外研版七年级下册module2单元测试卷

外研版七年级下册module2单元测试卷（精选8篇）

外研版七年级下册module2单元测试卷 篇1

Unit 2 What traditions do you have at the Spring Festival? (Module 2 Spring Festival)

二、Targets for this period:

To get information from the reading material about the Spring Festival

To match photos with paragraphs and match questions with paragraphs

To make notes and write sentences

To learn to write paragraphs

三、Key points:

Key vocabulary-tradition, bad, luck, paint, mean, decorate, decoration, paper cut, everyone, haircut, New Year, New Year’s Eve, dumpling, sweet pudding, fireworks, few, a few, week, round, all the year round, bring, color, something, cut, Christmas

四、Teaching methods:

Task-based approach and interactive approach

五、Teaching aids

Reading material, blackboard

六、Teaching arrangements:

Step One Lead-in: discussion in groups

1. Do you like the Spring Festival? Why?

2. Before the Spring Festival, what do people do? Why?

3. What do people do on the Eve of the Spring Festival?

4. What presents do people get?

5. When does the Spring Festival finish?

Step Two To pronounce some new words and expressions of Unit 2

1. Students read the words after the tape.

2. Students practice pronouncing the words by themselves.

3. To help some students correct the pronunciations of some words.

Step Three Pre-reading (Activity 1& 3)

1. Students look at the picture2 and match them with the questions in Activity 3

Picture 1: What traditions do you have at the Spring Festival?

Picture 2: What do you do on Spring Festival’s Eve?

Picture 3: When does the spring Festival finish?

Picture 4: What do you do in the Spring Festival?

2. Students try to answer the questions according to the pictures.

Picture 1: We decorate the doors and windows with paper cuts.

Picture 2: We have a rich meal.

Picture 3: It finishes at the Lantern Festival.

Picture 4: We get presents from adults.

Step Four To read the passengers quickly and match the questions with the paragraphs (Activity 3)

A-What traditions do you have at the Spring Festival?

B- What do you do in the Spring Festival?

C- What do you do on Spring Festival’s Eve?

D- When does the spring Festival finish?

Step Five To read it again and check the answers to the questions

A: clean our houses, sweep away bad luck, paint doors and windows red, decorate the doors and windows with paper cuts, buy clothes, have a haircut

B: give us New Year presents, put on our new clothes, visit our family and friends, watch dragon and lion dancing

C: have dinner, eat jiaozi or sweet rice pudding, watch TV at midnight, watch fireworks

D: at the Lantern Festival after two weeks, eat yuanxiao

Step Six Language points

1. sweep 打扫

e.g. Please sweep the house clean.

sweep away 扫除

e.g. The wind sweeps away the leaves.

2. paint 画（油画）；涂

e.g. He is painting a picture.

Please pain the wall white.

3. mean 意思是，意味着

e.g. ----What do you mean? ----I mean you’re right.

4. decorate 装饰

e.g. They’re decorating their new house with flowers.

5. family

e.g. My family has a rich meal.（全家人，强调整体）

Our family are going on a trip.（全家人，强调成员）

Many families decorate their house with colored lights.（家庭，强调社会单位）

6. all the year round 全年

e.g. They work hard all the year round.

Step Seven Students practice reading the passage aloud

Step Eight Students discuss the questions in groups (Activity 4)

1. Paper cuts, apples are red.

2. Good luck is happy and good things. Bad luck is sad and bad things.

3. The doors and windows are in the wall.

4. Paper cuts are things that people use scissors and knives to cut shapes in paper and use them to decorate houses.

5. Decorate means to make things more beautiful.

6. A haircut means to make hair shorter.

7. Dumpling is a kind of food people in North China eat during the Spring Festival.

Sweet rice pudding is a kind of food people in South China eat during the Spring Festival.

8. Midnight is twelve o’clock at night.

9. Fireworks are the show of explosive devices to make smoke, fire and noise for happiness.

Step Nine Writing

1. Students use the word map to match the notes with the headings. (Activity 5)

Decorations: d, e, j Food: b, f, h Getting ready: a, d, e, f, j

Presents: a, c, e Traditions: a, b, c, d, e, f, g, h

2. Students join two notes and write one sentence with “and”.(Activity 6)

1) They go shopping for presents and get lots of food ready.

2) They eat Christmas pudding and have Christmas dinner.

3) They say “Happy Christmas” to family and friends and sing Christmas songs.

4) They decorate homes and have a Christmas tree.

5) They put the presents next to the Christmas tree and open their presents on Christmas Day..

3. Students put the headings before the sentences.(Activity7)

4. Students write a passenger describing Christmas in Britain.

Homework:

1. To find information about a hero and get ready to give a talk, you can take the module task on P73 for example.

2. To finish Unit2, Module2, 点中典

Blackboard designing

Unit 2 What traditions do you have at the Spring Festival?

