仁爱英语七上TopicWouldyouliketogoforapicnic篇 23页

Topic 2 Would you like to go for a picnic?‎ Section A The main activity is ‎1a. 本课重点活动是‎1a。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some new words and phrases:‎ free, be free, Sunday, up, go, West Hill, picnic, love, call, forget, bring, guitar, tomorrow, go fishing ‎2. Learn to make telephone calls:‎ ‎—Hello!‎ ‎—Hello, Jane! This is Kangkang.‎ ‎3. Learn to make appointments:‎ ‎—Are you free this Sunday?‎ ‎—Yes. What’s up?‎ ‎4. Learn to make invitations:‎ ‎—Would you like to go to West Hill for a picnic?‎ ‎—Oh, I’d love to.‎ ‎5. Learn the reminding:‎ ‎(1)Please tell Maria about it.‎ ‎(2)Don’t forget to bring your guitar.‎ Ⅱ. Teaching aids 教具 苹果/帽子/教学挂图/录音机/手机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:9分钟)‎ 利用实物和教学挂图，通过师生问答等形式，使学生身临其境，创设轻松的学习氛围，充分调动学生学习的积极性。‎ ‎1. (1)(教师出示两个苹果。)‎ T: Boys and girls, what are these?‎ Ss: They are apples.‎ T: Would you like some apples?‎ Ss: Yes.‎ T: How many apples?‎ Ss: Two.‎ T: Yes, there are only two. They are not enough(教师解释：“不够”。) for all of you.(学生笑……)‎ T: How much are they? Guess!‎ Ss: They are ‎1/2/3‎ yuan.‎ ‎(2)(教师请一位学生到讲台，并出示一顶帽子。)‎ T: S1, come to the front. Try on the cap, please.‎ ‎…‎ T: How do you like this cap?‎ S1: It looks very nice.‎ T: How much is it? Can you guess?‎ S1: 10 yuan.‎ T: Oh, no. It’s only 8 yuan. Now, it’s a little cold. Give it to you, OK?‎ S1: Thank you very much, Mr./Miss …‎ ‎2. (师生对话，导入本课部分生词。)‎ ‎ T: What does your father do, S2?‎ ‎ S2: He is a teacher/a worker/an office worker …‎ ‎ T: I think he is free on Sunday, right?‎ ‎ (板书并要求学生掌握。)‎ free be free Sunday ‎ S2: Yes./No.‎ ‎ T: What does he often do on Sunday?‎ ‎ S2: He often …‎ ‎ T: I often go fishing on Sunday. But this Sunday I want to go for a picnic. Boys and girls, would you like to go with me?‎ ‎ Ss: Yes, we’d like to.‎ ‎ (告诉学生也可以用we’d love to回答。)‎ ‎ (板书并要求学生掌握。)‎ go fishing picnic go for a picnic love ‎ T: OK. You can ask your friends to go with you. Oh, do you have Mr. Chen’s telephone number?‎ ‎ S3: His telephone number is …‎ ‎ T: I’ll call him and ask him to bring a guitar.‎ ‎ (板书并要求学生掌握。)‎ call bring guitar ‎ (出示‎1a教学挂图。)‎ ‎ T: Now Kangkang is calling Jane. What are they talking about?‎ Step 2 Presentation 第二步 呈现(时间:10分钟)‎ 让学生两人一组练习并模仿，培养学生听说能力，使其熟练掌握电话约会的功能用语。‎ ‎1. (播放‎1a录音，让学生回答问题。)‎ ‎(1) Where would they like to go?‎ ‎(2) What do they want to do?‎ ‎(再听‎1a录音，核对答案。)‎ ‎(板书并要求学生理解。)‎ West Hill ‎2. (学生阅读‎1a，找出打电话用语和约会用语。要求学生观察打电话用语和日常用语的区别，师生共同总结归纳打电话和约会的句型。根据情境猜出What’s up?和forget的意思。)‎ ‎ T: OK, boys and girls, please read ‎1a and find out the expressions of making telephone calls and making appointments.‎ ‎ …‎ ‎(教师解释:打电话时，表达“我是……”，要用“This is …”而不能用“I am …”。)‎ ‎(板书并要求学生掌握。)‎ Making telephone calls:‎ ‎—Hello!‎ ‎—Hello, Jane! This is …‎ Making appointments:‎ ‎—Are you free this Sunday?‎ ‎—Yes. What’s up?‎ ‎(板书重点短语，解释并要求学生掌握。)‎ forget to do …‎ ‎3. (让学生听‎1a录音并跟读，注意模仿语音语调。)‎ ‎ T: Listen to ‎1a and repeat. Pay attention to the pronunciation and intonation.‎ ‎4. (让学生两人一组练习‎1a对话。)‎ Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ 通过大量分层次练习，巩固本课功能用语“电话会话”，使目标语言得到强化训练。‎ ‎1. (找两三组学生表演‎1a电话会话，并对出色表演者给予表扬。)‎ ‎ T: Please act out the conversation in pairs.‎ ‎2. (让学生根据‎1a对话，独立完成1b。)‎ ‎ T: Please complete the telephone conversation between Jane and Maria.‎ ‎ (核对答案。)‎ ‎3. (让学生两人一组练习1b对话，然后找一两组同学上台表演。)‎ ‎ T: Please practice 1b in pairs, then I will ask some groups to act it out in front of the class.‎ Step 4 Practice 第四步 练习(时间:11分钟)‎ 拓展本课功能话题，在真实情境中运用目标语言，活跃课堂气氛。‎ ‎1. (教师要求学生在熟悉‎1a, 1b的基础上，独立完成‎1c，巩固本节课所学目标语言。核对答案。)‎ ‎2. (完成2。核对答案。然后学生之间模拟电话会话。)‎ T: Match the sentences in Column A with those in Column B.‎ ‎(板书并要求学生掌握。)‎ tomorrow ‎3. (打电话表演。课前教师预先把一部手机交给一位同学，叫他/她在做该练习的时候接老师的电话，并按安排好的内容与老师通话，要求该生对这次表演保密。)‎ ‎(1)(教师在讲台上拿出手机，拨打电话……看到这，学生都很惊讶。)‎ ‎(2)(教室里一位同学口袋里有手机铃声在响，他/她掏出了手机……)‎ ‎(3)(教师和学生进行如下对话。)‎ T: Hello, S1. This is Dad/Mom.‎ S1:Hello, Dad/Mom.‎ T: S1, where are you?‎ S1:I’m at the toy shop. I’d like a toy car.‎ T: OK. I’ll buy you one this afternoon. Don’t forget to go to school.‎ S1:All right.‎ ‎(4)(教师鼓励其他学生给老师打电话，学生都活跃起来。)‎ T: Boys and girls, who wants to call me? My telephone number is … Anybody?‎ ‎(其他学生接过S1的手机，给教师打电话。师生通过手机再现通话真实情景，学生非常有兴致。此活动既活跃了课堂气氛，又巩固了本节课的目标语言。)‎ Step 5 Project 第五步 综合探究活动(时间:7分钟)‎ 功能话题加深，由易到难，使学生对所学知识有新认识，在任务型教学中实现教学目标。‎ ‎1. (全班星期日早上要去野餐，让学生分组讨论或电话制定野餐计划，完成3。)‎ Example:‎ ‎(Ring …)‎ S1: Hello!‎ S2: Hello, S1. This is S2.‎ S1: Hi, S2. What’s up?‎ S2: Are you free this Sunday morning?‎ S1: Yes.‎ S2: Would you like to go for a picnic with me?‎ S1: Yes, I’d like to.‎ ‎…‎ ‎(通过这个活动，既可以复习电话用语，又能巩固本课生词。)‎ ‎2. Homework:‎ ‎(1)熟读‎1a和1b对话。‎ ‎(2)根据野餐计划写一篇邀朋友去野餐的电话会话，巩固本课所学内容。‎ 板书设计：‎ Would you like to go for a picnic?‎ Section A be free This is …(电话用语)‎ go for a picnic Are you free …?‎ call sb. What’s up?‎ ‎ Would you like to …?‎ ‎ Don’t forget to …‎ Section B The main activities are ‎1a, ‎2a and 3. 本课重点活动是‎1a、‎2a和3。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some useful words and expressions:‎ sing, song, have to, fun, fly, kite, fly a kite, afraid, time, carry, speak to, ask, back, call … back ‎2. Learn to make invitations:‎ ‎(1)—Would you like to sing some songs with me?‎ ‎ —I’m sorry I can’t. I have to cook.‎ ‎(2)—Steve, how about flying a kite with me?‎ ‎ —I’d like that, but I’m afraid I have no time.‎ ‎3. Learn about making telephone calls:‎ ‎(1)Hello! May I speak to Maria?‎ ‎(2)Who’s this, please?‎ ‎(3)—Could you ask her to call me back this evening?‎ ‎ —Sure.‎ Ⅱ. Teaching aids 教具 教学挂图/录音机/幻灯片/小黑板/课件/电话机 Ⅲ. Five-finger Teaching Plan 五指教学方案 ‎ Step 1 Review 第一步 复习(时间:10分钟)‎ 通过复习预约野餐的电话会话，过渡到野餐情境，呈现本课生词和交际用语，调动学生学习的积极性。‎ ‎1. (找两三组同学上台表演上节课中的‎1a电话会话。掌声鼓励。)‎ ‎2. (出示‎1a图片，通过师生对话导入新课。)‎ ‎ T: Look at the picture. Now they are very happy. Kangkang, Michael and Wang Junfeng are cooking. Cooking is fun. But now they have no water. Who’d like to help them carry some water?‎ ‎ (板书并要求学生掌握。)‎ fun carry ‎ Ss: Steve.‎ ‎ T: Right. Look at Jane. She is playing guitar. Would you like to sing some songs with her?‎ ‎ S1: Yes, I’d like to. (可帮助学生回答。)‎ ‎ (板书并要求学生掌握。)‎ ‎—Would you like to sing some songs with her?‎ ‎—Yes, I’d like to.‎ ‎ T: And Maria wants to fly a kite. How about flying a kite with her?‎ ‎ S2: I’d like that.(帮助学生回答。)‎ ‎ (板书并要求学生掌握。)‎ fly a kite ‎—How about flying a kite with her?‎ ‎—I’d like that.‎ Step 2 Presentation 第二步 呈现(时间:12分钟)‎ 通过听录音，模仿语音语调，为学生的口语打下良好基础。用幻灯片呈现真实的生活场景，帮助学生在实际生活中运用目标语言。‎ ‎1. (听‎1a录音，回答小黑板上的问题。)‎ ‎ T: It’s fun to be with them, isn’t it? Now please listen to ‎1a. Then answer the questions on the small blackboard.‎ ‎(1)What would Wang Junfeng like to do? ‎ ‎(2)Who would like to fly a kite with Maria?‎ ‎ (再听‎1a录音，核对答案。)‎ ‎2. (教师引导学生关注回绝邀请的表达方法，呈现新功能句。)‎ ‎ T: Wang Junfeng would like to cook with Michael. What about Kangkang and Steve? Do they accept the invitations(教师解释：“接受邀请”。)?‎ ‎ Ss: No.‎ T: Good!‎ ‎(幻灯片展示两幅图片。一幅画着一个女孩正在放风筝，另一幅画着一个男孩正在提水。)‎ T: Look at the pictures. The girl wants the boy to fly a kite with her. What should she say?‎ Ss: Would you like to fly a kite with me?‎ T: Well done! But can the boy fly a kite with her?‎ Ss: No.‎ T: Help the boy to respond.(教师解释：“回应”。)‎ Ss: I’m sorry I can’t.(帮助学生回答，并重复几遍。)‎ ‎(板书，并要求学生理解。)‎ I’m sorry I can’t.‎ T: But why?(教师指向幻灯图片中的水桶。) He has to carry water.(教师解释句义并重复该句子。) What should the boy say?‎ Ss: I’m sorry I can’t. I have to carry water.(引导并帮助学生回答。)‎ ‎(板书，领读并要求学生掌握。)‎ carry water.‎ I have to He has to ‎(要求学生注意观察have to的词形变化，并归纳其用法。)‎ ‎(教学have to。)‎ T: The boy has to carry water. So he isn’t free. He has no time.‎ ‎(板书并要求学生掌握。)‎ time T: Then the boy can say … (引导学生回答。)‎ Ss: I’m sorry I can’t. I have no time.‎ T: Nice work! He can also say,“I’d like that, but I’m afraid I have no time.”‎ ‎(板书，解释句义并领读。要求学生掌握。)‎ I’d like that, but I’m afraid I have no time.‎ ‎(提醒学生在回绝邀请时，语气一定要委婉。)‎ ‎3. (听‎1a录音，跟读并注意模仿语音语调。)‎ ‎ T: Please listen to ‎1a and repeat. Pay attention to the pronunciation and intonation.‎ Step 3 Consolidation 第三步 巩固(时间:6分钟)‎ 通过反复练习表示邀请的目标语言，使学生熟悉语言规则，提高学生运用语言的能力。‎ ‎1. (七人一组练习并表演对话。小组之间展开竞赛，看哪组表演得好，并给予掌声鼓励。完成‎1a和1b。)‎ ‎2. (让学生阅读‎1c，根据‎1a用所给词的适当形式填空，独立完成‎1c，然后核对答案。)‎ ‎ T: Complete the passage with the correct forms of the words or phrases in the box according to ‎1a.‎ ‎3. (让学生大声朗读‎1c，并标出关键词。)‎ ‎ T: Read ‎1c aloud and mark the key words.‎ ‎4. (出示写有关键词的小黑板，让学生根据关键词复述‎1c。)‎ go out, take, Jane, sing, no time, cook, Wang Junfeng, help, carry, Maria, happy Step 4 Practice 第四步 练习(时间:8分钟)‎ 运用情景教学功能用语进行电话会话，激发学生的学习热情，同时培养学生的听、说、读、写等语言技能。‎ ‎1. (教师拿出手机假装拨打电话，让一个事先安排好的学生接电话，师生进行电话会话，导入本课目标语言。)‎ ‎ T: Hello! May I speak to Mr. Lee?‎ ‎ S1: Oh, sorry. He isn’t here.‎ ‎ T: Who’s this?‎ ‎ S1: This is S1.‎ ‎ T: Could you please ask him to call me back this evening?‎ ‎ S1: Sure.‎ ‎ T: Thank you.‎ ‎ (板书并要求学生掌握。)‎ May I speak to Mr. Lee?‎ Who’s this?‎ ask him to call me back ‎ T: Now Sally is making a telephone call.‎ ‎2. (播放‎2a录音，让学生回答问题。)‎ ‎ T: Please listen to ‎2a and answer the question: Who does Sally want to call?‎ ‎(师生核对答案。)‎ ‎3. (学生再听录音，跟读并模仿语音语调。)‎ ‎4. (学生两人一组表演此对话。根据对话内容，学习电话留言的写法。)‎ ‎5. (独立完成2b横线上的内容，并使用简洁、流畅的语言完成电话信息。)‎ ‎6. (教师播放3录音，学生跟读，提醒学生注意连读。)‎ ‎(板书以下句子，让学生操练。)‎ ‎(1) It is a car.‎ ‎(2) Help yourselves.‎ ‎(3) Can I take your order?‎ ‎(4) There is a bus over there.‎ Step 5 Project 第五步 综合探究活动(时间:9分钟)‎ 创设虚拟语境，让学生运用目标语言交流。使学生在学习中获得成就感，激发其学英语的兴趣。‎ ‎1. (晚上八点钟，Sally家的电话响了……)‎ T: Boys and girls, now it’s eight o’clock in the evening. The telephone at Sally’s home is ringing. Suppose you are Sally. Your partner, Maria, calls you back and you tell her something about the picnic. Pair work.‎ ‎(1)(学生两人一组编排对话。)‎ ‎(2)(教师请两组同学到台上表演。)‎ Example:‎ ‎(Ring…)‎ Sally: Hello!‎ Maria: Hello! May I speak to Sally?‎ Sally: This is Sally. Who’s this?‎ Maria: Hi, Sally. This is Maria.‎ Sally: Hi, Maria. Don’t forget to bring a kite for our picnic.‎ Maria: Don’t worry. I won’t forget it.‎ Sally: OK. Goodbye.‎ Maria: Bye.‎ ‎2. (康康在广西农村结交了一位小朋友，他常常给予这位小朋友帮助。让学生扮演康康，给那位小朋友打电话。小朋友名叫杨松，在希望小学读书。接电话的是校长。三人一组进行电话会话练习。)