七年级上册（2024）Unit 1 You and Me Section A教案

这是一份七年级上册（2024）Unit 1 You and Me Section A教案，共8页。
I. Cntent Analysis
The listening text here has three shrt dialgues, shwing scenes where a teacher greets the whle class, a teacher greets a new student, and new friends greet each ther in class. These dialgues are cntextually cnnected. First, English teacher Ms Ga greets the whle class, a typical greeting scene in Chinese primary and secndary schls that resnates with students (teachers can remind students t address teachers as Ms Ga instead f "Teacher Ga" in English). As students are new t junir high and unfamiliar with each ther, the secnd dialgue is a greeting between the teacher and freign student Peter, serving as a mdel t encurage students t greet each ther ("Please say hi t each ther") fr ice breaking. The third dialgue is Emma and Fu Xing greeting under Ms Ga's encuragement, with name intrductins and ending with "Nice t meet yu".
The activities related t English alphabet writing have fur parts. Activity 2a lets students listen t letter recrdings and read alng, shwing uppercase and lwercase frms f 26 letters. It aims t help students review letter prnunciatin and writing, emphasizing accurate prnunciatin and standardized writing. Activity 2b requires students t listen and circle heard letters t test their letter distinguishing ability. This transitin unit reviews 26 letters (prnunciatin, rder, recgnitin, writing) t cnslidate primary schl knwledge fr junir high learning. Activity 2c is a listening cmprehensin activity where students cmplete dialgues with detailed infrmatin. The textbk prvides ptins, shwing listening dialgue sentences, which helps transitin stage junir high students reduce anxiety and feel a sense f achievement. It als helps students prepare befre listening and understand target language fr later imitatin. Activity 2d is an ral utput activity after listening, with language scafflds and semi pen/cmpletely pen sentence patterns fr students' independent expressin.
II. Learning Objectives
1. Distinguish and accurately read the prnunciatin f 26 English letters.
2. Write 26 English letters (uppercase and lwercase) in a standardized way.
3. Take the initiative t greet and get t knw new friends, including intrducing ne's wn name and asking abut thers' names.
4. Understand shrt greeting dialgues and extract key infrmatin frm them.
III. Teaching Prcedures
1. Pre listening: Preparatin fr Letter Learning
(1) Observing Letter Frms
Shw students printed and handwritten frms f 26 letters (bth uppercase and lwercase) using cards r PPT. Display the writing f names like Ella, Emma, Fu Xing, Peter, Teng Fei, and Yaming, with each name's initial letter in a different clr t highlight letters.
Let students bserve the differences between uppercase and lwercase letters, as well as between print and handwriting. Fr example, discuss hw letters such as Cc, Ss, Ww, Vv, and Zz have similar sizes in print and handwriting, but sme letters have different prprtins in varius fnts.
Teacher: "Lk at these letters. Can yu tell the difference between uppercase and lwercase? Fr instance, what's different between 'A' and 'a'?" Students bserve and describe differences in size and shape.
(2) Reviewing Letter Prnunciatin
Play the recrding f Activity 2a. Pause after each letter and have students repeat. Crrect prnunciatin errrs prmptly. Fr example, if students misprnunce "C" as /kɜː/ instead f /siː/, r "G" with an incrrect sund, crrect them right away.
Teacher: "Nw, let's listen t the letters. Repeat after me: 'A' /eɪ/, 'B' /biː/..." Walk arund t check students' prnunciatin.
2. While listening: Letter and Dialgue Cmprehensin
(1) Letter Recgnitin (Activity 2b)
Explain the meaning f "circle" t students t ensure they understand the task. Teacher: "When yu hear a letter, circle it in the table."
Play the recrding fr Activity 2b. After playing, check answers as a class. Teacher: "Let's check. Wh can tell me which letters yu circled?"
(2) Listening Games
Game 1: Letter Neighbrs
The teacher says a letter, and students quickly name its neighbring letters. Fr example, Teacher: "What letters are next t 'C'?" Students: "B and D."
Have a student say a letter, and the students behind take turns naming the next three letters in rder.
Predicting Dialgue Cntent
Befre playing the recrding f dialgues in 2c, ask students t lk at the pictures in 2c and predict. Teacher: "Lk at these pictures. What can yu see? Wh are they? Where are they? What are they ding?" Use questins like these t guide predictin.
