《七年級英語上冊《Unit 1 Making New Friends Topic 3 What class are you in？Section B》教學設計 （新版）仁愛版》由會員分享，可在線閱讀，更多相關《七年級英語上冊《Unit 1 Making New Friends Topic 3 What class are you in？Section B》教學設計 （新版）仁愛版（7頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、 《Unit 1 Making New Friends Topic 3 What class are you in？Section B》 Ⅰ. Teaching aims and demands 教學目標 1. (1) Learn some new words about school things: eraser, pencil, desk, pen, ruler, book, blackboard (2) Learn other new words and a phrase: English, in English, an, a, map, spell, can, plea

2、se, apple, double, toy, car, orange, egg 2. Learn some useful sentences: (1) —What’s this/that in English? —It’s an eraser./It’s a map./It’s a toy. (2) —How do you spell it? —E-R-A-S-E-R, eraser. (3) —Can you spell it, please? —Yes. M-A-P, map. (4) —Thank you./Thanks. —That’s OK./You’re wel

3、come. (5) —Is this/that a ruler? —Yes, it is./No, it isn’t. 3. Identify things. Ⅱ. Teaching aids 教具 投影儀/小黑板/圖片/掛圖/錄音機/字母卡片/實物(雞蛋、橘子、汽車模型等) Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:7分鐘) 通過做游戲，師生互動等形式，復習數(shù)詞及交際用語，導入新課。 1. (填詞游戲。目的是復習英文數(shù)詞0-20。) (教師利用小黑板/投影儀展示一幅填詞游戲的圖片，說明只能填

4、0-20的數(shù)詞。) T: Now let’s play a filling game. You can only fill the blanks with the numbers from zero to twenty. 2. (利用掛圖，師生互動。復習上節(jié)課的對話，導入新課。) T: Excuse me, what’s your name? S1: My name is Li Jie. T: How old are you? S1: I’m twelve. T: What class are you in? S1: I’m in Class Four

5、, Grade Seven. T: Are you in Class Four, too?(面向另一名學生。) S2: Yes, I am./No, I’m not. I’m in Class Seven. T: What grade are you in? S2: I’m in Grade Seven. T: Are you in Grade Seven, too?(面向另一名學生。) S3: Yes, I am. T: Who’s that?(出示Section A, 4a中的掛圖。) S3: That’s Nancy. T: How old is she?

6、S3: She’s fourteen. T: What class is she in? S3: She’s in Class Eleven, Grade Eight. T: Well done! Thank you. Sit down, please. T: Just now we asked and answered personal information. Now I’ll show you some pictures of things. Step 2 Presentation 第二步 呈現(xiàn)(時間:13分鐘) 運用卡片或圖片，通過師生問答的形式，初步呈現(xiàn)新單詞和新

7、句型，并進行簡單的操練。 1. (1) (教師拿出寫有eraser的卡片，再拿出橡皮擦的圖片或實物提問。用此種方法教授生詞和句型。) T: Look at this picture. Let’s ask and answer. What’s this in English?(解釋in English漢語 意思。) Ss: It’s an eraser. (啟發(fā)引導學生回答。) T: How clever! It’s an eraser. (2) (教師出示一張地圖繼續(xù)提問。) T: What’s this in English? S1: It’s a map. (板書，

8、教學新單詞和詞組，并要求掌握。) —What’s this in English? —It’s an eraser/a map. T: How do you spell it?(解釋spell漢語意思。) S1: M-A-P, map.(啟發(fā)引導學生回答。) (板書，教學新單詞，新句型，并要求學生掌握spell。) —How do you spell it? —M-A-P, map. T: Thank you. S1: That’s OK.(教師幫助回答。) T: You can also say: You’re welcome. (板書，教學感謝和應答的句型。) —T

9、hank you. —That’s OK./You’re welcome. (3) (以同樣的方式教學單詞pencil, apple, ruler, toy, desk, pen, orange, car, egg, blackboard, book，讓學生了解wow，并讓學生兩人一組互動操練句型。同時引導學生區(qū)別a/an，教師歸納a/an的用法。) T: We learnt so many new words. Do you know how to use “a” and “an”? Let’s sum up together. (引導學生仔細觀察、發(fā)現(xiàn)規(guī)律，教師最后總結并板書。)

10、 a map/pen/pencil/car/desk…(用于輔音音標前。) an apple/orange/eraser/egg/English book…(用于元音音標前。) (4) (教師把實物卡片放在遠處，師生對話練習that。) T: Now what’s that in English? (教師指著遠處的黑板問所有的學生。) Ss: It’s a blackboard. T: How do you spell it, please? Ss: B-L-A-C-K-B-O-A-R-D, blackboard. T: Thanks. Ss: You’re welcome

11、./That’s OK. (請一名學生到講臺前配合教師作示范。) T: Excuse me, what’s that in English?(教師指著遠處的蘋果圖片。) S2: It’s an apple. T: Can you spell it, please? S2: Yes. A-P-P-L-E, apple. T: You can also spell it like this: A-double P-L-E, apple. Thanks. S2: You’re welcome. (板書，教學新單詞和新句型，并要求掌握。) Can you spell it, plea

12、se? Yes. A-double P-L-E, apple. Step 3 Consolidation 第三步 鞏固(時間:7分鐘) 利用實物、圖片和投影儀等教具，進行師生和生生問答，使學生在運用中掌握新單詞和新句型。 1. (1)(播放1a錄音，讓學生跟讀，然后兩人一組模仿1a進行對話。) T: Please listen to 1a and repeat. Then practice in pairs. (2)(同桌之間用不同的實物，如pencil, desk, ruler, pen, book等練習1a。并到講臺前表演。) T: Please practice the

