英語七年級上冊 Unit4 Having Fun Topic2 Would you like to cook with us SectionC教案

1、.Unit4 Topic2 SectionC教案I. Material analysis本課時是第四單元第二個話題的第三課，主要活動是1a，2和4a。通過讀前看圖片討論問題，預(yù)測文章對話內(nèi)容；再通過閱讀，檢查預(yù)測并進一步學習邀請和建議的表達。同時，本課還將通過聽力、故事表演、故事復(fù)述等活動，復(fù)習表示邀請和建議及其答復(fù)的表達法。本課結(jié)合“野炊這個話題，在培養(yǎng)學生閱讀才能的同時，鍛煉學生語言產(chǎn)出，也就是“編寫小故事并進展口頭表達以及書寫一篇有關(guān)野炊的小文章，培養(yǎng)學生“說和“寫的才能。. Teaching aimsKnowledge aims1.能正確朗讀以下詞匯并在實際的對話操練中加以應(yīng)用：hom

2、ework, at the beginning of, at the end of。2.能就表達主觀意愿邀請和建議及其答復(fù)的表達法等話題進展交流與對話操練，如：Would you like to have a picnic with Mr. Cooper?Thanks. That would be very nice.What about having a picnic with Mr. Cooper?Id like that, thanks.Id like to take some hamburgers and bananas.I want to take some bread.Skill

3、aims1.能聽懂邀請、建議及其肯定答復(fù)的簡單用語；2.能正確朗讀對話，注意語音語調(diào)，并進展角色扮演；3.可以在圖畫的幫助下讀懂故事，進展信息的加工、轉(zhuǎn)化；4.能運用簡單的詞匯和句型進展寫作，描繪課外活動的方案。Emotional aims1.可以積極與同學合作，參與課堂活動，大膽理論；2.樂于接觸并理解異國文化。. The key points and difficult pointsKey points:在情景中用“表示邀請、建議、表達主觀意愿等話題進展交流。Difficult points：進展口頭表達以及書寫一篇有關(guān)野炊的小文章。. Learning strategies1.可以清楚、

4、大聲地進展朗讀，培養(yǎng)語感和自信心。2.培養(yǎng)借助圖片來理解故事大意的習慣，進步閱讀理解的技能。V. Teaching aidsComputer multimedia projector, blackboardVI. Teaching proceduresStep1. IntroductionShow some pictures of barbecue during the School Anniversary. Then lead to the tasks in this lesson.T: Do you still remember the barbecue two weeks ago? Yo

5、u had great fun, right? Do you want to have a barbecue again?S: Yes.T: Now you may get a chance. I will go to the Dayan Mountain for a picnic this Sunday. Would like to go with me?Ss: Yes.T: If you want to have a picnic with me, you need to finish below four tasks. Can you do that?Ss: Yes.T: Good! L

6、ets start our task1Do some revision.Step2. Task 1: Do some revisionLook at the pictures and revise the words, phrases and sentences related to picnic.1. Read the places together.2. Look at the pictures and say out the words of food or drinks, using the sentence:I would like to take somewith /me.3. R

7、ead the phrases about activities together, and then look at the pictures and fill in the blanks. The whole class read the sentences together.Step3. Task 2: Listen & Practice1. Listen and answer the questions.1 How does the old man feel at the beginning of the story?2 What would he like to do?3 W

8、hat do the old mans friends take with them?4 Are they happy in the end?2. Read 1a by yourself and then try to recite it.Im _. Id like to _ with my friends._have a picnic with Mr. Cooper?Yes, _.Thanks. That would be _.What about _ with Mr. Cooper?Id like that, thanks.Id like to take some _._ is fish.

9、I want to take _.We are _!3. Work in groups and act out the story.Ask two groups to act out the story to theclass.4. Try to retell the story with the following key words.not happy, would like to, have a picnic, very nice, hamburgers, bananas, fish, bread, happyStep4. Task 3: Say your picnic planWork

10、 in groups. Look at the mind map and each student says one sentence. All the sentences combined should be a complete picnic plan.For example:S1: We are going to have a picnic in the Heshan Park next Sunday.“教書先生恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學堂，“教書先生那一行當怎么說也算是讓國人景仰甚或敬畏的一種社會職業(yè)。只是更早的“先生概念并非源于教書，最初出現(xiàn)的“先

11、生一詞也并非有傳授知識那般的含義。?孟子?中的“先生何為出此言也？；?論語?中的“有酒食，先生饌；?國策?中的“先生坐，何至于此？等等，均指“先生為父兄或有學問、有德行的長輩。其實?國策?中本身就有“先生長者，有德之稱的說法?？梢姟跋壬夥钦嬲摹袄蠋熤?，倒是與當今“先生的稱呼更接近。看來，“先生之根源含義在于禮貌和尊稱，并非具學問者的專稱。稱“老師為“先生的記載，首見于?禮記?曲禮?，有“從于先生，不越禮而與人言，其中之“先生意為“年長、資深之傳授知識者，與老師、老師之意根本一致。S2: We will invite some friends to go with us.S3: We

12、will take some hamburgers, eggs, bananas and apples with us.S4: Step5. Task 4: WritingWrite a short passage with the title “Going out for a Picnic on the paper in 5 minutes.1. The time, places and activities should be included in the passage.2. More than 5 sentences.Then choose two students to read

13、their passage.Step6. SummaryUseful sentences1Would you like to have a picnic with Mr. Cooper?Yes, Id love to.Thanks. That would be very nice.Id like that, but I have to do my homework.2 What about having a picnic with Mr. Cooper?Id like that, thanks.Good idea!All right家庭是幼兒語言活動的重要環(huán)境，為了與家長配合做好幼兒閱讀訓練工

14、作，孩子一入園就召開家長會，給家長提出早期抓好幼兒閱讀的要求。我把幼兒在園里的閱讀活動及閱讀情況及時傳遞給家長，要求孩子回家向家長朗讀兒歌，表演故事。我和家長共同配合，一道訓練，幼兒的閱讀才能進步很快。. Blackboard design老師范讀的是閱讀教學中不可缺少的部分，我常采用范讀，讓幼兒學習、模擬。如領(lǐng)讀，我讀一句，讓幼兒讀一句，邊讀邊記；第二通讀，我大聲讀，我大聲讀，幼兒小聲讀，邊學邊仿；第三賞讀，我借用錄好配朗讀磁帶，一邊放錄音，一邊幼兒反復(fù)傾聽，在反復(fù)傾聽中體驗、品味。Unit 4 Topic2 Would you like to cook with us?Section C單靠“死記還不行,還得“活用,姑且稱之為“先死后活吧。讓學生把一周看到或聽到的新穎事記下來,摒棄那些假話套話空話,寫出自己的真情實感,篇幅可長可短,并要