新湘教英语七年级上Unit 4 Having Fun Topic 1 How much is it教案

新湘教版七年级上Unit 4 Having fun

Topic 1 How much is it教案

Section A 1a通过听录音，引出及购物用语，及How much is it?的句型；通过听读对主要功能句式进行初步理解；1b是合作练习，以完成句子的方式进一步熟练1a的内容；2a是通过听录音介绍21-1000之间数字的读音和拼写规律，学习并掌握一千以内的数字；2b是听录音分辨重音，掌握几十和十几在拼读方面的特点；2c通过听录音进行服装和其价格的搭配训练，是几十和十几的重音辨别练习。建议学生听力完成后，能用功能句型问答。

Section B 是本话题的重点部分：1通过阅读和表演复习Section A的主要内容，表演对购物用语的两个语境进一步强化和理解；2a 看听说帮助学生理解掌握对服装的评价和看法

的英语表达，学习How do you like this pair of running shoes?和How much are they?句型的具体应用；2b听力练习要求听懂并标出所听价格表，进一步培养学生对该语境的理解力和应变能力；3a 和3b 围绕Maria’s father为家人选购礼物的主题展开，要求学生看图写词并根据价格列出购物清单，进行实际应用能力的培养和训练。

Section C 1a、1b和1c围绕购物环节复现不可数名词和可数名词的具体应用，学习正确使用some, any, a kilo of, help out, pick up等词语的用法，提高学生的实际应用语言的能力。2的阅读融会贯通了Section A和Section B所学内容, 建议学生通过课本剧表演，进一步掌握所学内容，并能自编自导同类小短剧，提高学生的语言会话能力和实际应用语言的能力。

Section D 1是对本话题辅音字母/p/ /b/ /t/ /d/ 发音的小结，总结其读音规则；2是对本话题展开的听力训练，提高学生对本话题的听力理解力；3a 和3b是对本话题涉及到的语法和功能句式的总结，建议通过课本剧表演进行复习巩固，引导学生在做中学；4让学生在特定场景内，收集出售物品，给卖品标价，设计广告词并进行角色表演，要求学生在这个环节中能熟练应用本话题的各项功能，是对学生进行语言知识的综合运用能力的检验。

本话题教学过程是以口头、笔头、听力及谈论购物用语，以观察图片、听力理解、俩俩对话、课本剧表演及填空等训练方式完成目标语言的输入教学。通过体验、实践、参与、合作与交流，培养学生养成主动思维、敢于实践以及健康向上、热爱生活的情感，加强提升学生自主学习的能力。

III. 分课时教案

Section A

Target language

a. Words and expressions

numbers from 21-999, madam, price, try on, how much, not at all

b. Key sentences

What can I do for you? / May I help you?

I want some … / I’d like the …

Can I try it on?

How much is it?

It’s…

Ability goals

Learn how to say numbers from 21 to 999.

Learn expressions of shopping.

Teaching aids

Tape recorder and projector

Teaching procedures and ways

Step ⅠLead-in

Review the new words about foods and drinks. Write them on the blackboard in two lines: Countable noun: shoe, computer, egg, coat, vegetable, hamburger, dumping

Uncountable noun: water, milk, salt, fish, bread, six bottles of milk, a cup of apple juice, a bowl of rice, two bags of salt

After that, ask Ss some questions such as:

What should we do is there is no bread or milk at home?

Where can we go if there aren’t any vegetables at home?

T: Morning, class. When we need to buy something, where shall we to go? Yes, to to the shop. Maria and her mother need something to buy. They go to a shop. Let’s listen to the tape and find out what they want to buy and what kind of shop they go to. What’s the price of the thing? Do they want to buy it?

Step ⅡListening (1a, 1b)

Play the tape of 1a.

T: After listening to the tape, can you answer the questions I have just asked? First, what do Maria and her mother want to buy?

Ss: They want to buy some clothes.

T: Second, what shop do they go to?

Ss: They go to a shop for clothes.

T: What’s the price of the yellow dress?

Ss: It’s only 70 yuan.

T: Do they buy it? How do they like the price?

Ss: Yes, they do. They think it’s a good price.

Learn the new words in this part: madam, not at all, try on, how much

Let Ss read the dialogue and then role-play the conversation in groups.

Then let Ss finish the conversation in 1b. This activity enhances their understanding of the key sentences:

May I help you?(What can I do for you?)

How much is it?

I will take it.

Step ⅢPresentation (2a, 2b and 2c)

Activities 2a, 2b and 2c provide practice with numbers.

T: Now boys and girls, can you tell us your telephone number? I’ll ask some of you to tell them to the class, other students try to write what you hear.

Get Ss to review how to count numbers 1 to 20.

T: Good. Look at the pen. How do you like it? It’s nice, right? Can you guess its price? It’s twenty-one yuan. (write twenty-one on the Bb) Now let’s learn how to count numbers from 21 to 999. Look at 2a and listen to the tape.

Ss read after the tape.

Then ask Ss to tell the price of their school things or their clothes by using the numbers.

For example, - How much is your T-shirt?

- It’s twenty-five yuan.

Note: three hundred√three hundreds ×

one hundred and ten√one hundred ten ×

Then list the following numbers on the Bb and let Ss read them by groups.

1314 15 16 17 18 19

30 40 50 60 70 80 90

T: Boys and girls, can you find the differences in reading each group of numbers? Now listen to the tape, pay attention to the stress.

Play the tape. Ss listen and repeat. Then ask some Ss to read the numbers with proper stress.

2c provides listening practice with these numbers.

Step ⅣHomework

1. Review the expressions of shopping

2. Think of the last time you buy something. Write a dialogue between you and the salesman,

using the words and expressions we learnt in this section.

Section B

Target language

a. Words and expressions

pants, running shoes, coat, dress, T-shirt, bag

b. Key sentences

I’m just looking.

How do you like …? / What do you think of …? / What about …?

Why not try on that pair?

I’ll think about it.

Ability goals

Learn how to make a shopping list

Learn more expressions of shopping

Teaching aids

Tape recorder and some pictures

Teaching procedures and ways

Step ⅠRevision

1. Review some useful expressions about going shopping in section A. Let Ss perform their dialogues.

2. Use the different school things in the bags and clothes the Ss wear to review the nouns about clothes. Talk about their prices.

T: Li Li is wearing a new dress today. It looks very nice. Let’s guess how much it is.

Ss: …

T: Li Li. How much is your new dress?

Li: It’s one hundred and five yuan.

T: Who got the right price? Wang Ling, You are the winner. Congratulations.

Then ask Ss to guess a few more students’ clothes and practice more.

Step ⅡPresentation (1, 2a and 2b)

In this step, Ss will learn how to make conversations with countable nouns of clothes.

Ask Ss what a salesman would say if a person walks in the shop.

S: What can I do for you?

S: May I help you?

S: Can I help you?

T: Right! They mean the same thing.

Call attention to picture A in activity 1.

T: Look! Where does this conversation take place?

Ss: In a shop.

T: Yes. The boy and the salesgirl are talking. Does the boy want to buy something?

Ss: No, he’s just looking.

T: How about picture B? What shop is Michael in? What does he want to buy?

Ss: He’s in a clothing shop. He wants to buy pants.

T: Good. Let’s listen to the tape.

Then let Ss listen and read the dialogue in 2a.

Ask Ss: Which sentences in these conversations (1&2a) talk about clothing?

Which sentences make suggestions?

Learn the structures: How do you like …? / What do you think of …? / What about …? Why not …?

Tell Ss “Are you kidding?” is used when the speaker doesn’t believe what others say;

“Thanks all the same” is used when you ask for help but the others can’t help you.

T: (Then point at a student’s shoes, tell the Ss its price, much higher than the fact). Look at Wang ling’s shoes, they are 250 yuan. Am I right, Wang Ling?

W: Are you kidding? They are only 100 yuan.

Make several more dialogues like this. Let Ss practice in pairs about the clothes they wear.

Then come to 2b.

T: It is a clothing shop and there are many clothes in it like coat, pants and so on. Listen and fill in the price tags. Then check Ann’s choice.

Play the tape twice and check the answers.

Step ⅢConsolidation (3a, 3b)

In this step, review some nouns Ss have learnt.

First Ss write the names of the things in 3a. Point out which are countable nouns and which are uncountable nouns.

