2019-2020年七年級(jí)英語(yǔ)上冊(cè) Module 8 Different habits教案 外研版.doc

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2019-2020年七年級(jí)英語(yǔ)上冊(cè) Module 8 Different habits教案 外研版 I. Teaching objectives 模塊教學(xué)目標(biāo) 技 能 目 標(biāo) 聽(tīng) Listen and find out what people usually do on their birthdays 說(shuō) Describing what people do on their birthday 讀 Read and match people and presents. 寫(xiě) Write a description of your partner, using punctuation: apostrophes 語(yǔ) 言 目 標(biāo) 功能句式 Talking about what you give on one’s birthday: We usually send him a birthday card. Let’s send him a birthday card. And we often make a cake for his birthday. And what about a birthday present? Let’s give him a puter game. Let’s give him a CD. Let’s have a birthday party. Adverbs of frequency: I always listen to music. She usually wears silk shirts. We often make a cake for his birthday. He never plays puter games. 詞匯 1. 重點(diǎn)詞匯 different, habit, always, card, present, usually, often, never, get, OK, ticket, pair, trainer, jeans, T-shirt, concert, box, silk, shirt, magazine, novel, CD, choose, lot, clothes, singer, on, its, think 2. 短語(yǔ) a pair of, lots of, a lot of, on television, think of 重點(diǎn)句子 1. Tom always likes birthday parties. 2. Let’s go to a football match on Saturday. 3. That’s a good idea. 4. Do you often watch TV? Yes, I do. / No, I don’t. 5. They always open their presents at once. 語(yǔ)法 Present simple he, she, it. Adverbs of frequency. Possessive adjectives II. Teaching materials analyzing教材分析 模塊8以Different habits為話題，圍繞如何為他人挑選生日禮物展開(kāi)聽(tīng)、說(shuō)、讀、寫(xiě)的語(yǔ)言實(shí)踐活動(dòng)，通過(guò)3個(gè)單元的學(xué)與練，旨在讓學(xué)生通過(guò)這一學(xué)習(xí)與體驗(yàn)的過(guò)程，引導(dǎo)學(xué)生樂(lè)于交友，培養(yǎng)健康向上的品格。同時(shí)能夠就生日禮物的選擇進(jìn)行提問(wèn)與回答，能夠熟練使用頻度副詞。 Unit 1要求學(xué)生通過(guò)聽(tīng)、讀、說(shuō)的練習(xí)，學(xué)會(huì)談?wù)摓樯账龅臏?zhǔn)備活動(dòng)。 Vocabulary and Listening包括5部分。Part 1要求學(xué)生根據(jù)圖片找出與之相對(duì)應(yīng)的單詞，通過(guò)這一部分的練習(xí)，使學(xué)生在復(fù)習(xí)已有知識(shí)的基礎(chǔ)上，學(xué)習(xí)本單元出現(xiàn)的語(yǔ)言知識(shí)，為相關(guān)語(yǔ)言技能的訓(xùn)練奠定基礎(chǔ)；Part 2 要求學(xué)生根據(jù)一段聽(tīng)力材料，初步了解頻度副詞的使用；Part 3要求學(xué)生倆倆對(duì)話，說(shuō)說(shuō)自己在生日那天的具體活動(dòng)，并且要求使用頻度副詞；Part 4要求學(xué)生通過(guò)聽(tīng)力練習(xí)，正確捕捉和判斷聽(tīng)力材料中的信息，同時(shí)也為“談?wù)撨x擇生日禮物”作好準(zhǔn)備。Part 5要求學(xué)生在上一個(gè)活動(dòng)的基礎(chǔ)上，選擇符合對(duì)話內(nèi)容的信息。 Pronunciation and speaking 包括4部分。Part 6 幫助學(xué)生掌握輔音[h]，[r]的發(fā)音規(guī)律；Part 7 訓(xùn)練學(xué)生使用正確的語(yǔ)音；Part 8 要求學(xué)生大聲讀單詞，掌握動(dòng)詞第三人稱(chēng)單數(shù)的正確讀音；Part 9 要求學(xué)生以小組對(duì)話的形式，來(lái)檢驗(yàn)活動(dòng)2的答案，將上述所學(xué)運(yùn)用到實(shí)際交往活動(dòng)。 Unit 2 圍繞“選擇生日禮物”展開(kāi)，包括介紹不同人物的不同愛(ài)好。 Vocabulary and reading 包括3部分。Part 1要求學(xué)生通過(guò)圖片選擇自己的生日禮物，借以激活學(xué)生已有的相關(guān)知識(shí)儲(chǔ)備，并熟悉本單元基本的語(yǔ)言知識(shí)；Part 2要求學(xué)生閱讀短文，選出對(duì)應(yīng)的生日禮物；Part 3要求學(xué)生根據(jù)短文內(nèi)容完成句子，借以考查學(xué)生的理解能力。Writing and speaking包括3部分。Part 4對(duì)學(xué)生在寫(xiě)作時(shí)正確使用名詞所有格符號(hào)（’）提出了要求；Part 5要求學(xué)生列舉自己喜歡的事情和所做的事情，為下一個(gè)環(huán)節(jié)中的對(duì)話作準(zhǔn)備。 Unit 3 是一個(gè)復(fù)習(xí)單元，對(duì)學(xué)生在前兩單元中業(yè)已掌握的知識(shí)技能進(jìn)行總結(jié)與綜合性的練習(xí)。 Language practice包含5部分。Part 1要求學(xué)生運(yùn)用前面所學(xué)知識(shí)倆倆進(jìn)行對(duì)話練習(xí)；Part 2要求學(xué)生把括號(hào)中的詞語(yǔ)填寫(xiě)在句中的正確位置，進(jìn)一步掌握頻度副詞的正確使用；Part 3要求學(xué)生把上下兩欄的詞語(yǔ)搭配起來(lái)，借以掌握形容詞性物主代詞和人稱(chēng)代詞的賓格形式；Part 4要求學(xué)生用恰當(dāng)?shù)脑~語(yǔ)完成句子，進(jìn)一步掌握形容詞性物主代詞的正確使用。Part 5讓學(xué)生寫(xiě)出與所給詞相匹配的詞語(yǔ)，以考查學(xué)生對(duì)本模塊中出現(xiàn)的詞匯的掌握。 Around the world 介紹了在英美兩國(guó)人們對(duì)生日禮物的選擇和習(xí)慣。 Module task分兩部分。Part 6要求學(xué)生能夠簡(jiǎn)單描寫(xiě)家人或朋友的喜好，并為其挑選生日禮物。Part 7要求學(xué)生把上一個(gè)活動(dòng)中的描述文出示給同伴看，進(jìn)行倆倆對(duì)話，來(lái)選擇生日禮物。 III. Class types and periods 課型設(shè)計(jì)與課時(shí)分配 Period 1 Listening and reading Period 2 Integrating skills (I) Period 3 Reading and speaking Period 4 Reading and writing Period 5 Integrating skills (II) IV. Teaching plans for each period分課時(shí)教案 Period 1 Listening and speaking Language goals 語(yǔ)言目標(biāo) Key vocabulary 重點(diǎn)詞匯 different, habit, always, card, present, usually, often, never, get Ability goals 能力目標(biāo) Enable students to talk about the activities on the birthdays. Teaching methods 教學(xué)方法 Listening and speaking. Teaching aids 教具準(zhǔn)備 A tape recorder and some pictures. Teaching procedures and ways 教學(xué)過(guò)程與方式 Step I Lead-in Before class, prepare a birthday cake, candles and presents for someone whose birthday is on the day. Sing “Happy birthday” when the class begins. T: Today is …’s birthday. Happy birthday to you! Here’s a present for you. Then, ask students to sing the song together. Show the following pictures. Talk about the pictures. T: Now look at these pictures. What are they? S: Birthday cake, birthday card, birthday party and birthday present. T: What do you usually do on your birthday? S: We have birthday party. S: We share birthday cake. S: We send birthday cards. .. Then ask students to do activity 1 on page 48. T: Well done! Let’s look at activity 1 on page 48. I will read through the words in the box. And you have to repeat after me chorally and individually. Then ask some students to read in class. T: Now look at the picture. It’s about a birthday party. There is a cake, a card, some presents and some students. Can you match the words with the picture? Give students one or two minutes to do it. Then call back the answers as plete sentences in a whole- class setting Step II Presentation Ask students to look at the box. T: Look at the box. There are four words here. They are adverbs of frequency. When we want to say how often something happens, it is mon to use frequency adverbs. It is possible to use them when referring to the past, present or future: We often went camping when we were children. I usually go to the gym at lunchtime. I will always love you. The following list shows the most mon adverbs of frequency, with the one that refers to things that happen most often at the top, and least often at the bottom: Always Usually Often Sometimes Never Show the following and ask students to read these sentences repeatedly. I always brush my teeth before I go to bed. (=every night) I usually have toast for breakfast. (=happens most days) I frequently watch the news before dinner. (=its mon) I often go to the park with my dog. (=many times) I sometimes see him down at the shops. (=at particular occasions but not all the time) I occasionally visit the capital. (=not happening often or regularly) I rarely smoke cigars. (=it is not mon) I seldom have a chance to go to the theatre. (=almost never) I hardly ever travel abroad. (=almost never) I never work on the weekend. (=not at any time or not on any occasion) If necessary, explain the above in Chinese. Show the following form on the blackboard. David Tony Daming Bruce Monday √ √ √ Tuesday √ √ √ Wednesday √ √ √ Thursday √ √ Friday √ √ Saturday √ √ Sunday √ √ always usually often never Then show the following sentences on the blackboard. David listens to music every day. He always listens to music t. Tony listens to music on 6 days of the week. He usually listens to music. Daming listens to music on 4 days of the week. He often listens to music. Bruce doesn’t listen to music on any day of the week. He never listens to music. T: So you can see: always > usually > often > never. Clear? S: Yes. Step IV Listening and speaking Ask students to pay attention to the symbols in the form. Make sure they understand them. T: Now listen to the recording and check what people usually do on their birthdays. After listening, write the answers in the form with the symbols. Play the recording. After they finish, check their answers with the whole class. Let the students do activity 3 on page 48. T: Everyone has a birthday. But different people have different activities on their birthday. What do you always / usually / often / never do on your birthday? Now work in pairs, but you have to use adverbs of frequency. As students work, move around the class and listen in. Then ask some pairs to act out their dialogues in class. Sample dialogue: A: What do you always do on your birthday? B: I always eat a big birthday cake. A: What do you usually do on your birthday? B: I usually have a party. A: What do you often do on your birthday? B: I often go to a film. A: What do you never do on your birthday? B: I never make a birthday cake. Step V Homework Ask students to remember the words listed and plete Exercises 2, 6 in the workbook. Period 2 Integrating skill (I) Language goals 語(yǔ)言目標(biāo) 1. Key vocabulary 重點(diǎn)詞匯和短語(yǔ) OK 2. Key structures 重點(diǎn)句式 Let’s … What about…? That’s a good idea. Ability goals 能力目標(biāo) Enable students to talk about activities on one’s birthday. Teaching methods 教學(xué)方法 Reading, listening and talking. Teaching aids 教具準(zhǔn)備 A tape recorder. Teaching procedures and ways 教學(xué)過(guò)程與方式 Step I Revision Talk about the activities on one’s birthday. T: Birthday is the date on which you were born. What do you always do on your birthday? S: I always have a big birthday cake. T: What do you never do on your birthday? S: I never have a birthday party. … T: Now work in pairs and make your own conversations like this. Then ask some pairs to present their dialogues in front. Step II Listening and reading Ask students to listen to the passage in activity 4. Show the following questions on the blackboard. 1. Whose birthday is it on Saturday? 2. Do they want to have a birthday party? T: Now you are going to hear a passage. It is between Daming and Lingling. Listen and find out the answers to the questions above. Play the tape and have them listen. Then ask students to answer. T: Now tell me whose birthday it is on Saturday? S: It’s Tony’s birthday. T: And do they want to have a birthday party? S: Yes, they do. T: Well done. Now listen again, but this time you have to repeat the dialogue after the tape. Play the tape again and pause after each sentence. Ask students to read the dialogue. T: I will play the recording again and pause after each phrase. You have to repeat chorally and individually. Play the recording twice. Ask students to read the dialogue, and then work in pairs and practise the dialogue. Then ask them to check the true sentences in activity 5. Check the answers with the whole class. Step III Pronunciation Ask students to pronounce two consonants /h/ and /r/ correctly. T: Well, everybody, would you like to play a game? S: Yes! T: OK! Now, look at this: Show students the following words: 1. he, him, his, have, who, whose 2. read, right, run, write, wrong T: Listen carefully! I only say that once! Work in groups, read and find out the same pronunciation in each group. Let’s see which group finishes that quickly and correctly. Then divide the class into 6 groups. Give them enough time to do that. While asking students to read the pronunciations they have found, try to correct the improper pronunciations and encourage the right ones. Play the tape recorder; pause where necessary to help students pronounce properly. Step IV Listening and presentation Ask students to look at the words in activities 6 & 7. Elicit the third person singular of the present simple tense. Show the following. 例詞 1. 一般情況下，直接加-s like—likes, drink—drinks, love—loves 2. 以s, x, ch, sh, o結(jié)尾的，加-es watch—watches, wash—washes, do—does 3. 以“輔音字母+y”結(jié)尾的，變y為i, 再加-es play—plays 4. 以“元音字母+y”結(jié)尾的，直接加-s fly—flies, study—studies Ask students to do activity 7 on page 49. T: Now let’s go on with activity 7. Listen and repeat, please. And you have to pay attention to the right pronunciation of the ending “-s” or “-es”. Play the tape. Then ask some students to read them. Then go on with activity 8. Show the following form. “-s”或 “-es”的發(fā)音規(guī)律 例詞 1. 在清輔音之后，發(fā) / s / likes, makes, drinks 2. 在濁輔音之后，發(fā)/ z / listens, loves 3. 在元音之后，發(fā)/ z / plays, does, goes 4. 在 / t / 之后，與/ t /一起發(fā)/ ts / eats, gets, 5. 在 / d / 之后，與 / d / 一起發(fā) /dz/ finds, reads 6. 