[语文]七年级上1—6单元教案.doc

Starter Unit 1 Good morning!Starter Unit 1教学重点：AaHh的字母教学相互问候：Good morning/afternoon/evening, Alice! Hello, Frank! Hi, Cindy! How are you? Im fine/OK, thanks.教学难点：a) 不同时间的不同问候； b) 人名的读法和人物与名字的配对（8个）。整个单元的内容，我把它分配在3个课时中完成。第一课时：完成Section A-1a,1b。 课时目标：a) 学习见面时的相互问候。 b) 认识1a中的8个人物，能正确读出他们的名字。第二课时：完成Section A-2a,2b,2c,2d,3,4a,4b,4c。课时目标：a) 学习字母Aa-Hh。 b) 了解一些英语缩略词的意思。 c) 巩固上一课时中所学的人名及不同时间的问候。 第三课时：完成Section B 1, 2a, 2b, 3a, 3b, 4, 5; Self Check 1, 2, 3, 4。课时目标：a) 学习将相同元音音素的字母和单词归类（A/ei/, /, E/i:/, /e/）。 b) 巩固本单元的字母、单词和句型。 c) 培养自我检测能力以及名字卡片的建立。三、教学目标A、语言知识目标1、 词汇：Letters Aa-Hh hi、hello、good、morning、afternoon、evening、fine、OK、thanks 2、句型： Good morning/afternoon/evening, Alice! Hello, Frank! Hi, Cindy! How are you? Im fine/OK, thanks. B、语言技能目标本单元要求学生掌握英文字母AaHh，能认读其印刷体和手写体字母的大小写等四种形式；能看, 听，说本单元所列的日常交际用语，重点学会打招呼，并做到语音语调正确。C、 情感目标万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。四、教学策略1、 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。2、 在教学中创设切实可行的任务型教学活动、突出交际性。3、 教师为主导、学生为主体、任务为基础，注重实用性。4、 引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。五、学习策略 自主、探究、合作、交流。六、教学过程The first periodStep 1：A songListen to a “Good morning!” song. Then Ss learn to sing this song.(利用JEFC教材中的Good morning!歌曲导入新课.)Step 2：IntroductionCome into the classroom and greet the class with a smile and say Good morning!Now, introduce the words “teacher” and “class” by using gestures. Repeat this several times and have the class repeat after you. Students can answer as a whole group, as rows and as individuals. Repeat “I am your teacher and you are the class” several times.You may want to leave the class again to introduce the usual Good morning routine. Say Good morning，class. Help students respond with Good morning. Point to yourself and say Im MissMr. Have them repeat. Explain the terms Miss and Mr. in Chinese.Repeat this a few times with rows and individuals.Miss, Mr. (Ss repeat)Morning, MissMr. (Ss repeat)Good morning, Miss, Mr. (Ss repeat)Step 3：PracticeSay Stand up, please! with gestures. (Ss stand up)Leave the classroom, return and say Good morning, class! Help the students respond with Good morning, MissMr. Say Sit down, please. Now lets start the lesson.Step 4：Listen and repeatSay Open your books, turn to page 1. There are 8 students in the picture.（按图片上的人物数）One, two, three, four, five, six, seven, eight. Their names are: Grace, Bob, Dale, Helen, Eric, Frank, Cindy and Alice.（可以通过大屏幕展示第一页上的彩图，然后再展示单张图片，并分别与名字相对应。）Ss repeat after the teacher one by one until they know everyone in the picture.Play the tape, Ss listen and repeat.（利用时间与图表来补充：Good afternoon! Good evening! 解释运用这两个问候语时的情景。）Step 5：Pair work Get the Ss practice the conversation in the picture.(Between boys and girls or deskmates. Every student can choose one of the names in the picture.).-Good morning, Helen! - Good morning, Bob!-Good afternoon, Eric! -Good afternoon, Grace!-Good evening, Helen! -Good evening, Dale!-Hi, Alice! -Hi, Cindy!-Hello, Frank! -Hello, Dale! etc.Ask the students to tell the class their English names. If any of them have no English names, please choose one after class. Then practice the conversation again with their own English names. HomeworkPractice greeting people.Practice reading the names of the students on Page 1.Choose an English name for yourself.（名字可以从书后的生词表中挑选，第二天上报给老师，每个学生现在只需记住自己的名字，挑出后不会读课后问老师。）The second periodStep 1: Warming upGreeting通过大屏幕上所出现的时间和人名（时间可以通过数字、钟表或图片来展示，图片可以利用Section A-4b和Just for fun中的），让学生区分Good morning! Good afternoon! 和Good evening! 的运用（闪现时间逐渐加快，可以用组与组之间比赛的方法，按得分的多少来决定胜负）。Do Section A- 4b (Listen again. Then number the pictures13.)Step2: ListenDo Section A- 4a. Ss open their books. Listen to the conversations. Then circle the names they hear.（这一步起到巩固上一课所学内容的作用。）Step 3: Pair workLet students work in pairs to practice the dialogues. Get them to act it out in front of the class after practicing.（可以重新展示Step 1中的课件，让学生根据画面选择要表演的对话。）Step 5: Listen, repeat and writeGet the students to listen to the tape 2a. Then repeat after the tape one by one. Pay attention to the pronunciation of the letters Cc, Hh and Ff. Have the students watch the teacher writing the letters on the blackboard, then ask them to follow the teacher and write down these letters on their exercisebooks. Let the students know the differences between the big letters and the small letters.Then Section A2b, 2c, 2d.Step 6: Look and learna. Section A-3b. Teacher shows more special letters.c. Ss try to think of other special letters.（补充生活中常见的缩略词，如：VCD、DVD、 NBA等，引起学生的兴趣和注意，激发他们去观察生活，使知识的学习为生活服务。）HomeworkCopy the letters and the conversation.Find more special letters like NBA and their meanings.The third periodStep 1: Warming upa. Greetings.b. Letters line upSection B-3a, 3bc. Get the Ss to call out the letters.(可以利用JEFC- Colour page字母页里挑出所学过字母进行操练。)d. Self Check-1Step 2: Listen and repeatSection B-4List out the letter A/ei/, / on the blackboard and encourage the students to say out what other words a1so make the same pronunciation. Give them some tips. Present the other letters the same as the 1etter A. Then E/i:/, /e/.Self Check-4Step 3: ListenSection B-1. Practice the dialogue: -How are you? -Im fine/OK, thanks.Ss work in pairs.Step 4：Group workDo Section B-2b.Step 5: FunSection B-5.HomeworkLearn the letters, words and Greetings in this unit by heart.Self Check-2. 今后我都打算这样处理：（说明：对于Self Check-2，在本单元的生词表中找出五个自己最不熟悉的单词记下，如果没有不熟悉的，就留意每次上课时所补充的。）Starter Unit 2 Whats this in English?一、说教材 Starter Unit 2是Go for it! 预备篇三个单元中的第二单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。它的主要内容为26个英文字母和最基本的英语日常用语。 本单元的教学内容为： 学习letters（IiRr）10个字母； 学习words（ruler、map、quilt、jacket、key、pen 、orange）7个单词； 学习如何identify things 确认物体Whats this in English? 及其回答。二、教学设计思路Go for it! 是以英语课程标准为依据，以培养学生的英语语言综合运用能力为目标。每个单元的教学内容都围绕一个相对集中的主题，让学生在完成各项任务的过程中学会语言，真正体现“Learn by doing. Learn through doing.”的教学原则。但是在Go for it! 的教材上，每个单元只有一个总体的教学内容安排，既没有具体的课时数安排，也没有分课时的教学内容安排。所以，对教师来说，这是个机会是灵活运用教材的机会。对Go for it！，任何教学内容的调整或取舍，都是合理的。但这也是挑战教师必须从所教学生的实际水平和语言能力出发，合理安排每单元的课时数，设计好每课时的教学内容。 所以我想，教师在教学设计时，首先因根据自己学生的实际水平和语言能力，排出整个单元的总课时数，然后安排好每个课时的教学内容，设计好相应的教学步骤，以及运用相应的教学策略。 Starter Unit 2 教学重点：letters（IiRr）的字母教学；Whats this in English? Its a/an句型教学难点：a/an 的正确使用 整个单元的内容，我把它分配在三个课时中完成。 第一课时：完成Section A1a，1b，1c。课时目标： 学习key等词汇 学习确认物体（Identify things） 学习a/an 的初步用法 第二课时：完成Section A2a，2b，2c，2d，3；Section B1a，1b，2a，2b课时目标： 学习字母 IiRr 学习拼写单词 了解一些英语缩略词的意思。第三课时：完成Section A4a，4b，4c，5；Section B3a，3b，4；Self Check 1，2，3，4。 课时目标： 学习将相同元音音素的字母和单词归类 巩固本单元的字母、单词和句型 培养自我检测的能力以及学习卡片的建立。 三、教学目标A、 语言知识目标1、 词汇：Letters IiRr map，ruler，pen，orange，key，jacket，quilt2、 句型：What is this in English?It is a/an map/orangeSpell it, please. P- E- N, pen.B、 语言技能目标通过游戏等活动，培养学生灵活运用语言知识和勇于创新的能力。C、 情感目标1、 激发学生学习英语的兴趣，发挥学生学习英语的主动性；2、 通过小组活动 、组间竞赛，培养学生的合作意识和团队精神；3、 在活动中培养学生的想象力和创造力。四、教学策略1、 兴趣活动教学策略：多采用做游戏和猜谜等形式。2、 开放性教学策略：新课标的理念之一是“开发课程资源，拓展学用渠道”。这要求我们学会开放性地处理教材。在教学过程中，我们要适当借鉴其他教材的内容，插入大量学生感兴趣的图片和活动，拓宽学生的视野，实现知识的整合。3、 任务型教学策略：任务型教学途径是以应用为动力，以应用为目的，以应用为核心的教学途径。所以教师在教学中应突出语言的应用性原则，把听说、讨论、表演、游戏贯穿于教学，使课堂形式多样化，充分发挥学生的主动性。五、学习策略1、 通过闪现等活动，锻炼学生反应能力和注意力集中程度。2、 通过猜物体等活动，培养学生的逻辑推理能力。3、 通过组内合作和组间比赛等活动，提高学生的合作能力和竞争能力，促使学生学会体验实践、参与合作与交流的学习方式。这种学法将更有利于发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践的过程。六、教学过程The first periodStep 1 Warming up Good morning/afternoon/evening! How are you? Im fine, thanks. How are you? Im OK.（S-T，S-S） Step 2 A Guessing game Teachers show a part of a letter and ask,“Whats this?”Get the students to answer the questions like this“I think its A/B.”Then show the whole of the letter to let the students check whether theyre right or wrong. Step 3 Presentation Show the picture of a girl and her room, then present the new words and the sentences：Whats this in English? Its Step 4 Listen, look and saya. Section A1ab. Section A1bStep 5 Word challenge Show the things as quickly as possible, have a competition between boys and girls. Get them to name the things they see. Step 6 Pair workGet the Ss to practice the conversation in the picture. Then make their own conversations.Step 7 Group workStudents work in groups, draw a pictureOf their room and talk about the picture Using “Whats this in English? Its a/an”Teacher is ready to offer his/her help to those students who are in need of it.Step 8 ReportAsk some demonstration groups to show their pictures before the whole class. They may do like this: This is my room. Whats this in English? Its a/an HomeworkRead and recite the new words and The conversation in this period. 2、Get the students to finish the pictures of their rooms and write down the English names of the things in their rooms. The Second PeriodStep 1 Warming upa. Greetings.b. A Guessing game. Teacher prepare 8 pieces of paper with the words in Section A on them. Put them in a box. Get one of the tudents to pick a word out of the box. The other students ask: Whats this in English? The student answers: Its a/an c. Letters challenge(Unit 1).Step 2 PresentationTeacher presents the new letters.Step 3 Listen, number and writeSection A2a, 2b, 2c, 2d.Step 4 Letter BINGOGet Ss to draw a form of 16 squaresin their exercise books and play the BINGOgame. Teacher may get one of the students to call out the letters.Step 5 Look and learn a. Section A-3 b. Teacher shows more special letters. c. Ss try to think of other special letters. Step 6 Guessing game: Whats the word?a. Teacher thinks of a word that the Ssknow. Draw a dash on the Bb for each letter. Get the Ss to suggest in turn a letter. If that letter is in the word, the teacher writes it on the appropriate dash.The first student or team to guess the word and shout it out is the winner. b. Show the picture which matches the word and ask: Whats this in English? Ss answer:“Its a/ an” Teacher: Spell it, please. Ss spell the word.c. Get individuals