Module 8 Choosing presents Unit 1 I always like birthday parties 教案外研版英语七年级上册.doc

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1、课 题： 外研版NSE教材7（上） Module 8 Unit1 I always like birthday parties (Listening & Speaking) 一、教学设计1教学目标：分析教材和具体的学情，确定本课的三维教学目标、教学重点和教学难点。2教学过程：分环节简要说明教学活动的安排，包括主要教学问题与教学情境的设计，采用文字叙述的格式。3板书设计：简明扼要，突出重点，有一定逻辑联系。4作业设计：简约、有效，具有针对性，并说明设计意图。 Analysis of teaching material1. The topic: the birthday2. The Functio

2、n: inviting birthday parties 3. The teaching material: a) Birthday is very important to everyone. Birthday celebration is not only a personal behavior, but also reflects the characteristics of different cultures. As a topic, birthday is a hot topic which teenagers take a lot of interest in, on the o

3、ther hand, through the topic, we hope to cultivate the students with the emotional attitude, with which they are willing to make friends actively and take an active part in activities, meanwhile help them know more about the birthday culture in different countries.b) Students have learned some of th

4、e words and expressions about birthday in their primary schools. Knowing the cycling vocabulary helps them learn this lesson much more easily.c) As the first unit of the module, this lesson aims to promote students listening and speaking skills. The topic is to invite friends to take part in ones ow

5、n birthday party. The main teaching point is to express invitation. d) There are two grammar focuses: e) (1) adverbs of frequency;f) (2) the third person singularAnalysis of students1. The topic-“Birthday” is very close to students daily life, which arouses students interest to talk. And they have s

6、ome expressions that they have learned to talk about the topic.2. Some of the words and expressions have been learned in Ss primary schools. They are cycling vocabulary, like *always, *card, *party, *cake, *great, *give, *sing, *happy. 3. Students learned some adverbs of frequency in their primary s

7、chools and in previous modules, like always learned in primary schools , usually learned in Module 6 Unit 2, sometimes learned in Module 7 Unit 2. So its much easier for them to understand and grasp the usage of them.4. The recurrence of singular forms of verbs in the third person, which appeared in

8、 Module 6 Unit 2 andModule 7 Unit 2, makes students grasp the grammar focus more easily.Teaching objectives:The purpose of teaching listening1. Students are able to recognize the invitation with Would you like to ?2. Students are able to understand the simple description of birthday.The purpose of t

9、eaching speaking1. Students are able to make an invitation with Would you like to ?2. Students are able to talk about how other students celebrate their birthday.Teaching focuses:1. vocabulary: *always, never, *card, *party, present, *cake, would, *great, special, cut, *give, *sing, *happy, secret,

10、ha ha (cycling: usually, sometimes, birthday)2. sentence structure: We always have a party. Lingling usually has breakfast. They sometimes have breakfast. They never have breakfast. Would you like to ? Yes, Id love to.3.grammar: adverbs of frequency; the third person singularAnticipated difficulties

11、:Students may feel it difficult to 1. use the adverbs of frequency properly. 2. use the third person singular correctly.Solutions1. Using a table with frequency to present the adverbs of frequency; the constant recurrence reduces the difficulty of the target grammar. 2. Providing a monologue model t

12、o present the third person singular; reminding students of the correct forms while they make mistakes.Teaching methods: Bottom-up approach, Presentation-Practice-Production (3P model), Phonics methodLearning methods: interactive approach, discussion, reportTeaching aids: Multi-media, blackboardTeach

13、ing and learning arrangementStages/ timingActivitiesMethodologyWarming-up and learn words (3 mins)Step1. Present a taskknow the teacher-Sandy Show a mind-map with a photo of the teacher and provide several pieces of personal information. (name, favourite food - birthday cake, favourite day-October 2

14、3rd-a special daybirthday, how oldsecret) Present words: cake, special, secret. l To involve students and stimulate their background knowledge. Get them ready for the teaching of the new words.l At the very beginning of the lesson, the teacher designs the warming-up activity, it not only aims to hel

15、p the students to get close to the new teacher, but also aims to teach the new words in authentic language environment. It reflects high efficiency in class. Then the new words are taught with the help of phonics method. Students are encouraged to memorize the words according to their pronunciation

