U5T3SB.docx

U5T3SB.docx

《U5T3SB.docx》由会员分享，可在线阅读，更多相关《U5T3SB.docx（10页珍藏版）》请在冰豆网上搜索。

U5T3SB

SectionB

.Materialanalysis

本节课是第五单元话题三的第二课时，围绕对某一科目的看法展开，主要活动是1a和2a。

通过ZhouYan和Maria之间的对话，学习谈论对某一个科目看法的表达法，如“Whatdoyouthinkofit?

”,“Idon’tlikeit.It’salittledifficult.”等。

通过听录音完成表格，抓住表示科目喜好及原因的主要信息，并训练学生听关键信息的能力。

通过创编、仿编对话、同伴问答等活动，既复习了有关科目名称和现在进行时的用法，又将学习which引导的特殊疑问句，同时复习询问他人最喜爱的科目及原因的表达法。

本课涉及到谈论学生对某一个学科的看法，存在一定的主观性，教师应引导学生形成正确的观念，保持学习的热情；同时创设情景，让学生在情景中反复并熟练操练SectionA中已学到的关于学科的名词。

.Teachingaims

1.Knowledgeaims

能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：

easy,interesting,difficult,learn,which,subject,best

能够在情景对话中谈论对某一科目看法，谈论最喜欢的科目并陈述原因；

能够就“最喜欢的科目、喜好的原因”等话题进行交流与对话操练，如：

（1）—Whatdoyouthinkofit?

—Idon’tlikeit.It’salittledifficult.

（2）Ilikehistoryverymuchbecauseit’sveryinteresting.

（3）—Whichsubjectdoyoulikebest?

—Ilikehistorybest.

—Whydoyoulikeit?

—Becauseit’seasyandinteresting.

...

2.Skillaims

能听懂谈论最喜爱的课程及其评价的简单对话；

能表达自己最喜爱的科目并陈述原因；

能在口头表达中做到发音清晰，语音语调准确；

能正确朗读对话，注意语音语调和节奏；

能正确书写与本话题表达有关的学校课程安排和对课程的评价的语句。

3.Emotionalaims

能通过谈论最喜爱的课程及其原因，增进同学之间的了解，培养学生对校园生活的热爱之情；

能结合游戏、表演等灵活多样的课堂活动，激发学生学习英语的兴趣。

.Thekeypointsanddifficultpoints

能在情景对话中，掌握对某一科目看法的表达法，谈论最喜欢的科目并陈述原因。

.Learningstrategies

1.能逐步养成预习和复习的好习惯；

2.能反思自己的学习习惯，并根据自己的情况进行改进。

.Teachingaids

录音机、教学挂图、闪卡和黑板

.Teachingprocedures

Step

Interactionpattern

Studentactivity

Teacheractivity

Introduction

（5minutes）

1.Thewholeclasswork.

2.Groupwork.

1.Focustheirattentionontheteacher.

2.Haveagroupcompetition.Sitingroups.Answertheteacher’squestionsasquicklyasyoucan.Revisethewordsaboutthedaysofaweekandsubjects.Thegroupwhichcananswerthemostquestionswillbethewinnerinthiscompetition.

e.g.

T:

It’s10:

30onWednesdaymorning.Whatclassarewehaving?

S:

Geography.

T:

WehavetwoEnglishclassesonthisday.Oneofthembeginsat9:

00andit’soverat9:

40.Whatdayisit?

S:

It’sMonday.

...

1.Getstudentsreadyforlearning.

2.Helpthestudentstorevisethewordsaboutthedaysofaweekandsubjects.Organizethecompetitiontoarousethestudents’interests.

Presentation

（10minutes）

1.Individualworkandpairwork.

2.Thewholeclassworkandindividualwork.

1.Lookatthewordflashcards（easy,interesting,difficult）.Answertheteacher’squestionsandlearnthenewwordsandnewsentencepatterns.

T:

WhatdoyouthinkofEnglish?

Easy?

Interesting?

Ordifficult?

S:

Interesting.

T:

Whatdoyouthinkofhistory?

Easy?

Interesting?

Ordifficult?

S:

Difficult.

T:

DoyoulikeChinese?

S:

Yes,Ido.

T:

Why?

S:

Becauseit’sinteresting.

...

Fillintheblanksindividually.Thenchecktheanswerswithyourpartner.

easy/difficult,

interesting/boring

A:

Whatdoyouthinkofgeography?

B:

Idon’tlikeitbecauseit’s_____andmygeographyisnotgood.

A:

Whatdoyouthinkofhistory?

B:

Ithinkit’s____andIlikethestoriesinhistory.Whataboutyou?

A:

Idon’tlikehistorybecauseit’salittle____forme.

B:

...

2.Do1a.Lookatthepicturein1a.Predictthelisteningmaterialin1a.Thenlistentothetapeandcompletethetwocolumnsinthetablein1b.Thenlistenagainandcompletethethirdcolumnin1b.Checktheanswerswithyourpartner.Thenthewholeclasschecktheanswerstogether.

