资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 6 Electricity everywhere-Section 3 Expressing and communicating ideas（Speaking）
教学目标
Knowledge Aims Students will be able to master vocabulary and expressions related to electrical safety, such as "electrical appliance", "connect", "safety rule", "wet hands", "broken cable", etc. Students will understand and be able to use the sentence patterns for discussing electrical safety, like "We need to...", "We mustn't...", "We cannot...", "May I... No, you may not. You must... Then you may...". Students will learn the rules and skills of dividing English words into syllables, including the concepts of single - syllable words, double - syllable words, and multi - syllable words. Ability Aims Students will be able to use the learned knowledge to discuss household electrical hazards and how to use electricity safely in daily life, improving their oral communication skills. Students will be able to identify the number of syllables in words and divide words into syllables correctly, which helps them with word pronunciation and memory. Emotional Aims Students will enhance their awareness of electrical safety and understand the importance of following safety rules in using electricity, thus developing a sense of self - protection. By participating in group work and pair - work activities, students will improve their cooperation ability and teamwork spirit.
重难点
Key Points Using the learned knowledge to discuss household electrical hazards and safety rules for using different electrical appliances. Mastering the rules and skills of dividing English words into syllables and completing relevant exercises. Difficult Points Expressing ideas about electrical safety clearly and fluently in English, including accurately using vocabulary, sentence patterns, and correct grammar. Applying the rules of dividing syllables to various English words, especially some words with irregular syllable - dividing forms.
教学过程
教学环节 学习活动（包含设计意图）
Lead - in (5 minutes) Activity: Show students some pictures of common electrical appliances, such as TVs, refrigerators, washing machines, etc. and ask them to quickly say out the names of these appliances in English. T: Look at these pictures carefully. What are these in English ？ Raise your hands and answer quickly. Design Intent: This activity can quickly arouse students' interest and review the vocabulary of electrical appliances they have learned before, laying a foundation for the following discussion about electrical safety. It also helps students get into the learning state of this class and creates a relaxed English - speaking atmosphere.
Knowledge Presentation (10 minutes) Activity: Play a short video showing some common household electrical hazards, such as using electrical appliances with wet hands, using broken cables, overloading sockets, etc. After watching the video, ask students to describe the problems they saw in the video in pairs. T: Now, let's watch a video. Pay attention to the situations in the video. Then, talk to your partner about what problems you saw. After a few minutes, invite some pairs to share their ideas with the whole class. T: Which pair would like to share your opinions ？ Design Intent: Through the video, students can directly observe the electrical hazards in daily life, which is more intuitive than simple description. Pair - work discussion can make every student have the opportunity to speak English, and sharing in class can not only train students' oral expression ability but also make them more aware of various electrical hazards, which is beneficial to the subsequent discussion of safety rules.
Practice (15 minutes) Activity: Show students some pictures related to safe use of electricity, and ask them to discuss in pairs how to use electricity safely in these situations. Provide them with some useful sentence patterns on the PPT, such as "We need to...", "We mustn't...", "We cannot...". T: Look at these pictures. Discuss with your partner how to use electricity safely. You can use the sentence patterns on the screen. After the discussion, ask several pairs to act out a short dialogue in front of the class to show their ideas. T: Now, let's invite some pairs to come to the front and act out your dialogues. Design Intent: This activity enables students to apply the learned language knowledge to practical discussions. By using sentence patterns, students can express their ideas more standardly. Acting out dialogues can not only increase the fun of learning but also further improve students' oral communication and performance abilities. At the same time, through the discussion, students can deeply understand the safety rules of using electricity and enhance their safety awareness.
Production (10 minutes) Activity: First, write some simple words on the blackboard, such as "cat", "dog", "apple", "banana", and divide them into syllables for students to observe, and then explain the concept of syllables. T: Look at these words on the blackboard. I will divide them into parts. These parts are called syllables. A syllable is a unit of pronunciation that has one vowel sound. For example, "cat" has one syllable, and "apple" has two syllables. Then, show students some words and their phonetic symbols on the PPT, and let students match the words with the correct syllable categories (single - syllable words, double - syllable words, multi - syllable words). T: Now, look at the words and phonetic symbols on the screen. Please match them with the correct syllable categories. Design Intent: Starting from simple and familiar words, students can easily understand the concept of syllables. The matching activity can help students initially identify different types of syllable words, which is a preliminary exploration of syllable - dividing rules and lays a foundation for the following in - depth learning of syllable - dividing rules. Activity: Present the rules of dividing English words into syllables on the PPT, such as "A single vowel between two consonants is usually in the first syllable (e.g., 'open': o - pen)", "Two vowels together: if the vowels are the same, they are usually in one syllable (e.g., 'book': b - ook); if different, they are usually in different syllables (e.g., 'rain': r - ain)". Explain these rules to students. T: Now, let's learn the rules of dividing English words into syllables. Pay attention to these important points. Then, give students a set of words on the handout, and ask them to read the words and write the number of syllables in brackets. After that, ask them to divide these words into syllables. T: Take out your handouts. Read the words and write the number of syllables in brackets first, and then divide the words into syllables. Walk around the classroom to check students' work and give individual guidance. Design Intent: By learning the specific rules of dividing syllables, students can have a more systematic understanding. The written exercises can help students practice and master these rules, which is beneficial to their correct pronunciation and memory of words. Teachers' on - site guidance can ensure that students understand and master the knowledge points correctly.
Summary and Homework (5 minutes) Summary Review the main content of this class with students, including the discussion of electrical safety hazards and rules, as well as the knowledge of dividing syllables. T: Today, we have discussed many aspects of electrical safety, such as the hazards in our daily life and how to use electricity safely. Also, we learned about syllables and how to divide English words into syllables. Who can briefly summarize what we have learned ？ Invite one or two students to summarize, and then the teacher makes a supplementary summary. Homework Ask students to make a poster about electrical safety at home, including some common electrical hazards and safety rules. They can use pictures and English words to decorate the poster. T: For your homework, please make a poster about electrical safety at home. You can draw some pictures and write down the important safety rules in English. Require students to review the rules of dividing syllables and try to find more words to practice dividing syllables by themselves. T: Also, don't forget to review the rules of dividing syllables. You can find some more words in your textbooks or dictionaries to practice.

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