人教出版七年级英语上册教学方案计划教育教案.doc

,.人教版（新目标）初中七上Starter Unit 1 Good morning!教案教学目标：1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening! 2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 教学重点、难点：1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2.句型：Hello! Good morning!教学过程： Step 1. Warming-up 1. 课前上课铃响教师就播放Good morning歌曲。 2. 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。教师自我介绍并用Hello! / Good morning! 问候学生。帮助学生用Hello! / Good morning! 作回应。 Step 2. Play a game.绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，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。Play the game like this: Teacher says a letter, for example C, then let the Students 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.Step 3. Presentation 1.用预先制作的图片或挂图介绍八个人物和姓名。 2.出示Bob的图片，帮学生说Hello, Bob! 或 Good morning, Bob! 然后利用其他图片介绍其他七位人物的名字。 Step 4. Game在幻灯片上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，然后出示7位人物的头像，让同学们看看少了哪一位人物的头像，有助于锻炼他们的反应力和注意力。获胜者也以英语名字作为奖励。Step 5. Presentation.出示Bob头像和时钟（早上），让同学们猜Bob会对我们说什么。然后帮助同学们练习说Hello!或者 Good morning！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。Step6. Work on 1a. 看1a图并写出图中人物名字，看有什么规律。这部分内容培养了学生的观察能力。 Step7. Work on 1b. Listen and repeat. 听录音，并跟读。Step8. Work on 1c. 同桌练习1a对话，老师在教室移动聆听帮助。并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。 Step9.Homework 1.熟悉八个人名，与图片联系，辨别性别。 2.用所学语言问候家人或朋友。 3.只做自己的姓名卡片，学会读自己的英文名字。板书设计：Unit 1 Good morning!Alice, Bob, Cindy, Dale, Eric, Frank, Grace, HelenHello! Good morning! Good afternoon! Good evening!课后反思： 人教版（新目标）初中七上Starter Unit 2 Whats this in English?教案教学目标：1.复习巩固字母Aa-Hh2.复习打招呼的用语、朋友见面的问候语和应答教学重点、难点：1.字母的正确书写和认读。2.7个表示物体的单词的熟练掌握。教学过程： Step 1. Warming-up 1. Good morning/afternoon/evening! How are you? Im fine, thanks.How are you? Im OK. 引导学生在真实的交际中运用Starter Unit 1中学到的日常用语，让学生体会学英语的乐趣和成功的快乐。Step 2. Play a game.让学生从闪烁的画面中通过快速的思维，说出其中是什么字母。 “Whats this？Its ”是本单元的重点句型。通过这个游戏，让学生在听说中首先建立一定的感性认识，体现听说领先的原则。Play the game like this: Teacher shows a letter quickly and asks : “Whats this?” Get the students to answer the questions like this: “ I think its A / B.”Step 3. GameTeacher shows a part of a letter and asks : “Whats this?” Get the students to answer the questions like this: “ I think its A / B.” Then show the whole of the letter to let the students check whether theyre right or wrong. 在幻灯片上通过闪现字母进行猜测，从猜谜游戏到新知识呈现，学生在悬而未决的心理状态下学习新知识，因注意力相对集中和兴趣被有效激活，对所学的东西印象深刻。Step 4. Presentation.1a Look for the small letters in the picture for these big letters. Check ()the ones you found. 在图中找出下列字母的大小写，在找到的字母后打。Step 5. Work on 1b. 播放1b录音，同学们先听。第二次播放1b录音，同学们跟读，培养学生学习兴趣和良好习惯。 Step 6. Work on 1c. 同桌练习根据1a练习对话，然后编写对话，老师在教室移动聆听帮助。并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。 Step 7.Homework 制作从I 到 R的卡片，并涂上颜色。板书设计：Unit 2 Whats this in English?Whats this?I think its 课后反思： 人教版（新目标）初中七上Starter Unit 3 What color is it?教案教学目标：1.学习英语字母S-Z。2.能在四线格里正确地书写S-Z的大、小写。