初一英语下册Howwasyourweekend导学案
Languagegoal
Inthisunit,studentslearntotalkaboutrecentpastevents.
Newlanguage
Whatdidyoudoovertheweekend?Icleanedmyroom.
Whatdidshedoovertheweekend?Shedidherhomework.
Whatdidhedoovertheweekend?Hewenttothemovies.
Whatdidtheydoovertheweekend?Theyplayedtennis.
SectionA
Additionalmaterialstobringtoclass:
wallcalendar
newspaperandmagazinepicturesforFollow-upactivity1
blankcardsandmarkersforFollow-upactivity2
PointtothepreviousSaturdayandSundayonawallcalendarandsay,SaturdayandSundayaretheweekend.Thisislastweekend.Thentellsomethingsyoudidlastweekendsuchas,/cleanedmyhouseovertheweekend.Usequicksketches(intheboardalongwithgesturestodemonstratethemeaningofeachactivity,
Askstudents,Whatdidyoudoovertheweekend9Acceptone-wordanswersandrephrasetheseanswersincompletesentences.Forexample,ifyouask,Whatdidyoudoovertheweekend?andastudentsays.Thebeach,rephraseitbysaying,Oh,youwenttothebeachovertheweekend.
Askseveraldifferentstudentsandhelpthesestudentssaycompleteanswers.
1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthepicture.Askstudentstotellwhattheysee.Nameeachactivityandaskstudentstorepeat:wenttothemovies,playedsoccer,wenttothebeach,didhomework,playedtennisandcleanedmyroom.
Pointoutthenumberedlistofactivities.Sayeachoneagainandaskstudentstorepeat.
Thenaskstudentstomatcheachactivitywithoneofthepictures.Say,Writetheletterofeachactivitynexttothewords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtotheactivitiesinthepictureinactivityla.Askstudentstotellwhatthepersondidineachpicture.Forexample,Sheplayedtennis,orLucyplayedtennis.Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimesay.ListentotherecordingandwritethedaysandtimesLucydideachthingunderthepictures.PointoutthesampleanswerunderthepictureofLucyplayingtennis;onSaturdaymorning.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.
Say,Nowworkwithapartner.StudentA,pretendtobeLucy.StudentB,askquestionsaboutwhatLucydidondifferentdaysandtimesovertheweekend.Talkabouttheactivitiesinthepicture.
Studentsworkinpairs.Astheytalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded,
2aThisactivitygivesstudentspracticeinunderstandingthekeyvocabularyinspokenconversation.
Pointtothefivesentencesandaskastudenttoreadthesesentencestotheclass.
Say,Youwillheartrecordingofaconversation.Thepeoplewilltalkaboutsomeoftheactivitiesandpeople,buttheywillnottalkaboutothers.Pleaseunderlinethewordsyouhearontherecording.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,askstudentstounderlineeachwordthatissaidonthetape.Pointoutthesampleanswer,grandmother.
Correcttheanswers.
2bThisactivityprovideslisteningpracticeusingthetargetlanguage.
CallattentiontothepicturesofCarol,Ben,andEmmaandaskstudentstoidentifyeachpersonbyname.
Say,NowIwillplaytherecordingagain.Listentothestudentstalkingaboutwhattheyaidovertheweekend.WriteCforCarol,BforBenorEforEmmanexttoeachstatementinactivity2a.Thefirstonehasbeendoneforyou.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointoutthesampleanswer,S,instatement1.Say,Soniavisitedhergrandmother.
Playtherecordingagain.Askstudentstowritealetterinfrontofeachstatementtoshowwhateachpersondid.
Checktheanswers.
2cThisactivityprovidesguidedoralandwritingpracticeusingthetargetlanguage.
Callattentiontothedialogueandthelistofactivitiesinthebox.Explainthatstudentshavetocompletethedialogueusingtheactivitieswordsinthebox.
Studentsdotheactivityinpairs.Whentheyhavefilledintheblanks,theypracticetheconversation.Haveseveralpairsperformtheirconversationsfortherestoftheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointtothethreescenesinthepicture.Askstudentstodescribewhatthepersonineachscenedid.(Picture1shows:Shewenttothebeach.Picture2shows:HedidhishomeworkandwatchedTVPicture3shows:Shecleanedherroomandstudiedforthemathtest.)
Afterthat,readthethreedialogueswithastudent.Thesecondpartofeachdialogueisincomplete.
Say,Therestofthesentencesarelistedabovethepicture.Readthemtotheclassorhaveastudentreadthem.Say,Writethecorrectnumberontheblanklinesinthespeechbubblestocompletetheconversations.
Correcttheanswers.
3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinspeechbubbles.Askapairofstudentstoreadthedialoguetotheclass.
Say,Nowpracticeaskingandansweringquestionslikethisaboutwhatthepeopleinthepicturesdidovertheweekend.Practiceinpairs.Usethedialogueasanexample.
Helpstudentsfindpartners.Thensay,Firstreadthedialoguetogether.Bothstudentsreadbothparts.Thenmakeyourowndialogueslikethatone.Tellwhatthepeopleinactivity3adidovertheweekend.
Hereisasampledialogue:
A:HowwasSarahsweekend?
B:Itwasntverygood.Shecleanedherroomandstudiedforthemathtest.
Askpairsofstudentstopresenttheirdialoguestotheclass.
4Thisactivityprovidesoralpracticeusingdietargetlanguage.
Playamodelroundofthegame.Drawsimplepicturesoftwothingsyoudidovertheweekend.Forexample,apictureofaTV,andapictureofatennisracket.PointtothepictureoftheTyandaskastudenttomakeasentenceaboutwhatyoudid(youwatchedTV).Dothesamewiththepictureofthetennisracketandanotherstudent(youplayedtennis).Writethetwosentencesontheboardandunderlinethe-edinwatchedandplayedandremindstudentstousethepasttense.
Nowaskstudentstopriicticetheactivityingroupsoffour.Eachstudentsdrawstwodiingssheorhemighthavedoneovertheweekendonapieceofpaper.Thestudentsthentaketurnstomakesentencesabouteachotherspicturesinpasttense.Walkaroundtheclassofferingassistancewherenecessary.
Askastudenttodrawtwopicturesabouthisorherlastweekendonthebonrd.Classmembersguessthecorrectpasttensesentences.Thenwritewh-wordsontheboard(who,what,where,when,why,how)andencouragestudentstoaskfollow-upquestions,forexample.Whodidyouplaytenniswith9
SectionB
Newlanguage
Iplayedtheguitar
Istudiedgeography.
Iwenttothelibrary.
1aThisactivityintroducesmorekeyvocabulary.
Callattentiontothepictures.Askstudentstopointtoandusethepasttensetodescribeasmanyoftheactivitiesaspossible.Pointtoanddescribeanyactivitiestheycantdescribe.Forexample,Iplayedtheguitar.
Thenpointtothenumberedactivitiesdescribedinthelist.Nametheactivitiesandaskstudentstorepeateachone,
Afterthat,askstudentstomatcheachnumberedphrasewithapicturebywritingtheletterofeachpictureintheblankinfrontofthecorrectphrase.Asstudentswork,movearoundtheroomansweringquestionsasneeded.
Checktheanswers
1bThisactivityprovidesreadingpracticeusingthetargetlanguage.
Drawpicturesofthehappyfaceandunhappyfaceontheboard.WritethewordVMMunderthehappyfaceandthewordsnotfunundertheunhappyface.
Askstudentstonamesomeactivitiestheythinkarefunandsomethatarenotfun.Forexample,astudentmightsaydoinghomeworkorcleaningmyroomarenotfun.
Pointoutthehappyfaceunderthepicturesinla.Say,Heplayedtheguitar.Itwasfun.Thehappyfaceshowsitwasfun.Say,Aoicdrawahappyfaceoranunhappyfaceforlettersa,c,anda,
Correcttheanswers.
2aThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
CallattentiontothenamesJimandSallyandthewrite-onlinesundereachname.
Say,NowyouaregoingtohearaconversationbetweenJimandSally.Theyaretalkingaboutwhattheydidovertheweekend.Listentotheconversationandwritewhateachpersondid.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointoutthesampleanswer,cleanedherroom.
Playtherecordingagain.AskstudentstoHUinthephrasestellingwhateachpersondid.Remindstudentsthattheycanlookbackatearlieractivitiesinthisunittogetspellinghelp,iftheywish.
2bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinspeechbubbles.Askapairofstudentstoreadthedialoguetotheclass.
Say,NowpracticetalkingaboutwhatJimandSallydidovertheweekend.Practiceinpairs-Usethedialogueasanexample.
