外研版七年级上册MODULE2 教案.docx
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外研版七年级上册MODULE2 教案.docx
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外研版七年级上册MODULE2教案
MODULE2TEACHING PLAN
Content:
Module2Me,myparentsandmyfriends[ Junior1,NewstandardEnglish]
一、题材内容
本模块以学生和他们的父母,朋友为中心,以他们擅长的体育运动和从事的职业为话题。
十分符合学生的实际。
刚刚升入中学的学生彼此还不很熟悉,有必要相互了解。
教学中应结合学生生活实际情况,灵活掌握教学过程,组织教学内容,丰富学生知识,拓展学生视野。
二、教学目标
1) 语言知识:
语音
/p//b//t//d//k//g/
词汇
parent,can,basketball,piano,table,tennis,ride,horse,welcome,international,
factory,hotel,university,hospital,office,doctor,worker,manager,secretary,photo
词组
Playbasketball,rideabike,playthepiano,befrom
语法
1动词can表示能力的肯定,疑问与否定形式;灵活运用,提高综合运用能力。
2.this和these的用法
功能
自我介绍。
话题
以学生和父母,朋友为中心,以他们擅长的体育运动和从事的职业为话题
2) 语言技能:
听
听懂所擅长的体育项目的简短对话,提高学生实际应用能力。
说
能利用can做自我介绍或询问对方做什么事情;流利的说出含有本模块生词、短语。
读
能读懂关于介绍人物职业的简单文章。
进行简单的阅读技能训练
写
1.能写出有关职业和擅长的简短的句子
2.能分清大小写及正确使用句号。
演示与表达
能在同学之间进行真实的相互介绍.
3)学习策略
学习一定程度形成自主学习,有效交际、信息处理、英语思维能力。
认知
联系,归纳,推测等技能
调控
从同伴处得到反馈,对自己在叙述及作文中的错误进行修改
交际
学习运用恰当词语介绍擅长的体育运动和从事的职业
资源
通过其他资源获取更多自我介绍的信息。
自学策略
培养话题和词汇的语言域意识,形成话题联想的习惯。
合作学习策略
掌握询问和澄清策略。
掌握搭配策略。
4)文化意识:
中外对比
了解不同国家的语言差异,能从不同的拼写当中判断是哪种语言,如汉语,阿拉伯语,俄语等。
5)情感态度:
说话时要尊重对方的习惯,让对方感觉舒服,借以培养良好的情感.参加各种英语活动,克服困难,在新环境中进一步树立准确的语言学习观。
6)任务:
能够运用所学句型结构向不同的朋友咨询情况或介绍自己的情况.
三、教学重点和难点
重点:
1.如何使用地道的英语介绍人们擅长的体育运动和从事的职业。
礼貌的进行日常对话。
2.动词can表示能力的肯定,疑问与否定形式;。
难点:
能用恰当地道的英语介绍人们擅长的体育运动和从事的职业。
四、教学方法
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质,运用任务型教学途径,围绕核心任务,设定小任务,开展和谐愉悦的课堂活动,强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式:
pre-task…task-cycle…post-task。
五、教材处理
核心任务:
能够运用所学句型结构向不同的朋友介绍人们擅长的体育运动和从事的职业。
三个环节如下:
pre-task:
学生联系生活实际,激活背景知识,。
task–cycle:
通过整个模块的听说读写的训练,强化“介绍人们擅长的体育运动和从事的职业。
”的表达能力,为完成任务做好铺垫
post-task):
达成任务,展示成果,反馈学习情况
六、教材安排
根据学生学习英语的特点和规律,我们把本模块划分为5课时:
Period1:
ListeningandVocabulary&pronunciation
Period2VocabularyandReading
Period3.SpeakingandWriting
Period4.Languageinuse
Period5.Aroundtheworld&ModuleTask
Period1:
ListeningandVocabulary&pronunciation
TeachingContent:
ListeningandVocabulary&pronunciation
TeachingAimsandDemands:
1.LanguageKnowledge
Keyvocabulary:
parent,can,basketball,piano,table,tennis,ride,horse,welcome,international
Keystructure:
can,can`tI`mfrom…(重点)
2,Listeningskill:
Toprocessinformationofsportsinlistening.
Improvethestudents’listeningability.(难点)
3.Affectionandattitudes:
Weshouldrespectthe otherpeople.
Learningstrategies:
Bottom–up,Interactiveapproachandlisteningthetapeanddosomeexercises.
TeachingAids:
Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
PartIPartI:
Revision
Task:
Helpstudentstorevisewhatislearntinlastmodule.
Directions:
1. Thestudentsintroducethemselveseachother.
eg.S:
Mynameis×××.What’syourname?
S:
×××
S:
Howareyou,×××?
S:
Fine,thankyou.Andyou?
2. BringsomepicturesoffamouspeoplefromChina,EnglandandAmericaintoclass.Talkaboutthem.
Hisnameis…
Heisfrom…
Heis24yearsold.
PartII:
Leadin:
1.activity1onpage8
Task:
Matchthewordswiththepictures
Directions:
Stepone:
ReadthroughthewordsintheboxandhavetheSs.Repeatthemafteryouchorallyandindividually.
Steptwo:
Askthestudentstodoactivity1onpage8.
Stepthree:
Checktheiranswerswithapartner.
Stepfour:
Callbacktheanswerinawhole-classsetting.
Stepfive:
Summarize:
PartIII:
ListeningandVocabulary
Task:
Tounderstandconversations.Improvethestudents’listeningability.
1.activity2onpage8
Directions:
Stepone:
ExplainthatthestudentshavetocheckintheboxesoftheavtionswhichLinglingsaysshecando.
Steptwo:
Playtherecordingoncewhiletheyjustlisten.
StepthreePlaytherecordingonceagainforthemtoChecktheanswerswithapartner.
Stepfour:
Playtherecordingonceagainforthem,thenonceagaintocheck.withapartner.
Callbacktheanswerinawhole-classsetting.
Stepfive:
Summarize:
Askthestudents tocallouttheanswerswithapartner.
2.Activity3.onpage8. .
Task:
Listenandread:
Directions:
Stepone:
PlaytherecordingandasktheSs.tolistenandreadtheconversation.
Steptwo:
Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.
Stepthree:
PuttheSs.intogroupsof4topractisethedialogue.
Stepfour:
Theyshouldrepeatitseveraltimes,changingtheroleseachtime.
4.Listenandcheckthetruesentences
Directions:
Stepone:
Explainbysaying“Thisactivityisdesignedtocheckifyouhaveunderstoodthemainideasoftheactivity.It`snotnecessarytolearneverynewword.”
Steptwo:
AsktheSs.tolistenanddecidewhichsentencesaretrue
Stepthree:
Playtherecordingonceagainforthem,thenonceagaintocheck.withapartner..
Callbacktheanswerinawhole-classsetting.
Stepfour:
Askdifferentstudentstoaskandanswerthequestions.
PartIV:
pronunciation
1.Task:
Grasp6phonemes/p//b//t//d//k//g/
Directions:
Stepone:
PlaytherecordingandasktheSs.tolistenandreadthe6phonemes/p//b//t//d//k//g/
Steptwo:
Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.
Stepthree:
PuttheSs.intogroupsof4topractisethem.
2.Task:
Graspthedifferenceinpronunciationbetweencanandcan`t
Directions:
Stepone:
PlaytherecordingandasktheSs.tolistenandreadthesentences.
Steptwo:
Pointoutthedifferenceinpronunciationbetweenthem.
Stepthree:
Playtherecordingagainandpauseaftereachsentence,askingtheSs.torepeatchorallyandindividually.
PartV. Atest
ListentoastoryandtranslateitintoChinese.
PartIV:
Homework
Recitetheshortpassageasfluentlyaspossible.
Period2VocabularyandReading
TeachingContent:
VocabularyandReading
TeachingAimsandDemands:
1.Languageknowledge:
Newwords:
factory,hotel,university,hospital,office,doctor,worker,manager,secretary,
Keystructure:
Mymotherisan/a…(重点)
2.Readingskill:
(1).Tounderstandtextsconcerningintroductionofjobs.Togetinformationofjobsinreading.
(2).Improvethestudents’readingability.(
3.Affectionandattitudes:
Weshouldrespectthe otherpeople.
Learningstrategies:
Bottom-up;Interactiveapproach.
TeachingAids:
Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
PartI:
Revision
1. HelpstudentstorevisewhatislearntinPeriodoneofthismodule.
PartII:
Preparation
Task:
Catchnewwords
Directions:
Stepone:
Leadinthestudyofthetextbycarryingoutthefollowingactivities:
(1).Askandanswerthequestionsaccordingtoactivity
“Whatpublicplaceshaveyoubeen?
”
“Whathaveyouseenthere?
”
(Askstudentstospeakoutasmanyastheycan)
(2) PuttheSs.inpairstopracticethem
Steptwo:
Matchthewordswiththepictures.
(1).MakesuretheSs.Understandwhatthewordsmeanandpronouncethemcorrectly.
(2).Askthestudentstomatchthewordswiththepicturesindividually.
(3).Askthestudentstocheckwithapartner.
(4).Callbacktheanswerinawhole-classsetting.
Stepthree:
Labelthepeopleinactivity1.
(1).Readthroughthe6namesofjobsintheboxandhavetheSs.Repeatthemafteryou.
(2).Askthemtolabelthepeopleinthepicturesinactivity1.
PartIII:
Pre-readingactivities
1.Task:
Talkabout:
Whatareyourparents`jobs?
Directions:
Stepone:
Askoneortwostudentsanswerthequestionsfirst.
Steptwo:
PairtheSs.toaskandanswer.
Stepthree:
Circulateandprovidethenamesofanyotherjobstheyneed.Suchasshopworker,officeworker,hospitalworker,engineer,policeman,fireman,housewife…
2.Task:
Introducethisis/theseare.
Directions:
Stepone:
Introducethisis/thesearebyusingsimpleclassroomobjects.
Eg.book,pen,pencil,desk,window…
Steptwo:
Dothisseveraltimeswithdifferentobjects,graduallyelicitingthesentencesfromtheSs.ratherthangivingthemyourself.
PartIV:
Reading
1.Task:
Labelthepictures.
Directions:
Stepone:
Readoutthe6sentencesandhavetheSs.Repeatthemafteryou.
Steptwo:
Ssreadthepassageanddoactivity4 individuallyandcheckwithapartner.
Stepthree:
Callbacktheanswersfromthewholeclass.
2.Task:
completethetable.
Directions:
Stepone:
Ssreadthepassageanddothisindividuallyandcheckwithapartner.
Steptwo:
Callbacktheanswersfromthewholeclass.
Readandcompletethetable
Betty
Daming
Tony
Lingling
Father
teacher
Mother
Doctor
2. Task:
Recitethetext.
Directions:
.Stepone:
Thentheteacherhelpthestudentsrecitethetextaccordingtothetable.
Steptwo:
Firstchecktheanswerswiththewholeclass,thenwithindividualstudents.
Stepthree:
Ss.recitethetextbythemselves.
PartV:
Dealingwithexpressions
Task:
Readthetextagain.Payattentiontothesesentences
1. PleasewelcomeBettyandTonytoourschool.请大家欢迎贝蒂和托尼到我们学校.
这里welcome…to…表示”欢迎……来……”如:
Welcomeallofyoutoourparty.欢迎你们所有人来我们的城市做客.
2. MyfatherisateacheratBeijingInternationalSchool.我父亲是北京国际学校的一名教师.
Mymotherisadoctoratthehospital.我母亲是医院里的医生.
3. MymotherisanEnglishteacherinauniversityinBeijing.我母亲是北京一所大学的英语教师.
At,in用来表示地点.通常in表示较大的地点,at表示较小的地点.例如:
Sheisatthelibrary.她在图书馆.
TheylikethatbigshopinLondon.他们喜欢伦敦那家大商店.
4.Theyarefactoryworkers.他们是工厂工人.
Discussion:
Canyoumasterthesephases?
PartVI:
Languageuse
1.Exercise5.onpage76.intheWB.
Direction:
Ssdoitbythemselves.Let`sseewhocanfinishitassoonaspossible.
2.(Givethestudentssometimetorecallwhatthey’velearnedinthisclass)
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