译林版英语七上Unit6八课时教案.docx

课题Comic strip and Welcome to the unit总第 课时备课时间上课时间课时Period 1教具A recorder and teaching picturesTeaching aimsTo grasp the words : hamburger, vegetable, carrotTo talk about likes and dislikes with regard to food:What food do you like? I like hamburgers.Do you like carrots? No, I don't like/dislike/hate them. What about fish?Teaching focusTo talk about foodDifficult pointsThe same as the above.Teaching methodFree talk, Presentation, Practice, Consolidation.Teaching proceduresThe second preparing lessonsStep 1: Warm-up activityWrite new words in the blackboard.Give Ss five questions about the daily diet and ask them to answer them as soon as possible.Do you know what I ate this morning? (S guessing.) Oh, 1 have eaten milk and egg because they can give me more energy.2. Ask students to name as much food as possible in English and write them on the blackboard and group them. (Teachers can ask the following questions:)a.What food do you have for breakfast/lunch/supper? b.What food do you like? Why?c.What food do you dislike? Why not?d.What food is good for us?e.What food is bad for us?f.What Chinese food do you know?g.What Western food do you know?h.Do you like Chinese food or Western food? Why?Step 2: Presentation1 . Show the Ss the groups the food and let Ss say the names of them together.2 .Group Discussion: Divide Ss into groups and discussa/What is your favourite fbod/meat/ drink/vegetables7, b/ Why do you love/ like them?'3 .Discuss about 'What food you dislike/ hale?' and ' Why do you dislike/ hateT :We often use words like sometimes seldom often never and three times a week to answer“How often,questions .And we answer a “How long" questions with a period of time such as an hour two days and three years.4. Have a discussion with your partner and find out if they have a healthy lifestyle.Step3: Listening1 .Now let see Benny's lifestyle. Listen to an interview with him and tick the correct boxes.2 .Listen to the tape again and check the answers together. Speak up:What would you like to order?Step4:Presentation1. Millie and her cousin Andy are ordering food at a restaurant ,listen to their conversation, and tell me what Andy and Millie have for dinner.2. Listen to the tape and ask students to read after the tape.3. Work in pairs and talk about what you would like to have. Use the conversation below as a modelStep5 HomeworkTeaching notes课题Study skills总第 课时上课时间年 月日第 周星期课时Period 6教具A recorderTeaching aims:1. To learn to read voiced consonants and voiceless consonants coiTectly.Main points and Difficult points:2. To develop the ability of spelling phonetic alphabets.Teaching method:Task-based approach, Scene pedagogy and Teaching with humorTeaching Procedures:Personal designStepl Presentation1. The teacher can tell the students what is voiceless consonant and what is voiced consonant.2. The teacher can put the consonants into seven groups and each group has a voiced consonant and a voiceless consonant. Then the teacher can teach them one by one. For example:T: Look at the picture. What is he?51: He is a farmerT: What is he like?52: He is fat.T: How many forks does he have?53: Five.The teacher writes 6farmer9, 'fiat', 4fbrk 'five' on the blackboard and underline 'f' in these words, let the students read the sentence 'The fat farmer has five forks.9 as quickly as they can . Then the teacher can ask, 'How do you pronounce it?' The students can answer / J7. The teacher gives a picture and also let the students read a sentence 'The brave boy saved a girl's life over there? to teach the consonant /v/.3. The teacher uses the same way to teach /J/,/9/d/,/z/ /s/,/tr/dr/,/y/4 /,/ts/a /.Step 2 Practice1. Listen to the tape and read the fourteen consonants2. Finish Part A on Page 77. Match the words if their letter in bold have the same sound.3. Read the following phonetic alphabets and then fill in the blanks to try to write down the words. For example:/J5p/ / dres/ / tri:/4. Listen and finish Part B. Write S if the letters have the same sound, write D if they don't have.Step3 Presentation1. Let the students work in pairs to read Part C, especially the words in bold.2. Listen to the tape and read after it.3. Let some of the students to read the four sentences.Step 6 ConclusionSum up the fourteen consonants and read again.Step 7 HomeworkRead the consonants and add three words to every consonant.Teachingnotes课题Task总第 课时备课时间上课时间课时Period 7教具A recorderTeaching aimsTo learn to write about one's lifestyle.Teaching focusTo organize language with the vocabulary, phrase and sentence patterns learnt in this unit.Difficult pointsTo learn to write about one's lifestyleTeaching methodTask-based approach, l.Reading&traslation2.Disscussion 3.writingTeaching