福建省泉州市泉港区三川中学七年级英语下册《Unit 7 The birthday Party.Topic 1 Section C》教案 仁爱版.doc

《Unit 7 The birthday Party.Topic 1 Section C》
Section C needs 1 period. Section C需用1课时。
The main activities are 1, 2a and 3. 本课重点活动是1, 2a和3。
Ⅰ. Aims and demands目标要求
1. (1)Learn some words about the shape:shape, circle, square, triangle, rectangle, oval
(2)Learn some other new words and phrases:present, football
2. (1)Talk about the shape.
What’s the shape of your present? It’s round.
Was it like a flower before? No, it wasn’t. It was like a star.
What shape was it before? It was a square.
(2)Talk about the length and width.
How long is it? It is 24 centimeters long.
How wide is it? It’s 6. 4 centimeters wide.
(3) Talk about the usage of objects.
What do we use it for? We use it to keep pencils, rulers, erasers and so on.
Ⅱ. Teaching aids 教具
实物/课本图片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习序数词, 引入新课。
(做游戏。)
(复习序数词。把全班分成两组Group A和Group B。 Group A的一名学生先说三个基数词, Group B的一名学生要迅速说出相对应的序数词。注意每逢带有3、6、9、13、16……的序数词要跳过。)
T: Now we divide the class into two groups—Group A and Group B. The first player from Group A says three cardinal numbers quickly. The first player from Group B must say the correct ordinal numbers as quickly as possible accordingly. You mustn’t say“3rd, 6th, 9th, 13th, 16th…”
Example:
SA: One, two, four.
SB: First, second, fourth.
…
T: If the player in Group B is successful, Group B gets a point. If the player in Group B is not successful, Group A gets a point. Let’s find which group will be the winner.
Group
Point
Group A

Group B

Step 2 Presentation 第二步 呈现(时间:15分钟)
呈现并练习表达形状的句型，呈现1。
1. (教师出示一个球, 引出表示形状的句型和生词circle。)
T: I have a lot of objects. Do you want to have a look at them? OK, I’ll show them to you.
T: What’s this in English?
S1: It’s a basketball.
T: What color is it?
S1: It’s red.
T: What shape is it?(教师可用汉语提示。)
S1: 圆的。
T: Yes. It’s round. It’s a circle.
2. (教师出示一块三角形的蛋糕、一个鸡蛋、一张长方形的硬纸, 引出生词triangle, oval,
rectangle, square。)
(1)(对话一)
T: What’s this in English?
Ss: It’s a cake.
T: What shape is it?
Ss: 三角形。
T: Yeah, you are right. It’s a triangle.
(2)(对话二)
T: What’s this?
Ss: It’s an egg.
T: What shape is it?
Ss: 椭圆形。
T: Very good. It’s an oval.
(3)(对话三)
(教师出示一张长方形硬纸, 然后把它剪成正方形。)
T: What’s this?
Ss: It’s a piece of paper.
T: What shape is it?
Ss: 正方形。
T: Yes, it’s a square. What shape was it before?
Ss: 长方形。
T: Well done. It was a rectangle.
(板书画线部分。)
What shape is it? It’s round.
It’s a/an circle / triangle /oval / square.
What shape was it before?
It was a rectangle.
3. (教师出示一个地球仪, 引出词组be like。)
T: What is it like? (教师可用汉语提示)
Ss: 球。
T: Yes. It is like a ball.
4. (教师出示一颗五角星形状的纸, 然后把它折成一朵花的形状。)
T: What is it like?
Ss: It is like a flower.
T: Was it like a flower before?
Ss: No, it wasn’t. It was like a star.
(板书画线部分。)
What is it like?
It is like a ball/flower.
Was it like a flower before?
No, it wasn’t. It was like a star.
(让学生用他们的学习用品或图画和同桌对话, 互相提问物体的形状。)
Example:
S1: What shape is it?
S2: It’s round.
S1: What is it like?
S2: It is like a ball.
5. (教师出示2a 的图片, 练习be like的一般现在时和一般过去时用法。)
T: Now, look at the pictures in 2a. Let’s talk about it like this:
T: What is it like?
S1: It is like a dog.
T: Was it like a dog before?
S1: No, it wasn’t. It was like a hill.
…
6. (呈现2b。学生两人一组按范例操练，完成2b。)
T: Well done. Now, look at the example in 2b and work in pairs.
Example:
S2: What shape is it now?
S3: It’s a circle.
S2: What shape was it before?
S3: It was a square.
…
T: Good job. Let’s stop. Do you want to know about the present for Kangkang’s birthday? Let’s listen to 1a and answer the questions.
(过渡到下一步。)
7. (呈现1, 听录音并回答有关问题, 掌握对话内容。)
(1)(设置并板书听力任务。让学生听1的录音, 回答问题。)
T: Now, listen to the tape and answer the questions on the blackboard.
(1) What’s Maria’s present for Kangkang’s birthday?
(2) What’s the shape of her present?
(3) What color is it?
(4) Can Michael have a look?
(2)(教师核对答案并板书关键词和词组。)
present shape color soccer ball have a look
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1。表演对话。
1. (放1的录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音和语调。)
T: Rub them out and read by yourselves. Then check your pronunciation and intonation sentence by sentence according to the tape. Go!
3. (人机对话。)
T: Suppose you are Maria, listen to Michael and make a dialog with him.
(或T: Now, you are Michael, listen to Maria and make a dialog with her. )
4. (根据第二步呈现在黑板上的关键词和词组, 学生两人一组表演1。强化学生对关于物体形状的句型的记忆。)
T: Work in pairs. Close your books, look at the blackboard and act out the dialog.
Step 4 Practice 第四步 练习(时间:10分钟)
练习3, 掌握关于形状、长度、宽度等的有关句型。
1. T: Stop here. Now, look at me.
(做测量黑板的动作。测定后转过身来)
Our blackboard is 3 meters long.
It is 1.5 meters wide.
(板书画线部分的简略形式。)
It is 3 meters long.
It is 1.5 meters wide.
(指着黑板问学生)
T: How long is it?
Ss: It is 3 meters long.
T: How wide is it?
Ss: It is 1.5 meters wide.
(板书画线部分。)
How long is it?
How wide is it?
2. (教师手里拿着一个铅笔盒，把手放在背后，让学生猜。引出3。)
T: Now, please look at me. There is a present for you in my hand. Can you guess what it is? What shape is it?
Ss: Is it a circle?
T: No.
S5: Is it a rectangle?
T: Yes.
S5: How long is it?
T: It is 24 centimeters long.
S5: How wide is it?
T: It is 6.4 centimeters wide.
S5: What do we use it for?
T: We use it to keep pencils, rulers, erasers and so on.
S5: Oh, it must be a pencil-box.
(由此引出3中的重点句型并板书其核心结构。)
What do we use it for?
We use it to …
3. (让学生两人一组看3中的图片, 进行对话操练。)
T: Now please work in pairs, and act out the dialog.
4. (小组活动：学生4人一组针对周围实物或学习用具进行对话, 练习有关形状的句型。)
T: Good, stop here. Let’s work in groups of four, and talk about the shapes of the things around you. Remember to use “What shape …? How long …? How wide …?”and so on.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动, 进一步巩固有关询问形状的句型。
1. (猜谜游戏。)
(完成4。做下面的游戏, 一名学生把物品放在背后, 让其同伴猜。)
T: Let’s play a game. One student holds an object behind his/her back, and another student guesses what it is. Practice like this:
S1: What shape is it? / What is it like?
S2: It’s a/an…
S1: What color is it?
S2: It’s…
S1: How long is it?
S2: It is…centimeters long.
S1: How wide is it?
S2: It’s…centimeters wide.
S1: Is it a/an…?
S2: Yes, it is. / No, it isn’t.
2. (猜词比赛。)
(学生两人一组, 一人面向黑板, 一人背向黑板。教师在黑板上写下一些物品的名称, 面向黑板的学生描述物品, 背向黑板的学生猜词, 在规定时间内以猜中多者为胜。)
T: Work in pairs. I’ll write the names of some objects on the blackboard. S1 stands with his/her back to the blackboard. S2 stands with his/her face to the blackboard and describes the objects until S1 guesses what it is. The pair who have the most right guesses in the limited time are the winners.
3. (家庭作业。)
(选择一件你所熟悉的物品进行描述。不少于5个句子。)
T: Describe one of your familiar things with at least 5 sentences.
Example:
I have a desk in my study. I want to tell you its shape. It is a rectangle. It is 100 centimeters long. It is 60 centimeters wide. I do my homework on the desk every day.
Ⅳ.疑点探究
look like和be like的区别：
look like只用于询问事物的外貌特征; be like主要用于询问人的性格或事物特征, 也可以用于询问人的外貌特征。
教学反思：
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