2023學(xué)年完整版七年級上冊StarterUnit2

StarterUnit2lesson1線下教學(xué)教學(xué)設(shè)計(jì)LessonDesignforStarterUnit2lesson1姜利玟In-classDesignforStarterUnit2What’sthisinEnglish?1a-1c教學(xué)內(nèi)容與材料分析Starter1SectionA(1a-1c);WritingandsoundsoflettersJj,Kk,Ll,Mm.Thisisthein-classlearningofthefirstlessonofUnit2,inwhichstudentsaretopracticeandexpandthestructuresandwordstheylearnedinthepre-learningvideo.Theyalsogettoknowhowtodistinguisha/an,toidentifydifferentthingsinvarioussituations.Moreover,theycanpracticewithmorewordsstartingwithlettersI-Mafterreviewingtheirwritingandcorrespondingsounds.水平目標(biāo)《義務(wù)教育英語課程標(biāo)準(zhǔn)》二級語音知識要求中提到，學(xué)生要“了解簡單的拼讀規(guī)律，了解單詞有重音，句子有重讀，了解英語語音包括連讀、節(jié)奏、停頓、語調(diào)等現(xiàn)象”；同時(shí)，在詞匯知識目標(biāo)中要求學(xué)生能根據(jù)單詞的音、義、形來學(xué)習(xí)詞匯。而在五級要求中，提出學(xué)生要“了解語音在語言學(xué)習(xí)中的意義，根據(jù)讀音規(guī)則和音標(biāo)讀單詞”。作為七年級上的新進(jìn)學(xué)生，本課中學(xué)生在交際對話語境中練習(xí)音標(biāo)，能體會(huì)語音在語言學(xué)習(xí)中的意義，并根據(jù)讀音規(guī)則和音標(biāo)讀寫單詞。教學(xué)目標(biāo)Afterthelesson,studentsareableto:distinguishtheuseof“a”and“an”;identifyschoolandlifeitemsinsingularandpluralformsinvarioussituationsbyusingthestructures“What’sthisinEnglish?It’sa/an...”,“WhataretheseinEnglish?Theseare...”,“amapof”,“theflagof”,and“abunchof”;readandwritewordswithlettersIi,Ij,Kk,Ll,Mmandthesoundscorrectlyinconversations.學(xué)生分析Studentsarefamiliarwithlearningbeforeclassbywatchingvideos,andareinterestedwithpracticingchantswiththeirhandsinthepreviousunit.Theymayhaveproblemsrememberingallthewords.教學(xué)重點(diǎn)It’simportantforstudentstoidentifyschoolandlifeitemsinsingularandpluralformsinvarioussituations.教學(xué)難點(diǎn)Studentsmayfinditdifficulttousethestructurescorrectlyinconversations.教學(xué)方法CLT,TBLT,ThematicApproach時(shí)長40MinsPPT,Videos,textbook,chalk,教學(xué)流程階段教師活動(dòng)學(xué)生活動(dòng)用時(shí)設(shè)計(jì)意圖Step1PresentingobjectivesTheteacherpresentsobjectives.Ssgetfamiliarwiththeobjectives.30Secs.Studentscangettoknowwhattheyaregoingtolearninclass.Step2RevisionandWarming-up(Activity1)TasksSstodotheirdutyreport,andcorrectsmistakeswhenthereportersfinish.TheTshowsabackpackfilledwithschoolitems;TheTtakesouttheitems(orange,jacket,cup,map,pen,ruler,key)onebyoneandasksSs“What’sthis/thatinEnglish?’’orletsSsaskandanswerbythemselves;TheTwritesthestructuresontheblackboard.Ssdodutyreport.Ssguessitemsinthefirstbackpack,andaskandanswerbyusing“What’sthis/thatinEnglish?It’sa/an...”3Mins3MinsStudentscanreviewthewordsandstructureslearnedinthepre-learningvideo,andgetpreparedfortheclass.Step2PresentationandMechanicalPractice1.TheTpresentsallthewordsonPPT;TheTshows“a/an”onthePPTandletsSspracticesentences.2.Fromanotherbackpack,theTtakesoutoranges,andasksSs“WhataretheseinEnglish?”Theteacherwrites“This”versus“These”and“WhataretheseinEnglish?”ontheblackboardandreviewthephoneticsymbol.3.TheTtakesoutarosebyperformingamagic,andthenabunchofroses;Theteacherwrites“abunchof”ontheblackboard.4.TheTtakesoutamapofChinaandhelpsSstoreviewphoneticsymbols:ThenTtakesouttheflagofChina;asksSs“What’sthatinEnglish?”andpresentsthemeaningof“inChinese”bysaying“It’stheflagofChina.”and“It’s國旗”inChinese.TheThelpsSstoreviewphoneticsymbols.Theteacherwrites“theflagof”“inChinese”ontheblackboard.5.Withthesameway,theTpresents:“amapofJapan”,“inJapanese”,“amapofEngland”,“inEnglish”,“amapofItaly”and“inItalian”.TheThelpsSstoreviewphoneticsymbols:Theteacherwritesthestructuresonblackboard.1.Ssdescribethepictureswith“It’sa/an…”andpayspecialattentionto’’a/an’’.2.Ssguessitemsinanotherbackpack,andlearntounderstandthemeaningandformof“WhataretheseinEnglish?Theseare...”.3.Ssuses“It’sarose”and“Theseareroses.”todescribetherosesinsingularandpluralforms.4.SsfollowtheTtodescribepictureswith“amapofChina”“theflagofChina”and“inChinese”.5.SsfollowtheTtolearnthenewvocabularychunks.Ssdescribetheflagsusing“Theseareabunchofflags.”Sscansumupandunderstandtheruleofusing“a/an”.Sscandistinguishtheforms“What’sthis?”from“Whatarethese?”,and“thisis”from“theseare”.Sscanfurtherunderstandthemeaningofsingularandpluralformsinasituation.Sscanlearnthemeaningof“amapofChina”“theflagofChina”and“inChinese”.Studentsgetfurtherfamiliarizedwiththechunks“amapof”,“theflagof”,“in…”and“abunchof”inmoresituations.Sscanreviewphoneticsymbols:Step5Meaningful/SituationalPracticeTheTshowsapictureofalivingroom,pointsattheitemsinthelivingroomandasksSs“Canyoufindtheitemwithsounds‘’”.TheTasksSstopractice“What’sthisinEnglish”and“It’sa/an...”inbedroomandlivingroomsituationsbyusingwordswithphoneticsymbolsTheTmakesashortconclusionaboutvowelsandconsonants,andthenpresentsmorewordswiththesoundsanddirectSstopractice.1.Ssusethestructuresandwordsinlivingroomandbedroomsituations.2.Ssreviewthephoneticsymbols:Ssreadmorewordswiththesounds.like,five,nice,diveit,is,ill,inJapan,June,July,JumpkidkindkitekisslakelikelazylookmakematchmoonmorningSscanpracticethestructuresinbedroomandlivingroomsituationswiththewordsandsoundstheyhavelearned.SscandistinguishvowelsfromconsonantsandpracticemorewordswithsoundsTheyhavelearnedinthisclass.Step6CommunicativePracticesTheTletsSsdrawtheirclassroom,putinthingswiththesounds:andmakeupconversations.TheTshowstheSs’oralsamples.Ssdrawapictureoftheirclassroom,putinthingswiththelearnedsounds,andpracticewiththestructures:What’sthisinEnglish?It’sa/an…Whatarethesein…?Theseare…amapoftheflagofabunchof2.TheSspresentsinfrontoftheclass.Sscanusestructuresinacommunicativesituationwiththewordsandsoundstheyhavelearnedingroups.AssessingobjectivesTheTpresentsgradedself-assessing.Sschoosetheirowngrade:Yes,No,Tryharder.Studentscangradetheirachievements.TheTasksSsto“Readthesounds”and“Listenandwrite.”theword“key”and“map”.Sslisten,readandwrite