‎ T: Kangkang makes a friend in the countryside in Guangxi. He is a little boy. His name is Yang Song. Kangkang often helps him. Now you are Kangkang. You give Yang Song a call. And the headmaster answers the phone. Work in groups of three. Then act it out.‎ Example:‎ ‎(Ring …)‎ Headmaster: Hello! This is Hope‎ ‎Primary School.‎ Kangkang: Hello! May I speak to Yang Song?‎ Headmaster: Just a moment, please.‎ ‎…‎ Yang Song: Hello!‎ Kangkang: Hello! Is that Yang Song?‎ Yang Song: Yes.‎ Kangkang: Hi, Yang Song. This is Kangkang. How are you?‎ Yang Song: Fine, thank you. And you?‎ Kangkang: I’m fine, too. Do you need any help?‎ Yang Song: Yes. My English is poor.‎ Kangkang: Don’t worry. I can help you. I’ll give you some books about English.‎ Yang Song: Thanks. Goodbye.‎ Kangkang: Bye.‎ ‎3. Homework:‎ 模仿‎2a、2b，用英语给你的同学打电话，练习并巩固电话用语，然后将该对话写在作业本上。‎ 板书设计：‎ Would you like to go for a picnic?‎ Section B sing some songs Would you like …?‎ have to I’m sorry I can’t.‎ has to Yes, I’d like/love to.‎ fly a kite How about …?=What about …?‎ be afraid I’d like that, but I’m afraid …‎ have no time ‎ carry water speak to ask sb. to do sth.‎ call … back Section C The main activity is ‎1a. 本课重点活动是‎1a。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some useful phrases:‎ ‎ have a picnic, go shopping ‎2. Talk about the invitations:‎ ‎(1)—Would you like to have a picnic with old McDonald?‎ ‎—Yes, I’d love to.‎ ‎—Thanks. That would be very nice.‎ ‎(2)—What about having a picnic with old McDonald?‎ ‎ —I’d like that, thanks.‎ ‎(3)—How about having some apple juice?‎ ‎ —Good idea!/All right.‎ Ⅱ. Teaching aids 教具 小黑板/图片/幻灯片/挂图/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟)‎ 复习、总结征求意见的表达方式及其回答，培养学生观察、总结和运用语言知识的能力。‎ ‎1. (教师出示小黑板，要求学生按示范练习。)‎ T: We have learnt“Would you like to …? How about …? What about …?”. Let’s practice them. Please look at the small blackboard. Make a dialog using the expressions on it. After practice, please act it out in front of the class.‎ ‎(小黑板内容如下：)‎ Would you like to …? How about …?‎ Why not …?‎ Yes, I’d like/love to.‎ I’d like that.‎ Good idea.‎ All right.‎ I’d like that, thanks.‎ Sorry, I can’t.‎ No, thanks.‎ ‎(运用下列短语。)‎ have a picnic go fishing watch TV go shopping drink water eat fish have some juice ‎(板书并要求学生掌握。)‎ have a picnic go shopping Example:‎ S1: Would you like to go fishing this afternoon?‎ S2: Yes, I’d love to. Would you like to watch TV this evening?‎ S1: Sorry, I can’t.‎ S2: Why not?‎ S1: I have no time. How about having a picnic this Sunday?‎ S2: Good idea. Would you like to drink water?‎ S1: No, thanks. I’d like to have some juice.‎ ‎2. (教师让两三组学生到台前表演，然后总结学生的练习情况。表扬优秀，鼓励后进。)‎ Step 2 Presentation 第二步 呈现(时间:15分钟)‎ 由两幅图片引出本课内容，集中呈现征求意见的表达方式及其回答。激发学生的学习兴趣。‎ ‎1. (学习‎1a。教师出示两幅图片：一幅图中，只有一个人在荒岛上，他很难过；另一幅中，有许多动物在岛上野炊，他们都很快乐。)‎ T: What can you see in Picture 1?‎ Ss: We can see a man.‎ T: Is he happy?‎ Ss: No, he isn’t.‎ T: Why?‎ Ss: Because he has no friends.‎ T: Yes, he has no friends. So he is not happy. Now, let’s look at the next picture.‎ ‎(学生可能会对“next”产生疑问，教师可指着第二幅图，并解释“next”的意思。)‎ T: Look at this picture. What can you see?‎ S1: I can see many animals.‎ S2: I can see some food.‎ T: What do they do?‎ Ss: They have a picnic.‎ T: Are they happy?‎ Ss: Yes, they are.‎ ‎2. (让学生翻开书，读‎1a。)‎ T: Now, open your books and read ‎1a. Then answer these questions.‎ ‎(教师用幻灯片展示以下问题。)‎ ‎(1) Who is not happy?‎ ‎(2) What would they like to do?