Unit2EnglishAroundtheWorld导学案
PartOne:TeachingDesign(第一部分:教学设计)
Period1:Asamplelessonplanforreading
(THEROADTOMODERNENGLISH)
Aims
TotalkaboutvarietiesofEnglish
ToreadaboutthehistoryofEnglishlanguage
Procedures
I.Warmingup
1.Warmingupbyansweringaquestionnaire
1).TellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningEnglish.
2).Writethewords:Reasonsforlearningaforeignlanguageonthecenteroftheboard:
3).Askthestudentstosuggestasmanyreasonsastheycanthinkof,forexample,forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheInternet,topassexams,etc.Writetheirsuggestionsontheboardastheymakethem.
4).Dividetheclassintopairs.
5).Giveouteachstudentonequestionnairepaper.
6).Explainthetask.Thestudentsmustquestioneachotherabouttheirlanguagelearningneeds(ormotivations).Tellthemthatyouaregoingtotakeinthequestionnairesattheend,andthatyou’dlikethemtomakeclearnotes.Itworksbetterifthetwopartnersswaptasks(questionsandanswers)aftereachsectionofthequestionnaire.Iftheywaittilltheendtoswap,onestudentmayuseupallthetimeavailable.
7).Whenthetaskisfinished,askacoupleofstudentstosummarizetheirpartners’answers.(Thismaydevelopintoaclassdiscussionaboutlanguageneeds).
8).ThestudentswritefivesentencesontheirfeelingaboutlearningEnglish.
9).Collectthequestionnaires.
NeedsAnalysisQuestionnaire
Interviewer_______________
Interviewee_______________
Presentuse:situationsandskills
Reading(faxes,lettersnomatterwhether:Helikestohelpusevenifheisverybusy.
2)communicatewith:exchangeinformationorconversationwithotherpeople:Helearnttousebodylanguagetocommunicatewithdeafcustomers.
3)actually=infact:usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:We’veknownforyears.Actually,sincewewerebabies.
4)bebasedon…:
5)makeuseof:usesth.available
6)Onlytimewilltell:tosaythatsomethingcanonlybeknowninthefuture:WillChina’snationalfootballteamenterforthenextfinalsoftheWorldCup?Onlytimewilltell.
LanguageChunksfromUnit2Englisharoundtheworld
bedifferentfrom,payarole(part)in,becauseof,either…or…,in/onateam,thenumberof/anumberof,thaneverbefore,evenif,compupto,overtime,communicatewith,bebasedon,makeuseof,haveone’sownidentity,suchas,Onlytimecantell,nativespeaker,aswellas,solveaproblem,believeitornot,nosucha…,allovertheworld,atthetop(bottom)of,penfriends,tothisday,sumup,Pardon?,begyourpardon,goabroad,beusedfor,moreofa…,encouragesb.todosth.,workon,feellikesth.,fromtimetotime,English-speakingcountries,fromone…toanother,dobusiness,ontheair,wouldlikesb.todo,makenotes,fightagainst,keep…asecret,eventhough,savetime(money),aformof…
Period2:AsamplelessonplanforLearningaboutLanguage
(IndirectSpeech(II)requests&commands)
Aims
Todiscoverusefulwordsandexpressions
Todiscoverusefulstructures
Procedures
I.DirectandIndirectSpeech
DirectSpeech
IndirectSpeech
simplepresent
Hesaid,“Igotoschooleveryday.”
simplepast
Hesaid(that)hewenttoschooleveryday.
simplepast
Hesaid,“Iwenttoschooleveryday.”
pastperfect
Hesaid(that)hehadgonetoschooleveryday.
presentperfect
Hesaid,“Ihavegonetoschooleveryday.”
pastperfect
Hesaid(that)hehadgonetoschooleveryday.
presentprogressive
Hesaid,“Iamgoingtoschooleveryday.”
pastprogressive
Hesaid(that)hewasgoingtoschooleveryday.
pastprogressive
Hesaid,“Iwasgoingtoschooleveryday.”
perfectprogressive
Hesaid(that)hehadbeengoingtoschooleveryday,
future(will)
Hesaid,“Iwillgotoschooleveryday.”
would+verbname
Hesaid(that)hewouldgotoschooleveryday.
future(goingto)
Hesaid,“Iamgoingtoschooleveryday.”
presentprogressive
Hesaid(that)heisgoingtoschooleveryday.
pastprogressive
Hesaid(that)hewasgoingtoschooleveryday
DirectSpeech
IndirectSpeech
auxiliary+verbname
Hesaid,“Doyougotoschooleveryday?”
Hesaid,“Wheredoyougotoschool?”
simplepast
HeaskedmeifIwenttoschooleveryday.*
HeaskedmewhereIwenttoschool.
imperative
Hesaid,“Gotoschooleveryday.”
infinitive
Hesaidtogotoschooleveryday.
DirectSpeech
IndirectSpeech
simplepresent+simplepresent
Hesays,“Igotoschooleveryday.”
simplepresent+simplepresent
Hesays(that)hegoestoschooleveryday.
presentperfect+simplepresent
Hehassaid,“Igotoschooleveryday.”
presentperfect+simplepresent
Hehassaid(that)hegoestoschooleveryday.
pastprogressive+simplepast
Hewassaying,“Iwenttoschooleveryday.”
pastprogressive+simplepast
Hewassaying(that)hewenttoschooleveryday.
pastprogressive+pastperfect
Hewassaying(that)hehadgonetoschooleveryday.
DirectSpeech
IndirectSpeech
can
Hesaid,“Icangotoschooleveryday.”
could
Hesaid(that)hecouldgotoschooleveryday.
may
Hesaid,“Imaygotoschooleveryday.”
might
Hesaid(that)hemightgotoschooleveryday.
might
Hesaid,“Imightgotoschooleveryday.”
must
Hesaid,“Imustgotoschooleveryday.”
hadto
Hesaid(that)hehadtogotoschooleveryday.
haveto
Hesaid,“Ihavetogotoschooleveryday.”
should
Hesaid,“Ishouldgotoschooleveryday.”
should
Hesaid(that)heshouldgotoschooleveryday.
oughtto
Hesaid,“Ioughttogotoschooleveryday.”
oughtto
Hesaid(that)heoughttogotoschooleveryday.
TheSixthPeriodWriting
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
routine,teenager,memory,brochure,feature,architecture,location,slogan,makemistakes
b.重点句式P8
Myfirstmemoryofschoolwas...
Myfavoriteactivity/subject...was...
Myfirstteacherwascalled...
2.Abilitygoals能力目标
EnabletheSstowriteanemailtoanswersomequestionsabouttheirschoollifeoftheirfirstyearatSeniorHigh.
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtowriteanemailandabrochureabouttheirschool.
Teachingimportantpoints教学重点
GettheSstolearnhowtowriteanemail.
Teachingdifficultpoints教学难点
EnabletheSstopreparematerialstowriteabrochureabouttheirschool.
Teachingmethods教学方法
Task-basedlearninganddiscussion.
Teachingaids教具准备
Aprojectorandacomputer.
Teachingprocedures&&ways教学过程与方式
StepⅠRevision
Checkthehomework.AsktheSstowriteacompositionabouttheirownafter-schoolactivities.
T:NowI’dlikesomeofyoutopresentyourcompositionsaboutyourownafter-schoolactivities.
Asampleversion:
MyAfter-schoolActivities
Asthestudentsofmoderntimes,wehavecolorfulschoollife.
Everyday,welearnplentyofknowledgeondifferentsubjectsinclass.Andourschoolorganizesmanyextracurricularactivitiesinordertohelpusputwhatwehavelearnedintopractice.Afterclass,wetakepartinvariousactivities,likeplayingfootball,basketball,badminton,etc.Theyaregoodforourhealth.Besides,weareabletojoininthelecturesorganizedbyliteratureassociation,musicgroup,artgroup,whereyoucanenjoyfamousworks,learntoplayinstrumentsordrawpictures.Also,therearechancesforustousecomputersinthelaboratoryandtalkwithsomeforeignteachersaboutanythingweareinterestedinattheEnglishcorner.Now,mostofusmayoperatecomputersfreelyandhaveagoodcommandofspokenEnglish.
Inadditiontotheafter-classactivitiesmentionedhere,therearestillmanyotherssuchassportsmeeting,debate,socialinvestigation,etc.Allthoseactivitiesmakeourschoollifeattractiveandinteresting.Wewilltakeadvantagesoftheexperienceinthefuture.
StepⅡWriting(I)
ForExercise19onpage71,asktheSstoworkingroupsof4andanswerthequestionsabouttheschoollife.ThengettheSstoreadtheemailfromaCanadianstudentonpage72anddecidewhichparagraphstalkabout.Trytogetmoredetailsaboutitandfillintheform.Checktheanswerswiththewholeclass.Thenreadthetipsofwritingemailandwriteareplytotheemail,usingthepointsinExercise19.Atlast,asksomeofthemtoshowtheiremails.
