仁爱版英语教案七上Uni3_Topic1.doc

Unit 3
Topic 1
Section A
The main activities is 1a. 本课重点活动是1a。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
could, tell, sure, speak, very, much, very much, poor, with, help…with, problem, after, after class.
2. Learn questions and answers with do.
(1)—Do you come from the U.S.A.?
—No, I don’t.
(2)—Do you like Chinese?
—Yes, I do.
3. Asking for permission:
—Could you please tell me your name?
—sure.
Ⅱ. Teaching aids 教具
幻灯片/教学挂图/录音机/尺子、玩具猫、玩具狗/蒙眼布/铅笔
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (教师按照座位链式提问，要求学生马上用Yes, I do./No, I don’t.作答。)
T: Do you have a knife?
S1: Yes, I do./ No, I don’t.
T: Do you have long legs?
S2: Yes, I do./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?
…
(学生两人一组互问Do you have…?句型并作答。)
2. (教师用手势示意一位同学回答问题，复习姓名，年龄等。导入新知识。)
T: Excuse me. What’s your name, please?
S1: My name is …
T: How old are you?
S1: I’m …
T: Do you have an English name?
S1: Yes, I do.
T: Could you please tell me your English name?
S1: …
T: You can say “Sure. My English name is …”
…
(板书)
—Could you please tell me your …?
—Sure.
(教师示范。)
T: Could you please tell me your age, S2?
S2: Sure. I’m …
T: Could you please tell me your telephone number?
S2: Sure. It’s …
(让学生两人一组运用Could you please tell me your…?句型询问对方的个人信息。)
3. (教师用幻灯片展示材料，引出speak。)
teacher, please. /ｉ:/→speak
T: Do you speak English, S1?
S1: Yes, I do.
T: Do you like it?
S1: Yes, I do./ No, I don’t.
T: I teach English. I like it very much.
(板书)
very much
(学生两人一组操练，运用Do you like …? Yes, I like it/them very much.句型。)
4. (教师请一个英语成绩不太好的学生，用not good来引出poor一词。)
T: Is your English good?
S3: No, it isn’t. My English isn’t good.
T: You can say “My English is poor.”
(板书)
poor
S3: My English is poor. Could you help me?
T: No problem. I can help you with it.
(板书)
No problem.
help …with
(让学生运用Could you please…?句型两人一组进行操练。)
Step 2 Presentation 第二步 呈现(时间:8分钟)
1. (教师播放1a录音两遍。学生听录音并选择正确答案。教师利用幻灯片展示问题。)
1. Where does Jane come 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. (教师将1a的教学挂图挂在黑板上，让学生听1a录音并跟读，然后两人一组操练此对话。)
3. (教师将全班学生分成两组，男、女生各一组，男生扮Wang Junfeng，女生扮Jane，分角色朗读1a。)
4. (要求学生运用下列句型，可适当发挥，操练1a的对话，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的一组登台表演。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (教师放1a录音，然后请学生口述1a内容，至少要用三句话来介绍Jane的情况。先在小组内进行，然后各小组选派代表向大家汇报。)
2. (教师利用幻灯片出示练习题，要求学生根据1a内容填空。)
The girl’s name is Jane. She comes from Canada. She speaks English. Jane likes Chinese very much, but her Chinese is poor, Wang Junfeng can help her with her Chinese.
(画线部分是要填的词)
3. (老师先做示范，然后在各小组内操练，举行“小组对话大赛”。巩固所学句型。)
T: Excuse me, could you please tell me your name?
S1: Sure. My name is …
T: Do you come from the U.S.A.?
S1: No, I don’t. I come from …
T: Do you like English?
S1: Yes, I do./ No, I don’t.
…
(学生两人一组先在小组内操练，然后各小组选出一个最优秀的参加全班的“小组对话大
赛”。)
4. (教师播放1c录音，完成1c。)
5. (做“身后藏物”游戏。)
方案一：
(1)请4名学生上讲台，老师拿出四件物品给全班同学看一下，例如：铅笔、尺子、玩具猫和玩具狗。然后快速分给讲台上的4名学生，注意不要让下面的同学看见谁拿到了什么。然后4名学生把物品放在背后。
(2)老师问其中的一名学生：Do you have …?并故意问错，那学生回答：No, I don’t.老师进而引导其他同学向讲台上的学生用Do you have …?句型提问，被问到的同学作出相应的回答。
方案二：
四个人小组练习。四件物品摆在桌前。其中一人A看过物品后，趴在桌面上(或蒙住眼睛)，
另外3个人则各拿其中一样物品，A抬起头(或解开蒙眼布)，用Do you have …?句型猜3个人手中各拿什么物品。
Step 4 Practice 第四步 练习(时间:7分钟)
1. (做“问答接龙”游戏。从教师开始问第一排第一个同学，第一个同学回答后再问第二个同学，第二个同学回答后再问第三个同学，以此下去。)
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. (做2 Group work.要求同学们分组完成。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (在老师的带领下完成3 Class activities。)
(教师一边领读，一边打节拍，让学生跟着说，或者教师放录音让学生有节奏地跟读。)
2. Homework:
自编一个对话，运用下面句型：
①Could you please …?
