《七年级英语上教学设计与反思.doc》由会员分享，可在线阅读，更多相关《七年级英语上教学设计与反思.doc（8页珍藏版）》请在金锄头文库上搜索。
1、七年级英语上教学设计与反思 二、教学目标一、教学内容分析三、教学策略选择与设计四、学习者特征分析五、教学重点及难点六、教学过程 教学设计与反思课题：外研版七年级上册Module 1 My classmates Unit 1 Nice to meet you.一、教学内容分析模块主题为“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。本单元没有太多心的句型和语法，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（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，m
2、y，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、学习者特征分析本班级的学生大部分都是农村孩子，还有一些是留守儿童。部分学生以前从没接触过英语，相对来说底子较差。经过之前4个预备模块的学习，学生开始适应英语课堂，但是接受能力相对较低，对
3、于英语指令语的理解较差，需多次重复。不过，作为七年级新生，彼此还不是很熟悉，大部分的学生对学习英语还是有较大热情的，可是性格偏内向。个别学生成绩比较突出，愿意在课堂上用英语表达想法。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, Ms, not, hi, our, Ameri
4、can, he, 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设计意图Step1. Warming upActivity 1. Greet the students as usual. T: Im very glad to be here and give you a lesson. Just now, you are pu
5、zzled about my name. Now let me try to introduce myself.“My name is Ms Mo. Im a teacher. Im from China and Im Chinese. Im 24 years old. Nice to meet you.”Greet the teacher.用自己的图片吸引学生的兴趣，做出自我介绍，引出话题，以及重点句型。Activity 2. New words study.Show two pictures of flags and students. Make a story about them. T
6、: Just now, I said, Im from China and Im Chinese. And you are also from China. Today Im going to introduce two of my friends. Lets look at their pictures and guess “Where are they from?”Read these new words and practice this dialogue.A:-Where are you from?B: -Im from England and Im English. / Im fro
7、m America and Im American.利用介绍新同伴这个故事开展内容，呈现新单词和句型。Step 2 Listening.Activity 3. Listening and vocabularyT: Now, youve met Betty and Tony. They are my friends and they are now your friends too. Would you like to know more about them? Lets listen to the tape and listen what they are talking.1. Listen
8、and check ( ) the number of speaker.a) 1 b) 2 c) 32. Listen again and check ( ) the words you hear.class friendhello nameteacher too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。Activity 4. Listen and readT：From this dialogue above we can know that Betty and Tony are students. You are students in my class. And the
9、y are in Ms Lis class. Lets listen to the tape and see what they are talking about. While listening, you should think about these two questions as follow:Students close the book, listen to the tape and answer the questions.1. Who are they? 2. Is Daming from China? Read this dialogue after the teache
10、r.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。Step 3 After-listening practiceActivity 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.Students do this exercise by themselves first.
11、Next check their answers with partners and find the original sentences in the dialogue.Try to correct the wrong ones.Then the teacher asks students to say out their answers.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。Activity 6. Choose the correct answers.Show some special sentence in the dialogue o
12、n 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.?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.Stude
13、nts 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 class.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 7. Complete the passag
14、e.Teacher read the new words first 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.Then the teacher ask some students to read their version.Show the answers on the screen and explain the key points.Read the short passage 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。Step 4: ConsolidationActivity 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 fromeg: They a
