新目标九年级Unit3教学设计。
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“新目标九年级Unit3教学设计”,仅供参考,欢迎大家阅读。
新目标九年级Unit3教学设计
Unit3Teenagersshouldbeallowedtochoosetheirownclothes.
Part1:Teachingdesign(第一部分:教学设计)
Structures:should﹢beallowedto
Targetlanguage:
Ithinksixteen-year-oldsshouldbeallowedtodrive.
Idisagree.Ithinksixteenistooyoung.
Doyouthinkthirteen-year-oldsshouldbeallowedtohavepart-timejobs?
No,Idon’t.
Vocabulary:allow,pierce,silly,stayup,drive,driver’slicense,
Doyouthink…?Iagree.Idisagree.
Idon’tagree.
Learningstrategies:ReflectingTransforminginformation
SectionA
Goals
●Tolearntouseshould﹢beallowedto
●Tolistenandspeakaboutschoollife
Procedures
Warmingupbylearningnewwords
Tostartwith,let’sfirstgotopage147togooverthevocabularyforthisunit.Readtothetapeandtrytolearnoffthembyheart.
Warmingupbylearningabout“should﹢beallowedto”
Weshallfirstlearntousethestructures:“should﹢beallowedto”.ItisactuallypartofthepassiveusesofEnglish.
TenseSubjectAuxiliaryPast
Participle
SingularPlural
PresentThecar/carsisaredesigned.
PresentperfectThecar/carshasbeenhavebeendesigned.
PastThecar/carswasweredesigned.
PastperfectThecar/carshadbeenhadbeendesigned.
FutureThecar/carswillbewillbedesigned.
FutureperfectThecar/carswillhavebeenwillhavebeendesigned.
PresentprogressiveThecar/carsisbeingarebeingdesigned.
PastprogressiveThecar/carswasbeingwerebeingdesigned.
“should﹢beallowedto”canbeusedlikethis:Heshouldbeallowedtocome.Animalsshouldbeallowedtoliveintheforest.ChildrenshouldbeallowedtowatchTVatweekends.
1aReadingandcircling
Forpracticeofthe“should﹢beallowedto”readthestatementsintheboxonpage18andcircleAforagreeorDdisagree.
1bListeningandcircling
Listenandcircle“T”fortrueor“F”forfalsebesidethestatementsintheboxonpage
18.
Tapescript
Woman:So,whatareyoudoingthisafternoon,Anna?
Girl:I’mgoingtothemallwithJohn.Hejustgothisdriver’slicense.
Woman:I’msorry.Youcan’tgowithJohn.Idon’tthinksixteen-year-oldsshouldbeallowedtodrive.Theyaren’tseriousenoughatthatage.
Girl:ButIhavetogotothemall.Gaby’sgettingherearspiercedandIwanttowatch.
Woman:Idon’tthinksixteen-year-oldsshouldbeallowedtogettheirearspierced.Theymightbesorrylater.
Girl:Iagree,butit’sfuntowatch.IsitOKifwetakethebus?
Woman:Well,Iguessso.
Girl:Great!Iwanttobuyanewblouseatthemall,too.
Woman:Whatkindareyougoingtobuy?MaybeIshouldgowithyou.
Girl:Aw,Mom.I’mnotachild.Ithinkteenagersshouldbeallowedtochoosetheirownclothes.
Woman:Well,Ijustwanttobesureyougetsomethingnice.
Nowtrytocopytheexpressionsfromthelisteningtapescriptontheblackboardintoyournotebook.
gotothemallwith…,getone’sdriver’slicense,gowith…,allow…todrive,benotseriousenough,atthatage,getone’searspierced,beallowedtogetone’searspierced,besorrylater,it’sfuntowatch,itisOKif…,takethebus,guessso,buyanewblouseatthemall,gowith…,shouldbeallowedtochooseone’sownclothes,getsomethingnice
1cDoingpairwork
Inpairslookatthestatementsinactivity1aandmake
conversation.Youmayusethephrasesintheboxonpage18
A:Ithinkteenagersshouldbeallowedtogooutwiththeirfriends.
B:Iagree.Theyareoldenough.
A:Ithinkteenagersshouldbeallowedtogotothemallwiththeirclassmates.
A:Ithinkteenagersshouldbeallowedtogettheirdriver’slicense.
A:Ithinkteenagersshouldbeallowedtodrive.
A:Ithinkteenagersshouldbeallowedtogettheirearspierced.
A:IthinkteenagersshouldbeallowedtowatchTVatweekends.
A:Ithinkteenagersshouldbeallowedtotaketheschoolbus.
A:Ithinkteenagersshouldbeallowedtobuyanewblouseatthemall
A:Ithinkteenagersshouldbeallowedtochoosetheirownclothes.
B:Iagree.Theyareold/clever/strong/bright/serious/kind/careful/lucky/enough.
2aListeningandchecking
Nextwearegoingtolistenandcheckonpage19whatKathythinks.Youmaycircle“Agree”,“Disagree”,or“Doesn’tknow”toshowwhatMollythinks.
Tapescript
Molly:Larryisworkinglateagaintonight,Kathy.
Kathy:Iknow,Molly.Idon’tthinksixteen-year-oldsshouldbeallowedtoworkatnight.Youngpeopleneedtosleep.
Molly:Idisagreewithyou.Teenageboysnevergettired.
Kathy:Well,maybe.ButLarryshouldn’tworkeverynight.
Molly:Oh,Iagree.Heneedstimetodohomework.
Kathy:Youknow,Molly…heshouldreallycuthishair.
Molly:Oh,Idisagree.Ikindoflikeit.Itlookscool!
Kathy:Youknowwhatworriesme—Larrydoesn’tseemto
havemanyfriends.
Molly:Yeah,Iknow.Ithinkheshouldn’tworkonweekends.
Kathy:OhIagree,Molly.Heneedstospendtimewithfriends.
Molly:Likeyouandme?
Kathy:Maybe.
2bListeningandnumbering
Youaregoingtolistenagaintotherecordingjustnowto
numberKathy’sandMolly’sreasonsinthecorrectorderon
page19.
Nowyoushallcopyalltheimportantexpressionsfromthelisteningscript.
worklate,sixteen-year-olds,beallowedtoworkatnight,
disagreewith…,gettired,workeverynight,dohomework,cutone’shair,kindoflike…,lookscool,havemanyfriends,workonweekends,spendtimewith…
2cDoingpairwork
Nextyouaregoingtomakeinpairsalistofthingsteenagers
shouldandshouldnotbeallowedtodo.Discussyourlist
withyourpartner.
A:Doyouthinkteenagersshouldbeallowedtodrive?
B:Yes,Ithinkso.
A:Doyouthinkteenagersshouldbeallowedtoworklateatnight?
B:No,Idon’tthinkso.Idon’tthinktheyshouldbeallowedtoworklateatnight.Theyneedtogetenoughsleep.
A:Doyouthinkteenagersshouldbeallowedtodisagreewiththeirteachers?
B:Yes,Ithinkso.
A:Doyouthinkteenagersshouldbeallowedtogettireddoingtheirhomework?
B:No,Idon’tthinkso.
A:Doyouthinkteenagersshouldbeallowedtoworkeverynight?
B:Yes,Ithinkso.
A:Doyouthinkteenagersshouldbeallowedtocutone’shair?
B:Yes,Ithinkso.Ikindoflikemyownstyle.Itlookscool.
A:Doyouthinkteenagersshouldbeallowedtohavemanyfriends?
B:No,Idon’tthinkso.Theymaymeetbadpeopleiftheyhavetoomanyfriends.
A:Doyouthinkteenagersshouldbeallowedtoworkonweekends?
B:Itdependsonwhattheydo.Theymayspendtimewithparentsonweekends.
3aReadingandwriting
YouaretoreadadialoguebetweenSunFeiandWuYuonpage20.AfterreadingyoushallwriteinthechartSunFei’sandWuYu’srules.Use“Don’t…”and“Youcan”toexpressyourideas.
Jotdownalltheusefulphrasesformtheirdialogue.
havealotofrules,atone’shouse,forexample,stayathome,onschoolnights,studyatafriend’shouse,gotothemovies,onFridaynights,tobehomeby10:00pm,onSaturdayafternoons,goshoppingwith…,chooseone’sown…,getone’searspierced
3bDoingpairwork
Inpairsroleplaytheconversationin3ausingtheinformationinthechartonpage20.
A:Whatrulesdoyouhaveathome?
B:Well,I’mnotallowedtogooutonschoolnights.Howaboutyou?
A:I’mnotallowedtogooutonschoolnightseither.ButIcanwatchTVwithmysister.
A:Whatrulesdoyouhaveatschool?
B:Well,We’renotallowedtogoouttomoviesonschoolnights.Howaboutyou?
A:We’renotallowedtogoouttomoviesonschoolnightseither.ButWecanwatchVCDwithourteachersontheschoolplayground.
4Doinggroupwork
Turntopage20andfindsomeoneinyourgroupwhohastogohomeafterschool,whoisallowedtostayupuntil11:00pm,whohastostayathomeonschoolnights,whoisallowedtowatchTVeverynight,whohadtocleanuphisroomeverymorning.
Writetheirnamesinthechartonpage20
Closingdownbyrecitingakidpoem
Anotherkidspoem
Thereisnothingunderthebed
Oronyourclosetfloor,
Themonsterisinsideyourhead
Dontworryanymore.
Itllbethereeverynight
Inyourdreamstogiveyoufright
Everytimeyouturnoffthelight
Aslongasyoubelieveit.
Thereisnomonsteronthestairs
Noranywheredownthehall
Thisoldhousejustsettlesatnight
Youhearthecreaks,thatsall
Youthinkyouseeadragonpeek
Throughthewindowwithafang-edbeak
Andthatswhyyoucantgotosleep
Aslongasyoubelieveit.
Mamalovesyou,daddy,too
Andyouwillgrowuptall
Nothingsgoingtohappentoyou
Welltakecareofitall.
