登录  
 加关注
查看详情
   显示下一条  |  关闭
温馨提示!由于新浪微博认证机制调整,您的新浪微博帐号绑定已过期,请重新绑定!立即重新绑定新浪微博》  |  关闭

DiaoRendongda的博客

用积极心态去面对生活。

 
 
 

日志

 
 

7AUnit4教案2  

2010-02-11 17:58:44|  分类: 默认分类 |  标签: |举报 |字号 订阅

  下载LOFTER 我的照片书  |

 

第六课时

【课题】 Grammar (2)

【教学目标】

To recognize and use countable and uncountable nouns.

To master the rules of forming the plural forms of countable nouns.

To recognize and use the indefinite articles to talk about things that are countable.

To master how to show the amounts of uncountable nouns: a … of + UC.

To learn ‘There be’ structure.

【教学重点】To recognize and use countable and uncountable nouns.

To recognize and use the indefinite articles to talk about things that are countable.

To learn ‘There be’ structure.

 

【教学难点】To master the rules of forming the plural forms of countable nouns.

To master how to show the amounts of uncountable nouns: a … of + UC.

To learn  how to use There be’ structure.

 

【教学过程】

Step 1: Revision

Show a picture of different kinds of foods to the students.

Ask them “What can you see on the table?” Students say the names of foods on the table and put them into five groups.

Step 2: Presentation

Teacher points at an apple, ask “What’s this?” S: It’s an apple. T: How many apples are there? S: There are three apples.

Present tomato-tomatoes, strawberry-strawberries in the same way.

Present countable nouns ( What does a countable noun refer to? How to use ‘a’/‘an’? How to form the plural forms of countable nouns? ) Ask students to look at Part B on Page 61.

Teacher points at a bowl of rice, ask “What’s this?” S: It’s rice. T: How many bowls of rice are there? S: There is a bowl of rice.

Present uncountable nouns ( What does an uncountable noun refer to? How to show the amounts of uncountable nouns: a … of + UC e.g. a packet of salt-two packets of salt)

Step 3: Practice

Complete the dialogue ‘At the supermarket’ on Page 62, put the things they are going to buy into the correct categories( singular countable nouns/plural countable nouns/uncountable nouns),then act it out.

Answers: 1-chicken, 2-bag, 3-rice, 4-a packet of salt, 5-vegetables, 6-carrots, 7-potatoes, 8-lemons, 9-apple, 10-Coke, 11-cartons of milk.

         Countable nouns (singular): apple

         Countable nouns (plural): vegetables, carrots, potatoes, lemons

         Uncountable nouns: chicken, rice, salt, Coke, milk

Step 4: Game

·Write this sentence on the blackboard: ‘I am going to the supermarket to buy …’. Start the game by adding an item at the end of the sentence. e.g. I am going to the supermarket to buy some bread. Ask the next student to repeat your sentence, and add another item, e.g. I am going to the supermarket to buy some bread and some eggs. Go round the class, asking each student to add another item to the list. The game ends when a student cannot remember all the items.

·Bring to class 10-15 food items that were already introduced in the unit. Place them on your desk for everyone to see. Ask students to look at the items carefully for one minute, then cover the items with a cloth or a large piece of paper. Ask students to write down as many items as they can remember with the correct article ‘a’ or ‘an’.

Step 5: Presentation

Use the picture in Step 1 again         

Ask: How many watermelons are there?

     Is there an orange on the table?

     Is there any/much Coke on the table?

     Are there any/many bananas on the table?

 Answer: There is a watermelon.

         No, there isn’t. There isn’t an orange.

         Yes, there is. There is some Coke.

         No, there aren’t. There aren’t many bananas. There are some.

Present ‘there is’/ ‘there are’

Step 6: Practice

Complete the dialogue ‘Talking about food’ on Page 63, then act it out in pairs.

Answers: 1-Is there, 2-there is, 3-There is, 4-there isn’t, 5-Is there, 6-there is, 7-There are, 8-There is, 9-Is there, 10-there is, 11-There are, 12-Is there, 13-there isn’t.

Step 7: Extension activity

Ask students to make dialogues about their school/classroom/stationery/drinks by using ‘there is’/ ‘there are’.

e.g.  A: Is/Are there … in your classroom?

B: Yes, there is. / No, there isn’t.

