外研版英语七年级(上册)教学案全册.doc

Unit 1 Nice to meet you课 题Module One Unit One Nice to meet you设计理念1、分层指导下的任务设计：面向全体学生，为不同层次的学生提供展示自己才能的机会。2、根据学生的兴趣爱好设计活动，在学中玩，在玩中学，让学生在用英语“做事”并解决问题的同时锻炼自己的口语交际能力。3、形成性评价贯穿整个课堂，为学生“可持续学习”奠定基础，让学生拥有成就感。教学目标1、语言目标：教材设计的话题是个人信息，运用任务是向新同学介绍自己以结识新的朋友，相应的功能是自我介绍。2、语言结构主要是动词be（am）与人称代词的强化；将介绍自我所需要的人称代词与动词be与功能（自我介绍）、真实运用任务（为结识新朋友而自我介绍）有机结合。3、跨文化交际目标：国外自我介绍的礼仪以及询问年龄的禁忌等。如美国人比较开朗，会主动打招呼自我介绍，英国人就比较保守，恪守俗话“别人不开口你就别说话”。如果没有人帮你介绍给外国朋友就自我介绍。教学重点1、新单词和短语：first, lesson, class, student, Miss, blackboard, year, open, close, match, write, read, listen, practice, eleven, twelve, thirteen, twenty-nine, fifty2、动词be（am）与人称代词的强化教学难点不同场合下的包括年龄、家乡等个人信息自我介绍学习策略自学和小组合作互动学习教 具CAI 课件、小卡片Leading-in: 1制作Name Card(此任务针对中低层次而设计)2. 看谁的朋友最多（此任务针对中高层次学生设计）3. “心有灵犀”交朋友（是按照TPR进行设计，适合各种层次）完成Task One: 制作Name Card完成Task Three: “心有灵犀”交朋友完成Task Two: 看谁的朋友最多 听录音填空 Homework以及评价 布 置 任 务五 步 交 际 教 学 法放录像分组 发表格优秀卡片作品展完成第一个语言任务学会制作卡片，为后面的活动做铺垫。结 束分组练习体验 学习语言导入、呈现阶段：情景创设、布置任务、激趣导入Drill and practice:操练阶段Presentation：Drill and practice:操练阶段完成第二个语言任务学会自我介绍和实际的运用Nice to meet you教学流程图：教学步骤l (1课时)一、第一教学环节：情景创设、布置任务、激趣导入教 师 活 动学 生 活 动1. 老师可以采取 “brainstorm”的形式，通过一到两组的简笔画的形式进行自我介绍。如： 教师首先画出一个圆圈，让学生用英语猜测是什么并大声说出来；然后在添加一个象云朵一样的东西，让学生继续猜测，这个期间对于学生敢于想象的要给予语言鼓励或者是物质鼓励。最后出现的是一个老师的形象，让学生慢慢意识到今天的主题。同时进行小组的竞争。这个阶段也就是进行课本的“Learning to learn”或者是“Speaking”阶段。My name is I am a Im years old. I am from2教师出示动画片或者英语小flash短片（最好是有关自我介绍的），向学生进行介绍或播放课件，同时教学生词和句型结构。Whats your name? My name is Where are you from? I am fromNice to meet you.Nice to meet you too.3布置本堂课的教学“任务”，要求学生完成。任务的讲解要细致，让每一个学生明白，同时要激发起每一个学生的求知欲和用语言解决任务的信心，尽量用英文加上手势或者书面图片形式说明，必要时可以用中文解释。 任务一：制作Name Card 任务二：Who has the most friends?看谁的朋友最多 任务三：心有灵犀一点通1学生认真观察，并随着老师的画画动脑筋，猜测这是什么，并积极举手发言，获得老师的奖品。并有可能获得本组的加分（学生课前分好组，每节课要进行竞赛，看看哪一组上课最认真）2认真观看动画或课件，仔细听老师的介绍：My name is I am a Im years old. I am from，跟随老师学习有关自我介绍的词。3继续听老师的介绍，然后回答老师 的问题： Whats your name? My name isWhere are you from? I am fromNice to meet you.Nice to meet you too.4学生认真理解教学“任务”，在自己下定决心取得胜利的同时，与小组成员讨论任务的详细内容，互相鼓励，同心协力，取得小组的胜利。二、第二教学环节：师生互动、培养能力、给予成就感教师活动学生活动I.完成第一个任务的准备：1.Presentation完成课本Activity3, 4 & 1，用Activity 4来检测学生对于3的理解程度，同时也可以用这个表格让学生填写，为完成Name Card做铺垫。NameAgeJobCityCountryMiss LiLinglingDammingWang Hui2. Drill3老师范例Name: Charles HeAge: 29 自画像City: Zhuzhou CityCountry: China：33068164 TL：13874188355 My favorite(我最喜爱的)_food_: chicken备注：这里介绍一下西方的文化：比如不能询问女士和老人的年龄以及自我介绍时注意事项等等。1听Activity3的录音，根据所听到的内容，完成Activity4部分的学习任务以及完成老师布置的表格。2展开Pairwork活动，完成第一个交际的学习任务。先操练所提供的对话，再进行姓名卡片创作，学会运用Activity2里面的Chinese, class, school等目标语言。3由小组评选，各推出一到两个优秀的姓名卡，老师给予小组加分。II.完成第二个任务的准备：Who has the most friends? 看谁的朋友最多1 Presentation and drill2.学习完课文内容之后，运用所学，在规定的八分钟时间内，以小组为单位，看谁结交的朋友最多，她将获得一份丰厚的奖品。3 同时填写这份表格：NumberName对方签名他/她的名片基本内容AgeCityWhat else 其它信息12345671.学生带着任务进行操练课本的句型，将课本上的句型运用到实际生活中来，让学生将自己制作的卡片上的内容按照课本Activity4 上的句子改编成符合自己实际的句子，反复操练。2. 学生拿到卡片之后，以小组为单位全班自由交流，首先要拿着自己的创意姓名卡片进行“自我介绍”，然后询问对方的姓名等相关信息之后，填写表格，最后请她或者他亲笔签名，才算自己的自我介绍成功，说明对方愿意和你交朋友。看看到底有多少人愿意和你交朋友。评选出最佳个人和最佳小组！2. 学生完成任务所需要的运用目标语： My name is I am fromNice to meet you.Whats your name? Where are you from?Nice to meet you too.3请几组同学派代表上来进行report, 宣读自己组的所交朋友的数量和信息。其他组做笔记。III、完成第二个任务的准备：“心有灵犀”交朋友1Presentation 呈现课本上的生词，让学生连线，弄清楚意思。