人教版英语七年级上册 Unit 1 Section A教案

Unit1Myname’sGina.SectionA(1a-2d)TeachingAims1.语言能力：听懂有关自我介绍和简单问候他人的短对话，读懂Linda,Helen互相打招呼的对话。2.文化意识：了解西方初次见面的礼节，学会自我介绍与问候他人，培养与他人交往的能力。3.思维品质：初步学习在听力和阅读的过程中把握具体的信息。4.学习能力：有意识地运用知识迁移策略介绍自己的名字并简单问候他人。TeachingDifficulties介绍自己的名字，简单问候他人。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Revision&LeadinShowSsteachinggoalsinthisclass.T:Morningeveryone.Todaywearegoingtolearntousepronounstointroducedifferentthingsorpeople.ShowSspicturesandaskthemtomakeconversationsusingthetargetsentencepatternsandwordsonP5.Step1:ShowSspicturesofacup,ajacket,amap,anorange,aruler,andakey.Andaskthemusingthesentencepattern:What’sthis?/Whatisthat?Ssanswerthequestionswiththesentencepattern:It’s…(Theremaybesomegrammarmistakesintheiranswerslike:Thisisa…orThatisa…Tmustcorrectthemintime.)Step2:Showthenewwordsandexpressionsandaskthemtoreadafterthetape.(WhileSsarereading,Tmustcorrecttheirpronunciationtomakesuretheycanreadcorrectly.)Step3:askSstowatchavideoaboutahellosong.(EncourageSstosingafterthesongbecausethelyricsandmelodyareeasyforthem.)Step2Presentation&Practice听力环节进行之前，让学生先看图片，用英语猜测内容，不但帮助学生复习已经学过的句型，激发学生思考新单词和句型，从心理上降低了学生面对听力时的难度。听力部分对于学生来说可能成为障碍。通过观看视频帮助学生具体的了解听力材料的信息，再通过跟读听力材料，加深学生对材料的理解，同时让学生两两对话更加充分的练习了听力能力。Before-listeningAskSstoseethepictureandfinishdifferenttasks.Step1:AskSstoobservethepictureandsharetheiropinions.TheTcanusethefollowingprompts:Herearemanystudents.Theymeetintheirnewschool.Whataretheydoingnow?Whatcanyouseeinthepicture?(EncourageSstotalkabouttheirideasingroupsandthenshareinclass.TheycanshareonebyoneingroupsortheycanaskoneSmembertoshare.Tmustencouragethembecausetheyjustentermiddleschoolandtheyneedmoreoralpracticewhichcangivethemencouragementandconfidence.)1aStep2:AskSstowriteEnglishwordsforthethingsinthepicturein1a.(AskSstosayandspellthewordsonebyonetomakesuretheyunderstandthemeaningofeachpictureandcanspellthewordscorrectly.)Answers:mapcupbookrulerclockschoolbagbasketballStep3:AskSstounderlinethenamesinthepictures.(AskSstoreadthenamesonebyonetomakesuretheycanreadthenamescorrectly.)1b&1cWhile-listening&Post-listeningStep1:PlaytherecordingandaskSstolistenandnumbertheconversations[1-3]in1b.T:Wehavetalkedaboutsomanythingsandstudentsinthenewschool.Nowlet’slistenandnumbertheconversations[1-3]in1b.(Tip:AfterSssharetheiranswers,TshowSsavideoabout1btohelpSsunderstandthelisteningscriptsmore.)Answers:213Step2:AskSstopracticetheconversationsin1bwiththeirpartnersandthenshowinclass.(Tomakethistaskeasier,TcanshowSsthesampleconversationonP14first,andthenaskthemtomakeasimilarconversationwiththeirpartner.Iftheclassisstrong,TcanaskSstostarttheconversationdirectly.)2aAskSstoseethepictureandmakeadialoguein2a.(Ssmakeadialoguefreelyandshareingroups.)ThenplaytherecordingandaskSstolistentotheconversationsandnumberthepictures[1-4]in2a.TheTcancheckanswersasaclass.Answers:Toprow:3,2Bottomrow:1,42bAskSstolistento2bandcirclethenamesinthepicture.(TaskSstosharetheanswersrandomlytomakesuretheyunderstandthedialogues.)Answers:Eric,Alice,Bob,Mike,Jack,Mary,Ms.Miller2cAskSstomakeconversationsaccordingtothepicturesonPPT25.BeforeSspractice,theymustreadthephrasesandsentencepatternsin2ctwiceorthreetimestomakesuretheyhavemasteredthemwell.Sincetheyhavepracticedsomanytimesbeforethispart,soTneedn’tspendmuchtimeonthispart.ButTshouldmakeSsclearaboutthesepronouns:my,your,his,her,their.Step3Presentation&Reading2dTheTcanaskSstoreadtheconversationsilentlyfirstandexplainthesentencesthatSscan’tunderstand.ThentheTcanfocusSs’attentiononthetargetstructureappearedintheconversationandotherkeywordgroups.Sscanbeaskedtomakesentencesusingthekeystructureandphrases.ThentheTcanmakeSsreadtheconversationinchorustochecktheirpronunciationandintonation.AtlasttheTcaninvitesomeSstorole-playtheconversationasopenpairs.2d的对话部分对知识点进行了再一次总结和练习，让学生在真实情境中感知语言的运用。