The analysis of the teaching materials 教学材料分析 | 本课内容是英语人教版七年上册Starter Unit1 Good morning! Period2（3a-3d）的内容。本课是七年级的第二课时，为防止学生最开始就出现掉队现象，所以有必要在授课最初阶段复习上节课所学的与本课相关的内容。接下来在新授课阶段主要内容是打招呼功能句型Good afternoon! Good evening! How are you? I’m fine, thanks. I’m OK.等。本课课型为听说课。 | ||
The analysis of the students 学习者分析 | 七年级学生在小学时有一定的英语基础，但运用的熟练度有待提高。同时，形象思维能力比较强，喜欢通过图片、音频、视频、歌曲、动画等形式学习和运用语言。应注重在教学中根据学生的这一学习风格合理采用适宜的方法、媒体和资源形式为学生营造英语学习环境和情景交际情境，促进学生灵活运用所学，充满兴趣，乐于表达。 | ||
Teaching goals 教 学 目 标 | 知识与能力目标 | ①复习学过的8个英文人名、字母Aa-Hh。 打招呼用语Good morning！Hello！Hi！ ②学习并恰当运用Good afternoon. Good evening. How are you? I'm fine,thanks. I'm OK.等打招呼用语进行交流。 | |
过程与方法目标 | ①通过游戏等有趣的形式复习上节课的8个人名和人名中涉及到的字母Aa-Hh、运用简单的打招呼用语。 ②通过观看视频，进行听力活动、口语合作互动和歌曲演唱等多种情景交际活动能不断感知、理解、记忆和运用新的打招呼用语。 | ||
情感态度与价值观目标 | ①有礼貌地与人交流，关心他人。 ②树立学好英语的信心并建立积极表达、合作互动的良好习惯。 | ||
Important points 教学重点 | 用自己英文名和同学打招呼。 | ||
Difficult points 教学难点 | 根据不同时间情境正确运用打招呼用语。 | ||
Teaching method 教学方法 | 情景交际教学法、多媒体教学法等。 | ||
Teaching resources教学资源 | 视频、音频、歌曲、图片等。 | ||
Teaching procedures 教学过程 | |||
Step1: Warming up 课前热身与导入 Enjoy a video——greetings. Teacher’s activity: play the video. Student’s activity: watch the video and get to know what they may learn. 资源运用：video 设计意图：课前一分钟，运用英文视频营造英语学习氛围，导入本课话题和感知主要语言内容，激发学习兴趣。 | |||
Step2: Prent the learning goals目标呈现 Teacher’s activity: prent the learning goals. Student’s activity :read and know the goals. 设计意图：根据课标要求，确立三维目标。学生明确目标，主动学习，有利于教学目标的实现。 | |||
Step3：Revision 复习 ①Play a game——guessing. 猜字母游戏。 Teacher’s activity: provide some half-hidden letters and give instructions. Student’s activity: guess the half-hidden letters. Resource：pictures 设计意图：通过猜猜看游戏的形式，复习巩固英文字母Aa-Hh的辨认识别和发音。 ②Play a game——quick eyes. 人名快闪游戏。 Teacher’s activity: provide the pictures of 8 friends and their names and give instructions. Student’s activity: speak out the names as quickly as possible. 资源运用 : pictures. 设计意图：通过有趣的快闪游戏形式，复习巩固上节课所学的8个英文人名的辨认和发音。 ③Finish a task——help to finish the name cards of the 8 friends. 帮助朋友完成名卡。 Teacher’s activity: provide the pictures of 8 friends, give instructions and play the audio. Student’s activity: listen and finish the name cards. 资源运用: pictures and audio 设计意图：通过有意义的任务，复习巩固上节课所学的8个英文人名的听辨和其中所含的字母Aa-Hh的书写。 ④Oral practice——Greet each other 四人之间互相用自己上节课课后作业时所选的英文名打招呼。 Teacher’s activity: give instructions. Student’s activity: greet each other using their own English name and the greetings they learned last lesson. 资源运用：picture and name cards 设计意图：通过真实情景口语交流，复习巩固上节课所学的打招呼用语早上好问候Good morning! Hello! Hi! | |||
