人教新目标英语七年级上教学计划和全册教案（219页）

人教新目标英语七年级上教学计划 一 学生情况分析（学生 62 人，其中男生： 36 人，女生： 26 人） 1学习水平不均 有的学生对小学英语比较重视，学得很好；但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。有的学生笔试不错，但语音、语调、书写都有待加强。因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。 2学习习惯不好 学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。 总之，既要避免好生吃不饱的现象， 又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。在今后的教学中应该注重培养、激发兴趣，教给学生学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。 教学措施和辅助 二 课时总安排 总共 100 课时：授课 课时 复习 课时 测试 课时 机动 课时 三教材总体目标、单元要求及重难点 The goal: The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives. Go For It! 是以英语课 程标准为依据，以学生的英语语言综合运用能力为目标。不仅以语言知识、语言技能为重点，而且更注重学生的学习策略、情感态度和文化意识。教学内容的处理和取舍灵活开放， 只要教师从学生的实际水平和语言能力出发，任何教学内容的调整或取舍，任何教学步骤的安排都是可行的。“ I sometimes go to the last to do the group work first It depends on the teachers knowledge of the students actual language ability” (David Nunan)；提倡教师结合学生实际，充分利用学生、教师本身和环境中一切可以利用的资源，丰富教学内容，创造运用英语的机会，注意多渠道开发教学资源。 “ Don t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.” (David Nunan)；提倡任务型语言教学，教学进度整体把握，教学形式不拘 一格；课堂以学生为主体，以任务为主线，重视体验参与，课后访谈调查，读写扎记，重视语言运用；正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。 The key points of each unit: Topic Functions Structures U 1 Making new friends Introduce yourself Greet people Ask for and give telephone numbers Present tense to be What questions Prossessive adjectives:my,your,his,her U2 Things in the classroom Identify ownerships Demonstratives:this,that What questions and Yes/No questions How do you spell pen? U3 The family Introduce people Identify people Demonstratives:these,those Subject pronouns:I,he,she Yes/No questions Plural nouns U4 Things around the house Talk about where things are Where questions and Yes/No questions Prepositions: on,in,under Subject pronouns: they U5 Spending time with friends Ask and answer questions about ownership Make suggestions Present tense to have Yes/No questions and short answers: lets Adjectives of quality U6 Food Talk about likes and dislikes Present tense to like Yes/No questions and short answers Affirmative and negative statements U7 Shopping Ask about prices Talk about clothing Thank someone Demonstratives:this,that,these,those How much questions U8 Dates Talk about dates When questions Prossessive “s” How old are you? U9 Movies Talk about preferences Make plans Present tense to want Yes/No questions and short answers: Adjectives of quality U10 Joining a club Talk about abilities Modal verb can Yes/No questions and short answers: Affirmative and negative statements What questions U11 Daily routines Talk about daily routines Ask about and say times When questions What time is it? Adverbs of frequency U 12 School subjects Talk about preferences Give reasons What questions Why questions Who questions Adjectives of quality 四、 教材分析 新目标任务型教学的特色理念： 新目标英语是以任务为基础的语言教学，在教材的设计上，遵循了自然言语、情境真实性、语言形式为交流功能性服务、层层深入阶梯型发展语言能力、在做中学等最新教学原则和理念，注重引导学生体会文化差异，培养学生自主学习能力，完全符合教育部的义务教育阶段英语课程标准的要求。本教材的教学理念：“知识用于行动”，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。 人教社新目标英语教材的几大特色： A. 图文并茂。一幅副充满情趣，幽默生动的画面，令你眼睛一亮。它 不仅版面设计充满新意，而且在内容和结构方面更富有创意 更具时代感，更有现代气息，更加贴近学生的生活。学生一拿到课本后都爱不释手，迫不及待地翻阅。 B. 实用性强。每个单元的选材都来源于学生的学习和生活。紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。如第一册的十四个话题：认识新朋友、教室里的物品、家庭成员、食品、购物、电影、参加社团、生活习惯、学习科目、国家与语言。第二册的十二个话题：邻居、动物、足球、职业、周末活动、音乐、人物性格与外貌、天气、节日、度假与休闲、流行文化、规章制度与日常生活。由于这些都 是学生熟悉的话题，生活中经常碰到的事情，所以学生容易接受，学习热情自然也高。使教学活动由“要我学”转变为“我要学”。 C.注重交际。针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。每个单元都有语言活动，且内容不同，形式多样，学生对这些活动充满兴趣，所以大家都能情绪高昂地参加 pair work, group work, games 等活动。学生们充满了自信，开心地练习说英语，教室里常常充满了欢歌笑语。同学们都喜欢上英语课，他们能为学以致用而感到兴奋，同时也体验到了学习语言的快乐。 D.词汇量大 。第一册有词汇 700 个左右，第二册约 450 个，第三册约 450 个，第四册约 400 个， 第五册约 500 个，合计 2500 个。这一点正好达到英语课程标准5 级的要求。大大丰富了学生的词汇量，让学生能更好地表达自己的所思所想。同时也要求学生必须采取有效的记忆单词的方法，就会事半功倍，否则难以适应教材的要求。这时学生特别需要教师的指导 .。 新目标英语的教材设计原则 a.言语、情境真实性原则 (The authenticity principle) 任务的设计要提供给学习者明确、真实的语言信息。语言情境、语言 形式等要符合交际的功能和规律。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。 b.形式 -功能性原则 (The form-function principle) 任务的设计注重语言形式和语言功能的结合。形式 -功能性原则，旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力；每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。 c.阶梯型任务原则 (The task dependency principle) 学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。 d. 在做中学原则 (Learning by doing) 自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。 