Travel。
做好教案课件是老师上好课的前提,大家在认真准备自己的教案课件了吧。写好教案课件工作计划,才能规范的完成工作!你们会写多少教案课件范文呢?下面是小编精心收集整理,为您带来的《Travel》,希望对您的工作和生活有所帮助。
教学目标
教学目标与要点
1.掌握打电话的一些方法和技巧,能熟练使用英语打电话,并且用语准确,特别注意英汉文化之间的差异。
2.学习归纳有关"travel"方面的词汇。能够制定、描述、总结自己的某一次trip。掌握相关的旅行常识。
3.学习宾语从句,掌握由that引导的宾语从句。注意所有陈述(肯定或否定)句作宾语时,都应由that引导。
4.能够理解和运用部分动词所带否定的宾语从句的否定前置。如:Idontthinktheycancameontime.
5.除会叙述旅行之外,我们还要给出Weshouldwriteashortpassageabouttravelling.Whatdoyouthinkoftravelling?Isitgoodorbad?等题目进行写的练习。
素质教育目标
1.学习新的语法知识:TheObjectClause。
2.熟练掌握有关打电话和旅行的词汇、短语及日常用语。
3.鼓励学生在学习过程中锻炼听说读写的能力,并不断提高相关知识的语言应用能力。
4.向学生通过对旅行知识的学习,了解祖国的大好河山,教育他们热爱祖国、建设祖国、保卫祖国的理念。
教学建议
关于本单元教材内容的分析
本单元围绕“Travel”这一中心话题,结合Lesson14“Jim’strainride”和与travel相关的对话Lesson15开展教学活动。Lesson13是由格林先生打电话给校长引出了本单元的语法功能项目——宾语从句。由that引导的宾语从句是本单元教学的重点知识之一。本单元学习了用英语写电话留言(telephonemessage),重现和新学了一些打电话的专用术语。本单元所阐述的有关travel的内容,和我们生活密切相关,如Lesson16,应灵活掌握,就其中的某些问题能有自己的独特见解。对于有关travel的交际用语,学生应学会熟练地使用。
本单元句型及日常交际用语
1.本单元句型及交际用语
(1)—CouldIspeaktosb,please?
—I’msorryheisnthererightnow.
(2)—MayIhelpyou?
—Thatsverykindofyou.
(3)Thatwouldbefine.
(4)I’llleaveamessageonhisdesk.
(5)Manythanks.
(6)—Whatdoessbsay?
—He/Shesaysthat….
(7)Whatapity!I’msorryImissedit.
(8)Howexciting!
(9)Youmustbeverytired.
(10)Thescorewas2-1.
(11)Hurryup!Orwe’llbelate.
(12)Ittakesabouttenminutes.
(13)—Whatdoyouthinkisthefastestwaytotravel?
—Ithinkthefastestwaytotravelisbyplane.
(14)Ittakessbsometimetodosth.
(15)I’mfreeeverydayexcepttoday.
2.关于打电话的一些专用语:
(1)开始打电话时
Hello,couldI/mayIspeaktoCarterBronte?
您好,我可以和卡特·布朗特讲话吗?
Hello,isMr.Parleyin?
您好,派雷先生在吗?
Hello,thisisJohnhere(speaking).Who’sthat(speaking)?
您好,我是约翰,您是哪一位?
(2)接电话时
Holdonforamoment,please.请稍等。
Heisonanotherphone.他正在接听另一通电话。
MayIaskwhoiscalling?请问是谁?
IsthatJohn(speaking)?你是约翰吗?
Sorry,butheisnothereatthismoment.对不起,他不在。
Thelineisbad,pleasespeakalittlelouder.
线路不好,请说得大声点。
Someonewantsyouonthephone.您的电话。
(3)留口信、结束通话时
CouldItakeamessageforyou?我替您留个口信好吗?
Doyouwanttoleaveamessage?您想留个口信吧?
Heisnotinrightnow.Wouldyoucallback?他不在,你(一会儿)再打过来好吗?
I’llhangupnow,bye!我挂了,再见!
关于本单元重难点知识的分析
1.Ihopetoseehimassoonaspossible.
as…aspossible是一个固定词组,与as…asIcan/could同义。soon为副词,可将soon换为别的副词或形容词,作“尽可能……地(的)”解。如:
assoonaspossible尽可能早
asquickaspossible尽可能快
asoftenaspossible尽量经常
asfriendlyaspossible尽量友好
(1)You’dbetterleavehereassoonaspossible.
你最好尽早离开这里。
(2)Trytobeasfriendlytoyourclassmatesaspossible.
对同学要尽可能友好。
(3)Yourshouldgohometoseeyoursickmotherasoftenaspossible.
你应当尽可能多回去看你病中的母亲。
(4)Getupasearlyaspossibletomorrow==Getupasearlyasyoucan.
明天清尽早起床。
(5)Willyoupleasesayitasclearlyaspossible?=Willyoupleasesayitasclearlyasyoucan?
请你能尽可能说得清楚些吗?
(6)Doitasquicklyaspossible=Doitasquicklyasyoucan.尽快去做吧。
需要注意的是assoonaspossible指时间的迟早;而asquicklyaspossible则表示动作的快慢。
2.I’llleaveamessageonhisdesk.我将在他的桌子上留言。
(1)leaveamessage.“留言;留话”,类似的还有:
givesbamessage给某人带个口信;
takemessage带个口信,带个话;
sendamessagetosb发信息给某人
(2)leave的用法归纳
1)离开;出发。词组有:leave…for…离开…去…;leavefor动身去…,如:
WhenwillyouleaveBeijing?你们什么时候离开北京?
WeareleavingBeijingforShanghai.我们将离开北京去上海。(leave此句中是及物动词)
WhenareyouleavingforLondon?什么时候你将动身去伦敦?(leave此句中是不及物动词)
2)留下;丢下;遗忘。常用结构:leave+宾语+介词短语,如:
Ileftmybayinyourhome.我把我的书包忘在你们家了。
3)过去分词left用在名词后作宾语,意为“剩下”,如:
Don’tworry,thereissometimeleft.不要着急,还剩一点时间。
4)leave还可表示“让……处于……状态”,例如:
Willyouleavethedooropen?请把门敞开好吗?
3.I’mfreeeverydayexcepttoday.除了今天我每天都空。
在英语中,besides,but和except作为介词,都有“除……之外”的意思。besides是“除……之外,还有……”是肯定的;而except和but是“除……之外,没有……”是否定的。在否定句中,besides可以和except,but同义。与but相比,except所含“除外”的意味更明确,语气也更强烈。例如:
(1)AllcamebackbesidesKate.除了凯特已回来,其他所有人也回来了。
(2)Allcamebackexcept/butKate.除了凯特,全都回来了。(意思是凯特还没有回来)
(3)Idontwantanythingbut/exceptthis.除了这个,我什么都不要
(4)WegotoschooleverydayexceptSunday.除了星期天,我们每天都上学。
4.Whatdoestheteachersay?
Shesaysthatshewillleaveamessageontheheadmaster’sdesk.
在这个句子中that是一个引导词,用来引导一个宾语从句。that在口语中可以省略。在使用含有宾语从句的复合句中,当主句是一般现在时的时候,从句可以用任何时态。但是,当主句是一般过去时的时候,从句必须用过去的某一种时态(客观真理除外)。例如:
Ihearshewillbebackinanhour.
Hesaidshelivedwithhermother.
Hetoldmethatthesunisthebiggestofthethree.
5.电话记录卡的写法
书写电话记录卡是我们日常生活、办公、学习中常常碰到的事。接个电话,要找的人不在,需要对方留言,我们要学会怎样写这种“电话留条”。下面我们看一个例子:
有时候,如果电话内容重要,还要将接电话,写留言记录条的人姓名写上去。
6.Itismuchcheaperandfarmoreenjoyablethanarushedtripbyair.
句中的much和far是用在比较级前表示程度的。类似的还有:alittle,still,alot,even等。例如:
(l)Thistextisalittlemoredifficultthanthatone.这篇课文比那篇稍难一点。
(2)I’mfeelingevenworsetoday.我今天觉得更不舒服。
(3)I’vemadealotmoremistakesthanyouhave.我犯的错比你犯的多多了。
7.Ittakesabouttenminutes.
“大约花了十分钟时间。
“花费某人多长时间做某事”通常使用Ittakes/tooksb.sometimetodosth.句型。
(1)Ittookmethreehourstofinishmywork.
完成工作花了我三个小时的时间。
(2)Itusuallytakesmehalfanhourtodomorningexercises.
早锻炼通常花我半个小时时间。
8.Theykeptwatchingthebeautifulsceneryoutofthewindow.
Theconductorkeptcominggoofferthemhotwaterandsellingthemmagazines.
此两句中共同用到keepdoing,keep作为动词有许多用法:
1)保持;保存;保留;保护;保守(秘密)
Willyoukeepthisseatforme?
替我保留这个座位好吗?
Doesyourwatchkeepgoodtime?
你的表走得准吗?
Whoholdsthepositiontokeepgoal?Who’sthegoalkeeper?
谁守球门呀?
2)使人(物)保持在(某一状态)
Weshouldkeepthemotherlandinmindandthewholeworldinview.
我们应该胸怀祖国,放眼世界。
We’llkeepyouinformed.
我们将随时让你知道情况。
Sorrytohavekeptyouwaiting.
对不起,让你久等了。
3)履行(诺言),遵守(惯例)等
TheChinesepeoplealwayskeeptheirword.
中国人民说话是算数的。
Shekeepsregularhours.
她生活作息很有规律。
4)(按民间习俗)过(节或生日等),庆祝
HowdoyoukeepSpringFestivalbyyourself?
你一个人怎么过春节?
TokeeptheSabbathisakindofhabitofEuropeans.
欧洲人的一种习惯是守安息日。
6)留,停留
Theoldmankepthisbedfor15years.
这老人卧床不起已有三5年了。
Thegirlkeepsthehouse.
这女孩足不出户。
有关keep的词组:
keepaway站开,使离开
keepback后退
keepfrom阻止
keepdown镇压,控制
keepoff让开,不接近
keepout靠外,免入
keepunder压制,控制
keepupwith跟上,赶上.
9.trip与journey的区别
这两个单词的含义大致相同,表示“旅游;旅行”等,都可以表示“从一处到另一处旅行”。但在不同的语境,它们的用法稍有差异:
journey可指经常走过、旅行过的范围,它一般用于长距离的,其“旅行”方式不论海、陆、空交通皆可以。例如:
Didyouhaveagoodjourney?
你一路上顺利吗?
Theywentonalongtrainjourney.
他们乘火车出远门了。
Itsmorethan27hoursjourneybyairfromBeijingtoLondon.
从北京飞往伦敦需要对个小时以上。
而trip是指短途旅行和观光,从某地出发再回到某地。例如:
Thisismytriptotheseaside.
这是我的海滨之行。
TheirhoneymoontriptoVeniceisexciting.
他们前往威尼斯的蜜月旅行令人兴奋不已。
trip严格的意义上来说,它的“旅行”的目的是公差或娱乐性的。
另外,它们的另一个同意词是travel,当travel作名词时,它的“旅行”含义是“出国旅行”。它不能与不定冠词连用,例如:atravel。如果要表示“一次”,我们可以说:“atrip”,“ajourney”。
Travelismuchcheaperthanitusedtobe.
现在旅行比过去便宜多了。
注意:travels则表示“游记;国外游记”。例如:
IamwritinganaccountofmytravelsaboutAmerica.
我正在写一部美国游记。
宾语从句要点分析
在复合句中,作及物动词、介词或某些形容词的宾语的句子称为宾语从句。同学们在本单元学习连词that引导的宾语从句时,应注意以下要点:
1.在连词that引导的宾语从句中,that本身无意义,不是句子的任何成分。在口语和非正式文体中常被省略。宾语从句要用陈述句语序。如:
Shesays(that)shewillleaveamessageontheheadmaster’sdesk.她说她将在校长的桌子放个留言条。
Ihope(that)you’llhaveagoodholiday.希望你(们)假日愉快。
2.后面常接that引导的宾语从句的动词有:think,hope,say,tell,know,see,hear,mean,agree,fell等。如:
Isee(that)youcomehereonfoottoday.我看你今天是步行来的。
Ihear(that)oneofthepandashasababy.我听说有只熊猫生了个小熊猫。
注:1)有时宾语从句和主语的谓语之间可插入一个间接宾语或状语。如:
PleasetellMr.HuthatI’mworkinghardonmyChinese.请告诉胡老师我在努力学习汉语。
YoucanseefrommyphotothatIhaveabigsmileandlongblackhair.你可以从我的照片中看到我的笑容和黑长发。
2)think等表示看法的动词后面接宾语从句时,若宾语从句的谓语为否定形式,要将否定词not转移到主句,这种现象称为“否定移位”。如:
Idon’tthinkanyoftheprogrammesisinteresting.我认为这些节目没有一个有趣。
Idon’tthinkchickenscanswim.我认为鸡不会游泳。
3.后面常接宾语从句的形容词有:sure,glad,pleased,happy,afraid等。如:
I’msurehewouldlovetocometoyourbirthdayparty.我相信他会很乐意参加你的生日聚会。
Wearebothveryhappythatwearetwins.我们俩都为我们是双胞胎而感到高兴。
4.宾语从句的时态:
主句的动词如果是现在时态,宾语从句中动词可以根据实际情况用不同的时态。
IthinkI’velostmykey.我想我已把钥匙丢了。
Iseeyouareonfoottoday.我看见你今天是步行来的。
HesaysJimwillcomebacksoon.他说吉姆很快会回来的。
I’mgladshedidn’thurtherself.我很高兴她没有伤着自己。
主句的动词是一般过去时态,宾语从句的动词必须使用过去相应的某种时态(一般过去时、过去进行时、过去将来时、过去完成时等)。下面分类讲述。
(1)主句中谓语动词的动作是过去发生,且宾语从句中的词语动词的动作与它同时发生,从句的谓语动词要用一般过去时或过去进行时。
Hesaidthathehadaverygoodjourneyhome.
他说他们回家旅途愉快。
HesaidhewasworkinghardonhisChinese.
他说他在继续努力学习中文。
(2)主句中谓语动词的动作是过去发生,且宾语从句中的谓语动词的动作发生在它之后,从句的谓语动词要用过去将来时;如宾语从句中的谓语动词的动作发生在它之前,用过去完成时。
Hesaidhewouldhavetogivepresentstoallthefamily,buthehadntchosenanyyet.
他说他要给家里所有的人送礼例说话之后要发生的事),但他还什么都没有买呢(指说话前没做的事情)。
注:过去将来时和过去完成时以后还要学,在这儿只要求了解。
(3)如果宾语从句表示客观真理,即使主句中用了过去时,从句的谓语仍要用一般现在时。
Theteachertoldusthatthesunistheneareststartousofall.
老师说太阳是离我们最近的恒星。
(4)Couldyoutellme…?是表示“请求”的委婉句型,并不表示过去时,所以其后的宾语从句的时态可根据需要用任何时态。
Couldyoutellmewhattimetheplaneleaves?
你能告诉我飞机什么时候起飞吗?
关于Makingtelephonecalls的教学建议
用英语打电话是重要的功能项目之一。本单元再次出现打电话的情境。教师可利用本单元的教学,帮助学生复习打电话用语,让他们学会用英语打电话。
西方人士的习惯是接电话的人通常先报出自己的电话号码,特别是办公机构,如:Hello!6098724,
★如想找某人听电话时,可说:
May/Could/CanIspeakto…,please?
★如你就是某人时,可答道:
Thisis…(speaking)./Thisis…here/…here/speaking不能说I’m…
★当对方想问你是否某人时,说:
Isthat,…(speaking)?而不说Areyou…?
肯定回答是:Yes,itis.不说Yes,Iam.
否定回答是No,thisis…而不是No,Im…
★如要让对方等一等,可说:
Holdon(foramoment),please.或Onemoment,please.
He/Sheisn’thererightnow/atthemoment.
或I’msorryhe’s/she’souratthemoment.表示要找的人不在。
★在这种情况下,接电话的人表示愿意传话,可说:
CanItakemessage(foryou)?
I’llleaveamessage(onher/hisdesk).
I’llgiveher/himthemessage.
★听电话时,开始要用招呼语,如Hello!Hi!如要问候对方,就用问候语:
—Howareyou?
—Fine,thanks.Whataboutyou?/Andyou?
—Imfine,too.Thankyou.
★结束时用告别语:Goodbye!/Bye./Seeyou(tomorrow).等。
另外,在通话过程中可用MayIhelpyou?表示可以帮忙,Thatsverykindofyou.表示感谢,Yes,thatwouldbefine.表示同意。
进行口语训练时,教师可以结合一些生活实情,让学生两人为一小组练习打电话。
教学设计方案
Lesson13
LanguageFocus:
1.Usefulexpressions:
Rightnow,That’sverykindofyou.assoonaspossible,except,leaveamessage,manythanks,between…and…
2.Grammar:TheObjectClause.
