初中英语人教新目标 (Go for it) 版七年级上册Section A教学设计

这是一份初中英语人教新目标 (Go for it) 版七年级上册Section A教学设计，共6页。
教学内容
Unit4 Where is my schlbag? SectinA 1a-1c
教学
对象
初一学生
教材分析
The tpic f this mdule is t talk abut the lcatin f items, , s that students can skillfully express the lcatin f bjects with the prepsitins “in, n, under'” n the basis f familiarity with the names f bjects, and can ask and answer questins using “where” and general interrgative sentences. In the teaching, we shuld use the bject t shw the different psitins t strengthen the students t express the psitin f the bject skillfully and lead ut the usage f singular and plural nun and persnal prnun naturally.
学情分析
Fr the first year f junir high schl students wh have entered junir high schl, after fur years f basic elementary schl English study, they have a general understanding f the basic knwledge f English. Hwever, in the cunty middle schls, mst students cme frm rural areas, and their basic knwledge f English and listening and speaking skills are generally pr. Althugh mst students have been expsed t English in primary schls, their applicatin ability is very weak, and have irregular writing habits. Grade ne students like intuitive thinking, games, cmpetitins, and pictures are interested in, and have a strng desire fr knwledge and expressin, need t use flexible and diverse teaching methds t attract students’ attentin, make great effrts t create the teaching situatin where play is learned and played while learning. Thrugh the previus stage f learning, students have a certain understanding f phnics, this new vcabulary learning methd has stimulated students t remember the wrd enthusiasm. Students can take the grup as a unit, actively participate in class activities, have a certain degree f cmprehensive language ability, and can use English fr the simple expressin.
教法设计
With the aid f multimedia, this unit needs t create teaching scenes thrugh situatin, listening and speaking, intuitin and activities, and t mbilize students’ active participatin by way f guidance, let students cperate, self-determinatin, and inquiry learning, s that students in a relaxed, pleasant atmsphere t achieve learning gals.
教 学
目 标
语言能力
1.Understand and cmprehend the meaning and functin f vcabulary in this unit: chair, sfa, table, bed, bkcase, player, mdel, plane, tidy
2.Be able t use the prepsitins f lcatin “in, n, under” and where t express the lcatin f the bject
3.Be able t master the spelling rules f the letter cmbinatins “”, “ch”, “pl”, and “ir”
4.Be able t try t spell new wrds using the phnics rules yu have learned
文化意识
1.Be able t actively participate in classrm activities
2.Be able t actively cperate with thers in learning activities, cmplete learning tasks tgether, and cultivate students’ spirit f seeking help and being willing t cperate with thers
思维品质
t imprve the analytical ability, summing-up ability and cultivate critical thinking
学习能力
1.Understand hw freign cuntries ask fr the lcatin f items
2.By talking abut the lcatin f bjects, students can develp gd living habits
教 学 过 程
1.Pre-preparing
T: Gd mrning! Bys and girls!
Ss: Gd mrning! Ms. Li!
T: Hw are yu tday?
Ss: Fine, thanks. And yu?
T: Oh, I’m well, thanks.
T: Let’s see a mvie and sing a sng “Phnics sng”, k?
Ss: Ok! (sing a sng tgether)
2. Review
Thrugh dialgue, review the sentence patterns learned in the previus lessn, and use pictures t present the new wrds learned in the previus lessn. Review the prnunciatin rules f the vwel letter cmbinatin “” learned in Unit 3.
T: Nw lk at these bks, are they yurs? (The teacher nw faces Student B and pints t Student A's bk)
Sb: NO, they aren’t. they are Lily’s.
T: Is it his schlbag? (The teacher nw faces student C and pints t student D)
Sc: Yes, it is.
T: Ok, very gd! Hw t read these letters?
Ss: /u:/
T: And hw t read these wrds? (PPT presents wrds cntaining the letter cmbinatin “”, let students guess and read, plus pints system specific t the individual)
Ss: Gd, rm, hd, fd, bk.
T: Gd! Nw, can yu finish these blanks? Can yu try t read them? Think fr a mment. Then, I will invite sme students t d a trial reading. Let’s g!
T: The time is up. Wh wants t try? Ok, Tm
Tm: Spn, stl, rm, brm (Invite a few mre students t try it, and at the same time crrect the prnunciatin mistake in time and give encuragement)
T: This time, let’s play a game. If I read the wrds ludly, yu need read them quietly. On the cntrary, if I read the wrds quietly, yu need read them ludly. Understand?
Ss: Yes.
T: All f yu have dne a gd jb! Nw, I will give yu sme wrd abut “er”. Talk in yur grup and tell me hw t read them. Let’s g!
T: Ok, which grup wants t try? (Students use the learned prnunciatin rules f vwel letters + cnsnant letter cmbinatin “er” t recgnize, and the grup will scre extra pints)
T: Ww, yu are very gd, give yurself a thumbs up. Super!
Ss: Hey, hey, super!
3. New lessn imprt
T: Tday I’m nt very happy, because I lst smething. (The teacher makes a sad face)
Ss: Lst smething?
T: I lst my water cup. Where is my water cup? (Befre class, teacher leaves his bag, water cup, and key anywhere in the classrm)
Ss: There, there. On the table (The water cup is n the table at the back f the classrm)
T: Ww, that’s it. Thanks! But I als lst my bag. Where is my bag?
Ss: There, there. It is n the chair.
T: Oh! Thanks！（PPT plays the picture, leading t the mngram “ch”）
T: Wh want t be the teacher? And help me read it. (Switch rles, have students be teachers and auditin syllables)
S: Me!
T: Ok! I will give yu sme ther wrds.
S: /tʃ/.
T: Gd! I will give yu mre wrds. Please talk in yur grups and try t read them.
T: Let sme students try t read these wrds. (Guide students t practice letter prnunciatin)
T: Where is my mdel plane?
Ss: It’s in yur bag.
T: Yes, here it is. Read after me! Pl-a-ne, plane
Ss: pl-a-ne, plane.
T: Pay attentin t this! Lk at this! Please tell me hw t spell these wrds. (The PPT presents the wrds f the cnsnant letter cmbinatin “pl”)
Ss: pl-a-te, plate, pl-ay, play, pl-a-ce, place, pl-a-ne, plane.
T: Yes, yu are great. Lk at these wrds. Can yu guess hw t read this syllable?
Ss: /pl/.
T: D a gd jb! Read after me! Pl-a-te, plate, pl-ay, play, pl-a-ce, place, pl-a-ne, plane.
Ss: pl-a-te, plate, pl-ay, play, pl-a-ce, place, pl-a-ne, plane.
T: Next, we are ging t learn a new syllable prnunciatin “ir”. Nw, let’s lk at these pictures. Please tell me hw t read these wrds. (The PPT shws the wrds that the students have learned)
T: Very gd, can yu see that they have the same syllable? That’s “ir”. Can yu guess hw t read this?
Ss: /ə:/.
T: Gd, read after me.
T: Nw, please lk at the shrt pa、ssage, and try t read it fr us. Nw please talk in yur grups.
Lk! I have a nice rm. Cme and have a lk. It’s small and nice. There is a big bed, a small desk, a shelf and a clset. The bed is near the desk. There is a shelf near bks very much. Oh, yes, there is a big bard n the wall. I ften write and draw pictures n the bard.
Oh, my bedrm is t beautiful. I like it very much. D yu like my bedrm? Can yu tell me abut yur bedrm, please.
T: Nw, any vlunteer? Yes, yu please.
T: Yu are very great!
T: Nw please wrk n 1a. Can yu match the wrds with the things in this picture. Wh want t try?
Ss: Let me try!
T: Ok, yu, please.
T: Very gd, sit dwn.
4. Slidify—play game
The teacher draws circles n the blackbard, pastes the letter cmbinatins “”, “ch”, “pl”, “ir”, and takes ut the flashcards prepared befre class, and asks students t classify accrding t prnunciatin and set up a reward mechanism.
T: Yu are s gd! Next, fllw me, let’ chant. (Cmpile the syllables and crrespnding wrds learned in this lessn int sngs, first read the wrds twice, then read the syllables crrespnding t the letters twice, and clap yur hands as yu read rhythmically)
5. Clse
Review the cntent f this lessn and advise students nt t be "cnfused" in life, and t d things in an rderly.
T: Let’s cntinue learning tmrrw! See yu bys and girls!
Ss: See yu! Ms. Li!
T: Dn’t lse anything! Bye!
Ss: Ok, bye!
课
后
反
思
The design f this teaching prcess is reasnable, and the links such as review, intrductin f new lessns, activity warm-up, and exercise are clsely linked, with apprpriate difficulty and clear thinking. A large number f games, grup cmpetitins, classrm displays, etc., greatly aruse the enthusiasm f students t learn English, at the same time, the classrm t take the plicy f bnus pints, the perfrmance f psitive students fr bnus pints, prmte the frmatin f a cmpetitive atmsphere amng students. Fr the grup cmpetitin t win the implementatin f the plicy f bnus pints, and prmte the cmpetitin between grups. Bth frm the individual, r frm the grup pint f view, can fully stimulate students int enthusiasm fr English class, and can greatly tap the ptential f students. In additin, students are als taught t develp rigrus living habits in life, and the items shuld be placed clean and neat, s as t further sublimate the idelgical level f the classrm. Hwever, the cnnectin f all aspects f teaching and the efficient rganizatin f teaching activities needs t be further plished in the teaching prcess, and the ability t respnd t classrm emergencies needs t be imprved.