外研版 (新标准)七年级上册Module 1 My classmatesUnit 2 I’m Wang Lingling and I’m thirteen years old.教学设计

这是一份外研版 (新标准)七年级上册Module 1 My classmatesUnit 2 I’m Wang Lingling and I’m thirteen years old.教学设计，共6页。

课型：Reading and writing
教学目标：
1、能够正确使用下列单词和词组：but, everyne, 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。
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
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
教学过程：
板书设计：
Mdule 1 Unit 2 I ‘m Wang Lingling and I’m thirteen years ld
What’s yur name? My name is…
Where are yu frm? I’m frm…
Nice t meet yu, … Nice t meet yu, t.
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）
My name is Jim Green. I am twelve. I am nt frm China and I am nt Chinese. I am English, but I am a student in a Chinese middle schl. I am in Class 3, Grade 1.
Li Ping is my friend. He is thirteen. He is Chinese. He is frm Hunan. He is nt in Class Three. He is in Class 1. We are gd friends.
Read the passage again. Find the imprtant infrmatin and then fill in the table belw.
二、Write sentences fr yu. （50分）
1)_____________________________________________________.
2)______________________________________________________.
3)______________________________________________________
4)_______________________________________________________.
5）______________________________________________________.
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 f music and then shw sme pictures abut the stars include sme simple persnal infrmatin
T:
“Wh is she/he?”
“Where is she/he frm?
“Hw ld is she/he?...
Answer the questins in the whle class.like this: “She/He is…She/He is frm…She/He is…years ld…
2、Answer the questins in persn.
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。
Step Tw
Pre-
reading
(8’)
Activity 2. New wrds study.
1、Lead the students t learn the new wrds in grups.
2、Shw the sentences abut the new wrds in this unit and sme pictures.
3、Chse the little teacher t teach the new wrds and the teacher crrect the mistakes.
4、Check the exercise in Activity 1.
1、Learn the new wrds in grups.
2、Fill in the blanks.
Check the answers with the whle class.
3、Little teacher t teach the new wrds.The thers t read after the little teacher.
4、Cmpetitive in the whle class..
小组自学单词，体现学生的主体地位，能使全班同学参与其中；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 t scan
the passage.
T: Hw many students are there in this passage?
T: Read quickly and tell me wh they are?
2. Skimming
Ask students t skim the passage and check (√) the true sentences and then crrect the false sentences.
3.Careful reading.
(1) Paragrap1:
①Chse the best answers
T: Nw, please lk at paragraphs 1 and chse the best answers f the tw questins.
②Let the students read Paragraph 1 in grups f six and find ut difficulties.
③Slve difficulties.
T: Let’s cntinue learning Paragraph 2.
(2) Paragraph 2:
①Present sme sentences t the students and ask them t write “T” r “F” als crrect the wrng sentences after reading Paragraph 2 .
②Ask a student t be “a little teacher” t check the answers.
③ Let ne team students read Paragraph 2 and the ther students listen carefully t pint ut imprtant pints.
④Slve difficulties.
T: The last paragraph is talking abut Tny Smith . Let’s read and knw mre abut him.
(3)Paragraph 3:
①Let the students fill in the blanks after reading Paragraph 3
②Let the students t check the answers in grups first and then cmpetive.
③Ask a grup f six students t read paragraph 3. Let the ther students listen carefully and find ut difficulties.
④Slve difficulties.
T: Let’s read the passage tgether.
(4)Ask the students
read the passage
tgether make sure they
understand the passage.
(1)Scan the passage and answer like this:
Ss: Three
Ss; David, Lingling, Tny Smith
Grup cmpetitin
（2）Read the passage and check (√) the true sentences and then crrect the false sentences by themselves.
1 Henry is Daming’s English name.
2 Lingling’s English name is Linda.
3 Daming is twelve years ld.
4 Wang Hui is frm Beijing.
5 Tny is twelve years ld.
6 Tny is frm the capital f England.
Read paragrap1:
①Chse the best answers
1.Where is the capital f China?
A.England
B. China
2.Hw ld is Lucy?
A. She is twelve years ld.
B. We dn’t knw.
C. She is frm Beijing.

②Read Paragraph 1 in grups f six and find ut difficulties.
③Slve the difficulties tgether.
(2)Read the paragraph 2 als crrect the wrng sentences:
①write “T” r “F”. after reading Paragraph 2
1. Wang Lingling is twelve years ld.( )
2. Wang Lingling and Wang Hui are in the same class.( )
3. Henry is frm Shanghai and it’s a samll city. ( )
②A student t be a little teacher t check the answers. Others try their best t answer the questins .
③One team students read Paragraph 2 and the ther students pint ut difficulties pints.
④T say the difficulties
and slve tgether.
(3)Read the Paragraph 3.
Fill in the blanks
after reading paragraph 3
My name is ______ _______
I’m frm__________.It’s a _____city in England. Tny is my ______name and Smith is my ________name.I’m thirteen______ld. It’s nice t_____ yu all.
②The students check the answers in grups first and then cmpetive.
③A grup f six students t read paragraph 3. The ther students listen carefully and find ut difficulties.
④Say the difficulties and slve them.
(4)The students read the
passage tgether t make sure
understand the passage.
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。
Step Fur
Pst-
reading
(6’)
1.Retell.
①Let the students fill
in the blanks accrding
t the picture .
②Call back the answers
frm tw students then
read the shrt passage
in the whle class .
2.Speaking
① Ask and answer abut the peple in the pictures.
②Ask sme students t cme t the blackbard and intrduce themselves.and their friends.
the thers listen and retell.
Lk at the picture
and the table t fillin the blanks.
Li Daming’s ________ name is David. He is _______ years ld and he is frmBeijing. Beijing is ______ _________ _____ China.Wang Lingling is_______ years ld. Wang Hui is ______ friend. He’s______ Shanghai. Shanghai is a big _____. Tny Smith is frm______. He is _______.Tny is______ first name and Smith is his _____ name.
Pair wrk
①One ask and ne answer. Check in grups.
②Ready in grups f six.Listen carefully and retell.
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重点,锻炼口头表达能力。
Step Five
Summary（2’）
1.Get the students t
sum up the language pints.
T: What have we learned tday?
Ss:……
2.Let the students t chse the best team in this lessn.
1.Sum up the language pints.
2.T chse the best grups.
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
Hme-
wrk
（1’）
采访两个你的新同学，分别问他们以下几个问题：
What's yur name?
Where are yu frm?
Hw ld are yu?
What's yur favurite 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 hmewrk.
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。
Name
Age
Cuntry(国家)
Class
Jim Green
twelve
(1)__ ____
(2)______, Grade 1
Li Ping
(3)______
(4)______
(5)______, Grade 1