1、Unit 14 Lets help the old.教学目的和要求Teaching aims and demands 通过学习本单元，使学生逐步培养扶老携幼的意识 学习和掌握一定数量的动词短语词组 继续学习字母组合th 的读音交际用语Expressions in communication What is he/she doing? He/she is mopping the floor. Here we are. Would you like to listen to my story? Yes, thanks a lot. Would you like a cup of tea? Ill
2、clean the kitchen. How can we make grandpa and grandma happy?重点朗读词汇Key words and expressions tidy, feed, bookcase, sofa, mop, floor, sweep, wash, Tomato, scrub, tea, clean, window, comb, hair, Kitchen, cupboard, cross, street, fast, kind, welcome所需教具Materials for teaching 本单元动词短语的图片及词组卡片 自己家爷爷、奶奶的照片
3、，老人的照片或图片 字母组合th 的图片及读音卡片 一条白毛巾（扮演老人）和一根拐杖 鸟的图片或玩具如何导入教学？上课时，教师拿出自己家老人的照片对学生说：“Please look here. Can you guess who he/she is ? Who can have a guess? Who is this old man/woman?” 学生能回答时，教师说：“Right, this is a grandfather. He is my grandfather. He is 74 years old. This is my grandmother. She is 72 years
4、 old. Have you got a grandpa and a grandma?” 教师只需学生回答Yes 或No. 然后，教师继续问大家：“Do you often do things for your grandpa and grandma?”a) “What do you often do?” 教师边说边拿出动词的图片，接着问：“Do you often do this for your grandpa? (扫地图片，拖地图片) Now lets see what we can do for our grandparents.” 教师拿出图，让学生学习动词词组。教师可先教动词原形，
5、然后再教现在分词形式的短语。b) Combing hair, washing tomatoes, sweeping the floor, mopping the floor, scrubbing the floor, cleaning the windowc) 教师可以就本单元的主图提问题，问题如下：“Whats he doing? Whats she doing? Whats Sam doing? Whats Pat doing?”如果第一部分熟练的话，这部分可以让学生自己多练习几遍，也可以让学生表演动作，其他同学来猜。d) 教师可以让学生两人一组描述这张主图，如：This boy is f
6、eeding the bird. He is mopping the floor. She is sweeping the floor. He is washing the tomatoes. He is scrubbing the floor. She is making tea. She is feeding the dog. He is cleaning the cupboard学生需把词组变成句子，并把句子连接起来。教师应多给学生提供练习语言的机会。可以动作示意学生，让他们说动词。单元教学活动2 Listen, look, point and say.第二部分是字母组合的音素练习。教师
7、在教th 的音时，要提醒学生将舌头放在牙齿之间再发音。教师可以将类似的词放在一起进行比较，如mouth, mouse, teeth, tease, bath, bus, path, pass, 注意区分伸出舌头与不伸出舌头的音。单元教学活动3 Read and tick.第三部分是阅读词组，并在词组上打勾。进行这部分练习时，教师先带着大家一起复习动词短语，然后再对学生提问：“What can you do at home for your grandpa and grandma? Tick them.” 在打勾的基础上，教师可以让几个人一组说：“I can mop the floor. I c
8、an clean the window. I can read a book. I can sweep the floor. I can wash socks.” 等等。总之要让学生多练习这些短语，达到四会。单元教学活动4 Find the way out.第四部分是走迷宫的活动。教师对学生说：“Now lets play a game. We are going to help the grandma and grandpa get out of the maze. You can see them in the middle. They are tired. They get lost.
9、You walk from here. Try to get them out quickly.” 教师边说边指：“Ill give you one minute. Lets see who can get them out first.”可以让学生在课后自己做。单元教学活动5 A mini-play.第五部分是微型短剧。首先教师带着大家熟悉对话，然后请每个组编一个短剧，人物是：老爷爷或老奶奶（1人），学生（2人），司机（1）人，骑自行车人（1）人。教师让他们先在小组练习，然后，在全班范围内演短剧。教师可以在活动结束后让大家推荐前三名。单元教学活动6 Look, talk and share.
10、第六部分需要学生看图并发表意见。学生发表意见以前，教师先对大家说：“Our grandpa and grandma love us very much. They often buy good food, clothes and toys for us. Now they are get-ting old. We should help them do something. We can make them happy. But how can we make our grandparents happy? I think we can help wash their feet. We can
11、 take them to a park or a zoo. We can help them water the flowers. We can help them sweep the floor. We can play computer games with them. We can cook dinner for them.” 教师讲的时候需要放慢语速，讲完之后问学生：“ Do you understand? Now I want you to talk in your own groups and say how you can help grandma and grandpa an
12、d make them happy.” 学生说的时候，教师要注意他们是否能自己组织语言。如果教师发现有许多人说不出来的话，应该让大家都停下，并告诉大家应该怎么说这些话，甚至教大家朗读关键句子。单元教学活动7 Think and draw.第七部分的目的是要让学生自己设计一面班旗。在83页的左下角有一面设计好的旗子，教师告诉大家可以参考这面旗子，并创新想出自己喜欢的班旗。这部分可以放在课后做，也可以让学生在课堂上完成，但教师要控制好时间。教师可以根据画得快慢来决定是否要大家展示。可留为家庭作业来做。单元教学活动8 Lets chant and sing.第八部分是歌谣和歌曲。在说歌谣之前，教师要
13、先带着学生熟悉的节奏，然后再跟着一起说。教师仍要注意每句话要拍四下，而且稍微地慢一些。教师要想一些能配合节奏的动作和手势，以便帮助学生记忆。单元教学活动9 Listen, number and read.第九部分的句子是写给学生的。教师首先拿出自制的句子卡片，并带着学生朗读这些句子，然后教师让大家打开书，同时听录音，边听边给句子写上序号。比如“I often do homework.” 是学生听到的第一句，因此学生要在句子前面写上序号 “1”。待听力加序号的任务完成后，教师再拿出这些句子带领学生反复读，并询问大家是否明白这些句子。教师尽量用英语和手势进行解释，实在不行，再给一两句浅显的汉语就可
14、以了。教师可以这样多学生说：“now lets listen to the tape and write the numbers down from 1 to 7. When you hear the first sentence, you should write 1 in front of the sentence. When you listen to the second sentence, find that sentence and write 2 in front of the sentence. Do you understand? Now lets begin.” 当学生听完句子并写下数字后，教师说：“Please look at the sentences here. Do you under-stand each sentence? Lets have a look one by one.I ofte
