蔡偉霞教學(xué)設(shè)計（教案）模板2

1、教學(xué)設(shè)計（教案）模板基本信息學(xué) 科英語年 級七年級教學(xué)形式教 師蔡偉霞單 位新鄉(xiāng)市第四十二中學(xué)課題名稱Unit1 Make new friends(Topic1 Section A)學(xué)情分析 內(nèi)容分析：本節(jié)課學(xué)習(xí)前七個字母和簡單的日常對話。 學(xué)生分析: 這一部分的東西小學(xué)學(xué)生都見過，是指有些學(xué)生都學(xué)過，應(yīng)該進行的非常順利。教學(xué)目標(biāo)1.知識目標(biāo)：1. (1) Learn the letters Aa - Gg.(2)Learn some new words:good, morning, welcome, to, China, thank, you, hello, I, am, are, yes,

2、 no, not, nice, meet, too2. Learn about greetings and introductions:(1)Good morning.Good morning.(2)Welcome to China!Thank you./Thanks.(3)Hello/Hi!Hello/Hi!(4)Im Are you ?Yes, I am./No, Im not. Im (5)Nice to meet you.Nice to meet you, too.2.能力目標(biāo)：（1）會讀會寫前面的七個字目；（2）會簡單的交際。3.情感態(tài)度與價值觀：教會學(xué)生用英語禮貌的問候。教學(xué)過程S

3、tep 1 Introduction 第一步 介紹(時間:5分鐘)本節(jié)課是開篇，教師應(yīng)向全體學(xué)生說明以下兩點：1.學(xué)習(xí)英語的重要性。2.學(xué)習(xí)英語的正確方法。目的：激發(fā)學(xué)生學(xué)習(xí)英語的興趣，使學(xué)生樹立自信心，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。Step 2 Presentation 第二步 呈現(xiàn)(時間:9分鐘)呈現(xiàn)簡單的打招呼用語，并進行聽說練習(xí)，學(xué)以致用。1. (運用真實情境，讓學(xué)生學(xué)會如何與他人簡單地打招呼。) (1)(教師向一名學(xué)生做手勢以示打招呼。) T:Hello! S1:Hello!(啟發(fā)學(xué)生回答。) (板書Hello!讓學(xué)生猜測其意思并掌握。)hello (師生互動操練Hello

4、!) T:Hello! Ss:Hello! (2)(用同樣的方式教學(xué)Hi!板書并要求學(xué)生理解。)Hello! =Hi!(非正式)Hello!Hi! (同時教師可以請一位學(xué)生幫忙，示范熟人之間應(yīng)怎樣打招呼，并讓學(xué)生之間用真實姓名依次操練。) T:Please look at us and see how we are greeting. Then you can use your names to greet each other.(教師給以適當(dāng)?shù)臐h語提示。) T:Hi, Li Lei! S2:Hi, Mr./Miss××.S3:Hi, Zhang Hua!S4:Hi, Ch

5、en Jun!S5:Hello, Zhou Jie!S6:Hello, Zheng Hua!(3)(教師親切地用手勢跟同學(xué)們打招呼。)T:Good morning!(重復(fù)幾遍后，啟發(fā)學(xué)生回答。)Ss:Good morning!(板書并要求學(xué)生掌握。)Good morning!(讓學(xué)生猜測Good morning!的意思，教師給予提示：早上見面問好可用Good morning!代替Hello!師生互動操練Good morning!)(教師讓學(xué)生用自己的真實姓名互動操練Hi!/Hello!/Good morning!)S7:Hi! S8.S8:Hi! S7.S9:Hello! S10.S10:He

6、llo! S9.S11:Good morning! S12.S12:Good morning! S11.(對學(xué)生的表演給予掌聲鼓勵。)2. (用投影儀或教學(xué)掛圖出示1a，圖中康康在接機大廳接人，三個外國學(xué)生剛下飛機。問學(xué)生：他們之間應(yīng)該怎樣打招呼呢?)Ss: Hi!/Hello!/Good morning!(利用上面圖片教學(xué)China，板書并要求學(xué)生掌握。)China T:Good morning! Welcome to China! Ss:Good morning! Thank you./Thanks.(幫助學(xué)生回答。) (板書并教學(xué)，要求學(xué)生掌握。)Welcome to China!Tha

7、nk you./Thanks. (師生互動操練以上對話。)3. (播放1a錄音, 讓學(xué)生跟讀, 注意模仿語音語調(diào)。) T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.4. (出示四個小主人公的人物圖，讓學(xué)生認(rèn)識他們，并教學(xué)生讀Kangkang, Michael, Jane, Maria四個名字，教師播放1b錄音，完成1b。核對答案并打分。)Step 3 Consolidation 第三步 鞏固(時間:10分鐘)通過師生對話，教學(xué)自我介紹的功能用語，并進行練習(xí)和表演，讓學(xué)生運用

8、所學(xué)英語進行簡單交際。1. (1)(教學(xué)Im Are you ? Yes, I am./No, Im not.)(教師找兩名男生和兩名女生分別扮演Kangkang, Michael, Jane, Maria。分別教他們說Im Kangkang. Im Michael. Im Jane. Im Maria. 引出Im=I am. 再問Are you ? Yes, I am./ No, I am not.)(板書并要求學(xué)生掌握。)Im Are you ? Yes, I am./ No, Im not. (教師向全班同學(xué)介紹自己，然后請幾個學(xué)生向全班同學(xué)打招呼，并作自我介紹。) T:Hi!/Hell

9、o! Im (教師手指著自己，并引導(dǎo)學(xué)生作自我介紹。)S1:Hi!/Hello! Im Wu San. (S1站起來。)S2:Hi!/Hello! Im Wang Xiang. (S2站起來。)S3:Hi!/Hello! Im Wei Hua. (S3站起來。)(教師接著對剛剛作過自我介紹的學(xué)生進行提問，練習(xí)上面板書的另兩個句式。)T:Im Are you Wei Hua?S3:Yes, I am. (學(xué)生點頭，這時教師引導(dǎo)學(xué)生作答。)T:Im Are you Li Feng?S2:No, Im not. Im Wang Xiang.(讓學(xué)生兩人一組進行類似操練。)(2)(再找來一名學(xué)生S4，

10、教學(xué)Nice to meet you. Nice to meet you, too.的情景用法。板書重點句子。)Nice to meet you.Nice to meet you, too.(教師示范表演。)T:Hello! Im Are you Liu Siyang?S4:No, Im not. Im Wendy.T:Oh, nice to meet you, Wendy.S4:Nice to meet you, too. (教師引導(dǎo)學(xué)生作答。)(讓學(xué)生互相問答，借此機會運用類似的對話認(rèn)識同學(xué)。)2. (播放3a錄音，讓學(xué)生跟讀，注意模仿語音語調(diào)并進行人機對話。完成3a。)T: Listen

11、 to the tape and repeat. Pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape. (教師給以適當(dāng)漢語提示。)3. (讓學(xué)生自由組合操練1a和3a，然后兩人一組上講臺表演。進行小組競賽，鞏固1a和3a所學(xué)內(nèi)容。完成3b。)T: Practice a dialog according to 1a and 3a in pairs, then act it out. (教師給以適當(dāng)漢語提示。)S1:Good morning!S2:Good

12、 morning!S1:Im Are you ?S2:Yes, I am.S1:Nice to meet you.S2:Nice to meet you, too.S1:Welcome to China!S2:Thanks./Thank you.4. (再讓學(xué)生四人一組上臺表演打招呼和作自我介紹。)T: Act out the dialog with your own names.S3:Hi!S4:Hi!S3:Im Are you ?S4:Yes, I am.S3:Hello! Are you ?S5:No, Im not. Im S3:Nice to meet you.S5:Nice to

