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2019-2020年七年級(jí)英語(yǔ)Unit4 Having fun Topic3 What are your favorite animals教案 仁愛版 I. 教學(xué)目標(biāo) 技能目標(biāo) Enable the students to talk about the animals they like. Learn how to express “time” and preference. Learn the use of present tense. Grasp four consonants: /s/ /z/ /θ/ // 語(yǔ)言目標(biāo) 功能句式 Express preference What … do you like best? What are your favorite …? I like … best. My favorite … is … What … does … like best? He/She likes … best. Describe animals It’s very cute animal. It lives in China. It eats bamboo. It’s a very clever animal. It sleeps in tress and it likes eating bananas. It’s clever and cute. It can help us and lives with us. Tell the time What time is it? /What’s the time? It’s one o’clock /half past one /a quarter to two /… It’s time to go home /start school /have lunch /… 詞匯 四會(huì)詞匯 zoo, sound, animal, best, elephant, lion, panda, because, clever, horse, pig, past, quarter, half, start, sport, bed, homework, watch, baby, lost, way, cry, bamboo, sleep, fruit, thin, every 認(rèn)讀詞匯 o’clock 短語(yǔ) It’s time to…, next time, get up, watch TV 語(yǔ)法 What questions and expressions of time What time is it? It’s six (o’clock). What’s the time? It’s half past six. /It’s six thirty. What time is it? It’s a quarter past six. / It’s six fifteen. What’s the time? It’s twenty to six. /It’s five forty. Present tense I get up at 6:40 in the morning. I do my homework at 6:00 in the evening. II. 教材分析 Section A 1a 通過規(guī)劃呈現(xiàn)本課時(shí)的目標(biāo)句型：喜好表達(dá)及描述喜歡的動(dòng)物；1b 要求學(xué)生倆倆對(duì)話，談?wù)撟约鹤钕矚g的動(dòng)物及理由，并完成表格，加強(qiáng)對(duì)1a的理解；1c 讓學(xué)生運(yùn)用所學(xué)句型結(jié)對(duì)談?wù)撟钕矚g的動(dòng)物；2 是聽力練習(xí)，集中學(xué)習(xí)一些動(dòng)物名稱的詞匯；3 也是聽力練習(xí)，通過聽錄音來完成表格，要求學(xué)生填出誰(shuí)最喜歡什么動(dòng)物及喜歡的原因；4 是一個(gè)游戲：選一些學(xué)生模仿某種動(dòng)物的動(dòng)作或聲音，讓全班猜并拼出其動(dòng)物的英語(yǔ)單詞，學(xué)生在趣味游戲中鞏固所學(xué)單詞。 Section B 1和2讓學(xué)生通過聽、看、說等形式學(xué)習(xí)怎樣詢問時(shí)間及傳統(tǒng)式、現(xiàn)代式表達(dá)時(shí)間的句式和方法；3 是看圖會(huì)話練習(xí)，要求學(xué)生在學(xué)習(xí)了六個(gè)詞組后，運(yùn)用1和2所學(xué)的句型做口頭練習(xí)；4 圖文搭配練習(xí)，讓學(xué)生學(xué)會(huì)簡(jiǎn)單描述自己的日常作息，也是對(duì)一般現(xiàn)在時(shí)的學(xué)習(xí)。 Section C 1a 閱讀理解簡(jiǎn)單的短文，掌握主要信息，完成對(duì)其文的正誤判斷；1b 小組活動(dòng)，要求學(xué)生演出上文內(nèi)容；2 是圖文連線，學(xué)生學(xué)習(xí)如何描述動(dòng)物；3是在掌握2的基礎(chǔ)上的寫作訓(xùn)練，描寫自己最喜歡的動(dòng)物。 Section D 1 主要是學(xué)習(xí)掌握輔音/s/ /z/ /θ/ //音標(biāo)，要求學(xué)生通過聽、看歸納出每個(gè)音素在單詞里的發(fā)音規(guī)律；2 聽力練習(xí)，讓學(xué)生聽錄音完成一份日常作息時(shí)間表，培養(yǎng)學(xué)生從聽力內(nèi)容中獲取時(shí)間信息的能力；3a 和3b 是對(duì)本話題語(yǔ)法重點(diǎn)和一些表達(dá)法的總結(jié)復(fù)習(xí)； 4 學(xué)唱一首英文歌曲，培養(yǎng)學(xué)生的語(yǔ)感及興趣；5 要求學(xué)生通過認(rèn)真閱讀文字和仔細(xì)觀看圖片，根據(jù)時(shí)間猜出所缺的插圖，把它們排列整理成一個(gè)通順的故事，并能夠講述出來，是對(duì)本話題所學(xué)知識(shí)的綜合檢驗(yàn)。 III. 分課時(shí)教案 Section A Target language a. Words and expressions zoo, sound, animal, best, elephant, lion, panda, because, clever, horse, pig b. Key sentences What animals do you like best? I like ... best. What are your favorite animals? My favorite animal is … Ability goals Enable the students to talk about their favorite animals. Enable the students to learn the names of different animals. Teaching aids Tape recorder, pictures and cards Teaching procedures and ways Step I New function (1a) Get Ss to know the names of some animals. The teacher shows the pictures of the animals Ss and some word cards. Ss repeat after the teacher. T: Animals are our good friends. Do you love animals? “What are your favorite animals? Today, we will talk about animals. Write the title “What are your favorite animals?” on the Bb. Then get students to listen to the tape of 1a twice without books, and try to answer these questions: How many people are speaking in the conversation? Where do they plan to go? How many kinds of animals are mentioned in the conversation? What are they? After listening, students answer the questions. The teacher explains the important patterns: (on the blackboard) Lets go to the zoo. (Make suggestion) Sound great! What animals does he like best? (Express preference) He likes monkeys best. Why do you like monkeys? (Give reasons) Because they are very clever. Step II Pair work (1b, 1c) 1b and 1c provide oral practice with the target language. Call Ss’ attention to the following sentences: What animals do you like best? I like … best. What animals does … like best? He/She likes … best. Then get Ss work in pairs, ask and answer the questions about Kangkang, Michael, Maria and Jane. Then plete the chart. T: Now we know about Kangkang, Michael, Maria and Jane’s favorite animals. What about your favorite animals? Now talk about your favorite animals with your partner. Model: S1: What animals do you like best? S2: I like... S1: Why do you like...? S2: Because they are (very)... Remind Ss another way to express preference: - What is your favorite animal? - My favorite animal is … Then ask some pairs to act it out. Step III Listening (2, 3) Students will do some listening practice with the target language in this step. Activity 2 focuses on vocabulary of animals. Students listen to the tape, and finish 2. Check the answer. Go on the listening practice in 3. Play the tape. Students listen and fill in the chart. Then check the answers by asking questions: What animals does Tony/Jenny/ Mary like best? Why dose he/she like ...? Step IV Class activities (4) Play a guessing game: Choose some students to imitate a certain kind of animal. Other students guess what animal it is and spell the word. Section B Target language a. Words and expressions oclock, past, quarter, half, start, sport, bed, homework, watch, next time, get up, watch, TV, Its time to... b. Key sentences What time is it?/whats the time? Its … Its time to ... Ability goals Learn and grasp how to express "time”. Teaching aids Tape recorder, a model clock, pictures and cards Teaching procedures and ways Step I Revision Review the numbers 1-60 that may be used to express "time＂. Then divide students into six groups. Get every group to say out 10 numbers. They are 1-10, 11-20, 21-30, 31-40, 41-50, 51-60. Let several students write 6,12,15,21,30,40,45 and 59 in English on the black board, then the whole class read them out. Step II New function introduction (1, 2) Learn how to express "time＂. The teacher takes out a model clock. Set the clock at six oclock/ six ten/six fifteen/six thirty/six forty-five/six fifty-five. T: Look, What time is it? Its six (oclock). Its six ten/ten past six. Its six fifteen/a quarter past six. Its six thirty/half past six. Its six forty-five/a quarter to seven. Its six fifty-five/five to seven. Then write them on the blackboard. Let students repeat after the teacher. After practicing the patterns for a while, let students summarize when to use past and to in the patterns above with the teacher by drawing a diagram like this: 12 to past 6 Teach the new words and expressions using the model clock or pictures. T: What time is it? S: Its six thirty/half past six. T: Its time to get up. (performing the action of getting up) Ask students to follow you. Repeat with have lunch, go to school, play sports, start school, go to bed, watch TV ect., changing the time on the clock each time. Listening: T: Michael, Maria and Kangkang are in the zoo. What are they talking about? Let’s listen. Play the tape for students. T: What are they talking about? Ss: Time. T: What time is it? Ss: Six o’clock. T: What do they plan to do? Ss: Go home. T: Yes, it’s time to go home. Write the structure “It’s time to …” on the Bb and explain its meaning and usage. Explain: "See you next time!＂in Chinese. Tell students "What time is it? ═ Whats the time?＂ Get students to listen to the tape of 2, and follow it. Tell students to pay attention to past and to. Step III Pair work (3) This activity provides oral practice with the structures: What time is it? It’s … It’s time to … Let students look at pictures and practice the patterns above. Choose some pairs to act it out before the class. Step IV Speaking (4) T: Let’s talk about daily routines. Look at the pictures in activity 4. Let students match the pictures with sentences. Check the answers. T: In these sentences, we use present tense to talk about daily routines. Pay attention to the preposition “at” and “in” in the sentence. Then tell your partner your own daily activities. Ask students to describe their own daily activities without looking at their books in pairs. At last, ask two or three students to describe their daily activities to the whole class. Step V Homework Write a short passage about your mother or father’s daily routines. Section C Target language a. Words and expressions baby, lost, way, cry, bamboo, sleep, fruit b. Key sentences Whats wrong with you? Im lost. I cant find my way home. Here we are. Its very kind of you to help us. Ability goals Read a passage about a baby monkey and pick out the key information. Read and write descriptions of animals. Teaching aids Tape recorder, pictures and cards Teaching procedures and ways Step I Revision and Lead-in Review the words about animals. T: Whats your favorite animal? S: Its lion/elephant/... T: How do you spell it? S: L-I-O-N, lion./... T: Do you like monkeys? Ss: … T: Why do you like them? Ss: … T: Today we will read a story about a baby monkey. Step II Read and understand (1a, 1b) T: Turn to page 97, activity 1a. We know that Kangkang and his friends go to the zoo. Now Kangkang meets a baby monkey on his way home. Read and find out what happens. Let students read the story quickly and catch the main idea. Then ask some questions to check their understanding. Qs: What’s wrong with the baby monkey? How many animals do Kangkang and baby monkey meet on the way? Does the baby monkey find his home at last? Check the answers. Then let Ss mark the sentences T or F. Correct the false ones. Note: 1. What’s wrong with you? 你怎么了？ 2. Here we are. 我們到了。 3. over there 在那里 After Ss get a good understanding of the story, let them work in groups of five and act the story out. Step III Reading and writing (2, 3) This step provides reading and writing practice with descriptions of animals. First ask the class to close their books. The teacher reads the three descriptions of animals in 2 and let Ss guess what animals they are. Then let Ss open their books and read the descriptions. T: Some adjectives are used to describe animals, like cute and clever. Can you tell me more adjectives to describe animals? Ss: lovely, bog, strong, small, tall, short, fat … Then deal with activity 3. T: Now think what your favorite animal is and write a short description about it. Don’t write its name in your description. After Ss finish writing, ask some to read their descriptions and others guess what animal it is. Step IV Homework Find or make a story about animals. Tell it to the class next time. Section D Target language Consonants: /s / /z/ / θ/ // Review grammar and useful expressions Ability goals Grasp four consonants and their pronunciation rules. Review the grammar and useful expressions in this topic. Teaching aids Tape recorder and screen Teaching procedures and ways Step I