仁爱初中英语七下精品教案设计U7T2SC.docx

1、仁爱初中英语七下精品教案设计U7T2SCSection C . Material analysis 本课是第七单元话题二的第三课时。本节课主要活动是1a和2。通过读前检测和阅读理解，锻炼学生语篇理解能力，学会用情态动词can和could谈论个人能力，并复习有关程度的表达法。还将进一步操练谈论过去和现在经历的表达法，学习有关过去不会做和现在会做的活动，锻炼学生运用知识和技能解决实际问题的能力。语音板块将进行单词匹配音标的练习和句子升降调的操练和模仿，要求学生注意单词及句子的重音位置，了解语音语调。. Teaching aims1. Knowledge aims 能根据已学语音、音标及发音规那么，

2、正确朗读和拼写以下词汇：ago 熟练掌握并应用表示过去不能做couldnt和现在能做could do事情的表达方式，如： One year ago, she couldnt do it at all. When she was five, she could dance just a little. She can do it well now. But she couldnt do it at all in the past. 稳固现在进行时的表达方式：Maria is performing ballet. 能够掌握并应用情态动词could，如： One year ago, she coul

3、dnt do it at all. When she was five, she could dance just a little. 能够掌握句子的升降调及单词在句子中的重音； 能根据发音规那么拼读单词。2. Skill aims 能够听懂有关谈论现在和过去能做和不能做的事情的对话和简单的故事； 能够在老师的帮助下或根据图片用所学的表达法表达现在能做和不能做的事情，谈论过去的经历； 能够连贯、流畅地朗读课文； 能够参照图片或范例，应用转折连词but编写句子。 3. Emotional aims 通过小组间良性的竞争与合作，培养友好互助的精神； 通过学唱英文歌曲，体会学习英语的乐趣。. The

4、 key points and difficult points1. Key points 能够用英语谈论过去不能做couldnt和现在能做can do事情的表达方式； 能用canbutcouldnt句型描述经历。2. Difficult points 能够运用表示过去不能做couldnt和现在能做can do事情的表达方式编写短文。. Learning strategies 运用表格能够帮助学生记忆阅读短文的主要信息。. Teaching aids 教学挂图、单词卡片、黑板和多媒体. Teaching procedures Step Interaction patternsStudent a

5、ctivityTeacher activityIntroduction (5 minutes)1.The whole class work.2.Individual work.1.Focus their attention on the teacher and sing the song together.2.Look at the pictures and answer the question: I can .Then add more things that you can do: I can.1.Greet students and sing the song I can sing i

6、t well together.2.Help students revise the usage of can for ability:Show the picturesfly a kite, perform ballet, play ping-pong, ride a bike, play basketball, go fishing and ask: Can you .Then ask students to add more things that they can do.Presentation(15 minutes)1.Individual work.2.Individual wor

7、k.3.The whole class work.4.Pair work.1.Do 1a & 1b. Read the passage by yourselves and point out the questions in 1a.2.Fill in the table.3.Look at the key sentences on the blackboard and remember them:One year ago, she couldnt do it at all. When she was five, she could dance just a little 4.Do 1c. As

8、k and answer in pairs:A：Can Jane fly a kiteB：Yes, she can do it very well. But she couldnt do it at all in the past.Then share your dialogs.1.Show the table in 1b and give students 3mins to read 1a by themselves. Then ask students to point out the questions in 1a and give some explanation.2.Let stud

9、ents fill in the table in 1b by themselves.3.Point out the key sentences in 1a on the blackboard.4.Let students ask and answer in pairs using the table in 1b. Then choose some pairs to show their dialogs.Consolidation (8 minutes)1.The whole class work.2.Individual work.3.The whole class work.4.Indiv

10、idual work.1.Do 2. Look at the picture and try to make sentences with it.2.Make sentences by yourselves.3.Listen to the teacher carefully.4.Describe your own experiences.1.Show the first picture and the key words in 2. Let students make sentences with it.(老师可以引导学生看图说话)2.Show the other pictures and l

11、et students make sentences with them by themselves.3.Correct the mistakes that students made.4.Give students some time to make some sentences that describe their experiences. Then ask some students to say their own sentences.Practice(10 minutes)1.Individual work.2.Individual work.3.The whole class w

