Unit3_Topic3_SectionC教案

1、Unit3 Topic3 SectionC教案一、教材：仁爱版七年级上册Unit 3 Topic3 SectionC二、教具：互动白板、各种食物饮料的图画三、学情分析教学对象是七年级上学期学生，由于年龄小，又加上生性活泼好动，喜欢直观形象思维，对竞猜、竞赛、画画特别感兴趣。由于七年级学生刚学习句型，有的学生可能说的不好，有的还不敢说，本课针对学生现状，在课堂上尽量以鼓励表扬为主，注重培养学习英语的兴趣，营造英语气氛，鼓励学生开口说英语、特别是给后进生创造时机，让他们尝试成功的喜悦。七年级学生由于刚接触英语句型，还存在着学习方法和学习策略经历缺乏等问题，但他们却有着极强的求知欲强和表现欲。根据学

2、生的心理特点我课上多以表扬为主，注重对学生英语学习兴趣的培养，鼓励他们大胆说、积极做！让学生们在玩玩、做做、说说中学习英语。但这个年级的学生毕竟接触英语句型的时间不是很长，在学习方法和学习策略上还有很大差距，尤其在答题技巧和技能方面还缺少锻炼。因此本课在施行英语教学的过程中，同时重视对学生学习方法和答题技巧的培养，设计练习以进步学生知识运用才能。除以上所说的几种情况之外，七年级个别学生还存在顽劣和懒惰倾向，学习效率也较差。针对这种情况我采取创设情境兴趣教学的形式课上多为学生创设习得语言的环境，尽最大努力吸引学生的注意力以便更有效地激发他们的学习兴趣。另外在分组时不同程度的孩子穿插安排，鼓励英语

3、学习较好的同学主动帮这些学困生积极参与到课堂活动中。本课是第三单元话题三的第三课时，第一课时和第二课时通过康康在家招待客人、议论饮食习惯学习有关饮食习惯的表达及常用的就餐用语，本课时在此根底上继续学习人们在饭店吃饭的就餐用语，是SA与SB的延伸，主要活动是1a和1b。通过两个朋友到餐馆用餐的对话、判断正误等活动，继续学习和稳固就餐时的常用表达，同时训练学生的口语应用才能、听和说的才能。因此老师以餐馆为情境，配以就餐的背景音乐，让学生在project中身临其境感受用餐环境，通过听、说、读、写到达纯熟运用就餐用语的目的。四、教学策略1.本节课根据学生的特点和教学内容的实际，让学生在课前准备食物饮料

4、的画，培养学生的学习兴趣。2.采用录播教室互动白板功能，进步课堂效率，增加课堂容量，进步课堂兴趣性。录制课堂教学后可供学生课后的再学习，实现学习时间的迁移。3.通过竞猜、竞赛、小组合作等多种形式，进步学生的学习兴趣、学习主动性和积极性。五、教学目的1. Knowledge aims能在情景对话及其他课堂活动中就“在饭店点餐、“用餐与效劳员对话、以及“用餐时表达建议的用法进展交流，如：1Would you like to have dinner with me?Yes, Id like to.2What would you like to eat?Let me see.3Why not have

5、 some fish and eggs?Good idea!4Help yourself to some fish.Thanks.5 Here you are.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、表达建议等话题进展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。3. Emotional aims在学习过程中，创设真实的情景，并采用小组对话、小表演等灵敏多样的授课方式，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；通过所设计的课堂活动，让学生主动参与，在合作探究中学会学习和交际；鼓励学生积极大胆，敢于模拟，培养

6、学生学好英语的信心；使学生乐于接触并理解中西方餐饮习惯的差异，同时养成安康的饮食习惯。六、教学重难点1.教学重点：1学生能在情景对话中，纯熟运用点餐、就餐及表达建议的表达法；2通过创设情境、小组竞争等多种方法和手段，调动学生学习积极性，培养学生学习兴趣；3通过活动让学生乐于理解中西方餐饮用语的不同。2.教学难点：1需要纯熟掌握录播教室互动白板的应用技术；2积极调动班级的课堂气氛，进步他们的课堂效率。七、教学过程：Step 1 OrganizationT:Good afternoon, class.Ss: Good afternoon, Miss Zhou.T: Sit down, please

7、.Ss: Thank you.Step 2 RevisionT: Its time for your duty report.Group 2, 3, 4& 5Step 3 Warming-upT: Before new lesson, lets enjoy a song: We are a family!T: I have a big and happy family.T: What does my father have for breakfast? Can you guess?Ss: He hasT: Very good./Sorry. Another volunteer? Ss:

8、 T: What does my mother have for lunch? Can you guess?Ss: She hasT: Very good./Sorry. Another volunteer?Ss: T: What do I have for dinner? Can you guess?Ss: You haveT: Very good./Sorry. Another volunteer? Ss: Step 4 Lead-inT: This is my familys eating habits. What about yours? What do you usually hav

9、e for breakfast?Ss: I usually have.for breakfast. T: What about lunch?Ss: I usually have.for lunch.T: And dinner?Ss: T: Do you often eat jiaozi for dinner?Ss: Yes.T: Would you like to eat some jiaozi for dinner?Ss: Yes, Id like to. I like it very much.T: Would you like to eat out this evening?“Eat o

10、ut means you dont eat at home, you go to a friends home to have dinner or you go to a restaurant to have dinner.Ss: Yes, Id like to.T: What would you like to eat?Ss: Rice and chicken.T: Why not eat some jiaozi?Ss: Good idea.T: This is my home. Welcome to my home! Help yourself to some apples. Here y

11、ou are.Ss: Thank youStep 5 Section C1a &1bT: Two men eat out. Lets listen to 1a and finish 1b, and mark T or F.Check the answerT: Lets watch the flash of la and repeat.T: Practice in groups. Ill give you 3 minutes.T: Act it out. Ask 2 groups to act it out.T: Key points for today. Please take not

12、es.这个工作可让学生分组负责搜集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探究、环保等多方面。如此下去,除假期外,一年便可以积累40多那么材料。假如学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?T: Lets do some exercises.Step 6 ProjectT: Work in groups. Make up a new conversation about ordering and having mea

13、ls in the restaurant or at a friends home, using the expressions in this topic.These expressions may help you:Would you like lo.?May I help you?/Can I help you?What would you like to eat?Why not？Would you like something to drink?Help yourself/yourselves toT: Practice for 10 minutes.T: OK, time is up

14、. Would you like to act it out?Ss act it out.Group 1,7,9Step 7 SummaryT: Today we learn some useful expressions about ordering and having meals in the restaurant.T: Lets read together.Step 8 PraiseT: Which group is the winner? Congratulations!Step9 Homework1. Workbook SectionC.2. Recite Section C1a.

15、3. Preview Section D.九、板书设计Unit 3 Topic 3 SectionC1.Would you like to have dinner with me?Yes, Id love to.2.What would you like to eat?Let me see.3.Why not have some fish and eggs?一般说来，“老师概念之形成经历了非常漫长的历史。杨士勋唐初学者，四门博士?春秋谷梁传疏?曰：“师者教人以不及，故谓师为师资也。这儿的“师资，其实就是先秦而后历代对老师的别称之一。?韩非子?也有云：“今有不才之子师长教之弗为变其“师长当然也指老师。这儿的“师资和“师长可称为“老师概念的雏形，但仍说不上是名副其实的“老师，因为“老师必需要有明确的传授知识的对象和本身明确的职责。Good idea!4.Here you are.其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记之后会“活用。不记住那些根底知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正进步学生的写作程度,单靠分析文章的写作技巧是远远不够的,必须从根底知识抓起,每天挤一点时间让学生“死记名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成