七年级英语下册unit2教案
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七年级英语下册unit2教案
英语教案代表着教师对课堂的假设与预想。小编整理了关于七年级英语下册unit2教案，希望对大家有帮助!
七年级英语下册unit2教案范文
Unit 2 I can run really fast.
Ⅰ.Type of lesson: reading and writing
Ⅱ.Teaching aims:
1.To understand the reading material about running for class
monitors
2.To learn to write a speech about running for a class monitor
Ⅲ.Teaching aids: Tape recorder，videos，OHP
Ⅳ. 课时安排：2 课时
Ⅴ. Teaching procedure
Step 1. Lead-in
1.Ask students what they can do very well and say， "He/She
is good at..."
2.Ask the students to model the question "What are you
good at?" Ask them to interview their partners and make notes.
Step 2 . Work in pairs. Ask and answer the questions.
1. Write the three monitor titles on the board. Ask the class
what they are.
2. Put students in pairs to ask each other both questions. Tell
them to make a list of what they think each monitor does
3. Ask three students to come up to the board and write one
thing under one of the titles. Then give the chalks or
pens to someone else.
Step 3 .Read the passage and check ( √ ) the true sentences.
1.Tell students that Lingling, Darning and Tony want to be
monitors. Ask students to read quickly to find which monitors they want to be.
2. Ask students to read again. This time they can use their
fingers to skim through and underline the things Lingling，Darning and Tony are good at.
3. Ask students to check in pairs and elicit answers from the
whole class.
4. Ask students to read the sentences on page 11， and talk
about them in pairs and guess the answers.
5. Ask students to read the passage again and decide if the
sentences are true or false. If false，then say why.
6. Ask students to check with their partners.If their answers
are different，tell them to go back to the text，read again and
check.
7.Ask students to read out the sentences and say if they are
true or not. If not ，ask them to say why.
Step 4 Underline the correct words.
1. Ask students to work in pairs. Tell them to read through
the passage and choose the correct words.
2. Check answers by reading the passage aloud and pausing
to allow the whole class
to complete it with the correct words.
Step 5 Complete the sentences with the correct form of the
expressions from the box.
1. Ask students to look at the expressions in the box.
2. Ask students complete the sentences on their own and be
careful with the language forms.
3. Check in pairs. Elicit answers from the whole class in full
sentences.
Step 6 Work in pairs. Choose the best people in your class to
be the monitors in Activity 1. Say: who they are and what job they can do and why they
can do it
1. Write titles of the three monitors across the board.
2. Ask the class for two volunteers for each monitor. Write
their names underneath.
3. Put volunteers in pairs to talk about what they are good
at， can do well and how they can help.
4. Ask the rest of the students to make a table as below with
three questions about their abilities to ask the volunteers. Put it
on the board.
Questions Student 1 Student 2 Student 3 Student 4 Student
5 Student 6
Good at?
Can do?
Can help?
5.Tell students to talk in groups about their notes，and
decide who should be their monitors and say why.
Step 7 Homework
1. Remember the new words and expressions in Unit 2.
2 . Write a passage about one of the monitors in Activity 5.
Ⅵ Blackboard showing
Ⅶ Self-reflection.
英语教学非智力因素探讨
1.中学英语教学中非智力因素发展现状
1.1中学生普遍缺乏真正的学习动机
学习动机和学习兴趣是学生非智力因素中非常重要的一部分，兴趣是最好的教师，只有学生能够真正对英语感兴趣，才能让学生产生对英语的内在需求，才能真正激发他们的非智力因素。然而，近年来，许多调查结果都显示出，大部分中学生并不是因为对英语感兴趣才愿意学习，而是由于英语在整个学习过程中占有很大的比重，属于必考科目才愿意学习，而造成这种因素的原因大都是中学生认知水平有限，并不能真正了解英语对将来生活和工作的重要性，或者英语教学过程并不能激发他们的学习兴趣，成为目前学生非智力因素发展中的重要缺陷。
1.2没有良好的学习习惯
良好的学习习惯对中学生学习英语非常重要，也是学生非智力因素中的重要因素，而中学阶段的学生正处于叛逆期，自我控制能力比较差，学习的依赖性非常强，缺乏自觉性，因此并不能养成平时教学中所要求的课前预习、课后复习、总结、归纳的科学学习方法，加上很多学生认为在大众面前说英语很难为情，因此不愿意在课下练习口语，这也使得学生良好习惯难以养成。
1.3缺乏学习英语的信心
小学阶段的英语学习对中学阶段能够产生一定的影响，比如从教学条件比较好的学校毕业的学生英语水平一般优于从条件差的学校出来的学生，造成了学生英语学习初期阶段水平的差异，一些小学基础差的学生在与其他学生的比较下就容易产生自卑心理，丧失学习英语的信心。另外，一些学生初一没有打下良好的英语学习基础，在接下来的学习中必然会与其他学生产生很大的差距，加上中学生敏感的心理作用，很容易产生消极的心理情绪，自暴自弃，丧失英语学习的信心，成为阻碍提高英语学习成绩的重要心理因素。
2.激发中学生非智力因素的建议
2.1注重激发学生的学习动机
学生的学习动机和兴趣成为影响学生非智力因素发挥的重要因素，只有让学生意识到英语学习的重要性和英语教学的趣味性，才能够真正激发学生内心对英语的需求，激发学习的积极性和创造性。因此，首先要改变教学方式，利用多媒体辅助教学，改变传统的教师为主到为学生为主导;其次，让学生体验真实的英语交流情境，帮助了解学习英语的重要性;最后，通过适度的奖惩方式激发学生学习兴趣，赏罚分明，让学生的付出能够得到回报。教师在教学过程中能够长期坚持以上几点，对维持学生的学习兴趣将产生更大的影响。
