【文档说明】Unit 4 Topic 3《What animals do you like best》（SectionC）教案-七年级上册英语【仁爱版】.doc，共(8)页，40.500 KB，由小喜鸽上传

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Unit4Topic3SectionC参考教案SectionCThemainactivityis1a.本课重点活动是1a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandaphrase:w

ay,onone’swayhome,wrong,meat2.Talkaboutworriesandthanks:(1)What’swrongwithyou,BabyMonkey?(2)Ican’tfindmywayho

me.(3)It’sverykindofyou.(4)Thankyouforyourhelp,Kangkang.3.Learnsomeusefulsentences:(1)Letmehelpyou.(2)He

reweare.Ⅱ.Teachingaids教具小黑板/钟/实物/音频设备/谜语词条/钢笔/多媒体设备Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)通过学唱、师生互动问答，复习前面的目标语言，并导入新课。1.(教师出示写有

一首歌词的小黑板，并教唱这首歌。既可以活跃课堂气氛，又可以复习It’stimetodosth.这个句型。)T:Goodmorning,boysandgirls.Areyouhappytoday?Ss:Yes.T:First,I’l

lteachyouasong.ThenameisIt’stimetogotoschool!Doyouwanttolearn?Ss:Yes,wedo.(歌词如下：)It’stimetogotoschool.It’stimetogotoschool.Jane,putyourshoeson,it’s

timetogotoschool.It’stimetogohome.It’stimetogohome.Jane,putyourbagaway,it’stimetogohome.It’stimetogotobed.It’stimeto

gotobed.Jane,takeyourshoesoff,it’stimetogotobed.(教师解释歌词大意。)(教师教唱两遍。)2.(教师拿出一个时钟，引导学生复习时间和日常活动的表达。)T:Isitnice?Now,let’slookattheclock.Pleasetell

methetimeandwhatyouusuallydoatthattime.Doyouunderstand?Ss:Yes.(教师把钟拨到6:50。)T:Whattimeisit?Ss:It’ssixfifty./It’stentoseve

n.T:Whatdoyouusuallydo?S1:Iusuallygetup.T:Yes,it’stimetogetup.(教师把钟拨到12:00。)T:What’sthetime,please?Ss:It’stwelveo’clock.T:Whatdoyouus

uallydo?S2:Iusuallyhavelunch.T:Yes,it’stimetohavelunch.(教师再拨几个时刻，让学生两人一组进行问答。)T:Nowlookattheclock.Askandanswerinpairs.3.(学生两人一组谈论自己喜爱的动物

，并说出喜欢的理由。)T:Hi,boysandgirls,wetalkedabouttimejustnow.Now,let’stalkaboutanimals.Workinpairsandask:“Whatareyourfa

voriteanimals?”and“Whydoyoulikethem?”(叫两组同学到讲台前表演。)Example:S3:S4,whatareyourfavoriteanimals?S4:Tigers.S3:Whydoyoulikethem?S4:Be

causetheyareverystrong.Howaboutyou?S3:Myfavoriteanimalsarepandas,becausetheyareverycute.4.(由复习前面的知识，导入

本课的新词句。)T:Welldone.WeknowthatKangkangandhisfriendswenttothezoo.DoyourememberwhatanimalsKangkanglikesbest?Ss:Monkeys.T:Yeah,KangkangmeetsBa

byMonkeyonhiswayhomeintheafternoon.BabyMonkeyiscryingbecausehecan’tfindhiswayhome.(教师问一位女同学。)T:S5,ifyoucan’t

findyourwayhome,willyoucry?(板书并要求学生掌握。)wayonone’swayhomeS5:Yes,Iwill.T:Ha-ha!Youarenotbraveenough.(教师解释brave。)Ifshecan’tfindherwayho

me,canyouhelpher?S6,please.S6:Yes.T:Oh,it’sverykindofyou.(教师微笑。)(板书并教学该句的用法。)It’sverykindofyou.(教师做找东西的动作，并露出焦虑的

神情。)T:Ican’tfindmyEnglishbook.Whocanhelpme?Ss:Don’tworry.Wecanhelpyou.(学生在抢着说时，教师可以引导学生。)T:It’sverykindofyou.Youcanalsosayli

kethis:Don’tworry.Letmehelpyou.(师生交换角色，让一学生做找东西的样子，引出句型What’swrongwithyou?)T:What’swrongwithyou,S7?S7:Ican’tfindmypen.T:

Don’tworry.Letmehelpyou.(教师帮助学生找钢笔。)Isitinyourbag?S7:No.T:Isithere?(教师打开学生的铅笔盒。)S7:No.T:Isitoverthere?(教师环顾教室，然后指着事先放在

教室后面的钢笔。)S7:Yes,itis.S8:Hereyouare.(教师示意另一个学生把钢笔递给他。)S7:Thankyou.T:Youcanalsosaylikethis:Thankyoufory

ourhelp.(板书，让学生猜测句子的意思，然后解释，并要求学生掌握。)wrongWhat’swrongwithyou?overthereIt’soverthere.Thankyoufor+n./v.-ing.Thankyouforyourhelp.(利用学生的

思维定式，从他们的错误中引出新内容。)T:PleasetranslatemywordsintoChinese.Hereyouare.Ss:给你。T:Hereweare.Ss:(不假思索。)给我们。T:I’mafraidyoucan’tsayit

likethis.Youshouldsay:我们到了。(板书并要求学生掌握。)Hereweare.Step2Presentation第二步呈现(时间:8分钟)通过学习1a，训练学生的阅读理解能力。1.(教师提几个问题，让学生回答以明确

课文大意，呈现课文场景。)T:Nowpleaselookatthetext.Whatcanyousee?Ss:WecanseeKangkangandsomeanimals.T:Whatanimalscanyousee?Ss:Somem

onkeys,atigerandalion.T:Oh.Howcareful!2.(让学生听1a录音，呈现目标语言。)T:Let’slistentothetapeandanswerthequestion:Wh

at’swrongwithBabyMonkey?(核对答案。)T:S1,please.S1:Hecan’tfindhiswayhome.3.(由学生整理出本段文章的关键词，找对一个奖励一分。)T:Howclever!Nowlet’sreadagainandfindoutthekeywordsoft

hepassage.Canyoutry?(教师板书关键词，学生核对答案。)What’swrong—can’tfind—mywayhome—Don’tworry—notmyhome—Mr.Tiger’s—Mr.Lion—he

re—kindStep3Consolidation第三步巩固(时间:8分钟)通过表演对话，使学生加深理解并进一步巩固1a。1.(看第二步呈现在黑板上的关键词，五人一组表演1a，完成1b。)T:Lookatthekeywordsontheblackboardandpracticethedialogi

ngroupsoffive.Then,I’llasksomegroupstocometothefrontandactout.(找几组表演。学生互评，选出表演最好的小组。)2.(让学生帮助2中的动物找到食物，师生核对答案。完成2。)T:N

icework.NowpleaselookatthepictureonPage98.Therearesomeanimalsandtheirfavoritefood.Doyouknowtheseanima

ls?Writedowntheirnamesandtalkabouttheirfavoritefoodingroups.Youcanbeginlikethis:Ithinkmeatisthetiger’sfavoritefoo

d.Ithinktherabbitlikes…(板书并要求学生掌握。)meatStep4Practice第四步练习(时间:12分钟)通过猜谜活动，提高学生的听力和理解能力，帮助学生提高写作水平。1.(猜谜

语游戏。教师准备一些谜语，让学生猜是什么动物。)T:Nowlet’sguesssomeriddles.Pleaseguesswhatanimalstheyareaccordingtomydescriptions.Read

y?Go!(参考谜语如下：)T:Itisverycute.Itoftenhelpspeopleandliveswithus.Iteatsmice.Fishisitsfavoritefood,whatisit?Ss:It’sacat.…2.(完成3。)(1)(写短文，为提高学生的

写作水平打下基础。)T:Goodjob!Boysandgirls,nowlet’sdosomewrittenwork.Eachofyoumustwriteapassagetodescribeyourfavoriteanimal.Theinformationinthetablemayhelpyou.

Thentalkwithyourpartnerandlethim/herguesswhattheanimalis.Doyouunderstand?(教师解释。)Ss:Yes.T:OK.Let’sbegin.(2)(学生完成

短文后，向同桌口头描述，让对方猜其最喜欢的动物，猜对了举手示意，没有猜对则让全班同学来猜，答对了全班鼓掌，放松心情。)Step5Project第五步综合探究活动(时间:7分钟)创设情境，为学生提供实际运

用英语的机会，提高学生的综合语言运用能力。1.(假如你在放学回家途中遇到一位迷路的小女孩，然后你帮助她，在寻找她家的途中你们遇到了小女孩的邻居杨阿姨，最后小女孩找到了家。根据这些提示，写一篇与课文1a类似的对话。)T:Supposeyoumeetagirlonyourwayhome

,andshecan’tfindherwayhome.Thenyouhelpher.Ontheway,youmeetthegirl’sneighbour(教师解释：“邻居”。)AuntYang.Atlast,thegirlfindsherhome.Pleasew

riteasimilardialogaccordingto1a.Example:(假设你叫雷飞。)(LeiFeimeetsagirlonhiswayhome.)Lei:What’swrongwithyou?Girl:Ican’tfindm

ywayhome.Lei:Don’tworry.Letmehelpyou.Girl:Thankyou.Lei:Whosehomeisthis?Girl:Idon’tknow.It’snotmyhome.Lei:Isthisyourhome?

Girl:No,itisn’t.(TheymeetAuntYang.)AuntYang:Oh,××,whyareyouhere?Girl:Ican’tfindmywayhome,AuntYang.Lei:Excuse

me,AuntYang,where’sherhome?AuntYang:It’soverthere,thewhitehouse.Lei:Overthere?Oh,thankyou.(Theyfindthegi

rl’shome.)Lei:Hereweare.Thisisyourhome.Girl’smother:Oh,mydeardaughter.Girl:Oh,Mom!Girl’smother:It’sverykindofyou.What’syourname?Lei:I

’mLeiFei.Girl’smother:Thankyouforyourhelp.LeiFei:Notatall.Goodbye.Girl’smother:Bye.(检查了学生的写作情况后，教师可用多媒体设备展示范文。)2.Homework:(1)2008年奥运会结

束后，许多外国游客意犹未尽，他们还想在中国玩上几天。假如有一天，一名英国游客在大街上迷了路。请结合本课1a的内容，帮他(她)找到他(她)的住处，并将这个对话写在作业本上。(2)背诵本课的目标语言。板书设计：Wewanttogotothezoo.SectionCKangkangmeetsBabyMo

nkeyonhiswayhomeintheafternoon.What’swrongwithyou?Ican’tfindmywayhome.Don’tworry.Letmehelpyou.Hereweare.It’sverykindofyou.Thankyoufor+n./v.-ing.