七年級英語上冊《Unit 3 Getting Together Topic 3 What would you like to drink？Section D》教學設計 （新版）仁愛版

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1、 《Unit 3 Getting Together Topic 3 What would you like to drink？Section D》 Ⅰ. Teaching aims and demands 教學目標 1. Learn some phonetic symbols: /h/, /r/, /w/, /j/ 2. Learn some new words and a phrase: dear, kind, such as, be 3. Review ordering food and having meals. Ⅱ. Teaching aids 教具

2、 錄音機/單詞卡片/多媒體課件/投影儀或小黑板/圖片/信封 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:12分鐘) 通過競賽、表演、游戲等方式，幫助學生進一步鞏固本話題的功能語言。 1. (頭腦風暴，復習本話題所有的詞匯。) (將學生分成四組，組之間進行搶答。若某一組員回答不上來，組內其他組員三秒內有一次機會給予幫助。若無人幫助，機會轉給其他組。答對一次，畫一面紅旗，評出優(yōu)勝組，并頒發(fā)“最佳團體獎”。培養(yǎng)學生集體榮譽感。) T: Hello, boys and girls. Do you rem

3、ember all the words in the topic? Now let’s PK. I’ll divide you into four groups. Try your best to speak out the word quickly when I say it in Chinese. The group which get the most red flags will be winner. Are you clear? Please go. (教師示范。) T: 雞肉 S1: chicken T: 魚肉 S2: fish 2. (男女挑戰(zhàn)賽，復習本話題的句型。)

4、 (把全班分成男、女兩大組，每組依次各出一人，采用一問一答式，相互交換，每個人只有一次機會，問一句或答一句可得一面紅旗，組內相同的問句不能超過三次，否則違規(guī)。) T: OK. Now boys can make a challenge for girls by asking and answering. You can use the important sentences in the topic. You can begin like this: (教師和一學生示范。) T: Would you like some eggs? S3: Yes, please. /No, than

5、ks. (交換角色。) S3: Here you are. T: Thank you. (教師觀察，若本話題所有句型均已提到，且大部分學生已參與，即可停止。) 3. (即興表演：三人一組，其中一人為waiter/waitress，運用所學就餐用語，演一個在酒店/飯店用餐的短劇。) 4. (給單詞貼尾巴，復習可數(shù)名詞與不可數(shù)名詞。) (教師把以前所學和本單元所有表示食物/飲料類的名稱寫在動物形的紙板上，貼在黑板上，然后把s寫在部分尾巴形的紙板上；另一部分尾巴什么也不寫，表示不加s，即不可數(shù)名詞。給動物貼上正確的尾巴。) 5. (教師出示一封信，引入新課題。) T: What’

6、s this? Ss: It’s a letter. T: Yes, do you know how to write an English letter? (用漢語翻譯此句。) Ss: No, we don’t know. T: OK. I’ll teach you how to write an English letter today. (老師做寫的動作。) (導入2a。) Step 2 Presentation 第二步 呈現(xiàn)(時間:10分鐘) 學習2a短文。幫助學生了解并掌握英文信件的書寫格式，拓展他們的文化視野。 1. (教師用幻燈片出示各種形式的英文

7、信件，讓學生整體感知。也可以打印出來，讓學生傳閱, 了解英文寫作的多樣性。) T: Look at these letters and see how English people write letters. 2. (教師用課件或黑板展示英文信件的基本框架。) Dear …, Yours, (板書并要求學生掌握。) dear T: Do you know this word? Ss: Yes. 親愛的。(隨著大眾媒體的傳播，學生都知道它。) (教師解釋。) T: In English letters, we usually use (翻譯該詞) this

8、 word to start a letter, not only say it to young men or young women, but also to old people or kids. (教師舉例。) T: Dear … (用班上學生的姓名，有男也有女。) (教師提醒學生注意“Dear … ,”的標點符號。) Dear Sam, √ Dear Sam: (教師指著小黑板/課件中信的正文部分。) T: This is the body of a letter. Here you can write something that you want to tell

9、the receiver. (用同樣的方法，講解信的結尾及簽名。) T: This part is the end of a letter. People usually use “Yours,” and the writer has to write his/her name here. (教師展示幾封內容簡短的英語信件，以增強學生印象，了解文化常識。) 3. (教師展示兩幅圖片，一幅是一個兇神惡煞的壯漢正對一個弱者大動干戈，另一幅是一個 小朋友正給一個流浪漢食物。) T: Do you like this man? (出示圖片。) Ss: No. We don’t like

10、him at all. T: Neither do I. Because he is not kind. What about the boy? (出示另一圖片。) Ss: We like him very much. T: Good. The boy is very kind. (板書讓學生猜測詞意，然后領讀并要求學生掌握。) kind (然后教師用be kind to說出下列四句話，幫助學生加深對kind的理解，以此引出生詞be。) 例如: T: We should be(用漢語翻譯該詞) kind to other people. Teachers should be

11、kind to students. We should be kind to our parents. We should be kind to each other. (板書，解釋，然后領讀，要求學生掌握。) be (am, is, are) (教師用漢語解釋be的用法，并舉例。) T: I’m glad to be here. I’m happy to be with you. Are you glad to be a student of mine? Do you want to be a teacher when you grow up? (教師在敘述時，應重讀be，突出

