Unit 3 A busy family.docx
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Unit 3 A busy family.docx
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Unit3Abusyfamily
Unit3Abusyfamily
Unit3AbusyfamilyLanguageskills:
Listening:
RecognizedifferencesintheuseofintonationtodifferentiatebetweenquestionsandrespondappropriatelyandstatementsIdentifykeywordsinanutterancebyrecognizingthestressRecognizewordswithfinalsound’-sp’Speaking:
UsemodeledphrasesandsentencestocommunicatewithotherlearnersUseappropriateintonationinquestionsandstatementsIdentifythemainideafromatextwithteacher’ssupportProducesimplephrasesandsentencesPronouncecorrectlywordswithfinalsound‘-sp’inanutteranceReading:
PredictthemeaningofunfamiliarwordsbyusingcontextandpictureclueWriting:
DevelopwrittentextsbyaddingpersonalideasandinformationtowritingwhenamodelorframeworkisprovidedDifficultpoints:
Countablenouns:
auntunclecousindishespilotmotor-bikeMaterials:
Pictures,objects,tapeTeachingtime:
Fiveperiods
FirstPeriodContents:
LookandreadLanguagefocus:
UsingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeakingDifficultpoints:
Newwords:
busy,theChens,watchtelevision,drythedishes,dohomeworkwritealetterTeachingbreach:
Usingthepicturestopractice.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk
3.RevisionPssingtogetherT-PP-PWhat’she/shedoing?
Whatarethey/youdoing?
放松心情,进入角色,复习一些简单的问路对话,为上新课做准备。
While-taskprocedure
Lookandread
PlayagameTshowpicture:
What’she/shedoing?
Introduce:
watchtelevisiondrythedishesdohomeworkwritealetterPreadandactP-PaskandanswerWhatareyoudoing?
I’m…Ttape,PreadPworkinpairstodiscussTlessablePsarerequiredtomatchtheprovidedphraseswiththepictures.IntermediatePswritesentencesusingtheprovidedwordsTshowpicturesP-PpointapictureandaskWhat’she/shedoing?
He/She’s…
复习旧知,并进行适当操练。
展示一些可爱的图片,吸引学生注意力,随后进入本节课的新句型。
Post-taskactivities
WorkbookPage15Readandmatch
Where’s___?
He/She’s____What’s___doing?
He/She’s____HomeworkCopythewordsandsentencesFeedback:
SecondPeriodContents:
Readandanswer,Sayandact,LearnthesoundLanguagefocus:
UsingnounstorefertomorethanoneobjectUsingnumberalstodescribequantifyAsking‘How’questionstofindoutthepriceUsingdemonstrativestorefertothingsDifficultpoints:
Howmuchare…?
Theyare…CanIhavea…,please?
Teachingbreach:
Usingthepicturestopractice.
ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PTinvitefivestudentstocometotheboard.AskthemtodrawasmanyapplesastheycaninfivesecondsP___applesontheboard.P-Plookatthepictures,askandanswer:
While-taskprocedure
Readandanswer
Sayandact
LearnthesoundHowmany…arethere?
Tshowadoll:
Howmuchisit?
It’s…yuan.TshowtwodollsP-PHowmucharethey?
Howmucharethesedolls?
Theyare…yuan.Tteach,PreadPractice:
T-Ben,P-JackP-PpracticeWorkinpairsThemaskisonthedeskPreadGroup-groupPost-taskactivitiesWorkbookpage13HomeworkCopythewordsandsentencesFeedback:
ThirdPeriodContents:
LookandlearnWords:
uncleauntcousinsingerpilotstudentSentences:
Thisismy…His/Hernameis…He/Sheis…He/Shecan…Languagefocus:
UsingnounstoidentifypeopleUsingmodalstotalkaboutabilitiesDifficultpoints:
Newwords:
uncleauntcousinsingerpilotstudentsTeachingbreach:
Usingthefamily’streetointroduce.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PMemberofafamilyFather/mother/brother/sisterWhile-taskprocedure
Lookandlearn
uncle
pilot
aunt
singer
cousin
student
ThinkandwriteTYourfather’s/mother’sbrother.Howdoyoucallhim?
Show:
unclePreadT(model)I’veanuncle.He’sapilot.Hecan…Pread:
pilotPintroducehis/heruncleI’veanuncle.He’sa…Hecan…TYoufather’s/mother’ssister.Show:
auntPreadT(model)I’veanaunt.She’sasinger.Shecan…Pintroducehis/heraunt.TYouruncle’s/aunt’sson/daughterShow:
cousinPreadT(model)I’veacousin.She’sastudent.She’s…Shecan…PintroducetheirphotoPwriteintheirbooksPost-taskactivitiesWorkbookPage16Dividestudentsintogroups.Encouragestudentstodiscussandritesomenarrativesentencesforthepicturesandfillinthespeechbubbles.Colourthepictures.Actthestory.HomeworkCopythewordsandsentencesFourthPeriodContents:
Readastory,PointandsayWords:
Spiderboymotor-bikedriveRideamotor-bike,driveacar,flyanaeroplane,rideahorseSentences;Whatcan…do?
He/Shecan/can’t…Languagefocus:
Usingnounstoidentifythings.Usingmodalstotalkaboutabilities.Difficultpoints:
Newwordsmotor-bikedriveTeachingbreach:
Usingthepicturestointroduce.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PTWehaveafriend.She’saSupergirl.Whatcanshedo?
PShecan…While-taskprocedure
ReadastorySpiderboymotor-bikedrive
PointandsayWhatcanUncleTonydo?
TLet’smeetanewfriend.He’ssuper,too.Hisname’sSpiderboy.Pread:
SpiderboyWhatcanhedo?
