小学五年级教案

仁爱版八年级下Unit7Topic2SectionC教案。

Themainactivities:1a3

Teachingperiods:1

Teachingaimsanddemands:

1.Continuetolearnobjectclause.

2.Learnthetablemannersforaformalwesterndinner.

Newwords:

formalmannernapkinlapsomebody

drinktosb./sth.sipdessert

Teachingprocedure:

Step1Review

Askandanswer:

T:What’syourfavoritefood?

S1:Ilikedumplingsbest.

T:Canyoucookit?

S1:Sorry.Ican’t.

T:Doyoulikecooking?

S2:Yes,Ido.

T:Canyoucookdumplings?

S2:Yes,Ican.

…

T:Canyouguesswhatmyfavoritefoodis?

S3:Isitbread?

T:No.

S4:Isitsandwich?

T:No.

…

(Theteachershowapictureofhamburger.)

T:Lookatthepicture.What’sthis?

Ss:It’sahamburger.

T:That’sright.Thisismyfavoritefood.TodayIwanttomakesomehamburgersformyfriends,butIdon’tknowhowtomakeit?Canyouhelpme?

Ss:Yes,wecan.

S5:First,cutthebreadintotwohalves.

S6:Then,addbeeforfriedchicken,cheeseandvegetablestothebread.

S7:Next,putthetwopiecesofbreadtogether.

S8:Finally,heatthebreadforoneminute.Thehamburgerisready.

T:Oh,Icanmakeit.Thankyouverymuch.

Step2Presentation

1.Lead-in

T:Lastlessonwehavelearntsomethingabouteatingcustomsindifferentcountries.Couldyoutellmemoreaboutit?

Ss:Sure.

T:Isitpolitetoputlotsoffoodonone’splateinwesterncountries?

S9:No,itisn’t.

T:IsitimpolitetouseknivesinThailand?

S10:Yes,itis.

T:Todaywe’lllearnhowtouseobjectclausestoaskthesequestions.

Forexample:

---IsitpolitetosmokduringamealinFrance?

---Yes,itis.

(Useobjectclause)

---Iwanttoknowwhether/ifitispolitetosmokeduringamealinFrance.

---IthinkitispolitetosmokeduringamealinFrance.

….

2.Pairworks

Usetheobjectclausetodiscusseatingcustomsandfinish3.

(Showsomepictures)

Lookatthesepictures.Thenaskandanswerwithyourpartners.(Usingobjectclauses)

Step3Discussion

UseobjectclausestodiscusstheeatingcustomsinChina.

Couldusethesesentencepatterns:

It’spoliteto…inChina.

It’simpoliteto…inChina.

Step4Listening

1.T:Differentcountriesalsousedifferenteatingtools.InChina,weusechopsticks.Anddoyouknowsomeeatingtoolsinwesterncountries.

Showsomepicturesofeatingtoolsandlearnthenewwords:

spoonforkglass

napkinplateknife

Readthenewwordstogether.

3.Listentothetapeandfinish2.Andlearnhowtosetthetable.

Step5Readandunderstand

1.Listento1aandanswerthesequestions:

1)Whatwillyoudowhenyousitdownatthetable?

2)Whatdoesthedinnerstartwith?

3)Whatshouldyoudowhenyoustarteating?

4)Isitpolitetospeakloudlyatthetable?

5)Whatshouldyoudowhenyoudrinktosomebody?

2.Checktheanswersandexplainthepassage.

3.Listenagainandreadafterit

4.Readbythemselves.

Step6Project

Janewilltakepartinawesterndinnerpartythisweekend.Sheasksherfriend(s)totellhersomethingaboutthewesterntablemanners.

(2~4studentsasagrouptomakeadialog.Thenactitout.)

Forexample:

A：Hi,Tom!TomorrowI’mgoingtoaformalwesterndinnerpartyforthefirsttime.Wouldyoupleasetellmesomethingaboutit?

B：Sure.First,whenyousitdownatthetable,takeyournapkinunfolditandputitonyourlap.

