my,classmates教學(xué)反思中英文對(duì)照
my,classmates教學(xué)反思中英文對(duì)照
篇一：Module 1 My classmates 教案
Module 1 My classmates
Unit 1 Nice to meet you.
篇二：Module 1 My classmates 教案
赤溪中心學(xué)校電子備課紙
篇三：外研版七年級(jí)上冊(cè)Module1My Classmates Unit1Nice to meet you.教學(xué)設(shè)計(jì)與反思
課題：外研版七年級(jí)上冊(cè)Module 1 My classmates
Unit 1 Nice to meet you.
一、教學(xué)內(nèi)容分析
本課時(shí)外研版七年級(jí)英語上冊(cè)正式內(nèi)容的第一模塊第一課時(shí)。作為初中教材的第一課，本模塊具有銜接和導(dǎo)入的作用。本模塊內(nèi)容圍繞著自我介紹展開，符合學(xué)生剛剛升入初中，同學(xué)之間相互不熟悉的實(shí)際情況。
本單元重點(diǎn)為同學(xué)們呈現(xiàn)了七（4）班李老師和新同學(xué)見面時(shí)的對(duì)話包括自我介紹和詢問新學(xué)生的個(gè)人情況。本單元沒有太多新的句型和語法，而是以一般現(xiàn)在時(shí)的簡單句“主語+be動(dòng)詞”為主，重點(diǎn)是自我介紹（包括說話人的年齡、姓名、來自何地等），并借此引入新單詞。
二、學(xué)習(xí)者特征分析
通過平時(shí)的觀察和了解，1班學(xué)生大部分對(duì)英語還保持著較高的熱情，課堂發(fā)言還比較積極，經(jīng)過之前4個(gè)預(yù)備模塊的學(xué)習(xí)，學(xué)生開始適應(yīng)我的英語課堂，對(duì)于英語指令語的理解也越來越好，不需多次重復(fù)。可是有些學(xué)生性格偏內(nèi)向，需要教師的關(guān)注和鼓勵(lì)。
三、教學(xué)目標(biāo)
知識(shí)與技能：
1、能夠聽懂并讀懂關(guān)于課文的對(duì)話。
2、能夠運(yùn)用所學(xué)動(dòng)詞be的基本句型，進(jìn)行包括姓名，國籍，年齡，班級(jí)等信息的內(nèi)在的簡單的自我介紹。
4、能夠運(yùn)用be的一般現(xiàn)在時(shí)的陳述和疑問形式。
重點(diǎn)：
1、能夠聽懂并讀懂關(guān)于課文的對(duì)話。
2、能夠運(yùn)用所學(xué)動(dòng)詞be的基本句型，進(jìn)行包括姓名，國籍，年齡，班級(jí)等信息的內(nèi)在的簡單的自我介紹。
難點(diǎn)：
1、能夠運(yùn)用be的一般現(xiàn)在時(shí)的陳述和疑問形式。
四、教學(xué)過程
Step1. Warming up
Introduce myself to the class by saying, “Hello, I’m Miss He. I’m
a teacher. I’m from China and I’m Chinese. I’m 26 years old. Nice to meet you. Before our class, let’t enjoy a song!”
設(shè)計(jì)意圖：用優(yōu)美愉快的歌聲營造快樂輕松的英語氛圍，使孩子們迅速的進(jìn)入
英語的學(xué)習(xí)狀態(tài)，拉近師生間的距離。也為下面的交流做鋪墊。
Step2. Free talk
Sing the song again, and make up a new song, like “Hello! Hello! My name is Miss He. What’s your name?”Encourage the student to try to and shake hands with them. And say “Nice to meet you.” Then get them to know their classmates name by asking and answering “My name is.. What’s your name? My name is?,Nice to meet you.”
設(shè)計(jì)意圖：對(duì)這幾個(gè)句型學(xué)生們?cè)谛W(xué)階段都已經(jīng)學(xué)過，但由于學(xué)生之間還不太熟悉，所以的交流積極性不是很高。這時(shí)教師示范，再加上握手的動(dòng)作在很大的程度上解決了交流上的障礙。Free talk采用兩人之間的活動(dòng)也是考慮到學(xué)生之間不熟悉的因素。這樣學(xué)生能從身邊的人開始，親切的說，充分的說，實(shí)現(xiàn)從陌生到熟悉的過度。
Step3.learning
Show some information about myself, and have them try to ask some questions about myself. If they have difficulties, show them key structures on how to ask self information and what should be
mentioned(including age, job, money and so on).If they don’t have any difficulties, just write the structures on the blackboard. Have them practice in pairs or groups.
