人教版七年级英语下册

人教版英语七年级下册教学改进措施或建议教学是教师的教和学生的学所组成的一种人类特有的人才培养活动，那么，七年级下册英语的教学工作计划怎样写？下面给大家分享七年级下册英语教学工作计划，欢迎借鉴！一、学生情况分析及对策经过一学期的自学，从上学期期末成绩来看，这个班的英语成绩很不理想，而且两极分化比较显著，一些学生自学目的明晰，态度端正，掌控了英语自学的一些基本方法，能积极主动深入细致地自学，学习成绩较好。

但除了大部分学生没明晰自学目的，缺乏自学的热情和主动性，自觉性高，适当的自学习惯也高。

主要原因就是没唤起学生自学英语的兴趣，学生真的英语自学就是一种经济负担，而不是一种快感。

一部分学生没掌控记忆单词的方法，连基本的单词拼读也不过关，引致听不懂，看不懂，学稀奇古怪。

针对这些问题，在本期的英语教学中，教师一方面应当强化基础知识的传授和基本技能的训练，使学生掌控词汇、语法、句型等基础知识和听到、说道、念、写下等基本技能，为进一步自学英语奠定稳固的基础；另一方面，又必须实行多种措施，特别注意培育学生对英语的兴趣，使学生掌控记忆单词、听音、文学创作等英语自学技艺，培育较好的自学习惯和独立自主积极探索，合作探究能力。

