Unit 1 developing the topic-Oral communication 教案 2024-2025学年仁爱科普版（2024）七年级英语上册

课题 仁爱科普版 七上英语 Unit 1 developing the topic-Oral communication 教案 课型 新授课 主备人 一、教学目标 1. Language knowledge goals Students can listen to, speak and read words correctly: class, swimming, running, cooking, etc. Students can understand and use the sentence patterns: He / She is from... He / She is... years old. He / She likes... 2. Language skills goals Improve students' listening skills, and be able to accurately obtain the key content of character information. Cultivate students' oral expression ability, and be able to fluently introduce the basic information of others and let others guess. 3. Emotional attitudes and goals Encourage students to actively participate in group activities and cultivate the spirit of cooperation. Stimulate students' interest in English learning and enhance their confidence in learning. 二、教学重难点 1. Teaching focus Master the vocabulary and sentence patterns related to the character introduction. Be able to understand and accurately obtain the key information in the listening materials. 2. Teaching difficulties Fluent and accurately use the learned sentence patterns to introduce and guess the characters. 三、教学方法 Task-based teaching method, situational teaching method, group cooperative learning method 四、教学过程 (I) Lead in (5 minutes) 1. By showing some pictures of famous characters, such as athletes and stars, the teacher guides the students to describe the appearance and hobbies of these characters in simple English. For example: Look at this picture. Who is he?He is Yao Ming. He is very tall. He likes playing basketball. 2. The teacher asks the students whether they want to learn how to introduce their classmates in English, so as to introduce the topic of this lesson. (II) Listening exercises (15 minutes) 1. Activity 1: The teacher first lets the students observe the table in the listening task and understand the information to be obtained, that is, the name of the character, the class and hobbies. Then play the listening material and let the students do the matching exercises. 2. Activity 2: Play the listening materials again, let the students fill in the blanks, and complete the information about the age and native place. After listening, the teacher checked the answers together with the students, and explained and practiced the key words and sentence patterns. (III) Group activities (20 minutes) 1. The teacher divides the students into small groups, each group with 4-5 students. 2. Group members take turns to introduce one member of the group, and the other members guess. Teachers can first give a demonstration, such as: He is a boy. He is from Beijing. He is 13 years old. He likes reading. Who is he? 3. Students conduct activities in the group, and teachers patrol and give guidance and help. 4. Invite several groups to show off on stage, and other groups to guess. (IV) Summary and expansion (5 minutes) 1. The teacher and the students will review the key words and sentence patterns learned in this lesson. 2. Let students think about how to introduce new friends in English in real life, and encourage students to communicate with their classmates with what they have learned after class. (V) exercise 1. Let the students write a short essay about yourself or a friend, no less than 50 words, according to what they have learned. 2. The teacher provides some sentences describing the characters, let the students judge the right and wrong, and correct the wrong sentences. (VI) homework 1. Listen to the recording, follow the listening materials of the reading class, and imitate the pronunciation and intonation. 2. Introduce a classmate to your family in English. 七、教学反思 In the teaching of this class, I tried to guide students to actively participate in the class through various teaching activities, such as listening exercises and group cooperation, etc., to improve their English language ability. The success is that the introduction process has successfully attracted the students' attention and stimulated their interest in learning by showing the pictures of famous people. The listening exercise part, step by step, first matching and then fill in the blanks, to help students gradually improve their listening skills, most students can better complete the task. In the group activities, the students showed high enthusiasm and cooperative spirit, and could use the learned sentence patterns to communicate and guess. However, there are also some shortcomings. In listening practice, for students with weak foundation, it may be difficult and not given enough time and guidance to keep up with the rhythm. In group activities, some of the discussion is not warm enough, perhaps because the mastery of sentence patterns is not skilled enough. In addition, the control of teaching time is not accurate enough, resulting in the final summary and expansion of a little hasty. In view of the above problems, in the future teaching, I will pay more attention to the individual differences of students, and provide more targeted help and practice. Before the group activities, strengthen the practice of sentence patterns to ensure that students can use them more freely. At the same time, we should further improve our teaching ability of teaching time management to ensure that every teaching link can be fully carried out. In general, through the teaching of this class, I have a deeper understanding of the students' learning situation, and also provide a direction for the future teaching improvement.   学科网（北京）股份有限公司 $$