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Step3Presentation
(一)单词和句型教学
1.教授单词sunny和句型Takeanumbrella....
(1)教师询问学生:“Howistheweathertoday?”学生可以用“It’swarm/cold.It’sraining.”等句子来回答。如果当天的天气是晴朗的,教师就说:“It’ssunny.”边说边在黑板上画一个太阳,写上sun,在单词旁边再写一个sunny,让学生理解sunny表示“晴朗的”,带读并操练单词。
(2)教师拿出一把雨伞,告诉学生,早上天气很晴朗,可是朱莉娅的妈妈却让她带一把雨伞去上学,这是为什么?
(3)教师播放课文录音或教学光盘,让学生先带着问题初步感知课文,听完课文录音后再回答问题。教师接着说:“Takeanumbrellawithyou.Itmayrainintheafternoon.”做动作让学生明白take表示“带去”、“带走”,是从说话人这个地方带到另一个地方去,学生跟读并操练句子。
(4)教句子Itisrainingcatsanddogs.告诉学生catsanddogs是习语,其意为“倾盆大雨”。
(5)文化渗透:告诉学生英国是世界上少有的几个天气异常多变的国家之一,往往是上午还是阳光普照,下午就会大雨滂沱,一小时前还是晴空万里,一小时后就会雾海茫茫。
2.教学单词cloudy和windy。
(1)教师再次播放课文录音或教学光盘,让学生听一听并找一找,课文中提到了哪几种天气状况。
(2)教师在黑板上画出多云和刮风天气图,先在图旁写上cloud和wind,请学生认读,再在单词右边写出cloudy和windy,出示单词卡片,引导学生自主认读。
(3)请学生观察黑板上名词变为形容词的基本变化规律。
(4)知识拓展:学习简单的表示气象的单词,如:snowy下雪的,stormy暴风雨的,overcast阴天,breezy有微风的,lightrain小雨,heavyrain大雨,rainy多雨的,foggy多雾的。
(5)游戏——我来比划你来猜。
游戏规则:教师出示天气图标卡片,请两位学生上台参与游戏。学生A抽取一张卡片,并按照卡片上的图标进行表演,全班同学则用句子“Howistheweather?”来询问学生B,学生B用“It’s....”句型猜天气,看看猜几次能猜对。
(二)细读课文,熟读对话
1.请学生翻开课本第45页,教师播放课文录音或教学光盘。
2.教师出示句子,学生判断正(√)、误(×)。
(1)Itmayraininthemorning.()
(2)It’scloudyinthemorning.()
(3)It’swindyintheafternoon.()
3.学生模仿跟读。教师引导学生读出下大雨时,雨伞被吹起后惊慌的语气“Ohno,myumbrella.”
4.学生分角色表演对话。
5.巩固练习。
(1)完成课本第46页的Askandanswer.部分。
(2)完成课本第47页的Listenandwrite.部分。
(3)学唱韵律诗:Snow.
(三)语音教学
1.在黑板上写出单词hand,bird,kid和card,让学生先认读,观察本组单词都是以字母d结尾的,然后用红笔逐一在每个单词后加上s,再让学生试着读一读,找一找它们的发音规律。
2.教师播放录音让学生跟读几遍,让他们感受字母组合ds在单词中的读音/dz/。
3.教师再写出几个单词让学生尝试拼读,如:bed,friend等。
4.游戏——猜猜我在说什么。
游戏规则:教师将单词hand,bird,kid和card贴在黑板上,由教师无声地念单词,学生通过教师的嘴形猜测是什么单词,快速找到并大声读出该单词的小组为优胜组。
5.教师再次播放课本第46页的ListenandlearntheEnglishsounds.部分的录音,学生模仿跟读。
Step4Extension
1.完成课本第48页的Listenanddraw.部分。
①A:What’stheweatherlikeinBeijing?
B:It’ssnowing.
②A:What’stheweatherlikeinDalian?
B:It’swindy.
③A:What’stheweatherlikeinTianjin?
B:It’ssnowing.
④A:What’stheweatherlikeinShanghai?
B:It’ssunny.
⑤A:What’stheweatherlikeinFuzhou?
B:It’scloudy.
⑥A:What’stheweatherlikeinGuilin?
B:It’sraining.
2.综合活动:我是小小气象播报员。
游戏规则:教师出示一幅带有天气图标的中国地图,轮流请几位学生上台扮演气象播报员,看看谁模仿得最好,说得最准确。也可请大家看前一天晚上气象预报的视频,然后请几位学生模仿表演。
Step5Homework
1.听录音,熟读并背诵课文。
2.抄写新单词各3遍。
3.完成《活动手册》上本课的练习。
4.完成课本第49页的自我评价。
5.回家看当天天气预报,完成下列气象表格:
CityWeatherCityWeather
BeijingFujian
ShanghaiHainan
HarbinTianjin
Unit7Seasons
文化和语言注释
1.—What’syourfavoriteseason,Lily?(李丽,你最喜欢哪个季节?)
—Spring.(春天。)
(1)favorite是美国英语,英国英语的拼写是favourite。这个形容词没有比较级或最高级。
(2)教学该单词时可以参考课本第51页Askandanswer.的问题,问学生What’syourfavoriteseason/color/food/sport/day/animal?等问题。
2.—Why?(你为什么喜欢春天呢?)
—It’swarminspring.Treesaregreen.Wecangotoseeflowers.(春天天气暖和,树木变绿了,我们可以去赏花。)
(1)Why?是一个省略的特殊疑问句,完整的问句是:Whydoyoulikespring?
(2)季节前面的介词用in,如:inspring,insummer。
3.Wecangoswimming.Andwehavealongvacation.(我们可以去游泳,而且我们有很长的暑假。)
(1)goswimming(去游泳),类似结构的表达法还有:goshopping(去购物),goboating(去划船),gofishing(去钓鱼),godancing(去跳舞),goskating(去滑冰)等。
(2)vacation是“假期”的意思,暑假是summervacation,寒假是wintervacation。
4.本单元描述四个季节气候特征的形容词分别为warm,hot,cool和cold,教学中注意提醒学生warm和cool,hot和cold是两组反义词。另外在美国俚语里cool还指“极好的”、“好看的”,相当于汉语中表示时髦的“酷”。
5.Thatswonderful.(那好极了。)
wonderful是“极好的”意思。That’swonderful.和That’sgreat.是同一个意思。
6.在以元音结尾的可数名词后加s构成名词复数,这时s读作/z/,如:课本第50页的bananas,eyes,trees,cows;第53页的cars,chairs,flowers,boys。
PartA
教学目标
◆语言知识目标
1.学习单词favorite,season,summer,hot,初步运用long,why和vacation等单词。
2.学习句型:What’syourfavorite...?
3.学习以元音结尾的可数名词,变为复数时加s,读/z/音。
4.学唱歌曲:LittleRedBirdintheTree.
5.功能:描述自己喜欢的季节。
◆语言技能目标
1.能认读并正确书写单词favorite,season,spring,summer,hot。
2.能对季节进行简单的描述,表达自己的情感。
◆情感态度
通过学习,培养学生从小热爱大自然的良好品德。
教具准备
1.有关季节和天气情况的单词卡片。
2.四季的图片各一张。
3.录音机或教学光盘。
教学步骤
Step1Warmingup
1.师生互致问候。
2.师生进行自由对话,如:
Goodmorning/afternoon.
Howareyou?
Howistheweathertoday?
Step2Review
通过师生自由对话,引出有关天气情况的单词和句子,进行复习巩固活动。
1.教师出示单词卡片,先让学生认读单词。
2.教师说一个单词,学生快速拼读出来。
3.请学生拿出上节课要求完成的气象表格,两人一组,就天气情况进行问答表演,如:
A:HowistheweatherinBeijing?
B:It’swarm.
B:HowistheweatherinHarbin?
A:It’ssnowing.
4.欣赏歌曲:LittleRedBirdintheTree.
5.由歌曲揭示并板书课题:Unit7SeasonsPartA
Step3Presentation
(一)教授单词season和favorite
1.出示每个季节的图片各一张,教学season和seasons。教学单词season时,可分两部分读单词:sea→son→season。告诉学生单词组合起来时,后面的son中的字母o读作/?/,带读、操练并板书单词。
2.教师给学生播放一段春天美景的视频,边播放视频边说:“It’sspring.Myfavoriteseasonisspring.”板书句子Myfavoriteseasonisspring.复习单词spring,教学单词favorite,并告诉学生,在英国favorite一般写成favourite。
3.教师出示问题:OurfriendLilylikesspring,too.Why?同时让学生明白why意为“为什么”。教师再播放课文录音或教学光盘,请学生初步感知课文,并找出问题的答案。
4.通过播放视频,帮助学生理解句子:It’swarminspring.Treesaregreen.Wecangotoseeflowers.师生一起做动作表演句子,跟录音朗读,引导学生读出赞美的、欣赏的语气。
(二)教授单词summer,hot和句子What’syourfavoriteseason?
1.教师出示问题:What’sWangTao’sfavoriteseason?Why?再次播放课文录音或教学光盘,让学生带着问题听课文,找出答案。
2.根据答案,教师板书句子What’syourfavoriteseason?Summer.It’shotinsummer.教学单词summer和hot后,学习句子。
3.替换练习,巩固新句型。
教师用What’syourfavoritecolor/sport/food/number?与学生进行对话练习。
4.看课文中有关夏天的句子,理解短语longvacation表示“很长的假期”。师生一起看图、听录音并跟读句子:It’shotinsummer.Wecangoswimming.Andwehavealongvacation.然后复述句子。
(三)巩固活动
游戏——句子接龙。
游戏规则:学生按小组参与游戏,在规定时间内进行快速问答,如:
学生A:What’syourfavoriteseason?
学生B:Spring.What’syourfavoritecolor?
学生C:Red.What’syourfavoritefood?
学生D:Hamburgers.What’syourfavoritesport?
......
(四)课文巩固运用
1.请学生翻开课本第50页,教师播放课文录音或教学光盘,学生跟着录音模仿说句子和短语。读单词why的时候,教师示范读出疑问的语气。
2.教师出示句子让学生口头尝试填空。
(1)It’swarmin_________.Treeare_________.Wecan_________to_________flowers.
(2)It’shotinsummer.Wecan_________.Andwehavea_________vacation.
3.教师通过多种形式指导学生朗读课文,特别是文中长句的朗读。
4.看课文图片,复述课文内容。
5.完成课本第51页的Askandanswer.部分。
(五)语音教学
1.复习以辅音字母结尾的名词,变为复数时加s的读音规律。
(1)教师出示“一个女孩”、“一只狗”等图片,请学生认读并在黑板上的图片下方写出单词。
(2)将图片内容全部变为复数形式,然后教师在单词词尾加s,复习字母s的发音。
2.以同样方式复习复数名词末尾字母组合ds的读音规律。
3.学习以元音结尾的名词变为复数时加s,读/z/音。
(1)教师将本课所学习的内容与上节课学习的内容进行比较,让学生自己找出字母s的不同读音。
(2)教师再次播放课本第51页ListenandlearntheEnglishsounds.部分的录音,请学生模仿跟读。
(3)游戏——找朋友。
游戏规则:每一轮活动,教师都出示三个单词,并读出/s/、/z/或/dz/音,学生则快速找出三个单词中含有教师所读音的那个单词,并快速将其读出。如:教师出示trees,pens,hands三个单词,教师读/z/,学生说trees。
Step4Extension
1.综合活动——看图写话。
游戏规则:学生四人或六人为一个小组,教师给每组分一张春天或夏天的图片,在图片旁给出一些句子,请学生根据情景选择合适的句子写在图片的下方,如:
It’ssummer.
It’sspring.
Treesturngreen.
Wecangoswimming.
Iwearmycoat.
Iwearmybeautifulskirt.
...
学生合作完成任务后,每组请一位学生上台,汇报各小组所写的小短文。
2.学唱歌曲:LittleRedBirdintheTree.
Step5Homework
1.听录音,熟读并背诵课文内容。
2.抄写新单词各3遍。
3.完成《活动手册》上本课的练习。
4.预习下一课,试着拼读单词autumn和winter。
PartB
教学目标
◆语言知识目标
1.学习单词autumn,winter和cool,初步运用wonderful。
2.学习句型:Doyoulike...?
3.继续学习以元音结尾的名词,变为复数时加s,读/z/音。
4.学说韵律诗:Seasons.
5.功能:谈论与季节有关的话题及简单的活动。
◆语言技能目标
1.继续学习有关季节的单词,能认读并正确书写单词:autumn,winter和cool。
2.能用英语简单描述与季节相关的活动。
◆情感态度
能把对季节的描述与实际生活相联系,学以致用。
◆文化意识
了解国外孩子简单的日常活动。
教具准备
1.有关季节的单词卡片。
2.几组有关服饰、食物、日常活动的卡片。
3.录音机或教学光盘。
教学步骤
Step1Warmingup
1.师生互致问候。
2.师生进行自由对话,如:
Goodmorning/afternoon.
What’syourfavoritecolor/food/day/season?
3.通过谈话,揭示并板书课题:Unit7SeasonsPartB
4.学唱歌曲:LittleRedBirdintheTree.
Step2Review
1.复习有关春天和夏天的单词。
(1)教师出示单词卡片:spring,summer,hot,warm等,学生快速认读单词。
(2)教师任意抽取单词,学生拼读单词。
2.复习句子。
(1)教师出示春天的图片,引导学生用学过的句子描述春天的情景,并说一说适合春天开展的一些活动,以及在春天这个温暖的季节,人们可以如何着装等,最后,教师可以用Doyoulikespring?问问学生的感受,为下面的学习作铺垫。
(2)出示夏天的图片,用同样的方式复习有关夏天的情景、活动方式及着装等。
Step3Presentation
(一)初读课文,学习新词autumn和winter
1.教师说:“Lily’sfavoriteseasonisspring.WangTao’sfavoriteseasonissummer.WhataboutSallyandYangMing?”教师播放课文录音或教学光盘,请学生初步感知课文,并尝试回答问题。
2.教师播放录音后,出示单词卡片,教学单词autumn和winter,并板书单词。
(二)教学单词cool和句型Doyoulike...?Why?
1.教师用简笔画在单词autumn下画一个旋转的圈表示“凉爽”,一边画一边说:“Cool.It’scoolinautumn.”拿出单词卡片教学cool,强调字母组合oo在单词中的发音/u:/。告诉学生,cool还可以表示“极好的”、“好看的”,相当于汉语中表示时髦的“酷”。全班学生齐声说句子:“It’scoolinautumn.”
2.教师说:“Whatcanwedoinautumn?”引导学生自读课文找出答案:flymykite。教师在黑板上单词autumn旁用简笔画画一幅放风筝图,全班学生模仿并表演说句子:“It’scoolinautumn.Icanflymykite.”
3.用同样方法教学句子It’scoldinwinter.Wecangoskating.Christmasisinwinter.
4.知识拓展:教师可补充教学godoing的短语,如:gofishing(去钓鱼),goboating(去划船),godancing(去跳舞),goswimming(去游泳)等。
5.教师自编韵律诗:
Spring,spring,spring,springiswarm.
Summer,summer,summer,summerishot.
Autumn,autumn,autumn,autumniscool.
Winter,winter,winter,winteriscold.
全班学生拍手齐读。
6.教师播放课文录音或教学光盘,学生模仿读句子,边读边表演,读到表示冬天活动的时候,引导学生读出“Wecangoskating.”的喜悦心情,并了解单词“wonderful”在课文中的意思。
7.教师询问学生是否也喜欢冬天:“Wecangoskatinginwinter.Ilikewinter.XXX,doyoulikewinter?”学生回答后,教师再问:“Why?”然后板书句子:Doyoulike...?Yes,Ido.Why?并让学生操练。
8.请学生两人一组进行对话练习。
(三)熟读课文,巩固重点句型
1.学生翻开课本第52页,教师播放录音或教学光盘,学生认真看书,小声模仿录音二到三遍。
2.学生看课文图片,尝试复述课文,教师可适当给予提醒。
3.巩固练习。
(1)完成课本第53页的Let’stalk.部分,四人为一小组。学生A任意指一幅图问学生B:“Doyoulike...?”学生B按课本提示回答,再由学生B指图,学生C回答,以此类推。
(2)完成课本第54页的Listenandwrite.部分,学生可根据问题What’syourfavoriteseason?Why?选择自己喜欢的季节,进行描述,学写句子。
(3)游戏——小画家。
游戏规则:教师事先准备好几篇描写季节的小短文。学生在教师的描述中在纸上绘画,比一比谁画得好。画好后,在全班进行展示,并复述出自己画的图片的内容。
(4)学唱韵律诗:Seasons.
(四)语音教学
1.教师出示单词卡片bananas,eyes,trees和cows,让学生自己拼读,复习上节课所学内容。同时在黑板上写出单词car,chair,flower和boy,让学生尝试先认读,然后用红笔逐一在每个单词后加上s,再让学生试着读一读,找一找它们的发音规律。
2.教师播放录音让学生跟读几遍。
3.教师再写出几个单词,如:toys,pairs,farmers,stars,让学生自己尝试拼读。
4.教师再次播放课本第53页ListenandlearntheEnglishsounds.部分的录音,学生模仿跟读。
Step4Extension
1.完成课本第55页Listenandconnect.部分。
A:What’syourfavoriteseason,Ben?
B:Winter.
A:Why?
B:Christmasisinwinter.IcangetmanypresentsatChristmas.
②A:Doyoulikesummer,MissGao?
B:Yes,Ido.Icanwearabeautifulskirt.
③A:What’syourfavoriteseason,MaLi?
B:Spring.
A:Why?
B:Icanseebirdsinthetree.
④A:Doyoulikeautumn,Julia?
B:Yes,Ido.Therearemanyfruitsinautumn.
2.综合活动:Myfavoriteseason.
四人一小组活动,教师为学生准备几组小卡片,卡片里有代表不同季节的服饰、食物、日常活动等图片,学生可从中任意挑选自己喜欢的图片,然后根据自己所选择的图片编几个句子,在小组内进行交流。
Step5Homework
1.听录音,熟读并背诵课文。
2.抄写新单词各3遍。
3.完成《活动手册》上本课的练习。
4.完成课本第56页的自我评价。Unit8SummerVacation
Unit8SummerVacation
文化和语言注释
1.—Summervacationiscoming.Whatwillyoudoinsummer?(暑假很快就要到了,夏天你将要做什么?)
—I’llgotoseemygrandmaandgrandpa.TheyliveintheUK.(我将去看望爷爷和奶奶,他们住在英国。)
(1)Summervacationiscoming.这个句型是用现在进行时表示即将到来的事件,在本套教材三年级上册第8单元学过TheNewYeariscoming.(新年即将到来。)
(2)Whatwillyoudoinsummer?是一般将来时的特殊疑问句。一般将来时谓语形式由will加上动词原形构成,主语不分第几人称,也不分单复数。
(3)I’llgotoseemygrandmaandgrandpa.这个句子是一般将来时的肯定句,其中的I’ll是Iwill的缩写形式。
(4)TheyliveintheUK.句子中的live是“生活”、“居住”的意思。
(5)theUK指“英国”,是theUnitedKingdom的缩写。注意:在UK之前要用定冠词the,因为theUnitedKingdom是由普通名词构成的专有名词,而且表明国家的政体是联合王国,英国的全称是theUnitedKingdomofGreatBritainandNorthernIreland(大不列颠及北爱尔兰联合王国)。类似的情况还有theU.S.A.(美国),其全称是theUnitedStatesofAmerica(美利坚合众国);thePRC(中国),其全称是thePeople’sRepublicofChina(中华人民共和国)。
2.—I’llgobyplane.(我将乘飞机去。)
—That’scool.(太酷了。)
(1)本课复习第4单元学过的交通方式,教师可以利用第58页的Askandanswer.栏目的内容进行复习。
(2)在上一个单元中我们学过cool的意思为“凉爽”,本课中的cool的意思是“酷”、“潇洒”。
3.—WhatwillyoudoinLondon?(你在伦敦将做什么?)
—I’llvisitBigBen.(我将参观大本钟。)
(1)visit是“参观”、“访问”的意思,可以作动词和名词使用,本课作动词。如:
Theywillcometovisitourschool.(他们将来参观我们的学校。)
(2)耸立在泰晤士河畔的大本钟是伦敦市的标志以及英国的象征,高106米,重14吨,钟面直径7.5米,分针走动时能把一个人吊起,由总工程师本杰明·霍尔爵士监制,由此而得名“BigBen”。从1859年以来,它以稳重深沉的钟声每小时为人们报时,至今BBC(英国广播公司)仍每天播出其钟声报时。
4.—WillyougotoseetheGreatWall?(你要去看长城吗?)
—Yes,Iwill.(是的,我要去。)
(1)theGreatWall(长城)是由普通名词构成的专有名词,要用定冠词the。
(2)WillyougotoseetheGreatWall?是一般将来时的一般疑问句形式,只要把助动词will提到句首,就能构成一般疑问句。Yes,Iwill.是该问句的肯定回答。否定回答是No,Iwillnot.而No,Iwon’t.则是其缩写形式。
5.I’llplaytheviolinanddomyhomework.(我将拉小提琴、做作业。)
(1)注意:动词play可表示“弹奏”乐器,在乐器之前要用定冠词the,如:playthepiano(弹钢琴)。play也可以表示“打球”、“踢球”,但是在球类运动名称前不用冠词,如:playbasketball(打篮球),playfootball(踢足球)。
(2)domyhomework(做作业),通常在homework之前要使用代词的所有格,如:Sallyoftendoesherhomeworkatsevenp.m.(萨莉常常在晚上七点做作业。)
6.以se,ge结尾的可数名词,变为复数时在词尾加s,连同原来词尾的e读作/Iz/,如:horses,houses,oranges等。
7.以s,sh,ch,x结尾的可数名词,变为复数时在词尾加es,读作/Iz/,如:buses,pencil-boxes,classes等。
PartA
教学目标
◆语言知识目标
1.学习will,live,visit,theUK,London,BigBen等词汇。
2.学习句型:Whatwillyoudoinsummer?
Iwill....
3.学习以se,ge结尾的可数名词,变为复数时在词尾加s,连同原来词尾的e读作/Iz/。
4.学唱歌曲:WhatWillYouDoinSummer?
5.功能:制订暑期计划。
◆语言技能目标
1.能认读和正确书写词汇:will,live,visit,theUK,London,BigBen。
2.能准确使用句型Whatwillyoudoinsummer?Iwill....并体会语言的运用环境。
◆情感态度
了解中英两国首都的英文名称和标志性建筑。
教具准备
1.单词卡片:will,live,visit,theUK,London,BigBen。
2.交通工具和家庭成员单词卡片。
3.英国地图一幅,英国国旗图片一张。
4.全家福照片一张。
5.录音机或教学光盘。
教学步骤
Step1Warmingup
1.师生互致问候。
2.师生一起说课本第28页的韵律诗:ToShanghai.
Step2Review
1.教师出示家庭成员和交通工具单词卡片,学生快速认读。
2.游戏——猜一猜。
游戏规则:教师出示一张全家福照片说:“Look!Heismyfather.HeworksinXiamen.Howdoeshegotowork?”
教师选取一张交通工具单词卡片藏在身后,学生纷纷开始猜:“Hegoestoworkby....”教师奖励猜对的学生。
Step3Presentation
(一)呈现课题
1.欣赏歌曲:WhatWillYouDoinSummer?初步理解歌词大意。
2.教师说:“It’sgettinghotterandhotter.Summervacationiscoming.Today,wewilltalkaboutsummervacation.”教师揭示课题并板书:Unit8SummerVacationPartA
3.复习单词summer和vacation。教学词组summervacation和句子Summervacationiscoming.
4.知识拓展:出示wintervacation,请学生读并猜测其意思。
(二)单词和句型教学
1.学习单词will,学习句子Iwill....
(1)教师说:“Summervacationiscoming.IwillgotoBeijing.Iwillgobyplane.”出示单词卡片will并教学,说明在什么情况下使用will,告诉学生Iwill相当于I’ll。
(2)用不同的地名和交通工具引导学生说:“Iwillgoto....Iwillgoby....”
2.教学句子Whatwillyoudoinsummer?
(1)教师说:“Insummervacation,IwillgotoBeijing.WhatwillSallydoinsummer?”板书句子:WhatwillSallydoinsummer?
(2)帮助学生理解insummer的意思,并教学该句子。
(3)用不同的人称进行替换操练,如:
Whatwillhedoinsummer?
Whatwillyoudoinsummer?
3.教学句子:TheyliveintheUK.
(1)教师说:“WhatwillSallydoinsummer?Let’slistenandwatchthevideo.”
教师播放课文录音或教学光盘,让学生初步感知课文,然后从课文中找出正确的答案。
(2)教学词汇live和theUK。
教师说:Sallysays,“Iwillgotoseemygrandmaandgrandpa.TheyliveintheUK.”出示单词卡片live,give和five,区别三个单词的音和形,然后用不同的地名来操练live,如:IliveinBeijing.ShelivesinShanghai.等。
出示TheyliveintheUK.的句子,在theUK旁边贴出英国地图和英国国旗,告诉学生:“TheUKisanoldcountry.LondonisthecapitaloftheUK.”帮助学生认识英国国旗,然后出示单词卡片复习单词London,巩固theUK和intheUK的表达法。
4.学习新词visit和BigBen。
(1)请学生自读课文,并回答下列问题:
HowwillSallygototheUK?
WhatwillshedoinLondon?
(2)通过问题,引出visit,BigBen和IwillvisitBigBen.的教学。
用visit...操练,如:visittheUK/London/Beijing/theGreatWall/Shanghai...
(3)文化渗透,告诉学生,BigBen是英国伦敦著名的古钟,是坐落在伦敦泰晤士河畔的一座钟楼,也是伦敦的标志性建筑之一。这里是人们庆祝新年的重点地方,收音机和电视都会播出BigBen的钟声来迎接新的一年的开始。
(三)再读课文,进行角色扮演活动
1.请学生翻开课本第57页,教师播放录音,学生听音并模仿跟读二至三遍。
2.教师请两位学生分别扮演王涛和萨莉,进行对话表演。
(四)巩固活动
1.学习课本第61页歌曲:WhatWillYouDoinSummer?
(1)教师带读,学习歌词。
(2)教师播放录音,学生轻声跟唱。
(3)教师带领学生跟着音乐边唱边做动作。
2.完成课本第58页的Askandanswer.部分。
3.游戏——句子接龙。
游戏规则:请每位学生先思考自己暑假要去的地方和打算乘坐的交通工具,然后从每一小组的第一位学生开始,做句子接龙游戏。如:
学生A:Whatwillyoudoinsummer?
学生B:Iwillgoto....Iwillgoby....Whatwillyoudoinsummer?
学生C:...
学生D:...
以此类推,教师奖励在最短时间内完成活动且说得好的小组。
(五)语音教学
1.教师出示单词卡片horse,house,orange,学生快速认读,注意horse和house的音、形差异。
2.对比教学。
a/onehorse—twohorses
a/onehouse—twohouses
an/oneorange—twooranges
教师在黑板上出示上面三组单词,告诉学生以se,ge结尾的可数名词,变为复数时在词尾加上s,连同原来词尾的e读作/Iz/。
3.游戏——快枪手。
游戏规则:每组请一位学生上台,每人拿一张单词卡放在胸前,如:books,robots,dogs,horses等。教师举音标卡片/s/,全班齐读/s/,拿单词卡片books的学生要赶快蹲下,全班学生迅速用食指指向拿单词卡books的学生,并同时读出该词。未及时蹲下的学生则返回座位,退出游戏。教师奖励第一个指向单词卡并朗读正确的学生,然后换一张音标卡片,如/z/,继续游戏。
Step4Extension
综合活动:魅力城市我来评。
1.教师将学生分为四人或六人一小组,每位组长持有一张下列表格:
城市交通工具BeijingtrainShanghaiplane......2.请每组小组长做调查员,询问组员:“Whatwillyoudoinsummer?”组员一一回答:“Iwill....”小组长根据回答在相应的空格中画“”,然后交给教师。最后大家统计评选出大家最想去的城市即魅力城市和最受欢迎的出行工具。
Step5Homework
1.听录音,模仿跟读。
2.完成《活动手册》中本课的练习。
3.询问自己的父母暑假想去的地方和打算乘坐的交通工具,下节课汇报。
本单元主备课人备课时间 2014年2月20日
教师任教班级
课题名称UnitOneWhat’sthematter?
一.教材分析:
本单元是改版后的八年级下册英语教材的第一个单元。主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外,本单元还涉及到党当人身体不适时,医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇,文章的主体时态都为一般过去时。主要句型为.What’sthematterwith…?”“WhatshouldI/you/he/she/they…do?”“I/you/he/she/theyshoulddo…?”“Ihaveaheadache/stomachache/toothache.”“Doesshe/he/haveafever/cold/toothache…?”总的来说,本单元的相关语法知识并不难。
教学目标:
知识目标:
(1)掌握一些相关的词和词组:matter,sore,haveacold,foot,neck,stomach,throat,fever,lie,liedown,rest,cough,toothache,headache,break,hurt,passenger,getoff,toone’ssurprise,trouble,getinto,climber,beusedto,sick,risk,herself,sunburned等;
(2)掌握反身代词的用法;enjoyoneself,helponeselfto,
(3)掌握情态动词should的用法;
(4)掌握以下主要句型:
.What’sthematterwith…?”
“WhatshouldI/you/he/she/they…do?”
“I/you/he/she/theyshoulddo…”
“Ihaveaheadache/stomachache/toothache.”
“Doesshe/he/haveafever/cold/toothache…?”
能力目标:
能够用英语询问某人的身体状况以及关心他人是否遇到麻烦;
提高学生合作学习、自主学习的能力。
并能熟练运用所学知识就过去活动进行描述,学生听说读写的能力得到提高。
会使用部分情态动词;
情感目标:1.教会学生关心他人,培养同学间团结、友善的精神。2.通过本单元的学习能引导学生关注自己及身边人的身体健康、并学习如何去关心他人及提出适当的建议。3.能使学生意识到要如何去保持健康并养成良好的生活习惯。4.培养学生主动救助处于危险境地的人的精神,在紧急关头,有勇气做出正确的决定。此外,生活中遇到困境,需要有坚强的意志力去面对一切。
三.教学重点:掌握关于身体部位的单词以及词组;会使用以下句型:What’sthematterwith…?”“WhatshouldI/you/he/she/they…do?”“I/you/he/she/theyshoulddo…”
四.教学难点:should的用法;运用推理判断法解阅读理解题。
五.课时分配:Period1SectionA(1a-2d)Period2(3a-Grammarfocus)
Period3(4a-SectionB1d)Period4SectionB(2a-2d)
Period5SectionB(2e-selfcheck)Period6处理本单元练习题
教案课件是老师上课中很重要的一个课件,大家应该要写教案课件了。只有制定教案课件工作计划,新的工作才会如鱼得水!你们会写适合教案课件的范文吗?小编特地为您收集整理“八年级上Unit1第一课时Comic&Welcometotheunit导学案”,仅供您在工作和学习中参考。
八年级上Unit1第一课时ComicWelcometotheunit导学案Unit1What’sthematter?
Period1SectionA(1a-1c)
主备: 审查:使用:
TeachingAimsandDemands:
1、KnowledgeObject:
(1)Sscanusethefollowingwords:
head,ear,eye,mouth,nose,throat,neck,back,hand,arm,leg,tooth-teeth,foot-feet,matter,haveacold,stomachache,,backache,headache,toothache
(2)Sscanusethefollowingsentencepatterns:
What’sthematter?
Ihaveastomache
./Ihaveasoreback./Ihaveacold.
He/Shehasasorethroat.
2、AbilityObject:
Enablestudentstotalkabouthealthproblemsusingtargetlanguage.
3、EmotionObject:
LetSsknowkeepinghealthyisimportant.
TeachingKeyPoints:
Learnhowtotalkabouthealth,usehave/hastotalkabouthealthproblems
TeachingDifficultPoints:
LearntheEnglishnamesofdifferentpartsofhumanbodyandtalkaboutvarioushealthproblems.
TeachingMethods:
1.Listeningandspeakingpractice.
2.Autonomousandcooperativeapproach.
TeachingAids:
CAI,Ataperecorder.
TeachingProcedure:
Step1Warming-up
SinganEnglishsong:Ifyou’rehappyandyouknowit,clapyourhands.
Step2Wordstudy
1.T:Areyouhappy?S:Yes,weare.T:Whenwe’rehappy,wecanclapourhandsandstampourfeet.Handsandfeetarepartsofourbody,doyouknowotherpartsofourbodyinEnglish?
2.Teachthepartsofthebodyonebyonebytouchingit.Whileteachingone,letthemtouchorshowit.
3.PresentapictureofababyandYaoMing.lettheSssaythepartsofthebody.
4.WorkonSectionA1a
5.Playagame:Touchthepartsofyourbody
Letthewholeclasstouchthepartsoftheirbodywhentheteachersays:Touchyour…
2)AskeightSstocometothefrontanddoastheteachertellsthem:Touchyour…ifonedoeswrong,lethimorhergoback,thelastonewhointhefrontisthewinner.
Step3PresentationandPractice
1.T:Areyouhappy?Ss:Yes,weare.
T:Whenthere’ssomethingwrongwithyourbody,areyoustillhappy?
Ss:No.
T:Lookatthepicture,ishehappy?
Ss:No,heisn’t.
T:Why?(HelptheSstoanswer:Hehasastomachache.)
2.Presentotherpictures,talkabouthealthproblemsofthepersonsinthepictures.
What’sthematter?He/Shehasaheadache/toothache/asoreback/asorethroat/acoldandacough.
3.LettheSspracticeinpairs
4.T:Supposethereissomethingwrongwithyourbody,pleaseusegesturestoshowit.Youmaysay:Ihaveaheadache.Ihaveasorethroat.
MakeamodeldialoguewithtwoSs.
T:What’sthematter?
S:Ihaveaheadache.
T:Oh,that’stoobad.I’msorrytohearthat.
LettheSspracticeinpairs.
5.Showthefollowingonthescreen.Letstudentsgetfamiliarwiththenamesofsomeillnesses.
PartofhumanbodyIllness
stomachstomachache
toothtoothache
headheadache
backasoreback
throatasorethroat
cold,fever...
Asktwostudentstoreadthesampleconversationinactivity1c.Thenletthemworkinpairsandmakemoresimilarconversations.
Thenhelpstudentsunderstand:Whenthesubjectis“he/she/it”,weuse“has”insteadof“have”totalkabouthealth.
Letstudentsplayagametopracticeit.Tellthestudentinthefirstline,“Ihaveaheadache”,thenhe/sherepeatsittothesecondstudent,“He/shehasaheadache”andsoon.
Step4listenandsay
WorkonSectionA1b,listenandnumberthenames1-5.
Talkaboutthehealthproblemsofthepersonsinthepicture.Eg:Nancyhasatoothache,Sarahhasacold,…
Step5Chant
Head,head,Ihaveaheadache.Ihaveaheadache,
Stomach,stomach,Ihaveastomachache.Ihaveastomachache,
Ear,ear,Ihaveanearache.Ihaveanearache,
Tooth,tooth,Ihaveatoothache.Ihaveatoothache.
Back,back,Ihaveasoreback.Ihaveasoreback,
Throat,throat,Ihaveasorethroat.Ihaveasorethroat.
Oh,dear!Domoreexercise,pleaseandkeephealthy!
Homework:
1.Listentothetapeof1bandrepeat.
2.CopythenewwordsinPeriod1.
3.Finishtheexercisesinthisperiod.
BlackboardDesign:
Unit1What’sthematter?
Period1SectionA(1a-1c)
A:What’sthematterwithJudy?
B:Shetalkedtoomuchyesterdayanddidn’tdrinkenoughwater.Shehasaverysorethroatnow.
SummaryAfterClass:
Period2SectionA(2a-2d)
主备:杨秀兰 审查:使用:
TeachingAimsandDemands:
1、KnowledgeObject:
(1).Reviewthenamesofeachpartofthebodyandthenamesoftheillness.
(2)Continuetolearnthenamesoftheillness:toothache,feverandheadache.
(3).Wordsandexpressions:
liedown,rest,cough,X-ray,toothache,takeone’stemperature,headache,haveafever,takebreaks,hurt.
2、AbilityObject:
Enablestudentstotalkmoreabouthealth.
Learntogiveotherssomeadviceaccordingtotheirmatters.
3、EmotionObject:
Learntoliveinahealthyway.
Learntotakecareofothersandthemselves.
TeachingKeyPoints:
1.HowtoteachtheSstolearnthenamesoftheillness:toothache,feverandheadache.
2.Howtogiveotherssomeadviceaccordingtotheirmatters.
TeachingDifficultPoints:
Howtogiveadviceusingshould.
TeachingMethods:
1.Listeningandspeakingpractice.
2.Role-playing.
TeachingAids:
CAI,Ataperecorder.
TeachingProcedure:
Step1Warming-up
EnjoyandsinganEnglishsong:Headandshoulderskneesandtoes
Headandshoulderkneesandtoes
Kneesandtoes,kneesandtoes,
Headandshoulderkneesandtoes
Eyes,ears,mouth,nose
(Repeat4times)
Step2.Greetingandrevision
1.Greetthewholeclassasusual.
T:What’sthedatetoday?/Whatdayisittoday?/How’stheweather?/Howwasyourweekend?/Whatdoyouusuallydoonweekends?/Doyoulikeexercising?/Howoftendoyouexercise?/That’sgreat!Todoexercisecankeepushealthy,butifwedon’tpayattentiontoourhealth,therewillbesomethingwrongwithourbody.Now,lookatthesepeople.
2.Revision
T:(Showpictures)Howishe/she?(He/Sheisnotfine.)
What’sthematter?
He/Shehasacold(flu)/stomachache/soreback/cough.
Step3.Presentation
Guessinggame
TshowssomepartofthepicturestotheSsandletthemguess.
T:What’sthematterwithhim/her?
S:Doeshe/shehavea…?
T:Yes,he/shehasasorethroat(Teachthenewword)Canyougivehim/hersomeadvice?Whatshouldhe/shedo?(Teachthenewword)
S:He/Sheshoulddrinkhotteawithhoney/shouldn’tspeakmore/gotoseeadoctor…(Sscangivedifferentadviceastheylike)
T:What’sthematterwithhim/her?
S:Doeshe/shehavea…?
T:Yes,he/shehasa/antoothache/fever/headache/earache…(Teachthenewwords)Whatshouldhe/shedo?
S:He/Sheshouldgotoseeadentist/shouldn’teaticecream/shouldn’tdrinkcoldwater/liedownandrest/shouldn’tplaybasketball/shoulddrinkalotofwater./shouldseeadoctor…
Step4.Practice
Do2a.Listenandnumberthepictures1-5intheorderyouhearthem.
PlaythetapefortheSsandletthemdoitbythemselves.Thenchecktheanswer.
Do2b.Listenagain.Matchtheproblemswiththeadvice.
PlaythetapefortheSs.Forthefirsttime,letthemdoitbythemselves.Thenplayitagainandchecktheanswer.
Thentheteachersummarizetheadviceusingthestructurewiththestudents:
Whenyouhavea_________,youshould__________.
Do2c.Pairwork..Roleplaytheconversationsin2b.LettheSsreadtheconversationsin2cfirst.Thenworkinpairs,makeanewconversationaccordingto2b.
A:What’sthematter?
B:Ihavea…
A:Maybeyoushould…
B:That’sagoodidea.
ShowmorepicturesandlettheSsmakemoreconversations.
ProblemsShouldShouldn’t
!
A:What’sthematter?
B:Ihavea…
A:Maybeyoushould…butyoushouldn’t…
B:That’sagoodidea.
Step5.Role-playtheconversation
1.Readtheconversationsilentlyandunderstandthemeaning.
2.Readitagainandanswerthequestions:
(1)What’sthematterwithLisa?
(2)Didshehaveafever?
(3)Whatdidshedothenightbefore?
(4)Whatdoessheneedtodo?
(5)Whatshouldshedonow?
(6)Whatshouldshedoifthingsdon’tgetbetter?
3.Role-playtheconversationintwohalvesoftheclass.
4.Explanationabouttheusefulexpressionsin2d:
AreyouOK?
WhatshouldIdo?
Itdoesn’tsoundlike…
That’sprobablywhy.
Can’tmovemyneck
Allweekend
Takebreaksawayfromthecomputer
Sitinthesamewayfortoolongwithoutmoving
5.Practicetheconversationinpairs,oneactsMandy,theotheractsLisa.Afewminuteslater,invitetwoorthreepairstoactouttheconversations.
Step6.Task
Workingroupsanddiscusshowtokeepourselveshealthy.
ShouldShouldn’t
Report:
Tokeephealthy,weshould…weshouldn’t…
Step6Homework
1.Copythenewwords.
2.Writethereportintheexercisebooks.
3.SearchontheInternetaboutmoreadviceofkeepinghealthy.
BlackboardDesign:
Unit1What’sthematter?
Period2SectionA(2a-2d)
1Words:
haveafever/cough/headache/toothache
liedownandrest,seeadentistandgetanX-ray
takeone’stemperature,takebreaks,hurt
2.Sentences:
A:What’sthematter?
B:Ihavea…
A:Maybeyoushould…butyoushouldn’t…
B:That’sagoodidea.
SummaryAfterClass:
Period3SectionA(3a-3c)
主备:审查:使用:
TeachingAimsandDemands:
1、KnowledgeObject:
(1)Wordsandexpressions:
passenger,off,getoff,toone’ssurprise,onto,trouble,hit,rightaway,getinto,busNo.26,seesb.doingsth.,shoutforhelp,thanksto,
(2)Reading
2、AbilityObject:
Trainanddevelopthestudents’readingability.
3、EmotionObject:
Tobeahelpfulpersonbecausehelpingothersishelpingyourself.
TeachingKeyPoints:
(1)Wordsandexpressions:
passenger,off,getoff,toone’ssurprise,onto,trouble,hit,rightaway,getinto,busNo.26,seesb.doingsth.,shoutforhelp,thanksto,
(2)Reading
TeachingDifficultPoints:
Trainanddevelopthestudents’readingability.
TeachingMethods:
1.Talkingmethod.
2.Discussionmethod.
TeachingAids:
CAI,Ataperecorder.
TeachingProcedure:
Step1.Warmingup
Chant:Ihaveaheadache
Head,head,Ihaveaheadache.
Ihaveaheadache,
Andmyeyeshurt!
Stomach,stomach,Ihaveastomachache.
Ihaveastomachache,
AndIhavetheflu!
Ear,ear,Ihaveanearache.
Ihaveanearache,
AndIhaveafever!
Tooth,tooth,Ihaveatoothache.
Ihaveatoothache,
Andasorethroat!
Back,back,Ihaveabackache.
Ihaveabackache,
Andmykneehurts!
Ihaveaheadache,Ihaveanearache,
Atoothache,abackache,
Andasorethroat.
Myeyeshurt,mykneehurts,Ihaveastomachache.
Ihaveafever,
AndIhavetheflu!
Oh,dear.Next,please!
Step2.Greetingandrevision
Greetthewholeclassasusual.
Revision
T:Oh!Theyallhavematters.Whataboutyou?What’sthematterwithyou?
S1:Ihavea…
T:Maybeyoushould…butyoushouldn’t…
S1:That’sagoodidea.(TurntoS2)What’sthematterwithyou?
S2:Ihavea/an…
S1:Maybeyoushould/shouldn’t…
S2:That’sagoodidea.(TurntoS3)…
Step3.Presentation
1.Showthepictureofaccidentin3aandthetitleofthepassage.Haveadiscussionaboutit.
T:Look!Themanislyingbytheroad.
Whathappenedtohim?Whatwasthewomannexttohimdoing?
Didthemandie?Whodoyouthinkisgoingtosavetheman?
2.Teachthenewwords.
passenger,off,getoff,toone’ssurprise,onto,trouble,hit,rightaway,getinto
Step4.Reading
1.Do3a.Fast-reading.
Doyouthinkitcomesfromanewspaperorabook?Howdoyouknow?
2.Careful-reading.
Readthepassagecarefullyandfillinthetimeline.
SomethinghappenedBusdriver’sreactionPassengers’reactionResult
Discusstheanswersinpairs.
3.3b.Checkthethingsthathappenedinthestory.
Thenchecktheanswerstogether.
4.3c.
Havethestudentsdiscussthequestionswiththepartners.GiveSssomeminutestoprepareandthenasksomestudentstosayouttheiropinions.
Step5.Languagepoints
Havethestudentssummarizetheexpressions:
Expressionsaboutbus:
BusNo.26,busdriver,thepassengersonthebus,stopthebuswithoutthinkingtwice,getoff/onthebus,helptomovethemanontothebus
Expressionsaboutfirstaid:
Seeamanonthesideoftheroad,haveaheartproblem,gotothehospital,takethemantothehospital,savethemanintime,onlythinkaboutsavingalife.
3.Otherexpressions:
toone’ssurprise,intime,agreetodosth.expecttodosth.,
getintotrouble
Step6Homework
Memorizethewordsandexpressions.
Finishofftheexercisesintheworkbook.
BlackboardDesign:
Unit1What’sthematter?
Period3SectionA(3a-3c)
Expressionsaboutbus:
BusNo.26,busdriver,thepassengersonthebus,stopthebuswithoutthinkingtwice,getoff/onthebus,helptomovethemanontothebus
Expressionsaboutfirstaid:
Seeamanonthesideoftheroad,haveaheartproblem,gotothehospital,takethemantothehospital,savethemanintime,onlythinkaboutsavingalife.
3.Otherexpressions:
toone’ssurprise,intime,agreetodosth.expecttodosth.,getintotrouble
SummaryAfterClass:
Period4SectionA(GrammarFocus-4c)
主备:杨秀兰 审查:使用:
TeachingAimsandDemands:
1、KnowledgeObject:
Summarizethegrammarandpracticethem.
2、AbilityObject:
Enablethestudentstodothingsusingthetargetlanguageandthegrammar.
3、EmotionObject:
Learntolookafteryourselfandothers.
TeachingKeyPoints:
Thegrammar.
TeachingDifficultPoints:
Usethegrammartodothings.
TeachingMethods:
1.Practisingmethod.
2.Activities.
TeachingAids:
CAI,Ataperecorder.
TeachingProcedure:
Step1.Revision
Checkthehomework.Havethestudentswritethewordandexpressionsin3a.
Step2.Grammarfocus
HavethestudentsreadthesentencesinGrammarFocus.Andthensumupthegrammar:
havea(an)+疾病名词,表患病,如,
haveacold/fever/cough/toothache/headache/stomachache/backache/,某些搭配中还会用catch,如,catchacold.
be/feel+形容词,表不适,
be/feelsick/bad/terrible,/tired
gethurt表受伤
hurt/cut/break+具体部位,表伤害,如:
hurtmyleg,cutherfinger,breakhisarm,hurtmyself,cuthimself,cutone’sknee,hurtone’sback
take/get表示诊治:
takeone’stemperature,takesomemedicine,getanX-ray,
用see或者goto…表达就医:
Seeadoctor,seethedentist,gotothedoctor,gotothehospital.
用情态动词should表达建议
Heshouldliedownandrest.
Sheshouldtakehertemperature.
ShouldIputsomemedicineonit?Yes,youshould./No,youshouldn’t.
Youshouldn’teatsomuchnexttime.
Step3.Practice
1.4a.Fillintheblanksandpracticetheconversations.
2.4b.Letthestudentsdoitindividually,theteachergoesaroundtheroomfindingoutthecommonerrorsthatstudentshave.Writethemontheblackboardandhavestudentscorrectthem.Thenworkinpairs.
Step4.Miming
4c.Workinpairs.Onestudentmimesaproblem.Theotherstudentsinthegroupguesstheproblemandgiveadvice.
Asampleconversation:
A:What’sthematter?Didyouhurtyourselfplayingsoccer?
B:No,Ididn’t.
C:Didyoufalldown?
B:Yes,Idid.
D:Youshouldgohomeandgetsomerest.
Theteachermovesaroundtheclassroomcheckingtheprogressandpraisingthegroupthatdoeswell.Thenhaveoneortwogroupsactoutinthefrontoftheclass.
Step5.Homework
T:Supposeyouhaveacold,writeaboutwhatyoushouldandshouldn’tdo.Youcanmakeuseoftheexpressionsandstructureslearnt.
Youcanbeginwith“Whenyouhaveacold...”.
Asamplearticle:
Doyouhaveacold?
Sometimespeoplehaveacold.Whenyouhaveacold,youshouldn’tdotoomuchwork.Youshouldgotobedearlyandhaveagoodrest.Youshouldalsodrinkalotofwater.Youshouldn’tdrinksmoke.
BlackboardDesign:
Unit1What’sthematter?
Period4SectionA(GrammarFocus-4c)
1.havea(an)+疾病名词,表患病,如,
2.be/feel+形容词,表不适,
3.hurt/cut/break+具体部位,表伤害,如:
4.take/get表示诊治:
5.用see或者goto…表达就医:
6.用情态动词should表达建议
SummaryAfterClass:
Period5SectionB(1a-1d)
主备:杨秀兰 审查:使用:
TeachingAimsandDemands:
1、KnowledgeObject:
(1)Wordsandexpressions:
Feelsick,cutone’sknee,haveanosebleed,falldown,cutoneself,haveproblemsbreathing,gethitbyaball,hurtone’sbackorarm,getsunburned
(2)Listening.
2、AbilityObject:
Trainanddevelopthestudents’listeningandspeakingability.
3、EmotionObject:
Whenaccidentshappen,knowhowtodealwiththemcalmly.
TeachingKeyPoints:
(1)Wordsandexpressions:
Feelsick,cutone’sknee,haveanosebleed,falldown,cutoneself,haveproblemsbreathing,gethitbyaball,hurtone’sbackorarm,getsunburned
(2)Listening.
TeachingDifficultPoints:
Trainanddevelopthestudents’listeningability.
TeachingMethods:
1.Listeningmethod.
2.Pairwork.
TeachingAids:
CAI,Ataperecorder.
TeachingProcedure:
Step1.Warmingup
Task
T:Youknow,therearelotsofproblemsinourlife.Ifyouareadoctor,pleasetellushowtosolvetheproblem.Iwilldivideyouinto9groups.Pleaseworkingroups.Andthenchooseoneofyoutoreportyourideas.
Thefollowingaretheproblems:
Ihaveatoothache.
Iamhungry.Ihaveasorethroat.
Iamstressedout.Ihaveasoreback.
Iamtired.Ican’tsleep.
Ihaveacold.Ihaveaheadache.
Report:
Ifyouhaveaheadache,youshouldgotobedearly.
Youshouldseethedoctor.Youshouldeatsomemedicine.
Youshouldn’twashyourfacewithcoldwater.
Youshouldn’tsleeplate.
Youshouldn’tswim.
…..
Tencouragesthestudentstogiveadviceasmuchaspossible.
Step2.Presentation
Showsomepicturesonthescreen,discusstheaccidentswiththestudents,teachingthenewwords:cutoneself,cutone’shand/finger,falldown,cutone’sknee,haveanosebleed,haveproblemsbreathing,gethitbyaball,gethitonthehead,hurtone’sbackorarm,getsunburnedandsoon.
Letstudentsdo1aindividually.Thenchecktheanswersbyaskingastudentstosayouttheanswers.
Havestudentsdescribetheactionswhatyoushoulddowhentheaccidentshappeninorder,usingfirst,next,thenandsoon.
Step3.Listening
1.1b.Listentotheschoolnurse.Checktheproblemsyouhear.Playtherecordingtwice,thenchecktheanswers.
2.1c.Playtherecordingagain,askSstowriteletterofeachtreatmentnexttotheproblemsyoucheckedinthechartabove.
Checktheanswerstogetherbytalking.
T:Whensomeonefeltsick,thenurse…Youtellmethewholesentence,please.
Ss:Thenursetookhistemperatureandtoldhimtorest.
…
Step4.Practice
1d.Role-playaconversationbetweenthenurseandtheteacher.Usetheinformationin1band1c.Firstletstudentsreadthelisteningtext,andtrytoworkinpairsaccordingtoit.Theninvitesomepairstoactouttheirconversationsinfront.
Step5.Exercises
ShowsomeexercisesonthescreenandSsdothemcarefully.Thenchecktheanswers.
Step6.Homework
Remembertheexpressionslearntintheperiod.
Writeapassageaboutwhatyoushoulddoandshouldn’tdoifaccidentshappenaccordingtothecontentsintheperiod.
BlackboardDesign:
Unit1What’sthematter?
Period5SectionB(1a-1d)
cutoneself,cutone’shand/finger,falldown,cutone’sknee,
haveanosebleed,haveproblemsbreathing,gethitbyaball,
gethitonthehead,hurtone’sbackorarm,getsunburned
SummaryAfterClass:
Period6SectionB(2a-2e)
主备:杨秀兰 审查:使用:
TeachingAimsandDemands:
1、KnowledgeObject:
(1)Wordsandexpressions:
ourselves,climber,beusedto,risk,takerisks,accidents,situation,kilo,rock,runoutof,knife,cutoff,blood,mean,getoutof,importance,decision,control,beincontrolof,spirit,death,giveup,nurse
(2)Reading.
2、AbilityObject:
(1)Trainanddevelopthestudents’readingability.
(2)Learnthereadingstrategies:Findingtheorderofevents.
3、EmotionObject:
Nevergiveupwheneveryoumeetdifficultiesandproblemsinstudyandlife.LearnthespiritofAron.
TeachingKeyPoints:
(1)Wordsandexpressions:
ourselves,climber,beusedto,risk,takerisks,accidents,situation,kilo,rock,runoutof,knife,cutoff,blood,mean,getoutof,importance,decision,control,beincontrolof,spirit,death,giveup,nurse
(2)Reading.
TeachingDifficultPoints:
Trainanddevelopthestudents’readingability.
TeachingMethods:
1.Sceneteachingmethod.
2.Readingmethod.
TeachingAids:
CAI,Ataperecorder.
TeachingProcedure:
Step1.Revision
Showsomepicturesonthescreenandrevisiontheaccidentsorproblemsthatcanhappenwhenwedosports.
Step2.Lead-inandPresentation
Playthevideoofthemovie127Hours.Sswatchitandfeelthedifficultsituation.
Presentthenewwordsandexpressionsbyshowingthepicturesonthescreen:
takericks,caughtundera360-kilorock,fellonsomebody,findyourselfinaverydangeroussituation,getoutofadifficultsituation,bandageyourself,losetoomuchblood,losehalfofhisrightarm,keptonclimbingmountains.
3.AskSstoreadaloudtheexpressionsin2aandthenewexpressions.
Step3.Reading
1.2b.Readthepassageandunderlinethewordsyoudon’tknow.Thenlookupthewordsinadictionaryandwritedowntheirmeanings.(decision,control,spirit,death,mean,importance,beusedto,free,runoutof,keepon)
2.2c.ReadthepassageandcircleTRUE,FALSEorDON’TKNOW.
(1)Aronalmostlosthislifethreetimesbecauseofclimbingaccidents.
(2)AronhadaseriousaccidentinApril2003.
(3)Aronranoutofhiswaterafterthreedays.
(4)Aronwrotehisbookbeforehisseriousaccident.
(5)Aronstillgoesmountainclimbing.
Firstletstudentsreadaloudthesentencesin2candunderstandthemeanings.Iftheyhaveproblems,givesomeexplanation.Next,studentsdoitindividually.Thenstudentschecktheanswerseachother.Finally,theteachercheckstheanswers.
3.2d.Readthepassageagainandanswerthequestions.
(1)WheredidtheaccidenthappenonApril,2003?
(2)Whycouldn’tAronmove
(3)HowdidAronfreehimself?
(4)WhatdidArondoaftertheaccident?
(5)Whatdoes“betweenarockandahardplace”mean?
Afterstudentsfinishthem,invitestudentstosayouttheiranswers.
4.2e.Putthesentencesinthecorrectorder.ThenusethemtotellAron’sstorytoyourpartner.Trytoaddotherdetailsfromreading.
______OnApril26,2003,hehadaseriousmountainclimbingaccident.
______Aronlovesmountainclimbinganddoesn’tmindtakingrisks.
______Arondidnotgiveupaftertheaccidentandkeepsonclimbingmountainstoday.
______Hewroteabookabouthisexperience.
______Aronlosthalfhisrightarmfromthe2003accident.
Step4.Summaryaboutthereadingstrategies
FindingtheOrderofEvents.
(Writersdescribeeventsinacertainorder.Findingtheorderofeventswillhelpyouunderstandwhatyouarereading.)
找出本文描述事件发生先后顺序的句子或短语。
________________________________________________________________________________________________________________________________________________________________________________________________________
Step4.Homework
Rememberthewordsandexpressionslearntin2b.
Finishofftheexercisesintheworkbook.
BlackboardDesign:
Unit1What’sthematter?
Period6SectionB(2a-2e)
takericks,caughtundera360-kilorock,fellonsomebody,findyourselfinaverydangeroussituation,getoutofadifficultsituation,bandageyourself,losetoomuchblood,losehalfofhisrightarm,keptonclimbingmountains.
SummaryAfterClass:
Period7SectionB(3a-SelfCheck)
主备:杨秀兰 审查:使用:
TeachingAimsandDemands:
1、KnowledgeObject:
(1)Towriteaconversationusingtargetlanguage.
(2)Toconsolidatevocabulary,checkcomprehensionofconversationstructure,andpracticeitinanaturalcontext.http://
2、AbilityObject:
Enablestudentstowriteaconversationabouthealthproblems,firstaidandadviceusingthetargetlanguage.
3、EmotionObject:
Developthestudents’interestsandconfidenceinEnglishlearning.
TeachingKeyPoints:
Towriteaconversationusingtargetlanguage
TeachingDifficultPoints:
Developthestudents’writingability.
TeachingMethods:
1.Writingpractice.
2.Checkmethod.
TeachingAids:
CAI,Ataperecorder.
TeachingProcedure:
Step1.singsomesongs
Step2.Revision
Tpreparessomepiecesofpaper,andwritedowntheproblemsonthepaper.ThenTgetssomestudentstocometotheblackboardandactout.Theotherstrytoguessthemoutandgivetheadvice.
A:What’sthematterwith…
B:Doesshehave…/Isshe…
B:Sheshould…
Sheshouldn’t…
Whileplayingthisgame,wecanletthestudentshaveacompetition.
Step3Writing
1.3a.Brainstorm.
AskSstobrainstormhealthproblemsthatSsmightencounter.Elicitandwriteorprojectanswersontheboard.Askstudentstoimagineahealthproblem,howtheproblemmighthavehappened,andwhatadviceshouldbegiven.
2.3b.Extendtheconversation.
Ssworkinpairs,andtoincreaseSs’levelofengagement,theTcanselectafewdifferentpairsofSstorole-playtheconversationstheyhavewritten.
Step4.SelfCheck
HaveSslookattheSelfCheckactivities.
Readaloudthepromptsinthetextbookandthewordsintheboxes.
Modeltheactivitiesifnecessary.
GiveSstimetodotheactivitiesandcomparetheirworkwithapartner.
Step4.Homework:
1.CopythenewwordsinUnit1andreviewthem.
2.Finishtheexercisesinthisunit.
BlackboardDesign:
Unit1What’sthematter?
Period7SectionB(3a-SelfCheck)
N:AreyouOK?
S:No,Idon’tfeelwell.Ihaveabadheadache.WhatshouldIdo?
N:Youhaveafever.Youhaveabadcold.
S:WhatshouldIdonow?ShouldItakesomemedicinetonight?
N:Youshouldn’tbeinschooltoday.Youshouldgohomenow,takethismedicine,andgetsomerest.
S:Thankyou.I’llgohomerightnow.
SummaryAfterClass:
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