根據(jù)學(xué)生的特點(diǎn)以及英語(yǔ)學(xué)習(xí)的規(guī)律，采用有效的教學(xué)手段和教學(xué)方法。創(chuàng)設(shè)生動(dòng)活潑的語(yǔ)境，讓學(xué)生運(yùn)用所學(xué)語(yǔ)言開(kāi)展活動(dòng)。下面是小編為大家整理的七年級(jí)上冊(cè)英語(yǔ)第五單元全英語(yǔ)1教案5篇，希望大家能有所收獲!
七年級(jí)上冊(cè)英語(yǔ)第五單元全英語(yǔ)教案1
分 析 This is the first lesson in this module. The main topic is self-introduction, so improving the students’ abilities of listening and speaking on self-introductions is very important.
知 識(shí)
目 標(biāo) Key vocabulary: Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China
Key structures: Hello / Hi
What's your name? My name is ...
How old are you? I'm ...years old.
Where are you from? I'm from ...
Nice to meet you. Nice to meet you , too.
能 力
目 標(biāo) 1. To understand conversations involving self-introduction.
2. To give a brief self-introduction concerning name, age and hometown.
情 感
態(tài) 度 Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教學(xué)方法 Interactive approach
教 具 Tape recorder, Multimedia
教學(xué)過(guò)程 Step 1: Warming up
1. The teacher show the PPT and play a short flash, the students enjoy the song .
2. Play a guessing game "Brainstorm" by asking the students "What's it?"
Then show the useful sentences by introducing myself.
I am Li Fang. I am from Wuhan. I am Chinese.
I am 25 years old. I am your new teacher.
3. Ask the students to introduce themselves in groups by using these sentences:
What's your name? Where are you from?
How old are you? Which class are you in?
Nice to meet you.
Step 2: Listening
1. Play the recording in activity 1 and ask the students to listen and check how many people speak.
2. Play it again and ask the students to check the words their hear.
3. Check the answers with the whole students.
Step 3: Listen and read
1. Play the recording in activity 3 and ask the students to listen
and answer the questions. Then check the answers.
(1) How many people speak in the conversation?
(2) Who are they?
(3) Are they in the same class?
2. Play it again and check the true sentences in act 3. Ask some
students to correct the wrong ones.
3. Put the students into groups of four to practise the dialogue.
The students repeat it several times, changing roles each time.
4. Talk about the pictures in the PPT and show their performances.
5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.”
6. Finish act 4 and 5 in groups. Teacher checks the answers.
Step 4: Pronunciation
1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.
2. Play the recording once without stopping.
3. Play it again and ask the students to repeat.
4. Practise the sounds in pairs, then finish the exercises on the PPT.
Step 5: Speaking
1. Talk about the pictures by asking and answer in paris like this:
A: What’s his name?
B: His name is….
A: Where is he from?
B: He's from….
A: How old is he?
B: He's ...years old.
Step 6: Module task
Task 1: Who has the most friends?
運(yùn)用本課句型，在規(guī)定的八分鐘時(shí)間內(nèi)，以小組為單位，看誰(shuí)結(jié)交的朋友最多，她將獲得一份豐厚的獎(jiǎng)品。
Task 2: Introduce yourself by using today's useful sentences.
Step 7: Language points
1. I’m from Wuhan. 我來(lái)自武漢。(我是武漢人。)
Be from 表示“來(lái)自哪里”、“從哪里來(lái)”或“是哪里人”。如：
He’s from Beijing. 他來(lái)自北京。(他是北京人。)
They’re from England. 他們來(lái)自英國(guó)。(他們是 英國(guó)人。)
如果不強(qiáng)調(diào)從哪里來(lái)，只是要說(shuō)明身份，也可以說(shuō)：
He’s a Beijinger. 他是北京人。
They’re English. 他們是英國(guó)人。
2. Where+is/are+主語(yǔ)+from?
英語(yǔ)中,通常用特殊疑問(wèn)句"Where + is / are + 主語(yǔ)+ from?"來(lái)詢問(wèn)某人"來(lái)自哪里","是哪里人",其答語(yǔ)通常用"主語(yǔ)+ am / is / are from + 地點(diǎn)"。如:
—Where is Sam from?
薩姆從哪里來(lái)?
—He is from England.
他來(lái)自英國(guó)。
拓展:be from = come from,如:
Where do you come from?
Where does he come from?
3. What’s your name?
英語(yǔ)中,當(dāng)想知道對(duì)方叫什么名字時(shí),可用句型"What’s your name?"進(jìn)行詢問(wèn),其答語(yǔ)一般用"My name is + 姓名."。如:
—What’s your name?
你叫什么名字?
—My name’s Gao Jing.
我叫高晶。
拓展:當(dāng)你想很有禮貌地問(wèn)別人的名字時(shí),你可以這樣問(wèn):
What’s your name, please?
May I have your name, please?
4. I’m twelve years old. 我12歲。
…years old,表示“……歲”。有時(shí)候years old 可以省略，只用數(shù)字來(lái)表達(dá)年齡即可。如：Her dog is three. 她的小狗3歲。
拓展：對(duì)該句型提問(wèn)可用：How old ...?它是英語(yǔ)中一個(gè)較重要的句型,主要用來(lái)詢問(wèn)某 人的年齡,其答語(yǔ)通常用"主語(yǔ)+ am / is / are + 年齡."。如:
—How old are you? 你多大了?
—I am thirteen (years old).我十三歲。
5. Nice to meet you . 很高興見(jiàn)到你!
這是兩位初次見(jiàn)面相識(shí)后的用語(yǔ)，意思是“見(jiàn)到你很高興?！币?jiàn)面相識(shí)可由自我介紹，第三者介紹或者詢問(wèn)相識(shí)。例如：
—Hello!I'm Xiao Hua.
—Hello!I'm Xiao Li.
—Nice to meet you, Xiao Li.
—Nice to meet you, too, Xiao Hua.
6. What about you? 你呢?
英語(yǔ)中“What about...?”是一句常用的客套 話，它后面可接名詞、代詞或動(dòng)名詞(ing)形式，它的功能可不少呢!
(1)詢問(wèn)或打聽(tīng)消息。如：
I'd like a cup of tea. What about you?
我想喝杯茶，你呢?
(2)向?qū)Ψ教岢鼋ㄗh或請(qǐng)求。如：
What about playing football now?
現(xiàn)在踢足球怎么樣?
(3)寒暄時(shí)的問(wèn)候語(yǔ)，有承上啟下的轉(zhuǎn)折作用，如：
I'm a student from China. What about you?
我是一名來(lái)自中國(guó)的學(xué)生，你呢?
7. Welcome to Class 4, Grade 7. 歡迎來(lái)到七年級(jí)四班。
welcome to ...歡迎來(lái)到...，這是一句歡迎用語(yǔ)，在英語(yǔ)中使用比較廣泛，如：
Welcome to Beijing! 歡迎來(lái)北京。
Welcome, come in，please. 歡迎，歡迎，請(qǐng)進(jìn)來(lái)。
Step 8: Consolidation
Do some exercises and check with the whole class.
Step 9: Homework
板書(shū)設(shè)計(jì) Module 1 Unit 1
What’s your name? My name is…
Where are you from? I’m from…
Nice to meet you, … Nice to meet you, too.
作業(yè)布置 1. Finish off the workbook exercises.
2. Make your favourite "English name card".
教學(xué)反思 The students can talk in English.
Unit 2 I'm Wang Lingling and I'm thirteen years old.
課 型 Reading and writing
教 材
分 析 This is the second lesson in this module. The reading material is information about Daming, Wang Hui and Lingling. It’s a good text to help the studetns improve their reading strategies, such as getting information from the reading material about personal information.
