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1、2020年精編仁愛版英語(yǔ)資料 Unit 1 Making New Friends Topic 3 How old are you? 教學(xué)內(nèi)容分析及課時(shí)分配建議： 本話題以How old are you? 為指引，在前兩個(gè)話題的基礎(chǔ)上引入新內(nèi)容的學(xué)習(xí)，包括詢問年齡、年級(jí)、班級(jí)等個(gè)人基本情況的表達(dá)以及辨認(rèn)物體、單詞單復(fù)數(shù)、基數(shù)詞11~20以及文具類詞匯等的學(xué)習(xí)。主要句型和語(yǔ)法：How old are you? What class/grade are you in? What’s this/that in English? How do you spell it? What are the

2、se/those? Are those/these...?等。本話題還設(shè)計(jì)了音標(biāo)的專項(xiàng)學(xué)習(xí)，即元音字母i和輔音字母的讀音規(guī)則，幫助學(xué)生逐步形成拼讀和拼寫的能力，為他們的自主學(xué)習(xí)打下良好的基礎(chǔ)。 本話題建議用5課時(shí)完成： 第一課時(shí)：Section A-1a, 1b, 2a, 2b, 3 第二課時(shí)：Section B-1a, 1b, 1c Section A-4a, 4b 第三課時(shí)：Section B-2a, 2b, 3 Section C-3a, 3b 第四課時(shí)：Section C-1a, 1b, 2 第五課時(shí)：Section D-Grammar and Functions, 1,

3、2, Project 第五課時(shí) (Section D-Grammar and Functions, 1, 2, Project) 教學(xué)設(shè)計(jì)思路： 本課時(shí)為復(fù)習(xí)課。本節(jié)課將幫助學(xué)生綜合復(fù)習(xí)整個(gè)單元詢問他人信息、詢問及辨認(rèn)物體的表達(dá)方式，并通過(guò)設(shè)計(jì)閱讀、填空等形式檢測(cè)學(xué)生的學(xué)習(xí)情況。首先學(xué)生自我總結(jié)、小組合作總結(jié)出詢問他人信息的句子并進(jìn)行比賽。然后填空、分角色朗讀Grammar and Functions中的句子。接著學(xué)生完成1,2 部分，最后通過(guò)一系列的復(fù)習(xí)要求學(xué)生完成書面表達(dá)的任務(wù)。 Ⅰ. Teaching aims 1. Knowledge aims： （1） 復(fù)習(xí)了解他人基本信

4、息、詢問、辨認(rèn)物體的句型。 （2） 復(fù)習(xí)指示代詞 this/that/these/those。 2. Skill aims: （1）能夠聽懂有關(guān)詢問個(gè)人信息、辨認(rèn)物體的簡(jiǎn)單對(duì)話。 （2）能夠就詢問個(gè)人信息、辨認(rèn)物體的話題進(jìn)行簡(jiǎn)單的交流。 （3）能讀懂介紹個(gè)人基本信息的短文。 （4）能用書面的形式正確介紹個(gè)人信息。 3. Emotional aims: 培養(yǎng)學(xué)生喜歡英語(yǔ)、樂于用英語(yǔ)進(jìn)行表達(dá)的習(xí)慣。 4. Culture awareness: Ⅱ. The key points and difficult points 1. Key points: （1）Words:

5、now, school, his, same, but, friends, high （2）Sentences: What’s your name? What class are you in? What grade are you in? How do you spell it? What are these/those? Are these…? 2. Difficult points: 可數(shù)名詞單復(fù)數(shù)及指示代詞的正確運(yùn)用。 Ⅲ. Learning strategies

6、1. 課后多用英語(yǔ)跟同學(xué)交流，培養(yǎng)口語(yǔ)的同時(shí)還能增強(qiáng)自信心。 2. 在閱讀語(yǔ)篇的過(guò)程中，能夠根據(jù)關(guān)鍵詞復(fù)述課文。 Ⅳ. Teaching aids 錄音機(jī)/多媒體/小黑板/圖片 V． Teaching procedures Stage 1(10mins)：Getting students ready for learning Step Teacher activity Student activity Designing purpose (Group work) Greet and review. T: Good morning, boys and girls!

7、 T: Nice to see you again. T: How are you? T: I am fine, too. T: Look at the screen. This boy is our new classmate. What do you want to know about him? Discuss in groups and put up your hands. The group which can ask more questions will win. T: I will show you the answer. I hope you can help

8、the boy to answer. T: Wow, very good question. But I didn’t ask him. Sorry. I think he likes English? You can ask so many questions now. And all of you are good. Group 3 did best because they ask more questions. Greet and review. Ss: Good morning, Miss Li! S

9、s: Nice to see you, too. Ss: I am fine, thank you. And you? G1: What’s your name? Ss: My name is Cason. G2: How old are you? Ss: I am12 years old. G4: What class are you in? Ss: I am in Class 4, Grade 7. G6: Where are you from? Ss: I am from Chengdu. G3: What’s your Ch

10、inese name? Ss: My name is Cheng Li. G5: What’s your telephone number? Ss: My telephone number is 13424567. G3: What’s your ID number? Ss: My ID number is… G2: Do you like English? 常規(guī)課堂問候后，假設(shè)班上有一名新同學(xué)，通過(guò)小組討論詢問新同學(xué)信息的方式，學(xué)生積極主動(dòng)復(fù)習(xí)詢問他人基本信息的句型。 Remark：根據(jù)學(xué)生的實(shí)際水平，也可以采取分小組寫句子的形式進(jìn)行比賽。 Stage 2（10mins)：

11、 Grammar ﹠ Function Step Teacher activity Student activity Designing purpose 1.(Individual work) Guide students to fill in the blanks. T: Look at the sentences in Grammar and Functions carefully. Fill in the blanks carefully and then check the answers. Group3 did better just now. I hope you

12、can catch up with them. T: Are you ready? Let’s check the answer. T: Yes, good. I know you can answer more questions. But I want to give other groups some chances. T: It is… ? They are… ? T: Good. There is only one blank. T: Go on, please. T: Good. Next one? T: Thanks. The last one?

13、T: Great! You’ve done a good job. Fill in the blanks in Grammar and Functions. G1: No, it isn’t. Yes, they are. G4: It is an eraser/a map. They are books/ rulers and pencils G4: It’s. They’re G5: How old… What class… G2: What grade… How… G3: Thank you. You’re… 學(xué)生獨(dú)立完

14、成填空，并分小組搶答。檢測(cè)學(xué)生的學(xué)習(xí)情況培養(yǎng)學(xué)生的集體主義感。 2.(Class activity) Guide students to read these sentences. T: Please fill in the blanks and read these sentences by yourselves. Pay attention to the tone. This____... These_____... That_____... Those______... T: Have you got the answer? T: Yes. Read and

15、remember these sentences. Ss: This is These are That is Those are 通過(guò)在組內(nèi)讀的形式復(fù)習(xí)鞏固句型同時(shí)也為后面的男女生分角色朗讀打下基礎(chǔ)。 3.(Class activity) Present some pictures and practice the language points through a game. T: Do you think boys are better or girls are better? T: OK. We can play a game. Boys

16、 PK Girls. Boys read the questions and girls answer. If there is no question, you should read it together. E.g. Thank you. T: Excuse me, all of you are from America when you are reading. Pay attention to the tone. Don’t be shy. Read aloud. T: Who did better boys or girls? T: I thi

17、nk when you are reading together the voice sounds perfect. So, all of you are good. And working together is the best. Describe the pictures and practice the language points. B: Boys. G: Girls. B: Is this a pen? G: Yes, it is. B: Is this a pen? G: Yes, it is. B: Are these

18、oranges? G: Yes, they are. … B: Boys. G: Girls. 通過(guò)比賽的方式鞏固Grammar and Functions 同時(shí)訓(xùn)練學(xué)生的口語(yǔ)。 Remark：老師在表?yè)P(yáng)學(xué)生的同時(shí)多從語(yǔ)音語(yǔ)調(diào)方面給予指導(dǎo)。 Stage 3（7mins)： Finish Task 1 Step Teacher activity Student activity Designing purpose 1.(Individual work) Guide students to complete the table in 1. T: Read 1

19、 quickly and get the main idea. T: What’s the passage about? T: Yes, names, numbers, time can help us understand the passage. Read the passage and complete the table. Ss:… Ss: Jane and Huang Hua. 快速閱讀文章，找出文章大意，訓(xùn)練學(xué)生快速閱讀文章獲取文章大意的能力。 2.(Individual work) Read the passage car

20、efully and complete the table in 1. T: Now please read the passage carefully and complete the table in 1. T: Have you finished it? Let’s check the answer. T: Good. How about Huang Hua. T: Yes, fill your own information in the table. And share it in groups. Read the passage carefully and com

21、plete the table in 1. Ss:… S1: Canada, 12, 4, 7, 9267-6929. S2: China, 12, 3, 7, 9252-5233. Ss:… 閱讀1并完成閱讀任務(wù)。 3.（Group work） Guide students to retell the passage according to the table. T: Boys and girls, look at the table and try to introduce Jane and Huang Hu

22、a. Practice in groups and then share it with us. T: Are you ready? Who’d like to have a try? T: From your introduction I know Jane. And she is in Beijing International School. Who can introduce Huang Hua? T: Quite well. Thank you. Retell the passage according to the table.

23、 S1: Jane is from Canada. She is 12. She is in Class 4, Grade 7. Her telephone number is 9267-6929. S2: Huang Hua is from China. He is 12. He is in Class 3, Grade 7. His telephone number is 9252-5233. 根據(jù)表格中提供的信息復(fù)述文章。培養(yǎng)學(xué)生提取信息和運(yùn)用語(yǔ)言的能力。 Remark：閱讀語(yǔ)篇時(shí)，需注意培養(yǎng)學(xué)生的閱讀策略，如快速閱讀獲取文章大意，根據(jù)表格復(fù)述課文的能力。 Sta

24、ge4（3mins)： Finish Task 2 Step Teacher activity Student activity Designing purpose (Group work) Ask students to finish 2. T: Boys and girls, here is a name card. Read the name card and fill in the blanks. T: Have you finished? Let’s check the answer together. T: Read the passage

25、and retell the passage according to the name card. Finish 2. Ss: Heilongjiang English 12, Class Four, Grade Seven, 6298-6575, ID number Ss:… 完成2。 Remark：完成該任務(wù)的過(guò)程中，要再次提醒學(xué)生注意英語(yǔ)中單詞首字母大寫的情況。 Stage 5（4mins)： Project Step Teacher activity Student activity Designing purpose 1

26、（Individual work) Guide students to make a name card and write a passage according to the name card. T: Just now you read Lily’s name card. Can you make your own name card? T: Who can share her name card with us? T: Your name card is very beautiful. Can you write a passage

27、according to your name card? T: OK. I believe you can. Make name card and write a passage. Ss: Yes. S1: Name: Chen Lin English name: Linda Age: 12 From: Kaixian Class: Four Grade: Seven Telephone number: 52123449 ID number: 500234200301114999 School: Nanya Junior High School

28、 Ss: Yes. 將所學(xué)知識(shí)應(yīng)用于實(shí)際生活，學(xué)以致用。 2 (Class activity) Assign HMK. T: For today’s HMK, I’d like you to 1. Review Unit 1. 2. Make a name card for your mother or father. 3. Write a passage according to the name card. 適當(dāng)?shù)募彝プ鳂I(yè)有助于鞏固課堂所學(xué)的知識(shí)。 Remark：幫助學(xué)生樹立認(rèn)真對(duì)待口頭作業(yè)的意識(shí)。 VI . Blackboard design Un

29、it 1 Making New Friends Topic 3 How old are you? 第五課時(shí) (Section D-Grammar and Functions, 1, 2, Project) My name is Cason. I am 12 years old. I am in Class 4, Grade7. I am from Chengdu. My telephone number is 13424567. My ID number is… It is… They are… What’s your name? How old are you? W

30、hat class are you in? Where are you from? What’s your telephone number? What’s your ID number? What’s this/ that in English? What are these/ those? Group1: Group2: Group3: Group4: Group5: Group6: