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Unit1I’mMsSmart教学设计

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JAb88.cOM

三年级年级英语学科教案、学案一体化设计

课型

新授

课题

Module2Unit1I’mMsSmart

课时

第一课时

设计教师

教学目标设计

1能听懂和正确说出“Goodmorning,Goodafternoon”这些新短语。

2能运用句型Howareyou?I’mfine.Andhowareyou?I’mfine,too.

2.能力目标:发音准确,能听懂录音。会用本课词汇模仿录音语调

教学方法设计

情景教学法,游戏教学法,动作教学法、活动教学法等。

教学程序设计

教材处理设计

师生活动设计

一、导入

以复习第一模块第三单元的游戏的方式,选出四位同学,用手帕蒙住一位同学的眼睛,大家向他问Howareyou?,让他猜测是谁说的,并回应说I’mfine,thankyou.Howareyou?

二、Newteaching.

1、学习问候句:

Goodmorning.及I’mMsSmart.

2、学习:Howareyou?I’mfine.thankyou.Andhowareyou?I’mfine,too.thankyou.

1)、设置情境,导入新知

1、通过复习以前学过的歌曲《Goodmorningtoyou》,以“旧”引“新”,掌握“Goodmorning”

2、教师与分别与几名学生合作,示范Goodmorning,I’mMsJu.引导学生说Goodmorning,MsJu.

3.教师戴上Smart的头饰,向全体学生打招呼,Goodmorning,I’mMsSmart.学生回应Goodmorning,MsSmart.再单独和学生打招呼,巩固MsSmart.集体唱歌:

Goodmorningtoyou

Goodmorningtoyou

Goodmorning,DearMsJu.

Goodmorningtoyou

Sayandd

2)、学习单词:Howareyou?I’mfine.thankyou.Andhowareyou?I’mfine,too.thankyou.

1)、告诉学生,我们的新朋友SamAmyDamingLingling他们也刚开学,让我们来看一看他们开学是怎样的,并且找出和我们相似的地方。

2)、将找出的句型Howareyou?I’mfine.thankyou.Andhowareyou?I’mfine,too.thankyou.读出,比一比谁读的又好又对,表扬同学并给予奖励。

3)、用手指着重点句型,老师领读两遍,再请小老师教授。纠正发音,如girlsMsSmart.对读的好的同学,老师在这段文的旁边盖一朵小红花。

教学程序设计

教材处理设计

师生互动设计

三、Learnthetext.

1.presentingthenewtext.

2.Listenandpoint

3.Listenandrepeat.

4.Roleplay.

三、.阅读前活动

1.T:Lookatthepicturesinyourtextbook.Whoarethey?Whataretheydoing?Workingroups.

学生通过对话交流,有助于学生理解的同时认读课文。

2.听录音,跟读课文

3.Roleplay.

1)教师示范表演,然后分组表演,让学生在表演中学会运用语言。

2)游戏:找朋友。1、找发音较好的学生戴上人物头饰,教师就是Ms.Smart.让全班学生来参与表演。

2、找学生扮演Ms.Smart.表演。

3、四人小组,分组表演练习。

4、让学生在班上自由组合,根据今天所学句型,结合自己课外所学的知识,如:What’syourname?Howoldareyou?等一些简单日常用语,在最短的时间里找到自己的朋友。比一比,练一练,看谁的朋友最多,谁的对话最有意思。

四、Summingup

四、总结本课知识重点。五、Homework

把今天学的《Pointtothedoor》读给家长听。

板书设计

Module3Classroom

Unit1I’mMsSmar

Goodmorning.I’mMsSmart

Howareyou?

I’mfine.thankyou.Andhowareyou?

I’mfine,too.thankyou.

课后反思

相关阅读

鲁教版初二英语上册Unit1I’mwatchingTV.教案


课题

Unit1I’mwatchingTV.

课型

review

环节

教学内容

教法学法

研讨修改

Aim1revisethewordsandphrases:clean,read…

Aim2revisethetense(现在进行时):1构成

2用法

Step2

Show

aims

ShowtheaimstotheSs:

1现在进行时构成

及表达的意义:

be(is,am,are)+ving

2ving的构成:

a:do/go/read+ing

b:write去掉e改为

writing

cswim----swimming

thenletthemreadthe

formsandrecitethe

forms.

LetSssaythe构成及意义

Letthemrecitetheforms

Anddosomeexercises

Likethis.

教学

重点

Aim1revisethewordsandphrases:clean,read…

Aim2revisethetense(现在进行时):1构成

2用法

教学

难点

Aim1revisethewordsandphrases:clean,read…

Aim2revisethetense(现在进行时):1构成

2用法

环节

教学内容

教法学法

研讨修改

Step1

Lead

Into

The

class

LetSsreadthenewwordsand

Phrasesinthisunit.thenhavea

Dictationabout

Them.

GiveSstwominutesto

Revisethewordsand

Phrases,preparefor

Thedictation.

环节

教学内容

教法学法

研讨修改

环节

教学内容

教法学法

研讨修改

Step3

Do

Exer-

cises

翻译词组:

1做作业

2看电视

3吃晚饭

4通过电话谈话

5写信

6等待

7与…人交谈

8与…物交谈

9打篮球

10为…感谢

汉译英:

1你正在干什么?

我在看电视。

FirstletSsdotheexercisesbythemselves

Thenchecktheanswers

1dohomework

2watchTV3eatdinner

4talkonthephone

5writetheletter

6waitfor7talkto

8talkabout9playbasket-ball

10thanksfor

Step4

Sum

up

step5

home

work

2那听起来不错。

3他正在等什么?

4他们正在谈论这部电影。

5我的爷爷正在游泳。

Sumuptheimportant

Structures.

A:recitethewords/phrases

B:writeacomposition

Answers:

Thatsoundsgood.

What’shewaitingfor?

They’retalkingabout

Themovie.

整理笔记

独立完成

教学

反思

审阅签字:年月日

Unit8I’llhelpcleanupthecityparks教学设计


Unit8I’llhelpcleanupthecityparks.

The1stperiod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabulary

cleanup,hunger,homeless,cheerup,giveout,volunteer,food,bank

(2)TargetLanguage

I’dliketoworkoutside.

Youcouldgiveoutfoodatafoodbank.

2.AbilityObjects

(1)Trainthestudentstoexpressofferingtohelpwiththetargetlanguage.

(2)Trainthestudents’listeningskill.

3.MoralObject

Offerhelptotheothersasmuchaspossible.

Ⅱ.TeachingKeyPoints

1.KeyVocabulary

cleanup,hunger,homeless,cheerup,giveup

2.TargetLanguage

Howtoexpressofferingtohelpwithtargetlanguage.

Ⅲ.TeachingDifficultPoints

1.Teachthestudentshowtousethenewphrasalverbs.

2.Teachthestudentstoexpressofferingtohelpwithtargetlanguage.

Ⅳ.TeachingMethods

1.Teachingbygivingsamplesentencesandmakingupsentences.

2.Teachingbyshowingpictures.

