[英語]仁愛版七年級上英語全冊教案

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1、 Unit 3 Getting Together Topic 1 Does he speak Chinese? Section A The main activities are 1a and 2a. 本課重點活動是1a和2a。 Ⅰ.Teaching aims and demands 教學目標 1. Learn some new words and phrases: could, tell, sure, speak, some, poor, with, help sb. with sth., problem, pet, often, want 2. Learn Presen

2、t Simple to do: (1)—Do you come from the U.S.A.?—No, I don’t. (2)—Do you like Chinese?—Yes, I do. 3. Ask for permission and make requests: (1)—Excuse me, could you please tell me your name?—Sure. (2)—Could you help me with it?—No problem. Ⅱ. Teaching aids 教具 錄音機/幻燈片/教學掛圖/鉛筆/尺子/玩具貓/玩具狗/蒙眼布 Ⅲ

3、. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:10分鐘) 通過復習描述體貌特征導入本課新知識，培養(yǎng)學生口頭表達能力。 1. (教師按照座位鏈式提問，要求學生用Yes, I do./No, I don’t.快速作答。) (通過運用Do you have …? Yes, I do./No, I don’t.句型引出Do you have a pen pal?) T: Do you have a pen pal, S4? (板書并要求學生了解。) pen pal S4: No, I don’t.T: Do

4、 you want a pen pal?S4: Yes, I do. (板書并要求學生掌握。) want 2. (教師通過詢問學生個人信息，導入新知識。) T: Excuse me. What’s your name, please? S5: My name is … T: How old are you? S5: I’m … T: Do you have an English name? S5: Yes, I do. T: Could you please tell me your English name?S5: … T: You can say “Sure. M

5、y English name is …”. (板書并要求學生掌握。) —Could you please tell me your …? —Sure. (教師示范) T: Could you please tell me your age, S6? S6: Sure. I’m … T: Could you please tell me your telephone number? S6: Sure. It’s … (學生兩人一組運用Could you please tell me …?句型詢問個人信息。) 3. T: I’m an English teacher. I c

6、an speak English. Do you speak English after class, S7? S7: Yes, I do. (幫助學生回答。) (板書并要求學生掌握。) speak T: Do you like it? (教師提示此處like作動詞。) S7: Yes, I do./ No, I don’t. (幫助學生回答) (學生兩人一組操練，運用Do you speak …?和Do you like …?句型及其肯定和否定回答。) 4. (教師請一個學生，用not good來引出poor一詞。) T: Is your English good? S

7、8: No, it isn’t. I can speak some English, but my English isn’t very good. T: You can say “My English is poor.” (板書并要求學生掌握。) some poor S8: My English is poor. Could you help me? T: No problem. I can help you with it after class. (板書并要求學生掌握。) No problem. help … with … T: S9, do you like

8、 English?S9: Yes, I do. T: Do you often speak English after class?S9: Yes, I do.T:Good! (板書并要求學生掌握。) often (通過以上的活動導入1a。) Step 2 Presentation 第二步 呈現(xiàn)(時間:8分鐘) 通過聽力、教學掛圖等形式呈現(xiàn)本課對話，讓學生練習使用重要句型，培養(yǎng)學生的聽、說能力。 1. (教師利用幻燈片展示問題。播放1a錄音兩遍。學生聽錄音并選擇正確答案。) (1) Where does Jane come from? A. Japan.

9、 B. Canada. C. China. (2) Does Jane speak English? A. No, she doesn’t. B. Yes, she does. C. We don’t know. (3) Whose Chinese is poor? A. Jane’s. B. The boy’s. C. Maria’s. (核對答案。) 2. (再次播放1a錄音，學生聽并且跟讀，注意語音語調(diào)。) 3. (教師將全班學生分成兩組，分角色朗讀1a。) 4. (展示1a教學掛圖

10、，要求學生兩人一組運用下列句型，可適當發(fā)揮，操練1a的對話，完成1b。) (1)Could you please …?(2)Sure.(3)Do you like English?(4)Yes, I do./ No, I don’t. (5)Could you help me with my …?(6)No problem. (教師巡回作指導，然后挑出表現(xiàn)比較好的一組登臺表演。) Step 3 Consolidation 第三步 鞏固(時間:10分鐘) 通過復述對話、做游戲等活動，進一步鞏固本課所學知識，培養(yǎng)學生合作精神，增強他們的集體榮譽感，培養(yǎng)學生綜合運用語言的能力。

11、 1. (教師利用幻燈片出示練習題，要求學生根據(jù)1a內(nèi)容填空。以此展示復述范本。) The girl’s name is Jane. She comes from Canada. She speaks English. Jane likes Chinese but her Chinese is poor. Li Xiang can help her with her Chinese. (畫線部分是要填的詞) 2. (利用幻燈片，呈現(xiàn)1a中一些關鍵詞，幫助學生學會從對話中提取重要信息，學會復述。要求至少用三句話來介紹Jane的情況。教師將學生分組，先在小組內(nèi)進行，然后各小組選派代表

12、向大家匯報。) come from, speak English, like Chinese, poor, help … with … 3. (舉行“小組對話大賽”，鞏固所學句型。教師先做示范，然后各小組操練。評出優(yōu)勝組。) T: Excuse me, could you please tell me your name? S1: Sure. My name is … T: Do you come from the U.S.A.? S1: No, I don’t. I come from … T: Do you like English? S1: Yes, I do./ No,

13、 I don’t. … 4. (學生兩人一組合作完成1c。核對答案后請兩三組學生練習對話。) 5. (做游戲。) (方案一) (1)(請四名學生上講臺，老師拿出四件物品給全班學生看，例如：鉛筆、尺子、玩具貓和玩具狗。然后快速分給講臺上的四名學生，讓他們把物品放在背后，注意不要讓下面的學生看見誰拿到了什么。) (2)(老師問其中的一名學生：Do you have …?并故意問錯，學生回答：No, I don’t.老師進而引導其他學生用Do you have …?句型提問講臺上的學生，被問到的學生作出回答，直到臺下有學生猜對。) (方案二) (五個人一小組練習。四件物品擺在桌前

14、。其中一人A看過物品后，蒙住眼睛，另外四個人則各拿其中一樣物品，A解開蒙眼布，用Do you have …?句型猜四個人手中各拿什么物品。) Step 4 Practice 第四步 練習(時間:10分鐘) 通過練習找筆友，激發(fā)學生學習興趣，提高學生綜合運用語言的能力。 1. (做“問答接龍”游戲。從教師開始問第一排第一個學生，第一個學生回答后再問第二個學生，第二個學生回答后再問第三個學生，以此類推。) 2. (根據(jù)自己的情況回答2a的問題，看誰可以做李偉的筆友。) (兩分鐘后詢問幾個學生的答案，看他們是否能成為李偉的筆友。) T: Do you like pets?

15、 (板書并要求學生掌握。) pet 3. (三人一組幫助李偉找筆友，一同學分別詢問另兩名同學，另兩名同學回答。) 4. (自己找筆友，三人一組，一同學向另外兩名同學發(fā)問，看他們是否可以成為學習上的筆友。完成2b。) Step 5 Project 第五步 綜合探究活動(時間:7分鐘) 通過編對話讓學生學以致用，通過詩歌吟唱活動培養(yǎng)學生學習興趣，使他們能積極主動地參與學習活動，提高合作意識和探究精神。 1. (假設你的英語成績不好，你想找一個網(wǎng)友幫助你，兩人一組編對話。然后抽幾組進行表演。) 2. (教師幫助學生完成3。教師打節(jié)拍，或者放錄音，讓學生有節(jié)奏地跟讀。) 3. H

16、omework: 自編一個對話，運用下面句型： (1)Could you please …?(2)Sure.(3)Do you …?Yes, I do./No, I don’t.(4)No problem. 板書設計： Does he speak Chinese? Section A speak —Could you please tell me your …? No problem. —Sure. help … with … —Do you …? —Yes, I do./No, I don’t. Section B The main activities are