‎ ‎(3) What would they like to have?‎ ‎(4) Are they happy?‎ ‎(三分钟后，教师核对答案。)‎ T: Who has the answers?‎ S1: Let me try. McDonald is not happy.‎ T: Good! You are clever! Next.‎ S2: They would like to have a picnic.‎ T: Yes. You’re clever, too! The third one.‎ S3: They would like to have hamburgers, cakes, fish and bread.‎ T: Yes! The last one, the whole class.‎ Ss: Yes, they are.‎ ‎3. (学生再读‎1a，回答1b的问题。)‎ ‎(核对答案。完成1b。)‎ ‎4. (让学生听‎1a录音，注意语音和语调。)‎ Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ 模仿‎1a编一个话剧并表演，培养学生的语言迁移能力，使学生能学以致用，最终达到灵活运用语言的目的。‎ ‎1. (让学生看‎1a挂图，分角色朗读。)‎ ‎2. (让学生根据‎1a的内容，表演一个类似的话剧，五人一组完成‎1c。)‎ ‎(一个同学假装很孤单的样子，另一个同学邀请其他人与这位同学一块去野炊，并带上自己最喜欢的食物。)‎ T: Now suppose one of your friends is not happy. You will invite other friends to have a picnic with him/her. You must take your favorite food. Let’s put on a short play about it. There are five students in one group. Do you understand?‎ Ss: Yes, we do.‎ T: OK. Let’s begin. Then I’ll ask some of the groups to act it out in front of the class.‎ Example:‎ S1:I’m not happy. I’d like to have a picnic with my friends.‎ S2:Would you like to have a picnic with S1?‎ S3:Yes, I’d love to.‎ S4:Thanks. That would be very nice.‎ S2:What about having a picnic with S1?‎ S5:I’d like that, thanks.‎ S3:I’d like to take some bread and eggs.‎ S4:My favorite food is chicken.‎ S5:I want to take some cakes.‎ ‎3. (学生表演后，给予掌声鼓励。)‎ T: Look! They are all very happy!‎ Step 4 Practice 第四步 练习(时间:5分钟)‎ 听录音，集中训练征求意见的表达方式及其回答，使学生熟练掌握本课目标语言。‎ ‎1. (播放2录音，完成2。)‎ ‎ T: OK. Let’s listen to 2 and fill in the blanks.‎ ‎ (教师核对答案并板书。)‎ ‎(1)Would you like …?‎ ‎(2)How/What about …?‎ ‎(教师用小黑板出示习题，练习短语及句型用法。)‎ 从A、B、C三个选项中选出最佳答案，填在横线上。‎ ‎(1)I would like to the zoo with my parents today.‎ A. go B. to go C. going ‎(2)—Mom, what about to the zoo today?‎ ‎—Good idea!‎ A. go B. to go C. going ‎ (师生核对答案。)‎ ‎2. (学生两人一组读对话，复习本课目标语言。)‎ Step 5 Project 第五步 综合探究活动(时间:10分钟)‎ 假设邀请同学去野餐，然后根据这一情境编对话，并对对话内容进行转述，培养学生的口头表达能力和写作能力。‎ ‎1. (假设你要打电话邀请表中三位同学中的一位去野餐，根据表格信息编一个电话会话。)‎ Kangkang ‎√‎ Fish and eggs Guitar Maria ‎×‎ Look after her brother Jane ‎×‎ Go to the zoo with her parents ‎ T: If you want to invite one of the three students in the form to go for a picnic, please make a telephone call to him/her.“√”means“can”，“×”means“can’t”，the next two are about favorite food and hobbies.‎ Example:‎ ‎(S1: Kangkang, S2: You)‎ S1: Hello！ ‎ S2: Hello, Kangkang！This is S2. Are you free this Sunday?‎ S1: Yes, what’s up?‎ S2: Would you like to go to West Hill for a picnic?‎ S1: Oh, I’d love to.‎ S2: What’s your favorite food?‎ S1: Fish and eggs. ‎ S2: Don’t forget to bring your guitar.‎ S1: All right. See you then. ‎ S2: See you.‎ ‎…‎ ‎2. (对对话内容进行口头转述，先让学生之间互相讲述，再请几个说得流利的学生向全班转述，口头完成3。给予优秀者掌声鼓励。)‎ ‎ Example:‎ ‎ On Sunday, I go to West Hill for a picnic with my best friend Kangkang. Jane goes to the zoo with her parents and Maria has to look after her brother, so they can’t go with us. We take some fish, eggs, hamburgers and drinks there. Kangkang plays guitar and I sing songs. We also fly kites. We are both happy there.‎ ‎3. (小组活动：接力竞赛。把班上的学生分成四大组，各组的每个学生都要用表示邀请的句子邀请组内同学，要求所用句子不能重复。)‎ T: Now, boys and girls. Let’s play a game. I divide our class into four groups. In each group there are ten students. The first student begins with“Would you like to…?” The second answers and asks:“How about…?”or“What about…?” and you shouldn’t repeat the sentences. OK. Let’s begin. The first group.