英语人教新目标 (Go for it) 版Section B教案

这是一份英语人教新目标 (Go for it) 版Section B教案，共9页。
Unit 1  My name’s Gina.Section B (1a-1f)Teaching Aims 1.语言能力：听懂有关电话号码的相关信息。2.文化意识：让学生学会询问他人的电话号码，学会交朋友，了解朋友们的信息。3.思维品质：学会询问他人的电话号码。4.学习能力：有意识地运用知识迁移策略介绍自己的电话号码并询问他人的号码。 Teaching Difficulties通过练习进行询问电话号码等相关信息。Teaching Aids multimedia courseware or other realia that the T needs for teaching   Teaching ProceduresTipsStep 1 Lead in      Q&A的部分通过情景吸引学生兴趣并帮助学生快速进入主题。学生看图回答问题快速帮助学生进入知识讲解。       通过设置情景，让学生在真实的场景中运用数字。学生通过用完整句子回答问题，实现了从单词到句子的练习。          Show Ss teaching goals.T: Morning everyone. Today we are going to talk about how to ask for and give phone numbers.        Ask Ss to see pictures on PPT P5-P10 and answer questions.(While T show Ss pictures, they can ask two questions: Q1: What’s this? or What are they? Q2: How many … are there? Before Ss answer the two questions, T can remind them to answer the questions with complete sentences.)        T ask Ss to answer questions by showing pictures. T: This is Mrs. White. She is a farmer. She is busy today. She has so many things on the farm. Now let’s help her to count the things.( Ss count numbers from P13-P14. They can just tell with numbers. But it’s better for T to encourage them to answer with complete sentences: There are eight eggs.)        Ask Ss to find out the numbers on P15. (Before this part, T can ask Ss to write down the numbers 0-9 on their exercise book to help Ss spell the words correctly. T must make a summary about their common mistakes. Then Ss can find out the numbers and share in class.)        Ss sing a song about numbers.Step 2 Presentation & Practice   由于这个听力内容比较简单，学生可先完成听力部分，再通过自读听力材料理解文本。 在处理文本的过程中，可以适当拓展延伸，为后面的知识点讲解做铺垫。          1a  Ask Ss to listen to 1a and repeat after the tape. T should pay attention to Ss’ pronunciation and intonation.Then ask Ss to read a series of telephone numbers .(First Ss can practice by themselves and then they can read in class. When Ss are practicing, T should walk around and give guidance. This part may be a little difficult for Ss, so more time should be given.)         1b & 1cPlay the recording and ask Ss to listen to the conversation and write the telephone number in 1b. Then the T can check answers as a class. Answers: 2786926    Then ask Ss work in pairs to make conversations using the sentence patterns in 1c.         1d    Play the recording again and ask Ss to do the match task in 1d. T can choose some Ss to share answers in class.Answers: c d b a         1eAsk Ss to listen again and complete the phone numbers in 1d. Ss can check answers in pairs by making the conversations like this :S1: What’s Tom’s telephone number?S2:It’s 278-7928Answers: 60  49  28  24(After Ss listen to each dialogue, ask them to read the listening scripts by themselves. T highlight the key sentence patterns: What is your telephone number? My telephone number is … to make sure Ss pay more attention. Also T can tell Ss the forms about how to write a name, both Chinese and English.)        Ask Ss to ask and answer their telephone numbers with their partners.(T give an example first. Ss must use the right sentence patterns. While T can give Ss more extension like: What is his / her / your mother’s telephone number? ) Step 3 Language Points  1. 基数词英语中的数词可以分为两大类：基数词和序数词。表示数目多少的词为基数词，如zero, one, five等；表示事物先后顺序的词为序数词，如first（第一），second（第二）等。其中，基数词可以表示数目、年龄、编号、号码等。2. What’s one’s telephone number?该句型用来询问某人的电话号码, 意为“某人的电话号码是多少？”。答语用“It’s + 电话号码. ”或“One’s telephone / phone number is + 电话号码.”，也可直接回答电话号码。3. 中文姓名的英语书写方式此处Li Xin是一个中文姓名。 中文姓名的英语写法，一般用汉语拼音拼写。姓和名分开写，姓在前，名字在后。姓和名字的第一个字母都要大写。(Ss can find out the usage by finding out the details in the listening scripts.)  这个环节的小组讨论，激发学生自主学习的能力，帮助他们快速适应七年级的学习生活。Step 4 Exercises & Homework通过习题让学生对知识点的用法有更加清晰的认识。  ExercisesStep1: Ask Ss to do the exercises on PPT P30-P32.Step2: T ask Ss to make a summary about language points they learned today.Homework1. Preview the passage in Section B 2b.2. Do the exercises in students’ book.  Teaching ReflectionThe design of activities before listening(Activities1a and 1b) is very important. The purpose is to activate the memory in students' brain, recall the learned words, phrases and sentence patterns, and pave the way for listening activities. At the same time, students' response process is also to learn and consolidate language knowledge in application.  Unit 1  My name’s Gina.Section B (2a-2c)Teaching Aims 1.语言能力：了解中英文名字间的差异，能辨认英文姓氏与名字。2.文化意识：帮助学生比较中英文姓名的不同之处，通过了解中英文名字的区别，培养和提高学生对中外文化差异的敏感性和鉴别能力，加深对本国文化的理解和认识，培养学生的世界观意识，以及初步的跨文化交际能力。3.思维品质：能读懂介绍个人信息的语篇内容，并初步掌握如何在阅读过程中把握具体信息的能力。4.学习能力：通过阅读关于介绍个人信息的语篇内容，帮助学生懂得保护个人隐私的重要性。 Teaching Difficulties了解中英文名字间的差异，能辨认英文姓氏与名字。Teaching Aids multimedia courseware or other realia that the T needs for teaching    Teaching ProceduresTipsStep 1 Lead in 此部分作为引入环节，图片中的人物被学生熟知，贴近生活，激发学生的兴趣。          Ask Ss to see the pictures on P5-P8and say their names .(If Ss don’t know some of the names, T can should tell them first. T use the picture on P5 Yang Liwei as an example to explain full name, last name, and first name so that Ss can tell the full name, last name, and first name of the next three pictures. T can also use the photos of teachers or students in class to make the class vivid. If T are sure Ss can understand name, last name, and first name, he or she can tell what is family name and what is given name.)  Step 2 Presentation & Reading    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。      在文本内容比较简单的情况下，第三遍阅读可以省略，直接做相应的练习题提高课堂效率。        2aT ask Ss to read the list of names and write F for first name and L for last name in 2a.(Before answering, T lead Ss to read the names to make sure they can read correctly. When Ss are answering questions, it’s better for them to use the complete pronunciation instead of letter F or L.)Answers: 1-5 FLLFF  6-10 FLLLF       2bAsk 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.)Answers: BCA   (T can also teach Ss how to find the key words or sentences to make a summary. If Ss can’t summarize correctly, T should lead Ss to find out the key sentences or phrases and then Ss can learn to summarize well.)        2b Ask 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.)Answers:       2c 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.Answers: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.)Answers: Step 3 Language Points 1. first name / last name 1) first 第一；last 最后的; 末尾的2) first name 名字；last name 姓3) first name相当于given name；last name相当于family name，full name意为“全名”。2. My friend is Gina Smith. 1) friend作名词，常用短语：make friends (with...) （和······）交朋友。2) friendly是friend的形容词形式，意为“友好的”。be friendly to意为“对······友好”。    本部分language points环节中的每个知识点的意思可先让学生思考，教师提问，然后教师再进行总结和补充。然后通过习题让学生对其用法有更加清晰的认识.Step 4 Exercises & Homework通过习题让学生对知识点的用法有更加清晰的认识。  ExercisesStep1: Ask Ss to do the exercises on PPT P18-P19.Step2: T ask Ss to make a summary about what they learned today.Homework1. Read and recite the new words and phrases.2. Do the exercises in students’ book. Teaching ReflectionTeaching 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.   Unit 1  My name’s Gina.Section B (3a-Self Check)Teaching Aims 1.语言能力：复习数字并能正确叙述别人的电话号码，别人的姓氏及名字。2.文化意识：了解西方初次见面的礼节，学会自我介绍与问候他人，培养与他人交往的能力。3.思维品质：能对所获取的信息进行初步的整理和总结。4.学习能力：有意识地运用知识迁移策略制作学生卡并介绍自己的相关信息。 