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七年级英语上册Module 1 My classmates Unit 2 I'm Wang Lingling and I'm thirteen years old教案（外研版）.doc

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外研版七年级英语上册全册教案（共39份）
- 外研版七年级英语上册全册教案（共39份）

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1 Book1 Module1My classmates 一、教学内容：Unit2 I ‘m Wang Lingling and I’m thirteen years old 二、课型：Reading and writing 三、教学目标： 1 、能够正确使用下列单词和词组： but, everyone, capital, last name, first name,big,small. 2、能够读懂别人的自我介绍的短文。 3、能够对别人进行自我介绍和能介绍别人。 4、在跟不同地区的人交流时，学会尊重不同地域不同的表达习惯，理解他人。四、教学重难点： 1、掌握本课新词和词组 2、掌握中外不同的姓名表达习惯：first name, last name 3、能够进行简单的自我介绍五、教学准备：课堂整体运用任务型教学模式, 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.本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT 课件、课堂练习表格、奖品六、教学过程：教学步骤教师活动学生活动设计意图 Step One Warming- up (3’) Lead in Play a piece of music and then show some pictures about the stars include some simple personal information T: “Who is she/he?” “Where is she/he from? “How old is she/he?... 1、 Answer the questions in the whole class.like this: “She/He is…She/He is from…She/He is…years old… 2 、 Answer the questions in person. 既是对上节课的复习又激发了学生的兴趣，直接有效地把学生的思维引到“个人介绍” 这个话题上来，让学生在轻松愉快的气氛中进入本课的学习。 Activity 2. New words study. 1、Lead the students to 1、Learn the new words in groups. 小组自学单词，体现学生的主体地位，能使全 2 Step Two Pre- reading (8’) learn t he new w ords in groups. 2、Show the sentences about the new words in this unit and some pictures. 3、Choose the little teacher to teach the new words and the teacher correct the mistakes. 4 、 Check the exercise in Activity 1. 2、Fill in the blanks. Check the answers with the whole class. 3、Little teacher to teach the new words.The other s to read after the little teacher. 4 、 Competitive in the whole class.. 班同学参与其中；通过图片创设情景学习新单词，加深学生对新单词的记忆，增加学生学习的趣味性；小老师带读，锻炼学生，丰富课堂教学形式；完成导学案的词汇练习，是加强对所学词汇的巩固和运用,为学生扫清阅读障碍。 Step Three While- reading (20’) 1. Scanning (1)Ask students to scan the passage. T: How many students are there in this passage? T: Read quickly and tell me who they are? 2. Skimming Ask students to skim the passage and check (√) the true sentences and then correct the false sentences. 3.Careful reading. (1) Paragrap1: ①Choose the best answers T: Now, please look at paragraphs 1 and choose the best answers of the two (1)Scan the passage and answer like this: Ss: Three Ss; David, Lingling, Tony Smith Group competition （2）Read the passage and check (√) the true sentences and then correct the false sentences by themselves. 1 Henry is Daming’s English name. 2 Lingling’s English name is Linda. 3 Daming is twelve years old. 4 Wang Hui is from Beijing. 5 Tony is twelve years old. 6 Tony is from the capital of England. (1) Read paragrap1: ①Choose the best answers 1.Where is the capital of China? A.England B. China 2.How old is Lucy? 要求学生快速阅读课文，能整体把握课文内容。通过学生快速阅读，培养学生获取主旨的能力, 为进一步学习做好铺垫。让学生带着任 3 qu estions. ② Let the students read Paragraph 1 in groups of six and find out difficulties. ③Solve difficulties. T: Let’s continue learning Paragraph 2. (2) Paragraph 2: ①Present some sentences to the students and ask them to write “T” or “F” also correct the wrong sentences after reading Paragraph 2 . ②Ask a student to be “a little teacher” to check the answers. ③ Let one team students read Paragraph 2 and the other students listen carefully to point out important points. ④Solve difficulties. T: The last paragraph is talking about Tony Smith . Let’s read and know more about him. A. She is twelve years old. B. We don’t know. C. She is from Beijing. ②Read Paragraph 1 in groups of six and find out difficulties. ③ Solve the difficulties together. (2)Read the paragraph 2 also correct the wrong sentences: ①write “T” or “F”. after reading Paragraph 2 1. Wang Lingling is twelve years old.( ) 2. Wang Lingling and Wang Hui are in the same class.