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1、英语仁爱版七年级上英语全册教案 Unit 3 Getting Together Topic 1 Does he speak Chinese? Section A The main activities are 1a and 2a.本课重点活动是1a和2a。 .Teaching aims and demands 教学目标 1.Learn some new words and phrases: could, tell, sure, speak, some, poor, with, help sb.with sth., problem, pet, often, want 2.Learn Presen
2、t Simple to do: (1)Do you come from the U.S.A.?No, I dont.(2)Do you like Chinese?Yes, I do.3.Ask for permiion and make requests: (1)Excuse me, could you please tell me your name?Sure.(2)Could you help me with it?No problem.Teaching aids 教具 录音机/幻灯片/教学挂图/铅笔/尺子/玩具猫/玩具狗/蒙眼布 .Five-finger Teaching Plan 五指
3、教学方案 Step 1 Review 第一步 复习(时间:10分钟) 通过复习描述体貌特征导入本课新学问，培育学生口头表达实力。 1.(老师根据座位链式提问，要求学生用Yes, I do./No, I dont.快速作答。) (通过运用Do you have ? Yes, I do./No, I dont.句型引出Do you have a pen pal?) T: Do you have a pen pal, S? 4 (板书并要求学生了解。) pen pal S: No, I dont.T: Do you want a pen pal?S: Yes, I do.44 (板书并要求学生驾驭。
4、) want 2.(老师通过询问学生个人信息，导入新学问。) T: Excuse me.Whats your name, please? S: My name is 5 T: How old are you? S: Im 5 T: Do you have an English name? S: Yes, I do.5 T: Could you please tell me your English name?S: 5T: You can say “Sure.My English name is ”. (板书并要求学生驾驭。) Could you please tell me your ? Su
5、re.(老师示范) 1 T: Could you please tell me your age, S?6 S: Sure.Im 6 T: Could you please tell me your telephone number? S: Sure.Its 6(学生两人一组运用Could you please tell me ?句型询问个人信息。) 3.T: Im an English teacher.I can speak English.Do you speak English after cla, S? 7 S: Yes, I do.(帮助学生回答。) 7(板书并要求学生驾驭。) sp
6、eak T: Do you like it? (老师提示此处like作动词。) S: Yes, I do./ No, I dont.(帮助学生回答) 7(学生两人一组操练，运用Do you speak ?和Do you like ?句型及其确定和否定回答。) 4.(老师请一个学生，用not good来引出poor一词。) T: Is your English good? S: No, it isnt.I can speak some English, but my English isnt very good.8 T: You can say “My English is poor.” (板书
7、并要求学生驾驭。) some poor S: My English is poor.Could you help me? 8 T: No problem.I can help you with it after cla. (板书并要求学生驾驭。) No problem.help with T: S, do you like English?S: Yes, I do.99 T: Do you often speak English after cla?S: Yes, I do.T:Good! 9 (板书并要求学生驾驭。) often (通过以上的活动导入1a。) Step 2 Presentat
8、ion 其次步 呈现(时间:8分钟) 通过听力、教学挂图等形式呈现本课对话，让学生练习运用重要句型，培育学生的听、说实力。 1.(老师利用幻灯片展示问题。播放1a录音两遍。学生听录音并选择正确答案。) (1) Where does Jane come from? A.Japan.B.Canada.C.China.(2) Does Jane speak English? A.No, she doesnt.B.Yes, she does.C.We dont know. (3) Whose Chinese is poor? A.Janes.B.The boys.C.Marias.(核对答案。) 2.
