七年级英语上册Module1Unit1教学设计
教学内容:本单元的教学重点和难点是学生能熟练地在介绍自己或他人,能自如地运用所学英语进行交流,将输入的语言信息在一定的语境下合理输出,能自然地运用英文交谈,做到语音,语调清晰,准确.
语言知识目标:
1.掌握词汇:lesson,class,Miss,twelve,year,thirteen,open,match,practise,Chinese,teacher
2.掌握语音:|| |e| || |i:|
3.掌握系动词be的一般现在时的陈述句形式。
4.掌握目标语言:Mynameis….I’ma…I’m…yearsold.I’mfrom…..
语言技能目标:
1,能听懂别人的自我介绍,能听懂包含自我介绍的简短对话.
2.能利用做简单的自我介绍呀询问对方信息.
情感态度:使学生在学习中学会合作交流.培养学生与人交谈时要尊重对方的习惯.
学习策略:培养学生利用图片联想词汇的习惯.恰当运用多媒体辅助教学,运用网络视频,音频等素材,创设情境,有效质疑,模拟真实意义的活动.明确目标,自主学习,通过小组讨论合作探究。
教学流程:
环节一:(创设情境,有效质疑)Warmingup
Teachers’Activity:
1.PlayanEnglishsong.
2.Teacher’sself-introduction.(I’mChinese,I’mateacher,ofcourse,I’manEnglishteacher.Doyouwanttoknowsomethingaboutme?Pleaseaskme.板书:Chinese,teacher,friend.)
Students’Activity:
1.Listenandsingfollowingthetape.
2.Asktheteachersomequestions.(forexample:What’syourEnglishname?Whereareyoufrom?Howoldareyou?)
环节二:(明确目标,自主学习)Input
Teacher’sActivity:
1.Askstudentssomequestions.Makeconversationswiththestudents.(Thequestions:What’syourname?Whereareyoufrom?Howoldareyou?)
2.Letthestudentsaskandanswerthebelowquestionsinpairs
3.DealwithActivity1.listentothetapeandshowthequestion(Howmanypeoplespeak,Whatarethey?)
4.DoActivity2.Thequestion:Whatcanyouseeinthepicture?
5.AskthestudentstolistenanddoActivity4.
Students’Activity:
1.Thestudentslistenandanswertheteacher’squestions.
2.Makeconversationswiththeirpartners.
3.Showtheconversations.
4.ListentothetapeanddoActivity1,answerthequestion.
5.DescribethepictureofActivity2.(引导学生尽量用所给的单词描述。)
6.listenanddoActivity4.Thenrepeattheconversation.
环节三:(合作探究,互动双赢)Practice
Teachers’Activity:letthestudentsaskandansweraccordingtothesentencesofActivity5.
Students’Activity:1.workinpairs,askandanswer.
2.Introducethemselves.
3.Activity6and7.Listentothetapeandrepeat.
4.DoActivity8.
环节四:Output
Teachers’Activity:
1.PlaythetapeofActivity3,askSstolistencarefully,fillintheform.
2.Now,askthestudentstoreport.
Students’Activity:
1.Listentothetape.Thenfillintheform.
Nameagejobcitycountry
MissLi
Lingling
Daming
WangHui
2.First,reportingroups.Thenchooseonememberfromeachgrouptogivethewholeclassareport.
环节五:(反思回顾)Feedback(略)
环节六:(总结质疑)Summing-up
Teachers’Activity:Ask:Whatdidyoulearnthisclass?
Students’Activity:Answerteacher’squestions.(首先,小组讨论,每组一个代表发言)
环节七:(拓展延伸,创新实践)Homework:(作业分层)
1.Somestudentswriteapassagetointroducethemselves.
2.Makeaconversationwithyourpartner.
3.ReadtheconversationofActivity3.
教学反思:
本节课重点训练学生的听说能力,首先以英语歌曲和老师自我介绍导入本课话题,激活背景知识,教师作示范,激发学生装的热情与兴趣,为进一步的交流与训练打下基础。同时通过师生问答呈现新知识,练习对话巩固句型.听力的设计意在训练学生听的能力,捕捉信息的能力及处理问题的反应能力,也为学生的口语交际提供正确的语言语调。语言学习的目的在于应用,在学习了本部分的语言功能之后,可以使学生运用语言的能力有所提高。
Module1HowtolearnEnglish
Unit1Trynottotranslateeveryword.
教材
《英语》(新标准)
册数
初二年级上册
课时
一课时
教学设计教学内容
Unit1Trynottotranslateeveryword.
课型
Listeningandspeaking
教材分析
ThisunitisthefirstpartofModule1anditisfocusedonpracticingthestudentslisteningandspeakingabilitiesbyreadingtheconversation.Thevocabularyaswellasthesentencestructuresissufficientexamplesanddrillingsarenecessary.Alsothestudentsshouldbeabletogiveadviceaboutstudying.