PHecan…TIfyouareSpiderboy.Whatcanyoudo?
PIamSpiderboy/girl.Ican…T(tape)P(read)Practice:
P-PP1(asSpiderboy)P2(introduce)P-PCanUncleTonyrideamotor-bike?
No.hecan’t.TdividePsintogroups.Distributeacopyofphototoeachstudent.Pchoosethecartooncharacterstheylike(sayandact)让学生学会动物保护,体现了本课的教育目标。
让学生自主学习,自由选择学习内容。
扩大了学习量和信息量。
Post-taskactivitiesWritesth.aboutUncleTony1.talk2.writeHomeworkCopythewordsandsentencesFeedback:
开发学生潜能,培养学生各方面的能力和创新精神。
教师在课堂上要敢于放手,让学生在课堂舞台上唱主角,充分享受语言学习的乐趣,从而为各方面的能力培养和潜能的开发提供可能。
在我的课堂中,许多学生就Whatpetdoyoulike?
展开激烈的讨论,甚至个别学生用到了课内没有的知识,从而拓展出许多动物词汇。
我在拓展方面几乎设计的无可挑剔,但在引导学生应用方面还可进一步下功夫,如放手让学生操练造句、对话等,这样,学生的应用拓展能力和创新能力得到进一步培养和提高。
FifthPeriodContents:
SayandactLanguagefocus:
Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking.Usingmodalverb’can’toindicateabilitiesUsingpossessiveadjtoindicatepossessionDifficultpoints:
UsingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeakingTeachingbreach:
Showthepicturestoactthestory.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PWhile-taskprocedure
Sayandactradio
LearnthesoundT(show)I‘vegotaradio.Look,Peterhasgotaradio.Pread:
radioTPeter,wecantalk.Tshowacat.What’sitsname?
Whatcolourisit?
Whereisit?
PanswerTIcan’tfindGinger.Whereisit?
(tape)PListenandguessTEncouragetheablePstopredictwhatwillhappennext.PDividePsintogroupsofthreetoactthestoryUsethewalkers-talkersasprops.P-Pact
小组活动体现合作学习和作用,同时也是交际能力的体现和展示,将本课学习的内容反馈出来。
Post-taskactivitiesPExtendthetaskbyhavingthesamegroupspracticethedialogue,substitutinggingerwithnamesofPsownpetsHomeworkCopythewordsandsentences
SixthPeriodContents:
ReviewUnit3Imperatives:
be+doingPredicativeadjectivesPresentcontinuoustenseDifficultpoints:
be+doingProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PPreadandspellthewords.While-taskprocedure
Sayandact
Dotheexercises
c.ActoutP31d.Actthedialogue
1,Spiderboycanrideahorse.Can_______________?
2.Whatcanyoudo?
Ican_______________.3.Grandpaisdryingthedishes.Is__________________?
4.Theyarewatchingtelevision.What________________?
5.IsSusansingingasong?
No,__________.6.MrChen’sgotsomeletters.What________________?
通过一系列练习,将本课学习的内容反馈出来。
HomeworkReviewUnit3Feedback:
正确引导,培养学生的团结协作精神。
英语学习是一个合作互动学习的过程。
在活动过程中学生往往需要组成多个小组,各成员互相帮助、互相协作才能较好地完成各项任务。
教师不失时机地加以点拨,能促进学生形成良好的非认知品质,养成相互协作的精神。
“学生的发展是英语课程的出发点和归宿。
英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。
课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、展现个性、发展心智和拓展视野的过程。
”
Module3ThingsaroundusUnit1ColoursandplacesTheFirstPeriodLanguagefocus:
Usingthesimplepresenttensetoexpresssimpletruthe.g.Theleavesaregreeninspring.Usingimperativestogiveinstructions.e.g.Mixthesecolours.Usingprepositionstoindicatepositione.g.Thesunisyellowintheafternoon.Usingprepositionstoindicateposition.e.g.Thelizardisonaleaf.Usingadjectivestodescribecoloure.g.Itisredintheevening.Mainanddifficultpoints:
1.Usingprepositionstoindicatepositione.g.Thesunisyellowintheafternoon..2.Usingadjectivestodescribecolour.e.g.Itisredintheevening.Teachingbreach:
Usingthepicturesandcomparetolearnthedifferent.
ProceduresContentsMethodsPurposePre-taskPreparationWarmingup
Revision
Singasong
1.Showthepicturesofthefourseasonstoreview:
spring,summer,autumnandwinter.2.Askthestudentssomequestions.e.g.Whichseasondoyoulikebest?
Whatcanyouseeordoinspring/summer/autumn/winter?
悦耳动听的歌声能激发学生学习的兴趣,同时自然地引出新授知识,起了较好的铺垫作用。
由于本单元季节的名称学生早已熟知,作为复习引入,同时注重句型的操练,使学生有所提高。
While-taskProcedureLookandread
Listen,readanddiscuss
Doanexperiment1.AskthestudentstolookatthepicturesinLookandread.Askthemoreablestudentstocomparethecoloursoftheobjectswhentheylookateachpairofpictures.Useguidedquestionstohelpthelessablestudents,e.g.Whatisit?
toelicit:
It’satree.Whatcolouraretheleaves?
etc.2.Playtherecording:
Lookandread.Studentslistenandfollowintheirbooks.3.Playtherecordingagain.Studentslistenandrepeat.4.Askthestudentstothinkofsomeanimals,Plantsandobjectsthatcanchangetheircolour.1.Playtherecordingagain.Studentslistenandrepeat.2.Wordingingroups.Thestudentsdiscussthecoloursumsatthebottomofpage32.1.DistributeacopyofPhotoco
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