Ⅴ.TeachingAids

1.Ataperecorder

2.Somepicturesonvolunteer’sofferinghelp

Ⅵ.TeachingProcedures

StepⅠRevision

1.RevisethelanguagepointsinUnit7.

Asksomequestionslikethis:Wherewouldyouliketogoonvacation?Why?(Because…)

2.RevisethecontentsinUnit7.

3.Checkhomeworkbyaskingsomestudentstoreadtheirsentencesthey’vemadewiththeverbs.Letthemhandintheirhomework.

4.DictatetenwordsinUnit7.

StepⅡla

Inthisunitwelearntooffertohelp.

We’llusesomephrasalverbs.Eachphrasalverbshastwoorthreewords,suchascleanup,cheerup,giveout.

Hereisanexampleonhowtousecleanup.LookatthetitleofUnit8.I’llhelpcleanupthecityparks.Repeatittwice,please.

Askthechildrentoreadthetitletwice.

Thengoonsaying,"cleanupmeansmakeaplacecleanandtidy,putthingsthereinorder".Let’sseeanotherexample,Weshouldalwayscleanupafterapicnic.

Whocanexplainthissentenceinyourown,words?

Askonestudenttoexplainthesentence.

Heorshemaysaylikethis.Thissentencesmeansweshouldburnwastepaper,collectlitterandemptybottles,etc.

Thenasktheclass.Whocanmakemoresentenceswithcleanup?

Askseveralstudentstosharetheirsentencestotheclass.

Dothesamewiththeotherphrasalverbs.

Readtheinstructionstothestudents.

Pleaselookatthepicturenow.Wecanseeabulletinboardandtwochildreninit.Whatisthebulletinboardabout?

Helpstudentstoanswer:VolunteerToday!

Thencontinuesaying,"Whocantellmethemeaningofvolunteer?"

Askonestudenttotrytoexplainit.Thentellthemthemeaningofit.Volunteermeansapersonwhoofferstodosomethingunpleasantordangerous.Itmeansapersonwhoofferstohelptheotherssometimes.Volunteerisusedasaverbinthislesson.

Drawthestudents’attentiontothethreepostersontheboard.

Wecanseeonesentenceineachposter.

Andwecanseesomepeopleineachposter,too.Whatarethevolunteersdoingineachposter?Pleaseworkinpairsandtalkabouttheposters.

Givethestudentsafewminutestotalkaboutwhattheywillsay.Letthemtalkaboutallthethreeitems.Movearoundandhelpthepairsasneeded.

Thenreadthesentencesintheposterstotheclass.Askthepairsofstudentstoexplainwhatthesentencemeansintheirownwords.Ortellwhatthevolunteersaredoingintheposters.

Forexample,forthefirstposter,apairmightsay:

Itmeansthereistrashinthepark.Therearepapersontheground.Wecanhelpcleanuptheparkbypickinguppapersandtrash.Wecanmaketheparkclean.

Afterthestudentshavefinishedalltheitems,askthestudentstoaddsomeotherwaystheycanhelppeople.Getthemtowritethewaysdownintheboxbelowthepicture.

Atlast,asksomestudentstosharetheirideaswiththeclass.Writeanynewwordsorphrasesontheboardandexplainthesewordstotheclass,ifnecessary.

StepⅢ1b

Callthestudents’attentiontothetwolistsintheboxinActivitylb.Asksomestudentstoreadtheeightsentencesontheliststotheclass.Explainanynewwordsandphrasesinit.

Makesurethatallthestudentscanunderstandthemeaningsoftheeightitems.

Thengetthechildrentoreadtheinstructionstogether.

Say,wewillhearfourconversations.

Yourtaskistomatchtheitemsinthetwolists.Wecanseetheblanksinfrontofthefirstlineofeachconversation.Listentotheconversationsandwritetheletterinfrontofthefirstlineofeachconversation.Putthelettersofthesecondlineofconversationsinrightplaces.

Pointoutthesampleanswertotheclass.

Playtherecordingthefirsttime.Tellthestudentstoonlylisten.

Thenplaytherecordingasecondtime.

Tellthemtowritealetterinfrontofeachnumberedsentencethistime.

Checktheanswers.

StepⅣ1c

Readtheinstructionswiththeclass.

CalltheirattentiontotheexampleinthespeechbubblesinActivityla.Askapairofstudentstoreadthisconversationtoaclass.Thenletthempracticeinpairs.

Notetheirpronunciationof"liketo"inphrasessuchas,I’dliketohelphungrypeople.TellthemEnglishspeakersusuallypronouncethewords"liketo"asiftheywerespelledlike-tuh.

PlaytheI’dliketostatementsontherecordingtodemonstratethispronunciation.

Afterthey’vefinishedpracticingthesampleconversation,askthemtomakeupsimilarconversationsbasedontheothertwoposters.Gettwopairstodemonstratetwoconversationsfirst.

Thenletthewholeclasspracticeinpairs.

Afterthat,playtherecordingofactivity1bandletthechildrenreadafterittwice.

ThenaskthemtopracticesimilarconversationsusingtheinformationinActivity1b.

StepⅤSummary

StepⅥHomework

1.Makeuponesentencewitheachofthefollowingphrasalverbs:

cleanup,cheerup,giveout

2.Writeoutthreeconversationsofactivity1c.

StepⅦBlackboardDesign

Unit8I’llhelpcleanupthecityparks,

SectionA

TheFirstPeriod

Phrasalverbs:

1.cleanup—makeaplacecleanandtidy,putthingsinorder

Weshouldalwayscleanupthedirtypartsofthesea.

2.cheerup—makesomeonefeelhappy

Thegoodnewscheerseveryoneup.

3.giveout—handout,distribute

LinTaohelpedtheteachergiveoutthenewtextbookstotheclass.

The2ndPeriod

Ⅰ.TeachingAimsandDemands

KnowledgeObjects

(1)KeyVocabulary

clean-up,sign,putoff,setup,establish,comeupwith

(2)TargetLanguage

I’llhelpcleanupthecityparks.

2.AbilityObjects

(1)Trainthestudents’listeningskill.

(2)Trainthestudents’communicativecompetenceusingthetargetlanguage.

(3)Trainthestudentstousethenewphrasalverbs:cheerup,setup,comeupwith,putoff/

3.MoralObject

PlanaCityParksClean-upDaywithyourgoodfriendsandcomeupwithsomeideastotellpeopleaboutit.

Ⅱ.TeachingKeyPoints

1.Listeningpracticewithtargetlanguage.

2.Makecommunicationswithtargetlanguage.

3.Howtousethephrasalverbs.

Ⅲ.TeachingDifficultPoints

1.Makecommunicationswithtargetlanguage.

2.Usethephrasalverbs.

Ⅳ.TeachingMethods

1.Listening

2.Pairwork

3.Roleplaytheconversation

Ⅴ.TeachingAids

Ataperecorder

Ⅵ.TeachingProcedures

StepⅠRevision

1.RevisetheknowledgepointsonPage60.Askseveralstudentstotellsomewaystheycouldhelppeoplewithbooksclosed.