充分调动学生的自学积极性和主动性。

教学上实行任务型教学，运用有效率多样的方法，同时实现学生语言运用能力的搬迁和开拓。

还要特别注意培育较好的师生关系，认同认知学生，与学生一起互动自学中的痛与乐，并使每一位学生都有所进步。

二、教材分析《Go for it》七年级下卷共12个单元，再加之两个备考单元。

全书实行任务型语言教学模式，融汇话题、交际功能和语言结构，构成了一套循序渐进的生活化的自学程序。

每个单元都列举明晰的语言目标，主要的功能项目与语法结构，须要掌控的基本词汇，并分成A、B两部分。

A部分就是基本的语言内容，B部分就是科学知识的拓展和综合的语言运用。

每个单元除了self check部分，可供学生自我检测本单元所学的语言科学知识之用。

七年级下册英语单词表Unit 1 Can you play the guitarguitar /ɡɪ'tɑ:(r)/ n.吉他sing /sɪŋ/ v.唱;唱歌swim /swɪm/ v.＆n.游泳dance /dɑ:ns/, /dæns/ v.跳舞;n.舞蹈draw /drɔ:/ v.画chess /tʃes/ n.国际象棋play chess 下国际象棋speak /spi:k/ v.说(某种语言);说话speak Englɪsh 说英语join /dʒɔɪn/ v.参加;加入club /klʌb/ n.俱乐部;社团be good at…擅长于…tell /tel/ v.讲述;告诉story /'stɔ:rɪ/ n.故事;小说write /raɪt/ v.写作;写字show /ʃəʊ/ n.演出;节目; v.给…看;展示or /ɔ:(r)/ conj.或者;也不(用于否定句)talk /tɔ:k/ v.＆n.说话;交谈talk to…跟……说kung fu /kʌŋ'fu:/ n.(中国)功夫drum /drʌm/ n.鼓play the drums 敲鼓piano /pɪ'ænəʊ/ n.钢琴play the piano 弹钢琴violin /vaɪə'lɪn/ n.小提琴play the violin 拉小提琴also /'ɔ:lsəʊ/ adv.也;而且people /'pi:pl/ n.人;人们home /həʊm/ n.家;活动本部; adv.到家;在家be good with…善于应付……的;对……有办法make /meɪk/ v.使成为;制造make friends 结交朋友today /tə'deɪ/ adv.在今天help (sb) with sth 在某方面帮助(某人) center (=centre) /'sentə(r)/ n.中心;中央weekend /wi:k'end/, /'wi:kend/ n.周末on the weekend (在)周末teach /ti:tʃ/ v.教;讲授musician /mju:'zɪʃn/ n.音乐家Unit 2 What time do you go to schoolup /ʌp/ adv.向上get up 起床;站起dress /dres/ v.&n.穿衣服;连衣裙get dressed 穿上衣服brush /brʌʃ/ v.&n.刷;刷净;刷子tooth /tu:θ/ n.(pl. teeth /ti:θ/)牙齿shower /'ʃaʊə(r)/ n.&v.淋浴;淋浴器(间)take a shower 洗淋浴usually /'ju:ʒʊəlɪ/ adv.通常地;一般地forty /'fɔ:(r)tɪ/ num.四十wow /waʊ/ int.(表示惊奇或敬佩)哇;呀never /'nevə(r)/ adv.从不;绝不early /'ɜ:(r)lɪ/ adv.&adj.早(的)fifty /'fɪftɪ/ num.五十job /dʒɒb/, /dʒɑ:b/ n.工作;职业work /wɜ:(r)k/ v.&n.工作station /'steɪʃn/ n.电(视)台;车站radio station 广播电台o'clock /ə'klɒk/, /ə'klɑ:k/ adv.(表示整点)……点钟night /naɪt/ n.晚上;夜晚funny /'fʌnɪ/ adj.奇怪的;滑稽好笑的exercise /'eksəsaɪz/ v.&n.锻炼;练习on weekends (在)周末best /best/ adj.&adv.最好的;最好地;最group /ɡru:p/ n.组;群half /hɑ:f/, /hæf/ n.&pron.一半;半数past /pɑ:st/, /pæst/ prep.晚于;过(时间); adj.过去的quarter /'kwɔ:(r)tə(r)/ n.一刻钟;四分之一homework /'həʊmwɜ:(r)k/ n.家庭作业do (one's) homework 做作业run /rʌn/ v.跑;奔clean /kli:n/ v.打扫;弄干净; adj.干净的walk /wɔ:k/ n.&v.行走;步行take a walk 散步;走一走quickly /'kwɪklɪ/ adv.很快地either /'aɪðə(r)/, /'i:ðə(r)/adv.或者;也(用在否定词组后)either…or…要么…要么…;或者…或者…lot /lɒt/, /lɑ:t/ pron.大量;许多lots of 大量;许多sometimes /'sʌmtaɪmz/ adv.有时taste /teɪst/ v.有…的味道;品尝; n.味道;滋味life /laɪf/ n. (pl. lives /laɪvz/)生活;生命Unit 3 How do you get to schooltrain /treɪn/ n.火车bus /bʌs/ n.公共汽车subway /'sʌbweɪ/ n.地铁take the subway 乘地铁ride /raɪd/ v.&n.骑;旅程bike /baɪk/ n.自行车ride a bike 骑自行车sixty /'sɪkstɪ/ num.六十seventy /'sevntɪ/ num.七十eighty /'eɪtɪ/ num.八十ninety /'naɪntɪ/ num.九十hundred /'hʌndrəd/ num.一百minute /'mɪnɪt/ n.分钟far /fɑ:(r)/ adv.&adj.远;远的kilometer (=kilometre) /'kɪləmi:tə/, /kɪ'lɑ:mi:tər/ n.千米;公里new /nju:/, /nu:/ adj.新的;刚出现的every /'evrɪ/ adj.每一;每个every day 每天by /baɪ/ prep.(表示方式)乘(交通工具)by bike 骑自行车drive /draɪv/ v.开车car /kɑ:(r)/ n.小汽车;轿车live /lɪv/ v.居住;生活stop /stɒp/, /stɑ:p/ n.车站;停止think of 认为cross /krɒs/, /krɔ:s/ v.横过;越过river /'rɪvə(r)/ n.河;江many /'menɪ/ adj.&pron.