外研版英語(yǔ)七年級(jí)上冊(cè)Unit 1 Nice to meet you.教案

1、.Module 1 My classmatesUnit 1 Nice to meet you.課 型Listening and speaking教 材分 析This is the first lesson in this module. The main topic is self-introduction, so improving the students abilities of listening and speaking on self-introductions is very important.知 識(shí)目 標(biāo)Key vocabulary: Chinese, from, where

2、, year, about, what about? Ms, America, not, England, hi, American, our, grade, he, China Key structures: Hello / Hi What's your name? My name is . How old are you? I'm .years old. Where are you from? I'm from . Nice to meet you. Nice to meet you , too.能 力目 標(biāo)1. To understand conversation

3、s involving self-introduction.2. To give a brief self-introduction concerning name, age and hometown.情 感態(tài) 度Learn to respect others when we talk with others.Learn to introduce yourself to your friends in the right way.教學(xué)方法Interactive approach 教 具Tape recorder, Multimedia教學(xué)過(guò)程教學(xué)過(guò)程教學(xué)過(guò)程教學(xué)過(guò)程教學(xué)過(guò)程教學(xué)過(guò)程Step 1

4、: Warming up 1. The teacher show the PPT and play a short flash, the students enjoy the song .2. Play a guessing game "Brainstorm" by asking the students "What's it?" Then show the useful sentences by introducing myself. I am Li Fang. I am from Wuhan. I am Chinese. I am 25 ye

5、ars old. I am your new teacher.3. Ask the students to introduce themselves in groups by using these sentences: What's your name? Where are you from? How old are you? Which class are you in? Nice to meet you.Step 2: Listening 1. Play the recording in activity 1 and ask the students to listen and

6、check how many people speak.2. Play it again and ask the students to check the words their hear. 3. Check the answers with the whole students.Step 3: Listen and read1. Play the recording in activity 3 and ask the students to listen and answer the questions. Then check the answers. 1 How many people

7、speak in the conversation? 2 Who are they? 3 Are they in the same class?2. Play it again and check the true sentences in act 3. Ask some students to correct the wrong ones.3. Put the students into groups of four to practise the dialogue. The students repeat it several times, changing roles each time

8、.4. Talk about the pictures in the PPT and show their performances.5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.6. Finish act 4 and 5 in groups. Teacher checks the answers.Step 4: Pronunciation 1. Explain that this activity focuses on some Englis

9、h phonemes which are difficult to pronounce for speakers of Chinese.2. Play the recording once without stopping.3. Play it again and ask the students to repeat.4. Practise the sounds in pairs, then finish the exercises on the PPT.課本、報(bào)刊雜志中的成語(yǔ)、名言警句等俯首皆是,但學(xué)生寫(xiě)作文運(yùn)用到文章中的甚少,即使運(yùn)用也很難做到恰如其分。為什么?還是沒(méi)有徹底“記死的緣故。要

10、解決這個(gè)問(wèn)題,方法很簡(jiǎn)單,每天花3-5分鐘左右的時(shí)間記一條成語(yǔ)、一那么名言警句即可。可以寫(xiě)在后黑板的“積累專(zhuān)欄上每日一換,可以在每天課前的3分鐘讓學(xué)生輪流講解,也可讓學(xué)生個(gè)人搜集,每天往筆記本上抄寫(xiě),老師定期檢查等等。這樣,一年就可記300多條成語(yǔ)、300多那么名言警句,日積月累,終究會(huì)成為一筆不小的財(cái)富。這些成語(yǔ)典故“貯藏在學(xué)生腦中,自然會(huì)出口成章,寫(xiě)作時(shí)便會(huì)隨心所欲地“提取出來(lái),使文章增色添輝。Step 5: Speaking1. Talk about the pictures by asking and answer in paris like this:A: Whats his nam

11、e?B: His name is.A: Where is he from?B: He's from.A: How old is he?B: He's .years old.Step 6: Module taskTask 1: Who has the most friends? 運(yùn)用本課句型，在規(guī)定的八分鐘時(shí)間內(nèi)，以小組為單位，看誰(shuí)結(jié)交的朋友最多，她將獲得一份豐厚的獎(jiǎng)品。Task 2: Introduce yourself by using today's useful sentences.Step 7: Language points1. Im from Wuhan.

12、我來(lái)自武漢。我是武漢人。 Be from 表示“來(lái)自哪里、“從哪里來(lái)或“是哪里人。如： Hes from Beijing. 他來(lái)自北京。他是北京人。 Theyre from England. 他們來(lái)自英國(guó)。他們是 英國(guó)人。 假如不強(qiáng)調(diào)從哪里來(lái)，只是要說(shuō)明身份，也可以說(shuō)： Hes a Beijinger. 他是北京人。 Theyre English. 他們是英國(guó)人。2. Where+is/are+主語(yǔ)+from? 英語(yǔ)中,通常用特殊疑問(wèn)句"Where + is / are + 主語(yǔ)+ from?"來(lái)詢問(wèn)某人"來(lái)自哪里","是哪里人",其

13、答語(yǔ)通常用"主語(yǔ)+ am / is / are from + 地點(diǎn)"。如: Where is Sam from? 薩姆從哪里來(lái)？ He is from England. 他來(lái)自英國(guó)。 拓展:be from = come from,如: Where do you come from?Where does he come from?3. Whats your name? 英語(yǔ)中,當(dāng)想知道對(duì)方叫什么名字時(shí),可用句型"Whats your name?"進(jìn)展詢問(wèn),其答語(yǔ)一般用"My name is + 姓名."。如: Whats your na

14、me? 你叫什么名字？ My names Gao Jing. 我叫高晶。拓展:當(dāng)你想很有禮貌地問(wèn)別人的名字時(shí),你可以這樣問(wèn): Whats your name, please? May I have your name, please?4. Im twelve years old. 我12歲。 years old,表示“歲。有時(shí)候years old 可以省略，只用數(shù)字來(lái)表達(dá)年齡即可。如：Her dog is three. 她的小狗3歲。拓展：對(duì)該句型提問(wèn)可用：How old .?它是英語(yǔ)中一個(gè)較重要的句型,主要用來(lái)詢問(wèn)某 人的年齡,其答語(yǔ)通常用"主語(yǔ)+ am / is / are +

15、年齡."。如: How old are you? 你多大了？ I am thirteen years old.我十三歲。5. Nice to meet you . 很快樂(lè)見(jiàn)到你！ 這是兩位初次見(jiàn)面相識(shí)后的用語(yǔ)，意思是“見(jiàn)到你很快樂(lè)。見(jiàn)面相識(shí)可由自我介紹，第三者介紹或者詢問(wèn)相識(shí)。例如：Hello!I'm Xiao Hua. Hello!I'm Xiao Li.Nice to meet you, Xiao Li.Nice to meet you, too, Xiao Hua.6. What about you? 你呢？ 英語(yǔ)中“What about.？是一句常用的客套 話

16、，它后面可接名詞、代詞或動(dòng)名詞ing形式，它的功能可不少呢！ 1詢問(wèn)或打聽(tīng)消息。如： I'd like a cup of tea. What about you? 我想喝杯茶，你呢？ 2向?qū)Ψ教岢鼋ㄗh或懇求。如： What about playing football now? 如今踢足球怎么樣？ 3應(yīng)酬時(shí)的問(wèn)候語(yǔ)，有承上啟下的轉(zhuǎn)折作用，如： I'm a student from China. What about you? 我是一名來(lái)自中國(guó)的學(xué)生，你呢？7. Welcome to Class 4, Grade 7. 歡送來(lái)到七年級(jí)四班。這個(gè)工作可讓學(xué)生分組負(fù)責(zé)搜集整理,登在小

17、黑板上,每周一換。要求學(xué)生抽空抄錄并且閱讀成誦。其目的在于擴(kuò)大學(xué)生的知識(shí)面,引導(dǎo)學(xué)生關(guān)注社會(huì),熱愛(ài)生活,所以內(nèi)容要盡量廣泛一些,可以分為人生、價(jià)值、理想、學(xué)習(xí)、成長(zhǎng)、責(zé)任、友誼、愛(ài)心、探究、環(huán)保等多方面。如此下去,除假期外,一年便可以積累40多那么材料。假如學(xué)生的腦海里有了眾多的鮮活生動(dòng)的材料,寫(xiě)起文章來(lái)還用亂翻參考書(shū)嗎? welcome to .歡送來(lái)到.，這是一句歡送用語(yǔ)，在英語(yǔ)中使用比較廣泛，如：與當(dāng)今“老師一稱(chēng)最接近的“老師概念，最早也要追溯至宋元時(shí)期。金代元好問(wèn)?示侄孫伯安?詩(shī)云：“伯安入小學(xué)，穎悟非凡貌，屬句有夙性，說(shuō)字驚老師。于是看，宋元時(shí)期小學(xué)老師被稱(chēng)為“老師有案可稽。清代稱(chēng)主

18、考官也為“老師，而一般學(xué)堂里的先生那么稱(chēng)為“老師或“教習(xí)?？梢?jiàn)，“老師一說(shuō)是比較晚的事了。如今體會(huì)，“老師的含義比之“老師一說(shuō)，具有資歷和學(xué)識(shí)程度上較低一些的差異。辛亥革命后，老師與其他官員一樣依法令任命，故又稱(chēng)“老師為“教員。 Welcome to Beijing！ 歡送來(lái)北京。一般說(shuō)來(lái)，“老師概念之形成經(jīng)歷了非常漫長(zhǎng)的歷史。楊士勛唐初學(xué)者，四門(mén)博士?春秋谷梁傳疏?曰：“師者教人以不及，故謂師為師資也。這兒的“師資，其實(shí)就是先秦而后歷代對(duì)老師的別稱(chēng)之一。?韓非子?也有云：“今有不才之子師長(zhǎng)教之弗為變其“師長(zhǎng)當(dāng)然也指老師。這兒的“師資和“師長(zhǎng)可稱(chēng)為“老師概念的雛形，但仍說(shuō)不上是名副其實(shí)的“老師，因?yàn)椤袄蠋煴匦枰忻鞔_的傳授知識(shí)的對(duì)象和本身明確的職責(zé)。 Welcome, come in，please. 歡送，歡送，請(qǐng)進(jìn)來(lái)。Step 8: ConsolidationDo some exercises and che