Helpstudentsfindpartners.Thensay.Firstreadthedialoguetogether.Readbothparts.Thenmakeyourowndialogueslikethatone.TellwhatSallyandJimdidovertheweekend.
Asstudentspractice,movearoundtheroommonitoringprogress.
Askpairsofstudentstopresenttheirdialoguestotheclass.
2cThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.
Pointouttheexampleinspeechbubbles.Asktwostudentstoreadthedialoguetotheclass.
Withastudent,sayaconversationaboutwhatyoudidovertheweekend.Youmaywishtowritetwoorthreeactivitiesontheboardforstudentstouseintheirconversations.
Helpstudentsfindpartners.Astheypracticetheirconversations,movearoundtheroommonitoringprogressandgivinglanguagesupportasneeded.
Asksomepairstopresenttheirreal-lifeconversationstotheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Readthearticletotheclassorhaveastudentdoit.
Somestudentsmaynotrecognizethewordsshopping,mixture,andrelatives.Answeranyquestion.studentsmayhaveabouttheseorothervocabularyitems.Writeeachnewwordontheboardanddiscussitsmeaning.
Readtheinstructions.Pointoutthecirclearoundthewordcircleandtheunderliningunderthewordunderline.Expandontheinstructionssaying,Circlethethingsthatyoulike.thethingsthatarcfun.Underlinethethingsthatyoudontlike,thethingsthatarenotfun.
Reviewtheanswers.Studentsmayhavedifferentanswersforsomeitems-Forexample,wenttothelibrarymaybefanforsomestudentsandnotfunforothers.
3bTlusactivityprovidesguidedwritingpracticeusingthetargetlanguage.
Pointoutthenumberedblanksintheparagraph.Say,Writeasuitablephraseineachblank.Remembertoputtheverbinthepasttense.Pointoutthatstudentscanlookatthepicturesbelowthepassageforideas.
Callattentiontothesampleanswer.Askastudenttoreadthesentencetotheclass,
Askstudentstocompletetheactivityindividually.
Checktheanswers.
3cThisactivityprovideswritingpracticeusingthetargetlanguage.
Beforetheystartwriting,suggestthatstudentslistthethingstheydid.Askstudentstonameseveralihi;;astheydidovertheweekend.Writethelistontheboardusingpasttenseverbs.
Askastudenttofollowthesenotesandsaywhatheorshedidovertheweekend.Whenthestudentisfinishedsay.Nowwritethewordsyoujustsaid.
Asstudentswork,movearoundtheroommonitoringprogressandansweringanyquestionsstudentsmayhave.
Askthestudentswhofinishfirsttowritetheirsentencesontheboard.Checkthesentencesandmakenecessarycorrections-Otherstudentsmayusethesesentencesastheycompletetheirownwork,
4Thisactivityprovideswritingandoralpracticeusingthetargetlanguage.
Asktheclasstogiveyouthenamesofsomefamouspeople.Theycanbe.sportsstars,musicians,artists,politicians,etc.).Writethemontheboard-Thenchooseoneofthepeopleontheboardanda.skthestudentstoimaginewhatthatpersondidoverthelastweekend.Elicitthreepasttensesentencesfromtheclassandwritethemontheboard.
Askstudentstolookattheinstruction.Explainthatstudentsmustchooseafamouspersonandwritethreethingsthatfamouspersondidovertheweekend.Askstudentstolookattheexampleandguesswhothepersonis(itshouldbeafamouspopstar,onethathasaninterestinghaircolor.).
Dividestudentsintopairstodotheactivity.Asstudentswork,movearoundtheroommonitoringprogressandmakingnotesofcommonlanguageproblems.Havesomestudentstelltheclasswhotheirpartnersareandwhattheirfamouspartnersdidovertheweekend.
每个老师不可缺少的课件是教案课件,规划教案课件的时刻悄悄来临了。将教案课件的工作计划制定好,新的工作才会如鱼得水!你们会写一段适合教案课件的范文吗?考虑到您的需要,小编特地编辑了“初一英语下册Don't eat in class 导学案”,仅供参考,欢迎大家阅读。
初一英语下册Don'teatinclass导学案
Languagegoal
Inthisunitstudentslearntotalkaboutrules.
Newlanguage
Canweeatinschool?
Wecaneatinthecafeteria,butwecanteatintheclassrooms.
Canstudentswearhatsinschool?
