第一学期初一英语全册 160页

‎ Starter Unit 1　Good morning!‎ 话题Topic 和朋友见面Meeting friends 功能Functions 能够问候他人或对他人的问候作出应答Greet people and reply to a greeting Hello!/Hi!‎ Good morning,Helen!/Good afternoon,Frank!/Good evening,Alice!‎ A:How are you?‎ B:I’m fine,thanks./I’m OK.‎ 语法Grammar 一、感知be动词am,are 的用法 二、感知人称代词I,you的用法 字母、词汇和 常用表达 Letters,Words &‎ expressions ‎1.掌握英语字母A至H的发音、顺序和书写规范Letters Aa—Hh Aa,Bb,Cc,Dd,Ee,Ff,Gg,Hh ‎2.能够正确使用下列词汇Curriculum words morning,afternoon,evening,you,I,fine,OK,good,are,am,how,hello,hi,thanks ‎3.能正确使用下列常用表达Useful expressions good morning,good afternoon,good evening ‎4.能够认读下列词汇(缩略词和人名)Non-curriculum words HB,CD,BBC Alice,Bob,Cindy,Dale,Eric,Frank,Grace,Helen 语音 Pronunciation ‎1.能够正确读出字母Aa至Hh ‎2.能够区分元音字母A和E在重读开音节、闭音节中的不同发音:/ eɪ/和/æ/、/i/和/e/‎ 学习策略 Strategies ‎1.尝试在听力中抓住关键词:英语人名及打招呼的用语 ‎2.尝试在听力中通过听辨男女声、观察图片或通过背景知识分辨男名及女名 文化知识Culture 了解英语里的缩略词HB、CD、BBC的含义 三维目标 Three-dimensional target 知识与 技能 ‎1.能掌握以下单词:morning,afternoon,evening,I,you,am,are,fine,OK,good,hello,‎ hi,how,thanks ‎2.熟练掌握单元短语:good morning,good afternoon,good evening ‎3.能掌握以下句型:‎ Good morning,Alice!/Good afternoon,Eric!/Good evening,Bob!‎ Hello,Frank!/Hi,Cindy!‎ How are you?‎ I’m fine,thanks.‎ ‎4.了解以下语法:感知英语中人称代词I和you的意思和用法,以及be(是)动词的形式am和are。同时学习掌握I’m的用法。‎ ‎5.学会日常问候语,能够用英语与别人打招呼。‎ ‎6.掌握/ eɪ / /æ/ /iː/ /e/在字母和单词中的正确发音。‎ 三维目标 过程与 ‎1.通过师生对话、生生对话、角色扮演等多种语言交际活动,‎ 160‎ Three-dimensional target 方法 培养学生的英语口语交际能力和在日常生活中运用英语的能力。‎ ‎2.通过听录音、看图片,借助多媒体让学生区分男名和女名。‎ ‎3.利用实物或实景学习缩略词。‎ 情感态度 与价值观 ‎1.通过图片和视频引起学习英语的兴趣。‎ ‎2.通过使用“How are you?”以及“Good morning!”“Hello!”等日常交际用语来培养学习英语的兴趣,体会到成就感。‎ ‎3.在学习中体会到学习英语字母的重要性。‎ 概 述 ‎1.1a-1c部分是本单元的热身教学活动。活动1a通过图片导入整个单元的语境、话题,并呈现表示问候的语言功能,同时介绍8个常见的英文的男女名字。活动1b通过听力的输入向学生呈现问候的表达Hi./Hello!/Good morning.等。活动1c让学生模仿录音,进行控制性的语言输出。‎ ‎2.2a-2e部分是字母教学。让学生在熟悉8个英文名字的基础上,学习8个名字的首字母Aa-Hh。其中2a-2b是字母的发音和顺序,2c-2d是字母的书写,以及大小写字母的匹配。2e部分是向学生呈现字母A-H构成的缩略词,要求学生能够知道这些字母在生活中的含义,激发学生学习字母以及学习英语的兴趣,让他们认识到字母在生活中的重要性。‎ ‎3.3a-3d部分拓展了第一页的内容,导入新的语境和问候表达,将第一部分的内容进行拓展,即下午、晚上等其他时间段使用的问候语及其应答方法:Good afternoon!Good evening!学生通过3a、3b部分的听力练习和3c、3d部分的对话练习,综合运用本部分的核心句型和重点词汇,进行互致问候的语言交流活动。‎ ‎4.4a-4d部分是复习字母A-H及语音教学。活动4a是按A—H的顺序给8个名字排序,从而复习字母和8个名字的拼写。活动4b是让学生通过熟悉的字母和单词,发现字母A、E在重读开、闭音节中的发音规律。活动4c是要求学生尝试运用学到的知识,解决新问题。学生根据自己刚刚总结的A和E的发音规律,试着读出第二栏生词。学生学会自主学习,自己总结,在学习中运用。活动4d通过听唱活动梳理和总结本单元所学的重点句型和功能。‎ 教学 目标 ‎1.学会字母Aa-Hh的读音、顺序、书写,了解A、E在重读开、闭音节中的读音。‎ ‎2.学会英文中各时间段的问候语和应答。‎ ‎3.熟悉本单元出现的英文名字并能区分男名和女名。‎ ‎1.熟练地运用各时间段的问候语和应答,如:Hi!/Hello!/Good morning./Good afternoon./Good evening./How are you?I’m fine,thanks.‎ ‎2.掌握字母A-H的发音、顺序和大小写。学习元音字母A、E在重读开音节、闭音节中的发音。学会总结和归纳发音规律。‎ ‎3.感知英文人名的特点,能够区分男、女名。‎ 通过观察图片、感知图片中的语境,结合听力录音,培养学生的语言感知能力,并能流利地用英语互致问候。让学生准确模仿读音,学会字母的规范书写。‎ 教学突破:突出听力和口语表达,训练问候语,感知、分辨男名、女名,运用问候语的重点句型,培养学生听、说的能力。读准字母,熟悉并能分辨字母的印刷体和书写体。‎ 160‎ 注重方法与价值观的培养:听说练习,大量感知英语,加强输入,养成良好的学习英语的习惯。口语练习采用Pair work和Group work相结合的方式,多多练习,学会合作。引导学生积极参与口头表达活动,正确运用英文名字。要求在日常生活中关注英语字母构成的物品,猜测词意。学会总结、归纳字母A、E在重读开、闭音节中的读音情况,找到适合自己的学习方法。‎ 第一课时: 1a-2e 第二课时: 3a-4d 教学 目标 字　母 Aa,Bb,Cc,Dd,Ee,Ff,Gg,Hh 单词 卡片 名词:morning,afternoon,evening,thanks 动词:are,am 代词:you,I 形容词:good,fine 副词:how,OK 其他:hello,hi,thanks 短语(缩略 词)归纳 HB(铅笔芯)硬黑;CD光盘、激光唱片;BBC英国广播公司 句型 集锦 ‎1.Good morning!/Good afternoon!/Good evening!‎ ‎2.Hi!/Hello!‎ ‎3.A:How are you?‎ B:I’m fine,thanks./I’m OK.‎ 重点 语法 一、be动词am,are的用法 二、人称代词I,you的用法 语音 重点 ‎1.字母Aa至Hh的准确发音 ‎2.元音字母A和E在重读开音节、闭音节中的不同发音:/ eɪ/和/æ/、/iː/和/e/‎ 第一课时　1a—2e ‎1.记忆字母Aa,Bb,Cc,Dd,Ee,Ff,Gg,Hh;单词good,morning,hi,hello;短语 good morning;缩略词HB,CD,BBC。‎ ‎2.掌握问候语Good morning!Hi!Hello!并能运用英语名字与人打招呼。‎ 160‎ ‎3.通过观看图片和多媒体展示的方式进行听力和口语训练,通过师生合作、生生合作、小组合作、角色扮演的方式,学会在情景交际中练习语言点,训练英语听说技能。用卡片、大小写配对及顺序接龙的方式学习字母。‎ ‎4.创设愉快的学习氛围,培养学生学习英语的兴趣。‎ ‎1.学习日常问候语Hi!Hello!以及上午问候语Good morning.等。‎ ‎2.熟悉英文名字。‎ Boys’ names:Bob,Dale,Eric,Frank Girls’ names:Alice,Cindy,Grace,Helen ‎3.学习英文字母A-H。‎ ‎4.学习一些字母缩略词。‎ ‎1.学会问候别人的英语。‎ Hi!/Hello!/Good morning.‎ ‎2.区分男名、女名。‎ 本课时的教学内容是人教版七年级英语预备第一单元的第一课时,重点在于引导学生观看图片,理解语境,学会上午见面的问候语,激发学生的兴趣。同时学会字母A—H,以听和说为主。因此,教师可以将知识目标定为掌握本课时的字母和问候语。情感目标定为培养学生的学习习惯和兴趣。‎ 设计教学PPT,录音机,多媒体,制作1a部分的插图和人物对话课件,打印出课中8个名字的卡片,首字母用彩色区分,准备字母A—H的印刷体卡片和书写体卡片。‎ StepⅠ.Lead in Leading in 【情景1】‎ T:Hello,boys and girls!Welcome to our school!I’m your English teacher,Mr./Ms.XX.This is our English book.Go For It!(Simply explain the meaning of it in Chinese.)‎ Presentation:‎ ‎1.Show the picture of 1a.(S1—1a)‎ The teacher should explain the words and sentences.‎ ‎☆教材解读☆‎ ‎1.Good morning! ‎ morning指的是早晨或上午这段时间,一般是12:00之前。人们在这段时间见面时,一般问候说:“Good morning.” 或者“Morning.”翻译成汉语就是“早上好,上午好”。‎ ‎2.Alice Bob Cindy Dale Eric Frank Grace Helen ‎ 在英语中,人的名字大多带有性别特征。因此,一般情况下我们可以从一个人的名字得知此人的性别。例如:Paul(保罗),Tom(汤姆),John(约翰)是男士;Helen(海伦),Betty(贝蒂),Rose(罗丝)是女士等。‎ ‎【Keys】　1a:Boys’ names:Bob,Dale,Eric,Frank Girls’ names:Alice,Cindy,Grace,Helen ‎[设计意图]　老师用图片直观地带领学生进入本单元主题。从morning到学校上学的语境,导入见面问候语和称呼名字,引导学生观察教材的主题图,按要求完成活动,为学习问候语做铺垫。‎ 160‎ Leading in 【情景2】‎ The teacher wears a name card with an English name on it,then points to the name card and has a self-introduction.‎ T:Hello,boys and girls!Welcome to our school!I’m your English teacher.My name is Mr./Ms.XX.This is our first English class.Let’s meet some new friends.‎ Show the picture of 1a.Point to the boys and girls in it.And say their names.Collect the students’ answers.‎ The teacher writes them on the blackboard,leads the class to read the eight names and gets the students to learn the pronunciation.‎ ‎[设计意图]　师生初次见面,教师通过自我介绍和问候学生,让学生放轻松,消除与教师间的陌生感,开始亲近教师。通过介绍新的朋友的方法,带领学生进入情景,自然引出英文的名字,为下面的教学内容做准备。‎ StepⅡ.Listening and repeating(1)‎ ‎1.Pre-listening activities The teacher should explain the word.‎ ‎☆教材解读☆‎ Hi!/Hello!‎ 这是人们见面时最常见的问候语,一天中的任何时候见面打招呼都可以用。回答问候时同样说Hi!或Hello!‎ ‎2.While-listening activities T:Now listen to the recording carefully.This time just listen and pay attention to the pronunciation of the new words and the intonation of the greetings.‎ ‎(Ss listen for the first time.)‎ ‎[设计意图]　此步骤的设计是让学生接触到地道的英语,先听后说,练习正确的语音语调,养成学习英语的良好习惯。‎ ‎3.Post-listening activities For Activity 1c,get the students to use the target language in natural speech.‎ T:Let’s play a chain game.In teams,all students stand up and S1 says “Hello or Hi” and “Good morning.” to S2,and S2 answers S1 and then says “Hi or Hello” to S3,S3 to S4,and so on.Please use your own names.Each sits down after he or she finishes the job.‎ T:Now let’s have a competition to see which team finishes first.(The team in which all the students sit down wins the game.)‎ ‎[设计意图]　此设计主要是鼓励学生尽可能用自己刚才学到的英语名字进行操练,使用自己的中文名字进行练习,其目的是让学生大胆开口,开始养成愿意说的良好习惯。‎ StepⅢ.Listening and repeating (2)‎ Show the eight names with colored capital letters.Put them on the blackboard according to the alphabetical order.And put the small letters below them.‎ T:Look at these names and pay attention to the colored letters.These are printed letters,big and small.We can see printed letters in the words in the books,magazines and many other places.Please listen and then repeat correctly and clearly.‎ The teacher plays the recording of the letters one by one,and students repeat.‎ For the second time,the teacher plays all the 8 letters,and then the students repeat A to H.The teacher should make sure the students can pronounce them correctly in order.‎ ‎[设计意图]　从听到说,让学生学会字母的正确读音,记住字母表的顺序,认识印刷体以便能够顺利进行阅读。‎ StepⅣ.Writing activities Show the three-lined paper.‎ T:Look at these letters in 2c.Do they look differently from those in 2a?‎ Ss:Yes.‎ T:They are in handwritten forms.Let’s learn to write them.We write English letters in the three lines.Please look carefully.We must know which lines the strokes of each letter touch.And see how I write.‎ 160‎ ‎(The teacher draws the letter grid on the black-board and tells the stroke orders of A and a.)‎ ‎2.Short across.‎ Ss learn to write the letters.‎ ‎[设计意图]　通过观察比较书写体与印刷体的不同,教会学生按正确的笔划顺序书写,为后面的单词书写做准备。‎ StepⅤ.Talking activities ‎1.T:(Show the pictures)(S1—2e—1)What does this mean?Where can you see it?(Ss answer.)Yes.It means Hard Black.Read it aloud.‎ ‎[设计意图]　掌握一些缩略词,并引导学生关注生活中常见的缩略词。了解英语在生活中的运用。‎ StepⅥ.Exercise Ⅰ.把单词与汉语连线。‎ ‎1.good　　　　　　　　A.嗨 ‎2.morning B.好的,令人满意的 ‎3.hi C.早晨,上午 ‎4.hello D.早上好 ‎5.good morning E.你好 Ⅱ.英语中共有　　　　个字母,我们今天学习了　　　　个,它们是:　　　　　　　　。 ‎ ‎【Keys】　Ⅰ.1.B　2.C　3.A　4.E　5.D Ⅱ.26,8,Aa Bb Cc Dd Ee Ff Gg Hh ‎[设计意图]　以学评教、强化落实。精讲精练,当堂达标。当堂检测主要是由本节内容组成的形成性评价。‎ StepⅦ.Homework ‎1.Practice the greetings.‎ ‎2.Write the 8 letters.‎ ‎3.Collect abbreviations.‎ ‎[设计意图]　加强口语练习,反复练习英语字母的规范书写,养成时时处处关注英语字母意思的良好习惯。‎ ‎　　good　　　Boys’ names:‎ morning Bob,Dale,Eric,Frank Hi! Girls’ names:‎ Hello! Alice,Cindy,Grace,Helen HB CD BBC Aa,Bb,Cc,Dd,Ee,Ff,Gg,Hh 第二课时　3a-4d ‎1.记忆单词afternoon,evening,how,are,you,I,am,fine,thanks,OK;短语good afternoon,good evening;缩写词I’m。‎ 160‎ 元音字母A和E在重读开音节、闭音节中的不同发音:/eɪ/和/æ/、/iː/和/e/‎ ‎2.掌握问候语Good afternoon!Good evening!How are you?I’m fine,thanks.并能运用。‎ ‎3.使学生了解一些说英语国家的见面礼仪。‎ ‎4.充分调动学生学习英语的积极性,激发学生学习英语的兴趣。‎ ‎1.学习下午和晚上的问候语Good afternoon!和Good evening!学习问候语How are you?及其答语I’m fine,thanks.。‎ ‎2.观察、总结元音字母A和E在重读开音节、闭音节中的不同发音:/ eɪ/和/æ/、/iː/和/e/。‎ ‎3.先听后说,运用目标内容。‎ ‎1.学会下午和晚上的问候语Good afternoon/Good evening!‎ ‎2.能够运用How are you?进行问候并能够回答(I’m)Fine,thanks.How are you?‎ ‎3.掌握元音字母在单词中的读音。‎ 本课时的教学内容是人教版七年级英语预备单元的第二课时,重点在于引导学生观看图片,理解语境,从复习上午的问候语开始,学会下午和晚上见面的问候语,以及询问身体的问候语。以活动引起学生的兴趣,任务以听和说为主。引导学生在学习英语单词时,注意观察元音字母的读音特点。因此,教师可以将知识目标定为掌握本课时问候语和出现的单词,了解A和E在重读开音节和闭音节中的读音。情感目标定为培养学生的学习习惯和兴趣。‎ 设计教学PPT,录音机,多媒体,制作3a,3c部分的插图和人物对话课件,单词和音标卡片等。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ Greet the class.Say “good morning”.Then show letters A—H,and ask the students to say them loudly.‎ Presentation:‎ ‎1.Show the picture of 3a.(S3—3a—1)‎ T:Look at the picture.This is the playground.We can play basketball here.Look at the time.Is this morning?(Write “morning” on the blackboard.)‎ Ss:No.‎ T:This is afternoon.(Write “afternoon” on the blackboard,read it and explain it.)‎ ‎2.Then show the picture of 3a.(S3—3a—2)‎ T:What about this?Is this morning or afternoon?‎ Ss:Morning.‎ ‎3.Show the picture of 3a.(S3—3a—3)‎ T:Look at this picture.What’s the time?It’s not morning and it’s not afternoon.It’s “evening”.In the evening,we say “Good evening” to each other.‎ ‎[设计意图]　老师利用图片带领学生进入新课。从morning到afternoon和evening,运用已知的good morning导入下午、晚上见面问候语的学习,引导学生观察教材的主题图,理解语境,为听力和口语活动做准备。‎ Leading in 【情景2】‎ 160‎ Greet the class and review the letters A—H.Say “Good morning”.‎ ‎[设计意图]　先复习字母,再以旧带新教学afternoon和evening。通过图片导入情景,从表示早、中、晚的单个词汇到完整的问候语,逐步学习,为下面的听力教学做准备。‎ Step Ⅱ.Listening activities (3a-3b)‎ ‎1.Pre-listening activities ‎2.While-listening activities ‎3.Post-listening activities Ask the students to sum up the greeting words.‎ The teacher should explain the words and sentences.‎ ‎☆教材解读☆‎ ‎1.Good afternoon,Eric! ‎ afternoon指午后至傍晚这段时间,大约是12:00—18:00之间。人们在这段时间见面时,一般问候说:“Good afternoon.”回答语也是一样,翻译成汉语就是“下午好”。‎ ‎2.Good evening,Bob! ‎ evening指傍晚、晚上这段时间,是夜的前部分时间。在这段时间内,人们一般没有睡觉,见面时,一般问候说:“Good evening.”回答语也是一样,翻译成汉语就是“晚上好”。‎ ‎【Keys】　3a:(left to right):2—1—3‎ ‎[设计意图]　听前观察图片、朗读图片上的句子来降低听力的难度,先听后读,培养学生的注意力和集中精力听音的好习惯。‎ StepⅢ.Listening activities (3c-3d)‎ ‎1.Pre-listening activities Show the picture of 3c.‎ Then the teacher writes the new words on the blackboard,explains them and then teaches them to read.‎ ‎☆教材解读☆‎ How are you? ‎ How are you?是熟人之间见面的问候语,意思是“你(身体)好吗?”回答时,一般先说: I’m fine.Thanks.(我很好。谢谢。)或简单地说:Fine,thanks.(好,谢谢。)注意不说Good,然后再问候对方:How are you?或简单地说:And you?意思是“你好吗?”“你呢?”‎ ‎2.Listening and speaking T:Listen to the conversation in 3c and then learn to say the conversation.‎ Ss:OK.‎ Ss listen and the teacher adds some new words in the conversation.For example:‎ A:How are you?‎ B:I’m fine,thank you.And you?‎ A:I’m fine,too.‎ T:Now please read the conversation after the teacher plays the recording.(Students read.The teacher corrects their pronunciation and intonation.Then ask the students to practice in their seats by themselves.)‎ ‎3.T:Now please use your own names and practice the conversation.(Divide the students in groups of four and write their English names or choose a name from the 8 names.)‎ ‎[设计意图]　先扫清听力材料中的生词障碍,再从听到说,学习新的问候语。‎ StepⅣ.Writing activities Show the pictures of the 8 children in 4a one by one.‎ ‎[设计意图]　用图片激活信息,让学生先说出8个名字,再要求学生写出英语单词。‎ StepⅤ.Pronunciation (4b-4c)‎ ‎1.T:Look at the letters and the words in the form.Can you try to read them out?(Get students to read.)‎ 160‎ ‎2.Teach the students about the syllables and how to pronounce the letters A and E in words.‎ ‎[设计意图]　让学生观察字母a,e在重读开音节和闭音节中的读音规则并进行小结、归纳,有助于培养他们的自学能力。重在要求学生掌握发音规则,养成良好的学习习惯。‎ StepⅥ.A song (4d)‎ ‎1.T:Read the words (lyric)in the song.Get to know which is greeting and which is response.‎ T:Now please read aloud the words in two halves,boys and girls.‎ ‎2.Listen and sing along.Practice the song more times.And then ask some students to sing in class.‎ ‎[设计意图]　通过听唱活动来梳理和总结本单元所学重点句型,激发学生的学习兴趣的同时巩固所学的目标语言。‎ StepⅦ.Exercise 在B栏中给A栏中的句子找出合适的应答语 ‎　　　　　A ‎1.Hello!‎ ‎2.Good morning!‎ ‎3.Good afternoon!‎ ‎4.Hi!‎ ‎5.How are you?‎ ‎　　　　　B a.Hi!‎ b.Good afternoon!‎ c.Hello!‎ d.Good morning!‎ e.I’m fine,thanks.How are you?‎ ‎【Keys】　1.c　2.d　3.b　4.a　5.e ‎[设计意图]　以学评教、边学边练、加深记忆。当堂检测主要是由本节内容组成的形成性评价。‎ StepⅧ.Homework ‎1.Practice the greetings.‎ ‎2.Make conversations with your partners.‎ ‎3.Copy the new words and sentences and try to remember them.‎ ‎[设计意图]　加强口语练习,反复操练,养成经常运用所学内容的良好习惯。‎ ‎　　morning　Good morning/afternoon/evening!‎ afternoon How are you?‎ evening I’m fine,thanks.How are you?(And ‎ ‎ you?)‎ fine I’m OK.(I’m fine,too.)Thank you.‎ thanks good,nice,fine,OK Aa/ eɪ /　/ æ/‎ Ee/iː/　/e/‎ Name list:Alice,Bob,Cindy,Dale,Eric,Frank,Grace,Helen 教学反思：本单元将字母学习和英语的问候及应答话题学习相结合循序渐进地呈现了英语问候语的表达法,并通过听说活动让学生巩固、运用。在问候时,自然地介绍了8个常见的英语名字。侧重字母的学习,要求学生能正确认读和规范书写字母Aa—Hh,‎ 160‎ 并掌握这8个字母的顺序,同时,结合本单元的字母和单词,了解元音字母A和E在开音节和闭音节中的常见发音。最后的一个歌谣,帮助学生巩固本单元的目标语言。‎ Starter Unit 2　What’s this in English?‎ 话题Topic 身边的物品Things around you 功能Functions ‎1.能够向他人确认物品的英文名称Identify things A:What’s this/that in English?‎ B:It’s a key.‎ ‎2.能够向他人求助一个单词的拼写方法Spell words A:Can you spell it,please?‎ B:K-E-Y.‎ 语法Grammar 一、感知指示代词this,that的用法 二、感知人称代词it的用法 三、感知不定冠词a,an的用法 四、感知be单词is的用法 五、能够运用what引导的特殊疑问句向他人确认物品的英文名称并作回答 字母、词汇和 常用表达 Letters,Words &‎ expressions ‎1.掌握英语字母I至R的发音、顺序和书写规范Letters Ii—Rr Ii,Jj,Kk,Ll,Mm,Nn,Oo,Pp,Qq,Rr ‎2.能够正确使用下列词汇Curriculum words map,key,jacket,cup,ruler,pen,orange,English,a,an,what,this,that,it,is,‎ spell,in,please ‎3.能正确使用下列常用表达Useful expressions in English ‎4.能够认读下列词汇(缩略词和人名)Non-curriculum words P,NBA,kg 语音 Pronunciation ‎1.能够正确读出字母Ii至Rr ‎2.能够区分元音字母I和O在重读开音节、闭音节中的不同发音:/ aɪ  /和/ ɪ /、/əʊ/和/ɒ/‎ 学习策略 Strategies ‎1.初步尝试按字母发音来拼读和记忆单词 ‎2.按首字母顺序给单词排序 文化知识Culture 了解英语里的缩略词P、NBA、kg的含义 三维目标 Three-dimensional target 知识与 技能 ‎1.能掌握以下单词:what,is this,in,English,map,cup,ruler,pen,orange,jacket,key,it,a,an,‎ that,spell,please ‎2.熟练掌握单元短语:in English ‎ ‎3.能掌握以下句型:‎ 160‎ A:What’s this in English?‎ B:It’s an orange.‎ A:Spell it,please.‎ B:O-R-A-N-G-E.‎ A:What’s that in English?‎ B:It’s a jacket.‎ ‎4.了解以下语法:感知英语中指示代词this和that,人称代词it的意思和用法,感知不定冠词a,an的用法,以及be(是)动词的第三人称单数形式is。‎ ‎5.学习掌握what开头的特殊疑问句询问物品并应答。‎ ‎6.掌握语音/ aɪ  /和/ ɪ /、/əʊ/和/ɒ/在字母和单词中的正确发音。‎ 三维目标 Three-dimensional target 过程与 方法 ‎1.通过师生问答、生生对话、运用实物和图片等方式进行语言交际活动,培养学生的英语口语交际能力和在日常生活中运用英语的能力。‎ ‎2.通过听录音、看图片,借助多媒体让学生感知物品的英文读音。‎ ‎3.通过观察、临摹学习字母的书写,比较辨别字母的发音。‎ ‎4.利用实物或实景学习缩略词。‎ 情感态度 与价值观 ‎1.通过图片和视频引起学习英语的兴趣。‎ ‎2.引导学生在真实的交际中运用Starter Unit 1中所学到的日常用语,让学生体会学英语的乐趣和成功的喜悦。‎ ‎3.在学习中体会到学习英语字母的重要性。‎ 概 述 ‎1.1a-1c部分是本单元的热身教学活动。活动1a通过图片设置对话的场景导入本单元的话题和重点词汇,并呈现“确认物品英文名称”的句型,教学生用英语谈论身边的物品并通过在图片中寻找大写字母A-H的小写形式,复习上单元学过的字母。活动1b通过听力的输入再现了本单元的目标语言,供学生跟读模仿。活动1c让学生尝试使用目标语言谈论图片中的其他物品,以此来进行语言输出。‎ ‎2.2a-2e部分是字母教学。2a-2b通过听力训练教会学生认读字母I—R,掌握字母的发音和先后顺序,2c-2d让学生关注字母的规范书写,以及大小写字母的匹配。2e部分活动通过向学生呈现生活中常见的缩略词,激发学生学习字母以及学习英语的兴趣,让他们认识到字母在生活中的重要性。‎ ‎3.3a-3e部分通过图文和听力的形式,将单元内容拓展。3a-3b以听力训练的方式,让学生辨认图片,补全单词,一方面复习了本单元的8个单词,另一方面让学生意识到字母对于构成单词的重要性,以及字母与读音的对应关系。活动3c让学生通过听读对话,巩固“向他人确认物品的英文名称”的句型和学习“请求单词拼写帮助”的句型Spell it,please.3d是听力练习,3e是口语练习。本部分的活动从单词到句型层层递进,让学生运用目标语言谈论身边的物品。‎ ‎4.4a-4d部分是复习字母Ii-Rr和进行语音教学。活动4a要求学生通过补全字母的大写或小写,从而复习字母A-R。活动4b是让学生将单词按首字母的顺序排序。活动4c-4d是帮助学生梳理到目前为止所学的元音字母的读音。学生根据自己刚刚总结的读音规律,试着读出生词。学生学会自主学习,自己总结,在学习中运用。‎ 160‎ 教学 目标 ‎1.学会正确书写字母I—R。知道顺序,熟悉大小写,了解I、O在重读开、闭音节中的读音。‎ ‎2.学会身边常见物品的英文单词。‎ ‎3.能够运用本单元的句型向别人询问和回答物品的英文名称,求助单词的拼写。‎ ‎1.熟练地运用以下句型:A:What’s this in English?B:It’s a key.A:Spell it,please.B:K-E-Y.‎ ‎2.掌握字母Ii—Rr的发音、顺序和大小写。学习元音字母I、O在重读开、闭音节中的发音。学会总结和归纳发音规律。‎ ‎3.掌握指示代词this,that的用法。逐步掌握不定冠词a和an的用法。‎ 通过观察图片、感知语境,结合听力录音,培养学生的语感,并能流利地用英语问答物品和请求拼写。让学生准确模仿读音,学会字母的规范书写。‎ 教学突破:重视训练听力和口语,从听、说开始学习重点单词和句型,培养学生听、说的能力。读准字母,能熟悉并分辨字母的印刷体和书写体。‎ 注重方法与价值观的培养:听说练习,大量感知 英语,加强输入,养成良好的学习英语的习惯。口语练习采用师生问答和学生之间的Pair work等形式,多多练习,加强合作。要关注物品的英文名称,学习单词的拼写。学会总结、归纳元音字母在开、闭音节中的读音情况,找到适合自己的学习方法。‎ 第一课时: 1a-2e 第二课时: 3a-4d 教学 目标 字　母 Ii,Jj,Kk,Ll,Mm,Nn,Oo,Pp,Qq,Rr 单词 卡片 名词:English,map,cup,ruler,pen,orange,jacket,key,quilt 动词:is,spell 代词:what,this,that,it 形容词:what 冠词:a,an 介词:in 其他:please 短语(缩略 词)归纳 in English,NBA,P,kg 句型 集锦 A:What’s this in English?‎ B:It’s an orange.‎ A:Spell it,please.‎ B:O-R-A-N-G-E.‎ A:What’s that in English?‎ B:It’s a jacket.‎ 重点 语法 一、指示代词this和that的用法,人称代词it的用法 二、冠词a和an的用法 三、动词be的用法 四、what引导的特殊疑问句询问物品的英文名称和回答 语音 ‎1.字母I至R的准确发音 160‎ 重点 ‎2.元音字母I和O在重读开音节、闭音节中的不同发音:/ aɪ /和/ ɪ /、/əʊ/和/ɒ/‎ this,that和it作指代用法有什么区别?‎ 意思上:this 是“这个”,that 是“那个”,it 是“它”。‎ 用法上:this,that,it 都可以直接作主语,也都可以作代词,指代事物。‎ this、that既可以作形容词,又可以作指示代词;而“it”只能作代词。用于指“物”时,this指近物,that指远物,it没有远近之分。如: ‎ This is a computer.这是一台电脑。(在近处)‎ That is a bike.那是一辆自行车。(在远处)‎ 但是,回答“this”和“that”作主语的疑问句时,常用“it”代替“this”和“that”。如:‎ ‎-Is this/that a car?这/那是一辆小汽车吗? ‎ ‎-Yes,it is./No,it isn’t.是的,它是。/不,它不是。‎ ‎-What’s this/that?这/那是什么? ‎ ‎-It’s a ruler.这/那是一把尺子。‎ 第一课时　1a—2e ‎1.记忆字母Ii,Jj,Kk,Ll,Mm,Nn,Oo,Pp,Qq,Rr;单词what,is,this,in,English,map,cup,ruler,pen,orange,jacket,key,quilt,it,a,an,that;短语in English;缩略词NBA,P,kg。‎ ‎2.掌握特殊疑问句What’s this/that in English?并能运用英语说出物品It’s an orange.‎ ‎3.通过运用实物物品、简笔画、观看主题图片或多媒体展示的方式进行听力和口语训练,通过师生问答、生生合作操练等方式,学会在情景交际中练习语言点,训练英语听说技能。用卡片、大小写配对及顺序接龙的方式学习字母。‎ ‎4.在快乐中学习英语,培养学生学习英语的兴趣。‎ ‎1.学习常见物品的英语单词,如:map,cup,ruler,pen,orange,jacket,key,quilt等,学会短语in English。‎ ‎2.学习询问和回答物品的英文名称的句型:‎ A:What’s this/that in English?‎ B:It’s an orange.‎ ‎3.学习英文字母Ii—Rr。‎ ‎1.运用this/that/it指代物品,学会问句What’s this/that in English?和回答It’s an orange.‎ 160‎ ‎2.正确使用不定冠词a或an。‎ 本课时的教学内容是人教版七年级英语预备单元Starter Unit 2的第一课时,重点在于引导学生利用图片或实物,学会8个表示物品名称的英文单词,并对物品的英文名称进行问答,激发学生学说英语的兴趣。学会字母Ii—Rr。因此,教师可以将知识目标定为掌握本课时的字母、单词和what引导特殊疑问句询问物品的英文名称。情感目标定为培养学生的学习习惯和培养学生学习英语的兴趣。‎ 设计教学PPT,录音机,多媒体,制作1a部分的插图和人物对话课件,身边的物品和纸袋子,准备字母I—R的印刷体卡片和书写体卡片。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ Presentation:‎ Show a pen.‎ T:Pen,a pen,This is a pen.(And get the students to repeat.Write the words on the black-board.)‎ Ss:Pen,a pen.‎ T:Orange,an orange.This is an orange.Please repeat.‎ Ss:OK.Orange,an orange.‎ In the same way,show real things or show pictures to teach the new words.‎ Then the students read these new words.‎ ‎[设计意图]　用实物或图片教生词更加直观易记,能够让学生直接将物品与英文单词的读音相结合。‎ Leading in 【情景2】‎ Show the picture of 1a.(S5—1a)Point to each object in the picture and talk about their English names.‎ The teacher writes the new words on the blackboard,leads the class to read the eight words,and gets the students to learn the pronunciation.‎ ‎[设计意图]　教师通过图片导出物品的英语单词;学习单词的同时引入本课句型,让学生提前感知本节目标语言,为下面的教学内容做准备。‎ StepⅡ.Letters and words (1a)‎ T:Now,boys and girls.Please open your books and look at the picture of 1a.These things are all in the picture.And we can see the English words.Can you say them again?‎ ‎☆教材解读☆‎ ‎1.What’s this in English? ‎ ‎◆这是英语的一个特殊疑问句,它是由疑问词what开头的,然后再说“是”is,再说主语。注意词的顺序是与汉语颠倒的。What(什么)is(是)this(这个)?‎ ‎◆in English表示“用英语说,在英语里”。‎ ‎◆回答What’s this…?这个疑问句时,不要用This is …(这是……)来回答,要用It’s…。‎ ‎2.a和 an ‎ a和an叫不定冠词。不定冠词用于能够一个一个数的物品名称之前(可数名词)。a和an都用在单数物品的前面,表示“一个”,注意an后面的名词是元音音素开头的,如:an orange(一个橘子),an “A”一个字母A,an “E” 一个字母E,an “H”一个字母H,又如:a jacket一件夹克衫,a “B”一个字母B。‎ ‎【Keys】　1a:A C E G H ‎[设计意图]　在学习英语单词之前,先让学生整体感知,复习已学过的字母,同时将字母与单词结合,关注字母在单词中的发音。‎ 160‎ StepⅢ.Work on 1b ‎1.Show the picture of 1a.Ask “What can you see in the picture?” to see how many words the students can say.‎ ‎2.The teacher gives the objects to different students in the classroom and teaches “that”.‎ T:(Point to the pen in the student’s hand.)What’s that in English?‎ Ss:It’s a pen.‎ ‎…‎ ‎3.After the students learn how to ask and answer these questions,the teacher plays the recording for the Ss to listen and repeat.Learn the correct pronunciation and intonation of the conversation.‎ T:Now listen to the recording and repeat after the teacher in the recording.‎ Ss listen and repeat.‎ ‎[设计意图]　在听说英语的过程中,提供真实的语境,教学语言知识,先让学生整体感知,再细学单词和句型,教会学生简单的语法知识。‎ StepⅣ.Practice (1c)‎ ‎1.Write the target languages on the black-board,distinguishing this/that,a/an with colored chalks.‎ A:What’s this/that in English?‎ B:It’s a/an …‎ T:Now pay attention to “this”,“that”,“it”,“a” and “an”.Let’s practice the conversation in the picture.Can you read the new words in the picture before we work?‎ Ss:Yes.Map,cup,ruler,pen,orange,jacket,key,quilt.‎ The teacher asks one pair of students to work as a model and then lets students work in pairs.‎ ‎2.T:Please make conversations with your partners.‎ ‎3.The teacher gives objects to students and get them to say “this”,then shows them other things to get them to say “that”.Focus on their pronunciation and intonation.‎ ‎4.A game ‎(1)The teacher puts some things in a bag and lets students feel.When he feels it,the teacher asks:‎ What’s this in English?‎ ‎(2)Ask a student to make blackboard drawing.The teacher stands at the back.When he starts to draw,the teacher asks:‎ What’s that in English?‎ Then let other students take the bag and feel the things and ask and answer.‎ ‎[设计意图]　创设情境训练口语,让学生在真实的情景中学习语言,在不同的语境中练习this和that的使用。‎ StepⅤ.Listen and repeat (letters I-R)‎ Ask a student to write a—h on the blackboard,ask another to write A—H.‎ Then show the letters Ii—Rr in printing forms.‎ T:Look at these letters.These are printed letters.We can see printed letters in the words in the books,magazines and many other places.Please listen and then repeat after the teacher correctly and clearly.‎ The teacher plays the recording of the letters one by one,and students repeat.‎ For the second time,the teacher plays the recording of all the 10 letters.Then the students repeat I to R.The teacher should make sure the students can pronounce them correctly in order.‎ T:Now please listen to all the ten letters and then repeat them.Pay attention to the order.‎ Ss:I,J,K,L,M,N,O,P,Q,R.‎ T:S1,please read these letters.‎ S1:I,J,K,L,M,N,O,P,Q,R. (And then ask other students to read them.)‎ The teacher shows small letters out of order and asks Ss to read them out.‎ ‎【Keys】　2b:Top row (left to right):4,7,9,3,1‎ Bottom row (left to right):6,8,10,5,2‎ 160‎ ‎[设计意图]　会字母的正确读音,记住字母表的顺序,为后面的学习奠定基础。‎ StepⅥ.Writing activities Show the three-lined paper.‎ T:Look at these letters in 2c.We know they are hand-writing.We write like this.Let’s learn how to write these letters.We write English letters in the three lines.Please look carefully.We must know which lines the strokes of each letter touch.And see how I write.‎ ‎[设计意图]　通过观察比较书写体与印刷体的不同;教会学生按正确的笔划顺序书写,为后面的单词书写做准备。‎ StepⅦ.Talking activities ‎1.T:(Show the pictures.)(S6—2e—1)What does this mean?Where can you see it?It means “Parking”.You see this on a road sign.When you see this,you can have a place to park your car.Read it aloud.‎ ‎[设计意图]　进一步学习缩略词,激发学生说出他们所看到和所了解的更多的缩写字母及其含义。‎ StepⅧ.Exercise Ⅰ.根据汉语意思补全单词中所缺的字母 ‎1.a m　p　(地图) ‎ ‎2.a k　y (钥匙) ‎ ‎3.an 　r　ng　(橘子,橙子) ‎ ‎4.a j　ck　t (夹克衫) ‎ ‎5.a r　l　r (尺子) ‎ Ⅱ.英语中共有　　　　个字母,我们今天学习了　　　　个。它们是:　 ___________________________【Keys】　Ⅰ.1.a map　2.a key　3.an orange　4.a jacket　5.a ruler Ⅱ.26,10,Ii,Jj,Kk,Ll,Mm,Nn,Oo,Pp,Qq,Rr ‎[设计意图]　学练结合,精讲精练,当堂检测主要是由本节内容组成的形成性评价。‎ StepⅨ.Homework ‎1.Practice asking about the objects around us.‎ ‎2.Write the 10 letters and copy the new words and sentences in this period.‎ ‎3.Collect abbreviations.‎ ‎[设计意图]　加强口语练习,反复练习英语字母的规范书写,养成时时处处关注英语字母意思的良好习惯。‎ What’s this in English?‎ map　　a map jacket　　a jacket key　　a key cup　　a cup pen　　a pen ruler　　a ruler orange　　an orange quilt　　a quilt What’s this in English?‎ It’s a…‎ What’s that in English?‎ It’s a/an…‎ Ii,Jj,Kk,Ll,Mm,Nn,Oo,Pp,Qq,Rr 160‎ 第二课时　3a—4d ‎1.记忆单词spell,please;短语 a map,an orange;元音字母I和O在重读开音节、闭音节中的不同发音:/ aɪ /和/i/、/əʊ/和/ɒ/。‎ ‎2.掌握求助单词拼写的句型Spell it,please.并能运用,进行问答,掌握please在句子中的位置。‎ ‎3.通过观看图片和多媒体展示的方式提供语境,进行听力和口语训练。‎ ‎4.在轻松快乐的氛围中学习英语,培养学生学习英语的兴趣。‎ ‎1.学习8个物品英文名称的单词拼写,学习询问单词拼写的句子Spell it,please.会拼读单词。‎ ‎2.观察、总结元音字母A、E、I、O在重读开音节、闭音节中的不同发音:/ eɪ /和/æ/、/iː/和/e/、‎ ‎/ aɪ /和/i/、/əʊ/和/ɒ/。‎ ‎3.先听后说,运用目标内容。‎ ‎1.学会拼读单词,Spell it,please.K-E-Y.‎ ‎2.能够运用What’s this/。that in English??进行问候并能够回答It’s a map.‎ ‎3.掌握元音字母在单词中的读音。‎ 本课时的教学内容是人教版七年级英语预备第二单元的第二课时,重点在于引导学生通过图片或实际物品,学习单词。再询问What’s this/that in English?以活动引起学生的兴趣,以听和说过渡到拼读、书写字母和单词。引导学生在学习英语单词时,注意观察元音字母的读音特点。因此,教师可以将知识目标定为掌握本课时出现的单词,学会询问物品英文名称,以及求助单词的拼写的英语表达。了解A、E、I、O在重读开音节和闭音节中的读音。情感目标定为培养学生的学习习惯和兴趣。‎ 设计教学PPT,录音机,多媒体,制作3a、3c、3e部分的插图和人物对话课件,单词和音标卡片等。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ ‎1.Greet the class.Say “Good morning”.Then review letters A—R,and ask the students to say them loudly.‎ T:Hello,boys and girls!Good morning!‎ ‎2.Show the things in the picture of 3a.‎ ‎3.After the students review all the 8 words,play the tape for the students to number the pictures [1—8].‎ T:Now,please listen to the tape and number these pictures.Focus on “a” or “an”.‎ 160‎ After the students finish the work,ask them to ask and answer in pairs.‎ T:Now ask and answer with your partners.One says “What’s this in English?” and the other says “It’s a …” or “It’s an …”.‎ ‎[设计意图]　老师利用图片复习单词,巩固不定冠词的使用方法,同时为下一步教学做准备。‎ Leading in 【情景2】‎ ‎1.After greeting the class,get the class to review the letters A—R.‎ T:Hello,boys and girls!Good morning!‎ Ss:Good morning!‎ T:Let’s review the letters.Say Aa to Rr.Next,let’s have a dictation.I read the letters and you write them in the exercise-books,both the capital and the small forms.‎ ‎2.Take things to review the 8 words.‎ ‎[设计意图]　先复习字母,再通过实物,利用完整的句子和对话复习单词,为下面的教学做准备。‎ Step Ⅱ.Listening activities (3a-3b)‎ ‎1.Pre-listening activities Ask three students to say the English words of the things in the pictures.‎ ‎2.While-listening activities ‎3.Post-listening activities Ask the students to check their work by asking and answering,like this:‎ S1:What’s this in English?‎ S2:It’s a key.‎ ‎4.T:(Ask the class to look at the words with blanks in 3a.)Now listen to the tape again and complete the words under the pictures in 3a.‎ ‎[设计意图]　图片帮助创设情景,导入听力内容,复习学过的单词,由说到拼写,层层递进,由易到难,教会学生拼读单词的方法和字母在单词中的读音。‎ StepⅢ.Listening and speaking (3c)‎ ‎1.Show the picture of 3c.‎ T:Look at the picture.They are talking about things in English and spell the word.Please listen to the recording and repeat the conversation.‎ Ss:OK.‎ The teacher writes or displays the conversation on the blackboard.‎ T:Now read the conversation after me.‎ Then tell Ss to change the things and make new conversations in the seats.Ss practice and the teacher asks some pairs to act out the conversations in class.‎ ‎☆教材解读☆‎ Spell it,please. ‎ spell是“拼写”的意思,就是将构成单词的字母一个个拼读出来。要求别人拼写单词的英文句子有:Spell it,please.(请拼读一下。)Please spell it.(请把它拼写出来。)How do you spell it,please?(它怎么拼?)Can you spell it,please?(你会拼写吗?)What’s the spelling of it?(它是怎么拼的?)‎ ‎[设计意图]　图片导入目标对话内容,口语训练掌握要点,板书重点对话,加以巩固。再要求举一反三,运用句型,运用目标语言知识完成任务。‎ ‎2.Practicing(3d—3e)‎ ‎(1)T:Look at the words in the box in 3d.We are hearing four conversations.Please listen to the conversations and when you hear the word first,number it 1,and then 2,3 and 4.‎ ‎(2)Ask the students to say out the things in the picture of 3e.Show the picture.‎ 160‎ ‎3.T:Now read the model conversation.(Ask two pairs of students to read the conversation in 3e.)Can you make the same conversations using other things in the picture?‎ Ask Ss to make up their own conversations in pairs.‎ ‎【Keys】　3d:1,4,2,3‎ ‎[设计意图]　训练学生抓关键词完成听力任务,然后进行口语输出,在运用中熟练掌握句型;运用目标语言知识完成任务。‎ StepⅣ.Writing activities ‎1.T:Let’s revise the 18 letters.Please recite all the letters in the correct order.‎ To check their work,ask some students to read the 18 letters loudly.‎ ‎2.T:Can you remember these words of 4b?Read them,please.(Ask three students to read the three lines of words.)Now,let’s say these words according to their first letters.If the first letter is A,we read the word first.For example,Alice,then Bob and …‎ Get the students to number the words 1—15.‎ Explain that the alphabetical order is used to arrange words in the dictionary.We should know it so that we can easily find a word in it.‎ ‎[设计意图]　从视觉和记忆中熟练掌握字母表的顺序,注意大、小写形式。复习学过的单词。‎ StepⅤ.Pronunciation (4c-4d)‎ ‎1.T:Look at the letters and the words in the form in 4c.Why are they in two columns?(Tell them about the open syllables and closed syllables we learned in Starter Unit 1.)Can you try to read them out?(Ask some students to try.)‎ Ss try to pronounce the words and the letters.‎ ‎2.Help Ss to pronounce the 18 letters correctly.‎ ‎4.Help the students to review the syllables and how to pronounce the letters A,E,I,O in words.‎ ‎☆教材解读☆‎ 字母I和O在开音节和闭音节中的读音 在重读开音节中,元音字母按字母读音,即字母I读作/ aɪ /,字母O读作/əʊ/,在重读闭音节中,元音字母读短元音,即字母I读作/i/,字母O读作/ɒ/。‎ ‎5.T:Now you can use the knowledge to read some new words.Look at the letters and words in Column 1 of 4d.Read them out and then try to read the new words in Column 2.‎ Ss work in their seats.Then the teacher asks some students to read aloud the words in class.‎ T:Listen to me and say which word sounds different.‎ ‎1.tape,same,apple ‎2.thank,date,band ‎3.like,bike,bit ‎4.red,she,bed ‎5.orange,old,OK ‎6.sit,side,ride ‎【Keys】　 1.apple　2.date　3.bit　4.she　5.orange　6.sit ‎[设计意图]　学生自主学习与教师的提示讲解相结合,重在要求学生掌握发音规则,养成良好的习惯。‎ StepⅥ.Exercise 根据首字母或汉语提示完成句子 ‎1.—W　　　　 that in English? ‎ ‎—It’s a jacket.‎ ‎2.—S　　　　 it,please. ‎ ‎—J-A-C-K-E-T,jacket.‎ ‎3.What’s this,　　　　(请问,这是什么?)? ‎ 160‎ ‎4.This is 　　　 _________(一把钥匙). ‎ ‎5.　　　　 (那个)is a good ruler. ‎ ‎【Keys】　1.What’s　2.Spell　3.please　4.a key　5.That ‎[设计意图]　以学评教、边学边练、加深记忆。当堂检测主要是由本节内容组成的形成性评价。‎ StepⅦ.Homework ‎1.Practice the target conversations.Make conversations with your partners.‎ ‎2.Sum up the pronunciations of the vowel letters.‎ ‎[设计意图]　加强口语练习,反复操练目标语言,养成经常总结、运用所学内容的良好习惯。‎ ‎　　What’s this in English?‎ ‎ It’s a key.‎ ‎ Spell it,please.‎ ‎ OK.K-E-Y,key.‎ Aa　/ eɪ /　/æ/‎ Ee　/iː/　/e/‎ Ii　/ aɪ /　/i/‎ Oo　/əʊ/　/ɒ/‎ 教学反思：本单元继续学习字母Ii至Rr,并围绕日常生活中的常见物品引入8个单词,介绍了向他人确认物品名称的句型What’s this/that in English?It’s…以及询问单词拼写的句型Spell it,please.重视基础知识的学习,要求学生能正确认读和规范书写字母Ii—Rr,并掌握这10个字母的顺序,了解元音字母I和O在开音节和闭音节中的发音规律。‎ Starter Unit 3　What color is it?‎ 话题Topic 物品的颜色Colors 功能Functions 能够就物品的颜色进行问答Identify colors A:What color is it?‎ B:It’s red.‎ 语法Grammar 一、能够熟练使用常见的表示颜色的形容词Adjectives red,yellow,green,blue,black,white,purple,brown 二、能够熟练使用What引导的特殊疑问句询问物品的颜色并作回答What questions A:What color is it?‎ B:It’s black.‎ 三、感知定冠词the的用法 字母、词汇和 常用表达 ‎1.掌握英语字母S至Z的发音、顺序和书写规范Letters Ss—Zz Ss,Tt,Uu,Vv,Ww,Xx,Yy,Zz 160‎ Letters,Words &‎ expressions ‎2.能够正确使用下列词汇 Curriculum words color,the,red,yellow,green,blue,black,white,purple,brown,can,see,say,‎ now,my ‎3.能正确使用下列常用表达Useful expressions in blue ‎4.能够认读下列缩略词Non-curriculum words S/M/L,UFO,CCTV 语音 Pronunciation ‎1.能够正确读出字母Ss至Zz ‎2.能够区分元音字母U在重读开音节、闭音节中的不同发音:/juː/、/uː/和/ʌ/‎ ‎3.能够归纳五个元音字母在重读开音节、闭音节中的常见发音 学习策略 Strategies ‎1.尝试根据五个元音字母在重读开音节和闭音节中的发音规律拼读和识记单词 ‎2.初步尝试在听力中抓关键信息并做笔记 文化知识Culture 了解英语里的缩略词S/M/L、UFO、CCTV的含义 三维目标 Three-dimensional target 知识与 技能 ‎1.能掌握以下单词:color,red,yellow,green,blue,black,white,purple,brown,the,‎ now,see,can,say,my ‎2.能掌握以下句型:‎ A:What color is it?‎ B:It’s red.‎ The key is yellow.‎ ‎3.了解以下语法:感知英语中定冠词the的意思和用法,能够正确使用表示颜色的形容词。同时学习掌握What引导的特殊疑问句询问物品的颜色并作回答。‎ ‎4.学会用英语询问和回答物品的颜色。‎ ‎5.掌握语音/juː/、/uː/和/ʌ/在字母和单词中的正确发音。归纳五个元音字母在开音节、闭音节中的发音规律。‎ 三维目标 Three-dimensional target 过程与 方法 ‎1.通过师生问答、生生对话、运用实物等多种言语交际活动,培养学生的英语口语交际能力和在日常生活中运用英语的能力。‎ ‎2.通过听录音、看图片、用实物,借助多媒体让学生问答物品的颜色。‎ ‎3.利用实物或图片学习缩略词。‎ 情感态度 与价值观 ‎1.通过图片和视频引起学习英语的兴趣。‎ ‎2.通过使用英语对话增添学习英语的乐趣。‎ ‎3.在学习中体会到学习英语字母的重要性。‎ 概 述 ‎1.1a-1c部分是本单元的热身教学活动。活动1a通过图文导入整个单元的语境、话题、8个表示颜色的形容词,语境询问和告知物品颜色的基本句型。活动1b以听力训练的形式呈现本单元核心句型。活动1c是控制性的口语活动,让学生模仿听力中的对话,进行简单的口语输出。‎ ‎2.2a-2e部分的作用是字母教学。活动2a着重字母S至Z的发音,同时呈现这几个字母在字母表中的顺序。活动2b着重训练字母S至Z的顺序,同时巩固它们的发音。活动2c-2d着重训练字母S至Z的书写,其中2c让学生关注这些字母的写法,2d让学生记忆字母S至Z大小写字母的匹配。2e部分是向学生呈现字母S至Z构成的缩略词,要求学生了解其含义,‎ 160‎ 激发学生学习字母以及学习英语的兴趣,让他们认识到字母在生活中的重要性。‎ ‎3.3a-3d部分是功能拓展。本部分在1a-1c内容的基础上,结合前两个单元学习的重点语言结构,给出了更为丰富的语言运用环境。3a以听力练习的方式巩固了本单元“谈论物品颜色”的核心句型,并复习了上一单元所学的“确认物品的英文名称”的句型。