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Section C . Material analysis本节课是第七单元话题一的第三课时，继续谈论康康生日的话题，主要活动是1a和2a。通过Michael猜测Maria送给康康的生日礼物展开，在复习描述物体颜色的句型的基础上学习描述物体形状、尺寸、用途等特征的句型。本课的语法点是be动词引导的一般过去时的一般疑问句及其肯定和否定回答：Was it like .? Yes, it was. /No, it wasnt. 语音板块继续巩固字母组合ow, ou的读音规则，训练学生辨音的技能。. Teaching aims1. Knowledge aims能够根据已学语音、音标以及发音规则，正确朗读、拼写下列词汇：present, shape, afraid, star, mouse, square等； 能够熟练使用描述物体形状、尺寸、用途的表达方式，如： （1）Whats the shape of .? = What shape is .? Its . （2）How long/wide is it? Its .centimeters long/wide. （3）What do we use it for? We use it to . 能够运用以下句型询问和描述物体，如： （1）What is it like? （2）Whats the shape of ?=What shape is? Its （3）Was it like .?Yes, it was./No, it wasnt. 练习、巩固字母组合ow, ou的读音规则，能够有意识地注意句子重音、画线部分字母组合的发音特征； 复习be 动词的一般过去时态。 2. Skill aims 能够听懂有关描述生日礼物特征的语段； 能够根据图文应用本课所学的表达方式和同伴就描述物体形状、尺寸、用途等特征进行交流； 能够用正确地语音、语调朗读对话； 能够参照图片或范例写出简单的描述物体特征的句子。3. Emotional aims 1.采用游戏、对话、竞赛等灵活多样的授课方式，培养学生学习英语的兴趣； 2.鼓励学生敢于开口，积极参与活动。. The key points and difficult points1. Key points 能够掌握描述物体形状、尺寸、用途等特征的表达方式： Whats the shape of .? = What shape is .? Its . How long/wide is it? Its .centimeters long/wide. What do we use it for? We use it to . 能够运用be动词引导的一般过去时的一般疑问句及其肯定、否定回答： Was it like .? Yes, it was. /No, it wasnt. 2. Difficult points be动词引导的一般过去时的一般疑问句及其肯定、否定回答： Was it like .? Yes, it was./No, it wasnt. Learning strategies1.能将描述物体特征等表达法运用于实际生活；2.培养借助图片等非语言信息理解阅读和听说的习惯。. Teaching aids 多媒体、黑板和录音机. Teaching procedures Step Interaction patternsStudent activityTeacher activityIntroduction (6 minutes)1. The whole class work.2. The whole class work.3.The whole class work.4.The whole class work.1.Focus their attention on the teacher.2.Count the numbers from 1-21 first; Count the ordinal numbers from first to twenty-first.3.Answer the teachers questions.4.Listen to the teacher carefully，and guess the meaning of present.1. Get students ready for learning.2. Let students count the numbers from 1 to 21（基数词在前，序数词后数）.3.Ask some students some questions: When is Kangkangs birthday? Whats the date today?(老师可以让学生分别用两种方式回答)4.Suppose a situation: Maria brings a present for Kangkang. Now, Michael is guessing the present. Whats it? Do you know?(老师可以让学生猜测present的意思)Presentation(10 minutes)1. Individual work, the whole class work and pair work.2.The whole class work.3.Pair work.1. Do 1a. Listen to the tape; Answer the questions; Listen and follow the tape; Ask and answer in pairs. Make up a new dialog and act it out.2. Listen and look at the screen.3. Do 2a. Answer the teachers question: T:What is it like?S:It is like a flower. T:Was it like a flower before?S:No, it wasnt. It was like a star. Then practice the dialog in pairs and act it out.1. Play the tape and let students listen to the tape carefully; Choose some students to answer the questions: Whats the shape of the present? What color is it? Whats it? Play the tape again and let students follow it. Let students ask and answer in pairs and make up a new dialog according to 1a. Then choose two groups to show it to the class.2. Point out the key sentence on the screen: Whats the shape of .? =What shape is .? Its . (1b选做)3.Point out the first group of picture in 2a and ask students some questions. Show the next group and let students practice 2a in pairs(老师可以给学生们讲解be动词引导的一般疑问句的句型结构)；Choose two groups to act it out.Consolidation (12 minutes)1. The whole class work.2. The whole class work.3.The whole class work and pair work.1.Do 2b. Answer the question: Its a circle.2. Answer the question: Its a square. Learn the new words. Say out the words quickly and practice the dialog according to the examples in 2b.3. Do 3. Listen to the teacher carefully; Make dialogs in pairs and share their dialogs with the whole class.1.Bring out a piece of square paper and make a circle from it. Then ask the question: What shape is it?（老师可以引导学生回答）2.Point out the other question: What shape was it before?(老师引导学生作答)In the same way, teach the new words: triangle, rectangle, oval.Play a gameShow the shapes on the screen quickly and let students say out the words quickly.3.Take out a pencil-box and ask and answer the questions: What shape is it? It is a .How long/wide is it? Its .centimeters long/wide. What do we use it for? We use it to . (老师解释centimeter);Show the pictures of an MP4 and a computer on the screen and let students make dialogs in pairs.Practice(10 minutes)1. Individual work.2. Individual work.1.Do 4a. Listen to the tape and circle the word you hear. Check the answers.2.Do 4b. Read by yourselves. Then read after the tape. And some students read them out.1.Show the words in 4a on the screen and play the tape. Ask students to do 4a and choose some students to check the answers.2. Give students some time to read 4b by themselves aloud. Play the tape and let students follow the tape. Ask some students to read these sentences out.Production(7 minutes)Group work.Guess the object with the key sentences: What shape is it? How long/wide is it? What do we use it for? 1.Prepare a bag of objects and show them to the whole class. Put one into a bag, next, let one student of the group guess it; The group that guess the most objects with the least time is the winner. Finally, make a summary about the game.2. Assign the homework: Review the key words and sentences;Copy the new words for five times;Make a short dialog with the key sentences;Preview Section D.Teaching reflection:本节课主要学习运用重点句型询问和描述物体形状、尺寸、用途的表达方式，并复习了be动词的一般过去时态。在课堂教学中，询问物体形状、尺寸、用途的表达方式容易被学生们接受，但是，表示形状的词汇学生掌握起来较难。因此，老师要帮助学生用一些单词记忆策略来记忆单词。. Blackboard designTopic 1 Wh