‎ Example:‎ S3: Would you like to sing some songs? ‎ S4: Yes, I’d like to. How about going shopping?‎ S5: I’d like that. Would you like to …?‎ ‎…‎ ‎4. Homework:‎ ‎(根据课本中3的问题，写一段四十个单词左右的短文。)‎ T: Write a passage about your picnic. You can begin like this:‎ I would like to go for a picnic, I …‎ 板书设计：‎ Would you like to go for a picnic?‎ Section C Would you like …? Yes, I’d like/love to.‎ What/How about …? Thanks. That would be very nice.‎ ‎ Good idea!‎ ‎ All right.‎ Section D The main activities are 1 and 5. 本课重点活动是1和5。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn the phonetic alphabets:‎ ‎/B:/, /u:/, /J/, /aJ/‎ ‎2. Review the invitations:‎ ‎(1)—Would you like to go to West Hill for a picnic?‎ ‎—Oh, I’d love to.‎ ‎(2)—How about flying a kite with me?‎ ‎—I’d like that, but I’m afraid I have no time.‎ ‎3. Review how to make telephone calls:‎ ‎(1)—Hello!‎ ‎ —Hello, Jane! This is Kangkang.‎ ‎(2)—Who’s this, please?‎ ‎—This is Sally.‎ ‎(3)—Could you ask her to call me back this evening?‎ ‎—Sure.‎ ‎4. Review making appointments:‎ ‎ —Are you free this Sunday?‎ ‎ —Yes. What’s up?‎ Ⅱ. Teaching aids 教具 录音机/单词卡片/小黑板/课件 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟)‎ 检查作业，开展自由交谈活动。复习打电话用语，培养学生交际能力。‎ ‎1. (检查上节课学生的作文，并作适当点评。)‎ ‎2. (三人一组自由交谈，小梅想约小玲明天去书店买书，打电话给小玲，小玲的妈妈接了电话……)‎ T: Now, boys and girls. Let’s have a free talk. Listen to me carefully. Xiao Mei wants to invite Xiao Ling to go to the bookshop tomorrow. She calls Xiao Ling but Xiao Ling’s mother answers the phone. Work in groups of three. The first and the best groups will get two scores.‎ Example:‎ S1: Hello!‎ S2: Hello, may I speak to Xiao Ling?‎ S1: Wait a moment.‎ ‎…‎ S3: Hello!‎ S2: Hello, Xiao Ling. This is Xiao Mei.‎ S3: Hi, Xiao Mei.‎ S2: Are you free tomorrow?‎ S3: Yes. What’s up?‎ S2: I want to go to the bookshop to buy some books. Would you like to go with me?‎ S3: Yes, I’d love to. And what books would you like to buy?‎ S2: My English is poor. So I want to buy some books about English. How about you?‎ S3: I want to buy some books about Chinese.‎ S2: OK. See you tomorrow.‎ S3: See you.‎ ‎(教师请几组学生上台表演，最先上台和表演最好的小组各得两分，并掌声鼓励。)‎ Step 2 Presentation 第二步 呈现(时间:8分钟)‎ 听1录音，跟读并模仿，培养学生拼读能力和观察能力。‎ ‎1. (播放1录音，学生跟读。)‎ T: Listen to the tape and follow it.‎ ‎2. (教师让学生自己朗读，然后请几位学生在班上朗读。)‎ T: Now, read the words by yourselves. Then I’ll ask some students to read them.‎ ‎3. (教师板书音标/B:/, /u:/, /J/, /aJ/。然后把准备好的单词卡片发给一些学生，让学生读出单词，并把该卡片贴在黑板上相应的音标下方。这些单词中有学过的，也有未学过的。)‎ T: Now I’ll ask the students with the cards to read their words and then put them on the blackboard.‎ ‎(卡片排列如下：)‎ ‎/B:/ /u:/ /J/ /aJ/‎ father ruler cook mouse car food book house half shoes foot flower ‎4. (鼓励学生应用发音规则读出这些单词。)‎ Step 3 Consolidation 第三步 巩固(时间:7分钟)‎ 做游戏，对四个元音音标进行拼读训练，培养学生的拼读能力。‎ ‎1. (全班学生各手执一张单词卡片，卡片上列出含有/B:/, /u:/, /J/, /aJ/中的一种发音的单词。教师读其中一个音标，持有含此音标的单词卡片的学生全站起来，把卡片举起来并读卡片上的单词，依此类推，做完四个音标训练。全班动员，人人参与。)‎ T: Everyone has a card. If I read /B:/, the students with the /B:/ card stand up, raise it and read the word on the card. If I read /u:/, the students with the /u:/ card stand up, raise it and read the word on the card. Do you understand?‎ ‎2. (将卡片回收，打乱顺序后再发给学生。教师让任意一个学生读一个音标，持有该种发音的单词卡片的同学都站起来，做法与刚才的相同，依次训练。完成1。)