外研版七年級英語上冊Module 3 unit1 There are thirty students in my class.教案 (1)

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1、外研版英語七年級上冊Module 3 My school Unit 1 There are thirty students in my class. 教學(xué)設(shè)計 一． 教材內(nèi)容分析 本模塊以“學(xué)?！睘樵掝}，介紹學(xué)校的設(shè)施、布局和教室內(nèi)的設(shè)備等。由于大部分學(xué)生剛?cè)雽W(xué)不久，對于學(xué)校還比較有新鮮感，所以會對這個話題感興趣。同時，學(xué)校是學(xué)生日常生活的主要場所之一，“學(xué)?！边@一話題必然能刺激學(xué)生的交流欲望，提高學(xué)生參與學(xué)習(xí)的積極性。 第一單元對話的語境是大明向琳達詢問英國教室的樣子，并對自己的教室做了一些介紹。語法項目主要為：“there be”句型的肯定、否定、一般疑問句及特殊疑問

2、形式和相應(yīng)回答。 二． 學(xué)情分析 學(xué)生在小學(xué)階段使用的《外研社小學(xué)英語教材（一年級起點）》第五冊開始就接觸過“there be”結(jié)構(gòu)的不同句式及用法，但是知識呈零散狀態(tài)；本節(jié)課教師不僅應(yīng)讓學(xué)生在具體語境中再次深入感知“there be”的含義及用法，并引導(dǎo)學(xué)生對其進行歸納總結(jié)，形成知識體系。 三． 教學(xué)目標 1. 語言知識目標 （1）功能：利用 “there be” 結(jié)構(gòu)描述教室 （2）語法：①能理解“there be”句型表示存在的用法； ②能運用 “there be”句型的肯定、否定、一般疑問及特殊疑問形式和相應(yīng)的回答。 （3）詞匯：正確理解與運用以下詞匯 ①

3、名詞：computer, furniture, map, television, wall, picture ②數(shù)詞：thirty, forty, fifty, sixty, seventy, eighty, ninety ③代詞：there ④副詞：really 2. 語言技能目標 （1） 聽：能聽懂介紹學(xué)校的簡短對話 （2） 說：能利用“there be”句型介紹自己的班級 （3） 運用：描述教室內(nèi)的設(shè)施 3. 學(xué)習(xí)策略目標 （1） 自主策略：能借助詞匯圖片掌握單詞 （2） 合作學(xué)習(xí)策略：學(xué)會傾聽，并在結(jié)對活動、小組活動中充分發(fā)揮自己的作用 4. 文化意識目標

4、：了解不同國家的學(xué)校教育 5. 情感態(tài)度目標：培養(yǎng)熱愛學(xué)校，熱愛家園的意識 6. 任務(wù)：能運用所學(xué) “there be”結(jié)構(gòu)向他人介紹自己的教室，并落實到筆頭。 四．教學(xué)重點與難點 1. 重點：“there be”句型的肯定、否定、一般疑問及特殊疑問形式和相應(yīng)的回答。 2. 難點：there be結(jié)構(gòu)中be的選擇。 五．教學(xué)資源與工具設(shè)計 希沃白板、學(xué)案卷、點讀筆 六． 教學(xué)流程與設(shè)計意圖 活動1 【導(dǎo)入】聚焦話題 【操作方式】由一段簡短的校園音樂相冊的微課視頻引出本模塊的主題---my school. Teacher: Today we are

5、going to learn Module 3. Let’s enjoy a short video first. And try to find out : “what is the video about?” Students(after watching) : My school. 【設(shè)計意圖】（1）視覺上刺激學(xué)生，調(diào)動其參與課堂的積極性，激活模塊話題；（2）多角度展示學(xué)校之美，培養(yǎng)學(xué)生熱愛學(xué)校的意識。 活動2 【活動】激活話題，導(dǎo)入 “there be”結(jié)構(gòu) 【操作方式】教師設(shè)置關(guān)于“班級”與“教室”的問題，學(xué)生暢所欲言進行回答；教師將其中產(chǎn)出的“數(shù)字”與 “t

6、here be”結(jié)構(gòu)相關(guān)內(nèi)容進行板書歸納；對于出現(xiàn)的重難點單詞如 “television” “furniture”等看圖跟讀；電子白板游戲環(huán)節(jié)兩兩PK選擇適合與there is或there are搭配的詞或詞組。 Teacher: In this lesson, we will learn more about our school and our class. Do you love your class? Students: Yes! Teacher: Let me check if you really love your class and know about it. If

7、 you can answer all my questions, I will let you play a game as the reward. Teacher: How many students/boys/girls are there in your class? Students: There are thirty-eight/twenty-two/sixteen students in my class. ... Teacher: What’s in our classroom? Students: There’s a blackboard/a computer...

8、 There are some pictures/desks/books... Teacher: How many pictures/desks/books are there in our classroom? Students: There are eighty/ninety. Teacher: Look at these numbers: eighty, ninety. What do they have in common? Students: “ty”. Teacher: What about “thirty-eight” and “twenty-two”

9、? Students: The “-”-----hyphen. ... Teacher: Is there a television in our classroom? Students: No, there isn’t. There isn’t a television in our classroom. Teacher: Are there maps in our classroom? Students: No, there aren’t. There aren’t any pictures here. 【游戲說明】白板游戲，每組兩位同學(xué)進行PK。游戲開始后，白板左右兩

10、側(cè)會分別隨機掉落圖上名詞或詞組。第一組學(xué)生點擊選擇與there is搭配的名詞，第二組學(xué)生點擊選擇與there are搭配的名詞。系統(tǒng)會根據(jù)作答情況及所用時間選出PK獲勝者，依據(jù)參與者表現(xiàn)情況獲得相應(yīng)加分。 【設(shè)計意圖】(1) 過關(guān)重難點詞匯，同時滲透音標與語音的教學(xué)； （2）鞏固數(shù)字的表達方式，為聽力中出現(xiàn)的數(shù)字內(nèi)容做好知識層面的鋪墊，同時引導(dǎo)學(xué)生養(yǎng)成善于總結(jié)規(guī)律的良好習(xí)慣； （3）在真實語境中通過聽說感知“there be”結(jié)構(gòu)的用法以及功能； （4）大量的聽說練習(xí)督促學(xué)生注意力的迅速集中，鍛煉聽說能力； （5）以游戲環(huán)節(jié)助力學(xué)生輕松突破“there be”結(jié)構(gòu)中“be

11、”動詞選擇這一難點內(nèi)容，活躍課堂氣氛，利用信息技術(shù)提升課堂效率。 活動3 【活動】感悟話題 Step 1: Talking and listening---Activity 1 Ⅰ【操作方式】展示教材Activity 1部分的三幅圖片，學(xué)生觀察其不同，并用there be句型描述三幅圖片。 Teacher: After talking about our own classroom, our friend Betty also wants to talk about her classroom.But as you see, there are three pictu

12、res here. Observe the pictures : what’s the difference? Students talks, describes and share their ideas. One possible answer: There is a computer in Classroom 1. 【設(shè)計意圖】(1)進一步練習(xí)運用“there be”結(jié)構(gòu)； （2）鍛煉學(xué)生識圖觀察能力，并為其后聽力進行鋪墊。 Ⅱ【操作方式】播放聽力內(nèi)容，判斷三間教室中哪一間是Betty的教室并寫出依據(jù)：兩名同學(xué)白板上完成，其他同學(xué)在學(xué)案卷上完成，完成后全班核對答案。 Te

13、acher: Listen to choose Betty’s classroom and try to explain the reason. Students finish the task and check the answer. One possible answer: Classroom 1 is Betty’s classroom. Because there is a television in Picture 1. 【設(shè)計意圖】通過聽力的輸入，進一步理解感知“there be”的使用。 Step 2: Talking and listening---Acti

14、vity 3 Ⅰ【操作方式】播放聽力內(nèi)容，填空作答：“What’s Betty classroom like? It’s __________. ”完成后提問核對答案。 Teacher：We talk about our classroom and Betty introduces her classroom. Daming and Linda are also talking about something interesting. Guess what are they talking about? Students: Their classrooms. Teacher: Ye

15、s, they are also talking about their classrooms. Listen to the conversation and try to fill in the blanks. You can take some notes if necessary. Students: It’s really big. 【設(shè)計意圖】（1）設(shè)置問題，對于聽力內(nèi)容進行有針對性的整體感悟與把握； （2） 練習(xí)本節(jié)課重點副詞“really”；（3）提示回顧形容詞性物主代詞的用法。 Ⅱ 1. 【操作方式】再次播放聽力材料的前半部分，引導(dǎo)歸納此部分主題；提示學(xué)生有

16、效獲取信息的聽力技巧；再播放一遍，填寫表格。學(xué)生在學(xué)案卷上完成，一位同學(xué)在白板上完成,班級核對答案；組內(nèi)利用“How many...are there in...? There are...”進行對話練習(xí)。 Teacher: This time please listen to part of the conversation and find out the topic of the part. Students(after listening): The topic is “the numbers of students”. Teacher: If we want to know t

17、he “numbers”, what should we listen to? Students: How many. Teacher: Yes. Listen again and fill in the blanks. Pay special attention to “how many”. Class Number of students Number of boys Number of girls Linda’s class / / Daming’s class Students check the answers. T

18、eacher: Work in pairs: one asks with “How many...are there...in...?” and one answers with “There are...in...” Students practise and then the teacher calls two pairs to ask and answer. 【設(shè)計意圖】（1）通過再次的聽力輸入與對話輸出，深入感知“How many...are there...? There are....”句式含義并練習(xí)其使用方法；（2）培養(yǎng)學(xué)生進行“主題提煉”的能力并訓(xùn)練學(xué)生“利用關(guān)鍵詞有效

19、獲取信息”的聽力技巧。 2. 【操作方式】播放聽力材料的后半部分，填寫表格，班級核對答案；根據(jù)聽力內(nèi)容選擇該部分主題；組內(nèi)利用 “What’s in...? There is/There are...”進行對話練習(xí)。 Class Computers Pictures Type of map Linda’s class a map of England Daming’s class / not any pictures The answers should be: “a computer” “some pictures” and “a

20、map of the world”. ... Teacher: Which one is the topic of the part? A. The pictures in the classroom B. The maps in the classroom C. The things in the classroom Students: C. Teacher: Yes. Because C is comprehensive. ... Teacher: Work in pairs to ask and answer with “What’s in...classroom

21、? There is.../There are...” . Students practise in pairs. The teacher calls two pairs to do the “ask and answer”. 【設(shè)計意圖】（1）深入感知及強化練習(xí)“There is.../There are...”句型結(jié)構(gòu)；（2）進一步點撥歸納中心主題的技巧：概括需全面。 3.【操作方式】展示學(xué)生經(jīng)由聽力練習(xí)獲取的表格信息，組內(nèi)合作利用“Are there...? Yes, there are./ No, there aren’t. Is there ...? Yes, th

22、ere is. / No, there isn’t.”進行對話練習(xí)，此后兩組同學(xué)進行對話展示。 Class Number of students Pictures Type of map Linda’s class 30 some pictures a map of England Daming’s class 40 not any pictures a map of the world 【設(shè)計意圖】（1）更進一步感知及強化練習(xí)“Are there...? Yes, there are. / No, there aren’t. Is the

