蔡伟霞教学设计（教案）模板2

1、教学设计（教案）模板基本信息学 科英语年 级七年级教学形式教 师蔡伟霞单 位新乡市第四十二中学课题名称Unit1 Make new friends(Topic1 Section A)学情分析 内容分析：本节课学习前七个字母和简单的日常对话。 学生分析: 这一部分的东西小学学生都见过，是指有些学生都学过，应该进行的非常顺利。教学目标1.知识目标：1. (1) Learn the letters Aa - Gg.(2)Learn some new words:good, morning, welcome, to, China, thank, you, hello, I, am, are, yes,

2、 no, not, nice, meet, too2. Learn about greetings and introductions:(1)Good morning.Good morning.(2)Welcome to China!Thank you./Thanks.(3)Hello/Hi!Hello/Hi!(4)Im Are you ?Yes, I am./No, Im not. Im (5)Nice to meet you.Nice to meet you, too.2.能力目标：（1）会读会写前面的七个字目；（2）会简单的交际。3.情感态度与价值观：教会学生用英语礼貌的问候。教学过程S

3、tep 1 Introduction 第一步 介绍(时间:5分钟)本节课是开篇，教师应向全体学生说明以下两点：1.学习英语的重要性。2.学习英语的正确方法。目的：激发学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略。Step 2 Presentation 第二步 呈现(时间:9分钟)呈现简单的打招呼用语，并进行听说练习，学以致用。1. (运用真实情境，让学生学会如何与他人简单地打招呼。) (1)(教师向一名学生做手势以示打招呼。) T:Hello! S1:Hello!(启发学生回答。) (板书Hello!让学生猜测其意思并掌握。)hello (师生互动操练Hello

4、!) T:Hello! Ss:Hello! (2)(用同样的方式教学Hi!板书并要求学生理解。)Hello! =Hi!(非正式)Hello!Hi! (同时教师可以请一位学生帮忙，示范熟人之间应怎样打招呼，并让学生之间用真实姓名依次操练。) T:Please look at us and see how we are greeting. Then you can use your names to greet each other.(教师给以适当的汉语提示。) T:Hi, Li Lei! S2:Hi, Mr./Miss××.S3:Hi, Zhang Hua!S4:Hi, Ch

5、en Jun!S5:Hello, Zhou Jie!S6:Hello, Zheng Hua!(3)(教师亲切地用手势跟同学们打招呼。)T:Good morning!(重复几遍后，启发学生回答。)Ss:Good morning!(板书并要求学生掌握。)Good morning!(让学生猜测Good morning!的意思，教师给予提示：早上见面问好可用Good morning!代替Hello!师生互动操练Good morning!)(教师让学生用自己的真实姓名互动操练Hi!/Hello!/Good morning!)S7:Hi! S8.S8:Hi! S7.S9:Hello! S10.S10:He

6、llo! S9.S11:Good morning! S12.S12:Good morning! S11.(对学生的表演给予掌声鼓励。)2. (用投影仪或教学挂图出示1a，图中康康在接机大厅接人，三个外国学生刚下飞机。问学生：他们之间应该怎样打招呼呢?)Ss: Hi!/Hello!/Good morning!(利用上面图片教学China，板书并要求学生掌握。)China T:Good morning! Welcome to China! Ss:Good morning! Thank you./Thanks.(帮助学生回答。) (板书并教学，要求学生掌握。)Welcome to China!Tha

7、nk you./Thanks. (师生互动操练以上对话。)3. (播放1a录音, 让学生跟读, 注意模仿语音语调。) T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.4. (出示四个小主人公的人物图，让学生认识他们，并教学生读Kangkang, Michael, Jane, Maria四个名字，教师播放1b录音，完成1b。核对答案并打分。)Step 3 Consolidation 第三步 巩固(时间:10分钟)通过师生对话，教学自我介绍的功能用语，并进行练习和表演，让学生运用

8、所学英语进行简单交际。1. (1)(教学Im Are you ? Yes, I am./No, Im not.)(教师找两名男生和两名女生分别扮演Kangkang, Michael, Jane, Maria。分别教他们说Im Kangkang. Im Michael. Im Jane. Im Maria. 引出Im=I am. 再问Are you ? Yes, I am./ No, I am not.)(板书并要求学生掌握。)Im Are you ? Yes, I am./ No, Im not. (教师向全班同学介绍自己，然后请几个学生向全班同学打招呼，并作自我介绍。) T:Hi!/Hell