9、(再次播放 1a 录音，学生听并且跟读，留意语音语调。) 3.(老师将全班学生分成两组，分角色朗读1a。) 4.(展示1a教学挂图，要求学生两人一组运用下列句型，可适当发挥，操练1a的对话，完成1b。) (1)Could you please ?(2)Sure.(3)Do you like English?(4)Yes, I do./ No, I dont.(5)Could you help me with my ?(6)No problem.(老师巡回作指导，然后挑出表现比较好的一组登台表演。) 2 Step 3 Consolidation 第三步 巩固(时间:10分钟) 通过复述对话、做嬉
10、戏等活动，进一步巩固本课所学学问，培育学生合作精神，增加他们的集体荣誉感，培育学生综合运用语言的实力。 1.(老师利用幻灯片出示练习题，要求学生依据1a内容填空。以此展示复述范本。) The girls name is Jane.She comes from Canada.She speaks English.Jane likes Chinese but her Chinese is poor.Li Xiang can help her with her Chinese.(画线部分是要填的词) 2.(利用幻灯片，呈现1a中一些关键词，帮助学生学会从对话中提取重要信息，学会复述。要求至少用三句话
11、来介绍Jane的状况。老师将学生分组，先在小组内进行，然后各小组选派代表向大家汇报。) come from, speak English, like Chinese, poor, help with 3.(实行“小组对话大赛”，巩固所学句型。老师先做示范，然后各小组操练。评出优胜组。) T: Excuse me, could you please tell me your name? S: Sure.My name is 1 T: Do you come from the U.S.A.? S: No, I dont.I come from 1 T: Do you like English? S
12、: Yes, I do./ No, I dont.1 4.(学生两人一组合作完成1c。核对答案后请两三组学生练习对话。) 5.(做嬉戏。) (方案一) (1)(请四名学生上讲台，老师拿出四件物品给全班学生看，例如：铅笔、尺子、玩具猫和玩具狗。然后快速分给讲台上的四名学生，让他们把物品放在背后，留意不要让下面的学生望见谁拿到了什么。) (2)(老师问其中的一名学生：Do you have ?并有意问错，学生回答：No, I dont.老师进而引导其他学生用Do you have ?句型提问讲台上的学生，被问到的学生作出回答，直到台下有学生猜对。) (方案二) (五个人一小组练习。四件物品摆在桌前
13、。其中一人A看过物品后，蒙住眼睛，另外四个人则各拿其中一样物品，A解开蒙眼布，用Do you have ?句型猜四个人手中各拿什么物品。) Step 4 Practice 第四步 练习(时间:10分钟) 通过练习找笔友，激发学生学习爱好，提高学生综合运用语言的实力。 1.(做“问答接龙”嬉戏。从老师起先问第一排第一个学生，第一个学生回答后再问其次个学生，其次个学生回答后再问第三个学生，以此类推。) 2.(依据自己的状况回答2a的问题，看谁可以做李伟的笔友。) (两分钟后询问几个学生的答案，看他们是否能成为李伟的笔友。) T: Do you like pets? (板书并要求学生驾驭。) pet
14、 3.(三人一组帮助李伟找笔友，一同学分别询问另两名同学，另两名同学回答。) 4.(自己找笔友，三人一组，一同学向另外两名同学发问，看他们是否可以成为学习上的笔友。完成2b。) Step 5 Project 第五步 综合探究活动(时间:7分钟) 通过编对话让学生学以致用，通过诗歌吟唱活动培育学生学习爱好，使他们能主动主动地参加学习活动，提高合作意识和探究精神。 1.(假设你的英语成果不好，你想找一个网友帮助你，两人一组编对话。然后抽几组进行表演。) 2.(老师帮助学生完成3。老师打节拍，或者放录音，让学生有节奏地跟读。) 3.Homework: 3 自编一个对话，运用下面句型： (1)Coul
15、d you please ?(2)Sure.(3)Do you ?Yes, I do./No, I dont.(4)No problem.板书设计： Does he speak Chinese? Section A speak Could you please tell me your ? No problem.Sure.help with Do you ? Yes, I do./No, I dont. Section B The main activities are 1a and 3.本课重点活动是1a和3。 .Teaching aims and demands 教学目标 1.Learn
16、some new words:live, say, visit, great, wall 2.Learn some questions and answers with does: (1)Does he speak ChineseYes, he does./ No, he doesnt.He speaks English.(2)What does he say in the letter?He wants to visit the Great Wall.3.Learn some useful sentences: (1)Who is the letter from?Its from my pe
17、n pal, Sam.(2)Is the letter in English?Yes, it is.(3)Where does he live?He lives in England.(4)Kangkang knows me.Teaching aids 教具 图片/教学挂图/录音机/幻灯片/若干个装有信件的信封/小黑板 .Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 以问题为线索，引出单词和话题，培育学生的语言表达实力。 1.(检查作业。老师请学生登台表演上节课的家庭作业。) T: Now, Ill check y
18、our homework.SS, please, come to the front and perform your dialog. 12、2.(师生对话。引入并运用China和Chinese。) T: I come from China.I am Chinese.Ss: We come from China.Were Chinese.(老师提问一名学生。) T: Where do you come from, S? 3S:I come from China.3 T: Do you speak Chinese? S:Yes, I do.3 (学生两人一组相互问答。) (老师可以穿插讲解“吉鸿
