秋七年级上册仁爱英语教学案例设计U1T23.docx
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秋七年级上册仁爱英语教学案例设计U1T23
Unit1MakingNewFriends
Topic2Whereareyoufrom?
教学内容分析及课时分配建议:
本话题以Whereareyoufrom?
为指引,在第一个话题的基础上继续学习介绍自己、询问他人姓名、电话号码、国籍等基本信息的表达法。
主要句型和语法:
Whereareyoufrom?
Whereisshe/hefrom?
What’syourname?
What’syourtelephonenumber?
从本话题开始也进入正式学习语音的阶段,通过语音学习,帮助学生学习自我拼读单词,形成标准的语音语调。
本话题还将学习数字0-10。
以上内容在学生逐一掌握以后都将通过活动的形式综合应用到实际交流之中。
本话题建议用5个课时来完成:
第一课时:
SectionA-1a,1b,1c,SectionB-4
第二课时:
SectionA-2a,2b,3a,3b
第三课时:
SectionB-1a,1b,2a,2b,3
第四课时:
SectionC-1a,1b,1c,2,3,4a,4b
第五课时:
SectionD-GrammarandFunctions,1,2,Project
第三课时(SectionB-1a,1b,2a,2b,3)
教学设计思路:
本课时继续学习询问他人姓名以及国籍的交际用语。
主要功能句有Whoisshe/he?
Isshe/he…?
Whereisshe/hefrom?
本节课将通过小组对话的形式从复习前面询问他人姓名及国籍入手,导入新句型的学习。
学生进行小组活动完成2a,2b.学生通过1a的听力掌握本节课的句型并通过1b的任务进行综合使用。
语音也会在复习的环节进行复习巩固。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)学习Whoisshe/he?
Isshe/he…?
Whereisshe/hefrom?
等句型。
(2)能听懂、正确朗读本节课所学的功能句。
(3)能根据所学音标初步拼写简单的词。
(4)了解英文中的大小写。
2.Skillaims:
(1)能够听懂询问他人姓名、国籍等的简短对话。
(2)能够用英语就他人姓名、国籍等话题进行简短的对话。
(3)能够制作自己及他人的名片。
3.Emotionalaims:
有学习英语的兴趣、积极发言。
4.Cultureawareness:
了解中西方名字的不同文化。
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(1)学习英文中的大小写规则。
(2)Sentences:
Whoisshe/he?
Isshe/he…?
Whereisshe/hefrom?
2.Difficultpoints:
区分大小写并正确书写单词、句子。
Ⅲ.Learningstrategies
1.逐渐养成预习和复习的好习惯。
2.逐渐养成自己拼读单词的习惯。
Ⅳ.Teachingaids
录音机/多媒体/小黑板/图片
V.Teachingprocedures
Stage1(8mins):
Gettingstudentsreadyforlearningandrevision
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Greetandwarmup.
T:
Hi,class!
T:
Howareyou?
T:
IamOK.
T:
Let’splayagame.Icanspellthewords.
T:
Iwillshowyousomecardsandyoureadtheword.Firstone
T:
Canyoureaditinanotherway.Trytospellit.
T:
Yes,good.
T:
Howaboutthisone?
T:
Howaboutthisone?
Greetandwarmup.
Ss:
Hi!
MissLi.
Ss:
Iamfine,thankyou.Andyou?
Ss:
OK.
Ss:
/miːt/
Ss:
/tiːm/
Ss:
/bed//bed/
Ss...
通过“我可以拼出它的游戏”复习音标。
2.(Groupwork)
Showsomepicturesonthescreen.ThereareKangkang,Michael,Jane,Mariabesideeachpicture.
T:
Boysandgirls.Lookatthescreen.Canyoumakeadialogaccordingtothepicture?
T:
Whichgroupwilltry?
T:
Yourgesturesarebeautiful.
Anothergroup.
T:
Wow,sonice.
