Unit1 Making New Friends Topic 1 Welcome to China! 学案设计(仁爱版英语七年级)

发布时间:2017-12-13编辑:互联网

Unit 1 Making New Friends

Topic 1 Welcome to China!

Section A

The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。

Ⅰ.Teaching aims and demands 教学目标

1.(1)Learn the letters Aa-Gg.

(2)Learn some new words:

good, morning, welcome, to, China, thank, you, hello, I, am, are, yes, no, not, nice, meet, too

2. Learn about greetings and introductions:

(1)-Good morning.

-Good morning.

(2)-Welcome to China!

-Thank you./Thanks.

(3)-Hello/Hi!

-Hello/Hi!

(4)-I’m … Are you …?

-Yes, I am./No, I’m not. I’m …

(5)-Nice to meet you.

-Nice to meet you, too.

Ⅱ. Teaching aids 教具

投影仪/教学挂图/录音机/字母卡片/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Introduction 第一步 介绍(时间:6分钟)

本节课是开篇,教师应向全体学生说明以下两点:1.学习英语的重要性。2.学习英语的正确方法。目的:激发学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习策略。

Step 2 Presentation 第二步 呈现(时间:9分钟)

呈现简单的打招呼用语,并进行听说练习,学以致用。

1. (运用真实情境,让学生学会如何与他人简单地打招呼。)

(1)(教师向一名学生做手势以示打招呼。)

T: Hello!

S1: Hello!(启发学生回答。)

(板书Hello!让学生猜测其意思并掌握。)

hello

(师生互动操练Hello!)

T: Hello!

Ss: Hello!

(2)(用同样的方式教学Hi!板书并要求学生理解。)

-Hello! = -Hi!(非正式)

-Hello! -Hi!

(同时教师可以请一位学生帮忙,示范熟人之间应怎样打招呼,并让学生之间用真实姓名依次操练。)

T: Please look at us and see how we are greeting. Then you can use your names to greet each other.(教师给以适当的汉语提示。)

T: Hi, Li Lei!

S2: Hi, Mr./Miss××.

S3: Hi, Zhang Hua!

S4: Hi, Chen Jun!

S5: Hello, Zhou Jie!

S6: Hello, Zheng Hua!

 (3)(教师亲切地用手势跟同学们打招呼。)

T: Good morning!

(重复几遍后,启发学生回答。)

Ss: Good morning!

(板书并要求学生掌握。)

Good morning!

(让学生猜测Good morning!的意思,教师给予提示:早上见面问好可用Good morning!代替Hello!师生互动操练Good morning!)

(教师让学生用自己的真实姓名互动操练Hi!/Hello!/Good morning!)

S7: Hi! S8.

S8: Hi! S7.

S9: Hello! S10.

S10:Hello! S9.

S11:Good morning! S12.

S12:Good morning! S11.

(对学生的表演给予掌声鼓励。)

2. (用投影仪或教学挂图出示1a,图中康康在接机大厅接人,三个外国学生刚下飞机。问学生:他们之间应该怎样打招呼呢?)

 Ss: Hi!/Hello!/Good morning!

 (利用上面图片教学China,板书并要求学生掌握。)

China

T: Good morning! Welcome to China!

Ss: Good morning! Thank you./Thanks.(帮助学生回答。)

(板书并教学,要求学生掌握。)

-Welcome to China!

-Thank you./Thanks.

(师生互动操练以上对话。)

3. (播放1a录音, 让学生跟读, 注意模仿语音语调。)

T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.

4. (出示四个小主人公的人物图,让学生认识他们,并教学生读Kangkang, Michael, Jane,

 Maria四个名字,教师播放1b录音,完成1b。核对答案并打分。)

  Step 3 Consolidation 第三步 巩固(时间:12分钟)

通过师生对话,教学自我介绍的功能用语,并进行练习和表演,让学生运用所学英语进行简单交际。

1. (1)(教学I’m … Are you …? Yes, I am./No, I’m not.)

(教师找两名男生和两名女生分别扮演Kangkang, Michael, Jane, Maria。分别教他们说I’m Kangkang. I’m Michael. I’m Jane. I’m Maria. 引出I’m=I am. 再问Are you …? Yes, I am./ No, I am not.)

(板书并要求学生掌握。)

-I’m …

-Are you …?

-Yes, I am./ No, I’m not.

(教师向全班同学介绍自己,然后请几个学生向全班同学打招呼,并做自我介绍。)

T: Hi!/Hello! I’m … (教师手指着自己,并引导学生做自我介绍。)

S1: Hi!/Hello! I’m Wu San. (S1站起来。)

S2: Hi!/Hello! I’m Wang Xiang. (S2站起来。)

S3: Hi!/Hello! I’m Wei Hua. (S3站起来。)

(教师接着对刚刚做过自我介绍的学生进行提问,练习上面板书的另两个句式。)

T: I’m … Are you Wei Hua?

S3: Yes, I am. (学生点头,这时教师引导学生作答。)

T: I’m … Are you Li Feng?

S2: No, I’m not. I’m Wang Xiang.

(让学生两人一组进行类似操练。)

(2)(再找来一名学生S4,教学Nice to meet you. Nice to meet you, too.的情景用法。板书重点句子。)

-Nice to meet you.

-Nice to meet you, too.

(教师示范表演。)

T: Hello! I’m … Are you Liu Siyang?S4: No, I’m not. I’m Wendy.

T: Oh, nice to meet you, Wendy.

S4: Nice to meet you, too. (教师引导学生作答。)

(让学生互相问答,借此机会运用类似的对话认识同学。)

2. (播放3a录音,让学生跟读,注意模仿语音语调并进行人机对话。完成3a。)

T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape. (教师给以适当汉语提示。)

3. (让学生自由组合操练1a和3a,然后两人一组上讲台表演。进行小组竞赛,巩固1a和3a所学内容。完成3b。)

  T: Practice a dialog according to 1a and 3a in pairs, then act it out. (教师给以适当汉语提示。)

  S1: Good morning!

  S2: Good morning!

  S1: I’m … 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. (再让学生四人一组上台表演打招呼和做自我介绍。)

T: Act out the dialog with your own names.

S3: Hi!

S4: Hi!

S3: I’m … Are you …?

S4: Yes, I am.

S3: Hello! Are you …?

S5: No, I’m not. I’m …

S3: Nice to meet you.

S5: Nice to 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 练习(时间:10分钟)

通过教学读写字母Aa-Gg并做字母接力游戏,培养学生的合作精神,激发学生的学习兴趣。

1. (学习字母Aa-Gg。)

 (1)(教师逐个出示字母卡片,先示范字母的读音,要求学生仔细听,认真观察教师的口型,再进行模仿。每个字母都要用升降调来读。)

T: Listen to me and read the letters after me. Learn Aa-Gg by heart.

 (教师先教学字母Aa-Gg,然后全体学生跟读Aa,Bb, Cc, Dd, Ee, Ff, Gg。)

T: Aa Bb Cc Dd Ee Ff Gg

Ss: Aa Bb Cc Dd Ee Ff Gg

(2)(告诉学生,每个英文字母都有印刷体和书写体、大写和小写之分。关于字母的书写,要严格要求学生用四线格的练习本,按笔顺和格式书写。逐个板书英文字母。书写每个字母时,教师要做好示范,从起笔到收笔,用几笔写成的都要示范清楚。带着学生用右食指在空中模仿,然后让学生在四线格上临摹。完成2a。)

T: Now let’s learn how to write the letters.

2. (1)(英语字母接力游戏。)

T: Now let’s play a game.

(由第一排第一个同学快速说出“A”,第二个同学快速接上“B”。依次C,D,E,F,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. (教师给以汉语提示。)

(待上个游戏完成后,再要求第一个同学报出“AB”,第二个同学快速接上“BC”,第三个同学快速接上“CD”……以此类推,直到全班同学都参与进去。)

T: Well done! Now the first one says “AB”, the second one says “BC” quickly, the third one says “CD” and so on. (教师给以汉语提示。)

(2)(两人一组用身体组成任何一个大写字母,并大声说出该字母。)

T: Pair work. Form the capital letters with your bodies and read them aloud.

3. (教师讲解2b的做题方法并示范,让学生听录音,完成2b。)

T: Now let’s listen and circle the letters you hear. Then try to find the rule.

Aa Bb Cc Dd Ee Ff Gg

4. (把标注中的大小写字母放在四线格上相应的大小写字母旁边。做配对练习,让学生自主完成4,最后核对答案。提醒学生,字母是该动物单词的首字母,来引发其兴趣。)

T: Match and write down the letters on the line.

Aa Bb Cc Dd Ee Ff Gg

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过游戏和小组活动,培养学生的想象力和运用所学语言进行交际的能力。

1. (让学生想象并列举生活中有哪些物体与正在学习的英文字母A-G形状相似。如:板凳腿像A,耳朵像B,残月像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. (教师用汉语给以提示。)

2. (做游戏:字母配对)(Letter Matching)

(1)活动目的:辨别字母的印刷体、书写体及大小写。

(2)活动过程:

①活动准备。教师事先制作一些卡片,每张卡片上写一个英文字母。每个字母分大写、小写、印刷体和书写体,并分别写在四张卡片上。

②做活动时,教师发给每人一张字母卡,规定大家不许出声,只可以看彼此手上拿着的字母卡。教师一声号令,每人开始在全班同学中寻找拿着与自己相同字母的其他三个同学。当拿着同一字母不同字体的四个人最先找在一起,并立刻一同把字母卡交给教师时,他们在这一局中就算获得胜利。

(3)有关说明:

①活动前需向学生展示四种卡片,以便活动时辨认。

②活动卡片数量必须跟学生数量相同,而每个字母有成套的四张卡片。所以在制作卡片时要考虑学生的数量。假设有二十八个人参加游戏,选写七个字母,同一个字母有四张卡片,共制成二十八张字母卡。

③可将每个字母四张卡片改成两张卡片(大写与小写),这样学生在活动时只需寻找一个同伴。

3. (小组活动。七名学生一组分别取名为Aa-Gg,用学过的打招呼用语和问候语进行对话。)

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, I’m not. I’m Bb.

SA: Nice to meet you.

SB: Nice to meet you, too.

4. (教师用投影仪或小黑板展示句子,配对。巩固本课所学句型。)

T: Match the sentences in Column A with those in Column B.