A：Whatdoesthedinnerstartwith?

B：Asmalldish.

A：WhatshouldIdowhenIstarteating?

B：Youshouldkeeptheknifeinyourrighthand,andtheforkinyourleftwhenyoucutupyourfood.Don’ttakemorefoodthanyouneed.It’spolitetofinisheverythingonyourplate.

A：Isee.Couldyoutellwhetherit’spolitetospeakloudlyatthetable?

B：It’simpolite.Andyoushouldtrytospeakquietlyandsmilealot.Butremembernottolaughallthetime.

A：WhatshouldIdowhenIdrinktosomebody?

B：Youshouldraiseyourglassandtakeonlyasip.Neverdrinktoomuchduringthedinner.

A：Idon’tknowifIneedtoobeyalltheruleswhenI’mhavingdinnerwithmyfriends.

B：Youdon’thaveto.

A：Thanksalot.

B：You’rewelcome.

Step7Consolidation

Closeyourbooksandretellthewesterntablemanners.

Whenyousitdownatthetable,youshould

Youcanstartthedinner

Whenyouareeating,youshould

Don’ttakeandspeak

Whenyoudrinktosomebody,youshould

Step8Classactivities

1.Listentothesong“Patacake”

2.Listentothetapeagainandtrytosingthesong.

Step9Homework

1.Finishtheexercisesinworkbook.

2.Reviewtopic2

扩展阅读

Unit1topic3SectionC(仁爱九下)

Unit1topic3SectionC

教学设计

义龙中学英语组王凤霞

一、教学内容

本课内容是仁爱英语九年级下册第一单元话题三SectionC，通过阅读课文，了解EdmontonCommunityServices为流浪儿做了那些工作，以及这些流浪儿在这个社区服务中心应该如何遵守规章制度。

二、教学目标

根据英语课程标准的描述，结合本课教学内容，教学目标制定如下：

1.语言知识目标：

目标词汇：skilldrugstealpurposedisobey

目标词组：EdmontonCommunityServicesstreetkidsKidsinthehall

takedrugs

目标句子：ItiscalledEdmontonCommunityServices.

Itisfamousforitssuccessinhelpinghomelesspeoplereturntonormallife.

Ifanyonetakesdrugs,stealthingsordisobeyotherrules,hecan’tstayintheprogram。

2.语言技能目标：

通过阅读赏析，使学生了解社会服务机构，并能表达社区服务中心为社会所做的贡献，以及受助人员应该如何做才能回报社会。

3.情感态度目标：

通过社区服务中心的具体描述，增强学生的同情心和社会责任感，使学生热爱祖国，珍惜今天来之不易的幸福生活。

三、教学重点和难点：

1.重点

阅读课文，了解课文所表达的主要内容，回答有关课文的主要问题。如何用自己的行动来帮助流浪儿。

2.难点

如何通过自己的语言描述课文的主要内容。

四、教学方法

1.教学设备：录音机卡片

2.教法：任务型语言教学法

五、学情

本课学习的对象是初三年级的学生,他们在本单元所学的现在完成时以及一些词组、句型有所了解，所以本课的重点是整体阅读、感知，让学生在自主、合作、探究学习的氛围中体验并运用语言，特别重要的一点是设置任务要有梯度，让学生由浅入深的掌握。

六、教学过程

Step1Leadin

播放歌曲《爱的奉献》引出本课的主题—社区服务中心。接着利用卡片和板书，切入主题。Todaywe’regoningtolearnaboutafamousorganization.ItiscalledEdmontonCommunityServices.接着利用卡片，学习本课的生词skilldrugstealpurposedisobey。

Step2Groupdiscussion

给为学生提供一些图片，问学生:Haveyoueverseenanyhomelesspeople?然后分小组讨论以上问题并交换看法：Whatcanwedotohelpthem?

Step3Reading

1.Skiming(personalwork)

从问题讨论过渡到EdmontonCommunityServices，让学生进行课文学习。Letthestudentsreadthepassageasquicklyaspossibleandthenfindoutthephrasestheycan’tunderstand.

2.Scaning(groupwork)

Letthestudentsreadthepassageagainandwritedowntheanswersonthepaper.

1).WhatdoesEdmontonCommunityServicesdo?

2).Whyisitfomous?

3).Whatspecialprogramdoesithave?

4).Howdoesithelpthestreetkids?

5).Whatmustthestreetkidsdo?

Step4Writing根据课文内容，用自己的语言来描述本文内容。字数：100词左右。

Step5Conclusion

教师师对课堂的讨论活动，整体感知以及习作进行小结，进而对学生进行情感的渗透，从了解社会服务中心到升华为爱祖国、珍惜今天来之不易的幸福生活。

教学思路：该课以社会服务中心为主题，运用各种方式启发、引导学生社会服务中心进行描述，使学生在一个温馨和谐的课堂氛围中习得知识，该课以问题贯穿始终，旨在让学生学会反思自己的学习行为与学习效果。

九年级英语下Unit6Topic1SectionC教案(仁爱版)

九年级英语下册Unit6Topic2SectionC教案(仁爱版)

SectionC

SectionCneeds1~2periods.SectionC需用1~2课时。

Themainactivitiesare1aand2a.本课重点活动是1a和2a。

Ⅰ.Aimsanddemands目标要求

1.Mastersomenewwords:

till,reply,kiss

2.Learnaproverb:

Onetreecan’tmakeaforest.

3.Learnhowtodescribeliteraryworks.

4.LearnaboutChineseclassicalliteratureandwesternliterature.

5.Cultivatethestudents’cooperativespiritandlearntocherishfriendship.

Ⅱ.Teachingaids教具

录音机/投影仪/图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:10分钟)

检查作业，导入新课。

1.(让学生们整理上一节课的作业，把自己所找到的文学作品的作者、主要人物及其性格特征，还有作者的写作风格向大家汇报。)

T:Let’scheckyourhomework.Whohasfinishedyourhomework?Pleasereportittotheclass.

(为了规范大家的说法及提供示范，教师先介绍一下自己的发现。)

T:ThisbookiscalledYongzhengDynasty.It’smainlyaboutEmperorYongzheng.Yongzhengwasverypowerful.Hemadeagreatcontributiontothedynasty.EryuehealwayswritesstoriesaboutChineseemperors,especiallytheemperorsoftheQingdynasty.

S1:Thisbookiscalled….It’smainlyabout...

S2:...

(检查作业，谈论文学作品的作者、主要人物及其性格特征等。)

2.(呈现《西游记》的图，让学生们描述其内容，为后面对各个角色的描述作铺垫。)

T:Whatcanyouseeinthepicture?

Ss:Wecanseefourpeople.

T:Whoarethey?

Ss:TheyarethecharactersinJourneytotheWest.

(当学生们给出不同的答案后，教师提问他们喜欢这一角色的原因，引导学生们对其性格特点做出描述。)

T:WhydoyouliketheMonkeyKing?

S7:Becauseheisfunnyandclever.

T:WhydoyoulikeSandy?

S8:Becauseheiskindandhelpful.

T:WhydoyoulikePigsy?

S9:Becauseheisfatandlazy.Helikeseatingverymuch.Heisveryfunny.

T:WhydoyoulikeXuanzang?

S10:BecausehecansaymagicwordstocontroltheMonkeyKing.

(教师总结学生们的回答，并对其进行情感态度方面的教育。)

T:Xuanzangwasnearlyeatenbyhisenemies.Withthehelpoftheotherthree,hesucceededatlast.

3.(呈现《哈里波特》的图片，让学生们描述其内容，为后面对各个角色的描述作铺垫。)

T:Whatcanyouseeinthepicture?

Ss:Wecanseesomechildren.

T:Whoarethey?

Ss:TheyareHarryPotterandhisfriends.

T:Whichcharacterdoyoulikebest?

S11:...

S12:

(允许学生们给出不同的回答，然后问喜欢的原因。)

T:Whydoyoulike××?

S13:Because...

T:Whydoyoulike××?

S14:Because...

(教师总结学生们的回答。)

T:Harryiscleverandbrave.Butwithoutthehelpofhisfriendshewouldn’tbecomeahero.

(总结学生们对两幅图的描述，加上一些适当的提示，对学生进行情感方面的教育，培养其乐于与他人合作的精神，使其养成和谐和健康向上的品质。)

T:TheMonkeyKingiscleverandpowerful,buthecan’tsucceedbyhimself.Histwofriendsgivehimalotofhelp.

HarryPotterisverybraveandclever,buthecan’tbeathisenemiesbyhimself.Hewouldnotbecomeaherowithoutthehelpofhisfriends.

Fromthatweknow,Onetreecan’tmakeaforest.

Wemustknowhowtoworktogetherwithothers,thenwecanmakeagreatsuccess.

(板书画线部分对其进行释义并领读。)

Onetreecan’tmakeaforest.独木难成林。

Step2Presentation第二步呈现(时间:5分钟)

完成1a。

1.(让学生带着任务听1a，锻炼其从材料中获取信息的能力。)

T:Listento1a.Iwillgiveyoutwoquestionsaboutthedialog.Youcanfindouttheanswerswhileyouarelistening.

(板书问题。)

(1)Whatbooksdidtheymentioninthedialog?

(2)Whatstorydidtheymentioninthedialog?

(听录音，回答问题。)

(1)JourneytotheWestandHarryPotter.

(2)SandandStone.

(板书画线部分，为下面的总结打下基础。)

2.(三人一组表演1a，加深对对话的理解。)

T:Let’sactthedialogout.Workingroupsofthree.

Step3Consolidation第三步巩固(时间:10分钟)

巩固1a，完成1b。

1.(为了充分理解对话的内容，继续设置问题，让学生在听和阅读中找答案。)

T:Listentothetapeagain.Let’sfurtherdiscuss1a.

(1)Whatcanwecallthetwobooks?

(2)WhatarePotter’sfriendslike?

2.(小组活动，让大家一起讨论并填写表格。)

T:Let’sworkingroupsoffour,describethecharactersin1atoyourpartners,thenfillinthechartandcheckyourfavoritecharacter.

3.(选两位学生来作汇报，其他学生一起校对并对其进行补充，然后师生一起补全表格中人物的性格特征，完成1b。)

S1:…ismyfavoritecharacter.

S2:…ismyfavoritecharacter.

CharactertheMonkeyKingSandyPigsyHarryPotterHarry’sfriends

Characteristicsfunny,clever,

brave…honest,

wise,

helpful…kind,

funny,

alittlelazy…bravehandsome,

kind…helpful,

wise…

Yourfavorite

character

(可用小黑板或幻灯片展示上面的表格。)

Step4Practice第四步练习(时间:10分钟)

学生谈论文学作品中他们最喜爱的人物，导入2a。

1.(让学生拿出自己所搜集的文学作品，来描述自己最喜欢的人物。)

T:Pleasetakeoutyourliteratureworksanddescribeyourfavoritecharacters.Whydoyoulikehimorher?Whatothercharactersdoyourememberclearly?Doyoulikethem?Whyorwhynot?

S1:...

S2:...

2.(让学生对作品进行分类，找到能说明“独木难成林”这一主题的作品，用以巩固合作精神。)

T:Let’stalkaboutourbooksandfindouttheworkswhichhaveanideaofOnetreecan’tmakeaforest.

3.(转入另外一个故事2a,让学生们阅读并完成以下几个问题。)

T:Hereisastorywiththeideaof“Onetreecan’tmakeaforest.”Let’scometo2aandreadthestorySandandStone.Thenanswerthefollowingquestions.

(呈现小黑板上的问题。)

(1)Howmanypeoplearethereinthestory?

(2)Wheredidthestoryhappen?

