仁爱七上UnitTopicWhatclassareyouinB

仁爱七上UnitTopicWhatclassareyouinB

七上仁爱版英语Unit 1 Topic 3 What class are you in Section B教学设计 The main activities are ‎1a and ‎2a. 本课重点活动是‎1a和‎2a。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. (1) Learn some new words about school things:‎ eraser, pencil, desk, pen, ruler, book, blackboard ‎(2) Learn other useful words and expressions:‎ English, in English, an, spell, a, map, can, please, apple, double, toy, orange, car, egg ‎2. Learn the demonstrative pronouns“this/that”,“how”questions and articles“a/an”:‎ ‎(1) —What’s this/that in English?‎ ‎—It’s an eraser./It’s a map./It’s a toy.‎ ‎(2) —How do you spell it?‎ ‎—E-R-A-S-E-R, eraser.‎ ‎(3) —Is this/that a ruler?‎ ‎—Yes, it is./No, it isn’t.‎ ‎(4) —Thank you./Thanks.‎ ‎—That’s OK./You’re welcome.‎ ‎3. Identify things.‎ Ⅱ. Teaching aids 教具 实物图片/录音机/投影仪/小黑板/字母卡片/实物(鸡蛋、橘子、汽车模型等)‎ Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟)‎ ‎1. (填词游戏。目的是复习英文数词0-20。)‎ ‎(老师利用小黑板/投影仪展示一幅填词游戏，说明只能填0-20的数词。)‎ T: Now let’s play the filling game. You can only fill the blank with the numbers from zero to twenty ‎2. (师生互动。复习上节课的对话。)‎ T: Excuse me, what’s your name?‎ S1: My name is Li Jie.‎ T: How old are you?‎ S1: I’m twelve.‎ T: What class are you in?‎ S1: I’m in Class Four, Grade Seven. Are you in Class Four, too?‎ S2: Yes, I am./No, I’m not. I’m in Class Seven.‎ T: What grade are you in?‎ S2: I’m in Grade Seven. Are you in Grade Seven, too?‎ S3: Yes, I am.‎ T: Who’s that?‎ S3: That’s Nancy.‎ T: How old is she?‎ S3: She’s fourteen.‎ T: What class is she in?‎ S3: She’s in Class Eleven, Grade Eight.‎ T: Well done! Thank you. Sit down, please.‎ ‎(教师总结前面所学的知识都是关于人的基本信息的回答，从而导入我们将进行对物的回答学习。)‎ Step 2 Presentation 第二步 呈现(时间:13分钟)‎ ‎1. (1) (教师拿出字母卡片，把组成eraser的六个字母贴在黑板上，旁边写上小写字母eraser，再拿出橡皮擦的图片提问。用此种方法教授生词和句型。)‎ T: Look at this picture. Let’s ask and answer. What’s this in English?(解释in English汉语 意思。)‎ Ss: It’s an eraser. (启发引导学生回答。)‎ T: How clever! It’s an eraser.‎ ‎(板书)‎ ‎—What’s this in English?‎ ‎—It’s an eraser.‎ T: How do you spell it?(解释spell汉语意思。)‎ Ss: E-R-A-S-E-R, eraser.(启发引导学生回答。)‎ ‎(2) (教师出示地图图片，启发学生根据上面所学句型进行问答。)‎ ‎(板书)‎ How do you spell it?‎ Can you spell it?‎ T: Excuse me, what’s this in English?‎ S1: It’s a map.‎ T: How do you spell it?‎ S1: M-A-P, map.‎ T: Thank you.‎ S1: That’s OK.(教师帮助回答。)‎ ‎(板书。)‎ ‎—Thank you.‎ ‎—That’s OK.‎ ‎(3) (以同样的方式教学单词pencil, apple, ruler, desk, pen, orange, car, egg, blackboard, book，并让学生两人一组互动操练句型。)‎ ‎(4) (教师把实物卡片放在远处，师生对话练习that。)‎ T: Now what’s that in English?‎ ‎(教师指着远处的黑板图片问所有的学生。)‎ Ss: It’s a blackboard.‎ T: Can you spell it, please?‎ Ss: Yes. B-L-A-C-K-B-O-A-R-D, blackboard.‎ T: Thanks.‎ Ss: You’re welcome.(教师帮助学生回答。)‎ ‎(板书) ‎ You’re welcome.‎ ‎(找一名学生到讲台前配合教师作示范。)‎ T: Excuse me, what’s that in English?(教师指着远处的地图图片。)‎ S2: It’s an apple.‎ T: Can you spell it, please?‎ S2: Yes, A-P-P-L-E, apple.‎ T: Thanks.‎ S2: You’re welcome.‎ ‎(教师进一步解释A-P-P-L-E，也可说成A-double P-L-E, apple。)‎ Step 3 Consolidation 第三步 巩固(时间:7分钟)‎ ‎1. (播放‎1a录音，让学生跟读，然后两人一组进行对话。模仿‎1a进行巩固练习。完成‎1a。)‎ ‎2. (让学生在书上完成1b练习，并核对答案。)‎ ‎3. (1)(用投影仪或小黑板呈现一个苹果的图片，其下面是打乱了顺序的几句话，让学生在黑板上给这些句子重新排序。)‎ T: Boys and girls, put these sentences in the right order. S1, S2, you two, please.‎ ‎(两名学生把答案写在黑板上，然后师生一起核对。)‎ A: That’s OK.‎ B: It’s an apple.‎ C: A-P-P-L-E, apple.‎ D: Thank you.‎ E: How do you spell it?‎ F: Excuse me, what’s this in English?‎ ‎(2)(同桌之间用不同的实物。如pencil, desk, ruler, pen, book等练习‎1a。并到讲台前表演。)‎ T: Please practice the dialog in pairs and act it out.‎ S3: Excuse me, what’s this in English?‎ S4: It’s a pencil.‎ S3: How do you spell it?‎ S4: P-E-N-C-I-L, pencil.‎ S3: Thank you.‎ S4: You’re welcome.‎ ‎(3) (拿出一幅电话的图片挂在较远处，让学生两人一组用that进行表演。)‎ T: S3, S4, use“that”to make a conversation please.‎ S5: Excuse me, S4. What’s that in English?‎ S6: It’s a telephone.‎ S5: How do you spell it?/Can you spell it?‎ S6: (Yes,)T-E-L-E-P-H-O-N-E, telephone.‎ S5: Thank you.‎ S6: You’re welcome./That’s OK.‎ Step 4 Practice 第四步 练习(时间:13分钟)‎ ‎1. (1) (教师出示电话图片，问学生，教授Is this/that a/an …?句型。)‎ T: Is this a telephone?‎ Ss: Yes, it is./No, it isn’t.(启发学生回答。)‎ ‎(向学生说明this和that的用法。this→近指，that→远指。)‎ ‎(2) (师生用不同的物品反复操练Is this a/an …?/Is that a/an …?句型。)‎ T: Is this an orange?(教师指着近处的实物或图片问。)‎ Ss: Yes, it is.‎ T: Is that a desk?(教师指着远处的黑板问 Ss: No, it isn’t. It’s a blackboard.‎ ‎…‎ ‎(引导学生区别a/an，教师归纳总结a/an的用法。)‎ T: How to use“a”and“an”, do you know?‎ ‎(引导学生仔细观察，发现规律，教师最后总结。)‎ a bus/car/pen/desk (用于辅音发音前)‎ an orange/apple (用于元音发音前)‎ ‎— Is this/that a desk?‎ ‎— Yes, it is./No, it isn’t.‎ ‎2. (播放录音‎2a，让学生跟读，然后两人一组，自编对话，复习巩固this/that和a/an的用法。完成‎2a。)‎ ‎ T: Listen to the tape and repeat, then make a conversation.‎ ‎ S7: Is this a ruler?(拿一把尺子问S6。)‎ ‎ S8: Yes, it is.‎ ‎ S7: Is that a ruler?(拿一块橡皮放在较远处后指着问。)‎ ‎ S8: No, it isn’t. It’s an eraser.‎ ‎3. (做你问我答游戏。一名学生上讲台，手拿一件学习用品放在背后，让其余学生猜。猜对时，要展示给学生看。换另一件学习用品继续游戏。)‎ T: S9, come to the blackboard, please. You answer, and the other students ask.‎ ‎(S9手里拿好的东西不能更换，直到猜对。)‎ Ss: Is this a ruler?(走近时用this。)‎ S9: Yes, it is.(展示给学生们看。)‎ Ss: Is that an eraser?(走远时用that。)‎ S9: No, it isn’t.‎ Ss: Is this a book?‎ S9: No, it isn’t.‎ Ss: Is this a pen?‎ S9: Yes, it is.‎ ‎4. (拿出准备好的小黑板，让学生朗读题目，再试着填空。并核对答案。同桌之间互动操练。)‎ T: Look at the small blackboard, complete the conversation and practice with your partner.‎ ‎(小黑板的板书设计如下：)‎ A: Excuse me, what’s this/that English?‎ B: pencil.‎ A: ?‎ B: , .‎ A: Thank you.‎ B: That’s ./You .‎ ‎5. (练习a/an。利用前面总结好的板书，拆分打乱顺序让学生再填一遍a/an，加深对a/an的记忆。)‎ T: Boys and girls, look at the blackboard, please. I’ll clean up“a”and“an”, then complete by yourselves.‎ Step 5 Project 第五步 综合探究活动(时间:5分钟)‎ ‎1. (拿实物或图片：鸡蛋、橘子和汽车模型等，进行师生问答练习。)‎ T: What’s this in English?‎ Ss: It’s a pen/ruler/book/car/blackboard/desk.或It’s an egg/orange.‎ ‎(待学生熟悉了物品后，叫两位同学上讲台，一位同学蒙上眼睛，另一位同学猜展示的物品。猜对给予鼓励。通过更换物品，让学生轮流做这个游戏。)‎ S1: What’s this in English?‎ S2: Is this a book?‎ S1: No, it isn’t.‎ S2: Is this a pencil?‎ S1: No, it isn’t.‎ S2: Is this a pen?‎ S1: Yes, it is. You’re right.‎ ‎…‎ ‎2. Homework:‎ ‎(1)总结：在学过的物品名词中，哪些前面用a，哪些前面用an。‎ ‎(2)依照‎1a，自编两则对话，写在作业本上。‎ 板书设计：‎ What class are you in?‎ Section B ‎1.—What’s this/that in English? —Thank you./Thanks.‎ ‎ —It’s an eraser/a map. ‎ ‎ —That’s OK./You’re welcome.‎ ‎ —How do you spell it? 2. a pencil/car/pen/book ‎ —E-R-A-S-E-R, eraser. an egg/orange/apple ‎ —Can you spell it, please? 3. —Is this/that a desk?‎ ‎ —M-A-P, map. —Yes, it is./No, it isn’t.‎