Lookatthepictureandmakedialog.
Ss:
Yes.
Group1:
S1:
Whoarethey?
S2:
TheyareMariaandJane.
S1:
Wherearetheyfrom?
S2:
MariaisfromCuba,JaneisfromCanada.
Group2:
…
通过图片编对话,唤起学生的记忆,将所学知识结合在一起。
Remark:
学习英语的最初阶段,老师应该不断地进行复习、巩固所学知识,并尽量让这些功能句能够融入到真实的语境中。
Stage2(15mins):
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose:
1(Classactivity)
Showsometeachers’andstudents’photosonthescreen.
T:
Whoarethey?
T:
Wherearetheyfrom?
T:
Whoarethey?
T:
AretheyfromChina,too?
T:
Whoishe?
T:
Heis
T:
Yes,yourmathteacher.
T:
Whoishe?
T:
Whoishe?
T:
IssheSusan?
T:
IsheMark?
T:
IsheJoy?
T:
Whereisshefrom?
T:
Sheisfrom…
T:
Whereishefrom?
T:
IshefromJapan?
T:
IsshefromCanada?
Lookatthephotosandtalkaboutthem.
Ss:
TheyareMarkandEgg.
Ss:
TheyarefromChina.
Ss:
TheyareMariaandJane.
Ss:
No,theyaren’t.
MariaisfromCuba.JaneisfromCanada.
Ss:
Mr.Wang.
Ss:
HeisMr.Hu.
Ss:
HeisOwn.
Ss:
No,sheisn’t.SheisJudy.
Ss:
No,heisBen.
Ss:
No,heisn’t.HeisRoman.
Ss:
England.
Ss:
HeisfromJapan.
Ss:
No,heisn’t.HeisfromChina.
Ss:
No,sheisfromAmerica.
通过师生对话的形式,学生在真实的语境中感受新句型的意思。
通过逐渐增加的方式循序渐进地学习新句型。
2.(Groupwork)
Showthepicturesin2a.
T:
Lookathere.Hereare3pictures.Workingroupsandmakeadialog.Youcanchooseonepicturetopractice.Ifyoucanput3picturestogether,Ithinkyouareperfect.
T:
Areyouready?
Who’dliketobethefirst?
T:
Youfinishedpicture1verywell.Anothergroup.
T:
Nice.
Makedialogstotalkaboutthepicturesin2a.
Group1:
S1:
Whoisshe?
S2:
SheisDengYaping.
S1:
Whereisshefrom?
S2:
SheisfromChina.
Group2:
S1:
Whoishe?
S2:
HeisStephenHawking.
S1:
IshefromAmerica?
S2:
No,heisn’t.
S1:
Whereishefrom?
S2:
HeisfromEngland.
Group3:
…
学生在小组活动中巩固所学知识。
3.(Individualwork)
Shownamecardsin2btostudents.
T:
Hereare2namecards.
OneisDengYaping’s,theotherisStephenHawking’s.Trytofinishthem.
T:
Goodquestion.
Familynamealsocalledlastname.Itmeansthelastpartofanameinsomewesterncountries.Givennamealsocalledfirstname.Itisthefirstpartofaname.ButinChina,itisdifferent..OurfamilynameisinthefirstpartlikeLi,Zhang,Wang…givennameisXiaoming,Pingping.
T:
Yes,clever.
Completethenamecards.Trytofindoutsomedifferences.
S1:
What’sthemeaningoffamilynameandgivenname?
Ss:
Oh,Iknow.
Icanfinish2b.
DengYaping
Familyname:
Deng
Givenname:
Yaping
From:
China
…
通过填写名片的方式,对比中西方名字的不同。
Remark:
在师生对话教授新句型的时候,老师尽量多重复,学生跟着模仿,学生念老师将句型写在黑板上,这样学生可以从眼、耳、口三种途径感知语言。
Stage3(7mins):
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose:
(Classactivity)
Playthetaperecorder.
