人教版初中英語七年級上冊全套教案(共222頁)

1、精選優(yōu)質文檔-傾情為你奉上人教新目標英語七年級上教學計劃一 學生情況分析（學生62人，其中男生：36人，女生：26 人） 1學習水平不均有的學生對小學英語比較重視，學得很好；但有的學生或學校不重視，學得很不好，還有幾個甚至完全沒有學過。有的學生筆試不錯，但語音、語調、書寫都有待加強。因此，整個班級的英語水平很不平衡，給日常教學帶來諸多的不便，提高了難度。2學習習慣不好學生剛剛從小學進入初中，處于一個銜接的階段，學習任務加重，學習的習慣不是很好，沒有形成一定的適合自己的方法，都有待改善?？傊?，既要避免好生吃不飽的現(xiàn)象，又要努力把目前英語有欠缺的學生拉上去，激發(fā)他們的興趣和信心，趕上中上的水平學生

2、。在今后的教學中應該注重培養(yǎng)、激發(fā)興趣，教給學生學習的方法，從學生的學習興趣、學習能力、生活經驗和認知水平出發(fā)，倡導體驗、實踐、參與與交流的學習方式和任務型的教學途徑，發(fā)展學生的綜合語言運用能力，使語言的學習過程成為學生形成積極的情感態(tài)度、主動思維和大膽實踐、提高跨文化意識和形成學生自主學習能力的過程，這是新課標和新目標英語的要求。教學措施和輔助二 課時總安排總共100課時：授課 課時 復習 課時測試 課時 機動 課時三教材總體目標、單元要求及重難點The goal:The goal of Go for it is to make language a step-by-step progres

3、sion that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives.Go For It! 是以英語課程標準為依據(jù)，以學生的英語語言綜合運用能力為目標。不僅以語言知識、語言技能為重點，而且更注重學生的學習策略、情感態(tài)度和文化意識。教學內容的處理和取舍靈活開放， 只要教師從學生的實際水平和語言能力出發(fā)，任何教學內容的調整或取舍，任何教學步驟的安排都是可行的?！癐 sometimes go to the la

4、st to do the group work firstIt depends on the teachers knowledge of the students actual language ability”(David Nunan)；提倡教師結合學生實際，充分利用學生、教師本身和環(huán)境中一切可以利用的資源，豐富教學內容，創(chuàng)造運用英語的機會，注意多渠道開發(fā)教學資源。 “Dont use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teach

5、ing resources.”(David Nunan)；提倡任務型語言教學，教學進度整體把握，教學形式不拘一格；課堂以學生為主體，以任務為主線，重視體驗參與，課后訪談調查，讀寫扎記，重視語言運用；正視個體差異，倡導過程激勵，以多層次、多角度、多主體的結果與過程并重的評價方式激勵進步。  The key points of each unit: TopicFunctionsStructuresU 1Making new friendsIntroduce yourselfGreet peopleAsk for and give telephone numbersPresent tens

6、e to beWhat questionsProssessive adjectives:my,your,his,herU2Things in the classroom Identify ownershipsDemonstratives:this,thatWhat questions and Yes/No questionsHow do you spell pen?U3The familyIntroduce peopleIdentify peopleDemonstratives:these,thoseSubject pronouns:I,he,sheYes/No questionsP

7、lural nounsU4Things around the houseTalk about where things areWhere questions and Yes/No questionsPrepositions: on,in,underSubject pronouns: theyU5Spending time with friendsAsk and answer questions about ownershipMake suggestionsPresent tense to haveYes/No questions and short answers: letsAdjective

8、s of qualityU6 FoodTalk about likes and dislikesPresent tense to likeYes/No questions and short answersAffirmative and negative statementsU7 ShoppingAsk about pricesTalk about clothingThank someoneDemonstratives:this,that,these,thoseHow much questionsU8 DatesTalk about datesWhen questionsProsse

9、ssive “s” How old are you?U9  MoviesTalk about preferencesMake plansPresent tense to wantYes/No questions and short answers: Adjectives of qualityU10Joining a clubTalk about abilitiesModal verb canYes/No questions and short answers:Affirmative and negative statementsWhat questionsU11Daily routi