1.Presentnewwordsandnewpatternswiththehelpoftheflashcardsandcontext.

2.Helpthestudentslearntoasksomeone,likesordislikesofasubject.Tellthemtolistentokeywordswhilelistening.

Consolidation

（10minutes）

1.Thewhole

classworkandpairwork.

2.Individualwork.

1.Read1aafterthetape.

Thenpracticetheconversationin1ainpairs.

Somepairsreadouttheconversationtothewholeclass.

2.Do1b.Lookatthetablein1b.Trytosaythesentenceswiththehelpofthetable.

e.g.

MarialikesEnglishverymuchbecauseshethinksit’seasyandinteresting.

ZhouYandoesn’tlikeEnglishbecauseshethinksit’salittledifficult.Butshelikeshistoryverymuchbecauseshethinksit’sveryinteresting.

1.Tobeagoodlistener.

2.Helpthestudentstoorganizethesentenceswiththehelpofthetable.Consolidatethesentencepatternsaboutlikesanddislikes.

Practice

（10minutes）

1.Pairwork.

2.Thewhole

classworkandpairwork.

3.Thewholeclassworkandpairwork.

1.Do1a.Afterpracticingtheconversationin1a,makeupanewconversationaboutyourfavoritesubjectinpairs.Thenpracticeyournewconversationwithyourpartner.Afterthat,somepairsactoutyourconversationstothewholeclass.

e.g.

A:

WhatdoyouthinkofChinese?

B:

Idon’tlikeitatall.

A:

Why?

B:

Becauseit’salittledifficultforme.Whataboutyou?

A:

Ilikegeographybest.

B:

Why?

A:

Becauseitisinteresting.

...

2.Do2a.Answertheteacher’squestionstolearnthenewphrase—learnabout.

T:

Whatclassarewehaving?

Ss:

WearehavinganEnglishclass.

T:

Whatarewelearningabout?

Ss:

WearelearningaboutEnglishwordsandsentences.

Thenmatchthewordsofsubjectswiththedescriptionsindividually.Checktheanswerswithyourpartner.

Askandanswerquestionswithyourpartnerwiththephrasesintheboxin2a.

e.g.

A:

Theyarelearningaboutthepastintheclass.Whatclassaretheyhaving?

B:

Theyarehavingahistoryclass.

...

3.Do2b.Answertheteacher’squestionstolearnnewwords—which,subject,best.

T:

IlikeEnglishverymuch.IlikeChinesealot.Ilikemath.WhichsubjectdoIlikebest?

Canyouguess?

Ss:

English!

T:

Why?

Ss:

BecauseyouareanEnglishteacher.

...

Thenworkinpairs.Lookatthepicturesin2bandmakeupnewconversations.Practiceyourconversationsinpairs.Afterthat,somepairsactoutyourconversationstothewholeclass.

A:

Whichsubjectdoyoulikebest?

B:

Ilikehistorybest.

A:

Why?

B:

Becauseit’seasyandinteresting.Whatdoyouthinkofit?

A:

Ithinkit’sdifficultandboring.

1.Makethestudentspracticeexpressionsaboutlikesanddislikesorally.

2.Createsituationstopresentthenewphrase.Checktheanswers.Makethestudentspracticethewordsofsubjectsorally.

3.Makethestudentspracticetheexpressionsaboutlikesanddislikes.

Production

（10minutes）

Groupwork.

Do3.Sitingroups.Surveyyourgroupmembersaboutthesubjectstheylikeordislikeandthereasons.Thenreporttheresulttotheclass.

e.g.

Inourgroup,Tomlikesmathbecausehethinksit’sinteresting.Buthedoesn’tlikehistorybecausehethinksit’sboring.Marylikes...

1.Makethestudentsusetheexpressionsaboutlikesanddislikesinoralworkandwrittenworkafterlearning.

2.Assignthehomework:

Reviewthewordsandpracticetheconversationsin1awithyourpartner；

Goonwritingyoursurveyreport.Thenreportittotheclassthenextday；

PreviewSectionC.

Teachingreflection：

在本课中，学生通过听力训练、师生问答、小组调查等活动，结合教学闪卡等教具，学习并反复操练了关于“喜欢与不喜欢”的表达法及其原因的表述。

因为每个人的喜好不同，因此本课在表达喜好的时候掺杂了许多学生主观因素，因此我们教师应正确引导学生，注意学科平衡与精力分配，避免偏科现象。

.Blackboarddesign

Topic3Myschoollifeisveryinteresting.

SectionB

1.—Whatdoyouthinkofit?

easy

—Idon’tlikeit.It’salittledifficult.interesting

2.Whichsubjectdoyoulikebest?

difficult

3.Whydoyoulikeit?

which

4.Ithink...learn

subject

best