Youwillbeafineyoungman
Abravelittleboywhoneverran
Whateveryouwanttodo,youcan
Aslongasyoubelieveit.
Solistentomenow,youpooh
Itsofftosleeprightnowwithyou.
Daddyknowswhatyoucando
Aslongasyoubelieveit.
SECTIONB
Goals
●Toreadaboutrulesofschool
●Totalkaboutrulesofschool
Procedures
Warmingupbytalkingaboutrules
Hello,class.Arethereanyrulesforusinthisclass?Whatarethey?Howweretheymade?
Nowlistsomeofthemandtalkabouttheminpairs.
1aReadingandchecking
Readthequestionsonpage21andwriteeither“A”foralways,“U”forusually,“S”forsometimesor“N”fornever.
Doyouever…
1.gettoclasslate?
2.studywithfriends?
3.finishatestearly?
4.worrythatyou’llfailatest?
5.gohomeafterschool?
6.stayupuntil11:00pm?
7.stayathomeonschoolnights?
8.watchTVeverynight?
9.cleanuphisroomeverymorning?
1bDoingpairwork
Inpairsyouaretotalkaboutyouranswersinactivity1a.
Doyoueverhaveyourearspierced?Yes,Isometimeshavemyearspierced.
Doyoueverstayupatweekends’night?Yes,Isometimesstayupatweekends’night.
Doyoueverdrivealone?Yes,Isometimesdrivealone.
Doyoueverloseyourdriver’slicense?Yes,Isometimeslosemydriver’slicense.
2aListeningandcircling
Iamgoingtoplayadialoguetoyou.ItisbetweenamanandaboycalledPeter.Theyaretalkingaboutamathtest.Youaretolistenandcirclethethingsinactivity1ayouhear.Whilelisteningtrytonotetheexpressionsused.
Tapescript
Man:What’sthematter,Peter?
Boy:IthinkI’mgoingtofailamathtest,Dad.
Man:Youare?Why?
Boy:Well,ImissedthebusandIhadtowalktoschool.
Man:So?
Boy:I’mnotallowedtogettoclasslate,andtherewasabigtesttoday.
Man:Andyouweren’tallowedtotakethetest?
Boy:That’sright.ButIknowIcouldpassthattest.
Man:Well,Peter,theschoolhastohaverules,youknow.
Boy:Iknow.ButIshouldbeallowedtotakethetestlater.It’snotfair.
Man:Iagree.Maybeyoucouldtalktotheteacherafterschool.
Boy:Yeah.MaybeifIexplainwhathappened,she’llunderstand.
2bListeningandmatching
Listenagaintothedialogueandmatchthesentencepartsintheboxonpage21.
Nowcopydowntheexpressionsfromthedialogueintoyournotebook.Theyareshownontheblackboard.
2cDoinggroupwork
Readthestatementsanddiscussthemwithyourgroupmembers.
1.Petershouldbeallowedtotakethetestlater.
A:IthinkPetershouldnotbeallowedtotakethetestlater.
B:Idon’tagree.
C:IthinkhecouldtakeitwithClass2tomorrow.
2.Studentsneedstrictrules.
…
3.Parentsshouldnotbetoostrictwithteenagers.
…
4.Maryshouldnotfailamathtest.
…
5.Wewillmissthebus.
…
6.Ihavetowalktoschool.
…
7.Wecantalktotheteacherafterschool.
…
3aReadingandanswering
Nextit’sreadingtime.Let’sreadthearticleonpage22andanswerthequestionsfollowingit.Trytoputthesentencesintopartsandunderlinetheexpressions.
Theotherday,myfriendsandI/talkedabouttherules/thatwehave/inschool.Atourschool,wehavetowearuniforms/everyday.Theproblemisthat/allmyclassmates/think/theuniformsareugly.Wethink/youngpeopleshouldlooksmart/andso/wewouldliketowearourownclothes.Ourteachersbelievethat/ifwedidthat,wewouldconcentratemoreonourclothes/thanourstudies.Wedisagree.Wewouldfeelmorecomfortable/andthatisgood/forstudying.Ifwecantdothat,weshouldbeallowed/todesignourownuniforms.Thatwouldbeagoodway/tokeepbothteachersandstudents/happy.It’salsoprobablyagoodidea/forparents/toallowteenagers/tostudy/ingroups/duringevening.Iknow/wegetnoisysometimes,but/welearnalot/fromeachother.Wealsothinkthat/vacationsshouldbelonger.Atpresent/theyretooshort.Longervacations/wouldgiveustime/todothings/likevolunteering.Lastsummer/Ihadanopportunity/tovolunteer/atthelocalhospital,but/Icouldn’t/because/Ihadtogobacktoschools.Itwouldbeagoodexperience/forme/becauseIwanttobeadoctor/whenImolder.
3bDoingpairwork
Roleplayaconversationusinginformationfrom3a.
A:Ithinkourschoolrulesofalwayswearingschooluniformsatschoolshouldbechanged.
B:Well,MaryandItalkedabouttherulestheotherday.
A:Atourschool,wehavetowearuniformseveryday.Thatisbadforus.
B:Yes,Iagree.Theproblemisthatallofusthinktheuniformsareugly.
A:Ithinkyoungpeopleshouldlooksmartandsoweshouldbeallowedtowearourownclothes.
B:Butourteachersbelievethatifwedidthat,wewouldconcentratemoreonourclothesthanourstudies.
A:Idisagreewiththem.Wewouldfeelmorecomfortableandthatisgoodforstudying.Ifwecantdothat,weshouldbeallowedtodesignourownuniforms.Thatwouldbeagoodwaytokeepbothteachersandushappy.
B:It’salsoprobablyagoodideaforparentstoallowustostudyingroupsduringevening.
A:Ithinkso.Iknowwegetnoisysometimes,butwelearnalotfromeachother.
B:Ialsothinkthatvacationsshouldbelonger.
A:Iagreewithyouonthat.Atpresenttheyretooshort.Longervacationswouldgiveustimetodothingslikevolunteering.
B:LastsummerIhadanopportunitytovolunteeratthelocalhospital,butIcouldn’tbecauseIhadtogobacktoschools.ItwouldbeagoodexperienceformebecauseIwanttobeadoctorwhenImolder.
A:Let’sgototalktoourteachersabouttheschoolrulesafterschool.
B:OK!Iagreewithyou!
4Makingalistofrules
SupposeyouandyourfriendarestartinganEnglishclub.Makealistofrulesaboutwhatshouldandshouldnotbeallowed.
1.Membersareallowedtoworkwithagroup.
2.MembersareallowedlistentoEnglish.
3.Membersareallowedplaygameswiththeirclassmates.
4.Membersarealloweddoactionssuchascoloring,matching.
5.MembersareallowedsingEnglishsongs.
6.Membersareallowedtowritelettersandemails.
7.Membersareallowedactoutsimpledialogues.
8.Membersareallowedlistentoandunderstandstories.
9.Membersareallowedtowritesimplesentences.
10.Membersareallowedtoimitatefromtherecording.
ClosingdownbylearninganEnglishpoem
GetUp!GetUp!
"Getup!Getup!Getoutofbed
youlazybum,yousleepyhead."
Yes,thatiswhatmymothersaid
ateight-oh-fivetoday.
Sheleftthehouseanddrovetowork.
Shellsoonbefeelinglikeajerk
whenshefindsout--Ihavetosmirk--
TodayisSaturday.
--KennNesbitt
SELFCHECK
1Fillinginblanks
Totestyourstudythisweekyouaretofillineachblankonpage23withacorrectwordgiven.Changetheformifitisnecessary.
2Readingandwriting
Youaregoingtoreadthearticleonpage23firstandthenwritealettertotheeditoragreeingordisagreeing.Explainyourreasons.
Whileyouarereadingcutthesentencesintothoughtgroupsandunderlinetheexpressions.
3.Helpingandlearning
Atourschool,wesometimeshaveaspecialday/tohelpothers.Lastyear/wewenttoanoldpeople’shome/andsangsongs/andperformedaplay/forthem.Theoldpeoplewereveryhappy.Weshouldbeallowed/totaketime/todothings/likethat/moreoften.Forexample,weshouldvisitprimaryschools/andhelpteachyoungstudents.Iwanttobeateacher/whenImolder/soitwouldbeagreatexperience/forme.Otherstudentswouldliketodootherjobs.Forexample,myfriendTianGewants/towriteforanewspaper.Sheshouldbeallowed/tovolunteer/atthenewspaperoffice/onceaweek.OnFridayafternoons,manystudentsaresleepy/afteralongweekofclasses.Somestudentsshouldbeallowed/tohaveFridayafternoonsoff/tovolunteerandhelpothers.
DearEditor,
Iwouldliketoreplytothearticle“HelpingandLearning”inyourlastnewspaper.Iagreewithsomeideasanddisagreewithothers.
Thearticlesaidthatstudentsshouldbeallowedtogotoanoldpeople’shomeandsingsongsandperformaplayforthem.Thatisverygoodforus.Weshouldbeallowedtotaketimetodothingslikethatmoreoften.Weshouldbeallowedtovisitprimaryschoolsandhelpteachyoungstudents.
Yourarticlesaidthathelpingteachyoungstudentswouldbeagreatexperienceforus.Idisagreewithyouonthat.Someofuswouldliketodootherjobsthanteachinginthefuture.Sohelpingteachyoungstudentsatprimaryschoolswouldbeawasteoftimeforthem.Forexample,myfriendTianGewantsforanewspaper.Peoplelikehershouldbeallowedtovolunteeratthenewspaperofficemoreoften.YousaidalsothatstudentsshouldbeallowedtohavesleepyFridayafternoonsofftovolunteerandhelpothers.Idonotagreewithyouonthat.Wehaveworkedthewholeworkingdays.OnFridayafternoonswehavetotakearestfirst.Weneedtimetorelaxourselvesfirstandthenwecandosomevolunteeringworkhelpingothers.
