錢菁7AUnit1task教學設計

1、7A Unit 1 Task 教學設計 課題：7A Unit 1 Task教材簡解This is not only the last period of Unit 1 but also a revision. It covers important words, phrases, sentences and grammar items of this unit. It teaches the students how to introduce themselves.教學目標Teaching aims:A: Knowledge1 Useful structure My name is ,I am

2、 .years old, I was born in, I live within, I am tall/, I haveeyes , My hair is, I love , I am good at .2 Learn the new words Dark, CD, lots of (= a lot of), lessonB: Language skills1 Learn to introduce oneself to others2 Learn to organize ideas before writing3 Learn to write about oneselfC: Feelings

3、1 To develop students to like English 2 Arouse students interest in learning English.3 Train cooperation study重點、難點1.Use useful structure to introduce oneself to others.2. Learn to organize ideas before writing.設計理念本節(jié)課旨在發(fā)展學生的各種語言技能和綜合運用語言的能力，本著外部語言是內部發(fā)展的必要前提，內部語言的發(fā)展反過來促進外部語言的發(fā)展為原則，運用任務型教學法，為學生的充分表現(xiàn)和

4、自我發(fā)展給出空間。設計了貼近學生生活實際的人物引入話題，激發(fā)興趣，通過閱讀、填表、口頭介紹等來充分操練，由易到難，循序漸進，并用各種手段化解難度，從而順利的完成本課時的教學任務。教學過程Step 1 Warming-up activities 1 Listen to Li Yuchuns song and watch Yao Mings match, then say something about her and him T: Do you like them? Do you want to make friends with them? Can you say something abou

5、t them?2 Self-introduction T: We all know Yao Ming and LiYuchun, they are your friends, next you please introduce yourselves to them, let them know you. There are some structures that can help you.My name is .Im years oldI was born in I am tall/short/slimI haveeyesMy hair isI love singing/I am good

6、atUse the students favourite dog-Eddie to lead in the new class.T: Ill introduce my good friend to you. Can you guess “who is it?”Step 2 PresentationTask one Listening (play a guessing game) 1) T: Now you please listen to me carefully and guess “who is my friend?”2) Read together, then you please fi

7、ll in the table.3) Before filling in the table. The teacher explains some words.T: lets look at the table. “Age” means “how old is Eddie.” “Birthplace” means “where was Eddie born in?”“Living place” means “where does Eddie live in now?”“He looks”, here “l(fā)ooks” is linking verb, means”看起來”Task two Rea

8、d and fillT: We know Eddie well, but what about Eddies master.1) Read Millies profile, then fill in the tables2) Read the table after the teacher. Ask following questions.How old is Millie?Where was Millie born in?Where does Millie live in now?What does Millie look like?Does she have lots of friends

9、?Step 3 PracticeTask one Introduce MillieT: Now you are Millie, please introduce yourself to us according to the table of Millie (give them some minutes to get ready for it)Step 4 Presentation T: We know Millie well now, next well get to know her friend-Daniel.Task one Read Daniels profile, and then

10、 fill in the tableTask two Let students make a dialogue according to the table Step 5 PracticeTask one Introduce Daniel T: Now you are Daniels friends, please introduce your friend Daniel to us (give them some minutes to get ready for it)Task two Talk about how to introduce yourself to others Genera

11、te the following ideas to introduce oneselfFirst: name, age, birthplace, living place.Second: appearance (he looks)Third: his hobby (he likes and dislikes)Fifth: some other information Task three Introduce yourselvesT: Now please introduce yourselves to each other; use Millies and Daniels profiles a

12、s a model. Step 6 Writing Task one Fill in the table (P20) T: You are going to write about yourself too, first fill in the table with your own information.Task two WritingT: Now you have finished the table, next you please write about yourself. Use Millies and Daniels profiles on page 19 and the inf

13、ormation in the table to help you.Task three: Work in pairs.Let the students read, check and correct their partners profile. The teacher goes around the class and provides help and assistance.Task four: ReadingAsk for volunteers to read out their profiles to the classStep 7 Production Play a game (W

14、ho is the writer?)1 Tell students to cover their names on the profiles.2 Divide the class into groups of eight. Collect their profiles mix them up and then hand them out to different students within the group.3 Each student reads a personal profile, tries to guess who the writer is and returns the personal profile to the writer.Step 8 Homework1 Recite new words and phrases2 Rewrite the profile on a separate sheet of paper and illustration, particularly a picture of you.3 Pre