七年級英語教案

七年級英語教案PAGE2七年級英語上冊教案何健一、教學(xué)設(shè)計學(xué)科名稱人教版七年級英語新目標(biāo)英語七上二、學(xué)情分析學(xué)生在六年級學(xué)習(xí)的基礎(chǔ)上對本單元的內(nèi)容較熟悉，學(xué)習(xí)進(jìn)度較快。三、教學(xué)內(nèi)容分析Goforit!是以任務(wù)型語言教學(xué)為基礎(chǔ)的英語教材，它體現(xiàn)“以學(xué)生為中心”和“以人為本”的教學(xué)思想，融匯話題、交際功能和語言結(jié)構(gòu)于一體。本書每個單元都列出明確的語言目標(biāo)、主要的功能項目和語法結(jié)構(gòu)、需要掌握的基本詞匯，并分為SectionA和SectionB兩部分。SectionA為目標(biāo)句型提供分步事例和指導(dǎo)性練習(xí)；SectionB使學(xué)生能夠?qū)σ呀?jīng)學(xué)過的目標(biāo)句型運(yùn)用自如。每個單元還附有SelfCheck部分，此部分是讓學(xué)生用來測試自己現(xiàn)階段的英語水平，即對本單元的語言目標(biāo)的掌握程度有較為明確的認(rèn)識。

StarterUnit1是Goforit!預(yù)備篇三個單元中的第一單元。預(yù)備篇是為了使沒有英語學(xué)習(xí)基礎(chǔ)的學(xué)生更好地使用本套教材而編寫的。它的主要內(nèi)容為26個字母和最基本的英語日常用語。本單元的教學(xué)內(nèi)容為：學(xué)習(xí)AaHh8個字母。學(xué)習(xí)hi、hello、good、morning、afternoon、evening、fine、OK、thanks等詞匯。學(xué)習(xí)不同時間見面時的問候語及其回答。四、單元目標(biāo)與要求1．學(xué)習(xí)AaHh八個字母。2．學(xué)習(xí)八個人名。Alice,Bob,Cindy,Dale,Eric,Frank,Grace,Helen3．學(xué)習(xí)打招呼的用語：Hello!/Goodmorning!/Goodafternoon!/Goodevening!4．學(xué)會問候熟識的朋友和應(yīng)答：--Howareyou?--I’mfine,thanks.Howareyou?--I’mOK.五、單元課時安排The1stperiod：SectionA1a,1b,2a,The2ndperiod：SectionA1a,2b,2c,2d3,4aThe3rdperiod：SectionA4b,4c,SectionB1,2a,2bThe4thperiod:SectionB3a,3b,4,5The5thperiod:SelfCheckandJustforFunThefirstperiod六、TeachingContentsandAnalysis(教學(xué)內(nèi)容與分析)Teachingmaterials(教學(xué)內(nèi)容)：SectionA1a,1b,2a,Teachingaims(教學(xué)目標(biāo))1.識別和掌握八個人名。2.學(xué)會早上見面打招呼的用語。3.正確認(rèn)讀Aa-Hh八個字母。languagepoints(語言點(diǎn))1.詞匯：Alice,Bob,Cindy,Dale,Eric,Frank,Grace,Helen2.句型：Hello!Goodmorning!Analysisofkeyitemsanddifficultiesofteaching(教學(xué)重點(diǎn)、難點(diǎn)分析)：１、ImportantPoints(重點(diǎn))：A--H八個字母教學(xué)，能認(rèn)讀，會書寫。２、DifficultPoints(難點(diǎn)):8個字母的書寫和八個人名的掌握。TeachingstepsTeachingProceduresSuggestions&ExplanationStep1：GreetingandIntroduction1.Beginbygreetingtheclasswithasmileandgoodmorning!2.Nextintroducethewords“teacher”and“class”．byusinggestures．Repeatthisseveraltimesandhavetheclassrepeatafterme．Studentscananswerasawholegroup．Asrowsandasindividuals．Repeat“Iamyourteacherandyouaretheclass”severaltimes．T:Goodmorning,class.S:Goodmorning,teacher.T:Class，pleasestandup./Class，pleasesitdown.(byusingactionsandgestures．Theycanpracticethisseveraltimes.)3.PointtomyselfandsayI’mMiss…Havethemrepeat．Repeatthisafewtimeswithrowsandindividualsortrya“back-chain”drill：Miss/Mr．…(Ssrepeat)Morning，Miss／Mr．…(Ssrepeat)Goodmorning，Miss/Mr．…(Ssrepeat)Step2：PracticeSay：Standup，please!(Ssstandup)（Leavetheclassroom，return）T:Goodmorning，class!S:Goodmorning，Miss／Mr．…T:Sitdown，please．Nowlet’sstartthelesson．Step3：Workon2a.FirstpresentlettersA-H，andgetthestudentstorepeattheseletters．CallthestudentstoattentiontheletterC／si:／not／sei：／．H/ei?/not/e?/.Step4:Playagame.TgetsreadyforalistofEnglishnamesforboysandgirls.Playthegamelikethis:1.Tsaysaletter,forexampleC,thenlettheSstelltheletterswhichisbeforeandafterC.TheonewhosaysB,Dfirstisthewinner.ThewinnercangetachancetochooseanEnglishnamefirstorhecangivethechancetohisfriend.2.Fillinthemissingletters.eg.C____EB_____DE____GF____HStep5.Presentation.Showapictureofagirlandgivethenameunderthepicture,teach

Alice.Inthesamewayteachtheothersevennames.Step6.GameShowthepicturesoftheseeightchildrenasquicklyaspossible.LettheSstellthenamesofthesechildren.(ThewinnercanhaveachancetochooseanEnglishname.)Step7.Presentation.ShowapicturewithEric,letSsguesswhatEricwantstosaytous.Theansweris:Hello!orGoodmorning.Thenhelpthemtosay:Hello,Eric!orGoodmorning,Eric.Step8.Workon1a.Playtherecordingforthefirsttime,Ssonlylisten.Playtherecordingasecondtime.Ssrepeat.Step9.Workon1b.Sspracticetheconversationsinpairs.TmovesaroundtheclassroomwhenSsarepracticing.Givethemsomehelpifneeded.AskSstopracticegreetingeachother.TheycanusetheirChinesenamesiftheywish.EncouragethemtousetheirEnglishnamesiftheycan.AskthemtopracticeusingallthedifferentgreetingstaughtinActivity1a.Step10.Homework1.Makeanamecardbythemselvesandlearnhowtoreadtheirownnames.2.Findouttheselettersinyourdailylife師生初次見面，教師通過自我介紹和問候?qū)W生，讓學(xué)生放輕松，消除與教師間的陌生感，開始親近教師。進(jìn)一步鞏固日常課堂用語。先讓學(xué)生認(rèn)識字母A-H為下一步作準(zhǔn)備。有少部分學(xué)生會背誦A-H字母，通過這個游戲首先可以鍛煉他們迅速反應(yīng)的能力,促使學(xué)生當(dāng)堂記住字母A-H；以英語名字作為獎勵，也使學(xué)生較有新鮮感，讓他們自己選擇自己的名字，使他們會更容易記住自己的名字。圖畫和名字結(jié)合起來,加強(qiáng)學(xué)生的感性認(rèn)識，有助于記憶。并為后面的游戲做好了鋪墊。通過閃現(xiàn)頭像來測試學(xué)生對這八個人物的特征和名字的記憶，有助于鍛煉他們的反應(yīng)力和注意力。通過圖畫上的場景讓學(xué)生進(jìn)行猜測，滿足學(xué)生的好奇心,也讓他們了解Goodmorning的使用。先聽后讀，培養(yǎng)學(xué)生學(xué)習(xí)英語的良好習(xí)慣。鼓勵學(xué)生盡可能用自己剛才得到的英語名字進(jìn)行操練，不會讀的可以請教老師。當(dāng)然允許他們使用自己的中文名字進(jìn)行練習(xí)。關(guān)鍵是要鼓勵學(xué)生大膽開口，愿意說的良好習(xí)慣。反思：ThesecondperiodTeachingContentsandAnalysis(教學(xué)內(nèi)容與分析)Teachingmaterials(教學(xué)內(nèi)容)：SectionA1a,2b,2c,2d3,4aTeachingaims(教學(xué)目標(biāo))1.學(xué)會正確朗讀和書寫Aa-Hh八個字母。2.了解一些常用縮略字的含義。3.鞏固所學(xué)的八個人名。4.有英文名字的記住自己和同伴的英文名字Languagepoints(語言點(diǎn))詞匯：自己和同伴的英文名字。Analysisofkeyitemsanddifficultiesofteaching(教學(xué)重點(diǎn)、難點(diǎn)分析)：１、ImportantPoints(重點(diǎn))：學(xué)會簡單的問候用語。２、DifficultPoints(難點(diǎn)):八個字母的正確書寫和記住盡可能多的名字。TeachingstepsTeachingProceduresSuggestions&ExplanationStep1Warming-upGreetalltheSswith:Hello,…orGoodmorning,…usingtheirEnglishnames.(Askallthestudentstoweartheirnamecards)Atthesametimeletthemrepeattheirnamesandtrytoremembertheirnames.Step2.Presentation1.Showdifferentlettersontheslidepictureandseeiftheycanreadthem.Firstbigletters,thensmallletters.2.Findouttheselettersinthebpicture.Step3.Learntheletters.(WorkonA2a—2d)1.Listenandrepeattheeightletters.(2a)2.Teachthemhowtowritethesebigandsmallletters.(2d)3.Writethesmallletterforeachbigletter.(2d)4.Findthebiglettersforthesesmallletters.(2b)5.Listenandnumbertheletterstheyhear.(2c)Step4.Game.(Whichletterismissing?)Showsevenbigletters(fromA-H)ontheslidepicture,seewhocanfindthemissingletter.Thenshowsevensmallletters.Ssplaythegameinagroupoffour.Everyoneshouldgetreadyfortwopiecesofpaperwithsevenbiglettersandsevensmallletters.Step5.PresentationShowsomelettersandaskthemtoreadfirst,andthenguesswhattheystandfor.Iftheyhavedifficulties,Tcangivethemsomehints.Step6.WorkonSectionA3.Ssdiscussandguesswhattheselettersstandforandthenchecktheanswerswiththewholeclass.Step7.PresentationShowtheeightnamesontheslidepicturefirstandasksometoread.Thenputtheminorderaccordingtothefirstletter.Step8.Workon4a.Listentothetapeandcirclethenamestheyhear.Step9.Practice.Ingroupsoffour,SsintroducetheirEnglishnamesfirst.Thenpractice“Goodmorning,…”toeachotherlikethedialoguetheyheardjustnowonthetape.Step10.Homework1.Listenandreadabout10minutesafterthetape.2.Copytheseeightbigandsmalllettersfivetimes.3.maketheirownconversations.4.FindasmanyletterslikeHB,CD,BBDastheycan.

