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初中外研版 (新标准)Unit 1 Nice to meet you.教案及反思
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这是一份初中外研版 (新标准)Unit 1 Nice to meet you.教案及反思，共6页。教案主要包含了教学内容，课型，教学目标，教学重难点，教学准备，教学过程等内容，欢迎下载使用。
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，yu，yur，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：
掌握在作自我介绍时英美人士和中国人的不同对答习惯。
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：
掌握基本词汇：Chinese, frm, where, year, abut, Ms, nt, hi, ur, American, he, China, What abut, America, England。
动词“be”的一般现在时的陈述和一般疑问形式。
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：
达标训练题（满分100分）
一、单项选择 （50分）
( ) 1. Zhang Ling and I are thirteen years ld. ______ are friends.
A. TheyB. YuC. We
( ) 2. Tm is frm ______ and he is ______.
A. English; EnglandB. England; EnglishC. English; English
( ) 3. —Nice t meet yu.
—_____.
A. Nice t meet yu, t B. Gd afternn C. Gdbye
( ) 4. —Where are yu frm?
—______.
A. I’m in Class One.B. I’m Li Lei.C. I’m frm Shenzhen
( ) 5. Beijing is a big ______.
A. cityB. schlC. 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 frm America but he is a teacher.
A B C
3. Miss Li, Lingling and Daming is all Chinese.
A B C
4. David is frm England and she is in China.
A B C
5. There are twenty nine students in ur class.
A B C教学
步骤
教师活动
学生活动
设计意图
Step One
Warming-up (5’)
Activity 1. Greet the students as usual.
T: I’m very glad t be here and give yu a lessn. Just nw, yu are puzzled abut my name. Nw let me try t intrduce myself.
“My name is Ms M. I’m a teacher. I’m frm China and I’m Chinese. I’m 24 years ld. Nice t meet yu.”
Activity 2. New wrds study.
Shw tw pictures f flags and students. Make a stry abut them.
T: Just nw, I said, I’m frm China and I’m Chinese. And yu are als frm China. Tday I’m ging t intrduce tw f my friends. Let’s lk at their pictures and guess “Where are they frm?”
1、Greet the teacher.
2、 Read these new wrds and practice this dialgue.
A: ----Where are yu frm?
B: ----I’m frm England and I’m English. / I’m frm America and I’m American.
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。
利用介绍新同伴这个故事开展内容，呈现新单词和句型。
Step Tw
Listening. (5’)
Activity 3. Listening and vcabulary
T: Nw, yu’ve met Betty and Tny. They are my friends and they are nw yur friends t. Wuld yu like t knw mre abut them? Let’s listen t the tape and listen what they are talking.
Activity 4. Listen and read
T：Frm this dialgue abve we can knw that Betty and Tny are students. Yu are students in my class. And they are in Ms Li’s class. Let’s listen t the tape and see what they are talking abut. While listening, yu shuld think abut these tw questins as fllw:
1. Listen and check (√ ) the number f speaker.
a) 1 b) 2 c) 3
2. Listen again and check (√ ) the wrds yu hear.
class friend
hell name
teacher t
2、Students clse the bk, listen t the tape and answer the questins.
Wh are they?
Is Daming frm China?
3、Read this dialgue 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。
Step
Three
After-listening practice (10’)
Activity 5. Nw check (√) the true sentences.
1. Ms Li is frm Wuhan.
2. Lingling is twelve years ld.
3. Daming is thirteen years ld.
4. Tny is nt in Class 4.
5. Betty is frm America.
Activity 6. Chse the crrect answers.
Shw sme special sentence in the dialgue n 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n来回答的问句。
1.—Is Daming frm Beijing?
—Yes, he is./N, he isn’t.
2.—Is Lingling frm Beijing?
—Yes, she is./N, she isn’t.?
3.—Is Tny frm America?
—Yes, he is./N, he isn’t.
4.—Is Betty English?
—Yes, she is./N, she isn’t.
5.—Are yu frm China?
—Yes, I am./N, I’m nt.
