初一英語教學(xué)計(jì)劃
瓊海善集中學(xué) 馮海成
一 學(xué)生情況分析
1．學(xué)習(xí)水平不均
2．學(xué)習(xí)習(xí)慣不好
學(xué)生剛剛從小學(xué)進(jìn)入初中，處于一個銜接的階段,，學(xué)習(xí)任務(wù)加重,，學(xué)習(xí)的習(xí)慣不是很好，沒有形成一定的適合自己的方法,，都有待改善,。
總之，既要避免好生吃不飽的現(xiàn)象,，又要努力把目前英語有欠缺的學(xué)生拉上去,，激發(fā)他們的興趣和信心，趕上中上的水平學(xué)生。在今后的教學(xué)中應(yīng)該注重培養(yǎng),、激發(fā)興趣,，教給學(xué)生學(xué)習(xí)的方法，從學(xué)生的學(xué)習(xí)興趣,、學(xué)習(xí)能力,、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，倡導(dǎo)體驗(yàn),、實(shí)踐,、參與與交流的學(xué)習(xí)方式和任務(wù)型的教學(xué)途徑，發(fā)展學(xué)生的綜合語言運(yùn)用能力,，使語言的學(xué)習(xí)過程成為學(xué)生形成積極的情感態(tài)度,、主動思維和大膽實(shí)踐、提高跨文化意識和形成學(xué)生自主學(xué)習(xí)能力的過程,，這是新課標(biāo)和新目標(biāo)英語的要求,。
教學(xué)措施和輔助
二．教材總體目標(biāo)、單元要求及重難點(diǎn)
The goal:
The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives.
Go For It! 是以《英語課程標(biāo)準(zhǔn)》為依據(jù),，以學(xué)生的英語語言綜合運(yùn)用能力為目標(biāo),。不僅以語言知識、語言技能為重點(diǎn),，而且更注重學(xué)生的學(xué)習(xí)策略、情感態(tài)度和文化意識,。教學(xué)內(nèi)容的處理和取舍靈活開放,， 只要教師從學(xué)生的實(shí)際水平和語言能力出發(fā)，任何教學(xué)內(nèi)容的調(diào)整或取舍,，任何教學(xué)步驟的安排都是可行的,。“I sometimes go to the last to do the group work first…It depends on the teachers’ knowledge of the students actual language ability…”(David Nunan)；提倡教師結(jié)合學(xué)生實(shí)際,，充分利用學(xué)生,、教師本身和環(huán)境中一切可以利用的資源，豐富教學(xué)內(nèi)容,，創(chuàng)造運(yùn)用英語的機(jī)會,，注意多渠道開發(fā)教學(xué)資源。 “Don’t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”(David Nunan),；提倡任務(wù)型語言教學(xué),，教學(xué)進(jìn)度整體把握，教學(xué)形式不拘一格,；課堂以學(xué)生為主體,，以任務(wù)為主線，重視體驗(yàn)參與，課后訪談?wù){(diào)查,，讀寫扎記,，重視語言運(yùn)用；正視個體差異,，倡導(dǎo)過程激勵,，以多層次、多角度,、多主體的結(jié)果與過程并重的評價方式激勵進(jìn)步,。
The key points of each unit:
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Topic
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Functions
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Structures
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U 1
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Making new friends
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Introduce yourself
Greet people
Ask for and give telephone numbers
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Present tense to be
What questions
Prossessive adjectives:my,your,his,her
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U2
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Things in the classroom
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Identify ownerships
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Demonstratives:this,that
What questions and Yes/No questions
How do you spell pen?
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U3
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The family
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Introduce people
Identify people
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Demonstratives:these,those
Subject pronouns:I,he,she
Yes/No questions
Plural nouns
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U4
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Things around the house
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Talk about where things are
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Where questions and Yes/No questions
Prepositions: on,in,under
Subject pronouns: they
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U5
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Spending time with friends
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Ask and answer questions about ownership
Make suggestions
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Present tense to have
Yes/No questions and short answers: let’s
Adjectives of quality
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U6
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Food
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Talk about likes and dislikes
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Present tense to like
Yes/No questions and short answers
Affirmative and negative statements
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U7
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Shopping
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Ask about prices
Talk about clothing
Thank someone
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Demonstratives:this,that,these,those
How much questions
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U8
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Dates
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Talk about dates
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When questions
Prossessive “s”
How old are you?
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U9
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Movies
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Talk about preferences
Make plans
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Present tense to want
Yes/No questions and short answers:
Adjectives of quality
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U10
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Joining a club
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Talk about abilities
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Modal verb can
Yes/No questions and short answers:
Affirmative and negative statements
What questions
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U11
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Daily routines
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Talk about daily routines
Ask about and say times
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When questions
What time is it?
Adverbs of frequency
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U 12
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School subjects
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Talk about preferences
Give reasons
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What questions
Why questions
Who questions
Adjectives of quality
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三、教學(xué)具體措施及輔助活動
1．利用直觀教具和教學(xué)輔助媒體,，激發(fā)興趣,，增加容量，整體優(yōu)化課堂教學(xué),。
2．每日進(jìn)行單詞競賽,。
3．學(xué)唱英文歌。
4．堅(jiān)持值日生報(bào)告,。
5．開展多種游戲和競賽活動,。
教學(xué)進(jìn)度表
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Week 1
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Week 2
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Starter Unit 1-2
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5課時
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Week 3
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Starter Unit 2-3
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5課時
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Week 4
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Unit 1
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5課時
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Week 5
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Examination
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Week 6
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Unit 2
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5課時
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Week 7
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Unit 3
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5課時
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Week8
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Unit 4
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5課時
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Week 9
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Unit 5
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5課時
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Week 10
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Examination
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5課時
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Week 11
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Unit 6
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5課時
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Week 12
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Unit 7
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5課時
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Week 13
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Unit 8
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5課時
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Week 14
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Unit 9
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5課時
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Week 15
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Examination
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5課時
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Week 16
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Unit 10
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5課時
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Week 17
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Unit 11
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5課時
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Week 18
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Unit 12
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5課時
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Week 19
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Revision
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5課時
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Week 20
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Final examination
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