仁爱版七年级英语上册Unit2 topic 2 Section C教案

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1、1Section CThe main activities are 1a and 2. 本课重点活动是 1a 和 2。 . Teaching aims and demands 教学目标1. (1)Learn some new words about clothes:T-shirt, shoe, cap, coat, skirt, dress(2)Learn other new words and a phrase:at, look at, photo, strong2. Learn some useful sentences:(1)Look at this photo.(2)Michael i

2、s strong.(3)They look different, but they are good friends.3. Review peoples appearances:(1)She has short brown hair.(2)He has blond hair.(3)Her hair is red.4. Describe peoples clothes:(1)What color is this/that T-shirt?Its red.(2)What color are these/those shoes?Theyre green.(3)The girl in yellow i

3、s Maria.(4)He is in a black cap and blue shoes. Teaching aids 教具服装图片/教学挂图/录音机/学生自行绘制的服装设计图片/小黑板/拍子/ 彩笔/相片. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间 :8 分钟)借助实物展示，运用所学句型进行师生对话，复习并导入新课，培养学生的口语表达能力。1. (利用实物进行师生互动问答。复习各种颜色的词。)T: Whats this?Ss: Its a pen.T: What color is it?Ss: Its yellow.(

4、展示同样颜色的两支笔。)T: What are these?2Ss: They are pens.T: What color are they?Ss: Theyre yellow.(可以利用学生书桌上的书、笔等进行提问。全面复习有关颜色表达方式的句型。)(由物转向人的外貌特征。)T: S1. What color is your hair?S1: It is black.T: S2. What color are your eyes?S2: My eyes are black.2. (利用服装图片和颜色引出生词。导入 1a。)(展示帽子的图片。)T: Whats this?Ss: 帽子。T:

5、Its a cap. What color is this cap?(板书并要求学生掌握。)capSs: Its green.(展示鞋的图片。)T: What are these?Ss: 鞋。T: Theyre shoes. What color are these shoes?(板书并要求学生掌握。)shoe(说明：shoe 常以复数形式出现。)Ss: Theyre white.(提问一个学生。)T: S3. What color are your shoes?S3: Theyre (用同样方式导出文中其他生词，板书并要求学生掌握 dress, coat, skirt, T-shirt，了解

6、pants。把全班学生分成两个小组，由他们自己进行对话操练。)What color is ?What color are ?dress, pants, coatskirt, T-shirtG1: What is this?G2: Its a coat/skirt/T-shirt.G1: What color is it?G2: Its brown.3T: Good. Exchange. (可用汉语给学生提示。)G2: What are these?G1: They are shoes.G2: What color are they?G1: They are white. (引导学生用 that

7、/those 和 it/they 进行问答。)Step 2 Presentation 第二步 呈现(时间:10 分钟)用挂图呈现 1a 和 2 的内容，师生对话，找出关键句和目标语言，为交际积累语言素材，培养学生的综合运用语言能力。1. (出示 1a 挂图，让学生听 1a 录音，跟读，并注意语音语调。 )T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation.2. (把全班学生分成两个小组完成 1b，检查完成情况。)G1: What color is this skirt?G2: Its yel

8、low.G1: What color is that dress?G2: Its red.G1: What color are these shoes?G2: Theyre white.G1: What color are those pants?G2: Theyre blue.(提醒学生注意名词的单复数形式和相应的人称代词单复数 it/they 形式。)(板书所学的关于衣服的全部单词并领读。)T-shirt, shoe, cap, coat, skirt, shirt, pants/trousers, dress(提醒学生注意 shirt 与 skirt 的写法区别，并解释 pant 或 t

9、rouser 常以复数形式出现。)3. (请一名高大的男学生到黑板前，教师对其向其他学生进行问答，导入 2 的学习。) T: Whos this boy?Ss: He is T: Is he tall?Ss: Yes, he is.T: Does he have short black hair?Ss: Yes, he does.T: OK. What color is his coat?Ss: His coat is green.T: Good. Let me describe him.T: This is a boy. His name is He is in Class One, Gra

10、de One. He is tall and strong. (肢体语4言表示 strong) He has short black hair. He is in a green coat. The boy in green is (板书并要求学生掌握。)strong4. (利用 2 的相片来呈现主要内容，引出新词组。 )T: Now look here. Whats this?Ss: Its a photo. (帮助学生回答。 )(板书并教授，要求学生掌握。)photo(出示 2 的相片挂图。)T: Look at this photo. There are four people in t

11、he photo.(板书并解释，要求学生掌握。)look at (分别指向不同的人物问答。)T: Who is this?Ss: She is Maria.T: Good. Who is this?Ss: She is Jane.(用同样方法引出 Kangkang, Michael。)(分别描述这四个人，教师对其进行提问。)(教师指向 Maria，向学生提问。)T: Look at Maria. What does she look like?S1: She is tall.S2: She has short hair.S3: She has short brown hair.T: OK. W

12、hat color is her dress?Ss: Her dress is yellow.T: Very good. The girl in yellow is Maria.(然后指向 Jane，进行同样的问答。 )T: Please look at Jane. What does she look like?S4: She has long hair.S5: Her hair is red.S6: She has a wide mouth.S7: Her T-shirt is purple.S8: Her skirt is pink.T: Very good. She is in a p

13、urple T-shirt and a pink skirt.(以同样的方式向学生提问 Michael 和 Kangkang 的着装。 )(教师总结并引导学生看书后关于“in”的注释。)5Step 3 Consolidation 第三步 巩固(时间:9 分钟)借助图片，使学生能听懂并读懂课文。根据个人的简单信息，用英语表达简单的情感。培养学生的语感。1. (听 2 录音，让学生跟读并在服装类名词下画线，圈出颜色类名词。核对答案。)2. (学生读短文，判断句子的正(T) 误(F)，并核对答案。巩固 2。)(教师出示小黑板。)(1)The girl in yellow is Jane.( )(2)

14、Maria is tall. She has short black hair.( )(3)Michael is strong. He is in a black cap and blue shoes.( )(4)Kangkang is in a white T-shirt.( )(5)The girl in a pink T-shirt and a purple skirt is Jane.( )3. (学生朗读短文后，看图复述。提醒学生抓住每个人物的特征，背诵课文。)(板书课文中四个人物的特征。)Marias looks: in yellow, tall, short brown hair

15、Michaels looks: strong, a black cap and blue shoes, blond hairJanes looks: a purple T-shirt and a pink skirt, red hairKangkangs looks: a white T-shirt, blue pants(培养学生的分析与概括能力。)4. (放录音，完成 3。核对答案并根据学生的完成情况，可以适当增加播放录音的次数。)T: Listen to the tape and find the children in the picture, then complete the se

16、ntences.Step 4 Practice 第四步 练习(时间:10 分钟)设置游戏，活跃课堂气氛，培养学生的竞争与合作精神。限定时间、角色，并使学生抛开课本进行对话，培养其语言表达能力。1. (设计一个小游戏，以小组为单位，每组推荐一名学生到讲台前参加活动。首先教师把黄色短裙、白色鞋子、蓝色裤子和橘黄色长裙的图片(各一幅) 贴在黑板上，然后给每个学生一个拍子。这时教师用 1a 中的句型发指令，学生们在抢答的同时要拍到这幅图片上。先拍到，并回答正确者为胜，为小组争取到一颗星。通过游戏可培养学生的竞争意识，又能使学生在轻松愉快的气氛中巩固本节课所学习的新知识。游戏后，要求学生看图完成作业，把

17、答案填在书中的空白处。完成 1c。核对答案。)2. (学生对自己的服装进行对话操练，先师生问答，然后学生间进行类似的问答，完成1a。)T: Hello, S1. What color is your shirt?S1: My shirt is red. S2, what color is your coat?6S2: My coat is blue. S3, what color is your skirt?S3: My skirt is pink. S4 Step 5 Project 第五步 综合探究活动(时间:8 分钟)组织学生分组讨论。让学生在实践、合作、交流与探究中达到运用语言技能的目

18、的。1. (小组活动。六人一组，各自描述自己课前所设计的服装，评选出最佳设计，然后全组共同完成最佳设计的文字说明，派该设计者在班上作汇报，并在板报上展出该生的设计及该组的文字说明。)(教师指导学生写设计说明。)T: You can begin like this: These are my favorite clothes. The cap is blue. The jacket is blue and white. The pants are And you can end like this: Are they cool? Or do you like them? Are you clea

19、r?Ss: Yes.2. (班级活动，完成 4。教师可以引导学生进行有节奏的拍手练习，活跃气氛。)T: Lets chant.3. Homework:(1)模仿 2，写一篇关于自己和朋友的短文。(2)复习 Section A、B、C 的单词。(3)描述自己房间中物品的颜色。板书设计：What color is it?Section CT-shirt 1.What color is this/that T-shirt?shoes Its red. cap 2.What color are these/those shoes?coat Theyre green.skirt 3.(1) Look at this photo.pants (2) The girl in yellow is Maria. dress (3) He is strong. He is in a black cap and blue shoes.photo