Yes,theycan./No,theycant.
SectionA
Additionalmaterialstobringtoclass:
acandybar,asmallradio
Placeacandybarandasmallradioonatableandaskandanswerquestionsabouteachone.Asyougiveyesanswers,nodyourheadyes.Asyougivenoanswers,shakeyourheadno.Say,holdingupacandybar,Canweeatinclass?No,wecant.Canweeatinthecafeteria?Yes,wecan.Repeat.Yes,wecan.Say,holdinguparadio,Canwelistentomusicinclass?No,wecant.Repeat.Canwelistentomusicatafriendshouse?Yes,wecan.Repeat.Yes,wecan.
Ifyouwish,youcanbringinotheritemsandpracticemorequestionsandanswers.Forexample,youcanholdupitemsandask:Canweuseacalculatorinmathclass?CanweuseadictionaryinEnglishclass?Canwewearshoesingymclass?
laThisactivityintroducesthekeyvocabulary.
Focusattentiononthefiveruleswrittenunder"SchoolRules".Readthelisttotheclass.Thenreadthelistagain,usingsimpleexplanationsoractingoutsomerulestomakeclearthemeaningofeachone.Forexample,pointtoyourwatch:Classstartsat9:00.Dontarrivelateforclass.9:05islate.9:10islate.Ifyoucometoclassat9:10,youarebreakingtherules.9:00isnotlate.Dont
arrivelateforclass.Repeat.Dontarrivelateforclass.
Pointoutthestudentsinthepictureandtheboxesnexttothem.Say,Eachofthesestudentsisbreakingoneoftheserules.Writethenumberoftheruleeachstudentisbreakingintheboxnexttohimorher.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothefiverulesinactivityla.Askadifferenttudenttoreadeachruletotheclass.
Pointtothepicture.Askdifferentstudentstosaytheulesthatthestudentsarebreakinginthepicture.
Say,Thisconversationtellsaboutthreestudents.Thestudentsarebreakingrules.Pointoutthedirectionlineandthespaceaftereachname.Say,Writethenumberoftherulenexttothenameofthestudentwhoisbreakingthatrule.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Astheylistentotherecordingthistime,studentsfillinthenumberoftheruleaftereachname.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointouttheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.
Say,Nowworkwithapartner.StudentAisfromanothercountry.Heorshedoesntknowtherulesofthisschool.StudentBtellshimorhertherulesfromactivityla.
Asthepairstalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.
Askseveralpairstopresentoneormoreoftheirconversationstotheclass.
Say,Nowletstalkabouttherulesofourschool.StudentBisfromanothercountry.StudentAtellshimorherabouttherulesofourschool.
Again,movearoundtheroommonitoringprogressandofferinghelpasneeded.
2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothepictureinactivity2a.Askstudentstotellwhattheyaredoing.(Theyretalking.)
Say,Listentotheirconversation.Theyretalkingaboutschoolrules.
Playtherecordingthefirsttime.Studentsonlylisten.
Say,Nowlistenagain.Thistime,putacheckmarknexttotheactivitiestheyretalkingabout.Pointoutthesampleanswer.
Playtherecordingasecondtime.Studentsputcheckmarksnexttotheactivitiestheyhear.
Correcttheanswers.
2bThisactivityprovidesfurtherlisteningpracticeusingthetargetlanguage
Pointoutthelistofcanandcantinthechartinactivity2a.
Say,Nowlistentotherecordingagain.Thistime,circlecanorcanttoshowwhichthingsAlexandChristinacanandcantdoattheirschool.Pointoutthesampleanswerfornumber1.
Playtherecordingandhavestudentscircletheanswers.
Correcttheanswers.
2cThisactivityprovidesguidedoralpracticeusingthe
targetlanguage.
Pointoutthesampleconversationandhaveapairostudentsreadittotheclass.
Say,Nowworkwithapartner.StudentAisAlexamstudentBisChristina.AlextellsChristinaabouttherulesatyourschoolChangerolessothatbothofyoupracticebothparts.
Asstudentsworkinpairs,movearoundtheroommonitoringprogressandofferingassistance,ifneeded.
Asksomepairstopresenttheirconversationstothaclass.
3aThisactivityintroducesmorekeyvocabulary.
Callattentiontothethreepictures.Readthesentencesinthespeechbubbles,sayingblankeachtimeyoucometoablankline.
