七年级英语仁爱版怎么学
A. 仁爱英语七年级课本里面的1a部分的对话在课堂里面应该如何学习
你是新老师吗抄？ 在授课袭之前先带学生预习一下相应的新单词，这些单词自然就会在同学们头脑中留有一定印象，现在不要求他们全记住或掌握，之后让同学们听录音一遍，然后再让同学们跟读一两遍。教师只需要按对话内容稍讲一下重要语言知识点，但是要清晰通透，通俗易懂，用孩子易接受的语言和语气，尽量不拓展，别急躁，就像你说的，不是生硬地把每句话都翻译一遍。安排同学们多读，分角色读，分组读，男女生对读，反复读，就像大合唱一样地读。有句话叫做：书读百遍，其意自现，对英语同样适用。最后，还可以安排学生背诵整篇对话，甚至脱离课本去讲台表演，这样学生便学会了，你的教学任务也完成了。不要担心太多，尽管去做，just do it!
B. 仁爱版七年级上册英语课件
七年级的英语并不是很难，但是要从基开始学习。我为大家整理的仁爱版七年级上册英语课件，希望大家喜欢。
仁爱版七年级上册英语课件1
一、教材分析：
这一话题进一步谈论人的相貌特征，从谈论头发、眼睛的色彩，到服装的色彩进而谈到各种色彩。而本Section主要让学生了解并掌握12种不同的颜色，会用What color is…? / What color are …? 这一句型和同伴进行交谈，能谈论头发、眼睛的色彩。
二、教学目标：
语言知识目标：
1.(1) Learn some words about the colors:
black, blue, brown, pink, white, purple, red, green, yellow.
(2) Learn some other useful words and expressions:
look the same, both, color, their.
2. (1) Continue to talk about the people’s appearances:
① We both have black hair and black eyes.
② I have blond hair and blue eyes.
③ short black hair, long blond hair.
(2) Talk about the colors:
① —What color is it? —It is pink.
② —What color is his hair? —It is black.
③ —What color are his eyes? —They are brown.
语言技能目标：
能听懂并识别各种不同的颜色，并能用英语描述各种颜色。
情感态度目标：
通过学习不同的色彩，培养学生热爱生活、热爱美的情感，并培养他们的观察能力和概括能力。
学习策略目标：
本Section主要谈论色彩，在教学时联系学生的实际，利用他们身边的实物等进行描述。从而让学生形成把学习和生活实际联系起来的学习习惯，培养任务型学习方法与技巧。
三、教学重、难点：
1a and 3
四、教学方法 ：
任务型教学法、自主探究法、小组讨论法。体现“导学——自悟”新课程教学模式的套路和特色。
五、课时安排：
1课时
六、教具准备：
录音机、课件、实物、图片
七、教学过 程：
第一步：营造课堂氛围，激发学生学习兴趣。
1. Sing the song with motions: Head and Shoulders, legs and Feet.
2. Greetings between the students and me.
第二步：复习（幻灯片3、4）
1. Review some new words with cards.（单词竞赛）
2. (One by one练习，对Does she/he have…?句型进行复习) Example:
T: Does she have long hair?
S1: Yes, she does. Does he have short hair?
S2: No, he doesn’t. Does she have a big nose? Etc.
3. (1)(拿出彩笔，通过师生互动来学习新句型。)
T: OK. Now look here, I bring some pens today. They have different colors.
(呈现出一支白色的笔)
T: What color is it? (学生第一次不懂，马上用汉语解释，学生此时也会用汉语回答：白色。然后我再用英语重复。)
T: Yes. It’s white. (再次对同样的笔重复提问。)
T: What color is it? Ss: It’s white.
(然后呈现不同颜色的彩笔。)
T: Good. What color is it? Ss: 红色。
T: Yes. It’s red. What color is it? Ss: It’s red.
(板书新句型和新单词。领读，并让学生熟读。)
What color is it?
It’s white/ black / blue / brown / gray / pink / purple / red / green / yellow / orange.
(2) (句型与单词读完后，把全班分成男女两大组，根据我所指的图片进行问答。)（幻灯片5、6）
T: Boys and girls, listen carefully. Boys ask and girls answer. Example:
Boys: What color is it? Girls: It’s black.
T: Change please. Girls ask and boys answer this time.
Girls: What color is it? Boys: It’s red.
4. Let students look at the picture. Ask and answer in pairs. （幻灯片7）
第三步：操练
用幻灯片展示各国国旗，学生看着国旗进行四人小组活动：讨论各国旗的颜色及所属国家。巩固 What color is …? It is … .这一句型及对颜色的识别。（完成4a）（幻灯片8）
第四步：呈现
1. (挂出1a的图片进行问答。)
T: Now look here. Who is this boy? Ss: He is Michael.
T: Does he have long hair? Ss: No, he doesn’t.
T: What colcor is it? Ss: It’s yellow.
T: Yes, he has yellow hair. What colcor are his eyes? Ss: They are blue.
2. T: Good. Now please look, listen and answer my questions. （幻灯片9、10）
①T: Who is that boy? Ss: He is Yukio.
②T: Where is he from? Ss: He is from Japan.
③T: Does he have black hair and blue eyes?
Ss: No, he doesn’t. He has black hair and black eyes.
T: Well done! Now look at the blackboard and pay attention to the sentences.
That’s right.
We both have black hair and black eyes.
We have different looks.
3. Read 1a. Find out the difficult points.Explain and stress: look the same, both.
第五步：巩固
1. T: Listen to 1a and repeat, then act it out in pairs.
2. T: Work alone: Finish 1b according to 1a.
(师生互动问答，巩固新句型和新单词。)
T: Where is Yukio from? Ss: He’s from Japan.
T: What color is his hair? Ss: It’s black.
T: What color are his eyes? Ss: They are black.
3. T: Finish 2. Draw pictures and then color them. Then look at the pictures in 2 and talk about them. Example: What color is his hair? It’s black.. What color are his eyes? They are brown. （幻灯片11）
第六步：练习 （幻灯片11）
1. T: Now look at the pictures in 4b. Here are some people. They have different looks. Let’s talk about them together. Let’s begin with Picture 1.
T: What color is his hair? Ss: It’s black.
T: What color are his eyes? Ss: They are brown.
T: Very good.
(以同样的方式练习Picture 2, Picture 3和Picture 4。)
2. (把全班同学分成两大组，进行问答操练。)
T: Now Group 1 and Group 2 ask, Group 3 and Group 4 answer. Then exchange the roles.
G1、2: What color is his hair? G3、4: It is black. Etc.
3. T: Let me check your homework.(检查学生“预习导纲”完成情况，给任务完成好的小组加分。)
第七步：综合探究活动
1. 让学生在纸上分别画一幅人物头部画，然后根据我的描述给画中的人头涂颜色。Example:
Color his / her nose red. Color his / her eyes blue. Color his / her ears yellow. Etc.
2. 让学生用本节课所学知识将自己手中涂好颜色的人物头部画介绍给同学。（两人小组活动）Example:
This is my friend. His/ Her name is … .His / Her nose is … . His / Her eyes are … Etc.
3. Sum up
(1) The key points in this lesson.
(2) The competition result.
4. Homework:
(1) Review the words of the colors.
(2) Make a similar dialog according to Section A 1a.
(3) Find how many colors in our classroom.
(4) Preview Section B(见Section B预习导纲)
仁爱版七年级上册英语课件2
【教学思路】
先复习Topic1的见面问候语，接着导入“excuse me”， “What’s your name?” 和“My name is----- ”，呈现“I’m from---”， “Are you from---”and “Where are you from?”，巩固1a和1b, 练习2a和2b，小结，最后布置家庭作业。
【教材分析】
本教材以学生为中心，倡导语言教学的交互性和实用性。它为学生提供了自然而有意义的语言环境。教材提供的对话不是让学生机械地背诵，而是将其作为学生进行活动的范例，学生在活动中要根据语言使用的情况进行改编，从而培养学生的语言运用能力。
本节课内容以介绍为中心，了解他人信息，如姓名、国籍等。
【教学对象分析】
由于我们学校在城镇的边缘地带（农村），学习成绩好点的大多数到城里就读了。留下的大多数要么不爱学习，要么基础差，整个英语学习氛围差。对习惯汉语交流的初中生来说，面对新教材感到很不适应，难以进入学习角色，觉得学习任务重、负担重。特别是对一些需要强化记忆的英语学习内容，如单词记忆和短文背诵等,学生会感到枯燥无味，虽硬着头皮去学，但效果往往比较差。
I. Teaching aims and demands
●Learn some personal pronouns and possessive pronouns:
me, your, she, he,
●Learn some country names:
Canada, the U.S.A , Japan.
●Learn other new words and phrases:
excuse, excuse me, what, name, where, from, be from, the
●Talk about people’s names and where they are from:
(1)—Excuse me, are you Jane?
—Yes, I am.
(2)—What’s your name?
—My name is Sally.
(3)—Where are you from?
—I’m from Canada.
(4)—Is he/she …?
—Yes, he/she is./No, he/she isn’t.
Ⅱ. Teaching aids
A projector, a recorder
Ⅲ. Teaching proceres:
Step 1 Review（8mins）
Review greetings in Topic 1 by making conversations
1. (T: Good morning, everyone! Before learning the new lesson, I will ask a new student(Zhang Lu) to introce herself. Then choose one student to greet the new comer and introce the classmates to her .)
Model:
S1:Good morning! I am Zhang Lu. Nice to meet you. (To the whole class)
Ss: Nice to meet you., too.
S2:Hi, Zhang Lu. I’m Wang Qiaoli. Nice to meet you.
S1: Hi, Wang Qiaoli. Nice to meet you., too.
S2: Zhang Lu, this is Shen Cui. Shen Cui, this is Zhang Lu.
(T: Good! Come back to your seat. Thank you!)
2. The teacher stands beside a student, asking the questions to lead to “excuse me”.
Model:
T: Excuse me, are you Li Fen?
