七年级上册StarterUnit1Goodmorning！上册Good.docx

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1、上册 Good morning 教学目标 Teaching Aims【知识能力与技能】【Knowledge and skillsLearn to greet people with hello, hi, Good morning/afternoon/evening. How are you? And their answers; Learn the pronunciation and the writing of letters Aa-Hh; Know something about familiar boy names and girl names; Understand some abbr

2、eviations HB, CD、 BBC.【过程与方法】【Processes and methodsWith the studying strategies of Imitating and Drilling, get the students to do Pair work to learn how to say hello to and greet people in English by using the teaching courseware, pictures, flashcards; Catch the others5 information by practicing con

3、versations; Know the greetings well by singing English song.【情感、态度与价值观】【Emotion, attitudes and valueThis content is easy to understand and the basic greetings in English, and its the easiest to imitate and use. It can not only make the students fall interest in English, but also make them learn how

4、to communicate with others politely; At the same time, it can make the students learn how to call the westerners and know something about the western cultures.初中一年级英语上册Good morning教学重点难点Difficulties and focus1、Learn the pronunciation and writing of letters AaHh and consolidate the pronouncing rules

5、of the vowel letters A, E in English words.2、Learn to say hello to people with hello, hi, Good morning/afternoon/evening and their answers.3、 Learn to greet people with How are you? and their answers.初中一年级英语上册Good morning教与学互动设计Teaching and studying design of mutual actionsSection A仓才设情境，导入新课 Create

6、 plots and scenes to guide the new lessonThe main content of Section A is to learn to say hello to and greet to people by acting out the conversations and imitating them; Learn the pronunciation and writing of letters AaHh; Know something about familiar boy names and girl names. We can adopt the Sit

7、uation Guiding Method and the Audiovisual Guiding Method: The teacher can make a teaching courseware (about greeting) for the teaching, or prepare some cartoons to imitates the different voices of the people in the Cartoons to say hello to and greet each other, so the target sentences are guided Goo

8、d morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! Hi/Hello, Bob!Hi/Hello, Eric!; And then the teacher communicates with the students; At last get the students to communicate with each other.自读感矢口，整体把握 Pre-read to apperceive and grasp the wholeSection A is designed by three s

9、teps. In 1a-1b, get the students to learn to say hello to and greet others by practicing conversations and know some cartoons well; In 2a-3, get the students to learn the pronunciation and writing of letters Aa-Hh and pay attention to the orders of strokes and formats, and get them to apperceive the

10、 pronouncing characters of letters A and E and conclude their pronouncing rules; In 4a-4c, get them to grasp the familiar English names and consolidate the greetings.合作交流， 解读探究 Cooperate and intercourse to unscramble and researchThe main content in Section A is to learn the target language:Hi/Hello,

11、 Bob!Hi/Hello, Eric!Good morning/afternoon/evening, Helen!Good morning/afternoon/evening, Alice!Intercourse The teacher communicates with the students in class first:(Say hello to the students) Hello, .!(Get the students to answer) Hello, .!(Say hello to the students) Hi, .!(Get the students to answ

12、er) Hi, .J(Say hello to the students) Good morning/afternoon/evening, .!(Get the students to answer) Good morning/afternoon/evening, .!Experiences After the students grasp the target sentences, the teacher projects the courseware (about greeting) or shows some cartoons and imitates different voices

13、of the people in the cartoons (or play the tape) to say hello to and greet each other: Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! Hi/Hello, Bob!Hi/Hello, Eric!; The students listen carefully while watching and grasp the pronunciation of some familiar English names,

14、 finish the teaching task of Activity 1b.Activities Get the students to practice conversations and communicate with each other. Get them to imitate the conversations they hear and say hello to and greet each other, finish the teaching task of Activity 1b.Hi/Hello, Bob!Hi/Hello, Eric!Good morning/aft

15、ernoon/evening, Helen!Good morning/afternoon/evening, Alice!Demonstration Learn the pronunciation and writing of English letters Aa-Hh. The teacher can draw four-line grids on the blackboard and teach the students the correct writing orders and structures. The students imitate what the teacher have

16、taught and pay attention to the varieties of capital and small English letters, finish the teaching task of Activities 2a and 2b.Experiences Play the tape of Activity 2c and get the students to listen and distinguish the right letters and mark the orders, finish the teaching task of Activities 2c.Pr

17、actice Get the students to write the corresponding small letters according to the capital letters, finish the hearing teaching task of Activities 2d.Discussion Get the students to observe the abbreviations in Activity 3 and guess their meanings according to the pictures. Tell the students these abbr