T: Maria’s father is in a shop. He wants to buy something for his family. Look at the pictures; write the names of the things above the line. After doing that, point out which are countable nouns and which are uncountable nouns.

Write the countable nouns and uncountable nouns on the blackboard (Bb) in two lines.

Then let them speak out the prices.

T: Let’s make some dialogues about shopping with your partners. Using what we learnt in Section A and Section B. Pay attention to “How much is it?” and “How much are they?”

Deal with activity 3b.

Ask Ss to look at the pictures in 3a and fill in the list in 3b.Then make a shopping list for Maria’s father.

Step ⅣSummary and homework

T: Now, class. We have learnt some new words about clothes. We reviewed some countable nouns and some uncountable nouns. We have learnt some more useful expressions of shopping. You should remember these useful expressions like by heart.

Homework:

Suppose you will go shopping this Sunday. Make a shopping list. How much is it/are they? Prepare to give a speech next time.

Section C

Target language

a. Words and expressions

pick up, help out, sugar, wheat, two bags of salt, two kilos of eggs, six bottles of milk

b. Grammar focus: the usage of “some”, “any”

Ability goals

Learn more expressions about shopping

Learn how to use “some” and “any”

Teaching aids

Tape recorder and projector

Teaching procedures and ways

Step ⅠRevision and lead-in

Review the new words we learnt in Section A and Section B. Check a shopping list students made after class. Report like this:

My father wants a new T-shirt. It’s one hundred and forty yuan. My mother needs a new hat. It’s… T: Hello! Boys and girls, I have a problem because I forgot to bring my English book here. I have no book now. Could you help me out? (Write “help … out” on the Bb) Here “Could you help me out?” means “Can you help me?” or “Could you help me?” If you want to ask for help, you can use these expressions. Now here are two more new expressions: pick up and a few. Let’s listen to the tape and try to answer these questions:

Why does Ben’s father want some help? What does he need? How many things does Ben need to buy?

Step ⅡPresentation and practice( 1a, 1b and 1c)

Play the tape.

T: After listening to the tape. Can you answer the questions I have just asked?

Ss: …

T: You did quite well. Who knows the meaning of the new expressions? In this dialogue “pick up”means “buy”. And “a few” is similar to “some”, but less than “some”. For example:

I have a few friends. Tom has some friends. Mike has many friends.

Now let’s listen to the tape 1a again and fill in the shopping list.

Listen again and check the answers. Then ask Ss to write down what Ben needs to buy in details and explain how to express quantity of nouns like: two bags of salt, two kilos of eggs, six bottles of milk, a few things, some salt, some apples, any milk, any pears and so on.

Then deal with 1b.

Explain the differences between “some” and “any”.

some: I have some good books, and Tom has some good coffee.

any: I don’t have any books in my bag.

“some”is used in definite sentence and declarative sentence while “any”is used in negative sentence an interrogative sentence.

Then ask Ss to role-play the parent and the child in 1c according to the shopping list.

Check their use of some and any.

Step ⅢReading (2)

This activity provides practice with understanding and grasping key information.

T: Boys and girl, Mickey opens a new shop. He sells all kinds of things. First, read the first conversation and find out what Mr. Rabbit wants to buy and how much they are.

Ss: …

T: Yes, Mr. Rabbit wants to buy some vegetables. They are fifty fen. Here comes the ant. Does he want to buy some sugar and wheat? Let’s go on reading the second conversation.

Ss: The ant needs some sugar and some wheat.

T: Yes, but they are too heavy for the ant to carry. So Mr. Rabbit help him to carry them home. We should help those who are in trouble. Look! Mr. Cat is coming. What does he want to buy? Ss: …

T: Mr. Cat wants a fat mouse. Cats like eating mice. They don’t like any other things. Now let’s fill in the blanks in 2.

The teacher can also show a table for Ss to fill in.

Who What to buy How much The rabbit

The ant

The cat

Then summaries the expressions that make suggestions:

Would you like some …?

How about some …?

Finally let Ss act out the dialogues in groups.

Step ⅣSummary and homework

T: In this section, we learnt words and expressions: pick up, help out, sugar, wheat, two bags of salt, two kilos of eggs, six bottles of milk; the use of “some”,“any”, “few”and”“a few”, please learn them by heart after class. We have also learnt about how to ask the others to help us go shopping like “Could you help me out?”, “Could you run over to the store?” If you need someone to help you do some shopping, do like this.

