Unit1I’mMsSmart教学设计。
每个老师需要在上课前弄好自己的教案课件,大家在细心筹备教案课件中。我们制定教案课件工作计划,才能在以后有序的工作!哪些范文是适合教案课件?下面是小编为大家整理的“Unit1I’mMsSmart教学设计”,大家不妨来参考。希望您能喜欢!
三年级年级英语学科教案、学案一体化设计
课型
新授
课题
Module2Unit1I’mMsSmart
课时
第一课时
设计教师
教学目标设计
1能听懂和正确说出“Goodmorning,Goodafternoon”这些新短语。
2能运用句型Howareyou?I’mfine.Andhowareyou?I’mfine,too.
2.能力目标:发音准确,能听懂录音。会用本课词汇模仿录音语调
教学方法设计
情景教学法,游戏教学法,动作教学法、活动教学法等。
教学程序设计
教材处理设计
师生活动设计
一、导入
以复习第一模块第三单元的游戏的方式,选出四位同学,用手帕蒙住一位同学的眼睛,大家向他问Howareyou?,让他猜测是谁说的,并回应说I’mfine,thankyou.Howareyou?
二、Newteaching.
1、学习问候句:
Goodmorning.及I’mMsSmart.
2、学习:Howareyou?I’mfine.thankyou.Andhowareyou?I’mfine,too.thankyou.
1)、设置情境,导入新知
1、通过复习以前学过的歌曲《Goodmorningtoyou》,以“旧”引“新”,掌握“Goodmorning”
2、教师与分别与几名学生合作,示范Goodmorning,I’mMsJu.引导学生说Goodmorning,MsJu.
3.教师戴上Smart的头饰,向全体学生打招呼,Goodmorning,I’mMsSmart.学生回应Goodmorning,MsSmart.再单独和学生打招呼,巩固MsSmart.集体唱歌:
Goodmorningtoyou
Goodmorningtoyou
Goodmorning,DearMsJu.
Goodmorningtoyou
Sayandd
2)、学习单词:Howareyou?I’mfine.thankyou.Andhowareyou?I’mfine,too.thankyou.
1)、告诉学生,我们的新朋友SamAmyDamingLingling他们也刚开学,让我们来看一看他们开学是怎样的,并且找出和我们相似的地方。
2)、将找出的句型Howareyou?I’mfine.thankyou.Andhowareyou?I’mfine,too.thankyou.读出,比一比谁读的又好又对,表扬同学并给予奖励。
3)、用手指着重点句型,老师领读两遍,再请小老师教授。纠正发音,如girlsMsSmart.对读的好的同学,老师在这段文的旁边盖一朵小红花。
教学程序设计
教材处理设计
师生互动设计
三、Learnthetext.
1.presentingthenewtext.
2.Listenandpoint
3.Listenandrepeat.
4.Roleplay.
三、.阅读前活动
1.T:Lookatthepicturesinyourtextbook.Whoarethey?Whataretheydoing?Workingroups.
学生通过对话交流,有助于学生理解的同时认读课文。
2.听录音,跟读课文
3.Roleplay.
1)教师示范表演,然后分组表演,让学生在表演中学会运用语言。
2)游戏:找朋友。1、找发音较好的学生戴上人物头饰,教师就是Ms.Smart.让全班学生来参与表演。
2、找学生扮演Ms.Smart.表演。
3、四人小组,分组表演练习。
4、让学生在班上自由组合,根据今天所学句型,结合自己课外所学的知识,如:What’syourname?Howoldareyou?等一些简单日常用语,在最短的时间里找到自己的朋友。比一比,练一练,看谁的朋友最多,谁的对话最有意思。
四、Summingup
四、总结本课知识重点。五、Homework
把今天学的《Pointtothedoor》读给家长听。
板书设计
Module3Classroom
Unit1I’mMsSmar
Goodmorning.I’mMsSmart
Howareyou?
I’mfine.thankyou.Andhowareyou?
I’mfine,too.thankyou.
课后反思
相关推荐
鲁教版初二英语上册Unit1I’mwatchingTV.教案
课题
Unit1I’mwatchingTV.
课型
review
环节
教学内容
教法学法
研讨修改
教
学
目
标
Aim1revisethewordsandphrases:clean,read…
Aim2revisethetense(现在进行时):1构成
2用法
研
讨
修
改
Step2
Show
aims
ShowtheaimstotheSs:
1现在进行时构成
及表达的意义:
be(is,am,are)+ving
2ving的构成:
a:do/go/read+ing
b:write去掉e改为
writing
cswim----swimming
thenletthemreadthe
formsandrecitethe
forms.
LetSssaythe构成及意义
Letthemrecitetheforms
Anddosomeexercises
Likethis.
教学
重点
Aim1revisethewordsandphrases:clean,read…
Aim2revisethetense(现在进行时):1构成
2用法
教学
难点
Aim1revisethewordsandphrases:clean,read…
Aim2revisethetense(现在进行时):1构成
2用法
环节
教学内容
教法学法
研讨修改
Step1
Lead
Into
The
class
LetSsreadthenewwordsand
Phrasesinthisunit.thenhavea
Dictationabout
Them.
GiveSstwominutesto
Revisethewordsand
Phrases,preparefor
Thedictation.
环节
教学内容
教法学法
研讨修改
环节
教学内容
教法学法
研讨修改
Step3
Do
Exer-
cises
翻译词组:
1做作业
2看电视
3吃晚饭
4通过电话谈话
5写信
6等待
7与…人交谈
8与…物交谈
9打篮球
10为…感谢
汉译英:
1你正在干什么?
我在看电视。
FirstletSsdotheexercisesbythemselves
Thenchecktheanswers
1dohomework
2watchTV3eatdinner
4talkonthephone
5writetheletter
6waitfor7talkto
8talkabout9playbasket-ball
10thanksfor
Step4
Sum
up
step5
home
work
2那听起来不错。
3他正在等什么?
4他们正在谈论这部电影。
5我的爷爷正在游泳。
Sumuptheimportant
Structures.
A:recitethewords/phrases
B:writeacomposition
Answers:
Thatsoundsgood.
What’shewaitingfor?
They’retalkingabout
Themovie.
整理笔记
独立完成
教学
反思
审阅签字:年月日
Unit8I’llhelpcleanupthecityparks教学设计
Unit8I’llhelpcleanupthecityparks.
The1stperiod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
cleanup,hunger,homeless,cheerup,giveout,volunteer,food,bank
(2)TargetLanguage
I’dliketoworkoutside.
Youcouldgiveoutfoodatafoodbank.
2.AbilityObjects
(1)Trainthestudentstoexpressofferingtohelpwiththetargetlanguage.
(2)Trainthestudents’listeningskill.
3.MoralObject
Offerhelptotheothersasmuchaspossible.
Ⅱ.TeachingKeyPoints
1.KeyVocabulary
cleanup,hunger,homeless,cheerup,giveup
2.TargetLanguage
Howtoexpressofferingtohelpwithtargetlanguage.
Ⅲ.TeachingDifficultPoints
1.Teachthestudentshowtousethenewphrasalverbs.