3b通过听和写的练习进一步巩固本单元的重点句型同时呈现了描述物品颜色的陈述句。3c是将本单元语言功能进一步拓展,除了“谈论物品颜色”的句式,还融入了“打招呼”、“确认物品英文名称”和“请求单词拼写帮助”的语言。本单元通过3a-3c的听力练习和3d的对话练习,让学生学会综合运用本部分的词汇和句型,进行语言交流活动。‎ ‎4.4a-4d部分是复习字母Aa-Zz和进行语音教学。通过4a补全字母表的任务和4b的听唱活动来复习26个字母的发音及其顺序,通过4c的听、读活动及4d的听唱活动让学生初步感受、梳理元音字母A、E、I、O、U的发音规律。‎ 教学 目标 ‎1.学会字母S-Z。知道顺序,熟悉大小写,了解A、E、I、O、U在重读开、闭音节中的读音。‎ ‎2.学会表示颜色的形容词以及询问、回答物品颜色的句型。‎ ‎3.熟悉本单元出现的缩写词。‎ ‎1.熟练地运用3个预备单元的语言功能谈论身边的物品,包括问候他人、询问物品的英文名称、询问物品的颜色、请求单词拼写帮助等等。‎ ‎2.学会26个字母的发音、顺序和大小写。学习总结5个元音字母A、E、I、O、U在重读开音节、闭音节中的发音。学会总结和归纳发音规律。‎ ‎3.正确使用指示代词this和that,以及不定冠词a和an。学习描述物品颜色的陈述句和定冠词the的用法。‎ 通过观察图片、感知图片中表示颜色的语境,结合听力录音,培养学生的语言感知能力,并能流利地用英语询问物品的意思。让学生准确模仿读音,学会字母的规范书写。‎ 教学突破:突出听力和口语表达,训练谈论物品的英文名称、谈论物品的颜色和请求单词拼写帮助等重点句型,培养学生听清、说清的能力。读准字母,能熟悉字母的发音、顺序及拼写。学习总结5个元音字母的发音规律。‎ 注重方法与价值观的培养:听说练习,大量感知英语,加强输入,养成良好的学习英语的习惯。口语练习采用Pair work和Group work相结合的方式,学会合作。学生积极参与口头表达活动,运用图片和实物练习表达物品的颜色。学会总结、归纳元音字母在重读开、闭音节中的读音情况,培养学生良好的学习习惯。‎ 第一课时: 1a-2e 第二课时: 3a-4d 教学 目标 字　母 Ss,Tt,Uu,Vv,Ww,Xx,Yy,Zz 单词 卡片 名词:color ‎ 动词:see,say 形容词:red,yellow,green,blue,black,white,purple,brown 代词:my 副词:now 其他:the,can 短语(缩略 S(尤指服装的尺码)小号的;M(尤指服装的尺码)中号的;L(尤指服装的尺码)‎ 160‎ 词)归纳 大号的;UFO不明飞行物;CCTV中国中央电视台 句型 集锦 A:What’s this/that?‎ B:It’s V.‎ A:What color is it?‎ B:It’s red.‎ 重点 语法 一、What引导的特殊疑问句用于询问颜色的用法 二、定冠词the的用法 语音 重点 ‎1.字母S至Z的准确发音 ‎2.元音字母A、E、I、O、U在重读开音节、闭音节中的不同发音 第一课时　1a-2e ‎1.记忆字母Ss,Tt,Uu,Vv,Ww,Xx,Yy,Zz;单词the,tea,color,red,yellow,green,blue,black,white,‎ purple,brown;短语what color;缩略词S/M/L,UFO,CCTV。‎ ‎2.掌握询问颜色的英文句型What color is it?并能运用表示颜色的形容词进行回答。‎ ‎3.通过观看图片和多媒体展示的方式进行听力和口语训练,通过师生合作、生生合作、小组合作的方式,在情景交际中练习目标语言,训练英语听说技能。用卡片、大小写配对及顺序接龙的方式学习字母。‎ ‎4.在快乐中学习、练习,使学生对英语学习感兴趣。‎ ‎1.学习询问物品的颜色What color is it?和回答It’s red.等。‎ ‎2.熟悉表示物品颜色的常见形容词red,yellow,green,blue,black,white,purple,brown以及单词color和缩写词S/M/L,UFO,CCTV。‎ ‎3.学习英文字母Ss—Zz的发音、顺序及拼写。‎ ‎1.学会用英语询问物品的颜色,并能够回答。‎ ‎2.正确使用this和that指代物品。‎ 本课时的教学内容是人教版七年级英语第三预备单元的第一课时,重点在于引导学生观看图片,理解语境,学会询问物品颜色的英文句型,并能够说出物品的颜色,激发学生的兴趣。同时学会字母S—Z。活动以听和说为主,结合字母的书写练习。因此,教师可以将知识目标定为掌握本课时的字母和颜色词,询问并回答物品颜色的句型。情感目标定为培养学生的学习习惯和兴趣。‎ 160‎ 设计教学PPT,录音机,多媒体,彩色卡片,常见的物品,用颜色区分的字母印刷体卡片和书写体卡片。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ ‎1.Quickly review the things in English by showing the pictures and ask and answer.‎ ‎2.Presentation:‎ Show the picture of 1a.‎ T:Look at the picture of 1a.Can you see what the students are talking about?(Get Ss to guess the picture.)‎ T:Yes.They’re talking about the letters and colors.(Write “color” on the blackboard and explain it.)Read “color” and “What color is it?”‎ ‎[设计意图]　老师通过复习上一节课的内容自然过渡到本单元的内容,引导学生观察教材的主题图,导入本单元的颜色词的学习。‎ Leading in 【情景2】‎ ‎1.Warming up by reviewing letters A—R quickly.‎ ‎2.Show the picture of 1a.‎ T:What are they talking about?‎ Ss:…‎ T:They’re talking about colors.‎ The teacher writes “color” on the blackboard.Lead the class to read the word “color” and the topic sentence of the unit “What color is it?”‎ ‎[设计意图]　教师从复习学过的字母开始,通过出示有颜色的字母,带领学生进入谈论物品颜色的语境,自然引出下面的教学内容。‎ StepⅡ.Matching and learning (1a)‎ ‎1.Match the letters with the colors.‎ T:Now,boys and girls.Please open your books and read the topic words of this unit:What color is it?‎ Ss:What color is it?‎ T:Good.Look at the picture.The eight letters have eight colors.What are their colors?Please match the letters with the colors.‎ ‎2.The teacher writes the new words of the colors on the blackboard.Teach the new words.‎ T:Read these words,please.(Teach colors.Ss read and learn the words.)‎ T:Now look at these color cards.Can you say what color it is when I show it?(Show each color card to the Ss.Ss say the color.)‎ The teacher asks some other things and lets the students to practice the new words of colors.‎ Point out that we don’t say “It’s a black.”‎ ‎4.T:Let’s chant.‎ ‎[设计意图]　创设情景辅助单词教学,将颜色卡片与表示颜色的形容词在形象上形成搭配,再将颜色与单词的读音搭配对其进行确认、学习,由易到难,层层递进,从直观到抽象,学习生词。‎ StepⅢ.Listening activities (1b-1c)‎ ‎1.Before listening Read the words on the blackboard again.‎ ‎2.Play the tape for the students to listen and circle the letters they hear.Just listen and learn how to ask colors.Pay attention to the pronunciation and intonation.‎ ‎3.Listen and repeat.‎ 160‎ T:Now this time,I play the tape,please listen and repeat.When you say “that”,please use your finger to point to that.(Ss repeat after the teacher.)‎ ‎4.Role-read the conversations in the picture.And then the teacher writes the model sentence patterns on the blackboard.‎ Ss practice in their seats and then the teacher asks some pairs to show in class.Some students may make mistakes like “What’s color is it?” or “It’s a yellow.” The teacher should remind those.‎ ‎[设计意图]　此项活动帮助学生运用语境,先听后说,让学生接触地道的英语,然后模仿语音语调,创设语境练习对话,熟练地掌握颜色词进行目标语言的训练。‎ StepⅣ.Listening activities (2a-2b)‎ ‎1.Show the eight letters.Write both the capital and small letters.‎ T:Look at the last 8 letters.These are printed letters,the capital ones and the small ones.Please listen and then repeat after the teacher correctly and clearly.‎ The teacher plays the recording one letter by one,and pauses for the students to repeat.For the second time,the teacher plays all the 8 letters,and then the students repeat from S to Z.The teacher should make sure the students can pronounce them correctly in order.‎ ‎[设计意图]　从听到说,让学生学会字母的正确读音,记住字母表的顺序。‎ StepⅤ.Writing activities (2c-2d)‎ Use the three-lined paper.‎ T:Look at these letters in 2c.They look differently from those in 2a.We know they are in handwritten forms.‎ Ss:Yes.‎ T:Let’s learn to write them.We write English letters in the three lines.Please look carefully.We must know which lines the strokes of each letter touch.　All the capital letters are in the upper two lines.And see how I write.‎ ‎(The teacher draws the letter grid on the black-board and tells the stroke orders of S and s.)‎ ‎[设计意图]　通过观察比较书写体与印刷体的不同。教会学生按正确的笔划顺序书写,为后面的单词书写做准备。‎ StepⅥ.Talking activities ‎1.T:(Show the pictures of 2e.)What do these mean?Where can you see them?Yes.S means small,M means medium and L means large.We see them on clothing labels.Read it aloud.‎ Ss:S/M/L.‎ T:What is this?Most boys may be interested in UFO.What does it mean in Chinese?‎ Ss:“不明飞行物,飞碟”。‎ T:It’s “Unidentified Flying Object”.You can see it in a story about spaceships.‎ T:All of us may know this sign.In UK,they have BBC.We have CCTV.Please read it.OK?‎ Ss:CCTV.‎ T:We watch CCTV news at 7:00 in the evening.Do you know any other TV?(Get Ss to say and collect Ss’ answers.)‎ ‎2.T:Please say other abbreviations.Let’s share.‎ Ss work in small groups and then report to the class.The teacher collects the words and writes them on the blackboard.‎ ‎【Keys】　2e:S/M/L:small/medium/large.(You can see them on clothing labels.)UFO:Unidentified Flying Object.(You can see this in a story about spaceships.)CCTV:China Central Television (You can see this on television.It shows which channel/station you’re watching.)‎ ‎[设计意图]　要求学生从课本上的缩写词联想到日常生活中的字母缩略词,重在培养学生在平时关注英语字母在生活中的运用。‎ StepⅦ.Exercise Ⅰ.根据汉语意思补全单词中所缺的字母 ‎1.a r　d V(一个红色的V) ‎ ‎2.a y　ll　 S(一个黄色的S) ‎ ‎3.a gr　n Y(一个绿色的Y) ‎ 160‎ ‎4.a bl　 W(一个蓝色的W) ‎ ‎5.a bl　ck Z (一个黑色的Z) ‎ ‎6.a wh　te U (一个白色的U) ‎ ‎7.a p　ple X (一个紫色的X) ‎ ‎8.a br　n T(一个棕色的T) ‎ Ⅱ.今天学习了26个字母的最后　　　　个,它们是:　 ‎ ‎【Keys】　Ⅰ.1.e　2.e,ow　3.ee　4.ue　5.a 6.i　7.ur　8.ow Ⅱ.8,Ss,Tt,Uu,Vv,Ww,Xx,Yy,Zz ‎[设计意图]　以学评教、强化落实。精讲精练,当堂达标。当堂检测主要是由本节内容组成的形成性评价。‎ StepⅧ.Homework ‎1.Practice the conversations about colors.‎ ‎2.Write the 8 letters S—Z.‎ ‎3.Collect abbreviations.‎ ‎[设计意图]　加强口语练习,反复练习英语字母的规范书写,养成时时处处关注英语字母意思的良好习惯。‎ ‎　　Ss,Tt,Uu,Vv,Ww,Xx,Yy,Zz color　　　　　What’s this/that?‎ red It’s V.‎ yellow What color is it?‎ green It’s red.‎ blue S/M/L black UFO white CCTV purple ‎ brown ‎ 第二课时　3a-4d ‎1.记忆单词the,now,see,can,say,my;短语 the key,in phrase;缩写词ABC;元音字母A、E、I、O、U在重读开音节、闭音节中的不同发音。‎ ‎2.掌握询问及回答物品颜色的句型What color is it?It’s red.并能运用颜色词描述物品:The key is yellow.通过听力材料提供的语境,为物品的图片着色,并完成其他任务。‎ ‎3.掌握英文26个字母的发音、顺序及书写。学习总结5个元音字母的发音规律。‎ ‎4.在愉快的氛围中,培养学生学习英语的兴趣。‎ ‎1.学习、运用描述物品颜色的英文单词和陈述句The key is yellow.等。‎ 160‎ ‎2.复习26个英文字母。观察、总结元音字母U在重读开音节、闭音节中的不同发音:/juː/ /uː/和/ʌ/。总结5个元音字母的发音规律。‎ ‎3.先听后说,运用听、涂、说、填、唱等方法训练字母、单词和句型,掌握目标内容。‎ ‎1.学会运用表示颜色的形容词。学会英文26个字母。‎ ‎2.学会运用描述物品颜色的陈述句。‎ ‎3.掌握元音字母A、E、I、O、U在单词中的读音。‎ 本课时的教学内容是人教版七年级英语第三预备单元的第二课时,重点在于引导学生通过听力材料理解语境,从描述物品的颜色开始,边听边做,学会描述物品颜色的陈述句。以活动引起学生的兴趣,以听和说为主,配合涂色和填空的任务,学会运用目标词汇和句子。引导学生注意观察、总结元音字母的读音特点,学习5个元音字母的发音规律。因此,教师可以将知识目标定为掌握本课时出现的单词、描述物品颜色的陈述句,了解5个元音字母在重读开音节和闭音节中的读音。情感目标定为要求学生积极参与学习活动,培养良好的学习习惯和兴趣。‎ 设计教学PPT,录音机,多媒体,制作3a部分的插图和人物对话课件,单词和音标卡片等。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ Greet the class,saying “Good morning”.Then show real things or pictures of colored things,and make conversations with the students.‎ ‎[设计意图]　老师利用色彩鲜明的图片复习上节课句型。从物品的英文名称到单词的拼写,再到物品的颜色,一气呵成,自然入境。为接下来的听力活动做准备。‎ Leading in 【情景2】‎ Greet the class and review the letters S—Z.‎ ‎[设计意图]　由吟唱颜色的游戏复习字母和单词,直接导入谈论颜色的语境,为下一步的听力活动做准备;教会学生抓关键词的听力方法。‎ StepⅡ.Listening activities (3a-3b)‎ ‎1.Pre-listening activities T:Now,boys and girls.Please open your books and look at 3a.Do you have color pens or pencils?I have some color chalks.(Show some color chalks.)Listen to the conversations and color the things.(Explain how to finish the task.)‎ ‎2.While-listening activities T:Now listen to the conversations carefully.I’ll play the tape three times.For the first time,just listen and pay attention to the time.You can write down something quickly and simply and do not miss the words.‎ ‎(Ss listen for the first time.This time just listen and pay attention to the pronunciation of the new words and the intonation of the greetings.Help them to get the main information,like this:key—yellow,ruler—blue,cup—red.)‎ T:Now for the second time,please listen and color the things.(Ss color the pictures.Check in their work.)‎ T:Now,please show me your pictures.Good.The key is yellow.The ruler is blue.The cup is red.‎ ‎3.T:Now please listen to the conversations for the third time.Complete the sentences in 3b.‎ The teacher writes the sentences on the blackboard and leads the class to read aloud.‎ T:Read the sentences,please.‎ The teacher should explain the statement.‎ 160‎ ‎☆教材解读☆‎ The key is yellow. ‎ ‎◆这是一个陈述句,用来叙述一件物品的颜色。它的顺序与汉语句子的顺序差不多,即: 主语+动词+其他。The key(主语)is(动词)yellow(表语)。英语句子中系动词后面的叫表语,表示主语的情况。‎ ‎◆在英语中名词的前面需要用冠词。a/an是不定冠词,表示“一”,泛指或第一次提到一个物品。the叫定冠词,表示“这,那,这些,那些”,特指某个人或物品。‎ The ruler is blue.尺子是蓝色的。(指的是图片中的那把尺子,不是其他的尺子。)‎ That is a cup.The cup is red.那是一个茶杯。(那个)茶杯是红色的。‎ ‎4.Post-listening activities Ask the students to read the sentences in 3b again.‎ ‎[设计意图]　听力前的活动为学生创设情景,导入听力内容,要求学生边听边记,又不能影响听的内容,第一遍听大意,第二遍答题,第三遍听后复述,朗读,层层递进,由易到难,教会学生听力训练的方法。‎ StepⅢ.Listening activities (3c)‎ ‎1.Pre-listening activities ‎2.T:Now listen to the conversation again and what things are they talking about? ‎ ‎(Ss listen and write the things in the chart.)‎ Ss listen again and finish the task.‎ ‎3.Reporting to class.‎ T:Please report what you write to the class.Like this:The jacket is brown.Pay attention to “the”.(Ask three students to report.)‎ ‎4.The teacher shows the conversation by playing PPT and leads the Ss to read the conversation.Ask about the topic sentences in the conversation.Then make a dialogue with a student as a model.‎ ‎　　[设计意图]　让学生先了解听力的任务,猜测大致的内容,再将听力任务分解,让学生一步步地完成听力任务,并进行口语练习,养成学以致用的好习惯。‎ StepⅣ.Writing activities Show the keyboard of the computer.‎ ‎2.T:Now let’s play a game to see who can find the ABCs quickly.One student says the letters one by one in the alphabetical order.The other student points to the key with the letter on the keyboard.‎ Ss play the game in groups,one saying letters in the order,another pointing where it is on the keyboard and the others seeing if he/she does correctly and quickly.Then exchange the roles.‎ ‎3.Writing the ABCs.‎ T:These are capital letters.Please write their small forms next to them.(Ss write.)Please check your writing each other.‎ Ss give their work to each other and check the letters.‎ ‎4.Games T:(Give the cards with small letters to the Ss.)Now I have capital letters and you have small letters.Let’s play this game.I show a capital letter and you show its small form.‎ Play the game with the class.‎ T:OK.let’s play another game.This time,I say a letter,you must say the letter before it and after it.For example,I say “G”,you should say “F,H”.Understand?‎ Ss:Yes.(Play the game.)‎ ‎[设计意图]　用电脑键盘图片激活信息,让学生先找出26个字母在键盘上的位置,再要求学生写出英语26个字母的小写形式,最后通过游戏巩固字母的大小写和顺序。‎ StepⅤ.Singing the ABC song (4b)‎ 160‎ ‎1.T:Look at the letters and the words.Let’s read them out.(Get students to read and correct their mistakes in pronunciation.)‎ ‎☆教材解读☆‎ ‎…now you see,I can say my ABCs. ‎ ‎◆see是“看见,见到”的意思,读音与字母C相同。‎ ‎ Nice to see you.见到你很高兴。‎ See you!再见!‎ ‎◆can表示“会,能”,与动词一起使用,如: can say“会说”,can sing“会唱”。ABCs意思是“字母,字母表”,也是“基础知识,入门”的意思,如:the ABCs of computer“计算机入门”。‎ ‎2.T:Now,let’s listen to the ABC song.You can sing along with the recording lightly.(Play the tape.)‎ T:Now listen again and learn to sing after the teacher.‎ Ss learn to sing the song.‎ T:Let’s have a competition.Boys sing once and then girls sing once.‎ Ss have a competition to sing the song.‎ ‎[设计意图]　通过读字母歌歌词,听、唱字母歌,背诵字母表,以比赛的方式激发学生参与的热情,活跃课堂气氛。‎ StepⅥ.Pronunciation (4c)‎ ‎1.Vowel letters and consonants.‎ ‎2.The sounds of U.‎ T:What is the pronunciation of the vowel letter U in the words?Now please look at the chart,read the words and say.(Help the class to read the words and sum up the sounds of U.)‎ Ss:/juː/,/uː/ and /ʌ/.‎ Then the teacher adds some words to the groups./juː/ use,huge;/uː/ June,rule,clue;/ʌ/ but,fun,cut,run,bus.‎ The teacher writes the English sounds on the blackboard,teaches them to read aloud them.‎ ‎3.Listen and repeat T:Now please listen and repeat after the teacher in the recording.Try to pronounce each letter and word clearly and correctly.‎ ‎[设计意图]　引导学生学习、总结5个元音字母以及它们在重读开音节和闭音节中的读音,同时教师提示讲解,要求学生掌握发音规则,归纳26个字母所包含的元音音素,养成良好的习惯。‎ StepⅦ.Chant (4d)‎ ‎1.T:Listen to the chant.What is it about?(Play the tape.Ask what does “A in Grace” mean?)‎ Ss:(Help Ss to know.)In the word Grace,the letter a is pronounced as the sound of the letter itself / eɪ /.‎ ‎2.Play the tape again.Ss listen and follow it.‎ ‎3.Listen and sing along.Practice the chant more.‎ ‎[设计意图]　帮助学生通过歌唱记忆5个元音字母在单词中的读音,使学生更感兴趣。‎ StepⅧ.Exercise 选出画线部分的读音不同的一项 ‎1.A.map　 　B.black　　C.what　　D.thank ‎2.A.evening B.yellow C.red D.pen ‎3.A.quilt B.white C.this D.in ‎4.A.no B.OK C.orange D.oh ‎5.A.cup B.blue C.you D.ruler ‎【Keys】　 1.C　2.A　3.B　4.C　5.A ‎[设计意图]　以学评教、边学边练、加深记忆。当堂检测主要是由本节内容组成的形成性评价。‎ 160‎ StepⅨ.Homework ‎1.Practice asking things and their colors.‎ ‎2.Make conversations with your partners.‎ ‎[设计意图]　加强口语练习,反复操练,养成经常运用所学内容的良好习惯。‎ ‎　　The key is yellow.‎ The ruler is blue.‎ The cup is red.‎ What’s this in English?‎ It’s a jacket.‎ Spell it,please.‎ J-A-C-K-E-T.‎ the,a,an this,that A　/ eɪ //æ/‎ E　/iː/ /e/‎ I　/ aɪ  / /I/‎ O　/əʊ/ /ɒ/‎ U　/juː/ /uː/ /ʌ/‎ 教学反思：本单元将在前两个单元的基础上继续学习字母Ss—Zz,同时集中回顾、梳理26个英文字母的读音、顺序和写法,总结5个元音字母的发音。本单元的语言功能是谈论物品的颜色,学习8个表示颜色的单词,以及询问和告知颜色的句型。在巩固本单元目标句型的基础上,融入上个单元学过的“确认物品的英文名称”以及“请求单词拼写帮助”的语言功能,要求学生对这些语言功能运用自如。‎ ‎ ‎ Unit 1　My name’s Gina.‎ 话题Topic 结交新朋友Making new friends 功能Functions ‎1.能够介绍自己的姓名Introduce yourself My name is…/I’m…/My first/last name is…‎ ‎2.能够简单地问候初结识的朋友Greet people Hi!/Hello!/Good morning!/Nice to meet you!‎ ‎3.能够询问和告知电话号码Ask for and give telephone numbers A:What’s your/his/her phone number?‎ 160‎ B:It’s…‎ 语法Grammar 一、能够正确使用 be动词的一般现在时的用法The simple present tense to be I’m Gina./My name is Gina.‎ A:Are you Tony?‎ B:Yes,I am./No,I’m not.‎ 二、能正确使用What引导的特殊疑问句询问对方姓名和电话号码(What questions)‎ What’s your name?‎ What’s your telephone number?‎ 三、能够正确使用下列形容词性物主代词Possessive pronouns my,your,his,her 词汇和常用表达 Words & expressions ‎1.能正确使用下列词汇Curriculum words(按词性排列)‎ 名词:name,telephone,phone,number,friend,China,school;‎ 代词:your,her,his,he,she;形容词:nice,first,last,middle;‎ 数词:zero,one,two,three,four,five,six,seven,eight,nine;‎ 动词:meet;其他:too,not,and,yes,no,to,Ms.‎ ‎2.能正确使用下列常用表达Useful expressions telephone number,phone number,first name,last name,middle school Nice to meet you!‎ 学习策略 Strategies ‎1.初步学习在听力和阅读过程中把握具体的信息 ‎2.懂得常见英语人名和电话号码 文化知识Culture ‎1.了解英语姓名小常识 ‎2.了解西方初次见面的礼节 三维目标 Three-dimensional target 知识与 技能 ‎1.能掌握以下单词:name,nice,to,meet,too,your,Ms.,his,and,her,yes,she,he,no,‎ not,zero,one,two,three,four,five,six,seven,eight,nine,‎ telephone,number,phone,first,last,friend,China,middle,school ‎2.熟练掌握单元短语: telephone number/phone number,first name,last name,middle school,in China 三维目标 Three-dimensional target 知识与 技能 ‎3.能掌握以下句型:‎ My name’s Gina.‎ A:What’s your/his/her/name?‎ B:(I’m)Alan./He’s Eric./His name’s Eric./She’s Mary./Her name’s Mary.‎ A:Hello,Alan.I’m Ms.Brown.‎ B:Nice to meet you.‎ A:Are you Helen?‎ B:Yes,I am./No,I’m not.I’m Gina.‎ ‎4.了解以下语法:形容词性物主代词my,your,his,her的用法;be 动词的一般现在时的用法:含am,are,is的肯定句、否定句和疑问句;What开头的询问姓名和电话号码的疑问句的构成和回答。‎ ‎5.学会询问对方的姓名、电话号码和初次见面的问候语。‎ ‎6.理解缩略词what’s,name’s,I’m,she’s,he’s的意思并掌握读音。‎ 过程与 方法 ‎1.通过师生问答、两两对话、角色扮演等多种言语交际活动,培养口语交际能力和在日常生活中运用英语的能力。‎ 160‎ ‎2.通过图片提供语境,运用实际例子,感知、学习 What’s your name?My name’s…句型,从而引出本单元的话题。创设情境学习、操练What’s your phone number?It’s…,学生运用自己真实的信息提出、解答问题,借助多媒体来提高学生的主动性。‎ 情感态度 与价值观 ‎1.学会礼貌地询问姓名,了解英语姓名小常识。‎ ‎2.了解西方人初次见面的话语和礼节,学会与他人交往。‎ ‎3.培养学生说英语的兴趣。‎ Section A 概述 ‎1.本部分以图片提供情景,帮助学生进入结识新朋友的语境,自然地在该语境中学习自我介绍、与人打招呼以及介绍他人的相关词汇和句型。1a-1c通过图片以及听力训练的方式创设语境、引入本单元的话题,学习的重点是英语中打招呼及自我介绍的重点词汇和基本句型的认知。学生听录音跟读对话,并模仿对话,在同学之间相互问候。内容是:What’s your name?My name’s…I’m…Nice to meet you.Nice to meet you,too!等。‎ ‎2.2a-2c是听力训练和分角色对话,在第1部分的基础上以听力形式拓展、巩固单元重点句型,学习询问和回答第三方姓名的句型,如:What’s his name?His name’s Tom。‎ ‎3.2d部分角色扮演包含了所有的核心内容,要求学生学会、模仿并运用,对学生提出综合应用语言能力的要求。‎ ‎4.语法框里呈现了用于询问姓名的重点句型What’s your/his/her name?Is he Jack?Are you Helen?以及不同的回答方式,其中包括省略回答,如:Alan.和完整的陈述句,如: I’m Alan./My name’s Alan.等。‎ ‎5.3a-3c 部分分别对语法部分内容进行训练,巩固运用本单元话题的能力。3a活动要求连词成句,并完成对话,巩固特殊疑问句和一般疑问句的结构,3b要求根据语境补全对话,进行语言交流活动,3c通过游戏训练形容词性物主代词的用法,学生介绍自己和介绍他人,进行人称转换。‎ 教学 目标 ‎1.学会be动词随人称的不同发生相应变化成am,are,is,以及简单的肯定句、否定句和疑问句的构成。‎ ‎2.学会使用形容词性物主代词,比较物主代词与人称代词的不同。‎ ‎3.完成听说练习,掌握自我介绍、询问对方和第三方姓名,学会与初次见面的朋友打招呼、问候和询问基本信息的句型,进行英文交际。‎ Section B 概述 ‎1.Section B在Section A的基础上进行话题内容拓展,丰富了语言输入。1a-1c的听说活动重点是询问和回答电话号码,从词汇(数字0-9)到What’s your telephone number?It’s 281-9176.自然过渡。‎ ‎2.1d-1e听力练习,将问候、介绍、询问姓名及电话号码等内容有机结合,使目标语言不仅得到重复,还得到提升。1f是游戏活动,学生在有趣的活动中练习目标语言,巩固询问和告知电话号码的句型。‎ ‎3.2a-2c 以阅读活动为主,让学生在语篇中学习和巩固本单元的目标语言。2a是读前活动,学习并体会英文的姓和名的构成特点,体会英、汉姓名之间的差异。2b是让学生通过语篇的阅读,获取英文姓名和电话号码等个人信息。2c是读懂2b后的细节捕捉,并进行逻辑推理,思维拓展。‎ 160‎ ‎4.3a-3b 是写作训练,要求学生在前面听、说、读的基础上,通过阅读ID card 上的信息,完成句子,做书面表达,然后仿写、制作自己的名片,完成写作练习。‎ 教学 目标 ‎1.学会数字0-9,掌握询问和告知电话号码的句型。‎ ‎2.能够读懂和填写学生卡信息。‎ ‎3.通过英汉姓名的对比,感知它们之间的差异。‎ Self Check 概述 ‎1.活动1结合生活中的一些特殊的电话号码,要求学生写出数字0-9的英语单词。‎ ‎2.活动2复习本单元初次见面的打招呼用语、自我介绍和介绍第三方用语、询问姓名和电话号码等目标语言,将问句和答语配对,组成对话。‎ ‎1.学会使用My name’s…和I’m…进行自我介绍,会用What’s your/his/her name?询问对方和第三方姓名,并且能够正确回答这些问题。‎ ‎2.掌握与初次见面的朋友打招呼的句型,记住数字0—9和询问电话号码等基本信息。‎ ‎3.通过英汉姓名的对比感知它们之间的差异。‎ 第一课时:Section A　1a-1c 第二课时:Section A　2a-3c 第三课时:Section B　1a-2c 第四课时:Section B　3a-Self Check 教学 目标 单词 卡片 名词:name,telephone,phone,number,friend,China,school 动词:meet ‎ 代词:your,her,his,he,she 形容词:nice,first,last,middle 副词:too,not 数词:zero,one,two,three,four,five,six,seven,eight,nine 其他:and,yes,no,to,Ms.‎ 短语 归纳 telephone/phone number电话号码;first name名字;last name姓;middle school中学,初中;in China在中国 教学 目标 句型 集锦 ‎1.What’s your/her/his name?‎ ‎2.My name’s Gina.‎ ‎3.Nice to meet you.‎ ‎4.Nice to meet you,too.‎ ‎5.What’s your/her/his telephone number?‎ ‎6.It’s 281-9176.‎ ‎7.A:Is he Jack?‎ B:Yes,he is./No,he isn’t.His name’s Mike.‎ ‎8.A:Are you Helen?‎ B:Yes,I am./No,I’m not.I’m Gina.‎ 重点 语法 一、动词be(am,are,is)的一般现在时,what-疑问句和一般疑问句的构成和回答。‎ 二、人称代词和形容词性物主代词。 ‎ 160‎ 第一课时　Section A 1a—1c ‎1.记忆单词 name,nice,to,meet,too,your,Ms.;短语 good morning,nice to meet you;缩写词 what’s,I’m,name’s。‎ ‎2.掌握和运用介绍自己、询问他人姓名以及问候他人的交际用语,掌握句型:‎ ‎—What’s your name?‎ ‎—I’m …/My name’ s …‎ ‎—Nice to meet you!‎ ‎—Nice to meet you,too.‎ ‎3.能使用人称代词I,you和物主代词my,your。‎ ‎4.通过听力训练,两人一组合作角色扮演的方式,在情景交际中练习语言点,提高英语听说能力。‎ ‎5.能礼貌地与人见面、打招呼,友好相处。‎ ‎1.学会运用问候他人的用语:Good morning/afternoon/evening.Nice to meet you!‎ ‎2.学会自我介绍的句型 My name’s…/I’ m…‎ ‎3.学会询问他人的名字以及回答 What’s your name?My name’s…‎ ‎4.初步学会使用形容词性物主代词my和your。‎ ‎1.正确使用形容词性物主代词 my和your。‎ ‎2.人称代词和物主代词的正确使用,英文人名的男性、女性和形容词性物主代词的正确分辨、搭配使用。‎ 设计教学PPT,录音机,多媒体,相应的插图,本课时复习词汇用的物品图片。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ Warm up by reviewing the words.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ 160‎ The students may write these words:map,key,pen,orange,jacket,ball (basketball),…Finish Activity 1a.‎ ‎[设计意图]　利用学生学过的内容,轻松进入语境,利用图片信息,由复习巩固前三个单元的单词,自然过渡到见面问候的新话题。‎ Leading in 【情景2】‎ T:(Greet the class.)Hello,everyone!Good morning/afternoon!‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:Do you remember how to greet people?(你还记得如何与他人打招呼吗?)‎ T:Good.Now look at the picture in 1a.These people are greeting.Who are they?‎ Finish Activity 1a.‎ ‎[设计意图]　运用日常用语创设语境,利用所学的知识,导入单元内容学习。‎ StepⅡ.Listening (1b)‎ ‎1.Before listening T:These boys and girls are new in the school.They don’t know each other very well.They want to know others’ names.Listen to the recording,please.Who are talking?Listen to the three conversations and number them in 1b.‎ Play the recording of the conversations.Get the Ss to number the conversations.‎ ‎2.While listening Play the first conversation.‎ T:Who is speaking?Can you say the names?‎ ‎☆教材解读☆ 1.My name’s Gina. My name’s “我的名字叫(是)……”,my是形容词性物主代词,my的意思是“我的”,不是“我”,它的后面必须有个名词,而名词前面不能有a,an,the,this,that,these,those等词。 my book我的书　my name 我的名字 This is a ruler.It is my ruler.这是一把尺子。它是我的尺子。 【注意】　指“我”这个人时,英语说I,指我的东西时说my …,因此,“我的名字”我们不能说I name。　　2.I’m Jerry. I’m是I am的缩写形式,意思是“我是……”,在介绍自己的名字时,意思等于My name’s…。在口头用语中,人们常常把两个词说在一起,书写时用符号“’”代替被省略的字母。缩写词中的符号 “’”写在字母的上方,不是像逗号那样写在下方。 I’m=I am(我是) my name’s=my name is(我名字是) what’s=what is(是什么) 3.—Nice to meet you! —Nice to meet you,too. 这是人们初次见面时的问候语,意思是“很高兴见到你(认识你)”,或翻译成“认识你真高兴”。回答的句子与问候的句子相同,即Nice to meet you,too!(认识你我也很高兴!)。英语的too“也”位于句子末尾处,并用逗号与句子隔开。 The key is yellow.The ruler is yellow,too.钥匙是黄色的。尺子也是黄色的。 4.What’s your name? 这是一个特殊疑问句,由what开头。疑问句的词序与汉语的词序不同,注意is的位置在主语your name 之前。汉语的词序是“你的(Your)名字(name)是(is)什么(what)?”。 我的(My)名字(name)是(is)吉娜 (Gina)。 【拓展】　(1)What’s your name(,please)?是询问对方的姓名用语。一般认为,直接询问别人的名字是不太礼貌的。因此,要想知道别人的名字,最好先进行一下自我介绍。 My name’s Gina.What is your name,please?我叫吉娜。请问你叫什么名字? (2)回答What’s your name?这个问句时,可以用My name’s …,也可以说I’m …。 5.Ms. ◆Ms.后接女士的姓,用于称呼不知是否结婚的女士。 ‎ 160‎ ‎◆Mr(……先生)后接男士的姓,用于称呼男士。 ◆Mrs(……夫人)后接丈夫的姓氏,用于称呼已婚女士。 ◆Miss(……小姐)后接未婚女士的姓,称呼未婚女士。 ‎ ‎[设计意图]　运用课本插图,做听力训练时先整体感知,然后再对局部细节内容精听精解,让学生既得到听力训练,又能从中学会语言表达。‎ StepⅢ.Post-listening Activities After listening to the three conversations,get the class to read them aloud.‎ Ss practice greeting in pairs and in small groups.Then ask pairs of students to act out the conversations in class.Please use your own names.‎ ‎[设计意图]　学生在听了细节之后,朗读巩固,总结要点后通过实际的姓名训练对话,培养学生的听说能力。‎ StepⅣ.Names writing T:How do we write our names in English?We use the capital forms for the first letter of the first name and the last name.For example,Li Yongmei.Now please write your names in your books.‎ ‎[设计意图]　要求学生学会用英语书写自己的汉语姓名,注意大、小写字母的运用。‎ StepⅤ.Exercise Ⅰ.写出下面缩写词的完全形式 ‎1.what’s　　　　　　2.I’m 　　　　  3.name’s 　　　 ‎ Ⅱ.根据句意及首字母提示补全单词 ‎1.H　　　　!I’m Mary. ‎ ‎2.My n　　　　 is Gina. ‎ ‎3.My n　　　　 Amy. ‎ ‎4.W　　　　 your name? ‎ ‎5.Mary is a n　　　　 girl. ‎ ‎6.What’s this i　　　　 English? ‎ ‎7.Nice to m　　　　 you,Eric. ‎ ‎【Keys】　Ⅰ.1.what is　2.I am　3.name is Ⅱ.1.Hello/Hi　2.name　3.name’s　4.What’s　5.nice　6.in　7.meet ‎[设计意图]　以学评教、强化落实。当堂检测构成了本节内容组成的形成性评价。‎ StepⅥ.Homework ‎1.Practice greeting dialogues with your group members after class.‎ ‎2.Copy and learn the new words.‎ ‎[设计意图]　口头练习和单词记忆相结合,同时注重语言知识的操练。‎ ‎　　1.My name’s Gina.　　　　　　　　　‎ 缩写形式: ‎ ‎2.I’m Jenny. What’s=What is　I’m=I am　name’s=name is ‎3.—Nice to meet you! 人称代词:I,you ‎ ‎—Nice to meet you,too. 形容词性物主代词:my,your ‎4.—What’s your name? too 也 ‎—My name is…(My name’s …)‎ 教学反思：本课时的教学内容是人教版七年级英语第一单元的第一课时,重点在于引导学生观看图片,理解语境,从新学期上学见面问候开始,自然地导入相互询问和回答姓名,上午问候语Good morning!以及见面问候Nice to meet you.。以活动引起学生的兴趣,任务以听和说为主。引导学生复习学过的英语单词,同时在对话中学习新的单词。因此,教师可以将知识目标定为掌握本课时新出现的单词,询问和回答姓名的句型和问候语。情感目标定为培养学生的学习习惯和兴趣,学会有礼貌地与他人交往。‎ 160‎ 第二课时　Section A 2a—3c ‎1.记忆单词 his,and,her,yes,she,he,no,not;短语 his name;缩写词 he’s,she’s,isn’t。‎ ‎2.学会运用介绍自己、询问他人姓名和问候语的句型。‎ ‎—What’s your name?‎ ‎—I’m…/My name’s…‎ ‎—What’s his/her name?‎ ‎—He’s/She’s…/His/Her name is…‎ ‎—Nice to meet you!‎ ‎—Nice to meet you,too.‎ Are you…?‎ Is he/she…?‎ ‎3.能够使用人称代词I,you,he,she和物主代词my,your,his,her。‎ ‎4.通过听力训练,两人一组合作和角色扮演的方式,在情景交际中练习语言点,提高英语听说能力。在游戏中轻松学习英语。‎ ‎5.能礼貌地与人见面、打招呼,友好相处。‎ ‎1.复习、运用询问姓名的英语:What’s your/her/his name?Are you…?Is he…?Is she…?复习、运用初次见面问候语:Nice to meet you!‎ ‎2.总结、运用形容词性物主代词my,your,his,her…。‎ ‎3.学习、总结含be动词的一般疑问句和what开头的特殊疑问句的构成及回答。‎ ‎1.正确使用形容词性物主代词 my,your,his和 her。‎ ‎2.be动词(am,are,is)的一般疑问句的构成、语音、语调及其简略回答,what开头的特殊疑问句的构成及其回答。‎ 设计教学PPT,录音机,多媒体,相应的插图,3a部分单词卡。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ Warm up by reviewing the conversation in 1b.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:(Show the conversation in 1b and ask Ss to role play.)One plays A and the other plays B.‎ 160‎ Ask the class to recite the conversation.‎ ‎[设计意图]　通过游戏的形式复习对话,轻松进入语境,利用语言逻辑信息,引导学生注意到疑问句及其回答。第一遍让学生说出对话的上句或问句,第二遍要求学生说出答语,让背诵变得容易。 ‎ Leading in 【情景2】‎ T:(Greet the class and review the conversations.)‎ Hello,everyone!Good morning/afternoon!‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:(to each student)Hello!My name’s Mr.X.What’s your name?‎ S1:I’m…/My name’s…‎ T:Nice to meet you.‎ S1:Nice to meet you,too.‎ The teacher points to another student and asks about his name and revise the conversations in 1a and 1b.‎ ‎[设计意图]　通过实际姓名问答的语境,带领学生复习所学的知识,总结询问姓名的句子,为后面部分的学习和训练做准备。‎ StepⅡ.Listening (2a)‎ ‎1.Before listening T:Please look at the four pictures.What are the differences between them?Where are these people?And who are they?‎ Get the students to tell the details of the pictures.They can tell those in Chinese.‎ T:Picture 1:Two boys are talking at a bus stop.‎ Picture 2:Two students are talking about another two students at school.‎ Picture 3:A boy and a girl are in a school.‎ Picture 4:A teacher and her students are in class.‎ ‎2.Listening activities.‎ T:Listen to the conversation and tell which picture it is about.‎ Play the four conversations and get the students to listen to all the four conversations and then play the first conversation and number the picture.And go on with the others.‎ Then play the tape again.Ss number the pictures 1—4.‎ ‎3.After listening ‎(Show the picture.)‎ ‎4.Play a game.‎ T:Who are these people?Look at the names in the box of 2b.Let’s read the names together.(Ss read the names in the box aloud.)‎ T:Now listen to the conversations again.This time circle the names you hear.‎ Play the conversations one by one.Ss circle the names.‎ Play the recording again.Students check the answers.‎ The teacher should explain the key point.‎ ‎☆教材解读☆‎ Are you Mike? ‎ 此句中Be动词Are放在you的前面,表示疑问,构成一般疑问句。肯定回答时用Yes,I am.(注意不能缩写为I’m),否定回答是No,I’m not.。‎ ‎【Keys】　2a:3,2,1,4　2b:Eric,Alice,Bob,Mike,Jack,Mary,Ms.Miller ‎[设计意图]　学生在听力练习前,观察课本图片,激活背景知识,明确听力任务,扫除生词障碍。第一遍让学生听文章大意,第二遍听关键信息,然后再进行听力的相应活动,层层递进,由易到难,训练到位。听后设计一些问题,可以帮助学生理解和记忆,提高学习兴趣。‎ StepⅢ.Pair work(2c)‎ 160‎ T:Suppose we are new students in our middle school.I don’t know your names and you don’t know my name.We meet for the first time.Let’s make up a dialogue in pairs like those in the conversations.‎ ‎(Present or show the model dialogues and practice with one student.)‎ ‎2.Let all the students work in pairs.Practice the dialogues.Then ask three pairs to act out their dialogues.(2c)‎ T:Now make your own conversations with your partner in pairs.You can use your own names or your English names.‎ ‎[设计意图]　培养学生的积极主动性和大胆说英语的能力。‎ StepⅣ.Reading and role-playing ‎1.Ask Ss to close their books and listen to the dialogue.‎ ‎☆教材解读☆‎ Is he Jack? ‎ Is he Jack?是以is 开头的一般疑问句,其肯定回答为Yes,he is.否定回答为No,he isn’t.。‎ ‎【拓展】　He指男性,当问句的人物为女性时,问句是Is she …?答语为Yes,she is.否定回答为No,she isn’t.。‎ ‎[设计意图]　学生从朗读对话到分角色表演对话,培养学生的口头表达能力。要求模仿英语说话者的语音使学习更有趣,当堂掌握对话。‎ StepⅤ.Grammar Focus ‎1.(Play the PPT and get the students to read them aloud.)Please read the questions and answers about the names.‎ ‎2.(Learn the grammar.)‎ T:Look at these questions.How can you ask about names?‎ Ss:(We say)“What’s your/his/her name?”‎ T:Only say what-questions?‎ Ss:(We say)Are you …?/Is he/she …?‎ T:Yes.These are questions in English.What-questions are special questions and Are/Is/Am-questions are called simple questions or Yes/No questions.‎ The teacher writes the sentences on the blackboard and simply explains how to make a Yes/No question and a special question.‎ ‎[设计意图]　通过本单元的语言材料,帮助学生总结归纳英语语法要点,然后再对重点内容精听精解,易于学习和掌握。‎ StepⅥ.Practice (3a)‎ T:Now,can you make questions with these words on the cards?‎ Show the word cards in free orders.‎ ‎[设计意图]　用动画的形式展示句子的词序,让学生边看边说,让疑问句知识得到巩固。‎ StepⅦ.Practice (3b)‎ ‎1.Before the students do the practicing,the teacher should teach them how to deal with such exercises.They should read through the whole dialogue before they fill in each blank,though they are not full sentences.‎ ‎2.Ss work by themselves.‎ T:Please look at 3b (PPT).There are some blanks in the conversation.You must first read through the whole conversation and then fill in the blanks.It is a good habit to do this kind of work.‎ ‎(Get the students to finish the task.Then ask two pairs of students to read it out in class.)‎ T:Well done!Now please write down the words in the blanks.(After the students finish the task,the teacher shows the answers and reminds them of the capital letters when the words are at the beginning of a sentence.)‎ T:Are you right?The 3rd,4th,5th,6th and 7th are big letters because the 3rd,4th,5th and 7th are at the head of sentences and the 6th is a name.‎ ‎3.Reading aloud T:Now read the conversation.‎ T:Now practice with your partners in pairs until you don’t need to read.‎ ‎【Keys】　3b:what’s,name’s,Are,No,I’m,Bob,Nice,meet 160‎ ‎[设计意图]　自主完成任务,养成良好的学习习惯,注意学生的书写正确和书写习惯的培养,从口语到书写对学生进行有效的训练。‎ StepⅧ.A game ‎1.Divide the class into groups of four and each group contains boys ands girls.Explain how to play this game—remembering names as many as possible.‎ T:Now,let’s play a game to see who can remember the most names.First,four students make a group.Each chooses an English name for you and then the first one tells the group what the name is.The second student repeats the first name and then tells his or her own name;the third repeats the first and the second and tells his or hers own.And so on.Like this:(Play with two students as a model.)‎ ‎☆教材解读☆‎ 形容词性物主代词 my,your,his和her是形容词性的物主代词,相当于形容词用,即表示“某人的”,但是这些词不能像汉语那样单独使用。如汉语可以说“这本书是我的。”在英语里不能说成:This book is my.此时my的后面需要加一个名词。‎ This (book)is my book.这本书是我的书。‎ ‎[设计意图]　这是一个听、记、说的综合练习,可以帮助学生记忆听力的内容,注意正确使用形容词性物主代词,游戏可以帮助引起学生练习听说的兴趣。‎ StepⅨ.Summary and Assignment T:In this class,we must learn:(Show the language points.)‎ A:What’s her/his name?‎ B:Her/His name is…‎ A:Nice to meet you.‎ B:Nice to meet you,too.‎ A:Are you…?‎ B:Yes,I am./No,I’m not.‎ A:Is he Jack?‎ B:Yes,he is./No,he isn’t.He is…‎ my,your,his,her Exercise Ⅰ.翻译单词 ‎1.我是 　　　　　　2.你是 　　　　 ‎ ‎3.他是 　　　　　　4.她是 　　　　 ‎ ‎5.我的 　　　　　　6.你的 　　　　 ‎ ‎7.他的 　　　　　　8.她的 　　　　 ‎ Ⅱ.选词填空 ‎1.What’s　　　　(you,your,you’s)name? ‎ ‎2.　　　　(His,He’s,He)name’s Mike. ‎ ‎3.—　　　　(Am,Are,Is)your name Alice? ‎ ‎—Yes,it is.‎ ‎4.　　　　(She name,Her name,She’s)Jane. ‎ ‎5.—Is he Jack?‎ ‎—　　　　(No,Not),he is 　　　　(no,not). ‎ ‎【Keys】　Ⅰ.1.I am (I’m)　2.you are (you’re) 3.he is (he’s)　4.she is (she’s)　5.my　6.your　7.his　8.her Ⅱ.1.your　2.His　3.Is　4.She’s　5.No,not 160‎ ‎[设计意图]　加强基础知识的学习记忆,灵活运用知识,如Her name’s 与she’s,当堂检测构成了本节语法内容的形成性评价。当堂总结,当堂巩固,掌握语法要点。‎ StepⅩ.Homework ‎1.Practice asking names.‎ ‎2.Write the conversation in 3b on the exercise-books.‎ ‎[设计意图]　口头、书面练习和语法综合知识练习相结合,注重了语言知识的操练。‎ ‎　　How to make Yes/No questions and special questions.‎ Questions:‎ Are you Mike?‎ Is he Jack?‎ Is she Helen?‎ What’s your name?‎ What’s his name?‎ What’s her name?‎ Answers:‎ Yes,I am./No,I’m (I am)not.‎ Yes,he is./No,he isn’t(is not).‎ Yes,she is./No,she isn’t(is not).‎ My name’s (name is)Alan./I’m Alan./Alan.‎ His name’s Jack./He’s (He is)Jack.‎ Her name’s Jenny./She’s (She is)Jenny.‎ 教学反思：本课时的教学内容是人教版七年级英语第一单元的第二课时,重点在于引导学生观看图片,理解语境,相互询问、回答姓名,再过渡到询问第三人的姓名。以活动引起学生的兴趣,任务以听和说为主。因此,教师可以将知识目标定为掌握本课时新出现的第三人称代词和物主代词,询问和回答姓名的一般疑问句句型。情感目标定为培养学生的学习习惯和兴趣,学会有礼貌的问候语。‎ 第三课时　Section B 1a—2c ‎1.记忆单词;zero,one,two,three,four,five,six,seven,eight,nine,telephone,number,phone,‎ first,last,friend,China;短语:telephone number,phone number,first name,last name。