Homework:

P ractice the short play “Welcome to Mickey’s Shop” with your partners, perform it in next class.

Exercises

用few, a few, some, any填空

1.There is _______ milk in the glass.

2.Tom is new here, he has ______ friends here.

3.Does she have ______new books?

4.He doesn’t talk too much. He is a man of _______ words.

5.I have only _______ books about history, but Ann has many books about history.

Key: 1.some 2.few 3.any 4.few 5.a few/some

Section D

Target language

Grasp four consonants: /p/ /b/ /t/ /d/

Grammar focus: some/any

Uncountable nouns and countable nouns

Ability goals

Review the grammar and useful expressions in this topic

Teaching aids

Tape recorder and some pictures.

Teaching procedures and ways

Step ⅠReview (3a)

Check the homework. Let Ss perform the short play “Welcome to Mickey’s Shop” with their partners. After that, review the useful expressions about shopping:

Can I help you?

What can I do for you?

What would you like?

How much is it/are they?

Use the pictures you prepared to teach countable nouns and uncountable nouns in this section. And ask Ss to write countable nouns and uncountable nouns on the blackboard. Ask Ss to tell the usage of countable nouns and uncountable nouns. Then do some exercises to practice the nouns in 3a. Emphasize the usage of “some”, “any”, and explain when the subject changes the verbs or link verbs change at the same time.

Step ⅡPresentation and practice( 1 and 2)

In this step, read the words in activity 1, try to help them with the proper pronunciation of the four consonants: /p/ /b/ /t /d/, then play the tape and Ss read after it.

T: Boys and girls. Look at the pictures in 2. There is a shop in the picture. What does the woman want to buy? How much are they? Listen to the tape and complete the bill.

Listen to the tape again and check the answer.

Step ⅢConsolidation(3b)

In this part, review the useful shopping expressions by acting out the short plays. Divide the students into two group, each group will perform a short play about shopping. They should use “some”, “any” and the useful expressions in the play. The group which does better will be the winners.

For example:

A: What can I do for you?/Can I help you?

B: Yes, d o you have any …? / I would like some …

A: Yes, we have some good wheat here.

B: How much is it?

A: Six yuan a kilo./Twenty yuan a kilo.

B: It’s a good price. I want ten kilos. /Are you kidding? I’m just lookin g. Thanks all the same. A: Here you are.

B: Thanks.

Step ⅣProject ( 4 )

This is a class activity.

First, Ss collect things on their desks or in their backpacks, and the clothes they wear to sell. Second, make price tag and write an ad for each thing.

Then, Ss can choose to be either salesperson or customer and do the role-play.

Teacher can walk around and take an active part in the activity as a customer, taking with the salespersons.

Step ⅤHomework

Write a shopping list before going shopping and write a shopping dialogue after shopping.

Exercises:

A: 用am, is, are填空

1.There _______ some water in the glass.

2.Few students _______ playing on the playground, they are busy doing their homework in the

classroom.

3.______ there any sheep behind the house?

4.Some of the bread _______ on the plate.

5.Look! A few boys _______ in the tree. They are dangerous.

B: 同意句转换

1.What can I do for you?

_______ _______ ________ ________?

2.What’s the price of the bag?

_______ ________ _______ the bag?

3.I want some clothes for my daughter.

I _______ _______ some clothes for my daughter.

4.How do the pants fit?

_______ _______ you _______ _______ the pants?

5. Would you like to try another pair?

_______ you _______ to try another pair?

Key:

A: 1. is 2. are 3. are 4. is 5. are

B: 1. Can I help you? 2. How much is

3. would like

4. What do you think of

5. Do, want

Topic 2 Would you like to go for a picnic?

