VocabularyofUnit5period3
Teachingaims:
Inthislesson,trainstudents’capabilityofResearch-orientated
learning,CooperativelearningandIndependentlearning.
Teachingfocus:
1.Asking“How”questionstofindoutthelengthofaperiodoftime
2.Asking“How”questionstofindoutprice
3.Learninghowtodescribeplaces
4.Learninghowtogetinformationandcompareit
TeachingMaterials:
1.Student’sBook7bunit5
2.Acomputer
TeachingProcedure:
I.Pre-task
1.ConductashortplaybetweenMr.LiandKitty.Thenaskthequestions.
T:“Whyhasn’tMr.Lidecided?”
S:“Maybehewantstoknowthepriceandthelengthoftime.”
(Aim:Presentthestructures.StudentsfindMr.Lihasn’tdecidedwhether
togotoBeijing.Thenaccordingtotheirexperienceoftraveling,they
canusethestructures“Howlongdoesittake…”and“Howmuchdoesitcost?”
toaskforthelengthofaperiodoftimeandprice.)
2.Haveacompetition
Theyaskandanswerthequestions.Theonegetsthenearestanswer,his
orhergroupwillwin.
(Aim:Toconsolidatethestructuresbyguessingthepriceandtime.)
3.Learnthetext
(1)Talkabouthowtogetinformation.
S:“Frombooks,magazines,newspapers,otherpeople,computersetc.”
(2)Letstudentsreadthefirstpartofthetextafterthetape.
(3)Letstudentsmakedialoguestocompletethesecondpartofthetext.
(Aim:Topractisethecapabilityofcooperation.)
II.While-task
1.HavestudentstalkaboutthescenesinBeijingbyusingthekeywords.
(Aim:Tolearnhowtodescribeplacesandtopaveforfurtherexercise).
2.Havestudentsintroducesomenewtravelroutes.
Theyshouldsearchforinformationbeforeclassbythemselves.Thenone
actsasanagent,others
askforinformationabouttraveling.
(Aim:FirstitcanpractisethecapabilityofIndependentlearningand
ResearchOrientedlearning.Secondbyaskingandanswering,students
consolidatetheirknowledgeandspreadthelimitsofknowledge.Italso
trainstheircapabilityofCooperationlearning.)
III.Post-task
1.Haveadiscussion.
Andtell“Wherewouldyouliketovisitandwhy?”
(Aim:Tocompareinformationandmakeconclusions.)
2.Letstudentsdesignholidayplans.
(Aim:Topractisethecapabilityofwriting.)
AHolidayPlanIwillgoto______by________.Itcostsme_______yuan.
Iwillsetoffon_______andcomebackon________.(date)Iwillvisit
______,_______,….and________.
3.Expresstheirfeelingaftertraveling.
T:“There’remanybeautifulplacesinourcountry.Aftertraveling,what
doyouthinkofourmotherland?”
S:“It’sbeautiful/wonderful/great.It’sbecomingmoreandmore
modern/stronger.”
(Aim:Toarousestudents’feelingoflovingmotherland.)
4.Makeaconclusionofthislesson.
Functions:howtogetinformation,howtocompareit,howtodescribe
something.
IV.Homework
Designatouristguideforforeigners.
(Aim:touseknowledgecomprehensively.Topractisethecapabilityof
IndependentlearningandResearch-orientallearnin
Practiseofunit5period4Maintask
1Todescribedifferentmaterialsanditemsofclothing.
2Tomakeabrochureaboutclothesandfashion.
3Topresentabrochuretotheclass.
Backgroundinformation
Studentswillhaveopportunitiestodescribeclothesandaccessories.Thissectionfocusesonafashionbrochureforgirls,whichmakesitnecessarytobringinmagazinepicturesofboys’fashionsformixedclasses.
Bringinauthenticbrochurestoshowstudentsthestyleofthiskindofwriting.Talktostudentsaboutthepurposeofwritingabrochure.Elicitfromstudentsasmuchinformationaspossible:
1Whoarethereaders?
2Whatdothereaderswanttoknow?
3Howdoyoumakeyourbrochurelookinterestingtothereader?
Teachingprocedures
1Beforedoingthetask,askstudentswhotheaudienceisandemphasizethecontextintheStudent’sBookofcreatinga‘FashionWall’.
2Enablestudentstodescribethemselvesortheirclassmatesbyusingthekeywordsabove.
3Askstudentstoreadthemodelarticleonpage102.AndtellthemtousethemodelarticleandcompletethesentenceswithwordfromPartAonpage101.
4Checktheanswersandencouragestudentstoexpresstheiropinionsaboutthemodelarticle.
5Tellstudentstochooseonefashionitemandmakethemawareofwhatkindofthings.Theirreadersmightliketoreadabout.Andtellstudentstocreatetheirownwordstowritearoughdraftusingthegivenmodel.
