Modlue9备课材料(7B)。
一般给学生们上课之前,老师就早早地准备好了教案课件,到写教案课件的时候了。我们制定教案课件工作计划,才能更好地安排接下来的工作!你们清楚教案课件的范文有哪些呢?下面是小编精心为您整理的“Modlue9备课材料(7B)”,仅供参考,欢迎大家阅读。
Modlue9备课材料(7B)
一、教材分析
本模块题材为童话故事,主要是关于Goldilocks的故事,另外增加了精卫填海的故事。内容和情节很容易引发学生的兴趣,语言简单易懂,描写细致生动,非常有利于开展听、说、读、写方面的语言实践活动,让学生在使用语言的过程中学习语言,促使学生更有意识地自觉学习英语。
讲故事须使用一般过去时,所以本模块继续以一般过去时作为语法学习重点。通过操练、使学生在掌握语言结构的同时、既学习语言知识、感悟语言功能、又能欣赏到美丽的童话故事,并能学会描述一个完整的故事或一件事情
二、教学目标
1.知识目标:
语音:规则动词的一般过去时的发音
词汇:once、hear、begin、decide、ride、golden、little、pick、notice、hurry、knock、nobody、push、open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep、return、cry、point、without、die、emperor、onceuponatime、goforaride、pickup、lookaround、changeinto
语法:规则动词的一般过去式。
功能:按时间顺序描述事情。
话题:以“童话故事”(fairytales)为话题。
2.能力目标:
听:能听懂简单故事中的主要人和事。
说:运用一般过去时表述事件,讲简单的故事。
读:能读懂简单的故事,明白主要的人物、事件以及情节。进行简单的技能训练。
写:运用一般过去时写简单的事情。
3.情感目标:通过阅读童话故事提高对英语的学习兴趣、感受学习的乐趣。
三、学习策略、文化意识
1.学习策略:形成自主学习、有效交际、信息处理、英语思维能力。
认知:联系,归纳,推测等技能。观察并归纳规则动词的一般过去式、提高自学能力。
调控:从同伴处得到反馈,对自己在叙述及作文中的错误进行修改
交际:学习运用恰当词语讲解童话故事。
资源:通过其他资源获取更多简单英语的“童话故事”
自学策略:能够尝试阅读一些简写的英文童话故事。能注意发现语言现象背后的规律、并能运用规律举一反三。
合作学习策略:互相学习,取长补短,注意从他人的演示中汲取经验、注意学习策略共享。
2.文化意识:比较中国童话与外国童话的异同、通过外国童话了解世界不同地方的风俗习惯、从而拓展视野、激发学习英语的兴趣。
四、教学重点与难点
重点:通过童话故事训练学生的听、说、读、写能力,掌握规则动词的一般过去式。
难点:掌握规则动词的一般过去式的形式和逐步形成正确使用一般过去时的意识。
五、模块任务(ModuleTask)
能够运用规则动词的一般过去式讲述简单的故事。
六、教材处理及教学设计
我们把本模块划分为4课时:
Period1:VocabularyandListening、PronunciationandSpeaking
Period2:ReadingandVocabulary
Period3:Writing、Aroundtheworld、ModuleTask
Period4:Languageinuse
教学设计
Period1:
VocabularyandListening、PronunciationandSpeaking
Unit1Onceuponatime
Step1WarmingupRevision
1.Guess:
Wheretheteacherwaslastnight?
S1:---Wereyouathomelastnight?
T:----No,Iwasn’t.
S2:---Wereyouatschool?
T:----No,Iwasn’t
设计理念:
通过设置悬念,引发学生探究欲望、从而激起学习动机;同时又复习了前一模块的知识重点
2.Askandansweringroupsoffour:
Learnwhereyourfriendwaslastnight.Askonetostandup.
S1:---Wereyouatthecinema?
S2:---No,Iwasn’t.
S3:---Washe/she(S4)atthecinema?
S4:---No,he/shewasn’t.
S1:---Wereyouathome?
S2:---Yes,Iwas.
设计理念:通过学生之间的活动,既复习旧课又了解朋友、增进友情。
Step2Presentation
LastlightIwasatthecinema,Isawafairyfilm“TheSnowWhite”(白雪公主)
SnowWhite
设计理念:以学生熟悉的童话故事人物---theSnowWhite为引子,很自然地倒入新课
Doyouknowthem?
TheLittleMermaidTheEmperor’sNewClothes
TheLittleGirlWhoIsSellingMatchesGoldilocks
设计理念:展示一些童话人物,并以Goldilocks为结束,以引出新内容的学习活动。
Step3Learnsomewords
Weusuallybegin(开始)astorywith“Onceuponatime…(从前)”
golden金黄色decidetodo决定去做某事
goforaride=ride
bear熊
设计理念:无论多新的教法,单词还得实实在在得教、读。
Step4Listenandcheck
Activity1
ThestoryisTheThreeBears.()
Goldilockslivedintheforest.()
Thestorybegins:Onceuponatime…()
Shedecidedtogoforarideintheforest.()
设计理念:
刚刚学好单词,可以趁热打铁,训练听的能力,使学习活动更加有效。
Step5Lookandlearn
1.Learn:little=verysmall
2.Lookatthepicturesandanswerthequestions.
1)WhoisGoldilocks?2)Whereisshe?
1)Goldilockswasalittlegirlwithgoldenhair.
2)Shewasintheforest.
3.Learn
knockV.敲pickv.采摘pushv.推enterv.进入
设计理念:
根据图片学习单词有助于学生掌握。
Step6Listenandnumber
a(8)b(7)c(4)d(5)
e(1)f(6)g(3)h(2)
设计理念:
初步感知一般过去时的读音及巩固刚才所学
Step7Lookandlearn(Activity5)
Pickedwaslostnoticedhurried
Knockedpushedenteredcounted
设计理念:以刚获得的知识进行巩固并借此认识规则动词的一般过去时,同时将第五部分处理好。
Activity7
Step8Listenandrepeat(Pronunciation)
knockedpickedwalkedpushed
likedfinishedstoppednoticed
answeredenteredhurriedlived
counteddecided
设计理念:
简要理解一下规则动词的一般过去时的构成
Step9Listenandanswer
Activity4andactivity6
1.Listentothetapeandanswer:
---Whatdidshepickintheforest?
---WherewasGoldilocks?
2.Readthedialogueinpairs,andanswerthequestionsofactivity6
3.Asksomestudentstoactitout.
4.Explain:
bowl—碗nobody—无人
all—全部的hungry—饥饿的
设计理念:
听力的训练离不开知识的积累,这一步骤力争与前面更好的衔接。
Step10Speaking
1.Listenandrepeatofactivity8
2.Workinpairs,retellthestoryifpossible.
设计理念:
一方面先巩固故事情节,一方面又可以锻炼说英文故事的能力。考虑到内容较多,针对学习能力强的同学可以课堂内完成复述。
Homework:
1.Readandcopythenewwords.(All)
2.Retellthestoryforyourfriend(Part)
设计理念:
课后单词一定要读,否则容易忘记。分层作业对不同的学生有不同的要求,体现以人为本的教育理念。
Period2
ReadingandVocabulary
Unit2
Goldilocksrushedoutofthehouse
Step1WarmingupRevision
1.Canyoureadthese?
knockedpickedwalkedpushed
likedfinishedstoppednoticed
answeredenteredhurriedlived
counteddecided
2.CanyouretellthestoryofGoldilocks?
设计理念:复习环节要突出实效,一般刚开始上课学生注意力更集中,有利于对前面的知识及时有效的复习。
Step2Pre-read
1.Guess:---Whosehousewasit?
2.Workinpairs.SaywhathappenednextinGoldilocksandThreeBears.(Activity1)
3.Learnsomenewwords:
try—trieddestroy—destroyed
cry—criedreturn—returned
point—pointedjump--jumped
设计理念:阅读故事前应该先进行热身活动,有利于对故事先有一个词汇上的准备
Step3Read
1.Whatcanyouseeinthepicture?
设计理念:借助对图片的认识,对故事有一个大致的了解。
2.Readthestoryandnumberthepicturesinthecorrectorder.
设计理念:改变以往快速阅读后回答一二个简单的问题的形式,重新排列图片使学生对故事有进一步的认识。
3.Readandcheckthetruesentences.
1)Goldilocksdidn’tlikethesmallestchair.()
2)Goldilocksdidn’tlikethesmallestbed.()
3)BabyBeardidn’tlookinthebedroom.()
4)BabyBeardidn’tnoticethelittlegirlinhisbedatfirst.()
5)Goldilocksdidn’tnoticethethreeBearsatfirst()
6)Goldilocksdidn’tlikethethreeBears.()
设计理念:
精读故事之后,对故事的细节需要有一定的认识,可以自己另外设计一些选择题目。
Step4Listenandrepeat
First,Goldilockswantedtositdownbecauseshewastired.Thetwobigchairswereuncomfortable.Shedidn’tlikethem,soshetriedthesmallestchair.Itwasnice,butGoldilockswasveryheavyandshedestroyedit.
