（精品）Unit4 Having FunTopic 1 What can I do for you-Section A 教学设计(仁爱版英语七年级).docx

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1、Unit4HavingFunTopic1WhatcanIdoforyou?SectionA教学设计(仁爱版英语七年级)一、教材内容分析本课是一堂白话课，学习对象为七年级学生。本节课的话题场景是在一个商店。训练学生使用目的语言进行售货员与顾客之间的言语沟通。学习部分服装类单词、色彩单词，进一步熟悉数字表示方法。二、教学目的知识技能、经过与方法、情感态度与价值观本节课教学内容和教学目的及重难点的设定都以英语（课程标准）为准则，从学生的已有知识水平出发，并以交际法语言教学为理论根据。首先创设真实自然的社会语言情境，借助手法、动作、表情、实物、图片等手段为学生创设贴近教材内容的直观情景，并用语言的声调

2、、节拍、情感等描绘言语情景。其次，以任务为本，以学生为中心，设置多种不同的任务让学生扮演售货员与顾客，模拟购物经过，体验生活、贴近生活，操练目的语言；使学生把学英语当作一种生活乐趣。三、教学重难点1.(1)Learnsomeusefulwordsandphrases:madam,buy,over,there,overthere,try,tryon,Howmuch? (2)Learnsomenewwordsaboutnumbers:thirty,forty,fifty,sixty,seventy,eighty,ninety,hundred2.Learnsomeexpressionsaboutsh

3、opping: (1)-WhatcanIdoforyou,madam?-Iwanttobuysomeclothesformydaughter. (2)-CanItryiton?-Sure. (3)Itlooksveryniceonyou. (4)Thatsfine.Welltakeit.3.Learnhowtoexpressandrespondtothethanks:-Thanksalot.-Notatall.4.Learnhowtoaskandstateprices:-Howmuchisit?-Itsonlyseventyyuan.5.Learnhowtomakesuggestions:-W

4、hataboutthisone?-Allright.四、学情分析作为农村中学七年级学生，他们的英语知识绝大多数都是从最基础英语教学学起。这个阶段的学生活泼、好奇心和求知欲望强，模拟和记忆的能力十分强，他们也渴望用英语来表达。但他们还没养成英语思维习惯，碰到生活中的交际用语，不知道该怎样组织语言、用英语来表达；普遍性英语基础较差。因而，在教学经过中，利用图片、肢体语言，给予学生直观的感受，为他们创设语言环境。除此之外，老师要给学生适时而恰当的鼓励。鼓励他们开口。多运用积极的鼓励语言如“believeyourself!、“Good！、“Welldone!等，不必有错必纠，进而使学生产生“跃跃欲试的

5、冲动，享受成功的喜悦。五、教学策略选择与设计用详细、明确、可操作的行为语言，描绘本课的知识、技能、方法、情感、态度等方面的教学目的，采用交际法进行语言教学。六、教学准备准备几件不同颜色的服装、10几张写有数字几十几的卡片、图片、彩色粉笔、价格标签、录音机等。七、教学经过教学经过老师活动学生活动设计意图Step1:Revision1、由已学过的数字导入新数字，整合教学内容，完成2a.2、T：Whatsfiveandfifteen?Whatsfourteenandsixteen?Whatstenandeighty? (Writingtherednumbersontheblackboard)Step

6、2:Findingthefollowingdifferences:GroupAGroupB12twelve20twenty13thirteen30thirty14fourteen40forty15fifteen50fifty16sixteen60sixty17seventeen70seventy18eighteen80eighty19nineteen90ninetyT:Lookatthesmallblackboard,thenfindsomerulesofthetwogroups.Step3:ReadingReadingthenumbersofGroupA.Payingattentiontot

7、heirpronunciationof“teen.T:NowlookatGroupB,andtrytoreadthem.T:Now,letsreadonebyone.T:Listentothetapeandfollowit.Andthenfinish2abytalkingaboutthewordstress.T:Boysandgirls,whoseschoolnumberis27?T:OK,canyousayyournumberinEnglish?T:Whocandothat-read27inEnglish?T:Nowlookat2acarefully,andfindouthowtoreada

8、ndwritethenumbersfrom21to29.T:Listento2aandreadafterthetape.播放2a录音到ninety，学生跟读.Now,listentothenextnumber.(继续播放2a，让学生听hundred的发音。)T:Howtopronounce(老师解释：“发音。)thenumber100?Step4Finishing2aReadthenumbers101，185，315，999,workouttherulesandfillintheblanksof2a.Thenlisten,checkandrepeat.T:Whatcanyoufind?T:Yo

9、uareright.T:Listento2aagainandreadafterthetape.Payattentiontothepronunciationandintonation.Step5:ListeningandMatchingShowingthecardswithsomenumbersonit.Listenandmatchtheclotheswiththerightprices￥18.00￥80.00￥16.00￥60.00￥17.00￥70.00￥15.00￥50.00(￥-yuan) (￥25.00-Twenty-fiveyuan.)Step6Leading-inT:Whereca

10、nweseeit?T:Right.Wecanseeitinthesupermarket/shoplikeDoyouoftenbuyanythinginasupermarket?T:Whatcanyoubuyinasupermarket?T:Whatdoesthesalesperson(翻译成“销售员)saytoyou?T:Ok.Now,readthefollowingsentences:WhatcanIdoforyou?CanIhelpyou?MayIhelpyou?T:Whatdoyousayif(老师解释：“假如)thesalesperson(老师解释：“店员)says“WhatcanId

