仁爱版 七年级 教案 unit3topic1 section a b c d.doc

Unit 3 Getting Together
Topic 1 Does he speak Chinese?
Section A
The main activities are 1a and 2a、 本课重点活动就是1a与2a。
Ⅰ、Teaching aims and demands 教学目标
1、 Learn some new words and phrases:
could, tell, sure, speak, some, poor, with, help sb、 with sth、, problem, pet, often, want
2、 Learn Present Simple to do:
(1)—Do you e from the U、S.A.?
—No, I don’t、
(2)—Do you like Chinese?
—Yes, I do、
3、 Ask for permission and make requests:
(1)—Excuse me, could you please tell me your name?
—Sure、
(2)—Could you help me with it?
—No problem、
Ⅱ、 Teaching aids 教具
录音机/幻灯片/教学挂图/铅笔/尺子/玩具猫/玩具狗/蒙眼布
Ⅲ、 Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过复习描述体貌特征导入本课新知识,培养学生口头表达能力。
1、 (教师按照座位链式提问,要求学生用Yes, I do、/No, I don’t、快速作答。)
T: Do you have big eyes?
S1: Yes, I do、
T: Do you have long legs?
S2: No, I don’t、
T: Do you have a round face?
S3: Yes, I do、/ No, I don’t、
T: Do you have a small mouth?
…
(通过运用Do you have …? Yes, I do、/No, I don’t、句型引出Do you have a pen pal?)
T: Do you have a pen pal, S4?
(板书并要求学生了解。)
pen pal
S4: No, I don’t、
T: Do you want a pen pal?
S4: Yes, I do、
(板书并要求学生掌握。)
want
2、 (教师通过询问学生个人信息,导入新知识。)
T: Excuse me、 What’s your name, please?
S5: My name is …
T: How old are you?
S5: I’m …
T: Do you have an English name?
S5: Yes, I do、
T: Could you please tell me your English name?
S5: …
T: You can say “Sure、 My English name is …”、
…
(板书并要求学生掌握。)
—Could you please tell me your …?
—Sure、
(教师示范)
T: Could you please tell me your age, S6?
S6: Sure、 I’m …
T: Could you please tell me your telephone number?
S6: Sure、 It’s …
(学生两人一组运用Could you please tell me …?句型询问个人信息。)
3、 T: I’m an English teacher、 I can speak English、 Do you speak English after class, S7?
S7: Yes, I do、 (帮助学生回答。)
(板书并要求学生掌握。)
speak
T: Do you like it?
(教师提示此处like作动词。)
S7: Yes, I do、/ No, I don’t、 (帮助学生回答)
(学生两人一组操练,运用Do you speak …?与Do you like …?句型及其肯定与否定回答。)
4、 (教师请一个学生,用not good来引出poor一词。)
T: Is your English good?
S8: No, it isn’t、 I can speak some English, but my English isn’t very good、
T: You can say “My English is poor、”
(板书并要求学生掌握。)
some
poor
S8: My English is poor、 Could you help me?
T: No problem、 I can help you with it after class、
(板书并要求学生掌握。)
No problem、
help … with …
T: S9, do you like English?
S9: Yes, I do、
T: Do you often speak English after class?
S9: Yes, I do、
T: Good!
(板书并要求学生掌握。)
often
(通过以上得活动导入1a。)
Step 2 Presentation 第二步 呈现(时间:8分钟)
通过听力、教学挂图等形式呈现本课对话,让学生练习使用重要句型,培养学生得听、说能力。
1、 (教师利用幻灯片展示问题。播放1a录音两遍。学生听录音并选择正确答案。)
(1) Where does Jane e from?
A、 Japan、 B、 Canada、 C、 China、
(2) Does Jane speak English?
A、 No, she doesn’t、 B、 Yes, she does、 C、 We don’t know、
(3) Whose Chinese is poor?
A、 Jane’s、 B、 The boy’s、 C、 Maria’s、
(核对答案。)
2、 (再次播放1a录音,学生听并且跟读,注意语音语调。)
3、 (教师将全班学生分成两组,分角色朗读1a。)
4、 (展示1a教学挂图,要求学生两人一组运用下列句型,可适当发挥,操练1a得对话,完成1b。)
(1)Could you please …?
