最新仁爱版初中英语七年级上册Unit 1Topic 3 How old are youD公开课教学设计.docx
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最新仁爱版初中英语七年级上册Unit1Topic3HowoldareyouD公开课教学设计
Unit1MakingNewFriends
Topic3Howoldareyou?
教学内容分析及课时分配建议：
本话题以Howoldareyou?
为指引，在前两个话题的基础上引入新内容的学习，包括询问年龄、年级、班级等个人基本情况的表达以及辨认物体、单词单复数、基数词11~20以及文具类词汇等的学习。
主要句型和语法：
Howoldareyou?
Whatclass/gradeareyouin?
What’sthis/thatinEnglish?
Howdoyouspellit?
Whatarethese/those?
Arethose/these...?
等。
本话题还设计了音标的专项学习，即元音字母i和辅音字母的读音规则，帮助学生逐步形成拼读和拼写的能力，为他们的自主学习打下良好的基础。
本话题建议用5课时完成：
第一课时：
SectionA-1a,1b,2a,2b,3
第二课时：
SectionB-1a,1b,1cSectionA-4a,4b
第三课时：
SectionB-2a,2b,3SectionC-3a,3b
第四课时：
SectionC-1a,1b,2
第五课时：
SectionD-GrammarandFunctions,1,2,Project
第四课时（SectionC-1a,1b,2）
教学设计思路：
本课时继续学习询问和辨认多个物体的功能句、学习可数名词单复数的变化。
本课时从师生对话复习辨认物体的表达法即What’sthis/thatinEnglish?
Howdoyouspellit?
Canyouspellit,please?
入手，在对话中借助图片和音标学习本课新单词book,egg,car,orange及功能句Whatarethese/those?
Theyare…Arethese…?
Yes,theyare./Notheyaren’t.解决所有生词和功能句之后通过完成任务的形式完成相关学习内容。
Ⅰ.Teachingaims
1.Knowledgeaims：
（1）学会用Whatarethese/those?
Theyare…Arethese…?
Yes,theyare./Notheyaren’t.询问、辨认物体。
（2）学习新单词book,egg,car,orange，ruler，car,box等。
（3）学习可数名词单复数。
2.Skillaims:
（1）能够听懂有关询问、辨认多个物体的简单对话。
（2）能够就询问、辨认多个物体的话题进行简单的交流。
（3）能用英文写出所学实物以及辨认物体的简单句。
3.Emotionalaims:
鼓励学生形成积极大胆善于观察和总结的良好学习习惯。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
（1）Wordsandexpressions:
book,egg,car,orange,ruler,car,box
（2）Sentences:
Whatarethese/those?
Theyare…
Arethese…?
Yes,theyare./Notheyaren’t.
（3）区分可数名词单复数形式的表达法。
2.Difficultpoints：
可数名词单复数形式及用法。
Ⅲ.Learningstrategies
1.借助图片和音标记忆单词。
2.在阅读过程中善于根据图片推测大意。
Ⅳ.Teachingaids
录音机/多媒体/小黑板/图片
V．Teachingprocedures
Stage1（8mins）：
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1.（Classactivity）
Greet,reviewandcheckthehomework.
T:
Goodmorning,boysandgirls!
T:
What’sthisinmyhand?
Canyouguess?
T:
No,itisn’t.Pleasetryitagain!
T:
Clever.Howdoyouspellit ?
T:
YesterdayIaskedyoutomakeaconversationlikethis.Whocanshareyourhomeworkwithus?
Youcaninviteapartner.
T:
Yourtoneisverygood.Anothergroup,please?
Greet,reviewandcheckthehomework.
Ss:
Goodmorning,MissLi!
Ss:
Isthatapen?
Ss:
Isthatatoy?
Ss:
T-O-Y,toy.
Group1:
S1:
What’sthatinEnglish?
S2:
Isthatapen?
S1:
No,itisn’t.
S2:
Isthatatoy?
S1:
Yes,Itis.
Group2…
通过师生问候、对话进行复习。
2.（Classactivity）
Showthenewwords,picturesandphoneticsonthescreen.
T:
What’sthisinEnglish?
T:
Yes,itisanegg.What’sthisinEnglish?
T:
book/bʊk/.What’sthisinEnglish?
T:
Yes,welldown.What’sthis?
T:
/ru:
lə/
T:
What’sthis?
T:
/'ɔrɪndʒ/
T:
Pleasereadthesewordsingroups.Ifyoucan’tyoucanaskothersforhelp.
T:
Nowlookatthesepicturesandanswermyquestion.What’sthisinEnglish?
T:
What’sthisinEnglish?
T…
Trytoreadandlearnnewwords.
Ss:
/e//g/
Ss:
/b//k/
Ss:
/ka:
/
Ss:
ruler.
Ss:
/ru:
lə/
Ss:
orange.
Ss:
/'ɔrɪndʒ/
Ss:
Itisanegg.
Ss:
Itisanorange.
Ss:
...
根据图片、音标自己拼写单词，学生能够更好地掌握新词。
Remark：
老师鼓励学生大胆尝试，自己拼读单词，对于拼错的同学鼓励其多拼读。
Stage2（10mins）：
Pre-reading
Step
Teacheractivity
Studentactivity
Designingpurpose
1.（Classactivity）
Showsomeeggs,cars,oranges,rulers,booksonthescreen.
T:
What’sthisinEnglish?
T:
Yes,itisabook.Lookathere.Theyare…
T:
Howmany?
T:
Good,Picture2.
T:
Picture3.
T:
Picture4.
T:
Picture5.
T:
Great.Butpleaseremember:
boxesweshouldadd–es.What’sthisinEnglish?
T:
Whatarethese?
T:
Theyareeggs.Whatarethese?
T:
Whatarethose?
T:
Whatarethose?
T:
Askandanswerinpairswiththewordsonthescreen.
T:
Whichpairwouldliketoactoutyourdialog?
T:
Perfect!
Anotherpair?
Lookattheseobjectsandlearnthepluralformofnouns.
Ss:
Itisabook.
Ss:
Books.
Ss:
Fivebooks.
Ss:
Threeoranges.
Ss:
Eighteggs.
Ss:
Fourrulers.
Ss:
Twoboxes.
Ss:
It’sanegg.
Ss:
Theyareeggs.
Ss:
Theyarecars.
Ss:
Theyaretoys.
Ss:
Theyareoranges.
Group1:
S1:
Whatarethese?
S2:
Theyarerulers.
S1:
Whatarethose?
S2:
Theyarebooks.
Group2:
…
通过图片的形式巩固所学新词复习可数名词的单复数。
在对话过程中学习新句型Whatarethese/those?
Theyare…
2.（Groupwork）
Guidestudentstofinish2.
T:
Lookat2andfillintheblanks.Thenwe’llcheckanswerstogether.
T:
Haveyoufinishedit?
Finish2.
Ss:
two,four,three,five,six,seven
通过上一步对可数名词单复数的引入及练习，及时完成2以巩固所学内容。
3.（Classactivity）
Playagametopracticemore.
T:
Boysandgirls,let’splayagame.
T:
Lookatthescreen,herearesomepictureswithwordslikerulers,toys,books.Iwillcoverthepictureandwords.Youchooseonepictureandguesswhatthepictureis.
T:
Picture1.Whatarethese?
T:
Oh,no.Guessagain.Youcansay:
Arethey…?
E.g.Aretheybooks?
T:
Let’shavealook.Yes,theyare.
T:
Picture2.Guess,please!
T:
Lookatpicture3.Arethoseoranges?
T:
Picture4.
T:
Yes,theyare.Practiceinpairsandthenperformit.
T:
Areyouready?
Whichgroupwouldliketobethefirst?
T:
Goodjob.Group2,please.
T:
NowIbelievemostofyouknowhowtoaskobjects.Igiveyou2minuetstopracticeandcheckingroups.Makesureeveryoneofyoucanmasterthem.
Joininthegameandpracticemore.
Ss:
Wow.
Ss:
OK.
Ss:
Theyarebooks.
Ss:
Aretheytoys?
Ss:
Aretheyrulers?
Ss:
Yes,theyare.
Ss:
Arethoseeggs?
Group1:
S1:
Aretheyboxes?
S2:
No,theyaren’t.Aretheycars?
S1:
Yes,theyare.
Group2:
S1:
Arethoseoranges?
S2:
Yes,theyare.
Ss:
…
通过猜物体的游戏学习新句型Arethey/these/those…?
Yes,theyare.No,theyaren’t.
Remark：
老师在学生自主学习的时候多给予指导。
Stage3（8mins）：
While-reading
Step
Teacheractivity
Studentactivity
Designingpurpose
1.（Individualwork）
Showthepicturesin1aandfinish1a.
T:
LookatPicture1.CanyouguesswhatMichaelandMissWangaretalkingabout?
T:
Wow,differentanswers.Maybeyouareright.Picture2.
T:
Soundsgood.Picture3.
T:
Picture4.
T:
Nowlet’sread1aandcheckyouranswers.
T:
Read1aagaincarefullyandnumberthepictures.Thenwe’llchecktheanswertogether.
T:
Haveyougottheanswer?
Guessandpredictthepictures.
Ss:
Whatarethey?
Ss:
Arethey…?
Ss:
Whatarethese?
Ss:
Arethese…?
Ss:
Theyare…
Ss:
Whatarethose?
Ss:
Arethose…?
Ss:
…
Ss:
2,1,4,3
通过预测活动培养学生的预测能力也让阅读的过程变得更加有趣。
2.（Groupwork）
Getstudentstopracticeandactouttheconversationinpairs.
T:
Nowpleasepracticetheconversationinpairs.Youcanchoose1,2,30r4pictures.Butdon’tlookatyourbookswhenyouareperforming.
T:
Timeisup.Wouldyouliketoshowyourconversationtous?
T:
Good.Youchosepicture1.Goon,please!
T:
Youchose2pictures.Nice.Anothergroup,please!
Practiceandactouttheconversationinpairs.
Ss:
…
Group1:
S1:
AretheseEnglishbooks?
S2:
No,theyaremaps.
Group2:
S1:
Hi!
MissWang!
Whatarethese?
S2:
Theyarebooks.
S1:
AretheyEnglishbooks?
S2:
Yes,theyare.
S1:
AretheseEnglishbooks?
S2:
No,theyaremaps.
Ss:
…
通过排序并表演对话完成1a.
Remark：
阅读课中，要注意培养学生的阅读策略，比如通过看图片预测阅读内容的方式。
Stage4（10mins）：
Post-reading
Step
Teacheractivity
Studentactivity
Designingpurpose
（Groupwork）
Guidestudentstofinish1b.
T:
Fillintheblanksin1bbyyourselvesandpracticetheconversationinpairs.ThenIwillinvitesomeofyoutochecktheanswers
T:
Areyouready?
T:
Yousetagoodexample.Picture2?
T:
Youranswersaregood.IhopeyoucanuseyourbodylanguagemorelikeGroup1.
T:
Perfect.Goon,please!
T:
Great.
Finish1b.
Group1:
S1:
Whatarethese?
S2:
Theyarecars.
S1:
Thankyou.
S2:
That’sOK.
Group2:
S1:
Arethoseeggs?
S2:
Yes,theyare.
S1:
Thankyou.
S2:
Youarewelcome.
Group3:
S1:
Whatarethese?
S2:
Theyarebooks.
S1:
Thanks.
S2:
Youarewelcome.
Group4:
S1:
Arethoseoranges?
S2:
No,theyaren’t.
S1:
Whatarethey?
S2:
Theyareapples.
S1:
Thanks.
S2:
That’sOK.
完成1b，并与同伴练习。
Remark：
操练过程中尽量让每个同学都有展示的机会。
Stage5（4mins）：
Summarizingandassigninghomework
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
EncouragetheSstosummarizethekeypoints
T:
Classwillbeoversoon.Let’ssummarizethekeypointstogethernow.
T:
Soundsgreat!
Ihopeyouwillrememberthem.
Summarizethekeypoints.
Ss:
abooktwobooks
arulerfourrulers
aneraserthreeerasers
anorangefiveoranges
abussixbuses
aboxsevenboxes
Whatarethese/those?
Theyare…
Arethese…?
Yes,theyare.Notheyaren’t.
归纳总结本课的知识点。
2（Classactivity）
AssignHMK.
T:
Fortoday’sHMK,I’dlikeyouto1.PreviewsectionD.
2.Thinkaboutwhatyoulearned.
3.Writeaconversationonyourexercisebook.Youcanusethestructuresin2.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
强调在做家庭作业时，别忘了口头作业。
VI.Blackboarddesign
Unit1MakingNewFriends
Topic3Howoldareyou?
第四课时（SectionC-1a,1b,2）
arulerfourrulers
aneraserthreeerasers
anorangefiveoranges
abussixbuses
aboxsevenboxes
Group1:
Whatarethese/those?
Theyare…
Arethese…?
Yes,theyare.Notheyaren’t.
Group2:
Group3:
Group4:
Group5:
升级会员 