‎ ‎2.能运用询问和回答他人电话号码、姓和名的句型:‎ ‎—What’s your telephone/phone number?‎ ‎—It’s 281-9176.‎ ‎—What’s your first name?‎ ‎—My first name is Alan.‎ ‎—What’s your last name?‎ ‎—My last name is Brown.‎ 160‎ ‎3.通过本课时的学习,熟记并能够使用0-9的英文读音和英语单词形式,运用数字问答电话号码;了解英语的姓和名的构成特点;了解英语姓名与汉语姓名的差异,学习更多的介绍他人和自我介绍的英语。‎ ‎4.在游戏中轻松学习训练,培养积极参与课堂活动的习惯。‎ ‎1.英文数字0-9的读音和拼写;知道英文姓名的构成特点,即first name(名)+ last name(姓氏);知道姓名单词的第一个字母大写。‎ ‎2.知道英文电话号码的读音和运用;能够运用what问句询问姓氏、名字及电话号码。‎ ‎—What’s your first name?‎ ‎—My first name is Gina.‎ ‎—What’s her last name?‎ ‎—Her last name is Smith.‎ ‎—What’s his telephone number?‎ ‎—It’s 382-5579.‎ ‎1.学习数字0-9,并能够记住其英文拼写,了解英文中first name和last name的概念。‎ ‎2.熟练地运用数字,听出、说出和记录有关电话号码的问句和回答的信息。‎ 设计教学PPT,录音机,多媒体,相应的图片或实物,一些电话号码卡片、一些英文姓名卡片和一个纸袋。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ Warm up by quickly asking each other names and greeting.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ After the students get into the English situation,come to teach the numbers in English.The teacher can use his mobile phone or show a telephone.‎ ‎(Show the mobile phone,or draw a telephone on the blackboard.)‎ T:My telephone number is 281-9946.(Repeat 281-9946)What’s your phone number?‎ ‎(Some students may say the numbers.Others may not.Then the teacher can teach 0-9.)‎ ‎[设计意图]　通过复习已学过的对话,轻松进入询问姓名的语境,再利用语言逻辑信息,教电话号码所需要的英语数字。‎ Leading in 【情景2】‎ After greeting and reviewing,the teacher directly uses real objects or pictures to teach the numbers 0—9.‎ T:Hello,everyone!Good morning/afternoon!‎ ‎[设计意图]　复习所学的单词,导入数字学习,运用实物或图片使教学更直观、形象化。‎ StepⅡ.Presentation ‎1.Play the PPT and teach the numbers 0-9.‎ T:Please look at the pictures and say the numbers.(Show the pictures by PPT.)‎ T:What’s this?It’s zero.Now read,please.‎ Ss:Zero,zero,zero.‎ T:This is one.Read,please.‎ 160‎ Ss:One,one,one.‎ T:Two.‎ Ss:Two,two,two.‎ Then,teach the numbers 3-9 in the same way.‎ StepⅢ Learning (1a)‎ ‎1.Learn the numbers 0-9 by listening to the correct pronunciation.‎ ‎[设计意图]　通过图片表达具体的数字,再与英文读音相结合,在学生头脑里形成直接的联系,避免学生将数字先转换成汉语的“一、二、三”后再想到英语读音。然后听力练习校对难读的数字,易于学习掌握。‎ StepⅣ.Listening practice (1b-1c)‎ ‎1.Before the students do the listening practice,the teacher should teach them the new words.Then teach them how to do the listening practice.‎ T:(Show the picture of a telephone.)What’s this in English?It’s a telephone.Now read it,please.‎ After that the teacher should emphasize something important and difficult.‎ ‎☆教材解读☆‎ ‎—What’s your telephone number,Li Xin? ‎ ‎—It’s 281-9176. ‎ 在英语中,我们询问别人的电话号码是多少时,用疑问词What开头,疑问句的构成如同询问姓名。‎ ‎—What’s his/her phone number?他的/她的电话号码是多少?‎ ‎—It’s 13901325896.是13901325896。‎ ‎【拓展】　回答这个问句时,用It代指telephone number。‎ ‎【Keys】　1b:278-6926‎ ‎[设计意图]　教会听力练习的方法。在学生做听力练习时,要养成先听、后看,先整体、后细节的习惯。‎ StepⅤ.Practice (1d-1e)‎ ‎1.T:Look at 1d.Listen to four conversations and match the names with the telephone numbers.You should listen to each conversation and match the names with the phone numbers.‎ After that the teacher should emphasize something important and difficult.‎ ‎☆教材解读☆‎ 英文中的电话号码的构成和读音 ‎ 在英、美等国家,人们通常在说电话号码时,用“-” 将一个座机号码分为两个部分。在朗读电话号码时,0读成英语字母“o”的音,0作为单个数字时,读作zero。‎ ‎【Keys】　1d:1c,2d,3b,4a ‎1e:a.929-3160　b.398-6149　c.278-7928　d.555-8024‎ ‎[设计意图]　这是一个听、说和写的综合练习,要教会学生做听力练习的方法,养成好的习惯。先听后说,边听边学语言知识。‎ StepⅥ.A Game(1f)‎ T:Now write your own telephone numbers and put them in this paper bag.Let’s play a game.‎ ‎(Ss write and put the pieces of paper into the bag.Then the teacher does it with a student as a model.)‎ T:(Ask the student to take out a piece of paper with a telephone number.)What’s your telephone number?‎ Ss:It’s…/My phone number is…‎ T:This is your phone number.Here you are.‎ Then students play the game in small groups.‎ ‎[设计意图]　当堂训练、巩固、询问和回答电话号码的英语句子,熟练地运用数字表达电话号码。‎ StepⅦ.Learning English names (2a)‎ ‎1.(Teach the new items.)T:What’s your name?Write your Chinese names on a piece of paper.Look at the English names on the blackboard.Are they different from your names?‎ 160‎ ‎(Play the PPT and show the differences between a Chinese name and an English name.)Please look at these names:‎ Then the teacher should emphasize something about English names.‎ ‎☆教材解读☆‎ ‎1.英语国家的姓与名 在英语中,人们的姓名通常包括两个部分:即姓氏和名字。但是,英文姓名的顺序与汉语姓名的顺序不同。汉语中“姓”在前面,“名”在后面,而英语中的姓名顺序正好相反,即“名”在“姓”的前面。‎ Bill Gates(比尔·盖茨)Bill是他的“名”,Gates是“姓”,同样,美国前总统Bill Clinton中Clinton是姓。汉语中“周杰伦”的姓“周”在前面,而他的英文名字Jay Chou的姓“Chou”则放在了名“Jay”的后面。‎ ‎2.英语国家对人们的称呼 在非正式场合或者熟人之间,人们往往直接喊名字,并不带姓氏。‎ Bill,please come here.比尔,请来这儿一下。‎ ‎【拓展】　但在正式场合或陌生人之间,称呼别人时,要在人们的姓氏前面加上Mr.(先生),Mrs.(夫人,太太)或Ms.(女士)。‎ Mr.Black布莱克先生 Ms.Green格林女士 ‎【Keys】　2a:Last names:2.Green　3.Miller　7.Smith　8.Brown　9.Zhang First names:1.Alan 4.Mingming 5.Gina　6.Jack　10.Mary ‎[设计意图]　通过英汉姓名的对比,感知它们之间的差异,再学习first name/last name等生词。然后通过口语练习加深记忆,掌握所学的知识。‎ StepⅧ.Reading (2b)‎ ‎1.Before reading T:Look at the three photos.What information can we get from the pictures?Yes.We can see they are in very good relationship.They are friends.(Write and teach the new word “friend”.)‎ Ss:Friend.‎ T:(Show Picture A.)And one girl is not like the others.She is from China.(Teach the word China using the picture of China.)‎ Ss:China.‎ ‎2.Reading practice.‎ The teacher should explain something about English names and “be in…”.‎ ‎☆教材解读☆‎ ‎1.Smith 在美国,万人以上的大姓有三千多个。人数最多的姓是Smith。排列前十名的姓氏是:‎ ‎1.Smith史密斯　2.Johnson约翰逊　3.Williams威廉姆斯　4.Brown布朗　5.Jones琼斯　6.Miller米勒　7.Davis戴维斯　8.Martinson马丁森　9.Anderson安德森　10.Wilson威尔逊 ‎　　2.My friend is in China. ‎ 英语中,表示“在……”的意思时,句子中需要有个be动词(is,am,are)。‎ Your book is at home.你的书在家里。‎ Her boyfriend is in the USA.她的男朋友在美国。‎ ‎【Keys】　2b:1.B　2.C　3.A First names:Jenny,Gina,Dale,Eric,Mary,Mingming Last names:Green,Smith,Miller,Brown,Zhang ‎[设计意图]　从整体感知到仔细阅读,带着目的阅读,再练习到流利地朗读,一步步地逐渐深入,养成阅读习惯。‎ StepⅨ.After reading (2c)‎ ‎1.Get the students to finish the task by themselves.‎ T:Now look at these names and telephone numbers.Match them.For example,what’s Jenny’s phone number?‎ 160‎ Ss:Her telephone number is 281-9176.‎ T:Do it by yourselves.Read through the message and find the names and telephone numbers.‎ ‎(Ss go through the message and look for them.)‎ ‎2.T:Who and who are friends?Please write their full names in your books.Pay attention to the capital letters.‎ ‎3.Who is your friend?Can you introduce yourself and your friend?‎ Ask two or three students to say or read their sentences in class,introducing themselves and their friends.‎ ‎【Keys】　2c:Eric Brown 357-5689,Gina Smith 232-4672,Dale Miller 358-6344,Zhang Mingming 929-3155,Jenny Green 281-9176,Mary Brown 257-8900‎ Friends:1.Jenny Green,Gina Smith　2.Dale Miller,Eric Brown　3.Mary Brown,Zhang Mingming ‎[设计意图]　培养学生的细心和从阅读材料中获取详细信息的方法。‎ Step Ⅹ.Summary and Assignment T:Today,we learn the numbers 0—9 and these sentences and something about English names.(Show them on the board.)‎ A:What’s your telephone/phone number?‎ B:It’s 281-9176.‎ A:What’s your first/last name?‎ B:My first/last name is…‎ Exercise Ⅰ.写出下面英语数字中缺少的字母 ‎1.0-1-2-3-4‎ z　r　,　ne,tw　,thr　 　,f　 　r ‎ ‎2.5-6-7-8-9‎ f　v　,s　x,s　v　n,　 　ght,n　n　 ‎ Ⅱ.翻译短语 ‎1.电话号码　　　　　　　 ‎ ‎2.姓氏　　　　　　　 ‎ ‎3.名字　　　　　　　 ‎ ‎4.好朋友　　　　　　　 ‎ ‎5.我的电话　　　　　　　 ‎ ‎【Keys】　Ⅰ.1.eo,o,o,ee,ou　2.ie,i,ee,ei,ie Ⅱ.1.telephone number/phone number　2.last name　3.first name　4.good friend　5.my telephone ‎[设计意图]　加强基础知识的学习,当堂检测学生对数字0—9的记忆,检查重点词组telephone number/phone number。‎ StepⅪ.Homework ‎1.Practice asking telephone numbers.‎ ‎2.Do these exercises.‎ ‎[设计意图]　口头练习和笔试练习相结合,新旧知识相结合,训练学生,注重语言知识的操练。‎ English numbers:0—9 zero,one,two,three,four, five,six,seven,eight,nine telephone　telephone number phone number friend in China　　 —What’s your telephone number? ‎ 160‎ ‎—It’s 281-9628. —My phone number is 281-9628. —What’s your/his/her first name? —(It’s)Jack. —What’s your/his/her last name? —(It’s)Smith.　　 教学反思：本课时的教学内容是人教版七年级英语第一单元的第三课时,重点是学习英文数字0-9以及通过创设语境,帮助学生了解英文姓名的构成特点,学会询问和回答姓氏、名字的英文句型。以活动引起学生的兴趣,任务以听说和阅读为主。因此,教师可以将知识目标定为掌握本课时出现的英文数字0-9,名和姓氏的单词以及询问、回答姓名的句型。情感目标定为学会有礼貌地介绍他人和自己,学会交际。‎ 第四课时　Section B 3a—Self Check ‎1.记忆单词:middle,school;短语:middle school。‎ ‎2.能够运用介绍自己和他人姓、名和电话号码的句型:‎ My/His/Her first name is…My/His/Her last name is ….My/His/Her telephone number is…‎ ‎3.学会写出介绍他人和自己的姓名和电话号码的英语小短文。‎ ‎4.能够制作学生卡,并会阅读并谈论学生卡上的姓名和电话号码等信息。‎ ‎1.熟练运用本单元的词汇和句型进行口语、阅读练习。‎ ‎2.能够运用所学的句型书面介绍自己和他人的姓氏、名字及电话号码,能够阅读有关姓名和电话号码的信息;制作学生证,正确书写姓名、电话号码等。‎ ‎1.了解英文中first name和last name的书写。‎ ‎2.学习运用英文思维,排除汉语思维的干扰。‎ ‎3.养成良好的书写习惯。‎ 设计教学PPT,录音机,多媒体,相应的图片,一些英文姓名卡片。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ ‎1.Warm up by quickly asking each other names and phone numbers.‎ 160‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:What’s your (first/last)name?‎ S1:My (first/last)name’s…‎ T:What’s your phone number?‎ S1:It’s…‎ T:What’s his (first/last)name?‎ S2:His (first/last)name’s…‎ T:What’s his telephone number?You can ask him.‎ S2:(To S3)What’s your telephone number?‎ S3:It’s…‎ S2:(To T)His telephone number is…‎ ‎2.When the students are practicing,the teacher writes the full names on the blackboard like this:‎ Li Hongmei,tel.4465-3786　Wang Qing,4463-8854…‎ ‎[设计意图]　通过复习已学过的询问姓名和电话号码的语境,引导学生复习英文姓名和电话号码。‎ Leading in 【情景2】‎ ‎1.Review the numbers 0—9 and telephone numbers.‎ T:Hello,everyone!Good morning/afternoon!‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:Let’s count from 0 to 9.‎ Ss:Zero,one,two,three,four,five,six,seven,eight,nine.‎ T:Do you have a QQ?What’s your QQ number?‎ S1:It’s…‎ T:(Show the picture.)What’s this number?‎ Ss:It’s one,one,nine.‎ T:(Show the picture.)What’s this number?‎ Ss:It’s one,two,zero.‎ T:(Show the picture.)What’s this number?‎ Ss:It’s one,one,zero.‎ T:(Show the picture.)What’s this number?‎ Ss:It’s one,two,two(one double two).‎ T:What’s your name?‎ S1:My name’s…‎ T:What’s your phone number?‎ S2:It’s…‎ ‎2.Introduce yourself and your friends.‎ T:Now tell us your first name,last name and telephone number.‎ S1:My name is…My first/last name is…My phone number is…‎ T:Now introduce your friend.‎ S2:My friend is…His/Her first/last name is…His/Her phone number is…‎ ‎[设计意图]　通过复习所学的数字和电话号码,进一步介绍姓名和电话号码。运用实物或图片使教学更直观、形象化,询问QQ让学生更感兴趣。‎ StepⅡ.Revision Show pictures and ask Ss to make conversations.‎ T:Now I show pictures to you.Please ask and answer about the first or last name and telephone number.‎ 160‎ A:What’s your first name?‎ B:It’s…‎ A:What’s your last name?‎ B:It’s…‎ A:What’s your telephone number?‎ B:…‎ T:Now look at the picture.Use he,she,his or her to make conversations.‎ A:What’s his first name?‎ B:It’s…‎ A:What’s her last name?‎ B:It’s…‎ A:What’s his/her telephone number?‎ B:…‎ ‎[设计意图]　利用图片提供语境,让学生进行对话,复习目标语言。口语练习为下一步阅读和写作做准备。‎ StepⅢ.Reading and writing practice (3a-3b)‎ ‎1.Use an ID card to teach the words.‎ T:Look.What’s this in English?(Help students to say)‎ Ss:It’s the ID card.‎ T:What things are on the ID card?‎ Ss:The name,the date of birth,and the address.‎ Then show a business ID card.‎ T:This is an ID card,too.It has the name and telephone number.‎ ‎(Show the card.)(3a)‎ T:What’s her first name?‎ Ss:Alice.‎ T:What’s her last name?‎ Ss:Green.‎ T:What’s her telephone number?‎ Ss:It’s 951-3397.‎ ‎2.T:Now,write down her first name,last name and phone number in your books.Then read the sentences aloud.‎ Ss:Her first name is Alice.Her last name is Green.Her phone number is 951-3397.‎ T:Now say “my” instead of “her”.‎ My first name is Alice.My last name is Green.My phone number is 951-3397.‎ ‎3.(3b)T:Good.Now write your own first name,last name and phone number.Draw your ID card.‎ T:What’s your first name?What’s your last name?What’s your telephone number?‎ S1:My first name is…My last name is…My phone number is…‎ T:Please write down the sentences in your books.Pay attention to the capital letters.‎ ‎(While the students are writing,the teacher goes round and gives help.)‎ T:Ask and answer in pairs.You may read your work or you can say without looking at your work.The teacher should explain the language points.‎ ‎【Keys】　3a:Her first name is Alice.Her last name is Green.Her phone number is 951-3397.‎ ‎3b:My first name is…My last name is…My phone number is…‎ ‎[设计意图]　这是一个阅读和写作的综合练习,要让学生用所学的语言知识介绍自己和他人的信息,重点运用first/last name。‎ StepⅣ.Self Check ‎1.T:Let’s play a game to review the numbers 0—9.Let’s say the numbers naturally.‎ 160‎ Ss:0-1-2-3-4-5-6-7-8-9.‎ T:Now,1-3-5-7-9,2-4-6-8.‎ Ss:1-3-5-7-9,2-4-6-8.‎ T:Now answer me.What’s one and one?‎ Ss:Two.‎ T:2 and 4?/3 and 2…?‎ ‎(Ss answer quickly.)‎ ‎2.T:Look at Self Check.‎ Activity 1.Write out the English words for these numbers.‎ ‎(The students work by themselves.)‎ T:Read out your work.‎ S1:One,two,zero.‎ S2:One,one,four.‎ S3:One,one,nine.‎ S4:One,zero,zero,eight,six.‎ S5:One,two,three,one,five.‎ S6:One,seven,nine,five,one.‎ T:These are some special phone numbers.What other numbers do you know?‎ Ss:110,10000.‎ ‎3.T:Numbers can be used in some other ways.What do you know about it?‎ ‎(Discuss with the class.)‎ Ss:ID number,QQ number…‎ ‎4.Activity 2‎ T:In this unit,we learn to introduce ourselves,greet others,ask for names and phone numbers and tell others our names and phone numbers.Now please match these sentences to make conversations.‎ Get the Ss to work by themselves.Then ask some pairs to role play the conversations.‎ ‎…‎ ‎[设计意图]　复习本单元重点内容,运用自我介绍、问候、介绍他人的句型,说出姓氏和名字,运用数字来询问、表达电话号码,总结归纳,方便记忆。‎ StepⅤ.Summary and Assignment T:Today,we practice names,first names and last names.(Showing the card on the board.)‎ T:Answer the questions.‎ ‎1.What’s his telephone number?　2.What’s his first name?　3.What’s his last name?‎ T:Make a short article using your sentences.‎ Exercise Ⅰ.要点词汇 写出下面英语单词中缺少的字母以及汉语意思 ‎1.f　 　st　　　　　　　2.l　st　　　　 ‎ ‎3.fr　 　nd　　　  4.Ch　n　 　　　　 ‎ ‎5.mi　 　le　　　  6.sch　 　l　　　　 ‎ Ⅱ.翻译短语 ‎1.电话号码簿 　　　　　　　　　 ‎ ‎2.我的好朋友 　　　　　　　　　 ‎ ‎3.姓氏　　　　　　　　　 ‎ ‎4.名字　　　　　　　　　 ‎ 160‎ ‎5.我和你　　　　　　　　　 ‎ ‎6.his last name 　　　　　　　　　 ‎ ‎7.her boyfriend 　　　　　　　　　 ‎ ‎8.in China　　　　　　　　　 ‎ ‎9.your name　　　　　　　　　 ‎ ‎10.No.1 　　　　　　　　　 ‎ ‎【Keys】　Ⅰ.1.ir第一　2.a 最后的　3.ie 朋友 4.i,a 中国　5.dd 中间的,中等的　6.oo 学校 Ⅱ.1.a telephone/phone book　2.my good friend(s)　3.last name　4.first name　5.you and I ‎6.他的姓　7.她的男朋友　8.在中国　9.你的名字 10.第1号 ‎[设计意图]　加强基础知识的记忆,当堂检测本节课学习的单词,检查重点词组first name/last name.‎ StepⅥ.Homework ‎1.Practice asking first names,last names and telephone numbers.‎ ‎2.Fill in the form after class.‎ first name last name sex(boy or girl)‎ telephone number QQ number ‎　　[设计意图]　口头练习和笔试练习相结合,新旧知识相结合,训练学生,注重语言知识的操练。‎ ‎　　1.What’s his telephone number?‎ ‎2.What’s his first name?‎ ‎3.What’s his last name?‎ My first name is…My last name is…My phone number is…‎ 教学反思：从培养学生的听力、口语能力入手,让学生流利地用英语来打招呼与自我介绍,以及询问对方和第三方姓名。能够听懂和应答打招呼用语及介绍人物姓名、电话号码的核心句型。‎ 教学突破:创设语境,突出听力和口语表达,反复训练与人打招呼、自我介绍及介绍他人的句型及对话。在练习中正确使用be动词、人称代词和形容词性物主代词,询问及应答有关姓名和电话号码的句子,培养学生捕捉关键词的能力。‎ 注重方法与价值观的培养。以听说领先,在英语语境中大量感知本单元的重要词汇和句型,养成良好的学习英语的习惯。在已有的语言基础上归纳总结be动词的用法,使知识的记忆形象化、系统化。采用Pair work和Group work相结合的方式,练习打招呼、交朋友、自我介绍和介绍他人的英文句型。通过课堂活动,让学生对自我介绍感兴趣,让学生相互分享和交流自己的姓名和电话号码等基本信息,引导学生有礼貌地问候他人和结交朋友。‎ Unit 2　This is my sister.‎ 话题Topic 家庭The family 160‎ 功能Functions ‎1.能够简单介绍人物关系Introduce people This is my grandmother.That’s my friend.‎ ‎2.能够指认人物关系Identify people A:Is she your sister?‎ B:Yes,she is./No,she isn’t.‎ A:Who’s she?‎ B:She’s my mother.‎ A:Who’re they?‎ B:They’re my parents.‎ 语法Grammar 一、能够正确使用指示代词this,that,these,those介绍人物关系Demonstrative pronouns This is my friend Jane.‎ That’s my grandfather.‎ These are my brothers.‎ Those are my parents.‎ 二、能够用Who引导的特殊疑问句询问第三方是谁Who questions A:Who’s she?‎ B:She’s my sister.‎ A:Who’re they?‎ B:They’re my grandparents.‎ 词汇和常用表达 Words & expressions ‎1.能正确使用下列词汇Curriculum words(按词性排列)‎ 名词:sister,mother,father,parent,brother,grandmother,grandfather,‎ grandparent,family,day,son,cousin,grandpa,mom(=mum),aunt,grandma,dad,‎ uncle,daughter,photo,picture,girl,dog;代词:those,who,these,they;形容词:next;动词:have;其他:oh,well,bye(=goodbye),here,of ‎2.能正确使用下列常用表达Useful expressions this is…,that’s…,these are…,those are…,who’s…‎ a photo of my family,in my family,have a good day 学习策略 Strategies 能够将图片与人物描述相结合进行有效记忆 能够将人物描述的文字信息和图片信息相互转换 文化知识 Culture 了解西方国家中家庭成员之间的称谓 三维目标 Three-dimensional target 知识与 技能 ‎1.能掌握以下单词:sister,mother,father,parent,brother,‎ grandmother,grandfather,grandparent,family,those,who,these,‎ they,well,have,day,bye(=goodbye),son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,here,photo,of,next,picture,‎ girl,dog ‎ ‎2.熟练掌握单元短语:a photo of my family,in my family,have a good day ‎3.能掌握以下句型:‎ This is my friend Jane.‎ That’s my grandfather.‎ These are my brothers.‎ Those are my parents.‎ 160‎ A:Is she your sister?‎ B:Yes,she is./No,she isn’t.‎ A:Who’s she?‎ B:She’s my sister.‎ A:Who’re they?‎ B:They’re my grandparents.‎ ‎4.了解以下语法:指示代词this,that,these,those的用法;主格人称代词I,he,she,they的用法;Who开头的特殊疑问句的构成和回答;名词的复数形式。‎ ‎5.学会使用正确的词汇介绍人物关系。‎ ‎6.理解缩略词that’s,who’s,who’re,they’re的意思并掌握读音。‎ 过程与 方法 ‎1.通过师生问答、两两对话、角色扮演和看图说话等多种语言交际活动,培养口语交际能力和在日常生活中运用英语的能力。‎ ‎2.通过图片提供语境,或运用真实语境,感知、学习 This is/That’s…,These/Those are…以及Who’s…/Who’re…?介绍或确认人物的句型,从而引出本单元的话题。创设情境学习、运用句型,学生运用自己真实的信息提出、解答问题,提高学生的学习兴趣和主动参与热情。‎ 情感态度 与价值观 ‎1.学会日常交际的礼貌行为。‎ ‎2.了解西方家庭成员之间的关系和称谓。‎ ‎3.注意英汉思维方式的差异,鼓励学生多进行口语训练。‎ Section A 概述 本部分通过图文提供情景,带领学生进入David的家庭,自然地在该语境中输入“介绍人物、辨别人物”相关的重点词汇和核心句型。‎ ‎1.1a-1c通过图片、文字以及听力训练的方式导入本单元的话题,学习的重点是介绍家庭成员关系的重点词汇和基本介绍人物的句型。内容是:That’s my family.Those are my parents.问句Who’s she?She’s my sister.And these are my brothers.等。‎ ‎2.2a-2b是在1a-1c的基础上给出更加丰富的语境,以听力的形式对单元重点词汇进行复习,对单元重点句型做进一步的语言输入,呈现介绍人物和辨别人物的语言结构,即:Are these your parents?Yes,they are.This is my mother,Jenny,and this is my father,Tom.同时复习了预备篇第一单元的英文姓名和问候语。‎ ‎3.2c-2d部分练习单元对话,并通过角色扮演让学生在相应的语境中综合运用核心句型和重点词汇进行初步的模仿输出和语言交流活动,对学生提出综合应用语言能力的要求。‎ ‎4.语法框里通过表格的形式给学生梳理了本单元的重点语法项目,即:运用指示代词、用单复数的形式介绍人物的句型This/That is my friend Jane.These/Those are my parents.以及辨认人物的疑问句和回答的句型Who’s she/he?He’s my brother.She’s my sister.Who’re they?They’re my grandparents.等。‎ ‎5.3a-3c 部分分别对语法部分内容进行训练,巩固运用本单元话题的能力。3a通过补全对话,3b通过选词造句,3c通过游戏活动,引导学生在运用中巩固本单元的目标语言。‎ 160‎ 教学 目标 ‎1.学会表示家庭成员之间的人物关系的词汇并了解其中的与汉语不对应的内容。‎ ‎2.学会使用指示代词this/that/these/those对单、复数人物进行介绍的句型,正确运用人称代词he/she/they,初步感知名词的复数概念,以及运用who引导的疑问句对人物进行辨认的句型。‎ ‎3.完成听说练习,掌握“介绍他人,辨认人物”的句型,进行英文交际。‎ Section B 概述 Section B在Section A的基础上进行话题内容拓展,进一步学习和运用相关词汇和目标语言,谈论自己和他人的家庭成员,进行阅读和写作练习,丰富了语言输入。‎ ‎1.1a是1b和1c的听前活动,通过家谱学习有关家庭成员的词汇,为听力做铺垫。听力材料是两个朋友在谈论一张家庭照片的对话,介绍照片上的家庭成员,主要涉及“介绍和辨别人物”的基本句型以及家庭成员的词汇。1b-1c部分让学生进一步理解并掌握目标语言在语境中的运用。1b要求圈出单词,1c要求找出照片。‎ ‎2.1d是听后的口语活动,要求学生在听力理解的基础上输出相对完整的一段话,介绍自己的家庭和朋友,让学生运用目标语言。‎ ‎3.2a-2c 是阅读活动,让学生在语篇中学习和巩固本单元的目标语言。2a是一个读前准备活动,要求学生列举本单元的英文名字并按性别进行分类,对所学的英文名字进行复习,为语篇阅读做好准备。2b是一个有关家庭成员介绍的语篇阅读,进一步输入本单元的目标语言,帮助学生理解介绍人物的句型在语篇中的运用。2c要求在读懂2b的基础上找到细节信息,并进行必要的逻辑推理,思维拓展。‎ ‎4.3a-3b 是写作训练。3a是一个控制性的写作练习,要求学生选择方框中的词汇完成Paul的家庭介绍,然后从中提取信息,画出Paul的家庭成员。3b要求学生在3a范文的基础上仿写一篇介绍自己的家庭的小短文,完成半控制性写作。‎ 教学 目标 ‎1.学会更多的家庭成员的名词。‎ ‎2.能够读懂介绍家庭成员的短文和写介绍自己家庭的短文。‎ ‎3.了解中、外关于家庭成员关系的文化差异。‎ Self Check 概述 ‎1.活动1检测学生对家庭成员的英文表达的掌握情况,并让学生将他们按性别进行分类。‎ ‎2.活动2梳理、复习、总结本单元的语言结构与功能,对本单元重点内容进行练习和测评。‎ ‎1.学会使用正确的词汇和句型表达人物之间的关系,注意部分词汇的英汉意思不完全对等,如brother,sister,uncle,aunt,grandparent(s)等等。‎ ‎2.掌握this/that和these/those在介绍人物时的句型,注意主语与谓语动词的一致性。‎ ‎3.了解英语中的单复数概念,学习掌握本单元出现的复数形式的名词,并克服母语的影响,正确使用。‎ 第一课时:Section A　1a-1c 第二课时:Section A　2a-3c 第三课时:Section B　1a-2c 第四课时:Section B　3a-Self Check 教学 单词 名词:sister,mother,father,parent,brother,grandmother,grandfather,‎ 160‎ 目标 卡片 grandparent,family,day,son,cousin,grandpa,mom(=mum),aunt,grandma,dad,‎ uncle,daughter,photo,picture,girl,dog 代词:those,who,these,they 形容词:next 动词:have ‎ 其他:oh,well,bye(=goodbye),here,of 短语 归纳 a photo of my family我的一张家庭照片;in my family我的家庭(成员)中;have a good day(表示祝愿)过得愉快;in the (first)photo在(第一张)照片上 句型 集锦 ‎1.This is my friend Jane.‎ ‎2.That’s my grandfather.‎ ‎3.These are my brothers.‎ ‎4.Those are my parents.‎ ‎5.A:Is she your sister?‎ B:Yes,she is./No,she isn’t.‎ ‎6.A:Who’s she?‎ B:She’s my sister.‎ ‎7.A:Who’re they?‎ B:They’re my grandparents.‎ ‎8.Here are two nice photos of my family.‎ ‎9.A:Have a good day!‎ B:Thanks!You,too.‎ 重点 语法 一、指示代词this/that/these/those,人称代词I,he,she,they。‎ 二、who引导的特殊疑问句的构成和回答。‎ 三、名词的复数形式。 ‎ 第一课时　Section A 1a—1c ‎1.记忆单词sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,those,‎ who,these;缩写词 that’s,who’s,she’s。‎ ‎2.掌握和运用介绍他人、辨认人物的句型:‎ This is my sister.‎ That’s my family.Those are my parents.‎ These are my brothers.‎ ‎—Who’s she?‎ ‎—She’s my sister.‎ 160‎ ‎3.能够正确使用指示代词this,that,these,those和疑问代词who引导的特殊疑问句。‎ ‎4.通过图片学习表示家庭成员的单词,利用图片提供语境进行听力训练,通过两人一组合作角色扮演的方式,在情景交际中练习介绍人物、辨认他人的句型,提高英语听、说能力。‎ ‎5.能礼貌地进行人物介绍。‎ ‎1.学会运用表示家庭成员的名词和介绍他人的句型:This is my sister.That’s my family.These are my brothers.Those are my parents.。‎ ‎2.学会辨认他人的句型:Who’s she?She’s my sister.。‎ ‎3.初步学会使用名词的复数和与复数一起搭配的谓语动词。‎ ‎1.正确使用本课时词汇(指示代词,单、复数形式的名词以及谓语动词)和句型表明人物之间的关系。‎ ‎2.名词的单复数与谓语动词的搭配一致性的使用。‎ ‎3.注意英汉之间的思维差异。‎ 设计教学PPT,录音机,多媒体,课本插图,相应地表示家庭成员关系的图片,全家福照片等。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ Warming up by greeting and introducing others.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:(Show the ID card of Alice in 3a,Unit 1 Section B and ask Ss)What’s her first name?‎ S1:Her first name is Alice.‎ T:What’s her last name?‎ S1:Her last name is Green.‎ T:And what’s her phone number?‎ S2:It’s 951-3397.‎ After talking about the ID card,the teacher introduces or asks one student to say:‎ T:This is Alice.She’s my friend.Her last name is Green.Her telephone number is 951-3397.‎ In this way,the teacher gets the students to come to the new unit’s learning.‎ ‎[设计意图]　利用复习学过的介绍姓氏、名字和电话号码的句型,轻松进入介绍人物的语境,自然过渡到本单元的新话题。‎ Leading in 【情景2】‎ T:(Greet the class.Say)Hello,everyone!Good morning/afternoon!‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:(Make a dialogue with students,ask about his or her names and ask about others’ names and phone numbers.)What’s your first name?‎ S1:My first name’s…‎ T:What’s your last name?‎ S1:It’s…‎ T:What’s your telephone number?‎ 160‎ Then the teacher turns to another student.‎ T:What’s his/her name?What’s his/her phone number?‎ S2:His name is…/He’s…His phone number is…‎ ‎[设计意图]　运用日常用语创设语境,利用上一单元所学的询问姓名和电话号码的句型,导入本单元介绍人物的新话题。‎ StepⅡ.New words (1a)‎ ‎1.Presentation by showing a photo of a family The teacher should remind the students of the differences between the two languages.‎ ‎☆教材解读☆‎ 英汉语言中,家庭成员称谓的不同之处 学习英语的时候,要注意有些有趣的语言文化常识。例如,在英语表达中,不管是“爸爸的爸爸”(father’s father)还是“妈妈的爸爸”(mother’s father),都是同一个单词,即:grandpa “爷爷”和“外公”,grandfather “祖父”和“外祖父”;同样,grandma 是“奶奶”(father’s mother)和“外婆”(mother’s mother),grandmother是“祖母”和“外祖母”。另外,brother是“哥哥或弟弟”;sister是“姐姐或妹妹”。‎ ‎【Keys】　 1a:1.a　2.c　3.b　4.h　5.f　6.e 7.i　8.d　9.g ‎ ‎[设计意图]　运用图片教学表示家庭成员的名词,更加形象,运用课本插图感知介绍人物关系的语境有利于学生理解。同时结合英汉语言文化的差异,让学生准确地学习课时内容。‎ StepⅢ.Listening activities(1b)‎ ‎1.Before listening,ask the class to read the dialogue in the picture.‎ T:Look at the picture again.Read the dialogue in the picture.(Get students to read aloud the dialogue in the picture.)‎ ‎3.Play the conversation again and ask the students to focus on the demonstrative pronouns:this,that,these and those.‎ T:Now listen again.How does he introduce his family?‎ Play the tape for Ss to find the answers.The teacher writes the sentences in two columns,“introducing people” and “identifying people”.(This is…That’s…These are…Those are…)(Who’s she?She’s my sister.)‎ T:This time,I play the tape for you to read aloud the dialogue.‎ Ss:Yes.(Ss listen and repeat the dialogue.)‎ Write and explain “how to introduce people” and “how to identify people”.Point to the differences between Chinese and English.Tell the Ss to pay attention to:that’s=that is,who’s=who is,she’s=she is.But there are no abbreviated forms for “this is”,“these are” and “those are”.‎ After that the teacher should emphasize something important and difficult in introducing and identifying people.‎ ‎☆教材解读☆‎ ‎1.This is my sister. ‎ 英文中使用指示代词this,that指代单数的人,即某一个人,用these,those指代复数的人,即两个或两个以上的人。‎ This is my sister,Kate.这是我的妹妹凯特。‎ That’s my grandfather.那是我的爷爷。‎ These are my brothers.这些是我的兄弟。‎ Those are my parents.那些是我的父母。‎ ‎2.Who’s she? ‎ 英文中使用疑问词Who(谁)开头,询问某人是谁。‎ ‎—Who’s she?她是谁?‎ ‎—She’s my mother.她是我妈妈。(单数)‎ ‎—Who’re they?他们是谁?‎ ‎—They’re my friends.他们是我的朋友。(复数)‎ ‎3.Those are my parents. ‎ 160‎ 英文中,指代“两个”或“两个以上”的人物或事物时,名词要用复数形式,如:parents(父母,双亲),brothers(兄弟),grandparents(祖父母,爷爷和奶奶)等。介绍复数的人物就用these和those,动词用are而不是is。‎ ‎【Keys】　 1a:Circled:parents,brothers,grandparents,sister ‎[设计意图]　运用课本插图做语境,做听力训练时先整体感知,了解词汇,然后再对目标内容精听细解,学习语法知识,让学生既得到听力训练,又能从中学会语言表达。‎ StepⅣ.Post-listening Activities After listening to the conversation,ask the class to read it aloud.‎ T:Now please read the conversation in 1c.You may identify the people in the picture as you are reading.‎ Ss read aloud the conversation.Then practice the conversation.‎ T:Now,in pairs,talk about David’s family.Don’t read the sentences in 1c but only look at the picture.Saying:‎ This is David’s/his…That’s his…‎ Or:‎ These/Those are his…‎ A:That’s David’s family.Those are his parents.‎ B:Who’s she?‎ A:She’s David’s sister.And those are his grandparents.‎ Ss practice talking about David’s family in pairs and in small groups.Then ask pairs of students to act out the dialogue in class.‎ ‎[设计意图]　学习介绍人物和辨认他人的句型之后,先朗读巩固,总结要点,再转变成介绍David的家庭成员,训练对话,培养学生的听说能力。‎ StepⅤ.Exercise Ⅰ.翻译单词 ‎1.家庭　　　　　　　　2.(外)祖母　　　　 ‎ ‎3.母亲　　　  4.兄,弟　　　 ‎ ‎5.姐,妹　　　  6.(外)祖父　　　 ‎ ‎7.父亲　　　  8.父母,双亲　　　 ‎ ‎9.这些　　　  10.那些　　　 ‎ Ⅱ.选词填空 ‎1.This 　　　　(is,am,are)my sister. ‎ ‎2.Those are my 　　　　(friend,friends,brother). ‎ ‎3.　　　　 (This,That,These)are his grandparents. ‎ ‎4.　　　　 (Who,Who’s,Who’re)he? ‎ ‎【Keys】　Ⅰ.1.family　2.grandmother　3.mother　4.brother　5.sister　6.grandfather　7.father　8.parents　9.these　10.those Ⅱ.1.is　2.friends　3.These　4.Who’s ‎[设计意图]　以学评教、强化落实。当堂检测本节重点内容,进而进行评价。‎ StepⅥ.Homework ‎1.Practice introducing people and identifying people with your group members after class.‎ ‎2.Copy and learn the new words.‎ ‎[设计意图]　口头练习和单词记忆相结合,同时注重语言知识的操练和记忆。‎ ‎　　mother,father,parent(s)　　　　　　　This is…‎ brother(s),sister, That’s…‎ grandmother,grandfather These are…‎ 160‎ grandparent(s) Those are…‎ family —Who’s she?‎ this,that —She’s my sister.‎ these,those parents(父母,双亲),brothers(兄弟们)‎ 缩写词 that’s,who’s,she’s grandparents(祖父母,爷爷和奶奶)‎ 教学反思：本课时的教学内容是人教版七年级英语第二单元的第一课时,重点在于引导学生观看图片,理解语境,通过David一家的图片创设介绍人物和辨认人物的语境,引入本单元的话题、基本词汇和基本目标语言。以活动引起学生的兴趣、任务,以听和说为主,学习介绍人物和辨认他人的句型和学习表示家庭成员关系的单词。因此,教师可以将知识目标定为掌握本课时出现的单词,用于介绍人物的句型和辨认人物的疑问句。情感目标定为培养学生的学习习惯和兴趣,了解英汉的思维差异和学会有礼貌地介绍人物。‎ 第二课时　Section A 2a—3c ‎1.记忆单词 they,well,have,day,bye (goodbye);短语 have a good day;缩写词 who’re,they’re。‎ ‎2.学会运用介绍人物、辨认他人的句型和祝愿语: ‎ ‎—Who’s he/she?‎ ‎—He’s/She’s…‎ ‎—Who’re they?‎ ‎—They’re…‎ ‎—Are these/those your parents?‎ ‎—Yes,they are/No,they aren’t.‎ ‎—Have a good day!‎ ‎—Thanks.You,too.‎ ‎3.能够使用人称代词he,she和 they。‎ ‎4.通过听力训练,两人一组口语练习和角色扮演的方式,在情景交际中练习语言点,提高英语听说能力。用图片创设真实的语境进行英语练习。‎ ‎5.能够在语言的学习活动中学到礼节。‎ ‎1.复习、运用介绍人物和辨认他人的英语:This is…,That’s…,These are…,Those are…Who’s…?等,复习、运用打招呼的问候语:Nice to meet you!学习表示祝愿的英语: Have a good day!You,too.以及其他日常用语,如:I see.Well…,Oh.等。‎ ‎2.拓展学习Who’re…?Is this/that…?Is he/she…?Are these/those…?‎ ‎3.总结be动词与单复数形式的主语搭配,以及who开头的特殊疑问句的构成及回答。‎ ‎1.正确使用指示代词和人称代词来代指单、复数人物。‎ ‎2.be动词与单复数形式主语的正确搭配使用,who’s,who’re问句及其回答。‎ 160‎ 设计教学PPT,录音机,多媒体,相应的插图,3b部分用于拼成句子的单词卡。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ Warming up by talking about the people in 1a.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:(Show the picture in 1a.Read the words and ask Ss to role play.)In pairs,one plays A and the other plays B.(Then ask two pairs to act out their dialogues in class.)‎ A:That’s my family.Those are my parents.‎ B:Who’s she?‎ A:She’s my sister.‎ B:And who’re these?‎ A:They are my brothers.‎ Ask the class to recite the conversation.And then the teacher repeats the target languages.‎ ‎[设计意图]　通过复习已学过的对话,进入语境,利用图片信息引导学生练习对话,教师简要总结,让学生熟知目标语言。为下一步的扩展练习做准备。 ‎ Leading in 【情景2】‎ Warming up by talking about their own photos,using target languages.‎ T:Hello,everyone!Good morning/afternoon!‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:Let’s review the words about your family.Who’s this?(Point to the person in the photo.)‎ Ss:Mother.‎ T:Can you spell it?‎ Ss:Yes.M-O-T-H-E-R.‎ Review other words.‎ T:How can we introduce people?‎ Ss:This is…That’s…These are…Those are…‎ T:We don’t know the person.‎ Ss:Who’s he/she?‎ The teacher helps the students to review the sentence patterns and then asks them to practice asking about their family.‎ T:Now use your own family photos to make up dialogues.‎ ‎[设计意图]　通过复习所学的单词,总结介绍人物、辨认人物的句子,要求学生运用真实的家庭照片,复习、练习目标语言,为后面部分的扩展学习和训练做准备。‎ StepⅡ.Listening (2a-2b)‎ ‎1.Before listening The teacher should tell the culture difference between English and Chinese.‎ ‎☆教材解读☆‎ This is my mother,Jenny,and this is my father,Tom. ‎ 在英美等西方国家,家庭成员之间可以互相称呼名字,表示亲切。而在中国文化里,父母、长辈的名字是不能随意叫的。这是中西方的文化差异。‎ 160‎ ‎【Keys】　2a:Circled:parents,mother,father,sister,brother,grandparents ‎2b:1.d　2.c　3.a　4.b　5.e　6.f ‎[设计意图]　学生在听力练习前,复习目标词汇,明确听力任务,扫除生词障碍,然后再进行听力的相应活动,层层递进,由易到难,训练到位。听力的练习之后,设计一些问题,可以帮助学生理解和记忆,提高学习兴趣。‎ StepⅢ.Pair work(2c)‎ The teacher asks some questions and gets students to answer as a model.Then ask the class to ask and answer.‎ T:Now let’s talk about these people.S1,look at this.Who’s she?‎ S1:She’s Cindy.‎ T:Who’s he?‎ S2:He’s her father.(The teacher may ask:“Who’s this/that?” and “Who’re these/those?”)‎ T:Work in pairs.Practice asking and answering.‎ ‎[设计意图]　培养学生的积极主动性和大胆说英语的能力,同时要求注意语音、语调和说话的语气。‎ StepⅣ.Reading and role-playing (2d)‎ ‎1.Ask Ss to read the dialogue in 2d and write the names of the persons in the picture.‎ T:Open your books and read the conversation in 2d.Sally,Jane and Kate are talking about their families.Read their introductions.Can you write their names of the people in the picture?You can help each other when meeting with any problems.‎ Ss read and learn the meanings of the sentences.The teacher should explain some words,phrases and sentences,such as,I see.Have a good day!You,too.‎ ‎☆教材解读☆‎ ‎1.Oh,I see. ‎ 这是一句口头英语,see在此处的意思是“知道,明白”,此外,它也可以表达“我看见了”的意思。但是,如果说“我不知道、不明白”,英语是I don’t know.或I don’t understand.。‎ ‎2.Well,have a good day! ‎ 这是一句表示祝愿的话。完整的句子是:Well,I hope you have a good day!类似的英语还有:Have a nice day!/Have a good time!/Have a good holiday!等等。‎ ‎3.You,too.‎ 这是回答别人祝愿的话语,也可以说成The same to you!(也同样祝福你!)此句的前面一般加上一句感谢的话,如:Thanks.You,too.谢谢。也祝你愉快。‎ ‎—Happy New Year!祝你新年快乐!‎ ‎—Thanks.The same to you!谢谢。你也快乐!‎ ‎2.T:Now,listen to the recording and learn the pronunciation and intonation.‎ The teacher reminds the students that they should learn to say the sentences in the correct and proper intonation and learn the liaisons in a group.Such as,this is,have a…Also,tell the students that the words “well” and “oh” are interjections.‎ T:Now open your books.(2d) S1,2&3 read the dialogue,please.‎ Ask three students to read aloud.‎ ‎3.T:Now,let’s role play the dialogue.I play Kate.Boys play Sally and girls play Jane.At this stage,you can read the sentences.‎ Ss and the T role play it.Then get the Ss to practice in groups of three until they can say the conversation without the book.‎ T:Let’s see who can speak like a real English speaker.(Get two groups to role play the conversation.)‎ ‎☆教材解读☆‎ ‎1.…this is my sister Kate. ‎ 160‎ 这是陈述句。英语中,陈述句读降调,声音往下降,表示叙述完了。‎ ‎2.Are those your parents? ‎ 这是一个一般疑问句。英语中,一般疑问句读升调,声音往上扬,表示疑问、怀疑和不确定。‎ ‎3.And who’s he? ‎ 由疑问词构成的疑问句叫特殊疑问句,读降调。‎ ‎[设计意图]　学生从自己阅读、理解学习句子意思,集体朗读对话,再到分角色表演对话,一步步培养学生的口头表达和阅读理解能力。要求模仿英语说话者的语音、语调,学会连读,使学生在趣味中掌握对话。‎ StepⅤ.Grammar Focus ‎1.T:Now let’s sum up the expressions in 2d.(Play the PPT and get the students to read them aloud.)Please read the grammar.‎ ‎2.T:(After reading the grammar,saying)OK.Please tell me how to introduce people.‎ Ss:This is my father.That’s my mother.These are my friends.Those are his sisters.(The teacher helps the students to sum up the sentences.And write them on the blackboard.)‎ T:How do we ask about people?‎ Ss:Who’s he/she?　He’s my brother./She’s my sister.‎ T:And?‎ Ss:Who’re they?They’re my grandparents.‎ T:Yes.These are questions to identify people.Now please read these after me.Pay attention to:that’s,they’re,who’s,who’re.(Teach the students to read these.)‎ The teacher writes the sentences on the blackboard and simply explains how to introduce people and identify people.‎ Tell the Ss to pay attention to:that’s=that is,who’s=who is,they’re=they are.‎ ‎[设计意图]　通过本单元的语言材料,帮助学生总结英语语法要点,要求学生说出的句子不一定是语法框内的句子,然后再对重点内容精解精析,帮助学生学习掌握。‎ StepⅥ.Practice (3a)‎ T:Now,let’s do some exercises to see how well we have learned.