初一英语A UnitGoing shopping

1、苏州工业园区娄葑学校英语教案单元整体课时规划 授课时间：07.11.911.22 Contents of the unit7A Unit 5 Going shoppingAims of the unit本单元的重点在介绍年轻人的生活方式。围绕食物, 谈论如何拥有平衡的饮食结构以保持身体匀称, 健康。通过语言技能的训练以达到本单元的教学目标:Listening: Guess the meanings of new words by looking at a question naire Develop effective listening skills to extract specific

2、informationSpeaking: Formulate questions about diets and respond appropriately Ask WH-questions with the right intonation Read an article to a classmate and check for mistakesReading: Guess general meanings of words from the context. Identify specific meanings Practise intensive reachingWriting: Exp

3、ress factual information bout diets and lifestyles based on the model article. Select appropriate vocabulary and sentence constructions to write about personal details.focuses and difficulties of the unit1. Express likes and dislikes.2. Use adverbs of frequency: never, seldom, sometimes, often, usua

4、lly, always3. Differentiate between countable and uncountable nouns.4. Understand and use the indefinite article.PeriodsContents of each periodPagesPeriod 1Welcome to the unit & VocabularyP.58-59, P.63Period 2Reading (I)P.60Period 3Reading (II)P.61-62Period 4Grammar (I)P.64-65Period 5Grammar (II

5、)P.66-67Period 6Integrated skills (I)P.68-69Period 7Integrated skills (II) & PronunciationP.70Period 8Main taskP.71-72Period 9CheckoutP.73Period 10Test for Unit 4Remark具体每课时教学设计： Period 1 Welcome to the unit & VocabularyDateNov.9 FridayTeaching aims1. To revise old vocabulary and learn new w

6、ords about food 2. To talk about likes and dislikes with regard to food 3. To recognize names of different food 4. To use adjectives to describe different tastesFocus1. Talk about different foods2. “What food do you like ?” “ I like hamburgers.”(dislike,hate)3. Some adverbs of frequency(always, neve

7、r, many times a day)Difficulties1. -You never exercise. -Yes, I do.(不，我运动的)2. favourite (adj. & n.)Teaching approachesTask-based approachTeaching proceduresStep 1 PresentationHelp the students to remember the words of food they learned. Present some new words:RemarkStep 2 Welcome to the unit Par

8、t AVocabularyTalk about these pictures, collect the words of food.Divide these words into 5 groupsStep 3 Comic strip on P.581. Play the tape with the questions:1). Is Eddie always hungry?2). What does Eddie need?3). Does Eddie exercise ?2. Ss practise reading in pairs.Recite it in class.Step 4 Welco

9、me to the unit Part B1. Get Ss to work in groups to make a table and tick on a table by asking :What food do you like/dislike? What food does he/she like?2. Ask Ss to report their results.3. If there is time , ask Ss to talk about their family as well.Homework：1. Revise the words 2. Preview “Reading

10、”3. Do Exercise AWriting(B)hamburger never exercisevegetable many times a daycarrot like/dislike/hatehungryhealthyReflection：具体每课时教学设计： Period 2 Reading (I)DateNov.12 MondayTeaching aims1. To revise and expand words about food and lifestyles.2. To learn about the relationship between diet and overal

11、l health.3. To practice the technique of skimming for overall comprehension and scanning for detail.Focus1. Learn how to eat healthily.(What we eat and how we live.)2. Adverbs of frequency3. Sentence structures: be important for sb. / need to do / Its + adj. + to do / eat(have)for brreakfast / never

12、 do any exercise = never exercise It is time for sb. to do / plan to doDifficulties1. have breakfast / have for breakfast2. I do not have a healthy diet or lifestyle.3. for sb to do (动词不定式的逻辑主语)Teaching approachesTask-based approachTeaching proceduresStep 1 Revision:1. Revise the words by a dictatio

13、n2. Ss act the dialogue about favoourite food.RemarkStep 2 ReadingGive the Ss 5 to read Kittys article. Then encourage the Ss to talk about Kitty. Ss can raise questions and ask their classmates to answer themStep 3 Listening1. Play the tape for the Ss to imitate its intonation. Read the article.2.

14、Ss close the book. Listen to the tape (Daniels article). After listening, answer some questions: How is Daniels study? What does he do after class? What does he eat for lunch? Does he do any exercise? What does he plan to do?Step 4 ReadingSs read the two articles individually.Then ask some of them t

15、o read.Get the Ss to find the key sentences themselves.Some Ss talk about Kitty and Daniel without books.Homework：1. Preview Part B & C 2. Recite the articles.3. Exx.B (课时练)Writing(B)What we eat and how we liveneed to do be important for sb.eat(have)for brreakfast Its + adj. + to donever do any

16、exercise = never exercise It is time for sb. to doplan to do Reflection：具体每课时教学设计： Period 3 Reading (II)DateNov.13 TuesdayTeaching aims1. To know more about Kitty Daniel.2. To learn to live healthily.3. To grasp the key sentences.Focus1. want to be a teacher2. be careful with3. How often？4. Howlong?

17、Difficulties1. the way you live / the food you usually eat / a person who dances (定语从句)2. What does Daniel plan to have for breakfast?Teaching approachesTask-based approach Group workTeaching proceduresStep 1 Revise:1. Revise the text by reading the text2. Dictate haif of itRemarkStep 2 Part B1. Fin

18、d the left words in the text , then match with the meaning in the right.2. Check their answers with the whole class.3. Scan the text again , then finish B2.Step 3 Part C 1. Ask some Qs :How do you go to school ?What do you have for breakfast?How often do you play basketball /football ?2. C1 True or

19、false3. C2 Simon and Millies conversation It is easy for the Ss find the right answers for the blanksStep 4 Discussion :Let the ss discuss “What food should we eat “? And “What activities should we do”?Homework：1. Review Reading2. Preview Grammar P.64-663. Exx. C (课时练)Writing(B)the way you live be c

20、areful withthe food you usually eat be good at doinga person who dances plan to doReflection：具体每课时教学设计： Period 4 Grammar (I)DateNov.13 WednesdayTeaching aims1. To recognize and use adverbs of frequency2. To recognize and use countable nouns.3. To recognize and use the indefinite articles to talk abo

21、ut things that are countable.Focus1. 语法项目: 频率副词: never, seldom ,sometimes, often, usually, always,2. 可数名词: a table / an apple two tables/ two stories/ two watches/ photos/tomatoes/ knives3. 不定冠词: a / an4. 句子结构: How often do they/ you exercise?How often does he /she exercise?Simon never/ seldom /some

22、times/ often/ usually/ always plays football.Amy goes to the Swimming Club three times a week. Daniel spends all his free time sitting in front of the computer.Difficulties1. how often2. seldom (否定词)3. all his free time4. a useful book / an “s”Teaching approachesTask-based approach，group workTeachin

23、g proceduresStep 1 1. Revision (have a dictation)2. Ask Ss how often they play football /badminton , go swimming/running, watch TV.RemarkStep 2 Explain the meaning of different adverbs of frequency. Make sure that Ss understand the difference between usually and sometimes , Use the table on P.64 to

24、show the difference. In addition, you could explain the difference in terms of how often they do things every day or every week.Step 3 Ask Ss to complete Part A individually. Thencheck for the correct use of adverbs of frequency.Step 4 Talk about how often Ss do certain things, e. g.I always walk to

25、 school I never drive.I often eat fruit and vegetables.Step 5Countable nounsGet the Ss to go through P. 65 to revise the c.n.* a carrot /an hour/a university / an “s”Homework：1. Revise the key sentences.2. Make notes on countable nouns.3. Do exercises (课时练)Writing(B)neverseldomsometimesoften usually

26、always (how often)tables/stories/watches/photos/tomatoes /knives/men/feet/sheep/Reflection：具体每课时教学设计： Period 5 Grammar (II)DateNov.14 ThursdayTeaching aims1. To recognize and use uncountable nouns.2. To use nouns in front of uncountable nouns to show their amounts.3. To use “there be” to show that s

27、omething exixts.Focus1. a packet of, two bags of, four kilos of, three cartons of2.句子结构: What do we need to buy ?We need some chicken and a packet of salt. Do we need to buy some vegetables? We have so many things for dinner. Lets have some noodles.3. There be (is/are) （就近原则）There is (not ) There ar

28、e (not) Is there? Yes, there is. / No, there isnt. Are there? Yes, there are. / No, there arent.Difficulties1. There be（就近原则）2. so many / so much3. too many / too much / much tooTeaching approachesTask-based approach, discussionTeaching proceduresStep 1 1. Revise the adverbs of frequency.2.Revise ho

29、w to form the plural forms of most countable nouns.3.Have a dictationRemarkStep 2 Ask Ss to go over the 9 pictures. Make sure they know how to show the amounts of the uncountable nouns.Tell them to pay special attention to the nouns. Give more examples( a piece of, a bottle of, a basket of)Step 3 As

30、k the Ss to work in pairs to complete Millie and hermothers conversation and then get some pairs to actout the conversation.Ss should pay attention to theplural forms of some nouns. Its not difficult for the Ssto get the 13 words correctly. Put these words into thecorrect categories in the table bel

31、ow.Step 4 1. Ask the Ss to go through the table on their own. Make sure the Ss know the structure “there be”.2. Ss work individually to complete Millie and herfathers conversation. Check in groups.3. Practise reading the conversation.Step 5Do some exercises in class. (课时练)Homework：1. Read the 2 conv

32、ersations. 2. Revise the Grammar items in “自主手册”3. Read a newspaper(No.11).Writing(B)a packet of There is two bags of There arefour kilos of （就近原则）three cartons of too much sugar so many thingsReflection：具体每课时教学设计： Exercises (课时练A、B、C)DateNov.15 FridayTeaching aims1.To give Ss the chance to correct

33、the mistakes in the exercises.2. To learn to help each otherFocus1. Key phrases learnt2. Some verb structureDifficulties1. some confused words: differentdifference, lielying, luck-lucky2. need to do, hate doing, be ready to do, would like to do, It is +adj.+ to doTeaching approachesDiscussion, group

34、 work, raising questionsTeaching proceduresStep 1 A phrase dictationChoose 20 phrases from the 33 phrases in U.4 A&BRemarkStep 2 Change the word forms ( U4AExx.2& 3, U4CEx.1 )Step 3 Change the verb forms (U4 Ex.4,U4C Ex.2)Step 4 Change the sentences (U4B Ex.2)Homework：1. Translate the 14 sen

35、tences in B&C。2. Preview Integrated skillsWriting(B)ask sb to do lie-lyingtake turns to doneed to dobe busy doingIt is important to doReflection：具体每课时教学设计： Period 6 Integrated skills (I)DateNov.19 MondayTeaching aims1. To listen for specific details2. To obtain special information about a person

36、 s lifestyle3. To select information from a questionnaire and listen in order to complete a report on another Ss lifestyle4. To have healthy lifestylesFocus1. Key words & expressions: less than , not at all , try, feel, luck, supermarket, carry, biscuit, point, questionnaire, congratulations, pa

37、rtner, overall. 2. How questions3. not at all, watch less TV, not bad, congratulationsDifficultiesHow to use “how often”,”how long”, “how much”, “how many” correctlyTeaching approachesmultimediaTeaching proceduresStep 1 Presentationhow, how old, how many, how much, how far, how tall, how long, how o

38、ftenSome examples of “how long”& “how often”RemarkStep 2 Part A1 QuestionnaireGet Ss to do the questionnaire in Parts A1 and A2.Ss study thequestionnaire individually. Check for general understanding andconfirm the meanings of adverbs of frequency, individually andin pairs.Step 3 Listening Play

39、the recording. Ask Ss to listen for specific information aboutHu Wen s lifestyle and tick the correct boxes. Then checkanswers as a class activity.Step 4 Ask Ss to enter Hu Wens score and their own score in the tablein Part A3. Ss analyze the health scores for Hu Wen andthemselves. Read out the thre

40、e categories. Ask Ss to put up theirhands for each category. Count the number of Ss in each categoryto see how healthy or unhealthy the class are.Step 5Ask Ss to work and understand the Qs in PA4 before theyinterview their partners.Step 6Ask Ss to complete the report in PA5 . Use the information obt

41、ained from the Qs in PA4. Ask Ss to put up their reports, together with the class profile, for classroom display.Homework：1. Revise the key phrases on P.66P.692. Write a composition about your partner3. Make notesWriting(B)how how old how far not at allhow many how much exercise morehow often how lo

42、ng watch less TVCongratulations!Reflection：具体每课时教学设计：Period 7 Integrated skills (II) & PronunciationDateNov.20 TuesdayTeaching aims1. To talk about food and diet2. To ask and answer questions about likes and dislikes3. To introduce and consolidate common intonation pattern with wh- questions 4.

43、To ask Wh-questions about food itemsFocuses anddifficulties1. Key sentences: How do you like? I dont eat them any more. I feel good. / feel well Good luck with your new diet and lifestyle!2. Pronunciation: Whquestions, felling voiceTeaching approachesGroup work, Task-based approachTeaching procedure

44、sRemarkStep 1 Revision1. Revise the words of food2. Dictate 20 key phrasesStep 2 Part B Speak upAsk Ss to work in pairs to practice saying Meiling and Rickys conversation. Remember that Ss should be able to role-play this conversation with fluency , eye contract and appropriate intonation.Tell them

45、to pay attention to the linking of words when speaking.Step 3 Ask Ss to work in pairs and talk about their own diet.Ask some pairs to present their conversation to the class.Step 4 Ask Ss to listen to the Qs on the tape and find out the intonation from Wh-Qs . Then explain that we drop our voice at

46、the end of a Wh-Qs to indicate that we have finished speaking.Step 5 Ss then read out the Qs loud to practice intonation.Step 6 Ask Ss to present their own Whquestions and then ask their friends to give the answersHomework: 1. Recite the conversation 2. Preview Main task 3. Some Exx(课时练)Writing(B)Ho

47、w do you like? not any moreGood luck with your new diet and lifestyle! lie on the couch feel good / wellReflection具体每课时教学设计：Period 8 Main taskDateNov.21 WednesdayTeaching aims1. To express factual information about diets and lifestyles in writing.2. To write an article for a website based on persona

48、l in formation.3. To read an article to a classmate and check for mistakes.Focuses anddifficulties1. Topic: Healthy eating2. Key sentences: Why is it important to keep fit and stay healthy? I am fit and healthy.I think I need . I always / usually / havefor breakfast/ lunch/ supper/ dinner. This give

49、s sb energy for sth / doing sth. I need vitamins to stay healthy. Its important to do sth.3. no = not any4. without doingTeaching approachesGroup work, Task-based approachTeaching proceduresRemarkStep 1 Ask Ss why they eat types of food and why they should or should not change their diets. Tell Ss t

50、o look at the calories and vitamins chart in Part A on P.71.Step 2 Ss read Millies article on P72.Ask Ss to use Millies article and substitute the underlined phrases with their own information . Encourage Ss to include additional information or change the model if they can make their own.Step 3 Get Ss to