还剩4页未读，
继续阅读
所属成套资源：仁爱版英语七年级上册 教案
成套系列资料，整套一键下载
仁爱科普版七年级上册Topic 3 How old are you?教学设计
展开
这是一份仁爱科普版七年级上册Topic 3 How old are you?教学设计，共7页。
本课是属于听说课，根据《英语课程标准》要求，利用教学资源媒体，运用任务型教学把这节课设计成Pre-listening—While-listening ---Pst-listening自主学习的模式。突出学生的主体地位，保持学生的学习兴趣。
= 2 \* ROMAN II．Material analysis
教学内容分析：本节课主要活动是1a, 2a和3。通过王俊峰和简在教室里谈论学习用品，借助图片和实物，引导学生掌握识别物体和询问并回答单词拼写的表达方式，如：“What’s this/that in English? It’s a/ an… Hw d yu spell it? Can yu spell it, please? 以及学习指示代词this/that，冠词a/an的区别以及表示请求表达法的对话。此外，本课还将提供针对英语句中大写字母和标点符号等书写规则的练习。
学生情况分析：本课的教学对象是七年级学生，他们有较强的求知欲和表现欲，能够充分发挥学习的主动性。
= 3 \* ROMAN III. Teaching aims
⒈ Knwledge aims
能够掌握并应用新学习的文具类单词: eraser, map, pen, desk, spell等；
能够用英语熟练表达辨认物体，表示感谢和回谢的方式：What’s this in English? What’s that in English? It’s a/ an … Is this a/an…?That’s OK. Yu’re welcme.
能够正确运用特殊疑问词what引导的特殊疑问句；
能够应用交际用语：Hw d yu spell it? Can yu spell it, please?
⒉ Skill aims
能听懂有关辨认物体、感谢和回谢等基本情况的简单句对话或叙述；
能听懂本课所学新单词，并能根据听到的词语识别或指认图片或实物；
能运用图文就表示辨认物体、感谢和回谢等的基本情况的话题进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能写出辨认物体的简单句；
能正确使用标点符号，大写句子中的首字母和人名首字母。
⒊ Emtinal aims
培养学生学习英语的兴趣，采用游戏、小表演等形式激发学生的好奇心和求知欲；
使学生乐于接触并了解异国文化。
= 4 \* ROMAN IV. The key pints and difficult pints
⒈ Key pints
正确使用表示有关辨认物体、感谢和回谢等的表达方法；
正确使用指示代词：this, that。
⒉ Difficult pints
特殊疑问词what引导的特殊疑问句;
理解不定冠词a和an 的用法，并能正确使用。
= 5 \* ROMAN V. Learning strategies
运用实物教学能帮助学生理解和掌握教学内容。
= 6 \* ROMAN VI. Teaching aids
多媒体，黑板。
= 7 \* ROMAN VII. Teaching prcedures
= 8 \* ROMAN VIII. Blackbard design
Step
Interactin patterns
Student activity
Teacher activity
Greetings and revisin
(5minutes)
1.The whle class wrk.
2.The whle class wrk and individual wrk.
1.Students answer, “Hi! Gd mrning. Nice t meet yu, t.”
2. A student t intrduce himself and ther students answer sme questins accrding t his self-intrductin..
1.The teacher greets with students “Hell! Gd mrning. Nice t meet yu.”
2.The teacher ask a student t intrduce himself and then ask sme questins accrding t his intrductin.
Pre-listening
(13minutes)
1.The whle class wrk and pair wrk.
1.Learn the new wrds. Listen and read the wrd ut accrding t the sund and pictures. Then fllw the teacher;
Listen and fllw the teacher;
Fllw the teacher;
Listen and fllw the teacher fr several times;
T:What’s this?
Ss:Eraser.
T:What’s this in English?
Ss:It’s an eraser.
Talk abut the questin in pairs.
A: Thank yu./ Thanks.
B: That’s OK./
Yu’re welcme.
