甘肃省积石山保安族东乡族萨拉族自治县银川中学七年级英语上册 Unit 1 Topic 3 Section B教案 仁爱版.doc
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甘肃省积石山保安族东乡族萨拉族自治县银川中学七年级英语上册
Unit
Topic
Section
B教案
仁爱版
甘肃省
石山
保安族
东乡族
萨拉族
自治县
银川
中学
年级
英语
上册
教案
仁爱
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unit 1 topic 3 section b
1. (1) learn some new words about school things:
eraser, pencil, ruler, desk, pen, blackboard, book.
(2) learn other useful words and expressions:
in english, it, an, spell, a, map, can, please, apple, double, orange, car, egg, toy.
2. learn the demonstratives“this/that”,“how”questions and articles“a/an”.
(1) —what’s this/that in english?
—it’s an eraser./it’s an orange./it’s a car.
(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.
Ⅱ. teaching aids 教具
实物图片/录音机/数字卡片/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. (1) (复习英文数字0～10。师生示范对话。)
t: let’s review the numbers from zero to ten. what’s your telephone number, s1?
s1: my telephone number is…(根据实际回答。)
t: repeat it together, please, boys and girls.
ss: …
t: what’s your telephone number, please, s2?
s2: my telephone number is
t: then ask and answer this question in pairs.
(2) (复习数字11～20。)
t: let’s review the numbers from eleven to twenty. please.
(玩一个数字游戏，拿出数字卡片，方法见section a第三步中的两个数字游戏。)
2. (复习上节课的对话，找两个学生示范对话。)
t: let’s review the conversations in section a. s3& s4, talk about the “age”, please.
s3: excuse me, what’s your name?
s4: my name is li jie.
s3: how old are you?
s4: i’m five.
t: very good, thank you. sit down, please. s5, s6, talk about something about“class”please.
s5: hi, s6! what class are you in?
s6: i’m in class four, grade seven. are you in class four, too?
s5: yes, i am./no, i’m not. i’m in class seven.
t: good, thank you. sit down, please. s7, s8, something about“grade”please.
s7: hello, s8! what grade are you in?
s8: i’m in grade seven. are you in grade seven, too?
s7: yes, i am.
t: great, thank you. sit down, please. s9, s10, something about“nancy”, please.
s9: hi, s10! who’s that?
s10: that’s nancy.
s9: how old is she?
s10: she’s fourteen.
s9: what class is she in?
s10: she’s in class eleven, grade eight.
t: well done! thank you. sit down, please.
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e-r-a-s-e-r粘在黑板上，旁边写
上小写字母“eraser”，再拿出橡皮擦的实物图片提问。)
t: look at this picture. let’s ask and answer.
ss: ok.
t: what’s this in english?(教师反复教读并解释此句含义。)
(启发引导学生回答：it’s a/an…。)
ss: it’s an eraser.
t: how clever! it’s an eraser.
(教师找一名学生到讲台前示范对话，然后学生两人之间互动操练，教师板书。)
what’s this in english?
it’s an eraser.
t: let’s go on.(继续回答) how do you spell it? (反复教读并解释帮助学生理解这句话的含义，启发他们回答，让学生看黑板上的字母拼读出这个单词。)
ss: e-r-a-s-e-r, eraser.
(教师拿出实物图片找一名学生到讲台前示范对话，然后让同桌之间互动操练。)
t: excuse me, what’s this in english?
s1: it’s an eraser.
t: how do you spell it?
s1: e-r-a-s-e-r, eraser.
t: thank you.
s1: that’s ok.(教师帮助回答。)
(教师板书。)
—how do you spell it?
—e-r-a-s-e-r, eraser.
—thank you.
—that’s ok.
(2) (以同样的方式教学单词map, pencil, apple, ruler, desk, pen, orange, car, egg, blackboard,
book并让学生两人之间互相操练句型。)
(3) (教师把实物卡片放在远处，和学生对话，使用that教另一段对话。)
t: now let’s make another conversation. listen to me carefully. and what’s that in english?
(教师指着远处的地图图片问所有的学生。)
ss: it’s a map.
t: can you spell it, please?(教师解释此句含义，并引导学生回答。)
ss: yes. m-a-p, map.
t: thanks.
ss: you’re welcome.(指导学生使用，you’re welcome并解释其用法。)
(找一名学生到讲台前配合教师作示范。)
t: excuse are, what’s that in english?(教师指着远处的地图图片。)
s2: it’s a map.
t: can you spell it, please?
s2: yes, m-a-p, map.
t: thanks.
s2: you’re welcome.
(同桌之间互动操练，教师板书。)
—thanks.
—you’re welcome.
2. (1) (教师走到一个放着电话图片的课桌前指着图片问学生，教学is this/that a/an…?句型)
t: boys and girls, answer my questions, please, ok?
ss: ok.
t: is this a telephone?(指着电话。)
(启发学生回答yes, it is./no, it isn’t.)
(向学生说明this和that的用法。this→近指 that→远指)
(2) (教师找一名学生到讲台前示范操练。)
t: is this an orange?(教师指着近处的实物图片问。)
s3: yes, it is.
t: is that a desk?(教师指着远处的黑板问。)
s3: no, it isn’t. it’s a blackboard.
(学生两人之间互相问答进行操练，教师解释a/an的用法。)
t: how to use“a”and“an”, do you know? look at the blackboard, and listen carefully.
