人教新目标 (Go for it) 版七年级上册Section A教案设计

这是一份人教新目标 (Go for it) 版七年级上册Section A教案设计，共6页。
Unit1 My Name’s Gina Section A(1a-2c)教学设计教学目标：1.学会自我介绍、询问对方和第三方姓名，掌握与初次见面的朋重点友打招呼、询问基本信息等交际功能。2.掌握形容词性物主代词my/your/his/her的用法；3.理解 be动难点词的缩写形式；4.认读部分英文名字。教学重难点：能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、课标分析用词基本正确，表达比较连贯；了解不同国家人们待人接物的基本礼仪。教学过程Step 1.Lead in.  Enjoy the video and learn to sing with it. What did they sing? Play a video about people's name. 通过播放有关介绍自己名 names. 字的英语歌曲，激发学生学习兴趣，导入本课话题。Step 2.Pre-listeningl. Observe the picture and try to say the English names of things as many as possible. Write the English words down and check the answers in pairs.听前引导学生观察主题, 用问题帮助学生养成观察的习惯，培养他们细节的观察能力，认图中物品并说出 Sa: It's a clock 出英文名称，巩固之前所学，并为听力活动做好铺垫。Step 3.While-listening Listen and number the conversations for the first time Listen and circle the names Listen again and circle complete the conversations. Listen and repeat通过听的方式输入本课功能句型，达到知识目标。听中注意听力策略的及时渗透，如注意听取人物英文名字等关键信息。听录音并跟读，模仿语音语调，使学生在学习英语初始阶段就能接受到地道纯正的语音语调。Step 4.Post-ListeningWork in pairs.  T: What's your name? Sa: My name's Alice. Sb: I'm Frank. Sa: Hi! I am Bob. What's your name?Sb: I'm Cindy. Nice to meet you.Sa: Nice to meet you, too.引导学生在自然的交流语境下注意到第一二人称与第三人称的转换。Step 5.Pre-listeningl.  Look at the pictures. Guess what the people are saying.听前准备活动，帮助上热悉相关话题，激活背景知识明确任务要求，扫除听力障碍，使听力活动顺利有效进行。Step 6. While-listeningListen to the conversations and number the pictures.Listen again. Circle the names they hear.Listen and complete the dialogues.Check their answers. Read the conversations in pairs.设计不同层次的听力任务，引导学生逐步深入地学习，培养良好的听力习惯和技巧。通过观察思考，引导学生纳简单的语法规则Step 7. Post-listeningl.  Look at the photos and ask and answer their names in pairs.Sa: What's his name?  Sb: His name is Zhong Nanshan. Practice the conversations in pairs.Step 8. Role-play.Listen and choose the right name for each person.Read the conversation and role-play it in pairs进行示范性表演，给予适当点评和鼓励。Step 9. Summary and homework.用形容词性物主代词完成下列句子(1). I’m Jack. ______ schoolbag is red. (2). He is Eric. _____ jacket is blue. (3). You are Mary. ______ pencil is black. (4). She is Grace. ____ cup is purple. (5). It is my dog. ___ name is Wangwang. 测评练习I根据句意及首字母或汉语提示完成单词。1.This is an o_______    jacket. 2.Alice is a girl's n______.3.Gina's pen is black. My pen is black, t_____. 4.What color is__________ (13) quilt? 5.Hello.Alan. I'm_______ (女士)Brown. II.用所给代词的适当形式填空。1. (he)_______pen is black. 2. (you)______ruler is yellow. 3. (she)______name is Susan.4.This is (I)_____key. 5.Nice to meet _______(your). III.单项选择。(  )1.He is a boy. name is Bob. A. His B. My C. Her D. Your (  )2.-Nice to meet you. A. How are you? B. Thank you. C. Nice to meet you, too. D. Good morning.  (  )3.--She is Linda. A. What's her name  B. What her name C. What's your name D. How are you (  )4.-Good morning! My name Grace. -Good morning! I Alice. A. is; is B.am; am C. is; am D.am; is (  )5.-Is he Dale? He's Paul. A. No, she isn't  B. Yes, she is  C. No, he isn't D. Yes, he is  IV.句型转换。1.His name is Frank,(改为否定句) His name______ Frank. 2.Her name is Alice.(对画线部分提问)  _____________________?3.I am Ms. Black.(改为同义句) _____    ______    ____ Ms.Black. 3.That is an apple. (对画线部分提问) ____________________________?5.I am Jenny.(改为一般疑问句并做肯定回答) _____    _____ Jenny? Yes, ___ ____课后反思一、本节课设计的各项活动要求学生能够通过听前找到关键词，在理解所听内容的基础上借助关键词寻找答案，最后能够在关键词的帮助下用自己的话复述文段。学生能够运用听力策略快速找到听力原文中所缺信息，并能用英文表达自己。二、小组活动中设计的合作任务不是很明确，导致学生在发表观点的时候有些核限制了，所以讨论的内容比较单一。其实小组合作的问题设计可以更具体更开放一些，这样学生发挥的空间就可以更大一些。活动的设计旨在让学生结合所学的内容进行流畅的语言输出，所以设计的时候还是要多站在学生的立场上考虑问题，设计问题。三、听说课并不是一味地听，听得天昏地暗忘乎所以，那不是成功的听说课，那样恐怕培养出来的只是不折不扣的'书呆子”。学而不思则周，思而不学则殆。听，是一个输入的过程，思考在转化.只有思考才能将听力中的营养吸收，是至关重要的-环。最后说才是一个重要的输出。所以今后的听说课教学中，还要时刻考虑到学生说的练习。在问题设计和环节的设计关注学生，多多引发学生思考。