to give their own words.Step 7 Listen and practice a. Section B1a, 1b, 2a b. Pair work: Section B2bHomeworka. Color and write the letters. b. Find more special letters like NBA and their meanings. The third periodStep 1 Warming up a. Greetings.b. A game Letters line up c. Self check3 d. Get the students to call out the letters. Step 2 Listen, draw and writea. Section A5 b .Section B3a, 3b Step 3 Listen and repeata. Section B4 Find out how to pronounce the letters AI in the words. b. Self check4Step 4 A guessing gamea. Teacher shows a part of a thing, get the students to guess out the name, using: Whats this in English? I think its a/an Spell it, please. b. Section A4a, 4b, 4c c. Self check1, 2 Step 5 A Game Find the friend a. Find the other student who has the 此游戏旨在复习Starter Unit12 sentence that can match his own.中出现的日常用语。在学生积极、b. Report in pairs.主动寻求答案的过程中将整节课推向高潮。c. Make conversations with the sentences. Homework1. Vocab-builder让学生会自我小结与评估，形成性评价 Get the students to line up the words they know in U2. 丰富了终结性评价的不足，增强学生学习的信心。发散性的课外作业，培养学生创造性思维。同时，让语言知识的学习与巩固以积极的方式从课内延伸到课外。 2. Get the students to make up their own word guessing games. Get ready to share with the class in the next period. Starter Unit 3 What color is it?一、教材解析Go for it!学生用书每个单元包括Section A，Section B和Self Check三个部分。它将话题、功能和交际巧妙地融合在一起，用一种循序渐进的生活化的学习程序引导学生把所学的语言知识和实际运用结合起来。教材设计的理念是通过做中学（Learning by doing），让学生在体验、参与、研究这样一种过程中去学习外语，最大限度地增加学生参与的量，让学生在实际运用中感受到语言是实用的，而不是仅仅掌握语言知识和技能。其中Section A为基本的语言内容，并为目标句型提供分步示例和指导性练习，这部分中的生词必须全部掌握并且会使用；Section B是知识的扩展和综合的语言运用，使学生能够对已经学过的目标句型运用自如；Self Check供学生用来自我检测本单元所学的语言知识，使学生对现阶段的英语水平，即对本单元的语言目标有较为明确的认识。这套教材的编排虽然仍以单元为单位，但是打破了以往呆板的块状设计，每个单元以话题为主，话题内容比较贴近现代社会的生活，而表现形式以活动的设计为主，为课堂教学的灵活组织留下了更大的空间。Starter Unit3是Go for it!预备篇三个单元的第三单元。预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日常用语。本单元的教学内容为：1、Complete the alphabet with the letters S-Z.2、How to talk about colors.3、Pronunciation practice for the vowel sounds.二、教学目标通过本单元教学，使学生能运用所学知识熟练描述物体的颜色，同时进一步学习分辨物体的用语，并加以运用；能发表个人观点，努力解决问题；能学会与他人合作与交流；能运用多种手段为英语学习服务。21 认知目标 Letters S- Z. Revision of the alphabet. -Whats this ? -Its V.-What color is it ? -Its red. / Its black and white.blue, green, red, yellow, black, white, color, and / pink, purple, orange, brown, grey Pronunciation of letters A,E,I,O,U（难点）22 能力目标 学会一些基本的学习策略，并运用这些策略提高运用英语的能力。 培养语用能力，让学生在用中感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。 培养英语思维能力和创新意识。 学会不断地发现问题，并用自己已有的知识水平和生活经历来解决实际问题。23 情感目标 培养学生积极，主动的学习心理状态，调动学生学习内驱力。 通过小组对话，讨论，课前准备和设计一系列的课堂活动，培养学生自主学习、探究和乐于并善于与他人合作的精神。 25 课时安排Period 1：Section A 2b, 2 a, 2c, 2d, 3Period 2：Self Check3, SectionA1a, 1b, 1c, 4, Self Check2Period 3：Self Check4, Section B 1a, 1b, Section A 5Period 4：Section B 3a, 3b, 2, 4Period 5：Self Check 1, Just for fun三、教学设计Period 1 (Section A 2 b, 2 a, 2c, 2d, 3)Teaching aims（教学目标）学习英语字母S-Z。能在四线格里正确地书写S-Z的大、小写。能认读其印刷体和手写体的大小写形式(注意书写格式、笔划、笔顺合乎标准)。注意字母在字母表里的次序。Language points（语言点）要求掌握英语字母S-Z。能听懂、会说big / small letters.Difficulties（难点）对初学者来讲，小学的汉语拼音对学习英语字母有一定的干扰。引导学生仔细观察字母的大小写格式，避免书写错误，做到书写正确、美观。Teaching steps(教学步骤)教学设计说明Step Revision and warming-upA Guessing game Teacher shows a part of a letter and asks: “Whats this?” Get the students to answer the questions like this: “I think its A / B.”Then show the whole of the letter to let the students check whether theyre right or wrong. Step Presentation1.Focus attention on the picture in Activity 1a. Ask Students to find the capital letters in the picture to match the lower case letters. Then check the answers.2.Play the recording. Stop the tape after each letter and have students repeat. Check pronunciation and correct if necessary.3.Play the recording again. Have students repeat the eight letters in one set. Check pronunciation and correct if necessary.Step Practice1.2c: Students listen and write the number of the letters in the boxes according to the order in which they hear them. Then check the answers.2.2d: The teacher demonstrate drawing the letters on the board. Demonstrate how students can use the lines in the book to assist them in writing the letters. Move around the room checking on their work.Step ExplorationStep Homework(1)Listen to 2a and read it after the tape.(2)Copy the letters Ss-Zz and the letters in 3， write down the Chinese meaning and collect more such letters.(3)Make color letter cards.这一部分的Guessing game主要是为了让学生从不完整的画面中通过想象力，猜出其是什么字母，既复习学过的字母，又丰富学生的想象力。而“Whats this? Its ”既是前一单元的重点句型，也是下一课时使用频率较高的一个句型。我们在game的最后用同样的方式引出本堂课所要教授的新字母的小写式。Period 2 (Self Check3, SectionA1a, 1b, 1c, 4, Self Check2)Teaching aims（教学目标）Ask and answer the questions about colors; Enlarge the Ss vocabulary about things and colors; Make similar dialogues.Language points（语言点）要求掌握以下句式：(1) -What color is this? -Its red.(2)要求掌握以下词汇：color，red，black，white，blue，orange，green，yellow，and补充pink, purple, brown, greyDifficulties（难点）：1）What color is it ?它是什么颜色？这是询问颜色的特殊疑问句。疑问词What 修饰 color，因此，两个词要一起放在句首，不能分开，也不能错读成“Whats color?”回答时一定要具体落实到“颜色”上。2）Its red. 表颜色的形容词单独作表词时，不能用冠词a修饰。句中be与red连用构成系表结构，不能用冠词。e.g. Its black.Teaching steps（教学步骤）教学设计说明Step Revision and warming-up1.Self Check 3: Fill in the missing letters. Then read out all the letters from a to z.2.Revise the 26 letters by using the color letter cards students made in the last period. Then can ask and answer like this: -Whats this/that? -Its A/B.Step Presentation1.Use the color letters cards students made and present this dialogue:-Whats this? -Its S.-What color is it? -Its red/black and white.2.1a: Ss listen and repeat.3.Introduce some other words for colors in the same way as in step 1. Step Practice1b: Read the names of the colors and have Ss repeat them. Then ask Ss to match the words with the colors.1c:Say the sample conversations. Have students repeat.Students then practice the conversations in pairs. Asstudents practice, move around the classroom to check progress and help with pronunciation as needed.Ask some pairs to act out their own conversations.Step ExplorationAsk students to practice asking each other about other items they know. They may do so using other English vocabulary(e.g. bedroom items) if they wish.Step Homework(1)Listen to 1a， read and recite it. (2)Go on making up your dialogues with your group members and polish it. (3)Finish Self-check 2.(4)Section A 4: Color the picture.(5)Bring colored pens for the next period.1.填所缺字母可事先把题目(Self Check3)印在纸上直接发给学生自己填写，也可以发空白纸给同桌仿照Self Check3的题型互相出题检测。2.这部分的复习可以先同桌Pair work 然后同组 group work，并在每组选出同学们认为制作最精美的卡片若干。1.老师可以利用这些卡片引出新句型2.要特别注意What color不要误读为Whats color? Its re