(2)Sure、
(3)Do you like English?
(4)Yes, I do、/ No, I don’t、
(5)Could you help me with my …?
(6)No problem、
(教师巡回作指导,然后挑出表现比较好得一组登台表演。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
通过复述对话、做游戏等活动,进一步巩固本课所学知识,培养学生合作精神,增强她们得集体荣誉感,培养学生综合运用语言得能力。
1、 (教师利用幻灯片出示练习题,要求学生根据1a内容填空。以此展示复述范本。)
The girl’s name is Jane、 She es from Canada、 She speaks English、 Jane likes Chinese but her Chinese is poor、 Li Xiang can help her with her Chinese、
(画线部分就是要填得词)
2、 (利用幻灯片,呈现1a中一些关键词,帮助学生学会从对话中提取重要信息,学会复述。要求至少用三句话来介绍Jane得情况。教师将学生分组,先在小组内进行,然后各小组选派代表向大家汇报。)
e from, speak English, like Chinese, poor, help … with …
3、 (举行“小组对话大赛”,巩固所学句型。教师先做示范,然后各小组操练。评出优胜组。)
T: Excuse me, could you please tell me your name?
S1: Sure、 My name is …
T: Do you e from the U.S.A.?
S1: No, I don’t、 I e from …
T: Do you like English?
S1: Yes, I do、/ No, I don’t、
…
4、 (学生两人一组合作完成1c。核对答案后请两三组学生练习对话。)
5、 (做游戏。)
(方案一)
(1)(请四名学生上讲台,老师拿出四件物品给全班学生瞧,例如:铅笔、尺子、玩具猫与玩具狗。然后快速分给讲台上得四名学生,让她们把物品放在背后,注意不要让下面得学生瞧见谁拿到了什么。)
(2)(老师问其中得一名学生:Do you have …?并故意问错,学生回答:No, I don’t、老师进而引导其她学生用Do you have …?句型提问讲台上得学生,被问到得学生作出回答,直到台下有学生猜对。)
(方案二)
(五个人一小组练习。四件物品摆在桌前。其中一人A瞧过物品后,蒙住眼睛,另外四个人则各拿其中一样物品,A解开蒙眼布,用Do you have …?句型猜四个人手中各拿什么物品。)
Step 4 Practice 第四步 练习(时间:10分钟)
通过练习找笔友,激发学生学习兴趣,提高学生综合运用语言得能力。
1、 (做“问答接龙”游戏。从教师开始问第一排第一个学生,第一个学生回答后再问第二个学生,第二个学生回答后再问第三个学生,以此类推。)
T: Do you like English?
S1: Yes, I do、/ No, I don’t、
(转身) Do you have a …?
S2: Yes, I do、/ No, I don’t、
(转身) Do you help …?
S3: Yes, I do、/ No, I don’t、
(转身) Do you …?
…
2、 (根据自己得情况回答2a得问题,瞧谁可以做李伟得笔友。)
(两分钟后询问几个学生得答案,瞧她们就是否能成为李伟得笔友。)
T: Do you like pets?
(板书并要求学生掌握。)
pet
S4: Yes, I do、
T: Do you like English?
S4: Yes, I do、
T: Do you speak English after class?
S4: Yes, I do、
…
T: Could you please tell Li Wei your telephone number?
S4: Sure, 138 …
T: Great, you’re Li Wei’s pen pal、
3、 (三人一组帮助李伟找笔友,一同学分别询问另两名同学,另两名同学回答。)
4、 (自己找笔友,三人一组,一同学向另外两名同学发问,瞧她们就是否可以成为学习上得笔友。完成2b。)
For example:
S5: Do you like English?
S6: Yes, I do、
S5: Is your English good?
S6: Yes、
…
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过编对话让学生学以致用,通过诗歌吟唱活动培养学生学习兴趣,使她们能积极主动地参与学习活动,提高合作意识与探究精神。
1、 (假设您得英语成绩不好,您想找一个网友帮助您,两人一组编对话。然后抽几组进行表演。)
For example:
A: Excuse me, could you please tell me your name?
B: Sure, my name is …
A: Do you e from …
B: Yes, I do、
A: Do you like English?
B: Yes, I do、
…
2、 (教师帮助学生完成3。教师打节拍,或者放录音,让学生有节奏地跟读。)
3、 Homework:
自编一个对话,运用下面句型:
(1)Could you please …?
(2)Sure、
(3)Do you …?
Yes, I do、/No, I don’t、
(4)No problem、
板书设计:
Does he speak Chinese?
Section A
speak —Could you please tell me your …?
No problem、 —Sure、
help … with … —Do you …?
—Yes, I do、/No, I don’t、
Section B
The main activities are 1a and 3、 本课重点活动就是1a与3。
Ⅰ、 Teaching aims and demands 教学目标
1、 Learn some new words:
live, say, visit, great, wall
2、 Learn some questions and answers with does:
(1)—Does he speak Chinese?
—Yes, he does、/ No, he doesn’t、 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?
—It’s 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、
Ⅱ、 Teaching aids 教具
图片/教学挂图/录音机/幻灯片/若干个装有信件得信封/小黑板
Ⅲ、 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,引出单词与话题,培养学生得语言表达能力。
1、 (检查作业。教师请学生登台表演上节课得家庭作业。)
T: Now, I’ll check your homework、 S1、S2, please, e to the front and perform your dialog、
2、 (师生对话。引入并运用China与Chinese。)
T: I e from China、 I am Chinese、
Ss: We e from China、 We’re Chinese、
(教师提问一名学生。)
T: Where do you e from, S3?
S3: I e 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”得故事,培养学生得爱国主义情感,增强“爱国意识”。解放前,外国人都瞧不起我们中国人,说我们就是“东亚病夫”。当时在国外,有得中国人都不敢承认自己就是中国人,但吉鸿昌到国外后,勇敢地对外国人说自己就是中国人,并且自制了一个纸牌挂在胸前,上面用英语写道:I am Chinese!)
3、 (教师出示一幅长城得图片。)
T: Can you say it in English?
S4: Yes, the Great Wall、 (教师帮助回答。)
T: Where is it?
S4: It’s 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, great
4、 (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,运用所呈现得生词编对话。)
5、 (教师介绍S5得情况,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得教学挂图回答问题,练习本课基本句型,引出对话内容。培养学生听说能力与阅读能力。
1、 (教师呈现1a得教学挂图,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? Let’s 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 Kangkang’s 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。教师板书重点句子与短语并解释,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: It’s from Sam、
T: Is Kangkang Sam’s pen pal?
S2: Yes, he is、
T: Does Sam speak Chinese?
S3: No, he doesn’t、
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得能力。
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: What’s that in English?
S2: It’s a letter、
S1: Is it yours?
S2: Yes, it’s mine、
S1: Who is it from?
S2: It’s from my pen pal, Tom、
S1: Does he speak Chinese?
S2: No, he doesn’t、 He speaks English、
S1: What does he say in the letter?
S2: He wants to visit China、
(画线部分就是要填得词。)
2、 (教师把事先准备好得信封发给各小组,然后根据信封及信得内容两人一组进行对话练习。对话应包括以下句型:)
T: Let’s make a dialog in pairs with the following sentences、
(1)—Who is the letter from?
—It’s from …
(2)—Where does he/she e from?
—He/She es 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,了解对方笔友得情况。要求运用以下幻灯片中得句型。)
(1) Is it a boy or a girl?
(2) It’s a boy/girl、
(3) Does he/she e from …?
(4) Yes, … does、/No, … doesn’t、
(5) Does he/she live in China?
(6) Yes, … does、/No, … doesn’t、
(7) Does he/she like China?
(8) Yes, … does、/No, … doesn’t、
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得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 e from?
S2: She es 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 doesn’t、 She speaks English、
…
3、 (教师引导学生观察3中得句子,并归纳句子得规律——当主语就是第三人称单数时,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。)
Kangkang→knows
He→lives/helps/wants
She→speaks
…
4、 (教师播放3录音,让学生跟读,练习(e)s得读音。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得读音规则及其一般疑问句得问答,培养学生观察探究能力。
1、 (教师鼓励学生探究“动词第三人称单数得读音”,并总结。)
(小黑板展示下列内容。)
lives, speaks, spells, phones, knows, does, hands, es, 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得发音。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,引发学生得兴趣。然后,为各小组明确共同目标,即归纳出-s在动词后得读音规律。每个成员针对词尾s得不同读音进行观察,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,其她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得词分类。)
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 don’t、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 doesn’t、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 don’t、 Does your friend like China?
