odule 1 People and places

一．教材內(nèi)容分析
本模塊以旅游為話題，運(yùn)用現(xiàn)在進(jìn)行時(shí)態(tài)介紹世界各地的時(shí)差, 并且讓學(xué)生了解在不同的時(shí)間,不同的國家人們做些什么事情.是學(xué)生感興趣的話題. 教學(xué)中應(yīng)結(jié)合學(xué)生實(shí)際情況，靈活調(diào)整教學(xué)內(nèi)容（或增加，或刪除，或前后調(diào)整），合理設(shè)置時(shí)。適當(dāng)進(jìn)行拓展，以豐富學(xué)生知識(shí)，拓展學(xué)生視野.
二．學(xué)情分析
本單元是7下的第一單元.在經(jīng)過一個(gè)學(xué)期的學(xué)習(xí)之后, 學(xué)生也積累了一定的詞匯量.教師在教學(xué)時(shí)盡量用游戲,圖片或flash動(dòng)畫的多種媒體引起學(xué)生的學(xué)習(xí)興趣,引導(dǎo)學(xué)生在交際中動(dòng)態(tài)生成，學(xué)生有話可說，樂于合作分享。這樣就有利于他們更好的運(yùn)用本知識(shí)，達(dá)到提高綜合運(yùn)用語言能力的目的。

三．教學(xué)目標(biāo)
1．語言知識(shí)目標(biāo)
語音掌握3個(gè)元音/ / // //
詞匯buy call drive enjoy drive lie shop take tell wait for postcard really anyway car thing leave work pub restaurant opera ballet sleep wash dress start midday hot dog coffee see greeting soon love night street
詞組
句型take photos wait for put on look at
What are you doing? I’m waiting for a bus.
Are you waiting for a bus? Yes, I am. / No, I’m not.
What is he/she doing? He/She is waiting for a bus.
Is he/she waiting for a bus? Yes, he/she is. No, he/she isn’t.
語法1．現(xiàn)在進(jìn)行時(shí)態(tài)的用法.
2．動(dòng)詞-ing形式的變化規(guī)則.
功能運(yùn)用現(xiàn)在進(jìn)行時(shí)態(tài)正確地寫一張明信片.
話題介紹不同國家的時(shí)差,在不同的時(shí)間里不同國家的人們做些什么事情.

2．語言技能目標(biāo)
聽聽懂有關(guān)現(xiàn)在進(jìn)行時(shí)態(tài)的句子，提高學(xué)生實(shí)際應(yīng)用能力。
說能利用現(xiàn)在進(jìn)行時(shí)態(tài)句型表達(dá)正在發(fā)生的事情；流利地說出本模塊的生詞、短語。
讀能包含現(xiàn)在進(jìn)行時(shí)態(tài)句型的有關(guān)簡(jiǎn)單。進(jìn)行簡(jiǎn)單的技能訓(xùn)練。
寫1．能寫包含現(xiàn)在進(jìn)行時(shí)態(tài)的句子；
2．能正確寫一張明信片.

演示與表達(dá)能向全班表達(dá)正在發(fā)生的事情和描述一張圖片.

3．學(xué)習(xí)策略目標(biāo)
不斷提升自主學(xué)習(xí)能力，有效交際、信息處理、英語思維能力。
認(rèn)知聯(lián)系，歸納，推測(cè)等技能。
調(diào)控從同伴處得到反饋，對(duì)自己在敘述及中的錯(cuò)誤進(jìn)行修改。
交際學(xué)習(xí)運(yùn)用恰當(dāng)詞語和句子介紹正在發(fā)生的事情.
資通過其他資獲取更多其他國家的信息,如時(shí)差等信息.
自學(xué)策略能借助其他的手段了解別的國家的情況.

4．化意識(shí)目標(biāo)：
在中外對(duì)比中，了解不同國家生活情況.

5．情感態(tài)度目標(biāo)
培養(yǎng)學(xué)生熱愛自己家園的意識(shí)。參加各種英語活動(dòng)，克服困難，在新環(huán)境中進(jìn)一步樹立正確的語言學(xué)習(xí)觀。

四．重點(diǎn)難點(diǎn)
1. 教學(xué)重點(diǎn)
[1] 重點(diǎn)句型:現(xiàn)在進(jìn)行時(shí)態(tài)句子的肯定，疑問與否定形式
[2] 重點(diǎn)話題: 用現(xiàn)在進(jìn)行時(shí)態(tài)敘述正在發(fā)生的事情.
2. 教學(xué)難點(diǎn)
[1] 動(dòng)詞-ing形式的構(gòu)成規(guī)則.
[2] 掌握現(xiàn)在進(jìn)行時(shí)態(tài)的句型和結(jié)構(gòu).

3. 突破途徑
以話題為核心，通過游戲、小組及班級(jí)活動(dòng)等不同途徑，在聽、說、讀、寫中使單詞及句型以不同的形式反復(fù)出現(xiàn)，在足夠的輸入中，達(dá)成有效的語言輸出。

五. 教學(xué)設(shè)計(jì)：
Unit 1 we’re having a great time!
Teaching Aims and Demands:
1. Language nowledge
ey vocabulary: buy call drive enjoy lie shop take photos tell wait for postcard the Great Wall really a good time a lot anyway
ey structure: What are you doing? I’m taking photos.
2. Listening skill: To understand conversations involving the present Continuous Tense in listening. Improve the students’ listening ability.
Teaching Aids: ulti-edia (or Tape recorder, OHP)
Teaching Procedures:
Step 1 Play a guessing game
Show students some photos of famous persons and get them to guess who they are.
設(shè)計(jì)意圖: 從學(xué)生熟悉并且感興趣的名人著手, 玩猜猜看的游戲, 由美國總統(tǒng)布什的滑稽造型引出本單元的重點(diǎn)句子: He is running.
Step 2 Lead in
Show students a picture of Yao ing and ask them “what is he doing?” and get them to answer “He is playing basketball.” Then do the same with pictures of Bill Gates, Li Yuchun and Yang Liping.
設(shè)計(jì)意圖: 從學(xué)生所熟悉的名人出發(fā), 用現(xiàn)在進(jìn)行時(shí)態(tài)的句子進(jìn)行問答, 不必要求學(xué)生說得非常正確,只是讓學(xué)生對(duì)現(xiàn)在進(jìn)行時(shí)態(tài)的句子有一個(gè)初步的認(rèn)識(shí).
Step 3 Practice
Show more pictures and get students to practice the pattern: what is he/she doing? He/She is …. And at the same time teach some neords.
設(shè)計(jì)意圖:在這一步驟中, 要盡量引導(dǎo)學(xué)生說正確的現(xiàn)在進(jìn)行時(shí)態(tài)的句子, 在不斷的操練中熟悉句型.
Step 4 Listen and read
Listen to the dialogue in Activity 3, and before they listen ask them to think about 2 questions. 1) Where is Betty calling? 2) Why is she there? After answering the 2 questions, get them to read the dialogue in pairs.
Step 5 atch
atch the people and the actions. Then get them to write full sentences using names. For example: Betty is talking to her mother.
設(shè)計(jì)意圖: 在這一步驟中,讓學(xué)生從說轉(zhuǎn)移到寫上, 這對(duì)以后的兩個(gè)單元的學(xué)習(xí)會(huì)起到很好的幫助.
Step 6 Play a game
把全班學(xué)生分成3大組分別寫一些短語, 第一組寫主語,第二組寫正在做什么, 第三組寫地點(diǎn). 然后每組分別叫一個(gè)同學(xué)上, 把他們的短語組合成一句句子.這樣組合起的句子肯定非�；�稽, 讓同學(xué)們?cè)谳p松愉快的氛圍下把當(dāng)天所學(xué)的知識(shí)加以鞏固.在游戲中結(jié)束了第一單元的學(xué)習(xí).
Step 7 Homework
1.Read the words and the dialogue frequently. Try to recite the dialogue.
2.Bring your favourite photo and talk about it next time.

Unit 2 They’re going to the opera.
Teaching Aims and Demands:
1. Language nowledge
ey vocabulary: car put on thing leave work at home pub restaurant opera ballet sleep wash dress start midday hot dog coffee see
ey structure: People are sleeping. People aren’t working.
1.Speaking skill: To say sentences with the Present Continuous tense.
Teaching Aids: ulti-edia (or Tape recorder, OHP)
Teaching Procedures:
Step 1 Play a game
模仿中央電視臺(tái)的幸運(yùn)52節(jié)目, 讓同學(xué)兩個(gè)一組上臺(tái), 一個(gè)人做動(dòng)作, 另一個(gè)同學(xué)問, 例如: Are you swimming?
設(shè)計(jì)意圖: 由游戲開始上,同學(xué)們會(huì)比較感興趣, 并且這個(gè)游戲正好可以復(fù)習(xí)上節(jié)的內(nèi)容.
Step 2 Revise
Use 9 pictures to revise the pattern. Get students to ask and answer in pairs. For example: What is she doing? She is getting up.
Step 3 Sum up
用中總結(jié)一下現(xiàn)在進(jìn)行時(shí)態(tài)的用法和現(xiàn)在分詞的構(gòu)成規(guī)則.并帶領(lǐng)全班同學(xué)朗讀單詞原形和現(xiàn)在分詞形式.
Step 4 Presentation
首先用一張世界地圖教時(shí)差。然后出示世界著名城市的圖片，如北京、倫敦、莫斯科、紐約和洛杉磯，老師引導(dǎo)學(xué)生用現(xiàn)在進(jìn)行時(shí)態(tài)說句子。例如，It’s 1:00 a.m. in Beijing. People are sleeping. People aren’t having dinner. 在同學(xué)們自由發(fā)言的時(shí)候，老師有目的的引出本活動(dòng)中的幾個(gè)重點(diǎn)短語：running for trains; having afternoon tea; going to the opera; watching a ballet; getting dressed, etc.
設(shè)計(jì)意圖：在這一步驟中， 要讓同學(xué)們積極主動(dòng)的發(fā)言，并且答案可以是不統(tǒng)一的。老師鼓勵(lì)學(xué)生大膽表達(dá)，并且給予適當(dāng)?shù)谋頁P(yáng)，讓學(xué)生感受成功，增加自信心和求知欲。
Step 5 Listen and check
Listen to the passage in Activity 1 only once and check the true sentences in Activity 3.
設(shè)計(jì)意圖：只讓學(xué)生聽一遍磁帶，然后馬上判斷句子正誤。目的是培養(yǎng)學(xué)生的，在練習(xí)中抓住主要內(nèi)容。
Step 6 agic trip
Show students pictures of famous cities, and tell them you can go to one of them with your friends at once. Discuss in groups of four, and choose one and say something about the trip. For example: Hello! Now I’m in Hangzhou. I am shopping. y friend Cheng Long is drinking milk in a pub. Yao ing is
my friend, too. He is sleeping in the hotel.
設(shè)計(jì)意圖：學(xué)以致用，小組進(jìn)行合作，培養(yǎng)學(xué)生主動(dòng)學(xué)習(xí)，大膽合作的精神。
Step 7 Read the postcard.
Give students 3 minutes to read the postcard and answer the 6 questions. Check the answers together. Then play the tape. Students read after the tape.
設(shè)計(jì)意圖：讓學(xué)生模仿錄音，語調(diào)，感受語言的節(jié)奏
Step 8 Homework
1.Read the passage frequently.
2.Write a passage about the magic trip.

Unit 3 Language in use
Teaching Aims and Demands:
1. Language nowledge
ey vocabulary: See you later. good night street
ey structure: Is she enjoying her visit? Yes, she is. / No, she isn’t.
Are they buying postcards? Yes, they are. / No, they aren’t.
Speaking skill: To say sentences with the Present Continuous tense.
Writing skill: To write a postcard using the Present Continuous Tense.
Teaching Aids: ulti-edia (or Tape recorder, OHP)
Teaching Procedures:
Step 1 Play a game
Show the flash of some pigs, but students can’t see what they are doing. Get students to guess. The teacher can ask like this: What is he doing? Is he running? Is he singing?
設(shè)計(jì)意圖: 本單元是一個(gè)復(fù)習(xí)單元,以游戲引出話題，活躍堂氣氛，鼓勵(lì)學(xué)生大膽表達(dá)。
Step 2 Enjoy talking
Show students 9 pictures .Get them to ask and answer questions. For example: What is he doing? He is singing.
Step 3 Find out the rules
Let students see nine sentences and ask them to try to find out the rules of v. ing forms. (句子見幻燈片)
Step 4 Do some exercises
Give each student a piece of paper and try to fill in the blanks. Pay attention to the form: be+v.ing (題目見幻燈片)
Step 5 Around the world
Show students pictures of different cities. And tell them there is different time in different places.
Step 6 Try imagination
Show students a picture of a boy. Tell them like this: This is my friend Tony. Complete the dialogue and guess where he is.
T: Hi, Dad!
D: Hi, Tony. What ________________ (you/do)?
T: We___________ (visit) the Forbidden City. Lingling and Betty______________ (write) postcards.
D: What ______________ (Daming/do) /
T: He _____________ (take) photos. There are lots of people here. They____________ (enjoy) the sun. Som __________ (look) at the building and some_______________ (listen) to the guide.
D: ________________ (you/have) a good time?
T: Yes, we _____________ (have ) a great time, Dad! See you later.
D: Bye.
Step 7 Write a postcard
Tell the students the answer of the question in Step 6. Tony is visiting the Forbidden City with his friends. He has many friends. Tell the students: Suppose you are one of his friends. Now you write a postcard to him. Get them to pay attention to writing postcards in English correctly.
Step 8 atch
atch the words in Box 1with the words in Box 2 to make phrases.
Step 9 Homework
1.Finish the exercises in workbook.
2.Finish the postcard.

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