外研版 七年级上 Module 1 My classmates. 教案（3课时教案）

外研版英语七年级上Module 1 My Classmates
全模块教案
I. Teaching goals 模块教学目标
技能目标 听 Listen to people introducing themselves
说 Introduce yourself to your new friends
读 Find specific information about people
写 Write sentences giving personal information using and
语言目标 功能句式 Meeting new people Hello. Nice to meet you. Giving personal information My name’s Miss Li. I’m a teacher and I’m Chinese. I’m from Wuhan. I’m twelve years old. I’m a student. He’s my friend.
词汇 1．重点词汇 meet, first, English, student, too, from, close, write, city, England2．认读词汇lesson, class, Miss, twelve, year, thirteen, open, match, practice, fourteen eleven, blackboard, twenty-nine, fifty
语法 Present simple beI’m not from England. They are my friends. He’s from Beijing and he’s in my class.
重点句子 1. I’m twelve years old and I’m Chinese. 2. He’s from Beijing and he’s in my class. 3. My name is Lingling and I’m Chinese4. In Chinese, the family name is first and the given name is last. 5. What’s your name 6. Where are you from
II. Teaching material analyzing 教材分析
本模块以“Introducing yourself”为话题，重点学习一般现在时S+be结构，介绍姓名、年龄、来自何地的表达法以及英美国家姓名的不同表达方式。
Unit 1 重点学习介绍、询问个人信息的方法。其中活动1、3、4要求学生通过听力、读图识别词汇的方式初步学习有关人物介绍的方法。活动5要求以pairwork形式掌握自我介绍和信息获取的交际技能。活动6、7要求掌握本单元的语音和词汇并能在课堂交际中运用。活动8要求将词汇和图片匹配，然后通过小组活动，以听和做的形式巩固这些词汇。
Unit 2 主要通过阅读和写作活动学习介绍个人信息的方法。活动1通过问答练习复习前一单元所学获取和介绍个人信息的交际技能。活动2、3要求学生阅读有关自我介绍的三篇短文并完成正误判断、填写表格两个任务。活动4—6要求学生根据所学知识写句子介绍自己或他人的信息，并学会运用and连接这些信息。
Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况（活动1）；根据提示完成介绍图片中人物情况的句子；填表、匹配复习表示国家、民族及人物活动的词汇。Around the world了解中西人名的不同；Module task要求通过问答形式介绍自己和他人。
III．Class types and periods 课型设计与课时分配
Period 1 Vocabulary
Period 2 Reading
Period 3 Integrating skills
IV. Teaching plans for each period分课时教案
Period 1 Vocabulary
Language goals 语言目标
1. Key vocabulary 重点词汇
meet, first, English, student, too, from, close, write
2. Key structures 重点句式
I’m …
He’s …
We’re …
Ability goals 能力目标
Enable students to introduce themselves.
Teaching methods 教学方法
Listening and speaking.
Teaching aids 教具准备
Tape recorder, handout.
Teaching procedures and ways 教学过程与方式
Step I Warming-up
Greet students and make a self-introduction.
T: Good morning, everyone! Nice to meet you here. I’m Zhang Lan. Call me Miss Zhang, OK
S: Nice to meet you, too, Miss Zhang.
T: Good. Now let’s get to know each other. What’s your name, please
S: My name is …
T: Where are you from
S: I’m from …
Give every student a chance to introduce himself / herself.
Then ask them to listen to the conversation and answer the questions.
T: Two new students meet for the first time. Now listen to their conversation and answer the following questions.
Show the following.
1. Who are they
2. What are they doing
Play the tape again for them to work out the answers. Then check the answers.
Step II Vocabulary
First ask students to choose the words to describe the picture.
T: Now, everyone, look at the picture in activity 2. What can you see in the picture
S: Teacher, students …
T: What is the teacher’s name
S: Miss Li.
T: Good. They are school students. They are Chinese. They are having a class. The students are listening to the teacher. Daming and Linging are in the first row. They are friends.
Write the words teacher, student, class, Chinese, friend, school on the blackboard. Read these words and ask students to repeat after you.
Then go on with activity 7. Ask students to listen to and repeat the words first and then make sentences using them and the structure I can see …
After listening, ask students to take turns to say things they see, each one thing. Remind them not to say the thing the former students said again.
T: Can you see these things in your classroom
S: Yes. I can see (seven) bags.
S: I can see (twenty) books.
…
Pronunciation
Explain the pronunciation of –s after the nouns.
T: In the recording, the pronunciations of –s after the nouns are different.
Show the following.
/s/ bags books desks students (after consonants)
/z/ chairs teachers (after vowels)
Go on with activity 6. Ask students to listen to and repeat the words.
Then ask students to repeat the following sentences after you. Show the following.
1) That is a Chinese teacher.
2) Miss Green read Chinese at the desk.
3) Twelve friends listen to the Chinese teacher.
4) Please stand and watch the match.
5) Please sit down and listen to me.
Match the words with the pictures
Ask students to read the words in activity 8 and match them with the pictures above. And then do a game.
T: Next, read after me the verbs in activity 8 and then match them with the pictures.
After a few minutes, ask students to do a game: Simon says.
T: Now work in groups of six. One gives the order for others to do. If he / she says “Simon says”, then the others should do the action. If he / she doesn’t say “Simon says”, then you should not do the action. And anyone who does the action is out of the game. Clear
Play the game with your students, first with you giving the orders to show them how it is played, then with a student doing it.
Step III Homework
Ask students to
1. learn the words by heart.
2. finish activities in Workbook.
Period 2 Reading
Language goals 语言目标
1. Key vocabulary 重点词汇
city, England, fourteen eleven
2. Key structures 重点句式
I’m from China and I’m Chinese.
Ability goals 能力目标
Enable students to write sentences to make introductions.
Teaching methods 教学方法
Reading and speaking.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures and ways 教学过程与方式
Step I Warming-up
Greet students and ask students to introduce themselves.
T: Hello, everyone! Nice to meet you again!
S: Hello, Miss Zhang. Nice to meet you too.
T: We are now in the same class. Would you like to make new friends here
S: Yes.
T: So would you like to introduce yourself to others
Show the following.
What’s your name
Where are you from
How old are you
S: Yes. I’m …, I’m from. I’m … years old.
…
Step II Reading
Listening
Ask students to listen to the conversation and check the true sentences.
T: Lingling, Daming, Wang Hui meet their English teacher, Miss Li. They are introducing themselves. Now listen to the conversation and decide which sentences in activity 4 are ture.
Play the tape and then check the answers with the whole class.
Reading (1)
Ask students to listen to and repeat the conversation, then work in groups of three and practice and then ask three of them to act it out in the front of the class.
Grammar
Show the following and ask students to notice the change of the verb be.
1. My name’s Miss Li. (My name’s = My name is)
This is Daming.
Lingling is my friend.
He’s my friend. (He’s = He is)
2. I’m a teacher and I’m a Chinese.
I’m from Wuhan.
I’m twelve years old.
I’m a student and I’m twelve years old.
I’m in Class One.
3. Where are you from
We’re students.
Ask students to read the following.
am, is, are 的用法
我是am，你是are，
is跟着她，他，它。
复数都用are。
Reading (2)
Ask students to listen to the recording of the passage in activity 2 on page 4 and fill in the table in activity 3 on page 5.
Check the answers. And then ask them to read the passage and check the true sentences.
After a few minutes, check the answers with the whole class, and then ask some of them to correct the false sentences.
Step III Homework
Ask students to finish activities 1—4 on page 72 in Workbook.
Period 3 Integrating skills
Language goals 语言目标
1. Key vocabulary 重点词汇
blackboard, twenty-nine, fifty
2. Key structures 重点句式
Are you a new student
Ability goals 能力目标
Enable students to talk about themselves and their friends.
Teaching methods 教学方法
Writing and speaking.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures and ways 教学过程与方式
Step I Warming-up
Review the content of the last periods by showing students the following.
T: We are learning how to introducing ourselves and others. For example, we can say
Show the following.
My / His / Her name is …
I’m from …
He / She is from …
I’m (He / She is) … years old.
T: Can you say something about yourself, please
Ask some pairs of students to act out and introducing themselves.
Step II Writing
Ask students to write sentences according to the pictures.
T: Now read the sentences about Tom. Can you say something about Jiang Li
Show the following. Ask students to write sentences for themselves.
What’s her name
Where’s she from
Is she a Chinese
How old is she
Then ask them to join the sentences they wrote with and.
T: Now let’s learn how to make one sentence out of two. We can use and. For example, we have two sentences: My name is Lingling. I am Chinese. If we use and, we have one sentence: My name is Lingling and I’m Chinese. Do you wan to have a try Now please finish activity 11 on page 74.
Check the answers by asking some students to read the sentences.
Step III Practice
Ask students to finish activities 2, 3, 4 first and check the answers with the whole class.
Then ask them to finish the Module task.
T: Now work in pairs. Ask and answer about yourself and your partner.
Ask some pairs to present their conversations in the front of the class.
Around the world
Tell students the difference between Chinese names and English names.
T: Most English people have three names: a first name, a middle name and the family name. the first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world.
Then ask students to talk about the people in the pictures in activity 5.
Step IV Homework
Ask students to
1. finish the rest activities in Workbook.
2. preview Module 2.
Teaching resources 教学资源库
1. "What's your name " and "My name is ... "
These two sentences can be used one right after the other:" My name is Noah. What's your name " You'll sound even more like a native speaker if you shorten it by replacing the second sentence with "What's yours " In most cases though, it is usually enough to say your name (My name is ... or I'm ...) and extend your hand to shake hands. Usually the other person will voluntarily give his name (it's impolite not to).
2. Nice to meet you.
This is used only when you're meeting someone for the first time. If you're meeting with someone that you already know you would say "nice to see you" or "nice to see you again."
3. Where are you from
Perhaps you've learned that you can also ask "where do you come from " While this is technically correct, it sounds very strange to westerners! The best way to do it is to ask "where are you from "
4. 如何询问别人的姓名
要知道别人的姓名，就要用由“what”引导的特殊疑问句：
What's your name 你叫什么名字？
回答可以说：
My name is ... 我的名字是…
或I'm ... 我叫…
※what's 是what is 的缩写形式。
还可以问：
What's your family name 你姓什么？
What's your first name 你叫什么
※family name 姓 = last name 教名
与中国习惯不同，大多数英语姓名有三个名字：教名，中间名和姓。他们的姓放在最后。（中间名一般很少用）
如果你要称呼别人为……先生，夫人，小姐时，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的这个名字，你只能称他为Mr. Green，而不能称他为Mr. James。
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