T:Allright.Nowlet’sreadthisemailfromaCanadianstudentanddecidewhatparagraphstalkabout.DoExercise20andtrytogetmoredetailsaboutittofillintheformonthescreen.
Showitonthescreen.
Para.PointTimeActivity
1before
school
routine7amgetup
havebreakfast
7:30amleavehome
takethebus
2school
subjectslikechemistry
dislikemaths
3After-school
routineuntil
11:30pmdohomework
havedinner
watchTV
4After-school
activityTuesdays
7pmtrainbasketball
takethebushome
LettheSschecktheanswerswitheachother.
T:Pleasereadthetipsofwritingemail.
Showthetipsonthescreen.
Writinganemailmessage
Anemailislessformalthanaletter,buttherearestillafewthingstokeepinmind.
1.Writethetopicofyourmessageonthesubjectline.
2.Keepyouremailasshortaspossible.
3.Answerthequestionsifyoureplytoanemail.
4.Checkyouremailforspellingerrorsandothermistakes.
5.Writeyournameattheendofyourmessage.
T:Writeareplytotheemail,usingthepointsinExercise19.LaterI’llasksomeofyoutoshowyouremails.
Afterafewminutes.
T:I’llasksomeofyoutoshowyouremailsonthescreen.
Asampleversion:
Hi,Chris,
Thanksforaskingmeaboutmyschoollife.Iusuallygetupat6o’clock.Afterhavingmybreakfast,Ileavehomeat7o’clock.Iusuallygotoschoolbybike.Thejourneytakesabout10minutes.
Welearnmanysubjects,forexample,Chinese,mathematics,English,physics,chemistry,geography,historyandsoon.MyfavoritesubjectsareEnglishandhistory.Englishisveryimportantandhistoryisthemostinteresting.ButIdon’tliketolearnphysics.Ithinkitistoodifficultformetomasteritanditisboring.
Thefirstlessonstartsat7:30,whichisthetimeforindividualstudy,readingChineseorEnglishloudly.Afterthat,wehaveanotherfourlessonsinthemorning.At10o’clock,webegintodosomemorningexercises.Schoolisoverat12o’clock.
Iusuallyhavelunchat12:30.Afterthat,Iusuallyhaveanap.Afterschool,Ialwaysdomyhomeworkfirst.Afterdinner,Ioftenprepareforthenextday’slessons.Sometimes,IsurftheInternet,readingthepassagesonline.SometimesIwatchsomeTVprograms,likesportsnews.Idon’tgotobeduntil11:00pm.
OnTuesdaysandThursdays,Istayatschoolandgotofootballtraininggivenbythefootballclub.Ithinkit’sanexcitingsport.IlikeitverymuchandIplayintheschoolteamtwiceaweek.IthinkIhaveabusy,colorfulandhappyschoollife.
Bestwishes,
ZhangSi
StepⅢWriting(II)
AsktheSstoreadtheemailfromanAmericanstudentintenthgradeonpage8.Getthemtodiscussthequestionssheaskedandfillintheform.Thenwriteareply,answeringthequestionsinthegivenemail.Atlast,asksomeofthemtoshowtheiremails.
T:Nowlet’sdealwithanotheremail.PleasereadtheemailfromanAmericanstudentintenthgradeonpage8.Getthemtodiscussthequestionssheaskedandfillintheform.
Name
School
Friend
Activity
Teacher
T:Pleasewriteareply,answeringthequestionsinthegivenemail.
Afterafewminutes.
T:NowI’llasksomeofyoutoshowyouremails.
Asampleversion:
Hello,mynameisWangMei.I’m15yearsoldandIliveinBeijing.I’malsointenthgradeinSeniorHighschool.MyfavoritesubjectsareEnglishandChinese.Ilikemynewschoolverymuch.
I’vereceivedyouremail,inwhichyouasksomequestionsaboutmymemoriesofmyfirstyearatschool.I’mverypleasedtogiveyoumyanswers.
Myfirstmemoryofschoolwasthefairlybigbuilding,theentranceofwhichwastypicallywidewithsomeimportantpicturesofhistoricalfigures.ItwastheplacewhereIwasmostaffected,sinceIreallystartedtogrowupthere.Itwaslikemysecondhome,andIwentthroughsomanydifferentemotionsthere.
MyfirstbestfriendisoneofmyclassmatescalledWangLin.Heissincere,kind,andsociable.Wehavealotincommonandwebothhavethesamekindofhumor.Wealwayssupporteachother.Weusuallystudyhardanddiscusssomequestionstogether.
Myfavoriteactivityinfirstgradewasplayingping-pong.ThereasonwhyIlikeditwasthatitgotmequiteexcitedandmademyreflectionquick.Also,itwasquiteacreativegamebecausethesecrettoplayingitwellwastousevarietyofstrokes.
MyfirstteacherwasMissZhangGuoyan.Shelookedveryordinaryexceptthatshewasbeautifulinside.Shewasgentleandfriendly.Theinfluenceshehadonmewasverypowerful.ShetaughtmethatIcouldbeverydisciplinedandhardworkingbutstillbeverykind.
StepⅣTask
AsktheSstocollectthepicturesandintroductionsandchoosematerialsabouttheirschool.Finishthetasktowriteabrochureabouttheirschool,includingthebestclassroom,thebestactivity,somespecialfeaturesandaslogan.
Asampleschoolbrochure:
RISHENG
TheSchoolMotto
PreparationforSuccess
TheSchoolSpirit
HonestyConfidence
DiligenceCreation
RishengSeniorHighSchoolisacivilian-runschool.ItislocatedinHaidianDistrictinBeijing.Thereare6networkmicrocomputerroomsand46multimediaclassroomsintheschool.Itisthecomputereducationaltestschoolofthenationalprimaryandmiddleschool.Inourschool,therearephysicallabs,chemicallabs,biologicallabs,computerrooms,andmultifunctionalrooms,allofwhichhavemettheinternationalstandards.Besides,wealsohavealargelibrary,auditorium,gymandevencampusTVstation.TheschoolengagesforeignexpertsalltheyearroundtoofferspokenEnglishlessons.RegularlytheschoolholdsEnglishwintercampandsummercamp,andorganizestheSstogoabroadtohaveavisitinordertohelptheSsestablish“worldconsciousness”andexperiencethebrand-ewlearningofEnglishculture.
Ourschoolcombineshumanistspiritwithsciencespiritundertheconditionofboardingsystem.Oureducationalprogramprovidesindividualgrowthanddevelopment.Itemphasizesthebasicskillsneededincommunication,problemsolving,andinformationallearning.Flexibilityinscheduling,interdisciplinaryteaming,exploratoryprograms,guidanceprogramsandintramuralactivitiesareofferedateachgradelevel.
The“Spring-blossomclass”havebeenlivinginourschoolforoneyear.Duringthisyear,greatchangeshavetakenplaceinthem.Theyaregrowingupandbecomingmoreandmoremature.Theywillthinkandobservetheworldwithmorebroadmindandkeenervision.Theywillcopewithdifficultiesandfrustrationsconfrontingthem.Theywillmeetchallengesahead.Atthebeginningoftheschoolyear,we’llmakeacollectivepledge—resolvetobeusefulandrepaythesociety.
Undertheleadershipoftheschool,thestudentunionlauncheseveryentertainment,sportsandotherflourishingandupward,richandcolorfulactivitiesafterclassandsocialpracticethataresuitableforstudents’characters.SuchasthecoffeebarfeaturingEnglishconversationmanagedbythestudents,Englishtalksandlectures,calisthenics,socialdancingandallkindsofsportsmatchesetc.Thebestactivityisthebasketballtraining.AmericanTrainingSystemhasbeenused,makingthetraineessoexcitedandinterestedthattheyenjoytheirtrainingandlearntheskillsinashorttime.Theschoolteamhasgotseveralgoldmedalsinvariousbasketballmatches.
ItisthoughtthattheobjectofeducationistheSsinourschool.Weshouldfollowthecognitivelawofstudentsofdifferentagesandpayspecialattentiontotheindividualdifferencesoftheobjectofeducationwemakesurethateverystudentwillgetoveralleducation.Itsconnotationisasthefollowing:
—Keepinghumanbeingsasthebasis.
The“humanbeings”herecanrefertoeitherthestudentsortheteachersandteachingstaff.Intheeyesofschool,allofthemanagerialmeasuresareintendedtobringpeople’sinitiativeintoplay.Intheeyesofteaching,alleducationsshouldbepracticedaroundthestudents.Weshouldalwaysgiveconsiderationtotheneedsofthestudentsandtheneedsofgivingfullplaytothepotentialitiesofthestudentsincreatingtheteachingenvironment,designingeveryactivityandcompletingeverysubject.
