仁爱英语七上TopicDoyouhaveapenpal篇

仁爱英语七上TopicDoyouhaveapenpal篇

Unit 3 Getting Together Topic 1 Does he speak Chinese?‎ Section A 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. Learn some new words and phrases:‎ could, tell, sure, speak, some, poor, with, help sb. with sth., problem, pet, often, want ‎2. Learn Present Simple to do:‎ ‎(1)—Do you come from the U.S.A.‎?‎ ‎ —No, I don’t.‎ ‎ (2)—Do you like Chinese?‎ ‎ —Yes, I do.‎ ‎3. Ask for permission and make requests:‎ ‎(1)—Excuse me, could you please tell me your name?‎ ‎—Sure.‎ ‎(2)—Could you help me with it?‎ ‎—No problem.‎ Ⅱ. Teaching aids 教具 录音机/幻灯片/教学挂图/铅笔/尺子/玩具猫/玩具狗/蒙眼布 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ 通过复习描述体貌特征导入本课新知识，培养学生口头表达能力。‎ ‎1. (教师按照座位链式提问，要求学生用Yes, I do./No, I don’t.快速作答。)‎ T: Do you have big eyes?‎ S1: Yes, I do.‎ T: Do you have long legs?‎ S2: No, I don’t. ‎ T: Do you have a round face?‎ S3: Yes, I do./ No, I don’t.‎ T: Do you have a small mouth?‎ ‎…‎ ‎(通过运用Do you have …? Yes, I do./No, I don’t.句型引出Do you have a pen pal?)‎ T: Do you have a pen pal, S4?‎ ‎(板书并要求学生了解。)‎ pen pal ‎ S4: No, I don’t.‎ ‎ T: Do you want a pen pal?‎ ‎ S4: Yes, I do.‎ ‎ (板书并要求学生掌握。)‎ want ‎2. (教师通过询问学生个人信息，导入新知识。)‎ T: Excuse me. What’s your name, please?‎ S5: My name is …‎ T: How old are you?‎ S5: I’m …‎ T: Do you have an English name?‎ S5: Yes, I do.‎ T: Could you please tell me your English name?‎ S5: …‎ T: You can say “Sure. My English name is …”.‎ ‎…‎ ‎(板书并要求学生掌握。)‎ ‎—Could you please tell me your …?‎ ‎—Sure.‎ ‎(教师示范)‎ T: Could you please tell me your age, S6?‎ S6: Sure. I’m …‎ T: Could you please tell me your telephone number?‎ S6: Sure. It’s …‎ ‎(学生两人一组运用Could you please tell me …?句型询问个人信息。)‎ ‎3. T: I’m an English teacher. I can speak English. Do you speak English after class, S7?‎ S7: Yes, I do. (帮助学生回答。)‎ ‎(板书并要求学生掌握。)‎ speak T: Do you like it?‎ ‎(教师提示此处like作动词。)‎ S7: Yes, I do./ No, I don’t. (帮助学生回答)‎ ‎(学生两人一组操练，运用Do you speak …?和Do you like …?句型及其肯定和否定回答。)‎ ‎4. (教师请一个学生，用not good来引出poor一词。)‎ T: Is your English good?‎ S8: No, it isn’t. I can speak some English, but my English isn’t very good.‎ T: You can say “My English is poor.”‎ ‎(板书并要求学生掌握。)‎ some poor S8: My English is poor. Could you help me?‎ T: No problem. I can help you with it after class.‎ ‎(板书并要求学生掌握。)‎ No problem.‎ help … with …‎ T: S9, do you like English?‎ S9: Yes, I do.‎ T: Do you often speak English after class?‎ S9: Yes, I do.‎ T: Good!‎ ‎(板书并要求学生掌握。)‎ often ‎(通过以上的活动导入‎1a。)‎ Step 2 Presentation 第二步 呈现(时间:8分钟)‎ 通过听力、教学挂图等形式呈现本课对话，让学生练习使用重要句型，培养学生的听、说能力。‎ ‎1. (教师利用幻灯片展示问题。播放‎1a录音两遍。学生听录音并选择正确答案。)‎ ‎(1) Where does Jane come from?‎ A. Japan. B. Canada. C. China.‎ ‎(2) Does Jane speak English?