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1、外研版英語七年級上冊Module 3 My school Unit 1 There are thirty students in my class. 教學設計 一． 教材內容分析 本模塊以“學校”為話題，介紹學校的設施、布局和教室內的設備等。由于大部分學生剛入學不久，對于學校還比較有新鮮感，所以會對這個話題感興趣。同時，學校是學生日常生活的主要場所之一，“學?！边@一話題必然能刺激學生的交流欲望，提高學生參與學習的積極性。 第一單元對話的語境是大明向琳達詢問英國教室的樣子，并對自己的教室做了一些介紹。語法項目主要為：“there be”句型的肯定、否定、一般疑問句及特殊疑問

2、形式和相應回答。 二． 學情分析 學生在小學階段使用的《外研社小學英語教材（一年級起點）》第五冊開始就接觸過“there be”結構的不同句式及用法，但是知識呈零散狀態(tài)；本節(jié)課教師不僅應讓學生在具體語境中再次深入感知“there be”的含義及用法，并引導學生對其進行歸納總結，形成知識體系。 三． 教學目標 1. 語言知識目標 （1）功能：利用 “there be” 結構描述教室 （2）語法：①能理解“there be”句型表示存在的用法； ②能運用 “there be”句型的肯定、否定、一般疑問及特殊疑問形式和相應的回答。 （3）詞匯：正確理解與運用以下詞匯 ①

3、名詞：computer, furniture, map, television, wall, picture ②數詞：thirty, forty, fifty, sixty, seventy, eighty, ninety ③代詞：there ④副詞：really 2. 語言技能目標 （1） 聽：能聽懂介紹學校的簡短對話 （2） 說：能利用“there be”句型介紹自己的班級 （3） 運用：描述教室內的設施 3. 學習策略目標 （1） 自主策略：能借助詞匯圖片掌握單詞 （2） 合作學習策略：學會傾聽，并在結對活動、小組活動中充分發(fā)揮自己的作用 4. 文化意識目標

4、：了解不同國家的學校教育 5. 情感態(tài)度目標：培養(yǎng)熱愛學校，熱愛家園的意識 6. 任務：能運用所學 “there be”結構向他人介紹自己的教室，并落實到筆頭。 四．教學重點與難點 1. 重點：“there be”句型的肯定、否定、一般疑問及特殊疑問形式和相應的回答。 2. 難點：there be結構中be的選擇。 五．教學資源與工具設計 希沃白板、學案卷、點讀筆 六． 教學流程與設計意圖 活動1 【導入】聚焦話題 【操作方式】由一段簡短的校園音樂相冊的微課視頻引出本模塊的主題---my school. Teacher: Today we are

5、going to learn Module 3. Let’s enjoy a short video first. And try to find out : “what is the video about?” Students(after watching) : My school. 【設計意圖】（1）視覺上刺激學生，調動其參與課堂的積極性，激活模塊話題；（2）多角度展示學校之美，培養(yǎng)學生熱愛學校的意識。 活動2 【活動】激活話題，導入 “there be”結構 【操作方式】教師設置關于“班級”與“教室”的問題，學生暢所欲言進行回答；教師將其中產出的“數字”與 “t

6、here be”結構相關內容進行板書歸納；對于出現的重難點單詞如 “television” “furniture”等看圖跟讀；電子白板游戲環(huán)節(jié)兩兩PK選擇適合與there is或there are搭配的詞或詞組。 Teacher: In this lesson, we will learn more about our school and our class. Do you love your class? Students: Yes! Teacher: Let me check if you really love your class and know about it. If

7、 you can answer all my questions, I will let you play a game as the reward. Teacher: How many students/boys/girls are there in your class? Students: There are thirty-eight/twenty-two/sixteen students in my class. ... Teacher: What’s in our classroom? Students: There’s a blackboard/a computer...