17、 1a and 3. 本課重點活動是1a和3。 Ⅰ. Teaching aims and demands 教學目標 1. Learn some new words:live, say, visit, great, wall 2. Learn some questions and answers with does: (1)—Does he speak Chinese—Yes, he does./ No, he doesn’t. He speaks English. (2)—What does he say in the letter?—He wants to visit the G

18、reat Wall. 3. Learn some useful sentences: (1)—Who is the letter from?—It’s from my pen pal, Sam.(2)—Is the letter in English?—Yes, it is. (3)—Where does he live?—He lives in England.(4)Kangkang knows me. Ⅱ. Teaching aids 教具 圖片/教學掛圖/錄音機/幻燈片/若干個裝有信件的信封/小黑板 Ⅲ. Five-finger Teaching Plan 五指教學方

19、案 Step 1 Review 第一步 復習(時間:10分鐘) 以問題為線索，引出單詞和話題，培養(yǎng)學生的語言表達能力。 1. (檢查作業(yè)。教師請學生登臺表演上節(jié)課的家庭作業(yè)。) T: Now, I’ll check your homework. S1、S2, please, come to the front and perform your dialog. 2. (師生對話。引入并運用China和Chinese。) T: I come from China. I am Chinese. Ss: We come from China. We’re Chinese. (教

20、師提問一名學生。) T: Where do you come from, S3? S3: I come from China. T: Do you speak Chinese? S3: Yes, I do. (學生兩人一組互相問答。) (教師可以穿插講解“吉鴻昌愛國”的故事，培養(yǎng)學生的愛國主義情感，增強“愛國意識”。解放前，外國人都看不起我們中國人，說我們是“東亞病夫”。當時在國外，有的中國人都不敢承認自己是中國人，但吉鴻昌到國外后，勇敢地對外國人說自己是中國人，并且自制了一個紙牌掛在胸前，上面用英語寫道：I am Chinese!) 3. (教師出示一幅長城的圖片。) T:

21、 Can you say it in English? S4: Yes, the Great Wall. (教師幫助回答。) T: Where is it? S4: It’s in China. T: Do you live in China? S4: Yes, I do. (教師幫助回答。) T: Is China great? S4: Yes, it is. (板書并要求學生掌握say, wall, live, great；理解the Great Wall。) say, wall, the Great Wall, live, great 4. (教師接著

22、出示第二幅圖片。) T: Do you like the Great Wall? S5:Yes, I do. T: Do you want to visit the Great Wall? S5:Yes, I do. (板書并要求學生掌握。) visit (教師讓學生兩人一組，運用所呈現(xiàn)的生詞編對話。) 5. (教師介紹S5的情況，然后讓學生根據(jù)介紹回答問題。) T: S5 lives in China. He/She likes the Great Wall. He/She wants to visit the Great Wall. (教師請另一位學生，根據(jù)

23、這段話回答問題。) (通過以上活動導入1a。) Step 2 Presentation 第二步 呈現(xiàn)(時間:8分鐘) 根據(jù)1a的教學掛圖回答問題，練習本課基本句型，引出對話內(nèi)容。培養(yǎng)學生聽說能力和閱讀能力。 1. (教師呈現(xiàn)1a的教學掛圖，與學生談論。) (教師播放1a錄音，讓學生聽并回答Who is the letter from?) Who is the letter from? (核對答案。) 2. (教師再播放一遍1a錄音，要求學生根據(jù)1a判斷正(T)誤(F)。) (幻燈片展示試題。) (1)Sam is Kangkang’s pen pal. (

24、 ) (2)Sam speaks Chinese. ( ) (3)Sam says he wants to visit the Great Wall. ( ) (核對答案。) 3. (分角色朗讀對話，進一步理解對話內(nèi)容。教師板書重點句子和短語并解釋，要求掌握。) (1)speak+語言名稱=say … in+語言名稱 (2)live in … (3)in the letter (4)—What does he say in the letter? —He wants to visit the Great Wall. 4. (根據(jù)1a內(nèi)容，教師隨機提問學生，并