12、be動詞。) 4. (播放2a錄音，學生跟讀，并畫出有用的短語。) T: OK. Here’s a letter for Jack. Do you want to know who writes it? Please listen to the tape and repeat. Then underline the useful phrases. (核對答案。) T: Who is the letter from? Ss: Jane. T: Right. We know the phrases in the letter are very important,

13、such as be kind to, have dinner, be glad to be here. Can you remember them? Ss: Yes. (教師板書such as讓學生猜測其意，然后領讀并要求學生掌握。) such as Step 3 Consolidation 第三步 鞏固(時間:8分鐘) 根據(jù)關鍵詞，復述2a。完成2b并學習四個輔音。 1. (讓學生再讀短文，回答下面兩個問題，加深對2a的理解。) T: Please read 2a again. Then answer the following questions. (1)

14、 Does Jane often have dinner with her friends? (2) What does she like to eat? (核對答案。) 2. (要求學生根據(jù)關鍵詞復述信的內容，完成2a。) (小黑板出示關鍵詞。) Dear, in China, many friends, kind, have dinner, like Chinese food, such as … , be nice, be very glad to be here, Yours, Jane 3. (讓學生根據(jù)2a給自己的朋友寫一封信。提醒學生注意格式。教師檢查完畢，選

15、幾位學生大聲朗讀自己的信件，完成2b。) 4. (教師將1的例詞寫在黑板上，讓學生讀出單詞，并注意畫線部分輔音字母的讀音。) /h/ head hand have house /r/ red ruler sorry river /w/ welcome worker woman watch /j/ your young yellow year 5. (播放1錄音，學生跟讀。) 6. (小組活動。把全班同學分成四組，為上述音標補充單詞，每一組同學就某個音標補充單詞。) T: OK, you do very well. Now let’s add other words to e

16、ach phonetics. For example, Group 1 adds words to /h/. Group 2 adds words to /r/. Group 3 adds words to /w/. Group 4 adds words to /j/. Do you understand? You can find the words in your books. Ss: Yes. T: OK. Let’s begin. … Step 4 Practice 第四步 練習(時間:10分鐘) 通過聽說讀寫等練習，在不同情境中練習目標語言，展開任務型活動，培養(yǎng)

17、學生綜合運用語言的技能。 1. (找同義句。在本單元中，學習了不少同義句，讓學生掌握這些句子，明白英語這門語言的靈活性。) (用小黑板或投影儀，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

18、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? T: Nice work. Well, in the topic we know many sam

19、e meaning sentences. Please look at the blackboard, read the sentences in Column A first, and then find the same meaning sentences in Column B. (學生配對完畢后，教師核對答案并作解釋。) 2. (口頭翻譯句子，讓學生加深對句型的記憶。) T: Please change the sentences into Chinese or English orally. S1, please. Would you like some milk?

20、 S1: 你想要點牛奶嗎？ T: 你想喝點什么嗎？S2, please. S2: What would you like to drink?/Would you like something to drink? … (對于表現(xiàn)好的學生要給予表揚，對于有困難者，要給予提示。鼓勵他們盡量開口說英語。) 3. (播放3b錄音，讓學生跟讀，模仿語音語調，加深鞏固。) 4. (教師從3b中抽取五個句子聽寫，完成3b。) T: Now, let’s have a dictation. (1)Would you like something to drink? (2)What d

21、o you usually have for breakfast? (3)May I take your order, sir? (4)Help yourself to some fish. (5)Wait a moment, please. 5. (學生看3a，朗讀單詞，掌握可數(shù)名詞與不可數(shù)名詞。教師可適當補充，完成3a。) Step 5 Project 第五步 綜合探究活動(時間:5分鐘) 通過組織英語角活動，為學生提供實際運用英語的機會，提高學生的學習興趣和語言運用能力。 1. (小小英語角，帶著任務去交談。) (教師把學生分成六人一組，組織一個小英語角，不準用漢語。

22、運用前面所學知識，談論家庭、食物。教師在各小組間走動，提供幫助，鼓勵學生大膽發(fā)言，完成4(1)中表格。) T: Boys and girls, would you like to go to the English Corner with me? (可以用漢語解釋the English Corner。) Ss: Yes. We’d like to. T: OK. Now I’ll divide you into many groups, six members in a group. Talk about your family members, food and drink at th

23、e English Corner using the questions, such as: (1) What does your father/mother/ … do? (2) Where does he/she work? (3)What’s his/her favorite food? (4) What does he/she usually like to drink? … You can only speak English at the English Corner. Then fill out the table in 4(1). 2. Homework： (1)找一些自己

24、的玩具、書刊，帶到學校，以備下節(jié)課使用。 (2)(把本單元所學的食物類名詞歸類。) 第一種方法：按食物和飲料歸類。 第二種方法：按可數(shù)與不可數(shù)歸類。 (3)根據(jù)4(1)中談話內容，寫作文，四十個詞左右。教師要求作文必須用真實姓名，且必須寫其他人，內容要包括他人的個人信息，家庭信息。完成4(2)。 板書設計： What would you like to drink? Section D have… for… (三餐名稱) They are all kind to me. be glad to be here I like Chinese food very much, such as … be kind to sb. I’m very glad to be here. have dinner with sb. something to eat/drink 7