人教版七年級英語上冊教案Starter Unit 2 Keep Tidy

人教版七年級英語上冊教案StarterUnit2KeepTidyStarterUnit2KeepTidy!eq\o(\s\up7(),\s\do5(單元教材分析))eq\o(\s\up7(),\s\do5(UnitThemeAnalysis（單元主題分析）))Theunitthemebelongstothecategoryof“manandself”，involving“l(fā)ifeandlearning”，withthesub-themeof“selfcareandhygiene”．eq\o(\s\up7(),\s\do5(UnitContentAnalysis（單元內(nèi)容分析）))Centredonthetopicof“keepingtidy”，thisunitguidesstudentsinlearningrelevantvocabularyandsentencepatternsthroughorganizinganddescribingdailyobjects.Itencompassesidentifyingobjects，learningandapplyingdailyexpressions，studyingcolourvocabulary，conductinglisteningexercises，describingnewobjects，practicingpronunciationandreadingaloud，comprehendingdialogues，andengaginginrole-playstoimprovelisteningandspeakingabilities.eq\o(\s\up7(),\s\do5(OverallUnitObjectives（單元總體目標）))1．StudentswillbeabletodescribeobjectsandtheirlocationsinEnglish.2．Studentswillcomprehendandutilizebasiccolourvocabulary.3．Studentswillenhancetheirlanguagecomprehensionskillsthroughlisteningandconversationalexercises.eq\o(\s\up7(),\s\do5(UnitKeyPointsandDifficulties（單元重難點一覽）))KeyPoints1.Recognitionofobjectsandcolours2．Applicationofdailyexpressions3．UsageofprepositionsofpositionKeyDifficulties1.Accuratepronunciationoffivevowellettersinopensyllables2．Listeningcomprehensioneq\o(\s\up7(),\s\do5(單元學(xué)情分析和教學(xué)建議))eq\o(\s\up7(),\s\do5(單元課時分配))第一課時SectionA1a—4：1lesson第二課時SectionB1a—Project：1lessoneq\o(\s\up7(),\s\do5(優(yōu)質(zhì)授課案例))第一課時SectionA1a—4eq\o(\s\up7(),\s\do5(TeachingContent（教學(xué)內(nèi)容）))Thislessonrevolvesaroundthetopicof“keepingtidy”，aimingtoenhancestudents'vocabularymastery，dailyconversationalskills，andlisteningcomprehensionthroughinquiringabouteverydayitemsandtheircolours.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學(xué)目標）))◆LanguageProficiency(語言能力)1．MasterEnglishvocabularyforeverydayitems，suchasruler，cap，pencil，apple，shoes，trousers.Learncolourvocabularylikered，green，blue，etc.2．Flexiblyapplylearnedvocabularyinactualconversationsforsmoothcommunication.◆CulturalAwareness(文化意識)Enhanceunderstandingofcoloursymbolismacrossdifferentculturalbackgroundsthroughdiscussionsonitemsandtheircolours.◆ThinkingQuality(思維品質(zhì))Developstudents'abilitiesinobservation，classificationandsummarization.◆LearningCapability(學(xué)習(xí)能力)Improveautonomousandcollaborativelearningskills.Enhancelanguageproficiencythroughgroupdiscussionsanddialoguepractices.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學(xué)重難點及突破）))◆TeachingFocus(教學(xué)重點)MasterEnglishvocabularyforeverydayitemsandcolourvocabulary.◆TeachingDifficulties(教學(xué)難點)Applythesevocabularyflexiblyincontextualconversationsandmasterthepronunciationoffivevowellettersinopensyllables.