12、ork.4.Individual work.1.Do 4a. Read 4a by yourselves.2.Match the words with their sounds.3.Read the words together.4.Do 4b. Read the sentences by yourselves and read after the tape, paying attention to the tones and the stress.1. Give students 2mins to read the words in 4a by themselves; Let some st

13、udents try to read the words.2.Choose some students to match the words with their sounds.3.Read the words together and pay attention to the word stress.4.Do 4b. Let students try to read the four sentences by themselves. Play the tape and ask students to read after the tape.Production(7 minutes)Group

14、 work.Survey your group members about the activities they couldnt do in the past and they can do now; And some group members report the result of the survey.1.To be a controller and helper.2.Assign the homework:Review the key sentences in Grammar and Functions;Write a passage about your own experien

15、ce using the sentences: I can . But I couldnt . When I was ./one year agoPreview the words in Section D.Teaching reflection:本节课的重点是帮助学生理解短文内容，并从中抽取重要信息。 在课堂教学中，要充分发挥学生学习的积极性和主动性，把课堂交给学生，让他们发现问题并试图解决问题，老师在课堂中起到引导学生和点播学生的作用。本节课在这些方面做的较好，但在实际教学中还需不断探究教学方法。. Blackboard designTopic 2 Can you sing an Engl

16、ish songSection C1. One year ago, she couldnt do it at all. 2. When she was five, she could dance just a little. 3. She can do it well now. But she couldnt do it at all in the past.Unit 2 Looking Different Topic 3 Whose jacket is this？Section AThe main activities are 1a and 2a. 本课重点活动是1a和2a。. Teachi

17、ng aims and demands 教学目标1. (1)Learn some possessive pronouns:mine, whose, hers, our, ours, their, theirs, yours(2)Learn other new words:then, bike, cat, banana, baby, bag, shirt2. Talk about possessions:(1)Is this your capNo, its not mine.Whose cap is it, thenIts Sallys.(2)Whose shoes are thoseTheyr

18、e our shoes. Theyre ours. Teaching aids 教具班上学生的衣服和文具等/录音机/图片/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)通过复习形容词性物主代词，导入名词性物主代词及其他生词和句型，易于学生理解，激发学生的学习兴趣。1. (1) (利用学生的衣服、文具及外貌来进行互动问答，对形容词性物主代词进行全面复习。)T: Hello, S1. What color is your hairS1: Hello, Mr. Chen. My hair is black.(选择两

19、位学生的同一颜色的笔进行问答。)T: What color are their pensSs: Theyre red.(指着一男生上衣提问)T: What color is his coatSs: Its blue.(指着一女生头发提问)T: Is her hair longSs: Yes, it is.(对穿着同一颜色鞋的两个学生提问。)T: S2&S3. Come here, please. What color are your shoesS2&S3: Er .T: Our shoes are black. (帮助学生答复。让学生猜our词义并讲解。)(板书形容词性物主代词。)your,

20、 my, their, his, her, our(2) (看黑板朗读这些词后，让学生间互相问答，进行连锁操练，注意手势的使用。)T: Ask and answer according to the words on the blackboard.S4: What color is your penS5: Its white. What color is his hairS6: Its black. What color are her shoesS7: Theyre green. What color are their booksS8: Theyre red. .S9: Is our sc

21、hool bigS10:Yes, it is./No, its small.2. (教师可以借用学生的书包、上衣、铅笔等，利用这些物品进行问答，导出新句型和新单词。)(举起书包，提问)T: Whats thisSs: Its a bag. (帮助学生答复。)(板书并要求学生掌握。)bagT: What color is it, then(板书并要求学生掌握。)thenSs: Its yellow.(请一位学生答复。)T: S11, please. Is this your bagS11:No, it isnt.(再请书包的主人来答复。)T: S12, please. Is this your

22、bagS12:Yes, it is.T: This bag is yours. Here you are. (运用肢体语言。)S12:Thank you.(拿出一支学生的钢笔，提问钢笔的主人，由此导入新的单词和句型。)T: S13. Look, whats thisS13: Its a pen.T: Whose pen is thisS13: Its my pen. (帮助答复Its mine.)T: Oh, the pen is yours. (强调) Here you are.(板书并要求学生掌握。)yourswhosemine(重复问答)T: Whose pen is thisS13:

