仁爱七年英语unit2Topic1SectionC.doc

Section C. Material analysis本节课的主要活动是1a, 4a。借助三组图画对文章内容进行预测，并通过阅读检查、预测和复习Unit 1有关介绍个人信息的表达“Im ”，“Im thirteen years old”等。同时进一步拓展学习介绍自我和他人的表达“I come from England.”另外，本课将继续让学生巩固描述人物外貌特点的表达方式。本节课是一节读写课，重点应放在培养学生的读写能力上。因此，教师在教学中要尽力把课堂交给学生，教师起到导游的作用；此外，语音板块通过练习活动巩固字母o, u, r, y和字母组合ng的发音，培养学生根据音标及图片拼写单词的能力。本节课老师主要采用任务型教学法展开本课的学习。. Teaching aims Knowledge aims 能够掌握并应用新学习的单词: boy, come, sister, different, knife等; 能够运用基本的形容词描述、询问人物外貌特征及所属关系的表达方式；能够掌握陈述句及一般疑问句的语调。 Skill aims 能听懂有关询问人物外貌特征及所属关系的表达方式； 能运用表示询问人物外貌特征及所属关系的表达方式进行简单的交流； 能识别不同的语调，如陈述句和一般疑问句等； 能够在图画等的帮助下预测文章大意； 能运用所学表达进行段落写作，描述人物外貌特点； 能根据图片及音标拼读单词。 Emotional aims 能够养成借助图片帮助听说和阅读理解的习惯； 能够认真，规范书写单词； 能够培养学生善于观察周围人或物的能力。. The key points and difficult points1. Key points 正确使用表示询问人物外貌特征的形容词和表达方式，并利用这些形容词和表达方式描述自己和他人。正确使用实义动词have /has引导的表示所属关系的一般疑问句的表达。 正确使用助动词do/does。2. Difficult points 正确使用实义动词have /has引导的表示所属关于的一般疑问句的表达。 助动词do/does的应用。 能够根据所提供的内容编写短文。. Learning strategies 提供关键词是培养学生写作能力的一种好方法。. Teaching aids 录音机、教学挂图、闪卡和黑板。. Teaching proceduresStepInteraction patternsStudent activityTeacher activityIntroduction(5minutes)1.The whole class work.2.Individual work.3.Individual work.4.Individual work.5.Individual work.1.Students answer “Hi! Good morning. Nice to meet you, too.”2.Some students describe the girl using the sentence like “She has ”3.Some students answer the questions.4.Students answer the teachers questions with, “Yes, I do. / No, I dont”.5.Students have chain questions.1.The teacher greets with students “Hello! Good morning. Nice to meet you.”2.Draw a picture of a girl on the blackboard, then let some students describe the girl using “have/ has”.Give an example,“She has a small mouth.”3.Point at some part of the girl and ask, “Does she have?” Choose some students to answer the questions.4.Walk to some students and ask the question, “Do you have?”5.Chain questions-Ask one student the question, “Do you have?” Make an answer with“Yes/ No”Then ask the next student one question and go on, at least let five students do it.Presentation(13minutes)1.The whole class work.2.Pair work.3. Individual work.4.Individual work and the whole class work.1.Do 3a. The students answer the question, “Yes, he does.”Then students answer the question, “No, we dont.”2.Students do it in pairs.One pair share their dialogue to the whole class.3.Students do it by themselves; Students check the answers.4.Do 1a. Some students guess them;Then all students read the passage and find out the new words; Some students read the sentence one by one; Students listen to the teacher carefully.1.Show the first picture of 3a to students and ask the whole class, “Does he have a knife?” （老师指着小刀反复读“knife”） Let students answer the question;Then the teacher asks, “Do you have a knife?”2.Show the second picture in 3a, then let students make a question with the picture, they discuss it in pairs for 1 minute and try to make a short dialogue; The teacher chooses one pair to show their dialogue;(以同样的方式呈现剩余两幅图)3.Give students 1 minute to match the pictures with the conversations by themselves; Check the answers of 3a.4.Show the pictures of 1a, then let students guess who is the boy and who is his sister, Amy; Let students read the passage first and find out the new words in the passage; Write down the new words and important phrases, and then choose some students to read the passage one by one;Point out the important expressions: come from = be from, in the same school, but in different grades, then explain them to students.Consolidati on(10minutes)1.The whole class work. 2.Individual work.3.The whole class work and individual work.1.Students read the passage by themselves.2.Do 1b. Five students check the answers.3.Do 1c. Students read the passage and circle the adjectives in the passage; Then fill in the table on the blackboard, the others do it by themselves; Finally, two students share their passage with the whole class.1.Give students 1 minute to read the passage again and pay attention to the important words and expressions.2.Let students do 1b by themselves, then choose five students to check the answers.3.Give students 1 minute to read the passage and find out the adjectives in the passage;Show a small blackboard and draw a table on it, and then choose one student to fill in the table and let the other students do it by themselves; Give students 2 minutes to make a passage about the table, and then choose two students to show their passages.Practice(12minutes)1.Group work.2.The whole class work.3.The whole class work and individual work.1.Do 2. Students describe their partners look orally;Three students describe their partners look in front of the whole class; All Students listen to the teacher carefully.2.Do 4a. Students read the threes letters; Then read after the teacher; Students look at the picture and guess the meaning of red.3.Do 4b. Students read the sentences; Some students read the sentences; Then all Students read after the tape carefully and pay attention to the rising tone and the falling tone.1.Give students 2 minutes to describe their partners look orally; Choose three students to describe their partners look in front of the whole class; Make a summary about the three students.2.Show three cards with r, e, d to students and let them try to read the three letters; Put the three letters together and read it /red/ for three times; Show the first picture of 4a and say, “The meaning of /red/ is ” Let students guess the meaning of “red”.(老师可采用同样的方式学习以下单词)3.Give students 1 minute to read the sentences in 4b first;Choose some students to read the sentences; Play the tape and let students read after the tape carefully.Production(5minutes)1. Group work.1.Students make up their passages in groups first and two groups show their short passages; All students listen to the teacher carefully.1.Show six nouns: head, face, nose, mouth, eye and hair, then let students make up short passages with them in groups, give students 2 minutes; Choose two groups to show their short passages to the whole class; Make a summary about the two groups:2. Assign homework：Review the words and expressions; Write a passage about your partner; Preview Section D.Teaching reflection:本节课整个教学过程很顺利，在引导学生拼读单词时遇到一些问题：学生能正确读出字母，但把字母放在一起，学生就很难正确读出该单词的读音，在教学中要不断地渗透音标教学。. Blackboard designI have a small nose.Section C1. Do you/they/ have.? knifeYes, I/We/They do. No, I/We/They dont. boy2. Does he/she have.? sister Yes, he/she does. No, he/she doesnt; come from3.We are in the same school, but in different grades. be from5