仁愛英語七年級上冊UNIT1 TOPIC3教案

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1、Topic 3 What class are you in? Section A The main activities are 1, 2a and 4a. 本課重點活動是1, 2a和4a。 Ⅰ.Teaching aims and demands 教學目標 1. (1)Learn some numeral words: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty (2)Learn other new words and phrases: y

2、ear, old, year(s) old, How old …?, class, in, grade, age, that 2. Master the following special questions: (1)—How old are you? —I’m twelve. (2)—What class are you in? —I’m in Class Four, Grade Seven. (3)—What grade are you in? —I’m in Grade Seven. 3. Talk about someone’s age, class and grade

3、. Ⅱ. Teaching aids 教具 數(shù)字卡片/教學掛圖/錄音機/投影儀或小黑板 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:7分鐘) 通過做游戲，師生對話，復習上節(jié)課的數(shù)詞及重點句型，并導入新課。 1. (做游戲，復習數(shù)詞0-10。) (游戲規(guī)則：把學生分成十一人一組，每組第一名學生從zero開始報數(shù)，其后面的學生按順序快速報數(shù)。每逢三或三的倍數(shù)時，學生不說出該數(shù)，只是站起來后迅速坐下，然后下一個學生接著說下一個數(shù)。出現(xiàn)失誤的學生退出活動，下一位同學從zero開始重新報數(shù)。失誤最少的小組為優(yōu)勝

4、組，并給予獎勵。) T: Let’s play a game. Example: S1: zero S2: one S3: two S4: (站起之后迅速坐下) S5: four S6: five S7: (站起之后迅速坐下) S8: … … 2. (教師請一名學生到講臺前配合示范，復習上節(jié)課的重點內(nèi)容，導入新課。) T: What’s your name? S9: My name is S9. T: Where are you from? S9: I’m from Yangzhou. T: What’s your telephone number? S9:

5、 My telephone number is (0517)783-1234. T: Now we want to know more personal information about our classmates, such as age, class, grade, how should we ask? S9: How old are you? S10: What class are you in? S11: What grade are you in? (教師幫助學生回答。) (板書并要求學生掌握。) old How old are you? class Wha

6、t class are you in? in What grade are you in? grade T: How old are you? S12: 13.(漢語) T: You can answer like this: I’m 13/ thirteen years old.(教師教學數(shù)詞十三。) S12: I’m thirteen. T: What class are you in? S13: 11班/I’m in Class Eleven.(教師幫助學生回答，教學數(shù)詞十一。) T: What grade are you in? S14: I’m in Gra

7、de 7. (板書并要求學生掌握。) year, year(s) old, thirteen, eleven T: Good. First let’s learn how to count the numbers from 11 to 20. (由年齡、班級所涉及的數(shù)詞，導入1。) Step 2 Presentation 第二步 呈現(xiàn)(時間:13分鐘) 運用卡片、教學掛圖和做游戲等形式，呈現(xiàn)本課的教學內(nèi)容。 1. (教師出示11-20的數(shù)字卡片，正面是英語單詞，反面是阿拉伯數(shù)字。依次示范每個數(shù)詞的讀音。然后播放1錄音，讓學生跟著錄音模仿數(shù)詞11到20的讀音，完成1。) (板

8、書，教學數(shù)詞11-20，并要求掌握。) eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty 2. (讓學生翻開書，朗讀數(shù)詞11-20，并找出這些數(shù)詞的拼寫規(guī)律。特殊記憶11、12、13、15、20這五個數(shù)詞。通過相似聯(lián)想，鞏固數(shù)詞13-19的記憶。) T: Now turn to Page 17. Read 1 by yourselves and find out the rules of spelling. 3. (做數(shù)字加減游戲，練習數(shù)詞0-20。

9、) T: Now let’s play a number game. Example: T: Take a number. S1: Two. T: And ten. S2: Twelve. T: Plus eight. (可用手勢幫助學生理解。) S3: Twenty. T: Minus fifteen. (可用手勢幫助學生理解。) S4: Five. (游戲分兩組，進行小組競賽，算得又快又準確的組為獲勝組。) 4. (將數(shù)詞與句型結(jié)合起來，創(chuàng)設情景，鏈式操練本課新句型，鞏固新知識。) (1)T: Li Lei is 13 years old. How old are

10、 you? S5: I am 14 years old. How old are you? S6: I am 14 years old, too. How old are you? S7: I’m 13 years old. … … (2)T: Li Lei is in Class 5. What class are you in? S8: I am in Class 6, Grade 7. What class are you in? S9: I am in Class 7, Grade 7. What class are you in? S10: … (允許

11、學生用學過的數(shù)詞來替換對話中的數(shù)詞。) 5. (1)(教師出示2a掛圖，展示Li Ming和Sally兩人正在對話的情景，聽2a錄音，回答問題。) T: Look at the picture. Do you want to know what class Li Ming and Sally are in? Let’s listen to the tape and answer the questions. (用投影儀或小黑板出示兩個問題。) (2)(核對答案。再次播放錄音，讓學生聽并跟讀。同時教師講解class與grade后加數(shù)詞，首字母改為大寫的用法。) T: Listen to

12、 the tape and repeat. (3)(教師找兩名學生示范對話。) T: Excuse me, what’s your name? S11: My name is ... T: How old are you? S11: I’m twelve. T: What class are you in? S11: I’m in Class Four, Grade Seven. T: Are you in Class Four, too?(教師轉(zhuǎn)身問另一名學生。) S12: No, I’m not. I’m in Class Five. (4) (學生兩人一組操練

13、。完成2a。) T: Practice the dialog in pairs. Step 3 Consolidation 第三步 鞏固(時間:8分鐘) 通過讀對話、聽錄音和連線等形式，鞏固本課的重點知識。 1. (讓學生自讀2a，完成2b。) T: Now read 2a by yourselves, then work in pairs and help Li Ming complete Sally’s name card. Finish 2b. 2. (播放3錄音，完成3的聽力訓練。) T: Listen to 3 and match. (再放錄音，核對答案。) 3

14、. (根據(jù)3的連線，兩人一組操練How old …? What class … in? What grade … in?這三個句型，同時鞏固練習數(shù)詞11-20。) T: Please practice the sentence patterns: How old … ? What class/grade … in? according to 3 in pairs. Step 4 Practice 第四步 練習(時間:10分鐘) 運用教學掛圖和圖片，通過師生、生生互動交流等形式，使學生熟練運用本課的重點句型。 1. (1)(教師用教學掛圖出示4a第二小段對話情景，請一名學生和教師示范

15、對話。) T: Hello! Who’s that?(教師解釋此句含義。) S1: That’s Nancy.(教師幫助回答。) T: How old is she? S1: She is fourteen. T: What class is she in? S1: She is in Class Eleven, Grade Eight. (用投影儀或小黑板出示對話內(nèi)容，教學重點句型，并要求學生掌握that。) —Who’s that? —That’s Nancy. —How old is she? —She is fourteen. —What class is sh

16、e in? —She’s in Class Eleven, Grade Eight. she’s=she is that’s=that is who’s=who is (2)(學生之間互動操練，增強學生的口語表達能力。) T: Practice the dialog in pairs. (3)(播放4a錄音，讓學生聽并跟讀，模仿語音語調(diào)。然后讓學生兩人一組操練。完成4a。) T: Now listen to the tape and repeat. I’ll ask some students to act out the dialogs. 2. (出示寫有姓名、年齡、班級、

17、年級的人物圖片。教師帶領(lǐng)學生操練第三人稱單數(shù)的重點句型。) Name: Sally Age: 12 Class: Four Grade: Seven T: Look at this picture. Excuse me, who is that? Ss: That’s Sally. T: How old is she? Ss: She’s twelve. T: What class is she in? Ss: She’s in Class Four, Grade Seven. Are you in Class Four, too? T: No,

18、 I’m not. I’m in Class Five. 3. (讓學生根據(jù)自己的真實情況表演對話，互動操練。) (1) S2: Hi, S3! What grade are you in? S3: I’m in Grade Seven. Are you in Grade Seven, too? S2: No, I’m not. I’m in Grade Eight. (2) S4: Hello, S5! What class are you in? S5: I’m in Class 4, Grade 7. Are you in Class 4, too? S4: No, I’m

19、 not. I’m in Class 7. (3) S6: Who’s that? S7: That’s Li Ming. S6: How old is he? S7: He’s thirteen. S6: What class is he in? S7: He’s in Class Nine, Grade Eight. (請幾組學生到臺前表演，并給予掌聲鼓勵。) Step 5 Project 第五步 綜合探究活動(時間:7分鐘) 通過做游戲，調(diào)查填表格和寫作文等形式，培養(yǎng)學生聽、說和寫的技能。 1. (做賓戈游戲，完成5。) T: Now let’s play a

20、bingo game. (1)(從1-20中選9個數(shù)字填入制作好的九個方格內(nèi)，用投影儀展示。) T: Choose nine numbers from 1 to 20 and put them into a table like this: (2)(聽教師讀數(shù)字，每次九個一組，當學生聽到教師讀到的數(shù)字在自己表格中出現(xiàn)的時候， 就在數(shù)字上打“×”，表格上沒有的不打“×”。) T: Listen to me and cross out (×) the numbers you hear. (3)(告訴學生，當他們打叉的數(shù)字橫、豎或斜成一條直線時，就大聲說“Bingo”，意思 是他/

21、她贏了。) T: Say“Bingo!” when you finish any three numbers in a line, like those in the picture. 2. (用投影儀出示下列表格，讓學生互相調(diào)查，然后完成這個表格。) T: Boys and girls, let’s make a survey. Ask your friends these questions, then fill in the form. What’s your English name? How old are you? Where a

22、re you from? What’s your telephone number? What class/grade are you in? Example: T: Have you finished, boys and girls? S1, what’s your friend’s English name? S1: His/Her English name is … T: How old is he/she? S1: He/She is … T: Where is he/she from? S1: He/She is fr

23、om … T: What is his/her telephone number? S1: His/Her telephone number is … T: What class is he/she in? S1: He/She is in Class …, Grade … (讓學生兩人一組進行問答，多調(diào)查幾位同學，加深理解，熟練表達。) 3. Homework: 寫一篇自我介紹的作文。(包括：姓名、英文名字、年齡、班級、年級、電話號碼等 信息。) 板書設計： What class are you in? Section A 1.Numeral words: 4.—Wh

24、o’s that? eleven, twelve, thirteen, fourteen, fifteen —That’s Nancy. sixteen, seventeen, eighteen, nineteen, twenty —How old is she? 2.—How old are you? —She is fourteen. —I’m twelve. —What class is she in? —What class are you in? —She’s in Class Eleven, Grade Eight. —I’m in Class Four, Grade

25、Seven. she’s=she is that’s=that is who’s=who is 3.—What grade are you in? —I’m in Grade Seven. Section B 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. (1) Learn some new words about school things: eraser, pencil, desk, pen, ruler, book, blackboard (2

26、) Learn other new words and a phrase: English, in English, an, a, map, spell, can, please, apple, double, toy, car, orange, egg 2. Learn some useful sentences: (1) —What’s this/that in English? —It’s an eraser./It’s a map./It’s a toy. (2) —How do you spell it? —E-R-A-S-E-R, eraser. (3) —Can y

27、ou spell it, please? —Yes. M-A-P, map. (4) —Thank you./Thanks. —That’s OK./You’re welcome. (5) —Is this/that a ruler? —Yes, it is./No, it isn’t. 3. Identify things. Ⅱ. Teaching aids 教具 投影儀/小黑板/圖片/掛圖/錄音機/字母卡片/實物(雞蛋、橘子、汽車模型等) Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:7分鐘)

28、 通過做游戲，師生互動等形式，復習數(shù)詞及交際用語，導入新課。 1. (填詞游戲。目的是復習英文數(shù)詞0-20。) (教師利用小黑板/投影儀展示一幅填詞游戲的圖片，說明只能填0-20的數(shù)詞。) T: Now let’s play a filling game. You can only fill in the blanks with the numbers from zero to twenty. 2. (利用掛圖，師生互動。復習上節(jié)課的對話，導入新課。) T: Excuse me, what’s your name? S1: My na

29、me is Li Jie. T: How old are you? S1: I’m twelve. T: What class are you in? S1: I’m in Class Four, Grade Seven. T: Are you in Class Four, too?(面向另一名學生。) S2: Yes, I am./No, I’m not. I’m in Class Seven. T: What grade are you in? S2: I’m in Grade Seven. T: Are you in Grade Seven, too?(面向另

30、一名學生。) S3: Yes, I am. T: Who’s that?(出示Section A, 4a中的掛圖。) S3: That’s Nancy. T: How old is she? S3: She’s fourteen. T: What class is she in? S3: She’s in Class Eleven, Grade Eight. T: Well done! Thank you. Sit down, please. T: Just now we asked and answered personal information. Now I’l

31、l show you some pictures of things. Step 2 Presentation 第二步 呈現(xiàn)(時間:13分鐘) 運用卡片或圖片，通過師生問答的形式，初步呈現(xiàn)新單詞和新句型，并進行簡單的操練。 1. (1) (教師拿出寫有eraser的卡片，再拿出橡皮擦的圖片或?qū)嵨锾釂?。用此種方法教授生詞和句型。) T: Look at this picture. Let’s ask and answer. What’s this in English?(解釋in English漢語 意思。) Ss: It’s an eraser. (啟發(fā)引導學生回答。) T

32、: How clever! It’s an eraser. (2) (教師出示一張地圖繼續(xù)提問。) T: What’s this in English? S1: It’s a map. (板書，教學新單詞和詞組，并要求掌握。) —What’s this in English? —It’s an eraser/a map. T: How do you spell it?(解釋spell漢語意思。) S1: M-A-P, map.(啟發(fā)引導學生回答。) (板書，教學新單詞，新句型，并要求學生掌握spell。) —How do you spell it? —M-A-P, m

33、ap. T: Thank you. S1: That’s OK.(教師幫助回答。) T: You can also say: You’re welcome. (板書，教學感謝和應答的句型。) —Thank you. —That’s OK./You’re welcome. (3) (以同樣的方式教學單詞pencil, apple, ruler, toy, desk, pen, orange, car, egg, blackboard, book，讓學生了解wow，并讓學生兩人一組互動操練句型。同時引導學生區(qū)別a/an，教師歸納a/an的用法。) T: We have learnt

34、 so many new words. Do you know how to use “a” and “an”? Let’s sum up together. (引導學生仔細觀察、發(fā)現(xiàn)規(guī)律，教師最后總結(jié)并板書。) a map/pen/pencil/car/desk…(用于輔音音標前。) an apple/orange/eraser/egg/English book…(用于元音音標前。) (4) (教師把實物卡片放在遠處，師生對話練習that。) T: Now what’s that in English? (教師指著遠處的黑板問所有的學生。) Ss: It’s a blackbo

35、ard. T: How do you spell it, please? Ss: B-L-A-C-K-B-O-A-R-D, blackboard. T: Thanks. Ss: You’re welcome./That’s OK. (請一名學生到講臺前配合教師作示范。) T: Excuse me, what’s that in English?(教師指著遠處的蘋果圖片。) S2: It’s an apple. T: Can you spell it, please? S2: Yes. A-P-P-L-E, apple. T: You can also spell it li

36、ke this: A-double P-L-E, apple. Thanks. S2: You’re welcome. (板書，教學新單詞和新句型，并要求掌握。) Can you spell it, please? Yes. A-double P-L-E, apple. Step 3 Consolidation 第三步 鞏固(時間:7分鐘) 利用實物、圖片和投影儀等教具，進行師生和生生問答，使學生在運用中掌握新單詞和新句型。 1. (1)(播放1a錄音，讓學生跟讀，然后兩人一組模仿1a進行對話。) T: Please listen to 1a and repeat. The

37、n practice in pairs. (2)(同桌之間用不同的實物，如pencil, desk, ruler, pen, book等練習1a，并到講臺前表演。) T: Please practice the dialog in pairs using different things and act it out. S1: Excuse me, what’s this in English? S2: It’s a pencil. S1: How do you spell it? S2: P-E-N-C-I-L, pencil. S1: Thank you. S2: You’

38、re welcome. (對于表演好的學生，給予表揚。) 2. (讓學生完成1b練習，并核對答案。) T: Please complete the conversations in 1b and then check the answers. 3. (1)(用投影儀或小黑板呈現(xiàn)一個蘋果的圖片，下面是打亂了順序的幾句話，讓學生給這些句子重新排序。) T: Boys and girls, put these sentences in the right order. S3, S4, you two, please. (兩名學生把答案寫在黑板上，并進行對話練習，然后師生一起核對。) A

39、: That’s OK. B: It’s an apple. C: A-P-P-L-E, apple. D: Thank you. E: How do you spell it? F: What’s this in English? (2)(拿出一幅電話的圖片掛在較遠處，讓學生兩人一組用that進行對話。然后，請一組學生到臺前表演。) T: S5, S6, use“that”to make a conversation, please. S5: Excuse me, S6. What’s that in English? S6: It’s a telephone. S5:

40、How do you spell it?/Can you spell it? S6: (Yes,)T-E-L-E-P-H-O-N-E, telephone. S5: Thank you. S6: You’re welcome./That’s OK. Step 4 Practice 第四步 練習(時間:13分鐘) 利用圖片和實物進行對話、做游戲，使學生熟練掌握this/that和a/an的用法。完成2a。 1. (1) (教師出示電話圖片，教授Is this/that a/an …?句型。) T: Is this a telephone? Ss: Yes, it is./No

41、, it isn’t.(啟發(fā)學生回答。) (向?qū)W生說明this和that的一般疑問句的肯/否定回答，用it代替this/that。另外指出：this→近指，that→遠指。) (2) (師生用不同的物品反復操練Is this a/an …?/Is that a/an …?句型。) T: Is this an orange?(教師指著近處的實物或圖片問。) Ss: Yes, it is. T: Is that a desk?(教師指著遠處的黑板問。) Ss: No, it isn’t. It’s a blackboard. … (板書，學習Is this/that a/an …?

42、句型。) — Is this/that a desk? — Yes, it is./No, it isn’t. 2. (播放2a錄音，讓學生跟讀，然后兩人一組，用不同的學習用品，自編對話，復習鞏固this/that和a/an的用法。完成2a。) T: Listen to the tape and repeat, then make conversations using your school things. S1: Is this a ruler?(拿一把尺子問S2。) S2: Yes, it is. S1: Is that a ruler?(拿一塊橡皮放在較遠

43、處后指著問。) S2: No, it isn’t. It’s an eraser. 3. (做你問我答游戲。一名學生上講臺，手拿一件學習用品放在背后，讓其余學生猜。猜對時，要展示給學生看。換另一件學習用品繼續(xù)游戲。) T: S3, come to the blackboard, please. The other students ask and you answer. (S3手里拿的東西不能更換，直到猜對。) Ss: Is this a ruler?(走近時用this。) S3: Yes, it is.(展示給學生們看。) Ss: Is that an eraser?(走遠

44、時用that。) S3: No, it isn’t. Ss: Is this a book? S3: No, it isn’t. Ss: Is this a pen? S3: Yes, it is. 4. (拿出準備好的小黑板，讓學生先瀏覽題目，再試著填空，并核對答案。同桌之間互動操練。) T: Look at the small blackboard, and complete the conversation. Then practice with your partner. (小黑板的板書設計如下：) A: Excuse me, what’s this/that

45、 English? B: pencil. A: do you ? B: , . A: Thank you. B: That’s ./You . 5. (練習a/an。利用前面總結(jié)好的板書，擦掉a/an讓學生再填一遍，加深對a/an的記憶。) T: Boys and girls, look at the blackboard, please. I’ll clean up“a”and“an”, then you complete by

46、yourselves. Step 5 Project 第五步 綜合探究活動(時間:5分鐘) 依照2b中范例做游戲，再以師生問答、總結(jié)和編對話等形式進行探究，培養(yǎng)學生綜合運用本課目標語言的能力。完成2b。 1. (拿雞蛋、橘子、汽車模型等實物或圖片，進行師生問答練習，熟悉物品名詞。) T: What’s this in English? Ss: It’s a pen/ruler/book/toy car/blackboard/desk.或It’s an egg/orange/apple. (待學生熟悉了物品后，叫兩位同學上講臺，一位同學展示物品，另一位同學蒙上眼睛猜展示的物

47、品。猜對的給予鼓勵。通過更換物品，讓學生輪流做這個游戲。完成2b。) S1: What’s this in English? S2: Is it a book? S1: No, it isn’t. S2: Is it a pencil? S1: No, it isn’t. S2: Is it a pen? S1: Yes, it is. You’re right. … 2. Homework: (1)總結(jié)：在學過的物品名詞中，哪些前面用a，哪些前面用an。 (2)依照1a，自編兩則對話，寫在作業(yè)本上。 板書設計： What class are you in? Sec

48、tion B 1.—What’s this/that in English? —Thank you./Thanks. —It’s an eraser/a map. —That’s OK./You’re welcome. —How do you spell it? 2. a toy/pencil/car/pen/book —E-R-A-S-E-R, eraser. an egg/orange/apple —Can you spell it, please? 3. —Is this/that a desk? —Yes.

49、 M-A-P, map. —Yes, it is./No, it isn’t. Section C The main activities are 1a and 2. 本課重點活動是1a和2。 Ⅰ. Teaching aims and demands 教學目標 1.Learn some new words: these, those, schoolbag, cake, bus, box 2.Learn the plural forms of the countable nouns and the plural forms of the demonstra

50、tive pronouns: (1) three pencils four rulers five oranges (2) this→these that→those 3.Identify things: (1) —What are these/those? —They’re books. (2) —Are these/those oranges? —Yes, they are./No, they aren’t. Ⅱ. Teaching aids 教具 小黑板/實物/名詞卡片/圖片/教學掛圖/錄音機 Ⅲ. Five-finger Teaching Plan 五指教

51、學方案 Step 1 Review 第一步 復習(時間:7分鐘) 通過做練習，學生之間進行對話，復習上節(jié)課的重點內(nèi)容，并導入新課。 1. (出示小黑板。要求學生完成板書練習，復習a/an的用法，并核對答案。) T: Now, look at the small blackboard, and fill in the blanks with“a”or“an”. Then let’s check answers together. desk apple book orange egg 2. (方案

52、一) (檢查家庭作業(yè)。出示實物，學生互動問答復習上節(jié)課的重點內(nèi)容。) T: Look at this apple. S1, S2, you two, please make up a dialog.(拿出一個蘋果。) S1: What’s this in English? S2: It’s an apple. S1: How do you spell it? S2: A-double P-L-E, apple. S1: Thank you. S2: That’s OK. T: Great, look at that pencil. (教師指著遠處的鉛筆，讓S3，S4進行互動問

53、答，復習鞏固that的用法。) T: S3, S4, you two, please make up a dialog. S3: What’s that in English? S4: It’s a pencil. S3: Can you spell it, please? S4: Yes, P-E-N-C-I-L, pencil. S3: Thanks. S4: You’re welcome. T: Very good. (方案二)(做猜一猜游戲：把學生分為十人一組，每組準備十張名詞卡片然后將本組的卡片收集上來，背面朝上，打亂順序整理好備用。組員輪流上臺抽取一張單詞卡片，背

54、面朝向自己，開始和其他組員一起互動猜詞并拼寫單詞。最快把所有卡片猜對的小組為獲勝者。) T: Let’s play a guessing game. S5, come here, please. For example: Ss: What’s this/that in English? S5: Is it a book? Ss: No, it isn’t. S5: Is it a map? Ss: Yes, it is. How do you spell it? S5: M-A-P, map. Ss: Thank you. S5: That’s OK./You’re wel

55、come. T: You did a good job. Now we’ll begin our new lesson. Step 2 Presentation 第二步 呈現(xiàn)(時間:13分鐘) 運用教學掛圖，通過師生、生生的互動問答等形式，初步學習本課的新單詞、新句型及新語法。 1. (展示2教學掛圖，進行師生問答。) T: Look at this picture. What’s this? (教師指著近距離圖上的一本書。) Ss: It’s a book. T: What’s that?(教師指著遠距離圖上的一個橘子問。) Ss: It’s an orange. (教

56、師出示2中復數(shù)物品的圖片，讓學生學會表達可數(shù)名詞的復數(shù)形式。) T: (出示三支鉛筆的圖片，讓學生試著讀出名詞復數(shù)的發(fā)音。) What are these? Ss: They’re three pencils. T: Picture 4. What are those? Ss: They’re five oranges. T: Picture 12. What are those? Ss: They’re seven boxes.(教師板書并提醒學生注意詞尾變化。) (教師請學生單獨作答。) T: Picture 2. What are these? S1: They’re

57、two books. T: Picture 10. What are these? S2: They’re four rulers. T: Picture 8. What are these? S3: They’re six buses.(教師板書并提醒學生注意詞尾變化。) (教師板書，教學新單詞，新句型，并要求學生掌握。同時提醒學生注意名詞單數(shù)變復數(shù)時的詞尾變化及讀音。) (讓學生歸納可數(shù)名詞變復數(shù)的規(guī)則，教師補充，并作總結(jié)。) 1.可數(shù)名詞變復數(shù)規(guī)則： (1)一般在可數(shù)名詞的末尾加-s。如： pen—pens, book—books (2)以s, x, ch, sh結(jié)尾

58、的名詞末尾加-es。如： bus—buses, box—boxes 2.指示代詞及人稱代詞的單復數(shù)轉(zhuǎn)換： this—these that—those it—they 3.單復數(shù)句型的對比： What’s this/that? It’s a/an … What are these/those? They’re … 2. (播放2錄音，讓學生跟讀，并讓學生兩人一組表演2的對話。完成2。) T: Let’s listen to the tape and repeat. Then perform dialogs in pairs. 3. (利用實物，由What are these

59、/those …?導入Are these/those …?句型教學。學習1a。) T: Look at the things and answer my questions, please. Pay attention to the plural forms of “this” and “that”. T: What’s this? (教師指著一本書。) Ss: It’s a book. T: What are these? (教師指著近處的一些書。) Ss: They’re books. T: Are these English books? Ss: Yes, they

60、are. (教師引導學生回答。) T: Are those books, too? (教師指著遠處的一些蘋果。) Ss: No, they aren’t. (教師引導學生回答。) T: What are those? Ss: They’re apples. (出示實物，找一名學生到講臺前和教師示范。) T: Is this a book?(教師指著一本書。) S4: Yes, it is. T: Are these books?(教師指著一些書。) S4: Yes, they are. T: Is that an apple?(教師指著遠處一個蘋果。) S4: Yes,

61、 it is. T: Are those oranges?(教師指著遠處一些蘋果。) S4: No, they aren’t.(教師引導學生回答。) T: What are those? S4: They are apples. (學生互動操練。教師板書，并要求學生掌握。) Are these/those oranges? Yes, they are./No, they aren’t. What are these/those? They are books/apples. 4. (播放1a錄音，讓學生聽并跟讀。然后學生兩人一組表演1a的對話。) T: Listen to

62、 the tape and repeat. Then practice the dialogs in pairs. Step 3 Consolidation 第三步 鞏固(時間:8分鐘) 運用圖片、實物和教學掛圖等進行對話操練，使學生在運用中掌握本課的新句型及語法。 1. (教師出示一些圖片，讓學生應用本課所學的句型，分組進行操練。) T: Please look at the pictures and practice the dialogs in groups according to 1a. 2. (用實物呈現(xiàn)并學習新單詞schoolbag, cake，然后讓學生完成1b。

63、) (老師走到S1面前，指著他/她的書包。) T: S1, what’s this? S1: 書包。 T: What’s this in English? S1: It’s a schoolbag.(幫助學生回答。) (板書，教學新單詞，并要求學生掌握。) schoolbag—schoolbags T: The bag we use in the school is called schoolbag. Now, boys and girls, are you hungry?(拿出蛋糕) Look here, please. What is this? Ss: 蛋糕。 T:

64、What’s this in English? Ss: It’s a cake.(幫助學生回答。) (板書，教學新單詞并要求學生掌握。) cake—cakes 3. (學生完成1b，并核對答案。) T: Please complete the conversations in 1b. Then check the answers. 4. (根據(jù)1b圖片兩人一組操練對話，并讓學生到講臺前表演，給予掌聲鼓勵。) T: Please practice the dialogs in pairs according to the pictures in 1b. Then I’ll ask

65、some students to act them out in the front. Step 4 Practice 第四步 練習(時間:12分鐘) 通過做游戲、操練對話和聽錄音填詞等形式，培養(yǎng)學生聽、說和寫的能力。 1. (做一個“找單詞，造句子”的游戲，練習Is this/that …? Are these/those …?句型。) T: Let’s play a game to make sentences. (1)教師事先制作一些卡片，每張卡片上寫一個單詞。 (2)在教室前面的墻上拉一根長繩子，繩子上掛上一些小鐵鉤。教師抽出一組卡片，每 張卡片用鐵夾子夾住并連同夾子

66、一起掛在鐵鉤上，見下圖。 (3)讓學生在有限的時間內(nèi)，通過不斷調(diào)換卡片的位置，盡可能多地造出不同的句子。若造出一般疑問句時，其他學生要做肯定/否定回答。 2. (出示圖片，操練What’s this/that in English? What are these/those in English?。) (請一名學生和教師對話作示范。) T: Look at these pictures. Let’s ask and answer. What’s this/that in English?(指著書包/蛋糕/書/橘子的圖片。) S1: It’s a schoolbag/cake/book/an orange. T: What are these/those in English? S1: They’re schoolbags/cakes/books/oranges. T: Thank you. S1: You’re welcome. (讓學生兩人一組練習并邀請志愿者到臺前表演。) 3. (聽3錄音，完成3。) T: Please listen to the ta