—Emotionaleducation.
Theschoolshouldberesponsibleforstudents’lifetimesuccessandharmoniousdevelopmentandshouldsetuptheultimatecareforeverystudent.Fromthetimetheschoolwasestablished,itbegantogiveemotionaleducationthesameimportanceascognitiveeducationandputitthroughthevariouseducationscoveringmorality,intelligence,physique,aestheticappreciationandlabortoachieveconcertedeffectsinfunctioninordertorealizethegeneralaimofmakingeverychildlearntoconducthimself,handleaffairs,seekknowledgeandbuilduphishealth.
—Personalitycultivation.
Takingpersonalitycultivationasthemainline,theschoolshouldraisethestudents’sensitivenessinanalyzingquestions,heightentheirbeliefinandrelianceonrationalthinkingandlaystressonthecultivationofthestudents’independenceinobserving,thinkingandsolvingofproblemstoseeifthestudentshavethecustomandabilitytoexamineissuesofanyformsandputuptheirideasfirstandthenaskothersforadvice.
Toteachthestudentsaccordingtotheirdifferentlevelsandturnpassivestudyintoactivestudyinclassteaching,weshouldadopttheprincipleof“lettheprincipaltakepartin,teachthestudentsaccordingtotheiractuallevelstogainbestresults,responsequickly,encourageandappraise”,encouragetheprincipaltotakepartinthewholeteachingactivity.Weshoulddoourbesttogainthebestresultsthroughteachingthestudentsaccordingtotheirdifferentlevelsbecausethereisagreatdifferenceinpersonalityofhumanbeings.
Thesystemofresearchandadvancementistosetupspecialcoursesforsomestudentstobringintofurtherplayoftheirpotentialityforstudy.Electivecourseandactivitycoursewillbeofferedtobuildupastageforthestudentsinspecialtycultivation.Allthecoursesfromsocialsciencetonaturalscience,frommanualcraftstocalligraphyandpaintingcreationshouldbeofferedtoprovidethestudentschannelstoshowthemselvesinamostprobableway.
Toreformtheappraisalsystem,theschoolselectsexcellentstudentsinasinglefield.TheSswhotakepartineveryactivitysuchasatest,asmallshowandacleaningetc.areprobablyencouragedandhonored.Theself-confidenceofstudentsofmediumandlowlevelshouldbeprotectedandgraduallymovedtoclassroomstudy.Thus,thestudents’personalitywillbeprotectedandcultivatedandturnintopowerofprogress.
Webelievethatthereisonlytheunsuccessfuleducation,butnounsuccessfulstudents.Theeducatorisrequiredtocareforeverystudent’sprogress,changetheout-ofdateteachingmethod,protectthestudents’personalityandcultivatethespiritofcreationtoturnthepassivestudyintoactivestudy.
Theaimofoureducationistomakeeducationpenetrateintotheutmostbottomofthestudents’heartsasifitwereagoldkeythatcanopenthedoorofwisdomandgivefullplaytothestudents’potentialityandcreativity.
Inrecent3years,therateofpassingtheentranceexaminationtocollegesoruniversitiesisrespectivelyashighas96.8%,98.3%,and99.2%.Thestudentshavewon608itemsinthecontestsofdifferentsubjectsandthecompetitionsofarticlesandessays.Thesuperiorleadersandthesocietyhavethoughthighlyofthestrikingachievements.TheschooloccupiesadominantpositionamongthesamelevelschoolsontheunifiedexaminationsinBeijing.
高一必修Unit2Workingtheland英语说课稿
Talkingaboutthereading,speakingrichinminerals;keep…freefromchemicals;freeof…
Andpresentnewexpressions:Whatistheadvantagesof…?Thisisgoodvaluebecause…;IfIhaveachoice,I’dchoose…,because…
Andthen,Teacherpresentstheideaaccordingtothetalkingabove:Wearewhatweeat!
2.Survey
DoasurveytoseewhetherSspayenoughattentiontohealthyeating.
Sampleofsurvey:
1).Whatdoyouthinkishealthyfood?Why?
(greenfood)(EncourageSstousethenewexpressions)
2).Greenfoodis____________
FoodthatisgreenB.ediblewildherbs
Vegetablesandfruits
Noneoftheaboveisexactlyright
Explanation:thissurveyistomakeSsknowiftheypayenoughattentiontohealthyfoodandtestwhethertheyknowgreenfood,andthenleadtothefollowingquestion.
3.:Whatis“greenfood”inyoureyes?
Explanation:Byaskingthisquestion,TeachercollectsSs’opinionsofgreenfoodandleadtothereadingpassagenaturally.
Step3.Reading
1.Individualwork:Readthetextfastandkeepthetwoquestionsinmind:
1)WhatisGreenFood?(presentthenewword“certain”,explainitanditsusage)
2)Whataretheadvantagesofit?Anydisadvantages?
2.Pairwork
Discuss:Whatotheradvantagesdoes“greenfood”have?
Explanation:ThisstepistotrainSs’skillofscanningtofindouttherelatedinformationinthepassageandencouragesSstodiscussinpairsandgetmoreideassharethemwithothers,andgetreadyforthefollowingspeaking.
Step3.Speaking
Situation:
Supposeyouareaproducerofgreenfood,butit’sapitythatpeopledonotknowaboutyourfoodandhowgooditis.Andtheydon’twanttobuybecauseofitshighprice.Soyouneedasalesmantopromotesales.Andyouputupaposter:
SalesmanWanted!
Asalesmanisbadlywanted!
Talkativeandpersuasive.
HIGHpay.
Fortheinterview,youarerequiredto
persuadetheinterviewertobuyourgreenfood.
Pairwork:makeupadialoguefortheinterview.You,theinterviewer,actsasacustomerandyourpartneractsasasalesman.Remembertousetheusefulexpressions.
Explanation:bycreatingasituationclosetolife,thispartaimstoencourageSstotalkinEnglish,usingwhattheyhavelearned,thuspracisingtheircommunicatingabilityofusinglanguageinatruesituation.TheposterisdesignedheretoletSshaveaninitialideaofposters,thuslayingabaseforthefollowingwriting.
Step4.Writing
1.Discussinpairs:
1)Whatshouldbeincludedinaposter?Orwhat’sthestructure?
2)What’sthecharacteristicofthelanguageusedinaposter?(showtheposterof“salesmanwanted”,andletSsfindoutthecharacteristicaccordingtoit)
2.Practiseshorteningsentences.
GetSstoshortenthesentencesofadvantagesofgreenfood,andanothersentencesaidbyteacher:Ifyouwanttobehealthierandfitter,youshouldeat“greenfood”!
Explanation:Bydiscussingthestructureandthelanguagecharacteristicsofaposter,Sswillgetadeeperimpressionofposters,andthusgetwellpreparedforwriting.Byshowingthesampleofaposter,TeacherimprovesSs’abilityofobservingcooperatinganddeducing.
3.Writing
1)SsareaskedtowriteaposterfortheirgreenfoodtoputitonRui’AnDaily,accordingtotherequirementsandreference.
Requirements:
1.writinginthecorrectstructure.
atleast3referencewordsandphrases.
atleast3shortenedsentences.
attractiveandpersuasiveideas.
Reference:
Wordsorexpressions:
reduce;supply;freeof;growwithnaturalratherthanchemicalfertilizers;richerinminerals;keep…freefromchemicals;becertainto…,etc.
Function:Shortenedsentences,eg,“Nochemicalfertilizersused”
2)Assessmentofthefirstdraft:
1.Doestheposterhaveaclearstructure?
2.Doyouuseatleast3wordsandexpressionsfromthisunit?
3.Doyouuseatleast3shortenedsentences?
4.Doyouusecorrectformsinverbsandnouns?
5.Doesitsoundpersuasive?
Ifallabovearedone,youwillgetA.
3)presentaversionwrittenbyastudent.GetSstoassessitaccordingtothegivencriteria,andcorrectmistakesifany.
4)GetSstoexchangetheirwritingsandassessthem.
Explanation:TeachercreatesastageforthewritingtasktomotivateSs’interestandeagertowrite.Bygivingrequirementsandreference,Teacherlaysemphasisontheformoflanguageandthecontentoflanguageaswell,thusachievingthegoalofusinglanguageinatruesituation.TeacheroffersassessmenttoSstoguidethemtomakecommentsandhelpthemlearnfromothers.
Step5.TopicSummaryandConclusion
1SsSummarizetheirunderstandingof“greenfood”withonesentenceorproverbandshareitwithclassmates.
2.Teacherconcludes:Wearewhatweeat!
