初三新目标教案Unit11Couldyoupleasetellmewherethe 。
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Unit11Couldyoupleasetellmewheretherestroomsare?
TheFirstPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
restroom,shampoo,stamp
（2）TargetLanguage
Excuseme．CanyoupleasetellmewhereIcangetadictionary?
Sure．There’sabookstoreonRiverRoad．
2．AbilityObjects
（1）Trainstudents’listeningability．
（2）Trainstudents’communicativecompetence．
3．MoralObject
Helpingeachotherisveryimportant．Itisagoodquality．
Ⅱ．TeachingKeyPoint
TargetLanguage
Ⅲ．TeachingDifficultPoints
1．Howtotrainstudents’listeningability．
2．Howtotrainstudents’communicativecompetence．
Ⅳ．TeachingProcedures
StepⅠRevision
T:You’renewtothisschool．Youneedtoknowwherethemainofficeis．Howcanyouaskwherethemainofficeis?
S1:Where’sthemainoffice?
T:That’sonewaytoask．Butthereisamorepolitewayyoucanask．Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat．Canyoutellmewherethemainofficeis?
Ss:Canyoutellmewherethemainofficeis?
T:That’scorrect．Nowlet’ssayyouwanttoknowwhereClassroom1is．Howcanyouask?
S2:CanyoutellmewhereClassroom1is?
T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat．CouldyoutellmehowtogettoClassroom1?
Ss:CouldyoutellmehowtogettoClassroom1?
T:That’sright．Verygood．
StepⅡ1a
Gothroughtheinstructionswiththeclass．
Readthelistofthingstotheclass．Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords．
Pointtotheletteredpartsofthepictureonebyone．
Askastudent:Whatkindofplaceisthis?
Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?
Pointoutthesampleanswer．Say,Thelettercisinfrontofthewordsbuyshampoobecauseyoucouldbuyshampooinadepartmentstore．Theremaybemorethanonecorrectanswerforsomeblanks．
Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary．
StepⅢ1b
Readtheinstructionstostudents．Pointoutthetwoconversationsthatareshowninthepicture．
Asyoulisten,fillintheblankswithwordsyouhearintherecording．
Playtherecordingthefirsttime．Studentsonlylisten．
Playtherecordingasecondtime．Thistimeaskthemtofillintheblankswiththewordsyouhear．
Checktheanswerswiththewholeclass．
StepⅣ1c
Readtheinstructionstotheclass．
Pointoutthelistofthingspeopleneedandthepicturesoftheplacesinactivity1a．Say．Lookatactivityla．Haveaconversationwithapartner．Askyourparterpolitelywhereyoucandothesethingandthenansweryourpartner’squestions．
Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded．
Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations．
StepⅤHomework
Reviewthetargetlanguage．
TheSecondPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
escalator,furniture,exchangemoney,elevator
（2）TargetLanguage
Excuseme．DoyouknowwhereIcanexchangemoney?
Sure．There’sabankonthesecond
floor．Taketheescalatortothesecondfloorandturnright．Thebankisnexttothebookstore．
2．AbilityObjects
（1）Trainstudents’listeningability．
（2）Trainstudents’communicativecompetence．
3．MoralObjects
Ifsomeoneasksyouhowtogettotheplacehewantstogoto,youshouldtellhimthewaycorrectly．
Ⅱ．TeachingKeyPoints
1．KeyVocabulary
exchangemoney
2．TargetLanguage
Excuseme．DoyouknowwhereIcanexchangemoney?
Sure．There’sabankonthesecondfloor．
3．Structures
DoyouknowwhereIcanbuyshampoo?
Couldyoutellmehowtogettothepostoffice?
CanyoupleasetellmewhereIcangetadictionary?
Ⅲ．TeachingDifficultPoints
1．Indirectquestions．
2．Howtoimprovestudents’listeningability．
Ⅳ．TeachingProcedures
StepⅠRevision
Checkhomework．
StepⅡ2a
Readtheinstructionsandpointtothelistofdirections．
Getstudentstonametheitemsinthepicturesuchasescalator,elevator,shoestore,andsoon．
Playtherecording．Studentsonlylisten．
Tellthemthatthepicturemayhelpthemunderstandwhattheyarehearing．
Playtherecordingagain．Thistimeaskstudentstowriteanumbernexttofourofthedirections．
Checktheanswerswiththewholeclass．
StepⅢ2b
Pointtothepicture．Say,nowyouwillheartherecordingagain．Thistimeshowwheretheboywentashefollowedthedirectionstothedrugstore．Drawalineonthepictureinyourbook．
Playtherecordingagainandaskstudentstodrawthelineontheirown．Checktheanswerwiththeclass．
StepⅣ2c
Askapairofstudentstoreadthesampleconversationaloudtotheclass．
Readtheinstructionsaloud．Say．Makeconversationsusinginformationabouttheplacesinthepicturewithyourpartners．
Asstudentswork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．
Askoneortwopairstosaytheirconversationstotheclass．Asktherestoftheclasstolookatthepictureastheylisten．
StepⅤHomework
Askthestudentstowritethreesentenceswiththestartersofthestructures．
TheThirdPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
hangout,fresh,advantage,disadvantage,block
（2）TargetLanguage
Gooutthefrontdoorandtakearight．Walkaboutthreeblocks．Gopastthepark,andturnleftontoOakStreet．
3．MoralObjects
Anythinghasbothadvantagesanddisadvantages．Weshouldtreateverythingcorrectly．
Ⅱ．TeachingKeyPoint
Trainstudents’listening,speaking,readingandwritingability．
Ⅲ．TeachingDifficultPoints
Howtoimprovestudents’integratingskills．
Ⅳ．TeachingProcedures
StepⅠRevision
T:Yesterdaywelearnedthestructures．
Doyouknowwhere…?Couldyoutellmehowtogetto…?Canyoupleasetellmewhere…?Nowwhocanmakesentencesbyusingthestructures?
StepⅡ3a
Readtheinstructions．PointouttheblanklinesunderthewordsAdvantagesandDisadvantagesbelowtheinterview．
Youwillwriteyouranswersintheseblanks．
Readthefirsttwosentencesatthetopofthearticle．
Explainthattheinterviewerwilltalktoseveralteenagers．
Getstudentstoreadtheinterviewontheirownquickly．
Whentheyhavefinished,askifthereareanywordsorsentencestheydon’tunderstand．Ifthereare,explainthem．
Askstudentstoreadtheinterviewagainandwritetheadvantagesanddisadvantages．Checktheanswerswiththewholeclass．
StepⅢ3b
Readtheinstructions．Pointouttheconversationintheboxandinvitetwostudentstoreadittotheclass．
PointoutthelistofadvantagesanddisadvantagesinActivity3a．Say,Youcanusetheseitemsandanyotheritemsyoucanthinkofasyoutalkaboutplacesyouusuallyhangout．
Askstudentstoworkingroupsoffourorfive．Astheywork,movearoundtheclassroomhelpingthegroupsasnecessary．Makesuretheytalkaboutbothadvantagesanddisadvantages．
Askseveralgroupstoactoutpartoftheirconversationtotheclass．
StepⅣ4
Readtheinstructionstotheclass．Getstudentstolookbackatthepictureandactivitiesonthefirstpageofthisunit．
Pointoutthesamplelanguageinthebox．Inviteastudenttoreadittotheclass．
Askstudentstosaythenamesofsomestoresandotherplacesinthecommunityandwritethemontheboard．Say,
Eachgroupcanchoosethreeoftheseplacestowriteabout,oryoucanchooseanotherplaceyouknowof
Writecarefuldirectionsfromtheschooltoeachplace,butdonotsaythenameoftheplace．Youcanusethewordsthisplaceinstead．Inordertohelpstudentswork,drawasimplemapshowingtheschoolandseveralnearbystreets．
Whenthegroupsareready,theyreadtheirdirectionstotheclassandtheotherstudentsguessthenameoftheplacetheyaretalkingabout．
StepⅤHomework
1．Askstudentstochoosetwoplacesinthecommunityandwritecarefuldirectionsfromtheschooltoeachplace．
2．Finishofftheexercisesonpages46～47oftheworkbook．
TheFourthPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
fascinating,convenient,safe,restroom,inexpensive
（2）TargetLanguage
Canyoutellmewherethere’sagoodplacetoeat?
Ofcourse．Whatkindoffooddoyoulike?
2．AbilityObjects
（1）Trainstudents’writingandspeakingability．
（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．
（3）Trainstudents’abilitytousethetargetlanguage．
Ⅱ．TeachingKeyPoints
1．KeyVocabulary
convenient,safe,restroominexpensive
2．TargetLanguage
Canyoutellmewherethere’sagoodplacetoeat?
Ofcourse．Whatkindoffooddoyoulike?