‎ A. No, she doesn’t. B. Yes, she does. C. We don’t know.‎ ‎(3) Whose Chinese is poor?‎ A. Jane’s. B. The boy’s. C. Maria’s.‎ ‎ (核对答案。)‎ ‎2. (再次播放‎1a录音，学生听并且跟读，注意语音语调。)‎ ‎3. (教师将全班学生分成两组，分角色朗读‎1a。)‎ ‎4. (展示‎1a教学挂图，要求学生两人一组运用下列句型，可适当发挥，操练‎1a的对话，完成1b。)‎ ‎ (1)Could you please …?‎ ‎ (2)Sure.‎ ‎ (3)Do you like English?‎ ‎ (4)Yes, I do./ No, I don’t.‎ ‎ (5)Could you help me with my …?‎ ‎ (6)No problem.‎ ‎ (教师巡回作指导，然后挑出表现比较好的一组登台表演。)‎ Step 3 Consolidation 第三步 巩固(时间:10分钟)‎ 通过复述对话、做游戏等活动，进一步巩固本课所学知识，培养学生合作精神，增强他们的集体荣誉感，培养学生综合运用语言的能力。‎ ‎1. (教师利用幻灯片出示练习题，要求学生根据‎1a内容填空。以此展示复述范本。)‎ ‎ The girl’s name is Jane. She comes from Canada. She speaks English. Jane likes Chinese but her Chinese is poor. Li Xiang can help her with her Chinese.‎ ‎ (画线部分是要填的词)‎ ‎2. (利用幻灯片，呈现‎1a中一些关键词，帮助学生学会从对话中提取重要信息，学会复述。要求至少用三句话来介绍Jane的情况。教师将学生分组，先在小组内进行，然后各小组选派代表向大家汇报。)‎ come from, speak English, like Chinese, poor, help … with …‎ ‎3. (举行“小组对话大赛”，巩固所学句型。教师先做示范，然后各小组操练。评出优胜组。)‎ T: Excuse me, could you please tell me your name?‎ S1: Sure. My name is …‎ T: Do you come from the U.S.A.‎?‎ S1: No, I don’t. I come from …‎ T: Do you like English?‎ S1: Yes, I do./ No, I don’t.‎ ‎…‎ ‎4. (学生两人一组合作完成‎1c。核对答案后请两三组学生练习对话。) ‎ ‎5. (做游戏。) ‎ ‎(方案一)‎ ‎(1)(请四名学生上讲台，老师拿出四件物品给全班学生看，例如：铅笔、尺子、玩具猫和玩具狗。然后快速分给讲台上的四名学生，让他们把物品放在背后，注意不要让下面的学生看见谁拿到了什么。)‎ ‎(2)(老师问其中的一名学生：Do you have …?并故意问错，学生回答：No, I don’t.老师进而引导其他学生用Do you have …?句型提问讲台上的学生，被问到的学生作出回答，直到台下有学生猜对。)‎ ‎(方案二)‎ ‎(五个人一小组练习。四件物品摆在桌前。其中一人A看过物品后，蒙住眼睛，另外四个人则各拿其中一样物品，A解开蒙眼布，用Do you have …?句型猜四个人手中各拿什么物品。)‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ 通过练习找笔友，激发学生学习兴趣，提高学生综合运用语言的能力。‎ ‎1. (做“问答接龙”游戏。从教师开始问第一排第一个学生，第一个学生回答后再问第二个学生，第二个学生回答后再问第三个学生，以此类推。)‎ T: Do you like English? ‎ S1: Yes, I do./ No, I don’t.‎ ‎ (转身) Do you have a …?‎ S2: Yes, I do./ No, I don’t.‎ ‎ (转身) Do you help …?‎ S3: Yes, I do./ No, I don’t.‎ ‎ (转身) Do you …?‎ ‎ …‎ ‎2. (根据自己的情况回答‎2a的问题，看谁可以做李伟的笔友。)‎ ‎ (两分钟后询问几个学生的答案，看他们是否能成为李伟的笔友。)‎ ‎ T: Do you like pets?‎ ‎ (板书并要求学生掌握。)‎ pet ‎ S4: Yes, I do.‎ ‎ T: Do you like English?‎ ‎ S4: Yes, I do.‎ ‎ T: Do you speak English after class?‎ ‎ S4: Yes, I do.‎ ‎ …‎ ‎ T: Could you please tell Li Wei your telephone number?‎ ‎ S4: Sure, 138 …‎ ‎ T: Great, you’re Li Wei’s pen pal.‎ ‎3. (三人一组帮助李伟找笔友，一同学分别询问另两名同学，另两名同学回答。)‎ ‎4. (自己找笔友，三人一组，一同学向另外两名同学发问，看他们是否可以成为学习上的笔友。完成2b。)‎ ‎ For example:‎ ‎ S5: Do you like English?‎ ‎ S6: Yes, I do.‎ ‎ S5: Is your English good?‎ ‎ S6: Yes.‎ ‎…‎ Step 5 Project 第五步 综合探究活动(时间:7分钟)‎ 通过编对话让学生学以致用，通过诗歌吟唱活动培养学生学习兴趣，使他们能积极主动地参与学习活动，提高合作意识和探究精神。‎ ‎1. (假设你的英语成绩不好，你想找一个网友帮助你，两人一组编对话。然后抽几组进行表演。)‎ ‎ For example:‎ ‎ A: Excuse me, could you please tell me your name?‎ ‎ B: Sure, my name is …‎ ‎ A: Do you come from …‎ ‎ B: Yes, I do.