教案课件是老师不可缺少的课件，大家应该在准备教案课件了。只有规划好教案课件工作计划，才能使接下来的工作更加有序！你们会写多少教案课件范文呢？为满足您的需求，小编特地编辑了“Unit1I’mMsSmart教学设计”，供您参考，希望能够帮助到大家。

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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

教

学

目

标

Aim1revisethewordsandphrases:clean,read…

Aim2revisethetense(现在进行时):1构成

2用法

研

讨

修

改

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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