新目标英语七年级下教案

王军

教 学 计 划

一、学生情况分析及对策

经过一学期的学习，从上期期末成绩来看，初1.3班、1.4班在全区分别居68名，44名；优生分别是14人，25 人。两极分化还是比较明显。大部分学生学习目的明确，态度端正，掌握了英语学习的一些基本方法，能够积极主动认真地学习，学习成绩较好。但还有不少学生没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。主要原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。一部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导致看不懂，听不懂，学不懂。学生的听力也还有待提高，在这方面失分也较多。主要是听的时间太少，接触英语的时间不多。针对种种问题，在本期的英语教学中，教师一方面应加强基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施，注意培养学生对英语的兴趣；让学生掌握记忆单词、听音、写作等英语学习技艺，培养良好的学习习惯和自主探索，合作探究能力。充分调动学生的学习积极性和主动性。教学上采取任务型教学，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。还要注意培养良好的师生关系，尊重理解学生，与学生一起分享学习中的苦与乐。使每一位学生都能在学习中取得很大成绩，有所进步。

二、教材分析

《Go for it》七年级下册共12个单元，加上复习单元2 个。全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，并分为A、B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。通过确定language Goal,采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，体现了以学生为主体的思想。 三、教学目标要求 A.Talking Topic

1．Where’s your pen pal from? 2.Where’s the post office? 3.Why do you like koalas? 4.I want to be an actor. 5.I’m watching TV. 6.It’s raining!

7.What does he look like? 8.I’d like some noodles. 9.How was your weekend?

1o.Where did you go on vacation? 11.What do you think of game shows? 12.Don’t eat in class. B.Structures:

1.Where questions with from; Where questions with live ;what questions 2.Where questions; Affirmative statements; prepositions of place 3.Why, what , where questions; Because…. ; adjectives of quality

4.What, where questions; present tense to want , to work; affirmative and negative statements 5.present progressive tense; Yes/No questions and short answers

6.Present progressive tense; How questions ; Yes/No questions and short answers 7.Present tense to wear; adjectives of general description 8.What questions ; Modal verb would

9.Simple past of regular and irregular verbs; How was your weekend? 10.Past tense of regular and irregular verbs ; was/were; How questions

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11.Wh-questions; What do you think of….?

12.Imperatives; can for permission ;Modal have to C.Ability Objects

Train students’ listening ,speaking, reading and writing skills Train students’ communicative sompetence 四、教学重难点

1.Where questions with from; Where questions with live ;what questions 2.Where questions; Affirmative statements; prepositions of place 3.adjectives of quality

4.present progressive tense; Yes/No questions and short answers 5.Present tense to wear; adjectives of general description

6.Simple past of regular and irregular verbs; How was your weekend? 7.Past tense of regular and irregular verbs ; was/were; 五、教学目的

培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。

六、教学措施和方法

措施：1.培养学习兴趣，引导学生掌握正确的学习方法和策略，提高学习效率；2.发挥学生主体和教师主导作用：3.用良好的师生关系，协调课堂气氛，培养学生开口说英语的勇气和信心；4.引导学生实现语言的迁移，加强日常生活中英语口语的运用；5.鼓励学生自主探索，合用探究，共同提高。6.加强听力训练,拟每周用20分钟进行听力训练

方法：任务型教学：教师提出指令，学生规范操作。听说领先，读写跟上。综合训练，扎实双基。 七、教改打算

用新课标理念，结合新课标精神，进行课堂改革，实行教与学的互动。采用任务型语言教学模式，努力用一套行之有效的课堂教学模式，提高教学效率。 八、教学计划安排。

本期每周7课时，预计十六个教学周。安排如下： 第1—3周： Unit 1——Unit 2

第4周：Unit 3 Why do you like koalas? 第5周：Unit 4 I want to be an actor 第6周：Unit 5 I’m watching TV 第7周：Unit 6 It’s raining! 第8周：复习Unit 1——Unit 6

第9周：Unit 7 What does he look like? 第10周：Unit 8 I’d like some noodles 第11周：迎接半期考试

第12周：Unit 9 How was your weekend?

第13周：Unit 10 Where did you go on vacation? 第14周：Unit 11 What do you think of game shows 第15周：Unit 12 Don’t eat in class 第16——18周：复习迎接期末考试

Unit 1 Where’s your pen pal from?