Sincerelyyours,
JohnF.Ken
Justforfun
ToendthisbusyperiodweshalltaketimetolearnandreadaloudanEnglishpoemforkids.
MyFeet
Myfeet,myfeet,
Ilovemyfeet.
Ithinktheyregreat,
Ithinktheyreneat.
Theyrepretty,pink,
andpicturesque.
Theylooksoperfect
onmydesk.
Unfortunately,
sadtotell,
theyalsohave
afunnysmell.
SothoughImfast,
andthoughImfleet,
andthoughatsports
Icantbebeat,
noteamwillpick
metocompete,
becausetheyalways
smelldefeat.
--KennNesbitt
Reading:ShouldIbeallowedtomakemyowndecisions?
Beforeyouread,gooverthenewwordsforthisparton148.
Whileyouread,listentotherecordingandunderlinealltheexpressions.
Manyteenagershavehobbies.Butsometimesthesehobbiescangetinthewayofschoolwork,andparentsmightworryabouttheirchildssuccessatschool.Teenagersoftenthinktheyshouldbeallowedtopracticetheirhobbiesasmuchastheywant.Doyouagree?
LiuYu,afifteen-year-oldfromShandong,isarunningstar.Heisinhisschoolrunningteam,andhasalwayswantedtobeaprofessionalathlete.However,hisparentswontallowhimtotrainasmuchashewouldliketo."OfcoursewewanttoseeLiuYuachievehisdreams,”saysMrLiu,“andweknowhowmuchhelovesrunning.Thatsgreat,andmywifeandIwatchedhimineveryoneofhisraces.Wehavenothingagainstrunning!Butwedothinkthatoursonneedstoberealistic.Nowheisgettingolder,heneedstothinkaboutwhatwillhappenifhedoesntbecomeaprofessionalrunnerintheend.”
LiuYudoesntreallyagree.“Well,IthinkIshouldbeallowedtomakedecisionsformyself,”hesays.“MyparentshavealwaystaughtmetheimportanceofworkinghardandnotjusttodowhatIenjoy.Iunderstandthis.ButImseriousaboutrunning.BeingaprofessionalrunneristheonlythingIhaveeverwantedtodo.”
MrandMrsLiubelievethatLiuYushouldstudyhardintheevenings,andsotheydontallowhimtopracticerunningonschoolnights.“Iknowthismightseemstrict,”saysMrsLiu,“butwethinkweredoingtherightthing.Hehastounderstandthatveryfewpeoplecanbecomeprofessionalathletes.Itsaverydifficultdreamtoachieve.Wedontallowhimtopracticeeverydaybecausewethinkheneedstospendtimeonhishomework.”
ButLiuYustilldoesntagree.“Iknowmyparentscareaboutme,”hesays.“ButtheyarealwaystalkingaboutwhatwillhappenifIdontsucceed.ButIwillsucceed!IthinkIshouldbeallowedtomakethisdecisionmyself.OnlythenwillIhaveachanceofachievingmydream.”
Afteryouread,readaloudthetextagain,toyourself,ortothetapeandcopydownalltheexpressions,too.
Part2:TeachingResources(第二部分:教学资源)
TheTroublewithTeenagers
Peoplenowcaremoreaboutwhatteenagersarethinkingaboutandfeelingbecausetheyknowtherearehardmomentsinthelifeofteenagers.
Varietiesoftroublesareseriouslypuzzlingteenagers,suchashardstudy,thegapbetweenparentsandkids,relationshipbetweenthemselvesandtheirclassmates,teachersandfriends.
Amongthem,theproblemof"thegenerationgap"hasbecomemoreandmoreobvious.Theargumentonthisiswidelyspread.Differentpeopleholddifferentviews.Butwecannotfailtoadmitthefactthattherearenoheartsasdelicateasthoseofteenagers,aseverythingishappeningtothemforthefirsttime.Teenagersarecertainlydifferentfromadultsinmanyways.Theydontknowtherightwayinwhichtheycanmakeeveryonehappyandsatisfied.Theyarecertainlylackofexperience.Thatswhyparentsarealwayscomplainingabouttheirbeingmisunderstood.Theysay,theylovetheirkidssomuchastodoeverythingforthem.Isthatthetruelovetheirchildrenwant?No,teenagerssay,thetruelovewhichtheylongforshouldcontaincourage,correctguideandsupportinsteadofendlesscomplaintsaboutmarks,marks,marksandstrongpressure.Sotheteenagersarenowevensaidtohavebeenleadingaharderlife.
Thetroublewithteenagersisthattheyhaventlearnedhowtobecontrolled.Livingliferightdownthemiddle,withallitsattendantlandmines,isalltheyknow.Ithasntoccurredtothemtoruninazigzagpattern.
Theyaremoreemotionalthanpeoplethink.Ifsomethingserioushappenstothem,theywillbedeeplyhurt.Youcanalwayshearthevoicefromateenagerthattheyhaventlearnedenoughhowtoappeartobefine.
Theadultshaverecognizedthattheyshouldshowmorecarefortheteenagers,especiallytheirschoollife.Teenagershavetheirownspecialwayofthinking.
Ihavealsogotmyowntroubles.MygrandpapassedawayinSeptemberlastyear,whichhasgreatlychangedmylife.HewasevenoneofmybestfriendseversinceIwasborn.Helivedwithmyfamilyforthepast18years,thehappiesttimeinhiseyes.Ihaveneveradmittedhisdeathasafacttillnow.
Thingswhichhappenedbetweenushavecometomymind.Alloveragain,Ifeltthosepowerfullossescrisscrossingmyownheart,andIknowthatwhenyousaygoodbyetoabelovedgrandparent,yousaygoodbyetosomethinghappy,somethingyounginyourself.Andthatsomethingneverreallyreturnsandthepainneverreallygoesaway.
Nomatterhowhardalifetheteenagersareleading,theywillforeverstandstillandmarchforwardstraightandbravely.
延伸阅读
人教版新目标九年级英语Unit3单元教案
每个老师不可缺少的课件是教案课件,规划教案课件的时刻悄悄来临了。需要我们认真规划教案课件工作计划,这样我们接下来的工作才会更加好!你们会写适合教案课件的范文吗?请您阅读小编辑为您编辑整理的《人教版新目标九年级英语Unit3单元教案》,欢迎大家阅读,希望对大家有所帮助。
Unit3 Couldyoupleasetellmewheretherestroomsare?
SectionA(1a-2d)
学习目标
1.重点单词:restroom,stamp,bookstore,beside,postcard,pardon,washroom,bathroom,normally,rush
2.重点短语:takeouttherubbish,foldyourclothes,sweepthefloor,makeyourbed,gooutfordinner,getaride
3.重点句式:
—Couldyoupleasetellmehowtogettothebookstore?
—JustgoalongMainStreetuntilyoupassCenterStreet.
—Doyouknowwhenthebookstoreclosestoday?
—Itclosesat7:00p.m.today.
DoyouknowwhereIcangetsomepostcards?
Idontmeanaroomforresting.
学习重点
1.重点短语和句型
2.疑问代词、疑问副词引导的宾语从句
学习难点
疑问代词、疑问副词引导的宾语从句
自主学习
一、预习课本P17-18新单词并背诵,完成下面的汉译英。
1.洗手间________2.邮票________
3.书店________4.在旁边________
5.明信片________6.抱歉________
7.洗手间________8.浴室________
9.通常________10.仓促________
二、认真预习1a-2d找出下列短语和句型。
1.取一些钱________________________________________________________________________
2.买一双鞋________________________________________________________________________
3.—你能告诉我怎么到达商店吗?
—沿着Main大街走,直到你经过CenterStreet。
________________________________________________________________________
________________________________________________________________________
4.—你知道书店今天什么时候关门吗?
—它在晚上7:00关门。
________________________________________________________________________
________________________________________________________________________
5.你知道我能在哪儿买到明信片吗?
________________________________________________________________________
6.我的意思不是休息的房间。
________________________________________________________________________
课堂导学
Step1 情景导入
Teacher:Haveyoueverbeentoastrangeplaceorastrangecity?
Students:Yes,Ihave.
Teacher:Whatwouldyoudoifyouhaveanydifficultiesthere?
Student1:Idaskforhelp...
Teacher:Thisclasswelllearnhowtoaskthewayorhowtoaskforhelp.
环节说明:通过师生互动,引出本节课的语言学习目标——有礼貌地问路和求助。
Step2 完成教材1a-1c的任务
1.学生朗读1a中的短语,教师纠正错误读音,然后学生识记单词并且两人一组互相提问。(3分钟)。
2.我们能在哪些地方做这些事情呢?将地方和事情相匹配,完成后小组内互相核对答案。(2分钟)
3.阅读1a中的对话,为听力做好准备。(2分钟)
4.听录音,根据听力内容将1a中的对话补充完整,然后集体核对答案。(3分钟)
5.再听一遍录音,并跟读对话。(2分钟)
6.结对练习1c中的对话,并请一些学生表演出他们的对话。(3分钟)
7.模仿1c中的对话,用1a中的信息与同伴编练新对话来讨论你的城市,并邀请几组学生表演对话。(5分钟)
参考案例
A:Excuseme,couldyoupleasetellmehowtogettothebookstore?
B:Sure,justgoalongMainStreetuntilyoupassCenterStreet.Thebookstoreisonyourright,besidethebank.
A:Thanks.Doyouknowwhenthebookstoreclosestoday?
B:Itclosesat7:00p.m.today.
8.小结训练。(3分钟)
(A)1.Canyoutellme________?
A.whereheis B.whereishe
C.heiswhere
(C)2.Ididntknowhow________toLondon?
A.wouldtheygoB.aretheygoing
C.theywouldgo
(A)3.Couldyoutellme________wegettotheairport?