Play the recrding fr the first time. After each dialgue, pause, let students chse crrect sentences, and cpy them int the right places in the three dialgues.
(3) Dialgue Cmprehensin (Activity 2c)
Checking Answers
The teacher and students check answers fr Activity 2c. Use questins t guide students in understanding the dialgue. Fr example:
Teacher: "Lk at Cnversatin 1. Hw des Ms Ga greet the class?" Students: "Gd mrning, class!"
Teacher: "What des the class say t Ms Ga?" Students: "Gd mrning, Ms Ga!"
Cultural Explanatin
Explain cultural differences in greetings. In English speaking cuntries, "teacher" isn't used t address teachers. Fr a male, use "Mr + last name" (e.g., Mr Brwn). Fr a female, use "Mrs + husband's last name" (r her riginal last name) if married (Mrs Brwn), "Miss + last name" if unmarried, r "Ms + last name" if marital status is unknwn (Ms Brwn).
Analyzing Dialgue Prcess
Guide students t utline the character interactin in the three dialgues and write it n the blackbard: "Ms Ga greets the class → Ms Ga greets Peter → Ms Ga asks Peter t greet the class → Peter greets the class → Ms Ga asks students t greet each ther".
Ask detailed questins based n this:
"When des Cnversatin 1 happen?"
"Is Peter new in this class?"
"What des Ms Ga ask Peter t d?"
"Hw des Peter greet his classmates? What des he say?"
"Des Emma knw Fu Xing? Hw d yu knw?"
Use English fr questins. Fr weaker students, use general r chice questins; fr strnger nes, use special questins. E.g., "Is Peter new? Yes r n?" r "When des Cnversatin 1 take place? Mrning r afternn?"
(4) Listening and Reading Alud (Activity 2c)
Use curseware t shw the dialgue scripts. Play the recrding a secnd time, pausing after each sentence fr students t read alng and imitate.
Teacher: "Nw, let's listen and read. Repeat after the recrding: 'Gd mrning, class!'..."
3. Pst listening: Oral Practice and Letter Writing
(1) Reading Practice (Activity 2c)
Students practice reading the three dialgues in pairs. Remind them t imitate the tne and intnatin frm the recrding and feel the characters' emtins.
Walk arund t listen and quietly crrect prnunciatin. After sufficient practice, invite grups t perfrm fr the class.
(2) Summarizing Greetings and Respnses (Activity 2c)
Students read the dialgue scripts and discuss in small grups t summarize greetings and their respnses. Fr example:
Greeting "Gd mrning, ...!" is respnded t with "Gd mrning, ...!".
"Hell, ...!" gets "Hell, ...!".
"Hi, ...!" is answered with "Hi, ...".
"Nice t meet yu, ..." is replied t with "Nice t meet yu t!".
"What's yur name?" is answered with "My name is ... / I'm ...".
Explain that there are mre daily greeting expressins, but as this is the first unit f Grade 7, dn't expand unless students vluntarily supplement, in which case give psitive feedback.
(3) Oral Expressin (Activity 2d)
Students read Activity 2d's instructins t understand the ral task. Then, in pairs, greet and intrduce each ther using the language scafflds, cmplete the dialgue, and pay attentin t writing standards.
Invite grups t perfrm and remind them t imitate 2c's prnunciatin and intnatin. Evaluate after perfrmances, e.g., "Yu did great! Yur greeting is natural and prnunciatin is clear."
(4) Letter Writing Practice
Demnstrate each letter's writing n the blackbard, emphasizing strke rder and grid placement in the fur line, three grid paper.
Students practice writing in exercise bks. After writing, have them check each ther in pairs. Walk arund t inspect and guide.
Game: Draw and Guess Letters
Have students wrk in pairs. One student gestures a letter, and the ther guesses it.
IV. Teaching Tips
1. Predictin is key in listening. It bsts cncentratin, helps grasp main ideas, and imprves infrmatin acquisitin. Cultivate students' ability t predict frm pictures and texts.
2. Use English fr questins in class. It fcuses students n cntent and prvides language input. Adjust questin difficulty: use special questins fr advanced students, general/chice questins fr thers t build cnfidence.
3. Standard letter writing is fundamental. Use activities and games t spark interest and develp gd writing habits.