Teaching Goal: 1. General aims:

A. Talk about where people are from

B. Talk about nationality, nation and language C. Talk about where people live 2. Particular aims: A. Language Focus.

(1). Talk about nationality, people and languages (2). Ask and answer where people live.

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B. Language goals

(1). Change your own information with your pen pals. (2). Ask some questions using where. (3). Ask words somebody talk about. C. Language structures: (1). Where is /are… from? (2). Where do/does … live?

(3). What language do /does…speak? D. Useful words and phrases:

Words: Canada, France, Japan, the United States, Singapore, Australia, the United Kingdom, English, French, Japanese

Phrases: come from, live in, live on, a little, in school, at school, tell…about, like going to the movies

E. Grammar language:

(1). Special question with where

(2). Noun changes into adjective word, for example country change into nationality and

language and people. F. Teaching difficulties:

(1) the names of the countries and the languages.

(2) How to use the students learn, especially in writing. G. Learning strategies: (1). Using what you know (2). Deducing (3). Personalizing H. Emotion goals:

(1) Students can communicate with their pen pals in English using modern tools(e.g. e-mail, OICQ, MSN)

(2) Students are happy to know the geography and the cultures of different areas in the world. 3. Teaching Time: Six periods

Period 1: (Section A 1a—2d)

一、Teaching aims:

1. Learn the countries and cities.

2. Learn how to ask and answer where the people live. 二、Teaching points:

1. Vocabularies: the words of the countries and the cities, pen pal, live (in) 2. Sentences: Where is your pen pal from? He/She is from….

Where does he /she live? He/She lives in…..

三、Teaching difficulties:

1. Students learn the new words of the countries and the cities and learn how to ask and answer

the people where they live.

2. How to use the special questions with where. 四、Teaching steps: Step 1 Warming-up Greetings

T: Good morning, everyone. You have a long holiday, and what did you do during the winter holiday?

Ss: I watched TV. Collect different answers (e.g. watch TV, go shopping, do homework, play computer games, etc) Step 2 Presentation

1. T: During the winter holiday, I made some pen pals from different countries on internet.

Teach “pen pal” on the Bb. Ask Ss “Do you have a pen pal?”(Yes/No.) and show them the map of the world and let the students guess what countries they are from( they can use Chinese if they can’t.) Then teach the names of the countries on the map.

Canada / France / Japan / the United States / Australia / Singapore / the United Kingdom / China 2. After learning the names of the countries on the map, show the different flags and let students

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say the names again.

3. Show some cards to present “Where is he/she from...” Step 3 Pair work

Show the people of cartoons from different countries. Students ask and answer in pairs: “Where is……from? He/She is from…” Ask more groups to practice. Step 4 Listening

Work on 1a and 1b. Listen and repeat(1a). Listen and circle(1b). Step 5 Guessing game1

T says some information and ask the students to guess who she is. For example: She is a girl. She is from China. And she plays ping pong very well. Students go on until they guess she is Wang Nan. Then present “She lives in Beijing.” And show the pictures. Step 6 Learning

1. Look at the pictures, and learn the names of the cities in different countries. And tell them some cultures in the different countries.

2. Work on 2a. Let Ss say like “Sydney is in Australia.”

New York is in the United States. Paris is in France. Toronto is in Canada. Tokyo is in Japan. 3. Ss ask and answer in pairs. S1: Where is Sydney?

S2: Sydney is in Australia. Practice more times. Step 7 Listening

1. Work on 2b. Listen and circle. 2. Listen and complete the chart.(2c) Step 8 Pairwork

Talk about the information in the chart in 2c

T: I ask two Ss to practice.

Look at the example: Where is John’s pen pal from? He’s from Japan. Where does he live? He lives in Tokyo. Step9. Homework

T: We learn some countries and cities in this class, after class, copy the new words. And finish the exercises in Book1 and Book 2. Step 10 The design of the Bb

Period 2：(Section A 3a---4)

一、Teaching aims: 1. Learn the languages.

2. Talk about nationality, cities people live and languages. 二、Key points:

1. Vocabularies: the words of the countries and the languages 2. Sentences: What language do/does…speak?

They speak…./He/She speaks……..

三、Teaching difficulties:

Ss use the sentences they learned to communicate with their partners about their pen pals. 四、Teaching steps:

Step 1 Warming-up and revision 1. Greeting as usual.

2. Use the quiz to review the new words and the sentences with the Ss. QUIZ: Name that place!

Where is Sydney? Sydney is in Australia.

Where is New York? New York is in the United States. Where is Paris? Paris is in France. Where is Toronto? Toronto is in Canada. Where is Tokyo? Tokyo is in Japan.

Do it one by one in groups. See which group does best.

3. Teacher asks Ss to make some cards and asks Ss work in pairs using “Where is …from?

He/She is from…” “Where does he/she live? He/She lives in ….”

T: I give you some minutes to make cards and work in pairs to make a report.

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T asks some pairs to make report. Step 2 Presentation T: Where are you from? S1: I am from China. T: Where do you live? S1: I live in Shaoxing.

T: What language do you speak? S1: I speak Chinese.

T: Chinese people speak Chinese. People from different countries speak different languages. Do you know what languages they speak?

(Talk about the children on the map. See how many languages the Ss know and teach the new words like “Japanese, French”.)

T: People in Singapore speak Chinese and English.

People in Australia speak English. People in the United States speak English. People in the United Kingdom speak English. People in China speak Chinese. People in Canada speak English and French. Step 3 Task One

1. T: Let’s match the countries and the languages.

“What languages do they speak in…? They speak…..in China/Australia/…” Country Language

1.China French 2.Japan Chinese 3.France English 4.UK Japanese

5.Australia English and French 6.USA Chinese and English 7.Singapore 8.Canada

2. Work on 3a. T asks Ss finish 3a, then check the answers. Step 4 Pair work

1. Talk about some famous people about their names, nationalities, cities, languages, hobbies, etc. First T practices with Ss, then S1 does it with Ss, finally practice it in pairs. Some pairs make a drill in front of the class.

T: Look at the Bb, Let’s talk about Yao Ming. (T shows the information.). First let’s do it together, then I ask some of you do it by yourselves.

T: His name is Yao Ming, and he is a basketball player so he plays basketball very well. He is from China and he lives in Shanghai. He speaks Chinese.

(T asks some Ss introduce some famous people according to the information teacher gives.) 2. Ss talk about their pen pals with their partner. Use “Where is your pen pal from? Where does he live? What language does he speak? What does he like?” etc.

T: Let’s talk about your pen pals with your partner. You can talk about their names, nationalities, cities, languages, hobbies, etc. For example: Where is your pen pal from? Where does he live? What language does he speak? What does he like? I give you some minutes to prepare. Then I ask some pairs act it out. Step 5 Task

1. T shows the picture and asks Ss to ask me some questions about my pen pal. See who can ask more questions.

T: Do you have a pen pal? I have one. Can you ask me some questions about my pen pal? Ss: Where is she/he from……

2. Group work. Get students choose their favorite pen pals from other countries according to the pictures given by teacher.

T: I give you some pen pals, and you can choose your favorite pen pal, and say why. What kind of pen pals do you want? Why?

Ss: I want John. Because he can play computer and I can chat on line with him. Ss: ……

Step 6 Report

T: You all choose your favorite pen pal. Now I ask some of you to make a report about your pen

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pal. For example: My pen pal is… He/She is from… He/She is… years old. He/She lives in …He/She speaks….. He/She likes….

Ss: My pen pal is Bob. He is from UK. He is 14 years old. He lives in London. He speaks English. He likes cats. Ss: ……

Step 7 Homework

1. Do the exercises in Book1.

2. Suppose the Ss meet their favorite star in the street, and what questions you can ask the star. Step 8 The design of the Bb

Period 3: Section B (1---2c)

一、Teaching aims:

Learn to communicate with their partners about their pen pals in English. 二、Ability aims:

Through Group work, improve the Ss’ ability of cooperation. 三、Teaching difficulty:

1. Ss use the sentences they learned to communicate with their partners about their pen pals. 2. How to improve their listening ability.

3. How to read pen pal’s letters in English and share the information in the letters with your partners.

四、Teaching steps: Step 1 Warming-up 1. Greetings as usual. 2. Let’s chant.

China, China. I’m from China. Chinese, Chinese. I speak Chinese. Japan, Japan. He’s from Japan. Japanese, Japanese. He speaks Japanese

T: Let’s chant it. Who can do it quickly? Step 2 Revision

Check the homework. Ask Ss to act it out when they meet their favorite star in the street. S1: You are my favorite star, Stephen Chow. Where are you from? S2: I am from China. S1: Where do you live? S2: I live in Hong Kong.

S1: What language do you speak?

S2: I speak Chinese and a little English. S1: What’s your favorite ……? S2: ……

T: Very good. (T asks more groups to practice.) Step 3 Practice

1. T: Turn to page4, Section B, Part 1. Match the countries with their languages.

First you do it, then let’s check the answer. 2. Memory game

T: Let’s repeat the following sentences:

People in China speak Chinese. People in Japanese speak Japanese. People in the USA, UK, Australia and Canada speak English. People in Singapore speak English and Chinese. People in France speak French. Step 4 Listening

1. Work on 2a, listen and number the questions they hear.

2. 2b. Play the tape again and write short answers to the questions in 2a.

3. Listen again according to the listening material. Let Ss say something about Lucy’s pen pal.

Ss can share some ides in class. Step 5 Pair work

T: You are Lucy. You partner is Lucy’s mom. Ask and answer questions about Lucy’s pen pal. For example:

A: Is that your new pen pal. Lucy? B: Yes, it is.

A: Oh, what’s her name? B: Her name is Maria.

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A: … B: …

Step 6 Task One

Six Ss a group. Give every group a letter in not an order. Ask the Ss to read the letter and put the letter in an order. And T asks the following questions: 1. Where is she from？

2. What languages does she speak？ 3. What does she want？

4. Does she have any brothers or sisters？ 5. What does she like？

6.What’s her favorite subject？

T Gives the Ss several minutes. Some groups answer the questions and report. Step 7 Task Two

1. T gives every student an English letter and a chart before the lesson. Ss read their letters and underline the key words. T asks some questions like:

(1) What’s your pen pal’s name? (2) Where is he/she from? (3)What language does he/she speak? (4)Where does he/she live?

2. Divide Ss in groups of four. Ss fill in the chart with the information they get from other group members by asking questions. Then T tells Ss to give the whole class a report.

Ss: Tom’s pen pal is from USA, he speaks English. He lives in New York. He likes…… Step 8 Homework

1. The Ss collect some information about their pen pal’s country (如风土人情，文化习俗等) 2. Do the exercises in Book 2. Step 9 The design of the Bb

Period 4: Section B (3a---3c)

一、Teaching aims:

1. Train Ss’ability of reading.

2. Learn to ask the information (e.g. nationality, cities people live, languages and their hobbies

etc.)

3. Learn write a reply to their pen pals. 二、Function

1. Talk about countries, nationalities, cities and languages; 2. Ask and tell where people live. 三、Learning Strategies

1. Revise the knowledge they learned. 2. Train the students’ ability of reading.

3. Use the knowledge they learned in the life.( e-mail, MSN, OICQ) 四、Teaching difficulty:

1.Use the knowledge they learned in their life.

2.How to write an e-mail introducing themselves to their pen pals. 五、Teaching steps:

Step 1 Warming-up and revision 1. Greetings as usual. 2. T: Let’s fill in the chart.

Chinese come from China. They speak Chinese.

Japanese ___________They _____________ English _____________They _____________

Frenchmen __________They ____________ Americans ___________They _____________

Australians ___________ They ____________ Step 2 Listening

T: Listen to the tape and answer my questions.

1. Where is he from? 2. What languages does he speak? Ss: He is from Toronto, Canada. He speaks English and a little French. Step 3 Reading.

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1. T: The students open the books, turn to Page 5 and read the first letter. After that, answer the

following questions.

1. What does he want? 2. What does he like?

Ss: He wants a pen pal in China, and he likes going to the movie with his friends and playing sports

2. Discuss and design an information card for Bob in groups. After discussion, show students the

model card. Step 4 Competition Work on 3b.

T: I give you 5 minutes to prepare the letter and then close the books, See which pairs ask and answer some questions better and more quickly in front of the class. Ss: ……

Step 5 Task

T: First fill in “ID card of my partner’s pen pal.” Then do a report.

ID card of my partner’s pen pal

Name: __________ _

Age: ____________ From: __________ _

Languages: _______________________ ____

Like: _______________________________ _ Favorite: __________________________ ___

Do a report:. My partner’s name is __________. His new pen pal’s name is __________. He is

_______ years old. He is from __________. He lives in ___________. At school, he likes ______________. His favorite ___________ is __________________… I think he can be my partner’s pen pal. Do you think so? Step 6 Exercise T: Let’s do 3b. PEN PAL WANTED

My ____ is Tom King. I’m 14 ____ old and I’m from ____. I speak ____. I have a brother, Sam, and a ____, Lisa. I play ____ on weekends. It’s my favorite sport. I like ____ at school. It’s fun! My favorite ____ is The Long Weekend. Do you know it? It’s an action movie.

Please write and tell me about yourself.

Step 7 Writing

T: Make an information card. Then write an e-mail to your pen pal. Several minutes later, Share some writing in class.

Dear friend,

My name is…

T: Give you 5 minutes to prepare, then some of you share your writing with your classmates. Step 8 homework

1. Read 3a again and again, then recite 3a.

2. Write a reply to your pen pal about yourselves. 3. Do the exercises in Book1 and Book2. Step 9 The design of the Bb

Period 5: Self-check

一、Teaching aims:

1. Revise the whole unit.

2. Learn how to introduce people( e.g. nationality, cities people live, languages, hobbies, etc.) 二、Key points:

Words: like, dislike

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三、Teaching difficulty:

Use the expressions they learned to describe their friends in their life. 四、Teaching steps: Step 1 Warming-up 1. T: Good morning. Ss: Good morning. Step 2 Revision

1. Revise the words in Part 1.

T: Who can introduce your pen pal by using the words in Part 1. Have a try.

Ss: I have a pen pal. His name is …. He is from… he lives in… he can speak…. And he likes…….. T: Good.

2. T: Let’s revise the countries languages and the cities. I ask some of you to fill in the blank. Country City Language 1. China Beijing Chinese 2. Japan Tokyo Japanese 3. France Paris French 4. UK London English 5. Australia Sydney English 6. USA New York English 7. Singapore Singapore English and Chinese 8. Canada Toronto English and French Step 3 Practice

T: Imagine and describe the new students in your class. Discuss which of the new students you like best. (Finish self check 3)

T: I ask four Ss to introduce themselves, and others listen carefully, and then answer my questions. Where does he live? Where is he from? What language does he speak? Step 4 Exercise

1. Tom lives in the United States. (划线提问） ____ ____ Tom ____?

2. Julie speaks Japanese. (划线提问） ____ _____ ____Julie ____?

3. Where is your pen pal from? (复数句） Where ____ ____ ____ ____ from? 4. Peter comes from Canada. (否定句） Peter ____ ____ from Canada.

5. I like_____ (go) to the movies on weekends. 6. I can speak a little French. (一般疑问句） ____ you ____ a little French?

7. Her pen pal is from Singapore. (划线提问） ____ ____ her pen pal from? 8. Sydney is the capital of ______.

9. I think China is a very interesting country. (否定句）

I ___ ___ China ___ a very interesting country. Step 5 Make an interview

T: Work in groups in fours. Make an interview to Zhou Jielun. Then ask some students to act it out in front of the class. I give you the information.

Chinese name: Zhou Jielun English name: Jay

Birthday: January 18th Country: China City: Taiwan

Language: Chinese/a little English Favorite collection: cap Favorite sport: basketball

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Job: singer

S1:What’s his English name? S2: His English name is Jay. S1: Where is he from? S2: China S1: …… S2: …… Step6.Debate

Divide Ss into two groups to have a debate. Topic “Having pen pals is good or not good.” A thinks it’s good. B thinks it isn’t good. Say the reasons. When the Ss discuss it, the teacher can give them help when they need. At last, T gives the group says the more reasons a medal. A: I think having pen pals is good, because…… B：I don’t think so. I think it’s…… A: …… B……

Step 7 Just for fun!

Ss read the humorous story and share their own ideas if they can. Step 8 Homework

1. Revise the whole unit.

2. Do exercises in Book1 and Book2. Step 9 The design of the Bb

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