新目标英语七年级上册教案
编写英语教案有益于提高教学质量。下面是小编为大家精心整理的新目标英语七年级上册教案，仅供参考。
新目标英语七年级上册教案范文
Unit 5 Do you have a soccer ball ?
教学内容:
在这一单元中，学生要学会就有关人与物之间所属关系进行问答的句子。本单元大量引入有关运动的名词，要求学生彼此询问有无此类物品，并做出相应的回答。 同时学习表示建议的句型Let‘s运动的形容词。
本单元所选用的话题来自学生所喜欢的生活片段，在教学中生生交流、师生交流会更融洽，会促进师生彼此间的了解，成功的教学还会让部分学生养成良好的运动习惯和收藏习惯。 教学目标:
1)语言知识：A.在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句;
B. 学会使用描述性的形容词来评价事物;
C. 学会在对话中使用名词复数;
D. 学会用祈使句来向对方提出建议.
2) 语言技能:A. 学会用祈使句询问某人是否有某物; B. 学会向他人提出建议的句子.
3) 学习策略:A.通过与同学讨论,做出猜测; B.对所学的知识进行分类.
4) 情感态度:A. 在本单元中,通过阅读有关运动的文章和对话,使学生更加热爱体育活动并培
养一种适合自己的体育爱好;
B.在小组活动中,培养学生团结协作精神.
教学重点、难点:
重点:A.学会就有关人与物之间所属关系进行问答的句子; B.学习并掌握Let‘s…句型. 难点：A.学会使用描述性形容词对事物做出评价,如difficult/relaxing/collection/television 等;
B.学会使用第三人称单数的一般疑问句及回答做对话.
课时安排
第一课时 Section A 1a-1c 第二课时 Section A 2a-4
第三课时 Section B 1a-2c 第四课时 Section B 3a-4
Hour 31
Period 1
Teaching materials：Section A 1a-1c
课前准备 教师:准备表格、铅笔、格尺或橡皮。 学生：调查。
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
课前准备 教师:设计表格，准备录音机及多媒体课件。 学生：准备卧室照片。
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.
幽默语言提高英语课堂教学质量
1.巧用语言幽默提高英语单词教学质量
在以往的英语单词教学中，为了让学生能够记住单词的意思与如何拼写，教师采用的教学方法往往都是让学生死记硬背，这难以起到良好的教学效果，很多时候学生都是当时记住了，可时间稍微一久，就忘记了到底该如何拼写单词，而且对单词的含义掌握较为浅显，难以真正地掌握如何应用单词。针对这样的情况，教师就可以巧用语言幽默例句或故事来提高英语单词的教学质量。比如在“freeze”这个单词的教学中，教师不妨结合生动的场景描述，加深学生印象。
2.巧用语言幽默提高英语语法教学质量
英语语法教学一直是英语教学中的难点。传统的英语语法教学方式较为枯燥，一般以模式性讲解分析为主，然后学生做练习，教学过程过于单一，学生不能全身心地投入，所以很多学生对英语语法的掌握都是一知半解。针对这样的情况，教师也可以巧用语言幽默，来提高英语语法教授的质量。例如在代词的教学中，教师可以通过下面的故事来加深学生对语法的理解：在一堂课中，一个学生开小差，被教师发现了，然后教师对他提问“Pleasesaytwopronouns.”此时开小差的学生突然反应过来发现教师注意到自己了并说“Who,me?”然后教师莫名其妙地表扬了这个学生说“Good,thankyou.”对于这个故事，很多学生一开始可能也摸不着头脑，这到底是什么意思呢?但简单一想他们就会意识到who与me就是两个代词，然后便印象深刻地记住了这两个代词，这种幽默语言对答，在无形间便让学生记住了课程的语法重点。
3.巧用语言幽默批评指正学生
在以往的教学中，教师对学生的批评都非常的严厉，这难免会伤害到学生的情感，而且对于正处于叛逆期的中学生而言，过于严厉的批评方式反而不利于他们改正自身的行为。为此，教师也可以巧用语言幽默来批评指正学生，这更容易让学生接受批评，并自觉改正。比如，在课堂中有部分学生打瞌睡，教师不用严厉地批评，而可以用更加幽默的方式来教育他们，使他们认识到自己上课睡觉的行为不对，并改正自身的行为。听完这个故事学生都会幡然醒悟，课堂中睡觉的学生也能够认识到自己的不对，而且这样的方法更容易让他们接受，不会过多伤害到他们的自尊心。
4.总结
总之，通过增强语言的幽默感，可以使英语课堂的氛围更加具有活力，能够提高学生的学习兴趣，提高教学质量，所以在教学中教师应当重视这方面的改进。
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