Section A通过1a的看听说初步了解如何进行电话会话，1b 是对电话用语的训练，让学生熟悉打电话的套话，注意电话用语的特点；2是通过听录音填空，掌握建议和邀请及其答语的语境。注意Would you like to do …? How about doing…? What about doing…? 句型及答语的具体应用。通过操练，让学生掌握基本知识，进一步拓展练习，通过3 的提示，让学生编写一个打电话的对话，在练习电话用语的同时又训练了表示建议的句型。本节要求掌握的祈使句通过4a的练习完成。最后通过小组活动4b完成对本节所学祈使句知识的拓展。

Section B 1a着重介绍电话用语中如何进行电话留言的表达方式。通过听说，让学生熟

悉电话留言。1b通过俩俩对话巩固1a所学知识；2学生听录音，根据语境选择正确的句子完成对话，让学生在做中学会本小节知识；在听3的录音过程中，让学生归纳总结连读规则，并跟读进一步体会连读的特点；4a是电话用语的又一个语境，拨错电话号码应如何应对；4b 是一段电话留言，根据留言编写相关的电话用语。

Section C 通过1a 的猜活动和人与物的搭配练习，引出1b 中的词组fly a kite，sing songs，cook food，carry water进而进行1b的听说练习，判断1a 的搭配推断是否正确。通过1b的听力练习和跟读训练熟悉和掌握提建议及答语的应用。重点把握向他人提建议，提出邀请和接受建议或拒绝邀请的基本句型。根据2a的阅读进一步熟悉本节基本句型。根据2a 完成2b的短剧表演。注意本文中出现的表示食品的名词，并可以按可数名词和不可数名词加以分类。建议用课上或课下进行情景表演，通过打电话，邀请朋友周日野炊，嘱咐别忘了要带的食品等等，进一步提高学生的实际语言应用能力。

Section D 通过听录音和跟读掌握1中的/k/g/f/v/四个辅音，了解并归纳它们的读音规则。通过复习89页的1b 内容，过度到本节的2，通过听录音完成表格。总结3a 与89页1b 内容，总结表示邀请及同意和拒绝邀请的句型。通过3b 的总结复习电话用语的三种语境，并让学生自创情景进行电话会话。注意3a 和3b 在自创对话中的正确应用。4是通过课堂活动活跃课堂气氛。5是通过打电话的方式讨论并完成野餐计划，自编一段电话用语，完成电话留言。该环节综合了前几小结的中心内容，活跃学生思维，给学生充分的思维空间。发挥学生的创造力和想象力。

本话题教学过程是以口头、笔头练习、听录音总结了电话用语的三种情况，以观察图片、听力理解、俩俩对话及填空等训练方式完成目标语言的输入教学。通过体验、实践、参与、合作与交流，培养学生养成主动思维的能力，加强提升学生自主学习的能力。

III. 分课时教案

Section A

Target language

a. Words and expressions

free, Sunday, picnic, guitar, forget, What’s up?

b. Key sentences

1) Hello? Hello! This is….

2) Are you free this Sunday?

Yes. What’s up?

3) Would you like to go for a picnic?

I’d love to.

4) Don’t forget to bring your guitar.

OK, Thanks.

Ability goals

Learn how to make a telephone call

Learn how to make an invitation

Teaching aids

Tape recorder and cards

Teaching procedures and ways

Step ⅠLead-in

T: Now, boys and girls, I have a useful thing in my hand. It is not big, but we can use it to talk to

someone who is not here. Can you guess what it is? Yes, you are clever. It’s a telephone. It is used for talking to someone who is not here, no matter how far he or she is. All of you can make a telephone call in Chinese. But do you know how to make a telephone call in English? Let’s listen to the tape, learn how to make a telephone call in English.

Step ⅡPresentation (1a, 1b and 2)

Play the tape.

T: After listening to the tape. We know some useful expressions about how to make a telephone call in English. We use “This is Kangkang” instead of “I’m Kangkang.”

Learn some new words in this section: free, Sunday, picnic, guitar, forget, What’s up? And some useful expressions like:

1. Hello? Hello! This is…

2. Are you free this Sunday?

Yes. What’s up?

Would you like to go for a picnic?

I’d love to.

3. Don’t forget to bring your guitar.

OK, Thanks.

Ask Ss to listen to the tape. Then read 1a. Practice the telephone conversation with their partner. After that, let Ss listen to the tape of 2 and fill in the blanks. Listen to the tape again and check the answers. Then sum up the sentence patterns like:

Would you like to …?

Oh, I’d love to.

How about…? / What about…?

That would be very nice.

Ask Ss to master them by making some more sentences. Then leave Ss some time to make a telephone call, using Would you like…? What (How) about …? And ask and answer. Finish 1b.

Step ⅢPractice (3)

T: Now boys and girls, can you tell us what your telephone number is? I’ll ask some of you to tell them to the class, other students try to write what you hear (…) Look at 3. Tom is free this Sunday morning. He would like to invite Mary to go swimming with him. Make a telephone call between Tom and Mary. Use the information in the table.

Sample conversation:

T: Hello? Mary. This is Tom. I’m free this Sunday morning. Would you like to go swimming with me?

M: I’d love to.

T: Don’t forget to bring your swimming suit.

M: OK, Thanks, Tom.

Let Ss pay attention to: Don’t forget to do sth.

Ask Ss to make a telephone call according to 3. Then let Ss invite some of their classmates to do some other things this Sunday by making a telephone call with the telephone numbers they have just heard.

Step IV Make a plan (4a, 4b)

T: Kangkang is going to have a picnic. Read the not in 4a. Who does he invite?

Ss: Jane, Michael, Maria, Wang Junfeng, Steve.

T: When and where will they have the picnic?

Ss: 8:00-16:00 this Sunday, West Hill.

T: Look at the notes in the box on the right. Can you give him some suggestions on the picnic?

S1: Don’t forget to bring some bowls and salt.

S2: Don’t forget to bring some cups and vegetables.

S3: Don’t forget to bring a kite, a dog and some chicken.

S4: Don’t forget to bring a knife and some hamburgers.

T: Good suggestions! Do you want to have your own picnic?

Ss: Yes!

T: OK, now work in groups, discuss and make a picnic plan. Let’s see which group makes the best plan.

Ss work in groups and make a picnic plan. Then let each group report it to the whole class. At last, vote for the best picnic plan.

Step V Homework

Suppose you are inviting some friends for a picnic by making phone calls. Write a conversation based on the picnic plan in activity 4b.

Section B

Target language

a. Words and expressions

speak, message, ask, call sb. back

b. Key sentences

Hello! May I speak to Maria?

Sorry, she isn’t in now.

Who is that?

This is Jane.

Can I take a message?

Thanks.

Could you ask her to call me back this evening?

Ability goals

Master how to take telephone messages

Learn how to deal with wrong phone calls

Teaching aids

Tape recorder and pictures

Teaching procedures and ways

Step ⅠFunction introduction (1a,1b)

In this step, first review how to make a telephone call in Section A. Then go over the sentence patterns about suggestions: Would you like to…? How (What) about…?

Check the homework. Ask several Ss to read their conversations about picnic plan.

T: Boys and girls, we learnt how to make phone call in English in last class. Suppose you are calling someone, but he/she is not at home. Someone else is on the phone, what would you say? Now let’s learn how to take phone messages.

Play the tape of 1a. Let Ss find out:

Who is the message from?

Who is the message to?

Who takes the message?

If they can’t find the answers, let them read the conversation to find the answers.

Then call attention to the key expressions:

May I speak to …?

She/He isn’t in.

Can I take a message?

Could you ask her/him to …?

Important phrases:

be (not) in, take a message, ask sb. to do sth., call sb. back.

T: Now suppose you are Jane, and your partner is Maria. Maria calls you back in the evening and you tell her about the picnic.

Ss work in pairs and make conversations. (This activity helps Ss review the expression of making phone call and invitation.)

Step ⅡPractice and pronunciation (2, 3)

In this step, Ss will do some practice with the expressions about making phone call and taking messages.

Play the tape. Ss listen and choose the correct sentences to fill in the blanks.

Play the tape again. Ss check their answers.

Then let them practice the conversation orally in pairs.

Note: take a message VS give message

Activity 3 provides practice with pronunciation. Play the tape and let Ss read after it.

Step ⅢFunction ( 4a, 4b)

T: We have learnt how to take a message when he or she isn’t in. You can leave a message and ask him or her to call you back. But if you dial a wrong number, what should you do? Let’s listen. Play the tape of 4a. Then let Ss read the conversation and pick out the important expressions: Pardon?

There is no … here.

I am afraid you have the wrong number.

Then pair work to practice this dialogue.

