七年级上册（2024）Unit 3 My School Section A教学设计

这是一份七年级上册（2024）Unit 3 My School Section A教学设计，共10页。教案主要包含了教材分析，教学内容，教学目标，教学重难点，教学准备，教学过程，板书设计，教学反思等内容，欢迎下载使用。
What: 本课时语音练习及一篇对话篇章。语音部分任务1主要介绍了/ɔ:/，/ɒ/，/u:/和/ʊ/，及元音字母及字母组合的发这些音的规则，任务2主要介绍了三音节单词的重读音节。对话篇章主要是Peter和妈妈介绍自己的新教室的情况，涉及对于教师描述的核心语言和句型。
Why: 通过本课时的学习让学生介绍自己的新教室，并通过父母和孩子对于教室的讨论，增强父母对孩子的理解，也提升孩子对与父母的信任。在对话的最后通过对于lckers的问答介绍中西方教室差异。
Hw: 通过Peter和妈妈之间的问答复习句型“—What’？—It’s...”；通过向妈妈介绍自己的教室设施复习句型There’s...并引入special, smart whitebard, anther, put up, imprtant ntices等重点单词同时复习了相关的方位介词；通过妈妈询问Peter引入”there be句型”的一般疑问句；通过Peter对于自己物品的摆放位置引入有关中西方教室文化的差异。
二、教学内容
1. 发/ɔ:/，/ɒ/，/u:/和/ʊ/音的字母及字母组合；三音节单词的重读音节。
2. 本单元的重点单词及句型
3. 阅读技巧和能力。
三、教学目标
【知识与技能】
1. 掌握以下重点单词及短语：
large, special, smart, whitebard, put up, imprtant, ntice, lcker, drawer, at the back(f), crner
2. 掌握下列句型：
—What’s yur new classrm like？—It’s...
—Where d yu sit？—I sit...
—What’s special in yur classrm？—There’s...
—Are there... in yur classrm？—Yes, there are/N, there aren’t.
3. 能根据对话信息提取有关物品位置的信息。
【情感、态度与价值观】
能够通过对话感受父母对孩子的关心，并了解中国教室的典型元素，并理解中西方文化的不同，正确的认识中西方之间的文化差异。
四、教学重难点
重点：能够识别教室各种物品的名称并能介绍物品的位置。
难点：能够正确使用there be结构和方位介词描述教室内物品的位置关系，并简要介绍班级教室布置。
五、教学准备
图片，音乐，多媒体等。
六、教学过程
Step 1 Greeting and lead-in
T: Gd mrning, class. Hw are yu, tday？
Ss: Fine, thanks. And yu？
T: I’m fine t. Tday, we’ll learn phnetic symbls that can help us prnunce.
...
Step 2 Prnunciatin
1. Wrk n 1
（1）Listen and cnclude.
Play the prnunciatin f the fllwing wrds: sprt；shrt；frk，and let students repeat.
T: What prnunciatin des these wrds have in cmmn？
Ss: They all have /ɔ:/.
T: Great. They all have /ɔ:/. Nw, lk at these wrds, d yu knw which wrds can prnunce /ɔ:/.
Ss: r.
T: Listen again and feel the feature f /ɔ:/
Cnclude the ther three phnemes’ prnunciatin in the same way.
（2）Explain the key methds f prnuncing these phnemes.
（3）Practice
Shw the pictures f r///u/ and let students say ut their prnunciatin quickly. Teacher can divide students int tw grups and the faster grup wn the game.
（4）Listen and repeat
I saw a saw saw a saw.
Sam’s shp stcks shrt sptted scks.
I will chse tw blue bts t take t schl.
Captain Ck said t a ck: “Lk at this ckbk. It’s very gd.
【设计意图】通过学生跟读并归纳总结，提升学生的参与感,同时铜鼓绕口令的练习，巩固学生的发音。
2. Wrk n 2
（1）Listen t the sentences and repeat them.
（2）Let students claps their hands when they read the stressed syllables.
Step 3 Listening（2a）
1. Predicting.
Ask students lk at the picture in 2a and answer the fllwing questins.
（1）What can yu see in the picture？
（2）Where is the teacher’s desk？
（3）Is it a classrm in China？Why？
2. Lk thrugh the cnversatin quickly. And guess the prbable cntents in the blanks.
3. Listen t the cnversatin and fill in the blanks.
4. Check the answers: in frnt f; in the middle f; next t; at the back f
【设计意图】通过看图片并回答问题，复习有关有关教室的单词，同时提高学生的听前预测能力，进一步提升学生的听力技巧。
Step 4 Reading
1. Wrk n 2b.
Let students read the cnversatin and grab the key infrmatin and match the questins with the answers.
Check the answers: 1. C 2.D 3. A 4. B
2. Wrk n 2c
Let students read the cnversatin again and finish 2c.
Check the answers: T; F; T; F
【设计意图】学生通过通过完成阅读任务锻炼对于文章细节信息的抓取能力，提升阅读技巧。
Step 5 Rle-play
1. Students read after the cnversatin and pay mre attentin t key sentences.
2. Rle-play the cnversatin in pair.
3. Chse sme students shw in class and chse the best pairs accrding t their prnunciatin, tne and fluency.
Step 6 Speaking
1. Wrk n 2e
Let students lk at their wn classrm and find the differences between their classrm and Peter’s. Finish the chart.
（Teachers can write mre wrds abut classrm n the blackbard.）
2. Wrk n 2f
Let students wrk in pairs and discuss the differences with “there be structure” and chse students shw in class.
3. Find difference game.
The teacher shws several pairs f similar picture abut classrm and let students find the differences as quickly as pssible and express the differences with “there be structure”.
【设计意图】通过口语练习，进一步巩固学生=对there be句型的掌握，同时通过学习练习增加学生的学习兴趣。
Step 7 Hmewrk
Write a shrt article intrduce Peter’s schl.
七、板书设计
八、教学反思
Sectin A （Prnunciatin-2e）
—What’s yur new classrm like？—It’s...
—Where d yu sit？—I sit...
—What’s special in yur classrm？—There’s...
—Are there... in yur classrm？—Yes, there are/N, there aren’t.