2.Checkhomeworkbyaskingseveralpairstoreadtheirconversationswhichtheywrotedown.

3.Checkhomeworkbyaskingsomestudentstoreadtheirsentenceswiththephrasalverbs.Letthemhandintheirhomework.

StepⅡ2a

WecanseefivepicturesinActivity2a.

Whatcanyouseeineachpicture?

Askfivedifferentstudentstodescribethepictures.

Afterthat,askastudenttoreadthewordsontheTVscreen,onthesignandinthenewspaper.

We’llhearsomestudentsataclubmeeting.Theyaretalkingabouthowtheirclubcanhelpcleanupthecityparks.

Asktheclasstoreadtheinstructionstogether.Tellthemtonotetheboxofeachpicture,theywillhavetotickintheboxesoftheitemstheyhearontherecording.

Nowlistentotheclubmemberstalkingaboutwhattheycandotocleanupthecityparksandtickintherightsmallboxes.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingagain.Askstudentstocheckthethingstheyhear.

Checktheanswers.

StepⅢ2b

Readtheinstructionswiththeclass.Andletthemhavealookatthesentences.

Readthefirstsentencetothestudents.

Tellthemitisasampleanswer.

Say,Wewillhearthesamerecordingagain.Thistimelistencarefullytowhatthestudentssayandfillintheblanksinthesentences.

Playthetapeagainandthestudentswriteouttheanswers.

Checktheanswers.

StepⅣ2c

Askstudentstolookatthesampleconversationfirst.Askapairtoreadittotheclass.

Asktheclasstoreadtheinstructionstogether.

Say.You’llworkinpairstoroleplaytheconversationinActivity2b.

Eachpairwillmakeaconversationlikethesampleone.YoucanusethesentencesinActivity2basaguide.

Askthestudentstoworkinpairs.Morearoundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneeded.

Askoneortwopairstosaytheirconversationstotheclass.

StepⅤGrammarFocus

Say,Doyourememberthemeaningofcheerup?Whocantellus?

Askastudenttoexplainthephrasalverbcheeruplikethis:

Cheerupmeansmakesomeonehappy.

Thengetstudentstomakeupsomesentenceswithit.

Say,Let’slearnsomemorephrasalverbstoday.Pleaseopenyourbooksatpage61.LookatthecontentinGrammarFocusandtrytotellmethemeaningsofsetupandcomeupwith.

Asktwochildrentotelltheirmeaningslikethis:

Setupmeansestablishorstart.

Comeupwithmeansthinkup.

Thengetstudentstoreadthesamplesentencesinthegrammarbox.

Writethephrasalverbsandthesentencesontheblackboard.

Getstudentstomakemoresentenceswiththesephrasalverbstogetafurtherunderstanding.

StepⅥSummary

Say,Inthisclass,we’vedonesomelisteningandwritingpracticewithtargetlanguage.Wealsodidsomeoralpracticeinpairs.Andwe’vediscussedsomephrasalverbsaswell.

StepⅦHomework

1.WritetwoconversationslikethesampleinActivity2c.

2.Makeuponesentencewitheachofthefollowingphrasalverbs:setup,comeupwith,putoff,handout,callup

StepⅧBlackboardDesign

Unit8I’llhelpcleanupthecityparks.

SectionA

TheSecondPeriod

Phrasalverb:

cheerupHelookssad.Let’scheerhimup.

setupWearegoingtosetupafood

banktohelpangrypeople.

comeupwithWeneedtocomeupwithsomeideas.

The3rdPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabulary

major,commitment,veterinarian,coach

(2)TargetLanguage

I’dliketojointheschoolvolunteerproject.

Youcouldhelpcoachafootballteamforlittlekids.

2.AbilityObjects

Trainstudents’readingskill.

Trainstudents’speakingskillwithtargetlanguage.

Trainstudents’writingskillwithtargetlanguage.

3.MoralObject

Ifthereisastudentvolunteerprojectinyourschool,trytojoinit;ifnot,trytosetupone;beingavolunteerisgreat!

Ⅱ.TeachingKeyPoints

1.GuidestudentstoreadthearticleinActivity3a.

2.Helpstudentstousethetargetlanguagetoexpresswhatkindsofvolunteerworktheycoulddoandwhattheyliketodo.

1.TeachingDifficultPoints

1.Readthearticleforcomprehension.

2.Usethetargetlanguagetoexpresswhatkindsofvolunteerworktheycoulddoandwhattheyliketodo.

Ⅳ.TeachingMethods

1.Pairwork

2.Roleplay

Ⅴ.TeachingAids

Somepicturesthatthevolunteersareworking,orsomesignsofthevolunteers’clubs.

Ⅵ.TeachingProcedures

StepⅠRevision

1.Checkthehomeworkbyaskingsomechildrentoreadtheirconversation.

2.Checkthehomeworkbyaskingsomechildrentosharetheirsentenceswiththephrasalverbswiththeclass.

3.Revisethetargetlanguagetheylearnedlastclass.

StepⅡ3a

Havethestudentslookatthepictureofthethreechildren.Askthemwhotheythinkthechildrenare.

Thencallthestudents’attentiontothetitleofthearticleandaskthechildrentoreaditout.Askthemthequestionagain.

Thistimetheymayanswer.Theyarethreevolunteers.

Readtheinstructionstothestudents.

Thisisanarticleaboutvolunteers.Youhavetwotaskstodfirstunderlinethekindsofworkthevolunteersdo;secondcirclethereasonswhytheyliketheirwork.

Continuesaying.ThenamesofthethreevolunteersareLiHuiping,LanPeiandZhuMing.Thearticletellsyouaboutthedifferentthingstheydotohelppeople.

Pleasereadthearticlethefirsttimeandunderlinethethingstheydo.Therearethreequestionsontheblackboardtohelpyou.

Writethethreequestionsontheblackboardandtellthemtoscanthepassagetogettheanswersandunderlinethewords.

Questions

1.WhatdoesLiHuipingdotohelppeopleasavolunteer?

2.WhatdoesLanPeido?

3.WhatdoesZhuMingdo?

Checktheanswersbyaskingthreestudentstoanswerthequestions.

Readthearticletotheclassanddosomeexplanationonanynewwords.TellthestudentstoraisetheirhandswhenIcometoanywordorsentencetheydon’tunderstand.Pauseanddosomeexplanation.

TrytoexplainthenewwordsinEnglishlikethis:majormeansmoreimportant,forexample,amajoroperation,themajorroads;Aveterinarianmeansananimaldoctor,adoctorwhotreatsanimals.

Afterthat,getthestudentstoreadthearticleasecondtimetocirclethereasons.

Checktheanswerswiththeclass.

Thenhavethestudentsreadthearticleloudlytwice.Encouragethemtoaskquestionsiftheystillcan’tunderstandanywordsorsentences.

Movearoundtheclassroomandanswerthestudents’questions.

StepⅢ3b

Readtheinstructionstothestudents.

AndtellthemIloveEnglish.IcouldteachEnglishinanafter-schoolprogram.

Huilovesplayingfootball.WhatcouldHuidoifhewantstojointheschoolvolunteerproject?

Helpthestudentsanswer.Hecouldcoachafcf6tballteamforlittlekids.

Tellthemcoachmeansteachortrain.

ThenaskthestudentstolookatthetableinActivity3b.

Wecanseethreecolumnsinthisform.

Therearefournamesinthefirstcolumn.

Andwecanknowwhateachofthemlovesdoingfromthesecondcolumn,thecolumnofloves.Nowourtaskistofillintheblanksinthethirdcolumn,thecolumnofCould.Getthestudentstodiscussinpairsandfilltheresultsoftheirdiscussionsintheblanks.

MovearoundtheclassroomtomakesurethattheyarediscussinginEnglishandofferthemhelpasnecessary.

Askseveralpairstoreporttheiranswerstotheclass.Answerswillvarybutshouldshowasenseofvolunteeringaswellasarelationshiptotheskill.

Theymaygiveanswersincompletelysentencesorallybutwriteinphrases.

StepⅣ3c

Askapairofthestudentstomodelthesampleconversationfirst.

Writetheconversationontheblackboard.

Modelfortherestoftheclass.

Thenletthewholeclasspracticeinpairs.Remindthemtousethesampleconversation,butreplacethewordslovesandskills.

Movearoundtheclassroomwhiletheyareworking,checkingtheprogressandofferinghelpasnecessary.

Asktwoorthreepairstosharetheirconversationstotheclass.

StepⅤPart4

Readtheinstructionstotheclass.

Callthestudents’attentiontotheclartontheleft.PointoutthetitlesThingsIliketodoandvolunteerworkIcoulddotothestudents.

Atfirst,eachofyouwritesdownthreethingsyouliketodoonthelinesinthecolumnofThingsIliketodo.Youcanwriteineithercompletesentencesorphrases.Forexample,youcanfillintheblankwithIlovedrawingpictures,orDrawingpictures.

Getthestudentstowritedowntheirownanswersindividually.

Asstudentswrite,movearoundtheroomhelpingwithvocabularyifnecessary.

Showsomepicturesofvolunteers’worktoremindthemaswell.Askseveraltoreadtheirthingstheyliketodototheclass.

Thenworkinpairsandgiveeachothersuggestionsaboutwhatvolunteerworkyoucoulddowiththoseinterests.Askapairtomodelthesampleconversationbeforetheybegintopractice.

Getstudentstopracticeinpairs.

Asthestudentspractice,movearoundtheclassroom,correctingsomemistakestheymaymakeandhelpingthemanswerthequestions.

TellthemtofillintheblanksinthecolumnofVolunteerworkIcoulddowiththesuggestionsthattheirpartnershavegiventhem.

Afterallofthemhavefinishedwriting,askoneortwopairstosharetheirconversationstotheclass.

StepⅥSummary

Inthisclass,we’velearnedmoreaboutthevolunteersandtheirwork.Andwe’vedonemuchoralandwrittenpracticeonvolunteerworkwithtargetlanguage.

StepⅦHomework

1.WriteaconversationlikethesampleoninActivity3c.

2.WriteaconversationlikethesampleoneinActivity4.

StepⅧBlackboardDesign

Unit8I’llhelpcleanupthecityparks.

SectionA

TheThirdPeriod

Targetlanguage:

1.I’dliketojointheschoolvolunteerproject,butI’mnotsurewhatIshoulddo.

Whatdoyoulikedoing?

Iloveplayingfootball.

Well,youcouldhelpcoachafootballteamforlittlekids.

2.IliketoreadaboutChinesehistory.

WhatkindofvolunteerworkdoyouthinkIcoulddo?

YoucouldstartaChineseHistoryClub.

The4thPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabulary

runoutof,takeafter,fixup,giveaway,repair,not…anymore,similaradvertisements

(2)TargetLanguage

Whatdoyoudo,Jimmy?

Ifixupbikesandgivethemaway.

2.AbilityObjects

(1)Trainthestudents’reading,writing,speakingandlisteningskillswiththetargetlanguage.

(2)Trainthestudentstousethenewphrasalverbs.

3.MoralObject

Comeupwithagoodideatohelpothers.Itwillbringyoumuchenjoyment.

Ⅱ.TeachingKeyPoints

1.Trainthestudents’reading,writing,speakingandlisteningskillswiththetargetlanguage.

2.Teachthestudentstousethenewphrasalverbsproperly.

Ⅲ.TeachingDifficultPoint

Teachthenewphrasalverbs.

Ⅳ.TeachingMethods

1.Makingupsentences

2.Listening

3.Pairwork

Ⅴ.TeachingAid

A.taperecorder.

Ⅵ.TeachingProcedures

StepIRevision

1.RevisethecontentsofthearticleinActivity3a.SectionA

2.Checkthehomeworkbyaskingsomestudentstoreadtheconversationstheywrote.Correctanymistakestheymighthavemade.Letthemhandintheirhomework.

StepⅡ1a

Readtheinstructionstothestudents.

Makesurethateachoneknowswhattodo.

Letthestudentslookatthesentencesintheleftcolumnfirst.TrytoexplainthefoursentencesinEnglishforthechildren,especiallythenewphrasalverbsinthesentences.Saytothemlikethis:

Pleaselookatthesentencesontheleftcolumn.Let’sgetthemeaningsofthem.

Let’sseethefirstone.I’verunoutofit

Here,runoutofisaphrasalverb.Itmeansreachanendof,useuporbecomeshortof.I’verunoutofit,meansI’veuseditup,nothingleft.

Explaintheothersentencesinthesameway.

Afterexplainingthesentences,readeachsentenceintheboxandaskthestudentstorepeat.

Thenaskseveralstudentstoexplainthesentenceswithlettersinfrontofthem.

Tellthemtoexplainthemintheirownsentences.Forexample,Sentencea,thestudentmightrespond.Mybicyclewasbroken.Icouldn’trideit.Igotnewtiresandanewseat.Nowitworksfine.

Readtheinstructionsagainandaskthestudentstomatchthesentenceswithsimilarmeanings.

Say,Nowmatchthenumberedsentenceswiththeletteredsentencesinthebox.

Writetheletterofonesentenceinfrontofthenumberofthematchingsentence.

Lookatthefirstsentence.Theanswerhasbeengiven.It’sSentenceb.Findouttheanswerstotheothersentences.

Checktheanswersbyaskingdifferentstudentstoreadtheirmatchedsentences.

StepⅢ1b

Callthestudents’attentiontothephrasalverbsinthebox.Havefourdifferentstudentsexplaineachphrasesintheirownwords.

Makesureeachstudentknowsthephrasalverbs’meanings.

Thenaskthestudentstoreadtheinstructionstogether.

Nowlet’smakesentenceswiththewordsinthebox.Pleaselookatthesamplesentenceinyourbook.Whowouldliketoreaditandexplainitinyourownlanguage?

Askonestudenttoreadthesamplesentenceandexplainit.Heorshemightexplainlikethis:

ThemeaningofthissentenceisIgivemybicycletocharitieswithoutmoney.