6Letstudentsread,checkandcorrecttheirpartner’sdraftsinpairsandgivethemsuggestionsabouttheimprovementsintheuseofwords,spellingandstructuresandprovidehelpwhilemonitoring.
7Makestudentsrewritetheirarticlesonaseparatesheetofpaperandaddillustrations,particularlypicturesofpopularfashionitems.Askthemtosticktheirworkonthenoticeboardandencouragethemtoreadeachother’sposter.
Samplewriting
First,IdesignedacottonT-shirt.ItisbrightredandhasaV-neck.Itgoeswellwithapairofjeans.Thejeanshavewidelegs.Therearelotsofbigpocketsatthefrontandback.Ialsodesignedacottonshirtwithlongsleevesandbuttonsinthefront.
ThenIdesignedapairoftrainerstogowiththejeansandT-shirt.Theyareverycomfortableandmadeofwhiteleather.Theydonothavelaces,sotheyareeasytoputon.ThejacketIdesignedisbluewithwhitesleeves.每个老师需要在上课前弄好自己的教案课件,大家在用心的考虑自己的教案课件。教案课件工作计划写好了之后,这样接下来工作才会更上一层楼!有没有好的范文是适合教案课件?小编特地为大家精心收集和整理了“IntegratedSkillsofunit5period89”,仅供您在工作和学习中参考。
IntegratedSkillsofunit5period89ASimplepasttense
Task-basedTeachingAims:
1.CognitiveDevelopment
Makesurestudentscanrecognizethetensefreely.
2.ProficiencyLevel
Todeveloptheirintegratedskillsthroughlistening,reading,speakingandwriting.Theycanusethetensetomakeupsentencesanddialoguesfreelyafterlearning.Theycanalsorecognizeanduseadverbstoorderevents.
3.AffectiveLearning
Todeveloptheirenjoymentsoflifeandthingsaroundthem,especiallythesuccessoflearning,throughinteractiveteachingandstudent-orientedteaching.
Step2Talktostudentsaboutwhatyoudidlastweekendandasksomequestionsasyougoalong,e.g.Ihadareallygoodweekend.
Didyouhaveagoodweekend?
Iplayedtennisfortwohours.
Whatdidyoudo?
IwatchedafilmonSaturdayevening.Itfinishedat11p.m.
WhatdidyoudolastSaturday?
OnSunday,ItookabusfromWangfujing.
Therewerealotofpeople.
WhatdidyoudoonSunday?
Step4Teachthemhowtousethesimplepasttensetomakepositiveandnegativesentences,askandanswerquestions.Havethemcompletetheconversation.Checkanswersandclarifyanymisunderstandings.
MrsWang:DidMillieaskGrandmaaboutthedressonMonday?
Andy:No,shedidn’t.ShewenttotheReadingClub.DidshehelpyouwiththeshoppingonTuesday?
MrsWang:Yes,shedid.DidsheplayvolleyballonWednesday?
Andy:Yes,shedid.Butshecleanedherbedroom.
MrsWang:Iknow!DidshedoherMathsproject?
Andy:No,shedidn’t.Butshedidsomeworkforthefashionshow.
BSequencingevents
Step1Torecognizeanduseadverbstoorderevents.Tellthemtopayattentiontothesimplepasttense.Weusetheseadverbstoshowtheorderinwhichthingshappen.Weputtheadverbsatthebeginningofasentenceastheyconnectthesentences.Weoftenusethemtoclarifyaprocessoraparticularsequenceofevents.
(first,then,next,afterward,finally)
Step2Askstudentstodoapresentationabouttheirowndayusingtheadverbstheyhavelearned.Encouragethemtoincludemoreinformation.Helpthemchooseatitle.Remindthemtousethesimplepasttense.
B1Brieflyreviewtheadverbs,usingthepicturesforsupport.
AskstudentstowritethelettersintheboxesinPpartB1individually.Studentscheckeachother’ssequenceofsentences.Monitortheclassasyouwalkaround.
B2SetthecontextbyremindingstudentsaboutthefashionshowdescribedearlierintheunitbeforeaskingstudentstodoB2.LinkSimon’sexperiencetoanyothereventsyourstudentsmayhavebeeninvolvedin.introducetheideaofworitingapicturestoryasanarrativeusingadverbsandthesimplepasttensetoorderevents.
Step3Reviewkeyvocabualryandexplainunfamiliarwords:‘catwalk.’
Askquestionsabouteachpicture.
1)WhatdidSimondofirst?
2)WhatdidSimonwear?
3)Whatdidhedonext?
4)WhodidSimontalkto?
5)Wheredidhegoafterwards?
AskstudentstowritesentencesaboutSimon’sdayusingthesimplepasttense.Checktheanswersasaclassactivity.
CheckoutandProjectofUnit5Period10
Task-basedTeachingAims:
(1)CognitiveDevelopment:
Throughreadingandlisteningto“Thelifeofatrainer”,theSscanlearnanduserelevantexpressionsfreely.
(2)ProficiencyLevel:
TodeveloptheSs’integratedskillsthroughlistening,speaking,readingandwriting.
