(共32张PPT)
Module
7
Unit
1
in
the
first
book
for
students
in
Grade
7,
New
Standard
English,
published
by
FLTRP
1.The
analysis
of
teaching
material
2.
The
analysis
of
students
3.
Teaching
objects
4.
Key
and
difficult
points
5.
Teaching
methods
6.
Teaching
procedure
The
analysis
of
teaching
material
The
analysis
of
teaching
material
The
analysis
of
teaching
material
The
analysis
of
teaching
material
The
analysis
of
teaching
material
The
analysis
of
teaching
material
The
analysis
of
teaching
material
The
analysis
of
students
The
students
are
good
at
English
mostly.
are
active
and
full
of
curiosity.
Teaching
objects
Language
Knowledge
Students
will
be
able
to
read,
understand
and
use
the
key
vocabularies:
keyboard,
mouse
,
screen,
connect,
turn,
turn
on,
document,
click,
use,
save,
finally,
print
understand
the
structure
of
Wh-Questions
and
use
Wh-Questions
Teaching
objects
Language
skills
Students
will
be
able
to
understand
the
conversations
about
operating
a
computer
and
get
the
instructions
about
doing
homework
on
a
computer.
make
simple
instructions
about
operating
the
computer.
Teaching
objects
Learning
strategies
Students
will
be
able
to
use
language
by
imitating
master
new
language
structure
by
observing,
analysizing
and
summarizing
cooperate
in
group
and
learn
from
others
Teaching
objects
Sentiment
Students
will
have
a
correct
attitude
to
using
computers:
not
only
to
play
but
also
to
study
and
help
others
Key
and
difficult
points
Key
points
The
vocabulary
about
computers
Wh-Questions
Making
simple
instructions
of
operating
computers
Difficult
point
Making
simple
instructions
of
operating
computers
Teaching
methods
PWP-Teaching
Mode
Communicative
approach
Task-based
approach
Teaching
procedures
Pre-
listening
While-listening
Post-
listening
1
Lead-in
2
New
words
&
phrases
learning
5
Games
for
review
1
Listen
&
answer
2
Watch
&
match
1
Wh-Questions
2
Pair
work
3
Group
work
4
Summary
5
Homework
Teaching
procedures
Pre-listening
1
Greeting
and
lead-in
Free
talk:
Do
you
like
computers?
Why?
Situation
setting:
Your
English
teacher
buys
something
on
the
computer.
Can
you
guess?
Teaching
procedures
Pre-listening
2
New
words
&
phrases
learning
Buy
the
computer
Teaching
procedures
Pre-listening
2
New
words
&
phrases
learning
Buy
the
computer
Connect
the
computer
Teaching
procedures
Pre-listening
2
New
words
&
phrases
learning
Buy
the
computer
Connect
the
computer
Use
the
computer
Teaching
procedures
Pre-listening
2
New
words
&
phrases
learning
Buy
the
computer
Connect
the
computer
Use
the
computer
Read
the
new
words
one
by
one,
row
by
row
or
group
by
group
Read
the
phrases
in
loud
or
low
voices
Chant
the
new
words
with
the
rhythm
Drills
Teaching
procedures
Pre-listening
3
Two
Games
for
drill:
Game
1:
Missing
guess
Teaching
procedures
Pre-listening
3
Two
Games
for
review:
Game
2:
Look
and
say
Teaching
procedures
While-listening
1
Listen
and
answer
two
simple
questions.
2
listen,
watch
and
finish
the
mind
map.
Teaching
procedures
Post-listening
1
Find
Wh-Questions
and
summarize
the
structure
of
Wh-Questions.
2
Pair
work:
talk
about
doing
homework
on
the
computer.
3
Group
work:
teach
someone
to
operate
computers.
4
A
chant
for
summary.
5
Homework.
Teaching
procedures
Post-listening
1
Find
Wh-Questions
and
summarize
the
structure
of
Wh-Questions.
Teaching
procedures
Post-listening
2
Pair
work:
talk
about
doing
homework
on
the
computer.
Teaching
procedures
Post-listening
3
Group
work:
How
to
find
a
song
or
a
movie
on
the
computer.
Teaching
procedures
Post-listening
4
A
chant
for
summary.
Teaching
procedures
Post-listening
5
Homework.
Homework：
How
do
you
write
homework
on
the
computer?
Write
a
passage
about
it.
Thank
you!导学案
I
Watch
the
video
and
match.
看视频，并连线，第一根连线已给出。
II
Pair
work
and
make
a
dialogue.
The
chart
above
and
the
modal
below
can
help
you.
同桌活动：表演对话。上面的图以及下面的模板可以帮助你。
A：How
do
I
write
my
homework
on
the
computer?
B:
First,
click…
and
open…
A:
What’s
next?
B:
Next,
use
…
to
write…
A:
what
do
I
do
next?
B:
Click
…,
and
finally,
click…
III
Homework.
How
do
you
write
homework
on
the
computer?
Write
a
passage
about
it.
你怎样在电脑上写作业？请就这个问题写一篇小短文。
click
“save”
use
the
keyboard
write
homework
click
the
mouse
open
a
document
print
the
document
4
3
2
1
PAGE
1Good
morning,
ladies
and
gentlemen
It’s
my
great
honor
to
present
my
lesson
here.
The
lesson
I’ll
present
is
Module
7
Computers
Unit
1
How
do
I
write
my
homework
on
the
computer?
in
the
first
book
for
students
in
Grade
7,
New
Standard
English,
published
by
Foreign
Language
Teaching
and
Research
Press.
The
presentation
will
cover
these
six
parts.
Let’s
begin
with
the
analysis
of
teaching
material.
Unit
1
module
7
is
focused
on
how
to
do
homework
on
the
computer
and
the
type
of
the
lesson
is
listening
and
speaking.
Students
must
be
able
to
understand
the
target
listening
material
and
to
use
the
new
language
knowledge
to
talk
about
how
to
operate
computers.
Since
computers
are
familiar
and
interesting
to
students
nowadays,
it’ll
be
easy
to
motivate
enough
background
knowledge
in
students’
mind,
which
reduces
the
difficulty
of
listening
and
speaking.
The
target
language
structure
of
this
module
is
Wh-Questions,
which
is
founded
on
the
language
structure
of
last
module—General
Questions.
After
a
careful
analysis
of
unit1
module
7,
it
is
easy
to
find
that
the
teaching
material
is
arranged
in
a
logic
sequence.
First,
learn
the
items
of
a
computer.
Second,
learn
to
connect
a
computer.
Third,
learn
to
do
homework
on
the
computer
from
the
listening
material
and
train
listening
skills.
Fourth,
learn
and
practice
wh-questions.
Fifth,
practice
vocabularies.
Finally,
it
is
the
speaking
training.
Though
the
teaching
material
is
logical,
it
may
be
changed
according
to
the
specific
teaching
situation.
Based
on
the
analysis
above,
a
prediction
can
be
made
empirically.
That
is
students
may
face
difficulty
in
learning
some
new
vocabularies
and
using
the
new
language
knowledge
to
communicate.
Since
students
are
the
center
of
classes,
an
analysis
of
students
is
necessary.
The
students
I
taught
in
this
lesson
were
from
a
middle
school
in
Guilin,
which
was
not
familiar
to
me.
After
a
simple
discuss
with
their
English
teacher,
I
had
a
good
knowing
about
the
students.
Most
of
the
students
have
a
good
foundation
in
English.
They
are
interested
in
English
and
active
in
class.
They
enjoy
communicating
with
each
other
when
they
are
given
an
interesting
topic
and
enough
language
input.
According
to
the
National
English
Curricular
Standard
in
the
Phase
of
Compulsory
Education,
students
must
be
able
to
understand
the
listening
material
about
familiar
topic,
to
communicate
in
familiar
topic
in
class
after
the
first
year
of
English
learning.
The
teaching
objects
are
set
under
the
analysis
of
teaching
material
and
the
students,
and
the
National
English
Curricular
Standard.
Language
Knowledge:
Students
will
be
able
to
read,
understand
and
use
the
key
vocabularies,
to
understand
the
structure
of
Wh-Questions
and
to
use
Wh-Questions.
Language
skills:
Students
will
be
able
to
understand
the
conversations
about
operating
a
computer,
to
get
the
instructions
about
doing
homework
on
a
computer
and
to
make
simple
instructions
about
operating
the
computer.
Learning
strategies:
Students
will
be
able
to
communicate
by
imitating,
to
master
new
language
structure
by
observing,
analysizing
and
summarizing
and
to
cooperate
in
group
and
learn
from
others.
Sentiment:
Students
will
have
a
correct
attitude
to
using
computers:
not
only
to
play
but
also
to
study
and
help
others.
The
key
points
include
the
vocabulary
about
computers,
Wh-Questions
and
making
simple
instructions
of
operating
computers.
The
difficult
point
lays
on
making
simple
instructions
of
operating
computers
About
teaching
methods,
PWP-Teaching
Mode,
Communicative
Approach
and
Task-based
Approach
are
applied
in
this
lesson.
PWP-
Teaching
Mode
divides
teaching
procedure
into
three
parts:
pre-listening,
focused
on
motivating
background
information
and
learning
new
vocabulary
and
language
structure;
while-listening,
paying
attention
on
skills
training
and
more
language
input
and
port-listening,
devotes
to
language
use.
Communicative
Approach
pays
attention
to
functional
and
structural
aspects
of
language,
emphasizes
that
the
goal
of
language
learning
is
communicative
competence
and
seeks
to
achieve
meaningful
communication
and
language
use.
A
task
is
an
activity
that
requires
learners
to
use
the
target
language,
with
meaning
at
the
core,
to
achieve
an
objective.
Task-based
learning
provides
an
interactive
learning
environment
to
promote
interactive
language
learning
and
the
opportunity
for
authentic
use
of
the
target
language.
The
authentic
material
will
sustain
interest,
increase
enjoyment
and
build
confidence,
enabling
students
to
communicate
successfully
and
fluently.
Task-based
language
teaching
ensures
the
learner-centeredness.
In
the
course
of
accomplishing
the
assigned
tasks
by
the
teacher,
students
are
required
to
cooperate
or
discuss
with
each
other
by
communicating
frequently,
so
learning
now
becomes
more
active
and
activities
become
more
communicative,
which
may
improve
their
ability
of
cooperative
language
learning
and
autonomous
learning
as
well
as
communication.
Now,
let’s
me
show
you
the
teaching
procedure.
As
what
I
presented
just
now,
the
teaching
procedure
covers
mainly
three
parts:
pre-listening,
while-listening
and
post
listening.
Since
language
learning
is
a
progressive
and
gradual
process,
the
steps
in
each
part
are
designed
in
a
progressive
way.
Pre-listening,
step
1
lead-in
.first,
the
questions—Do
you
like
computers?
Why?
motivated
the
students’
life
experience
about
computers
and
lead
them
into
the
topic
of
the
lesson.
Then
a
situation
that
the
students’
English
teacher
likes
shopping
on
the
computer
and
she
bought
something
on
the
computer
was
set.
The
real
and
funny
picture
of
their
teacher
made
the
students
laugh.
That
helped
to
create
a
relaxing
atmosphere.
The
situation
setting
provided
a
good
environment
for
the
students
to
learn
the
new
vocabularies.
Step
2,
new
words
and
phrases
learning.
The
new
words
and
phrases
were
presented
in
three
connected
situations:
buy
a
computer,
covering
the
words
of
computer
items;
connect
a
computer,
covering
the
words
—
connect
to
and
turn
on;
use
the
computer,
involving
the
expressions
about
doing
homework
on
the
computer
step
by
step.
In
order
to
make
the
students
master
the
new
words,
phrases
and
expressions,
there
was
a
simple
drill
in
each
part
of
words
learning:
first,
read
new
words
one
by
one,
row
by
row
or
group
by
group;
second,
read
new
words
in
loud
or
low
voices;
third,
chant
the
new
words.
Step
3,
two
games
for
reviewing
all
the
new
words
and
phrases.
The
first
one
was
missing
guess.
I
used
a
mind
map
to
connect
all
the
new
words
and
phrases,
helping
the
students
understand
the
new
words
and
phrases
in
a
connecting
way.
Each
time
a
word
was
missing,
and
the
students
needed
to
stand
and
speak
out
the
word.
The
second
one
was
look
and
say.
Students
looked
at
pictures,
and
then
stood
and
spoke
out
what
they
were
in
the
pictures.
While-
listening.
Step
1,
listen
and
answer
two
simple
questions.
That
made
the
students
get
the
main
idea
of
listening
material.
Step
2,
the
students
watched
a
video
of
the
listening
material,
and
number
the
pictures
about
the
steps
of
doing
homework
on
the
computer.
Compared
with
the
listening
exercises
in
the
textbook,
using
a
flow
chart,
with
not
only
text
descriptions
but
also
pictures,
to
present
the
steps
of
doing
homework
on
the
computer
made
the
students
understand
the
listening
material
more
visually
and
easily.
Post-listening.
Step
1,
Read
the
listening
material
after
the
tape
and
find
Wh-
Questions
and
summarize
the
structure
of
Wh-Questions.
After
finding
all
the
wh-questions,
the
students
needed
to
observe
the
questions,
recall
the
knowledge
about
general
questions
in
the
their
mind
and
find
the
commences
in
the
questions,
and
then
summarized
the
structure
of
wh-questions
under
the
guide
of
the
teacher.
The
whole
process
helped
the
students
apply
some
useful
strategies
to
language
learning.
Step
2,
pair
work:
talk
about
how
to
do
homework
on
the
computer
again
and
make
a
dialogue
about
it.
This
step
was
actually
a
retelling
of
the
listening
material,
helping
the
students
be
more
familiar
with
how
to
give
instructions
of
operating
the
computer
to
finish
a
specific
task
and
preparing
them
to
further
language
use
in
next
step.
Step
3,
group
work:
teach
someone
to
operate
the
computer
to
finish
specific
tasks.
