机物 植物激素 外植体消毒不彻底 (3)培养基中生长素类物质用量与细胞分裂素类物质用量的比值偏低
1.下列关于细胞分化的叙述，错误的是( )。
A.细胞分化是一种持久性的变化，它发生在生物体的整个生命过程中
B.细胞分化在胚胎时期达到限度
C.随着细胞分化的进行，细胞中的遗传物质种类会发生变化
D.高度分化的动物细胞的细胞核保持着全能性
2.下列有关植物组织培养的叙述，错误的是( )。
A.植物组织培养的原理是细胞的全能性 B.主要包括脱分化和再分化两个阶段
C.外植体形成愈伤组织的过程需要阳光 D.植物组织培养的过程中要求无菌操作
3.下列关于愈伤组织形成过程的正确叙述是( )。
A.愈伤组织的形成是离体的植物细胞分化的结果
B.愈伤组织的形成是离体的植物细胞分裂的结果
C.愈伤组织的形成是离体的动物细胞分化的结果
D.愈伤组织的形成是离体的动物细胞分裂的结果
4.下列关于接种时应注意的事项，全部正确的是( )。
①接种室要消毒 ②无菌操作 ③接种时可以谈话 ④外植体如茎段、茎尖可随机放入培养基 ⑤接种时要防止交叉污染 ⑥接种完立刻盖好瓶口
A.①②③④ B.①②③④⑤⑥ C.③④⑤⑥ D.①②⑤⑥
5.在离体的植物组织、器官或细胞脱分化形成愈伤组织的过程中，需要下列哪些条件?( )
①消毒灭菌 ②一定浓度的植物激素 ③适宜的温度 ④充足的光照 ⑤充足的养料
A.①③④⑤ B.②③⑤ C.①②③ D.①②③⑤
答案：1.C 细胞分化不会使遗传物质种类发生变化，它的实质是遗传物质在时间和空间上有选择性地表达。
2.C 植物组织培养是指离体的植物细胞、组织或器官在无菌操作下经脱分化和再分化形成完整植物体的过程，其原理是植物细胞的全能性。在脱分化形成愈伤组织的过程中，恒温箱的门应该关闭，不必见光，因为在无光条件下愈伤组织长得更快。
3.B 愈伤组织只存在于植物细胞;离体的植物组织细胞，在培养了一段时间以后，会通过细胞分裂形成愈伤组织。
4.D 整个接种过程必须在无菌条件下进行，不能谈话，防止呼吸产生污染，因此操作过程应禁止谈话，并戴口罩;接种的外植体放入培养基时注意将形态学下端插入，而且分布均匀，不能随机放入，以保证必要的营养和光照条件。
5.D 离体的植物相关结构在形成愈伤组织的过程中不需要光照，因为该过程无法进行光合作用，其营养物质来自培养基。
篇13：冀教版七年级生物教案
课题2 月季的花药培养
1.说出被子植物花粉发育的过程及花药培养产生花粉植株的两种途径。
2.说出影响花药培养的因素。
3.学习花药培养的基本技术。
4.尝试用月季或其他植物的花药进行培养。
一、被子植物的花粉发育
1.被子植物的花粉是在______中由____________经过______分裂而形成的，花粉是单倍体的生殖细胞。
2.被子植物花粉的发育要经历______________时期、______期和______期等阶段。
二、产生花粉植株的两种途径
1.花药中的花粉 ――→脱分化 ――→分化丛芽2.花药中的花粉 ――→脱分化 ――→再分化丛芽――→诱导生根 ―→移栽
两种途径之间没有绝对的界限，主要取决于培养基中______的种类及其__________。
三、影响花药培养的因素
1.诱导花粉植株成功率高低的主要影响因素是____________与______________。
2.材料的选择与不同植物、同种植物亲本的生理状况，以及花粉发育时期有关。从花药来看，应当选择花期早期的花药;从花粉来看，应当选择______期的花粉;从花蕾来看，应当选择____________的花蕾。此时期的营养状态及生理状态比较好，对离体刺激敏感。
思考：为什么花瓣松动会给材料的消毒带来困难?