‎ ‎[设计意图]　通过前面的用法总结,让学生自己完成填空任务,再口头说出来,在此基础上要求学生运用知识介绍自己的家庭照片,使知识得到巩固。‎ StepⅦ.Practice (3b)‎ ‎1.Before the students make sentences with the words,the teacher shows the picture and gets them to make sure who the people are in the picture.‎ T:Look at the people in the picture.Who is this little girl?Who’re the people in the sofa?‎ Ss:She is my sister./They’re my grandparents,etc.‎ ‎2.T:Please work with your partners.You should say “is” or “are” correctly.Pay attention to the people close to us and farther away from us.‎ ‎[设计意图]　自主完成任务,让学生有思考和消化的时间,教师给予适当的提示,从说到书写进行有效的训练。‎ StepⅧ.A game ‎1.Divide the class into groups of four.Each member shows his/her family photo.Others ask about the people in it.‎ T:Now,in groups,show your family photos and others ask questions.‎ S1:Who’s she?‎ S2:She’s my grandmother.‎ T:Use this/that and these/those correctly.‎ Students practice in groups.The teacher goes round them and gives help when necessary.Then T takes some photos and asks the class.‎ T:Who’s he/she?　Who’re they?‎ Get the class to answer,“He’s…’s father.”‎ 160‎ ‎[设计意图]　这是一个听、记、说的综合练习,帮助学生记忆听力的内容,正确使用单复数代词和相应的动词形式,让学生多听多说,培养语感。‎ StepⅨ.Summary and Assignment T:In this class,we must learn how to introduce and identify people.(Show the language points.)‎ This is…　　　　　　　　That’s (That is)…‎ These are… Those are…‎ Who’s (Who is)he/she? He’s/She’s…‎ Who’re (Who are)…?‎ They’re (They are)…‎ Exercise Ⅰ.要点词汇 写出下面单词的复数形式 ‎1.this—　　　　　　　　　2.that—　　　　 ‎ ‎3.it—　　　  4.he—　　　 ‎ ‎5.she —　　　  6.brother—　　　 ‎ ‎7.sister—　　　  8.parent—　　　 ‎ ‎9.grandparent—　　　  10.friend—　　　 ‎ Ⅱ.选词填空 ‎1.　　　　(This,These,They)is my friend Jane. ‎ ‎2.　　　　(That’s,This,Those)my grandfather. ‎ ‎3.These 　　　　(is,am,are)your brothers. ‎ ‎4.Are 　　　　(that,those,he)your parents? ‎ ‎5.—　　　　 (Who’s,Who’re,Who is)the boys? ‎ ‎—They’re his friends.‎ ‎【Keys】　Ⅰ.1.these　2.those　3.they　4.they　5.they　6.brothers　7.sisters　8.parents ‎9.grandparents　10.friends Ⅱ.1.This　2.That’s　3.are　4.those　5.Who’re ‎[设计意图]　学习与总结基础知识,当堂检测本节语法内容,帮助学生掌握语法要点。‎ StepⅩ.Homework ‎1.Review the grammar and make conversations with your classmates.‎ ‎2.Write the conversation in 3b on the exercise-books.‎ ‎[设计意图]　口头、书面练习和语法综合知识练习相结合,注重语言知识的操练。‎ parents,mother,father,　　　　　This is…　　　　　Who’s/Who is…?　　　　　He’s/She’s…‎ sister,brother, That’s/That is… Who’re/Who are…? They’re…‎ grandmother,grandfather, These are… Are these…?‎ friend,grandparents Those are… Are those…?‎ I see. Is he/she…?‎ Have a good day!‎ You,too.The same to you.‎ that’s,who’s,who’re,they’re 教学反思：本课时的教学内容是人教版七年级英语第二单元的第二课时,重点在于引导学生利用图片创设的语境,相互间介绍、辨认人物。以口语和听力活动引起学生的兴趣,以任务激发学生学习、练习目标语言,总结本单元的重点词汇和句型。因此,‎ 160‎ 教师可以将知识目标定为掌握本课时新出现的单词,掌握询问和回答图片中人物的一般疑问句和who开头的特殊疑问句句型。情感目标定为培养学生的学习习惯和兴趣,学会介绍人物和询问人物关系的礼节。‎ 第三课时　Section B 1a—2c ‎1.记忆单词son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,here,photo,of,next,‎ picture,girl,dog;短语:photos of my family,in the first photo,in the next picture,in my family,the name of my dog。‎ ‎2.能够拓展运用本单元词汇、介绍人物的句型,进行听、说、读、写综合训练。‎ Here are two pictures of my family.‎ In the next picture are my brothers,Bob and Eric.‎ These two girls are my sister Cindy and my cousin Helen.‎ Coco is the name of my dog.‎ ‎3.通过本课时的学习,熟记并能够使用更多的表示家庭成员关系的英语单词,运用家庭照片做语境进行听、说、读、写训练;介绍他人和辨认人物的英语表达。‎ ‎4.在轻松的活动中学习、训练,培养学生积极参与课堂活动的良好学习习惯。‎ ‎1.学习更多的表示家庭成员人物关系的单词,如uncle,aunt和cousin;熟练使用单复数形式的指示代词、名词和谓语动词。‎ ‎2.能够运用本单元知识做阅读理解,从中学习一些词汇和短语。‎ ‎3.了解中西方有关家庭成员关系的文化差异。‎ ‎1.学习运用介绍人物的句子并把句子串联在一起,构成短文,培养学生的语篇意识。‎ ‎2.在语言练习和运用中,逐渐了解到主语和谓语在“数”这个概念上的对应关系,掌握主谓一致的语法知识。‎ 设计教学PPT,录音机,多媒体,相应的家庭图片。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:(Show a family photo.)Here’s a photo of…’s family.How many words can you say about the family?‎ 160‎ T:Who’s he/she?‎ Ss:He’s/She’s…’s father/mother/brother/sister,etc.‎ T:Who’re these?‎ Ss:They’re…’s parents/grandparents,etc.‎ Collect the students’ words and write them on one side of the blackboard.‎ ‎[设计意图]　通过对话复习已学过的单词,轻松进入辨认他人的语境,为下一步扩展词汇做准备。‎ Leading in 【情景2】‎ After greeting the class,the teacher checks the students’ homework of 3b.‎ T:Hello,everyone!Good morning/afternoon!‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:Please open your books and look at 3b in Section A.Read your homework with your partners.‎ S1:This is my sister and this is my brother.‎ S2:Is he your father?‎ S1:Yes,he is.‎ S2:Who’s she?‎ S1:She is my mother.Oh,look!That’s my brother.‎ S2:Are those your grandparents?‎ S1:Yes,they are.‎ In this way,Ss can review the target words and the sentences.‎ ‎[设计意图]　通过检查学生的课后作业,复习所学的单词,口头运用目标句型,为拓展练习做准备。‎ StepⅡ.Presentation (1a)‎ ‎1.Play the PPT showing the family tree or draw a blackboard drawing to teach the new words.‎ T:Please look at the picture.This is a family tree.(Show the family tree by PPT.Then put the pictures of the family members in the proper places.And saying:)‎ ‎【Keys】　1a:mom,aunt,son,sister,cousin ‎[设计意图]　运用家谱进行图示,帮助学生形象地记忆单词,再用简易的英语释义让学生说出单词,形象加抽象,使学生全面理解英汉的词义和中西方文化。‎ StepⅢ.Learning (1b-1c)‎ ‎1.Ask Ss to read the new words and make sure they have correct pronunciations.‎ The teacher helps them with this following sentence.‎ ‎☆教材解读☆‎ This is a photo of my family. ‎ 介词of表示“……的”。注意词语的顺序,“A的B”英语是 “B of A”,如:a photo of Jay Chou一张周杰伦的照片。类似的还有:a picture of our school(我们学校的图片)。‎ ‎【Keys】　1c:Picture 1‎ ‎[设计意图]　通过先朗读单词,观看和谈论图片,降低学生听力的困难,使听力更容易,学生更感兴趣。‎ StepⅣ.Oral practice (1d)‎ ‎1.Before the students do the practice,the teacher asks the students to draw their family and friends.‎ T:Draw your family and friends on a piece of paper.(Do not waste too much time and let them draw simply.)‎ ‎2.Tell the class to talk about their pictures.‎ T:Now,talk about your pictures,using the model sentences.First A says to B,then B says to A.‎ ‎(Ss do the oral practice and the teacher walks around them and listens to them to see if they make any mistakes.But don’t interrupt them.After they finish doing this,the teacher collects their mistakes,writes them on the blackboard and asks students to correct.)‎ 160‎ ‎[设计意图]　这是学生完整地表达一段口头作文的活动,在学生叙述的过程中,不打断他们,发现语言错误时,可以让学生自己改正,以提高学生语言的准确性。‎ StepⅤ.Reading practice (2a-2c)‎ ‎1.Tell Ss the meanings of “male” and “female”.Then ask them to find the first names in this unit.‎ T:Look at the activity in 2a.Find the male and female names in this unit.“Male” is referred to a man or a boy,and “female” is either a woman or a girl.Say the names in this unit.‎ Ss:Jenny,Bob,Jack,Linda,…‎ ‎2.Let the Ss work by themselves,then check their work.‎ The teacher should explain something in the passage.‎ ‎☆教材解读☆‎ ‎1.Here are two nice photos of my family.  ‎ 这是一个倒装句,here 或there开头的句子要倒装,句子的谓语动词要与它后面的主语一致。‎ Here’s your key.你的钥匙在这里。‎ ‎2.My grandfather and grandmother are in the first photo. ‎ be in the photo的意思是“在照片中(上面)”,表示“在……”需要有动词be (is,am,are)。‎ Helen is not in the photo.海伦不在照片里。‎ ‎【拓展】　in the photo=in the picture,in the next picture的意思是“在下一张照片上”。‎ ‎3.Coco is in my family,too. ‎ in my family的意思是“在我的家人中,在我的家庭中”,不是“在我家的房子中”。‎ ‎【拓展】　在西方文化中,宠物也被看作是家庭成员,因此常常用he,she,his,her代指它们。‎ This is my dog.Her name is Coco.这是我的狗狗。她名叫可可。‎ ‎5.Read the passage again and complete the sentences in 2c.‎ T:We know these names,Alan,Mary,Bob,Eric,Cindy,and Helen.Now read again and finish these sentences.‎ Then T asks six students to read out their sentences.‎ T:Coco is the name of my dog.‎ The teacher explains the word “of”.‎ T:(After they finish writing)Please read aloud this passage.‎ ‎【Keys】　2a:Male:Jiang Tao,Tom,Bob,Jack,Alan,Eric,John,Paul,Bill,Dale Female:Cindy,Mary,Linda,Jenny,Jane,Kate,Helen,Sally ‎2b:Jenny,Alan,Mary,Bob,Eric,Cindy,Helen,Coco ‎2c:1.Jenny　2.parents　3.brothers　4.sister 5.cousin　6.Coco ‎[设计意图]　这是一个阅读综合练习,先帮助学生猜测短文大意,扫清阅读障碍,要教会学生阅读的方法,养成好的习惯。读后再进行一些检测性提问,能够帮助学生从阅读中提取信息。‎ StepⅥ.Summary and Assignment T:Today,we do a lot of reading practice about family members and their names.(Show the passage.)‎ Let’s read the passage again and finish these sentences according to the passage.‎ Alan and Mary are Jenny’s 　　　　.Bob and Eric are Jenny’s 　　　　.Cindy is Jenny’s 　　　　.Helen is Jenny’s 　　　　.Jenny’s dog is 　　　　. ‎ Exercise Ⅰ.根据句意及首字母提示补全单词 ‎1.This is my g　　　　.She’s my mother’s mother. ‎ ‎2.This is my a　　　　.She’s my father’s sister. ‎ ‎3.These are my c　　　　.They’re my uncle’s son and daughter. ‎ ‎4.U　　　　 Wang is my mother’s brother. ‎ ‎5.This is my aunt’s d　　　　.She’s my cousin,Juanjuan. ‎ 160‎ Ⅱ.翻译短语 ‎1.我的一张全家福　　　　　　　　　 ‎ ‎2.在第一张图片上　　　　　　　　　 ‎ ‎3.在我的家庭中　　　　　　　　　 ‎ ‎4.狗的名字　　　　　　　　　 ‎ ‎5.in the next picture　　　　　　　　　 ‎ ‎6.two nice photos of my family　　　　　　　　　 ‎ ‎7.here is　　　　　　　　　 ‎ ‎8.a family photo　　　　　　　　　 ‎ ‎【Keys】　Ⅰ.1.grandma　2.aunt　3.cousins　4.Uncle　5.daughter Ⅱ.1.a photo of my family　2.in the first photo 3.in my family　4.the name of a dog　5.在下一张照片上　6.我家人的两张漂亮照片　7.这儿是/这儿有　8.一张全家福 ‎[设计意图]　加强基础知识的练习,当堂检测本课时的词汇和重点短语,加深学生的印象。‎ StepⅦ.Homework ‎1.Recite the new words and read the passage in 2b.‎ ‎2.Do the exercises.‎ ‎[设计意图]　口头练习和笔试练习相结合,新旧知识相结合,注重语言知识的操练。‎ grandfather/grandpa　　a family tree grandmother/grandma grandpa—grandma father/dad dad—mom　uncle　aunt mother/mom son　daughter uncle brother sister　cousin aunt my family　in my family son Here’s/Here are daughter a photo of/a picture of cousin in the picture 教学反思： 本课时的教学内容是人教版七年级英语第二单元的第三课时,重点是拓展学习表示家庭成员关系的词汇,学会运用介绍人物的句型进行阅读,并学会将句子组成短文。以活动和任务驱动学生,引起学生的兴趣,任务以听说和阅读为主,写的方面只要求写出词语。因此,教师可以将知识目标定为掌握本课时表示家庭成员关系的单词以及介绍人物关系的句型,以及短文的阅读理解。情感目标定为了解中西方有关家庭成员关系的文化差异。‎ 第四课时　Section B 3a—Self Check ‎1.复习运用表示家庭成员关系的词汇和相关短语。‎ ‎2.能够运用介绍他人以及辨认人物的句型:‎ Who’s he/she?Who’re they?‎ 160‎ ‎3.学会运用家庭照片写出介绍家庭成员的英语小短文。‎ ‎1.熟练运用本单元的词汇和句型进行口语、阅读和书面写作练习。‎ ‎2.能够运用所学的句型介绍家庭成员,能够阅读有关介绍家庭成员信息的短文;并根据阅读的内容画出家庭成员的图片。‎ ‎1.熟练运用本单元词汇和句型书写介绍家庭成员和辨认人物的短文内容。‎ ‎2.学习运用英文思维,排除汉语思维干扰,掌握介绍人物的指示代词以及与之相适应的谓语动词搭配形式。‎ ‎3.养成良好的书写习惯,训练写作技巧。‎ 设计教学PPT,多媒体,学生自己的家庭图片,准备一些家庭成员名称的资料。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ ‎1.Warm up and review by quickly asking something about Jenny’s family in the passage in 2b.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:Today let’s review how to say something about one’s family.Please read the passage in 2b.‎ Ss read the passage in 2b.‎ ‎[设计意图]　通过口语活动,复习已学过的辨认人物的语境,引导学生复习相关的词汇和句型,为下一步补全短文做准备。‎ Leading in 【情景2】‎ ‎1.Review the passage in 2b and ask Ss to review some phrases,so the students can prepare for the next step,writing about a family photo.‎ ‎[设计意图]　通过朗读和提问短文中的短语,复习所学的词汇和句型,口头询问复习短语,为下一步的写作提供单词准备。‎ StepⅡ.Reading with tasks (3a)‎ The teacher asks Ss to know what to do in 3a and read the words in the box.‎ T:If I show you a family picture,what can you say to introduce the people?‎ Ss:This is…/That’s…/These are…/Those are…‎ T:Yes.You can say these sentences to introduce the people.But if I introduce a family,can you draw the family photo?Now please read this passage in 3a.First,read the words in the box.Then,write what are in the blanks.‎ Ss read the words in the box in 3a.And fill in the blanks in the passage.The teacher walks around and helps them and then asks two students to read the passage to see how they have done the work.‎ T:Can you draw the family photo for Paul?You can use the simple drawing.‎ Ss try to draw Paul’s family.(3a)‎ T:Now read the passage again.And pay attention to the writing marks,the capital letters and small letters.‎ ‎【Keys】　3a:family,parents,brothers,Cindy ‎[设计意图]　利用短文提供的语境,让学生进行阅读,然后根据语境填写所缺的单词完成短文,复习目标语言,为下一步写作做准备。‎ StepⅢ.Writing practice (3b)‎ ‎1.Use a student’s family photo as a model.‎ T:Do you have your family photo?‎ 160‎ S1:Yes,here it is.‎ T:(Show it to the class.)This is a photo of S1’s family.Let’s ask him/her some questions.‎ T:Who’s this/this man/boy?‎ S1:He’s my father/brother.‎ T:What’s his name?‎ S1:…‎ ‎[设计意图]　根据上一个阅读的形式进行写作练习,学生运用图片,先说后写,用所学的知识书写家庭成员的信息 。‎ StepⅣ.Self Check ‎1.T:Let’s have a competition to see who can say more words about family members.‎ ‎(Ss answer quickly to review the words.)‎ T:Look at Self Check.‎ Activity 1.Write down the English words in the proper column,male,female or both.‎ ‎(The students work by themselves.)‎ T:Read out your work.S1,read the words for male.‎ ‎[设计意图]　复习本单元重点内容,归纳整理短语、重点词汇和功能句型。‎ StepⅤ.Summary and Assignment T:Today,we review the key words about family members,practice writing a passage.Now,please do some exercises to review some other things.‎ Exercise 根据汉语提示完成句子 ‎1.Look at this 　　　　(图画,照片). ‎ ‎2.This is not your book.Your book is 　　　　(在这儿). ‎ ‎3.That’s a 　　　　(相片)of my family. ‎ ‎4.He is in the 　　　　(下一个,隔壁的)class. ‎ ‎5.The 　　　　(女孩)is his sister. ‎ ‎6.I have a 　　　　(狗). ‎ ‎7.Coco is the name 　　　　(……的)my dog. ‎ ‎【Keys】　1.picture　2.here　3.photo　4.next 5.girl　6.dog　7.of ‎[设计意图]　加强基础知识的记忆,当堂检测本单元学习的单词。‎ StepⅥ.Homework ‎1.Practice the sentence patterns using the words in this unit.‎ ‎2.Write a passage about your family photo.‎ ‎[设计意图]　口头练习和笔试练习相结合,要求学生运用本单元所学到的知识,进行语言知识的操练。‎ Hi.I am Li Ping.Here is a photo of my family.These are my parents and these are my grandparents.They are my mother’s parents.Who is this girl?She is my cousin.Her name is Liu Mei.And who is this boy?Can you guess?Yes,it is me.‎ Male:father,brother,dad,grandfather,grandpa,uncle,son Female:mother,mom,grandmother,grandma,aunt,sister,daughter Both:parents,grandparents,cousin 教学反思：从培养学生的听、说能力入手,让学生流利地用英语介绍家庭成员,以及询问他人的家庭成员。能够听懂和应答who开头的疑问句,并能够询问第三人。进一步过渡到阅读有关介绍家庭成员的短文,并写出相关短文。‎ 教学突破:利用图片创设语境,或利用学生自己的实际情况创设语境,突出听力和口语表达,反复训练介绍他人的句型和对话,再进行读写训练。在练习中正确使用指示代词、人称代词、单复数形式的名词以及主语与动词的搭配,培养学生捕捉关键词的能力,准确运用所学的词汇、句型。‎ 160‎ 注重方法与价值观的培养。以听说领先,在英语语境中大量感知、学习本单元的重点词汇和核心句型,养成良好的学习英语的习惯。在已有的语言基础上归纳总结指示代词this/that和these/those的用法,学习单复数名词,并在练习中克服母语的影响,注意名词的单、复数形式,以及正确使用谓语动词与之保持一致,使知识的记忆形象化、系统化。采用Pair work和Role play相结合的方式,练习介绍家庭成员和辨认他人的英文句型。通过课堂活动,让学生在语境中学习和介绍自己的家庭成员,相互分享和交流自己的家庭等基本信息,引导学生有礼貌地介绍他人、问候他人和与别人的家庭成员打招呼。‎ Unit 3　Is this your pencil?‎ 话题Topic 教室里的物品Things in the classroom 功能Functions 能够就物主关系进行问答Identify ownership A:Is this/that your…?‎ B:Yes,it is.It’s…/No,it isn’t.It’s…‎ A:Are these/those your…?‎ B:Yes,they are.They’re…/No,they aren’t.They’re…‎ 语法Grammar 一、能够正确使用名词性物主代词Possessive pronouns mine,yours,his,hers 二、能够正确使用一般疑问句确认物主关系并作简单回答Yes/No questions and short answers A:Is this/that…?‎ B:Yes,it is./No,it isn’t.‎ A:Are these/those…?‎ B:Yes,they are./No,they aren’t.‎ 词汇和常用表达 Words & expressions ‎1.能正确使用下列词汇Curriculum words(按词性排列)‎ 名词:pencil,book,eraser,box,schoolbag,dictionary,teacher,baseball,‎ watch,computer,game,card,notebook,ring,bag,library,classroom,e-mail ‎(=email),set;‎ 代词:his,mine,hers,me,yours;‎ 形容词:welcome,some;‎ 动词:excuse,thank,help,ask,find(found),call,lose(lost);‎ 介词:about,for,in,at;‎ 其他:must ‎2.能正确使用下列常用表达Useful expressions pencil box,excuse me,ID card,ask…for…,call…at…,a set of What about…?‎ Thank you for your help.‎ You’re welcome.‎ ‎3.能够认读下列词汇Non-curriculum words 160‎ Anna,John,David 学习策略 Strategies ‎1.尝试在阅读中根据上下文进行猜测 ‎2.在教师的指导下通过抓关键词完成听力和阅读任务 文化知识Culture ‎1.了解英语致谢及回答小常识 ‎2.了解电子邮件基本知识 ‎3.了解失物招领小常识 三维目标 Three-dimensional target 知识与 技能 ‎1.能掌握以下单词:pencil,book,eraser,box,schoolbag,dictionary,his,mine,hers,‎ excuse,me,thank,teacher,about,yours,for,help,welcome,baseball,watch,computer,game,card,notebook,ring,bag,in,library,ask,find(found),some,classroom,e-mail(=email),at,call,lose(lost),must,set 三维目标 Three-dimensional target 知识与 技能 ‎2.熟练掌握单元短语:pencil box,excuse me,what about,thank you for,computer game,ID card,ask for,call at,a set of ‎3.能掌握以下句型:‎ A:Is this your pencil?‎ B:Yes,it is.It’s mine.‎ A:Are these your books?‎ B:No,they aren’t.They’re hers.‎ A:Thank you for your help.‎ B:You’re welcome.‎ Ask the teacher for it.‎ E-mail me at…‎ ‎4.了解以下语法:名词性物主代词的用法;一般疑问句表示物主关系及其回答。‎ ‎5.学会使用正确的词汇介绍教室里的物品。‎ 过程与 方法 ‎1.通过师生问答、生生对话、角色扮演和看图说话等多种语言交际活动,培养口语交际能力和在日常生活中运用英语的能力。‎ ‎2.通过图片创设语境,或运用学生身边的真实物品作语境,感知、学习句型 Is this…?Are these…?以及在此句型中学习名词性物主代词的使用,名词单复数的运用。运用真实的物品操练运用句型,提出和解答问题,提高学生的学习兴趣并主动参与。‎ 情感态度 与价值观 ‎1.学会积极参与、主动交际。‎ ‎2.结合语言学习的内容,要求学生养成将学习用具摆放有序,不乱丢乱放的习惯。‎ ‎3.鼓励学生多进行口语训练,在语言学习中,培养互相帮助和拾金不昧的好品质。‎ Section A 概述 本部分通过主题图片呈现的教室内的情景,将学生带入语言交流的自然环境,导入教室内常见物品的话题词汇和核心句型。‎ ‎1.1a-1c通过图片、文字以及听力训练导入本单元的语境、话题,‎ 160‎ 是本单元的基础。内容是:问句Is this/that your…?Are these your…?和肯定、否定答句Yes,it is./No,it isn’t.Yes,they are./No,they aren’t.等。‎ ‎2.2a-2c以听力和对话相结合的训练形式,要求学生进一步学习询问及辨认物品的所有者的句式,对单元重点词汇和重点句型做语言输入,即单复数形式的一般疑问句及其回答。‎ ‎3.2d部分通过角色扮演让学生在相应的语境中综合运用语言进行交流活动,对学生提出更高的应用语言的要求。‎ ‎4.语法框里通过表格的形式给学生梳理了本单元的重点语法结构,即询问物品所属关系的一般疑问句和答语:Is this/that your…?Yes,it is.It’s mine./No,it isn’t.It’s his/hers.Are these your…?Yes,they are./No,they aren’t.‎ They’re hers/mine.等。‎ ‎5.3a-3c 部分通过活动对语法部分内容进行训练,巩固运用本单元重点语法知识。3a通过补全句子中所缺的单词主要巩固、总结指示代词与be动词的搭配及一般疑问句的简略回答。3b通过补全答语,要求学生运用3a中所归纳总结的语言规律,完成特定语境中的语言交流活动。3c以游戏的形式对目标语言进行语言实践训练,使语法教学情景化和趣味化,让学生在游戏中自然学会运用目标语言。‎ Section A 教学 目标 ‎1.学会使用表示常用学习物品的基本词汇。‎ ‎2.学会使用含有指示代词this/that/these/those的一般疑问句来询问物品的所有者的句型。学会使用名词性物主代词mine/his/hers来确认物品的所有者。‎ ‎3.完成听说练习,掌握询问及应答“物品所属关系”的一般疑问句,进行英文交际。‎ Section B 概述 Section B在Section A的基础上进行话题内容拓展,进一步学习和运用相关词汇和目标语言,加大了语言输入。‎ ‎1.1a-1b是词汇学习的加强和扩展,通过辨识学校失物招领处的常见物品,拓展了词汇baseball,watch,computer game,ID card,notebook,ring等,并自然地引入句型How do you spell it?‎ ‎2.1c-1d部分是听力活动分层设计,材料包括两个短对话,对话的内容是两位学生在学校失物招领处认领物品,让学生进一步体会目标语言在真实语境中的运用。1c要求圈出物品,1d要求写出物品的所有者。‎ ‎3.1e部分是一个角色扮演活动,学生需要运用本单元的目标句型组织自己的对话。‎ ‎4.2a-2c 的教学活动以阅读训练为主,让学生通过阅读进一步巩固本单元所学的目标语言,为3a-3b的写作输出做准备。2a是一个读前准备活动,要求学生联系自己的生活实际,写出自己常丢的物品,从而巩固前面学过的词汇,同时为接下来的阅读做好准备。2b-2c通过公告栏上的失物招领和寻物启事进一步输入本单元的目标语言,让学生体会失物招领和寻物启事在真实语境中的运用情况,并学习一些常用表达法,如:e-mail…at…,call…at…,ask…for…,a set of keys等。‎ ‎5.3a-3b 是过程性写作训练,在前面听、说、读的基础上,学生尝试简单的语言输出。3a要求学生选择相应的词汇补全两则启事,初步掌握写失物招领和寻物启事的简单方法。3b要求学生在3a呈现的范文的基础上让学生写出带有自己姓名和电话号码的寻物启事。此任务强调在真实语境中完成写作,同时也给不同层次的学生提供了展示的机会。‎ 教学 目标 ‎1.学会更多的表示身边物品的名词。‎ ‎2.能够读懂寻物启事和失物招领,以及书写出寻找自己物品的失物招领启事。‎ ‎3.在实际生活中运用语言,从而感知英语学习的重要性和实用性。‎ Self Check 概述 ‎1.活动1以竞赛的方式回忆所学的单词。‎ 160‎ ‎2.活动2利用表格对比人称代词和物主代词。‎ ‎3.活动3复习、巩固就物品所属关系进行问答的句型。‎ ‎1.学会使用本单元表示常用学习物品名称的基本词汇,学会使用名词性物主代词mine/his/hers来确认物品的所有者。‎ ‎2.学会使用询问物品所有者的句型,重点是使用含有指示代词this/that和these/those的一般疑问句来询问物品的所有者。注意正确使用be动词的搭配形式,以及熟练运用名词的单复数形式。‎ ‎3.理解英语中的名词性物主代词和形容词性物主代词的概念、区别和用法,能够克服母语的干扰,正确使用。‎ 第一课时:Section A　1a-1c 第二课时:Section A　2a-3c 第三课时:Section B　1a-2c 第四课时:Section B　3a-Self Check 教学 目标 单词 卡片 名词:pencil,book,eraser,box,schoolbag,dictionary,teacher,baseball,‎ watch,computer,game,card,notebook,ring,bag,library,classroom,e-mail (=email),set ‎ 代词:his,mine,hers,me,yours ‎ 形容词:welcome,some 动词:excuse,thank,help,ask,find(found),call,lose(lost)‎ 介词:about,for,in,at 其他:must 短语 归纳 pencil box铅笔盒; excuse me劳驾,请原谅;thank you for为……而感谢你;computer game电子游戏(机);ID card学生卡,身份证;ask…for…请求,恳求(给予);e-mail…at…按照……发邮件;call…at…按……给某人打电话;a set of一套,一副,一组;in the school library在学校图书馆里;Lost & Found失物招领处 句型 集锦 ‎1.A:Is this/that your pencil?‎ B:Yes,it is.It’s mine./No,it isn’t.It’s hers/his.‎ ‎2.The blue pen is his/hers/mine.‎ ‎3.A:Are these/those your books?‎ B:Yes,they are./No,they aren’t.They’re hers/his.‎ ‎4.What about…?‎ ‎5.Thank you for your help.You’re welcome.‎ ‎6.A:How do you spell it?　B:W-A-T-C-H.‎ ‎7.Ask the teacher for it.‎ ‎8.Call me at 685-6034.‎ ‎9.E-mail me at maryg2@gfimail.com.‎ 重点 语法 一、名词性物主代词mine,his,hers,yours。‎ 二、含有指示代词this/that/these/those的一般疑问句及其回答。‎ ‎“‎ 160‎ 第一课时　Section A 1a—1c ‎1.记忆单词pencil,book,eraser,box,schoolbag,dictionary,his,mine,hers;缩写词 it’s,‎ isn’t,aren’t ‎2.掌握和运用确认物品所属关系的句型:‎ A:Is this your pencil?‎ B:Yes,it is.It’s mine.‎ A:Is that your schoolbag?‎ B:No,it isn’t.It’s his.‎ A:Are these your books?‎ B:No,they aren’t.They’re hers.‎ ‎3.能够正确使用名词性物主代词mine,his,hers,和由指示代词this,that,these,those构成主语的一般疑问句及其回答。正确使用单复数名词。‎ ‎4.通过单元主题图片学习表示学习用品的单词,利用图片提供语境进行听力训练,通过两人一组合作角色扮演的方式,在图片情景或真实语境中练习句型,提高英语听、说能力。‎ ‎1.学会运用身边的学习用品的名词和指示代词学会辨认物品所有者的句型:‎ A:Is this/that your…?‎ B:Yes,it is./No,it isn’t.It’s his/hers.‎ A:Are these your…?‎ B:Yes,they are.They’re mine./No,they aren’t.‎ They’re his/hers.‎ ‎2.学会使用名词性物主代词以及正确运用名词的单复数形式。‎ ‎1.学会本单元表示学习用品的词汇,名词性物主代词以及正确运用名词的单复数形式。‎ ‎2.能够运用含有指示代词的一般疑问句、名词性物主代词和单元基本词汇来确认物品的所有者。‎ ‎3.理解名词性物主代词与形容词性物主代词的区别和用法。‎ 设计教学PPT,录音机,多媒体,课本插图,随身携带的学习用品或图片等。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ 160‎ Warming up by reviewing school things like a pen,a ruler,a map,etc.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:(Show school objects and ask Ss.)What’s this in English?‎ S1:It’s a pen.‎ T:What’s that?(Pointing to the map on the wall.)‎ S1:It’s a map.‎ T:And what’s this in English?‎ S2:It’s a ruler.‎ T:And what’s that?(Point to a schoolbag.)‎ S2:It’s a…‎ Then the teacher shows the other school things and teaches the students.In this way,the teacher gets the students to come to the new unit’s learning.‎ ‎[设计意图]　通过复习学过的学习用品,轻松带领学生进入新的学习单词的语境,自然过渡到本单元的新话题。‎ Leading in 【情景2】‎ T:(Greet the class.)Hello,everyone!Good morning/afternoon!‎ Ss:Good morning/afternoon!Mr./Ms.XX.‎ T:(Show two pictures,one is a family picture and the other is a picture of a classroom.)What’s this picture?‎ S1:It’s a picture of a family.‎ T:Yes.What about this picture?‎ S1:It’s…(Ss may not know the word “classroom”.So the teacher should tell them.)‎ T:It’s a picture of a classroom.What things do you have in the classroom?‎ Ss:Pens,rulers,maps,…‎ Then the teacher leads the students to learn the new words in 1a.‎ ‎[设计意图]　运用谈论图片内容的日常用语创设语境,利用上一单元所学的a picture of my family,导入本单元a picture of a classroom以及谈论学习用品的话题和词汇。‎ StepⅡ.New words (1a)‎ ‎1.Give a presentation by showing a photo of the classroom in 1a.‎ ‎2.The teacher writes the topic sentence on the blackboard and gets the class to read it.‎ ‎3.T:Please read the words in 1a and look at the things in the picture.Match the words with the things in the picture.‎ ‎[设计意图]　运用实物和主题图片教学表示学习用品的名词,更加具体,易学易记。‎ StepⅢ.Listening activities(1b)‎ ‎1.Before listening,the teacher takes a book from one student and says:‎ ‎2.T:Listen to three conversations,please.For the first time,listen and tell which is the first,second,or the third.‎ Play the recording of the conversation.Get the Ss to perceive the situation of the conversation and pay attention to the words and sentence patterns.‎ ‎3.Play the conversations again,ask the students to focus on the possessive pronouns mine/his/hers and repeat the conversations.‎ ‎[设计意图]　运用谈论学生自己的物品作语境,做听力训练时先整体感知,然后再对目标内容精听细解,学习语法知识,让学生既得到听力训练,又能从中学会语言表达。‎ StepⅣ.Post-listening Activities After listening to the conversations,ask the class to read them aloud.‎ ‎[设计意图]　学生学习辨认物品主人的句型之后,先朗读巩固,总结要点,再运用图片或身边的物品,训练对话,培养学生的听说能力。‎ 160‎ StepⅤ.Summary and Assignment T:Today we learn a lot of new words about school things.Please learn them and practice using the new words.‎ Exercise Ⅰ.完成下面的单词,并填写汉语意思 ‎1.p　nc　l(　　)　　　 2.　r　ser(　　) ‎ ‎3.sch　 　lb　g(　　) 4.d　ction　ry(　　) ‎ ‎5.m　n　(　　) ‎ Ⅱ.选词填空 ‎1.—　　　　 (Is,Are)this your book? ‎ ‎—Yes,　　　　(it,this)is.It’s　　　　 (mine,my). ‎ ‎2.Those are my 　　　　(book,books). ‎ ‎3.—Are 　　　　(that,those)his pencils? ‎ ‎—No,　　　　(they,those)aren’t.They’re 　　　　(her,hers). ‎ ‎【Keys】　Ⅰ.1.e,i(铅笔)　2.e,a(橡皮擦)　3.oo,a(书包)　4.i,a(字典,词典)　5.i,e(我的)‎ Ⅱ.1.Is,it,mine　2.books　3.those,they,hers ‎[设计意图]　以学评教、强化落实。当堂检测由本节重点词汇和语法内容组成的形成性评价。‎ StepⅥ.Homework ‎1.Practice the words about school things and ask the general questions after class.‎ ‎2.Copy and learn the new words and make conversations with possessive pronouns.‎ ‎[设计意图]　口头练习和单词记忆相结合,同时注重语言知识的操练和记忆。‎ ‎　　a pencil　　　　Is this your…?‎ a book Yes,it is.It’s mine.‎ an eraser No,it isn’t.It’s not mine.It’s his/hers.‎ a pencil box Are these your…?‎ a schoolbag Yes,they are.They’re mine.‎ a dictionary No,they aren’t.They’re not mine.They’re his/hers. mine,yours,his,hers 教学反思：本课时的教学内容是人教版七年级英语第三单元的第一课时,重点在于引导学生观看图片,理解语境,通过教室里的师生之间辨认物品的所有者的语境,导入本单元的话题、基本词汇和基本目标语言。以活动引起学生的兴趣,以听和说为任务,驱动学生学习由指示代词this/that/these/those构成的一般疑问句的句型,学习表示学习用品的单词,学习名词性物主代词。因此,教师可以将知识目标定为掌握本课时出现的学习用品单词,物主代词和辨认物品主人的一般疑问句。情感目标定为在语言学习过程中培养学生良好的学习习惯和不乱丢物品的习惯,了解英汉语言中的思维差别。‎ 第二课时　Section A 2a—3c 160‎ ‎1.记忆单词 excuse,me,thank,teacher,about,yours,for,help,welcome;短语 excuse me,thank you for…;缩写词 Bob’s,Sally’s ‎2.学会运用确认物品的所属关系的句型和表示感谢的话语: ‎ ‎—Is this/that your…?‎ ‎—Yes,it is.It’s mine/his/hers…‎ ‎—No,it isn’t.It’s his/hers/…‎ ‎—Are these/those your…?‎ ‎—Yes,they are.They’re mine/his/hers…‎ ‎—No,they aren’t.They’re his/hers/…‎ The blue pen is his.‎ What about this dictionary?‎ ‎—Thank you for your help.‎ ‎—You’re welcome.‎ ‎3.能够使用名词性物主代词mine,yours,his和hers。‎ ‎4.通过听力训练,两人一组口语练习和角色扮演的方式,在情景交际中练习确认物品所属关系的语言点。用图片和学生自己的物品进行英语练习。‎ ‎5.帮助学生确认其他同学的物品。‎ ‎1.复习、运用辨认物品所属关系的英语:Is this/that your…?Are these/those your…?等,复习、运用学习用品的有关词汇以及名词性物主代词。‎ ‎2.拓展学习表示礼貌的英语Excuse me.以及表示道谢的英语Thank you for…‎ ‎3.复习、总结与单复数形式搭配的指示代词。‎ ‎1.正确使用指示代词和物主代词来指代单、复数物品。强化学生对名词单复数的概念的理解。‎ ‎2.让学生重点感知完整的语境,并从中学习语言知识。‎ 设计教学PPT,录音机,多媒体,相应的插图,一个盒子或袋子,学生自己的学习用品等。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ Warming up by talking about the school things.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:(Show the school things and review the words.)I show you the school things;please make a dialogue with your partner.‎ The teacher takes a pencil box from S1 and gets S1 to speak with S2.‎ S1:Is that your pencil box?‎ S2:Yes,it is.It’s mine.‎ Then get S3&S4 to make a dialogue.‎ S3:Is that your pencil box?‎ S4:No,it isn’t.It’s his/hers.(Point to S1.)‎ 160‎ Then the teacher takes someone’s books and asks Ss to make conversations.‎ S5:Are those your books?‎ S6:Yes,they are.They’re mine.‎ S7:Are those your books?‎ S8:No,they aren’t.They’re his/hers.‎ In this way,the teacher asks the class to review the words and the target languages.‎ ‎[设计意图]　通过复习已学过的对话,进入语境,利用学生的实物引导学生复习词汇,说出对话,教师简要总结,让学生熟知目标语言,为下一步的扩展练习做准备。 ‎ Leading in 【情景2】‎ Warming up by reviewing the new words.‎ Review other words,paying attention to “an eraser”.Then review the words in plural forms.‎ T:What are these in English?‎ Ss:They’re books/keys/pencils/schoolbags/dictionaries.‎ ‎2.T:Now please say possessive pronouns like this:I say “my books”,you should say “mine”.‎ T:My ruler.‎ Ss:Mine.‎ T:His schoolbag.‎ Ss:His.‎ T:Her eraser.‎ Ss:Hers.‎ ‎[设计意图]　通过复习所学的学习用品单词,复习、比较形容词性物主代词与名词性物主代词的用法,要求学生运用身边的物品,复习、练习目标语言,为后面部分的扩展学习和训练做准备。‎ StepⅡ.Listening (2a-2b)‎ ‎1.Before listening T:Please look at the pictures.What are they in English?‎ ‎2.Listening activities T:Listen to the conversation for the first time.The students are talking about things in the classroom.What are they talking about?Please tick the things in 2a.‎ Play the tape and get the students to listen to the conversation and check the things they hear.‎ ‎4.After listening T:Now let’s repeat the dialogue.You should follow the teachers’ pronunciation and intonation.‎ Ss repeat after the tape.The teacher corrects some pronunciation problems,such as books and erasers.‎ The teacher should simply tell the students something about the plural form nouns and their pronunciation.‎ ‎☆教材解读☆‎ Excuse me,Grace.Is this your pencil? ‎ excuse me意为“劳驾,打扰了”,常用于询问、求助或请求之前。‎ Excuse me.Are you Mike?打扰您一下。您是迈克吗?‎ ‎【Keys】　2a:pencil,erasers,ruler,books,pencil box ‎2b:pencil,erasers,ruler,books,pencil box ‎[设计意图]　学生在听力练习前,通过辨认图片中的物品复习目标词汇,明确听力任务,扫除生词障碍。在进行听力活动时,先听关键词,再听句子,要求边听边记,由易到难,训练到位。同时学习听力材料中的语言点,模仿英语的发音。‎ StepⅢ.Practice(2c)‎ The teacher asks some students about their things and gets students to answer as a model.Then ask the class to ask and answer.Remind the students to use “excuse me”.‎ T:(Pick a schoolbag and ask.)Excuse me,Lin Xia.Is this your schoolbag?‎ 160‎ S1:No,it isn’t.‎ T:Ask him,please.‎ S1:Excuse me.Is this your schoolbag?‎ S2:Yes,it is.It’s mine.Thanks.‎ T:Work in groups of four.You can collect some things in a bag and then take one.Practice asking and answering.‎ ‎[设计意图]　培养学生的积极主动性和大胆说英语的能力,同时要求注意一般疑问句的语调。‎ StepⅣ.Reading and role-playing (2d)‎ ‎1.Discuss the picture in 2d.‎ T:Look at the picture in 2d.What can you see in the picture?‎ Ss:A teacher and a girl.‎ T:Yes.Some things are on the teacher’s desk.The teacher wants to know whose they are.Please listen to the recording and follow the conversation.‎ ‎2.The students listen and imitate the pronunciation and intonation.Remind them of the rising tone for general questions and the falling tone for special questions and statements in “What about the dictionary?” and “The blue pen is his.”‎ ‎3.T:Open your books and practice the conversation in 2d in pairs.‎ Ss read and then the teacher asks two students to show in class.‎ Teach to learn the meaning of the sentences.The teacher should explain some words,phrases and sentences,such as “They’re Bob’s./The blue pen is his./What about the dictionary?/Thank you for your help./You’re welcome.”‎ ‎4.Read aloud then role-play.‎ T:Now,let’s role-play the dialogue.First,boys role-play the teacher and girls role-play Anna.‎ Boys and girls role-play it.Then get the Ss to practice in pairs until they can say the conversation without the book.‎ T:Let’s see who can speak like a real English speaker.(Get two pairs to role-play the conversation in class.)‎ At last,the teacher makes some situations for the students to practice the conversation using their own things and makes it just like in real life.‎ ‎[设计意图]　要求学生感知语境、模仿语音语调、分角色表演对话。层次逐渐加深,对于各层面上的学生的学习做不同的要求。‎ StepⅤ.Grammar Focus ‎1.T:Please read the sentences in Grammar Focus.(Play the PPT and getting the students to read them aloud.)Learn the grammar.‎ ‎[设计意图]　通过本单元的语言材料,帮助学生总结归纳英语语法要点,对重点内容精解精析,帮助学生学习掌握,要求学生学会运用。‎ StepⅥ.Practice (3a)‎ ‎1.T:Now,let’s do some exercises to practice the grammar.‎ T:Look at 3a.Some words are missed in the questions and answers.Can you please complete them?Please look at the picture,paying attention to the things near or far.‎ Ss work by themselves and check in small groups.Then ask four pairs of students to read out their work.Let other students help to correct the mistakes if any.‎ ‎2.T:S1 and S2,please read the questions and answers in the first line to the class.Others listen and see if there are any mistakes.‎ The two students do it.The teacher helps them with the pronunciation and intonation.‎ S1:Is this your book?‎ S2:Yes,it is./No it isn’t.‎ Then ask another to do the second…‎ ‎【Keys】　3a:Questions:this,these,that,those　Answers:isn’t,they,is,aren’t 160‎ ‎[设计意图]　通过前面的用法总结,让学生先注意图片上的物品与人的远近,自己完成填空任务,再口头说出来,在此基础上要求学生集体朗读,两人一组朗读,使知识得到巩固。‎ StepⅦ.Practice (3b)‎ ‎1.Before the students complete the answers in 3b,the teacher shows school things and gets the students to answer by the teacher’s gestures.‎ ‎[设计意图]　用实例让学生直接进入状态,再自主完成任务,提醒学生注意关键词和多种方法,从口语到书写进行有效的训练。‎ StepⅧ.A game Tell the class how to play this game.Ask one student to help collect the students’ things.‎ T:Now,see how to do this.‎ The teacher asks one student to take one thing from the box and ask other students to find the owner of the thing one by one.Each student can have two chances to guess.‎ S1:Is this your eraser?…‎ Students practice in groups.The teacher goes round them and gives help when necessary.‎ ‎[设计意图]　这是一个猜、听、说的综合练习,可以帮助学生练习本单元学习的寻找物品主人的一般疑问句及其回答,让学生多听多说,培养语感。‎ StepⅨ.Summary and Assignment T:In this class,we must learn how to tell the owner of things.We must use possessive pronouns and these sentence patterns:(Show the language points.)‎ ‎—Is this/that your…?‎ ‎—Yes,it is.It’s mine/his/hers…‎ ‎—No,it isn’t.It’s his/hers/…‎ ‎—Are these/those your…?‎ ‎—Yes,they are.They’re mine/his/hers…‎ ‎—No,they aren’t.They’re his/hers/…‎ We also learn these:‎ What about this dictionary?‎ ‎—Thank you for your help.‎ ‎—You’re welcome.‎ Exercise Ⅰ.写出下面单词的缩写形式 ‎1.it is　　　　　　　　　2.is not　　　　 ‎ ‎3.they are　　　  4.are not　　　 ‎ ‎5.this is not　　　 ‎ Ⅱ.选词填空 ‎1.Is 　　　　(this,these,they)your book? ‎ ‎2.　　　　 (That,This,Those)books are not mine. ‎ ‎3.　　　　 (Is,Am,Are)these your rulers? ‎ ‎4.Are 　　　　(that,those,he)her pencils? ‎ ‎5.—Are those 　　　　(Anna,Tom’s,hers)photos? ‎ ‎—No,they aren’t.‎ ‎【Keys】　Ⅰ.1.it’s　2.isn’t　3.they’re　4.aren’t　5.this isn’t Ⅱ.1.this　2.Those　3.Are　4.those　5.Tom’s ‎[设计意图]　加强基础知识的学习与总结,练习巩固基础知识,当堂检测本节语法内容,帮助学生掌握语法要点。‎ StepⅩ.Homework ‎1.Review the grammar and make conversations like that in 2d with your classmates.‎ 160‎ ‎2.Write the questions and complete the answers in 3b in the exercise-books.‎ ‎[设计意图]　口头、书面练习和语法综合知识练习相结合,注重语言知识的操练和积累。‎ ‎　　—Is this/that your…?‎ ‎—Yes,it is.It’s mine/his/hers…‎ ‎—No,it isn’t.It’s his/hers/…‎ ‎—Are these/those your…?‎ ‎—Yes,they are.They’re mine/his/hers…‎ ‎—No,they aren’t.They’re his/hers/…‎ ‎—Thank you for your help.‎ ‎—You’re welcome.‎ The blue pen is his.‎ What about…?‎ Bob’s=Bob’s pencils Helen’s=Helen’s dictionary 教学反思：本课时的教学内容是人教版七年级英语第三单元的第二课时,重点在于引导学生利用课本上的图片所创设的语境,进行目标语言的训练。训练以听力和对话活动的方式展开,引起学生的兴趣,以任务驱动学生,并总结本单元的重点词汇和句型。因此,教师可以将知识目标定为掌握本课时新出现的单词,掌握询问和回答图片中物品所有者的一般疑问句和句型What about…?Thank you for…等。情感目标定为培养学生的听力习惯和学习兴趣,学会询问和道谢的礼貌用语。‎ 第三课时　Section B 1a—2c ‎1.