16、and the background knowledge of the words which share the same pronunciation part of the word. In this way, students will find it easier to memorize the new words.Preparation”(12mins)Step2. Present grammar focusIntroduce adverbs of frequency and third person “has”.1. Present the new word party with

17、a picture with phonics method. 2. Ask the students to put their hands up if they have a party every birthday. Put your hand up too and say “We always have a party.” Those students repeat chorally.3. Then ask the students who have breakfast every day to put their hands up, and then say, “We always ha

18、ve breakfast” and have the other students repeat “They always have breakfast.”4. Then say, “ Hands up those who have it just on some days.” Nod at them and say “ They sometimes have breakfast.” Students repeat it chorally.5. Finally say, “ Hands up those who dont have breakfast at all. Say “They nev

19、er have breakfast.” Students repeat it chorally.6. Show a picture of Daming, Lingling, Betty and Tony and let the students say, “ This is Daming, Lingling, Betty and Tony.” Draw a chart with the students pictures down the side and days of the week across the top. How often they have breakfastMon.Tue

20、s.Wed.Thurs.Fri.Sat.Sun.DamingLinglingBettyTony a. Say “ Daming has breakfast every day.” Check () each day on the chart. Then say, “ He always has breakfast.” Students repeat chorally and individually. Check the meaning of “always” with every day. b. Continue with Lingling. Check () most of the box

21、es. Ask if she has breakfast every day. Say, “ Lingling usually has breakfast.” Students repeat chorally. c. Go to Betty. Check () the days and say only three days. “Lingling sometimes has breakfast.” Students repeat the same way. d. Then go on to Tony. Say, “ Tony gets up very late every day. Hes a

22、lways late. Ask if he has time to have breakfast. Ask why not. Put a cross under every day. Say, “ He never has breakfast.” Students repeat in the same way. e. Ask, “Does have breakfast every day?” Students reply, “Yes, he always has breakfast ” or “ No, he/ she usually/ sometimes/ never has .” f. A

23、sk the students to ask about the four students in the table pairs with adverbs of frequency. Present adverbs of frequency: always, sometimes and never.l Learn the new knowledge-adverbs of frequency by using the sentence structure We have breakfast every day, which the students have learned before. I

24、ts easier for the students to understand the adverbs of frequency. It conforms to pragmatics theory and the principle of language acquisition.l The usage of a table with frequency provides the students with clear concept about the different adverbs of frequency. The chart offers authentic language e

25、nvironment to use the third person singular as well. The constant recurrence reduces the difficulty of the target grammar. It reflects the language acquisition theory.l With the help of the chart, students will find it easier to understand and remember the adverbs of frequency and meanwhile pay atte

26、ntion to the singular third person. Present (5 mins)Step3. Present new vocabulary and expressions. 1. Watch a flash about Amy-an American girls birthday. Take notes what Amy does on her birthday. 2. Use a mind map to check the students understanding. Use lexical-chunk approach to review cycling word

27、s and expressions and present new words and expressions. Lexical chunks: *eat / *buy/ *make/ cut *birthday *cake, *get/ *give *birthday cards, *get/*give presents, *sing *Happy *Birthday , *have a *party) Model: Amy has a party on her birthday. She/ Her mother _ on her birthday.* means cycling words

28、 and expressions, italic means new words and expressionsl Watching a flash is a good way to arouse the students interest in English. l On the basis of lots of cycling words and expressions, it is possible to input the application of lexical chunks. Lots of prefabricated language units retain in the

29、students memory, which are formed by several items of words and also contain more information than a single word. The ready-made frameworks hang the expression of our ideas so that we dont have to go through the labour of generating all utterance every time we want to say something. Therefore, it im

30、proves the efficiency in class.l Consolidate the target vocabulary and sentences. Practice(3 mins)Step4. Practice adverbs of frequency and new words and expressions.Now listen to Amys monologue about her birthday and find the adverbs of frequency to fill in the blanks. l Through listening to Amys mo

31、nologue about her birthday, combine the vocabulary on birthday with adverbs of frequency.Present (2 mins)Step5. Present how to make an invitation and accept it. Show the picture in Activity 1 and elicit the students to say out the new words and expression. Then say, “Damings birthday is coming. How