许多village /'vɪlɪdʒ/ n.村庄;村镇between /bɪ'twi:n/ prep.介于……之间between…and…在……和……之间bridge /brɪdʒ/ n.桥boat /bəʊt/ n.小船ropeway /'rəʊp,weɪ/ n.索道year /jɪə/, /jɪr/ n.年;岁afraid /ə'freɪd/ adj.害怕;畏惧like /laɪk/ prep.像;怎么样villager /'vɪlɪdʒə(r)/ n.村民leave /li:v/ v.离开dream /dri:m/ n.梦想;睡梦;v.做梦true /tru:/ adj.真的;符合事实的come ture 实现;成为现实Unit 4 Don’t eat in classrule /ru:l/ n.规则;规章arrive /ə'raɪv/ v.到达(be) on time 准时hallway /'hɔ:lweɪ/ n.走廊;过道hall /hɔ:l/ n.大厅;礼堂dining hall /'daɪnɪŋ/ 餐厅listen /'lɪsn/ v.听;倾听listen to…听……fight /faɪt/ v.&n.打架;战斗sorry /'sɒrɪ/, /'sɑ:rɪ/ adj.抱歉的;难过的;惋惜的outside /aʊt'saɪd/ adv.在外面; adj.外面的wear /weə/, /wer/ v.穿;戴important /ɪm'pɔ:(r)tnt/ adj.重要的bring /brɪŋ/ v.带来;取来uniform /'ju:nɪfɔ:(r)m/ n.校服;制服quiet /'kwaɪət/ adj.安静的out /aʊt/ adv.外出go out 外出(娱乐)practice /'præktɪs/ v.&n.练习dish /dɪʃ/ n.碟;盘do the dishes 清洗餐具before /bɪ'fɔ:(r)/ prep.&conj.在……以前;adv.以前make (one's) bed 铺床dirty /'dɜ:(r)tɪ/ adj.脏的kitchen /'kɪtʃɪn/ n.厨房more /mɔ:(r)/ adj.&pron.更多(的)noisy /'nɔɪzɪ/ adj.吵闹的relax /rɪ'læks/ v.放松;休息read /ri:d/ v.读;阅读terrible /'terəbl/ adj.非常讨厌的;可怕的feel /fi:l/ v.感受;觉得strict /strɪkt/ adj.严格的;严厉的be strict (with sb) (对某人)要求严格remember /rɪ'membə(r)/ v.记住;记起follow "/'fɒləʊ/,/'fɑ:ləʊ/" v.遵循;跟随follow the rules 遵守规则luck /lʌk/ n.幸运;运气keep /ki:p/ v.保持;保留hair /heə/, /her/ n.头发;毛发learn /lɜ:(r)n/ v.学习;学会Unit 5 What do you like pandaspanda /'pændə/ n.熊猫zoo /zu:/ n.动物园tiger /'taɪgə(r)/ n.老虎elephant /'elɪfənt/ n.大象koala /kəʊ'ɑ:lə/ n.树袋熊;考拉lion /'laɪən/ n.狮子giraffe /dʒə'rɑ:f/, /dʒə'ræf/ n.长颈鹿animal /'ænɪml/ n.动物cute /kju:t/ adj.可爱的;机灵的lazy /'leɪzɪ/ adj.懒散的;懒惰的smart /smɑ:(r)t/ adj.聪明的beautiful /'bju:tɪfl/ adj.美丽的;美好的scary /'skeərɪ/, /'skerɪ/ adj.吓人的;恐怖的kind /kaɪnd/ n.种类kind of 稍微;有点儿Australia /ɒ'streɪlɪə/ n.澳大利亚south /saʊθ/ adj.南方的; n.南;南方Africa /'æfrɪkə/ n.非洲South Africa 南非pet /pet/ n.宠物leg /leg/ n.腿cat /kæt/ n.猫sleep /sli:p/ v.&n.睡觉friendly /'frendlɪ/ adj.友好的shy /ʃaɪ/ adj.羞怯的;腼腆的save /seɪv/ v.救;救助symbol /'sɪmbl/ n.象征flag /flæg/ n.旗;旗帜forget /fə(r)'get/ v.忘记;遗忘get lost 迷路place /pleɪs/ n.地点;位置water "/'wɔ:tə/,/'wɑ:tər/" n.水danger /'deɪndʒə(r)/ n.危险be in (great) danger 处于(极大)危险之中cut /kʌt/ v.砍;切down /daʊn/ adv.(坐、躺、倒)下; prep.向下;沿着cut down 砍倒tree /tri:/ n.树kill /kɪl/ v.杀死;弄死ivory /'aɪvərɪ/ n.象牙over /'əʊvə(r)/ prep.超过，多于;在……上方(be) made of 由……制成的Unit 6 I’m watching TVnewspaper /'nju:zpeɪpə/, /'nu:zpeɪpər/ n.报纸read a newspaper 看报纸use /ju:z/ v.使用;运用soup /su:p/ n.汤make soup 做汤wash /wɒʃ/, /wɔ:ʃ/ v.洗movie /'mu:vɪ/ n.电影go to the movies 看电影just /dʒʌst/ adv.只是;恰好eat out 出去吃饭house /haʊs/ n.房子drink /drɪŋk/ v..喝; n饮料tea /ti:/ n.茶;茶叶drink tea 喝茶tomorrow /tə'mɒrəʊ/, /tə'mɑ:rəʊ/adv.在明天; n.明天;未来pool /pu:l/ n.游泳池;水池shop /ʃɒp/, /ʃɑ:p/ v.购物; n.商店supermarket /'su:pə(r),mɑ:(r)kət/ n.超市man /mæn/ n.男人;人race /reɪs/ n.竞赛host /həʊst/ n.主人;东道主study /'stʌdɪ/ v.&n.学习;研究state /steɪt/ n.州the United States /jʊ'naɪtɪd 'steɪts/ 美国American /ə'merɪkən/ adj.美国的;美洲的;n.美国人;美洲人dragon /'drægən/ n.龙Dragon Boat Festival 端午节any /'enɪ/ adj.任何的;任一的; pron.任何;任一other /'ʌðə(r)/ adj.另外的;其他的;pron.另外的人(或物)young /jʌŋ/ adj.幼小的;年轻的child /tʃaɪld/ n.(pl. children /tʃɪldrən/)儿童miss /mɪs/ v.