Shewasunhappyandtired.Shewalkedintothebedroom.Therewerethreebeds.Shedidn’tlikethetwobigbeds.Thesmallestbedwasverycomfortable.Verysoonshewasasleepinit.
ThethreeBearsreturned.Theylookedatthebowlsandthechairs.BabyBearcried,“There’snothinginmybowlandmychairisinpieces!’’Hewasveryunhappy!
Next,theBearslookedintheirbedroom.Theydidn’tnoticeGoldilocksatfirst.
ThenBabyBearpointedatthelittlegirlinhisbed,andcried,“Look!There’sthenaughtygirl!”
Finally,Goldilocksopenedhereyes.ThethreeBearswerearoundher,soGoldilocksjumpedoutofbedandhurriedoutofthehousewithoutherbasket.Shedidn’treturntotheforestagain.
设计理念:
学生关上书本,对故事进行听和跟读的活动,既能练习听力又对故事进行了更深的了解。
Step5Expression
1.unhappy---adj.不高兴
2.asleep---adj.睡着的
3.pointat---指着
4.without---prep.没有
设计理念:
将剩余的词汇以解释的形式学习,并适当举例进行活动。
Step6Readthestoryagain
1.Readthestoryagainandmatchthesentenceswiththepictures.(Activity3)
2.Lookatthesesentences.
--First,theylookedatthebowlsandthechairs.
--NexttheBearslookedintheirbedroom.
--ThenBabyBearpointedatthelittlegirlinhisbed.
--Finally,Goldilocksopenedhereyes.
设计理念:这些句子实际是为以后的写作打下铺垫。
Homework
1.Usefirst,next,then,finallytowriteashortpassageorretellthestory.(part)
2.Readthestoryloudlythreetimes.(all)
设计理念:读完故事要求最好会说故事,考虑到难度问题故此分层做。
Period3
WritingAroundtheworld
Moduletask
Step1Revision
1.Usefirst,next,then,finallytoretellthestory.
2.Revisethewordsandphrasesinlastperiod.
设计理念:本节课时主要完成写作任务,在写作之前对上一课时的词汇与短语进行复习是必要的,复述课文有利于写作的开展。
Step2Numberthesentencesinactivity6
1.Askthestudentstonumberthesentencesindividuallyandchecktheiranswerwithafriend.
2.Rewritethemusingfirst,next,thenandfinally.
3.Readthesesentencesloudly.
设计理念:
把写作可能出现的难处预先处理好,为写作做好充分的准备。
Step3Write
1.Ifpossible,givethemanexample.
2.AskthestudentstorewritethestoryofGoldilocksandtheThreeBears.
3.Checksomeexamplesfromtheclass.
4.Givethemsomesummarize.
设计理念:课堂效益的提高不是在口头上或是花样上,而应该是实用性较强的双基上。写作课一定要让学生去实践、去体验、去交流。
Step4Aroundtheworld
Learnsomethingaboutfairytales.
Iftheyhavequestionsaboutit,helpthem.
设计理念:这一环节可以简单处理,若没有时间则不处理。我们是用教材去教而不是教教材。
Step5ModuleTask
Tellingastory:
1.Activity3onP61.Askthestudentstotalkaboutwhattheycansee.
2.Letthemputthesentencestogether.
3.Checktheiranswers.
设计理念:模块任务体现在写作课时中,能更好地帮助学生学习整个模块。
Homework
1.DotheSelf-assessmentoftheworkbook.(all)
2.Writeafairytalethatyouknew.(part)
设计理念:拓展学生学习资源,利用已有的经验进行写故事对学生是一种更好的激励。自我评价也是各类评价中的一种,也可以互相评价。
Period4
Unit3Languageinuse
Step1Revision
pickedwaslostnoticedhurried
knockedpushedenteredcounted
设计理念:重复前面的内容,以便于学生因熟悉而更好掌握。
Step2Summary
规则动词过去式的构成:
一般动词加-ed。如:looked,stayed
以e结尾的动词只加-d。如:hoped,lived
末尾只有一个辅音字母结尾的重读闭音节的动词,应先双写这个辅音字母,再加-ed.如:stop→stopped,plan(计划)→planned
结尾是“辅音字母+y”的动词,先将y改为i,再加-ed.如:study-studied,carry-carried
–ed(或-d)的读音:
在清辅音结尾的词后读[t].如:work→worked[kt],help-helped[pt];在浊辅音和元音后读[d]。如:call→called[ld],play-played[pleid];在[t]和[d]音后面发[id]。如:want-wanted[tid],need-needed[did].
设计理念:语法的归纳,虽然老套,但必不可少。
Step3Practice
Activity2Completethesentenceswiththecorrectformofthewordsinthebox
answerenterhurryjumplikenoticepointreturnrush
Goldilocksrushedoutofthehouse
Goldilocksdidn’tlive(not)intheforest
BabyBear_________tothegirlinhisbed
She_______________thehouse
Goldilocks______________outofbed
She_____________tothelittlehouse
ThethreeBears____________(not)thedoorbecausetheywereoutintheforest
Goldilocks__________(not)thefoodinthebiggestbowl
ThethreeBears______________(not)Goldilocksinbedatfirst.
Goldilocks_______________(not)tothatpartoftheforestagain
设计理念:运用过去式的基本形式,通过练习,帮助学生查漏补缺。
Step4Practise
Activity1:Doitindividually.Theanswers:
1.didn’tlive2.picked3.noticed4.knocked5.entered6.counted7.picked8.didn’tlike9.finished10.tried11.destroyed12.looked13.returned14.didn’tnotice15.cried16.pointed17.cried18.jumped19.hurried20.didn’tlook21.returned
设计理念:继续运用过去式,对课本进行更深入的研究学习。
Step5Workinpairs
Lookatthepictureandmakesentencesusingthewordsgiven
设计理念:重回模块任务,以实例验证学生掌握的情况。
Step5Makeastory
Putthesentencestogethertomakeastory.Usewordslikeand,so,but,because,first,next,thenandfinally.
设计理念:根据学生掌握的情况,决定这一环节是否需要。
Homework
1.Finishtheworkbook.(all)
2.Reciteallthewordsandexpressions.(all)
3.Writeyourownfairytale.(part)
设计理念:背诵单词与词组是不可少的,而自己编写一个童话故事,则有利于激发学生的学习兴趣。
整体设计理念
教材是供我们使用的,我们是用教材教,而不是教教材。新课程的理念要求我们以人为本进行素质教育,如果我们的学生本身英语基础一般,那我们应该有一个站得高看得远的终身学习的理念。相信通过教师自身的努力,我们的课改会真正落实在课堂教学的实践中。
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Unit2Thewindisblowing(牛津7B)
Unit2Thewindisblowing1/5I.Languagefocus:
1.Usingimperativestogiveinstructionsanddirections
2.Asking‘Wh-’questionstofindoutvariouskindsofinformationaboutaperson,objectoranevent.
3.Askingsimplequestionstoobtain‘yes/no’responses
4.Usingadjectivestomakecomparisons
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately
lListenforspecificinformation
Reading
lReadwrittenlanguageinmeaningfulchunks
Speaking
lOpenaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic
lMaintainaninteractionbyaskingandrespondingtoothers’opinions
lMaintainaninteractionbytakingone’sturnattherightmomentandrecognizingother’sdesiretospeak
lCloseaninteractionbygivingreasons
Writing
lGatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing
III.Materials:
lSBP70
lCassette7B
ProcedureI.Warming-up
1.Achant:Lightningandthunder
Ⅱ.Pre-taskpreparation
1.Knowledgeaboutafable:
Whatisafable?
It’sastory.Welearnalessonfromit.
2.Think,discussandmatch
1)listenandfollow
2)Doyoustillrememberthefable:Thewindandthesun?
3)Questions:
WhatkindofpersonwasMrWind?
Whatdidhesometimesdotothepeople?
WereMrWindandMrSungoodfriends?
WhatdidMrWindandMrSundotofindoutwhowasstronger?
Whathappenednext?
Whowasstronger?
Whathaveyoulearntfromthisfable?
III.Consolidation
1.Oral:1)Listenandread5times
2)Practisethedialogueorally
2.Written:1)Copywork:phrases
2)Moregrammarexercises
IV.Notes:
Unit2Thewindisblowing2/5I.Languagefocus:
1.Usingthesimplepasttensetotalkaboutpastactivitiesandstates
2.Usingadjectivestodescribemanner
3.Usingadjectivestodescribepeople,animals,objectsandconditions
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
lUnderstandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpressions
Reading
lReadwrittenlanguageinmeaningfulchunks
lPredictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld
Speaking
lOpenaninteractionbyelicitingaresponse
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswherenecessary
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
lMaintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitiessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
lCloseaninteractionbygivingreasons
Writing
lGatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing
III.Materials:
lSBP71
lCassette7B
lWBP37
lPPP63-67ProcedureI.Warming-up
1.Freetalk:
II.Pre-taskpreparation
Readtheparagraphsinconsecutiveorder
III.While-taskprocedure
1.Groupwork:PPP63-67
1)Puttheparagraphsincorrectorderandnumberthem
2)Makeyourstorybooks
3)Shareyourbookswithyourclassmates
IV.Post-taskactivity:
1.WBP37
V.Consolidation
1.Oral:1)Listenandread5times
2)Actoutthefable
2.Written:1)Copywork:phrases
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1.Usingpronounstoidentifypeople,animalsandobjects
2.Usingadjectivestomakecomparisons
3.Usingmodalstoexpressobligationandprohibition
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
lReadwrittenlanguageinmeaningfulchunks
Speaking
lApplysyntacticrulessuchassubject-verbagreement
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswherenecessary
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
lMaintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitiessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
III.Materials:
lSBP72,
lCassette7B
lWBP38
ProcedureI.Warming-up
1.Freetalk:Role-playthefable
II.Pre-taskpreparation
1.Saysomethingaboutwind:
lDoyoulikewind?
lWhattypeofwinddoyoulike?
lWhyisgentlewindthemostpopular?
2.Look,readandmake
lListenandfollow
lMakeakiteofyourown
3.Decidewhohasmadethemostbeautifulkite
III.Consolidation
1.Oral:1)Listenandread5times
2)Actoutthedialogue
2.Written:1)Copywork:phrases
2)WBP38
3)GBP61-62
Unit2Thewindisblowing4/5I.Languagefocus:
1.Usingpronounstoidentifypeople,animalsandobjects
2.Usingadjectivestomakecomparisons
3.Usingmodalstoexpressobligationandprohibition
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
lReadwrittenlanguageinmeaningfulchunks
Speaking
lApplysyntacticrulessuchassubject-verbagreement
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswherenecessary
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
lMaintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitiessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
III.Materials:
lSBP73
lCassette7B
lWBP39
lPPP6-70
ProcedureI.Warming-up
1.Storytelling:Thewindandthesun
II.Pre-taskpreparation
1.Languagepractise:
lHis/Hersis(not)asbig/small/heavy/lightashis/hers.
lHisschoolbagis(not)aslong/short/lightas
hers.
lHisisbigger/heavier/lighterthanhers.
III.While-taskprocedure
1.Groupwork1:PPP68
1)Drawandcolour
2)Talkinthegroupusingthetargetlanguage
3)Fillinthesurvey
2.Groupwork2:PPP69,70
1)Makeaposter
2)Writecaptions
IV.Post-taskactivity
WBP39
V.Consolidation
1.Oral:1)Listenandread5times
2)Actoutthedialogue
2.Written:1)Copywork:phrases
2)WBP39
3)GBP63-64
Unit2Thewindisblowing5/5I.Languagefocus:
1.Usingprepositionstoindicateposition/place/direction
2.Usingconnectivestoshowthetimerelationship
II.Languageskills:
Speaking
lOpenaninteractionbyelicitingaresponsebyaskingquestions
lMaintainaninteractionbyagreeingordisagreeing,replying
lMaintainaninteractionbyaskingandrespondingtoothers’opinions
Writing
lGatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing
lPlanandorganizeinformationandideasbydecidingonthesequenceofcontent
lDevelopwrittentextsbyexpressingownideasandfeelings
lReviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguges
Reading
lReadwrittenlanguageinmeaningfulchunks
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
III.Materials:
lSBP75
lCassette7B
lWBP40
lPPP71
ProcedureI.Warming-up
1.Readapoem:Whenthewindblows
II.Pre-taskprocedure
1.Whatelsedoyouseewhenthewindblows?
III.While-taskprocedure
1.Pairwork:PPP71:
1)Completethepoemandwriteanextraparagraph
2)Discuss,planandwrite
3)Actoutyourownpoem
4)Voteforyourfavouritepoembasedonthecontentand
creativityofthepoemandactingskillsofthestudents
IV.Post-taskactivity
WBP40
V.Consolidation
1.Oral:1)Listenandread5times
2)Sayyourownpoem
2.Written:1)Copywork:phrases
2)WBP40
3)GBP66
Unit4Shopsandmarkets(牛津7B)
Unit4Shopsandmarkets
I.Languagefocus:
Asking“Wh-”questiontofindoutvariouskindsinforaboutperson
Usingquantifierstorefertoquantity.
UsingtheSimplepresenttensetoexpressneeds
II.Languageskills:
Listening
lListenforspecificinfor
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
Speaking
lMaintainaninteractionbyreplying
Reading
lReadwrittenlanguageinmeaningfulinchunks
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompletemeaning.
lRe-readtoestablishandconfirmmeaning
III.Materials:
SBP43
Photosofdifferentkindsofshops
Procedure
I.Warming-up
Talkabutallkindsofsupermarketsandtheirfunctions
II.Pre-taskpreparation
1.AskSS:Didyourfamilygoshoppinglastweekend?Whatdidyoubuy?
2.Showsomeshops’photos,write:bookshop,videoshop,furnitureshop,toy/watch/shoe/clothesshop,supermarket.Say:Whatcanwebuyindifferentshops?Wherecanbuya/an/some…
3.listen,follow,repeat:Read
III.While-taskprocedure
1.LookthephotosinLook,speakandwritereadRead,findoutwhichshopsMrsWangneedstogoto.
2.WritealistforMrsWang
3.Askandanswer:
T:WhichshopdoesMrsWangneedtogoto?Whatwillshebuythere?
S1:MrsWangneedstogoto_____shop.She’llbuya/an/some…there.
IIIConsolidation:
1.Oral:1)Listenandread5times
2)Role-playthedialogue
2.Written:1)Copywork
2)PAP29
VNotes:
Unit4Shopsandmarkets2/4
I.Languagefocus:
Asking“Wh-”questiontofindoutplace
Usingconjtolinksimilarideas
UsingtheSimplepresenttensetoexpressneeds
II.Languageskills:
Listening
lListenforspecificinformation
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
Speaking
lUsingappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lMaintainaninteractionbyreplying
Reading
lPredictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld
lRe-readtoestablishandconfirmmeaning
Writing
lDevelopwrittentextsbypresentingmainandsupportingideas
III.Materials:
lSBP44
lPPP34,35
lWBP23
Procedure
I.Warming-up
Talkabutallkindsofsupermarketsandtheirfunctions
II.Pre-taskpreparation
1.DrawalargeinforboardliketheoneinLookandreadontheboard.Ask:Youneedtobuy____.Whichshopwillyougoto?
2.Listenandfollow:Lookandread.
3.Role-play:MrsWangandAlice
III.While-taskprocedure
1.AskSStoputtheirshoppinglistforMrsWangonthedesks.DistributePPP34toSS.Workout---WhichshopsMrsWangwillgotoinCityside.
2.Pairwork:checktheanswers.UseAskandanswer.
3.Performthedialogue.
4.DistributePPP35toSS.Decide:WhichshopstheywillgotoinCitysideShoppingCentretobuythethingstheyneed.
5.Pairwork:checkanswers.
6.Performthedialogue.
IV.Post-taskactivity
WBP23
VConsolidation:
1.Oral:1)Listenandread5times
2)Pairwork
2.Written:1)Copywork
2)WBP23
VINotes:
Unit4Shopsandmarkets3/4
I.Languagefocus:
lUsingconnectivestoexpressalternatives
lUsingPreptodescribeobjects
lUsingformulaicexpressionstoshowagreements
lUsingadjtodescribeobjects
lUsingtheSimplepresenttensetoexpressneeds
II.Languageskills:
Listening
lUnderstandthespeaker’sintonationandstress…
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
Speaking
lUsingappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lUsegestures,andfacialexpressionstoconveymeaningandintention
lMaintainaninteractionbyreplying
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompletemeaning.
III.Materials:
lSBP45
lWBP24
lDifferentkindsofclothes
lSometoyRMBnotes
Procedure
I.Warming-up
Talkabutallkindsofsupermarketsandtheirfunctions
II.Pre-taskpreparation
1.BringclothestoSS:apairofjeanswithabluebelt,ashirtwithawhitecollar…---Thisisapairofjeanswithabluebelt…
2.Talkaboutschooluniformswith’a___with_____’.eg:Ipreferashirtwithabluecollar…
3.Listenfollow,repeat:Lookandread
III.While-taskprocedure
1.Groupworkofseven:abuyingandsellinggame.
2.RefertoLook,askandanswer.
3.Give15minutesforthem,andthenreporthowmuchthey’vespent.
IVConsolidation:
1.Oral:1)Listenandfollow5times
2)Pairwork
2.Written:1)WBP24
2)GBP34
VNotes:
Unit4Shopsandmarkets4/4
I.Languagefocus:
UsingPreptodescribeobjects
Usingadjtodescribeobjects
UsingtheSimplepresenttensetoexpressneeds
II.Languageskills:
Listening
lUnderstandthespeaker’sintonationandstress…
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
Speaking
lUsingappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lUsegestures,andfacialexpressionstoconveymeaningandintention
lMaintainaninteractionbyreplying
Writing
lGatherandshareinforbyusinglisting,questioning…
lWriteoutapieceofworkbypresentingwritingusinglayoutandsupport.
