仁爱七上UnitTopicNicetomeetyouA

仁爱七上UnitTopicNicetomeetyouA

七上仁爱版英语Unit 1 Topic 1 Nice to meet you! Section A教学设计 The main activities are ‎1a, ‎2a and ‎3a. 本课重点活动是‎1a, ‎2a和‎3a。‎ Ⅰ.Teaching aims and demands 教学目标 ‎1.(1)Learn the letters Aa-Gg.‎ ‎(2)Learn some useful words and expressions:‎ good, morning, welcome, to, China, thank, you, hello, I, am, I’m, are, yes, no, not, nice, meet, too ‎2. Talk about greetings and introductions:‎ ‎(1)—Good morning.‎ ‎—Good morning.‎ ‎(2)—Hi/Hello!‎ ‎—Hi/Hello!‎ ‎(3)—I’m … Are you …?‎ ‎—Yes, I am./No, I’m not. I’m …‎ ‎(4)—Nice to meet you.‎ ‎—Nice to meet you, too.‎ ‎(5)—Welcome to China!‎ ‎—Thanks./Thank you.‎ Ⅱ. Teaching aids 教具 录音机/字母卡片/投影仪/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Introduction 第一步 介绍(时间:6分钟)‎ 本节课是开篇，教师应向全体学生说明以下两点：1.学习英语的重要性。2.学习英语的正确方法。目的：激发学生学习英语的兴趣，提高学习效率。‎ Step 2 Presentation 第二步 呈现(时间:14分钟)‎ ‎1. (运用真实情境，让学生学会如何与他人简单地打招呼。)‎ ‎(1) (老师假设和一个学生不认识，向他/她打手势并和他/她打招呼。)‎ T: Hi!(启发学生回答。)‎ S1: Hi!(板书Hi!让学生猜测Hi!的意思。)‎ ‎(师生互动操练Hi!)‎ T: Hi!‎ S2: Hi!‎ ‎(2)(用同样的方式教学Hello!并板书Hello!)‎ ‎ (板书)‎ ‎—Hello! —Hi!(非正式)‎ ‎—Hello! —Hi!‎ ‎(同时老师可以利用简笔画告诉学生两个熟悉的人怎样相互打招呼。并让学生之间用真实姓名依次操练。)‎ T: Please look at the picture and see how they are greeting. Then you can use your name to ‎ greet each other.‎ S3: Hi, Zhang Hua!‎ S4: Hi, Chen Jun!‎ S3: Hello, Zhou Jie!‎ S5: Hello, Zhang Hua!‎ ‎(3)(教师亲切地用手势跟同学们打招呼。)‎ T: Good morning!‎ ‎(重复几遍后，启发学生回答。)‎ Ss: Good morning!‎ ‎(板书)‎ Good morning!‎ ‎(让学生猜测Good morning!的意思，教师给予提示：早上见面问好可用Good morning!代替Hello!)‎ ‎(师生互动操练Good morning!)‎ T: Good morning!‎ S4: Good morning!‎ ‎…‎ ‎(教师让学生用自己的真实姓名互动操练Hi!/Hello!/Good morning!)‎ S5: Hi! S6.‎ S6: Hi! S5.‎ S7: Hello! S8.‎ S8: Hello! S7.‎ S9: Good morning! S10.‎ S10:Good morning! S9.‎ ‎…‎ ‎(对学生的表演给予掌声鼓励。)‎ ‎2.(教师投影仪或教学挂图‎1a，显示康康在接机大厅接人的场景，三个外国学生刚下飞机，我们怎么向他们打招呼呢?)‎ Ss: Hi!/Hello!/Good morning.‎ ‎(利用上面图片学习Welcome to …, Thank you.)‎ T: They are our new friends. Welcome to our class.‎ Ss: Thank you.‎ ‎3. (播放录音‎1a, 让学生跟读, 注意模仿语音语调。)‎ ‎ T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.‎ ‎4. (出示四个小主人公的人物图，让学生认识他们，并教学生读Kangkang, Michael, Jane, ‎ Maria四个名字，教师播放1b录音，完成1b。核对答案并打分。)‎ ‎5. (1)(教学I’m … Are you …? Yes, I am./No, I’m not.)‎ ‎(教师找两名男生和两名女生分别扮演Kangkang, Michael, Jane, Maria.分别教他们说I’m Kangkang. I’m michael. I’m Jane. I’m Maria.引出I’m=I am. 