新目标英语七年级上册Starter-Unit-3说课教案

1、新目标英语七年级上册Starter_Unit_3说课教案清华大学英语系测试：为中学英语量身定做.官方网站：HYPERLINK :/qinghua.yeryy / 清华大学英语教授50年研究成果新目标英语七年级上册Starter Unit 3说课教案一、教材分析与处理：1、教材的地位及作用：正如图中的箭头所示，预备篇第三单元“What color is it?”是一个承上启下的单元，它紧密围绕“询问颜色”这一话题，把字母、有关颜色的日常交际用语、词汇和结构有机地结合起来，给我们展示了一幅幅真实的生活画面，有效而全面地复习了预备篇前三单元的内容。通过预备篇的学习，既便于提高学生知识水平和文化素养，

2、一定程度改善学生英语水平参差不齐的状况，做好中小学英语教学的衔接，也便于进行审美、情趣等方面的教育，发展学生创新情感、创新想象、创新意识以及合作意识。为初中乃至以后的英语学习奠定良好的基础。2、教学目标：教学目标主要包括语言知识目标、语言技能目标、情感态度目标。语言知识目标主要要求掌握下列的语法、词汇、和交际用语。 1. 语法： 掌握what引导的特殊疑问句。 be 动词加形容词作表语。2. 词汇：color ,red , black , white , blue , orange , green , yellow , color, spell, key 以及26个英文字母。3. 交际用语：

3、-What color is the purse? -Its red. Color it greencolor(Vt.) Spell it , please. 语言技能目标 1. 学会询问和描述颜色。2. 能正确认读、书写26个英文字母及大小写。3. 能够用自己在本单元中所学的语言内容与他人进行对话。4. 学会查字典。 情感态度目标其中重要的一点是让学生学会发现和绘画颜色，对他们进行美育教育，从小培养他们对美的正确认识。2. 有明确的学习目的，能认识到学习英语的目的在于交流，敢于用英语进行表达。3. 在活动中学会参与和合作。3、教学重点难点重点：1. 有关颜色的询问和描述。 2. 26个英文字

4、母的认读、书写。难点： 1. Color 作为动词的用法。 2. 按音素划分字母。 3. be与 adj.连用构成系表结构。 4. 查字典的方法。 4、教学策略本单元的教学策略以任务型教学策略为主、开放性教学策略为辅。5、指导学生采用自主学习、合作学习和探究学习的学习策略。指导学生进行有效地预习和复习，善于归纳与整理。二、教学过程设计。各位老师，本单元的各课时的教学步骤都有非常详细的文字材料发放给大家，为了不造成大家的听觉疲劳，我就不按部就班的讲了。这里我主要向大家介绍整个单元教学过程中的几个任务型活动。我们老师可以根据自己的教学实际情况加以取舍和修改。任务一教学过程中我所设计的第一个任务型活

5、动为顺藤摸瓜。在学生学习了第一节课中有关颜色的词汇后，作为拓展，向学生介绍几个新的表示颜色的词汇，如: Dark / Light Green Purple Brown Pink 这几个词较常见，也很实用。然后通过顺藤摸瓜的游戏加以巩固。具体操作为：准备10个乒乓球，乒乓球染成10种不同的颜色，然后将10个乒乓球放在一个开口的纸盒子里。上课时，教师找一个学生背对着大家，放音乐，音乐一开始，大家就开始传盒子，音乐一停，手拿盒子的同学马上拿出一个球举起。问控制音乐的同学 “What color is it？“ 他猜：“Its red”。若猜对了大家说yes, 控制音乐的学生继续放音乐；如果大家说No

6、, its blue，控制音乐的学生下台，由刚才拿球的学生来控制音乐。继续开始，直到乒乓球在不同学生手里。可以多练几次，让学生充分掌握颜色。控制音乐的学生背对大家。该活动参照了平时的击鼓传花的游戏活动，创造了这个既传球又拿球的活动。此活动能让学生在游戏中巩固颜色，又让几乎每个学生都有练习的机会。可操作性强，学生积极性也高。能让学生在不知不觉中训练了颜色的词语。任务二第二个环节是前一个任务的进一步拓展。在复习颜色的同时让学生了解各国的国旗。任务三在研究了几国的国旗后任务三研究的是奥运会旗。请学生按要求涂画奥运会旗的颜色。同时引出color一词作为动词的用法。在教案里还有一段有关奥运五环的意义的文

7、字材料提供给各位老师，老师们可以根据实际情况加以拓展和介绍。这三个任务层层深入，分散在各节课中。这样的设计既可以增强学生的语言知识、文化底蕴和国际意识。任务四任务四所采用的教学策略位开放性策略。是一个联系生活实际，活学巧用的环节。首先教师就face的各部分的名称、颜色进行提问。然后请学生为Mr.Funny选取合适的发型和五官，设计出最handsome的Mr. Funny. 通过这个妙趣横生的游戏复习了STARTER部分的两个重点句型whats this? What color is it?，也能引导学生培养高雅的审美情趣。任务五第五个教学环节-非常接触。字母的大小写及在四线格内的书写也是本单元

8、的一重点。在活动前先向学生介绍字母大小写的规则。通过活动-非常接触加以巩固。以每一排为一组，将全班分成若干组，教师分别发给每组最后一排的学生一张纸片，上面写有一个字母，只允许这个学生看这个字母，在教师说开始后，最后一排的学生即用手指把纸片上的字母写在前面学生的背上这样依次进行下去，最后第一排的学生把所传的字母写到黑板的四线上，传得最快最准确的组获胜。任务六该活动主要复习五个元音字母。用五个元音字母AEIOU来填空，使图中每一横行、竖行的五个方格内都含有A，E，I，O，U5个英语元音字母。在场的老师们现在请你们拿出纸和笔，填一填，看谁能最快、最准确完成该任务。任务七招兵买马。该游戏相信很多在场的

9、老师也都曾给学生做过。目的是练习字母根据发音的归类。如果该班人数较多，为了达到人人参与的目的，可以分发大小写字母，且要求大、小写字母结对去找司令。任务八最后一课我设计成综合实践活动课的形式-漫游字母宫。第一环节1 Keep in line.（集合）(开始前，先把字母卡片发给学生。然后说出一个字母(如：M)，持有该字母卡片的学生站出来并说：I am M Follow me ,please.持有字母N的学生应立刻站在持M卡片学生的后面，并说：I am N. Follow me. please，依次类推，这个游戏也可以倒着排次序，也可说 I am M. Who is before me?持字母L的学

10、生应立刻站在持M卡片学生的前面。)这个游戏是用以训练学生按字母表顺序记忆字母。要求活动前事先准备好字母头饰，并分发给学生。Drive the train. (开火车)以上26个学生分别平举双臂搭在前一人的肩上，为首的高举火车头图案以显示出一列开动的火车，在教室内有节奏地一路唱着字母歌，绕教室一圈，欢快地奔向字母宫（其他学生拍掌伴唱）。该活动是为了加深学生对字母顺序的记忆。并在此同时学唱字母歌。要求活动前准备好火车头图案一个及字母歌磁带。在学生唱字母歌的同时，教师播放磁带。Arrive at the palace.( 进宫)到站了，字母客人经过一条由三张课桌垒成的地道后，来到一块写有“请过字母认

11、读关”的牌前，一名交通警（由教师或学生扮演）出示字母卡片，让其逐个认读13个字母。凡认读过了关的到指定地点排好队。不能正确认读的经指导认读正确后去指定地点，准备上宾馆。该活动旨在训练字母的认读和发音。要求事先准备一块 “请过字母认读关”的标牌。Go to ABC Hotel. (上宾馆)已进城上宾馆的客人须在ABC Hotel（字母宾馆）内按编号拿取房门钥匙方可入内。这时带头饰大写A卡者拿取小写a卡，带头饰大写B卡者拿取小写b卡，其他人均寻找并取走相应的小写字母卡。4该活动目的是训练大、小写字母的匹配能力。同时学习前一课生词key 的复数形式keys. 另外对学生进行先人后己，排队等候的教育。

