初中英语仁爱科普版七年级下册Unit 5 Our school lifeTopic 2 A few students are running around the playground.精品教学设计及

这是一份初中英语仁爱科普版七年级下册Unit 5 Our school lifeTopic 2 A few students are running around the playground.精品教学设计及反思，共10页。

本节课是第五单元话题二的第一课时，主要学习有关学校各种设施和场所、谈论学校活动等内容。本课的主要活动是1a，2和4a。将通过人物对话描述日常活动及学校各种设施和场所，学习现在进行时的特殊疑问句、一般疑问句及其肯定和否定回答，掌握现在进行时描述正在进行的活动的表达法；还将通过匹配地点图片和名称，进一步学习有关校园设施和地点的名词，扩大学生的词汇量。此外，学生将通过了解字母g和字母组合er/ew/ey/eigh/ge/gu/gue的发音规则学习音标///,/9/,/(/,/V/,/G/和/_/。因为本课是本话题的第一课时，学生对于现在进行时的使用才刚开始接触，可能会出现英语表达的不流畅，漏掉be动词，或者动词没有加-ing的情况。因此，教师应该在教学活动中创造机会，引导学生在活动中反复操练进而巩固关于现在进行时的英语表达。
= 2 \* ROMAN \* MERGEFORMAT II. Teaching aims
1.Knwledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
make, card, bring, sn, classrm, playgrund, lab, labratry, cmputer,
rm, hall, dining hall, gym, gymnasium, building, swimming, pl, clean,
d sme cleaning, run, dance
学生在小组合作活动中，能掌握字母g和字母组合er/ew/ey/eigh/ge/gu/gue的发音规则，学习音标///,/9/,/(/,/V/,/G/和/_/的发音；
在情景对话中，能正确运用be+v.-ing来表达现在进行时，包括各种人称的肯定句、特殊疑问句、一般疑问句及其肯定和否定回答，如：
(1) —Are yu ding yur hmewrk?
—N, I’m nt.
(2) —Are yu watching TV?
—Yes, I am.
(3) I am making cards.
(4) —What are they ding nw?
—They are ...
(5) —Are Wang Wei and Lin Ta dancing, t？
—N, they aren’t. They are ...
能就谈论校园生活的话题进行交流与对话操练。
2.Skill aims
能听懂谈论正在进行的动作的简单对话或叙述；
能说出学校各种设施和场所的名称；
能在口头表达中做到发音清晰、语音语调准确；
能根据字母组合和音标初步地进行单词拼读；
能根据图片信息书面描述正在进行的活动。
3.Emtinal aims
通过谈论校园中正在进行的丰富多彩的活动，使学生发现校园生活的乐趣，从而培养学生热爱校园生活、乐于参加学校各种活动的意识；
通过和他人共同完成任务，培养学生的合作精神。
= 3 \* ROMAN \* MERGEFORMAT III. The key pints and difficult pints
1.在小组合作活动中，能掌握字母g和字母组合er/ew/ey/eigh/ge/gu/gue 的发音规则，学习///,/9/,/(/,/V/,/G/和/_/的发音；
2.在情景对话中，能正确运用be+v.-ing来表达现在进行时，包括各种人称的特殊疑问句、一般疑问句及其肯定和否定回答。
= 4 \* ROMAN \* MERGEFORMAT IV. Learning strategies
1.能够清楚、大声地进行朗读，认真听录音，反复模仿；
2.能够利用现实生活中的学习资源，如图书馆等。
= 5 \* ROMAN \* MERGEFORMAT V. Teaching aids
多媒体、教学机、教学挂图和黑板
= 6 \* ROMAN \* MERGEFORMAT VI. Teaching prcedures
= 7 \* ROMAN \* MERGEFORMAT VII. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(5 minutes)
The whle
class wrk.
Individual wrk.
The whle class wrk and individual wrk.
4. Grup wrk.
Fcus their attentin n the teacher.
2.Brainstrming. Try t express the means f transprtatin and the adverbs f frequency yu knw as many as yu can.
e.g.
By bus, by train, n ft, by bike, by subway, by car, by plane, by ship, by bat
…
3. Lk at the pictures abut the means f transprtatin the teacher shws. Try t answer the teacher’s questins as quickly as pssible.
e.g.
T: Hw des he/she usually g t schl?
S1: He/She usually ges t schl by bus/by bike/by subway/n ft/by car.
T: Des he/she ften g t schl n
S2:Yes, he/she des.
N, he/she desn’t.
...
Sit in grups f fur. Prepare sme phrases n cards. Take turns t ask questins.
e.g.
Hw ften d yu cme t schl?
Hw ften d yu visit yur grandparents?
Hw ften d yu play basketball?
D yu g t the library three times a week?
D yu listen t music every day?
...
1.Get students ready fr learning.
Help the students t learn and revise the means f transprtatin and adverbs f frequency.