Whocanmakeanothersentencewithgiveaway?Pleaseputupyourhands.

Asktwoorthreestudentswhohaveputuptheirhandstosaytheirsentencestotheclass.Correctanymistakestheymaymake.

Thenhavethestudentsworkindividually.Makeonesentencewitheachphrasalverbinthebox.Tellthemtowritedowntheirsentencesonthelinesnexttothebox.

Walkaroundtheclassroomastheywrite.Offersomehelptothemiftheyneed.Trytorememberwhohavemadesomewonderfulsentencesatthesametime.

Afterallofthemhavefinishedwriting,choosesomechildrenwhohavemadesomewonderfulsentencestosharetheirswiththeclass.Choosesomeofthebestsentences.Writethemontheblackboard.

Atlast,askthewholeclasstoworkinpairsandhelpeachother.Letthemcheckeachother’ssentencesverycarefully.

Correctallthemistakesinwritingorsentencestructuresthattheirpartners’mayhavemade.

StepⅥ2a

Callthestudents’attentiontothefourpictures.Tellthemtheboy’snameisJimmy.Readtheinstructionstotheclass.Yourtaskistonumberthepicturesthecorrectorderwhileyouarelisteningtotheconversationonthetape.ButIwanttoaskyoutoguesstheanswerwithoutlisteningnow.

TrytoputthefourpicturesinacertainordertoshowastoryofJimmybyyourselvesnow.I’llseewhoseanswersantcorrectafterwefinishdoingthelisteningpractice.

Thenhavethemgivetheirownorderbyguessing.Afterawhile,askseveralonestotelltheiranswerstothewholeclass.

Collecttwoorthreeanswerswhichmanystudentssupportontheblackboard.

Next,asksomestudentstotelltheirownstoriesonthepicturesaccordingtotheirownorders.

Afterthat,askthestudentstogetreadytolisten.

Say,Wewillheararadioprogram.Amanisinterviewingaboy.Writeanumberineachshortlinenexttoeachpicturewhileyouarelistening.Yournumbersshouldbefrom1through4andshowwhichthingtheytalkaboutfirst,second,thirdandfourth.

Playtherecordingthefirsttime.

Studentsonlylisten.

Thenplaytherecordingagain.Askstudentstonumberthepictures.

Checktheanswers.Remembertosaycongratulationstothechildrenwhoguessedcorrectly.

StepⅤ2b

Readtheinstructionstogetherwiththechildren.Makesurethateveryoneknowswhattodo.

Callthestudents’attentiontothebox.

Askfourstudentstoreadthefoursentencestotheclass.

Pointtothelistofstatementsandtrue/falsechoices.

Wewilllistentothesamerecordingagain.BeforeIplaytherecording,let’sdolikethis.—Ifyoucanrememberthecontentsoftheconversation,pleaseyou’reyouranswers;ifyoucan’trememberthecontents,pleasejustguesstheanswers.Itdoesn’tmatterwhetheryouranswersarerightorwrong.

Afterawhile,havethestudentsgetreadytolisten.

Playtherecordingagain.Askthestudentstocirclethecorrectanswertoeachquestion—TfortrueorFforfalse.

Checktheanswer.Remembertosaycongratulationstothestudentswhohadagoodguessbeforelistening.

StepⅥ2c

First,playtherecordingofthislessonagain,Thestudentsrepeatafterit.Letthestudentsreadafterthetapeatleasttwice.Tellthemtotrytheirbesttocopythepronunciationoftherecording.

Readtheinstructionstotheclass.TellthemtheywillpracticetheconversationbetweenJimmyandthereporter,usingtheinformationintheActivities2aand2b.

Askapairofthestudentstoreadthemodelconversation.

Writetheconversationontheblackboard.

Thenletthempracticetheirownconversationsinpairs.

Asthepairsworktogether,morearoundtheroomofferinghelpasneeded.

Askseveralpairstosharetheirconversationswiththeclass.

StepⅦSummary

Say,Inthisclass,we’velearnedhowtousesomenewphrasalverbsfirst.And

we’vedonemuchlisteningpracticeonthetargetlanguage.Atlast,wedidsomeoralpracticebymakingourownconversations.

StepⅧHomework

1.MakeuponemoresentencewitheachofthephrasalverbsinActivitylb.

2.WriteouttheconversationsthatyoumadebyyourselvesinActivity2c.

StepIXBlackboardDesign

Unit8I’llhelpcleanupthecityparks.

SectionB

TheFourthPeriod

Targetlanguage:

A:Whatdoyoudo,Jimmy?

B:Ifixupbikesandgivethemaway.

The5thPeriod

Ⅰ.TeachingAimsandDemands

KnowledgeObjects

(1)KeyVocabulary

callup,handout,call-in(=phonein),strategy,workout

(2)Thenewandoldphrasalverbs.

(3)Thereadingpassage.

2.AbilityObjects

(1)Trainthestudents’readingskillonhowtomakenotes.

(2)Trainthestudentshowtousethephrasalverbs.

(3)Trainthestudents’writingandspeakingskills.

3.MoralObject

Ifyougetintroubleinyourvolunteerwork,gotothepeoplearoundyoutoaskforhelp.

Ⅱ.TeachingKeyPoints

1.Tohelpthechildrenunderstandthearticle.

2.Toteachthenewphrasalverbs.

3.Todirectthestudentshowtomakenotesbasedonanarticle.

Ⅲ.TeachingDifficultPoints

1.Teachingthenewphrasalverbs.

2.Directingthechildrentomakenotesbasedonanarticle.

Ⅳ.TeachingMethods

1.Givingexamples

2.Askingquestions

3.Makingnotes

4.Brainstorming

Ⅴ.TeachingAids

Somepicturesonvolunteerwork,especiallyapictureonrepairingbikes.

Ⅵ.TeachingProceduresStepIRevision

1.Revisethephrasalverbsthattaughtlastclassbyaskingstudentstomakesentenceswiththemagain.

2.Checkhomeworkbyaskingstudentstoreadtheirsentencesandconversationstotheclass.

3.RevisethestoryaboutJimmy.

StepⅡ3a

WehavelearnedsomethingaboutJimmy.

WeknowheisaBikeboy.Hefixesupoldbikesandgivesthemaway.Butheranoutofhismoneytobuyoldbikeslastweek.Hashecomeupwithanywayofgettingmoney?orWillhehavetostop?

Let’sfindouttheanswerinthearticleinActivity3a.Pleasereadthearticleoncequicklyandtellmetheanswer.

Havethestudentsscanthepassageandcatchthemainideaofit.Afteraroundtwominutes,Askthequestionagain.

StepⅢ3h

WeknewJimmyhadsolvedhisproblem.

Whatthingsdidhedotosolvehisproblem?PleasemakeanoteofthethingsthatJimmydidtosolvehisproblem.

Askastudenttoreadthesamplesentenceinthebook.TellthemtowriteoutthethingsthatJimmydid.Usethesamplesentenceasamodel.Andtheycanrereadthearticletosearchfortheanswers.Letthestudentscompletetheworkontheirown.