②Sure.
③Do you …?
Yes, I do./No, I don’t.
④No problem.
板书设计：
Do you have a pen pal?
Section A
very much —Could you please tell me your…?
No problem. —Sure.
help…with —Do you…?
poor —Yes, I do./No, I don’t.
Section B
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
Chinese, live, say, want, visit, great, the Great Wall.
2. Learn questions and answers with does.
(1)—Does he speak Chinese?
—Yes, he does./ No, he doesn’t.
(2)—What does he say in the letter?
—He wants to visit the Great Wall.
Ⅱ. Teaching aids 教具
幻灯片/词卡/教学挂图/小黑板/旧信封若干个
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (教师请学生登台表演上节课家庭作业自编的对话。)
2. (教师利用幻灯片展示或板书。)
China n. Chinese n./adj.
T: I come from China. I am Chinese.
(引导学生说We come from China. We’re Chinese.)
(双人活动。自编对话，操练China和Chinese用法。)
For example:
S1: Where do you come from, S2?
S2: I come from China.
S1: Do you speak Chinese?
S2: 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”的故事以此来培养学生的情感态度，增强“祖国意识”。
解放前，外国人都看不起我们中国人，说我们是“东亚病夫”。当时有的中国人在外国，都不敢承认自己是中国人，但吉鸿昌到外国后，勇敢地向外国人说自己是中国人，并且自制一个纸牌挂在胸前，上面用英语写道：I am Chinese.)
3. (教师利用词卡呈现live。)
T: We live in China. We speak Chinese.
(板书)
live in China, speak Chinese
(教师问S3关于S2的情况。)
T: Does S2 live in China?
S3: Yes, … does.
T: Does … speak English?
S3: No, … doesn’t. … speaks Chinese.
(两人一组模仿并操练对话。)
4. (教师板书say，从而引出say的发音，简单介绍say与speak的区别。)
say-speak
T: Can you speak English? Can you say it in English? (要求学生听并重复。)
5. (教师板书或利用卡片教want, visit和great。)
want, visit, great
(教师运用这三个词造句，让学生模仿，并在小组内交流。)
I want to visit China. China is great.
(要求学生替换画线部分的词。)
Example:
I want to visit Beijing. Beijing is great.
6. (教师利用幻灯片展示万里长城的图片，图片下方写有the Great Wall。教师介绍S2的情况。)
T: S2 lives in China. He/She likes the Great Wall. He/She wants to visit the Great Wall.
(教师请一位学生根据这段话回答问题。)
T: Where does S2 live?
S4: He/She lives in China.
T: Does he/she like the Great Wall?
S4: Yes, he/she does.
T: Does he/she want to visit the Great Wall?
S4: Yes, he/she does.
(小组活动。学生三人一组，让其中一个人说一段话，其他两个学生根据他(她)说的内容互相问答。教师挑一组学生到台前给大家表演，大家给予掌声鼓励。)
Step 2 Presentation 第二步 呈现(时间:8分钟)
1. (教师呈现1a的教学挂图，与学生们一起谈论。)
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?
(教师播放1a录音一遍，让学生听并回答Who is the letter from?)
(板书)
Who is the letter from?
(核对答案。)
2. (教师播放1a录音两遍，要求学生根据1a内容判断正误。教师将判断正误的试题用幻灯片展示出来。)
(1)Sam speaks English. ( )
(2)Sam lives in China. ( )
(3)This is a letter in Chinese. ( )
(4)Sam says he wants to visit the Great Wall. ( )
(核对答案。)
3. (根据1a内容，教师即兴提问。)
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.
…
4. (双人活动。要求学生完成1b，然后两人一组操练这个对话。)

Step 3 Consolidation 第三步 巩固(时间:7分钟)
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的单词，每空填一个单词。)
—What’s that in English?
—It’s a letter.
—Is it yours?
—Yes, it’s mine.
—Who is it from?
—It’s from my pen pal, Tom.
—Does he speak Chinese?
—No, he doesn’t. He speaks English.
—What does he say in the letter?
—He wants to visit China.
(画线部分是要填的词。)
2. (教师把事先准备好的旧信封分发给各个小组，然后两人一组进行对话练习。对话应包括以下句型。)
T: You should use the following sentences:
(1)—Who is the letter from?
—It’s from …
(2)Where does he/she come from?
(3)—What does he/she say in the letter?
—He/she wants to …
(教师挑选两组学生给大家表演。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (做“问答接龙”活动，操练Does he/she …?句型以及答语Yes, he/she does./ No, he/she
doesn’t. 为学生笔头完成2作准备。)
(操作方法：从教师开始，教师指着一名学生向另一个学生提问，这个学生回答过后，再指着第二个学生问其他学生，以此类推。)
Example:
T: Does he/she have a round face?
S1: Yes, … does./ No, … doesn’t.
(转向下一个学生) Does … speak Chinese?
S2: Yes, … does./No, … doesn’t.
(转向下一个学生) Does … look like his/her father?
S3: …
…
2. (教师播放2 Work alone录音，让学生独立完成。)
3. (教师将2 Work alone的听力材料用幻灯片展示出来，然后鼓励学生根据内容编一个对话。)
Example:
—Do you have a good friend?
—Yes, I do.
—Could you please tell me her name?
—Sure. Her name is Lucy.
—Where does she come from?
—She comes from England.
—Where does she live now?
—In China.
—Does she like China?
—Yes, she does. She likes China very much.
—Does she speak Chinese?
—No, she doesn’t. She speaks English.
—…
4. (教师让学生自读3中的句子，引导学生观察并归纳句子的潜在规律——当主语是第三人称单数时，谓语动词原形后加(e)s。)
5. (教师播放3录音，让学生跟读，体会s的读音。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (教师鼓励学生探究“动词第三人称单数的读音”。)
(教师把下列内容用小黑板展示。)
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，教师根据不同学生的特点进行分组，为各小组命名，如先锋队、雄鹰队、立志队等，引发学生合作的兴趣和愿望。然后，为各小组明确共同的任务目标，即讨论归纳出-s在动词之后的读音规律。同时进行组内角色分配。每个成员针对不同词尾s的读音进行观察，发现规律性的东西，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。选出小组发言人进行汇报，组内成员仍然可以补充发言，允许其他组的参与者随时插话。最后由教师总结，将幻灯片上无序的词再按读音分类。)
2. (师生同唱英文歌曲The More We Get Together。完成4。)
3. Homework:
根据1a内容写一段话。(40字左右)
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.
板书设计：

Do you have a pen pal?
Section B
live in China —Who is the letter from?
speak Chinese —It’s from…
the Great Wall —What does he say in the letter?
want to visit China —He wants to visit the Great Wall.
—Does he speak Chinese?
—Yes, he does./No, he doesn’t.
Section C
The main activities are 1a, 3 and 4a. 本课重点活动是1a，3和4a。
Ⅰ. Teaching aims and demands 教学目标
1.Learn some new words and expressions:
many, lot, a lot, all, not… at all, so, study, each other, little, a little, pet, home, at home, dog, any, them.
2.Go on learning questions and answers with do/does.
(1)Do you like English?
(2)Does Zhang Yu/Kangkang like English?
3.Talk about likes and dislikes.
Ⅱ. Teaching aids 教具
词卡/幻灯片/图画/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (师生同唱英文歌曲The More We Get Together活跃课堂气氛。)
2. (让一些学生朗读上节课布置的家庭作业：根据1a内容改编的短文。)
3. (教师利用词卡呈现any，告诉学生读音及汉语意思后，然后在前面加一个字母m,则由“一些”变成了“许多”，让学生感到好奇。板书any和many。)
any → many
(教师鼓励每个学生用many说一句话。)
Example: I have many good friends.
4. (教师板书not让学生读，然后将字母n擦去换为l，让学生读出其音，同样由small将sm擦去直接读all。板书呈现lot和all。)
lot all
T: We all like English a lot.
(学生跟读，然后做小游戏“传话”。老师把这句话传给一个学生，然后要求这个学生传给下一个，再下一个，……直到最后一个同学，老师让他站起来说，看看是否传得正确。)
5. (教师利用词卡教so, often和study, little。并板书。)
so, often, study, little
(在教often时，为了方便同学们记忆，可以写成of+ten——often。)
T: Li Hong’s English is poor, so Jane often helps her study English. Li Hong often helps Jane
study Chinese, too. They help each other.
(教师板书)
They help each other.
(让学生仿照老师的话，自己在小组内说一遍。)
6. (教师利用词卡呈现not … at all并板书。)
not…at all
T: Li Ping likes English, but Wang Feng doesn’t like it at all.
(教师鼓励学生用like和not … at all各说一句话，说的准确，流利的同学，大家给予掌声鼓励。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (教师播放1a录音，要求学生听录音并回答Who often helps me study English?)