◆TeachingBreakthroughs(教學(xué)突破)Employdiverseteachingactivitieslikerole-play，groupdiscussions，andlisteningexercisestoenablestudentstouselearnedvocabularyinspecificsituations，therebystrengtheningtheirlanguagepracticalabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學(xué)過程）))Activity1Warmingupandrevision(感知與注意)T：Goodmorning/afternoon，everyone！Todaywe'regoingtotalkaboutsomethingveryclosetous.First，let'sdoaquickrevision.Whatdoyouhaveinyourschoolbag？(holdingupastudent'sschoolbag)S1：Ihaveabook.T：Good！Andwhataboutyou?S2：Ihaveapencilandaruler.T：Excellent！Now，let'sseewhat'sinthepicture.設(shè)計意圖：通過復(fù)習(xí)舊知識來激活學(xué)生的記憶，為新課內(nèi)容的引入做好鋪墊。Activity2Presentation(獲取與梳理)Workon1aT：Lookatthepictureonthescreen.Iwantyoutomatchthethingswiththenamesbelow.Youhaveoneminutetodoit.Ready？Go!T：(walkinguptoastudent)Areyousurethisisacap？(pointingtothecapinthepicture)S：Yes，Ithinkso.T：Greatjob！Keepgoing.設(shè)計意圖：介紹新詞匯和句型，確保學(xué)生對新知識有清晰的理解。Activity3Practice(獲取與梳理)Workon1bT：Now，pleaseworkinpairs.Oneofyouasks，“Whatdoyouhaveinyourschoolbag？”andtheotheranswers.Let'sstart!S1：Whatdoyouhaveinyourschoolbag?S2：Ihaveanotebookandsomepens.T：Oh，anotebookisveryuseful.Canyoutellmethecolourofyournotebook?S2：It'sblue.設(shè)計意圖：通過實際對話練習(xí)，鞏固所學(xué)詞匯和句型。Activity4Presentation(獲取與梳理)Workon2aT：Now，let'slearnsomecolourwords.Listentothemandtrytomatchthemwiththepicturesonthescreen.T：Red.Repeatafterme.Red.Ss：Red.T：Whatcolouristhisapple?Ss：It'sred.設(shè)計意圖：學(xué)習(xí)顏色詞匯，為后續(xù)的顏色描述做準備。Activity5Presentation(概括與整合)Workon2bT：Lookatthethingsonthescreen.Iwantyoutotalkinpairsaboutwhatcolourstheyare.(Theteacherencouragesstudentstousecompletesentences.)S1：Whatcolourarethepencils?S2：They'reyellow.T：Yes，yellowpencilsarebright.Andwhataboutthebook?S1：It'sgreen.設(shè)計意圖：整合所學(xué)詞匯，進行初步的顏色描述練習(xí)。Activity6Listening(概括與整合)Workon2cT：Now，listentotheconversationscarefullyandcolourthethingsaccordingtowhatyouhear.(Afterlistening，theteachercheckstheanswers.)T：Didyoucolourtheschoolbagblue?Ss：Yes.T：Goodjob！Let'schecktheanswerstogether.設(shè)計意圖：通過聽力練習(xí)提高學(xué)生的理解能力和注意力。Activity7Listening(概括與整合)Workon2dT：Listentotheconversationsagainandcompletethesentences.(Afterlistening，theteacherleadsstudentstochecktheanswers.)T：WhatcolourisTengFei'sschoolbag?Ss：It'sblue.T：Correct！HowaboutYaming'sbicycle?Ss：It'sblackandorange.設(shè)計意圖：加強學(xué)生對聽力材料的理解，鍛煉他們的聽力技巧。Activity8Practice(概括與整合)Workon2eT：Now，workingroupsofthreeorfour.Talkaboutthenewthingsyouhaveandmakeyourownconversation.Remembertoaskaboutthecolours.(Theteacherwalksaroundtheclassroomandtakespartinthediscussion.)T：CanIjoinyou？Whatnewthingsdoyouhave?S1：Ihaveanewpen.T：Whatcolourisit?S1：It'spurple.T：Thankyou.設(shè)計意圖：通過角色扮演活動，讓學(xué)生在實際情境中運用語言。Activity9Pronunciation(內(nèi)化與運用)Workon1T：Now，let'sfocusonpronunciation.Pleaselistentotherecordingcarefullyandrepeatafterit.Payspecialattentiontothevowelletters.