初中英语七下教学总结

总结是在项目、工作、时期后，对整个过程进行反思，以分析出有参考作用的报告，用于为以后工作的实施，提供明确的参考。所以，编写一份总结十分重要，以下是小编整理的关于《初中英语七下教学总结》的文章，希望能够很好的帮助到大家，谢谢大家对小编的支持和鼓励。

第一篇：初中英语七下教学总结

初中英语外研版│七下│Module 2 Unit 3教案

Module 2 What can you do? Unit 3 Language in use

一、教学目标：

【语言知识目标】

1) 掌握本模块所学单词。

2) 学生能够听懂关于参加学校社团等的对话;能够交流各自会干什么与不会干什么。

【情感态度目标】

培养学生认识自我和肯定自我的能力，增强自信心以及助人为乐的精神

二、教学重难点

can 及can’t的句型: Can you…? Yes, I can. / No, I can’t.

Which club can…?

I can’t…

三、教学过程

Step 1 Revision Show some pictures to review the text of Unit 1 and Unit 2 . Step 2 Language practice 1. Read through the example sentences in the box with the whole class. 2. Ask the students to repeat the sentences in the box. Step 3 Work in pairs 1. Ask the students to look at the table in Activity 1. 2. Add two or three more activities to the list. 3. Ask the students to write questions for each activity. Can you fly a kite? …

4. Work with another pair. Ask and answer the questions you wrote in Activity 1. —Can you fly a kite? —Yes, I can. / No, I can’t. 5. Give a report of your questions and answers to the rest of the class. Step 4 Complete the sentences 1. Read through the sentences in Activity 3. 2. Complete the sentences with can or can’t. 3. Ask the students to check with a partner. 4. Check the answers.

Step 5 Complete the passage 1. Ask the students to read the words in the box in Activity 5. 2. Read through the passage in Activity 5. 3. Complete the passage with the correct form of the words from the box. 4. Ask the students to check with a partner. 5. Check the answers.

Step 6 Grammar----情态动词can的用法：

一、基本用法

1. 表示能力(如体力和脑力方面)，意为“能;会”等。例如： Can you speak English? 你会讲英语吗? Can you play the piano? 你会弹钢琴吗?

2. 表示请求或允许，多用在口语中，意为“可以;能”等。例如： Can I help you? 我能帮助你吗?

Can you...?请你……好吗?表示说话人的请求;

Can I...?我可以……吗?用来征求对方是否允许自己做某事。如在句末加上 please一词就显得更有礼貌了。例如： Can you help me, please? 请你帮助我好吗? 3. 表示可能。例如：

He can’t be at home now. 他现在不可能在家。 The moon can’t always be full. 月亮不可能常圆。

4. 表示怀疑。在表达此意时，只能用于一般疑问句中，带有感情色彩。例如： Can it be true? 那会是真的吗?

二、句式变化如下：

1. 在变否定句时，直接在can后加上“not”,可缩写成can’t或cannot, 但不 写成cann’t。例如：

He can swim. → He can’t swim.

Tony can see the pen on the desk.→ Tony cannot see the pen on the desk.

2. 在变一般疑问句时，直接移到主语前(原主语的首字母改成小写，第一 称应变为第二人称)即可。例如：

I can see an orange on the table. → Can you see an orange on the table ?

其回答可用Yes, OK或Certainly等作肯定回答;用No或Sorry等作否定回答。例如：

—Can you look after my dog, please? 你能照看一下我的狗吗?

—OK. 可以。

用Certainly回答。此时语气更为肯定。例如： —Can I see your piano? 我能看看你的钢琴吗? —Certainly. 当然可以。

【对应练习】翻译下列句子： 1. 我不会弹钢琴，但我会唱歌。

_________________________________. 2. —你会骑马吗?— 不，我不会。

___________________________________. 3. 我不会游泳，但我会打篮球。

___________________________________. 4. Sally会放风筝，我也会。

____________________________________. 5. Bill会说法语，但他不会说俄语。

____________________________________. 6. 他们不会说西班牙语和阿拉伯语。

_____________________________________.

Keys:

1. I can’t play the piano, but I can sing.

2. —Can you ride a horse? —No, I can’t. 3. I can’t swim, but I can play basketball. 4. Sally can fly a kite. I can fly a kite, too.