Step4LanguagePoints1.What’sone’sname?用来询问他人姓名，表示“某人叫什么名字？”回答这个问句有三种形式：①My/His/Her/Itsname’s…②I’m/He’s/She’s/It’s…③直接回答出名字。2.I’mMs.Brown.3.Nicetomeetyou.初次相识问候语nice作形容词，多用来形容天气或景色“宜人”以及人的感受“愉快”。初次认识某人，常对他说“Nicetomeetyou.”，意为“见到你很高兴。”它的应答语通常为“Nicetomeetyou,too.”，意为“见到你也很高兴。”4.hispron.他的his是形容词性物主代词“他的”，后面要加名词，其对应的人称代词主格是he。5.andconj.那么，于是；和；又；而and作连词，此处意为“那么，于是”，在本句中起到引起话题的作用。6.herpron.她的her是形容词性物主代词“她的”，后面要加名词，其对应的人称代词主格是she。7.shepron.她she是代词，用来指代女性，意为“她”。其对应词he用来指代男性，意为“他”。“she”和“he”为人称代词的主格形式，通常在句中作主语，此时谓语动词应用单数形式。8.—IsheJack?—No,heisn’t.Ishe…?他是······吗？答语通常为：Yes,heis./No,heisn’t.如果询问的对象是女性，要用“Isshe…?”。答语通常为：Yes,sheis./No,sheisn’t.Step5Exercises&HomeworkExercises的任务是对本节课重点知识点的总结与回顾，如果学生水平较高，老师也可以根据学生情况适当增加练习量。ExercisesAskSstodotheexercisesonPPTP32-P34.TaskSstomakeasummaryaboutwhatwehavelearnedtoday.Homework1.Readtheconversationin2d.2.Dotheexercisesinstudents’book.TeachingReflectionInthisperiod,thekeyanddifficultpartistohelpSstointroducethingswithproperpronouns:my,your,his,her,their,especiallythelastthreewords.ActuallysomeweakSsstillcan’tmastertheirmeaningsowell.Somorepracticeandexercisemustbedonetohelpthemunderstandadjectivalpossessivepronouns.GuessingbeforelisteningcanremindSsofthewordstheyhavelearned,whichisalsoagoodwayforSstothinkabouttheirnewknowledge.Unit1Myname’sGina.SectionA(GF-3c)TeachingAims1.语言能力：能够正确使用be动词的一般现在时用法、what引导的特殊疑问句询问对方姓名以及正确使用my,your,his,her等形容词性物主代词。2.文化意识：了解西方初次见面的礼节，学会自我介绍与介绍他人，培养与他人交往的能力。3.思维品质：能根据对话内容或所给条件进行改编或创编。4.学习能力：有意识地运用知识迁移策略介绍自己的名字和他人的名字。TeachingDifficultiesmy,your,his,her等形容词性物主代词的用法；be动词的一般现在时的用法。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Warm-up学生在回答问题时，教师务必用不同的评价性语言鼓励学生，无论他的回答是否让你满意通过看图猜词，帮助学生正确使用句型。ShowSsteachinggoalsinthisclass.T:Morningeveryone.Todaywearegoingtolearntousethepersonalpronounsandpossessivepronounstointroducethings.ShowSspicturesonPPTP5-P8andaskthemtoanswerquestions.(IfSscan’tanswerthequestionscorrectly,Tmustgivethemguidance,andmakeasummaryaboutthesentencepatterns.AtthesametimeTmustgivestudentspositivecommentstoencourage.)AskSstointroducetheirfriendstotheirdeskmate.T:Nowit’syourturnnow.It’stimeforyoutointroduceyourfriendstoyourdeskmate.YoucanusethesentencepatternsonPPT:What’shisname?S:Heis…/Hisnameis…What’shername?S:Sheis…/Hernameis…Ishe/she…?S:Yes,he/sheis./No,he/sheisn’t.Step2Grammarlearning本部分的语法是重难点，老师应该多引导学生自主探索或小组合作探索这些语法，从而记得更牢固。通过思维导图让学生更容易理解和记忆这些语法之间的不同。AskSstoreadthecontentsongrammarfocuspart,andmakeasummary.(Tcanshowthequestionsontheblackboardlike:Whatarethepersonalpronouns?Askthemtotalkaboutthequestionsingroupsorfindouttheanswersintheirworkbooksuchas《学练优》.AfterthatTcanaskSstomakeasummaryaccordingtothefollowingtable.人称代词主格形容词性物主代词AskSstosummarizethedifferencesofthetwo.ShowSsgrammarfocuspartandaskSstoanswerthequestions.Q1:sentencepatternaboutaskingforothers’names.④介绍他人④介绍他人Q2:sentencepatternaboutintroduceyourselves.Q3:introduceothers(ThispartiseasyforSstomakeasummary.AndTmustshowthesummaryonPPTafterSsshare.)TintroduceotherdifficultlanguagepointstoSs.be动词的用法Be动词不可缩写的情况Step3Presentation&Practice3aAskSstodothetaskin3aandinvitesomeSstoreadtheconversationstocheckanswers.Answers:—What’syourname?—I’mCindy.—What’shisname?—He’sBob.—AreyouMike?—Yes,Iam.3bAskSstofillintheblanksin3b.ThenSscancheckanswerswithpartners.AtlasttheTcanchoosesomeSstorole-playthedialoguetomakesuretheygetthecorrectanswers.Ifpossible,theTcanaskSswhytheychoosetheanswer.IfSshaveproblems,theTshouldexplaintherelatedknowledgeclearly.Answers:What’sname’sareNoI’mBobNicemeet3cGroupworkTca