一、2024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，在教学中占有特别重要的地位。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(背景姿势):

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:(教学流程)

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探讨的能力。

(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，接着领学生拼读。

(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.

(以同样方法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)通过对比图片进修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.

(以同样方法操练其他四幅图片。)

(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，接着教授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。限量时刻标准学生书面完成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壹个句子，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第六步拓展资料

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)描述一位兄弟的外貌。

七年级上册英语姿势点

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应和 I是一致的，因此其谓语动词应该用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，由于其先行词有两个壹个是 things(物)，而另壹个是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，因此只能用 that，由于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]先行词和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影响一样，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影响的，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，但它的影响依然存在，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作代词而且是指某人、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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二、求仁爱版七年级上册英语教案

仁爱版英语七年级上册全套教案[整理]，内容很多，这里无法全部复制，你到大家网站去下载Unit 1 Making New FriendsTopic 1 Welcome to China! Section A Teaching times: 2The main activities are 1a, 2a and 3a.Ⅰ.Teaching aims and demands 1.(1)Learn the letters Aa-Gg.(2)Learn some useful words and expressions:good, morning, welcome, to, China, thank, you, hello, I, am, I’m, are, yes, no, not, nice, meet, too2. Talk about greetings and introductions:(1)—Good morning.—Good morning.(2)—Hi/Hello!—Hi/Hello!(3)—I’m… Are you…?—Yes, I am./No, I’m not. I’m…(4)—Nice to meet you.—Nice to meet you, too.(5)—Welcome to China!—Thanks./Thank you.Ⅱ. Teaching aids录音机/字母卡片/小黑板Ⅲ. Teaching Plan Step 1 Introduction This lesson is the very beginning, teachers, all students should note the following two points: 1. The importance of learning English. 2. The right way to learn English. Objective: To stimulate students interest in learning English to improve learning efficiency.Step 2 Presentation 1.T: Hi! S­1: Hi!—Hello!—Hi!(非正式)—Hello!—Hi!T: Please look at the picture and see how they are greeting. Then you can use your name to greet each other.S3: Hi, Zhang Hua!S4: Hi, Chen Jun!S3: Hello, Zhou Jie!S5: Hello, Zhang Hua!(3) T: Good morning! Ss: Good morning! S5: Hi! S6. S6:Hi! S5. S7:Hello! S8. S8: Hello! S7. S9: Good morning! S10.2. T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.Step 3 Consolidation 1. T: Listen to the tape and repeat, pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape.2. T: Practice a dialog according to 1a and 3a in pairs, then act it out.S1: Good morning!S2: Good morning!S1: I’m… Are you…?S2: Yes, I am.S1: Nice to meet you.S2:­Nice to meet you, too.S1: Welcome to China!S2: Thanks./Thank you.Step 4 Practice 1.T: Listen to me and read the letters after me. Learn Aa-Gg by heart. T: Now let’s learn how to write the letters.2. T: Now let’s listen and circle the letters you hear.Aa Bb Cc Dd Ee Ff Gg4.T: Copy the letters on the signs beside the letters on the line. Aa Bb Cc Dd Ee Ff GgStep 5 Project 1. T: Can you imagine and list some objects which have the same shapes with English letters? For example: The legs of bench are like“A”, ears are like“B”, the moon is like“C” or“D”, etc. T: Group work. A group of seven students act as Aa-Gg, greeting each other.Example:SA: Hello! SB: Hello! SA: Are you Cc? SB: No, I’m not. I’m Bb. SA: Nice to meet you.SB: Nice to meet you, too.板书设计：Welcome to China! Section A1.— Hi! 5.— Are you Maria?— Hi!— No, I’m not. I’m Jane.2.— Hello! 6.— Nice to meet you.— Hello!— Nice to meet you, too.3.— Good morning! 7.— Welcome to China.— Good morning!— Thanks./Thank you.4.— I’m Kangkang. Are you Michael?— Yes, I am.