在/s/, /z/, /t∫/, /∫/之后發(fā)/iz/ watches, washes, finishes Ask students to read all the words several times. Then go on with activity 9. Call back a few examples from some pairs in a whole-class setting. Step V Homework Ask students to plete Exercises 1 and 11 in the workbook. Period 3 Reading and speaking Language goals 語(yǔ)言目標(biāo) Key vocabulary 重點(diǎn)詞匯 ticket, pair, a pair of, trainer, jeans, T-shirt, concert, box, silk, shirt, magazine, novel, CD, choose Ability goals 能力目標(biāo) Enable students to talk about birthday presents. Teaching methods 教學(xué)方法 Pair work and speaking. Teaching aids 教具準(zhǔn)備 A tape recorder and some pictures of presents. Teaching procedures and ways 教學(xué)過(guò)程與方式 Step I Homework checking and revision. Ask students to change the personal pronouns “I”, “my” into “Tom” and “his” in the passage. I like my bedroom because I like sleeping. I have a TV set in my bedroom. I like watching TV, lying (躺) in bed. I also like the dinning room, because I like eating. I have a big dining room in my family. I have a round table and four chairs in it. I and my family often have meals and drink tea in the dining room. I like cooking. I can cook nice dishes. But I don’t like washing dishes. Who else does it? Check the answers by asking some students to read their work. Sample answers: Tom likes his bedroom because he likes sleeping. He has a TV set in his bedroom. He likes watching TV, lying (躺) in bed. He also likes the dinning room, because he likes eating. He has a big dining room in his family. He has a round table and four chairs in it. He and his family often have meals and drink tea in the dining room. He likes cooking. He can cook nice dishes. But he doesn’t like washing dishes. Who else does it? Step II Lead-in Get students to learn some new words about birthday presents. T: Boys and girls, tomorrow is my friend, Jane’s birthday. But I don’t know what I should give her as a birthday present. Can you help me? S: A birthday card. S: A birthday cake. S: A puter game. S: A CD. S: A book. S: Some flowers. … T: Thank you! But there are many new things for us to choose as birthday presents. Do you want to know them? Teach new words about birthday presents as follows. Find a student who wears a T-shirt. T: Do you know what he wears today? S: A T-shirt. / I don’t know. T: Yes, it’s a T-shirt. Write T-shirt on the blackboard and have students repeat. The same way goes with a pair of jeans, a pair of trousers, a silk shirt. Take out a novel prepared before class. T: It’s a novel. It’s written by Ba Jin. Do you know what “novel” mean in Chinese? S:小說(shuō). T: Yes. The same way goes with magazine. T: My daughter likes to listen to music, so, what does he often go to buy? S: CDs. T: Yes, that’s it. Tomorrow is Sunday. I want to go to the cinema. I have to buy a…? S: Cinema ticket. Help students answer. The same way goes with a concert ticket. Step III Matching and speaking Ask students to do the match work. T: Now listen to the words in the box and repeat after the tape. Play the tape twice. Then ask students to read the words by themselves. After this, ask them to match the words with the pictures. Check the answers several minutes later. Speaking Ask the students to decide which one or two presents they would like best. T: There are so many presents for us to choose. If tomorrow is your best friend’s birthday, what would you give him or her as a present? Work in pairs and talk about birthday presents. Move around the class, and listen in. Then ask some pairs to present their dialogue in class. Sample dialogue 1: A: Tomorrow is Tim’s birthday. What would you like to send him? B: A CD. A: Why? B: He likes to listen to music. Sample dialogue 2: A: It’s Tony’s birthday. I want to send him a card. B: Yes. He likes cards. Sample dialogue 3: A: What do you often do for Lily’s birthday? B: I often give her a cinema ticket. A: Anything else? A: A football ticket. She likes to watch a football game. Step IV Scanning and Skimming Ask students to scan the passage. T: Scan the passage quickly and then do the match work. Show the following. 