Teaching DifficultiesSs are able to use the phrases and sentence structures they learned to make an ID card.Teaching Aids multimedia courseware or other realia that the T needs for teaching   Teaching ProceduresTipsStep 1 Lead in    引入环节的身份证信息收集极大地吸引了学生的兴趣，如果是真实的教师或学生校园卡信息可能更好。         Free TalkT ask Ss to two questions to start the class.Q1: Do you have a school ID card? Q2: What information does it have on the card?(T can show pictures of some ID cards, or show each group a picture of an ID card, and ask them to observe and answer what information they can find in an ID card. Ss can answer questions group by group. One group share one piece of information to make the class active and vivid at first.)       Lead inAsk Ss to look at the ID card and answer the questions.Q1: What’s his telephone number?Q2: What’s his family name?Q3: What’s his given name? (T make sure Ss can answer the questions with complete sentences and keep it on to make it into a habit. T can choose Ss to answer the question, or ask Ss to answer in a line or a row.)Step 2 Presentation & Writing   在写作前，让学生通过练习对于所学知识进行充分回顾，通过oral的形式锻炼了speaking ability.               老师给出写作范文，帮助学生梳理常见的错误句型，让学生在后期纠错的过程中明确知道自己的错误所在。让学生对优秀作文有直观的认识。         3aT ask Ss to use the information on the ID card to complete the sentences in 3a.(This part is very easy for Ss, so T don’t need to spend so much time on it. After sharing the answers, T can tell Ss the form of how to write down a phone number: 3XXX-4XXXX-4XXXX)Answers: Alice  Green  951-3397        Ask Ss to fill in blanks and do Q&A with their deskmates.Q1: What’s her telephone number?Q2: What’s her first name?Q3: What’s her last name?(When Ss are practicing Q&A in pairs, T can walk around and give guidance, especially to some weak Ss. The adjective pronouns may be a problem for them. If we give more guidance, they will learn better.)          3bT ask Ss to design their own ID card and write an essay to introduce themselves. (This part seems easy, but it really needs Ss to have a comprehensive ability, such asart skills, English abilities etc. T can give Ss some advice or steps to finish this task. Step1: fill in the blanks. Step2: draw a picture of yourselves. Step3: write a short passage about yourselves, including the information in the Id card, and they can also add more information if they like, such as their favorite color, family members etc. Before writing T also needs to give Ss some detailed guidance to cultivate Ss’ writing habit.)             Ask Ss to share their ID card with their partners. (When sharing, T ask Ss to pay attention to three details : Capitalized first letter, correct grammar, good handwriting. T can also ask Ss to share some good sentences or give some comments. T can also show Ss a sample to explain the full-mark writing. ) Step 3 Self Check  The part of Self Check is to provide a comprehensive review of key vocabulary and functions presented in the unit. The T can ask Ss to do these exercises as homework after class.Answers 1:   2:  1.C  2.A    3.E    4.D    5.B  Step 4 Language Points  1. middle adj. 中间的    n. 中间(1) middle作形容词,  意为“中间的; 中等的”,  常置于名词前作定语,  如middle school “中学”。(2) middle可作名词,  意为“中间”,  常构成短语: in the middle (of sth.) “在（······的）中央”。Homework1. Remember the words, expressions and sentences in this unit.2. Preview Unit 2  Section A (1a-1c). Teaching ReflectionThere are some problems in this writing class. First, when Ss were in correcting writing in groups, they had so many questions. I couldn’t answer their questions at the same time and the class management was not so easy to do. For G7 students, their learning habits are not formed very well, so more guidance in writing must be given. The best part today was that I gave Ss rubrics and sentence patterns ahead so some B-level can write grammatically correct sentences.