初中英语人教新目标 (Go for it) 版七年级上册Section B优秀第4课时教案设计

单元

Unit1

课时

第4课时

教学

目标

语言知识：

1. 通过情境体验，能够了解中西取名文化的差异，运用目标语言询问名和姓回答，了解他人，提升口语交际能力。
2. 通过学习及练习能够辨别区分中英文的名和姓并介绍自己及他人的名和姓等基础信息。

学习能力：

1．   通过互动、小组合作、游戏等方式完成课堂学习任务。

2．   通过预测和抓关键词，能够对文章主要内容进行推断并理解文章细节，进行文章的复述。

文化意识：

通过名和姓的询问和回答的交际练习，能够了解中外取名的异同，体验不同的文化带来的魅力。

思维品质：

帮助学生进一步学习中西方人名的构成和表达方式，促进学生之间的相互了解，学会如何礼貌地与他人交往，加强同学们的合作与交流。

教学

重难点

1. 通过情境体验，能够了解中西取名文化的差异，能够辨别区分中英文的名和姓并介绍自己及他人的名和姓等基础信息。
2. 通过预测和抓关键词，能够对文章主要内容进行推断并理解文章细节，进行文章的复述。

教学

工具

IWB, PPT

教学

方法

任务型教学法、情景交际法

教学过程

教学步骤

课堂活动

学生活动

设计意图

Step 1

Lead-in

1.Greeting.

2.T lets students listen to the song –Number Chant.

3.T shows a picture of a telephone with some telephone numbers on it and asks: Can you read these telephone numbers?

观看歌曲视频并跟唱。

根据图片变换读出电话号码。

利用动画和情境问答，复习数字以及询问并回答电话号码。

Step 2

Pre-listening

1.   T shows some picture of some famous people and asks students What their names are.
2.   T teaches the full name, first name, last name and middle name through different color marks.
3.   T shows the difference between Chinese and English names through different color marks.
4.   Cultural gas station: fill in the blanks to know about the difference between Chinese and English names.
5.   T shows some ID cards and asks students to say out their first name and last name by answering the questions.
6.   T asks students to finish the task in 2a-- Read the list of names. Write F for first name and L for last name.

观察图片，回答他们的姓名。

跟随老师的标记，学习名和姓的英文表达。

找出中英文名和姓的区别。

根据所学，完成填空。

根据姓名卡，回答问题。

完成书上2a部分的练习。

图片中的人物被学生熟知，贴近生活，激发学生的兴趣。

不同的颜色标记反复出现，给知识点符号化，更有利于学生的理解和记忆。

将所学进行汇总填空，及时巩固。

用学生熟知的人物进行知识点操练，更好的帮助学生掌握并运用目标语言。

Step 3

While-listening

1. T leads students to look at the three pictures in 2b and try to find the similarities and differences among the three pictures.
2. T asks Ss to skim the messages and match them with the pictures. (T tell Ss what skim is: to read fast and find the key words. This passage is very short, so Ss can finish it very quickly.)
3. T asks Ss to scan and circle the first names and underline the last names. (Ss can also listen to the tape and circle the first names and underline the last names. While Ss are answering questions, T remember to correct their pronunciation. T show the answers of each question. If time is enough, Ss can tell the full name, last name, and first name of each name.)
4. T asks students to read the massages and decide true(T) or false(F).
5. Ask Ss to read the article in groups and match the names with the telephone numbers in 2c. T can check answers by asking Ss to read the full sentence like this : Eric Brown’s phone number is 357-5689.
6. Ask Ss to read the article and find three pairs of friends in the name list.(One S can read for others, and other students find out three pairs of friends and write them down.)

观察三张图，找出其中的相同点和不同点（性别与国籍）。

将图片与三段文字进行配对。

将文中的名画圈，姓画横线标记出来。

读文章，判断正误。

读文章，将人名与号码进行配对。

读文章，找出文中的三对好朋友。

该环节旨在培养学生读前预测的阅读技能，帮助理解文章大意。

该环节教会学生阅读策略skim。虽然文章比较简单，但从七年级伊始，还是要培养学生的阅读思维。

该环节教会学生阅读策略scan。

让学生学会找文本细节。让学生对重点的句型有更清晰的了解和掌握。

通过判断正误题，让学生更仔细的将文本阅读，为后续练习打好基础。

号码配对和找朋友活动可以要求学生脱离文本进行练习，检测学生对文本的掌握情况。

Step 4

Post-listening

1. T asks students to make a mind map of the passage together.
2. T asks students to try to retell the passage according to the mind map.
3. Game time: T asks students to Talk about themselves and their friends.

跟随老师一起为这篇文本制作思维导图。

根据思维导图复述文章。

模仿文章介绍自己和朋友。

通过思维导图，帮助学生更好的消化记忆文本。

复述文本和仿造文本进行创作的活动有利于学生对知识点和目标语言的应用。

Step 5

Language Points Explanation

T explains knowledge points.

将知识点做好笔记。

将本节课重点汇总系统的进行讲解和分析，帮助学生形成语言体系。

Step6 Exercises

T assigns the test.

完成课堂练习。

让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。

Step 7

Summary

Summarize the key content in this lesson.

跟随老师一起进行内容总结。

总结本课所学内容，巩固加深印象。

利用将思维导图给学生进行有序的梳理。

Step 8

Homework

1. Read and recite the new words and phrases.

2．Try to introduce yourself and your friend.

3. Do the exercises in students’ book.

将家庭作业做好记录。

检查学习效果，加深对知识的理解和记忆。

板书设计：

教学反思：Teaching skills and design are important in this class, because the teacher should try to engage more Ss in the class and make Ss understand the reading and master some reading skills. Ss can’t tell family name and last name clearly, so exercise about the names can be given more. The teacher can use English to explain phrases Ss learned, which is a good way to develop Ss’ thinking ability in an English way. The content is easy, so more time has been left. We can add a dictation at the end of the class to check Ss’ understanding.