32、can he ask his friends to his birthday party?” Offer the model: Daming: _come to my birthday party?Betty: Yes, Id love to. When is it?Daming:_, at my house. l Use an audio material to present the new knowledge. l Use the question to stimulate the students to get the expression from the listening mat

33、erial. l To offer the model can reduce the difficulty of the sentence structure. Pay more attention to the most important part-Would you like to .?Practice(5 mins)Step 6 Practice 1. Practice how to make an invitation to ask classmates to do something interesting and how to accept the invitation.The

34、teacher makes a model: A: Would you like to watch movies with me?B: Yes, Id love to. Then let Ss have a chain drill, A asks B, B asks C, C asks D,.2. Imitate: Daming: Hi, would you like to come to my birthday party? Betty: Yes, Id love to. When is it?Daming: This Saturday, at my house.Tony: OK! I al

35、ways like birthday parties.Lingling: Great!3. We have known what Americans do on their birthday. Now lets listen. What do Chinese do on their birthday? 4. Read the conversation and complete the sentences with the words from the box. 5. Sum up whatre differences between Chinese birthday party and Ame

36、rican birthday party.l To evaluate how well the students master the content of this lesson.l To offer students a real situation to use what theyve learned.l Consolidate sentence structures and the superlative degree of the adjectives.ll To build students confidence by producing simple sentences afte

37、r an audio model. To assess how well students grasp what they are supposed to learn. Production(10mins)Step 7 Make an invitation and ask your friends to your birthday party.Step 8 Output1. Task 1Betty asks Daming to her birthday party. Daming wants to know what Americans do on their birthday.3. Task

38、 2l Cultivate the students writing skills by using the target language- how to make an invitation. Finishing making the invitation card helps to offer the students authentic language environment to act the conversation out in the last output.HomeworkLevel A: 1.Listen to the tape Module 1, Unit 1 Act

39、ivity3 and imitate the pronunciation.2.Make a conversation to invite friends to your party by using “Would you like to .”?Level B: 1. Listen to the tape Module 1, Activity 3 and imitate the pronunciation.2. Make a conversation to invite friends to your party by using “Would you like to .?3. Make a r

40、eport about the Western birthday celebration.Since this is a speaking lesson, I design a speaking assignment. Students can consolidate what theyve learnt with it. There are also some ways for them to extend. For advanced students, writing a report can cultivate students writing skills as ability ext

41、ension.Blackboard Design Module 8 Choosing presents Unit 1 I always like birthday parties.Special have a party We always have a party.secret make birthday cake Lingling usually has breakfast. cut They sometimes have breakfast. eat They never have breakfast. get presents Would you like to .? get birt

42、hday cards Yes, Id love to. sing Happy Birthday This blackboard designing not only shows the items about birthday, adverbs of frequency in sentences , the third person singular and two key sentence structures, but also displays the vocabulary in two branches: two difficult words-special and secret a

43、nd lexical chunks ( e.g. have a party, make/ cut/ eat birthday cake, get presents, etc.)Designing a clear blackboard presentation helps the students to make a summary at the end of the class. They will have deep impression on what theyve learned in this class.二、课堂实录片段展现教学过程有价值的片段，可采用师生对话式，也可采用师生对话+描

44、述式等。片段1T: Would you like to know me? Ask me questions.S1: Whats your name? T: My name is Sandy.S2: Whats your favourite food？T: My favourite food is birthday cake. ( teach “cake” and write “cake” on the Bb)S3: Whats your favourite day? T: My favourite day is October 23rd, because its a special daymy

45、 birthday.( teach “special” and write “special” on the Bb). S4: How old are you? T: Its a secret. ( teach “secret” and write “secret” on the Bb)精彩之处：At the very beginning of the lesson, the teacher designs the warming-up activity, it not only aims to help the students to get close to the new teacher

46、, but also aims to teach the new words in a very natural language circumstance. It reflects high efficiency in class. Then the new words are taught with the help of phonics method. Students are encouraged to memorize the words according to their pronunciation and the background knowledge of the words which share the same pronunciation part of the word. In this way, students will find it easier to memorize the new words.片段2Prepar