山东省枣庄市第四十二中学七年级英语下册《Unit 14 Have you packed yet（第1课时）》教案 人教新目标版.doc

单元题目 Unit 14 Have you packed yet?
Period 1 Words
Teaching and Learning Goals：
Learn the new words of Unit 14 . Memorize the words by reading and using them. Learn the use of them and try to spell the words in this unit. Students try to learn how to read and remember the words and phrases , and how to learn individually and collectively.
设计意图：明确目标，教学单词的过程与方法
Teaching and learning steps
Step 1:　Learn to read the words on P110and P117
1. Students try to read the words using the phonetics by themselves.
2. Then read with their partners in groups.
3. Get some individual students to read and correct their pronunciations. Follow the teacher because they can hear the teacher pronounce the word clearly and correctly.
4. Read after the tape.
5. Read aloud and the teacher walk around to see if they have any question. Get some individual students to read again to see if everyone can read correctly.
(设计意图：利用音标读单词是一种能力，9年级学生已初步具有这种能力。让学生学会试读单词是一种学习习惯的培养，首先学生自己根据音标字读单词，并标出试读时有困难的。接着两人一组或以小组为单位解决遇到的困难。然后找单个同学读单词，教师及时更正错音，帮助学生正音。最后让学生跟录音读。如此几步的学习，大多数学生可以熟悉单词的读音，正确试读出单词。最后还是不会的同学，就给他们找“老师”，他们组的组长就是他们的“老师”，负责课下教会他们。单词的学习坚持从个体—同伴—小组—整体的原则，培养学生自主学习和小组互助学习的能力。尽量培养学生不用音标也能读单词的能力。)
Step 2 : Learn to remember words on P110-117
一. Remember the words by looking at pictures.

bathing suit

towel

feed the dog

water the plants
二. Remember the words by matching itself with its meaning.
1. water the plants 给植物浇水
2.feed the dog 喂小狗
3.many chores 许多家务
4.chop wood 劈柴
5.light the fire 生火
6.in the top ten 前十名
7. Good luck to… 祝。。。。好运
8. make a hit CD 制作了一张轰动一时的光盘
9. collect water from the village well 从井里打水
（设计意图：记忆单词的方法很多，利用多种手段和多种形式呈现给学，来吸引学生的兴趣，降低难度扩大学生的词汇量。）
Step 3: Consolidation of words
Give the students a few minutes to try to memorize the words first .
1.Get the students to read the word by looking at the Chinese. Then look at the Chinese and say English.
2. Then get them to work in pairs to spell the words or write down the words with the Chinese given in guide books. Underline the words they haven’t grasped.
3. Get the students to have a short dictation about the important words and phrases. If they can’t , dictate after class in groups.
（设计意图：此环节为巩固单词。通过提问或使用助学默写的形式来对单词加以巩固。这一环节有少部分的学生往往不达标，需要利用自习课或课余的时间让小组长跟踪检查，尽量能让全部学生顺利过关。）
Step 4 Mind map思维树
1. Get the students to read the mind map and fill in the mind map according to the text , they can discuss in groups.
2. Get the students to make a story using the mind map.
A trip

Look forward to

Make a hit CD
In the top ten

Government
Thanks to

Bathing suit
Towel

Table manners
Overseas homeland

Light the fire
Chop wood
On the farm

设计意图：利用思维导图，让学生加深对本单元词汇和短语的理解，使学生对词汇从逻辑范畴上记忆词汇。进一步把词汇和具体语境的连接起来，巩固对词汇的记忆。
Step 5 当堂检测
按单词的适当形式填空。
1．She had good （lucky）in finding a new job quickly.
2. Mozart wrote many (music) compositions in his short life.
3. Next week, a famous singer will appear on CCTＶ and make some money for (home) children.
4. Farmers plant seeds (main) in spring.
5. When I arrive home, my mother (not come) back yet.
亮点：
本单元的单词课堂设计基本涵盖了本单元的大部分单词，单词的拼读注重了学生自学能力和小组合作能力的培养。同时通过各种形式的单词记忆既加深了单词的识记，又理解了部分单词的大致用法，当堂检测的设计更是有效地补充与巩固了词汇的用法。
不足之处：
一节课内容设计的有些多，如果在此前预习的很好，还是能充分完成的。同时本节课容量较大，部分环节不能很好的展示与训练。

使用建议：
首先要对单元内容达到熟练掌握，能够基本明确单词在单元中的位置及其用法，同时必须准备完善的的多媒体课件，才能有效地增加课堂效率。

答案：
1.luck 2.musical 3.homeless 4.mainly 5.hasn’t come