19、昌爱国”的故事，培育学生的爱国主义情感，增加“爱国意识”。解放前，外国人都看不起我们中国人，说我们是“东亚病夫”。当时在国外，有的中国人都不敢承认自己是中国人，但吉鸿昌到国外后，英勇地对外国人说自己是中国人，并且自制了一个纸牌挂在胸前，上面用英语写道：I am Chinese!) 3.(老师出示一幅长城的图片。) T: Can you say it in English? S:Yes, the Great Wall.(老师帮助回答。) 4 T: Where is it? S:Its in China.4 T: Do you live in China? S:Yes, I do.(老师帮助回答。
20、) 4 4 T: Is China great? S: Yes, it is.4 (板书并要求学生驾驭say, wall, live, great；理解the Great Wall。) say, wall, the Great Wall, live, great 4.(老师接着出示其次幅图片。) T: Do you like the Great Wall? S:Yes, I do.5 T: Do you want to visit the Great Wall? S:Yes, I do.5(板书并要求学生驾驭。) visit (老师让学生两人一组，运用所呈现的生词编对话。) 5.(老师介绍S的
21、状况，然后让学生依据介绍回答问题。) 5 T: Slives in China.He/She likes the Great Wall.He/She wants to visit the Great Wall.5 (老师请另一位学生，依据这段话回答问题。) (通过以上活动导入1a。) Step 2 Presentation 其次步 呈现(时间:8分钟) 依据1a的教学挂图回答问题，练习本课基本句型，引出对话内容。培育学生听说实力和阅读实力。 1.(老师呈现1a的教学挂图，与学生谈论。) (老师播放1a录音，让学生听并回答Who is the letter from?) Who is the l
22、etter from? (核对答案。) 2.(老师再播放一遍1a录音，要求学生依据1a推断正(T)误(F)。) (幻灯片展示试题。) (1)Sam is Kangkangs pen pal.( ) (2)Sam speaks Chinese.( ) (3)Sam says he wants to visit the Great Wall.( ) (核对答案。) 3.(分角色朗读对话，进一步理解对话内容。老师板书重点句子和短语并说明，要求驾驭。) (1)speak+语言名称=say in+语言名称 (2)live in (3)in the letter (4)What does he say i
23、n the letter? He wants to visit the Great Wall.4.(依据1a内容，老师随机提问学生，并核对答案，完成1a。) 5.(双人小组活动。学生独自完成1b，然后同桌分角色表演1b对话。) Step 3 Consolidation 第三步 巩固(时间:7分钟) 仿照1a，1b编对话，让学生学以致用，培育学生综合运用语言的实力。 1.(老师利用幻灯片呈现习题，要求学生依据对话内容填写所缺单词，每空一词。) S: Whats that in English? 1 5 S: Its a letter.2S: Is it yours? 1S: Yes, its m
24、ine.2S: Who is it from? 1S: Its from my pen pal, Tom.2S: Does he speak Chinese? 1S: No, he doesnt.He speaks English.2S: What does he say in the letter? 1S: He wants to visit China.2(画线部分是要填的词。) 2.(老师把事先打算好的信封发给各小组，然后依据信封及信的内容两人一组进行对话练习。对话应包括以下句型：) T: Lets make a dialog in pairs with the following se
25、ntences.(1)Who is the letter from?Its from (2)Where does he/she come from?He/She comes from (3)What does he/she say in the letter?He/She wants to (老师选择两组学生表演，掌声激励。) 3.(双人活动。同桌对话，了解对方笔友的状况。要求运用以下幻灯片中的句型。) (1) Is it a boy or a girl? (2) Its a boy/girl. (3) Does he/she come from ? (4) Yes, does./No, do
26、esnt.(5) Does he/she live in China? (6) Yes, does./No, doesnt.(7) Does he/she like China? (8) Yes, does./No, doesnt. Step 4 Practice 第四步 练习(时间:10分钟) 在不怜悯景中练习目标语言，绽开任务型活动，学以致用，熬炼学生合作实力。 1.(老师播放 2录音，学生听后回答问题，完成2，核对答案。) T: Listen to the tape of 2 and answer the following questions.Then check the answer
27、s.2.(老师将2的听力材料用幻灯片或小黑板展示出来，然后让学生两人一组依据内容编对话。) T: Please work in pairs to make a dialog according to the sentences on the blackboard.And then act it out.3.(老师引导学生视察 3中的句子，并归纳句子的规律当主语是第三人称单数时，谓语动词原形后加(e)s。) T: Please observe the sentences in 3 and find out the rules of verbs changing in the third sing