Thenpointtothethreewords.Saythewordsandaskstudentstorepeateachone.
Afterthat,askstudentstofillintheblankineachpicturewithoneofthewordsfromthebox.Asstudentswork,movearoundtheroomansweringquestionsasneeded.
Checktheanswers.
3bThisactivityprovidesoralpracticeusingthetarget
language.
Pointouttheconversationinthespeechbubblesandasktwostudentstoreadittotheclass.Askstudentstoexplainwhathavetomeans.(Itmeanssomethingisnecessary.Itmustbedone.Youhavenochoiceaboutit.)
Askseveralpairsofstudentstoreadtheconversationtotheclass.
Say,Nowpleasechangesomeofthewordsandmakeyourownconversations.Askandanswerquestionsabouttherulesofthisschool.Givetrueanswers.
Askpairsofstudentstomakeuptheirownconversations.Movearoundtheroomofferinglanguagesupportasneeded.
Asksomepairstopresenttheirconversationstotheclass.
4Thisgameprovidesoralpracticeusingthetargetlanguage.
Say,Youwillwritedownsixrules.Whatrulescanyouthinkof?Remembertousecanandhaveto.Writesomeresponsesontheboard.
Thensay.Workonyourown.Writealistofsixrules.Youcanusetheonesontheboardorotheroneswehavetalkedabout.
Whenstudentshavefinishedwritingtheirlists,havethemputtheirpapersinabag.Withoutlooking,theytakeanotherpaperfromthebag.
Say,Nowgoaroundtheroom.Askifpeoplecandothethingsonyourlist.Findthepersonwhohasthelistofrulesthatyouwrote.Allowtenminutesforstudentstofindwhohavetheirlists.
Asksomestudentstoreadtheirliststotheclass.Answeranyquestionsotherstudentshaveaboutthelists.Youmaywishtowritesomenewitemsontheboardsostudentscanlearnnewwords.
Alternatively,ifyouwouldprefernottohaveyourstudentsmorearoundtheroom,youcanaskthemtodothisactivityingroupsoffour.
SectionB
Newlanguage
moreactionwords:arrive,bangout,goout,clean,behome
1Thisactivityintroducesmorekeyvocabulary.
Focusattentiononthefourpictures.Askstudentstoellwhattheyseeineachpicture,usingwhateverwordsheycan.Ifnecessary,supplythewordsorsentencesandsktheclasstorepeat.Sayasentenceortwoabouteachicture.Whatshedoing?Hesdoinghomework.Repeat.Hesdoinghomework.Theclassrepeats.
Pointoutthelistofrules.Sayeachruleandaskstudentstorepeat..
Thenaskstudentstomatcheachrulewithoneofthepictures.Say,Writetheletterofeachpictureontheblanklineinfrontofoneoftherules.Pointoutthesampleanswer.
Checktheanswers.
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Say,Thistime,pleaseputacheckmarkunderEmilyorDaveaftereachrulethatDavehasathishouseandeachrulethatEmilyhasatherhouse.Pointout,thesampleanswer.
Playthetapeagainandhavestudentsmakecheck-Jmarks.Youmaywishtoplaythetapemorethanonceatthispoint.
Correcttheanswers.
2aThisactivityprovideslisteningandreadingpracticeusingthetargetlanguage.
Say,NowlistentoaconversationbetweenDaveandEmily.Listencarefullytotheirquestionsandanswers.
Playthetape.Studentsonlylisten.
Say,NownumbertherulesintheorderDaveandEmilytalkaboutthem.ThefirstruleEmilytalksaboutisDontgooutonschoolnights.Thenumber1isintheblankinfrontofthatruletoshowthatitisthefirstrulethatDaveandEmilytalkabout
Playthetapeagain.Thistimestudentswriteinthenumbers1-4asDaveandEmilytalkabouteachrule.
Checktheanswers.
2cThisactivityprovidesguidedlisteningandspeakingpracticeusingthetargetlanguage.
Say,Nowtalkabouttherulesinyourhouse.What,canandcantyoudo?Whatdoyouhavetodo?Wordwithapartner.
Asstudentstalk,movearoundtheroom,monitoringconversationsandofferinglanguagesupportasneeded.
Havesomepairsofstudentspresenttheirconversationstotheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Callattentiontotheletterandpointouttheopening,DearDrKnow.Explainthatthisisalettertoanewspaperwriter.ZhaoPeiiswritingtogetsomeadvice.
