人教版七年級上冊英語全冊教案

本學期擔任的英語課，絕大多數(shù)學生入校前已學過英語或接觸過英語，他們已經(jīng)認識了部分字母和單詞，掌握了英語學習的一些基本方法，但多數(shù)同學只是會說部分單詞和句子。尖子生少，學習困難生多，部分學生沒有明確的學習目的，缺少學習的熱情和主動性，自覺性較差，相應(yīng)的學習習慣也差。學生學習英語的新鮮感已經(jīng)喪失，學習英語有為難情緒。針對種種情況，在本期的英語教學中，一基礎(chǔ)知識的講解和基本技能的訓(xùn)練，讓學生掌握詞匯、語法、句型等基礎(chǔ)知識和聽、說、讀、寫等基本技能，為進一步學習英語打下堅實的基礎(chǔ)；另一方面，又要采取多種措施，注意培養(yǎng)學生對英語的興趣；讓學生掌握記憶語音、單詞、閱讀和寫作等英語學習技巧，培養(yǎng)良好的學習習慣和自主探索，合作探究能力。充分調(diào)動學生的學習積極性和主動性。教學上采取任務(wù)型教學，運用靈活多變的方法，實現(xiàn)學生語言運用能力的遷移和拓展。尊重理解學生，與學生一起分享學習中的苦與樂。使每一位學生都能在學新課標七年級上冊共9個單元。全書采取任務(wù)型語言教學模式，融匯話題、交際功能和語言結(jié)構(gòu)，形成了一套循序漸進的生活化的學習程序。每個單元都列出明確的語言目標，主要的功能項目與語法結(jié)構(gòu)，需要掌握的基本詞匯，并分為A、B兩部分。A部分是基本的語言內(nèi)容，B部分是知識的擴展和綜合的語言運用。每個單元還有selfcheck部分，供學生自我檢測本單元所學的語言知識之用。它采用“語言的輸自我檢測等手段，有效提高語言習得者的學習效率，有利于習得者的語言產(chǎn)出，體現(xiàn)了以學生為主體的be;Whatquestion;possessiveadjecti3.Presentprogressivetense;Howquestions;Pluralnouns.4.Wherequestions;Prep2培養(yǎng)學生對英語的學習興趣，形成有效的學習策略，有效提高學習效率，發(fā)展雙基能力，培養(yǎng)聽、說、讀、寫的能力，使學生初步獲得運用英語的能力，達到語言運用能力的遷移和拓展。六、教學措施和方法措施：1.培養(yǎng)學習興趣，引導(dǎo)學生掌握正確的學習方法和策略，提高學主導(dǎo)作用：3.用良好的師生關(guān)系，協(xié)調(diào)課堂氣氛，培養(yǎng)學生開口說方法：任務(wù)型教學：教師提出指令，學生規(guī)范操作。聽說領(lǐng)先，讀寫跟上。綜合訓(xùn)練，扎實雙基。本期每周6課時，預(yù)計十六個教學周。安排如下：第1——4周：預(yù)備篇第6周：國慶放假第10周：reviewunit1-4期中考試第16—20周復(fù)習迎接期末考試教學內(nèi)容新的英語世界.學習、鞏固與應(yīng)用英文字母A到H,可以使學生在日常生活中發(fā)現(xiàn)英語，提高他們的學習興趣。同時，又培養(yǎng)學生養(yǎng)成認真觀察生活的良好習慣。禮貌問候用語的學習可以幫助他們樹立“以禮待人”的良好行為意識，幫助他們建立正確的道德觀。教學目標1)知識目標：A.學習和使用字母A到H;B.學習使用基本的禮貌問候用語；C.學習相關(guān)的縮略詞。2)能力目標：A.掌握元音字母A、E的發(fā)音規(guī)律，提高學生的辨音能力；B.學會向別人有禮貌地問候；C.培養(yǎng)學生觀察生活、捕捉信息的能力。3)情感目標：A.通過本單元的學習，使學生從小養(yǎng)成禮貌待人的良好行為習慣；B.通過學生對英語的初步學習，激發(fā)他們的學習興趣和求知欲。教學重點、難點重點：A.熟練掌握字母A至H;B.掌握基本的問候用語。難點：A.掌握元音字母A和E在單詞中的發(fā)音；B.學會如何用簡單的日常用語向別人問候。3課時安排教師根據(jù)部分學生是英語零起點的實際情況，對教材進行了順序調(diào)整，把有關(guān)字母內(nèi)容課前準備老師：準備上課所需圖片及實物。教學設(shè)計StepOne:Presenttheletters.(用字母卡片向?qū)W生展示，會讓學生有更為直觀的視覺效果。)Teacher:Englishisoneofthemostimportantlangualearnitwel1.Thus,wecantalkwithforeignerscasually.Ifwewantusingthetwodifferent3.Writetheletters.(規(guī)范學生的書寫，養(yǎng)成良好的學習習慣。)letters.Theyarebothimportant.Youcanwritethemafter2.Listenanddrawlinesbetweenthelettersyouhear.(繪圖游戲會吸引學生的注意們的積極性和主動性。)Teacher:TheEnglishletterscanbemadeintoabeautifulpict3.Helptheballoonsfindtthemfindtheirhouses?(Textbook1.Showthepictures.(使用生活中常見的物品及圖片激發(fā)學生認真觀察生活、體驗生活的熱情。)Teacher:TheEnglish4theymean?