怀念;怀念wish /wɪʃ/ v.希望delicious /dɪ'lɪʃəs/ adj.可口的;美味的still /stɪl/ adv.还;仍然living room /'lɪvɪŋ/ 客厅Unit 7 It's raining!rain /reɪn/ v.下雨; n.雨水windy /'wɪndɪ/ adj.多风的cloudy /'klaʊdɪ/ adj.多云的sunny /'sʌnɪ/ adj.晴朗的snow /snəʊ/ v.下雪; n.雪weather /'weðə(r)/ n.天气cook /kʊk/ v.做饭bad /bæd/ adj.坏的;糟的park /pɑ:(r)k/ n.公园message /'mesɪdʒ/ n.信息;消息take a message 捎个口信;传话him /hɪm/ pron.他(he的宾格)could /kʊd/ modal v.能;可以back /bæk/ adv.回来;回原处call (sb) back (给某人)回电话problem /'prɒbləm/, /'prɑ:bləm/ n.困难;难题again /ə'ɡen/, /ə'ɡeɪn/ adv.再一次;又一次dry /draɪ/ adj.干燥的cold /kəʊld/ adj.寒冷的;冷的hot /hɒt/, /hɑ:t/ adj.热的warm /wɔ:(r)m/ adj.温暖的visit /'vɪzɪt/ v.拜访;参观Canada /'kænədə/ n.加拿大summer /'sʌmə(r)/ n.夏天;夏季sit /sɪt/ v.坐juice /dʒu:s/ n.果汁;饮料soon /su:n/ adv.不久;很快vacation /veɪ'keɪʃn/ n.假期on (a) vacation 度假hard /hɑ:(r)d/ adv.努力地; adj.困难的Europe /'jʊərəp/ n.欧洲mountain /'maʊntən/ n.高山country /'kʌntrɪ/ n.国;国家skate /skeɪt/ v.滑冰snowy /'snəʊɪ/ adj.下雪的winter /'wɪntə(r)/ n.冬天;冬季Russian /'rʌʃn/ adj.俄罗斯的; n.俄罗斯人;俄语snowman /'snəʊmæn/ n.雪人rainy /'reɪnɪ/ adj.阴雨的;多雨的Unit 8 Is there a post office near here?post /pəʊst/ n.邮政office /'ɒfɪs/, /'ɑ:fɪs/ n.办公室post office 邮局police /pə'li:s/ n.警察police station 警察局hotel /həʊ'tel/ n.旅馆;酒店restaurant /'restrɒnt/, /'restərɑ:nt/ n.餐馆bank /bæŋk/ n.银行hospital "/'hɒspɪtl/,/'hɑ:spɪtl/" n.医院street /stri:t/ n.大街pay /peɪ/ v.&n.付费pay phone 付费电话near /nɪə/, /nɪr/ prep.在……附近across /ə'krɒs/, /ə'krɔ:s/ adv.&prep.过;穿过across from 在……对面front /frʌnt/ n.前面in front of 在……前面behind /bɪ'haɪnd/ prep.在……后面town /taʊn/ n.镇;市镇around /ə'raʊnd/ adv.&prep.到处;大约north /nɔ:(r)θ/ n.北;北方; adj.北方的along "/ə'lɒŋ/,/ə'lɔ:ŋ/" prep.沿着go along (the street) 沿着(这条街)走turn /tɜ:(r)n/ v.转向;翻right /raɪt/ adv.&n.向右边;右边left /left/ adv.&n.向左边;左边turn right / left 向右/左转crossing /'krɒsɪŋ/, /'krɔ:sɪŋ/ n.十字路口neighborhood /'neɪbə(r)hʊd/ n.街区;街坊spend /spend/ v.花(时间、钱等)spend time 花时间climb /klaɪm/ v.爬road /rəʊd/ n.路often /'ɒfn/, /'ɔ:fn/ adv.时常;常常air /eə/, /er/ n.空气sunshine /'sʌnʃaɪn/ n.阳光free /fri:/ adj.免费的enjoy /ɪn'dʒɔɪ/ v.享受;喜爱enjoy reading 喜欢阅读easily /'i:zəlɪ/ adv.容易地money /'mʌnɪ/ n.钱Unit 9 What does he look like?curly /'kɜ:(r)lɪ/ adj.卷曲的straight /streɪt/ adj.直的tall /tɔ:l/ adj.高的medium /'mi:dɪəm/ adj.中等的height /haɪt/ n.身高;高度(be) of medium height 中等身高thin /θɪn/ adj.瘦的heavy /'hevɪ/ adj.重的build /bɪld/ n.身材(be) of medium build 中等身材tonight /tə'naɪt/ adv.&n.(在)今晚;(在)今夜little /'lɪtl/ adj.小的a little 一点;少量cinema /'sɪnəmə/ n.电影院glasses /'glɑ:sɪz/, /'glæsɪz/ n.(pl.)眼睛later /'leɪtə(r)/ adv.以后handsome /'hænsəm/ adj.英俊的actor /'æktə(r)/ n.演员actress /'æktrəs/ n.女演员person /'pɜ:(r)sn/ n.人nose /nəʊz/ n.鼻子blonde /blɒnd/, /blɑ:nd/ adj.金黄色的mouth /maʊθ/ n.嘴round /raʊnd/ adj.圆形的face /feɪs/ n.脸eye /aɪ/ n.眼睛singer /'sɪŋə(r)/ n.歌手artist /'ɑ:(r)tɪst/ n.艺术家crime /kraɪm/ n.犯罪活动criminal /'krɪmɪnl/ n.罪犯put /pʊt/ v.放each /i:tʃ/ adj.&pron.每个;各自way /weɪ/ n.方式;路线describe /dɪ'skraɪb/ v.描述differently /'dɪfərəntlɪ/ adv.不同地another /ə'nʌðə(r)/ adj.&pron.另一;又一end /end/ n.结尾;尽头in the end 最后real /rɪəl/ adj.真正的;真实的jeans /dʒi:nz/ n.牛仔裤Unit 10 I'd like some noodles.noodle /'nu:dl/ n.