知 識(shí)
目 標(biāo) Key vocabulary: everyone, capital, but, very, big, city, small, first, last, all,
first name, last name
Key structures: His / Her name is ...
He / She is from ...
He / She is ... years old.
He / She is in Class 1, Grade Seven.
能 力
目 標(biāo) To get information from the reading material about personal information.
情 感
態(tài) 度 Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教學(xué)方法 Interactive approach
教 具 Tape recorder, Multimedia
教學(xué)過(guò)程
Step 1: Warming up
Say hello to the students and tell them we are going to play a game. You can say like this: I will divide you into 6 groups and each group will have a picture of a famous person. You work in groups and introduce the person. Let's see which team is the best. Are you clear? Ready?
The teacher plays the PPT and shows the pictures to them.
Step 2: Revision
Show some exercises and ask the students to complete them. Then teach and explain the new words in the sentences.
Step 3: Reading
1. Do act 1 and check the answers. ( B D A E C )
2. Ask the students to read the passage and check the true sentences in act 2.
3. After reading, the students check the false sentences in act 2.
4. The students read the passage again and underline the correct words in act 3.
5. Finish act 4 and check the answers with the whole class.
Step4: Language points
The teacher shows today's useful sentences and explain them.
1. This is Lingling and her English name is Lucy.
這位是玲玲，她的英文名叫露西。
This is ...向別人介紹某人時(shí)說(shuō) "This is ..." 不用
"That is ..."。 如：This is Tom. Tom, this is Jack.
這是湯姆。湯姆，這是杰克。
注意：this is 不能縮寫(xiě)，而 that is 可以縮寫(xiě)成that's。
打電話時(shí)，介紹自己用this, 詢問(wèn)對(duì)方用that。如：
This is Lucy speaking.
Is that Lucy speaking?
2. Good to see you. 很高興見(jiàn)到你!
此句為熟人之間見(jiàn)面常用的問(wèn)候語(yǔ)，還可以
說(shuō)：Nice to see you. / Glad to see you. /
Pleased to see you.
It's nice to see you all.
很高興見(jiàn)到你們所有人!
句中all為代詞，意思“每個(gè)，全體”;作主語(yǔ)時(shí)，
be動(dòng)詞用are。如：
All the students are here today.
所有的學(xué)生都到齊了。
3. I'm Wang Lingling and I'm thirteen years old.
我叫王玲玲，我今年十三歲了。
介紹自己名字的時(shí)候可以用“I'm”、“I am”
或“My name is ...”，此句還可以說(shuō)：
My name is Wang Lingling.
另外，這里的“...years old”，表示.......幾歲，這里的
數(shù)字可以省略，直接說(shuō)成：I am thirteen.
對(duì)它提問(wèn)用：How old...? 如：
How old is Lingling?
She is thirteen years old.
4. Tony is my first name and Smith is my last
name. 托尼是我的名，史密斯是我的姓。
family name 姓 = last name 教名
與中國(guó)習(xí)慣不同，大多數(shù)英語(yǔ)姓名有三個(gè)名字：教名，中間名和姓。他們的姓放在最后。(中間名一般很少用)如果你要稱呼別人為……先生，夫人，小姐時(shí)，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的這個(gè)名字，你只能稱他為Mr. Green，而不能稱他為Mr. James。
Step 5: Writing
1. The students look at the pictures and write sentences.
Finally, ask three or four students to show their answers.
2. The teacher makes a model for the students and ask the students to write sentences for themselves with and.
Model: My name is Li Ping and I'm from China. I'm Chinese and I'm fifteen years old. I'm in Class One, Grade Seven.
Step 6: Module task
Let the students to ask their partners about personal information and make cards for them. The more, the better.
Name: __________
Age: __________
School: __________
Date of birth: ___________
Birth place: __________
Telephone number: ___________
Hobbies:___________
Favorite color:____________
Ask several students to show their performances and praise the better ones.
Step 7: Consolidation
Show the students some exercises and ask them to finish in class, then check the answers with the whole students.
Step 8: Homework
采訪兩個(gè)你的新同學(xué)，分別問(wèn)他們以下幾個(gè)問(wèn)題：
What's your name?
Where are you from?
How old are you?
What's your favourite subject?
將你的采訪記錄整理成一篇為My new classmates的短文。(可適當(dāng)增加采訪問(wèn)題，全文不少于50單詞。)
板書(shū)設(shè)計(jì) Module 1 Unit 2
What’s your name? My name is…
Where are you from? I’m from…
Nice to meet you, … Nice to meet you, too.
作業(yè)布置 1. Finish off the workbook exercises.
2. Interview two of your classmates and write a short passage.
教學(xué)反思 The students can get information from the reading material about personal information.
Unit 3 Language in use
課 型 Revision and application
教材分析 Unit 3 對(duì)“自我介紹和獲取信息”的功能句式進(jìn)行綜合訓(xùn)練：談?wù)撟约夯蚺笥训那闆r(活動(dòng)1);根據(jù)提示完成介紹圖片中人物情況的句子;填表、匹配復(fù)習(xí)表示國(guó)家、民族及人物活動(dòng)的詞匯。Around the world了解中西人名的不同;Module task要求通過(guò)問(wèn)答形式介紹自己和他人。
知識(shí)目標(biāo) Key structures:
1) What’s his/her name?
2) Where is he/she from?
3) What's his/her English name?
4) How old is he / she?
5) What class is he / she in?
能力目標(biāo) Enable students to talk about themselves and their friends.
情感態(tài)度 Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教學(xué)方法 Formal and interactive practice
教 具 Tape recorder, PPT, handout
教學(xué)過(guò)程 Step 1: Revision
1. Ask some students to introduce themselves to the other students.
2. Ask them to talk about the pictures in the PPT.
Step 2: Teaching grammar
動(dòng)詞Be的一般現(xiàn)在時(shí)：
1. 肯定句：主語(yǔ)+ be(am,is,are) +其它。
2. 否定句：主語(yǔ)+be+not+其它。
3. 一般疑問(wèn)句：Be+主語(yǔ)+其它?
4. 特殊疑問(wèn)句：疑問(wèn)詞+一般疑問(wèn)句?
動(dòng)詞Be的常用句式：
1. be + 形容詞
I am very happy. 我很幸福。
He is very kind. 他人非常好。
2. be + 名詞
Mr Wang is our English teacher.
王先生是我們的英語(yǔ)老師。
They are our good friends.
他們是我們的好朋友。
3. be + 介詞短語(yǔ)
She is at home. 我在家里。
Are you from America? 你來(lái)自美國(guó)嗎?
The book is on the desk. 書(shū)在桌子上。
4. be + 副詞 Class is over. 下課了。
Step 3: Speaking
Ask the students to introduce the three people in act 1.
You can do it like this:
This is Sam.
He is twelve.
He's from England.
He's in Class 1.
Step 4: Practise
Do act 2-4 by themselves and check the answers in groups.
Ask one group the report their answers.
Step 5: Around the word
1. Tell students the difference between Chinese names and English names.
T: Most English people have three names: a first name, a middle name and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world.
Step 5: Module task
Look at the screen. Introduce yourself. Ask and answer with a partner. Then report their result in front of the whole class.
Step 6: Do exercises
Do the exercises in the PPT. The teacher checks the answers.
Step 7: Sum up
Ask the students to talk about “What have you learned in this lesson?”.
Sum up the different ways of “Be” and report it.
Step 8: Homework
板書(shū)設(shè)計(jì) Module 1 Unit 3
What’s your name? My name is…
Where are you from? I’m from…
How old are you? I’m ….years old
作業(yè)布置 查找資料名人資料，向全班同學(xué)介紹你心目中最喜愛(ài)的英明星或最
尊敬的人。
教學(xué)反思 Speaking more is necessary for the students.
七年級(jí)上冊(cè)英語(yǔ)第五單元全英語(yǔ)教案2
SectionA(1a—2c)
【學(xué)習(xí)目標(biāo)】：1、熟練掌握本課6個(gè)單詞.
2、學(xué)會(huì)詢問(wèn)他人姓名及介紹他人姓名.
3、能聽(tīng)懂有關(guān)談?wù)撍诵彰膶?duì)話并進(jìn)行自由交際.
【學(xué)習(xí)重點(diǎn)】：詢問(wèn)他人姓名及介紹他人姓名的句型.
一、自主學(xué)習(xí)(教師寄語(yǔ)：Knowledgeispower.)
學(xué)習(xí)任務(wù)一:熟練讀寫(xiě)本課6個(gè)單詞.
1.個(gè)人自瀆，記憶本課單詞.
2.小組互相檢查單詞讀寫(xiě)情況.
3.根據(jù)漢語(yǔ)寫(xiě)出下列英語(yǔ)單詞并展示.
學(xué)習(xí)任務(wù)二:運(yùn)用句型：What'shis/hername?
His/Hernameis....進(jìn)行自由交際.
1.小組合作，理解并熟讀下列短語(yǔ)，并寫(xiě)出漢語(yǔ)意思.
mynane()yourname()
hisname()hername()
2.個(gè)人理解下列對(duì)話，并且兩人合作練習(xí).
A：Hello!What'syourname?
B：MynameisGina.
A：Nicetomeetyou.
B：Nicetomeetyou,too.
A：What'shername?
B：HernameisJenny.
3.小組合作，練習(xí)自己的對(duì)話.
4.對(duì)抗組開(kāi)展競(jìng)賽，展示自己的對(duì)話.
學(xué)習(xí)任務(wù)三:聽(tīng)聽(tīng)力完成2a,2b.
1.個(gè)人看圖，理解四幅圖畫(huà)，思考圖畫(huà)中人是在談?wù)撍诉€是對(duì)方.
2.聽(tīng)聽(tīng)力，給四幅圖畫(huà)編號(hào).
3.小組為單位，熟讀2b中的名字。
4.聽(tīng)聽(tīng)力，完成2b.
二、合作共建(教師寄語(yǔ)：Manyhandsmakelightwork.)
討論下面兩句話如何用英語(yǔ)表達(dá).
1.他叫Bob.
2.她叫Jenny.
三、系統(tǒng)總結(jié)(教師寄語(yǔ)：Nomancandotwothingsatonce.)
根據(jù)提示，完成下列問(wèn)答.
______________
What's_______name?_______is....
_______________
四、診斷評(píng)價(jià)
1、寫(xiě)出下列短語(yǔ).
(1)我的時(shí)鐘(2)你的問(wèn)題
(3)他的名字(4)她的回答
2、根據(jù)句意及首字母補(bǔ)全單詞。
(1)_________isyourname?
(2)Nicetom________you.
(3)Hisa_________isgood.
(4)L______!Hisclockisbeautiful(漂亮的).
三、選擇
1._______,What'shisname?HisnameisJohnGreen.
A.HiB.OhC.SorryD.OK
2.Sheisagirl(女孩).What's______name?
A.herB.sheC.she'sD.his
五、【課后反思】(教師寄語(yǔ)：Neverdothingsbyhalves)
第3課時(shí)Unit1Myname'sGina(總第3課時(shí))
SectionA3a—4
【學(xué)習(xí)目標(biāo)】：1、熟悉掌握本節(jié)課的六個(gè)詞匯。
2、正確辨別英文名字的姓和名，以及和中文名字的差異.
3、學(xué)會(huì)詢問(wèn)他人名和姓的句型.
【學(xué)習(xí)重點(diǎn)】：掌握詢問(wèn)他人名和姓的句型.
【學(xué)習(xí)過(guò)程】：
一、自主學(xué)習(xí)(教師寄語(yǔ)：Knowledgeispower.)
學(xué)習(xí)任務(wù)一:熟悉掌握詞匯。
1、個(gè)人自讀，記憶本課單詞.
2、小組相互檢查單詞讀和寫(xiě)的情況.
3,、據(jù)漢語(yǔ)寫(xiě)出單詞,小組競(jìng)賽并展示.
學(xué)習(xí)任務(wù)二:能運(yùn)用句型:What'syourfirstname?
Myfirstnameis....
What'syourlastname?
Mylastnameis...進(jìn)行交際.
1、試讀下列姓名,嘗試總結(jié)歸納.
GinaMiller
Firstname:________Lastname:________
完成3a.(讓對(duì)抗號(hào)在黑板上展示)
2、理解下列對(duì)話,兩人合作練習(xí).
A:Hello!What'syourname?
B:MynameisJackSmith.
A:What'syourfirstname?
B:Myfirstnameis....
A:What'syourlastname?
B:Mylastnameis...
3、小組合作,練習(xí)自己的對(duì)話.
4、對(duì)抗小組開(kāi)展競(jìng)賽,展示自己的對(duì)話.(完成3b)
二、合作共建(教師寄語(yǔ)：Manyhandsmakelightwork.)
學(xué)會(huì)了詢問(wèn)他人的名和姓的句型后，能否用his/her做替換練習(xí)。
三、系統(tǒng)總結(jié)(教師寄語(yǔ)：Nomancandotwothingsatonce.)
1、總結(jié)你所知道的名和姓。
2、自己編寫(xiě)一個(gè)詢問(wèn)他人姓和名的小對(duì)話.
四、診斷評(píng)價(jià)(一)用所給詞的適當(dāng)形式填空.
1.Nicetomeet______(your).
2._____(she)nameisHelenBlack.
3.Hisfamilyname_____(be)MrGreen.
4.______(be)youMrGreen.
5.Hi,I_____(be)Lily.
(二)據(jù)漢語(yǔ)完成句子
1.Brown是他的姓氏.Brownis______________name.
2.她的名是什么?____________________name?
3.你好,我是杰克.Hi,________Jack.
4.我的鋼筆是黑色的._____penis______.
5.他的名字是吉姆._______________Jim.
(三)根據(jù)上下文完成對(duì)話.
A:Hello!
B:________!
A:I'mGina,________________?
B:MynameisLindaBrown.
A:IsLindayourlastname?
B:No.Lindaismy__________.AndBrownis___________.
A:Nicetomeetyou.
B:____________________.
五、【課后反思】(教師寄語(yǔ)：Neverdothingsbyhalves)
七年級(jí)上冊(cè)英語(yǔ)第五單元全英語(yǔ)教案3
I’d like some noodles.
I. Analysis of the Teaching Material
1. Status and function
The topic of this unit is about food. The students will learn how to order food or
take-away. In this unit, the students will be able to use “would like” to express their need
for food and learn how to ask others? information and provide their personal information
during the process.
2. Teaching aims and demands
1). Knowledge objects
a. To master how to order food or take-away;
b. To master the modal verb “would” and “what” questions.
c. To master the usage of countable nouns and uncountable nouns.
2). Ability objects
d. To use “would like” to talk about the need for food.
e. To improve students? ability of communication and social practice.
3). Sensibility objects:
Let the students experience the happiness of learning English, cultivate their ability
to do things and foster the spirit of cooperation in group activities.
3. Teaching difficult points and focus:
1)To learn the names of food and the countable and uncountable nouns.
2)To learn how to order food.
3)To use “would like” to express their need for food and learn how to order food.
II. Target Language
1) what would you/he/they like to eat?
I?d /He?d /They?d like some...
2) What kind of noodles would you/he/they like?
I?d/He?d /They?d like beef and tomato noodles
IV. Vocabulary
noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…
V. Teaching Time
45 minutes
VI. Teaching Procedures
Step 1. Warm up.
1) Show some pictures about sports and let the students answer the questions below:
After doing these sports, what?s your feeling?
Are you tired ?
Are you hungry?
2) Let the students thinking the question: If you are hungry, what would you like to eat?
3) Show some pictures of food that they have learned.
Step 2. Lead into.
1)T: “No food left! But don?t worry, let?s go to the restaurant to have a big meal.
Look! What can you see in the restaurant?
Yes, There are many kinds of food there. You can choose whatever you like”.
2)Show the new words.
3)Questions:
A: What kind of vegetables/meat/food/drink would you like?
B: I?d like some…
Let the students to learn the names of food and the countable and uncountable nouns. Let the students make some dialogue.
Step 3. Let’s chant.
Step 4. Noodle House.
1) Show some pictures about noodle specials.
meat+vegetables → special1/special2….
(let the students to guess the meaning of the word ?special?)
2) Make dialogue
A: What kind of noodles would you like?
B: I?d like…and…noodles.
Step 5. Pairwork and guessing game
1) Pairwork . (Make dialogues.)
2) Game: Who is the winner?
Ask a boy and a girl come before the blackboard, and then ask two students to make a
dialogues. The boy or the girl who find the right special will win one score….after
some pairwork, see who is the winner? The boy or the girl.
3) Guessing game.
Step 6. Role Play (In the Nodle House)
A customer and a waiter. (Make a dialogue)
Let the students express their need for food and learn how to order food.
Step 7. Summary
Step 8. Apothegm
Step 9 A Flash → “I’m hungry”
Learn the song.
Step 10. Homework
七年級(jí)上冊(cè)英語(yǔ)第五單元全英語(yǔ)教案4
Teaching Plan
Background information(背景知識(shí)):
Students: 52 Middle School students
Lesson duration: 45mins
Teaching contents(教學(xué)內(nèi)容): Unit 2 Topic 1 I have a small nose. Section A
Teaching aims(教學(xué)目標(biāo)):
1. Learn some new words:
(1)Learn words about parts of the head:
nose, eye, head, face, hair, ear, mouth, neck
(2)Learn some other new words:
guess, know, wide, right, girl, boy, have, has, small, big, round, short, long,
2. Learn some useful sentences:
(1) I/You/We/They have…
(2) She/He/It has…
(3)---Do you have…?
---Yes, I/We do. No, I/We don’t.
(4)--- I know.
--- You’re right.
3. Learn how to describe people’s appearances.
Teaching focus(重點(diǎn))：words about parts of the head and adjectives of description
Teaching difficulties(難點(diǎn))：The usages of have and has
Teaching procedures:(教學(xué)步驟)
Step1 Warm-up 第一步 熱身
greeting
sing a song : Head and shoulders.
Step2 Review 第二步 復(fù)習(xí)
(1) 通過(guò)復(fù)習(xí)，培養(yǎng)學(xué)生根據(jù)卡片信息進(jìn)行簡(jiǎn)單交流的能力。
(出示卡片上文字信息，師生進(jìn)行互動(dòng)問(wèn)答。復(fù)習(xí)描述人的基本情況。)
Name: Jane
Age: 11
From: Canada
School: Beijing International School
Class: Nine
Grade: Seven
Phone number: (010)9267-6929
(1)T: What’s her name? S1: Her name is Jane.
T: How old is she?S2: She is eleven.
T: Where is she from?S3: She is from Canada.
(2)(根據(jù)圖畫(huà)導(dǎo)入新內(nèi)容。)
Step 3 Presentation 第三步 呈現(xiàn)
利用簡(jiǎn)筆畫(huà)教授人體部位的名稱，并在圖片的相應(yīng)位置板書(shū)單詞，然后領(lǐng)學(xué)生拼讀。
(2)(利用卡片，操練表示人體部位的名詞。)
T: Let’s look at this picture. What’s this? S1, please.S1:Eyes.
T:How do you spell it, please?S1:E-Y-E-S,eyes.
(以同樣方式操練其他表示人體部位的名詞。)
T: Nice work, boys and girls. (教學(xué)boy and girl)
(3) 通過(guò)對(duì)比圖片學(xué)習(xí)描寫(xiě)人體頭部的形容詞(long hair, big eyes, small eyes, a round face…)
(4) (出示2a的教學(xué)掛圖，讓學(xué)生觀察圖片中突出的外貌特征，鞏固表示人體部位的名詞和部分形容詞。)
T: OK, now look at these pictures. Let’s talk about their different looks. Is this a big nose?
Ss:Yes. It’s big.
T: Good. He has a big nose. Are they big, too?Ss:No. T: Very good. They are not big. They are small. They have small noses and small eyes.
(以同樣方式操練其他四幅圖片。)
(5) (在熟練掌握人體部位和描述人體部位形容詞的基礎(chǔ)上，結(jié)合2a的教學(xué)圖片，讓學(xué)生操練形容詞+人體部位的短語(yǔ)，然后教授have和has的用法，進(jìn)而過(guò)渡到完整的句子。)
① have: S(I/We/You/They) +have …
② has: S(He/ She/ It)+has …
Step 4 Consolidation 第四步 鞏固
1. (小組競(jìng)賽。限定時(shí)間要求學(xué)生書(shū)面完成2b。核對(duì)答案，并讓學(xué)生復(fù)述have/has的用法，最后讓學(xué)生齊讀這七個(gè)句子。)
2. (接龍游戲。教師根據(jù)自己的實(shí)際情況以第一人稱說(shuō)一個(gè)句子，學(xué)生模仿練習(xí)。)
S1:I have a small nose.
S2: I have a long face.
S3: I have a big head.
S4: …
…
Step 5 Practice 第五步 練習(xí)
完成1a，1b進(jìn)一步幫助學(xué)生鞏固本課的功能項(xiàng)目，培養(yǎng)學(xué)生的聽(tīng)說(shuō)能力。
Sing a song
Step 6 Summary 第六步 總結(jié)
Summarize the new words.
Summarize the grammar.
Summarize the useful expression
Step 7 Homework 第七步 作業(yè)
(1) 預(yù)習(xí)Section B 的生詞
(2) 描述一位朋友的外貌。
七年級(jí)上冊(cè)英語(yǔ)第五單元全英語(yǔ)教案5
Looking Different
Topic 1 I have a small nose.
Section A
The main activities are 1a, 2a and 3a. 本課重點(diǎn)活動(dòng)是1a, 2a和3a。
Ⅰ.Teaching aims and demands 教學(xué)目標(biāo)
1.Learn some new words:
(1)Learn words about parts of the body:
nose, eye, head, face, hair, ear, mouth, neck
(2)Learn some other new words:
guess, have, small, has, big, know, right, round, long, wide, girl, boy, short
2. Learn some useful sentences:
(1)Oh, I know.
(2)Yes, you’re right.
3. Learn the simple present tense with“have/has”and adjectives of description:
(1)I have a big nose.
(2)They have round faces.
(3)She has long hair.
(4)It has big ears.
4. Learn how to describe people’s appearances.
Ⅱ. Teaching aids 教具
小黑板/影片的封面或圖片/教學(xué)掛圖/錄音機(jī)
Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案
Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:10分鐘)
通過(guò)復(fù)習(xí)，培養(yǎng)學(xué)生根據(jù)圖畫(huà)和文字信息進(jìn)行簡(jiǎn)單交流的能力。
(出示小黑板上的圖畫(huà)和文字信息，師生進(jìn)行互動(dòng)問(wèn)答，然后讓學(xué)生兩人一組表演對(duì)話。復(fù)習(xí)描述人的基本情況。)
Name: Jane
Age: 12
From: Canada
School: Beijing Ren’ai International School
Class: Four
Grade: Seven
Phone number: (010)9267-6929
(1)T: What’s her name?
S1: Her name is Jane.
T: How old is she?
S2: She is twelve.
T: Where is she from?
S3: She is from Canada.
T: What class is she in?
S4: She is in Class Four, Grade Seven.
T: What’s her telephone number?
S5: It’s (010)9267-6929.
(把全班學(xué)生分成兩組就此對(duì)話進(jìn)行表演。)
(2)(根據(jù)圖畫(huà)導(dǎo)入新內(nèi)容。)
T: Well done! Now we have learned something about Jane. Do you like her? Is she beautiful? Then how to describe her appearance? First, let’s learn some new words about parts of the body. Now let’s look at the picture.
Step 2 Presentation 第二步 呈現(xiàn)(時(shí)間:12分鐘)
利用圖片，借助體態(tài)語(yǔ)，幫助學(xué)生學(xué)習(xí)語(yǔ)言，并培養(yǎng)他們的觀察能力。
1. (教師利用Jane的圖片教授2a中人體部位的名稱，并在圖片的相應(yīng)位置板書(shū)單詞，然后領(lǐng)學(xué)生拼讀。注：教師應(yīng)按照從上到下、從局部到整體的順序講授人體部位，以便幫助學(xué)生記憶。)
T: Please listen and follow me, then touch the parts of your body when you say them. Please go!
(板書(shū)生詞，要求學(xué)生掌握，并讓學(xué)生注意拼讀。)
head face hair eye ear nose mouth neck
2. (利用2a的教學(xué)掛圖，操練表示人體部位的名詞。)
T: Let’s look at this picture. What’s this?(手指畫(huà)著頭部的圖片。) S1, please.
S1:Head.
T: How do you spell it, please?
S1:H-E-A-D, head.
(以同樣方式操練其他表示人體部位的名詞。)
3. (以做游戲的方式呈現(xiàn)新單詞和短語(yǔ)，使學(xué)生易于理解和接受。具體方法如下：把全班學(xué)生分成四組，每組輪流選出一名學(xué)生在黑板上畫(huà)人物頭像。每個(gè)學(xué)生畫(huà)一個(gè)身體部位。例如，第一個(gè)學(xué)生畫(huà)的是一張圓臉，教師就幫助學(xué)生說(shuō)a round face。板書(shū)并解釋。其他身體部位以同樣方式呈現(xiàn)。直到把所有本節(jié)課所涉及的描述性形容詞都呈現(xiàn)出來(lái)為止?？梢远喈?huà)幾幅圖，完成后，每組學(xué)生輪流用短語(yǔ)描述人物外貌特征，說(shuō)得準(zhǔn)確流利者為勝。)
T: Nice work, boys and girls. Now let’s play a game. I’ll divide you into four groups. Each group chooses a student to draw a part of the body. And you should describe it with a phrase. OK. Let’s begin!
(板書(shū)boy和girl，并要求學(xué)生掌握。)
boy, girl
S2: (畫(huà)一個(gè)圓臉) A round face. (教師幫助學(xué)生說(shuō)。)
(板書(shū)并解釋，要求學(xué)生掌握。)
round
S3: (畫(huà)一雙小眼睛) Small eyes.(教師幫助學(xué)生說(shuō)。)
(板書(shū)并解釋，要求學(xué)生掌握。)
small
S4: (畫(huà)一個(gè)大鼻子) A big nose.(教師幫助學(xué)生說(shuō)。)
(板書(shū)并解釋，要求學(xué)生掌握。)
big
…
(以同樣方式呈現(xiàn)a wide mouth, big ears, long hair，要求學(xué)生掌握。)
4. (出示3a的教學(xué)掛圖，讓學(xué)生觀察圖片中突出的外貌特征，鞏固表示人體部位的名詞和部分形容詞。)
T: OK, now look at these pictures. Let’s talk about their different looks. Is this nose big?(教師指著圖片1的鼻子，并借助手勢(shì)問(wèn)。)
Ss: Yes. It’s big.(引導(dǎo)學(xué)生說(shuō)。)
T: Good. He has a big nose. Are they big, too?(教師指著圖片②問(wèn)。)
Ss: No.
T: Very good. They are not big. They are small. They have small noses and small eyes.(教師指著圖片2的鼻子和眼睛說(shuō)。)
(以同樣方式操練其他四幅圖片。)
5. (在熟練掌握人體部位和描述人體部位形容詞的基礎(chǔ)上，結(jié)合3a的教學(xué)圖片，讓學(xué)生操練形容詞+人體部位的短語(yǔ)，然后教授have和has的用法，進(jìn)而過(guò)渡到完整的句子。)
(教師說(shuō)出一個(gè)人稱代詞，讓學(xué)生結(jié)合3a的教學(xué)掛圖說(shuō)出用have還是用has。)
T: Next, please practice the sentence patterns. I say personal pronouns, you complete the sentences.
T: Look at Picture 1. “I …”
Ss: I have.
T: The whole sentence.(“完整的句子”)
Ss: I have a big nose.
T: Picture 2. “We …”
Ss: We have ...
(教師示意說(shuō)完整的句子。)
Ss: We have small eyes.
T: Picture 3.“They …”
Ss: They have …(教師幫助說(shuō))
(教師示意說(shuō)完整的句子。)
Ss: They have round faces.
…
6. (播放3a錄音，讓學(xué)生跟讀并注意語(yǔ)音語(yǔ)調(diào)。)
T: Listen to 3a and repeat. Pay attention to the pronunciation and intonation.
7. (1) (總結(jié)have/has的用法并板書(shū)。)
T: Let’s sum up the usages of“have”and“has”.
① have: S(I/We/You/They) +have …
② has: S(He/ She/ It)+has …
(2) (教師帶領(lǐng)學(xué)生運(yùn)用身邊的實(shí)物，練習(xí)用have/has造句。)
T: I have a book.
She has a big pencil-box.
He has a beautiful bag.
…
Step 3 Consolidation 第三步 鞏固(時(shí)間:8分鐘)
完成3b和4。通過(guò)小組競(jìng)賽，接龍游戲，替換練習(xí)等活動(dòng)，進(jìn)一步操練have，has的用法。
1. (小組競(jìng)賽。限定時(shí)間要求學(xué)生書(shū)面完成3b。核對(duì)答案，并讓學(xué)生復(fù)述have/has的用法，最后讓學(xué)生齊讀這七個(gè)句子。)
T: Now, let’s P.K. Can you complete the sentences in 3b on Page 26 as quickly as you can? Then I’ll divide you into two teams. Boys must choose the sentences which they use “have”. Girls must choose the sentences which they use “has”. Please go.
2. (接龍游戲。教師根據(jù)自己的實(shí)際情況以第一人稱說(shuō)一個(gè)句子，學(xué)生模仿練習(xí)。)
T: Well done. Now let’s play a game in chains. You can say a sentence to describe yourself. Please use “I have” to make sentences, for example, I have a big nose. Begin!
S1: I have a small nose.
S2: I have a long face.
S3: I have a big head.
S4: …
…
3. (根據(jù)學(xué)生的描述，有意識(shí)板書(shū)一些句型，運(yùn)用肢體語(yǔ)言，引導(dǎo)學(xué)生進(jìn)行替換練習(xí)。)
T: Nice work. Huang Lin and Huang Hao, please.
Huang Lin: I have a small nose.
Huang Hao: I have a small nose.
T: You can say together like this: We have …
Huang Lin and Huang Hao: We have small noses.
T: And the whole class can say like this: They have …
Ss: They have small noses.
Huang Lin: I have a small nose.
Huang Hao: I have a small nose.
(引導(dǎo)他們用we來(lái)描述，注意單復(fù)數(shù)形式，其他同學(xué)用they轉(zhuǎn)述。教師板書(shū)。)
Huang Lin and Huang Hao: We have small noses.
Ss: They have small noses.
(引導(dǎo)其他同學(xué)來(lái)描述，教師板書(shū)。)
Lin Ying(女): I have long hair.
Ss: She has long hair.
Chen Bin(男): I have big ears.
Ss: He has big ears.
4. (請(qǐng)學(xué)生根據(jù)描述，完成4。)
T: Read the passages and draw pictures.
5. (兩人一組，一位描述，另一位畫(huà)，畫(huà)完后同桌交流。評(píng)選出優(yōu)勝小組并將其畫(huà)貼在墻上，以資鼓勵(lì)。)
T: Let’s draw a picture in pairs. One reads, the other draws. Are you ready?
Ss: Yes.
T: Let’s begin.
S5: This girl has a round face, big eyes …
S6: (根據(jù)S5的描述，畫(huà)女孩的面部特征。)
…
Step 4 Practice 第四步 練習(xí)(時(shí)間:8分鐘)
完成1a，1b，2a和2b，進(jìn)一步幫助學(xué)生鞏固本課的功能項(xiàng)目，培養(yǎng)學(xué)生的聽(tīng)說(shuō)能力。
1. (用學(xué)生畫(huà)得較好的圖片進(jìn)行問(wèn)答，問(wèn)答過(guò)程中教師板書(shū)新內(nèi)容，并進(jìn)行簡(jiǎn)單解釋。)
T: Nice work. Do you know the boy? He has a round face, big eyes, a small nose, a wide mouth and small ears. His hair is short. He is a boy in Group Three. Can you guess?
Ss: Cheng Long.
T: Yes, you’re right.
(板書(shū)，并要求學(xué)生掌握。)
guess
know
I know.
right
You’re right.
2. (播放1a錄音，請(qǐng)學(xué)生跟讀并注意語(yǔ)音語(yǔ)調(diào)，然后判斷下列問(wèn)題的正(T)誤(F)。)
T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation. Then mark the following sentences True (T) or False (F).
(1)Michael has a big nose. ( )
(2)Kangkang has a small nose. ( )
3. (讓學(xué)生戴上面具兩人一組表演，完成1b。)
T: Now practice the dialog and then I’ll ask two students to act it out.
4. (看2a部分，用適當(dāng)?shù)男稳菰~描述人體部位的特征。)
5. (學(xué)生兩人一組進(jìn)行表演，完成2b。)
T: Listen to your partner and touch the parts of your body he/she says.
S1: Touch your nose.
S2: (按S1指令做出相應(yīng)動(dòng)作。)
…
Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:7分鐘)
通過(guò)綜合探究活動(dòng)，使學(xué)生能夠在真實(shí)的語(yǔ)境中鍛煉口頭表達(dá)的能力。同時(shí)啟發(fā)學(xué)生的思維，培養(yǎng)他們的觀察力。
1. (教師分別請(qǐng)一男生、一女生到黑板前，請(qǐng)下面的學(xué)生描述他們的外貌，教師先示范，然后以滾雪球的方式繼續(xù)活動(dòng)。)
(1) T: This boy has a round face.
S1: He has a round face and small eyes.
S2: He has a round face, small eyes and a big nose.
S3: …
(2) T: This girl has long hair.
S4: She has long hair and a big nose.
S5: She has long hair, a big nose and a small mouth.
S6: …
2. (聽(tīng)音辨人。從所聽(tīng)語(yǔ)段中獲取相關(guān)信息，并作出判斷。)
T: Let’s play a guessing game. Listen carefully. He is a boy in Group Five. He has big eyes and big ears. He has a wide mouth and a big head. He has a small nose and long hair. Who is he?
S7: Lin Wen.
T: No.
S8: Lin Fen.
T: Yes, you’re right.
(掌聲鼓勵(lì)。)
(分組進(jìn)行聽(tīng)音辨人游戲。)
T: Now I’ll divide our class into four groups. Do as I do, please.
…
3. Homework:
(1)復(fù)習(xí)Section A。
(2)預(yù)習(xí)Section B生詞。
(3)描述一位朋友的外貌。
板書(shū)設(shè)計(jì)：
I have a small nose.
Section A
1. I know.
2. You’re right.
3. (1)I have a big nose.
(2)We have small eyes.
(3)They have round faces. I/We/You/They + have …
(4)She has long hair. He/She/It + has …
(5)He has a wide mouth.
(6)It has big ears.
Section B
The main activities are 1a, 3 and 4. 本課重點(diǎn)活動(dòng)是1a、3和4。
Ⅰ. Teaching aims and demands 教學(xué)目標(biāo)
1. Learn some new words:
favorite, movie, star, Chinese, again, look, arm, hand, leg, foot
2. Learn some useful sentences:
(1)—Who is your favorite movie star?
—It’s Bruce Lee.
(2)Guess again.
3. Continue to learn the description of people’s appearances:
(1)Her eyes are small.
(2)She has a small face, big eyes and a small nose.
4. Continue to learn the simple present tense with have/has:
(1)—Does he have long hair?
—No, he doesn’t.
(2)—Does he have a wide mouth?
—Yes, he does.
Ⅱ. Teaching aids 教具
教學(xué)掛圖/錄音機(jī)/學(xué)生照片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案
Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:9分鐘)
通過(guò)復(fù)習(xí)上節(jié)課的目標(biāo)語(yǔ)言，引出并學(xué)習(xí)本節(jié)課新句型。訓(xùn)練學(xué)生的口頭表達(dá)能力。
1. (檢查上節(jié)課布置的課外作業(yè)。教師把學(xué)生分成十二個(gè)小組，讓學(xué)生在小組內(nèi)描述他的一個(gè)朋友，然后請(qǐng)兩個(gè)學(xué)生向全班同學(xué)描述。教師要及時(shí)給予表?yè)P(yáng)。)
T: Hello, boys and girls. From last period, we learnt how to describe someone’s appearance. Now I’ll divide our class into twelve groups. Then you talk about your friend’s looks in groups. You can begin like this: I have a friend. He is a boy. He has … And then I will choose two of you to report it in the front.
2. (教師出示28頁(yè)5a的教學(xué)掛圖，請(qǐng)八名學(xué)生依次到黑板前，按教師指令，觸摸玩具的身體部位，并要求學(xué)生在黑板上寫(xiě)出相對(duì)應(yīng)的單詞。)
T: Very good! Next, look at the doll. I’ll ask eight students to come to the blackboard one by one. Please touch and write down the names of the parts of the body on the blackboard. Do you understand?
Ss: Yes.
T: Touch her hair.
Touch her face.
…
(復(fù)習(xí)學(xué)過(guò)的身體部位的名詞后，教師指著圖片教授并板書(shū)新單詞arm, hand, leg, foot, 同時(shí)強(qiáng)調(diào)foot的復(fù)數(shù)形式是feet。在學(xué)生會(huì)讀并理解詞義后，教師繼續(xù)發(fā)出指令，讓所有學(xué)生做相應(yīng)的動(dòng)作。)
T: Great! Let’s go on learning other parts of the body. When I read, please touch the parts of your body. Please go!
T: Touch your arm.
Touch your hand.
Touch your leg.
Touch your foot.
