英语人教版七年级下册第一单元第一课时教学设计.doc

Unit 1 Wheres your pen pal from? 教学内容分析本单元围绕与别人交换个人信息这一中心展开话题，包括询问国籍、居住地，谈论不同国家的不同语言，以及在完成这样的交际任务时所要涉及到的相关国家、城市和语言的表达。Section A 通过情景对话展示出谈论国籍、居住地、语言的句型和相关的词汇，并通过口头、听力练习来加以巩固；Section B是对本单元的主要知识进行扩展和巩固。主要是在掌握语言目标的同时，熟练运用语言目标给自己的笔友通信或为自己征集笔友。教学目标1、认知目标 (1) 单词：a) country, Canada, France, Japan, the United States, Australia, Singapore, the United Kingdom, China; Sydney, New York, Paris, Toronto, Tokyo; language, Japanese, French. b) live, world, any, dislike.(2) 短语: pen pal, be from, speak a little French, live in, want sth, like doing sth, in/at school, too difficult.(3) 句型: Where is your pen pal from? Shes from France.Where does he live? He lives in Paris. What language does she speak? She speaks English. What language do they speak? They speak English.2、能力目标 用where询问国籍和居住地并回答；用what language谈论来自不同国家的人所说的语言；会自己征集笔友并与其通信以交换个人信息。3、情感目标 提高学生学习英语的兴趣,增强他们学习英语的信心。4、学习策略 联系实际,运用所学知识,通过不同的活动形式互相交换个人信息；联系上下文分析推断句意。5、文化意识 了解异国人文风俗，尊重异国文化。重 点有关国家、城市、语言的词汇；用where询问国籍和居住地并回答；用what language谈论来自不同国家的人所说的语言。难 点介词from的用法；运用语言目标为自己征集笔友并与其通信交换个人信息。 教 法五步法+任务型教学途径媒 体录音机、地图、图片、实物、多媒体课件课 时分 配Period 1: Section A 1a1c Period 2: 2a2d Period 3: 3a4 Period 4: Section B 12c Period 2: 3a3c Period 6: Self-CheckThe first periodStep 1. Leading-in1. Greet Ss 2. Duty report.S1 comes to the front to give a report. The rest of the class take notes about what he says. Then S1 gives some Qz about his own report and let some individuals answer according to the notes.3. Show the Ss a map of the world. T: Whats this in English? Ss: Its a map.T: Of course, its a map. Its a map of the world. (Teach “world”.)T: Where is China? (Ask one to come to the Bb to find it out.)(T writes “China” on the Bb.) Step 2. Pre-task1. (1) T: Is China a city? Ss: No, it isnt.T: Its a Ss(with Ts help): Its a country.(Write “country” on the Bb, get Ss understand it. Then teach to read.) T: How many countries can you find and how many countries can you name? (Teach “countries”)(2) Let the Ss discuss the map with their partners, trying to find more countries and give the English names of the countries as many as possible.(Present the new words on the Bb: Canada, France, Japan, the United States, Australia, Singapore, the United Kingdom. Get Ss understand them. Then teach to read.) (3) Ss read together, then boys and girls. Read in groups, in lines and some individuals again. ( T should pay more attention to Ss pronunciation.) (4) Games: a) Ss try to tell the names of the countries that T points to as quickly as possible.b) T: Chinese Ss: English; T: English Ss: Spell out and give the Chinese2. (1) T: Im Chinese. Im from China. Where are you from?S1: Im from China.T: Where is he / she from?Ss(with Ts help): He/ She is from China.(Have Ss guess and understand the meanings, then present these sentences on the Bb.)(2) T practices with more Ss. Others try to get familiar with them. Then ask Ss to work in groups of three, and act out. (3) Let more groups make conversations in the front of the classroom with the countries T points to. 3. (1) Show a photo of a girl.T: She is Mary. She is also years old. Mary is from Japan. I often write and tell her about myself, and she often writes to me about herself, too. Do you know who she is? (Let Ss guess the relationship between Mary and T.)S1: Is she your classmate? / Is she your cousin?/T: She is my pen pal / pen friend. (Write “pen pal- pen friend” on the Bb. Get Ss understand it. Then teach to read.) (2) T: Where is Mary from?/ Where is my pen pal from?S1(with Ts help): She/ Your pen pal is from Japan. T: Do you have a pen pal?S1: Yes, I do.T: Where is your pen pal from?S1: He/ She/ My pen pal is from (Have Ss understand the meanings, then present these sentences on the Bb.)(3) T practices with more Ss. Others try to get familiar with them. Then ask Ss to work in pairs. (4) Get more pairs act out in the front of the classroom. Others listen carefully.(5) After each performance, let other two talk about it. T should give a model first, like:T: Where is his/ her/ sb.s pen pal from?S1(with Ts help): He/ She is from His/ Her/ Sb.s pen pal is from Then BoysGirls; GroupsGroups; LinesLines talk about each performance following this example.Step 3. While-task1. Part 1a (1) Let someone try to read the title. Get the whole class understand its meaning. (2) Listen and read the countries after the tape for two times. (3) Read together from 1-8. (4) S1 reads these words, while others read after him together. (5) T points to the words on the Bb and let the Ss read correctly and quickly.2. Part 1b (1) Let someone try to read the title. Get the whole class understand its meaning. (2) Play the recording for the first time. Ss only listen. (3) Listen again. Circle the countries in 1a. S1 goes to the front to do it on the Bb. The rest of the class does it in their books. (4) Listen for the third time, and number the countries in 1a. S1 goes to the front to do it on the Bb. The rest of the class does it in their books.(5) Check the answers.(6) Listen, repeat and translate.Step 4. Post-task1. Ask the Ss to move around the classroom to make a survey if everyone has a pen pal and where his pen pal is from. Then give a report, like: Sb. has a pen pal. His/ Her pen pal is fromwhile others listen carefully and take notes to get ready for Ts questions.PersonsNameAgeCountryCityLanguageFriendPen palPen pal2. Part 1c Ask and answer questions about your own things with the sentence structures learnt. Then act out