23、re ...? Yes, there is. / No, there isn’t...”句型結(jié)構(gòu)；（2）通過多次結(jié)對活動，培養(yǎng)學(xué)生學(xué)會聆聽的習(xí)慣及團結(jié)合作的意識。 Step 3: Reading---Activity 3 Ⅰ【操作方式】學(xué)生跟點讀筆朗讀課文中包含 “there be”結(jié)構(gòu)不同句型的重要片段，朗讀前著重提醒朗讀時注意以下方面：準確(correctly),清晰(clearly)，流利(fluently)及有感情 (emotionally)；朗讀時，注重模仿練習(xí)語音語調(diào)。此后學(xué)生分角色進行朗讀練習(xí)，結(jié)束后選取兩組學(xué)生結(jié)合動畫進行配音展示，依據(jù)以上四點要求的達成情況進行賦分

24、。 Teacher: Read after the talking pen. And when we read, we should try to read it correctly, clearly, fluently and emotionally. Students read after the recording sentence by sentence. The teacher emphasizes the parts that need to be paid attention to: intonation and the pronunciation of “really”

25、/’ri?li/. ... Teacher: Read the passage in roles please and I will call two pairs to do the dubbing in the front of the classroom. You will be judged by the four requests: read it “correctly”, “clearly”, “fluently” and “emotionally”. Two pairs present in the front of the classroom after practice.

26、 . 【設(shè)計意圖】（1）通過朗讀進一步加深對于文章內(nèi)容及“there be”結(jié)構(gòu)的理解；（2）通過語音的培養(yǎng)督促學(xué)生養(yǎng)成良好的朗讀習(xí)慣，助于語感的形成；（3）配音環(huán)節(jié)生動有趣，調(diào)動學(xué)生朗讀練習(xí)的積極性，鍛煉學(xué)生語言運用及表達能力。 活動4 【活動】運用話題 【操作方式】設(shè)置情景：進入初中的你有了新的同學(xué)和新的教室，在這個“新家”里你學(xué)習(xí)成長，當你跟你的小學(xué)同學(xué)再見面，你該如何為他/她介紹你的新教室?要求運用表格中的句式結(jié)構(gòu)、內(nèi)容充實。同組討論進行小對話，兩組進行展示。 Teacher: Now you are in middle school and we have

27、a new classroom. We study here and have fun here and you really love here. Imagine that you meet your primary school friend one day. Would you like to introduce your classroom to him or her? Work in groups and create your own conversation. You need to contain the following contents. ... How many .

28、... are there in your class? Is there ....? Yes, there is. / No, there isn’t. Are there ... ? Yes, there are. / No, there aren’t. ... Students work in groups to create the dialogue and then two groups present their works in the front of the classroom. Their marks are judged by their

29、 performances. 【設(shè)計意圖】（1）學(xué)生將所學(xué)的重點內(nèi)容即“there be”結(jié)構(gòu)進行文本再造與輸出，學(xué)以致用，提升綜合語言運用能力；（2）教師適當點撥進行情感、態(tài)度、價值觀的滲透讓學(xué)生養(yǎng)成熱愛學(xué)校、熱愛家園的意識以及團隊合作精神。 活動5 【作業(yè)】夯實話題 【操作方式】教師總結(jié)及布置作業(yè)。 Teacher: What did we learn today? Students: About our class and classroom. Teacher: Yes, we learned to describe our class and classro

30、om with “there be”: “there is” and “there are”. ... Homework for today: (1) Read the passage after your talking pen correctly, clearly, fluently and emotionally. (2) Write your conversation down. Try to make it complete and interesting. 【設(shè)計意圖】（1）通過總結(jié)強化本節(jié)課的主題；（2）作業(yè)有針對性地強化本節(jié)課所學(xué)重難點內(nèi)容：即“there be”

31、結(jié)構(gòu)的運用；（3）幫助學(xué)生養(yǎng)成復(fù)習(xí)與整理的好習(xí)慣。 Module 3 My school Unit 1 There are thirty students in my class. 七． 板書設(shè)計 How many...are there...? There isn’t ... There aren’t... Is there...? Yes, there is. / No, there isn’t. Are there...? Yes, there are. / No, there aren’t. forty thirty-eight eighty twenty-two ninety There is ... There are Our class and classroom 7 / 7