(3)Whatdidthetallerboydowhenhehadanargumentwithhisfriend?

(4)Wheredidtheshorterboywritethewordswhenhisfriendhurthim?

(5)Whathappenedinthepond?

(6)Wheredidtheshorteronewritethewordswhenhisfriendsavedhim?

(7)Whatdidhemeaninhislastwords?

(文中有几个生词教师不必处理，让学生自己判断，锻炼其根据上下文理解文章的能力。)

(以下是几个问题的答案，板书以备同学们复述。)

(1)Therearetwopeopleinthestory.

(2)Thestoryhappenedinadesert.

(3)Heslappedhisfriendinhisface.

(4)Hewroteitinthesand.

(5)Theshorterboygotstuckinthemudandstartedtosink.

(6)Hewroteitonastone.

(7)Ifsomeonehurtsme,I’llbeangrybuttrytoforgetitandforgivetheperson.Ifsomeonegivesmehelp,I’llbethankfultohimandtrytorememberhimforever.

4.(让学生用自己的话复述课文大意，要求用记叙文。)

T:Pleaseretellthestorywiththesentencesabove.

5.(根据短文，让学生回答问题，为下面的辩论作准备。)

T:Doyouagreethatitisgoodtoforgiveyourfriendswhentheyhurtyou?Whyorwhynot?

S3:Yes.Iagree,because...

(学生们的意见是不一致的，这时候教师就提出来让大家进行辩论。)

T:Let’sdebateonthisstatement.

Itisgoodtoforgiveyourfriendswhentheyhurtyou.Howtodebate:

(给他们定下规则。)

(1)Formtwoteams.Eachteamhasthreespeakers.Othersgiveinformationtothem.

(2)Sayonereasoneachtime.

(3)Eachreasoncangettwoscores.

(4)Thewholeclassdecidewhichteamisthewinner.

(板书下面的辩论主题和表格。)

Itisgoodtoforgiveyourfriendswhentheyhurtyou.

agreementdisagreement

reasonscorereasonscore

(教师作出总结，用以教育学生认识自己的性格优点与不足，学会宽容并乐于与他人合作。)

T:Somestudentsthinkweshouldforgiveourfriendswhentheyhurtus,becauseweshouldgiveeachotherlotsofhelpatmosttime.Maybewhentheyareinbadmoodstheymayhurtus.Soweshouldunderstandandbefriendlywiththemagain.Butsomestudentsthinkthatweshouldnotforgivethembecausetheyhurtusdeeply,theyactinbadmanners.Youcansolvetheproblemaccordingtoyourownideas.Butremembertheproverbs:Twoheadsarebetterthanone.Onetreecan’tmakeaforest.Onemorefriend,onemoreway.Weshouldalwaysbethankfulandgratefultoothers.Thenwecangetmorehappinessfromourlife.

Step5Project第五步综合探究活动(时间:5分钟)

通过情景剧表演，加深对中国文学中人物的理解。欣赏诗歌，完成3。

1.(组织学生从熟悉的JourneytotheWest中选材或自编一个小情景剧，分四人小组进行表演。)

要求:(1)情景剧表演。

(2)人物的语言要符合人物的身份，特别是theMonkeyKing.

T:Let’smakeupashortplay.Workingroupsoffour.FourstudentsacttheMonkeyKing,Sandy,PigsyandXuanzang.Thenchoosetwogroupstoactthemout.

(教师在学生组织表演时应及时提供必要的帮助。)

T:Whichgroupcanactoutyourplay?

G1:…

G2:…

2.(欣赏3中的诗歌。)

(1)(看图画，分析内容，帮助学生理解诗歌。)

T:Abeautifulnight,abeautifulgirl,alargeleafandabeautifullotus.Whatcanyouthinkof?

(2)(听录音，欣赏诗歌。)

T:Listentothetapeandappreciatethepoem.

3.Homework

做调查:Whatisoneofthegoodthingsafriendhasdoneforyouduringyourmiddleschoolyears?