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仁爱英语教学资源七年级下册教学案例设计Unit 5Topic 2 Section B


Section B
Section B needs 1 period. Section B 需用 1 课时。 The main activities are 1a, 2a and 2b. 本课重点活动是 1a, 2a 和 2b。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: borrow, a few, of course, use, better, look for, shelf, keep, return, on time, pleasure, post, bye-bye, lost and found, purse, money, else, picture, put on 2. Go on learning the present continuous tense. Many students are using them, and they are doing better in English now. I’m looking for my purse. 3. Talk about how to borrow things. Excuse me, may I borrow a few Ren’ai Project English workbooks? How long can I keep them? You must return them on time. 4. Talk about Lost and Found. Ⅱ. Teaching aids 教具 录音机/课件/挂图/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:5 分钟) 复习学校场所, 呈现 1a。 1. (方案一:猜谜。说一些描述性的语言, 让学生猜是学校的哪个场所。) T: Boys and girls, guess the place. First, a place where we can go swimming. What is it? S1: Is it the swimming pool? T: Yes, you are right. Next, a place where we can do some sports. What is it? Who knows? S2: Playground. … Step 2 Presentation 第二步 呈现(时间:12 分钟)

呈现活动 1a, 练习 1b。 1. (继续对话,利用课件或图片呈现 1a。) T: A place where there are many different kinds of books. What is it? S5: Library. T: Good. What can we do in the library?(教师出示图书馆图片。) S6: Read books. T: Anything else?

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S7: Borrow books.(帮助学生回答问题,引导出生词 borrow。) T: Great. What should we say when we borrow books? S8: … … (依次引导出生词、短语和句型 keep, a few, How long …, 并板书讲解。) (板书) borrow keep return use shelf a few of course look for on time How long can I keep them? Two weeks. 2. (让学生看并听 1a 的第 1 部分, 注意对话中的生词和句型。) T: Look and listen to dialog 1 in 1a. Pay attention to the new words and expressions on the blackboard. 3. (假设一种情境:学生没有借到想要的书, 那该怎么办?) (方案一:利用课件呈现 1a 第 2 部分内容。要求学生掌握 post。) T: Boys and girls, if you can’t borrow the book you want, what should you do? Ss: I don’t know. T: OK. Let’s go on watching and pay attention to what they say. (播放课件。) (方案二:老师给学生做示范, 帮助学生回答, 呈现 1a 第 2 部分内容。 要求学生掌握 post。 ) T: Boys and girls, if you can’t borrow the book you want, what should the librarian say? Ss: He/She should say “Sorry, we don’t have any.”(帮助学生回答。) T: What should you say? Ss: Thank you all the same.(帮助学生回答。) (板书) post Sorry, we don’t have any. Thank you all the same. Bye-bye! Step 3 Consolidation 第三步 巩固(时间:10 分钟)

巩固 1a, 根据 1b 中的句型编对话。 1. (让学生合上课本,听录音并跟读 1a,注意语音和语调。) T: Now please close your books. Listen to the tape and follow it. Pay attention to the pronunciation and intonation. 2. (把学生分成两部分,一部分表演 1a 的对话 1,另一部分同学表演 1a 的对话 2,两人一 组进行练习。) T: Now I will divide you into two groups. One group acts out Dialog 1 in 1a, and the other group acts out Dialog 2 in 1a. Work in pairs. Do you understand?

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Ss: Yes. T: Now, let’s begin! 3. (分别找几组学生进行表演,看看哪组同学演得最好。) T: OK. I want to know which group can act it out best. Are you ready? Ss: Yes, we are. T: Which group wants to act first? G1: We want. … T: Very good! But you can speak slowly next time, OK? Next group! G2: … … 3. (让学生从 1a 中找出 1b 相应的答语,依据 1b 中的句型,自编对话, 教师可给予必要的指 导。) T: Now, please find out the responses to the sentences in 1b from 1a, and work in pairs to practice borrowing things from others. You can use the expressions in 1b. Begin! 4. (找几组学生表演他们编的对话。) T: OK. Stop here! Who wants to share your dialog with us? G3: We want. … T: Excellent! You can speak more loudly. Next group! G4: … … T: Well done. Now let’s move on. Step 4 Practice 第四步 练习(时间:10 分钟)

利用情景设置呈现 2a, 练习 2b 和 3。 1. (设置一名女学生在路上寻找东西的情景, 呈现 2a。) T: Look at the picture. Guess what she is doing. Ss: She is looking for something. (帮助学生回答。) T: You are right. She lost her purse. Can you guess what is in her purse? Ss: Money. T: What else? Ss: Maybe … … (采用对话,依次引导出生词和句型。) (板书)

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talk Lost and Found purse

money else picture

I’m looking for my purse. What’s in it? What else?

2. (播放 2a 的录音, 让学生跟读。注意语音和语调。) T: Listen to 2a and follow it. Pay attention to the pronunciation and intonation. 3. (给学生两分钟时间, 两人一组读对话, 然后找学生朗读。) T: Now, I’ll give you two minutes to read the dialog with your partners. Then I’ll ask some of you to read it. OK. Begin! 4. (1)(让学生读 2b 中的两则启事, 学习如何写寻物/招领启事。完成 2b, 并提醒学生注意寻物/ 招领启事的格式和内容要素。) (板书) Lost: The thing(丢失的物品) Name(失主) Phone number(联系方式) Found: The thing(被发现的物品) Where(物品现存地) Phone number(联系方式)

T: Read the notices on the bulletin board. Learn how to write them. Please pay attention to the format and content of the message, and finish 2b. (2)(让学生写一份自己的寻物/招领启事。) T: Suppose you found or lost something, write your own bulletin board message. 5. (让学生听录音,并完成 3,选择正确的答案。) (板书并学习听力部分的生词。) T: Listen to the dialogs in 3, and choose the right answers. First, let’s learn some new words. (板书) put on (播放录音) 6. (核对答案。) T: Let’s check the answers. Who wants to answer the first question? S1: Sally is… T: Good. No.2? S2, please. S2: Sorry, I don’t know. … Step 5 Project 第五步 综合探究活动(时间:8 分钟) 通过小组活动探究借东西的过程并练习如何写寻物/招领启事。 1. (两人一组活动,仿照 1a 根据 1b 中的句型编对话。) T: Work with your partners and make a conversation like 1a. You may use the expressions in 1b. Examples: (1)S1: Excuse me, may I borrow a pen? S2: Here you are.

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S1: Great! How long can I keep it? S2: … (2)S3: Excuse me, may I borrow a knife? S4: Sorry, I don’t have any. S3: Thank you all the same. Bye! S4: Bye-bye. 2. (鼓励更多的学生复述 2a 的内容。) T: S5, do you want to retell the story of 2a? S5: … T: Anyone else? Raise your hand. Wow, so many! 3. (写一则寻物/招领启事,不少于两个句子。) (范文) Lost My red umbrella My name is Mary. Please call 883-8752. Found A key to a bike Please call the Lost and Found. Tel: 821-7667 4. (家庭作业) (预习 13 页的 1a。如有兴趣,模仿 1a,描述学校某建筑物内某一场景中人们的行为。) Ⅳ.疑点探究 (1)look for 与 find 的用法: look for 意思是 “寻找” 强调 , “找” 的动作。 find 是及物动词, 意思是 “找到, 发现” 强 , 调“找”的结果, 后跟宾语。如: I can’t find my purse. 我找不到钱包了。 Please look for it in your bag. I think you can find it. 请在你的包里找一下, 我想你能找到 它。 (2)other 与 else 的区别: other 修饰名词,位于名词之前。如: What’s that in your other hand? 你另一只手里拿的是什么? else 修饰不定代词、疑问代词或疑问副词,必须位于这些词之后。如: I have nothing else to say. 我没有其他要说的了。 What else do I need to do? 我还要做其他的什么事情吗?

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