七年级英语上册 Module 1 My classmates Unit 2 Im Wang Ling

Book1Module1Myclassmates一、教学内容：Unit2I‘mWangLinglingandI’mthirteenyearsold二、课型：Readingandwriting三、教学目标：1、能够正确使用下列单词和词组：but,everyone,capital,lastname,firstname,big,small.2、能够读懂别人的自我介绍的短文。3、能够对别人进行自我介绍和能介绍别人。4、在跟不同地区的人交流时，学会尊重不同地域不同的表达习惯，理解他人。四、教学重难点：1、掌握本课新词和词组2、掌握中外不同的姓名表达习惯：firstname,lastname3、能够进行简单的自我介绍五、教学准备：课堂整体运用任务型教学模式,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.本课指导学生通过阅读获取信息，培养学生阅读技能。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、课堂练习表格、奖品六、教学过程：教学步骤教师活动学生活动设计意图StepOneWarming-up(3’)LeadinPlayapieceofmusicandthenshowsomepicturesaboutthestarsincludesomesimplepersonalinformationT:“Whoisshe/he?”“Whereisshe/hefrom?“Howoldisshe/he?...1、Answerthequestionsinthewholeclass.likethis:“She/Heis…She/Heisfrom…She/Heis…yearsold…2、Answerthequestionsinperson.既是对上节课的复习又激发了学生的兴趣，直接有效地把学生的思维引到“个人介绍”这个话题上来，让学生在轻松愉快的气氛中进入本课的学习。Activity2.Newwordsstudy.1、Leadthestudentsto1、Learnthenewwordsingroups.小组自学单词，体现学生的主体地位，能使全StepTwoPre-reading(8’)learnthenewwordsingroups.2、Showthesentencesaboutthenewwordsinthisunitandsomepictures.3、Choosethelittleteachertoteachthenewwordsandtheteachercorrectthemistakes.4、ChecktheexerciseinActivity1.2、Fillintheblanks.Checktheanswerswiththewholeclass.3、Littleteachertoteachthenewwords.Theotherstoreadafterthelittleteacher.4、Competitiveinthewholeclass..班同学参与其中；通过图片创设情景学习新单词，加深学生对新单词的记忆，增加学生学习的趣味性；小老师带读，锻炼学生，丰富课堂教学形式；完成导学案的词汇练习，是加强对所学词汇的巩固和运用,为学生扫清阅读障碍。StepThreeWhile-reading(20’)1.Scanning(1)Askstudentstoscanthepassage.T:Howmanystudentsarethereinthispassage?T:Readquicklyandtellmewhotheyare?2.SkimmingAskstudentstoskimthepassageandcheck(√)thetruesentencesandthencorrectthefalsesentences.3.Carefulreading.(1)Paragrap1:①ChoosethebestanswersT:Now,pleaselookatparagraphs1andchoosethebestanswersofthetwo(1)Scanthepassageandanswerlikethis:Ss:ThreeSs;David,Lingling,TonySmithGroupcompetition（2）Readthepassageandcheck(√)thetruesentencesandthencorrectthefalsesentencesbythemselves.1HenryisDaming’sEnglishname.2Lingling’sEnglishnameisLinda.3Damingistwelveyearsold.4WangHuiisfromBeijing.5Tonyistwelveyearsold.6TonyisfromthecapitalofEngland.(1)Readparagrap1:①Choosethebestanswers1.WhereisthecapitalofChina?A.EnglandB.China2.HowoldisLucy?要求学生快速阅读课文，能整体把握课文内容。通过学生快速阅读，培养学生获取主旨的能力,为进一步学习做好铺垫。让学生带着任questions.②LetthestudentsreadParagraph1ingroupsofsixandfindoutdifficulties.③Solvedifficulties.T:Let’scontinuelearningParagraph2.(2)Paragraph2:①Presentsomesentencestothestudentsandaskthemtowrite“T”or“F”alsocorrectthewrongsentencesafterreadingParagraph2.②Askastudenttobe“alittleteacher”tochecktheanswers.③LetoneteamstudentsreadParagraph2andtheotherstudentslistencarefullytopointoutimportantpoints.④Solvedifficulties.T:ThelastparagraphistalkingaboutTonySmith.Let’sreadandknowmoreabouthim.A.Sheistwelveyearsold.B.Wedon’tknow.C.SheisfromBeijing.②ReadParagraph1ingroupsofsixandfindoutdifficulties.③Solvethedifficultiestogether.(2)Readtheparagraph2alsocorrectthewrongsentences:①write“T”or“F”.afterreadingParagraph21.WangLinglingistwelveyearsold.()2.WangLinglingandWangHuiareinthesameclass.()3.HenryisfromShanghaiandit’sasamllcity.()②Astudenttobealittleteachertochecktheanswers.Otherstrytheirbesttoanswerthequestions.③OneteamstudentsreadParagraph2andtheotherstudentspointoutdifficultiespoints.④Tosaythedifficultiesandsolvetogether.务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。(3)Paragraph3:①LetthestudentsfillintheblanksafterreadingParagraph3②Letthestudentstochecktheanswersingroupsfirstandthencompetive.③Askagroupofsixstudentstoreadparagraph3.Lettheotherstudentslistencarefullyandfindoutdifficulties.④Solvedifficulties.T:Let’sreadthepassagetogether.(4)Askthestudentsreadthepassagetogethermakesuretheyunderstandthepassage.(3)ReadtheParagraph3.①Fillintheblanksafterreadingparagraph3Mynameis_____________I’mfrom__________.It’sa_____cityinEngland.Tonyismy______nameandSmithismy________name.I’mthirteen______old.It’sniceto_____youall.②Thestudentschecktheanswersingroupsfirstandthencompetive.③Agroupofsixstudentstoreadparagraph3.Theotherstudentslistencarefullyandfindoutdifficulties.④Saythedifficultiesandsolvethem.(4)Thestudentsreadthepassagetogethertomakesureunderstandthepassage.StepFourPost-reading(6’)1.Retell.①Letthestudentsfillintheblanksaccordingtothepicture.②Callbacktheanswersfromtwostudentsthenreadtheshortpassageinthewholeclass.2.Speaking①Askandansweraboutthe1.Lookatthepictureandthetabletofillintheblanks.LiDaming’s________nameisDavid.Heis_______yearsoldandheisfromBeijing.Beijingis____________________China.WangLinglingis_______yearsold.WangHuiis______friend.He’s______Shanghai.Shanghaiisabig_____.TonySmithisfrom______.Heis_______.Tonyis______firstnameandSmithishis_____name.Pairwork复述课文能使学生加深对课文内容的理解。适量的口头练习，让学生巩固本课时的语言peopleinthepictures.②Asksomestudentstocometotheblackboardandintroducethemselves.andtheirfriends.theotherslistenandretell.①Oneaskandoneanswer.Checkingroups.②Readyingroupsofsix.Listencarefullyandretell.重点,锻炼口头表达能力。StepFiveSummary（2’）1.Getthestudentstos