2024七年级英语上册starters预备篇Unit1Goodmorning第一课时教案新版人教新目标版

Page1StarterUnit1Goodmorning!生词课TeachingandlearningGoals:1.能争取运用下列词汇(Curriculumwords):good,morning,hi,hello,afternoon,evening,how,are,you,I,am,fine,thanks,OK.2.能争取运用下列常用短语（Usefulexpressions）Hello!Hi!Goodmorning!Goodafternoon!Goodevening!Howareyou?Iamfine.I’mOK.Thanks.3.能认读下列词汇(non-curriculumwords):HB,CD,BBC,Alice,Bob,Cindy,Dale,Frank,Grace,Helen.Teachingandlearningsteps:Step1:LearntoreadthewordsT:IamyourEnglishteacher,thistermwewilllearnEnglishtogether.Nowlookaround,canyourseeanyEnglishlettersorwords?S:Yes.T:WecanseeEnglisheverywhere.Englishisveryinterestinganduseful.(设计意图：让学生环顾四周找寻英文字母或单词，引导其发觉英语是随处可见而且是特别有用的，从而引导学生步入欢乐的英语世界，并激发学生学习英语的爱好。)1.OpenthebooksatPage94.Studentstrytoreadthewordsusingthephoneticsbythemselves，markthedifficultwordsthattheycan’tpronouncecorrectlyorclearly.(设计意图：让学生学会试读单词是一种学习习惯的培育，首先学生自己依据音标字读单词，并标出试读时有困难的。)2.Readthedifficultwordsingroupssothattheycanhelpeachother.Theyshouldpaymoreattentiontothepronunciationandtheintonation.Theteachershouldgivethemahandifnecessary.(设计意图：在小组内互读沟通发言，相互订正发音，以小组为单位解决遇到的困难。培育他们合作学习及解决问题的实力。)3.Getoneortwomiddle-levelstudentstoreadallthewords.Askthegoodstudentstocorrectthewrongpronunciations.Ifnecessary,theteachercorrectsthem.4.Readafterthetape.5.Readthewordsaloudbythemselves,andtheteacherwalksaroundtoseeiftheyneedsomehelp.(设计意图：实行分组学习兵教兵的方式，充分发挥这一部分学生的主动性来带动全体学生的学习英语的主动性。用这种先自学再合作沟通的方式才能促使学生大胆张嘴，大声朗读。学生学会识读单词是一种自学实力和习惯的培育，提高全体学生主动性。激励没过关的学生课前课后努力赶上。)Step2LearntorememberwordsRememberthewordsbylookingatpictures.morningn.早晨Wedoexercisesinthemorning.afternoonn.下午Weshouldhavearestintheafternoon.eveningn.晚上Wegotosleepintheevening.hello/hiWesayhelloorhitoourfriends.(设计意图：让学生据图片揣测生词，让学生直观地理解单词的意思，通过建立语境和语义之间的关系，促进理解、加深记忆，培育学生用英语思维的习惯。削减了学生对汉语的依靠，避开孤立地理解和记忆单词。)2.T:Nowlet’smeetsomenewfriends.AliceBobCindyDaleEricFrankGraceHelen3.Guesstheabbreviations.T:Doyouknowwhatthelettersmean?HBCDBBC4.Getthestudentstoreadthewordsbytherulesofpronunciation.a/æ/amAlicethanksFra/ei/DaleGracee/e/EricHelen结尾不发音arefineAliceDaleGracei/i/AliceCindyEric/ai/hiIfineo/ɔ/Bob/əu/hellooo/u:/afternoon/u/good（设计意图：让学生通过元音字母及字母组合的读音规则来拼读记忆新单词）5.Rememberthephrasesbymatchingitselfwithitsmeaning.Hello!嗨！Hi!你好！Goodmorning!你好吗？Goodafternoon!早上好！Goodevening!感谢。Howareyou?下午好！Iamfine/OK.晚上好！Thanks.我很好。(设计意图：让学生依据其意思连线，以此给学生供应依据英语释义记忆单词的实力.）6.Competition:Aguessinggame.Dividethestudentsintotwogroups,showsomepicturesandletthestudentsguesswhotheyare.Studentssaytheirnamesasquicklyastheycan.