3.亲本植株的生长条件、材料的____________以及__________等对诱导成功率都有一定影响。
四、实验操作
1.材料的选取
选择花药时，一般要通过______来确定花粉是否处于适宜的发育时期，此时需要对花粉________进行染色，最常用的方法有__________法和焙花青—铬矾法，它们分别可以将细胞核染成红色和蓝黑色。
2.材料的消毒
通常先将花蕾用体积分数为____________浸泡大约30 s，立即取出，在无菌水中清洗。取出后用无菌吸水纸吸干花蕾表面的水分，再用质量分数为______________溶液消毒，最后用无菌水冲洗3～5次。
3.接种和培养
(1)剥离花药：灭菌后的花蕾，要在______条件下除去萼片和花瓣。剥离花药时，一是要注意尽量____________(否则接种后容易从受伤部位产生__________);二是要彻底去除______，否则不利于__________或________的形成。
(2)接种花药：剥离的花药要立刻接种到培养基上。通常每瓶接种________个花药。
(3)培养：利用的培养基是______培养基，pH为5.8，温度为____ ℃左右，幼小植株形成后才需要光照。培养20～30 d后，花药开裂，长出__________或释放出________。前者还要转移到____________上，以便进一步分化出再生植株;后者要尽快______并转移到新的培养基上。
(4)通过愈伤组织形成的花粉植株，__________的数目常常会发生变化，因而需要作进一步的鉴定和筛选。
答案：一、1.花药 花粉母细胞 减数
2.小孢子四分体 单核 双核 1 4 小孢子四分体 居中 靠边 2 1 生殖 营养
二、1.胚状体
2.愈伤组织 激素 浓度配比
三、1.材料的选择 培养基的组成
2.单核 完全未开放
思考：花瓣松动后，微生物就可能侵入花药。
3.低温预处理 接种密度
四、1.镜检 细胞核 醋酸洋红
2.70%的酒精 0.1%的氯化汞
3.(1)无菌 不损伤花药 愈伤组织 花丝 愈伤组织 胚状体 (2)7～10 (3)MS 25 愈伤组织 胚状体 分化培养基 分开 (4)染色体组
菊花茎的组织培养与月季花药培养技术的异同
二者都是快速、大量繁殖花卉的技术手段。
菊花茎的组织培养 月季花药培养
不
同
点 外植体细胞类型 体细胞 生殖细胞
培养结果 正常植株 单倍体植株
光的要求 每日照射12 h 幼小植株形成后
才需要光照
相同点 理论依据、培养基的配制方法、无菌技术及接种操作等基本相同
另外，花药培养的选材非常重要，需事先摸索适宜时期的花蕾;花药裂开后，长出的愈伤组织或释放出的胚状体也要及时更换培养基;花药培养对培养基配方的要求更为严格。这些都使花药的培养难度加大。
花药的全能性高于植物组织。另外，花粉植株属单倍体植株，高度不育。如果需要育种，需对花粉植株幼苗进行秋水仙素处理，才能获得正常可育的个体。
题型一 花粉的发育
【例题1】 关于被子植物花粉的形成，说法正确的是( )。
A.花粉是花粉母细胞经有丝分裂形成的
B.花粉的发育要经历小孢子四分体时期、单核期和双核期
C.花粉发育经历双核期时，两个细胞核中的遗传物质并不完全相同
D.花粉母细胞形成花粉粒中精子的过程是一系列减数分裂的过程
解析：花粉是由花粉母细胞经减数分裂形成的;其发育经历了小孢子四分体时期、单核期和双核期等阶段。双核期两个细胞核是由一个细胞核经有丝分裂产生的，它们具有完全相同的遗传物质。花粉粒内的生殖细胞再经有丝分裂得到2个精子。
答案：B
题型二 花药培养过程
【例题2】 下列有关花药离体培养的说法中，错误的是( )。
A.对材料的选择最常用的方法是焙花青—铬矾法，这种方法能将花粉细胞核染成蓝黑色
B.材料消毒时需先用酒精浸泡，然后用氯化汞溶液或次氯酸钙溶液浸泡，最后用无菌水冲洗
C.接种花药后一段时间内不需要光照，但幼小植株形成后需要光照
D.接种的花药长出愈伤组织或胚状体后，要适时转换培养基，以便进一步分化成再生植株
解析：对材料的选择最常用的方法是醋酸洋红法。
答案：A
题型三 花药离体培养的应用
【例题3】 下图表示应用植物组织培养技术培育优质玉米的过程。对此过程的相关描述错误的是( )。