23、Its my pen. Its mine.T: Here you are.S13: Thank you.(另外用一把女生的尺子进行问答，引出hers。)T: Whose ruler is thisS14: Its my ruler. Its mine.T: OK. Sit down, please. S15, whose ruler is thisS15: Its not my ruler. Its her ruler. (帮助答复)T: Yes, its her ruler. Its hers. (强调)(利用学生的文具等实物演示对话，引出其他的物主代词，并明确它们的意义。板书相对应的单词。

24、)hers, theirs, his, oursStep 2 Presentation 第二步 呈现(时间:6分钟)让学生听读1a对话，并操练和模仿，强化目标语言，帮助学生形成正确的语音语调。1. (出示1a图片，让学生听录音，答复以下问题，导入1a。)T: Look at the picture. Is the cap Janes Please listen to 1a, then answer the question.(板书并讲解。)Is the cap Janes2. (听1a录音，学生跟读。注意语音语调，并答复以下问题。)Whose cap is thisT: Listen to 1

25、a and repeat. Pay more attention to your pronunciation and intonation. And find out the answer to this question.(核对答案。)3. (把全班学生分成两组，互换角色操练对话。)Step 3 Consolidation 第三步 稳固(时间:8分钟)运用目标语言，创设情境。操练和表演对话，进一步稳固目标语言。1. (学生根据1a表演对话。)T: Ill ask some pairs to act it out.S1: Is this cap yours, S2S2: No, its not

26、 mine.S1: Whose cap is itS2: I think its S3s.2. (利用学生的衣服或文具等进行模仿对话，稳固新内容并完成1b。)T: Practice the conversation with your clothes or school things.S3: Is this pencil yours, S4S4: No, its not mine.S3: Whose pencil is itS4: I think its S5s.3. (用方框里的单词填空，核对答案后操练，完成3。)T: OK, lets look at the picture. Fill i

27、n the blanks with the words in the box. Then practice with your partner.(核对答案。)T: Nice work. Boys and girls, look at this one. Whats this(教师指着图片中的衬衫问。)Ss: Its a shirt.(教师帮助学生答复。)(板书并要求学生掌握。)shirt(让学生两人一组进行对话练习，然后找两三组同学表演3对话。)Step 4 Practice 第四步 练习(时间:13分钟)通过对2a的练习，师生总结本课所学目标语言，并运用目标语言进行造句，让学生熟练掌握所学知

28、识的同时，培养学生的归纳能力。1. (利用自行车和猫的图片来呈现新单词，然后把图片递给学生，进行师生互动问答。)(教师出示自行车的图片，指着自行车问。)T: Look at the picture. Whats thisSs: 自行车。T: Right. Its a bike. OK. S1, here you are. Now its yours.(用同样方法教学cat, banana。)(板书并要求学生掌握。)bike, cat, banana(利用图片进行师生问答。)T: S1, whose bike is thisS1: Its mine.T: Whose bike is thatSs

29、: Its hers.T: Oh. Its her bike.(板书并讲解。)Its her bike.Its hers.2. (放2a录音，学生跟读并注意语音语调。教师引导学生总结形容词性物主代词和名词性物主代词的用法。)T: Listen to 2a and repeat. Pay attention to the pronunciation and intonation.3. (让学生利用实物模仿2a进行对话。) S2: Whose pen is this S3: Its my pen. Its mine.4. (在小黑板上出示事先准备好的练习题，完成后核对答案。)(1)This is

30、(我的) pen. That is (你的).(2)Whose bag is this Its (他的).(3)This isnt (我的) book. (我的) is red. I think it is (她的).(4)This is (我们的) teacher. That is (他们的).(5) (你们的) bags are white. (我们的) are green.5. (教师利用图片讲解2b中出现的生词baby及其复数形式babies，让学生模仿例句造句，完成2b，核对答案。)Step 5 Project 第五步 综合探究活动(时间:8分钟)通过小组活动，激发学生学习兴趣，培养学生综合运用语言的能力和合作精神。1. (设计小组活动，谈论自己的文具。)(1)教师把学生分成六个小组，把每组同学的文具放在一起。(2)让学生谈论自己拿到的文具。(3)尽可能地使用所学过的主要句式。如： This is my/his/your pen/ruler/book The pen/ruler/book is mine/his/yours. Mine is big/blue/long S1: Is thi