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初中英语外研版 (新标准)七年级上册StarterModule 4 My everyday lifeUnit 1 What day is it today?教学设计
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这是一份初中英语外研版 (新标准)七年级上册StarterModule 4 My everyday lifeUnit 1 What day is it today?教学设计，共4页。教案主要包含了教学内容，教学目标，教学重难点，教学过程等内容，欢迎下载使用。
【教学内容】
本节课是在前三课time话题学习后，拓展到更大的一个时间话题——星期。通过本课教学，让学生学会运用What day is tday? It’s...进行询问，并熟练英文星期的表达。本课时，要让学生能初步使用What day is tday? It’s...问答星期几，并能在一定的情景中进行运用，同时培养学生珍惜时间，有计划做事的良好品质。
【教学目标】
知识与技能
能听说认读单词Mnday、Tuesday、Wednesday、Thursday、jin、run、jump rpe，并能初步运用进行简单交际。
过程与方法
能初步使用What day is tday? It’s...问答星期，能用I run n Mnday.等来描述每一天的做的事情。初步感知现在进行时的用法及其表示意义。创设情境，让学生通过观察、感知、体验、参与、交流，理解获取知识。
情感态度与价值观
培养学生珍惜时间，有计划做事的良好品质。
【教学重难点】
1.听说认读单词Mnday、Tuesday、Wednesday、Thursday、jin、run、jump rpe,并能初步运用进行简单交际。
2.能初步使用What day is tday? It’s...问答星期，能用I run n Mnday.等来描述每一天的做的事情，并能在一定的情景中灵活运用。
3.星期单词Tuesday、Wednesday、Thursday的准确认读。
4.能在一定的情景中灵活运用新知识。
【教学过程】
一、故事激趣，热身导入
StepⅠ. Warming up:
1. Greeting.
Hell, everyne! Nice t meet yu. Hw are yu?
2. Play a game
“I d yu say.”
2. Sing “I am a by and yu are a girl.”
I like singing. I have a happy sng. Let’s sing a sng.
3. Meet “Week family”.
T: Tday, the happy family is cming. (故作玄虚状)Lk! This is week family. It has seven brthers. They are Sunday、Mnday、Tuesday、Wednesday、Thursday、Friday and Saturday. It’s a nisy family. D yu want t knw them? Let’s meet them. Tday we‘ll learn lessn 4: What day is tday? (板书课题)
设计意图：一曲熟悉欢快的《I am a by and yu are a girl.》预示着这是一节轻松快乐的英语课。同时，以拟人化的手法将星期赋予生命，让学生在童话般的故事情景中，整体感知一周七天的英文表达，激发了学生的学习兴趣，有助于学生理解，也让学生感受到英语的带来的乐趣。
二、创设情景，趣味呈现
StepⅡ. New presentatin
1. Learn: Sunday、Mnday、Tuesday、Wednesday、Thursday、Friday and Saturday.
T: Hw big the family is! This is Sunday. In English, Sunday is the first day in the week. . Please listen carefully. Sunday、Mnday、Tuesday、Wednesday、Thursday、Friday and Saturday. Gd listen! What d yu hear the same part？
S: “day”
T: Lk！Yes! “Day”. Wh can try t read them?
S: Sunday/Mnday/Tuesday/Wednesday/Thursday/Friday /Saturday
(渗透音标知识正音。)
设计意图：巧妙地利用字母、音素、音标三者之间的内在联系，让学生听准、辨清、观察、模仿、练习，自己发现读音规则来认读单词，培养学生自然拼读意识，轻松突破难点。长此训练，使学生逐渐能做到“见其形读其音，听其音知其形”。
2. Practice
（1）Can yu say “hell” t each day?
（2）Let’s chant:
设计意图：游戏是形成儿童认识结构的必要条件，其过程是“兴趣——游戏——引导——激励”。所以说，本课中运用“听音初步了解新朋友，认识新朋友，和新朋友打招呼,儿歌演唱”几个相互联系的活动，为学生创设了单词学习与运用的环境和机会，持续了兴趣并使他们在交往、互动中学到了知识。
3. Learn: What day is tday?
It’s Mnday. I run n Mnday. (出示图片学习新单词)
(1) T: It’s Sunday. What day is tday? It’s Mnday. I run n Mnday.(板书句型)Can yu say? Please practice in pairs.
A: What day is tday?
B: It’s Mnday. I run n Mnday.
(2)Teach: run, jump rpe
T: In my week, it’s Sunday, I g shpping n Sunday. I run n Mnday. I play ping-png n Tuesday. I watch TV n Wednesday jump rpe n Thursday. D yu jump rpe n Thursday?
S: Yes. I jump rpe n Thursday. / N, I jump rpe n Mnday/ Wednesday.
T: Hw abut yu? Please make the dialgues by yurself.
A: What day is tday?