Ⅲ．TeachingDifficultPoints
1．Howtoimprovestudents’writingandspeakingability．
2．Howtousethetargetlanguage．
Ⅳ．TeachingProcedures
StepⅠRevision
Checkhomework．
StepⅡ1a
Gothroughtheinstructionswiththeclass．
Readthewordsintheboxtotheclassandaskifthereareanyofthesewordsthatstudentsdon’tunderstand．Ifso,helpstudentstoexplainthemeaningoftheword．
Thenreadtheinstructionsagainandpointoutthesampleanswer．Getastudenttoreadthesampleanswertotheclass．Pointoutthatstudentscanalsowriteotherwordsafterthewordclean．
Askstudentstowritewordsfromtheboxintheblanksontheirown．Helpstudentsifneeded．
Correcttheanswersbyhavingstudentsreadwhatqualitiesheorshelisted．
StepⅢ1b
Readtheinstructionstotheclass．
Pointouttheexampleinthebox．Invitetwostudentstoreadittotheclass．
Nowworkwithapartner．Lookatthewordsintheboxandusethemtotalkaboutplacesinyourowncity．Asstudentstalk,movearoundtheclassroomcheckingtheirwork．Offerlanguagesupportasneeded．
Inviteseveralpairsofstudentstosaytheirconversationstotheclass．
StepⅣ2a
Pointtothepictureandaskstudentstotellwhatishappening．Ifnecessary,explainthatthesceneshowsafamilyonvacation．TheyareaskingthemanforinformationaboutvariousthingstodoinSunville．
Gothroughtheinstructionsandpointtothechart．
Playtherecording．Studentsonlylistenthefirsttime．
Playtherecordingagain．Askstudentstowritetheplacespeopleaskabout．
Checktheanswerswiththewholeclass．
StepⅤ2b
Readtheinstructionsandpointtothechart．
Youwillhearthesamerecordingagain．
Thistimelistencarefullytotheanswersthecleckgives．Writetheanswersintheblanksalone．
Pointoutthesampleanswer．
Playtherecordingagain．Askstudentstowritetheiranswersintheblanks．
Checktheanswers．
StepⅥ2c
Pointtothesampleconversation．Invitetwostudentstoreadittotheclass．
Readtheinstructions．Roleplaytheconversationsyouhearonthetape．
Getstudentstoworkinpairs．Movearoundtheroomcheckingtheprogressofthepairsandofferinghelpasneeded．
Askoneortwopairstosaytheirconversationstotheclass．
StepⅦHomework
Talkaboutsomeplacesusingthewordsinla,thenwritedowntheconversations．
TheFifthPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
waterslide,clown,dressup,havefun
（2）Practisereadinganarticle．
（3）Practisewritingsomethingusingthetargetlanguage．
2．AbilityObjects
（1）Trainstudents’readingability．
（2）Trainstudents’writingability．
Ⅱ．TeachingKeyPoint
Practisereadingandwritingusingthetargetlanguage．
Ⅲ．TeachingDifficultPoint
Howtowriteaguidetoaplace．
Ⅳ．TeachingProcedures
StepIRevision
Reviewthetargetlanguagepresentedinthisunit．Checkhomework．
StepⅡ3a
Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．
Askstudentstoreadthearticleagainandcompletethechart．Getstudentstodotheworkontheirownorinpairs．Astheywork,movearoundtheclassroomandofferhelpasnecessary．Checktheanswers．
Stepm3b
Readtheinstructionstotheclass．Pointtothefirsttwosentencesandaskastudenttoreadthesesentencestotheclass．
LookbackatActivities2aand2b．UsethisinformationtohelpyoucompletetheguidetoSunville．
Askthestudentstocompletethebrochureontheirown．Astheywork,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．
Inviteastudenttoreadthecompletedarticletotheclass．
StepⅣ3c
Readtheinstructionstotheclass．
Askstudentstosaythenamesofsomeoftheplacestheymightwriteabout．Writealistoftheseplacesontheboardforstudentstouseastheywritetheirguides．
Askstudentstoworkontheirown．Tellthemthattheycanusewhattheywrote
foractivity3basaguide．Theycanwritetheguideforalltourists,teenagers,families,orpeopleonabudget．Astheywork,movearoundtheroomofferinghelpasneeded．Correctthestudents’work．Asksomestudentstoreadtheirguidesandcorrectthem．
StepⅤPart4
Gothroughtheinstructionswiththeclass．
GetstudentstolookbackattheguidestheywroteinActivity3c．
Askstudentstoworkingroupsoffourorfivestudents．Letdifferentstudentsplaytheroleoftheboothworkerandthedifferenttourists．Makesureeverystudenthasachancetoparticipate．
Askoneortwogroupstosayoneoftheirconversationstotheclass．
StepⅥHomework
1．Readthearticlein3aagain．
2．Writeaguidetoourcity．
TheSixthPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）Fillinblanksandmakesentencesusingbeautiful,safe,delicious,convenient,fascinating．
（2）Writesomequestionsusingthetargetlanguage．
2．AbilityObjects
Trainstudents’writingability．
Ⅱ．TeachingKeyPoints
1．Fillinblanksandmakesentences．
2．Writequestionsusingthetargetlanguage．
Ⅲ．TeachingDifficultPoint
Makesentencesusing"beautiful,safe,delicious,convenient,fascinating"．
Ⅳ．TeachingProcedures
StepⅠRevision
Checkhomework．Askafewstudentstoreadthearticlein3a．
Thenaskafewstudentstoreadtheirguides．
StepⅡPart1
Lookatthewordsinthebox．Askastudenttoreadthem．Makesurethestudentsunderstandthemeaningofthewords．Youaretofillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．
Askstudentstofillintheblanksontheirown．
Checktheanswers．
StepⅢPart2
Gothroughtheinstructionswiththeclass．
Lookattheexamplewiththestudents．
Askstudentswhattheanswerwouldbe．
Askastudenttoreadthequestionandanswerit．
Excuseme,couldyoutellmewherethebankis,please?
Thebankisacrossthestreetfromtheshoppingmalt．
Getstudentstocompletetheworkinpairs．
Checktheanswers．Askafewstudentstoreadtheirquestions．
StepⅣJustforFun!
Askallthestudentstoreadtheconversation．Ask:Whatisfunnyaboutthiscartoon?Helpstudentstoexplain．AMartianisapersonfromtheplanetMars．
ThereisnosuchthingasMartianfoodonEarth,andtheclerklookssillybecauseheistryingtothinkofwherethereisaMartianrestaurant．
Invitesomepairsofstudentstopresentthisconversationtotherestoftheclass．
StepⅤSummaryandHomework
Inthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．Afterclass,pleasefinishthequestionsin2inyourexercisebooks．Thenfinishtheexercisesonpages47～48oftheworkbookaswell．
TheSeventhPeriod
ⅠTeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
image,adventure,jealousy,hero,crime,journey,brave,nolonger,showinterest
in,takeiteasy,becomeinterestedin,plainlooks
（2）Text:
Grown-upslikecartoons,too．
2．AbilityObjects
（1）Fast-readingtogetageneralideaofthetext．
（2）Careful-readingtogetthedetailedinformationinthetext．
（3）Learnthewordsandphrasesfromthecontext．
Ⅱ．TeachingKeyPoints
1．Keyvocabulary．
2．Trainstudents’readingandwritingskills．
Ⅲ．TeachingDifficultPoint
Trainstudents’readingandwritingskills．
Ⅳ．TeachingProcedures
StepIKeyVocabulary
Saythewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．
StepⅡPart1
ReadthetitleGrown-upslikecartoons,too．Totheclass．Ask,whatdoyouthinkthearticleisabout?
Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．
Askstudentstoanswerthefivequestions．Butdon’tlookatthereadingtext．
Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Asstudentswork,walkaround,lookingattheirprogress．
Whenmoststudentsfinishthetask,askstudentstoanswerthequestionswithaparter．
Elicitanswersfromthestudents．Askifotherstudentshavethesameordifferentanswers．Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．
StepⅢPart2
Readthetextquickly,thensummarizeeachparagraphinyourownwords．Asthestudentsaredoingthis,movearoundtheclassroomtomakesuretheycandothetaskinEnglish．
Askfivestudentstoreporttheiranswers．
Drawstudents’attentiontotheinstructions．
Askstudentstocompletethetaskindividuallyorinpairs．
Astheywork,walkaroundtheclassroomtomakesurestudentsdiscusstheirreasonsinEnglish．
Havestudentsreporttheiranswers．Encouragestudentstousecompletesentences．
StepⅣPart3
Pointtothestory．Lookatthewordsindicatedinbold．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers．Askstudentstoreadthearticleonce．Say,payattentiontotheboldwordsandexpressions．Andnoteanyotherwordsorsentences,youdon’tunderstand．Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem．Askstudentstoreadthearticleagainforcomprehension．
Readtheinstructionswiththestudentsandhavethemlookattheexample．Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions．Allowthemoneortwominutestodothis．
Checktheanswers:
Getstudentstomakesentenceswiththewordsandexpressions．Remindthemtolookatthearticleagainforextrahelp．
Answerstothisactivitywillvary．Thenaskastudentstowritehis/heranswersontheblackboard．Helpcorrectanymistakes．
StepⅤPart4
Readtheinstructionstotheclass．Elicitthefirstanswerfromthestudentsfrommemory．Makesurethattheyunderstandwhattheyneedtodo．
Askstudentstodotheactivityontheirownorinpairs．Astheywork,walkaroundtheclassroomofferinghelpstudentsmayneed．
Checktheanswers．
StepⅥPart5
Readthetaskwiththestudents．
Askstudentstodotheactivityinsmallgroups．Trytoputcreativeandartisticstudentsineachgroup．
Checktheanswersandhavestudentsshoworactouttheircartoonsfortheclass．
Optionalactivity
Asanoptionalin-classorhomeworkactivity,remindstudentstofindsomecartoonsandcutoutthespeechbubbles．
StudentscanthenwritetheirownEnglishstoriesinthespeechbubbles．
StepⅦHomework
1．Readthestoryin2againforfurthercomprehension．
2．Revisethetargetlanguageinthisunit．
教学反思：
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新目标初三英语教案When was it invented
老师会对课本中的主要教学内容整理到教案课件中，是认真规划好自己教案课件的时候了。只有规划好了教案课件新的工作计划，我们的工作会变得更加顺利！那么到底适合教案课件的范文有哪些？下面的内容是小编为大家整理的新目标初三英语教案When was it invented，仅供参考，希望能为您提供参考！
Whenwasitinvented教案
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
invent
(2)TargetLanguage
Whenwasthetelephoneinvented?
Ithinkitwasinventedin1876.
2.AbilityObjects
(1)Teachthestudentstousethenewwords.
(2)Trainthestudentstotalkaboutthehistoryofinventions.
(3)Trainthestudentslisteningandspeakingskillswiththetargetlanguage.
3.MoralObjects
Manyimportantinventionshavechangedtheworldalot.Doyouknowtheinventorsofthem?Andwhenweretheyinvented?
Ⅱ.TeachingKeyPoints
1.KeyVocabulary
invent
2.TargetLanguage
Talkaboutthehistoryofinventions.
Ⅲ.TeachingDifficultPoints
1.Trainthestudentstotalkaboutthehistoryofinventions.
2.Trainthestudentstounderstandthetargetlanguageinspokenconversation.
Ⅳ.TeachingMethods
1.Listening.
2.Groupwork.
3.Pairwork.
Ⅴ.TeachingAids
1.Ataperecorder.
2.Somepicturesorrealobjectsoftheinventions.
