七年级英语上册 Unit 3 Getting together Topic 3 What would you like to drink Section C教案 （新版）仁爱版.doc

Topic 3 What would you like to drinkSection CI. Material analysis 本课是第三单元话题三的第三课时，主要活动是1a和4a。通过两个朋友到餐馆用餐的对话、句子排序、句子匹配等活动，继续学习和巩固就餐时的常用表达，同时训练学生的逻辑思维和口语应用能力、听和说的能力以及借助图片猜测大意的能力。此外，本课还将通过朗读音标和补全单词复习字母a及其组合a+ss/st/sk/sp, ar, ai, ay的读音。最后通过朗读完成小诗，复习五个元音字母的发音，激发学生学习音标的兴趣。II. Teaching aims1. Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的情景对话操练中加以应用：eat, out, why；能在情景对话及其他课堂活动中就“在饭店点餐”、“用餐与服务员对话”、以及“用餐时表达建议”的用法进行交流，如：（1）Would you like to have dinner with me? Yes, Id like to. （2）What would you like to eat? Let me see. （3）Why not have some fish and eggs? Good idea! （4）Help yourself to some fish. Thanks. （5）Here you are.能在教师的帮助与指引下通过对话操练、听力训练、句子排序、句子匹配等活动，掌握点餐、用餐、表达建议的用法；结合已学单词，了解字母a及其组合a+ss/st/sk/sp,ar,ai,ay的读音规则，并能根据发音规则进行单词的拼读和拼写。 “a”: /V/, /2/ “a+ss/st/sk/sp”：/3/ “ar”: /3/ “ai”, “ay”: /V/2. Skill aims能听懂有关点餐、用餐、及表达建议等的简单对话；能就点餐、用餐、表达建议等话题进行交流并会使用常用的就餐用语；能正确朗读对话，注意语音语调；能根据图文理解有关点餐、就餐的对话，并根据要求进行学习活动；能写出食物名词和常用的就餐用语；能根据音标尝试着拼写单词。3. Emotional aims在学习过程中，创设真实的情景，并采用小对话、小表演等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学生学习英语的兴趣和积极主动的学习精神；鼓励学生积极大胆，敢于模仿，培养学生学好英语的信心；使学生乐于接触并了解中西方餐饮习惯的差别，同时养成健康的饮食习惯。III. The key points and difficult points 1.学生能在情景对话中，熟练运用点餐、就餐及表达建议的表达法。2.学生能结合已学单词，根据音标尝试着拼写单词。IV. Learning strategies1.能够清楚、大声地进行朗读，认真听录音和老师的发音，大胆开口，反复模仿。2.能够逐渐养成进行预习和复习的好习惯。3.培养借助图片帮助听说和阅读理解的习惯。V. Teaching aids:录音机、多媒体、教学挂图和黑板。VI. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction (10 minutes)1.The whole class work.2.Group work.3.Individual work and pair work.4.The whole class work and pair work.1.Focus their attention on the teacher.2.Sit in groups to have a group competition. Look at the pictures of food and drinks on the screen. Put up your hands and say the words of food and drinks as quickly as you can. The group which can say the most words quickly and correctly is the winner in this group competition.3. Do duty report. Take out your homework about the survey of what your family members usually have for breakfast, lunch and dinner. Report it to the class like this,Good morning, everyone! I have a small family, my father, my mother, my brother and I. My father usually has rice for breakfast, chicken and soup for lunch and noodles for dinner. He likes noodles a lot. My mother and I usually have milk and bread for breakfast, rice and fish for lunch and jiaozi for dinner. My brother usually has bread for breakfast. He doesnt like milk at all. He usually has rice and vegetables for lunch and noodles for dinner. He also likes noodles a lot like my father. This is my familys eating habit. What about yours?Then change your homework with your partner. Report your partners familys eating habits to the class.4.Answer the teachers questions about eating habits for three meals. Learn some new words in the conversation as well.e.g.(1)T: What do you usually have for breakfast?S1: I usually have . for breakfast.T: What about lunch?S1: I usually have.T: Do you often eat jiaozi for dinner? S1: Yes.(2) T: Would you like to eat some jiaozi?S2: Yes, Id like to. I like it very much.(3) T: Would you like to eat out this evening?S2: Yes, Id like to.T: What would you like to eat?S2: Chicken and rice.T: Why not eat some jiaozi?S2: Good idea!(4) At teachers home.T: Welcome to my home! Help yourselves to some apples. Here you are.Ss: Thank you.1.Greet studentsready for learning.2.Help the students to revise the words.3.Help the students to revise the expressions in Section A and B. Make sure they use the verb form correctly. 4.Ask the students some questions about their eating habits to revise the expressions and use body languages to present the new words, phrases and expressions：eat, eat out, What would you like to eat?Why not.?Good idea!Help yourself to some .Here you are!Presentation (5 minutes)1.Individual work.1.Do 1a. Look at the pictures in 1a and guess the title of the passage. Then read the conversation and check the answer.1.Lead the students to look at the pictures to predict what the conversation is about before reading.Consolidation (5 minutes)1.Individual work and pair work.1.Do 1b. Read 1a again and mark T (True) or F (False) in 1b. Then check the answers with your partner. 