(TextbookSta2.Haveadiscussionabouttheabbreviations.(展開小組討論，發(fā)揚合作精神。)Homework(鼓勵學生自已動手制作字母卡片，培養(yǎng)每個學生的參與意識和動手能力。)2.Thinklaboutthepronunciationofthelettersinthe51.Playareadinggame.(通過拼寫字母引出新課，能起到承上啟下的作用。)AEGF2.Listentothetapeandrepeatthewords.(讓學生通過聽和觀察來發(fā)現(xiàn)規(guī)律、總結(jié)規(guī)律。)3.Findouttherulesofthepronunciation.importantpartintheB:“E”alsohastwopronunc1.Readthewords.(通過發(fā)音練習加強學生的辨音能力。)Teacher:Sinceyouknowther(Studentscanreadthewordsaccordingto62.Helpthemfindtheirfriends.(游戲簡單有趣，既可以使學生適當放松，又可以進一步總規(guī)律，為學生掌握字母組合發(fā)音作鋪墊。)youhelpthem?Canyouthinkoutotherrulesaboutpronunciations?課前準備教師：準備歌曲磁帶及情景圖片。學生：準備表演時所需道具等。教學設(shè)計1.Introducethecxpression.(通過問答的形式引出簡單的日常問候語。)Teacher:Asweknow,Englishisusedwidelyalloverthewhat'sitsmostimportant1.Actthedialogues.(利用學生手中道具進行情景表演，更加真實化、生活化。)(Thestudentspracticeingroups.Thensomeofth7name.(通過選擇英文名字進一步鞏固字母A-H及日常問候語。)t2.Putthenamesinthe一、知識和能力目標本單元的核心教學內(nèi)容是“認物”。用英語確認周圍的常見事物比較符合英語初學者的實際情況。通過本單元教學，使學生運用所學句型，去熟悉周圍事物的名稱；教學生學會在實際生活中如何確認事物。通過辨認物體，學生學到一些生詞，并鞏固所學句型。教師要盡量使學生對課文中出現(xiàn)的句型能夠熟練上口，這樣，學生才能順利開展比較靈活的對話。教師可以用手勢，表情，動作等示意，幫助學生聽懂課堂教學內(nèi)容，但在實際操作中應(yīng)盡量避免“明知故問”的傾向，應(yīng)該采用應(yīng)用性原則；如：遮蓋物品、顯露局部、辨認物體、完形識別、圖形辨認等方目標在學生學習過程中的作用至關(guān)重要，教師要幫助他們建立起一個切合自己實際的目標，通過漸進的學習以及一點一滴的進步，使他們逐步建立起成功感。成功越多，自信心就越強。代詞this,that和it的用法。this和that均指單數(shù)的事物。this指處于說話者近處的事物；that指處于說話者遠處的事物。而it則指代上文出現(xiàn)的單數(shù)的事物，也可指代上文出現(xiàn)的this或that。例如：c:Andwhat'sthatoverthere?那邊的是什么?B:It'saruler.那是把尺子。教學準備課時參考四課時8Repeatandthengetstudentstorepeat.Dothesamewithakey,apflashcardstoteachthespellingofthewords.PutaflashcardbeneathadrawinGetthestudentstoactouttheconverstheyshoulddo.Studentscantogivetheletterscontaininontheblackboard.ThengetthemtolisPlaythelettergamewiththestudentsrulesofthegameinChinese.看誰快9are.What'sthemeaningofit?A:I'mPaula.P—A—U—L—A,PaulB:Nicetomeetyou,too.Getthemtoanswerthequestion通過本單元教學，使學生能運用所學英語，正確地描述物體的顏色；同時進一步學習分辨人物的用本單元口語訓(xùn)練應(yīng)當自始至終在一種鮮明的色彩背景下進行，旨在營造那種為學生所喜愛的歡快氣氛，教師應(yīng)當在十種顏色上大做文章；在使用實物時要使顏色醒目；在組合圖畫時，要盡量用大色塊；在使用投影時要使顏色突出來。教師可以從教室環(huán)境上入手營造色彩氣氛，如：選取十種顏色的硬色板，剪成各個大寫字母；或者將色板剪成各種卡通動物形象，懸掛在教室當中或在墻上，注明各種顏色的英三、情感態(tài)度和價值觀目標用各種可以調(diào)動學生積極性的活動來提高學生的活躍性，激發(fā)他們參與討論的熱情。同時可以對學生進行美育教育，從小培養(yǎng)他們對美的正確認識。"Whatcolor"學生在學習的過程中很容易把它錯寫成或錯讀成“What'scolor",因此在練習中要反復(fù)強教學準備課時參考四課時one.Theteacheranswersherself:It'sred.Getstudentstoworkinpairs,practicethedialogueappearinthepicDotheguessgame.AskstudentstoworkinpairstopractiT:Excuseme,what'suseChinesetoexplainDothecolorchangesgame,usetwosmallcupsofwater,colorDothecolorchangeswiththeothercolors.Yellow+red=orange,yellowAlsotheteachercanletThentheteachercheckstheanswerssamepronunciation.PresenttheotherlettPlayagame“Howmanywordsdoyouknow?”haveknownalotofwords.Howmany2.Teacher:Congratulations,nowGroup2isthechampion.ButIdon'tknowyournames.Wouldyouliketointroduceyourselfriendswiththem?Ifyouransweris“yes”,pleaseiSa:Hello!I'mLiLei.What'syourname?Sa:Nicetomeetyou,too.Andwhat'sSc:Nicetomeetyou,too.Look!Thisismynewfrienotherwarmly.Everyone2.TheNewcomers.Now,look!Theyarehere.Let'sgivethemawarmwelco“Howdoyoumeetnewvisitorsathome?教學設(shè)計Teacher:Yesterdaywe'veknowneachotheralready.Donames?Ifyoudo,let'ssingthesong“What'syourHello!Hello!What'syourname?Myname'sGina.Hello!Hello!What'shTeacher:YesterdayImade(StudentslistentTeacher:Nowyou'veknownsomethingaboutintroductionsandgreetings.Butifotherplaces,howdoyouintroduceyourselfandgreetothers?LookatthefourpicturesSa:Nicetomeetyou,too.I'mJim'ssisyourselfathome.StepTwo:ChooseEngliEnglishnames.DoyouwanttohaveanEnglishname?Ifyoudo,let'swinnersofthegamewillgetEnglishnames.Rules:Everystudentshouldintroducehimselforherself,butatthesametishouldrepeatalltheabove-meS2:Hisname'sTony.Myname'sLTeacher:Congratulstionstothebeforeyouchoosenames,youmustknowEnglishnameshavetwoparts:firstnamename.Lookatthebox,canyJennyGinaAlanMary教學設(shè)計Teacher:Duringthefirsttwoclasses,we'veknoT:Butyoudon'thavetheirtelephonenumbers.T:Ifwewanttoknowabouttheirtelephonenumbers,wemustlearnhowtinEnglish.Let'slearntosing"TFourlittle,fivelittle,sixlittleT:Countthenumbertogetherfromzero2.Listentotheconversationandwritethetelephonenumber.pleasehelpmewriteitdS1:Hello,LiuYu.What'syourtelephoneS1:Oh,thankyou.Whataboutyours,LinFanS1:…AndmayIknowyourphonenumber,S1:ThankyouveryMytelephonenumberis…LiuYu'sphonenumbe4.Teacher:Iwillplaytherecordingtwice.Thefirsttimejustlisten.Thesecondtime,writetheletteroftheperson'stelephonenT:Next,I'11playtherecordingattentiontotheaddressbookheadings“Names"and“Phonenumbers”.Nowworkingroupsofsixandaskyourgroupmembersnumber?”Teacher:FromthecarT:Yes,Itmusthavea2.What'sherfamilynaDemands:A.Usefulinformationmustbeincluded.C.Studentsmayshowtheirownpersonalities2.Findouttheinformationa教學設(shè)計2.FindtheownerofthecarS1:Ican(ShowoneofthecarS1:What'syourS2:It's...Teacher:IDcardsareuseful.Bveryfamous.Nowl2.Collectusefulinformation.Teacher:Thesepersonsisafamous...player.He'samemberofS2:DoyoulikeMichaelS1:OfcourseIdo.That'smydreaaposteraboutyourself.Inyourposteryoushouldtrytointroduceyourself.(StudentscanwriteapassagStudentsareaskedtT:Right.WhoistheT:Heismy"grandfather".Pleasereadafterme,GRANDFATHERG-R-A-N-D-F-A-T-H-E-R,grandfather.(OnemorestudentgivestT:Aboyistalkingabouthisfa(Askafewpairstopractice.)yourself.Thenreportittotheclass.(Twostudentscometothefront.)T:Youdidwell.T:PleasetakeoutthefamilyphotosyoubringtoscT:Youknowmyfamilymembers.Iwanttoknowyourfamilymembers.Wouldmemberstous?(StudentsusetheirphotosorT:Verygood.(Anothertwostudentsintroducetheirfamily.)S?:IsthisJim?box.Workinpairs,thenreportittotheclT:Checkyourwork,please.T:Ihaveapicturehere.Doyouwanttoknowwhosheis?(ShSs:Yes.(StudentsguessthepictureHomework.Drawyourfamilytree.(PutthepictureofhissisterontheT:Thesearemyparents.Theyare"great"parents.(PutthepictureofhisfamilyontheblaSs:G-R-E-A-T,great.T:Theyaremy"dear"parents,too.(TeachdeT:Ihavealetterfrommypenfriend.NowIwaSs:OK.(Studentsreadtheletteranddrawthephotoontheirbooks.)S?:Dear...Thisis...Ihavea...andlettersontheblackboard.YoumatchthephotosandreadtheletterandmatchitwiththepUnit2Isthisyourpencil?教學設(shè)計S1:Apen.(Ssmaysharpener,anddictionaT:Now,pleaselookatthintherightpict1.Presentthedril1“Isthis…?Yes/No,itis/isn't.”T:(Holdagirl'spen.)ThisisherS1:No,itisn't.It'shisattentiontotheuseof4.Presentthedrill“Is示代詞that的用法，并從位置關(guān)系上讓學生準確理解this,that的區(qū)別。)T:Thatishisbook.Isthatyourbook?(Putaboy'sbookonthT:Thatisherbook.IsthatS5:No,itisn't.It's5.Practicethedrill“I(TheteacherasksT:Nowpleaselistentothethreeplayagain.Andthistimeyou(Pointtotheboxestoshowwh7.PracticethedrillsLanguagesusedforthetask:T:Inthisclass,we'velearnedthenamesofsomecommonpersonalIsthismybook?Yes,iIsthisherpencil?Yes,itis.ReadthenewwordsandT:Pleaselookattheblackboard.AndanswermyT:Isthishistelephonenumber?T:Good.Thistime,whowou2.Reviewthevocabulary.(PutsomepicturesT:Isthathispencilcase?(PointtoJi(Playtherecordingfor2.Listening(2b).2.PracticetheofferingpronunciationandintonationsupportasT:I'11asksomepairsofsSA:Howdoyouspellbackpack?StepFour:Task2:Findtheowner.Yes,itis.It'smy2.Isthatyourruler?No,itisn't.It'sherruler.Myrulerisblue.StepOne:Revision.T:Let'slisten(Selectthebesttwo.Awardaprizetotheirwork.)T:What'sthisinEnglish?It'sa(Askastudent)What'sthiT:Good.(Askanotherstudent.)What'(Teachtheotherwords“baseball,computergame,ke2.Practicethenewwords.T:Good.Pleaselookatthepicturesinthethingsinthepicture.Doitbyyourself.(T:Nowpleaseworkwithyourpartne1.Listening(2a).(PlaytherecordingListening(2b).(Playtherecordingforthestudentstowriteinthebox;StudentB(Studentspracticeteachermovesaroundexplainingtheprocedureandofferinghelp.)(Studentspracticeteachermovesaroundexplainingtheprocedureagainandprovidinghelp.)SA:No,itisn't.It'sherblackboardtofStepFive:SummaryandhoInthiscase,we'velearnedthenamesofsomepossessions.Afterclass,pleofthesewordstowriteoutaconversationandpracticewithyourpartner.教學設(shè)計T:FirstI'11checkyourhomeworkSa:Isthisher在(里面或附近);在(點刻);表示特指的人、物、事或群體丟失的；遺失的(find的過去式、過去分詞)找回的失物招領(lǐng)請學校一套；一副2.Practicethenewwords.3.T:Pleaselistent T;Well,whowouldlik(Studentsreadthepassageandtheteacherpaysmoreattentiontotheirpronunciation.)T:Good.Whatwillyoudowiththdiscussionwithyourpartner.T:Ifyoulostsomething,whatshoulS1:Call"110".S5:尋物啟事。T:A11ofyouareright.Todaywearegoingto“Lost”belowandfindouttheimportantinformationaboutit.(讓學生通過教師展示的失物啟示，發(fā)現(xiàn)寫失物啟示的要點。)T:Yes.Youhavedoneverywell.Ifweperson'sname,telephonenumberNext,ifyoupickupsomething,whatshouldyoudo?S12:交給警察。Ss:失物招領(lǐng)。T:Good.Howtowrite"Found"?Lookat“Found”andthentellmethewaytowrite"Found".Phone#556-0203.S16:聯(lián)系人。T:Excellent.Allofyouareveryclever.Ifwewrite“Found”,weshouldwritethething,telephonenumber,thepeoplewhotheT:It'stimeforyoutoreadthenoticesyourselfandcirclethewordsT:Whowouldliketogiveusyouranswer?Pleasereadthewords.Aofthefirstpartwiththeword“Found”)Thisisthefirstpartofthemessage.Writen2,3,and4intheboxestocompletethemesT:Well,whowouldliketoreadthemess(StudentswritetheirbulletinboardmessagesandtheteachermovesofferinglanguagesupT:Let'sreadsomeofyourmessages.T:Pleasereadthewordsinthebox.Ifyoudon'tknowthemeaningofthewords,youmayreviewthelesson,askme,askyour(StudentscheckallthewordstIsthis/that…?Yes,itis./No,iT:Nowpleasereadtheconversationwithyourpartner.教學步驟(Preparesomeschoolthingsforthestudentsaspresents.)T:Good,hereyouare.(Holdupapen,aneraser,anotebookandsoon.Askthequestionsinthesameway.Andgivethepresentstothestudents.)(Showapictureofabedandadresser.)T:What'sthis?It'sabed."BED".ReadT:What'sthis?It'sa(TeachtheotherwordsbookcaseT:Whereismybook?It'sonthed教學設(shè)計(writethefoursentT:Where'rethebooks/yourkeys?S:They'reonthechair.(Thentheteacherwri“Where's,It'sandThey're”arecontractions.StepFive:Practicethedrill“Whereis/are…?”(Makeaconversationwithastudent.)P19,la)Askandanswe·Ss:No,itisn't.It'sunderT:Wherearethebooks?Aretheybehindthesofa?(LookT:Makeasurveyafter教學設(shè)計T:Yes,it'samathbook.Readafterme.M-A-T-H-B-0-0-K,mathbook.rememberallthethingsintheroom.Begin!(Threeminuteslater,askthemtoclosetheirbooks.GivetT:WhocanwritethemdownontheblacS1:Ican.(Afterwritingthem,studentsopenthebookstocheck2.Presentthedril1.T:AskandansweraccordingThingsbackpackbooksIDcardrulerisn'ttidy.Sohismotherhelphismotherfindthethings.(PlaythetapefortheThingsrulernotebookMathbookT:Where'stheruler?T:What'sthis?S1:It's(LearntheothS1:Yes,Ican./No,IcaT:Canyouwriteyourname?T:Youneedapen.(Givehimapen.)(Letthestudentsunderstandtheword"neeT:Booksclosed.somethingonthe1.FillinT:YouwantfourthingsWriteanotetoafriend,lethimgoT:Nowdrawyouridealroomsingroupsofsix,Pleaseeveryonecanjointhistask,andthenshowtheroomtous.2.WritesomenewwordsabouttT:Now,pleasethinkitover.DoyoWhocanwritethemdownontheblackboT:Lookattheblackboard.Theyare:ball,pen,ink,cupboard,livingroom,bedroom,kitchen,fridge,andw“tennisracket,ping-pongball,volleyball,basketball”inthesameway.AndthenshowstudentsthepictureoftelevisiT:Askandanswerinpairswiththesethings.Usethedrill“What'sthisinEnglish?”and“Whereisthe..?”T:Doyouhaveapencilcase?S1:YSa:No,Idon't.Ihaveavolleyball.(Studentsworkinpair(Playtherecordingof1bthenewwords.(television,basketball,baseballbat,soccerball,volleyball,television)教學設(shè)計2.Practicethedril1.T:PracticeingroupsoffourT:Listentotheconversationin2T:Now,Pleaselookatthepicturein2cAskyourpartner“Doyouhavea…?”教學設(shè)計T:OK.Let'splayvolleyballafter2.WorkinpairsandmakeSs:interesting,fun,r2.ExplaintheChinesemeaningof3.Thenmatcheachpicturewithoneofthewor4.(Pointtothefivepictu(WritethelistofthesubjectstodayontheT:Ismathrelaxing?Ss2.Practiceusingyourpictures.T:Pleasedrawpictures3.Changepicturesandworkinpairs.2.Studentsonlylisten.(Playthe4.Checkthethem.First,listentotherecordingT:Listentotheconvers