9、o! Im (教师手指着自己，并引导学生作自我介绍。)S1:Hi!/Hello! Im Wu San. (S1站起来。)S2:Hi!/Hello! Im Wang Xiang. (S2站起来。)S3:Hi!/Hello! Im Wei Hua. (S3站起来。)(教师接着对刚刚作过自我介绍的学生进行提问，练习上面板书的另两个句式。)T:Im Are you Wei Hua?S3:Yes, I am. (学生点头，这时教师引导学生作答。)T:Im Are you Li Feng?S2:No, Im not. Im Wang Xiang.(让学生两人一组进行类似操练。)(2)(再找来一名学生S4，

10、教学Nice to meet you. Nice to meet you, too.的情景用法。板书重点句子。)Nice to meet you.Nice to meet you, too.(教师示范表演。)T:Hello! Im Are you Liu Siyang?S4:No, Im not. Im Wendy.T:Oh, nice to meet you, Wendy.S4:Nice to meet you, too. (教师引导学生作答。)(让学生互相问答，借此机会运用类似的对话认识同学。)2. (播放3a录音，让学生跟读，注意模仿语音语调并进行人机对话。完成3a。)T: Listen

11、 to the tape and repeat. Pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape. (教师给以适当汉语提示。)3. (让学生自由组合操练1a和3a，然后两人一组上讲台表演。进行小组竞赛，巩固1a和3a所学内容。完成3b。)T: Practice a dialog according to 1a and 3a in pairs, then act it out. (教师给以适当汉语提示。)S1:Good morning!S2:Good

12、 morning!S1:Im Are you ?S2:Yes, I am.S1:Nice to meet you.S2:Nice to meet you, too.S1:Welcome to China!S2:Thanks./Thank you.4. (再让学生四人一组上台表演打招呼和作自我介绍。)T: Act out the dialog with your own names.S3:Hi!S4:Hi!S3:Im Are you ?S4:Yes, I am.S3:Hello! Are you ?S5:No, Im not. Im S3:Nice to meet you.S5:Nice to

13、meet you, too.S3:Hi! Are you ?S6:Yes, I am.S3:Welcome to China!S6:Thanks./Thank you.Step 4 Practice 第四步 练习(时间:10分钟)通过教学读写字母Aa-Gg并做字母接力游戏，培养学生的合作精神，激发学生的学习兴趣。1. (学习字母Aa-Gg。)(1)(教师逐个出示字母卡片，先示范字母的读音，要求学生仔细听，认真观察教师的口型，再进行模仿。每个字母都要用升降调来读。)T: Listen to me and read the letters after me. Learn Aa-Gg by hear

14、t.(教师先教学字母Aa-Gg，然后全体学生跟读Aa，Bb, Cc, Dd, Ee, Ff, Gg。)T:Aa Bb Cc Dd Ee Ff GgSs:Aa Bb Cc Dd Ee Ff Gg(2)(告诉学生，每个英文字母都有印刷体和书写体、大写和小写之分。关于字母的书写，要严格要求学生用四线格的练习本，按笔顺和格式书写。逐个板书英文字母。书写每个字母时，教师要做好示范，从起笔到收笔，用几笔写成的都要示范清楚。带着学生用右食指在空中模仿，然后让学生在四线格上临摹。完成2a。)T: Now lets learn how to write the letters.2. (1)(英语字母接力游戏。)

15、T:Now lets play a game.(由第一排第一个同学快速说出“A”，第二个同学快速接上“B”。依次C，D，E，F，G，A，B)T: The first student in the first row says “A” quickly, and the second student says “B” and then other students say C, D, E, F, G, A, B one by one. (教师给以汉语提示。)(待上个游戏完成后，再要求第一个同学报出“AB”，第二个同学快速接上“BC”，第三个同学快速接上“CD”以此类推，直到全班同学都参与进去。)T

