七年级英语上册 Module 10 Unit 1 Are you getting ready for Spring Festival教案 外研版

一、课题名称Module10SpringFestivalUnit1AreyougettingreadyforSpringFestival?二、教材版本外研版（新标准）英语七年级上册三、年级学期七年级上学期四、课时安排1课时（约45分钟）五、课型听说课六、学情分析本课的教学对象为七年级学生。他们在小学阶段已接触过一些基础的英语知识，对英语学习抱有一定的兴趣和好奇心。经过半个多学期的初中英语学习，学生已经掌握了be动词的基本用法和一些常见词汇，初步具备了用简单英语进行日常交流的能力。“春节”是学生非常熟悉且充满感情的话题，这为本课的学习提供了良好的情感基础和生活经验储备。学生对与自身生活相关的、生动有趣的内容更容易产生共鸣和学习动力。然而，他们对于如何用英语描述春节的习俗和正在进行的准备活动尚缺乏系统的词汇和句型支持，且在听力理解的速度和准确性、口头表达的流利度方面仍需加强。七、教学目标（一）知识与技能1.能听懂、会说、认读并初步运用下列词汇：SpringFestival,getreadyfor,clean,cook,make,sweep,buy,dumpling,dragondance,lantern,papercut。2.能理解并运用现在进行时的一般疑问句及其肯定、否定回答：AreyougettingreadyforSpringFestival?Yes,Iam./No,I'mnot.Ishe/she/it...?Yes,he/she/itis./No,he/she/itisn't.3.能理解并运用现在进行时的特殊疑问句及回答，询问和描述正在进行的动作：Whatareyoudoing?Iam(makingdumplings).Whatishe/she/itdoing?He/She/Itis(cleaningthehouse).4.能听懂关于人们为春节做准备的简短对话或描述，并从中获取关键信息。5.能运用所学词汇和句型简单描述自己或他人正在为春节做的准备活动。（二）过程与方法1.通过图片、视频、情景创设等方式，引导学生感知和理解新词汇及句型。2.通过小组讨论、角色扮演、信息差等活动，鼓励学生积极参与，在实践中运用语言。3.引导学生通过观察、比较、归纳等方法，自主学习和掌握现在进行时的用法。（三）情感态度与价值观1.了解春节的相关习俗，增强对中国传统文化的热爱和自豪感。2.培养乐于用英语与他人交流的意愿，积极参与课堂活动，体验学习英语的乐趣。3.培养合作学习意识和互助精神。八、教学重难点（一）教学重点1.掌握与春节相关的核心词汇和短语。2.理解并运用现在进行时的一般疑问句（Areyou...?Ishe/she/it...?）及其回答。3.理解并运用现在进行时的特殊疑问句（Whatareyou/theydoing?Whatishe/she/itdoing?）及其回答。（二）教学难点1.现在进行时中be动词（am,is,are）与人称代词的正确搭配，尤其是第三人称单数。2.动词-ing形式的正确拼写（如cleaning,cooking,making,sweeping）。3.在真实或模拟的语境中灵活运用所学句型描述正在进行的动作。4.一些春节特有活动的英文表达（如dumpling,dragondance,papercut）的准确理解和运用。九、教学方法与手段（一）教学方法任务型教学法、情景教学法、交际教学法、TPR（全身反应法）、小组合作学习法。（二）教学手段多媒体课件（PPT）、录音机/音频播放器、单词卡片、春节相关图片/视频资料、实物（如灯笼、春联图片等）。十、教学准备1.教师：制作PPT课件（包含图片、词汇、句型、对话、练习等），准备音频材料，准备单词卡片和春节相关道具或图片。2.学生：预习本单元单词，回忆自己家过春节前通常会做哪些准备。十一、教学过程（一）Warming-up&Lead-in(热身与导入)(约5分钟)1.Greeting:*Teacher:"Goodmorning,class!Howareyoutoday?"*Students:"I'mfine,thankyou.Andyou?"*Teacher:"I'mgreat,thanks.Nicetoseeyouall."*Teacher:"Look!WhatamIdoingnow?"(Teacherdoesanaction,e.g.,writingontheblackboard,smiling.)*Students:"Youarewriting/smiling."*Teacher:"Yes,Iamwriting.Whatis[StudentA]doing?"(Pointtoastudentwhoissittingquietly/readingabook.)*Guidestudentstoanswer:"[StudentA]issitting/reading."*(设计意图：通过日常问候和复习上一模块已接触的现在进行时陈述句，自然过渡到本课重点——现在进行时的疑问句。)3.Lead-intoSpringFestival:*Teacher:"WehavemanyfestivalsinChina.What'syourfavoritefestival?"(Elicitanswers.)*Teacher:"MyfavoritefestivalisSpringFestival.Lookatthesepictures!"