2.Teachthestudentstoexpressofferingtohelpwithtargetlanguage.
Ⅳ.TeachingMethods
1.Teachingbygivingsamplesentencesandmakingupsentences.
2.Teachingbyshowingpictures.
Ⅴ.TeachingAids
1.Ataperecorder
2.Somepicturesonvolunteer’sofferinghelp
Ⅵ.TeachingProcedures
StepⅠRevision
1.RevisethelanguagepointsinUnit7.
Asksomequestionslikethis:Wherewouldyouliketogoonvacation?Why?(Because…)
2.RevisethecontentsinUnit7.
3.Checkhomeworkbyaskingsomestudentstoreadtheirsentencesthey’vemadewiththeverbs.Letthemhandintheirhomework.
4.DictatetenwordsinUnit7.
StepⅡla
Inthisunitwelearntooffertohelp.
We’llusesomephrasalverbs.Eachphrasalverbshastwoorthreewords,suchascleanup,cheerup,giveout.
Hereisanexampleonhowtousecleanup.LookatthetitleofUnit8.I’llhelpcleanupthecityparks.Repeatittwice,please.
Askthechildrentoreadthetitletwice.
Thengoonsaying,"cleanupmeansmakeaplacecleanandtidy,putthingsthereinorder".Let’sseeanotherexample,Weshouldalwayscleanupafterapicnic.
Whocanexplainthissentenceinyourown,words?
Askonestudenttoexplainthesentence.
Heorshemaysaylikethis.Thissentencesmeansweshouldburnwastepaper,collectlitterandemptybottles,etc.
Thenasktheclass.Whocanmakemoresentenceswithcleanup?
Askseveralstudentstosharetheirsentencestotheclass.
Dothesamewiththeotherphrasalverbs.
Readtheinstructionstothestudents.
Pleaselookatthepicturenow.Wecanseeabulletinboardandtwochildreninit.Whatisthebulletinboardabout?
Helpstudentstoanswer:VolunteerToday!
Thencontinuesaying,"Whocantellmethemeaningofvolunteer?"
Askonestudenttotrytoexplainit.Thentellthemthemeaningofit.Volunteermeansapersonwhoofferstodosomethingunpleasantordangerous.Itmeansapersonwhoofferstohelptheotherssometimes.Volunteerisusedasaverbinthislesson.
Drawthestudents’attentiontothethreepostersontheboard.
Wecanseeonesentenceineachposter.
Andwecanseesomepeopleineachposter,too.Whatarethevolunteersdoingineachposter?Pleaseworkinpairsandtalkabouttheposters.
Givethestudentsafewminutestotalkaboutwhattheywillsay.Letthemtalkaboutallthethreeitems.Movearoundandhelpthepairsasneeded.
Thenreadthesentencesintheposterstotheclass.Askthepairsofstudentstoexplainwhatthesentencemeansintheirownwords.Ortellwhatthevolunteersaredoingintheposters.
Forexample,forthefirstposter,apairmightsay:
Itmeansthereistrashinthepark.Therearepapersontheground.Wecanhelpcleanuptheparkbypickinguppapersandtrash.Wecanmaketheparkclean.
Afterthestudentshavefinishedalltheitems,askthestudentstoaddsomeotherwaystheycanhelppeople.Getthemtowritethewaysdownintheboxbelowthepicture.
Atlast,asksomestudentstosharetheirideaswiththeclass.Writeanynewwordsorphrasesontheboardandexplainthesewordstotheclass,ifnecessary.
StepⅢ1b
Callthestudents’attentiontothetwolistsintheboxinActivitylb.Asksomestudentstoreadtheeightsentencesontheliststotheclass.Explainanynewwordsandphrasesinit.
Makesurethatallthestudentscanunderstandthemeaningsoftheeightitems.
Thengetthechildrentoreadtheinstructionstogether.
Say,wewillhearfourconversations.
Yourtaskistomatchtheitemsinthetwolists.Wecanseetheblanksinfrontofthefirstlineofeachconversation.Listentotheconversationsandwritetheletterinfrontofthefirstlineofeachconversation.Putthelettersofthesecondlineofconversationsinrightplaces.
Pointoutthesampleanswertotheclass.
Playtherecordingthefirsttime.Tellthestudentstoonlylisten.
Thenplaytherecordingasecondtime.
Tellthemtowritealetterinfrontofeachnumberedsentencethistime.
Checktheanswers.
StepⅣ1c
Readtheinstructionswiththeclass.
CalltheirattentiontotheexampleinthespeechbubblesinActivityla.Askapairofstudentstoreadthisconversationtoaclass.Thenletthempracticeinpairs.
Notetheirpronunciationof"liketo"inphrasessuchas,I’dliketohelphungrypeople.TellthemEnglishspeakersusuallypronouncethewords"liketo"asiftheywerespelledlike-tuh.
PlaytheI’dliketostatementsontherecordingtodemonstratethispronunciation.
Afterthey’vefinishedpracticingthesampleconversation,askthemtomakeupsimilarconversationsbasedontheothertwoposters.Gettwopairstodemonstratetwoconversationsfirst.
Thenletthewholeclasspracticeinpairs.
Afterthat,playtherecordingofactivity1bandletthechildrenreadafterittwice.
ThenaskthemtopracticesimilarconversationsusingtheinformationinActivity1b.
StepⅤSummary
StepⅥHomework
1.Makeuponesentencewitheachofthefollowingphrasalverbs:
cleanup,cheerup,giveout
2.Writeoutthreeconversationsofactivity1c.
StepⅦBlackboardDesign
Unit8I’llhelpcleanupthecityparks,
SectionA
TheFirstPeriod
Phrasalverbs:
1.cleanup—makeaplacecleanandtidy,putthingsinorder
Weshouldalwayscleanupthedirtypartsofthesea.
2.cheerup—makesomeonefeelhappy
Thegoodnewscheerseveryoneup.
3.giveout—handout,distribute
LinTaohelpedtheteachergiveoutthenewtextbookstotheclass.
The2ndPeriod
Ⅰ.TeachingAimsandDemands
KnowledgeObjects
(1)KeyVocabulary
clean-up,sign,putoff,setup,establish,comeupwith
(2)TargetLanguage
I’llhelpcleanupthecityparks.
2.AbilityObjects
(1)Trainthestudents’listeningskill.
(2)Trainthestudents’communicativecompetenceusingthetargetlanguage.
(3)Trainthestudentstousethenewphrasalverbs:cheerup,setup,comeupwith,putoff/
3.MoralObject
PlanaCityParksClean-upDaywithyourgoodfriendsandcomeupwithsomeideastotellpeopleaboutit.
Ⅱ.TeachingKeyPoints
1.Listeningpracticewithtargetlanguage.
2.Makecommunicationswithtargetlanguage.
3.Howtousethephrasalverbs.
Ⅲ.TeachingDifficultPoints
1.Makecommunicationswithtargetlanguage.
2.Usethephrasalverbs.
Ⅳ.TeachingMethods
1.Listening
2.Pairwork
3.Roleplaytheconversation
Ⅴ.TeachingAids
Ataperecorder
Ⅵ.TeachingProcedures
StepⅠRevision
1.RevisetheknowledgepointsonPage60.Askseveralstudentstotellsomewaystheycouldhelppeoplewithbooksclosed.
2.Checkhomeworkbyaskingseveralpairstoreadtheirconversationswhichtheywrotedown.
3.Checkhomeworkbyaskingsomestudentstoreadtheirsentenceswiththephrasalverbs.Letthemhandintheirhomework.
StepⅡ2a
WecanseefivepicturesinActivity2a.
Whatcanyouseeineachpicture?
Askfivedifferentstudentstodescribethepictures.
Afterthat,askastudenttoreadthewordsontheTVscreen,onthesignandinthenewspaper.
We’llhearsomestudentsataclubmeeting.Theyaretalkingabouthowtheirclubcanhelpcleanupthecityparks.
Asktheclasstoreadtheinstructionstogether.Tellthemtonotetheboxofeachpicture,theywillhavetotickintheboxesoftheitemstheyhearontherecording.
Nowlistentotheclubmemberstalkingaboutwhattheycandotocleanupthecityparksandtickintherightsmallboxes.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingagain.Askstudentstocheckthethingstheyhear.
Checktheanswers.
StepⅢ2b
Readtheinstructionswiththeclass.Andletthemhavealookatthesentences.
Readthefirstsentencetothestudents.
Tellthemitisasampleanswer.
Say,Wewillhearthesamerecordingagain.Thistimelistencarefullytowhatthestudentssayandfillintheblanksinthesentences.
Playthetapeagainandthestudentswriteouttheanswers.
Checktheanswers.
StepⅣ2c
Askstudentstolookatthesampleconversationfirst.Askapairtoreadittotheclass.
Asktheclasstoreadtheinstructionstogether.
Say.You’llworkinpairstoroleplaytheconversationinActivity2b.
Eachpairwillmakeaconversationlikethesampleone.YoucanusethesentencesinActivity2basaguide.
Askthestudentstoworkinpairs.Morearoundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneeded.
Askoneortwopairstosaytheirconversationstotheclass.
StepⅤGrammarFocus
Say,Doyourememberthemeaningofcheerup?Whocantellus?
Askastudenttoexplainthephrasalverbcheeruplikethis:
Cheerupmeansmakesomeonehappy.
Thengetstudentstomakeupsomesentenceswithit.
Say,Let’slearnsomemorephrasalverbstoday.Pleaseopenyourbooksatpage61.LookatthecontentinGrammarFocusandtrytotellmethemeaningsofsetupandcomeupwith.
Asktwochildrentotelltheirmeaningslikethis:
Setupmeansestablishorstart.
Comeupwithmeansthinkup.
Thengetstudentstoreadthesamplesentencesinthegrammarbox.
Writethephrasalverbsandthesentencesontheblackboard.
Getstudentstomakemoresentenceswiththesephrasalverbstogetafurtherunderstanding.
StepⅥSummary
Say,Inthisclass,we’vedonesomelisteningandwritingpracticewithtargetlanguage.Wealsodidsomeoralpracticeinpairs.Andwe’vediscussedsomephrasalverbsaswell.
StepⅦHomework
1.WritetwoconversationslikethesampleinActivity2c.
2.Makeuponesentencewitheachofthefollowingphrasalverbs:setup,comeupwith,putoff,handout,callup
StepⅧBlackboardDesign
Unit8I’llhelpcleanupthecityparks.
SectionA
TheSecondPeriod
Phrasalverb:
cheerupHelookssad.Let’scheerhimup.
setupWearegoingtosetupafood
banktohelpangrypeople.
comeupwithWeneedtocomeupwithsomeideas.
The3rdPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
major,commitment,veterinarian,coach
(2)TargetLanguage
I’dliketojointheschoolvolunteerproject.
Youcouldhelpcoachafootballteamforlittlekids.
2.AbilityObjects
Trainstudents’readingskill.
Trainstudents’speakingskillwithtargetlanguage.
Trainstudents’writingskillwithtargetlanguage.
3.MoralObject
Ifthereisastudentvolunteerprojectinyourschool,trytojoinit;ifnot,trytosetupone;beingavolunteerisgreat!
Ⅱ.TeachingKeyPoints
1.GuidestudentstoreadthearticleinActivity3a.
2.Helpstudentstousethetargetlanguagetoexpresswhatkindsofvolunteerworktheycoulddoandwhattheyliketodo.
1.TeachingDifficultPoints
1.Readthearticleforcomprehension.
2.Usethetargetlanguagetoexpresswhatkindsofvolunteerworktheycoulddoandwhattheyliketodo.
Ⅳ.TeachingMethods
1.Pairwork
2.Roleplay
Ⅴ.TeachingAids
Somepicturesthatthevolunteersareworking,orsomesignsofthevolunteers’clubs.
Ⅵ.TeachingProcedures
StepⅠRevision
1.Checkthehomeworkbyaskingsomechildrentoreadtheirconversation.
2.Checkthehomeworkbyaskingsomechildrentosharetheirsentenceswiththephrasalverbswiththeclass.
3.Revisethetargetlanguagetheylearnedlastclass.
StepⅡ3a
Havethestudentslookatthepictureofthethreechildren.Askthemwhotheythinkthechildrenare.
Thencallthestudents’attentiontothetitleofthearticleandaskthechildrentoreaditout.Askthemthequestionagain.
Thistimetheymayanswer.Theyarethreevolunteers.
Readtheinstructionstothestudents.
Thisisanarticleaboutvolunteers.Youhavetwotaskstodfirstunderlinethekindsofworkthevolunteersdo;secondcirclethereasonswhytheyliketheirwork.
Continuesaying.ThenamesofthethreevolunteersareLiHuiping,LanPeiandZhuMing.Thearticletellsyouaboutthedifferentthingstheydotohelppeople.
Pleasereadthearticlethefirsttimeandunderlinethethingstheydo.Therearethreequestionsontheblackboardtohelpyou.
Writethethreequestionsontheblackboardandtellthemtoscanthepassagetogettheanswersandunderlinethewords.
Questions
1.WhatdoesLiHuipingdotohelppeopleasavolunteer?
2.WhatdoesLanPeido?
3.WhatdoesZhuMingdo?
Checktheanswersbyaskingthreestudentstoanswerthequestions.
Readthearticletotheclassanddosomeexplanationonanynewwords.TellthestudentstoraisetheirhandswhenIcometoanywordorsentencetheydon’tunderstand.Pauseanddosomeexplanation.
TrytoexplainthenewwordsinEnglishlikethis:majormeansmoreimportant,forexample,amajoroperation,themajorroads;Aveterinarianmeansananimaldoctor,adoctorwhotreatsanimals.
Afterthat,getthestudentstoreadthearticleasecondtimetocirclethereasons.
Checktheanswerswiththeclass.
Thenhavethestudentsreadthearticleloudlytwice.Encouragethemtoaskquestionsiftheystillcan’tunderstandanywordsorsentences.
