Unit1第2课时Section B(1a-1d)学案2024-2025学年人教版（2024）七年级英语上册

第2课时 Section B(1a-1d) 学习清单 学前 1．预习语篇，画出不认识或不理解的词句。 2．了解英美国家人们展开交谈的问候语和常用句型结构。 3．了解英文词典的编排规律，学会使用词典。 学中 Pre-reading Read the expressions in la and tick those that start a conversation. Hello! Good morning. How are you? Nice to meet you. What's your name? Goodbye. While-reading 1. Read the two conversations in 1b and underline how people greet each other and how people start a conversation. 2. Read the conversations in 1b again and fill in the blanks with the correct responses in the box in 1c. Post-reading 1. Conclude the expressions that people use to greet each other and start a conversation. ·Hello./Hi.→Hello./Hi. ·Good morning.→Good morning. ·How are you?→I'm fine, thank you. ·Nice to meet you. →Nice to meet you too. ·What's your name? /May I have your name?→My name is Emma Miller. ·How do you spell your name? →E-M-M-A,Emma. M-I-L-L-E-R,Miller. 2. Complete the conversations in 1d. Then role-play them in pairs. 学后 1. Role-play the conversations in 1d with your partners or classmates. (Required) 2. Make up a conversation between you and your partner or among three classmates.(Optional) 语篇分析 【What】语篇是两篇日常对话，分别介绍了Teng Fei与Emma、Helen与Yaming之间的互相问候和展开的交谈，表达了他们想要友好交往的愿望。 【Why】通过语篇的呈现，学生可以习得互相问候和展开交谈的相关常用表达和句型，学生能准确掌握相关表达的意义及用法，以达到正确运用的目的。 【How】该部分文本涉及初次见面时互相问候的口语化情景，围绕“问候他人和展开交谈”展开，涉及打招呼、询问姓名及姓名的拼写等信息，如“Hello.／Hi.／Good morning.""How are you?""Nice to meet you."“May I have your name?""How do you spell your name?””等。在对话过程中，通过Teng Fei和Emma、Helen和Yaming的对话，呈现互相问候和展开交谈的相关句型。该语篇内容简单，属于“人与社会”的主题范畴，贴近学生的实际生活，能激发学生英语学习的求知欲。 教学目标 通过本课时学习，学生能够： 1．通过阅读，理解并掌握目标语言“Hello．／Hi．／Good morning.""How are you?""Nice to meet you."“May I have your name?""How do you spell your name?”。 2．深入语篇，发掘潜在信息，掌握并会运用常用问候语及交谈用语的表达。 3．通过编写对话的形式，灵活运用目标语言，自如地互相问候及展开交谈，去结识新同学。 重点难点 重点 1．能够合理使用阅读策略，正确、快速地捕捉关键信息并进行归纳。 2．灵活运用互相问候及展开交谈等目标语言。 难点 深入语篇，发掘潜在信息，掌握并会运用常用问候语及交谈用语的表达。 教学准备 多媒体设备、课本、音视频、学习清单、课件等。 教学过程 教学目标 学习活动 效果评价 1．通过阅读，理解并掌握目标语言 “Hello./Hi./Good morning.”“How are you?”"Nice to meet you."“May I have your name?”“How do you spell your name?”。 Activity 1:Greet each other 1. The teacher greets some students with the target languages. T:Hello,... S1:Hello,... T: Good morning,... S2: Good morning,... ··· 2. The teacher encourages students to greet each other in pairs. Activity 2: Read and underline The teacher gets students to read the two conversations in 1b in pairs. Then the teacher guides students to underline how people greet each other and how people start a conversation. (1)Greet people ·Hello./Hi./Good morning. ·Nice to meet you. Nice to meet you too. (2)Start a conversation ·May I have your name? My name is... ·How do you spell your name? E-M-M-A,Emma.M-I-L-L-E-R,Miller. ·How are you? I'm fine, thank you. 教师观察学生能否主动参与互动和交流，教师根据需要适当给予个性化反馈。 教师引导学生阅读语篇，在熟读的情况下完成相关任务，总结和归纳互相问候和展开交谈的目标语言。 设计意图：本阶段学习活动旨在检查学生的预习情况，并通过小组活动或两两活动，引导学生学会互相问候。通过语篇的学习，掌握问候他人和展开交谈的相关表达。 2．深入语篇，发掘潜在信息，掌握并会运用常用问候语及交谈用语的表达。 Activity 3: Read and answer The teacher asks students to read the conversations in 1b again and fill in the blanks with the correct responses in the box in 1c. T: Please read the four sentences in 1c. Then filI in the blanks with the correct responses in the box. Activity 4: Complete the conversations The teacher asks students to complete the conversations in 1d, and then asks them to fill in the blanks with the target languages. T:Please choose an English name for each conversation and complete the conversations. Pay attention to the target languages. 教师在活动的进行中注意观察学生的回答情况，必要时予以正确的指导。 教师观察学生运用常用问候语及交谈用语开展交流的情况，培养学生的理解能力和表达能力。 设计意图：通过挖掘语篇关键信息，灵活运用日常的交际对话，引导学生掌握和运用所学目标语言，全面把握语篇内容。 3．通过编写对话的形式，灵活运用目标语言，自如地互相问候及展开交谈，去结识新同学。 Activity 5: Role-play the conversations in 2b The teacher leads students to role-play the conversations in ld in pairs, T: You have three minutes to read the conversations in 1d. Then I'll ask you to role-play them in pairs.Activity 6: Make up a conversation The teacher leads students to work in groups of four and make up a conversation with the target languages. 教师根据前面活动的成果积极鼓励学生开展角色扮演活动，评价教学成果，对学生表现给予相应的反馈。 教师鼓励学生积极参与小组活动，给予语言鼓励和帮助，培养学生知识运用能力。 设计意图：通过挖掘语篇关键信息，灵活运用日常的交际对话，引导学生掌握和运用所学目标语言，全面把握语篇内容。 3．通过编写对话的形式，灵活运用目标语言，自如地互相问候及展开交谈，去结识新同学。 Activity 5: Role-play the conversations in 2b The teacher leads students to role-play the conversations in ld in pairs, T: You have three minutes to read the conversations in 1d. Then I'll ask you to role-play them in pairs.Activity 6: Make up a conversation The teacher leads students to work in groups of four and make up a conversation with the target languages. 教师根据前面活动的成果积极鼓励学生开展角色扮演活动，评价教学成果，对学生表现给予相应的反馈。 教师鼓励学生积极参与小组活动，给予语言鼓励和帮助，培养学生知识运用能力。 设计意图：本阶段旨在帮助学生在迁移的情境中，学会用编写对话的形式创造性地运用所学语言，互相问候，展开交谈，并通过小组讨论结识新同学。 Homework 1. Role-play the conversations in ld with your partners or classmates.(Required) 2. Make up a conversation between you and your partner or among three classmates.(Optional) 教学特色 本课时的教学设计有以下几个特点： 第一，体现了以学生为主体的教学理念。教师在结合学情的基础上有效设计不同的学习项目，引导学生通过自主完成与团结协作的方式完成不同难度的学习活动。 第二，能够有效输入阅读技巧，有益于学生更精准地把握主题，并且能促进学生课后阅读能力的提升。 第三，通过角色扮演和编写对话等活动，让学生有效掌握所学内容并能学以致用，同时加深新同学之间的联系，有利于他们互相了解并增进友谊。 学科网（北京）股份有限公司 $$