S1: Yes, I am. (Write down “Excuse me” on the blackboard)
Then the teacher stands beside another student, asking the questions with “excuse me”.
T: Excuse me, are you Zou Lei?
S2: No, I am not. I am Li Jun.
Let Ss practice the patterns over and over again, understand and grasp the meaning of Excuse me
Step 2 Presentation（10mins）
1. (T: Now, I will introce myself.) Lead to “My name is----- ” and “What’s your name?”
T: My name is Huang Xiaohong. What’s your name?(Write it down on the blackboard)
S: My name is Zheng Qinhui. (Write it down on the blackboard)
(T: Please read after me together.)
2. (T: OK, please look at the screen.)The teacher makes self-introction with different names by showing different pictures. Lead to sentence pattern of “I’m from--”(showing flashcards)For example:
Picture1
T: My name is Jane. I’m from Canada. (Show Jane’s picture)
Picture2
T: My name is Sally. I’m from the U.S.A. (Show Sally’s picture)
Picture3
T: My name is Yukio. I’m from Japan . (Show Yukio’s picture)
Use this way repeatedly to consolidate and master the structure of “I’m from---”,and write it down on the blackboard.
(T: Please read after me together.)
Ask students to learn and master the new words : Canada, the U.S.A., Japan.
3. Ask and answer between the teacher and students. Lead to “Are you from---”and “Where are you from?”
Model:
T: Are you from Canada?
S1:No,I’m not..
T: Where are you from? (Write it down on the blackboard)
S1:I’m from China.
Ask more students to help them understand the structure better.
(T: Please read after me together.)
Step 3 Consolidation（10mins）
1. (T: Now let’s listen to 1a and answer the following questions. But you only listen without looking at the book.. Are you ready?)
(1) Where is Jane from?(Teacher translates.)
(2)Where is Sally from? ( Teacher translates.)
Tape script
Sally: Excuse me, are you Jane?
Jane: Yes, I am. What’s your name?
Sally: My name is Sally. Where are you from?
Jane: I’m from Canada. Are you from Canada, too?
Sally: No, I’m not. I’m from the U.S.A.
2. (T: Open your books and turn to page 9.Listen to 1a again and follow it.. Imitate the pronunciation and intonation.)
3. (T:OK,I will divide the whole class into two groups of boys and girls to read 1a.Boys are Sally and girls are Jane .One ,two, start.----- Exchange!)
4. Finish the flashcards in 1b.
T: Now ,please make your own conversations in pairs according to 1a,using “What’s----?”and “Where-----?. I will choose some pairs to act them out .
You can practice like this:
S1:What’s your name?
S2: My name is---
S1:Where are you from?
S2: I’m from---
C. 七年级上册英语教案仁爱版
要提高英语教学效果,就必须创新课堂教学,而创新课堂教学的关键是编好教案。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. 本课重点活动是1a和2a。
一、Teaching aims
1.Knowledge aims
能根据已学语音、音标及发音规则，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;
能正确使用how来询问日常的交通方式，并能正确使用表示交通方式的介词by; 能就询问和表达交通方式的话题进行交流与对话操练，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式的简单对话或叙述;
能根据图文就交通方式进行交流;
能理解并执行有关学习活动简单的书面指令;
能正确写出黑体单词和词组;
能写出表达交通方式的简单 句子 。
3.Emotional aims
通过小组间良性的竞争与合作，培养友好互助的精神;
通过了解他人的校园生活培养关心他人的意识;
采用游戏、角色扮演等灵活多样的学习方式，激发 学习英语 的兴趣。
二、The key points and difficult points2.在情景对话中，能学会用how来询问交通方式，学会用“by+交通工具”表达交通方式，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，培养语感和自信心;
2.培养借助图片等非文字信息帮助理解的习惯;
3.根据图片预测对话内容。
四、Teaching aids
多媒体、录音机
五.Teaching Plan教学方案
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!”
(自然引入“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：交通方式。)
3. (用同样的方式教学其他交通工具，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中与图片相对应的 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
学习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并学习对交通方式的提问。)
(1)(让学生听1a的录音, 回答下列问题。)
. 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.
(在问题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。要求他们仿照1a与同伴编类似的对话。) 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式，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 总结
(一)确立了学生作为学习的主体地位
中学课程改革提出，学生的发展是英语课程的出发点和归宿点，明确了学生作为学习的主体的地位。众所周知，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，设计多元丰富的教学环节，并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、指导者和帮助者等角色。学生的知识的构建、技能的提高，都由他们自己来完成。与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，学生的个性得以充分展现，这也更加有利于学生活跃思维、发展心智，成为最好的自己。课程改革，冲击了传统的教学模式，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的增加，能够不断培养学生学习英语的兴趣，强化学生对英语的热爱，端正学生学习英语的态度并且帮助学生养成良好的学习习惯。同时，以学生为教学主体，也要求老师运用更加生动活泼、灵活多样的教学方式和 方法 ，大大提高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之一。一些学者认为，中学是 英语学习 中夯实基础的阶段，听、说、读和写的技能就是学生要学习和掌握的全部。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学习和实践活动来掌握英语的知识和技能，学生个人的全面发展(包括使其视野得以开拓，情操得以陶冶，人文素养得以提高，意志得以磨砺，思维得以发散，个性得以发展)才更是英语教学必须完成的使命。习得的东西永远代表过去，而学习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知识的讲解的误区，关注对学生观察能力、思维能力、想象能力和创新能力的培养。这也使得教学模式更加多样，学生的学习途径也更加多元。教师注重从学生的学习兴趣，生活经验和认知水平等实际情况出发，让学生更多地通过体验、实践、参与、合作与交流的方式学习，自主学习与合作学习相结合，对学生自信心的树立，良好的学习习惯的养成和有效的学习策略的习得都大有裨益。
二、问题反思
在课程实施中，教师能充分地调动学生学习的积极性，激发学生学习的兴趣，使其自主学习，不断探索，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。这就要求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提高
近年来，我国的高校扩招速度不断提高，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)的整体素质不容乐观。另外，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，提高自己的各项技能。与此同时，教师的待遇虽有好转，却并不使人满意，相当一部分教师将心思花费在如何另谋生计上，无暇顾及怎样提升自己来更好地帮助学生。
(二)教师的外语教学学养有待丰富
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富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学习效率低的问题，全都归结为学生的态度问题，殊不知，自己的教学过程因缺乏生动的讲解和自然的教态，也是不能吸引学生注意力，从而大大降低课堂效率的重要原因。
三、努力方向
(一)进一步更新教学理念
创新 教育 理念是提高课堂效率的前提。没有理念的创新，就不会有实践的创新。教学过程创新，就应该打破教师满堂灌的传统模式。教学理念创新体现在:
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”等活动感受学习的愉悦、享受学习的快乐。
2.学习方式要新。在学习过程中，自主、合作、探究形式要新，让学生获得快乐、创造美丽，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全面发展，改进教师的教与学生的学。既关注过程评价，又注重结果评价;既关注学生的基础与技能情况，又重视学生 学习态度 、情感与价值观的评价。只有这样，英语教学才能更上层楼。
(二)摆脱应试教育的束缚，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向。现在的情况是，相当多的学生把通过考试当作自己学习的目的。应试教学主导英语教育的一个严重后果，是扭曲了正常的英语教学。当前，一股要求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、考试方法和考试技巧，忽略了老师应该把精力花在如何创新自己的 教学方法 ，如何提高学生的学习兴趣，让课堂成为学生领受礼物的地方。师生共同的快乐，是在于体验教学过程，而不是在于教学结果。
七年级上册英语教案仁爱版相关 文章 ：
1. 仁爱版英语七年级上册教案
2. 仁爱版七年级上册英语教案设计
3. 2017仁爱版七年级上册英语教案
4. 仁爱版八年级上册英语教案
5. 仁爱版八年级英语上册教案
D. 初中仁爱英语怎样学好
好的学习方法大家分享。
英语：
一、严肃对待课本规定的内部实质意义，大略回掌握基本答的语法知识、单词。
二、课下完成作业后，挑选一套英语灌音带来听，它应当是让你在随心中就能轻松听下去的灌音带，它不会给你增加太大的压力，但却能让你把课本上学过的句子、单词、语法获得迅速而管用的温习和强化。就是迅速学习法中的“储存、记忆、拿获”三过程中的关键过程：拿获。
三、在完成了“学好课本”的目标以后，要有“先人一步、捷足先登”的思想，就是挑选一条适应于你自个儿的学英语的近路、譬如利用做完课业闭目养神的歇息时间训练听说，在没察觉中便会说众多地道的英语句子。一年后你忽然发觉你已远远走在其他同学前面了。
四、为了对付考试，你要常常多做几套试题。你会认识到，你会说的那一些句子能非常管用地帮你应对五花八门的考试题。
五、务必具备自觉实践的认识，捕获一切机缘多听多说，在实践中不断修正不正确，并坚持不懈，水准能力增长。
六、额外多看课外读物也不失是为一种好办法。
总之，是个积累的过程，你了解的越多，学习就越好，所以多记忆，选择自己的方法。
祝学习成功！
E. 初一英语重要知识点仁爱版
学习是把知识、能力、思维 方法 等转化为你的私有产权的重要手段，是“公有转私”的重要途径。你的一生，无法离开学习，学习是你最忠实的朋友，它会听你的召唤，它会帮助你走向一个又一个成功。以下是我为您整理的《初一下册英语期中重点知识点》，供大家查阅。
初一英语重要知识点仁爱版
1.An old friend of mine is coming to see me，Hobo.霍波，我的一位老朋友要来看我。
an old friend of mine意为“我的一位老朋友"。
在英语中冠词与物主代词不能同时放在同一个修饰词前，要表示“我的一个??"“他的两个??"则须用“冠词/数词+名词+of+名词性物主代词”结构。
如：a pen of Jim’s(吉姆的 一支钢笔)，a book of hers(她的一本书)。
2.Is it enough for a can of dog foo d?这钱够买一听狗粮吗?
