初中英语外研版七年级上册高效课堂资料M1U1教学设计.doc

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'初中英语外研版七年级上册高效课堂资料M1U1教学设计.doc'

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1、初中英语外研版七年级上册高效课堂资料Module1 My classmatesUnit 1 Nice to meet you一、课标话题:1.能听懂熟悉话题的语段和简短的故事,能正确地朗读课文; 2.能在课堂活动中用简短的英语进行交际;能与他人交换信息并陈述自己的意见;3.能提供有关个人情况和个人经历的信息;二、教学目标1.知识目标(1)能正确使用以下单词:Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China (2)语法:能运用动词“be”的一般现在时的陈述和一般疑问形式。(3)语音:能识别并正确朗读/ i: / / i / / e / / æ /2.技能目标听:能听懂别人的自我介绍,能听懂包含自我介绍的简短对话说:能利用。

2、“be”动词作简单的自我介绍或询问对方的个人信息。3.情感目标(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、教学重难点形容词性物主代词和人称代词的主格宾格代词I,my,you,your,he.his.she.her四、教学过程Step1 Warming-upActivity 1. Greet the studentsT: I’m very glad to be here and give you a lesson. Now let me introduce myself. My name is Ms Qu.I’m your new teacher. I’m from Dalian, China and I’m Chinese.I’m 32 years old. Nice to meet you.S: Hel。

3、lo, Ms Qu.The teacher goes round the class introducing herself to individual students and shaking hands with them. And try to get the students say "Hello,....My name is...." Then T reply by saying" Nice to meet you".设计意图:用自己的图片吸引学生的兴趣,做出自我介绍,从而自然的引出话题,以及重点句型。 与部分学生进行单独相互介绍及问候 ,拉近了与学生的距离,缓和了课堂上紧张的气氛。Step2 Pre- listeningActivity 1. New words studyShow two pictures of flags and students and talk abou。

4、t them T: We are all from China. But today I’m going to introduce two of my friends. Let’s look at the pictures and guess “Where are they from?”S:  Read these new words and practice this dialogue.A:--Where are you from? B: --I’m from England and I’m English./ I’m from America and I’m American.设计意图:利用介绍初中英语教材中的新同伴Tony和Bettyr 的环节,呈现新单词和句型。为以下的听说环节做词汇及句型上的准备。Step 3 .ListeningTask1 T: Now, you’ve met 。

5、Betty and Tony. Would you like to know more about them? Let’s listen to tape and listen what they are talking. Students listen and check (√ ) the number of speaker and Listen again to check (√ ) the words they hear设计意图:简短的听力材料,完成课文第1,2部分听力,为下文的听力做准备。Task2 Activity 1. Listen and answer the questionsT:Betty and Tony are students. And they are in Ms Li’s class with others. Let’s listen to the tape an。

6、d see what they are talking about. While listening, you should think about these two questions as follow:· Who are they?· Is Daming from China?Students close the book, listen to the tape and answer the questions设计意图:听对话,初步感知课文,检测学生是否能抓住对话核心内容Activity 2 .Listen and check the true sentences.The teacher asks studentsto read the sentences in part 3 and then play the recording again to get them check t。

7、he true sentences.Play the recording once more to check the answer.Students do this exercise by themselves first. Next listen once more to check their answers with partners and find the original sentences in the dialogue.设计意图:带着问题,让学生在听的时候更有目的性. 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。学生再次认真听,获取有效信息检查答案,为下一步学习做好铺垫。Step 4. Post-listeningT get S read the dialogue and choose the correct answer. T。

8、hen show some special sentence in the dialogue on the screen. Daming is from Beijing .—Is Daming from Beijing? —Yes, he is./No, he isn’t.Students do this exercise by themselves and then check the answer in pairs.设计意图:本活动主要是说的活动,通过问答形式进一步检查学生对对话内容的理解,同时学习“be”动词的一般现在时的一般疑问句。Activity 2. Read and complete the passage1.Teacher plays the recording again and ask students to read the dialogue after it.Stu。

9、dents read the dialogue aloud and then show it our in groups.2.Teacher asks students to complete the passage according to the dialogue. Students do this exercise by themselves first. Then check the answer in groups and read the short passage together设计意图:帮助学生彻底理清对话,充分理解课文,小组配合,分角色朗读对话,提高了练习的积极性,而且使得每个学生都有了参与的机会,并且能够相互帮助、相互合作,最终达到人人都张嘴、人人都敢说的效果。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。

10、解能力。Activity 3.Summary and chantT: 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 while and show the chant: 我用am,你用are,Is 连着她他它,单数名词用is,复数名词全用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。 Get student practice and the chant.设计意图:对本课重点语法--系动。

11、词“be”的用法进行归纳总结,为以下语言输出环节做准备,采用chant的形式,生动活泼,学生朗朗上口,便于忘记。Activity 3 Work in pairsT: Today we have known two new friends and learnt more about their classmates. Now let's get to know each other .The teacher shows the key structure and ask some pairs to show in front of the whole class.A: What’s your name? B:My name is …A: Are you English/ Chinese/ American?B:Yes, I am./ No, I’m not.I’m… I’m from…A: 。

12、How old are you? B:I’m…years old.A: What class are you in? B:I’m in Class… Grade….A: Nice to meet you. B:Nice to meet you, too.Students practice the dialogue with the partner and then show it out.设计意图:通过同桌问答方式使学生掌握听力活动中所展示的语法、句型,更重要的是在交际中学会询问对方的信息及获取细节性信息。Activity4. Self introductionT: You have known your partner, but I'd like you to introduce yourself to the whole class to make more friends. Who 。

13、can try?Teacher show our the key points and let students practice by themself.Students can begin with “Hello, class. My name is …. I’m from … and I’m ….I’m a student. I’m … years old. I’m in Class… Grade…. . I like ......and my favourite is ...... Nice to meet you. Thank you”.Students practice and then introduce themselves in front of the class.设计意图:设置有意义的情境,将本单元所学知识进行迁移,运用于实际生活当中,不仅使学生再次运用本单元所学知识,也再一次鼓励学生自信的展示自我,积极主动与他人交流以便尽快适应初中新的学习环境。Step5 HomeworkMake your favourite "English name card".设计意图:以上一个环节self introduction中的内容为基础(可根据需要进行增减),让学生动手制作一个英语名牌摆在桌子上,既可以方便各科教师和新同学尽快熟悉自己更多的了解自己,也可以再一次的通过笔头输出的方式反馈学生对本课所学知识的掌握程度。。

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m1u1 资料 课堂 七年 英语 教学 设计 初中
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