2TPR游戏：让全体学生起立，如果老师说，Polly says: read.那么学生们就要作出阅读的动作；如果只说read，那么学生便不要动。几轮下来，看看到底那些同学能坚持到最后，成为“心有灵犀”的好朋友。互相交换名片，留做纪念。1 学生弄清楚下列生词意思：read, close,open,stand up, sit down, match, write, practice, listen等2 学生玩游戏之前小组反复操练，直到完全明白。3 将完成好的卡片张贴在教室一角。三、第三教学环节：评价总结、激发竞争、巩固提高教师活动学生活动1 布置作业2 评价手册初中生评价能力发展中的一个突出特点就是十分重视同龄人对自己的评价和看法，开始将同龄人的评价和成年人的评价同等对待，因此学生间的相互评价更是形成性评价中不可缺少的一部分。附：评价表（小组成员之间进行评价，以星号 为标记，五个星为最高，但是必须小组全票才能通过生效）_小组同学姓名学习态度、习惯合作精神任务完成情况作业情况综合评价成绩小组长评语： 小组长签名：教师评语：教师签名：注：本表一堂课一张，一周有5张，结合评价手册进行评定，一周由小组长统计一次交科代表汇总登记，作为考试的加分依据。 时间：Unit 2 Im from China and Im ChineseTeaching aimKnowledge: *useful expressions in introducing and greeting *nominal genitive pronoun & determinative genitive pronounAbilities: To be able to introduce oneself and others and greet people Moral education: To build up students confidence and interest in English- learningKey points: Introducing others This is Betty. This is my friend, Tony.Difficult points: 1) Asking for and receiving personal information.Whats your name?Can you introduce yourself please, Betty?Im from America. Im 13 years old.2) To master the names languages of some countries Teaching methods: Group work, display Teaching aids: puter recorderTeaching procedures: Step 1 Teachers self-introduction (Lead-in)Name, Country, language, Age otherKey Sentence Structures: My name is 。.My first name is 。. My telephone number is 。.Im from 。. I m 。. My age is a secret. I am from Beijing. I e from Beijing. I am a native in Beijing.I e from China. I was born in China and brought up in China. I speak Chinese. In my spare time, I enjoy 。.My E-mail Address is 。.Step 2 Foreign teachers introduction (The same)This is our foreign teacher. (Name, Country, language, Age other)l Students Activity: Listen and get some informationStep 3. The students IntroductionNameAgeTeacherYearClassPhone numberE-mail addressCountryLanguageOtherl Listen and prepare the introduction. l Introduce themselves according to the form.l Pair work; Introduce themselves.Step 4. Part 2 on the book. Please listen to the tape so that we can know more about Daming, Lingling and Wang Hui. Please dont open your books. Look at the blackboard.Listen and Answer.:1) Where is Daming from?2) Where is Lingling from?3) Where is Wang Hui from?4) How old are they?NameCountryLanguageAge OtherBettyTonyLinglingWork in pairs to practise the dialogue. l Students activity: Listen to the tape; Practise their listening; Improve their abilities of get informationStep 5. Learning the dialogue. Practise the listening skill & Role playl Students activity: According to the form, they work in groups to practise the dialogue.Step6. Show a map of the world to practise the names languages of the countriesl Listen and think so many foreign countries names.Step7. Read aloudl The students read aloud to practise oral English.Step8.Writing Write some sentences about the pictures. Step9. Learning the language item.1) My names /Im from/Hes fourteen years old.2) The names of the countries.l The students learn the language points.Homework: Introduce one of your pen-friends.Unit 3 Language in use学习目标：1 学习be动词的简单用法。（参考书本P117118）2 阅读P7 Around the world，知道西方人的姓、名位置given name（名/教名）family name(姓)和中国人的姓名位置相反。学习重难点：be动词变脸。 课前准备：1 你会说吗？ Whats your name?My name is Where+is/are+主语+from? 主语+am/is /are from How old are you? Im(years old). Im a teacher and Im Chinese.2 完成书本P6的第2、3部分。3.完成书本P7的第4部分。 4. 才艺展示：找Partner运用第6部分的句子进行对话表演。学习过程： 1 Guess game:(1)采访2-3位同学。(2)指一生介绍刚才采访的同学的情况，其他学生猜是哪一位同学。2 预习检查及交流。3 学习和操练大声朗读Language practice, 试述be动词的用法。4 小结：动词be（am, is, are）的用法（具体参考书本P117118）be的用法口诀我用，你用，连着他，她，它；单数名词用，复数名词全用。变疑问，往前提，句末问号莫丢弃。变否定，更容易，be后not莫忘记。疑问否定任你变，句首大写莫迟疑。5. 用be的适当形式填空。(1)He _ a teacher. His name _Lin Feng.(2)How old _ Mingming and Dongdong?-They _ thirteen. They are only eleven.(3)-_Becky from America? -No, she _. She is from England.(4)Sam snd his friend Helen _ in Class Two. They are in Class Three.(5)-_Lucy and Lily twins? -Yes,they are. And both of them _ twelve.(6)-_ you a student? -No, I _ _. I _ a worker.课后延伸： 一、单词拼写。1.My _（第一）name is Jack.2.Guangzhou is a big _(城市) in China.3.They are all new_（学生）in this school.4.Billy is only six _（年）old.5.Today we learn_(课) One.6.Please look at the _(黑板).7._( 匹配) the worlds with the pictures.8._( 二十九) is my lucky number.9.We dont have _(十四) apple.10.There are _(十二)boys in my class.11._( 五十) chairs are in the class.二、填表：CountryPeopleLanguage单数复数（中国）ChineseEngland （英国）English/ EnglishmanEnglish/（美国）Ameriacans（日本）Japanese三、单项选择。（）1.-Whats your family name? -_.A. Petter Hall B. Hall Petter C.Petter D.Hall（）2.-Are you friends? -_. A. Yes, we are B. Yes,I am C. No,we are D.Yes,you arent（）3.This is Mary and that is Kate._ my _. A.Shes;friend B.Theys;friend C.Theyre; friends D.Shes friends（）4.Helen and Tony _ English. A.arent B.isnt C.cant D.dont（）5._ are good friends. A.Mike and I B.I and Mike C.Mide and me D.Me and MikeModule 2 Me, my parents and my friendsUnit 1 I can speak English.课 型Listening and speaking教材分析This is the first lesson in this module. The main topic is talking about sports. After learning, the students can talk about abilities by listening and speaking.知识目标Key vocabulary: parent, can, basketball, piano, table tennis, tennis, ride, horse, wele, internationalKey structures: can, cant能力目标1. To understand conversation about sports2. To process information of sports in the listening3. To ask and give information about what kind of sport one can do情感态度Learn to respect others when we talk with others.教学方法Bottom-up教 具Tape recorder, Multi-media, PPT教学过程Step 1: Guessing gameShow some pictures and ask the students guess what they can do. Step 2: Warming up 1. Play the recording of activity 2 and check what Lingling can do.2. Check the answers with the whole class.Step 3: Listening1. Listen to the tape and answer the teachers questions.(1) Who e to our school?(2) Where are they from?(3) Can Tony swim?2. Listen again and choose Yes or No. 3. Listen and follow the tape.4. Act out the dialogue in pairs.5. Explain the main points in the dialogue.1. Please wele Betty and Tony to our school. 欢迎贝蒂和托尼到我们学校来。wele 是“欢迎”的意思，后可直接加表示人的名词，接地点时要用to, 意为“到”，to是介词，其句型结构为：Wele +某人+ to + 某地，意为“欢迎某人到某地来”。如：Wele to my home. 欢迎到我家来。2. play football 和play the piano 这两个短语分别意思为“踢足球”和“弹刚琴”。同学们需注意冠词the 的使用。球类之前不加the, 而乐器前须加the。（二）语法：can为情态动词, 意为“能；会”，其后要跟动词原形；其否定句在 can 后直接加not , 可缩写为 cant , 意为“不会；不能”；其一般疑问句是把 can 提到句子开头，句末用问号，读时用声调；其一般疑问句的肯定答语为：Yes, 主语 + can；否定答语为：No, 主语 + cant . 如：I cant speak English. 我不会讲英语。 Can you swim? 你会游泳吗？ Yes, I can. 是的，我会。 No, I cant. 不，我不会。Step 4: Vocabulary and pronunciation1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.2. Play the recording once without stopping.3. Play it again and ask the students to repeat.4. Practise the sounds in pairs.5. Listen and repeat. (Activity 6)Step 5: SpeakingTask 1: Find a sport partner. A: Can you swim? B: No, I cant. A. What about you? C: Sorry, I cant. Task 2: Make a survey. 调查班里面的5名同学都会做什么活动，然后填入表格中，向全班同学汇报。 SportCanCantBasketballFootballTable tennisTennisRiding a bikeRiding a horseSwimmingStep 7: TestStep 8: Homework板书设计Module 2 Unit 1Can Betty play football?Yes, she can. No, she cant.Can you play basketball?Yes, I can. No, I cant.作业布置1. Read and learn the new words.2. Act out the dialogue of activity 3.3. Do WB. Exx. 1-4教学反思Its important to improve the abilities of listening and speaking.Module 2 Me, my parents and my friendsUnit 2 These are my parents.课 型Reading and writing教材分析This is the second lesson in Module 2. The topic is about how to introduce parents, include their jobs, workplaces and abilities and so on.知识目标Key vocabulary: factory, hotel, university, hospital, office, doctor, worker, manager, secretaryKey structures: This is my friend, Tom. These are my friends Tom and Jack. Whats your fathers name? Whats your fathers job? Can he speak English? Is your mother a teacher?能力目标4. To understand texts concerning introduction of jobs 5. To process information of jobs in reading6. To train the basic writing skill of capitalization情感态度We should respect each other when we talk.教学方法Bottom-up教 具Tape recorder, PPT 教学过程Step 1: Revision1. The teacher shows a picture of a family and give an introduction.2. The students introduce their own families by showing their family photos to all the students.Steop 2: Warming up 1. Match the words with pictures.2. Lable the people in Activity 1.3. Work in pairs and talk about “What are your parents job?”e.g. My father is teacher and my mother is a doctor.Step 3: Reading1. Ask the students to read the passage and lable the pictures.2. Read it again and plete the tables, then check in pairs.3. Play the tape and ask the students to repeat it.Step 4: Language pointsThe teacher will explain the main and difficult language points to the whole class. (On the PPT)1. These are Bettys parents. 这是贝帝的父母。 these是指示代词，是this的复数形式，用来指代较近的人或物，意为“这，这些”，其对应词是those，用于指代较远的人或物，意为“那，那些”。 Bettys 贝帝的，是名词的所有格形式。名词所有格通常在后面加s。如： Tonys friend 托尼的朋友。2. My mother is an English teacher in a university in Beijing. 我母亲是北京一所大学的英语老师。 an, a是冠词。a用于以辅音音素开头的名词前，如：a banana。而an用于以元音音素开头的词前，如：an hour, an old man。句中university开头字母u的第一发音为/j/，故前面用a表示“一所大学”。3. My mother is a doctor at the hospital. 我的妈妈是医院里的医生。 at the hospital表示“在医院”。 at 和in 都用来表示地点。in用来指较大的地方或不具体的地方，at用于指较小或具体的地方。如：at Beijing International school 在北京国际学校（在具体学校）in a university in Beijing 在北京一所大学里（第一个in表示非具体的地点，第二个in表示较大的地方。）4. This is a photo of Miss Li. 这是李小姐的一张照片。 of为介词，常用来表示所属关系，构成of所有格，意为 “ 的”,例如： a map of China 一张中国地图Ste