七年级英语上册Module 1 My classmates Unit 1 Nice to meet you教案（外研版）.doc

1 Module 1 My classmates 一、教学内容：Unit 1 Nice to meet you 二、课型：Listening and speaking 三、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，my，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。 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。 四、教学重难点： 重点： 1、 掌握基本词汇：Chinese, from, where, year, about, Ms, not, hi, our, American, 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。 五、教学准备： 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。 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、录音机、课堂练习、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-u p (5’) Activity 1. Greet the students as usual. T: I’m very glad to be here and give you a lesson. Just now, you are puzzled about my name. Now let me try to introduce myself. “My name is Ms Mo. I’m a 1、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。
2 teacher. I’m from China and I’m Chinese. I’m 24 years old. Nice to meet you.” Activity 2. New words study. Show two pictures of flags and students. Make a story about them. T: Just now, I said, I’m from China and I’m Chinese. And you are also from China. Today I’m going to introduce two of my friends. Let’s look at their pictures and guess “Where are they from?” 2、 Read these n ew words and practice this dialogue. A: ----Where are you from? B: ----I’m from England and I’m English. / I’m from America and I’m 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 Two Listening . (5’) Activity 3. Listening and vocabulary T: Now, you’ve met Betty and Tony. They are my friends and they are now your friends too. Would you like to know more about them? Let’s listen to the tape and listen what they are talking. Activity 4. Listen and read T：From this dialogue above we can know that Betty and Tony are students. You are students in my class. And they are in Ms Li’s class. Let’s listen to the tape and see what they are talking about. While listening, you should think about these two questions as follow: 1. Listen and check (√ ) the number of speaker. a) 1 b) 2 c) 3 2. Listen again and check (√ ) the words you hear. class friend hello name teacher too 2、Students close the book, listen to the tape and answer the questions. 1. Who are they? 2. Is Daming from China? 3、Read this dialogue after the teacher. 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。 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。 Activity 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. 1、Students do this exercise b y themselves first. 2、Next check their answers with partners and find the original sentences in the dialogue. 3、Try to correct the wrong 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。
3 Step Three After-lis tening practice (10’) 5. Betty is from America. Activity 6. Choose the correct answers. Show some special sentence in the dialogue on 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 isn’t. 2.—Is Lingling from Beijing? —Yes, she is./No, she isn’t.? 3.—Is Tony from America? —Yes, he is./No, he isn’t. 4.—Is Betty English? —Yes, she is./No, she isn’t. 5.—Are you from China? —Yes, I am./No, I’m not. Activity 7. Complete the passage. 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 ones. 4、Then the teacher asks students to say out their answers. 1 、 Students do this exercise by themselves. 2、Check the answers with the whole class. 3、Pair work. Students ask and answer these dialogues with partners. Teacher asks some pairs to make a presentation in front of the whole class. 1、Students do this exercise by themselves first. 2、Then the teacher ask some students to read their version. 3、Show the answers on the screen and explain the key points. 4、Read the short passage together. 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。 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。
