初中英语人教版（2024）七年级上册（2024）Section B教学设计

这是一份初中英语人教版（2024）七年级上册（2024）Section B教学设计，共4页。教案主要包含了What，Strength，Weakness等内容，欢迎下载使用。

The third perid
Sectin B Hw d yu start a cnversatin? 1a-2b
The analysis f the text.
【What】There are tw cnversatins. In the first cnversatin, tw students wh dn't knw each ther greet each ther in a classrm, asking fr names and spellings. In the secnd cnversatin, tw ther students wh knw each ther well met and greet each ther in the hallway.
【Hw】The first dialgue cnsists f three runds f dialgue, ranging frm greeting, asking names, spelling names, t farewell. The secnd dialgue cnsists f tw runds f dialgue, which carry ut cmmunicatin frm the aspects f greeting and farewell respectively. The tw texts are basically cmpsed f questins and answers.
【Why】Thrugh dialgues in tw different cntexts, students can use the expressins f greetings in different situatins and enhance the understanding between teachers and classmates.
The analysis f students.
【Strength】Students have learned hw t greet thers in daily life, like “Gd mrning./Hi/Hell/Nice t meet yu”.
【Weakness】In varius situatins, it’s challenging t greet thers in prper ways based n the relatinship.
Aims f teaching.
【Language cmpetence】
(1)Use the pening and farewell sentences accurately and prperly t greet thers;
(2)Identify the differences between Chinese and English names;
【Thinking ability】
Imprve the ability f cmparisn and inductin thinking In the cmparisn f different English greeting ways and name frmatin ways;
【Cultural awareness】
(1)Greet peple plitely；
(2)Take the first step twards getting t knw teachers, new classmates and new friends;
【Learning strategy】
Take the initiative t imprve listening, speaking and cmmunicatin skills;
Prcess f instructin.
Teacher activities
Students activities
Evaluatin
Lead in
As yu can see in the pictures, it’s after class. Lk and answer the questins:
(1)Wh are they?
(2)Where are they?
(3)What are they ding?
1.Observe and answer the questins:
(1)Wh are they?
Teng Fei and Emma;
Yaming and Helen.
Where are they?
In the classrm;
In the staircase.
(3)What are they ding?
They are having cnversatins.
1.Students can bserve t catch details in the pictures and answer the questins crrectly.
Identify expressins t start and end a cnversatin.
We have learned sme expressins t greet peple. Nw tick the expressins that start a cnversatin.
2.Students lk thrugh the expressins and tick the expressins that start a cnversatin.
2.Students can tick the right expressins .
Purpse f the design:
Thrugh the cntext t lead in, it’s natural t get clse t the cntinued situatin --- after class, which is beneficial t prepare students well fr the fllwing cnversatins by reviewing the expressins that start a cnversatin.
3.Read the cnversatins.
Read and underline hw peple greet each ther.
3.Students read the cnversatins and underline the expressins t greet each ther:
3.Students can identify the expressins t greet thers crrectly.
4.Figure ut different ways t greet peple in the cnversatins.
(1)Why d they greet each ther in different ways?
(2)Lk at the names belw. What’s the difference between them?
4.Students figure ut the differences by bserving the expressins underlined and the names.
(1)Why d they greet each ther in different ways?
In cnversatin 1, Teng Fei desn’t knw Emma;
But in cnversatin 2, Yaming is familiar with Helen.
(2)Lk at the names belw. What’s the difference between them?
We put family name and given name in different places.
4.Students can identify the differences in expressins t greet thers and names in varius cultures.
5.Turn-taking analysis
Nw let’s read the cnversatins again and figure ut the functin f sentences in the cnversatins.
5.Students lk thrugh the sentences and analyze their functins:
Start a talk_________
Ask abut details__________
Give details________
End a talk_________
5.Students can identify the pragmatic functins f the expressins.
Purpse f the design:
By read the cnversatins, students are able t identify the expressins t greet thers crrectly and identify their pragmatic functins, which lay the fundatin fr the practice belw.
6.Practice
(1)Rle-play the cnversatins in pairs.
6.(1)Students rle-play the cnversatins in pairs and shw in class.
6.(1)Students can read fluently with clear and crrect prnunciatin and prper manners .
6.(2)Chse and cmplete ne task belw.
Task 1 Cmplete the task in 2b.
Task 2 Make up a cnversatin in pairs.
6.(2)Students chse and cmplete ne task based n their ability.
6.(2)Students can put what they have learned in practice by wrking ut the tasks.
Purpse f the design:
By cmpleting the tasks, it’s a great chance fr students t take in what they’ve learnt.
7.Ask the students t summarize the language pints in this lessn by the structure given.
7.Students summarize by cmpleting the mind map.
7.Students can cmplete the mind map by what they’ve learned in class.
Purpse f the design:
Thrugh the summary, the knwledge schema can be established in a cnstructive apprach.
Blackbard design
Starter Unit 1
Sectin B Hw d yu start a cnversatin? (1a-2b)