5. Bill can speak French, but he can’t speak Russian.

6. They can’t speak Spanish or Arabic. Step 7 Exercises. I. 用所给词的适当形式填空 1. Do you like ______ ( sing)?

2. Lingling is a good girl. She often helps her mother ______ (do) some cleaning at home.

3. —Would you like ______ (go) shopping with me? —I’d love to.

4. Can you ______ (help) me with my homework?

5. I want ______ (be) an English teacher because I like English very much.

Keys: 1. singing

2. do

3. to go

4. help

5. to be Ⅱ. 单项选择

1. —Would you like another cup of tea?

—______.

A. I think

B. I’d love to

C. No, thanks

D. I’m afraid 2. Daming can swim______ he ______ cook. A. because; can’t

B. but; can C. because; can

D. but; can’t 3. Everyone ______our new teacher ______ she makes her class ______. A. like; so; interest

B. likes; because; interesting C. likes; but ; interested

D. like; because; interests 4. We all like our monitor. He is kind______ everyone. A. to

B. with

C. at

D. for 5. Most of young people enjoy ___ ___ the football match. A. watch B. to watch

C. watching D. watches Keys: 1. C

2. D 3. B

4. A

5. C Step 8 Homework 1. Make a poster. Draw a picture for your club. 2. Show and ta lk about your poster with your classmates. 教学反思

第二篇：七下英语第一单元教学设计

Unit 1 Can you play the guitar?

(一)单元教学内容

话题： Can you play the guitar?

功能：(1)谈论能力

(2)辨别乐器 语言结构：

1、句型：Can you dance? Yes, I can. No, I can’t. What club do you want to join? I want to join the music club. What can you do? I can play the piano.

2、复习已学词汇：basketball volleyball

复习已学句型：Do you like„? I like„. I don’t like„.

Let’s „.

3、新词汇：Verbs of activity such as dance, swim, sing

Names of musical instruments such as guitar, drums, piano, drums, trumpet,

4、Grammar focus: Can you dance? Yes, I can. / No, I can’t.

Can he paint? Yes, he can. /No, he can’t.

Can she speak English? Yes, she can. / No, she can’t.

Can you speak English? Yes, we can. / No, we can’t.

What club do you want to join? We want to join the chess club.

I want to join the basketball club.

(二)单元教学目标：

1、能力目标：(1)学会询问别人所拥有的技能

(2)根据相关信息表达自己所掌握的技能和意愿，想参加何种类型的俱乐部

(3)能够表达自己参加俱乐部的意愿和理由

2、知识目标：(1)能听说读写课文中出现大纲要求掌握的单词

(2)要知道play +球、棋、牌

play +the +乐器

(3)要学会情态动词can的用法及其一般疑问句型的肯定和否定回答

(4)掌握询问别人所掌握的能力的方法

3、情感策略、文化等有关目标：

(1)通过对人物个性化的了解，认识对方

(2)跨学科学习：语言艺术、审美教育

(3)了解自己的能力，培养情操

4、教学方法：直观教学法、情景教学、任务型教学法

5、教学用具：录音机、电脑、卡通图片

(三)单元重难点

本单元重点学习询问别人的能力

2、情态动词can及动词play教学是本单元的难点

(四)单元教学课时安排建议(4课时) 第一课时

Section A 第二课时

Section A[X 第三课时

Section B 第四课时

Self-check及处理一些练习册

二、Teaching Procedures

The first Period :Section A1a –1c Then introduces the key vocabularies and the words can and can’t.

The teacher says to the students who say he/she wants to join the basketball club: Can you play basketball? Help the students say Yes, I can. No, I can’t. Then repeat with other actions or pictures, such as play volleyball. Show the students the activities the people in each club can do with the same step. Then repeat with dance, swim, play chess, paint, speak English and play the guitar with the help of doing the action. Or we can use the PowerPoint to help us to show the students what we can do. The teacher can ask the students to practice the following dialogues with can.

Can you dance? Yes, I can. / No, I can’t.

Can he paint? Yes, he can. /No, he can’t.

Can she speak English? Yes, she can. / No, she can’t.

Can you speak English? Yes, we can. / No, we can’t.

Can you play it well? Yes, I can. / No, I can’t. Do the action and read the new words and phrases. Ask the students to practice can and can’t. Ask the students to practice can you play it well? At the same time, the teacher write down sing, dance, swim, play chess, paint, speak English, and play the guitar on the blackboard. Ask the students to read after the teacher.

Step 3 A game

To be more familiar with the words and phrases, the teacher can organize a game like this: Write the words and phrases on pieces of paper. Ask one of the students come to the front and choose one of the paper, then do the action. Ask other students to guess what he or she can do. Then exchange. Step 4 Exercise Task 1: Look at the pictures on Page 59.1a. Points to the activities the people in each club are doing. Say something about each club’s activity clearly. For example, This is a chess club. See the chess? They are playing chess. Ask the students to match each club activity in the picture with a word from the list. For example: A can dance, so we can write “a” beside dance.

The answers are: 1.dance a 2. swim e 3. sing f

4. play chess b 5. paint d 6. speak English c 7.play the guitar g

Task 2.

Say each conversation with a student in Part 1a. After doing this, play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to listen to the conversations and write a number 1 next to the first conversation they hear, a number 2 next to the second one they hear, and a number 3 next to the third one they hear. Point out the sample answer. The answers are 2, 3, 1. Task 3 1c.Say the sample conversations. Have students repeat. Then ask students to practice the conversations in pairs. Ask them to use the vocabulary from 1a. As students work, listen in on various pairs so that you can check progress and help with pronunciation as needed. After students have had a chance to practice the conversations, ask pairs to come to the front of the room and act out one of their conversations. [来源:学§科§网] Step 5 Homework Task1: workbook Page 38 Part 1, 2,

Task 2.: fill in the form. Write down three things you can do and three things you can not do. I can I can’t

The second period: 2c-4 Step1 Revision[ Task 1:Ask the students to revise the names of the clubs they have learnt. Do the actions and ask the students what the thing is. Task2: Ask the students: what can you do? What can’t you do? Can you play chess? Can you play the guitar? Can you sing? What club do you want to join? Can you play it well? If time permits, ask the student who says he can do it to show something he can do. Step 2 Presentation: Task1: (Listening practice)

2a. Ask the students to read the context in 2a on Page 60. Ask one student to read the clubs in the box. And ask another two students to read the dialogue. Ask all of them to listen to the recording carefully, circle the clubs they hear. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to circle the club they hear from the recording. The answers are: English club, music club and chess club. And then ask the students to repeat the dialogue. Task 2(Listening practice)

2b. Ask the students to look at the dialogues of 2b on the right. Ask them if they can fill in the blanks directly. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to fill in the blanks with the words they hear from the recording. The answers are: do , to , want, club, play, can’t. Then ask the students to listen and repeat the dialogue. Task 3 3a. Ask the students to put the conversation in order. The first one is given. The right order is 2,3, 1, 4.

Step3 Survey After finishing task 2 in step1.the teacher can ask: Can he play the guitar? Can he play it well? Maybe there are all kinds of answers. Some of the students may say I don’t know.

3b.Page 61 the left part and 2c on Page 60 The teacher asks the students make a survey, and fill in the blanks. Name Can Play well or not Can’t club why I

Ask the students to practice the dialogues by asking: What can you do? Can you dance? Can you play the guitar? Can you play it well? What club do you want to join? etc. the teacher goes round the classroom , gives help if necessary. Ask some groups of students to act out their dialogue. Step4 Oral practice 3b. Page 61.the right part Ask the students to share the information they got from their friends. Help the students with he or she wants to join the music club. Example: I am Lisa, I can sing, but I cannot sing well. I can swim. I think it is hard. I want to join the swimming club. My friend Tom can play the guitar but he can’t play it well. And he can’t play chess. He wants to join the chess club. He thinks it is interesting. He wants to learn it. If the students can do the report like this with the help of the teacher, they will be quite happy, and they will learn much knowledge. Step 4: Homework: Task 1: 4 group work: Suppose you are a boss, you want to get some good workers. How to write an advertisement. Focus students on the advertisement. Elicit the kind of personal qualities that would be good for the job, eg. A good teacher, a good swimmer, and write them on the board. Then elicit questions from the qualities on the board. eg. Can you teach children? Can you help kids with swimming? Divide the class into small groups and have them take turns interviewing each other for the job.

Walk round the class offering language support as needed. Practice Can you help kids with„? Pay more attention to the things after “with”. Eg Can you help kids with swimming/ chess/ playing chess/ singing? For feedback, ask students if they have found someone for the job. Why? What can they do? Why not? What can’t they do? Homework: Workbook Page 39. Part 3, 4.

The third period: Section B 1a-3b. Step 1 Revision

Task 1.Ask some questions about can you „? What club do you want to join? Task 2: ask the students to give the ad. Four students a group. Ask one of them to be the boss. And others are the interviewees. Guide them to use kids, can you help the kids with „? Step 2 Presentation 1a Ask the students to guess the music instrument by listening the music one by one.(PowerPoint Can you play the guitar B. Page 2.)

The music instruments are guitar, trumpet, drums, violin and piano. Ask the students to read after the teacher when they are looking at the pictures on PowerPoint. Ask the students to match the words with the pictures on Page 62 of the book. The right answers are 3, 1, 4, 5, 2 Step 3 Practice 1b. ask the students to ask and answer questions about the instruments with the help of the PowerPoint. (PowerPoint Can you play the guitar B. Page 5.)

They can ask and answer the questions like this. The teacher goes round the class and gives help if necessary.

Can you play the guitar? Yes, I can.

Can you play it well? No, I can’t.

Can he play the violin? Sorry, I don’t know.[来源:学§科§网]

Can she play the drums? Yes, she can . She can play it well. After the practice, the teacher can ask some pairs to act it out in the front. And the students answer the questions of the teacher after listening to the dialogue. Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English. Mix with playing the guitar, playing the violin, playing the drums. Tell the students there are something differences between playing chess and playing the guitar. Ask them to pay attention to it. (PowerPoint Can you play the guitar B. Page 6.)

Then ask more pairs to act the dialogues out in front of the class. Step 3 Listening Practice 2a and 2b. Ask the students to read the words in the box first and ask them to listen to the recording for the first time. And play it for the second time and ask the students to circle the words they hear. The answers are sing, dance, drums, piano.(PowerPoint Can you play the guitar B. Page

7、8.)

With the same step, ask the students to do the exercise of 2b. Fill in the chart with the words in the box. Before doing this, tell the students to write down what can Bill do , what can’t Bill do and so on. person can Can’t Bill Play the guitar sing Jennifer Sing, play the drums Play the piano Victor Play the piano Sing, dance Step 4 Pair work 2c. Ask the students to read the information in the box. And do the pair work to tell what Bill, Jennifer and Victor can and can’t do. They can practice it like this: A: Can Bill play chess?

B: No, he can’t. But he can play the guitar. And he can play it well. A: Can Bill dance?

