初中英语外研版 (新标准)七年级上册Module 8 Choosing presentsUnit 1 I always like birthday parties.教案

这是一份初中英语外研版 (新标准)七年级上册Module 8 Choosing presentsUnit 1 I always like birthday parties.教案，共16页。教案主要包含了教学设计，课堂实录片段，教学反思等内容，欢迎下载使用。
课 题： 外研版NSE教材7（上）
Module 8 Unit1 I always like birthday parties
(Listening & Speaking)

一、教学设计
1．教学目标：分析教材和具体的学情，确定本课的三维教学目标、教学重点和教学难点。
2．教学过程：分环节简要说明教学活动的安排，包括主要教学问题与教学情境的设计，采用文字叙述的格式。
3．板书设计：简明扼要，突出重点，有一定逻辑联系。
4．作业设计：简约、有效，具有针对性，并说明设计意图。

Analysis of teaching material
1. The topic: the birthday
2. The Function: inviting birthday parties
3. The teaching material:
a) Birthday is very important to everyone. Birthday celebration is not only a personal behavior, but also reflects the characteristics of different cultures. As a topic, birthday is a hot topic which teenagers take a lot of interest in, on the other hand, through the topic, we hope to cultivate the students with the emotional attitude, with which they are willing to make friends actively and take an active part in activities, meanwhile help them know more about the birthday culture in different countries.
b) Students have learned some of the words and expressions about birthday in their primary schools. Knowing the cycling vocabulary helps them learn this lesson much more easily.
c) As the first unit of the module, this lesson aims to promote students’ listening and speaking skills. The topic is to invite friends to take part in one’s own birthday party. The main teaching point is to express invitation.
d) There are two grammar focuses:
e) (1) adverbs of frequency;
f) (2) the third person singular
Analysis of students
1. The topic---“Birthday” is very close to students’ daily life, which arouses students’ interest to talk. And they have some expressions that they have learned to talk about the topic.
2. Some of the words and expressions have been learned in Ss’ primary schools. They are cycling vocabulary, like *always, *card, *party, *cake, *great, *give, *sing, *happy.
3. Students learned some adverbs of frequency in their primary schools and in previous modules, like always learned in primary schools , usually learned in Module 6 Unit 2, sometimes learned in Module 7 Unit 2. So it’s much easier for them to understand and grasp the usage of them.
4. The recurrence of singular forms of verbs in the third person, which appeared in Module 6 Unit 2 and
Module 7 Unit 2, makes students grasp the grammar focus more easily.
Teaching objectives:
The purpose of teaching listening
1. Students are able to recognize the invitation with Would you like to …?
2. Students are able to understand the simple description of birthday.
The purpose of teaching speaking
1. Students are able to make an invitation with Would you like to …?
2. Students are able to talk about how other students celebrate their birthday.
Teaching focuses:
1. vocabulary: *always, never, *card, *party, present, *cake, would, *great, special, cut, *give, *sing, *happy, secret, ha ha (cycling: usually, sometimes, birthday)
2. sentence structure: We always have a party.
Lingling usually has breakfast.
They sometimes have breakfast.
They never have breakfast.
Would you like to …? Yes, I’d love to.
3.grammar: adverbs of frequency; the third person singular
Anticipated difficulties:
Students may feel it difficult to
1. use the adverbs of frequency properly.
2. use the third person singular correctly.
Solutions
1. Using a table with frequency to present the adverbs of frequency; the constant recurrence reduces the difficulty of the target grammar.
2. Providing a monologue model to present the third person singular; reminding students of the correct forms while they make mistakes.
Teaching methods: Bottom-up approach, Presentation-Practice-Production (3P model), Phonics method
Learning methods: interactive approach, discussion, report
Teaching aids: Multi-media, blackboard
Teaching and learning arrangement
Stages/ timing
Activities
Methodology
Warming-up and learn words
(3 mins)
Step1. Present a task—know the teacher---Sandy
Show a mind-map with a photo of the teacher and provide several pieces of personal information. (name, favourite food -- birthday cake, favourite day---October 23rd---a special day—birthday, how old—secret)
Present words: cake, special, secret.


l To involve students and stimulate their background knowledge. Get them ready for the teaching of the new words.
l At the very beginning of the lesson, the teacher designs the warming-up activity, it not only aims to help the students to get close to the new teacher, but also aims to teach the new words in authentic language environment. It reflects high efficiency in class. Then the new words are taught with the help of phonics method. Students are encouraged to memorize the words according to their pronunciation and the background knowledge of the words which share the same pronunciation part of the word. In this way, students will find it easier to memorize the new words.


Preparation”
(12mins)
Step2. Present grammar focus
Introduce adverbs of frequency and third person “has”.
1. Present the new word party with a picture with phonics method.
2. Ask the students to put their hands up if they have a party every birthday. Put your hand up too and say “We always have a party.” Those students repeat chorally.
3. Then ask the students who have breakfast every day to put their hands up, and then say, “We always have breakfast” and have the other students repeat “They always have breakfast.”
4. Then say, “ Hands up those who have it just on some days.” Nod at them and say “ They sometimes have breakfast.” Students repeat it chorally.
5. Finally say, “ Hands up those who don’t have breakfast at all. Say “They never have breakfast.” Students repeat it chorally.
6. Show a picture of Daming, Lingling, Betty and Tony and let the students say, “ This is Daming, Lingling, Betty and Tony.”
Draw a chart with the students’ pictures down the side and days of the week across the top.
How often they have breakfast

Mon.
Tues.
Wed.
Thurs.
Fri.
Sat.
Sun.
Daming
√
√
√
√
√
√
√
Lingling
√

√
√
√

√
Betty
√

√


√

Tony
×
×
×
×
×
×
×

a. Say “ Daming has breakfast every day.” Check (√) each day on the chart. Then say, “ He always has breakfast.” Students repeat chorally and individually.
Check the meaning of “always” with every day.
b. Continue with Lingling. Check (√) most of the boxes. Ask if she has breakfast every day. Say, “ Lingling usually has breakfast.” Students repeat chorally.
c. Go to Betty. Check (√) the days and say only three days. “Lingling sometimes has breakfast.” Students repeat the same way.
d. Then go on to Tony. Say, “ Tony gets up very late every day. He’s always late. Ask if he has time to have breakfast. Ask why not. Put a cross under every day. Say, “ He never has breakfast.” Students repeat in the same way.
e. Ask, “Does … have breakfast every day?” Students reply, “Yes, he always has breakfast …” or “ No, he/ she usually/ sometimes/ never has ….”
f. Ask the students to ask about the four students in the table pairs with adverbs of frequency.
Present adverbs of frequency: always, sometimes and never.





l Learn the new knowledge---adverbs of frequency by using the sentence structure We have breakfast every day, which the students have learned before. It’s easier for the students to understand the adverbs of frequency. It conforms to pragmatics theory and the principle of language acquisition.









l The usage of a table with frequency provides the students with clear concept about the different adverbs of frequency. The chart offers authentic language environment to use the third person singular as well. The constant recurrence reduces the difficulty of the target grammar. It reflects the language acquisition theory.
l With the help of the chart, students will find it easier to understand and remember the adverbs of frequency and meanwhile pay attention to the singular third person.



Present
(5 mins)
Step3. Present new vocabulary and expressions.
1. Watch a flash about Amy---an American girl’s birthday. Take notes what Amy does on her birthday.
2. Use a mind map to check the students’ understanding.
Use lexical-chunk approach to review cycling words and expressions and present new words and expressions.
Lexical chunks: *eat / *buy/ *make/ cut *birthday *cake, *get/ *give *birthday cards, *get/*give presents, *sing *Happy *Birthday , *have a *party)

Model: Amy has a party on her birthday.
She/ Her mother ______ on her birthday.

* means cycling words and expressions, italic means new words and expressions




l Watching a flash is a good way to arouse the students’ interest in English.
l On the basis of lots of cycling words and expressions, it is possible to input the application of lexical chunks. Lots of prefabricated language units retain in the students’ memory, which are formed by several items of words and also contain more information than a single word. The ready-made frameworks hang the expression of our ideas so that we don’t have to go through the labour of generating all utterance every time we want to say something. Therefore, it improves the efficiency in class.
l Consolidate the target vocabulary and sentences.

Practice
(3 mins)
Step4. Practice adverbs of frequency and new words and expressions.
Now listen to Amy’s monologue about her birthday and find the adverbs of frequency to fill in the blanks.




l Through listening to Amy’s monologue about her birthday, combine the vocabulary on birthday with adverbs of frequency.