18、eviations are common in English and also important, finish the teaching task of Activities 3.ExperiencesPlay the tape of Activity 4a and get the students to listen and circle the names they hear according to the conversations, finish the hearing teaching task of Activities 4a.1) Play the tape of Act

19、ivity 4a again and get the students to listen and match the conversations they hear with the pictures and mark the orders, finish the hearing teaching task of Activities 4b.Activities Get the students to drill the conversations in Activity 4b and grasp the target sentences: Good morning/aftemoon/eve

20、ning, Helen! Good morning/afternoon/evening, Alice!, finish the teaching task of Activity 4c.【要点直击】English notes 中西方日常交际差异：中国人见面喜欢问:“你吃过了吗？ ”老外听了，以为你要请客；“你去哪儿？” 老外认为你是干涉他的隐私。而西方人见面以问候为主，如：Hello!, Hi!, Good morning.等。问候 语的使用：Good morning早上好（指早晨、上午）；Good afternoon下午好（指午后，黄昏前）； Good evening晚上好（指黄昏后,就寝前

21、）。应用迁移， 巩固提高 Application and transfer, consolidation and improvementMake letter cards: Get different letters and words by assembling the cards freely. Ifs helpful to promote the intercourse between the students and bring up their friendship.1. Identify the character cartoons: Know some familiar boy

22、and girl names.Section B and Self Check创设情境，导入新课The main content in Section B is to review and consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in w

23、ords. So the Audiovisual Guiding Method can still be adopted: The teacher can make a teaching courseware （about saying hello and greeting） for teaching, or prepare some cartoons and imitate the different voices of different characters in the cartoons to say hello to and greet each other, so the targ

24、et sentences can be guided: Good morning/afternoon/evening, Helen! Hi/Hello, Eric! How are you? Im fine, thanks. Tm OK.o自读感知，整体把握Section B is designed by three steps: In 1 -2b, review and consolidate the greetings learnt and learn to greet others by using How are you?； In 3a-4, review the pronunciat

25、ion and writing of the English letters Aa-Hh, and summarize the pronouncing rules of the vowel letters A and E in words; In 5, use the English song to consolidate the target language and inspire the students5 interest in English at the same time.合作交流，解读探究The main content in Section B is to review an

26、d consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words.Good morning/aftemoon, Helen! Hi/Hello, Eric!How are you? Im fine, thanks. How are you?I

27、m OK.Experiences Project the courseware or play the tape of Activity 1 and get the students to watch or listen and imitate, and make them learn to greet others by using How are you? Im fine, thanks. How are you? Im OK., finish the teaching task of Activity 1.Making Get the students to review the fam

28、iliar English names learnt and choose one of them as their own English names according to their fancy and write them down in the cards, finish the teaching task of Activity 2a.【Role-playing After they make their own name cards, the teacher can get the students to practice conversations to consolidat

29、e the target language learnt by using the target sentences and English names, finish the teaching task of Activity 2b.【Experiences Playing the tape of Activity 3a and get the students to draw the lines between the letters they hear, finish the hearing teaching task of Activity 3a.Activities Get the

30、students to match the capital letters with the small letter and review and consolidate the pronunciation and writing of the English letter, finish the teaching task of Activity 3b.ExperiencesPlay the tape of Activity 4 and get the students to listen and imitate and summarize the pronouncing rules of

31、 the vowel letters A and E, finish the teaching task of Activity 4.1) Playing the tape of Activity 5 and teach the students this English song, finish the teaching task of Activity 5.【要点直击】English notes1、How are you?也是一句问候语，一般用于熟人之间，意思是“你(身体)好吗？ ”，它的答句一 般是：Fine/rm fine. Thank you.,而不能用 How are you?直接

32、回答。2、Thank you与Thanks： thank”是动词Thank you”是“谢谢你、表示感谢对方Thanks”是 名词“谢谢”(复数形式)。应用迁移，巩固提高 Application and transfer, consolidation and improvement1 Choose an English name: The teacher can organize an activity to get the students to choose an immovable English name for themselves (see the name lists at th

33、e last pages of the textbook) in order to boost up the atmosphere of learning English and help them communicate with each other better without the interference of mother tongue. And using the English names in the mutual intercourse can improve the students1 interest in English.2、One own voice: Get t

34、he students to record the conversations between them and their friends with tapes and play them in class and get other classmates to listen and communicate their tastes. It can practice the students5 abilities of oral expressing and correct their pronunciation on one hand, and it can improve the their abilities of listening to and telling the sounds on the other hand, and consolidate the target language