A.B→E过程中细胞全能性的高低发生了改变
B.C试管中形成的是高度液泡化的薄壁细胞
C.A植株和F植株体细胞中的染色体组数相同
D.培养出的F植株一般不能直接应用于扩大种植
解析：分化程度越低的细胞，其全能性越高，因此经脱分化获得的细胞全能性高于经再分化获得的细胞的全能性;A是正常植株，而F是经过花粉离体培养获得的单倍体植株，染色体组数减少一半;培养出的F植株是单倍体植株，具有植株弱小、高度不育等特点，因而一般不能直接应用于扩大种植。
答案：C
1.某名贵花卉用种子繁殖会发生性状分离，为了防止性状分离并快速繁殖，可以利用该植物的一部分器官或组织进行培育，发育成完整植株。进行离体培养时不应采用该植物的( )。
A.茎尖 B.子房壁 C.叶片 D.花粉粒
2.选择花药时，确定花药发育时期最常用的方法是( )。
A.碘液染色法 B.焙花青—铬矾法 C.醋酸洋红法 D.直接镜检法
3.下列说法错误的是( )。
A.镜检选择花药时需用醋酸洋红法将花粉细胞核染成红色或用焙花青—铬矾法染成蓝黑色
B.初花期的花蕾营养状态及生理状态较好，可提高花粉诱导的成功率
C.用于花蕾消毒的药品有体积分数为90%的酒精、无菌水及质量分数为0.1%的氯化汞溶液等
D.灭菌后的花药从除去萼片和花瓣、剥离花药到将花药接种到培养基上，整个过程都需要在无菌条件下进行
4.下列不是影响花药培养因素的是( )。
A.材料的选择和培养基的组成 B.亲本植株的生长条件
C.材料的低温预处理以及接种密度 D.做实验的时间
5.花粉母细胞经________分裂形成四个单倍体细胞，连在一起，叫________时期。四个单倍体细胞分开，进入________期。然后每个单倍体细胞进行一次________分裂，形成2个细胞，一个是________细胞，另一个是________细胞。生殖细胞再进行一次________分裂，形成2个精子。从理论上讲，这三个细胞遗传物质________，都是体细胞的________，所含基因________。
答案：1.D 花粉粒是由花粉母细胞经减数分裂形成的，细胞内的遗传物质与亲本相比发生了很大变化，所以繁殖名贵花卉，为了防止性状分离，既不能用种子繁殖，也不能用花粉粒进行组织培养。
2.C 在花药离体培养中，确定花粉发育时期最常用的方法是醋酸洋红法。花粉细胞核内有染色体，染色体易被碱性染料染成深色，而醋酸洋红为碱性染料。通过染色，可以确定花粉发育时期。
3.C 对花蕾消毒的药品中酒精的体积分数应为70%。
4.D 花药离体培养是在实验室条件下进行的，不受时间的限制。
5.解析：花粉粒是由花粉母细胞经过减数分裂而形成的。被子植物花粉的发育要经历小孢子四分体时期、单核期和双核期等阶段。在小孢子四分体时期，4个单倍体细胞连在一起，进入单核期时，四分体的4个单倍体细胞彼此分离，形成4个具有单细胞核的花粉粒。这时的细胞含浓厚的原生质，核位于细胞的中央(单核居中期)。随着细胞不断长大，细胞核由中央移向细胞一侧(单核靠边期)，并分裂成1个生殖细胞核和1个花粉管细胞核，进而形成两个细胞，一个是生殖细胞，一个是营养细胞。生殖细胞将再分裂一次，形成两个精子。这两个精子的基因型与营养细胞的基因型相同。
答案：减数 小孢子四分体 单核 有丝 营养 生殖 有丝 相同 一半 相同
篇14：冀教版七年级生物教案
课题1 果胶酶在果汁生产中的作用
1.简述果胶酶的作用。
2.检测果胶酶的活性。
3.探究温度和pH对果胶酶活性的影响以及果胶酶的最适用量。
4.搜集有关果胶酶应用的资料。
一、果胶酶的作用
1.果胶是植物________以及________的主要组成成分之一，它是由____________聚合而成的一种高分子化合物，不溶于水。在果汁加工中，果胶不仅会影响________，还会使果汁______。
2.果胶酶能够分解______，瓦解植物的________及________，使榨取果汁更容易，而果胶分解成可溶性的____________，也使得浑浊的果汁变得澄清。
3.果胶酶并不特指某一种酶，而是分解果胶的一类酶的总称，包括________________酶、__________酶和________酶等。
思考：利用果胶酶进行果泥处理时，可不可以再加入蛋白酶促进细胞壁分解?
