初中英语人教版（2024）七年级上册Section A教学设计

这是一份初中英语人教版（2024）七年级上册Section A教学设计，共4页。教案主要包含了Teaching Steps等内容，欢迎下载使用。
This is a listening lessn. It talks abut intrducing yurself and greeting peple.
二、Teaching bjectives
1.Knwledge bjectives:能够介绍自己的姓名：My name ’m能够简单的问候初识的朋友： Hell!/Hi! Gd mrning! Nice t meet t yu!
2.Ability bjective:在听力训练中，有效获取介绍自己、询问他人姓名的句式，完成相关听力任务。
3.Emtinal bjectives: 通过谈论姓名和问候他人，增进同学间的了解。了解西方初次见面的礼节。
三、Key and difficult pints:
Key pint:
Help students get the details f the passage.
Difficult pint: Guide students t use the new knwledge in their daily life.
四、Teaching Steps:
Step 1 Lead-in(4 mins)
At the beginning f the class, the teacher will shw the vide f ‘My name is Chichy’ and ask students t enjy and sing the sng. Then lead students t meet their new friends Tutu. And ask students t write their English name. After that, the teacher will give crrespnding cmments t the students' answers and shws the tpic fr this lessn.(Justificatin: The vide is vivid and interesting, which can aruse students' interest t the teaching activity. Meanwhile, it can als lead t the tpic tday naturally)
Step 2 Pre-listening (5 mins)
1.Predictin
Befre listening, the teacher will guide students t make a predictin in 1a.The teacher will present the picture t ask them t write dwn the English wrds fr the things in 1a.
And predict they are ld friends r new friends?
(Justificatin: Thrugh abve activities, students will be prepared t listen and can understand the material better)
Step 3 While-listening(20 mins)
1.1b Listen and number the cnversatins [1–3].
Students will listen t the passage and number the cnversatins
(Justificatin: Thrugh extensive listening, students will have a general understanding f this passage and grasp the key sentence.)
2.presentatin:
Ask students ‘Hw can we intrduce urselves?’ t present ‘What's yur name?’ ‘Alan.’ ‘I'm Alan.’ ‘My name's Alan.’
3.practice: Practice the cnversatins abve with partner. Then greet ther classmates. 4.Intensive listening:
(1)Befre listening, ask students t read the listening key and predict these 4 pictures.
(2)Then listen and number the pictures 1-4.
(3)Students shuld listen t the 2b again and circle the names they hear
(4) Students shuld listen t the 2b again and fill in the blanks
C1:
Eric : Hell. What’s _____ name?
Alice : _______ name’s Alice.
Eric : _______ Eric.
Alice : Nice t meet yu.
C2:
Bill: What’s _____ name?
Maria: His name _____ Eric.
Bill: And what’s her _______?
Maria : ______ name is Alice.
C3:
Bb: Excuse me, are ____ Eric?
Eric : Yes, ____ am. Are yu Mike?
Bb: N, I’m nt. I’m Bb. Nice t meet ____.
Eric : Nice t meet yu, ____.
C4:
Ms. Miller: Gd mrning! Bys and girls. My name is Ms. Miller. What’s _____ name?
Jack: My name is Jack
Ms. Miller: And what’s yur _____?
Mary: My name is ______.
(Justificatin: Thrugh abve listening activities, students will nt nly understand the main idea and details f this listening material, but als imprve their listening ability.)
Step 4 Pst-listening(11 mins)
1.Presentatin: Shw sme famus peple’s pictures and ask students ‘What's his/her name?’ t present these key sentences again. At last, ask students t ask their partner abut these pictures.
2.Practice the cnversatins in grups and rle-play.4 students in 1 grup and intrduce themselves and their friends.
(Justificatin: This task can aruse students' interest and invlve the whle class. Als, by grup discussin, students' critical thinking and autnmus learning ability can be develped.
They will be mre cnfident t share their pinins in public. They will be willing t cperate with thers.)