面条mutton /'mʌtn/ n.羊肉beef /bi:f/ n.牛肉cabbage /'kæbɪdʒ/ n.卷心菜;洋白菜potato /pə'teɪtəʊ/ n.土豆;马铃薯special /'speʃəl/ n.特色菜;特价品;adj.特别的;特殊的would /wʊd/ modal v.(表示意愿)愿意would like (表示意愿)愿意;喜欢yet /jet/ adv.(常用于否定句或疑问句)还;仍然large /lɑ:(r)dʒ/ adj.大号的;大的order /'ɔ:(r)də(r)/ n.&v.点菜;命令take one's order 点菜size /saɪz/ n.大小;尺码bowl /bəʊl/ n.碗one (large) bowl of…一(大)碗...tofu /'təʊfu:/ n.豆腐meat /mi:t/ n.(可食用的)肉dumpling /'dʌmplɪŋ/ n.饺子porridge /'pɒrɪdʒ/, /'pɔ:rɪdʒ/ n.粥;面糊onion /'ʌnjən/ n.洋葱fish /fɪʃ/ n.鱼;鱼肉pancake /'pænkeɪk/ n.烙饼;薄饼world /wɜ:(r)ld/ n.世界around the world 世界各地answer /'ɑ:nsə/, /'ænsər/ n.答案; v.回答different /'dɪfərənt/ adj.不同的cake /keɪk/ n.蛋糕candle /'kændl/ n.蜡烛age /eɪdʒ/ n.年龄make a wish 许愿blow /bləʊ/ v.吹blow out 吹灭if /ɪf/ conj.如果will /wɪl/ v.将要;会the UK /,ju:'keɪ/ n.英国candy /'kændɪ/ n.糖果lucky /'lʌkɪ/ adj.幸运的popular "/'pɒpjʊlə/,/'pɑ:pjʊlər/" adj.受欢迎的;普遍的get popular 受欢迎;流行cut up 切碎idea /aɪ'dɪə/, /aɪ'dɪr/ n.想法;主意bring good luck to…给……带来好运Unit 11 How was your school trip?milk /mɪlk/ v.挤奶cow /kaʊ/ n.奶牛milk a cow 给奶牛挤奶horse /hɔ:(r)s/ n.马ride a horse 骑马feed /fi:d/ v. (fed /fed/ )喂养;饲养feed chickens 喂鸡farmer /'fɑ:(r)mə(r)/ n.农民;农场主quite /kwaɪt/ adv.相当;完全quite a lot (of…) 许多anything /'enɪθɪŋ/ pron.(常用于否定句或疑问句)任何东西;任何事物grow /grəʊ/ v.(grew /gru:/)种植;生长;发育farm /fɑ:(r)m/ n.农场; v.务农;种田pick /pɪk/ v.采;摘excellent /'eksələnt/ adj.极好的;优秀的countryside /'kʌntrɪsaɪd/ n.乡村;农村in the countryside 在乡下;在农村yesterday /'jestə(r)dɪ/ adv.昨天flower /'flaʊə(r)/ n.花worry /'wʌrɪ/, /'wɜ:rɪ/ v.&n.担心;担忧luckily /'lʌkɪlɪ/ adv.幸运地;好运地sun /sʌn/ n.太阳museum /mju:'zɪəm/ n.博物馆fire /'faɪə(r)/ n.火;火灾fire station 消防站painting /'peɪntɪŋ/ n.油画;绘画exciting /ɪk'saɪtɪŋ/ adj.使人兴奋的;令人激动的lovely /'lʌvlɪ/ adj.可爱的expensive /ɪk'spensɪv/ adj.昂贵的cheap /tʃi:p/ adj.廉价的;便宜的slow /sləʊ/ adj.缓慢的;迟缓的fast /fɑ:st/, /fæst/ adv.&adj.快地(的)robot /'rəʊbɒt/, /'rəʊbɑ:t/ n.机器人guide /gaɪd/ n.导游;向导gift /gɪft/ n.礼物;赠品all in all 总的说来everything /'evrɪθɪŋ/ pron.所有事物;一切interested /'ɪntrəstɪd/ adj.感兴趣的be interested in 对……感兴趣dark /dɑ:(r)k/ adj.黑暗的;昏暗的hear /hɪə/, /hɪr/ v.(heard /hɜ:(r)d/)听到;听见Unit 12 What did you do last weekend?camp /kæmp/ v.扎营;搭帐篷lake /leɪk/ n.湖;湖泊beach /bi:tʃ/ n.海滩;沙滩badminton /'bædmɪntən/ n.羽毛球运动sheep /ʃi:p/ n.羊;绵羊as /æz, əz/ prep.&adv.作为;当作natural /'nætʃərəl/ adj.自然的butterfly /'bʌtə(r)flaɪ/ n.蝴蝶visitor /'vɪzɪtə(r)/ n.游客;访问者tired /taɪə(r)d/ adj.疲倦的;疲劳的stay /steɪ/ v.停留;待stay up late 深夜不睡;熬夜away /ə'weɪ/ adv.离开;远离run away 跑开mouse /maʊs/ n.(pl. mice /maɪs/)老鼠;耗子baby /'beɪbɪ/ adj.幼小的; n.婴儿shout /ʃaʊt/ v.呼叫;喊叫shout at…冲……大声叫嚷woof /wʊf/ int.(狗叫声)汪汪language /'læŋgwɪdʒ/ n.语言fly /flaɪ/ v. (flew /flu:/)飞kite /kaɪt/ n.风筝fiy a kite 放风筝high /haɪ/ adj.&adv.高的(地)high school 中学ago /ə'gəʊ/ adv.以前India /'ɪndɪə/ n.印度tent /tent/ n.帐篷put up 搭起;举起moon /mu:n/ n.月亮surprise /sə(r)'praɪz/ n.惊奇;惊讶; v.使吃惊get a surprise 吃惊snake /sneɪk/ n.蛇scared /skeəd/, /skerd/ adj.惊慌的;吓坏了的move /mu:v/ v.移动shout to…对……大声喊叫start /stɑ:(r)t/ v.开始;着手jump /dʒʌmp/ v.跳;跃up and down 上上下下;起伏wake /weɪk/ v.(woke /wəʊk/)弄醒;醒wake…up 把……弄醒into /'ɪntu:/ prep.到……里面;进入forest /'fɒrɪst/, /'fɔ:rɪst/ n.森林ear /ɪə/, /ɪr/ n.耳朵。

新目标人教版英语七下全册教案（全英文版）Unit 1 Wheres your pen pal from?Language goals:•In this unit students learn to talk about countries, nationalities and Ian guages.•Ask and tell where people live.New languages:•Where's he / she from?•He / She is from Australia / England / China / France / Singapore / Australia. •Where does he / she live? He / She lives in Sydney.•What language do you speak? I speak English.•What's your / his / her favorite subject?•My / His / Her favorite subject is English.•Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn't.Difficult points:1. Liste ning for the in formation about cou ntries, natio nalities and Ian guages. Write an e-mail about on eself. Describe the new stude nts in class.2. Where questions with fromWhere questions with liveWhat questi onsTeaching aids:• A tape recorderTeaching periods:•Period 1:Section A 中1a, 1b, 1c•Period 2:Section A 中2a, 2b, 2c, 2d•Period 3:Section A 中3a, 3b, 4•Period 4:Section B 中1,2a, 2b, 2c•Period 5:Section B 中3a, 3b, 3c, 4•Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Where's your pen pal from?He is from Australia.3. Enable the students to learn to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talk2 Say: Do you have any friends? Where is she from?Help the students make the same sentences and give them more chances to say.Step 2. Talking about the picture (1a)Hold up the picture on page 1 and point at the map. Ask students toread the picture.Ask some of you to read them aloud to the class. Make the studentstalk about where people are from.Say: Du Chuan, where is your pen pal from?Ask the students to read the conversations in the picture.Step 3. Listening (1b)Point to the numbered list of words and play the recording for a secondtime.Ask the students to listen to the recording and circle the countries in 1a.Ask students to listen to and repeat after the recording and then checkthe answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with your partner.You can talk about your own pen pal.2. Ask the students to look at their own clothes and the things in theirbackpack. Ask and answer questions about where they are from.Homework1. Ask the students to practice talking about where people are from and make up real dialogues.2. Learn the words in this unit (on page 115) by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: Where does he live? He lives in Toronto.3. Let the students learn to talk about where people live.4. Help the students learn how to talk about where people live.Teaching procedures:Step I.StepI RevisionCheck the homework. And then ask several students to answer questi ons.Say: Where are you from? Do you have a pen pal? Where is your pen pal from?Step 2. Presentation (2a)Put a map of the world on the blackboard.Say: What's the meaning of capital? Can you guess? Help them to answer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto, andTokyo on the right of the blackboard. And the teacher reads them aloudand asks students to repeat.Then ask students to match the cities with the countries.Step 3. Talk about countries and citiesAsk the students to work in pairs, asking about the cities and the countries.Say: Now work in pairs and ask where the city is. For example, the firststudent asks "Where is Beijing?” the second student answers “It's inChina."Then tell the students to ask question about Chinese cities.Step 4. Listening (2b, 2c)Tell the students to read the list of countries and cities in 2a.Say: Now let's look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.Call the students' attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.Step 5. Pair work(2d)Ask the students to read the conversations in the bubble. Then askthem to talk about the in formation in the chart in 2c.Then ask the students to work in groups and make up new dialogueswith their own information.Step 6.GrammarfocusReview the grammar box.Say: You have to pay attention the word "from". It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.Write the following on the blackboard.Say, now work in pairs and make dialogues after the model above.Homework1. Ask the stude nts to learn the sentence patter ns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this unit (on page 115).3. Make a similar dialogue according to the conversation in 2d.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages: What Ianguage does she speak? She speaks English.3. Enable the students to learn to talk about what Ianguage people speak.4. Help the students to learn how to talk about what language people speak.Step 1. Free talkSay, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer my questi ons.(Turn to a student.)Where are you from?Give more students chances to speak in class.Step 2. Presentation (3a)Say: Do you know the meaning of "Ianguage"? Listen: Tim is from England and he speaks English. So English is his Ianguage. I'm fromChina, so Chinese is my language .Now look at activity 3a.on page 3.Read the instructions to the class. Ask students to work in pairs as theyanswer the questions.Show the flowing and ask the students to make conversations after themodel.Step 3. Pair work (3b)Ask the students to pay attention to the conversation in Activity 3b.Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.Show a map of the world. Ask students to work in pairs.Step 4. Quiz(4)Ask the students to look at activity 4 then work in pairs and do the quiz.HomeworkAsk the students to work with their friends and practice the dialogue in activity 3b.Period 4Teaching aims1. Teach vocabulary words.2. Target languages:Does she have any brothers and sisters?Is that your new pen pal?Yes, it is.3. Enable the students to learn to talk about their new pen pals.4. Help the students learn how to talk about their new pen pals.Step 1. RevisionAsk the students to make conversations talking about their new pen pal.Ask some pairs to the front to talk about their pen pals. Greet each otherand have a free talk with classmates.Talk about the persons they admire.Step 2.Match work (1)Ask the students to pay attention to the notebook page with the countries listed.Ask the students to write the letter of the correct country in the box next to the title of each Ianguage textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conv ersati on bubbles.Check the answers. Then ask the students to read the questions again.Ask the students to fill in the chart.Give students 1 minute to finish the task. Check the answers with the stude nts.Then play the recording again and ask the students to repeat.Step 4. Pair work (2c)Ask two students to work in pairs, practicing the questions in activity 2a.Then tell the students to practice dialogues similar to the dialogue inactivity 2a in pairs. They can use their own names.HomeworkAsk the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French.Period 5Teaching aims1. Teach vocabulary words.2. Target languages:I think China is a very interesting country.I like going to the movies with my friends and playing sports.My favorite subject in school is P.E.It's fun. / It's too difficult.3. Enable the students to write a pen pal letter.4. Help the students learn how to write to a pen pal.Step 1 .Warming upSay, Do you have a pen pal? Whafs his name? Does he have any brothers and sisters? What Ianguage does he speak?Then ask the students to work in pairs to talk about their pen pal.Step 2. Reading (3a)Ask the students to read the letter on page 5.Point the four questions beneath the letter.When the students finish reading the letter, ask the four questions orally and ask them to answer orally.Ask the students to retell the letter, using their own words.Step 3. Reading and writing (3b)Ask the students to pay attention to the letter from Tom King.Point out the blanks in the letter and the information card on the right.Correct the an swers. Then draw the in formation card on the blackboard and then ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they are finished, ask several students to read their e-mails in class.HomeworkAsk the students to choose one of the following tasks as homework.1. Show a name card to the students and ask them to write something about it.2. The students change their information card with their partner and writesomething about their partner.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe the new students in the class.3. Help the students learn to describe the new students in the class.Teaching procedures:Step 1. RevisionPractice talking about one of the students.Say, Take out your information cards. And change it with your partner.Read it carefully and make up an oral practice, talking about yourpartner.Step 2.Key word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page6. Then say a sentence with each of them.Step 3.Vocab-BuildersAsk students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.WritingLet the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes? What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5.SpeakingAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term. Who do youlike best? Why do you like him or her? Please tell us. First you can tellyour partner.Ask some students to present their work to the class.Step 6. Just for Fun!Ask all students to read the conversation.Let the students practice in pairs.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.Unit 2 Where is the post office?Language goals:•In this unit students learn to talk about asking for and give directions on the street.New languages:•Excuse me, is there a bank near here?•Yes, there is. It's on Center Street.•Where is the pay phone?•lt*s across from / next to / in front of / behind the library.•lt*s between the post office and the library.•Just go straight and tum left.•Turn left on First Avenue.•Take a walk through the park on Center Avenue.•There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you're going to visitWrite the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:• A tape recorder•Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages: Is there a bank near here? Yes, there is. It's on CenterStreet.3. En able the stude nts to ask for and give di recti ons on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions about theplaces.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behind and on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It's across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the six sentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questions about the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. The ask them to answer the following questions. Explain some Ianguage points if the students can't understand.Homework• Ask the students to practice talking about their neighborhood in pairs.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Just go straight and turn left.It*s down Bridge Street on the right.Ifs next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask some studentsto answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them to makeconversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs. Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their right hands to practice “left” and "right".Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Paul and Nancy in the picture.Ask the students to role play the conversation then point out the place that Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers' place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all thebuildi ngs.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.Homework• Ask the students to make a similar conversation to that in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Is there a big supermarket near your house?Yes, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old, the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the differenee between them?Yes. This one is old. (Show the old ruler.) And this one is new. (Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the differenee between the halves.Go on with the other pictures to teach the language items. Ask thestudents to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7.Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael's neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class. Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.Homework• Ask the students to make similar conversations to that in Activity 1 b.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Turn left on First Avenue and enjoy the city's quiet streets and small parks.Take a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the students neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class. Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.Tell the students to keep these words down and make at least twosentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about di recti ons.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the following conversati on.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their own neighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. Teach vocabulary words.2. Target Ianguages:I know you are arrivi ng n ext Sun day.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students' vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questi ons.Homework• Ask the students to do the following:1. Suppose your frie nd is going to visit you. He does n't know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.Unit 3 Why do you like koalas?Language goals:•In this unit students learn to describe animals and express preferences.New languages:•Let's see the pandas first.•Why do you like want to see the pan das?•Because they are very cute.•Because they*re kind of shy.•Because they're kind of interesting.•Because they are fun.•Because they are smart.•Do you like giraffes?•Where are lions from?•They are from South Africa.•The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary. •She likes to play with her friends and eat grass.•She's very beautiful, but she's very shy, so please be quiet•He sleeps during the day, but at night he gets up and eats leaves.Difficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:• A tape recorder•Some picturesTeaching periods:•Period 1: Section A1a, 1b, 1c•Period 2: Section A2a, 2b, 2c•Period 3: Section A3a, 3b, 4•Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c•Period 5: Section B 3a, 3b, 3c, 4• Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let's see the pan das.Why do you want to see the lions?Because they*re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match thenames with the pictures a-h.Encourage or help the students to say something about the picture anddo the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording.Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and thencheck the answers.Further activity: Ask the students to do some pair work in the followingway if they can understand the listening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Show the following.—Let's see the pan das / giraffes / lions / penguins / dolphi ns / koalas / elepha nts / tigers?—Why?——Because they're cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals in activity 1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1 c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them. Teachi ng procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let's do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b. After that, check the answers.Then ask the students to listen to and repeat the dialogue after therecording.After this, ask the students to practice the conversation without the help of the recording.Step 3. Pair work (2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are...Step 4.GrammarfocusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggest!on: Ask the students to work in groups and write down。

