初中英语人教版（2024）七年级上册（2024）Section A教案

这是一份初中英语人教版（2024）七年级上册（2024）Section A教案，共5页。教案主要包含了What，Strength，Weakness等内容，欢迎下载使用。

Sectin A 2a-2e
The analysis f the text.
【What】A teacher and tw new students are talking. Mr. Smith asks Peter's class and the head teacher, and crrects Peter's mistake abut the Chinese name.
【Hw】This lessn is abut a cnversatin between Chen Jie, Mr. Smith and Peter. The dialgue can be divided int three parts. In the first part, Chen Jie intrduces Peter t Miss Li and they greet each ther. The secnd part is a cnversatin between Mr. Smith and Peter. The teacher asks Peter abut Peter's class and the head teacher. The third part is that Mr. Smith crrects Peter's mistake in addressing the head teacher
【Why】With the listening task, students can understand hw t accurately and apprpriately cmmunicate with the teacher in the prcess f listening, and train students t learn t cmmunicate accrding t the relatinship.
The analysis f students.
【Strength】Students can identify the typical sentence patterns f greeting and intrducing thers in cnversatin.
【Weakness】In the crss-cultural cmmunicatin cntext, they may encunter the culture shck.
Aims f teaching.
【Language cmpetence】
Talk abut persnal infrmatin frm varius angles;
【Thinking ability】
Imprve the thinking ability f figuring ut the essence frm the phenmenn;
【Cultural awareness】
Be aware f the cultural differences between Chinese and English names;
【Learning strategy】
Learn t cllabrate with thers t btain persnal infrmatin;
Prcess f instructin.
Teacher activities
Students activities
Evaluatin
Lead in
Let’s lk at the picture.
(1) Wh are in the pht?
What are they ding?
Why des the by scratch his head?
Students lk at the theme picture and answer the questins.
Wh are in the pht?
A teacher and tw students.
(2)What are they ding?
They are talking. Maybe the girl is intrducing the by t the teacher.
(3)Why des the by scratch his head?
1.Students can bserve and get the target infrmatin frm the picture.
2.2a Listen t the cnversatin and find the reasn.
Why des the by scratch his head?
(2)What’s the mistake?
(3)Why des Peter make the mistake?
2.Students listen t the cnversatin and answer the questins.
(1)Why des the by scratch his head?
Because he makes a mistake.
(2)What’s the mistake?
He calls Ms Ga in a wrng way.
(3)Why des Peter make the mistake?
Because he is frm Lndn and nt familiar with differences between Chinese and English names.
2.Students can catch the key infrmatin frm the audi and infer the reasn via the lines.
3.Culture link.
3.Students learn the meaning f culture shck.
美国人类学家Kalver Oberg在1958年提出，用于描述一个人进入到不熟悉的文化环境时，因失去自己熟悉的所有社会交流的符号与手段而产生的一 种迷失、疑惑、排斥甚至恐惧的感觉。
3.Students can be aware f the cultural differences.
4.2b-2c Listen again and cmplete the tasks belw.
4.Students listen and answer the questins.
4.Students can catch the target infrmatin when listening t the audi.
5.Listen and rle-play the cnversatin.
5.Students rle-play the cnversatin in grups by fllwing the example in the audi.
5.Students can rle-play the cnversatin in a prper way.
6.Evaluatin
Evaluate the shws by the assessment checklist.
(1)Clear and crrect prnunciatin;
(2)Fluent;
(3)Prper manners (gestures, eye cntact, cnfidence)
6.After the shw time, students try t evaluate their shws by the checklist.
6.Students can rle-play the cnversatin with the tips given.
Purpse f the design:
This part intrduces tpics, create situatins, and stimulate students’ interest in participatin. Then in the listening and speaking part, it transits frm learning t understanding by applying.
2e Practice
Cmplete the table with what yu knw abut the students.
10.Students review the cnversatin and cmplete the frm.
10.Students can fill the the blanks with the infrmatin given.
11.Practice with the questins in pairs.
11.Students practice with the questins in pairs with the infrmatin in the frm.
11.Students can practice the sentence patterns with the infrmatin in the frm.
12.If yu are the friend f them, try t intrduce them t yur teacher Mr What by the example in 2a.
12.Students make up a cnversatin t intrduce the students t the teacher by the example.
12.Students can make up a cnversatin t practice by the example in 2a.
Purpse f the design:
Students can internalize what they have learned by the exercise, and are able t evaluate their shws by the assessment checklist.
13.Summary
13.Students summarize the knwledge learnt tday in the mind map.
13.Students can summarize by mind mapping.
Blackbard design
Unit 1 Yu and Me
Sectin A 2a-2e