B: No, he can’t. But he can sing. And he can sing very well. Ask the students to work in groups. Ask and answer like this: -What can you do? -I can„,but I can’t„

(I can„and„, but I can’t„or„)(PowerPoint Can you play the guitar B. Page 9.) Then act it out in front. If you can ,you must show(展示)it for your classmates. 3a. Ask the students to read the ad from the school magazine. The teacher can teach the students how to read the first part: musicians wanted for school music festival.(PowerPoint Can you play the guitar B. Page 10.)Ask the students to underline the things they want people to do for the school music festival. Ask the students to read once more and think about whether he or she can be the musician. 3b. ask the students to complete the following poster with the words in the box. They can use 3a for help.(PowerPoint Can you play the guitar B. Page 11.) The answers are: play, guitar, Can, sing, Can, play, drums. Homework: Task 1: 3c. Ask the students to write their own poster for a sports day. The teacher can give some information to the students: play basketball, play volleyball, swim, jump, and so on. New and more information can be given to the students and they can also look up in the dictionary. They can also demonstrate their poster. Task 2: workbook Page 40-41 Part 5, 6

The four period：Self –Check Step1 Revision Ask several students to read the poster out. Let’s see whose poster is the best one? Who can read it the most loudly and freely? The teacher asks the students to collect their own poster. Ask the students to say something about their friends. Let’s see what their friends can do for the school show. Step2 Words check 1 and 2 Ask the students to see if they know the words on Page 64 Part 1. Ask students to check all the words they know. You may wish to have them circle any words that they don’t know. Ask students to find out the meaning of any words they don’t know. They can do this by reviewing the lesson, asking you, asking classmates or using a learner’s dictionary or bilingual dictionary. They can also add some new words that they learn from the teacher or the dictionary such as flute and harmonica Step 3 Writing 3. Ask the students to read the conversation. Ask them who is asking the conversation(a student and the teacher on charge of the art club) Ask the students to fill in the card individually. The answers are: Cindy Jones, 12, cindyj@pep.com.cn I can draw a little. I want to learn about art. Step 4 Check the homework. Just for fun! Ask a student to read what the man is asking the drummer. Ask students: can they play the drums? Guide them to answer: No, he can’t. Then ask, can he play the guitar? Allow the students to guess. Yes, he can. / No, he can’t. Step 5 Group work(Page 63)

4. There is a school show in the music room on Sunday. The time is 6:00. What can you do? What can your friends do? Ask one of the students to read the chart. Ask another students to read the example in the speech bubbles. Explain that students must fine people for the school show and write their name s in the chart. Name What can you do ? Li Xin Chinese Kung Fu

Then ask the students to give us a report like this. I can do Chinese kung fu for the music show. My friend Wang Ming can„. Culture note Kung Fu . The term Kung Fu can be used for the many martial arts native to China. More than 300 styles are registered with the Chinese government. Different spellings are Gung Fu and Gong Fu. In everyday language, gong fu is excellence achieved through long practice in any endeavor. A more correct word for describing Chinese martial arts is Wushu. Using Kung Fu to describe Chinese martial arts is more common outside China. Chinese martial arts have spawned popularized genre of action movie. The films of Bruce Lee popularized martial arts in the west and actors like Jet Li and Jackie Chan have appeared in many western films. Their movies are often called Kung Fu movies. Homework

Task 1:Workbook Page 41 Part 7 Writing Task2: make an interview. What can your father do? What can your mother do? What can’t your mother do ? What can’t your father do? Make a list and prepare a report for the next class.

第三篇：初中英语教学工作总结-初中英语教

学工作总结

2016年是全球厄尔尼诺灾难年，在xx小小天地里，平静简单重复工作着，犹如时钟发条，简单准确运行中，简单的教学，简单的生活。如果不做看时间流逝，只用心体会每一刻教育生命的瞬间，只能说教学工作最基本的形式，简单，简单，再简单。2016年上半年工作结束了，在担任5,6班的英语教学工作同时担任初二英语备课组的工作，四个月繁忙的工作中，不断的重复中，体会着xx教学的变化，面临着教育教学上的挑战，我也是思考中调整教学的节奏，下面是我的工作总结：

一 常规教学

在5,6班的英语教学中，认真完成了教学任务，做到了认真备课，认真批改作业，认真备学生，与初二英语组共同互研互磨中，抓住5，6班的特点，制定了教学计划，认真地完成了工作。

三月份的组内听课给了我很大的启示，组内每位老师的认真备课讲课，都呈现了他们不同教学风采和教学魅力，学习的一个月时间是飞快，我还在路上，时代的变化太快了，不进步就退步，想起了美国作家刘墉的一句话: “ 不及时成功就是失败的。” 我们套用他的话，不及时进步就会被淘汰的。

英语在高考和中考的中的变化都给我带了思考的空间，对待初中英语教学都是我们要考虑到的因素，我们还是要紧跟着时代的变化，给学生充分起飞的一个点。这个学期，初三的英语的调研考试卷子，我都整理看了，从哈市模卷子发现中考的变化和走向，使自己有着敏锐的教学感悟。

本学期，我带了焦然一名年轻教师，但是，每天都是被听课，也是压力，在竞争和合作中，我必须努力带好年轻教师，这是责任与义务的，他们基本上听完了本学期的48节新课，可以与他们讨论研究形成了有效教学节奏。

备课组的工作，在每位同事的共同努力下，能圆满地完成任务，互学互研的过程中，我们在成长。

二 课堂教学改革

1. 坚持沿用xx预习卷，在使用预习卷中，我们发现问题，并逐渐地调整，发现问题更正问题，使其成为对教学有利的教学延伸导学案。初中英语教学工作总结分工明确，有效率地完成工作任务，有利于学生预习习惯养成。我们是在继续试用中。

2. 坚持自己做了小的实验中，充分给学生思考时间，不是我来讲的多，而是把思考问题的时间留个学生，自己心里也是没有底，先不考虑成绩，只是想什么才是对学生最好的放在首位。我

尝试的方法很简单，就是卷子批阅之后，让学生把错误的题重新思考，判断自己的马虎还是真正地拉下了知识点，其实，我是从讲的方式退了出来留个学生自己思考时间，对于学生主动思考还有帮助，最初，自己也是不适应，总是想要讲讲，目前看还是有效的!

三 学习培训

2016年的上半年里，3月28日，29日我参加了由中国日报社，21世纪英语教育联合会，全国民办中小学外语教学研究会和中国教育国际交流协会公办的2016年中小学名校校长国际峰会，主题是基础教育核心素养培养。聆听了外语专家龚xx，刘xx，许xx，褚xx，李xx，朱xx和周xx，郝xx，孙xx发言，犹如与智者对哈，与明师同行。本次xx学习给我了几方面启示：1校长的思路 学校的出路，校长的理念，学校师生的行为素养。2英语学科素养培养 3执着坚持的教育人生4 谋求最好的发展。

4月份20,21日参加了全市英语教

师培训，听了两节课，指导郑xx老师听说课，组织初二英语Chant表演，听了赵xx教研员讲座，两天学习给了我思考的机会，还有看到了全市英语教师教学水平和各校差距。xx教师团队合作意识，及年轻教师青春活力给了我们很大鼓舞，也是让全市老师耳目一新。

在忙碌的工作中，不忘记学习,记得有这样一句话“比你的竞争对手更快学习的进步能力，或许是唯一可持续的竞争优势”，读书，是与经典为友。那些教育的大道理，都是来自远古的智慧，我们其实是后觉者必效先觉之所行，我在效仿时，我学到了很多，运用于我平时的教育教学，那么多的经典我只要学一点点就可以发挥的极好的。多看看，多记一下笔记，多体会感悟。经典中，蕴含了智慧，那里有要的答案。