Movearoundtheclassroomandanswerthestudents’questions.
StepⅢ3b
Readtheinstructionstothestudents.
AndtellthemIloveEnglish.IcouldteachEnglishinanafter-schoolprogram.
Huilovesplayingfootball.WhatcouldHuidoifhewantstojointheschoolvolunteerproject?
Helpthestudentsanswer.Hecouldcoachafcf6tballteamforlittlekids.
Tellthemcoachmeansteachortrain.
ThenaskthestudentstolookatthetableinActivity3b.
Wecanseethreecolumnsinthisform.
Therearefournamesinthefirstcolumn.
Andwecanknowwhateachofthemlovesdoingfromthesecondcolumn,thecolumnofloves.Nowourtaskistofillintheblanksinthethirdcolumn,thecolumnofCould.Getthestudentstodiscussinpairsandfilltheresultsoftheirdiscussionsintheblanks.
MovearoundtheclassroomtomakesurethattheyarediscussinginEnglishandofferthemhelpasnecessary.
Askseveralpairstoreporttheiranswerstotheclass.Answerswillvarybutshouldshowasenseofvolunteeringaswellasarelationshiptotheskill.
Theymaygiveanswersincompletelysentencesorallybutwriteinphrases.
StepⅣ3c
Askapairofthestudentstomodelthesampleconversationfirst.
Writetheconversationontheblackboard.
Modelfortherestoftheclass.
Thenletthewholeclasspracticeinpairs.Remindthemtousethesampleconversation,butreplacethewordslovesandskills.
Movearoundtheclassroomwhiletheyareworking,checkingtheprogressandofferinghelpasnecessary.
Asktwoorthreepairstosharetheirconversationstotheclass.
StepⅤPart4
Readtheinstructionstotheclass.
Callthestudents’attentiontotheclartontheleft.PointoutthetitlesThingsIliketodoandvolunteerworkIcoulddotothestudents.
Atfirst,eachofyouwritesdownthreethingsyouliketodoonthelinesinthecolumnofThingsIliketodo.Youcanwriteineithercompletesentencesorphrases.Forexample,youcanfillintheblankwithIlovedrawingpictures,orDrawingpictures.
Getthestudentstowritedowntheirownanswersindividually.
Asstudentswrite,movearoundtheroomhelpingwithvocabularyifnecessary.
Showsomepicturesofvolunteers’worktoremindthemaswell.Askseveraltoreadtheirthingstheyliketodototheclass.
Thenworkinpairsandgiveeachothersuggestionsaboutwhatvolunteerworkyoucoulddowiththoseinterests.Askapairtomodelthesampleconversationbeforetheybegintopractice.
Getstudentstopracticeinpairs.
Asthestudentspractice,movearoundtheclassroom,correctingsomemistakestheymaymakeandhelpingthemanswerthequestions.
TellthemtofillintheblanksinthecolumnofVolunteerworkIcoulddowiththesuggestionsthattheirpartnershavegiventhem.
Afterallofthemhavefinishedwriting,askoneortwopairstosharetheirconversationstotheclass.
StepⅥSummary
Inthisclass,we’velearnedmoreaboutthevolunteersandtheirwork.Andwe’vedonemuchoralandwrittenpracticeonvolunteerworkwithtargetlanguage.
StepⅦHomework
1.WriteaconversationlikethesampleoninActivity3c.
2.WriteaconversationlikethesampleoneinActivity4.
StepⅧBlackboardDesign
Unit8I’llhelpcleanupthecityparks.
SectionA
TheThirdPeriod
Targetlanguage:
1.I’dliketojointheschoolvolunteerproject,butI’mnotsurewhatIshoulddo.
Whatdoyoulikedoing?
Iloveplayingfootball.
Well,youcouldhelpcoachafootballteamforlittlekids.
2.IliketoreadaboutChinesehistory.
WhatkindofvolunteerworkdoyouthinkIcoulddo?
YoucouldstartaChineseHistoryClub.
The4thPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
runoutof,takeafter,fixup,giveaway,repair,not…anymore,similaradvertisements
(2)TargetLanguage
Whatdoyoudo,Jimmy?
Ifixupbikesandgivethemaway.
2.AbilityObjects
(1)Trainthestudents’reading,writing,speakingandlisteningskillswiththetargetlanguage.
(2)Trainthestudentstousethenewphrasalverbs.
3.MoralObject
Comeupwithagoodideatohelpothers.Itwillbringyoumuchenjoyment.
Ⅱ.TeachingKeyPoints
1.Trainthestudents’reading,writing,speakingandlisteningskillswiththetargetlanguage.
2.Teachthestudentstousethenewphrasalverbsproperly.
Ⅲ.TeachingDifficultPoint
Teachthenewphrasalverbs.
Ⅳ.TeachingMethods
1.Makingupsentences
2.Listening
3.Pairwork
Ⅴ.TeachingAid
A.taperecorder.
Ⅵ.TeachingProcedures
StepIRevision
1.RevisethecontentsofthearticleinActivity3a.SectionA
2.Checkthehomeworkbyaskingsomestudentstoreadtheconversationstheywrote.Correctanymistakestheymighthavemade.Letthemhandintheirhomework.
StepⅡ1a
Readtheinstructionstothestudents.
Makesurethateachoneknowswhattodo.
Letthestudentslookatthesentencesintheleftcolumnfirst.TrytoexplainthefoursentencesinEnglishforthechildren,especiallythenewphrasalverbsinthesentences.Saytothemlikethis:
Pleaselookatthesentencesontheleftcolumn.Let’sgetthemeaningsofthem.
Let’sseethefirstone.I’verunoutofit
Here,runoutofisaphrasalverb.Itmeansreachanendof,useuporbecomeshortof.I’verunoutofit,meansI’veuseditup,nothingleft.
Explaintheothersentencesinthesameway.
Afterexplainingthesentences,readeachsentenceintheboxandaskthestudentstorepeat.
Thenaskseveralstudentstoexplainthesentenceswithlettersinfrontofthem.
Tellthemtoexplainthemintheirownsentences.Forexample,Sentencea,thestudentmightrespond.Mybicyclewasbroken.Icouldn’trideit.Igotnewtiresandanewseat.Nowitworksfine.
Readtheinstructionsagainandaskthestudentstomatchthesentenceswithsimilarmeanings.
Say,Nowmatchthenumberedsentenceswiththeletteredsentencesinthebox.
Writetheletterofonesentenceinfrontofthenumberofthematchingsentence.
Lookatthefirstsentence.Theanswerhasbeengiven.It’sSentenceb.Findouttheanswerstotheothersentences.
Checktheanswersbyaskingdifferentstudentstoreadtheirmatchedsentences.
StepⅢ1b
Callthestudents’attentiontothephrasalverbsinthebox.Havefourdifferentstudentsexplaineachphrasesintheirownwords.
Makesureeachstudentknowsthephrasalverbs’meanings.
Thenaskthestudentstoreadtheinstructionstogether.
Nowlet’smakesentenceswiththewordsinthebox.Pleaselookatthesamplesentenceinyourbook.Whowouldliketoreaditandexplainitinyourownlanguage?