Activity 7. Cmplete the passage.
Teacher read the new wrds first and students read after the teacher.
Betty, Tny, Daming and Lingling are (1) in Class 4 (2) 7. Betty is frm (3)
and Tny is frm (4) . Daming and Lingling are (5) .
1、Students d this exercise by themselves first.
2、Next check their answers with partners and find the riginal sentences in the dialgue.
3、Try t crrect the wrng nes.
4、Then the teacher asks students t say ut their answers.
1、Students d this exercise by themselves.
2、Check the answers with the whle class.
3、Pair wrk.
Students ask and answer these dialgues with partners.
Teacher asks sme pairs t make a presentatin in frnt f the whle class.
1、Students d this exercise by themselves first.
2、Then the teacher ask sme students t read their versin.
3、Shw the answers n the screen and explain the key pints.
4、Read the shrt passage tgether.
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。
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。
Step Fur
Cnslidatin (9’)
Activity 8. Language pints.
I’m frm Wuhan.我来自武汉。
这里be frm表示“来自哪里”
另外：be frm = cme frm
eg: They are frm England.
=They cme frm England.
注意：I’m frm China and I’m Chinese.
我来自中国，我是中国人。
I’m twelve years ld. .我十二岁。
用来表述年龄，表示 “……岁”。可以省略。
What abut yu?那么你呢？
4．Welcme t…欢迎来……
eg. Welcme t ur schl.
“be verbs”
T: Pay attentin t the red wrds. “is, am, are” these three are called “be verbs”. Can yu make a cnclusin abut their usage？ “When d we use is/ am/ are?” let the students think abut this questin fr a while and answer tgether.
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 yur teacher and yu are my students.
1、Take ntes, write dwn the key pints.
2、Translatin.
1. 我是一个学生。I’m a student.
2. 他12岁。 He is twelve years ld.
3. 他们身体很好.They are very well.
4. 你是一个男孩.Yu are a by.
5. 她是一个女孩。She is a girl
6. 它是一只狗。 It is a dg.
3、Cnclusin:
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nt 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 r isn’t, are r aren’t t fill in the blanks.(用is r isn’t, are r aren’t 填空）
1). Lingling Chinese.
2). She English.
3). Lingling and Daming teachers.
4). They students.
Find mre sentences in the dialgue and read them.（寻找并列句）
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。
StepFive
Speaking （10’）
Activity9. Summary and pair wrk.
T: Tday we have learned hw t ask persnal infrmatin. D yu still remember them? Let’s try tgether.
The teacher asks sme pairs t shw in frnt f the whle class.
Activity 10. Self intrductin.
T: Bys and girls, did yu ntice that if we put the answers t the questins tgether, we can make a self intrductin. S nw let’s try t d it. Yu can fllw these sentence structures.
Give students 3 minutes and ask 2 f them t make a shw.
2.Let the students t chse the best team in this lessn.
1) A: What’s yur name?
My name is …
2) A: Are yu English/ Chinese/ American?
Yes, I am./ N, I’m nt. I’m… I’m frm…
3) A: Hw ld are yu?
I’m…years ld.
4) A: What class are yu in?
I’m in Class… Grade….
5) A: Nice t meet yu.
Nice t meet yu, t.
Practice this dialgue with their partners.
Teacher asks sme pairs t shw in frnt f the class.
Hell, class. My name is …. I’m frm … and I’m ….I’m a student. I’m … years ld. I’m in Class… Grade…. Nice t meet yu. Thank yu.
Students practice by themselves.
Then tw students make a self intrductin in frnt f 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
Hme-
wrk
（1’）
Hmewrk:
1. Listen t the tape and read after it three times.
2. Finish the exercises f Unit 1.
3. Preview the secnd unit.
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。
板书
设计
Mdule 1 My classmates.
Unit 1 Nice t meet yu.
1) A: What’s yur name?
My name is …
2) A: Are yu English/ Chinese/ American?
Yes, I am./ N, I’m nt. I’m… I’m frm…
3) A: Hw ld are yu? I’m…years ld.
4) A: What class are yu in? I’m in Class… Grade….
5) A: Nice t meet yu.
Nice t meet yu, t.
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，yu，yur，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：
掌握在作自我介绍时英美人士和中国人的不同对答习惯。
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：
掌握基本词汇：Chinese, frm, where, year, abut, Ms, nt, hi, ur, American, he, China, What abut, America, England。
动词“be”的一般现在时的陈述和一般疑问形式。
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：
达标训练题（满分100分）
一、单项选择 （50分）
( ) 1. Zhang Ling and I are thirteen years ld. ______ are friends.
A. TheyB. YuC. We
( ) 2. Tm is frm ______ and he is ______.
A. English; EnglandB. England; EnglishC. English; English
( ) 3. —Nice t meet yu.
—_____.
A. Nice t meet yu, t B. Gd afternn C. Gdbye
( ) 4. —Where are yu frm?
—______.
A. I’m in Class One.B. I’m Li Lei.C. I’m frm Shenzhen
( ) 5. Beijing is a big ______.
A. cityB. schlC. 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 frm America but he is a teacher.
A B C
3. Miss Li, Lingling and Daming is all Chinese.
A B C
4. David is frm England and she is in China.
A B C
5. There are twenty nine students in ur class.
A B C教学
步骤
教师活动
学生活动
设计意图
Step One
Warming-up (5’)
Activity 1. Greet the students as usual.
T: I’m very glad t be here and give yu a lessn. Just nw, yu are puzzled abut my name. Nw let me try t intrduce myself.
“My name is Ms M. I’m a teacher. I’m frm China and I’m Chinese. I’m 24 years ld. Nice t meet yu.”
Activity 2. New wrds study.
Shw tw pictures f flags and students. Make a stry abut them.
T: Just nw, I said, I’m frm China and I’m Chinese. And yu are als frm China. Tday I’m ging t intrduce tw f my friends. Let’s lk at their pictures and guess “Where are they frm?”
1、Greet the teacher.
2、 Read these new wrds and practice this dialgue.
A: ----Where are yu frm?
B: ----I’m frm England and I’m English. / I’m frm America and I’m American.
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。
利用介绍新同伴这个故事开展内容，呈现新单词和句型。
Step Tw
Listening. (5’)
Activity 3. Listening and vcabulary
T: Nw, yu’ve met Betty and Tny. They are my friends and they are nw yur friends t. Wuld yu like t knw mre abut them? Let’s listen t the tape and listen what they are talking.
Activity 4. Listen and read
T：Frm this dialgue abve we can knw that Betty and Tny are students. Yu are students in my class. And they are in Ms Li’s class. Let’s listen t the tape and see what they are talking abut. While listening, yu shuld think abut these tw questins as fllw:
1. Listen and check (√ ) the number f speaker.
a) 1 b) 2 c) 3
2. Listen again and check (√ ) the wrds yu hear.
class friend
hell name
teacher t
2、Students clse the bk, listen t the tape and answer the questins.
Wh are they?
Is Daming frm China?
3、Read this dialgue 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。
Step
Three
After-listening practice (10’)
Activity 5. Nw check (√) the true sentences.
1. Ms Li is frm Wuhan.
2. Lingling is twelve years ld.
3. Daming is thirteen years ld.
4. Tny is nt in Class 4.
5. Betty is frm America.
Activity 6. Chse the crrect answers.
Shw sme special sentence in the dialgue n 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n来回答的问句。
1.—Is Daming frm Beijing?
—Yes, he is./N, he isn’t.
2.—Is Lingling frm Beijing?
—Yes, she is./N, she isn’t.?
3.—Is Tny frm America?
—Yes, he is./N, he isn’t.
4.—Is Betty English?
—Yes, she is./N, she isn’t.
5.—Are yu frm China?
—Yes, I am./N, I’m nt.
Activity 7. Cmplete the passage.
Teacher read the new wrds first and students read after the teacher.