Section BTeaching times: 1The main activities are 1a, 2a and 3a.Ⅰ. Teaching aims and demands 1.(1) Learn the letters Hh-Nn.(2) Learn some useful words and expressions:this, is, Mr.=mister, see, my, mom, teacher, how, do2. Talk about greetings and introductions:①Miss Wang, this is Michael. Micheal, this is Miss Wang.②—Nice to see you.—Nice to see you, too.③—How do you do?—How do you do?Ⅱ. Teaching aids字母卡片/录音机/多媒体课件/照片Ⅲ. Teaching Plan Step 1 Review 1. T: Hi/Hello/Good morning!Ss: Hi/Hello/Good morning!2. T: Good morning, S1.S1: Good morning.T: I’m Miss Wang. You can call me Miss Wang.3.T: This is姓名/This is Mr.…/This is Miss…

(让学生三人一组做类似的操练。)Step 2 Presentation 1.导入Nice to see you.和How do you do?问候语。①Michael和Miss Wang是初次见面，用Nice to meet you.②如果较熟悉的两个人相互问候，引导学生用Nice to see you.S1: Nice to see you.S2: Nice to see you, too.③如果较正式的场合相互问候，引导学生用How do you do?S1: How do you do?S2: How do you do?2. T: Let’s listen to 1a and repeat, and imitate the pronunciation and intonation. Then practice the dialog with the tape.Step 3 Consolidation 1. T: Now use your own names to practice 1a. Finish 1b.2. T: Look at the screen and learn the conversation.—Nice to see you.—Nice to see you, too.Mr. Lee, this is my mom. Mom, this is my teacher.—How do you do?—How do you do?3. T: Listen to the tape and repeat. Then I’ll ask the students to role-play the dialog.4. T: Please complete the conversation in 3b. Then act it out.5. T: Read the sentences in 4 and match them.6. T: Practice some dialogs according to 1a and 3a in pairs.Step 4 Practice1. T: Now, let’s play a game together.“Which one is missing?”2. T: Please look at 2a, listen to the tape and repeat, then read together. Later I’ll ask some of you to read these letters by yourselves. T: Please look at the blackboard, let’s learn how to write these letters. T: Let’s play a game. I’ll show you some letter cards. Then you must say the neighbours of the letters as quickly as you can. The one who says the letters first is the winner.3. T: Please rewrite the words using small or big letters in 2c.4. T: Listen and circle the letters you hear in 2b.Step 5 Project 1. T: Please introduce your best friend to us group by group with the sentences below.Example:T: S1, S2, S3, your group please. Suppose S2 and S3 are S1’s friends. But they don’t know each other. So S1 introduces S2 to S3, OK?S1: Hi, S3, this is my friend S2. S2, this is my friend, S3.S3: Nice to meet you./ How do you do?S2: Nice to meet you, too./ How do you do?板书设计:Welcome to China! Section B1. This is Mr.… 3. Mom, this is my teacher, Mr. Lee.This is Miss… 4.—How do you do?2.—Nice to see you.—How do you do?—Nice to see you, too. Section CTeaching times: 1The main activities are 1a and 2a.Ⅰ. Teaching aims and demands1.(1) Learn the letters Oo-Zz.(2) Learn some useful words and expressions:fine, goodbye, bye, afternoon, and, OK2.Talk about greetings and farewells:(1)—Good afternoon, Miss Wang!—Good afternoon, Mr. Lee!(2)—How are you?—I’m fine. Thank you./ Fine, thanks. And you?—I’m OK.(3)—Goodbye, Mr. Chen.—Bye.(4)—See you later, Mr. Lee.—See you.Ⅱ. Teaching aids字母卡片/图片/录音机/字母表挂图Ⅲ. Teaching Plan Step 1 Review 1. T: Let’s review the letters from Aa to Nn with some letter cards.2. T: Let’s play a guessing game. First I’ll ask one student to act letters. Then let the others guess what letter it is.3. T: Please say the letters from Aa to Nn, one says Aa, the next one says Bb. Then Cc… OK?4.T:Good morning, S1.S1: Good morning, Mr./Miss××.T: Nice to meet you.S1: Nice to meet you, too.T: S1, this is S2. S2, this is S1.Step 2 Presentation 1. T: Look at the pictures carefully, who are they? Where are they? What do they say? Now listen to the tape.2. T: Good morning, Mr. Chen! S: Good morning, Xiao Zeng! T: How are you? S: I’m fine. Thank you. T: Goodbye, Mr. Chen. S: Bye.3. T:It’s 2:00 p.m. now. Good afternoon, class! Ss: Good afternoon, Miss Wang!Good afternoon!4. Boys: Good afternoon, Miss Wang. Girls: Good afternoon, Mr. Lee.Step 3 Consolidation 1.T: Listen to 1a and repeat, pay attention to the pronunciation and intonation.2.T: Now, please read the dialogs in 1a in pairs.3. T: Well, look at the pictures, imitate the dialogs.4. T: Practice the conversation in 1a using your own names.Step 4 Practice 1. T: Let’s learn the letters from Oo to Zz in 2a. First, look at 2a and listen to the tape, then read after the tape three times. At last read the letters together. 2.T: Now please listen and circle the letters in 2b.5. T: Please make some letters with your matches after the models in 3 and then read them out.Step 5 Project 1.(播放录音4，学唱ABC歌。)6. Homework:(1)练习字母Aa-Zz的写法，每个写5遍。(2)观察Aa-Zz小写字母的写法，把具有相同特征的进行归类：如：写在第二格的有：写在第一、二格的有：写在第二、三格的有：板书设计：Welcome to China! Section C1.—How are you! 3.—See you later.—I’m fine, thank you./Fine, thanks. And you?—See you.—I’m OK.2.—Goodbye. 4.—Good afternoon!—Bye.—Good afternoon! 5. A, E, I, O, U

