仁爱版英语教学案例设计七下Unit 5 Topic 2.doc

Topic 2 He is playing soccer on the playground.Section ASection A needs 12 periods. Section A需用12课时。The main activities are 1, 2a and 3. 本课重点活动是1, 2a和3。. Aims and demands目标要求1.(1) Learn the names of school buildings:playground, lab, computer room, dining hall, gym, classroom building, swimming pool, dormitory (2) Learn other new words:sleep, clean, make, card, soon, dance, physics2. Learn the present continuous tense.What is Maria doing now?She is reading in the library.What are you doing?Im making cards. Teaching aids 教具录音机/单词卡片/教学挂图. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)复习校园生活, 呈现活动1。1. (让学生描述自己的校园生活, 用上in ones free time, often, twice a week, go swimming, read books, play soccer, 为学习校园场所名称作铺垫, 也为学习现在进行时提供必要的动词词组。)T:Today I want to make a survey. S1, do you like our school life?S1:Yes, I like our school life very much.T:What do you usually do in your free time?S1:I usually play soccer.T:Thank you. S2, what do you usually do in your free time?S2:I often read books.T:What about you, S3?S3:I often go swimming.2. (利用1中的挂图, 询问学生通常在哪里做上述活动, 呈现校园场所名称。)T:I know you all have an interesting school life. S1 usually plays soccer. S2 often reads books. S3 often goes swimming Please answer my questions now. Where do we play soccer? If you cant answer in English, you can speak Chinese.Ss:操场。T: Where do we read books?Ss:图书馆。T: Where do we swim?Ss:游泳池。(让学生根据预习, 说出校园内场所的名称。)T:Can you name the school buildings?S4:Library, dining hall S5:Gym, lab 3. (让学生跟读1的录音, 并把词与图片正确搭配。)T: Please listen to 1 and repeat it. Then match the places with the right pictures.4. (核对答案, 并讲授其中的生词和短语。)(板书)playground, library, swimming pool, lab, gym, classroom building, dormitory, dining hallStep 2 Presentation 第二步 呈现(时间:10分钟)呈现2a, 完成2b。1. (猜猜看。老师做出读书的动作, 并且问What am I doing?帮助学生回答：You are reading a book.以此为例, 让学生轮流做动作, 其他学生猜猜她/他在干什么？)Example:T: What am I doing? (老师做出读书动作。)Ss:You are reading a book.S1:What am I doing? (学生做出踢球动作。)S2:You are playing soccer.S2:S3:2.(老师呈现2a中的挂图, 听录音回答下面问题。) T:Now look at 2a. Listen to the tape and find out the answers to these questions. Is that clear? Ss:Yes. T:Ok, Lets begin. (板书)(1) Where is Maria?(2) What is she doing?(3) Where is Kangkang(4) What is he doing?(5) Where is Wang Wei?(6) What is he doing?3. (核对答案。)T:Lets check the answers. Who can answer the first question?S4:Maria is in the library.T:Good. Next one?S5:Kangkang is on the playground.T:OK. What about the last one?S6:Wang Wei is in the dormitory.4. (让学生再听2a, 完成2b表格。)T: Lets listen to 2a again. And fill out the form in 2b. Begin!5. (核对答案。)T:Who wants to share your answers with us?S7:MariaS8:KangkangS9:Wang WeiStep 3 Consolidation 第三步 巩固(时间:5分钟)巩固2a。1. (放2a的录音, 让学生跟读, 注意语音语调。)T: Please listen to the tape and follow it. Pay attention to the pronunciation and intonation.(播放录音。)2. (让学生分角色朗读对话。)T: Read the dialog with your partner. I will ask several groups to act it out. Begin!3. (找几组学生表演对话。)T:Who wants to act your dialog out?G1:T:Very good! Anyone else?G2:Step 4 Practice 第四步 练习(时间:10分钟)完成3, 并利用方案一或二, 练习4。1. (方案一：利用简笔画, 让学生说出图画中的人在干什么。)T:Use the stick figures and ask “What is he/she doing?” in pairs.Example:S1: What is he/she doing?S2:He/She is reading a book.