III.Materials:
lSBP46
lPPP36,83
l3T-shirtofdifferentsizes
somepiecesofpaper
Procedure
I.Warming-up
Talkabutallkindsofsupermarketsandtheirfunctions
II.Pre-taskpreparation
1.ShowtheT-shirttoSS:Thisissizesmall/medium/large.It’ssize____.
2.AskSS:Whichsizeofclothesdoyouusuallywear?Size___.
3.Listenandfollow:Lookandread.
4.Pairwork:LookatclothesofSBP45.Ro-playcustomerandshopassistant.
5.Actitout.
III.While-taskprocedure
1.DistributePPP36toSS.Makeaclothesdictionary.
2.ShowSS’clothesdictionary.
3.Selectniceonesonthedisplayboard
IV.NowListen!PPP83
VConsolidation:
1.Oral:1)Listenandread5times
2)Pairwork
2.Written:1)PPP37-43
2)GBP35-37
VNotes:
Unit3Theinternationalfoodfestival(牛津7B)
Unit3TheinternationalfoodfestivalI.Languagefocus:
1.Usingformulaicexpressionstomakesuggestions
2.Usingmodalstoexpressanobligation
3.Asking‘Wh-’questionstofindoutvariouskindsofspecificinformation
4.Usingformulaicexpressionstoshowagreement
II.Languageskills:
Listening
lIdentifymainideasofanewtopic
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Speaking
lUseappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeelings
Writing
lScanatexttolocatespecificinformation
lReadwrittenlanguageinmeaningfulchunks
III.Materials:
lSBP14
lCassette7BProcedureI.Warming-up
1.Freetalk:
lAchant:Because
II.Pre-taskpreparation:
lIntroduce:raisingmoney
lNamethewaysyouknowaboutraisingmoney
lHaveyoueverparticipatedinanyfund-raisingactivities?
lTellusyourexperiences:
Whenandwheredidithappen?
Howwasitcarriedout?
lPlananinternationalfoodfestivaltoraisemoneyfortheSPCA
DoyoustillrememberthefullnameofSPCA?
lMatchwork:matchthefoodtothenationalflagsofthecountries
lRead:1)listenandfollow
2)role-playthecharactersandpractisethe
dialogue
3)readthepassageinchorus
4)pairwork:askandansweraboutthepassage
III.Consolidation
1.Oral:1)Listenandread5times
2)Pairwork:askandansweraboutthetext
2.Written:1)Copywork:phrases
2)ComprehensionquestionsonP14
3)GBP11
IV.NotesUnit3Theinternationalfoodfestival2/5I.Languagefocus:
1.Using‘goingto’todescribeeventsthatwilloccurquitesoon
2.Asking‘Wh-’questionstofindoutvariouskindsofspecificinformation
II.Languageskills:
Listening
lListenforspecificinformation
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Speaking
lUseappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeelings
Reading
lRecognizerecurrentpatternsinlanguagestructure
lRecognizethepresentationofideasthroughheadings,paragraphing,spacing,italics,boldprintandpunctuation
Writing
lReviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher
lDevelopwrittentextsbyusingappropriateformat,conventionsandlanguagefeatureswhenwritingnon-narrativetexts
III.Materials:
lSBP15
lCassette7B
lWBP9
lPPP9,10
ProcedureI.Warming-up
1.Freetalk:
lQuestionsaboutthepassageonP14
i.Whataretheygoingtodo?
ii.Whyaretheygoingtodoit?
iii.Wherearetheygoingtodoit?
iv.Whenaretheygoingtodoit?
v.Howaretheygoingtodoit?
vi.Whoisgoingtohelpthem?
II.While-taskprocedure:
1)discussthereasonforhavingtheinternationalfoodfestival
2)decideonthedate,time,venueandformat
3)askandanswerusingthetargetlanguageonP15inThink,speakandwite
4)writeoutyourplan:
lDesignaposter:
1)lookattheposteronP15first
lHaveyoueverparticipatedinanyfund-raisingactivities?
lTellusyourexperiences:
Whenandwheredidithappen?
