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Unit5Topic2SectionA精品教案

I.Materialanalysis

本節(jié)課是第五單元話題二的第一課時(shí),主要學(xué)習(xí)有關(guān)學(xué)校各種設(shè)施和場(chǎng)所、

談?wù)搶W(xué)校活動(dòng)等內(nèi)容。本課的主要活動(dòng)是1a,2和4a。將通過(guò)人物對(duì)話描述日

?;顒?dòng)及學(xué)校各種設(shè)施和場(chǎng)所,學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)的特殊疑問(wèn)句、一般疑問(wèn)句及其

肯定和否定回答,掌握現(xiàn)在進(jìn)行時(shí)描述正在進(jìn)行的活動(dòng)的表達(dá)法;還將通過(guò)匹配

地點(diǎn)圖片和名稱,進(jìn)一步學(xué)習(xí)有關(guān)校園設(shè)施和地點(diǎn)的名詞,擴(kuò)大學(xué)生的詞匯量。

此外,學(xué)生將通過(guò)了解字母g和字母組合er/ew/ey/eigh/ge/gu/gue的發(fā)音規(guī)則學(xué)

習(xí)音標(biāo)///,/9/,/(/,/V/,/G/和/_/。因?yàn)楸菊n是本話題的第一課時(shí),學(xué)生對(duì)于現(xiàn)在進(jìn)行

時(shí)的使用才剛開始接觸,可能會(huì)出現(xiàn)英語(yǔ)表達(dá)的不流暢,漏掉be動(dòng)詞,或者動(dòng)

詞沒(méi)有加-ing的情況。因此,教師應(yīng)該在教學(xué)活動(dòng)中創(chuàng)造機(jī)會(huì),引導(dǎo)學(xué)生在活動(dòng)

中反復(fù)操練進(jìn)而鞏固關(guān)于現(xiàn)在進(jìn)行時(shí)的英語(yǔ)表達(dá)。

II.Teachingaims

1.Knowledgeaims

能根據(jù)已學(xué)語(yǔ)音、音標(biāo)及發(fā)音規(guī)則,正確朗讀下列詞匯并在實(shí)際的對(duì)話操練

中加以應(yīng)用:

make,card,boring,soon,classroom,playground,lab,laboratory,computer,

room,hall,dininghall,gym,gymnasium,building,swimming,pool,clean,

dosomecleaning,run,dance

學(xué)生在小組合作活動(dòng)中,能掌握字母g和字母組合er/ew/ey/eigh/ge/gu/gue

的發(fā)音規(guī)則,學(xué)習(xí)音標(biāo)///,/9/,/(/,/V/,/G/和/_/的發(fā)音;

在情景對(duì)話中,能正確運(yùn)用be+v.-ing來(lái)表達(dá)現(xiàn)在進(jìn)行時(shí),包括各種人稱的

肯定句、特殊疑問(wèn)句、一般疑問(wèn)句及其肯定和否定回答,如:

(1)—Areyoudoingyourhomework?

—No,I’mnot.

(2)—AreyouwatchingTV?

—Yes,Iam.

(3)Iammakingcards.

(4)—Whataretheydoingnow?

1/35

—Theyare...

(5)—AreWangWeiandLinTaodancing,too?

—No,theyaren’t.Theyare...

能就談?wù)撔@生活的話題進(jìn)行交流與對(duì)話操練。

2.Skillaims

能聽(tīng)懂談?wù)撜谶M(jìn)行的動(dòng)作的簡(jiǎn)單對(duì)話或敘述;

能說(shuō)出學(xué)校各種設(shè)施和場(chǎng)所的名稱;

能在口頭表達(dá)中做到發(fā)音清晰、語(yǔ)音語(yǔ)調(diào)準(zhǔn)確;

能根據(jù)字母組合和音標(biāo)初步地進(jìn)行單詞拼讀;

能根據(jù)圖片信息書面描述正在進(jìn)行的活動(dòng)。

3.Emotionalaims

通過(guò)談?wù)撔@中正在進(jìn)行的豐富多彩的活動(dòng),使學(xué)生發(fā)現(xiàn)校園生活的樂(lè)趣,

從而培養(yǎng)學(xué)生熱愛(ài)校園生活、樂(lè)于參加學(xué)校各種活動(dòng)的意識(shí);

