七年級英語上冊 Module 10 Spring Festival Unit 1 Are you getting ready for Spring Festival教案 （新版）外研版

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Unit 1 Are you getting ready for Spring Festival 學 情 分 析 1.7年級的學生對學習英語有較濃厚的興趣和熱情。他們活潑、好動、好奇心強，表現(xiàn)欲和自尊心強，希望得到老師和同學們的認可和贊揚。 2..在學習本課前學生已經(jīng)能夠嫻熟地使用兩人合作小組的方法進行語言的表達和交流；基本能用英語相結合，用英語開展思維，發(fā)表個人意見。學生在七年級初步了解了有關現(xiàn)在進行時句型。本單元則是在前面的基礎上引入到現(xiàn)在進行時的一般疑問句，通過學生較感興趣的話題Spring Festival。在教師預設的任務中，引導學生在交際中動態(tài)生成，學生有話

2、可說，樂于合作分享。這樣就有利于他們更好的運用課本知識，達到提高綜合運用語言能力的目的。 教 材 分析 Module 10以節(jié)日為話題，內(nèi)容主要是談論春節(jié)的準備。重點是學習現(xiàn)在進行時的一般疑問句結構。本單元主要目標是學習進行時的一般疑問句結構，通過聽讀呈現(xiàn)了一般疑問句的功能，運用說寫任務循環(huán)訓練，強化語言知識。 教 學 目 標 目標：①To understand the conversation about the Spring Festival ②To recognize phrases and recognize short answers

3、③To talk about the Festivals with given information 重、難點： vocabulary—Spring Festival, ready, get ready for, learn, dragon, dragon dance, lantern, sweep structures--- What is Lingling doing? She’s getting ready for the Spring Festival. Is your mother working? Ye

4、s, she is. /No, she isn't. 教 學 策 略 與 模 式 本課指導學生通過聽力獲取信息，培養(yǎng)學生聽力技能。課堂上采用多媒體手段輔助教學，在輕松愉快的氛圍中，在較真實的語境下，并聯(lián)系學生生活實際，結合已有的知識和經(jīng)驗，運用所學的語言基礎知識自我學習、互相學習，讓學生在語言實踐中相互啟發(fā)、生成，體驗成功。培養(yǎng)學生的合作精神,發(fā)展其思維和想象等能力。 在教學過程中，我用各種圖片和習題任務貫穿整個教學過程，使學生能夠用表感覺和知覺的系動詞表達自己的感覺并積極與他人合作學習，增加課堂直觀性，趣味性和學習有效性，加大課堂密度，提高教學效果。為活躍課堂氣

5、氛，鼓勵學生積極參加活動中，在教學中采取小組競賽的形式并且設置獎品。讓學生學中樂，樂中學。 課堂整體運用任務型教學模式以及閱讀課“四個階段”教學模式。（參照《中小學課堂教學模式選編》第六章P95） 教學 準備 PPT課件、課堂活動表格、獎品 教學過程 教 學 活 動 教 學 活 動

6、 教 學 活 動 教學 步驟 教師活動 學生活動 設計意圖 Step One Warming-up (2’) Lead in 1.Organize the Ss to enjoy and sing a happy song—Happy New Year. 2.T: What festival is the song about ? To lead the title. 1.Listen to the songs and sing with the video..

7、 2. Answer the question: What festival is the song about? ( Spring Festival) 3. To read the title once. 先用一首新年歌來引出本節(jié)課的主題，通過這個環(huán)節(jié)，既可以活躍課堂氣氛，還調(diào)動了學生的學習興趣。 Step Two Pre-task(5’) Task1:Check the new words. 1.Show some pictures and get the students to check the new words. e.g

8、. T: What’s the girl doing? S: She’s making lanterns. T: Is her grandma making lanterns with her? S: No, she isn’t. She’s cooking the meal. 2.Organize the students to read the new words together. 1.See the pictures and say the new words. 2. Read the new words together.