‎ ‎ A: Do you like English?‎ ‎ B: Yes, I do.‎ ‎ …‎ ‎2. (教师帮助学生完成3。教师打节拍，或者放录音，让学生有节奏地跟读。)‎ ‎3. Homework:‎ ‎ 自编一个对话，运用下面句型：‎ ‎ (1)Could you please …?‎ ‎ (2)Sure.‎ ‎ (3)Do you …?‎ ‎ Yes, I do./No, I don’t.‎ ‎ (4)No problem.‎ 板书设计：‎ Does he speak Chinese?‎ Section A speak —Could you please tell me your …?‎ No problem. —Sure.‎ help … with … —Do you …?‎ ‎ —Yes, I do./No, I don’t.‎ Section B 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 new words:‎ live, say, visit, great, wall ‎2. Learn some questions and answers with does:‎ ‎(1)—Does he speak Chinese?‎ ‎—Yes, he does./ No, he doesn’t. He speaks 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?‎ ‎ —It’s 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.‎ Ⅱ. Teaching aids 教具 图片/教学挂图/录音机/幻灯片/若干个装有信件的信封/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ 以问题为线索，引出单词和话题，培养学生的语言表达能力。‎ ‎1. (检查作业。教师请学生登台表演上节课的家庭作业。)‎ ‎ T: Now, I’ll check your homework. S1、S2, please, come to the front and perform your dialog.‎ ‎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, S3?‎ S3: I come from China.‎ T: Do you speak Chinese?‎ S3: 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“爱国意识”。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?‎ ‎ S4: Yes, the Great Wall. (教师帮助回答。)‎ ‎ T: Where is it?‎ ‎ S4: It’s in China.‎ ‎ T: Do you live in China?‎ ‎ S4: Yes, I do. (教师帮助回答。)‎ ‎ T: Is China great?‎ ‎ S4: Yes, it is.‎ ‎ (板书并要求学生掌握say, wall, live, great；理解the Great Wall。)‎ say, wall, the Great Wall, live, great ‎4. (教师接着出示第二幅图片。)‎ T: Do you like the Great Wall?‎ S5:Yes, I do.‎ T: Do you want to visit the Great Wall?‎ S5:Yes, I do.‎ ‎(板书并要求学生掌握。)‎ visit ‎(教师让学生两人一组，运用所呈现的生词编对话。)‎ ‎5. (教师介绍S5的情况，然后让学生根据介绍回答问题。)‎ ‎ T: S5 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 S5 live?‎ S6: He/She lives in China.‎ ‎ T: 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.‎ ‎(通过以上活动导入‎1a。)‎ Step 2 Presentation 第二步 呈现(时间:8分钟)‎ 根据‎1a的教学挂图回答问题，练习本课基本句型，引出对话内容。培养学生听说能力和阅读能力。‎ ‎1. (教师呈现‎1a的教学挂图，与学生谈论。)‎ 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? Let’s listen to the tape and then find the answer.‎ ‎(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. (教师再播放一遍‎1a录音，要求学生根据‎1a判断正(T)误(F)。)‎ ‎ (幻灯片展示试题。)‎ ‎(1)Sam is Kangkang’s pen pal. ( )‎ ‎(2)Sam speaks Chinese. ( )‎ ‎(3)Sam says he wants to visit the Great Wall. ( )‎ ‎ (核对答案。)‎ ‎3. (分角色朗读对话，进一步理解对话内容。教师板书重点句子和短语并解释，要求掌握。)‎ ‎(1)speak+语言名称=say … in+语言名称 ‎(2)live in …‎ ‎(3)in the letter (4)—What does he say in the letter?‎ ‎ —He wants to visit the Great Wall.‎ ‎4. (根据‎1a内容，教师随机提问学生，并核对答案，完成‎1a。)‎ 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.‎ ‎…‎ ‎5. (双人小组活动。学生独自完成1b，然后同桌分角色表演1b对话。)