老師可幫助生做好名字卡，讓學(xué)生佩戴名字卡或貼在桌子上，可以讓師生早日熟悉對方，也便于學(xué)生之間的互相了解。通過打招呼既復(fù)習(xí)了舊課，也可以讓學(xué)生正確讀出自己的名字。大部分同學(xué)對字母已有些了解，通過這種方式既進(jìn)行了復(fù)習(xí)，也可以知道他們對哪些字母掌握不是很好，在后面的教學(xué)中加以注意。從認(rèn)讀大小寫字母開始，學(xué)會正確地朗讀，然后過渡到正確規(guī)范地書寫，循序漸進(jìn)讓學(xué)生扎實鞏固地掌握從Aa—Hh這八個字母通過這個游戲既可以培養(yǎng)學(xué)生的反應(yīng)能力，又可以鞏固他們對字母的掌握。尤其通過四人小組游戲，既讓他們鍛煉了書寫，又給了學(xué)生一個彼此熟悉和合作的機(jī)會。有助于以后活動的組織。讓學(xué)生學(xué)會注意觀察日常生活中出現(xiàn)的一些常用縮寫詞的含義，培養(yǎng)他們仔細(xì)觀察的能力。七、教學(xué)資料（單元教學(xué)測評）（一）、寫出下列字母左鄰右舍

1._____B______2.______c______3._____f______4.____E_____5._____g_____（二）、寫出下列大字字母的小寫字母。

1.BEE________2.BAG_______3.BED_______4.HB_______5.CD_______6.ABC________7.AD_______8.CAAC_______9.BEC_______10.FACE_______（三）、比較下列每組字母或單詞的讀音，相同的用(S)，不同的用(D)表示。1.b,a()2.c,e()3.a,e()4.b,d()5.a,c()6.Dale,

Alice()7.Frank,thanks()8.evening,Helen()9.A,H()10.E,F()（四）、看圖寫出下列圖所表示內(nèi)容的縮寫字母或單詞。1.2.3.4.5.________________________________________________________（五）、單項選擇()1.Goodevening,Eric._________,Cindy.A.GoodmorningB.GoodafternoonC.Goodevening()2．一Goodmorning!_________A．ThankyouB．Goodmorning!C．Hello!()3．一Hello!一_________A．Hello!B．ThankyouC．I’mfine

()4．一Sitdown，P1ease．_________.A．I’mfineB．MynameisLiLeiC．Thankyou

()5．一What’syourname?--________.A．

ClarkB.I’mOK．C．Thankyou六、從所給選項中選出能回答以下問題的交際用語

1．A：Goodmorning，class．B:__________________.2．A：Hello，Jim．Howareyou?

B：________．3．A：What’syourname?B：____________．4．A：Sitdown，please．B：___________．

5．A：What’sthis?B：__________．a(chǎn)．It’s“B”．b．Goodmorning，teacher．c．Fine，thankyou．d．MynameisJim．e．Thankyou．七、連詞成句1．good，you，to，morning2．you,hi,how,Grace,are3．name，my，Jim，is4．sit，Please，down5．fine，you，thank（八）、選擇正確的答案填空()1．早上老師進(jìn)教室時，同學(xué)們應(yīng)對老師說：“____________”A．Hello!B.Howareyou?C．Goodmorning，Mr／Miss…!D．Goodafternoon

()2．假設(shè)你叫LinLin，當(dāng)人家問你“AreyouLinLin?”時，你應(yīng)該說：“___________”A．MynameisLinLin．B．Yes，Iam．C．Iamnot．D．Yes．itis.()3．當(dāng)你要向別人打聽某事時，你應(yīng)說：“__________”A．HelloB．SorryC．ExcusemeD．Hi()4．當(dāng)你向別人介紹你的朋友Jim時，你應(yīng)說：“__________”

A．ThisisJimB．HeisJimC．YouareJimD．IamJim

()5．當(dāng)你認(rèn)錯人時，你應(yīng)說：“___________”．A.ExcusemeB.I’mOKC．I’msorryD．Thankyou

()6._____________?--Fine，thankyou．A.HowdoyoudoB．HowoldareyouC.CanyouspellitD.Howareyou

（九）、補(bǔ)全對話1．A：Hello!B:________________!A：What’syourname?B:___________nameisKateGreen.A：_______areyou?B:Fine,__________you.Howareyou?