(方案二：在课上播放一段无声电影, 让学生一边看一边说影片中的人正在做什么。)T:Boys and girls, lets see a silent movie.Example: T: What is A doing?Ss: He/She is S3: What is B doing? S4: He/She is S5: S6: 2. (让学生听3录音并跟读。)T: Please listen to 3 and follow it.(根据对话内容提问, 让学生回答, 呈现现在进行时的一般疑问句形式。)T:Is Jane doing her homework?Ss:No, she isnt.T:Is Jane watching TV?Ss:Yes, she is.T:Is Michael playing basketball?Ss:No, he isnt.T:Whats he doing?Ss:Hes making cards.3. (让学生根据4的图画进行两人对话。)T:Please look at the pictures in 4. Ask and answer in pairs.S7:Where is she?S8:She is in the gym.S7:Is she singing?S8:No, she isnt.S7:Whats she doing?S8:Shes dancing.Step 5 Project 第五步 综合探究活动(时间:10分钟)通过表演和猜测, 培养学生实际运用能力。1. (自编Chant, 巩固现在进行时, 让学生同时表演动作。)T: Ill chant. Please perform the action when I chant.Whatre you doing now?I am swimming now.(学生做游泳动作。)Whatre you doing now?I am running now.(学生做跑步动作。)2. (请一名学生到台上做动作, 其他学生用现在进行时态进行问答。)T:, please come here.(出示一个dance的动作卡片给他/她看。)Please perform the action.(学生表演跳舞动作。)T:What is he/she doing?Ss:Hes/Shes dancing.3. (家庭作业。)(做调查：打电话询问同学正在做什么。要求同学们回家后给其他同学打电话, 看看他们都在做什么并做记录。)T: Id like you to call three of your classmates this evening. Please ask what he/she is doing? And write down their answers.Section BSection B needs 1 period. Section B需用1课时。The main activities are 1a, 2a and 2b. 本课重点活动是1a, 2a和2b。. Aims and demands目标要求1. Learn some new words and phrases:borrow, a few, of course, use, shelf, keep, return, on time, pleasure, post, bye-bye, talk, lost and found, look for, purse, money, else, picture, a pair of2. Go on learning the present continuous tense.Im looking for my purse.Sally is cleaning the room.3. Talk about how to borrow things.Excuse me, may I borrow a few Renai Project English workbooks?How long can I keep them?You must return them on time.4. Talk about Lost and Found.5. Farewells Bye-bye!. Teaching aids 教具录音机/课件. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:5分钟)复习学校场所, 呈现1a。1. (方案一:猜谜。说一些描述性的语言, 让学生猜是学校的哪个场所。)T:A place where we can go swimming. What is it? Who knows?S1:Is it the swimming pool?T:Yes, you are right. Next, a place where we can do some sports. What is it? Who knows?S2:(方案二:用师生问答的方式, 复习上节课的主要内容。)T:Boys and girls, can you name our school buildings?S3:Classroom building, swimming pool.T:Good! Anyone else?S4:Gym, lab.T:OK. Else?S5:Dormitory, library.T:Good job! You are great!2. (手拿一本仁爱版的英语教辅书, 引入1a。)T:Boys and girls, suppose I was in a library now, I wanted to borrow a book. What should I say? Do you want to know?Ss:Yes.T:OK. Please look at the screen./OK, please open your books and look at the pictures in 1a.Step 2 Presentation 第二步 呈现(时间:10分钟)呈现活动1a, 练习1b。1. (利用课件或图片呈现1a。)T:Look at the screen/the pictures. Where are they?Ss:They are in the library.T:What are they doing?Ss:Theyre borrowing books.2. (让学生看并听1a的第1部分, 注意对话中的生词和句型。)T:Look and listen to 1a. Think about how to borrow a book from the library. Pay attention to the following new words and expressions.(板书)borrow some workbooks find the bookson the shelfHow long?keep the booksreturn the bookson time3. (让学生根据课件放映或图片呈现和录音了解对话中借书的步骤, 猜测板书中词组的含义。教师给予提示。) (创设情境对短语、句型进行操练。可采用师生、生生对话, 让学生全面参与。)4. (假设一种情境:学生没有借到想要的书, 那该怎么办？)(方案一:利用课件呈现1a第2部分内容。)