Hesaysthathewantstospeaktotheheadmaster.
Hesaysthathewontbefreeuntiltomorrow.
Properties:Recorder,OverheadProjector,Pictures
TeachingProcedures:
I.Showingaims
Getthestudentsknowwhattheywilllearninthislessonandwhattheywilldointhisclass:
1.Mastersomeusefulexpressions
2.Learnthenewgrammar:TheObjectClause
3.LearntomakedialoguesusingtheObjectClause
II.Revision
1.Checkhomework.
2.RevisethePresentPerfectTense.Ask:HaveyoueverbeentomountainEmei?
Howlonghaveyoubeenthere?Seeifthestudentscananswerthemcorrectly.
3.Revisehowtomakeatelephonecall.Askthestudentswhattheywillsayinthetelephonecall,helpthestudentstoanswerwith“Hello.”“CouldIspeakto…?”“Thisis…speaking.”“Who’sthat,please?”writethemontheblackboard.
III.Presentation
Takeouttwotelephonesets,makeatelephonecallwiththestudents.Askonebeststudenttoanswerthetelephone:
T:CouldIspeaktoMrsYang,Please?
S:I’msorry.Sheisntin.MayIhelpyou?
T:That’sverykindofyou.IhopetoseeheronFriday.Couldyoutakeamessageforme?
S:Certainly.
T:Manythanks.Goodbye.
S:It’smypleasure.
Havethestudentspractiseinpairs,makesuretheycanmakethedialoguefreely.
IV.Listen,readandact
Part1.SpeechCasette.Playthetapeforthestudentstolisten,thenplaythetapeagainforthestudentstorepeat.
Havethestudentsreadthedialogueinpairsandasktwoorthreegroupstoread.
Askonegrouptoactoutthedialogue.
V.Presentation
PlaygameswithPollysaystheteachersayssentence,thenasksonestudenttorepeatit,beginwith:Pollysays…
T:IwanttoseeMissYang.
S1:PollysaysthatshewantstoseeMissYang.
T:Iwanttogohomeassoonaspossible.
S2:Pollysaysthatshewantstogohomeassoonaspossible.
T:IwillgotoBeihaisoon.
S3:PollysaysthatshewillgotoBeihaisoon.
ExplainthegrammarTheObjectClauseinChinese,getthestudentstounderstandit.
DoExercise2intheworkbooktohelpthestudentsunderstandthegrammareasily.
VI.Practice
Theteachersaysaword,havethestudentsaskandanswerinpairs.Forexample:
Theteachersays:“ThegirlisreadingEnglish.”Thestudentsmayaskandanswerlike:
SA:Whatdoestheteachersay?
SB:ShesaysthatthegirlisreadingEnglish.
Saysentencesasmanyaspossible,makesurethestudentscanaskandanswercorrectly.
Part2.TalkaboutthedialogueofPart1.Getthestudentstoworkinpairs.
VII.Workbook
DoExercise1inpairs,checkwiththewholeclass.
ForExercise2,workonitashomework.
VIII.Summary
Exerciseinclass
Askquestionsinpairsandwritethemdownintheexercisebook.
Model:Iwanttobuyabook.
A:WhatdoesPollysay?
B:Pollysaysthatshewantstobuyabook.
1.Hewillnotcometoday.
2.IwanttospeaktoMrBrown.
3.WearegoingtoMountEmei.
4.I’mfreeeverydayexcepttoday.
5.I’llleaveamessageonthedesk.
IX.Homework
Finishofftheexercisesintheworkbook.
教学设计方案
Lesson14
LanguageFocus:
morethantwoyears,practisespeakingEnglish,theGreens,noneofthethem,keepdoingsomething,fallfastasleep/awake,wakeup,lastlong
Properties:Recorder;OverheadProjector;Pictures.
TeachingProcedures:
I.Showingaims
Havethestudentsknowwhattheywilllearninthislessonandwhattheywilldointhisclass:
1.Mastersomeusefulexpressions.
2.Readthepassage“Jim’sTrainRide”carefullytoimprovetheirreadingability.
3.KnowsomethingaboutMountEmeiandsomeothermountsinChina.
II.Revision
1.Checkhomework.
2.RevisetheObjectClause.Playgames“Katesays…”Havethestudentsdoingroupsofthree.
vK:Nancyisnothereyet.
vT:Shewillbeheresoon.
vY:Nancyisnothereyet.Ihopethatshewillbeheresoon.
vK:Theweatheriscloudy.
vT:Itwillclearupsoon.
vY:Theweatheriscloudy.Ihopethatitwillclearupsoon.
vK:Thereisalotoffood.
vT:Youcaneatmore.
vY:Thereisalotoffood.Ihopethatyoucaneatmore.
vK:Theparkiscrowded.
vT:Thereareenoughtablesandbenches.
vY:Theparkiscrowded.Ihopethatthereareenoughtablesandbenches.
III.Pre-read
Part1.Insmallgroupshavethestudentsanswerthequestions.Thendiscussthequestionsinclass.
PutupamapofChinaontheblackboardandgetthestudentstoshowMountEmeiandothermountssuchasMountHuaetc,andtalkaboutsomemountsiftheyknowthem.
IV.Presentation
Havethestudentsdiscussingroups.Ask:“Whatwilltheydoiftheywillgotravelling?”Afewminutesforthemtodiscuss,thenasksomeofthemtogivetheirreportstosharewiththeclass.
V.Reading
Part2.SpeechCassette.Letthestudentsreadthroughthepassagetofindtheanswertothequestion:HowdidJimfeelonhistriptoMountEmei?Helpthestudentsusethesewords:happy,exciting,…Seeifthestudentscanguessthemeaningofthenewwords.
Playthetape.Askthestudentstolistencarefully.Theteachermaystopthetapewhilethestudentsarelistening,andaskthestudentstogoonreading.Itcantestthestudentsabilitytofollowthepassageasitisreadonthetape.
UsingExerciseIintheworkbookofLesson14,checkthestudentsreading.Thestudentsaskandanswerinpairs.
VI.Acting
Dividethestudentsintosmallgroups.Changethispassageintoaplay,askthemtoactoutthisplay.Oneofthemplaysthepartofanarrator,theothersplayMrGreen,MrsGreen,Jim,theconductor,andfruitshopassistant.
VII.Workbook
DoExercise3inclass.HavethestudentsreadthesentencesandtranslatethemintoChinese,checkwiththewholeclass.
ForExercise2,itcanbeworkedashomework.
AnswersforExercise2:by,enjoyable,by,took,bus,lively,comfortable,watching,scenery,offer,magazines,nearby,practised,trip/journey,tired.
VIII.Summary
Exercisesinclass
Rewritethefollowingsentences
1.ShewillhaveatrainridetoHangzhou.(Shesays…)
2.ClassFivewillhaveafootballmatchwithClassSix.(Theteachersays…)
3.Thestationisverycrowded.(Hesaid…)
4.AyoungmanisspeakinginEnglish.(Jimsaid…)
5.Thetrainisquitecomfortable.(Jimthought…)
6.Therearen’ttoomanypeopleintheirsleepingcar.(Jimtoldme…)
IX.Homework
Readthepassageafterclass.
Finishofftheexercisesintheworkbook.
教学设计方案
Lesson15
LanguageFocus:
1.Usefulexpressions:onatrip;haveafootballmatch;WhataPity.Howinteresting.Haveagoodtime;takephotos.
2.Theuseof“that”intheObjectClause.
Properties:recorder;OverheadProjector;Pictures
TeachingProcedures:
I.Showingaims
Getthestudentstoknowwhattheywilllearninthislessonandhavethestudentsknowwhattheywilldointhisclass:
1.Mastersomeusefulexpressions.
2.GoonlearningtheGrammar:theuseof"thatintheObjectClause
3.Readandactoutthedialogue
II.Revision
1.Checkhomework.
2.ReviseLesson14“Jim’sTrainRide”.Firstgetthestudentstoaskandanswersomequestionsaboutthepassage,seeifthestudentscanunderstandthepassagecorrectly.Getonestudenttoretellthestory.
III.Presentation
Presentthisdialogue:
T:Whatdidyoudoyesterday?
S:Wehadafootballmatch.Whataboutyou?
T:Wewereonatrain.WecamebackfromMountEmei.
S:Really?Howexciting.Iveneverbeenthere.Howdidyougetthere?