A：I’mfine．What’sthis?B:_____________“Gg”.A：Thank_______．2．T：Goodmorning，class．S：_____________________,teacher．T:Howareyou?S：______________,thankyou,________you?T:I’mfine,________.What’sthis?

S：It’s“Nn"(嗯)．T:No,it’s“Nn”/en/.S：“Nn”/en/T:Yes,sit_____________,please.八、自我問答本單元學(xué)生在六年級學(xué)習(xí)的基礎(chǔ)上相對較簡單，學(xué)習(xí)的積極性較高，學(xué)習(xí)效果較好。StarterUnit2What’sthisinEnglish?教學(xué)設(shè)計學(xué)科名稱義務(wù)教育課程標(biāo)準(zhǔn)實驗教科書《新目標(biāo)英語Goforit》七年級（上冊）人教版二、學(xué)情分析代詞this，that和it的用法。his和that均指單數(shù)的事物。this指處于說話者近處的事物；that指處于說話者遠(yuǎn)處的事物。而it則指代上文出現(xiàn)的單數(shù)的事物，也可指代上文出現(xiàn)的this或that。例如：A：What’sthis?這是什么?B：It’sapen．這是支鋼筆。c：Andwhat’sthatoverthere?那邊的是什么?B：It’saruler．那是把尺子。三、教學(xué)內(nèi)容分析本單元的核心教學(xué)內(nèi)容是“認(rèn)物”。用英語確認(rèn)周圍的常見事物比較符合英語初學(xué)者的實際情況。通過本單元教學(xué)，使學(xué)生運(yùn)用所學(xué)句型，去熟悉周圍事物的名稱；教學(xué)生學(xué)會在實際生活中如何確認(rèn)事物。通過辨認(rèn)物體，學(xué)生學(xué)到一些生詞，并鞏固所學(xué)句型。四、教學(xué)目標(biāo)【知識能力與技能】Learnhowtoaskaboutunfamiliarthingsintheneighborhoodandgraspthetargetsentences:Whatisthis(inEnglish)?It’sa/an….;LearnthepronunciationandwritingofthelettersIi—Rr;learnandgraspthebasicusageoftheindefinitearticlesa/anandthemeaningsofsomesubstancenounsandabbreviations.【過程與方法】WiththestudyingstrategiesofImitatingandDrilling,getthestudentstodoPairworktolearnhowtoaskaboutunfamiliarthingsaroundandtheirEnglishnamesbyusingtheteachingcourseware,pictures,flashcards;Catchtheothers’informationandfamiliarizethesubstancenounsbypracticingconversations.【情感、態(tài)度與價值觀】Thecontentistotalkaboutthethingsaroundandthetopiciscloselylinkedtothestudents’everydaylifeandstudying.Andit’soneoftheeasiesttotalkaboutanduse.KnowingthesesentencesandwordswellcangivethestudentsakindoffeelingofharvestandmakethemfallmuchinterestinEnglishleaningfurther.五、教學(xué)重點(diǎn)難點(diǎn)1、AskabouttheunfamiliarthingaroundwithWhatquestions;2、Learnandgraspthebasicusageofindefinitearticlesa/an;3、LearntheEnglishlettersIi-RrandsummarizethepronouncingrulesofthevowellettersIandOinwords;4、Learnhowtospellwords.六、教學(xué)課時：3課時七、教學(xué)過程教與學(xué)互動設(shè)計SectionA創(chuàng)設(shè)情境，導(dǎo)入新課ThecontentinSectionAistolearnhowtoaskabouttheunfamiliarthingsaroundandgraspthetargetsentencesWhatisthis(inEnglish)?It’sa/an….;Learnandgraspsomesubstancenounsmap,jacket,key,ruler,pen,orange,quilt;LearnthepronunciationandwritingofthelettersIi—Rr.TheteachercanadopttheAudiovisualGuidingMethodandtheObjectGuidingMethod:TheteachercanmakeateachingcoursewareaboutthecontentinActivity1aorshowsomerelativepicturesordemonstrateusingobjectsandguidethebasicsentencesWhat’sthisinEnglish?It’sa/an…;Andthentheteachercommunicateswiththestudents;Atlastgetthestudentstocommunicatewitheachother.自讀感知，整體把握SectionAisdesignedbythreesteps:In1a-1c,learnhowtoaskabouttheunfamiliarthingsaroundandgraspthetargetsentencesWhatisthis(inEnglish)?It’sa/an….;In2a-3,learnthepronunciationandwritingofthelettersIi—Rr;In4a-5,practicinghearingandconversationstoreviewandconsolidatethetargetsentencesandwords.合作交流，解讀探究ThemaincontentinSectionAistolearnhowtoaskabouttheunfamiliarthingsaroundandgraspthetargetlanguage:What’sthisinEnglish?Itisa….What’sthis?It’san….【Intercourse】Theteachercommunicateswiththestudentsinclass:（Projecttheteachingcoursewareorshowpicturesorojects）What’sthisinEnglish?（Answerorgetthestudentstoanswer）It’sa/an….【Experiences】PlaythetapeofActivity1aandgetthestudentstolistenandimitate,finishtheteachingtaskofActivity1a.【Practice】GetthestudentstoobservethepicturesandfindouttheEnglishletterslearnt,finishtheteachingtaskofActivity1b.【Activity】GetthestudentstodoPairworkandpracticetheconversationsinActivity1aandmakeuptheirownconversationsaccordingtotheobjectsorpictures,finishtheteachingtaskofActivity1c.【Demonstration】LearnthepronunciationandwritingofthelettersIi—Rr.Theteachercandrawfour-linegridsandteachthestudentstherightwritingordersandstructuresoftheletters.Thestudents