四 与同事为友

想来这学期里，指导了郑xx老师出全市的课，指导了王经纬和宫小云老师出全市调研探讨课，在我付出同时，

我收获更多了，磨课的过程感受不同教师教学思想碰撞，我能学到很多崭新教学想法，我很感谢我的同事们。我在初二年组合作了很多老师们及他们的教育理念思想，与我工作合作过的老师们，都是我智慧的源泉，这需要有一个发现的眼光，有一种诗意般的闲情，“闲上山来看野水，忽于水底见青山”,让自己发现生活中每个人的美好，欣赏并学会他们身上的优点，慢慢地你变得智慧了。你不想试试吗?先有一双发现的双眼和一颗感悟人生的心吧。

第四篇：初中英语教学总结

尚丽外国语学校 中学部2013-2014学第二学期教学工作总结

时间从不等人，转眼间我已经毕业两年了，相应的也做老师两年了，很诧异的数字，很诧异的结果，诧异我能当老师，诧异我能与孩子们相处得不错。再次感谢各位领导在我成长路上的帮助与指导，我就本学期所做总结如下：

一：所带班级基本状况

我接手的是初一3班，初一4班。3班基础好一些，听力基础好，但有时不够认真，阅读与完型的做题能力有一点但仍需加强。4班最突出的特点就是两极分化大，基础好的学生基础题目不丢分，基础差的学生底子薄，因此上课的状态就不尽相同。这学期3 班的差距也出现了，经过一学期的学习，适应初中生活的同学就进步很快，停留在小学阶段的同学就停滞不前。4班的孩子，两极分化变得更大，上课状态不同，基础很差的同学学的很慢，上课不够认真，就拖住了整个班级的平均分。

二：本学期主要采取的措施

1. 课前准备，认真备课，认真做导学案，认真挑选适用于不同层次的学生习题，结合中考的知识点以及英语的新课标的要求，紧紧贴合中考考点。让学生能够掌握到重点的地方是什么，学会提炼并总结重点。

2. 1) 坚持积极参与英语组内的教研活动，每次在其他老师听完我的课程之后会认真的听取其他老师的建议改进自己的授课与教学方法。积极吸收其他老师的优秀的教学方法与思维方式。

2) 坚持参加海淀区组织的英语教研活动，初二初三年级的教研活动与初一教研活动不冲突的前提下我也会努力去参加。吸收更多前辈给予的经验指导。

3. 1) 课堂上教态自然、讲课生动、必要时适当的幽默笑话也是可行的。做到难易适中、照顾全部。争取做到每天都有积极的精神状态，让学生感受到一种积极的学习气氛。

2) 能遵循听说与读写齐头并进的教学要求努力加大课堂训练量，切实提高课堂教学效率。让学生通过每天的听写形成辨别，听音，纠音，改正错误的好习惯。

3) 采用学生感兴趣的游戏与分组，以积分制让学生增加学习的兴趣的同时增加自己的团结的意识与合作的意识。以时间为限制，在规定时间完成规定的任务，以此来提高学生的上课效率与积极性。在习题方面3班与4班部分进行区别对待。