Step5 Summary and hmewrk (5 mins)
1.Summary
Ask students t cnclude what we have learned this class. Then make a summary tgether.
(Justificatin: Reviewing the imprtant knwledge in this lessn can deepen students' impressin and frm gd study habits.)
2.Hmewrk
D a survey abut yur friends’ English names.
And intrduce them t yur family.
Step6 Emtinal sublimatin
There are many differences between different cultures.
T learn English well, t meet a wider wrld!
Unit1. My name’s Gina. Sa(1a-2c)练习题
单项选择
( )1. --- ________yur name, please?
--- ________ name is Gina Smith.
A. What, I B. What’s, Yur C. What’s, My D. What, My
( )2. Her name is Ann Read. Read is her ________name.
A. first B. given C. full D. family
( )3. My English teacher’s name is Bruce White. S we all call him________.
A. Miss Bruce B. Mr. Bruce C. Mr. White D. Sir Bruce.
( )4. --- I’m________ t be late tday.
--- That’s all right.
A. fine B. right C. srry D. nice
( )5. --- Gd mrning, Miss Ga.
--- ________ Li Ming.
A. Nice t meet yu B. Hell
C. Hw d yu d D. Gd mrning
( )6. --- Sit dwn, please.
–- ________ .
A. Thank yu B. Yes, yu’re right. C. OK D. All right
( )7. --- Excuse me. ________yu Mr. Zhang?
--- Yes, my name Zhang Ming.
A. Are, am B. Is, are C. Is, am D. Are, is
( )8. Hell, Kay, ________my friend, Helen.
A. It’s B. This’s C. She’s D. This is
( )9. --- ________, Gina.
--- Nice t meet yu, t, Li Lei.
A. Gd mrning B. Hw are yu C. Nice t meet yu D. Thank yu
( )10. --- This is Jim, Gina.
--- ________ , Jim.
A. Gd mrning B. Nice t meet yu
C. Hw are yu D. This is
教学反思
本节听说课我围绕着听前、听中、听后进行了教学设计，初一的学生刚刚进入到校园，对于全英授课相当比较陌生，因此我尽量的降低了指令的长度及难度，争取用最短的句子、最简单的语法能让学生听懂这堂课。前半段听前和听中，由于任务简单，也有题目辅佐，学生教好的理解了指令并进行行动。例如，告诉学生们为了让图图认识你们，请写下自己的英文名字。这里用的时间比我预想的要长，看来刚刚来到初一的孩子们还不熟悉英语课堂活动较多的这样的设定。我耐心等待孩子们写下名字才进行后面的继续授课，在这里我也担心他们由于紧张不敢张嘴说英语，于是在 1 a当中我设计了一起跟读以及1b较简单的听力任务一起回答等方式，鼓励学生张嘴其实不难。但到了 2a预测图片这里，虽然已经给了学生时间去讨论图片内容，但是回答效果仍然不理想。这是由于初一学生英语词汇、句子储备量较少，我没有适当的预判难度，因此我再一次使用了启发法以及集体回答的方式。等到真正开始了 2a、2b的听力任务，才敢于放手让学生单独来回答。尤其是又对 2b材料进行了拓展，让学生们了解听力填词这种题型，完整回答句子继续加深重点句型的记忆。这也是我觉得本节课比较重要且有用的一个环节。到了听后，尽管已经进行了明星图片的展示以及叫了一组同学来进行演示，但是学生在 grup wrk中仍然想要抓着课本来寻求心里安慰，我尽量调侃学生们怎么能不记得朋友的名字希望激励学生敢于放手，真正做到独立说英语，但是效果仍然不理想。这个输出的效果没有达到我心理的预想，在以后的教学设计中，更应考虑初一学生的实际水平。在往后的日常教学中，多设计能让学生参与进来的活动，甚至说走上台去，扔下课本，沉浸在使用英语的自如当中，真正在听说课中提高听、说的能力。Eric
Mike
Tm
Jack
Alice
Mary
Bb
Ms. Miller