天天资源网 / 教案学案 / 英语教案 / 七年级上册英语教案 / 2013年七年级英语上册Unit4 Having Fun Topic 2 Would you like to
注：压缩包层级关系提取自源文件，您看到的所有资料结构都和您下载的源文件一致
-
2013年七年级英语上册Unit4 Having Fun Topic 2 Would you like to
-
2013-2014学年仁爱版七年级英语上册Unit4 Having Fun Topic 2 Would you like to go for a picnic（SectionA~SectionD，共4份，复习+巩固+探究）
- Unit 4 Having Fun Topic 2 Would you like to go for a picnic Section D.doc 预览
- Unit 4 Having Fun Topic 2 Would you like to go for a picnic Section A.doc 预览
- Unit 4 Having Fun Topic 2 Would you like to go for a picnic Section B.doc 预览
- Unit 4 Having Fun Topic 2 Would you like to go for a picnic Section C.doc 预览
-
资料简介
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
sing, song, have to, fun, fly, kite, fly a kite, afraid, time, carry, speak to, ask, back, call … back, evening
2. (1)Learn the invitation:
①—Would you like to sing some songs with me?
—I’m sorry I can’t. I have to cook.
②—Would you like to cook with us?
—Yes, I’d love to.
③—Steve, how about flying a kite with me?
—I’d like that, but I’m afraid I have no time.
(2)Talk about making telephone calls:
①—Hello! May I speak to Maria?
—Oh, sorry, She isn’t in now.
②—Who’s this?
—This is Sally.
③—Could you ask her to call me back this evening?
—Sure.
Ⅱ. Teaching aids 教具
图片/录音机/小黑板/课件
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:12分钟)
1. (抽查2-3组同学，展示上节课布置的家庭作业——制定野炊计划。让同学们讨论他们的计划是否合理并提出建议。)
2. (复习Would you like …? 用它对食品进行提问，由此导入本课生词。)
T: From Section A, who knows what Kangkang, Jane, Maria want to do?
Ss: They want to have a picnic.
T: Yes. How clever you are! Now I’ll ask you another question. What would they like to have for the picnic?
(老师手举一张汉堡包的图片。)
Ss: They would like to have hamburgers.
(老师手举一张鸡肉的图片。)
Ss: They would like to have chicken.
(这次老师变换一张唱歌的图片，学生可能有点惊讶，老师趁机提问。)
T: Would they like to sing some songs?
Ss: Yes, …
(学生可能回答：Yes, they would.)
(板书)
sing
song
(然后老师把话题转向学生，吸引学生的注意力。)
T: Would you like to sing some songs with me?
Ss: Yes, I’d like to.
(学生可能回答：Yes, I would.)
(教师给出正确答案。)
T: You can answer“Yes, I’d love to./Yes, I’d like to./Yes, I’d like that.” if you agree. If you don’t agree, you could answer“I’m sorry, I can’t … / I’d like that, but I’m afraid …”
(老师出示放风筝图片。)
T: Would you like to fly a kite with me? It is fun.(做点头动作。)
Ss: Yes, I’d like to.
(板书)
fly
kite
fly a kite
fun
(老师出示提水图片，导入How about …? 句型。)
T: How about carrying water?
(这时学生可能不会回答，老师可解释“How about carrying water?”means“Would you like to carry water?”同时做摇头动作，这时学生就会做出否定回答。)
Ss: I’m sorry I can’t.
(教师可补充 I have no time. I have to cook.)
(板书)
have to
carry
time
(导言：今天是星期天，Jane, Kangkang, Michael, Wang Junfeng, Maria, Steve和Bobby他们现在在做什么呢？看1a图片。导入1a。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (听1a录音，回答问题。)
(听第一遍，老师问第一个问题。)
What would Jane like to do?
T: Who can answer this question? Please hand up.
S1: She would like to sing songs.
(听第二遍，老师问第二个问题。)
T: What would other kids like to do?
S2: Kangkang, Michael and Wang Junfeng would like to cook.
S3: Maria would like to fly a kite.
S4: Steve would like to carry water.
S5: Bobby would like to fly a kite, too.
2. (老师根据学生的回答，板书本节对话的关键词，为下一步“巩固”环节作准备。)
Jane—sing songs Kangkang—cook Michael—cook
Wang Junfeng—cook Maria—fly a kite
Steve—carry water Bobby—fly a kite
3. (老师板书项目语言。)
Would you like to sing songs with me?
Yes, I’d like to.