The
students
was
told
that
someone
asked
two
questions
in
“百度知道”and
please
help
them
solve
the
problems.
That
was
a
real
situation
in
the
students’
life
and
I
used
the
PPT
to
simulate
a
real
situation
of
using
computers.
This
step
made
the
students
try
to
use
the
language
knowledge
they
had
learnt
to
solve
the
problems
in
real
life.
There
were
two
tasks
for
the
students.
They
needed
to
answer
and
show
how
to
find
a
song
or
a
movie
on
computers.
The
students
worked
in
a
group
of
three
persons.
With
the
help
of
the
guide
on
the
task
papers,
they
discussed
how
to
solve
the
problem.
Then
two
students
reported
the
steps
of
operating
the
computer,
and
the
rest
one
came
to
operate
the
computer
step
by
step,
showing
their
solution
on
the
computer.
After
all
the
steps
above,
the
teaching
was
closed
to
the
end.
In
order
to
help
the
students
remember
what
they
had
got
in
this
lesson
easily,
I
use
a
chant
to
summarize
main
steps
of
doing
homework
on
the
computer.
The
students
were
guided
to
chant
with
the
rhythm
actively
and
smoothly.
After
the
class,
they
need
to
write
a
passage
about
how
to
do
homework
on
the
computer.
About
the
design
of
the
blackboard,
I
mainly
used
the
blackboard
to
present
the
main
language
structure
of
this
lesson:
wh-questions.
Now,
let
me
make
a
summary
of
my
lesson.
First,
as
many
teachers
do,
the
achievement
of
sentiment
object
is
usually
arranged
at
the
end
of
a
lesson.
But
in
this
lesson,
I
infiltrated
the
education
of
emotion
and
attitude
into
the
free-talk—Do
you
like
computers?
Why?—at
the
beginning
of
the
lesson.
I
guided
the
students
to
understand
that
using
computers
correctly
is
very
important.
What’s
more,
the
students
were
guided
to
help
others
on
computers
while
they
were
doing
the
final
task
in
the
part
of
post-listening.
Second,
in
this
lesson,
mind-map
and
flow
chart
were
applied
to
help
the
students
get
the
meaning
of
language
easily.
The
new
words
mind-map
showed
the
connection
among
the
words,
which
made
the
students
understand
and
remember
the
words
easily.
Since
the
listening
material
related
to
procedural
knowledge,
a
flow
chart
was
a
visual
tool
for
the
students
to
understand
the
listening
material
and
store
the
language
knowledge
in
their
mind.
Third,
many
games
and
chants
during
the
part
of
new
language
input
motivated
students’
interest
and
enthusiasm
in
learning,
which
stimulated
more
students
to
participate
in
the
class.
Finally,
the
whole
lesson
was
preceded
in
a
sequence
of
several
connecting
situations,
from
buying
a
computer,
connecting
a
computer,
using
the
computer
to
do
homework,
to
using
the
computer
to
help
others
solve
problems.
These
connecting
situations
made
students
keep
smooth
thinking
through
the
whole
lesson,
which
improved
the
learning
efficiency.
That
is
the
end
of
my
presentation.
Thank
you.Task
1:
How
do
you
find
a
song
called
(名叫)
My
love
and
play(播放)
it?
提示词:
click
,
write,
box
(方框),play
(播放)
小组活动：根据图片提示，运用所学和提示词，回答最上方的问题，小组讨论解决。每组选2名同学展示对话，再选1名同学操作电脑。以下范例可做参考，也可自行发挥。
范例：
A：How
do
I
find
a
song
called
(名叫)
My
love
and
play(播放)
it?
B:
First,
click_________________.
A:
What’s
next?
B:
Next,
write
__________________
in
the
box.
A:
And
then,
what
do
I
do?
B:
Then,
click
______________________.
A:OK,
and
finally?
B:
Finally,
click
______________
and
play
it.
Task
2:
How
do
you
find
a
movie
called
(名叫)
Kongfu
Panda
and
watch
it?
提示词:
click
,
write,
box
(方框),
search
[s??t?]
(搜索)
小组活动：根据图片提示，运用所学和提示词，回答最上方的问题，小组讨论解决。每组选2名同学展示对话，再选1名同学操作电脑。以下范例可做参考，也可自行发挥。
范例：
A：How
do
I
find
a
movie
called
(名叫)
Kongfu
Panda
and
watch
it?
B:
First,
click__________________.
A:
What’s
next?
B:
Next,
write
_____________________
in
the
box.
A:
What
do
I
do
next?
B:
You
can
click______________________.
A:
OK,
and
finally?
/
What
do
I
do
finally?
B:
Finally,
click
the
movie
and
you
can
watch
it.
