仁愛版英語七年級上冊unit1makingnewfriendstopic3howoldareyousectiond教學(xué)設(shè)計

Unit1 Topic3 SectionD 教學(xué)設(shè)計. Material analysis本節(jié)課是一節(jié)復(fù)習(xí)課，主要活動是grammar, functions 和1部分的短文。Grammar引導(dǎo)學(xué)生總結(jié)指示代詞this/that/these/those的區(qū)別和用法。Functions指引學(xué)生總結(jié)Sections AC所學(xué)的詢問年齡、班級、年級以及識別物體和表示感謝的表達法。另外，還將復(fù)習(xí)介紹他人基本信息的表達法。最后，通過Project的活動要求學(xué)生運用所學(xué)知識與同伴交流個人基本信息，并能對所了解的信息進行記錄。II. Teaching aims Knowledge aims 引導(dǎo)學(xué)生掌握并應(yīng)用本話題所學(xué)習(xí)的黑體詞匯并能正確朗讀白體詞并知其大意，如junior, junior high school等； 引導(dǎo)學(xué)生用英語熟練表達詢問有關(guān)年齡、年級和班級等個人信息、辨認物體、感謝和回謝的方式：How old are you? How old is she? What class are you in? Im in Class four, Grade Seven. What grade are you in? Whos that? Whats this in English? Whats that in English? Its a/ an Is this /that a/an ?Thats OK. Youre welcome. What are these? What are those? They are Are these/those ? Yes, they are. No, they arent. 引導(dǎo)學(xué)生正確運用特殊疑問詞what, where, who引導(dǎo)的特殊疑問句。 Skill aims 能聽懂有關(guān)詢問年齡、年級和班級等個人信息、辨認物體、感謝和回謝的簡單句對話或敘述； 能運用圖文就表示詢問有關(guān)年齡和班級個人信息、辨認物體、感謝和回謝的基本情況的話題進行簡單的交流； 能正確地朗讀對話，并能注意語音語調(diào)； 能寫出自己或他人的基本情況，如姓名、年齡、年級、班級、電話號碼等。 Emotional aims 使學(xué)生積極合作，參與課堂活動，大膽實踐，培養(yǎng)友好互助的精神； 使學(xué)生樂于接觸并了解異國文化。. The key points and difficult points引導(dǎo)學(xué)生正確使用表示詢問有關(guān)年齡和班級等個人信息、辨認物體、感謝和回謝等的表達方法。. Learning strategies 運用表格能幫助學(xué)生分析、理解和掌握教學(xué)內(nèi)容。. Teaching aids 錄音機、教學(xué)掛圖、閃卡和黑板。. Teaching proceduresStepInteraction patternsStudent activityTeacher activityIntroduction(6minutes)1. The whole class work.2.The whole classwork, pair work and individual work.1.Students answer, “Hi! Good morning. Nice to meet you, too.”2.Do Grammar. Answer the question, “Its a book.” together;Students answer the question, “Thats an eraser.”；Students answer the question, “They are pens.”；Some students ask and answer in pairs using the objects on the desk;Do Grammar by themselves. Then check the answers in Grammar.1.The teacher greets with students “Hello! Good morning. Nice to meet you.”2.Show a book and ask, “Whats this in English?” Let students answer the question;Point to an eraser on the desk and ask, “Whats that in English?” Let students answer the question;Show some pens to students and ask, “What are these?”;Show some objects on the desk, then let some students come to the blackboard and ask and answer in pairs; Let students do Grammar by themselves.Presentation(13minutes)1.The whole class work and individual work.2.Pair work and the whole class work.1.Do 1. Listen to the teacher carefully and try to get the main idea of the passage; Then read the passage by themselves;One student come to the blackboard and fill in the table, while others do it in their books; Students read the passage and try to check the answers in the table.2.Do Functions. Answer the questions in pairs; Look at the blackboard and follow the teacher to review the key sentences.1.Show a picture of a student and introduce him to the whole class using the sentences: “He is my good friend. He is He is from China. He is twelve years old. He is in Class Four, Grade Seven. His telephone number is ”（老師解釋：friend 意為朋友）；Then give students 2 minutes to read the passage in 1 carefully;Draw a table, and let one student fill in the table; Then let students read the passage again and try to check the answers in the table;At last, show the answers to the whole class.