imitatewhattheteacherhastaughtandpayattentiontothevarietiesbetweenthecapitallettersandthesmallletters,finishtheteachingtaskofActivities2aand2b.【Experiences】PlaythetapeofActivity2candgetthestudentstolistenanddistinguishtherightlettersandmarktheorders,finishtheteachingtaskofActivity2c.【Practice】Getthestudentstowritethecorrespondingsmalllettersaccordingtothecapitalletters,finishtheteachingtaskofActivity2d.【Discussion】GetthestudentstoobservetheabbreviationsPRC,P,kginActivity3carefullyguesstheirmeaningsaccordingtothepictures.TellthemtheabbreviationslikethesearecommoninEnglishandalsoimportant,finishtheteachingtaskofActivity3.【Experiences】1）PlaythetapeofActivity4aandgetthestudentstolistenandmatchtheconversationstheyhearwiththepicturesandmarktheorders,finishtheteachingtaskofActivity4a.2）PlaythetapeofActivity4aagainandgetthestudentstowritethewordsaccordingtotheconversationstheyhear,finishtheteachingtaskofActivity4b.【Activity】1）GetthestudentstodoPairworktotalkaboutthethingsinActivity4aandpracticethetargetsentences:What’sthisinEnglish?Itisa….What’sthis?It’san….，finishtheteachingtaskoforalintercourseinActivity4b.2）PlaythegameinActivity5,andgetthestudentstolistentothetapeanddrawthelinesbetweentheletterstheyhear,finishtheteachingtaskofActivity5.【要點(diǎn)直擊】1、What’sthis?與What’sthisinEnglish?：“What’sthis?”是對未知事物的詢問，“What’sthisinEnglish?”是詢問如何用英語說出事物的名稱，inEnglish意思是“用英語”。2、a/an的用法區(qū)別：a/an都表示“一；一個”的意思，但用法不同。a用于輔音音素開頭的單詞前；an用于元音音素開頭的單詞前。3、一些縮寫詞的含義：PRC（中華人民共和國）,P（停車場）,NBA（全美籃球協(xié)會）,kg（公斤）應(yīng)用遷移，鞏固提高1、Realizenewthings:BecarefultonoticetheEnglishnamesofdifferentthingsandyoucanreadsomeads,goshoppingandremember

somefamiliargoodsandfamousbrands.TherearemanymerchandiseswhichpackshavetheirEnglishnamesandyoucancollectsome

Englishwordsaboutfood,drinksandelectricalequipments.Youcanalsocollectsomedesignsaboutpeople,animals,stationery,sports

thingsandflowersonnewspapers,magazinesandpackages.Andthenusethemtopracticetheconversations:What’sthisinEnglish?It’s….2、Makewordcards:Makesomecardsbyusingthenamesofdifferentkindsofmerchandisesandbrandsthestudentshavecollected,

andcommunicatewitheachothertoincreaseknowledgeandinformation.SectionBandSelfCheck創(chuàng)設(shè)情境，導(dǎo)入新課ThemaincontentinSectionBistoreviewandconsolidatethetargetsentencesWhatisthis(inEnglish)?It’sa/an….;Learnhowtospellwords;

ReviewandconsolidatetheEnglishlettersandsummarizethepronouncingrulesofvowellettersIandOinwords.TheteachercanadopttheAudiovisual