Askonestudenttoreadthesamplesentenceandexplainit.Heorshemightexplainlikethis:
ThemeaningofthissentenceisIgivemybicycletocharitieswithoutmoney.
Whocanmakeanothersentencewithgiveaway?Pleaseputupyourhands.
Asktwoorthreestudentswhohaveputuptheirhandstosaytheirsentencestotheclass.Correctanymistakestheymaymake.
Thenhavethestudentsworkindividually.Makeonesentencewitheachphrasalverbinthebox.Tellthemtowritedowntheirsentencesonthelinesnexttothebox.
Walkaroundtheclassroomastheywrite.Offersomehelptothemiftheyneed.Trytorememberwhohavemadesomewonderfulsentencesatthesametime.
Afterallofthemhavefinishedwriting,choosesomechildrenwhohavemadesomewonderfulsentencestosharetheirswiththeclass.Choosesomeofthebestsentences.Writethemontheblackboard.
Atlast,askthewholeclasstoworkinpairsandhelpeachother.Letthemcheckeachother’ssentencesverycarefully.
Correctallthemistakesinwritingorsentencestructuresthattheirpartners’mayhavemade.
StepⅥ2a
Callthestudents’attentiontothefourpictures.Tellthemtheboy’snameisJimmy.Readtheinstructionstotheclass.Yourtaskistonumberthepicturesthecorrectorderwhileyouarelisteningtotheconversationonthetape.ButIwanttoaskyoutoguesstheanswerwithoutlisteningnow.
TrytoputthefourpicturesinacertainordertoshowastoryofJimmybyyourselvesnow.I’llseewhoseanswersantcorrectafterwefinishdoingthelisteningpractice.
Thenhavethemgivetheirownorderbyguessing.Afterawhile,askseveralonestotelltheiranswerstothewholeclass.
Collecttwoorthreeanswerswhichmanystudentssupportontheblackboard.
Next,asksomestudentstotelltheirownstoriesonthepicturesaccordingtotheirownorders.
Afterthat,askthestudentstogetreadytolisten.
Say,Wewillheararadioprogram.Amanisinterviewingaboy.Writeanumberineachshortlinenexttoeachpicturewhileyouarelistening.Yournumbersshouldbefrom1through4andshowwhichthingtheytalkaboutfirst,second,thirdandfourth.
Playtherecordingthefirsttime.
Studentsonlylisten.
Thenplaytherecordingagain.Askstudentstonumberthepictures.
Checktheanswers.Remembertosaycongratulationstothechildrenwhoguessedcorrectly.
StepⅤ2b
Readtheinstructionstogetherwiththechildren.Makesurethateveryoneknowswhattodo.
Callthestudents’attentiontothebox.
Askfourstudentstoreadthefoursentencestotheclass.
Pointtothelistofstatementsandtrue/falsechoices.
Wewilllistentothesamerecordingagain.BeforeIplaytherecording,let’sdolikethis.—Ifyoucanrememberthecontentsoftheconversation,pleaseyou’reyouranswers;ifyoucan’trememberthecontents,pleasejustguesstheanswers.Itdoesn’tmatterwhetheryouranswersarerightorwrong.
Afterawhile,havethestudentsgetreadytolisten.
Playtherecordingagain.Askthestudentstocirclethecorrectanswertoeachquestion—TfortrueorFforfalse.
Checktheanswer.Remembertosaycongratulationstothestudentswhohadagoodguessbeforelistening.
StepⅥ2c
First,playtherecordingofthislessonagain,Thestudentsrepeatafterit.Letthestudentsreadafterthetapeatleasttwice.Tellthemtotrytheirbesttocopythepronunciationoftherecording.
Readtheinstructionstotheclass.TellthemtheywillpracticetheconversationbetweenJimmyandthereporter,usingtheinformationintheActivities2aand2b.
Askapairofthestudentstoreadthemodelconversation.
Writetheconversationontheblackboard.
Thenletthempracticetheirownconversationsinpairs.
Asthepairsworktogether,morearoundtheroomofferinghelpasneeded.
Askseveralpairstosharetheirconversationswiththeclass.
StepⅦSummary
Say,Inthisclass,we’velearnedhowtousesomenewphrasalverbsfirst.And
we’vedonemuchlisteningpracticeonthetargetlanguage.Atlast,wedidsomeoralpracticebymakingourownconversations.
StepⅧHomework
1.MakeuponemoresentencewitheachofthephrasalverbsinActivitylb.
2.WriteouttheconversationsthatyoumadebyyourselvesinActivity2c.
StepIXBlackboardDesign
Unit8I’llhelpcleanupthecityparks.
SectionB
TheFourthPeriod
Targetlanguage:
A:Whatdoyoudo,Jimmy?
B:Ifixupbikesandgivethemaway.
The5thPeriod
Ⅰ.TeachingAimsandDemands
KnowledgeObjects
(1)KeyVocabulary
callup,handout,call-in(=phonein),strategy,workout
(2)Thenewandoldphrasalverbs.
(3)Thereadingpassage.
2.AbilityObjects
(1)Trainthestudents’readingskillonhowtomakenotes.
(2)Trainthestudentshowtousethephrasalverbs.
(3)Trainthestudents’writingandspeakingskills.
3.MoralObject
Ifyougetintroubleinyourvolunteerwork,gotothepeoplearoundyoutoaskforhelp.
Ⅱ.TeachingKeyPoints
1.Tohelpthechildrenunderstandthearticle.
2.Toteachthenewphrasalverbs.
3.Todirectthestudentshowtomakenotesbasedonanarticle.
Ⅲ.TeachingDifficultPoints
1.Teachingthenewphrasalverbs.
2.Directingthechildrentomakenotesbasedonanarticle.
Ⅳ.TeachingMethods
1.Givingexamples
2.Askingquestions
3.Makingnotes
4.Brainstorming
Ⅴ.TeachingAids
Somepicturesonvolunteerwork,especiallyapictureonrepairingbikes.
Ⅵ.TeachingProceduresStepIRevision
1.Revisethephrasalverbsthattaughtlastclassbyaskingstudentstomakesentenceswiththemagain.
2.Checkhomeworkbyaskingstudentstoreadtheirsentencesandconversationstotheclass.
3.RevisethestoryaboutJimmy.
StepⅡ3a
WehavelearnedsomethingaboutJimmy.
WeknowheisaBikeboy.Hefixesupoldbikesandgivesthemaway.Butheranoutofhismoneytobuyoldbikeslastweek.Hashecomeupwithanywayofgettingmoney?orWillhehavetostop?
Let’sfindouttheanswerinthearticleinActivity3a.Pleasereadthearticleoncequicklyandtellmetheanswer.
Havethestudentsscanthepassageandcatchthemainideaofit.Afteraroundtwominutes,Askthequestionagain.
StepⅢ3h
WeknewJimmyhadsolvedhisproblem.
Whatthingsdidhedotosolvehisproblem?PleasemakeanoteofthethingsthatJimmydidtosolvehisproblem.
