(共21张PPT)
Unit
1
Nice
to
meet
you.
Module
1
My
classmates
Nice
to
meet
you,
too.
Nice
to
meet
you!
Lead-in
一、学习目标：
1.能掌握本单元的单词和短语。
2.能理解Activity
3的有关自我介绍的对话，
二、学法指导
1．联系生活学习日常交际用语。
2．通过对话表演方式大胆用英语进行交际。
Words
and
expressions
Chinese
from
where
how
old
year
about
What
about…
Ms
n.
中国人；汉语
adj.
中国的；中国人的
prep.
从……来，来自
adv.
在哪里，去哪里
几岁
n.
年龄；年
prep.
关于
adv.
大约；几乎
(询问其他人的情况)……怎么样？
n.
女士
Words
and
expressions
America
not
England
hi
American
our
he
China
n.
美国；美洲
adv.
不，不是，没有
n.
英格兰
int.
嘿，喂
n.
美国人；美洲人
adj.
美国的；美国人
的；美洲的
pron.
我们的
pron.
他
n.
中国
My
name
is
Lingling.
I’m
13
years
old.
I’m
a
student.
I’m
from
Beijing.
I’m
Daming.
I’m
12
years
old.
I’m
a
student.
I’m
from
Beijing.
1
2
3
Listen
and
check
(√)
how
many
people
speak.
class
friend
hello
name
teacher
too
Listen
again
and
check
(√)
the
words
you
hear.
Unit
1
Nice
to
meet
you.
Module
1
My
classmates
1.Ms
Li
is
from
Wuhan.
2.Lingling
is
twelve
years
old.
3.Daming
is
thirteen
years
old.
4.Tony
is
not
in
Class
4.
5.Betty
is
from
America.
Check
(√)
the
true
sentences.
1.—Is
Daming
from
Beijing
—Yes,
he
is.
\
No,
he
isn’t.
2.
—Is
Lingling
from
Beijing
—Yes,
she
is.
\
No,
she
isn’t.
3.—Is
Tony
from
America
—Yes,
he
is.
\
No,
he
isn’t.
4.—Is
Betty
English
—Yes,
she
is.
\
No,
she
isn’t.
5.—Are
you
from
China
—Yes,
I
am.
\
No,
I
am
not.
Work
in
pairs.
Choose
the
correct
answers.
America
Chinese
England
grade
students
Betty,
Tony,
Daming
and
Lingling
are
(1)
__________
in
Class
4
(2)
__________7.
Betty
is
from
(3)
__________
and
Tony
is
from
(4)
__________.
Daming
and
Lingling
are
(5)
__________.
students
England
America
Grade
Chinese
Complete
the
sentences
with
the
words.
A:
What’s
your
name
B:
My
name
is…/I’m…
A:
Are
you
English
B:
No,
I’m…/Yes,I’m…
A:
How
old
are
you
B：I’m
…years
old.
I’m
in
Class…
A：Nice
to
meet
you.
B：Nice
to
meet
you,
too.
拓展练习：三个学生相互介绍。This
is…
Practise:Work
in
pairs.
Ask
and
answer.
Look
and
Say
Language
Points
I’m
from
Wuhan.
我来自武汉。
(我是武汉人。)
I’m
from
Beijing.
I’m
Chinese.
我来自北京。我是中国人
这里be
from表示
“来自哪里”、“从哪里来的”
eg.
They
are
from
England.
他们来自英国。(他们是英国人。)
be
from=come
from
eg.
Tom
is
from
America.=
Tom
comes
from
America.
汤姆来自美国。
在表达某国人时，要用其形容词形式。
如Chinese,
English等等。
表达来自某个国家时，要使用国名。
如China,
Canada等等
I’m
from______I’m________。
2.
I’m
thirteen
years
old.
我十三岁了。
这里…years
old
用来表述年龄，表示“……岁”。有时，years
old可以省略。只用数字表达年龄即可。
eg.
My
sister
is
five.
我妹妹五岁了。
4.
Welcome
to…
欢迎来……
Welcome
to
our
school.
欢迎来我们学校。
扩展思维：Welcome
home
.
I.
根据问句写出答语或根据答语写出问句
1.
—
____________________
—
My
name
is
Li
Ping.
2.
—
_____________________
—
I’m
from
China.
3.
—
Nice
to
meet
you.
—
______________________.
What’s
your
name
Where
are
you
from
Nice
to
meet
you
,
too
Practice
II.
根据汉语提示完成句子
1.
我是中国人。
①
I’m
______
_______
.
②
I’m
___________.
2.
他来自北京。
①
He
______
______
Beijing.
②
He
_______
______
Beijing.
from
China
Chinese
is
from
comes
from
3.
王海12岁了。
①
Wang
Hai
______
_______
______
____.
②
Wang
Hai
_____
______.
4.
我叫琳达。
①
My
name
______
______.
②
I
_____
_______.
is
twelve
years
old
is
twelve
is
Linda
am
Linda
Homework
Introduce
your
partner.
His/
Her
name
is…
He/
She
is
…years
old.教学设计
课题：外研版七年级上册
科目：
英语
教学对象：
七年级
课时：
第1课时
提供者：
单位：
一、教学内容分析
本课时外研版2012版七年级英语上册正式内容的第一模块第一课时。作为初中教材的第一课，本模块具有衔接和导入的作用。模块主题为“自我介绍”，符合同学们刚刚升入初中，同学们互相不熟悉的实际情况。本单元重点为同学们呈现了七（4）班李老师和新同学见面时的对话。本单元没有太多心的句型和语法，而是以一般现在时的简单句“主语+be动词”为主，重点是自我介绍（包括说话人的年龄、姓名、来自何地等），并借此引入新单词。
二、教学目标
知识与技能：1、能运用动词“be”的一般现在时的陈述和一般疑问形式。2、能运用代词I，my，you，your，he，his，she，her。3、能听懂别人的自我介绍。4、能利用“be”动词作简单的自我介绍或询问对方个人信息。过程与方法：通过认真准备，争取更多的发言和相互交流的机会。掌握自我介绍的表达方式，结识朋友，形成一个学习的集体，互相帮助。情感态度与价值观：掌握在作自我介绍时英美人士和中国人的不同对答习惯。培养良好的人际交流态度，交流时要尊重对方的习惯，令对方感到舒服。
三、学习者特征分析
通过平时的观察和了解，以及素质测试，发现本班级的学生学生以前接触过英语，但相对来说底子较差。经过之前4个预备模块的学习，学生开始适应英语课堂，但是接受能力相对较低，对于英语指令语的理解较差，需多次重复。不过，作为七年级新生，彼此还不是很熟悉，大部分的学生对学习英语还是有较大热情的，可是性格偏内向。个别学生成绩比较突出，愿意在课堂上用英语表达想法。
四、教学策略选择与设计
本次课堂为听说课，主要采用互动式教学法，创设真实语境，通过个人呈现，同伴互动，小组活动等师生、生生的交流，充分体现了学生在学习过程中的主体地位，教师只是课堂的引导者，组织者和合作者，让学生在使用中学会英语，综合培养学生的英语语言运用能力。
五、教学重点及难点
重点：掌握基本词汇：Chinese,
from,
where,
year,
about,
Ms,
not,
hi,
our,
American,
he,
China,
What
about,
America,
England。动词“be”的一般现在时的陈述和一般疑问形式。自我介绍的表达方式。难点：1、能运用
“be”的一般现在时的陈述和一般疑问形式。2、能听懂别人的自我介绍。3、能利用“be”动词作简单的自我介绍或询问对方个人信息。
六、教学过程
教师活动
学生活动
设计意图
Step1.
Warming
up
Activity
1.
Greet
the
students
as
usual.
T:
I’m
very
glad
to
be
here
and
give
you
a
lesson.
Just
now,
you
are
puzzled
about
my
name.
Now
let
me
try
to
introduce
myself.
“My
name
is
Ms
Mo.
I’m
a
teacher.
I’m
from
China
and
I’m
Chinese.
I’m
24
years
old.
Nice
to
meet
you.”
Greet
the
teacher.
用自己的图片吸引学生的兴趣，做出自我介绍，引出话题，以及重点句型。
Activity
2.
New
words
study.Show
two
pictures
of
flags
and
students.
Make
a
story
about
them.
T:
Just
now,
I
said,
I’m
from
China
and
I’m
Chinese.
And
you
are
also
from
China.
Today
I’m
going
to
introduce
two
of
my
friends.
Let’s
look
at
their
pictures
and
guess
“Where
are
they
from ”
Read
these
new
words
and
practice
this
dialogue.A: ----Where
are
you
from
B:
----I’m
from
England
and
I’m
English.
/
I’m
from
America
and
I’m
American.
利用介绍新同伴这个故事开展内容，呈现新单词和句型。
Step
2
Listening.
Activity
3.
Listening
and
vocabularyT:
Now,
you’ve
met
Betty
and
Tony.
They
are
my
friends
and
they
are
now
your
friends
too.
Would
you
like
to
know
more
about
them
Let’s
listen
to
the
tape
and
listen
what
they
are
talking.
1.
Listen
and
check
(√
)
the
number
of
speaker.
a)
1
b)
2
c)
32.
Listen
again
and
check
(√
)
the
words
you
hear.class
friendhello
nameteacher
too
简短的听力材料，完成课文第1,2部分听力，为下文的听力做准备。
Activity
4.
Listen
and
readT：From
this
dialogue
above
we
can
know
that
Betty
and
Tony
are
students.
You
are
students
in
my
class.
And
they
are
in
Ms
Li’s
class.
Let’s
listen
to
the
tape
and
see
what
they
are
talking
about.
While
listening,
you
should
think
about
these
two
questions
as
follow:
Students
close
the
book,
listen
to
the
tape
and
answer
the
questions.Who
are
they Is
Daming
from
China Read
this
dialogue
after
the
teacher.
带着问题，合上课本听课文，让学生在听的时候更有目的性，训练学生抓取信息能力。
Step
3
After-listening
practice
Activity
5.
Now
check
(√)
the
true
sentences.1.
Ms
Li
is
from
Wuhan.
2.
Lingling
is
twelve
years
old.
3.
Daming
is
thirteen
years
old.
4.
Tony
is
not
in
Class
4.
5.
Betty
is
from
America.
Students
do
this
exercise
by
themselves
first.
Next
check
their
answers
with
partners
and
find
the
original
sentences
in
the
dialogue.
Try
to
correct
the
wrong
ones.Then
the
teacher
asks
students
to
say
out
their
answers.
通过对句子正误的判断，以及从文章中找出原句这一环节，训练学生从听力材料中提取信息的能力。
Activity
6.
Choose
the
correct
answers.Show
some
special
sentence
in
the
dialogue
on
the
screen.
(一般疑问句)一般疑问句：是疑问句的一种。它是指用yes或no来回答的问句。
1.—Is
Daming
from
Beijing
—Yes,
he
is./No,
he
isn’t.2.—Is
Lingling
from
Beijing
—Yes,
she
is./No,
she
isn’t. 3.—Is
Tony
from
America
—Yes,
he
is./No,
he
isn’t.4.—Is
Betty
English
—Yes,
she
is./No,
she
isn’t.5.—Are
you
from
China
—Yes,
I
am./No,
I’m
not.
Students
do
this
exercise
by
themselves.Check
the
answers
with
the
whole
class.Pair
work.Students
ask
and
answer
these
dialogues
with
partners.Teacher
asks
some
pairs
to
make
a
presentation
in
front
of
the
whole
class.
本活动主要是说的活动，通过问答形式进一步检查学生对对话内容的理解，同时学习“be”动词的一般现在时的一般疑问句。
Activity
7.
Complete
the
passage.Teacher
read
the
new
words
first
and
students
read
after
the
teacher.Betty,
Tony,
Daming
and
Lingling
are
(1)
in
Class
4
(2)
7.
Betty
is
from
(3)
and
Tony
is
from
(4)
.
Daming
and
Lingling
are
(5)
.
Students
do
this
exercise
by
themselves
first.
Then
the
teacher
ask
some
students
to
read
their
version.
Show
the
answers
on
the
screen
and
explain
the
key
points.Read
the
short
passage
together.
通过短文填空，使学生运用对话中出现的重点词汇，考查其对这些重点词语和信息的掌握，另一方面也考查学生对短文的理解能力。
Step
4:
Consolidation
Activity
8.
Language
points.1．I’m
from
Wuhan.我来自武汉。这里be
from表示“来自哪里”另外：be
from
=
come
fromeg:
They
are
from
England.
=They
come
from
England.注意：I’m
from
China
and
I’m
Chinese.
我来自中国，我是中国人。I’m
twelve
years
old.
.我十二岁。用来表述年龄，表示
“……岁”。可以省略。
What
about
you 那么你呢？4．Welcome
to…欢迎来……eg.
Welcome
to
our
school.“be
verbs”T:
Pay
attention
to
the
red
words.
“is,
am,
are”
these
three
are
called
“be
verbs”.
Can
you
make
a
conclusion
about
their
usage？
“When
do
we
use
is/
am/
are ”
let
the
students
think
about
this
question
for
a
while
and
answer
together.并列句：两个或更多意思上关系很紧密的句子合并成一个句子，形成并列句。分句用and连接。eg:
I’m
your
teacher
and
you
are
my
students.
Take
notes,
write
down
the
key
points.Translation.1.
我是一个学生。I’m
a
student.2.
他12岁。
He
is
twelve
years
old.3.
他们身体很好.They
are
very
well.4.
你是一个男孩.You
are
a
boy.5.
她是一个女孩。She
is
a
girl6.
它是一只狗。
It
is
a
dog.Conclusion:be
动词用法儿歌我用am,你用are，Is
连着她他它，单数名词用is，复数名词全用are。
变否定，很容易，be后not
加上去。变疑问，往前提，首句大写是关键，末句问号莫忘记。
Practice:Use
is
or
isn’t,
are
or
aren’t
to
fill
in
the
blanks.(用is
or
isn’t,
are
or
aren’t
填空）
1).
Lingling
Chinese.2).
She
English.3).
Lingling
and
Daming
teachers.4).
They
students.Find
more
sentences
in
the
dialogue
and
read
them.（寻找并列句）
对本次课文中一些重点句型进行梳理，整合，结合适当练习，使学生及时有条理地吸收新知识并加以运用。同时培养学生记笔记和自我总结归纳的学习策略。
Step
5:
Speaking
Activity
9. Pronunciation
and
speaking.Listen
and
repeat./
i:
/
Chinese
meet
teacher/
i
/
Betty
Tony
/
I
/
English
is/
e
/
friend
twelve/
/
thanks
Students
read
after
the
teacher
first.Make
a
conclusion
about
which
letters
pronounces
each
phoneme.
通过阅读和总结，使学生掌握本单元的语音和词汇。
Activity
10.
Summary
and
pair
work.T:
Today
we
have
learned
how
to
ask
personal
information.
Do
you
still
remember
them
Let’s
try
together.The
teacher
asks
some
pairs
to
show
in
front
of
the
whole
class.
1)
A:
What’s
your
name
My
name
is
…2)
A:
Are
you
English/
Chinese/
American Yes,
I
am./
No,
I’m
not.
I’m…
I’m
from…3)
A:
How
old
are
you I’m…years
old.4)
A:
What
class
are
you
in I’m
in
Class…
Grade….5)
A:
Nice
to
meet
you.Nice
to
meet
you,
too.Practice
this
dialogue
with
their
partners.Teacher
asks
some
pairs
to
show
in
front
of
the
class.
通过同桌问答方式使学生掌握听力活动中所展示的语法、句法，更重要的是在交际中学会自我介绍和获取细节性信息。
Activity
11.
Self
introduction.T:
Boys
and
girls,
did
you
notice
that
if
we
put
the
answers
to
the
questions
together,
we
can
make
a
self
introduction.
So
now
let’s
try
to
do
it.
You
can
follow
these
sentence
structures.Give
students
3
minutes
and
ask
2
of
them
to
make
a
show.
Hello,
class.
My
name
is
….
I’m
from
…
and
I’m
….I’m
a
student.
I’m
…
years
old.
I’m
in
Class…
Grade….
Nice
to
meet
you.
Thank
you.Students
practice
by
themselves.Then
two
students
make
a
self
introduction
in
front
of
the
class.
个人呈现环节，充分激发学生的思维、情感，踊跃发言。
Homework:
1.
Listen
to
the
tape
and
read
after
it
three
times.2.
Finish
the
exercises
of
Unit
1.3.
Preview
the
second
unit.Dismiss
the
class.
Goodbye
the
teacher.
七、教学评价设计
评价内容：学生语言表达能力；学生对语言的操作能力；学生对教学内容的掌握程度；学生的创造性，灵活性以及对教学情景的适应性等表现。评价方法：随堂提问；教学中观察学生的表现，课堂参与度；课后作业反馈。
八、板书设计
Module
1
My
classmates.Unit
1
Nice
to
meet
you.1)
A:
What’s
your
name
My
name
is
…2)
A:
Are
you
English/
Chinese/
American Yes,
I
am./
No,
I’m
not.
I’m…
I’m
from…3)
A:
How
old
are
you I’m…years
old.4)
A:
What
class
are
you
in I’m
in
Class…
Grade….5)
A:
Nice
to
meet
you.Nice
to
meet
you,
too.
