Unit 3 Getting together Topic 1 Does he speak Chinese? SectionC 教案

教案
教材分析和教学目标 一．教材分析：这节课是仁爱英语七年级上册第三单元第一个话题SectionC的内容。主要围绕有关认识朋友，谈论喜好等话题展开。此话题贴近学生的实际生活，可以让学生感受到英语在生活中的实践意义，从而提高他们学习英语的积极性。在此之前学生已经初步学习了Li Xiang 和Jane交朋友并谈论喜好，Jane 和Kangkang谈论笔友。本课介绍了Jane, Sally和“我”在学习上互相帮助。在此过程中学习如何表达个人喜好。主要的句型有：Does he/she like … He /She likes…a little/very much / a lot; 以及动词第三人称单数一般现在时的陈述句，一般疑问句及其肯定和否定回答；最后通过Project: The Drift Bottle的活动组织学生通过漂流瓶交朋友，对所学内容进行积极应用。二．教学目标1. 能正确朗读并拼写单词:many, so, them, each, all2. 能够听懂，会读，会用本课所学短语:a little, each other3. 能够熟练掌握并应用关于谈论喜好的基本句型:1)---Jane, do you like Chinese ---Yes, I like it a little/very much/a lot.2) ---Does he/ she like Chinese ---Yes, he/ she likes it a little/ very much/ a lot. ---No, he/ she doesn’t like it at all.
教材分析 重点难点 1.重点：熟练掌握并能够正确应用谈论喜好的句型:1)---Jane, do you like Chinese ---Yes, I like it a little/very much/a lot. 2)---Does he/ she like Chinese ---Yes, he/ she likes it a little/ very much/ a lot. ---No, he/ she doesn’t like it at all.2. 难点： 能准确的应用所学的词汇和词组。能熟练的谈论不同程度的喜好，并准确的应用于书面表达中来介绍他人。
教学教学策略设计与学习活动规划 <一> 教学策略设计：情境教学策略：利用漂流瓶交朋友的方式作为本节课的主线展开教学，培养学生互相帮助的合作精神，激发学生的学习热情和兴趣并能够主动的达到学以致用的目的。任务型教学策略：本节课根据阅读文教学目标设置相关课堂教学任务让学生通过自主学习的能力培养听，说，读，写的能力。 <二> 学习活动规划：1. Lead-in and learn new words：通过漂流瓶交新友的方式展开新课并教授单词。这个环节既复习了上一节课一般疑问句又引出了新单词，同时为本节课最后的写作打下铺垫，教师起了个示范作用。同时用漂流瓶引出交友话题作为本节课的线索贯穿整节课。2. listening：通过阅读前预测，听力后验证的活动，训练学生预测能力和听力；3.通过快速阅读课文完成判断正误题理解短文大意,目的是为了培养学生自主阅读的能力。对错题让学生用举书和举交叉手臂的手势来表示，目的是为了吸引学生的兴趣以及教师更直观的看到学生完成练习的效果。抢答题以小组积分的方式来刺激学生回答问题的热情和欲望，有效的活跃课堂。4. Reading：通过熟读课文回答问题掌握课文重点句型，达到精读课文，熟练掌握语言点的目的。5. Speaking:Work in pairs通过对话活动，进一步学习喜好的表达法. 这个环节设计的目的是让学生有效的输出所学知识点，让学生两两操练对话，训练他们的口头表达能力，并且通过训练能熟练掌握新的句型。并应用于实际生活中。6. Exercise :fill in the blanks：根据首字母填空的设计目的是让学生在本节课听说读的基础上能够综合运用所学单词和句型，从而提高语言的综合应用能力。是对本节课阅读文学习的一个有效的输出方式，从而检验学生学习课文的成果。7. Make new friends and write a short passage：最后一个环节是学生通过漂流瓶交到新朋友，并用所学的表达方式采访新朋友，然后写一篇文章介绍新朋友，并做口头报告。设计这个环节的目的是对学生把所学知识点在听说读的基础上提升到写的层面上来，提高学生书面表达的能力，这是本节课的提升部分，是学生综合能力得到训练的表现。
教学方法 情境教学和任务型教学 教具 幻灯片，漂流瓶 课时 1 设计说明
教学过程简记 Step 1 Organization（20seconds）Teacher and students greet each other.Step 2 Lead-in and learn new words. (5m) Show drift bottles on the screen, get students to know these are drift bottles and we can make new friends through them, then show a bag of drift bottles and say like :T: Look! There are so many bottles here, (作个比较夸张的动作来体现many,并板书)many means a lot of ,you know there is a name in each bottle ,now I will choose a new friend from them(板书them,引导学生理解).(挑选出一个瓶子，打开纸张，读出里面的名字)Oh, S1 , it’s you. Now let me know more about you.T: Do you come from China S1: Yes.T: Where do you live S1:I Live in Ningde(或者其他地方)。T：How old are you S1: I am 13years old.T：Who is your favorite actor S1: My favorite actor is Jackie Chan(或者其他演员)。T：Oh, you like Jackie Chan very much. But I don’t like him very much, I like him a little.(板书like…a little,引导学生理解).接着再问：T：Do you like TFBOYS S1: No, I don’t like them at all.(引导学生使用not…at all )T: Oh, They are very lovely, and I like them very much..(板书they are…和…like them ，don’t/doesn’t like …at all引导学生注意they, them的用法)。T: Do you like Chinese ？S1：Yes, I like it a little.T: Do you like English S1: No, I don’t like it.T: Oh, your English is not very good. Don’t worry, my English is good, so(板书so)I can help you. I think we can help each other.(板书each other,引导学生理解这个词)如果学生回答的是Yes, I do .I like it. 教师可以回答：Oh, my English is not very good, can you help me S1: Yes.教师就可以回答：Great! You can help me English, I can help you Chinese, so we can help each other.教师采访学生的过程中把单词给教授完毕，跟读单词2遍。