新目標英語七年級上冊教案
新目標英語七年級上冊教案
編寫英語教案有益于提高教學質量。下面是小編為大家精心整理的新目標英語七年級上冊教案，僅供參考。
新目標英語七年級上冊教案范文
Unit 5 Do you have a soccer ball ?
教學內容:
在這一單元中，學生要學會就有關人與物之間所屬關系進行問答的句子。本單元大量引入有關運動的名詞，要求學生彼此詢問有無此類物品，并做出相應的回答。 同時學習表示建議的句型Let‘s運動的形容詞。
本單元所選用的話題來自學生所喜歡的生活片段，在教學中生生交流、師生交流會更融洽，會促進師生彼此間的了解，成功的教學還會讓部分學生養(yǎng)成良好的運動習慣和收藏習慣。 教學目標:
1)語言知識：A.在詢問對方是否有某物的對話中學會使用do和does引導的一般疑問句;
B. 學會使用描述性的形容詞來評價事物;
C. 學會在對話中使用名詞復數;
D. 學會用祈使句來向對方提出建議.
2) 語言技能:A. 學會用祈使句詢問某人是否有某物; B. 學會向他人提出建議的句子.
3) 學習策略:A.通過與同學討論,做出猜測; B.對所學的知識進行分類.
4) 情感態(tài)度:A. 在本單元中,通過閱讀有關運動的文章和對話,使學生更加熱愛體育活動并培
養(yǎng)一種適合自己的體育愛好;
B.在小組活動中,培養(yǎng)學生團結協(xié)作精神.
教學重點、難點:
重點:A.學會就有關人與物之間所屬關系進行問答的句子; B.學習并掌握Let‘s…句型. 難點：A.學會使用描述性形容詞對事物做出評價,如difficult/relaxing/collection/television 等;
B.學會使用第三人稱單數的一般疑問句及回答做對話.
課時安排
第一課時 Section A 1a-1c 第二課時 Section A 2a-4
第三課時 Section B 1a-2c 第四課時 Section B 3a-4
Hour 31
Period 1
Teaching materials：Section A 1a-1c
課前準備 教師:準備表格、鉛筆、格尺或橡皮。 學生：調查。
Teaching procedures:
Step 1 New words
1. Present the key vocabulary. (Show a basketball to the class.)
T: What‘s this in English? S1: It‘s a basketball.
T: Yes,you are right. Read after me. B-A-S-K-E-T-A-B-L-L,basketball.
Ss: B-A-S-K-E-T-A-B-L-L,basketball.(Show the students other objects. Teach the new words ―tennis racket,ping-pong ball,volleyball,basketball‖ in the same way. And then show students the picture of television and teach it.)
T: Read the words together twice. Ss: …
T: Ask and answer in pairs with these things. Use the drill ―What‘s this in English?‖ and ―Where is the..?‖
2. Look at the words in 1a and match the words with the things in the picture.
T: Number 1 is (c ) ,tennis racket. What‘s Number 2 Match them.
3. Ask one student to show the answers and check them.
Step 2 Present the structures
1. Present these questions and answers.(Point to a student who has a pen or a pencil case.) T: Do you have a pencil case? S1:Yes, I do. (Nod your head yes)
T: Do you have a computer game? S1: No, I don‘t. (Shake your head no)
2. Practice the drill ―Do you have a …?‖ in pairs. You can use your school things and these
balls.Look at the model, then practice like this.
Model:
Sa: Do you have a backpack? Sb: Yes, I do. Do you have a soccer ball?
Sa: No, I don‘t. I have a volleyball. (Students work in pairs.)
Step 3 Listening practice
T: Look at the four items of 1b in the pictures. Listen to the conversation.
(Play the recording of 1b the first time.Students only listen.)
T: Listen to the conversation and circle the words you hear.(Play the recording again.)
T: Check their answers.
S:…
Step 4 Practice the conversations
1. Read the conversations in 1c. (Ask students to repeat.)
2. Look at the picture in 1a and practice the conversation with each other in pairs.
S1:Do you have…? S2:Yes, I do.
S1:Do you have a …? S2:No, I don‘t.
3. Work in groups of four and use the picture to practice the similar conversations with the new
words.(television,basketball, baseball bat, soccer ball, volleyball,television)
T:Ask and answer the questions as many as you can. S1:Do you have a … ?
S2: …
S1: … S2: …
Step 5 Task
T: Make a survey about ― What kind of balls do the students have?‖ We want to have a ball game. But we don‘t know what kind of balls you have. Please ask your classmates in the group what balls he/ she has. Then write down the information in the chart.
What balls do you have? I have a …
2.Choose one student from each group to report about his or her group.
Report like this:She or he likes… One of them has a … But two of them have…
Step 6 Homework
Hour 32
Period 2
Teaching materials：Section A 2a-4
課前準備 教師:設計表格，準備錄音機及多媒體課件。 學生：準備臥室照片。
Teaching procedures:
Step 1 Warming up
1. Present the new structures.
T: Do you have a tennis racket? S1:Yes, I do.
T: Do you have a baseball bat? S2:No, I don‘t.
T: Does she have a tennis racket?(Point to the first student)
S3:Yes, she does.
T:Does he have a baseball bat?(Pint to the second student)
S4:No,he doesn‘t.
2. Practice the drill.
T:Practice in groups of four. The first two students must use the drill ―Do you have a …?‖ The other two students ask and answer according to their conversation and use the drill ―Does he/ she have a …?‖
S1:Do you have a …? S2:Yes, I do. Do you have a …?
S1:No, I don‘t. S3:Does she have a …?
S4:Yes, she does. Does he have a …? S3:No, he doesn‘t.
Step 3 Listening
T:Look at the pictures in 2b and name them. What are these?
(Point at the baseball, basketball,volleyball,football.)
Ss:They are…
T:There are four children in the conversations. Who are they? Please listen and find the answer. (Play the recorder for the first time.)
S:…
T:I‘ll play the recorder for the second time. Listen and number the pictures(1-4).
(Students listen for the second time.)
T:Listen to the conversation in 2b. Match the people with the balls.
(Students listen and match. Teacher checks their answer.)
Step 3 Practice the structure
Do you have a …? Yes, I do. / No, I don’t.
T:Now, Please look at the picture in 2c in your book. Suppose this is your partner‘s room. Ask your partner ― Do you have a …?‖
(Show a photo of the teacher.)
Sa:Do you have a …?
Sb:Yes, I do./ No, I don‘t.
T: This is my room.Ask your partner some questions about it . Make the same conversation like this.
幽默語言提高英語課堂教學質量
1.巧用語言幽默提高英語單詞教學質量
在以往的英語單詞教學中，為了讓學生能夠記住單詞的意思與如何拼寫，教師采用的教學方法往往都是讓學生死記硬背，這難以起到良好的教學效果，很多時候學生都是當時記住了，可時間稍微一久，就忘記了到底該如何拼寫單詞，而且對單詞的含義掌握較為淺顯，難以真正地掌握如何應用單詞。針對這樣的情況，教師就可以巧用語言幽默例句或故事來提高英語單詞的教學質量。比如在“freeze”這個單詞的教學中，教師不妨結合生動的場景描述，加深學生印象。
2.巧用語言幽默提高英語語法教學質量
英語語法教學一直是英語教學中的難點。傳統(tǒng)的英語語法教學方式較為枯燥，一般以模式性講解分析為主，然后學生做練習，教學過程過于單一，學生不能全身心地投入，所以很多學生對英語語法的掌握都是一知半解。針對這樣的情況，教師也可以巧用語言幽默，來提高英語語法教授的質量。例如在代詞的教學中，教師可以通過下面的故事來加深學生對語法的理解：在一堂課中，一個學生開小差，被教師發(fā)現了，然后教師對他提問“Pleasesaytwopronouns.”此時開小差的學生突然反應過來發(fā)現教師注意到自己了并說“Who,me?”然后教師莫名其妙地表揚了這個學生說“Good,thankyou.”對于這個故事，很多學生一開始可能也摸不著頭腦，這到底是什么意思呢?但簡單一想他們就會意識到who與me就是兩個代詞，然后便印象深刻地記住了這兩個代詞，這種幽默語言對答，在無形間便讓學生記住了課程的語法重點。
3.巧用語言幽默批評指正學生
在以往的教學中，教師對學生的批評都非常的嚴厲，這難免會傷害到學生的情感，而且對于正處于叛逆期的中學生而言，過于嚴厲的批評方式反而不利于他們改正自身的行為。為此，教師也可以巧用語言幽默來批評指正學生，這更容易讓學生接受批評，并自覺改正。比如，在課堂中有部分學生打瞌睡，教師不用嚴厲地批評，而可以用更加幽默的方式來教育他們，使他們認識到自己上課睡覺的行為不對，并改正自身的行為。聽完這個故事學生都會幡然醒悟，課堂中睡覺的學生也能夠認識到自己的不對，而且這樣的方法更容易讓他們接受，不會過多傷害到他們的自尊心。
4.總結
總之，通過增強語言的幽默感，可以使英語課堂的氛圍更加具有活力，能夠提高學生的學習興趣，提高教學質量，所以在教學中教師應當重視這方面的改進。
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