七上《Module4Unit1》教学设计 .docx

教学设计授课内容外研版英语七年级上册Module4. Healthy foodUnit1. Weve got lots of apples.学科英语授课班级七（1）班课型听说课设计者杨雯莉所属学校柳州市羊角山中学教材内容分析本模块围绕“健康食物”这一贴近生活的话题展开，饮食话题符合学生的年龄特点，而且针对学生中普遍存在的不良饮食习惯，也非常有必要对他们进行正面的教育和积极引导，让他们更多地了解健康饮食方面的知识，培养他们健康饮食的习惯。Unit1通过听、读、说训练，分类学习记忆水果、蔬菜、肉类及饮料方面的单词，和have/has got句型，为后面几个模块一般现在时的学习做铺垫。但是考虑到本课的容量较大，所以本节课句型就以have got为重点，has got 只是顺便提到，没有设计has got句型的操练。学情分析授课对象是七年级1班的学生，在小学的时候已经学过一些有关食物的单词和相关话题的句型，而且对食物的健康常识也有一定的了解，因此对“健康食物”这一话题非常感兴趣。学生课前已经自主预习了本课的词汇。教学目标1、语言目标：（1）重点词汇：healthy, orange, drink, fruit, vegetable, beef, carrot，tomato, potato, be good for, be bad for, etc. （2）区分可数名词和不可数名词，掌握可数名词和不可数名词的正确用法。（3）have go句型。2、 能力目标：能熟练运用have got的肯定句，否定句和一般疑问句及其回答。3、 情感目标：提倡健康饮食的生活方式。重点1、重点词汇；2、have got的肯定句、否定句和一般疑问句及其回答。难点some和any的用法。教学步骤1. Lead in.（2min）Ss watch a short video about a delicious food from KFC, and talk about them.（通过观看一则肯德基广告视频让学生讨论喜欢的肯德基食物是否健康，能快速引起学生兴趣，并自然地导入健康食品的课题。）2. Teach the new words and phrases.（10min）(1). Ss watch the pictures about food and learn the new words，and learnnew phrases “be good/bad for” in sentences. Then check theSs in class, groups or individual.（教师借助大量漂亮的图片强化直观形象的记忆，该活动检测学生通过预习对新单词的掌握情况，同时也激发了学生的表现欲，提高学习兴趣。另外，通过句子学习新词组，创设情境教学，让学生更容易理解和掌握。反馈活动采用全班，小组和个人的多种形式。）(2). Sum upHave the Ss watch all the noun words and sum upthe plural forms of them, and classify nouns into countable nouns and uncountable ones. （引导学生自己通过观察并总结名词复数的形式以及给可数名词与不可数名词归类，能培养学生的学习能力，教他们学习策略。）3. Teach the key sentences.（8min）(1). T shows the Ss some orange, and teaches the sentence “I have got some oranges.” T writes down the sentence, and teaches Ss to read it, then check some Ss. Task1: Make sentences according the pictures with “I have got some” T gives an example, and then have the whole class make a sentence, at last have some Ss do this.(2). T shows the Ss an empty bottle, and teaches the sentence “I havent got any water.” in the same way. Task2: Make sentences according the pictures with “I havent got any”(3). T asks a student “Have you got any water?” And lead the student to answer “Yes, I have. / No, I havent.” T writes the sentences on the blackboard and teach the Ss to read them.Task3: Pair work: ask and answer about things around us. (T shows some pictures to help.) Have you got any? Yes, I have./ No, I havent.(When the last pair finishes their dialogue, T asks Ss “Has she got any?” then explains the use of “has got”.)(4). Sum upHave the Ss watch the sentences and sum up the use of “some” and “any”. Then ask one student to answer, and the T corrects him.（本环节教授句型，利用实物，创设简单的情境，通俗易懂。操练活动先让学生反复操练例句，然后利用食物图片创设语境让学生进行大量充分的替换口头操练，让学生对句型朗朗上口，有利于学生快速掌握句型，然后再利用我们身边的物品进行有意义的运用操练。这两种操练意在让学生熟练掌握重点句型，为下一环节的听力活动作铺垫。）4. Listening (Activity4)（5min）Listen and check the food and drink Betty and her mother have got.(1). The first time, Ss listen and check the food and drink.(2). The second time, Ss listen and check their answers.(3). Check one or two students answers and correct them.5. The text learning (Activity 5)（10min） (1). Listen to the dialogue and answer two questions:a. Have they got any fruit?b. Has Tonys mother got any coffee?（课文听力练习，设置两个较简单的问题，更好地提高听力能力，学生口头回答，训练学生口头表达能力。） (2). Listen to the dialogue and follow it, one sentence by one sentence.（一句句跟读课文有利于学生模仿地道的语音语调，对听力也有好处。） (3). Role play: Boys plays Tony, girls play the father, read the dialogue.（比起自己朗读，男女生分角色朗读既能增加朗读的趣味，又可照顾到不太会读的学生。） (4). After reading, Fill the table below the text and check their answers in four-student group.And then check in class. （读后的练习，训练学生获取信息的能力。学生自己完成后在四人小组中讨论答案，培养其合作、探究的学习习惯和策略。） (5). Translate the important phrases and sentences in the text. Some students translate them with the help of the teacher. （通过对课文中一些重点短语和句型的检测，帮助学生进一步理解课文，把握重点。同时，翻译句子又训练了学生的语用能力。）6. Pair work: make a dialogue about shopping. (8min)The teacher shows a shopping list, and choose a student to make a dialogue as an example for the students. (The example is on the screen.) Then Ss make a shopping list and make a dialogue in pairs. After 2 minutes, T asks some pairs to show their dialogues.（本环节为学生创设生活中熟悉的购物情境，通过让学生编对话的互助合作学习，以达到语言综合运用的目的。该活动对学生的综合运用能力要求较高，不仅用到了have got的句型，还结合了用be good/bad for表达对某种事物的认识，并给对方提建议的用法。运用比较灵活，能力强的学生能模仿屏幕上展示的例子编对话，能力弱些的学生能说出有无购物单上的食品，然后老师可以提示并引导他们尽量模仿例子说，鼓励他们说得更多些。）7. Summery. (2min)HaveSs make a summary of what they have learnt on this lesson. T asks a student to stand up and helps him make a summary. And at last end up the lesson with a piece of advice “Eat healthy food, and live a happy life.”（让学生回忆本课内容并总结要点，帮助学生理清本课学习思