2. (让学生们再读1a，然后完成1b Work alone。核对答案。)
3. (教师要求学生划出文中的关键词，然后教师再放录音，学生跟读。)
4. (教师利用幻灯片将文中的关键词展示出来，并简明扼要讲解一下语言点。)
friend come from speak same class many students a lot not…at all poor so often help Chinese help each other
5. (要求学生利用幻灯片上的关键词，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同学复述。)
6. (教师处理4a Read and understand中的生词，为学习4a扫清障碍。)
(1)(利用幻灯片展示dog的图片。)
T: What’s this? Oh, it’s a dog. Whose dog is it?
Ss: We don’t know.
T: S1, is this dog yours?
S1: No, it isn’t.
T: Do you like it?
S1: Yes, I do.
(用同样的方法教cat。)
(2)(教pet, home和at home。)
T: I have a pet at home. It’s a cat. I like it a lot.
(学生跟读，然后仿照老师的话谈谈自己的宠物。)
(3)(复习前面的I—me, we—us, she—her, he—him来引出they—them。两人一组，
一个人说人称代词主格，一个人说宾格，反复进行。)
7. (学生不看书，教师播放4a的录音，让学生根据4a的内容做选择练习。教师利用幻灯片呈现习题。)
Choose the correct answers according to what you hear.
(1) What pet do I have at home?
A. A dog. B. A cat. C. You don’t have any pets.
(2) My pet’s name is .
A. Meme B. Kitty C. Huanhuan
(3) Zhou Lan’s pet is .
A. a dog B. a cat C. an eraser
(4) Does Zhou Lan like Tommy?
A. No, she doesn’t. B. Yes, she does. C. We don’t know.
8. (教师再放4a录音，学生跟读，然后独立完成4b。老师核对答案。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
1. (让学生再读4a，然后回答问题，教师将问题用幻灯片呈现出来。)
Answer the following questions:
①What’s your pet’s name?
②Do you like it?
③Who is Zhou Lan?
④What’s Zhou Lan’s pet?
⑤Does she like Tommy?
2. (教师根据4a内容，设计问句Do …?/Does …? 让学生回答，教师将所设制的问题利用幻
灯片展示出来。)
(1)Do you have a pet at school?
(2)Do you like your pet?
(学生两人一组操练Do you …/Does she/he …句型，然后书面完成2。)
3. (播放3录音，让学生听，然后操练like和dislike问句及其答语。)
(教师用幻灯片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和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.
(学生三人一组，仿照上面对话进行操练。)
Step 4 Practice 第四步 练习(时间:7分钟)
(做句型练习活动，操练very much/a lot, a little和not … at all。)
具体操作：
(1)教师利用幻灯片展示苹果的图片，并且在图片一旁画有 , , 或 图标

(2)一个学生看见两个 图标说very much/a lot，看见一个 图标说a little 看见 图标说not … at all。让其他学生说出相应的句子。
Example:
(两人一组)
S1: a little.
S2: I like apples a little.
(三人一组)
S1: very much/ a lot.
S2: I like apples very much.
S3: I like apples a lot.
(四人一组)
S1: not … at all.
S2: I don’t like apples at all.
S3: He/She doesn’t like apples at all.
S4: Doesn’t he/she like apples at all?
(教师用同样的方法展示鸡蛋、橙子、蛋糕等图片供同学们练习。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (运用下列句型做调查，汇报全班有多少人喜欢宠物，多少人不喜欢宠物，然后两人一组谈论宠物并口头表述对方的情况，完成4c。)
(1)Do you like pets?
(2)Do you have a pet at home?
(3)What is it?
(4)What’s its name?
(5)What does your pet look like?
2. (做游戏，巩固I like … /I don’t like … at all句型。)
活动过程：
①教师事先绘制一定数量的图画或制作相应的卡片。(图片内容包括有关食物的名称
等。)
②示范。教师随意抽取一张图画(画面不能让学生看见)，并根据图画的内容进行描述
自己的爱好，同时向学生示意，让他们猜测教师的爱好是什么。例如：
T: I like fruit. It’s not an apple.
S: Is it a pear?
T: No, I don’t like it at all.
S: Do you like oranges?
T: Yes, I like them very much.
③将全班同学分成3至4个小组。第一组学生派一名代表上台抽取图片，并根据其内容进行描述。教师在一旁记录未猜中的次数。若五次仍未猜中，则要轮到下一组。
④最后统计各组所猜的次数和猜中的次数，选出优胜组。
4. Homework：
写一篇短文介绍自己所喜欢的宠物，题目是My pet，字数在40个单词左右。
板书设计：
Do you have a pen pal?
Section C
a lot They help each other.
not…at all Do you like…?
each other Yes, I like it a little/very much/ a lot.
at home Does he/she like…?
No, he/she doesn’ t like it at all.
Section D
The main activities are 1,4 and 5. 本课重点活动是1,4和5。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the phonetics:
/tr/, /dr/, /ts/, /dz/.
2. (1)Review questions and answers with do/does:
①—Do you have a pen pal?
—Yes, I do./ No, I do