洛阳市下峪镇初级中学七年级英语上册《Unit 3 Getting Together Topic 1 Does he speak Chinese？Section B》教学设计 （新版）仁爱版.docVIP

《Unit 3 Getting Together Topic 1 Does he speak Chinese？Section B》 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words: live, say, visit, great, wall 2. Learn some questions and answers with does: (1)—Does he speak Chinese? —Yes, he does./ No, he doesn’t. He speaks English. (2)梂hat does he say in the letter? C 桯e wants to visit the Great Wall. 3. Learn some useful sentences: (1)梂ho is the letter from? 桰t’s from my pen pal, Sam. (2)桰s the letter in English? u 梇es, it is. (3)梂here does he live? tt 桯e lives in England. (4)Kangkang knows me. EⅡ. Teaching aids 教具 图片/教学挂图/录音机/幻灯片/若干个装有信件的信封/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 以问题为线索，引出单词和话题，培养学生的语言表达能力。 1. (检查作业。教师请学生登台表演上节课的家庭作业。) T: Now, I’ll check your homework. S1、S2, please, come to the front and perform your dialog. 2. (师生对话。引入并运用China和Chinese。) T: I come from China. I am Chinese. Ss: We come from China. We’re Chinese. (教师提问一名学生。) T: Where do you come from, S3? S3: I come from China. T: Do you speak Chinese? S3: Yes, I do. (学生两人一组互相问答。) (教师可以穿插讲解“吉鸿昌爱国”的故事，培养学生的爱国主义情感，增强“爱国意识”。解放前，外国人都看不起我们中国人，说我们是“东亚病夫”。当时在国外，有的中国人都不敢承认自己是中国人，但吉鸿昌到国外后，勇敢地对外国人说自己是中国人，并且自制了一个纸牌挂在胸前，上面用英语写道：I am Chinese!) 3. (教师出示一幅长城的图片。) T: Can you say it in English? S4: Yes, the Great Wall. (教师帮助回答。) T: Where is it? S4: It’s in China. T: Do you live in China? S4: Yes, I do. (教师帮助回答。) T: Is China great? S4: Yes, it is. (板书并要求学生掌握say, wall, live, great；理解the Great Wall。) say, wall, the Great Wall, live, great 4. (教师接着出示第二幅图片。) T: Do you like the Great Wall? S5:Yes, I do. T: Do you want to visit the Great Wall? S5:Yes, I do. (板书并要求学生掌握。) visit (教师让学生两人一组，运用所呈现的生词编对话。) 5. (教师介绍S5的情况，然后让学生根据介绍回答问题。) T: S5 lives in China. He/She likes the Great Wall. He/She wants to visit the Great Wall. (教师请另一位学生，根据这段话回答问题。) T: Where does S5 live? S6: He/She lives in China. T: Does he/she like the Great Wall? S6: Yes, he/she does. T: Does he/she want to visit the Great Wall? S6: Yes, he/she doe