初二英语M7教案范例

1、学校英语教案设计 外研版学校英语三年级上 第五册Module 9 Unit 1 Tomorrow is Friday. 北京市海淀区中关村第三学校 孙冬梅课题试验课教案 课题号： 115053 教学目标：语功能询问是否想到哪里去和做什么事情与回答；言语法进一步巩固 Will 引导的将来时态；Will you . 及其确定,否定回答；知识词汇初步把握新授词汇： tomorrow, picnic, take, why 目语音巩固复现词汇：表示星期的词汇标巩固短语 see the monkeys, fly a kite, buy hamburgers 利用点读笔,巩固Sunday 到 Monday

2、这七个词每个单词的发音；并利用点读笔学习新授词汇的发音：曲中的连读、失去爆破发音；take,tomorrow ,why 以及歌语听利用点读笔,让同学对故事进行部分听,完整听；训练同学听辨疑言说问句的语调和感叹句的语气,以及在听的过程中抓大意,抓细节；技同学在教室设定的师生对话,生生对话,点读笔与同学的对话活动能读中,在点读笔中音频的引导下,充分练习本课中的句型,并与实际目生活相联系,进行说的训练；标同学利用点读笔, 仿照课文录音中原汁原味的发音, 在读的过程中,重点强调语音,特别情境中的语调和连读发音的仿照,进行有感情地朗读的训练；写 在听、说、读的基础上和实际操练后,同学挑选自己本周末要去的

3、地点和要做的事情,仿照例文写方案；学运用同学将写好的周末方案,读给同学听,相互争论,完善方案；爱好对数码点读技术产生奇怪心,对仿照语音语调和有感情地朗读产生习爱好；策交际学会用 Will you .进行提问和用 Yes, I will. 或 No, I wont 来回答；略 文化意识 明白西方国家家庭喜爱户外野餐的乐趣和野餐地点和内容；情感态度 1、通过学习故事,体会与家人沟通沟通的其乐融融；2、通过户外野餐话题,培育同学喜爱大自然,爱护大自然的情操；3、通过与其他同学相互订正发音,仿照朗读课文,增进同学之间 的互助和友情；任务用学到的问语句型询问同学的周末准备；就度周末话题谈论自己的准备；教

4、学重点 1、同学能够利用拼读规律正确把握单词读音和仿照录音中的语调、语气朗读课文；2、能使用 Will you句型正确进行问答, 并在实际生活中正确使用；教学难点 正确仿照语音,语调,连读,失去爆破；解决方法 充分利用点读笔的优势,用全班跟读,个人跟点读笔一句一句仿照 读,分角色读并录音对比的方式,解决上述难点；教学工具 点读老师机,点读词卡,课件,食物图片和实物,作业表格；学情分析 三年级的同学已有两年半的英语学习,有爱好和爱好,乐于参加课 堂学习；大部分同学在校外学习英语,基础较好；而且他们对 have a picnic 的话题很感爱好, 情愿谈论这个话题； 本课的学习方式同学 喜爱：充分

5、利用点读笔,进行听,读仿照训练,到最终练习同学的 实际生活,同学乐在其中；Module 9 Unit 1 Tomorrow is Friday. 板书设计 Will you go to tomorrow. Will you take to the picnic tomorrow. Yes, I will. No, I won t. Things to eat Things to play with 教学内容分析：本模块的故事以将来时态为主,句型主要是“Will you.”及其回答；通过故事载体,出现出句型,并在故事中讲解句型,是本课课文的主要特点；“ Will you .” 句型在前面的故事中

6、显现过,在本课是旧识复习；本课的故事主人公是同学熟识的 Sam和 Amy 一家人,主题是谈论周六要做的事情；内容极为贴近学生生活；周六一家人要去野餐, Sam 和 Amy 特别兴奋,他们的对话是本课学习的重点；在故事中仍显现了一个小曲折：Sam将日期搞错, 闹了笑话, 增加了故事学习的趣味性；引导同学发觉 Sam 所犯的错误,可以使他们更好地懂得课文中的语言内容；教学过程1复习与导入 1）老师与同学打招呼,进行关于“ 星期” 的自由问答；T: Hi, there. Good morning. Good Tuesday morning. So, what day is today. S: Tod

7、ay is Tuesday. T: How many days are there in a week. S: There are seven days in a week. T: What are they. S: They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. T: Good. Here is a song about the weekdays. Lets listen. 2） 歌曲跟唱：步骤 1：用屏幕显示歌词,用点读笔点唱The week song；T: OK, kids. Firs

8、t, read the lyrics silently while listening to the song, pay much attention to the underlined words and see how the singer sings these words. 老师将歌词中连读, 失去爆破的地方用下划线显示出来；击提示； 步骤 2： 听过一遍之后 , 同学跟唱；在同学听唱过程中用激光笔点T: Now, lets sing the song together with the recording. 3）单词学习：用点读词卡复习“ 一周七天” 的单词；老师出示任意一张词卡：M

9、onday T： What day is today. 同学回答后,老师出现单词卡中单词的拼写并用点读 笔强化或订正发音；T：What day is tomorrow？ 同学回答后,老师出现单词卡中单词的拼写并用 点读笔强化或订正发音；学习 tomorrow 这个词,用断开音节的方法教同学任读：com-pu-ter, 始终练 习到“ 周六,周日” ；出示词卡的同时,点读单词发音,音形同时出现,同学 认读,跟读；老师依次将周一到周末的单词出现,点读并按次序贴到黑板上；2任务出现 1 T: Saturday and Sunday are weekend. We dont go to school.

10、 Now, Well talk about where we go and what we do this weekend. Well also learn some expressions and new words to talk about weekend. This weekend, where will you go. What will you do this weekend. 2 T：You ask me these questions. S: This weekend, where will you go. What will you do this weekend. T: T

11、his weekend,I will go to the park to have a picnic. （to have a picnic与前句 中间有停顿,让同学有思维的空间； ）What is “picnic”. Do you know. 老师说明 picnic 一词； To have a picnic is to eat a meal outdoors. （老师同时出 示 picnic 的图片,帮助同学懂得；同时用点读笔点击词卡出现单词的发音；）Look,this is picnic food. We take the picnic mat and put the picnic food

12、 on it. We usually have a picnic in a park, in a forest, on the beach or on the river bank. These places are beautiful. There,we can enjoy our meal more. 老师每说道一个地点就出 示一张对应的幻灯片；1. This Saturday, I will go to the park to have a picnic. Look, this is my picnic bag. I will take something to eat there, a

13、nd take something to play with there. What will I take. Can you guess. You can use the question “ Will you take . to ask me. 老师出示句卡：Will you take. 并用点读笔点 2 次,让同学听 Will you take , 然后重复；2. 同学用 Will you take.句型提问老师,老师一边回答一边出示图片,并将图片分别贴在黑板板书things to eat 和 things to play with 的分类项目下面；3. 出示上面图片的有声词卡,老师点词

14、,请同学依据发音将词卡与图片对应贴 在一起；（没有点读词卡的老师可将同学单词手册中的单词剪下来贴在词卡 上,即可点出声音；）4. 在同学提问,老师回答时,老师讲解take 这个词,出示词卡,点发音-扩展类似的词： lake-make-snake-cake- bake -mate让同学通过语音关联 的方法把握字母音素的读音和单词的拼写记忆；老师读句子： Ill take some cake to the picnic. 屏幕显示配图 之后,请同学快速 口头拼出 take, cake两词,并用幻灯片订正；3. 课文学习 1 看课文图片,初步懂得故事；T：Im very happy to have

15、picnic each time. Are you happy to have a picnic. Are our friends Sam and Amy happy, too. Lets see. 老师出示课文图片,用图片引导同学通过回答疑题来懂得课文；P1: How do they feel. P 2: What is Sam talking about. Is Amys answer “Yes” or “No”. P 3: What is Sam talking about in this picture. What does Amy say. P 4: Why do they laug

16、h. What day is today in the picture. 2） 同学看图回答疑题后 , 再次完整听故事；（老师用点读笔点击课本引导同学 做音频视读,将文字与声音联系对应起来；）3）老师分图片讲解课文；（1）T: Look at this picture. What are they going to do. S：They are going to have a picnic. T：Is he right. Lets listen. 老师再用点读笔点一下这句话的答案 We are going to have a picnic. T: Look at this picture. A

17、re they very happy to have a picnic. What do they say. And how do they say it. 老师先出图,引出句子；引导同学将语气充分仿照出来和将感情充分表达出来Listen and do the same. “Thats a good idea.”-请同学将兴奋的语气说出 来；T: One more time. One more time. 点读 2 遍,同学反复听并重复仿照 （2）第 2、3 幅图：T: Here are two questions, now, listen to the text and answer the

18、 questions. Q：Will Amy take her kite to the picnic tomorrow. Will Amy take her ball to the picnic tomorrow？同学听这两幅图的录音,然后回答：No, she won t.老师用点读笔订正答案 -；Listen to the recording and do it one more time. 角色扮演：老师问,同学答：T：Amy, will you take your kite to the picnic tomorrow. ,引导同学回答：S：No, I wont. 老师板书 No, I

19、wont.；（3）第 4 幅图: Why not. 用点读笔来点出声音 -同学听此段的录音来回答疑题-老师用点读笔订正答案,并出示PPT展现； -老师问同学问题： Amy, will you take your kite to the picnic tomorrow. Will you take your kite on Saturday. - 引出板书： Yes, I will. 4）同学再完整听一遍故事； （用点读笔引导）,深刻体会情形和仿照朗读；T: Ok, kids. Lets listen to the story again. T：While you are listening,

20、pay close attention to the underlined words and see how they are pronounced. 老师将故事中全部能够连读或失去爆破的句子打在 PPT上,跟读时进行强调；引导同学反复听并仿照读；5）同学自己用点读笔点读并朗读课文,仿照语气；T: Now, its your turn to listen and read aloud the text after the recording. Use the e-pens earphone. Try to sound the same as much as the recording doe

21、s. 6 Times up. Now form a group of three, and role play the text. 同学三人一组分角色展现朗读课文,7 Which group would like to come to the front and role play the text. 老师用点读笔给小组录音； 之后,老师回放原声与录音作对比评判,提问学 生他们读得怎样,好在哪里；T：Good. How do you like this groups reading. Is it good. Which part did they sound the same as the r

22、ecording. T: What about this groups reading. Which part or point in their reading is really good. 4训练巩固 1） T：On Saturday I will go to the park to have a picnic. Where will you go. What will you do there. 2） T : Will you do these things. Lets watch and read. 老师出示一些短语图片, 如：去动物园的图片； 同学快速读出短语： go to the

23、 zoo. 老师在同学读出短语后用点读笔点击图片正音；3） 之后师生问答：T/S：Will you go to the zoo on Saturday. T/S：回答；T/S：Will you see flowers on Sunday. T/S 回答；之后同学两人一组练习,然后全班展现 34 组；T：OK, now, find a partner and do the same practice. T: Which pair would like to show your practice to the whole class. 5. 任务完成老师与一同学示范问答练习：任务布置：T: Now, well have more practice on talking about weekend plans. Ill show you how to do it. Susan,would you give me a hand.老师请一位同学 帮忙； T：Susan,I will go to the park on Saturda