1.Let the students learn to cooperate with their partner.Practice(20 minutes)1.Group work.2.Individual work and pair work.3.Individual work, pair work and group work.4. Individual work and pair work.4. Pair work and the whole class work1.Do 1c. Sit in groups.Act out the conversation in 1a. Two students act as the customers and one student acts as the waiter. Then some groups act it out in front of the whole class.2.Do 2. Look at the picture in 2. Predict what the conversation is about. Put the sentences in the correct order. Then check the answers with your partner. After that, practice the conversation in pairs. One acts as the waiter and the other acts as the customer. Then change the roles.3.Do 3. Choose the correct answer(s) for each question individually. Check the answers with your partner. Then ask and answer the questions with your partner. Do a group competition. The teacher reads the questions in 3, the students from different group try to answer the questions as quickly as they can. The groups which can answer the most questions the most quickly and correctly is the winner in this group competition.4.Do 4a. Read the given words and separate them into different groups according to their sounds. Write down the sounds in the blank.grade, ant, pass, art, rain, sale, ask, train, day, rabbit, farmer, wait(1)grade, sale, rain, train, day, wait: /V/(2)ant, rabbit: /2/(3)art, farmer, pass, ask: /3/Then read the sounds in 4a and fill in the missing letters. Check the answers with your partner. Read the words aloud.5.Do 4b. Read the words in the circle: go, shy, play, cute and me. Pay attention to the vowels. Read and complete the chant, using the word with the same sound as the letter in each line. Then check with your partner. Read the chant to your partner. Then the whole class read the chant together.1.Create a real situation for the students to practice the conversation.2.Check the answers. Correct students pronunciation, stress and intonation.3.Check the answers. Organize a group competition to revise the expressions and arouse students interest in learning English and taking part in the class activities. 4.Give the students some words to read and separate them into different groups according to their sounds. Check the answers in 4a.5.Help the students to read the vowels in every word correctly. Check the answers.Production (5 minutes)1.Group work. 1.Sit in groups. Make up a new conversation about ordering and having meals in the restaurant, using the expressions in this section. To act as a waiter and customer, you can prepare some dishes, bowls, spoons and a menu.（w=waiter）A: Would you like to have dinner with me?B: Yes, Id like to.W: May I help you, sir?A: Yes. What would you like to eat?B: Let me see.A: Why not have some . and .?B: Good idea.W:Help yourself to some . Here you are!A&B: Thanks.A:Would you like something to drink?B:Yes, a glass of apple juice, please.1.Give the students help whenever they have difficulties. Make sure they speak English while practicing the conversations.2. Assign homework:Review the words and expressions in this section; Practice the conversations in 1a, 2 and 3 with your partner. Try to speak fluently and accurately; Preview Section D- Grammar& Functions. Teaching reflection： 在综合活动中，有些学生害怕自己的语音不够标准，或者性格内向，怯于到台前参与角色对话表演，教师应鼓励其大胆、积极地参与课堂活动，同时在其表演结束后，给予适当的肯定，给其继续参与的信心。 VII. Blackboard designWhat would you like to drink?Section C1. Would you like to have dinner with me? eat Yes, Id like to. out 2. What would you like to eat? why Let me see. 3. Why not have some fish and eggs? Good idea! 4. Here you are. Help yourself to some fish. Thanks.