9、引導學生談論圖片,訓練學生表達能力。通過圖片、情景學單詞和現(xiàn)在進行時的句型，做到詞不離句。 Step Three While-task (22’) Task2:listening (1). Play the tape , Have the students match the people with what they are doing. Then check the answers. T: The new year is coming. What should we do?(Activity 2) (2).Guide the student

10、s to learn the conversation (Activity 3). (T: The ring bells . Who’s that ? to lead in the conversation.) Task 3: Reading (1) Organize the students to read the conversation with the video. (2).Ask the Ss to work with their groups to read the conversation. (3). Organize the students to

11、 choose the correct answers (Activity3). (4).Organize the students to check their answers one by one. Task 4:Language points (1).Organize students to come to the blackboard and show out some difficult language points. (2).Help the students to solve the difficult points. Task 5

12、:Retell the dialogue (1)Ask the students to complete the passage. (2)Ask the students to retell it. (1). Listen to the tape and match the people with what they are doing. Then check. (2). Listen to the conversation and choose the best answers. Then check. .(1)Read the conversati

13、on with the video. (2) Read the conversation in groups. (3). Read the conversation again and choose the correct answers (Activity 3). (4). Check the answers one by one. (1). Students come to the blackboard to show out some language points, the other students listen to them careful

14、ly and note . (2).solve the difficult points. with the teacher’s help. (1)Complete the passage. (2) Retell the dialogue. 利用聽讀,練習的方式加強學生對課文的理解，培養(yǎng)學生細節(jié)聽力的技巧， 能夠聽取信息，訓練和培養(yǎng)學生細節(jié)聽力技巧。 讓學生帶著任務（問題）去閱讀課文，去找答案，有助于學生更加準確地獲取信息，提高閱讀效果和技能。學生通過細讀對話，獲取具體信息，而小組活動能通過學生間的自主、合作學習，讓學生充分地實踐運用語言，并激發(fā)學生創(chuàng)造性思維的發(fā)

15、展。通過解釋語言點和復述對話，使學生進一步熟悉課文，理解對話。 Step Four Post-task (10’) Task 6:Do some speaking (1)Show some pictures and organize the students to talk about the other festivals. （2）. Help the students to make dialogues of the other festivals like this: A: Are they eating birthday cakes? B: N

16、o, they aren’t. A: what are they doing? B: They are eating moon cakes . （3）..Organize the students to make dialogues in pairs according to some pictures and information. 4. Have the Ss act out their new dialogues. . （1）.Look and say out the other festivals. （2）.make dialogu

17、es of the other festivals with the teacher’s help. （3）. Work in pairs and make dialogues according to some pictures and information. 4. Act out the new dialogues. 通過學習其它節(jié)日再次訓練學生說的能力，能使學生加深對課文內(nèi)容的理解，適量的口頭練習，讓學生鞏固本課時的語言重點。 Step Six Home- work （1’） 發(fā)揮想象，連詞成文(40--60字). (festival,

18、 get ready for, cook the meal, lantern, sweep away, cutting paper, at work) Finish the homework. 課后作業(yè)有助于學生鞏固已學的知識，補充其他方面的鍛煉。寫作是閱讀的拓展，讓學生最終完全掌握語言，實踐運用語言。 板書設計 Module10 Spring Festival 小組評價 Unit1 Are you getting ready for Spring Festival? Is her grandma making

19、 lanterns with her? T1 T2 T3 No, she isn’t. What’s she doing? She’s cooking the meal. 教學反思 達標訓練題 一、根據(jù)漢語提示, 完成句子, 每空一詞。 1. 在元宵節(jié)，我們通常吃元宵。 On Lantern _______, we usually ____ yuanxiao. 2. 貝蒂正在學習舞龍。 Betty is _______ a dragon _____. 3. 玲玲一家正在為春節(jié)做準備。 Lingling’s ______ are ______ _____ ____ Spring Festival? 4. 他們正在唱圣誕歌。 They are _______ Christmas songs. 5. 她們正在做燈籠。 They are _______ _______. 4