8、 There are some pictures/desks/books... Teacher: How many pictures/desks/books are there in our classroom? Students: There are eighty/ninety. Teacher: Look at these numbers: eighty, ninety. What do they have in common? Students: “ty”. Teacher: What about “thirty-eight” and “twenty-two”

9、? Students: The “-”-----hyphen. ... Teacher: Is there a television in our classroom? Students: No, there isn’t. There isn’t a television in our classroom. Teacher: Are there maps in our classroom? Students: No, there aren’t. There aren’t any pictures here. 【游戲說明】白板游戲，每組兩位同學進行PK。游戲開始后，白板左右兩

10、側會分別隨機掉落圖上名詞或詞組。第一組學生點擊選擇與there is搭配的名詞，第二組學生點擊選擇與there are搭配的名詞。系統(tǒng)會根據作答情況及所用時間選出PK獲勝者，依據參與者表現情況獲得相應加分。 【設計意圖】(1) 過關重難點詞匯，同時滲透音標與語音的教學； （2）鞏固數字的表達方式，為聽力中出現的數字內容做好知識層面的鋪墊，同時引導學生養(yǎng)成善于總結規(guī)律的良好習慣； （3）在真實語境中通過聽說感知“there be”結構的用法以及功能； （4）大量的聽說練習督促學生注意力的迅速集中，鍛煉聽說能力； （5）以游戲環(huán)節(jié)助力學生輕松突破“there be”結構中“be

11、”動詞選擇這一難點內容，活躍課堂氣氛，利用信息技術提升課堂效率。 活動3 【活動】感悟話題 Step 1: Talking and listening---Activity 1 Ⅰ【操作方式】展示教材Activity 1部分的三幅圖片，學生觀察其不同，并用there be句型描述三幅圖片。 Teacher: After talking about our own classroom, our friend Betty also wants to talk about her classroom.But as you see, there are three pictu

12、res here. Observe the pictures : what’s the difference? Students talks, describes and share their ideas. One possible answer: There is a computer in Classroom 1. 【設計意圖】(1)進一步練習運用“there be”結構； （2）鍛煉學生識圖觀察能力，并為其后聽力進行鋪墊。 Ⅱ【操作方式】播放聽力內容，判斷三間教室中哪一間是Betty的教室并寫出依據：兩名同學白板上完成，其他同學在學案卷上完成，完成后全班核對答案。 Te

13、acher: Listen to choose Betty’s classroom and try to explain the reason. Students finish the task and check the answer. One possible answer: Classroom 1 is Betty’s classroom. Because there is a television in Picture 1. 【設計意圖】通過聽力的輸入，進一步理解感知“there be”的使用。 Step 2: Talking and listening---Acti

14、vity 3 Ⅰ【操作方式】播放聽力內容，填空作答：“What’s Betty classroom like? It’s __________. ”完成后提問核對答案。 Teacher：We talk about our classroom and Betty introduces her classroom. Daming and Linda are also talking about something interesting. Guess what are they talking about? Students: Their classrooms. Teacher: Ye

15、s, they are also talking about their classrooms. Listen to the conversation and try to fill in the blanks. You can take some notes if necessary. Students: It’s really big. 【設計意圖】（1）設置問題，對于聽力內容進行有針對性的整體感悟與把握； （2） 練習本節(jié)課重點副詞“really”；（3）提示回顧形容詞性物主代詞的用法。 Ⅱ 1. 【操作方式】再次播放聽力材料的前半部分，引導歸納此部分主題；提示學生有

16、效獲取信息的聽力技巧；再播放一遍，填寫表格。學生在學案卷上完成，一位同學在白板上完成,班級核對答案；組內利用“How many...are there in...? There are...”進行對話練習。 Teacher: This time please listen to part of the conversation and find out the topic of the part. Students(after listening): The topic is “the numbers of students”. Teacher: If we want to know t

17、he “numbers”, what should we listen to? Students: How many. Teacher: Yes. Listen again and fill in the blanks. Pay special attention to “how many”. Class Number of students Number of boys Number of girls Linda’s class / / Daming’s class Students check the answers. T

18、eacher: Work in pairs: one asks with “How many...are there...in...?” and one answers with “There are...in...” Students practise and then the teacher calls two pairs to ask and answer. 【設計意圖】（1）通過再次的聽力輸入與對話輸出，深入感知“How many...are there...? There are....”句式含義并練習其使用方法；（2）培養(yǎng)學生進行“主題提煉”的能力并訓練學生“利用關鍵詞有效

19、獲取信息”的聽力技巧。 2. 【操作方式】播放聽力材料的后半部分，填寫表格，班級核對答案；根據聽力內容選擇該部分主題；組內利用 “What’s in...? There is/There are...”進行對話練習。 Class Computers Pictures Type of map Linda’s class a map of England Daming’s class / not any pictures The answers should be: “a computer” “some pictures” and “a

20、map of the world”. ... Teacher: Which one is the topic of the part? A. The pictures in the classroom B. The maps in the classroom C. The things in the classroom Students: C. Teacher: Yes. Because C is comprehensive. ... Teacher: Work in pairs to ask and answer with “What’s in...classroom