Ⅵ.TeachingProcedures
StepⅠRevision
1.RevisethelanguagepointsinUnit9.AsksomestudentstosaysomethingaboutTinaandthestorieshappenedonAprilFoolsDay.EncouragethemtousethePastPerfectTense.
2.Checkthehomeworkbyaskingsomestudentstosharethesentencestheymadewiththeverbswiththeclass.
StepⅡ1a
Thisactivityreviewsvocabularyandintroducesnewvocabularywhichcanbeusedtotalkaboutinventions.
Readtheinventionstothestudents.
Callthestudentsattentiontothefivepictures.Tellthestudentsthatallofthesethingswereinventedinthelast150years.Pointtoeachpictureandletthestudentstellwhatitis.
Writethenamesofthefiveinventionsontheblackboard.
computer,car,calculator,telephone,TVset
Haveseveraldifferentstudentsguessandwritethedatesontheboard.
Asktheclasstorepeatthequestionsandanswerslikethis.
T:Whenwasthecomputerinvented?Classrepeat.
Ss:Whenwasthecomputerinvented?
T:Good.NowTom,whatisyourguess?
S1:1965.
T:OK.Tom,repeatafterme.Thecomputerwasinventedin1965.
T:Class,pleaserepeat.
Ss:Thecomputerwasinventedin1965.
Repeattheprocesswithseveraldifferentinventions.
Tellthechildrenthattheywillfindouttherealdatesaftertheycompletethelesson.
Afterthat,askthestudentsthequestionsbelow:
Questions:
1.Whichonedoyouthinkistheoldest?
2.Whichoneisthenewest?
3.Whichonedoyouthinkistheoldestorthefirstinvention?
4.Whichoneisthenewestorlastinvention?
Askdifferentstudentstoanswerthequestions.
Havethestudentslookattheexampleconversationinthebox.Asktwostudentstoreadthisconversationtotheclass.
A:Ithinkthetelephonewasinventedbeforethecar.
B.Well,Ithinkthetelephonewasinventedafterthecar.
Readtheinstructionsagaintothestudents.Remindthemtoremembertheinventionsfromfirsttolast.
Thenhavethestudentstalkaboutthefiveinventionsingroupsoffour,usingthesampleconversationasamodel.
Askseveralgroupstotelltheclasstheiranswers.Therestoftheclasslistentothemandshowtheyhavedifferentanswersbyraisingtheirhands.
Inthenextactivityyouwillfindouttherealdates.
StepⅢ1b
Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Getthewholeclasstoreadtheinstructiontogether.
Callthestudentsattentiontothefiveinventionsinthepicture.Askfivestudentstosaythenamesofthem.
Thenaskthemtoseethefivedateswithablanklineinfrontofeach.
Welllistentoagirlandawomantalkingaboutthefiveinventions.Theywilltalkaboutwhentheywereinvented.Listencarefullyandmatchtheinventionsandthedates.Writethecorrectletterinfrontofeachdateasthesamplegiven.Askthemtohavealookatthesampleanswer.Tellthemtheanswerinfrontof1876isd.Thatmeansthatthetelephone,whichisletterd,wasinventedin1876.Playtherecordingthefirsttime.Thestudentsonlylistenandtrytocatchthemainidea.
Playtherecordingasecondtime.Letthestudentsmatchtheinventionsandthedates.Checktheanswersbyaskingseveraltosaytheanswerstotheclass.
Ifsomeoftheanswersarehardtogetforthechildren,tellthemnottoworryandtheywillmakeitnext.
Thenplaytherecordingagain.Pauseaftereachsentenceandletthestudentsrepeat.Forsomedifficultsentences,getthestudentstorepeatseveraltimes.Besurethattheymakeeverythingclear.
Answers
d1876a1885e1927c1971b1976
Tapescript
Girl:Lifemusthavebeendifficultwhenyouwereakid.
Woman:Oh,notreally.Whydoyousaythat?
Girl:Well,youdidnthavemanymoderninventions.Like,youprobablydidnthaveatelephone,right
Woman:Ofcoursewedid!HowolddoyouthinkIam?Thetelephonewasinventedin1876.
Girl:Howaboutcars?Ibetcarswerentinventedyet.
Woman:Suretheywere.Carswereinventedin1885.Myfamilyhadacar.Ithinkyouneedtotakeahistoryclass,Alice.
Girl:Ha,ha!Well,didyouhaveaTV?
Woman:No,wedidnt.TheTVwasinventedaround1927,Ithink.Somefriendsofminehadone.Butinthosedays,TVswerereallyexpensive,andwecouldntaffordone.
Girl:AndIbetyoudidnthavecalculatorsandcomputersandstuff.ThatssomethingIdoknow.Welearnedinschoolthathand-heldcalculatorswereinventedin1971andpersonalcomputerswereinventedin1976.
Woman:Youreright.IdidnthavethosethingswhenIwasyoung.ButIdonow!
StepⅣ1c
Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
ReadtheinstructionsandpointtothelistofdatesinActivity1b.
Youwillbetalkingaboutthedatesthingswereinventedwithapartner.
Callthestudentsattentiontotheexampleinthebox.Askapairofthestudentstoreadthisconversationtotheclass.
SA:Whenwasthetelephoneinvented?
SB:Ithinkitwasinventedin1876.
Writetheconversationontheblackboard.Thengetthestudentstopracticeinpairs,usingtheinformationinActivity1b.Tellthemtodoitlikethis:
StudentA,coversthedates.StudentsB,asksStudentAwhenthethingsinthepictureabovewereinvented.Thenchangerolesandpracticeagain.
Askseveralpairstosharetheirconversationswiththeclass.
StepⅤSummary
Inthisclass,wevelearnedtotalkaboutthehistoryofinventionswithpassivevoice.Wevealsodonesomelisteningpracticeinunderstandingthetargetlanguageinspokenconversation.Andwevedonemuchoralpractice,usingthetargetlanguage.
StepⅥHomework
1.WriteouttwoconversationsinActivity1a.
2.WriteouttwoconversationsinActivity1c.
StepⅦBlackboardDesign
Unit10Whenwasitinvented?
SectionA
TheFirstPeriod
1.Thenamesofthefiveinventions:
computer,car,calculator,telephone,TVset
2.Targetlanguage:
A:Whenwasthetelephoneinvented?
B:Ithinkitwasinventedin1876.
Whenwasitinvented教案2
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
beusedfor,adjustable,heel,battery,operate,slipper,scoop,electric
(2)TargetLanguage
Whenwasthecarinvented?
Itwasinventedin1885.
Whoweretheyinventedby?
TheywereinventedbyJulieThompson.
Whataretheyusedfor?
Theyareusedforseeinginthedark.
2.AbilityObjects
(1)Trainthestudentslisteningskill.
(2)Trainthestudentscommunicativecompetenceusingthetargetlanguage.
(3)Trainthestudentstousethenewvocabulary.
Ⅱ.TeachingKeyPoints
(1)Listeningpracticewiththetargetlanguage.
(2)Makecommunicationswithtargetlanguage.
(3)Teachthenewvocabulary
Ⅲ.TeachingDifficultPoints
1.TeachingtheGrammarFocus.
2.Thelisteningpracticewiththetargetlanguage.
3.Makecommunicationswiththetargetlanguage.
Ⅳ.TeachingMethods
1.Listening
2.Pairwork
Ⅴ.TeachingAid
Ataperecorder
Ⅵ.TeachingProcedures
StepⅠRevision
1.Checkthehomework.
2.Revisethetargetlanguagelearnedlastclass.Getthestudentstoaskandanswerquestionsinpairslikethis:
SA:Whenwasthetelephoneinvented?
SB:Ithinkitwasinventedin1876.
Tellthemtoaskaboutallthefiveinventions.
StepⅡ2a
Thisactivityprovideslisteningpracticewiththetargetlanguageandreviewnewvocabularyaboutinventions.
Showthesenewwordsonascreenbyaprojector.
beusedfor用来做……
adjustableadj.可调整的
heeln.(鞋、袜等的)后跟;(足)跟
batteryn.电池
operatev.操作;作业
slippern.拖鞋
scoopv.用勺舀
n.勺子;球形勺;长柄勺
electricadj.电子的;电的
Pointtoeachoneandteachthemtoread.Doitseveraltimesuntilthechildrencanreadthemwell.
Askafewstudentstoreadthenewwords.Seeiftheycanreadeachwordcorrectly.
Askthestudentstoreadtheinstructionstogether.
Writethenamesoftheinventionsontheblackboard:
Shoeswithadjustableheels
batteryoperatedslippers
heatedicecreamscoop
Readthethreenamesoftheinventionsandthestudentsrepeat.Dosomeexplanationaswell.
Thenpointtothepictureofeachinventionandaskstudentswhattheythinkisinterestingaboutit.
Youllhearaboutsomeinterestinginvention.Pleaselistenandnumberthethreeinventionsintheorderthatyouhearthemintheconversation.Writeanumberinfrontofeachinventiontoshowwhatorderyouhearaboutthem.
Playtherecordingthefirsttime,studentsonlylisten.Thenplaytherecordingagain.Askthestudentstowriteanumberoneachshortlineinfrontofeachinvention.
Checktheanswersbyaskingastudenttotelltheanswers.
Answers
Theinventionsshouldbenumberedinthisorder:
312
Tapescript
Boy:Whatarethose?
Girl:Theyrebattery-operatedslippers.
Boy:Whataretheyusedfor?
Girl:Theyreusedforseeinginthedark.
Boy:Oh,thatscool!Whoweretheyinventedby?
Girl:JulieThompson.Andlookatthisheatedicecreamscoop.
Boy:Iknowwhatitsfor!Itsusedforscoopingoutreallycoldicecream.
Girl:Right.ItwasinventedbyChelseaLanmon.
Boy:Myfavoritearethoseshoeswithadjustableheels.Youknow—youcanmovetheheelsupanddown.TheywereinventedbyJayceCoziarandJamieEllsworth.
Girl:Andwhataretheyusedfor?
Boy:Well,youcanchangethestyleofyourshoes.Youcanmaketheshoesgofromcasualtodressy.
StepⅢ2b
Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage.
