仁爱版七年级英语上册Unit 4 Having Fun Topic 2 Would you like to cook with us?第四课时 表格式教案

Unit 4 Having Fun
Topic 2 Would you like to cook with us
教学内容分析及课时分配建议:
该话题在本单元第一个话题的基础上层层递进，学习与学生的日常生活密切相关、实用性强的英语表达。能过Kangkang, Jane 和Maria 等计划及实施野炊的场景，学习了打电话、邀请、建议及其回答的表达法，主要句型有： “May I speak to… ” “This is …”,” Could you ask her to call me back ”,” Would you like to … ” “How/What about… ”,”I’d love to.”等。本话题还复习了一般现在时表达主观愿望的用法，同时也学习了一些字母组合的读音规则。最后能过Project的活动让学生综合本单元所学技能和知识有效完成任务，使语言学习学以致用。
该话题在本单元第一个话题的基础上层层递进，学习与学生的日常生活密切相关、实用性强的英语表达。能过Kangkang, Jane 和Maria 等计划及实施野炊的场景，学习了打电话、邀请、建议及其回答的表达法，主要句型有： “May I speak to… ” “This is …”,” Could you ask her to call me back ”,” Would you like to … ” “How/What about… ”,”I’d love to.”等。本话题还复习了一般现在时表达主观愿望的用法，同时也学习了一些字母组合的读音规则。最后能过Project的活动让学生综合本单元所学技能和知识有效完成任务，使语言学习学以致用。
本话题共分五个课时，具体分配如下
第一课时 Section A 1a, 1b, 1c, 2, 3, 4a, 4b
第二课时 Section B 1a, 1b, 1c Section C 2
第三课时 Section B 2a, 2b, 3 Section C 4a, 4b
第四课时 Section C 1a, 1b, 1c, 3
第五课时 Section D Grammar& Functions 1, 2a, 2b
第四课时（Section C 1a, 1b, 1c, 3）
教学设计思路：
本课时通过Mr. Cooper和他的朋友们野餐的故事呈现主要教学内容。本节课首先通过读前问题和图片预测故事内容，通过阅读核实预测的准确性，然后完成相应的阅读任务。随后通过让学生分角色表演故事和仿编故事的活动，让学生进一步理解故事，提高实际语言运用能力，最后在相关问题的引导下，完成关于学生自己一次野餐的口头报告，并布置为书面家庭作业，写成一篇作文。至此完成本节课的学习。
I. Teaching aims
1. Knowledge aims:
（1）复习邀请和建议的表达法。
（2）综合运用所学的单词和句型进行简单的有关课外活动计划的写作。
2. Skill aims:
（1）能够在图片的帮助下读懂故事，进行信息的加工、转化。
（2）能够运用简单的词汇和句型进行写作，描述课外活动的计划。
3. Emotional aims:
能够积极与同学合作，参与课堂活动。大胆实践。
Ⅱ. The key points and difficult points
1. Key points:
（1）Sentences: ①---Would you like to have a picnic with Mr. Cooper
---Thanks. That would be very nice.
② --- What about having a picnic with Mr. Cooper
---I’d like that, thanks.
③ ---How about having some apple juice
---Good idea!
④---How about going for a picnic
---All right.
2. Difficult points：
综合运用所学的表达进行简单的有关课外活动计划的写作。
III. Learning strategies
1. 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。
2. 培养学生对阅读材料进行寻读的技能。
3. 能够将所学的内容运用到实际的日常生活中。
IV. Teaching aids
录音机/多媒体/小黑板/图片
V. Teaching procedures
Stage 1（8mins)： Revision
Step Teacher activity Student activity Designing purpose
(Class activity) Greet and warm up.T: Good morning! T:… Greet and warm up.Ss: Good morning! Ss:…
2.(Group activity) Revise the function sentences about calling and invitation. T: Class, I’d like to have a party. Would you like to help me to invite my friends T: It’s very kind of you. What structures can we use T: Great! Now please make a short conversation to help me invite some friends. T: Are you ready Who’d like to show us your conversation T: Marvelous! Thank you! Revise the function sentences about calling and invitation.Group1:Ss:Yes.S1: How/What about doing… S2: Would you like to … Ss:…Pair 1: ---Would you like to go to Miss Liu’s party this Sunday afternoon ---Yes, I’d love to. Pair 3:… 复习邀请和建议及回答的表达法。
2.(Group activity) Show 1c in Section B and talk about a picnic, then tell the story of Mr. Cooper. T: Please read the passage aloud together. T: Thanks. Class, have you gone for a picnic with your friends or parents T: Who’d like to tell me something about your picnic T:Very good. I also want to tell you a story about an old man’s picnic. Do you want to listen T: There is an old man living in a forest. He is very lonely, so he is not happy. He would like to have a picnic with his friend… Talk about a picnic and listen to the story of Mr. cooper. Ss:…Ss:Yes.S1: On Saturday, I go out for a picnic with my friends. We take food with us …Ss: Yes. 通过对自己或他人野炊活动的谈论，复习一般现在时,并通过老师讲故事的方式导入新课的学习。
Remark：复习邀请、建议及回答的表达和复习一般现在时的用法。
Stage 2 （8mins)： Pre - reading
Step Teacher activity Student activity Designing purpose
1. (Individual work) Present the pictures in 1a and talk about it. T: Boys and girls, look at the pictures. What can you see in these pictures T:Very good. What are they doing T: Right. Can you talk something about their picnic in groups Talk about the pictures. S1: I can see an old man. S2: I can see some animals. S3: I can see some food. S4: I can see a picnic. Ss: They are having a picnic.Group1: There is a picnic between an old man and some animals. Group 2: … 通过看图讲故事对阅读材料进行预测。
2.( Group work) Show the questions in 1a. T: Look at the pictures and discuss the questions on screen in group. Guess the answers of the questions. Ss:... 根据图片讨论读前问题的答案。为阅读做好充分的准备。
Remark：通过看图讲故事和讨论读前问题答案的活动，培养学生通过图片预测阅读内容的能力。
Stage3（15mins)： While - reading
Step Teacher activity Student activity Designing purpose
1.(Individual work) Present the story about a picnic. T: Now please read the story quickly and check your answers.T: Have you finished it Who can tell us the answer of the first question T: Good! What would he like to do T: Thanks. What do the old man’s friends take with them T: Are they happy in the end Read the story and check the answers. Ss:...S1: He is not happy. S2: He wants to have a picnic with his friends. S3: They take some hamburgers and bananas, fish and some bread. S4: Yes, they are very happy. 阅读故事，检测答案。
2.(Individual work) Read the story again and find out the important sentences. T: Class, read the story again and find out the important sentences in this story. T:Have you finished it Who’d like to share with us T: Good job! Thanks. Read the story again and find out the important sentences. Ss:…S1: What about having a picnic with Mr. Cooper S2: Thanks. That would be very nice. … 再次阅读1a，找出故事中的重要句型。
3.(Individual work) Read the story again and finish 1b. T: Let’s read the story again and complete the passage in 1b. T:Have you finished it T: Who’d like to show us your answers T: Thank you. Read the story again and finish 1b.Ss:…Ss:Yes.S1: not happy, have a picnic, nice, hamburgers, bananas, bread, happy. 再次阅读1a，完成1b短文填空，在学生理解故事的基础上完成信息转换。
Remark：每一遍阅读完成的任务是不同的，注意问题难度的梯度性。
Stage 4（10mins)： Post- reading
Step Teacher activity Student activity Designing purpose
1.(Individual work) Retell the story.T:Can you retell the story according to the questions Please prepare it. T: Are you ready Who’d like to try T: Great! Anyone else Retell the story. Ss:…S1: Let me try. The old man is not happy. He would like to have a picnic with his friends. The old man’s friends take him some hamburgers and bananas, fish and some bread. They are very happy in the end.S2:… 在读前问题的帮助下，复述故事，训练学生语言转换的能力。
2.( Group work) Ask Ss to act out the story in roles and make up a new story to finish 1c.T: Just now, you did a very good job! Do you want toact out the story in roles T: OK. Which group would like to be the first T: Wonderful performance! Other groups Do the role-play and make up a new story.Ss:Yes.Group 1:…Group 2:… 分角色表演并仿编新的故事，对本课加以巩固和拓展。
3.(Class activity) Present the questions in 3 and talk about it.T: Look at these questions and talk about the answers with your group members. Then make a short report about your passage and share it with us Understand T: Are you ready T:OK. Who’d like to show us your report T: Well done! Anyone else Talk about the questions in 3. Ss:Yes.Ss:Yes. Group 4:…… 在这些问题的引导下，小组讨论关于野餐的情况，并转换成口头报告，为写作做准备。
Remark：调查，填表，是为写作做准备，同伴互助，为了共同的提高。
Stage 5（4mins)： Summarizing and assigning homework
Step Teacher activity Student activity Designing purpose
1.（Class activity) Encourage the Ss to summarize the key points T:Class will be over soon. We should summarize the key points now. Let’s begin!T: Sounds great! I hope you will remember them. Summarize the key points.S1: What about having a picnic with Mr.Cooper S2: That would be very nice. S3:My favorite food is fish. S4: I want to take some bread. … 归纳总结本课的知识点。
(Class activity) Assign HMK.T: For today’s HMK, I’d like you to write a passage about your picnic. 适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多的练习使用本课的交际用语。
VI. Blackboard design
第四课时（Section C 1a, 1b, 1c, 3）Sentences: ①---Would you like to have a picnic with Mr. Cooper ---Thanks. That would be very nice. ② --- What about having a picnic with Mr. Cooper ---I’d like that, thanks. ③ ---How about having some apple juice ---Good idea! ④---How about going for a picnic ---All right.
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