21、? There is.../There are...” . Students practise in pairs. The teacher calls two pairs to do the “ask and answer”. 【設計意圖】（1）深入感知及強化練習“There is.../There are...”句型結構；（2）進一步點撥歸納中心主題的技巧：概括需全面。 3.【操作方式】展示學生經由聽力練習獲取的表格信息，組內合作利用“Are there...? Yes, there are./ No, there aren’t. Is there ...? Yes, th

22、ere is. / No, there isn’t.”進行對話練習，此后兩組同學進行對話展示。 Class Number of students Pictures Type of map Linda’s class 30 some pictures a map of England Daming’s class 40 not any pictures a map of the world 【設計意圖】（1）更進一步感知及強化練習“Are there...? Yes, there are. / No, there aren’t. Is the

23、re ...? Yes, there is. / No, there isn’t...”句型結構；（2）通過多次結對活動，培養(yǎng)學生學會聆聽的習慣及團結合作的意識。 Step 3: Reading---Activity 3 Ⅰ【操作方式】學生跟點讀筆朗讀課文中包含 “there be”結構不同句型的重要片段，朗讀前著重提醒朗讀時注意以下方面：準確(correctly),清晰(clearly)，流利(fluently)及有感情 (emotionally)；朗讀時，注重模仿練習語音語調。此后學生分角色進行朗讀練習，結束后選取兩組學生結合動畫進行配音展示，依據以上四點要求的達成情況進行賦分

24、。 Teacher: Read after the talking pen. And when we read, we should try to read it correctly, clearly, fluently and emotionally. Students read after the recording sentence by sentence. The teacher emphasizes the parts that need to be paid attention to: intonation and the pronunciation of “really”

25、/’ri?li/. ... Teacher: Read the passage in roles please and I will call two pairs to do the dubbing in the front of the classroom. You will be judged by the four requests: read it “correctly”, “clearly”, “fluently” and “emotionally”. Two pairs present in the front of the classroom after practice.

26、 . 【設計意圖】（1）通過朗讀進一步加深對于文章內容及“there be”結構的理解；（2）通過語音的培養(yǎng)督促學生養(yǎng)成良好的朗讀習慣，助于語感的形成；（3）配音環(huán)節(jié)生動有趣，調動學生朗讀練習的積極性，鍛煉學生語言運用及表達能力。 活動4 【活動】運用話題 【操作方式】設置情景：進入初中的你有了新的同學和新的教室，在這個“新家”里你學習成長，當你跟你的小學同學再見面，你該如何為他/她介紹你的新教室?要求運用表格中的句式結構、內容充實。同組討論進行小對話，兩組進行展示。 Teacher: Now you are in middle school and we have

27、a new classroom. We study here and have fun here and you really love here. Imagine that you meet your primary school friend one day. Would you like to introduce your classroom to him or her? Work in groups and create your own conversation. You need to contain the following contents. ... How many .

28、... are there in your class? Is there ....? Yes, there is. / No, there isn’t. Are there ... ? Yes, there are. / No, there aren’t. ... Students work in groups to create the dialogue and then two groups present their works in the front of the classroom. Their marks are judged by their

29、 performances. 【設計意圖】（1）學生將所學的重點內容即“there be”結構進行文本再造與輸出，學以致用，提升綜合語言運用能力；（2）教師適當點撥進行情感、態(tài)度、價值觀的滲透讓學生養(yǎng)成熱愛學校、熱愛家園的意識以及團隊合作精神。 活動5 【作業(yè)】夯實話題 【操作方式】教師總結及布置作業(yè)。 Teacher: What did we learn today? Students: About our class and classroom. Teacher: Yes, we learned to describe our class and classro

30、om with “there be”: “there is” and “there are”. ... Homework for today: (1) Read the passage after your talking pen correctly, clearly, fluently and emotionally. (2) Write your conversation down. Try to make it complete and interesting. 【設計意圖】（1）通過總結強化本節(jié)課的主題；（2）作業(yè)有針對性地強化本節(jié)課所學重難點內容：即“there be”

31、結構的運用；（3）幫助學生養(yǎng)成復習與整理的好習慣。 Module 3 My school Unit 1 There are thirty students in my class. 七． 板書設計 How many...are there...? There isn’t ... There aren’t... Is there...? Yes, there is. / No, there isn’t. Are there...? Yes, there are. / No, there aren’t. forty thirty-eight eighty twenty-two ninety There is ... There are Our class and classroom 7 / 7