七年级英语上册 Module 1 Unit 2 I'm Wang Lingling and I'm thirteen years old教案 外研版

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Leadin1、Answerthequestionsinthe既是对上节课Playapieceofmusicandwholeclass.likethis:的复习又激发thenshowsomepictures“She/Heis・・・She/Heis了学生的兴趣，StepOneaboutthestarsincludefrom・・・She/Heis・・・years直接有效地把Warming-somesimplepersonalold…学生的思维引up(3')information到“个人介绍”T:2、Answerthequestionsin这个话题上来，“Whoisshe/he?”“Whereisshe/hefrom?“Howoldisshe/he?...person.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

StepTwoPrereading(8')learnthenewwordsingroups.2、Showthesentencesaboutthenewwordsinthisunitandsomepictures.3、Choosethelittleteachertoteachthenewwordsandtheteachercorrectthemistakes.4、ChecktheexerciseinActivity1.2、Fillintheblanks.Checktheanswerswiththewholeclass.3、Littleteachertoteachthenewwords.Theotherstoreadafterthelittleteacher.4、Competitiveinthewholeclass..班冋学参与其中；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。StepThreeWhilereading(20')Scanning(1)Askstudentstoscanthepassage.T:Howmanystudentsarethereinthispassage?T:Readquicklyandtellmewhotheyare?SkimmingAskstudentstoskimthepassageandcheck(V)thetruesentencesandthencorrectthefalsesentences.Carefulreading.(1)Paragrapl:①ChoosethebestanswersT:Now,pleaselookatparagraphs1andchoosethebestanswersofthetwc(l)Scanthepassageandanswerlikethis:Ss:ThreeSs;David,Lingling,TonySmithGroupcompetition(2)Readthepassageandcheck(V)thetruesentencesandthencorrectthefalsesentencesbythemselves.HenryisDaming'sEnglishname.Lingling'sEnglishnameisLinda.Damingistwelveyearsold.WangHuiisfromBeijing.Tonyistwelveyearsold.TonyisfromthecapitalofEngland.(1)Readparagrap1:①ChoosethebestanswersWhereisthecapitalofChina?EnglandChinaHowoldisLucy?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.LetthestudentsreadParagraph1ingroupsofsixandfindoutdifficulties.Solvedifficulties.T:Let'scontinuelearningParagraph2.(2)Paragraph2:Presentsomesentencestothestudentsandaskthemtowrite“T”or“F”alsocorrectthewrongsentencesafterreadingParagraph2.Askastudenttobe“alittleteacher”tochecktheanswers.LetoneteamstudentsreadParagraph2andtheotherstudentslistencarefullytopointoutimportantpoints.Solvedifficulties.T:ThelastparagraphistalkingaboutTonySmith.Let'sreadandknowmoreabouthim.Sheistwelveyearsold.Wedon'tknow.SheisfromBeijing.ReadParagraph1ingroupsofsixandfindoutdifficulties.Solvethedifficultiestogether.(2)Readtheparagraph2alsocorrectthewrongsentences:write“T”or“F”.afterreadingParagraph2WangLinglingistwelveyearsold.()WangLinglingandWangHuiareinthesameclass.()HenryisfromShanghaiandit'sasamllcity.()Astudenttobealittleteachertochecktheanswers.Otherstrytheirbesttoanswerthequestions.OneteamstudentsreadParagraph2andtheotherstudentspointoutdifficultiespoints.Tosaythedifficultiesandsolvetogether.E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，提咼阅读效果和技能。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。

Paragraph3:LetthestudentsfillintheblanksafterreadingParagraph3Letthestudentstochecktheanswersingroupsfirstandthencompetive.Askagroupofsixstudentstoreadparagraph3.Lettheotherstudentslistencarefullyandfindoutdifficulties.Solvedifficulties.T:Let'sreadthepassagetogether.Askthestudentsreadthepassagetogethermakesuretheyunderstandthepassage.ReadtheParagraph3.Fillintheblanksafterreadingparagraph3MynameisI'mfrom.It'sacityinEngland.TonyismynameandSmithismyname.I'mthirteenold.It'sniceto_■youall.Thestudentschecktheanswersingroupsfirstandthencompetive.Agroupofsixstudentstoreadparagraph3.Theotherstudentslistencarefullyandfindoutdifficulties.Saythedifficultiesandsolvethem.Thestudentsreadthepassagetogethertomakesureunderstandthepassage.StepFourPostreading(6')l.Retell.Letthestudentsfillintheblanksaccordingtothepicture.Callbacktheanswersfromtwostudentsthenreadtheshortpassageinthewholeclass.E2.Speaking①Askandansweraboutthe1.Lookatthepictureandthetabletofillintheblanks.LiDaming'snameisDavid.HeisyearsoldandheisfromBeijing.BeijingisChina.WangLinglingisyearsold.WangHuiisfriend.He'sShanghai.Shanghaiisabig.TonySmithisfrom.Heis.TonyisfirstnameandSmithishisname・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.Oneaskandoneanswer.Checkingroups.Readyingroupsofsix.Listencarefullyandretell.重点，锻炼口头表达能力。l.Getthestudentsto引导学生对这节课的总结，让StepFivesumupthelanguagepoints.学生做自由发SummaryT:Whathavewelearned言，培养学生自(2')today?Ss:……1.Sumupthelanguagepoints.主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学2.Letthestudentstochoosethebestteaminthislesson.2.Tochoosethebestgroups.生的学习兴趣，树立学习英语的信心。StepSix采访两个你的新同学，分别问课后作业有助Home-他们以下几个问题：于学生巩固已workWhat'syourname?学的知识，补充（1'）Whereareyoufrom?其他方面的锻Howoldareyou?What'syourfavouritesubject?将你的采访记录整理成一篇为Mynewclassmates的短文。（可适当增加采访问题，全文不少于60单词。）Finishthehomework.炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。七、板书设计Module1Unit2I‘mWangLinglingandI'mthirteenyearsoldWhat'syourname?Whereareyoufrom?Nicetomeetyou,…What'syourname?Whereareyoufrom?Nicetomeetyou,…Mynameis…I'mfrom…Nicetomeetyou,too.达标训练题（100分）、阅读文章，从中找出重要信息填写下面的表格。（50分）MynameisJimGreen.Iamtwelve.IamnotfromChinaandIamnotChiese.IamEnglish,butIamastudentinaChinesemiddleschool.IaminClass3,Grade