仁爱版七年级英语 unit 4 Topic 3C教学设计.docx
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仁爱版七年级英语unit4Topic3C教学设计
Unit4HavingFun
Topic3Whattimeisitnow?
SectionC
.Materialanalysis
本课是第三话题的第三课时,主要活动是1a和2。
通过Kangkang和BabyMonkey之间的对话,学习表达焦虑和感谢他人帮助的句型;通过写动物名称,检测学生是否掌握所学动物名称的单词,之后讨论它们最喜爱的食物,完成口头报告,培养学生总结汇报的能力。
另外根据表格信息写一段介绍自己最喜爱的动物的小短文,培养学生的信息转换能力。
语音板块通过读音、写字母和改写单词,学生将掌握记忆单词的方法,选词完成句子并朗读单词和句子,培养学生辨析单词的能力。
.Teachingaims
1.Knowledgeaims
能根据已学语音、音标及发音规则,正确朗读下列词汇并在实际的对话操练中加以应用:
meat,rabbit
能就表达焦虑询问他人是否发生什么事情、提供和感谢他人帮助、表达自己观点等话题进行交流与对话操练,如:
What’sup?
Ican’tfindmywayhome.
It’sverykindofyou.
Thankyouforyourhelp.
Hereweare!
Ithinktherabbitlikesvegetables.
2.Skillaims
能听懂简单的课堂用语并做出适当的反应;
能在教师的指导下进行简单的角色表演、仿编对话等;
能用英语谈论自己喜爱的动物;
能在口头表达中做到发音清晰,语音语调准确;
能够在图画的帮助下进行阅读,理解大意,并按要求进行语言活动;
能理解并执行有关学习活动的简单书面指令;
能正确书写单词,并能正确使用单词造句;
能够运用本话题的句型进行日常活动时间安排的短文写作。
3.Emotionalaims
能够积极与同学合作,参与课堂活动,大胆实践;
能够认真学习、规范单词、句子等;
能够养成保护动物、和大自然和谐相处的意识,并在现实生活中积极实践。
.Thekeypointsanddifficultpoints
1.在情景对话中,能继续使用“What’sup?
”,“Ican’tfindmywayhome”,“It’sverykindofyou.”和“Thankyouforyourhelp.”来表达焦虑和感谢他人帮助,能用“Ithink...”来表达自己的观点。
2.能够将表格信息转化为篇章输出。
.Learningstrategies
1.能够清楚、大声地进行朗读,培养语感和自信心。
2.能在词语和相应事物之间建立联系。
3.能够逐渐养成进行预习和复习的好习惯。
.Teachingaids
录音机、图片、教学挂图、多媒体和黑板。
.Teachingprocedures:
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
(5minutes)
1.Thewholeclasswork.
2.Groupwork.
3.Pairwork.
1.Focustheirattentionontheteacher.
2.Groupcompetition.Discussandrevisetheexpressionsoftimeingroupfirst.Thenlookatthepaperclock.Trytoanswertheteacher’squestions.
e.g.
(1)6:
30
T:
Whattimeisitnow?
Ss:
It’shalfpastsix.
It’stimeto...
T:
Whatdoyouusuallydoatthistime?
A:
Iusually...
(2)12:
00
T:
Whattimeisitnow?
Ss:
It’stwelveo’clock.
It’stimeto...
T:
Whatdoyouusuallydoatthistime?
Ss:
Iusually...
...
3.Talkaboutyourfavoriteanimalandwhydoyoulikeitwithyourpartner.Thensomepairsactoutyourconversationtotheclass.
e.g.
A:
What’syourfavoriteanimal?
B:
Myfavoriteanimalispandas.
A:
Whydoyoulikepandasbest?
B:
Becausetheyarecute.Whataboutyou?
Whichanimaldoyoulikebest?
A:
Iliketigersbest.
B:
Why?
A:
Becausetheyarebrave.
...
1.Greetstudentsreadyforlearning.
2.Showthepaperclocktothestudentstorevisetheexpressionsoftimeand“It’stimeto...”.
3.HelpthestudentstorevisethewordsandexpressionsaboutlikesinSectionB.
Presentation
(10minutes)
1.Thewholeclassworkandindividualwork.
2.Individualworkandpairwork.
1.Do1a.
T:
What’sKangkang’s
favoriteanimal?
S:
Monkeys.
T:
HereisaconversationbetweenKangkangandaBabyMonkey.WhathappenedtotheBabyMonkey?
Lookatthepicturesin1a.Answerthefollowingquestions.TrytoguesswhathappenedtotheBabyMonkey,usingyourownwords.
(1)Whatcanyousee?
(2)Whatanimalscanyousee?
(3)WhathappenstoBabyMonkey?
(4)HowdoesKangkanghelphim?
(5)What’stheendofthestory?
2.Readthesixconversationsindividually.Checktheanswerstothepre-readingquestionswithyourpartner.Thentrytounderlinethekeywordsofeachconversation.
What’sup?
—can’tfind
—mywayhome
—Don’tworry
—notmyhome
—Mr.Tiger’s
—Mr.Lion
—here
—kind
...
1.Makethestudentspredictwhattheconversationmaybeaboutin1abylookingatthepicturesbeforereading.
2.Checktheanswerstothepre-readingquestions.Helpthestudentsfindoutthekeywords.
Consolidation
(5minutes)
1.Groupwork,andthewholeclasswork.
1.Workingroupsandretelltheconversationwiththehelpofthekeywords.Actoutthestory.Thenmakeupanewone.
e.g.
(Alittlegirliscrying.)
A:
What’sup,littlegirl?
B:
Ican’tfindmy
mother.
A:
Don’tworry.Letmehelpyoufindyourmother.
B:
Thankyou.
A:
Isthatwomaninwhiteyourmother?
B:
No,sheisn’t
A:
Isthewomaninredyourmother?
B:
Ah,yes.Mom!
C:
It’sverykindofyou,boy.Thankyouforyourhelp.
A:
You’rewelcome.
...
1.Makethestudentsconsolidatetheexpressionsin1a.
Practice
(15minutes)
1.Thewholeclassworkandindividualwork.
2.Individualworkandpairwork.
3.Individualwork,pairworkandthewholeclasswork.
1.Do2.Lookatthepicturein2.Writedownthewordsforanimalsinthepicture.Thewholeclasschecktheanswerstogether.Thenretelltheteacher’ssentences,using“Ithink...”.
T:
Hi,Iamatiger.Ilikemeatverymuch.
S1:
Ithinkmeatisthetiger’sfavoritefood.
T:
Iamarabbit.Ilikegrassverymuch.
S2:
Ithinkgrassistherabbit’sfavoritefood.
T:
Iamapanda.Ilikebambooverymuch.
S3:
Ithinkbambooisthepanda’sfavoritefood.
...
2.Do4a.Readtheconsonantsonthescreen.Revisethemorally.
/h/,/p/,/t/,/b/,/f/,/s/,/k/
Listentothetape.Writedowntheconsonantsintheblankstochangeoneletterintoanotherbychangingtheconsonantsoraddingaconsonant.
Checktheanswerswithyourpartner.Thenthewholeclasschecktheanswerstogether.Readthewordsaloudtogether.
3.Do4b.Readthewordsinthebrackets.Payattentiontothemeaningsofthewords.Thenreadandcompleteeachsentencein4bwiththecorrectword.Checktheanswerswithyourpartner.Thenlisten,checkandrepeat.
1.Checktheanswers.Thensetanexampleforthestudentstoretellthesentences,letstudentslearntoexpresstheirownideasbyusing“Ithink...”.
2.Helpthestudentsrevisetheconsonantsfirst.Thenplaythetape.Checktheanswers.Checkthestudents’pronunciationwhiletheyarereading.
3.Helpthestudentstoknowthewordsincontext.
Production
(10minutes)
1.Individualworkandpairwork.
1.Do3.Readtheinformationinthetable.Whatcanyoupreparebeforewriting?
Youcanwritedownsomewordsandsentences.Sobeforewritingapassageaboutoneofyourfavoriteanimals,youcanwritedowntheinformationaboutwhattheanimalis,whatcoloritis,whatsizeitis,whatkindoffooditlikes,whyyoulikeitandsoon.Thenorganizethewordsandsentencesintoawholepassage.Afterwritingthepassage,readittoyourpartner.Lethim/herguesswhatyourfavoriteanimalis.Youcanalsocheckthegrammarmistakeseachother.
1.Helpthestudentsreviseandconsolidatethewords,phrasesandexpressionsaboutanimalsandlikesinSectionC.Improvethestudents’writtenability.
2.Assignhomework:
Read1afluentlyandpracticeitingroups;
Reviewthewords,expressionsandsoundsinthissection;
Goonwritingthepassagein3.Reportittothewholeclassthenextday;
PreviewSectionD.
Teachingreflection:
这节课是本话题的第三个课时。
在书面表达活动中,学生写完文章后,教师引导学生进行互猜和互评,找出彼此的语法错误并更正,但是有的学生英语基础不好,因此未能很好地完成此项学习任务,因此教师应该对这些弱势群体多予以关注和帮助。
有的学生害怕发音错误或者天生胆小,而不敢开口说英语或者上台表演对话,教师应鼓励其勇敢站起来,从简单的对话操练开始,不断练习和提高口语水平。
.Blackboarddesign
Whattimeisitnow?
SectionC
1.—What’sup?
meat
—Ican’tfindmywayhome.rabbit
2.Hereweare.
3.It’sverykindofyou.
4.Thankyouforyourhelp.
5.It’stimetogetup.