T:
Listentothetapeandfinish1a.
Thenwewillchecktheanswerstogether.
T:
Listento1aagain.Understandthedialog.
T:
Listentothetapeagain.Readafterthetape.ThenIwillinvitesomestudentstoreadthedialog.
ListentothetapeandmarkTorF.
Ss:
F,T
Ss:
OK.
Group1:
S1:
Look,whoisshe?
S2…
通过听录音来学习1a的内容。
Remark:
听的次数根据学生掌握的情况确定,尽量保证听力结束后大部分同学都能流利地朗读1a。
Stage5(8mins):
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose:
1(Groupwork)
Showthestudents’photos.Givesomeinformationlike1b.Guidestudentsfinishthistaskinsteadof1b.
T:
Boysandgirls,makedialogsaccordingtothephotos.Iwillinvitesomestudentstoactitout.
T:
Welldone.Anothergroup.
T:
Ibelievemostofyoumasterthenewsentences.Ihopeyoucanread1aafterclass.Youshouldrecite1a.
Makedialogsaccordingtothestructures.
Group1:
S1:
Look,whoisshe?
S2:
SheisSally.
S1:
Whereisshefrom?
S2:
SheisfromAmerica.
Group2:
S1:
Look,Roy!
IsheMark?
S2:
No,heisn’t.HeisOwn.
S1:
Whereishefrom?
S2:
HeisfromCanada.
通过设计真实的任务,学生能够更好地理解并掌握新句子。
2(Individualwork)
Showthesentencesin3andaskSstowritethemdown.
T:
Lookatthesentences.Canyoufindsomething?
T:
Yes,good.Lookatthemcarefullyandthinkaboutwhenshouldweusethebigletters?
T:
Yes,good.Atthebeginningofasentence.HowaboutKangkang,Smith,Beijing?
T:
Yes,that’sit.Remember:
Thesebeginwithcapitalletters:
1.thefirstwordofsentences.
2.Mr.Mrs.Ms.MissandI
3.namesofpeople,citiesandcountries.
Nowwritethesesentencesonyourexercisebook.
Findouttherulesin3andpracticewriting.
S1:
Somelettersarebig,andsomelettersaresmall.
S2:
Atthebeginning.
S3:
Theyarenames.
通过观察、仿写等形式理解英语句子中的大、小写。
训练学生写的能力
Remark:
老师可以选一些好的学生的作品贴在文化墙上以示鼓励。
Stage6(4mins):
Summarizingandassigninghomework
Step
Teacheractivity
Studentactivity
Designingpurpose:
1(Classactivity)
EncouragetheSstosummarizethekeypoints
T:
Classwillbeoversoon.Let’ssummarizethekeypointstogether.Let’sbegin!
T:
Soundsgreat!
Ihopeyouwillrememberthem.
Summarizethekeypoints.
S1:
Whoisshe/he?
S2:
Isshe/he…?
S3:
Whereisshe/hefrom?
归纳总结本课的知识点。
2(Classactivity)
AssignHMK.
T:
Fortoday’sHMK,I’dlikeyouto
1.MakeanamecardincludingChinesenameandEnglishnamelike1b.
2.Reviewwhatwelearnedtodayandmakeadialog.
3.previewSectionC.
适当的家庭作业有助于巩固课堂所学的知识。
Remark:
强调预习和复习也是家庭作业的一部分。
VI.Blackboarddesign
Topic2Whereareyoufrom?
第三课时(SectionB-1a,1b,2a,2b,3)
Whoisshe/he?
Isshe/he…?
Whereisshe/hefrom?
Thesebeginwithcapitalletters:
1:
thefirstwordofsentences.
2:
Mr.Mrs.Ms.MissandI
3:
namesofpeople,citiesandcountries.
Group1:
Group2:
Group3:
Group4:
Group5:
Group6: