七年级英语上册 Unit 4 havingfun Topic 3教案 仁爱版.docx
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七年级英语上册Unit4havingfunTopic3教案仁爱版
Unit4havingfunTopic3
技能目标
Enablethestudentstotalkabouttheanimalstheylike.
Learnhowtoexpress“time”andpreference.
Learntheuseofpresenttense.
Graspfourconsonants:
/s//z//θ//ð/
语言目标
功能句式
Expresspreference
What…doyoulikebest?
Whatareyourfavorite…?
Ilike…best.
Myfavorite…is…
What…does…likebest?
He/Shelikes…best.
Describeanimals
It’sverycuteanimal.ItlivesinChina.Iteatsbamboo.
It’saverycleveranimal.Itsleepsintressanditlikeseatingbananas.
It’scleverandcute.
Itcanhelpusandliveswithus.
Tellthetime
Whattimeisit?
/What’sthetime?
It’soneo’clock/halfpastone/aquartertotwo/…
It’stimetogohome/startschool/havelunch/…
词汇
四会词汇
zoo,sound,animal,best,elephant,lion,panda,because,clever,horse,pig,past,quarter,half,start,sport,bed,homework,watch,baby,lost,way,cry,bamboo,sleep,fruit,thin,every
认读词汇
o’clock
短语
It’stimeto…,nexttime,getup,watchTV
语法
Whatquestionsandexpressionsoftime
Whattimeisit?
It’ssix（o’clock）.
What’sthetime?
It’shalfpastsix./It’ssixthirty.
Whattimeisit?
It’saquarterpastsix./It’ssixfifteen.
What’sthetime?
It’stwentytosix./It’sfiveforty.
Presenttense
Igetupat6:
40inthemorning.
Idomyhomeworkat6:
00intheevening.
II.教材分析
SectionA1a通过规划呈现本课时的目标句型：
喜好表达及描述喜欢的动物；1b要求学生俩俩对话，谈论自己最喜欢的动物及理由，并完成表格，加强对1a的理解；1c让学生运用所学句型结对谈论最喜欢的动物；2是听力练习，集中学习一些动物名称的词汇；3也是听力练习，通过听录音来完成表格，要求学生填出谁最喜欢什么动物及喜欢的原因；4是一个游戏：
选一些学生模仿某种动物的动作或声音，让全班猜并拼出其动物的英语单词，学生在趣味游戏中巩固所学单词。
SectionB1和2让学生通过听、看、说等形式学习怎样询问时间及传统式、现代式表达时间的句式和方法；3是看图会话练习，要求学生在学习了六个词组后，运用1和2所学的句型做口头练习；4图文搭配练习，让学生学会简单描述自己的日常作息，也是对一般现在时的学习。
SectionC1a阅读理解简单的短文，掌握主要信息，完成对其文的正误判断；1b小组活动，要求学生演出上文内容；2是图文连线，学生学习如何描述动物；3是在掌握2的基础上的写作训练，描写自己最喜欢的动物。
SectionD1主要是学习掌握辅音/s//z//θ//ð/音标，要求学生通过听、看归纳出每个音素在单词里的发音规律；2听力练习，让学生听录音完成一份日常作息时间表，培养学生从听力内容中获取时间信息的能力；3a和3b是对本话题语法重点和一些表达法的总结复习；4学唱一首英文歌曲，培养学生的语感及兴趣；5要求学生通过认真阅读文字和仔细观看图片，根据时间猜出所缺的插图，把它们排列整理成一个通顺的故事，并能够讲述出来，是对本话题所学知识的综合检验。
III.分课时教案
SectionA
Targetlanguage
a.Wordsandexpressions
zoo,sound,animal,best,elephant,lion,panda,because,clever,horse,pig
b.Keysentences
Whatanimalsdoyoulikebest?
Ilike...best.
Whatareyourfavoriteanimals?
Myfavoriteanimalis…
Abilitygoals
Enablethestudentstotalkabouttheirfavoriteanimals.
Enablethestudentstolearnthenamesofdifferentanimals.
Teachingaids
Taperecorder,picturesandcards
Teachingproceduresandways
StepINewfunction（1a）
GetSstoknowthenamesofsomeanimals.
TheteachershowsthepicturesoftheanimalsSsandsomewordcards.Ssrepeataftertheteacher.
T:
Animalsareourgoodfriends.Doyouloveanimals?
“Whatareyourfavoriteanimals?
Today,wewilltalkaboutanimals.
Writethetitle“Whatareyourfavoriteanimals?
”ontheBb.
Thengetstudentstolistentothetapeof1atwicewithoutbooks,andtrytoanswerthesequestions:
Howmanypeoplearespeakingintheconversation?
Wheredotheyplantogo?
Howmanykindsofanimalsarementionedintheconversation?
Whatarethey?
Afterlistening,studentsanswerthequestions.
Theteacherexplainstheimportantpatterns:
（ontheblackboard）
Let'sgotothezoo.（Makesuggestion）
Soundgreat!
Whatanimalsdoeshelikebest?
（Expresspreference）
Helikesmonkeysbest.
Whydoyoulikemonkeys?
（Givereasons）
Becausetheyareveryclever.
StepIIPairwork（1b,1c）
1band1cprovideoralpracticewiththetargetlanguage.
CallSs’attentiontothefollowingsentences:
Whatanimalsdoyoulikebest?
Ilike…best.
Whatanimalsdoes…likebest?
He/Shelikes…best.
ThengetSsworkinpairs,askandanswerthequestionsaboutKangkang,Michael,MariaandJane.Thencompletethechart.
T:
NowweknowaboutKangkang,Michael,MariaandJane’sfavoriteanimals.Whataboutyourfavoriteanimals?
Nowtalkaboutyourfavoriteanimalswithyourpartner.
Model:
S1:
Whatanimalsdoyoulikebest?
S2:
Ilike...
S1:
Whydoyoulike...?
S2:
Becausetheyare（very）...
RemindSsanotherwaytoexpresspreference:
-Whatisyourfavoriteanimal?
-Myfavoriteanimalis…
Thenasksomepairstoactitout.
StepIIIListening（2,3）
Studentswilldosomelisteningpracticewiththetargetlanguageinthisstep.
Activity2focusesonvocabularyofanimals.
Studentslistentothetape,andfinish2.Checktheanswer.
Goonthelisteningpracticein3.Playthetape.Studentslistenandfillinthechart.
Thenchecktheanswersbyaskingquestions:
WhatanimalsdoesTony/Jenny/Marylikebest?
Whydosehe/shelike...?
StepIVClassactivities（4）
Playaguessinggame:
Choosesomestudentstoimitateacertainkindofanimal.Otherstudentsguesswhatanimalitisandspelltheword.
SectionB
Targetlanguage
a.Wordsandexpressions
o'clock,past,quarter,half,start,sport,bed,homework,watch,nexttime,getup,watch,TV,It'stimeto...
b.Keysentences
Whattimeisit?
/what'sthetime?
It's…
It'stimeto...
Abilitygoals
Learnandgrasphowtoexpress"time”.
Teachingaids
Taperecorder,amodelclock,picturesandcards
Teachingproceduresandways
StepIRevision
Reviewthenumbers1-60thatmaybeusedtoexpress"time＂.
Thendividestudentsintosixgroups.Geteverygrouptosayout10numbers.Theyare1-10,11-20,21-30,31-40,41-50,51-60.
thenthewholeclassreadthemout.
StepIINewfunctionintroduction（1,2）
Learnhowtoexpress"time＂.Theteachertakesoutamodelclock.Settheclockatsixo'clock/sixten/sixfifteen/sixthirty/sixforty-five/sixfifty-five.
T:
Look,Whattimeisit?
It'ssix（o'clock）.
It'ssixten/tenpastsix.
It'ssixfifteen/aquarterpastsix.
It'ssixthirty/halfpastsix.
It'ssixforty-five/aquartertoseven.
It'ssixfifty-five/fivetoseven.
Thenwritethemontheblackboard.Letstudentsrepeataftertheteacher.
Afterpracticingthepatternsforawhile,letstudentssummarizewhentousepastandtointhepatternsabovewiththeteacherbydrawingadiagramlikethis:
12
to
past
6
Teachthenewwordsandexpressionsusingthemodelclockorpictures.
T:
Whattimeisit?
S:
It'ssixthirty/halfpastsix.
T:
It'stimetogetup.（performingtheactionofgettingup）
Askstudentstofollowyou.
Repeatwithhavelunch,gotoschool,playsports,startschool,gotobed,watchTVect.,changingthetimeontheclockeachtime.
Listening:
T:
Michael,MariaandKangkangareinthezoo.Whataretheytalkingabout?
Let’slisten.
Playthetapeforstudents.
T:
Whataretheytalkingabout?
Ss:
Time.
T:
Whattimeisit?
Ss:
Sixo’clock.
T:
Whatdotheyplantodo?
Ss:
Gohome.
T:
Yes,it’stimetogohome.
Writethestructure“It’stimeto…”ontheBbandexplainitsmeaningandusage.
Explain:
"Seeyounexttime!
＂inChinese.
Tellstudents"Whattimeisit?
═What'sthetime?
＂
Getstudentstolistentothetapeof2,andfollowit.Tellstudentstopayattentiontopastandto.
StepIIIPairwork（3）
Thisactivityprovidesoralpracticewiththestructures:
Whattimeisit?
It’s…
It’stimeto…
Letstudentslookatpicturesandpracticethepatternsabove.Choosesomepairstoactitoutbeforetheclass.
StepIVSpeaking（4）
T:
Let’stalkaboutdailyroutines.Lookatthepicturesinactivity4.
Letstudentsmatchthepictureswithsentences.Checktheanswers.
T:
Inthesesentences,weusepresenttensetotalkaboutdailyroutines.Payattentiontothepreposition“at”and“in”inthesentence.Thentellyourpartneryourowndailyactivities.
Askstudentstodescribetheirowndailyactivitieswithoutlookingattheirbooksinpairs.
Atlast,asktwoorthreestudentstodescribetheirdailyactivitiestothewholeclass.
StepVHomework
Writeashortpassageaboutyourmotherorfather’sdailyroutines.
SectionC
Targetlanguage
a.Wordsandexpressions
baby,lost,way,cry,bamboo,sleep,fruit
b.Keysentences
What'swrongwithyou?
I'mlost.Ican'tfindmywayhome.
Hereweare.
It'sverykindofyoutohelpus.
Abilitygoals
Readapassageaboutababymonkeyandpickoutthekeyinformation.
Readandwritedescriptionsofanimals.
Teachingaids
Taperecorder,picturesandcards
Teachingproceduresandways
StepIRevisionandLead-in
Reviewthewordsaboutanimals.
T:
What'syourfavoriteanimal?
S:
It'slion/elephant/...
T:
Howdoyouspellit?
S:
L-I-O-N,lion./...
T:
Doyoulikemonkeys?
Ss:
…
T:
Whydoyoulikethem?
Ss:
…
T:
Todaywewillreadastoryaboutababymonkey.
StepIIReadandunderstand（1a,1b）
T:
Turntopage97,activity1a.WeknowthatKangkangandhisfriendsgotothezoo.NowKangkangmeetsababymonkeyonhiswayhome.Readandfindoutwhathappens.
Letstudentsreadthestoryquicklyandcatchthemainidea.
Thenasksomequestionstochecktheirunderstanding.
Qs:
What’swrongwiththebabymonkey?
HowmanyanimalsdoKangkangandbabymonkeymeetontheway?
Doesthebabymonkeyfindhishomeatlast?
Checktheanswers.
ThenletSsmarkthesentencesTorF.Correctthefalseones.
Note:
1.What’swrongwithyou?
你怎么了？
2.Hereweare.我们到了。
3.overthere在那里
AfterSsgetagoodunderstandingofthestory,letthemworkingroupsoffiveandactthestoryout.
StepIIIReadingandwriting（2,3）
Thisstepprovidesreadingandwritingpracticewithdescriptionsofanimals.
Firstasktheclasstoclosetheirbooks.Theteacherreadsthethreedescriptionsofanimalsin2andletSsguesswhatanimalstheyare.ThenletSsopentheirbooksandreadthedescriptions.
T:
Someadjectivesareusedtodescribeanimals,likecuteandclever.Canyoutellmemoreadjectivestodescribeanimals?
Ss:
lovely,bog,
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