Spring Festival in China

The beginning of the Spring festival: clean our houses, sweep away bad luck, paint doors and windows red, decorate the doors and windows with paper cuts, buy clothes, have a haircut

On New Year’s day: give us New Year presents, put on our new clothes, visit our family and friends, watch dragon and lion dancing

On New Year’s Eve: have dinner, eat jiaozi or sweet rice pudding, watch TV at midnight, watch fireworks

The end of the Spring Festival: at the Lantern Festival after two weeks, eat yuanxiao

Christmas in Britain

Getting ready for Christmas:

They go shopping for presents and get lots of food ready.

Food:

They eat Christmas pudding and have Christmas dinner.

Traditions:

They say “Happy Christmas” to family and friends and sing Christmas songs.

Decorations:

They decorate homes and have a Christmas tree.

Presents:

They put the presents next to the Christmas tree and open their presents on Christmas Day.

1. sweep 打扫

e.g. Please sweep the house clean.

sweep away 扫除

e.g. The wind sweeps away the leaves.

2. paint 画（油画）；涂

e.g. He is painting a picture.

Please pain the wall white.

3. mean 意思是，意味着

e.g. ----What do you mean? ----I mean you’re right.

4. decorate 装饰

e.g. They’re decorating their new house with flowers.

5. family

e.g. My family has a rich meal.（全家人，强调整体）

Our family are going on a trip.（全家人，强调成员）

Many families decorate their house with colored lights.（家庭，强调社会单位）

6. all the year round 全年

外研版七年级下册module2单元测试卷 篇2

新课程提倡学生在教师指导下进 行自主、合作、探 究的学习,让每一位学生能在课堂上感受到学习语言的喜悦和成就感,进而促进学生积极参与良性发展,提高语言综合运用能力。《义务教育英语课程标准》(2011版解读)对初一学生语言技能阅读的标准为:(1)能正确地朗读课文。(2)能理解并执行有关学习活动的简短书面指令。(3)能读懂简单故事和短文并抓住大意。(4)能初步使用简单的工具书。(5)课外阅读量应累计达到4万词以上。如何让学生随着知识和词汇的增加逐步提高阅读水平,增强阅读兴趣,养成良好的阅读习惯,就需要教师立足课堂教学,开展有效的阅读教学。在阅读教学中,我一般采用 以下四个 策略,即导入策 略、词汇策略、分析理解策略和课后巩固策略。

一、阅读单元的导入教学策略

在现实教学中有相当一部分教师开始阅读课前,都会要求学生在家做好预习工作,将课文进行翻译,划出生字词等。学生在阅读过程中享受不到阅读文章的乐趣,更不用谈从中得到阅读技巧的提高。学生不了解阅读材料的背景知识,阅读在学生单个的沉默阅读活动中进行,学生没有阅读欲望和兴趣,思维的空间受到限制。随之而来的是 教师课堂 缺少创新 活力,效率得不 到提高。因此,如何导入阅读课,激发学生阅读兴趣 在开始上课前就显得尤为重要。根据阅读单元内容的不同,通常采用以下灵 活多变的 策略和方 法创设情 境,导入新课:

1.对故事性较强的阅读课文,以设问导入。如进行七年级下册(外研版新 标准)Module 8Story time教学时,学生通过学习unit1的故事,对Goldilocks这个小女孩非常感兴趣,想知道小女孩在进入小熊家之后发生了什么事,于是在上unit2阅读课时,我通过设计问题来引入阅读课文:What did Goldilocks do when she saw the three bears?Did Goldilocks go for a walk in the forest again?通过提问激起学生学习的兴趣,因为兴趣是促 成他们阅读的动力。

2.对学生感兴趣的话题,以讨论导入。如进行七年级上册(外研版新 标准)Module 5 My school day教学时,因为学生对贴近学习生活的话题比较感兴趣,因此上课时我以What is your school day like?为主线,让学生以小组为单 位进行讨 论,以表格的 形式将日 常的学习、生活时间、具体内容呈现在活动卡 上,讨论结束 后, 小组成员还可以到其他组参观其他成果,讨论的气氛变得相当热烈。这样对于转入阅读课文就很自然,学生的课堂状态很好,阅读欲望很高,阅读效率自然就高。

3.对文化意识的话题,以视听形式导入。根据课文内容选出一些话题,用视听的形式呈现,吸引学生的注意力。如进行七年级下册(外研版新标准)Module 6Around town的教学时,通过课前 播放视频,让学生了 解英国首都伦敦的一些著名景点,从而进一步自然过渡到课文的学习。