Step3 listening(2m)1.教师由交到新朋友这一话题引入到课文，这样开始：T：We know everyone has many good friends. Li Xiang has two good friends ,they are Jane and Sally(幻灯片展示三个好朋友Li Xiang, Jane and Sally)They are good friends. Can you guess why they are good friends （幻灯片展示阅读前预设的问题，让学生预设问题的答案）Now listen to the text carefully to find out the correct reason.2. Listen to the text to find out the correct reason。Step4 Reading(6m)Get students to read the text quickly and try to choose True or False, and finish 1b.Jane, Sally and I are in the same class. True FalseJane is from America. True FalseI don’t like English at all. True FalseSally speaks English very well. True FalseJane helps me with my English. True False 2. Have a competition to answer the questions, someone who can answer the question correctly will get one score for his/her group.According to 1a,answer the following questions. 1.Does Jane like English Yes, she likes it a lot/very much. 2.Does Sally like Chinese Yes, she likes it very much/a lot. 3.Does Li Xiang like English Yes, he likes it a little. 3. Read the text together and pay attention to the students pronunciation and intonation.Step5 Work in pairs(7m)T：Now we know Li Xiang likes English a little, what about Li Xiang’s classmate. Let’s look at the table in 2b and talk to your partners about them. I will give you 3minutes to talk, then I will ask some pairs of students to ask and answer.Get students to act out the dialogue .Step6 Exercise (3m)According to the first letter, get students to fill in the blanks and then check the answers. Then read the short passage together.Jane and Sally a____ my good friends，Jane c______ from Canada, Sally is from America. They s_____ English. Many students in our class l_____ English a lot，but I like it a little. S__my English is not very good. Jane and Sally often h_____ me with it. And I often help them w___ Chinese. We help e___ o____.Step7 Make new friends and write a short passage(18m)Do an activity, divide students four people a group to do it. Everyone will get a drift bottle, they can write down their own name on the paper and put the paper into the bottle. Put the four bottles into a bag and everyone choose one of the bottle, you will get a new friend, you can talk to her or him to get more information like this (指着板书，在引入课文部分教师采访学生的信息，让学生模仿). If you get your own bottle, you can introduce yourself to us. Write a passage, and I will ask some students to make a report.(幻灯片展示活动规则，以及学生采访时需要问到的问题)这个部分可以给学生10分钟时间准备。2.Get some students to make a report.Step6 Sum up the language focus。（2m）HomeworkRecite the new words.Recite 1a.Finish exercises of SectionC.Preview SectionD. 这个环节是通过漂流瓶找寻新朋友，教师示范交到一个新朋友并采访他，并且得到他的相关信息，这个环节既复习了上一节课一般疑问句又引出了新单词，同时为本节课最后的写作打下铺垫，教师起了个示范作用。同时用漂流瓶引出交友话题作为本节课的线索贯穿整节课。这个环节阅读前的预设问题，让学生猜测答案目的是引起学生对学习新课的兴趣和动力。通过听力来验证答案目的是训练学生的听力。这个部分让学生快速阅读，然后完成对错题以及抢答题。目的是为了培养学生自主阅读的能力。对错题让学生用举书和举交叉手臂的手势来表示，目的是为了吸引学生的兴趣以及教师更直观的看到学生完成练习的效果。抢答题以小组积分的方式来刺激学生回答问题的热情和欲望，有效的活跃课堂。这个环节设计的目的是让学生有效的输出所学知识点，让学生两两操练对话，训练他们的口头表达能力，并且通过训练能熟练掌握新的句型。并应用于实际生活中。根据首字母填空的设计目的是让学生在本节课听说读的基础上能够综合运用所学单词和句型，从而提高语言的综合应用能力。是对本节课阅读文学习的一个有效的输出方式，从而检验学生学习课文的成果。这个环节是学生通过漂流瓶交到新朋友，并用所学的表达方式采访新朋友，然后写一篇文章介绍新朋友，并做口头报告。设计这个环节的目的是对学生把所学知识点在听说读的基础上提升到写的层面上来，提高学生书面表达的能力，这是本节课的提升部分，是学生综合能力得到训练的表现。
板书设计 Unit3 Topic1 Section Cmany Name: S1they are… From: China…like them Live in Ningdelike…a little Age: 13don’t/doesn’t like…at all like Jackie Chan very muchso doesn’t like TFBOYS at alleach other Like Chinese a little Like English very much
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