Explanation:SummarizingthetopichelpsdeepenSs’understandingofthetopicandcollectingandsharingthesummaryhelpsbroadenSs’knowledgeandmakeapreparationforthefollowingproject.Agoodconclusioncancallonthemtopayattentiontogreenfoodandhealthyeating.
Step6.Homework:
Reviseandpolishthewriting.
Assessyourwritinginpairsaccordingtothegivencriteria.
Project:Holdapostercompetition
Explanation:ThisstepaimstoimproveSs’writingabilityandself-assessingabilitybyrevisingandpolishing.AssessinginpairshelpsachievethegoalofdevelopingSs’abilityofcooperation,andcommunication.ThecompetitionmotivatesSstoperfecttheirposters,shareandlearnfromothers.
Part6.Onblackboarddesign
Unit2WorkingtheLand
Words&phrasesusefulexpressions
reducewhat’stheadvantageof…?
supplywhyisthisgoodvalue?
freeof…Thisisgoodvaluebecause…
richinmineralsIfIhaveachoiceI’dchoose…because…
growwithnaturalfertilizers
bekeptfreefromchemicals
becertainto…
WeAreWhatWeEat!
作为杰出的教学工作者,为了教学顺利的展开。老师需要提前做好准备,让学生能够快速的明白这个知识点。让同学听的快乐,老师自己也讲的轻松。那么优秀的教案是怎么样的呢?小编收集整理了一些三年级英语下册unit2教案(新版pep英语),欢迎大家阅读,希望对大家有所帮助。
Step3.
Practice
consolidation
1.Let’sguess
(1)呈现教师自己弟弟小时候的照片。问:Who’sthatboy?Guess,please!
(2)让学生猜测,最后教师给出答案:He’smybrother.
2.学习新知
呈现Let’stalk对话动画。播放录音。
3.Let’sdiscuss
(1)呈现对话:Issheyourmother?Isheyourfather?
(2)让学生就对话中的Yourmother?Yourfather?展开讨论,说说自己对这句话的理解。
(3)教师教学句子:Yes,sheis.并延伸到No,sheisn’t.
Yes,heis./No,heisn’t.
(4)呈现一些学生爸爸妈妈的照片,在教师引导下看照片作对话。
T:Who’sthatman/woman?
T:Issheyourmother?/Isheyourfather?
S:Yes,he/sheis./No,he/sheisn’t.
4.Let’spractice
用笑脸和哭脸来操练Isshe/he…?Yes,she/heis./No,she/heisn’t.
1.Let’schant:
Who’sthatboy?Brother,brother.He’smybrother.
Who’sthatman?Father,father.He’smyfather.
Who’sthatwoman?Mother,mother.She’smymother.
2.Let’splay
呈现该部分动画,让学生熟悉会话内容,然后两人一组,用自己家人的照片进行自由会话。
3.Freetalk:
Who’sthatboy/girl?
Guess.
Issheyourmother?/Isheyourfather?
Yes,she/heis./No,she/heisn’t.
He/sheis…
Guessand
Learnthenewwords
学生跟读感知对话。然后学习brother一词。对比学习:brother,father,mother.
Askandanswer
用Yes,sheis.或No,sheisn’t.来回答
看图片,师生问答
Pairwork
Let’schant
Pairwork
作业布置:
(1)听录音,仿读对话。
(2)和同伴表演对话
板书设计:
知礼节乐学习会玩耍尚达人
课题Unit2MyFamily第五课时
教学目标1.能够听、说、认读单词:sister,grandmother,grandma,grandfather,grandpa,family..
2.能够听、说、读句型:Thisismyfamily.Thisismygrandpa.并能够在具体的语境中灵活运用。
3.能够听音跟唱本课的chant。
教学重点掌握三会单词和句子。
教学难点能够在具体的语境中灵活运用句型:Thisis…
课前准备课件,录音机,磁带,词卡,照片。
教学过程
教学环节教师活动学生活动设计意图与反思
Step1.
Warmup
1.Let’ssing
2.Let’schant
Thisismother,kindanddear.
Thisisfather,standingnear.
Thisisbrother,seehowtall.
Thisissister,notsotall.
3.Issheyour...?
教师拿出自己家庭成员的不同照片,让学生提问,教师根据提问回答。
学生们一起唱《Fatherandmother》,边唱边演。
学生以小组为单位(变换小组成员),拿着家庭成员的照片互相询问:“Isshe/heyour...?”
Step2.
Presentation
1.Let’slearn
(1)Enjoyafilm,learntheword“family”.
呈现公益广告影片“Family”,让学生们感受家庭的爱和自己的责任。学习单词family.
(2)Whosefamilyphotoisthis?
呈现全家福照片:Whosefamilyphotoisthis?学生:Thisismyfamilyphoto.引导学生用学过的句子来提问:Whos’thatman?Who’sthatwoman?Who’sthatboy?Who’sthatgirl?
通过学生之间的对话,引出新单词并学习。
(3)学习新单词:sister,grandfather,grandpa,grandmother,grandma.(grandpa,grandma多用于口语中)
(4)Describethepictures
呈现Let’slearn动画,让学生用Thisismy…描述familytree上的人物。
2.综合操练
让学生拿出自己的全家福照片,在小组内向其他同学进行介绍。
3.Let’schant
(1)呈现chant动画。
(2)教师带领学生处理chant中的难点单词。
(3)学生可以以本课的chant为依托,以小组为单位改编chant,并进行展示。
4.学唱歌曲Ilovemyfamily.
Learnthenewwords
Whos’thatman?Who’sthatwoman?Who’sthatboy?Who’sthatgirl?
Learnthenewwords
看图,介绍家庭成员
Groupwork
介绍自己的家庭成员
Let’schant
学唱歌曲
作业布置:
1、听本课的录音,将Let’sdo表演给家长看。
2、画一棵家庭树。
板书设计:
Unit2MyfamilyBLet’slearn
Thisismyfamily.
Thisismy…
知礼节乐学习会玩耍尚达人
课题Unit2MyFamily第六课时
教学目标1.复习本单元所学的字母、单词和句型。
2.能够准确完成Starttoread和Let’scheck的内容。
3.了解Storytime部分的故事内容,能够听懂、会说,分角色表演故事。
4.学唱歌曲Ilovemyfamily.
教学重点完成Starttoread和Let’scheck部分的内容,了解Storytime部分的小故事。
教学难点正确理解歌曲的含义,能够分角色表演小故事。
课前准备课件,录音机,磁带,词卡。
教学过程
教学环节教师活动学生活动设计意图与反思
Step1.
Warmup
1.Enjoythesong
“Ilovemyfamily”.
2.Singasong.
(1)播放歌曲“Mommyfinger”。
(2)改编该歌曲成为歌谣,同时加入grandpa和grandma两个单词。
3.Reviewthewords:快速认读本单元的单词。最后创编一个小歌谣,如Father,father,thisismyfather…
4.Freetalk:用全家福照片,进行会话交流。
学生们一起欣赏歌曲
“Ilovemyfamily”.
快速复习本单元的单词
用全家福照片,介绍自己的家庭成员。
Step2.
Presentation
1.Starttoread
Readandmatch
2.Let’scheck:
(1)Listenandnumber:教师呈现P20该题内容,先让学生描述一下书上4幅图片的内容,然后播放录音,让学生听音完成编号。最后师生一起核对答案。
(2)Lookandtick:教师呈现P20该题内容,让学生看图,根据图片从A和B中选择正确的一项。然后核对答案。最后让学生对图片进行简单描述。
3.Storytime
(1)教师出示故事的图片,播放动画,让学生整体感知故事内容。
(2)以教师为主导,解决故事中的难点词句。
A.actress:;课件呈现女演员的照片,进行学习。对比学习actor和actress.
B.Waitaminute!复习上册Recycle2Read里面的情节内容,以此复习Waitaminute!组织学生进行学说。
C.Howbeautiful!课件呈现很漂亮的图片,教师用夸张的表情说该句子,让学生理解意思。然后呈现其它漂亮的图片,让学生赞美图片。
(3)操练难点词句。教师板书难点词句,教师示范,让学生模仿、学说。
(4)教师引导学生以四人小组为单位合作阅读,讨论以下问题:
a.Who’sthatwoman?B.Isshebeautiful?C.Whatdoesshedo?(What’sshe?/What’sherjob?)
(5)让学生汇报回答问题,教师进行总评。
(6)让学生听音、模仿、学说故事。
(7)让学生分角色表演故事。
让学生仔细观察,认真阅读,完成连线。
(1)Listenandnumber
(2)Lookandtick
学生整体感知故事内容。
Learnthenewwords
学生理解故事中出现的难点的句子
四人小组为单位合作阅读,讨论问题
学生听音、模仿、学说故事,分角色表演故事。
作业布置:
1、听读本单元所有内容。
2、讲故事给父母听,能用英语的地方尽量用英语。下节课来表演给全班看
板书设计:
作为大家敬仰的人民教师,要对每一堂课认真负责。为此老师就需要在上课前准备好教案,以此来提高课堂的教学质量。从而在课堂上与学生更好的交流,那你们知道有哪些优秀的小学教案吗?下面是小编帮大家整理的《PEP三年级英语下册教案(Unit2)》,仅供参考,大家一起来看看吧。
PEP三年级英语下册教案(Unit2)
Unit2Myfamily
Fathermothermanwoman
作业布置:
1、Listentothetape
2、Readthesentences
教学后记:学生对单词学习较有兴趣,学得较快。
教学内容:UnitTwoMyfamily(2)
教学目标和要求:
1、Learnthenewwords
2、Trytolistenandtouch
教学重点:thenewwords
教学难点:Let’sdo
教学用具:Tape/recorder/pictures/things
教学过程:Step1:Revision
1、Greetings
2、Introducesomeone
Step2:Learnthenewwords
1、Lookatnewpectures.
2、Learnthenewwords
3、Listentothetape
4、Readthenewwords
5、Guessinggame
Step3:Let’sdo
1、Lookatthepicture
2、Listenanddo
Step4:Summaryandhomework
板书设计:
Unit2Myfamily
Who’sthisman?He’smyfather.
作业布置:
1、Listentothetape
2、Readthewords
教学后记:学生对练习完成得较好。
教学内容:UnitTwoLookatme(3)
教学目标和要求:
1、Let’sdraw
2、Singthesong
3、LearnPartB:Let’stalk
教学重点:Let’stalkandLet’ssing
教学难点:afternoon的发音
教学用具:Tape/recorder/pictures/things
教学过程:Step1:Revision
1、Touchyour…
2、Goodmorning/Nicetomeetyou!
Step2:LearnthesentencesofPartB
1、Lookatthepictures
2、Listentothetape
3、Readtheaentences
4、Readthesentences
5、Peforthedialogue
Step3:Let’splayr
1、Lookatthepictures
2、Readthesentences
3、Playthegamewithyourpartner.
Step4:SingtheTeddybearsong
1、Readthewords
2、Listentothetape
3、Singthesong
4、Singanddo
Step5:Summaryandhomework
板书设计:
Unit2Myfamily
Who’sthisboy?He’smybrother.
作业布置:
1、Listentothetape
2、Readthesentences
3、Singthesong
教学后记:学生对句子学习较好。
教学内容:UnitTwoMyfamily(4)
教学目标和要求:
1、Learnthenewwords
2、Let’sdoandchant
教学重点:Thenewwords
教学难点:Thenewwords
教学用具:Tape/recorder/pictures/things
教学过程:
Step1:Revision
1、Greetings
2、Let’sdo
Step2:Learnthenewwords
1、Lookatthetoy
2、Sayoutthewords
3、Lookandsay
4、Listentotherecording
5、Listenanddo
Step3:Let’sdo
1、Lookatthepictures
2、Listentothetape
3、Let’sdo
Step4:Let’schant
1、Listentothetape
2、Sayanddo
Step5:Summaryandhomework
板书设计:
Unit2Myfamily
Comeon.
Who’sthisboy?
He’smybrother.
作业布置:
1、Listentothetape
2、Readthewords
教学后记:
对比较级的练习反馈较理想。
教学内容:UnitTwoMyfamily(5)
教学目标和要求:
1、Trytounderstandthemeaningofthestorytome
2、Trytoknowtheculture.
3、Let’scheck
教学重点:Storytome;Culture;Let’scheck
教学难点:Let’scheck
教学用具:Tape/recorder/pictures/things
教学过程:
Step1:Revision
Step2:Storytime
1、Lookatthepictures
2、Listentotherecording
3、Readthesentencesaftertherecording
4、Trytounderstandthemeaningofstory
5、Readthestory
Step3:Toknowculture
1、Lookatthepictures
2、ThecultureofHalloween
Step4:Let’ssing
1、Listentotherecording
2、Readthewordsofthesong
3、Singthesongaftertherecording
4、Singthesongtogether
Step5:Summaryandhomework
板书设计:
Unit2Myfamily
Howbeautiful.
作业布置:
1、Listentothetape
2、Singthesong
教学后记:学生练习反馈较好。
教学内容:Unit3Howmany(1)
教学目标和要求:
1、LearnthesentencesofPartA
2、Trytoasksomeone“Howmany?”
教学重点:Thenewsentences
教学难点:Thenewsentences
教学用具:Tape/recorder/pictures/things
教学过程:
Step1:Revision
Step2:Learnthenewsentences
1、Lookatthepictures
2、Listentothetape
3、Readthesentencesafterthetape
4、Readthesentences
5、Learnthenewsentences
Step3:Let’splay
1、Lookatthesentences
2、Readthesentences
Step4:Dotheexercises
Step5:Summaryandhomework
板书设计:
动词原形
意义
过去式
过去分词
现在分词
lie
说谎
lied
lied
lying
lie
躺,卧
lay
lain
laying
lay
放置,产卵
laid
laid
laying
5.strengthn.[C]优势;优点;长处[U]体力;力气;力量6.be/gettiredof对……厌烦betiredfrom/with…因……而劳累betiredout筋疲力尽7.loseweight体重减轻减肥puton/gainweight体重增加byweight按重量8.getawaywith(doing)sth.(1)因为某事而受惩罚Iwon’thaveyougettingawaywithtelling.(2)偷携某物潜逃Thethiefgotawaywithalofofmoney.(3)受到较轻的惩罚Hewassoluckytogetawaywithafineforsuchaseriousmistake.9.win…back赢回;重新获得HowcanIwinbackhersupport?我怎么才能赢回她的支持?10.cannothavesb.doingsth.不能容忍某人做某事11.Nothingcouldbebetter.再没比这更好的了比较级与否定词连用表示最高级的含义。Ihaveneverseenabetterfilm.我从没看过这么好的电影。Step3Exercises.Ⅰ.Fillintheblanks.loseweight,loseone’sbalance,outofcuriosity,
lieinbed,winback,goonadiet,getawaywith,tellalie1.Ifyoucheatintheexam,youwillnever_______________________________.2.Marythinkssheistoofatthatshehasto______________________________.3.Alanwenttoseethestrangemanmore_____________________thananythingelse.4.Sheistoofat,and__________________isherbestchoice..5.She_________________alldaylongbecauseofillness.6.Theboymustbedishonestandwas___________________________________.7.IwasleaningoverandI___________________________.8.HowcanI________________________hertrust?Ⅱ.Choosethebestanswer.1.—Youdon’tseemtoenjoyyourmealverymuch.—Notreally,I’mjust_______________.A.onadietB.ondietsC.godietD.makingadiet2.Theboylosthis___________andfelloffhisbicycle.A.balanceB.strengthC.powerD.way3.Peoplehavealwaysbeencurious___________howlivingthingsontheearthexactlybegan.A.inB.atC.ofD.about4.Theboy_________ontheground_________thathe________thebookonthetable.A.lied;lied;laidB.lying;lied;laidC.wholied;lay;layD.lying;laid;lay5.Iknowyourbrotherisamanwithgreat____________.Canhemovetheheavystone?A.powerB.strengthC.forceD.energy6.Tomakemembersofateamperformbetter,thetrainerfirstofallhastoknowtheir_________andweaknesses.A.strengthsB.benefitsC.techniquesD.values7.—Whyareyoutired_________climbingmountains?—WhenIwasachild,Iwastootired_________climbingmountainsbecauseIlivedinaremotemountainousvillage.A.of;ofB.of;withC.with;ofD.with;with8.—Wouldyoulikesomemorechicken?—No,thanks.Iam_________adietandtryto________weight.A.on;loseB.on;putonC.in;haveD.in;lose9.Hewassoluckyto_______onlyafineforsuchaseriousmistake.A.getoverB.getoutofC.getthroughD.getawaywith10.Shehasknownthatyoudidn’ttellherthetruth.It’snecessaryforyouto______hertrust.A.winbackB.winoutC.winthroughD.getover11.—Shelooksveryhappy.She______havepassedtheexam.—Iguessso.It’snotdifficultafterall.A.shouldB.couldC.mustD.might12.Yourstoryisperfect;I’veneverheard______before.A.thebetteroneB.thebestoneC.abetteroneD.agoodone13.thehouseonfire,hedialed119.
A.ToseeB.SeeingC.HavingseenD.Beingse
Unit1Friendship
1.Teachingaimsanddemands
类别
课程标准要求掌握的项目
话题
Friendsandfriendship;interpersonalrelationships
词汇
addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabit
addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurpose
inordertofacetofaceaccordingtogetalongwithfallinlove
joinin
功能
态度(attitudes)
Areyouafraidthat---?