Howwasitcarriedout?
lPlananinternationalfoodfestivaltoraisemoneyfortheSPCA
DoyoustillrememberthefullnameofSPCA?
lMatchwork:matchthefoodtothenationalflagsofthecountries
lRead:1)listenandfollow
2)role-playthecharactersandpractisethe
dialogue
3)readthepassageinchorus
4)pairwork:askandansweraboutthepassage
III.Consolidation
1.Oral:1)Listenandread5times
2)Pairwork:askandansweraboutthetext
2.Written:1)Copywork:phrases
2)ComprehensionquestionsonP14
3)GBP11
IV.Notes
Unit3Theinternationalfoodfestival3/5I.Languagefocus:
1.Usingthefuturetensetotalkaboutfutureevents
2.Usingprepositionstoindicateaddition
3.Usingconnectivestoaddinformation
4.Usingadjectivestodescribedifferentkindsofethnicfood
II.Languageskills:
Listening
lListenforspecificinformation
Reading
lRecognizerecurrentpatternsinlanguagestructure
lReadwrittenlanguageinmeaningfulchunks
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
III.Materials:
lSBP16
lCassette7B
lWBP10
lPPP11
lAworldmap
lStickersofnationalflags
lAnEnglishdictionary
lPicturesorphotosofdifferentethnicfood
ProcedureI.Warming-up
1.Freetalk:
lAchant:Because
II.Pre-taskpreparation:
lReviewthenamesofcountries:
Japan
Japanese
China
Chinese
Italy
Italian
America
American
England
English
India
Indian
lNewvocabularyitems:
tuna,cucumber,scones,samosas,naanbread
nameanyotherethnicfoodyouknoworyoucanmake.
lLookandread:listenandfollow
lPlayamatchinggame:PPP11
matchthecountriestothefoodandpracticethetargetlanguage:
eg:I’llsellJapanesefood.It’llbesushi.
III.Consolidation
1.Oral:1)Listenandread5times
2.Written:1)Copywork:newwordsandphrases
2)WBP10
3)GBP12
IV.Notes
Unit3Theinternationalfoodfestival4/5I.Languagefocus:
1.Usingthe‘goingto’todescribeeventsthatwilloccurquitesoon
2.Usingthefuturetensetomakearequest
3.Usingimperativestogiveinstructions
4.Usingadverbstoindicatetimesequenceandprocedures
II.Languageskills:
Listening
lListenforspecificinformation
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Speaking
lUseappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeelings
Reading
lRecognizerecurrentpatternsinlanguagestructure
lScanatexttolocatespecificinformation
lPredictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld
Writing
lReviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher
lPlanandorganizeinformationandideasbydecidingonthesequenceofcontent
III.Materials:
lSBP17
lCassette7B
lWBP11
lPPP12
ProcedureI.Warming-up
1.Freetalk:
lAchant:Because
II.Pre-taskpreparation:
lReviewfooditemsusingthetargetlanguage:
WhatwillIneedtomakebiscuits?
Youwillneedsugar,flour,salt,milkandbutter
lNewvocabularyitems:self-raisingflour
lLookandread:1)readbyyourselves
2)pairwork:discussanddecide
ontherightorderoftheprocedures
3)listenandfollow
III.While-taskprocedure:
lIndividualwork:PPP12writetherecipeforthescones
lDemonstratetheproceduresofmakingscones
lPairwork:onewritesouttheingredientsandthesteps,otheronefollowstheinstructions
IV.Post-taskactivities
lMakesconesathome
lWBP11
V.Consolidation
1.Oral:1)Listenandread5times
2.Written:1)Copywork:newwordsandphrases
2)WBP11
3)GBP13
IV.Notes
Unit3Theinternationalfoodfestival5/5I.Languagefocus:
1.Usingmodalstomakeanoffer
2.Usingmodalstomakeapoliterequest
3.Asking‘Wh-’questionstofindoutspecificinformationaboutsomeone
4.Asking‘How’questionstomakeapoliterequest
II.Languageskills:
Listening
lListenforspecificinformation
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
lUnderstandthespeaker’sintention,attitudesandfeelingsthroughhisorherchoiceanduseoflanguage,gestureandfacialexpression.
Speaking
lUseappropriateregisterswhenspeakingtofamiliarinterlocutorssuchasteachersandpeers
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
lScanatexttolocatespecificinformation
III.Materials:
lSBP18,19
lCassette7B
lWBP12
lPPP13,14
ProcedureI.Warming-up
1.Freetalk:
lAchant:Because
II.Pre-taskpreparation:
lReviewnamesofethnicfooditems:
Japan
China
America
England
Italy
India
sushi
dumplings
hamburger
scones
pizza
samosas
lLookandread:1)readbyyourselvesfirst
2)listenandfollow
3)pairwork:practisetheconversation
III.While-taskprocedure:
lPlayasellinggame:PPP13and14
decideonthepriceforeachitem
lDemonstratetheproceduresofmakingscones
lPairwork:onewritesouttheingredientsandthesteps,otheronefollowstheinstructions
IV.Post-taskactivities
lMakesconesathome
lWBP11
V.Consolidation
1.Oral:1)Listenandread5times
2.Written:1)Copywork:newwordsandphrases
2)WBP11
3)GBP13
IV.Notes