记忆单词baseball,watch,computer,game,card,notebook,ring,bag,in,library,ask,find(found),some,classroom,e-mail (=email),at,call,lose(lost),must;短语a computer game,ID card,ask for,call at,in the Classroom 7E ‎2.能够拓展运用本单元词汇、句型,进行听、说、读、写综合训练:‎ How do you spell it?‎ Ask the teacher for it.‎ E-mail me at maryg2@gfimail.com.‎ Call me at 685-6034.‎ ‎3.通过本课时学习,熟记并能够使用更多的表示身边物品名称的英语单词,运用图片作语境进行听说读写训练;丰富询问物品物主的英语表达,熟悉失物招领和寻物启事的英文表达法。‎ ‎4.在轻松的活动中学习、训练,培养学生积极参与课堂活动的良好学习习惯。‎ ‎1.学习更多的表示身边物品的单词,知道单词的拼写,知道它们的单复数形式,并能够正确使用指示代词、物主代词、名词的单复数形式和谓语动词的适当形式谈论这些物品的物主。‎ ‎2.能够阅读理解寻物启事和失物招领,并从中学习一些词汇、短语和格式。‎ 160‎ ‎3.学习拾金不昧、助人为乐的品质。‎ ‎1.学习运用更多的表示物品的单复数名词,运用更多的与询问物品有关的英文句子。‎ ‎2.在真实的语境中进行语言练习和运用,学习失物招领和寻物启事的英文表达。‎ 设计教学PPT,录音机,多媒体,本课时相关物品或图片。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ ‎1.Warming up and reviewing the words.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning,Mr./Ms.XX.‎ T:How many things can you say in English?(Ask the students to touch their things with or around them and say the English words in small groups.)‎ ‎2.(Quickly show pictures and asking)‎ T:What’s this in English?‎ Ss:It’s a map/key/ruler/…‎ T:Can you spell it,please?‎ Ss:Yes.M-A-P/…‎ T:(Then show some things.)What are these in English?‎ Ss:They’re keys/books/pencils/…‎ Get Ss to review the words we have learnt and spell them.‎ ‎[设计意图]　通过口头对话复习已学过物品的英语单词,轻松进入用英语辨认物品的语境,为下一步扩展身边物品的英文词汇做准备。‎ Leading in 【情景2】‎ After greeting the class,the teacher checks the students’ learning about the words,using the general questions and What-questions.‎ In this way,Ss can review the target words and the sentences.And easily come into the new situation.‎ ‎[设计意图]　通过运用学生自己的物品,复习所学的单词,口头运用所学的目标句型,能够自然地带领学生进入新的单词的学习步骤。‎ StepⅡ.Presentation (1a)‎ ‎1.Use real things,or play the PPT showing the things to teach the new words.‎ ‎2.The teacher writes and teaches the words.Ss read the words aloud.Then the teacher points to each picture and Ss say the words:e.g.baseball,and the teacher says the first letter,the students spell the words.‎ ‎3.T:Now,please match the words with the things in the picture.‎ ‎[设计意图]　通过运用实物或图示,帮助学生形象地记忆单词,同时教会复数形式,再朗读、记忆单词,学习单词的拼写。‎ StepⅢ Ask and answer (1b)‎ ‎1.Use real things to practice the new words and make conversations.The teacher does an example with one student.‎ ‎2.Ask two students to read the short conversation in 1b.The class read it aloud.‎ T:A and B,can you read the short conversation in 1b?‎ Ss read it aloud.‎ 160‎ ‎3.Ss ask and answer in pairs.Then the teacher asks some pairs to act out in class.‎ T:Look at the pictures or use your own things to ask and answer.You’d better not read the words in 1a.‎ Ss:Yes.‎ The teacher helps them with this following sentence.‎ ‎[设计意图]　通过先给学生做个示范,运用对话的方式学习生词的拼写,让学生观看和谈论图片,直接将物品与英文相联系对单词进行记忆,使学生一直在英语语境里。‎ StepⅣ Oral practice (1c-1d)‎ ‎1.Before the students listen,the teacher shows the students two pictures;one is on the playground and the other is at the Lost and Found.‎ T:Listen to the conversation and answer my question “Where are they?”‎ Ss listen and answer the question.‎ T:Are they on the playground?Are they at the Lost and Found?‎ ‎2.Tell the class to listen and circle the things in the picture of 1a.‎ T:Now,look at the picture in 1a,listen again and circle the things you hear.‎ Play the tape for the students to finish 1c.‎ ‎3.T:Look at Linda’s and Mike’s forms.they are talking in the conversation.Listen again and fill in the forms.‎ Play the tape for the third time.Ss finish the task.Then ask:‎ ‎[设计意图]　以任务引导学生集中注意力做听力练习,整体感知听力材料,以问题引领,用图片和动作帮助学生理解听力内容,学习其中语言点。‎ StepⅤ.Reading practice (2a-2c)‎ ‎1.Divide the students into teams.Make a competition to see which team writes the most words about lost things.‎ ‎2.T:How can we find the lost things at school?(The teacher asks the question to lead the class to think.)‎ ‎3.Read these lost and found messages.Finish the task in 2c.‎ T:Please read these notices again.Write down the things (items).Is it lost?Is it found?‎ Ss work in their seats.The teacher helps them to find the clues.‎ T:Look at the first notice.Is it yours?We know this computer game is found.Is the school ID card lost or found?‎ Ss:Lost.‎ T:How do you know that?‎ Ss:I lost my school ID card.‎ T:Well,now,please read these passages and learn how to write a lost notice and how to write a found notice.‎ ‎4.Ask the class to read these notices aloud.‎ The teacher should explain language points in the passages.‎ ‎[设计意图]　这是一个阅读综合练习,阅读前,让学生比赛写单词,阅读时,要教会学生阅读的方法,养成好的习惯。读后再学习一些生词,帮助学生从阅读中学到如何书写失物招领和寻物启事。‎ StepⅥ.Summary and Assignment T:Today,we do a lot of reading practice about lost and found things.Let’s look at these notices again and learn how to write one.‎ How to write a bulletin board message:‎ Lost:‎ I lost my bag.I must find it.Call me at 456-7890.Thanks.‎ Eric Found:‎ Some keys are in Ms Liu’s office.Are they yours?Ask the teacher for them.‎ Alice Exercise 160‎ Ⅰ.根据汉语意思补全单词中所缺的字母 ‎1.b　s　b　ll(棒球) ‎ ‎2.w　tch(手表) ‎ ‎3.c　mp　t　 　(电脑) ‎ ‎4.g　m　(游戏) ‎ ‎5.c　 　d(卡片) ‎ ‎6.n　t　b　 　k(笔记本) ‎ ‎7.r　ng(戒指) ‎ ‎8.p　ct　 　　(图片) ‎ Ⅱ.翻译短语 ‎1.电子游戏(机)　　　　　　　　　 ‎ ‎2.身份证　　　　　　　　　 ‎ ‎3.我的手表　　　　　　　　　 ‎ ‎4.她的戒指　　　　　　　　　 ‎ ‎5.在图片中　　　　　　　　　 ‎ ‎【Keys】　Ⅰ.1.a,e,a　2.a　3.o,u,er　4.a,e 5.ar　6.o,e,oo　7.i　8.i,ure Ⅱ.1.computer game　2.ID card　3.my watch　4.her ring　5.in the picture ‎[设计意图]　加强基础知识的练习,当堂检测本课时的词汇和重点短语,加深学生的印象。‎ StepⅦ.Homework ‎1.Recite the new words and read the notices in 2b aloud.‎ ‎2.Learn how to write lost and found notices.‎ ‎[设计意图]　口头练习和笔试练习相结合,新旧知识相结合,训练学生,注重语言知识的操练。‎ ‎　　a watch—watches a baseball—baseballs a computer game—computer games an ID card—ID cards a notebook—notebooks a ring—rings call…at;ask… for;e-mail…at Lost:‎ I lost my bag.I must find it.‎ Call me at 456-7890.Thanks.‎ Eric Found:‎ Some keys are in Ms Liu’s office.‎ Are they yours?Ask the teacher for them.‎ Alice 教学反思：本课时的教学内容是人教版七年级英语第三单元的第三课时,重点是扩大范围,学习表示身边物品的词汇,运用英文失物招领和寻物启事的语境,感知学习更多的句型。以图片与单词配对、听力和阅读活动任务驱动学生,引起学生的课堂学习兴趣,写的方面只要求写出词语。因此,教师可以将知识目标定为掌握本课时表示物品英文名称的单词和询问拼写、寻找物主、表示联系方式的句型,对失物招领和寻物启事的阅读理解。情感目标定为了解中西方有关寻找失去物品的文化知识,学习拾金不昧、助人为乐的品质。‎ 160‎ 第四课时　Section B 3a—Self Check ‎1.复习运用表示身边物品的词汇和相关短语。如:a set of keys ‎2.能够运用询问物品所有者的句型和说明联系方式的句型:‎ Are these keys yours?‎ Call me at…‎ E-mail me at…‎ ‎3.会写寻物启事和失物招领。‎ ‎1.熟练运用本单元的词汇和句型进行口语、阅读和书面写作练习。‎ ‎2.能够运用所学的内容进行书面表达,写失物招领和寻物启事。‎ ‎1.熟练运用本单元词汇和句型,运用本单元的知识写出寻物启事和失物招领。‎ ‎2.倡导拾金不昧的精神和团结友爱、助人为乐的品德。‎ 本课时的教学内容是人教版七年级英语第三单元的第四课时,重点在于引导学生熟练地运用单元词汇和句子进行阅读和书写练习。以任务驱动学生,任务以读和写为主。引导学生补全短文中的单词,进行控制性训练,再通过模仿联系实际进行写作训练。因此,教师可以将知识目标定为综合运用单元词汇和句型,进行拓展训练。情感目标定为培养学生拾金不昧的精神和团结友爱、助人为乐的品德。‎ 设计教学PPT,多媒体,失物招领和寻物启事图片。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ ‎1.Warm up and review the new words in 1a.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:What’s this in English?‎ Ss:It’s a watch.‎ T:How do you spell it?‎ S1:W-A-T-C-H.‎ ‎2.T:If you lose your ring,how can you find it?You can write a notice.Let’s review the notices in 2b.Read them,please.‎ Ss read the notices in 2b.‎ 160‎ ‎[设计意图]　通过口语活动,复习所学的单词和失物招领、寻物启事的内容,为下一步补全短文做准备。‎ Leading in 【情景2】‎ ‎1.Review the words by showing the picture of 1a.Point to a,b,c,…Get the class to say their English words and spellings.‎ ‎[设计意图]　通过提问复习生词和与失物招领寻物启事相关的短语、句型,为下一步的写作练习做准备。‎ StepⅡ.Reading with tasks (3a)‎ ‎1.The teacher shows one key and then a set of keys to teach the new word “set”.‎ T:Look!This is a key.And these are some keys.They are a set of keys.A set of…‎ Write it on the blackboard and teach the phrase.‎ Ss:A set of.‎ The teacher explains the words.‎ ‎☆教材解读☆‎ A set of keys ‎ a set of表示“一套……,一副……”等。‎ a set of books一套书籍;一套图书 ‎ a set of music CDs一套音乐CD唱片 ‎ ‎2.T:Look at the two notices in 3a.First,don’t look at the words in the box.Try to guess what are in the blanks.‎ ‎[设计意图]　在完成任务之前,先教学生生词,根据失物招领和寻物启事提供语境,让学生进行阅读并尝试按照自己的知识填空,然后根据所给的单词完成短文,复习目标语言,完成阅读加填空的任务,也为下一步写作完整的启事做准备。‎ StepⅢ.Writing practice (3b)‎ ‎1.Discuss how to write a lost and found notice in groups.‎ ‎2.The students write their own lost and found notices.The teacher walks around and gives help if needed.‎ T:Now,please write your own notice,using your own telephone numbers and e-mails.‎ ‎3.The teacher gives the students enough time and then asks two students to write their notices on the blackboard.And the teacher gets others to see if there are any mistakes.Ss check the writings.If there are any,the teacher asks students to correct them.‎ ‎[设计意图]　模仿2b和3a部分阅读的样子进行写作练习,学生先总结写作需要的语言知识,然后运用自己的真实信息,书写出寻物启事和失物招领,训练学生实际运用语言解决问题的能力。‎ StepⅣ.Self Check T:Look at Self Check.‎ ‎1.T:Work in groups of four.Let’s have a competition to see which group can write more words about school things.You can have 5 minutes.‎ Ss answer quickly to write the words.Then the teacher asks four students to write their words on the blackboard.Check the writing and read them aloud.‎ Finish Activity 1.‎ ‎2.T:Please do Activity 2.First finish it by yourselves.Fill in the chart with pronouns.‎ Get the students to work on their own.Then discuss the rule of them.Point out the change of words.‎ 代词 人称代词 物主代词 主格 宾格 形容词性 名词性 第一人称单数 I me my mine 第二人称单复数 you you your yours 第三人称单数 she her her hers 第三人称单数 he him his his ‎　　3.Activity 3‎ 160‎ T:Look at the picture.Pay attention to the thing or things near or far from them.Then use “this/that/these/those” and “is/are”.Say “your” or “yours” correctly.‎ Ss ask and answer orally first,then write the sentences in their books.‎ ‎【Keys】　1.Answers will vary.‎ ‎2.‎ I me my mine you you your yours she her her hers he him his his ‎　　3.Answers will vary.‎ ‎[设计意图]　复习本单元重点内容,归纳整理学习用品词汇、人称代词、物主代词和询问物品主人的句型,培养学生良好的学习习惯。‎ StepⅤ.Summary and Assignment T:Today,we review school things,pronouns and practice writing a lost and found notice.Now,please do some exercises to review some other things.‎ Exercise Ⅰ.根据汉语提示完成句子 ‎1.This is our school 　　　　(图书馆). ‎ ‎2.I can’t 　　　　(找到)my dictionary. ‎ ‎3.What’s that in the 　　　　(教室)? ‎ ‎4.Please 　　　　(发邮件)me. ‎ ‎5.Can you 　　　　(打电话)me this afternoon? ‎ Ⅱ.翻译短语 ‎1.一串钥匙　　　 ‎ ‎2.在学校图书馆里　　　 ‎ ‎3.学生证　　　 ‎ ‎4.一些书籍　　　 ‎ ‎5.ask the teacher for the game　　　 ‎ ‎6.call me at 685-7743　　　 ‎ ‎7.in the classroom　　　 ‎ ‎8.lose his ring　　　 ‎ ‎【Keys】　Ⅰ.1.library　2.find　3.classroom　4.e-mail　5.call Ⅱ.1.a set of keys　2.in the school library　3.school ID card　4.some books　5.向老师要游戏机　6.拨685-7743给我打电话　7.在教室里　8.丢失了他的戒指 ‎[设计意图]　加强基础知识的记忆,当堂检测本单元学习的其他单词,检查短语和词组。‎ StepⅥ.Homework ‎1.Practice the sentence patterns using the words in this unit.‎ ‎2.Write a lost and found notice.‎ ‎3.Copy the words in this period.‎ ‎[设计意图]　口头练习和笔试练习相结合,要求学生运用本单元知识,注重语言知识的操练。‎ a set of keys;Classroom 7E Lost I lost my…My name’s…Please call/e-mail me at…‎ 160‎ Found Is that/this your…?Are these/those your…?Please call/e-mail…at…I found it/them at/in….‎ I me my mine you you your yours she her her hers he him his his 教学反思：‎ 从培养学生的听、说能力入手,让学生流利地用英语辨认物品的所有者,能够听懂和应答含有指示代词的一般疑问句。进一步过渡到阅读公告栏内有关失物招领和寻物启事的应用短文,并能够模仿写出寻物启事和失物招领。‎ 教学突破:充分利用教室场景和学生自己的学习物品来营造一个与学生生活密切相关的学习氛围,让学生在语境中感知和模仿新的语言。突出听力、口语表达和词汇积累,反复训练辨认物品所有者的一般疑问句句型和回答,在练习中正确使用名词性物主代词、单复数形式的名词以及主语与be动词的搭配,在运用词汇、句型的过程中学习语言知识,讲解用法规则。‎ 注重方法与价值观的培养:以听说领先,在英语语境中大量感知、学习本单元的重点词汇和核心句型,养成良好的学习英语的习惯。在已有的语言基础上归纳总结含有指示代词this/that和these/those的一般疑问句、名词性物主代词、单复数名词,并在练习中克服母语的影响,正确使用,使知识的记忆形象化、系统化。采用Pair work和Role play相结合的方式,练习辨认物品所有者的英文句型。通过课堂活动,让学生在语境中学会阅读和写出寻物启事以及失物招领,引导学生在英语学习过程中,自觉形成将物品有序摆放,同学之间互相帮助的良好品质。‎ Unit 4　Where’s my schoolbag?‎ 话题Topic 房间里的物品Things around the house 功能Functions 能够询问并描述物品的位置Talk about where things are A:Where’s my schoolbag?‎ B:It’s under the table.‎ A:Where are my books?‎ B:They’re on the sofa.‎ A:Is my computer game on the table?‎ B:Yes,it is.‎ A:Are my books on the bookcase?‎ B:No,they aren’t.They’re on the chair./I don’t know.‎ 语法Grammar 一、能够正确使用介词on,in,under描述物品所在的位置Prepositions on,in,under My keys are on the table.‎ The tape is in the tape player.‎ Your computer game is under your bed.‎ 二、能够正确使用where引导的特殊疑问句询问物品的位置Where questions A:Where’s the pencil box?‎ B:It’s in the schoolbag.‎ A:Where are their pens?‎ B:They’re on the teacher’s desk.‎ 词汇和常用表达 Words & expressions ‎1.能正确使用下列词汇Curriculum words(按词性排列)‎ 名词:table,bed,sofa,chair,desk,room,hat,head,radio,clock,tape,player,model,‎ plane;‎ 代词:their,our;‎ 160‎ 形容词:tidy;‎ 动词:come,think,know;‎ 副词:where,everywhere,always;‎ 介词:on,under;‎ 其他:but ‎2.能正确使用下列常用表达Useful expressions tape player,model plane,come on ‎3.能够认读下列词汇Non-curriculum words bookcase,yeah 学习策略 Strategies ‎1.进一步练习在听力和阅读过程中寻找关键词 ‎2.学习使用略读(skimming)和寻读(scanning)两种阅读技巧 文化知识Culture ‎1.了解西方家庭物品的陈设与摆放 ‎2.了解中西方表达空间位置的说法 三维目标 Three-dimensional target 知识与 技能 ‎1.能掌握以下单词:where,table,bed,sofa,chair,on,under,come,desk,think,room,their,‎ hat,head,know,radio,clock,tape,player,model,plane,tidy,but,our,‎ everywhere,always ‎2.熟练掌握单元短语:come on,tape player,model plane 三维目标 Three-dimensional target 知识与 技能 ‎3.能掌握以下句型:‎ A:Where’s his pencil box?‎ B:It’s in his schoolbag.‎ A:Where’s your ruler?‎ B:It’s under the chair.‎ A:Where are my books?‎ B:They’re on the sofa.‎ ‎4.了解以下语法:介词in,on,under及其短语,where引导的特殊疑问句询问物品的位置的句型,连词and。‎ ‎5.学会使用正确的词汇描述房间里物品的位置。‎ 过程与 方法 ‎1.通过师生问答、生生对话、角色扮演和看图说话等多种语言交际活动,培养口语交际能力和在日常生活中运用英语的能力。‎ ‎2.通过图片创设语境或运用学生身边的真实物品做语境,感知、学习句型 Where’s…?Where are…?以及回答时运用介词短语表示位置。运用自己房间的真实物品操练运用句型,提出和解答问题,提高学生的学习兴趣并主动参与。‎ 情感态度 与价值观 ‎1.学会积极参与、主动交际。‎ ‎2.结合语言学习的内容,要求学生养成保持房间整洁、不乱丢乱放物品的习惯。‎ ‎3.鼓励学生多进行口语训练,在语言学习中,培养良好的日常生活习惯。‎ Section A 概述 本部分围绕学生日常生活的物品,通过图片和录音,引导学生学习描述物品的位置,通过寻找物品的活动,使学生接触并学会正确使用句型Where’s…?和Where are…?及其回答It’s/They are on/in/under…和表示方位的介词in/on/under。‎ ‎1.1a-1c通过图文及听力练习导入本单元的语境、话题,并引出重点词汇和核心句型Where’s/Where are…?训练学生运用听辨关键词的学习策略,训练学生提取关键信息的能力。‎ ‎2.2a-2c是以听力和对话相结合的训练形式,增加Yes/No问句,继续训练捕获关键信息的能力,2c通过讨论,进一步巩固Yes/No问句的学习。‎ ‎3.2d部分通过一个丢三落四的孩子与妈妈的对话,目的是让学生在相对完整的语境中进一步熟悉回答物品位置的语言,对学生提出应用语言的要求。‎ ‎4.语法框里通过表格的形式总结本单元的目标语言,即:where引导的特殊疑问句以及含有on、in、under的答句。‎ ‎5.3a-3c 部分通过分层次的活动,让学生在新的语境中进一步练习物品位置关系的提问和表述,进一步学习运用介词on、in、under。对语法部分内容进行训练和巩固。3a通过看图补全对话的方式,主要关注语言形式,是语言结构练习。3b 160‎ 通过学生两人一组看图回答,是控制性的英语输出活动。3c是开放性的语言交际活动,对目标语言进行比较真实的运用,而且更加关注语义。‎ 教学 目标 ‎1.学会使用表示常用物品的名称的基本词汇。‎ ‎2.学会使用含有疑问词where的特殊疑问句来询问物品位置的句型。学会使用方位介词on、in、under准确表述物品的空间位置。‎ ‎3.完成听说练习,掌握询问及应答“物品位置”的问句,进行英文交际。‎ Section B 概述 Section B在Section A的基础上进行话题内容拓展,进一步学习和运用相关词汇和目标语言,加大了语言输入。‎ ‎1.1a-1b是词汇学习的扩展,通过房间内常见物品的图片和词汇匹配练习,拓展了词汇radio,clock,tape player,model plane等。‎ ‎2.1c-1d部分是听力活动,内容是一个丢三落四的孩子请求妈妈把一些学习用品拿到学校给他,让学生进一步体会目标语言在真实语境中的运用。听力内容中出现了一些结构较为复杂的句子,如Could you bring some things to school for me?和Meet you at one at your school.并不是本单元的教学重点。‎ ‎3.1e部分要求学生运用1c部分听力的内容进行口头练习。‎ ‎4.2a-2c 的教学活动是以2b为中心的阅读训练任务。2a是一个读前准备活动,要求学生根据图示,写出已经学过的或知道的物品名称,为接下来2b的阅读做好准备。2b的阅读短文内容包括本单元的目标词汇和句型,同时渗透了应该合理摆放物品的教育思想,让学生通过阅读,快速判断Kate和Gina谁的物品摆放得更整齐。并在阅读中强化了描述物品位置关系的介词用法,让学生见识到一些写作方法。学习一些常用表达法,如:Gina’s books are everywhere—on her bed,on the sofa and under the chair.等。2c培养学生通过阅读提取信息的能力,也是对本单元词汇和介词结构的巩固。‎ ‎5.3a-3b 是写作训练,在前面听、说、读的基础上,把本单元的语言功能落实在笔头上。帮助学生实现综合运用本单元所学知识描述物品位置的教学目标。在写句子的过程中,教师要引导学生正确使用连词and。‎ 教学 目标 ‎1.学会更多的表示物品的名词。‎ ‎2.能够读懂介绍物品摆放位置的描述,以及写出描述自己房间物品摆放的短文。‎ ‎3.在运用语言进行阅读和写作的过程中,学习合理摆放房间里的物品,养成整洁的习惯。‎ Self Check 概述 ‎1.活动1要求写出自己房间里的物品,包括家具、文具和其他。对所学的词汇进行总结和巩固。‎ ‎2.活动2要求学生运用所学的介词写出教室里物品的位置。‎ ‎1.学会使用on、in、under三个介词准确表述物品在空间位置上的关系。‎ ‎2.学会使用询问物品位置的句型和回答,重点是熟练运用名词单复数形式,正确运用it和they指代物品,掌握主谓语的一致。‎ 第一课时:Section A　1a-1c 第二课时:Section A　2a-3c 第三课时:Section B　1a-2c 第四课时:Section B　3a-Self Check 教学 目标 单词 卡片 名词:table,bed,sofa,chair,desk,room,hat,head,radio,clock,tape,player,model,‎ plane 代词:their,our ‎ 形容词:tidy 动词:come,think,know 副词:where,everywhere,always ‎ 介词:on,under 其他:but 160‎ 短语 归纳 on the sofa在沙发上;in your schoolbag在你的书包里面;under the table在桌子下面;in your grandparents’ room在你爷爷奶奶的房间里;tape player录音机;model plane飞机模型;on the teacher’s desk在讲台上;come on快点儿 句型 集锦 ‎1.A:Where’s my schoolbag?B:It’s under the table.‎ ‎2.A:Where are my books?B:They’re on the sofa.‎ ‎3.A:Are the keys on the sofa?B:Yes,they are./No,they aren’t.They’re on the table.‎ ‎4.I think it’s in grandparents’ room.‎ ‎5.The English books are under the radio.‎ ‎6.I’m tidy,but Gina is not.‎ ‎7.My pencil box is in my schoolbag and my schoolbag is under the desk.‎ 重点 语法 一、介词on、in、under及其短语的用法。‎ 二、含有where的特殊疑问句及其回答。‎ 第一课时　Section A 1a—1c ‎1.记忆单词where,table,bed,sofa,chair,on,under。‎ ‎2.掌握和运用谈论物品位置的句型:‎ A:Where’re my books?‎ B:They’re on the sofa.‎ A:Where’s my pencil box?‎ B:It’s in your schoolbag.‎ A:Where’s my computer game?‎ B:It’s under your bed.‎ ‎3.能够正确使用表示方位的介词on、in、under及其构成的介词短语。‎ ‎4.通过单元表示房间物品陈设的主题图片学习单词,利用图片提供语境进行听力训练,通过两人一组角色扮演的方式,用图片情景练习句型,提高英语听、说能力。‎ ‎1.学会表示常见物品名称的词汇,where引导的询问物品位置的疑问句以及运用in、on、under描述位置的句型:‎ A:Where’s…?‎ B:It’s in/on/under the/your…‎ A:Where are…?‎ B:They’re on/in/under the…‎ ‎2.学会正确使用名词的单复数形式、使用it 或they指代物品、正确运用is或are。‎ ‎1.学会本单元表示物品名称的词汇、正确运用名词的单复数形式。‎ ‎2.能够运用含有where的疑问句询问物品的位置,并且运用介词in、on、under描述物品的空间关系。‎ ‎3.正确使用名词的单、复数形式,正确运用it 或they指代物品,正确运用is或are与主语保持一致。‎ ‎ ‎ 设计教学PPT,录音机,多媒体,课本插图等。‎ 160‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ Warming up by reviewing school things.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:(Show school objects and ask Ss.)What’s this in English?‎ S1:It’s a notebook.‎ T:Is it your notebook?‎ S1:Yes,it is./No,it isn’t.‎ T:Are these your pencils?‎ S2:Yes,they are./No,they aren’t.‎ Then the teacher shows the other things and teaches the new words in this unit.In this way,the teacher guides the students to come to the new unit’s learning.‎ ‎[设计意图]　通过复习学过的物品,进入学习新单词的语境,自然过渡到本单元的话题。‎ Leading in 【情景2】‎ T:(Greet the class.)Hello,everyone!Good morning/afternoon!‎ Ss:Good morning/afternoon!Mr./Ms.XX.‎ T:(Show a picture of a room.Point to the furniture in it and present the words.)What’s this?‎ S1:It’s a schoolbag.‎ T:Is this a baseball?(Point to an orange.)‎ S1:No,it isn’t.It’s an orange.‎ After the teacher talks about some things with the students,the teacher shows some new things in the room and teaches them the new words.Ss may not know the furniture words.‎ Then the teacher guides the students to learn the new words in 1a.‎ ‎[设计意图]　通过谈论图片创设语境,复习学过的单词,导入本单元的话题和词汇的学习。‎ StepⅡ.New words (1a)‎ ‎1.Give a presentation by showing the picture of a room in 1a.‎ ‎2.The teacher draws simple blackboard drawings slowly and the students guess the things and say the words.‎ ‎3.T:Please read the words in 1a and look at the things in the picture.Match the words with the things in the picture.‎ ‎[设计意图]　运用主题图片教学表示物品的词汇,更加具体,易学易记。通过边画边猜的活动增加学生的兴趣,让学生迅速、准确地学习本单元生词,通过音标拼读,训练学生读准单词。‎ StepⅢ.Listening activities(1b)‎ ‎1.Before listening,the teacher pretends to hide his/her book or other things.‎ Then the teacher repeats the conversation with other words.(Point to the things in the classroom and write in,on,under on the blackboard.)‎ ‎2.T:Now read the topic of this unit.‎ ‎3.T:Listen to the conversations,please.For the first time,listen and pay attention to the things you hear.‎ Play the recording of the conversation.Get the Ss to perceive the situation of the conversation and pay attention to the words and sentence patterns.‎ ‎[设计意图]　运用教室里物品的位置先教学生where疑问句和介词in,on,under,谈论学生自己的物品的位置,直观形象,让学生学习目标语言,再进行听力训练,通过听力材料进一步理解表达物品的位置的句子。‎ StepⅣ.Post-listening Activities (1c)‎ ‎1.After listening to the conversations,ask the class to read them aloud.And then educate them to have a good habit of placing things in order and keeping the room tidy.‎ ‎2.The teacher shows things in different places by PPT and asks the class to say “in”,“on” or “under”.‎ Get the Ss to practice talking about where the things are in pairs and in small groups.Then ask pairs of students to act out in class,using the things they have.Then ask them to talk about the things in the picture in 1a.‎ ‎[设计意图]　 运用语言材料总结要点,并学习语音语调,借助图片或身边的物品的位置,在真实语境中训练对话,培养学生的听说能力。‎ StepⅤ.Summary and Assignment T:Today we learn to tell where things are.What can we say?‎ Ss:Where’s…?Where are…?‎ T:How can we answer them?‎ Ss:It’s in/on/under the…They’re in/on/under…‎ T:Pay attention to the singular or plural forms.‎ 160‎ Exercise Ⅰ.完成下面的单词,并填写汉语意思 ‎1.b　 　kc　s　(　　)　　　2.t　bl　(　　) ‎ ‎3.s　f　(　　) 4.ch　 　r(　　) ‎ ‎5.b　d(　　) ‎ Ⅱ.翻译短语 ‎1.在桌子上面　　　　　　　　　 ‎ ‎2.在书包里面　　　　　　　　　 ‎ ‎3.在椅子下面　　　　　　　　　 ‎ ‎【Keys】　Ⅰ.1.oo,a,e(书柜)　2.a,e(桌子,台子)　3.o,a(沙发)　4.ai(椅子)　5.e(床)‎ Ⅱ.1.on the table　2.in the schoolbag　3.under the chair ‎[设计意图]　以学评教、强化落实。当堂检测本节重点物品名称和方位介词词组。‎ StepⅥ.Homework ‎1.Practice asking “Where’s…” and “Where are…?” questions after class.‎ ‎2.Copy and learn the new words and make conversations.‎ ‎[设计意图]　口头练习和单词记忆相结合,同时注重语言知识的操练和记忆。‎ ‎　a table/ ˈteɪbl /　　　Where’s my↘school bag?‎ ‎　a bed/bed/ It’s under the↘table.‎ ‎　a sofa/ˈsəʊfə/ Where are my↘books?‎ ‎　a chair/tʃeə(r)/ They’re on the↘sofa.‎ ‎　a bookcase/ˈbʊkkeɪs/ where’s=where is ‎　in,on,under where are 教学反思：本课时的教学内容是人教版七年级英语第四单元的第一课时,重点在于引导学生通过观看整体图片,理解语境,通过询问及回答房间中物品的位置的语境,导入本单元的话题、学习基本词汇和目标语言。以活动引起学生的兴趣,以听和说为任务,引导学生学习where开头的疑问句的句型,学习常见物品名称的单词,学习介词短语表示位置关系。因此,教师可以将知识目标定为掌握本课时出现的物品名称单词,介词短语和询问物品位置的疑问句。情感目标定为在语言学习过程中培养学生良好的生活习惯和合理、整齐摆放物品的习惯。 ‎ 第二课时　Section A 2a—3c ‎1.记忆单词 come,desk,think,room,their,hat,head,know;短语 come on,on your head;缩写词(组) your grandparents’ room,where’s。‎ ‎2.学会运用询问物品位置的句型和口语表达: ‎ ‎—Where’s…?‎ ‎—It’s in/on/under…‎ ‎—Where are…?‎ ‎—They’re in/on/under…‎ I think it’s in your grandparents’ room.‎ I don’t know.‎ ‎3.能够正确使用介词词组回答where疑问句,正确使用is/are与之搭配。‎ ‎4.通过听力训练,两人一组口语练习和角色扮演,在语境中练习表示物品位置的语言点。用图片和学生自己的物品进行英语练习。‎ ‎5.学会合理摆放自己的物品,养成保持房间整洁的好习惯。‎ 160‎ ‎1.复习、运用询问和应答物品位置的英语:Where’s…?Where are…It’s/They’re in/on/under…等,复习、运用表示家具和房间里物品的词汇。‎ ‎2.拓展学习一些常用的口头语,如:Come on!,I think…和I don’t know.。‎ ‎3.学习、练习使用一般疑问句询问物品的位置,如:Is it/Are they in/on/under…?‎ ‎1.正确使用代词it/they来指代单、复数物品。强化学生对名词数的概念的理解以及be动词的正确使用。‎ ‎2.让学生重点感知完整的语境,学习语音、语调和相关的语言知识。‎ ‎ ‎ 设计教学PPT,录音机,多媒体,相应的插图,学生自己的物品等。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ Warming up by talking about the things in the picture.‎ In this way,the teacher asks the class to review the words and the target languages.‎ ‎[设计意图]　通过复习已学过的词汇和对话,进入语境,让学生熟知目标语言,为下一步听力活动做准备。 ‎ Leading in 【情景2】‎ Warming up by reviewing the new words.‎ ‎1.T:Hello,everyone!Good morning/afternoon!‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:Let’s dictate the words.Where,schoolbag,table,sofa,chair,bookcase,bed,under.‎ ‎2.The teacher puts the things everywhere and asks the class questions to review talking about where things are.‎ ‎[设计意图]　通过听写带领学生复习所学的单词,用实际的物品所在位置询问,复习、练习目标语言,为后面部分的扩展学习和训练做准备。‎ StepⅡ.Listening (2a-2b)‎ ‎1.Before listening ‎2.Listening activities T:Listen to the conversation for the first time.Number the things [1—6].‎ Play the tape and get the students to listen to the conversation and number the things according to the order they hear them.‎ T:What comes first?‎ Ss:…‎ Check the students’ work.‎ ‎3.Show some pictures to express the positions of things.‎ ‎4.After listening T:Now let’s repeat the dialogue.You should follow the teachers’ pronunciation and intonation.‎ The teacher replays the tape for Ss to repeat after the tape.The teacher corrects some pronunciation problems.‎ T:When we read where – questions,we use the falling tone.When we ask Yes/No – questions,we use the rising tone.‎ ‎5.Read the conversation aloud,then look at the things in the picture and make dialogues.‎ ‎[设计意图]　学生在听前,通过辨认图片中的物品复习目标词汇,明确听力任务,扫除生词障碍。在进行听力活动时,结合图片,要求边听边记,由易到难,训练到位。同时学习听力材料中的语言点,模仿语音、语调。‎ StepⅢ.Practice(2c)‎ ‎1.Then continue asking and answering about their own things like this.‎ ‎2.T:Now close your eyes and guess my things.(Hide the ruler in the book and ask.)Where’s my ruler?‎ Ss:Is it in/on/under…?‎ The teacher asks some students to guess their things and gets students to ask the general questions.‎ T:Work in pairs.You can ask things around you.Practice asking and answering.‎ ‎[设计意图]　培养学生积极、主动、大胆地说英语。‎ 160‎ StepⅣ.Reading and role-playing (2d)‎ ‎1.Discuss the picture in 2d.‎ ‎2.The students listen and try to answer the questions.Then let them open the books and read the conversation.Check the answers to the questions.‎ ‎3.The teacher asks Ss to listen again and repeat after the teacher.Remind them to imitate the pronunciation and intonation.‎ ‎4.Read aloud then role-play.The teacher tells them to imagine a similar situation and make conversations.‎ T:Imagine you want to go to school and you can’t find your school things.Your partners pretend to be your father,mother,or other family members.In groups,make conversations like that in 2d.‎ ‎[设计意图]　要求学生从听力开始,感知语境、模仿语音、语调。然后朗读对话,理解语境,分角色表演对话,运用目标语言编新对话,强化运用。‎ StepⅤ.Grammar Focus ‎1.T:Please read the sentences in the Grammar Focus.(Play the PPT and get the students to read them aloud.)Learn the grammar.‎ ‎2.The teacher should remind the students to pay attention to is/are and my,your,his,their.‎ T:When we express where something is,we say in/on/under.But we don’t say on desk;we say on the desk or on my desk,etc.The place is a certain object.So we use “the” or “my” and so on.Also,we say “Where’s my/the map?” Can we say “Where’s map?Where’s hat?Where are books?”‎ ‎[设计意图]　帮助学生总结归纳英语语法要点,对学生容易出错的内容进行强化训练,帮助学生学习掌握目标语言,学会运用。‎ StepⅥ.Practice (3a)‎ ‎1.T:Now,let’s do some exercises to practice the grammar.‎ T:Look at 3a.Some words are missed in the questions and answers.Can you please complete them?Please look at the picture,paying attention to “where is/are”and the prepositions.‎ Ss work by themselves and the teacher asks 3 students to do them on the blackboard.Then read out their work.‎ ‎2.T:Let’s check the conversations.In the third conversation,what does “I don’t know.” mean?‎ Explain the meaning of “I don’t know.”‎ ‎☆教材解读☆‎ I don’t know. ‎ don’t用在动词之前,表示否定的意思。don’t know“不知道,不晓得,不熟悉,不认识”。‎ I like oranges.I don’t like apples.我喜欢橘子。我不喜欢苹果。‎ ‎3.Divide the students into two halves;read the conversations aloud.‎ ‎【Keys】　3a:1.are,on,table　2.book,Is,under 3.are,Are,schoolbag ‎[设计意图]　总结语法部分的内容,结合图片上的物品与物品的空间位置,让学生运用目标语言独立完成填空任务,在此基础上要求学生集体朗读,使知识得到巩固。‎ StepⅦ.Practice (3b)‎ ‎1.After the students complete the conversations in 3a,the teacher gets the students to use the pictures in 3b to talk about where the things are.‎ T:Now please look at the pictures in 3b.Make up your conversations like those in 3a.Focus on the words is/are,it/they,and on/in/under.‎ Ss:Yes.‎ The class works in pairs,practicing.‎ ‎2.T:Now please answer my questions.Where are the books?‎ ‎3.Ask some pairs of students to ask and answer in class.‎ ‎[设计意图]　学生独立运用目标语言描述自己房间的摆设,体现了英语教学学以致用的教学原则。‎ StepⅧ.A game ‎1.Tell the class how to play this game.‎ ‎2.Students practice in pairs.The teacher goes round and gives help when necessary.‎ ‎[设计意图]　这是一个问、答、寻找的综合练习,可以帮助学生练习本单元学习的辨认物品位置的where疑问句和一般疑问句及其回答,让学生多听多说,培养语感。‎ StepⅨ.Summary and Assignment T:In this class,we practice asking and answering about where things are and learn the grammar.We read a conversation in 2d and learn some new words.Please practice more and remember them.‎ A:Where’s (the/my)…?‎ B:It’s in/on/under (the)….‎ A:Where are the/my…?‎ 160‎ B:They’re in/on/under (the)…‎ Exercise Ⅰ.用介词in,on,under,of填空 ‎1.This is a picture 　　　　my bedroom. ‎ ‎2.—Where are the apples?‎ ‎—They’re 　　　　the table. ‎ ‎3.I go to school 　　　　the morning. ‎ ‎4.My baseball is 　　　　the bed. ‎ ‎5.His family are 　　　　the sofa. ‎ Ⅱ.选词填空 ‎1.Where 　　　　(is,are,am)your book? ‎ ‎2.Her books 　　　　(is not,are not,isn’t)in the schoolbag. ‎ ‎3.　　　　 (Is,Am,Are)the rulers under your pencil box? ‎ ‎4.Hey,your eraser 　　　　(is,am,are)in my book. ‎ ‎5.—　　　　(Where’s,Where,Where are)my keys? ‎ ‎—They’re on the bookcase.‎ ‎【Keys】　Ⅰ.1.of　2.under/on　3.in　4.on/under　5.on Ⅱ.1.is　2.are not　3.Are　4.is　5.Where are ‎[设计意图]　加强基础知识的学习与总结,练习巩固基础知识,当堂检测本节语法内容,帮助学生掌握语法要点。‎ StepⅩ.Homework ‎1.Review the grammar and make conversations like that in 2d with your classmates.‎ ‎2.Write three conversations in 3b in the exercise-books.‎ ‎[设计意图]　口头、书面练习和语法综合知识练习相结合,注重语言知识的操练和积累。‎ ‎　　come on in your grandparents’ room boys’ things I don’t know.‎ I think….‎ And my hat?‎ A:Where’s (the/my)…?‎ B:It’s in/on/under (the)….‎ A:Where are the/my…?‎ B:They’re in/on/under (the)…‎ 教学反思：本课时的教学内容是人教版七年级英语第四单元的第二课时,重点是引导学生利用课本上的图片所创设的语境,进行对目标语言的听、说训练。训练以听力和对话活动的方式展开,引起学生的兴趣,以任务驱动学生学习并总结本单元的重点词汇和句型。因此,教师可以将知识目标定为掌握本课时新出现的单词,掌握询问和回答图片中物品位置的特殊疑问句(where开头的疑问句)和一般疑问句。情感目标定为培养学生在日常生活中良好的习惯。‎ 第三课时　Section B 1a—2c ‎1.记忆单词radio,clock,tape,player,model,plane,tidy,but,our,everywhere,always;短语tape player,model plane。‎ ‎2.能够拓展运用本单元词汇、句型,进行听、说、读、写综合训练:‎ The English books are under the radio.‎ Gina’s books are everywhere—on her bed,on the sofa and under the chair.‎ ‎“Where are my keys?…” Gina always asks.‎ 160‎ ‎3.通过本课时学习,熟记并能够使用更多表示物品名称的英语单词,运用图片做语境进行听、说、读、写训练;用英语表达物品的位置,并阅读学习描述房间的短文。‎ ‎4.培养学生爱整洁的生活习惯。‎ ‎1.扩展学习日常物品的英语单词或词组,并能够正确使用be动词的适当形式谈论这些物品在房间里的位置。‎ ‎2.能够阅读理解描述房间内物品摆放的短文,并从中学习一些词汇和短语。‎ ‎3.通过学习短文,培养学生保持房间整洁、合理摆放物品的好习惯。‎ ‎1.学习运用词汇和描述物品位置的句型,准确地表达物品的位置。‎ ‎2.在语言知识学习的过程中,培养学生的良好品德习惯。‎ ‎ ‎ 设计教学PPT,录音机,多媒体,本课时相关物品或图片。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ ‎1.Warming up and reviewing the words and the topic sentences.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:I will show you some pictures.Please answer my questions according to them.‎ Questions:Where is the baseball?‎ Where are the books?‎ Where is the schoolbag?‎ Is the pen on the table?‎ Are the keys under the sofa?‎ T:Now,I would like some of you to ask the questions and others to answer according to the pictures.‎ The students ask and answer questions.‎ ‎2.T:What are these in English?I show you the pictures and please say the words and spell them.‎ Ss:Table,chair,sofa,schoolbag,bookcase,bed,computer game,…‎ Get Ss to review the words and spell them.‎ ‎[设计意图]　通过图片展示物品的位置,复习询问物品位置的对话,进入英语学习的语境,自然地扩展学习词汇。‎ Leading in 【情景2】‎ ‎1.After greeting the class,the teacher checks the students’ learning about the words and sentence patterns.‎ T:Hello,everyone!Good morning/afternoon!‎ Ss:Good morning/afternoon,Mr./Ms.XX.‎ T:Let’s review the words and conversations in this unit.Please put these into English.(Show or say these Chinese sentences.)‎ ‎(1)那个棒球在哪里?它在书包里。 (2)钥匙在书架上吗?不,不在。 (3)你的书在哪里?它们在床上。 (4)我的游戏机在沙发上。 ‎ ‎2.T:Let’s have a dictation.Table,chair,sofa,schoolbag,bookcase,bed,computer game,…‎ Ss review the target words and the sentences.And easily come into the new situation.‎ ‎[设计意图]　通过汉英翻译复习目标句型,通过听写复习所学的单词,简单、直接地带领学生进入生单词的学习步骤。‎ StepⅡ.Presentation (1a)‎ ‎1.Use real things,or pictures to teach the new words.‎ T:Do you know how to say these things in English?(Point to the recorder.)What’s this in English?Do you know?‎ Then,the teacher writes the words “a radio” and “two radios” on the blackboard.Teach the new words “clock” and “model plane” in the same way.When teaching the words,the teacher writes the phonetic letters and plural forms on the blackboard to teach them how to pronounce the words and how to read the plural forms.‎ ‎2.The teacher asks Ss to read the words aloud.Then the teacher points to each picture and Ss say the words.Then the teacher says the words and the students point to the things in the picture.Ss match the words with the things in the picture.‎ 160‎ ‎[设计意图]　运用实物或图示,帮助学生形象地记忆单词;通过对话、句子来教单词,在特定的语境中学习,避免词汇学习的枯燥无味,加深记忆,同时注重读音与拼写。‎ StepⅢ.A memory game (1b)‎ ‎1.Look at the picture for 3 minutes,then close the book and write the words of the things in the picture.The teacher asks one student to write on the blackboard.‎ T:This is a game.You can have three minutes to look at the things in the picture.Try to remember as many things as you can.‎ T:Now,close your books.Write the things in the picture.Li,please come to the blackboard and write your words on it.‎ Get Ss to check their words in pairs.Then open the books and see if they do well.‎ ‎2.T:Read your words again.‎ ‎[设计意图]　通过记忆游戏,让学生将物品与英语单词结合,增加教学趣味性,有利于调动学生学习的积极性和主动性。‎ StepⅣ.Oral practice (1c-1d)‎ ‎1.T:Listen to the conversation.Tom wants some things from his room.Listen.What are they?‎ The teacher tells the students to listen carefully and try to hear the things for the first time.‎ Play the tape for the first time.Ss finish the task.(Circle the things from Tom’s room.)‎ T:Check their words.‎ ‎2.T:Now,Listen again.Where are the things?‎ Tell the students in Chinese that they should focus on the positions of the things and they should write down some key words while they’re listening,like “under”,“radio” ,etc.‎ Play the tape for the second time.Ss finish the task in 1d.Then play the recording again.‎ The students write the sentences in their books.The teacher should tell the students to pay much attention to the capital letters,the plural-s and the article “the”.Finish the task of 1d.