七年级英语第一学期教案,UNIT2

广州市天秀中学 刘莉 温丽梅

一、 教材分析

本单元围绕着描述并讨论“日常生活”来展开听、说、读、写的训练。通过介绍每天的日常活动及其动作中使用的频率副词来复习一般现在时的用法。

二、 教学对象分析

1. 学生对于“日常生活”中的常规活动非常熟悉，有利于开展本单元的各项听说读写任

务。

2. 学生对于一般现在时的构成及频率副词的用法其实并不陌生，在小学已经接触过，

只是没有进行专项的归纳性学习。在本单元，教师可以系统地帮助学生温故而知新，引导学生在一定的语境中熟练运用一般现在时及频率副词的使用。

三、 单元教学目标 1.认知目标

学习水平 学习内容 语音 1. 能准确读出以下三个音标的发音及掌握其基本的字母发音规律：∣s∣,∣z∣,∣iz∣ 2. 能流利地朗读课文及课文水平相当的短文，语音、语调、句子重音和停顿基本正确。 词汇 1. 重点词汇 单词：（2R）business, discuss, achieve, grade, fail, twice, collect, violin, continue, junior, comb, arrive, once, spend, (2L)brush, (2M)hold, except, biology 词组：top student, at school, have breakfast, make phone calls, on the way to, have lunch, return to, after school, have dinner, work on, junior high school, walk home, the only child, by bus, be late (for), except for, on weekdays 2. 扩展词汇 (2R)client, attend, club, nearby,(2L)guard, messenger, construction 句型 worker, dentist, accountant,(2S)honestly, Superman, physical 1. 复习动词spend表“花费”的句型 She usually spends one or two hours on it. 2.了解下列句型的基本用法： Chen Na, 15, is one of the top students in Guangzhou. Then I go to my office and continue working on my games. My mum is in the green dress. The man with his hands behind his back is Aunt Huang‟s husband. 学习水平的描述 The little girl with her finger in her mouth is my cousin. She‟s the youngest, except for the baby. 语法 1. 学习一般现在时的基本用法。 2. 学习在模拟交际情景中熟练运用频率副词always, usually, often, sometimes, seldom, never 日常交际用语 I don‟t know. That‟s right. I always /usually / often / sometimes / seldom /never go to school by bus. I have violin lessons once a week. Should I…? How often do you …? Can you tell me …? Oh, I see. Now come and meet everyone! Of course. 课文 1. 能预习新单词，听懂教师用学过的语言介绍课文和课文的录音材料。 2. 能就课文内容进行问答。 3. 能复述课文大意。 书面表达 4. 能背诵课文中的重点句型或句子。 1. 能笔头回答课文内容提出的问题。 2. 能用本单元学习的重点词汇、句型进行造句。 3. 能描述出一个人一天的日常生活活动。

2.思想情感目标：

1) 通过谈论“日常生活活动”的相关话题，帮助学生了解不同职业的人的日常工作，从而拓

展学生的文化背景知识与视野。

2) 培养学生养成良好的作息时间和日常生活习惯。

3.能力发展目标：

1）能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。

2）在学习中提高交流和传递信息的能力，在写作中正确运用频率副词使文章更连贯和流

畅。 3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学

习的能力。

四、单元教学重点

1.学生熟练掌握重点词汇18个，短语17个

2.指导学生利用所学句型正确表达思想、进行交际活动。

3.指导学生归纳、总结副词always, usually, often, sometimes, seldom, never 的用法并在实

践中熟练运用它们。

五、单元教学重点

1. 通过形式多样的课堂活动与任务，帮助学生完成阅读理解、听力理解等学习任务。

2. 引导学生积极主动地探究学习，从教材以外的渠道去了解与本单元主题相关的文化背

景信息、资料等，并且与同学进行相互交流，顺利开展包括口头汇报、写作展示等拓展活动，培养学生探究学习、自主学习、合作学习的能力。

六、教学策略

1.在教学中，教师应积极设情景引入，配合媒体、表情、动作、进行视听说演示，激发

学生兴趣。

2.教师应采用有利于学生学习的教学方法，善于引用学生通过阅读或观察、比较对比知

识进行归纳总结。增加学习内容的复现和巩固练习、及时反馈学习情况。

3.教师应该根据自己学生的具体情况对教材进行整合，精讲精练，调动学生的学习兴趣，

使他们积极参加参与课堂各种学习活动。在阅读的过程中，教师指导学生培养阅读策略与技能及写作过程中的写作技巧训练。

七、媒体的选择与设计

1. 充分利用和发挥基本的教学媒体，如课本，教师的身体语言、板书的作用。

2. 适时、合理地使用计算机多媒体或电子白板，增大课堂的容量，更好地辅助课堂教学。

八、各课时教学内容安排建议

课 时 教学内容及课型 第1课时 一、 教学目标及简单教学环节设计 定位： input-based, 阅读理解为主。 二、 教学目标： 1. 通过多种形式的阅读活动与任务，帮助学生理解课文。 2. 指导学生运用一定的阅读理解学习策略，培养一些阅读微技能，如：扫读，获取文章大意；通过构词法或上下文猜测生词大意；推断等。 3. 指导学生了解以时间顺序为主的记叙文的结构。 Reading A 4. 拓展学生的文化背景知识，开阔视野。 A day in the life 三、 教学环节设计： of… (阅读课) 1. Leading-in Cartoon talk. 2. Pre-reading a) Ask Ss several difficult questions. After they answer „I don‟t know‟. Ask them to look at the cartoon on P17 and talk about it. b) Present three new words: grade, business, client by introducing a girl. Ask Ss to talk about the daily life of the girl. Show some pictures and time , then let Ss tell the actions. c) c) Prediction: answer the questions in A1. d) 3. While- reading 1) First reading: Tell Ss to read the title and the subtitle and quickly find what the girl often do at that time every day? Tell them this is a way to make predictions about an article. Check the answers. 2) Second reading: Read the text again and complete A2. 3) Reading for details: Find out the answers to complete a table about the time and actions. 4. Learning Deal with some useful phrases and expressions in the passage. Guide the Ss to learn and use them in their own speaking and writing. 5. Post-reading 1) Exercise- fill in the blanks according to the passage. (To consolidate the Ss‟ understanding on the passage.) My name is Cheng Na. I‟m a student an I write computer games. All of my family work in my (1)________. Every morning we (2)________ business at breakfast, then my driver drives me to school. Sometimes I make phone calls to my (3)________ on the way to school. At 8am, I start school. I usually (4)________ A (5)________ in all my subjects. I never (6)________ an exam. My driver (7)_____ me from school about (8) a week. Then I have lunch. At 4.15 pm after school I (9)________ the computer club. I have (10)________ lessons once a week. At 7 I have dinner. Then I go to my office and (11)________ working. I usually go to bed at 11pm. Check the answers: (1). Business (2).discuss (3) clients (4) achieve (5)grades (6)fail (7) collects (8) twice (9)attend (10) violin (11) continue 2) Read aloud all the new words 3).Talking: What impress you most after reading this passage? （Cheng Na‟ life is different from other Ss‟ lives.） 4) Translate and remember the useful expressions 1.one of the top students_______10.collect________ 2.get up_______ 11have lunch______ 3. put on_____ 12.return to school_________ 4. have breakfast_______ 13.attend a club_________ 5. discuss business_____ 14.have meetings________ 6. make phone calls___ 15. play basketball________ 7.start school___ 16.have violin lessons________ 8. achieve A grades___ 17. have dinner_______ 9. fail an exam_____ 6. Homework: (1) Rewrite Cheng Na‟ life. (50) 第2课时 Reading B (2) Finish the exercises in Book B. 一、 定位： input-based, 阅读理解为主。 二、 教学目标： 1. 指导学生阅读理解文章，获取信息。 2. 引导学生通过阅读Zhen Hui’s daily life一文，了解关于一天的日程安排的记叙文写法，加深巩固本单元的话题和语言知识学习。 3.指导学生运用一定的阅读理解学习策略，通过多种形式的阅读活动与任务，帮助学生理解课文，培养一些阅读微技能，如：寻读，找出关键信息。 教学环节设计： Zhen Hui‟s daily 三、 life 1. Revision---Competition (阅读课) Get the Ss to say something about A day in the life of Cheng Na. 2. Leading-in 1) Look at the pictures about a boy‟ daily life and ask them to talk about them sentence by sentence. Ask Ss say a whole sentence using the adverbs and adverbial phrases of frequency. c) 2) Put all the sentences together into a passage. 3. While- reading 1) First reading: Tell Ss to read the article quickly and find the answers to complete the table on P20.. 2) Second reading: Check the answers of B3 on P20 in class 3)Reading for details: Learning: Deal with some useful phrases and expressions or difficult sentences in the passage. 4.Post-reading 1) Exercise- fill in the blanks according to the passage. (To consolidate the Ss‟ understanding on the passage.) Guide the Ss to learn and use them in their own speaking and writing. Find out the answers to complete a table about the time and actions. 2) Retell Zhen Hui‟s daily life. 5.Homework A Writing: Write their own daily life using the useful words and expressions. B Finish exercises in Book B Reading. 第3课时 Listening A & Listening B (听力课) 一、定位： input-based, 听力理解为主。 、 二、教学目标： 1.指导学生的听力技巧，识别工作。 2.指导学生学习并了解听力策略：听关键词。 3.复习一些关于职业的单词。 4.练习一般现在时。 5.指导学生运用本单元的日常活动主题，能够听懂并说出一天的活动。 三、教学环节设计： 1. Revision Get a student to say something about his day in the daily life . 2. Lead-in 1. Guessing. Watch some pictures and guess the jobs of each person. 2. Get Ss to speak out some names of jobs as many as they can and remember them.(brain storm) 3. While listening ——Listening A 1) Play the recording for the Ss to listen and write down the numbers in the circles to show the right speaker. guard ( ) messenger ( ) manager ( ) construction worker( )dentist ( )accountant ( ) 2) Play the recording again for the Ss to listen and match the words and phrases about the people‟s jobs. (Get students to listen to the rest of the material and practice the strategy. Focus on the listening strategy: listening of key words) 3) Deal with some new words and phrases. 4) Description. Talk about What a police man do. 4. While listening ——Listening B 1) Get the Ss to read through the questions above first. 2) Play the recording for the Ss to listen and answer the questions in B1.. 3) Play the recording again for the Ss to listen and correct the statements on P22 B2. (Focus on the listening strategy: listening of key words.) 4) Check the answers in class. 5) Deal with some useful expressions or difficult sentences. 5.Homework A Recite the weekday routine about Zhao Xue. B Finish exercises in Book B Listening. 一、定位： practice -based，启发学生, 归纳语言知识，开展各层次、强化性和综合性练习，多种技能结合训练, 以练为主。 二、教学目标： 1. 帮助学生理解并正确运用一般现在时。 2. 引导学生发现并归纳出频率副词always, usually, often, sometimes, seldom, never的用法，并能在模拟交际中正确运用这些副词。 3. 培养学生探究学习、合作学习、自主学习的能力。 三、教学环节设计: 1. Revision---Talk Bar Get the students to talk about their daily lives in one to two sentences., and then ask some students to talk about their classmates‟ daily lives. 2.Grammar learning---The simple present tense (1) Make sure the students understand the rules to add -s or – es . (2) Write some verbs to add –s or –es (3) Write some sentences on the blackboard. Ask students to say them. Point out the –s or –es after Mary (she/he /it). Mention that 第4课时 Language （语法课） there is no –s or –es when the verbs are used after I, you ,we and they. (4) Talk about the whiz-kid Cheng Na‟s daily life. Read the article on page 18 again and help Ss complete the report by filling in the blanks .on p23. (5) Do Ex1 in Book B 3. Practice (1) Ask students questions about their daily habits following the model. “ What do you usually get up in the morning ?” Then let students ask and answer similar questions in pairs. (2) Ask students questions, and answer the questions following the model” Do you brush your teeth every morning ? ” Yes , I do/No, I don‟t.” (3) Finish Ex. C in the Book B.. 4.Learning B---Adverbs and adverbial phrases of frequency (1) Write the words “always/ usually /often /sometimes /seldom /never “,tell students they are adverbs we use to say how often things happen. (2) Draw the table on the board and explain that the frequency of the adverbs. and do Ex in page24 (3) Get the Ss to talk about one of his/her habits using words like Every day/week/month/once a year. And let the students know these are adverbial phrases. (4) Practice: Ex D in Book B 5. Homework (1) 完成练习册内相关练习。 