(Showpictures/videosofSpringFestivalcelebrations:redlanterns,dumplings,dragondances,peoplegettingtogether.)*Students:"Yes!"*Teacher:"AreyougettingreadyforSpringFestival?"(板书课题：Module10Unit1AreyougettingreadyforSpringFestival?)*(设计意图：通过学生熟悉的节日话题和直观的图片视频，激发学生兴趣，自然导入新课，并初步呈现课题和核心句型。)（二）Presentation(新知呈现)(约15分钟)1.Introducingnewvocabulary(呈现新词汇):*Showpicturesonebyoneandteachnewwordsandphrases:*(Showapictureofcleaningthehouse)"Theyarecleaningthehouse.Clean,C-L-E-A-N,clean.Cleaningthehouse."(Dotheactionofcleaning.)*(Showapictureofcooking)"Sheiscooking.Cook,C-O-O-K,cook.Cooking."*(Showapictureofmakingdumplings)"Theyaremakingdumplings.Make,M-A-K-E,make.Making.Dumpling,D-U-M-P-L-I-N-G,dumpling."*(Showapictureofsweepingthefloor)"Heissweeping.Sweep,S-W-E-E-P,sweep.Sweeping."*(Showapictureofbuyingnewclothes/food)"Wearebuyingthings.Buy,B-U-Y,buy.Buying."*(Showpicturesofdragondance,lantern,papercut)"Dragondance,lantern,papercut."(简要解释，让学生理解)*Practicethenewwords:*Readthewordsandphrasestogether,thenindividually.*"What'sthis?"(Showpictures,studentssaythewords.)*TPRactivity:Teachersaysaverb(clean,cook,sweep,make),studentsdotheactionandsay"-ing".*(设计意图：通过图片和动作直观呈现新词汇，帮助学生理解和记忆。TPR活动增加趣味性，活跃课堂气氛。)2.Presentingthekeystructures(呈现核心句型):*Teacher:"I'mgettingreadyforSpringFestival.Iamcleaningmyhouse.(Act)"*Turntoastudent:"Areyoucleaningyourhousenow?"(引导学生回答)*Students:"No,I'mnot."*Teacher:"Yes,youarenotcleaningnow.Youarelisteningtome.So,theansweris'No,I'mnot.'"*Teacher:"Iammakingalantern.(Showapictureormime)Areyoumakingalantern?"*Students:"No,I'mnot."*Teacher:"[StudentB],areyougettingreadyforSpringFestivalathomethesedays?"(引导学生根据实际情况回答"Yes,Iam."或"No,I'mnot.")*Writeontheblackboard:Areyou+(verb)-ing...?Yes,Iam./No,I'mnot.*Practicewithseveralstudentsusingdifferentverbs:"Areyoucooking?Areyousweeping?Areyoubuyingthings?"*Teacher:"Lookatthispicture.(Showapictureofagirlcooking)""Whatisshedoing?"(引导学生用现在进行时回答)*Students:"Sheiscooking."*Teacher:"Yes!Whatisshedoing?Sheiscooking."*Showanotherpicture(e.g.,aboysweeping):"Whatishedoing?"*Students:"Heissweeping."*Showapictureofpeoplemakingdumplings:"Whataretheydoing?"*Students:"Theyaremakingdumplings."*Writeontheblackboard:Whatishe/she/itdoing?He/She/Itis(verb)-ing...Whatarethey/youdoing?They/Weare(verb)-ing...*(设计意图：在情境中呈现新句型，使学生理解其意义和用法。由教师引导逐步过渡到学生尝试回答。)（三）Practice(操练)(约15分钟)1.ControlledPractice(控制性练习):*Activity1:MatchandSay*PPT展示图片（不同人在做不同事情：cleaning,cooking,sweeping,makingdumplings,buyingthings,etc.）和对应的句子。*Studentsmatchthepictureswiththesentences.*Then,askandanswer:"Whatishe/shedoing?He/Sheis..."*Givestudentsprompts(e.g.,cleantheroom,cookdinner,makeacake,sweepthefloor).*StudentA:"Areyoucleaningtheroom?"*StudentB:"Yes,Iam./No,I'mnot.Iamcookingdinner."*(设计意图：通过匹配和简单的问答练习，巩固所学词汇和句型结构。)2.Semi-controlledPractice(半控制性练习):*ListenandAnswer(Activity1inthebook/PPTaudio)*Teacher:"DamingandhisfamilyaregettingreadyforSpringFestival.Let'slistentotheconversationandanswersomequestions."*Playtheaudio(DialoguebetweenDamingandhismother,orthefirstpartoftheunit'slisteningmaterial).*Questions:1.IsDamingcleaningthehouse?2.Whatishismotherdoing?3.Whatishisfatherdoing?*ListenandRead*(设计意图：通过听力输入和跟读，进一步熟悉句型，并训练学生获取信息的能力。)3.Activity3:LookandSay(Usingthepicturesinthebook,e.g.,Activity2or3)*ShowpicturesofdifferentpeoplepreparingforSpringFestival(fromthetextbookorPPT).*Teacher:"LookatPicture1.Whatisthegirldoing?"*Students:"Sheissweepingthefloor."*Teacher:"Isshemakingdumplings?"*Students:"No,sheisn't.Sheissweepingthefloor."*(设计意图：结合课本图片，进行更具情境性的问答练习，为后续的自由表达做铺垫。)（四）Production/Consolidation(运用与巩固)(约10分钟)1.GroupWork:"MySpringFestivalPreparation"*Dividestudentsintogroupsof3-4.*Task:EachgroupmembertalksaboutwhattheyortheirfamilymembersaredoingtogetreadyforSpringFestival.Theycanusethephrases:*Iam...(cleaningmyroom,helpingmymom,buyingcandies...)*Mymomis...(cooking,makingdumplings...)*Mydadis...(cleaningthewindows,sweepingthefloor...)*Studentscanmakesimplenotesifneeded.*Eachgroupchoosesaspokespersontoreporttotheclass:"Inmyfamily,Iam...Mymomis...Mydadis..."*Teacherwalksaround,offershelp.*(设计意图：创设真实情境，让学生在小组合作中运用所学语言进行交流，提升综合语言运用能力。)2.Summary(约2分钟)*Teacher:"TodaywelearnedaboutSpringFestivalandwhatpeopledotogetreadyforit.Wealsolearnedhowtoaskandanswerquestionsaboutactionshappeningnow.Whatarethekeysentences?"(引导学生一起回顾板书上的核心句型)*"AreyougettingreadyforSpringFestivalnow?"(Askthewholeclass.)*(设计意图：总结本课重点内容，帮助学生梳理知识。)（五）Homework(作业布置)(约3分钟)1.Oral:TalkwithyourfamilymembersabouttheirSpringFestivalpreparationsandwritedown3sentencesaboutwhattheyaredoing.(e.g.,Mymomiscookingfish.)2.Written:Copythenewwordsandkeysentences2times.3.Preview:LookatUnit1'stext