七年级（上）教案U3T1SB.doc

Unit 3 Getting TogetherTopic 1 Do you like English?Section BThe main activities are 1a and 3. 本课重点活动是1a和3。. 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)。) (用幻灯片展示试题。)(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.(学生分角色朗读对话，进一步理解对话内容。教师板书重点句子和短语并解释，要求学生掌握。)(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，培养他们的综合语言运用能力。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，并以掌声鼓励。)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，锻炼学生的合作能力。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。)(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:S