2020年七年級英語上冊 Unit 1 Making New Friends Topic 3 How old are you教案2 仁愛版

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1、2020年精編仁愛版英語資料 Unit 1 Making New Friends Topic 3 How old are you? 教學內容分析及課時分配建議： 本話題以How old are you? 為指引，在前兩個話題的基礎上引入新內容的學習，包括詢問年齡、年級、班級等個人基本情況的表達以及辨認物體、單詞單復數、基數詞11~20以及文具類詞匯等的學習。主要句型和語法：How old are you? What class/grade are you in? What’s this/that in English? How do you spell it? What are the

2、se/those? Are those/these...?等。本話題還設計了音標的專項學習，即元音字母i和輔音字母的讀音規(guī)則，幫助學生逐步形成拼讀和拼寫的能力，為他們的自主學習打下良好的基礎。 本話題建議用5課時完成： 第一課時：Section A-1a, 1b, 2a, 2b, 3 第二課時：Section B-1a, 1b, 1c Section A-4a, 4b 第三課時：Section B-2a, 2b, 3 Section C-3a, 3b 第四課時：Section C-1a, 1b, 2 第五課時：Section D-Grammar and Functions 1, 2

3、, Project 第二課時 (Section B-1a,1b,1c Section A-4a, 4b) 教學設計思路： 本課時主要學習辨認物體的功能句及元音字母i和輔音字母f,v,m,n,s,z,h 的發(fā)音。本課時從師生對話復習詢問學生基本信息入手，導入學習辨認物體的表達法即What’s this/that in English? How do you spell it? Can you spell it, please? 然后，通過聽力鞏固新句子的用法，最后通過學生自己編對話完成新句型的運用。語音方面將通過卡片自己拼讀的方式進行學習。 Ⅰ. Teaching aims 1. K

4、nowledge aims： （1） 學習辨認物體及詢問如何拼寫單詞的表達法。 （2） 學習新詞 eraser, desk, pen, pencil等。 (3) 學習元音字母i的發(fā)音語音，即/a?/ /i/；輔音/f/ /v/ /m/ /n/ /s/ /z/ /h/。 2. Skill aims: （1）能夠聽懂有關辨認物體及詢問如何拼寫單詞的簡單對話。 （2）能夠就辨認物體及詢問如何拼寫單詞的等話題進行簡單的交流。 （3）能夠辨認語音/f/ /v/ /m/ /n/ /s/ /z/ /h/ /a?//i/并能進行拼讀。 3. Emotional aims:(optiona

5、l) 培養(yǎng)自信心，樂于張口的習慣。 4. Culture awareness: 能夠用得體的語言辨認物體。 Ⅱ. The key points and difficult points 1. Key points: 2. （1）Words and expressions : eraser, desk, pen, pencil （2） Sentences: What’s this/that in English? How do you spell it? Can you spell it, please? 3. Difficult points： 不定冠詞a/

6、an的用法。 Ⅲ. Learning strategies 1. 認真聽錄音，并大膽模仿。 2. 要善于通過合作完成任務，并做到學以致用。 Ⅳ. Teaching aids 錄音機/多媒體/小黑板/圖片 V． Teaching procedures Stage 1(4mins)：Getting students ready for learning Step Teacher activity Student activity Designing purpose (Group work) Greet and check the homework. T: Good m

7、orning, boys and girls! T: Yesterday I asked you to make a dialog with your partner. Now I want to invite you to perform it. T: Great job! You can speak so many sentences now. English is easy. We can learn more if we study harder. Another group, please? Greet

8、 and act out dialogs. Ss: Good morning, Miss Li! Group1: S1: Hello! S2: Hello! S1: What’s your name? S2: My name is Susan. What’s your name? S1: My name is Sue. S2: Where are you from? S1: I am from China. S2: What’s your telephone number? S1: My telephone number is... S2: How old

9、 are you? S1: I am thirteen years old. S2: What class are you in? S1: I am in Class3, Grade7. Group2: … 通過檢查學生作業(yè)的方式幫助全體同學復習所學句子。 Remark：在檢查作業(yè)的環(huán)節(jié)，老師盡量有針對性地檢查那些學習習慣不怎么好的同學，給以壓力。 Stage 2（10mins)： Pre - listening Step Teacher activity Student activity Designing purpose 1.(Class

10、activity) Present pictures of some objects and teach the new words. T: This is a … T: Right. A pen. T: This is an… T: This is a… T: It is a… T: Map. T: eraser pencil desk map pen. Look at these objects and learn the new words. S1: Pen. Ss: Pen. S2: Eraser. Ss: Eraser. S3: P

11、encil. Ss: Pencil. S4: Desk. Ss: Desk. Ss: Map. Ss: eraser Pencil desk map pen. 通過實物學生從眼、耳、口等幾方面學習單詞。 2.(Class activity) Teach new sentences by asking and answering. T: What’s this in English? T: It’s an eraser. T: What’s this in English? T: What’s this in English? T: What’s this in

12、 English? T: What’s that in English? T: What’s that in English? T: Ask and answer in groups and show to us later. T: Are you ready? Who wants to be the first group? T: Right. It’s a desk. How do you spell it? T: D-E-S-K, desk. T: Right. And how do you spell it (point to a desk)?

13、 T: How do you spell it (point to a pen)? T: Can you spell it, please? T: Yes, P-E-N-C-I-L, pencil. T: Can you spell it, please? T: Thanks. T: That’s OK. You are welcome. T: Practice in pairs and show to us. T: Quite well. Learn new sentences. Ss: It’s an era

14、ser. Ss: It’s a map. Ss: It is a pen. Ss: It’s an eraser. Ss: It’s a map. Ss: It is a desk. Ss: OK. Group1: S1: What’s this in English? S2: It’s a map. S1: What’s that in English? S2: It’s a desk. Group2: … Ss: T: D-E-S-K, desk. Ss: E-R-A-S-E, eraser. Ss: P-E-N, pen.

