七年級上教案U3T1SB2

1、unit 3 getting togethertopic 1 do you like english?section bthe main activities are 1a and 3. 本課重點活動是1a和3。. teaching aims and demands 教學目標1. learn some new words:live, say, visit, great, wall2. learn some questions and answers with does:(1)does he speak chinese?yes, he does./ no, he doesnt. he speak

2、s english.(2)what does he say in the letter?he wants to visit the great wall.3. learn some useful sentences: (1)who is the letter from?its from my pen pal, sam.(2)is the letter in english? yes, it is. (3)where does he live?he lives in england. (4)kangkang knows me. teaching aids 教具圖片/教學掛圖/錄音機/幻燈片/若干

3、個裝有信件的信封/小黑板. five-finger teaching plan 五指教學方案step 1 review 第一步 復習(時間:10分鐘)以問題為線索，引出單詞和話題，培養(yǎng)學生的語言表達能力。1. (檢查作業(yè)。教師請學生登臺表演上節(jié)課的家庭作業(yè)。) t: now, ill check your homework. s1、s2, please, come to the front and perform your dialog.2. (師生對話。引入并運用china和chinese。)t: i come from china. i am chinese.ss: we come fro

4、m china. were chinese.(教師提問一名學生。)t:where do you come from, s3?s3: i come from china.t:do you speak chinese?s3: yes, i do.(學生兩人一組互相問答。)(教師可以穿插講解“吉鴻昌愛國”的故事，培養(yǎng)學生的愛國主義情感，增強愛國意識。解放前，外國人都看不起我們中國人，說我們是“東亞病夫”。當時在國外，有的中國人都不敢承認自己是中國人，但吉鴻昌到國外后，勇敢地對外國人說自己是中國人，并且自制了一個紙牌掛在胸前，上面用英語寫道：i am chinese!)3. (教師出示一幅長城的圖片。

5、)t: can you say it in english?s4:yes, the great wall. (教師幫助回答。)t:where is it?s4:its in china.t:do you live in china?s4:yes, i do. (教師幫助回答。)t:is china great?s4:yes, it is.(板書并要求學生掌握say, wall, live, great；理解the great wall。)say, wall, the great wall, live, great4. (教師接著出示第二幅圖片。)t: do you like the great

6、 wall?s5:yes, i do.t: do you want to visit the great wall?s5:yes, i do.(板書并要求學生掌握。)visit(教師讓學生兩人一組，運用所呈現(xiàn)的生詞編對話。)5. (教師介紹s5的情況，然后讓學生根據(jù)介紹回答問題。) t:s5 lives in china. he/she likes the great wall. he/she wants to visit the great wall. (教師請另一位學生，根據(jù)這段話回答問題。)t:where does s5 live?s6:he/she lives in china. t:

7、does he/she like the great wall?s6:yes, he/she does.t:does he/she want to visit the great wall?s6:yes, he/she does.(通過以上活動導入1a。)step 2 presentation 第二步 呈現(xiàn)(時間:8分鐘)根據(jù)1a的教學掛圖回答問題，練習本課基本句型，引出對話內(nèi)容，培養(yǎng)學生聽說能力和閱讀能力。1. (教師呈現(xiàn)1a的教學掛圖，與學生談論。)t:who are they?ss:they are jane and kangkang.t:does kangkang have a rou

8、nd face?ss:yes, he does. t:does jane have long hair?ss:yes, she does.t:does kangkang have a letter in his hand?ss:yes, he does.t:who is the letter from? lets listen to the tape and then find the answer.(教師播放1a錄音，讓學生聽并回答who is the letter from?)(板書)who is the letter from? (核對答案。)2. (教師再播放一遍1a錄音，要求學生根據(jù)

9、1a判斷正(t)誤(f)。) (用幻燈片展示試題。)(1)sam is kangkangs pen pal. ( )(2)sam speaks chinese. ( )(3)sam says he wants to visit the great wall. ( ) (核對答案。)3.(學生分角色朗讀對話，進一步理解對話內(nèi)容。教師板書重點句子和短語并解釋，要求學生掌握。)(1)speak+語言名稱=say in+語言名稱(2)live in (3)in the letter(4)what does he say in the letter?he wants to visit the great