‎ T: You do very well. Now I’ll ask one student to read one of the phonetics, others with the same sound card stand up, raise it and read the word on the card.‎ ‎3. (根据拼读规则，读出小黑板上的单词。)‎ noodle, zoo, out, blue, now, far, star, start Step 4 Practice 第四步 练习(时间:13分钟)‎ 让学生跟读并注意模仿语音、语调和重音，锻炼学生听力，完成2、3a和3b。‎ ‎1. (播放2录音，进行听力训练。)‎ ‎(1)(让学生明白题意。)‎ T: Now let’s do some listening exercises. You will hear some boys and girls talking about the things to do on Sunday. If you hear“Peter, what would you like to do on Sunday? I’d like to watch TV.”You just write“watch TV”beside“Peter”. Do you understand?‎ Ss: Yes.‎ ‎(2)(学生听2录音做题，完成2。)‎ T: Now listen to the tape carefully and write down your answers quickly.‎ ‎(3)(师生核对答案。)‎ ‎ (4)(再听2录音，学生跟读，教师给予适当帮助。)‎ ‎2. (通过书面练习，复习本话题的主要知识点，帮助学生巩固所学的知识。)‎ T: Now let’s look at the screen(屏幕) and do some exercises.‎ ‎(课件展示。)‎ ‎(1)选择题 ‎①Would you like _____ with me? Yes, I’d love to.‎ A.go shopping B.to go shopping C.to go shop D.going shopping ‎②What about ____? I’d like that, thanks.‎ ‎ A.have a picnic with old Tom.‎ ‎ B.to have a picnic with old Tom.‎ ‎ C.has a picnic with old Tom.‎ ‎ D.having a picnic with old Tom.‎ ‎③Would you like to go shopping with us? _____.‎ ‎ A.Yes, I would. B.No, I wouldn’t. C.Yes, I’d like to. D.No, no.‎ ‎④Could you ask her ____ the guitar tomorrow?‎ ‎ A.to bring B.brings C.bringing D.bring ‎⑤The teacher ____ on Sunday.‎ ‎ A.free B.are free C.is free D.am free ‎(2)填空题，每空限填一词。‎ A: Hello!‎ B: Hello. May I ____ to Wang Hai?‎ A: Sorry. He ____ here now. Who’s this?‎ B: ____ ____ Tom. Could you ask him to ____ me back this evening?‎ A: ____. Does he have your phone number?‎ B: No, he ____. My phone number is 8337-4766.‎ A: 8337-4766. All right. I’ll tell him ____ it.‎ B: Thank you. Goodbye.‎ A: Bye.‎ ‎ (师生核对答案。)‎ ‎3. (播放‎3a和3b录音，学生跟读并注意模仿语音、语调和重音，锻炼学生的听力。再让学生自己读两遍，试着背诵。)‎ ‎4. (播放4录音，活跃课堂气氛。完成4。)‎ T: Let’s listen to the chant. Then follow the tape and chant together.‎ Step 5 Project 第五步 综合探究活动(时间:10分钟)‎ 通过实践活动，归纳邀请、应答及打电话用语，培养学生综合运用语言知识的能力。‎ ‎1. (1)(两人一组讨论并完成Tony的野餐计划。)‎ ‎(课件展示参考计划。)‎ Picnic Plan People: Jack, Tony, Alice, Lisa Time: Tomorrow Place: Zhouzhuang Farm Food: bread, eggs, chicken, fish, cakes Drinks: four bottles of water, some bottles of juice Other things: a kite, a guitar, a ball ‎(2)(Tony打电话邀请Alice一起去野餐。先由教师与一名优秀的学生示范Tony与Alice’s mother之间的对话，然后让学生两人一组操练这个对话。完成5。)‎ Example:‎ ‎(用“T”代表Tony，用“A’s M”代表Alice’s mother。)‎ ‎(Ring …)‎ A’s M: Hello!‎ T: Hello, this is Tony. May I speak to Alice?‎ A’s M: Sorry, she isn’t in now. What’s up?‎ T: Could you tell her about our picnic?‎ A’s M: Sure. Where would you like to go?‎ T: We’d like to go to Zhouzhuang Farm.‎ A’s M: Who else would like to go with you?‎ T: Jack and Lisa.‎ A’s M: What would you like to take?‎ T: We’d like to take some food and drinks. Could you tell her to take a kite there?‎ A’s M: OK. I’ll tell her about it.‎ T: Thank you. Goodbye.‎ A’s M: Bye.‎ ‎2. Homework:‎ ‎(1)默写本话题生词和短语。‎ ‎(2)归纳邀请、应答及打电话用语。‎ ‎(3)预习Topic 3，Section A的‎1a。‎ 板书设计：‎ Would you like to go for a picnic?‎ Section D ‎/B:/ /u:/ /J/ /aJ/ ‎ father ruler cook mouse ‎ car food book house ‎ half shoes foot flower ‎ Unit 4 Topic 2‎ Would you like to go for a picnic？‎ Section A Teaching aims and demands：‎ ‎1、Review the expressions of shopping.‎ ‎2、learn and master how to make a telephone call.‎ ‎3、learn and master negative imperative sentences.