3. Shw sme pictures t help the students revise the means f transprtatin and adverbs f frequency.
4. Help the students t revise hw t express frequency.
Presentatin
(10 minutes)
Individual wrk and pair wrk.
The whle
class wrk.
3.Individual wrk and pair wrk.
Individual wrk and
grup wrk.
D 2. Lk at the pictures in 2. Learn the wrds f schl facilities. Then match the places with the crrect wrds r phrases. Check the answers with yur partner.
Play a wrd game: “What’s missing?” Sme wrds and pictures may disappear. Try t guess what is missing as quickly as yu can.
Lk at the pictures in 1a. Read the sentences in 1b. Try t predict the listening material in 1a. Then listen and circle the crrect answers in 1b individually. Check the answers with yur partner.
Listen t 1a again and fill in the blanks. After that, pen yur bks and check yur answers.
Michael: Hell, Jane! This is Michael. What ______ yu ______ nw?
Jane: Guess!
Michael: Are yu ____ yur _____?
Jane: N, I am nt.
Michael: Are yu _____ ______?
Jane: Yes, I am. What abut yu?
Michael: I’m ______ cards, but it’s ______.
Wuld yu like t play ________?
Jane: Gd idea! See yu sn!
Michael: See yu!
Then discuss in grups. Try t find the rules f the “Present Cntinuus”
—be+v.-ing.
e.g.
…are ding
…are watching TV
…is making cards
Present new wrds f schl facilities with the help f the pictures. Check the answers.
T be a game cntrller.
Help the students learn t predict befre listening. Play the tape recrder and check the answers.
4. Play the tape recrder. Help the students learn t listen t specific infrmatin and t summarize the grammar rules by themselves.
Cnslidatin
(10 minutes)
Pair wrk.
The whle
class wrk and individual wrk.
Practice the
cnversatin in 1a in pairs.
Lk at the pictures shwn by the teacher and answer the teacher’s questins:
(1)What is he/she ding?
(2)Is he/she playing basketball?
(3)Are yu/they ding yur/their hmewrk?
1. T be a gd listener.
2.Help the students cnslidate the Present Cntinuus in different sentence patterns.
Practice
(10 minutes)
Individual wrk and the whle class wrk.
Pair wrk.
Individual wrk and grup wrk.
4.Individual wrk and pair wrk.
D 3a. Listen t the tape and match. Pay attentin t the structure f the Present Cntinuus. The whle class read the sentences tgether and check the answers at the same time.
D 3b. Wrk in pairs. Make up cnversatins with the infrmatin in 3a. Practice in pairs. Then sme pairs act ut yur cnversatins t the whle class.
D 4a. Divide the class int six grups. Every grup reads ne grup f wrds. Discuss in grups and find the rules f sunds abut er,ew,ey/eigh,g,ge,gu/ gue by yurselves. Then ne student in each grup reads ut the sund and teaches the sund t the whle class. Then the whle class listen t the tape recrder and check the sunds. Read the sunds and wrds alud after the tape.
4. D 4b. Try t read the wrds in 4b. Read alud individually. Cmpare the sunds with clred letters. Discuss with yur partner.
Play the tape recrder and check the answers.
Help the students t express crrectly.
3. Make the students learn t help each ther and learn frm each ther.
4. Crrect their sunds while they are reading. Cnslidate the sunds, /1-e/; /9-//; /G-_/.
Prductin
(10 minutes)
Grup wrk.
Separate the class int three grups. One grup writes dwn the names, ne writes places and the third ne writes dwn the actins. Then sme students try t rganize the sentences with the places, the actins and the names, using the “Present Cntinuus”.
1.Make sure the students knw hw t express the “Present Cntinuus”.
2.Assign the hmewrk:
Review the wrds and practice the cnversatins in Sectin A with yur partner;
Make up a new cnversatin similar t 1a with yur partner. Then reprt it t the class the next day;
Preview Sectin B-1a.
Teaching reflectin：
在本节课中，学生学会了结合现在进行时描述正在进行的活动的表达法，学习了有关校园设施和地点的名词，学习了字母g和字母组合er/ew/ey/eigh/ge/gu /gue的发音规则。但是由于语用习惯的关系，学生在用“be+v.-ing”的表达方式时偶尔会出现少了一个be动词的错误表达。因此教师应在学生的口头操练中加以纠正，帮助学生养成正确的语用习惯。
Tpic 2 A few students are running arund the playgrund.
Sectin A
1.—Are yu ding yur hmewrk? make
—N, I’m nt. card
2.—Are yu watching TV? bring
—Yes, I am. sn
3. I am making cards. classrm
4.—What are they ding nw? playgrund
—They are... lab=labratry
5.—Are Wang Wei and Lin Ta dancing, t? cmputer
—N, they aren’t. They are ... rm
hall
dining hall
gym
building
swimming
pl
clean
d sme cleaning
run
dance