Present
(2 mins)
Step5. Present how to make an invitation and accept it.
Show the picture in Activity 1 and elicit the students to say out the new words and expression.
Then say, “Daming’s birthday is coming. How can he ask his friends to his birthday party?”
Offer the model:
Daming: ______________come to my birthday party?
Betty: Yes, I’d love to. When is it?
Daming:___________, at my house.

l Use an audio material to present the new knowledge.
l Use the question to stimulate the students to get the expression from the listening material.
l To offer the model can reduce the difficulty of the sentence structure. Pay more attention to the most important part---Would you like to ….?
Practice
(5 mins)
Step 6 Practice
1. Practice how to make an invitation to ask classmates to do something interesting and how to accept the invitation.
The teacher makes a model:
A: Would you like to watch movies with me?
B: Yes, I’d love to.
Then let Ss have a chain drill, A asks B, B asks C, C asks D,…..
2. Imitate:
Daming: Hi, would you like to come to my birthday party?
Betty: Yes, I’d love to. When is it?
Daming: This Saturday, at my house.
Tony: OK! I always like birthday parties.
Lingling: Great!
3. We have known what Americans do on their birthday. Now let’s listen. What do Chinese do on their birthday?


4. Read the conversation and complete the sentences with the words from the box.


5. Sum up what’re differences between Chinese birthday party and American birthday party.


l To evaluate how well the students master the content of this lesson.
l To offer students a real situation to use what they’ve learned.
l Consolidate sentence structures and the superlative degree of the adjectives.
l
l To build students’ confidence by producing simple sentences after an audio model. To assess how well students grasp what they are supposed to learn.
Production
(10mins)
Step 7 Make an invitation and ask your friends to your birthday party.




Step 8 Output
1. Task 1
Betty asks Daming to her birthday party. Daming wants to know what Americans do on their birthday.


3. Task 2



l Cultivate the students’ writing skills by using the target language--- how to make an invitation. Finishing making the invitation card helps to offer the students authentic language environment to act the conversation out in the last output.

Homework
Level A:
1.Listen to the tape Module 1, Unit 1 Activity3 and imitate the pronunciation.
2.Make a conversation to invite friends to your party by using “Would you like to ….”?
Level B:
1. Listen to the tape Module 1, Activity 3 and imitate the pronunciation.
2. Make a conversation to invite friends to your party by using “Would you like to ….?
3. Make a report about the Western birthday celebration.

Since this is a speaking lesson, I design a speaking assignment. Students can consolidate what they’ve learnt with it. There are also some ways for them to extend. For advanced students, writing a report can cultivate students’ writing skills as ability extension.
Blackboard Design

Module 8 Choosing presents
Unit 1 I always like birthday parties.
Special have a party We always have a party.
secret make birthday cake Lingling usually has breakfast.
cut They sometimes have breakfast.
eat They never have breakfast.
get presents Would you like to ….?
get birthday cards Yes, I’d love to.
sing Happy Birthday


This blackboard designing not only shows the items about birthday, adverbs of frequency in sentences , the third person singular and two key sentence structures, but also displays the vocabulary in two branches: two difficult words---special and secret and lexical chunks ( e.g. have a party, make/ cut/ eat birthday cake, get presents, etc.)
Designing a clear blackboard presentation helps the students to make a summary at the end of the class. They will have deep impression on what they’ve learned in this class.


二、课堂实录片段
展现教学过程有价值的片段，可采用师生对话式，也可采用师生对话+描述式等。
片段1
T: Would you like to know me? Ask me questions.
S1: What’s your name?
T: My name is Sandy.
S2: What’s your favourite food？
T: My favourite food is birthday cake. ( teach “cake” and write “cake” on the Bb)
S3: What’s your favourite day?
T: My favourite day is October 23rd, because it’s a special day—my birthday.
( teach “special” and write “special” on the Bb).
S4: How old are you?
T: It’s a secret. ( teach “secret” and write “secret” on the Bb)
…
精彩之处：
At the very beginning of the lesson, the teacher designs the warming-up activity, it not only aims to help the students to get close to the new teacher, but also aims to teach the new words in a very natural language circumstance. It reflects high efficiency in class. Then the new words are taught with the help of phonics method. Students are encouraged to memorize the words according to their pronunciation and the background knowledge of the words which share the same pronunciation part of the word. In this way, students will find it easier to memorize the new words.

片段2
Preparation ( introduce adverbs of frequency and third person “has” as follows )
1. Show a picture.
2. T: What do they do?
3. S1: They have a party. (teach “party” and write “party” on the Bb)
4. T: I have a party every birthday.
5. Ss: Me too.
6. T: We always have a party. ( teach “always” and write “always” on the Bb)
7. Let Ss repeat “We always have a party.”
8. T：I have breakfast every day.
9. Ss: Me too.
10. T: We always have breakfast. ( Practice “always”)
11. The Ss repeat with the teacher “ We always have breakfast.”
12. Then let other Ss repeat, “ They always have breakfast.”
13. T: Who has breakfast on some days?
14. Ss: I do!
15. T: Nod at the Ss, and say, “They sometimes have breakfast.” (teach “sometimes” and write “sometimes” on the Bb)
16. Lets other Ss repeat “They sometimes have breakfast.”
17. T: Who doesn’t have breakfast at all?
18. Ss: I don’t.
19. T: They never have breakfast. ( teach “never” and write “never” on the Bb).
20. Lets others repeat “They never have breakfast.” or “Nobody never has breakfast.”
21. Show a picture of four students and say:
22. They are Daming, Lingling, Betty and Tony. Here’s a table about how often they have breakfast.
23. How often they have breakfast

Mon.
Tues.
Wed.
Thurs.
Fri.
Sat.
Sun.
Daming
√
√
√
√
√
√
√
Lingling
√

√
√
√

√
Betty
√

√


√

Tony
×
×
×
×
×
×
×
l T: Daming has breakfast every day. Check (√) each day on the chart. Then say “Daming always has breakfast.”
l Then let Ss repeat chorally and individually.
l Check the meaning of “ always” with every day.
l Continue with Lingling. Check (√) most of the boxes.
l T: Does Lingling have breakfast every day?
l S2: No, she doesn’t.
l T: Lingling usually has breakfast.
l Then let Ss repeat chorally and individually.
l Continue with Betty. Check (√) three days in the boxes.
l T: Betty sometimes has breakfast.
l Then let Ss repeat chorally and individually.
l Then go to Tony.
T: Tony gets up late every day. He’s always late. Does he have breakfast?
Ss: No, he doesn’t.
T：Why not?
S3: Because he has no time to have breakfast.
(T put a cross under every day.)
T: Tony never has breakfast.
l Ask Ss to ask about the four students in the table in pairs.
A: Does …. have breakfast every day?
B: Yes, he/ she always has breakfast. / No, he/ she usually/ sometimes/ never has breakfast.
l Ask Ss to report how often the four students have breakfast. First fill in the blanks, then report.
never usually always sometimes

(1) Daming __________ has breakfast.
(2) Lingling __________ has breakfast.
(3) Betty __________ has breakfast.
(4) Tony __________ has breakfast.

精彩之处：
The usage of a table with frequency provides the students with clear concept about the different adverbs of frequency. With the help of the chart, students will find it easier to understand and remember the adverbs of frequency and meanwhile pay attention to the singular third person. The chart offers authentic language environment to use the third person singular as well. The constant recurrence reduces the difficulty of the target grammar. It reflects the language acquisition theory.

片段3
Present new vocabulary and expressions.
1. Watch a flash about Amy---an American girl’s birthday. Take notes what Amy does on her birthday.
2. Use a mind map to check the students’ understanding.
Use lexical-chunk approach to review cycling words and expressions and present new words and expressions.
Lexical chunks: *eat / *buy/ *make/ cut *birthday *cake, *get/ *give *birthday cards, *get/*give presents, *sing *Happy *Birthday , *have a *party) * means cycling words and expressions, italic means new words and expressions

Model: Amy has a party on her birthday.
She/ Her mother ______ on her birthday.
T: What does Amy do on her birthday?
S1: Amy has a party on her birthday.
S2: Amy’s mother makes birthday cake before the birthday party.
S3:Amy cuts the cake and eats it.
S4: She gets birthday cards.
S5: She gets birthday presents.
S6: She sings Happy Birthday.
…
精彩之处
l On the basis of lots of cycling words and expressions, it is possible to input the application of lexical chunks. Lots of prefabricated language units retain in the students’ memory, which are formed by several items of words and also contain more information than a single word. The ready-made frameworks hang the expression of our ideas so that we don’t have to go through the labour of generating all utterance every time we want to say something. Therefore, it improves the efficiency in class.

片段4
Sum up what’re differences between Chinese birthday party and American birthday party.






Chinese
×
√
√
√
√
American
√
×
√
√
√
T: Can you tell us the differences between Chinese birthday party and Amercian birthday party?
S1: Chinese never make birthday cake before their birthday dinner. They usually buy a special one.
S2：Americans never eat noodles at the birthday dinner.
S3: But both Chinese and Americans give birthday presents and cards on the birthday.
S4: And both Chinese and Americans sing Happy Birthday.
精彩之处
Learning culture is one of the two main functions of languages--- the communicative and ritualistic. Summing up the difference between Chinese birthday party and American birthday party can help the students grasp the western birthday culture easily. It also lays the foundation to show the output at last.

片段5
Make an invitation and ask your friends to your birthday party.
Dear ____,
My birthday is coming.
It’s on Dec. 8th
At my house.
__________________________ Yours,
____
精彩之处
Cultivate the students’ writing skills by using the target language--- how to make an invitation. Finishing making the invitation card helps to offer the students authentic language environment to act the conversation out in the last output.

片段6
Output 1:
Betty asks Daming to her birthday party. Daming wants to know what Americans do on their birthday.
S1 (Betty): Would you like to come to my birthday party?
S2 (Daming): Yes, I’d love to. When is it?
S1 (Betty): On Dec. 8th, at my house.
S2 (Daming): What do you usually do at an American birthday party?
S1 (Betty): Before the birthday dinner, my mother usually makes a special birthday cake for me.
S2 (Daming): Do you sing Happy Birthday?
S1 (Betty): Yes, we always sing Happy Birthday.
S2 (Daming): Do you always give birthday presents and birthday cards?
S1 (Betty): We always give birthday presents and we sometimes give birthday cards.
S2 (Daming): Do you usually eat noodles?
S1 (Betty): No, we never eat noodles. I know you Chinese always eat noodles at the birthday dinner.
S2 (Daming) Ha ha, you are right!

Output 2:
At an American birthday
Report: Before Betty’s birthday dinner, her mother always makes birthday cake. At the dinner, she __________
birthday cake and ____ it. She _________. But she never _____.
Tips: (1) “always, usually, sometimes, never”
(2) Pay attention to the third person singular (注意单三）

精彩之处
With the recurrence of the Chinese birthday culture and American birthday culture, the students are really familiar with them and make a fluent conversation with the adverbs of frequency. The last report aims to check if the students have mastered the third person singular.

三、教学反思
依据教学实际，深入理解文本，说明教学内容的选择（筛选、调整、整合、重构和补充）与呈现方式（情境创设、问题设计、实验演示等）的理由，对其中的创新点可重点解说。
对教学设计与教学实际的落差，以及精彩与遗憾之处进行集中分析，做到深入浅出，教学理论与教学实践有机结合，并在反思基础上呈现重构的教学设计。
Shining points:
Ÿ At the very beginning of the lesson, the teacher designs the warming-up activity, it not only aims to help the students to get close to the new teacher, but also aims to teach the new words in authentic language environment. It reflects high efficiency in class. Then the new words are taught with the help of phonics method. Students are encouraged to memorize the words according to their pronunciation and the background knowledge of the words which share the same pronunciation part of the word. In this way, students will find it easier to memorize the new words.
Ÿ The usage of a table with frequency provides the students with clear concept about the different adverbs of frequency. With the help of the chart, students will find it easier to understand and remember the adverbs of frequency and meanwhile pay attention to the singular third person. The chart offers authentic language environment to use the third person singular as well. The constant recurrence reduces the difficulty of the target grammar. It reflects the language acquisition theory.
Ÿ On the basis of lots of cycling words and expressions, it is possible to input the application of lexical chunks. Lots of prefabricated language units retain in the students’ memory, which are formed by several items of words and also contain more information than a single word. The ready-made frameworks hang the expression of our ideas so that we don’t have to go through the labour of generating all utterance every time we want to say something. Therefore, it improves the efficiency in class.
Ÿ Step 6 Practice summing up the different birthday cultures show the importance of learning culture. Learning culture is one of the two main functions of languages--- the communicative and ritualistic. Summing up the difference between Chinese birthday party and American birthday party can help the students grasp the western birthday culture easily. It also lays the foundation to show the output at last.
Ÿ With the recurrence of the Chinese birthday culture and American birthday culture, the students are really familiar with them and make a fluent conversation with the adverbs of frequency. The last report aims to check if the students have mastered the third person singular.

Regrettable aspect:
In Step 7, students are supposed to make a conversation about American birthday culture and report Betty’s birthday, which requires a logical mind and a relatively long monologue. The less-advanced students find it difficult to use the adverbs of frequency and the third person singular in a logical and appropriate way. Therefore, if time permits, students should be given more time to practice the monologue in the previous step.