通過(guò)和他人共同完成任務(wù),培養(yǎng)學(xué)生的合作精神。

III.Thekeypointsanddifficultpoints

1.在小組合作活動(dòng)中,能掌握字母g和字母組合er/ew/ey/eigh/ge/gu/gue

的發(fā)音規(guī)則,學(xué)習(xí)///,/9/,/(/,/V/,/G/和/_/的發(fā)音;

2.在情景對(duì)話中,能正確運(yùn)用be+v.-ing來(lái)表達(dá)現(xiàn)在進(jìn)行時(shí),包括各種人稱的

特殊疑問(wèn)句、一般疑問(wèn)句及其肯定和否定回答。

IV.Learningstrategies

1.能夠清楚、大聲地進(jìn)行朗讀,認(rèn)真聽(tīng)錄音,反復(fù)模仿;

2.能夠利用現(xiàn)實(shí)生活中的學(xué)習(xí)資源,如圖書館等。

V.Teachingaids

多媒體、教學(xué)機(jī)、教學(xué)掛圖和黑板

VI.Teachingprocedures

StepInteractionStudentactivityTeacheractivity

pattern

Introduction1.Thewhole1.Focustheirattention1.Getstudentsreadyfor

(5minutes)classwork.ontheteacher.learning.

2/35

2.Individual2.Brainstorming.Tryto2.Helpthestudentsto

work.expressthemeansoflearnandrevisethe

transportationandthemeansoftransportation

adverbsoffrequencyandadverbsoffrequency.

youknowasmanyas

youcan.

e.g.

Bybus,bytrain,on

foot,bybike,bysubway,

bycar,byplane,by

ship,byboat

3.Thewhole3.Lookatthepictures3.Showsomepictures

classworkandaboutthemeansoftohelpthestudentsrevise

individualtransportationtheteacherthemeansoftransportation

work.shows.Trytoanswerandadverbsoffrequency.

theteacher’squestions

asquicklyaspossible.

e.g.

T:Howdoeshe/she

usuallygotoschool?

S1:He/Sheusually

goestoschoolbybus/by

bike/bysubway/onfoot/by

car.

T:Doeshe/sheoften

gotoschoolonfoot...?

S2:Yes,he/shedoes.

No,he/shedoesn’t.

3/35

...

4.Groupwork.4.Sitingroupsof4.Helpthestudentsto

four.Preparesomerevisehowtoexpress

phrasesoncards.Takefrequency.

turnstoaskquestions.

e.g.

Howoftendoyou

cometoschool?

Howoftendoyouvisit

yourgrandparents?

Howoftendoyouplay

basketball?

Doyougotothe

librarythreetimesa

week?

Doyoulistentomusic

everyday?

...

Presentation1.Individual1.Do2.Lookatthe1.Presentnewwordsof

(10minutes)workandpairpicturesin2.Learnschoolfacilitieswiththe

work.thewordsofschoolhelpofthepictures.

facilities.ThenmatchChecktheanswers.

theplaceswiththe

correctwordsorphrases.

Checktheanswerswith

yourpartner.

2.Thewhole2.Playawordgame:2.Tobeagamecontroller.

classwork.“What’smissing?”Some

wordsandpictures

4/35

maydisappear.Tryto

guesswhatismissing

asquicklyasyoucan.

3.Individual3.Lookatthepictures3.Helpthestudentslearn

workandpairin1a.Readthesentencestopredictbeforelistening.

work.in1b.TrytopredictthePlaythetaperecorder

listeningmaterialin1a.andchecktheanswers.

Thenlistenandcircle

thecorrectanswersin

1bindividually.Check

theanswerswithyour

partner.

3.Individual4.Listento1aagain4.Playthetaperecorder.

workandandfillintheblanks.Helpthestudentslearn

groupwork.Afterthat,openyourtolistentospecific

booksandcheckyourinformationandto

answers.summarizethegrammar

Michael:Hello,Jane!rulesbythemselves.

ThisisMichael.What

______you______

now?

Jane:Guess!

Michael:Areyou

____your_____?

Jane:No,Iamnot.

Michael:Areyou

___________?

Jane:Yes,Iam.What

aboutyou?

5/35

Michael:I’m______

cards,butit’s______.

Wouldyouliketoplay

________?

Jane:Goodidea!See

yousoon!

Michael:Seeyou!

Thendiscussin

groups.Trytofindthe

rulesofthe“Present

Continuous”

—be+v.-ing.

e.g.

…aredoing

…arewatchingTV

…ismakingcards

Consolidation1.Pairwork.1.Practicethe1.Tobeagoodlistener.

(10minutes)conversationin1ain

pairs.

2.Thewhole2.Lookatthepictures2.Helpthestudents

classworkandshownbytheteacherconsolidatethePresent

individualandanswertheteacher’sContinuousindifferent

work.questions:sentencepatterns.

(1)Whatishe/shedoing?

(2)Ishe/sheplaying

basketball?

(3)Areyou/theydoing

your/theirhomework?

6/35

Practice1.Individual1.Do3a.Listentothe2.Playthetaperecorder

(10minutes)workandthetapeandmatch.Payandchecktheanswers.

wholeclasswork.attentiontothestructure

ofthePresentContinuous.

Thewholeclassread

thesentencestogether

andchecktheanswers

atthesametime.

2.Pairwork.2.Do3b.Workinpairs.3.Helpthestudentsto

Makeupconversationsexpresscorrectly.

withtheinformation

in3a.Practiceinpairs.

Thensomepairsact

outyourconversations

tothewholeclass.

3.Individual3.Do4a.Dividethe3.Makethestudents

workandgroupclassintosixgroups.learntohelpeachother

work.Everygroupreadsoneandlearnfromeach

groupofwords.Discussother.

ingroupsandfindthe

rulesofsoundsabout

er,ew,ey/eigh,g,ge,gu/

guebyyourselves.

Thenonestudentin

eachgroupreadsout

thesoundandteaches

thesoundtothewhole

class.Thenthewhole

classlistentothetape

7/35

recorderandcheckthe

sounds.Readthesounds

andwordsaloudafter

thetape.

4.Individual4.Do4b.Trytoread4.Correcttheirsounds

workandpairthewordsin4b.Readwhiletheyarereading.

work.aloudindividually.Consolidatethesounds,

Comparethesounds/1-e/;/9-//;/G-_/.

withcoloredletters.

Discusswithyour

partner.

ProductionGroupwork.Separatetheclassinto1.Makesurethestudents

(10minutes)threegroups.Onegroupknowhowtoexpressthe

writesdownthenames,“PresentContinuous”.

onewritesplacesand

thethirdonewrites

downtheactions.

Thensomestudents

trytoorganizethe

sentenceswiththe

places,theactionsand

thenames,usingthe

“PresentContinuous”.

2.Assignthehomework:

Reviewthewordsand

practicetheconversations

inSectionAwithyour

partner;

Makeupanewconversation

8/35

similarto1awithyour

partner.Thenreportitto

theclassthenextday;

PreviewSectionB-1a.

Teachingreflection:

在本節(jié)課中,學(xué)生學(xué)會(huì)了結(jié)合現(xiàn)在進(jìn)行時(shí)描述正在進(jìn)行的活動(dòng)的表達(dá)法,學(xué)

習(xí)了有關(guān)校園設(shè)施和地點(diǎn)的名詞,學(xué)習(xí)了字母g和字母組合er/ew/ey/eigh/ge/gu

/gue的發(fā)音規(guī)則。但是由于語(yǔ)用習(xí)慣的關(guān)系,學(xué)生在用“be+v.-ing”的表達(dá)方式

時(shí)偶爾會(huì)出現(xiàn)少了一個(gè)be動(dòng)詞的錯(cuò)誤表達(dá)。因此教師應(yīng)在學(xué)生的口頭操練中加

以糾正,幫助學(xué)生養(yǎng)成正確的語(yǔ)用習(xí)慣。

VII.Blackboarddesign

Topic2Afewstudentsarerunningaroundtheplayground.

SectionA

1.—Areyoudoingyourhomework?make

—No,I’mnot.card

2.—AreyouwatchingTV?boring

—Yes,Iam.soon

3.Iammakingcards.classroom

4.—Whataretheydoingnow?playground

—Theyare...lab=laboratory

5.—AreWangWeiandLinTaodancing,too?computer

—No,theyaren’t.Theyare...room

hall

dininghall

gym

building

swimming

pool

9/35

clean

dosomecleaning

run

dance

Unit5Topic2SectionB精品教案

I.Materialanalysis

本節(jié)課是第五單元話題二的第二課時(shí),主要活動(dòng)是1a和2a。通過(guò)在圖書館

借閱圖書的對(duì)話呈現(xiàn)進(jìn)行禮貌詢問(wèn)的有關(guān)句型,如“Excuseme,mayIborrow

someEnglishworkbooks?”,“HowlongcanIkeepthem?”和”Youmustreturnthem

ontime.”等。此外,本課還將通過(guò)聽(tīng)錄音選擇正確的單詞或短語(yǔ)的方式呈現(xiàn)

Michael在失物招領(lǐng)處詢問(wèn)遺失物品的對(duì)話,訓(xùn)練學(xué)生抓住關(guān)鍵信息的聽(tīng)力技巧。

通過(guò)本課的學(xué)習(xí),學(xué)生將能夠通過(guò)閱讀失物招領(lǐng)、尋物啟事及相關(guān)信息模仿寫一

則啟事,訓(xùn)練他們的信息轉(zhuǎn)換能力。由于文化的不同,學(xué)生可能對(duì)于失物招領(lǐng)的

英語(yǔ)表達(dá)缺乏實(shí)際的操練經(jīng)驗(yàn),因此教師應(yīng)該在課堂上創(chuàng)設(shè)情境,讓學(xué)生在情境

中自然感受并操練本課的語(yǔ)法和功能,學(xué)會(huì)禮貌借書、禮貌尋物。

II.Teachingaims

1.Knowledgeaims

能根據(jù)已學(xué)語(yǔ)音、音標(biāo)及發(fā)音規(guī)則,正確朗讀下列詞匯并運(yùn)用于情景對(duì)話中:

borrow,workbook,course,ofcourse,use,lookfor,shelf(shelves),keep,

must,return,ontime,newspaper,LostandFound,money,wallet

能用有關(guān)圖書館借閱圖書的表達(dá)法進(jìn)行禮貌詢問(wèn)以及在情景對(duì)話中表達(dá)“借

書和失物招領(lǐng)處尋找丟失物品”等語(yǔ)言功能,如:

(1)—Excuseme,mayIborrowsomeEnglishworkbooks?

—Ofcourse.

(2)—HowlongcanIkeepthem?

—Twoweeks.

(3)—Youmustreturnthemontime.

—Sure,Iwill.

10/35

(4)—Whatareyoudoing?

—I’mlookingformywallet.

能正確運(yùn)用現(xiàn)在進(jìn)行時(shí)的用法。

2.Skillaims

能聽(tīng)懂借閱圖書的簡(jiǎn)單對(duì)話并做出恰當(dāng)?shù)姆磻?yīng);

能聽(tīng)懂通過(guò)失物招領(lǐng)詢問(wèn)丟失物品的對(duì)話;

能根據(jù)圖文就借閱圖書和尋找丟失的物品等話題進(jìn)行交流;

能夠在圖片的幫助下讀懂體現(xiàn)校園生活的圖書館借書、遺失聲明、失物招

領(lǐng)等對(duì)話,并按要求進(jìn)行語(yǔ)言活動(dòng);

能仿照例子寫出簡(jiǎn)單的失物招領(lǐng)或?qū)の飭⑹隆?/p>

3.Emotionalaims

能夠根據(jù)有關(guān)圖書館借書的對(duì)話,養(yǎng)成遵守規(guī)章制度的意識(shí);

能通過(guò)與他人合作共同完成任務(wù),養(yǎng)成同學(xué)間的合作精神。

III.Thekeypointsanddifficultpoints

1.Keypoints

正確使用在圖書館借閱圖書進(jìn)行禮貌詢問(wèn)的有關(guān)句型。

2.Difficultpoints

仿照例子寫出簡(jiǎn)單的失物招領(lǐng)或?qū)の飭⑹隆?/p>

IV.Learningstrategies

1.能夠利用現(xiàn)實(shí)生活中的學(xué)習(xí)資源,如圖書館等;

2.能夠使用手勢(shì)和面部表情幫助自己進(jìn)行表達(dá)。

V.Teachingaids

教學(xué)機(jī)、教學(xué)掛圖、閃卡和黑板

VI.Teachingprocedures

StepInteractionStudentactivityTeacheractivity

pattern

Introduction1.Thewholeclass1.Focustheirattention1.Getstudentsready

(10minutes)work.ontheteacher.forlearning.

2.Groupwork.2.Separatetheclassinto1.Helpthestudents

11/35

threegroups.Onegrouprevisethe“Present

writedownthenames,Continuous”.

onewriteplacesandthe

thirdonewritetheactions.

Thensomestudents

choosesomecardsfrom

differentgroupsandtry

toorganizethesentences

withtheplaces,theactions

andthenames,usingthe

“PresentContinuous”.

3.Individualwork3.Changethesentence2.Helpthestudents

andpairwork.patternsaccordingtotherevisedifferent

teacher.Thencheckthesentencepatternsof

answerswithyourpartner.the“Present

e.g.Continuous”.

(1)Iamreadingan

Englishbook.(對(duì)畫線

部分提問(wèn))

(2)Isshedoingsome

cleaningintheroom?

(改為肯定句)

(3)WangLiandLiMei

aredancinginthe

gym.(對(duì)畫線部分提問(wèn))

(4)WangWeiandLin

Taoaredoingsome

cleaninginthelab.(對(duì)

畫線部分提問(wèn))

12/35

...

Presentation4.Individualwork.1.Do1a.Lookatthe1.Helpthestudents

(10minutes)picturesandtheteacher’slearnsomenew

gesturesandlearnsomewordswiththehelp

newwords:workbook,ofthepicturesand

shelf,newspaper,borrow,gestures.Getthem

use,ofcourse,looffor,readyforthenext

keep,must,return,onstep.

time.

5.Individualwork2.Matchthenewwords2.Helpthem

andpairwork.withthemeaningsrememberthenew

individually.Thencheckwordsagain.

theanswerswithyour

partner.

6.Individualwork3.Fillintheblankswith3.Helpthestudents

andpairwork.thecorrectformofthelearntousethe

givenwords.Thenchecknewwordsinthe

theanswerswithyourgivensituation.

partner.

borrow,keep,

lookfor,return,

shelf,ontime,use,

newspaper,

workbook

Thisisaschool

library.Teachersand

studentscan___for

theirworkandstudy.

Forexample,theycan

13/35

____someinteresting

storybooksandworkbooks

fromit.Usually,a

libraryalsohassome

____forthereaders,

too.

Look!Maryisin

thelibrarynow.Sheis

_________anEnglish

____onthe______.She

wantstoborrowitand

____itfortwoweeks.

Butshemust_____it

________________.

4.Thewholeclass7.Do1b.Lookatthe4.Makethestudents

work,individualworkpicturesin1a.Trytolearntolookatthe

andpairwork.answerthetwoquestions,picturesandsentences

“Whereisit?”,“Whattopredictbefore

aretheydoing?”Looklistening.

atthesentencesin1b.

Predictthelistening

materialin1a.

Thenlistentothetape

andmarkTorFin1b.

Checktheanswerswith

yourpartner.

ConsolidationThewholeclassThewholeclassreadPlaythetaperecorder.

(5minutes)workandgroupafterthetape.ThenreadMakethestudents

work.1aingroups.Underlinepayattentiontothe

14/35

thekeysentences,likesentenceintonation

“Excuseme,mayIandpronunciation.

borrowsomeEnglish

workbooks?”,“Howlong

canIkeepthem?”,“You

mustreturnitontime.”,

“Excuseme,doyouhave

anyEnglishnewspapers?”

Practice4.Individualwork1.Do2a.Lookatthe1.Helpthestudents

(10minutes)andpairwork.picturein2a.Answerlearnsomenew

theteacher’squestionswordsandprepare

andlearnsomenewforthelistening

wordsfromthepicture.task.

T:Whatisit?

S:It’stheLostand

Found.

T:Ifyoulosesomething,

youcangototheLost

andFound.Canyou

guesswhatmaybelost?

S:Money,wallet,basketball,

T-shirt...

T:Ifyouworkatthe

LostandFound,what

youmayaskaboutthe

things/moneyinthe

wallet?

S:Whatcolorisit?

What’sinit?

15/35

Howmuchmoneyis

init?

...

5.Individualwork2.Lookatthepicturein2.Playthetape

andpairwork.2aandreadtherecorder.Checkthe

conversation.Guesstheanswers.

answersbeforelistening.

Thenlistentothetapeand

completetheconversation

withthecorrectwords

orphrasesindividually.

Thenchecktheanswers

withyourpartner.

6.Pairwork.3.Do2b.Workinpairs.3.Helpthestudentsto

Practice2a.Thenmakeexpressaconversation

upanewconversationattheLostandFound

withtheinformationincorrectly.

2b.Afterthat,somepairs

actouttheconversations

tothewholeclass.

Production1.Groupwork.1.Sitingroupsoffour.4.Makethestudents

(10minutes)Do1c.Makeupnewusetheexpressions

conversationsaboutaboutborrowing

borrowingthingsfromthingsfromothers

others,usingtheinconversations.

expressionsin1c.One

studentactsasalibrarian

(圖書管理員).

e.g.

16/35

S1:Excuseme,mayI

borrowsomemath

workbooks?

Alibrarian:Ofcourse.

Manystudentsareusing

them.Hereyouare!

S1:Great!Howlong

canIkeepthem?

Alibrarian:Oneweek.

Youmustreturnthemon

time.

S1:Sure,Iwill.Thank

you!

Alibrarian:ouY’rewelcome.

...

S2:...

Alibrarian:...

...

Thensomegroupsact

outtheconversationsto

thewholeclass.

2.Individualwork2.Readthenoticesin2c2.Helpthestudents

andpairwork.andhelpMichaelwritetousewhatthey

onewiththeinformationhavelearnedto

in2a.Thenchangeyourcompletethetask.

noticewithyourpartner.

3.Assignthe

homework:

Reviewthewords

17/35

andpracticethe

conversationsin1a

and2awithyour

partner;

PreviewSectionC.

Teachingreflection:

在這節(jié)課中,學(xué)生學(xué)會(huì)了在圖書館借閱圖書的對(duì)話用語(yǔ)以及失物招領(lǐng)、尋物

啟事的用法。這些都是在學(xué)生的真實(shí)生活中常見(jiàn)的場(chǎng)景和話題,因此,教師應(yīng)當(dāng)

在課堂上多創(chuàng)設(shè)語(yǔ)境,讓學(xué)生在貼近自然的語(yǔ)言環(huán)境中感知和體驗(yàn)本課的話題和

各種表達(dá)法。

VII.Blackboarddesign

Topic2Afewstudentsarerunningaroundtheplayground.

SectionB

1.Excuseme,may/can/couldIborrow...?borrowworkbook

2.HowlongcanIkeepthem?courseofcourse

3.Youmustreturnthemontime.uselookfor

4.Excuseme,doyouhaveany...?shelf(shelves)keep

5.Thankyou./Thankyouallthesame.mustreturn

6.Whatcolorisit?ontimenewspaper

7.What’sinit?LostandFoundmoney

wallet

Unit5Topic2SectionC精品教案

I.Materialanalysis

本節(jié)課是第五單元話題二的第三課時(shí),主要活動(dòng)是1a、2a和3。通過(guò)閱讀

描述校園內(nèi)三個(gè)地方正在進(jìn)行的活動(dòng)呈現(xiàn)新單詞以及匹配、改寫句子、現(xiàn)場(chǎng)調(diào)查

等筆頭和口頭的活動(dòng),復(fù)習(xí)鞏固本話題的語(yǔ)法——現(xiàn)在進(jìn)行時(shí)。語(yǔ)音部分通過(guò)拼

讀單詞音標(biāo),并根據(jù)字母組合發(fā)音規(guī)律拼寫單詞,復(fù)習(xí)鞏固SectionA所學(xué)音標(biāo),

訓(xùn)練學(xué)生的拼讀和拼寫能力。還將通過(guò)吟唱小詩(shī),了解句子中單詞的連續(xù)規(guī)則。

本節(jié)課的現(xiàn)在進(jìn)行時(shí)涉及到特殊疑問(wèn)句、一般疑問(wèn)句以及其肯定和否定回答,教

師應(yīng)該在特定的語(yǔ)境中引導(dǎo)學(xué)生大量練習(xí)并予以鞏固。

18/35

II.Teachingaims

1.Knowledgeaims

能根據(jù)已學(xué)語(yǔ)音、音標(biāo)及發(fā)音規(guī)則,正確朗讀下列詞匯并知其大意,能夠準(zhǔn)

確拼寫:

around,few,afew,game,sit,ping-pong,lesson,write,aha,blackboard,atthe

backof,draw,picture

在SectionA和SectionB的語(yǔ)法基礎(chǔ)上,能熟練地將“現(xiàn)在進(jìn)行時(shí)”

運(yùn)用于各種人稱的特殊疑問(wèn)句、一般疑問(wèn)句并進(jìn)行肯定和否定回答;

學(xué)生在SectionA已學(xué)的語(yǔ)音基礎(chǔ)上,能結(jié)合音標(biāo)拼寫單詞,并能嘗試結(jié)合

發(fā)音規(guī)律拼讀新單詞。

2.Skillaims

能聽(tīng)懂有關(guān)談?wù)撜谶M(jìn)行的動(dòng)作的簡(jiǎn)單對(duì)話或敘述;

能根據(jù)圖文就現(xiàn)在進(jìn)行的動(dòng)作等話題進(jìn)行交流;

能夠在圖片的幫助下讀懂體現(xiàn)校園生活的文章,并按要求進(jìn)行語(yǔ)言活動(dòng);

能通過(guò)觀察身邊的人用現(xiàn)在進(jìn)行時(shí)描述他們正在進(jìn)行的活動(dòng)。

3.Emotionalaims

能夠在談?wù)撔@中正在進(jìn)行的豐富多彩的活動(dòng)中,發(fā)現(xiàn)校園生活的樂(lè)趣,從

而培養(yǎng)熱愛(ài)校園生活、樂(lè)于參加學(xué)校各種活動(dòng)的意識(shí)。

III.Thekeypointsanddifficultpoints

1.Keypoints

能熟練地將“現(xiàn)在進(jìn)行時(shí)”運(yùn)用于各種人稱的特殊疑問(wèn)句、一般疑問(wèn)句并進(jìn)

行肯定和否定回答。

2.Difficultpoints

根據(jù)音標(biāo)正確地拼讀并拼寫出單詞。

IV.Learningstrategies

能夠根據(jù)圖片預(yù)測(cè)文章大意;

養(yǎng)成借助圖片幫助聽(tīng)說(shuō)和閱讀理解的習(xí)慣。

V.Teachingaids

教學(xué)機(jī)、教學(xué)掛圖、閃卡和黑板

VI.Teachingprocedures

19/35

StepInteractionStudentactivityTeacheractivity

pattern

Introduction3.Thewhole1.Focustheirattentionon1.Getstudentsready

(5minutes)classwork.theteacher.forlearning.

4.Individual2.Dodutyreport.Talkyour2.Helpthestudents

work.noticesabouttheLostandtorevisenotices

Found.abouttheLostand

e.g.Found.

LOST

Myredbag.Ablackwallet

andmyschoolstudentcardis

init.Pleasecall538-9721.

Thankyou!

FOUND

AnEnglishbookandablue

pen.

Pleasecall211-3788.

...

3.Groupwork.5.Haveagroupcompetition.3.Organizethegroup

LookatthepicturesinPPTcompetitiontohelp

withsomepartscovered.thestudentsrevisethe

Everygrouphasthree“PresentContinuous”.

chancestoguesswhatthe

peopleinthepicturesare

doing.Ifyouransweris

right,yourgroupcangetone

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