人教版英语七年级下册第一单元单词、短语、知识点复习Unit 1 Can you play the guitar ?一、重点单词：1、guitar 吉他，名词2、sing唱歌，动词3、swim游泳，动词或者名词4、draw 画画，动词5、chess 国际象棋，名词6、speak 说（某种语言），动词7、join 加入、参加，动词，其同义词是take part in8、club 俱乐部、社团，名词9、tell讲述、告诉，动词10、story故事、小说，名词11、write写作，动词12、show 演出、节目，名词；给。

看，动词13、or或者，也不（用于否定句）14、talk说话、交谈，名词或者动词15、drum 鼓15、piano钢琴17、violin 小提琴，名词18、also也，又，而且，副词19、people 人，人们，名词19、home 家，到家，名词或副词21、make 使。

成为，制造，22、today 在今天，副词23、center 中心、中央，名词24、weekend 周末，名词25、teach 教、讲授26、musician 音乐家二、重点短语：1、play chess 下国际象棋2、speak English 说英语3、be good at ... 擅长于。

4、talk ... to... 跟。

说6、play the drums敲鼓6、play the piano 弹钢琴7、play the violin 拉小提琴8、make friends 结交朋友9、be good with... 善于应对。

，对。

有办法10、help sb. with sth.在某方面帮助某人11、on the weekend =on weekends 在周末三、语法和知识点。

1、掌握情态动词can的用法。

Can是情态动词，后面接动词原形，使用时，没有人称和数的区别。

I can \ we can \ he can \ she can \ they can情态动词can 引导的肯定句：主语+can+动词原形例句：I can draw. \ She can speak English. \ They can play the piano.（肯定句）情态动词can 引导的否定句：主语+can’ t+动词原形例句：I can’t play chess. （否定句）Alice can’t draw well.（否定句）情态动词can 引导的一般疑问句：Can + 主语+ 动词原形+ 其它？例句：Can you play the piano ? （一般疑问句）Can Tom speak English well ?（一般疑问句）其回答形式：Yes , 主语+ can. No , 主语+ can’t.2、掌握play 的用法。

七年级下册1 – 12单元(课文+翻译)Unit 1 Can you play the guitar? ------------------------------------------ P 2你会弹吉他吗？Unit 2 What time do you go to school? --------------------------------- P 3你几点上学？Unit 3 How do you get to school? ---------------------------------------- P 5你怎样到达学校？Unit 4 Don’t eat in class. --------------------------------------------------- P 6上课不要吃东西。

Unit 5 Why do you like pandas? ----------------------------------------- P 8你为什么喜欢熊猫？Unit 6 I’m watching TV. -------------------------------------------------- P 10我正在看电视。

Unit 7 It’s raining! --------------------------------------------------------- P 11正在下雨！Unit 8 Is there a post office near here? -------------------------------- P 13这附近有邮局吗？Unit 9 What does he look like? ------------------------------------------ P 15他长什么样？Unit 10 I’d like some noodles. -------------------------------------------- P 16我想要些面条。

人教版英语七年级下册期末试卷一、单项选择。

(每小题1分，共10分)1.—Tina,are you going to play____chess on School Day?—Yes,and I'll also play____violin that afternoon.A.the;theB.the;/C./;theD./;/2.Lisa is____late for school.She is always the first to come to school.A.neverB.oftenC.alwaysually3.—Hey,Mary!What color do you like,red____green?—I don't like red and I don't like green,either.I like blue.A.andB.orC.butD.so4.Your sister____quiet,because everybody here is reading.A.had to beB.have to beC.has to beD.need to be5.[易错题]—Are you____in science,Lucy?—Yes.I think it's very____.A.interesting;interestingB.interested;interestedC.interesting;interestedD.interested;interesting6.—Who is the girl____your left in the picture?—She is my penfriend,Jane.She's____Canada.A.on;fromB.in;atC.on;atD.in;from7.[易错题]Nancy's mother____in the bank on Mondays,but she____there now.A.works;isn't workingB.is working;worksC.work;doesn't workD.works;didn't work8.—____was your party yesterday?—Excellent.I liked it very much.A.HowB.WhenC.WhatD.Where9.—Would you like____badminton with me?—Yes,I enjoy____badminton a lot.A.to play;playingB.playing;playingC.to play;to playD.playing;to play10.—I will take a vacation next week.—____.A.Of courseB.See youC.Have funD.Thank you二、完形填空。

新人教版七年级下册初中英语全册课时练（一课一练）一、Section A单词预习。

1．吉他guitar 2．唱歌sing 3．游泳swim 4．跳舞dance 5．画画draw 6．国际象棋chess7．说（某种语言）speak8．参加join9．俱乐部club10．讲述tell11．故事story12．写作write13．演出show14．交谈talk二、Section A 重点短语及目标句型预习。

1．Can you swim?你会游泳吗？Can表示能力，意为“能，会”你会唱歌吗？Can you sing?2．Can you play the guitar?play弹，演奏（乐器）play（演奏）+ the + 乐器例如：弹吉他play the guitarTom会弹钢琴。

Tom can play the piano . 3．You are very good at telling stories.你很擅长讲故事。

（1）be good at sth./doing sth. 擅长（做）某事Tina擅长舞蹈。

Tina is good at dancing .（2）tell stories 讲故事他的爷爷经常给我们讲故事。

His grandpa is good at telling stories . 4．You can join the art club.你可以加入艺术俱乐部。

join+加入某个组织Jessica将参加英语俱乐部。

Jessica will join the English club . 5．Bob wants to join the English club. Bob想参加英语俱乐部。

want to do sth. 想做某事Sandy想加入音乐俱乐部。

Sandy wants to join the music club .三、听填信息（Section A —2d Role play）。

七年级英语下册期末试卷一、听力（共两节，满分20分）第一节（共5小题；每小题1分，满分5分）听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题，每段对话读两遍。

1. What can Tom do?A. Play the piano.B. Play soccer.C. Play chess.2. Where does the woman want to go?A. To a park.B. To a library.C. To a bridge.3. When does Tina usually get up?A. At 6:20.B. At 6:40.C. At 6:30.4. Who went to the farm yesterday?A. Fred.B. Jane.C. Peter.5. Why does Lucy like giraffes?A. Because they are friendly.B. Because they are beautiful.C. Because they are interesting.第二节(共15小题；每小题1分，满分15分)听下面6段对话或独白。

每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。

听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。

每段对话或独白读两遍。

听对话，回答下列各小题。

6. How was the weather yesterday?A. It was sunny.B. It was rainy.C. It was cloudy.7. What did the girl do yesterday?A. She took a walk.B. She watched TV at home.C. She went fishing by the lake.听对话，回答下列各小题。

七下Unit 1Section A1.swim游泳swim用作不及物动词，意为“游泳”。

go swimming意为“去游泳”。

Please don＇t swim in the river.请不要在河里游泳。

[拓展]swim还可用作名词，意为“游泳”，其前常加不定冠词a。

have a swim意为“游泳”，go for a swim意为“去游泳”。

Let＇s go for a swim.咱们去游泳吧。

2.play chess下国际象棋play chess意为“下国际象棋”。

play与棋牌类球类名词搭配，表示“参与”，棋牌类、球类名词前不加任何冠词。

I want to play chess with you我想和你下国际象棋。

Let＇s play soccer..咱们踢足球吧3.speak English说英语speak此处用作及物动词，意为“说（某种语言)”，后常接表示语言的名词作宾语。

speak Chinese/French说汉语/法语[拓展]speak还可用作不及物动词，意为“说话”通常指说话的能力或方式；还可表示“演讲；发言”。

speak to sb.意为“对某人说话”。

The child can＇t speak.这个孩子不能说话。

Who wants to speak at the meeting?谁想在会上发言？May I speak to Lucy?我可以和露西通话吗？4.play the guitar弹吉他play the guitar意为“弹吉他＂。

当play与乐器名词搭配，表示“演奏；弹奏；吹奏”时，乐器名词前须加定冠词the。

play the violin拉小提琴play the drums敲鼓play the piano弹钢琴5.I want to join the art club.我想参加美术社团。

(1)want to do sth.意为“想要做某事”。

I want to play chess with my grandpa after dinner.晚饭后我想和爷爷下国际象棋。

2023七年级下册英语练习册答案人教版【导语】这篇关于2023七班级下册英语练习册答案人教版的文章，是为大家整理的，盼望对大家有所关心！Unit1第一课答案Ⅰ、1、play the guitar2、swim3、sing4、draw5、play chess6、danceⅠ、1、art club2、English club3、swimming club4、chess club5、music clubⅠ、1、Can you play tennis? Yes, I can.或No, I can't.2、Can you speak English? Yes，I can.或No, I can't.3、Can you play the guitar? Yes, I can.或No, I can't.4、Can you dance? Yes, I can.或No, I can't.5、Can you swim? Yes, I can.或No, I can't.6、Can you draw? Yes, I can.或No, I can't.Unit1其次课答案Ⅰ、Can , can , Can , can't ,can , can't , Can , can't , canⅠ、1、is good at telling stories,to join the story telling club2、is good at swimming,join the swimming club3、are good at dancing,to join the dancing club4、am good at playing chess, join the chess club5、are good at drawing, to join the art clubUnit1第三课答案Ⅰ、1、violin2、guitar3、drum4、pianoⅠ、1、D 2、A3、B4、EⅠ、Peter can：play soccer, play basketball, speak English Peter can't：play volleyball, speak ChineseUnit1第四课答案Ⅰ、8 5 2 7 6 1 4 3Ⅰ、1、write, can't, can2、also3、with, talking4、make5、teachⅠ、1、can't talk, but she can eat2、can't write, but it can swim3、can't see, but he can play the piano4、can't walk, but they can play basketball。