After that, ask some pairs to act it out.

Activity 4b provides writing practice with taking phone messages.

T: Now look at the message in 4b. Then finish the telephone call conversation below.

Sample conversation:

Lucy: Hello!

Mary: Good morning! This is Mary. Is that Lisa?

Lucy: Sorry, she isn’t in. Can I take a message?

Mary: Yes, thanks. Could you ask her to call me back?

Lucy: Sure. Does she have your phone number?

Mary: No, she doesn’t. My phone number is 5877-3677.

Lucy: OK, I will tell her. / I will give her the message.

Mary: Thanks.

Lucy: You are welcome.

Section C

Target language

a. Words and expressions

lonely, the next day

b. Key sentences

Would you like to…?

What about…?

How about…?

Ability goals

Be able to make invitation and answer an invitation.

Teaching aids

Tape recorder and pictures

Teaching procedures and ways

Step ⅠReview

Ask some Ss to make a telephone call when he or she has a wrong number. The teacher can ask some of the students to tell their telephone numbers, when making a phone call to one of them, dial a wrong number: Do like this:

A: Hello! May I speak to Li Li?

B: Pardon?

A: I would like to speak to Li Li.

B: Li Li? There is no Li Li here. I’m afraid you have a wrong. This is 64227601

A: Oh, I’m sorry.

B: That’s OK.

Step ⅡFunction Presentation (1a and 1b)

This step provides practice with making invitations.

First introduce some verb phrases.

Call Ss’ attention to the pictures in 1a and ask them to guess the action of the pictures. Match the people with the things. Elicit and learn the phrases:

sing songs, fly a kite, carry water, cook food

T: Look! Kangkang, Jane, Michael, Wang Junfeng, Maria, Steve and Bobby are having a picnic. Let’s see what they are talking about.

Play the tape of 1b.

Then let Ss read the conversation and pick out the expressions that are used to make invitation. Making invitation: Would you like to …?

How about …?

T: You should remember that “Would you like to”is followed by V. While “How about”is followed by V-ing.

Then let Ss work in groups and practice the conversation.

Sum up sentence patterns (questions and answers):

1. Would you like to…?/How about…?

Yes, I’d love to./ I’d like that, thanks.

2. Would you like to…?/How about…?

Sorry, I can’t. I have to …/ I’d love to. But …

Step ⅢReading and short play (2a, 2b)

This step provides reading practice with the target language.

T: Now boys and girls, please read the speech bubbles in 2a, try to answer these questions:

1. Why would old McDonald like to have a picnic?

2. Would the animals like to have a picnic with him?

3. What would they like to take to the picnic?

4. Are they happy?

After reading, ask some Ss to answer the questions.

T: Can you pick out the expressions about making invitation and answering invitation?

Questions Answers

Would you like to …Yes, I’d love to.

What about …(How about) Thanks. That would be very nice.

I’d like that, thanks.

T: OK, now think what you would like to do this weekend. Then invite your classmates to come with you. Use these expressions to make dialogues.

After that, let Ss work in groups of five and work on a similar short play. They can either act the one in 2a out or make a new one.

Choose the best actor or actress.

Section D

Target language

Grasp four consonants: /k/ /g/ /f/ /v/.

Grammar focus: make invitation with would, how about and what about

Ability goals

Learn the pronunciation rules of the four consonants.

Review how to make invitation and the useful expressions in this topic.

Teaching aids

Tape recorder and cards

Teaching procedures and ways

Step ⅠGrammar focus review (3a)

Look at 1b on page 89 and 3a on page 91. Review how to make invitation with “would”, “how about”

Step ⅡListening practice (1, 2)

In this step, write some new words with consonants /k/ /g/ /f/ /v/ on the Bb. First let Ss read the words. Then play the tape, Ss read after it.

Then let them say more words they have learnt with consonants: /k/ /g/ /f/ /v/.

T: Now turn to page 91. Let’s listen to 2. Then fill in the chart.

After that, listen to the tape again and check the answers.

Ss can also do some oral practice with it.

Step ⅡUseful expressions review (3b)

Ask Ss to make dialogues with these expressions in pairs for different situations.

