初中英语外研版 (新标准)七年级上册Unit 1 There are thirty students in my class.教学设计及反思

这是一份初中英语外研版 (新标准)七年级上册Unit 1 There are thirty students in my class.教学设计及反思，共5页。教案主要包含了操作方式，设计意图等内容，欢迎下载使用。

教材内容分析
本模块以“学校”为话题，介绍学校的设施、布局和教室内的设备等。由于大部分学生刚入学不久，对于学校还比较有新鲜感，所以会对这个话题感兴趣。同时，学校是学生日常生活的主要场所之一，“学校”这一话题必然能刺激学生的交流欲望，提高学生参与学习的积极性。
第一单元对话的语境是大明向琳达询问英国教室的样子，并对自己的教室做了一些介绍。语法项目主要为：“there be”句型的肯定、否定、一般疑问句及特殊疑问形式和相应回答。
学情分析
学生在小学阶段使用的《外研社小学英语教材（一年级起点）》第五册开始就接触过“there be”结构的不同句式及用法，但是知识呈零散状态；本节课教师不仅应让学生在具体语境中再次深入感知“there be”的含义及用法，并引导学生对其进行归纳总结，形成知识体系。
教学目标
1. 语言知识目标
（1）功能：利用 “there be” 结构描述教室
（2）语法：①能理解“there be”句型表示存在的用法；
②能运用 “there be”句型的肯定、否定、一般疑问及特殊疑问形式和相应的回答。
（3）词汇：正确理解与运用以下词汇
①名词：cmputer, furniture, map, televisin, wall, picture
②数词：thirty, frty, fifty, sixty, seventy, eighty, ninety
③代词：there
④副词：really
语言技能目标
听：能听懂介绍学校的简短对话
说：能利用“there be”句型介绍自己的班级
运用：描述教室内的设施
学习策略目标
自主策略：能借助词汇图片掌握单词
合作学习策略：学会倾听，并在结对活动、小组活动中充分发挥自己的作用
文化意识目标：了解不同国家的学校教育
情感态度目标：培养热爱学校，热爱家园的意识
任务：能运用所学 “there be”结构向他人介绍自己的教室，并落实到笔头。
四．教学重点与难点
重点：“there be”句型的肯定、否定、一般疑问及特殊疑问形式和相应的回答。
难点：there be结构中be的选择。
教学流程与设计意图
【导入】聚焦话题
【操作方式】由一段简短的校园音乐相册的微课视频引出本模块的主题---my schl.
Teacher: Tday we are ging t learn Mdule 3. Let’s enjy a shrt vide first. And try t find ut : “what is the vide abut?”
Students(after watching) : My schl.
【设计意图】（1）视觉上刺激学生，调动其参与课堂的积极性，激活模块话题；（2）多角度展示学校之美，培养学生热爱学校的意识。
【活动】激活话题，导入 “there be”结构
【操作方式】教师设置关于“班级”与“教室”的问题，学生畅所欲言进行回答；教师将其中产出的“数字”与 “there be”结构相关内容进行板书归纳；对于出现的重难点单词如 “televisin” “furniture”等看图跟读；电子白板游戏环节两两PK选择适合与there is或there are搭配的词或词组。
Teacher: In this lessn, we will learn mre abut ur schl and ur class. D yu lve yur class?
Students: Yes!
Teacher: Let me check if yu really lve yur class and knw abut it. If yu can answer all my questins, I will let yu play a game as the reward.
Teacher: Hw many students/bys/girls are there in yur class?
Students: There are thirty-eight/twenty-tw/sixteen students in my class.
...
Teacher: What’s in ur classrm?
Students: There’s a blackbard/a cmputer...
There are sme pictures/desks/bks...
Teacher: Hw many pictures/desks/bks are there in ur classrm?
Students: There are eighty/ninety.
Teacher: Lk at these numbers: eighty, ninety. What d they have in cmmn?
Students: “ty”.
Teacher: What abut “thirty-eight” and “twenty-tw”?
Students: The “-”-----hyphen.
...
Teacher: Is there a televisin in ur classrm?
Students: N, there isn’t. There isn’t a televisin in ur classrm.
Teacher: Are there maps in ur classrm?
Students: N, there aren’t. There aren’t any pictures here.
【活动】感悟话题
Step 1: Talking and listening---Activity 1
Ⅰ【操作方式】展示教材Activity 1部分的三幅图片，学生观察其不同，并用there be句型描述三幅图片。
Teacher: After talking abut ur wn classrm, ur friend Betty als wants t talk abut her classrm.But as yu see, there are three pictures here. Observe the pictures : what’s the difference?
Students talks, describes and share their ideas.
One pssible answer: There is a cmputer in Classrm 1.
【设计意图】(1)进一步练习运用“there be”结构；
（2）锻炼学生识图观察能力，并为其后听力进行铺垫。
Ⅱ【操作方式】播放听力内容，判断三间教室中哪一间是Betty的教室并写出依据：两名同学白板上完成，其他同学在学案卷上完成，完成后全班核对答案。
Teacher: Listen t chse Betty’s classrm and try t explain the reasn.
Students finish the task and check the answer.
One pssible answer: Classrm 1 is Betty’s classrm. Because there is a televisin in Picture 1.
【设计意图】通过听力的输入，进一步理解感知“there be”的使用。
Step 2: Talking and listening---Activity 3
Ⅰ【操作方式】播放听力内容，填空作答：“What’s Betty classrm like? It’s __________. ”完成后提问核对答案。
Teacher：We talk abut ur classrm and Betty intrduces her classrm. Daming and Linda are als talking abut smething interesting. Guess what are they talking abut?
Students: Their classrms.
Teacher: Yes, they are als talking abut their classrms. Listen t the cnversatin and try t fill in the blanks. Yu can take sme ntes if necessary.
Students: It’s really big.
【设计意图】（1）设置问题，对于听力内容进行有针对性的整体感悟与把握；
练习本节课重点副词“really”；（3）提示回顾形容词性物主代词的用法。
Ⅱ
【操作方式】再次播放听力材料的前半部分，引导归纳此部分主题；提示学生有效获取信息的听力技巧；再播放一遍，填写表格。学生在学案卷上完成，一位同学在白板上完成,班级核对答案；组内利用“Hw there There are...”进行对话练习。
Teacher: This time please listen t part f the cnversatin and find ut the tpic f the part.
Students(after listening): The tpic is “the numbers f students”.
Teacher: If we want t knw the “numbers”, what shuld we listen t?
Students: Hw many.
Teacher: Yes. Listen again and fill in the blanks. Pay special attentin t “hw many”.
Students check the answers.
Teacher: Wrk in pairs: ne asks with “Hw ” and ne answers with “There ”
Students practise and then the teacher calls tw pairs t ask and answer.
【设计意图】（1）通过再次的听力输入与对话输出，深入感知“Hw There ”句式含义并练习其使用方法；（2）培养学生进行“主题提炼”的能力并训练学生“利用关键词有效获取信息”的听力技巧。
【操作方式】播放听力材料的后半部分，填写表格，班级核对答案；根据听力内容选择该部分主题；组内利用 “What’s There is/There are...”进行对话练习。
The answers shuld be: “a cmputer” “sme pictures” and “a map f the wrld”.
...
Teacher: Which ne is the tpic f the part?
The pictures in the classrm
The maps in the classrm
The things in the classrm
Students: C.
Teacher: Yes. Because C is cmprehensive.
...
Teacher: Wrk in pairs t ask and answer with “What’s There are...” .
Students practise in pairs.
The teacher calls tw pairs t d the “ask and answer”.
【设计意图】（1）深入感知及强化练习“There are...”句型结构；（2）进一步点拨归纳中心主题的技巧：概括需全面。
3.【操作方式】展示学生经由听力练习获取的表格信息，组内合作利用“Are Yes, there are./ N, there aren’t. Is there Yes, there is. / N, there isn’t.”进行对话练习，此后两组同学进行对话展示。
【设计意图】（1）更进一步感知及强化练习“Are Yes, there are. / N, there aren’t. Is there Yes, there is. / N, there isn’t...”句型结构；（2）通过多次结对活动，培养学生学会聆听的习惯及团结合作的意识。
Step 3: Reading---Activity 3
Ⅰ【操作方式】学生跟点读笔朗读课文中包含 “there be”结构不同句型的重要片段，朗读前着重提醒朗读时注意以下方面：准确(crrectly),清晰(clearly)，流利(fluently)及有感情 (emtinally)；朗读时，注重模仿练习语音语调。此后学生分角色进行朗读练习，结束后选取两组学生结合动画进行配音展示，依据以上四点要求的达成情况进行赋分。
Teacher: Read after the talking pen. And when we read, we shuld try t read it crrectly, clearly, fluently and emtinally.
Students read after the recrding sentence by sentence.
The teacher emphasizes the parts that need t be paid attentin t: intnatin and the prnunciatin f “really” /’riəli/.
...
Teacher: Read the passage in rles please and I will call tw pairs t d the dubbing in the frnt f the classrm. Yu will be judged by the fur requests: read it “crrectly”, “clearly”, “fluently” and “emtinally”.
Tw pairs present in the frnt f the classrm after practice.
【设计意图】（1）通过朗读进一步加深对于文章内容及“there be”结构的理解；（2）通过语音的培养督促学生养成良好的朗读习惯，助于语感的形成；（3）配音环节生动有趣，调动学生朗读练习的积极性，锻炼学生语言运用及表达能力。
【活动】运用话题
【操作方式】设置情景：进入初中的你有了新的同学和新的教室，在这个“新家”里你学习成长，当你跟你的小学同学再见面，你该如何为他/她介绍你的新教室?要求运用表格中的句式结构、内容充实。同组讨论进行小对话，两组进行展示。
Teacher: Nw yu are in middle schl and we have a new classrm. We study here and have fun here and yu really lve here. Imagine that yu meet yur primary schl friend ne day. Wuld yu like t intrduce yur classrm t him r her? Wrk in grups and create yur wn cnversatin. Yu need t cntain the fllwing cntents.
...
Hw many are there in yur class?
Is there Yes, there is. / N, there isn’t.
Are there ... ? Yes, there are. / N, there aren’t.
...

Students wrk in grups t create the dialgue and then tw grups present their wrks in the frnt f the classrm. Their marks are judged by their perfrmances.
【设计意图】（1）学生将所学的重点内容即“there be”结构进行文本再造与输出，学以致用，提升综合语言运用能力；（2）教师适当点拨进行情感、态度、价值观的渗透让学生养成热爱学校、热爱家园的意识以及团队合作精神。
【作业】夯实话题
【操作方式】教师总结及布置作业。
Teacher: What did we learn tday?
Students: Abut ur class and classrm.
Teacher: Yes, we learned t describe ur class and classrm with “there be”: “there is” and “there are”.
...
Hmewrk fr tday: (1) Read the passage after yur talking pen crrectly, clearly, fluently and emtinally. (2) Write yur cnversatin dwn. Try t make it cmplete and interesting.
【设计意图】（1）通过总结强化本节课的主题；（2）作业有针对性地强化本节课所学重难点内容：即“there be”结构的运用；（3）帮助学生养成复习与整理的好习惯。Class
Number f students
Number f bys
Number f girls
Linda’s class
/
/
Daming’s class
Class
Cmputers
Pictures
Type f map
Linda’s class
a map f England
Daming’s class
/
nt any pictures
Class
Number f students
Pictures
Type f map
Linda’s class
30
sme pictures
a map f England
Daming’s class
40
nt any pictures
a map f the wrld