3班更加注重能力的提升，4班注重基础的提升，基础好的同学提升能力，基础差的同学把握基础，让每个孩子不仅能学到东西，更要学踏实东西。

4. 在早读时，督促学生大声的朗读，坚持背诵课文的习惯，同时课前听写背诵相关内容，促进听说读写齐头并进。

5.听写时让学生互批，同时老师在黑板上板演，促进学生查找错误，辨别错误，改正错误的好习惯。

6. 给作业留作业，争取做到分层作业，让每个孩子学有所用，学以致用，让学生感受到学习英语的成就感。

7. 课后坚持认真批改学生作业，在作业发现问题之后在课上习题讲解过程中及时解决。让学生的错误得到及时纠正。

三：关于未来的规划

1. 继续坚持已经养成的好习惯，纠正学生的坏习惯。

2. 继续自身的学习，努力研究初中教学，找到更适合本班学生的学习方法与方式。

3. 以中考为模板，但保持学生的创造力，培养孩子英语交流能力，不仅学还要用，做到敢说会说能说。

以上就是我对本学期的英语教学工作的总结，有不完善，有不完整，我会进一步改正和探索，欢迎各位老师及领导的指导。

第五篇：初中英语教学总结

教学总结

本学期初中英语一年级的教学工作结束了。回顾这一年来的点点滴滴，有喜有悲，但是有付出就有收获。为取得更大的进步，现对本学期的教学工作做一总结。

一.明确教学目标

对《英语课程标准》进行仔细研读，认真理解目前英语课程改革的目的，掌握目前英语改革的重点，明确了英语课程各级的总目标和各内容的分级目标，了解英语教学原则，学会一些科学评价原则等，为后面的教学提供了充分的依据。以扎实的基础，保证教学的顺利进行。

二.做好备课

1. 课前做到有备而来。我认真阅读英语教科书、英语教参书，结合学生的实际和教材的内容，准备教法。既考虑知识的纵向联系，又考虑新知的横向衔接，把握重点、难点，完整教学，做好各环节的过渡自然。

2. 课中灵活安排。不同的课程内容，采取不同的课堂导入。我在实施教学中，有时会设计一些简单易操作的游戏和活动;有时会观看一段英文短片，让学生唱一支英文歌曲;有时会制造有趣的英文学习卡片、图片……提高学生的积极性，把枯燥乏味的课堂变成生动有趣的欢乐谷。在玩中获得知识，通过反复地模拟对话、听说操作，巩固知识。在英语的环境中更好地学习英语。

3. 课后总结教学经验。每一单元结束，我都及时对该单元做出总结和教学反思，写教学笔记，肯定成功的地方，总结不足之处，为以后的教学工作做基础。每单元，我都会对全班学生做一次模拟小测验：写小作文、填空、听写、选择题、分组情境对话等题目不限，随机地挑选一种题型，时间不限，五分钟、十分钟都可以。目的是随时掌握学生的学习进度和学习成效，并及时地对自己的教学做适当调整，以便更适合学生的学习。

三.了解学生

因为是初一刚接触的班级，首先我需要与学生多交流，分析整个班集体学生的英语学习状况和基本水平。接下来，我针对不同的学生，帮助他们制定学习计划和期望达到的学习目标。让每个同学自己坚持学习，并在学习中找到乐趣。比如：有的学生喜欢唱歌，我会鼓励他们学习唱英文歌曲，经典老歌、影视金曲等，培养学习的兴趣，在玩乐中掌握英语知识的运用。每堂课我走上讲台，会有值日生用英语做简单的报告，如：today is Monday……, it is rainy……，Liming is absent……，I bought a novel yesterday，it was interesting……, last class we’ve learned “what’s the time”……大声说出来，说清楚，尽量多的说会说的英语，尽量表达准确。 一个学期下来，从最开始的紧张害怕，不敢大声说，说的断断续续到后来，每个学生都能自觉地课后准备，到值日那天勇敢地站起来用流利的英语说出我们课堂开场白。

四.坚持学习

由于自己在英语教学方面经验不足，个人知识又有限，所以我在教学的同时，时时虚心向资历深的教师请教，和我们英语组的同事一起学习交流有关英语方面的教学教法。

同时加强自身的业务学习，有时间就多看英文原著和英文原声碟，多听英文广播、英文歌曲，经常看英文新闻，扩大视野，并用心收集有助于英语课堂教学的各种游戏资料，时常听录音纠正自己的语音语调。

总之，英语是一种交际的工具，是需要听、说、读、写综合学习，英语教学更多的是要教会学生学习英语的方法和正确的英语运用能力。在未来的日子里，我会充分认识自己的不足，认真学习，在领导和前辈的指导下，更好地为英语教学服务，争取更大的进步。