Unit1 SectionB(1a-1d)教学设计（表格式）人教版（2024）七年级英语上册

初级中学七年级英语课时教学设计ContentStarterUnit1Hello!SectionB(1a-1d)TypeReading&WritingThemeHumansandSocietyLecturerTeachingtimePeriodContentAnalysisWhat本课有2个语篇，均为读写活动的对话类型，展现了同学们在学校第一天打招呼的情境，第1个对话是两名互不相识的学生在教室里互致问候、询问姓名以及姓名的拼写；第2个对话是另外两名熟识的学生在教学楼遇见打招呼并简短交谈。Why通过语篇学习，帮助学生了解陌生人和熟人初次见面时的礼貌性问候用语，了解和掌握如何询问别人的姓名，如何介绍自己，从而更加地道地使用语言，理解如何在新学校对新同学开展交际，增进与老师和同学之间的相互了解。How第一篇对话共三轮对话，分别从打招呼、询问姓名、拼写姓名、问候等方面进行交流；第二篇对话共三轮对话，分别从问候、告别方面开展交际。两个语篇基本以问答的形式构成。在进行问候的时候，使用了较委婉的询问姓名方式，如“MayIhaveyourname?”；在询问如何拼写姓名时，使用了特殊疑问句“Howdoyouspellyourname?”；在表示亲密昵称时，分别以称呼名字来称呼对方，如“callmeEmma/Yaming”；在表示告别时，使用“that’sthebell,let’sgotoclass.”，非常符合生活实际；在表示初次见面时，使用“Nicetomeetyou”来表示问候。TeachingKeyPointsandDifficultPointsTeachingKeyPoints:Masterdailyexpressionssuchasgreetings,askingfornames,spellingnames,andfarewells.TeachingDifficultPoints:Writedialoguesforgreetingstrangersandacquaintancesinastandardized,accurate,andappropriatemanner.TeachingObjectivesLearningActivitiesEffectevaluationPurpose1.Masterdifferentwaysofstartingaconversation.2.Formthehabitofmakingapredictionaboutthescenes,identitiesofpeopleandthethingstheydo.3.Findoutsomespecificinformationthroughscanningthetwoconversations.4.Enhancestudents’creativitybymakinguptheirownconversationbyusingthesentencestheyhavelearnt.5.Summarizetheknowledge.LeadinStudentswatchavideoandticktheexpressionsthatstartaconversationandreadtheminclass.Ss:Hello!/Goodmorning./Howareyou?/Nicetomeetyou./What’syourname?Thinkofmoreways.Thentrytotalkaboutwhatthesentencesareusedfor.Step2.Pre-reading.Lookatthepicturesandanswerquestions.1.Whoarethey?Sa:EmmaandTengFei.2.Wherearethey?Sb:Theyareintheclassroom.3.Whatdotheydo?Sc:Theygreeteachother./Theysaygoodbyetoeachother.Step3.While-reading.Readtheconversations.Underlinehowpeoplestarttheirconversations.1.Dotheyknoweachotherbeforetheconversation?2.WhydoesTengFeistarttheconversationlikethis?Readagainandtrytofindouttheanswerstothequestions.1.WhatdoesTengFeiaskabout?2.IsTengFeifriendly?3.IsEmmafriendly?GuideSstomakeoutlinesbasedontheconversations.LeadSstohaveasummaryaboutthefunctionsoftheconversations.Step4.Post-readingReadtheconversationsagain.Fillintheblankswithcorrectresponsesinthebox.Thenchecktheiranswersandmakejudgmentsontherelationshipbetweenspeakers.Classifyandanswerthequestionsandgreetings.Completetheconversationsin2b.Thenworkingroupsof4.Student1actsasEmma.Student2actsasTengFei.Student3actsasHelen.AndStudent4actsasYaming.Sa:Goodmorning!MayIhaveyourname?Sb:Goodmorning!Mynameis...Sa:Howdoyouspellyourname?Sb:...Step5.Conclusion.Readandenjoythepoem.TrytoguesstheChinesename.Readthepoemandexpresstheirunderstandingandfeeling.Clarifytheproblemtobesolvedinthislesson:howtoaccuratelyandappropriatelyuseopeningremarksandfarewellsentencestoexchangegreetingsandhavesimpleconversationswithothers.Guidestudentstodeveloppredictiveskills,andthroughtheintegrationofreadingstrategiessuchasskimmingandscanning,leadthemtomakereasonableinferencestohelpthemgraspthemeaningofcommunicativeexpressions.Studentsintegrateandapplyrelevantlinguisticexpressionsbasedonnewscenarios,simulatethewayacquaintancesandstrangersgreeteachotherwhenmeeting,completecommunicativetasks,andputwhattheyhavelearnedintopractice.Expandlearningresources,guidestudentstogainadeeperunderstandingoffriendship,andpromotetheimprovementoftheirculturalawareness.Usevideoresourcestostimulatestudents'curiosityaboutEnglishlearning,guidestudentstothinkindependentlythroughquestions,andactivatetheconnectionbetweenstudents'knowledgeandexperienceandthetext.Experiencetheconnectionbetweenlanguageandculture,andpromotetheimprovementoftheirlanguageproficiency,thinkingqualities,andculturalawareness.Guidestudentstointernalizestructurednewknowledgeandtargetlanguagethroughpost-readingactivitiessuchasrole-playing,helpthemunderstandtheculturaldifferencesbetweenChineseandforeignnamingcultures,andenhancetheirinterculturalcommunicationawarenessandcompetence.AssignmentsNeedtodo:Startaconversati