Askastudenttoreadthesamplesentenceinthebook.TellthemtowriteoutthethingsthatJimmydid.Usethesamplesentenceasamodel.Andtheycanrereadthearticletosearchfortheanswers.Letthestudentscompletetheworkontheirown.
Walkaroundtheroomwhiletheyarewriting,checkingprogressandcorrectingthemistakestheymaymakewhilewriting.
Aftertheyallfinishwriting,askafewstudentstogivetheiranswers.Pointoutthemistakestheymayhavemadeinwriting.
Afterthat,writethefollowingwordsandphrasesontheblackboard.
callup,handout,workOut,call-in,strategy
Tellthemtonotethesenewwordsandphrasesinthearticle,askchildrentoreadthearticleagain.Tellthemtoreadincontext,guessingthemeaningsofnewwords
andphrasesfromtheotherwordsaroundthem.
Studentsreadthearticleagainforcomprehensionthistime.Allowthemtoreadalittlelongerthistime.
Afterawhile,pointtothenewwordsandphrasesontheblackboardandletthestudentsguessthemeaningsofthem.Theteacherdoessomeexplanationatthesametime.
Lookattheblackboardnow.Let’sexplainthesenewwordsandphrasesonebyone.
Askthestudentstomakesomesentenceswithitiftimepermits.Letthemdoitashomeworkifthereisnoenoughtimeinclass.
Getthestudentstoreadtheinstructionstogether.
Say,Readthearticleathirdtimenow.
Pleaseunderlineallthephrasalverbswhileyouarereading.
Askstudentstocompletetheworkontheirown.
Getsomestudentstotelltheclasstheiranswers.Checktheanswerswiththewholeclass.
Thenhavethemworkinpairs.Tellthemtocheckeachother’sanswerscarefullyandpointoutthemistakestheirpartnersmayhavemade.Tellthemtohelpeachotherlikethisasoftenaspossible.
Writethecorrectanswersontheblackboardtohelpthem.
Aftercheckingtheanswers,askthestudentstoreadthearticleloudly.Teachthemtoreadthenewwordsoreventhewholetextbeforetheystartreadingifnecessary.
Askthemtoreadforawhile,askoneortwotoreadittotheclass,correctinganypronunciationerrorstheymaymake.
Thenaskthewholeclasstopracticereadinginpairs.Tellthemtoreadthearticleloudlyinturnsinpairs.Theonewhoislisteninghastopointouthisorherpartner’spronunciationerrorsandhelptocorrectthem.Iftheyarenotsureaboutanywords,tellthemtoaskforhelpfromtheteacher.
Afterpracticereadingthearticle,askiftheyhaveanywordsorsentencestheydon’tunderstand.Tellthemtoraisetheirhandsandsaywhichwordsandsentencestheydon’tunderstand.
Helpsolvetheproblems.
StepⅣPart4
Let’sdoitingroupsoffour.Eachgroupwillhavetobrainstormaplanforhelpingoutinyourcommunity.Talkaboutitandmakenotesonwhereyouwillhelpandwhatyouwilldo.
Eachgrouphastowriteoutyourownlistofpossibleplacesandvolunteeractivitiesfirst.
PointoutthechartinActivity4.TellthemtonotethetwogivenstatementsWhereandWhat.
YourtaskistowritetheplacesafterthewordWhereandthevolunteeractivitiesafterthewordWhat.
Showsomepicturesorsignsonvolunteeractivitiestohelpthechildrencomeupwithsomeideas.
Letthestudentsworkinfours.Brainstormtheirplansandwritetheirownlists,usingtheanswersontheblackboardasamodel.
Walkaroundtheclassroom,offeringhelpasnecessary.
Aftertheyallfinishbrainstormingandwriting,tellthemtopracticetogetherwhattheywillsaytotheclass.
Eachgroupwillhavetoreportyourplantotheclass.Nowpracticetogetherwhatyouwillsay.Youcanselectonetoreportmainlyandtheotherscompleteoryoucansayinturns.Eachonetellsaboutoneplace.Andyoucanalsohaveonewritenotesontheboardifyouwish.
Letthempracticeforawhile.Thenaskeachgrouptomaketheirpresentations.
StepⅤSummary
Say,Inthisclass,we’vereadanarticleaboutJimmy.We’veknownJimmyhasgotsixteenbikestofixupandgiveaway.
Andwe’velearnedtomakereadingnotes.Wehavedonesomereading,writing,listeningandspeakingpracticeusingthetargetlanguagethroughgroupwork.
StepⅥHomework
1.Makeonesentencewitheachofthephrasalverbsbelow,callup,handout,workout,runout,setup,fixup.
2.Trytorememberthenewwordsonpage64.
StepⅦBlackboardDesign
Unit8I’llhelpcleanupthecityparks.
SectionBTheFifthPeriod
NewwordsandphrasesinActivity3a:
callup,handout,workout,call-in,strategy.
AnswertoActivity3a:
cheerup,runout,putup,calledup,handedout,setup,comeupwith,fixup,giveaway.
AnswerstoActivity3b:
1.Hedidaradiointerview.
2.Heputupsigns.
3.Hecalledupfriends.
4.Hehandedoutadvertisements.
5.Hetoldteachers.
SampleanswerstoActivity4:
Where:1.thecityparks2.…
What:1.pickupplasticbagsandpapers
The6thPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)Usingthesephrasalverbscorrectly.
giveaway,takeafter,comeupwith,giveout,hangout
(2)Writinganarticleusingthenotesgiven
2.AbilityObjects
(1)Trainthestudentstousethephrasalverbs.
giveaway,takeafter,comeupwith,giveoutandhangout.
(2)Trainstudents’writingskill.
3.MoralObject
Whatdoyouwanttobeinthefuture?Trytocomeupwithanideatogetmuchvolunteerexperience.Itwillbegoodforbothyouandtheothers.
Ⅱ.TeachingKeyPoints
1.Helpthestudentshaveaselfcheckonthekeywordsandtargetlanguageofthisunit.
2.Practiceusingthephrasalverbsgiveaway,takeaftercomeupwith,giveoutandhangout.
3.Directthestudentstowriteanarticleaccordingtothenotesgiven.
Ⅲ.TeachingDifficultPoints
1.Thestudentsmakesentenceswiththephrasalverbs.
2.Writethearticlewiththenotesgiven.
Ⅳ.TeachingMethods
1.Teachingbyprovidingsamplesentences
2.Teachingbyprovidingsamplearticle
Ⅴ.TeachingAid
Apictureofayoungwomanwhoissinging.
Ⅵ.TeachingProcedures
StepIRevision
1.Checkthehomeworkbyaskingthechildrentoshowtheirsentences.Asksometosharetheirsentenceswiththeclass.
2.Dictatesomenewwordsonpage64.
StepⅡPart1
Thisactivityfocusesorvocabularyintroducedintheunit.Askastudenttoreadtheinstructions.
Wehavetwotasksnow.Firstlet’sfillintheblanks.Lookatthewordsgiveninthebox.Theyareallphrasalverbs.Doyouknowthemeaningofeachphrasalverb?
