新概念英语第一册第七课教案

Lesson 7 Are you a teacher?

（text part）

教材分析

新概念英语是世界闻名的英语教程。本版是该书出版30年来经作者亲自修订的唯一新版。这套经典教材通过完整的英语学习体系，帮助学生掌握英语的4项基本技能--听、说、读、写，使学生能在学习中最大限度地发挥自己的潜能。此第一册《First Things First英语初阶》的学习对象为英语初学者，共有144课。学习者学完后可以达到初级以下和初级的英语水平。

学生分析

我教的是高一年级双语班的学生，大部分学生以前学过英语，但是学过得是字母等基础知识，所以他们应该从基础开始学习。还有学生虽然对英语感兴趣，但是学习主动性还有待加强，部分学生对教师的依赖性较强，未能主动通过多种渠道获取信息。因此，在本课堂教学过程中，拟着重训练学生通过多种渠道独立获取信息，分析信息及提取信息的能力。

Teaching aims（教学目标）

1.Knowledge aims（知识目标）

a)To help students understand and use the following words and expressions and

make simple sentences: name ,what ,nationality ,job ,keyboard ,operator ,engineer ,what’s ,I’m

b)Translate the sentences to understand the sentences patterns: I am a …. /My name

is …/Are you a…. /What is your job？

2.Ability aims （能力目标）

a)Be able to talk about someone’s name ，job ,nationality in their daily life using

English.

b)Develop students’ innovative sense，spirit and ability.

3.Emotion aims（情感态度）

a)To improve the ability of cooperative learning.

b)Be polite when they are asking question.

Important points（重点）

1.Improve students’ reading ability and grasp the new words and new sentences patterns

2. Help students to understand the text.

Difficult points（难点）

1.How to use article a and an.

2.Ask some one’s name, job ,nationality in English.

教学用时

One period

教学方法

1.Task-based approach

采用任务型的教学途径，结合学生的生活经验和兴趣设计相关的任务链，让学生在以个人或小组合作的形式完成任务的过程中学习到相应的语言知识并获得语言能力。

municative approach

通过对话或者情景会话让学生充分利用课堂45钟时间理解课文并学会运用有些重要单词和句型。

3.Multimedia teaching

充分利用现有的教育技术，开发英语教学资源，拓宽学生的学习渠道，体改教学效果，本课堂将现代化信息技术与英语课程结合起来，服务于课堂教学。

教学过程

Step1 Greetings＆Lead-in

After greeting I will ask for some questions and we will have words dictation which we learnt last period class. And I will start my class. Before starting my class, I will ask some questions to lead in them class.

设计意图：通过提问，又一次复习上节课学过的内容，也引出课文话题，激活学生的学习兴趣。

1.你叫什么名字?

2.Are you a French student or Japanese student?

3.Is it an English car or an American car?

Step2 Reading

In this part，teacher ask students to read the dialogue by yourself.

ROBERT: I am a new student. My name’s Robert.

SOPHIE: Nice to meet you. My name’s Sophie.

ROBERT: Are you French?

SOPHIE: Yes，I am.

SOPHIE: Are you French too?

ROBERT: No，I am not.

SOPHIE: What nationality are you?

ROBERT: I’ am Italian.

ROBERT: Are you a teacher?

SOPHIE: No, I’m not.

ROBERT: What is your job?

SOPHIE: I’m key board operator.

SOPHIE: What’s your job?

ROBERT: I’m an engineer.

Step 3 Interpreting

After reading teacher and students translate above the dialogue into Chinese all together ,meanwhile the teacher should have to explain the text to the students one sentences and one sentences.

Step 4 consolidation

设计意图：在学生对课文进行了充分的理解和欣赏的基础上，让学生再次回归课文，以课文为依托，让学生进行语言输出。这样既是对课文的在理解，也是对语言学习的检测。

T: Now try to read the text again and meanwhile translate it by yourself.

T: Ok, let’s read text again, please read after me.

After this, teacher let students make some conversations with their partner in English or let them to read the text by role playing.

Step5 Home work