StarterUnit1Hello!SectionB1a1d教学设计-人教版英语七年级上册

StarterUnit1Hello!SectionB1a1d

StudentswillbeabletomasterthepronunciationandspellingofmonEnglishnamespresentedinthetextbook,suchasAlice,Bob,Cindy,etc.

Theycanusethefollowingsentencepatternsproficientlyinconversations:"Hello!/Hi!","What'syourname?","Myis...is...","Nicetomeetyou.","Nicetomeetyou,too."

StudentswillunderstandandbeabletodistinguishbetweenformalandinformalgreetingsandresponsesinEnglish.

1.KeyPoints

Thepronunciationandusageofkeysentencepatternsforgreetingsandintroductions.

ThecorrectpronunciationofmonEnglishnames.

Trainingstudentstomunicatesmoothlyusingthelearnedlanguageknowledgeinreallifesituations.

2.DifficultPoints

HelpingstudentstousetheappropriateintonationandstressinEnglishconversations,especiallyingreetingsandresponses,tomaketheirspeechmorenaturalandnativelike.

Guidingstudentstooveretheirshynessandactivelyparticipateinoralmunicationactivities,especiallyinfrontofthewholeclass.

ThissectionisfromStarterUnit1Hello!ofGradeSevenEnglishtextbook.ItservesasacrucialcontinuationofSectionA,furtherdeepeningstudents'understandingandapplicationofbasicEnglishgreetings,introductions,andresponses.Byengaginginvariousactivitiesin1a1d,studentswillnotonlyreinforcethelanguageknowledgetheyhavelearnedbutalsoenhancetheirmunicativepetenceinreallifescenariosrelatedtomeetingandgreetingpeople.

ThestudentsinGradeSevenareattheinitialstageoflearningEnglish.TheyarefullofcuriosityandenthusiasmfortheEnglishlanguage,buttheirEnglishfoundationisrelativelyweak.MostofthemhaveonlyhadalittleexposuretoEnglishbeforeenteringjuniorhighschool.

Intermsoflanguageskills,theymayhaveabasicunderstandingofsomesimpleEnglishwords,buttheirpronunciation,intonation,andvocabularyaccumulationneedtobeimproved.Intermsoflearningcharacteristics,theyaremoreinterestedinvivid,interesting,andinteractivelearningmethods.Groupwork,games,andrealliferelatedscenarioscanarousetheirlearningmotivationandparticipationenthusiasm.However,theymaylacktheabilitytolearnindependentlyandorganizetheirlearningprocess.Therefore,intheteachingprocess,teachersneedtopayattentiontoguidingstudents,providingthemwithsufficientpracticeopportunities,andgraduallycultivatingtheirautonomouslearningability.

教学环节一Warmingup

Greetthestudentsinanenthusiasticway:"Hello,class!Howareyoutoday?"Encouragestudentstorespondactively.Thenrandomlycallsomestudents'namesandhaveasimpleconversationwiththem,suchas"Hello,[student'sname].Nicetoseeyou.Howwasyourweekend?"ThiscannotonlycreateafriendlyandrelaxedclassroomatmospherebutalsoreviewthegreetingexpressionslearnedinSectionA.

PlayashortEnglishsongaboutgreetings,like"HelloSong".Whileplayingthesong,askstudentstolistencarefullyandsingalongiftheycan.Thiscanarousestudents'interestandgetthemreadyforthenewlesson.

教学环节二TeachingProcedures

Presentation

Showthepicturein1aonthebigscreen.Pointtoeachpersoninthepictureonebyoneandteachstudentstheirnames:"Lookatthispicture.ThisisAlice.ALICE,Alice.Sayafterme."Repeatthisprocessforallthenamesinthepicture,suchasBob,Cindy,Dale,Eric,Frank,Grace,andHelen.Payattentiontostudents'pronunciation,correctthemintimeifthereareanymistakes.

Afterteachingthenames,leadstudentstoreadthenamestogetherseveraltimes,firstinaslowspeedandthengraduallyincreasethespeed.Thiscanhelpstudentsrememberthenamesmorefirmly.

1aPractice

Askstudentstoopentheirtextbooksto1a.Readthenamesaloudagain,andthistimeaskstudentstopointtothecorrespondingpersoninthepictureasquicklyaspossible.Forexample,whentheteachersays"Alice",studentsshouldpointtothegirlnamedAliceinthepicture.Thisactivitycanhelpstudentsassociatethenameswiththevisualimages,strengtheningtheirmemory.

Then,randomlycallstudentstothefrontoftheclass.Theteachersaysaname,andthestudentwhoiscalledshouldpointtothecorrectpersoninthepicture.Ifthestudentpointscorrectly,givepraise,suchas"Welldone!"Ifthereisamistake,patientlyguidethestudenttocorrectit.

1bListening

Tellstudentsthattheyaregoingtolistentosomeconversations.Intheseconversations,peoplewillintroducethemselvesorothers.Theirtaskistolistencarefullyandmatchthenamestheyhearwiththepeopleinthepicturein1a.

Playtherecordingof1bforthefirsttime.Studentsjustlistenwithoutdoinganything.Thiscanletthemgetageneralideaofthecontentoftheconversations.

Playtherecordingagain.Thistime,askstudentstostartmatchingthenames.Walkaroundtheclassroomtomonitorstudents'workandprovidenecessaryhelp.

Afterthestudentsfinishmatching,checktheanswerstogether.Playtherecordingonemoretime,pausingatthekeypointstoexplainanydifficultpointsorunclearpronunciations.Forexample,ifthereisawordthatsomestudentsmisheard,playthatpartoftherecordingagainandemphasizethecorrectpronunciation.

5.1cSpeaking(15minutes)

Dividestudentsintopairs.Askeachpairtochoosetwonamesfrom1aandcreateashortconversation.Theconversationshouldincludegreetings,introductions,andresponses.Forexample:

A:Hello!MynameisAlice.What'syourname?

B:Hi,Alice.MynameisBob.Nicetomeetyou.

A:Nicetomeetyou,too.

Walkaroundtheclassroom,listentostudents'conversations,andofferguidance.Ifstudentsmakegrammarmistakesoruseinappropriateexpressions,correctthemgentlyandprovidecorrectexamples.Encouragestudentstousedifferentintonationstomaketheirconversationsmorevivid.

Afterstudentshavepracticedforawhile,inviteseveralpairstoetothefrontoftheclassandactouttheirconversations.Aftereachpairfinishes,givepositivefeedbackandments.Praisestudentsfortheirgoodperformance,suchasclearpronunciation,appropriateexpressions,andvividacting,andalsopointoutareasforimprovement.

1dListeningandRoleplay

Tellstudentsthattheywilllistentoalongerconversation.Beforelistening,brieflyintroducethecontextoftheconversation,forexample,"Twonewclassmatesaremeetingeachotherforthefirsttimeintheclassroom.Theyareintroducingthemselvesandtalkingaboutsomesimplethings."

Playtherecordingof1dforthefirsttime.Studentslistenandtrytounderstandthegeneralmeaningoftheconversation.

Playtherecordingagain.Thistime,askstudentstolistencarefullyandanswersomesimplequestionsontheblackboard,suchas"What'stheboy'sname?","What'sthegirl'sname?","Howarethey?"etc.Checktheanswerswiththestudents.

Playtherecordingonemoretime.Studentslistenandimitatethepronunciationandintonationofthespeakers.Payattentiontothestressandrhythmofthesentences.

Dividestudentsintopairsagain.Askthemtoroleplaytheconversationtheyjustheard.Encouragethemtousetheirownvoicesandexpressionstomaketheroleplaymorereallike.Walkaroundtheclassroomtosuperviseandhelpstudents.

Selectseveralpairstoetothefrontoftheclassandshowtheirroleplays.Aftereachpairfinishes,haveashortdiscussionwiththewholeclass.Askotherstudentstomentonwhattheythinkisgoodandwhatcanbeimprovedintheroleplay.

Summary

Bob...is...hekeypointsofthisclasswiththestudents.ReviewthemonEnglishnamestheylearned,theimportantsentencepatternsforgreetingsandintroductions,andthemainpointsoflisteningandspeakingskillstheypracticed.Forexample,"TodaywelearnedsomenewEnglishnames,likeAlice,Bob...Wealsopracticedhowtogreetandintroduceourselvesusingsentenceslike'What'syourname?Mynameis...'Andweimprovedourlisteningandspeakingskillsthroughvariousactivities