B: It’s .I n
设计理念：四年级学生的注意观察思维等能力有了很大的提高，因此，教师采用肢体语言，教授新词run, jump rpe，吸引学生注意力，让学生在表演中理解了新词。同时，学生通过自主探究，理解知识；通过合作学习，构建新一轮对话，层层递进，符合学生认知规律。
三、巧设悬念，文本引入
StepⅢ.Read the text
1. T: I knw yu are gd children, and Tm is a nice by. Lk, he is playing games with his friends. Guess, what day des he play games?
S: Sunday/Mnday/Tuesday/…
T: Nw, listen and answer: What day is it tday?
2. T: It’s Tuesday. Gd jb! They play games n Tuesday. Nw listen t the tape and answer:, yu can read and circle
(1)Where are they?
(2)Is it time t g hme?
(3）Wh is jumping rpe?
S: Read the text and circle the answer.
3. Lk at the picture. (What are they ding?)
4. Read and repeat (Open yur bk and read it.)
设计意图：本环节为课文学习部分，分四个教学步骤，每个步骤层层递进，符合学生的认知规律。先向学生提出具体要求和问题设置疑难的情境Guess ,what day des he play games?，引导学生整体把握语篇内容确定疑难问题的所在，接着激发学生原有的知识经验，让学生联系所学知识，提出解决问题的各种假设;再细读课文，对自己提出的假设进行推断;最后在教师和同伴的交流合作中运用语言来验证或修改假设。通过层层深入来激发学生的兴趣，逐步构建知识。
四、创编故事，拓展延趣
StepⅣ.Extentin
1. T: D yu knw Lianyungang? What des he like?
S1: He likes t g t bed.
S2: He likes t eat delicius fd.
T: Yes, he desn’t like t d the hmewrk. What’s the matter? Let’s g t see.
XYY: Hi! Lan Yang yang! It’s time t d the hmewrk.
LYY: What day is tday?
2. T: Lan Yangyang desn’t want t d his hmewrk frm Mnday t Thursday. Can yu make the new stry? Please make them in yur grup.
设计意图：创编懒洋洋的故事，把语言学习与语言运用有机结合，同时鼓励学生创造性的使用语言。本环节中，懒洋洋从星期一到星期四都不想做作业的故事，为学生提供了拓展语言与思维的空间，发展了学生的合作意识。
五、情感升华，全课小结
StepⅤ. Surmary
T：Lan Yangyang shuld have a gd habit. We shuld d the hmewrk first and we shuld have a gd habit. This class, we learnt ... (学生自读板书)
StepⅥ.Hmewrk
1. Make the wrd cards abut the week.
2. Talk abut “Lan Yang yang’s stry” t yur parents.XYY: It’s Mnday.
LYY: Oh, It’s Mnday. I play ping-png n Mnday.
【教学内容】
本节课是在前三课time话题学习后，拓展到更大的一个时间话题——星期。通过本课教学，让学生学会运用What day is tday? It’s...进行询问，并熟练英文星期的表达。本课时，要让学生能初步使用What day is tday? It’s...问答星期几，并能在一定的情景中进行运用，同时培养学生珍惜时间，有计划做事的良好品质。
【教学目标】
知识与技能
能听说认读单词Mnday、Tuesday、Wednesday、Thursday、jin、run、jump rpe，并能初步运用进行简单交际。
过程与方法
能初步使用What day is tday? It’s...问答星期，能用I run n Mnday.等来描述每一天的做的事情。初步感知现在进行时的用法及其表示意义。创设情境，让学生通过观察、感知、体验、参与、交流，理解获取知识。
情感态度与价值观
培养学生珍惜时间，有计划做事的良好品质。
【教学重难点】
1.听说认读单词Mnday、Tuesday、Wednesday、Thursday、jin、run、jump rpe,并能初步运用进行简单交际。
2.能初步使用What day is tday? It’s...问答星期，能用I run n Mnday.等来描述每一天的做的事情，并能在一定的情景中灵活运用。
3.星期单词Tuesday、Wednesday、Thursday的准确认读。
4.能在一定的情景中灵活运用新知识。
【教学过程】
一、故事激趣，热身导入
StepⅠ. Warming up:
1. Greeting.
Hell, everyne! Nice t meet yu. Hw are yu?
2. Play a game
“I d yu say.”
2. Sing “I am a by and yu are a girl.”
I like singing. I have a happy sng. Let’s sing a sng.
3. Meet “Week family”.
T: Tday, the happy family is cming. (故作玄虚状)Lk! This is week family. It has seven brthers. They are Sunday、Mnday、Tuesday、Wednesday、Thursday、Friday and Saturday. It’s a nisy family. D yu want t knw them? Let’s meet them. Tday we‘ll learn lessn 4: What day is tday? (板书课题)
设计意图：一曲熟悉欢快的《I am a by and yu are a girl.》预示着这是一节轻松快乐的英语课。同时，以拟人化的手法将星期赋予生命，让学生在童话般的故事情景中，整体感知一周七天的英文表达，激发了学生的学习兴趣，有助于学生理解，也让学生感受到英语的带来的乐趣。
二、创设情景，趣味呈现
StepⅡ. New presentatin
1. Learn: Sunday、Mnday、Tuesday、Wednesday、Thursday、Friday and Saturday.
T: Hw big the family is! This is Sunday. In English, Sunday is the first day in the week. . Please listen carefully. Sunday、Mnday、Tuesday、Wednesday、Thursday、Friday and Saturday. Gd listen! What d yu hear the same part？
S: “day”
T: Lk！Yes! “Day”. Wh can try t read them?
S: Sunday/Mnday/Tuesday/Wednesday/Thursday/Friday /Saturday
(渗透音标知识正音。)
设计意图：巧妙地利用字母、音素、音标三者之间的内在联系，让学生听准、辨清、观察、模仿、练习，自己发现读音规则来认读单词，培养学生自然拼读意识，轻松突破难点。长此训练，使学生逐渐能做到“见其形读其音，听其音知其形”。
2. Practice
（1）Can yu say “hell” t each day?
（2）Let’s chant:
设计意图：游戏是形成儿童认识结构的必要条件，其过程是“兴趣——游戏——引导——激励”。所以说，本课中运用“听音初步了解新朋友，认识新朋友，和新朋友打招呼,儿歌演唱”几个相互联系的活动，为学生创设了单词学习与运用的环境和机会，持续了兴趣并使他们在交往、互动中学到了知识。
3. Learn: What day is tday?
It’s Mnday. I run n Mnday. (出示图片学习新单词)
(1) T: It’s Sunday. What day is tday? It’s Mnday. I run n Mnday.(板书句型)Can yu say? Please practice in pairs.
A: What day is tday?
B: It’s Mnday. I run n Mnday.
(2)Teach: run, jump rpe
T: In my week, it’s Sunday, I g shpping n Sunday. I run n Mnday. I play ping-png n Tuesday. I watch TV n Wednesday jump rpe n Thursday. D yu jump rpe n Thursday?
S: Yes. I jump rpe n Thursday. / N, I jump rpe n Mnday/ Wednesday.
T: Hw abut yu? Please make the dialgues by yurself.
A: What day is tday?
B: It’s .I n
设计理念：四年级学生的注意观察思维等能力有了很大的提高，因此，教师采用肢体语言，教授新词run, jump rpe，吸引学生注意力，让学生在表演中理解了新词。同时，学生通过自主探究，理解知识；通过合作学习，构建新一轮对话，层层递进，符合学生认知规律。
三、巧设悬念，文本引入
StepⅢ.Read the text
1. T: I knw yu are gd children, and Tm is a nice by. Lk, he is playing games with his friends. Guess, what day des he play games?
S: Sunday/Mnday/Tuesday/…
T: Nw, listen and answer: What day is it tday?
2. T: It’s Tuesday. Gd jb! They play games n Tuesday. Nw listen t the tape and answer:, yu can read and circle
(1)Where are they?
(2)Is it time t g hme?
(3）Wh is jumping rpe?
S: Read the text and circle the answer.
3. Lk at the picture. (What are they ding?)
4. Read and repeat (Open yur bk and read it.)
设计意图：本环节为课文学习部分，分四个教学步骤，每个步骤层层递进，符合学生的认知规律。先向学生提出具体要求和问题设置疑难的情境Guess ,what day des he play games?，引导学生整体把握语篇内容确定疑难问题的所在，接着激发学生原有的知识经验，让学生联系所学知识，提出解决问题的各种假设;再细读课文，对自己提出的假设进行推断;最后在教师和同伴的交流合作中运用语言来验证或修改假设。通过层层深入来激发学生的兴趣，逐步构建知识。
四、创编故事，拓展延趣
StepⅣ.Extentin
1. T: D yu knw Lianyungang? What des he like?
S1: He likes t g t bed.
S2: He likes t eat delicius fd.
T: Yes, he desn’t like t d the hmewrk. What’s the matter? Let’s g t see.
XYY: Hi! Lan Yang yang! It’s time t d the hmewrk.
LYY: What day is tday?
2. T: Lan Yangyang desn’t want t d his hmewrk frm Mnday t Thursday. Can yu make the new stry? Please make them in yur grup.
设计意图：创编懒洋洋的故事，把语言学习与语言运用有机结合，同时鼓励学生创造性的使用语言。本环节中，懒洋洋从星期一到星期四都不想做作业的故事，为学生提供了拓展语言与思维的空间，发展了学生的合作意识。
五、情感升华，全课小结
StepⅤ. Surmary
T：Lan Yangyang shuld have a gd habit. We shuld d the hmewrk first and we shuld have a gd habit. This class, we learnt ... (学生自读板书)
StepⅥ.Hmewrk
1. Make the wrd cards abut the week.
2. Talk abut “Lan Yang yang’s stry” t yur parents.XYY: It’s Mnday.
LYY: Oh, It’s Mnday. I play ping-png n Mnday.
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