Walkaroundtheroomwhiletheyarewriting,checkingprogressandcorrectingthemistakestheymaymakewhilewriting.

Aftertheyallfinishwriting,askafewstudentstogivetheiranswers.Pointoutthemistakestheymayhavemadeinwriting.

Afterthat,writethefollowingwordsandphrasesontheblackboard.

callup,handout,workOut,call-in,strategy

Tellthemtonotethesenewwordsandphrasesinthearticle,askchildrentoreadthearticleagain.Tellthemtoreadincontext,guessingthemeaningsofnewwords

andphrasesfromtheotherwordsaroundthem.

Studentsreadthearticleagainforcomprehensionthistime.Allowthemtoreadalittlelongerthistime.

Afterawhile,pointtothenewwordsandphrasesontheblackboardandletthestudentsguessthemeaningsofthem.Theteacherdoessomeexplanationatthesametime.

Lookattheblackboardnow.Let’sexplainthesenewwordsandphrasesonebyone.

Askthestudentstomakesomesentenceswithitiftimepermits.Letthemdoitashomeworkifthereisnoenoughtimeinclass.

Getthestudentstoreadtheinstructionstogether.

Say,Readthearticleathirdtimenow.

Pleaseunderlineallthephrasalverbswhileyouarereading.

Askstudentstocompletetheworkontheirown.

Getsomestudentstotelltheclasstheiranswers.Checktheanswerswiththewholeclass.

Thenhavethemworkinpairs.Tellthemtocheckeachother’sanswerscarefullyandpointoutthemistakestheirpartnersmayhavemade.Tellthemtohelpeachotherlikethisasoftenaspossible.

Writethecorrectanswersontheblackboardtohelpthem.

Aftercheckingtheanswers,askthestudentstoreadthearticleloudly.Teachthemtoreadthenewwordsoreventhewholetextbeforetheystartreadingifnecessary.

Askthemtoreadforawhile,askoneortwotoreadittotheclass,correctinganypronunciationerrorstheymaymake.

Thenaskthewholeclasstopracticereadinginpairs.Tellthemtoreadthearticleloudlyinturnsinpairs.Theonewhoislisteninghastopointouthisorherpartner’spronunciationerrorsandhelptocorrectthem.Iftheyarenotsureaboutanywords,tellthemtoaskforhelpfromtheteacher.

Afterpracticereadingthearticle,askiftheyhaveanywordsorsentencestheydon’tunderstand.Tellthemtoraisetheirhandsandsaywhichwordsandsentencestheydon’tunderstand.

Helpsolvetheproblems.

StepⅣPart4

Let’sdoitingroupsoffour.Eachgroupwillhavetobrainstormaplanforhelpingoutinyourcommunity.Talkaboutitandmakenotesonwhereyouwillhelpandwhatyouwilldo.

Eachgrouphastowriteoutyourownlistofpossibleplacesandvolunteeractivitiesfirst.

PointoutthechartinActivity4.TellthemtonotethetwogivenstatementsWhereandWhat.

YourtaskistowritetheplacesafterthewordWhereandthevolunteeractivitiesafterthewordWhat.

Showsomepicturesorsignsonvolunteeractivitiestohelpthechildrencomeupwithsomeideas.

Letthestudentsworkinfours.Brainstormtheirplansandwritetheirownlists,usingtheanswersontheblackboardasamodel.

Walkaroundtheclassroom,offeringhelpasnecessary.

Aftertheyallfinishbrainstormingandwriting,tellthemtopracticetogetherwhattheywillsaytotheclass.

Eachgroupwillhavetoreportyourplantotheclass.Nowpracticetogetherwhatyouwillsay.Youcanselectonetoreportmainlyandtheotherscompleteoryoucansayinturns.Eachonetellsaboutoneplace.Andyoucanalsohaveonewritenotesontheboardifyouwish.

Letthempracticeforawhile.Thenaskeachgrouptomaketheirpresentations.

StepⅤSummary

Say,Inthisclass,we’vereadanarticleaboutJimmy.We’veknownJimmyhasgotsixteenbikestofixupandgiveaway.

Andwe’velearnedtomakereadingnotes.Wehavedonesomereading,writing,listeningandspeakingpracticeusingthetargetlanguagethroughgroupwork.

StepⅥHomework

1.Makeonesentencewitheachofthephrasalverbsbelow,callup,handout,workout,runout,setup,fixup.

2.Trytorememberthenewwordsonpage64.

StepⅦBlackboardDesign

Unit8I’llhelpcleanupthecityparks.

SectionBTheFifthPeriod

NewwordsandphrasesinActivity3a:

callup,handout,workout,call-in,strategy.

AnswertoActivity3a:

cheerup,runout,putup,calledup,handedout,setup,comeupwith,fixup,giveaway.

AnswerstoActivity3b:

1.Hedidaradiointerview.

2.Heputupsigns.

3.Hecalledupfriends.

4.Hehandedoutadvertisements.

5.Hetoldteachers.

SampleanswerstoActivity4:

Where:1.thecityparks2.…

What:1.pickupplasticbagsandpapers

The6thPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)Usingthesephrasalverbscorrectly.

giveaway,takeafter,comeupwith,giveout,hangout

(2)Writinganarticleusingthenotesgiven

2.AbilityObjects

(1)Trainthestudentstousethephrasalverbs.

giveaway,takeafter,comeupwith,giveoutandhangout.

(2)Trainstudents’writingskill.

3.MoralObject

Whatdoyouwanttobeinthefuture?Trytocomeupwithanideatogetmuchvolunteerexperience.Itwillbegoodforbothyouandtheothers.

Ⅱ.TeachingKeyPoints

1.Helpthestudentshaveaselfcheckonthekeywordsandtargetlanguageofthisunit.

2.Practiceusingthephrasalverbsgiveaway,takeaftercomeupwith,giveoutandhangout.

3.Directthestudentstowriteanarticleaccordingtothenotesgiven.

Ⅲ.TeachingDifficultPoints

1.Thestudentsmakesentenceswiththephrasalverbs.

2.Writethearticlewiththenotesgiven.

Ⅳ.TeachingMethods

1.Teachingbyprovidingsamplesentences

2.Teachingbyprovidingsamplearticle

Ⅴ.TeachingAid

Apictureofayoungwomanwhoissinging.

Ⅵ.TeachingProcedures

StepIRevision

1.Checkthehomeworkbyaskingthechildrentoshowtheirsentences.Asksometosharetheirsentenceswiththeclass.

2.Dictatesomenewwordsonpage64.

StepⅡPart1

Thisactivityfocusesorvocabularyintroducedintheunit.Askastudenttoreadtheinstructions.

Wehavetwotasksnow.Firstlet’sfillintheblanks.Lookatthewordsgiveninthebox.Theyareallphrasalverbs.Doyouknowthemeaningofeachphrasalverb?

Whohasanyproblem?Showmebyraisingyourhands.