‎ Step 3 Consolidation 第三步 巩固(时间:7分钟)‎ 模仿‎1a，1b编对话，让学生学以致用，培养学生综合运用语言的能力。‎ ‎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。)‎ S1: What’s that in English?‎ S2: It’s a letter.‎ S1: Is it yours?‎ S2: Yes, it’s mine.‎ S1: Who is it from?‎ S2: It’s from my pen pal, Tom.‎ S1: Does he speak Chinese?‎ S2: No, he doesn’t. He speaks English.‎ S1: What does he say in the letter?‎ S2: 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发给各小组，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：)‎ ‎ T: Let’s make a dialog in pairs with the following sentences.‎ ‎(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，掌声鼓励。)‎ ‎3. (双人活动。同桌对话，了解对方笔友的情况。要求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.‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ 在不同情景中练习目标语言，展开任务型活动，学以致用，锻炼学生合作能力。‎ ‎1. (教师播放2录音，学生听后回答问题，完成2，核对答案。)‎ ‎ T: Listen to the tape of 2 and answer the following questions. Then check the answers.‎ ‎2. (教师将2的听力材料用幻灯片或小黑板展示出来，然后让学生两人一组根据内容编对话。)‎ ‎ 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 friend?‎ 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 doesn’t. She speaks English.‎ ‎…‎ ‎3. (教师引导学生观察3中的句子，并归纳句子的规律——当主语是第三人称单数时，谓语动词原形后加(e)s。)‎ ‎ T: Please observe the sentences in 3 and find out the rules of verbs changing in the third single personal pronouns.‎ ‎(板书下列内容并解释。)‎ Kangkang→knows He→lives/helps/wants She→speaks ‎…‎ ‎4. (教师播放3录音，让学生跟读，练习(e)s的读音。完成3。)‎ Step 5 Project 第五步 综合探究活动(时间:10分钟)‎ 通过练习动词第三人称单数的读音规则及其一般疑问句的问答，培养学生观察探究能力。‎ ‎1. (教师鼓励学生探究“动词第三人称单数的读音”，并总结。)‎ ‎ (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，引发学生的兴趣。然后，为各小组明确共同目标，即归纳出-s在动词后的读音规律。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的词分类。)‎ ‎2. (问答接龙。参照4，教师让学生八人一组，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.回答并向第四位同学提问。以此类推，每位同学提问时要用到盒子里不同动词，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:‎ ‎(1)根据‎1a内容写一段话。(四十个单词左右)‎ 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.‎ ‎(2)制作卡片，把人称代词的主格宾格分别写在卡片上。‎ 板书设计：‎ Does he speak Chinese?‎ Section B say … in English —Who is the letter from?‎ ‎=speak English —It’s from …‎ live in … —Does he speak Chinese?‎ the Great Wall —Yes, he does./No, he doesn’t.‎ want to visit … —What does he say in the letter?‎ ‎ —He wants to visit the Great Wall.‎ Section C The main activities are ‎1a and ‎3a. 本课重点活动是‎1a和‎3a。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1.Learn some new words and phrases:‎ many, lot, a lot, all, not … at all, so, study, each other, little, a little, them, very, much, very much ‎2.Review personal pronouns.‎ ‎3.Go on learning some questions and answers with do/does.‎ ‎4.Express preferences:‎ ‎ (1)—Do you like …?‎ ‎ —Yes, I like it a little/very much/a lot.‎ ‎ —No, I don’t like it at all.