Starter Unit 2 What's this in English? 2a-2e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 unit2 2a-2e 【课 型】 语音课
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 2 第二课时2a-2e，活动2a学习字母的读音。通过听录音，纠正学生的读音。2b进一步巩固字母的读音及顺序。根据录音为听到的单词编号，此处起到巩固字母的读音。2c学习字母的规范书写。学生朗读字母并在朗读过程中仔细观察这些字母的写法，特别要注意这些字母的大小写及占格情况，引导学生养成良好的学习习惯。2e学习字母构成的缩略词的含义。请学生观察图片，并试着猜出这些字母构成的缩略词的含义，注意读准各个字母的发音，大部分缩略词的重音在最后一个字母上。 主题: 身边的物品。 知识：掌握英语字母I到R的发音、顺序和书写规范。 能力：能够正确读出字母I到R，并掌握其书写方式。能够认读字母缩略词P, NBA, kg. 情感：培养学生观察力。 学习策略：初步尝试按字母发音来品读和记忆单词。 文化意识：了解字母缩略词的文化。 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。 目前已完成预备单元1单元的教学，掌握了问候的方式及A到H8个字母的认读及书写规范，也掌握了几个字母缩略词的含义。预备单元2单元第一课时，学生已经感知了指示代词this，that及it的用法，同时也感知了不定冠词a,an及be动词is的用法，能够用what引导的特殊疑问句向他人确认物品的英文名称并做出回答。以上内容的学习为本节课做了很好的铺垫，让学生对本节课的学习有了大概的认知。
II. Learning objectives (学习目标)
By the end of the class, I will be able to: Grasp how to read and write letters I-R; Read the three acronyms P, NBA and kg.
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 read and write letters I-R; 2)Read the three acronyms P, NBA and kg. 2. Difficult points教学难点： Grasp how to read and write letters I-R
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 ( 3 minute) Review the content of the first period in Starter unit2. A guessing game. Show some pictures and ask what is this/ that in English Look at the pictures and guess, then answer. Ask and answer.
Review and check
Activity 1 ( 10 minutes) To give students listening practice with the target language. Task 1: Guide students to listen and repeat after the tape. Task 2: Lead students to read the pronunciation after teacher. Listen and repeat after the tape. Read the pronunciation after teacher. Ask and answer.
2a Listen and repeat.
Activity 2 ( 7 minutes) To give students practice in listening for specific letters. Guide students to listen and number the letters. Play a game. Listen and number the letters. Play a game. Ask and answer.
2b Listen and number the letters you hear.
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 (8 minutes) To give students the opportunity to write the target language.. Task 1: Guide students to observe and learn to write the letters. . Task 2: Visual input-watch a video. . Task 3: Guide students to write the letters. Observe and learn to write the letters. Take part in the game. Watch a video Write the letters. Individual work.
2c and 2d Look and copy.
Activity 4 ( 10 minutes) To provide greater understanding of the meaning and use of the target language. Show three abbreviations and let students guess their meanings. Guide students to discuss some abbreviations around us. Guess the meanings of the three abbreviations and discuss. Group work.
2e Talk about what these letters mean.
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. Assign 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. 字母发音难以纠正. 通过教师反复教读，耐心辅导
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 2 What’s this in English 2a-2c 字母：Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr
VIII. Homework design.
1.观察抄写字母从（I-R）3遍，包括大小写，音标1遍； 2.用P S5图片中的句型What’s this/that in English 编2组对话，来描述身边的事物。
IX. Self-reflection (课后反思)
本单元的话题是生活中的常见物品。学习向他人确认物品英文名称的句型A：What’s this in English B: It’s ...本节课为本单元的第二课时侧重学习字母I到R的读法和规范书写以及通过了解一些生活中常见的缩略词，激发学生学习字母的兴趣。本节课的设计到复习本单元的目标句型开始到复习预备1单元的字母，引入本单元10个字母的学习，通过字母读音的学习，引导学生关注我们的音素。结合新学习的字母进一步按照首字母顺序给单词排序的方法及游戏，帮助学生巩固字母的学习。2c和2d通过观看视频及教材，模仿字母的书写。在教师展示和学生仿写中规范学生的书写。2e请学生观察图片，并试着猜出这些字母构成的缩略词的含义，并通过小组讨论，分享生活中的缩略词，激发学生的学习兴趣。 在设计本节课过程中遇到一个疑难问题，就在在教读字母读音时，是否要同时教字母的发音？本次课最后设计省去了教读字母发音，原因是我校是乡村学校，学生基础薄弱，思考力不强，怕学生产生混淆。