13、meet you, too.S3:Hi! Are you ?S6:Yes, I am.S3:Welcome to China!S6:Thanks./Thank you.Step 4 Practice 第四步 練習(xí)(時間:10分鐘)通過教學(xué)讀寫字母Aa-Gg并做字母接力游戲，培養(yǎng)學(xué)生的合作精神，激發(fā)學(xué)生的學(xué)習(xí)興趣。1. (學(xué)習(xí)字母Aa-Gg。)(1)(教師逐個出示字母卡片，先示范字母的讀音，要求學(xué)生仔細(xì)聽，認(rèn)真觀察教師的口型，再進行模仿。每個字母都要用升降調(diào)來讀。)T: Listen to me and read the letters after me. Learn Aa-Gg by hear

14、t.(教師先教學(xué)字母Aa-Gg，然后全體學(xué)生跟讀Aa，Bb, Cc, Dd, Ee, Ff, Gg。)T:Aa Bb Cc Dd Ee Ff GgSs:Aa Bb Cc Dd Ee Ff Gg(2)(告訴學(xué)生，每個英文字母都有印刷體和書寫體、大寫和小寫之分。關(guān)于字母的書寫，要嚴(yán)格要求學(xué)生用四線格的練習(xí)本，按筆順和格式書寫。逐個板書英文字母。書寫每個字母時，教師要做好示范，從起筆到收筆，用幾筆寫成的都要示范清楚。帶著學(xué)生用右食指在空中模仿，然后讓學(xué)生在四線格上臨摹。完成2a。)T: Now lets learn how to write the letters.2. (1)(英語字母接力游戲。)

15、T:Now lets play a game.(由第一排第一個同學(xué)快速說出“A”，第二個同學(xué)快速接上“B”。依次C，D，E，F(xiàn)，G，A，B)T: The first student in the first row says “A” quickly, and the second student says “B” and then other students say C, D, E, F, G, A, B one by one. (教師給以漢語提示。)(待上個游戲完成后，再要求第一個同學(xué)報出“AB”，第二個同學(xué)快速接上“BC”，第三個同學(xué)快速接上“CD”以此類推，直到全班同學(xué)都參與進去。)T

16、: Well done! Now the first one says “AB”, the second one says “BC” quickly, the third one says “CD” and so on. (教師給以漢語提示。)(2)(兩人一組用身體組成任何一個大寫字母，并大聲說出該字母。)T: Pair work. Form the capital letters with your bodies and read them aloud.3. (教師講解2b的做題方法并示范，讓學(xué)生聽錄音，完成2b。)T: Now lets listen and circle the lett

17、ers you hear.Aa Bb Cc Dd Ee Ff Gg4. (把標(biāo)注中的大小寫字母放在四線格上相應(yīng)的大小寫字母旁邊。做配對練習(xí)，讓學(xué)生自主完成4，最后核對答案。提醒學(xué)生，字母是該動物單詞的首字母，來引發(fā)其興趣。)T: Match and write down the letters on the line. Aa Bb Cc Dd Ee Ff GgStep 5 Project 第五步 綜合探究活動(時間:6分鐘)通過游戲和小組活動，培養(yǎng)學(xué)生的想象力和運用所學(xué)語言進行交際的能力。1. (讓學(xué)生想象并列舉生活中有哪些物體與正在學(xué)習(xí)的英文字母A-G形狀相似。如：板凳腿像A，耳朵像B，殘月

18、像C、D等。)T: Can you imagine and list some objects which have the same shapes with English letters? For example: The legs of bench are like “A”, ears are like “B”, the moon is like “C” or “D”, etc. (教師用漢語給以提示。)2. (做游戲:字母配對)(Letter Matching) (1)活動目的：辨別字母的印刷體、書寫體及大小寫。(2)活動過程:活動準(zhǔn)備。教師事先制作一些卡片，每張卡片上寫一個英文字母。

19、每個字母分大寫、小寫、印刷體和書寫體，并分別寫在四張卡片上。做活動時，教師發(fā)給每人一張字母卡，規(guī)定大家不許出聲，只可以看彼此手上拿著的字母卡。教師一聲號令，每人開始在全班同學(xué)中尋找拿著與自己相同字母的其他三個同學(xué)。當(dāng)拿著同一字母不同字體的四個人最先找在一起，并立刻一同把字母卡交給教師時，他們在這一局中就算獲得勝利。(3)有關(guān)說明：活動前需向?qū)W生展示四種卡片，以便活動時辨認(rèn)?；顒涌ㄆ瑪?shù)量必須跟學(xué)生數(shù)量相同，而每個字母有成套的四張卡片。所以在制作卡片時要考慮學(xué)生的數(shù)量。假設(shè)有二十八個人參加游戲，選寫七個字母，同一個字母有四張卡片，共制成二十八張字母卡?？蓪⒚總€字母四張卡片改成兩張卡片(大寫與小寫)

20、，這樣學(xué)生在活動時只需尋找一個同伴。3. (小組活動。七名學(xué)生一組分別取名為Aa-Gg，用學(xué)過的打招呼用語和問候語進行對話。) T: Group work. A group of seven students act as Aa-Gg, greeting each other.Example:SA: Hello!SB: Hello!SA: Are you Cc?SB: No, Im not. Im Bb.SA: Nice to meet you.SB: Nice to meet you, too.4. (教師用投影儀或小黑板展示句子，配對。鞏固本課所學(xué)句型。)T: Match the sent

21、ences in Column A with those in Column B.A B(1)Hi!a.Thanks./Thank you.(2)Welcome to China!b.Hello!(3)Nice to meet you.c.Nice to meet you, too.(4)Good morning!d.Good morning!(5)Hello!e.Yes, I am.(6)Im Kangkang. Are you Michael?f. Hi!Step呈現(xiàn)1、復(fù)現(xiàn)上一單元有關(guān)內(nèi)容，在與學(xué)生交流中，引入本單元話題。Teacher says:, is your home far a

22、way from your school? How do you go to school every day? What time do you often get to school every day? 鼓勵學(xué)生根據(jù)實際情況回答。2、繼續(xù)與學(xué)生交流，教授新知識。Teacher says: What time does your school day begin? It begins at It starts at You start our school day at So you need to wake up very early.板書wake up和 start。3、利用圖片，通過

23、直觀的手段，向?qū)W生呈現(xiàn)一日三餐等的表達(dá)。首先展示圖片中的時鐘，對學(xué)生說：It is six oclock in the morning. What doesdo? Can you guess? 讓學(xué)生任意給出回答。而后，將圖片全部展示，告訴學(xué)生： has breakfast at this time.再用同樣的方式呈現(xiàn)圖片，教授have lunch和have dinner.板書have breakfast/lunch/dinner4、利用圖片，繼續(xù)教授新知識。Teacher says: Its twelve at noon. What does the old man do? He sleep

24、s. He has a rest. Maybe he is tired so he needs a good rest.板書need和rest.呈現(xiàn)另一幅圖，Teacher says: Its Sunday. What do these children do? They go out to play games. They have fun. They are very happy.板書go out和 have fun。Step操練1、為學(xué)生創(chuàng)設(shè)情境，用新學(xué)的知識對話交流。Teacher says: Hobo wants to know something about you. He wou

25、ld like to ask the questions below. Please answer them.(1) What time do you wake up?(2) Do you often go out to play games/have dinner/have fun?(3) Do you often have breakfast?(4) Where do you have lunch?(5) Do you always have a rest after lunch?鼓勵學(xué)生根據(jù)自己的實際情況回答上述問題。根據(jù)學(xué)生的回答，可以適時呈現(xiàn)seldom和never,板書seldom

26、和never。2、鼓勵學(xué)生毛遂自薦扮演Hobo的角色，向任意學(xué)生提問。Teacher says: Who wants to play the role of Hobo? You can ask anyone in the classroom the questions above.Step呈現(xiàn)1、請學(xué)生猜測Eddie一天的活動安排，從而介紹漫畫故事的背景。Teacher says: Do you remember our friends Eddie? What does he do every day? Can you guess? 鼓勵學(xué)生用剛學(xué)過的日?；顒踊卮稹?、為學(xué)生播放前三幅漫畫的錄

27、音，請學(xué)生介紹所聽到的Eddie的活動內(nèi)容。Teacher says: Now, lets listen to the conversation between Eddie and Hobo and check if you are right.在此環(huán)節(jié)中呈現(xiàn)hill,板書hill。 3、指導(dǎo)學(xué)生邊聽錄音邊理解第四幅圖的內(nèi)容。Teacher says: What does Hobo think of dogs like Eddie? 對有能力的學(xué)生，可以提出更為開放性的問題。如： What do you think of Eddie and Hobo? 鼓勵學(xué)生暢所欲言。 Step操練 1、為

28、學(xué)生播放錄音，指導(dǎo)他們朗讀漫畫內(nèi)容。2、之后安排學(xué)生分角色朗讀對話，提醒學(xué)生注意語音語調(diào)，并設(shè)計符合漫畫內(nèi)容的面部表情和肢體語言。Step展示 1、讓學(xué)生看漫畫，進行配音活動。之后再選不同層次的幾組學(xué)生進行展示。2、對有能力的學(xué)生可以讓他們嘗試根據(jù)漫畫內(nèi)容，完成短文的練習(xí)。Heres Hobos diary. Please help him complete it.Its is sunny today. I would like to go _ .I like sports and I always go walking in the _.But my friend Eddie is lazy

29、. He _ does sports. He _ up very late. And then he wants to have_. After it, He sleeps again. When he finishes his lunch, he says he _ a good_ once more. Oh, my God! His life is eating and sleeping. I think some dogs _ dont know how to have_.Welcome to the unitStep呈現(xiàn)1、延續(xù)前一板塊的話題，與學(xué)生交流，呈現(xiàn)新知識。教師說：Do yo

30、u want to be lazy like Eddie? What time do you wake up every morning? What time do you have breakfast/lunch/dinner every day? Why do you get up so early?鼓勵學(xué)生根據(jù)自己的實際情況回答，同時適時呈現(xiàn) quarter, past, get up 和 be late for,板書這幾個詞。2、繼續(xù)與學(xué)生交流，呈現(xiàn)更多日常生活和學(xué)習(xí)活動。Teacher says: Eddies life is just eating and sleeping. Wh

31、at about you? 向?qū)W生展示不同的時間，Teacher says：Look！What time is it? What do you do at this time every day? What do you do after breakfast? 鼓勵學(xué)生根據(jù)自己的實際情況發(fā)言的同時呈現(xiàn)新知識have lessons/have classes, do after-school activities, do homework, go to bed等，板書activity, after-school, homework, have lessons/classes, do after-

32、school activities, do homework和go to bed。Step操練1、指導(dǎo)學(xué)生閱讀課本A部分中Millie 一天的作息，進一步掌握日?；顒拥谋磉_(dá)。Teacher says：Look at the table of Millies day. Please answer my questions.（1）What time does Millie get up?（2）What does Millie do at 7:00a.m.every day?（3）I would like to go to school with Millie. What time can I me

33、et her at her gate?（4）What does she do at 8:00a.m.?（5）How many hours does Mille have lessons every day?（6）Does she go home at 4:00p.m.? What does she do?（7）What does she do after dinner?（8）What time does she go to bed? 學(xué)生根據(jù)Millie的作息時間表回答問題。允許他們用短語的方式回答，對有能力的學(xué)生可鼓勵用完整的句子回答。2、給學(xué)生幾個時間并寫在黑板上，鼓勵他們根據(jù)實際情況介紹

34、自己的活動。Teacher says：Look at the times on the blackboard. Please tell me your activities at these times.6:30a.m. 7:00a.m. 8:00a.m. 11:50a.m. 4:30p.m. 6:00p.m. 8:00p.m. 9:00p.m.老師可以先介紹自己的作息，在指導(dǎo)學(xué)生用I _ at _.的句子造句。Step呈現(xiàn)1、向?qū)W生介紹課本B部分對話情境，引導(dǎo)學(xué)生聽錄音并理解對話。Teacher says：Millie is busy every day. Now, she is telling her aunt her school life. Lets listen to their conversat