Unit7 sectionA 教学设计.doc

教学设计课题：七年级上册Unit7 How much are these socks? 科目英语教学对象七年级课时Period 1提供者郝永丽单位运城市万荣县王通中学一、教学目标（1）知识目标 学生学习并掌握词汇how much, trousers, sock, shirt, T-shirt, shorts, sweater, shoe, skirt, dollar, hat；学生熟练运用目标语言1) How much is this T-shirt?Its seven dollars.2) How much are these socks?Theyre two dollars.（2）.技能目标听：学生能根据场景听懂How much is this T-shirt?、How much are these socks?，听后能做出相应的回答Its seven dollars.、Theyre two dollars.。;说：学生能够运用所学词汇及目标语言询问价格及回答。；读：学生能读彩图及录音稿中对话并理解。写：学生能在调查采访环节后写出调查报告。（3）情感目标 通过各种课堂学习活动，学生能够提高英语学习兴趣，培养合作精神和集体荣誉感。教育学生在购物时理性消费，不要攀比浪费。（4）策略目标 能对所学内容主动练习和实践，提高合作意识和自主学习能力。（5）文化意识 培养学生实际运用英语能力，使学生进一步明白语言也是文化，扩展他们的文化视野，增强他们的跨文化交际的意识和能力。二、教学内容分析本单元的话题是“购物(shopping)”，学生对此既喜欢又熟悉，这为课堂教学活动的顺利开展创造了条件。围绕这个话题，学习“询问价格；谈论衣物以及感谢他人”三个功能项目。这节课是本单元的第一课时（1a到1c），是一节听说课。1a（主情景及语言目标图）主要呈现本节课的生词（衣物名词）和目标语言How much is this T-shirt? Its seven dollars. /How much are these socks? Theyre two dollars. 。1b是一项听力任务，1c是一个操练目标语言的结对活动。根据英语新课程标准(2011)和教材的要求，我认为本节课的教学重点是“衣物名词和How much引导的特殊疑问句及其回答”；教学难点是“衣物名词、代词（指示代词及人称代词it/them）的单复数和be动词的单复数”。当然这些语法知识在前面几个单元已学习过，为本节课的句型、语法学习奠定了基础，而本节课的教学又为本单元后面的学习打下基础，作好铺垫。三、学情分析 七年级的学生通过几个月的学习，已经具备基本的英语学习技能，听、说、读、写能力已经基本形成，并且词汇量有了初步积累。就我班情况来看，百分之八十以上的学生具备很强的学习能力，且对英语有足够的学习兴趣。而剩下的百分之二十学生还没有很好的掌握学习技巧，还需要进一步的引导，但我相信，他们很快就会进入良好的状态的。在本节课，我将主要训练学生的听、说能力。对于“购物”这个话题，学生是熟悉的，在掌握句型的基础上展开话题并组织活动应该是很容易的。四、教学策略选择与设计新英语课程标准指出，“英语课程应成为学生在老师的指导下构建知识，发展技能，拓展视野，展现个性的过程”，“充分考虑语言学习的渐进性和持续性”。本课从“认识物品”到“谈论价格”，再到“现场采访”实现了由浅入深，由已知到未知，由知识向能力的过渡，让学生在活动中学英语。同时也着重于能力的培养和思维的扩展，如记忆力大比拼游戏，调查采访，找出is/are等活动，学生达到综合运用英语的能力。本节课主要让学生进行自主学习，由于孩子们爱表现自己，在活动中，让孩子们学会创新、学会配合，让孩子们在实际语言材料中感知，在课堂上享受着学习的快乐。五、教学重点及难点教学重点：1. 记住衣服名词，并注意使用中的单、复数2. 学生能够运用所学词汇及目标语言谈论衣物和询问价格。教学难点：能够正确运用How much 句型中名词、代词和be动词单复数。六、教学过程教师活动学生活动设计意图Step 1. Preparation(准备、热身)1. An English song of numbers and greetings.2. A guessing game. Get the Ss to guess what the presents are to review Whats this? Its a/an /Whatre these? Theyre T: Its a kind of fruit. Its big and red. Its two yuan.(on Bb) Whats this?An English song of numbers and greetings.S: Its a/an激发兴趣，激活思维，轻松导入。通过运用手边实物问答的游戏形式，来复习以前学过的句型和词汇，在最短的时间内调动学生的兴趣，通过点不同的学生回答锻炼口语，同时引出新的学习内容，为新课的导入准备了良好的开端。Step 2. Presentation （呈现、感知）1. Present the sentence patterns by talking about the teachers things.T: How much is this pencil?T: How much are these pencils?Practice the sentence patterns by talking the Ss school things.2. Present the new words and target language by using CAI.T: What is this/are these in English?1. First the teacher helps the Ss to talk about the pictures, then encourages the Ss to talk about the pictures by themselves.Ss: Its one yuanSs: They are two yuan.Ss: Its a shirt/Theyre shorts/.Make their own conversations.边说边学，正音操练，学习新知。通过使用多媒体上生动的图片来学习衣服词汇和询问价格的句型，并把词汇与句型融合起来，同时呈现。使学生轻松的掌握了新知。Step 3. Practice （练习、体验）1. Finish 1a. 2. Listening practice 1b.3.Pairwork 1c.4. Have a memory competition between the boys and the girls.Divide the Ss into two groupsthe boys group and the girls group. Use CAI to show the clothes and their prices on the screen quickly. Get the Ss to tell what it is or they are and how much it is or they are. The one who is quicker and right is the winner.1. Finish 1a. 2. Listening practice 1b.3.Pairwork 1c.4. Have a memory competition between the boys and the girls运用所学，操练句型，掌握词汇。通过记忆竞赛游戏，练习所学词汇和句型。巩固语言知识，提高把握语篇能力，为获得交际能力，为下一步对话练习打下基础。Step 4. Production（运用、生成）1. Make a survey. Work in pairs to make a survey to their partner by filling in the chart below and then make a report. (YesNo)2. Play a game to find out “is” or “are”.The teacher prepares two cards (an “is” card and an “are” card) and plays the game with the Ss. Each time ask two Ss (a boy and a girl) to come to the front to have PK. Play the game like this:thingsDo you have (a)?How much is it/are they?sweaterT-shirtskirttrousersshorts shoessocksT: Pencil.(The front two students try to hold up the “is” card.)Boy/Girl (holding up the “is” card): How much is the pencil?(The teacher shows the class the price by using gesture.)Ss: Its one dollar.Praise the winner at last.创设情景，合作探究，实现交际。创设两个活动情景，学生通过完成任务，达到综合探究、实际应用所学新知识的目地。这是拔高的一种设计，是对课文的一个创新和升华，使语言有输入变为输出，使本节课学习进入了高级语言实践阶段，激发了同学们的学习兴趣。如果学生能很好的完成，他的口语将提高。Step 5. Progress（巩固、提高）1. SummarySum up the teaching and learning aims by asking the Ss to read the words and sentences on the Bb. Ask the Ss to sum up the grammar if possible.2. Exercises 一、根据图画或汉语提示完成句子（注意用上括号内所给单词）。1. What color is his _? 2. My sister has a nice _. 3. Look at the _. They are red and black. 4. _(多少钱) your socks? (be)They are _(一美元). 5. _ (多少钱) this T-shirt？(be)Its _(五美元). 二、句型转换1. How much is this shirt? （改为复数形式）How much _ _ _?2. Those trousers are ten dollars. （就划线部分提问）_ _ _ those pants?三. HomeworkWrite down the report in Step 4 in your exercise books.盘点收获，巩固练习，达标检测。及时的归纳总结有利于启发学生思维，提高教学效率，更有利于学生课后自觉正确的使用。课后作业的设计是要达到巩固知识的目的，使学生享受举一反三的快乐。也让学生完成“自我劳动”的过程。有利于查漏补缺，调整教学内容，改进教学方法，促进学生学习。七、教学评价设计学生学习情况评价表组名_ 班级 _ 姓名_评价内容自 评互 评组 评总 评课堂情绪高涨小组合作探究积极表现大胆，声音响亮沟通交流主动能够主动发现和提出问题评价标准：满意 比较满意 有待改进(设计说明：新课标指出，科学的评价体系是实现课程目标的重要保障。课后，通过进行学生自我评价、互相评价和小组合作评价，有利于学生相互检查、相互帮助、相互启发、相互促进、相互提高，进一步激发学生的参与活动和反思的积极性，使英语学习变成一次快乐的旅程。)八、板书设计Unit7How much are these socks?Section A 1a -1c1.New wordshow much, trousers, sock, shirt, T-shirt, shorts, swea