从上述可知,无论采用哪种导入方 式,目的都是 为了激发学生的阅读兴趣和学习主动性,没有前面导入的铺垫,就不会有后面高效的阅读理解。

二、阅读单元的词汇教学策略

我们教师常见的词汇教学模式是:教师先把生词写在黑板上,或让学生看课本的词汇表,之后领读生词,直接告诉学生词义,然后给出例句,让学生记下例句,最后让学生拼写并记忆单词。这样,词语的意蕴,情感都没 有得到应有的开掘,如此的词汇教学,简单而缺乏生命力。那么,如何让学生有效地理解阅读文章中的重点词汇,使词汇教学活力四射呢?我认为,在阅读教 学中应该让词汇教学贯穿于整个阅读教学过程。

1.表演呈现,感悟词汇的趣味

运用表演法进行词汇教学。表演法就 是教师运 用动作(body language)和表情来 教学具有 动感或感 情色彩的词汇。实际上,表演也是创设真实情景的有效手段之一,教师可以与学生一起做动作,促进学生积极参与词汇学习活动。如在学到 七年级下 册(外研版新 标准) Module 8Unit 2Goldilocks hurried out of the house时, 让学生进行与这个主题相关的词汇演绎活动,根据新单词asleep、return、cry、shout、jump、point at、in pieces,学生以两人为单位,一位学生读单词,另一位学生做动作, 这样既提高了单词记忆效率,又激发了学生学习后面阅读课文的兴趣,有效地促进了后面阅读课文的理解。

2.结合语境,理解词汇的意蕴

词汇的意义在于特定的语境中,只有在上下文中词义才能明确和具体,如果脱离语境进行词汇教学,即使学生记住了词汇的形式和意义,也很难将其运用于实际交际活动中。因此,词汇教学应融入句子和语篇的教学中,做到词不离句,句不离篇。教师应为学生创 设运用所学语言的语境,深化学生在语境中熟悉词义,掌握其用法,理解词汇的 意蕴。针对 学生学习 词汇的这 种倾向,在阅读教学中有意识地创设情境教学,让学生参与到学习理解生词的教学活动中,通过上下文的语境来理解识记,而不是死记硬背。在进行七年上册(外研版新标准)Module 7Computers的阅读单元时 ,我设计了一段话让学生猜词,You can use your computer to do lots of things on the Internet.you can listen to music or watch movies on it.You can search information.If you want to travel,you can buy train tickets on it.You can also check your email,or send emails to friends.When you are free,you can play lots of computer games.通过上下文语境的联系,大多数学生都能猜测、理解和掌握这些词语,在真正的语言环境中理解了词语的含义。

3.阅读后的词汇巩固

学生对阅读理解课中的词汇掌握不是单靠一两 个环节就可完成,需要不断地重复、加强和巩固。特 别是对于七年级学生来说,由于没有较多的英语知识积累, 学得快忘得快,因此需要以不同的方式不断呈现巩固。通常在教完一篇阅读课文后,让学生用所学的关键词汇来概括归纳或缩写课文,在语境中运用词汇,熟悉课文内容,巩固所学词汇,做到学以致用,切实地提高了他们的阅读理解能力。例如,学完七年级下册(外研版新标准)module 7的阅读单元,我就设计了短文填空,让学生运用刚学到的重要的单词、短语来完成短文。Quincy is a small town on the east coast of America,two presidents of the US were born here.Betty was also born there twelve years ago.She lived in a comfortable house with a big living room,a kitchen,a bathroom and three bedrooms.Behind the house ,there was a big garden with lots of trees and there was a small lake with fish in it.There was lots to do there,so Betty wasn’t bored.

三、阅读单元的分析理解策略

著名教育家叶圣陶先生说:“教是为了不教”。吕叔湘先生也指出:“教学 ,教学,就是教学生学”。可见教师的主导作用还在于做好学生学习的向导,使学生不仅学到知识,而且懂得如何去学。

首先,要教会学生猜 测、概括或推 理的策略。教 师要指导学生选择合适的猜词技巧:根据上下文提供的内容猜测;根据题目来猜测。其次要鼓励学生对每一篇文章运用自己的背景知识来分析文中可能会出现的观点或情景。如在进行七年级下册(外研版新标准)Module 3Unit 2We are going to cheer the players这篇文章的教学时,要求学生讨论自己在周末或假期时打算做的事, 带着自己的计划走 入文中,感受be going to结构的用 法。

其次,要教给学生快 速阅读的 策略。例如,当学生阅读文章时,选用what、who、when、where、why和how提问方法就可以帮助学生快速理清文章脉络,了解主体及其情节发展脉络。这些问题可以引导学生在阅读中有意识地捕捉主要信息。