‎ Important points in Teaching：‎ ‎1、learn how to make a telephone call.‎ ‎2、listening and speaking practice.‎ Difficult points in Teaching：‎ Learn and Master negative imperative sentences ‎ Step 1 ：‎ ‎1、Review the expressions of shopping by making up a dialog in pairs with the following sentences：‎ A：Can/May I help you？/What can I do for you？‎ B：I would like to buy……‎ C：Can I try it/them on？‎ D：How much is it？/How much are they？‎ E：I’ll take/have it/them.‎ ‎2、let the students look at the pictures and read la silently . learn to ask and answer some questions like these：‎ ‎①Is Jane free this Sunday？‎ ‎②Would Jane like to go to west Hill for a picnic？‎ ‎3、let the students find out the useful. Expressions and write them down on the blackboard.‎ ‎(1)This is kangkang.‎ ‎(2)Are you free this Sunday？‎ ‎(3)What’s up？‎ ‎(4)Would you like to go to west Hill for a picnic？‎ ‎(5)Please tell Maria about it.‎ ‎(6)I’ll call her.‎ ‎(7)Don’t forget to bring you guitar.‎ Step 2：‎ ‎1、let the students listen and repeat.‎ ‎2、practice the dialog in pairs.‎ ‎3、let several groups act out the dialog ‎4、complete the following telephone conversation between Jane and Maria. Finish 1b Maria：Hello！‎ Jane：Hi， Maria！_______________. Are you free this Sunday？‎ Maria：Sure.______________________？‎ Jane：Would you like to go to west Hill for a picnic？‎ Maria：______________‎ Jane：Don’t forget to bring something to eat.‎ Maria：______________. Bye.‎ Jane：Bye.‎ ‎5、Help kangkang finish his picnic plan according to la and 1b.‎ Time：_____________‎ Place：_____________‎ People：_____________‎ Things：_____________‎ ‎6、Match the sentences in Column A with those in Column ‎ ‎ B A B A：See you tomorrow. a、Sure. ‎ B：please tell him about the picnic. b、yes，what’s up？‎ C：Hello！ c、Hello，peter！‎ D：Are you free this afternoon？ d、yes，I’d love. ‎ E：Would you like to go fishing？ e、See you.‎ Step 3：‎ ‎1、let the students find out some questions again.‎ If they don’t have ， the teacher asks some questions.‎ ‎(1)This is Kangkang和I’m Kangkang如何运用？‎ ‎(2)Don’t forget to bring your guitar是一个什么句子？‎ forget后跟动词什么形式？‎ ‎2、Sum up some language points in this section.‎ ‎(1)be free. ‎ ‎(2)tell somebody about something.‎ ‎(3)call somebody =phone somebody ‎(4) forget to do something (忘记去做……)‎ ‎ forget doing something (忘记做了……)‎ ‎3、let the students make some grammar exercises first，then practice some language points.‎ ‎(A)根据对话内容填空，每空一词。‎ ‎1、We__________(有空)this Sunday.‎ ‎2、I want some new clothes. Would you like ___________(去购物)tomorrow？‎ ‎3、Don’t forget____________ ____________(带)your guitar when you come here.‎ ‎4、It’s Sunday tomorrow. Would you like to go ___________ _____________ _____________(野炊)？‎ ‎5、please tell Sam about it.‎ I’ll_____________ _____________(给他打电话).‎ ‎(B)补全对话：‎ Jane=J Maria=M J：Hello！‎ M：Hello，Jane， _____________.‎ J：Hi，Maria.‎ M：Are you free this Saturday？‎ J：yes， _____________？‎ M：Would you like to go to the zoo？‎ J：yes， _____________.‎ M：please tell lucy about it.‎ J：Sure， _____________.‎ M：Don’t forget to bring your camera(照相机).‎ J：All right，see you then.‎ M： _____________.‎ Step 4：‎ ‎1、let the students Make up a dialog according to 1a ‎2、Suppose your class will have a picnic. Make a picnic plan in groups.‎ Time Food Place Drinks people Other things Unit 4 Topic 2‎ Would you like to go for a ‎ ‎ picnic？‎ Section A No 1 Middle School Wu Jinfeng