T:Bytrain.Wewenttherebytrain.
S:Didyouhaveagoodtime?
T:Yes,ifsverybeautiful.
S:Didyoutakeanyphotos?
T:Ofcourse.
Showthedialogueonaslide,andaskthestudentsWreaditinpairs.Givethemafewsecondstopractisethedialogueinpairs.Getthestudentstomaketheirowndialogues.Asksomegroupstosharetheirdialogueswiththewholeclass.
IV.Readandact
Part1.SpeechCassette.Havethestudentslistentothetape.Thenplaythetapeagainforthemtorepeat.Ask:WhatdidLinTaosay?Havethestudentsfindtheanswer.
Readthedialogueagain,anddoExerciselintheworkbooktohelpthemtounderstandthedialogueandhelpthemtomasterthegrammar:theObjectClause.
V.Practice
Part2.Havethestudentsaskandanswerinpairs.SeeifthestudentscanusetheObjectClausecorrectly.
VI.Workbook
DoExercise3withthestudents.Havethestudentsreadthepassageandguessthemeaningofthenewwords.Encouragethestudentstoimprovetheirreadingability.
DoExercise2.Haveadictation.Dictatesomesentences.Thenmakethestudentsaskandanswerinpairs.
VII.Summary
Exercisesinclass
Fillintheblankswiththerightverbforms.
1.Ourteachertoldusthatyou_________(be)goingonatrip.
2.LinTaosaidthathe___________never__________(be)there.
3.Jimthoughtthatthetrain__________(be)likeabigmovingparty.
4.Shesaysthere__________(be)abigpartythisweekend.
5.LinTaofeelsthathisownteam__________(be)evenbetter.
6.__________(notbe)lateforclass,theteacher__________(notbe)happy.
Answers:1.were2.hadbeen3.was4.willbe5.is6.Dontbe/wontbe
VIII.Homework
Readthedialogueandmakesimilardialogues.
教学设计方案
Lesson16
LanguageFocus:TheObjectClause
Properties:Recorder;OverheadProjector;Pictures
TeachingProcedures:
I.Showingaims
Havethestudentsknowwhattheywilllearninthislessonandwhattheywilldointhisclass:
1.RevisesomeusefulexpressionsinUnit4.
2.Trainthestudents’listeningabilitybydoinglisteningwork.
3.Revisethegrammar:theObjectClause.
4.Writeashortpassagetotrainthestudentswritingability.
II.Revision
Haveadictation.Dictatesomeusefulexpressions.Thenaskthestudentstomakesentencesusingtheusefulexpressions:
1.assoonaspossible;
2.Thatwouldbefine;
3.Keepdoingsomething;
4.Hurryup;
5.Fallfastasleep;
6.Wakeup.
Forexample:
1.Pleasecomebackassoonaspossible.
2.Let’sgo.Thatwouldbefine.
3.Hekeptmereadingthepassageforalongtime.
4.Hurryup,oryouwillmissthetrain.
5.Helistenedtothelightmusicandfellfastasleep.
6.Iwokeupearlythismorning.
Mymotherwokemeupearlythismorning.
III.Listening
ListeningCassette.Booksclosed.PlaythetapeonceortwiceforthestudentstolistenanddoExerciseIintheworkbook.Makesurethestudentscanunderstandthem.Showoneortwostudents’passageontheslide,checkwiththewholeclass.
IV.Practice
Part2.Askandanswerinpairswiththehelpofthetableinthebook.Thenpassthepassageontothestudentsnexttothem,seeifthestudentscanusetheObjectClausefreely.
V.Write
Part4.Wecanfillintheforminclass.Getthestudentstogiveouttheirideasaboutthetravelling.
Ifthereisnotime,wecanleavethewritingworkashomework.
VI.Game
Part5.Playthisgameinclassiftimepermits.Getonestudenttosayasentence,andhecantletallthestudentshearclearly,thenonestudentmaysay:Icanthearhim,anotherstudentmayrepeatthesentence,Beginwith:Hesaysthat…
VII.Checkpoint4
GothoughCheckpoint4intheusualway.Explainanyproblemsthatthestudentsmayhave.Getthestudentstogooverthegrammarnotes.Makesentencesusingtheusefulexpressions.
VIII.Workbook
ForExercise2,havethestudentsreadthelongsentences,firstlistentotheteacher,thengetthemtoreadindividually.Payattentiontothesentencestress,pauseandintonation.
ForExercise3,havethestudentsmakeupthesentences,seewhocanmakethemostsentences,andmakecorrectsentences.
DoExercise4ashomework.
IX.Summary
Exerciseinclass
短文改错
在下列短文中,每行的错误不多于一处,有的没错,如有错,请找出并改正,如没有错,请打“√”。
LastweekmyparentsandItookatwo-daytriptoEmei
MountaininSichuan.Aseveryoneknows,it’sfamous1.____________
mountainwithallkindsofplantsandanimals.Theweather2.____________
wasfine.Itwasaboutnoonwearrivedatthefootof3.____________
themountain.Thethreeofthemwereveryexcited.Aswe4.____________
climbedthemountain,wefedmonkeys,visitingtemples5.____________
andtoldstories.OnthewayupIwasbusytakingpicture6.____________
sincethescenerywassobeautiful.Thetimepassesquickly.7.____________
Eveningcamedown.Wespentthenightinahotelatthetop8.____________
ofthemountain.Thefoodwasexpensiveandtheservicewas9.____________
good.IwassotiredthatIfellasleepatthemomentmy10.____________
headtouchedthepillow.
Answers:
LastweekmyparentsandItookatwo-daytriptoEmei
MountaininSichuan.Aseveryoneknows,it’s∧famous1._____a_______
mountainwithallkindsofplantsandanimals.Theweather2._____√______
wasfine.Itwasaboutnoon∧wearrivedatthefootof3.___when______
themountain.Thethreeofthemwereveryexcited.Aswe4.____us_______
climbedthemountain,wefedmonkeys,visitingtemples5.____visited____
andtoldstories.OnthewayupIwasbusytakingpicture6.____pictures__
sincethescenerywassobeautiful.Thetimepassesquickly.7.____passed____
Eveningcamedown.Wespentthenightinahotelatthetop8.____down____
ofthemountain.Thefoodwasexpensiveandtheservicewas9._____but_____
good.IwassotiredthatIfellasleepatthemomentmy10.____at_____
headtouchedthepillow.
X.Homework
Finishofftheexercisesintheworkbook.
探究活动
表演课文
先将学生分成若干表演小组,每个小组自行将课文Jimtrainride改编成剧本。教师给出相关提示,如:
剧中人包括:anarrator,JimGreen,MrGreen,MrsGreen,theconductor,fruitshopassistant。
可改写的例句如:
1.HewillhaveatrainridetoBeijing.(Hesays…)
2.ClassThreewillhaveafootballmatchwithClassTwo.(Theteachersays…)
3.Thestationisverylively.(Hesaid…)
4.Ayoungmanispracticing/practicingspeakingEnglish.(Jimsaid…)
5.Thetrainisquitecomfortable.(Jimthought…)
6.Therearenttoomanypeopleintheirsleepingcar.(Jimtoldme…)
每个组都准备好自己的台词,按次序进行表演。
打电话
在课余时间,教师与学生一起制作两个简易话筒。在课堂上演练打电话的场景。教师可先与一位同学作示范,如:
T:CouldIspeaktoMrsYang,Please?
S:Imsorry.Sheisntin.MayIhelpyou?
T:Thatsverykindofyou.IhopetoseeheronFriday.Couldyoutakeamessageforme?
S:Certainly.
T:Manythanks.Goodbye.
S:Itsmypleasure.
让同学们作模仿练习。练习后,教师给出关于打电话的专业用语,让同学们检查一下自己所用的词汇和短语是否标准。
(1)开始打电话时
Hello,couldI/mayIspeaktoCarterBronte?
您好,我可以和卡特·布朗特讲话吗?
Hello,isMr.Parleyin?
您好,派雷先生在吗?
Hello,thisisJohnhere(speaking).Whosthat(speaking)?
您好,我是约翰,您是哪一位?
(2)接电话时
Holdonforamoment,please.请稍等。
Heisonanotherphone.他正在接听另一通电话。
MayIaskwhoiscalling?请问是谁?
IsthatJohn(speaking)?你是约翰吗?
Sorry,butheisnothereatthismoment.对不起,他不在。
Thelineisbad,pleasespeakalittlelouder.
线路不好,请说得大声点。
Someonewantsyouonthephone.您的电话。
(3)留口信、结束通话时
CouldItakeamessageforyou?我替您留个口信好吗?
Doyouwanttoleaveamessage?您想留个口信吧?
Heisnotinrightnow.Wouldyoucallback?他不在,你(一会儿)再打过来好吗?
Illhangupnow,bye!我挂了,再见!
Someonesays练习
练习一
内容是说到亨利想在周末里去玩。首先老师念一个陈述句,接着老师念一个宾语从句,学生把这个宾语从句代换到原来的句子里。
H:Ithinkthattheweatherwillbenicethisweekend.
T:Weshouldgosomewhere.
H:Ithinkthatweshouldgosomewhere.
T:Weshoulddrivetothebeach.
H:Ithinkthatweshoulddrivetothebeach.
T:Itllbeagoodtrip.
H:Ithinkthatitllbeagoodtrip.
T:Youllenjoyit.
H:Ithinkthatyoullenjoyit.
练习二
Playgamessomeonesayssentence,thenasksonestudenttorepeatit,beginwith:
Pollysays…
T:IwanttoseeMissYang.
S1:PollysaysthatshewantstoseeMissYang.
T:IwanttoreadEnglishassoonaspossible.
S2:PollysaysthatshewantstoreadEnglishassoonaspossible.
T:IwillgotoBeijingsoon.
S3:PollysaysthatshewillgotoBeijingsoon.
Teachersays…
Theteachersaysaword,havethestudentsaskandanswerinpairs.Forexample:
Theteachersays:"ThegirlisreadingEnglish."Thestudentsmayaskandanswerlike:
SA:Whatdoestheteachersay?
SB:ShesaysthatthegirlisreadingEnglish.
T:Iwanttoeatanapple.
SA:Whatdoestheteachersay?
SB:Theteachersaysthatshewantstohaveanapple.
1.Heisntabletocometoday.
2.Iwanttospeaktomyson.
3.WearegoingtoMountEmei.
4.Imfreeeverydayexcepttoday.
5.Illleaveamessageonthedesk.
相关阅读
Unit1Travel
作为老师的任务写教案课件是少不了的,大家在认真写教案课件了。各行各业都在开始准备新的教案课件工作计划了,我们的工作会变得更加顺利!你们知道哪些教案课件的范文呢?为此,小编从网络上为大家精心整理了《Unit1Travel》,供大家参考,希望能帮助到有需要的朋友。
Unit1Travel
一、教材分析
本单元围绕着谈论“旅游”来开展听、说、读、写的训练。通过介绍不同的国家的人文、地理、风俗习惯等来贯穿文化的传递和交流,拓展学生的文化背景与国际视野。语法方面主要学习专有名词与连词and,but,so的用法。本单元具体学习内容见“认知目标”。
二、教学对象分析
1.学生对“旅游”这个话题比较感兴趣,有利于开展本单元的各项听、说、读、写任务。
2.学生对于专有名词与连词and,but,so的用法其实并不陌生,在小学已经有接触,只是还没有进行专项的归纳性的学习。在本单元,教师可以系统地帮助学生温故而知新,引导学生在一定的语境中熟练运用这几个连词连接简单句,并注意上下文之间的联系。
三、单元教学目标
(一)认知目标
1.语音:
1).能准确读出以下三对辅音音标的发音及掌握其基本的字母组合发音规律:/f/-/v/,/?/-/3/,/θ/-/?/
2).能流利地朗读课文及与课文水平相当的短文,语音、语调、句子重音和停顿基本正确。
2.词汇
1).重点词汇
单词:(1R)plan,coast,side,beach,central,crop,queen,castle,like(prep.),wine,culture,concert,wonderful,harbour,delicious,restaurant,sunshine,(1L)step,amazing,somewhere,wheel,flesh,(1S)relax,(1W)send,postcard,back,tennis,court,camp
词组:suchas,thesedays,besimilarto…,takepartin,atfirst,fromplacetoplace,getthrough,afterdark,millionsof,oneday,goabroad
2).拓展词汇
(1R)scenic,world—famous,cablecar,(1L)parachute,crowded,tuk-tuk,
(1Lan)stadium,district,grand,tasty,(1S)garage,relative,(1W)waterfall,
(1M)double—decker,upstairs,though,wax,figure,chamber,view,lean,fallover,designer,straight,reopen,restricted
3.句型
1).复习动词take表“花费”的句型
Itusedtotakememorethantwohourstogettoschoolbybus.
2).了解下列句型的基本用法:
PeoplewithchildrenwillfindEuroDisneyagoodplacetovisit.
Wedidn’tgethomeuntilmidnightlastnight.
Howaboutmeetingforlunchsothatwecansitdownandtalk?
4.语法
1).学习专有名词的基本用法。
2).学习并在模拟交际情景中熟练运用连词and,but与so
5.日常交际用语
Manythanksfor...
Doyouhaveanyplansfor…?/Wherewouldyouliketogo?
Soundsgreat!/Wonderful!
It’snicetohearyourvoiceagain./It’swonderfultoseeyouallagain!
Whatdoyoumeanby…?
6.课文
1).能预习新单词,听懂教师用学过的语言介绍课文和课文的录音材料。
2).能就课文内容进行问答。
3).能复述课文大意。
4).能背诵课文中的重点句型或句子。
7.书面表达:
1).能笔头回答课文内容提出的问题。
2).能用本单元学习的重点词汇、句型进行造句。
3).能写出旅游明信片,简单介绍旅游的行程与自己的感受。
(二).思想情感目标:
1)通过谈论“旅游”,的相关话题,帮助学生了解我国及世界其他国家的人文、地理、文化风俗与习惯等,从而拓展学生的语言文化背景知识与视野。
2)培养学生热爱大自然、尊重世界各族人民与文化的情感态度。
(三).能力发展目标:
1)能够在听、说、读、写等语言综合实践活动中运用本单元所学的重点词汇、句型与语法。
2)在学习中提高交流和传递信息的能力,在写作中正确运用连词使文章更连贯和流畅。
3)通过指导学生在模拟交际中运用所学的知识,培养学生探究学习、合作学习、自主学习的能力。
四、单元教学重点
1.学生熟练掌握重点词汇29个,短语11个。
2.指导学生利用所学句型正确表达思想、进行交际活动a
3.指导学生归纳、总结连词and,but与so的用法并在实践运用中熟练运用它们。
五、单元教学难点
1.通过形式多样的课堂活动与任务,帮助学生完成阅读理解、听力理解等学习任务。
2.引导学生积极主动地探究学习,从教材以外的多渠道去了解与本单元主题相关的文化背景信息、资料等,并能与同学进行相互交流,顺利开展包括口头汇报、海报展示等拓展活动,培养学生探究学习、自主学习、合作学习的能力。
六、教学策略
1.在教学中,教师应积极创设情景引入,配合媒体、表情、动作、进行视听说演示,激发学生兴趣,以听说带读写。
2.教师应采用有利于学生学习的教学方法,善于引导学生通过阅读或观察、比较对知识进行归纳总结。增加学习内容的复现和巩固练习、及时反馈学习情况等。
3.教师应该根据自己学生的具体情况对教材进行整合,精讲多练,调动学生的学习兴趣,使他们积极参与课堂各种学习活动。在阅读的过程中,教师指导学生培养阅读策略与技能及写作过程中的写作技巧训练。
七、媒体的选择与设计
1.充分利用和发挥基本的教学媒体,如课本、挂图、教师的身体语言、板书的作用。
2.适时、合理地使用计算机多媒体,增大课堂的容量,更好地辅助课堂教学。
八、各课时教学内容安排建议
第1课时ReadingA
一、教材分析
(一)教学内容
ReadingAFranceiscalling是一篇英文杂志上关于旅游的文章,大致介绍法国概况----首都,著名景点,风土人情,饮食文化等
(二)教学目标:
1.知识目标:了解有关旅游的文章,了解法国的概况,从中获取法国的地理地貌,风土人情等主要信息.
2.能力目标:
A.通过多种skimming和scanning的阅读活动和阅读技巧进行阅读,回答相应的问题,帮助学生理解课文。
B.指导学生运用一定的阅读理解学习策略,培养一些阅读微技能,如:扫读,获取文章大意;通过构词法或上下文猜测生词大意;推断等。
C.通过充分的语言输入和适当的相关材料的增补,在阅读后学生能进行相关内容的语言输出.
