仁爱科普版七年级上册Topic 1 Welcome to China!教学设计及反思

这是一份仁爱科普版七年级上册Topic 1 Welcome to China!教学设计及反思，共8页。
Unit 1 Making New FriendsTopic 1 Welcome to China!教学内容分析及课时分配建议：本话题是本册书的第一个单元，对于很多学生来说也是第一次正式地接触英语，因此培养学生的学习兴趣至关重要。教师在这一个单元着重培养学生的学习兴趣、规范书写。对于已经学过一点英语的同学来说这个话题也能起到复习、巩固和拓展的作用。本话题还设计了接机、问候、交朋友等英语句式在语境上也为后面的学习打下基础。主要句型和语法是I am… Are you…? This is…Welcome to…Nice to meet/see you. How do you do?  等。本话题建议用5个课时来完成：第一课时：Section A-1a, 1b, 1c, 3a, 3b, 3c第二课时：Section A-2a, 2b   Section B-3a, 3b, 3c第三课时：Section B-1a, 1b, 1c, 1d, 2第四课时：Section C-1a, 1b, 2a, 2b，2c, 3第五课时：Section D-Grammar and Functions, 1, 2, 3 Project第二课时 (Section A-2a,2b  Section B-3a,3b,3c)教学设计思路：本课时主要活动是Section A 2a, 2b以及学习字母Hh-Nn。本课时以检查学生的口头作业作为热身，通过作业中的对话，巩固已学知识，老师使用肢体语言对学生的表现做出相应的评价，导入字母的学习。老师邀请在字母学习中表现不错的同学和老师做对话，提前认识这些同学，根据师生的对话导入2a，2b的学习。Ⅰ. Teaching aimsKnowledge aims：（1）学习字母Hh-Nn的读音及书写形式。（2）复习I am… Welcome to… Nice to meet you以及字母Aa-Gg. (3) 学习Are you…? Yes, I am. No, I am not.Skill aims:（1）能够听懂询问某人的简短对话，能够辨别Hh-Nn的不同读音。（2）能够用英文询问同学的名字，能够正确朗读Hh-Nn.（3）能够正确规范书写Hh-Nn.Emotional aims:(optional)（1）培养学生的学习热情。（2）认真规范书写字母和单词。Culture awareness:    能够就别人的欢迎、询问做出回应。Ⅱ. The key points and difficult pointsKey points:（1）Review letters from Aa-Gg.（2）Learn new letters from Hh-Nn. （3）Sentences: Are you…?  Yes, I am. No, I am not.      I am…  Nice to meet you.Difficult points： 正确规范书写字母及单词。Ⅲ. Learning strategies1. 做对话的时候尽量把同学想象成国外的朋友。2. 要积极参与讨论，勇于张口，不怕出错。Ⅳ. Teaching aids录音机/多媒体/小黑板/图片V. Teaching proceduresStage 1(5mins)：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose1.(Class activity)Greet and warm upT：Hello!T: I am Miss...T: Welcome to...T: I want to invite some students to greet others. Volunteer, please?        T：You can get this (body language). T: This...T: Yes. G means good. Greet and warm upSs: Hello!Ss: I am...Ss: Thank you.   S1: Hello! I am Kuky. S2: Hello! I am Sandy.S3: Hi! I am Jon.S1: Welcome to China!S2, S3: Thank you.S2: Welcome to Kaixian.S1.S3 Thank you....Ss: A Ss: G 师生间的问候可以吸引学生回归课堂，营造学习氛围。通过学生的对话可以检测学生的学习情况。同时通过老师的身体语言复习所学字母，从而顺利导入H-N的学习。Remark：老师在学生对话的时候认真倾听，给学生树立倾听的榜样，同时提醒学生倾听是很好的学习方式。在倾听的时候可以自我纠正。Stage 2（12mins)： Learn LettersStepTeacher activityStudent activityDesigning purpose  (Class Activity)             2.(Group Work)Perform body language of letters and learn them.T: Now, look at me (Do the action of letter H).What letter is this?T: Yes, good. Look at my mouth carefully. Read after me H. T: At this time I want to invite some of you to perform the letters. One student perform the big letter another perform the small letter. Divide the Ss into groups and learn the letters.  T：Now, we will play a game. Each group chooses one student to perform the letters. Others in the group to guess the letters. Guess the more the better. Which group wants to try?      T: So good.Guess the letters and learn them.Ss: H.  Ss: H. Ss: …   Perform the letters and guess the letters.       Group1:S1: We want.S1: What is it?S2,3,4,5,6: MS1: What is it?S2,3,4,5,6: H 通过游戏的方式和比赛的方式学习字母更加生动形象，学生更喜欢学，更容易记住。     3.