GuidingMethodandtheObjectGuidingMethod:TheteachercanmakeateachingcoursewareaboutthecontentinActivity1aorshowsomerelativepictures

ordemonstrateusingobjectsandguidethebasicsentencesWhat’sthisinEnglish?It’sakey.Spellit,please.K-E-Y.;Andthentheteachercommunicates

withthestudents;Atlastgetthestudentstocommunicatewitheachother.自讀感知，整體把握SectionBisdesignedbytwosteps:In1a-2b,reviewandconsolidatethetargetsentencesWhatisthis(inEnglish)?It’sa/an….Andlearnhowtospellwords;

In3a-4,reviewthepronunciationandwritingofEnglishlettersIi-RrandsummarizethepronouncingrulesofvowellettersIandOinwords.合作交流，解讀探究ThemaincontentinSectionBistoreviewandconsolidatethetargetsentencesandlearnhowtospellwords:What’sthisinEnglish?It’sakey.Spellit,please.【Experiences】1）PlaythetapeofActivity1aandgetthestudentstolistentotheconversationsandpracticewiththepartners,finishtheteachingtaskofActivity1a.2）PlaythetapeofActivity1aagainandgetthestudentstolistentotheconversationsandorderthewordstheyhear,finishtheteachingtaskofActivity1b.【Practice】GetthestudentstoobservethepicturecarefullyinActivity2aandwritethewordtheyknow,finishtheteachingtaskofActivity2a.【Activity】GetthestudentstodoPairworkandtalkabouthethingsinActivity2a,andreviewandconsolidatethetargetsentences,finishtheteachingtaskoforalintercourseinActivity2b.【Experiences】PlaythetapeofActivity3aandgetthestudentstolistenandcircletheletterstheyhear,finishtheteachingtaskofActivity3a.【Activity】GetthestudentstodoPairworkandfillinthemissingletters,finishtheteachingtaskofActivity3b.【Experiences】PlaythetapeofActivity4andgetthestudentstolistenandimitateandsummarizethepronouncingrulesofvowellettersA，E，I，Oinwords,finishtheteachingtaskofActivity4.【要點(diǎn)直擊】1.Spellit,please.請拼寫它。這是一個祈使句，表示命令、請求等語氣。Spell是動詞，意思是“拼寫；拼出”。如：—What’sthis?這是什么？—It’sajacket.它是一件夾克衫?！猄pellit,please.請拼寫它?！狫-A-C-K-E-T,jacket.2、英語句子書寫要考慮大小寫（句首單詞首字母、人名及地名等專有名詞要大寫）；英文中沒有頓號(、)、句號是實心點(diǎn)(.)、省略號是三點(diǎn)(…)而不是六點(diǎn)……。八、課堂練習(xí)1、CalltheEnglishnamestoeachothertoimprovetheirinterestinLearningEnglish.2、CollectthepicturesaboutdifferentthingsandbuildapicturestoreroomwhichwillbehelpfultolearnandmemorizeEnglishwordslater.九、作業(yè)：finishofftheactivebook十、教學(xué)資料：課件十一、總結(jié)反思StarterUnit3Whatcolorisit一、教學(xué)設(shè)計學(xué)科名稱初中英語新目標(biāo)(Goforit)版七年級上starters預(yù)備篇..二、所在班級情況，學(xué)生特點(diǎn)分析“Whatcolor”學(xué)生在學(xué)習(xí)的過程中很容易把它錯寫成或錯讀成““What’scolor”，因此在練習(xí)中要反復(fù)強(qiáng)調(diào)。三、教學(xué)內(nèi)容分析本單元口語訓(xùn)練應(yīng)當(dāng)自始至終在一種鮮明的色彩背景下進(jìn)行，旨在營造那種為學(xué)生所喜愛的歡快氣氛，教師應(yīng)當(dāng)在十種顏色上大做文章；在使用實物時要使顏色醒目；在組合圖畫時，要盡量用大色塊；在使用投影時要使顏色突出來。教師可以從教室環(huán)境上入手營造色彩氣氛，如：選取十種顏色的硬色板，剪成各個大寫字母；或者將色板剪成各種卡通動物形象，懸掛在教室當(dāng)中或在墻上，注明各種顏色的英語字塊。四、教學(xué)目標(biāo)通過本單元教學(xué)，使學(xué)生能運(yùn)用所學(xué)英語，正確地描述物體的顏色；同時進(jìn)一步學(xué)習(xí)分辨人物的用語，并加以運(yùn)用。情感態(tài)度和價值觀目標(biāo)用各種可以調(diào)動學(xué)生積極性的活動來提高學(xué)生的活躍性，激發(fā)他們參與討論的熱情。同時可以對學(xué)生進(jìn)行美育教育，從小培養(yǎng)他們對美的正確認(rèn)識。五、教學(xué)課時四課時七、教學(xué)過程Period1Stepl：Introduction(1)Dodutyreport．Askstudentstotaketurnstododutyreport(getstudentstotellashortstory)onebyone．(2)Hangthewhitepaperontheblackboard，writethecapitalletter“A”witharedpen,thenaskthestudents：T：What’sthisinEnglish?Ss：It’sanA．T：Whatcolorisit?Theteacheranswersherself：It’sred．(3)Theteacherteachestheothercolorswiththecolorpens，repeatthesewordsuntilstudentsgraspthem．Step2：Lead—inDothesamestepsoftheletterslistonlaastheteacherdidintheintroduction．Makesurestudentsknowantheselettersandwords．Step3：PracticeGetstudentstoworkinpairs，practicethedialogueappearinthepictureof1a．Allowstudentsusetheotherthingsinsteadoftheletterswhiletheyareaskingthecolors．step4：ListeningDo1b，2a，2band2cinturn．(Doenteringfamousschool)Period2Step1：Lead—inTaketurnstodothedutyreport．Reviewthelessonlearnedbyaskingthestudentstosayoutthetwenty—sixlettersinrightorders．Do2a，2b，2cand2dwiththewholeclass．Step2：PairworkDotheguessgame．Askstudentstoworkinpairstopractiselikethefollowing：T：Excuseme，what’sthisinyourbag?S：Isitapen?T：Yes，you’reright．Whatcolorisit?S：It’swhite．T：No，you’rewrong．S：Isitred?Step3：GrammarGothroughthegrammarfocusandmakesureallthestudentsknowwhatmeans．Ifpossible，theteachercanuseChinesetoexplainthem．Step4：Practice

Dotheco1orchangesgame，usetwosmallcupsofwater，coloreachcupofwateryellowandblue．Ask：Whatcolorisit?It’syellow．Whatcolorisit?It’sblue．Afterasking，pourthecupofyellowwaterintotheothercup，whenthewaterturnsgreen.Askstudents：Whatcolorisitnow?Dothecolorchangeswiththeothercolors．Yellow+red=orange，yellow+red+black=brown,yellow+red+blue+black，etc．A1sotheteachercanletstudentsdiscusswhatcolortheobjectsarearoundussuchasthecolorofthetrafficlights，letter—box，bananasandsoon…

(Doenteringfamousschool)Period3Stepl：Lead—in

Dothedutyreportinturn．PractisethedialogueinlaofsectionA

Askstudentstofinish1aand1bofsectionBindividual．theteacherwalksaroundtheclass，giveahandtothestudents．Step2：Pairwork

First1etthestudentschecktheanswersoflabyaskinglikethefollowing：A：What’sthis?B：Isita“pen”?A：Yes。itis．Canyouspellit?B：Yes．P-E-N，PEN．A：Youareright．Thentheteachercheckstheanswersoflawiththewholeclass．Step3：Listenandrepeat

ListouttheletterA0ntheblackboardandencouragethestudentstosayoutwhatotherwordsalsomakethesamepronunciation．Presenttheotherlettersthesameastheletter．Step4：GroupworkGetstudentspayattentiontoalltheabbreviationsappeararoundus，copythemdown,trytofindwhattheymean．Thentellyourpartners．Encouragestudentst0searchonlineorfinishthishomeworkinotherways．Step5:Classwork(Doenteringfamousschool)Period4Step1：Gothroughallthecontentslistonthispart，makesureallthestudentsunderstandthem．Iftheydon’t．youmayuseChinesetoexplainit．Step2:Classwork(Doenteringfamousschool)八、課堂練習(xí)：activebook九、作業(yè)安排Finishoffactivebook十、附錄（教學(xué)資料及資源）單元教學(xué)測評一、將26個字母按發(fā)音分類(寫出與所給字母含有相同音素的其他字母)

Aa____________________________________________________________________

Ee____________________________________________________________________

Ii_____________________________________________________________________

Oo___________________________________________________________________

Uu____________________________________________________________________

Ff____________________________________________________________________

Rr____________________________________________________________________

二、從A、B、C、D中選出含有相同音素的選項號中的要求寫出以下單詞的適當(dāng)形式

()1．A．a(chǎn)fB．bpC．djD．ir

()2．A．biB．drC．gpD．jp

()3．A．hlB．euC．hmD．nx

()4．A．mwB．srC．cfD．zl

()5．A．hzB．svC．vhD．fs

三、按括號內(nèi)所給要求寫出適當(dāng)形式

1．White____________(反義詞)2.color(n.)_________(動詞)

3．boy____________(反義詞)4．Mr___________(對應(yīng)詞)

5．father__________(對應(yīng)詞)

四、單項選擇

()1．It’s___________black．It’s________blackruler．

A./;/B．a(chǎn)；／C．／；aD．a(chǎn)；a

()2.________isthatquilt?—It’sblack．

A.WhichcolorB．HowcolorC．WhatcolorD．What’scolor

()3．一Whoisthatgirl?一The______inthebluejacket?

一Yes．--It’sZhangLei．

A．oneB．a(chǎn)nC．a(chǎn)D．／

()4．What’sthat_____English?