T:Boys and girls, if you cant borrow the book you want, what should you do?Ss:I dont know.T:OK. Lets go on watching and pay attention to the following new words and expressions.(播放课件。)(方案二:老师给学生做示范, 帮助学生回答, 呈现1a第2部分内容。)T: Boys and girls, if you cant borrow the book you want, what should the librarian say?Ss:He/She should say “Sorry, we dont have any.”(帮助学生回答。)T: What should you say?Ss:Thank you all the same.(帮助学生回答。)(板书)Sorry, we dont have any.Thank you all the same.5. (让学生从1a中找到与1b中句子相对应的答语，并写下来。)T: Now, please find out the responses to the sentences in 1b from 1a, and write them down.Step 3 Consolidation 第三步 巩固(时间:10分钟)巩固1a, 根据1b中的句型编对话。1. (给学生几分钟时间, 朗读1a, 然后找几组学生进行表演。)T:I will give you several minutes to read 1a in pairs, then I will ask some groups to act it out. Understand?Ss:Yes.T:Now, begin!(学生准备。)2. (找几组学生进行表演。)T:OK. Are you ready?Ss:Yes, I am.T:Which group wants to act?G1:We want.T:Very good! But you can speak slowly next time, OK? Next group?G2:3. (依据1b中的句型, 让学生自编对话, 教师可给予必要的指导。)T:Work in pairs to practice borrowing things from each other. You can use the expressions in 1b. Begin!4. (找几组学生表演他们编的对话。)T:OK. Stop here! Who wants to share your dialog with us?G3:We want.T:Excellent! You can speak more loudly. Next group!G4:T:Well done. Now lets move on. Step 4 Practice 第四步 练习(时间:10分钟)利用情景设置呈现2a, 练习2b和3。1. (设置一名女学生在路上寻找东西的情景画面, 呈现2a。)T:Look at the picture. Guess what she is doing.Ss:She is looking for something.T:You are right. She lost her purse. Do you know how much money is in her purse?Ss:No, I dont.(板书)purseIm looking for my purse.moneyWhats in it?elseWhat else?2. (播放2a的录音, 让学生跟读。)T: Listen to 2a and follow it. Pay attention to the pronunciation and intonation.3. (给学生两分钟时间, 两人一组读对话, 然后找学生朗读。)T:Now, Ill give you two minutes to read the dialog with your partner. Then Ill ask some of you to read. OK. Begin!4. (1)(完成2b, 让学生读书上两则启事, 学习如何写寻物/招领启事。并提醒学生注意寻物/招领启事的格式和内容要素。)(板书)Lost:The thing(丢失的物品)Name(失主)Phone number(联系方式)Found: The thing(被发现的物品)Where(物品现存地)Phone number(联系方式)T: Read the notices on the bulletin board. Learn how to write them. Please pay attention to the form of the message.(2)(让学生写一份自己的寻物/招领启事。)T: Suppose you found or lost something. Write your own bulletin board message.5. (完成3, 让学生听录音, 选择正确的答案。)T: Listen to the dialogs in 3, and choose the right answers.(播放录音。)6. (核对答案。)T:Lets check the answers. The first question, who wants to answer?S1:Sally isT:Good. No.2? S2, please.S2:Sorry, I dont know.Step 5 Project 第五步 综合探究活动(时间:10分钟)通过小组活动探究借书过程并练习写作。1. (两人一组活动，仿照1a根据1b中的句型编对话。) Example: S1:Excuse me, may I borrow a pen? S2:Here you are. S1:Great! How long can I keep it? S2:2. (鼓励更多的学生复述2a的内容。)T:S3, do you want to try to retell the story of 2a？S3:T:Anyone else? Raise your hand. Wow, so many!3. (家庭作业。)(1)(写一则寻物/招领启事, 不少于两个句子。)(2)(预习13页的1a。如有兴趣, 画一张本校的建筑物分布图。).疑点探究(1)look for与find的用法：look for意思是“寻找”, 强调“找”的动作。find是及物动词, 意思是“找到, 发现”, 强调“找”的结果, 后跟宾语。如：I cant find my purse. 我找不到钱包了。Please look for it in your bag. I think you can find it.请在你的包里找一下, 我想你能找到它。(2)other与else的区别：other修饰名词，位于名词之前。如：Whats that in your other hand? 你另一只手里拿的是什么？else修饰不定代词、疑问代词或疑问副词，必须位于这些词后。如：I have nothing else to say. 我没有其他要说的了。What else do I need to do? 我还要做其他的什么事情吗？Section CSection C needs 1 period. Section C需用1课时。The main activities are 1a and 2a. 本课重点活动是1a和2a。. Aims and demands目标要求1. (1)Learn the expressions about positions:in the center of, left, next to, at the back of, near, between and , from to (2)Learn other new words and phrases:show sb. around, plan, attention, news, night, sound, stamp, world, Saturday2. Learn about how to describe or draw a plan of school buildings.3. Talk about school news and posters.4. Talk about the positions. The dining hall is at the back of the school.(Our classrooms are in the center of the school.). Teaching aids 教具录音机/图片/挂图/单词卡片. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)通过表演竞赛进行复习并引入1a。1. (表演竞赛。让学生进行对话表演, 教师将全班分为四组, 每组各表演一个对话。对话时间以一分钟为限。第一组学生借东西, 可以在教室内走动。第二组东西丢了, 去失物招领处找回来。第三组去图书馆借书。第四组请一名学生表演动作, 另两名学生用现在进行时对话。通过这个活动来热身, 提起学生的兴趣, 从而可以复习现在进行时及前面的对话。)Group 1S1:Excuse me, may I borrow?S2:Of course.Group 2S3:What are you doing?S4:Im looking for my purse.S5:Group 3S6:Excuse me, do you have any books of Harry Potter?S7:Sorry, I dont have any.S8:T:OK, wonderful! , the last group?2. (描述一个地点。以组为单位, 合作描述一个大家熟悉的校园场所, 让其他同学猜是什么建筑物以及它的位置。) T:Boys and girls, please describe a familiar school place in groups, and the other students guess what the building is and its position.3. (引入1a。让学生看位置简图, 并根据图片猜测方位介词的意思。) (板书) A is in B.B is next to C.C is near E.D is near B on the left.E is near C on the right.F is at the back of C. T:Look at the map and guess the meanings of the prepositions. Where is A? Its in B. So “in” means “在里面”. Well, B is next to C. Whats the meaning of“next to” ? Ss:紧邻。 T: 4. (贴一张本校教学楼和宿舍楼的平面图在黑板上。并出示学生活动场所的图片进行问答。)CLASSROOM BUILDING(教学楼) DORMITORY BUILDING(宿舍楼)Class 5Class 6dormitoryClass 3Class 4dormitoryClass 1Class 2dining hallcomputer roomlabdancing roomreading roomT:Look at Picture 1, and answer my questions.T:What are they doing?Ss:They are having a computer class.T:Whats the name of the room? Can you guess?Ss:Computer room.T:Wheres the computer room?S9:Its in the classroom building.S10:Its next to the lab.T:Good. Which room is next to the computer room?S11:I think its the lab. Is it right?T:Right.(用同样的方法对其他图片进行操练。)Step 2 Presentation 第二步 呈现(时间:5分钟)呈现活动1a。1. (老师拿出书中的挂图, 贴在黑板上, 把已准备好的校园场所图片发给学生, 让他们把图片 贴在挂图上并用一句话说出它们的位置关系, 完成1a的平面图。) Example:S1: Here are the classrooms. They are in the center of the school. S2: 2. (让学生读1a, 核对答案, 加深学生对平面图中各个建筑物之间位置关系的理解。)T:Read 1a together, then check the answers.(板书)computer room, dining hall, swimming pool, lab,library, teachers office, classroom, playground, gymStep 3 Consolidation 第三步 巩固(时间:10分钟)巩固1a。1. (播放1a的录音, 让学生跟读。)T: Listen to the tape and follow it.2. (挑战性活动: 我来当校长！) (学校内部的布局总有让学生满意和不满意的地方, 给学生一个“规划”校园的机会, 让学生设计出自己理想中的校园, 写成描述性的短文。)T: Are you satisfied with our school plan? If not, please design your own ideal school.3. (找学生汇报他们的成果。)T:Are you ready?Ss:Yes, I am.T:OK. Who can give us your passage?S1:T:Very good! But there are some mistakes in your passage. For example: OK. Next one?S2:Step 4 Practice 第四步 练习(时间:10分钟)练习1a, 2a, 完成1b, 2b和3。1. (让学生再听一遍1a, 完成1b。)2. (让学生听2a的录音, 回答问题。) T: OK. Lets listen to 2a. Then answer the following questions. Close your books.(板书)(1)When does the game begin?(2)Where can we watch the game?(3)When does the movie King Kong begin?(4)When does the movie The Sound of Music begin?(5)Where can we watch the movies?3. (让学生再听2a, 教师核对答案。)T:Lets listen to the tape again. Then check the answers. Are you ready?Ss:Yes.4. (让学生阅读2a, 完成2b。)T: Now, read 2a by yourselves and fill out the form in 2b.5. (核对答案。)T:Lets check the answers one by one.S1:S2:6. (完成3, 让学生自行阅读海报1, 然后完成海报2中的空格。)T: Read Poster 1 and then fill in the blanks of Poster 2.Step 5 Project 第五步 综合探究活动(时间:10分钟)通过实践活动, 培养学生实际运用能力。1. (小组活动。让学生描述自己理想中的校园, 并把它画下来, 每组请一名学生到黑板上画。)2. (假设一种情境：星期六晚上学校要在礼堂举行一个歌舞晚会, 请学生们一起制作一个海报。)3. (家庭作业。)(1)(让学生复习本单元单词, 为下节课单词竞赛做准备。)(2)(就理想中的校园自由谈话一分钟。)Section DSection D needs 1 period. Section D用1课时。The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。. Aims and demands目标要求1. Learn the vowels:/B:/, /e/, /R:/, /eI/ 2. Learn some new words:run, because, Japanese, wonderful, also3. Review the present continuous tense.Im looking for my purse.But he isnt sleeping at the moment.Are you doing your homework?Yes, I am. / No, Im not.Is he/she dancing?Yes, he/she is. / No, he/she isnt.What are you doing?Im making cards.What is he/she doing?He/She is playing soccer on the playground.4. Review the words about school buildings. Teaching aids 教具录音机/单词卡片/音标卡片/图片/照片. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)复习现在进行时, 呈现2。1. (单词竞赛。抽查三排学生, 被抽到的排, 从左到右, 每名学生说出一个单词, 然后造一个句子。使用现在进行时态, 每个单词5分, 句子10分。全班学生一起找错误, 被找到一个错误减两分, 最后看哪一排的得分最高。)Example:T:Please speak the names of school buildings, and make sentences one by one.S1:Library. Im reading in the library.S2:Playground. Im running on the playground.S3:The swimming pool. Hes swimming in the swimming pool.(通过竞赛, 集中学生注意力, 活跃课堂气氛, 调动学习积极性。)(复习前面三课的单词。)(板书)playground, lab, room, gym, building, pool, card, shelf, keep, return, borrow, soon, physics, pleasure, post, purse, money, else, plan, center, near, left, talk, classroom, attention, news, between, stamp, world, Saturday2. (对话比赛。让学生进行一分钟对话, 复习现在进行时的肯定句、否定句、一般疑问句、特殊疑问句及其回答。)(比赛规则:教师将学生分成若干组, 每组编一个对话, 时间为一分钟。提醒学生注意听对话内容, 提高听力能力。哪一组所说的对话最长，错误最少即为胜者。)3. (教师出示2中的图片, 拿出一张文伟在体育馆跑步的照片。)T:He is Wen Wei. Is he dancing?Ss:No, he isnt.T:Whats he doing?Ss:He is running.T:Right. He is running in the gym.(以此类推, 呈现活动2。)(板书)He is swimming in a swimming pool.He is talking to a Japanese girl on the Great Wall.Step 2 Presentation 第二步 呈现(时间:10分钟)呈现1，完成2。1. (呈现含/B:/, /e/, /R:/, /eI/的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。)T:Whats this?Ss:Its“train”.T:Whats that?Ss:Its“raincoat”.(板书train, raincoat, 要求学生找规律。)T:Look at these two words. Who can find out their pronunciation rules?S1:S2:T:Good! In the word“train”,“ai”is pronounced /eI/, and in“raincoat”/eI/, too. You are clever! Read after me(再举个/e/的例子, 步骤同上；然后呈现/B:/, /R:/的音标, 运用头脑风暴法要求学生尽可能多地说出发这个音的单词, 再进行归纳。)Example:T:Look at /e/. What words have the pronunciation /e/?Ss: Hair T:Clever! I think“airplane, fair”have the same pronunciation /e/. Lets go on with another phonetic symbol /B:/. Who knows?2. (放1的录音, 并让学生跟读。)T:OK, please open your books, and look at 1. Lets listen to the tape and follow it.(播放录音。)3. (让学生自读1, 巩固所学音标。)T: Read these phonetic symbols by yourselves.4. (让学生看活动2中的图, 听录音, 然后让学生填写下列空格。)T: Look at the pictures in 2. Listen to the tape, then fill in the blanks.(板书)1)Wen Wei is in the gym in Picture 1.2)In Picture 2, he is t