初中英语人教新目标 (Go for it) 版七年级上册Section A第1课时教案

这是一份初中英语人教新目标 (Go for it) 版七年级上册Section A第1课时教案，共3页。
Unit 6 Do you like bananas?WordsTeaching and Learning goals:Learn about the food names in life, using “how about.......?  think about......?”to talk about them in life. Step 1 Warming up Enjoy a song -------Are they apples?Step 2 PreviewLearn new words by themselves before class. Make sure students can read most of the new words.Step 3 Read and learnHave students read the words after the tape. Then they can help each other in groups when necessary.[设计说明]此环节主要是引导学生们自主学习单词及短语，对本单元的单词和短语实现初步的认读，遇到疑难可小组讨论，再不会由教师解决。Step 4 Explain and check The teacher shows the pictures about the words, and then ask some students to read. If possible, one by one. [设计说明]通过图片学习单词，可以增强直观性，快速掌握这些单词,达到对单词由表及里的深入理解。 Step 5   编故事，学单词。 In my family, there are 3people.They are my father, my mother and I. My father likes eggs hamburgers and bread. How about my mother? She likes bananas, tomatoes, strawberries and pears. I like milk and ice-cream.[设计说明]学生在掌握单个单词后，再把本单元的生词编成一段 意义连贯的文字，并在本单元生词下面划线，学生能读懂文意，并获得信息，体会成功的快乐. 考查了学生们的综合运用能力,也拓展了学生们的理解、思维能力，实现对单词和短语的初步运用。          [设计说明] 通过思维树来锻炼学生对整体事物的把握能力，既巩固了所学知识，也训练了思维。 Step 6 Mind-map完成表格，书写自己家的故事。 vegetablesfruitsfoodfather   mother   I   [设计说明]此环节是对以上环节的总结性训练，是一堂课的升华，通过学情了解学生们的掌握情况，也有利于教师及时进行调整。 Step 7 Dictation and check.Have students write the words from the memory without their books. And then check each other.Step 8 The end-of class test 用所给单词的适当形式填空。1，There are four ______ (tomato) on the table.2,  My sister _______ (like) fruit.3,  She __________ (not like) bananas.4,  Where _________(be) the vegetables?5,  Jeff likes ___________ (strawberry).Step9 HomeworkTalk about your family’s favorite food and write a short passage.My name is …, I like …, but I don’t like …My father likes …, but he doesn’t like …My mother likes …, but she doesn’t like …  Answers:Step8: 1, tomatoes 2, likes 3,doesn’t like 4,are 5,strawberries  教学反思：亮点：此节词汇的课堂设计基本涵盖了本单元的重点词汇，在引领学生们记忆的过程中注重了不同层次的学生的识记与理解；通过各种形式的教学既加深了单词的识记，又理解了部分单词的大致用法，Step 6 Mind-map环节能反映学生们的学习效果，有利于教师合理调整；当堂检测能讲练结合、及时巩固。故事编写让学生在故事中对单词有了大致理解。培养了学生自学能力和小组合作能力。不足之处：本单元词汇没能全部涉及，有很多用法并没有全面展示，个别内容难度稍大。使用建议：教师要充分带领学生们进行自主学习，重点要学习“四会”单词及核心短语；学会它们的用法，同时配合多媒体课件，效果才能更好一些。