2011-2012外研版英语七下Module1Unit1教案【方案一】

2011-2012外研版英语七下Module 1：Unit 1教案【方案一】We’re having a great time!
Unit 1, Module 1(Book I, Junior I)
一．教材内容分析
本模块以旅游为话题，运用现在进行时态介绍世界各地的时差, 并且让学生了解在不同的时间,不同的国家人们做些什么事情.是学生感兴趣的话题. 教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时。

适当进行拓展，以丰富学生知识，拓展学生视野.
二．学情分析
本单元是7下的第一单元.在经过一个学期的学习之后, 学生也积累了一定的词汇量.教师在教学时尽量用游戏,图片或flash动画的多种媒体来引起学生的学习兴趣,引导学生在交际中动态生成，学生有话可说，乐于合作分享。

这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。

三．教学目标
1．语言知识目标
2．语言技能目标
3．学习策略目标
4．文化意识目标：
在中外对比中，了解不同国家生活情况.
5．情感态度目标
培养学生热爱自己家园的意识。

参加各种英语活动，克服困难，在新环境中进一步树立正确的语言学习观。

四．重点难点
1. 教学重点
[1] 重点句型:现在进行时态句子的肯定，疑问与否定形式
[2] 重点话题: 用现在进行时态叙述正在发生的事情.
2. 教学难点
[1] 动词-ing形式的构成规则.
[2] 掌握现在进行时态的句型和结构.
3. 突破途径
以话题为核心，通过游戏、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。

五. 教学设计：
The first English lesson Module1 unit1 (book1) Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary:buy call drive enjoy lie shop take photos tell wait for postcard the Great Wall really a good time a lot anyway
Key structure:What are you doing? I’m taking photos.
2. Listening skill:To understand conversations involving the present Continuous Tense in listening. Improve the students’ listening ability. 3．Teaching Aids:Multi-Media (or Tape recorder, OHP)..
4. Teaching Procedures:
Step 1 Play a guessing game
Show students some photos of famous persons and get them to guess who they are.
设计意图: 从学生熟悉并且感兴趣的名人着手, 玩猜猜看的游戏, 由美国总统布什的滑稽造型引出本单元的重点句子: He is running.
Step 2 Lead in
Show students a picture of Yao Ming and ask them “what is he doing?” and get them to answer “He is playing basketball.” Then do the same with pictures of Bill Gates, Li Yuchun and Yang Liping.
设计意图: 从学生所熟悉的名人出发, 用现在进行时态的句子进行问答, 不必要求学生说得非常正确,只是让学生对现在进行时态的句子有一个初步的认识.
Step 3 Practice
Show more pictures and get students to practice the pattern: what is he/she doing? He/She is …. And at the same time teach some new words.
设计意图:在这一步骤中, 要尽量引导学生说正确的现在进行时态的句子, 在不断的操练中熟悉句型.
Step 4 Listen and read
Listen to the dialogue in Activity 3, and before they listen ask them to think about 2 questions. 1) Where is Betty calling? 2) Why is she there? After answering the 2 questions, get them to read the dialogue in pairs.
Step 5 Match
Match the people and the actions. Then get them to write full sentences using names. For example: Betty is talking to her mother.
设计意图: 在这一步骤中,让学生从说转移到写上, 这对以后的两个单元的学习会起到很好的帮助.
Step 6 Play a game
把全班学生分成3大组分别写一些短语, 第一组写主语,第二组写正在做什么, 第三组写地点. 然后每组分别叫一个同学上来, 把他们的短语组合成一句句子.这样组合起来的句子肯定非常滑稽, 让同学们在轻松愉快的氛围下把当天所学的知识加以巩固.在游戏中结束了第一单元的学习. Step 7 Homework
Choose one of your favourite pictures and write a short passage like Betty.
We’re having a great time!
Unit 1, Module 1(Book I, Junior I) 一．教学设计：
Step1 Warming-up
T: Now I will show you some pictures .You should say some words with V-ing. And then use the words to make some sentences.
S:Dancing. The pig is dancing.
S…
T; Look at the picture. What are the boys doing?
S: They are singing.
T; What are the girls doing?
S They are dancing.
T Now please work in pairs,ask and answer. Then I will ask some students to say.
T: Now look at the four pictures in part one.And look at the words in the screen.
Please match the words with the pictures in Activity 1 .I will give you two minutes.
T: Have you finished? Let’s check the answers.
T: Now please read the words and phrases after me. Talk, take… Now please read together.
T; Next I say them in Chinses.And you say them in English. Who can say them quickly and correctly.
T; 拍照。