I’vegrownsocrazyabout---
Ididn’tdare---
2.同意和不同意(agreementanddisagreement)
Iagree.Ithinkso.Exactly.
Idon’tagree.Idon’tthinkso.I’mafraidnot.
3.肯定程度(certainty)
That’scorrect.Ofcoursenot.
语法
直接引语和间接引语(1):陈述句和疑问句
陈述句
“Idon’twanttosetdownaseriesoffactsinadiary.”SaidAnne.
-----Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.
一般疑问句
Heasked,“Areyouleavingtonight?”
---Heaskeduswhetherwewereleavingthatnight.
特殊疑问句
“Whendidyougotobedlastnight?”fathersaidtoAnne.
---FatheraskedAnnewhenshewenttobedthenightbefore.1.Suggestedteachingnotes
1).Analysesoftheteachingcontents
Thisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.
Warmingup---Thequestionnaireleadsstudentstothinkandtalkabout
friendship,gettoknowtheproblemsbetweenfriends
andseeksolutions,whichmakespreparationsforthe
furtherteachingintopics,backgroundandvocabulary.
Pre-reading---Thequestionspromptstudentstothinkcriticallyabout
friendsandfriendshipinreality,alertingthemtothefact
thatbesidespeople,adiarycanbeafriend,too.
Reading---ThediarybytheJewishgirlAnnegaveaglimpseofherlife
duringherfamily’sshelterinAmsterdamfromtheGerman
Nazis’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.
Comprehending---Ithelpsstudentsfurtherunderstandthetextbydoing
multiplechoices,questionsandanswers,and
matching.
Learningaboutlanguage---Itteachestheimportantexpressionsand
structuresandgrammar:directandindirect
speeches.
Usinglanguage---Thetwoletters,listening,questionnairedesign,letter
writingandfunwritingpreparesstudentstofurther
talkaboutfriendship,especiallytheproblemswith
misunderstanding,andunfriendliness,thus
strengtheningstudents’abilitiestopractice
language,discover,andsolveproblems.
Summingup---Itsummarizesthewholecontentsofthisunitfromthe
aspectsoftopics,vocabularyandgrammar.
Learningtip---Thispartencouragesstudentstoformthehabitofwriting
adiary.
Integratingskills---ThetextintroducesthewayHawaiiansexpress
friendship,togetstudentstorealizethecultural
differencesinthevaluesoffriendshipinaddition
itsimportanceinallcultures.
2)Makingoftheteachingplan
Thisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendship
withparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortand
supportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetruly
awareofthequalitiesandconductsthatmakeagoodfriend,displayanddevelopthe
abilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,
andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshould
breakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,the
comparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweenthe
EastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns’
eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelps
studentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,
contentsandteachingobjectives,thewholeteachingprocedurescanfallintofive
periodsasfollows:
Period1
Warmingupandspeaking
Period2
Reading
Period3
Grammar
Period4
Integratingskills(WB)
Period5
Usinglanguage
3.Teachingplansforeachperiod
Period1Warming-upandSpeaking
1.Teachingobjectives:
1)Targetlanguage
I(don’t)think……I(don’t)thinkso.I(don’t)agree.
Ibelieve……That’scorrect.Inmyopinion,……
2)Abilitygoals
a.DescribeyourfriendsinEnglish
b.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.
3)Learningabilitygoals
a.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.
b.Tolearntosolveproblemsthatmayoccurbetweenfriends.
c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.
2.Teachingimportantpoints:
a.Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.
b.Learntoevaluatefriendsandfriendship.
3.Teachingdifficultpoints:
a.Worktogetherwithpartnersanddescribeoneofyourgoodfriends.
b.Discusswithpartnersandfindoutwaystosolvetheproblems.
4.Teachingmethods
a.Task-basedteachingandlearning
b.Cooperativelearning
c.Discussion
5.Teachingaids:
CAI
6.Teachingproceduresandways:
Step1Lead-inandWarming-up
Beforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.
Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.
1.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyoursparetime?
2.Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?
3.Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?
Step2Thinkitover
1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:
His/Hernameis……
He/Sheis……yearsold.
He/Shelikes……anddislikes……
He/Sheenjoys……andhates……
He/Sheisverykind/friendly/……
When/Wherewegottoknoweachother.
2.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.
girlfriendsboyfriendspenfriends
long-distancefriendsfriendsofthesameage
e-friends(friendsovertheinternet)friendsacrossgenerations
unusualfriendslikeanimals,books……
1).______is/aremostimportanttoyou.
2).Youspendmostofyourfreetimewith____.
3).Youwillshareyoursecretswith_____.
4).Whenintrouble,youwillfirstturnto_____.
Step3Makeasurvey
1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.
Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:
Ithinkagoodfriendshould(not)be……
Inmyopinion,agoodfriendissomeonewho……
1.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.
2.Asktheclasswhetherornottheyagreewithallthequalitieslisted.
3.Thenhavethestudentsdothesurveyinthetextbook.
4.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.
5.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:
★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.
★8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.
★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.
(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)
Step4Talkingandsharing(workinpairs)
1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?
Trytousethefollowingphrases:
I(don’t)think……I(don’t)thinkso.
I(don’t)agree.Ibelieve……
That’scorrect.Inmyopinion,……
Whattodo
reasons
2.Whatisafriend?
ABritishnewspaperonceofferedaprizeforthebestdefinition(定义)ofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries(条目),andexplainwhy.
Onewhounderstandsmysilence.
Afriendinneedisafriendindeed.
Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andthey’llstillwanttotalktoyou,that’sfriendship.Tohaveafriend,youneedtobeagoodfriend.
Step5Groupwork(output)
Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.
1.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?
WhyandWhynot?
2.Whatfactorsmaycausethebreakdownofagoodfriendship?
3.Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?
Step6Homework
Writedownashortpassageaboutyourideas/thefactors/yourunusualfriends.
Prepareforthenewlesson.
Period2Reading“Anne’sBestFriend”
1.Teachingobjectives:
1)Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;
2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;
3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;
4).Tolearnthewritingstyleofthispassage.
2.Teachingmethod:Task-basedteaching
3).Teachingprocedure:
Step1.Pre-reading
1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.
2.Whydoyouthinkfriendsareimportanttoyou?
3.Whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagoodfriendshouldhave.
4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?Whyorwhynot?
Step2.Reading
1.TrytoguesswhatAnne’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.
2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.
1)WhatwasAnne’sbestfriend?Whydidshemakefriendswithit?
2)Didshehaveanyothertruefriendsthen?Why?
3)WhatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?
4)Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheirdiaries?
5)WearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?
3.ReadingofAnne’sdiary
Howshefeltinthehidingplace
Twoexamplestoshowherfeelingsthen
Step3.Post-reading
1.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.
2.Groupwork
WorkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.
Wherewouldyouplantohide?
Howwouldyouarrangetogetfoodgiventoyoueveryday?
Whatwouldyoudotopassthetime?
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3.Discoveringusefulwordsandexpressions
Completethefollowingsentences,usingwordsandexpressionsfromReading
1)Shehasgrown_______aboutcomputergames.
2)WasitanaccidentordidDaviddoiton_______?
3)Fromthebeginning,Paulmadeitclearthathewouldbe______(完全地)incontrol.
4)Heusedtowork_______eveninthemiddleofwinter.
5)Justthe_______ofmorefoodmadeherfeelsick.
6)Youhadbetterhavea_________talkwithhim.
7)Borninapoorfamily,themanager_________lotsofhardshipsinhischildhood.
8)Adiaryisoftenkeptto________whathappensinpeople’sdailylives.
Step4.Talkingaboutfriendsandfriendship
1.Therearemanyproverbsaboutfriendsandfriendship.Choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.
Afriendinneedisafriendindeed.
Friendsarelikewine;theolder,thebetter.
Afriendtoallisafriendtonone.
Thesamemancannotbebothfriendandflatterer(阿谀奉承者).
Falsefriendsareworsethanopenenemies.
Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.
2.Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.
Step5.Homework:
1.Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.
2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.
Ending:Let’ssingthissongaboutfriendstogether
Period3Grammar
1.Teachingobjectives
Learntousedirectspeechandindirectspeech
2.Teachingimportantpoint
SummarizetherulesofDirectSpeechandIndirectSpeech.
3.Teachingdifficultpoint
Learnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.
4.Teachingmethods
Discussing,summarizingandpracticing.
5.Teachingprocedures
Step1Leadin
T:Inthelastlesson,welearnedAnneFrank’sstory.Sheistellingherstoriestotwoofherfriends—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne’ssentences,usingindirectspeech.SometimesyouexplainTom’ssentencestoAnne.
“Ihavetostayinthehidingplace.”saidAnne.→
Annesaidshehadtostayinthehidingplace.
“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne.→
TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.
“Idon’twanttosetdownaseriesoffactsinadiary,”saidAnne.→
Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.
“Whatdoyoucallyourdiary?”Tomasked.→
Tomaskedwhatshecalledherdiary.
Ssgoonthistopicbythemselves.
Step2Grammar
T:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?
Ssdiscussbythemselves.
Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.
T:Quiteright.Lookattheformonthescreen.Thesearetherules.
直接引语变成间接引语时,要注意以下几点:人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句,变成间接引语时,由连词that引导。例如:
Shesaid,"Iamveryhappytohelpyou."→
Shesaidthatshewasveryhappytohelpyou.
2.直接引语是一般/选择疑问句,变成间接引语时,由连词whether或if引导。例如:
Heaskedme,"Doyoulikeplayingfootball?"→
Heaskedmeif/whetherIlikedplayingfootball.
注意:大多数情况下,if和whether可以互换,但后有ornot,或在动词不定式前,或放在介词后作连接词时,一般只用whether。例如:
Sheaskedmewhetherhecoulddoitornot.
3.直接引语是特殊疑问句,变成间接引语时,由相应的疑问词who,whom,whose,how,when,why,where等引导。例如:
Mysisteraskedme,"Howdoyoulikethefilm?"→
MysisteraskedmehowIlikedthefilm.
4.直接引语是祈使句,变成间接引语时,把动词原形变成动词不定式,并在动词不定式前加tell,ask,order等的宾语。例如:
Thecaptainordered,"Bequiet."→
Thecaptainorderedustobequiet.
注意:此种情况的否定句,在动词不定式前加not。
Myteacheraskedme,"Dontlaugh."→
Myteacheraskedmenottolaugh.
5.一些注意事项
(1)间接引语一般要用陈述句的语序,即主、谓、宾的顺序。例如:
HeaskedLucy,"Wheredidyougo?"→
HeaskedLucywhereshewent.
Tomsaid,"Whatdoyouwant,Ann?"→
TomaskedAnnwhatshewanted.
(2)直接引语是客观事实、普遍真理等,变成间接引语时,时态不变。例如:
Theytoldtheirson,"Theearthgoesroundthesun."→
Theytoldtheirsonthattheearthgoesroundthesun.
(3)直接引语变间接引语时,指示代词、时间状语、地点状语等要作相应的变化。例如:
Hesaid,"Ihaventseenhertoday."→
Hesaidthathehadntseenherthatday.
注意:如果转述时就在原来的地方,就在说话的当天,就不必改变指示代词、时间状语、地点状语等。
DirectSpeechIndirectSpeech
Presentpast
Pastpastandpastperfect
Presentperfectpastperfect
Pastperfectpastperfect
Presentcontinuouspastcontinuous
Step3practice
T:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.
1.“I’mgoingtohidefromtheGermans,”Annesaid.
2.“Idon’tknowtheaddressofmynewhome,”saidAnne.
3.“Icannotaskmyfatherbecauseitisnotsafetoknow,”shesaid.
4.“Ihadtopackupmythingsveryquickly,”thegirlsaid.
5.“Whydidyouchooseyourdiaryandoldletters?”Dadaskedher.
6.Mumaskedherif/whethershewasveryhotwithsomanyclotheson.
7.Margotaskedherwhatelseshehadgot.
8.Anneaskedherfatherwhentheywouldgobackhome.
9.Anneaskedhersisterhowshecouldseeherfriends.
10.MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.
Step4Correctingmistakes
TanalysesthecommonmistakesSshavemadeduringthepractice.
T:Nowlet’slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhytheotheroneiswrong.
Step5Agame
Playaguessinggame“whoismysecretfriend?”Onestudentcomestothefrontwithhispartner.
Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.
Suggestedsentences:
Canyourfriendspeak?
Whatdoeshe/sheweartoday?
Ishe/shetallorshort?
Whatdoyouandyourfrienddoinyourfreetime?
Doyouquarrelwitheachother?...
Step6Homework
DoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.
Period4Integratingskills
“FriendshipinHawaii”
1.Teachingobjectives:
TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.
2.Teachingprocedures:
Step1Lead-in
1.TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinChina.
2.CompareChinesewaysofshowingfriendshipwithWesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.
3.AskstudentsiftheycanthinkofanyplaceintheworldwhereChineseandWesterncultureslivesidebyside.TheymaythinkofHongkong,Macao,Singapore.Andtheteacherwilladdonemore-------Hawaii.
Step2Fastreading
1.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.ConsiderhowpeopleshowtheirfriendshipinHawaii.
Showapictureandfindtheinformationfromthetextbook.(bygiving“leis”tooneanother.)
Explainwhatisa“lei”.
2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.
3.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.
Step3Carefulreading
1.Readthe2ndparagraphcarefullyandask“WhydomanydifferentpeoplescallHawaiitheirhome?”
(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommanysmallercommunities.ItmeansHawaiihasarichculturaldiversity.)
Step4Writingtask
1.Showproverbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithandsometheydisagreewithandexplainwhy.
2.Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.
Step5Homework
SurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyourfriends.
Period5ListeningWriting
1.Teachingobjectives
Topractisestudents’listeningability.
Topractisestudents’writingskillsofhowtoofferadvice.
Toimprovestudents’abilitytohelpotherssolveproblems.
2.Teachingprocedure
(Analysis:Listeningandwritingareexpansionofthetopicofthetext.ListeningisaboutLisa’sproblemofmakingafriendwithaboy.SheasksMissWangforadvice.Throughlisteningandexercise,studentslearnhowtogiveadviceandtheskillofgivingadvice.Andalsoletthemthinkabouttheproblemofboy’smakingfriendswithgirlsandgirlswithboys.Andthendesignatasktoaskstudentstogiveadviceaccordingtothedifferentproblemstopractisetheirabilitytosolvetheproblems.Alloftheselaythefoundationforthenexttaskwriting.Inthisway,studentsfeelthattheyhaveinformationtoputout.Andwritingmakesfortheimprovementofstudents’writingability,strengtheningtheircomprehensionoffriendship.)
Step1Lead-in
DoyourememberwhatAnn’sbestfriendis?
Isitamanorathing?
HaveyouseenthefilmCastAway?
WhenTomisaloneonadesertedisland,whatdoeshemakefriendswith?(avolleyball)
Guesswhatmybestfriendis?(Saysth.aboutmusic,petsorplants.)
Soyouseeamancanmakefriendswithanyoneandanything.
Thenboys,wouldyouliketomakefriendswithgirls?Girls,wouldyouliketomakefriendswithboys?
Whatkindofgirlwouldyouliketomakefriendswith?Andwhatkindofboywouldyouliketomakefriendswith?
Ifyouseeaboyclassmatemakesafriendwithagirl,willyousaysomethingaboutthembehind?
(Ifno,sayyouarekind.Ifyes,sayyouareagossiper.)
Ifyouarethatboy/girl,wouldyouliketobegossipedabout?
ButhereLisahassuchaproblem.Readtheletter.Lisaisaskingyouforhelp.Whatadvicewillyougive?Youaregiven2minutestodiscussingroupsandthenoffergroup’sopinions.
Step2Listening
BesidesyouLisaalsoasksMissWangofRadioforTeenagersforhelp.WhatadvicedoesMissWanggivetoLisa?Let’slistentowhatshesays.
Listenfor3timesanddolisteningexercises.
Step3Post-listening
DoyouthinkMissWang’sadviceishelpful?
NowsupposeyouareeditorsofRadioforTeenagers,herearesomeproblemsforyoutoofferadvice.
(Giveeachgroupaproblemandaskthemtowritedowntheiradvice.)
1.Idon’thaveenoughpocketmoney.
2.I’mnotsatisfiedwithmyappearance.
3.Mydeskmatehaslostareferencebook,she/hethinksthatI’mathief.
4.IworkhardbutIhardlymakeprogress.
5.IwanttotraveltoWuZhenTownwithmyfiendsthisweekend,butmyparentsdon’tallowmetogo.
6.Idon’tlikethewayMr.LiteachesusEnglish,soI’mnotinterestedinEnglishanylonger.
7.Mymotherhasjustgivenbirthtomylittlebrother.I’mworriedthatthebabywillrobmeofmyparents’loveandeveneverything.
8.Iquarreledwithmybestfriend3daysago.Uptonow,wehaven’tsaidawordtoeachother.
9.I’dliketobemonitor,butatthesametimeIdoubtwhetherIhavesuchability.
10.I’moftenlateforschool.TheteacherissoangrythathethreatensthatifI’mlateagain,Iwillbedismissed.
Step4Writing
Youradviceisgoodandhelpful.Allofyouarequalifiededitors.NowIhavejustreceivedaletterfromalonelyboy.Readtheletter,whatishisproblem?Whatisyouradviceforhim?Writeareply.
Step5Homework
Writeastoryaboutyouandyourfriend.