(afterrepeating)T：Goodjob！Didyounoticehowthesound/e?/ispronouncedin“cake”？Ss：(mayrespond)Yes，it'slikesaying“ay”in“day”．T：Exactly！Let'spracticemore.設(shè)計意圖：通過發(fā)音練習(xí)，幫助學(xué)生掌握正確的發(fā)音技巧。Workon2T：Now，inyourtextbook，thereareseveralgroupsofwords.Yourtaskistocirclethewordsthatcontainthesoundwejustlearned.Let'sdoittogether.(Theteacherleadsstudentstofinishthetaskandchecktheanswers.)T：(pointingtoaword)Doesthiswordhavethesound/e?/?Ss：(collectivelyorindividually)Yes/No.T：Let'schecktheanswers.(Theteachershowsthecorrectanswersandexplainsthevowelsoundrules.)設(shè)計意圖：通過聽、說、圈詞的活動，加深學(xué)生對特定元音音標的理解和記憶，同時提高他們發(fā)音的準確性。Workon3First，playtherecordingforstudentstolistenandgetthemtorepeat.Thenaskstudentstowritedownthephoneticsymbolsfrom2besidethewords.Finally，addmorewordslike“take”“he”“bike”“note”and“cute”，andaskstudentstotrytoreadthem.設(shè)計意圖：通過讀、寫等活動，幫助學(xué)生掌握五個元音字母在開音節(jié)中的發(fā)音。教師添加更多的單詞，學(xué)生試讀，培養(yǎng)觀察與歸納的思維品質(zhì)。Activity10Chant(內(nèi)化與運用)T：It'stimeforafunchant！Listentotherecordingandtrytoreaditaloud.Canyoufindoutanypatternsorrulesinthechant?(afterplayingtherecording)T：Didanyonenoticetherepeatingrhymeorrhythminthechant?S1：Yes，itgoeslike“Theroseiswhite，andit'sverynice.”T：Excellentobservation！Thechantusesrepetitionandrhymetomakeitcatchy.Let'sreadittogetherandenjoytherhythm.設(shè)計意圖：通過朗讀和發(fā)現(xiàn)韻律的活動，激發(fā)學(xué)生對語言的興趣，同時幫助他們感受英語的節(jié)奏和美感，提高語言運用能力。Activity11Homework(反饋與強化)Makeupthreeconversationsaboutyourschoolthingsandtheircolours.Trytoreadthewords“recording”“me”“dive”“go”and“use”correctly.eq\o(\s\up7(),\s\do5(TeachingReflection（教學(xué)反思）))Duringtheteachingprocess，thereisaneedforgreaterattentiontoindividualdifferences，providingappropriatesupportandchallengesforstudentsatdifferentlevels.Furthermore，theformsofclassroominteractioncanbefurtherenriched，suchasintroducingrole-playandgroupdiscussions，tofostercooperationandcommunicationamongstudents.Additionally，moreprecisecontroloverclassroomtimeisnecessarytoensurethateachteachingsegmentisfullydeveloped，achievingoptimalteachingoutcomes.第二課時SectionB1a—Projecteq\o(\s\up7(),\s\do5(TeachingContent（教學(xué)內(nèi)容）))Thislessonemploysactivitiessuchaspicture-fillingexercises，dialoguepractices，readingcomprehension，andwritingexercisestoguidestudentsinlearningandapplyingvocabularyandsentencestructuresthatdescribethelocationofobjects.Thecontentofthetextbookiscloselyrelatedtostudents'dailylives，whichhelpsstimulatetheirinterest.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學(xué)目標）))◆LanguageProficiency(語言能力)Studentswillbeabletomasterandutilizevocabularysuchas“bed”“desk”“chair”“cap”“shoes”“schoolbag”and“box”，aswellasprepositionslike“in”“on”and“under”．◆CulturalAwareness(文化意識)Cultivatestudents'awarenessofmaintainingatidyenvironment.◆ThinkingQuality(思維品質(zhì))Enhancestudents'spatialperceptionandlogicalthinkingabilitiesthroughdescribingthelocationofobjects.◆LearningCapability(學(xué)習(xí)能力)Improvestudents'languagepracticeandautonomouslearningabilitiesthroughparticipationinactivities.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學(xué)重難點及突破）))◆TeachingFocus(教學(xué)重點)Helpstudentsuseprepositionsandsentencestructuresfordescribingthelocationofobjectsaccurately.◆TeachingDifficulties(教學(xué)難點)Enhancestudents'abilitytoflexiblyapplythelearnedknowledgetodescribethepositionsofdifferentobjects.◆TeachingBreakthroughs(教學(xué)突破)Assiststudentsinunderstandingandmemorizingtheuseofprepositionsthroughphysicaldemonstrationsandrole-playactivities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學(xué)過程）))Activity1Warmingupandrevision(感知與注意)T：Goodmorning/afternoon，everyone！Beforewestarttoday'slesson，let'sdoaquickreview.Whocantellmeawordthatdescribesacleanandorganizedroom?S1：Tidy!T：Excellent！Andhowaboutaroomthat'snotclean？Whatwordcanweuse?S2：Messy!T：That'sright！Today，we'regoingtotalkmoreaboutroomsandthethingsinsidethem.Areyouready?設(shè)計意圖：通過復(fù)習(xí)舊知，激活學(xué)生記憶，為后續(xù)學(xué)習(xí)做鋪墊。Activity2Presentation(獲取與梳理)Workon1aT：(Theteachershowsapictureofaroom.)Lookatthispicture.Whatdoyouthinkoftheroom？Isittidyormessy？Let'sfillintheblankstogether.T：ThereisaT-shirt，abook，apenandanexercisebookonthebed，right？So，wecansay“Thebedismessy.”(Studentsrepeatandfillintheblanks.)T：Now，whataboutthedesk？Isthereanythingonit?S：(Studentsobserveandanswer.)Thereisaschoolbag，abottle，arulerandapencilonthedesk.T：So，wecansay“Thedeskismessy.”設(shè)計意圖：通過圖片引導(dǎo)，幫助學(xué)生掌握描述房間整潔度的詞匯和句型。Activity3Reading(獲取與梳理)Workon1bT：Now，let'smoveonto1b.You'llreadtwoconversationsandfindoutwherethecapandglassesareinthepictures.Ready？Go!(afewminuteslater)T：Inthefirstconversation，wheredotheyfindthecap?Ss：Underthedesk.T：Great！Andinthesecondconversation，wherearetheglasses?Ss：OnEmma'sfather'shead.設(shè)計意圖：通過對話理解，提升學(xué)生提取信息的能力，并加深對物品位置描述的理解。Activity4Reading(獲取與梳理)Workon1cT：Now，readtheconversationsagainandchoosethecorrectanswerstothequestions.Let'sworkinpairsandthenshareyouranswers.(afewminuteslater)T：WhatcolourisElla'scapinthefirstconversation?S：It'sred.T：Andwhereisit?S：It'sunderthedesk.設(shè)計意圖：通過再次閱讀對話并回答問題，深化對對話內(nèi)容的理解，同時培養(yǎng)學(xué)生的合作學(xué)習(xí)能力。Activity5Writing(概括與整合)Workon1dT：It'stimetowriteourownsentences.First，let'sobservetwoitalicsentencesintheformandthentrytofinishSentenceOneandSentenceTwo.ThenI'llinvitesomestudentstoreadtheirsentences.T：Nowwriteyourownsentencesaboutthethingsaroundyou.Remembertousethevocabularyandsentencestructureswe'velearnedtoday.Discusshowtheykeepthethingsaroundthemtidyingroups.(Theteacherwalksaroundtheclassroomandcommunicateswithsomestudents.)T：Whatareyougoingtotalkabout?S：I'mgoingtotalkabout