Starter-Unit2-Period3(3a-3e)名师教案.doc

Starter Unit2 Period3（3a-3e）名师教案

【教材版本与册数】新目标人教版 七年级上册
【单元名称】Starter Unit 2 What’s this in English?
【课时】3a-3e （第3课时）
【课型】Listening ,Speaking and Writing（听说写作课）

教材分析
【本单元话题】本单元以谈论身边的物品展开话题。继续学习字母Ii至Rr,并围绕日常生活中的常见物品引入8个单词,介绍了向他人确认物品名称的句型What’s this/that in English? It’s…以及询问单词拼写的句型Spell it, please.
【本单元重点掌握目标】掌握句型What’s this/that in English? It’s…以及询问单词拼写的句型Spell it, please. 重视基础知识的学习，要求学生能正确认读和规范书写字母Ii—Rr，并掌握这10个字母的顺序，了解元音字母I和O在开音节和闭音节中的发音规律。
【教材内容拆分分析】3a-3e部分通过图文和听力的形式,将单元内容拓展。3a-3b以听力训练的方式,让学生辨认图片,补全单词,一方面复习了本单元的8个单词，另一方面让学生意识到字母对于构成单词的重要性，以及字母与读音的对应关系。活动3c让学生通过听读对话,巩固“向他人确认物品的英文名称”的句型和学习“请求单词拼写帮助”的句型Spell it,please.3d是听力练习,3e是口语练习。本部分的活动从单词到句型层层递进,让学生运用目标语言谈论身边的物品。
【通过本单元的学习学生需掌握哪些综合技能】学会正确书写字母I—R。知道顺序,熟悉大小写,了解I、O在重读开、闭音节中的读音。学会身边常见物品的英文单词。能够运用本单元的句型向别人询问和回答物品的英文名称,求助单词的拼写。
教学目标
1. 语言知识目标：
1). 掌握单词和短语spell, please, a map, an orange。
2). 掌握求助单词拼写的句型Spell it, please.并能运用, 进行问答, 掌握please在句子中的位置。
3). 通过观看图片和多媒体展示的方式提供语境, 进行听力和口语训练。
2. 情感态度价值观目标：
在轻松快乐的氛围中学习英语,培养学生学习英语的兴趣。
教学重难点
1. 教学重点：
1) 运用 — What's this/that? — It's… 句型对周围的事物进行问答练习。
2) 运用Spell it, please句型，练习拼写所学的有关事物的单词，并强化记忆这些单词。
2. 教学难点：
1) 运用 — What's this/that? — It's… 句型对周围的事物进行问答练习。
2) 运用Spell it, please句型，练习拼写所学的有关事物的单词，并强化记忆这些单词。
建议教法
创设情景，设置任务的教学法
复习：复习核心词汇orange, ruler, pen, key, jacket, map, cup, quilt。
通过问答，复习目标语言
— What's this in English? — It's an orange.
— What's that in English? — It's a map.
思考：听力前的活动为学生创设情景，让学生感知听力，为下一步的听音做准备。
听力：通过听力练习，达到语言输入的目的。听第一遍完成教材基本要求，听第二遍提高难度学生通过反复操练句型问答
合作：通过小组合作，加强口语训练，达到学以致用。做到听后，能够自己组织语言，与同学对话，学生通过反复模仿练习原文对话，达到巩固目标语言的目的。
—What’s this in English?
—It’s a ruler.
—Spell it, please.
—R-U-L-E-R, ruler.
写作：写下刚练习的对话，达到以说促写的目的。
总结：通过本节课的教法进行教学，让学生能够正确的模仿听力中的目标语言进行语言交际，从而使其能够综合运用上单元和本单元的核心句型进行写作。
教学流程
参照教学设计
教学评价
加强输入,养成良好的学习英语的习惯。口语练习采用师生问答和学生之间的Pair work等形式,多多练习,加强合作。要关注物品的英文名称,学习单词的拼写。

【本课时教学设计】
步骤
过程
措施
目的
持续性评价
1
预备与激活先期知识
Step 1
Lead in

1. Greet the Ss. Check the homework.
2. Recite the words. Let Ss read these words loundly.
3. Review the letters Ii ~ Rr. Let some Ss recite the letters. Then let some Ss come to the Bb and write them on the Bb.
3. Put some real objects on the teacher's desk. (orange, ruler, pen, key, jacket, cup)
Ask Ss to answer the questions:
T: What's this in English?
Ss: It's an orange.
T: What's this in English?
Ss: It's a ruler.
(Ask about more Ss about other things.)
4. Point to a map on the wall. Ask Ss: What's that in English?
Ss: It's a map.
Point to a picture of quilt. Ask Ss: What's that in English?
Ss: It's a quilt.
(Put the real objects on a desk which is a little far away.)
Then ask questions about them.
5. Let Ss ask and answer about the objects in pairs.

1. 通过图片，复习核心词汇orange, ruler, pen, key, jacket, map, cup, quilt。
2. 通过问答，复习字母Ii ~ Rr.的读音和写法。

3. 通过问答，复习目标语言
— What's this in English? — It's an orange.
— What's that in English? — It's a map?

4. 通过演示复习this, that 的在问答句型What's this in English? What's that in English? 的区别。

1. 看学生是否掌握核心词汇orange, ruler, pen, key, jacket, map, cup, quilt的认读。
2. 看学生是否掌握了字母Ii ~ Rr的读音和写法规则。
3. 检测学生是否掌握了核心句型。
—What's this in English?
— It's an orange.
—What's that in English?
— It's a map?

看学生是否能够理解区别this,that 的在问答句型What's this in English? What's that in English?中的运用。
2
获取新知

Step 2
Pre- listening

1.Pre-listening activities
Ask three students to say the English words of the things in the pictures.
T: Now, boys and girls. I’ll ask some of you to say out the things in English. Please say the top line.
S1: ruler, map, jacket, key.
T: Please say the bottom line.
S2: quilt, orange, pen, cup.
T: Now, you must add “a” or “an”.
Then lead the class to read them aloud.
T: Good. Now, look at the pictures. Listen to the recording and number the pictures [1—8].
1. 教授核心词汇ruler, map, jacket, key, quilt, orange, pen, cup.
2. 通过书上练习巩固所学词汇
看学生是否掌握了核心词汇的认读和拼写。
3深度加工知识

Step 3
While-
listening
T: Now listen to the tape carefully. I’ll play the tape twice.
For the first time, listen and pay attention to the things. You can number the pictures quickly.( Ss listen for the first time. They pay attention to the pronunciation of the phrases.)
T: Now for the second time, please repeat after the teacher and correct your work.
1. 通过听力练习，达到语言输入的目的。
2. 听第一遍完成教材基本要求，听第二遍提高难度，通过听音模仿，加大语言输入量以及强化语音语调学习。
1.看学生是否具有整体感知英语听读的能力
2. 看学生是否能够完成听力练习。
3．看学生是否能够准确模仿单词语音。
4
评价学生的学习
Step 4
Post-
listening
Ask the students to check their work by asking and answering, like this:
S1: What’s this in English?
S2: It’s a key.
T: (Ask the class to look at the words with blanks in 3a.)
Keys：
3a:Top row(left to right):5,2,7,1
Bottom row (left to right):4,6,3,8
3b:Top row(left to right):a ruler, a map, a jacket, a key
Bottom row (left to right):a quilt, an orange, a pen, a cup

Now listen to the tape again and complete the words under the pictures in 3a.
T: What’s this in English?
Ss: It’s a ruler.
T: Spell it, please.
Ss: R-U-L-E-R, ruler.
1. 学生通过句型问答
— What's this in English?
—It's a map.反复练习核心词汇。

引入新的核心句型
—Spell it, please.
— R-U-L-E-R, ruler.为后续听力做准备。
观察学生是否已经大体掌握了核心词汇的认读。

学生是否能够尝试运用新的核心句型来进行单词的拼写。
5深度加工知识

6 评价学生的学习
Step 5
While-
listening

1.Show the picture of 3c.
T: Look at the picture. They are talking about things in English and spell the word. Please listen to the recording and repeat the conversation.
Ss: OK.
2.The teacher writes or displays the conversation on the blackboard.
T: Now read the conversation after me.
Then tell Ss to change the things and make new conversations in the seats. Ss practice and the teacher asks some pairs to act out the conversations in class.

学生通过反复模仿练习原文对话，巩固核心句型:
—Spell it, please.
— R-U-L-E-R, ruler.达到正音的目的。

观察学生是否已经掌握了核心句型。
Step 6
Post-
listening
1. Tell Ss to look at the box in 3d. Then let some Ss read the words aloud. Make sure they know the meaning of every word.
2. Tell Ss that they will hear four conversations. They are about different objects. Listen to the conversations and number the words you hear.
3. Play the recording for the Ss listen and number. (Play the recording three times. For the first time, only listen. For the second time, listen and number the words. For the third time, check the answers.)
Pair work
1. T: Look at the picture in 3e. This is Helen's room. Eric and Helen are talking about the objects in her room. What can you see in the room?
Ss: A map, a ruler, a pen, an orange, a quilt and a jacket.
A: What’s that in English?
B: It’s an orange.
A: Spell it, please.
B: O-R-A-N-G-E.
2. Who can act out the conversation in the picture?
S1: What's this in English?
S2: It's an orange.
S1: Spell it, please.
S2: O-R-A-N-G-E.
3. Very good! Now work with your partner and ask and answer about the objects in Helen's room.
(Ss ask and answer about the objects in Helen's room.)
学生通过反复模仿练习原文对话，达到巩固目标语言的目的。
—What’s this in English?
—It’s a ruler.
—Spell it, please.
— R-U-L-E-R, ruler.
看学生是否能够正确的模仿听力中的目标语言进行语言交际。

看学生是否能够正确合理的运用核心句型编造对话进行语言交际。
Step7 Writing
1. If you meet your friend on your way home, please write down the conversation.
A: …
B: …
2. Write down the conversation.
Keys：
A：Hi, Helen! How are you?
B：Hi, Eric! I’m fine. Thank you. How are you?
A：I’m OK!
1. 运用刚学的句型，并用自己的英文名字来相互问候。达到学以致用。
2. 写下刚练习的对话，达到以说促写的目的。
学生是否能结合上节课的知识，正确书写本节课目标语言的内容
Step 8
Summary
T: Class, what do we learn today? Let’s have a summary.
ruler, map, jacket, key, quilt, orange, pen, cup
—What’s this in English?
—It’s a/an….
—Spell it, please.
— ……
Exercises：
Keys：
ABAABCC
morning What’s a spell

1. 让学生学会总结归纳本单元的语言知识点。
2. 培养学生总结归纳的能力。
学生是否已经掌握本节课的核心词汇和核心句型。
Step 9
Homework
1. Recite the new words.
2. Practice the conversation in 3c.
让学生巩固本节课核心词汇和核心句型的学习，
加深印象。
看学生是否能够查漏补缺，巩固本节课的知识学习。

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