课题

7A Unit 1 This is me!

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课型

New

学情分析

我带的是初一（3）班和（4）班，大多是成绩不错的学生，但层次也还是有的。另外，两个班的学生虽然活泼，但还是能较好地维持课堂气氛和纪律。

三纬教学

目标

知识目标：学生会读、识别以及默写本单元关于运动的单词，能在口头或练习中运用它们以及相关的运动场地。

能力目标：1.学生能自己概括一般现在时的语法规则，并能在此基础上解决相应习题。

          2.学生能看着词组做动作，其他同学看着他们的动作说出英语词组。

          3.学生能在课堂上给词组归类，并造句。

情感目标：引导学生自己对已学知识进行归纳总结，逐渐形成自主探究式学习，并通过竞赛帮助学生形成竞争意识和团队意识。

教学重点

关于运动和运动场地的单词，以及一般现在时态。

教学难点

like/ love/ enjoy +doing; 一般现在时否定句和一般疑问句；动词三单。

教学策略

一般现在时是重难点，尤其是否定句、一般疑问句以及动词三单，在之前讲解过的基础上，我通过让学生自己归纳总结，加深他们对语法规则的理解，并给出相应习题，帮助他们学以致用。另外，关于运动的词组，考虑到学生知道的很多，而且传统的词组教法会有一点枯燥，所以我采用了让几名学生做动作其他学生说词组的方法，这样既生动形象，又能吸引学生的注意力；最后，我通过小竞赛，把词组与一般现在时这个语法结合，作为提升与巩固。课堂上，我强调每一步骤的目的性，通过任务教学、小组合作以及多种形式的操练来完成教学内容。此外，对于初一学生，我小心翼翼地保护他们的积极性，所以，我课上尽可能营造和谐的氛围并尽量给每位学生发言的机会。

学法指导

  自主性学习；TPR (全身反应法)；Meaningful practice（有意义的练习）; Conclusion（归纳小结）.

Teaching design

同课异构

（简要说明设计意图，注意活动与活动之间的衔接）

教师预设（x分钟）

学生活动（x分钟）

课前准备

Teacher asked students to collect some problems about Simple Present Tense. And she would examine the problems the next day.

Students did it before class and they should design the paper that they used.

课前准备： 让学生自己整理一般疑问句变化规则（课前先给老师过目）

Task Two: Lead- in and presentation (2mins)

Teacher shows students a picture of them on PPT to arouse their interest in advance.

T: In this unit, we meet six friends, right? Who are they?

T: Good! We know them a lot, and do you want to know your classmates a lot? Ok, there is a picture. Guess who she or he is! Some of you can ask me questions and others, when I show this, please say “Yes” (showing the thumb), and if I show this (shaking the head), please say “No”. You can ask questions like: Is…a boy/a girl? Is … tall? Does… wear glasses? Does …like playing football/…? Is … good at …?

Some students ask questions and others answer the questions. (5 mins)

任务一：让学生代表上讲台呈现他们的成果。

Task Three: Revision. (4 mins)

T: OK! Very good! From these sentences, I have a question: In these sentences, which tense do we use?

T: Yeah! Simple Present Tense! Ok, can you remember some rules? First, about the Simple Present Tense of the verb “to be”. Let’s see!

T: Please translate “他是我同班同学”. (Then ask other students to change the sentence into one in the negative form and general question.)

T: Now, here are some of your problems. Let’s have a look! (If the student solves two problems, he can get the paper with the two problems as present.)

T: What about the verb “to do”? And please translate the sentence “她数学方面很努力”. (Then change the sentence.)

T: Ok! Let’s see some of your problems. (If the student solves two problems, he can get the paper with the two problems as present.)

T: In Starter, we learn a Modal Verb. What about Modal Verb? Let’s have a look. Please translate the sentence “李华能为黄河队效力”. (Then change it.)

T: Also, here are some of your problems. Let’s have a look! (If the student solves two problems, he can get the paper with the two problems as present.)

T: Great! Now, let’s also pay attention to some key points: 1.有be无v，有v无be ，两者不能并存。2.句中有行为动词, 变否定句和一般疑问句加助动词do, does.3.肯定句中无助动词do, does.

 T: Ok! Now, let’s do some exercises. You know, “Practice makes perfect”. Please finish Part A on page 21. (Then check the answers)

T: Now, please look at the PPT. I also have some problems. Let’s finish them together.

Students draw a conclusion about Simple Present Tense and do some exercises that they find by themselves. (10mins)

Students read the key points together. (1min)

Students finish Part A on page 21 and ones on PPT. (2mins)

任务二：老师提供一些习题，和学生一起去证明学生提出的规则，并适当给出补充与总结。

Task Four A game (2mins)

T: Ok! You are so clever! Are you tired? (But) I am a bit

Tired. So what about playing a game?

T: I need two students. They make action and others guess the phrases.

T: Very good! In this unit, we also learn some phrases about sports, right? Let’s review them. Please finish Part B on page 21. It’s a piece of cake, right? Ok, let’s do something more difficult.

Two groups (four students in total) of students make action and others speak out the phrases together. (The phrases are related to the exercises they will do in a few minutes.) (6mins)

任务三：小组活动：给每个小组一个动词，请他们围绕这个动词联想、结与之相关的词组。

Task Five A competition (2mins)

Teacher writes down “adj. Appearance”, “sports”, “places”, “adv. 有时，经常” on the blackboard before class. Now, students in each group come to the front and write down the related words and phrases. Then if students can make two correct sentences, their group can get one point. Rules: They should choose at least two of the words or phrases on the blackboard and they have to use their classmates’ names as the subject. For example, *** is tall. He loves playing basketball.

Students in each group come to the front and write down the related words and phrases. Then they make sentences. (8mins)

任务四：学生呈现小组成果，进行比赛，最后由老师课后整理成卷。

Step Six Consolidation (1mins)

Teacher together with students draws a conclusion of this lesson.

Students speak out what they learn today. (2mins)

任务五：请学生回顾课堂重点，老师适当补充。

反馈检测

Ⅰ.Fill in the blanks with the verbs.

1. My cousin always ________ ( study ) hard at home.　

2. Daniel _______ ( be ) polite and helpful.

3. How many students ________ ( be ) there in your class?

4. ---______ she _______ ( study ) hard?

---Yes, she _________.

5. Lucy and lily _____________ ( not speak ) Chinese.

6. He ________ (can write) to his friend at the weekends but he __________ (not can watch) TV.

7. He _____________ (not work) in an office. He _______ (work) in a shop.

8. My father ______(be not) at home today.

9. --- _____(be) you good at playing tennis?

   --- No, I  _______(be not).

10. --- ____you_____ ( like ) swimming?

   --- No, I ________(not like) swimming.

Ⅱ. Translation.

1 Simon 常在羽毛球场打羽毛球。

2 他们放学后不在游泳池游泳。

3 你喜欢踢球吗？

4 我语文学得不好。

5 地球绕着太阳转。

当堂检测一些基础知识点，及时得到学生的反馈信息，掌握学生的学习情况。

教学反思

本节课以任务型语言教学为原则，以学生为主体，通过所设计的五个任务，从多种形式循序渐进地对所学内容进行练习、巩固，旨在达到所确定的目标。课堂气氛活跃，重难点突出，充分训练了学生的思维能力。

主备人

谢敏

     日期

2007.10.24.