七年级英语教案.doc

七年级英语教案

七年级英语上册教案

何健

一、教学设计学科名称
人教版七年级英语新目标英语七上
二、学情分析
学生在六年级学习的基础上对本单元的内容较熟悉，学习进度较快。
三、教学内容分析
Go for it ! 是以任务型语言教学为基础的英语教材，它体现“以学生为中心”和“以人为本”的教学思想，融汇话题、交际功能和语言结构于一体。本书每个单元都列出明确的语言目标、主要的功能项目和语法结构、需要掌握的基本词汇，并分为Section A和Section B两部分。Section A为目标句型提供分步事例和指导性练习；Section B使学生能够对已经学过的目标句型运用自如。每个单元还附有Self Check部分，此部分是让学生用来测试自己现阶段的英语水平，即对本单元的语言目标的掌握程度有较为明确的认识。
Starter Unit 1是Go for it!预备篇三个单元中的第一单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日常用语。本单元的教学内容为：学习Aa---Hh 8个字母。 学习hi、hello、good、morning、afternoon、evening、fine、OK、thanks等词汇。 学习不同时间见面时的问候语及其回答。
四、单元目标与要求
1． 学习Aa --- Hh八个字母。
2． 学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
3． 学习打招呼的用语：
Hello!/ Good morning!/ Good afternoon!/ Good evening!
4． 学会问候熟识的朋友和应答：-- How are you?
-- I’m fine, thanks. How are you?
-- I’m OK.
五、单元课时安排
The 1st period：Section A 1a, 1b, 2a,
The 2nd period：Section A 1a, 2b, 2c, 2d 3, 4a
The 3rd period：Section A 4b, 4c, Section B 1, 2a, 2b
The 4th period: Section B 3a, 3b, 4, 5
The 5th period : SelfCheck and Just for Fun
The first period
六、Teaching Contents and Analysis(教学内容与分析)
Teaching materials(教学内容)：Section A 1a, 1b, 2a,
Teaching aims (教学目标)
1.识别和掌握八个人名。
2.学会早上见面打招呼的用语。
3.正确认读Aa-Hh八个字母。
language points(语言点)
1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
2.句型：Hello! Good morning!
Analysis of key items and difficulties of teaching(教学重点、难点分析)：
１、Important Points(重点)： A--H八个字母教学，能认读，会书写。
２、Difficult Points (难点): 8个字母的书写和八个人名的掌握。
Teaching steps
Teaching Procedures
Sugg estions&Explanation
Step 1：Greeting and Introduction
1. Begin by greeting the class with a smile and good morning!
2. Next introduce the words “teacher” and “class”．by using gestures．Repeat this several times and have the class repeat after me．Students can answer as a whole group．As rows and as individuals．Repeat “I am your teacher and you are the class” several times．
T: Good morning ,class.
S: Good morning ,teacher.
T: Class，please stand up. / Class，please sit down. (by using actions and gestures．They can practice this several times.)
3. Point to myself and say I’m Miss…Have them repeat．
Repeat this a few times with rows and individuals or try a “back-chain” drill：
Miss / Mr．… (Ss repeat)
Morning，Miss／M r．… (Ss repeat)
Good morning，Miss / Mr．… (Ss repeat)
Step 2：Practice
Say：Stand up，please! (Ss stand up) （Leave the classroom，return ）
T: Good morning，class!
S: Good morning，Miss／Mr．…
T: Sit down，please．Now let’s start the les son．
Step3：Work on 2a.
First present letters A-H，and get the students to repeat these letters．Call the students to attention the letter C／si:／not／sei：／．H /eiʧ/ not /eʧ/.
Step4: Play a game .
T gets ready for a list of English names for boys and girls.
Play the game like this:
1.T says a letter, for example C, then let the Ss tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first or he can give the chance to his friend.
2. Fill in the missing letters. eg. C____E B_____D
E____G F____H
Step5. Presentation.
Show a picture of a girl and give the name under the picture, teach
Alice. In the same way tea ch the other seven names.
Step6.Game
Show the pictures of these eight children as quickly as possible. Let the Ss tell the names of these children. ( The winner can have a chance to choose an English name.)
Step7. Presentation.
Show a picture with Eric, let Ss guess what Eric wants to say to us. The answer is : Hello! or Good morning. Then help them to say: Hello, Eric! or Good morning, Eric.
Step8. Work on 1a.
Play the recording for the first time, Ss only listen. Play the recording a second time. Ss repeat.
Step9. Work on 1b.
Ss practice the conversations in pairs. T moves around the classroom when Ss are practicing.Give them some help if needed.Ask Ss to practice greeting each other. They can use their Chinese names if they wish. Encourage them to use their English names if they can. Ask them to practice using all the different greetings taught in Activity 1a.
Step 10.Homework
1.Make a name card by themselves and learn how
to read their own names.
2. Find out these letters in your daily life
师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。
进一步巩固日常课堂用语。
先让学生认识字母A-H
为下一步作准备。
有少部分学生会背诵A-H字母，通过这个游戏首先可以锻炼他们迅速反应的能力,促使学生当堂记住字母A-H；以英语名字作为奖励，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。
图画和名字结合起来,加强学生的感性认识，有助于记忆。并为后面的游戏做好了铺垫。
通过闪现头像来测试学生对这八个人物 的特征和名
字的记忆，有助于锻炼他们的反应力和注意力。
通过图画上的场景让学生进行猜测，满足学生的好奇心,也让他们了解Good morning的使用。
先听后读，培养学生学习英语的良好习惯。
鼓励学生尽可能用自己刚才得到的英语名字进行操练，不会读的可以请教老师。当然允许他们使用自己的中文名字进行练习。关键是要鼓励学生大胆开口，愿意说的良好习惯。

反思：

The second period
Teaching Contents and Analysis(教学内容与分析)
Teaching materials(教学内容)：Section A 1a, 2b, 2c, 2d 3, 4a
Teaching aims (教学目标)
1.学会正确朗读和书写Aa-Hh八个字母。
2.了解一些常用缩略字的含义。
3.巩固所学的八个人名。
4.有英文名字的记住自己和同伴的英文名字
Language points (语言点)
词汇：自己和同伴的英文名字。
Analysis of key items and difficulties of teaching(教学重点、难点分析)：
１、Important Points(重点)：学会简单的问候用语。
２、Difficult Points (难点): 八个字母的正确书写和记住尽可能多的名字。
Teaching steps
Teaching Procedures
Suggestions&Explanation
Step1 Warming-up
Greet all the Ss with : Hello, … or Good morning, … using their English names.
(Ask all the students to wear their name cards ) At the same time let them repeat their names and try to remember their names.
Step2.Presentation
1.Show different letters on the slide picture and see if they can read them. First big letters, then small letters.
2. Find out these letters in the bpicture .
Step3. Learn the letters. (Work on A 2a—2d)
1. Listen and repeat the eight letters. (2a)
2. Teach them how to write these big and small letters. (2d)
3. Write the small letter for each big letter. (2d)
4. Find the big letters for these small letters. (2b)
5. Listen and number the letters they hear. (2c)
Step4. Game.(Which letter is missing?)
Show seven big letters(from A-H) on the slide picture, see who can find the missing letter. Then show seven small letters. Ss play the game in a group of four. Everyone should get ready for two pieces of paper with seven big letters and seven small letters.
Step5. Presentation
Show some letters and ask them to read first, and then guess what
they stand for. If they have difficulties, T can give them some hints.
Step6. Work on Section A 3.
Ss discuss and guess what these letters stand for and then check the answers with the whole class.
Step7. Presentation
Show the eight names on the slide picture first and ask some to read. Then put them in order according to the first letter.
Step8. Work on 4a.
Listen to the tape and circle the names they hear.
Step9. Practice.
In groups of four, Ss introduce their English names first. Then practice “Good morning,… ”to each other like the dialogue they heard just now on the tape.
Step10.Homework
1.Listen and read about 10 minutes after the tape.
2.Copy these eight big and small letters five times.
3.make their own conversations .
4.Find as many letters like HB, CD, BBD as they can.

老师可帮助生做好名字卡，让学生佩戴名字卡或贴在桌子上，可以让师生早日熟悉对方，也便于学生之间的互相了解。通过打招呼既复习了旧课，也可以让学生正确读出自己的名字。 大部分同学对字母已有些了解，通过这种方式既进行了复习，也可以知道他们对哪些字母掌握不是很好，在后面的教学中加以注意。从认读大小写字母开始，学会正确地朗读，然后过渡到正确规范地书写，循序渐进让学生扎实巩固地掌握从Aa—Hh 这八个字母通过这个游戏既可以培养学生的反应能力，又可以巩固他们对字母的掌握。尤其通过四人小组游戏，既让他们锻炼了书写，又给了学生一个彼此熟悉和合作的机会。有助于以后活动的组织。
让学生学会注意观察日常生活中出现的一些常用缩写词的含义，培养他们仔细观察的能力。

七、教学资料（单元教学测评）
（一）、写出下列字母左邻右舍
1. _____B______ 2. ______c ______ 3. _____f______ 4. ____E_____ 5. _____g _____
（二）、写出下列大字字母的小写字母。
1. BEE ________ 2. BAG _______ 3. BED _______ 4. HB _______ 5. CD _______
6. ABC ________ 7. AD _______ 8. CAAC _______ 9. BEC _______ 10. FACE _______
（三）、比较下列每组字母或单词的读音，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,
Alice( )
7. Frank, thanks ( ) 8. evening, Helen ( ) 9. A, H ( ) 10. E, F ( )
（四）、看图写出下列图所表示内容的缩写字母或单词。
1. 2. 3. 4. 5.
__________ ____________ ____________ ___________ ___________
（五）、单项选择
( )1. ---Good evening, Eric. ---_________, Cindy.
A. Good morning B. Good afternoon C. Good evening
( )2．一Good morning! ---_________
A．Thank you B．Good morning! C．Hello!
( )3．一Hello! 一_________
A．Hello! B．Thank you C．I’m fine
( )4．一Sit down，P1ease． ---_________.
A．I’m fine B．My name is Li Lei C．Thank you
( )5．一What’s your name? --________.
A．
Clark B. I’m OK． C．Thank you
六、从所给选项中选出能回答以下问题的交际用语
1．A：Good morning，class．
B: __________________.
2．A：Hello，Jim．How are you?
B：________．
3．A：What’s your name?B：____________ ．
4．A：Sit down，please．B：___________．
5．A：What’s this?
B：__________．
a．It’s “B”． b．Good morning，teacher． c．Fine，thank you．
d．My name is Jim． e．Thank you．
七、连词成句
1．good，you，to，morning2．you, hi, how, Grace, are
3．name，my，Jim，is4．sit，Please，down
5．fine，you，thank
（八）、选择正确的答案填空
( )1．早上老师进教室时，同学们应对老师说：“____________ ”
A．Hello! B. How are you?
C．Good morning，Mr／Miss…! D．Good afternoon
( )2．假设你叫Lin Lin，当人家问你“Are you Lin Lin?”时，你应该说： “___________”
A．My name is Lin Lin． B．Yes，I am． C．I am not． D．Yes．it is.
( )3．当你要向别人打听某事时，你应说：“__________”
A．Hello B．Sorry C．Excuse me D．Hi
( )4．当你向别人介绍你的朋友Jim时，你应说：“__________”

A．This is Jim B．He is Jim C．You are Jim D．I am Jim
( )5．当你认错人时，你应说：“___________”．
A. Excuse me B. I’m OK C．I’m sorry D．Thank you
( )6. _____________? --Fine，thank you．
A. How do you do B．How old are you C. Can you spell it D. How are you
（九）、补全对话
1．A：Hello! B: ________________!
A：What’s your name? B: ___________name is Kate Green.
A：_______ are you? B: Fine, __________you. How are you?
A：I’m fine．What’s this? B: _____________ “Gg”.
A：Thank_______ ．
2．T：Good morning，class．
S：_____________________, teacher． T: How are you?
S：______________, thank you, ________you? T: I’m fine, ________. What’s this?
S：It’s “Nn"(嗯)． T: No, it’s “Nn” /en/.
S： “Nn” /en/ T: Yes, sit _____________, please.
八、自我问答
本单元学生在六年级学习的基础上相对较简单，学习的积极性较高，学习效果较好。

Starter Unit 2 What’s this in English?
一、 教学设计学科名称
义务教育课程标准实验教科书 《新目标英语Go for it》七年级（上册）人教版
二、学情分析
代词this，that和it的用法。his和that均指单数的事物。this指处于说话者近处的事物；that指处于说话者远处的事物。而it则指代上文出现的单数的事物，也可指代上文出现的this或that。例如：
A：What’s this? 这是什么?
　　B：It’s a pen．这是支钢笔。
　　c：And what’s that over there? 那边的是什么?
　　B：It’s a ruler．那是把尺子。
三、教学内容分析
本单元的核心教学内容是“认物”。用英语确认周围的常见事物比较符合英语初学者的实际情况。通过本单元教学，使学生运用所学句型，去熟悉周围事物的名称；教学生学会在实际生活中如何确认事物。通过辨认物体，学生学到一些生词，并巩固所学句型。
四、教学目标
【知识能力与技能】
Learn how to ask about unfamiliar things in the neighborhood and grasp the target sentences: What is this (in English)? It’s a/an ….; Learn the pronunciation and writing of the letters Ii—Rr; learn and grasp the basic usage of the indefinite articles a/anand the meanings of some substance nouns and abbreviations.
【过程与方法】
With the studying strategies of Imitating and Drilling, get the students to do Pair work to learn how to ask about unfamiliar things around and their English names by using the teaching courseware, pictures, flashcards; Catch the others’ information and familiarize the substance nouns by practicing conversations.
【情感、态度与价值观】
The content is to talk about the things around and the topic is closely linked to the students’ everyday life and studying. And it’s one of the easiest to talk about and use. Knowing these sentences and words well can give the students a kind of feeling of harvest and make them fall much interest in English leaning further.
五、教学重点难点
1、Ask about the unfamiliar thing around with What questions;
2、Learn and grasp the basic usage of indefinite articles a/an;
3、Learn the English letters Ii-Rr and summarize the pronouncing rules of the vowel letters I and O in words;
4、Learn how to spell words.
六、教学课时：3课时
七、教学过程教与学互动设计
Section A
创设情境，导入新课
The content in Section A is to learn how to ask about the unfamiliar things around and grasp the target sentences What is this (in English)? It’s a/an ….; Learn and grasp some substance nouns map, jacket, key, ruler, pen, orange, quilt; Learn the pronunciation and writing of the letters Ii—Rr. The teacher can adopt the Audiovisual Guiding Method and the Object Guiding Method: The teacher can make a teaching courseware about the content in Activity 1a or show some relative pictures or demonstrate using objects and guide the basic sentences What’s this in English? It’s a/an …; And then the teacher communicates with the students; At last get the students to communicate with each other.
自读感知，整体把握
Section A is designed by three steps: In 1a-1c, learn how to ask about the unfamiliar things around and grasp the target sentences What is this (in English)? It’s a/an ….; In 2a-3, learn the pronunciation and writing of the letters Ii—Rr; In 4a-5, practicing hearing and conversations to review and consolidate the target sentences and words.
合作交流，解读探究
The main content in Section A is to learn how to ask about the unfamiliar things around and grasp the target language:
What’s this in English? It is a ….
What’s this? It’s an ….
【Intercourse】The teacher communicates with the students in class:
（Project the teaching courseware or show pictures or ojects）What’s this in English?
（Answer or get the students to answer）It’s a/an ….
【Experiences】Play the tape of Activity 1a and get the students to listen and imitate, finish the teaching task of Activity 1a.
【Practice】Get the students to observe the pictures and find out the English letters learnt, finish the teaching task of Activity 1b.
【Activity】Get the students to do Pair work and practice the conversations in Activity 1a and make up their own conversations according to the objects or pictures, finish the teaching task of Activity 1c.
【Demonstration】Learn the pronunciation and writing of the letters Ii—Rr. The teacher can draw four-line grids and teach the students the right writing orders and structures of the letters. The students
imitate what the teacher has taught and pay attention to the varieties between the capital letters and the small letters, finish the teaching task of Activities 2a and 2b.
【Experiences】Play the tape of Activity 2c and get the students to listen and distinguish the right letters and mark the orders, finish the teaching task of Activity 2c.
【Practice】Get the students to write the corresponding small letters according to the capital letters, finish the teaching task of Activity 2d.
【Discussion】Get the students to observe the abbreviations PRC, P, kg in Activity 3 carefully guess their meanings according to the pictures. Tell them the abbreviations like these are common in English an