七年級（上） Unit 2 Topic 1Section C說課稿

1、七年級（上） Unit 2 Topic 1Section C說課稿 一、教材分析（說教材） 1、教材的地位和作用： 本節(jié)課是仁愛英語七年級上冊Unit2 Topic 1 SectionC本課是本單元的核心教學(xué)，主要學(xué)習(xí)I have a small nose這個話題的交際用語，訓(xùn)練學(xué)生的口頭表達(dá)水平。承接上本主題中前面說學(xué)到過的形容詞比較級的構(gòu)成，又為本單元后面的教學(xué)鋪墊了基礎(chǔ)。 2、重點與難點 1. Key points 準(zhǔn)確使用表示詢問人物外貌特征的形容詞和表達(dá)方式，并利用這些形容詞和表達(dá)方式描述自己和他人。準(zhǔn)確使用實義動詞have /has引導(dǎo)的表示所屬關(guān)系的一般疑問句的表達(dá)。 準(zhǔn)確使用助

2、動詞do/does。2. Difficult points 準(zhǔn)確使用實義動詞have /has引導(dǎo)的表示所屬關(guān)于的一般疑問句的表達(dá)。 助動詞do/does的應(yīng)用。 能夠根據(jù)所提供的內(nèi)容編寫短文。 3、教學(xué)目標(biāo)： 英語課程標(biāo)準(zhǔn)（實驗稿）中要求：初學(xué)生能用聽懂相關(guān)熟悉話題的談話，并從中獲取信息和觀點；能就簡單的話題提供信息，表達(dá)簡單的觀點和意見，參與討論；能與他人溝通信息，合作完成任務(wù)；能根據(jù)話題實行情景對話；能簡單描述人物或事件。且英語教學(xué)的目的是培養(yǎng)學(xué)生使用語言實行交際的水平，為用而學(xué)，在用中學(xué)，學(xué)了就用。所以，結(jié)合教學(xué)重難點我把本課的教學(xué)目標(biāo)定為以下4個方面： Knowledge aims

3、能夠掌握并應(yīng)用新學(xué)習(xí)的單詞： boy, come, sister, different, knife等; 能夠使用基本的形容詞描述、詢問人物外貌特征及所屬關(guān)系的表達(dá)方式；能夠掌握陳述句及一般疑問句的語調(diào)。 Skill aims 能聽懂相關(guān)詢問人物外貌特征及所屬關(guān)系的表達(dá)方式； 能使用表示詢問人物外貌特征及所屬關(guān)系的表達(dá)方式實行簡單的交流； 能識別不同的語調(diào)，如陳述句和一般疑問句等； 能夠在圖畫等的協(xié)助下預(yù)測文章大意； 能使用所學(xué)表達(dá)實行段落寫作，描述人物外貌特點； 能根據(jù)圖片及音標(biāo)拼讀單詞。 Emotional aims 能夠養(yǎng)成借助圖片協(xié)助聽說和閱讀理解的習(xí)慣； 能夠認(rèn)真，規(guī)范書寫單詞； 能

4、夠培養(yǎng)學(xué)生善于觀察周圍人或物的水平。（二、教學(xué)策略 我們大部份的學(xué)生來自農(nóng)村，英語基礎(chǔ)普遍比較薄弱，對知識的領(lǐng)悟、掌握及使用水平有較大的差別，絕絕大部分對英語學(xué)習(xí)缺乏興趣。課程標(biāo)準(zhǔn)中提出：基礎(chǔ)階段教育的英語課程任務(wù)是激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，使學(xué)生樹立信心，養(yǎng)成良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略，發(fā)展學(xué)生的水平和合作精神。所以，在教學(xué)過程中我采用的是分層導(dǎo)學(xué)、先學(xué)后教、精講互動、合作訓(xùn)練的教學(xué)模式，從差生抓起，力求讓每一位學(xué)生都能受到合適的教育。 在分層導(dǎo)學(xué)、合作訓(xùn)練的教學(xué)過程中，根據(jù)學(xué)生的基礎(chǔ)水平及水平分為A、B、C、D四個層次；各小組的英語成績及水平水平大體相同。這有利于展開討論并在同

5、等條件下展開小組競爭。 三、說教學(xué)方法 （一）教法 本課以交際為教學(xué)核心并以多媒體輔助教學(xué)，我主要采取以下幾種教學(xué)方法： 1、任務(wù)型教學(xué)法：學(xué)生通過自編一篇對話，以完成任務(wù)為動力，在動腦、動手，動口的過程中，把知識和技能融為一體，實現(xiàn)學(xué)生掌握、使用重點詞組及句型的水平目標(biāo)，突破本節(jié)的重難點。 2、競賽教學(xué)法：通過單詞游戲、表演比賽，激發(fā)學(xué)生學(xué)習(xí)的強烈興趣，鍛煉他們的思維水平及反應(yīng)水平。實現(xiàn)學(xué)習(xí)策略目標(biāo)。 3、聽力訓(xùn)練法：通過聽錄音、回答問題，在聽中感知、模仿達(dá)到提升學(xué)生聽力的目標(biāo)。 4、提問引入法：通過提問，集體、分組、分行回答，或個別學(xué)生回答形式展開教學(xué)，檢查和鞏固新舊知識，化解難點。 5、