4 Lingling are (5) . Step Four Consolida tion (9’) Activity 8. Language points. 1、 I’m from Wuhan.我来自武汉。 这里 be from 表示“来自哪里” 另外：be from = come from eg: They are from England. =They come from England. 注意：I’m from China and I’m Chinese. 我来自中国，我是中国人。 2． I’m twelve years old. .我十 二岁。 用来表述年龄，表示 “…… 岁”。可以省略。 3． What about you?那么你呢？ 4．Welcome to…欢迎来…… eg. Welcome to our school. 5． “be verbs” T: Pay attention to the red words. “is, am, are” these three are called “be verbs”. Can you make a conclusion about their usage？ “When do we use is/ am/ are?” let the students think about this question for a while and answer together. 6． 并列句：两个或更多意思上关 系很紧密的句子合并成一个句 子，形成并列句。分句用 and 连接。 eg: I’m your teacher and you are my students. 1、Take notes, write down the key points. 2 、Translation. 1. 我是一个学生。I’m a student. 2. 他 12 岁。 He is twelve years old. 3. 他们身体很好.They are very well. 4. 你是一个男孩.You are a boy. 5. 她是一个女孩。She is a girl 6. 它是一只狗。 It is a dog. 3、Conclusion: be 动词用法儿歌 我用 am,你用 are，Is连 着她他它，单数名词用 is， 复数名词全用 are。 变否定，很容易，be 后 not加上去。变疑问，往前提， 首句大写是关键，末句问号 莫忘记。 4、Practice: Use is or isn’t, are or aren’t to fill in the blanks.(用 is or isn’t, are or aren’t 填空） 1). Lingling Chinese. 2). She English. 3). Lingling and Daming teachers. 对本次课文中一些 重点句型进行梳理， 整合，结合适当练 习，使学生及时有 条理地吸收新知识 并加以运用。同时 培养学生记笔记和 自我总结归纳的学 习策略。
5 4). They students. Find more sentences in the dialogue and read them.（寻 找并列句） Step Five Speaking （10’） Activity9. Summary and pair work. T: Today we have learned how to ask personal information. Do you still remember them? Let’s try together. The teacher asks some pairs to show in front of the whole class. Activity 10. Self introduction. T: Boys and girls, did you notice that if we put the answers to the questions together, we can make a self introduction. So now let’s try to do it. You can follow these sentence structures. Give students 3 minutes and ask 2 of them to make a show. 2.Let the students to choose the best team in this lesson. 1) A: What’s your name? My name is … 2) A: Are you English/ Chinese/ American? Yes, I am./ No, I’m not. I’m… I’m from… 3) A: How old are you? I’m…years old. 4) A: What class are you in? I’m in Class… Grade…. 5) A: Nice to meet you. Nice to meet you, too. Practice this dialogue with their partners. Teacher asks some pairs to show in front of the class. Hello, class. My name is …. I’m from … and I’m ….I’m a student. I’m … years old. I’m in Class… Grade…. Nice to meet you. Thank you. Students practice by themselves. Then two students make a self introduction in front of the class. 通过同桌问答方式 使学生掌握听力活 动中所展示的语法、 句法，更重要的是 在交际中学会自我 介绍和获取细节性 信息。 个人呈现环节，充 分激发学生的思维、 情感，踊跃发言。 Step Six Home- work （1’） Homework: 1. Listen to the tape and read after it three times. 2. Finish the exercises of Unit 1. 3. Preview the second unit. 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。
6 板书 设计 Module 1 My classmates. Unit 1 Nice to meet you. 1) A: What’s your name? My name is … 2) A: Are you English/ Chinese/ American? Yes, I am./ No, I’m not. I’m… I’m from… 3) A: How old are you? I’m…years old. 4) A: What class are you in? I’m in Class… Grade…. 5) A: Nice to meet you. Nice to meet you, too. 达标训练题（满分 100 分） 一、单项选择 （50 分） ( ) 1. Zhang Ling and I are thirteen years old. ______ are friends. A. They B. You C. We ( ) 2. Tom is from ______ and he is ______. A. English; England B. England; English C. English; English ( ) 3. —Nice to meet you. —_____. A. Nice to meet you, too B. Good afternoon C. Goodbye ( ) 4. —Where are you from? —______. A. I’m in Class One. B. I’m Li Lei. C. I’m from Shenzhen ( ) 5. Beijing is a big ______. A. city B. school C. class 二、句子改错 （50 分） 下面各句的画线部分中各有一处错误，请指出并改正。 1. Lingling is twelve and she is in class 2. A B C 2. Mr Smith is from America but he is a teacher. A B C 3. Miss Li, Lingling and Daming is all Chinese. A B C 4. David is from England and she is in China. A B C 5. There are twenty nine students in our class. A B C