Readthelettertotheclassoraskastudenttodothis.Answeranyquestionsstudentsmayhave.
Askstudentstoworkalone.Havestudentsreadtheletterandwritethenumbers1through8infrontofthesenFfencesthattalkaboutrules.
ThenaskstudentstowritetherulesontheblankHnesnexttotheletter.
Correcttheanswers.
3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.
Callstudentsattentiontothepictures.Askdifferent.studentstoexplainwhatthepicturesmean.
Pointoutthesampleanswer.Say,Nowyouhavetowriterulestomatchtherestofthepictures.
Studentsdotheactivityindividually.Astheywork,movearoundtheclassroommonitoringprogressandofferhelpasnecessary.
Checktheanswers.
3cThisactivityprovidespersonalizedwritingpracticeusingthetargetlanguage.
Say,NowwritealettertoDrKnow.TellDrKnowabouttherulesinyourhouse.Remindstudentsthattheytalkedabouttheserulesinactivity2c.
Askseveralstudentstoreadtheirletterstotheclass.
4Thisactivityprovideslistening,speaking,readingandwritingpracticeusingthetargetlanguage.
Askstudentstomakealistoftherulesintheirhouses.HavethestudentsuseZhaoPelslistofrulesasamodel.
Havesomestudentsreadtheirliststotheclass.Makelanguagecorrectionsasneeded.
Pointoutthesamplequestionandanswerinthespeechbubbles.Asktwostudentstoreadittotheclass.
Askstudentstomovearoundtheroomandaskeachotherquestions.Theirjobistofindotherstudentswhohavethesamerules.
WhenstudentAfindsanotherstudentwiththesamerule,studentAwritestheotherstudentsnamenexttothatruleonhisorherlist.
Youmaywishtodoaquickchecktoseewhichrulesaremostcommon.
Alternative:Ifyouwouldprefernottohaveyourstudentsmovearoundtheroom,youcanaskthemtodothisactivityingroupsoffour.Theysurveytheothermembersoftheirgrouptofindwhohasthesamerulesastheydo.
初一英语下册Idlikesomenoodles导学案
Unit8I’dlikesomenoodles
(period11atogrammarfocus)
一、Theanalysisofthetextbook.
Differentpeoplehavedifferenttastsandhabitsofthefood.Unit8focusesonthechinesefoodanditspecialities.Themainlangugetargetsare“Whatkindofnoodleswouldyouheshelike?I’dHe’dShe’dlike……noodles.Whatsizebowlofnoodleswouldyouheshelike?”I’dHe’dShe’dlikeasmallmediumlargebowlofnoodles.Itisaninterestingtopicrelatedtothestudents’dailylives.Soitiseasytoarousetheinterestsofthestudents.
二.Theanalysisofthestudents.
Thestudentsshowalotenthusiamsandpassionstothelesson.Becausethetopicisusefulandnecessaryintheirdailylives.Theyshowgreatcuriosityandinquiry.Mostnamesofthefoodarefamiliartothem.Howeversomestudentsarenotfamiliarwithsomenewwordsofthefoodsuchasbeef,mutton,cabbageandsoon.Besidesthewordsofbowl,large,specialarehardforthemtopronouce.Somestudentshaveneverseenoreatenthefoodinthelesson.SoIwillhelpthemtoovercometheseobstacles.IwillhelpthemenjoythefunofEnglish.
三.Theanalysisoftheteachingmethods.
1.Thestudentsarealwaysthemastersoftheclass.Theteachersareonlytheguidesandorganizersoftheclassactivities.InEnglishteaching,weshouldmakethelessonsclosetotheirdailylives,andcomplishtheteachinggoalsintheactivites.Weshouldmakethestudentsmasterthewaystostudyintheactivities.Sotheteachersandstudentscanshowtheirinitiativesandcreativitiesattheirbest.
2.Iadoptthetask-basedteachingmethod.Imixthemainwordsandmainlanguagetargetsintothepraticalactivities.Thestudentscomplishthegoalsthroughtheexperanceoftheclassactivities.
3.GroupworkisthemainteachingmethodintheEnglishclass.Theteachershouldgivethestudentsmorefreedomtoshowandexpressthemselves.Weshouldprovideastageforthestudentstomixtheknowledge,exchangetheinformationandsharetheresources.Theteachershadbettergivethemmorepraiseandaffirmation.Sotherelationsbetweentheteachersandstudentsarenaturalanddemocratic.
四.Theteachinggoals.
1.Knowlegeobject:
words:would,I’d,noodle,beef,mutton,cabbage,potato,special,juice,drink,bowl,he’d,hewould,size
languagegoals:
Whatkindofnoodleswouldyouheshelike?I’dHe’dShe’dlike……noodles.Whatsizebowlofnoodleswouldyouheshelike?
2.Abilityobject:
Thestudentsareabletomakethenewconversationsusingthetargetlanguages.Theyfostertheabilitytospeak,listen,read,andstudybythemselves.
3.Emotionobject:
LetthestudentsenjoytheEnglishandlearnbyusing,learnbydoing.
4.learningstrategyobject:
Selfstudyandcooperationingroups.
五.Teachingimportantanddifficultpoints.
Importantpoints:
1Thewordsofthefood.
2Thetargetlanguage.
Difficultpoints:
Teachthestudentstoputtheknowledgeintouse.
六.Teachingaids:
Thepicturesofthefood;aradio;acomputer;apaper;
七.Teachingprocedure:
Before---task:
(Let’sbeginthelessonwiththeEnglishsong“Amouselikesrice”)
1Warmup:
Playagameusingthetargetlanguage“Canyou?Yes,Ican.No,Ican’t.”
T:Myboysandgirls,doyoulikegames?(Thestudentsmayanswer“Yes,Ido”)
T:Good!nowpleasetakeoutapaper(Nomatterhowlargethepaperis.Anypaperisok!)andfolditlikeme!Firstfolditintoasquareandcuttheunnecessarypart.Ifyoucanfolditeasily,youcansayloudly“Yes,Ican”Ifyoucan’tgoontofoldit,youcansayloudly“No,Ican’t”
T:Areyouready?
S:Yes!
T:Ok!Let’sgo!Firstfoldit“canyou?”
S:Yes,Ican!
T:Goon!“canyou?”
S:Yes,Ican!
T:Goon!“canyou?”
S:Yes,Ican!
T:Goon!“canyou?”
S:Yes,Ican!
T:Goon!“canyou?”
S:Yes,Ican!
T:Goon!“canyou?”
S:Yes,Ican!
T:Goon!“canyou?”
S:Yes,Ican!
T:Goonagain!“canyou?”
S:No,Ican’t!
T:Goonagain!“canyou?”
S:No,Ican’t!
T:Ok!Nowunfoldthepaperandcounthowmanytimeshaveyoufolded?
S:Seven!
T:Yes!itisimpossibleforustofoldmorethanthat,nomatterhowlargethepaperis!Ifyoudon’tbelieveit,youcantryafterclass!Yeah!Averyinterstinggame!
(Untilnowthestudentsarewarm.Theyhavepreparedthemselvesforthecominglessons.)
(1)
(2)
(3)
(4)
…………..
(8)
2.Checktheprevisionofthenewwords.
Theteacherpreparesthecardsofthefoodaheadoftime.
TheteacherpresentsthepicturestothestudentsandthestudentssayEnglishtogether.Theteachershowsthepicturestwice.ThentheteachershowsthepicturestotheindividualstudentsandtheyareexpectedtosayEnglishaccordingtothegivenpictures.Iftheycansaythemcorrectly,theteacherwillsendthemthepictures!(Thestudentsareeagertogetthem,theyneedtheteacher’sencouragement,sotheywillanswerthemactively!)
3.Presentation.
(1)Presentthewordsofthefoodandthepicturesofthefoodonthescreen.(thestudenthavebeenfamiliarwiththem)
T:Doyouknowthesefood?
S:Yes!
T:Perfect!NowIwillaskagirlandaboytoleadtheotherstudentstoreadthem.
ThenIwillpresentthenamesofthedrinksinthesameway.
Untilnowallofthenewwordsofthefoodhavebeenpresentedtothestudents.
T:Lookatthesewordsplease!Mystudents,canyoufindthedifferncesbetweenthesewords?(Theteachersayssowhilesheispointingtothe“s”addedtothewords.Volunteers!
S:Astudentmaystandupandgivehisanswers!
Presentacollectionofpicturesoffoodandaskthestudentstocategory.
T:Lookatthesepictures!Whichareuncountablewordsandwhicharecountablewords?Volunteers!!!!????
