Unit 1 Making new friends Topic 3 How old are you?Section A 教案

仁爱版英语七年级上册?Unit?1?Making?New?Friends?Topic?3??How?old?are?you??
Section?A?
一、教学设计分析?
1.?教材分析the?analysis?of?the?text?
本话题以How?old?are?you??为指引，在前两个话题的基础上引入新内容的学习，包括询问年龄、年级、班级等个人基本情况的表达以及辨认物体、单词单复数、基数词11~20以及文具类词汇的学习。
主要句型和语法：How?old?are?you??What?class/grade?are?you?in??What’s?this/that?in?English??How?do?you?spell?it??What?are?these/those??Are?those/these...?等。?
2.学情分析the?analysis?of?the?class?
本节课为七年级上册的第一单元内容。对于七年级上学期的初中生来讲，由于年龄小，又加上生性活泼好动，喜欢直观形象思维，对游戏、竞赛、画画特别感兴趣。在实际操作过程中，却有很多问题。有的学生已经说得很好，有的学生可能说的不好，有的还不敢说，小学也对英语的重视程度不高且参差不齐，学生一开始对英语还有兴趣，但随着英语知识的深入，这种兴奋往往会很快地减退，还很容易产生厌学情绪。因此最后能有一定英语基础的学生并不多。老师针对学生现状，在课堂上尽量以鼓励表扬为主，注重培养学习英语的兴趣，营造学英语的氛围，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。??二.?教学目标Teaching?aims??1.?Knowledge?aims?
1)?Be?able?to?read?and?write?the?following?words:?twelve,?year,?old,?class,?grade,?in,?eleven,?fourteen,?fifteen,?sixteen,?seventeen,?eighteen,?nineteen?and?twenty.?2)?Be?able?to?write?and?use?the?numbers:?11~20.?
3)?Be?able?to?talk?about?personal?information?about?one’s?age,?class?and?grade.?4)?Learn?and?master?the?sentences?“How?old?are?you??I’m…,?What?class?are?you?in??I’m?in?Class/Grade?…”.
?Be?able?to?talk?about?someone’s?age,?class?and?grade?in?class.?
Be?able?to?read?the?conversation?correctly?and?fluently;?be?able?to?write?and?use?the?numbers?11～20?correctly;?learn?to?make?conversations?about?one’s?age,?class?and?grade.?
3.?Emotional?aims?
The?students?will?be?encouraged?to?speak?English?boldly?and?they?will?have?more?confidence?in?English?learning.?
教学重难点
The?key?points?and?difficult?points?1.?Key?points?
1)?Talk?about
personal
information
about?someone’s?age,?class?and?grade.?2)?Write?and?master?the?usage?of?the?numbers?11~20.?2.?Difficult?points?
Master?the?right?way?of?expressing?and?writing?class?and?grade.?
教学策略Teaching?methods?and?strategies?
1.?Asking-and-answering?activities;
?2.?Listening?method.?
3.?Discussing?and?speaking?activities?
五、教学工具Teaching?aids?Record,?multimedia,?blackboard?
六、教学过程Teaching?procedures?Step?1??Greeting?and?warming?up??(1min)?Step?2??Lead-in??(2min)?Step?3??Presentation??(6min)?Step?4??Pre-listening??(10min)?Step?5??While-listening??(15min)?Step?6??Post-listening??(8min)?Step?6??Summary??(2min)
Step?7??Homework??(1min)?Step?1:?Greeting?and?warming?up?
Greet?the?students?and?then?get?them?to?greet?each?other?freely?with?“Good?morning!”,?“Nice?to?meet?you!”?and?so?on.?Step?2:?Lead-in?
Sing?the?song?Ten?Little?Indians?to?review?the?numbers?1-10.?
T:?First,?let’s?sing?a?number?song?together.
What?numbers?can?you?hear?in?this?song??S1:?One,?two,?three...?
T:?Great!?You?are?so?clever.?We?have?already?learned?1?to?10,?right??So?do?you?want?to?learn?more?numbers??Now,?please?follow?me?and?learn?more?about?numbers.??设计意图：本环节通过学生熟悉的歌曲导入，吸引学生兴趣，复习数字0-10。并导入学习11-20。?Step?3:?Presentation?
Task?1:?ask?students?to?look?at?2a?and?guess?the?rules?of?the?numbers?and?finish?2a.?
(Show?some?pictures?with?different?numbers?to?students?and?ask?them?to?count.)?T:?Here?are?some?bananas.?How?many?bananas?can?you?see??Let’s?count.?Ss:?eleven.?
T：Great!?Read?after?the?word?card.?Eleven,?eleven...?T：How?about?this?one??How?many?desks??Ss:?twelve.?
T：Wonderful!?Read?after?the?word?card.?Twelve,?twelve...?
T:?You?can?find?eleven?and?twelve?on?your?textbook.?(Show?2a?to?students.)?Look?at?2a?carefully.?Can?you?see?the?circles??Ss:?Yes.?
T:?Good.?The?circles?are?in?different?colors.?Try?to?find?something?according?to?the?colors.?
S1:?13，14,?15?–teen?
T:?A?careful?boy.?So,?work?in?groups,?try?to?work?out?the?rules?and?fill?in?the?blanks.?T:?Have?you?finished?it??Show?me?your?answer!?Group1:?sixteen?seventeen?T:?Another?group??Group2:?eighteen?nineteen.?
T:?Great!?So?now?maybe?we?can?conclude?the?rules?here.?Here?is?a?chant?about?it.?Let’s?read?it?together.??Rules：?
学习数字要注意，?11、12、20特殊记,?13至19有规律，?????莫忘teen尾未结。?
设计意图：通过自己观察规则并填空的形式培养学生自主学习的能力。?Task?2:?Listen?to?2a,?check?the?answers?and?then?listen?and?repeat.?(Play?the?record?of?2a.)?
T:?Look?at?2a?carefully.?Listen?and?check?your?answers.?T:?Listen?again,?try?to?follow?the?tape.?Ss:?eleven?twelve…?T:?Can?you?read?them??Ss:?No.?
T:?OK.?Look?at?my?hands.?It?is?eleven.?Follow?me.?Ss:?Eleven.?T:?Twelve.?Ss:?Twelve.?T:…?Ss…?
T:?Read?in?groups?then?I?will?invite?someone?to?read.?S1:?eleven?twelve?thirteen?fourteen?fifteen…?
设计意图：通过听，模仿。看图，模仿老师发音的方式完成数字学习。?
设计意图：通过复习前面所学的询问个人信息的功能句导入学习How?old?are?you??I?am?…?What?class?are?you?in???I?am?in?Class?4,?Grade7.?
Task?2:?Use?more?name?cards?to?learn?how?to?talk?about?others’?age,?class?and?grade.?
(Ask?students?to?look?at?the?name?cards?on?the?ppt.)?T:?Who?is?he??Ss:?He?is?Jack.?T:?Who?is?that??Ss:?That?is?Jack.?T:?How?old?is?he??Ss:?He?is?13?years?old.?T:?What?class?is?he?in??Ss:?She?is?in?Class?5,?Grade?7.?T:?Who?is?that??Ss:?That’s?Lily.?T:?How?old?is?she??Ss:?She?is?12?years?old.?T:?What?class?is?he?in??Ss:?He?is?in?Class?8,?Grade?7.?
(Guide?students?to?practice?new?structures.)?
T:?Lets?play?a?game.?Boys?PK?girls.?Boys?ask,?girls?answer?then?change.??Bs:?How?old?are?you???Gs:?I?am?…?years?old.?Bs:?What?class?are?you?in??Gs:?I?am?in?Class?4,?Grade7.?Bs:?Who?is?that??Gs:?That?is?Jack.?Bs:?How?old?is?he？?Gs:?He?is?13.?
T:?Quite?well.?Let’s?change.?
设计意图：通过对话的形式操练功能句。?Step?5:?While-listening?
Task?1:?Show?the?name?card?of?Jane?in?1b,?let?the?students?listen?to?1a?and?complete?the?name?card,?then?introduce?Jane?according?to?her?name?card?(Play?the?record.)?
T:?Lets?listen?to?1a,?try?to?understand?the?conversation.?T:?Listen?again?and?fill?in?the?name?card?in?1b.?Ss:?Jane,?twelve,?four,?seven.?
T:?Great!?Now,?lets?listen?again?and?then?act?it?out?in?pairs.?Ss:...(Act?it?out?in?pairs)?
T:?Good.?Who?can?introduce?Jane?according?to?her?name?card??You?can?begin?like?this:?This?is?Jane.?She?is...?Ss:?This?is?Jane.?She?is...?
Task?2:?Listen?to?2b?and?3,?check?the?answer?together.?T:?Right.?Let’s?listen?to?2b?and?match.?
?Step?6:?Post-listening?Group?work?
(Guide?students?to?practice?in?pairs.?)?
T:?Now,?boys?and?girls,?4?students?a?group.?Make?your?own?name?card?and?then?try?to?introduce?yourself?to?the?class.?You?can?begin?like?this:??My?name?is...I?am...?Group1:?
S1Hello,?what’s?your?name??S2:?My?name?is?Joy.?S1:?Where?are?you?from??S2:?I?am?from?China.?S1:?How?old?are?you??
S2:?I?am?twelve?years?old.?S1:?What?class?are?you?in??S2:?I?am?in?Class?4,?Grade7.?Group2:?
S1:?Who’s?that??S2:?That’s?Nancy.?…?
设计意图：通过小组活动运用目标语。
?Step?7:?Summary?
Encourage?the?students?to?summarize?the?key?points.?
T:?Class?will?be?over?soon.?Let’s?summarize?the?key?points?now.?Begin!?
S1:?Numbers:?twelve?thirteen?fourteen?fifteen?sixteen?seventeen?eighteen?nineteen?twenty?
S2:?How?old?are?you????S3:?I?amyears?old.??S4:?What?class?are?you?in??S5:?I?am?in?Class…,?Grade…?
T:?Sounds?great!?I?hope?you?will?remember?them.?Boys?and?girls,?please?remember?your?parents’?birthday?and?never?forget.?设计意图：帮助学生梳理本节课的重难点。?Step?8:?Homework?
T:?After?class,?please?make?your?own?name?card?and?then?introduce?yourself?to?your?partner.Thanks?for?your?listening.?Bye.?
设计意图：适当的家庭作业有助于巩固课堂所学的知识。??
七、教学反思Teaching?reflection?
本节听说课，我通过学生熟悉的歌曲引出话题，激发学生学习的兴趣。接下来让学生在听说任务中由浅入深整体本堂课的重难点句型和单词，完成语言的输入。而后面的听力，讨论与呈现和作业任务体现语言的输出，既能训练了学生语言表达能力和听力能力，又能完成了情感培养目标，升华了主题。