Unit 5 Let’s celebrate Grammar Asking wh-questions 教案

七上 Unit5 Grammar教学设计
I.Design ideas(设计思路)
1.Design concept（设计理念）
According to new English curriculum, try to improve the students’ cooperative, investigative and thinking abilities and develop students’ comprehensive language competence.
2.Analysis of the students（学生分析）
The students are familiar with “wh-” words, it’s not hard to let them master them.
II.Teaching aims and demands(教学目标)
1.Knowledge aims（Knowledge & skills）
To master the eight “wh-” words.
2.Ability aims(Process & steps )
To learn to use “wh-” words to ask questions.
3.Moral aims（emotional attitude & values）
To let students love Chinese traditional festivals.
III.Teaching key points(教学重点)
1.Master the eight “wh-” words.
2.Learn to use “wh-” words to ask questions.
IV.Teaching difficult points ( https: / / www. / link url=ufhbtcrCjMdLRmAbn-KA-ITNlkjOZoUdyhPgcXhbUIGpXQIhXB0we667c8Zwxj4OxmhaL6h2J2mGWl_BJKiq3bvVBrcDPHn4jRalUEMLmtWRYdej6HFF-JfwHWEXO8et&wd=&eqid=f8d7fd210000ce72000000055704c1ee" \t "https: / / www. / _blank )（教学难点）
learn to use “wh-”words in real-life situation.
V.Teaching aids(教学设备)
1.Tape recorders.
2.Multimedia or Projector.
VI.Teaching procedures(教学过程)
Step1.Warming up.
A free talk
T: How are you today
Ss: I am fine, thank you, and you
T: I am fine, too. This class, I am your English teacher. As we haven’t known each other before. So before having class, I want to ask you some questions. Are you ready
(1)What’s your name
(2)How old are you
(3)What is your favourite festival
(4)When is it
(5)Why do you like it
(6)How do you celebrate it
设计意图：采用兴趣型教学策略，激发了学生探索的动机和愿望；通过头脑风暴唤醒学生的言语智能，既检查了学生的预习效果，培养学生的自我学习能力，也培养了学生的发散思维能力！
Step2.Presentation
1.T:OK, good. You all have done a good job! If you pay attention to the questions I asked just now, you will find the questions I asked were all Special Questions. Do you want to know what Special Questions are Let’s look at the screen!
2:Let students answer questions, each time one student answer a question correctly, his/her group will get one point.
3.T:As we know, all the special questions begin with “wh-”words ,so if we want to learn more about special questions, we must learn about “wh-”words, let’s look at the screen together.
Let’s look at the family of what first.If you have difficulty in understanding English, pay attention to the Chinese meanings here, they may be of some help to you.
What Activity or thing（对行为和事物提问）
Why Reason（对原因提问）
Who Person（对人提问）
Whose Possession（对所有关系提问）
Which Thing or person（对特定的人或事物提问）
When Time（对时间提问）
Where Place（对地点提问）
Now the family of how.
How 怎么样（对方式提问）
How many 多少（对可数名词的量或价格进行提问）
How much 多少（对不可数名词的量或价格进行提问）
How old 多大了（对年龄进行提问）
How long 多长时间（对一段时间提问）
How often 多久一次（对频率进行提问）
3.Do some quizzes to consolidate what we learned. There are six quizzes in all, let each group leader choose one quiz for his/her group!
Before doing the quiz, let them know the rules. If one group fail to do the exercises, the chance will be given to other groups. And the group that does the exercise correctly will get double points!
设计意图：本环节体现了任务型的教学模式，使学生在用中学，学中用。
Step3.consolidation
Practice1
Choose the correct“wh-”word to fill in the blanks
Practice2
Use one“wh-”word to complete each question according to the response.
Practice3
Let the students ask a question about the underlined part in the following sentences.
You should choose the correct”wh-”word first.
设计意图：游戏教学可以最大限度地调动学生的积极性和主动性，能够把课堂变成有声有色的舞台，让学生从乐学、会学到创学。
petition
Each group prepares as many dialogues as possible. After three minutes’ preparation, you will present your dialogues by turns, if it is your turn, but you fail to make up a dialogue by using Special Questions, your group will lose a point.
设计意图：学生通过合作学习，巩固所学知识，有助于培养学生的合作精神、团队意识和集体观念；有助于提高学生的竞争意识和竞争能力。
Step5.Writing
Write a short passage about your school life according to the following special questions.
1.What is your name
2.How old are you
3.What class are you in？
4.When do you get up in the morning
5.What is your favoutite subject Why
6.Who is your favourite teacher Why
7.What do you often do after class
8.What do you think of your school life
设计意图：本环节作为拓展延伸，让全课有一个升华，真正提升学生综合运用知识的能力。
Step6.Enjoying a song.
设计意图：本环节可以让学生在轻松的氛围中结束这一课，并期待下节英语课的到来。
Step9.Homework
Your online friend Wendy wants to know more about Chinese New Year. He will ask you some questions about it. Please predict
(预测) at least six sentences using different question words and write them down.
设计意图：课后作业的目的是让学生能真正的灵活地运用所学内容，这是对所学知识更深层次的拓展和升华，在整体感知的基础上对重点内容进行深入探究、训练进而升华，达到自由运用所学语言的目的。
VII.Teaching reflection ( https: / / www. / link url=2V-0wXJIeuLB6eegUa983BTlPDLTUthd-ZnIgCxuqDXuQc1H60g-gBeakRnetdaJZoRmZyrDQypropZ3P0-3tx7eUWpiB6kOzmgUAXyH6I9AeVo53s1lkX1Ps7TZju-g&wd=&eqid=e10971d60001cb16000000055704c4e7" \t "https: / / www. / _blank )（教学反思）
本课给了学生更多的机会去展示自我，张扬个性，体验快乐，知识不再是机械的浮现，不再是牵强附会地“拿来主义”，而是举一反三地“为我所用”。对学生来说，英语不再是死记硬背的煎熬，而是兴致勃勃地交流。学生在教师的指导下建构知识，以提高技能为目的，同时帮助学生形成自己的学习策略。本课重视情感教育，在学习过程中进行情感的策略的调整，形成了积极的学习态度，促进了语言运用能力的提高！