(教师先列举出教材上出现的表达，然后引导学生仔细观察，找学生归纳，最后总结并板书。)
“a” is used before the countable singular nouns with the first letter that is a consonant.
“an” is used before the countable singular nouns with the first letter that is a vowel.
(explain in chinese, if necessary)
for example: a bus/car/pen/desk
an orange/apple
is this/that a desk?
step 3 consolidation 第三步 巩固(时间:7分钟)
1. (播放录音1a，让学生跟读，然后两人一组进行对话。并模仿1a进行巩固练习。完成1a。)
(1)(用投影仪或小黑板呈现一个苹果的图片，图片的下面是打乱了顺序的几句话，让学生上黑板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.
(两名学生把各自的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?
(教师用准备好的尺子，黑板…等，让学生练习1a中的对话完成1b。)
(2) (拿出一幅电话的图片挂在较远处，放好尺子，黑板等，两人一组进行表演，让学生用that/this进行表演。)
t: s3, s4, make a conversation using“that”and perform it, please.
s3: excuse me, s4. what’s that in english?
s4: it’s a telephone.
s3: how do you spell it?
s4: t-e-l-e-p-h-o-n-e, telephone.
s3: thank you.
s4: you’re welcome.
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 and perform it.
s5: is this a ruler?(拿一把尺子问s6。)
s6: yes, it is.
s5: is that a ruler?(拿一块橡皮放在较远处后用手指着问。)
s6: no, it isn’t. it’s an eraser.
3. (让一名学生上讲台扮演教师，手拿一些学习用品放在背后，右手每次只拿一样让其余的学生猜，学生猜对时，要展示给学生看。)
t: s5, come to the blackboard, please. you ask, and the other students answer.
(s5右手里拿好的东西不能随便更换，直到猜中，还需要找一名同学公证。)
s5: is this a ruler?(走近时用this。)
ss: yes, it is.(展示给学生们看。)
s5: is that an eraser?(走远时用that。)
ss: no, it isn’t.
s5: is this a book?
ss: no, it isn’t.
s5: is this a pen?
ss: yes, it is.
step 4 practice 第四步 练习(时间:13分钟)
1. now take out some school things and make up dialogs.
(让学生拿出一些学习用品，如ruler, pen, pencil等，编对话，每组推荐两名学生到讲台前表演，注意用课本上的重点句子和生词。)
t: group 1, come here, and act out your dialog, please.
(让学生两人一组操练上面的对话，范例如下。)
t: let’s make a conversation using“this”and“that”. s1, s2, you two, please.
s1: is this a telephone?(拿着一幅电话的图片。)
s2: yes, it is.
s1: is this a bag?(还指着电话问。)
s2: no, it isn’t.
(指导学生再用that做个表演。)
s1: excuse me, what’s that in english?
s2: it’s a ruler.
s1: how do you spell it?
s2: r-u-l-e-r, ruler.
s1: thank you.
s2: that’s ok.
t: good. go back to your seats and sit down. s3, s4, you two, please.
s3: excuse me, what’s this in english?
s4: it’s a desk.
s3: can you spell it, please?
s4: yes. d-e-s-k, desk.
s3: thank you.
s4: you’re welcome.
2. (拿出一幅苹果的实物图片，让学生练习关于“that”的对话。把图粘在较远的黑板拐角
处。)
t: boys and girls, look at this picture. make a dialog about it and act it out, please. s5, s6, you two, please.
s5: excuse me, what’s that in english?
(指着画中的苹果问。)
s6: it’s an apple.
s5: how do you spell it?
s6: a-p-p-l-e, apple.
s5: thank you.
s6: that’s ok.
(教师进一步解释a-p-p-l-e，也可说成a-double p-l-e，并让学生举几个类似单词的例子。如：e-double g, egg.)
3. (拿出准备好的小黑板，让学生口头朗读题目再试着填空。)
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 .
4. (练习a/an。擦去板书中的a/an，让学生再填一遍，加深对a/an的印象。)
t: boys and girls. look at the blackboard, please. i’ll clean up“a”and“an”, then complete the sentences by yourselves.
5. (学生在书上完成1c，核对答案。)
step 5 project 第五步 综合探究活动(时间:5分钟)
1. (拿几件学习用品，一个鸡蛋、一个橘子和一个汽车模型，玩一个猜谜游戏。完成2b。)
(教师先问。)
t: what’s this in english?
ss: it’s a pen/ruler/book/car/blackboard/desk.或it’s an egg/orange.
(学生熟悉了物品后，叫两位同学上讲台，一位同学蒙上眼睛，然后猜另一位同学展示物品，猜对时，同学们给予鼓励。此游戏可更换物品，让学生轮流做。)
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. congratulations!
(如果一次猜对，也算获胜，掌声鼓励。)
2. homework:
(1)总结：在学过的单词中，哪些前面加a，哪些前面加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? 2.(1)“a” is used before the countable singular nouns
—it’s an eraser / a map. with the first letter that is a consonant.
—how do you spell it? (2)“an” is used before the countable singular nouns
—e-r-a-s-e-r, eraser. with the first letter that is a vowel.
—can you spell it, please? for example: a pencil/car/pen/book.
—m-a-p, map. an egg/orange/apple
—thank you/thanks. 3.—is this/that a desk?
—that’s ok./you’re welcome. —yes, it is./no, it isn’t.
7
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