发布时间 : 星期日 文章仁爱版英语七年级下册U7T1SC教案更新完毕开始阅读dec80c2e7e21af45b307a8d0
Section C
Ⅰ. Material analysis
本节课是第七单元话题一的第三课时，继续谈论康康生日的话题，主要活动是1a和2a。通过Michael猜测Maria送给康康的生日礼物展开，在复习描述物体颜色的句型的基础上学习描述物体形状、尺寸、用途等特征的句型。本课的语法点是be动词引导的一般过去时的一般疑问句及其肯定和否定回答：Was it like ...? Yes, it was. /No, it wasn’t. 语音板块继续巩固字母组合ow, ou的读音规则，训练学生辨音的技能。 Ⅱ. Teaching aims 1. Knowledge aims
能够根据已学语音、音标以及发音规则，正确朗读、拼写下列词汇： present, shape, afraid, star, mouse, square等；
能够熟练使用描述物体形状、尺寸、用途的表达方式，如： （1）—What’s the shape of ...? = What shape is ...?
—It’s ...
（2）—How long/wide is it?
—It’s ...centimeters long/wide. （3）—What do we use it for?
—We use it to ...
能够运用以下句型询问和描述物体，如： （1）What is it like?
（2）—What’s the shape of …?=What shape is…?
—It’s…
（3）—Was it like ...?
—Yes, it was./No, it wasn’t.
练习、巩固字母组合ow, ou的读音规则，能够有意识地注意句子重音、画线部分字母组合的发音特征； 复习be 动词的一般过去时态。
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2. Skill aims
能够听懂有关描述生日礼物特征的语段；
能够根据图文应用本课所学的表达方式和同伴就描述物体形状、尺寸、用途等特征进行交流；
能够用正确地语音、语调朗读对话；
能够参照图片或范例写出简单的描述物体特征的句子。 3. Emotional aims
1.采用游戏、对话、竞赛等灵活多样的授课方式，培养学生学习英语的兴趣；
2.鼓励学生敢于开口，积极参与活动。 Ⅲ. The key points and difficult points 1. Key points
能够掌握描述物体形状、尺寸、用途等特征的表达方式： What’s the shape of ...? = What shape is ...? It’s ... How long/wide is it? It’s ...centimeters long/wide. What do we use it for? We use it to ...
能够运用be动词引导的一般过去时的一般疑问句及其肯定、否定回答： Was it like ...? Yes, it was. /No, it wasn’t. 2. Difficult points
be动词引导的一般过去时的一般疑问句及其肯定、否定回答： Was it like ...? Yes, it was./No, it wasn’t. Ⅳ. Learning strategies
1.能将描述物体特征等表达法运用于实际生活； 2.培养借助图片等非语言信息理解阅读和听说的习惯。 Ⅴ. Teaching aids
多媒体、黑板和录音机
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Ⅵ. Teaching procedures
Step Interaction Student activity patterns Introduction (6 minutes) 1.The whole 1.Focus class work. their 1.Greet students ready for Teacher activity attention on the learning. teacher. the 2.Let students count the 2.The whole 2.Count class work. numbers from 1-21 numbers from 1 to 21（基数词first; Count the 在前，序数词后数）. ordinal from numbers first to the 3.Ask some students some questions: When is twenty-first. 3.The whole 3.Answer class work. teacher’s questions. to Kangkang’s birthday? What’s the date today?(老师可以让学生分别用两种方式回答) the 4.Suppose a situation: Maria 4.The whole 4.Listen class work. teacher carefully，brings a present for Kangkang. and guess the Now, Michael is guessing the of present. What’s it? Do you know?(老师可以让学生猜测present的意思) meaning present. Presentation (10 minutes) 1.Individual work, 1.Do 1a. Listen to 1.Play the tape and let students the the tape; Answer listen to the tape carefully; questions; Choose some students to whole class the and work. pair Listen and follow answer the questions: What’s the tape; Ask and the shape of the present? What answer in pairs. color is it? What’s it? Play the 3
Make up a new tape again and let students dialog and act it follow it. Let students ask and out. answer in pairs and make up a new dialog according to 1a. Then choose two groups to show it to the class. 2.The whole 2.Listen and look 2.Point out the key sentence class work. 3.Pair work. at the screen. on the screen: What’s the shape of ...? =What shape is ...? It’s ... (1b选做) 3.Do 2a. Answer 3.Point out the first group of the teacher’s picture in 2a and ask students some questions. Show the next group and let students practice question: T:What is it like? S:It is like a flower. 2a in pairs(老师可以给学生T:Was it like a 们讲解be动词引导的一般疑flower before? 问句的句型结构)；Choose S:No, it wasn’t. It two groups to act it out. was like a star. Then practice the dialog in pairs and act it out. Consolidation 1.The whole 1.Do 2b. Answer 1.Bring out a piece of square (12 minutes) class work. the question: It’s a paper and make a circle from circle. it. Then ask the question: What shape is it?（老师可以引导学生回答） the 2.Point out the other question: 2.The whole 2.Answer class work. question: It’s a What shape was it before?(老4