仁爱版英语七年级上册unit4havingfuntopic2wouldyouliketocookwithussectionc教案

Unit4 Topic2 SectionC教案I. Material analysis本课时是第四单元第二个话题的第三课，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，本课还将通过听力、故事表演、故事复述等活动，复习表示邀请和建议及其回答的表达法。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有关野炊的小文章，培养学生“说”和“写”的能力。. Teaching aimsKnowledge aims1.能正确朗读下列词汇并在实际的对话操练中加以应用：homework, at the beginning of, at the end of。2.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：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 aims1.能听懂邀请、建议及其肯定回答的简单用语；2.能正确朗读对话，注意语音语调，并进行角色扮演；3.能够在图画的帮助下读懂故事，进行信息的加工、转化；4.能运用简单的词汇和句型进行写作，描述课外活动的计划。Emotional aims1.能够积极与同学合作，参与课堂活动，大胆实践；2.乐于接触并了解异国文化。. The key points and difficult pointsKey points:在情景中用“表示邀请、建议、表达主观意愿”等话题进行交流。Difficult points：进行口头表达以及书写一篇有关野炊的小文章。. Learning strategies1.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。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? You 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! Lets 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. Read 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) What 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.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 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.“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。S2: We will invite some friends to go with us.S3: We 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 their passage.Step6. SummaryUseful sentences(1)Would 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家庭是幼儿语言活动的重要环境，为了与家长配合做好幼儿阅读训练工作，孩子一入园就召开家长会，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情况及时传递给家长，要求孩子回家向家长朗诵儿歌，表演故事。我和家长共同配合，一道训练，幼儿的阅读能力提高很快。. Blackboard design教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。Unit 4 Topic2 Would you like to cook with us?Section C单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运