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1、 G7M1U2 教学设计 陶志旭一 、课型：Speaking and reading二 、教学内容分析：本单元是第一模块的第二部分可以起到衔接上一单元的作用，通过问答练习既复习上一节课所学内容，又可以为接下来的阅读提供信息支持。三 、教学目标1、Useful expressions in introducing persons.2、To get in formation from the reading material about personal information 四、知识与能力：1、To be able to introduce oneself or other2、Asking f
2、or and receiving personal information五、情感态度与价值观To build up students confidence and interest in English- learning .六、教学过程 1、Warming-up/Lead in 活动目的 Review and consolidate the vocabulary students have learned before。教师活动 1).Read through these questions and answers . Make sure the students understand t
3、hem . 2).Practise them with the whole class chorally and individually . 3).Pair the students to ask and answer . 4).Put the students in new pairs ,have them do a mingling activity, asking the person nearest them when you clap your hands .学生活动 1).Work in pairs about their name .country .age or other
4、more . 2).Act out the conversation in font in pairs.2、Reading extensively /In put 活动目的 Train students to get specific information through reading . 教师活动 1).Ask students to read and answer individually. 2). Ask them to check with a partner . 3).Call back the answers from the whole class ,asking the s
5、tudents to read the statements and then say “true”or “false”. 学生活动 1).Read and answer individually, then check with a partner .2).Check the answers in class and share the learning strategy .3)Correct the false sentences . 3、Reading intensively/Practice 活动目的 1) Use the words they have just learned in
6、 real life . 2)Teach students writing skills . 教师活动 1).Ask the students to read the passage in activity 2 again and to fill in the table with correct information . 2) .Check the answers with whole class ,then with individual students . 3). Ask students to describe Daming .Lingling .andWang hui by th
7、emselves,then ask some students to the front to talk about them . 学生活动 1) .Read the passage carefully again and do activity 3complete the table. 2). Check the answers with a partner ,then with the whole class . 3).Try to say something about Daming,Lingling ,and wang hui.First,prepare by themselves t
8、hentry to talk about them to the front . 4、Writing /Out put活动目的 1).Train Ss writing skills . 2).Review the knowledge learned 教师活动 1).Ask a few student to try to say something about Jiang li ,then write down the sentences about jiangli . 2).First ,ask Ss to write about themselves ,then ask Ss to try
9、writing something about their classmates or friends . 学生活动 1). Try to say something about Jiang li ,then write down the sentences about jiangli . 2). .First , write about themselves ,then try writing something about their classmates or friends .七、作业布置 1、 Do exercise 11 in Module 1 in workbook .2、 Wr
10、ite something about a person you like best. 八、教学反思 抓住学生刚刚升入初中好奇心强这一特点，本节课我围绕“介绍人物”这一话题创设了一个贴近学生生活实际的教学情境。双人问答，小组活动，师生互动活跃了课堂气氛;加深了师生间的和谐;激发了学生的学习兴趣。通过本课的学习，学生能够用所学词汇句型进行简单的交流对话，也能做简单的自我介绍或介绍身边的朋友亲人，让他们体会到成功的乐趣，进而增强学习的信心和兴趣。 目标检测题一.英汉互译. 1. 读书 2.sit down_ 3.起立_ 4.来自_ 5. write on the blackboard 6.give
11、n name 7.姓 8. years old 9. a new student 10.二年级一班_二. 用适当的人称代词填空 1. is my aunt. I often visit . 2.China is adeveloping country._lies in the east of asia. 3.Professor Wang sets_a good example. We must learn from_. 4.Whats wrong with Tom? _is three Kilometers away. 5.How far is the thunder(雷声)？ _is thr
12、ee kilometers away. 6.I own a blue bike. The red one doesnt belong to_. 7.These new houses are so nice._are very expensive. 8._say that those old house will be rebuilt. 9.Lingling is a girl._studies in a primary school. 10.Mike is my classmate._is good at physics. 三.单项选择. 1.What_your name?A.is B.are
13、 C.am 2.I_ Jim Green.A.is B.are C.am 3.How_you? I_fine,thank you.A.are,is B.am,are C.are,am 4.What is this? What is=_.A.What are B.Its C.Whats 5.What is this? _M.A.It B.Its C.its 6.How are you? Im_,thank you.A.good B.nice C.fine 7.Nice_meet you. Nice_meet you,_.A.to,to,too B.to,to,to C.too,to,too 8.Im in_.A.Number Four B.Class One C.whith row 9.Welcome to Beijing. _.A.OK B.Yes C.Thank you 10.Thank you. _. A.Thats right B.Thank you C.Youre welcome四.阅读理解 Mike
