七年級英語教案1Module 2 Spring Festival

七年級英語教案

（2009-2010學(xué)年度第二學(xué)期）

姓名：

年級：七年級

2010年3月

Module2SpringFestival

Unit1We'regettingreadyfortheSpring

Festival

課型

Listeningandspeaking

教學(xué)目標(biāo)

Knowledge:

TounderstandconversationsabouttheSpringFestival

Torecognizephrasesandrecognizeshortanswersinthe

listening

TotalkabouttheSpringFestivalwithgiveninformation

Keyvocabulary:festival,springFestival,ready,getreadyfor,

cook,meal,dragon,lantern,dragondance,

LanternFestival,sweep,sweepaway,floor

Keystructures:WhatisLinglingdoing?

She'sgettingreadyfortheSpringFestival.

Ability:

Tounderstandconversationsinvolvingwhatthepeoplearegetting

readyforSpringFestival.Improvethestudents5listeningability.

MoralEducation:

Helpstudentsknowthefestivalsindifferentcountries.

教學(xué)重點

(1)、通過節(jié)日話題訓(xùn)練學(xué)生的聽、說、讀、寫能力，掌握使用簡

單的現(xiàn)在進(jìn)行時的句子來表達(dá)正在發(fā)生的動作。

(2)、了解現(xiàn)在進(jìn)行時的基本表達(dá)。

教學(xué)難點

現(xiàn)在進(jìn)行時的表達(dá)。

情感目標(biāo)

樂于接觸異國重大節(jié)日，樂于參與相關(guān)英語實踐活動，動手參與任

何有益身心的活動.

教學(xué)用具

wMulti-Mwedia(orTaperecorder,OHP)

SteplWarmingupandleadin

1.Askthestudentstotalkaboutsomefestivalstheyknow.

2.AskthestudentstodividethefestivalsintoChinesefestivalsand

westernfestivals.

3.AskthestudentstodiscusswhatthebiggestfestivalinChinais

andwhatpeopleusuallydotogetreadyforthefestival?

4.Askthestudentstomatchthewordswiththepicturesandmake

sentencesaboutwhattheyseeinthepicture.

1)Thechildrenarelearningadragondance.

2)Thegirlismakinglanterns.

3)Thewomanissweepingthefloor.

4)Thegrandmaiscookingthemeal.

5)Thewomaniscleaningthehouse.

(宣揚在家里要幫助家人做家務(wù))

5.Studentslistenandcheckthesentences.(Activity1)

設(shè)計意圖：通過圖片談?wù)摳鞣N國內(nèi)外節(jié)日，逐步引入主題，并導(dǎo)

入部分新單詞和詞組。

Step2Listening

1.StudentslistenandfinishActivity3.

1)AretheygettingreadyfortheSpringFestival?

Yes,theyare.

2)Aretheboysmakinglanterns?

No,theyaren't.

3)IsLingling'smothersweepingthefloor?

No,sheisn't.

4)Isherauntcookingthemeal?

No,sheisn't.

5)IsLingling'sgrandmothercookingthemeal?

Yes,sheis.

6)IsLingling'sfatherworking?

Yes,heis.

(注意：現(xiàn)在進(jìn)行時的一般疑問句形式：把be提到句首。)

2.StudentslistenagainandfinishActivity4

1)Whataretheboysdoing?

Theyarelearningadragondance.

2)WhatisLinglingdoing?

Sheismakinglanterns.

3)WhatisLingling'smotherdoing?

Sheiscleaningthehouse.

4)WhatisLingling'sauntdoing?

Sheissweepingthefloor.

5)WhatisLingling'sgrandmotherdoing?

Sheiscookingthemeal.

6)WhatisLingling'sfatherdoing?

Heisworking.

(注意：現(xiàn)在進(jìn)行時的特殊疑問句形式：疑問詞+一般疑問句形

式。)

設(shè)計意圖：在常規(guī)聽力練習(xí)中進(jìn)一步提高學(xué)生聽的能力，并熟練

掌握本文句型。

Step3Textexplanation

1.sthhappentosb某事發(fā)生在某人身上

e.g.——What'shappeningtoyou?——Nothingishappening.

happentodosth碰巧做某事

e.g.Ihappenedtoseetrafficaccidents.

2.ready(adj.)

e.g.Everythingisready.

Sheisalwaysreadytohelpothers.

Thefarmersaregettingreadyforthenextyear.

3.too,either,also也

too置于句末，用逗號隔開

either置于否定句句末，用逗號隔開

also常置于句中，be動詞之后，實義動詞之前

4.helpsb(to)dosth

helpsbwithsth

e.g.Computercanhelpuswithourhomework.

5.He'satwork.=He'sworking.

設(shè)計意圖：通過對課文重點的講解和分析，使學(xué)生更好的了解對

話，掌握重點。

Step4Pronunciation

1.Studentslistenandrepeatthewords.(Activity5)

2.Studentslistenandrepeattheconversation.

3.Onestudentreadsthesentencesinthecorrecttone,hispartner

listenandhelphimwiththepronunciation.(Activity6)

設(shè)計意圖：通過對語音的訓(xùn)練，使學(xué)生更好的掌握現(xiàn)在分詞的構(gòu)

0

Step5Pairwork

Pairworking:studentsaskandanswerthequestionslikethosein

Activity6

設(shè)計意圖：通過小組內(nèi)對話，讓學(xué)生練習(xí)現(xiàn)在進(jìn)行時，讓學(xué)生產(chǎn)

生有意義的輸出，并使語言的運用最終落實于篇章之中。

Homework

Trytotalkaboutwhatpeoplearedoinginyourclassroomatthe

moment.

教學(xué)反思：

通過這一節(jié)課，我對如何上好聽說課，如何有效地調(diào)控課堂，如

何引導(dǎo)學(xué)生，啟發(fā)學(xué)生思維，有了更進(jìn)一步的認(rèn)識。