教學(xué)設(shè)計七年級unit1topic1SectionC

1、Section C. Material analysis本節(jié)課通過四組圖畫和對話呈現(xiàn)教學(xué)，主要活動是1a和2a。學(xué)生將在本課中進一步學(xué)習(xí)表示問候、道別、感謝的表達方式“Good afternoon.”，“How are you?”及其答語“Fine, thanks. Im OK.”此外，還將完成26個英文字母的學(xué)習(xí)。本節(jié)課是一節(jié)讀寫課，教師在教學(xué)過程中，應(yīng)該把重心放在對學(xué)生讀寫能力的培養(yǎng)上，加強學(xué)生語言運用能力的培養(yǎng)。. Teaching aims 1. Knowledge aims 能夠正確朗讀并運用下列詞匯: afternoon, goodbye, fine, and, here 能熟練讀

2、寫字母 OoZz并認(rèn)識到字母有印刷體和書寫體，大寫和小寫之分； 能用英語表達有關(guān)問候和告別: How are you? Fine, thanks. And you? Im OK. Goodbye. Here you are. Thank you. Skill aims 能聽懂有關(guān)問候、道別、感謝等的表達方式； 能運用表示問候、道別、感謝等的表達方式進行簡單的交流；能在教師的指導(dǎo)下進行簡單的角色表演；能正確地朗讀對話，并能注意語音語調(diào)；能大聲、準(zhǔn)確地演唱英文字母歌； 能正確書寫和使用大小寫字母。 Emotional aims 能夠與同學(xué)積極合作，參與課堂活動，大膽實踐； 能夠認(rèn)真、規(guī)范書寫字母和

3、單詞； 能體會到學(xué)習(xí)英語的興趣，培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣。. The key points and difficult points1. Key points 正確使用表示問候、道別、感謝等的表達方式； 正確書寫字母OoZz和辨音。2. Difficult points Be動詞am, is, are的應(yīng)用； 大小寫字母的轉(zhuǎn)化； 含有相同音節(jié)的字母歸類。. Learning strategies 唱英語歌曲是學(xué)習(xí)英語的一種好方法。. Teaching aids 錄音機、多媒體、黑板和閃卡。. Teaching proceduresStep Interaction patternsStudent

4、activityTeacher activityIntroduction(8minutes)1.The whole classwork.2.The whole classwork.3.Individual work.4.The whole classwork.1.Students reply to the teacher “ Hi! Goodmorning！”2. Response the teachersquestions one by one.T: How do you do? S: How do you do!T: Welcome to !S: Thanks.T: Nice to mee

5、t you.S: Nice to meet you, too.3.Read the letters one byone. The student who cant read it correctly should sing a song.4. Do 3. Follow thesong and sing it twice.1.Greets with studentsusing the Expressions “Hello! Goodmorning!”2.Point out someflashcards using the key sentences in Sections A&B and

6、 make conversations with students.3.Play a game. Theteacher shows the letter cards (the letters from AaNn) one by one and choose students to read it one by one.4.Play the tape and letstudents sing the song for two times.Presentation(15minutes)1. Individual work and the whole class work.2.Individual

7、work and pair work.1.The student gives the answer “How do you do?” and “Thank you./ Thanks.”; The student responses: “Fine, thanks. And you?” The student follows the teacher and asks the teacher “How are you?”; The student answers: “Im OK.”2.Do 1a. Students first look at the pictures and guess what

8、the pictures are about, and then discuss the meanings of the pictures in pairs; Four pairs share their ideas about the pictures with the whole class; The students match the conversations with the pictures and check the answers.1.Show a flashcardwith the sentence “How do you do?” to a student and ask

9、 him/her to give the answer. Give the student who can give the answer correctly the card and say: “Here you are.” Walk to one student and say: “Hello! How are you?” Help the student response, “Fine, thanks. And you?” and continue to say “Im OK.” Show the flashcard with “How are you ?” on it and let

10、students follow it twice; Walk to one student and let him/her to ask the teacher “How are you?” and answer: “Fine, thanks. And you?”2. Show the fourpictures to students. Let students guess and discuss the meaning of the pictures in pairs;Choose four pairs to talk about the four pictures; Write down

11、the short conversations on the blackboard.Consolidation(10minutes)1.Pair work.1.Do 1b. Read 1a in pairs and two pairs act out the conversations in pairs; Make up new conversations in pairs;Share their conversations with the whole class.1.Give students one minute to read 1a in pairs and choose two pa

12、irs to act it out; Let students make up a new conversation with the expressions in 1a in pairs, if necessary, they can use the expressions theyve learned in Sections A & B; Choose two pairs to show their new conversations.Practice(10minutes)1.The whole class work.2.Individual work.3.Individual w

13、ork.4.The whole classwork.1.Do 2a. Listen to the teacher carefully, observe the teachers mouth and imitate the pronunciation;Try to write down the letters with correct stroke order with book closed; Then open the books and self-check their own spellings. Follow the teacher to trace the letters in th

14、e air with their hands and read.2.Do 2b. Read the letters aloud and do 2b by themselves; Listen and check the answer.3.Do 2c. Write down the big or the small letters.4.Do 3. Students sing the song and fill in the blanks. Then sing the song again together.1.Show the letter cards from Oo to Zz one by

15、one and read them with rising and falling tones;Ask students to write them down with correct stroke order;Walk around the classroom and check; Then write down the letters one by one with correct stroke order while reading them aloud. 2.Let students do 2b first by themselves; Play the tape and let st

16、udents check the answer of 2b.3.Show some words we have learnt to students and write them down on the blackboard. 4.Play the ABC song and check the answer.Production（5minutes）1.The whole class work and group work.1.Sing the song andfollow the tape. Three students come to the blackboard and write dow

17、n the 26 letters in order. The student who writes most quickly and best is the winner.1.Play the ABC song. Have a letter competition: Choose three students to come to the blackboard and write down the 26 letters in order. 2. Assign homework:Review the words and expressions in Section C; Make up a new conversation orally; Write the letters AaZz on four-line grid; Copy the new words for five times; Sing the letters song; Preview SectionD-Gramma