最后,要教给学生精读的策略。精读的目的在于理清句、篇的正确意思。当阅读遇到一些生词、难句,教会学生正确利用语境理解文章思想和内涵。如在进行七年级下册(外研版新标准)Module5Shopping中take一词教学中,因为之前已经接触过take的两种意思,这单元的出现已是第三种意思了,所以应该适当讲解。但还是通过句、篇理 解更为恰 当,如:1.Tom often takes a bike to school.2.I will take this T-shirt.3.Shopping usually takes a lot of time.通过以上句子的比较,让学生自己体验take在不同句子中的不同意思和用法。

四、阅读单元的读后巩固策略

在经过了导入和阅读阶段的训练,学生对文章的整体有了较好的理解。为了帮助学生构建知识框架,深化文章内涵领悟,教师有必要设计形式多样的练习,以巩固学习的效果,如:复述或角色表演、提炼文章、背 诵课文、书面表达等。如在学习七年级下册(外研版新标准) Module 8Unit 2Goldilocks hurried out of the house后, 可以让学生分组将故事情节进行表演,每位学生都参与到表演中,再次升华学习的内容,充分调动学生的学习兴趣。此外,七年级英语教材中,每个单元都有 一个话题。学生经过了以上阅读知识的输入和大量的练习 巩固后,可以根据每单元的话题,借鉴课文中背诵的经典词句,进行拓展性的书面写作,提高学生学习后的综合运用能力。

外研版七年级下册英语教学计划 篇3

一、本学期的指导思想：

在本学期的英语教学中，坚持《英语课程标准》中以下教学理念，面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神；整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；突出学生主体，尊重个体差异；采用活动途径，倡导体验参与，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；

5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。总之，让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。

二、教材分析

这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。与原教材相比还增加了文化背景和学习策略等部分，并增加了任务型学习成份和语篇的输入。本书每个模块都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为三个单元。Unit1部分是基本对话内容，Unit2部分是短文，主要是阅读训练。Unit3是扩展和综合的语言运用。

三．学生基本情况分析

我所任教的是七年级1、2班英语，大部分学生的英语基础较好，取得了一定的成绩，但书写不够规范，少数学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；没有养成良好的学习习惯，不能做好课前预习课后复习，不善于发现和总结语言规律，不注意知识的巩固和积累。

四、具体措施

1、每天背诵课文中的重点对话。目的:要求学生背诵并默写英语句子，培养学生良好的英语语感。

2、每天听写本节课中需要用到的重点生词，常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。

3、认真贯彻晨读制度，充分发挥晨读的黄金时间并在早读中规定晨读内容，加强监督，保证晨读效果。

4、对后进生进行专门辅导，布置单独的作业，让他们在小进步，小转变中体味学习的快乐，树立学习的自信，尽快成长起来。

5、关注学生的情感，营造宽松、民主、和谐的教学氛围。

6、培养学生综合语言运用能力

7、加强对学生学习策略的指导，为他们终身学习奠定基础。

五．课时安排

外研版七年级下册module2单元测试卷 篇4

Unit1 I’m Ms Smart.一、教学目标

1、基本能听懂、会说、会读How are you ?I ’m fine ,thank you.And how are you ?I ’m fine ,too.Thank you.的语言结构。

2、基本能听懂、会说、会读词汇Good morning，Ms Smart

3、使学生初步了解和感知 too 的用法；初步了解感知词汇boys and girls。

4、能够运用本单元所学习的语言结构与词汇进行口语交际。

5、培养学生主动去关心周围的人，并对别人的关心做出礼貌的回应，让学生养成尊敬师长的习惯。对运用英语参与游戏、竞赛产生浓厚的兴趣，在游戏和比赛中树立学习英语的自信心。

二、教学重点

1、学会并运用句型How are you ?I’ m fine ,thank you.And how are you ? I’ m fine , too.Thank you.三、教学难点

词汇的girls Ms Smart的发音

四、教学过程

(一)、导入

1、唱模块一学的歌曲“Hello,Hello”,活跃气氛。

2、热情和学生打招呼“Hello/Hi”和练习告别语“Goodbye./Bye-bye”.并引导学生回应。

3、复习介绍自己的句型“I’m+名字”。

（二）、活动1

1、播放第一遍动画，请学生看图。问学生：图中熊猫遇到了什么事情？学生回答后，听第二遍录音。学习新单词：boy,girl.2、学习“boy,boys”.请一位男生到讲台前面，告诉学生“This is a boy”,学习新单词“boy,boy,boy”.指向一组男生，告诉学生两个以上的要在后面加上“s”,学习”boys,boys,boys”.请全班男生齐读、分组读、个人读。

3、学习“girl,girls”.和学习”boy,boys”的过程一样。

4、听第三遍录音，跟读课文，全班齐读。

（三）活动2

播放第一遍动画，请学生思考：“I’m your English teacher.Who is Daming’s teacher? What happen in Ms Smart’s first class?”学生回答。

1、听第二遍录音，感知发音，学习“Ms、and、too”.出示单词卡片Ms、and、too,并向学生解释单词的意思。将单词卡按顺序排好，一一出示让学生齐读。分组“开火车”读、个别读。

2、再次播放录音，请学生看图，逐句跟读语句。教师可以逐句暂停，并做动作来解释相应的句子。

3、分角色朗读课文对话。教师扮演“Ms Smart”,其余的学生读。

（二）、教授重点句型。

1、复习上节课的句型，教师向全班学生说：How are you? 学生回答：I’m fine,thank you.2、承接上一环节的问好，告诉同学们，别人问你好吗，为了礼貌起见，应主动会问别人，将句子“I`m fine , thank you.”后加上“And how are you ?”及其答语“I`m fine,too.Thank you.”

3、将男女生分组，教师分别向男女生问好。如：

T:Good morning ,boys.B:Good morning ,Ms Zhang.T: How are you ?

B: I`m fine , thank you.And how are you ?

T: I`m fine,too.Thank you.如此，向女生问好。

4、把全班男女生分组，男女同学之间进行相互问好。

G:Good morning ,boys.B:Good morning ,girls。

G: How are you ?

B: I`m fine , thank you.And how are you ?

G: I`m fine,too.Thank you.来源：小精灵儿童资讯站

4、请两名学生进行相互问好，请两组学生展示。

A:Good morning ,A B:Good morning ,B。A: How are you ? B: I`m fine , thank you.And how are you ? A: I`m fine,too.Thank you.来源：小精灵儿童资讯站

五、课堂练习

一、根据汉语意思，在正确的句子后面画“√” 1． 你好，艾米。

How are you, Amy? [ ] Hi, I’m Amy.[ ]

2．我很好，你好吗？

I’m fine, thank you.[ ] I’m fine, and how are you?

3． 早上好，同学们。

Good morning, Ms.Smart.[ ] Good morning, boys and girls.六、板书设计 Module2

Unit1 I’m Ms Smart.1、2、Good morning,boys and girls.How are you? I’m fine,thank you.And how are you? I’m fine too,thank you.Unit 2 What’s your name?

一、教学目标

1、技能与知识目标：

（1）能听懂并会说、会读Good afternoon 和What’s your name? I’m x x的句型。

（2）能听懂并会说、会读词汇 your, name, afternoon.（3）能利用所学的对话进行语言交流。如：Good morning!/ Hello!/ How are you? I’m fine.And how are you?I’m fine ,too.Thank you.2、运用能力目标：

能在不同时间段，正确地向他人问好。（上午：Good morning!下午：Good afternoon!)能用What’s your name?来询问他人姓名。并可以用I’m …….对他人的提问进行回答。

3、素质教育目标: 使孩子在英语交流中能理解并尊重他人，做到有礼貌；使学生知道Mr.不仅可以指男教师，还可以表示对男士的尊称； Ms.不仅可以指女教师，还可以表示对女士的尊称。通过歌曲的学习培养孩子的乐感与美感，增强学科间的融合。

二、教学重点

1、能识记本节课的重点单词what is your name？ afternoon、Mr.2、灵活运用“What`s your name ?”询问别人的姓名，并能运用”I`m Sam这类句子进行回答。

3、正确区分Mr和Ms以及afternoon和morning.三、教学难点

1、灵活运用“What`s your name ?”询问别人的姓名，并能运用”I`m Sam这类句子进行回答。

2、正确区分Mr和Ms以及afternoon和morning.四、教学过程(一)复习

1、进入教室，与学生们问好：

T:Good morning , boys and girls.S:Good morning ，T:How are you ?

S:I`m fine , thank you.And how are you ?

T:I`m fine ,too.Thank you.2、将全班分为男女生两大组，互练上述对话。

3、教师与学生单个人练习对话，对说得好的学生进行鼓励。

(二)活动1

1、播放动画，请学生看图，思考警察在干什么？学生看完回答。

2、学习新单词your/name/please, 教师教读单词，全班读，分组分男女生读，开火车读单词。

3、播放动画，请学生逐图模仿录音跟读句子，教师带读课文。学生分A、B两组分角色朗读课文，分男、女生朗读课文，评价哪一组学生读得最好。

4、学习句型：Your name,please?及回答I’m……

教师面对一个学生问：Your name,please? 学生回答：I’m…………

进行几组练习后，让学生感知到这个句型的运用，就让两个学生为一组进行对话练习。每组派两个学生进行展示，对表现好的学生进行表扬。

（三）活动2

1、学习新单词afternoon / M / rwhat’s

(1)播放动画，让学生感知情境。出示单词卡afternoon,讲解它与morning的区别，教学生认读。教师变换着与学生打招呼，告知Good morning与Good afternoon时间段的不同，提醒学生辨认。

（2）、出示单词卡Mr,讲解它与Ms的区别，教学生认读。举例用本班其他学科男老师与女老师的称呼，注意辨别。

（3）出示what’s=what is的单词卡片，教学生认读，注意读音，可让学生分组读、男生女生读和个人读，熟记单词。

2、学习新句型What’s your name?及其回答。出示课件，让学生感知what`s your name?这个句型，和一个学生作一个例子，老师说： “Good morning．I’m Ms Smart，”鼓励学生说出：“Good moning，Ms Smart，”老师说：What’s your name？”学生必须说：“I’m……….．”

3．在黑板上写出下列结构：

A：Good moning I’ m…

B：Good moning…

A：What’s your name？

B：I’m…

4．选一个学生和师一起做一个对话，师是A，他是B.5．两人一组练习。他们必须使用黑板上的句型。

6．在黑板上写出下列句型：

A：What’s your name？

B：I’m….7．请两个人为一组的几组学生用这个对话练习。

3、学习了询问名字的两种方式：Your name,please?和What’s your name?老师告诉学生：警察问他人的名字，教师询问学生的名字，医生询问病人的名字，都是出于工作的需要。小朋友可以询问同伴的名字，但是孩子一般不能问大人的名字。

五、板书设计

外研版七年级下册module2单元测试卷 篇5

Unit 3 Language in use (Module 4 Life in the future)

二、Targets for this period:

The students can use “will” to express their own wishes

To summarize and consolidate “will” and the new vocabulary

To talk about the prospect of one’s own school

三、Key points:

Key structure-will + V.原形 ; adj. + n.

四、Teaching methods:

Task-based approach, formal and interactive practice

五、Teaching aids

Blackboard, handouts

六、Teaching arrangements:

Step One Warming-up (Homework)

1. Have the students talk about life in the future in pairs.

2. Ask the students to translate some sentences by using will or be going to

e.g. Everyone will have a small car.

We are going to buy a small car on Sunday morning.

Teachers won’t write on a blackboard with chalk.

There is going to be a football match next week.

There will be heavy rain and strong winds.

Step Two Presentation:

1. Language practice: Go through the examples with the students.

2. Make sure that students understand the difference between the “will” future of this module and the “be going to” future of the previous module.

1) The “will” future is used here to talk about the possible for the distant future.

2) The definite plans made for the future of the “be going to” form.

Step Three Drilling (Activity 1 & 2)

1. Read through the example with the class.

2. Ask the students to write the questions individually, then peer correct with a partner.

3. Ask the students to ask and answer in pairs.

4. Circulate and monitor students’ production, particularly the intonation of the questions

1) Will students use pens and paper? No, they won’t. They’ll use computers.

2) Will students read books? No, they won’t. They’ll read on the Internet.

3) Will students go to school to have lessons? No, they won’t. They’ll study at home.

4) Will teachers send emails to students? Yes, they will.

Step Four To put the adjectives in the correct places in the sentences (Activity 3)

1. Read through the example with the class.

2. Make sure that the students understand that the adjectives in these sentences need to go before a noun, and they must choose the correct noun.

3. Ask the students to insert the adjectives individually, then to check with a partner.

1) New cars will be small.

2) Machines will do heavy work in factories.

3) People will have long holidays.

4) There will be strong winds in spring and autumn.

5) We’ll speak good English.

6) Flying in large planes will be cheap.

Step Five To put the words and phrases into the correct columns (Activity 4)

1. Read through the words.

2. Pay attention to the multi-syllable words with the stress on other syllables than the first.

Climate: bad weather, hot summer, strong winds, warm winter

Technology: cable TV, computer, satellite TV

Jobs: dull jobs, heavy work, interesting jobs

Transport: expensive fuel, large planes, small cars

Step Six To translate the sentences into English.

1. 每一个人将通过邮件方式把作业发送给老师。

Everyone will send their homework to the teacher by email.

2. 将来有学校吗?

Will there be schools in the future?

3. 学生将通过电脑与老师交谈。

Students will talk with their teachers on their computers.

5. 老师们将不用粉笔在黑板上书写。

Teachers won’t write on the blackboard with chalk.

6. 搭乘大型飞机的飞行将会很便宜。

Flying in large planes will be very cheap.

7. 将有暴雨和强风。

There will be heavy rain and strong winds.

9. 人们将每周工作三天，所以他们将会有很长的假期和许多空闲时间。

People will work three days a week, so they will have long holidays and lots of free time.

