资源简介

课　题 When do we make plans 课时 第三课时Section A(Grammar Focus-3d)
课型 New
教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇及短语:bath, miss,be tired of。 2.熟练使用be going to 及want to do sth.句型谈论对未来的打算。 3.掌握如何与别人约定去做某事的句型。
教学重点 be going to及want to do sth.句型,学习与某人约定去做某事。
教学难点 1.熟练使用be going to 及want to do sth.句型谈论对未来的规划。 2.学会与某人约定去做某事的句型:What about... Let’s...When... Where...
课前预习 1.预习3a—3d, 完成书上要求的任务。 2.背诵3a中的句子。
教学方法 采用归纳总结和讲练结合的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and work on Grammar Focus 1.预习效果检查 2.出示给学生有关工作的图片,引导学生练习句型“①What ...want to be... ②How...going to do that ③Are ...going to... ④What else ...going to do ”询问学生对未来工作的打算。 3.引导学生背诵3a的句型 1.根据预习内容完成老师设置的任务。 2.看图片, 利用句型“①What ...want to be... ②How...going to do that ③Are ...going to... ④What else...going to do ”谈论彼此对未来工作的打算。 3.与搭档合作相互检查对3a的背诵。 图片形象直观,学生感兴趣, 利用图片进行复习或检查, 为下面内容的进展作铺垫;并通过图片练习激发学生的学习兴趣。
Step 2 Work on (3a) 根据预习情况,读3a中的句子,注意黑体部分单词,并根据黑体部分单词总结be going to 及want to do sth. 句型的用法。为完成3b的任务做好铺垫。 1.读3a中的句子并注意黑体部分单词。 2.总结be going to 及want to do sth.句型的用法。 通过归纳总结的方法总结be going to及want to do sth.句型的用法,学生印象更加深刻,更容易理解。
Step 3 Work on (3b) 1.Guide students to learn something new in 3b: bath, miss, be tired of. 2.Let students read the sentences in 3b and explain something difficult. 3.Let students match the situations with what people are going to do. 4.Check the answers and let students say the results. 1.Learn something new in 3b. 2.Read the sentences in 3b and point out something difficult in 3b. 3.Match the situations with what people are going to do. 4.Say the results in 3b. 通过填空练习及检查学生的答案, 能够更加清楚的了解学生对所学内容的掌握情况。
续表
教学环节 教师活动 学生活动 备课札记
Step 4 Work on(3c) 1.Read the conversation quickly and know the main idea of this conversation. 2.Let students finish 3c,using the words in brackets. 3.Ask students read this conversation to check answers. 1.Listen and think over the answers in 3c. 2.Finish 3c. 3.Read this conversation and check answers. 通过用所给词的适当形式填空的形式,让学生在语境中体会所学知识的运用。
Step 5 Make schedule for the weekend and work on(3d) 1.Let students make their own schedules for the weekend. 2.Have conversations with three students by talking about their schedules. 3.Let students talk about their own schedules with their partners. 1.Make schedules for the weekend. 2.Listen to the conversations between my teacher and my partners. 3.Have conversations with my partners. 通过编自己对话的形式,把枯燥的语法应用到实际中来,让学生体味学有所用。
Step 6 Summarize 1.引导学生总结be going to 句型谈论对未来的打算。 2.总结运用单词want的用法。 3.学会约别人去做某事,并熟练运用句型:What/How about... Let’s...Where... What time... 1.总结be going to 句型用法。 2.总结单词want的用法。 3.与同伴约定去做某事,学会运用What/How about... Let’s...Where... What time... 培养学生探究、归纳总结能力。
Step 7 Consolidation 教师设置巩固检测练习: Ⅰ.按要求写出下列单词的正确形式 1.act acting(动名词形式) 2.drink drinking(动名词形式) 3.class classes(复数形式) 4.play playing (动名词形式) 5.they them(宾格形式) Ⅱ.单项选择 (B)1.They ______going to go to school. A.is　　B.are　　C.am　　D./ (A)2.He is going to ______basketball. A.play B.playing C.plays D.played
续表
教学环节 教师活动 学生活动 备课札记
Step 7 Consolidation (B)3.We ______have a picnic. A.is going to　　　B.are going to C.are going D.am going to (D)4.John ______a doctor when he is 25 years old. A.want to being B.was C.is going to D.is going to be (B)5.He wants to be a ______, so he is going to study medicine. A.cook B.doctor C.pilot D.scientist (D)6.They are going to have a party ______. A.now B.every weekend C.last week D.next weekend (B)7.There is going to ______a football game in our school this afternoon. A.has B.be C.is D.have 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 8 Homework 1.Remember the words, phrases and sentences . 2.Write a short passage about your classmates’ future jobs, how are they going to do to achieve their dreams
板书设计 一、生词:1.bath　take a hot bath 洗个热水澡 2.miss 3.be tired of对……感到厌倦 二、句型:—What do you want to be —I want to be... —How are you going to do that —I’m going to ... —Are you going to ... —Yes, I am./No, I’m not. —What else are you going to do —I’m going to... What/ How about... Let’s... What time... Where...