6、多媒體輔助教學(xué)：通過各類圖片，增加記憶、加深印象，活躍課堂氣氛。 （二）學(xué)法及學(xué)法指導(dǎo) 1、養(yǎng)成聽的習(xí)慣 學(xué)生要經(jīng)常聽錄音，聽教師講英語，聽同學(xué)們講英語，這對學(xué)好英語大有好處。 2、即時鞏固，反復(fù)記憶 凡是教師在課堂上所講到的語言難點，學(xué)生應(yīng)即時整理，再次理解并積極使用。對前面已學(xué)過的課文，學(xué)生要有計劃地經(jīng)常復(fù)習(xí)，否則，常常是學(xué)了新的，忘了舊的。 3、積極操練，重在口頭 在課堂上，學(xué)生要積極參與教師設(shè)計的每個教學(xué)活動，要大膽開口，創(chuàng)造性地說自己想說的話。課后和其他同學(xué)即時實行英語交流。只有這樣，才能將書本知識內(nèi)化為自己的知識,提升語言水平；也只有這樣，才能實現(xiàn)脫口說英語的目的。 四、說教學(xué)程序

7、 . Teaching proceduresStepInteraction patternsStudent activityTeacher activityIntroduction(5minutes)1.The whole class work.2.Individual work.3.Individual work.4.Individual work.5.Individual work.1.Students answer “Hi! Good morning. Nice to meet you, too.”2.Some students describe the girl using the s

8、entence like “She has ”3.Some students answer the questions.4.Students answer the teachers questions with, “Yes, I do. / No, I dont”.5.Students have chain questions.1.The teacher greets with students “Hello! Good morning. Nice to meet you.”2.Draw a picture of a girl on the blackboard, then let some

9、students describe the girl using “have/ has”.Give an example,“She has a small mouth.”3.Point at some part of the girl and ask, “Does she have?” Choose some students to answer the questions.4.Walk to some students and ask the question, “Do you have?”5.Chain questions-Ask one student the question, “Do

10、 you have?” Make an answer with“Yes/ No”Then ask the next student one question and go on, at least let five students do it.Presentation(13minutes)1.The whole class work.2.Pair work.3. Individual work.4.Individual work and the whole class work.1.Do 3a. The students answer the question, “Yes, he does.

11、”Then students answer the question, “No, we dont.”2.Students do it in pairs.One pair share their dialogue to the whole class.3.Students do it by themselves; Students check the answers.4.Do 1a. Some students guess them;Then all students read the passage and find out the new words; Some students read

12、the sentence one by one; Students listen to the teacher carefully.1.Show the first picture of 3a to students and ask the whole class, “Does he have a knife?” （老師指著小刀反復(fù)讀“knife”） Let students answer the question;Then the teacher asks, “Do you have a knife?”2.Show the second picture in 3a, then let stu

13、dents make a question with the picture, they discuss it in pairs for 1 minute and try to make a short dialogue; The teacher chooses one pair to show their dialogue;(以同樣的方式表現(xiàn)剩余兩幅圖)3.Give students 1 minute to match the pictures with the conversations by themselves; Check the answers of 3a.4.Show the p

14、ictures of 1a, then let students guess who is the boy and who is his sister, Amy; Let students read the passage first and find out the new words in the passage; Write down the new words and important phrases, and then choose some students to read the passage one by one;Point out the important expres

15、sions： come from = be from, in the same school, but in different grades, then explain them to students.Consolidati on(10minutes)1.The whole class work. 2.Individual work.3.The whole class work and individual work.1.Students read the passage by themselves.2.Do 1b. Five students check the answers.3.Do

16、 1c. Students read the passage and circle the adjectives in the passage; Then fill in the table on the blackboard, the others do it by themselves; Finally, two students share their passage with the whole class.1.Give students 1 minute to read the passage again and pay attention to the important word

17、s and expressions.2.Let students do 1b by themselves, then choose five students to check the answers.3.Give students 1 minute to read the passage and find out the adjectives in the passage;Show a small blackboard and draw a table on it, and then choose one student to fill in the table and let the ot

18、her students do it by themselves; Give students 2 minutes to make a passage about the table, and then choose two students to show their passages.Practice(12minutes)1.Group work.2.The whole class work.3.The whole class work and individual work.1.Do 2. Students describe their partners look orally;Thre

19、e students describe their partners look in front of the whole class; All Students listen to the teacher carefully.2.Do 4a. Students read the threes letters; Then read after the teacher; Students look at the picture and guess the meaning of red.3.Do 4b. Students read the sentences; Some students read

20、 the sentences; Then all Students read after the tape carefully and pay attention to the rising tone and the falling tone.1.Give students 2 minutes to describe their partners look orally; Choose three students to describe their partners look in front of the whole class; Make a summary about the thre

21、e students.2.Show three cards with r, e, d to students and let them try to read the three letters; Put the three letters together and read it /red/ for three times; Show the first picture of 4a and say, “The meaning of /red/ is ” Let students guess the meaning of “red”.(老師可采用同樣的方式學(xué)習(xí)以下單詞)3.Give students 1 minute to read the sentences in 4b first;Choose some students to read the sentences; Play the tape and let students read after the tape carefully.Production(5minutes)1. Group work.1.Students make up their passages in groups first and two groups show their short passages; All students listen