Step4: Before-listening 听前活动 ①Prent three time ctions. 图片呈现，学习一天的三个时段。 专项资金审计Teacher’s activity: prent the pictures and three ctions. Student’s activity: look at the pictures and read the new words after the teacher. 我呼吁资源运用：pictures 设计意图：通过图片和教师示范，学生控制性口语操练，学习三个时段的表达法。 ②Prent the ways to greet each other. 图片呈现，学习三个时段的打招呼方式。 Teacher’s activity: prent the pictures and three ways to greet each other. Student’s activity:look at the pictures and read the new words after the teacher. Some groups and students show their performances. 资源运用：pictures 设计意图：通过图片和教师启发与示范，学生控制性口语操练，学习三个时段的打招呼用语。 ③Practice in pairs using some new pictures. 用几组新图片进行有意义的口语交际，操练新句型。 Teacher’s activity: prent the pictures and give instructions Student’s activity: look at the pictures and make conversation in pairs. 资源运用：pictures 设计意图：通过几组新图片提供的情境和新人名进行口语操练，进一步熟练口语句型。 | |||
Step5: While-listening 听中活动 ①Look at picture of 3a and listen for the first time. 大儒朱熹听前观察听力活动的图片并听第一遍。 Teacher’s activity: prent the pictures, ask some questions and give instructions Student’s activity: look at the pictures and listen to the conversation. 资源运用：pictures and audio 设计意图：通过观察图片和听力输入，建立良好的听力习惯，感知对话内容。 ②Listen again and number the pictures in 3a. 听第二遍对话，为图片编号。 Teacher’s activity: ask students to pay attention to the learning strategies and give instructions. Student’s activity: listen and number the pictures. 资源运用：audio and pictures 设计意图：通过听力活动了解捕捉关键词这一听力策略，为图片编号，进一步熟练对话内容。 | |||
Step6：After-listening 听后活动 ①Role-play the conversation in 3a. 角色扮演3a的对话，完成3b。 Teacher’s activity: give instructions. Student’s activity: finish 3b: role-play the conversation in 3a. 资源运用：pictures 设计意图：通过角色扮演的口语交际活动，学生能熟练对话内容，进行有意义的口语输出。 ②Greet your partner. 用自己真实英文名和几组新图片的情境，结对打招呼。 Teacher’s activity: provide some new pictures of different time ctions and give instructions. Student’s activity: greet each other in pairs using the given picture and their own names. 资源运用：pictures and audio 设计意图：通过图片提供的情境和学生自己的英文名进行较真实的口语交际对话，正确且熟练运用三个时段的打招呼用语。 | |||
李白的古诗Step7: A short summary and encourage students to learn more. 简短小结并下阶段导入新内容。 Teacher’s activity: prent the content. Student’s activity: read the content and understand it. 设计意图：通过小结学生能够归纳所学、明确用法、整理思路。 | |||
Step8：Before-listening 听前活动 ①Prent the pictures and new greetings of 3c.呈现3c的打招呼用语。 Teacher’s activity: ask some questions and play the audio. Student’s activity: look at the picture and listen to the conversation. 资源运用：pictures 设计意图：观察图片、感知对话内容。 ②Prent the new words and practice the words.呈现听力中的生词进行录音和跟读。 Teacher’s activity: prent the new words and play the audio. Student’s activity: look at the words and follow the audio. 资源运用：pictures and audio 设计意图：通过看文本和听音频模仿跟读生词，掌握生词的发音和词义。 ③Practice reading the new words in groups 小组互助朗读单词、记忆词义, 扫除交流障碍。 Teacher’s activity: ask students to practice reading the new words in groups and help each other. Student’s activity: read the new words in groups and help each other. 设计意图：通过小组互帮促学提高积极性并更高效地学习和记忆生词。 ④Play a game——train chain. 连环朗读生词、操练生词、纠正发音。 Teacher’s activity: ask students to practice reading the new words in groups and help each other. Student’s activity: read the new words in groups and help each other. 捕鼠神器设计意图：检查学生们对生词的掌握程度，师生可共同进行纠音，为下一步整句使用打下基础。 | |||
