七年级英语下册Unit 5 Topic 2 Section A教案 最新仁爱版.docx
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七年级英语下册Unit 5 Topic 2 Section A教案 最新仁爱版.docx
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七年级英语下册Unit5Topic2SectionA教案最新仁爱版
Unit5Topic2Afewstudentsarerunningaroundtheplayground.
SectionA教学设计
I.Materialanalysis
本节课是第五单元话题二的第一课时,主要学习有关学校各种设施和场所、谈论学校活动等内容。
本课的主要活动是1a,2和4a。
将通过人物对话描述日常活动及学校各种设施和场所,学习现在进行时的特殊疑问句、一般疑问句及其肯定和否定回答,掌握现在进行时描述正在进行的活动的表达法;还将通过匹配地点图片和名称,进一步学习有关校园设施和地点的名词,扩大学生的词汇量。
此外,学生将通过了解字母g和字母组合er/ew/ey/eigh/ge/gu/gue的发音规则学习音标。
因为本课是本话题的第一课时,学生对于现在进行时的使用才刚开始接触,可能会出现英语表达的不流畅,漏掉be动词,或者动词没有加-ing的情况。
因此,教师应该在教学活动中创造机会,引导学生在活动中反复操练进而巩固关于现在进行时的英语表达。
II.Teachingaims
1.Knowledgeaims
能根据已学语音、音标及发音规则,正确朗读下列词汇并在实际的对话操练中加以应用:
make,card,boring,soon,classroom,playground,lab,laboratory,computer,
room,hall,dininghall,gym,gymnasium,building,swimming,pool,clean,
dosomecleaning,run,dance
学生在小组合作活动中,能掌握字母g和字母组合er/ew/ey/eigh/ge/gu/gue的发音规则,学习音标///,/9/,/(/,/V/,/G/和/_/的发音;
在情景对话中,能正确运用be+v.-ing来表达现在进行时,包括各种人称的肯定句、特殊疑问句、一般疑问句及其肯定和否定回答,如:
(1)—Areyoudoingyourhomework?
—No,I’mnot.
(2)—AreyouwatchingTV?
—Yes,Iam.
(3)Iammakingcards.
(4)—Whataretheydoingnow?
—Theyare...
(5)—AreWangWeiandLinTaodancing,too?
—No,theyaren’t.Theyare...
能就谈论校园生活的话题进行交流与对话操练。
2.Skillaims
能听懂谈论正在进行的动作的简单对话或叙述;
能说出学校各种设施和场所的名称;
能在口头表达中做到发音清晰、语音语调准确;
能根据字母组合和音标初步地进行单词拼读;
能根据图片信息书面描述正在进行的活动。
3.Emotionalaims
通过谈论校园中正在进行的丰富多彩的活动,使学生发现校园生活的乐趣,从而培养学生热爱校园生活、乐于参加学校各种活动的意识;
通过和他人共同完成任务,培养学生的合作精神。
III.Thekeypointsanddifficultpoints
1.在小组合作活动中,能掌握字母g和字母组合er/ew/ey/eigh/ge/gu/gue的发音规则,学习///,/9/,/(/,/V/,/G/和/_/的发音;
2.在情景对话中,能正确运用be+v.-ing来表达现在进行时,包括各种人称的特殊疑问句、一般疑问句及其肯定和否定回答。
IV.Learningstrategies
1.能够清楚、大声地进行朗读,认真听录音,反复模仿;
2.能够利用现实生活中的学习资源,如图书馆等。
V.Teachingaids
多媒体、录音机、教学挂图和黑板
VI.Teachingprocedures
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
(5minutes)
1.Thewhole
classwork.
2.Individualwork.
3.Thewholeclassworkandindividualwork.
4.Groupwork.
1.Focustheirattentionontheteacher.
2.Brainstorming.Trytoexpressthemeansoftransportationandtheadverbsoffrequencyyouknowasmanyasyoucan.
e.g.
Bybus,bytrain,onfoot,bybike,bysubway,bycar,byplane,byship,byboat
…
3.Lookatthepicturesaboutthemeansoftransportationtheteachershows.Trytoanswertheteacher’squestionsasquicklyaspossible.
e.g.
T:
Howdoeshe/sheusuallygotoschool?
S1:
He/Sheusuallygoestoschoolbybus/bybike/bysubway/onfoot/bycar.
T:
Doeshe/sheoftengotoschoolonfoot...?
S2:
Yes,he/shedoes.
No,he/shedoesn’t.
...
4.Sitingroupsoffour.Preparesomephrasesoncards.Taketurnstoaskquestions.
e.g.
Howoftendoyoucometoschool?
Howoftendoyouvisityourgrandparents?
Howoftendoyouplaybasketball?
Doyougotothelibrarythreetimesaweek?
Doyoulistentomusiceveryday?
...
1.Getstudentsreadyforlearning.
2.Helpthestudentstolearnandrevisethemeansoftransportationandadverbsoffrequency.
3.Showsomepicturestohelpthestudentsrevisethemeansoftransportationandadverbsoffrequency.
4.Helpthestudentstorevisehowtoexpressfrequency.
Presentation
(10minutes)
1.Individualworkandpairwork.
2.Thewhole
classwork.