A．a(chǎn)tB．toC．inD．on

()5．一Whatcolorisherjacket?一It’s_______.

A．a(chǎn)norangeB．orangeC．theorangeD．a(chǎn)orange

五、句子配對

AB

1．What’sthisinEnglish?A．Theoneinblue.

2．Isthisabook?B．He’smyfather．

3．Who’sthatman?C．It’sorange．

4．Whatcoloristhatorange?D．Yes．itis．

5．Howareyou?E．It’samap．

6．Whichboyisyourbrother?F．No,it’syellow.

7．Whatisthis?G．It’sanorange．

8．Isthatjacketblack?H．Fine，thankyou．

六、改錯(下列各句均有一處錯誤，找出并改正)

1．Whatcoloristhatruler?It'sared.

ABCD

2．Thisisherbluecolorbike.

ABCD

3．Mr.GreenisintheChinanow.

ABCD

4．Canyouspellapen,please?

ABCD

5．What’scoloristhis?

ABCD

七、閱讀短文，判斷正誤：正確的寫“T”錯誤的寫“F”

JaneWhiteisanAmericangirl．Sheisastudent．Sheisfifteen．HerfatherisMr．White．HermotherisMrs．White．Bobisherbrother．Heisastudent．t∞．Heisinablackjacket．Janeisinaredjacket．Sheisanicegirl．

()1．JaneWhiteisEnglish．

()2．Sheisastudent．

()3．Mr.Whiteishermother．

()4．Janeisfourteen．

()5．JaneisMrs.White’sdaughter．

()6．BobisJane’sbrother．

()7.JaneisBob’sbrother.

()8.Bobisateacher.

()9.JaneisinredandBobisinblack.

()10.Janeisanicegirl.十一、自我問答這一單元和學(xué)生生活實際很接近，學(xué)生較感興趣，學(xué)生學(xué)習(xí)的積極性高，效果較好。

Unit3Thisismysister.一、教學(xué)設(shè)計學(xué)科名稱Unit3Thisismysister.二、學(xué)情分析本單元的主題是不學(xué)習(xí)“介紹人物、識別人物”，運(yùn)用Personalizing和Memorizing的學(xué)習(xí)策略，使學(xué)生能夠以寫信、談?wù)撜掌嫛癋amilytree”的方式來了解家庭成員，增進(jìn)家庭和睦，又能促進(jìn)學(xué)生彼此之間的了解，增進(jìn)友誼。三、教學(xué)內(nèi)容分析本單元主要通過談?wù)摗凹彝ァ钡脑掝}，學(xué)習(xí)“介紹人物、識別人物”，學(xué)生學(xué)會基本句型Isthis/thatyour/her/hissister?Yes,itis/No,itisn’t．進(jìn)一步體會一般疑問句的用法；學(xué)會運(yùn)用指示代詞“This/Thatismy/your/her/hisfriend.These/Thosearemy/your/her/hisfriends.”介紹人物,學(xué)會運(yùn)用人稱代詞詢問人物Ishe/sheyoursister/brother?。通過以上幾個方面的學(xué)習(xí),使學(xué)生能夠以寫信談?wù)撜掌?、畫Familytree的方式來了解家庭成員，學(xué)會用英語介紹、識別不同的家庭成員；既能促使學(xué)生丁解自己的家庭成員，增進(jìn)家庭和睦，又能促進(jìn)學(xué)生彼此之間的了解，增進(jìn)友誼。本單元與第四單元銜接緊密：由本單元人物名詞的單復(fù)數(shù)的學(xué)習(xí)過渡到第四單元的物品名詞的單復(fù)數(shù)的學(xué)習(xí)井討論“Wherearethethings?”。單元知識系統(tǒng)（樹）Isthis/thatyour/her//hissister?Yes,itis.No,itisn't.Arethese/thoseyour/her/hissisters?Yes,theyare.No,theyaren’t.Ishe/sheyoursister/brother?Yes,theyare.No,theyaren’t.Aretheyyour/her/hissister?Yes,theyare.No,theyaren’t.四、單元總體目標(biāo)用Personalizingmemorizing的學(xué)習(xí)策略，引導(dǎo)學(xué)生學(xué)習(xí)“介紹人物、識別人物”，進(jìn)一步體會一般疑問句的用法，學(xué)會運(yùn)用指示代詞、人稱代伺，培養(yǎng)口語交際的目標(biāo)，增進(jìn)家庭和睦，促進(jìn)學(xué)生彼此之間的了解，增進(jìn)友誼。單元教學(xué)重難點(diǎn)一覽五、教學(xué)重點(diǎn)難點(diǎn)1.復(fù)習(xí)詞匯fathermotherboygirlbrotherthisthatyou’rehisherfriend2.學(xué)習(xí)詞匯parentsgrandfathergrandmothergrandparentssistertheseThoseheshetheysondaughtercousinauntunclegreatphotolovesoonverymuch3.句型Isthis/that/he/she…?Arethey/these/those…