‎ ‎ (2)—Does he/she like …?‎ ‎ —Yes, he/she likes it a little/very much/a lot.‎ ‎ —No, he/she doesn’t like it at all.‎ Ⅱ. Teaching aids 教具 录音机/幻灯片/小黑板/实物或图片/学生自制卡片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ 通过调查学生对英语和语文的喜欢程度，引出本课新单词，培养学生的语言表达能力。‎ ‎1. (让几名学生朗读上节课布置的家庭作业：根据‎1a内容改编的短文。)‎ ‎2. (做调查，引出本课新单词，教师在黑板上画出三幅图。)‎ ‎ ‎ like …‎ ‎ very much ‎ like … a little don’t like … at all ‎ a lot ‎ (板书并要求学生掌握。)‎ a little, very much, a lot, not … at all ‎ T: Do you like English, S1?‎ ‎ S1: Yes, I like it very much.‎ ‎ T: Do you like Chinese?‎ ‎ S1: No, I don’t like it at all.‎ ‎ T: Do you like English, S2?‎ ‎ S2: No, I don’t like it at all.‎ ‎ T: Do you like Chinese?‎ ‎ S2: Yes, I like it a little.‎ ‎ T: Do you like English, S3?‎ ‎ S3: No, I don’t like it at all.‎ ‎ T: Do you like Chinese?‎ ‎ S3: Yes, I like it a lot.‎ ‎ T: Can you often help them study Chinese? (指向S1和S2。) ‎ ‎ S3: Yes, I can.‎ ‎ T: Can you often help them study English, S1?‎ ‎ S1: Yes, I can.‎ ‎ (板书并要求学生掌握。)‎ them, study ‎ T: We have many good friends, so we should help each other.‎ ‎ (板书并要求学生掌握。)‎ many, so, each other T: I have a good friend. Her name is Jane. Do you want to know something about her? Please follow me.‎ ‎ (导入‎1a的学习。)‎ Step 2 Presentation 第二步 呈现(时间:10分钟)‎ 通过听、说、读等形式多样的活动，培养学生口头交际能力、阅读能力及观察、分析问题的能力。‎ ‎1. 教师让学生略读课文‎1a并回答问题：‎ ‎(1) Are Jane and I classmates?‎ ‎(2) Where does Jane come from?‎ ‎(3) Do many students in our class like English?‎ ‎(4) Who often help me study English?‎ ‎2. (学生再读‎1a，并画出文中的关键词，然后完成1b。核对答案。)‎ ‎3. (播放‎1a录音，让学生跟读，注意语音语调。)‎ ‎4. (教师利用幻灯片将文中的关键词展示出来，并简要讲解语言点。)‎ friend, come from, speak, in the same class, many students, a lot, not … at all, poor, ‎ help, Chinese, help each other ‎5. (要求学生利用幻灯片上的关键词，试着复述课文。先在小组内进行，然后各小组推选一名学生向全班复述。)‎ Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ 通过练习喜好的表达，培养学生的口头表达能力和交际能力。‎ ‎1. (播放‎3a录音，让学生听，然后操练喜欢和不喜欢的问句及其答语。)‎ ‎ (教师用幻灯片或小黑板将下列内容呈现出来。)‎ ‎(1)—Do you like …?‎ ‎—Yes, I like … a little/very much/a lot.‎ ‎(2)—Does he/she like …?‎ ‎—No, he/she doesn’t like … at all.‎ ‎ (教师让两位学生S1和S2到台前。)‎ T: S1, do you like English?‎ S1: Yes, I like it very much./ No, I don’t like it at all.‎ T: S2, does S1 like English?‎ S2: Yes, he/she likes it a lot./ No, he/she doesn’t like it at all.‎ ‎(学生三人一组，仿照上面对话进行操练。然后请几组学生表演，掌声鼓励。)‎ ‎2. (做句型练习活动，操练very much/a lot, a little和not … at all。)‎ 具体操作：‎ ‎(1)教师利用幻灯片或小黑板展示苹果的图片，图片旁画有 或 图标；将全班同学分为两人组和三人组若干。‎ ‎(2)学生看见两个 图标说very much/a lot，看见一个 图标说a little,看见 ‎ 图标说not … at all。组内其他同学用前一个同学说出的词组各说一个相应的句子。‎ ‎ Example:‎ ‎ (两人一组)‎ ‎ S3: a little.‎ ‎ S4: I like apples a little.‎ ‎ (三人一组)‎ S5: very much/ a lot.‎ S6: I like apples very much.‎ S7: I like apples a lot.‎ ‎(三人一组)‎ S8: not … at all.‎ S9: I don’t like apples at all.‎ S10: He/She doesn’t like apples at all.‎ ‎(教师用同样的方法展示其他已学食物的图片供同学们练习。)‎ ‎3. (教师播放3b录音两遍，让学生完成3b，并核对答案。)‎ Step 4 Practice 第四步 练习(时间:7分钟)‎ 讲解人称代词主格和宾格的用法，完成作业，使目标语言得到强化操练。‎ ‎1. (教师挑选含有人称代词主格和宾格的句子，板书并作简单讲解。要求学生掌握画线部分代词的用法。) ‎ She often helps me with it.‎ I help her study Chinese.‎ He wants to visit the Great Wall.‎ Could you help me with it?‎ ‎2. (两人一组，A说人称代词的主格，B说宾格，轮流进行，然后让学生做2。核对答案，完成2。)‎ ‎3. (学生两人一组朗读2中对话。)‎ Step 5 Project 第五步 综合探究活动(时间:10分钟)‎ 通过做游戏，巩固人称代词主格和宾格的用法，培养学生合作精神，激发学生的学习兴趣。‎ ‎1. (教师播放4录音，师生共唱歌曲“The more we get together.”完成4。)‎ ‎2. (做游戏：找朋友，学生拿出准备好的人称代词卡片。)‎ ‎ (1)(教师说“主格”，学生把所有人称代词的主格拿出来。)‎ ‎ (2)(教师说出一个人称代词，学生找出这个人称代词和它的主格或宾格形式。)‎ ‎ (3)(教师指定学生拿出相应的人称代词站在黑板前，按要求找朋友。)‎ For example:‎ ‎①(“第一人称主格”，手拿第一人称主格的就出列。)‎ ‎②(“第三人称主格和宾格”，手拿第三人称主格和宾格的就出列。)‎ ‎ (4)(教师在黑板上写出一些动词，让学生用手中的卡片完成句子，并翻译。)‎ For example:‎ They help me with English. (他们在英语方面帮助我。)‎ He gives you some books. (他给你一些书。)‎ ‎3. Homework：‎ 根据‎1a内容写一篇短文介绍自己的朋友，题目是My friend，词数在四十个左右。‎ 板书设计：‎ Does he speak Chinese?‎ Section C like … a little I help her study Chinese.‎ like … very much/a lot Do you like …?‎ don’t like … at all Yes, I like it a little/very much/a lot.‎ ‎ No, I don’t like it at all.‎ 主格：I, you, he, she, it, we, you, they Does he/she like …?‎ 宾格：me, you, him, her, it, us, you, them Yes, he/she likes it a little/very much/a lot.‎ ‎ No, he/she doesn’t like it at all.‎ Section D The main activities are 1, ‎2a and 4. 本课重点活动是1, ‎2a和4。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn the phonetics:‎ ‎/tr/, /dr/, /ts/, /dz/‎ ‎2. Learn some new words and a phrase:‎ ‎ home, at home, its, dog, any, of ‎3. (1)Review questions and answers with do/does:‎ ‎①—Do you want a pen pal?‎ ‎—Yes, I do./ No, I don’t.‎ ‎②—Does he speak Chinese?‎ ‎ —Yes, he does./ No, he doesn’t.‎ ‎(2)Review the personal pronouns, including subject pronouns and object pronouns.‎ ‎4. Review the useful expressions:‎ ‎(1)—Excuse me, could you please tell me your name?‎ ‎—Sure. My name is Jane.‎ ‎(2)—Could you help me with it?‎ ‎—No problem.‎ ‎(3)—Do you like English?‎ ‎—Yes, I like it very much/a lot/a little.‎ ‎—No, I don’t like it at all.‎ Ⅱ. Teaching aids 教具 信/玩具/录音机/小黑板/幻灯片/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟)‎ 复习表达喜欢与不喜欢，导入本课新词，培养学生口头表达能力。‎ ‎1. (师生对话，复习本单元主要句型。)‎ ‎ T: Excuse me, could you please tell me your name?‎ ‎ S1: Sure. My name is …‎ ‎ T: Do you come from Shandong?‎ ‎ S1: No, I don’t. I come from Chongqing.‎ ‎ T: Who’s the letter from?(学生手里有一封信。)‎ ‎ S1: It’s from my pen pal, Sam.‎ ‎ T: Where’s Sam from?‎ S1: He’s from England.‎ T: Does he like Chinese?‎ S1: Yes, he does. But his Chinese is poor.‎ T: Is the letter in English?‎ S1: Yes, it is.‎ ‎ T: Do you like English?‎ ‎ S1: Yes, I do. But my English is poor.‎ ‎ T: Could you help him with his Chinese?‎ ‎ S1: No problem. He helps me study English and I help him study Chinese. We can help each other.‎ ‎ T: Then what does he say in the letter?‎ ‎ S1: He says he likes China very much and he wants to visit the Great Wall.‎ ‎ T: Oh, that’s good. We are glad to have him here.‎ ‎2. (教师拿出一个玩具狗，引出本课新单词。)‎ ‎ T: What’s this?‎ ‎ S2: It’s a dog. (帮助学生回答。)‎ ‎ (板书并要求学生掌握。)‎ dog ‎ T: Do you like a dog?‎ ‎ S2: Yes, I like dogs very much.‎ ‎ T: Do you have a dog?‎ ‎ S2: Yes, I do.‎ ‎ T: What is the name of your dog?‎ ‎ S2: Its name is Huanhuan.‎ ‎ (板书并解释its与it’s的含义与写法，要求学生掌握。)‎ of, its ‎ T: I have a pet cat at home. Its name is Mimi. Do you have any cats at home?‎ ‎ S2: No, I don’t. I don’t like cats at all.‎ ‎ (板书并要求学生掌握。)‎ at home, any ‎ T: S2 has a pet dog. Its name is Huanhuan. He likes it very much. He doesn’t like cats at all, so he doesn’t have a pet cat. Is Zhou Lan’s pet a dog? Does she like her pet? Now, please follow me.‎ Step 2 Presentation 第二步 呈现(时间:10分钟)‎ 听录音，做阅读理解，培养学生听、说、读的能力。‎ ‎1. (播放‎2a录音，让学生回答问题：(1) Is Zhou Lan’s pet a dog? (2) Does she like her pet?)‎ ‎2. (让学生阅读‎2a，回答小黑板上的问题。)‎ ‎ (出示小黑板上的练习题。)‎ ‎(1)What pet do I have at home?‎ ‎ A. A dog. B. A cat. C. None.‎ ‎(2)My pet’s name is .‎ ‎ A. Meimei B. Kitty C. Huanhuan ‎(3)How do I like Kitty?‎ ‎ A. A little. B. Very much. C. Not … at all.‎ ‎(4)Zhou Lan’s pet is .‎ ‎ A. a dog B. a cat C. a toy ‎(5)Does Zhou Lan like Tommy?‎ ‎ A. No, she doesn’t. B. Yes, she does. C. We don’t know.‎ ‎ (核对答案。)‎ ‎3. (学生朗读课文，判断正误，完成‎2a。)‎ Step 3 Consolidation 第三步 巩固(时间:10分钟)‎ 听录音并跟读，掌握/tr/ /dr/ /ts/和/dz/四个辅音音素的发音。模仿课文，练习写作，培养学生的书面表达能力。‎ ‎1. (讨论宠物，完成2b。)‎ ‎ T: Do you have a pet?‎ ‎ S1: Yes, I do.‎ ‎ T: What is your pet?‎ ‎ S1: It’s a dog.‎ ‎ T: What’s its name?‎ ‎ S1: Its name is Linlin.‎ ‎ T: What color is it?‎ ‎ S1: It is white.‎ ‎ T: Does it have long legs?‎ ‎ S1: Yes, it does.‎ ‎ T: Does it have long ears.‎ ‎ S1: Yes, it does.‎ ‎ T: Does your friend Jack have a pet dog?‎ ‎ S1: No, he doesn’t. He doesn’t like pets at all.‎ ‎(教师要求学生根据对话内容改写成一段文章。)‎ ‎ Example:‎ I have a pet dog. It is white. Its name is Linlin. I like it very much. It has four long legs. Its ears are long. My friend Jack doesn’t have pet dogs. He doesn’t like pets at all.‎ ‎2. (三人一组讨论宠物，并把讨论内容转述出来。)‎ ‎ T: Now, please discuss your pets with your classmates and retell the result.‎ ‎ (两分钟后挑几个学生讲述，鼓励优秀者。)‎ ‎3. (学习/tr/和/dr/这一对音素。教师板书。)‎ tree train trousers ‎(让学生自己读、观察、体会并总结画线部分的读音。教师板书。) ‎ tr — /tr/‎ ‎ (教师在/tr/的基础上自然引出/dr/。板书。)‎ ‎/dr/ dress drink driver ‎ (以同样方法学习/ts/和/dz/这对音素。)‎ ‎4. (教师用小黑板呈现出含有/tr/, /dr/, /ts/和/dz/四个音素的单词，检验学生的拼读能力。)‎ ‎5. (教师播放1录音，让学生跟读。完成1。)‎ Step 4 Practice 第四步 练习(时间:11分钟)‎ 复习人称代词主格和宾格及本话题重点句型，培养学生综合运用语言知识的能力。‎ ‎1. (教师将人称代词的主格和宾格利用幻灯片呈现出来。领读并简单说明主格与宾格的用法和区别。)‎ I—me; you—you; he—him; she—her; it—it; we—us; you—you; they—them ‎ (然后两人一组，一个学生说主格或宾格，另一个学生说其相应的宾格或主格。)‎ ‎2. (教师将所有人称代词主格、宾格的顺序打乱并将其板书在黑板上，让学生“找朋友”。)‎ Find friends: me he her you it we they him you it I us them she ‎(让一个学生在黑板上连线。核对答案。)‎ ‎3. (教师用小黑板出示下边的练习，要求学生根据括号内的汉语写出英文，完成句子。填对一个词，该同学加一分。)‎ ‎(1) My English is poor, so (她). often helps (我).‎ ‎(2) Where do (你们) live? (我们) live in Beijing.‎ ‎(3) I don’t know (他们).‎ ‎(4) He wants (我们) to go to his home.‎ ‎(5) What is (它)? (它) is a jacket.‎ ‎(核对答案后，让学生齐读练习并奖励得分高的学生。)‎ ‎4. (出示幻灯片，要求学生根据范例口头做句型转换。改对一个句子加两分。)‎ Change the following sentences according to the example.‎ Example:‎ He speaks Chinese.→Does he speak Chinese?‎ Yes, he does./No, he doesn’t.‎ ‎→He doesn’t speak Chinese.‎ ‎(1) I have a pen pal.‎ ‎(2) Li Hong likes oranges a lot.‎ ‎(3) They often help Wang Fei.‎ ‎(4) Jane wants to visit China.‎ ‎(5) Your pet has blue eyes.‎ ‎ (练习完毕，教师点评并奖励得分高的学生。)‎ ‎5. (教师播放‎3a录音，学生跟读，并模仿语音语调，完成‎3a。)‎ ‎6. (播放3b录音，让学生跟读，然后教师用小黑板呈现下面的内容。)‎ ‎ Complete the dialog:‎ ‎ —Excuse me, could you please tell me your name?‎ ‎ —Sure. My name is Zhang Lan.‎ ‎ —Where do you come from?/Where are you from?‎ ‎ —I come from Shanghai./I’m from Shanghai.‎ ‎ —Do you like English?‎ ‎ —Yes, I like it very much. And you?‎ ‎ —No, I don’t like it at all, so my English is poor.‎ ‎ —You should(应该) learn(学习) English well.‎ ‎ —Yes, you’re right. Could you please help me with my English?‎ ‎ —No problem.‎ ‎(以上画线句子是学生要填的句子。学生两人一组操练上面的对话。完成3b。)‎ Step 5 Project 第五步 综合探究活动(时间:7分钟)‎ 组织“英语角”活动，做调查报告和命题作文，锻炼学生综合运用能力和探究能力，体现学以致用原则。‎ ‎1. (教师用图片展示一个关于英语角的通知，让学生根据通知内容展开讨论。)‎ Welcome to English Corner Time: 6:00 p.m.‎ Place: Playground(操场)‎ Topic(话题): Like English or not Host: Class 2, Grade 7‎ ‎(要求：在活动中充分练习本话题中所学的重点句式及语言点。)‎ Example:‎ T: Excuse me, could you please tell me your English name?‎ S1: Sure. …‎ T: Do you like English?‎ S1: Yes, I like it very much.‎ T: My English is poor. Could you help me?‎ S1: No problem.‎ ‎…‎ ‎(教师示范后，将每个英语小组设置为English Corner，进行操练。完成4（1）。)‎ ‎2. (做一个调查活动，以表格形式体现，至少要采访五名同学。) ‎ Name Question ‎ / /‎ Do you like English?‎ 运用下面的提示：‎ ‎(1)Do you like the English Corner?‎ ‎(2)Do you often come here?‎ ‎(3)Does your friend like it?‎ ‎(4)Does your friend speak English at the English Corner?‎ ‎…‎ ‎(做完调查活动之后，以“谈论自己”为话题，先在小组内汇报，然后各小组推选一名同学向全班同学汇报。完成4（2）。)‎ ‎3. Homework:‎ Write a passage about one of the topics in 4(2). Finish 4(3).‎ 板书设计：‎ Does he speak Chinese?‎ Section D ‎ me he her you it we they him you it I us them she ‎/ts/‎ tr—/tr/‎ dr—/dr/‎ ts tes ds—/dz/‎