此处的for相当于to buy a can of dog food意为“一听狗粮"。
3.Shopping is fun.购物真有趣。
句中shopping是动名词作主语。此结构可以 转换成：It is fun to shop.
动名词在句中作主语看作单数，但如果是两个动名词作主语时要看作复数。
如：Running and swimming are good for US.跑步和 游泳 对我们有好处。
初一英语重要知识点仁爱版
1.Chinese paintings 中国油画
2.at the museum 在博物馆
3.1earn all about 全面了解
4.row a boat 划船
5.how far 多远
6.each other 互相
7.go shopping 去购物
8.on a farm 在农场
9.hear the birds sing 听到鸟儿歌唱
10.raise cows 养牛
11.show sb.Around 带领某人参观
12.a wonderful place to live 一个居住的好地方
初一英语重要知识点仁爱版
1、can't stand无法忍受
stand(1)vt.容忍，忍受(=bear) 进行时，尤其用于否定句或疑问句中，强调不喜欢，常与cancould等情态动词连用。
句型: can't stand sth.不能忍受某物
can't stand doing sth.不能忍受做某事
can't stand sb.doing sth.不能忍受某人做某事
I can't stand the hot weather.我忍受不了炎热的天气。
I can't stand living here any longer.我不能忍受继续呆在这儿了。
He can't stand her making the same mistake again.他忍受不了她又犯同样的错误。
(2)vt.vi.(使)站立，竖起
There stands a big tree on the top of the mountain.山顶上有一颗大树。
2、I like to follow the story and see what happens next.我喜欢跟随 故事 看接下来发生什么。
1.follow vt.跟随(=go after)following adj接着的，其次的
Spring follows winter.冬去春来。 句型follow sb. to do sth.跟着某人做某事
His mother followed him to see where he was going.他妈妈跟着他，看他要去哪儿。
拓展：follow的其他用法
(1)follow vt.遵循，仿效
短语 ：follow one's advice听从某人的劝告
follow one's example学某人的榜样
You should follow your teacher's advice and work hard.你应该听老师的劝告，努力学习。
(2)follow vt.听懂，听清
I'm afraid I can't follow you,sir. Could you please speak more slowly?先生，我没听清，您能说更慢点吗?
2.happen vi."发生"，与take place同义。
I don't know how this happened.我不知道这事是怎么发生的。
句型：sth. happen+地点|时间状语 某时某地发生了某事
sth. happen to sb.某人发生了什么事
sth. happen to do sth.某人碰巧做某事
A car accident happened to her this morning.今天上午她出了车祸。
He happened to meet a friend of his on the street yesterday afternoon.
昨天下午他碰巧在街上遇到了他的一个朋友。
辨析：happen与take place
happen指偶然的、计划外的事情发生。 take place指计划中的事情发生。
What happened when you told him the news?你告诉他这个消息时，他有何反应? Great changes have taken place in my hometown.我的家乡发生了巨大的变化。
初一英语重要知识点仁爱版相关 文章 ：
★ 仁爱版英语七年级的复习知识点
★ 七年级下册英语仁爱版知识点
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★ 仁爱英语七年级下册知识归纳
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★ 仁爱七年级下册英语期末复习资料
★ 仁爱版英语七年级上册单词表
★ 初中英语短语仁爱版
★ 仁爱版英语七年级上册教案
★ 仁爱版英语七年级下册期末复习题
F. 2017年仁爱版七年级上册英语教案
仁爱版七年级上册英语教案作为英语教师对课堂教学的一种预计和构想，在教学中占有十分重要的地位。下面是我为大家精心整理的仁爱版七年级上册英语教案，仅供参考。
七年级上册英语教案
Teaching Plan
Background information(背景知识):
Students: 52 Middle School students
Lesson ration: 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 proceres:(教学步骤)
Step1 Warm-up 第一步 热身
greeting
sing a song : Head and shoulders.
Step2 Review 第二步 复习
(1) 通过复习，培养学生根据卡片信息进行简单交流的能力。
(出示卡片上文字信息，师生进行互动问答。复习描述人的基本情况。)
Name: Jane
Age: 11
From: Canada
School: Beijing International School
Class: Nine
Grade: Seven
Phone number: (010)9267-6929
(1)T: What’s her name S1: Her name is Jane.
T: How old is she S2: She is eleven.
T: Where is she from S3: She is from Canada.
(2)(根据图画导入新内容。)
Step 3 Presentation 第三步 呈现
利用 简笔画 教授人体部位的名称，并在图片的相应位置板书单词，然后领学生拼读。
(2)(利用卡片，操练表示人体部位的名词。)
T: Let’s look at this picture. What’s this S1, please. S1: Eyes.
T: How do you spell it, please S1: E-Y-E-S,eyes.
(以同样方式操练其他表示人体部位的名词。)
T: Nice work, boys and girls. (教学boy and girl)
(3) 通过对比图片学习描写人体头部的形容词(long hair, big eyes, small eyes, a round face…)
(4) (出示2a的教学挂图，让学生观察图片中突出的外貌特征，巩固表示人体部位的名词和部分形容词。)
T: OK, now look at these pictures. Let’s talk about their different looks. Is this a big nose
Ss: Yes. It’s big.
T: Good. He has a big nose. Are they big, too Ss: No. T: Very good. They are not big. They are small. They have small noses and small eyes.
(以同样方式操练其他四幅图片。)
(5) (在熟练掌握人体部位和描述人体部位形容词的基础上，结合2a的教学图片，让学生操练形容词+人体部位的 短语 ，然后教授have和has的用法，进而过渡到完整的 句子 。)
① have: S(I/We/You/They) +have …
② has: S(He/ She/ It)+has …
Step 4 Consolidation 第四步 巩固
1. (小组竞赛。限定时间要求学生书面完成2b。核对答案，并让学生复述have/has的用法，最后让学生齐读这七个句子。)
2. (接龙游戏。教师根据自己的实际情况以第一人称说一个句子，学生模仿练习。)
S1: I have a small nose.
S2: I have a long face.
S3: I have a big head.
S4: …
…
Step 5 Practice 第五步 练习
完成1a，1b进一步帮助学生巩固本课的功能项目，培养学生的听说能力。
Sing a song
Step 6 Summary 第六步 总结
Summarize the new words.
Summarize the grammar.
Summarize the useful expression
Step 7 Homework 第七步 作业
(1) 预习Section B 的生词
(2) 描述一位朋友的外貌。
七年级上册英语知识点
一、48个国际音标及26个英文字母的正确书写
要熟练掌握元音和辅音，5个元音字母(a, e, i, o, u),字母的正确占格及单词间距。
二、be动词的用法
be动词有三种变形，分别是：am, is, are。记忆口诀：
“我”用am, “你”用are, is用于“他、她、它”;单数全都用is，复数全部都用are。
七年级英语 定语从句辨析
[误]I won't tell you the name of the person who teach me English.
[正]I won't tell you the name of the person who teaches me English.
[析]在定语从句中，关系代词作主语时，从它本身看不出其数的形式，这时要由它的先行词决定。这里who 应由 the person 单数决定，应该用单数谓语动词。又如：I who am a student want to find a spare time job. 这里的 who 应与 I 是一致的，所以其谓语动词应该用am。
[误]We talked about the things and the people who we met ring the Second World War.
[正]We talked about the things and the people that we met ring the Second World War.
[析]这里的关系代词不要用 who，因为其先行词有两个一个是 things (物)，而另一个是people (人)，这时既不可用 who，又不可用 which，因前者只能用于先行词是人的情况下，而后者则用于先行词是物的情况下，所以只能用 that，因为它的先行词既可以是人又可以是物。
[误]The book，that I bought yesterday，was very good.
[正]The book，which I bought yesterday，was very good.
[析]先行词与定语从句被逗号分割开来时，即作为非限制性定语从句。在非限制性定语从句中 which，when，who，whom，where，when，whose 等都可以和限制性定语从句中的作用一样，而独有 that 不易用于非限制性定语从句。
[误]The dictionary which I lent it yesterday is a very useful tool.
[正]The dictionary which I lent yesterday is a very useful tool.
[析]关系代词在定语从句中是要起语法作用的，它不是作主语就是作宾语。虽然在作宾语时它的位置由原来的宾语位置移到了句首，但它的作用依然存在，而且在原宾语位置上不能再出现宾语。
[误]The teacher I want to learn English from is the one which comes from America.
[正]The teacher I want to learn English from is the one who comes from America.
[析]the one，anyone，those 作代词并且是指某人、物时，其关系代词不能用 which 应用 who。
[误]This is the room in that the old man lives.
[正]This is the room in which the old man lives.
[正]This is the room which the old man lives in.
[正]This is the room that the old man lives in.
[析]that 不能紧跟在介词后作介词宾语，但如果介词不前置仍放于句尾，则可用 that 作引导词，而且可以省略。如： This is the room the old man lives in.
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Unit 5 Our School Life
Topic1 How do you go toschool?