Section DTeaching times: 1The main activities are 1 and 5.Ⅰ. Teaching aims and demands 1.(1)Review greetings:①Hi!/Hello!②Good morning/afternoon!/ Good morning/afternoon!③How are you?/ I’m fine, thank you./Fine, thanks. And you?④How do you do?/ How do you do?⑤Nice to meet/see you./ Nice to meet/see you, too.⑥Welcome to China!/Thanks./Thank you.(2)Review introductions:①—I’m… Are you…?—Yes, I am./ No, I’m not. I’m…②This is…(3)Review farewells:①—See you later.—See you.②—Goodbye.—Bye.2. Review the letters Aa-Zz.Ⅱ. Teaching aids录音机/字母卡片/小黑板Ⅲ. Teaching Plan Step 1 Review 1.T: Let’s review greetings and farewells.(1)T: Hi! Class.Ss: Hello! Mr.…/Miss…T: Nice to meet/see you. Ss: Nice to meet/see you, too.T: How do you do?Ss: How do you do?

三、七年级上册英语教案仁爱版

要进步英语教学效果,就必须创造课堂教学,而创造课堂教学的决定因素是编好教案。下面是我为大家精心整理的七年级上册英语教案仁爱版，仅供参考。

七年级上册英语教案仁爱版范文

Unit 5 Our School Life

Topic 1 How do you usually come to school?

Section A

Section A needs 1 period. Section A需用1课时。

The main activities are 1a and 2a.本课重点活动主题是1a和2a。

一、Teaching aims

1.Knowledge aims

能根据已学语音、音标及发音制度，正确朗读下列词汇并在实际的对话操练中加以应用：

gate, by, subway, underground, always, come on, on foot等;

能正确运用how来询问日常的交通方法，并能正确运用表示交通方法的介词by;能就询问和表达交通方法的话题进行探讨和对话操练，如：

(1)—How do you usually come to school?

—I usually/often… by…

(2)Do you often come to school by bike?

(3)I usually come to school by subway/by bus/on foot.

2.Skill aims

能听懂有关表达交通方法的简单对话或叙述;

能根据图片文字就交通方法进行探讨;

能领会并执行有关进修活动主题简单的书面指令;

能正确写出黑体单词和词组;

能写出表达交通方法的简单句子。

3.Emotional aims

通过小组间良性的竞争和合作，培养友好互助的灵魂;

通过了解他人的校园生活培养关心他人的觉悟;

采用游戏、人物扮演等灵活多样的进修方法，激发进修英语的兴趣。

二、The key points and difficult points2.在情景对话中，能学会用how来询问交通方法，学会用“by+交通工具”表达交通方法，并在情景对话中进行操练。

三、Learning strategies

1.能够清楚、大声地进行朗读，培养语感和自负心;

2.培养借助图片等非文字信息帮助领会的习性;

3.根据图片预测对话内容。

四、Teaching aids

多媒体、录音机

五.Teaching Plan教学方法

Stage 1 Review第一步复习

复习日常用语并呈现1a部分内容。

1.(师生互相问好,复习学过的问候语。)

T: Good morning, everyone!

Ss: Good morning, Miss Rui!

T: Nice to see you again. Happy New Year!

(教师帮助学生回答。)

Ss: Happy New Year!

T: We can also say,“The same to you!”

(天然引入“The same to you!”并练习强化。)

(板书)

Happy New Year!新年好!

The same to you!你也一样。(新年好!)

Stage 2 Pre-listening

1.老师借助动作引入I usually come to school by bike?

2.(用事先准备好的PPT图片给学生展示bike，由此导入本课重点：交通方法。)

3.(用同样的方法教学其他交通工具，并板书相关词组。)

by bike, by car, on foot, by subway, by bus, by ship, by boat, by plane, by train

(1)(熟读板书的词组。)

(2)老师引出

I usually come to school by bike.

How do you usually come to school?

(3)(用PPT图片和词组，让学生看图片并模仿例句造句：)

Example：

T: How do you usually come to school?

S1: I come to school by bus.

S2: 4.完成2a。

(1).(让学生将2a中和图片相对应的短语代码填入圆圈中。)

T: Just now we talked about the means of transportation. Now let’s look at the pictures in 2a.

Then match the pictures with the corresponding phrases. Do you understand?

Ss: Yes, we do.

T: Good. Let’s begin!

(2).(核对答案。)

5.教师借助PPT图片引入How does…go to school?

He/She goes to school by bus/subway…

6.(用PPT图片和词组，让学生看图片并模仿例句造句：)

Example：

How does Maria go to school?

She goes to school by bus.

3.(让学生听录音,完成2b。掌握生词Ms.和grandmother。)

T: Next, we will have a listening practice. Let’s find out how people come to school or come to work. Do you understand?

Ss: Yes, we do.

(播放录音,并核对答案。)

Stage 3 While-listening

进修1a,完成1b和1c。

1.(播放1a的录音，跟读并模仿语音和语调。)

T: Listen to the tape and follow it. Pay attention to your pronunciation and intonation.

2.(呈现1a并进修对交通方法的提问。)

(1)(让学生听1a的录音,回答下列难题。)

. Are you ready? Ss: Yes.

T: OK, let’s begin.

(播放录音。)

(2)(核对答案,提取重点句并型完成1b。)

T: Who can answer the first question?

S1: I can. They meet at the school gate.

T: Well done. What about the answer to Question 2?

S2T: Good. Next question?

S3: Jane always comes to school by bus.

T: Good job.

(在难题2后板书画线部分并做相应的讲解操练。)

Stage 4 Post-listening

3.(完成1c,让学生三人一组,练习1a的对话。标准他们仿照1a和同伴编类似的对话。) T: Now, boys and girls, please practice 1a in groups of three and make similar dialogs with your partners. Then I will ask some groups to act them out.

4.(选几组表演他们的成果。)

T: Which group can act your dialog out?

G1: We can.(表演对话。)

T: Wonderful! Anyone else?

G2: We can.(表演对话。)

…

(对学生的表演进行点评，并适当鼓励，必要时纠正学生对话中存在的错误。)

Stage 5 Assigning homework

(1)学生分组，调查同学上学的交通方法，并写书面报告。

(2)(预习Section B,注意其中的频度副词。

六.Blackboard design

英语课改反思

一、经验拓展资料

(一)确立了学生作为进修的主体地位

中学课程改革提出，学生的进步是英语课程的出发点和归宿点，明确了学生作为进修的主体的地位。学生个体存在着极大的差异。只有以学生为本，才能进行合理有效的课程目标设定，设计多元丰盛的教学环节，而且能不断调整课程评价，不断开发教学资源。课程改革强调老师不再是包讲到底包揽全局的主角，而是在课堂教学中更多的扮演合作者、指导者和帮助者等人物。学生的姿势的构建、技能的进步，都由他们自己来完成。和以往的老师千篇一律，一以概之不同，通过突出学生的主体地位，学生的特点得以充分展现，这也更加有利于学生活跃思考、进步心智，成为最好的自己。课程改革，冲击了传统的教学玩法，使老师离开曾经束缚着他们的三尺讲台，走到学生中。师生的英语交际语言交往活动主题的增加，能够不断培养学生进修英语的兴趣，强化学生对英语的热爱，端正学生进修英语的态度而且帮助学生养成良好的进修习性。以学生为教学主体，也标准老师运用更加生动活泼、灵活多样的教学方法和方式，大大进步课堂的趣味性和高效性。

