my,classmates教學反思中英文對照
my,classmates教學反思中英文對照
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
赤溪中心學校電子備課紙
篇三：外研版七年級上冊Module1My Classmates Unit1Nice to meet you.教學設計與反思
課題：外研版七年級上冊Module 1 My classmates
Unit 1 Nice to meet you.
一、教學內容分析
本課時外研版七年級英語上冊正式內容的第一模塊第一課時。作為初中教材的第一課，本模塊具有銜接和導入的作用。本模塊內容圍繞著自我介紹展開，符合學生剛剛升入初中，同學之間相互不熟悉的實際情況。
本單元重點為同學們呈現了七（4）班李老師和新同學見面時的對話包括自我介紹和詢問新學生的個人情況。本單元沒有太多新的句型和語法，而是以一般現在時的簡單句“主語+be動詞”為主，重點是自我介紹（包括說話人的年齡、姓名、來自何地等），并借此引入新單詞。
二、學習者特征分析
通過平時的觀察和了解，1班學生大部分對英語還保持著較高的熱情，課堂發言還比較積極，經過之前4個預備模塊的學習，學生開始適應我的英語課堂，對于英語指令語的理解也越來越好，不需多次重復�？墒怯行⿲W生性格偏內向，需要教師的關注和鼓勵。
三、教學目標
知識與技能：
1、能夠聽懂并讀懂關于課文的對話。
2、能夠運用所學動詞be的基本句型，進行包括姓名，國籍，年齡，班級等信息的內在的簡單的自我介紹。
4、能夠運用be的一般現在時的陳述和疑問形式。
重點：
1、能夠聽懂并讀懂關于課文的對話。
2、能夠運用所學動詞be的基本句型，進行包括姓名，國籍，年齡，班級等信息的內在的簡單的自我介紹。
難點：
1、能夠運用be的一般現在時的陳述和疑問形式。
四、教學過程
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!”
設計意圖：用優美愉快的歌聲營造快樂輕松的英語氛圍，使孩子們迅速的進入
英語的學習狀態，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.”
設計意圖：對這幾個句型學生們在小學階段都已經學過，但由于學生之間還不太熟悉，所以的交流積極性不是很高。這時教師示范，再加上握手的動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也是考慮到學生之間不熟悉的因素。這樣學生能從身邊的人開始，親切的說，充分的說，實現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.
設計意圖：多媒體呈現教師的照片和個人信息，使學生更加深入地了解教師。也使學生根據情景自然獲取自我介紹的句型結構，為后面的對話和學生進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.
設計意圖：聽力技巧的訓練對于初中階段非常重要�；顒右徽怯柧殞W生通過說話人音色的變化判斷說話人的數量。而活動二先讓學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生對單詞的記憶和快速反應能力，以便為接下來的聽力做好充分的輸入準備，應該說這是一個有挑戰的活動。
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. 設計意圖：活動一時已經讓學生針對說話人的音色的變化判斷說話人的數量，這次活動無疑是個鞏固練習。但是相對于活動一又增加了難度因為需要把Ms Li除去。如果學生有困難，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. 設計意圖：讓學生熟悉這幾個城市，并鞏固學生be動詞的一般現在時的一般疑問句。
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 動詞用法:
兒歌
我用am,你用are，Is 連著她他它，單數名詞用is，復數名詞全用are。 變否定，很容易，be后not 加上去。變疑問，往前提，首句大寫是關鍵，末句問號莫忘記。
設計意圖：學生在活動中復習，掌握新知,培養學生總結概況的能力。
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.
設計意圖：個人呈現環節，充分激發學生的思維、情感，踴躍發言。
Step6. Homework
1. Write a short self introduction with the words “name, old, from,
class,friend”.
設計意圖：鞏固本節課的重點句型，復習所學的單詞，又鍛煉學生的語言組織和寫作能力。
板書設計：
Module 1 My classmates.
Unit 1 Nice to meet you.
重點句型： 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.
教學反思：
本模塊內容圍繞著自我介紹展開，符合學生剛剛升入初中，同學之間相互不熟悉的實際情況。加之對于自我介紹和形容詞物主代詞的用法學生小學就接觸，所以進行起來難度并不是特別大。但是由于學生之間不熟悉，所以，如何打開學生
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。在這個過程里教師就起到了這樣的紐帶作用，所以在這個教學活動中，應該有激發學生興趣的歌曲，游戲的環節等等，又要有培養學生能力，檢查學生的反饋環節，這樣才能達到興趣，能力一起提升，形容內容高度統一的原則。
本次課堂操練環節有序到位，學生課堂參與積極。課堂中，大量的時間是給學生進行句型操練表達的，教師僅作為引導者，并且引導自然，不是刻意為之。各種pair work,，group work和individual work，給了學生充分的自由表達時間。
本次課堂主要存在的問題有以下幾點：
1）語言表達上有點緊張，些許語病。
2）be動詞兒歌可以稍作修改，以求適合學情。be動詞練習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七年級英語上冊 Module 1 My classmates Unit 1教學設計與反思 (新版)外研版
Module 1 My classmates Unit 1教學設計與反思
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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 教學反思：
可以適當地擴充一下單詞，如：sharpener(卷筆刀)，pencil-case,pencil-box. 增加多一些教學活動，操練單詞的方法更靈活一點。
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.
教學反思：教師向全班學生使用今天所學的句型借東西時，學生反應熱烈，興趣較濃，達到了很好的效果。但如果能兩對兩地練習將更全面了了解學生是否掌握。
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