老师讲课学生爱听,还愿意自学的情况下,往往少不了一份教案。即使每天晚上一两点都要坚持制定出一份最详细的教学计划。这样可以让同学们很容易的听懂所讲的内容,你们知道那些比较有创意的教学方案吗?为了让您在使用时更加简单方便,下面是小编整理的“三年级上册Unit2《Pointtothedesk》教案”,供您参考,希望能够帮助到大家。 三年级上册Unit2《Pointtothedesk》教案 教学目标: 1、知识目标:Pointtotheblackboard/thechair/thedesk/thewindow. 2、技能目标:Icanorderandpoint.我会发指令并能指出正确的物体。 教学重点: 发出指令和执行指令。 教学难点: 学习单词“chair”,“desk”,并会用所学句型发指令。 突破措施: 自由活动与师生互动相结合,巩固所学语言内容。 课前准备: 教师准备:单词卡、录音机、磁带、多媒体课件 学生准备:学生制作的桌凳、门窗等的卡片 教学过程: 一、Warmup 1.Greeting问好 2.Let’splay:Sayanddo. 边说边做,回顾上节课自编的小歌谣。 二、Leadingin 六幅图片分别表现单词door,blackboard,window,bird,chair,desk发出指令,请学生执行指令。继而使用图片进行新单词“chair”、“desk”的教学。 三、Presentation Step1,listenandpoint. 请学生边看边听,Daming,Lingling,Amy和Sam分别对小鸟说了什么,小鸟又是怎么反应的。 Step2,listenandrepeat. 课文内容比较简单,要求学生在听过几遍课文后试着复述课文内容。 Step3,readinyourgroup. Step4,actitoutinyourgroup.(Groupwork小组活动) 可以要求学生分角色表演课文内容,鼓励扮演小鸟的学生为自己的角色设计丰富的动作。 四、Chant(Singthesong:Pleasestandup.) (1)听录音两遍,了解歌曲大意。 (2)小组内唱一唱。 (3)边唱边做动作。 五、Excersies练习 学生自制的图片与小组内同伴交流。 六、Sumup (1)教师出示挂图,复习课文内容。 (2)引导学生根据板书,总结本课主要内容。 七、板书 M3U2Pointtothedesk. Words:blackboarddeskchairwindow Phrases:Pointto…评比栏(G1、G2、G3、G4) 八、检测反馈 选择正确答案。 ()1.Point_______thechair. A.toB.aC.chair A.Pointtothedoor.B.Pointtothewindou. A.Goodafternoon,AmyB.Goodbye,Amy. 学生两人一组用已制作好的图片,展示给同伴看,同时说出对方所画的物品是什么。 教学目标 1.学会Happy Birthday ! A for you! Thank you. Youre welcome 2.学会向他人祝贺生日,表示感谢的语言。 学生准备 English book 教师准备 tapecardscomputer 教学重、难点 1.向他人祝贺生日,学会用英语感谢他人。 2.难点:在语境中活用语言。 板书设计 Module9 Unit2 Happy birthday! Happy Birthday! A for you! Thank you. Youre welcome 教学过程 基本环节及意图 学生活动设计 教师活动设计 调整措施 一、Warming up and Revision 二、Leading-in 一、Warming up and Revision 1. Say a chant. Pen and pencil. 2. Guessing game: Whats in the bag? 二、Leading-in 1. Ss say Happy birthday! Practice in groups / pairs 2. Sing the song together. 一、Warming up and Revision 1. Say a chant. Pen and pencil. 2. Guessing game: Whats in the bag? 二、Leading-in 1. Show Sam on the screen. And say that Today is Sams birthday. What can we say to him? Elicit them to say Happy birthday! Practice in groups / pairs 2. Sing the song together. 教学过程基本环节及意图 学生活动设计 教师活动设计 调整措施 三、Listening Reading Activities 四、 Further Development 五、 Homework 三、Listening and reading activities. 1. Introduce and say. The S says in the front Im Lily. Im 6. Today is my birthday. The other say Happy birthday. A pen for you. 2. Learn a new chant. 3. Practice the chant in pairs and perform in the front. 四、Further development . Ss say Happy Mothers / Fathers / Teachers day. Lets make a birthday card for them. 三、Listening and reading activities. 1. Introduce and say. E.g. The S says in the front Im Lily. Im 6. Today is my birthday. The other say Happy birthday. A pen for you. 2. Learn a new chant. The teacher gives a ball to the kid and led them to say the chant. Bounce the ball. 3. Practice the chant in pairs and perform in the front. 四、Further development . Today is Mothers day/ Fathers day/ Teachers day. What do you say to them? Elicit them to say Happy Mothers / Fathers / Teachers day. Lets make a birthday card for them. 作为大家敬仰的人民教师,要对每一堂课认真负责。所以大多数老师都会选择制定一份教学计划。为学生带来更好的听课体验,从而提高听课效率。你们知道那些比较有创意的教学方案吗?以下是小编为大家精心整理的“冀教版(一起)一上Unit2《How are you》Lesson3教案”,欢迎您参考,希望对您有所助益。 教学内容: part d e 教学目标: 1、复习巩固问候语how are you?及其答语,要求读音正确,语调自然。 2、复习巩固句型: how are you?im fine/well/good,thank you。 3、激发学生英语学习兴趣,会唱歌曲how are you? 4、完成教学uint2。 教学重难点: 1、激发学生英语学习兴趣,会唱歌曲how are you? 教具准备: 磁带、录音机。 教学过程: a. greeting (the teacher stands at the door and greets the students as they come in the door.) t: hello. hi. (the teacher stands in front of the class and greets all the students again and prompts them to answer.) t: hello. ss: hello. t:class begings. s1: stand up. t: hello, boys and girls. ss: hello, miss que. (the teacher looks at individual students and prompts them to answer.) t: whats your name? s1: hello, my name is . t:how are you? s1:im fine, thank you. 开起小火车,一个接一个和后面的小朋友打招呼。 b、presentation: when we meet someone, we should say how are you? now, lets watch and listen. c、sing a song 1) 反复播放how are you ?让学生先熟悉曲调。 2)带领学生学歌词,并按音乐节奏做歌词诵读练习。 3)带领学生学唱歌曲。 4)引导学生替换歌词,如fine 可替换成well, good等。 d、play a game 1) 课前布置学生找一个或者作一个自己喜爱的卡通形象的手偶。 2)教师讲解游戏的做法,并进行示范。 3)小组内使用手偶开展对话游戏,用学过的语言进行交流: s1: good morning/ afternoon/ evening. whats your name? s2: my name is s1: how are you? s2:im fine/ well/ good. thank you . e、practise (1)活动1:listen and judge. 教师先向学生解释清楚题目的做法。 how are you , helen? im fine , thank you. 请学生听录音,要求学生根据录音判断对话内容是否与图画意思一致,相符则为笑脸,否则为哭脸。 (2)活动2:listen and respond. 录音中,画面上的某个人物正在和另一个人打招呼。根据图片所示内容用已学句型作出应答。 师生互问,生生练习问答。 (3)学习活动3:listen and colour 要求学生在听录音后,根据录音内容将字母涂上合适的颜色。 (4)学习活动4:look and act 要求学生先看图,然后依据图意说英语并表演。 教师组织学生操练句型。 is this david? no./ f、assign homework (1)听录音,进行对话。 (2)鼓励学生平时用本单元所学的日常交际用语相互打招呼。 (3)鼓励学有余力的学生学习其他的打招呼用语。 g、 writing on the blackboard unit 2 how are you? how are you? im fine/well/good,thank you. 英语 册 数 第一册 单 元 Module4 Unit2 课 题 Its a red dog. 课 时 教学目标 Ⅰ: Consolidate :green, black, blue,yellow,red,white Ⅱ: To be able to use the sentences: What colour is it? Its 教学重点 Words:green, black, blue,yellow,red,white 教学难点 To be able to use the sentences: What colour is it? Its 教学准备 CD-ROM,cadrds 教学板块 教与学预设 (师生活动) 教学重构 (修改意见) Learn to say a story. Art Class. IV. Further Development 1.Read the story. Blue wants to change its colour. 1) Lead-in T: Look, what colour is it? T: (Mix and ask) Look, now mix the blue and the yellow. What colour is it now? T: There is a beautiful fish. Its name is Blue. She wants to change its colour, do you want to know more bout it?2) Listen and guess the meaning. 板书设计 Module 4 Unit 2 Its a red dog. 《高一英语Unit2 English around the world教案》一文就此结束,希望能帮助您在小学教学中起到作用,如还需更多,请关注我们的“高中必修一英语教案”专题。 文章来源:http://m.jab88.com/j/3708.html三年级上册Unit2《Pointtothedesk》教案
()2.当Lingling说指向窗户时,你应该
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