‎ The teacher explains some sentences simply for the students to understand the meaning,but not too much.‎ ‎3.T:Now repeat after the recording.‎ The teacher plays the tape for the students to listen and repeat the conversation.‎ ‎[设计意图]　由1c圈出单词到1d确定物品位置的任务,以问题引领,一步步引导学生集中注意力做听力练习,从整体上感知听力材料,在老师的指导帮助下,学生理解听力内容,学习其中语言点。‎ StepⅤ.Ask and answer (1e)‎ After the students finish 1d,they have some information about Tom’s room.The teacher asks them to ask and answer about the things in his room.‎ T:Now,work in pairs;ask and answer questions about Tom’s things.Pay attention to is/are,it/they.‎ A:Where are the English books?‎ B:They’re under the radio.‎ ‎[设计意图]　1d的活动之后,做一些口头练习,让学生将听到的信息进行口头转述。‎ StepⅥ.Reading practice (2a-2c)‎ ‎1.Before reading T:Now,let’s check your memory about the new words.Please look at the picture and write the words you know for the things in the picture.(2a)‎ ‎2.T:Look at 2b.This is a passage about Kate’s room and Gina’s room.Please read the passage and answer the questions:‎ Is Kate tidy?Is Gina tidy?‎ ‎3.T:Read the passage again carefully.Try to find where the things are.Finish the work in 2c.‎ Ss scan the passage for the information.‎ The students read the article carefully and fill in the chart in 2c.Check the answers.‎ ‎4.Read the article aloud.‎ T:Please listen and repeat this passage.Try to follow the teacher’s pronunciation and intonation.‎ Play the tape for the students to listen and repeat.‎ T:Now,please read aloud.‎ ‎【Keys】　2a:Answers will vary.‎ ‎2b:Is Kate tidy?Yes.Is Gina tidy?No.‎ ‎[设计意图]　这是一个阅读综合练习,阅读前,让学生比赛写单词,阅读时,要训练学生略读(Skimming)策略和寻读(Scanning)策略,养成好的习惯。在情感与价值观方面要注重培养物品合理摆放和保持整洁的好习惯。‎ StepⅦ.Summary and Assignment 160‎ T:Today,we do a lot of listening and reading practice.Is your room tidy?Please tell me about your room.‎ Exercise Ⅰ.根据汉语提示完成句子 ‎1.I’m 　　　　(整洁的),but my sister isn’t. ‎ ‎2.Her books are 　　　　(到处)in the room. ‎ ‎3.The teacher 　　　　(总是)helps me. ‎ ‎4.　　　　(我们的)classroom is tidy. ‎ ‎5.On the 　　　　(老师的)desk is a map. ‎ Ⅱ.翻译短语 ‎1.整洁的学校　　　　　　　　　 ‎ ‎2.在我的房间里　　　　　　　　　 ‎ ‎3.凯特和吉娜　　　　　　　　　 ‎ ‎4.白色的航模　　　　　　　　　 ‎ ‎5.总是问不停　　　　　　　　　 ‎ ‎【Keys】　Ⅰ.1.tidy　2.everywhere　3.always 4.Our　5.teacher’s Ⅱ.1.a tidy school　2.in my room　3.Kate and Gina　4.a white model plane　5.always ask ‎[设计意图]　加强基础知识的练习,当堂检测本课时的词汇和重点短语,加深学生的印象。‎ StepⅧ.Homework ‎1.Recite the new words and read the article aloud in 2b.‎ ‎2.Learn how to write about your room.‎ ‎[设计意图]　口头练习和笔试练习相结合,新旧知识相结合,训练学生,注重语言知识的操练。‎ ‎　　a radio—radios　　　　　　The English books are under the radio.‎ a clock Is Kate tidy?Is Gina tidy?‎ a tape player I have a clock.‎ model plane Gina’s books are everywhere—on…,on…and under…‎ our and,but tidy always 教学反思：本课时的教学内容是人教版七年级英语第四单元的第三课时,重点是扩大词汇的范围,学习运用描述物品位置的句型。以图片与单词配对、听力和阅读活动任务驱动学生,引起学生的课堂学习兴趣,写的方面只要求写出词语。因此,教师可以将知识目标定为掌握本课时表示物品英文名称的单词和描述物品与物品之间位置关系的句型,对描述房间环境的短文进行阅读理解。情感目标定为培养合理摆放物品、保持房间整洁的好习惯。‎ 第四课时　Section B 3a—Self Check ‎1.复习运用本单元的词汇和表示物品放置方位的介词短语。‎ ‎2.能够运用目标语言描述自己房间里物品摆放的位置。‎ ‎3.学会模仿写出短文。‎ ‎1.熟练运用本单元的词汇和句型进行口语、阅读和书面写作练习。‎ 160‎ ‎2.能够运用目标语言,描述房间里物品的位置,学会使用连词and 延长句子。‎ ‎1.熟练运用本单元词汇和句型,描述短文时,注意冠词、动词形式和代词的正确使用。‎ ‎2.能够运用目标语言,描述房间里物品的位置,养成良好的书写习惯。‎ 本课时的教学内容是人教版七年级英语第四单元的第四课时,重点在于引导学生熟练地运用单元词汇和句子进行描述房间的练习。以任务驱动学生,任务以读和写为主。引导学生写出自己物品的摆放位置,再通过运用自己的真实情况进行写作训练。因此,教师可以将知识目标定为综合运用单元词汇和询问物品位置的句型,进行拓展训练。情感目标定为培养学生良好的书写习惯。‎ 设计教学PPT,多媒体,投影仪。‎ StepⅠ.Lead in ‎ Leading in 【情景1】‎ ‎1.Warm up and review the new words in 1a.‎ T:Good morning/afternoon,boys and girls.‎ Ss:Good morning/afternooon,Mr./Ms.XX.‎ T:(Show pictures of the things learned in 1a.)What’s this in English?‎ Ss:It’s a radio.‎ T:Where is it in your room?‎ S1:On the table.‎ Then ask about other things.‎ ‎2.T:Now,class,let’s have a task.Let’s talk about your ideal room.What is your ideal room like?Please draw a picture about it and then describe it to your classmates.‎ After the students draw their room,get them to talk about it,using the words and sentences like those in 2b.‎ ‎[设计意图]　通过口语活动,复习所学的单词和句型,布置谈论自己理想的房间的样子的任务,激发学生口头表达的兴趣,导入新课。‎ Leading in 【情景2】‎ ‎1.Review the words by showing the picture of 1a.Point to a,b,c,…Get the class to say their English words and spellings.‎ ‎2.T:Now,let’s talk about Kate’s room.Is she tidy?‎ ‎[设计意图]　通过图片提问复习生词,问答有关Kate和Gina的房间,复习本单元重点句型,为下一步的任务做好单词和句子准备。‎ StepⅡ.Reading with tasks (3a)‎ ‎1.T:Look at 3a.Do you have these things in your room?Read the words aloud first.‎ Get the students to read the word list.‎ ‎2.T:Look at the two columns in 3a.First,fill in Yes/No column.Do you have a dictionary?‎ Ss:Yes(I do).‎ The students fill in the chart.‎ T:Now look at the Where column.Where is the dictionary?You must answer it according to your own situation.For example,It’s on the desk./It’s in the bookcase./It’s in my schoolbag.‎ ‎3.After Ss fill in the box in 3a,the teacher asks one student the question as an example.‎ The teacher walks around and helps them and then asks two students to ask and answer in class.Finish the task.‎ ‎【Keys】　3a:Answers will vary.‎ ‎[设计意图]　这是写前准备的练习,通过口语对话,复习介词短语,描述物品在房间里的位置。为下一步写出房间里物品位置的句子做准备。‎ StepⅢ.Writing practice (3b)‎ ‎1.Teach the students how to use “and” in their writing.‎ T:Now,let’s write where your things are in your room.You can use “and” to say two words,phrases and sentences.For example,showing a picture of two things which are on the table.And write the sentences on the blackboard.‎ My pen is on the table.My eraser is on the table.→My pen and my eraser are on the table.‎ 160‎ My books are in my schoolbag and my schoolbag is on the desk.‎ ‎2.Ss write their sentences.The teacher walks around and sees if they need any help.Remind the students of the articles,the verbs,the capital letters and so on.‎ ‎3.The teacher gives the students enough time and after that,asks two students to read their sentences aloud.Display their writing work on the screen.Or ask two students to write their notices on the blackboard.And other students check their writings.See if there are any mistakes.If there are any,the teacher asks students to correct them.‎ T:Now,look at these sentences on the screen/blackboard.Let’s see if there are any mistakes about words and grammar.‎ ‎[设计意图]　根据3a部分的口头练习,要求学生写出描述自己房间物品位置的句子。教会学生使用and使句子变长。提醒注意单复数名词、be动词形式、定冠词the、标点符号和句子当中的大写字母,使学生养成正确书写的好习惯。‎ StepⅣ.Self Check T:Look at Self Check.‎ ‎1.T:Work in groups of four.Let’s have a competition to see who can write more words about our room.You can have 5 minutes.Write the words in the correct kinds,furniture,and stationery.‎ Ss answer quickly to write the words.Then the teacher asks three students to write their words on the blackboard.‎ T:Now do you have any other words not on the blackboard?Please come to the blackboard and add them to the three kinds.‎ Ss check the writing and read them aloud.Finish Activity 1.‎ ‎2.T:Please do Activity 2.Look at our classroom.What do we have?And where are they?Let’s write the sentences.‎ Ss write by themselves.‎ ‎【Keys】　3b　Answers will vary.‎ ‎[设计意图]　复习本单元重点内容,归纳整理日常物品词汇、描述物品位置的句型,既是练习,又是复习巩固。‎ StepⅤ.Summary and Assignment T:Today,we review things around us and write where things are.Now,please do some exercises to review some other things.‎ Exercise 根据汉语意思完成句子 ‎1.我叫Jim,我弟弟叫Mike。‎ My 　　　　is Jim,　　　　 my brother 　　　　Mike. ‎ ‎2.你的房间很整洁,而我的不整洁。‎ Your room 　　　　　　　　,but 　　　　is not. ‎ ‎3.在房间里我有一块手表和一个时钟放在我的桌子上。‎ I 　　　　a watch 　　　　a clock 　　　　　　　　　　　　in the room. ‎ ‎4.她的书到处都是——床上、沙发上、桌子上以及椅子下面。‎ Her books　　　　 　　　　—on the bed,on the sofa,on the table 　　　　under the chair. ‎ ‎5.我需要我的尺子。它在哪里?‎ I need 　　　　ruler.　　　　 　　　　　　　　? ‎ ‎【Keys】　1.name,and,is　2.is tidy,mine　3.have,and,on my desk　4.are everywhere,and　5.my,Where is it ‎[设计意图]　加强基础知识的记忆,当堂检测本单元学习的其他单词,检查短语和词组。‎ StepⅥ.Homework ‎1.Practice the sentence patterns using the words in this unit.‎ ‎2.Write five sentences about the things in your room.‎ ‎[设计意图]　口头练习和笔试练习相结合,要求学生运用本单元知识,注重语言知识的操练。‎ ‎　　and My pen is on the table.My eraser is on the table.‎ ‎→My pen and my eraser are on the table.‎ My books are in my schoolbag and my schoolbag is on the desk.‎ 教学反思：从培养学生的听、说能力入手,让学生流利地用英语谈论物品的位置,能够听懂和应答含有where的特殊疑问句和询问物品位置的一般疑问句。模仿学会谈论物品摆放的对话,通过阅读介绍一个日常生活有序、物品摆放整齐的孩子与生活中杂乱摆放物品的孩子对比的短文,学会其中的语言,运用语言知识进行写作。‎ 160‎ 教学突破:充分利用主题图片和学生自己的房间的摆设,来营造一个与学生生活密切相关的学习氛围,让学生在语境中感知和模仿新的语言。突出听力、口语表达和词汇积累,反复训练描述物品位置的句型,在练习中正确使用介词短语表示位置、代词it和they进行指代、单复数形式的名词的正确使用以及主语与动词be的搭配,在运用词汇、句型的过程中学习语言知识。‎ 注重方法与价值观的培养:以听说领先,在英语语境中大量感知、学习本单元的重点词汇和核心句型,养成良好的学习英语的习惯。在已有的语言基础上归纳总结where引导的特殊疑问句、介词in、on、under及其短语、单复数名词。采用Pair work和Role play相结合的方式,练习辨认物品所有者的核心英文句型。通过课堂活动,让学生在语境中学会阅读和写出介绍自己房间内物品摆放位置的短文,引导学生在英语学习过程中,自觉养成将物品合理摆放,生活井井有条的好习惯。‎ Unit 5　Do you have a soccer ball?‎ 话题Topic 与朋友共度快乐时光Spending time with friends 功能Functions 能够询问并描述物品的所属关系Talk about ownership A:Do you have a ping-pong bat? ‎ B:Yes, I do./No, I don’t.‎ A:Does she have a tennis ball?‎ B:Yes, she does./No, she doesn’t.‎ I don’t have a computer game.‎ He has two ping-pong bats.‎ 语法Grammar 一、能够正确使用动词have在一般现在时中的用法The simple present tense to have Do you have a volleyball? ‎ Does she have a tennis ball?‎ We have a basketball.‎ They don’t have a basketball.‎ He doesn’t have a soccer ball.‎ She has a baseball.‎ 二、能正确使用一般疑问句询问物品的所属关系并作简略回答Yes/No questions and short answers A:Do you have a tennis ball, Jane?‎ B:Yes, I do./No, I don’t.‎ A:Does he have a soccer ball?‎ B:Yes, he does./No, he doesn’t.‎ 三、能够正确使用形容词对事物发表基本看法 Adjectives of quality interesting, difficult, boring, relaxing, fun 四、能够正确使用连词but Conjunction words I don’t have a soccer ball, but my brother Alan does.‎ 词汇和常用表达 Words & expressions ‎1.能正确使用下列词汇Curriculum words 名词:tennis, ball, soccer, volleyball, basketball, TV, sport, class, ‎ 160‎ classmate;代词:us, we, them;形容词:late, great, interesting, boring, fun, difficult, relaxing, same,easy;动词:do(does), have(has), let, go, get, play, sound, watch, love, like;其他: with,only, after ‎2.能正确使用下列常用表达Useful expressions soccer ball, tennis ball, watch TV, after class, play computer games, play volleyball, play basketball, ping-pong ‎3.能够认读下列词汇Non-curriculum words bat,hey 学习策略 Strategies ‎1.预测文章大意 ‎2.将所学单词按语义场分类:体育运动词汇、描述性词汇 文化知识Culture ‎1.了解国内外中学生常见的体育运动 ‎2.理解体育锻炼与身体健康的关系 三维目标 Three-dimensional ‎ target 知识与技能 ‎1.能掌握以下单词:do(does), have, tennis, ball, ping-pong, soccer, volleyball, basketball, let, us, go, we, late, has, get, great, play, sound, interesting, boring, fun, difficult, relaxing, watch, TV, same, love, with, sport, them, only, like, easy, after, class, classmate ‎2.熟练掌握单元短语: watch TV, after class, play computer games, play volleyball, play basketball,let’s go ‎3.能掌握以下句型:‎ A:Do you have a ping-pong bat?‎ B:Yes, I do./No, I don’t.‎ A:Does he/she have a soccer ball?‎ B:Yes, he/she does./No, he/she doesn’t.‎ A:Do they have a basketball?‎ B:Yes, they do./No, they don’t.‎ I/They have a volleyball.‎ He/She has two ping-pong bats.‎ ‎4.能了解以下语法:学习实义动词have在一般现在时中的用法;学习一般现在时中各种人称作主语的肯定句、否定句和一般疑问句的构成以及回答。‎ 过程与方法 ‎1.通过师生问答、两两对话、角色扮演等多种言语交际活动,培养口语交际能力和在日常生活中运用英语的能力。‎ ‎2.通过图片提供出物体的名称,运用实际例子,学习Do you have…? 和Does he have …? 句型及答语。‎ ‎3.开展结对活动,了解学生们有什么,没有什么,并能对他人的活动进行评价。‎ 情感态度与价值观 ‎1.理解体育锻炼与身体健康的关系。‎ ‎2.激发学生学习英语的欲望和兴趣,使他们乐于参与各种英语实践活动。‎ Section A 概述 ‎1.本部分主要学习球类运动的单词,学习have(has)在一般现在时中的用法,‎ 160‎ 学习使用一般疑问句询问物品的所属关系并作简略回答,还学习使用句型Let’s….提建议,进行交际。‎ ‎2.1a-1c是Section A所学内容的基础。本部分首先通过主题图片呈现本单元的基本词汇和句型。本课时的主题以国外普通家庭的客厅为背景,画面中还呈现了放置在不同位置的各种常见的球类运动用品,呈现句型:Do you have …? 回答用Yes, I do./No, I don’t.,这是整个单元话题展开的基础。‎ ‎3.2a-2c通过听力编号、匹配信息、就所听内容进行问答等活动帮助学生巩固运用新的词汇和句型,让学生继续学习实义动词have在一般现在时中的用法及一般疑问句的用法,并学习Let’s….句型。‎ ‎4.2d示范对话集中呈现了I have …Do you have …? Let’s …等句型,它涵盖了Section A所有重点语言知识,是有更高要求的综合性的语言运用活动。‎ 教学 目标 ‎1.学会使用由助动词do/does引导的一般疑问句。‎ ‎2.初步认识简单的祈使句。‎ ‎3.能运用 have/has进行简单的语句写作。‎ Section B 概述 ‎1.Section B在Section A的基础上进行话题内容拓展,主要学习使用形容词来描述体育活动,将形容词和体育活动的名词以及相关动词结合起来。‎ ‎2.活动1a 是听前活动,让学生先学习描述性形容词interesting, fun, relaxing, boring difficult。‎ ‎3.活动1b-1c让学生在听力活动中继续巩固使用have(has)表达物品的所属关系。在听力活动中,学生还将学习球类名词与相关动词的搭配。‎ ‎4.1d是听后的语言输出活动,要求学生两人一组分角色表演1b和1c的对话,重点训练本单元的另外两个重点句型Let’s ….和That sounds ….以及描述性形容词的运用。‎ ‎5.活动2a-2c的内容是一个整体:2a巩固词汇,2b-2c是阅读理解活动。‎ ‎6.活动3a-3c是整个单元的语言输出练习,是对单元目标语言的运用。3a首先复习含有动词have的一般疑问句及其肯定和否定回答。3b要求学生口头输出、操练3a中的句型。3c进一步提高要求,让学生根据3a的内容,结合同伴和自己的实际情况,写出含有动词have的肯定句和否定句,并学习使用转折连词but。本部分在复习和巩固本单元所学知识的基础上,发展学生综合运用语言进行书面表达的能力。‎ 教学 目标 ‎1.掌握do/does引导的一般疑问句。‎ ‎2.能运用目标语言进行写作。‎ Self Check 概述 ‎1.活动1要求学生列出有关体育运动的词汇,并对其发表观点。‎ ‎2.活动2在活动1的基础上帮助学生从词汇的复习过渡到对句子的复习,要求学生根据设置的情景补充每组对话所缺失的内容。‎ ‎1.掌握本单元的词汇及短语。‎ ‎2.学会用 have对物品的所属关系进行提问与回答。‎ ‎3.学会用“Let’s …”句型提建议。‎ ‎4.能够谈论自己喜欢的球类运动,不喜欢的球类运动及原因。‎ 第一课时:Section A　1a-1c 第二课时:Section A　2a-3c 160‎ 第三课时:Section B　1a-2c 第四课时:Section B　3a-Self Check 教学 目标 单词 卡片 名词:tennis, ball, soccer, volleyball, basketball, TV, sport, class, classmate, bat 动词:do(does), have (has), let,go,get, play, sound, watch, love, like 代词:us, we, them 形容词:late, great, interesting, boring, fun, difficult, relaxing, same, easy 副词: only 其他:with, after, hey 短语 归纳 watch TV看电视; after class课后; play computer games玩电脑游戏; play volleyball玩排球; play basketball玩篮球; ping-pong bat乒乓球拍; let’s go让我们走 教学 目标 句型 集锦 ‎1.A;Do you have a ping-pong bat?‎ B:Yes, I do./No, I don’t.‎ ‎2.A:Does he/she have a soccer ball?‎ B:Yes, he/she does./No, he/she doesn’t.‎ ‎3.A:Do they have a basketball?‎ B:Yes, they do./No, they don’t.‎ ‎4.I/They have a volleyball.‎ ‎5.He/She has two ping-pong bats.‎ 重点 语法 一、动词have/has在一般现在时中的用法。‎ 二、感知祈使句。‎ 三、描述性形容词的简单运用。‎ 第一课时　Section A 1a—1c ‎1.记忆单词 do, have, tennis, ball, ping-pong, bat, soccer, volleyball, basketball。‎ ‎2.掌握和运用询问他人有无某物的交际用语,常用句型:‎ ‎—Do you have a basketball?‎ ‎—Yes, I do./No, I don’t.‎ ‎—Does your brother Alan have one?‎ ‎—Yes, he does/No, he doesn’t.‎ ‎3.通过听力训练,两人一组合作,以角色扮演的方式,在情景交际中练习语言点,提高英语的听说能力。‎ ‎1.学会运用询问对方是否有某物的句型及答语:Do you have…? Yes, I do./No, I don’t.‎ 160‎ ‎2.掌握有关球类的名词。‎ ‎3.能听懂和运用目标语言。‎ ‎1.掌握新单词和常用短语。‎ ‎2.能够运用have谈论物品的所属关系。‎ ‎3.掌握have的用法。 ‎ 设计教学PPT,录音机,多媒体,相应的插图,球类实物。‎ StepⅠ.Lead in Leading in 【情景1】‎ The teacher brings some balls, like a basketball, a soccer ball, a tennis ball,a volleyball and a ping-pong ball.‎ Show other balls like this.‎ After that, the teacher says, “Do you want to know the English names of the balls?OK.Let’s learn Unit 5.”‎ The teacher writes the topic “Do you have a soccer ball?” on the blackboard.‎ ‎[设计意图]　教师先通过展示实物,引发学生的好奇心,让学生对今天的课程充满了期待。然后学习询问:“这是什么?”,当学生不会用英语表达的时候可以让他们用汉语去说球的名称。在此基础上,老师让学生展示球技,既活跃课堂的气氛,又锻炼了学生的胆量,接着过渡到新课。‎ Leading in 【情景2】‎ ‎…‎ ‎2.After the teacher talks about some things with the students, the teacher shows a soccer ball and teaches them the new words.‎ ‎[设计意图]　运用谈论物品的话题创设语境,复习学过的单词,导入本课内容,学习新话题和词汇。‎ StepⅡ.New words (1a)‎ ‎1.Presentation by showing the picture of sports things in 1a.‎ The teacher encourages the students to say out the English words of the sports things.When they have difficulties, the teacher gives them help and teaches the new words:soccer ball, ping-pong ball/bat, tennis ball, volleyball, basketball, and so on.The teacher writes the words on the blackboard.‎ T:Now, please read and learn these words after me.And pay attention to the pronunciation of the letters in these things.‎ Ss read these new words after the teacher.And read aloud by themselves.‎ ‎2.The teacher shows balls or pictures of balls to the class.‎ Teach the question:Do you have …? Teach them how to read it in the rising tone and how to answer it.Do this drilling with other sports things.‎ ‎3.T:Please read the words in 1a and look at the things in the picture.Match the words with the things in the picture.‎ Students read and learn the new words in 1a, match the words with the things in the picture by themselves, and then check their work in class.‎ T:Read the words after me, and point to the things in the picture.e.g. tennis ball Ss:(Point to “a”.) Tennis ball.‎ ‎【Keys】　1a:1.a　2.f　3.c　4.e　5.d　6.b ‎[设计意图]　运用球类物品和主题图片教学运动物品的词汇,更加形象具体,易学易记。通过问答对话,渗透含有have的句子。‎ 160‎ Step Ⅲ.Listening Activities(1b)‎ ‎1.Before listening,the teacher lets the students read aloud the words in the box.‎ T:Read the words in the box in 1b.Then listen and circle the words you hear.‎ ‎2.Then play the tape.Students listen and circle the words in 1b.‎ T:What do you circle?‎ Ss: Ping-pong bat,ping-pong ball.‎ Then the teacher shows a ping-pong ball and a ping-pong bat to the class.‎ T:Do you have a ping-pong ball?‎ Ss:Yes, I do./No, I don’t.‎ ‎…‎ ‎3.Play the tape again.Students repeat and imitate the pronunciation and intonation.‎ T:Now, read aloud the conversation.Pay attention to the intonation of “Do you have…?” and “Yes, I do./No, I don’t.”‎ The teacher writes the questions and answers on the blackboard and shows how to read the questions and answers.‎ ‎☆教材解读☆‎ ‎1.关于英语中球类运动的词汇 ‎ ‎◆tennis 和 tennis ball 以上两个词虽都表示“网球”,意义却不完全相同。tennis 指运动项目名称,即“网球运动”;tennis ball是指具体的“球”,有单、复数之分。 ‎ a tennis ball一个网球 ‎ some tennis balls一些网球 ‎ ‎◆have a basketball 和 play basketball have a basketball是指“有一个篮球”, play basketball 是指“打篮球”。 have a basketball 中的 basketball 指的是“篮球”,前面要加不定冠词a;play basketball 中的 basketball 指的是“篮球运动”,不需要使用其他词汇进行限定。‎ ‎2.Do you have a ping-pong ball? ‎ have为及物动词,意为“有,拥有”,当句子中的谓语动词是实义动词时,常借助助动词 do来帮助构成一般疑问句。简略回答只需要用do或don’t,不需要使用have。‎ ‎—Do you have a red pen?‎ ‎ 你有一支红色的钢笔吗?‎ ‎—Yes,I do./No, I don’t.‎ ‎ 是的,我有。/不,我没有。‎ ‎【Keys】　1b:circled:ping-pong ball, ping-pong bat ‎[设计意图]　从学习单词,到谈论是否拥有某物品的句型,让学生逐步学习目标内容,通过听力示范学习语音语调,感知表示是否拥有某物品的句型。‎ StepⅣ.Post-listening Activities (1c)‎ ‎1.Ask the class to read the conversation aloud.The teacher shows how to read it.‎ T:When we read a Yes/No question “Do you have …?”, we use a rising tone.Please read the sentences after me.“Do you have a ping-pong↗ball/bat?”‎ Ss read aloud.‎ T:↘Yes, I↘do./↘No, I↘don’t.‎ ‎2.The teacher shows things by PPT and asks the class to ask and answer in pairs, practicing“Do you have …?”.‎ T:Now please look at these things in PPT.Ask and answer in pairs.Do it like 1c.‎ Ss read aloud the conversation.Then practice the conversation in pairs.‎ Then ask them to talk about the things in class.‎ 160‎ ‎[设计意图]　学生通过分组练习,学习目标句型Do you have …?, 跟读练习语音语调,借助图片或物品训练对话,培养学生的听说能力。‎ Step Ⅴ.Summary and Assignment T:Today we learn the sports things and ask “Do you have …?”.Please practice them after class.‎ A:Do you have a soccer ball/tennis ball/…?‎ B:Yes, I do./No, I don’t.‎ Exercise Ⅰ.根据首字母提示,写出球类名词及其汉语意思 ‎1.b　　　　(　　 )　　2.b　　　　(　　 ) ‎ ‎3.t　　　　(　　 ) 4.s　　　　(　　 ) ‎ ‎5.v　　　　(　　 ) 6.p　　　　(　　 ) ‎ Ⅱ.翻译短语 ‎1.有个足球 ‎ ‎2.一个棒球棒 ‎ ‎3.两个乒乓球拍 ‎ ‎【Keys】　Ⅰ.1.baseball棒球　2.basketball篮球　3.tennis网球(运动)　4.soccer足球　5.volleyball排球　6.ping-pong乒乓球 Ⅱ.1.have a soccer ball　 2.a baseball bat 3.two ping-pong bats ‎[设计意图]　强调本节课的重点知识,培养学生及时总结归纳的学习习惯。以学评教、强化落实。当堂检测本节重点单词和词组。‎ StepⅥ.Homework ‎1.Practice asking “Do you have …?” and the answer “Yes/No …”after class.‎ ‎2.Copy and learn the new words and make conversations.‎ ‎[设计意图]　口头练习和单词记忆相结合,同时注重语言知识的操练和记忆。‎ Unit 5 Do you have a soccer ball?‎ soccer Do you have a ping-pong↗ball? ‎ 教学反思：本课的教学内容是人教版七年级英语第五单元的第一课时,首先教师通过实物展示几种球类,通过直观教学的方式,让学生在最短的时间内熟悉和掌握这些单词,然后通过图片让学生运用目标语言:Do you have…?,让学生以小组的方式练习对话,锻炼他们的口语表达能力。接下来,再通过一段听力练习,让学生练习Does he have…?句型并进行结对练习。此环节是上一个环节的引申和扩展,重点在于引导学生观察图片,理解语境并掌握have(has)表达的所属关系。 ‎ 第二课时　Section A 2a-3c ‎1.记忆单词let, us, go, we, late, has, get, great, play, sound;短语 let’s = let us, be late, sound(s) good;缩写词 don’t, doesn’t ‎2.学会运用询问某人是否拥有某物的句型和一些口语表达: ‎ 160‎ ‎—Do you have …?‎ ‎—Yes, I do./No, I don’t.‎ ‎—Does he/she have …?‎ ‎—Yes, he/she does./No, he/she doesn’t.‎ Let’s go!‎ We’re late.‎ He has it.‎ That sounds good.‎ ‎3.能够正确地使用助动词do 或does,说出含有have的一般疑问句,并且作肯定或否定回答。‎ ‎4.通过听力训练,两人一组通过口语练习和角色扮演的方式,在语境中练习询问和回答是否拥有某物的句型。‎ ‎5.能够在语言的学习活动中,爱上运动。‎ ‎1.复习、运用有关球类运动的单词,学习运用含有have/has的一般疑问句。‎ ‎2.拓展学习一些常用的口语,如:Let’s go! That sounds good!‎ ‎3.练习使用一般疑问句询问物品的所属关系:Do you have …? Does he/she have …?及其肯定/否定回答。‎ ‎1.正确使用表示球类运动的词汇,以及含有实义动词have的一般疑问句及简略回答。‎ ‎2.第三人称单数的一般疑问句中的动词和助动词的使用。‎ 设计教学PPT,录音机,多媒体,相应的插图,球类物品等。‎ StepⅠ.Lead in Leading in 【情景1】‎ Warm up by talking about the sports things.‎ T:Good morning/afternoon, boys and girls.‎ Ss:Good morning/afternoon, Mr./Ms.××.‎ T:(Show a soccer and review the words.)　Let’s have a chain work.I ask A, A asks B, and B asks C,…‎ T:Do you have a tennis ball?‎ S1:Yes, I do.Do you have a soccer ball?‎ S2:No, I don’t.Do you have a basketball?‎ ‎…‎ In this way, the teacher asks the class to review the sports words and the target languages “Do you have …?”.‎ ‎[设计意图]　通过复习学过的词汇和对话,进入语境,让学生熟知目标语言,为下一步听力活动做准备。 ‎ Leading in 【情景2】‎ Warm up by reviewing the sports words.‎ ‎1.T:Hello, everyone! Good morning/afternoon!‎ ‎2.Ask “Do you have a soccer ball?” and get the students to answer.‎ ‎[设计意图]　通过运用问答的方式复习所学的单词,同时练习目标语言,为后面部分的扩展学习和训练做准备。‎ StepⅡ.Listening (2a-2b)‎ ‎1.Before listening, the teacher and students continue doing the practice.‎ 160‎ Then the teacher asks students “Does he/she have a tennis ball?”and teaches them to answer.‎ T:We say “Does he/she have …?” not “Do he/she have …?”‎ The teacher writes the questions and the answers on the blackboard and teaches the sentences.‎ ‎2.T:Look at the pictures in PPT.In the first picture, we can see three girls.What’s the girl’s name in the middle?‎ Ss:Her name is Jane.‎ Ask about the other pictures in the same way.Get the students to know their names and know what to do next.‎ T:Read the instruction of 2a.You must number the pictures [1-4] according to the conversations.‎ ‎3.Listening activities T:Listen to the conversations for the first time.Number the pictures [1-4].This time, pay attention to their names.‎ Play the tape and get the students to listen to the conversations and number the pictures according to the order they hear.‎ T:Which comes first?‎ Ss:…‎ Play the tape again and check the students’ work.‎ ‎4.Show the pictures of things in 2b and ask questions.‎ Students listen again and answer the questions.Match the pictures in 2a with the balls.‎ ‎5.T:Now, please listen to the conversations again.And check your work.‎ The teacher writes their names on the blackboard.And ask the students what they have.‎ ‎[设计意图]　学生在听力练习前,学习以does开头的一般疑问句,通过辨认图片中的人物,明确听力任务。在进行听力活动时,结合图片,由易到难进行训练。‎ StepⅢ.Practice(2c)‎ ‎1.After listening T:Now look and read the model dialogue.Ask and answer in pairs.‎ A:Does Jane have a tennis ball?‎ B:No, she doesn’t.‎ T:When we ask Yes/No questions, we use the rising tone.‎ ‎2.Then continue asking and answering about the people in 2a like this:‎ T:Does Paul have a soccer ball?‎ Ss:No, he doesn’t.‎ T:Does Alan have one?‎ Ss:Yes, he does.‎ T:Work in pairs.Practice asking and answering.‎ ‎[设计意图]　培养学生的积极主动性,大胆说英语,同时要求注意一般疑问句的语调。‎ StepⅣ.Reading and Role-playing (2d)‎ ‎1.Discuss the picture in 2d.‎ T:Look at the picture in 2d.What can you see in the picture? What are they going to do? Can you guess what they are saying.Now read the conversation in pairs.‎ ‎2.The students read the conversation.Check the answers to the questions.‎ The teacher should explain some language points.‎ ‎3.T:Now, listen to the tape and repeat after it.Follow its pronunciation and intonation.‎ And then, the teacher asks students to practice the conversation in pairs until they can role-play it.Students read and practice.Ask some pairs to act out the conversation.‎ ‎4.Read aloud then role-play.The teacher asks students to imagine a similar situation and make a conversation.‎ T:Imagine you want to go to play basketball.Make conversations like that in 2d.‎ 160‎ ‎[设计意图]　要求学生观察图片,感知语境,再阅读对话,学习语言点,听、说对话,模仿语音语调。然后朗读对话,分角色表演,进而用目标语言编对话,学以致用。‎ StepⅤ.Grammar Focus ‎1.T:Please read the sentences in the Grammar Focus.(Play the PPT and get the students to read them aloud.) ‎ ‎—Do you/they have …?‎ ‎—Yes, I/they do./No, I don’t./they don’t.‎ ‎—Does he/she have …?‎ ‎—Yes, he/she does./No, he/she doesn’t.‎ ‎2.The teacher should remind the students to pay attention to “Do/Does” in the questions and the simple answers.‎ ‎[设计意图]　引导学生总结归纳语法要点,帮助学生学习掌握第三人称单数情况下的一般疑问句,要求学生学会运用do/does构成一般疑问句和简略回答。‎ StepⅥ.Practice (3a)‎ ‎1.T:Now, let’s do some exercises to practice the grammar.Look at the Grammar Focus.When do we use “do” and “does”?‎ Get the students to discuss it.Then students work by themselves to tell what are used with “do” and “does”.‎ ‎2.T:Let’s check your work.‎ Explain the use of “do” and “does”.‎ ‎[设计意图]　通过对语法部分的内容总结,让学生自己思考、归纳,完成填空任务,使知识得到巩固。‎ StepⅦ.Practice (3b)‎ ‎1.After the students complete the task in 3a, they can use the knowing to finish the task in 3b.‎ T:Now please look at the conversations in 3b.Find the subjects in the sentences before filling the blanks.‎ Students work in pairs, filling the blanks with do or does.‎ ‎2.T:Now please read these conversations.If you have any problems, please ask me.‎ Students read aloud.‎ ‎3.Ask some pairs of students to read out the conversations in class.And the teacher explains some words and sentences.‎ ‎ [设计意图]　通过3a部分总结do和does的用法之后,学生直接进入3b的练习,自主完成任务,通过朗读、角色朗读,学习并巩固语言知识。‎ StepⅧ.A game(3c)‎ ‎1.Tell the class how to play this game.‎ T:Look at the picture.This is Bob’s room.What can you see in his room?　(Get students to say words as many as they can.)‎ Ss:A volleyball, a soccer ball, …‎ T:Now, look at this picture for one minute.Try to remember more things in the picture.‎ After a minute, the teacher asks them to ask and answer about it.‎ T:Now ask and answer questions about this picture.You can say general questions like this:‎ A:Does Bob have a soccer ball?‎ B:Yes, he does.‎ ‎2.Students practice in pairs.Then change roles.The teacher goes round and gives help when necessary.‎ ‎[设计意图]　 这是一个记忆、问、答的综合练习过程,让学生在游戏中复习、巩固语法知识。‎ Step Ⅸ.Summary and Assignment T:In this class, we practice asking and answering about sports things and learn to ask “Do you have …?”, “Does he have …?”.Please practice more and remember them.‎ Exercise 用do, does, don’t或doesn’t填空 ‎1. —　　　　 you have a tennis racket? ‎ 160‎ ‎—No, I　　　　, but my brother　　　　. ‎ ‎2. —　　　　 your sister have a ping-pong ball?  ‎ ‎—No, she　　　　.She has a ping-pong bat. ‎ ‎3.—　　　　 they have a basketball?  ‎ ‎—Sorry,I　　　　 know. ‎ ‎4.They want to play soccer.But they 　　　　have a soccer ball. ‎ ‎5.—　　　　he want to play volleyball?  ‎ ‎—Yes, he　　　　. ‎ ‎【Keys】　1.Do, don’t, does　2.Does, doesn’t 3.Do, don’t　4.don’t　5.Does, does ‎[设计意图]　加强基础知识的学习与总结,练习巩固重点难点,当堂检测本节语法内容,帮助学生掌握语法要点。‎ Step Ⅹ.Homework ‎1.Review the grammar and make conversations like that in 2d with your classmates.‎ ‎2.Read and write the conversations in 3b.‎ ‎[设计意图]　口头、书面练习和语法综合练习相结合,注重语言知识的操练和积累。‎ Unit 5 Do you have a soccer ball?‎ has/doesn’t have ‎1) Paul 　　　　a soccer ball. ‎ ‎2) Mike　　　　a basketball. ‎ ‎3) Jane　　　　a tennis ball. ‎ ‎4) Dale　　　　a volleyball. ‎ Do you/they have …?‎ Yes, I/they do./No, I /they don’t.‎ Does he/she have …?‎ Yes, he/she does./No, he/she doesn’t.‎ 教学反思：本课时的教学内容是人教版七年级英语第五单元的第二课时,重点是引导学生利用课本上的图片所创设的语境,进行对目标语言的听、说训练。以听力和对话活动的方式展开,引起学生的兴趣,以任务驱动学生学习并总结本单元的重点词汇和句型。因此,教师可以将知识目标定为掌握含有实义动词have的一般疑问句及其回答,同时在对话中学到一些新的表达,如let’s go等;情感目标定为倡导学生积极参与体育锻炼。‎ 第三课时　 Section B 1a —2c ‎1.记忆单词:interesting, boring, fun, difficult, relaxing, watch, TV, same, love, with, sport, them, only, like, easy, after, class, classmate;短语:watch TV, play computer games, play volleyball/basketball, go to the same school,play … with friends, on TV, after class ‎2.能够拓展运用本课的词汇、句型,进行听、说、读、写等综合训练。‎ 160‎ ‎3.通过本课时学习,能够熟记并使用描述性形容词,运用图片做语境,进行描述娱乐活动的听说读写训练;阅读学习描述课外文体活动的短文。‎ ‎4.在轻松的活动中学习语言,使学生热爱文体活动并培养一种适合自己的体育爱好。‎ ‎1.扩展学习表示文体活动的英语单词和词组,并能够正确地使用描述性形容词谈论这些活动。‎ ‎2.能够阅读并理解描述课外文体活动的短文,并从中学习一些词汇和短语。‎ ‎3.通过短文阅读,重视文体活动,了解文体文化。‎ ‎1.在丰富的语境中,学习运用描述性形容词描述活动,准确地表达拥有运动物品、进行文体活动、喜爱文体活动的句型。‎ ‎2.在学习语言知识的过程中,培养学生对运动的兴趣。‎ 设计教学PPT,录音机,多媒体,与本课时相关的图片。‎ StepⅠ.Lead in Leading in 【情景1】‎ ‎1.Warm up and review the words and the topic sentences.‎ T:Good morning/afternoon, boys and girls.‎ Ss:Good morning, Mr./Ms.××.‎ T:Let’s talk about Bob’s room again.‎ Questions:Does Bob have a soccer ball?Where is it? Does he have …?‎ Have a brainstorm to get the class to say quickly.‎ ‎2.T:Do you have a basketball? Do you play it? Is it easy?‎ Get students to review the words and come to the next step.‎ ‎[设计意图]　通过2d的图片复习词汇和does引导的一般疑问句,进入英语语境,自然地转入下一步关于描述性形容词的学习。‎ Leading in 【情景2】‎ ‎1.After greeting the class, the teacher checks the students’ learning about the sports words and sentence patterns.‎ T:Hello, everyone! Good morning/afternoon!‎ Ss:Good morning/afternoon,Mr./Ms.××.‎ T:Let’s review the words and conversations in this unit.Answer my questions.‎ T:Do you like sports?‎ Ss:Yes, we do.‎ T:Do you have a basketball?‎ S1:Yes, I do.‎ T:Do you play basketball?‎ S2:Yes,I do.‎ Then talk about other sports with other students.‎ ‎2.T:Is basketball easy?‎ Ss:No, it isn’t.‎ Students review the target words and sentences and easily come into the new situation to describe sports.‎ ‎[设计意图]　通过口头问答复习目标单词和句型,直接带领学生进入新的单词的学习步骤。‎ 160‎ StepⅡ.Presentation (1a)‎ ‎1.Use pictures or PPT to teach the description words.The teacher should have full expressions on the face.‎ The teacher teaches interesting/fun with a smile on the face.Then relaxing,boring and difficult.‎ Then, the teacher writes the words on the blackboard.Teach how to pronounce the new words and help students to learn by showing different face expressions or actions.‎ ‎2.The teacher asks students to read aloud the words.Then the teacher shows the pictures and the students say the words.‎ T:Now, please match the description words with the pictures.‎ ‎【Keys】　1a:1.c　2.d　3.e　4.b　5.a ‎[设计意图]　通过运用图示,借助表情帮助学生形象地理解描述性形容词,易于学习和记忆,使单词学习起来不枯燥乏味,注重读音与拼写。‎ StepⅢ.Listening (1b-1c)‎ ‎1.The teacher asks one student to write the words in 1a on the blackboard.Look at the words again.‎ T:This is a listening test.You can listen to the tape and check the description words you hear.‎ Play the tape.Get students to check their words and finish 1b.‎ ‎2.T:Now look at 1c.What does Paul say about these activities? Read these activities, then listen to the recording again and write Paul’s words about them.‎ Students read the words.The teacher pretends to do the actions or shows the actions by PPT to teach the words.‎ ‎3.Then play the tape again.Students listen and write the description words next to the actions.‎ ‎4.Lead the students to read aloud the conversation and help them to learn some language items.‎ The teacher explains some words and sentences in the listening.‎ ‎[设计意图]　活动1b是听力练习,运用1a中的词汇,加强单词的记忆。‎ Step Ⅳ. Oral practice (1d)‎ ‎1.T:What do you think about Paul’s activities? Now, you are Paul.Your partner is Jenny.Please talk about these activities.First, let’s read the model dialogue in 1d.‎ A:Let’s play computer games.‎ B:That sounds interesting.‎ The teacher writes the dialogue on the blackboard.‎ ‎2.T:Now please make your own conversations.Work in pairs.‎ The students work in pairs.And then the teacher asks two pairs of students to show their dialogues to the class.Encourage them to do it.‎ ‎[设计意图]　练习对话,谈论自己对这些活动的看法,在训练中学习目标语言。‎ Step Ⅴ.A word game (2a)‎ ‎1.The teacher designs a brainstorm to review the sports words.‎ T:Now, let’s think of the words about sports.What do you know about sports things? First, ball games!‎ Ss:Basketball, soccer ball, ping-ping ball, …‎ T:Write these words in 2a.What do you have and what don’t you have? Please write them in the chart.‎ ‎2.T:Among these nouns, some are of two words, some words have a “-” and others are one word form.e.g.soccer ball (2 words); ping-pong ball (have a “-”); basketball (1 word)‎ T:Now read out your words.Who writes the most words?‎ ‎【Keys】　2a:Answers will vary.‎ ‎[设计意图]　以头脑风暴的方式让学生回想学过的球类运动名词,加深词汇的理解记忆。‎ StepⅥ.Reading practice (2b-2c) ‎ ‎1.T:Now, look at 2b.This is a survey. (Explain the meaning of “survey” in Chinese.) Skim it and find “Who has a soccer ball?”‎ 160‎ The students read the survey quickly to find the answer.Let the students guess the new words.‎ ‎2.T:Let’s read the survey more slowly and then read the sentences in 2c.Who says these sentences? ‎ Students read and work in their seats.At this step, don’t let them discuss.They must do the reading practice carefully.‎ ‎3.Then, the teacher checks their work.‎ T:Who says “I play ping-pong with my classmates after class.”?‎ Ss:Wang Wei (does).‎ ‎…‎ The teacher should explain the meanings of the words and sentences.‎ ‎【Keys】　2b:Gina Smith.‎ ‎[设计意图]　 这是一个阅读综合练习。阅读前,让学生写出运动名词,阅读时,让学生带着问题略读(Skimming)和寻读(Scanning),养成好的习惯。注重教育学生重视体育运动。‎ Step Ⅶ.Summary and Assignment T:Today, we do a lot of listening and reading practice.Do you have sports things? Do you play sports? Please read and learn to talk about things like this.‎ Exercise Ⅰ.补全单词中所缺的字母并写出汉语意思 ‎1.　nt 　r 　st 　ng (　　　　) ‎ ‎2.b　r　ng(　　　　)  ‎ ‎3.f　n(　　　　) ‎ ‎4.d　ff　c　lt(　　　　) ‎ ‎5.r　l　x　ng (　　　　) ‎ ‎6.w　tch(　　　　) ‎ Ⅱ.翻译短语 ‎1.看电视　　　　　　　 ‎ ‎2.打排球　　　　　　　 ‎ ‎3.玩游戏机 　　　　　　　 ‎ ‎4.踢足球　　　　　　　 ‎ ‎5.打篮球　　　　　　　 ‎ ‎　　【Keys】　Ⅰ.1.i,e,e,i (有趣的)　2.o,i(无聊的,无趣味的) 　3.u(有趣的,使人快乐的)　4.i,i,u (困难的) 　5.e,a,i(轻松的,令人放松的)　6.a(观看)‎ Ⅱ.1.watch TV　2.play volleyball　3.play computer games　4.play soccer　5.play basketball ‎[设计意图]　加强基础知识的练习,当堂检测本课时的词汇和重点短语,加深学生的印象。‎ Step Ⅷ.Homework ‎1.Recite the new words and read aloud the article in 2b.‎ ‎2.Talk about sports things and games.‎ ‎[设计意图]　口头练习和笔试练习相结合,新旧知识相结合,训练学生注重语言知识的操练。‎ Unit 5 Do you have a soccer ball?‎ interesting, boring, fun,relaxing,difficult, easy watch TV play soccer/basketball/games soccer ball, ping-pong ball, volleyball A:Let’s play computer games.‎ 160‎ B:That sounds interesting.‎ 教学反思：本课时的教学内容是人教版七年级英语第五单元的第三课时,重点是扩大文体活动的词汇范围,学习运用描述性形容词。以图片与单词配对、听力和阅读活动等任务,引起学生对课堂学习的兴趣。教师可以将知识目标定为掌握本课时表示文体活动名称的单词和运用形容词描述文体活动的句型,阅读理解短文。情感目标定为关注学生对运动的兴趣。‎ 第四课时　 Section B 3a —Self Check ‎1.复习本单元的词汇和句型,进行书面练习。‎ ‎2.能够运用目标语言谈谈对体育运动的开展和对体育用品的拥有情况。‎ ‎1.熟练运用本单元的词汇和句型进行口语、阅读和书面写作练习。‎ ‎2.能够运用所学的内容进行书面表达,谈谈自己和朋友拥有物品的情况,尝试使用连词but来表示转折。‎ ‎1.熟练运用本单元的词汇和句型,正确使用do, does, don’t, doesn’t, have, has, play, plays以及表示球类运动的短语。‎ ‎2.养成正确的书写习惯。‎ 本课时的教学内容是人教版七年级英语第五单元的第四课时,重点在于引导学生熟练地运用单元词汇和句子谈论有关球类运动的话题。以任务驱动学生,任务以说和写为主。引导学生先说后写,通过运用自己和朋友关于运动方面的真实情况进行写作训练。教师可以将知识目标定为综合运用本单元的词汇和句型,进行拓展训练。情感目标定为培养学生热爱运动的好习惯。‎ 设计教学PPT,多媒体,投影仪。‎ StepⅠ.Lead in Leading in 【情景1】‎ ‎1.Warm up and review the words in 1a.‎ Then ask about other sports things.‎ ‎2.T:Now, class, please talk about sports like this with your partners.Then report to me.‎ The students talk about sports.‎ ‎[设计意图]　通过口语活动,复习谈论运动及拥有运动物品的一般疑问句,激发学生口头表达的兴趣,导入新课。‎ Leading in 【情景2】‎ ‎1.Review the words by showing the pictures of 1a.Get the class to describe the pictures with the correct adjectives.‎ ‎2.T:Now, let’s talk about sports things.Do you have a soccer ball?‎ ‎[设计意图]　通过看图片、提问等形式复习形容词及本单元的重点句型,为下一步的学习做准备。‎ 160‎ StepⅡ.Reading with tasks (3a-3b)‎ ‎1.T:Look at 3a.Do you have other sports things? Write the questions and short answers in 3a.‎ Get the students to add more sentences.‎ ‎2.T:Now please exchange your book with your partner.Ask the questions you write in 3a and get your partner’s answers.‎ Students ask and answer orally and finish 3b.‎ ‎【Keys】　3a:Answers will vary.　3b:Answers will vary.‎ ‎[设计意图]　这是写作前准备的口语练习,通过口语训练,复习体育用品的词汇和询问拥有物品的句型及其答语,为下一步写出有关运动的短文做准备。‎ StepⅢ.Writing practice (3c)‎ ‎1.The teacher tells the class to write some sentences about sports things according to what they ask and answer in 3a and 3b.‎ Then teach the students to use “but” in their writing.‎ I have a basketball,but he doesn’t have one.‎ ‎2.Students write their sentences.The teacher walks around them and sees if they need any help.Remind the students of the words:have, has, do, does, don’t,doesn’t and but.‎ ‎3.The teacher gives the students enough time and after that, lets the students read aloud their sentences.Display their work on the screen/blackboard.‎ T:Now, look at these sentences on the screen/blackboard.Let’s see if there are any mistakes about words or grammar.‎ ‎[设计意图]　 根据3a-3b部分的口头练习,要求学生写出描述自己和朋友有关有无某种运动物品的句子。教会学生使用and和but。提醒注意动词和助动词的形式, 注意标点符号及大写字母,使学生养成正确的书写习惯。‎ StepⅣ.Self Check ‎1.Look at Self Check.Review sports things and description words.‎ T:First, work by yourself.Let’s have a competition to see who can write more words about sports and your descriptions.You can have 5 minutes.Write down the words in the chart.‎ Students write the words quickly. Then the teacher asks the students to exchange their books.‎ T:Now exchange your books and ask and answer the questions with your partners.‎ ‎2.T:Please do Activity 2.You can complete these questions according to their answers.You can complete the answers according to the questions.‎ Students write by themselves.‎ ‎【Keys】　1.Answers will vary.‎ ‎2.(1)Does your mom have a baseball bat?‎ ‎(2)Yes, I have a volleyball./No, I don’t have a volleyball.‎ ‎(3)Does your father have a soccer ball?‎ ‎(4)Does your teacher have a (soccer ball)?‎ ‎[设计意图]　复习本单元的重点内容,归纳整理表示运动物品的词汇以及描述运动的词汇,完成目标句型的填空。‎ Step Ⅴ.Summary and Assignment T:Today, we review things around us and write where things are.Now, please do some exercises to review some other things.‎ Exercise 选词填空 ‎1.I　　　　 (have, has) a baseball.I don’t 　　　　(have, has) a baseball bat.Do you 　　　　(have, has) one? ‎ ‎2.My father 　　　　(play, plays) tennis.He 　　　　(have, has) some tennis balls.But he doesn’t 　　　　(have, has) tennis rackets(球拍). ‎ ‎3.My friends　　　　 (have, has) some balls, but they don’t 　　　　(play, plays) them. ‎ ‎4.—John, let’s　　　　 (play, plays) basketball. ‎ 160‎ ‎—OK.That　　　　 (sound, sounds) great. ‎ ‎5.Let’s　　　　 (get, go, play) a basketball and 　　　　(get, go, play) it. ‎ ‎【Keys】　1.have, have, have　2.plays, has, have　3.have, play　4.play, sounds　5.get, play ‎[设计意图]　加强基础知识的记忆,当堂检测本单元学习的重点词汇、短语和词组。‎ Step Ⅵ.Homework ‎1.Practice the sentence patterns using the words in this unit.‎ ‎2.Write five sentences about sports things.‎ ‎[设计意图]　口头练习和笔试练习相结合,要求学生运用本单元知识,加强语言知识的操练。‎ Unit 5 Do you have a soccer ball?‎ ‎ but I have a ping-pong ball,but I don’t have a ping-pong bat.‎ I have a basketball,but he doesn’t have one.‎ 教学反思：从学生们的日常饮食入手,选取最贴近生活的素材,让学生流利的说出自己和他人喜欢什么,不喜欢什么。能够较为熟练地掌握have的用法。能用形容词描述自己的活动。‎ 教学突破:运用调查问卷的方式,让学生们调查自己的同学有什么,没有什么。充分利用课本上的插图,让学生观察图片写出图中的物品,以此提高学生运用目标语言的能力,增强学生们的合作能力。创设语境,突出听力和口语表达,通过自制表格增强学生的动手能力。为学生呈现写作框架,以此来帮助他们提高写作能力,突破写作的瓶颈。听力练习可适当加强,可以增加听力的时间。让学生在听力的基础上,自由地表达,提高他们的口语能力。‎ 注意方法与价值观的培养:通过任务型活动,使学生们在实际生活中均衡饮食,合理配餐。让学生在小组活动中培养交际能力。‎ Unit 6　Do you like bananas?‎ 话题Topic 谈论食物Talk about food 功能Functions ‎1.能够谈论对食物的喜好Talk about likes and dislikes I like…/I don’t like…‎ ‎2.能够询问别人喜欢什么Talk about what other people like Do you like…? Do they like …? Does she like…?‎ 语法Grammar 一、掌握动词like在一般现在时中的用法The simple present tense to like 二、肯定句和否定句Affirmative and negative statements I don’t like salad.John likes hamburgers.‎ 三、一般疑问句及其简略回答Yes/No question and short answers A:Do you like bananas? ‎ B:Yes, I do./No, I don’t.‎ A:Does she like tomatoes? ‎ B:Yes, she does./No, I don’t.‎ 四、能够正确使用下列表示食物的可数名词、不可数名词以及既可用作可数又可用作不可数的名词Countable nouns & Uncountable nouns Countable:hamburgers, eggs, oranges, bananas, apples, pears, carrots, vegetables, tomatoes, strawberries Uncountable:milk, bread, rice Countable nouns & Uncountable nouns:food, fruit, ice-cream, salad, chicken 160‎ 词汇和常用表达 Words & expressions ‎1.能正确使用下列词汇(按词性排列)‎ 名词:fruit, banana, strawberry, pear, apple, vegetable, tomato, carrot, food, hamburger, bread, rice, salad, chicken, egg, milk, ice-cream, breakfast, lunch, dinner, birthday, star, question, week;形容词:right, healthy, fat;动词:eat, be, want;副词:sure, then, well, really;其他:so ‎2.能正确使用下列常用表达 think about, how about, ask…about, want to do, after dinner ‎3.能够认读下列词汇 burger 学习策略 Strategies 通过分类的方式识记食物类词汇 文化知识Culture 了解常见的西方食品及中、西方饮食文化差异 三维目标 Three-dimensional ‎ target 知识与 技能 ‎1.能掌握以下单词:banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, dinner, week, think, about, food, sure, burger, vegetable, fruit, right, apple, then, egg, carrot, rice, chicken, so, breakfast, lunch, star, eat, well, habit, healthy, really, question, want, be, fat ‎2.熟练掌握单元短语: birthday dinner, next week, think about, how about, ask … about,want to do, after dinner, eating habits 三维目标 Three-dimensional ‎ target 知识与 技能 ‎3.能掌握以下句型:‎ A:Do you like salad? ‎ B:Yes.I do./No, I don’t.‎ A:Do they like pears? ‎ B:Yes, they do./No, they don’t.‎ A:Does she like tomatoes?‎ B:Yes, she does./No, she doesn’t.‎ I/We/They don’t like…‎ He/She doesn’t like…‎ Let’s think about…‎ What about…?‎ Sounds good.‎ I think …‎ What do you like for …?‎ ‎ I don’t want to be…‎ ‎4.能了解以下语法:‎ 进一步学习实义动词like在一般现在时中的用法。学习一般现在时各个人称的肯定句、否定句和一般疑问句的构成以及回答。‎ ‎5.掌握部分可数名词、不可数名词以及既可作可数又可作不可数的名词。‎ 过程与 方法 ‎1.通过师生问答、两两对话、角色扮演等多种语言交际活动,培养口语交际能力和在日常生活中运用英语的能力。‎ ‎2.通过图片提供物体的名称,运用实际例子,感知、学习Do you like…? Yes, I do./No, I don’t.　Does he like …? Yes, he does./No, he doesn’t.I don’t like…围绕上面的句型展开操练。通过调查了解学生们喜欢什么、不喜欢什么,然后在此基础上评价自己和他人的生活是否健康。‎ 情感态度 与价值观 ‎1.通过任务型活动,使学生们在实际生活中均衡饮食,合理配餐。‎ ‎2.通过开展小组活动,指导学生积极与他人合作,培养他们的合作精神。‎ Section A 概述 ‎1.本单元主要围绕“谈论对食物的喜好”这一交际功能展开,并以like为例,进一步学习实义动词在一般现在时中的用法,是上一个单元内容的延伸。学习一般现在时各个人称的肯定句、否定句和一般疑问句的构成及回答。呈现一些食物名词,让学生初步了解可数名词、不可数名词的概念。1a-1c 160‎ 为导入部分。通过主题图呈现了本单元核心词汇和句型。1b-1c通过听说训练让学生感知目标句型A:Do you like…? B:Yes, I do./No, I don’t.并让学生初步尝试用该句型与同伴进行问答。‎ ‎2.2a-2c是听力训练和分角色对话,在1a部分的基础上以听力形式拓展、巩固单元重点句型,学习询问对方喜欢某物的句型:Do you like…?Yes, I do./No, I don’t.。‎ ‎3.2d部分围绕“准备学生的生日餐”这话题,提供了一个语境更为完整、语言和内涵更为丰富的对话,为学生进一步角色扮演包含了所有的核心内容,要求学生学会、模仿并运用,对学生提出综合应用语言能力的要求。此环节还渗透了第三人称单数的肯定句(John likes…)。‎ Section A 概述 ‎4.语法框里呈现了询问某人喜欢某物的重点句型Do/Does you/they/she/he like…?以及提供了可数名词、不可数名词、既可作可数又可作不可数的名词。‎ ‎5.3a-3c 部分是不同层次的语法练习,巩固运用本单元目标语言的能力。3a活动要求用正确的单词填空,掌握like和likes, don’t和doesn’t的用法。进一步掌握主语是第三人称单数时的用法。3b要求给句子编序号组成一个完整的对话,其内容比较简单,绝大多数学生都能掌握。3c通过调查你的同学,找到他们喜欢和不喜欢的东西,通过用本节课的句型询问,进一步增强他们的口语交际能力。‎ 教学 目标 ‎1.通过对中西方饮食文化进行简单比较,适当拓展他们的知识面。‎ ‎2.学会like 随人称变化成 likes,以及它在肯定句、否定句和疑问句中的形式。‎ ‎3.了解部分可数名词、不可数名词、既可作可数又可作不可数的名词。‎ Section B 概述 ‎1.Section B部分介绍了更多有关食物的词汇,听说活动、阅读活动和写作活动都围绕早餐、午餐和晚餐的话题展开,进一步谈论人们对不同食物的喜好,引出健康饮食的问题。1a-1e引入了早餐、午餐和晚餐的概念,并结合一日三餐引出生词egg,chicken,carrot和rice。1b渗透了根据语义场分类记忆单词的策略,为学生们记忆单词提供了一个新思路。1c-1d的听说活动重点是讨论对食物的喜好,进一步练习第三人称单数的一般现在时句型。1e主要锻炼学生的语言运用,向他人转述听力内容。‎ ‎2.2a-2c 以阅读活动为主,让学生思考一些食物是否健康。阅读材料是体育明星谈到了自己一日三餐的饮食习惯。2b的阅读活动让学生关注文章中的食物名词,抓住关键信息。2c让学生通过造句的方式转述文中的信息,为后面的写作做准备。‎ ‎3.3a-3b 是写作训练,要求学生比较自己和同伴一日三餐的饮食习惯,写出自己和同伴喜欢吃什么,不喜欢吃什么。‎ 教学 目标 ‎1.会说出自己喜欢吃什么,不喜欢吃什么,灵活运用like。‎ ‎2.了解哪些食物是健康的,哪些食物是不健康的,改掉自己不健康的饮食习惯。‎ ‎3.能介绍自己和他人一日三餐喜欢吃什么,不喜欢吃什么。‎ Self Check 概述 ‎1.活动1进一步加深学生对可数名词复数形式构成规律的认识。‎ ‎2.活动2让学生使用所学语言谈论自己对不同食物、运动类型以及颜色的喜好。如:I like… I don’t like…‎ ‎3.活动3谈论父母喜欢和不喜欢的食物、运动和颜色。运用连词and和but进行适当的表达。如: My mom likes…and/but my dad likes…My mom doesn’t like…培养他们的发散思维,采用丰富的句式进行书写。‎ ‎1.教学重点:‎ ‎(1)学习并积累一些表示食物的词汇。‎ ‎(2)正确使用表示食物名称的可数名词和不可数名词。‎ ‎(3)动词like的一般现在时的各种句式及一般疑问句的肯定、否定回答。‎ ‎2.教学难点:‎ ‎(1)行为动词like的一般现在时的用法;‎ ‎(2)使用do和does引导的一般疑问句的构成和使用。 ‎ 从学生们的日常饮食入手,选取最贴近生活的素材,让学生流利地说出自己和他人喜欢什么,不喜欢什么。能够较为熟练地掌握like的用法,了解健康的饮食习惯。‎ 教学突破:运用调查问卷的方式,让学生们调查自己的同学或父母,增强他们的合作能力。创设语境,突出听力和口语表达,通过自制表格增强他们的动手能力。为学生呈现写作框架,以此来帮助他们提高写作能力,突破写作的瓶颈。听力练习可适当加强,可以增加听力的时间。‎ 注重方法与价值观的培养:本单元中主要是引导学生们养成良好的饮食习惯,树立健康的饮食观念。教师可以出示一张健康生活者的图片和一张不健康生活者的图片,让学生们进行比较,从而改善自己的饮食习惯。‎ 160‎ 第一课时:Section A　1a-1c 第二课时:Section A　2a-3c 第三课时:Section B　1a-2c 第四课时:Section B　3a-Self Check 教学 目标 单词 卡片 名词:banana, hamburger, tomato, ice-cream, salad,strawberry, pear, milk, bread, birthday, dinner, week, food, burger, vegetable, fruit,apple 动词:think, eat, be, want 形容词:right, healthy, fat 副词:sure, then, well 连词:so ‎ 短语 归纳 next week下周;sports star体育明星;eating habits饮食习惯;one last question最后一个问题;be fat变胖;healthy food健康的食物 句型 集锦 ‎1.Do/Does you/they/she like…?‎ ‎2.I like…I don’t like…‎ ‎3.He/She likes…He/She doesn’t like…‎ ‎4.Let’s think about…‎ ‎5.How about…?‎ ‎6.I think…‎ ‎7.What do you like for…?‎ 重点 语法 一、动词like 的一般疑问句及其回答;否定句和肯定句句型。‎ 二、可数名词与不可数名词。 ‎ 第一课时　Section A 1a—2c ‎1.记忆单词:banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread。‎ ‎2.掌握和运用询问你喜欢某物的交际用语以及简略回答:‎ ‎—Do you like…? ‎ ‎—Yes, I do./No, I don’t.‎ ‎3.通过听力训练,以两人一组合作角色扮演的方式,在情景交际中练习语言点,提高英语听说能力。‎ ‎4.能根据对话编出新的对话。‎ ‎1.学会运用like的一般疑问句及简略回答:‎ ‎—Do you like…? ‎ ‎—Yes, I do./No, I don’t.‎ ‎2.能运用I like….句型谈论自己的真实情况。‎ 160‎ ‎1.含有like的一般疑问句句型及简略回答。‎ ‎2.部分食物名称的记忆。‎ ‎3.能根据所学内容自己编对话。‎ 设计教学PPT,录音机,多媒体,相应的插图,卡片。‎ StepⅠ.Lead in Leading in 【情景1】‎ Warming up by reviewing the words:‎ ‎[设计意图]　本单元是上一个单元的延伸,所以导入时可以先从上一个单元Do you have…入手,使学生感到不突兀,还可以起到复习的作用,然后在此基础上提出问题What food do you like to eat after sports?自然过渡到本单元like的教学内容。‎ Leading in 【情景2】‎ T:(Greet the class.) Hello, everyone! Good morning/afternoon!‎ Ss:Good morning/afternoon,Mr./Ms.××.‎ Show some objects and ask like this:‎ T:What’s this?‎ Ss:It’s a basketball.‎ T:Do you have a basketball?‎ S:Yes, I do./No, I don’t.‎ T:Do you like it?‎ Ss:Yes, I do./No, I don’t.‎ Then teacher takes out an apple.And says, “I have an apple.” And the teacher tastes the apple, showing the emotions and says, “I like apples.Do you like apples?” Help students to answer, “Yes, I do./No, I don’t.”‎ ‎[设计意图]　通过先复习上单元的知识,然后老师拿出实物苹果,很享受地咬上一口,说出I like apples.。学生们很少见到老师在课堂上吃苹果,印象尤其深刻,因此对于本节课也会显得格外感兴趣,自然过渡到新知识的教学。‎ StepⅡ.Match work(1a-1b)‎ ‎1.T:Boys and girls,I can see that you know many English names of food on the cards.Do you know some of the food with letters in the picture on Page 31? Can you tell the English names for them?‎ After three minutes.Hold up the picture and point to the food in the picture on Page 31.Ask students to say the things.‎ ‎2.Then ask students to match the words and pictures.‎ ‎3.Ask the students to finish the activity and then read the conversations in the picture and then ask students to read and listen to the conversations, and then number them in order.Point out the boxes where the students will write a number for the conversations they hear and play the recording.Then check the answers and finally ask the students to repeat after the recording.‎ T:In the picture, we can see many people.They are talking about their likes and dislikes about food.Now please work in pairs and read the conversations.Then listen to the three short conversations and finish activity 1b.‎ ‎[设计意图]　运用课本插图,由于在听之前就先读了课文图中的对话,所以学生们听起来还是很轻松的。‎ Step Ⅲ.Pair work (1c)‎ ‎1.Listen and repeat the conversations in 1b.‎ ‎2.Then ask the students to practice the conversations above in pairs and then make their own conversations using the target language.‎ 160‎ T:We know in the listening material A and B talk about some food like bananas, salad and oranges.Now, can you think of the names of some other food and practice talking about them in pairs?‎ Move around the classroom to help the students and then ask two pairs of students to say the conversation in class.‎ Sample dialogue:‎ S1:Do you like pears?‎ S2:Yes, I do./No, I don’t.‎ ‎[设计意图]　让学生根据1b的模板编造新的对话,尽可能多地运用其他的食物名词进行替换。扩展了学生的知识面,起到举一反三的作用。‎ ‎3.Practice T:Now, I show you the things or the picture of things, please ask and answer in two halves, boys and girls.When I nod my head, say “yes”, when I move my head from side to side, say “no”.Now boys ask.‎ Boys:Do you like salad? (Node.)‎ Girls:Yes, I do.‎ Boys:Do you like milk? (Shake head.)‎ Girls:No,I don’t.‎ Step Ⅳ Exercise ‎ Ⅰ.翻译单词 ‎1.汉堡 　　　　　　　 ‎ ‎2.西红柿 　　　　　　　 ‎ ‎3.沙拉 　　　　　　　 ‎ ‎4.草莓 　　　　　　　 ‎ ‎5.梨 　　　　　　　 ‎ ‎6.牛奶 　　　　　　　 ‎ ‎7.面包 　　　　　　　 ‎ ‎8.冰激凌 　　　　　　　 ‎ Ⅱ.根据句意填空 ‎1. A:　　　　 you like salad? ‎ B:No, I 　　　　./Yes, I 　　　　. ‎ ‎2. I 　　　　(喜欢) hamburgers. ‎ ‎3.　　　　 　　　　　　　　(你喜欢) hamburgers? ‎ ‎4.I 　　　　(不) like strawberries. ‎ ‎[设计意图]　以学评教、强化落实。当堂检测主要是由本节内容组成的形成性评价。‎ Step Ⅴ.Homework ‎1.Practice dialogues with your group members after class.‎ ‎2.Copy and learn the new words.‎ ‎[设计意图]　口头练习和单词记忆相结合,同时注重语言知识的操练。‎ banana(s), strawberry(ies) Do you like bananas?‎ hamburger(s), pear(s) Yes, I do./No, I don’t.‎ tomato(es) ‎ ice-cream, milk, bread Salad 教学反思：本课是上一个单元的延伸,首先出示一些食物,问学生们喜欢什么食物,自然引出like,然后讲解like的各种句式,水到渠成,让学生们不感到唐突。教师通过展示食物或图片帮助学生巩固,为听力打下基础,轻松过渡到听力环节。然后让学生根据听力内容编排自己的对话,使学生的口语能力得到提升。接下来与同桌交流自己的情况,说说自己喜欢什么食物,不喜欢什么食物,促进学生之间的友情。整节课都围绕着听力和口语进行,使每一位学生都能得到充分的锻炼。‎ 第二课时　Section A 2a—3c 160‎ ‎1.记忆单词:birthday, dinner, week, food, sure, burger, vegetable, fruit, right, apple, then, egg, carrot, rice, chicken, so;短语:birthday dinner, think about, how about, I think。‎ ‎2.掌握和运用like的肯定句、否定句、疑问句以及如何简略回答:‎ ‎—Do you/they like…?‎ ‎—Yes, I/they do./No, I/they don’t.‎ ‎—Does she/he like…?‎ ‎—Yes, she/he does./No, she/he doesn’t.‎ ‎—I/We/He like/likes… I/We/He don’t/doesn’t like…‎ ‎3.掌握部分可数名词、不可数名词和既可以作可数又可作不可数的名词。‎ ‎4.通过听力训练、分角色扮演等方式提高学生对like的灵活运用。‎ ‎1.分角色扮演2d的内容,让学生自由发挥,尽可能多地运用所学的内容进行对话活动。‎ ‎2.学习like的肯定句、否定句、疑问句以及如何简略回答。‎ ‎3.能运用含有like的语句调查同学喜欢什么和不喜欢什么。‎ ‎1.教学重点:‎ ‎(1)总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。‎ ‎(2)理解英语可数名词与不可数名词的概念,并对所学过的部分词汇按此分类进行归纳总结。‎ ‎2.教学难点:‎ 理解英语可数名词与不可数名词的概念,并对所学过的部分词汇按此分类进行归纳总结。‎ 设计教学PPT,录音机,多媒体。‎ StepⅠ.Lead in Leading in 【情景1】‎ Warming up by reviewing the new words and conversations in 1b:‎ T:(Show some pictures of food on the screen.) Do you like…?‎ Ss:Yes, I do./No, I don’t.‎ ‎[设计意图]　通过复习已学过的对话,用结对对话的方式复习单词。‎ Leading in 【情景2】‎ Ask them to spell some new words and make a dialogue about their likes and dislikes.‎ ‎[设计意图]　首先复习上节课的知识,运用发奖品的办法鼓励学生们积极发言,活跃课堂气氛。‎ Step Ⅱ.Listening (2a-2b) ‎ ‎1.Before listening Ask the students to read the words in the box and talk about the pictures like this:‎ S1:I like hamburgers, bananas and pears.‎ S2:I like oranges and ice-cream.But I don’t like salad.‎ T:Read aloud the words in the box.‎ ‎2.While listening Listen to the recording and finish activities 2a and 2b.‎ T:Now we’ll listen to three conversations.In the conversations, a boy and a girl are talking about their likes and dislikes about food.For the first time, please don’t look at your book.Just listen carefully.Then circle the food words.‎ Play the tape for the second time.Ask the students to listen to the recording again and try to finish the sentences in the picture.‎ T:We can see some pictures and some sentences in 2b.In the first picture we can see some hamburgers.Do you know the food in Picture 2 and 3?‎ 160‎ Get the students to talk about the last two pictures and choose the names for the food from 2a.Then ask them to listen to the tape again and try to finish the sentences in the pictures.‎ Play the recording again, check the answers.‎ ‎3.Post-listening activities Ask students to listen again and repeat after the recording.‎ T:Now I will ask you some questions about the picture.(Show the PPT on the screen.)Does the boy like hamburgers?Does the boy like tomatoes?Does the boy like ice-cream?Does the girl like hamburgers?Does the girl like tomatoes?Does the girl like ice-cream?‎ Help students to answer them like this:‎ Yes, he/she does./No, he/she doesn’t.‎ Then the teacher writes “A:Does he/she like…?‎ B:Yes, he/she does.No, he/she doesn’t.” on the blackboard.‎ ‎【Keys】　 hamburgers, tomatoes, tomatoes, ice-cream, ice-cream ‎ ‎[设计意图]　本次听力训练是上一个听力训练的扩展,增加了like的肯定句和否定句,难度有所加大,先通过观察书中的插图,谈论图片后选择食物单词填空,在听完之后的活动中,教师通过PPT向学生展示第三人称中like的句子,达到扩展的目的,也为下一节课做一个很好的铺垫。‎ StepⅢ Pair work (2c) ‎ Ask students to work in pairs to practice the above conversations and give answers that are true to themselves.‎ T:I know every one of you has some food you like and don’t like.Now I’d like you to write down the names of food you like and don’t like.(Show the PPT.)‎ Sample list:‎ Like　　　 Don’t like fish　　　　beans carrots　　　rice apples　　　bananas ‎…　　　　 …‎ Sample dialogue 1:‎ S1:I like tomatoes.Do you like tomatoes?‎ S2:Yes, I do./No, I don’t.‎ Sample dialogue 2:‎ S1:Let’s have salad.‎ S2:Oh, no.‎ S1:No?‎ S2:I don’t like salad.I like ice-cream.‎ ‎…‎ Then ask some pairs of students to act out their conversations for the class.‎ ‎[设计意图]　先通过让学生写下自己喜欢和不喜欢的食物,然后让学生模仿对话,学生也很乐意说出自己喜欢和不喜欢的食物,易于接受。运用和巩固今天所学内容。‎ Step Ⅳ Role play ‎ ‎1.Before reading T:I know a boy.His name’s John.John’s birthday is next week.So his friends are preparing for his birthday dinner.But they don’t want John to know it.What are they going to do? Let’s listen to the conversation.‎ T:Please read the conversation in silence.And try to answer the question:What do they want to eat? Ask students to answer it.(Strawberries and apples.)‎ ‎2.While reading T:Very good.Now let’s read the conversation more slowly.And would you like to answer these questions?‎ Show the PPT.Present the questions:‎ ‎(1)Whose birthday is it next week?‎ ‎(2)Does Jack like salad?‎ ‎(3)Does John like salad?‎ ‎(4)Does John like hamburgers?‎ Help students to answer the questions.Give help if necessary.‎ ‎3.Post reading T:Please listen and repeat the conversation after recording.‎ Then act out the dialogue.Suppose one of your classmates will come.Ask some students act the dialogue in class.I’ll give the best performer a gift.(An exercise book.)Encourage students to act the dialogue.‎ 160‎ ‎[设计意图]　通过任务型阅读教学2d,让学生带着问题去读课文,培养学生的自主阅读能力,不要养成依赖老师的坏习惯。阅读完之后让学生分角色表演,使枯燥的阅读教学变得充满乐趣,为了鼓励学生上台表演对话,适当的奖励还是可以的。‎ StepⅤ.Grammar Focus ‎1.Ask students to review the grammar box and make sure they have mastered “do/does” questions and countable nouns and uncountable nouns.‎ First ask students to talk about the use of the third person singular.‎ T:As we can see from these sentences, the third person singular forms all contain an “s”, while the other forms do not.What is the third person singular main verb? What is the third person singular helping verb?‎ S:The third person singular main verb is likes.The third person singular helping verbs are “does” and “doesn’t”.‎ T:Very good! Now you know how to ask, answer and express one’s likes and dislikes both in short forms and in complete sentences.You may make as many sentences as possible using different persons.‎ ‎2.Then show the following nouns and ask students to tell countable from uncountable nouns and try to use them correctly.‎ Show the following words on the PPT in the screen.‎ ‎ banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, dinner, week,food, burger, vegetable, fruit,apple T:Do you know the difference between countable nouns and uncountable nouns?‎ Get the students to talk about the words and try to answer the question.‎ ‎[设计意图]　通过PPT的大容量教学语法知识,让学生熟练掌握一般现在时的用法,以及可数名词和不可数名词的变化规律,另外补充一些描述可数名词和不可数名词的形容词,拓展学生的思维,为以后学习奠定一定的基础。‎ Step Ⅵ. Practice (3a-3b)‎ ‎1.Food survey ‎ Ask students to finish 3a individually.Then check the answers in groups.Ask some students to read the sentences in front of class.‎ Next ask students to make sentences using like.‎ Sample sentences:‎ ‎… like/likes …,but… don’t/doesn’t like…‎ Tell students that they can talk about other things like subjects, seasons, colors and sports.‎ ‎2.Finish 3b.Ask a pair of students to act the conversation.‎ ‎[设计意图]　本环节的练习是语法的巩固和运用,使学生灵活掌握like的用法。所以主要以学生的独立完成为主,贯穿了读、演和创。‎ Step Ⅶ. Food Survey Tell students how to do this.Ask students to work in groups of four.First let them talk about the different foods in the picture and write down the names for each of them.‎ After that they can ask and answer questions about their likes and dislikes and write down the names of the classmates.Then ask them to pass the charts around to check the information by themselves.Finally ask them to write a short passage about the result of the discussion.‎ Encourage students to ask as many questions as possible and help them with the answers and the list of the names.‎ Sample dialogue:‎ S1:Do you like bananas, Zhao Ling?‎ S2:No, I don’t.But I like ice-cream.‎ S1:What else do you like?‎ S2:I like hamburgers.‎ A sample version:‎ Liu Li likes tomatoes.He doesn’t like hamburgers.Zhao Jun doesn’t like tomatoes.He likes bananas.Zhao Li likes French fries and pears.But she doesn’t like salad.‎ ‎[设计意图]　让学生们小组活动调查同学最喜欢的食物,要求学生尽量去用英语交流,然后针对调查的结果让学生进行写作,提高学生的写作能力。‎ Step Ⅷ.Summary T:In this class, we learn the following structures(Show the language points.):‎ ‎—Do you like…? ‎ ‎—Yes, I do./No, I don’t.‎ ‎—Do they like…? ‎ ‎—Yes, they do./No, they don’t.‎ ‎—Does she like…? ‎ ‎—Yes, she does./No, she doesn’t.‎ I/We like… I/We don’t like…‎ He likes… He doesn’t like…‎ 160‎ Exercise 按要求完成句子 ‎1.Her brother likes meat a lot.(对画线部分提问)‎ ‎　　　　 　　　　her brother like a lot? ‎ ‎2.There are oranges on the table.(改为单数句)‎ There　　　　　　　　　　　　on the table. ‎ ‎3.He likes salad for supper.(改为一般疑问句)‎ ‎　　　　 he 　　　　salad for supper? ‎ ‎4.They like to eat ice-cream.(改为否定句)‎ They 　　　　　　　　to eat ice-cream. ‎ ‎5.Tom likes playing soccer.(baseball)(用所给词改为选择一般疑问句)‎ ‎　　　　 Tom like playing soccer 　　　　baseball? ‎ ‎【Keys】　1.What does　2.is an orange 3.Does, like　4.don’t like　5.Does,or ‎[设计意图]　适当的练习是一节课很好的补充,通过变换句子达到灵活运用的目的。‎ Step Ⅸ. Homework ‎ Read the conversation in 2d.‎ ‎[设计意图]　学生最容易轻视的往往就是对话,他们认为对话太过简单,实际上对话练习是今后运用英语的重要内容,英语就是为了交际的。‎ Let’s have strawberries and apples.‎ Do you like…? Yes, I do./No, I don’t.‎ Do they like…? Yes, they do./No, they don’t.‎ Does she like…? Yes, she does./No, she doesn’t.‎ I/We like… I/We don’t like…‎ He likes… He doesn’t like…‎ 教学反思：本课时的教学内容是人教版七年级英语第六单元的第二课时,重点在于引导学生总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。首先让学生进行分角色表演,熟悉对话内容。然后重点总结like的各种句式,让学生们在比较中找出规律。通过可数名词和不可数名词的变化,让学生明白汉语和英语的不同。最后把课堂交给学生,让学生结合表格调查同学喜欢什么,不喜欢什么,让学生成为课堂的主人。‎ 第三课时　Section B 1a—2c ‎1.记忆单词:　breakfast, lunch, star, eat, well, habit, healthy, really, question, want, be, fat;短语:eating habits, what about, one last question, after dinner, be fat。‎ ‎2.熟练掌握句型:I like… I don’t like… What do you like for…?‎ ‎3.通过听说活动、阅读活动和写作活动,让学生进一步讨论对不同食物的喜好,探讨健康饮食的问题,引导他们养成良好的饮食习惯,树立健康饮食的观念。‎ ‎4.在游戏中轻松学习,培养积极参与课堂活动的习惯。‎ ‎1.学习更多有关食物的词汇,如:egg, chicken, carrot, rice。‎ ‎2.通过听力内容讨论对食物的喜好,进一步练习第三人称单数的一般现在时句型。‎ 160‎ ‎3.能运用目标语言转述听力内容,达到运用语言的能力。‎ ‎4.通过阅读采访体育明星的对话内容,让学生明白健康的饮食是很重要的,帮助学生树立健康饮食的观念。‎ 教学重点:‎ 巩固第三人称单数的一般现在时的用法。‎ 教学难点:‎ 阅读和写作训练,本单元渗透了简单的段落意识,要求学生能套用例句写出更多的句子。‎ 设计教学PPT,录音机,多媒体。‎ StepⅠ.Lead in Leading in 【情景1】‎ Warming up by showing some pictures of food on the screen:‎ T:Here are some pictures of beautiful and delicious food.‎ Ask students questions like this:‎ T:What’s this?‎ Ss:It’s…‎ T:Do you like…?‎ S:Yes, I do./No, I don’t.‎ Then ask another student like this:‎ T:Does he/she like…?‎ S:Yes, he/she does./No, he/she doesn’t.‎ S:I like…I don’t like…‎ T:This class will learn some more words of food.Would you like to write the number of each word next to the correct food?‎ Finish 1a.‎ ‎[设计意图]　通过出示各种食物的精美图片,吸引学生的注意力,复习上节课学过的目标语言,激发学生的学习兴趣,通过询问一名学生喜欢某物,然后问另外一名学生(他或她)喜欢某物吗,让学生能自然地把like的第三人称单数形式表达出来,易于学生接受。‎ Leading in 【情景2】‎ ‎ Ask one student to dress up as a shop assistant.‎ T:He/She is a shop assistant now.He/She is selling food.You are a customer.You are going to buy some food for dinner.What food do you like to buy? ‎ ‎[设计意图]　导入运用创设情境法,通过让学生扮演售货员卖东西,运用所学的目标语言Do you like…?进行对话,让其他学生提问全班的学生:Does he/she like…?让学生进行交流对话,复习了所学的内容又锻炼了学生们说英语的胆量,增加他们的信心。‎ Step Ⅱ.Match work(1a) ‎ Ask students to read the words, talk about the picture, and then match the words with the food in the picture.‎ T:First practice reading the words by yourselves and then read after me and correct the pronunciation.‎ After reading T:Now, please look at the pictures.Do you like the food in the pictures for three meals every day?‎ S:Yes./No.‎ T:Can you name them in English? Talk with your partners and give the English names for them.‎ Ask the students to work in pairs and talk about the food in the pictures.‎ Check the answers with the students.‎ ‎[设计意图]　先让学生观察图片、读单词,然后和同伴谈论它们的名称,再要求学生两人一组检查答案。都是以学生作为课堂的主体。‎ Step Ⅲ.Pair work and Listening (1b-1d)‎ ‎1.Ask the students to work in pairs, look at the chart (1b), tell the difference between the fruit and vegetables and add to the lists within the limited time.‎ ‎2.Ask students to read the words in 1a again and then listen to a conversation, circle the words in 1a.(1c)‎ 160‎ Check the answers by asking students to read their answers.‎ ‎3.T:Now listen again.Fill in the chart.(1d)‎ After listening, check the answers by asking some students to read their answers.‎ ‎[设计意图]　通过让学生列举单词,尽可能多地写出表示水果和蔬菜的名词。渗透了根据语义场分类记忆单词的策略,老师再讲解水果和蔬菜的区别。听力训练要求学生合作检查自己的答案,老师只是起到指导的作用。‎ Step Ⅳ. Pair work (1e)‎ Ask students to talk about the likes and dislikes for three meals of Tom and Sally.‎ T:Since we have listened to the recording for many times and you may know a lot about the eating habits of Tom and Sally.Now please work in pairs, ask and answer questions about what Sally and Tom like and don’t like.You may look at the chart above when necessary.(Show the PPT)‎ ‎[设计意图]　本环节主要以学生的小组活动为主,主要训练学生运用语言的能力。‎ Step Ⅴ. Discussion (2a)‎ ‎1.T:Image you are in the supermarket.And you are going to buy some food for dinner.What would you like to buy? Why? Please discuss in groups.‎ Ask some students to say it in class.‎ ‎2.T:Very good.Let’s look at the screen.(Show the PPT) ‎ food Yes Maybe No fruit vegetables eggs chicken hamburgers ice-cream T:Which food do you think is healthy? Check Yes, Maybe or No.‎ Ask some students to say in front of the class.‎ Sample sentences:‎ I like …I think … is healthy.I don’t like …Because I think it’s …‎ ‎[设计意图]　通过学生的小组活动复习、总结单元词汇,并要求用所给的句型进行问答,训练学生运用语言的能力。‎ Step Ⅵ. Reading (2b)‎ ‎1.Before reading T:I like to eat healthy food.It’s good for our body.So does the sports stars.‎ Explain “a sports star” means a person who plays sports very well.Do you know a sports star? Yes, Yao Ming is a sports star.So what does the title mean? OK.“Sports star eats well.” means a sports star eats healthy food.‎ ‎2.While reading T:You are going to read a volleyball star.She has healthy eating habits.After reading the dialogue, answer the following questions. (Show the PPT)‎ ‎(1)What does Cindy like for breakfast?‎ ‎(2)What fruit does she like?‎ ‎(3)Does she like bananas?‎ ‎(4)Does she like salad?‎ ‎(5)Does she like hamburgers?‎ ‎(6)What does Cindy like for dinner?‎ Ask some students to answer above questions.Teacher helps them to answer the questions if necessary.‎ ‎3.Post-reading activities(2c)‎ T:Cindy has a healthy eating habit.She likes many fruit and vegetables.Could you please write something about Cindy according to the questions? Ask students to finish 2c.Write five sentences about Cindy’s eating habits.‎ Invite some students to read them aloud in class.‎ Then ask some pairs to act the dialogues like this:‎ ‎☆教材解读☆‎ ‎1.Sports Star Eats Well! ‎ ‎ ◆eat的意思是“吃”,为及物动词。英语中习惯用have来表示吃早、午、晚餐,而不是用eat来表示。‎ ‎ I like eating ice-cream.我喜欢吃冰激凌。‎ ‎ Let’s have lunch!我们吃午饭吧!‎ ‎◆well表示“很好地”,用作副词,修饰实义动词。‎ I can do it well.我可以把它做好。‎ ‎【拓展】　well也可表示“健康的”,用作形容词。‎ 160‎ She is very well.她很健康。‎ ‎2.David asks the volleyball star, Cindy Smith, about her eating habits. ‎ ‎ ask sb.about sth.表示“询问某人某事”, ask sb.for sth.表示“向某人要某物” 。‎ The teacher asks Sally about her study.老师向萨莉询问了她的学习情况。‎ He asks his friends for an apple.他向他的朋友要了一个苹果。‎ ‎3.What do you like for breakfast? ‎ 介词for与三餐饭搭配,根据其出现的具体语境,有两个含义:‎ ‎ (1)for 表示目的。‎ ‎ Let’s go to a restaurant for lunch.我们去餐馆吃午饭吧。‎ ‎ (2)for表示 “作为”,“for+表示一日三餐的名词”表示各餐所吃的食物。‎ ‎ I’d like to have chicken for lunch.午饭我想吃鸡肉。‎ ‎[设计意图]　本环节主要是阅读训练,主要培养学生的阅读水平,阅读前老师解释什么是sports star,让学生举一些体育明星的例子,为下面的阅读活动做好准备工作。阅读中采取任务型教学,让学生带着问题去阅读,有目的地在课文中寻找问题的答案,紧接着由阅读过渡到写作,让学生立即对所学的课文进行必要的写作,巩固阅读的同时又锻炼了学生的写作能力。‎ Step Ⅶ.Summary T:Today we’ve consolidated the countable nouns and uncountable nouns.And we’ve also improved our listening skill through some listening practice.‎ Exercise 按要求给单词分类 apple　 pear　 orange　 banana　 strawberry　 salad　noodles　 carrots　 tomato　 hamburger　 chicken　 egg　potato　 ice-cream　 milk　 bread rice fruit:______________________________________________________________________‎ vegetables: ___________________________________________________________________________‎ unhealthy food:______________________________________________________________________________‎ ‎【Keys】　fruit:apple, pear, orange, banana, strawberry, salad vegetables:carrots, tomato, potato unhealthy food:hamburger, ice-cream ‎[设计意图]　练习作为今天教学内容的有力补充和巩固,加深印象。‎ Step Ⅷ.Homework ‎1.Learn the words of food by heart.‎ ‎2.Read 2b after class.‎ ‎[设计意图]　本节课的单词较多,所以记忆本节课所学的新单词是有必要的。阅读是学习英语的重要方面,平时需要学生多多阅读。‎ Fruit:pears, apples, oranges, strawberries, bananas,…‎ Vegetables:carrots, tomatoes, potatoes, salad,…‎ Healthy food:fruit, vegetables,eggs,…‎ 教学反思：本课时的教学内容是人教版七年级英语第六单元的第三课时,首先在原来的基础上增加了更多的食物生词,通过听力内容讨论对食物的喜好,让学生能做到表达自己或者他人的喜欢和不喜欢,熟练掌握目标语言。通过活动引发学生的学习兴趣,以听说和阅读为主。了解什么是健康的饮食习惯,渗透情感态度和价值观的教育,引导学生养成良好的饮食习惯,改掉不健康的饮食习惯。‎ 第四课时　Section B 3a —Self Check 160‎ ‎1.能够根据目标语言写出自己和同伴的饮食习惯。‎ ‎2.了解自己的父母三餐都喜欢吃什么,不喜欢吃什么,增进学生与父母之间的感情。‎ ‎3.通过练习加强学生对可数名词复数形式构成规律的认识。‎ ‎4.能模仿例句写出自己喜欢的食物、运动和颜色,达到扩展目标语言的目的。‎ ‎1.熟练运用本单元的词汇和句型进行口语、阅读练习。‎ ‎2.能够运用所学的句型书面介绍自己、父母和他人喜欢什么,不喜欢什么。能模仿写出一日三餐喜欢吃的东西,不喜欢吃的东西,能写出自己喜欢的食物、运动和颜色。‎ ‎3.熟练掌握可数名词的复数变化。‎ ‎1.运用目标语言写出自己和他人喜欢什么,不喜欢什么。‎ ‎2.学习运用英文思维。‎ ‎3.养成良好的书写习惯。‎ 设计教学PPT,多媒体,相应的图片。‎ StepⅠ.Lead in Leading in 【情景1】‎ T:Do you love your parents?‎ Ss:Yes, I do.‎ T:How much do you know about your parents?‎ Ss:A little.‎ T:What does your mother like to eat? And what does your father like to eat?‎ Ss:My mother likes…My father likes…‎ T:What does your mother dislike?‎ Ss:She doesn’t like…‎ T:How about your father?‎ Ss:He doesn’t like…‎ T:Great! Now let’s complete the survey.OK?‎ ‎[设计意图]　每个学生一般和自己的父母感情是最深的,也最爱他们的父母,但是对于他们父母三餐喜欢吃什么东西并不是很清楚。教师通过提问的方式,让学生忽然觉得自己对父母的关心不够,所以他们会下意识地去了解自己的父母,既复习了本单元的知识,又达到了对于关爱父母的教育效果。