12、要求事先黑板的正中间用彩色粉笔写着“ABC Hotel”，两侧事先用图钉钉上26张小写字母卡。Welcome the special guests-A,E,I.O,U. (欢迎元音字母客人)教师示意一学生向全班出示“欢迎元音字母客人”的大红标语。这时，带头饰红色大写AEIOU卡5位学生迅速按 A E I O U顺序排列在台前。全班鼓掌，以示欢迎。教师同时握“A”客人的手，与之对话。该环节复习的是五个元音字母。以及用英语介绍朋友、问候、辞别等日常交际用语。要求事先准备好标语“欢迎元音字母客人”。Have a competition in the palace. 字母宫内摆擂台-宾狗(Bingo)

13、全班玩bingo游戏。这个游戏训练的是学生的听写认读字母能力和快速反应能力。Look up the dictionary.从Bingo中引出查字典的活动。复习字母顺序，学习查字典的方法。教师请学生在事先准备好的字典里查出该词，并举手说出词义。看谁查得又快又好。然后教师请查得最快的同学来介绍查字典的方法和步骤。教师也可同时演示有关查字典的课件。Just for fun. (幽默欣赏)在欣赏放松的同时，了解英语中的一词多义现象Send out president. 赠送游览纪念品发放的礼物为字母散文诗。目的在于：潜移默化地强化学生对字母的形象记忆。树立学好英语的信心，增强克服困难的意志。整个单元的

14、设计期望能是学生从文化知识、表达能力、创新素质、创新人格等方面得到提高和锻炼，思想品格得到启迪，使学生学有所得，较容易地获得成功感。清华大学英语系测试：为中小学生英语量身定做.官方网站：HYPERLINK :/qinghua.yeryy / 清华大学英语教授50年研究成果Learner-Based Teaching in ELT Class Author: Qian Li Supervisor: Wang Yuelan A Thesis Submitted as a Partial Fulfillment of the Requirement for the Degree of B.A. in

15、 English Foreign Language Department Fuyang Teachers College, Anhui Province May, 2007学 位 论 文以学生为主体的英语课堂教学钱 丽（学号：200520201222）指导教师姓名 王 月 兰 职称 副 教 授 单位 阜 阳 师 范 学 院 外 语 系专业名称 英 语 教 育 申请学位级别 学 士 学位授予单位 阜 阳 师 范 学 院 2007年5月Learner-Based Teaching in ELT Class AbstractThe author argues that with the proces

16、s of teaching concept and the popularity of modern information media, traditional didactic teaching is not the most effective method. For various reasons, traditional teaching tends to focus on one or two language skills and ignore the others. One possible solution to bridge the gap between ELT clas

17、s and real life language use is the adoption of Learner-based Teaching, which has been in syllabus design and in the methodology of foreign language teaching. The emphasis of Learner-based Teaching is that all class activities can be done using information that the learners themselves bring to the c

18、lass. Furthermore, as Learner-based Teaching pattern goes, the emphasis here is on Learner Independence in the group mode rather than individual self-study mode. The ultimate goal of the learner-based Teaching in ELT class is to enable the students to use the foreign language in everyday life when n

19、ecessary. Learner-based Teaching has its advantages: it can raise students interest and motivation. Among its advantages is its power as a tool for teachers development. No teacher taking this route can fail to develop both as a person and as a professional. The approach offers an exciting and rewar

20、ding alternative to those teachers willing to try it. It undoubtedly takes courage to cast off the security of control and pre-determined materials, to trust to the power of process and of learner-input, but the rewards are correspondingly great. An efficient ELT class needs Learner- basd Teaching.K

21、ey words: Learner-Based Teaching; Traditional Pedagogy; ELT.以学生为主体的英语课堂教学内容摘要作者认为随着教学思想的发展和现代信息传播的流行，传统迂腐的教学法已不是最有效的方法了。传统的教学法倾向于单种技能而忽略其他。近年来，在教学大纲设计和外语教学法中，一个可能填补英语教学法与现实生活语言使用之间空白问题的方法就是采用以学生为主体的英语教学法。此种教学法强调使用学生带入班级的信息来组织教学，并相信全部学习活动均可以在学生自身经验的基础上进行。而且，它强调的不是个人自学而是在群体学习过程中的学习自主性。它最终的目的是使学生能够在日常生

22、活中“随心所欲”的使用外语。此种教学法优点颇多，它能提高学生的学习兴趣和动力，并还能有力的促进教师自身人格与专业发展。从原先充满安全操作的教学转向相信学习过程的力量和学生输入的力量，这无疑是需要勇气的，但相应的回报也将是巨大的。一个效率高的英语教学课堂需要以学生为主体的英语教学。关键词：学生为主教学法；传统教学法；英语教学.Learner-Based Teaching in ELT ClassThesis StatementThrough the linguistic theories and the current situation, one can see that leaner-bas

23、ed teaching should be adopted widely in English Language Teaching class.Outline.Introduction. The Linguistic TheoriesA. Views on language B. Views on Language Learning. The Current SituationA. Traditional Pedagogy B. Traditional Pedagogy and the Language Use in Real Life1. Writing in ELT Class2. Rot

24、e Learning without Meaningful Context. Learner-Based Teaching in ELT ClassA. Views on Learner-Based Teaching B. Advantages of Using Learner-Based TeachingC. Ways of Using Learner-Based Teaching1. Views on Learner-Based Teaching in Class2. Teachers Role in Learner-Based Teaching3. Two Activities abou

25、t Learner-Based Teaching . ConclusionLearner-Based Teaching in ELT Class. IntroductionIn teaching English as a foreign language, the importance of Learner-based Teaching has been widely recognized. However how to attain the aim in the English language Teaching (ELT) class is a problem faced by langu

26、age educators all over the world. In the present dissertation the concerning linguistic theories and teacher changes and the advantages of the Learner-based Teaching in the ELT class will be surveyed and studied in the light of the Chinese students situation. The present dissertation stresses that L

27、earner-based Teaching is very essential in the ELT class. The teaching of language and Learner-based Teaching are of the same importance in the ELT class. Students and pedagogy are closely related in foreign language teaching is to enable the students to use the foreign language in everyday life whe

28、n necessary, but very often there is a big gap between the use of language in real life and the traditional foreign language pedagogy. There are clear links between this approach and the current trend towards Learner Autonomy, self-directed learning, and Learner Independence. Perhaps unusually howev

29、er, the emphasis here is on Learner Independence in the group mode rather than the individual self-study mode. Among its ancillary advantages is in power as a tool for teacher development. No teacher taking this route can fail to develop both as a person and as a professional. Furthermore Learner-ba

30、sed Teaching offers an exciting and rewarding alternative to those teachers willing to try it, it undoubtedly takes courage to cast off the security of control and pre-determined materials, to trust to the power of process and of Learner-input, but the rewards are correspondingly great. From years o

31、f my experience in teaching English as a tutor I gradually realize the importance of Learner-based Teaching to Chinese students. English teaching should be aimed at developing students communicative competence so that they would be able to react freely and proper with native speakers of English in v

32、arious social situations. Learner-based Teaching should be adopted in ELT class. Its so important。. The Linguistic TheoriesA. Views on Language One question that all approaches of language teaching should answer is “What is language?” The answer to this question is the basis for syllabus design, tea

33、ching methods, teaching procedures in the classroom, and even the techniques used in the class. Different views on language generate different teaching methodologies. To give a concise definition of the language has been an enormous amount of research in language in the past half century; no authori

34、tative answer has been given to “What is language?” Rather, people talk about views of language, seemingly allowing for or accepting different theories for the moment. However, “teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are

35、 teaching fits into that entity (Brown, 1994). In the past half century, language teaching and learning practices have been influenced by three different views of language, namely, the structural view, the functional view, and the interact ional view. The structural view sees language as a linguisti

36、c system made up of subsystem; from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. The functional view sees language as

37、 a linguistic system but also as means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to be able to do things with it. To perform functions, learners need to know ho

38、w to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are concept of present, past and future time; the expressions of certainty and possibility; the roles of agent and instrument within a sentence; and special relationships between

39、people and objects. The international view considers language as a communicative tool. Whose main use is to build up and maintain social relations between people? Therefore, learners not only need to know the grammar and vocabulary of the language but more importantly they need to know rules for usi

40、ng them in a whole range of communicative contexts.These three views present an ever wider of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabular

41、y to do whatever it is one wants to do. The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of lang

42、uage above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richards and Rodger, 1986), but more importantly, it is closely related to the understanding of language learni

43、ng. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than a system of structure, it is more important a tool, then to learn the language means to use it, rather than just study what it is and how it

44、is formed.B. Views on Language Learning The language learning theory underlying an approach or method usually answers two questions: 1) what are psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processe

45、s to be activated? Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories (Wang Qiang, 2000). Process-oriented theories are concerned w

46、ith how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. Conditional-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what k

47、ind of input learners receive, and the learning atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response and the Silent Way are based on one or more dimension of processes and conditions. At this le

48、vel, It is too early to formulate a specific approach, because some aspects still too vague, for example, what is done in these processes.The behaviorist theory of language was initiates by behavioral psychologist Skinner, who applied Watson and Raynors theory of conditioning to the way humans acqui

49、re language (Harmer, 1983). Based on their experience, Watson and Raynor formulated a stimulus response theory of psychology. In this theory all complex forms of behaviormotions, habits, and suchare seen as composed of simple muscular and glandular elements that can be observed and measured. They cl

50、aimed that emotional reactions are learned in much the same way as others skills. The key point of the theory conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement” (Harmer, 1983:30). Based o

51、n the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by language teaching profession, particularly to A

52、merica. One influential result is the audio-lingual method, which involves endless “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances wer

53、e immediately praised. This method is still used in many parts of the world today. The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be the result of Noam Chomskys reaction to Skinners behaviorist theory, which

54、led to the revival of structural linguistics. The key point of Chomsky theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce sentence that has never been said by others before? Though Chomsky theory is not directly applied in language teachin

55、g, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method. Although people are still pretty much in the dark as to

56、 what language is and how language is learned, it is believed that a general knowledge about language and language learning will help language teachers do a better job. The Current SituationA. Traditional PedagogyOur schools are expected to transmit knowledge to younger generations. They are, howeve

57、r, also increasingly criticized for indoctrinating so-called inert knowledge mainly for the well-known reason pressure of going to a better higher school or university. It may be the most direct way but not the most effective way, Im afraid. Since teaching nowadays often focuses on how well students

58、 absorb the ideas spoken at them by teachers through endless, repeated rote practice and how fast they might recall facts for a test rather than on how students are constructing and reasoning. Instructional teaching procedures that result in rote learning in the sense of being able to recall relevan

59、t information provide no guarantee that students will spontaneously use it later. B. Traditional Pedagogy and the Language Use in Real LifeThe ultimate goal of foreign language teaching is to enable the students to use the foreign language in work or life when necessary. Thus we should teach that pa

60、rt of language that is used (rather than all parts of language); and we should teach language in the way that is used in the real world (Zhou Yan, 2004). However this is not always the case in the present day foreign language teaching practice. Very often there is a big gap between the use of langua