一、重点词语：
1. wake up 醒来，唤醒 get up 起床
2. go to school 去上学 gohome 回家
3. go dancing / shopping / skating / swimming 去跳舞；购物、滑冰；游泳
go doingsomething 可用于表达去进行某种娱乐休闲活动。
4. 表示交通方式：
on foot 步行
by boat 坐船 by ship 坐船 by air 乘飞机
by plane 乘飞机 by train 坐火车 by subway 搭乘地铁
by car 坐小汽车 bybus 坐公共汽车 by bike 骑自行车
5. take the subway / bus / car 搭乘地铁；公共汽车；小汽车
6. drive a car to work = go to work by car 驾车去上班
take a bus to work = go towork by bus 乘公共汽车去上班
go to school on foot = walkto school 步行去上学
7. ride a bike / horse 骑自行车；骑马
8. after school / class 放学以后；下课以后
9. play the piano / guitar /violin 弹钢琴；吉他；小提琴
play basketball / soccer /football 打篮球；踢足球；打橄榄球
play computer games 玩电脑游戏
play with a computer 玩电脑
play sports 做运动
10. next to 紧挨着，在…旁边
11. a plan of my school 一幅我们学校的平面图
12. on weekdays 在工作日
at weekends 在周末
13. have breakfast / lunch / supper / dinner / meals 吃早餐；中餐；晚餐；正餐；一日三餐
have classes / lessons / a meeting 上课；上课；开会
14. watch TV / movies / games / the animals 看电视；电影；比赛；动物
read novels / newspapers /books 看小说；报纸；书
15. wash one’s face /clothes 洗脸；衣服
16. 反义词：up – down,early – late 近义词：quickly – fast
get up early 早起 be late for 迟到
17. the first / second / third / fourth day 第一；二；三；四天
18. clean the house 打扫房子
19. 表示建筑物（尤其学校建筑物）：
on the playground 在操场
at school / home / table 在学校；家里；桌旁
in a computerroom / teachers’ office / classroom building / gym / library / lab / canteen
在电脑室；教师办公室；教学楼；体操馆；图书馆；实验室；食堂
20. around six o’clock = at about six o’clock 大约在六点
21. 频率副词：never,seldom, sometimes, often, usually, always
二、重点句型：
1. It’s time to get up. 该起床的时候了。
It’s time forbreakfast. = It’s time to have breakfast = It’s time for having breakfast.该吃早饭了
2. You must go to school early. 你必须早点去上学。（主观因素造成“必须”）
I have to wash my facequickly. 我不得不迅速地洗脸。（客观因素造成“必须”）
3. Happy New Year! The same to you! 新年快乐！也祝你新年快乐！
4. How about you? = What about you? 你怎么样？
5. It tastes good. 它尝起来很好。 It sounds good. 它听起来很好。
6. How do you usually go to school? I usually go to school by bike.
你通常怎样去上学？我通常骑自行车去上学。
What do you usually doafter school? I usually play computer games.
你通常放学做什么？我通常玩电脑游戏。
7. How does she usually go to work? She usually goes to work by car.
她通常怎样去上班？她通常开车去上班。
What does heusually do after class? He usually reads novels.
他通常下课后做什么？他通常看小说。
8. The early bird catches the worm! 早起的鸟儿有虫吃。/ 笨鸟先飞。
9. Where’s Mr. Zhou going? He’s going to Shanghai. 周先生将要去哪里？他将要去上海。
三、语法学习：复习一般现在时和现在进行时。
一般现在时：
1. 区别含有be动词和行为动词的肯定句式。
I am at home.√ I stay at home.√ 【 Iam stay at home. × She stay at home. ×】
2. 一般疑问句、否定句表达的不同方式：
Are you at home? Doyou stay at home? Does she stay athome?
Yes, I am. No, I am not. Yes, I do. No, Idon’t. Yes, she does. No, shedoesn’t.
I am not at home. Idon’t stay at home. She doesn’tstay at home.
3. 主语为第三人称单数时，谓语行为动词的变化。
She plays computer games on Sundays.
She studies English everymorning.
She goes to school onweekdays.
She has breakfast at 6:45.
4. 用法：
(1) 表示现在的状况：I am ateacher. You are student. They are in London.
(2) 表示经常的或习惯性的动作：Iusually go to school on foot. She plays tennis every morning.
(3) 表示主语具备的性格和能力等：Helikes playing basketball. They do the cooking.
现在进行时：
1. 基本句式结构：I am playing with a computer.
2. 现在分词构成法：
go – going play – playing have– having drive – driving
run – running swim – swimming begin – beginning
3. 用法：
（1）表示现在正在进行的动作：She is having dinner. 她正在用餐。
（2）方位动词的现在进行时可用来表示将要发生的动作：I’m going. 我要走了。
四、交际用语：谈论交通工具及如何上学和日常生活。
主要句型：
How do you usually go to school? I usually go to school by bike.
I’m riding a bike now.
What’s she doing? She’sdancing.
Do you often go to thelibrary?
Topic 2 How often do you have an English class?
一、重点词语：
1. 学科名词：
政治politics ; 语文Chinese; 数学math; 英语English; 历史history; 地理geography;
生物biology; 音乐music ; 体育P.E. ; 美术Art
2. 一周七天名词：
星期日 星期一 星期二 星期三 星期四 星期五 星期六
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
3. swimming pool 游泳池
4. listen to music 听音乐 write letters 写信 goroller-skating 滑滑轮
go shopping 去购物 havean English class 上英语课 go to the park 去公园
meet friends 会见朋友 drawpictures 画画 play sports 做运动
watch TV 看电视 playcomputer games 玩电脑游戏 playsoccer 踢足球
work on mathproblems 解答数学题 take exercises 做运动
learn aboutthe past 学习历史 learn how to read and write in Chinese 学着用中文读写
play ball games with myclassmates 和我的同班同学玩球类游戏
5. be good at = do well in 擅长于… I am good at English. = Ido well in English.
6. be different from 与…不同 the same as 与…相同
7. do outdoor activities 进行户外活动
8. every week 每周 eachday 每天 three times a week 每周三次
9. 反义词：boring –interesting difficult – easy begin – finish
近义词：difficult – hard
10. care about 关心；担心
11. try to do something 尝试去做某事
12. do one’s best 尽力去做某事 do one’s homework 做家作
13. like doing something = love doing something 喜欢做某事
hate doing something 讨厌做某事
14. noon break 午休
15. athalf past six = at thirty past six = at six thirty六点半 at seven o’clock = at seven 在七点
at fivefifteen = at fifteen past five = at a quarter past five五点十五分
at fifteen to ten = at aquarter to ten = at nine forty-five 九点四十五分
16. for a little while 就一会儿
17. a student of Grade One 一年级的学生
18. eat out 出去吃
19. get home 到家
二、重点句型：
1. Which place do you like best? I like the computer room best.你最喜欢哪个地方？我最喜欢电脑室。
2. Swimming is my favorite sport. = I like swimming best. 游泳是我最喜欢的运动。
3. Why do you think so? Because he likes sleeping. 你为什么这么想？因为他喜欢睡觉。
4. How often do you go to the library? Very often. 你经常去图书馆吗？经常。
5. Peter is good at soccer ball. 彼特擅长与足球。
6. My interest is different from theirs. 我的兴趣和他们的不一样。
7. How many lessons do you have every day? 你每天上多少节课？
8. What time is school over? 什么时候放学？
9. I try to do my best each day. 每天我都尽力做到最好。
10. And if I always do my best, I need not care about the test. 如果我总是尽力，我就不需要担心考试
11. After dinner, I often do my homework and then watch TV for alittle while.
晚餐后，我经常做作业然后看一会儿电视。
三、语法学习：以How，Wh- 开头的疑问句。
疑问词：how often, how long, how soon,how old, how many, how much, how big, how heavy, how wide, how far, what, when,who, whose, whom, where, which, why, what color, what time, what class…
四、交际用语：谈论课程、作息时间、个人爱好及学习生活。
主要句型：
Which place do you like best? I like the computerroom best.
What’s your favorite subject? Math is.
How often do you…? Everyday. Always. Often. Seldom. Never. Sometimes.
Do you like going to…?Yes, I do. / No, I don’t.
How many lessons do youhave every day? We have seven lessons every day..
When do morning classesbegin? At 7:20.
***Topic3 I like the schoollife here.
一、重点词语：
1. 反义词：first –last borrow – return / give back
2. 名词单数转化复数：life –lives shelf – shelves leaf – leaves half – halves life - lives
3. between… and… 在…与…之间
4. school hall 学校大厅
5. else, other 别的
6. Lost and Found Room 失物招领处
7. the school life 学校生活
8. most of them 他们大多数 all pupils 所有的学生 few pupils 很少学生
9. spare time 空闲时间
10. have a short sleep 休息片刻
11. and so on 等等
12. on time 按时
13. Here it is. = Here you are. 给你
14. Our School Times 《学校时报》 Everyday Science 《每日科技》
15. get to school 到校 get home 到家
16. learn…from 向…学习
17. 名词变成形容词：wonder– wonderful, use – useful, care – careful, beauty - beautiful
interest –interesting excite - exciting
二、重点句型：
1. Welcome to our school. 欢迎到我们学校来。
2. What do you think of our school? It’s very nice. 你认为我们学校怎么样？它非常漂亮。
3. Let me find it on the computer first. 首先让我在电脑上找到它。
4. Wait a minute. = Just a minute.等一等。
5. Mary can’t find her purse and we’re looking for it. 玛丽找不到她的钱包，我们正在找它。
6. Is there anything else in it? No, there isn’t. 里面还有别的吗？不，没有了。
7. Thank you anyway. = Thank you all the same. 仍然谢谢你。
Thank you foryour hard work. 谢谢你们的努力工作。
Thank you for asking me. 谢谢你邀请我。
8. Almost all the pupils walk or take a yellow school bus. 几乎所有的小学生都步行或坐黄色的校车。
Very few pupils ride bikes. 很少小学生骑自行车。
Most of them have lunch atschool. 他们大部分在学校吃午饭。
9. I read them with great interest. 我带着极大的兴趣读它们。
10. We’ll let you know if we find yours. 如果我们找到你的（钱包）我们会让你知道的。
11. May I ask you some questions? Yes, please 我可以问你几个问题吗？
13. Where do you come from? I come from Australia. = Where are you from? I’mfrom Australia.
你来自哪里？我来自澳大利亚。
Which city of Australiado you come from? 你来自澳大利亚哪个城市？
14. How long can I keep it? Two weeks. 我能借多久？两个星期。
15. Do you have a problem? 你有问题吗？
三、语法学习：There is / are… 的学习。
1. 用法：表示存在。什么时间或者地点“有”什么东西
2. 几种基本句式：
There is a book and two pens on the desk. 桌上有一本书和两支笔。
******其它详细内容，请见附件。