七年级英语上册Unit1Nicetomeetyou教学设计新版外研版.pdf

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1、 Module 1 Unit 1 Nice to meet you 课题：外研版七年级上册 Module 1 My classmates Unit 1 Nice to meet you.科目：英语 教学对象：课时：第 1 课时 一、教学内容分析 本课时外研版 2012 版七年级英语上册正式内容的第一模块第一课时。作为初中教材的第一课，本模块具有衔接和导入的作用。模块主题为“自我介绍”，符合同学们刚刚升入初中，同学们互相不 熟悉的实际情况。本单元重点为同学们呈现了七（4）班李老师和新同学见面时的对话。本单元没有太多新的句型和 语法，而是以一般现在时的简单句“主语+be 动词”为主，重点是自我介绍

2、（包括说话人的年龄、姓 名、来自何地等），并借此引入新单词。二、教学目标 知识与技能：1、能运用动词“be”的一般现在时的陈述和一般疑问形式。2、能运用代词 I，my，you，your，he，his，she，her。3、能听懂别人的自我介绍。4、能利用“be”动词作简单 的自我介绍或询问对方个人信息。过程与方法：1、通过认真准备，争取更多的发言和相互交流的机会。2、掌握自我介绍的表达方式，结识朋友，形成一个学习的集体，互相帮助。情感态度与价值观：1、掌握在作自我介绍时英美人士和中国人的不同对答习惯。2、培养良好的人际交流态度，交流时要尊重对方的习惯，令对方感到舒服。三、学习者特征分析 通过平时

3、的观察和了解，2 班学生大部分对英语还保持着较高的热情，课堂发言还比较积极，经过之前 4 个预备模块的学习，学生开始适应我的英语课堂，对于英语指令语的理解也越来越好，不 需多次重复。可是有些学生性格偏内向，需要教师的关注和鼓励。四、教学策略选择与设计 本次课堂为听说课，主要采用互动式教学法，创设真实语境，通过个人呈现，同伴互动，小组 活动等师生、生生的交流，充分体现了学生在学习过程中的主体地位，教师只是课堂的引导者，组织 者和合作者，让学生在使用中学会英语，综合培养学生的英语语言运用能力。五、教学重点及难点 重点：1、掌握基本词汇：Chinese,from,where,year,about,M

4、s,not,hi,our,American,he,1 用自己的图片 also from China.Today Im going 自我介绍，引出话题，以及重点句型。China,What about,America,England。2、动词“be”的一般现在时的陈述和一般疑问形式。3、自我介绍的表达方式。难点：1、能运用“be”的一般现在时的陈述和一般疑问形式。2、能听懂别人的自我介绍。3、能利用“be”动词作简单的自我介绍或询问对方个人信息。六、教学过程 教师活动 学生活动 Step1.Warming up Activity 1.Greet the students as usual.T:Im

5、 very glad to be here and give you a lesson.Just now,you are puzzled about my name.Now let me 设计意图 try to introduce myself.Gr eet the teacher.“My name is Julia.Im a teacher.Im from China and Im Chinese.Im 24 years old.Nice to meet you.”Activity 2.New words study.Show two pictures of flags and Read t

6、hese new words and students.Make a story about them.practice this dialogue.T:Just now,I said,Im from A:-Where are you from?China and Im Chinese.And you are 吸引学生的兴趣，做出 B:-Im from England and Im En glish./Im from to introduce two of my friends.America and Im American.Lets look at their pictures and gu

7、ess“Where are they from?”利用介绍新同 Step 2 Listening.伴这个故事开展内容，呈现新单词和句型。Activity 3.Listening and 1.Listen and check()vocabulary the number of speaker.T:Now,youve met Betty and a)1 b)2 c)3 Tony.They are my friends and they 2.Listen again and check are now your friends too.Would you()the words you hear.li

8、ke to know more about them?Lets class friend listen to the tape and listen what hello name 2 they are talking.teacher too Activity 4.Listen and read T：From this dialogue abovewe can know that Betty and Tony are Students close the book,students.You are students in my listen to the tape and answer the

9、 class.And they are in Ms Lis questions.简短的听力材 class.Lets listen to the tape and 1.Who are they?料，完成课文第 1,2 部 see what they are talking about.2.Is Daming from China?分听力，为下文的听力 While listening,you should think Read this dialogue after the about these two questions as teacher.follow:Step 3 After-liste

10、ning practice Students do this exercise by 做准备。带着问题，合上课 本听课文，让学生在听 的时候更有目的性，训 练学生抓取信息能力。Activity 5.Now check()the true sentences.1.Ms Li is from Wuhan.2.Lingling is twelve years old.3.Daming is thirteen years old.4.Tony is not in Class 4.5.Betty is from America.Activity 6.Choose the correct answers.

11、Show some special sentence in the dialogue on the screen.(一般 疑问句)一般疑问句：是疑问句的一种。它是指用 yes 或 no 来回答的问句。1.Is Daming from Beijing?Yes,he is./No,he isnt.2.Is Lingling from Beijing?Yes,she is./No,she isnt.?themselves first.Next check their answers with partners and find the original sentences in the dialog

12、ue.Try to correct the wrong ones.Then the teacher asks students to say out their answers.Students do this exercise by themselves.Check the answers with the whole class.Pair work.Students ask and answer these dialogues with partners.Teacher asks some pairs to make a presentation in front of the whole

13、 class.通过对句子正误 的判断，以及从文章中 找出原句这一环节，训 练学生从听力材料中 提取信息的能力。3 Then the teacher ask some 话内容的理解，同时学 习“be”动词的一般现 I 3.Is Tony from America?Yes,he is./No,he isnt.4.Is Betty English?Yes,she is./No,she isnt.5.Are you from China?Yes,I am./No,Im not.Activity 7.Complete the passage.Teacher read the new words firs