(教師板書(shū)并要求學(xué)生掌握。)
arm, hand, leg, foot, feet
3. (教師利用5a的教學(xué)掛圖繼續(xù)問(wèn)答，導(dǎo)入本課新句型。)
T: Look at the doll. Does she have long hair? (教師引導(dǎo)學(xué)生回答。)
Ss: Yes, she does.
T: Does she have small eyes? (教師引導(dǎo)學(xué)生回答。)
Ss: No, she doesn’t.
(板書(shū)并要求學(xué)生理解。)
does Does she have …
Yes, she does.
doesn’t No, she doesn’t.
(教師示范后，請(qǐng)學(xué)生用上面的句型就其他身體部位進(jìn)行問(wèn)答練習(xí)。)
T: Well, now practice the drills above one by one. One asks, the other answers. Please go!
S1: Does she have big ears?
S2: No, she doesn’t.
S3: Does she have a small mouth?
S4: Yes, she does.
…
Step 2 Presentation 第二步 呈現(xiàn)(時(shí)間:10分鐘)
通過(guò)1a對(duì)話，使學(xué)生初步掌握動(dòng)詞have/has的一般疑問(wèn)句及其肯定和否定回答，并學(xué)習(xí)新句型Who’s your favorite …?。
1. (教師在黑板上畫(huà)一顆星星。)
T: This is a star.
(在星星下方板書(shū)star，引導(dǎo)學(xué)生推測(cè)出詞義，并要求學(xué)生掌握。)
star
(繼續(xù)板書(shū)movie star。)
movie star
T: 《赤壁》is a nice movie.《功夫熊貓》is a movie, too. Can you guess what’s the meaning of“movie”?
Ss: 電影。
T: Nice work. What’s the meaning of “movie star”?
Ss: 電影明星。
T: Good! Who is your favorite movie star?
(板書(shū)并要求學(xué)生掌握。)
favorite
(采訪兩三位學(xué)生，說(shuō)出他們最喜愛(ài)的電影明星是誰(shuí)，導(dǎo)入1a。)
2. (出示1a教學(xué)掛圖。)
T: You all have your own favorite movie stars. Who is Michael’s? Do you want to know about him? (指著圖片。)
T: This is Michael’s favorite movie star. Can you guess who he is? S1, please.
S1: Li Lianjie.
T: No. Li Lianjie is my favorite movie star. Guess again. S2, please.
S2: Bruce Lee.
T: No. He is from China. He is Chinese and has a big nose. OK. Now listen to 1a and guess again. Who’s Michael’s favorite movie star?
(板書(shū)Chinese和again，要求學(xué)生掌握。)
Chinese, again
3. (學(xué)生聽(tīng)錄音猜測(cè)圖片上的人物，教師鼓勵(lì)他們談?wù)撟约鹤钕矏?ài)的電影明星，可讓同桌兩人一組進(jìn)行操練。)
T: Who’s he? S3, please.
S3: He’s Cheng Long.
T: Yes. You’re right. Now practice the dialog in pairs like this:
S4: Who is your favorite movie star?
S5: My favorite movie star is Li Lianjie./It’s Li Lianjie. He is tall and strong …
…
4. (再播放1a錄音，請(qǐng)學(xué)生跟讀并注意語(yǔ)音語(yǔ)調(diào)。)
T: Listen again and repeat. Pay attention to your pronunciation and intonation.
Step 3 Consolidation 第三步 鞏固(時(shí)間:10分鐘)
通過(guò)聽(tīng)說(shuō)讀寫(xiě)的練習(xí)，強(qiáng)化動(dòng)詞have/has的用法及描述人的外貌特征的方法。
1. (讓學(xué)生完成1b，鞏固1a。)
T: OK, just now, you talked about your favorite movie star. Can you talk something about your favorite teacher with your partner? You can use the sentences: “Who is your favorite teacher?” “Guess, he’s …” “Does he have …?” “No. Guess again.”
2. (教師拿出準(zhǔn)備好的學(xué)生照片說(shuō)：“假定這位學(xué)生是你的朋友，請(qǐng)根據(jù)1a，表演對(duì)話。)
T: Suppose this is your good friend, Lin Wen. Make a similar conversation according to 1a, and act it out.
S1: I have a good friend in my class. Guess who is my favorite friend?
S2: Is your friend a girl?
S1: Yes, she is. She has a big nose.
S2: Does she have long hair?
S1: Yes, she does.
S2: Does she have small eyes?
S1: No, she doesn’t. Her eyes are big.
S2: Is she Lin Wen?
S1: Yes, you are right.
3. (看2部分，聽(tīng)錄音填數(shù)字，要求學(xué)生使用has句型進(jìn)行核對(duì)。做得好的給予掌聲鼓勵(lì)。完成2。)
T: Nice work. Now let’s look at the kids with masks on Page 27. They’re Maria, Michael, Wang Junfeng, Kangkang, Linda and Jane. Can you guess what they look like? Next, please listen to 2 and match the following phrases with the right numbers. Then describe the kids with the sentence patterns: Maria has a small mouth. She has a small mouth.(核對(duì)答案時(shí)教師可以有意識(shí)地用be動(dòng)詞來(lái)重復(fù)學(xué)生的答案，并板書(shū)。)
T: OK. Let’s check your answers one by one. S3, please.
S3: Kangkang has a big head. He has a big head.
T: Yes. That’s right. His head is big. S4, please.
S4: Jane has a small face. She has a small face.
T: Right. Her face is small. S5, please.
S5: Wang Junfeng has small eyes. He has small eyes.
T: Good. His eyes are small. S6, please.
S6: Linda has long hair. She has long hair.
T: Very good. Her hair is long.
(板書(shū)句型，引導(dǎo)學(xué)生使用be動(dòng)詞來(lái)描述人物的外貌特征，并提醒學(xué)生注意人稱代詞主格和形容詞性物主代詞之間的替換。)
He has big eyes.→His eyes are big.
She has long hair.→Her hair is long.
T: Well. What about Kangkang? S7, please.
S7: Kangkang has a big nose. He has a big nose.
T: Is that right?
Ss: Yes. His nose is big.
T: Good. Now let’s practice the drills with your partner.
(根據(jù)黑板上的信息，讓學(xué)生使用be動(dòng)詞描述2中人物的外貌特征。)
Example:
I have a round face.→My face is round.
4. (教師利用簡(jiǎn)筆畫(huà)或圖片幫助學(xué)生完成3。教師可向?qū)W生說(shuō)明描述人的外貌有多種方式并要求學(xué)生掌握。)
T: Look at me. My face is round./I have a round face. Now look at the picture in 3 on Page 28 and rewrite the sentences using have or has. Then make more sentences. Finish 3.
Step 4 Practice 第四步 練習(xí)(時(shí)間:8分鐘)
讓學(xué)生聽(tīng)錄音，模仿語(yǔ)音語(yǔ)調(diào)，為學(xué)生的口語(yǔ)交際打下良好的語(yǔ)音基礎(chǔ)，完成4。完成5a，5b，進(jìn)一步鞏固身體部位的名稱，通過(guò)游戲活躍課堂氣氛，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。
1. (聽(tīng)4錄音，教師要求學(xué)生學(xué)會(huì)判斷和標(biāo)注升降調(diào)。完成4。)
T: Listen to 4 and learn how to judge and mark the intonation.
A: Who’s that girl?
B: She’s my friend, Mary.
A: Look, she has a small face, big eyes and a small nose.
B: That’s right.
(板書(shū)look，要求學(xué)生掌握。)
look
2. (聽(tīng)1a，標(biāo)出升降調(diào)。練習(xí)語(yǔ)音語(yǔ)調(diào)。然后核對(duì)答案。)
T: Listen to 1a and mark the intonation.
3. (完成5b，鞏固5a。教師說(shuō)明游戲規(guī)則：當(dāng)聽(tīng)到Bobby says時(shí)才能做動(dòng)作。把學(xué)生分成四大組，先小組操練后每組選出一名代表上講臺(tái)，由教師發(fā)出指令，四名學(xué)生做動(dòng)作，做錯(cuò)的淘汰，選出最終獲勝者，教師給予獎(jiǎng)勵(lì)。)
Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:8分鐘)
通過(guò)真實(shí)的任務(wù)，幫助學(xué)生熟練運(yùn)用本課所學(xué)的目標(biāo)語(yǔ)言。
1. (做猜謎游戲。)
(這個(gè)游戲是通過(guò)問(wèn)與答來(lái)猜測(cè)對(duì)方的要好朋友。游戲內(nèi)容：一位同學(xué)事先在紙上寫(xiě)下同班中要好同學(xué)的姓名，折好交給另一個(gè)同學(xué)，讓這位同學(xué)猜測(cè)到底是誰(shuí)，允許這位同學(xué)提三個(gè)有關(guān)外表的問(wèn)題，然后通過(guò)回答判斷，最后打開(kāi)紙張看是否猜對(duì)。)
T: OK. Let’s begin.
S1: I have a good friend in our class. He is a boy. Guess! Who?
S2: Does he have a big head?
S1: Yes, he does.
S2: Does he have small eyes?
S1: No, he doesn’t.
S2: Does he have a round face?
S1: Yes, he does.
S2: He is Lin Jing.
S1: Yes, you’re right. Great!
(如果回答為No，就打開(kāi)紙張核對(duì)。然后同桌間繼續(xù)進(jìn)行猜謎游戲。)
2. (以My favorite teacher/classmate/friend/…為題，要求學(xué)生試用3中的不同句式描述人物的外貌特征。)
3. Homework:
(1)與同伴練習(xí)會(huì)話1a。
(2)復(fù)習(xí)Section A和Section B的單詞。
(3)預(yù)習(xí)Section C單詞。
(4)根據(jù)1a及3中的句式編對(duì)話。
板書(shū)設(shè)計(jì)：
I have a small nose.
Section B
1.—Does he have long hair? 2. Who is your favorite movie star?
—No, he doesn’t. It’s Bruce Lee.
—Does he have a wide mouth? Guess again.
—Yes, he does. 3.①Her hair is long. = She has long hair.
②His eyes are big. = He has big eyes.
Section C
The main activities are 1a and 2. 本課重點(diǎn)活動(dòng)是1a和2。
Ⅰ. Teaching aims and demands 教學(xué)目標(biāo)
1. Learn some new words and phrases:
come, come from, student, sister, different, knife, don’t=do not
2. Continue to learn the simple present tense with“have/has”:
(1)Do you have a knife?
Yes, I do.
(2)Do they have long legs?
No, they don’t. They have short legs.
(3)Does he have a ruler?
Yes, he does.
3.(1)Talk about the introduction and review the description of people’s appearances:
①I(mǎi) come from England.
②I’m a student.
③I have a sister.
④She has a round face, big eyes, a small nose and a small mouth.
(2)Talk about the similarity and differences:
We are in the same school, but in different grades.
Ⅱ. Teaching aids 教具
小黑板/紙/錄音機(jī)/實(shí)物/小刀/圖片
Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案
Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:10分鐘)
通過(guò)復(fù)習(xí)，鞏固表示人體部位的單詞，提高學(xué)生的表達(dá)能力。
1.(教師出示一塊小黑板，同時(shí)叫學(xué)生拿出預(yù)先準(zhǔn)備好的紙和筆，先看示范，然后在紙上作圖：head, hair, nose, mouth, ears, eyes, legs, arms, feet。注:可以畫(huà)出不同的姿勢(shì)，學(xué)生邊畫(huà)邊用英語(yǔ)說(shuō)出所畫(huà)部位，教師巡視并督促學(xué)生大聲說(shuō)出單詞，然后在全班范圍內(nèi)對(duì)所畫(huà)的圖進(jìn)行介紹，如big eyes, a small nose, a wide mouth等。)
T: Let’s draw a picture of the people. Take out your paper and pens, and follow me. Begin! Head.
Ss: Head.(讓學(xué)生邊畫(huà)邊說(shuō)。)
T: Hair.
Ss: Hair.
(復(fù)習(xí)鞏固表示人體部位的單詞，最后展示畫(huà)得的，并給予鼓勵(lì)。)
2. (1)(教師讓兩個(gè)學(xué)生以“Who is your favorite friend in your class?”為話題，根據(jù)Section B中的1a編對(duì)話并表演。)
T: Make a conversation to talk about“Who is your favorite friend in your class?”. Please go.
S1: Oh, I have a good friend in our class.
S2: A boy?
S1: No. She is a girl. She has a big nose.
S2: Does she have long hair?
S1: No, she doesn’t. She has short hair.
S2: Does she have small eyes?
S1: No, she doesn’t. Her eyes are big.
S2: Is she Hu Xue?
S1: Yes, you’re right.
(2)(利用學(xué)生的表演內(nèi)容，師生互動(dòng)問(wèn)答，導(dǎo)入新句型。)
T: Come to the front, please, Hu Xue.
Hu Xue: OK!
T: Can you introduce yourself including your appearances?
Hu Xue: OK! My name is Hu Xue. I’m a girl. I’m thirteen years old. I’m from China. I have a big nose and big eyes. My hair is short.
T: Great. Are you a Chinese teacher?
Hu Xue: No. I’m not a teacher, but I’m a …
T: Good. You’re not a teacher. You’re a student. Do you have a big nose?
Hu Xue: Yes, I do.(教師幫助學(xué)生回答“I do”)
T: Do you have small eyes?
Hu Xue: No, I don’t.(教師幫助學(xué)生回答don’t，并說(shuō)明don’t=do not。)
T: Do you have a sister?
Hu Xue: Yes, I do.
T: Are you in the same school?
Hu Xue: No, we’re not in the same school.
T: Good. You can also say “we’re in different schools”. Do you come from China?
Hu Xue: Yes, I do.
T: Thank you. Go back to your seat and sit down.
(板書(shū)生詞，分析并強(qiáng)調(diào)相近或相反的詞、詞組，加快記憶。然后帶領(lǐng)學(xué)生朗讀并要求掌握，板書(shū)新句型。)
student (teacher) Do you have …?
sister (brother) Yes, I do.
different (same) Do you have small eyes?
come from=be from No, I don’t.
do/don’t(=do not)
3. (教師通過(guò)介紹，導(dǎo)入1a，并設(shè)置聽(tīng)力任務(wù)。)
T: I know a boy. He has a sister. Do you want to know what the boy and his sister look like? Now listen to 1a.
Step 2 Presentation 第二步 呈現(xiàn)(時(shí)間:7分鐘)
學(xué)習(xí)1a，培養(yǎng)學(xué)生的閱讀理解能力。
1. (讓學(xué)生聽(tīng)1a錄音，然后回答問(wèn)題。)
T: Listen to the tape carefully, and then answer the questions.
(板書(shū))
(1) Is the boy a student?
(2) How old is his sister?
(核對(duì)答案)
T: Is he a student?
Ss: Yes, he is.
T: Right. How old is his sister?
Ss: Twelve.
T: Yes. You’re right. Now listen again and repeat. When you’re reading, you can underline the key words.
2. (根據(jù)短文里的關(guān)鍵詞，完成1b，鞏固1a所學(xué)知識(shí)。)
(找出正確圖片后，讓學(xué)生歸納描述人物外貌特征的關(guān)鍵詞語(yǔ)并板書(shū)。)
T: Please find the key phrases in 1a.