再问Are you Kangkang? Yes, I am./No, I am not.)‎ ‎(板书)‎ ‎— I’m …‎ ‎— Are you …? ‎ ‎— Yes, I am./ No, I’m not. ‎ ‎ (老师向全班同学介绍自己，然后点几个学生站起来向全班同学打招呼并做自我介绍。)‎ ‎ T: Hi! I’m … (老师手指着自己。)‎ S11: Hi! I’m Wu San. (S11站起来。)‎ S12: Hi! I’m Wang Xiang. (S12站起来。)‎ S13: Hi! I’m Wei Hua. (S13站起来。)‎ ‎(老师接着对刚刚做自我介绍的学生进行提问，练习上面板书的另两个句式。)‎ T: I’m … Are you Wei Hua?‎ S13: Yes, I am.(学生点头，这时老师引导学生作答。)‎ T: I’m … Are you Li Feng?‎ S12: No, I’m not. I’m Wang Xiang.‎ ‎(让S12和S13单独在讲台上表演，并掌声鼓励。)‎ ‎(让学生两两进行类似操练。)‎ ‎(2)(再找来一名学生S14，教学Nice to meet you. Nice to meet you, too.的情景用法。板书重点句子。)‎ ‎—Nice to meet you ‎—Nice to meet you, too.]‎ ‎(教师示范表演。)‎ T: Hello! I’m … Are you Liu Siyang? S14:No, I’m not. I’m Wendy.‎ T: Oh, nice to meet you, Wendy.‎ S14:Nice to meet you, too.(老师引导学生作答。)‎ ‎(让两名学生在讲台上表演，教师给予指导。)‎ ‎(让学生互相问答，借此机会运用类似的对话认识同学。)‎ Step 3 Consolidation 第三步 巩固(时间:7分钟)‎ ‎1. (播放录音‎3a，让学生跟读，注意模仿语音语调并进行人机对话。完成‎3a。)‎ T: Listen to the tape and repeat, pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape.‎ ‎2. (让学生自由组合操练‎1a和‎3a，然后让学生两人一组上讲台表演。进行小组竞赛，巩固‎1a和‎3a所学内容。完成3b。)‎ T: Practice a dialog according to ‎1a and ‎3a in pairs, then act it out.‎ S1: Good morning!‎ S2: Good morning!‎ S1: I’m … Are you …?‎ S2: Yes, I am.‎ S1: Nice to meet you.‎ S2: Nice to meet you, too.‎ S1: Welcome to China!‎ S2: Thanks./Thank you.‎ ‎3. (再让学生四人一组用自己的真实姓名上台表演。)‎ T: Act out the dialog with your own names.‎ S3: Hi!‎ S4: Hi!‎ S3: I’m … Are you …?‎ S4: Yes, I am.‎ S3: Hello! Are you …?‎ S5: No, I’m not. I’m …‎ S3: Nice to meet you.‎ S5: Nice to meet you, too.‎ S3: Hi! Are you …?‎ S6: Yes, I am.‎ S3: Welcome to China!‎ S6: Thanks./Thank you.‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ ‎1. (学习字母Aa~Gg。)‎ ‎(1)(教师逐个出示字母卡片，先示范字母的读音，要求学生仔细听，认真观察教师的口型，再进行模仿。每个字母都要用升降调来读。)‎ T: Listen to me and read the letters after me. Learn Aa-Gg by heart.‎ ‎(教师先教学字母Aa-Gg，然后全体学生跟读Aa，Bb, Cc, Dd, Ee, Ff, Gg。)‎ T: Aa Bb Cc Dd Ee Ff Gg Ss:Aa Bb Cc Dd Ee Ff Gg ‎(2)(告诉学生，每个英文字母都有印刷体和书写体、大写小写之分。关于字母的书写，要严格要求学生用四线格的练习本，按笔顺和格式书写。逐个板书英文字母。书写每个字母时，教师要做好示范，从起笔到收笔，用几笔写成的都要示范清楚。带着学生用右食指在空中模仿，然后让学生在四线格上临摹。完成‎2a。)‎ T: Now let’s learn how to write the letters.‎ ‎2. (1)(英语字母接力游戏。)‎ T: Now let’s play a game.‎ ‎(由第一排第一个同学快速说出“A”，第二个同学快速接上“B”。依次C，D，E，F，G，A，B……)‎ T: The first student in the first row says “A” quickly, and the second student follows “B” and then C, D, E, F, G, A, B … one by one.