仁爱版英语七年级上册Unit 1 Topic 3 Section C公开课 教学设计

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示范课教案  Ⅰ. Material analysis

本节课是Section B部分所学内容的继续，主要活动是1a, 2和3a。在复习辨认物体的表达法的同时引入these和those的用法以及规则可数名词的复数变化规则。此外，语音板块要求学生进行单词读写的训练以及让学生掌握一般疑问句和陈述句的语调变化。

Ⅱ. Teaching aims

1. Knowledge aims

能够掌握并正确运用新学习的单词:those, these, book, let, help, ruler等；

     能够熟练掌握和应用可数名词单复数的变化规则：一般在名词后加s; 以s/x结尾加es；

能够用英语熟练表达辨认物体的表达方式：What are these? What are those?

They are … Are these/those…? Yes, they are. No, they aren’t.

2. Skill aims

     能听懂有关辨认物体的表达方式；

        能识别出不同的语调，如陈述句和疑问句等；

     能运用表示辨认物体的表达方式进行简单的交流；

能正确地朗读对话，并能注意语音语调；

     能写出辨认物体的简单句。

3. Emotional aims

     鼓励学生积极合作，参与课堂活动，大胆实践；

培养学生学好英语的信心，鼓励学生积极大胆地开口讲英语。

Ⅲ. The key points and difficult points

1.Key points

正确使用表示辨认物体的表达方法；

     正确书写所学的单词；

     正确应用单数名词变复数的规律。

2. Difficult points

     单数名词变复数的规律：一般在名词后加s;

以s/x结尾加es；

单数句型和复数句型的转换：What’s this/that? It’s a/an…

What are these/ those? They are…

Ⅳ. Learning strategies

     采用实物教学是学习英语的一种好方法。

Ⅴ. Teaching aids

     录音机、多媒体、闪卡和黑板。

Ⅵ. Teaching procedures

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Step	Interaction patterns	Student activity	Teacher activity
Introduction (5minutes)	1.The whole class work. 2.The whole class work.	1.Students answer, “Hi! Good morning. Nice to meet you, too.” 2. Do duty report. （老师指着一支铅笔） T: What’s this? Ss: It’s a pencil. （老师指着一块橡皮） T: What’s this in English? Ss: It’s an eraser. （老师让一名学生举起他/她的钢笔） T: What’s that? Ss: It’s a pen.	1.The teacher greets with students “Hello! Good morning. Nice to meet you.” 2.Help students revise the expressions in Section B.
Presentation (12minutes)	1.The whole class work. 2.The whole class work. 3.The whole class work. 4.The whole class work. 5.The whole class work. 6.The whole class work. 7.The whole class work. 8.The whole class work. 9.The whole class work.	1.Do1a. Students answer, “It’s a book.” 2.Students say, “They are books.” 3.Students answer, “They are…” 4.Students answer: “They are…” 5.Students answer the questions: “Yes, they are. / No, they aren’t”. 6.Students look at the pictures and read the conversations by themselves first. 7.Students guess the order of the four pictures in pairs, then some students tell their ideas about the order of the pictures. 8.Students check the answers and follow the tape first. 9.Students listen and follow the tape again.	1.Show a  book and ask, “What’s this?” Help students answer, “It’s a book.” Read the word for several times. 2.Show two books to students and ask, “What are these?” Help students say, “They are books.” 3.Point “a book (意为：一本书，two books意为：两本书。表示两个或两个以上的人或物要把该名词变复数即: + s)” Then Point some pens, pencils, erasers and ask, “What are these?” Let students answer, “They are…” 4.Point to the objects on students’ desks and ask, “What are those?” Let students answer, “They are…” 5.Show some objects and ask, “Are they … ?” Help students answer, “Yes, they are./No, they aren’t.” 6.Show the pictures of1aon the screen and let students look at the pictures, then read the conversations by themselves first. 7.Give students 1 minute to guess the order of the four pictures in pairs, then choose some students to number the pictures. 8.Check the answers on the screen and play the tape, and let students read after the tape first. 9.Play the tape and let students listen and follow the tape again.
Consolidation (10minutes)	1.Pair work.	1. Do 1b. Complete the conversations in pairs and four pairs check the answer; Use their objects to practice the sentences in pairs and some pairs show their conversations.	1.Show the pictures of 1b on the screen and give students two minutes to complete the conversations，then choose four pairs to check the answers; Let students use their objects to practice the sentences in pairs and choose some pairs to show their conversations.
Practice (12minutes)	1.Group work and pair work. 2.Pair work. 3. The whole class work. 4.Individual work. 5.The whole class work.	1.Do 2. Make short conversations in groups; “A: What’s this/that? B: It’s a/an… A:What are these/ those? B:They are…” 2.Two pairs show their conversations, and some pairs show the next conversations; 3.Look at the blackboard carefully. “book books, ruler,  rulers, eraser, erasers, bus, buses, box, boxes…” 4.Do3a. Read the words by themselves; Then some of them read the words, write the words by themselves and check the answers. 5.Do 3b. First read the sentences in 3b by themselves; Then read after the tape and pay attention to the rising tone and the falling tone.	1.Show the first group pictures of 2 on screen, then let students make short conversations with the sentences in pairs. 2.Choose two pairs to show the conversations, Then show the next two group pictures of 2, and then give students some time to make up new conversations with the pictures. 3.Write down the key sentences on the blackboard and ask students to pay attention the words. 4.Show the word cards and let students try to read the words together; Then choose some students to read the words and ask students to write the words in their books. 5.Let students read 3b aloud by themselves and pay attention to the rising tone and the falling tone; Then play the tape and let students read after the tape.
Production (4minutes)	1.Group work.	1.Come to the blackboard and make up more conversations; At last, the students listen to the teacher carefully.	1.Put some objects on the desk. Then choose some students to come to the blackboard and make up conversations with them in two minutes, the student who makes more conversations is the winner; Then make a summary about the game. 2. Assign homework: Review the key sentences; Make a short dialogue orally; Copy the new words one line; Preview Section D—Grammar and Functions.
Teaching reflection: 本节课由单数句型向复数句型的转换，学生会出现问题，因此，教师在教授过程中，要注意句型转换时词形的变化。

Ⅶ. Blackboard design

What class are you in? Section C 1.—What’ s this?       —It’s a…           名词单数变复数的规则： 2.—What’s that?       —It’s an…           1. 一般名词加s; 3.—What are these?    —They are…          2. 以s 或 x 结尾加es. 4.—What are those?    —They are… 5.—Are they …?       —Yes, they are./                  —No, they aren’t.