        Yes, there are. / No, there aren’t.

A: How many … are there in your classroom?

B: There is/are … in my classroom.

Step 8: Summary

T: In this period, we have learned how to use countable and uncountable nouns, and ‘there be’ structure.

Step 9: Consolidation exercise

写出下列名词的复数形式

1. book    2. story    3. glass    4. wish    5. box  

6. piano   7. radio    8. shelf    9. watch   10. mango

Answers: 1. books    2. stories    3. glasses    4. wishes    5. boxes

         6. pianos   7. radios     8. shelves    9. watches   10. mangoes

Step 10: Homework

Oral work: Revise this period

Written work: Teachers can assign this part according to their own conditions.

第七课时

【课题】Integrated Skills (Part A)

【教学目标】

To listen for specific information

To select information from a questionnaire and listen in order to complete a report on another student’s lifestyle.

【教学重点】To select information from a questionnaire and listen in order to complete a report on another student’s lifestyle.

【教学难点】To learn how to have listening skills.

【教学过程】

Step 1:

 Arouse students’ interest in different lifestyles, food and health issues. Talk about the importance of doing exercise, sleeping and eating fruit and vegetables. Elicit information about your students’ lifestyles.

How much TV do they watch?

How much time do they spend playing computer games?

How many snacks do they eat every day?

Complete the ‘Lifestyle’ questionnaire about themselves. Ask some students to report their own lifestyles.

Step 2:

Play the recording. Ask students to listen for specific information about Hu Wen’s lifestyle and tick the correct boxes. Then check answers as a class activity.

Answers: 1-c  2-c  3-c  4-b  5-c  6-c

Step 3:

Ask students to enter Hu Wen’s score and their own score in the table in Part A3. Students analyze the health scores for Hu Wen and themselves. Read out three categories. Ask students to put up their hands for each category. Count the number of students in each category to see how healthy or unhealthy the class is.

Write a class profile on the blackboard with the number of students for each category. Students could put up this information for class display.

Step 4:

Work in pairs, ask each other the questions in Part A4. Then work out partners’ health score. And write a report on him/her (Part A5).

Step 5:

Ask students to give some suggestions to their partners according to their health reports. Tell them how to be healthier.

Step 6:

 T: In this period, we’ve known more about our own health information and our partners’ by completing a ‘Lifestyle’ questionnaire. And we’ve talked about how to be healthier.

Step 7:

补全对话

Sandy: ________ _________ do you exercise?

Tommy: Less than twice a week.

Sandy: ________ _________ do you eat fruit and vegetables?

Tommy: Very often.

Sandy: ________ _________ do you do your homework?

Tommy: Less than two hours.

Sandy: ________ _________ TV do you watch every day?

Tommy: More than an hour.

Answers: How often,   How often,  How long,  How much

Step 8: Homework

Oral work: Go on with the questionnaire, do it with your families.

Written work: Teachers can assign this part according to their own conditions.

 

第八课时

【课题】 Integrated Skills (Part B) & Pronunciation

【教学目标】To talk about food and diet.

To ask and answer questions about likes and dislikes.

To introduce and consolidate common intonation patterns with ‘Wh-’ questions.

【教学重点  To talk about food and diet.

To ask and answer questions about likes and dislikes.

To introduce and consolidate common intonation patterns with ‘Wh-’ questions

【教学难点】To learn how to talk about food and diet. and consolidate common intonation                patterns with ‘Wh-’ questions

【教学过程】

Step 1: Presentation

T: In the last period, we talked about our lifestyles and we have known how healthy we are. Have you changed your lifestyles yet? I have begun to change my lifestyle. I love Coke but I don’t drink it any more. I dislike vegetables but I eat them often now. I do more exercise now instead of lying on the couch after dinner. And I feel much better now. Teachers can ask students to say something about their own changes on their lifestyles.

Step 2: Listen and answer

What’s Ricky’s new diet?

What about Meiling’s?

What’s their favourite fruit?

What exercise do they do now?

Step 3: Listen and repeat

Ask students to repeat the dialogue sentence by sentence.

Step 4: Explain and read

Explain some language points, e.g. not … any more, lie on the couch, candy-candies, much better, good luck with sth. Then ask students to read the dialogue together.

Step 5: Make up a conversation

Ask students to talk about their new diets and lifestyles.

Sample conversation:

A: Hi, Andy. Do you like your new diet?

B: It’s OK. I love chocolate but I don’t eat it any more.

A: I like eating hamburgers but I don’t eat them now.

B: Do you feel better?

A: Yes. I eat lots of fruit now. I feel healthier.

B: What is your favourite fruit?

A: Apples.

B: Me too.

A: Good luck with your new diet and lifestyle.

B: Thanks, May.

Step 6: Extension activity

Students are generally interested in the topics of calories and vitamins. On Page 67 is a calorie and vitamin chart listing some common food items. Set up an activity to encourage students to talk about their own and their classmates’ diets.

Pronunciation

Step 7: Presentation

Explain that we drop our voice at the end of a ‘Wh-’ question to indicate that we have finished speaking. Normally we drop our voice on the last stressed word.

Ask students to read the following sentences:

What is your favourite fruit?

Who often eats chocolate?

When do you get up every day?

How often do you play football?…

Step 8: Listen and repeat

Ask students to listen to the questions on the recording. Then repeat each question. Ask more able students to write an answer to each question.

Step 9: Practice

Dictate the following sentences:

How many apples do you eat every day?

How often do you go swimming?

How often do you go to restaurants?

When do you chat on ICQ?

What is your favourite food?

What are you going to eat?

Why do you eat hamburgers every day?

Why do you eat so many snacks?

Who eats fruit every day?

Who often eats vegetables?

Ask students to practice saying the questions in pairs.

Ask students to place the downward arrow on the last word of each question. Students then read out the questions loud to practice intonation.

Ask students to write suitable answers for each question. Monitor students’ intonation by walking around the classroom and listening to their questions. Ask some pairs to come to the front of the classroom and present the conversation.

Step 10: Summary

T: In this period, we talked about our new diets and lifestyles. Then we learned how to read ‘Wh-’ questions.

Step 11: Consolidation exercise

用正确的语调朗读下列句子

1.  How old are you?

2.  Is he cleaning the classroom now?

3.  Where did you find the cat?

4.  How nice the picture is!

5.  Are you hungry?

6.  Why do you want to be a doctor?

7.  Does Simon like playing football or basketball?

8.  What a good idea it is!

9.  Don’t be late for class again next time.

10. Do you like your new diet?

Step 12: Homework

Oral work: Practice saying ‘Wh-’ questions

Written work: Teachers can assign this part according to their own conditions.

 

第九课时

【课题】 Main Task

【教学目标】To express factual information about diets and lifestyles in writing.

【教学重点】To express factual information about diets and lifestyles in writing.

【教学难点】To learn how to express factual information about diets and lifestyles

【教学过程】

Step 1: Warm-up activity

Ask students why they eat certain types of food and why they should or should not change their diets. Tell students to look at the calories and vitamins chart in Part A. Help them find out what food is good for our health.

Step 2: Presentation

Ask students what they have for three meals every day. Then help them decide if they have a healthy eating according to the chart in Part A.

We need lots of energy every day. Which meal helps us start the day? (breakfast) What do you have for breakfast?

Which meal gives us energy for the afternoon? (lunch) What do you have for lunch?

What do you have for supper?

Do you drink water every day? (It is good for us.)

Are there any calories in water? (drink it without getting fat)

Step 3: Listen and answer

What sports does Millie often play?

Is she healthy?

What does she have for breakfast/lunch/supper?

Why does she like vegetables?

Step 4: Read and discuss

Ask students to read the article after the tape. Then discuss if Millie has a healthy eating. Why?

Step 5: Explain and read

Explain some language points to students and ask them to read the article again.

Step 6: Writing

Ask students to write articles about ‘Healthy Eating’. Complete the notes in Part C first. Then write the article, using Millie’s article as a model.

After writing, ask some students to read out their articles. Then give them some advice on the use of words, spellings and sentence structures.

Extension activity

Prepare a classroom display of the students’ articles. Ask students to group their articles and give them appropriate titles, e.g.

·Lifestyles and diets

·Sporty and active people in class

·TV watchers and computer game lovers

·Quiet people, etc.

Step 7: Summary

T: In this period, we learned how to write an article about our own lifestyles and diets. By reading the chart in Part A, we have known what is healthy food. We can change our diets according to it.