25、核對答案，完成1a。) 5. (雙人小組活動。學生獨自完成1b，然后同桌分角色表演1b對話。) Step 3 Consolidation 第三步 鞏固(時間:7分鐘) 模仿1a，1b編對話，讓學生學以致用，培養(yǎng)學生綜合運用語言的能力。 1. (教師利用幻燈片呈現(xiàn)習題，要求學生根據(jù)對話內(nèi)容填寫所缺單詞，每空一詞。) S1: What’s that in English? S2: It’s a letter. S1: Is it yours? S2: Yes, it’s mine. S1: Who is it from? S2: It’s from my pen pal,

26、Tom. S1: Does he speak Chinese? S2: No, he doesn’t. He speaks English. S1: What does he say in the letter? S2: He wants to visit China. (畫線部分是要填的詞。) 2. (教師把事先準備好的信封發(fā)給各小組，然后根據(jù)信封及信的內(nèi)容兩人一組進行對話練習。對話應包括以下句型：) T: Let’s make a dialog in pairs with the following sentences. (1)—Who is the letter fr

27、om?—It’s from … (2)—Where does he/she come from?—He/She comes from … (3)—What does he/she say in the letter?—He/She wants to … (教師挑選兩組學生表演，掌聲鼓勵。) 3. (雙人活動。同桌對話，了解對方筆友的情況。要求運用以下幻燈片中的句型。) (1) Is it a boy or a girl? (2) It’s a boy/girl. (3) Does he/she come from …? (4) Yes, … does./No, … doesn’

28、t. (5) Does he/she live in China? (6) Yes, … does./No, … doesn’t. (7) Does he/she like China? (8) Yes, … does./No, … doesn’t. Step 4 Practice 第四步 練習(時間:10分鐘) 在不同情景中練習目標語言，展開任務型活動，學以致用，鍛煉學生合作能力。 1. (教師播放2錄音，學生聽后回答問題，完成2，核對答案。) T: Listen to the tape of 2 and answer the following questions.

29、 Then check the answers. 2. (教師將2的聽力材料用幻燈片或小黑板展示出來，然后讓學生兩人一組根據(jù)內(nèi)容編對話。) T: Please work in pairs to make a dialog according to the sentences on the blackboard. And then act it out. 3. (教師引導學生觀察3中的句子，并歸納句子的規(guī)律——當主語是第三人稱單數(shù)時，謂語動詞原形后加(e)s。) T: Please observe the sentences in 3 and find out the rules

30、 of verbs changing in the third single personal pronouns. (板書下列內(nèi)容并解釋。) Kangkang→knows He→lives/helps/wants She→speaks … 4. (教師播放3錄音，讓學生跟讀，練習(e)s的讀音。完成3。) Step 5 Project 第五步 綜合探究活動(時間:10分鐘) 通過練習動詞第三人稱單數(shù)的讀音規(guī)則及其一般疑問句的問答，培養(yǎng)學生觀察探究能力。 1. (教師鼓勵學生探究“動詞第三人稱單數(shù)的讀音”，并總結。) (小黑板展示下列內(nèi)容。) lives, speak

31、s, spells, phones, knows, does, hands, comes, looks, gives, likes, dresses, thinks, guesses, finds, helps, tells, meets, wants, visits (教師先領著學生讀一遍，要求學生邊讀邊注意詞尾s的發(fā)音。接著，教師將學生分組，并為各小組命名，如先鋒隊、雄鷹隊、立志隊等，引發(fā)學生的興趣。然后，為各小組明確共同目標，即歸納出-s在動詞后的讀音規(guī)律。每個成員針對詞尾s的不同讀音進行觀察，發(fā)現(xiàn)規(guī)律并進行歸納總結。接下來，組內(nèi)成員互相補充，力圖達到全面、準確。各組選出小組發(fā)言人進

32、行匯報，其他各組學生均可補充發(fā)言。最后由教師總結，再按讀音將幻燈片上的詞分類。) 2. (問答接龍。參照4，教師讓學生八人一組，第一位同學用Do you …?向第二位同學提問，第二位同學用Yes, I do./No, I don’t.回答，并用Does he/she …?向第三位同學提問，而第三位同學又用Yes, he/she does./No, he/she doesn’t.回答并向第四位同學提問。以此類推，每位同學提問時要用到盒子里不同動詞，完成4。) Example: S1: Do you have a ruler? S2: Yes, I do./No, I don’t.