單靠“死”記還不行,還得“活”用,姑且稱之為“先死后活”吧。讓學(xué)生把一周看到或聽到的新鮮事記下來,摒棄那些假話套話空話,寫出自己的真情實感,篇幅可長可短,并要求運用積累的成語、名言警句等,定期檢查點評,選擇優(yōu)秀篇目在班里朗讀或展出。這樣,即鞏固了所學(xué)的材料,又鍛煉了學(xué)生的寫作能力,同時還培養(yǎng)了學(xué)生的觀察能力、思維能力等等,達到“一石多鳥”的效果。2.Let students look at the blackboard and ask the questions according to the table in pairs; Write down the key sentences on the blackboard, then review the key sentences together.Consolidation(10minutes)1.Group workand pair work.1.One student interviews other three students in groups and make a table about the information; Then students ask and answer in pairs; Three pairs show their dialogues to the whole class.1.Give students two minutes to interview three students: Where is he/she from? How old is he/her? What class is he/she in? Whats his/her telephone number? Then make a table about the information; Then let students ask and answer in pairs with the information;After that, choose three pairs to show the short dialogues to the whole class.Practice(11minutes)1.Individual workand the whole class work.1.Do 2. Make a short passage about themselves;One student comes to the blackboard and writes the passage on the blackboard;Look at the blackboard carefully; Then check their own passages;Look at the name card and fill in the blanks by themselves;One student checks the answers; Listen to the teacher carefully.1.Let students look at their own information, then make a short passage about himself/herself; Choose one student to come to the blackboard and write the passage on the blackboard; Check the passage on the blackboard and point out the mistakes;Give students 1 minute to look at the name card in 2 and try to fill in the blanks;Choose one student to check the answers;Then let students pay attention to the use of capital letters.家庭是幼兒語言活動的重要環(huán)境，為了與家長配合做好幼兒閱讀訓(xùn)練工作，孩子一入園就召開家長會，給家長提出早期抓好幼兒閱讀的要求。我把幼兒在園里的閱讀活動及閱讀情況及時傳遞給家長，要求孩子回家向家長朗誦兒歌，表演故事。我和家長共同配合，一道訓(xùn)練，幼兒的閱讀能力提高很快。Production(5minutes)觀察內(nèi)容的選擇，我本著先靜后動，由近及遠的原則，有目的、有計劃的先安排與幼兒生活接近的，能理解的觀察內(nèi)容。隨機觀察也是不可少的，是相當有趣的，如蜻蜓、蚯蚓、毛毛蟲等，孩子一邊觀察，一邊提問，興趣很濃。我提供的觀察對象，注意形象逼真，色彩鮮明，大小適中，引導(dǎo)幼兒多角度多層面地進行觀察，保證每個幼兒看得到，看得清?？吹们宀拍苷f得正確。在觀察過程中指導(dǎo)。我注意幫助幼兒學(xué)習(xí)正確的觀察方法，即按順序觀察和抓住事物的不同特征重點觀察，觀察與說話相結(jié)合，在觀察中積累詞匯，理解詞匯，如一次我抓住時機，引導(dǎo)幼兒觀察雷雨，雷雨前天空急劇變化，烏云密布，我問幼兒烏云是什么樣子的，有的孩子說：烏云像大海的波浪。有的孩子說“烏云跑得飛快。”我加以肯定說“這是烏云滾滾?！碑斢變嚎吹介W電時，我告訴他“這叫電光閃閃。”接著幼兒聽到雷聲驚叫起來，我抓住時機說：“這就是雷聲隆隆?！币粫合缕鹆舜笥?，我問：“雨下得怎樣?”幼兒說大極了，我就舀一盆水往下一倒，作比較觀察，讓幼兒掌握“傾盆大雨”這個詞。雨后，我又帶幼兒觀察晴朗的天空，朗誦自編的一首兒歌：“藍天高，白云飄，鳥兒飛，樹兒搖，太陽公公咪咪笑?！边@樣抓住特征見景生情，幼兒不僅印象深刻，對雷雨前后氣象變化的詞語學(xué)得快，記得牢，而且會應(yīng)用。我還在觀察的基礎(chǔ)上，引導(dǎo)幼兒聯(lián)想，讓他們與以往學(xué)的詞語、生活經(jīng)驗聯(lián)系起來，在發(fā)展想象力中發(fā)展語言。如啄木鳥的嘴是長長的，尖尖的，硬硬的，像醫(yī)生用的手術(shù)刀樣，給大樹開刀治病。通過聯(lián)想，幼兒能夠生動形象地描述觀察對象。1.Pair work and group work.要練說，得練聽。聽是說的前提，聽得準確，才有條件正確模仿，才能不斷地掌握高一級水平的語言。我在教學(xué)中，注意聽說結(jié)合，訓(xùn)練幼兒聽的能力，課堂上，我特別重視教師的語言，我對幼兒說話，注意聲音清楚，高低起伏，抑揚有致，富有吸引力，這樣能引起幼兒的注意。當我發(fā)現(xiàn)有的幼兒不專心聽別人發(fā)言時，就隨時表揚那些靜聽的幼兒，或是讓他重復(fù)別人說過的內(nèi)容，抓住教育時機，要求他們專心聽，用心記。平時我還通過各種趣味活動，培養(yǎng)幼兒邊聽邊記，邊聽邊想，邊聽邊說的能力，如聽詞對詞，聽詞句說意思，聽句子辯正誤，聽故事講述故事，聽謎語猜謎底，聽智力故事，動腦筋，出主意，聽兒歌上句，接兒歌下句等，這樣幼兒學(xué)得生動活潑，輕松愉快，既訓(xùn)練了聽的能力，強化了記憶，又發(fā)展了思維，為說打下了基礎(chǔ)。1.Do Project. Students do it by themselves.How old are you?Whats your telephone number?Whats your name?Where are you from?What class are you in?;One student from every group shows the result.1.Give students three minutes to ask his/her partner five questions that they have learnt freely;