二、酶的活性与影响酶活性的因素
1.酶的活性：酶催化______________的能力。
2.酶活性的高低可用在一定条件下，酶所催化的某一化学反应的__________来表示，即单位时间内、单位体积中反应物的________或产物的________来表示。
3.影响酶活性的因素有：__________、pH和________________等。
4.实验设计
(1)探究温度对果胶酶活性的影响
①实验原理：果胶酶活性受温度影响，处于最适温度时，活性。果肉的出汁率、果汁的澄清度与果胶酶活性大小成______。
②实验的变量：自变量是温度，因变量是果汁的澄清度和出汁率。
(2)探究pH对酶活性的影响
①实验原理：果胶酶活性受pH影响，处于最适pH时，活性，高于或低于最适pH时酶活性降低。
②实验变量：自变量是______，因变量是果汁的________和出汁率。
三、果胶酶的用量
1.果胶生产时，为了使果胶酶得到充分利用，应控制好酶的用量，用量多少常通过测量____________来探究。
2.实验设计：自变量是________的用量，因变量是果汁的______。
答案：一、1.细胞壁 胞间层 半乳糖醛酸 出汁率 浑浊
2.果胶 细胞壁 胞间层 半乳糖醛酸
3.多聚半乳糖醛酸 果胶分解 果胶酯
思考：不可以。因为果胶酶是蛋白质，加入蛋白酶后会使果胶酶被分解。
二、1.一定化学反应
2.反应速度 减少量 增加量
3.温度 酶的抑制剂
4.(1)正比 (2)pH 澄清度
三、1.果汁的体积
2.果胶酶 体积
1.果胶酶的组成及特点
果胶酶不是特指某一种酶，而是分解果胶的一类酶的总称;果胶酶的化学本质是蛋白质，能被蛋白质酶水解掉;果胶酶具有酶的通性：只改变反应速度，不改变反应的平衡点。
能够产生果胶酶的生物包括植物、霉菌、酵母菌和细菌等，食品工业生产中需要的果胶酶主要来自霉菌发酵生产。可生成果胶酶的霉菌有黑曲霉、米曲霉和文氏曲霉等。培养曲霉可用液体培养法，需添加果胶作为诱导物。
2.探究温度和pH对酶活性的影响及探究果胶酶用量的两个实验的注意事项
(1)在探究温度或pH的影响时，需要设置对照实验，不同的温度梯度之间或不同的pH梯度之间就可以作为对照，这种对照称为相互对照。如果将温度或pH作为变量，控制不变的量应有苹果泥的用量、果胶酶的用量、反应的时间和过滤的时间等。只有在实验中保证一个自变量，实验结果才能说明问题。
(2)在混合苹果泥和果胶酶之前，要将苹果泥和果胶酶分装在不同的试管中恒温处理。这样可以保证底物和酶在混合时的温度是相同的，避免了苹果泥和果胶酶混合时影响混合物的温度，从而影响果胶酶活性的问题。
(3)在用果胶酶处理苹果泥时，为了使果胶酶能充分地催化反应，应用玻璃棒不时搅拌。
题型一 果胶酶的作用及影响因素
【例题1】 果胶是植物细胞壁以及胞间层的主要成分之一。果胶酶能够分解果胶，瓦解植物的细胞壁及胞间层。请你完成以下有关果胶酶和果汁生产的问题。
(1)在果汁生产中应用果胶酶可以提高________和________。
(2)某实验小组进行了“探索果胶酶催化果胶水解最适宜的pH”的课题研究。本课题的实验步骤中，在完成“烧杯中分别加入苹果泥、试管中分别注入果胶酶溶液、编号、编组”之后，有下面两种操作：
方法一：将试管中果胶酶溶液和烧杯中的苹果泥相混合，再把混合液的pH分别调至4、5、6……10。
方法二：将试管中果胶酶溶液和烧杯中苹果泥pH分别调至4、5、6……10，再把pH相等的果胶酶溶液和苹果泥相混合。
①请问哪一种方法更为科学?__________，并说明理由：______________________
________________________________________________________________________
________________________________________________________________________。
②实验操作中要用玻璃棒不时搅拌，其目的是________，以减少实验误差。
③如果用曲线图的方式记录实验结果，在现有的条件下，当横坐标表示pH，纵坐标表示________时，实验的操作和记录是比较切实可行的。根据你对酶特性的了解，在下图中选择一个最可能是实验结果的曲线图：________。若实验所获得的最适pH=m，请你在所选的曲线图中标出“m”点的位置。
解析：果胶酶可以提高果汁的出汁率和澄清度。方法二是将试管中的果胶酶溶液和烧杯中苹果泥的pH分别调至4、5、6……10，再把pH相等的两溶液相混合，这样操作能够确保酶的反应环境从一开始便达到实验预设的pH环境。否则，由于酶在pH升高或降低时把果胶分解了，造成误差。实验操作中要用玻璃棒不时搅拌的目的是使酶和反应物(果胶)充分地接触，以减少实验误差。实验中的坐标图，横坐标表示pH，纵坐标表示果汁体积最合适。在一定范围内，随pH增大，酶的活性增强，生产的果汁多，体积增大;超过最适pH，随pH增大，酶的活性减弱，生产的果汁少，体积减小。
答案：(1)出汁率 澄清度
(2)①方法二 方法二的操作能够确保酶的反应环境从一开始便达到实验预设的pH环境(或“方法一的操作会在达到预定pH之前就发生了酶的催化反应”)
②使酶和反应物(果胶)充分地接触
③果汁体积 甲 如下图所示
甲
题型二 实验变量
【例题2】 探究温度、pH对果胶酶活性的影响和探究果胶酶用量的三个实验中，实验变量依次为( )。
A.温度、酶活性、酶用量 B.苹果泥用量、pH、果汁量
C.反应时间、酶活性、酶用量 D.温度、pH、果胶酶用量
解析：首先要明确实验变量、反应变量等基本概念，在此基础上，针对三个探究实验进行分析。实验一为探究果胶酶的最适温度，实验二为探究果胶酶的最适pH，实验三为探究果胶酶的最适用量，从而选出正确答案。
答案：D
反思领悟：设计实验时应该遵循单一变量原则、对照原则和等量原则进行实验设计，才能得出正确的结论。
1.下列关于酶的叙述不正确的是( )。
A.绝大多数酶是活细胞产生的具有催化能力的一类特殊的蛋白质
B.参加反应的前后，酶的化学性质不变
C.酶的活性受环境的pH和温度的影响
D.酶在细胞内才能发挥作用，离开细胞即失效
2.以下关于果胶酶的叙述正确的是( )。
A.果胶酶包括多聚半乳糖醛酸酶、果胶分解酶、果胶酯酶等
B.果胶酶的化学成分为固醇
C.果胶酶的催化作用不受温度影响
D.果胶酶可以催化多种化学反应
3.下列哪一项说法是错误的?( )
A.酶是细胞合成的生物催化剂
B.温度、pH和酶的抑制剂等条件会影响果胶酶的活性
C.果胶酶能催化果胶分解，但不能提高水果的出汁率，只能使果汁变得澄清
D.生产果汁时，为了使果胶酶得到充分的利用，节约成本，需要控制好酶的用量
4.在用果胶酶处理果泥时，为了使果胶酶能够充分地催化反应，应采取的措施是( )。
A.加大果泥用量 B.加大果胶酶用量
C.进一步提高温度 D.用玻璃棒不时地搅拌反应混合物
答案：1.D 酶是活细胞产生的，但酶发挥作用并不一定都在细胞内。如各类消化酶是消化腺细胞产生并分泌的，在消化道内消化有机物。
2.A 果胶酶同其他大多数酶一样，其主要成分是蛋白质，其催化作用受温度和pH等因素的影响，果胶酶只能催化果胶的分解。
3.C 果胶酶能使果汁变得澄清，并能提高水果的出汁率。
4.D 用玻璃棒不断搅拌反应混合物，可使果胶酶和果泥充分接触，更好地催化反应
冀教版七年级生物教案
篇15：Lesson1 How’s the Weather? 学案设计(冀教版英语八年级)
【学习目标】（1分钟）
1.通过本课学习让学生记住 单词和 短语。（重点）
2.通过合作交流，激发学生的兴趣，让学生学会谈论天气。（难点）
3.通过学习，让学生了解 如何询问天气及回答 。
4.通过合作增强团队意识.
【预习案】 （10分钟）
1、大声朗读课文，理解课文大意，在文中划出生词和短语并背诵。
2、从课文中找出谈论天气的句子，熟读并背诵。
3、独立完成自测题。
A. 练习册Lesson 1 I.根据汉语提示完成句子
B. 读课文，改正句子。
⑴. What’s the weather today?
⑵ It’s not snowing, and it is cloudy.
⑶ It will be 10°C during the night.
⑷ There will be a shower this evening.
⑸ The sun will set at 7:25 this evening.
【探究案】（20分钟）
【知识点探究】
1.What’s the weather like today? 今天天气怎么样？ 是用来询问天气的常用句子，还可以表达为：
2.It will be snowy and hot.今天将会是雪天，很热。snowy是形容词，表示“下雪的，多雪的”。它是由名词snow+后缀y构成，类似的词还有：
3． I hope not!我希望不是这样！
它的肯定表达为：I hope so!而I think so ![我认为是这样！]的否定式常为：I don’t think so ! 我认为不是这样！
4．I’m scared of thunder! 我害怕打雷！
Be scared of sb./sth “害怕某人/某物”。 害怕做某事为：
be scared of doing sth.
5. What strange weather! 多么奇怪的天气啊！
What 引导的感叹句结构为：① What +a/an +形容词+单数名词+主语+谓语动词/系动词。 ② What +形容词+不可数名词/可数名词复数+主语+谓语动词/系动词，意为“多么…啊！” 。
How 引导的感叹句结构为：
【检测案】（8分钟）
1. 让我们看一下今天的天气预报吧！
Let’s watch today’s
2.--- 明天会下雨吗？--- 我希望如此。
--- Will it rain tomorrow? ---
3.下周末将要举行运动会。
There a sports meeting next week.
4.今年冬天北京的天气怎么样？
like in Beijing this winter?
5.我小时候怕黑。
I dark when I was young.
6. great picture! Who painted it?
A.How B. WhatC. How aD. What a
7.The sun in the east.
A.riseB. rises C. set D. sets
8.She is scared of in the dark.
A.walk B. walked C. walking D. to walk
【训练案】
1.A1--A6背诵本课单词短语。
2.练习册lesson1 A1--A4全做。A5-A6做 I--II.
教学后反思：
篇16： 冀教版四下Lesson1《how are you》教学反思
冀教版四下Lesson1《how are you》教学反思
在开始的时候，我先让学生欣赏了一首英文歌曲。在歌曲的动画中，主要是两个人打电话问候的语句和画面，由此引入打电话。并且在Free talk中我利用打电话的形式，从我口中将打电话用语先呈现出来，给学生一种印象，并且将复习已学句型融入到打电话中，以打电话的形式来复习旧知，我觉得这是比较好的，为下面的学习也做好了铺垫。在师生间的一问一答中，学生已能很好的理解和感悟，接下来就是要让他们从听到说的掌握了。于是我先总结了如何打电话的句型，并带领学生将所有句型读熟并理解，然后再进行操练。在操练中，为了激起学生的学习兴趣，我让学生打电话给自己的朋友，并且问候一下对方。学生都很感兴趣，也都积极参与。在这一活动中，学生已能很好地掌握并且说这些句型。到此为止，学生对本单元重点句型的掌握还是比较扎实的。接下来，就是进入课文部分了。
上一部分我重点教授了本单元的重点句型，利用打电话，引出Yang Ling打电话给Miss Li,从而引出课文。我先出示了两个简单的关系课文主题的问题，让学生带着问题去观看动画，并且回答问题。观看完动画后，学生都能得到相应的答案。然后，我再出示了比较细节的问题。为了降低难度，同时也为了教授新单词，所以我主要设计了选择的形式来让学生回答。在出示选项的同时，教授单词cough, headache, cold, fever。虽然出示的答案都是she has a…但是学生还是喜欢用之前Unit 7学过的句型I’m + a cough/ headache/ cold/ fever，或者不在前面加冠词a。虽然我在设计教学设计的时候已经想到过这个问题了，但是可能因为先入为主的关系，学生还是将两个知识点混淆了。应该还是我在设计的`时候考虑的不够周全，同时操练得不够扎实和牢固，针对这样的情况，以后在设计时一定要特别注意。