10、 wall.4. (根據(jù)1a內(nèi)容，教師隨機提問學生，并核對答案，完成1a。)t:who is the letter from?s1:its from sam. t:is kangkang sams pen pal?s2:yes, he is.t:does sam speak chinese?s3:no, he doesnt.t:does he live in england?s4:yes, he does.5. (雙人小組活動。學生獨自完成1b，然后同桌分角色表演1b對話。)step 3 consolidation 第三步 鞏固(時間:7分鐘)模仿1a，1b編對話，讓學生學以致用，培養(yǎng)他們的綜

11、合語言運用能力。1. (教師利用幻燈片呈現(xiàn)習題，要求學生根據(jù)對話內(nèi)容填寫所缺單詞，每空一詞。)s1: whats that in english?s2: its a letter.s1: is it yours?s2: yes, its mine.s1: who is it from?s2: its from my pen pal, tom.s1: does he speak chinese?s2: no, he doesnt. he speaks english.s1: what does he say in the letter?s2: he wants to visit china.(畫

12、線部分是要填的詞。)2. (教師把事先準備好的信封發(fā)給各小組，然后根據(jù)信封及信的內(nèi)容兩人一組進行對話練習。對話應包括以下句型：) t: lets make a dialog in pairs with the following sentences.(1)who is the letter from?its from (2)where does he/she come from?he/she comes from (3)what does he/she say in the letter?he/she wants to (教師挑選兩組學生表演，并以掌聲鼓勵。)3. (雙人活動。同桌對話，了解對

13、方筆友的情況。要求運用以下幻燈片中的句型。)(1) is it a boy or a girl?(2) its a boy/girl.(3) does he/she come from ?(4) yes, does./no, doesnt.(5) does he/she live in china?(6) yes, does./no, doesnt.(7) does he/she like china?(8) yes, does./no, doesnt.step 4 practice 第四步 練習(時間:10分鐘)在不同情景中練習目標語言，展開任務型活動，學以致用，鍛煉學生的合作能力。1. (

14、教師播放2錄音，學生聽后回答問題，完成2，核對答案。) t: listen to the tape of 2 and answer the following questions. then check the answers.2. (教師將2的聽力材料用幻燈片或小黑板展示出來，然后讓學生兩人一組根據(jù)內(nèi)容編對話。) t: please work in pairs to make a dialog according to the sentences on the blackboard. and then act it out.example:s1: do you have a good fri

15、end?s2: yes, i do.s1: could you please tell me her name?s2: sure. her name is lucy.s1: where does she come from?s2: she comes from england.s1: where does she live now?s2: she lives in china.s1: does she like china?s2: yes, she does. she likes china very much.s1: does she speak chinese?s2: no, she do

16、esnt. she speaks english.3. (教師引導學生觀察3中的句子，并歸納句子的規(guī)律當主語是第三人稱單數(shù)時，謂語動詞原形后加(e)s。) t: please observe the sentences in 3 and find out the rules of verbs changing in the third single personal pronouns.(板書下列內(nèi)容并解釋。)kangkangknowshelives/helps/wantsshespeaks4. (教師播放3錄音，讓學生跟讀，練習(e)s的讀音。完成3。)step 5 project 第五步 綜

17、合探究活動(時間:10分鐘)通過練習動詞第三人稱單數(shù)的讀音規(guī)則及其一般疑問句的問答，培養(yǎng)學生觀察探究能力。1. (教師鼓勵學生探究“動詞第三人稱單數(shù)的讀音”，并總結。)(用小黑板展示下列內(nèi)容。)lives, speaks, spells, phones, knows, does, hands, comes, looks, gives, likes, dresses,thinks, guesses, finds, helps, tells, meets, wants, visits(教師先領著學生讀一遍，要求學生邊讀邊注意詞尾s的發(fā)音。接著，教師將學生分組，并為各小組命名，如先鋒隊、雄鷹隊、立志

18、隊等，引發(fā)學生的興趣。然后，為各小組明確共同目標，即歸納出-s在動詞后的讀音規(guī)律。每個成員針對詞尾s的不同讀音進行觀察，發(fā)現(xiàn)規(guī)律并進行歸納總結。接下來，組內(nèi)成員互相補充，力圖達到全面、準確。各組選出小組發(fā)言人進行匯報，其他各組學生均可補充發(fā)言。最后由教師總結，再按讀音將幻燈片上的詞分類。)2. (問答接龍。參照4，教師讓學生八人一組，第一位同學用do you ?向第二位同學提問，第二位同學用yes, i do./no, i dont.回答，并用does he/she ?向第三位同學提問，而第三位同學又用yes, he/she does./no, he/she doesnt.回答并向第四位同學提問。以此類推，每位同學提問時要用到盒子里不同動詞，完成4。)example:s