Starter Unit 1 Good morning ! 1a-1c教学设计（表格式）

Teaching Design
【教材版本】 人教版 【教学年级】 初一 【课题名称】 Starter unit1 1a-1c 【课 型】 导入课（听说课，导入话题）
Teaching material (教学材料)
I. Teaching background (教学背景)
Analysis of teaching Materials (教学内容分析): 本节课为Starter unit 1 第一课时1a-1c，活动1a通过图文导入整个单元的语境、话题，并呈现表示问候的语言功能，以及8个常见的英文名字。活动1b通过听力输入的方式呈现问候的表达法Hi./ Hello./Good morning.活动1c让学生模仿录音，进行控制性的口语输出。 主题: 与朋友见面。 知识：掌握上午问候的方式并熟悉8个常见人名。 能力：识图能力，听前预测能力，听中抓关键词，通过听辨别男女生以及模仿语音语调并跟读的能力。 情感：培养学生养成礼貌的问候方式，同时让学生感知不同文化下的问候方式。 2. Analysis of Learners(学情分析)： 初一新生，年龄特点分析：还处在感性认识阶段，喜欢表现自己，喜欢做游戏、喜欢唱歌等等。此外，初一新生对初中生活充满好奇与未知，既有兴奋又有焦虑。 初一新生已有的英语水平分析：已经在小学对英语有了初步的接触，甚至具备了听、说、读、写的简单英语表达，譬如26个英文字母、会说简单的日常物品的英语单词和日常用语的英语句子表达等等。
II. Learning objectives (学习目标)
By the end of the class, I will be able to: Grasp how to greet people in the morning; Pronounce the eight names correctly;
III. Teaching methods (教学方法)
Tasked-based teaching methods 2. Audio-visual teaching methods
IV. Important points and difficult points (教学重、难点)
1. Important points (教学重点)： 1) Grasp how to greet people in the morning; Pronounce the eight names correctly. 2. Difficult points教学难点： Pronounce the eight names correctly.
V. Teaching procedures (教学过程)
Stages and Time (步骤和时间) Purposes (设计意图) Teacher’s activities (教师活动) Students’ activities (学生活动) Interaction Patterns (互动模式)
Lead-in ( 1 minute) Review the content of the first lesson and check their school things. Show the things students need to be prepared and ask a question. Have you got these things ready Show the school things they prepare. Ask and answer.
Review and check
Activity 1 ( 11 minutes) To set the scene， test students’ knowledge and increase their vocabulary. Task 1: Read the picture and answer. Task 2: Classify the names and learn to read out the names. Read the picture and answer some questions. Learn to read out the names and participate in the game. Ask and answer.
Visual input Read the topic picture
Activity 2 ( 8 minutes) To help students recognize the target language in natural speech. Offer tips and lead students to imitate the pronunciation , intonation and sentence stress of the conversation. Guide students to recognize the different voices of boys and girls. Listen and imitate the pronunciation , intonation and sentence stress of the conversation. Ask and answer.
Listening input Listen and imitate the pronunciation, intonation and sentence stress
Stages and Time (步骤和时间) Purposes (设计意图) Teacher’s activities (教师活动) Students’ activities (学生活动) Interaction Patterns (互动模式)
Activity 3 (15 minutes) To help students use the target language in natural speech. Task 1: Guide students to practice the conversation in the picture. Task 2: Game--Hello chain. Task 3: Arrange an extending training. Work in groups or pair to read the conversation. Take part in the game. Make up a conversation and work in groups or pair to role play the conversation. Pair or group work.
Language output
Activity 4 ( 3 minutes) Help students understand the different ways of greeting in different culture. Show students two videos. Enjoy the videos and get to know the cultural differences. Ask and answer.
Cultural appreciation.
Activity 5 ( 2 minutes) Give students a deep impression of the key and important points of this lesson. Lead students to make a summary by asking questions. Homework. Make a summary and write down the homework. Ask and answer.
Summary and homework.
VI. Problems and solutions (问题预设及解决途径)
问题预设 解决途径
1. 初一新生未能积极主动回答问题. 通过语言激励的方式，鼓励学生主动发言
2. 半开放性练习，由于范例中所涉及内容过多，可能会影响学生对这道题的要求的理解。 给足学生足够的提示，尽可能降低学生的焦虑。
VII. Blackboard design (板书设计)
Starter Unit 1 Good morning! 1a-1c Good morning Hello! Hi!
VIII. Homework design.
1. 大声跟读磁带10分钟。(内容：Stater Unit 1 1a, 1b )。 ★★★ 2. 抄写字母A—H各5遍(含大，小写；每个字母写一行), 抄写1a中的句子各1遍。 ★★ 3. 预习2a-2e ★
IX. Self-reflection (课后反思)
本单元的话题是和朋友见面，其主要功能是学会问候他人，并对他人的问候做出应答。我先是由主题图引入，引导学生通过看图，感知该图所呈现的语境，即早晨学生在校门口相遇，互致问候的情景。调动学生的背景知识，引导他们分辨出图中的男名、女名，并带领学生熟悉这些人名的发音。随后在听前，先预测，随后训练学生模仿听力材料中的语音、语调即重读。听后，进行学生的仿读。在语言输出阶段，除了前面进行的控制性训练模仿朗读外，给学生设置了一个名为Hello chain的小游戏，目的是让学生进一步巩固目标语言。再次基础上进行半开放式拓展练习，先看视频，感受真实的语言环境，随后小组合作进行实践演练。通过练习，学生掌握目标语言。用两个短视频补充不同文化下的问候方式，拓展学生的视野，同时也让学生明白，我们要学会入乡随俗。半开放性训练所涉及的内容较多，可能会对学生造成一些障碍。由于本节课是初一新生的第二节课，因此，整堂课无法达到全英语授课。