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七上仁爱版英语Unit 1 Topic 2 Where are you from SectionD教学设计
The main activities are 1 and 5. 本课重点活动是1和5。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the phonetic alphabets:
/eI/, /A/, /i:/, /e/
2. Review some personal pronouns:
I, we, you, he, she, it, they
3. Review questions and their answers with am/is/are:
(1)she’s=she is he’s=he is they’re=they are what’s=what is
where’s=where is who’s=who is isn’t=is not
(2)Where are you from? I’m from Canada.
(3)Is she Jane? Yes, she is.
(4)Is he Li Ming? No, he isn’t.
(5)Who are they? They are Maria and Jane.
(6)Are you from Japan? Yes, we are./No, we aren’t.
4. Review some useful expressions:
(1)—Excuse me, are you Jane?
—Yes, I am./No, I’m not.
(2)—What’s your name?
—My name is Sally
(3)—What’s your telephone number?
—My telephone number/It is 6800-3553.
Ⅱ. Teaching aids 教具
录音机/自制图片/实物教具/投影仪/照片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:12分钟)
1. (让学生把家庭作业,即:找到的固定电话号码、手机号码、门牌号码、车牌号码、邮编等都展示出来,两人一组互相提问。目的是巩固数字的读法。)
T: Read the numbers in pairs.
2. (教师出示句子让学生标升降调,检查学生语调的掌握程度。师生共同朗读核对答案。)
T: Read the sentences and mark the intonation.
Example:
A: What’s your name? ( )
B: My name is Kangkang. ( )
A: Where are you from? ( )
B: I’m from China. ( )
A: What’s your telephone number? ( )
B: My telephone number is (010)6267-6790. ( )
3. (利用学生自制的名片,进行综合能力考查,师生互动。目的是及时发现学生的知识弱点,教师给予指导。先师生问答,后学生与学生之间操练。)
T: What’s your name?
S1: My name is …
T: Where are you from?
S1: I’m from …
T: What’s your telephone number?
S1: My telephone number is …
Step 2 Presentation 第二步 呈现(时间:8分钟)
1. (出示2图片,让学生观察图片,说出相应的电话号码种类名称。由个人的电话号码过渡到生活中息息相关的电话号码。完成2。)
T: Look at the pictures. What should we do when we meet the different troubles?
2. (1)(教师出示1中含有/eI/和/A/读音的图片,师生互动问答,呈现含/eI/和/A/音的单词。)
T: What’s your name?(教师问一位英文名叫Jane的同学
S1: My name is Jane.
T: And what’s this?(举起蛋糕的图片
Ss: It’s a cake.
T: What’s this?(举起自己的一只手。)
Ss: It’s a hand.
T: What’s this?(拿起一个学生的书包。)
Ss: It’s a bag.
T: Good. What’s this?(展示一幅地图。)
Ss: It’s a map.
T: The map is in the bag now.(把地图放到书包里。)
(出示小黑板,并领读。)
/eI/ Jane name cake
/A/ hand map bag
T: Now look at the blackboard and read them together.
(读完后让学生观察,并归纳。学生会发现都是字母a,发/eI/时后面有辅音字母和字母e。先由学生总结,最后老师再进行补充说明。并简单讲解开音节和闭音节。让学生找出更多类似的单词。)
T: In the open syllable, “a” sounds /eI/.
In the closed syllable, “a” sounds /A/.
Do you know other words with the sound of /eI/?
Ss: face, plane …
T: Very good. What about /A/?
Ss: an, has …
(2)(教师出示1中含有/i:/和/e/读音的图片,师生互动问答,呈现含/i:/和/e/音单词。)
T: Excuse me, is she Lucy?
Ss: Yes, she is.
T: Where is she from?
Ss: She is from the U.S.A.
T: Are we from China?
Ss: Yes, we are.
T: What’s this?(出示鸡蛋图片。)
Ss: It’s an egg.(帮助学生回答。)
T: What’s this?(出示一支钢笔。)
Ss: It’s a pen.
