新人教版英语七上Goforit预备篇StarterUnits13单元全部教案

1、2012年新人教版英语go for it七上预备篇starter units1-3单元全部教案 ant05starter unit 1 good morning!一、单元教材分析本单元要求学生掌握英文字母ah，能认读其印刷体和手写体字母的大小写等四种形式。书写(大写和小写，笔顺，笔画)基本合乎要求。学习一些简单的英文名字，注意区别性别，并为自己取一个英文名字。能看、听、说、唱本单元所列的日常交际用语，重点学会打招呼、相互问候并做到语音语调正确。注意一些字母及日常交际用语的发音，总结元音字母a和e的发音规则。二、单元学情分析本单元围绕“问候他人”这一话题，展开听、说、读、写的教学活动。为了创设较

2、为真实的语言环境，首先让学生们认识一些较为简单的英文名字，并让学生们为自己取一个英文名字，让学生们感知、认识英语，并尽快进入英语的环境中。在教学过程中应让学生体会打招呼用语的奥妙所在，做到灵活运用。刚开始学习英语，学生们肯定对学习英语的兴趣非常深厚，教师一定要利用好这一点，让学生在学习英语中能获得乐趣。并逐步让学生们形成稳定的学习兴趣。三、单元教学建议采用自主学习、小组合作学习、role playing、 pair work等方式开展听、说、读、写的学习活动。教师要尽量利用幻灯片、挂图、实物等给学生创造较为真实的英语情景。在教学中创设切实可行的任务型教学活动、突出交际性。引趣激趣策略，创设情景

3、调节气氛，引发激发学生兴趣。教师可以用手势，表情，动作等示意，帮助学生听懂课堂用语和日常交际用语，不讲或少讲汉语。四、单元课时分配第一课时：完成1a 1c 第二课时：完成2a 2e 第三课时：完成3a 3d 第四课时：完成4a 4d 五、教学步骤starter unit 1 good morning! the 1st period (1a 1c) i. teaching aims (教学目标)1. 能识别书中的八个人物； 2. 学会八个人名的读音； 3. 学会早上见面打招呼的用语。ii. language points (语言点)1. 词汇：1) 名词n.：morning, alice, bo

4、b, cindy, dale, eric, frank, grace, helen2) 形容词adj. ：good 3) 感叹词interj. ：hi, hello 2. 句型：hello! good morning! iii. difficulties (教学难点)1. 八个英语名字的正确发音； 2. 字母a, c, g, h的正确发音。iv. teaching steps (教学步骤)step 1. warming-up (课堂热身)(1) teacher puts a name card with an english name above and a chinese name belo

5、w on the big desk, then points to the name card and have an introduction. t: this is my name card. i have a chinese name . and i have an english name . you can call me. (2) greet the whole class and help them to say, hello, . ! good morning, .! (学生还没有英文名，就用中文名打招呼)【教学设计说明】师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，

6、消除与教师间的陌生感，开始亲近教师。step 2. presentation (呈现新知识)teacher shows the photos of the eight persons by playing ppt and helps students to learn to pronounce the names. teacher says, here are some new students. lets look at them and learn their names. (通过幻灯片一个一个地出现课文中人物的图片)【教学设计说明】此设计是让学生初步认识课文中的人物，了解他们的名字，为下

7、一步的学习奠定基础。step 3. work on 1a (完成1a)(1) teacher shows the picture on page 1 by playing ppt. (此步骤不出现问候语)(2) teacher points to the persons and students say their names. (3) teacher says one of the names and students repeat it, and then write it below boys name or girls name in the book. (4) check their

8、 answers. e.g. t: li lei. s: yes.(示意学生起立回答问题)t: is frank a boys name or a girls name? s: a boys name.t: right. you can get the english name, frank. sit down, please.s: thank you.【教学设计说明】此步骤的设计不但是让学生反复熟悉书上的英文名，同时，把这些英文名送给那些能大胆回答问题的学生，以示奖励，这样可增强学生学英语的信心。step 4. presentation (呈现新知识)teacher shows a pict

9、ure with bob, let students guess what bob wants to say to us. the answer maybe: hello, helen! or good morning, helen! 【教学设计说明】通过图画上场景让学生进行猜测，满足学生的好奇心，也让他们了解good morning的使用。step 5. work on 1b (完成1b)(1) play the recording for the first time, students only listen.(2) play the recording for the second t

10、ime. students listen and repeat.(3) play the recording for the third time. students look, listen and repeat.teacher: now please open your books and turn to page 1. you can look at the conversation in your book. lets listen and repeat. 【教学设计说明】此步骤的设计是让学生接触到地道的英语，先听后说，练习正确的语音语调，养成学习英语的良好习惯。step 6. wor

11、k on 1c (完成1c)(1)students practice reading the conversations in the picture in pairs. teacher moves around the classroom when students are practicing. give them some help if they need.(2)teacher greets the students who has just get their english names. the other students listen, watch and learn.(3)s

12、tudents practice greeting each other. they can use their chinese names if they wish. encourage them to use their english names if they can. (4)t: now ill ask some pairs to practice your own conversations. (学生小组起立进行对话表演。教师给予学生鼓励性的评价，如great, wonderful, very good, nice 等，评价时配合面部表情和手势。)【教学设计说明】此设计主要是鼓励学

13、生尽可能用自己刚才得到的英语名字进行操练，也允许他们使用自己的中文名字进行练习，其目的是鼓励学生大胆开口，开始养成愿意说的良好习惯。step 7. homework (课后作业)(1)听读模仿1a，并且背诵。要求语音语调优美。(2)模仿老师制作的姓名卡，学生在老师给出的英文名字列表中，选出一个名字，制作成卡片，并学会正确地读出。starter unit 1 good morning! the 2nd period (2a 2e) i. teaching aims (教学目标)1. 学会正确朗读和书写a a h h 八个字母； 2. 了解缩略字母hb, cd, bbc的含义； 3. 巩固所学的八

14、个人名和问候语； 4. 记住自己和同伴的英文名字。ii. language points (语言点)词汇：自己和同伴的英文名字iii. difficulties (难点)：1. 字母a, c, g, h的正确发音； 2. 字母a a h h 的正确书写。iv. teaching steps (教学步骤)step 1. warming-up and revision (课堂热身和复习)(1)play the “good morning!” song on page 4 before the class starts.(2)greetings:t: class begins. stand up!

15、good morning everyone!ss: good morning, mr. / mrs. / ms / miss . t: sit down, please. ss: thank you. t: good morning, . ! (教师课前要求学生把自己制作的姓名卡放在桌上，与学生打招呼时说出他们的英文名，以帮助学生记住自己的英文名读音。)(3)revision (教师出示1a图片中的八个人物照片，逐一问学生他们的名字。)t: this is . (略停顿，让学生自己回忆这些名字。如果他们不能正确朗读，教师给予帮助。)(教师指着1a图片中的人物，此时图片上没有对话内容 )t: w

16、hat does bob say to helen? ss / s: good morning, helen! (让学生说出对话内容)【教学设计说明】此步骤是帮助学生复习上一课时的内容。step 2. presentation (呈现新知识)(1)给学生呈现下表：alicebobcindydaleericfrankgracehelena ac c(2)学生观察图标，找出规律。t: look at the chart. can you find out the rule? s: (aa,) bb, (cc), dd, ee, ff, gg, hh(在学生说出字母时，教师在空格内写出字母的大小写。

17、)【教学设计说明】既培养学生的观察能力，又在学生说字母的时候了解他们能否正确地读出字母。step 3. work on 2a (完成2a)(1)play the recording. students listen and repeat. teacher: listen to the recording and read after it, please. (老师每播放一个发音后，学生跟读，并教学生读出其升降调，学生读准确后继续播放。在跟读时尤其让学生注意难点中提到的那几个字母的发音。)(2)teacher shows some letter cards. t: read these lett

18、ers, please. (老师利用字母卡，打乱顺序，让学生使用升降调朗读。)【教学设计说明】此设计主要是让学生掌握字母的正确发音。step 4. work on 2b (完成2b)(1)play the recording for the first time. students listen. (2)play the recording for the second time. students listen and number the letters. (3)play the recording for the third time. students listen and check

19、 their answers. (4)students read them aloud.【教学设计说明】先听后做，训练学生集中精力听清楚字母的发音，养成良好的听力习惯。step 5. work on 2c & 2d ( 完成2c和2d )教师可以通过多媒体展示或以自己的方式来教学字母的书写aa hh。注意书写体和印刷体的区别，尤其注意f, g, g 这几个字母，还有d的笔顺笔画。step 6. presentation (呈现新知识)teacher shows some letters and asks students to read first, and then guess wh

20、at they stand for. if they have some difficulties, teacher can give them some hints. e.g. t: can you read the letters? s: bc / ad. t: what does it mean in chinese? s: 公元前/公元。 【教学设计说明】在平时的学习、生活中，学生会遇到不少有意义的字母组合，由于经常听到，所以他们也不陌生，如：xl, mtv等等。让学生尽可能多地说出他们所知道的，不但可以让学生们了解更多，还能活跃课堂气氛。step 7. work on 2e (完成2

21、e)(1)show the pictures and students read the letters below each picture. t: whats it? s: hb / cd /bbc. (2)students talk about some more abbreviations they know. step 8. homework (课后作业)(1)听读背诵字母ah。 (2)抄写字母a a h h 三遍。(3)熟练背诵1a图片上的对话。(4)找出你所知道的英文字母缩写，把他们写下来并注明其中文意思。starter unit 1 good morning! the 3rd

22、period (3a- 3d )i. teaching aims (教学目标)1. 复习字母 aa hh； 2. 复习已学的八个英文名，进一步熟悉更多同学的英文名；3. 学习使用不同时段打招呼的用语； 4. 复习已学的问候语：good morning! hello! hi!ii. language points (语言要点)1. 词汇：1)名词n. afternoon, evening, thanks 2)代词 pron. you, i 3)动词 v. are 4)形容词 adj. fine, ok 2. 句型：1)good afternoon! 2) good evening! 3)how

23、are you? im fine. / im ok, thanks. iii. difficulties (教学难点)1. 用英文名字来跟同学打招呼问候；2. how, im fine. 的正确发音，提醒学生注意 /au/ /ai/ /m/ /n/ 的发音。iv. teaching steps (教学步骤)step 1. warming-up and revision (课堂热身和复习)(1)play the “good morning! how are you?” song before the class begins. (2)greet the students.(3)students

24、practice greetings in groups of four using their english names.(4)students write down the letters from aa to hh by themselves. ask two students to write on the board. then focus on their handwriting. (5)have a competition: show the letters and ask students to read. the one who reads the first is the

25、 winner. (5)show some letters to the students. t: what do these letters mean?ss/s: (学生可用中文回答。) (6)play a game (做游戏)老师通过手势或肢体语言表现aa hh，让学生猜所表现的字母。t: what letter is it? s: a 【教学设计说明】此步骤主要是进一步巩固前面所学内容，并检查学生是否掌握。做游戏是为了增强课堂活力，提高学生的学习兴趣。step 2. presentation (讲授新知识)(1)use clocks to teach morning, afternoon

26、 and evening. let students know we use different words in different time.(2)show some pictures to help them to say, good morning! good afternoon! good evening! (3)show the picture in 3a on page 3. (不出现对话内容) t: look at the pictures carefully. is it morning/ afternoon/ evening? s: morning / afternoon/

27、 evening. t: who are they in the first picture? do you know their name? s: eric, frank t: what do they say? s: good morning! 【教学设计说明】使用时钟让学生更清楚这三个词的区别，学会正确地使用他们。通过图片的场景进一步加深对这三个句子的理解，进一步熟悉课文中人物的英文名字，同时也培养学生仔细读图的能力。step 3. work on 3a (完成3a)t: please open your books and turn to page 3. lets listen to

