英语教案Welcome back课程设置

第页共页英语教案Weleback课程设置英语教案Weleback课程设置教学目的复习如今进展时；讲授新词汇及习语；UsefulexpressionsWelebacktoschool.Itdoesntmatter.OntimeBestwishes!HappyTeachersDay!Whydontyou…?Thatsagoodidea.Weregoingto……Whatareyougoingtodo?wele,so,term,call,apieceofpaper,nexttime,thisterm,wele(back)to…序数词的讲授与归纳。本单元的重难点是与英国人名顺序的区别以及与称呼的搭配使用。教材分析^p整体教学内容分析^p本单元主要的教学内容是“介绍英美人的姓名”。除了要复习稳固初一学过的一般如今时和如今进展时外，还要学习一些新的词汇和日常用语。由thedifferencebetweenChineseandEnglishnames引出beshortfor和callsb./sth.forshort两个短语，学习了英国人名的顺序以及与称呼的搭配使用、简称的由来。本单元突出了听说领先的特点，加深理解了both与all、wish与hope、excuse与sorry的用法区别。Lesson4主要学习元音音素，逐渐能按照26个字母及有关字母组合的拼读规那么来朗读、拼写和记忆单词。教学要点分析^p1．纯熟运用本单元的日常交际用语，掌握不定代词的修饰语的正确位置。2．与英国人名顺序的区别，英国人名简称形式的由来。3．学习序数词first,second,third和fourth.注意它们的书写和用法，特别是要理解它们在句子中所作的语言成分。4．进一步复习稳固如今进展时态，理解其与一般如今时的区别。注意助动词be与单复数人称的相应变化，系统总结动词形式〔v.-ing〕的变化。5．归纳r音节的拼读规那么进一步明确单词的发音特点：一个字母特别是元音字母不只一个读音，一个音素〔即音标〕也不只由一个字母或一个字母组合构成。关于英国人名字的教学分析^p本单元主要的教学内容是“介绍英美人的姓名”。老师在教学中要注意让学生清楚地理解英国人的三个名字各自的意义，它们之间的关系，并且要掌握如何要称呼一个英国人以及理解中国人和英国人名字之间的区别。本单元教学要求学生对英语姓名有些初步的理解，知道姓和名的位置、全名、男女名、尊称、呢称等即可，不必讲得过细。在教第2课时，需强调用Mr./Miss./Mrs.称呼人时，后面要用姓(Mr.Brown)不可用名(Mr.Robert)，因为这是中国人通常犯的错误。英语和汉语人名表示方法的区别在于姓和名的顺序。教法建议关于交际语言运用教学学生们经过一个假期休息，无论从体力还是脑力都得到充分放松，精力非常充分。老师应抓住学生这一良好状态，结合本单元知识点少，交际性强的特点努力为学生创设语境，激发学生学习语言的兴趣，使学生对语言的学习产生新颖感，成就感，从而进步学习效率。针对本单元交际性强的特点，创设合适于每课的语言环境，使学生置身于此环境，并担当某一角色，从而让学生真正感悟到语言的真谛。关于词汇和短语的教学记忆单词和习语是学生比拟头痛的。为了减轻学生思想负担，通过师生之间对话，将生词及习语逐一呈现。在特定情景中，通过使用熟悉词语进展会话表演等交流方式，学会陌生单词。有些特殊词还可用图片、幻灯，示范动作呈现给学生，让学生感到学有所用，英语并不是难不可攀。关于如今进展时的教学1．动作表演游戏老师做个动作让学生来表达：He/Sheisdoing…，学生之间互相交换一个做动作，另一个用英语表达他/她正在进展的动作。或让一个学生先做个动作，其他的学生来表达。如一个学生做个看书的动作，另一个学生用英语问：What’she/shedoing?，其他的学生抢着说：He/Sheisreading(abook)，看谁说的又快又准确。也可以换成一个学生用英语表达一个动作，让别的学生来做这个动作，看动作是否表演得准确。采取对抗赛的`形式：1-6小组，1、3、5组组员分批表演哑剧动作，2、4、6组组员分批使用英语描绘证明这些动作。表演动作明确易懂的，得分。使用英语描绘该动作，无误的，得分。2．描绘图画。师生之间，或同学之间互相指图问答。如下列图，老师指着图中站在窗户旁的男孩用一个学生：What’shedoing?，学生答复：Heiscleaningthewindow。接着这个学生指着图中的某个人，问别的学生：What’she/shedoing?，循环下去，尽量让更多的学生参与。也可采用比赛形式，老师指着图中的人问：What’she/shedoing?，让学生进展抢答，看谁答得又快又准确。3．创设情景，首先请一位同学读课文，唱英文歌等易表演的动作。在他做此动作过程中，老师可提出问题：Whatishedoing?请学生答复：Heisreading.HeissinginganEnglishsong.然后组织学生两人一组，模拟刚刚师生问答做表演。条件好的可看课文教学录像，加深对如今进展时的理解。关于课文What’sinaname?的教学1．首先问一个学生：What’syourname?然后老师说His/Herfullnameis…，并且把名字板书出来。然后给出一个已学过的英文名字：Jim，告诉学生Jim’sfullnameisJamesAllanGreen，借此解释fullname和givenname的意思。2．以图解的形式讲解Englishnames:afirstname,amiddlenameandafamilyname的意义。或通过播放动画讲解：Themeaningsofthethreenames,Howtocallaperson,thedifferencebetweenEnglishnamesandChinesenames〔见媒体素材中动画类：names〕。3．学生熟悉课文后，让学生仿照课文内容giveatalkaboutnames:EnglishnamesandChinesenames。可以参考视频文件：What’sinaname?〔见媒体素材中视频类：talkaboutnames〕4．让学生就自己的名字进展对话练习，参照练习册Ex2的5个问题进展一对一对的练习，或让学生就这5个问题对某人进展采访，记录下采访的过程。关于如今进展时的讲解(1)表示讲话时或现阶段正在进展的动作Heissingingintheroom.Theyarelisteningtotheirteacher.(2)有时表示方案安排中的将来动作〔限于e,goleave,stay等少量动词〕Hesingtonight.Imleavingtomorrow.(3)表示目前反复发生的动作，有时含有感情色彩。Hesalwaystalkinginclass.关于Happyteacher’sDay的讲解HappyteachersDay,Mr.Wu.祝您老师节愉快，吴老师！〔1〕happy意为“快乐的；幸福的；乐意的”。常可放句首构成表示祝福的句子。如：HappyBirthday!生日快乐！HappyNewYear!新年快乐！〔2〕TeachersDay意为“老师节”，是由普通名词构成的专有名词，每个单词的第一个字母都要大写。在表示节日的专有名词前一般不需要冠词the.如：WomensDay妇女节ChildrensDay儿童节MothersDay母亲节AprilFoolsday愚人节〔3〕表示祝福时除些表达方式外，还有两种形式：Bestwishestosb.(for…);wishsb.+宾语补足语。如：BestwishestoyouforTeachersDay.IwishyouahappyNewYear.关于matter的讲解Itdoesntmatterthistime.这次没有关系。matter在这里作动词，意为“要紧”。如：Itmattersverylittle.不要紧，丝毫没关系。Itdoesntmatterwhowilldoit.谁干这事都无关紧要。matter同时也可作名词，意为“事情，问题”。如：―Icantcarrytheheavybox.――我搬不动这个重箱子。―Nomatter.Letmehelpyou.――没关系。我帮你。Whatsthematterwithyou?你怎么了？关于Whydon’t表建议的用法讲解Whydontyoutalkaboutnames?你为什么不议论一下名字呢？这是一个否认的特殊疑问句，表示劝说或建议，这个句子也可用“Whynot+动词原词？”来表达同样的意思。如本句可改为：Whynottalkaboutnames?What/Howabout…?这一句型也表示建议可与上述句型转换。不过后面假设跟动词时，必须用-ing形式。如：Whydontyougotoasktheteacher?=Whataboutgoingtoasktheteacher?教学设计方案Lesson1TeachingObjectives:StudentsshouldmasterthedialoguesandusefulexpressionsLanguageFOCUS:Wele(back)to…,onduty,havefun(doingsth),bestwishes,thisterm,thefirstlesson,callone’sname,becauseclausetraffic(a),ontime.TeachingProcedures:I.organizingtheclassTeacher:Goodmorning,class.Students:Goodmorning,sir.T:Weletoschool.S:(Theymayhavedifferentanswers,nevermind)II.WarmingupAfteralongvacation,studentsmayfeelhardtospeakEnglish,sogivethemafewminutestotalkabouttheirholidaysingroups.III.LeadinginGoroundtheclassroomandgreetthemindividually“Goodmorning,welebacktoschool”thengetthemtogreetotherstudentsinthesameway.IV.PresentationTakeoutsomepictureswithPeopledoingthingshappilyandshowthemtothestudentstolearnandpractice“havefundoingsth.eg.Thechildrenarehavingfunplayingfootball”,“Thefarmershavefunworkingonthefarm.”etc.Callstudents’namesandhelpthemanswer“I’mhere.”or“Here.”Thenexplainthephrase“callonesnames”.Drawacrowdedstreet(manycars,people,busesandbikes,etc)andteachthephrase“badtraffic”,drawandteach“trafficlimits”“trafficsigns”tohelpstudentstograspthemeaningof“traffic”.Firstwritethephrase“ontime”ontheblackboard,thengivethemsomeexlesentences,letthemunderstandthemeaningeg.“Helivesfarfromschool,buthegetsupveryearly,sohegetstoschoolontime,”etc.V.PractisePlaythetapeforthestudentstolistenandreadthreetimes,thengetthemtoreadoutbythemselves.Playthetapetwomoretimesforthemtorepeatandpractise.Atlastgetthemtoactoutthedialogueinfrontoftheclass.VI.Presentation10th,“Women’sDay”whenpointtoMarch8th,“Children’sDay”pointingtoJunelst.Getsomeonetocleantheblackboardandsay“Thankyouforcleaningtheblackboardforme.”Getsomemorestudentstodothingsandteach“Thankyoufordoingsth.”Playthetapeonceforthemtofindanyproblem,thenplayitagainforthemtoreadandpractiseinpairs.ActitoutVII.ExercisesinclassFillintheblanks1.Weleback________School.2.Theboysalwayshavefun____basketball(play).3.Thestudentssay“here”____theteachercalltheirnames.4.Maryalwaysgetstoschool____time.5.Imnot____dutytoday.7.Thankyou____youringtoseeme.Answers:1.to,2.playing,3.when,4.on,5.on,6.for,7.for.VIII.Homework2.Tomakesentenceswith:havefun(doingsth)ontime,wele…toIX.SummaryLesson2TeachingObjectives:Studentsshouldmasterthedialogue,someusefulexpressionsandthebackgroundknowledgeinthearticleaboutEnglishnamesLanguageFocus:Ⅰ.Usefulexpressions:thinkabout/of,talkabout,thedifferencebetween…and…,giveatalkII.Englishnames:“Mr./Mrs./Miss/Ms”beforealastnameProperties:Taperecorder,overheadprojectorTeachingProcedures:I.OrganizingtheclassGreetingandadutyreport(tosaysomethingaboutChinesenames)Ⅱ.RevisionActoutashortroleplay:Ateacherishavingaclass,(thefirstclass)someoneislate.Ⅲ.Leading-inTeachthephrase“thinkabout”bygesturesandsomesentences.eg.Teacherfrownsandthinksaswellassaying“I’mthinkingaboutthehomeworkfortoday.”Calltwostudentstothefrontandsay,“Tom’scoatisblack.Ted’scoatisblue.Thecoloursaredifferent.ThedifferenceisthatTed’scoatisblueandTom’scoatisblack.”Writethewords“different”and“difference”ontheblackboardandgivethemmoreexles,eg.“DoyouknowthedifferencebetweenMaryandhersister?Maryisthin,buthersisterisfat.”IV.PracticeStudentslookatthepictureandlistentothedialogue,thenreadafterthetape,actitoutinpairs.V.Leading-inFromthefirstdialogue,weknowJimisgoingtotalkaboutEnglishnamesandthedifferencebetweenChineseandEnglishnames.Beforewelistentohistalk,let’sworktogethertoseehowmuchweknowaboutthat.…(Anythingispermittedandtheyareencouragedtospeakalot).Nowlet’sseewhatJimsaysaboutnames.VI.ReadingprehensionStudentsreadthetextbythemselvesandanswerthequestions:1.Howmanynamesarethereinafullname?Whatarethey?2.What’stheorderofthesenames?3.Whichnameisnotoftenused?4.Whatarethetitlesusedtogetherwithnames?Howtousethem?Studentslistentothetapeandreadafteritforseveraltimes.VII.ExercisesinclassLetthemdothecultureparingexercise.Englishname:JamesAllanGreenChinesename:ZhangChengIntheEnglishname,familynameis1,itsalsocalled2or3name.Thegivennamesare45.Thenamenotverymuchusedis6.it’salsocalled7name.IntheChinesenamefamilynameis8,itsalsocalled9or10name.Thegivennameis11.Itsalsocalled12name.Theanswers:1.Green2.last3.surname4.James5.Allan6.Allan7.middle8.zhang9.first10.surname11.cheng12.lastVIII.Homework1.Toreadthetextfluently2.Tomakesentenceswith:①talkabout②thinkabout/of③bedifferent④thedifferencebetween…and…IX.Summary教学设计方案Lesson3TeachingObjectives:Studentsshouldbeabletotellboys’namesfromGirls’namesandusethepresentcontinuoustensecorrectly.LanguageFOCUS:I.alot(of),many,muchII.presentprogressivetenseIII.namesProperties:Taperecorder,cardswithnamesTeachingProcedures:I.OrganizingtheclassGreetingandadutyreport(ashortstoryinpresentcontinuoustense)II.ReviewShowthecardswithnamesforstudentstotellwhichisfamilyname,givennameIII.PractiseStudentstalkaboutthenamesinpairsafteramodel.Teacher:DoyouknowifMaryisagirl’sname?Student:Yes,itisagirl’sname/Imnotsure,etc.Teachersticksmorenamesontheblackboardforthemtodiscuss,andgoroundtheclassroomtohelpwithanyproblem.Thendothediscussiontogether.IV.Leading-inTeacher:What’syourname,please?Students:MynameisZhangDaMin.T:CanIcallyouDaMin?S:Yes.(Sure)S:Whatsyourname,please?T:MynameisElizabeth,youmaycallmeliz,that’sshortforElizabeth.Playthetapeforstudentstolisten,readandpractise.Thenstudentsactoutthedialogueinpairs,theymayusetheirownnamesormake-upnames)V.AskandanswerStudentslookatthepictureandaskandanswer——Whatistheboydoing?——Whichboy?——Theboystandingbythewindow.——Oh,hescleaningthewindow.VI.MorePracticeof“bedoing?”Callindividualstudenttothefront,andmimeanactionforthestudentstoguess.——Areyoudancing?——Yes,Iam./No,Iamnot.(Imnot)VII.Exercisesinclass1.Writeoutthepresentparticiple.①Walk②skate③ski④knit⑤wash⑥pass⑦have.⑧celebrate⑨play⑩clap2.WriteoutthequestionsTheboysarehavingafootballlessonontheplayground.①Who—?②What—?③Where—?Answers:1.①walking②skating③skiing④knitting⑤washing⑥passing⑦having⑧celebrating⑨playing⑩clapping2.①Whoishavingafootballlessonontheplayground?②Whataretheboysdoingontheplayground?③Wherearetheboyshavingafootballlesson?VIII.HomeworkTochooseonepictureinthebook?anddescribeitinpresentprogressivetense.IX.summary教学设计方案Lesson4TeachingObjectives:Studentsshouldgraspthepronunciationofsomeletterclustersandunderstandthearticle.LanguageFocus:I.Pronunciation:er,ur,ir,or,earar,a(ss),alou,owII.Usefulexpressions:Properties:Taperecorder,Overheadprojector,cardsTeachingProcedures:I.OrganizingtheclassGreetingandadutyreportII.Review1.Givesomenamesforthemtosaywhichisthefamilynameandwhichisthegivenname.AndhowtousethetitlesMr./Mrs./Miss/Ms.Remindthemthatthetitlescanonlybeusedwithafamilyname.2.Showapictureforthestudentstodescribeinpresentcontinuoustense“bedoingsth”.III.Pronunciation1.Studentsfollowthetape2.Morewordstoread(oncards)IV.Listening:StudentslistentothetapeanddotheexerciseV.Leading-inTeacher:WhatareyougoingtodoonSaturday?Student:I’mgoingto…T:Canyoumakeacard?S:Yes,Ican.T:Willyoupleaseshowusyourcard?S:Sure!(Theyhavedonethatashomeworksomedaysbefore.)T:Oh,it’sreallyanicecard.Nowlet’sseewhatTomisgoingtodobeforeTeachers’Day(withthequestions)①WhatdoesTom’smumwanthimtodo?②Canhedoit?why?orwhynot?③WhatistheideaMumthinkingoutforTom?④Doyouthinkit’sagoodidea?Afteransweringthequestions,studentsfollowthetapeandactitoutinpairs.VIReadingpracticeStudentsreadthetextbythemselvesandanswerthequestions:①Who’sinthestory?Saysomethingabouthim,eg,name,nationality,likes,etc.②What’sthemistakethestudentsoftenmake?③Whatdoeshewantnow?④Whohelpshim?⑤Doeshegetwhathewants?⑥Canyouhelphim?Thenplaythetapeforthemtofollow.Studentstrytoretellthestorywiththequestionsasclues.VILanguagePracticeLet’slearnsevenusefulexpressionsofthislesson①makesbsth____makesthforsb.②trytodosth.④not…anymore⑤asksb.todoSth.⑥helpsb.(to)doSth.⑦awasteoftimeListentomysentencesandtrytounderstandthemeg①I’llmakeyouanewpaperboat→I’llmakeanewpaperboatforyou.②Theboyistryingtoclimbthetree.④You’renotachildanymore.⑤MyDadasksmetobuyhimsomenewspapers.⑥Willyoupleasehelpmedothec