StarterUnit1Hello!SectionB1a1d的教案人教版英語七年級上冊

新版人教版七年級上冊StarterUnit1Hello!SectionB1a1d的教案Teaching

Objectives1.

Language

skillsStudents

will

be

able

to

understand

and

use

mon

expressions

for

starting

a

conversation.

Students

will

be

able

to

plete

simple

conversations

by

filling

in

the

blanks.2.

Language

knowledge

Master

the

key

vocabulary

and

sentence

structures

related

to

starting

a

conversation.3.

Emotional

attitude

Encourage

students

to

be

brave

to

start

conversations

in

English

and

enhance

their

confidence

in

language

learning.4.

Learning

strategies

Develop

students'

ability

to

observe

and

summarize

language

rules.Teaching

Key

Points1.

Key

vocabulary:

good

morning,

good

afternoon,

good

evening,

how

are

you?,

I'm

fine,

thanks.2.

Key

sentence

structures:

How

are

you?

I'm

fine,

thanks.Teaching

Difficult

Points1.

The

correct

usage

of

different

expressions

in

different

time

periods.2.

Understanding

and

responding

appropriately

to

the

question

"How

are

you?"Teaching

Methods1.

Taskbased

teaching

method2.

municative

teaching

method3.

Audiovisual

teaching

methodTeaching

AidsMultimedia

equipment,

blackboard,

chalkTeaching

ProceduresStep

1:

Warming

up

(3

minutes)Greet

the

students

and

have

a

simple

conversation

with

them.

For

example:T:

Good

morning,

class!

How

are

you

today?Ss:

Good

morning,

teacher!

I'm

fine,

thank

you.Step

2:

Presentation

(10

minutes)1.

Show

the

pictures

on

the

PPT

about

different

time

periods

and

corresponding

greetings,

such

as

"good

morning",

"good

afternoon",

and

"good

evening".

Let

students

observe

and

understand.2.

Present

the

conversations

in

1b.

Play

the

audio

for

students

to

listen

and

repeat.

Explain

the

key

points

and

difficult

points.Step

3:

Practice

(15

minutes)1.

1a:

Ask

students

to

tick

the

correct

expressions

according

to

the

given

situations.

Check

the

answers

together.2.

1c:

Have

students

fill

in

the

blanks

in

the

conversations

independently.

Then,

ask

some

students

to

share

their

answers

and

correct

them

if

necessary.Step

4:

Production

(10

minutes)1.

1d:

Let

students

plete

the

conversations

in

pairs.

Encourage

them

to

act

out

the

conversations

in

front

of

the

class.2.

Create

some

reallife

situations

and

ask

students

to

start

a

conversation

using

the

learned

expressions.Step

5:

Summary

(5

minutes)Summarize

the

key

points

of

this

lesson,

including

the

vocabulary

and

sentence

structures

for

starting

a

conversation.Step

6:

Homework

(2

minutes)1.

Practice

the

conversations

with

your

partners

after

class.2.

Write

down

three

conversations

you

have

started

with

your

friends

or

family

in

English.Hope

this

teaching

plan

is

helpful

to

you.

If

you

have

any

other

requirements

or

need

further

modification,

please

let

me

know.Teachingreflection:1.Theplaceofsuccess1.ClearteachingobjectivesClearaboutthekeyexpressionsanddialoguesthatstudentsneedtomaster,suchas"Howareyou?""I'mfine,thanks.",etc.,andtheteachingobjectivesarebeingachievedwell.2.binationofvariousteachingactivitiesThroughvariousactivitiessuchascheckingexercises1a,readingdialogue1b,fillingin1candpletingdialogue1d,studentscanconsolidatetheirknowledgeindifferentformsofpracticeandimprovetheirlanguageuseability.3.FocusoninteractionandmunicationIntheteachingprocess,studentsareencouragedtoactivelyparticipateinthegroupdiscussionanddialoguepracticeatthesametable,whichincreasesthestudents'languageoutputopportunitiesandcultivatestheiroralexpressionandcooperationability.2.deficiencies1.SomestudentsarenotengagedenoughDespitethedesignofvariousactivities,therearestillafewstudentswithlowenthusiasmandlowparticipation.Inthefutureteaching,weneedtopaymoreattentiontothesestudentsandadoptpersonalizedteachingmethodstostimulatetheirinterestinlearning.2.TimecontrolisnotaccurateenoughMoretimewasspentinthereadingdialoguesessionof1b,resultinginalittletensioninthefollowing1cand1d,andsomestudentsdidnotfullypletetheexercises.Inthefuture,weneedtoarrangeourtimemorereasonably.3.Students'mistakesarenotbeingcorrectedtimelyenoughWhenstudentsmakeoralexpression,therearesomegrammarandpronunciationerrors,withouttimelycorrectionandguidance,whichmayaffectthelanguageaccuracyofstudents.3.correctiveactions1.FocusonindividualdifferencesUnderstandthelearningsituationandcharacteristicsofstudentsinadvance,anddesigndifferentdifficultytasksforstudentsofdifferentlevels,sothateverystudentcangainsomethingintheclass.2.OptimizetimemanagementPreasttheteachingprocessinadvance,moreaccuratelyestimatethetimeneededforeachlink,andadjustflexiblyadjustaccordingtotheactualsituationofstudentsinclass.3.StrengthenerrorcorrectionPaymoreattentiontostudents'languageoutput,findandcorrectmistakesintime,andencouragestudentstocorre