28、the recording and number the pictures. (1)play the recording for the first time, students only listen.(2)play the recording for the second time, students put the correct number of each conversation in the box. (3)check their answers. (4)play the recording for the third time, students listen and repe

29、at. 【教学设计说明】先听不做，培养学生良好听的习惯，也有助于培养他们集中注意力。step 4. work on 3b (完成3b)(1)ask some individual students to practice conversations with the teacher. (教师与学生对话时尽可能用上他们的英文名)t: good morning /afternoon / evening, alice. s: good morning, mr. / mrs. / ms / miss (2)students practice in pairs. (学生练习时，教师四处走动，督促学生有意

30、识地使用英文名字进行问候。)【教学设计说明】教师示范对话，再让学生模仿操练，能够让所有学生开口更大胆。step 5. presentation (讲授新知识)(1)show the picture in 3c on page 3. (图片上只出现一句话，其余三句教师引导学生补充。)t: close your books. look at the picture on the board. who are they in the picture? s: cindy and dale.t: what does cindy say?s: good afternoon, dale. t: what d

31、oes dale say? s: good afternoon, cindy! / hi, cindy! / hello, cindy!t: and(老师在学生每说出一个回答时以and提示还有其它可使用的问候语。)t: and he says “how are you? she says “im fine, thanks. / im ok. (教师可以轻哼课前播放的歌曲来提示学生。)让学生跟读。注意how, fine, im的发音。【教学设计说明】让学生明白，问候语可以是多样性的，只要能进行与图片情境相当的问候都是正确的。step 6. work on 3c (完成3c)(1)listen a

32、nd repeat.t: open your books and turn to page 3 again. look at the conversation. follow me, please. (2)students practice in pairs. (老师注意纠正学生的读音。)【教学设计说明】让学生相互问候，熟练掌握所学问候语。step 7. work on 3d (完成3d)(1)ask two students to practice the conversation in class. a: hi, helen! how are you? b: hi, eric! im fi

33、ne, thanks.(2)students practice the conversation with each other using their own english names. they can practice with more classmates. (3)teacher shows a list of english names on the board and call them out. the student with the name stands up and says “yes”. 【教学设计说明】通过相互问候，使学生更多地了解同学的英文名字。step 8.

34、homework(课后作业)(1)听读背第三页中的对话。 (2)四人小组编对话，使用所有所学过的问候语。(3)为aa hh设计手势或肢体语。下节课交流。starter unit 1 good morning! the 4th period (4a- 4d )i. teaching aims (教学目标)1.学会一首英语歌曲； 2.巩固本单元所学字母，单词及句型； 3.学会将相同音素字母和单词归类。 ii. difficulties (教学难点) 学好这首英语歌曲及将相同音素字母和单词归类。iii. teaching steps (教学步骤)step 1. warming-up and revi

35、sion (课堂热身和复习)(1)playing the “good morning! how are you?” song before the class begins. (2)greeting the students.(3)students practice greeting with their english names. (4)playing a game guessing the letters 抽学生上台通过手势或肢体语言表现aahh，让其他学生猜所表现的字母。(5)play a game bingo ask students to draw a chart like thi

36、s . play a game like this: fill in nine blanks with aahh. one of them can be used twice.(show an example on the slide picture.) students should write both the big ones and the small ones. students circle the letters they hear. if the circled letters are in a row, they win. 【教学设计说明】课前播放歌曲，让学生不断熟悉歌曲，跟

37、着模仿，为本堂课正式学唱英文歌曲做好铺垫；相互用英文名字打招呼，使学生进一步熟悉更多的英文名字；学生上台做手势或肢体语言表现字母，既检查学生前一课时的作业完成情况，又活跃课堂气氛；学生做bingo的游戏，通过听并圈出所听到的字母，既有助于培养学生的注意力又是对字母读音的一个有效复习。加上游戏本身的趣味性，使复习字母变得不再枯燥。step 2. presentation t: (show pictures or ppt of the students in 1a) look at them. who are they? do you know their names? t: who is cin

38、dy/ frank/ ? please point it out. 【教学设计说明】通过展示图片，让学生回忆书上所出现的人物的英文名字。step 3. work on 4a (完成4a)(1)t: now open your books and turn to page 4. write down the childrens names below their faces. (2)t: write the names in the alphabetical order in the list. (3)check their answers. (提醒学生注意名字的第一个字母应大写。)【教学设计说

39、明】让学生进一步熟悉书上所出现的人物的英文名字，书写时第一个字母应大写。step 4. work on 4b (完成4b)(1)play the recording for the first time. students only listen. (2)play the recording for the second time. students listen and repeat. (3)ask some students to read the letters and words. 【教学设计说明】先听后读，培养学生的注意力和集中精力听音的好习惯。step 5. work on 4c

40、(完成4c)(1)ask students to read aloud the words on the left. make sure they know the distinctionbetween different pronunciations of the same letter. (2)ask students to try to read the new words on the right. teacher moves around the classroom and helps students if necessary. (3)check their pronunciati

41、ons. (4)get students to turn to page 71. look at the words in starter unit 1 good morning. listen and read. pay attention to the four vowel sounds. /ei/ /a/ /i:/ /e/【教学设计说明】这部分内容对学生而言有一定难度，通过朗读，让学生观察字母a，e在开音节和闭音节中的读音规则并进行小结、归纳，有助于培养他们的自学能力。当然教师必要的指导也是必不可少的。step 6. work on 4d (完成4d)(1)play the song f

42、or the students to listen. (2)students listen and sing the song after the recording.(3)students sing the song together. (4)boys try, then girls try. 【教学设计说明】学会这首歌曲也就意味着掌握了本单元的重点句型。学歌既是一种美的熏陶，也是复习的一种有效手段。课前同学们已多次听到这首歌曲，因而学起来也不困难。step 7. homework (课后作业)(1)read aloud the letters and words in 4a &4b

43、. (2)try to read the words: game, face, and, dad, bag, he, bed, egg (3)sing the song. starter unit 2 whats this in english?一、单元教材分析本单元要求学生掌握英文字母iirr，能认读其印刷体和手写体字母的大小写等四种形式。书写(大写和小写，笔顺，笔画)基本合乎要求。注意总结元音字母a、e、i和o的发音规则。本单元围绕“认物”这一话题开展听、说、读、的学习活动，学习一些简单的事物的英文词汇，并能用所学的句型去熟悉周围的一些事物的名称。让学生们学会在生活中如何确认事物。通过辨认

44、事物，学生们学习一些词汇，并巩固所学的句型。二、单元学情分析本单元围绕“认物”这一话题开展听、说、读、写的学习活动。通过所学的句型 what's this in english? it's a what's that in english? it's a ”去熟悉周围的一些事物的名称。此外，通过学习让学生们明白this和that均指代单数的事物，this指代离说话者较近的事物，that指代离说话者较远的事物，it指代上文出现的事物，也可指代上文出现的this或that。用英语确认周围常见事物比较适合初学者的实际情况，难度不大，易调动学生们的学习兴趣。 三、单元教

45、学建议在本单元的教学中可采用的学习策略有：兴趣活动教学策略，多采用做游戏和猜谜等形式；任务型教学策略，在教学中应突出语言的应用性原则，把听说、讨论、表演、游戏贯穿于教学，使课堂形式多样化，充分发挥学生的主动性。采用自主学习、小组合作学习、role playing、 pair work等方法开展听、说、读、写的学习活动。 四、单元课时分配第一课时：完成1a 1c 第二课时：完成2a 2e 第三课时：完成3a 3d 第四课时：完成4a 4d 五、教学步骤starter unit 2 whats this in english? the 1st period (1a 1c) i. teaching

46、aims (教学目标)1. 学习map, cup, ruler, pen, orange, jacket, key, quilt八个表事物的名词；2. 学会辨认物体：whats this/that in english? its spell it, please. 3. 学习a/an的初步用法：a jacket, an orange。ii. language points (语言点)1. 词汇：1)名词n. english, map, cup, ruler, pen, orange, jacket, key, quilt 2)代词 pron. what, this, that, it 3) 动

47、词v. is 4)冠词 art. a, an2. 句型：whats this/that in english? its spell it, please.iii. difficulties (教学难点)1. 物体的辨认； 2. 冠词a, an的基本用法。iv. teaching steps (教学步骤)step 1. warming-up and revision (课堂热身和复习)(1)greetingsgood morning / afternoon / evening. how are you? im fine, thank. / im ok. (2)revise letters a h

48、 t: can you say the letters from a to h? s: yes. a, b, c, d, e, f, g.(3)play a guessing game t: (shows a part of a letter ) whats this? s: i think its a / b. t: (shows the whole of the letter to let the students check theyre right or wrong.) are you right?【教学设计说明】 引导学生在真实的交际中运用starter unit 1中所学到的日常用

49、语，让学生体会学英语的乐趣和成功的喜悦；通过做猜测游戏让学生复习字母，既有趣又能丰富学生的想象力。在做的过程中引入本单元的重点句型whats this? its ，让学生建立一定的感性认识，体现听说领先的原则。step 2. presentation (呈现新知识)show some pictures and teach the students to learn the new words “map, cup, ruler, pen, orange, jacket, key, quilt” and the sentences: “whats this/that in english? its

50、 a /an ” 【教学设计说明】从猜谜游戏到新知识呈现，让学生在兴奋情绪中接受新知识，可有效提高他们的学习兴趣。step 3. work on 1a (完成1a)(1)t: open your books at page 5. look at the letters in 1a. they are big letters. t: sally, can you read them aloud? s: yes, (2)t: good. now please look at the picture and look for the small letters in the picture for

51、these big letters. check the ones you find. (while the students are doing, the teacher moves around to help the ones who need help.)(3)teacher shows ppt to check the students answers. 【教学设计说明】 通过字母的复习和新单词的呈现之后完成这一部分的任务，对学生来说没有难度。教师通过幻灯片来检查学生完成任务的情况，再一次巩固了新的词汇，为下一步的教学做好了更充分的铺垫。step 4. work on 1b (完成1

52、b)(1)play the recording for the first time. students only listen. (2)play the recording for the second time. students listen and repeat. (3)ask some students to repeat the conversations. (4)explain how to use a and an by playing ppt.【教学设计说明】 先听后读，培养学生的注意力和集中精力听音的好习惯。step 5. work on 1c (完成1c)(1)stude

53、nts practice the conversations in the picture in pairs. (2)students practice their own conversations in pairs. (3)ask some pairs to present their own conversations. 【教学设计说明】 让学生相互进行对话，能够让他们不断熟悉新的单词和句型。step 6. word competition (单词竞赛)show the things once as quickly as possible, have a competition betw

54、een boys and girls. the ones who read them aloud and quickly are winners. 【教学设计说明】此活动有效训练学生的注意力和瞬间记忆力，同时在真实语境中使所学语言知识得到强化。step 7. group work (小组活动)(1)draw a picture of your own rooms and write down the english names of the things in your rooms. (2)talk about the pictures in groups by using whats thi

55、s/that in english? its a/an teacher is ready to offer his/her help to those students who are in need of it. 【教学设计说明】 学生尝试这用英语进行交际，使语言知识在完成任务的过程中得到运用并巩固。教师要鼓励学生提问，培养学生主动汲取知识的良好习惯。step 8. homework (课后作业)(1)read aloud the words on page 5. (2)copy the new words and sentences. (3)get the students to finish the pictures of their own rooms and write down the english names of the things in their room. 【教学设计说明】 学生的基础和能力存在差异，课堂内没完成的课后