1. Make a phone call to someone, and he or she answers the phone.

2. Make a telephone call to someone who isn’t in.

3. Make a telephone call to someone, but you have the wrong number.

Then practice and act them out.

Step ⅣChant and Project (4, 5)

Practice the chant in activity 4. Help Ss to appreciate the rhythm. “Fun” rhymes “sun”.

Then help Ss to deal with project in activity 5.

First Ss discuss and complete the picnic plan.

T: Tony is planning on a picnic. He will invite Jack, Alice and Lisa to the picnic. First help him complete the picnic plan.

Get Ss work in group to finish the plan. Then let groups share their complete plans with each other.

T: Now Tony wants to Alice about the plan. But Alice isn’t in. Her mother answers Tony’s phone call. Now write a telephone conversation between Alice’s mother and Tony.

After they finish, ask some groups to read their conversations.

T: OK, now help Alice’s mother write a message for Alice according to your conversation. Check the message.

Exercise:

A. 根据下列信息编一段打电话的对话

B. 句型转换

1. Would you like to go swimming with us? (同意句)

_______ _______ ________ swimming with us?

2. Remember to bring your guitar. (同意句)

_______ ________ _______ bring your guitar. (同意句)

3. How about playing soccer?

_______ you ______ ______ play soccer?

4. Would you like to have a picnic with us? (肯定答语)

Yes, _____ ______ ______.

5. What about flying a kite with me? (否定答语)

I’d love to, but I ______ ______ I _______ ________ look after my sister at home. Key:

A. 略

B: 1. What/How about going 2. Do n’t forget to 3. Would, like, to

4. I’d love to

5. am, afraid, have to

Topic 3 What are your favorite animals?

Section A1a通过规划呈现本课时的目标句型：喜好表达及描述喜欢的动物；1b 要

求学生俩俩对话，谈论自己最喜欢的动物及理由，并完成表格，加强对1a的理解；1c 让学生运用所学句型结对谈论最喜欢的动物；2 是听力练习，集中学习一些动物名称的词汇；3 也是听力练习，通过听录音来完成表格，要求学生填出谁最喜欢什么动物及喜欢的原因；4 是一个游戏：选一些学生模仿某种动物的动作或声音，让全班猜并拼出其动物的英语单词，学生在趣味游戏中巩固所学单词。

Section B 1和2让学生通过听、看、说等形式学习怎样询问时间及传统式、现代式表达时间的句式和方法；3 是看图会话练习，要求学生在学习了六个词组后，运用1和2所学的句型做口头练习；4 图文搭配练习，让学生学会简单描述自己的日常作息，也是对一般现在时的学习。

Section C1a 阅读理解简单的短文，掌握主要信息，完成对其文的正误判断；1b 小组活动，要求学生演出上文内容；2 是图文连线，学生学习如何描述动物；3是在掌握2的基础上的写作训练，描写自己最喜欢的动物。

Section D 1 主要是学习掌握辅音/s/ /z/ /θ/ /e/音标，要求学生通过听、看归纳出每个音素在单词里的发音规律；2 听力练习，让学生听录音完成一份日常作息时间表，培养学生从听力内容中获取时间信息的能力；3a 和3b 是对本话题语法重点和一些表达法的总结复习； 4 学唱一首英文歌曲，培养学生的语感及兴趣；5 要求学生通过认真阅读文字和仔细观看图片，根据时间猜出所缺的插图，把它们排列整理成一个通顺的故事，并能够讲述出来，是对本话题所学知识的综合检验。

III.分课时教案

Section A

Target language

a. Words and expressions

zoo, sound, animal, best, elephant, lion, panda, because, clever, horse, pig

b. Key sentences

What animals do you like best?

I like ... best.

What are your favorite animals?

My favorite animal is …

Ability goals

Enable the students to talk about their favorite animals.

Enable the students to learn the names of different animals.

Teaching aids

Tape recorder, pictures and cards

Teaching procedures and ways

Step I New function (1a)

Get Ss to know the names of some animals.

The teacher shows the pictures of the animals Ss and some word cards. Ss repeat after the teacher.

T: Animals are our good friends. Do you love animals? “What are your favorite animals? Today, we will talk about animals.

Write the title “What are your favorite animals?” on the Bb.

Then get students to listen to the tape of 1a twice without books, and try to answer these