七年级英语Unit4 Having fun Topic3 What are your favorite animals教案 仁爱版.doc

Unit 4 Having fun--Topic 3 What are your favorite animals
I. 教学目标
技能目标
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/ /ð/
语言目标
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 /…
词汇
四会词汇
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
认读词汇
o’clock
短语
It’s time to…, next time, get up, watch TV
语法
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 通过规划呈现本课时的目标句型：喜好表达及描述喜欢的动物；1b 要求学生俩俩对话，谈论自己最喜欢的动物及理由，并完成表格，加强对1a的理解；1c 让学生运用所学句型结对谈论最喜欢的动物；2 是听力练习，集中学习一些动物名称的词汇；3 也是听力练习，通过听录音来完成表格，要求学生填出谁最喜欢什么动物及喜欢的原因；4 是一个游戏：选一些学生模仿某种动物的动作或声音，让全班猜并拼出其动物的英语单词，学生在趣味游戏中巩固所学单词。
Section B 1和2让学生通过听、看、说等形式学习怎样询问时间及传统式、现代式表达时间的句式和方法；3 是看图会话练习，要求学生在学习了六个词组后，运用1和2所学的句型做口头练习；4 图文搭配练习，让学生学会简单描述自己的日常作息，也是对一般现在时的学习。
Section C 1a 阅读理解简单的短文，掌握主要信息，完成对其文的正误判断；1b 小组活动，要求学生演出上文内容；2 是图文连线，学生学习如何描述动物；3是在掌握2的基础上的写作训练，描写自己最喜欢的动物。
Section D 1 主要是学习掌握辅音/s/ /z/ /θ/ /ð/音标，要求学生通过听、看归纳出每个音素在单词里的发音规律；2 听力练习，让学生听录音完成一份日常作息时间表，培养学生从听力内容中获取时间信息的能力；3a 和3b 是对本话题语法重点和一些表达法的总结复习； 4 学唱一首英文歌曲，培养学生的语感及兴趣；5 要求学生通过认真阅读文字和仔细观看图片，根据时间猜出所缺的插图，把它们排列整理成一个通顺的故事，并能够讲述出来，是对本话题所学知识的综合检验。
III. 分课时教案

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)
Let's 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 complete 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
o'clock, past, quarter, half, start, sport, bed, homework, watch, next time, get up, watch, TV, It's time to...
b. Key sentences
What time is it?/what's the time?
It's …
It's 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 o'clock/ six ten/six fifteen/six thirty/six forty-five/six fifty-five.
T: Look, What time is it?
It's six (o'clock).
It's six ten/ten past six.
It's six fifteen/a quarter past six.
It's six thirty/half past six.
It's six forty-five/a quarter to seven.
It's 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: It's six thirty/half past six.
T: It's 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? ═ What's 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
What's wrong with you?
I'm lost. I can't find my way home.
Here we are.
It's 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: What's your favorite animal?
S: It's 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. 我们到了。
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/ /ð/
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.You'll 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 o'clock.

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 compare 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. 是一个倒装句，为We are here.的倒装。
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.根据要求完成下列各句。
1. What’s your favorite animal? (同意句)
_______ _______ _______ you _______ ______?
2. I like pandas best because they are very cute. (对划线部分提问)
______ _______ 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.根据下列信息，以Tom’s Day为题写一篇60~70个词左右的短文。
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
教学资源库
I. 重难点解析
1. 如何购物？
在英语国家，到了商店，售货员会礼貌地问你：Can / May I help you? 或What can I do for you? 这是服务行业常用的两句话，可译为“您想买点什么？”。此时你可根据售货员的问话，说明你想要买什么：他/她若用一般疑问句，你就说Yes, please. I want / would like...；他/她若用特殊疑问句，你就直接说I want / would like...。
售货员还可能问你对商品的颜色、尺寸等有什么要求，比如：What color would you like? （你想要什么颜色的？）或者你也可以自己选择颜色，如：The blue one looks very nice.（蓝色的那个看起来挺漂亮。）
选好货物之后，价格不能不问。首先你要明确，money（钱）是不可数名词，问“……多少钱?”只能用How much…?
如果你决定购买，可说OK, I'll take it.（好，我买了。）并表示感谢：Thank you. / Thanks. 售货员会说：You’re welcome. 然后还可以相互道别。
2. 如何打电话？
当你拿起话筒用英语打电话时，开头打招呼的第一个词便是Hello。习惯上，英语国家的人（特别是美国人）打电话一开始就自报姓名或自己的电话号码，如：Hello (Good morning, …)、This is 2856123 （喂，你好，我这儿的电话号码是2856123。）或“This is Mike’s phone or This is Mike speaking”（我是迈克）。用中文打电话或接电话时，可以问：“你是谁？”但用英语通话时，则千万不可以问：“Who are you？”。问对方是哪一位时，可以用以下几种方式：
1) Who’s that / who’s speaking , please? 请问你是谁？
2) Whom an I speaking to? 跟我通话的是谁？
3) May I have your name? 我可以问你的名字吗？
4) I