外研版七年级英语上册 Module 1 Unit 2 I'm Wang Lingling and I'm thirteen years old. 教案

Module1 My classmates 

Unit 2 I’m Wang Lingling and I’m thirteen years old.

一、教学目标

1. 掌握新词汇：but, very, big, city, small, first name, last name, all等。

2. 掌握重点句型：

(1) Nice to meet you.

(2) This is Lingling and her English name is Lucy.

(3) He’s from Shanghai.

3. 能够读懂介绍他人信息的语篇。

4. 能够使用连词and，用简短的单词和句子介绍自己。

5. 掌握在作自我介绍时关注英美人士和中国人的不同对答习惯。

二、教学重点及难点

重点：

1. 能够读懂介绍他人信息的语篇。

2. 能够使用连词and，用简短的单词和句子介绍自己。

难点：

能用“主语 + be动词”句式对个人情况做简短介绍。

三、教学准备

教师：多媒体课件

学生：课前预习

四、相关资源

相关教学图片

五、教学过程

Task 1

Step 1 Warming-up

Free talk

(1) What’s your name?

(2) Where are you from?

(3) How old are you?

设计意图：师生互动练习对话，调动第1单元所学内容，同时引出本节课自我介绍的主题。

Step 2 Pre-reading

Activity 1

1. Complete Activity 1 and then check the answers.

2. Make dialogues by working in pairs according to the sentences in Activity 1.

设计意图: 通过将句子排序，然后同桌合作练习编对话，进一步加深对这几个基本句式的理解和运用。

New words and phrases

1. Look and learn the key words and phrases on the screen.

2. Read these words and phrases following the T.

3. Remember those words and phrases.

4. Match the words and phrases with the Chinese.

设计意图: 学习新词汇和短语，为下面的语篇阅读扫清词汇障碍。

Activity 2

Read these sentences silently. Then guess what these passages are about.

设计意图：学生默读这些句子，并且根据这些句子推断文章的内容，培养学生读前预测的

能力。

Step 3 While-reading

Activity 2

1. Read the passage and check whether those sentences are true or false.

设计意图：带着问题读文章有助于培养学生在阅读过程中集中注意力的良好阅读习惯。

2. Now correct the false sentences.

设计意图：通过修改错误句子信息的活动，进一步训练学生在阅读中获取具体信息的能力。

Step 4 Post-reading

Activity 2

Listen and repeat.

Language points

1. Beijing is the capital of China. 

capital意思是“首都，省会”。 这句话的意思是“北京是中国的首都”。

2. Wang Hui is my friend, but he is not in my class.

but是连词，意思是“但是，然而”，它可以连接前后两个具有转折意义的并列成分或并列句。

这句话的意思是“王辉是我的朋友，但是他不在我的班里”。

3. Tony is my first name and Smith is my last name.

first name 意思是“名字”，last name 意思是“姓”。

这句话的意思是“托尼是我的名字，史密斯是我的姓”。

设计意图：通过知识讲解，巩固所学内容，拓宽学生的词汇以及常用表达的储备量。

Activity 3

Underline the correct words.

设计意图：通过学生选择正确的单词来完成短文的活动，既可以考查学生对课文内容的理解，又可以考查学生对重点单词的掌握情况。

Activity 4

Read and complete the table.

设计意图：通过读语篇完成表格，进一步加深学生对文章的理解，同时为后面写的活动奠定基础。

Task 2

Step 1 Pre-writing

Activity 5

1. Look and learn Tom’s specific information:

2. Write some simple sentences about Zihan according to these given information: Zihan, China,

Chinese, twelve, Class 1.

Step 2 While-writing

Activity 6 and 7

1. Write sentences about yourself, and then T shows some writing guides.

2. Join the sentences in Activity 6 with and.

My name is…and I’m…

设计意图：通过模仿例句写句子，并且提供写作指导，提高学生的写作能力。通过指导学生运用连词“and”连接句子，提高学生的连句技能。

Step 3 Post-writing

Consolidation

Ss do some exercises to consolidate what they have learned.

1. Nice _____ meet you.

  A. of            B. to

2. — Where are Linda’s family from?

  —They are from _____.

  A. England       B. English  

3. —I’m Peter Smith.

—Oh, Smith is your _____.

  A. first name      B. last name

4. I’m a student _____ my sister is a student, too.

  A. but            B. and

设计意图：巩固本节课所学重点知识。

Step 4 Summary

1. Key words and phrases: but, very, big, city, small, first name, last name, all等。

2. Key structures:

(1) Nice to meet you.

(2) This is Lingling and her English name is Lucy.

(3) He’s from Shanghai.

设计意图：巩固所学的重点词汇及句型。

Step 5 Homework

1. Review the new words and key structures in the passage.

2. Preview the first half part of Unit 3 on page 6.

设计意图：通过复习新学单词及句式，巩固所学的重点词汇及句型。通过预习，为后面的学习奠定基础。

六、板书设计

Module 1 My classmates

Unit 2 I’m Wang Lingling and I’m thirteen years old.

Key words and phrases:

but, very, big, city, small, first name, last name, all...

Key structures:

(1) Nice to meet you.

(2) This is Lingling and her English name is Lucy.

(3) He’s from Shanghai.