S:Astudentmaystanduptoshowhim.
(2)Leadintotheclassusing“Whatkindofvegetableswouldlike?---I’dlike…….
Presentthepicturesofthevegetableslike:carrots,cabbages,broccoli,potatoes,tomatoes,andsoon!
T:“Whatkindofvegetableswouldyoulike?”
S:I’dliketomatoes.(Theysayittogether)
T:Whataboutyou?(pointtoastudent)
S:I’dlike……
………….
Theteacherleadsthestudentstoreadthetargetlanguagesandmakesthestudentstopracticetheconversationsinpairs.
Theteacherasksseveralpairstoshowthem.
Thentheteacherpresentsthepicturesofthemeatlike:beef,mutton,chicken,fish……
Theteacherasksthestudentsusingthetargetlanguages“Whatkindofmeatwouldyoulike?I’dlike…….”
Theteachercallsseveralstudentstoanswerandthenletthempracticeinpairs.
Later,theteachernamesseveralpairstoshowthem.
Theteacherpresentsthepicturesofthenoodles.
Theteacherleadsthestudentstoexpressthekindsofnoodlesaccordingtothepicturesonthescreen.
Thentheteacherasksthestudentstousethetargetlanguages“Whatkindofnoodleswouldyoulike?I’dlike…….noodles.”
Theteachergivesthemminutestopracticeandthenasksthemtopresenttheirconversations.Cheerforthematthedulytime.
3.While---task.
(1)T:PleaseturntoP47andmatchthewordswiththepicturesandletthemcheckwiththeirpartners.
Thentheteacherpresentstheanswersonthescreen.
(2)Let’smoveontoactivity1bonPage47.Thestudentswilllistentotheradiotwiceandthenchecktheanswers.
(3)Presentdifferentsizesbowlsofnoodles.(small,medium,large)
T:Boysandgirls,doyouwanttoeatnoodles?
S:Yes!
T:Whatsizebowlofnoodleswouldyoulike?
S:I’dlikesmallmediumlargebowlofnoodles.
Teacherasksthestudentstoanswerthequestionsandthenletthempracticeinpairs.Threeminuteslater,theteacherasksthepairstoshowtheirconversations.
(4)Guessinggame!
Theteachershowsthepictureofastrongboyonthescreen.Letthestudentsguesswhatsizebowlofnoodleswouldhelike?He’dlikea________bowlofnoodles.
Thentheteacherasksseveralpairstopresenttheirguesses.
Thentheteachershowstheanswer“small”
Letthestudentswhoguessesrightputuptheirhandsandcheerforthem.
(5)Letthestudentsturntop48.Listentothetapeanddo2a.
Thenonestudentgiveshisanswerandtheteachershowstherightanswersonthescreen.
Letusgoonactivity2b.Thestudentswilllistentothetapetwiceandfilltheblanks.
Thentheseatedstudentschecktheanswerswiththeirpartnersandtheteacherpresentsthecorrectanswersonthescreen.
4.Post---task.
(1)Roleplay.
T:Myboysandgirls,doyouwanttohavenoodles?
S:Yes!
T:Good!Letusgotothenoodlehousetohavenoodles!
Oneisawaiter,theotherisacustomer.
Justactitout!
Threeminuteslater,theteachercallsthreepairstoactit!
(2)Makeasurvey!
Makeasurveyinthegroupsusingthelanguagegoals:
Theymaydoitlikethis:
A:HelloPeter!Whatkindofnoodleswouldyoulike?
B:I’dlikebeefandcabbagenoodles.
A:Whatsizebowlofnoodleswouldyoulike?
B:I’dlikemediumbowlofnoodles.
A:HelloSally!.............................
C:..................................
name
kindofnoodles
sizebowlofnoodles
Peter
beefandcabbage
medium
.......
.......
.......
Thentheteacherasksthestudentstoreportthesurveylikethis:
I’dlikeeggandtomatonoodles.I’dlikeasmallbowlofnoodles.Peterwouldlikebeefandcabbagenoodles.Peterwouldlikeamediunbowlofnoodles.AndSally......................................
5Checkthemselves!
Dotheexerciseonthepaper.Theexerciseincludestwoparts:checkyourselvesandchallengeyourselves!
6Summary!
Theteacherasksastudenttosumitup,thentheteacherhelphimadd
7Letusendthelessonwiththeenglishsong“Amouselikesrice”
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