‎ Leading in 【情景2】‎ Word game Show the students some food or pictures, but the students can only see half of the food.And then get the class to guess the food.‎ After that, get the class to group the food.‎ Food:chicken, hamburgers, French fries, ice-cream Fruit:apples, bananas, oranges Vegetables:salad, carrots, tomatoes Countable nouns:hamburgers, eggs, oranges, bananas, apples, pears, carrots, vegetables, tomatoes, strawberries Uncountable nouns:milk, bread, rice Ask the students to remember them and check up.‎ After that teacher asks:What do you like for breakfast/lunch/supper?‎ S1:I like…for breakfast/lunch/supper.‎ T:How about your parents?‎ 160‎ S2:They like…‎ S3:I don’t know.‎ T:OK.Let’s make a survey.‎ ‎[设计意图]　通过word game激发学生的学习兴趣,遮住食物的一半让学生去猜,更加能促进学生的好奇心,达到了活跃课堂的效果,也起到了复习的目的。然后让学生说出他们早上喜欢吃以上的哪些食物,进一步引导学生们说出他们父母喜欢什么食物,过渡到新的教学中去。‎ Step Ⅱ.Survey (3a)‎ Ask the students to finish 3a about what they and their parents like for breakfast, lunch and dinner.‎ After finishing the survey, practice the dialogue.‎ Sample passage 1:‎ For breakfast, I like bread, eggs and bananas.For lunch, I like hamburgers and oranges.And for dinner, I like carrots, chicken and rice.‎ Sample passage 2:‎ My name is Wang Yu.I like apples, noodles and hamburgers for breakfast.For lunch, I like eggs, bread and rice.And for dinner, I like oranges, bread and salad.‎ Then ask:What do your parents like? Ask some students to say like this:‎ My mother likes rice for breakfast.For lunch she likes ice-cream.She doesn’t like vegetables.My father likes oranges for breakfast.He doesn’t like eggs.For dinner, he likes fish and vegetables.‎ T:Does your mother eat healthily? How about your father? Why?‎ S1:I think my father does.We should eat healthy food for three meals every day.‎ S2:I think my mother does.Because my father smokes a lot.It’s bad for health.‎ ‎[设计意图]　通过调查了解自己的父母喜欢什么样的食物,不喜欢什么样的食物,可能平时很少会有学生思考这方面的事情,根本不知道父母喜欢什么。因此此环节可以培养学生与父母之间的感情,拉近他们之间的关系。然后让学生把这些信息说出来,锻炼他们的口语表达能力。‎ Step Ⅲ.Writing (3b)‎ T:How much do you know about your partner? Do you have the same eating habits? What do you eat for breakfast/lunch/dinner? How about your partner?‎ Ask the students to work in groups and write about what they and their partners like and don’t like for breakfast, lunch and dinner.‎ After writing, ask some students to read what they write in class.Encourage them to say.‎ Sample passage:‎ My eating habits are healthy.For breakfast, I like noodles and eggs, but I don’t like bread.For lunch, I like rice, fish and vegetables.And for dinner, I like rice and chicken.I have a friend.He likes rice and vegetables for breakfast.For lunch, he likes milk and noodles.And for dinner, he likes fish and meat.‎ ‎[设计意图]　本环节主要是学生在一起交流,了解同伴三餐所喜欢的食物,然后在此基础上,让学生用所了解的情况进行写作。由于是三餐的饮食,所以学生写作起来没多大的难度。课堂主要交给学生,老师所做的就是在一旁进行指导。‎ StepⅣ.Self Check ‎1.Word competition T:Now let’s have a word competition for food.I’d like some of you to come to the front and I’ll give each of you a piece of paper with a Chinese name of food on it.Then you can ask the other students to guess the English name of it within one minute, and say out the plurals of these words, then put them in the correct columns.Understand? ‎ Now, Li Ping, please come to the front and show us some food.Any one of you can stand up and give as many English names for the food as possible within one minute.I will look at my watch and see who will win the competition, ready? Now, begin!‎ Encourage more students to take part in the competition.‎ T:You all have done a good job! I hope some of you will get well prepared and make progress next time.‎ ‎2.Writing T:We have learned what people like for breakfast, lunch and dinner.Can you talk about other things like sports, subjects and colors?‎ Ask students to write what food, sports and subjects they like.‎ Ask some students to say what to write in class.‎ Sample passage:‎ I like English best at school.I don’t like math, because it’s so difficult.I like basketball very much.It can make me healthy and strong.But I don’t like soccer.I like red.But I don’t like black…‎ T:You know.Your parents like many things.Please write at least five sentences about your parents.‎ After the students write the sentences, ask some students to read the sentences in class.‎ 160‎ ‎[设计意图]　通过写句子锻炼学生的写作能力,不仅能写出自己喜欢的事物,还能写出别人的喜好,接着在此基础上拓展学生的思维,要求他们写出喜欢的运动、科目、颜色等。‎ Step Ⅴ.Summary & Assignment T:In this class we mainly do some writing and speaking.You all do very well.OK.Now let’s do some exercises.‎ 快速阅读表格,选择最佳答案 Name Like Dislike Bob salad　broccoli　oranges pears　bananas Jill salad　bananas　pears tomatoes Bill hamburgers　broccoli pears　ice-cream Jenny ice-cream　salad tomatoes French fries ‎1.　　　　 likes pears, but she doesn’t like tomatoes. ‎ A.Jill　　B.Jenny　　C.Bob　　D.Bill ‎2. 　　　　likes salad, but he doesn’t like pears. ‎ A.Jill B.Jenny C.Bob D.Bill ‎3. 　　　　likes oranges.　　　　 likes hamburgers.They also doesn’t like pears. ‎ A.Bob,Jenny B.Bob,Bill C.Jenny,Jill D.Bill,Jill ‎4. 　　　　likes broccoli, but he doesn’t like ice-cream. ‎ A.Jill B.Jenny C.Bob D.Bill ‎5. Bob and the two girls like 　　　　. ‎ A.ice-cream B.salad C.pears D.broccoli ‎【Keys】　1.A　2.C　3.B　4.D　5.B ‎[设计意图]　加强基础知识的记忆,培养学生的阅读能力。‎ Step Ⅵ. Homework ‎1.Remember all the words in this unit.‎ ‎2.Practice the dialogue in pairs.‎ ‎3.Finish the exercises about this unit.‎ ‎[设计意图]　口头练习和笔试练习相结合,新旧知识相结合,训练学生,注重语言知识的操练。‎ For breakfast, I like…I don’t like…‎ For lunch, I like… I don’t like…‎ And for dinner, I like… I don’t like…‎ 教学反思：本课时的教学内容是人教版七年级英语第六单元的第四课时,重点在于引导学生熟练地运用单元知识进行阅读和书写练习。以任务驱动学生,任务以读和写为主。引导学生复习学过的英语单词和句型,同时在运用中巩固。因此,教师可以将知识目标定为运用介绍自己和他人姓氏、名字和电话号码的句型,同时复习本单元的重要内容。情感目标定为培养学生的书写习惯和兴趣。‎ Unit 7 How much are these socks?‎ Section A 教学内容 ‎ Section A(教材P37～39)‎ 教学目标 ‎ 知识与能力 ‎ Section A主要是通过介绍服装，学习谈论服装的价格和颜色；学会谈论对服装的喜好和购物时使用的礼貌用语。‎ ‎ 过程与方法：‎ ‎ 采用Repeating和Cooperation的学习策略，利用课件或教学图片来展开课堂Pair－work问答式的口语交际活动，谈论服装并学习询问服装的价格与颜色；同时进行听力训练。‎ 情感态度价值观 160‎ 该部分学习内容涉及学生的穿着，是爱美的中学生们最为关心的话题，比较贴近学生的生活，极易于激发学生的主动性和学习兴趣；同时通过购物的对话练习教学生学会如何感谢人。‎ 教学重、难点及教学突破 ‎ 重点 学习运用重点句型和语法点：How much is this T-shirt? It’s seven dollars．How much are these socks? They are two dollars．。‎ ‎ 教学突破 ‎ Section A重在培养学生口语交际能力，谈论如何询问服装的价格和颜色，并学会如何购物。让学生进行情景操练，重复使用是一个可行的方法。‎ 教学准备 ‎ 教师准备 ‎ 设计课文中所涉及的服装图片或教学幻灯片或实物；设计课后巩固练习的幻灯片；制作la、3a部分的插图和人物对话的课件，将听力部分的内容插入，谈论服装的价格和如何购物。‎ ‎ 学生准备 ‎ 收集一些常见的服装名词，并经过调查，弄清常见服装的价格。‎ 教学步骤 ‎ (1课时)‎ 一、 第一教学环节：情景创设。导入新课 教师活动 学生活动 Section A主要是通过介绍服装，学习谈论服装的价格和颜色。可采取情境导入法：‎ ‎1. 先教学一些服装名词，教师拿出一个书包或放映幻灯片或出示图片(帖有价格标签)进行演示：I have a bag. I like it very much. (指着标签)自己回答：It’s ten dollars.教师再使用其它服装或图片、幻灯片进行类似的演示(从学过的单词到生词)；然后询问：What’s this? What are these?再问学生：How much is/are…?‎ ‎2. 引导学生进行pairwork对话练习，运用所学知识进行互相交流。‎ ‎1.仔细观察老师的演示和描述，注意跟读和模仿，并回答老师的提问：It’s a/an … They’re …; 回答老师的提问：It’s/They’re ….‎ ‎2. 进行pairwork对话练习，运用所学知识进行互相交流。‎ 二、第二教学环节：师生互动，学习探究 教师活动[来源:学科网]‎ 学生活动 ‎1．播放1b部分的录音让学生听，引导学生在图画中圈出所听到的服装，完成1b部分的教学任务。‎ ‎2．引导学生展开Pairwork活动，完成1c部分口语交际的教学任务，运用how much进行询问价格与应答，可采用师生互动带动生生互动的交流方式： How much is／are…? It’s／They’re…; 再让学生自编对话进行操练，巩固所学词汇和句型。‎ ‎3．播放2a部分的录音让学生听，引导学生圈出他们所听到的服装图画教学一些表示颜色、长短和大小的形容词，完成2a部分的教学任务。‎ ‎4．重新播放2a部分的录音，要求学生根据所听到的内容填写价格标签，完成2b部分中的听力训练任务并掌握how much问句的构成和应答。‎ ‎5．引导学生展开Pairwork活动，完成2c 部分口语交际的教学任务。让学生就1a部分中的服装进行对话练习，巩固how much问句的构成和应答。可采用师生互动带动生生互动的交流方式：How much is／are…? It’s／They’re…(学生根据自己所调查的实际情况作出回答)。‎ ‎6．引导学生进行对话填空的练习，完成3a部分书面表达的教学任务。可先播放该部分的课件(购物场面)让学生一边看一边听，然后再填空，既练习了听力，又锻炼了写作能力。‎ ‎7．引导学生操练3a部分的对话，熟悉并掌握购物的对话，学会如何购物；再让学生就3b ‎1．听lb部分的录音，在图画中圈出所听到的服装，完成lb部分的学习任务。‎ ‎2．Pairwork活动，完成1c部分口语交际的学习任务，学会运用how much进行询问价格与应答，自编对话进行操练，巩固所学词汇和句型。‎ ‎3．听2a部分的录音，圈出所听到的服装图画并学习一些表示颜色、长短和大小的形容词，完成2a部分的学习任务。‎ ‎4．重听2a部分的录音，根据所听到的内容填写价格标签，完成2b部分中的听力训练任务并掌握how much问句的构成和应答。‎ ‎5．Pairwork活动，完成2c部分口语交际的学习任务。就1a部分中的服装进行对话练习，巩固how much问句的构成和应答。可采用师生互动带动生生互动的交流方式：How much is／am…?It’s／They’re…(可根据自己调查的实际情况作出回答)。[来源:学科网]‎ ‎6．对话填空的练习，完成3a部分书面表达的学习任务。先观看该部分的课件(购物场面)，一边看一边听，然后再填空。‎ ‎7．操练3a部分的对话，熟悉并掌握购物的对话，学会如何购物；再就3b 160‎ 部分的图画内容进行对话练习，运用所学的目标句型。‎ 部分的图画内容进行对话练习，运用所学的目标句型。‎ 三、第三教学环节：合作交流，巩固提高 教师活动 学生活动 引导学生展开The Memory Game游戏活动，完成第4部分口语交际和听力训练的教学任务。要求学生通过重复前面同学所说的句子(谈论服装的价格)来复习、巩固所学的目标词汇并锻炼学生的听力和记忆力。‎ The Memory Game游戏活动，完成第4部分口语交际和听力训练的教学任务。通过重复前面同学所说的句子(谈论服装的价格)来复习、巩固所学的目标词汇并锻炼听力和记忆力。‎ 教学反思：‎ ‎ 本课采用Repeating和Cooperation的学习策略，利用课件或教学图片、幻灯片来展开课堂Pairwork问答式或对话式的口语交际活动，谈论服装并学习询问服装的价格与颜色，学会如何购物，本课重在对学生进行听力和口语交际能力的训练。‎ ‎ 去商店买一些学习用品：去商店给自己买一些学习用品，是学生经常做的事情。在商店里选好东西后，必须要询问价格，常用的句型是：How much is it? How much are they? It’s…They’re…，这也是本单元的重点句型。让学生表演商店里购物的情景, 可以帮助学生更好地掌握所学知识，又能增加实践经验。‎ Section B 教学内容 Section B(教材P40—41)‎ 教学目标 ‎ 知识与能力 ‎ Section B主要内容是学习数字10-3l，练习“询问价格”，并学会如何作价格报告。‎ ‎ 过程与方法 ‎ 用Repeating和Cooperation的学习策略，利用课件或教学图片来展开课堂Pairwork问答式的口语交际活动和小组调查活动，谈论服装并学习询问服装的价格与颜色；同时进行听力训练。‎ 情感态度价值观 ‎ 该部分学习内容主要是谈论对服装的喜好，涉及学生的穿着，极易于激发学生的主动性和学习兴趣；同时通过购物的对话练习教学生学会购物时使用的礼貌用语和如何感谢人。‎ 教学重、难点及教学突破 ‎ 重点 ‎ 学习一些膳食名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetable；复习行为动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答；复习名词的复数形式。‎ ‎ 语法难点 ‎ 行为动词一般现在时的肯定句、否定句和一般疑问句的结构，尤其是三单形式的变化。‎ ‎ 教学突破 ‎ Section B的主要内容是复习并总结所学内容，通过总结、归类复习词汇；通过pairwork活动进行口语练习；通过调查、填表和阅读进行笔头练习，强化所学知识的灵活运用能力。‎ 教学准备 ‎ 教师准备 ‎ 准备本课所要教授的食物或制作本课所要教授的食物图片或幻灯片；设计课后巩固练习的幻灯片。‎ ‎ 学生准备 ‎ 复习总结所学的食物名词并进行归类，看看哪些食物分别适合于早餐、午餐或晚餐，并通过询问老师、同学或上网查询的方式了解各种食物的营养成分和营养价值。‎ 教学步骤 ‎ (1课时)‎ 一、 第一教学环节：情景创设，导入新课 教师活动 学生活动 ‎1.在黑板上写出几个电话号码进行询问，引导学生回答：What’s this telephone number?复习数字0-9。‎ ‎2. 在黑板上写出数字10-31或出示数字图片，引导学生朗读，再带读，学习数字10-31。‎ ‎1.看黑板上写出的电话号码，回答老师的提问：It’s…复习数字0-9。‎ ‎2. 根据黑板上写出的数字10-31或数字图片，读出该数字，再跟老师模仿，学习数字10-31。‎ 二、第二教学环节：师生互动，学习探究 教师活动 学生活动 ‎1．播放la部分的录音，引导学生一边听录音,‎ ‎1．听la 160‎ 一边重复所听到的单词(数字10-31)，完成1a部分的教学任务。‎ ‎2．引导学生给1b部分的英语单词写出对应的数字，并找出位置错误的两行，完成lb部分的教学任务。‎ ‎3．播放2a部分的录音，引导学生根据所听到的内容在la的方框中圈出数字，完成2a部分的教学任务。‎ ‎4．再播放2a部分的录音，引导学生在图画中圈出Lisa和her mom谈论的服装，并勾出Lisa买的东西，完成2b部分的教学任务。‎ ‎5．引导学生展开Pairwork活动，就图画中的服装进行问答练习：How much is／are…? It’s／They’re…，完成2c部分的教学任务。‎ ‎6．引导学生阅读3a部分的广告，并填写价格标签，理解广告内容，完成3a部分的教学任务。‎ ‎7．引导学生根据提供的图画，给一家服装店写一则广告，要求学生了解广告的作用和基本写法，注意模仿3a部分的广告内容，完成3b部分教学任务。‎ 部分的录音，一边听录音，一边重复所听到的单词(数字10-31)．完成la部分的学习任务。‎ ‎2．给1b部分的英语单词写出对应的数字，并找出位置错误的两行，完成1b部分的学习任务。‎ ‎3．听2a部分的录音，根据所听到的内容在1a的方框中圈出数字，完成2部分的学习任务。‎ ‎4．再听2a部分的录音，在图画中圈出Lisa和her mom谈论的服装，并勾出Lisa买的东西，完成2b部分的学习任务。‎ ‎5．Pairwork活动，就图域中的服装进行问答练习：How much is／are…?It’s／They’re…，完成2c部分的学习任务。‎ ‎6．阅读3a部分的广告，并填写价格标签，理解广告内容，完成3a部分的学习任务。‎ ‎7．根据提供的图画，给一家服装店写一则广告，要了解广告的作用和基本写法，注意模仿3a部分的广告内容，完成3b部分学习任务。‎ ‎ 三、第三教学环节：合作交流，巩固提高 教师活动 学生活动 引导学生进行Groupwork活动，要求学生分小组表演购物活动，填写买卖清单和价格报告，完成第4部分的教学要求。先引导各个小组写出各自的货物，再把各个小组分成买者和卖者进行购物活动并填写价格报告，最后根据货物价格询问、计算快速准确决定胜者；要求学生运用：How much is／are…?It’s／They’re…等目标句型。‎ Gmupwork活动，分小组表演购物活动并填写买卖清单和价格报告，完成第4部分的教学要求。各个小组先写出各自的货物，再把各个小组分成买者和卖者进行购物活动并填写价格报告，最后据货物价格询问、计算快速准确决定胜者；要运用：How much is／are…? It’ s／They’re…等目标句型。‎ 教学反思：‎ ‎ 本课采用了Repeating和Cooperation的学习策略，利用课件或教学图片来展开课堂Pairwork问答式的口语交际活动和小组调查活动，谈论服装并学习询问服装的价格与颜色；同时进行听力训练；通过购物的对话练习教学生学会购物时使用的礼貌用语和如何感谢人。‎ 问题探究与拓展活动 ‎ 袜子、裤子和鞋子的表达方式：在英语中，袜子、裤子和鞋子都用复数形式来表示，但是在表达一双袜子、鞋子或一条裤子时，可运用a pair 0f(一双；一件；一条)词组，当这个短语做主语时，谓语动词用单数形式。如：‎ ‎ The white socks／shoes／pants are$50．那袜子／鞋子／裤子是50美元。‎ ‎ I want a pair of socks／shoes／pants．我想要一双袜子／鞋子(一件裤子)。‎ ‎ The pair of socks／shoes／pants is very cheap．那双袜子／鞋子(那件裤子)很便宜。‎ ‎ 个性练习设计 ‎ 阅读广告：在日常生活中，人们去买东西之前，一般要阅读广告，从广告中获取该商品的一些有用信息，包括价格、性能等。所以给学生提供有些商品的广告或让学生去商店去阅读一些商品的广告，从中获取商品的价格，即可以锻炼学生的阅读能力，又能提高实践能力。‎ Self Check 教学内容 ‎ Self Check(教材P42)‎ 教学目标 ‎ 知识与能力 ‎ 复习词汇pant，sock，T-shirt，sweater，shoes，color，black，white，red，green，blue，big，short，long，数字10--31；‎ 学习词汇Zig Zag，clothes，shop，yellow，ask，which；学会谈论服装的价格、颜色、大小和长短；学会填写价格标签。‎ ‎ 过程与方法 ‎ 运用Summarizing和Classifying的学习策略。在复习教学中，运用听写、绘画、互相询问调查与检测等手段，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。‎ 情感态度价值观 160‎ ‎ 该部分学习内容主要是复习谈论服装的价格和颜色以及对服装的喜好，能引起学生的共鸣；通过购物的对话练习教学生学会购物时使用的礼貌用语和如何感谢人。‎ 教学重、难点及教学突破 ‎ 重点 ‎ 复习词汇pant，sock，T-shirt，sweater，shoes，color，black，white，red，green，‎ ‎ blue，big，short，long，数字10---31；‎ 学习词汇Zig Zag，clothes，shop，yellow，ask，which；复习How much引导的特殊疑问句的使用和回答。‎ ‎ 教学突破 ‎ 通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。‎ 教学准备 ‎ 教师准备 ‎ 制作能显示本单元重点词汇和句型的课件或单词图片；设计课后巩固练习的幻灯片。‎ ‎ 学生准备 ‎ 复习所学词汇、句型和语法内容，并进行适当的总结、归类；准备几张绘画纸和彩色画笔。‎ 教学步骤 ‎ 一、第一教学环节：情景创设，导入新课[来源:Z§xx§k.Com]‎ ‎ 教师活动 ‎ 学生活动 播放课件或出示单词图片，引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学内容。‎ 观看课件或单词图片，进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的学习要求。‎ 二、第二教学环节：师生互动，学习探究 教师活动 学生活动 ‎1．引导学生在筑词表上进行筑词活动，引导学生采用分类、总结等各种有效途径记忆单词，完成第2部分的教学任务。‎ ‎2．引导学生阅读第3部分中的短文，根据短文内容填写价格标签，完成第3部分的教学任务。‎ ‎1．在筑词表上进行筑词活动，学会采用分类、总结等有效途径记忆单词，完成第2部分的学习任务。‎ ‎2．阅读第3部分中的短文，根据短文内容填写价格标签，完成第3部分的学习任务。‎ 三、第三教学环节：合作交流，巩固提高 ‎ 教师活动 ‎ 学生活动 引导学生进行Just for fun!游戏活动，复习、巩固所学的How much is／are…? It’s／They’re…等句型和语法知识。‎ 进行Just for fun!游戏活动，复习、巩固所学的How much is／are…?It’s /They’re…等句型和语法知识。‎ 教学反思：通过单词检测、绘画、调查和游戏等一系列复习手段对所学知识进行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是培养灵活运用的能力；同时教授学生一些记忆单词的有效方法。‎ Unit 8 When is your birthday?‎ Section A 教学内容 Section A(教材P47～49)‎ 教学目标 ‎ 知识与能力 ‎ Section A的主要内容是学习日期的询问与表达；通过谈论自己、同学以及父母家人的生日，理解生日更多的含义。‎ ‎ 过程与方法 160‎ ‎ 采用Classifying，Contrasting和Role—playing的学习策略，利用教学图片、幻灯片、实物(大挂历)或制作课件(反映月份特征)等来展开课堂教学、Pairwork问答式的口 语交际活动或游戏，进行“询问和谈论日期”的课堂教学和练习。‎ 情感态度价值观 ‎ Section A的学习内容贴近学生的生活，谈论的话题是生日。通过互相询问生日的日期，可以增进同学之间的了解和友情并学会在英语交流中注意他人的情感。‎ 教学重、难点及教学突破 ‎ 重点 ‎ 学习序数词的构成和日期的表达法。‎ ‎ 语法难点 ‎ when引导的特殊疑问句的构成和使用。‎ ‎ 教学突破 ‎ Section A重在通过使用when引导的特殊疑问句对生日的询问和应答来学习日期的表达法，而表达日期的重点是掌握序数词的构成和使用。‎ 教学步骤 一、第一教学环节：情景创设，导入新课[来源:学科网ZXXK]‎ ‎ Section A的主要内容是学习日期的询问与应答，在导入新课时，可采用视听法和归纳总结法。‎ ‎1.教师可在黑板上挂一幅自制的能反映出各个月份的大挂历，一边指着每个月份一边介绍或播放课件，让学生 边看边听介绍：This is January．This is February.…，带领学生多读几遍；然后播放1a部分的录音,让学生进行模仿。‎ ‎2．(学生基本掌握月份单词的读音后)教师可以指着挂历说：My birthday is on May 4．When is your birthday? 从而引出本单元的重点目标语言“日期的询问和表达”。‎ ‎1. 一边仔细观看黑板上能反映出各个月份的大挂历，一边听老师的介绍或一边观看课件，一边听介绍：This is January．This is February．…，跟着老师读几遍；然后听1a部分的录音，进行模仿。‎ ‎2．一边观看挂历，一边认真听老师的陈述，然后回答：My birthday is…，开始学习目标语言“日期的询问和表达”。 ‎ 二、第二教学环节：师生互动。学习探究 ‎ 教师活动 ‎ 学生活动 ‎1．播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成lb部分的教学任务。‎ ‎2．再播放lb部分的录音让学生听，引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用when引导的特殊疑问句询问日期和谈论日期。‎ ‎3．出示单词图片或幻灯片，并播放2a部分的录音让学生听，引导学生跟读、模仿，完成2a部分的教学任务。‎ ‎4．播放2b部分的录音，引导学生圈出所听到的数字，完成2b部分中的听力训练任务。‎ ‎5．再播放2b部分的录音，引导学生填写表格，将姓名、月份和日期对应起来，完成2c部分的教学任务。‎ ‎6．引导学生展开Pairwork活动，完成2d部分口语交际的教学任务。让学生先阅读对话，再进行问答练习，运用When is your／his／her birthday? My／His／Her birthday is…What year were you ‎1．听1b部分的录音，根据所听到的内容，选出对话的顺序，完成1b部分的学习任务。‎ ‎2．再听lb部分的录音，展开Pairwork活动，完成1c部分口语交际的学习任务，学会运用when引导的特殊疑问句询问日期和谈论日期。‎ ‎3．一边观看单词图片或幻灯片，一边听2a部分的录音并跟读、模仿，完成2a部分的学习任务。‎ ‎4．听2b部分的录音，根据所听到的内容圈出所听到的数字，完成2b部分中的听力训练任务。‎ ‎5．再听2b部分的录音，根据所听内容填写表格，将姓名、月份和日期对应起来，完成2c部分的学习任务。‎ ‎6．展开Pairwork活动，完成2d部分口语交际的教学任务。先阅读对话，再进行问答练习，运用When is your／ his／her birthday? My／His／Her birthday is…What year were you ‎[来源:学科网ZXXK]‎ 160‎ born? 1 was born in…等目标语言，完成2d部分的教学任务。‎ ‎7．引导学生展开Pairwork活动，完成3a部分口语交际的教学任务。让学生任选一个身份证进行对话练习，运用 When is your birthday? My birthday is ‎ …How old are you? I’m fifteen．等目标语言，完成3a部分的教学任务。‎ ‎8．引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。要求学生用自己的姓名、年龄和出生日期进行对话练习，学会运用所学目标句型，完成3b部分的教学任务。‎ born? I Was born in…等目标语言，完成2d部分的学习任务。‎ ‎7．展开Pairwork活动，完成3a部分口语交际的教学任务。任选一个身份证进行对话练习，运用When is your birthday? My birthday is…How old are you? I’m fifteen．等目标语言，完成3a 部分的学习任务。‎ ‎8．展开Pairwork活动，完成3b部分口语交际的教学任务。用自己的姓名、年龄和出生日期进行对话练习，学会运用所学目标句型，完成3b部分的学习任务。‎ 三、第三教学环节：合作交流，巩固提高 ‎ 教师活动 ‎ 学生活动 引导学生进行Birthday Game 游戏活动，让学生互相询问生日，然后按照年龄的大小排列顺序。通过这种方式，练习运用所学目标语言，完成第4部分的教学任务。 ‎ Birthday Game游戏活动，互相询问生日，然后按照年龄的大小排列顺序。通过这种方式，练习运用所学目标语言，完成第4部分的教学任务。‎ 重点句型：When is your birthday? My birthday is October tenth．‎ ‎ When is Leila’s birthday? Her birthday is September 5th．‎ 语法重点：When is your birthday? What year were you born? How old are you?‎ 问题探究与拓展活动．‎ ‎ 月份的缩写：一般的情况下，月份的名称可以用前三个字母来缩写，但May，Jut和July没有缩写形式：January—Jan．February—Feb．March—Mar．April—Apt．August—Aug．‎ September-Sep．October-0ct．November--Nov．December-Dec．‎ ‎ 个性练习设计 l、数字游戏：在学习了基数词和序数词之后，学生基本上掌握了其结构，但要做到灵活运用，还需要不断地操练。教师可以让学生在课下准备一些数字卡片，分别写上基数词和序数词(从l到31)，在活动时，将这些数字卡片放在桌子上，把学生分成两组，让其中的一组同学从中选出5个数字，并且读出来，另一组同学根据所听到的内容提示，在10秒钟之内找出与之对应的基数词或序数词。这种活动可以训练学生对数词的听音、辨音能力和反应能力。‎ 教学反思： 本课采用了Classifying和Role—playing的学习策略，利用教学图片、幻灯片、食物(课内外活动、日程行事历)或制作课件(反映课内外活动)等来展开课堂教学、Pairwork问答式的口语交际活动或游戏等小组活动，复习、巩固“询问和谈论日期”的E语言；学会自己安排作息时间，并且通过互相询问课内外活动的安排日程，增进同学之间的了解和友情。‎ Section B 教学内容 ‎ Section B(教材P50--51)‎ 教学目标 ‎ 知识与能力 ‎ Section B的主要内容是复习、巩固“日期的询问和应答”；学会谈论自己、同学以及父母家人的生日；并学会自己安排作息时间。‎ ‎ 过程与方法 ‎ 采用Classifying和Role—playing的学习策略，利用教学图片、幻灯片、实物(课内外活动、日程行事历)或制作课件(反映课内外活动)等来展开课堂教学、Pairwork问答式的口语交际活动或游戏等小组活动，复习、巩固“询问和谈论日期”的目标语言。‎ ‎ 情感态度价值观 ‎ Section B的学习内容安排课内外的一些活动，非常贴近学生的学习生活。通过互相询问课内外活动的安排日程，不仅可以增进同学之间的了解和友情，而且还能学会合理地安排自己的作息时间，养成有规律地生活、学习的好习惯。‎ 教学重、难点及教学突破 ‎ 重点 ‎ 复习日期的询问和表达。‎ ‎ 语法难点 ‎ when，what引导的特殊疑问句的使用。‎ 160‎ ‎ 教学突破 ‎ Section B主要是通过谈论一些课内外活动的日期安排来复习“日期的询问和表达，这一目标语言，也就是将这一知识灵活运用到日常的交际活动中，因此进行Pairwork． Groupwork等口语交际活动显得很重要。‎ 教学步骤 ‎ (1课时)‎ 一、第一教学环节：情景创设，导入新课 教师活动 学生活动 ‎1．出示实物或图片或放映幻灯片(日历)，引导学生进行pairwork活动，复习“日期的询问和表达”等目标句型。‎ ‎2．播放教学课件或出示图片、幻灯片(能反映一些课内外活动)，一边让学生观看，一边描述：This is a basketball game／speech contest／school trip／party．，并重复让学生跟读，理解其语义。‎ ‎1．根据实物或图片或幻灯片(日历)，进行pairwork活动，复习“日期的询问和表达”等目标句型。‎ ‎2．观看教学课件或图片、幻灯片(能反映一些课内外活动)，一边观看，一边听老师描述：This is a basketball game／speech contest／school trip／party．。并重复、跟读，理解其语义。‎ 二、第二教学环节：师生互动，学习探究 教师活动 学生活动 ‎1．引导学生阅读第1部分内容，将活动与图画一一对应，完成1部分的教学任务。 ‎ ‎2．播放2a部分的录音，引导学生一边听录音，一边勾出所听到的活动图画，完成2a部分的教学任务。‎ ‎3．再播放2a部分的录音，引导学生根据所听到的内容填写行事历，安排活动，完成2b部分的教学任务。‎ ‎4．引导学生进行Pairwork活动，根据行事历和示例谈论活动的日期安排，正确使用所学的目标句型，完成2c的教学任务。‎ ‎5．引导学生进行Pairwork活动，根据行事历互相询问和谈论活动的日期安排，正确使用所学的目标句型，完成3a的教学任务。‎ ‎6．引导学生先阅读3b部分的对话，然后填写表格，再想出其它的一些活动加以补充，完成3b部分的教学任务。‎ ‎1．阅读第1部分内容，将活动与图画一一对应，完成第l部分中的学习任务。‎ ‎2．听2a部分的录音，一边听录音，一边勾出所听到的活动图画，完成2a部分的学习任务。‎ ‎3．再听2a部分的录音，根据所听到的内容填写行事历，安排活动，完成2b部分的学习任务。‎ ‎4．进行Pairwork活动，根据行事历和示例谈论活动的日期安排，正确使用所学的目标句型，完成2c的学习任务。‎ ‎5．进行Pairwork活动，根据行事历互相询问和谈论活动的日期安排，正确使用所学的目标句型，完成3a的学习任务。‎ ‎6．先阅读3b部分的对话，然后填写表格，再想出其它的一些活动加以补充，完成3b部分的学习任务。‎ 三、第三教学环节：合作交流，巩固提高 教师活动 学生活动 引导学生进行Groupwork活动，完成4部分的教学任务。通过这种活动，不但可以让学生很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以增加彼此的了解和友谊。‎ 进行Groupwork活动，完成4部分的教学任务。通过这种活动，不但可以很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以增加彼此的了解和友谊。‎ ‎ 本课总结 ‎ 本课采用了Classifying和Role—playing的学习策略，利用教学图片、幻灯片、食物(课内外活动、日程行事历)或制作课件(反映课内外活动)等来展开课堂教学、Pairwork问答式的口语交际活动或游戏等小组活动，复习、巩固“询问和谈论日期”的E语言；学会自己安排作息时间，并且通过互相询问课内外活动的安排日程，增进同学之间的了解和友情。‎ 问题探究与拓展活动 ‎ 序数词：序数词的构成有一定的规律性，应把序数词和基数词进行对比后，总结出其内在的规律，再进行记忆是非常有效的。一般的情况下，序数词是在基数的词尾加-th，但有的发生了一点变化，请参考下表：‎ ‎ 基数词 ‎ 序数词 序数词缩写 ‎ 基数词 ‎ 序数词 序数词缩写 ‎ one ‎ first ‎ lst Twenty-three ‎ Twenty-third ‎ 23rd[来源:学|科|网Z|X|X|K]‎ ‎ two ‎ second ‎ 2nd ‎ Thirty ‎ thirtieth ‎ 30th ‎ three ‎ third ‎ 3rd ‎ Forty ‎ fortieth ‎ 40th ‎ five ‎ fifth ‎ 5th ‎ Fifty ‎ fiftieth ‎ 50th 160‎ ‎ eight ‎ eighth ‎ 8th ‎ Sixty ‎ Sixtieth ‎ 60th ‎ nine ‎ ninth ‎ 9th ‎ seventy ‎ seventieth ‎ 70th ‎ twelve ‎ twelfth ‎ 12th ‎ eight)r ‎ eightieth ‎ 80th ‎ twenty ‎ twentieth ‎ 20th ‎ ninety ‎ ninetieth ‎ 90th ‎ twenty-one ‎ Twenty-first ‎ 21st ‎ hundred ‎ hundredth ‎ 100th ‎ twenty-two twenty-second ‎ 22nd ‎ 个性练习设计 ‎ 自制英文日历：每个家庭都有日历，但这些日历都是汉语写的，如果让学生制作一个英文日历，不仅可以让学生学会用英语表达日期，并总结、记忆从第一到第三十一的序数词的英文表达。为了减小学会的工作量，可以让学生制作自己生日所在月份或家人所在月份的日历，并且要标出自己的生日及家人的生日。‎ Self Check 教学内容 ‎ Self Check(教材P52)‎ 教学目标 ‎ 知识与能力 ‎ 复习词汇birthday，date，month，January，February，March，April，May，June，July，August，September，October，November，December，date，birth，age，old，speech．contest．trip，party，event，an，festival，pop，concert，chorus，lecture，music；引导学生复习、巩固“询问和谈论日期”的目标语言并运用所学知识安排活动。‎ ‎ 过程与方法 ‎ 运用Summarizing和Classifying的学习策略。在复习教学中，运用听写、提问、对话演练与检测，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。‎ 情感态度价值观 ‎ 本部分主要是复习、巩固“询问和谈论日期”的目标语言。通过互相询问课内外活动的安排日程，可以使学生学会合理地安排自己的作息时问，并增进同学之间的了解和友情。‎ 教学重难点及教学突破 重点 复习词汇birthday，date，month，January，February，March，April，May，June，July，August。September，October，November，December，speech ,contest, trip，party，event, an，festival，pop，concert，chores，lecture，music；‎ 复习“询问和谈论日期”的目标语言。‎ ‎ 教学突破 ‎ 通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。‎ ‎ 教学准备 ‎ 教师准备 ‎ 制作能显示本单元重点词汇和句型的课件或单词图片；设计课后巩固练习的幻灯片。‎ ‎ 学生准备 ‎ 复习所学词汇、句型和语法内容，并进行适当的总结、归类；上网查询书中名人的出生年月。‎ 教学步骤 ‎ (1课时)‎ 一、第一教学环节：情景创设，导入新课 教师活动 学生活动 引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第l部分的教学任务。‎ 进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第l部分的学习任务。‎ 二、第二教学环节：师生互动。学习探究 教师活动 学生活动[来源:学科网]‎ ‎1．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，完成第2部分的教学任务。‎ ‎2．引导学生根据上网查询的结果写出某些名人的出生年月，对学生不太了解的人物，教师可做说明，完成第3部分的教学任务。‎ ‎1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，完成第2部分的学习任务。‎ ‎2．根据上网查询的结果写出某些名人，的出生年月，对不太了解的人物，可向老师询问，完成第3部分的学习任务。‎ 三、第三教学环节：合作交流，巩固提高 160‎ 教师活动 学生活动 引导学生进行Just for fun!游戏活动，复习、巩固所学的When is your birthday? My birthday is…等句型和语法知识。‎ 进行Just for fun!游戏活动，复习、巩固所学的When is your birthday? My birth．day is…等句型和语法知识。‎ 教学探讨与反思 ‎ 本单元主要学习名词所有格(’s所有格)的构成和使用。在初次接触“名词所有格”时，学生较难理解的可能是“所有格”这个名称，对于它的构成，学生也许会觉得较容易。教师可通俗地告诉学生“所有格”的意思是表示“……的”，这样学生反而容易接受。在使用“名词所有格”形式时，学生容易犯错误或混淆的主要是：将这种一’s构成形式与is的缩写形式混淆，如：My father’s name’s Jin Zhi．，可以这样告诉学生：名词所有格的后面一般应接名词；勿将这种一’s结构盲目套用与人称代词上，代替物主代词使用，如He’s father’s name is Li Cheng。在教学初期，可不讲授名词所有格的其它形式，待时机成熟，再向学生介绍复数名词所有格形式的结构一’，如：the students’ bikes。‎ Unit 9　My favorite subject is science.‎ 话题Topic 学校科目School subjects 功能Functions ‎1.能够就喜欢的事物进行简单的问答Talk about preferences A:What’s your favorite subject/day?‎ B:My favorite subject/day is…‎ ‎2.能够询问并陈述喜欢某事物的原因Give reasons A:Why do you like…?‎ B:Because it’s fun/interesting.‎ 语法Grammar 能够正确使用下列Wh-疑问句及回答Wh-questions A:What’s your favorite subject?‎ B:My favorite subject is math.‎ A:Why do you like math?‎ B:Because it’s interesting.‎ A:Who is your math teacher?‎ B:My math teacher is Mrs.Wang.‎ 词汇和 常用表达 Words &‎ ‎ expressions ‎1.能够正确使用下列词汇Curriculum words 名词:subject, science, P.E., music, math, Chinese, geography, history, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, lesson, hour; 形容词:favorite, free, cool, useful;动词:finish;副词:why;介词:from;连词:because;其他:Mrs.‎ ‎2.能够正确使用下列常用表达Useful expressions favorite subject, from…to…, play games with…,How’s your day? That’s great! That’s for sure.How about you?‎ ‎3.能够认读下列词汇Non-curriculum words A.M.(=a.m.), P.M.(=p.m.)‎ 学习策略 ‎1.进一步学习在听力和阅读过程中捕捉关键词:疑问词、学科名称等 160‎ Strategies ‎2.能够通过总结Wh-疑问句的用法, 初步培养复习、归纳知识的意识, 发展自主学习的能力 文化知识Culture ‎1.了解中西方中学学制和学科设置的知识 ‎2.了解星期的小常识 三维目标 Three-dimensional target 知识 与 技能 ‎1.能掌握以下单词:favorite, subject, science, P.E., music, math, Chinese, geography, history, why, because, Monday, Friday, Saturday, free, cool, Tuesday, Wednesday, Thursday, Sunday, A.M.,P.M., useful, from, Mrs., finish, lesson, hour ‎2.熟练掌握以下短语:for sure, from…to, have history,favorite subject, play games with…‎ ‎3.能掌握以下句型:‎ A:What’s your/her/his/David’s favorite subject?‎ B:My/Her/His/David’s favorite subject is science.‎ 三维目标 Three-dimensional target 知识 与 技能 A:Why does Bob like history?‎ B:Because it’s interesting.‎ A:Why do they like P.E.?‎ B:Because it’s fun.‎ A:Who is your music teacher?‎ B:My music teacher is Ms.Xie.‎ ‎4.掌握以下语法:学习和巩固Wh-疑问句;熟练谈论表示喜好以及表述理由的句型。‎ ‎5.学会询问他人爱好的交际用语。‎ 过程 与 方法 ‎1.通过师生对话、生生对话、小组讨论、游戏等活动培养和提高学生的口语交际能力。‎ ‎2.通过图片提供语境,运用实际例子,感知、学习—What’s your favorite subject? —My favorite subject is…句型;通过学生联系实际进行问答活动,学习、操练—Why do you like…?—Because…;学生运用生活中的真实信息,巩固本单元主要话题,提高学生的学习热情。‎ 情感 态度与 价值观 ‎1.了解中西方文化的差异。‎ ‎2.通过询问和谈论彼此喜欢的学科,增进同学间的了解和友情。‎ ‎3.培养学生合理安排时间的自我管理意识。‎ Section A 概述 本部分通过图片呈现各学科上课的场面,把学生带到上课的场景中来,在真实的语境中学习询问和谈论别人或自己喜好的学科并给出理由的相关词汇和句型;学习What,Who和Why引导的特殊疑问句的构成和使用。‎ ‎1.1a-1c 通过图片和听力活动创设情景,要求学生掌握各学科的英语名称,并学会使用重点句型—What’s your favorite subject?—My favorite subject is…。‎ ‎2.2a-2c 以听说为主,除了谈论自己最喜欢的科目之外,还引导学生学会追问原因和说明原因的句式—Why do you like…? —Because…,掌握描述学科特点的形容词。‎ ‎3.2d是Section A的难点,从对学科的偏爱拓展到喜欢的日期和教师。‎ 160‎ ‎4.语法板块以学习和巩固Wh-疑问句为主要内容,呈现了What’s your/his favorite…? Why do you/does Bob like…? Who is…? When is…?这几组重点句型及其完整的答语。‎ ‎5.3a-3c 部分对Wh-特殊疑问词进行不同形式的训练,巩固了其用法。 3a 活动要求学生辨别疑问词what, who, why。3b 要求学生根据答语写出对应的疑问句,进一步巩固以上疑问词。3c 以小调查的形式,要求学生灵活运用单元句型进行语言实践活动,重点是正确使用what, why, who引导的特殊疑问句并作答,同时巩固描述性形容词的使用。‎ 教学 目标 ‎1.学会八个科目、星期和表示品质的形容词的英文表达。‎ ‎2.掌握what, who, why引导的特殊疑问句的构成方式及回答。‎ ‎3.完成听说训练,针对所喜欢的科目这一话题进行问答交流,正确表达自己的情感;熟练掌握运用Wh-的特殊疑问句来进行交际。‎ Section B 概述 Section B在Section A 的基础上,拓展了本单元的语言知识和话题内容。‎ ‎1.1a-1d以听说练习为主。1a-1b呈现更多描述性形容词。 1c提供了一份周课表,呈现了校园各种活动。1d 要求学生在听力的基础上进行互动交流,巩固所学内容。‎ Section B 概述 ‎2.2a-2c 以阅读活动为主,通过语篇的形式让学生感知语言的综合运用,进一步巩固本单元的语言知识。2a 复现了描述学科的形容词。2b-2c 通过阅读的形式训练学生捕捉细节的能力。‎ ‎3.3a-3c 是写作训练。通过对短文的排序让学生对信件类文章的整体结构有了把握,并通过学生联系实际填写课程表,引导学生对一天的活动安排有了整体意识。由浅入深引导学生学会写出自己一天的活动安排。‎ 教学 目标 ‎1.学会表示星期的名词并能谈论一周的课程安排。‎ ‎2.能够写信件或e-mail来表达自己某一天的日程安排。‎ ‎3.帮助学生树立合理安排时间、平衡学习和课余爱好的自我管理意识。‎ Self Check 概述 ‎1.活动1帮助学生总结、巩固本单元所学的描述性形容词以及有关学科名称和星期的重点词汇。‎ ‎2.活动2通过学生完成句子谈论自己的真实情况,再次巩固Wh-疑问词的句型以及回答方式。‎ ‎1.学会谈论自己或他人喜欢的事情并给出理由。‎ ‎2.掌握who, what, why 引导的特殊疑问句及答语。‎ 通过听力入手,符合学生的认知,再通过说和讨论等活动促使学生掌握谈论自己喜好的学科或自己喜好的其他事情并给出理由,并学会用Wh-特殊疑问句来进行口语交际。‎ 教学突破:联系实际,创设语境,通过听说活动反复训练谈论自己喜好的学科或自己喜好的其他事情并给出理由、Wh-特殊疑问句和答语;在阅读中培养学生捕捉细节的能力;并通过写作训练引导学生学会合理地安排自己的作息时间。‎ 注意方法与价值观的培养:以听说带动本单元的话题,在真实的语境中感知本单元的词汇和句型,培养学生良好的沟通能力。归纳总结Wh-特殊疑问句的构成,培养学生自主学习的能力。运用循序渐进的写作训练,写出自己一天的学习和活动安排,培养学生自我管理的意识。‎ 第一课时:Section A　1a-1c 160‎ 第二课时:Section A　2a-3c 第三课时:Section B　1a-2c 第四课时:Section B　3a-Self Check ‎ 教学 目标 单词 卡片 名词:subject, science, P.E., music, math, Chinese, geography, history, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, lesson, hour 动词:finish 形容词:favorite, free, cool, useful ‎ 其他:why,from,because,Mrs.‎ 短语 归纳 for sure无疑;favorite subject最喜欢的科目;have an art lesson上一节美术课;from…to…从……到……;have history上历史课;play games玩游戏;on Friday在周五;for two hours两小时 句型 集锦 ‎1.What’s your/her/his/David’s favorite subject?‎ ‎2.My/Her/His/David’s favorite subject is science.‎ ‎3.Why does Bob like history?‎ ‎4.Because it’s interesting.‎ ‎5.Why do they like P.E.?‎ ‎6.Because it’s fun.‎ ‎7.Who is your music teacher?‎ ‎8.My music teacher is Ms.Xie.‎ ‎9.When is your geography class?‎ ‎10.It’s on Monday and Friday.‎ 重点 语法 一、谈论自己或他人喜欢的事情并给出理由。‎ 二、由what,why,who引导的特殊疑问句及其答语。‎ 星期的由来 一个星期有七天,每一天都有一个名称,说起来还有来历呢。最早给星期中每一天命名的是古埃及人和古罗马人,他们分别以太阳、月亮和五大行星的名称作为一周七天的名称,即the day of the sun、 the day of the moon 、 the day of the Mars(火星)、the day of the Mercury(水星) 、the day of Jupiter(木星) 、the day of Venus(金星)和 the day of the Saturn(土星)。随着历史的发展,富有想象力的“约翰牛”(John Bull 英国人)用他们所信奉的神灵的名称来称呼星期中的每一天。Sunday太阳之日,Monday月亮之日,Tuesday战神之日,Wednesday是根据掌管知识的文化主神Woden的姓名来命名的,Thursday雷神之日,Friday是根据Woden妻子Frigg的姓名来命名的,Frigg是掌管婚姻大事的女神,Saturday农神之日,是根据掌管农业的神灵Saturn而得名。因为星期的每一天都是一个神灵的姓名,所以其首字母要大写。‎ 第一课时　Section A 1a—1c 160‎ ‎1.记忆单词 favorite, subject, science, P.E., music, math, Chinese, geography, history;短语 favorite subject。‎ ‎2.会运用对自己喜爱的学科进行评价并给出理由的交际用语,掌握句型:‎ ‎—What’s your favorite subject?‎ ‎—My favorite subject is…‎ ‎3.通过听力训练,角色扮演的方式,在情景交际中练习句型,提高英语听说能力。‎ ‎4.引导学生对学科表达喜好并客观评价各学科。‎ ‎1.学会表达科目的相关词汇。‎ ‎2.学会询问对方喜欢的科目的句型 What’s your favorite subject?‎ ‎3.学会表达自己最喜爱的学科的句型 My favorite subject is…。‎ ‎1.掌握表达科目的相关词汇。‎ ‎2.掌握句型—What’s your favorite subject?‎ ‎ —My favorite subject is…。‎ 本课时的教学内容是人教版七年级英语第九单元的第一课时,重点在于引导学生观看图片,理解语境,学习表示学校科目的名词,自然地导入谈论所喜欢的科目所需要的句型,和生词favorite。任务以听和说为主,通过图片和听力活动创设情景,学习生词,感知句型。因此,教师可以将知识目标定为掌握本课时新出现的单词,以及询问和回答最喜欢的科目的句型。情感目标定为培养学生的学习兴趣,表达自己喜欢学习的科目时的愉快心情。‎ 设计教学PPT,录音机,多媒体,相应的插图,本课时中学习新词汇用的物品。‎ StepⅠ.Lead in Leading in 【情景1】‎ Warm up by reviewing the words.‎ ‎[设计意图]　通过复习询问生日及其答语,询问学校的活动安排,进而过渡到要讲的课程。环节衔接紧密、流畅。‎ Leading in 【情景2】‎ T:(Greet the class.) Hello, everyone! Good morning/afternoon!‎ Ss:Good morning/afternoon,Mr./Ms.××.‎ T:(Hold up an English book.) What’s this?‎ Ss:It’s a book.‎ T:Yes.It’s an English book.English is my favorite subject.‎ ‎[设计意图]　通过实物导入,贴近学生的生活,容易引起学生的共鸣。‎ StepⅡ.Presentation ‎1.Show students some kinds of subject books.‎ ‎2.Play a game—Show me your book correctly.‎ 160‎ ‎[设计意图]　让学生在学习本课知识前先感受本课生词,通过“我说你秀”的活动和1a的匹配,让学生们巩固单词,达到本课的教学目的。‎ StepⅢ.Listening (1b)‎ ‎1.Before listening T:We will have a listening.In the listening they are talking about their first day at school.What are their favorite subjects? Listen carefully and circle the subjects that you hear in 1a.‎ ‎【Keys】　 science, art, math, music.‎ ‎2.While listening Play the first conversation.‎ T:Now listen again and repeat after me in the recording.‎ Play the tape and pause for the students to repeat.Who are speaking? Can you say their names?‎ The teacher explains the language points.‎ ‎☆教材解读☆‎ ‎1.What’s your favorite subject? ‎ favorite用作形容词时,意为“最喜欢的,特别喜欢的”,可在句中作定语修饰名词。‎ ‎【注意】　favorite与like都有“喜爱”的意思,但它们的词性不同,在句子中所处的位置也不同,favorite常与like…best互换作用。‎ His favorite sport is basketball.‎ ‎= He likes basketball best.他最喜欢的运动是篮球。‎ What is your favorite color?‎ ‎= What color do you like best?你最喜欢的颜色是什么?‎ ‎【拓展】 favorite用作名词时,意为“特别喜欢的人或物”,是可数名词。‎ These movies are my favorites.这些电影是我最喜欢的。‎ ‎2.My favorite subject is science. ‎ is是本句的系动词,随主语subject的变化而变化,如果主语是复数,则用are。‎ My favorite subjects are science and art.我最喜欢的科目是科学和美术。‎ ‎3.What’s yours? ‎ yours是you的名词性物主代词。在本句中指代上句提到的 favorite subject。也就是说,在本句中,yours相当于your favorite subject, 即:名词性物主代词=形容词性物主代词+名词。 ‎ ‎[设计意图]　结合本课插图,先感知本节课的重点内容,然后再跟读,对局部重点内容精听精讲,加深理解。‎ Step Ⅳ.Post-listening Activities After listening to the conversations, get the class to read them aloud.‎ Show the PPT.Ss practice greeting in pairs and in small groups.And then, exchange roles.B asks A about his/her favorite subject.‎ ‎[设计意图]　先给学生示范,再让学生模仿,更能明确练习的主题。同时对话练习培养学生的听说能力。‎ StepⅤ.Exercise Ⅰ.根据图片写出表示相应课程的英语单词 ‎ ‎ ‎1.　　　  2.　　　 ‎ 160‎ ‎ ‎ ‎3.　　　  4.　　　 ‎ ‎ ‎ ‎5.　　　  6.　　　 ‎ Ⅱ.根据句意及首字母提示补全单词 ‎1.—What s　　　　 do you like best? ‎ ‎—English.‎ ‎2.My f　　　　 color is red. ‎ ‎3.My favorite subject is English.What is y　　　　? ‎ ‎【Keys】　Ⅰ.1.Chinese　2.math 　3.art 　4.English 　5.music 　6.geography Ⅱ.1.subject　2.favorite　3.yours ‎[设计意图]　以测促教,检测学生对本节课的接受效果,组成形成性评价。‎ Step Ⅵ.Homework ‎1.Practice greeting dialogues with your group members after class.‎ ‎2.Copy and learn the new words.‎ ‎[设计意图]　口头练习和单词记忆相结合,注重口语的操练。‎ science,‎ P.E.,‎ music,　 —What’s your favorite subject?‎ math,　 —My favorite subject is math.What is yours?‎ Chinese,‎ geography,‎ history 第二课时　Section A 2a —3c ‎1.记忆单词 why, because, Monday, Friday, Saturday;短语 for sure,have history, play games with sb.。‎ ‎2.学会运用询问和谈论别人或自己喜好的学科并给出理由的句型:‎ ‎—What’s your/her/his/David’s favorite subject?‎ ‎—My/Her/His/David’s favorite subject is science.‎ ‎—Why does Bob like history?‎ 160‎ ‎—Because it’s interesting.‎ ‎—Why do they like P.E.?‎ ‎—Because it’s fun.‎ ‎3.总结学过的Wh-特殊疑问句。‎ ‎4.通过听力训练,以两人一组角色扮演的方式,在情景交际中练习语言点,提高英语听说能力。在游戏中轻松学习英语。‎ ‎5.能够正确评价各学科的特点并增进学生之间的了解。‎ ‎1.复习表示喜好的用语:—What’s your favorite subject?—My favorite subject is science.。‎ ‎2.总结Wh-引导的特殊疑问句的构成方式及回答。‎ ‎3.通过不同形式的训练what, who, why引导的特殊疑问句来提出问题,并能正确回答。‎ ‎1.学习询问和谈论别人或自己喜好的学科并给出理由。‎ ‎2.熟练运用what, who, why引导的特殊疑问句来提问并能正确回答。‎ 本课时的教学内容是人教版七年级英语第九单元的第二课时,重点在于引导学生运用图片创设的语境,相互询问对方喜好的学科并给出理由,再过渡到询问第三人称喜好的学科。以听说活动引起学生的兴趣,以任务激发学生学习、练习目标语言,并总结本单元的重点句型。因此,教师可以将知识目标定为掌握本课时新出现的单词,掌握谈论别人或自己喜好的学科并给出理由的句型,总结运用 Wh-引导的特殊疑问句及其答语。情感目标定为培养学生正确认识学科特点并增进学生之间及老师和学生之间的了解。‎ 设计教学PPT,多媒体,相应的插图。‎ StepⅠ.Lead in Leading in 【情景1】‎ Warm up by talking about the people in 1a.‎ Ask the class to recite the conversation.And then the teacher repeats the target languages.‎ ‎[设计意图]　通过图片来复习学过的对话,迅速进入语境。教师简单总结,为下一步的学习做铺垫。‎ Leading in 【情景2】‎ Warm up by talking about their own favorite subjects, using target languages.‎ The teacher helps the students to review the words and sentence patterns, then asks them to practice asking about their favorite subjects.‎ T:Now according to your favorite subject to make up dialogues.‎ ‎[设计意图]　复习表示科目的单词,互相询问各自喜爱的学科,为后面部分的扩展学习和训练做准备。‎ StepⅡ.Listening (2a-2b)‎ ‎1.Before listening (2a)‎ ‎2.While listening (2a)‎ Play the conversation of 2a.‎ Play the tape and pause for the students to repeat.(Finish the task in 2a.)‎ ‎3.Before listening (2b)‎ T:Read the subject and the description words in 2b.‎ 160‎ Ss read aloud.‎ ‎4.While listening (2b)‎ Play the conversation of 2b and match the subjects you hear with the description words.‎ After listening, the teacher asks:‎ Asking other subjects.‎ Play the conversation for the third time.‎ Ss repeat after the tape.Play the tape and pause for the students to repeat.‎ The teacher should explain “why” and “because”.‎ ‎☆教材解读☆‎ ‎—Why do you like P.E.?  ‎ ‎—Because it’s fun. ‎ ‎◆疑问词why意为“为什么”,用来提问原因,常用because引导的句子来回答。‎ ‎—Why are you late for school?你为什么上学迟到了?‎ ‎—Because it is raining.因为正在下雨。‎ ‎◆because是连词,意为“因为”,其后接句子,用来说明原因。在汉语中,表示因果关系一般用“因为……,所以……”,但在英语中,because(因为)与so(所以)在一个句子中不能同时出现。‎ 因为我太忙,所以我不能同你出去。‎ ‎(F)Because I am very busy, so I can’t go out with you.‎ ‎(T)Because I am very busy, I can’t go out with you.‎ ‎(T)I am very busy, so I can’t go out with you.‎ ‎【Keys】　2a: