七年級上冊《Unit 1 There are thirty students in my class.》公開課教學設計初中英語-七年級英語教案

教學設計課題Module3MyschoolUnit1Therearethirtystudentsinmyclass時間授課類型Listening&speaking課時1課時教學目標知識目標&能力目標:1.ThestudentswillbeabletogettheinformationaboutDaming’sandLinda’sclassroombylisteningandreadingtheconversation.2.Thestudentswillbeabletodescribetheirclassroomanddesignanewclassroomusingthenewlylearnedstructuresbyimitatingthereadingtext.情感目標:Thestudentswilldeveloptheawarenessofmakingtheirclassroombeautifulanddeepentheirlovefortheirschoollife. 重點難點重點:keyvocabulary—computer,furniture,map,wall,picture,television,fifteen,sixty,seventeen,there,eighteen,thirty,forty,fifty,sixty,seventy,eighty,ninety,many,howmany,lot,alotof,any,world難點:keystructures—Thereis/are….;Howmany…arethere…?教具Multi-media板書設計Module8MyschoolUnit1Therearethirtystudentsinmyclass.What’sintheclassroom?Thereis/are…..thirty--Are/Isthere….?forty--Yes,thereis./No,therearen’t(any).fiftyHowmany…arethere…?教師活動學生活動目的教學過程設計Step1:RevisionReviewthenumbers1).Games2).Emphasizethespellingofthenumbers.Step2:Warming-up&Pre-listening1.Challengegame1)TelltheSstorecognizetheitemsinthepictureandtrytorememberasmanyofthemaspossibleandthendescribethemwiththegivenstructure.2)LeadtheSstothestructure:Thereis/are…2.GuessinggameProvideapictureoftheSs’ownclassroomandaskthemtoguesswhat’sinthereusing“Are/Isthere…?”Step3:Listening1).LeadtheSstoreadthroughthetabletheywillcompleteafterlisteningandclarifytheinfo.theyneedtoget.2).Playtherecorder.3)CallbacktheanswersandasktheSstogivetheiranswersusingthethere-bestructure.4)WritethestructuresontheBB.Step4:Reading1)PlaytherecorderagainandasktheSstoreadthedialoguewhilelistening.2)AsktheSstofollowthetapesentencebysentenceandimitatethepronunciationandintonation.3)AsktheSstoworkinpairstoacttheconversationout.Step4:Post-listening1)AsktheSstocompletethepassageaboutthemainideaofthedialogue.2)LeadtheSstoretelltheconversationusingthemindmap.3）AsktheSstousethenewlylearnedstructuresandexpressionstodesignaclassroomfortheSsinthepoorarea.Step5:SummaryLeadtheSstosummarizewhathavebeenlearnedinthisclasswiththehelpofBB.Step6:Homework1)Recognizethenumbersinthepics;quickmind.2)Payattentiontothespelling,especiallythirty,forty,fifty….Completethegameandtrytounderstandthestructures.AnswertheT’sQsusing“Thereis/are….”1).Readthetableandclarifytheinformationtheyhavetogetfromthelistening.2)Listentothetapeandfindtheanswers.3)GivetheanswersusingthestructureswiththehelpoftheT.4)Deepentheirunderstandingofthedifficultpoints.Readtheconversationafterthetapeandtrytolearnthestressandthenativeintonation.Pair-work:roleplay.1)Trytofillintheblanksaccordingtotheconversation.2)AnswertheT’squestionsusingthethere-bestructurebasedonthemindmap.Discusswithpartnersanddesignanideaclassroomusingthegivenandnewlylearnedlanguage.Readtheimportantpointslearnedinthisclassanddeepentheirunderstanding.通過游戲的方式讓學生鞏固整數(shù)的表達與拼寫，為后面的描述作鋪墊，同時激發(fā)學生的積極性。通過記憶力挑戰(zhàn)的游戲激發(fā)學生的競爭意識與興趣，同時引入Therebe句型。用自己班級的照片能調(diào)動學生的興趣，同時讓學生無意識中使用目標結(jié)構(gòu)。引導學生形成聽前讀題來降低聽力難度以及有針對性地抓信息的習慣。通過用目標結(jié)構(gòu)來回答問題利于回歸原文模仿并加深印象。模仿對話的表達以及語音語調(diào)和重讀，同時鞏固內(nèi)容有語言。利用思維導圖以及老師的指引，學生能利用所學結(jié)構(gòu)復數(shù)對話內(nèi)容，為后面的語言輸出作鋪墊。通過以上的語言準備鋪墊，讓學生發(fā)揮主觀能動設計教室的活動，既能讓學生鞏固所學、學以致用，又能讓學生