T: What’s this?(出示连衣裙图片]
Ss: It’s a dress.
(出示小黑板,并领读。)
/i:/ me she we
/e/ egg pen dress
T: Now look at the blackboard and read them together.
(读完后让学生归纳总结字母e在开音节和闭音节中的读音规则。)
S1: In the open syllable, “e” sounds /i:/. In the closed syllable, “e” sounds /e/.
S2: “E” in the words the sounds /i:/.
T: Very good. What about /e/?
Ss: seven, telephone …
3. (教师播放1录音,让学生听并画出含有该音素的字母。)
Step 3 Consolidation 第三步 巩固(时间:7分钟)
1. (教师先将各人称代词做成单独的小卡片,让学生在黑板上找他们的搭档am, is, are。)
T: Now let’s match the subject pronouns with am/is/are.
I
he
she
it
we
you
they
am
is
are
2. (让学生根据上表造句,要求使用肯定句、否定句、一般疑问句、肯定、否定回答及以who, where开头的特殊疑问句。)
Example:
①I am Maria.
②I am not Maria.
③Are you Maria?
④Yes, I am./No, I’m not.
⑤Who is he? He is Tom.
⑥Where is he from? He is from …
Step 4 Practice 第四步 练习(时间:10分钟)
1. (让学生自主总结重点句子,老师补充并核对。)
T: Find out the useful expressions by yourselves. Then we’ll check the answers together.
2. (师生互动操练重点句子。完成3b。)
T: Excuse me, are you Jane?
S1: No, I’m not. I’m Wang Wei.
T: What’s your name?
S2: My name is Sally.
T: What’s your telephone number?
S3: My telephone number/It is 6800-3553.
(板书重点句子,学生自由练习,然后找学生到台前表演。目的是培养学生的口语表达能力及合作精神。)
3. (播放4录音,师生互动活跃课堂气氛,放松的同时进一步复习5个元音字母。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
1. (跟我说—音标/eI/ /A/ /i:/ /e/认读游戏。)
(1)游戏规则:要求学生集中注意力看教师的口型,教师读音标但不发出声音,让学生举手说出是哪一个音标,再让其他学生用“Yes”或“No”进行判断。教师也可以让举手最快的学生来回答,如果正确则给予口头奖励。
(2)游戏之前,教师要强调这四个音标的发音口型,并让学生齐读几遍。
T: OK. Boys and girls, let’s play a game. First let’s review the phonetic alphbets.
Ss: OK.
T: Let’s begin our game. Look at my mouth carefully.(做发“/e/”音口型。)
S1: /A/.
T: Oh, no. Look at my mouth again.
S2: /e/.
T: Good, you’re right…
…
2. (完成5。)
(1)(把自己制作的姓名卡片拿出来,和伙伴一起对话。)
T: Make a dialog with your own name cards.
S1: What’s your name?
S2: My name is …
S1: Where are you from?
S2: I’m from …
S1: What’s your telephone number?
S2: My telephone number is …
(2)(根据自己制作的姓名卡片,在讲台做自我介绍。目的是培养学生的语言理解能力和表达能力。)
T: Please introduce yourself.
Example:
Hello! My name is … I’m from … My telephone number is …
3. Homework:
(1)仿照5制作3-5个好朋友的个人信息卡。
(2)假设你是一名记者,你的搭档是个名人,对他做一个采访,写一份对话形式的调查报告。
(3)写一篇关于自己的短文。
板书设计:
Where are you from?
Section D
1. /eI/ Jane name cake (4)—Are you from Japan?
/A/ hand bag map —Yes, we are./No, we aren’t.
/i:/ me she we (5)—Excuse me, are you Jane?
/e/ egg pen dress —Yes, I am./No, I’m not.
2.(1)—Is she Jane? (6)—What’s your name?
—Yes, she is. —My name is Sally.
(2)—Is he Li Ming? (7)—Where are you from?
—No, he isn’t. —I’m from Canada.
(3)—Who are they? (8)—What’s your telephone number?
—They are Maria and Jane. —My telephone number/It is 6800-3553.
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