五、教学具体措施及辅助活动 1利用直观教具和教学辅助媒体，激发 兴趣，增加容量，整体优化课堂教学。 2每日进行单词竞赛。 3学唱英文歌。 4坚持值日生报告。 5开展多种游戏和竞赛活动。 六、 教学进度表 Week 1 Starter Unit 1 5 课时 Week 2 Starter Unit 2& Starter Unit 3 5 课时 Week 3 Unit 1 6 课时 Week 4 Unit 2 6 课时 Week 5 Unit 3 6 课时 Week 6 Revision 6 课时 Week 7 Unit4 6 课时 Week8 Unit 5 6 课时 Week 9 Unit 6 6 课时 Week 10 Revision 6 课时 Week 11 Middle examination 6 课时 Week 12 Unit 7 6 课时 Week 13 Unit 8 6 课时 Week 14 Unit 9 6 课时 Week 15 Unit 10 6 课时 Week 16 Unit 11 6 课时 Week 17 Unit 12 6 课时 Week 18 Revision 6 课时 Week 19 Revision 6 课时 Week 20 Final examination Starter Unit 1 Period 1 Title Starter Unit 1 Good morning! Target language 1: Words phrases hi， morning， good， hello 2: Key sentences 1 Good morning /afternoon /evening! 2. Hello! 3 Hi! Ability goals Enable students to listen to and talk about letters & greetings Learning ability goals Help students learn how to greet Teaching important difficult points How to greet and learn some letters. Teaching aids A tape recorder， some cards Teaching procedures and ways Step 1： Introduction Begin by greeting the class with a smile and good morning! Now， introduce the words “teacher” and “class” by using gestures Repeat this several times and have the class repeat after you Students Can answer as a whole group As rows and as individuals Repeat “I am your teacher and you are the class” several times Now， introduce the class to the instructions： Class， please sit down and class， please stand up by using actions and gestures They can practice this several times Step 2： Leadin You may want to leave the class again to introduce the usual Good morning routine Say Good morning class Help students respond with Good morning Point to yourself and say Im Miss， Mr Have them repeat Explain the terms Miss and Mr in Chinese 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 3： Practice Say： Stand up， please! (Ss stand up) Leave the classroom， return and say Good morning， class! Help the students respond with Good morning， Miss， Mr Say Sit down ， please Now lets start the lesson Step 4： Presentation and activity Now point to yourself and say My name is Miss Mr. I am your teacher Find a student you know and say your name is(Beth) Then ask What 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 others Help them to respond with Nice to meet you， too Explain the Word “too in Chinese Step 5： Practice Get the students to practice the following dialogue in pairs S1： Good morning S2： Good morning Im (Ben) Whats your name? Sl： My name is (Dale) Nice to meet you! S2： Nice to meet you too Call out several pairs of students to give their performance Praise their efforts as much as possible Help the slower students with patience Step 6： Presentation Do activity 1a： Look at the picture Find the small letters for these big letters 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 /e/ not /e/ Step 7： Listening and writing Get the students to listen to the tape and finish the task list on the book Make 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 exercisebooks Let the students know the diffences between the big letters and the small letters Step 8： Games time Let the students do some letters games to enjoy your lesson， the following is the instruction 抢读字母游戏：教师将全 班分成若干小组，然后逐个出示字母卡片，学生们举手抢答。教 师让最先举手的学生读出该字母，读对的给该组记 10 分，得分最多的组为优胜组。 Step 9: Homework Copy the conversation and letters. (Do entering famous school) Starter Unit 1Period 2 Title Starter Unit 1 Good morning! Target language 1: Words phrases CD; afternoon; evening ; letters Aa-Hh 2: Key sentences 1. Good morning /afternoon /evening! 2 Hello! 3 Hi! Ability goals Enable students to listen to and talk about letters & greetings Learning ability goals Help students learn how to greet Teaching important difficult points How to greet and learn some letters. Teaching aids A tape recorder， some cards Teaching procedures and ways Step 1： Duty report Ask one student to be a small teacher day by day. At the same time, give your advice. Step 2 Leadin Do free talk： 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 sample: 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. 