Step 8: Consolidation exercise

Translation

1.他经常不吃早饭就来上学。

2.吃太多的甜食对你没好处。

3.每天读英语对学好英语是有帮助的。

Answers: 1. He often goes to school without having breakfast.

         2. Eating too much sweet snacks is not good for you.

         3. It’s helpful for learning English well to read English every day.

Step 9: Homework

Oral work: Listen, repeat and recite Millie’s article

Written work: Write an article about ‘Healthy Eating’(Students can write their friends or families)

 

第十课时

【课题】 Checkout

【教学目标】·To revise the use of adverbs of frequency and ‘there be’ structure.

To revise key vocabulary using a crossword puzzle.

【教学重点】·To revise the use of adverbs of frequency and ‘there be’ structure.

·To revise key vocabulary using a crossword puzzle.

【教学难点】To learn how to use the words and phrases and Grammars of this unit

【教学过程】

Step 1: Revision

Ask one student to say something about his/her diet, the other students say if his/her diet is healthy. Why?

Step 2: Presentation

T: Amy’s mother wants her to have a healthy diet. Please look at her mother’s list. What food is in the list? Students answer the question by using ‘there be’  structure.

Ask students to look at Amy’s diet chart, ask ‘How often does she eat the food?’ Students answer the question by using adverbs of frequency.

Step 3: Finish off Part A

Ask students to fill in the blanks and check the answers.

Answers: 1-potatoes, 2-There are  seldom, 3-There is  sometimes, 4-Are there any there are  often, 5-There is  always  usually, 6-Is there  there isn’t  often.

Step 4: Summary

Sum up the use of ‘there be’ structure and adverbs of frequency.

Step 5: Consolidation exercise

·用There be的正确形式填空

1._________________ lots of water in the pool.

2. _________________ any people in the room?

3. _________________ no calories in water.

4. _________________ any vegetables in the basket.

Answers: 1. There is  2. Are there  3. There are  4. There aren’t 

·根据你的实际情况,选用下列短语和频率副词造句。

go roller-skating    eat ice-cream    dance after class   eat hamburgers   swim in a swimming pool    play basketball   eat fruit    go to see a film

1. _____________________________________________________.

2. _____________________________________________________.

3. _____________________________________________________.

4. _____________________________________________________.

5. ______________________________________________________.

6. ______________________________________________________.

Step 6: Presentation

Ask students what food they can see in the picture in Part B. Help students revise ‘there be’ structure again. At the same time, help them revise the key vocabulary of this unit.

Step 7: Complete the crossword puzzle

Answers: 1-healthy, 2-hamburger, 3-rice, 4-apples, 5-lemon, 6-water, 7-fish.

Step 8: Summary

Ask students to list the vocabulary about food they have learned and put them into two categories (countable/uncountable nouns)

Step 9: Consolidation exercise

A guessing game

1. I am a kind of fast food. Usually I have some meat or vegetables between two pieces of bread.

2. I am a kind of drink. You need to drink me every day. People can’t live without me.

3. I grow on trees. I can be red or green. Eating me every day can make you healthy, do you know?

Answers: 1. hamburger   2. water   3. apple

Step 10: Homework

Oral work: Revise the main points of this unit

Written work: Teachers can assign this part according to their own conditions.

检测练习

一、根据句意,在空白处填入一个恰当的词。

 1. A clock has one             face and three hands. It can tell us the time.

 2. You should not             eat rice for lunch. You should try other food.

 3. There is too much              in the meal, so I need to drink lots of water.

 4. “               ” means “not very often.”

 5. After a day’s work, my mother feels very                 .

二、根据句意将所给词变为恰当形式。

 1. Some              (woman) are working in that room over there.

 2. I swim               (two) a week.

 3. There are no calories in water, so you can drink it without             (get) fat.

 4.                (eat) good food helps you stay healthy.

 5. This meal gives me energy for               (play) basketball.

 6. You should eat              food. It is good for your               .(health)

 7. Those              need lots of energy             . (dance)

 8. Here is a present for you, with my best               . (wish)

三、单项选择。

(    ) 1.Jack likes bread                cheese on it.

          A. in                            B. for                     C. on                   D. with

(    ) 2. —I write to my parents twice a week. What about you?

          —              .

          A. About two months  B. For a month

          C. Once a month                                       D. Two hours

(    ) 3.—             TV do you watch?