What’s your name? My name is?
How old are you? I’m?
Where are you from? I am from?
What class are you in? I’m in Class?
Nice to meet you. Nice to meet you, too.
設(shè)計(jì)意圖：多媒體呈現(xiàn)教師的照片和個(gè)人信息，使學(xué)生更加深入地了解教師。也使學(xué)生根據(jù)情景自然獲取自我介紹的句型結(jié)構(gòu)，為后面的對(duì)話和學(xué)生進(jìn)行自我介紹做好鋪墊。
Step4.Listening and doing(Activity1 and Ativity2)
Explain to the students that they are going to listen to a conversation and find out how many people are speaking. Tell them just to listen to the voice. Then play it again and elicit the answers.
Tell them they did a good job. Then ask students to choose the words to describe the picture.
T: Now, everyone, look at the picture in Activity2.What can you see in the picture?
Ss: A teacher and some students.
T:What is the teacher’s name?
Ss: Miss Li.
T: Good. They are school students. They are Chinese. They are having a class. The students are listening to the teacher. Daming and Lingling are in the first row. They are friends.
Write the words “ teacher, student, class, Chinese, friend, school” on the blackboard. Read these words and asks students to repeat after me. Then show the some words. Ask the students to tell me which word is the same as the word on the blackboard. Then listen to the tape again and check the words they hear. Call back answers from the whole class.
設(shè)計(jì)意圖：聽力技巧的訓(xùn)練對(duì)于初中階段非常重要。活動(dòng)一正是訓(xùn)練學(xué)生通過說話人音色的變化判斷說話人的數(shù)量。而活動(dòng)二先讓學(xué)生在老師的幫助下熟悉新的單詞的讀音。然后通過多媒體的展示考察學(xué)生對(duì)單詞的記憶和快速反應(yīng)能力，以便為接下來的聽力做好充分的輸入準(zhǔn)備，應(yīng)該說這是一個(gè)有挑戰(zhàn)的活動(dòng)。
Step5.Listening and reading(Activity3, Activity4 and Activity6)
Before playing the tape, tell them, now I’m Ms Li. I will introduce some friends to you. Listen and tell me. “How many friends will I introduce to you? And who are they?”
Ask the students to read the conversation alone, then check the true sentences in Acitvity3, and call back the answer from the whole class. 設(shè)計(jì)意圖：活動(dòng)一時(shí)已經(jīng)讓學(xué)生針對(duì)說話人的音色的變化判斷說話人的數(shù)量，這次活動(dòng)無疑是個(gè)鞏固練習(xí)。但是相對(duì)于活動(dòng)一又增加了難度因?yàn)樾枰袽s Li除去。如果學(xué)生有困難，可以將問題改為“How many people are speaking?” 以減低難度。
Write down some cities on the blackboard and ask them “Where are they?” like Bejing, Wuhan, New York, London and so on. Then ask them to say out more cities and countries they and work in pairs to ask and answer. 設(shè)計(jì)意圖：讓學(xué)生熟悉這幾個(gè)城市，并鞏固學(xué)生be動(dòng)詞的一般現(xiàn)在時(shí)的一般疑問句。
Step6.Summing up
Language points.
1. I’m from Wuhan.我來自武漢。
這里be from表示“來自哪里”
另外：be from = come from
eg: They are from England.
=They come from England.
注意：I’m from China and I’m Chinese.
我來自中國，我是中國人。
2 . I’m twelve years old. .我十二歲。
用來表述年齡，表示 “??歲”。可以省略。
What about you?那么你呢？
3．Welcome to?歡迎來??
eg. Welcome to our school.
4. be 動(dòng)詞用法:
兒歌
我用am,你用are，Is 連著她他它，單數(shù)名詞用is，復(fù)數(shù)名詞全用are。 變否定，很容易，be后not 加上去。變疑問，往前提，首句大寫是關(guān)鍵，末句問號(hào)莫忘記。
設(shè)計(jì)意圖：學(xué)生在活動(dòng)中復(fù)習(xí)，掌握新知,培養(yǎng)學(xué)生總結(jié)概況的能力。
Step5. Self introduction.
T: Boys and girls, did you notice that if we put the answers to the questions together, we can make a self introduction. So now let’s try to do it. You can follow these sentence structures：
Hello, class. My name is ?. I’m from ? and I’m ?.I’m a student. I’m ? years old. I’m in Class? Grade?. Nice to meet you. Thank you. Give students 3 minutes and ask 2 of them to make a show.