不能
D.拓展学生的文化背景知识,开阔视野。
(三)重点和难点
1.通过skimming和scanning的阅读活动和阅读技巧进行阅读,回答相应的问题,帮助学生理解课文。
2.在阅读的过程中注重阅读技巧,解题技巧,抓住文章重点,通过上下文猜词义等的渗透.
二、教学环节:
1.Leading-in
Cartoontalk.
A.Talkaboutthecartoon.
B.AsktheSs:Wheredidyoutravellastyear?Wherehaveyoubeenbefore?Listthenamesoftheplaces.Ifpossible,askmoreabouttheplacestheSshavebeento.
2.Pre-reading
(1)GettheSstotalkaboutFrance,showingthemapofFrance.
Meanwhile,presentsomenewwordsandphrases:coast,central,,beach,side,scenic…(通过图片串讲单词)
(2)Prediction:answerthequestionsinA1.
3.While-reading
(1)Fastreading:Ssreadthepassagefastandtrytofindout:
WhatdopeoplegrowincentralFrance?
WhatisFrancefamousfor?
(2)Readitagainandcompletethenotes.((TorF,A3)
1.Franceisasmallbutveryinterestingcountry.
2.Youcangoskiingonthemountains.
3.TherearemanyfarmsinthewestofFrance.
4.ThereisaamusementparkinPariscalledEuroDisney.
5.Kingsandqueensusedtoliveinthecastles.
6.Franceisonlyfamousforitsfood.
7.YoucannotbuyFrenchfoodsinGuangzhou.
Checktheanswersinclass.1.F2.T3.F4.T5.T6.F7.F
(3)Readingfordetails:
①Ssdiscussinpairsandfinishthetable.
②Checktheanswersinclass.
○3Andask:DoyouwanttovisitFrance?Why?Giveatleast3reasons.
4.Learning
Dealwithsomeusefulexpressionsinthepassage.GuidetheSstolearnandusethemintheirownspeakingandwriting.
一、翻译下列短语:
1.去滑雪________________________2.例如,比____________________________
3.过去常常做____________________4.因...而著___________________________
5.电影节________________________6.玩得开心,过得愉____________________
7.如今,而今____________________8.法国中部景色最美的地________________
二、用所给单词的正确形式填空:
1.Mygrandfatherusedto____________wine,butnowhedoesn’t.(smoke)
2.Howabout_____________toFrance?(travel)
3.Theyenjoyed___________atthepartylastnight.(they)
4.Lucyoftenhelpsme______________English.(study)
5.Whynot____________inbedwhenyouareill?(stay)
6.Oneofthe___________________placesinFranceisParis.(beautiful)
5.Post-reading
(1)Exercise--fillintheblanks,accordingtothepassage.(Toconsolidatethestudents’understandingonthepassage.)
(2)Talkbar:Whatimpressyoumostafterreadingthispassage?(GettheSstouseatleastonewordtotellhis/herimpression,andgivethereasons.)
6.CultureBar(Optional)
(1)如果课堂时间允许的话,可以补充多一些关于法国的文化背景知识给学生,如法国的葡萄酒、时装等。还可以播放今年初在广州中山纪念堂举行的“巴黎华羽”大型歌舞表演的片段,这既是发生在我们身边的新鲜话题,又契合本课主题,让学生对巴黎有一个较立体的感知。
7.Homework
(1)Groupwork…IfyoucangotovisitoneofthecitiesinFrance,wherewouldyouliketogo?Why?Andfindmoreinformationaboutthiscity.Writedowntheinformation.(最好图文并茂)
(2)完成练习册内相关练习。
第2课时ReadingBPartCofMorePractice
一、教学内容:阅读ReadingBSanFranciscowelcomesyou
二、教学目标:
1.指导学生阅读理解文章,获取信息。
2.引导学生了解更多的世界各地的人文、地理等文化背景知识,开阔视野。
3.指导学生运用一些阅读学习策略,培养阅读微技能,如:寻读,找出关键信息等。
三、教学环节设计:
1.Revision—Competition(betweenboysandgirls)
GettheSstosaysomethingaboutFrance.
2.Leading-in
(1)SsfinishthequizinB2first.
(2)Ask:DoyouknowanybigcityintheUSA?
GettheSstosayanythingaboutthis.
(3)Say:TodaywecometovisitSanFranciscofirst.
WhatisSanFranciscofamousfor?(结合P4的图片讨论)单词串讲。
3.ReadingB2
(1)GettheSstoreadthepassagesilentlyandfinishthe“T“or“F”exercises.
(2)ChecktheanswersinclassandasktheSstocorrecttheuntrueones.
(3)Learning:dealwithsomeusefulexpressionsordifficultsentences.
4.Discussion
(1)TelltheSs:Supposeyou’regoingtovisitoneofthecitiesoftheUSA.
Whichcitywouldyouliketovisit?Why?(Giveatleastthreereasons.)
(2)Ssdiscussingroupsoffour.
(3)GetsomeSstotelltheclasshis/heropinions.
5.Leading—in(Optional)
(1)Say:Americaisinteresting.ButIthinkItalyismoreinteresting.
(2)Ask:WhatisItalyfamousfor?(…Ss’answers)
WhyistheTowerofPisasofamous?
Becauseit’sleaning.(Teachthenewword“lean”.)
Say:Todaylet’sreadapassageabouttheTowerofPisainItaly.
6.Reading一一PartCofMorepractice(Optional)
(本文作为泛读文章,供弹性处理。)
(1)Ssreadthepassagequicklyandtrytofindoutinformationtocompletethenotes.(教师给予学生适当的答题策略提示)
(2)Checktheanswersinclass.
(3)Dealwithsomeusefulexpressionsordifficultsentences.
7.Homework
(1)FindmoreinformationabouttheAmericancityyouwanttovisit.Andwritedownmorereasonstosupportyourself.(最好图文并茂)
(2)完成练习册内相关练习。
(3)让学生查找关于古罗马斗兽场(意大利的另一标志性建筑)的介绍,以便在下节课内交流。(Optional)
第3课时ListeningAB
一、教学内容:两篇听力理解为主的材料。
二、教学目标:
1.通过听介绍艾菲尔铁塔与曼谷的文段,帮助学生理解并获取必要的具体信息,培养学生提取关键信息点的能力。
2.通过文化背景知识的输入,拓展学生的文化视野与知识面,并渗透跨文化交际策略。
三、教学环节设计:
1.Revision—TaIkbar
LettheSstotalkaboutthecitiesoftheUSAthattheywouldliketovisit.(Theywereaskedtofindmoreinformationaboutitthedaybefore.)
2.Leading—in
(1)Ask:What’sthesymboloftheUSA?
DoyouknowthesymbolofFrance?
DoyouknowhowtalltheEiffelToweris?Whenwasitbuilt?
Say:Ifyoudon’tknow,itdoesn’tmatter.Afterlisteningtothisrecording,you’lllearnmoreaboutit.
(2)Say:NowSallyisvisiting……Listentotherecordingandcompletethenotes.
(3)Studytips:Howtocompletethenoteswhilelistening?
3.ListeningA
(1)PlaytherecordingfortheSstolistenandcompletethenotes.
(2)PlaytherecordingagainfortheSstolistenandchecktheiranswers.
(3)Dealwithsomenewwordsandphrases.
4.CultureBar(Optional)
ShowthepictureoftheArchofTriumph(凯旋门).AndgettheSstoreadashortpassageaboutit.
5.Leading—in
(1)Ask:AftervisitingEuropeforafewdays,wouldyouliketoturntovisitAsia?ArethereanybeautifulcitiesinAsia?
GettheSstotalkaboutanyAsiancitytheyknow.
(2)ShowapictureofBangkok.Ask:Doyouknowthiscity?
Yes,it’sBangkok.It’sthecapitalofThailand.
WhatdoyouknowaboutBangkok?
(3)Yindiistalkingabouthishometown-Bangkoktohisclass.Let’slistentohistalkandanswerthequestions.
6.ListeningB
(1)GettheSstoreadthroughthequestions.abovefirst.
(2)PlaytherecordingfortheSstolistenandtickoutthetrueanswers.
(3)PlayitagainfortheSstolistenonceagain,withthebooksopen.
(4)Checktheanswersinclass.
(5)Dealwithsomeusefulexpressionsordifficultsentences.
7.Homework
(1)Groupwork.trytofindmoreaboutThailand,forexamplethefamousscenicareas,thetraditionalfestivals,etc.
(2)完成练习册内相关练习。
第4课时Language
一、教学内容:
Practice-based,启发学生,归纳语言知识,开展各层次、强化性和综合性练习,多种技能结合训练,以练为主。
二、教学目标:
1.帮助学生理解并正确运用专有名词。
2.引导学生发现并归纳出连词and,but,so的意义与用法,并能在模拟交际中正确运用这三个连词。
3.培养学生探究学习、合作学习、自主学习的能力。
三、教学环节设计:
1.Revision—TalkBar
Checktheassignmentthedaybefore.GetsomeSstotalkaboutThailand,suchasthetraditionalfestival,thefood,etc,
2.Grammarlearning---Propernouns
(1)LettheSsreadashortpassageabouttheWater-SprinklingFestival(泼水节)inThailand,andtrytofindouttheanswersto2—3questions.(HelptheSstounderstandthepassage.)
(2)GettheSstopayattentiontothewordswithcapitalletters.HelpthemtofindouttheusagesofPropernouns.
3.Practice
(1)Findoutthedifferences(Ex.a1)
(2)GettheSstogivemoreexamples.
(3)FinishEx.A2.
4.LearningB------Usingand,butandso
(1)GettheSstoreadthepassageabouttheWater-SprinklingFestivalagainandpayattentiontotheconjunctions:and,but,so.Helpthemfindouttheirusages.
(2)LettheSsmaketheirownsentenceswitheachofthethreeconjunctions.
(3)GetsomeSstoreporttheirsentencestotheclass.
(4)Practice:Ex.B…Fillintheblankswithand,butandso.
5.Competition(Optional)
Haveacompetitionbetweenboysandgirls.(要求一方说一个简单句,另一方立即对上下半句,且要用上连词and,but或so来连接,在规定时间内对得上,且句意通顺合理的得分。)
6.Homework
(1)故事大王比赛…GettheSstofindatleastfivepropernounsandmakeupashortstorywiththem,usingand,butandso.(收齐后张贴出来,让全班同学评比,评出前五名,准备进入决赛。)
(2)完成练习册内相关练习。
第5课时MorepracticeAB
一、教学内容:
本课可作弹性选择,PartA定位为泛听材料,PartB定位为泛读材料。
二、教学目标:
1.通过听力与阅读训练,增补与本单元主题相关的材料,帮助学生了解更多与该话题相关的信息,拓展学生的知识面与文化视野。
2.培养学生热爱、尊重世界各族人民与文化的情感态度。
三、教学环节设计:
1.Revision
Checkthehomeworkassignedthedaybefore.
2.Leading-in
(1)IntroducethebackgroundofthedialogueinPartA.
(2)GettheSstoreadthroughthequestionsabovefirst.
3.Listening
(1)Playthetapeforthefirsttime.Sslistenandtrytofindouttheanswerstothequestionsabove.
(2)PlaythetapeagainfortheSstochecktheiranswers.
(3)Checktheanswersinclass.Meanwhile,dealwithanyusefulexpressionsorimportantsentences.
eg:①Wedidntgethomeuntilmidnightlastnight.
②Howaboutmeetingforlunchsothatwecansitandtalk?
4.Reading
(1)GettheSstoguesswhatelseLieJievisitedinLondon.
(2)IntroducethebackgroundofthepassageinPartB.
(3)GettheSstoreadthroughthe“TorF”sentencesfirst.ThentheSsreadthepassagesilentlyanddecidethesentencestrueoffalse.
(4)Checktheanswersinclass.
(5)Dealwithsomeusefulexpressionsordifficultsentences.
5.Discussion
(1)Ask:IfyouwillgotovisitLondon,whatelsewouldyouliketovisit?Why?
GettheSsdiscussingroupsoffourfirst.
(2)SharetheSs’opinionsinclass.
6.Homework
1.Workingroupsoffour-一一FindmoreinformationaboutLondon.andmakeasmallposter.(最好图文并茂)
2.完成练习册内相关练习。
第6课时SpeakingProject
一、教学内容:
几个清、浊辅音音素和谈论"Wherewouldyouliketogo?Why?”以说为主。
(二、教学目标:
1.帮助学生准确读出以下三对辅音音标的发音及掌握其基本的字母组合发音规律:/f/-/v/,/?/-/3/,/θ/-/?/
2.在紧扣“Travel”这个主题的一系列讨论中,培养学生用英语交际的口语表达能力。
3.通过Project的讨论与制作,培养学生合作学-j、自主学习的能力,并拓展了学生的国际文化视野,培养学生热爱、尊重世界各族人民与文化的情感态度。
三、教学环节设计:
1.TalkBar
(1)“故事大王”决赛一由前五名小组代表现场讲故事,以现场演绎的语音、语调、感情色彩等评分,决出前三名并加以奖励。
(2)GetsomeSstotalkaboutLondon.
2.SpeakingA…Talktime
(1)GettheSstopronouncethefollowingphoneticsignscorrectly:/f/-/v/,/?/-/3/,/θ/-/?/
(2)PlaythetapeforSstolistentothewords.Sscirclethewordstheyhear.(Ex.A1)
(3)Ex.A2一Sslistentotheconversationandcirclealltheabovesounds.ThenSspracticetheconversationinpairs.
(4)Get2or3pairstoactout.
3.Speakup
(1)IntroduceTask1:
Ask:Yourfamilyisplanningtogotravelingforaholidaythisyear.Whatwouldyouliketodoonholidaywithyourparents?
(2)Brainstorming.Meanwhile,theteacherwritedowntheSs’ideasontheblackboard.
(3)IntroduceTask2:
(1)Say:Nowyourfamilyisplanningtogoabroadforaholidaythisyear.
Wherewouldyouliketogo?Thesenamesofcitiesmayhelpyou.GettheSstolookatthetableinPartAofProject.Ssworkingroupsoffourandwritedownthenamesofthecapitalcityandthelargestcityineachcountry.
(2)Checktheanswersinclass.
(3)LettheSsreadtheexampleinB2.Thismayhelpthemtofinishthetask.
(4)Ssdiscussingroupsoffour.Decide:Wherewouldyouliketogo?
Andwritedownatleastfourreasonsforthechoice.
(5)Getsomegroupstotelltheirdecisionsandreasonstothewholeclass.
4.Projectassignment
(1)Introducetheproject:Geteachgrouptofindmoreinformationaboutthecitytheywouldliketovisit.Thenwriteaparagraphaboutit.Findordrawinterestingpicturesforthecity.Makeapostertopresentthecity.
(2)GettheSstoreadthroughthequestionsinPartBofProject.Usethesequestionstohelpthem.
5.Homework
(1)Groupwork
Findmoreinformationaboutthecityandmakeaposter.
(2)GetSstobringapostcardtoschoolthenextday,iftheyhavegotany.
第7课时WritingProjectshow(综合实践课)
一、定位:
Writeapostcard.以写和说为主。
二、教学目标:
1.指导学生学会写旅游明信片。
2.通过project的汇报展示,培养学生综合运用语言知识的能力。
3.引导学生小结归纳本单元所学重点知识。
三、教学环节设计:
1.Showtime
(1)Getsomegroupstopresenttheirpostersandintroducethecitytothewholeclass.
(2)Otheradvice:We’dbetterputupthepostersofeachgroupforthewholeclasstoappreciate.Andletthewholeclasstochoosethetopthree.
2.Writing
(1)Say:Whenwegoonholiday,weoftensendpostcardstoourfriendsoffamilyathome.Haveyoueverwrittenorreceivedapostcard?
(2)LettheSsshowtheirownpostcards.
(3)LettheSsreadthepostcardinPartA1andanswerthequestions.
(4)CompletethepostcardfromPetertoMabelinPartB.
(5)GettheSstowritetheirownpostcards,withthehelpofthetipsinPartC.
3.Summary
HelptheSstosummarizewhattheyhavelearnedinthisunit.
4.Homework
Gooverthisunitandgetreadyfortheunittest.
Travel词汇集合
每个老师不可缺少的课件是教案课件,大家在认真写教案课件了。是时候对自己教案课件工作做个新的规划了,未来的工作就会做得更好!究竟有没有好的适合教案课件的范文?小编收集并整理了“Travel词汇集合”,供大家参考,希望能帮助到有需要的朋友。
Unit1Travelcoast海岸;海滨
side一边;一侧
beach海滩
central中央的;在中心的
crop庄稼;作物
scenic景色优美的
queen女王
castle城堡
wine葡萄酒;果酒
culture文化
concert音乐会
wonderful令人惊奇/赞叹的;
harbour港湾;海港
cablecar电缆车;索车
delicious美味的;可口的
restaurant餐厅
sunshine阳光
step台阶
amazing令人惊奇的
parachute降落伞
hometown家乡
crowded拥挤的
somewhere在某处
tuk-tuk小车(类似三轮车)
wheel轮子
fresh新鲜的
abroad在国外;到国外
relative亲戚
relax放松;休息
send邮寄;发送
postcard明信片
tennis网球
court球场
waterfall瀑布
camp营地
Module1Travel
Module1Travel
Unit2You’resittinginmyseat.
Languagegoals语言目标
1.Keyvocabulary重点词汇
nodteartowardscigarettethough
2.Keyphrases重点短语
setoffpush…awaylookoutofgetoff
3.Keysentences重点句子
Don’tforgetwhereyoucomefrom.
Writetousassoonasyougetthere.
I’mgettingoffbeforeyou.
Evenifit’sonly10minutes,youshouldmove.
Languageskill能力目标
Readandgraspthemainideaofthearticles.
Enablethestudentstotalkabouttheirtripstheyhavemade.
Writesomethingthathappenedduringatripyouhavemade.
Teachingmethods教学方法
Readingandwriting,pairwork,groupwork
Teachingimportant/difficultpoints教学重难点
Learntotalkaboutandwritesomethingthathappenedduringatripyouhavemade.
Teachingaids教具准备
Ataperecorder,acomputerandaprojector.
Teachingproceduresandways教学过程与方式
Step1Greeting
Step2Revision
EncouragestudentstoactoutthedialogueinUnit1.
T:First,I’llcheckyourhomework.WhichgroupcanactouttheconversationinUnit1?
Ss:…(actingouttheconversationingroupsofthree)
T:Welldone!Nowlet’scomparewhichgroupisthebest?
Ss:…group3…
T:Yeah,thewinnerisGroup3.Congratulations!
Ss:Hooray!
Step3Warmingupandleadingin
Showthefollowingpicturesandtalkabouttripsbytrainwithstudents.
T:Haveyouevertakenthetrain?
Ss:Ofcourse.
T:Lookatthepictures.Haveyouevermetsuchasituation?Howdoyoufeelabouttakingthetrain?Howabouttheenvironmentonthetrain?Aretheresomanypeople?
S1:Atusualtimes,Ifeelcomfortablebecausetherearenotsomanypeopleandtheenvironmentonthetrainisgood.Butsometimes...
S2:EspeciallyduringtheSpringFestival,somanypeoplegobackhomeforthetraditionalholiday,soit’sverycrowdedatthetrainstationandonthetrain.It’sverydirtyandnoisy,soIfeeluncomfortable.
T:Reallyit’saproblem.Whathappenedduringyourtrip?Canyouthinkofsomethingsandsharewithus?
S3:Imetastrangeman…
S4:Thereweremanyforeignersaroundme…
T:Goodstories.Now,lookatthephrasesandsentencesfromthepassage.Whatdoyouthinkthepassagewillbeabout?Whathappenedduringthetrip?
…
Step4Listeningandreading
Listening
T:Todaywearegoingtolearnastory.Doyouknowwhatitwillbeabout?Let’slistentothetapeandanswermyquestions.OK?
Q1.Whatdoesthestoryhappen?
Q2.WhereisLingoing?
Q3.DoesLinhavetherightticket?
Ss:…
Checktheanswerswiththewholeclass.
T:OK!Let’sreadthestoryquicklyandnumberthephrasesintheordertheyhappen.
Ss:…(readingthepassage)
T:Areyouready?Let’schecktheanswers.
Ss:…(showingtheanswers)
Sampleanswers:
1....hisfirstlongtripbytrain...
2....leavinghisvillageandhishome...
3.withtearsinhiseyes...
4....sittinginLin’sseat.
4.Thisyoungmanhastherightticket...
5.Slowlytheyoungmanstoodup.
Playtherecordingtochecktheanswers.
T:Listenforthesecondtimetofillinthefollowingblanks.
Showthefollowingonthescreen.
1.Linoftendreamedaboutthe_____,andaboutgoingtothe______.
2.Lin______,_______tospeak.
3.Linlookedattheother________forhelp.
4.Iam_________beforeyou.
5.It’s____hoursawayfromhere.
Sampleanswers:
1.train;capital2.nodded;unable3.passengers4.gettingoff5.seven
Reading
T:He/Sheisright.Nowreadthepassagequietlyandcarefullyagainandfindouttheanswersinactivity2.
Ss:…(readingagain)
T:Areyouready?Let’schecktheanswerstogether.
Ss:…(showingtheiranswers)
SampleanswerstoActivity2:
1.a2.b3.a4.c5.d6.d7.a
T:Youalldidverywell.Nowlistenandrepeatafterthetape.
Ss:…(listeningandrepeating)
Step5Pairwork
Workinpairstotalkabouttheanswerstothefollowingquestions.
Q1:HowdoesLinfeelaboutthistrip?Why?
Doyouthinkyouwilleverhavethesamefeelingsaboutatrip?
Q2:WasLinrighttoasktheyoungmantomove?
Q3:Whatdoyouthinkoftheyoungman’sbehaviour?
Q4:Whatdoyouusuallydoifyouseesomeonestandingonabusoratrain?
Q5:Canyouthinkofwaystomaketravelbybus,trainorplanebetter?
Makesomesuggestionsabout:theseason,thetimeofday,thenumberofseats,bookingtickets…
Thesampleanswers:
S1:HowdoesLinfeelabouthistrip?Why?Doyouthinkyouwilleverhavethesamefeelingsaboutatrip?
S2:Hefeelsunhappyandsad.Heisangrywiththepersonwhotakeshisseat.IfImeetsuchamaninmytrip,Iwillalsobeveryangry.
S1:WasLinrighttoasktheyoungmantomove?
S2:Ithinkhewasrighttodosobecausetheyoungman’sticketwasinanothercarandhewastallandstrongandbesideshewasimpolite.
S1:Whatdoyouthinkoftheyoungman’sbehavior?
S2:Badandimpolite.
S1:Whatdoyouusuallydoifyouseesomeonestandingonabusoratrain?
S2:Ifsomeonestandingonabusoratrainisold,illorpregnant,Iwillletthemtakemyseat.
S1:It’sniceofyou!
Step6Languagenotes
1.Nowitwasinfrontofhim,tosetoffsoon.
火车现在就在他前面,马上就要开了。
这里的setoff表示“出发,起程,动身”。例如:
Theywantedtosetoffearlyinordertogetthereontime.
他们想早点出发,以便准时能到达那里。
2.Linnodded,unabletospeak.林点点头,说不出话来。
unabletospeak是一个形容词短语,说明点头时的状态。
unable表示“不能的,不会的”。beunabletodo表示“不能做某事”。
例如:Manypassengerswereunabletoreachthelifeboats.
许多乘客无法够到救生艇。
3.I’vegotalongwaytogo.我要坐很长时间的火车。
havealongwaytogo通常表示“(为达到某个目标)仍有许多事要做”。
例如:LiLinhasstillgotalongwaytogobeforeshebecomesasuccessfulteacher.
要成为一名成功的教师,李林仍有许多路要走。
Step7Writing
Askthestudentstowriteaboutsomethingthathappenedduringatripyouhavemade.
1.Saywhenandwhereyouweregoing.
2.Sayhowyouweretravelling.
3.Saywhathappenedbeforeyouleft.
4.Saywhowastravellingwithyou.
5.Saywhathappened.
6.Sayhowthestoryfinished.
Sampledialogue:
A:Wherehaveyoubeen?
B:IhavebeentoJilin.
A:Whendidyougothere?
B:Iwenttherelastsummervocation.
A:Whathappenedbeforeyouleft?
B:Ilostmyticketandbag.
A:Whowastravelingwithyou?
B:Iwastravelingwithmyparents.
A:Whathappenedonthetrain?
B:Theguardtoldmetoleavethetrain.
A:Whathappenedintheend?
B:Myfathershowedtheguardtheirticketsandexplainedwhathappened.
Samplepassage:
LastsummerIwascomingbackfrommyholidaysinJilinandIwastravelingbytrainwithmyparents.ButunfortunatelyIlostmyticketandbagbeforeIleft.Whentheguardcheckedthetickets,hetoldmetoleavethetrain.Iwasverysorryaboutit.Thenmyfathershowedtheguardtheirticketsandexplainedwhathappened.Luckily,theguardgavemeachancetotakethetrain.Ithankedhimverymuchandpromisedtobecarefulinthefuture.
Homework
1.Learnthenewwordsbyheart.
2.Retellthestoryinyourownwords.
3.Finishofftheworkbookexercises11-13.