福建省泉州市泉港博文中学七年级英语上册《Unit 3 Getting Together Section B》教学设计 仁爱版.doc

unit 3 getting together section b教学设计. teaching aims and demands 教学目标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 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?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. 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, ill 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. were 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:its 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, great4. (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? lets 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 kangkangs 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: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. (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: 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.(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: 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) 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 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 doesnt. 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。)kangkangknowshelives/helps/wantsshespeaks4. (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 dont.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 doesnt.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 dont. does your friend like china?s3: yes, does./no, doesnt. 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. its from sam. sam is kangkangs pen pal. kangkang lives in china. sam lives in england. in sams letter, he says he wants