S3: Yes, … does、/No, … doesn’t、 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、 It’s from Sam、 Sam is Kangkang’s pen pal、 Kangkang lives in China、 Sam lives in England、 In Sam’s letter, he says he wants to visit the Great Wall、
(2)制作卡片,把人称代词得主格宾格分别写在卡片上。
板书设计:
Does he speak Chinese?
Section B
say … in English —Who is the letter from?
=speak English —It’s from …
live in … —Does he speak Chinese?
the Great Wall —Yes, he does、/No, he doesn’t、
want to visit … —What does he say in the letter?
—He wants to visit the Great Wall、
Section C
The main activities are 1a and 3a、 本课重点活动就是1a与3a。
Ⅰ、 Teaching aims and demands 教学目标
1、Learn some new words and phrases:
many, lot, a lot, all, not … at all, so, study, each other, little, a little, them, very, much, very much
2、Review personal pronouns、
3、Go on learning some questions and answers with do/does、
4、Express preferences:
(1)—Do you like …?
—Yes, I like it a little/very much/a lot、
—No, I don’t like it at all、
(2)—Does he/she like …?
—Yes, he/she likes it a little/very much/a lot、
—No, he/she doesn’t like it at all、
Ⅱ、 Teaching aids 教具
录音机/幻灯片/小黑板/实物或图片/学生自制卡片
Ⅲ、 Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过调查学生对英语与语文得喜欢程度,引出本课新单词,培养学生得语言表达能力。
1、 (让几名学生朗读上节课布置得家庭作业:根据1a内容改编得短文。)
2、 (做调查,引出本课新单词,教师在黑板上画出三幅图。)

like …
very much
like … a little don’t like … at all
a lot
(板书并要求学生掌握。)
a little, very much, a lot, not … at all
T: Do you like English, S1?
S1: Yes, I like it very much、
T: Do you like Chinese?
S1: No, I don’t like it at all、
T: Do you like English, S2?
S2: No, I don’t like it at all、
T: Do you like Chinese?
S2: Yes, I like it a little、
T: Do you like English, S3?
S3: No, I don’t like it at all、
T: Do you like Chinese?
S3: Yes, I like it a lot、
T: Can you often help them study Chinese? (指向S1与S2。)
S3: Yes, I can、
T: Can you often help them study English, S1?
S1: Yes, I can、
(板书并要求学生掌握。)
them, study
T: We have many good friends, so we should help each other、
(板书并要求学生掌握。)
many, so, each other
T: I have a good friend、 Her name is Jane、 Do you want to know something about her? Please follow me、
(导入1a得学习。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
通过听、说、读等形式多样得活动,培养学生口头交际能力、阅读能力及观察、分析问题得能力。
1、 教师让学生略读课文1a并回答问题:
(1) Are Jane and I classmates?
(2) Where does Jane e from?
(3) Do many students in our class like English?
(4) Who often help me study English?
2、 (学生再读1a,并画出文中得关键词,然后完成1b。核对答案。)
3、 (播放1a录音,让学生跟读,注意语音语调。)
4、 (教师利用幻灯片将文中得关键词展示出来,并简要讲解语言点。)
friend, e from, speak, in the same class, many students, a lot, not … at all, poor,
help, Chinese, help each other
5、 (要求学生利用幻灯片上得关键词,试着复述课文。先在小组内进行,然后各小组推选一名学生向全班复述。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
通过练习喜好得表达,培养学生得口头表达能力与交际能力。
1、 (播放3a录音,让学生听,然后操练喜欢与不喜欢得问句及其答语。)
(教师用幻灯片或小黑板将下列内容呈现出来。)
(1)—Do you like …?
—Yes, I like … a little/very much/a lot、
(2)—Does he/she like …?
—No, he/she doesn’t like … at all、
(教师让两位学生S1与S2到台前。)
T: S1, do you like English?
S1: Yes, I like it very much、/ No, I don’t like it at all、
T: S2, does S1 like English?
S2: Yes, he/she likes it a lot、/ No, he/she doesn’t like it at all、