Getthestudentstoreadtheinstructionstogether.Besurethateachstudentknowswhattodo.ReadthethreeheadingsInventions,whowasitinventedby?andwhatisitusedfor?
Thenreadtheinformationundereachheading.Dosomeexplanationifnecessary.
Youllhearthesamerecordingagain.
Pleaselistencarefullytowhatthepeoplearesayinganddrawlinestomatchitemsinthechart.
Callthestudentsattentiontothethreepartsamplegiveninthechart.Readittotheclassandexplainitlikethis:
ThesamplemeanstheshoeswithadjustableheelswereinventedbyJayceCoziarandJimieEllsworth.Theyareusedforchangingthestyleofashoe.
Afterthat,playtherecordingagainandthestudentsdrawlinestomatchtheitemsinthethreecolumns.
Checktheanswersbyaskingthreedifferentstudentstoreadtheiranswerstotheclass.
Atlast,playtherecordingforanothertimeandpauseaftereachsentence.Thestudentsrepeatafteritsentencebysentence.Dosomeexplanationifnecessary.Makesurethateveryoneunderstandsallthedetailsabouttheconversation.
Answers
shoeswithadjustableheels—JayceCoziarandJamieEllsworth—changingthestyleofashoe
battery—-operatedslippers—Julie
Thompson—seeinginthedark
heatedicecreamscoop—ChelseaLanmon—scoopingreallycoldicecream.
StepⅣ2c
Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Readtheinstructionstothestudents.
Askapairofthestudentstoreadthesampleconversation.
SA:Whataretheyusedfor?
SB:Theyreusedforseeinginthedark.
Getthestudentstoaskaboutthethreeinventionsfirst,usingtheinformationinthechartinActivity2b.
ThenletthemroleplaytheconversationsusingtheinformationinthechartinActivity2c.
GetthemtomaketheirownconversationsusingtheinformationinthechartinActivity2clikethis:
(Pointingtotheinventions)
A:Whatarethese?
B:Theyarebattery-operatedslippers.
A:Whataretheyusedfor?
B:Theyareusedforseeinginthedark.
A:Whoweretheyinventedby?
B:TheywereinventedbyJulieThompson.
Askthestudentstoworkinpairs.Movearoundtheclassroomcheckingprogressandprovidinghelpifneeded.
Checktheanswersbycallingondifferentpairstosaytheirconversationsfortheclass.
StepⅤGrammarFocus
ThisactivityintroducesthetargetlanguagewiththePassiveVoice.
Callthestudentsattentiontothesentencesinthegrammarbox.
Askfourpairsofthestudentstoreadthequestionsandanswersinthegrammarbox.
SA:Whenwasthecarinvented?
SB:Itwasinventedin1885.
SA:Whenwereelectricslippersinvented?
SB:Theywereinventedlastyear.
SA:Whoweretheyinventedby?
SB:TheywereinventedbyJulieThompson.
SA:Whatweretheyusedfor?
SB:Theywereusedforseeinginthedark.
Writethemontheblackboard.
Letthestudentthinkaboutthestructuresofthesesentences.
Tellthemthatwhenthesubjectofthesentenceisthedoer,wehavetousebeplusapastparticipleasthepredicateofthesentence.
Circlethewordswasandwereinallthesentences.
Ask:Whendoweusewasinthequestions,andwereinthequestions?
Underlinethesingularnounsandpluralnouns.
Singularitemslikecarusethesingularverbwas.Pluralitemslikeslippersusethepluralverbwere.
Circlethewordinventedinallthesentences.
Youalwaysuseapastparticiplewhenyouusewasplusaverborwereplusaverb.Andyoucantellthedoerwithby.Saysomethingaboutbeusedfortothechildren.
StepⅥSummary
Inthisclass,wevedonesomelisteningandwritingpracticewiththetargetlanguage.Wevealsodonesomeoralpracticeinpairs.AndwevediscussedthePassiveVoiceaswell.
StepⅦHomework
1.Trytorememberthenewvocabularyonpage77.
2.Writedowntwoconversationsinactivity2c.
StepⅧBlackboardDesign
Unit10Whenwasitinvented?
SectionA
TheSecondPeriod
1.Thenamesoftheinventionsandanswersofactivity2a:
3shoeswithadjustableheels
1batteryoperatedslippers
2heatedicecreamscoop
2.TargetLanguage:
A:Whenwasthecarinvented?
B:Itwasinventedin1885.
A:Whenwereelectricslippersinvented?
B:Theywereinventedlastyear.
A:Whoweretheyinventedby?
B:TheywereinventedbyJulieThompson.
A:Whataretheyusedfor?
B:Theyreusedforseeinginthedark.
Whenwasitinvented教案3
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
bulb,lightbulb,microwave,oven,microwaveoven,island
(2)TargetLanguage
Whatisthemicrowaveovenusedfor?
Itisusedforcooking.
2.AbilityObjects
Trainthestudentswritingandspeakingskillswiththetargetlanguage.
3.MoralObjects
Ifyouarealoneonatinyisland,whatinventionswouldyouliketohaveontheislandwithyou?
Ⅱ.TeachingKeyPoints
1.Talkaboutthehelpfulinventionsandannoyinginventions.
2.Guidethestudentstodiscusstheiropinionsontheinventions.
Ⅲ.TeachingDifficultPoints
1.Discusstheopinionsontheinventions.
2.Usethetargetlanguagetodescribetheinventions.
Ⅳ.TeachingMethods
1.Pairwork
2.Groupwork
Ⅴ.TeachingAids
Somepicturesofthehelpfulinventionsandannoyinginventions.
Ⅵ.TeachingProcedures
StepⅠRevision
1.Revisethethreeinventionstalkedlastclass.Askaboutthenamesofthethreeinventions.Helpthestudentsanswer:
shoeswithadjustableheels
battery-operatedsneakers
heatedicecreamscoop
Thenaskthetwoquestionsbelowoneachinvention:
a.Whowasitinventedby?
b.Whatisitusedfor?
2.RevisethetargetlanguagewiththePassiveVoiceinGrammarFocusbyaskingseveralonestoreadthesentences.
3.Checkthehomework.Dictatethewordsbelow:
bulb,lightbulb,microwaveoven,island
StepⅡ3a
Thisactivityprovidespracticewithlistening,speaking,readingandwritingusingthetargetlanguage.
Callthestudentsattentiontothethreepicturesofthreeinventions.
Teachthemtoreadthenamesoftheinventions.Doitlikethis:
T:Lookatthefirstpicture,please.Wecanseethenameunderthepicture.
Nowreadafterme,alarmclock.
Ss:Alarmclock.
Dothesamewithlightbulbandmicrowaveoven.
Thenreadtheinstructionstothestudents.
Explainhelpfulinventionsandannoyinginventionstothestudentslikethis,showingapictureofavacuumcleaner,
Avacuumcleanerishelpful.
Thenshowapictureofatrucktotheclass.
Averyloudtruckisannoying.
Thenletthestudentslookatthethreepicturesinthetextbook.
Askthesequestionsoneachinvention:
1.Isthisinventionusefulorannoying?
2.Whatisitusedfor?
Thenaskthewholeclassaskandanswerthetwoquestionsaboveinpairs.
Readtheinstructionstothestudentsagain.
Pointtothechartinthetextbook.Tellthestudentstofillintheblankswithotherhelpfulandannoyinginventionsontheirown.
Givetheclassaboutfiveminutestodothis.Astheywork,movearoundtheroomprovidingsomenamesofinventionstothemandansweringquestionsasnecessary.
Pointoutthesampleanswerintheboxbeforetheystartwriting.
Aftertheyhaveallfinished,asksomestudentstoreadtheiranswerstotheclass.
Thengetthestudentstoworkwiththeirpartners.Haveeachstudenttalkabouttheirlistwithanotherstudent,askingeachotherquestions.Forexample,
Whatisyourfirsthelpfulinvention?Whydoyouthinkitishelpful?
Sampleanswers
HelpfulInventionsAnnoyingInventions
1.bike1.recorder
2.TVset2.guitar
3.computer3.tractor
4.plane4.loudspeaker
5.umbrella5.mobilephone
StepⅢ3b
Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.
Askthestudentstoreadtheinstructionstogether.
Ithinkthemosthelpfulinventionisthecomputerbecauseithaschangedtheworldalot.
Thenaskapairofthestudentstomodelthesampledialogue:
SA:Whatdoyouthinkisthemosthelpfulinvention?
SB:Ithinkthemosthelpfulinventionisthelightbulb.
SA:Whyisthat?
SB:Well,itgivespeoplemoretimetoworkandplayeveryday.
Correctanypronunciationerrors.Makesuretheyareprovidingagoodmodel.Writetheconversationontheblackboard.
Afterthat,gettheclasstoworkinpairsandcompletethework.
PleasediscussyouropinionsinActivity3awithyourpartnernow.
Asksomeonestotelltheclassabouttheirpartnersopinionsandreasons.Theymaysaylikethis:
ZhangMingthinksthemosthelpfulinventionisthecarbecauseitmakesourtraveleasier.
StepⅣPart4
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Askthestudentstoseethepicturefirst.Andencouragesomestudentstodescribeit.Theymaysaylikethis:Themanisaloneonatinyisland.Heissittingunderatreeandthinking.Whatcanheseearoundtheislandiswater.
Thenreadtheinstructionstotheclass.Dosomeexplanationifnecessary.Makesureeachstudentcanunderstandtheinstructionsandknowwhattodo.
Telltheclasstodiscussingroupsoffour.
Imaginethatyouarealoneonatinyislandandyouhadevergotachancetochoosefiveinventionsyouwouldliketohaveontheislandwithyou.Eachgrouphastotellwhatyouchooseandwhy.
RemindthemthattheycanusealltheitemsmentionedinActivities1a,1b,2aand3a.Andtheycanalsouseanyotheritemstheycanthinkofastheytalktotheirpartners.Tellthemtousethestatementintheboxasthebeginning.
Asktwostudentstoreadittotheclass.
SA:IdliketohavearadiobecauseIcouldlistentomusicallday.
SB:Yes,butthatsnotgoingtohelpyouleavetheisland.Ithinkitwouldbebettertohave…
Havethestudentsworkingroupsoffour.Movearoundtheclassroomandhelpingstudentsasnecessary.
Askeachgrouptosharetheirstatementswiththeclass.Comparetheirinventionsanddecidewhichonesarethemosthelpful.
Sampleconversation:
A:IdliketohavearadiobecauseIcouldlistentomusicallday.
B:Yes,butthatsnotgoingtohelpyouleavetheisland.1thinkitwouldbebettertohaveamobilephone.Soyoucancontactanyonewhocansaveyou.
C:Idontagreewithyou.Ithinkyoushouldchooseacomputer.Itwillhelpyoutoaskforhelpfromallovertheworld.
D:…
StepⅤSummary
Inthisclass,wevelearnedmoreabouttheinventions.Andwevedonemuchoralpracticetalkingabouttheinventions.
StepⅥHomework
1.Rememberthenewwordsonpage78.
2.WritedowntheconversationsinActivity3b.
3.WritedowntheconversationinActivity3c.
StepⅦBlackboardDesign
Whenwasitinvented教案4
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
sweet,salty,crispy,sour,potato,chip,mistake,bymistake.thin,intheend,chef,sprinkle
(2)TargetLanguage
Didyouknowpotatochipswereinventedbymistake?
No,Ididntknowthat.Whoinventedthem?
2.AbilityObjects
(1)Trainthestudentsreading,writing,speakingandlisteningskillswiththetargetlanguage.
(2)Trainthestudentstousethenewvocabulary.
3.MoralObjects
Doyouenjoyeatingthepotatochips?Haveyoueverthoughtofthehistoryofthechips?
Ⅱ.TeachingKeyPoints
1.Trainthestudentsreading,writing,speakingandlisteningskillswiththetargetlanguage.
2.Teachthestudentstousethenewvocabularycorrectly.
Ⅲ.TeachingDifficultPoints
Dothelisteningpractice.
Ⅳ.TeachingMethods
1.Listening
2.Pairwork
Ⅴ.TeachingAids
1.Ataperecorder
2.Somebagsofpotatochips.
Ⅵ.TeachingProcedures
StepⅠRevision
1.Checkthehomeworkbyaskingsomechildrentoreadtheirconversationstotheclass.
2.Asksomequestionsabouttheinventions.Forexample.whatdoyouthinkisthemosthelpfulinvention?
3.Dictatethewordsbelow:
bulblight,microwaveoven,island.
StepⅡ1a
Thisactivityintroducesnewvocabulary.
First,showthenewvocabularyonthescreenbyaprojector.
sweetadj.甜的;含糖的
saltyadj.咸的;含盐的
crispyadj.脆的;易碎的
souradj.酸的;酸味的
potaton.土豆
chipn.(食物等)片
mistaken.错误;过失;误解
bymistake错误地
thinadj.薄的;细的
intheend最后;终于
chefn.厨师
sprinklev.撒(粉末状物);洒(液体)
Pointtoeachwordonthescreenandteachthestudentstoreadonebyone.Doitseveraltimesuntilthechildrencanreadthenewwordsfluently.
Readtheinstructionstotheclass.
Pointoutthefouradjectivesontheleft.Havethemreadthefourwordstogether.Thenasksomedifferentstudentstoreadthem.ThenaskthestudentstotrytotellthemeaningofeachwordinEnglishintheirownwords,orgivesomeexamplesoffoodsthatshowwhateachwordmeans.
Forexample,helpthestudentsexplainitlikethis:
Sweetisusedfordescribingsomethingthattasteslikesugarorhoney.Itstheoppositewordofsour.
Afterthat,askthestudentstotellthenamesofthefoodsinthepictures—potatochips,lemon,icecream,tea.
Pleasechoosethewordsintheboxtodescribehowthefoodinthepicturestastes.Writethemunderthecorrectpictures.Notethatsomepictureshavemorethanoneword.
Tellthemtoseetheexampleanswerbeforewriting.
Afterawhile,checktheanswersbyaskingseveralstudentstoreadtheiranswerstotheclass.
Answers:
potatochips:crispy,salty
lemon:sour
icecream:sweet
tea:sweet
Optionalactivity
Bringsomefoodsthattastesweet,crispy,saltyandsourtotheclass.Havesomestudents,oneatatime,tastelittlepiecesofeachfood.Thenreporthowthefoodstastetotheclasswiththenewadjectives,sweet,crispy,saltyandsour.Studentsmayonemorethanonewordtodescribesomefoods.
StepⅢ1b
Thisactivityprovidespracticeusingthenewvocabularyandwritingfamiliarwords.
Askthestudentstoreadtheinstructionstogether.
Pointoutthefourtastewords.Thenpointtothesampleanswergiven.
Pleasewritethenameofadifferentfoodaftereachword.
Youcanwritethenameofanyfoodyouknowintheblank.Canyouthinkofothersweetfoodnow?(apple,orange,etc.)
Askthestudentstocompletetheactivityontheirown.
Aftertheyallfinishwriting,asksomestudentstoreadtheiranswerstotheclass.
Checktheanswerswiththewholeclass.
Answers:
Answerswillvarybutmayinclude:
sweet:apple,orangejuice,soda,cake,honey
crispy:frenchfries,salad,lettuce
salty:frenchfries,olives,pepperoni,pizza,popcorn
sour:pickle,grapefruit
StepⅣ2a
Thisactivitygivesstudentspracticeunderstandingthetargetlanguageinspokenconversation.
Letthestudentsreadtheinstructionstogether.Besurethattheyallknowwhattodo.
Callthestudentsattentiontothesixsentencesinthebox.Asksixdifferentstudentstoreadthemanddosomeexplanationintheirownwordsoneachsentence.
Afterthat,getthestudentstoguesswhattheywillhearabout.
Maybesomeonecananswerlikethis,wemaylistentosomethingaboutthepotatochips.Showsomebagsofpotatochipstothemorevenletsomechildrentastethechips.
Yes.Youllhearastoryabouttheinventionofthepotatochips.Pleaselookatthefirstsentencenow.Itisasampleanswergiven.Thestatementistruesotheletter
Tiscircled.
Thenplaytherecordingfirst.Studentsonlylisten.
Playtherecordingagain.AskthechildrentolistenandcircleTfortrueorFforfalse.
Checktheanswerswiththewholeclass.
Answers
1.T2.F3.T4.F5.F6.T
Tapescript
Boy1:Hey,didyouknowthatpotatochipswereinventedbymistake?
Boy2:Really?Whatdoyoumean?
Boy1:Well,hereonthebagitsaysthattheywereinventedbyachefcalledGeorgeCrum.
Boy2:Whenwasthat?
Boy1:Oh,itwaswaybackin1853.
Boy2:So,whywasitanaccident?
Boy1:Well,onedayacustomerintherestaurantwhereGeorgeworkedsentbackhisplateoffriedpotatoesbecausehesaidtheywerecuttoothick.
Boy2:Sowhathappened?
Boy1:Well,Georgewasinabadmood,sohecutthepotatoesreally,reallythin,andhecookedthemforalongtimeuntiltheywerecrispy.Andhesprinkledlotsofsaltonthemsotheywerereallysalty.Hethoughtthecustomerwouldhatethem.
Boy2:And?
Boy1:Andthecustomerlovedthemandaskedformore.Hetoldtheothercustomersaboutthem,andsooneveryonewasorderingthinlysliced,crispy,saltypotatochips.
Boy2:Andwerestilleatingthemtoday.Whatacoolstory!
Boy1:Yeah.
StepⅤ2b
Thisactivitygivesstudentspracticeinunderstandingandwritingthetargetlanguage.
Getthestudentstoreadtheinstructionstogether.
Pointtotheblanksinthesentencesinthestoryandtellthemtocompletethesentenceswhiletheyarelistening.
Youlllistentothesamerecordingagain.BeforeIplaytherecording,pleasetrytogivetheanswersbymemory,orjustbyguessing.
Itdoesntmatterwhetheryouranswersarerightorwrong.
Afterawhile,havethestudentsgetreadytolisten.
Playtherecordingagain.Askthestudentstofillintheblankswiththewordstheyhear.
Getseveralstudentstosharetheiranswerswiththeclass.Correcttheanswerswiththewholeclass.
Answers
1.Didyouknow2.wereinvented3.18534.werecrispy5.reallysalty
StepⅥ2c
Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Playtherecordingofthehistoryofchipsagain.Pauseforthestudentstorepeatafterit.Getthestudentstoreadafterthetapeatleasttwice.Tellthemtotrytheirbesttocopythepronunciationoftherecording.
Readtheinstructionstotheclass.Tellthemthattheywillrole-playtheconversation,usingtheinformationfromtheactivitiesinActivity2aandActivity2b.
Askapairofthestudentstoreadthemodelconversationinthebox.
SA:Didyouknowpotatochipswereinventedbymistake?
SB:Wow,Ididntknowthat.Whoinventedthem?
SA:TheywereinventedbyachefcalledGeorgeCrum.
Writetheconversationontheblackboard.
Thenaskanotherpairtomakeaconversationorcontinuethemodelconversation.
Theymaysaylikethis;
A:Didyouknowpotatochipswereinventedbymistake?
B:Wow,Ididntknowthat.Whoinventedthem?
A:TheywereinventedbyachefcalledGeorgeCrum.
B:Whywasitanaccident?Canyoutellmethestory?
A:Well,onedayacustomerintherestaurantwhereGeorgeworkedsentbackhisplateoffriedpotatoesbecausehesaidtheywerecuttoothick.
B:Whathappenednext?
A:SoGeorgewasunhappy,hecutthepotatoesreallythin,andhecookedthemforalongtimeuntiltheywerecrispy.Hesprinkledlotsofsaltonthemsotheywerereallysalty.Hethoughtthecustomerswouldhatethem.
B:Goahead,please.
A:Andthecustomerlovedthemandaskedformore.
B:Whatacoolstory!
StepⅦSummary
Inthisclass,wevelearnedtodescribehowfoodtasteswithsomenewadjectives.Andwevedonemuchlisteningpracticeonthetargetlanguage.Atlast,wedidsomeoralpracticebymakingourownconversations.
StepⅧHomework
1.Trytorememberthenewwordslearnedtoday.
2.WriteouttheconversationthatyoumadebyyourselvesinActivity2c.
StepⅨBlackboardDesign
Unit9Whenwasitinvented?
SectionB
TheFourthPeriod
TargetLanguage:
A:Didyouknowpotatochipswereinventedbymistake?
B:Wow,Ididntknowthat.Whoinventedthem?
A:Theywere,inventedbyachefcalledGeorgeCrum.
Whenwasitinvented教案5
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
byaccident,beverage,thousand,according,accordingto,ancient,legend,emperor,boil,fire,leaf,nearly,fallinto,remain,notice,produce,pleasant,smell,taste,inthisway,metal,pie,flyingdisk,bakery,Bridgeport,Connecticut,throw,special
(2)Thereadingpassageabouttea.
(3)Thewritingpassageabouttheflyingdisk.
2.AbilityObjects
(1)Trainthestudentsreadingskillonhowtoanswerthequestions.
(2)Trainthestudentswritingskillbywritinganarticle.
(3)Trainthestudentsspeakingskill.
3.MoralObjects
Chinaisamongtheleadingcountriesinteaproductionintheworld.Letslearnsomehistoryabouttheinventionoftea.
Ⅱ.TeachingKeyPoints
1.Thereadingpassageabouttea.
2.Lotsofnewwords.
3.Thewritingpracticeontheinventionoftheflyingdisk.
Ⅲ.TeachingDifficultPoints
1.Toteachthestudentssomanynewwordsinasingleclass.
2.Tohelpthestudentsunderstandthereadingpassage.
3.Todirectthestudentstowritethearticle.
Ⅳ.TeachingMethods
1.Understandingthepassagebyansweringthequestions.
2.Doingwritingpracticebywritingsimilararticlestothemodelone.
3.Pairwork.
Ⅴ.TeachingAids
1.Somerealdifferentkindsofteaandarealflyingdisk.
2.Aprojector.
Ⅵ.TeachingProcedures
StepⅠRevision
1.Revisethehistoryofchipsbyaskingthefollowingquestions;
Werethepotatochipsinventedbymistake?
Whenweretheyinvented?
Whoinventedthepotatochips?
Howwerethepotatochipsinvented?
2.Dictatethewordsbelow:
sprinkle,chef,intheend,bymistake,potatochips,crispy,salty,sweet,sour,thin.
3.Checkthehomework.
StepⅡ3a
Thisactivityprovidesreadingpracticeusingthetargetlanguage.
First,showthenewwordsinthereadingpassageonascreenbyaprojector:
byaccident偶然;意外
beveragen.饮料
thousandn.一千;许多
accordingadj.相符的;一致的
accordingto根据……;按照
ancientadj.古代的;古老的
legendn.传说;传奇故事
emperorn.皇帝;君主
boilv.煮沸;烧开
firen.火;炉火
leafn.叶;树叶(pl.leaves)
nearbyadj.临近的;附近的
adv.在附近
fallinto落入;陷入
remainv.保持;剩余;残余
noticev.注意到
n.注意;通知
producev.生产;制造;产生
pleasantadj.舒适的;令人愉快的
smelln.气味;嗅觉
tastev.尝;品尝
inthisway这样
Pointtoeachwordonthescreenandteachthechildrentoreadit.Doitseveraltimesuntilthestudentscanreadeachwordcorrectly.Asksomestudentstoreadthewordstotheclasstoseeiftheycanpronounceeachwordcorrectly.
Askthestudentstoreadtheinstructionstogether.
Pointtothetitleofthepassageandsaylikethis,showingabagofteatotheclass,wevelearnedthehistoryofchips.Nowthereisapassageabouttheinventionoftea.Pleasereadthearticlesilentlybyyourselvesnowandwriteouttheanswerstothequestionsbeneaththearticle.
Readthesefourquestionstotheclass:
1.Whatisthearticleabout?
2.Whenwasitinvented?
3.Whowasitinventedby?
4.Howwasitinvented?
Tellthemtoreadthearticleatleasttwice.Theycantrytocatchthemainideathefirsttimeandanswerthequestionsthesecondtime.Tellthemtocircleanywordsorphrasesthattheydontunderstand.
Askfourdifferentstudentstoreadtheiranswerstotheclass.Thenasksomeotherstodecideiftheiranswersareright.Anyoneintheclasscanprovidehisorherdifferentanswerstotheclass.
Checktheanswerswiththeclass.
Thenencouragethechildrentoaskquestionsonthewordsorphrasesthattheydontunderstand.Askotherstudentstoexplainordefinethenewwordsintheirownwords,butmakesurethattheycanbeunderstood.
Havethechildrencorrecttheiranswersinwritingandreadthearticleloudlyseveraltimes.
Answers
1.Thearticleisabouttheinventionoftea.
2.Itwasinventedoverthreethousandyearsago.
3.ItwasinventedbytheChineseemperor,ShenNong.
4.Itwasinventedbyaccident.
StepⅢ3b
Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Askthewholeclasstoreadtheinstructionstogether.
ThenshowarealflyingdisktothechildrenandtellthechildrenthenameofthetoyisaflyingdiskinEnglish.
Youllhavetowriteanarticleusingthenotesinthebox,Thearticlewilltellhowtheflyingdiskwasinvented.Atfirst,letsgooverthenotesinthebox.Therearesomenewwords.
Gooverthenoteswiththeclass.Pointoutthenewwords.Teachthemtoreadanddosomeexplanationatthesametime.Makesurethatallthestudentsmakeeverythinginthenotesclear.
Thenaskthechildrentolookatthecontentsandthepictureintherightbox.
Lookatthepictureintherightbox.Wecanseeaflyingplateintheanimalsmouth.Andthetitleofthearticlehasbeengiven—Frompieplatetoflyingdisk.Alsothefirstsentencehasalreadybeengiventous.Letsreadthetitleandthefirstsentencetogethernow.
Havethestudentsreadtogether.
Findouthowthewritercombinedthephrasesinthenotesintoonesentenceandtrytosayoutthenextsentence.
Letthemthinkforawhile.Thenaskseveralonestosaytheirsentencestotheclass.Thesentenceswillvary,buthavetobecorrectandmeaningful.
Forexample,someonemaysaylikethis:
TheoriginalflyingdiskwasreallyametalpieplatefromabakeryinBridgeport,Connecticut.
Thenaskthechildrentomaketheirownsentenceswiththenotesgivenandnotetosayoutthesentencesinproperordertobeanarticle.Letthemworkinpairs,listentoandhelpeachother.
Afterthat,getthestudentstowritetheirownarticles.Morearoundtheclassroomwhiletheyarewriting,checkingprogressandofferinghelpasnecessary.
Next,askseveralstudentstosharetheirarticleswiththeclass.
Correctthemistakestheymayhavemade.
Iftimepermits,getthestudentstoworkinpairsandcheckeachothersarticle.
Samplewriting:
Theflyingdiskisatoywhichwasinventedbyagroupofcollegestudents.Itwasinventedinthe1950s.
Infact,thestudentsdidntinventit.Theyjustdiscoveredit.TheoriginalflyingdiskwasreallyametalpieplatefromabakerynamedBridgeportinConnecticut.Thestudentstherelikedtoeatthebakeryspies.Andthentheythrewthepieplatesaround.Acompanybeganmakingplasticdisk.Nowthereareflyingdiskclubs,aflyingdiskmagazine,andevenanationalflyingdiskfestivalinSeptember.Dontyouthinkitsamazingthatallthisstartedfromapieplate?
StepⅣ4a
Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Readtheinstructionstothestudents.
Thereisalwayssomethingthatwehatedoing.Forexample,Ihatecleaningtheblackboard.Whataboutyou?
Thenasksomechildrentosaythethingstheydontlikedoingtotheclass.
Afterthat,continuesaying.Nowpleasethinkofaninventionthatcouldhelpyou.Forme,Iwanttoinventaself-cleaningboardwithsomethinglikeacarswindsheldwipers.ThenIwouldneverneedtocleantheblackboardmyself.Whataboutyou?
Getthestudentstodiscussthethingstheyhatedoingandtheinventionsthatcouldhelpthem.Letthemworkinpairs.Thencallthechildrensattentiontothechartontheright.
Getthemtolookatthesampleanswerandtrytocompletethechartfirst.
Asksomechildrentogivetheiranswerstotheblanksofuseandprice.Suchas,Use:towritetestsinsteadofmebylisteningtome
Price:onehundredyuanperpen
Thengetthestudentstofillinthechartwiththedetailsoftheirowninventions.Dontreviewthetask.Itwillbedoneinthenexttask.
StepⅤ4b
Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.
Getthestudentstoaskandanswerquestionsabouttheirinventionsinpairsfirst.Askapairtomakeamodelconversationbeforethewholebeginpracticing.Forexample,theymaysaylike,
(B—Businessperson,I—Inventor)
B:Excuseme,whatinventionwasinventedbyyou?
I:Aspecialpen.
B:Whatisitusedfor?
I:Itisusedforwritingtests.Whilethetestison,thepencanwritetestsinsteadofpersonsaccordingtowhatitsownertellsit.
B:Wow.thatsgreat.Howmuchwouldyouliketosellitfor?
I:IhopeIcanget100yuan.
B:OK.Iwilltrytosellittotheclass.Afterthat,letthestudentsworkinpairs.Imagineoneisabusinesspersonandtheotherisaninventorwhiletheyarepracticing.
Askseveralpairstosharetheirconversationswiththeclass.
Thentellthemtolookatthemodelconversationinthebox.
Askonestudenttoreadtheconversationbelowtotheclass:
A:ThisspecialpenwasinventedbyZhengJie.Ithasthreecoloursanditisusedforwritingtests.Itcanlistenandwritewhilethetestison.Itis100yuan.Isanyoneinterestedinit?
Thenasksomeotherstosharetheirpresentationswiththeclass.
Theyhavetostatethereasonforbuyingthem.
Thentheclassvotesforthemostpopularinventiontheywanttobuy.
StepⅥSummary
Inthisclass,wevereadanarticleabouttheinventionoftea.Wevealsowrittenanarticleabouttheinventionoftheflyingdisk.Wevedonemuchreading,writing.listeningandspeakingpracticeusingthetargetlanguagethroughgroupwork.
StepⅦHomework
1.Reviewthenewwordslearnedtoday.
2.Rewritethearticle—Frompieplatetoflyingdisk.Preparetohandinitnextclass.
3.Writeoutthepresentationinactivity4b.
StepⅧBlackboardDesign
Unit10Whenwasitinvented?
SectionB
TheFifthPeriod
AnswerstothequestionsinActivity3a:
1.Thearticleisabouttheinventionoftea.
2.ItwasinventedbytheChineseemperor,ShenNong.
3.Itwasinventedbyaccident.
SuggestedanswersforActivity4a:
Problem:writingtests
Newinventions:apenthatlistensandwrites
Use:writingtestsinsteadofpersonsbylisteningtotheowner
Price:onehundredyuanperpen
Unit11:Whatdoyouthinkofgameshows?(新目标七下英文教案)
Unit11:Whatdoyouthinkofgameshows?
Languagegoals
tothisunitstudentslearntostatetheiropinionsandtalkaboutlikesanddislikes.
Newlanguage
Whatdoyouthinkofsoapoperas?Idontlikesoapoperas.
Whatdoeshethinkofsportsshows?Helovessportsshows.
WhatdoesshethinkofMaria?ShelikesMaria.
WhatdotheythinkofTommy?TheycantstandTommy.
SectionA
Additionalmaterialstobringtoclass:
alocaltelevisionlisting
listthenamesofseveralfoodsontheboard.Forexample:pizza,broccoli,icecream,mushrooms.
Nexttothatlist,writethesentence,Whatdoyouthinkof___?andleaveablankattheend.Askastudentthequestion,substitutingthewordpizza:Whatdoyouthinkofpizza?Helphimorheranswer/likepizzaotIdontlikepizza,
Pointtotheotherfoodsonebyone.AskastudentthequestionandhelphimorheranswerJlike...orIdontlike....
Thenpointtothesentence.Whatdoyouthinkof___?Pointtoafoodnameontheboardandchooseastudenttoaskthequestion:Whatdoyouthinkof(mushrooms)?Thenpointtoastudentto
answer.
Repeattheactivityseveraltimes,givingseveralstudentschancestoaskandanswerthequestion.
1aThisactivityintroducesthekeyvocabulary.
FocusattentiononthefiveTVs.Say,EachTVshowsdifferentkindofTVshow.InTVpicturea,thereisaanplayingbaseball.Thisiscalledasportsshow.
Talkabouttheotherkindsofshowsandaskstudentswhattheysee.Tellthenameofeachkindofshowasyoudiscussthepicture.Askstudentstorepeatthenamesoftheshows.
Writethewordsitcomontheboard.Underitwritethewordssituationcomedy.Say,Thewordsitcomcomesfromthetwowordssituationcomedy.Asitcomisafunnyshow.ThepeopleinsitcomsdoorsaythingsthatmakeTVwatcherslaugh.
Pointoutthenumberedlistofshows.Sayeachoneagainandaskstudentstorepeatit.
ThenaskstudentstomatcheachTVpicturewithoneofthewords.Say,Writetheletterofeachkindofshownexttothecorrectword.Pointoutthesampleanswer.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothesmileyfacesandthefrownyfacesandthewordsnexttothem.Readthewordstotheclassorhaveastudentdothis.Say,Thesefacesshowyouwhatthewordsmean.Ifyoudontmindsomething,youdonteitherlikeitordislikeit.Ifyoucantstandsomething,youdislikeitverystrongly.Yourleastfavoritefoodissomethingyoucantstand.Ifyoulovesomething,youlikeitvery,verymuch.Yourfavoritefoodissomethingyoulove.
Say,NowIwillplayarecording.ListentowhatMarksaysabouttheTVshowsinla.WritetheletteroftheTVshowsnexttothewordsheuses.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Pointtotheletteredpictures.Say,Eachpicturehasaletter.Pointouttheblankspacesbeforethewords.Say,Eachwordorphrasehasaspaceinfrontofit.ListentothetapeandwritetheletterofaTVshowpictureineachblank.Pointoutthesampleanswer.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
PointtothepicturesofTVshowsinactivitylaandaskstudentstosaythenameofeachkindofshow.
Pointouttheexampleconversation.Asktwostudentstoreadittotheclass.Thenasktheclasstopointtothepictureofthesitcom.
Sayadialoguewithastudent.Havethestudentaskouaquestion.Thenanswerittruthfully.Pointtotheppropriatepictureasyouanswer.
Say,Nowworkwithapartner.Askandanswertheqstions.
Havestudentsworkinpairs.Astheytalk,moveroundtheroommonitoringtheirwork.Offeranguageorpronunciationsupportasneeded.
2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentiontothelistoffive"wordsandexpressions.Pointouttheblankinfrontofeachone.Askastudenttoreadthelisttotheclass.
Say,ThepeopleontherecordingaretalkingaboutTVshows.Theyusethesewordsandphrasesastheytalkabouttheshows.Youwillnumberthesewordsandphrases1-5intheorderyouhearthemontherecording.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointoutthesampleanswer1infrontofthewordlove.Say,ThefirstwordontherecordingisloveinthesentenceIloveit.Sotheanswerinfronto/"loveisnumber1.
Playtherecordingagain.Askstudentstowriteanumberfrom1to5infrontofeachofthewordsandphrases.
Checktheanswers.
2bThisactivityprovidesmorelisteningpracticeusingthetargetlanguage.
Pointoutthedialoguewithblanks.Readittotheclasssayingblankeachtimeyoucometoablank.
Say,Listentotherecordingagain.Thistime/illineachblankwithawordorphrasefromthelistin2a.
Playtherecording.Studentswritewordsintheblanks.
Checktheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothedialoguestudentscompletedinactivity2b.Say,Readthedialoguewithapartner.
Helpstudentsfindpartners.Havethestudentspractice
thedialogueseveraltimes.
Thensay,NowtalkaboutaTVshowyoubothknow.Tellwhatyoulikeanddontlikeabouttheshowandthepeopleinit.Asstudentsworktogether,movearoundtheroomansweringquestionsandofferinglanguagesup-sportasneeded.
Asksomepairsofstudentstopresenttheirdialogue!totheclass.
3aThisactivityprovidespralandwritingpracticeusingthetargetlanguage.
CallattentiontothelistofTVshowsandaskastudenttoreadthenamestotheclass.Say,InthisactivityyouaskeachotherquestionsaboutTVshows.
Askstudentstoworkinpairs.AskstudentAineachpairtolookatthechartonpage67.AskstudentBtolookatthechartonpage86.Remindstudentsnottolookattheirpartnerspages.
Saythefirstquestionandanswerwithastudent.PretendyouarestudentAandworkwithastudentpartner.SayWhatdoesStuartthinkof"SportsNews"?HavestudentBlookattheansweronhisorherchartonpage86.StudentBanswers,Stuartloves"SportsNews".ShowstudentsthatyouarewritinginthewordlovesafterStuartsnameonthechartonpage67.
Thensaytoyourpartner,AskmeaboutStuartStudentBasks,WhatdoesStuartthinkof"SportsNews"?Youanswer,Stuartlikes"SportsNews".HavethestudentwritethewordlikesafterStuartsnameonthechartonpage86.
Askthepairstocontinueontheirown.Movearoundtheroommonitoringtheprogressofthepairs.
Goovertheanswers.
3bThisactivityprovidesguidedreadingpracticeusingthetargetlanguage.
Readthedialoguewithastudent.Everytimeoneofyouconiestoablank,sayblank.
Callattentiontothechartstudentscompletedinactivity3a.Say,Usethewordsinthischarttofillintheblanksinthedialogueinactivity3b.
4Thisactivityprovideslistening,speaking,andwritingpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.ThenaskstudentstonamesomeTVshowstheyknowabout.Writethelistontheboard.Trytoincludesomethatstudentslikeandsometheydontlike.
Pointoutthedialogueinthespeechbubbles.Havetwostudentsreadittotheclass.
Thenpointoutthesampleanswerinthechart.Say,ThisTVshowiscalled"Tellitlikeitis!"Iloveit,andLinPengdoes,too.Iwrite"Iloveit"under"WhatIthink"andIwrite"LinPeng"under"Studentwhoagreeswithme".
Say,Nowgoaroundtheclass.AskstudentsaboutTVshowsyouknow.Findstudentswhoagreewithyou.
Afterfiveminutesaskstudentstositdown.Thenasksomestudentstoreadtheinformationfromtheirchartstotheclass.AskstudentstomakestatementssuchasIdontlike"TheCrimeFiles".Carlosdoesntlike"TheCrimeFiles",too.
Alternative:Ifyoudonotwantstudentstogetupand
movearoundtheclass,youcanaskthemtodothisactivity
ingroupsoffour.
SectionB
Newlanguage
hairclip,sunglasses,scarf,watch,wallet,belt,keyringAdditionalmaterialstobringtoclass:
mailordercatalogscontainingwatches,jewelry,etc.
1aThisactivityintroducesmorekeyvocabulary.Pointoutthesevenwords.Sayeachwordandaskstudentstorepeatit.
Callattentiontothefirstpicture.Say,Lookatpicturea.Thisisabelt.Isanyoneintheclasswearingabelt?Dothesamethingfortheothersixpictures.
Thenpointouttheblanklineinfrontofeachnumberedword.Askstudentstomatcheachwordwithapicturebywritingtheletterofthepictureintheblankinfrontofthecorrectword.
Pointoutthesampleanswer.Asstudentswork,movearoundtheroomansweringquestionsasneeded.
Checktheanswers.
1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.Thenfollowtheinstructionsyourself.Holduporpointtoeachitemyouhave.Then,callonstudentstoholdupitemsandrespond.Forexample,holdupyourwalletandpointtoyourwatch.Say,Ihaveawalletandawatch.Whatdoyouhave?
Askstudentstoholdupitemsandtelltheclasswhattheyhave.
2aThisactivityprovidesguidedlisteningandwritingpracticeusingthetargetlanguage.
Say,Youivillhearaconversation.MariaisaskingCarolandEvanwhattheythinkaboutdifferentfhings.Writethenameofeachitemunder"Thing"inthechart.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointouttheexample.Say,Onethingtheyaretalkingaboutisawatch."Watch"iswritteninforyou.
Playtherecordingasecondtime.Studentswritethenamesofthethingsthatarebeingtalkedabout.
Checktheanswers.
2bThisactivityprovidesmoreguidedlisteningandwritingpracticeusingthetargetlanguage.
Say,NowIwillplaytherecordingagain.Thistime,writedownwhatCarolandEvanthinkabouteachthing.
Askastudenttoreadthewordsinthecharttotheclass.
Pointoutthesampleanswersasyousay,Theyaretalkingaboutawatch.Carollovesthewatch.Evandoesntmindthewatch.
Playtherecordingagain.Thistime,havestudentsfillinwhatCarolandEvanthink.
Checktheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointouttheexampleinthespeechbubbles.Asktwostudentstoreadit.Showstudentshowitconnectswiththechartinactivity2a.
Say,Nowworkwithapartner.Talkaboutwhathisorherparentsthinkaboutthethingsinactivity2a.Youcanusequestionsandanswersliketheonesinthespeechbubbles.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded,watchsunglassesscarfwallet
3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Askstudentstoreadthearticleindividually.Thenaskthemtosayanywordsorsentencestheydontunderstand.Explainthewordsandsentencesinyourownwords.Forexample,ifastudentasks,Whatdoes"Itsformoms!"mean?Say,"Itsformoms!"meansthatthescarfissomethingthatamotherwears,notsomething,that
ayoungpersonwears.
Readthearticletotheclass.Afteryoufinish,askforanymorequestions.
Callattentiontothechartonpage88.Pointtoandreadtheheadingofeachcolumn.Say,Thefirstcolumnisalistofthingsinthearticle;thesecondcolumnisloves;thethirdcolumnislikes;thefourthcolumnisdoesntmind;thefifthcolumnisdoesntlike;thesixthcolumniscantstand.
Say,Nowreadthearticleagain.Writethenameofeachpersoninthearticleintheblankaftereachitem.Asstudentswork,movearoundtheroomclarifyingtheinstructionsandofferingotherhelp.
Checktheanswers.
4Thisactivityprovidesreading,speaking,andlistening
practiceusingthetargetlanguage.
Readthedirectionstotheclass.Pointoutthespeechbubbles.Havetwostudentsreadthedialoguetotheclass.
Say,Thinkofsixthingstoaskeachotherabout.Whataresomethingsyoucanthinkof?Writethewordsontheboard,providingtranslationhelpwithnewwordsifnecessary.
Thensay,Nowgoaroundtheclassroom.Askstudentswhattheythinkaboutsixdifferentthings.Youcanusethewordsontheboardoryoucanusedifferentones.
Asstudentstalk,movearoundtheroom,monitoringconversationsandofferingassistancewithvocabularyandpronunciationifneeded.
Alternative:Ifyoudonotwantstudentstogetupandmovearoundtheclass,youcanaskthemtodothisactivityingroupsoffour.
新目标七年级英语下册Unit11Whatdoyouthinkofgameshows?教案
教案正文
随堂记录
Unit11Whatdoyouthinkofgameshows?
一、教学目标
1.谈论自己对人、事的态度和看法
2.倾听并转述他人对人、事的态度和看法
3.能运用已有的语言知识简单阐明理由
二、教学向导
语言目标
学习策略与思维技巧
重点词汇
Whatdoyouthinkof…..?句式在不同人称中的使用及其几种不同的答语方式
掌握表示装饰的词汇
掌握运用love,like,dontmindcantstand,dontlike恰当表达对有关事物的观点和态度。
小组学习：群体
思维、互换信息
自主学习
参照图表
wallet,hairclip,
belt,sunglasses
keyring,scarf,
love,dontmind,
cantstand
语言结构
语言功能
跨文化学习
·以Whatdoyouthinkof….?为主的询问他人对人或物的态度的问句及其答语,并能简单陈述理由。
·谈论自己对人或物的看法和态度
·转述他人对人或事物的态度及看法
·直接与委婉：中西文化中在表达自己的观点时存在很大差异--我们比较委婉，而西方人则更直接一些。三、主题思维图及任务型活动
四、课前准备 1.将学生分成七组，每组选定本组的话题，可以从以下话题选择，也可自拟话题：Movie,Music,Food,Sports,Clothes,TVshowetc. 2.准备本组话题的相关图片或其它资料。 3.自学以下单词：hairclip,belt,keyring,sunglasses,scarf,wallet,watch并设计表格了解家人对以上物品的态度。运用句型：Whatdoyouthinkofthewatch?Doyoulike……? 4.Howabout….?并将调查结果填入下表中。 Thing hairclip wallet scarf belt Mother Father Grandma Grandpa 教案正文 随堂记录 五、教学过程 Steps TeachersActivity StudentsActivity Preparation Warming up Tellthemthenews:WellhaveaFreeTalkShowinclass.告诉学生班内将要举办“自由论坛”活动。大家可以就自己喜欢的话题畅所欲言。在论坛过程中我们将用到哪些句型呢？ 提示：Whatsyourfavoritecolor/food/…..? Doyoulike….?Myfavoritemoviesare……What/Howaboutyou? Listenandthinkaboutthetask Arousetheirinterests Reflectwhathavelearned Leadinthenewwords Ihavesomefashionablethings.Whatdoyouthinkofmyscarf?…… Helpthemtoanswer:Idontlikeit./Iloveit./Idontmindit/Icantstandit. Groupwork: Askandanswerquestionsaboutwhatyourparentsthinkofthethings. Lookandlearn Trytoanswerthequestionsandtrytounderstandthemeaningsofthenewwords Groupwork: Whatdoesyourfatherthinkofthewatch? Hedoesn’tmindit. RealObjects Task1Makeaconversation Aim Gettoknowhowtointerviewotherpeopleandhowtomakeaconversation. 1 GiveSsanexampleofhowtointerviewotherpeople.Playtherecorderandtheanswers Sslistenandlearnfromthe.exampleListenandfinish2a,2b.Givetheanswersof2a,2b. Taperecorder P682a,2b 2 AskSstointerview3classmates,givereasonsifpossible 提示：Whatdoyouthinkof….?Whydoyouthinkso? Ssgettoknowtheirclassmatesanswers Handout (Chart1) 3 Movearoundtheroomandgivesupportasneeded Finishthetablealoneandworkinpairs PowerPoint 4 Askpairsofstudentstoshowtheirworks Pairsofstudentsshowtheirworks OHP 5 Askseveralpairsofstudentstogivereports Ssgivetheirreports 教案正文 随堂记录 Task2Asurvey:Whatdoyouthinkof….? Aim Gettoknoweachothersattitudetodifferentobjects 1 ShowSshowtointerviewtheirclassmatesingroups.ForExample:MovieGroup Whatdoyouthinkofthrillers/comedies/…? Howaboutyou? Listenandunderstand Getreadytointerview Handout (阅读提示) 2 Movearoundtheroomandgivesupportasneeded Finishthetablealoneandthenworkingroups PowerPoint 3 Movearoundtheroomandgivesupportasneeded Changetheirgroupsandworkinnewgroups(学生可以选择采访自己感兴趣的话题小组) Handout (根据Model完成Chart2） 4 Checktheanswersandgettoknowtheiranswers Giveanswers Task3Areport---Whats/Whoscool? Aim Gettoknowhowtowriteareport 1 GiveSsanexampleofhowtowriteareport--ReadthepassageP773a Readandfinishthetablealone Handout (Chart3) 2 Checktheanswers Giveanswers 3 AskSstofinishtheExonP773b Checktheanswers Finishandgiveanswers P773b 4 Movearoundtheroomandgivesupportasneeded Discussingroupsandtrytofinishthereport（根据附表Chart2完成报告） Handout (Writeareport) Home- work Finishyourgroupreportandwriteitdown DoExP783 附表 StudentsHandout Chart1Makeaconversation 教案正文 随堂记录 Thing Classmate1 Classmate2 Classmate3 hairclip loves,beautiful cantstand belt keyring sunglasses wallet scarf Asurvey(提示)"Whatdoyouthinkofthe……?" Topics Youmayask:(Keywords) Movies Kindsofmovies,actor,actress…..why Music Kindsofmusic,singer,group,CD,musicpiece…..why Food Kindsoffood,fruit,vegetable,drinks,…..why Sports Kindsofsports,footballplayer,basketballplayer…..why Clothes Kindsofclothes,color,size….why? TVshow KindsofTVprograms….why Asurvey(Model)"Whatdoyouthinkofthe……?" Things yourself Classmate1 Classmate2 thrillers love doesntlike cantstand comedies romance basketball popmusic pizza Chart2Asurvey"Whatdoyouthinkofthe……?" Things yourself Classmate1 Classmate2 教案正文 随堂记录 Task3Areport:Whatscool?/Whoscool? Things Loves Likes Doesntmind Doesntlike Cantstand 1.hairclip 2.watch 3.keyring 4.sunglasses 5.scarf 6.wallet 7.belt Writeareport Model: Ilikethrillers.Idontlikeromance.AndIcantstanddocumentariesbecausetheyreveryboring.Tonydoesntlikepizza.HelovesChinesefoodverymuch.Hecantstandrockmusic…… 成功完成本实施方案必须遵循以下原则： 课前安排要细致、到位。本节课的课堂容量比较大，如果学生课前准备或老师指导不到位，很难在一课时内完成，即使完成，效果也将很不理想。 课前小组编排要合理。学生可以根据各自喜欢的话题自愿结合，也可根据学习能力和学习程度的差异编排小组，无任采取何种方式，教师在进行本课之前必须有通盘考虑，尤其要考虑小组成员的分工，要使每个成员各负其责，避免出现有的学生参与少或不参与的现象。 在教学进行过程中，老师必须考虑不同学习能力学生的需要，为各任务的顺利推进提供必要的语言提示，让每个学生都能真正参与其中，并从中感受到成功的快乐。 4．方案实施过程中要以表扬和激励为主，帮助学生树立学习英语的自信心，激发他们学习的兴趣。教 学 后 记
