当前位置:首页>>初中英语>>教师中心>>同步教学资源>>教学设计>>七年级下册>>Unit 1

 

一、教学目标

知识与能力:本单元主要学习询问能力的表达方式。本单元主要围绕加人俱乐部,谈论自己的能力这一话题开展听、说、读和写的学习活动,学习情态动词can的肯定句、否定句、一般疑问句,肯定与否定回答,以及一般疑问句的构成和用法;学会运用 what引导的特殊疑问句询问能力;能够谈论自己的喜好与意愿;能够为自己成立的各种俱乐部制作海报;会写招聘广告。此外,还要学习能掌握一些行为动作的单词和句型,能够熟练表达自己在某一方面所具备的才能。

过程与方法:采用自主学习、小组合作探究、 Classifying, Contrasting Comprehending in context Role—playing 的学习策略,利用教学图片、幻灯片、教学视频 ( 导入询问能力的VCR What can Gogo do? ) 或制作课件 ( 反映课内外活动 ) 等来展开课堂教学、 pairwork 问答式的口语交际活动或游戏等小组活动,进行询问和谈论个人能力的课堂教学和练习。

本单元的教学法建议:语音教学让学生进行模仿操练;词汇教学采取情景介绍或演示对比的方式进行教学,让学生在情境中操练、理解含义,并学会运用;口语教学采取 pairwork 问答式的口语交际活动或游戏等小组活动互相操练;听力教学采取图文配对和对话选择的方式;写作教学以填词、回答问题、写简单的短文为主;语法教学总结规律、抓住特征、模仿操练。

情感态度与价值观:该部分的学习内容贴近学生的生活,谈论的话题是个人能力。通过对目标语言的学习使学生能够表达自己在某一方面所具备的才能;通过谈论彼此的特长与爱好培养一种群体意识。

二、教学重难点

教学重点:

1)学习询问和谈论彼此的能力和特长。

2)理解情态动词can的构成和使用。

3)能够就自己的喜好与意愿这一话题分角色表演对话;能够为自己成立的各种俱乐部制作海报;会写招聘广告。

教学难点:

1)学习询问和谈论彼此的能力和特长。

2)学习情态动词can的肯定句、否定句、一般疑问句,肯定与否定回答,以及一般疑问句的构成和用法。

三、教学策略

语音教学让学生进行模仿操练;词汇教学采取情景介绍或演示对比的方式进行教学,让学生在情境中操练、理解含义,并学会运用;口语教学采取 pairwork 问答式的口语交际活动或游戏等小组活动互相操练;听力教学采取图文配对和对话选择的方式;写作教学以填词、回答问题、写简单的短文为主;语法教学总结规律、抓住特征、模仿操练。

四、教学过程

IWarming-up and lead in

Greet the Ss as usual. Lead in the topic.

Presentation

Show a short video about Gogo “What can Gogo do?”.

T: Today we’ll meet a new friend, Gogo. Now we’ll watch a short video to know about Gogo.

(Show a short video about Gogo “What can Gogo do?” Know something about Gogo, and lead in the new words and sences.)

T: Do you like Gogo? Can you sing? This class, we’ll learn how to show ourselves.

(Show the pictures of eight abilities on the screen. Learn the names of the abilities: sing, swim, dance, draw, speak English, play chess, play the guitar and play basketball. Learn the sentences of asking abilities: Can you sing? Yes, I can/ No, I can’t; Can he speak English? Yes, he can/ No, he can’t. )

Playing a game

T: Let’s watch the video about Gogo again, but this time we’ll play a game. You should find out what can Gogo do and answer my questions.

(play the short video for the Ss)

T: I can sing. I can swim. I can play chess. But I can’t dance. When we talk about something we can , we use “can” plus “do”;

e.g.

I can sing. / I can play chess/ Bob can swim. / They can play the guitar.

When we talk about something we can’t , we use “can’t” plus “do”;

e.g.

I can’t sing. / I can’t play chess. / Bob can’t swim. / They can’t dance.

When we ask people about their abilities, we put “can” ahead.

e.g.

Can you sing? / can you dance?

Can Bob play chess? Can they swim

T: Can you sing, S1?

S1: Yes, I can.

T: Can you dance, S1?

S1: No, I can’t.

T: OK, S2. Can you swim?

S2: Yes, I can.

T: Can you play chess?

S2: No, I can’t.

Listening

T: The students are talking about different clubs in the school. Listen to the recording and circle the clubs you hear in 2a.

(Play the recording for the Ss.)

T: In this conversation, the students are talking about what they like and what clubs they want to join. They are Lisa, Bob and Mary. Look at the sentences below. Please read the sentences by yourselves.

Pair work

T: Look, this is a conversation between Jenny and Gogo. Complete the conversation and make your own conversations.

T: Practice the conversations above with your partner.

Make a survey about what club does Gogo want to join and what can Gogo do.

T: Do you know Gogo? We’ll see some pictures about Gogo and then make your own conversations with your partner.

Listening

Now, listen to the recording again and complete the sentences in 2b.

(Play the recording again)

Pair work

S1: Can you sing?

S2: Yes, I can.

S1: Can you dance?

S2: No, I can’t. What about you?

S1: I can dance.

Role-play

(Then S2 ask S1 about what club does Gogo want to join.)

1. Review the new words we learned in this period.

2. Make a survey, and write something about your family members. Watch a short video to know about Gogo.

Work on 1a. Play the recording for the Ss to listen and repeat the new words. Ss read the new words and try to remember them.

Ss read and try to remember the phrases.

Ss watch the video and try to find out what can Gogo do.

Listen and number the conversations [1-3]

Read the conversation after the teacher. Then practice the conversation with the partner.

Ss listen and circle the clubs in 2a. Then check the answers.

(Ss read the clubs)

S1: Lisa wants to join the chess club.

S2: Bob wants to join the English club.

S3: …

Ss read the conversation

Ss fill in the blanks. Then check the answers.

(Ss work in pairs to ask and answer about what club they want to join.)

S1: When is your father's birthday?

S2: His birthday is on September 10th.

S1: When is your mother's birthday?

S2: Her birthday is on August 20th.

Homework:

总结:教师用一段视频引入有关能力的主题和相关单词单词,引起学生的兴趣。

教师先领读,然后男生读,女生读,链式读,给出汉语说英语,给出英语说汉语,最后跟读正音。紧凑的教学环节使学生能够全身心的投入学习中。

教师给学生播放Gogo的视频,让学生找出Gogo会做什么,不会做什么。让学生在玩游戏的过程中,强化单词和句型的表达。

讲解情态动词can的用法,can意为能,会,它是辅助动词帮助说明能力、意愿等的词,can后跟动词原形,并且它不随主语人称的变化而变化;变否定句直接在can后加“not”;变一般疑问句直接把can提前。

鼓励学生联系刚刚学到的句型和单词,通过问答式的口语交际活动或游戏等小组活动,进行询问和谈论个人能力的练习。

系统的听力训练,在听短文之前让学生学先在句子中找到要点,带着要点和问题去听。帮助提高学生的听力水平。

让学生们对自己的表现及语言表达能力进行自我评价,在小组内评价,然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。

    
【上一篇】
【下一篇】