S；take photos
T…
S…
操作步骤及设计意图：让学生复习上节课所学的知识。

并引出这节课所要学的知识，课文中第一部分的图片。

看图片然后学单词及词组，可以先让学生们说出词组。

教师接着进行总结，幻灯片上列出所要学的词组，教师先带读，学生进行齐读。

等到学生基本会读以后，可以进行一个小游戏。

比如，老师说中文学生说英文，看看哪位同学说得最快。

这样可以提高学
生的学习积极性。

Step 2 Listen and read
T This is the Great Wall. Please listen to the tape carefully and answer the question where Betty is?
S She is standing on the Great Wall of China.
T Good, now look at the four questions and listen to tape and answer the four questions.(听几遍，视情况而定)
T What is Tony doing?
S He is eating an ice cream.
T What is Wang Hui doing?
S He is taking lots of pictures.
T What is Lingling doing?
S She is buying some presents and postcards.
T What is Daming doing?
S He is eating lunch and lying in the sun.
T Explain the important and difficult points
1. call sb. / phone sb. / telephone sb. /give sb. a call / give sb. a ring / ring sb. up 打电话给...
2. enjoy doing sth. 喜欢做...
3. take photos 照相
4. the Great Wall 长城
5. wait for 等待
6. have a good time= enjoy oneself 玩得痛快
7.Grammar :The Present Continuous
T Now read after the tape.
T Now boys and girls please read the dialogue individually. Please resd
together.
T Boys and girls please act it out.
操作步骤及设计意图：幻灯片上先出现一个问题让学生带着这个问题去听课文录音，问题较简单，一般上学生听一遍就可知道答案。

解决了这个问题后，幻灯片上出现更多的问题，让学生们带着问题再去听课文录音，教师可进行适当的提示及指导学生的听力，可以多听几遍，以训练学生的听力。

当大部分学生完成后，可以提问学生说说答案。

然后打开书本看着课文听，校对答案。

教师再把书中的重点指出，学生们做好笔记。

再让学生跟着录音读课文，会读后可以齐读或者是分角色朗读。

如果学生的基础较好可以让学生上讲台把对话扮演出来。

以激发学生的兴趣，培养学生的口语及应用英语的能力。

Step 3 Exercise
T Match the people 1-7 with the actions a-g, and say what people are doing in Activity .
T. Listen again and check.
T. Write full sentences for your answers in Activity 4. Use names..
把下列句子变为进行时态：
1.I stand on the Great Wall and talk to you.
2.We have a good time.
3.Tony has an ice cream.
4.Wang Hui takes lots of pictures.
5.Daming eats lunch and lies in the sun.
Fill in the blanks:
It’s a fine Sunday morning. There’re many people in the park. They are playing.
Look, Two boys _____________ (play) with yo-yos. A girl_________
(fly) a kite. Two Children_____________ (mend) a toy boat. There____ (be) a lake in the park. Near the lake ,a young man___________ (run). There ______ (be) two men near the house. They______________ (work) hard now. A woman
_____________ (water) the flowers . A girl____________ (draw). Look at the big tree. Two cats ____________ (run) up the tree. What do they want to do? They want _________ (catch) the bird. All of them are very happy .
1.They are cleaning the house.（一般疑问句）
2.Sam is at work.（改为同义句）
3.Tom is singing.（改为否定句）
4.Kate is______________________（划线提问）
5.She is sitting ________________ （划线提问）
•1．I’m putting on my clothes. （变为一般疑问句）
____ ____ ______ on ______ clothes?
•2．We are listening to the radio. （变为否定句）
We ______ _______ to the radio.
•3．Fim is reading. （用write改为选择疑问句）
___ Fim _______ ___ _______?
•4．My sister is doing her homework. （就划线部分提问）
______ ____ your sister _______?
操作步骤及设计意图：先让学生们进行总结动词加ing的形式，共有四种形式。

教师再进行总结，让学生们在理解的基础上进行记忆。

幻灯片上再列出一些典型的动词加ing形式，让学生注意是如何加的，及其读法。

让学生做些练习进行巩固这一单元所学的知识。

首先是一篇文章让学生根据文中的时态用所给动词的正确形式填空。

用来巩固动词加ing形式的用法。

第二，三部分是修改句子让学生运用所学的知识。

这一部分可以是让学生
做，教师再讲。

也可以是采用小组竞争的方式，边做边讲。

Step 5 Pronunciation
T. Listen and repeat in Activity 7 and Activity 8.
T. Listen and check ( √ ) the words you hear.
操作步骤及设计意图：让学生听录音让后模仿，教师再讲发音规则，教师可以再写出由此发音的单词让学生拼读。

以培养学生自己拼读单词的能力。

Step 6 Exercise
Finish the exercise in the workbook Ex. 1 , 2&3。