15、 Ss: Yes, P-E-N-C-I-L, pencil. Ss: Yes, D-E-S-K, desk. Ss: That’s OK. Ss: You are welcome. Group1: S1: What’s this in English? S2: It’s a map. S1: How do you spell it, please? S2: M-A-P, map. S1: What’s that in English? S2: It’s a desk. S1: Can you spell it, please? S2: Yes, D-E-

16、S-K, desk. Group2: … 通過師生對話的形式學習新句子，并通過小組練習進行鞏固。 Remark：在學生討論時，老師要四處走動，督促學生開口。 Stage 3（8mins)： While - listening Step Teacher activity Student activity Designing purpose 1. ( Individual work) Play the tape recorder and finish 1b. T: Listen to 1a. Try to get the main idea of the c

17、onversations. T: Listen again and imitate. T: Listen to 1a and fill in the blanks in 1b. Then check the answers. T: Have you got the answer? T: Well done. Ask and answer in pairs and show the conversations to us. T: OK, time is up. Who wants to have a try? Listen to the tape and fini

18、sh some tasks. Ss: OK. Ss: Excuse me, what’s this in English? … Ss: Yes. this, a, pencil, You’re welcome, that, an, Can you spell it, Thanks. Group1: S1: Excuse me… 通過聽力活動訓練學生的聽力。 Remark：在學生對話的過程中，可引導學生使用恰當的肢體語言。 Stage4（8mins)： Post - listening Step Teacher activity

19、 Student activity Designing purpose (Group work) Show these words on the screen: map, eraser, pen, pencil, desk, bike, kite and the pictures. T: Make conversations with these words. The sentences in 1a may help you. I’ll ask some of you to act it out later. T: Are you ready?

20、 T: Beautiful. Another group, please? T: Can you spell this word? /ba?k/ Practice new sentences by making conversations. Group1: S1: Excuse me, what’s this in English? S2: It is a desk. S1: How do you spell it? S2：D-E-S-K，desk. S1: What’s that please? S2: It’s a map.

21、 S1: Can you spell it, please? S2: Yes, M-A-P, map. S1: Thank you. S2: You’re welcome. Group2: … Ss: /b/ /k/ 通過學生自己編對話練習新句子并懂得如何在實際中應用。 Remark：讓學生展示對話的時候，盡量讓每個同學都有展示的機會。 Stage 5（8mins)： Learn English Sounds Step Teacher activity Student activity Designing purpose 1.(Group work) S

22、how the cards of / p/ /b/ /t/ /d/ /k//g/，/e?/ /?//i:/ /e/. Guide students to spell words. T: I will put three cards together. You try to spell it. T: Good, How about this one? /f ? t / Spell and read the words. Ss: / p e t/ Ss: /b e? k / Ss:/d ? t/. 通過卡片復習已學音標導入學習新音標。 2.(Cla

23、ss work) Show these sound cards to students and learn these sounds: /f/ /v/ /m/ /n/ /s/ /z/ /h/ T: I show you the picture and you try to read these sounds by yourselves. /f/ five fine T: /v/ five have T:/m/ map Michael T:/n/ nine nice T:/s/ desk sit T:/z/ zero his T:/h/ he him T: Well d

24、one. Now read after me and check your pronunciation. T: Good. Now practice in pairs and check each other. … Ss:/f/ five fine Ss:/v/ five have Ss: /m/ map Michael Ss:/n/ nine nice Ss：/s/ desk sit Ss:/z/ zero his Ss:/h/ he him Ss: … Ss: /f/ /v/ /m/ /n/ /s/ /z/ /h/ …

25、根據卡片學習音標。 3.(Class work) Show Ii /a? / /i/ and some words on the Bb. T: This letter is… T: Yes, /a?/,/i/. T: Try to spell these words: bike kite side big dig kid T: Good. Let’s listen to 4a and imitate. T: Read the words in 4b and then listen and check. Ss: Ii Ss:/a?/,

26、/i/. S1: bike S2: kite S3: side S4: big S5: dig S6: kid 通過模仿、聽錄音等形式學習音標。 Remark：語音的學習是本節(jié)課乃至七年級的重點也是難點，老師課堂上應調動學生學習的主動性，并把語音學習當做一項長期的學習任務。 Stage 6（4mins)： Summarizing and assigning homework Step Teacher activity Student activity Designing purpose 1（Class activity) Encourag

27、e the Ss to summarize the key points T:Class will be over soon . We should summarize the key points now. Let’s begin ! T: Sounds great ! I hope you will remember them. Summarize the key points. S1: What’s this/that in English? S2: How do you spell it? S3: Can you spell it,

28、please? S4: sounds: /f/ /v/ /m/ /n/ /s/ /z/ /h/ Ii /a? / /i/ 歸納總結本課的知識點。 2 (Class activity) Assign HMK. T: For today’s HMK, I’d like you to 1. Read the words in 4a. 2. Make a conversation with the words: bike kite dog pen pencil eraser. 適當的家庭作業(yè)有助于鞏固課堂所學的知識。 Remark：強調在做家庭作業(yè)時，別忘了口頭作業(yè)。 VI .

29、 Blackboard design Unit 1 Making New Friends Topic 3 How old are you? 第二課時 (Section B-1a,1b,1c Section A-4a, 4b) What’s this/that in English? How do you spell it? Can you spell it, please? /f/ /v/ /m/ /n/ /s/ /z/ /h/ Ii /a? / /i/

30、 Group1: Group2: Group3: Group4: Group5: