湘教版七年级英语上册Unit3 Getting together333

Unit 3 Getting together
The main activities are 1a, 2 and 4. 本课重点活动是1a， 2和4。

Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
many, friendly, kind, be, hot, delicious
2.（1） Review the Simple Present Tense:
I’m in China now.
I have many new friends here.
What does your father do?
What does he like to drink?
（2） Review how to talk about having meals:
What would you like to have?
I’d like some rice and chicken.
Would you like to have dinner with me?
Yes, I’d love to.
3. Review some useful expressions:
Help yourself to some fish.
Why not have some milk?
Good idea.
Ⅱ. Teaching aids 教具
录音机 / 食物图片 / 照片
Ⅲ. Five finger Teaching Plan 五指教学方案
Step 1 Review 第一步复习（时间：10分钟）
1.（1）(通过快速地呈现美味漂亮的食物图片，对学生进行头脑风暴式的训练，让学生在紧X而愉快的气氛中复习所学过的食品名词。

)
T: Hello! Boys and girls! Do you like beautiful（美丽的） pictures?
Ss: Yes.
（教师举起所有的图片。

）
T: Are they beautiful？
Ss: Yes, they are.
T: Do you want to eat the food?
Ss: Yes, I do.
（复习一般现在时。

）
T: OK. I’ll show you the pictures one by one. Please tell me the names oft he foodquickly. You must answer my questions in three seconds. Do you understand?
Ss: Yes.
T: OK, let’s begin. Are you ready? Go!
（教师迅速抽出一X图片。

）
T: What’s this in English?
Ss: It is fish.
…
（食物单词如下：）
（2）头脑风暴法：给每组各一分钟时间，让他们选代表出来说，看谁在规定时间内说出的食物单词多。

2.（剩余的单词采取必答方式进行复习，每人2个单词，答错1个扣1分。

）
T: Just now, we reviewed the words about food. There are also many other words we must review. This time I’ll say two words in Eng lish or in Chinese. Each of you must say it in Chinese or in English. If you answer it right, you will get one point. On the other hand, you will lose one point. Are you clear?
Ss: Yes.
T: …,拿，拿走。

S1: Take.
T: 菜单。

S1: Order.
…
3.（利用手中现有的食物图谱，开一家餐厅，让学生分别扮演服务员、顾客，表演餐厅点菜，请朋友去吃饭，请他吃…食物，感谢朋友邀请，结账等等。

）
（教师将所有食物图片贴在一个角落，前面放一X桌子，一条凳子，假设是餐馆。

表演者每人得3分，其他人找错误，每一处得1分，这样人人有事做，人人有兴趣。

）T: Now, do you know what I want to do?
Ss: 你要开餐厅。

T: Yes, How clever! I’ll ask one of you to act as a waiter, two or three of you act as cus tomers, then let’s review how to talk about having meals. Such as: What would you like to have/drink?
Would you like to have dinner with me?
…
4.（通过照片，导入本课新词句。

）
（1）（老师手持一X多人合影的照片，向全班同学介绍。

）
T: I have many friends here. Look! These are my friends. They are very friendly. We often have dinner together. We like many kinds of Chinese food. They are delicious. Some are hot. I’m glad to be with them.
（板书划线单词。

）
（2）（师生问答，立即再现生词，帮助学生记忆。

）
T: OK. I have many friends here.
Do you have many friends here?
Ss: Yes, I do.
T: What do you think of them?
Ss: They are very friendly.
T: …
（3）（再将黑板上生词读一遍，加深记忆。

）
T: Read the new words on the blackboard again.
Step 2 Presentation 第二步呈现（时间：5分钟）
1.（1）（设置并板书听力任务。

让学生带着任务1a听录音，可以降低难度。

）
T: Just now, we learnt some words about food.
Now let’s listen to 1a. It is a passage about food, too. Then answer the following questions.
（问题设计如下：）
（2）（学生做答。

不看书互对答案，再听,核对答案。

）
T: OK! Do you have the answers now?
Ss: Yes， we do.
T: Check your answers with your partners. If you two have different answers, please put up your hands and tell me.
（3）（叫学生找出关键词，每找一个关键词得1分。

）
T: Well done! Now let’s find the key words of the passage. If you find one key word, you will get one point. Do you understand?
Ss: Yes.
T: OK! Let’s begin!
…
（关键词如下。

）
Step 3 Consolidation 第三步巩固（时间：5分钟）
1.（老师放录音1a，示X学生跟读，用铅笔标出语调。

）
T: Follow the tape and draw “up or down” with your pencil like this:
…
2.（学生根据所标语调符号再读一遍，擦去语调符号自读，然后跟录音一起读，逐句核对语音语调。

）
T: Now please read the passage freely. Rub off the intonation marks, read the passage again. Then follow the tape and check your pronunciation and intonation sentence by sentence. Go!
3.（看第二步呈现在黑板上的关键词，叫学生复述短文。

）
T: Now, please retell the passage. You can look at the key words on the blackboard, but you can’t look at the text. Ready? Go!
4.（完成1b。

）
（1）（明确题意，为学生完成习题做准备。

）
T: Well done! You all retell the passage very well. Now let’s learn a similar passage. Please look at 1b. Do you know what it is?
Ss: It’s a letter.
T: Right! Who writes the letter?
Ss: Li Ming.
T: Can you see the words on the left?
Ss: Yes, we can.
T: OK! plete the following letter with the words in the box. Let’s begin!
（2）（学生做答，互相检查，师生核对答案。

）
T: Who has the answers?
S1: I have the answers.
T: Please write your answers on the blackboard.
…
T: Who has different answers?
…
（参考答案如下：）
Step 4 Practice 第四步练习（时间：18分钟）
1. (完成2。

)
（1）（明确题意，猜测答案，让学生带着疑问有目的地听，降低难度，有助于培养学生掌握有效的听力方法。

）
T: Just now we did some written work. Now let’s do some listening exercise. Please look at Page 75 2 Work alone. How many people do you think are there in the conversation?
Ss: Two.
T: Right! Well done! Now please guess the answers to the questions. Are you clear?
Ss: Yes!
（2）（学生听录音，做题。

）
T: Listen to the conversation and mark（T） for True or（F） for False.
…
（3）（学生互对答案，师生核准答案。

）
T: OK! Have you guessed the same answers as you heard?
S1: Yes. I have the same answers.
T: Well done! Please tell us your answers!
…
T: Who has different answers?
…
（参考答案如下：）
2.（完成3a。

）
（听录音，由单个学生进行复述所听到的句子，从听力方面复习就餐用语，口头复习前面已做的。

不能复述或复述错误扣1分。

）
T: Now please listen and follow! One student says one sentence. If you can’t recite the sentence or retell it wrong, you will lose one point! Are you clear?
Ss: Yes.
T: OK. Ready? Go!
3.（完成3b。

）
（学生听录音，然后叫学生编写相似的句子，训练学生的口头表达能力。

奖惩方法同上。

）T: OK, you all do goo d jobs. Now let’s change the way to review. Listen and make similar sentences. Do you understand?
Ss: Yes, we do.
（教师放录音Help yourselves。

）
T: …
S2: Help yourselves.
…
4.（做游戏“Who am I, or who is he/she?”。

）
（教师事先准备一X或多X标有三位同学早、中、晚三餐饮食的表格，发给2名或多名同学。

其中一位同学站在前方，设想自己是×××，其他同学借助表格提问，确定他是谁。

通过游戏复习一般现在时及食物的名称。

）
（表格样式如下：）
T: Are you tired, everybody?
Ss: Yes, we are.
T: OK, let’s play a game to relax ourselves.
Ss: Yeah! Great!
T: This game needs three students once. I’ll give each of you a piece of paper. From it you can know what three students have for breakfast, lunch, supper. Then one of you imagines you are one of the students on the paper. The other two students guess who he/she is by asking him/her questions. Such as: Do you have milk for breakfast? Do you have chicken for supper? Do you have vegetables for breakfast? Do you understand?
（教师边说边叫三个学生上台示X，便于学生明白游戏方法。

）
Ss: Yes.
T: OK. Let’s begin!
…
S3: Do you have milk for breakfast?
S4：Yes, I do.
S5: Do you have rice for lunch?
S4: Yes, I do.
S3 & S5: Yeah, I know. You are Kangkang.
…
Step 5 Project 第五步综合探究活动（时间: 7分钟）
1.（完成4。

）
（1）（明确题意，让学生知道做什么、怎样做。

）
T: Now please look at 4. Can you see a picture?
Ss: Yes, we can.
T: Where are they?
Ss: English corner.
T: What do they talk about?
Ss: Their family members.
…
T: OK. Practice the dialog with your partner, and then fill in the form.
…
（2）（学生根据刚才完成的表格，写一篇短文，向全班同学汇报。

）
T: Now write a passage according to the information in the form.
2.（叫学生归纳所有学过的食品名词，并按照蔬菜类、肉类、水果类、饮料类进行分类。

）
T: Please sum up all the foods that we have learnt. Then divide them into vegetables, meat, fruits and drinks.
3. Home work:
（1）复习并牢记本单元的单词。

（2）预习Unit 4, Topic 1, Section A， 1a 和2a。

word 11 / 11。