1.Pint a desk t students and say: “What’s this in English?”. Present /desk/ and teach the wrd fr several times;
Then ask, “Hw d yu spell it?” Teach the sentence fr several times;
Spell it, “D-E-S-K, desk” and let students fllw the teacher fr ne time;
Pint t a pen ver there and ask: “What’s that in English?” Then let students listen and fllw the teacher fr several times;
Ask,“Can yu spell it, please?” Then teach the sentence fr several times;
Ask,“What will yu say if smene helps yu? What will yu respnd if smene thank yu fr yur help?” Let students talk abut the questin in pairs and chse ne student t shw his/her idea;
While-listening（15minutes）
1.The whle class wrk and pair wrk.
2.Individual wrk.
3.Pair wrk.
1. D 1a.Students listen t the tape and fllw the tape fr the first time.
2.Listen t and fllw the tape fr the secnd time; Then practice the tw cnversatins in pairs;
And tw pairs shw the cnversatins.
3.D 1b. Listen and cmplete the cnversatins and then check the answers.
1.Let students listen t the tape and pay attentin t the key sentences.
What’s this / that in English?
Hw d yu spell it?
Can yu spell it, please?
Thanks. Yu’re welcme.
Then let students fllw the tape fr the first time.
2.Let students listen t the tape and fllw it fr the secnd time; Give students 1 minute t practice the tw cnversatins in pairs;
Chse tw pairs t shw the cnversatins.
3.Play the tape and chse tw students t check the answers.
Pst-listening
(12minutes)
1.The whle class wrk.
2.Individual wrk.
3. Grup wrk.
1.D 1c. Make up new cnversatins in pairs and shw the new cnversatins.
2.D 2a. Students answer tgether, “Yes, it is.”
Students answer tgether, “N, it isn’t. It’s a pen.”
Students answer the teacher’s questins accrding t the bjects.
3.Students play the guessing game;
A:What’s this in English?
B:Is it a/an…?
A: N it isn’t.
Please try again.
Yes, it is.
A:…
1.Shw sme pictures abut map, eraser, pen, pencil and desk t students, then let them make up new cnversatins with them and d it in pairs, finally chse tw pairs t shw the cnversatins.
2.Shw a pen and ask, “Is this a pen?” Help students answer, “Yes, it is.”
Then shw a pencil and ask, “Is this a pen?” Help students answer, “N, it isn’t.” Then pint sme ther bjects e.g. ty, map, telephne, and then ask and answer with students.
3.Play a game— Guess the bjects.
Prepare sme bjects in the bxes, then ask students t guess what it is in the bx.
Summary
(2minutes)
The whle class wrk
Summarize the key sentences and imprtant pints.
Summarize the key sentences and imprtant pints.
2.Assign hmewrk:
（1）总结：在学过的名词中，哪些前面加a， 哪些前面加an。
（2）Recite 1a.
(3) Recite the new wrds in Sectin B.
教学评价设计：
评价内容：本课教学设计围绕新课标要求，遵循 “以生为本”的理念,将评价的侧重点放在学生的课堂活动、回归复习及师生的课后反思，让学生清楚地认识到自己在本节课中是否掌握了知识。
评价方法：
（一）学生课堂活动评价：采用形成性评价和口头评价相结合的方式。再配以老师生动夸张的口头评价，如Wnderful, Excellent等，在争强好胜的心理作用下，大大提高学生学习的积极性，
（二）师生课后反思
教师反思
1. Have all the teaching aims been reached? _________________
2. Have all the students learnt smething in the lessn? ________________
3. What can be imprved?
学生反思
1. What impressed me mst in the class? ________________
2.What haven’t I understd yet? ________________
3.In what aspect d I need t imprve?
Unit 1 Tpic 3 Sectin B
1. —What’s this/that in English? an apple a desk
—It’s a/ an… an range a map
2.Hw d yu spell it? an eraser a pen
3.Can yu spell it, please? a pencil
4.That’s OK. / Yu’re welcme. a ty
5. —Is this a/an…?
—Yes, it is. / N, it isn’t. It’s a/an…
本课是属于听说课，根据《英语课程标准》要求，利用教学资源媒体，运用任务型教学把这节课设计成Pre-listening—While-listening ---Pst-listening自主学习的模式。突出学生的主体地位，保持学生的学习兴趣。
= 2 \* ROMAN II．Material analysis
教学内容分析：本节课主要活动是1a, 2a和3。通过王俊峰和简在教室里谈论学习用品，借助图片和实物，引导学生掌握识别物体和询问并回答单词拼写的表达方式，如：“What’s this/that in English? It’s a/ an… Hw d yu spell it? Can yu spell it, please? 以及学习指示代词this/that，冠词a/an的区别以及表示请求表达法的对话。此外，本课还将提供针对英语句中大写字母和标点符号等书写规则的练习。
学生情况分析：本课的教学对象是七年级学生，他们有较强的求知欲和表现欲，能够充分发挥学习的主动性。
= 3 \* ROMAN III. Teaching aims
⒈ Knwledge aims
能够掌握并应用新学习的文具类单词: eraser, map, pen, desk, spell等；
能够用英语熟练表达辨认物体，表示感谢和回谢的方式：What’s this in English? What’s that in English? It’s a/ an … Is this a/an…?That’s OK. Yu’re welcme.
能够正确运用特殊疑问词what引导的特殊疑问句；
能够应用交际用语：Hw d yu spell it? Can yu spell it, please?
⒉ Skill aims
能听懂有关辨认物体、感谢和回谢等基本情况的简单句对话或叙述；
能听懂本课所学新单词，并能根据听到的词语识别或指认图片或实物；
能运用图文就表示辨认物体、感谢和回谢等的基本情况的话题进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能写出辨认物体的简单句；
能正确使用标点符号，大写句子中的首字母和人名首字母。
⒊ Emtinal aims
培养学生学习英语的兴趣，采用游戏、小表演等形式激发学生的好奇心和求知欲；
使学生乐于接触并了解异国文化。
= 4 \* ROMAN IV. The key pints and difficult pints
⒈ Key pints
正确使用表示有关辨认物体、感谢和回谢等的表达方法；
正确使用指示代词：this, that。
⒉ Difficult pints
特殊疑问词what引导的特殊疑问句;
理解不定冠词a和an 的用法，并能正确使用。
= 5 \* ROMAN V. Learning strategies
运用实物教学能帮助学生理解和掌握教学内容。
= 6 \* ROMAN VI. Teaching aids
多媒体，黑板。
= 7 \* ROMAN VII. Teaching prcedures
= 8 \* ROMAN VIII. Blackbard design
Step
Interactin patterns
Student activity
Teacher activity
Greetings and revisin
(5minutes)
1.The whle class wrk.
2.The whle class wrk and individual wrk.
1.Students answer, “Hi! Gd mrning. Nice t meet yu, t.”
2. A student t intrduce himself and ther students answer sme questins accrding t his self-intrductin..
1.The teacher greets with students “Hell! Gd mrning. Nice t meet yu.”
2.The teacher ask a student t intrduce himself and then ask sme questins accrding t his intrductin.
Pre-listening
(13minutes)
1.The whle class wrk and pair wrk.
1.Learn the new wrds. Listen and read the wrd ut accrding t the sund and pictures. Then fllw the teacher;
Listen and fllw the teacher;
Fllw the teacher;
Listen and fllw the teacher fr several times;
T:What’s this?
Ss:Eraser.
T:What’s this in English?
Ss:It’s an eraser.
Talk abut the questin in pairs.
A: Thank yu./ Thanks.
B: That’s OK./
Yu’re welcme.
1.Pint a desk t students and say: “What’s this in English?”. Present /desk/ and teach the wrd fr several times;
Then ask, “Hw d yu spell it?” Teach the sentence fr several times;
Spell it, “D-E-S-K, desk” and let students fllw the teacher fr ne time;
Pint t a pen ver there and ask: “What’s that in English?” Then let students listen and fllw the teacher fr several times;
Ask,“Can yu spell it, please?” Then teach the sentence fr several times;
Ask,“What will yu say if smene helps yu? What will yu respnd if smene thank yu fr yur help?” Let students talk abut the questin in pairs and chse ne student t shw his/her idea;
While-listening（15minutes）
1.The whle class wrk and pair wrk.
2.Individual wrk.
3.Pair wrk.
1. D 1a.Students listen t the tape and fllw the tape fr the first time.
2.Listen t and fllw the tape fr the secnd time; Then practice the tw cnversatins in pairs;
And tw pairs shw the cnversatins.
3.D 1b. Listen and cmplete the cnversatins and then check the answers.
1.Let students listen t the tape and pay attentin t the key sentences.
What’s this / that in English?
Hw d yu spell it?
Can yu spell it, please?
Thanks. Yu’re welcme.
Then let students fllw the tape fr the first time.
2.Let students listen t the tape and fllw it fr the secnd time; Give students 1 minute t practice the tw cnversatins in pairs;
Chse tw pairs t shw the cnversatins.
3.Play the tape and chse tw students t check the answers.
Pst-listening
(12minutes)
1.The whle class wrk.
2.Individual wrk.
3. Grup wrk.
1.D 1c. Make up new cnversatins in pairs and shw the new cnversatins.
2.D 2a. Students answer tgether, “Yes, it is.”
Students answer tgether, “N, it isn’t. It’s a pen.”
Students answer the teacher’s questins accrding t the bjects.
3.Students play the guessing game;
A:What’s this in English?
B:Is it a/an…?
A: N it isn’t.
Please try again.
Yes, it is.
A:…
1.Shw sme pictures abut map, eraser, pen, pencil and desk t students, then let them make up new cnversatins with them and d it in pairs, finally chse tw pairs t shw the cnversatins.
2.Shw a pen and ask, “Is this a pen?” Help students answer, “Yes, it is.”
Then shw a pencil and ask, “Is this a pen?” Help students answer, “N, it isn’t.” Then pint sme ther bjects e.g. ty, map, telephne, and then ask and answer with students.
3.Play a game— Guess the bjects.
Prepare sme bjects in the bxes, then ask students t guess what it is in the bx.
Summary
(2minutes)
The whle class wrk
Summarize the key sentences and imprtant pints.
Summarize the key sentences and imprtant pints.
2.Assign hmewrk:
（1）总结：在学过的名词中，哪些前面加a， 哪些前面加an。
（2）Recite 1a.
(3) Recite the new wrds in Sectin B.
教学评价设计：
评价内容：本课教学设计围绕新课标要求，遵循 “以生为本”的理念,将评价的侧重点放在学生的课堂活动、回归复习及师生的课后反思，让学生清楚地认识到自己在本节课中是否掌握了知识。
评价方法：
（一）学生课堂活动评价：采用形成性评价和口头评价相结合的方式。再配以老师生动夸张的口头评价，如Wnderful, Excellent等，在争强好胜的心理作用下，大大提高学生学习的积极性，
（二）师生课后反思
教师反思
1. Have all the teaching aims been reached? _________________
2. Have all the students learnt smething in the lessn? ________________
3. What can be imprved?
学生反思
1. What impressed me mst in the class? ________________
2.What haven’t I understd yet? ________________
3.In what aspect d I need t imprve?
Unit 1 Tpic 3 Sectin B
1. —What’s this/that in English? an apple a desk
—It’s a/ an… an range a map
2.Hw d yu spell it? an eraser a pen
3.Can yu spell it, please? a pencil
4.That’s OK. / Yu’re welcme. a ty
5. —Is this a/an…?
—Yes, it is. / N, it isn’t. It’s a/an…
相关教案
仁爱科普版七年级上册Topic 2 What do your parents do?教学设计及反思： 这是一份仁爱科普版七年级上册<a href="/yy/tb_c108958_t8/?tag_id=27" target="_blank">Topic 2 What do your parents do?教学设计及反思</a>，共4页。教案主要包含了课堂上教师对学生的评价表等内容，欢迎下载使用。
英语Topic 2 What do your parents do?教学设计： 这是一份英语<a href="/yy/tb_c108958_t8/?tag_id=27" target="_blank">Topic 2 What do your parents do?教学设计</a>，共4页。
仁爱科普版七年级上册Topic 2 What do your parents do?教案及反思： 这是一份仁爱科普版七年级上册<a href="/yy/tb_c108958_t8/?tag_id=27" target="_blank">Topic 2 What do your parents do?教案及反思</a>，共4页。
