新人教版英語七上Goforit預備篇StarterUnits13單元全部教案

1、2012年新人教版英語go for it七上預備篇starter units1-3單元全部教案 ant05starter unit 1 good morning!一、單元教材分析本單元要求學生掌握英文字母ah，能認讀其印刷體和手寫體字母的大小寫等四種形式。書寫(大寫和小寫，筆順，筆畫)基本合乎要求。學習一些簡單的英文名字，注意區(qū)別性別，并為自己取一個英文名字。能看、聽、說、唱本單元所列的日常交際用語，重點學會打招呼、相互問候并做到語音語調正確。注意一些字母及日常交際用語的發(fā)音，總結元音字母a和e的發(fā)音規(guī)則。二、單元學情分析本單元圍繞“問候他人”這一話題，展開聽、說、讀、寫的教學活動。為了創(chuàng)設較

2、為真實的語言環(huán)境，首先讓學生們認識一些較為簡單的英文名字，并讓學生們?yōu)樽约喝∫粋€英文名字，讓學生們感知、認識英語，并盡快進入英語的環(huán)境中。在教學過程中應讓學生體會打招呼用語的奧妙所在，做到靈活運用。剛開始學習英語，學生們肯定對學習英語的興趣非常深厚，教師一定要利用好這一點，讓學生在學習英語中能獲得樂趣。并逐步讓學生們形成穩(wěn)定的學習興趣。三、單元教學建議采用自主學習、小組合作學習、role playing、 pair work等方式開展聽、說、讀、寫的學習活動。教師要盡量利用幻燈片、掛圖、實物等給學生創(chuàng)造較為真實的英語情景。在教學中創(chuàng)設切實可行的任務型教學活動、突出交際性。引趣激趣策略，創(chuàng)設情景

3、調節(jié)氣氛，引發(fā)激發(fā)學生興趣。教師可以用手勢，表情，動作等示意，幫助學生聽懂課堂用語和日常交際用語，不講或少講漢語。四、單元課時分配第一課時：完成1a 1c 第二課時：完成2a 2e 第三課時：完成3a 3d 第四課時：完成4a 4d 五、教學步驟starter unit 1 good morning! the 1st period (1a 1c) i. teaching aims (教學目標)1. 能識別書中的八個人物； 2. 學會八個人名的讀音； 3. 學會早上見面打招呼的用語。ii. language points (語言點)1. 詞匯：1) 名詞n.：morning, alice, bo

4、b, cindy, dale, eric, frank, grace, helen2) 形容詞adj. ：good 3) 感嘆詞interj. ：hi, hello 2. 句型：hello! good morning! iii. difficulties (教學難點)1. 八個英語名字的正確發(fā)音； 2. 字母a, c, g, h的正確發(fā)音。iv. teaching steps (教學步驟)step 1. warming-up (課堂熱身)(1) teacher puts a name card with an english name above and a chinese name belo

5、w on the big desk, then points to the name card and have an introduction. t: this is my name card. i have a chinese name . and i have an english name . you can call me. (2) greet the whole class and help them to say, hello, . ! good morning, .! (學生還沒有英文名，就用中文名打招呼)【教學設計說明】師生初次見面，教師通過自我介紹和問候學生，讓學生放輕松，

6、消除與教師間的陌生感，開始親近教師。step 2. presentation (呈現(xiàn)新知識)teacher shows the photos of the eight persons by playing ppt and helps students to learn to pronounce the names. teacher says, here are some new students. lets look at them and learn their names. (通過幻燈片一個一個地出現(xiàn)課文中人物的圖片)【教學設計說明】此設計是讓學生初步認識課文中的人物，了解他們的名字，為下

7、一步的學習奠定基礎。step 3. work on 1a (完成1a)(1) teacher shows the picture on page 1 by playing ppt. (此步驟不出現(xiàn)問候語)(2) teacher points to the persons and students say their names. (3) teacher says one of the names and students repeat it, and then write it below boys name or girls name in the book. (4) check their

8、 answers. e.g. t: li lei. s: yes.(示意學生起立回答問題)t: is frank a boys name or a girls name? s: a boys name.t: right. you can get the english name, frank. sit down, please.s: thank you.【教學設計說明】此步驟的設計不但是讓學生反復熟悉書上的英文名，同時，把這些英文名送給那些能大膽回答問題的學生，以示獎勵，這樣可增強學生學英語的信心。step 4. presentation (呈現(xiàn)新知識)teacher shows a pict

9、ure with bob, let students guess what bob wants to say to us. the answer maybe: hello, helen! or good morning, helen! 【教學設計說明】通過圖畫上場景讓學生進行猜測，滿足學生的好奇心，也讓他們了解good morning的使用。step 5. work on 1b (完成1b)(1) play the recording for the first time, students only listen.(2) play the recording for the second t

10、ime. students listen and repeat.(3) play the recording for the third time. students look, listen and repeat.teacher: now please open your books and turn to page 1. you can look at the conversation in your book. lets listen and repeat. 【教學設計說明】此步驟的設計是讓學生接觸到地道的英語，先聽后說，練習正確的語音語調，養(yǎng)成學習英語的良好習慣。step 6. wor

11、k on 1c (完成1c)(1)students practice reading the conversations in the picture in pairs. teacher moves around the classroom when students are practicing. give them some help if they need.(2)teacher greets the students who has just get their english names. the other students listen, watch and learn.(3)s

12、tudents practice greeting each other. they can use their chinese names if they wish. encourage them to use their english names if they can. (4)t: now ill ask some pairs to practice your own conversations. (學生小組起立進行對話表演。教師給予學生鼓勵性的評價，如great, wonderful, very good, nice 等，評價時配合面部表情和手勢。)【教學設計說明】此設計主要是鼓勵學

13、生盡可能用自己剛才得到的英語名字進行操練，也允許他們使用自己的中文名字進行練習，其目的是鼓勵學生大膽開口，開始養(yǎng)成愿意說的良好習慣。step 7. homework (課后作業(yè))(1)聽讀模仿1a，并且背誦。要求語音語調優(yōu)美。(2)模仿老師制作的姓名卡，學生在老師給出的英文名字列表中，選出一個名字，制作成卡片，并學會正確地讀出。starter unit 1 good morning! the 2nd period (2a 2e) i. teaching aims (教學目標)1. 學會正確朗讀和書寫a a h h 八個字母； 2. 了解縮略字母hb, cd, bbc的含義； 3. 鞏固所學的八

14、個人名和問候語； 4. 記住自己和同伴的英文名字。ii. language points (語言點)詞匯：自己和同伴的英文名字iii. difficulties (難點)：1. 字母a, c, g, h的正確發(fā)音； 2. 字母a a h h 的正確書寫。iv. teaching steps (教學步驟)step 1. warming-up and revision (課堂熱身和復習)(1)play the “good morning!” song on page 4 before the class starts.(2)greetings:t: class begins. stand up!

15、good morning everyone!ss: good morning, mr. / mrs. / ms / miss . t: sit down, please. ss: thank you. t: good morning, . ! (教師課前要求學生把自己制作的姓名卡放在桌上，與學生打招呼時說出他們的英文名，以幫助學生記住自己的英文名讀音。)(3)revision (教師出示1a圖片中的八個人物照片，逐一問學生他們的名字。)t: this is . (略停頓，讓學生自己回憶這些名字。如果他們不能正確朗讀，教師給予幫助。)(教師指著1a圖片中的人物，此時圖片上沒有對話內容 )t: w

16、hat does bob say to helen? ss / s: good morning, helen! (讓學生說出對話內容)【教學設計說明】此步驟是幫助學生復習上一課時的內容。step 2. presentation (呈現(xiàn)新知識)(1)給學生呈現(xiàn)下表：alicebobcindydaleericfrankgracehelena ac c(2)學生觀察圖標，找出規(guī)律。t: look at the chart. can you find out the rule? s: (aa,) bb, (cc), dd, ee, ff, gg, hh(在學生說出字母時，教師在空格內寫出字母的大小寫。

17、)【教學設計說明】既培養(yǎng)學生的觀察能力，又在學生說字母的時候了解他們能否正確地讀出字母。step 3. work on 2a (完成2a)(1)play the recording. students listen and repeat. teacher: listen to the recording and read after it, please. (老師每播放一個發(fā)音后，學生跟讀，并教學生讀出其升降調，學生讀準確后繼續(xù)播放。在跟讀時尤其讓學生注意難點中提到的那幾個字母的發(fā)音。)(2)teacher shows some letter cards. t: read these lett

18、ers, please. (老師利用字母卡，打亂順序，讓學生使用升降調朗讀。)【教學設計說明】此設計主要是讓學生掌握字母的正確發(fā)音。step 4. work on 2b (完成2b)(1)play the recording for the first time. students listen. (2)play the recording for the second time. students listen and number the letters. (3)play the recording for the third time. students listen and check

19、 their answers. (4)students read them aloud.【教學設計說明】先聽后做，訓練學生集中精力聽清楚字母的發(fā)音，養(yǎng)成良好的聽力習慣。step 5. work on 2c & 2d ( 完成2c和2d )教師可以通過多媒體展示或以自己的方式來教學字母的書寫aa hh。注意書寫體和印刷體的區(qū)別，尤其注意f, g, g 這幾個字母，還有d的筆順筆畫。step 6. presentation (呈現(xiàn)新知識)teacher shows some letters and asks students to read first, and then guess wh

20、at they stand for. if they have some difficulties, teacher can give them some hints. e.g. t: can you read the letters? s: bc / ad. t: what does it mean in chinese? s: 公元前/公元。 【教學設計說明】在平時的學習、生活中，學生會遇到不少有意義的字母組合，由于經常聽到，所以他們也不陌生，如：xl, mtv等等。讓學生盡可能多地說出他們所知道的，不但可以讓學生們了解更多，還能活躍課堂氣氛。step 7. work on 2e (完成2

21、e)(1)show the pictures and students read the letters below each picture. t: whats it? s: hb / cd /bbc. (2)students talk about some more abbreviations they know. step 8. homework (課后作業(yè))(1)聽讀背誦字母ah。 (2)抄寫字母a a h h 三遍。(3)熟練背誦1a圖片上的對話。(4)找出你所知道的英文字母縮寫，把他們寫下來并注明其中文意思。starter unit 1 good morning! the 3rd

22、period (3a- 3d )i. teaching aims (教學目標)1. 復習字母 aa hh； 2. 復習已學的八個英文名，進一步熟悉更多同學的英文名；3. 學習使用不同時段打招呼的用語； 4. 復習已學的問候語：good morning! hello! hi!ii. language points (語言要點)1. 詞匯：1)名詞n. afternoon, evening, thanks 2)代詞 pron. you, i 3)動詞 v. are 4)形容詞 adj. fine, ok 2. 句型：1)good afternoon! 2) good evening! 3)how

23、are you? im fine. / im ok, thanks. iii. difficulties (教學難點)1. 用英文名字來跟同學打招呼問候；2. how, im fine. 的正確發(fā)音，提醒學生注意 /au/ /ai/ /m/ /n/ 的發(fā)音。iv. teaching steps (教學步驟)step 1. warming-up and revision (課堂熱身和復習)(1)play the “good morning! how are you?” song before the class begins. (2)greet the students.(3)students

24、practice greetings in groups of four using their english names.(4)students write down the letters from aa to hh by themselves. ask two students to write on the board. then focus on their handwriting. (5)have a competition: show the letters and ask students to read. the one who reads the first is the

25、 winner. (5)show some letters to the students. t: what do these letters mean?ss/s: (學生可用中文回答。) (6)play a game (做游戲)老師通過手勢或肢體語言表現(xiàn)aa hh，讓學生猜所表現(xiàn)的字母。t: what letter is it? s: a 【教學設計說明】此步驟主要是進一步鞏固前面所學內容，并檢查學生是否掌握。做游戲是為了增強課堂活力，提高學生的學習興趣。step 2. presentation (講授新知識)(1)use clocks to teach morning, afternoon

26、 and evening. let students know we use different words in different time.(2)show some pictures to help them to say, good morning! good afternoon! good evening! (3)show the picture in 3a on page 3. (不出現(xiàn)對話內容) t: look at the pictures carefully. is it morning/ afternoon/ evening? s: morning / afternoon/

27、 evening. t: who are they in the first picture? do you know their name? s: eric, frank t: what do they say? s: good morning! 【教學設計說明】使用時鐘讓學生更清楚這三個詞的區(qū)別，學會正確地使用他們。通過圖片的場景進一步加深對這三個句子的理解，進一步熟悉課文中人物的英文名字，同時也培養(yǎng)學生仔細讀圖的能力。step 3. work on 3a (完成3a)t: please open your books and turn to page 3. lets listen to

28、the recording and number the pictures. (1)play the recording for the first time, students only listen.(2)play the recording for the second time, students put the correct number of each conversation in the box. (3)check their answers. (4)play the recording for the third time, students listen and repe

29、at. 【教學設計說明】先聽不做，培養(yǎng)學生良好聽的習慣，也有助于培養(yǎng)他們集中注意力。step 4. work on 3b (完成3b)(1)ask some individual students to practice conversations with the teacher. (教師與學生對話時盡可能用上他們的英文名)t: good morning /afternoon / evening, alice. s: good morning, mr. / mrs. / ms / miss (2)students practice in pairs. (學生練習時，教師四處走動，督促學生有意

30、識地使用英文名字進行問候。)【教學設計說明】教師示范對話，再讓學生模仿操練，能夠讓所有學生開口更大膽。step 5. presentation (講授新知識)(1)show the picture in 3c on page 3. (圖片上只出現(xiàn)一句話，其余三句教師引導學生補充。)t: close your books. look at the picture on the board. who are they in the picture? s: cindy and dale.t: what does cindy say?s: good afternoon, dale. t: what d

31、oes dale say? s: good afternoon, cindy! / hi, cindy! / hello, cindy!t: and(老師在學生每說出一個回答時以and提示還有其它可使用的問候語。)t: and he says “how are you? she says “im fine, thanks. / im ok. (教師可以輕哼課前播放的歌曲來提示學生。)讓學生跟讀。注意how, fine, im的發(fā)音?！窘虒W設計說明】讓學生明白，問候語可以是多樣性的，只要能進行與圖片情境相當?shù)膯柡蚨际钦_的。step 6. work on 3c (完成3c)(1)listen a

32、nd repeat.t: open your books and turn to page 3 again. look at the conversation. follow me, please. (2)students practice in pairs. (老師注意糾正學生的讀音。)【教學設計說明】讓學生相互問候，熟練掌握所學問候語。step 7. work on 3d (完成3d)(1)ask two students to practice the conversation in class. a: hi, helen! how are you? b: hi, eric! im fi

33、ne, thanks.(2)students practice the conversation with each other using their own english names. they can practice with more classmates. (3)teacher shows a list of english names on the board and call them out. the student with the name stands up and says “yes”. 【教學設計說明】通過相互問候，使學生更多地了解同學的英文名字。step 8.

34、homework(課后作業(yè))(1)聽讀背第三頁中的對話。 (2)四人小組編對話，使用所有所學過的問候語。(3)為aa hh設計手勢或肢體語。下節(jié)課交流。starter unit 1 good morning! the 4th period (4a- 4d )i. teaching aims (教學目標)1.學會一首英語歌曲； 2.鞏固本單元所學字母，單詞及句型； 3.學會將相同音素字母和單詞歸類。 ii. difficulties (教學難點) 學好這首英語歌曲及將相同音素字母和單詞歸類。iii. teaching steps (教學步驟)step 1. warming-up and revi

35、sion (課堂熱身和復習)(1)playing the “good morning! how are you?” song before the class begins. (2)greeting the students.(3)students practice greeting with their english names. (4)playing a game guessing the letters 抽學生上臺通過手勢或肢體語言表現(xiàn)aahh，讓其他學生猜所表現(xiàn)的字母。(5)play a game bingo ask students to draw a chart like thi

36、s . play a game like this: fill in nine blanks with aahh. one of them can be used twice.(show an example on the slide picture.) students should write both the big ones and the small ones. students circle the letters they hear. if the circled letters are in a row, they win. 【教學設計說明】課前播放歌曲，讓學生不斷熟悉歌曲，跟

37、著模仿，為本堂課正式學唱英文歌曲做好鋪墊；相互用英文名字打招呼，使學生進一步熟悉更多的英文名字；學生上臺做手勢或肢體語言表現(xiàn)字母，既檢查學生前一課時的作業(yè)完成情況，又活躍課堂氣氛；學生做bingo的游戲，通過聽并圈出所聽到的字母，既有助于培養(yǎng)學生的注意力又是對字母讀音的一個有效復習。加上游戲本身的趣味性，使復習字母變得不再枯燥。step 2. presentation t: (show pictures or ppt of the students in 1a) look at them. who are they? do you know their names? t: who is cin

38、dy/ frank/ ? please point it out. 【教學設計說明】通過展示圖片，讓學生回憶書上所出現(xiàn)的人物的英文名字。step 3. work on 4a (完成4a)(1)t: now open your books and turn to page 4. write down the childrens names below their faces. (2)t: write the names in the alphabetical order in the list. (3)check their answers. (提醒學生注意名字的第一個字母應大寫。)【教學設計說

39、明】讓學生進一步熟悉書上所出現(xiàn)的人物的英文名字，書寫時第一個字母應大寫。step 4. work on 4b (完成4b)(1)play the recording for the first time. students only listen. (2)play the recording for the second time. students listen and repeat. (3)ask some students to read the letters and words. 【教學設計說明】先聽后讀，培養(yǎng)學生的注意力和集中精力聽音的好習慣。step 5. work on 4c

40、(完成4c)(1)ask students to read aloud the words on the left. make sure they know the distinctionbetween different pronunciations of the same letter. (2)ask students to try to read the new words on the right. teacher moves around the classroom and helps students if necessary. (3)check their pronunciati

41、ons. (4)get students to turn to page 71. look at the words in starter unit 1 good morning. listen and read. pay attention to the four vowel sounds. /ei/ /a/ /i:/ /e/【教學設計說明】這部分內容對學生而言有一定難度，通過朗讀，讓學生觀察字母a，e在開音節(jié)和閉音節(jié)中的讀音規(guī)則并進行小結、歸納，有助于培養(yǎng)他們的自學能力。當然教師必要的指導也是必不可少的。step 6. work on 4d (完成4d)(1)play the song f

42、or the students to listen. (2)students listen and sing the song after the recording.(3)students sing the song together. (4)boys try, then girls try. 【教學設計說明】學會這首歌曲也就意味著掌握了本單元的重點句型。學歌既是一種美的熏陶，也是復習的一種有效手段。課前同學們已多次聽到這首歌曲，因而學起來也不困難。step 7. homework (課后作業(yè))(1)read aloud the letters and words in 4a &4b

43、. (2)try to read the words: game, face, and, dad, bag, he, bed, egg (3)sing the song. starter unit 2 whats this in english?一、單元教材分析本單元要求學生掌握英文字母iirr，能認讀其印刷體和手寫體字母的大小寫等四種形式。書寫(大寫和小寫，筆順，筆畫)基本合乎要求。注意總結元音字母a、e、i和o的發(fā)音規(guī)則。本單元圍繞“認物”這一話題開展聽、說、讀、的學習活動，學習一些簡單的事物的英文詞匯，并能用所學的句型去熟悉周圍的一些事物的名稱。讓學生們學會在生活中如何確認事物。通過辨認

44、事物，學生們學習一些詞匯，并鞏固所學的句型。二、單元學情分析本單元圍繞“認物”這一話題開展聽、說、讀、寫的學習活動。通過所學的句型 what's this in english? it's a what's that in english? it's a ”去熟悉周圍的一些事物的名稱。此外，通過學習讓學生們明白this和that均指代單數(shù)的事物，this指代離說話者較近的事物，that指代離說話者較遠的事物，it指代上文出現(xiàn)的事物，也可指代上文出現(xiàn)的this或that。用英語確認周圍常見事物比較適合初學者的實際情況，難度不大，易調動學生們的學習興趣。 三、單元教

45、學建議在本單元的教學中可采用的學習策略有：興趣活動教學策略，多采用做游戲和猜謎等形式；任務型教學策略，在教學中應突出語言的應用性原則，把聽說、討論、表演、游戲貫穿于教學，使課堂形式多樣化，充分發(fā)揮學生的主動性。采用自主學習、小組合作學習、role playing、 pair work等方法開展聽、說、讀、寫的學習活動。 四、單元課時分配第一課時：完成1a 1c 第二課時：完成2a 2e 第三課時：完成3a 3d 第四課時：完成4a 4d 五、教學步驟starter unit 2 whats this in english? the 1st period (1a 1c) i. teaching

46、aims (教學目標)1. 學習map, cup, ruler, pen, orange, jacket, key, quilt八個表事物的名詞；2. 學會辨認物體：whats this/that in english? its spell it, please. 3. 學習a/an的初步用法：a jacket, an orange。ii. language points (語言點)1. 詞匯：1)名詞n. english, map, cup, ruler, pen, orange, jacket, key, quilt 2)代詞 pron. what, this, that, it 3) 動

47、詞v. is 4)冠詞 art. a, an2. 句型：whats this/that in english? its spell it, please.iii. difficulties (教學難點)1. 物體的辨認； 2. 冠詞a, an的基本用法。iv. teaching steps (教學步驟)step 1. warming-up and revision (課堂熱身和復習)(1)greetingsgood morning / afternoon / evening. how are you? im fine, thank. / im ok. (2)revise letters a h

48、 t: can you say the letters from a to h? s: yes. a, b, c, d, e, f, g.(3)play a guessing game t: (shows a part of a letter ) whats this? s: i think its a / b. t: (shows the whole of the letter to let the students check theyre right or wrong.) are you right?【教學設計說明】 引導學生在真實的交際中運用starter unit 1中所學到的日常用

49、語，讓學生體會學英語的樂趣和成功的喜悅；通過做猜測游戲讓學生復習字母，既有趣又能豐富學生的想象力。在做的過程中引入本單元的重點句型whats this? its ，讓學生建立一定的感性認識，體現(xiàn)聽說領先的原則。step 2. presentation (呈現(xiàn)新知識)show some pictures and teach the students to learn the new words “map, cup, ruler, pen, orange, jacket, key, quilt” and the sentences: “whats this/that in english? its

50、 a /an ” 【教學設計說明】從猜謎游戲到新知識呈現(xiàn)，讓學生在興奮情緒中接受新知識，可有效提高他們的學習興趣。step 3. work on 1a (完成1a)(1)t: open your books at page 5. look at the letters in 1a. they are big letters. t: sally, can you read them aloud? s: yes, (2)t: good. now please look at the picture and look for the small letters in the picture for

51、these big letters. check the ones you find. (while the students are doing, the teacher moves around to help the ones who need help.)(3)teacher shows ppt to check the students answers. 【教學設計說明】 通過字母的復習和新單詞的呈現(xiàn)之后完成這一部分的任務，對學生來說沒有難度。教師通過幻燈片來檢查學生完成任務的情況，再一次鞏固了新的詞匯，為下一步的教學做好了更充分的鋪墊。step 4. work on 1b (完成1

52、b)(1)play the recording for the first time. students only listen. (2)play the recording for the second time. students listen and repeat. (3)ask some students to repeat the conversations. (4)explain how to use a and an by playing ppt.【教學設計說明】 先聽后讀，培養(yǎng)學生的注意力和集中精力聽音的好習慣。step 5. work on 1c (完成1c)(1)stude

53、nts practice the conversations in the picture in pairs. (2)students practice their own conversations in pairs. (3)ask some pairs to present their own conversations. 【教學設計說明】 讓學生相互進行對話，能夠讓他們不斷熟悉新的單詞和句型。step 6. word competition (單詞競賽)show the things once as quickly as possible, have a competition betw

54、een boys and girls. the ones who read them aloud and quickly are winners. 【教學設計說明】此活動有效訓練學生的注意力和瞬間記憶力，同時在真實語境中使所學語言知識得到強化。step 7. group work (小組活動)(1)draw a picture of your own rooms and write down the english names of the things in your rooms. (2)talk about the pictures in groups by using whats thi

55、s/that in english? its a/an teacher is ready to offer his/her help to those students who are in need of it. 【教學設計說明】 學生嘗試這用英語進行交際，使語言知識在完成任務的過程中得到運用并鞏固。教師要鼓勵學生提問，培養(yǎng)學生主動汲取知識的良好習慣。step 8. homework (課后作業(yè))(1)read aloud the words on page 5. (2)copy the new words and sentences. (3)get the students to finish the pictures of their own rooms and write down the english names of the things in their room. 【教學設計說明】 學生的基礎和能力存在差異，課堂內沒完成的課后