A.how B.whether C.where
环节说明:听说结合,第一时间向学生传达语言目标,通过结对对话练习和小结训练,使语言目标得以强化。
Step3 完成教材2a-2c的任务
1.大声朗读2a中的短语和句子,然后听录音,将2a中的句子按听到的顺序排序,集体核对答案。(3分钟)
2.再听一遍录音,根据录音内容在2a图片上画出男孩到达超市的路线,完成后小组内核对答案。(3分钟)
3.听第三遍录音,学生跟读。(3分钟)
4.让学生利用2a中的信息仿照2c的形式练习对话,并要求多组同学表演对话。(5分钟)
参考案例
A:Excuseme,doyouknowwhereIcangetsomepostcards?
B:Sure.Gotothesecondfloor.Thereisabookstorebetweenthebankandthesupermarket.
5.小结训练。(3分钟)
汉译英
1.向左转turn_left
2.向右转turn_right
3.去二楼go_to_the_second_floor
4.经过书店go_past_the_bookstore
5.你知道我在哪里能买到明信片吗?
Do_you_know_where_I_can_get_some_postcards?
环节说明:通过听、说、读、写学习训练让学生掌握了问路指路的句型;并且使学生的口语表达能力在这一环节得到提升。
Step4 完成教材2d的任务
1.学生自读对话,理解对话内容,并且画出有疑问的句子。(2分钟)
2.小组内互相提问解决遇到的疑难问题,教师点拨重难点。(3分钟)
3.大声朗读2d中的对话,读熟后与同伴结对练习,分角色表演对话。(3分钟)
4.邀请三组学生来表演对话。(5分钟)
5.小结训练。(3分钟)
连词成句
1.I,rides,am,the,excited,try,to
I_am_excited_to_try_the_rides!
2.I,resting,dontfor,mean,room,a
I_dont_mean_a_room_for_resting.
3.I,today,wonder,closes,when,park,the
I_wonder_when_the_park_closes_today.
环节说明:学生自学和小组合作学习相结合,有利于提高学生的自学能力和团队合作精神;小结训练又对对话中的重要句型进行了巩固加深。
Step5 问题探究
宾语从句
1.你知道他刚才说什么了吗?
Did_you_know_what_he_said_just_now?
2.我想知道我们什么时候到达。
I_wonder_when_we_will_arrive.
3.我问他我在哪里能挣到如此多的钱。
I_asked_him_where_I_could_earn_so_much_money.
4.请告诉我我们必须要见谁。
Please_tell_me_who_we_will_have_to_meet.
5.你知道飞机什么时候起飞吗?
Do_you_know_when_the_plane_will_take_off?
当宾语从句是特殊疑问句时,由连接代词what、who、whom、whose、which或连接副词when、where、how、why引导,因为连接代词或连接副词在从句中担任一定的句子成分,具有一定的意义,所以不可以省略。
当堂评价
请学生们做前面课时训练部分。
SectionA(3a-3b)
学习目标
1.重点单词:suggest,staff
2.重点短语:comeon,passby,ononeswayto...
3.重点句式:
Letsaskwhattimethebandstarts.
AliceandHeWeiwalkuptoastaffpersonatthedoor.
Comealittleearliertogetatable.
学习重点
1.重点短语和句型
2.学会有礼貌的提出请求
学习难点
1.重点短语和句型
2.学会有礼貌的提出请求
自主学习
一、预习课本P19新单词并背诵,完成下面的汉译英。
1.建议________2.职工________
二、认真预习3a-3b找出下列短语和句型。
1.加油________________________________________________________________________
2.经过________________________________________________________________________
3.在某人去……的路上________________________________________________________________________
4.让我们去问一下乐队什么开始(表演)。
________________________________________________________________________
5.艾丽丝和何伟走向门旁边的工作人员。
________________________________________________________________________
6.来早一点儿可以得到一张桌子。________________________________________________________________________
课堂导学
Step1 情景导入
Teacher:Iwanttogotoasupermarkettobuysomethingtoeat,butIdontknowthewaytoit,soIhavetoasksomeoneforhelp.ButIdontknowhowtoaskforinformationpolitely.Canyoutellme?
Student1:Excuseme,couldyoutellmehowtogettothesupermarket?
...
环节说明:由问题入手,既复习了学过的句型,又激起了学生学习的积极性。
Step2 完成教材3a-3b的任务
1.快速阅读3a中的短文,根据短文内容,回答3a中的两个问题。(3分钟)
2.认真阅读短文,在文中标出询问信息的问题,然后仿照3b的形式将标出的句子改写。完成后让学生展示自己的答案,教师点拨。(3分钟)
3.再次细心阅读短文,理解每一句话的意思,小组合作解决遇到的疑难问题。(3分钟)
4.教师点拨短文中出现的重点和难点。(3分钟)
5.熟读短文,识记并背诵知识要点。(5分钟)
6.小结训练。(3分钟)
(C)1.Idontknow________hewillbebackhome.
A.whoB.whatC.whenD.where
(C)2.Canyoutellme______thetrainwasinvented,Betty?
A.whoB.whatC.whenD.that
(B)3.Idontknow________?
A.wheredoyoulive
B.whoyouarewaitingfor
C.whowereyouwaitingfor
D.whereyoulivein
(D)4.Ifindahandbag________myway________home.
A.on;toB.at;/
C.at;toD.on;/
环节说明:通读阅读分析文章,学生的阅读分析能力在这一环节得到提升;小结训练又及时地巩固强化了宾语从句。
Step3 问题探究
( )1.Tomysurprise,Imetanoldfriendofmine________mywaytomyuncles.
A.on B.in C.at D.for
答案选择A,根据句意“我在去我叔叔家的路上遇见了我的一个老朋友”。词组ononeswayto意为“在某人去……的路上”,所以答案选择A。
( )2.IsawaboycryingwhenIpass________thepark.
A.onB.inC.atD.by
答案选择D,根据句意“我在经过公园时,看到一个男孩正在哭”。词组passby意为“经过”,所以答案选择A。
当堂评价
请学生们做前面课时训练部分。
SectionA(GrammarFocus-4c)
学习目标
1.重点单词:grape,central,nearly,mail,east
2.重点短语:pardonme
3.重点句式:
CouldyoutellmewhereIcangetsomethingtoeat?
Couldyoupleasetellmehowtogettothepostoffice?
Beniswonderingiftheresabankintheshoppingcenter.
学习重点
疑问代词、疑问副词引导的宾语从句
学习难点
疑问代词、疑问副词引导的宾语从句
自主学习
一、预习课本P20新单词并背诵,完成下面的汉译英。
1.中央的________2.邮寄________
3.东方的________4.葡萄________
二、认真预习GrammarFocus-3c找出下列短语和句型。
1.请再说一次。________________________________________________________________________
2.你能告诉我在哪里能买到一些吃的吗?
________________________________________________________________________
3.你能告诉我怎么能到达邮局吗?
________________________________________________________________________
4.本想知道在购物中心是否有一个银行。
________________________________________________________________________
课堂导学
Step1 情景导入
Teacher:Wehavesomewaystoaskforthewaytosomeplaces,nowpleasesayoutthesentenceswithyourpartners.
环节说明:本环节对前两节课所学的重要句型和短语进行了复习,同时又锻炼了学生的口语。
Step2 完成教材GrammarFocus的任务
1.学生大声朗读GrammarFocus的句子。(2分钟)
2.小结训练。(2分钟)
Excuse_me,do_you_know_where_I_can_buy_some_medicine?
(打扰了,你知道我在哪里能买到一些药吗?)
Sure.Theres_a_supermarket_down_the_street.
(当然,沿着这条街有一个超市。)
Could_you_please_tell_me_how_to_get_to_the_post_office?
(你能告诉我怎么到达邮局吗?)
Sorry,Im_not_sure_how_to_get_there.
(对不起,我不确定怎么去那儿。)
Can_you_tell_me_when_the_band_starts_playing_this_evening?
(你能告诉我乐队今天晚上什么时候开始演奏吗?)
It_starts_at_8:00_p.m.
(在晚上8:00开始。)
I_wonder_where_we_should_go_next.
(我想知道我们接下来应该去哪里。)
You_should_try_that_new_ride_over_there.
(你应该尝试下那边的那个新过山车。)环节说明:通过对GrammarFocus句型的填空练习能够使学生更好地来理解掌握本单元的重点语法和句型。
Step3 完成教材4a-4c的任务
1.认真阅读4a中的句子,将问题用更有礼貌的句子表述出来,完成后小组内核对答案。(5分钟)
2.仿照4b例句,写出其它3个句子的更有礼貌的表达方式。完成后小组内互相交流所写句子。(5分钟)
3.写出四个游客可能问的关于你所在城市的四个问题,然后仿照4c中的对话和你的搭档分角色练习对话。(5分钟)
参考案例
A:Excuseme,couldyoupleasetellmewherethenearestbankis?
B:Sure.Yougoeastalongthisstreet...
4.小结训练。(4分钟)
(C)1.Canyoutellme________theradiowithoutanyhelp?
A.howdidhemendB.whatdidhemend
C.howhemendedD.whathemended
(D)2.—Excuseme.Couldyoutellme________?
—Certainly.
A.whencanIgettothestation
B.Icangettowhichstation
C.whichstationcanIgetto
D.howIcangettothestation
(C)3.MissLiwantstoknow________nextweek.
A.whenmyuncleleaves
B.whenwillmyuncle
C.wheremyunclewillstay
D.wheredoesmyunclestay
环节说明:通过本环节的学习,让学生掌握了礼貌地来表达请求的句型,同时小结训练更是对重要知识点进行了巩固深化。
Step4 问题探究
( )1.Theteachersaidthatthesun________aroundtheearth.
A.traveled B.travelsC.aretravelling
答案选择B,当从句是客观真理、定义、公理、定理时用一般现在时。因此答案选择B。
当堂评价
请学生们做前面课时训练部分。
SectionB(1a-1e)
学习目标
1.重点单词:fascinating,convenient,uncrowded,mall,clerk,corner
2.重点句式:
TheclerktellshimtogotoGreenLand.