1. Daming’s uncle A. watch the football on television 2. Tony’s sister B. wear trainers 3. Lingling’s father C. read books 4. Betty’s aunt and uncle D. wear silk shirts 5. Daming’s mother E. play the piano Then check the answers with the students. Sample answers: 1—C 2—E 3—A 4—B 5—D Step V Homework Ask students to finish Activities 7, 8 & 9 in the workbook. Period 4 Reading and writing Language goals 語(yǔ)言目標(biāo) Key vocabulary 重點(diǎn)詞匯和短語(yǔ) lot, lots of, a lot of, clothes, singer, on, on television, its Ability goals 能力目標(biāo) Enable students to learn to use apostrophe “’”. Teaching methods 教學(xué)方法 Reading and writing. Teaching aids 教具準(zhǔn)備 A tape recorder. Teaching procedures and ways 教學(xué)過(guò)程與方式 Step I Revision Check homework and do some revision. T: How about your homework? Finished? Now, let’s check the answers together. Show students the answers and check together. Or have a dictation of the words they have learned during last period. T: Well done! Now, guess, what are we going to talk about today? S: Birthday presents! T: You are clever! What would you give your friend as a birthday present? S: A CD. He likes to listen to music. S: A novel. He likes reading books. S: A football ticket. He likes watching a football match. S: A cake. She likes cakes very much. … Step II Listening and reading Ask students to listen to the passage and answer the following questions. Show the following: 1. Who doesn’t like football? 2. Who usually wears silk shirts? 3. Who never goes to a football match? 4. Whose favourite clothes are jeans and T-shirts? Then check the answers with the whole class. T: Now tell me the answer to the first question. S: Daming’s uncle. T: And the second? S: Daming’s mother. T: And the answer to the third? S: Lingling’s father. T: And the last? S: Betty’s aunt. Then ask students to read the passage. T: As we all know, different people like different birthday presents. Read the passage and answer my questions. Move around the class, offering help if they need. After reading. T: What does Daming’s uncle like? S: He likes books, magazines and films. T: What doesn’t he like? S: He doesn’t like football. T: What about Daming’s mother? S: She likes candy, and she likes to wear silk shirt. T: What doesn’t she like? S: She doesn’t like films, table tennis or basketball. T: What does she never wear? S: Jeans or trainers. Ask questions about the other people in the passage. More chance should be given to more students. Ask students to do activity 3 on page 51. Call back the answers from the whole class. Step III Speaking Ask students to work in pairs and practice asking and answering questions about the people and their presents according to the passage. Move around and listen in as students work. Then ask some pairs to act out their dialogues. Sample dialogue 1: A: What does Tony’s sister like? B: She likes music. A: What does she often buy? B: She often buys CDs by her favourite singers. Sample dialogue 2: A: What does Lingling’s father like to do? B: He likes to watch the football on TV on Saturday and Sunday. A: Does he goes to a football match? B: No, never. A: Which team does he like best? B: Manchester United. Sample dialogue 3: A: Where do Betty’s aunt and uncle live? B: They live in the USA. A: What are their favourite clothes? B: Jeans and T-shirts. A: Do they go to the cinema? B: Yes, they do. Step IV Writing Teach students how to use these sentences with ’ (apostrophe) Write the following on the blackboard. 1. isn’t=is not, can’t = can not 2. the student’s book / the students’ books. Explain to students when apostrophes are used in English: T: When a letter is left out, we use apostrophe, just like number 1, and for possessive, just like number 2. Ask them to do activity 4 on page 51 individually. Then check the answers with the whole class. After they finish, ask students to exchange with their partner. T: Now work in pairs and talk about things you like and do. Give students enough time to do it. Then ask some pairs to act out their dialogues in class. Ask them to write a description of their partner. Sample writing 1: My partner’s name is Wu Dong. He likes football very much. He usually plays football in the afternoon every day. He likes music. He often buys CDs by his favourite singers. He likes candy. He often eats a bar of chocolate. Sample writing 2: My p