7年級英語人教版上冊第二課時SectionB1a—Projecteq\o(\s\up7(),\s\do5(TeachingContent（教學內容）))Thislessonfocuseson“greetingothers”andenablesstudentstolearnkeyvocabularyandbasicsentencepatternsforgreeting，suchas“Goodmorning.”“Hi！”and“Hello！”Onthisbasis，studentswillrespondtoothers'greetings.Throughspeakingexercises，studentswillconsolidatetheiroralEnglishskillsforgreetingothersbasedontheirexistingfoundation，understandtheetiquetteofgreetingpeopleinEnglish-speakingcountries，andbeabletoapplyitinspecificlanguagecontexts.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學目標）))◆LanguageProficiency(語言能力)1．Beabletomakepredictionsaboutthecontentofpicturesbyusingbackgroundknowledgeandobservingimages.2．Learntotalkabouttheirphysicalcondition.3．Beproficientinusinggreetingsentencepatternssuchas“Goodmorning/afternoon/evening！”andlearntogreetothersasfollows：A：Howareyou?B：I'mfine，thankyou./I'mgreat/OK，thanks.4．Learntousegreetingsindifferentsituationsandcontexts.5．LearntouseanEnglishdictionaryanduseittoassistinlearning.◆CulturalAwareness(文化意識)BeabletoacquireandsummarizeChineseandforeignculturalinformationthroughlanguageparticipationincommunicativeactivitiesundertheguidanceandassistanceofteachers，andunderstandthesimilaritiesanddifferencesbetweenChineseandforeigngreetings.◆ThinkingQuality(思維品質)1．Beabletoanalyzeandsummarizetheassociationsandlogicalrelationshipsbetweengreetingsbasedonacquiredlanguageinformationundertheguidanceandinspirationofteachers.2．UnderstandthesimilaritiesanddifferencesbetweenChineseandforeigngreetings，recognizeandunderstandtheworldfromdifferentperspectives.◆LearningCapability(學習能力)1．Beabletousemultimediaorlibrariestoimprovetheirautonomouslearningability，expressionability，andlogicalthinkingabilityundertheguidanceandinspirationofteachers.2．Improvelearningefficiencyanddevelopgoodlearninghabitsthroughoralcommunicationactivitiessuchaspairworkandgroupwork.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學重難點及突破）))◆TeachingFocus(教學重點)1．Beabletousedifferentgreetingstogreetfriendsandaskabouttheirrecentcondition.2．Learnhowtouseadictionary.3．Letstudentslearntobepoliteandgetalongwellwithclassmatesintheprocessofgreetingeachother.◆TeachingDifficulties(教學難點)Understandthedifferentmeaningsofdifferentgreetingphrasesandusethemflexibly.◆TeachingBreakthroughs(教學突破)1．Createsituationstoallowstudentstousethelearnedsentencepatternsmore，cultivatecommunicationskills，andstrengthenlanguageproficiency.2．Letstudentshaveclearobjectivesanddevelopgoodlisteningandspeakinghabits.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學過程）))Activity1Warmingupandrevision(感知與注意)T：Goodmorning，boysandgirls！Whenwemeetourfriends，ourteachersandclassmatesinthemorning，weshouldsay“Goodmorning”tothem.Butdoyouknowwhatweshouldsaywhenwemeetthemintheafternoonorintheevening？Today，wewillcontinuelearningtogreetpeople.(Throughteacher-studentdialoguessuchas“—Hello！—Hello！Nicetomeetyou.—Nicetomeetyoutoo.”andothergreetingways，wecanreviewwhatwehavelearned.)設計意圖：通過師生對話的方式復習所學內容，也為接下來的對話做好鋪墊。Activity2Presentation(獲取與梳理)Workon1aTicktheexpressionsthatstartaconversation.(Studentsreadthesentencesin1atogether，andtheteacherlistenscarefullytotheirpronunciation.)Thenleadthemtomakeaconversation.(Studentsgreeteachothertoenhancetheirfeelingstowardseachother.)設計意圖：勾出已知內容，重點關注未知內容，加強訓練。Activity3Practice(概括與整合)Workon1bBeforepracticingthetwoconversations，askthemtoanswerthefollowingquestions：What'sEmma'sfullname？(EmmaMiller.)What'sherfirstname？(Emma.)HowisHelen？(She'sgreat.)What'sWangYaming'slastname？(Wang.)Askstudentstoanswerthesefourquestions，therebyguidingthemtopayattentiontothedifferencesbetweenChineseandEnglishnames.Thenpracticetheconversationsinpairs.Andaskseveralpairstoactouttheconversations.設計意圖：從問題中關注重點，同時歸納中英文姓名的區別。Activity4Role-play(想象與創造)Workon1cFirst，letstudentspracticetheconversationsin1b.Familiarizeandfluentlymasterthecontentfromthetextbookthroughtraining.Readtheconversationsin1bagainandanswerthe4questions.Checktheanswerstogether.Workon1dCompletetheconversations.Thenrole-playthemwithapartner.Later，askstudentstocreatetheirowndialogues.設計意圖：先操練課本上的內容，再讓學生創造情境，在情境中逐步內化所學語言。Activity5Learnhowtouseadictionary(歸納與應用)Workon2aAskstudentstobringaChinesedictionaryandanEnglishdictionarytoschool.First，theteacherasksthemhowtouseaChinesedictionary.(LetstudentsdiscusshowtouseaChinesedictionary，therebyguidingthemtolearnhowtouseanEnglishdictionary.)Thenwritesomewordsontheblackboardandaskthemtofindthewordsaccordingtotherulestheyjustsaid，forexample，at，asleep，awake，awful，aunt，etc.Thenleadthemtoputtheminorder(asleep，at，aunt，awake，awful).Thenguidethemtofindtheadvantageofthedictionary，especiallywhentheyencounternewwords.Workon2bAskstudentstonumberthefollowingwordsinalphabeticalorder.Thengetsometoreadtheanswersonebyone.Workon2cAskthemtofindthesewordsinadictionaryasfastastheycan.Checkwhofinishesitthefastest.設計意圖：讓學生從熟悉的中文字典的查法過渡到英文字典的如何使用，再讓學生實操，最后通過競賽的方式來快速查字典，讓學生在用中學英語，達到學有所用的目的。Activity6Singing(內化與運用)SingABCsong設計意圖：通過學唱字母歌，激發學生學習英語的興趣，進一步鞏固26個字母，同時熟悉部分動物單詞。Activity7Homework(反饋與強化)Lookup