教学方法
Bottom-upapproachandtask-basedapproach
教学目标
1知识目标:Tolearnsomekeyvocabulary,understandconversationsinvolvingadviceonlearningEnglishandgetinformationabouthowtolearnEnglishfromtheconversation;TounderstandthewayofgivingadviceandpracticegivingadviceonEnglishlearning
2能力目标:TobeabletotalkabouttheproblemsinlearningEnglishandunderstandtheconversationinActivity3
3情感目标:Tounderstandhowtotalkwithothersbylearningthewayofgivingadvice
教学重点和难点
Tolearnthevocabulary,especiallythekeypoints:translate,translation,correct,grammar,pronunciation,spellingandtrytodoandthesentencestructures:Whydontyoudo…?Howaboutdo…?Youshoulddo…Itsagoodideato…Try(not)todo…
教学手段
Practicethestudentslisteningandspeakingabilitiesbyreadingtheconversation.
设计思路
1.Encouragethestudentstotalkwitheachothertopracticethesentencestructureselicitedbythelisteningmaterials.2.Task-basedactingoutActivity3isagoodwayforstudentstopracticespeaking.
教具
Taperecorder
教师活动
学生活动
教
学
流
程
1.
情
景
导
入
Ⅰ.Greetwiththewholeclassasusual.
Ⅱ.Askthestudentstointroduce
themselvesfirst.
Ⅰ.Individualwork:
Getastudenttohaveadutyreport.
Ⅱ.Pairwork:
教
学
流
程
情
景
导
入
8
分钟
Ⅲ.TellthemtheimportanceoflearningEnglishandhowtolearnEnglish.Workinpairstointroducethemselvesbyusing:Mynameis…Imfrom…Ⅲ.Whole-classwork:
Studentsshouldlistentotheteachercarefully.
2.
知
识
新
授
10
分钟
Ⅰ.Keyvocabulary:translation,pronunciation,translate,correct,spelling,
grammar,trytodo
Ⅱ.Keystructures:
Whydontyoudo…?
Youshoulddo…
Howaboutdoing…?
Itsagoodideatodo…
Try(not)todo…
Ⅲ.AskthestudentstofinishActivity1.
Ⅳ.PlaythetapeofActivity2andcheckwiththewholeclass.
Ⅰ.Whole-classwork:
Readthenewwordsandexpressionsloudlyandmakesomesentencesbyusingthevocabulary.
Ⅱ.Pairwork:
Matchthewordswiththeheadings,andthencheckinpairs.
Ⅲ.Whole-classwork:
Listentothetape,andthencheckwiththeteacher.
3.
情
景
操
练
20
分
钟
Ⅰ.Playthetapeforthemtolistenandread.Ⅱ.GetthemtotrytoactoutActivity3.
Ⅲ.AskthemtodoActivity4andwritenotesaboutlearningEnglish.
Ⅳ.PlaythetapeforthestudentstolistenandrepeatthesentencesinActivity6.
Ⅴ.AskthestudentstoworkinpairsandfinishActivity7.Ⅰ.Whole-classwork:
Listentothedialogueandreaditloudly.
Ⅱ.Groupwork:
Actoutthedialogueingroups.
Ⅲ.Individualwork:
FinishActivity4and
writenotesaboutlearningEnglish.
Ⅳ.Whole-classwork:
Readthesentenceswiththewholeclasswiththetaperecorder.
Ⅴ.Pairwork:
Workinpairstofinish
Activity7.Readthewords
toletthepartnercheckif
thewordsarepronounced
inacorrectway.
教
学
流
程
4.
情
景
回
归
2
分钟
Readthroughthekeyvocabularyandsentencestructuresontheboardwiththewholeclassagain.Readthroughtheconversationwiththewholeclassagainiftimeisenough.
Whole-classwork:
Askthestudentstorepeatthemtogether.
Havethestudentsreadthroughtheconversationwiththeteacher.
板
书
设
计
Module1HowtolearnEnglish
Unit1Trynottotranslateeveryword.
KeypointsKeystructures
translateWhydontyoudo…?
translationHowaboutdoing…?
correctYoushoulddo…
grammarItsagoodideatodo…
pronunciationTry(not)todo…
spelling
trytodo
作
业
布
置
1.Askthestudentstolearnandrememberthenewwordsandexpressionsofthisunit.
2.AskthestudentstoreadandactouttheconversationonPage2andgraspsomeimportantsentences.
3.Prepareforthetask1and6ofUnit3.Trytofinishthembythemselves.
4.Doexercises1-4ofWorkbook.
教
学
反
思
1.Itshardtoimprovethestudentslisteningandspeakingskills.
2.ItsagoodideatoencouragethestudentstotalkandsharetheirthinkinginEnglish.
3.It’seasyforstudentstogiveadviceaboutlearningEnglishbyusingthesentencestructures.
4.EncouragethestudentstoreadconversationsandarticlesinEnglisheveryday.
5.Payparticularlyattentiontothestudentspronunciationandspellingofwordsandexpressions.
八年级英语上册Module1Unit1教案外研版
Alicewassittingwithhersisterbytheriver
教学目标1.Togetspecificinformationofastory
2.Tounderstanddescriptionofpaston-goings
3.Totalkaboutpaston-goings
4.Retellthestorybriefly
教学重点1.Tomasterthenewwords:suddenly,rabbit,party,fall,hole,strange,carry
2.Tomasterthestructure:werewasdoing
3.LetthestudentsunderstandthestoryaboutAlicethroughthepicturesandconversation1.
教学难点Howtousethestructure:werewasdoing
Retellthestorybriefly学情分析现阶段,学生已经有一定的英语基础,他们喜欢直观形象思维,对影像,图片特别感兴趣。需要激发并保持学生学习英语的兴趣。在设计课堂教学活动时一定要根据学生的情况,采用灵活多样的教学方法来吸引学生的注意。学法指导开口大声朗读,默读要求速度,能抓住文章大意,关键信息。注意阅读策略和技巧的培养。教学过程教学内容教师活动学生活动效果预测(可能出现的问题)补救措施修改意见
Stepone
Warming-up
Steptwo
Presentation
Stepthreelistening
StepfourReading
Stepfive
Practising
StepSixRetellthestory
StepSevenHomework
1.Fordrawingthestudents’attentions,showsomepicturesaboutsomefamousstories.
Leadthetopic.
2.TranslatetheirChinesestories’nameintoEnglish,andpresentsomeonthescreen
3/Leadoutthestory’sname:
《爱丽丝漫游奇境》
4.Playavideoaboutthestory.
Forteachingtheusefulwordsandphrases
letthestudentslearnthenewwordsbythemselvesingroups
Showsomepictures,throughthepictures,teachingthenewwords
readaftertheteacher
Forknowingthecharactersofthestory,showtheirpictures.
Forknowingthemaindetailsofthestoryandimprovingthestudents’listeningabilities.
1.Tosolvetheimportantwords.phrasesandsentences.
2、Toletthestudentsknowaboutallthedetailsoftheconversation.
3.Topresentthetenseofthepaston–going’.letthestudentsunderlineallthesentencesincludingthepaston–going.
.
1.solvethegrammarproblem(thepaston-going)
1.Presentatetheinstructures:Was/Were+V.ing
2.usethepaston-goingcorrectly,letthestudentsdosomeexercises.
3.letthestudentsunderstandthekeytimeexpressions,Theteachercanlistthemandexplain.
Giveageneralexplainaboutthepaston-going.
Toimprovethestudents’soralabilities,Askthemtomakeasurvey.
Toconsolidatethegrammarpoints,askthestudentstodosomeexercises,
Toimprovethestudents’oralabilities.Askthestudentsworkingroups:retellthestory.
1)tellthestudentstoreadtheconversationagain,andtrytorememberthestoryline.
2)askthemtolookatthepicturescarefullyonthescreen
3)tellthemtotalkaboutthestoryingroups,trytoretellthestory
Encouragethemtogivethestoryanending.
4)asksomegroupstopresenttheirstoryafterclosingbooks.
Askthestudentstoretellthestoryandgiveitanendinginyourownwords.Writethestoryontheexercisebook.
Discussandtalktogether,theyareveryactive.
Theyareinterestedinthevideo.
1)studythenewwordsingroups,helpeachother
2)Accordingtothepictures,learning
thenewwords.payattentiontothepronunciation
3)readaftertheteacher
Throughthesepictures,knowingthemaincharacters.
Listenandnumberthewordsandpictures.Doitindividually.
Remembertheinstructures.
2.doasmallquiz
1.readtogether
2.Underlineallthesentencesincludingthepaston–going.
Accordingtothepictures,makesentencesusingthepaston–going.
Understandtheimportanttimeexpressionsofthepaston-going.
Makeasurvey.
Dotheexercises,thendiscussingroups.
watchtheflashoftheconversation
talkaboutthestoryingroups,trytoretellthestory
a)everyoneinthegroupshouldhaveatalk,
b)writedownwhatyousaid
presenttheirstoryafterclosingbooks.
retellthestoryandgiveitanendinginyourownwords.Writethestoryontheexercisebook.
Somestudentscantalkaboutsomefamousstories,maybetheywilluseChinesetotalk,butIthinkit’sOK.
1)、Somewordsmayreadincorrectly:
groundrabbit
Somenamesaredifficult,Thestudentscan’treadthemcorrectly.
it’seasyforthemtochoosethecorrectsentences
Whentheyarelistening,theycan’tunderstandallthemeaningcompletely.
Theymayobservetherulesofthepaston-going,It’seasy.
somestudentsneedrevisingtherulersofV.ing.
Somestudentscan’ttellthedifferencebetweenthepresentcontinuoustenseandthepaston-going.
Promotethestudents’friendships.
It’sdifficultforsomestudentstodotheseexercises,butthestudentswhoaregoodatEnglishcanhelpthem.
theypreferthediscussioningroups
somestudentsmayhavenowordsabouttheretelling
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