10. 加热我们的房子将会更便宜。

It’ll be cheaper to heat our house.

11. 我们舒适的家将会冬暖夏凉。

Our comfortable homes will be warm in winter and cool in summer.

12. 机器将会在工厂里干重活。

Machines will do heavy work in factories.

Step Seven To design the dream school (Module Task)

1. Ask the students to think about their dream school and make notes about them in the appropriate column.

2. Tell the students to appoint a secretary, and brainstorm their ideas, which the secretary notes down. They should note everything that is said.

3. Ask the groups to design a rough sketch of a poster for “Our dream School”. Tell them to think about lettering, layout, passage and illustrations.

4. Display some posters and ask the students to tell the classmates about his or her dream school.

Homework:

1. To review Module 4 and copy all the words and expressions in P156

2. To finish Module4, 点中典 & 轻巧夺冠

Blackboard designing

Unit 3 Language in use

There be Cp: be going to

1. Everyone will have a small car.

2. We are going to buy a small car on Sunday morning.

3. Teachers won’t write on a blackboard with chalk.

4. There is going to be a football match next week.

5. There will be heavy rain and strong winds.

Adj. + n.

1. New cars will be small.

2. Machines will do heavy work in factories.

3. People will have long holidays.

4. There will be strong winds in spring and autumn.

5. We’ll speak good English.

外研版七年级下英语教学计划 篇6

一、本学期的指导思想：

根据《英语课程标准》的指导思想，“以人为本”的教育理念，面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神；整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；突出学生主体，尊重个体差异；采用活动途径，倡导体验参与，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。

二、教材分析

这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。与原教材相比还增加了文化背景和学习策略等部分，并增加了任务型学习成份和语篇的输入。本书每个模块都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为三个单元。Unit1部分是基本对话内容，Unit2部分是短文，主要是阅读训练。Unit3部分是扩展和综合的语言运用。

三、学生基本情况分析

通过一学期的英语学习，只有少部分学生的英语基础较好，取得了一定的成绩，大多数学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；没有养成良好的学习习惯，不能做好课前预习课后复习，不善于发现和总结语言规律，不注意知识的巩固和积累。

四、具体措施

1、每天背诵课文中的重点对话。目的:要求学生背诵并默写英语句子，培养学生良好的英语语感。

2、每天听写本节课中需要用到的重点生词，常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。

3、认真贯彻早读制度，充分发挥早读的黄金时间加强监督，保证读的效果。

4、对后进生进行专门辅导，布置单独的作业，让他们在小进步，小转变中体味学习的快乐，树立学习的自信，尽快成长起来。

5、关注学生的情感，营造宽松、民主、和谐的教学氛围。

6、加强对学生学习策略的指导，为他们终身学习奠定基础。

五．课时安排

第一周: Module 1 Lost and found

第二周: Module 2 What can I do?

第三周: Module 3 Making plans

第四周: Module 4 Life in future

第五周: Module 5 Shopping

第六周: Module 6 Around town

第七周: Revision Module A

第八周:复习Module 1~Module 6

第九周: 期中考试

第十周: Module 7My past life

第十一周: Module 8 Story time

第十二周: Module 9 Life history

第十三周: Module 10 A holiday journey

第十四周: Module 11 Body language

第十五周: Module 12 Western music

第十六周: Revision Module B

第十七周: 全面复习，迎接期末考试

第十八周: 全面复习，迎接期末考试

外研版七年级下册module2单元测试卷 篇7

()()()()()()()()()()二、听录音，选出你所听到的单词。

()1.A.line B.life C.nine()2.A.did B.didn’t C.dear()3.A.lady B.any C.many()4.A.fire B.food C.field()5.A.this B.these C.those()6.A.ago B.radio C.day()7.A.house B.mouth C.month()8.A.beautiful B.strong C.orange()9.A.party B.play C.autumn()10.A.small B.pupil C.people 三、听录音，选出你所听到的句子。

()1.A.What did you do there? B.Where did you live? C.Where were you three days ago?()2.A.We live in a big house.B.We lived in a small house C.I watch TV.()3.A.There are some trees.B.There aren’t any trees.C.There are many trees.()4.A.I lived in a big city.B.I lived in a small village.C.I live in a big city.()5.A.Life was very different.B.China is changing.C.Thank you for talking to us.四、听录音，根据所听内容，选出合适的答语。

()1.A.Yes, she does.B.Yes, he does.C.No, he didn’t.()2.A.I was in shanghai.B.I am in shanghai.C.I were in shanghai.()3.A.No, he doesn’t.B.Yes, I did.C.No, he didn’t.()4.A.Yes, I did.B.No, I can.C.No, he can’t.()5.A.Thank you.B.I’m fine.C.Here you are.笔试部分 一、根据图片或汉语提示填写适当的字母或单词。