10、nesTalk about daily routines Ask about and say timesWhen questionsWhat time is it?Adverbs of frequencyU 12School subjectsTalk about preferencesGive reasonsWhat questionsWhy questionsWho questionsAdjectives of quality四、 教材分析新目標任務型教學的特色理念：新目標英語是以任務為基礎的語言教學，在教材的設計上，遵循了自然言語、情境真實性、語言形式為交流功能性服務、層層深入階梯型發(fā)展語

11、言能力、在做中學等最新教學原則和理念，注重引導學生體會文化差異，培養(yǎng)學生自主學習能力，完全符合教育部的義務教育階段英語課程標準的要求。本教材的教學理念：“知識用于行動”，強調“語言應用”，培養(yǎng)“創(chuàng)新、實踐能力”，發(fā)展“學習策略”。 人教社新目標英語教材的幾大特色：A. 圖文并茂。一幅副充滿情趣，幽默生動的畫面，令你眼睛一亮。它不僅版面設計充滿新意，而且在內容和結構方面更富有創(chuàng)意 更具時代感，更有現(xiàn)代氣息，更加貼近學生的生活。學生一拿到課本后都愛不釋手，迫不及待地翻閱。B. 實用性強。每個單元的選材都來源于學生的學習和生活。緊緊地與學生的年齡特征、認知結構、生活經驗聯(lián)系在一起。如第一冊的十四個話

12、題：認識新朋友、教室里的物品、家庭成員、食品、購物、電影、參加社團、生活習慣、學習科目、國家與語言。第二冊的十二個話題：鄰居、動物、足球、職業(yè)、周末活動、音樂、人物性格與外貌、天氣、節(jié)日、度假與休閑、流行文化、規(guī)章制度與日常生活。由于這些都是學生熟悉的話題，生活中經常碰到的事情，所以學生容易接受，學習熱情自然也高。使教學活動由“要我學”轉變?yōu)椤拔乙獙W”。C.注重交際。針對中國學生學英語普遍存在的“聾啞病”，教材設計了大量的聽說讀寫材料。每個單元都有語言活動，且內容不同，形式多樣，學生對這些活動充滿興趣，所以大家都能情緒高昂地參加pair work, group work, games等活動。學

13、生們充滿了自信，開心地練習說英語，教室里常常充滿了歡歌笑語。同學們都喜歡上英語課，他們能為學以致用而感到興奮，同時也體驗到了學習語言的快樂。D.詞匯量大。第一冊有詞匯700個左右，第二冊約450個，第三冊約450個，第四冊約400個， 第五冊約500個，合計2500個。這一點正好達到英語課程標準5級的要求。大大豐富了學生的詞匯量，讓學生能更好地表達自己的所思所想。同時也要求學生必須采取有效的記憶單詞的方法，就會事半功倍，否則難以適應教材的要求。這時學生特別需要教師的指導 .。新目標英語的教材設計原則a.言語、情境真實性原則 (The authenticity principle) 任務的設計要

14、提供給學習者明確、真實的語言信息。語言情境、語言形式等要符合交際的功能和規(guī)律。使學習者在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應用。 b.形式-功能性原則 (The form-function principle) 任務的設計注重語言形式和語言功能的結合。形式-功能性原則，旨在使學習者掌握語言形式的同時，培養(yǎng)其自我把握語言功能的能力；每一階段任務的設計都具有一定的導入性，學生在學習語言形式的基礎上，通過系列任務的訓練，能夠自己進行推理和演繹，從而理解語言的功能，并在交際中進行真實運用。 c.階梯型任務原則 (The task dependency principle) 學習單元中

15、任務的設計由簡到繁，由易到難，層層深入，并形成由初級任務到高級任務并由高級任務涵蓋初級任務的循環(huán)。在語言技能方面，遵循先聽、讀，后說、寫的設計順序，使教學階梯式地層層遞進。 d. 在做中學原則 (Learning by doing) 自始至終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經驗。 五、教學具體措施及輔助活動1利用直觀教具和教學輔助媒體，激發(fā)興趣，增加容量，整體優(yōu)化課堂教學。2每日進行單詞競賽。3學唱英文歌。4堅持值日生報告。5開展多種游戲和競賽活動。 六、教學進度表 Week

16、 1Starter Unit 1 5課時Week 2Starter Unit 2& Starter Unit 35課時Week 3Unit 16課時Week 4Unit 26課時Week 5Unit 36課時Week 6Revision6課時Week 7Unit46課時Week8Unit 56課時Week 9Unit 6 6課時Week 10  Revision 6課時Week 11  Middle examination6課時Week 12Unit 7 6課時Week 13Unit 8 6課時Week 14 Unit 9 6課時Week 15Unit 10 6課時

17、Week 16Unit 11 6課時Week 17Unit 12 6課時Week 18Revision6課時Week 19 Revision6課時Week 20 Final examinationStarter Unit 1 Period 1Title Starter Unit 1 Good morning!Target language 1: Wordsphrases hi，morning，good，hello2: Key sentences1 Good morning /afternoon /evening!2.Hello!3Hi!Ability goalsEnable stud

18、ents to listen to and talk about letters & greetingsLearning ability goalsHelp students learn how to greetTeaching importantdifficult pointsHow to greet and learn some letters.Teaching aidsA tape recorder，some cardsTeaching procedures and waysStep 1：Introduction Begin by greeting the class with

19、a smile and good morning! Now，introduce the words “teacher” and “class”by using gesturesRepeat this several times and have the class repeat after youStudents Can answer as a whole groupAs rows and as individualsRepeat “I am your teacher and you are the class” several times Now，introduce the class to

20、 the instructions：Class，please sit down and class，please stand up by using actions and gesturesThey can practice this several timesStep 2：Leadin You may want to leave the class again to introduce the usual Good morning routineSay Good morning classHelp students respond with Good morningPoint to your

21、self and say Im Miss，MrHave them repeatExplain the terms Miss and Mrin Chinese Repeat this a few times with rows and individuals or try a “back-chain” drill： Miss，Mr (Ss repeat) Morning，MissM r (Ss repeat) Good morning，Miss，Mr (Ss repeat) Step 3：Practice Say：Stand up，please! (Ss stand up) Leave the

22、classroom，return and say Good morning，class! Help the students respond with Good morning，Miss，MrSay Sit down，pleaseNow lets start the lessonStep 4：Presentation and activity Now point to yourself and say My name is MissMr. I am your teacher Find a student you know and say your name is(Beth)Then ask W

23、hat is your name? Help them respond with My name is . When the student answers, respond with HelloNice to meet you! Repeat this activity several times，first with students you know and then with othersHelp them to respond with Nice to meet you，tooExplain the Word “too in ChineseStep 5：Practice Get th

24、e students to practice the following dialogue in pairs S1：Good morning S2：Good morningIm (Ben)Whats your name? Sl：My name is (Dale)Nice to meet you! S2：Nice to meet youtoo Call out several pairs of students to give their performancePraise their efforts as much as possibleHelp the slower students wit

25、h patienceStep 6：Presentation Do activity 1a：Look at the pictureFind the small letters for these big lettersFirst present letters a-h，and get the students to repeat these lettersCall the students to attention the letter Csi：notsei：H /eI/ not /e/Step 7：Listening and writing Get the students to listen

26、 to the tape and finish the task list on the bookMake sure all the students know what they should do Have the students watch the teacher writing the letters on the blackboard, then ask them to follow the teacher and write down these letters on their exercisebooksLet the students know the diffences b

27、etween the big letters and the small lettersStep 8：Games time Let the students do some letters games to enjoy your lesson，the following is the instruction 搶讀字母游戲：教師將全班分成若干小組，然后逐個出示字母卡片，學生們舉手搶答。教師讓最先舉手的學生讀出該字母，讀對的給該組記10分，得分最多的組為優(yōu)勝組。Step 9: Homework Copy the conversation and letters. (Do entering famo

28、us school)Starter Unit 1Period 2 Title Starter Unit 1 Good morning! Target language 1: Wordsphrases CD; afternoon; evening ; letters Aa-Hh2: Key sentences1. Good morning /afternoon /evening!2Hello!3Hi!Ability goalsEnable students to listen to and talk about letters & greetingsLearning ability go

29、alsHelp students learn how to greetTeaching importantdifficult pointsHow to greet and learn some letters.Teaching aidsA tape recorder，some cardsTeaching procedures and waysStep 1：Duty report Ask one student to be a small teacher day by day. At the same time, give your advice.Step 2 LeadinDo free tal

30、k：Greet students and ask them to greet each other. Play a role game. Ask students to collect information about their idols such as Bill Gates, Thomas Edison, Jacky Cheng and so on and write their names down. Get them act as their idols and introduce themselves to their partners. The following is sam

31、ple:T: Good morning, My name is Bill Gates.S: Good morning, Im Jacky Cheng.T: Nice to meet you, Jacky.S: Nice to meet you, too. Bill.Encourage the students to care what kind of English they can find in the street or in the other ways. Show the students some CDs and ask them if they know what it is.

32、Repeat with the other things. And add some more things such as DVD and KFC. Train the students to care the things happening around them, such as: ID means identification card. OK means all right. Then get them to finish the exercise on the screen. Go on doing the above step to ask them to list more

33、about the abbreviation. (See the powerpoint)Step 3：PairworkLet students work in pairs to practice the dialogue on 3aGet them to act it out after practicing. Do 3bMake sure all the students know the answers correctly. Let the students try their best to remember how to pronounce all the names.Let the

34、students try Step 4：Practice Play the tape and ask the students to sing after it in chorus and individual. Give them a chance to performPraise their efforts as much as possibleHelp the slower students with patience.Step 5：HomeworkCopy the letters and the new words and finish off the workbook. (Do en

35、tering famous school)教學反思：Period 3(By xcy)Title Starter Unit 1 Good morning! Target language 1: Wordsphrases How; are; you; I; am; fine; thanks; OK: Im=I am2: Key sentences1. How are you ? 2. Im fine, thanks !3Im OK!Ability goalsEnable students to listen to and talk about letters & greetingsLear

36、ning ability goalsHelp students learn how to greetTeaching importantdifficult pointsHow to greet and learn some letters.Teaching aidsA tape recorder，some cardsTeaching procedures and waysStep 1 Duty report Ask one student to be a small teacher day by day. At the same time, give your advice.Step 2 Le

37、ad-inBegin the class with singing the song of “Good morning” together. Free talk. Ask : Hi! Good morning, Tom. Or Morning, Dale. etc. Let the students get used to speaking English in class，even after class, Encourage the students to speak English as much as possibleSay out all the letters in English

38、 while you are pointing the letters or things in the classroomMake sure all the students know what you are saying and what it is in English. Speech Cassette la of section BPlay the tape and ask the students to listen to it carefully, then act it out, also do the task of lb on the bookNext get the st

39、udents to write down the small letters for each word (abbr.)Step 3 Pairwork Get the students to practise the dialogue by pointing out the things they know how to say in EnglishAsk the students to exchange the rolesLet them fill in the missing letter of each word in pairs.Step 4 Listen and repeatList

40、 out the letter A on the blackboard and encourage the students to say out what other words a1so make the same pronunciation. Give them some tips. Present the other letters the same as the 1etter ALet the students follow the chant after the tape.Step 5 Homework Finish off the workbook(Do entering fam

41、ous school)Period 4 Assessment(By xcy)一、寫出下列字母左鄰右舍1. _B_ 2. _c _ 3. _f_ 4. _E_ 5. _g _二、寫出下列大字字母的小寫字母。1. BEE _ 2. BAG _ 3. BED _ 4. HB _ 5. CD _ 6. ABC _ 7. AD _ 8. CAAC _ 9. BEC _ 10. FACE _三、比較下列每組字母或單詞的讀音，相同的用(S)， 不同的用(D)表示。1. b, a ( ) 2. c, e ( ) 3. a, e ( ) 4. b, d ( ) 5. a, c ( ) 6. Dale, Alic

42、e ( ) 7. Frank, thanks ( ) 8. evening, Helen ( ) 9. A, H ( ) 10. E, F ( )四、看圖寫出下列圖所表示內容的縮寫字母或單詞。1. 2. 3. 4. 5. _ _ _ _ _五、單項選擇( ) 1. -Good evening, Eric. -_, Cindy. A. Good morning B. Good afternoon C. Good evening( ) 2一Good morning! -_ AThank you BGood morning! CHello!( ) 3一Hello! 一_ AHello! BThank

43、 you CIm fine( ) 4一Sit down，P1ease -_. AIm fine BMy name is Li Lei CThank you( ) 5一Whats your name? -_. AClark B. Im OK CThank you六、從所給選項中選出能回答以下問題的交際用語1A：Good morning，class B: _.2A：Hello，JimHow are you? B：_3A：Whats your name? B：_ 4A：Sit down，please B：_5A：Whats this? B：_ aIts “B” bGood morning，teach

44、er cFine，thank you dMy name is Jim eThank you七、連詞成句1good，you，to，morning _.2you, hi, how, Grace, are _?3name，my，Jim，is _.4sit，Please，down _.5fine，you，thank _.八、選擇正確的答案填空( )1早上老師進教室時，同學們應對老師說：“_ ”AHello! B. How are you? CGood morning，MrMiss! DGood afternoon( )2假設你叫Lin Lin，當人家問你“Are you Lin Lin?”時，你應該說

45、： “_”AMy name is Lin Lin BYes，I am CI am not DYes, it is.( )3當你要向別人打聽某事時，你應說：“_”AHello BSorry CExcuse me DHi( )4當你向別人介紹你的朋友Jim時，你應說：“_”AThis is Jim BHe is Jim CYou are Jim DI am Jim( )5當你認錯人時，你應說：“_”A. Excuse me B. Im OK CIm sorry DThank you( )6. _? -Fine，thank youA. How do you do BHow old are you C

46、. Can you spell it D. How are you九、補全對話1A：Hello! B: _!A：Whats your name? B: _name is Kate Green.A：_ are you? B: Fine, _you. How are you?A：Im fineWhats this? B: _ “Gg”.A：Thank_ 2 T：Good morning，class S：_, teacher T: How are you? S：_, thank you, _you? T: Im fine, _. Whats this?S：Its “Nn"(嗯) T: No

47、, its “Nn” /en/.S： “Nn” /en/ T: Yes, sit _, please.Period 5(By xcy)Title Starter Unit 2 Whats this in English?Target language 1: Wordsphrases What; is; this; in; English; it; its=it is; a/an; map; orange; jacket; key; quilt; pen; ruler 2: Key sentences1. Whats this in English? 2. Its a/an .Ability g

48、oalsEnable students to listen to and identify thingsLearning ability goalsHelp students learn how to identify thingsTeaching importantdifficult pointsHow to identify things and learn some letters.Teaching aidsA tape recorder，some cardsTeaching procedures and waysStep l：Introduction Review greetings.

49、 Review the letters learn in the last unit Get the students to introduce themselves in EnglishStep 2：Leadin Have ready a quilt，a map，a jacket，a key，a ruler，a pen，an orangeHold the key up and say Whats this in English? Its a key Repeat and then get students to repeatDo the same with a key，a pen，a rul

50、erIf possible，use flashcards to teach the spelling of the wordsPut a flashcard beneath a drawing of each object.Step 3：Practice ListenPlay the tape twiceHave the students circle the things they hear Get the students to act out the conversations in the picture of 1a Make sure the students understand

51、what they should doStudents can work in pairs then ask them to act out the conversations they made Do 2a，2b，2c and 2d one after another2b：after the students do 2a, show them how to write the letters on the blackboards，both of “Big” and “small"Make sure all the students know how to write them Use the flashcards to practise saying the names of the letters and to learn their orderBefore doing 2c，ask the students to give the letters containing thei：and /e/ soundsRepeat with the /EJ/ andaIsoundsList them out on the blackboardThen get them to listen to the tape and read the letters and w