3.Individualworkandpairwork.
3.Individualworkand
groupwork.
1.Do2.Lookatthepicturesin2.Learnthewordsofschoolfacilities.Thenmatchtheplaceswiththecorrectwordsorphrases.Checktheanswerswithyourpartner.
2.Playawordgame:
“What’smissing?
”Somewordsandpicturesmaydisappear.Trytoguesswhatismissingasquicklyasyoucan.
3.Lookatthepicturesin1a.Readthesentencesin1b.Trytopredictthelisteningmaterialin1a.Thenlistenandcirclethecorrectanswersin1bindividually.Checktheanswerswithyourpartner.
4.Listento1aagainandfillintheblanks.Afterthat,openyourbooksandcheckyouranswers.
Michael:
Hello,Jane!
ThisisMichael.What______you______now?
Jane:
Guess!
Michael:
Areyou____your_____?
Jane:
No,Iamnot.
Michael:
Areyou___________?
Jane:
Yes,Iam.Whataboutyou?
Michael:
I’m______cards,butit’s______.
Wouldyouliketoplay________?
Jane:
Goodidea!
Seeyousoon!
Michael:
Seeyou!
Thendiscussingroups.Trytofindtherulesofthe“PresentContinuous”
—be+v.-ing.
e.g.
…aredoing
…arewatchingTV
…ismakingcards
1.Presentnewwordsofschoolfacilitieswiththehelpofthepictures.Checktheanswers.
2.Tobeagamecontroller.
3.Helpthestudentslearntopredictbeforelistening.Playthetaperecorderandchecktheanswers.
4.Playthetaperecorder.Helpthestudentslearntolistentospecificinformationandtosummarizethegrammarrulesbythemselves.
Consolidation
(10minutes)
1.Pairwork.
2.Thewhole
classworkandindividualwork.
1.Practicethe
conversationin1ainpairs.
2.Lookatthepicturesshownbytheteacherandanswertheteacher’squestions:
(1)Whatishe/shedoing?
(2)Ishe/sheplayingbasketball?
(3)Areyou/theydoingyour/theirhomework?
1.Tobeagoodlistener.
2.HelpthestudentsconsolidatethePresentContinuousindifferentsentencepatterns.
Practice
(10minutes)
1.Individualworkandthewholeclasswork.
2.Pairwork.
3.Individualworkandgroupwork.
4.Individualworkandpairwork.
1.Do3a.Listentothetapeandmatch.PayattentiontothestructureofthePresentContinuous.Thewholeclassreadthesentencestogetherandchecktheanswersatthesametime.
2.Do3b.Workinpairs.Makeupconversationswiththeinformationin3a.Practiceinpairs.Thensomepairsactoutyourconversationstothewholeclass.
3.Do4a.Dividetheclassintosixgroups.Everygroupreadsonegroupofwords.Discussingroupsandfindtherulesofsoundsabouter,ew,ey/eigh,g,ge,gu/guebyyourselves.Thenonestudentineachgroupreadsoutthesoundandteachesthesoundtothewholeclass.Thenthewholeclasslistentothetaperecorderandcheckthesounds.Readthesoundsandwordsaloudafterthetape.
4.Do4b.Trytoreadthewordsin4b.Readaloudindividually.Comparethesoundswithcoloredletters.Discusswithyourpartner.
1.Playthetaperecorderandchecktheanswers.
2.Helpthestudentstoexpresscorrectly.
3.Makethestudentslearntohelpeachotherandlearnfromeachother.
4.Correcttheirsoundswhiletheyarereading.Consolidatethesounds,/1-e/;/9-//;/G-_/.
Production
(10minutes)
Groupwork.
Separatetheclassintothreegroups.Onegroupwritesdownthenames,onewritesplacesandthethirdonewritesdowntheactions.Thensomestudentstrytoorganizethesentenceswiththeplaces,theactionsandthenames,usingthe“PresentContinuous”.
1.Makesurethestudentsknowhowtoexpressthe“PresentContinuous”.
2.Assignthehomework:
ReviewthewordsandpracticetheconversationsinSectionAwithyourpartner;
Makeupanewconversationsimilarto1awithyourpartner.Thenreportittotheclassthenextday;
PreviewSectionB-1a.
Teachingreflection:
在本节课中,学生学会了结合现在进行时描述正在进行的活动的表达法,学习了有关校园设施和地点的名词,学习了字母g和字母组合er/ew/ey/eigh/ge/gu/gue的发音规则。
但是由于语用习惯的关系,学生在用“be+v.-ing”的表达方式时偶尔会出现少了一个be动词的错误表达。
因此教师应在学生的口头操练中加以纠正,帮助学生养成正确的语用习惯。
VII.Blackboarddesign
Topic2Afewstudentsarerunningaroundtheplayground.
SectionA
1.—Areyoudoingyourhomework?
make
—No,I’mnot.card
2.—AreyouwatchingTV?
boring
—Yes,Iam.soon
3.Iammakingcards.classroom
4.—Whataretheydoingnow?
playground
—Theyare...lab=laboratory
5.—AreWangWeiandLinTaodancing,too?
computer
—No,theyaren’t.Theyare...room
hall
dininghall
gym
building
swimming
pool
clean
dosomecleaning
run
dance
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