仁爱7年级上 Unit3 Topic 3 Section D 教案

The main activities are 1, 2 and 5. 本课重点活动是1，2和5。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some phonetic symbols:

/h/, /r/, /w/, /j/.

2. Learn some useful words:

  kind, dear, be.

3. Review ordering food and having meals, offering, accepting, and refusing:

(1)May I take your order?

(2)Would you like something to drink?

(3)Would you like to have dinner with me?

(4)What would you like to eat?

(5)What do you usually have for breakfast?

(6)Help yourselves./Help yourself to some fish.

(7)What about some milk?

(8)What would you like to drink?

(9)Why not have some fish and eggs?

4. Review some other useful expressions:

(1)Good idea.

(2)All right.

(3)Wait a moment, please.

(4)Here you are.

(5)Me, too.

Ⅱ. Teaching aids 教具

录音机/单词卡片/多媒体PPT课件/投影仪或小黑板/图片/信封

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1  Review 第一步  复习(时间:15分钟)

1. (师生互致问候)

T:   How are you, boys and girls?

S_S: I’m fine. Thank you.

T:   Would you like to have a nice day?

Ss: Yes, I’d love to.

T:   Sit down, please.

Ss: Thank you.

2. (头脑风暴：把全班分成四个大组，老师提问题，每个组员只能回答一次，可以抢答，复习本话题所有词汇，答对一次画一面红旗，红旗数最多的组获胜，评为“最佳团体奖”，培养集体荣誉感。)

   (老师示范)

T:   鸡肉

S₁: chicken

T:   鱼肉

S₂: fish

   (反复进行，直到复习完所有单词，若某一组员不能回答，组内其他组员三秒内有一次机会给予帮助，无人帮助，机会给其他组。)

3. (男女挑战赛，复习本话题之句型。)

   把全班分成男、女两大组，每组依次各出一人，采用一问一答式，相互交换，每个人只有一次机会，调动每个人的积极性，问一句或答一句可得一面红旗，组内相同的问句不能超过三次，否则违规。

   (老师和一学生示范)

   T: Would you like some eggs?

   S: Yes, please. /No, thanks.

   (交换)

   S: Here you are.

   T: Thank you.

   (老师观察，所有句型均已提到，且有大部分已参与，即可停止。)

4. (即兴表演：三人一组，其中一人为waiter/waitress，运用所学就餐用语，演一个在酒店/饭店用餐的短剧。)

5. (给单词贴尾巴，复习可数名词与不可数名词。)

(老师把以前和本单元所有表示食物/饮料类的名称写在动物形的纸板上，贴在黑板上，然后把s写在尾巴形的纸板上；其中一部分尾巴什么也不写，表示不用加s，即不可数名词；给动物贴上正确的尾巴。)

6. (老师出示一个信封，引入新课题。)

    T: What’s this?

    S: It’s a letter.

    T: Yes, but do you know how to write an English letter? (用汉语翻译此句。)

    S: No, I don’t know.

    T: OK. I’ll teach you how to write an English letter today. (老师做写的动作。)

 

Step 2  Presentation 第二步  呈现(时间:10分钟)

1. (老师用power point出示各种形式的英文信件，让学生整体感知。也可以打印出来，让学生传看, 了解英文写作的多样性。)

T: Look at these letters and see how English people write letters. (用汉语讲how, write。)

2. (老师用课件或在小黑板上展示英文信件的基本框架。)

Dear …,   ××××××××××××××××××××××××××××××××××××××××××××××××××××××××× Yours, ×××

3. (老师板书)

dear

  T: (老师读该词) Do you know this word?

Ss: Yes, 亲爱的。(随着大众媒体的传播，学生都知道它。)

(老师解释)

T: In English letters, we usually use (翻译该词) this word to start a letter, but not only to

young men or young women, we can also say it to old people or kids.

(老师举例)

T: Dear … (用班上学生的姓名，有男也有女。)

(老师强调)

T: Use a comma (老师板书一个逗号，帮助学生理解。)after the name, not a colon (老师板书一个冒号。)

Dear sam, √ Dear sam: ×

(老师指着小黑板/课件中信的正文部分。)

T: This is the body of a letter (翻译成“正文”). Here you can write something that you want to

tell the receiver (翻译成“收信人”).

(用同样的方法，讲解信的结尾及签名。)

T: This part is the end of a letter (翻译成“结尾”). People usually use “Yours” and the writer       (翻译成“写信人”) has to write his/her name here (汉语：必须亲笔签名).

(老师展示几封内容简短的英语信件，以增强学生印象，了解文化常识。)

4. (老师展示两幅图片，一幅是一个凶神恶煞的壮汉正对一个弱者大动干戈，另一幅是一个

小朋友正给一个流浪汉一些食物。)

T: (出示图片一) This man is not kind.

(出示图片二) This boy is very kind.

(板书)

kind

(老师评论)

将老师的四句话以并列形式竖排，例如:

T: We should(用汉语翻译该词)be kind to other people.

Teachers should be kind to students.

We should be kind to our parents.

We should be kind to each other.

(老师板书)

be (am, is, are)

(老师用汉语解释be的用法，并举例。)

T: I want to be a teacher. I’m glad to be here. I’m happy to be with you. Are you glad to be a

student of mine?

(老师在叙述时，应重读be，突出be动词。)

5. (看课本75页2用方框中的词填空，老师核对答案，完成2。)

6. (播放1之录音，学生跟读，老师示范并纠正发音，直到正确为止，完成1。)

Step 3  Consolidation 第三步  巩固(时间:8分钟)

1. (运用课件，让已学过的音标和本节(Section D)的音标：/h/, /r/, /w/, /j/，一个一个慢慢飞出来，出来一个学生读一个，然后播放该音标的标准读音，学生跟读。)

2. (口头翻译句子，让学生加深对句型的记忆。)

此类操练，难度较大，需要采用师为主生为辅模式，且老师起带动作用，老师可以用英语也可以用汉语，学生则用相反的语言。

T: Would you like some milk?

S: 你想要点牛奶吗？

T: 你想喝点什么吗？

S: What would you like to drink?或Would you like something to drink?

(对于表现好的学生要给予表扬，对于有困难者，要多多提示。)

3. (找同义句)

   在本单元中，学习了不少同义句，让学生掌握这些句子，明白英语这门语言的灵活性。

    (用小黑板/投影仪均可，列出下列句子。)

A	1. Why not have some milk? 2. What would you like to drink? 3. What would you like to eat? 4. I like Chinese food very much. 5. I want some bread. 6. Would you like to have dinner with me? 7. Would you like some eggs?
B	A. Do you want some eggs? B. What about having dinner with me? C. I’d like some bread. D. Chinese food is my favorite. E. Would you like something to eat? F. Would you like something to drink? G. What about some milk?

  (学生配对完毕后，老师需稍作解释。)

Step 4  Practice 第四步  练习(时间:7分钟)

1. (给笔友写封信，介绍自己及家人的情况。)

教师强调，内容无需太多，但格式要正确，本活动旨在操练格式，句子可以不用完整句，为第二步作准备。

2. (老师检查完毕，鼓励学生大声朗读出来，可以培养学生的口头表达能力和落落大方的精神面貌。)

T: Now, who can read (翻译“读”) your letter to us?

(只要有学生站起来，无论好与否，都要给予鼓励，以激励更多的学生参与。)

2. (听3之录音，选择T或F，老师核对答案，完成3。)

3. (播放4a之录音，学生跟读。)

4. (播放4b之录音，学生跟读。)

5. (学生自读4a，4b之内容，并模仿语音语调。巩固加深。)

6. (老师从4a，4b中抽取5个句子，听写，完成4a，4b。)

T: Now, Let’s have a dictation (翻译“听写”).

①Would you like something to drink?

②What do you usually have for breakfast?

③May I take your order?

④Help yourself to some fish.

⑤Wait a moment, please.

Step 5  Project 第五步  综合探究活动(时间:5分钟)

1. (小小英语角，带着任务去交谈。)

老师把学生分成6人一组，组织一个小英语角，不准用汉语，运用前面所学知识，谈论家庭、食物。老师在各小组之间走动，提供帮助，鼓励胆小者大胆发言，完成5(1)中表格。

2. (把本单元所学的食物类名词归类。)

第一种方法：按food和drink归类。

第二种方法：按可数与不可数归类。

3. Homework：

①找一些自己的玩具，书刊带到学校，以备下节课使用。

②根据5(1)中谈话内容，写作文，40字左右。老师要求作文必须要有真实姓名，且必须写他人，内容要包括他人的个人信息，家庭信息。完成5(2)。

板书设计：

 

Would you like something to drink? Section D Dear Sam,√                       They are all kind to me. Dear Sam:×                       I’m very glad to be here. Yours,√                             be: am/is/are Love, ×