Betty, Tny, Daming and Lingling are (1) in Class 4 (2) 7. Betty is frm (3)
and Tny is frm (4) . Daming and Lingling are (5) .
1、Students d this exercise by themselves first.
2、Next check their answers with partners and find the riginal sentences in the dialgue.
3、Try t crrect the wrng nes.
4、Then the teacher asks students t say ut their answers.
1、Students d this exercise by themselves.
2、Check the answers with the whle class.
3、Pair wrk.
Students ask and answer these dialgues with partners.
Teacher asks sme pairs t make a presentatin in frnt f the whle class.
1、Students d this exercise by themselves first.
2、Then the teacher ask sme students t read their versin.
3、Shw the answers n the screen and explain the key pints.
4、Read the shrt passage tgether.
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。
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。
Step Fur
Cnslidatin (9’)
Activity 8. Language pints.
I’m frm Wuhan.我来自武汉。
这里be frm表示“来自哪里”
另外：be frm = cme frm
eg: They are frm England.
=They cme frm England.
注意：I’m frm China and I’m Chinese.
我来自中国，我是中国人。
I’m twelve years ld. .我十二岁。
用来表述年龄，表示 “……岁”。可以省略。
What abut yu?那么你呢？
4．Welcme t…欢迎来……
eg. Welcme t ur schl.
“be verbs”
T: Pay attentin t the red wrds. “is, am, are” these three are called “be verbs”. Can yu make a cnclusin abut their usage？ “When d we use is/ am/ are?” let the students think abut this questin fr a while and answer tgether.
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 yur teacher and yu are my students.
1、Take ntes, write dwn the key pints.
2、Translatin.
1. 我是一个学生。I’m a student.
2. 他12岁。 He is twelve years ld.
3. 他们身体很好.They are very well.
4. 你是一个男孩.Yu are a by.
5. 她是一个女孩。She is a girl
6. 它是一只狗。 It is a dg.
3、Cnclusin:
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nt 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 r isn’t, are r aren’t t fill in the blanks.(用is r isn’t, are r aren’t 填空）
1). Lingling Chinese.
2). She English.
3). Lingling and Daming teachers.
4). They students.
Find mre sentences in the dialgue and read them.（寻找并列句）
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。
StepFive
Speaking （10’）
Activity9. Summary and pair wrk.
T: Tday we have learned hw t ask persnal infrmatin. D yu still remember them? Let’s try tgether.
The teacher asks sme pairs t shw in frnt f the whle class.
Activity 10. Self intrductin.
T: Bys and girls, did yu ntice that if we put the answers t the questins tgether, we can make a self intrductin. S nw let’s try t d it. Yu can fllw these sentence structures.
Give students 3 minutes and ask 2 f them t make a shw.
2.Let the students t chse the best team in this lessn.
1) A: What’s yur name?
My name is …
2) A: Are yu English/ Chinese/ American?
Yes, I am./ N, I’m nt. I’m… I’m frm…
3) A: Hw ld are yu?
I’m…years ld.
4) A: What class are yu in?
I’m in Class… Grade….
5) A: Nice t meet yu.
Nice t meet yu, t.
Practice this dialgue with their partners.
Teacher asks sme pairs t shw in frnt f the class.
Hell, class. My name is …. I’m frm … and I’m ….I’m a student. I’m … years ld. I’m in Class… Grade…. Nice t meet yu. Thank yu.
Students practice by themselves.
Then tw students make a self intrductin in frnt f 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
Hme-
wrk
（1’）
Hmewrk:
1. Listen t the tape and read after it three times.
2. Finish the exercises f Unit 1.
3. Preview the secnd unit.
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。
板书
设计
Mdule 1 My classmates.
Unit 1 Nice t meet yu.
1) A: What’s yur name?
My name is …
2) A: Are yu English/ Chinese/ American?
Yes, I am./ N, I’m nt. I’m… I’m frm…
3) A: Hw ld are yu? I’m…years ld.
4) A: What class are yu in? I’m in Class… Grade….
5) A: Nice t meet yu.
Nice t meet yu, t.
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