Whohasanyproblem?Showmebyraisingyourhands.
Helpsolvetheproblems.Dosomeexplanationifnecessary.Forexample,ifsomeoneisnotsureabouthangout,tellhimorher,hangoutmeansspendone’stimelazily.
Letthemdotheworkindividually.Tellthemtochooseacorrectverbforeachblankandnotetousethecorrectformsoftheverbs.
Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortense,subjectorverbagreement.Movearoundtheroomastheywrite,offeringhelpasneeded.Trytorememberthecommonmistakestheymaymake.
Aftertheyarefinished,askfivedifferentstudentstoreadtheiranswerstotheclass.Correctanymistakestheymayhavemade,especiallytheverbforms.Encouragetheotherstudentstopointouttheirmistakesandhelpcorrectthem.Pointoutthecommonmistakestheymayhavemadeatlast.Aftercheckingtheanswerstogether,askthewholeclasstochecktheanswersinpairs,exchangingtheirbooksandhaveacarefulcheck.Pointouttheirpartner’smistakesandhelpcorrectthem.
Letthestudentsreadthefivesentencesloudlyseveraltimesaftermakingsuretheyallhavegotrightanswers.
Thengoonwiththesecondtask.Usethefirstphrase,giveaway,asanexample.
Askseveralstudentstomakesentenceswithitorally.
Suchas,Jimmygivesawayoldbikes.
Thenaskthechildrentomaketheirownsentenceswiththephrasalverbsgiven.
Eachonewritesthesentencesonapieceofpaper.
Movearoundtheclassroomwhiletheyarewriting,checkingprogressandofferinghelp.
Asksomestudentstosharetheirsentencestotheclassbyreadingtheirsentencestotheclass.Correctanymistakestheymayhavemade.
Askallthechildrentohandintheirpapers.
StepⅢPart2
We’llhavetowriteanarticleusingthenotesinthebox.ThearticlewilltellwhathappenstoSally.Atfirst,let’sseethefirstsamplesentencegiveninthebook.
Askastudenttoreadthesentence.Tellthemtonotehowthewritercombinedthesephrasesintoonesentence.
Thentellthestudentstotrytosayoutthenextsentence.Letthemthinkforawhilefirst.Thenaskseveralchildrentosaytheirsentences.
Thengoonwiththethirdsentence,thenthefourthone.Helpthestudentstothinkoutandsayoutallthesentences.
Aftercombiningthephrasesintosentencesorally,tellthestudentstoputallthesentencestogethertowriteanarticlebythemselves.Tellthemtogoonwritingafterthefirstsamplesentenceontheirbooks.
Movearoundtheclassroom.Notetorememberwhosearticlesareverysuccessfulandwhosehavesomemistakes.
Thenasksomestudentswhohavewrittensuccessfullytoreadtheirs.Atlast,theteacherreadsthesamplearticleintheteacher’sbooktotheclass,showingapictureinwhichayoungwomanissinging.
Tellthemtoexchangetheirarticleswiththeirpartnersandhelpeachother.
Askthestudentstorewritetheirarticlestomakethearticleperfectafterclass.
StepⅣJustforFun!
Callthestudents’attentiontothecartoonpictures.Tellthemtoseewhathappens.
Askthestudentstoreadtheconversationinthefirstpicturetogether.
Thenaskthemwhatisfunnyaboutthiscartoon.Helpthestudentstoanswerlikethis:
Theboyhasbeentryingtomakethepersonstopcryingbecausehethinksthepersonissad,butthepersonisreallycryingbecauseoftheonions.
StepⅤSummary
Say,Inthisclass,we’vepracticedusingsomephrasalverbsandwe’vewrittenanarticlebasedonthenotesgiven.Atlast,weenjoyedafunnycartoon.Allofyouhavedoneverywell.
StepⅥHomework
1.Reviseallthelanguagepointsinthisunit.
2.Finishofftheexercisesonpages32~34oftheworkbook.
3.Makeanothermoresentencewitheachphrasalverbsbelow,giveaway,takeafter,comeupwith,giveout,hangout.
4.Rewritethearticle.
StepⅦBlackboardDesign
Unit8I’llhelpcleanupthecityparks.
Selfcheck
TheSixthPeriod
AnswerstoActivity1:
1.giveout2.cameupwith
3.gaveaway4.hangout
5.takesafter
SomesamplesentencestoActivity1:
1.Jimmygivesawayoldbikestochildrenwhodon’thavebikes.
2.Tomtakesafterhisuncle.
3.Theboyhascomeupwithagoodplantoenjoyhisholiday,
4.Thevolunteersaregivingouttheadvertisementsnow.
5.Ladiesalwayslikehangingoutattheshopsonweekends.
The7thPeriod
Reading:Noproblem!
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
solve,complain,yourconcern,trust,wheelchair,brilliantandsoon.
(2)Text
2.AbilityObjects
Trainstudents’abilityofidentifymainidea.
Trainstudents’abilityofunderstandingwordsincontext.
Trainstudents’abilityofreadingforspecialinformation.
3.MoralObject
Helpyourfamilyandfriendstosolvethelife’sbigorsmallproblemswiththewaysyouhavelearnt.
Ⅱ.TeachingKeyPoints
1.Keyvocabulary.
2.Readthetexttoidentifymainidea.
3.Readthetexttounderstandwordsincontext.
4.Readthetextforspecialinformation.
Ⅲ.TeachingDifficultPoints
1.Trainstudents’readingskill.
2.Trainstudents’writingskill.
Ⅳ.TeachingProcedures
StepⅠPart1
Callthestudents’attentiontothetitleofthearticle.
Tellmethetitleofthearticle,please.
Yes,it’sNoproblem.Whatdoyouthinkthearticleisaboutbasedonthetitle?
Askoneortwototellwhattheythinkofbasedonthetitle.
Thenaskthestudentstolookatthepictureonthispage.Say,Lookatthepicture,please.Whatcanyouseeinit?
Whatishappening?
Askonestudenttoanswerthequestions.
Chooseonestudenttotellhisownanswer.
Thentellthestudentstodiscussthequestionswiththeirpartners.
Tellthemtogivetheirownanswersandnottoreadthearticle.
Astheydiscuss,walkaroundtheroomlookingattheirprogress.Oncemoststudentsarefinished,askseveralpairstoreporttheirresultstotheclass.Letthewholeclasscomparetheiranswers.
StepⅡPart2
Askonestudenttoreadtheinstructionstotheclass.Makesurethatallthechildrenknowwhattodo.
Callthestudents’attentiontothechart.
Havethestudentsreadthefourheadingstogether.ThentellthemtoseetheexampleanswerinthecolumnofExplanation.
Say,Nowpleasereadthearticlequicklyandnotetocatchthemainideaofeachpart.Fillintheformswithcompletesentencesliketheexamplegiven.
Askthestudentstocompletethetaskindividually.Morearoundtheclassroomwhiletheyarereadingandwriting,checkingtheirprogressandtryingtofindoutwhataredifficultforthem.Aftertheyallfinishfillingintheblanks,havesomestudentstoreporttheiranswerstotheclass.
