仁愛七下U7T1SC

1、 Section C . Material analysis本節(jié)課是第七單元話題一的第三課時，繼續(xù)談論康康生日的話題，主要活動是1a和2a。通過Michael猜測Maria送給康康的生日禮物展開，在復習描述物體顏色的句型的基礎上學習描述物體形狀、尺寸、用途等特征的句型。本課的語法點是be動詞引導的一般過去時的一般疑問句及其肯定和否定回答：Was it like .? Yes, it was. /No, it wasnt. 語音板塊繼續(xù)鞏固字母組合ow, ou的讀音規(guī)則，訓練學生辨音的技能。. Teaching aimsKnowledge aims能夠根據(jù)已學語音、音標以及發(fā)音規(guī)則，正確朗讀、拼

2、寫下列詞匯：present, shape, afraid, star, mouse, square等； 能夠熟練使用描述物體形狀、尺寸、用途的表達方式，如： （1）Whats the shape of .? = What shape is .? Its . （2）How long/wide is it? Its .centimeters long/wide. （3）What do we use it for? We use it to . 能夠運用以下句型詢問和描述物體，如： （1）What is it like? （2）Whats the shape of ?=What shape is?

3、Its （3）Was it like .?Yes, it was./No, it wasnt. 練習、鞏固字母組合ow, ou的讀音規(guī)則，能夠有意識地注意句子重音、畫線部分字母組合的發(fā)音特征； 復習be 動詞的一般過去時態(tài)。 2. Skill aims 能夠聽懂有關描述生日禮物特征的語段； 能夠根據(jù)圖文應用本課所學的表達方式和同伴就描述物體形狀、尺寸、用途等特征進行交流； 能夠用正確地語音、語調(diào)朗讀對話； 能夠參照圖片或范例寫出簡單的描述物體特征的句子。3. Emotional aims 1.采用游戲、對話、競賽等靈活多樣的授課方式，培養(yǎng)學生學習英語的興趣； 2.鼓勵學生敢于開口，積極參與活動

4、。. The key points and difficult pointsKey points 能夠掌握描述物體形狀、尺寸、用途等特征的表達方式： Whats the shape of .? = What shape is .? Its . How long/wide is it? Its .centimeters long/wide. What do we use it for? We use it to . 能夠運用be動詞引導的一般過去時的一般疑問句及其肯定、否定回答： Was it like .? Yes, it was. /No, it wasnt. 2. Difficult po

5、ints be動詞引導的一般過去時的一般疑問句及其肯定、否定回答： Was it like .? Yes, it was./No, it wasnt. Learning strategies1.能將描述物體特征等表達法運用于實際生活；2.培養(yǎng)借助圖片等非語言信息理解閱讀和聽說的習慣。. Teaching aids 多媒體、黑板和錄音機. Teaching procedures Step Interaction patternsStudent activityTeacher activityIntroduction (6 minutes)The whole class work.The whol

6、e class work.3.The whole class work.4.The whole class work.1.Focus their attention on the teacher.2.Count the numbers from 1-21 first; Count the ordinal numbers from first to twenty-first.3.Answer the teachers questions.4.Listen to the teacher carefully，and guess the meaning of present.Get students

7、ready for learning.Let students count the numbers from 1 to 21（基數(shù)詞在前，序數(shù)詞后數(shù)）.3.Ask some students some questions: When is Kangkangs birthday? Whats the date today?(老師可以讓學生分別用兩種方式回答)4.Suppose a situation: Maria brings a present for Kangkang. Now, Michael is guessing the present. Whats it? Do you know?(

8、老師可以讓學生猜測present的意思)Presentation(10 minutes)Individual work, the whole class work and pair work.2.The whole class work.3.Pair work.Do 1a. Listen to the tape; Answer the questions; Listen and follow the tape; Ask and answer in pairs. Make up a new dialog and act it out.Listen and look at the screen.D

9、o 2a. Answer the teachers question: T:What is it like?S:It is like a flower. T:Was it like a flower before?S:No, it wasnt. It was like a star. Then practice the dialog in pairs and act it out.Play the tape and let students listen to the tape carefully; Choose some students to answer the questions: W

10、hats the shape of the present? What color is it? Whats it? Play the tape again and let students follow it. Let students ask and answer in pairs and make up a new dialog according to 1a. Then choose two groups to show it to the class.Point out the key sentence on the screen: Whats the shape of .? =Wh

11、at shape is .? Its . (1b選做)3.Point out the first group of picture in 2a and ask students some questions. Show the next group and let students practice 2a in pairs(老師可以給學生們講解be動詞引導的一般疑問句的句型結構)；Choose two groups to act it out.Consolidation (12 minutes)The whole class work.The whole class work.3.The wh

12、ole class work and pair work.1.Do 2b. Answer the question: Its a circle.Answer the question: Its a square. Learn the new words. Say out the words quickly and practice the dialog according to the examples in 2b.3. Do 3. Listen to the teacher carefully; Make dialogs in pairs and share their dialogs wi

13、th the whole class.1.Bring out a piece of square paper and make a circle from it. Then ask the question: What shape is it?（老師可以引導學生回答）2.Point out the other question: What shape was it before?(老師引導學生作答)In the same way, teach the new words: triangle, rectangle, oval.Play a gameShow the shapes on the s

14、creen quickly and let students say out the words quickly.3.Take out a pencil-box and ask and answer the questions: What shape is it? It is a .How long/wide is it? Its .centimeters long/wide. What do we use it for? We use it to . (老師解釋centimeter);Show the pictures of an MP4 and a computer on the scre

15、en and let students make dialogs in pairs.Practice(10 minutes)Individual work.Individual work.1.Do 4a. Listen to the tape and circle the word you hear. Check the answers.2.Do 4b. Read by yourselves. Then read after the tape. And some students read them out.1.Show the words in 4a on the screen and pl

16、ay the tape. Ask students to do 4a and choose some students to check the answers.Give students some time to read 4b by themselves aloud. Play the tape and let students follow the tape. Ask some students to read these sentences out.Production(7 minutes)Group work.Guess the object with the key sentenc

17、es: What shape is it? How long/wide is it? What do we use it for? 1.Prepare a bag of objects and show them to the whole class. Put one into a bag, next, let one student of the group guess it; The group that guess the most objects with the least time is the winner. Finally, make a summary about the g

18、ame.2. Assign the homework: Review the key words and sentences;Copy the new words for five times;Make a short dialog with the key sentences;Preview Section D.Teaching reflection:本節(jié)課主要學習運用重點句型詢問和描述物體形狀、尺寸、用途的表達方式，并復習了be動詞的一般過去時態(tài)。在課堂教學中，詢問物體形狀、尺寸、用途的表達方式容易被學生們接受，但是，表示形狀的詞匯學生掌握起來較難。因此，老師要幫助學生用一些單詞記憶策略來記憶單詞。. Blackboard designTopic 1 Whe