一、定位： input-based，本课可作弹性选择，Part A 定位为泛听材料，Part B定位为泛读材料。 二、教学目标： 通过听力与阅读训练，增补与本单元主题相关的材料，帮助学生了解更多描述人的特征话题相关的信息。 三、教学环节设计: 1. Revision Check the homework assigned the day before. 2. Leading-in (1) Introduce myself to Ss: Today I am in black dress, with some books in my hands, I am in white leather shoes …… 3. Listening 1. Pre-listening Get the Ss to talk about the persons in the picture first and see carefully what they are doing. 2. Listening A1 More practice Get the Ss to listen to the tape and pay attention to the key words to A &B each person. 3. Practice (拓展课) (Optional) (1)Ask the Ss to follow the tape to read out the passages. And ask them to pay attention to the sentences . a. My mum is in the green dress. b. The man with his hands behind his back is Aunt Huang‟s husband. c. The little girl with her finger in her mouth is my cousin. d. She‟s the youngest, except for the baby. (2)Get the Ss to describe the people in the picture without looking at the passage. (3)Play a game: Let the students to describe their classmates and others and guess who he/she is. 4. Reading B (1) Fast reading, according to the key words “time”, find the answers quickly. 5.Reading C (1) Read the beginning of the letter. (2) Get the Ss to complete the conversation with Kelly. Then practice in pairs. Pay attention to use the simple present tense. (3) Check the answers in class. 第5课时 (4) Do Ex3 .Put the sentences in the right order to find out about Kelly‟s afternoon and evening. And ask the student who finish first why he can find the order so quickly. 6. Homework 完成练习册内相关练习。 一、定位： output-based, 说为主。 二、教学目标： 1. 帮助学生准确读出以下三对辅音音标的发音及掌握其基本的字母组合发音规律： /s/-/z//iz/ 2. 在紧扣“Daily life”这个主题的一系列讨论中，培养学生用英语交际的口语表达能力。 3. 通过Project的讨论与制作，让学生进一步了解生活上各行各业人们的生活情况，让英语学习贴近生活。 三、教学环节设计: 1. Talk Bar Get some Ss to talk about their daily lives using 6-8 sentences. 2. Speaking A---Talk time (1) Get the Ss to pronounce the following phonetic signs correctly: Speaking & /s/-/z//iz/ (2) Play the tape for Ss to follow it and say the words aloud.(Ex. A1) (3) Ex.A2---Ss listen to the tape and add the words to boxes in Ex A1. 3. Speak up (1) Explain what a questionnaire is to students and ask them to do ExB1,pay attention to the sentence: “How often do you …?” (2) Games: Choose one or two students‟ answers to the questionnaire , read them to the class and ask the class to guess who it is. 4 project about daily life (1) Do Ex A. Teacher provide students with the useful words and phrases for describing the daily lives of these people.(a doctor /a policeman/a construction worker/a driver/a manager/a post woman/a nurse) (2)Talk about Ex B (3)4-6Ss in a group to discuss about the people they choose .The Ss can also choose some people or jobs that isn‟t in Ex A 5. Project assignment (1) Introduce the project: Get each group to find more information about the people they would like to know. Then write a table like the one in Ex B 第6课时 Project (口语课) (2) Get the Ss to write an article about the person. 6. Homework (1) Group work---Project Find more information about the people and make a table. (2) Get Ss to bring the table to school the next day, if they have got any. 一、定位： output-based，以写和说为主。 二、教学目标： 1. 指导学生学会写第三人称的日常生活。 2. 通过project的汇报展示，培养学生综合运用语言知识的能力。 3. 引导学生小结归纳本单元所学重点知识。 三、教学环节设计: 1. Show time (1) Get some groups to present their tables and the articles. (2) Other advice: We‟d better put up the tables of each group for the Writing & whole class to appreciate. And let the whole class to choose the top three. 2. Writing (1) These eight pictures describe a whole day of Fang Fang‟s activities , write the number 1-8 in the box. (2) Ask Ss to say what Fang Fang does. (3) Do Ex B , ask Ss. to put the words or phrases into one or two sentences (4) Write a short article about Fang Fang or the international children‟s Newspaper, using the information from Ex A and Ex B. 3. Summary Help the Ss to summarize what they have learned in this unit. 4. Homework Go over this unit and get ready for the unit test. Project show (综合实践课) 第7课时 第8课时 单元目标检测 一、教学目标: 1. 通过综合技能训练巩固本单元的教学目标。 2. 提高学生综合运用语言知识与技能的能力。 二、Test Have a test about this unit. 三、Homework Preview the new words of unit3.