七年級Unit1Topic2SectionC

1、Unit 1 Making New FriendsTopic 3 What class are you in ?Section C. Material analysis本節(jié)課是Section B部分所學(xué)內(nèi)容的繼續(xù)，主要活動是1a, 2和3a。在復(fù)習(xí)辨認(rèn)物體的表達法的同時引入these和those的用法以及規(guī)則可數(shù)名詞的復(fù)數(shù)變化規(guī)則。此外，語音板塊要求學(xué)生進行單詞讀寫的訓(xùn)練以及讓學(xué)生掌握一般疑問句和陳述句的語調(diào)變化。. Teaching aims1. Knowledge aims 能夠掌握并正確運用新學(xué)習(xí)的單詞:those, these, book, let, help, ruler等； 能夠熟

2、練掌握和應(yīng)用可數(shù)名詞單復(fù)數(shù)的變化規(guī)則：一般在名詞后加s; 以s/x結(jié)尾加es； 能夠用英語熟練表達辨認(rèn)物體的表達方式：What are these? What are those? They are Are these/those? Yes, they are. No, they arent. 2. Skill aims 能聽懂有關(guān)辨認(rèn)物體的表達方式； 能識別出不同的語調(diào)，如陳述句和疑問句等； 能運用表示辨認(rèn)物體的表達方式進行簡單的交流；能正確地朗讀對話，并能注意語音語調(diào)； 能寫出辨認(rèn)物體的簡單句。3. Emotional aims 鼓勵學(xué)生積極合作，參與課堂活動，大膽實踐；培養(yǎng)學(xué)生學(xué)好英語的

3、信心，鼓勵學(xué)生積極大膽地開口講英語。. The key points and difficult points1.Key points 正確使用表示辨認(rèn)物體的表達方法； 正確書寫所學(xué)的單詞； 正確應(yīng)用單數(shù)名詞變復(fù)數(shù)的規(guī)律。2. Difficult points 單數(shù)名詞變復(fù)數(shù)的規(guī)律：一般在名詞后加s; 以s/x結(jié)尾加es； 單數(shù)句型和復(fù)數(shù)句型的轉(zhuǎn)換：Whats this/that? Its a/anWhat are these/ those? They are. Learning strategies 采用實物教學(xué)是學(xué)習(xí)英語的一種好方法。. Teaching aids 錄音機、圖卡和黑板。.

4、Teaching proceduresStepInteraction patternsStudent activityTeacher activityIntroduction(5minutes)1.The whole classwork.2.The whole classwork.1.Students answer, “Hi! Good morning. Nice to meet you, too.”2. Do duty report.（老師指著一支鉛筆）T: Whats this?Ss: Its a pencil.（老師指著一塊橡皮）T: Whats this inEnglish?Ss: I

5、ts an eraser.（老師讓一名學(xué)生舉起他/她的鋼筆）T: Whats that?Ss: Its 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.

6、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.Do 1a. Students answer, “Its 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,

7、 they arent”.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 follo

8、w the tape again.1.Show a book and ask, “Whats this?” Help students answer, “Its 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 (意為：一本書，two books意為：兩本書。表示兩個或兩個以上的人或物要把該名詞變復(fù)數(shù)即: + s)” Then Point some

9、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 arent.”6.Show the pictures of 1

10、a on 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 rea

11、d 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.Sh

12、ow 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 wo

13、rk.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: Whats this/that? B: Its a/anA: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 car

14、efully.“book books, ruler, rulers, eraser, erasers, bus, buses, box, boxes”4.Do 3a. 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

15、 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 conve

16、rsations 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 student

17、s 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 o

18、bjects 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 DGrammar and Functions. Teaching re