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新版 七年级上册 Starter Unit 2 Keep tidy. 单元教案
第一课时 Section A 1a - 2e
Teaching aims 1. Language knowledge objectivesStudents can correctly recognize and spell words: tidy, but, our, everywhere, alwaysStudents can understand and apply the sentence pattern: My room is tidy But his room isn't tidy.2. Language skill objectivesStudents are able to understand conversations about describing whether a room is tidy or not.Students are able to briefly describe the cleanliness of their own and others' rooms in English.Students are able to read dialogues correctly and have accurate pronunciation and intonation.3. Emotional attitude goalsCultivate students to develop good habits of maintaining cleanliness.Guide students to pay attention to the cleanliness and hygiene of their living environment.
Teaching important and difficult points 1. Teaching focusMaster the pronunciation, spelling, and usage of words such as tidy, but, our, everywhere, and always.Understand and apply the sentence pattern: My room is tidy But his room isn't tidy.2. Teaching difficultiesAccurately use the verb 'be' to describe the cleanliness of a room.Understand the meaning and usage of 'everywhere'.
Teaching methods 情景教学法， 任务驱动法，合作学习法
Teaching procedures （1） Import (5 minutes)1. Show some pictures of clean and messy rooms, guide students to observe and discuss: Which room do you like Why 2. Introduce topic: Keep tidy（2） Vocabulary Learning (10 minutes)1. Using pictures and physical objects, present the words tidy, but, our, everywhere, always in sequence, explaining their pronunciation, spelling, and meanings.2. Have students repeat the words and correct their pronunciation.3. Conduct small exercises on spelling and meaning of words to consolidate the learned vocabulary.（3） Sentence pattern learning (10 minutes)1. Display pictures and guide students to use My Room is Tidy But his room isn't tidy. Describe the room in the picture.2. Explain the usage of the verb 'be' in sentence structures and the transitional role of 'but'.3. Have students practice pairwise dialogue by imitating the example sentence, describing the cleanliness of their own and their desk mate's rooms.（4） Listening practice (10 minutes)1. Play the listening recording of 1b and have students complete the practice of 1b.2. Play the recording again and have the students follow along, imitating the pronunciation and intonation.（5） Dialogue Practice (10 minutes)1. Have students work in pairs and practice dialogue based on the picture in 1a.2. Invite several groups of students to showcase on stage, while other students listen attentively and give feedback.（6） Reading exercise (10 minutes)1. Let students read the dialogue of 2e independently and understand the main idea of the dialogue.2. Explain the key phrases and sentence patterns in the conversation, such as: come on, I'm tidy3. Have students read dialogues in different roles and then engage in role-playing.（7） Summary (5 minutes)1. Review the vocabulary and sentence patterns learned in this lesson with the students.2. Emphasize the importance of maintaining cleanliness.（8） Homework assignment (5 minutes)1. Write a short article about the cleanliness of your room using the words and sentence patterns you have learned.2. Help parents tidy up their room and describe the changes before and after tidying in English.
第二课时Section A pronunciation
一、Teaching aims 1. Knowledge and skills:Be able to pronounce and silently write the phonetic symbols of vowels a, e, i, o, and u, and correctly pronounce their pronunciation in words. Being able to discover the pattern of vowel letters producing their own sounds during word reading, and spell words according to the pattern. Be able to sing songs and try to spell words using phonics rules. 2. Process and Method:Through various forms of teaching activities such as listening, speaking, reading, and singing, help students master the pronunciation rules of vowel letters. Guide students to summarize pronunciation rules and improve their self-learning ability. 3. Emotional attitude and values:Stimulate students' interest in learning English and cultivate their confidence. Cultivate students' sense of cooperation and improve teamwork skills through group activities.
Teaching important and difficult points Key points: The pronunciation of vowels a, e, i, o, and u and their spelling rules in words. Difficulty: Distinguish the pronunciation of vowels in different situations and correctly apply pronunciation rules to spell words.
Teaching methods 情景教学法， 任务驱动法，合作学习法
Teaching procedures Step 1: Lead-inActivity: Play an English song or short video related to "keeping clean" to arouse students' interest, while reviewing some vocabulary related to cleanliness. Introduction topic: Teacher's question: "Do you know what are the five special English letters " Guide students to answer the vowels a, e, i, o, and u. Step 2: PresentationDisplay vowel letters and pronunciation: The teacher displays the phonetic symbols of vowel letters a, e, i, o, and u, and demonstrates the pronunciation for students to follow. Explanation of Syllable Opening: Introduce the concept of Syllable Opening, including absolute Syllable Opening and relative Syllable Opening, and explain the pronunciation of vowels in Syllable Opening. Practice pronunciation: Display words containing vowels in a table or PPT, and have students practice pronunciation in groups, paying attention to the pronunciation rules of vowels. Step 3: PracticeCircle Word Exercise: Have students divide into groups and circle words with specific vowel pronunciations from the given word list. Reading exercise: The teacher provides some words containing vowel letters and asks students to read them aloud to feel the pronunciation rules of vowel letters. Song practice: Teach students to sing English songs related to vowel pronunciation, and help them consolidate the pronunciation of vowels in the songs. Step 4: ConsolidationSummary of pronunciation rules: Guide students to summarize the pronunciation rules of vowels in syllables and encourage them to share their learning experiences. Group competition: Design group competition activities, such as fast reading of words, spelling competitions, etc., to help students consolidate their learned knowledge in the competition. Step 5: HomeworkBasic homework: Copy the phonetic symbols corresponding to 5 vowel letters and read aloud the words and sentences in the Pronunciation section. Improve homework: Identify more words with specific vowel pronunciations and try to spell new words using the pronunciation rules learned. Extension assignment: Create a phonetic notebook to accumulate the phonetic knowledge learned this semester.
第三课时Section B 1a-1d
一、Teaching aims 1. Language knowledge objectivesStudents are able to correctly recognize and use words such as tape, player, model, and plane.Can you understand and apply sentence patterns: Where is/are It's/They're...2. Language skill objectivesCan understand conversations about the location of items.Be able to accurately describe the location of items in English.Cultivate students' oral expression ability and listening comprehension ability.3. Emotional attitude goalsCultivate students to develop good habits of organizing items and maintaining cleanliness.Encourage students to actively participate in classroom activities, enhance their interest and confidence in learning English.
Teaching important and difficult points 1. Teaching focusMaster the pronunciation and spelling of the words tape, player, model, and plane.Proficient in using sentence patterns: Where is/are It's/They're... asking and describing the location of the item.2. Teaching difficultiesThe description of the position of plural items and the correct use of the verb 'be'.Cultivation and improvement of listening skills.
Teaching methods 情景教学法， 任务驱动法，合作学习法
Teaching procedures （1） Import (5 minutes)1. By showing some pictures of messy rooms, guide students to think about how to keep the room clean, thus leading to the theme of this lesson, "Keep tidy".2. Review the sentence patterns about the location of items learned in the previous class, such as: Where is the book It's on the desk.（2） Vocabulary Learning (10 minutes)1. Show pictures of the words tape, player, model, and plane, and let students guess the meanings of the words.2. The teacher leads the reading of words, and the students follow along, paying attention to correcting pronunciation.3. Students practice reading words in groups and correct each other's pronunciation.（3） Sentence pattern practice (10 minutes)1. Show some items and their locations, and ask students to use the sentence pattern 'Where is/are...' It's/They're... asking and answering questions.2. Practice dialogue within the group, with one person placing items and the other asking for their location, and then switching roles.（4） Listening training (10 minutes)1. Ask students to look at the picture in 1b and predict the listening content.2. Play the recording of 1b, and students complete the listening task by circling the objects they hear.3. Play the recording again, have students check their answers, and imitate the pronunciation and intonation in the recording to read along.（5） Dialogue Practice (10 minutes)1. Let students look at the picture of 1c and practice dialogue in pairs. Following the example of 1d, ask and describe the location of items.2. Invite several groups of students to showcase their conversations, while other students listen attentively and give feedback.（6） Summary and Induction (5 minutes)1. Guide students to review the words and sentence patterns learned in this lesson.2. Emphasize the correct use of the 'be' verb and the expression of plural nouns in describing the location of items.（7） Homework assignment (5 minutes)1. Use learned words and sentence structures to describe the location of items in your room.2. Recite the words learned in this lesson.
第四课时Section B 2a-2d project
一、Teaching aims 1. Language knowledge objectivesStudents are able to master key vocabulary and phrases such as tidy, but, our, everywhere, always, etc.Students are able to understand and apply key sentence patterns: I'm tidy, but Gina is not2. Language skill objectivesBe able to read and understand short articles about item placement and personal cleanliness habits.Be able to use the language learned to describe the placement and cleanliness habits of oneself and others' items.3. Emotional attitude goalsCultivate students to develop good habits of organizing and maintaining cleanliness.Guide students to establish correct attitudes and values towards life.
Teaching important and difficult points 1. Teaching focusMaster key vocabulary, phrases, and sentence structures.Understand and be able to correctly apply expressions describing item placement and personal cleanliness habits.Cultivate students' reading comprehension ability.2. Teaching difficultiesHow to guide students to accurately use the language they have learned to describe the placement of their own and others' items.Help students understand the comparison and description of personal cleanliness habits in the text.
Teaching methods 情景教学法， 任务驱动法，合作学习法
Teaching procedures （1） Import (5 minutes)1. Show some messy and tidy room pictures, guide students to describe the pictures in English, and review the vocabulary and sentence patterns related to cleanliness and item placement that they have learned before.2. Ask students: What do you think of these rooms Do you like to keep your room tidy Stimulate students' interest in clean topics.（2） Before reading (5 minutes)1. Present a picture of 2a for students to observe and guess the relationship between the characters in the picture and their cleanliness habits.2. Guide students to predict the content of the passage and ask: What will the passage talk about （3） Reading (15 minutes)1. Quick reading (5 minutes)Ask students to quickly read the passage and answer the following question: Who is tidy Who is not tidy Check students' answers to understand their initial understanding of the passage.2. Carefully read (10 minutes)Students carefully read the passage again, complete task 2b, and match items with characters.Group discussion, verify answers, and explain reasons.The teacher explains the key vocabulary, phrases, and sentence patterns in the text, such as tidy, but, everywhere, always, etc.（4） After reading (10 minutes)1. Ask students to retell Gina and Kate's tidy habits and item placement based on the content of the passage.2. Organize students to participate in group activities, discuss their own and their classmates' cleanliness habits, and complete the 2c form.3. Invite group representatives to share the results of the discussion.（5） Practice (5 minutes)1. Assign project task: Write a short passage about your tidy or untimely habits2. Provide some writing tips and templates to help students complete writing tasks.（6） Summary and homework assignment (5 minutes)1. Summarize the key content of this lesson and emphasize the importance of maintaining cleanliness.2. Homework assignment:Complete the exercises in the textbook.Improve your writing and showcase it to your classmates.
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