33、Does your friend like China? S3: Yes, … does./No, … doesn’t. Does … want …? … 3. Homework: (1)根據(jù)1a內(nèi)容寫一段話。(四十個單詞左右) Example: This is a letter in English. It’s from Sam. Sam is Kangkang’s pen pal. Kangkang lives in China. Sam lives in England. In Sam’s letter, he says he wants to visit the Gr

34、eat Wall. (2)制作卡片，把人稱代詞的主格賓格分別寫在卡片上。 板書設計： Does he speak Chinese? Section B say … in English —Who is the letter from? =speak English —It’s from … live in … —Does he speak Chinese? the Great Wall —Yes, he does./No, he doesn’t. want to visit … —What does he say in the letter? —He wants to v

35、isit the Great Wall. Section C The main activities are 1a and 3a. 本課重點活動是1a和3a。 Ⅰ. Teaching aims and demands 教學目標 1.Learn some new words and phrases: many, lot, a lot, all, not … at all, so, study, each other, little, a little, them, very, much, very much 2.Review personal pronouns. 3.Go on l

36、earning some questions and answers with do/does. 4.Express preferences: (1)—Do you like …?—Yes, I like it a little/very much/a lot. —No, I don’t like it at all. (2)—Does he/she like …? —Yes, he/she likes it a little/very much/a lot.—No, he/she doesn’t like it at all. Ⅱ. Teaching aids 教具 錄音機

37、/幻燈片/小黑板/實物或圖片/學生自制卡片 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:10分鐘) 通過調(diào)查學生對英語和語文的喜歡程度，引出本課新單詞，培養(yǎng)學生的語言表達能力。 1. (讓幾名學生朗讀上節(jié)課布置的家庭作業(yè)：根據(jù)1a內(nèi)容改編的短文。) 2. (做調(diào)查，引出本課新單詞，教師在黑板上畫出三幅圖。) like … very much like … a little d

38、on’t like … at all a lot (板書并要求學生掌握。) a little, very much, a lot, not … at all T: Do you like English, S1?S1:Yes, I like it very much. T: Do you like Chinese?S1:No, I don’t like it at all. T: Do you like English, S2?S2:No, I don’t like it at all. T: Do you li

39、ke Chinese?S2:Yes, I like it a little. T: Do you like English, S3?S3:No, I don’t like it at all. T: Do you like Chinese?S3:Yes, I like it a lot. T: Can you often help them study Chinese? (指向S1和S2。) S3:Yes, I can. T: Can you often help them study English, S1?S1:Yes, I can. (板書并要求學生掌握。)

40、 them, study T: We have many good friends, so we should help each other. (板書并要求學生掌握。) many, so, each other T: I have a good friend. Her name is Jane. Do you want to know something about her? Please follow me. (導入1a的學習。) Step 2 Presentation 第二步 呈現(xiàn)(時間:10分鐘) 通過聽、說、讀等形式多樣的活動，培養(yǎng)學生口頭交際能力、閱

41、讀能力及觀察、分析問題的能力。 1. 教師讓學生略讀課文1a并回答問題： (1) Are Jane and I classmates? (2) Where does Jane come from? (3) Do many students in our class like English? (4) Who often help me study English? 2. (學生再讀1a，并畫出文中的關鍵詞，然后完成1b。核對答案。) 3. (播放1a錄音，讓學生跟讀，注意語音語調(diào)。) 4. (教師利用幻燈片將文中的關鍵詞展示出來，并簡要講解語言點。) friend, come

