《新课七年级英语下册全册教案.docx》由会员分享，可在线阅读，更多相关《新课七年级英语下册全册教案.docx（118页珍藏版）》请在三一办公上搜索。
1、新课七年级英语下册全册教案新课标英语七年级下册教学计划 一、教学目的 培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。 二、教材分析 Go for it七年级下册共12个单元，加上复习单元2 个，文化背景知识和学习策略等部分补充材料。全书采取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。每个单元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A、B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用
2、。每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。它采用“语言的输入学生的消化吸收学生的语言输出”为主线编排的。通过确定language Goal,采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，体现了以学生为主体的思想。 三、教学重难点 1.Where questions with from; Where questions with live ;what questions 2.Where questions; Affirmative statements; prepositions of place 3.adject
3、ives of quality 4.present progressive tense; Yes/No questions and short answers 5.Present tense to wear; adjectives of general description 6.Simple past of regular and irregular verbs; How was your weekend? 7.Past tense of regular and irregular verbs ; was/were; 四、学情分析 经过一学期的学习，从上期期末成绩来看，学生学习目的明确，态度
4、端正，掌握了英语学习的一些基本方法，能够积极主动认真地学习，大部分学生学习成绩优秀，但还有极少部分学生没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。主要原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。一部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导致看不第 1 页 1 共 73 页 懂，听不懂，学不懂。学生的听力也还有待提高，在这方面失分也较多。主要是听的时间太少，接触英语的时间不多。针对种种问题，在本期的英语教学中，教师一方面应加强基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写等基
5、本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施，注意培养学生对英语的兴趣；让学生掌握记忆单词、听音、写作等英语学习技艺，培养良好的学习习惯和自主探索，合作探究能力。充分调动学生的学习积极性和主动性。教学上采取任务型教学，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。还要注意培养良好的师生关系，尊重理解学生，与学生一起分享学习中的苦与乐。使每一位学生都能在学习中取得很大成绩，有所进步。 五、教学措施和方法 措施： 1.培养学习兴趣，引导学生掌握正确的学习方法和策略，提高学习效率 2.发挥学生主体和教师主导作用 3.用良好的师生关系，协调课堂气氛，培养学生开口说英语的勇
6、气和信心 4.引导学生实现语言的迁移，加强日常生活中英语口语的运用 5.鼓励学生自主探索，合用探究，共同提高 6.加强听力训练 方法：任务型教学：教师提出指令，学生规范操作。听说领先，读写跟上。综合训练，扎实双基。 六、教改打算 用新课标理念，结合新课标精神，进行课堂改革，实行教与学的互动。采用任务型语言教学模式，努力用一套行之有效的课堂教学模式，提高教学效率。 七、课外活动 开展英语书写比赛，单词记忆比赛，进行英语课外阅读活动。 八教学教学进度表 周次 1st 2nd 课时 5 5 教学内容 Unit1 Unit2 备注 第 2 页 2 共 73 页 3rd 4th 5th 6th 7th
7、8th 9th 1oth 11th 12th 13th 14th 15th 16th 17th 18th 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Unit3 ReviseUnits1-3 Unit4 Unit5 Unit6 ReviseUnits4-6 Revision and mid-exam Unit7 Unit8 Unit9 ReviseUnits7-9 Unit10 Unit11 Unit12 Revision and mid-exam 第 3 页 3 共 73 页 Unit1 Where is your pen pal from? Topic: Countri
8、es, nationalities, and languages Functions: Talk about countries, nationalities and languages Ask and tell about where people live Structure: Wheres/Wherere .from? Where does/do .from? What questions-What language does/do .speak? Target language: Where is she from? She is from. Where does she live?
9、She lives in. What language does she speak? She speaks. Vocabulary: words about countries, languages Teaching design: The whole unit needs 5 periods, 4 for new lessons and 1 for test Period 1 ( 1a-Grammar Focus ) Key points: Where is your/Johns pen pal from? He/She is from. Where does he/she live? H
10、e/She lives in. (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals information, such as their names, countries and cities they live even the language they speak. T can give the Ss an example meanwhile T gives the different countries which ca
11、n be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States 第 4 页 4 共 73 页 City: New
12、York Language: English Teaching Steps: Key points: Where is your/Johns pen pal from? He/She is from. Where does he/she live? He/She lives in. (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals information, such as their names, countries and
13、cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new
14、 for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Step 1 Leading-inThe information of the teachers own pen pals information. I have a pen pal. His name is Curry Muray. He is from the United States. Do
15、you have a pen pal? Where is your pen pal from? Whats your pen pals name? Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English) Step 2 Learning Section A 1a Learn the new words on
16、 the Bb. The new words are: pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England) Pay attention to the pronuciation of the new words. 第 5 页 5 共 73 页 Step 3 Listening 1b Listen and circle the countries in 1a
17、 they learned Step 4 Competition Two groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings. (This step is a memory game. It can help the
18、 Ss consolidate the new words they learned) Step 5 Pairwork 1c Practise the following conversation: -Do you have a pen pal? -Yes, I do. -Wheres your pen pals from? -He/She is from .(Write it down on the Bb) First T has a conversation with one student as an example then let the Ss practise in pairs.
19、At last let several pairs do it again in class. Step 6 Leading-in Revise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following: Toronto; Paris; Tokyo; New York; Sydney; Singa
20、pore; London; Step 7 Learning 2a Learn the city names together with the whole class just like Step 2 2b Listen and circle the cities and countries 2c Listen and complete the chart Have a similar competition to consolidate the new words in this part. Step 8 Pairwork T has a conversation with one stud
21、ent like the following: -Do you have a pen pal? -Yes, I do. -Whats your pen pals name? -His/Her name is. -Where is your pen pal from? -He/She is from. -Where does he/she live? -He/She lives in.(Write it down on the Bb) Let the Ss practise after the Ts example in pairs then several pairs do it in cla
22、ss. Step 9 Exercise My pen pal is from Australia.(划线提问)Johns pen pal is from Japan. (划线提问) He lives in Paris. (划线提问) 第 6 页 6 共 73 页 Homework: Read and copy the new words . Copy the sentences in Grammar Focus Make up the questions about Jodie in 2c The questions are: Does Jodie have a pen pal? Where
23、is Jodies pen pal from? Where does he/she live? Whats his/her name?(This one can be chosen by themselves) Unit 2 Wheres the post office? Language goal This unit students leam to ask for and give directions(方向) on the street. New language Is there a bank near here? Yes, theres a bank on Center Street
24、, Wheres the supermarket? Its next to the library.Is there a pay phone in the neighbhood?Yes, its on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean. Descriptions of location such as across from, next
25、 to,Between Recycled language What are you doing? Do you want to .? Section A Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers. Example 1 Teacher: WheresYang Li? (Po
26、int to two students standing beside each other.) Yang Li is next to Li Peng. Example 2 Teacher: Wheres Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3 Teacher: Wheres Lin Jiahui? (Point to one student standing between two other st
27、udents.) Lin Jiahui is between Sheng Lin and Li Dai. 第 7 页 7 共 73 页 la This activity introduces the key vocabulary. Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat. Point out the number
28、ed list of words. Say each one and ask students to repeat. Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers. 1b This a
29、ctivity gives students practice listening to and understanding the target language. Point out the buildings and other locations in the picture. Say the name of each one to the class. Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hea
30、r on the tape. Play the recording the first time. Students only listen. Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture. Correct the answers. These items should be circle:video arcade, post office, supermarket. Tapescript(录音稿) Converna
31、tion 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is. Conversation 2 A: Is there a post office near here? B: Yes, there is. Theres one on Bridge Street. Conversation 3 A: Is there a supermarket on Center Street? B: No, there isnt. 1C This activity provides guided oral practice using t
32、he target language. Point to the different locations shown in the picture.Ask different students to 第 8 页 8 共 73 页 name each one. If necessary,say the name and ask the student to repeat. Point to the question and answer In the example conversation and ask a pair of students to read the conversation
33、to the class. Ask other pairs of students to repeat the activity if you wish. Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Demonstrate the activity. Point to the picture and ask. Is there a post office near here? Then choose a student t
34、o answer. Guide the student to say, Yes,theres a post office on Bridge Street. As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary. Ask several students to say some of their questions and answers for the class. 教学后记：
35、 2a This activity introduces the terms across from, next to, between, and on. Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat. Point out the four sentences. Say each one an
36、d ask students to rcpeat. Then ask students to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1. Check ihc answers. 2b This activity giv
37、es students practice listening to and understanding the target language. Point out the buildings and street names in la.Say each one and ask students to repeat. Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line. Say. Now I will play re
38、cordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer. 第 9 页 9 共 73 页 Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to fill in the blanks by listening to the
39、items on the tape. Correct the answers. Tapescript(录音稿) Conwaraation 1 A: Excuse me. Is there a library around here? B: Yes. Its between the video arcade and the supermarket. Conversation 2 A: Wheres the park? B: The park? Oh, its across from the bank. Conversation 3 A: Excuse me. Is there a superma
40、rket around here? B; Yes, itson Fifth Avenue. Conversation 4 A: Wheres the pay phone? B: Its next to the post office. 2c This activity provides guided oral practice using the target language. Point to the list of buildings in la. Ask a student to read the list aloud. Point to the question and answer
41、 in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish. Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in
42、1a. Demonstrate the activity. Point to the map and ask,Wheres the park? Then choose a student to answer.Guide the student to say, Its across from the bank. As students work, move around the room and check progress. Ask several students to say some of their questions and answers for the class. Gramma
43、r focus Review the grammar box. Ask students to say the questions and answers. Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one
44、 talks about one building all alone! (on) 10 第 10 页 共 73 页 Culture note Many visitors to the United States believe that Americans dont like to answer questions or give directions(方向) to touristsand other visitors. This is not necessarily true. The pace of life is fast in the United States, especiall
45、y in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and arent used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share the
46、ir knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need. 3a This activity provides target-oriented reading practice using the language items taught in this unit. Draw attention to the conversation in the box.
47、 Ask students to read it out loud. Ask a student to point out the place that Paul wants to get to. Guide the student to point to the book and say,Heres the hotel. Heres Bridge Street. Point to the two arrows.(箭头) Ask students to repeat left and right. Then ask them to hold up their left hands and th
48、en their right hands. Ask students to read the conversation again. Then ask them to find Paul and Nancy in the picture. Answer Paul and Nancy are the two figures outside the entrance to the park. 3b This activity provides guided writing practice using the target language. Call attention to the three pictures. Explain that the three pairs in these pictures