Yes, I’d love to.
Yes, I’d like that.
How about flying a kite with me?
I’d like that.
I’m sorry I can’t.
I’d like that, but I’m afraid…
(要求学生将黑板上的句子读三遍。)
Step 3 Consolidation 第三步 巩固(时间:6分钟)
1. (学生只看黑板上的关键词和项目语言，不看课文，七人一组表演对话。小组之间展开竞赛，看哪组表演得好，并给予掌声鼓励。完成1a和1b。)
2. (根据上面的对话内容，用所给词的适当形式填空，完成1c。)
(1)(学生独立完成1c。)
(2)(教师核对答案，同时需要注意一下动词第三人称单数用法及变化规则。)
(3)(完成后，学生再读一遍。)
Step 4 Practice 第四步 练习(时间:8分钟)
1. (教师挂出写有问题的小黑板，播放课件2a，画面上电话铃声在响，一位女士正拿起电话，定格画面。)
T: Now listen to the tape and answer these questions.(教师手指小黑板。)
① Who is the call from?
② Who is the call to?
③ Who is at home?
④ Is Maria at home?
(1)(教师播放课件学生认真看课件并注意电话留言关键环节。)
(2)(学生回答小黑板上的问题。)
(3)(教师利用情景教授新单词。)
speak to, ask, back, evening
(4)(学生再听录音，跟读并模仿语音语调。)
(5)(教师讲解目标语言，让学生领会含义。)
(6)(学生两人一组表演此对话。完成2a。)
2. (独立完成2b横线上的内容，并使用简洁、流畅的语言完成电话信息。)
3. (教师放录音3，让学生跟读，提醒并教会学生连读。)
(教师在黑板上另写几个句子，让学生操练。)
(1) It is a car.
(2) Help yourselves.
(3) Can I take your order?
(4) There is a bus over there.
Step 5 Project 第五步 综合探究活动(时间:9分钟)
1. (晚上八点钟，Sally家的电话铃声响了……)
T: Boys and girls, now it’s 8:00 in the evening. The telephone at Sally’s home is ringing. Suppose you are Sally. Your partner, Maria, calls you back and you tell her about the picnic. Pair work.
(1)(学生两人一组准备对话。)
(2)(教师叫一两组同学到台上表演。)
Example:
(Ring…)
Sally: Hello!
Maria: Hello! May I speak to Sally?
Sally: This is Sally. Who’s this?
Maria: Hi, Sally. This is Maria.
Sally: Maria. Don’t forget to bring a kite for our picnic.
Maria: Don’t worry. I won’t forget it.
Sally: OK. Goodbye.
Maria: Bye.
2. (康康在广西农村结交了一位小朋友，他常常在各方面给予这位小朋友帮助。让学生扮演康康，给那位小朋友打电话。小朋友名叫杨松，在进结小学读书。接电话的是校长。三人一组进行电话会话练习。)
T: Kangkang makes a friend in the countryside in Guangxi. He is a little boy. His name is Yang Song. Kangkang often helps him. Now you are Kangkang. You give Yang Song a call. And the headmaster answers the phone. Work in groups of three. Then act it out.
Example:
(Ring …)
Headmaster: Hello. This is Jinjie Primary School.
Kangkang: Hello! May I speak to Yang Song?
Headmaster: Just a moment, please.
…
Yang Song: Hello!
Kangkang: Hello! Is that Yang Song?
Yang Song: Yes.
Kangkang: Hi, Yang Song. This is Kangkang. How are you?
Yang Song: Fine, thank you. And you?
Kangkang: I’m fine, too. Any help?
Yang Song: Sure. My English is poor. I need some help.
Kangkang: Don’t worry. I can help you.
Yang Song: Thanks. Goodbye.
Kangkang: Bye.
3. Homework:
模仿2a、2b，给你的同学打电话，练习巩固电话用语。
板书设计：
Would you like to go for a picnic?
Section B
sing some songs Would you like …?
fly a kite =How about …?/What about …?
have to Yes, I’d like/love to.
△ △
has to Yes, I’d like that.
Good idea.
be afraid I’m sorry I can’t.
have no time I’d like that, but I’m afraid …
carry water
ask sb to do sth.
查看更多
Copyright 2004-2019 ttzyw.com All Rights Reserved 闽ICP备18023965号-4
天天资源网声明：本站点发布的文章作品均来自用户投稿或网络整理，部分作品未联系到知识产权人或未发现有相关的知识产权登记