仁爱版七年级英语上Unit 4 Topic 3 Section C 教学设计

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仁爱版七年级上Unit 4 Having Fun Topic 3  We want to go to the zoo.

Section C 教学设计



The main activity is1a. 本课重点活动是1a。

Ⅰ.Teaching aims and demands 教学目标

1. Learn some new words and a phrase:

way, on one’s way home, wrong, meat

2. Talk about worries and thanks:

(1)What’s wrong with you, Baby Monkey?

(2)I can’t find my way home.

(3)It’s very kind of you.

(4)Thank you for your help, Kangkang.

3. Learn some useful sentences:

  (1)Let me help you.

  (2)Here we are.

Ⅱ. Teaching aids 教具

小黑板/钟/实物/录音机/谜语词条/钢笔/多媒体设备

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1  Review 第一步  复习(时间:10分钟)

通过学唱、师生互动问答，复习前面的目标语言，并导入新课。

1. (教师出示写有一首歌词的小黑板，并教唱这首歌。既可以活跃课堂气氛，又可以复习It’s time to do sth.这个句型。)

T: Good morning, boys and girls. Are you happy today?

Ss: Yes.

T:   First, I’ll teach you a song. The name is It’s time to go to school! Do you want to learn?

Ss: Yes, we do.

(歌词如下：)

It’s time to go to school. It’s time to go to school. Jane, put your shoes on, it’s time to go to school.

It’s time to go home. It’s time to go home. Jane, put your bag away, it’s time to go home.

It’s time to go to bed. It’s time to go to bed. Jane, take your shoes off, it’s time to go to bed.


(教师解释歌词大意。)

(教师教唱两遍。)

2. (教师拿出一个时钟，引导学生复习时间和日常活动的表达。)

T: Is it nice? Now, let’s look at the clock. Please tell me the time and what you usually do at that time. Do you understand?

Ss:Yes.

(教师把钟拨到6:50。)

T: What time is it?

Ss:It’s six fifty./It’s ten to seven.

T:  What do you usually do?

S1: I usually get up.

T:  Yes, it’s time to get up.

(教师把钟拨到12:00。)

T:  What’s the time, please?

Ss:      It’s twelve o’clock.

T:  What do you usually do?

S2: I usually have lunch.

T:  Yes, it’s time to have lunch.

(教师再拨几个时刻，让学生两人一组进行问答。)

T:  Now look at the clock. Ask and answer in pairs.

3. (学生两人一组谈论自己喜爱的动物，并说出喜欢的理由。)

T: Hi, boys and girls, we talked about time just now. Now, let’s talk about animals. Work in pairs and ask:“What are your favorite animals?”and“Why do you like them?”

(叫两组同学到讲台前表演。)

Example:

S3: S4, what are your favorite animals?

S4: Tigers.

S3: Why do you like them?

S4: Because they are very strong. How about you?

S3: My favorite animals are pandas, because they are very cute.

4. (由复习前面的知识，导入本课的新词句。)

T:  Well done. We know that Kangkang and his friends went to the zoo. Do you remember what animals Kangkang likes best?

Ss:      Monkeys.

T:  Yeah, Kangkang meets Baby Monkey on his way home in the afternoon. Baby Monkey is crying because he can’t find his way home.

(教师问一位女同学。)

T:  S5, if you can’t find your way home, will you cry?

(板书并要求学生掌握。)

way

on one’s way home


S5: Yes, I will.

T:  Ha-ha! You are not brave enough.(教师解释brave。) If she can’t find her way home, can you help her? S6, please.

S6:      Yes.

T:  Oh, it’s very kind of you. (教师微笑。)

(板书并教学该句的用法。)

It’s very kind of you.


(教师做找东西的动作，并露出焦虑的神情。)

T:  I can’t find my English book. Who can help me?

Ss:      Don’t worry. We can help you. (学生在抢着说时，教师可以引导学生。)

T:  It’s very kind of you. You can also say like this: Don’t worry. Let me help you.

(师生交换角色，让一学生做找东西的样子，引出句型What’s wrong with you?)

T:  What’s wrong with you, S7?

S7:      I can’t find my pen.

T:  Don’t worry. Let me help you. (教师帮助学生找钢笔。) Is it in your bag?

S7:      No.

T:  Is it here? (教师打开学生的铅笔盒。)

S7:      No.

T:  Is it over there? (教师环顾教室，然后指着事先放在教室后面的钢笔。)

S7:      Yes, it is.

S8:      Here you are. (教师示意另一个学生把钢笔递给他。)

S7:      Thank you.

T:  You can also say like this: Thank you for your help.

(板书，让学生猜测句子的意思，然后解释，并要求学生掌握。)

wrong                            What’s wrong with you?

over there                       It’s over there.

Thank you for +n./v.-ing. Thank you for your help.


(利用学生的思维定式，从他们的错误中引出新内容。)

T:  Please translate my words into Chinese. Here you are.

Ss:      给你。

T:  Here we are.

Ss:      (不假思索。)给我们。

T:  I’m afraid you can’t say it like this. You should say: 我们到了。

(板书并要求学生掌握。)

Here we are.


