外研版 (新标准)七年级上册Unit 1 Are you getting ready for Spring Festival?教课内容课件ppt

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1.7年级的学生对学习英语有较浓厚的兴趣和热情。他们活泼、好动、好奇心强，表现欲和自尊心强，希望得到老师和同学们的认可和赞扬。

2..在学习本课前学生已经能够娴熟地使用两人合作小组的方法进行语言的表达和交流；基本能用英语相结合，用英语开展思维，发表个人意见。学生在七年级初步了解了有关现在进行时句型。本单元则是在前面的基础上引入到现在进行时的一般疑问句，通过学生较感兴趣的话题Spring Festival。在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。

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Module 10以节日为话题，内容主要是谈论春节的准备。重点是学习现在进行时的一般疑问句结构。本单元主要目标是学习进行时的一般疑问句结构，通过听读呈现了一般疑问句的功能，运用说写任务循环训练，强化语言知识。

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目标：①To understand the conversation about the Spring Festival

②To recognize phrases and recognize short answers

③To talk about the Festivals with given information

重、难点：

vocabulary—Spring Festival, ready, get ready for, learn, dragon, dragon dance, lantern, sweep

structures--- What is Lingling doing?

           She’s getting ready for the Spring Festival.

           Is your mother working?

           Yes, she is. /No, she isn't.

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本课指导学生通过听力获取信息，培养学生听力技能。课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。培养学生的合作精神,发展其思维和想象等能力。

在教学过程中，我用各种图片和习题任务贯穿整个教学过程，使学生能够用表感觉和知觉的系动词表达自己的感觉并积极与他人合作学习，增加课堂直观性，趣味性和学习有效性，加大课堂密度，提高教学效果。为活跃课堂气氛，鼓励学生积极参加活动中，在教学中采取小组竞赛的形式并且设置奖品。让学生学中乐，乐中学。

课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。（参照《中小学课堂教学模式选编》第六章P95）

教学

准备

PPT课件、课堂活动表格、奖品

教学过程

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步骤

教师活动

学生活动

设计意图

Step One

Warming-up (2’)

Lead in

1.Organize the Ss to enjoy and sing a happy song—Happy New Year.

2.T: What festival is the song about ?

To lead the title.

1.Listen to the songs and sing with the video..

2. Answer the question:

What festival is the song about?

 ( Spring Festival)

3. To read the title once.

先用一首新年歌来引出本节课的主题，通过这个环节，既可以活跃课堂气氛，还调动了学生的学习兴趣。

Step Two

Pre-task(5’)

Task1:Check the new words.

1.Show some pictures and  get the students to check the new words.

e.g. T: What’s the girl doing?

S: She’s making lanterns.

T: Is her grandma making lanterns with her?

S: No, she isn’t. She’s cooking the meal.

2.Organize the students to read the new words together.

1.See the pictures and say the  new words.

2. Read the new words together.

引导学生谈论图片,训练学生表达能力。通过图片、情景学单词和现在进行时的句型，做到词不离句。

Step Three

While-task (22’)

Task2:listening

(1). Play the tape , Have the students match the people with what they are doing. Then check the answers.

T: The new year is coming.

What should we do?(Activity 2)

(2).Guide the students to learn the conversation (Activity 3).

(T: The ring bells . Who’s that ?  to lead in the conversation.)

Task 3: Reading

(1) Organize the students to read the conversation with the video.

(2).Ask the Ss to work with their groups to read the conversation.

(3). Organize the students to choose the correct answers (Activity3).

(4).Organize the students  to check their answers one by one.

Task 4:Language points

(1).Organize students to come to the blackboard and show out some difficult language points.

(2).Help the students to solve the difficult points.

Task 5:Retell the dialogue

(1)Ask the students to complete the passage.

(2)Ask the students to retell it.

 (1). Listen to the tape and match the people with what they are doing. Then check.

(2). Listen to the conversation and choose the best answers. Then check.

.(1)Read the conversation with the video.

(2) Read the conversation in groups.

(3). Read the conversation again  and choose the correct answers (Activity 3).

(4). Check the answers one by one.

 (1). Students come to the blackboard to show out some language points, the other students listen to them carefully and note .

 (2).solve the difficult points. with the teacher’s help.

(1)Complete the passage.

(2) Retell the dialogue.

利用听读,练习的方式加强学生对课文的理解，培养学生细节听力的技巧，

能够听取信息，训练和培养学生细节听力技巧。

让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过细读对话，获取具体信息，而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。通过解释语言点和复述对话，使学生进一步熟悉课文，理解对话。

Step Four

Post-task

(10’)

Task 6:Do some speaking

(1)Show some pictures and organize the students to  talk about the other festivals.

（2）. Help the students to make dialogues of the other festivals like this:

A: Are they eating birthday cakes?

B: No, they aren’t.

A: what are they doing?

B: They are eating moon cakes .

（3）..Organize the students to make dialogues in pairs according to some pictures and information.

4. Have the Ss act out their

new dialogues.

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（1）.Look and say out the other festivals.

（2）.make dialogues of the other festivals with the teacher’s help.

（3）. Work in pairs and make dialogues according to some pictures and information.

4. Act out the new dialogues.

通过学习其它节日再次训练学生说的能力，能使学生加深对课文内容的理解，适量的口头练习，让学生巩固本课时的语言重点。

Step Six

Home-

work

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发挥想象，连词成文(40--60字).

(festival, get ready for, cook the meal, lantern, sweep away, cutting paper, at work)

Finish the homework.

课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。

板书设计

 Module10  Spring Festival                            小组评价

Unit1  Are you getting ready for Spring Festival?

Is her grandma making lanterns with her?              T1   T2   T3

No, she isn’t.

What’s she doing?

She’s cooking the meal.

教学反思