11、oforyou?or“MayIhelpyou?or“CanIhelpyou?toyou?T:Yes.Youcansay“Yes,please.Idlikeor“Iwantsome.Ifyoudontwanttobuy,youcansay“No,thanks.T:Ok.Readafterme:Idlike-Yes,please.Idlike/Iwantsome-No,thanks.Step6：ExercisingShowthethingsonebyoneanddothefollowingdialogue:T:WhatcanIdoforyou?T:CanIhelpyou?T:MayIhelpyou

12、?Step7:SpeakingT:Ifyouwanttobuysomething,youllaskthesalesperson:Howmuchisit? (Repeat“Howmuchisit?timeswhiletakingsomethinginhand.)T:(走向一女生)MayIhelpyou,S11?T:Ifyouwanttobuysomething,youllaskthesalesperson:Howmuchisit?Step7：ListeningandreadingListenthetapeanddrawalineunderthefollowingwordsorphrases:Ma

13、dam,overthere/there,tryonthecoat,tryitonT:Turntopage115-116,lookattheexplanationsofSectionA.Step8:ListeningandansweringT:ListeningthefirstpartofSectionAandanswerthefollowingquestions:Whatdoesthewomanwanttobuyforherdaughter?Wherearetheclothes?T:ListeningthesecondpartofSectionAandanswerthefollowingque

14、stions:Whatcolouristhecoat?WhatdoesMariawanttodo?Howmuchisthecoat?Step9:PractisingT:PractisingSectionAingroups.Step10:ActivitiesDotheactivitiesaboutshoppingingroups.Step11:HavingarevisionHavingarevisionaccordingtoblackboardwriting.Step12:Homework1、Tomakeaconversationaboutshopping;2、Toreviewthenumber

15、s,wordsandphrases.Step13:BlackboardwritingWhatcanIdoforyou?SectionAbuyfor(1)-WhatcanIdoforyou?(4)-CanItryiton?overthere/there-Iwantsome-Sure.tryon(2)-Thanksalot.(5)-Howmuchisit?-Notatall.-Itstwenty-ninety(3)-MayIhelpyou?(6)Thatsfine.Welltakeit.twenty-one-ninety-nine-Yes,please.Idlikeonehundred-No,th

16、anks.Reciteallthenumbersfrom0to20.Ss：Twenty.Ss:Thirty.Ss:Itsninety.Ss:Findthedifferencesofthem.Ss:ReadthenumbersofGroupA。Ss:ReadingthenumbersofGroupB.S1:Twenty.S2:Thirty.S3:Twenty.S4:Thirty.S5:Mineis.S5:Sorry,Icant (MaybeNoanswer.)Ss:Onehundred.Ss:(用汉语表达：在百位与十位之间加and。十位与个位按两位数读。)Ssreadandfinishthema

17、tchingworkonebyone.Ss:(学生不会表达shop/store/supermarket，能够用汉语。)Ss:YesS7:IcanbuySs:(学生能够用汉语回答，然后老师教授新句型。)Ssreadtheleftsentences.Ss:IcansayReadingandrepeating.S8:Iwanttobuyapen.S9:Yes,please.Idliketobuyapencil.S10:No,thanks.S12:Itstwoyuan.S11:Yes,please.IwantsomeS12:ItsoneyuanReadingandspeaking.Ss:Someclo

18、thes.Ss:Overthere/there.Ss：Itsred.Ss:Shewantstotryiton.SsPractisetheSectionAinfour-handedgroups.Sshavingtheirtimetolearn,askingtheirquestion.导入新课帮助学生回thirty，熟悉并把握。LettheSsrememberthem.借助黑板，突出呈现重点语言知识，培养学生的观察能力及自主归纳的能力。积极创设情境，运用实物教学，体现“学以致用的原则，进而提高学生学习英语的兴趣，培养其语言表达能力。让学生自主归纳、总结规律，老师最后补充讲明。学生依次操练，若有个别

19、学生读音不准，老师及时纠正。引导学生总结：写法：在十位和个位之间加连字符“-。读法：先读十位，再读个位。板书并解释，要求学生把握。)hundred100=one/ahundredLearnhowtoexpresstheprices.师生操练.LettheSshaveadialogueingroups.老师拿起学生的物品，反复发问，操练此句型，加深学生对询问价格句型的印象。老师通过购物用语，导入询问商品价格的方法。老师拿起学生的物品，反复发问，操练此句型，加深学生对询问价格句型的印象。LettheSsmakeSectionAclear.Takingpartintheactivitiesaboutshopping.八、教学反思英语课程的最终目的是用英语去做事。学生只要将所学的语言知识应用于现实生活中，才能使语言知识得到稳固发展和深化，并逐步养成良好的语言学习习惯。因而老师的教学应转向学生的生活领域拓展、延伸，让学生在日常生活的特定情景中探索，自主地运用所学语言知识、语言技能来独立解决本人碰到的各种实际问题。因而在课后作业方面我们要求学生在课后为所学的购物活动进行结对活动，设计对话。这不仅有效地温习了课堂中所学的新知，而且延伸了话题，为学生提供了更好的白话练习的平台，使目的语交际不在局限于短短的45分钟的课堂。让知识来源于生活，回归生活，并为生活服务。