(3)AffectiveLearning:
TodeveloptheSs’enjoymentsoflifeandthingsaroundthem,especiallythesuccessoflearning,throughinteractiveteachingandstudent-orientedteaching.
(4)CulturalUnderstanding:
MaketheSsfeeltheculturaldifferencesbetweenEasternandWesternCountries.
Procedures:
StepOne:Presentatrainerandteachthedifferentpartsofit.ThenlistenanddopartA1.
T:Isitatrainer?S:…
T:Doyoulikewearingtrainers?S:…
T:Doyouknowwhatthenamesofthesepartsare?S:…
T:OK.Wecallit“shoelace/sole/stripe/tongue”.
StepTwo:Presenttheproceduresofmakingatrainer.ThenguidetheSsthroughthenewwordsandletthemspeakoutinEnglish.
T:Now,boysandgirls,Iknowthatmostofyoulikewearingtrainers.Doyouknowhowtomakeone?
S:…
T:OK.Firstlet’shavealookonthescreen.Thenpleasetellmeaboutit.S:…
T:OK.Iknowit’sverydifficultforyoutosay.Butitdoesn’tmatter.Nowpleasediscussinyourgroupsandlaterwe’llshareyourideastogether.
S:…(Discussingroups)
T:(AfterlisteningtotheSs’description,theteacherdescribesthegeneralcontentsinPartA2.ThenlettheSssayaftermetwice.Finallylistenandputthesentencesinthecorrectorder.)
StepThree:PresentPartTwoofthestory.ThenlettheSsgetthegeneralideaofitandpaymuchattentiontotheverbspasttenseforms.
T:Now,weknowhowtomakeatrainer.Doyouwanttoknowhowthetrainerisgettingalong?OK.Let’slistencarefullyandcompletethesentencesinPartA4.S:…
StepFour:Presentafashionshowandpractisethesentences“Whatis/are…madeof?It’s/They’remadeof…”.
StepFive:Writtenwork
T:Now,we’velearnedthedifferentpartsofatrainerandhowtomakeone.Andwealsoseeafashionshowandhavelearneddifferentmaterialsformakingclothes.Andwouldyoupleasedesignsomeclothesandmakeapostertogiveinformationaboutthestyles,coloursandmaterialsoftheclothes?Youcandoitlikethis:
Homework:
《Unit4whatdidyoudolastweekendPeriod5》
教学目标1通过阅读学习3a!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--,3b复习本单元所有单词,熟练掌握其读音、拼写以及含义。
2.通过3c学会对小组成员的周末活动进行描述.3.通过对周末的回忆来更加热爱生活。
教学重点就过去的事情进行询问并回答。教学难点熟练掌握谈论过去事件的方法,用过去式描写自己的周末活动学情分析一般过去式是学生的学习难点之一,教师应创设真实情境、组织有意义的任务或活动来展开一般过去式的教学,避免过分强调语法。教学准备Recorder.Multi—mediumcomputer集体备课
个人备课
StepOne:Showthepreviewworks(text-booksandnote-paper).Teacher:1.Drawachecktableontheblackboard.2.Listentothereportfromthewinners.Trytofindouthowthestudentspreview,andsumup.3.Showtheaimsforstudentstochoose.(Atthesametime,studentsstepintothesecondstepslowly,somebysome.)StepTwLearnbythemselves.Students:1.Decidemyownaims.2.Self-study:完成!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--3a1、个人活动:看短文和图片,并用根据图片的意思运用适当的短语补全课文。2、同位活动:互相检查对方答案。3、小组活动:分析并总结3a中出现的重难点。写作练习—3b、3c1、根据3b所给的问题,调查组内的其他组员上周末的活动2、根据3c的要求写一篇组内的其他组员上周末活动的短文。3、小组活动(1)分享同组成员的习作。(2)重新修改短文,并在组内交流,评选出本组优秀作文。(3)班上展示各组优秀作文,并进行评价,指出好的地方。StepThree:Talkabouttheproblemswiththeteachertogether.StepFour:Practice:
请以MyBusyWeekend为题写一篇短文,介绍一下你的周末活动及感受。60词左右。StepFive:SummaryandTestStepSix:Showstudentshowtopreviewfornextclass.(3a-4)
小结:学科知识构建与板书设计Unit4Whatdidyoudolastweekend?Chooseyouraims:1)完成3a并熟读课文,看谁朗读地流利又准确总结3a中出现的重难点。。2)根据3b所给的问题,调查组内的其他组员上周末的活动完成表格3)根据3c的要求写一篇组内的其他组员上周末活动的短文。反思与重建 附:课前检测题:附:一.课前检测题:个性预习作业同层对比二.课堂检测题:写一篇组内的其他组员上周末活动的短文。三、作业设置:1.Reviewandmasterthenewwordsanddrillslearntinthisclass.2.Previewthecontentsonpage32.3.WorkbookExxinworkbook.(选做)
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