42、 from, speak, in the same class, many students, a lot, not … at all, poor, help, Chinese, help each other 5. (要求學生利用幻燈片上的關鍵詞，試著復述課文。先在小組內(nèi)進行，然后各小組推選一名學生向全班復述。) Step 3 Consolidation 第三步 鞏固(時間:8分鐘) 通過練習喜好的表達，培養(yǎng)學生的口頭表達能力和交際能力。 1. (播放3a錄音，讓學生聽，然后操練喜歡和不喜歡的問句及其答語。) (教師用幻燈片或小黑板將下列內(nèi)容呈現(xiàn)出來。) (1)—Do

43、you like …? —Yes, I like … a little/very much/a lot. (2)—Does he/she like …? —No, he/she doesn’t like … at all. (教師讓兩位學生S1和S2到臺前。) T: S1, do you like English? S1: Yes, I like it very much./ No, I don’t like it at all. T: S2, does S1 like English? S2: Yes, he/she likes it a lot./ No, he/sh

44、e doesn’t like it at all. (學生三人一組，仿照上面對話進行操練。然后請幾組學生表演，掌聲鼓勵。) 2. (做句型練習活動，操練very much/a lot, a little和not … at all。) 具體操作： (1)教師利用幻燈片或小黑板展示蘋果的圖片，圖片旁畫有 或 圖標；將全班同學分為兩人組和三人組若干。 (2)學生看見兩個 圖標說very much/a lot，看見一個 圖標說a little,看見 圖標說not … at all。組內(nèi)其他同學用前一個同學說出的詞組各說一個相應的句子。 Exam

45、ple: (兩人一組) S3: a little.S4: I like apples a little. (三人一組) S5: very much/ a lot.S6: I like apples very much.S7: I like apples a lot. (三人一組) S8: not … at all.S9: I don’t like apples at all.S10: He/She doesn’t like apples at all. (教師用同樣的方法展示其他已學食物的圖片供同學們練習。) 3. (教師播放3b錄音兩遍，讓學生完成3b，并核對答案。)

46、 Step 4 Practice 第四步 練習(時間:7分鐘) 講解人稱代詞主格和賓格的用法，完成作業(yè)，使目標語言得到強化操練。 1. (教師挑選含有人稱代詞主格和賓格的句子，板書并作簡單講解。要求學生掌握畫線部分代詞的用法。) She often helps me with it. I help her study Chinese. He wants to visit the Great Wall. Could you help me with it? 2. (兩人一組，A說人稱代詞的主格，B說賓格，輪流進行，然后讓學生做2。核對答案，完成2。) 3. (學生兩人一組朗

47、讀2中對話。) Step 5 Project 第五步 綜合探究活動(時間:10分鐘) 通過做游戲，鞏固人稱代詞主格和賓格的用法，培養(yǎng)學生合作精神，激發(fā)學生的學習興趣。 1. (教師播放4錄音，師生共唱歌曲“The more we get together.”完成4。) 2. (做游戲：找朋友，學生拿出準備好的人稱代詞卡片。) (1)(教師說“主格”，學生把所有人稱代詞的主格拿出來。) (2)(教師說出一個人稱代詞，學生找出這個人稱代詞和它的主格或賓格形式。) (3)(教師指定學生拿出相應的人稱代詞站在黑板前，按要求找朋友。) For example: ①(“第

48、一人稱主格”，手拿第一人稱主格的就出列。) ②(“第三人稱主格和賓格”，手拿第三人稱主格和賓格的就出列。) (4)(教師在黑板上寫出一些動詞，讓學生用手中的卡片完成句子，并翻譯。) For example: They help me with English. (他們在英語方面幫助我。) He gives you some books. (他給你一些書。) 3. Homework： 根據(jù)1a內(nèi)容寫一篇短文介紹自己的朋友，題目是My friend，詞數(shù)在四十個左右。 板書設計： Does he speak Chinese? Section C like … a litt

49、le I help her study Chinese. like … very much/a lot Do you like …? don’t like … at all Yes, I like it a little/very much/a lot. No, I don’t like it at all. 主格：I, you, he, she, it, we, you, they Does he/she like …? 賓格：me, you, him, her, it, us, you, them Yes, he/she likes it a little/very muc

50、h/a lot. No, he/she doesn’t like it at all. Section D The main activities are 1, 2a and 4. 本課重點活動是1, 2a和4。 Ⅰ. Teaching aims and demands 教學目標 1. Learn the phonetics:/tr/, /dr/, /ts/, /dz/ 2. Learn some new words and a phrase:home, at home, its, dog, any, of 3. (1)Review questions and answer

51、s with do/does: ①—Do you want a pen pal?—Yes, I do./ No, I don’t. ②—Does he speak Chinese?—Yes, he does./ No, he doesn’t. (2)Review the personal pronouns, including subject pronouns and object pronouns. 4. Review the useful expressions: (1)—Excuse me, could you please tell me your name?—Sure. M

52、y name is Jane. (2)—Could you help me with it?—No problem. (3)—Do you like English?—Yes, I like it very much/a lot/a little.—No, I don’t like it at all. Ⅱ. Teaching aids 教具 信/玩具/錄音機/小黑板/幻燈片/圖片 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:7分鐘) 復習表達喜歡與不喜歡，導入本課新詞，培養(yǎng)學生口頭表達能力。 1.

53、 (師生對話，復習本單元主要句型。) T: Excuse me, could you please tell me your name? S1:Sure. My name is … T: Do you come from Shandong? S1:No, I don’t. I come from Chongqing. T: Who’s the letter from?(學生手里有一封信。) S1:It’s from my pen pal, Sam. T: Where’s Sam from? S1:He’s from England. T: Does

54、 he like Chinese? S1:Yes, he does. But his Chinese is poor. T: Is the letter in English? S1:Yes, it is. T: Do you like English? S1:Yes, I do. But my English is poor. T: Could you help him with his Chinese? S1: No problem. He helps me study English and I help him study Chinese. We can

55、help each other. T: Then what does he say in the letter? S1:He says he likes China very much and he wants to visit the Great Wall. T: Oh, that’s good. We are glad to have him here. 2. (教師拿出一個玩具狗，引出本課新單詞。) T: What’s this? S2:It’s a dog. (幫助學生回答。) (板書并要求學生掌握。) dog T: Do you like

56、 a dog? S2:Yes, I like dogs very much. T: Do you have a dog? S2:Yes, I do. T: What is the name of your dog? S2:Its name is Huanhuan. (板書并解釋its與it’s的含義與寫法，要求學生掌握。) of, its T: I have a pet cat at home. Its name is Mimi. Do you have any cats at home? S2:No, I don’t. I don’t lik

57、e cats at all. (板書并要求學生掌握。) at home, any T: S2 has a pet dog. Its name is Huanhuan. He likes it very much. He doesn’t like cats at all, so he doesn’t have a pet cat. Is Zhou Lan’s pet a dog? Does she like her pet? Now, please follow me. Step 2 Presentation 第二步 呈現(xiàn)(時間:10分鐘) 聽錄音，做閱讀理解，培養(yǎng)學生聽

58、、說、讀的能力。 1. (播放2a錄音，讓學生回答問題：(1) Is Zhou Lan’s pet a dog? (2) Does she like her pet?) 2. (讓學生閱讀2a，回答小黑板上的問題。) (出示小黑板上的練習題。) (1)What pet do I have at home? A. A dog. B. A cat. C. None. (2)My pet’s name is . A. Meimei B. Kitty C. Huanhuan (3)How do I like Kitty? A. A little. B.

59、Very much. C. Not … at all. (4)Zhou Lan’s pet is . A. a dog B. a cat C. a toy (5)Does Zhou Lan like Tommy? A. No, she doesn’t. B. Yes, she does. C. We don’t know. (核對答案。) 3. (學生朗讀課文，判斷正誤，完成2a。) Step 3 Consolidation 第三步 鞏固(時間:10分鐘) 聽錄音并跟讀，掌握四個輔音音素的發(fā)音。模仿課文，練習寫作，培養(yǎng)學生的書面表達能力

60、。 1. (討論寵物，完成2b。) T: Do you have a pet?S1:Yes, I do. T: What is your pet?S1:It’s a dog. T: What’s its name?S1:Its name is Linlin. T: What color is it?S1:It is white. T: Does it have long legs?S1:Yes, it does. T: Does it have long ears.S1:Yes, it does. T: Does your friend Jack h

61、ave a pet dog?S1:No, he doesn’t. He doesn’t like pets at all. (教師要求學生根據(jù)對話內(nèi)容改寫成一段文章。) Example: I have a pet dog. It is white. Its name is Linlin. I like it very much. It has four long legs. Its ears are long. My friend Jack doesn’t have pet dogs. He doesn’t like pets at all. 2. (三人一組討論寵物，并把討論內(nèi)容

62、轉述出來。) T: Now, please discuss your pets with your classmates and retell the result. (兩分鐘后挑幾個學生講述，鼓勵優(yōu)秀者。) 3. (學習/tr/和/dr/這一對音素。教師板書。) tree train trousers (讓學生自己讀、觀察、體會并總結畫線部分的讀音。教師板書。) tr — /tr/ (教師在/tr/的基礎上自然引出/dr/。板書。) /dr/ dress drink driver (以同樣方法學習/ts/和/dz/這對音素。) 4. (教師用

63、小黑板呈現(xiàn)出含有/tr/, /dr/, /ts/和/dz/四個音素的單詞，檢驗學生的拼讀能力。) 5. (教師播放1錄音，讓學生跟讀。完成1。) Step 4 Practice 第四步 練習(時間:11分鐘) 復習人稱代詞主格和賓格及本話題重點句型，培養(yǎng)學生綜合運用語言知識的能力。 1. (教師將人稱代詞的主格和賓格利用幻燈片呈現(xiàn)出來。領讀并簡單說明主格與賓格的用法和區(qū)別。) I—me; you—you; he—him; she—her; it—it; we—us; you—you; they—them (然后兩人一組，一個學生說主格或賓格，另一個學生說其相應的賓格或主格。)

64、 2. (教師將所有人稱代詞主格、賓格的順序打亂并將其板書在黑板上，讓學生“找朋友”。) Find friends: me he her you it we they him you it I us them she (讓一個學生在黑板上連線。核對答案。) 3. (教師用小黑板出示下邊的練習，要求學生根據(jù)括號內(nèi)的漢語寫出英文，完成句子。填對一個詞，該同學加一分。) (1) My English is poor, so (她). often helps (我). (2) Where do (你們) live? (我們)

65、 live in Beijing. (3) I don’t know (他們). (4) He wants (我們) to go to his home. (5) What is (它)? (它) is a jacket. (核對答案后，讓學生齊讀練習并獎勵得分高的學生。) 4. (出示幻燈片，要求學生根據(jù)范例口頭做句型轉換。改對一個句子加兩分。) Change the following sentences according to the example. Example: He speaks Chinese.→Does he speak C

66、hinese? Yes, he does./No, he doesn’t. →He doesn’t speak Chinese. (1) I have a pen pal. (2) Li Hong likes oranges a lot. (3) They often help Wang Fei. (4) Jane wants to visit China. (5) Your pet has blue eyes. (練習完畢，教師點評并獎勵得分高的學生。) 5. (教師播放3a錄音，學生跟讀，并模仿語音語調(diào)，完成3a。) 6. (播放3b錄音，讓學生跟讀，然后教師用小黑板呈現(xiàn)下面的內(nèi)容。) Complete the dialog: —Excuse me, could you please tell me your name? —Sure. My name is Zhang Lan. —Where do you come from?/Where are you from? —I come from Shanghai./I’m from Shan