28、le personal pronouns.(板书下列内容并说明。) Kangkangknows Helives/helps/wants Shespeaks 4.(老师播放3录音，让学生跟读，练习(e)s的读音。完成3。) Step 5 Project 第五步 综合探究活动(时间:10分钟) 通过练习动词第三人称单数的读音规则及其一般疑问句的问答，培育学生视察探究实力。 1.(老师激励学生探究“动词第三人称单数的读音”，并总结。) (小黑板展示下列内容。) lives, speaks, spells, phones, knows, does, hands, comes, looks, gives
29、, likes, drees, thinks, guees, finds, helps, tells, meets, wants, visits 6 (老师先领着学生读一遍，要求学生边读边留意词尾s的发音。接着，老师将学生分组，并为各小组命名，如先锋队、雄鹰队、立志队等，引发学生的爱好。然后，为各小组明确共同目标，即归纳出-s在动词后的读音规律。每个成员针对词尾s的不同读音进行视察，发觉规律并进行归纳总结。接下来，组内成员相互补充，力图达到全面、精确。各组选出小组发言人进行汇报，其他各组学生均可补充发言。最终由老师总结，再按读音将幻灯片上的词分类。) 2.(问答接龙。参照4，老师让学生八人一组
30、，第一位同学用Do you ?向其次位同学提问，其次位同学用 Yes, I do./No, I dont.回答，并用Does he/she ?向第三位同学提问，而第三位同学又用Yes, he/she does./No, he/she doesnt.回答并向第四位同学提问。以此类推，每位同学提问时要用到盒子里不同动词，完成4。) Example: S: Do you have a ruler? 1 S: Yes, I do./No, I dont.Does your friend like China? 2 S: Yes, does./No, doesnt.Does want ? 3 3.Hom
31、ework: (1)依据1a内容写一段话。(四十个单词左右) 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.(2)制作卡片，把人称代词的主格宾格分别写在卡片上。 板书设计： Does he speak Chinese? Section B say in English Who is the
32、letter from? =speak English Its from live in Does he speak Chinese? the Great Wall Yes, he does./No, he doesnt.want to visit What does he say in the letter? He wants to visit the Great Wall. Section C The main activities are 1a and 3a.本课重点活动是1a和3a。 .Teaching aims and demands 教学目标 1.Learn some new wo
33、rds and phrases: many, lot, a lot, all, not at all, so, study, each other, little, a little, them, very, much, very much 2.Review personal pronouns.3.Go on learning some questions and answers with do/does.4.Expre preferences: (1)Do you like ?Yes, I like it a little/very much/a lot.No, I dont like it
34、 at all.(2)Does he/she like ? Yes, he/she likes it a little/very much/a lot.No, he/she doesnt like it at all.Teaching aids 教具 录音机/幻灯片/小黑板/实物或图片/学生自制卡片 .Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 通过调查学生对英语和语文的喜爱程度，引出本课新单词，培育学生的语言表达实力。 1.(让几名学生朗读上节课布置的家庭作业：依据1a内容改编的短文。) 2.(做调查，引出本课
35、新单词，老师在黑板上画出三幅图。) 7 very much like like a little dont like at all a lot (板书并要求学生驾驭。) a little, very much, a lot, not at all T: Do you like English, S?S:Yes, I like it very much.11 T: Do you like Chinese?S:No, I dont like it at all.1 T: Do you like English, S?S:No, I dont like it at all.22 T: Do you
36、like Chinese?S:Yes, I like it a little.2 T: Do you like English, S?S:No, I dont like it at all.33 T: Do you like Chinese?S:Yes, I like it a lot.3 T: Can you often help them study Chinese? (指向S和S。) S:Yes, I can.123 T: Can you often help them study English, S?S:Yes, I can.11 (板书并要求学生驾驭。) them, study T
37、: We have many good friends, so we should help each other. (板书并要求学生驾驭。) many, so, each other T: I have a good friend.Her name is Jane.Do you want to know something about her? Please follow me.(导入1a的学习。) Step 2 Presentation 其次步 呈现(时间:10分钟) 通过听、说、读等形式多样的活动，培育学生口头交际实力、阅读实力及视察、分析问题的实力。 1.老师让学生略读课文1a并回答问
38、题： (1) Are Jane and I clamates? (2) Where does Jane come from? (3) Do many students in our cla like English? (4) Who often help me study English? 2.(学生再读1a，并画出文中的关键词，然后完成1b。核对答案。) 3.(播放1a录音，让学生跟读，留意语音语调。) 4.(老师利用幻灯片将文中的关键词展示出来，并简要讲解语言点。) friend, come from, speak, in the same cla, many students, a lo
39、t, not at all, poor, help, Chinese, help each other 5.(要求学生利用幻灯片上的关键词，试着复述课文。先在小组内进行，然后各小组推选一名学生向全班复述。) Step 3 Consolidation 第三步 巩固(时间:8分钟) 通过练习喜好的表达，培育学生的口头表达实力和交际实力。 1.(播放3a录音，让学生听，然后操练喜爱和不喜爱的问句及其答语。) (老师用幻灯片或小黑板将下列内容呈现出来。) (1)Do you like ? Yes, I like a little/very much/a lot.(2)Does he/she like
40、? No, he/she doesnt like at all.(老师让两位学生S和S到台前。) 12T: S, do you like English? 1S: Yes, I like it very much./ No, I dont like it at all.1T: S, does Slike English? 21 8 S: Yes, he/she likes it a lot./ No, he/she doesnt like it at all.2(学生三人一组，仿照上面对话进行操练。然后请几组学生表演，掌声激励。) 2.(做句型练习活动，操练very much/a lot, a
41、 little和not at all。) 详细操作： (1)老师利用幻灯片或小黑板展示苹果的图片，图片旁画有 或 图标；将全班同学分为两人组和三人组若干。 (2)学生望见两个 图标说very much/a lot，望见一个 图标说a little,望见 图标说not at all。组内其他同学用前一个同学说出的词组各说一个相应的句子。 Example: (两人一组) S: a little.S: I like apples a little.34 (三人一组) S: very much/ a lot.S: I like apples very much.S: I like apples a l
42、ot.567(三人一组) S: not at all.S: I dont like apples at all.S: He/She doesnt like apples at all.8910(老师用同样的方法展示其他已学食物的图片供同学们练习。) 3.(老师播放3b录音两遍，让学生完成3b，并核对答案。) Step 4 Practice 第四步 练习(时间:7分钟) 讲解人称代词主格和宾格的用法，完成作业，使目标语言得到强化操练。 1.(老师选择含有人称代词主格和宾格的句子，板书并作简洁讲解。要求学生驾驭画线部分代词的用法。) She often helps me with it.I hel
43、p her study Chinese.He wants to visit the Great Wall.Could you help me with it? 2.(两人一组，A说人称代词的主格，B说宾格，轮番进行，然后让学生做2。核对答案，完成2。) 3.(学生两人一组朗读2中对话。) Step 5 Project 第五步 综合探究活动(时间:10分钟) 通过做嬉戏，巩固人称代词主格和宾格的用法，培育学生合作精神，激发学生的学习爱好。 1.(老师播放4录音，师生共唱歌曲“The more we get together.”完成4。) 2.(做嬉戏：找挚友，学生拿出打算好的人称代词卡片。) (
44、1)(老师说“主格”，学生把全部人称代词的主格拿出来。) (2)(老师说出一个人称代词，学生找出这个人称代词和它的主格或宾格形式。) (3)(老师指定学生拿出相应的人称代词站在黑板前，按要求找挚友。) For example: (“第一人称主格”，手拿第一人称主格的就出列。) (“第三人称主格和宾格”，手拿第三人称主格和宾格的就出列。) (4)(老师在黑板上写出一些动词，让学生用手中的卡片完成句子，并翻译。) For example: They help me with English.(他们在英语方面帮助我。) He gives you some books.(他给你一些书。) 3.Home
45、work： 依据1a 内容写一篇短文介绍自己的挚友，题目是 My friend，词数在四十个左右。 板书设计： Does he speak Chinese? Section C like a little I help her study Chinese. like very much/a lot Do you like ? 9 dont like at all Yes, I like it a little/very much/a lot.No, I dont like it at all.主格：I, you, he, she, it, we, you, they Does he/she l
46、ike ? 宾格：me, you, him, her, it, us, you, them Yes, he/she likes it a little/very much/a lot. No, he/she doesnt like it at all. Section The main activities are 1, 2a and 4.本课重点活动是 D 1, 2a和4。 .Teaching aims and demands 教学目标 1.Learn the phonetics:/tr/, /dr/, /ts/, /dz/ 2.Learn some new words and a phra
47、se:home, at home, its, dog, any, of 3.(1)Review questions and answers with do/does: Do you want a pen pal?Yes, I do./ No, I dont.Does he speak Chinese?Yes, he does./ No, he doesnt. (2)Review the personal pronouns, including subject pronouns and object pronouns.4.Review the useful expreions: (1)Excuse me, could you please tell me your name?Sure.My name is Jane.(2)Could you