1.wr _ t _ 2.r _ d _ o 3.l _ _ y 4.t _ l _ ph _ ne 5.t _ l _ v _ sion 6._______(这些)are new books.7.Jack lives in a big _______(城市).8.China is _______(变化).9.Bob went there five years _______(以前).10.There are many supermarkets _______(现在).二、判断下列每组单词画线部分的发音是（√）否（×）相同。

()1.naughty autumn()2.farmer warm()3.party warm()4.star quarter()5.fast past()6.lady have()7.cook food()8.old ago()9.all autumn()10.rain play 三、用所给单词的正确形式填空。

1.She _______(can’t)cook four years ago.2.I _______(live)in a big city now.3.He _______(watch)a television programme about China last night.4.My father _______(go)to work on foot yesterday.5.Is Lingling _______(run)on the playground now? 6.She _______(talk)about her life many years ago last night.7.China is _______(change).8.He can _______(jump)really far.9.Where _______(are)you three days ago? 10.There are lots of _______(bus).四、单项选择。

()1.Thank you for talking _______ us.A.for B.on C.to()2.Seven years ago, Mr.Li _______ a teacher.A.is B.be C.was()3.I _______ short then.A.am B.was C.were()4.I could _______ before.A.write B.wrote C.writing()5.There _______ lots of small houses many years ago.A.were B.was C.are()6.A: What did you do? B: I _______ an English story.A.reading B.readed C.read()7.I watched a television programme _______ China.A.of B.about C.for()8.She worked _______ the fields.A.on B.in C.＼()9.She couldn’t read _______ write.A.and B.or C.but 五、按要求改写句子。

1.There were some buses many years ago.(改为否定句)There _______ buses many years ago.2.I was in Qingdao two weeks ago.(对画线部分提问)_______ _______ you two weeks ago? 3.There are some buses now.(改为一般疑问句，并作否定回答)A: ____________________________________? B: _______, _______ _______.5.grandparents, in, small, lived, my, a, house(.)(连词成句)___________________________________________________________________ 六、阅读短文，判断下列句子的正（√）误（×）。

I’m Li Fang.Here are the photos of my family.This is my grandmother.She was a singer.So she wore beautiful clothes.My grandfather was a doctor.And my father and my mother are teachers.They teach in different schools.My father teaches Chinese.And my mother teaches English.Now, my grandmother is learning English.My mother teaches her.She is a good student.(1)Li Fang’s father teaches English.(2)Li Fang’s grandmother was a singer.(3)Li Fang’s parents teach in the same school.(4)Li Fang’s grandfather was a doctor.(5)There are five people in the family.参考答案 听力部分 听力材料：

一、1.grandmother 2.radio 3.house 4.fire 5.leg 6.telephone 7.grandchildren 8.bus 9.jump far 10.television 二、1.lion 2.didn’t 3.lady 4.field 5.this 6.radio 7.house 8.beautiful 9.play 10.small 三、1.Where did you live? 2.We live in a big house.3.There aren’t any trees.4.I lived in a big city.5.Thank you for talking to us.四、1.Did your father wash clothes? 2.Where were you three years ago? 3.Did your brother play football? 4.Did you live in a house? 5.Here you are.答案：

外研版七年级下册module2单元测试卷 篇8

班次姓名

一、填空题（每题2分，共30分）

1.2xy,3xy,3.2,2，x,y,ab中的单项

式是2.2xa1x(2b1)是关于x的二次二项式，则a2

b2

x23.yz

5的系数是，次数是4.x3yz23x7x2

3是次项式 5.232a1b13

mn与2mn5

是同类项，a2b

6.m与n的平方和减去m与n的和平方用

代数式表示为7.（－32b2

－2）(b3)8.多项式12x2y3xy22x32y3

按

x降幂排列是9.(ab)(cd)a（）10.计算a32a122a11.3xax7的值与x无关，a12.33－13.某路程的长度是s千米，那么

s可以解释为14.2m支笔，每支a元，n个本，每个3b元，共付元 15.某两位数的十位数字为x，个位数字为y.若十位数字加1做十位数字，个位数字

减1做个位数字，新的两位数是

二、计算（每题10分，共70分）1.32m212

2m

2m2

2.－2x3(x2)7x2

(3x2)223.72x2[(3x2)(3

x2)(2x2)]

4.6x25xy7x233y2xyx2

5.

x3(6x2

7x)2

x33x2

4x

6.先化简再求值，其中x1，y2

x5y8133x3y24xy4xy72

x3y2xy

7.A=x2

xy3y2

B＝2x2

2xyy2