(二)明白了英语语言教学的真谛

英语教学应该注重词汇的积累和语法的讲解，这似乎是不可辩驳的真理，却是英语教学中的几大误区其中一个。一些学者认为，中学是英语进修中夯实基础的阶段，听、说、读和写的技能就是学生要进修和掌握的全部。课程改革很好地认清英语教学的真正目的和意义。除了通过基本的英语进修和操作活动主题来掌握英语的姿势和技能，学生个人的综合进步(包括使其视野得以开拓，情操得以陶冶，人文素养得以进步，意志得以磨砺，思考得以发散，特点得以进步)才更是英语教学必须完成的使命。习得的物品永远代表过去，而进修的能力才代表着未来。通过课改，英语教学走出了过分重视语法和词汇姿势的讲解的误区，关注对学生观察力、思考能力、想象能力和创造能力的培养。这也使得教学玩法更加多样，学生的进修途径也更加多元。教师注重从学生的进修兴趣，生活经验和认知水平等实际情况出发，让学生更多地通过尝试、操作、参和、合作和探讨的方法进修，自主进修和合作进修相结合，对学生自负心的树立，良好的进修习性的养成和有效的进修策略的习得都大有裨益。

二、难题反思

在课程实施中，教师能充分地调动学生进修的积极性，激发学生进修的兴趣，使其自主进修，不断寻觅，这才是有效的英语教学。要使一堂课真正出效率，并不是轻而易举之事，课前准备充分不可少，上课教法灵活多样多变不可少，上课激情迸发不可少，教师自身深厚的底蕴不可少，驾驭课堂的能力不可少，激发学生兴趣、引导学生探究、尊重学生的奇心的理念不可少。这就标准教师具备多种能力和素质。而现在中学的教学环境中，教师的整体水平却并不能满足实际需要。

(一)教师的英语语言技能亟待进步

我国的高校扩招速度不断进步，英语专业的毕业生越来越多，却并未给英语教学带来一道道曙光。据调查显示，我国英语教师(尤其是新晋英语教师)的整体素质不要乐观。在职教师的英语语言技能有减无增。中学英语教师的教学任务大都繁重，忙于教学之际，极少还有教师不断为自己充电，进步自己的各项技能。和此教师的待遇虽有好转，却并不使人满意，等于一部分教师将心思花费在怎样另谋生计上，无暇顾及如何提高自己来更好地帮助学生。

(二)教师的外语教学学养有待丰盛

教学是一门艺术。外语教学就像是戴着镣铐舞蹈。好的教师不仅会通过丰盛的教学内容吸引学生的注意，他的一举一动，一颦一笑无不蕴藏着无限的吸引力。一部分教师把学生上课注意力不集中导致课堂进修效率低的难题，全都归结为学生的态度难题，殊不知，自己的教学经过因缺乏生动的讲解和天然的教态，也是不能吸引学生注意力，从而大大降低课堂效率的重要缘故。

三、努力路线

(一)进一步更新教学理念

创造教学理念是进步课堂效率的前提。没有理念的创造，就不会有操作的创造。教学经过创造，就应该打破教师满堂灌的传统玩法。教学理念创造体现在:

1.教学脉络要新。要改变过去英语课中过多“说教式”的情况，引导学生通过“看一看”“说一说”“唱一唱”“画一画”等活动主题感受进修的愉悦、享受进修的高兴。

2.进修方法要新。在进修经过中，自主、合作、探究形式要新，让学生获取高兴、创新秀丽，表达感受、享受成功。

3.评价理念要新。英语课程评价的目的是促进学生的综合进步，改进教师的教和学生的学。既关注经过评价，又注重结局评价;既关注学生的基础和技能情况，又重视学生进修态度、情感和价格观的评价。英语教学才能更上层楼。

(二)摆脱应试教学的束缚，让课堂成为学生领受礼物的地方

教学考试环节的设计，本应是教学的正确导给。现在的情况是，等于多的学生把通过考试当作自己进修的目的。应试教学主导英语教学的壹个严重后果，是扭曲了正常的英语教学。当前，一股标准对英语考试制度进行改革的呼声越来越高，诸多专家学者纷纷撰文、发表谈话，历数所谓“标准化考试”的种种弊端。但应试教学的总体情况，尤其在中学，应试教学的情况却没有任何改观。很多老师花费太多精力在去琢磨考试类型、考试方式和考试诀窍，忽略了老师应该把精力花在怎样创造自己的教学方式，怎样进步学生的进修兴趣，让课堂成为学生领受礼物的地方。师生共同的高兴，是在于尝试教学经过，而不是在于教学结局。

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