—Canyoutellmewheretheresagoodplacetoeat?
—Ofcourse.
学习重点
1.掌握形容词的用法
2.会有礼貌地表达请求做某事
学习难点
会有礼貌地表达请求做某事
自主学习
一、预习课本P21新单词并背诵,完成下面的汉译英。
1.迷人的________2.方便的________
3.商场________4.职员________
5.角落________
二、认真预习1a-1e找出下列句型。
1.工作人员告诉他去绿地。
________________________________________________________________________
2.—你能告诉我哪里有吃饭的好地方吗?
—当然可以了。
________________________________________________________________________
________________________________________________________________________
课堂导学
Step1 情景导入
(Showasimplemapofourschooltothestudents)
Teacher:Thisisamapofourschool.Someteachers/studentsarevisitingourschool.Pleaseguideforthem.Onestudentactsastudentfromotherschool,pleasepracticetheconversationsthatIshowyou:
A:Excuseme,couldyoutellmewhere...
B:Sure,...
A:Anddoyouknowhow...?
...
环节说明:通过这个环节不仅让学生复习了学过的知识,同时也让学生的口语得到了练习。
Step2 完成教材1a-1b的任务
1.两人一组互相提问1a中的单词。(3分钟)
2.对于一个地方来说,最重要的是什么?将1a左侧方框中的单词填入右侧表格中的适当位置,完成后小组内互相交流答案。(3分钟)
3.仿照1c的对话形式,利用1a中的单词两人一组来编练新的对话,讨论自己所居住城市的某些地方,要求多组学生来表演对话。(5分钟)
参考案例
A:TheFineArtsMuseumisreallyinteresting.
B:Yes,anditsbeautiful,too.
4.小结训练。(4分钟)
1.在城市乘坐地铁是很方便的。
Its_very_convenient_to_take_subway_in_the_city.
2.这个博物馆是非常有趣的。
This_museum_is_very_interesting.
3.超市里几乎没有人,一点都不拥挤。
There_is_few_people_in_the_supermarket_and_it_isnt_crowded_at_all.
4.她是我们班最安静的女孩。
She_is_the_quietest_girl_in_our_class.
环节说明:学生通过这个环节的学习和小结训练的习题掌握了相关形容词的用法。
Step3 完成教材1c-1e中的任务
1.认真阅读1c中的句子,为听力做好准备。(2分钟)
2.听录音,根据录音内容,将句子补充完整。(3分钟)
3.再听一遍录音,核对1c的答案。(2分钟)
4.再听一遍录音并跟读,整体感知对话。(2分钟)
5.根据录音内容,两人一组分角色表演工作人员和游客的对话,并邀请几组学生表演。(5分钟)
参考案例
A:Canyoutellmewheretheresagoodplacetoeat?
B:Ofcourse.Whatkindoffooddoyoulike?
A:...
6.小结训练。(4分钟)
(D)1.Idontknow________hewillcometomorrow.________hecomes,Illtellyou.
A.if;Whether B.whether;Whether
C.if;ThatD.if;if
(D)2.Theydontknow________theirpresentsare.
A.whenB.whyC.howD.where
(B)3.Iwanttoknowifthey________thespringsportsmeetingnextmonth.Ifthey________it,Imustgetreadyforit.
A.hold;willholdB.willhold;hold
C.hold;holdD.willhold;willhold
(B)4.Couldyoutellmeifit________tomorrow?
A.rainB.willrain
C.rainingD.rains
Step4 问题探究
( )1.—Couldyoupleasetellmewherewe________ourtickets?
—Certainly.
A.showedB.shows
C.showD.areshowing
答案选择C,could/would是委婉语气,而不是过去式,宾语从句的时态根据实际情况用不同时态。根据本题句意“你能告诉我在哪里检票吗?”,确定宾语从句的时态要用一般现在时态。
当堂评价
请学生们做前面课时训练部分。
SectionB(2a-2d)
学习目标
1.重点单词:politely,request,direction,correct,polite,direct,indirect,speaker,whom,impolite,address,underground
2.重点短语:averydirectquestion,askfor,leadin,parkinglot
3.重点句式:
Whenyouvisitaforeigncountry,itisimportanttoknowhowtoaskforhelp.
Theexpressionstheyusemightdependonwhomtheyarespeakingtoorhowwelltheyknoweachother.
Imsorrytotroubleyou.
Itmightseemmoredifficulttospeakpolitelythantobedirect.
ThiswillalsohelpyoubecomebetteratEnglish,oranyotherlanguageyouwishtospeak.
学习重点
1.重点短语和句型
2.能够有礼貌地提出请求
学习难点
1.重点短语和句型
2.能够有礼貌地提出请求
自主学习
一、预习课本P22新单词并背诵,完成下面的汉译英。
1.客气地________2.要求________
3.方向________4.正确的________
5.客气的________6.直接的________
7.间接的________8.发言者________
9.谁(宾格)________10.粗鲁的________
11.地址________12.地下的________
二、认真预习2a-2d内容找出下列短语和句型。
1.一个非常直接的问题________________________________________________________________________
2.要求________________________________________________________________________
3.引导________________________________________________________________________
4.当你去外国参观的时候,知道如何寻求帮助是很重要的。
________________________________________________________________________
5.他们使用的表达方式可能取决于他们正在与谁交谈以及他们互相了解的程度。
________________________________________________________________________
6.非常抱歉打扰你。
________________________________________________________________________
7.有礼貌地说话似乎比直接表达要困难。
________________________________________________________________________
8.这也将帮助你更擅长英语,甚至是你想说的其它任何一种语言。
________________________________________________________________________
课堂导学
Step1 情景导入
Teacher:Thinkaboutthequestionsandtalkaboutthemingroups:Whatisimportantwhenpeopleaskforinformationorhelp?Whatmighttheexpressionsweusedependon?WhatkindofquestionsarepoliteinEnglish?
环节说明:这个环节讨论的问题不仅能锻炼学生的思维,同时又引出了本节课的学习重点——2b中的短文。
Step2 完成教材2a-2d的任务
1.在什么情况下我们需要有礼貌的提出请求,想象一下有可能的情况,然后在小组内互相交流。(3分钟)
2.快速略读2b中的短文,画出每个段落的主题句。(3分钟)
3.认真阅读2b中的文章,从短文中找出所有的直接问句和有礼貌的请求,完成2c中的表格。(3分钟)
4.再次细心阅读短文,理解每一句话的意思,小组合作解决遇到的疑难问题。(5分钟)
5.教师点拨短文中出现的重点和难点。(3分钟)
6.熟读短文,识记并背诵知识要点。(5分钟)
7.认真阅读2d表格中的请求,如果你认为这个请求是对你认识的人说的,就在Person栏中填写A,如果你认为这个请求是对陌生人说的,就在Person栏中填写B;在Place栏中写出你认为这些请求可能发生的地方。(5分钟)
8.小结训练。(5分钟)
(C)1.Couldyoushowme________?
A.howcanIgettothestation
B.whereisthestation
C.howIcouldgettothestation
D.howIcanreachthestation
(C)2.Pleasetellme________.
A.whatdoeshelike B.whathedoeslike
C.whathelikesD.whathelike
(B)3.Mysistertoldhim________.
A.whatdaywasit
B.whenthetrainarrived
C.whoshewaswaiting
D.wheredidyoulive
(A)4.Couldyoutellmewherewe________nextweek?
A.wouldgoB.togo
C.hadtogoD.going
(D)5.Couldyoutellmehowmuch________toflytoHainan?
A.doitcostB.doesitcost
C.itcostD.itcosts
(B)6.Thesmallchildrendontknow________.
A.whatistheirstockingsin
B.whatisintheirstockings
C.whereistheirstockingsin
D.whatistheirstockings
环节说明:通过本环节的学习不仅锻炼了学生的阅读能力,而且通过小结训练让学生对重要知识点进行了巩固练习。
Step3 问题探究
( )1.—Doyouknowwhenhe________backtomorrow?
—Sorry,Idontknow.Whenhe________back,Illtellyou.
A.willcome;willcome
B.comes;comes
C.willcome;comes
D.comes;willcome
答案选择C,if和when既可以引导宾语从句,也可以引导状语从句,应注意它们在两种从句中的意思和用法的不同。if和when引导宾语从句时,分别意为“是否”和“何时”,其时态应和主句时态相呼应;它们引导状语从句时,意思分别为“如果,假如”和“当……时候”,当主句时态是一般将来时时,其时态用一般现在时。根据句意“你知道他明天什么时候会来吗”,判断when意为“何时”,引导宾语从句;根据句意“当他回来的时候,我将告诉你”,判断when意为“当……时候”,引导时间状语从句,因此答案选择C。
当堂评价
请学生们做前面课时训练部分。
SectionB(3a-SelfCheck)
学习目标
1.重点单词:course
2.重点短语:onthecornerof,onthethirdfloor
3.重点句式:
Youarealwaysinahurrytogettoschoolontime.
Itsconvenienttogetto(JennysClothesStore).
学习重点
1.复习本单元的重要单词、短语及句型
2.完成本单元的写作
学习难点
完成本单元的写作
自主学习
一、预习课本P23-24新单词并背诵,完成下面的汉译英。
1.课程________________________________________________________________________
二、认真预习3a-SelfCheck找出下列短语和句型。
1.在……的角落________________________________________________________________________
2.在三楼________________________________________________________________________
3.你总是急匆匆地按时到达学校。
________________________________________________________________________
4.到达(詹妮服装店)那里很方便。
________________________________________________________________________
课堂导学
Step1 情景导入
Teacher:Wehavemanyimportantwordsandphrases,suchaschoice,direct,polite,andsoon.Doyouknowthemeaningsofthewords?Canyoumakesentenceswiththephrasesbyyourselves?Nowpleasewritesomesentenceswiththephrases.Iwillasksomestudentstocometotheblackboardtowrite.
环节说明:这个环节不仅复习了学到的重要单词,同时还能让学生灵活运用、真正掌握单词。
Step2 完成教材3a-SelfCheck的任务
1.假如你将在一个说英语的国家上一个短期假期学校,在你去之前你想了解什么呢?认真阅读3a表格中的话题,写出一些有礼貌的、间接的问题。(7分钟)
2.根据3a中的信息和3b中的提示写一篇有礼貌的信件,咨询你想知道的问题,完成后小组内互相交流纠错,借鉴好词好句,教师抽查点拨。(10分钟)
参考案例
DearSir,
IamLilyBrown,andIamfromLondon.Illcometoyourschool.Iwanttoknowsomethingaboutyourschoolnow.Couldyoupleasetellmesomeinformationaboutyourschool?Couldyoutellmewhatcoursewewillstudyandthetimeofthecourse?Canyoutellmewhereandwhatwecaneat?Couldyoupleasetellmewherewewillstayandwhatactivitieswecando?Ialsoreallywanttoknowmoreotherthingsabouttheschool,couldyoutellme?
Iwouldliketothankyoufortellingmesomeinformation.AndIamlookingforwardtoyourreply.
Yours,
LilyBrown
环节说明:通过这个教学环节锻炼了学生的写作能力。
Step3 完成教材SelfCheck的任务
1.学生齐读1方框中的单词,然后用方框中的单词补全对话,完成后小组内互相交流答案,然后两人一组互相练习对话。(2分钟)
2.阅读2中的例句,然后根据提示写出问题及答语,完成后小组内互相交流答案。(3分钟)
3.两人一组练习对话,并在小组内表演。
环节说明:这一环节通过训练,让学生对本单元的重要的单词和交际用语有了更深刻的理解。
Step4 问题探究
( )1.Couldyoutellme________,please?
A.whoknewtheanswers
B.whotheanswersknow
C.whoknowstheanswers
答案选择C,连接词在从句中作主语时,后面直接跟谓语动词。Could表示委婉的语气,而不表示时态,因此答案选择C。
当堂评价
请学生们做前面课时训练部分。
九年级英语Unit3单词表(人教新目标)
九年级英语Unit3单词表(人教新目标)
Unit3
pierce刺穿;刺破
license执照;许可证
silly愚蠢的;傻的
earring耳环
insteadof代替;而不是
stayup不睡觉;熬夜
concentrate集中;聚集
concentrateon全神贯注;专心于
study学习;研究
design设计;构思
present目前;现在
atpresent目前;现在
opportunity机会;时机
volunteer自愿;志愿者
local地方的;当地的
experience经历;体验
member会员;成员
mess混乱;脏乱
oldpeopleshome养老院
sleepy困倦的;不活跃的
reply回答;答复
newsletter时事通讯;简报
obey服从;顺从
intheway挡道的;妨碍人的
achieve完成;实现
race赛宝;比赛
realistic现实的;注重实际的
taught
importance重要;重要性
care关心;忧虑
careabout担心;关心
succeed成功;达到;完成
point要点;论点
Kathy凯西
新目标八年级英语下册Unit3教学设计
Unit3教学设计
一、教学内容及分析
本单元以生活中发生的有趣事情及富有科普意义的不明飞行物UFO作为话题,其语言功能是谈论过去发生的事情,学会讲故事,进而培养学生热爱科学、探索科学、热爱生活的情感。是在学习了一般过去时态和现在进行时态的基础上,通过讲故事的方式,学习过去进行时态,继续巩固一般过去时态,学习when、while引导的时间状语从句,进而加深对一般过去时态和过去进行时态意义的理解和应用。
SectionA:活动1a至2c主要通过听说的方式,描述UFO的发生过程,在情景中呈现并学习了过去进行时态的意义及其结构,学习了when和while引导的时间状语从句。活动3a至活动4通过读写的方式,通过任务驱动,讲述了UFO故事的结尾,然后通过小组交流活动,应用巩固过去进行时态。
SectionB:在SectionA的基础上进一步升华,应用前面学习的知识谈论学生身边常发生的事情,增强语言的真实实用性,教材编排按照先听说后读写循序渐进的方式,便于学生掌握和巩固。
SelfCheck目的是检测重点词汇、目标语言的应用,是学生单元复习和小结的指南。
教材以循序渐进的方式逐步呈现、操练、巩固、提高和复习新的语言,通过任务驱动的方式,从生活中来,到生活中去,体现语言的工具性和交际性。听、说、读、写贯穿整个学习过程,让学生体验合作交流的学习方式,感受语言学习之乐。
二、学习者特征分析
本单元的主要目标是学习掌握过去进行时态,巩固应用一般过去时态,学会讲故事或描述身边发生的事情,它是在学生已经学习了现在进行时态和一般过去时态的基础上继续学习的。对于八年级的学生,学生已经有了一定的词汇量,特别是要用好多的动词,学生有了一定的基础,这样便于教学内容的突破;更好的是教材选编了一些富有科普意义的UFO,更能激发学生的好奇心和学习兴趣,所以本单元的学习,学生应该能轻松的掌握。
三、单元整体目标分析
1、知识与能力:
(1)、Vocabulary(词汇)
A、Newwordsandphrasesbarbershop,bathroom,bedroom,kitchen,UFO,alien,experience,accident,cuttinghair,climbing,jumping,shouting,land,getoutof,takeoff,follow,happen,scared,strange,amazing
B、Recyclingshop,store,library,supermarket,museum,TVstation,police,boy,girl,reporter,called,tookaphoto,eatinglunch,crowded
(2)、Grammar(语法)
A、Structures(语言结构)Adverbialclausewithwhen,whileQuestionsandstatementswithpastprogressive
ReviewPasttense
B、Targetlanguage(目标语言)
WhatwereyoudoingwhentheUFOarrived?
Iwassittinginthebarber’schair.
Thebarberwascuttingmyhair.
Whilehewasbuyingasouvenir,agirlcalledthepolice.
(3)、Functions(功能)Talkaboutpastevents.Tellastory.
2、过程与方法本单元通过听说读写各种活动,了解了UFO,学习了UFO的故事发生过程,巩固掌握一般过去时态和过去进行时态,能够讲述或者复述故事,描述自己身边发生的事情。
3、情感态度与价值观:以有趣的UFO,激发学生探索自然,热爱科学的兴趣。以描述身边发生的有趣事情,激发学生热爱生活,享受生活,热爱学习的情趣。
四、重点难点理解和掌握过去进行时态的意义功能,能区别一般过去时态和过去进行时态意义,熟悉句子结构,能应用运用这两种时态;掌握when,while的用法和区别及其引导的条件状语从句。
五、教法选择、学法指导与资源准备根据学生特点及其对基础知识的掌握、教材编排特点以及语言教学的特征,我准备将教材作如下整合。第一课时,先从现在进行时态引出过去进行时态,两种时态对比,加深学生对两种时态的理解和知识间的前后联系,然后进行操练,进而教学when和while的用法,加深巩固和理解,接着教学SectionB1,2a,2b,2c;第二课时教学UFO专题,完成SectionA;第三课时安排阅读复述教学,将教学内容进行升华;第四课时进行故事编排的写作教学,并进行单元复习小结,完成SelfCheck。采用以下教学法:情景创设呈现语言教学法、活动交流交际法、视听法、读写法、任务型语言教学法、成果分享教学,自学探究教学法等。培养学生自学探究意识,对学到的知识应该加以归纳、分析、比较,找出异同点;加强对新语言的操练。
资源准备:UFO视听材料,听力材料
六、课时及教学内容安排
教学内容
课时安排
教法选择
资源准备
教学评价
Presentationwas/were+doing,SectionA4,SectionB1a、1b、2a、2b、2c
Period1
情景创设教学法
任务型教学法
交际法
视听法
听力材料
练习题
新旧知识对比,加深理解;重学生交流运用。
SectionA1a,1b,1c,2a,2b,2c,3a,3b
Period2
情景创设教学法
任务型教学法
交际法
视听法
听力材料
网上搜集相关图片
UFO视频
通过情景创设,激发兴趣及求知欲,教学过程重学生参与。
SectionA、3a、3b,SectionB3
Period3
阅读复述
扮演活动法
任务驱动法
课件
练习题
通过阅读复述,学习掌握主要语言。
SectionB4a、4b,selfcheck
Period4
合作交流法
任务驱动法
课件
练习题
通过写作练习,提高写作能力,巩固单元语言结构。通过练习,巩固主要新语言。
教学内容
Presentationwas/were+doing,SectionA4,SectionB1a、1b、2a、2b、2c
课时
Period1
教学对象
八年级学生
设计者
一、教材内容分析
教材安排活动4调查采访旨在通过交流活动,加强学生对过去进行时态的理解和掌握,SectionB又通过听力继续巩固和提高,同时加强when和while的用法。本节课通过复习引入,情境创设首先学习过去进行时态,然后通过活动4调查,加深理解,并进行操练。
二、教学目标(知识与能力,情感态度与价值观)
Ⅰ、KnowledgeObject
1.Vocabulary:
Scared,climb,jump,shout,rode.,when,while
2.Targetlanguage(目标语言)
(1)—WhatwereyoudoingatninelastSundaymorning?
—Iwassleeping/doinghomework.
(2)—WhenIsawthecat,….
—….
(3)—WhileJohnwaswalkingtoschool,…
—WhileJohnwaswalkingtoschool,hesawacat.
Ⅱ、AbilityObject
1.学习、应用和掌握过去进行时态。2.培养学生观察周围事物的能力。3.能够谈论身边发生过的事。
Ⅲ、Emotion;attitudeandvalues(情感、态度、和价值观)1.通过角色扮演,培养学生的合作学习能力。
2.教育学生要善于观察周围的事物,发现生活中的真善美,热爱生活。
三、重点、难点
理解和掌握过去进行时态(重点);运用过去进行时谈论身边所发生的事和when、while的用法(难点)。
四、教法选择与学法指导
借助多媒体手段,采用视听法、情景模拟、情感激励及任务型教学等方法相结合的模式,充分利用视觉、听觉等手段,通过学生间的合作交流,多种操练活动交替进行,巩固目标语言,消除课堂上所带来的疲劳,使学生认识到语言学习过程的多样性,采用多种方式,加强练习是巩固语言知识主要途径。
五、资源准备多媒体课件
六、教学过程
教学步骤
教师活动
学生活动
设计意图
及资源准备
Task1
Leading-in
Reviewbyaguessinggame
(3min)
1.Greeting.
2.TheteacherasksSstodosomeactions,thenaskandanswerquestionslikethis:
T:Whatishe/shedoing?
S1:He/Sheisreading.
S2:He/SheiswatchingTV.
3.WritesomeanswersontheBb.
4.Explainis/am/are+V-ing.
1.Greeting
2.Followtheteacher:somestudentsdoactions,theothersguesstheactions.
让学生表演动作,然后通过问答形式进行猜测活动,旨在复习现在进行时态,同时也活跃了上课气氛,为本节课的学习打下基础。
Task2
Presentation
(7min)
1.Showsomeactionpictures.Thenask:Whatishe/shedoingnow?
2.Thensay:Iftheactionshappenedyesterday.Howcanwetalkaboutthem?Ask:Whatwas/werehe/shedoingat8:00/…yesterday?
3.WritesomeanswersontheBb.
4.Explainwas/were+V-ing.
1.Answerthequestions.
2.Answerthequestions.
3.Repeattheanswers.
4.Listenandtakenotes.
创设情景,运用对比,呈现新语言。
Task3
Makeasurvey
4
(6min)
1Readtheinstructions.Thenaskoneortwostudentstoanswerthequestions.
2Givehelpandchecktheirwork.
3Sharetheiranswers.1Listen.
2Workingroupsandmakeasurvey.
通过调查采访训练目标语言。
Task4
Presentation
(6min)
1Ask:Whatwere/was…doingwhenyougothomelastSunday?Writesomeanswersontheblackboard.
2Thensay:MyfatherwasdoinghouseworkwhenIgothome.Itcanalsobesaid:Whilemyfatherwasdoinghousework,Igothome.
3Explainthenotes:
When↑,→
While→,↑
1Answerthequestions.
2Listen.
3Takenotes.
检查巩固中继续呈现新知识:when和while的用法。
Task5
1
(4min)
1Helpreadthesentences.
2Readtheinstructions.
3Checktheanswers.(c,d,b,a)
1Read.
2Finishthetask.
3Correcttheanswers.
完成教材,为后面的听力做铺垫。
Task6
Listening
2a
(4min)
1Readtheinstructions.Thenaskthestudentstoreadtheactionphrases..
2Playtherecordingtwice.
3Checktheanswers.
1Read.
2Finishthetask.
3Correcttheanswers.
通过听力训练目标语言
Task7
Listening
2b
(4min)
1Readtheinstructions.Thenhelpthestudentsreadthequestionsandanswers.
2Playtherecordingtwice.
3Checktheanswers.
1Readaloud.Thenmaketheminorder.
2Listenandchecktheanswers.
通过听力训练目标语言
Task8
2c
(5min)
1Readtheinstructions.Thenaskonepairtogiveaexample.
2Givehelpandchecktheirwork.
3Sharetheiranswers.
1Listen.
2Workinpairs.
任务驱动,通过合作操练,巩固when和while的用法
Task9
Exercises
(4min)
1Showstudentssomeexercises.
2Correctanswers.
Fillintheblanks.
填空练习训练句子结构.
Task10
Summary
(1min)
GuideSstosummarizethelanguagepointswelearntinthisclass.
Summarizethelanguagepointswelearntinthisclass.
通过小结,归纳、整理、深化Subject+was/were+doing+…句型的用法。
Whenwhile
Task11
Homework
(1min)
Givestudentshomework.
A.1.Copynewwordsandphrases.
2.WriteapassageusingtheinformationinActivity4
B.1.Write2cdown.
2.WriteapassageusingtheinformationinActivity4
Listenandchooseoneoftheexercises.
教学流程
复习导入——新语言结构呈现——语言知识小结——合作交流——词汇教学——听力练习——练习巩固——归纳小节——巩固提高——课堂总结
七、板书设计
Whatwas/were…doingat…last…?
Whatwas/were…doingwhen…last…?
现在进行时态句子结构:
过去进行时态句子结构:
过去进行时态意义:
When↑,→
While→,↑
Exercises:
教学内容
Unit3WhatwereyoudoingwhentheUFOarrived?SectionA1a,1b,1c,2a,2b,2c
课时
Period2
教学对象
八年级学生
执教者
一、教材内容分析
本节课选自人教版新目标八年级下册Unit3WhatwereyoudoingwhentheUFOarrivedSectionA1a至2c。本节课的中心话题是UFO,主要语言功能项目是讲述故事,描述过去发生的事情。课文讲述了UFO的发生发展过程,学习了过去完成时态意义、结构和when、while的用法。教材设计富有科幻性,利于学生对新知识的掌握。
二、教学目标(知识,能力,情感态度、价值观)
Ⅰ、KnowledgeObject
1.Vocabulary:
UFO,barber,barbershop,bathroom,kitchen,alien,getout,land,takeoff,bought,got,when,while
2.Targetlanguage(目标语言)
WherewereyouwhentheUFOarrived?Iwasin....
Whatwas/were…doingwhentheUFOarrived?When….While….
Ⅱ、AbilityObject
1.复习巩固过去进行时态和一般过去时态的意义、功能及用法,感知了解UFO的故事经过。
2.掌握when、while的用法。
Ⅲ、Emotion;attitudeandvalues(情感、态度、和价值观)
1通过UFO的神奇,激励学生的求知欲和探索科学自然的兴趣。2学习复述故事。
三、重点难点
初步理解过去进行时态的意义功能和句子结构,能够做简单的描述
难点:掌握when、while的用法
四、教法选择、学法指导
本节课,通过情境创设,引出话题,呈现新知识。让学生在听说的任务驱动中,观察、总结、归纳出过去进行时态的意义功能及语言结构,然后进行复述、操练。
五资源准备听力材料、网上搜集相关图片或视频、多媒体课件
六、教学过程
教学任务
教师活动
学生活动
设计意图
及资源准备
Task1
Leadingin
(3minutes)
1Greetthestudents.
2ShowsomepicturesaboutUFOandalienandask:What’sthis?(UFOandalien)
3PlayavideoaboutUFO.
4Say:WhentheUFOandaliencomes,peopleusuallyfeelstrangeandgetnervous.Todaylet’slearnsomethingaboutmysticalUFO.
1Greettheteacher.
2.Answerthequestions
3lookandlisten.
通过创设真实的语境,引出话题,帮助学生理解,为下一环节做好铺垫。
Task2
1a
(5minutes)
1PointoutthepictureandknowtheUFOandtheplaces.
2Readtheinstructions.Helpreadthestatements.
3Checktheanswers.
1Listenandanswerquestions.
2Readthestatementsthenfinishtheexercises.
3Correctanswers.
感知图片,认识图片中的人物和活动,为后面做好铺垫。
Task3
1b
(5minutes)
1Helpthestudentsreadtheresponses.
2Readtheinstructions.Playtherecording.
3Checktheanswers.
1Practicereadingtheactivities.
2ListenandMatch.
3Correctanswers.
借助听力,帮助学生理解和掌握目标语言
Task4
1c
(4minutes)
1Readtheinstructions.Thenhelpthestudentsreadtheexample.
2Checkandhelp.
3Check.
1Readtheexample.
2Askandanswerinpairs.
3Talkfortheclass.
合作交流,训练目标语言。
Task5
2a
(5minutes)
1Pointtoapicture.Readtheinstructions.
2.Readthestatements.Playtherecording.
3Checktheanswers.
1.Readthestatements.
2Numberthestatements.
3Correcttheanswers.
完成听力训练,巩固新语言,同时认识UFO。
Task6
2b
(6minutes)
1Readtheinstructions.
2.Readthestatements.ThenLetSstofinishtheexercisesbythemselves.Nextplaytherecording.
3Checktheanswers.
4Explainthedifferencesbetweenwhenandwhile.
1Listen.
2Completethesentences.
3Correcttheanswers.
4Takenotes.
完成听力训练,巩固新语言,加深理解when和while,同时认识UFO,。
Task7
exercise
(5minutes)
Showsomeexercises.Thenchecktheanswers.
Finishexercises.
设计练习,为下面做好铺垫。
Task8
2c
(6minutes)
1Pointtothepicture.Readtheinstructions.
2AskSstoworkingroupsof4.Movearoundtheclassroomandofferhelpasneeded.
3Askseveralgroupstoactout.
4Answers:talkingwithapolice,ridingabike,takingphotos,playingwithatoy.
1Listen.
2Workingroups.
3Somegroupsactout.Otherscheck.
小组活动交流,训练目标语言。
Task9
GrammarFocus,Summaryandexercise
(5minutes)
1.Check.
2.Explainthekeypoints.
3Summarizethelanguagesnotes.
4Showsomeexercises.Thenchecktheanswers.
1Readthesentencesaloud.
2Listen.
3Takenotes.
4Finishexercises.
要点语言结构总结,设计练习巩固。
Task10
Homework:
(1minutes)
GroupA:
Writedowntheconversationsin1cand2cdown.
Memorizethenewwordsbyheart.
Trytoretellthestory.
GroupB:
Copythephrasesin1bfivetimes.
CopyGrammarFocusonce.
Finishthehomework.
.1通过大屏幕展示本节课的主要内容,简洁直观。
2.作业分A、B两组布置,分层要求,以适应不同层次的学生学习。
教学流程
情境创设导入——话题交流——听力练习——合作交流——听力练习——合作交流——练习巩固——归纳小节——巩固提高——课时总结
七、板书设计
Whatwas/were…doingat…last…?
Whatwas/were…doingwhen…last…?
过去进行时态意义:
过去进行时态句子结构:
V-ing的实例:
Exercises:
教学内容
SectionA3a、3b,SectionB3、
课时
Period3
教学对象
八年级学生
设计者
一、教材内容分析
教材SectionA3a、3b继续围绕“UFO”这一主题展开教学活动,通过短文阅读,任务驱动的方式,进一步感知UFO的发展过程,然后根据阅读,复述故事的发生过程。SectionB3通过阅读回答问题的方式,训练学生的阅读能力。因此本节课的训练目标是培养学生的阅读以及复述故事的能力,为了本节语言点和知识点的巩固和掌握,在设计中出了一些习题。
二、教学目标(知识与能力,情感态度与价值观)
Ⅰ、KnowledgeObject
1.Vocabulary:
experience,imagine,strange,follow,amazing,kid,trainstation,runaway,anywhere,met,comein,happen
2.Targetlanguage(目标语言)
When....While....
—Wherewereyouat...?—....
—Whatwereyoudoingthere?....
Ⅱ、AbilityObject
1.训练阅读能力,能够完成简单的阅读任务。
2.能够复述UFO及简单事情的发生经过。3.学会讲故事。
Ⅲ、Emotion;attitudeandvalues(情感、态度、和价值观)
1.任务驱动完成阅读训练,提高学生的阅读能力。
2.通过讲述故事,享受运用英语的成就感,提高学生读说能力,激发学生运用英语的兴趣。
三、重点、难点复述UFO的故事。
四、教法选择与学法指导
通过任务驱动,培养阅读方法,掌握复述技巧。让学生明白阅读复述分初步感知找疑、再次阅读解疑、任务阅读明线索知因果、复述课文抓要点的四环节。本节课以阅读学习语言点进而复述为核心,精心安排各种任务。教学以任务为主线,教师引导,学生解决各种问题,达到训练语言的目的。
五、资源准备多媒体课件,习题,课文泛读录音
六、教学过程
教学步骤
教师活动
学生活动
设计意图
及资源准备
Task1
Revision
(5min)
Showsomepicturesandaskstudentstomakesentences.Iftheyhavetrouble,askquestionslikethis:
Whatwashe/shedoingwhen/while...?
....
Answerquestions.Andmakeconversations.
复习上节课所学到的知识,并为本节课做好铺垫作用。
Task2
3a
(10min)
1.Letthestudentsreadthee-mailmessageandfindoutthedifficulties.
2.Playtherecording.Thenhelppronouncethenewwords.
3.Readtheinstructions.
4.Explainthedifficulties.Andchecktheanswers(53412).
1.Readrhemessageandfindoutthedifficulties.
2.Listenandnoticethewordstheycan’tread.Andasktheteacherforhelp.
3.Numerthepictures.
4.Correcttheanswers.
完成阅读教学,并为3b做铺垫。
Task3
3b
(8min)
1.Pointoutthepicturesandask:Whatwashappeningineachpicture?
2.Readtheinstructions.Thengivehelp.
3.Asksomestudentstoretellthestory.
1.Answerquestions.
2.Workinpairs.
3.Listenandcheck.
复述故事,训练说的能力。
Task4
3
(10min)
1.Letthestudentsreadthee-mailmessageandfindoutthedifficulties.
2.Playtherecording.Thenhelppronouncethenewwords.
3.Readtheinstructions.
4.Explainthedifficulties.Andchecktheanswers().
1.Readthemessageandfindoutthedifficulties.
2.Listenandnoticethewordstheycan’tread.Andasktheteacherforhelp.
3.Numberthepictures.
4.Correcttheanswers.
任务阅读,培养阅读能力
Task5
Summaryexercises
(10minutes)
1GuideSstosummarizethelanguagepointswelearntinthisclass.
2Showsomeexercises.Thenchecktheanswers.
1Summarizethelanguagepointswelearntinthisclass.
2Finishexercises.
新语言点练习巩固。
Task6
Homework
(2min)
A:
1.Makesentenceswithstrange,amazing,follow,imagine,happen,runawayandwalkaround.
2.RetellthestoryaboutLindaandhisdog.
B:
1.Copynewwordsandphrases
2.Makesentenceswithstrange,amazing,follow,imagine,happen,runawayandwalkaround.
Chooseoneoftheexercises.
教学流程
要点复习——阅读教学——故事复述——练习小结
七、板书设计
Conversations
WhenWhile
Where…?
Whatwereyoudoing…?
Newvocabulariesandpoints:
Exercises:
教学内容
SectionB4a、4bandSelfCheck
课时
Period4
教学对象
七年级学生
执教者
一、教材内容分析
本节课的主要任务是完成SectionB4a看图写故事,训练写作能力;4b又通过情景模拟,合作交流,巩固训练目标语言,并能提高学生兴趣;然后复习本单元的主要语言结构和新的语言知识点,涉及语法、单词的理解运用,同时完成教材selfcheck的练习。
SelfCheck中,练习1旨在检查学生掌握运用本单元的主要单词,练习2是检查学生掌握本单元的目标语言,练习3旨在检查学生对单词的记忆和掌握。
根据需要,首先本节课我确定为复习课,复习的主线大致是:语法点归纳总结,语法练习,单词归纳总结,单词掌握练习,最后综合练习。
二、教学目标
Ⅰ、KnowledgeObject
1.Vocabulary:
accident,BeijingInternationalAirport,flighttoNewYork,plane.
2.Targetlanguage(目标语言)
When...V-ed...,...was/weredoing....
While...was/weredoing...,...V-ed....
While...was/weredoing...,...was/weredoing....
Ⅱ、AbilityObject
1.指导编写故事,培养写作能力。2.巩固本单元的目标语言,包括语言结构及新单词的掌握运用
Ⅲ、Emotion;attitudeandvalues(情感、态度、和价值观)
1.通过运用英语,激发提高学生学习使用英语的兴趣。
2.培养学生的复习小结能力;通过复习、小结和练习,让学生们发现自己知识的漏洞,并及时查缺补漏。
三、重点难点
编写故事。运用本单元的目标语言结构
四、教法选择、学法指导
本节课主要任务目标有两个,一是通过4a、4b和Ex2训练学生的写作能力和掌握本单元的主要语言结构,二是通过Ex1和Ex3巩固运用本单元的主要单词。通过练习,任务驱动,要让学生学会小结、反思,知道自己对本单元知识的掌握情况,并加强复习巩固,做到有的放矢。
五资源准备
多媒体课件、练习题。
六、教学过程
教学任务
教师活动
学生活动
设计意图
及资源准备
Task1
Revision
(5minutes)
1Greetthestudents.
2Checkhomework.
3LetstudentsretellthestoryaboutLindaandhisdogorUFO.
1Greettheteacher.
2.Collectmistakes.
3Retellandlisten.
收集学生作业中的错误并集体更正,同时让优秀学生做示范。
Task2
4a.
(7min)
1.Readtheinstructions.Pointoutthepicturesandaskquestionssuchas:Whatwasthetime?Whatwashappeningineachpicture?
2.Checkandgivehelp.
3.Asksomestudentstotelltheirstories.
4.Workingroupsof4.Chooseonewhohasthebeststoryinthegroup.
1.Listencarefullyandanswerquestions.
2.Writethestory.
3.Listen,learnandcheck.
4.Workingroups.
引导看图,完成故事的编写,训练写作能力。必要时可给予部分学生帮助。
Task3
4b.
(6min)
1.Readtheinstructions.Pointouttheexampleconversation.
2.Checkandgivehelp.
3.Asksomepairstoactout.
1.Listen.
2.Workinpairs.
3.Listen,learnandcheck.
角色扮演,完成调查采访活动,提高交流能力和学习兴趣。
Task4
Revision
(3min)
1.Ask:Whathaveyoulearnedinthisunit?
2.Helpsummarizethelanguagepoints.
1.Takenotes.
复习本单元要点。
Task5
Exercises
(5min)
Showsomeexercises.
Checktheanswers.
Finishexercises.
重点单词短语巩固练习,并为下一环节打基础。
Task6
Ex1selfcheck
(5min)
1.Pointoutthewordsgiven.
2.Readtheinstructionsandletthestudentsfillintheblanks.
3.Explainthenotes.Checktheanswers.
1.Readthewordsaloud.
1.Finishtheexercises.
3.Correctanswers.
完成SelfCheck练习1,学会运用重点动词。
Task7
Ex2selfcheck
(5min)
1.Readtheinstructions.Pointoutthewordsgiven.Thenexplaintheinformationandtheexample.
2.Havethestudentsfillintheblanks.
3.Workinpairs.
4.Asksomestudentstoreadtotheclass.Checktheanswers.
1.Listen.
2.Finishthewritingexercises.
3.Workinpairs.
4.ListenandShire.
完成SelfCheck练习2,学会运用when和while,并练习写作。
Task8
Exe3selfcheck
(3min)
1.Pointoutthewordsgiven.
2.Readtheinstructionsandletthestudentsfinishtheexercises.
3.Checktheanswers.
1.Readthewordsaloud.
1.Finishtheexercises.
3.Correctanswers.
完成SelfCheck练习3,掌握巩固重点单词。
Task9
Summary
(5min)
LeadSstosummarizewhatwelearntinthisclass.
Summarizethelanguagepointswelearntinthisclass.
本节课小结旨在要求学生加强复习,查缺补漏。
Task10
Homework:
(1min)
1.ReviewthisUnit.
2.MakesentenceswiththewordsinEx1.
Listen.
教学流程
作业小结——复习引入——写作练习——交流分享——归纳小节——练习巩固提高
七、板书设计
Keysto4a
Revision
Structures:
Words:
Exercises:
八、总结和帮助(反思及改进)