Step9：While-listening 听中活动 ①Listen to the conversation of 3c and repeat. 听对话并集体跟读模仿。 Teacher’s activity: play the audio. Student’s activity: listen to the conversation and repeat. 资源运用：audio 设计意图：在对话跟读中模仿和掌握语音语调，熟练句型。 ②listen to the conversation of 3c and repeat. 听对话并集体和个人分别跟读模仿。 Teacher’s activity: play the audio. Student’s activity: listen to the conversation and some students to read. 资源运用：audio 设计意图：在对话跟读中模仿和掌握语音语调，熟练句型, 检查反馈掌握情况。 | |||
Step10: After-listening 听后活动 ①Role-play the conversation of 3c and repeat. 角色扮演做对话。 Teacher’s activity: give instructions. Student’s activity: role-play the conversation in pairs. 资源运用：pictures 设计意图：通过角色扮演进行有意义的口语输出活动，提高对句型的熟练度。 ②A short summary. 简短小结新打招呼用语的功能并适当拓展。 冰箱牌子排行榜Teacher’s activity: give instructions Student’s activity: read and understand the function of the new greetings. 设计意图：通过梳理小结学生能够归纳所学、明确用法、整理思路并适当拓展延伸。 ③Make conversations according to the new pictures in pairs. 用几组新图片的情境，两人间进行对话. Teacher’s activity: give instructions. Student’s activity: role-play the conversation in pairs. 资源运用：pictures 设计意图：通过图片情境和新出现的人名进行有意义的口语交际，进一步理解和综合运用打招呼用语。 ④Make conversations according to the new pictures in pairs. 用自己英文名另几组新图片情境，两人间进行对话. Teacher’s activity: give instructions. Student’s activity: make conversations in pairs. 资源运用：pictures 设计意图：通过图片情境和新出现的人名进行有意义的半控制的口语交际，进一步理解和综合运用打招呼用语。 ⑤Act out your conversation with your own names.自创情境，用自己的英文名表演对话。 Teacher’s activity: play a video to give a demonstration, Student’s activity: practice and act out their conversations. 资源运用：video，pictures and things students can u in their performance 设计意图：通过学生小组讨论自创情境编对话后进行真实情境下的口语交际，提高综合运用打招呼英语的能力。 | |||
Step11: Do a summary. 分组进行本课内容的总结。 Teacher’s activity: give instructions. Student’s activity: summarize what they have learned. 资源运用：pictures and chart 设计意图：每组学生总结不同的内容，尽可能调动大多数同学参与总结，检查学生对本课的掌握程度。 | |||
Step12：Share two proverb sayings with students.分享与本课话题相关的谚语。 Teacher’s activity: share two proverb sayings with students Student’s activity: understand the sayings 设计意图：升华情感，树立礼貌和关心他人的正确价值观。 | |||
Step13：Enjoy and sing the greeting song together. 全班欣赏打招呼的英文歌视频并跟唱。 Teacher’s activity: play the video. Student’s activity: watch the video and sing the song. 资源运用：video 设计意图：英语歌曲中使用打招呼的语言内容，旋律有助于长时记忆，激发兴趣。 | |||
Step14: Homework 作业 ①Listen to the tape of 3a、3c and the words of Starter Unit1. （听3a、3c和本单元词汇录音） ②Make conversations with students in another group after class. （课下主动与其他组同学做问候语的口语对话） ③Finish the exerci book of this part. （完成练习册对应部分的书写作业） 设计意图：巩固本课所学，有一定的补充拓展和延伸。 | |||
Blackboard design 板书设计 | Starter Unit1 Good morning! How are you? I’m fine, thanks! How are you? I’m OK! 3a-3d morning! afternoon! evening! Good | ||
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