             —For less than two hours a day.

          A. How many                                            B. How much        

          C. How long                                             D. How often

(    ) 4.—How long do you read English every day?

          —              .

          A. More than one hour                              B. Often

          C. Twice a month                                      D. Less two hours

(    ) 5.—Would you like             potato chips?

          —Yes, please.

          A. any                         B. a                        C. a piece of          D. some

(    ) 6.There’s               “n” in “enjoy”.

          A. an                           B. a                        C. the                     D. /

(    ) 7. I want             you a story.

          A. tell                          B. telling                 C. tells                    D. to tell

(    ) 8. She spends half an hour               English in the morning.

          A. read                       B. reading               C. to read               D. reads

(    ) 9. You were ill yesterday. Are you feeling                 today?

          A. good                      B. healthy               C. better                 D. healthier

(    )10. There are some              in the classroom.

          A. peoples                  B. girls students      C. men teachers      D. fruit

四、同义句改写。

 1. She watches two hours of TV every day.

   She watches TV                                   every day.

 2. The little girl no more cries.

      The little girl                                               .

 3. We have an English lesson on Monday, Wednesday and Friday.

    We have English lessons                           a week.

 4. I like Christmas best.

      Christmas is                                        .

五、下列各句画线部分中均有一处错误,请找出并改正。

(    ) 1. How many TV do you watch every day?

              A        B      C      D                                                     

(    ) 2. They have English classes three times one day.

                  A          B       C           D                               

(    ) 3. Tom never is late for school.

                 A      B    C   D                                                               

(    ) 4. Lucy does not like to eat dry breads.

                A             B      C   D                                               

(    ) 5. He says he needs a can of Cokes.

                 A               B   C   D                                                      

六、根据所给汉语完成下列句子。

 1. 你喜欢什么水果?

   What                          ?

 2. Millie和Andy是我们班的尖子生。

      Millie and Andy are                      in our class.

 3. 你根本不健康。

      You                                          .

 4. 每天大量喝水很重要。

      It is important to                             every day.

 5. 他每天睡觉大约两小时。

      He sleeps                            every day.

七、阅读短文,回答问题。

    In England, the favourite food is fish and chips. Sometimes people cook this food at home, but usually they go to a fish and chip shop. They put the food in paper bags, and take it home, or to their workplace. Sometimes they eat it on the road. This “take – away” is very favourite.

    Chinese take – away food is also favourite. There are many “Chinese take – aways” in England, the USA and in Australia, too. They also have fish and chip shops in Australia, but there are not so many in the USA. What’s the favourite food in the USA? I think it is fried (油炸的) chicken.

 1. What’s the favourite food in England?

                                                                                   

 2. Where do they eat take – away food?

                                                                                    

 3. Is Chinese take – away food favourite?

                                                                                   

 4. In which countries are Chinese take – aways favourite?

                                                                                    

 5. What’s the favourite food in USA?

                                                                                   

 

Answers:

一.1. round   2. always   3. salt   4. Seldom   5. tired

二.1. women   2. twice   3. getting   4. Eating   5. playing   6. healthy, health   7. dancers, to dance   8. wishes

三.1-5 D C C A D   6-10 A D B C C

四.1. for two hours   2. doesn’t cry any more   3. three times   4. my favourite festival

五.1. A-How much   2. D-a day   3. A-is never   4. D-bread   5. D-Coke

六.1. fruit do you like   2. top students   3. are not fit at all   4. drink lots of water   5. for about two hours七.1.fish and chips   2. at home, in the workplace or on the road   3. Yes, it is.   4. England, the USA, Australia   5. fried chicken

  评论这张
 
阅读(261)| 评论(0)

历史上的今天

评论

<#--最新日志,群博日志--> <#--推荐日志--> <#--引用记录--> <#--博主推荐--> <#--随机阅读--> <#--首页推荐--> <#--历史上的今天--> <#--被推荐日志--> <#--上一篇,下一篇--> <#-- 热度 --> <#-- 网易新闻广告 --> <#--右边模块结构--> <#--评论模块结构--> <#--引用模块结构--> <#--博主发起的投票-->
 
 
 
 
 
 
 
 
 
 
 
 
 
 

页脚

网易公司版权所有 ©1997-2018