Step 2  Presentation 第二步  呈现(时间:8分钟)

通过学习1a，训练学生的阅读理解能力。

1. (教师提几个问题，让学生回答以明确课文大意，呈现课文场景。)

T:  Now please look at the text. What can you see?

Ss:      We can see Kangkang and some animals.

T:  What animals can you see?

Ss:      Some monkeys, a tiger and a lion.

T:  Oh. How careful!

2. (让学生听1a录音，呈现目标语言。)

T: Let’s listen to the tape and answer the question: What’s wrong with Baby Monkey?

(核对答案。)

T:  S1, please.

S1: He can’t find his way home.

3. (由学生整理出本段文章的关键词，找对一个奖励一分。)

T: How clever! Now let’s read again and find out the key words of the passage. Can you try?

(教师板书关键词，学生核对答案。)

What’s wrong­—can’t find—my way home—Don’t worry—not my home—Mr. Tiger’s—Mr. Lion—here—kind


Step 3  Consolidation 第三步  巩固(时间:8分钟)

通过表演对话，使学生加深理解并进一步巩固1a。

1. (看第二步呈现在黑板上的关键词，五人一组表演1a，完成1b。)

T: Look at the key words on the blackboard and practice the dialog in groups of five. Then, I’ll ask some groups to come to the front and act out.

(找几组表演。学生互评，选出表演最好的小组。)

2. (让学生帮助2中的动物找到食物，师生核对答案。完成2。)

  T:  Nice work. Now please look at the picture on Page 98. There are some animals and their favorite food. Do you know these animals? Write down their names and talk about their favorite food in groups. You can begin like this: I think meat is the tiger’s favorite food. I think the rabbit likes …

  (板书并要求学生掌握。)

meat


Step 4  Practice 第四步  练习(时间:12分钟)

通过猜谜活动，提高学生的听力和理解能力，帮助学生提高写作水平。

1. (猜谜语游戏。教师准备一些谜语，让学生猜是什么动物。)

T: Now let’s guess some riddles. Please guess what animals they are according to my descriptions. Ready? Go!

(参考谜语如下：)

T:        It is very cute. It often helps people and lives with us. It eats mice. Fish is its favorite food,   what is it?

Ss:      It’s a cat.

…

2. (完成3。)

(1)(写短文，为提高学生的写作水平打下基础。)

T:   Good job! Boys and girls, now let’s do some written work. Each of you must write a passage to describe your favorite animal. The information in the table may help you. Then talk with your partner and let him/her guess what the animal is. Do you understand?(教师解释。)

Ss: Yes.

T:   OK. Let’s begin.

(2)(学生完成短文后，向同桌口头描述，让对方猜其最喜欢的动物，猜对了举手示意，没有猜对则让全班同学来猜，答对了全班鼓掌，放松心情。)

Step 5  Project 第五步  综合探究活动(时间:7分钟)

创设情境，为学生提供实际运用英语的机会，提高学生的综合语言运用能力。

1. (假如你在放学回家途中遇到一位迷路的小女孩，然后你帮助她，在寻找她家的途中你们遇到了小女孩的邻居杨阿姨，最后小女孩找到了家。根据这些提示，写一篇与课文1a类似的对话。)

T:   Suppose you meet a girl on your way home, and she can’t find her way home. Then you help her. On the way, you meet the girl’s neighbour(教师解释：“邻居”。) Aunt Yang. At last, the girl finds her home. Please write a similar dialog according to1a.

Example:

(假设你叫雷飞。)

(Lei Fei meets a girl on his way home.)

Lei:   What’s wrong with you?

Girl:  I can’t find my way home.

Lei:   Don’t worry. Let me help you.

Girl:  Thank you.

Lei:   Whose home is this?

Girl:  I don’t know. It’s not my home.

Lei:   Is this your home?

Girl:  No, it isn’t.

(They meet Aunt Yang.)

Aunt Yang:Oh, ××, why are you here?

Girl:  I can’t find my way home, Aunt Yang.

Lei:   Excuse me, Aunt Yang, where’s her home?

Aunt Yang: It’s over there, the white house.

Lei:   Over there? Oh, thank you.

(They find the girl’s home.)

Lei:   Here we are. This is your home.

Girl’s mother: Oh, my dear daughter.

Girl:  Oh, Mom!

Girl’s mother: It’s very kind of you. What’s your name?

Lei:   I’m Lei Fei.

Girl’s mother: Thank you for your help.

Lei Fei: Not at all. Goodbye.

Girl’s mother:     Bye.

(检查了学生的写作情况后，教师可用多媒体设备展示范文。)

2. Homework:

(1)2008年奥运会结束后，许多外国游客意犹未尽，他们还想在中国玩上几天。假如有一天，一名英国游客在大街上迷了路。请结合本课1a的内容，帮他(她)找到他(她)的住处，并将这个对话写在作业本上。

(2)背诵本课的目标语言。

板书设计：

We want to go to the zoo.

Section C

Kangkang meets Baby Monkey on his way home in the afternoon.

What’s wrong with you?

I can’t find my way home.

Don’t worry.

Let me help you.

Here we are.

It’s very kind of you.

Thank you for + n. / v.-ing.