仁爱英语教学资源七年级下册教学案例设计Unit 5Topic 2.doc

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1、Section DSection D needs 1 period. Section D需用1课时。The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。. Aims and demands目标要求1. Learn the vowels:/B:/, /e/, /R:/, /eI/ 2. Learn some new words:because, Japanese, wonderful, also3. Review the present continuous tense.Im looking for my purse.But they arent

2、sleeping at the moment.Are you doing your homework? Yes, I am. / No, Im not.Is he/she singing? Yes, he/she is. / No, he/she isnt.What are you doing? Im making cards.What is he/she doing? He/She is playing soccer on the playground.4. Review the names of school buildings.5. Review how to borrow things

3、 from others. Teaching aids 教具录音机/单词卡片/音标卡片/图片/照片/挂图. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:5分钟)复习表示校园建筑名称的单词和借东西的对话。1. (单词竞赛。抽查三排学生, 被抽到的排, 从左到右, 每名学生说出一个校园建筑名称的单词, 然后使用现在进行时态造一个句子。每个单词5分, 句子10分。全班学生一起找错误, 被找到一个错误减两分, 最后看哪一排的得分最高。)Example:T:Please give the names of school building

4、s, and make sentences using the names one by one.S1:Library. Im reading in the library.S2:Playground. Im running on the playground.S3:The swimming pool. Hes swimming in the swimming pool.(通过竞赛, 集中学生注意力, 活跃课堂气氛, 调动学生学习积极性。)2. (对话比赛。让学生复习向别人借东西的相关句型。进行1分钟对话表演，两人一组，最后看哪一组编得又好又快。)T:Boys and girls, next

5、well have a conversation competition. Lets make dialogs about how to borrow things from others, and then act it out within one minute. Please use the sentences we have learnt as many as possible. Work in pairs. At last well decide which group is the winner. Lets begin!Step 2 Presentation 第二步 呈现(时间:1

6、0分钟)呈现1，完成2。1. (呈现含/B:/, /e/, /R:/, /eI/的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。)T: Now please look at the card. Can you read this word?Ss:Farmer.T:How about this one?Ss:Guitar.T:Very good. What about this one?Ss:Park.T:Wonderful.(板书park, farmer, guitar，并画出“ar”，帮助学生找规律。)(用同样的方法依次呈现/e/, /R:/, /eI/的音标，并板书在/B:/的下面

7、。)(板书)parkfarmerguitar/B:/hairpairchair/e/walkballcallautumnAugustdaughter/R:/waitertrainraingrayMayplayground/eI/2. (放1的录音, 并让学生跟读。)T:OK, please open your books, and look at 1 in page 15. Lets listen to the tape and follow it.(播放录音。)3. (让学生自读1, 巩固所学音标。)T: Read these phonetic symbols by yourselves.4

8、. (运用头脑风暴法要求学生尽可能多地说出发这个音的单词。)5. (教师出示2中的图片，拿出一张文伟在体育馆跑步的照片。)T:Look at this picture. He is Wen Wei. Is he dancing?Ss:No, he isnt.T:Whats he doing?Ss:He is running.T:Right. He is running in the gym. He isnt dancing.(用同样的方法呈现另外两张照片并进行操练。)6. (让学生看2中的图, 听录音, 板书新单词然后让学生填写下列空格。)T: Look at the pictures in

9、2. Listen to the tape, and then fill in the blanks on the blackboard. First, lets look at the new words.(板书)becauseJapanesewonderfulalso1)Wen Wei is in the gym in Picture 1.2)In Picture 2, he is swimming in the .3)In Picture 3, he is talking to on the Great Wall.7. (核对答案, 找三名学生到黑板上填写空格。)T:Are you re

10、ady?Ss:OK.T:Who wants to fill in the blanks?S1:(到黑板上填写第一题)T:Is he right or wrong?Ss:Right.T:Very good. Go back to your seat. Next one?S2:(到黑板上填写第二题)Step 3 Consolidation 第三步 巩固(时间:10分钟)巩固2。1. (让学生阅读短文，完成2。)T:Please read the passage carefully, underline the activities and circle the places. Then numbe

11、r the photos. OK?Ss:Yes.2. (核对答案。)T:Are you ready?Ss:Yes.T:Good. Who wants to underline the activities?S1:T:Good job. Next, who can circle the places?S2:3. (再放一遍2的录音, 根据2中内容, 进行问答。)T: Ask and answer questions in pairs according to 2.Example:S3: Where is Wen Wei in Picture 1?S4: He isS3: What is he d

12、oing?S4: He is4. (找几组学生汇报练习结果。)T:I want someone to act out your dialog. Who can do it?G1:Where is?Step 4 Practice 第四步 练习(时间:10分钟)练习3, 完成4a, 4b。1. (呈现3, 放录音, 让学生填写表格。)T: Now lets do 3. First, please listen to the tape carefully, and then complete the table. OK, lets begin.(播放录音。)2. (核对答案。)T:OK, lets

13、listen again and check your answers. Are you ready?Ss:Yes.(再次播放录音。)T: Lets check the answers. The first one, “Jane”. Who can do it?S1:Jane is playing the guitar in the dormitory.T: Is he/she right or wrong?Ss:Right.T: Good! Next one,“Maria”？S2:Maria is dancing in the gym.3. (完成4a, 4b的内容, 总结归纳本话题的语法和

14、有用表达。)T: Look at 4a, 4b, please. They are very important to you. You should read them carefully and try to remember them. Understand?(学生阅读, 教师巡视, 给予必要的帮助。)T: OK. Stop, please. Let me sum up the grammar for you. Please look at the blackboard.(板书)(1)主+be(is/am/are)+doing (2)Be(Is/Am/Are)+主+doing ?(3)主

15、+be(is/am/are)+not+doing (4)疑问词+be (is/am/are)+主语+doing ?Step 5 Project 第五步 综合探究活动(时间:10分钟)通过实践活动, 培养学生细心观察事物的能力。完成5。1. (小组比赛。让学生在两分钟内分组讨论，并找出5中两幅图的不同之处，找出的不同点又多又正确的组获胜，教师给予表扬。)T: Now, lets have a competition. Work in groups of four to find out the differences between the two pictures in 5.2. (根据小组活

16、动讨论的结果，写一篇小短文。)T: Write a passage according to the results of your discussion.You may begin like this:Three boys are swimming in Picture 1, but 3. (家庭作业)请同学们做一个课外活动的调查，看看同学们在某一时刻都在什么地方干什么。根据你的调查结果写一篇短文，至少6句话。范文： Its 4:40 in the afternoon now. Look! Some students are playing basketball on the playground. A few students are running there, too. Mary is singing in the classroom. Some boys are swimming in the swimming pool. Some girls are dancing in the gym. How happy they are!5