Unit 4Topic 2Would you like to cook with usSectionC 教案 仁爱版七年级上.docx
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Unit4Topic2WouldyouliketocookwithusSectionC教案仁爱版七年级上
Topic2Wouldyouliketocookwithus?
SectionC
I．Materialanalysis
本课是话题二的第三课时，主要活动是1a，2和4a。
通过读前看图片讨论问题，预测文章对话内容；再通过阅读，检查预测并进一步学习邀请和建议的表达。
同时，本课还将通过看图、匹配对话，复习表示邀请和建议及其回答的表达法。
此外，本课通过看图、猜单词，并根据音标拼读和拼写单词，巩固air,are,augh,aw,a+ble和a+nge的读音规则。
本课结合“野炊”这个话题，在培养学生阅读能力的同时，锻炼学生语言产出，也就是“编写小故事”并进行口头表达以及书写一篇表达自己主观意愿的小文章，培养学生“说”和“写”的能力。
教师在教学中，应注意引导学生听、说、读、写互相结合，互相渗透，充分利用教学资料，提高学生的语言综合运用能力。
II.Teachingaims
1.Knowledgeaims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
homework
能就表达主观意愿邀请和建议及其回答的表达法等话题进行交流与对话操练，如：
WouldyouliketohaveapicnicwithMr.Cooper?
Thanks.Thatwouldbeverynice.
WhatabouthavingapicnicwithMr.Cooper?
I’dlikethat,thanks.
I’dliketotakesomehamburgersandbananas.
Iwanttotakesomebread.
2.Skillaims
能听懂邀请、建议及其肯定回答的简单用语；
能正确朗读对话，注意语音语调，并进行角色扮演；
能读准所学的音标，并能借助音标拼读一些新单词；
能正确朗读打电话的对话，注意语音语调；
能够在图画的帮助下读懂故事，进行信息的加工、转化；
能理解并执行有关学习活动中简单的书面指令；
能根据音标拼写单词；
能运用简单的词汇和句型进行写作，描述课外活动的计划。
3.Emotionalaims
能够积极与同学合作，参与课堂活动，大胆实践；
乐于接触并了解异国文化。
III.Thekeypointsanddifficultpoints
1.能在情景中用“表示邀请、建议、表达主观意愿”等话题进行交流。
2.能读准所学的音标，并能借助音标拼读一些新单词。
IV.Learningstrategies
1.能够清楚、大声地进行朗读，培养语感和自信心。
2.培养借助图片来理解故事大意的习惯，提高阅读理解的技能。
3.培养学生对阅读材料进行寻读的技能。
4.能够自己制定预习和复习计划，监控和评价自己的学习。
V.Teachingaids
录音机、教学挂图、多媒体和黑板。
VI.Teachingprocedures
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
（5minutes）
1.Thewholeclasswork.
2.Groupworkandindividualwork.
1.Focustheirattentionontheteacher.
2.Dodutyreport.Somegroupsactouttheconversationsaboutmakingaphonecalltoinvitesb.Theanswersshouldincludehowtoacceptandrefusetheinvitation.Thentheotherstudentsanswertheteacher’squestionsaccordingtotheconversations.
e.g.
（1）A:
Hello!
B:
Hello,A!
ThisisB.
A:
Hi,B.
B:
AreyoufreethisSaturday?
A:
Yes.What’sup?
B:
WouldyouliketogototheWestLakewithus?
A:
Oh,I’dloveto.
B:
PleasetellCaboutit.
A:
Sure.I’llcallher/him.
B:
Seeyouthen!
A:
Seeyou!
（2）C:
Hello!
A:
Hello,C.ThisisA.
C:
Hi,A.
A:
AreyoufreethisSaturday?
WouldyouliketogototheWestLakewithus?
C:
IamsorryIcan’t.MyparentswillvisitmygrandparentsthisSaturday.SoIhavetolookaftermylittlesisterathome.
A:
That’sOK.Bye!
C:
Bye!
...
T:
WherewilltheygothisthisSaturday?
Ss:
TheWestLake.
T:
IsAfreethisSaturday?
Ss:
Yes,she/heis.
T:
Wouldshe/heliketogototheWestLakewithB?
Ss:
Yes,she/he’dloveto.
T:
IsCfreethisSaturday?
Ss:
No,she/heisn’t.
T:
Whatwillhe/shedothisSaturday?
Ss:
He/Shewillhavetolookafterhis/herlittlesisterathome.
...
1.Greetstudentsreadyforlearning.
2.Helpthestudentstorevisethewordsandexpressionsaboutmakingaphonecallandhowtoacceptandrefusesomeone’sinvitation.
Presentation
（10minutes）
1.Thewholeclasswork,pairworkandindividualwork.
Do1a.Lookatthepicturesin1a.Answerthequestions.
T:
WhatcanyouseeinPicture1?
Ss:
Anoldman.
T:
HowdoeshefeelinPicture1?
Ss:
Helookssad.Becauseheseemstocry.
T:
CanyouseeabirdinPicture1?
Itfindsthattheoldmanissad.Andthen?
WhatdoesitdoinPicture2?
Ss:
Itinvitessomeanimalstohaveapicnicwiththeoldman.
T:
Dotheanimalsacceptitsinvitation?
Canyouguessfromthepicture?
Ss:
TheymayacceptitsinvitationbecausetheytakesomefoodwiththeminPicture4,5,6and7.
Readanddiscussthequestionsin1abeforereading.Trytoguesstheanswers.Thenreadthestoryandcheckwithyourpartner.
1.Leadthestudentstolookatthepicturesandreadthequestionsin1atopredicttheconversationbeforereading.
Consolidation
（5minutes）
1.Individualwork,pairworkandthewholeclasswork.
1.Do1b.Read1aagain.Underlinethenewexpressionsaboutgivingsuggestionsandanswersin1a.Thencompletethepassagein1b.Checktheanswerswithyourpartner.Thenthewholeclasschecktheanswers.
1.Checktheanswersin1b.
Practice
（15minutes）
1.Groupwork.
2.Individualworkandpairwork.
3.Individualwork,pairworkandthewholeclasswork.
4.Pairworkandindividualwork.
1.Do1c.Practicetheconversationof1aingroups.Actasdifferentroles.Thensomegroupsactouttheconversationtotheclass.Makeupanewstoryingroups.Practiceitingroups.Thensomegroupsreportittotheclass.
2.Do2.Lookatthepicturesin2.Guesswhatthestudentswanttodointhepictures.Readtheconversationsin2.Findouttheexpressionsabouthowtogivesuggestionsandrefusesomeone’sinvitation.Matchtheconversationswiththepictures.Thendiscusstheanswerswithyourpartner.Practicetheconversationsinpairs.
3.Do4a.Readthesoundsandwritethewordsin4aindividually.Thenmatchthemwiththepictures.Checktheanswerswithyourpartner.Thenthewholeclassreadthewordstogether.
4.Do4b.Readthesentencesin4baloudandmatchthesentenceswiththepictures.Checktheanswerswithyourpartner.
Readthesentencesinthefollowingindividuallytopracticeyourpronunciation.
e.g.
“Isawthehareflyingintheair.”
intheair
flyingintheair
hareflyingintheair
thehareflyingintheair
sawthehareflyingintheair
Isawthehareflyingintheair.
...
1.Encouragethestudentstoactouttheconversationandmaketheirnewconversationsingroups.
2.Checktheanswersin2.
3.Helpthestudentslearntoreadthesoundsandwritethewordsaccordingtothesounds.
4.Checktheanswers.Helpthestudentslearntoreadthesentences.
Production
（10minutes）
1.Groupworkandindividualwork.
1.Talkaboutthequestionsin3.Makeasurveyinyourgroup.Thenwritedowntheresultofyourgroupsurvey.
Stu
dent
Q1
Q2
Q3
Q
4
S1
S2
S3
S4
Chooseonestudentfromeachgrouptobethereporter.Thensomegroupsreportyoursurveyresult.
Writedownashortpassageaboutyourownpicnicplanindividually.Thencheckyourpassagewithyourpartner.
1.Letthestudentstalkaboutthequestionsin3,gettingreadyforthewrittenworklater.
2.Assignhomework:
Read1afluentlyandpracticeitwithyourpartner;
Reviewthewordsand
expressionsinthissection;
Goonwritingapassageaboutyourpicnicplan.Reportittotheclassnextclass;
PreviewSectionD.
Teachingreflection：
这节课是阅读课。
教师应引导学生在阅读前仔细观察教学挂图，以此来预测文章大意，了解故事梗概，从而达到帮助学生阅读的目的。
VII．Blackboarddesign
Wouldyouliketocookwithus?
SectionC
1.—WouldyouliketohaveapicnicwithMr.Cooper?
—Thanks.Thatwouldbeverynice.
2.—WhatabouthavingapicnicwithMr.Cooper?
—I’dlikethat,thanks.
3.I’dliketotakesome...
4.Iwanttotakesome...
升级会员 