16、: Well done! Now the first one says “AB”, the second one says “BC” quickly, the third one says “CD” and so on. (教师给以汉语提示。)(2)(两人一组用身体组成任何一个大写字母，并大声说出该字母。)T: Pair work. Form the capital letters with your bodies and read them aloud.3. (教师讲解2b的做题方法并示范，让学生听录音，完成2b。)T: Now lets listen and circle the lett

17、ers you hear.Aa Bb Cc Dd Ee Ff Gg4. (把标注中的大小写字母放在四线格上相应的大小写字母旁边。做配对练习，让学生自主完成4，最后核对答案。提醒学生，字母是该动物单词的首字母，来引发其兴趣。)T: Match and write down the letters on the line. Aa Bb Cc Dd Ee Ff GgStep 5 Project 第五步 综合探究活动(时间:6分钟)通过游戏和小组活动，培养学生的想象力和运用所学语言进行交际的能力。1. (让学生想象并列举生活中有哪些物体与正在学习的英文字母A-G形状相似。如：板凳腿像A，耳朵像B，残月

18、像C、D等。)T: Can you imagine and list some objects which have the same shapes with English letters? For example: The legs of bench are like “A”, ears are like “B”, the moon is like “C” or “D”, etc. (教师用汉语给以提示。)2. (做游戏:字母配对)(Letter Matching) (1)活动目的：辨别字母的印刷体、书写体及大小写。(2)活动过程:活动准备。教师事先制作一些卡片，每张卡片上写一个英文字母。

19、每个字母分大写、小写、印刷体和书写体，并分别写在四张卡片上。做活动时，教师发给每人一张字母卡，规定大家不许出声，只可以看彼此手上拿着的字母卡。教师一声号令，每人开始在全班同学中寻找拿着与自己相同字母的其他三个同学。当拿着同一字母不同字体的四个人最先找在一起，并立刻一同把字母卡交给教师时，他们在这一局中就算获得胜利。(3)有关说明：活动前需向学生展示四种卡片，以便活动时辨认。活动卡片数量必须跟学生数量相同，而每个字母有成套的四张卡片。所以在制作卡片时要考虑学生的数量。假设有二十八个人参加游戏，选写七个字母，同一个字母有四张卡片，共制成二十八张字母卡。可将每个字母四张卡片改成两张卡片(大写与小写)

20、，这样学生在活动时只需寻找一个同伴。3. (小组活动。七名学生一组分别取名为Aa-Gg，用学过的打招呼用语和问候语进行对话。) T: Group work. A group of seven students act as Aa-Gg, greeting each other.Example:SA: Hello!SB: Hello!SA: Are you Cc?SB: No, Im not. Im Bb.SA: Nice to meet you.SB: Nice to meet you, too.4. (教师用投影仪或小黑板展示句子，配对。巩固本课所学句型。)T: Match the sent

21、ences in Column A with those in Column B.A B(1)Hi!a.Thanks./Thank you.(2)Welcome to China!b.Hello!(3)Nice to meet you.c.Nice to meet you, too.(4)Good morning!d.Good morning!(5)Hello!e.Yes, I am.(6)Im Kangkang. Are you Michael?f. Hi!Step呈现1、复现上一单元有关内容，在与学生交流中，引入本单元话题。Teacher says:, is your home far a

22、way from your school? How do you go to school every day? What time do you often get to school every day? 鼓励学生根据实际情况回答。2、继续与学生交流，教授新知识。Teacher says: What time does your school day begin? It begins at It starts at You start our school day at So you need to wake up very early.板书wake up和 start。3、利用图片，通过

23、直观的手段，向学生呈现一日三餐等的表达。首先展示图片中的时钟，对学生说：It is six oclock in the morning. What doesdo? Can you guess? 让学生任意给出回答。而后，将图片全部展示，告诉学生： has breakfast at this time.再用同样的方式呈现图片，教授have lunch和have dinner.板书have breakfast/lunch/dinner4、利用图片，继续教授新知识。Teacher says: Its twelve at noon. What does the old man do? He sleep

24、s. He has a rest. Maybe he is tired so he needs a good rest.板书need和rest.呈现另一幅图，Teacher says: Its Sunday. What do these children do? They go out to play games. They have fun. They are very happy.板书go out和 have fun。Step操练1、为学生创设情境，用新学的知识对话交流。Teacher says: Hobo wants to know something about you. He wou

25、ld like to ask the questions below. Please answer them.(1) What time do you wake up?(2) Do you often go out to play games/have dinner/have fun?(3) Do you often have breakfast?(4) Where do you have lunch?(5) Do you always have a rest after lunch?鼓励学生根据自己的实际情况回答上述问题。根据学生的回答，可以适时呈现seldom和never,板书seldom

26、和never。2、鼓励学生毛遂自荐扮演Hobo的角色，向任意学生提问。Teacher says: Who wants to play the role of Hobo? You can ask anyone in the classroom the questions above.Step呈现1、请学生猜测Eddie一天的活动安排，从而介绍漫画故事的背景。Teacher says: Do you remember our friends Eddie? What does he do every day? Can you guess? 鼓励学生用刚学过的日常活动回答。2、为学生播放前三幅漫画的录

27、音，请学生介绍所听到的Eddie的活动内容。Teacher says: Now, lets listen to the conversation between Eddie and Hobo and check if you are right.在此环节中呈现hill,板书hill。 3、指导学生边听录音边理解第四幅图的内容。Teacher says: What does Hobo think of dogs like Eddie? 对有能力的学生，可以提出更为开放性的问题。如： What do you think of Eddie and Hobo? 鼓励学生畅所欲言。 Step操练 1、为

28、学生播放录音，指导他们朗读漫画内容。2、之后安排学生分角色朗读对话，提醒学生注意语音语调，并设计符合漫画内容的面部表情和肢体语言。Step展示 1、让学生看漫画，进行配音活动。之后再选不同层次的几组学生进行展示。2、对有能力的学生可以让他们尝试根据漫画内容，完成短文的练习。Heres Hobos diary. Please help him complete it.Its is sunny today. I would like to go _ .I like sports and I always go walking in the _.But my friend Eddie is lazy

29、. He _ does sports. He _ up very late. And then he wants to have_. After it, He sleeps again. When he finishes his lunch, he says he _ a good_ once more. Oh, my God! His life is eating and sleeping. I think some dogs _ dont know how to have_.Welcome to the unitStep呈现1、延续前一板块的话题，与学生交流，呈现新知识。教师说：Do yo

30、u want to be lazy like Eddie? What time do you wake up every morning? What time do you have breakfast/lunch/dinner every day? Why do you get up so early?鼓励学生根据自己的实际情况回答，同时适时呈现 quarter, past, get up 和 be late for,板书这几个词。2、继续与学生交流，呈现更多日常生活和学习活动。Teacher says: Eddies life is just eating and sleeping. Wh

31、at about you? 向学生展示不同的时间，Teacher says：Look！What time is it? What do you do at this time every day? What do you do after breakfast? 鼓励学生根据自己的实际情况发言的同时呈现新知识have lessons/have classes, do after-school activities, do homework, go to bed等，板书activity, after-school, homework, have lessons/classes, do after-

32、school activities, do homework和go to bed。Step操练1、指导学生阅读课本A部分中Millie 一天的作息，进一步掌握日常活动的表达。Teacher says：Look at the table of Millies day. Please answer my questions.（1）What time does Millie get up?（2）What does Millie do at 7:00a.m.every day?（3）I would like to go to school with Millie. What time can I me

33、et her at her gate?（4）What does she do at 8:00a.m.?（5）How many hours does Mille have lessons every day?（6）Does she go home at 4:00p.m.? What does she do?（7）What does she do after dinner?（8）What time does she go to bed? 学生根据Millie的作息时间表回答问题。允许他们用短语的方式回答，对有能力的学生可鼓励用完整的句子回答。2、给学生几个时间并写在黑板上，鼓励他们根据实际情况介绍

34、自己的活动。Teacher says：Look at the times on the blackboard. Please tell me your activities at these times.6:30a.m. 7:00a.m. 8:00a.m. 11:50a.m. 4:30p.m. 6:00p.m. 8:00p.m. 9:00p.m.老师可以先介绍自己的作息，在指导学生用I _ at _.的句子造句。Step呈现1、向学生介绍课本B部分对话情境，引导学生听录音并理解对话。Teacher says：Millie is busy every day. Now, she is telling her aunt her school life. Lets listen to their conversat