14、t and students read after the teacher.Betty,Tony,Daming and Lingling are(1)in Class 4(2)7.Betty is from(3)and Tony is from(4).Daming and Lingling are(5).Students do this exercise by themselves first.本活动主要是说 students to read their version.的活动，通过问答形式 Show the answers on the 进一步检查学生对对 screen and explai

15、n the key points.Read the short passage 在时的一般疑问句。together.通过短文填空，使 学生运用对话中出现 的重点词汇，考查其对 Step 4:Consolidation 这些重点词语和信息 的掌握，另一方面也考 查学生对短文的理解 能力。Activity 8.Language points.1Im from Wuhan.我来自武汉。这里 be from 表示“来自哪里”另外：be from=come from eg:They are from England.=They come from England.注意：Im from China and

16、 Im Chinese.我来自中国，我是中国人。Take notes,write down the key points.Translation.1.我是一个学生。m a student.2.他 12 岁。He is twelve years old.3.他们身体很好.They are very well.4.你是一个男孩.You are a boy.2 Im twelve years old.我十二 5.她是一个女孩。She is a girl 岁。用来表述年龄，表示“岁”。可以省 略。3 What about you?那么你呢？4Welcome to欢迎来 6.它是一只狗。It is a

17、dog.Conclusion:be 动词用法儿歌 我用 am,你用 are，Is 连着她 他它，单数名词用 is，复数名词全 4 eg.Welcome to our school.5“be verbs”T:Pay attention to the red words.“is,am,are”these three are called“be verbs”.Can you make a conclusion about their usage？“When do we use is/am/are?”let the students think about this question for a wh

18、ile and answer together.6 并列句：两个或更多意思上关系很 紧密的句子合并成一个句子，形成 并列句。分句用 and 连接。eg:Im your teacher and you are my students.用 are。变否定，很容易，be 后 not 加 上去。变疑问，往前提，首句大写 是关键，末句问号莫忘记。Practice:Use is or isnt,are or arentto fill in the blanks.(用 is or isnt,are or arent 填 空）1).Lingling Chinese.2).She English.3).Ling

19、ling and Daming teachers.4).They students.Find more sente nces in the dialogue and read them.（寻找并 列句）Step 5:Speaking Activity 9.Pronunciation 对本次课文中一 些重点句型进行梳理，整合，结合适当练习，使学生及时有条理地 吸收新知识并加以运 用。同时培养学生记笔 记和自我总结归纳的 学习策略。and speaking.Listen and repeat./i:/Chinese meet teacher Students read after the teac

20、her first.Make a conclusion about which letters pronounces each /i/Betty Tony phoneme./I/English is/e/friend twelve/thanks Activity 10.Summary and pair 1)A:Whats your name?work.My name is T:Today we have learned how to 2)A:Are you English/ask p ersonal information.Do you Chinese/American?still remem

21、ber them?Lets try Yes,I am./No,Im not.together.Im Im from 通过阅读和总 结，使学生掌握本单元 的语音和词汇。5 The teacher asks some pairs to show in front of the whole class.Activity 11.Self introduction.T:Boys and girls,did you notice that if we put the answers to the questions together,we can make a self introduction.So n

22、ow let s try to do it.You can follow these sentence structures.Give students 3 minutes and ask 2 of them to make a show.Homework:1.Listen to the tape and read 3)A:How old are you?Imyears old.4)A:What class are you in?Im in Class Grade.5)A:Nice to meet you.Nice to meet you,too.Practice this dialogue

23、with their partners.Teacher asks some pairs to show in front of the class.Hello,class.My name is.Im from and Im.Im a student.Im years old.Im in Class Grade.Nice to meet you.Thank you.Students practice by themselves.Then two students make a self introduction in front of the class.通过同桌问答方 式使学生掌握听力活 动中

24、所展示的语法、句 法，更重要的是在交 际 中学会自我介绍和获 取细节性信息。after it three times.2.Finish the exercises of Unit 1.3.Preview the second unit.Dismiss the class.七、教学评价设计 个人呈现环节，充 Goodbye the teacher.分激发学生的思维、情 感，踊跃发言。评价内容：学生语言表达能力；学生对语言的操作能力；学生对教学内容的掌握程度；学生的 创造性，灵活性以及对教学情景的适应性等表现。评价方法：随堂提问；教学中观察学生的表现，课堂参与度；结合学生对话表现给各小组评分；课后

25、作业反馈。八、板书设计 Module 1 My classmates.Unit 1 Nice to meet you.1)A:Whats your name?6 My name is 2)A:Are you English/Chinese/American?Yes,I am./No,Im not.Im Im from 3)A:How old are you?Imyears old.4)A:What class are you in?Im in Class Grade.5)A:Nice to meet you.Nice to meet you,too.九教学反思：本次课堂运用多种形式：图片，选择

26、，问答，纠错，归纳，小组讨论等一步步来引导学生，重在 培养学生听说技能，用英语做自我介绍以及询问个人情况。课件设计流畅，很好地为课堂的开展服务。各个环节之间利用介绍朋友这一情节来展开，过渡自 然。操练环节有序到位，学生课堂参与积极。课堂中，大量的时间是给学生进行句型操练表达的，教 师仅作为引导者，并且引导自然，不是刻意为之。各种 pair work,，group work 和 individual work，给了学生充分的自由表达时间。本次课堂主要存在的问题有以下几点：1）语言表达上有点紧张，些许语病。2）be 动词儿歌可以稍作修改，以求适合学情。be 动词练习部分人称代词不够明确，要加以修改。7