13、 dialog in pairs using different things and act it out. S1: Excuse me, what’s this in English? S2: It’s a pencil. S1: How do you spell it? S2: P-E-N-C-I-L, pencil. S1: Thank you. S2: You’re welcome. (對于表演好的學生，給予表揚。) 2. (讓學生完成1b練習，并核對答案。) T: Please complete the conversations in 1b and then c

14、heck the answers. 3. (1)(用投影儀或小黑板呈現(xiàn)一個蘋果的圖片，其下面是打亂了順序的幾句話，讓學生給這些句子重新排序。) T: Boys and girls, put these sentences in the right order. S3, S4, you two, please. (兩名學生把答案寫在黑板上，并進行對話練習，然后師生一起核對。) A: That’s OK. B: It’s an apple. C: A-P-P-L-E, apple. D: Thank you. E: How do you spell it? F: What’s t

15、his in English? (2)(拿出一幅電話的圖片掛在較遠處，讓學生兩人一組用that進行對話。然后，請一組學生到臺前表演。) T: S5, S6, use“that”to make a conversation, please. S5: Excuse me, S6. What’s that in English? S6: It’s a telephone. S5: How do you spell it?/Can you spell it? S6: (Yes,)T-E-L-E-P-H-O-N-E, telephone. S5: Thank you. S6: You’r

16、e welcome./That’s OK. Step 4 Practice 第四步 練習(時間:13分鐘) 利用圖片和實物進行對話、做游戲，使學生熟練掌握this/that和a/an的用法。完成2a。 1. (1) (教師出示電話圖片，教授Is this/that a/an …?句型。) T: Is this a telephone? Ss: Yes, it is./No, it isn’t.(啟發(fā)學生回答。) (向學生說明this和that的一般疑問句的肯/否定回答，用it代替this/that。另外指出：this→近指，that→遠指。) (2) (師生用不同的物品反復操

17、練Is this a/an …?/Is that a/an …?句型。) T: Is this an orange?(教師指著近處的實物或圖片問。) Ss: Yes, it is. T: Is that a desk?(教師指著遠處的黑板問。) Ss: No, it isn’t. It’s a blackboard. … (板書，學習Is this/that a/an…?句型。) — Is this/that a desk? — Yes, it is./No, it isn’t. 2. (播放2a錄音，讓學生跟讀，然后兩人一組，用不同的學習用品，自編對話，復習鞏固this/t

18、hat和a/an的用法。完成2a。) T: Listen to the tape and repeat, then make conversations using your school things. S1: Is this a ruler?(拿一把尺子問S2。) S2: Yes, it is. S1: Is that a ruler?(拿一塊橡皮放在較遠處后指著問。) S2: No, it isn’t. It’s an eraser. 3. (做你問我答游戲。一名學生上講臺，手拿一件學習用品放在背后，讓其余學生猜。猜對時，要展示給學生看。換另一件學習用品繼

19、續(xù)游戲。) T: S3, come to the blackboard, please. The other students ask and you answer. (S3手里拿的東西不能更換，直到猜對。) Ss: Is this a ruler?(走近時用this。) S3: Yes, it is.(展示給學生們看。) Ss: Is that an eraser?(走遠時用that。) S3: No, it isn’t. Ss: Is this a book? S3: No, it isn’t. Ss: Is this a pen? S3: Yes, it is. 4

20、. (拿出準備好的小黑板，讓學生先瀏覽題目，再試著填空。并核對答案。同桌之間互動操練。) T: Look at the small blackboard, and complete the conversation. Then practice with your partner. (小黑板的板書設計如下：) A: Excuse me, what’s this/that English? B: pencil. A: do you ? B: , . A: Than

21、k you. B: That’s ./You . 5. (練習a/an。利用前面總結好的板書，擦掉a/an讓學生再填一遍，加深對a/an的記憶。) T: Boys and girls, look at the blackboard, please. I’ll clean up“a”and“an”, then you complete by yourselves. Step 5 Project 第五步 綜合探究活動(時間:5分鐘) 依照2b中范例做游戲，再以師生問答、總結和編對話等形式進行探究，培養(yǎng)學生綜合運用本課目標語言的能力。完成2b。

22、 1. (拿雞蛋、橘子、汽車模型等實物或圖片，進行師生問答練習，熟悉物品名詞。) T: What’s this in English? Ss: It’s a pen/ruler/book/car/blackboard/desk.或It’s an egg/orange/apple. (待學生熟悉了物品后，叫兩位同學上講臺，一位同學展示物品，另一位同學蒙上眼睛猜展示的物品。猜對的給予鼓勵。通過更換物品，讓學生輪流做這個游戲。完成2b。) S1: What’s this in English? S2: Is it a book? S1: No, it isn’t. S2: Is i

23、t a pencil? S1: No, it isn’t. S2: Is it a pen? S1: Yes, it is. You’re right. … 2. Homework: (1)總結：在學過的物品名詞中，哪些前面用a，哪些前面用an。 (2)依照1a，自編兩則對話，寫在作業(yè)本上。 板書設計： What class are you in? Section B 1.—What’s this/that in English? —Thank you./Thanks. —It’s an eraser/a map. —That’s OK./You’re welcome. —How do you spell it? 2. a pencil/car/pen/book —E-R-A-S-E-R, eraser. an egg/orange/apple —Can you spell it, please? 3. —Is this/that a desk? —Yes. M-A-P, map. —Yes, it is./No, it isn’t. 7