英语工作计划总结推荐
第七册教材分析 一、教学资源：
名称Names 内容Contents 使用者Who use it?
1. 课本
(Textbook) 课文与练习 教师、学生共用 2. 活动手册 (Activity book) 听说读写的练习 教师、学生共用 3. 教师用书 (Teachers’ Book) 1、教学要求； 2、教学建议； 3、教学资源(如：活动手册听力材料、教学简笔画、歌曲等); 教师用 4. 投影片(Film for
reflector) 课文及部分练习 教师用5. 录音带
(Tape) 课文录音、练习录音、歌曲录音 教师、学生共用 6. 教学光盘 (CD-rom) 教学材料及练习 教师、学生共用 7. 课文教学光盘 (VCD) 课文表演 教师、学生共用 8. 单词图 (Pictures of the new words) 教材中的部分单词图 教师用 9. 音标卡、音标总表 (A chart and the cards of the phonetic Symbols) 音标 教师用二、本教材主要的教学内容： （一） 语音项目： 重点掌握音标的使用。 （二）有关话题：
1．计划 (plans); 2、假日活动 (activities on holiday);
3、国家 (countries); 4、城市 (cities);
5、国旗 (national flags); 6、标志性建筑 (landmarks);
7、过去 (the past); 8、节日 (festivals) （三）功能意念项目： 1、邀请、建议及应答； 2、打电话 （四）语法项目： 1、一般将来时及时态复习 2、一般过去时
3、复习对比语言结构
小学阶段的英语语言结构可考虑归纳如下： To be:
肯定句 否定句 一般疑问句 一般现在 I am… We/You/They are… He/She/It is… I am not…
We/You/They
aren’t … He/She/It isn’t … Am I …? Are we/you/they …? Is he/she/it…? 一般将来 I will be (amgoing to
be)… We/You/They will be (are going to be)… He/She/It will be(is going to
be)…I won’t be
(am not going
to be)… We/You/They won’t be (aren’t going to be)… He/She/It won’t be (isn’t goingto be)…
Will/Shall we/I…? Am I going to be …? Will you/we/they/ he/she/it…? Will you/we/they be…? Are we/they/you going to be…? Is he/she/it going to be? 一般过去 I/He/She/It was… We/You/They were… I/He/She/It wasn’t … We/You/They weren’t… Was I/he/she/it…? Were we/you/they …?There be:
肯定句 否定句 一般疑问句 一般现在 There is/are… There isn’t/aren’t... Is/Are there…? 一般将来 There is/are going to be… There will be… There isn’t/aren’t going to be… There won’t be… Will there be… ? Are there going to …? 一般过去 There was… There were… There wasn’t … There weren’t… Was/Were there…?
www.b9b8.comTo do (行为动词以work为例)
一般现在 I/We/You/They work… He/She/It works… I/We/You/They don’t work… He/She/It doesn’t work… Do I/you/we/they work…? Does he/she/it work…? 现在进行时 I am working… We/You/They are working…
He/She/It is
working…I am not working
… We/You/They aren’t working… He/She/It isn’t working… Am I working…? Are you/we/they working…? Is he/she/it working…? 一般将来 I/We/You/He/She/It/They will work … I’m going to work …We/You/They are
going to work… He/She/It is going to work… I/We/You/He/She/It/They won’t work… I’m not going to work… We/You/They aren’t going to work…He/She/It isn’t going to
work… Will I/we/you/ they/he/she/it work…? Am I going to work…? Are you/we/they going to work …? Is he/she going to work…? 一般过去 I/We/You/They/He/ She/It worked… I/We/You/They/He/She/It didn’t work…
Did I/we/you/they/ /he/she/it work …?特殊疑问句：
1) who
Who is/is going to be/will be/was there?
Who is cleaning the room？
Who cleaned the room？
2) what
What does he/she/it eat?
What do we/you/they eat?
What is he/she/it doing?
What are we/they doing?
What will they do?
What is he/she/it going to do?
What are we/they/you going to do?
What did I/he/she/we/you/they do？
What time/day is/was it?
What is/was the date?
What shape/city/… is/was this/that/it?
What shapes/cities/… are/were these/those/they?
3) where
Where does he/she/it live?
Where do we/you/they live?
Where is he/she/it playing?
Where are we/they playing?
Where will /we/you they play?
Where is he/she/it going to play?
Where are we/they/you going to play?
Where did I/he/she/we/you/they play？
4) when
When does he/she/it go there?
When do we/you/they go there?
When will /we/you they go there?
When is he/she/it going to work there?
When are we/they/you going to work there?
When did I/he/she/we/you/they work there？
4) how
How are/were you/they?
How is/was he/she
How does he/she/it get there?
How do we/you/they get there?
How is he/she/it working?
How are we/they working?
How will /we/you/they work?
How is he/she/it going to work?
How are we/you/they going to work?
How did I/he/she/it/we/you/they work？
How often do/did you/they come here?
How often does/did he/she/it come here?
How many books are there in the bag?
How many pupils will be/are going to be there?
How many pupils were there yesterday?
How many balls do we/you/they have?
How many balls does he/she/it have?
How many balls did we/you/he/she/it/they have?
How much is the skirt?
How much are the trousers?
How much water is there in the glass?
How much water will there be/is there going to be?
How much water was there in the glass?
How much rice you have?
How much rice will he/is he going to have?
How much rice will you/are you going to have?
How much rice did he have?
How old is/was he/she?
How old are/were you/they?
5) whose
Whose is the pen?
Whose are the pens?
Whose father is a teacher?
Whose friends works here.
Whose mother is coming?
Whose teacher will/is going to help us?
Whose friend helped you?
6) which
Which is your pen, this one or that one?
Which cups are yours?
Which book do you/they like?
www.b9b8.comWhich sports does he/she play?
Which sport did you/he/she/they like?
7) why
Why do/did you/they go there?
Why does/did he/she go there?
三、教材（课本）结构：
共有七个模块（Module），其中第七模块是复习。其余每模块有三个单元（Unit）。每个模块各部分分别是：
第一单元：(The 1st Unit)
首页：1、主图：引导学生注意本模块的主要话题和教学内容；激发学习动机；
2、图下句子：引语，过度到教学内容，引发学生思考的用语。
Dialogue：课文，教学的主要材料及部分练习；
Sing Along: 歌曲， 提高学生兴趣， 帮助学生掌握语音技能的材料；
Rhyme: 小诗，提高学生兴趣， 帮助学生掌握语言节奏和语音技能的材料；
Work with Language: 语言归纳和拓展的材料；语言练习材料；
Fun with English: 学生兴趣活动、游戏活动材料。
第二单元：(The 2nd Unit)
Dialogue：课文，教学的主要材料及部分练习；
Sound Families: 语音小结、音标学习、语音练习；
Work with Language: 语言归纳和拓展的材料；语言练习材料；
Fun with English: 学生兴趣活动、游戏活动材料。
第三单元：(The 3rd Unit)
Story time: 故事：提高学生阅读、表演能力的材料；
Project: 语言综合练习项目;
Did You Know: 文化介绍;
Additional Words: 扩充词汇学习的材料;
Self-Assessment: 自我评价
分散在各单元：
Tips 学习策略辅导
四、教材使用要注意的问题
（一）按照“课标”的要求，围绕着“知识、技能、学习策略、情感态度、文化意识“等五个方面的目标，提高学生综合运用语言的能力；
（二）根据学生的情况灵活使用和处理教材（增加、删减、改造），
如音标的教学，比较级、最高级、时态等语法的教学， 可以灵活地处理；
（三）努力实施“任务型的教学途径”，不断改进教学方法；
（四）注意输入的量，以练为主、增加背诵、口语训练和阅读训练的分量；
（五）注意阶段特点，把隐性学习和显性学习结合，六年级阶段适当地进行语言知识的总结，提高学生运用语言的准确性，从而提高学生综合运用语言的能力。六年级应该开始小学阶段的复习、总结。初步决定在本学年六年级进行质量检测。
（六）开展好自我评价活动，特别要把形成性作为重要的评价手段来评价学生；
（七），坚持学生学习兴趣的培养，注意学生的负担，减轻考试的压力。
五、教学的模式
模式一：
A、准备Preparation
B、 呈现Presentation
C、小结Summing up
D、巩固Consolidation
D、发展Development
模式二：
A、引入Leading-in
B、任务的准备Pre-task
C、做任务While-task
D、展示任务Post-task
E、小结、评价Summing up and comment
F、布置作业Homework assignment
六、教学进度
按实际上课时间安排课时, 按市教育局规定，每周安排4节，实际上可用作教新课的时间约16周（不含复习考试时间）64节，平均约10节完成一个“模块(Module)”。每单元（Unit）约用三节时间，在每一模块后安排一个复习（Recycle）。
每模块（MODULE）具体可以是：
第一单元（UNIT）：3课时
第二单元（UNIT）：3课时
第三单元（UNIT）：3课时
留一课时总结、小测和反馈
七、各模块的说明
I．第七册教学要求、知识、技能及注意问题：
Module 1
（一）目标：能就“计划”的话题进行交流。
（二）知识：
1、语音：
总结并学会（第9页）音素、音标。
2、句型：
What is he going to do?
What film are you going to see?
When are we going to start?
Where are they going to play football?
How long are we going to stay there?
How are you going to get there?
Why don’t you come to my house to watch TV?
* I have been to Beijing for many times. (本句子不作时态上的解释)
3、功能及语法：一般将来时态的表达与其他已学的时态（一般现在时、现在进行时）的异同。
（三）技能：
（1）我能用will，to be going to描述将来的事情；
（2）能说自己的计划和谈论计划与打算。
（四）文化知识：
了解地方文化和长有的活动。
Module 2
（一）目标：能就“城市”的话题进行交流，能谈论国家、城市、国旗和著名标志性建筑。
（二）知识：
1、语音：
总结并学会（第23页）音素、音标。
2、句型：
What national flag is this?
What’s the capital of China?
Which is noisier, Sydney or Canberra?
www.b9b8.comWellington is quieter than Sydney.
Wellington is the quietest city in the world, I think.
Which is the most beautiful city of the three?
Pairs is the most beautiful city in the world.
I prefer to go to Tokyo.
Does Guangzhou have a larger population than Tokyo?
2、功能及语法项目：
（1）百万数的表达方法；
（2）表示国家、国籍、语言和城市的专有名词；
（3）形容词的比较级和最高级（复习）。
（三）技能：
（1）会用形容词的比较级和最高级的句子来比较城市;
（2）能谈论国家、城市的特征。
（四）文化知识：
国家、城市的人文特征，如国旗和标志性建筑。
Module 3
（一）目标：能就“邀请活动”的话题进行交流。
（二）知识：
1、语音：
总结并学会（第37页）音素、音标。
2、句型：
Would you like to listen to the music with me?
Shall we have a picnic outside?
Do you want to go to the circus with me?
Why not go shopping?
I have to clean the classroom.
3、功能及语法项目：
（1）表示邀请的用语；
（2）表示同意和不同意接受邀请的用语。
（三）技能：
1、我能用Would you like…?/She we…?/Do you want…?邀请别人参加某些活动，或对别人的邀请作出应答；
2、能说出表示拒绝邀请的理由。
（四）文化知识：
Module 4
（一）目标：能用英语在电话中进行交流。
（二）知识：
1、语音：
总结并学会（第51页）音素、音标。
2、句型：
He/She was in the classroom.
They were bored.
Was Janet at school yesterday?
Yes, she was. / No, she wasn’t.
Were the pupils in the library at nine this morning?
Yes, they were. / No, they weren’t.
Did the children have a science lesson yesterday afternoon?
Yes, they did. / No, they didn’t.
Will she be free in the afternoon?
No, she won’t.
Yes, she will be free at a quarter to two.
3、功能、语法项目：
（1）一般过去时态；
（2）电话用语。
（三）技能：
（1）能正确使用电话用语；
（2）能正确说出过去的一些状况或活动。
（四）文化知识：
学科名称， 如：Chinese, maths, English, PE, music, art, science。
Module 5
（一）目标：能就“过去”的话题进行简单的交流。
（二）知识：
1、语音：
总结并学会（第65页）音素、音标。
2、句型：
Who called me this morning.
Where was your old school?
What did Judy’s old school look like?
How did you get home?
Was her old timetable different from the new one?
3、功能及语法项目：
（1）一般过去时态；
（2）日期表达方法（复习）。
（三）技能：
（1）能用动词过去式描述和谈论过去的事情；
（2）能用What, When, Where, How, Who等询问过去的事情。
（四）文化知识：
了解外国学生学习活动与我们的一些异同。
Module 6
（一）目标：能就“节日”的话题进行交流。
（二）知识：
1、语音：
总结并学会（第79页）音素、音标。
2、句型：
Is it your first time in London?
This is the best time to be in Britain.
What’s the most popular/important festival in western countries?
3、功能：
电话用语：
May/Can I speak to…?
Speaking.
It’s … speaking.
Is that …?
Wrong number.
No answer.
See you later.
邀请、建议及应答：
Shall we …?
Would you like …?
Do you want …
4、语法项目：
（1）形容词比较级最高级（复习）；
（2）节日名称的名词专有名词表达方法；
（3）已学的时态的比较；
（4）建议及应答。
（三）技能：
（1）会用英语比较中西方节日的某些异同。
（2）会用英语描述节日。
（四）文化知识：
了解西国国家的一些节日(如：Christmas, Easter, Halloween)的等风俗习惯。同时学会介绍我们的传统节日(如: Spring Festival, Mid-autumn Festival, Dragon Boat Festival)的一些风俗习惯.
（广州市小学英语）
如果觉得市小学英语第七册教材分析不错，可以推荐给好友哦。