( ) 3. Henry is from Shanghai and it’s a samll city. ( ) ② A student to be a little teacher to check the answers. Others try their best to answer the questions . ③ One team students read Paragraph 2 and the other students point out difficulties points. ④To say the difficulties and solve together. 务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。 4 (3)Paragraph 3: ①Let the students fill in the blanks after reading Paragraph 3 ②Let the students to check the answers in groups first and then competive. ③ Ask a group of six students to read paragraph 3. Let the other students listen carefully and find out difficulties. ④Solve difficulties. T: Let’s read the passage together. (4)Ask the students read the passage together make sure they understand the passage. (3)Read the Paragraph 3. ① Fill in the blanks after reading paragraph 3 My name is ______ _______ I’m from__________.It’s a _____city in England. Tony is my ______name and Smith is my ________name.I’m thirteen______old. It’s nice to__ ___ you all. ② The students check the answers in groups first and then competive. ③ A group of six students to read paragraph 3. The other students listen carefully and find out difficulties. ④ Say the difficulties and solve them. (4)The students read the passage together to make sure understand the passage. Step Four Post- reading (6’) 1.Retell. ①Let the students fill in the blanks according to the pict ure . ②Call back the answers from two students then read the short passage in the whole class . 2.Speaking ① Ask and answer about the 1. Look at the picture and the table to fillin the blanks. Li Daming’s ________ name is David. He is _______ years old and he is fromBeijing. Beijing is ______ _________ _____ China.Wang Lingling is_______ years old. Wang Hui is ______ friend. He’s______ Shanghai. Shanghai is a big _____. Tony Smith is from______. He is _______.Tony is______ first name and Smith is his _____ name. Pair work 复述课文能使学生加深对课文内容的理解。适量的口头练习，让学生巩固本课时的语言 5 people in the pictures. ②Ask some students to come to the blackboard and introduce themselves.and their friends. the others listen and retell. ①One ask and one answer. Check in groups. ②Ready in groups of six.Listen carefully and retell. 重点,锻炼口头表达能力。 Step Five Summary （2’） 1.Get the students to sum up the language points. T: What have we learned today? Ss:…… 2.Let the students to choose the best team in this lesson. 1.Sum up the language points. 2.To choose the best groups. 引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。 Step Six Home- work （1’）采访两个你的新同学，分别问他们以下几个问题： What's your name? Where are you from? How old are you? What's your favourite subject? 将你的采访记录整理成一篇为 My new classmates 的短文。（可适当增加采访问题，全文不少于 60 单词。） Finish the homework. 课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。七、板书设计： Module 1 Unit 2 I ‘m Wang Lingling and I’m thirteen years old What’s your name? My name is… Where are you from? I’m from… Nice to meet you, … Nice to meet you, too. 达标训练题(100 分) 一、阅读文章，从中找出重要信息填写下面的表格。（50 分） 6 My name is Jim Green. I am twelve. I am not from China and I am not Chi nese. I am English, but I am a student in a Chinese middle school. I am in Class 3, Grade 1. Li Ping is my friend. He is thirteen. He is Chinese. He is from Hunan. He is not in Class Three. He is in Class 1. We are good friends. Read the passage again. Find the important information and then fill in the table below. Name Age Country(国家) Class Jim Green twelve (1)__ ____ (2)______, Grade 1 Li Ping (3)______ (4)______ (5)______, Grade 1 二、Write sentences for you. （50 分） 1)_____________________________________________________. 2)______________________________________________________. 3)______________________________________________________ 4)_______________________________________________________. 5）______________________________________________________. 查看更多

七年级英语上册Module 1 My classmates Unit 2 I'm Wang Lingling and I'm thirteen years old教案（外研版）.doc

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