Theanswerscanvary,buttheyhavetoexpressthemainideawithcorrectcompletesentences.
Lettheotherstudentsdecidewhethertheiranswersarerightorwrongandhelpcorrectthemistakestheymaymake.
Offersomehelpincombiningsentencestothechildren.
Thenaskthechildrentoexchangetheirwritingwiththeirpartners.
Helpchecktheanswerscarefully.Pointoutanymistakesandhelpcorrectthem.
StepⅢIPart3
Wecanseesomewordsindicatedinboldinthearticle.
Pleaseguessthemeaningsofthemnow.
Thenasksomechildrentoguessthemeaningsoftheboldwords.Don’tgivethemthecorrectanswers.
Doyouwanttoknowmoreabouthowtodealwiththelife’sproblems?Pleasereadthearticlemorecarefullythistimeandyou’llgetmorewaysaboutit.Notetoreadincontext.Trytoguessthemeaningsofthewordsinboldfromtheotherwordsaroundthem.Youcanalsoguessthemeaningsofanywordsandphrasesyoucan’tunderstandfromtheotherwordsaroundthem.
Askthestudentstoreadthearticleagainforcomprehension.
Afterawhile,asksomestudentstotellthemeaningsofthewordsinbold.Discusstheiranswerswiththewholeclass.
Checktheiranswers
Askstudentstoraisetheirhandsandsaywhichsentencesandwordstheystilldon’tunderstand.Helpthemsolvetheproblems.
Readtheinstructionswiththestudentsandhavethemlookattheexample.
Askthestudentstomatchthewordswiththeirmeanings.Remindthemtoreadthestoryagainforextrahelp.
Checktheanswers.
StepⅣPart4
Readtheinstructionstothestudents.Askthefirstquestionasasampletocheckiftheyknowwhattodo.
Askthestudentstodotheactivityindividually.Tellthemtoreadthearticleagaintogethelp.
Checktheanswersbyaskingdifferentstudentstoanswerthequestions.
Youshouldtrytoremembertheanswersbeforelookingatthereading.
Thenletthestudentsaskandanswerthequestionsinpairsloudly.
StepⅤPart5
Readthetaskstothestudents,andaskthemtohavealookatthesampleanswers.
Askthestudentstodotheactivityingroupsoffive.Encourageeachstudenttocomeupwithaproblemandasolution,andreportthemtotheirowngroup.Thegroupsdiscusstheproblemsandsolutionstogether,explainingtheproblemsandsolutions.
Checktheanswersbyaskingeachgrouptoexplaintheproblemsandsolutions.
Trytoaskformoresolutionsfromothergroupsforeachproblem.
StepⅥSummary
Wehavereadaveryhelpfularticleinthisclass.Andwe’velearnedhowtosolvetheproblems.Wediscussedtheproblemswehadatschoolandthesolutions.Wehavedonemuchpracticeoncomprehension.
StepⅦHomework
ReadthearticleinActivity2againforfurthercomprehension.
Trytosolveyourownproblemsandhelptheothers.
StepⅧBlackboardDesign
Reading
TheSeventhPeriod
AnswerstoActivity3:
solveb;complaina;yourconcernc;truste;wheelchairf;brilliantd
Sampleanswerstoactivity4:
1.Tellyourselftoforget.
2.Heisstillaverysuccessfulwriterandteacher.
3.Angryorunhappypeoplemaydothingstomakeyouangry.
4.Youprobablydon’tneedawheelchairtomoreoracomputertohelpyoutalk.
5.Astudent’smostimportantjobistolearnandshowhowheorshelearnsontests.
Unit1I'mwatchingTV.教案设计
Unit1I’mwatchingTv.
SectionA3a-4
1. 教学目标
本课的主要内容是进一步理解和运用现在进行时,通过多边活动促使学生掌握所学知识,并能使用所学知识进行交际活动。
掌握句型——Whatishedoing?
Wherearetheygoing?
Whoaretheytalkingto?
Whataretheytalkingabout?
2.重点
句型的灵活应用及其回答,并注意动词现在分词的变化规则。
3.难点:
初次接触现在进行时,需掌握它的结构。
现在进行时与一般现在时的综合运用。
4.教学过程
一、复习
播放歌曲:Areyousleeping?帮助学生回顾上节课的重点句型;然后教师出示几张图片,让学生进行口语操练:
A:What’she/she/itdoing?A:Whataretheydoing?
B:He/She/it’s...B:Theyare...
说明:通过看图谈论,直观地将上节课的内容展现出来。同时学生很自然地被吸引到了新课中来。
二、巩固句型操练
为了激发学生的学习兴趣,进行课本提供的guessinggame,让学生上台表演动作,要求其他学生进行猜测练习:
A:Areyou...?
B:Yes,Iam./No,I’mnot.
说明:通过游戏的趣味性,让学生在玩中学,在做中学,进一步强化现在进行时的用法,该活动具有真实性和可操作性,能引起学生的学习积极性,激发学生积极参与活动的欲望。
三、教学SectionB-3a,3b
放课文3a录音,让学生看练习,听后把图片和对话连起来。任务布置:Let’slistentothetapeandthenwritethenumberofthepicturenexttothecorrectconversation.接下来鼓励学生看图,根据刚才的听力进行roleplay,完成3b。
说明:利用模拟情景,可以培养学生初步综合运用语言的能力,同时巩固本节课的重点句型,达到学以致用的目的。
四、口语训练
让学生仔细观察图片,并通过小组讨论找出课本提供问题的答案。任务布置:lookatthepicturesandaskansweringroups.同学们可以给出不同的回答,教师点拨,注意正确运用现在进行时。
五、教学FocusGrammar
现在进行时态:
1.谓语动词:be+V-ing
1).be动词要受主语影响变为am,is,are.
2).V-ing又叫现在分词。
2.现在分词的构成规则如下:
1).一般动词后直接加-ing.如:
reading,watching,seeing
2).以不发音的e结尾的词去掉e再加-ing.如:make—makingwrite—writing
3).以重读、闭音、单辅音字母结尾的词,双写这个辅音字母,再加-ing.如:
get-gettingswim-swimmingput-puttingrun-running
3.用法:1)表示现在(说话瞬间)正在进行或发生的动作。(不能指状态。)
2)表示现阶段正在进行,而此刻不一定在进行的动作。(以thesedays为代表)
3)表即将发生的动作。这类词有:come,go,leave,arrive等,常与表将来的时间状语连用。
4.相应练习:
1.I’mputtingonmyclothes.(变为一般疑问句)
______________on______clothes?
2.Wearelisteningtothemusic.(变为否定句)
We_____________tothemusic.
3.Jimisreading.(用write改为选择疑问句)
___Jim_________________?
4.Mysisterisdoingherhomework.(就划线部分提问)
__________yoursister_______?
六、作业(Homework)
1.Roleplay:Actoutthefourpictures.
2.Makeasurvey:Whatareyourfamilydoingat7:00pm?
Giveareportlikethis:
Myfatheris...Mymotheris...Iam...
说明:通过学生对家人的调查了解,以增进对家人的关心。