七年级英语下册unit2教案
七年级英语下册unit2教案
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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。
2.2帮助学生养成良好的学习习惯
良好的学习习惯是学习任何事情的基础，因此帮助学生养成良好的学习习惯已经成为了激发学生的非智力因素的重要问题。首先，大部分中学生自我调控能力有限，依赖性强，需要教师的监督和管理，所以教师需要制定比较灵活适用的整体学习计划框架供学生参考;其次，指导学生根据自己的学习进程和特点制定更符合自己的学习习惯和计划。
2.3保护学生的自信心，积极鼓励学生
中学生产生对英语学习的恐惧和自卑心理非常正常，这是非智力因素发挥作用的重要过程，因此教师在教学的过程中要认真观察学生表现出来的学习态度，要有意保护他们的自尊心，对于性格内向的学生，要多鼓励，让他们认识到自己的优势，多提供给他们表现的机会，不断提升英语学习的自信心。另外一批学生有一定的英语学习基础，也愿意向别人展示自己，但没有长期坚持学习英语的习惯，针对这种学生教师应该让他们认识到自己的不足，并对他们提出更加严格的要求，但是要注重保护他们愿意展现自己的自信心，通过辐射作用影响到更多的学生，教师只有更加注重学生的性格才能帮助学生更好地学习。
3.总结
非智力因素与智力因素一样，都对中学生英语教学产生极其重要的影响，教师在强调智力因素的同时，也应该认识到非智力因素在目前英语教学中的现状和问题，通过分析问题产生的原因，找出激发非智力因素的对策，这样才能通过智力因素与非智力因素的共同作用达到学生英语水平的提升。
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