proceduresThe second preparing lessonsStep 1 PresentationReview the vowels and consonants we learned before.Step 2 PracticeGet Ss to cover the phonetic symbols on the right of the form on P77.Play the tape, Ss listen and sum up the rule.Step 3 PresentationPresent the new words: energy, whole , the whole afternoon, .Step 4 Sample article practiceGuide Ss to learn to design writing outline according to the article in Part A.Step 5. Ask and answerAsk and answer questions according to the article about Healthy lifestyle.Step 6.Writing1. Guide Ss to complete the form in Part B. Fill in the blanks with theSs' ownInformation to prepare for the writing exercise.Get Ss to write their favourite players.2. The teacher walks around the class and offers help if ncccssaiy.Step 7. HomeworkTeaching notes课题Revision总第 课时备课时间上课时间课时Period 8教具A recorderTeaching aimsTo review key grammar and vocabulary itemsTo give students the chance to practise the grammar and vocabulary itemsTo allow students to check their progress and ask any questions they may still haveTeaching focusTo review key grammar and vocabulary itemsDifHcult pointsTo check their progress and tr.y to ask questions they may haveTeaching methodTask-based approach, Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep 1 Warming-upWrite new words in the blackboard.Give Ss five questions about the daily diet and ask them to answer them as soon as possible.Do you know what I ate this morning? (S guessing.) Oh, I have eaten milk and egg because they can give me more energy.Step 2 Listen and reada.What food do you have for breakfast/lunch/supper? b.What food do you like? Why?c.What food do you dislike? Why not?d.What food is good for us?e.What food is bad for us?f.What Chinese food do you know?g.What Western food do you know?h.Do you like Chinese food or Western food? Why?step3review the reading Language pointsShow some pictures and important phrases and sentences. Use these pictures to help students understand the imortant phrases or let studetnts say something about the pictures with these phrases.Step4 Review the grammarGet the students to find more uncountable things in groups.Get the students to make up similar dialogue with nouns in them.Step5 WritingGet Ss to write their favourite players.The teacher walks around the class and offers help if necessary.Step6Remember what we learned in this UnitTeaching notesthem?' Examples:T: What food do you love/like?/ What is your favourite food?S: I love/ like .T: What food do you dislike/ hate? S: I dislike/ hate .Step 3: Practice1. Ask students to write the food they like or dislike in the table of Part A2. Ask students to make up a conversation, use the one in Part B as an exampleA: I like bananas. What food do you like? B: I like hamburgers.A: Do you like carrots? They are my favourite.B: No, I dislike them. What about fish?A: I like fish. It is healthy. I don't like eggs. What about you?B: I hate eggs.3. Ask a few pairs of students to role-play the conversation in front of the class.4. Ask students to talk about their family as well, e.g., My sister loves ice cream. My father hates chocolate.Step 4: Presentation©pair work:A: What do you usually eat for breakfast/ lunch/ supper?B: I usually eat. fbr breakfast/ lunch/ supper. A: What food do you like/ love?B: I love / like.A: What food do you dislike/ hatc?B: I dislike/ hatc. Report time: Ask students to make reports what they or their partners like or dislike to the class.Step 5: Listen and answerl.WhatUl Eddie eat fbr lunch? (a hamburgcr)2.Is he always hungry?( Yes)3 .Why?(He needs a lot of energy.)4.Does he often do some exercise/ exercise? (never)5 .Why does he need a lot of energy? (He walks to his bowl many times a day.)6 . What do you think of Eddie? (He's lazy and likes eating.)7.Is he healthy?Step 6: Act outAsk students to role-play the conversationStep 7: DiscussionAsk students to discuss how to be a healthy person according to Comic strip. (exercise more and eat healthy food, etc.)Step 8: SummaryT: In this period, we have learned about the names of some food and talked about what food we like and dislike. We also leamed a comic strip which showed us the main points of this unit.Step8 HomeworkTeaching notes课题Reading 1总第 课时备课时间上课时间课时Period 2教具A recorderTeaching aims1、To revise and expand vocabulary about food and lifestyles.2、To learn about the relationship between diet and overall health.Teaching focusTo practise the technique of skimming for overall comprehension and scanning for detail.Difficult pointsSentences: Before, I seldom ate fruit and vegetables.Now I always eat an apple for breakfast and I often drink some milk.Teaching methodTask-based approachTeaching proceduresThe second preparing lessonsStepl lead-in free talk1. Teacher talk to students about their diet and lifestyle freely and ask some questions. What do you often eat for breakfast/iunch/supper everyday? Do you know how to eat healthy? Do you like suger?Eating too much suger is bad for our teeth?Do you think so? Do you often drink Cola?Cola is unhealthy,How to change this bad habit? If you are not strong or healthy enough,What do you plan to do?Through asking these questions,teach some new words.For example: breakfast lunch supper means meals. New word:mealHealthy means fit. New word :fitOther new words:suger tooth(teeth) Cola change plan and so on.2. Ask students to complete partB 1 about new words.Match new words with their explains.3. Teacher summerize the result of the discussion and lead in thetext.Step2 Presentation1 .Listen to Kitty's article and answer simplr questions:What does she love doing?How long does she do that every day?2 .Students read Kitty's article silently and complete Kitty's tabic on partB2.then show Kitty's recipes.3. Deal with Danil's article.Listen to DaniePs article and answer:What does he like to do,to eatand to drink?4. Students read DaniePs article and complete Daniel's table on part B2.5. Student read two articles loudly and judge some sentences.Ask student to answerand check together.Step3 Practice1. Show pictures of Kitty's and Daniel's recipes.Let students describe their recipes. Each student only describe one or two points.2. Discuss in groups:How do we eat and live heathilier? After discussoin ,each group say sth about the question in front of Bb.Step4 HomeworkTeaching notes课题Reading 2总第 课时备课时间上课时间课时Period3教具A recorder and teaching picturesTeaching aimsl.to understand the text more deeplyTeaching focus2.to understand and master the language points in the text3.to describe the students'own lifestyleDifficult pointsDescribe the students' own lifestyle.Teaching methodFree talk, Presentation, Practice, Consolidation.Teaching proceduresThe second preparing lessonsStep 1 RevisionRevision the text by asking some questions about it:1 .what does kitty like?2 why does kitty seldom eat cakes or sweets?3 .Does Daniel often exercise?4,what does he like?5 .How often does he swim?Step 2 Reading1. ask students to read the text to finish off PartB3.Ask students to tell whether the statement are ture or false then correct the false one.2. ask students to read the text again and then finish Part4.let students read the dialogues by pairs to check the answers, then teacher check the answers by asking and answering.Step 3 Practise1. show a table about kitty and DaniePs diet and lifestyle.Ask students to fill in the table with the information about kitty and Daniel.2. According to the table .try to retell the text about Kitty and Daniel.(give students 2 minutes to prepare then try it).3. According to the same table. Let students talk about their own lifestyles by groups.for example, what do they eat and how do they live.Fill in the table with their own information then make an oral report for us .(give them 3 minutes to prepare ).Step 4Language pointsShow some pictures and important phrases and sentences. Use these pictures to help students understand the imortant phrases or let studetnts say something about the pictures with these phrases. Ask students to read the phrases by themselves and try to rember them for 2 minutesStep 5 ConsolidationDoing some consolidation exercise by traslation and completing dialoguesHomeworkTeaching notes课题Grammar总第 课时备课时间上课时间课时Period 4 教具Pictures tapeTeaching aimsTo recognize and use countable nouns.Teaching focusTo master the rules of forms the plural forms of countable.To master how to show the amounts of uncountable nouns.Difficult pointsTo master the rules of forms the plural forms of countable.Teaching methodTask-based approach, Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStepl Presentation1. Show some pictures of different kinds of foods to the students.Teacher points at an apple, asking: What's this? S : It's an apple.Write “an apple” on the blackboard. Present “a banana” in the same way.2. Let students watch and say the differences between “an apple" and "a banana,.Teacher asks : How to use "a" and "an".3. Teacher also points at two cakes and asking “What are they? Ss : They are two cakesWrite “two cakes' on the blackboard and circle "s'. Let students read and think "Why add "s"?4. Show more words on the blackboard and ask students to say out their plural.5. Teacher says :most countable nouns add "s" to change them into plural. What about another countable nouns? Let students look at the table on page 73 and have a discussion in groups of 4. Ask : How to change them into plural forms? Get the students to find the rules6.