( Class activity)Teach the writing of the letters and finish 3b &3c.T: Look at the blackboard carefully. Read theseletters aloud. T:Now let’s listen to 3b and number the letters. T: Have you finished it? Let’s check the answer. T:Now let’s listen to 3b again. And circle the letters with the same sound as Aa(Chinese).T: Got the answer?T: Well done! I know most of you can write the letters. Now I want to know who can write the letters faster and better. Now let’s have a competition to finish 3b …Learn the writing of the letters and finish 3b&3c. Ss: Hh, Ii, Jj, Kk, Ll, Mm, Nn Ss:… Ss: …  Ss:…  Ss: Yes…Ss:…老师在黑板上的示范对学生规范字母以及之后的书写至关重要。Remark：老师可以使用多种方式精心设计字母学习的活动。Stage 3（5mins)：  Pre - listening StepTeacher activity  Student activity Designing purpose:       1.(Class activity )Make friends with the student who writes best.T: Hello! T: I am Miss…T: Welcome to Class…T: Nice to meet you.  T: Hello!T: Are you…?   Guess the meaning of the function sentences.S1: Hello!S1:I amS1: Thank you!S1: Nice to meet you, too. (Teacher can help students answer). S2: Hello!S2：Yes, I am. No, I am not. (Teacher can help students answer).通过老师和小书法加（写字母写好地同学）的对话复习Section A的内容。从而自然地引入本节课的目标语。让学生在语境中学习句子和结构能够帮助学生学会用英语思考。 Remark：鼓励学生学会根据老师的肢体语言，在语境中猜测部分单词及结构的意思。Stage4（8mins)：  While - listening StepTeacher activity  Student activity  Designing purpose:1.(Individual work)Play the tape recorder.  T: Listen to the tape carefully and read after the tape. Listen to the tape and imitate. Pay attention to the pronunciation.Ss: …  通过听录音来学习1a的内容。Remark：老师可以根据实际情况来决定播放录音的次数，听完录音之后尽量让学生能够自己读对话。Stage 5（10mins)：   Post- listeningStepTeacher activity  Student activity  Designing purpose:1.(Group work)Ask students to read the dialog in groups. Then invite some students to read in class. T: I hope you can read the dialog by yourselves carefully. Then I will invite some of you to read them in class. And we’ll choose the best one. Read the dialog in groups carefully.  Ss:…通过熟读达到背诵的目的。也可以通过学生的读来纠正读音。2.(Group work)Ask students to make friends according to 2a.T: I know all of you have your own friends now. But can you make friends in English?          T: You are so good. Your pronunciation and body language are all right. I want to invite another group.Make dialogs according to 2a.Ss: Yes.  Group1: S1:Hello! S2:Hello! I am…Are you…?S1:Yes I am. S2: Are you…?S3: No, I am not. I am…S2: Nice to meet you.S3: Nice to meet you, too.Group2:…将所学的语言立刻用在生活当中，既能巩固所学结构又能将所学知识运用在生活中，学会灵活应用。在情感上学生也能感受到英语的魅力。Remark：将每天所学的目标语都自己编对话的形式进行加工再现可以帮助学生更好地理解课文。Stage 6（4mins)：   Summarizing and assigning homeworkStepTeacher activity  Student activity  Designing purpose:1.( Class activity)Encourage the Ss to summarize the key points T:Class will be over soon . We should summarize the key points now. Let’s begin !  T: Sounds great ! I hope you will remember them. Summarize the key points.S1: I am… Are you…?S2:Yes, I am. No, I am not.S3: Nice to meet you.… 归纳总结本课的知识点。2. (Class activity)Assign HMK.T: For today’s HMK, I’d like you to can write down the letters from H-N.  Then make a dialog with the structure on the blackboard. 适当的家庭作业有助于巩固课堂所学的知识。Remark：家庭作业应包括书面和口头两种形式，强调会写、会说。 VI .  Blackboard design Welcome to China!I am = I’m                                                       Group1:Welcome to…                                                    Group2:Nice to meet you!                                                 Group3:Are you…?                                                       Group4:Yes, I am.                                                        Group5:No, I am not.                                                     Group6: