仁爱七上UnitTopicDoyouhaveapenpalB

仁爱七上UnitTopicDoyouhaveapenpalB

七上仁爱版英语Unit 3 Topic 1 Do you have a pen pal Section B教学设计 The main activities are ‎1a and 3. 本课重点活动是‎1a和3。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some useful words and expressions:‎ live, say, want, visit, great, the Great Wall ‎2. Learn some questions and answers with does and personal pronouns:‎ ‎(1)—Does he speak Chinese?‎ ‎—Yes, he does./ No, he doesn’t.‎ ‎ (2)—What does he say in the letter?‎ ‎—He wants to visit the Great Wall.‎ Ⅱ. Teaching aids 教具 幻灯片/词卡/教学挂图/小黑板/装有信件的信封若干个/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ ‎1. (检查作业。教师请学生登台表演上节课家庭作业自编的对话。)‎ ‎2. (师生对话。引入并运用China和Chinese。)‎ T: I come from China. I am Chinese.‎ Ss: We come from China. We’re Chinese.‎ ‎(教师提问一名学生。)‎ T: Where do you come from, S1?‎ S1: I come from China.‎ T: Do you speak Chinese S1: Yes, I do.‎ ‎(学生两人一组互相问答。)‎ ‎(教师可以穿插讲解“吉鸿昌爱国”的故事，培养学生的爱国主义情感，增强“祖国意识”。解放前，外国人都看不起我们中国人，说我们是“东亚病夫”。当时在国外，有的中国人都不敢承认自己是中国人，但吉鸿昌到国外后，勇敢地对外国人说自己是中国人，并且自制了一个纸牌挂在胸前，上面用英语写道：I am Chinese!)‎ ‎3. (教师出示一幅长城的图片。)‎ ‎ ‎ ‎ T: Can you say it in English?‎ ‎ S1: (教师帮助回答。)Yes, the Great Wall ‎ T: Where is it?‎ ‎ S1: It’s in China.‎ ‎ T: Do you live in China?‎ ‎ S1: (教师帮助回答。)Yes, I do.‎ ‎ T: Is China great?‎ ‎ S1:Yes, it is.‎ ‎ (板书)‎ say, live, great, the Great Wall ‎4. (教师接着出示第二幅图片。)‎ T: Do you like the Great Wall?‎ S1:Yes, I do.‎ T: Do you want to visit the Great Wall?‎ S1:Yes, I do.‎ ‎(板书)‎ want, visit ‎(教师让学生两人一组编对话，运用所呈现的生词。)‎ ‎5. (教师利用与学生的对话，介绍S1的情况。)‎ ‎ T: S1 lives in China. He/She likes the Great Wall. He/She wants to visit the Great Wall.‎ ‎ (教师请另一位学生，根据这段话回答问题。)‎ T: Where does S1 live?‎ S2: He/She lives in China.‎ ‎ T: Does he/she like the Great Wall?‎ S2: Yes, he/she does.‎ T: Does he/she want to visit the Great Wall?‎ S2: Yes, he/she does.‎ ‎(通过以上活动导入‎1a。)‎ Step 2 Presentation 第二步 呈现(时间:8分钟)‎ ‎1. (教师呈现‎1a的教学挂图，与学生们一起谈论。)‎ T: Who are they?‎ Ss: They are Jane and Kangkang.‎ T: Does Kangkang have a round 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?‎ ‎(教师播放‎1a录音，让学生听并回答Who is the letter from?)‎ ‎(板书)‎ Who is the letter from?‎ ‎ (核对答案。)‎ ‎2. (教师再播放两遍‎1a录音，要求学生根据‎1a内容判断幻灯片展示试题的正(T)误(F)。)‎ ‎(1)Sam speaks Chinese. ( )‎ ‎(2)Sam lives in England. ( )‎ ‎(3)This is a letter in Chinese. ( )‎ ‎(4)Sam says he wants to visit the Great Wall. ( )‎ ‎ (核对答案。)‎ ‎3. (根据‎1a内容，教师随机提问，并核对答案。)‎ T: Who is the letter from?‎ S1: It’s from Sam.‎ ‎ T: Is Kangkang Sam’s pen pal?‎ S2: Yes, he is.‎ T: Does Sam speak Chinese?‎ S3: No, he doesn’t]‎ T: Does he live in England?‎ S4: Yes, he does.‎ ‎…‎ ‎4. (双人小组活动。要求学生首先单独完成1b，然后两人一组操练对话，为下一步教学做准备。)‎ Step 3 Consolidation 第三步 巩固(时间:7分钟)‎ ‎1. (教师利用幻灯片呈现习题，要求学生根据对话内容填写所缺单词，每空一词。)‎ ‎—What’s that in English?‎ ‎—It’s a letter.‎ ‎—Is it yours?‎ ‎—Yes, it’s mine.‎ ‎—Who is it from?‎ ‎—It’s from my pen pal, Tom.‎ ‎—Does he speak Chinese?‎ ‎—No, he doesn’t. He speaks English.‎ ‎—What does he say in the letter?‎ ‎—He wants to visit China.‎ ‎(画线部分是要填的词。)‎ ‎2. (教师把事先准备好的信封分发给各个小组，然后根据信封及信的内容两人一组进行对话练习。对话应包括以下句型：)‎ ‎(1)—Who is the letter from?‎ ‎—It’s 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 …‎ ‎(教师挑选两组学生表演，大家给予掌声鼓励。)‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ ‎1. (双人活动。同桌间通过问答形式了解对方笔友的情况。要求学生运用以下幻灯片中的句型：)‎ ‎(1) Is it a boy or a girl?‎ ‎(2) It’s a boy/girl.‎ ‎(3) Does he/she come from …?‎ ‎(4) Yes, … does./No, … doesn’t.‎ ‎(5) Does he/she live in China?‎ ‎(6) Yes, … does./No, … doesn’t.‎ ‎(7) Does he/she like China?‎ ‎(8) Yes, … does./No, … doesn’t.‎ ‎…‎ ‎2. (教师播放2录音，让学生独立完成2，完成后核对答案。)‎ ‎3. (教师将2的听力材料用幻灯片或小黑板展示出来，然后鼓励学生与同桌根据内容编一个对话。)‎ Example:‎ ‎ —Do you have a good friend?‎ ‎ —Yes, I do.‎ ‎ —Could you please tell me her name?‎ ‎ —Sure. Her name is Lucy.‎ ‎ —Where does she come from?‎ ‎ —She comes from England.‎ ‎ —Where does she live now?‎ ‎ —In China ‎ —Does she like China?‎ ‎ —Yes, she does. She likes China very much.‎ ‎ —Does she speak Chinese?‎ ‎ —No, she doesn’t. She speaks English.‎ ‎ —…‎ ‎4. (教师让学生自己朗读3中的句子，引导学生观察并归纳句子的潜在规律——当主语是第三人称单数时，谓语动词原形后加(e)s。)‎ ‎5. (教师播放3录音，让学生跟读，体会(e)s的读音。)‎ Step 5 Project 第五步 综合探究活动(时间:10分钟)‎ ‎1. (教师鼓励学生探究“动词第三人称单数的读音”。)‎ ‎ (教师用小黑板展示下列内容。)‎ lives, speaks, spells, phones, knows, does, hands, comes, looks, gives, likes, dresses,‎ thinks, guesses, finds, helps, tells, meets, wants, visits ‎(教师先领着学生读一遍，要求学生边读边注意词尾s的发音。接着，教师将学生分组，并为各小组命名，如先锋队、雄鹰队、立志队等，引发学生合作的兴趣和愿望。然后，为各小组明确共同的任务目标，即讨论归纳出-s在动词之后的读音规律。每个成员针对词尾s的不同读音进行观察，发现规律并进行归纳总结。接下来，组内成员互相补充，力图达到全面、准确。各组选出小组发言人进行汇报，其他各组学生均可补充发言。最后由教师总结，再按读音将幻灯片上无序的词分类。)‎ ‎2. (“问答接龙”。教师让学生每八人一组，第一位同学用Do you …?向第二位同学提问。第二位同学用Yes, I do./No, I don’t.回答，并用Does he/she …?向第三位同学提问，而第三位同学又用Yes, he/she does./No, he/she doesn’t.进行问答并向下一位同学提问。每位同学提问时要使用不同的动词，完成4。)‎ ‎ Example:‎ ‎ S1: Do you have a ruler?‎ ‎ S2: Yes, I do./No, I don’t. Does your friend like China?‎ ‎ S3: Yes, … does./No, … doesn’t. Does … want …?‎ ‎ …‎ ‎3. Homework:‎ 根据‎1a内容写一段话。(40个词左右)‎ Example:‎ This is a letter in English. It’s from Sam. Sam is Kangkang’s pen pal. Kangkang lives in China. ‎ Sam lives in England. In Sam’s letter, he says he wants to visit the Great Wall.‎ 板书设计：‎ Do you have a pen pal?‎ Section B say —Who is the letter from?‎ live —It’s from …‎ great —What does he say in the letter?‎ the Great Wall —He wants to visit the Great Wall.‎ want —Does he speak Chinese?‎ visit —Yes, he does./No, he doesn’t.‎