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 about the abbreviation. (See the powerpoint) Step 3： Pairwork Let students work in pairs to practice the dialogue on 3a Get them to act it out after practicing. Do 3b Make sure all the students know the answers correctly. Let the students try their best to remember how to pronounce all the names. Let the 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 perform Praise their efforts as much as possible Help the slower students with patience. Step 5： Homework Copy the letters and the new words and finish off the workbook. (Do entering famous school) 教学反思： Period 3 (By xcy) Title Starter Unit 1 Good morning! Target language 1: Words phrases How; are; you; I; am; fine; thanks; OK: Im=I am 2: Key sentences 1. How are you ? 2. Im fine, thanks ! 3 Im OK! Ability goals Enable students to listen to and talk about letters & greetings Learning ability goals Help students learn how to greet Teaching important difficult points How to greet and learn some letters. Teaching aids A tape recorder， some cards Teaching procedures and ways Step 1 Duty report Ask one student to be a small teacher day by day. At the same time, give your advice. Step 2 Lead-in Begin 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 possible Say out all the letters in English while you are pointing the letters or things in the classroom Make sure all the students know what you are saying and what it is in English. Speech Cassette la of section B Play the tape and ask the students to listen to it carefully, then act it out, also do the task of lb on the book Next get the students 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 English Ask the students to exchange the roles Let them fill in the missing letter of each word in pairs. Step 4 Listen and repeat List 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 A Let the students follow the chant after the tape. Step 5 Homework Finish off the workbook (Do entering famous school) Period 4 Assessment (By xcy) 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 Im fine ( ) 4一 Sit down， P1ease -_. A Im fine B My name is Li Lei C Thank you ( ) 5一 Whats your name? -_. A Clark B. Im 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： Whats your name? B： _ 4 A： Sit down， please B： _ 5 A： Whats this? B： _ a Its “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， morning _. 2 you, hi, how, Grace, are _? 3 name， my， Jim， is _. 4 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. Im OK C Im 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： Whats your name? B: _name is Kate Green. A： _ are you? B: Fine, _you. How are you? A： Im fine Whats 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, 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: Words phrases What; is; this; in; English; it; its=it is; a/an; map; orange; jacket; key; quilt; pen; ruler 2: Key sentences 1. Whats this in English? 2. Its a/an . Ability goals Enable students to listen to and identify things Learning ability goals Help students learn how to identify things Teaching important difficult points How to identify things and learn some letters. Teaching aids A tape recorder， some cards Teaching procedures and ways Step l： Introduction Review greetings. Review the letters learn in the last unit Get the students to introduce themselves in English Step 2： Leadin Have ready a quilt， a map， a jacket， a key， a ruler， a pen， an orange Hold the key up and say Whats this in English? Its a key Repeat and then get students to repeat Do the same with a key， a pen， a ruler If possible， use flashcards to teach the spelling of the words Put a flashcard beneath a drawing of each object. Step 3： Practice Listen Play the tape twice Have 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 what they should do Students can work in pairs then ask them to act out the conversations they made Do 2a， 2b， 2c and 2d one after another 2b： 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 order Before doing 2c， ask the students to give the letters containing the i：and /e/ sounds Repeat with the / and a sounds List them out on the blackboard Then get them to listen to the tape and read the letters and words after the tape Step4： Games time Play the letter game with the students like the following instructions Sometimes the teacher can explain the rules of the game in Chinese Who did fastest? 这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一 组学 生