‎ ‎(待上个游戏完成后，再要求第一个同学报出“AB”，第二个同学快速接上“BC”，第三个同学快速接上“CD”……以此类推，直到全班同学都参与进去。)‎ T: Well done! Now the first one says “AB”, the second one follows “BC” quickly, the third one ‎ says “CD” and so on.‎ ‎(2)(两人一组用身体组成任何一个大写字母，并大声说出该字母。)‎ T: Pair work. Form the capital letters with your bodies and read it aloud.‎ ‎3. (教师讲解2b的做题方法并示范，让学生听录音，完成2b。)‎ ‎ T: Now let’s listen and circle the letters you hear.‎ Aa Bb Cc Dd Ee Ff Gg ‎4. (把标注中的大小写字母放在横线上相应的大小写字母旁边。做配对练习，让学生自主完成4，最后核对答案。提醒学生，字母是该动物单词的首字母，来引发兴趣。)‎ T: Copy the letters on the signs beside the letters on the line.‎ ‎ Aa Bb Cc Dd Ee Ff Gg Step 5 Project 第五步 综合探究活动(时间:8分钟)‎ ‎1. (让学生想象并列举生活中有哪些物体与正在学习的英文字母A-G形状相似。如：板凳腿像A，耳朵像B，残月像C，D等。)‎ T: Can you imagine and list some objects which have the same shapes with English letters? For example: The legs of bench are like “A”, ears are like “B”, the moon is like “C” or “D”, etc.‎ ‎2. (做游戏:字母配对)(Letter Matching)‎ ‎ (1)活动目的：辨别字母的印刷体、书写体及大小写。‎ ‎(2)活动过程:‎ ‎①活动准备。教师事先制作一些卡片，每张卡片上写一个英文字母。每个字母分大写、小写的印刷体和书写体，并分别写在四张卡片上 ‎②做活动时，教师发给每人一张字母卡，规定大家不许出声，只可以看彼此手上拿着的字母卡。教师一声号令，各人开始在全班同学中寻找拿着与自己相同字母的其他三个同学。当拿着同一字母不同字体的四个人最先找在一起，并立刻一同把字母卡交给教师时，他们在这一局中就算获得胜利。‎ ‎(3)有关说明 ‎①活动前需向学生展示四种卡片，以便活动时辨认。‎ ‎②活动卡片数量必须跟学生数量相同，而每个字母有成套的四张卡片。所以在制作卡片时要考虑学生的数量。假设有28个人参加游戏，选写7个字母，同一个字母有4张卡片，共制成28张字母卡。‎ ‎③可将每个字母四张卡片改成两张卡片(大写与小写)，这样学生在活动时只需寻找一个同伴。‎ ‎3. (小组活动。7个学生一组分别取名为Aa-Gg,用学过的打招呼和问候语进行对话。)‎ ‎ T: Group work. A group of seven students act as Aa-Gg, greeting each other.‎ Example:‎ SA: Hello!‎ SB: Hello!‎ SA: Are you Cc?‎ SB: No, I’m not. I’m Bb.‎ SA: Nice to meet you.‎ SB: Nice to meet you, too.‎ ‎4. (教师用投影仪或小黑板展示句子，配对。)‎ T: Match the sentences in Column A with those in Column B.‎ A B ‎(1)Hi! a.Thanks./Thank you.‎ ‎(2)Welcome to China! b.Hello!‎ ‎(3)Nice to meet you. c.Nice to meet you, too.‎ ‎(4)Good morning! d.Good morning!‎ ‎(5)Hello! e.Yes, I am.‎ ‎(6)I’m Kangkang. Are you Michael? f.Hi!‎ ‎4. Homework:‎ ‎(1)练习字母Aa-Gg的写法，每个字母写5遍。‎ ‎(2)练习字母Aa-Gg的读音及本节课所学的问候语。‎ ‎(3)下课后，给自己取一个英文名字。‎ 板书设计：‎ Nice to meet you!‎ Section A ‎1.— Hi! 5.— Are you Maria?‎ ‎— Hi! — No, I’m not. I’m Jane.‎ ‎2.— Hello! 6.— Nice to meet you.‎ ‎— Hello! — Nice to meet you, too.‎ ‎3.— Good morning! 7.— Welcome to China.‎ ‎— Good morning! — Thanks./Thank you.‎ ‎4.— I’m Kangkang. Are you Michael?‎ ‎— Yes, I am.‎