七年级英语上册 Unit 3 Topic 1 Section B教案 仁爱版

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1、 Unit 3 Topic 1 Section B1. Learn some useful words and expressions:Chinese, live, say, want, visit, great, the Great Wall.2. Learn questions and answers with does.(1)Does he speak Chinese?Yes, he does./ No, he doesnt.(2)What does he say in the letter?He wants to visit the Great Wall. Teaching aids

2、教具幻灯片/词卡/教学挂图/小黑板/旧信封若干个. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)1. (教师请学生登台表演上节课家庭作业自编的对话。)2. (教师利用幻灯片展示或板书。)China n. Chinese n./adj. T: I come from China. I am Chinese.(引导学生说We come from China. Were Chinese.)(双人活动。自编对话，操练China和Chinese用法。)For example:S1:Where do you come from,

3、 S2?S2: I come from China.S1:Do you speak Chinese?S2: Yes, I do.(学生两人一组互相问答。)(教师可以穿插讲解“吉鸿昌爱国”的故事以此来培养学生的情感态度，增强“祖国意识”。解放前，外国人都看不起我们中国人，说我们是“东亚病夫”。当时有的中国人在外国，都不敢承认自己是中国人，但吉鸿昌到外国后，勇敢地向外国人说自己是中国人，并且自制一个纸牌挂在胸前，上面用英语写道：I am Chinese.)3. (教师利用词卡呈现live。)T: We live in China. We speak Chinese.(板书)live in Chin

4、a, speak Chinese(教师问S3关于S2的情况。)T:Does S2 live in China?S3: Yes, does.T:Does speak English?S3: No, doesnt. speaks Chinese.(两人一组模仿并操练对话。)4. (教师板书say，从而引出say的发音，简单介绍say与speak的区别。)say-speakT: Can you speak English? Can you say it in English? (要求学生听并重复。)5. (教师板书或利用卡片教want, visit和great。)want, visit, great

5、(教师运用这三个词造句，让学生模仿，并在小组内交流。)I want to visit China. China is great.(要求学生替换画线部分的词。)Example:I want to visit Beijing. Beijing is great.6. (教师利用幻灯片展示万里长城的图片，图片下方写有the Great Wall。教师介绍S2的情况。) T:S2 lives in China. He/She likes the Great Wall. He/She wants to visit the Great Wall. (教师请一位学生根据这段话回答问题。)T:Where d

6、oes S2 live?S4:He/She lives in China. T:Does he/she like the Great Wall?S4:Yes, he/she does.T:Does he/she want to visit the Great Wall?S4:Yes, he/she does.(小组活动。学生三人一组，让其中一个人说一段话，其他两个学生根据他(她)说的内容互相问答。教师挑一组学生到台前给大家表演，大家给予掌声鼓励。)Step 2 Presentation 第二步 呈现(时间:8分钟)1. (教师呈现1a的教学挂图，与学生们一起谈论。)T:Who are they

7、?Ss:They are Jane and Kangkang.T:Does Kangkang have a round face?Ss:Yes, he does. T:Does Jane have long hair?Ss:Yes, she does.T:Does Kangkang have a letter in his hand?Ss:Yes, he does.T:Who is the letter from?(教师播放1a录音一遍，让学生听并回答Who is the letter from?)(板书)Who is the letter from? (核对答案。)2. (教师播放1a录音两

8、遍，要求学生根据1a内容判断正误。教师将判断正误的试题用幻灯片展示出来。)(1)Sam speaks English. ( )(2)Sam lives in China. ( )(3)This is a letter in Chinese. ( )(4)Sam says he wants to visit the Great Wall. ( ) (核对答案。)3. (根据1a内容，教师即兴提问。)T:Who is the letter from?S1:Its from Sam. T:Is Kangkang Sams pen pal?S2:Yes, he is.T:Does Sam speak

9、Chinese?S3:No, he doesnt.T:Does he live in England?S4:Yes, he does.4. (双人活动。要求学生完成1b，然后两人一组操练这个对话。)Step 3 Consolidation 第三步 巩固(时间:7分钟)1. (教师利用幻灯片呈现习题，要求学生根据对话内容填写所缺的单词，每空填一个单词。)Whats that in English?Its a letter.Is it yours?Yes, its mine.Who is it from?Its from my pen pal, Tom.Does he speak Chinese?

10、No, he doesnt. He speaks English.What does he say in the letter?He wants to visit China.(画线部分是要填的词。)2. (教师把事先准备好的旧信封分发给各个小组，然后两人一组进行对话练习。对话应包括以下句型。)T: You should use the following sentences:(1)Who is the letter from?Its from (2)Where does he/she come from?(3)What does he/she say in the letter?He/she

11、 wants to (教师挑选两组学生给大家表演。)Step 4 Practice 第四步 练习(时间:10分钟)1. (做“问答接龙”活动，操练Does he/she ?句型以及答语Yes, he/she does./ No, he/shedoesnt. 为学生笔头完成2作准备。)(操作方法：从教师开始，教师指着一名学生向另一个学生提问，这个学生回答过后，再指着第二个学生问其他学生，以此类推。)Example:T:Does he/she have a round face?S1:Yes, does./ No, doesnt. (转向下一个学生) Does speak Chinese?S2:Y

12、es, does./No, doesnt. (转向下一个学生) Does look like his/her father?S3:2. (教师播放2 Work alone录音，让学生独立完成。)3. (教师将2 Work alone的听力材料用幻灯片展示出来，然后鼓励学生根据内容编一个对话。)Example:Do you have a good friend?Yes, I do.Could you please tell me her name?Sure. Her name is Lucy.Where does she come from?She comes from England.Wher

13、e does she live now?In China.Does she like China?Yes, she does. She likes China very much.Does she speak Chinese?No, she doesnt. She speaks English.4. (教师让学生自读3中的句子，引导学生观察并归纳句子的潜在规律当主语是第三人称单数时，谓语动词原形后加(e)s。)5. (教师播放3录音，让学生跟读，体会s的读音。)Step 5 Project 第五步 综合探究活动(时间:10分钟)1. (教师鼓励学生探究“动词第三人称单数的读音”。)(教师把下列

14、内容用小黑板展示。)lives, speaks, spells, phones, knows, does, hands, comes, looks, gives, likes, dresses,thinks, guesses, finds, helps, tells, meets, wants, visits(教师先领着学生读一遍，要求学生边读边注意词尾s的发音。接着，教师根据不同学生的特点进行分组，为各小组命名，如先锋队、雄鹰队、立志队等，引发学生合作的兴趣和愿望。然后，为各小组明确共同的任务目标，即讨论归纳出-s在动词之后的读音规律。同时进行组内角色分配。每个成员针对不同词尾s的读音进行观

15、察，发现规律性的东西，进行归纳总结，接下来，组内成员互相补充，力图达到全面、准确。选出小组发言人进行汇报，组内成员仍然可以补充发言，允许其他组的参与者随时插话。最后由教师总结，将幻灯片上无序的词再按读音分类。)2. (师生同唱英文歌曲The More We Get Together。完成4。)3. Homework:根据1a内容写一段话。(40字左右)Example:This is a letter in English. Its from Sam. Sam is Kangkangs pen pal. Kangkang lives in China. Sam lives in England. In Sams letter, he says he wants to visit the Great Wall.板书设计：Do you have a pen pal?Section Blive in ChinaWho is the letter from?speak ChineseIts fromthe Great WallWhat does he say in the letter?want to visit ChinaHe wants to visit the Great Wall.Does he speak Chinese?Yes, he does./No, he doesnt.