(设计意图：挑战记忆王分组竞赛，调动学生的主动性，让他们依据图片的出现快速回想起图片中孩子的英文名字，看哪组最快速精确，熬炼学生的快速反应实力。)7.RememberthewordsbytheirChinese.1.怎样；如何_______2.是________3.你；你们_________4.我_______5.健康的；美妙的______6.好；可以_______Step3:Consolidationofwords1.AskthestudentstoreadthewordsandphrasesandtheirChinese.CovertheEnglishwordsandphrases,lookattheChineseandsaytheEnglishforthem.Writedownthewordstheyhaven’tgrasped.(设计意图：先自我检查，找出仍未达标的单词，然后仍旧实行小组互助的形式，须要利用自习课或课余的时间让小组长跟踪检查，尽量能让全部学生顺当过关。)2.ThestudentswritedownthewordswiththeChinesegiveninguidebooks.Underlinethewordstheyhaven’tgrasped.Iftheycan’t,dictateafterclassingroups.（设计意图：学生利用各种感官巩固单词。通过音素分类、抢答或运用助学默写等各种形式对单词加以巩固。老师应刚好督促，让小组长反馈检查结果，尽量能让全部学生顺当过关。）Step4SingthesongandtranslateitintoChinese.1.Askthestudentstosingthesong,andunderlinethenewwords.2.TranslatethesongintoChineseingroupsofthree.3.Singthesongfluentlybythemselves.Goodmorning!Goodmorning!Howareyou?I’mfine,thanks.Howareyou?I’mOK.Goodafternoon,Alice!Goodafternoon,Cindy!Howareyou,Grace?I’mfine,thanks.Howareyou,Helen?I’mOK.Goodevening,Bob!Goodevening,Dale!Howareyou,Eric?I’mfine,thanks.Howareyou,Frank?I’mOK.早晨好！早晨好！你好吗？我很好，感谢！你好吗？还不错。下午好，艾莉丝！下午好，辛迪！你好吗，格蕾丝？我很好，感谢！你好吗，海伦？还不错。晚上好，鲍勃！晚上好，丹尼尔！你好吗，埃里克？我很好，感谢！你好吗，弗兰克？还不错。（设计意图：用“两只老虎”的音乐改编这首歌曲，让学生在歌曲中理解和体会单词的含义，从而加深对单词的理解和记忆。）Step5MindmapStudentstrytofinishthemind-mapaccordingtowhattheyhavelearnedthisclass.（设计意图：把本课词汇以思维树的形式呈现出来，有利于帮助学生对词汇从逻辑范畴上进一步巩固记忆。）Step6.RoleplayMakesomenamecards.TaketurnstobeAliceBobCindyDaleEricFrankGraceandHelen.Makeconversationsusingtheinformationfromthesongaccordingtothemind-map.Forexample:——Goodmorning,Bob!——Goodmorning,Cindy!Howareyou?——I’mfine.Thanks.Howareyou?——I’mOK.(设计意图：呈现真实情境，在真实情境巩固单词的记忆，在真实情境中运用单词，给每位同学以说的机会，同时也能调动学生学习的主动性。)Step7.Theend-ofclasstestI．请依据字母依次排列下列人名。AliceDaleHelenBobEricCindyGraceFrank______________________________________________________II.依据首字母提示和句意完成句子。1.H______areyou,Cindy?2.I’mf______,t________.3.–H_____,Dale!--Hi,Grace!4.Goode________,BobandFrank!III.汉译英。1.早上好!____________2.下午好！____________3.晚上好！____________4.你好吗？____________5.我很好。____________6.我还不错。____________7.感谢！____________课堂自评：ThethingsIdidEvaluationIplayedanactiveroleinthisclass54321IexpressedmyselfinEnglishverywell54321Ifollowedmyteacherwellandtooksomenecessarynotes54321Iworkedtogetherwithmypartnersverywell.54321Imadesomeprogressinthisclass54321TOTALSCO