Listening (2) This procedure provides listening practice with the target language of Section B in this topic. T: Look at the verb phrases in activity 2.Youll hear about Michael’s daily activities. Listen and write the time next to his daily activities. Play the tape twice. Then check the answers. Then let students work in pairs, asking and answering about them like this: S1: What time does Mikchael get up? S2: At half past six. .... S1: What time does Michael go to bed? S2: At nine oclock. Step II Grammar and expressions review (3a, 3b) Ask the students to review the whole topic by themselves. Then discuss in groups. Each group find out the grammar focus and useful expressions which they think are important. Then let them pare their results with 3a and 3b. Explain: on one’s way home 在某人回家的路上 What’s wrong with you?=What’s up? Here we are. 是一個(gè)倒裝句，為We are here.的倒裝。 See you next time.=See you. Step III Pronunciation (1) Play the recording of 1 for the class twice. Ask students to read aloud after the tape. Then help them summarize the four consonants pronunciation rules. Step IV Class activities (4, 5) First finish activity 5 and then learn to sing that song. T: Do you know Garfield? He is a famous cartoon cat. Have you even watched the cartoon? How will you describe him? Ss: … T: Yes, we know hi is clever but very lazy. Garfield likes eating very much. Do you want to know his daily activities? Look at the pictures in activity 5. Now match the pictures with the right time above. Two activities are missing. Guess what they are and draw them. Ss may have different answers to this activity. As long as it makes sense, it’s a right answer. Then let Ss make a story according to the pictures. Pick some Ss to tell the story to the class. Finally, end the lesson by singing the song in activity 4. Let the class listen to the tape, and sing after it. Sept V Homework Read stories about Garfield. Tell if you like him or not, and why? Exercises: A.根據(jù)要求完成下列各句。 1. What’s your favorite animal? (同意句) _______ _______ _______ you _______ ______? 2. I like pandas best because they are very cute. (對(duì)劃線部分提問) ______ _______ you ______ pandas? 3. What time is it? (同意句) _______ _______ _______ _______ ? 4. It’s six forty. (同意句) It’s ______ _______ ______. 5. It’s time for class. (同意句) It’s time ______ ______ ______ ______. B.根據(jù)下列信息，以Tom’s Day為題寫一篇60~70個(gè)詞左右的短文。 get up 6:50 play games have breakfast go home go to school have dinner have classes do one’s homework have lunch go to bed Beginning with: Tom’s Day Tom gets up at ten to seven every morning. Then he… Key: A. 1. What animals do, like, best 2. Why do, like 3. What’s the time 4. twenty to seven 5. to have a class 教學(xué)資源庫(kù) I. 重難點(diǎn)解析 1. 如何購(gòu)物？ 在英語(yǔ)國(guó)家，到了商店，售貨員會(huì)禮貌地問你：Can / May I help you? 或What can I do for you? 這是服務(wù)行業(yè)常用的兩句話，可譯為“您想買點(diǎn)什么？”。此時(shí)你可根據(jù)售貨員的問話，說明你想要買什么：他/她若用一般疑問句，你就說Yes, please. I want / would like...；他/她若用特殊疑問句，你就直接說I want / would like...。 售貨員還可能問你對(duì)商品的顏色、尺寸等有什么要求，比如：What color would you like? （你想要什么顏色的？）或者你也可以自己選擇顏色，如：The blue one looks very nice.（藍(lán)色的那個(gè)看起來挺漂亮。） 選好貨物之后，價(jià)格不能不問。首先你要明確，money（錢）是不可數(shù)名詞，問“……多少錢?”只能用How much…? 如果你決定購(gòu)買，可說OK, Ill take it.（好，我買了。）并表示感謝：Thank you. / Thanks. 售貨員會(huì)說：You’re wele. 然后還可以相互道別。 2. 如何打電話？ 當(dāng)你拿起話筒用英語(yǔ)打電話時(shí)，開頭打招呼的第一個(gè)詞便是Hello。習(xí)慣上，英語(yǔ)國(guó)家的人（特別是美國(guó)人）打電話一開始就自報(bào)姓名或自己的電話號(hào)碼，如：Hello (Good morning, …)、This is 2856123 （喂，你好，我這兒的電話號(hào)碼是2856123。）或“This is Mike’s phone or This is Mike speaking”（我是邁克）。用中文打電話或接電話時(shí)，可以問：“你是誰(shuí)？”但用英語(yǔ)通話時(shí)，則千萬不可以問：“Who are you？”。問對(duì)方是哪一位時(shí)，可以用以下幾種方式： 1) Who’s that / who’s speaking , please? 請(qǐng)問你是誰(shuí)？ 2) Whom an I speaking to? 跟我通話的是誰(shuí)？ 3) May I have your name? 我可以問你的名字嗎？ 4) Is that you , … ? / Is … there, please? 某某在嗎? 回答對(duì)方問話或自我介紹時(shí)，可用This is … / It’s… speaking . It is (Mary) here / Hello, Mary here. This is 3132459 等等，不能用“I am …”。如果對(duì)方找的正是本人，用“Yes, speaking”即可。轉(zhuǎn)告某人接電話時(shí)，可用You’re wanted on the phone或Someone wants you on the phone（有人打電話找你）。也可說There’s telephone call for you（有你的電話）。 如果此人就在身邊時(shí)可以說“It’s for you , Tom .”或“For you Tom”（湯姆，找你的）， 若來電話時(shí)對(duì)方要找的人正在隔壁房間或在別處辦事，你接了電話以后要過去叫他，請(qǐng)對(duì) 方稍等一下時(shí)，可用Hold on (the time)please. / Hold on a moment, please. / Just a moment, Please. / Don’t hang up please.等。 結(jié)束通話時(shí)，可以說：“Call me at any time.”（隨時(shí)打電話來），“Please say hello to everyone. （請(qǐng)代我向大家問好），Nice talking to you.（很高興與你通話）等等。電話中的告別一般 用Good bye！或See you！ 另外，電話號(hào)碼在英語(yǔ)中的讀法。一般按號(hào)碼的順序讀數(shù)字的讀音即可。數(shù)字0，即可 讀作zero，連在一起的相同的數(shù)字還可讀成double…。如0771-5678900 讀作zero double seven one five six seven eight nine zero zero。 3. 可數(shù)名詞與不可數(shù)名詞 英語(yǔ)中名詞有可數(shù)名詞與不可數(shù)名詞之分。物質(zhì)名詞和抽象名詞一般屬于不可數(shù)名詞，通常只有單數(shù)形式；個(gè)體名詞和集體名詞一般是可數(shù)名詞，通常有單數(shù)和復(fù)數(shù)兩種形式。可數(shù)名詞復(fù)數(shù)形式的變化可分為規(guī)則變化和不規(guī)則變化，多數(shù)可數(shù)名詞的復(fù)數(shù)形式屬于規(guī)則變化，便復(fù)數(shù)時(shí)一般在單數(shù)名詞后加-s或-es。如： 1）規(guī)則變化：day – days bus – buses knife – knives family – families 2) 不規(guī)則變化：foot–feet man – men woman – women child – children 3) 單復(fù)數(shù)同形：sheep fish deer Chinese Japanese 4) 只有復(fù)數(shù)形式：people glasses（眼鏡） trousers clothes goods 5) 修飾詞與被修飾詞都用復(fù)數(shù)：a woman doctor – two women doctors 6) 合成名詞的復(fù)數(shù)形式：looker-on – lookers-n (旁觀者) son-in-law – sons-in-law (女婿) 4. Can I try it on？我可以試一試嗎？ 短語(yǔ)中on是副詞，含有“穿”之義。該短語(yǔ)可分開使用。如：Let me try it on. 5. How many 與How much意為“多少……”。how many 問多少時(shí)，常用于修飾可數(shù)名詞復(fù)數(shù)，且與可數(shù)名詞復(fù)數(shù)不可分割。問句的謂語(yǔ)也常用復(fù)數(shù)。而how much 是對(duì)不可數(shù)名詞的詢問，后面接不可數(shù)名詞。另外how much還可以用于詢問價(jià)格。如： How many people are three under the tree? How much milk is there in the glass？ How much is the dress? 6. He wants to buy something for his family. 他想給家里買些東西。 want to do something“想要做某事”。句中賓語(yǔ)由不定式短語(yǔ)擔(dān)任?？蓭Т祟愘e語(yǔ)的動(dòng)詞有：agree, decide, hope, want, wish等。如：They want to go. They hope to visit Beijing. 7. 如何區(qū)別That’s right.，You are right 和All right.的用法？ 1) That’s right. 此句中的right的意思是“對(duì)的”，“正確的”。在日常言談中，如果對(duì)方講的道理或理由你認(rèn)為是正確的，那么就說That’ right . 如： A: The earth is bigger than the moon. B: That’s right. 2) That’s all right. 此句可用于：當(dāng)你為別人做了好事，而別人向你表示感謝時(shí)，你可以用此語(yǔ)回答。當(dāng)別人道歉時(shí)，用此語(yǔ)做出禮貌的回答。如： A: Thanks for your help. B: That’s all right. A: I’m sorry I’m late. B: That’s all right. 3) All right主要用來表示贊同，其意為“好吧”，“可以”，“行啦”，不含對(duì)不對(duì)的意思。有時(shí)All right也可以替代yes，如： A: Let’s get to the park, shall we? B: All right. 8. What animals do you like best? = What are your favorite animals? 9. What about. + n./doing sth. = How about. + n./doing sth. 10. Say “Thank you” to sb. 向某人致謝； Say “Good-bye” to sb. 向某人道別。 II. 背景知識(shí) In the United States, people may choose different shopping places according to their economic conditions. Wealthy people often go to large shopping centers. But many people usually shop at discount shores, thrift shops of supermarkets because things at these stores are not so expensive and the prices are more reasonable. Some people prefer to buy second-hand clothing, furniture and other household items, because they are in good condition and the price are very reasonable. Many stores will have various items on sale during holiday seasons. The prices may be reduced from 10% up to 50% from the original prices, so shopping during holiday seasons may be a good idea.