课题 | Poems | 单元 | Unit 7 | 学科 | 英语 | 年级 | 七年级 |
教材分析 | totalamountThis teaching period mainly deal with speaking and writing. Students are expected to yonalearn word stress. try to write a ver on students . | ||||||
核心素养教学目标 | 1. Knowledge objectives: Understand the general rules of stress in monosyllabic, disyllabic, and polysyllabic syllables. 2. Skill objectives: wenjiab①Bad on the knowledge of stress, correctly pronounce the stress of new words. ②Be able to u rhymes correctly and complete a poem with rhymes. 3. Emotional objectives: Expressing positive emotions through poems. 4. Thinking quality objectives: Master the structure of the article, imitate the structure and create your own. | ||||||
重点 | Understand the general rules of stress in monosyllabic, disyllabic, and polysyllabic syllables. | ||||||
难点 | Expressing positive emotions through poems. | ||||||
教学过程 | |||
教学环节 | 教师活动 | 学生活动 | 设计意图 | 去痘食疗
导入新课 | 英语励志短文 Lead in First, read the following poems with proper tones. Second, write your own poem using this poem as a model. Remember that it should rhyme. After finishing, share the poem with the class. Lead students to review syllables. | Follow teacher’s instruction, finish the task. Review syllables. | To arou students’ interest. |
讲授新课 | vivian hsuTalk Time 1. Read the word “important” and u this word to explain the concept of word stress. 2. Show some examples about the two-syllable words and stress the first syllable. Lead students to read the words. 2. Show some examples about the two-syllable words and stress the cond syllable. Lead students to read the words. 3. Show some examples about the three-syllable words and stress the first syllable. Lead students to read the words. 4. Show some examples about the three-syllable words and stress the third syllable. Lead students to read the words. Summary onuSummarize the rules of word stress together. Practice makes perfect. Speak up 1. Show a picture to students and let them discuss the questions. Ø What’s your feeling when you e this picture and title? Ø What tone will you u to read the poem? 2. Work in a group of six. Each student in a group should read a part of the poem as instructed. And then read this poem aloud in group. 3. Show time. Show the poem in class. Writing 1. A writing game. Introduce the steps to students. Step 1: Understand the rules of the game. Step 2: Write your ver about your classmates. U the example below to help you. Step 3: Put your ver into the poem on page 99. Don’t forget to give a title to the poem. Step 4: Read your poem to the class for them to guess who A, B, C and D are. 2. Give students some tips to describe their classmates. And give some examples. 3. Analyze the examples and conclude some uful rule to write a ver. 4. Lead students to learn about the structure of the poem. 5. Summary the skills of writing a poem and how to describe a person. 6. Let students try to write an article using the words and ntences according to the sample writing. 9. Let students check out the mistakes and correct. | Read the word “important” and learn the concept of word stress. Learn some examples about the two-syllable words and stress the first syllable and read the words. Learn some examples about the two-syllable words and stress the cond syllable. Read the words. Learn some examples about the three-syllable words and stress the first syllable. Read the words. Learn some examples about the 差距英文three-syllable words and stress the third syllable. Read the words. Summarize the rules of word stress together. Finish the exerci and check the answers. Look at the picture and discuss the questions about the picture. In groups, practice reading the poem. Show time. Learn about steps of the writing game. Learn about some tips on how to describe their classmates. fabric是什么意思Analyze the examples and conclude some uful rules to write a ver. Review the structure of the poem. Summary the skills of writing a poem and how to describe a person. Try to write an article using the words and ntences according to the sample writing. Check out the mistakes and correct. | Help students be familiar with the concept of word stress. To help students learn more about word stress by reading and analyze the examples. To consolidate the rules of word stress. To train their ability to cooperate. To get ready for the writing. Let them get familiar with the correct and uful ntence patterns. To train the students’ writing ability. To review the structure of a poem. To consolidate the writing skill. To u what have learnt to writing an article on their own. |
课堂小结 | 本课学习双音节和多音节词重音的一般规则。同时，通过小组活动朗读一首诗，体会诗歌的意境和作者的情感，同时学会和小组其他成员之间的合作。写作部分要求学生完成一篇描写班级成员的小诗。 | ||
板书 | dslr词的重音与次重音 重音： 单音节词单独读时都重读，不必标重音节符号；两个或两个以上的音节才有重音。重音符号标注在重读的这个音节前。 次重音： 在含有3个或更多音节的单词中，有的除了有主重音还有次重音，次重音表示 读该音节时要弱于重音节而强于其他音节。 复合词和词组重音 重合词的重音一般落在第一个单词上。如：'homework, 'classroom, 'paper-knife等。 单词重音的一般规律： a. 双音节词的重音多数在第1个音节上。例如：'daily，'matter，'clever等。 b. 带a-、be-、en-、for-、im-、in-、mis- 、pre- 、pro- 、to- 、trans- 、un-等不可分的前缀的双音节词，重音常落在第2个音节上。例如：a'bove，be'lieve，for'get，mis'take，pro'vide，to'day等。 c. 多音节词的重音多落在倒数第3个音节上。如：'satisfy，mag'nificent，i'immediately等。 d. 以-ic，–ial，-ian ，–ion等后缀结尾的多音节词，重音落在倒数第2个音节上。如：re'public，mu'sician等。 | ||
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