教学重点、难点：字母的大小写格式，避免书写错误，做到书写正确、美观。教学过程： Step 1. Guessing game Teacher shows a part of a letter and asks : “Whats this?” Get the students to answer the questions like this: “ I think its A / B.” Then show the whole of the letter to let the students check whether theyre right or wrong. 这一部分的Guessing game主要是为了让学生从不完整的画面中通过想象力，猜出其是什么字母，既复习学过的字母，又丰富学生的想象力。而“Whats this？Its ”既是前一单元的重点句型，也是下一课时使用频率较高的一个句型。 Step 2. 1aLook at the picture. Write the letter for each color. Step 3. 1bListen and repeat .Play the recording. Stop the tape after each letter and have students repeat. Check pronunciation and correct if necessary.Step 4. 1cPractice the conversations in the picture with your partner. Then make your own conversation.这项活动首先让同桌之间练习，然后邻桌练习，老师在教室走动，有需要时及时帮助。即巩固了第二单元的句型，又为下一节课做好准备。练习完后，同桌之间编写对话。对初学者来说Ss、Xx和Yy这三个字母容易受数学老师的影响发音不准确，可能比较难读准，因此学生应仔细去听，老师应耐心纠正。Step 5.Homework 1.Copy the letters Ss-Zz.2.Make color letter cards.板书设计：Unit 3 What color is it?Whats this?I think its S s T t U u V v W w X x Y y Z z课后反思： 人教版（新目标）初中七上Unit 1 My names Gina教案Teaching aims（教学目标）1学会问候他人2学会如何做自我介绍, 认识新朋友，并正确称呼他们的英文名字3从对话中学会获取更多他人的基本信息5初步学会使用部分形容词性物主代词Language points（语言点）1要求掌握以下句式：（1） Whats your name? My name is（2）Hi. My names Gina.Im Jenny. Nice to meet you!- Nice to meet you, too.（3）whats what is Im I am names name is2要求掌握以下词汇：（1）生词：name, am, nice, meet, what, hello（2）人称代词和形容词性物主代词：I, you, my, your, his, her（上述数词和部分形容词性物主代词本应在第二和第三课时中出现，但可以在第一课时中非正式出现，给学生初步的印象，为后面的学习作铺垫。）Difficulties（难点）：本课难点是大量的人名和形容词性物主代词，而学生在描述时容易混淆男名和女名，在运用代词时容易错用人称代词和物主代词。 Teaching steps（教学步骤）1. Warming-up and revision（课堂热身和复习） (1) Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.（2）Warm greetings to the students2T: Hello! / Hi!S: Hello! / Hi!T: You are very beautiful/cool/S: Thank you.2. Presentation（呈现新知识）（1）T: Hello! My name is Lily. Whats your name? S: (引导学生回答) My name is Tom.T: Its a good / nice name.I like your name. 教学设计说明1在课前放一段学生熟悉的英文歌曲，渲染学习气氛。在轻快的音乐中学习,使学生更乐学。2跟学生热情地打招呼，赞美学生，尽快缩短师生之间的距离。如学生未能理解，可用汉语补充解释。3T重复两遍这两句话，然后板书my / your / whats在黑板上，并在与学生交流的时候加重my/your的语音，突出这两个单词。4T要及时表达对学生名字的欣赏。（2）T: Hi! Im Lily. / My names Lily.S: (引导学生回答)Hi! Lily. Im Alan.T: Nice to meet you! S: Nice to meet you! （3）Practice the expressions on the blackboard. Tell the Ss to pay attention to: whatswhat is ImI am namesname is3. Play a game. (show the Ss a bag with fruits and two boxes full of English names)T: Look here. I have a lot of gifts for you. Come here and touch. Try to say them in English, Ill give you the gift and let you choose an English name first.S: Yeah. S1:(获得英文名后) My names/ ImS(全班): Nice to meet you!S1: Nice to meet you!4. Work on 1aT: Now look at the pictures 7 on P1. Listen and Read. Try to say and write English words for the things in the picture See how many words you know.T: Look here. Whats this? Who knows?（Reward the student if she / he knows the word，write some new words on the blackboard to teach the Ss, such as map）5Work on 1bT: Now lets listen to the tape, find out the right conversation,and number them 1-3.（Point out the boxes where students will write a number for each conversation. Play the recording for the first time, Ss only listen. Then play a second time, Ss number the conversations.）A: Whats your name? A: Good morning! A: Hi. My names Gina. B: Alan. Im Cindy. B: Im Jenny. Nice to meet you! A: Hello, Alan. Im Ms Brown. B: Hello, Cindy. Im Dale. A: Nice to meet you, too. A: Nice to meet you!6Work on 1c（1）Ask the Ss to practice the conversations in 1b with a partner.Then use their own names to practice instead of the names given.（2）Encourage the Ss to leave their seats, move around and greet other classmates.5引出另一种表达方式Im / names，T板书这两个词。同时让学生学会初次见面说Nice to meet you. 并且彼此握握手，告诉他们这是一个礼节，在美国很普遍。新句型的出现需多遍重复，加深学生的印象。6有部分同学没有英文名字，为了便于后面的交流，通过有趣的游戏，让他们在活动中获得奖赏。也可以让他们回答一些简单的问题来得到选名字的机会。同时巩固前面的句型。 7 把图上的东西在实物投影仪上放大，或者课前画一些简笔画。使图像更清晰、直观。8播放磁带, 训练学生准确获取信息的能力，同时检测一下学生对新句型的掌握情况。如有需要，T可播放磁带两遍,播放之前，向学生讲清练习听力的步骤。听完检验答案后，有必要以大组为单位重复操练一下这三组句型。9在学生两人小组进行对话时，教师可在教室不同的位置走动，聆听同学们的对话，及时肯定他们的进步，并在他们需要的时候提供帮助，纠正不正确的语音语调。（3）Get some pairs to come to the front of the class and act out the dialogue after they have practiced several times.7Follow up（进一步扩展）（1）（Take out some photos of famous persons, such as athletes, film stars, singers and so on）T: Well, Id like to show you some pictures you are interested in. Can you tell me what her / his name is?Whats his / her name?Her / His name isT: Great. / Wonderful. / Good. / Right. / Well done.（Write down their names on the blackboard to make the Ss read more easily and remember more English names.）（2）T: Im sure youll be famous like them one day. So first you need to make a calling card. (Give each student an empty card for them to write their English names on one side and Chinese names on the other side, then hang them before their chests.)8HomeworkOral work:(1) Listen to 1b, read and recite it. (听读背诵1b中的对话)(2) Go on making up your dialogues with your group members and polish it. (继续和小组成员编对话。并完善对话。)Written work:(1) Copy the phrases in 1a twice. (2) Write English names as many as possible in the exercises book. 板书设计：Unit 1 My names Gina（1） Whats your name? My name is（2）Hi. My names Gina.Im Jenny. Nice to meet you!- Nice to meet you, too.（3）whats what is Im I am names name is课后反思： 人教版（新目标）初中七上Unit 2 This is my sister教案Teaching aims（教学目标）1、学会认知家庭成员，了解家庭关系。2通过认知家庭成员及关系学会使用指示代词复数these , those 的用法。Language points（语言点）1要求掌握以下句式：Thats my family .Those are my parents.学会“用指示代词介绍人或物”的句子结构的复数形式。2要求掌握以下词汇：（1）生词：sister , parent , brother , grandmother , grandfather , grandparent , these , those ,（2）指示代词复数these , those 的用法。（Difficulties（难点）：家庭成员的称呼：mother, father, sister, brother, grandmother, grandfather, friend, uncle, aunt, cousin, parents介绍和辨别人物的基本句型：This/That is . These/Those are.Teaching steps（教学步骤）1. Warming-up and revision（课堂热身和复习）(1) Warm greetings to the students2T: Hello! / Hi!S: Hello! / Hi!2. Presentation（呈现新知识）拿出自己的全家福照片给学生看，通过简要介绍家庭成员引出家庭的话题。介绍句型This is my/These are my 3.提前一天让学生拿一张自己家的全家福或生活照片，上课时先让学生简单介绍（可安排学生预习），从而开始介绍家庭。可以两人一组、或者四人一组相互介绍自己的家庭成员。应该用到句型This is my/her/his /These are our/his/her让学生看教师准备的他人的照片然后让学生介绍。4. Work on 1aMatch the words with the people in the picture.5Work on 1bListen and circle the words you hear in 1a.6Work on 1cRole-play the conversation in 1a.Then talk about the other people in the picture.A: Thats my family .Those are my parents.B:Who is she?A:She is my sister.Oh,and these are my brothers.然后用投影仪把学生拿的照片放大到银幕上，之后由学生来介绍照片上的人物。7Homework请同学们反复朗读单词，并自查能记住多少单词。板书设计：Unit 2 This is my sisterA: Thats my family .Those are my parents.B:Who is she?A:She is my sister. Oh,and these are my brothers.课后反思： 人教版（新目标）初中七上Unit 3 Is this your pencil教案Teaching aims（教学目标）1、辨认物品的所有者2、根据场景询问英语中对应的表达法Language points（语言点）1要求掌握以下句式：Is this your pencil? Yes.it is. Its mine.Is that your schoolbag?No.it isnt. Its his.学会用名词性物主代词。2要求掌握以下词汇：（1）生词：pencil, pen,books, eraser, ruler, pencil box, schoolbag, dictionary,his,mine,hers,（2）指示代词复数this , that的用法。（Difficulties（难点）：名词性物主代词mine, his,hers,yours的用法。Teaching steps（教学步骤）1. Warming-up and revision（课堂热身和复习）Warm greetings to the students2. Presentation（呈现新知识）出示图片或实物，学习新单词(Whats this in English? Its a/an) 然后朗读1a中的新单词。（先是全班，然后分小组检查、补漏）3. Games游戏规则：将学生的一些物品收集上来，放在一个箱子里，请一个学生上前来，蒙上眼睛，从箱子里取出一样物品，全班学生一同发问，“Whats this in English?”这名学生猜，使用句型“Is this a/an”猜到之后，可以回座位，每位学生有两次机会猜，否则就视为失败。4. Work on 1aMatch the words with the things in the picture.5. Work on 1bListen and number the conversations 1-3.6.Grammar FocusIs this your pencil? Yes.it is. Its mine.Is that your schoolbag?No.it isnt. Its his.Are these your books?No,they arent.They are hers.形容词性物主代词和名词性物主代词：名词性物主代词：单数形式：mine（我的xx），yours（你的xx），his /hers /its（他的xx、她的xx、它的xx）。复数形式：ours（我们的xx），yours（你们的xx）， theirs（他们的xx），本节课先介绍单数形式。名词性物主代词具有名词的性质,可以单独使用,在句子中可以作主语,宾语或表语。如: This is my pen. Yours is on the desk.(作主语)这是我的钢笔.你的在书桌上。 The green bike is yours.(作表语)绿色的自行车是你的。 请注意:名词性物主代词具有"形容词性物主代词+名词"的作用。如: The bike is his. Its not mine. (mine=my+bike) 为了区别形容词性物主代词和名词性物主代词的用法,请记住下面的口诀。 形容词性物主代词能力差,自己不能来当家,句子当中作定语,后面要把名词加。 名词性物主代词能力强,自己独来又往，句中主语、宾语、表语当。7.Work on 1cPractice the conversation above with your partner. Then make your own conversations .先跟读对话，然后以小组为单位朗读对话（互相检查、帮助），最后分小组练习对话。再用投影仪把学习用具图片放大到银幕上，之后由学生来介绍并对照图片上的学习用具编对话。8HomeworkCollect the names of school things.Write them on the exercise books.板书设计：Unit 3 Is this your pencil？Is this your pencil? Yes.it is. Its mine.Is that your schoolbag?No.it isnt. Its his.Are these your books?No,they arent.They are hers.课后反思： 人教版（新目标）初中七上Unit 4 Wheres my schoolbag教案Teaching aims（教学目标）1、学会一些表示家具的名词以及学习用品的单词；2、学会方位介词：in, on, under的用法； 3、学会运用方位介词和Where句型表述物品的正确位置。Language points（语言点）1要求掌握以下句式：a-Wheres ? -Its in/on/underb-Wherere?-