在接下来的课文教学中，我还插入了一些句型的教学，但是这些句型都相对简单，所以不用单独拎出来重点教授，而学生掌握得也较好。在完成了语言点的教授后，我引申了一些内容。当别人生病的时候，我们可以给他们一些什么建议呢？通过这个内容的引申，主要是词组的拓展，帮助学生在完成一些阅读理解时可以更好地理解文章内容。我觉得的适当的扩充还是有必要的，并且这些扩充的内容也不是很难，是学生可以接受的。
另外，从杨玲生病，她朋友和老师的关心，引出我们对我们的朋友也要有爱，要关心，要大度地向对方展示自己对他的爱，患难之中见真情，给学生一个情感的提升。我觉得这也是一个情感的教育，教育学生要关爱他人。
在完成课文教授后，我最后设计了一个打电话的对话，让学生利用所学过的句型和词组，来操练对话。虽然给出了一些图片，但是学生对这样的对话操练时还是有很大的局限性，总是限制在一定的框框里，可能也是跟我给他们的图片有关。也许不给图片，只给一些句型让他们自由编对话操练会更好。
最后是对本课的几个练习的反思。本课的练习主要是一个排序，也是对课文内容的延伸。可能是给他们的时间太少了，所以做对的人很少。另外一个练习就是对课文内容的复述。学生毕竟是四年级刚刚开始接触复述课文，所以完成起来相对较难，于是我先带学生一起口头上复述了一遍，再让学生填空，相当于是对本单元一些主要单词和词组的检查。应该说学生的掌握情况还是不错的。
纵观本课，我觉得总的来说设计思路还是挺流畅的，但是一些细节处想的不够周全，把握也不是很到位。特别是后来因为时间问题，后面的练习有些仓促，没能让学生好好完成，最后的对话操练也是有点匆匆完成的感觉，以后还是要加强对时间的掌控，要更多地抠、磨、研，这样才能使自己更快地成长和进步。
篇17：冀教版七年级英语下册教学工作计划
冀教版七年级英语下册教学工作计划
冀教版七年级英语下册教学工作计划本学期的教学重点是围绕教学大纲，努力调动学生的学习积极性，引导他们热爱学习，表现为他们自觉学习的行为，认真完成教学工作。现将本学期担任的初一英语课教学工作计划如下：
一、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、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、抓好英语的常规教学，加强基础知识训练：①归纳学过的词组，方便学生记忆；②用词组造句和中译英训练；③组织学生结对子，一有空就你问我答，营造学习氛围，同时加强笔头的练习，使学生能熟能生巧；④把课文分段，按学习组为单位，进行朗读比赛，对学过的课文尽量做到人人会背，有些课文还要求学生会默写。
2、抓好语法学习：①掌握形容词、副词的比较级和最高级的构成和用法。区分单音节词和多音节词的构成，规则和不规则变化。②学习一般过去时态，重点突破不规则动词。③学习过去进行时与现在进行时的区别。④学习联系词的用法。
3、培养学生综合运用知识的能力：每个单元围绕着知识点反复训练，层层渗透。每个单元结束都进行测验，找出存在问题，及时补漏补缺。
4、抓好阅读能力培养：每周规定学生阅读三篇短文，带着问题阅读，阅读之后要回答问题。
5、培养学生写作能力：逐步创作一些简笔画要学生写出他们的动作编成故事，逐步培养他们看图写话的能力。
6、努力做好后进生转化工作，促进全体学生共同进步。多关心后进生的思想和学习，平时要检查和督促他们的作业及时给予他们帮助
7、关注学生的情感，营造宽松、民主、和谐的教学氛围。
8、实施“任务型”的教学途径，培养学生综合语言运用能力
9、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。
10、加强对学生学习策略的指导，为他们终身学习奠定基础。
五、教学进度：
第一周：准备周(开学思想教育)
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阶段检测
Unit 3Having Fun in Beijing
第八周-第九周：Unit 4Did You Have aNice Trip?
期中复习考试(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阶段检测
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：期末复习、考试
2011-3-7 MSN（中国大学网）
【Lesson1 Hello! 教案教学设计(冀教版英语七年级)】相关文章：
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