Helpsolvetheproblems.Dosomeexplanationifnecessary.Forexample,ifsomeoneisnotsureabouthangout,tellhimorher,hangoutmeansspendone’stimelazily.

Letthemdotheworkindividually.Tellthemtochooseacorrectverbforeachblankandnotetousethecorrectformsoftheverbs.

Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortense,subjectorverbagreement.Movearoundtheroomastheywrite,offeringhelpasneeded.Trytorememberthecommonmistakestheymaymake.

Aftertheyarefinished,askfivedifferentstudentstoreadtheiranswerstotheclass.Correctanymistakestheymayhavemade,especiallytheverbforms.Encouragetheotherstudentstopointouttheirmistakesandhelpcorrectthem.Pointoutthecommonmistakestheymayhavemadeatlast.Aftercheckingtheanswerstogether,askthewholeclasstochecktheanswersinpairs,exchangingtheirbooksandhaveacarefulcheck.Pointouttheirpartner’smistakesandhelpcorrectthem.

Letthestudentsreadthefivesentencesloudlyseveraltimesaftermakingsuretheyallhavegotrightanswers.

Thengoonwiththesecondtask.Usethefirstphrase,giveaway,asanexample.

Askseveralstudentstomakesentenceswithitorally.

Suchas,Jimmygivesawayoldbikes.

Thenaskthechildrentomaketheirownsentenceswiththephrasalverbsgiven.

Eachonewritesthesentencesonapieceofpaper.

Movearoundtheclassroomwhiletheyarewriting,checkingprogressandofferinghelp.

Asksomestudentstosharetheirsentencestotheclassbyreadingtheirsentencestotheclass.Correctanymistakestheymayhavemade.

Askallthechildrentohandintheirpapers.

StepⅢPart2

We’llhavetowriteanarticleusingthenotesinthebox.ThearticlewilltellwhathappenstoSally.Atfirst,let’sseethefirstsamplesentencegiveninthebook.

Askastudenttoreadthesentence.Tellthemtonotehowthewritercombinedthesephrasesintoonesentence.

Thentellthestudentstotrytosayoutthenextsentence.Letthemthinkforawhilefirst.Thenaskseveralchildrentosaytheirsentences.

Thengoonwiththethirdsentence,thenthefourthone.Helpthestudentstothinkoutandsayoutallthesentences.

Aftercombiningthephrasesintosentencesorally,tellthestudentstoputallthesentencestogethertowriteanarticlebythemselves.Tellthemtogoonwritingafterthefirstsamplesentenceontheirbooks.

Movearoundtheclassroom.Notetorememberwhosearticlesareverysuccessfulandwhosehavesomemistakes.

Thenasksomestudentswhohavewrittensuccessfullytoreadtheirs.Atlast,theteacherreadsthesamplearticleintheteacher’sbooktotheclass,showingapictureinwhichayoungwomanissinging.

Tellthemtoexchangetheirarticleswiththeirpartnersandhelpeachother.

Askthestudentstorewritetheirarticlestomakethearticleperfectafterclass.

StepⅣJustforFun!

Callthestudents’attentiontothecartoonpictures.Tellthemtoseewhathappens.

Askthestudentstoreadtheconversationinthefirstpicturetogether.

Thenaskthemwhatisfunnyaboutthiscartoon.Helpthestudentstoanswerlikethis:

Theboyhasbeentryingtomakethepersonstopcryingbecausehethinksthepersonissad,butthepersonisreallycryingbecauseoftheonions.

StepⅤSummary

Say,Inthisclass,we’vepracticedusingsomephrasalverbsandwe’vewrittenanarticlebasedonthenotesgiven.Atlast,weenjoyedafunnycartoon.Allofyouhavedoneverywell.

StepⅥHomework

1.Reviseallthelanguagepointsinthisunit.

2.Finishofftheexercisesonpages32~34oftheworkbook.

3.Makeanothermoresentencewitheachphrasalverbsbelow,giveaway,takeafter,comeupwith,giveout,hangout.

4.Rewritethearticle.

StepⅦBlackboardDesign

Unit8I’llhelpcleanupthecityparks.

Selfcheck

TheSixthPeriod

AnswerstoActivity1:

1.giveout2.cameupwith

3.gaveaway4.hangout

5.takesafter

SomesamplesentencestoActivity1:

1.Jimmygivesawayoldbikestochildrenwhodon’thavebikes.

2.Tomtakesafterhisuncle.

3.Theboyhascomeupwithagoodplantoenjoyhisholiday,

4.Thevolunteersaregivingouttheadvertisementsnow.

5.Ladiesalwayslikehangingoutattheshopsonweekends.

The7thPeriod

Reading:Noproblem!

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabulary

solve,complain,yourconcern,trust,wheelchair,brilliantandsoon.

(2)Text

2.AbilityObjects

Trainstudents’abilityofidentifymainidea.

Trainstudents’abilityofunderstandingwordsincontext.

Trainstudents’abilityofreadingforspecialinformation.

3.MoralObject

Helpyourfamilyandfriendstosolvethelife’sbigorsmallproblemswiththewaysyouhavelearnt.

Ⅱ.TeachingKeyPoints

1.Keyvocabulary.

2.Readthetexttoidentifymainidea.

3.Readthetexttounderstandwordsincontext.

4.Readthetextforspecialinformation.

Ⅲ.TeachingDifficultPoints

1.Trainstudents’readingskill.

2.Trainstudents’writingskill.

Ⅳ.TeachingProcedures

StepⅠPart1

Callthestudents’attentiontothetitleofthearticle.

Tellmethetitleofthearticle,please.

Yes,it’sNoproblem.Whatdoyouthinkthearticleisaboutbasedonthetitle?

Askoneortwototellwhattheythinkofbasedonthetitle.

Thenaskthestudentstolookatthepictureonthispage.Say,Lookatthepicture,please.Whatcanyouseeinit?

Whatishappening?

Askonestudenttoanswerthequestions.

Chooseonestudenttotellhisownanswer.

Thentellthestudentstodiscussthequestionswiththeirpartners.

Tellthemtogivetheirownanswersandnottoreadthearticle.

Astheydiscuss,walkaroundtheroomlookingattheirprogress.Oncemoststudentsarefinished,askseveralpairstoreporttheirresultstotheclass.Letthewholeclasscomparetheiranswers.

StepⅡPart2

Askonestudenttoreadtheinstructionstotheclass.Makesurethatallthechildrenknowwhattodo.

Callthestudents’attentiontothechart.

Havethestudentsreadthefourheadingstogether.ThentellthemtoseetheexampleanswerinthecolumnofExplanation.

Say,Nowpleasereadthearticlequicklyandnotetocatchthemainideaofeachpart.Fillintheformswithcompletesentencesliketheexamplegiven.

Askthestudentstocompletethetaskindividually.Morearoundtheclassroomwhiletheyarereadingandwriting,checkingtheirprogressandtryingtofindoutwhataredifficultforthem.Aftertheyallfinishfillingintheblanks,havesomestudentstoreporttheiranswerstotheclass.

Theanswerscanvary,buttheyhavetoexpressthemainideawithcorrectcompletesentences.

Lettheotherstudentsdecidewhethertheiranswersarerightorwrongandhelpcorrectthemistakestheymaymake.

Offersomehelpincombiningsentencestothechildren.

Thenaskthechildrentoexchangetheirwritingwiththeirpartners.

Helpchecktheanswerscarefully.Pointoutanymistakesandhelpcorrectthem.

StepⅢIPart3

Wecanseesomewordsindicatedinboldinthearticle.

Pleaseguessthemeaningsofthemnow.

Thenasksomechildrentoguessthemeaningsoftheboldwords.Don’tgivethemthecorrectanswers.

Doyouwanttoknowmoreabouthowtodealwiththelife’sproblems?Pleasereadthearticlemorecarefullythistimeandyou’llgetmorewaysaboutit.Notetoreadincontext.Trytoguessthemeaningsofthewordsinboldfromtheotherwordsaroundthem.Youcanalsoguessthemeaningsofanywordsandphrasesyoucan’tunderstandfromtheotherwordsaroundthem.

Askthestudentstoreadthearticleagainforcomprehension.

Afterawhile,asksomestudentstotellthemeaningsofthewordsinbold.Discusstheiranswerswiththewholeclass.

Checktheiranswers

Askstudentstoraisetheirhandsandsaywhichsentencesandwordstheystilldon’tunderstand.Helpthemsolvetheproblems.

Readtheinstructionswiththestudentsandhavethemlookattheexample.

Askthestudentstomatchthewordswiththeirmeanings.Remindthemtoreadthestoryagainforextrahelp.

Checktheanswers.

StepⅣPart4

Readtheinstructionstothestudents.Askthefirstquestionasasampletocheckiftheyknowwhattodo.

Askthestudentstodotheactivityindividually.Tellthemtoreadthearticleagaintogethelp.

Checktheanswersbyaskingdifferentstudentstoanswerthequestions.

Youshouldtrytoremembertheanswersbeforelookingatthereading.

Thenletthestudentsaskandanswerthequestionsinpairsloudly.

StepⅤPart5

Readthetaskstothestudents,andaskthemtohavealookatthesampleanswers.

Askthestudentstodotheactivityingroupsoffive.Encourageeachstudenttocomeupwithaproblemandasolution,andreportthemtotheirowngroup.Thegroupsdiscusstheproblemsandsolutionstogether,explainingtheproblemsandsolutions.

Checktheanswersbyaskingeachgrouptoexplaintheproblemsandsolutions.

Trytoaskformoresolutionsfromothergroupsforeachproblem.

StepⅥSummary

Wehavereadaveryhelpfularticleinthisclass.Andwe’velearnedhowtosolvetheproblems.Wediscussedtheproblemswehadatschoolandthesolutions.Wehavedonemuchpracticeoncomprehension.

StepⅦHomework

ReadthearticleinActivity2againforfurthercomprehension.

Trytosolveyourownproblemsandhelptheothers.

StepⅧBlackboardDesign

Reading

TheSeventhPeriod

AnswerstoActivity3:

solveb;complaina;yourconcernc;truste;wheelchairf;brilliantd

Sampleanswerstoactivity4:

1.Tellyourselftoforget.

2.Heisstillaverysuccessfulwriterandteacher.

3.Angryorunhappypeoplemaydothingstomakeyouangry.

4.Youprobablydon’tneedawheelchairtomoreoracomputertohelpyoutalk.

5.Astudent’smostimportantjobistolearnandshowhowheorshelearnsontests.

Unit1I'mwatchingTV.教案设计


Unit1I’mwatchingTv.

SectionA3a-4

 1. 教学目标

本课的主要内容是进一步理解和运用现在进行时,通过多边活动促使学生掌握所学知识,并能使用所学知识进行交际活动。

掌握句型——Whatishedoing?

Wherearetheygoing?

Whoaretheytalkingto?

Whataretheytalkingabout?

2.重点

句型的灵活应用及其回答,并注意动词现在分词的变化规则。

3.难点:

初次接触现在进行时,需掌握它的结构。

现在进行时与一般现在时的综合运用。

4.教学过程

一、复习

播放歌曲:Areyousleeping?帮助学生回顾上节课的重点句型;然后教师出示几张图片,让学生进行口语操练:

A:What’she/she/itdoing?A:Whataretheydoing?

B:He/She/it’s...B:Theyare...

说明:通过看图谈论,直观地将上节课的内容展现出来。同时学生很自然地被吸引到了新课中来。

二、巩固句型操练

为了激发学生的学习兴趣,进行课本提供的guessinggame,让学生上台表演动作,要求其他学生进行猜测练习:

A:Areyou...?

B:Yes,Iam./No,I’mnot.

说明:通过游戏的趣味性,让学生在玩中学,在做中学,进一步强化现在进行时的用法,该活动具有真实性和可操作性,能引起学生的学习积极性,激发学生积极参与活动的欲望。

三、教学SectionB-3a,3b

放课文3a录音,让学生看练习,听后把图片和对话连起来。任务布置:Let’slistentothetapeandthenwritethenumberofthepicturenexttothecorrectconversation.接下来鼓励学生看图,根据刚才的听力进行roleplay,完成3b。

说明:利用模拟情景,可以培养学生初步综合运用语言的能力,同时巩固本节课的重点句型,达到学以致用的目的。

四、口语训练

让学生仔细观察图片,并通过小组讨论找出课本提供问题的答案。任务布置:lookatthepicturesandaskansweringroups.同学们可以给出不同的回答,教师点拨,注意正确运用现在进行时。

五、教学FocusGrammar

现在进行时态:

1.谓语动词:be+V-ing

 1).be动词要受主语影响变为am,is,are.

 2).V-ing又叫现在分词。

2.现在分词的构成规则如下:

 1).一般动词后直接加-ing.如:

 reading,watching,seeing

 2).以不发音的e结尾的词去掉e再加-ing.如:make—makingwrite—writing

 3).以重读、闭音、单辅音字母结尾的词,双写这个辅音字母,再加-ing.如:

 get-gettingswim-swimmingput-puttingrun-running

 3.用法:1)表示现在(说话瞬间)正在进行或发生的动作。(不能指状态。)

2)表示现阶段正在进行,而此刻不一定在进行的动作。(以thesedays为代表)

3)表即将发生的动作。这类词有:come,go,leave,arrive等,常与表将来的时间状语连用。

 4.相应练习:

1.I’mputtingonmyclothes.(变为一般疑问句)

______________on______clothes?

2.Wearelisteningtothemusic.(变为否定句)

We_____________tothemusic.

3.Jimisreading.(用write改为选择疑问句)

___Jim_________________?

4.Mysisterisdoingherhomework.(就划线部分提问)

__________yoursister_______?

六、作业(Homework)

1.Roleplay:Actoutthefourpictures.

2.Makeasurvey:Whatareyourfamilydoingat7:00pm?

Giveareportlikethis:

Myfatheris...Mymotheris...Iam...

说明:通过学生对家人的调查了解,以增进对家人的关心。

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