設(shè)計(jì)意圖：個(gè)人呈現(xiàn)環(huán)節(jié)，充分激發(fā)學(xué)生的思維、情感，踴躍發(fā)言。
Step6. Homework
1. Write a short self introduction with the words “name, old, from,
class,friend”.
設(shè)計(jì)意圖：鞏固本節(jié)課的重點(diǎn)句型，復(fù)習(xí)所學(xué)的單詞，又鍛煉學(xué)生的語言組織和寫作能力。
板書設(shè)計(jì)：
Module 1 My classmates.
Unit 1 Nice to meet you.
重點(diǎn)句型： 城市和國家
1) A: What’s your name? Beijing China
My name is ? Wuhan China
2) A: How old are you? New York America I’m?years old. London Britain
3) A:Where are you from?
I’m from...
4) A: What class are you in?
I’m in Class? Grade?.
5) A: Nice to meet you.
Nice to meet you, too.
教學(xué)反思：
本模塊內(nèi)容圍繞著自我介紹展開，符合學(xué)生剛剛升入初中，同學(xué)之間相互不熟悉的實(shí)際情況。加之對(duì)于自我介紹和形容詞物主代詞的用法學(xué)生小學(xué)就接觸，所以進(jìn)行起來難度并不是特別大。但是由于學(xué)生之間不熟悉，所以，如何打開學(xué)生
之間的心扉，讓他們樂于參與交流，彼此熟悉就顯得格外的重要。在這個(gè)過程里教師就起到了這樣的紐帶作用，所以在這個(gè)教學(xué)活動(dòng)中，應(yīng)該有激發(fā)學(xué)生興趣的歌曲，游戲的環(huán)節(jié)等等，又要有培養(yǎng)學(xué)生能力，檢查學(xué)生的反饋環(huán)節(jié)，這樣才能達(dá)到興趣，能力一起提升，形容內(nèi)容高度統(tǒng)一的原則。
本次課堂操練環(huán)節(jié)有序到位，學(xué)生課堂參與積極。課堂中，大量的時(shí)間是給學(xué)生進(jìn)行句型操練表達(dá)的，教師僅作為引導(dǎo)者，并且引導(dǎo)自然，不是刻意為之。各種pair work,，group work和individual work，給了學(xué)生充分的自由表達(dá)時(shí)間。
本次課堂主要存在的問題有以下幾點(diǎn)：
1）語言表達(dá)上有點(diǎn)緊張，些許語病。
2）be動(dòng)詞兒歌可以稍作修改，以求適合學(xué)情。be動(dòng)詞練習(xí)部分人稱代詞不夠明確，要加以修改。
篇四：廣東省佛山市第十四中學(xué)七年級(jí)英語上冊(cè) Module 1 My classmates Unit 1教學(xué)設(shè)計(jì)與反思 (新版)外研版
Module 1 My classmates Unit 1教學(xué)設(shè)計(jì)與反思
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篇五：unit2my classmates
Module1 Getting to know you
Unit 1 Greetings
Lesson 1
TEACHER: SCHOOL:
BOOK: Oxford English (Shanghai Edition) 1A M1 U2 TOPIC: My classmates AIMS:
1. To learn the new words: book, ruler, pencil, rubber
2. To learn the new expressions: A book! A ruler! A pencil! A rubber!
孩們) Gs(女孩們) 板書：
book, ruler, pencil, rubber 教學(xué)反思：
可以適當(dāng)?shù)財(cái)U(kuò)充一下單詞，如：sharpener(卷筆刀)，pencil-case,pencil-box. 增加多一些教學(xué)活動(dòng)，操練單詞的方法更靈活一點(diǎn)。
Lesson 2
TEACHER: SCHOOL:
BOOK: Oxford English (Shanghai Edition) 1A M1 U12 TOPIC: My classmates AIMS:
1. To learn the new expressions: Give me …, please. 3. To learn how to borrow study materials 4. To learn how to offer people things. 5. To learn how to express thanks.
孩們) Gs(女孩們) 板書：
Give me …, please.
教學(xué)反思：教師向全班學(xué)生使用今天所學(xué)的句型借東西時(shí)，學(xué)生反應(yīng)熱烈，興趣較濃，達(dá)到了很好的效果。但如果能兩對(duì)兩地練習(xí)將更全面了了解學(xué)生是否掌握。
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