教学反思 在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习,自主学习。课　题 How can we make good plans 课时 第五课时Section B(2a-Reflecting)
课型 New
教学目标 通过本课时学习,学生能够: 1.掌握本课时单词及短语:put out; design; bridge; final; confidence; find sb. doing; give up; keep doing ; keep on doing sth.; try one’s best to do sth.; fail to do sth.; spare some time to do sth.; draw to a close; form; relationship; energetic; push-ups; last but not least; two more hours 2.本单元重点单词、短语及句型的运用 3.运用本单元所学能够描述对未来的计划、安排,美好生活的向往。
教学重点 本课时单词及短语
教学难点 准备演示文稿与同学们分享计划
课前预习 1.通过上节课的学习,根据所学单词及句型完成2a,2b。 2.用所给单词的适当形式完成短文并找出本段中出现的短语。 3.略读课文,完成3a,3b中的表格。
教学方法 采用reading,writing和group work的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and review 1.听写上节课的词汇和短语,检查知识点的掌握。 2.让学生复述文章。 1.听写词汇和短语,说出知识点。 2.复述文章。 检查上节课的知识,既能了解学生对上节课的掌握情况,又能为下面的学习作为铺垫。
Step 2 Work on (2a , 2b) 1.Look through the sentences with students in 2a. 2.Explain something new in 2a,“put out; design; bridge”. 3.Ask students to finish 2a and check their answers. 4.Look through the phrases in 2b, then let students finish 2b. 1.Read and remember the sentences in 2a. 2.Learn something new “put out; design; bridge”. 3.Write the jobs in 2a and add more for my partner to guess. 4.Write their own sentences using the words in brackets. 对有关工作的词汇能自由表达运用,使所学真正贴近生活、为日常所用
Step 3 Working on (2c) 1.Ask students to complete the passages and then correct the answers. 2.Ask students to read the passage and explain the new words“final, confidence”. Explain something important “find sb. doing; give up; keep doing sth.; keep on doing sth.; spare some time to do sth.; be excited about”. 3.Ask students to read the passage out and remember the language points. 1.Complete the passages . 2.Read the passage and learn the new words “final; confidence”, then remember something important. 3.Read the passage. 学生能够在整体描述中会运用单词的适当形式填空,引导学生学会在语境中运用所学。
续表
教学环节 教师活动 学生活动 备课札记
Step 4 Work on (3a,3b,3c) 1.Guide the students to learn the new words and phrases in 3a. 2.Let students read the text and complete the table, then check their answers. 3.According to the information from the text, finish 3b and ask six students to answer. 4.Ask students to write three paragraphs,using the notes above. 5.Let students read the text again and explain something important. 1.Learn the new words and phrases in 3a. 2.Read the text and complete the table. 3.Finish 3b. 4.Write three paragraphs using the notes above. 5.Read the text again and recall something important. 把本单元所学真正运用到对语篇的理解上,而且引导学生能够自己组织语言。
Step 5 Work on 4a, 4b, 4c 1.Ask students to finish 4a and correct their answers. 2.Let students write down some plans and prepare a presentation to share their plans with the whole class. 1.Finish 4a. 2.Write down some plans and prepare a presentation to share their plans with the whole class. 培养学生探究、创新的思维能力。
Step 6 Reflecting 1.Ask students to answer the questions in Reflecting, then write a short passage, according to the answers. 2.Ask five students to read their answers. 1.Answer the questions then write a short passage according to the answers. 2.Read the short passage. 学生能够进行语篇表达,为以后的写作打好基础。
Step 7 Consolidation 给学生设计如下的练习题目: Ⅰ.写出下列单词及其相应形式 1.设计;计划 design→设计者 designer 2.桥 bridge→(复数形式)bridges 3.最终的,最后的 final→(副词)finally 4.信心,信任 confidence→(形容词)confident 5.(使)形成,组成 form→(动名词)forming 6.关系,联系 relationship→(复数形式)relationships 7.精力充沛的 energetic→(名词形式)energy 8.慢跑 jog→(动名词)jogging
续表
Step 7 Consolidation Ⅱ.单项选择 (B)1.The firemen worked hard and finally______the big fire. A.put up　　　　　　B.put out　　　　　C.put on　　　　　D.put away (A)2.If you want to stay healthy, you should ______smoking. A.give up B.give in C.give away D.give out (B)3.The mother opened the door and found her baby______on the floor. A.cry B.crying C.cried D.to cry (B)4.If you want to improve your English, you should______practice every day. A.keep to do B.keep doing C.keep do D.keeps doing (A)5.It’s raining heavily, but the farmers______working in the fields. A.keep on B.keep to C.keep up D.keep in (B)6.Her ______helped her win the English competition. A.confident B.confidence C.confidently D.confide (B)7.He always ______some time to read before bed. A.spares B.takes C.costs D.uses (A)8.We need______chairs for the meeting. A.two more B.more two C.two another D.more than (B)9.If you study hard, you______pass the exam. A.are sure of B.are sure to C.sure about D.be sure to Ⅲ.完成句子 1.这个人帮忙把火扑灭。 This person helps to put out fires. 2.这个人擅长演奏音乐。 This person is good at playing music. 3.放学后郭老师发现我正在教室里哭。 After school Mr Guo found me crying in the classroom. 4.一直努力,下次考试中再尽最大努力。 Keep working hard and do your best again in the next exam. 5.每个周末我将要再学习两个小时。 I am going to study for another two hours each weekend.
Step 8 Homework 1.Recite the new words and phrases in this lesson. 2.Ask two friends about their ideas of making resolutions and make a report.
板书设计 掌握以下单词:design; bridge; final; confidence; form; relationship; push-ups; energetic 掌握以下短语:put out; give up; keep doing sth.; keep on doing sth.; be excited about;draw to a close; last but not least; two more hours 掌握以下句型:find sb. doing sth.;spare some time to do sth.;try one’s best to do sth.
教学反思 本节课的教学内容较多,既有对本单元所学知识的运用也有短文阅读和创新思维的锻炼,所以教师一定注意要备课充分,考虑学生在学习过程中可能出现的问题,同时可以用学案的形式搞好课前预习。Unit 6　Plan for Yourself
课　题 When do we make plans 课时 第一课时Section A(1a-Pronunciation)
课型 New
教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇: engineer, fashion designer,director,musician,fireman,AI 2.学习并掌握下列短语:take art lessons, grow up 3.掌握以下句型: What do you want to be /How are you going to do that 4.使学生学会谈论对未来的打算、安排,怎样为实现梦想而努力。
教学重点 使学生学会用be going to谈论对未来的打算,运用句型:What do you want to be How are you going to do that
教学难点 谈论未来的打算
课前预习 Preview the new words(扫清障碍: 根据音标读出1a-Pronunciation的单词)
教学方法 采用Practicing,Listening for specific information和Role playing的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and work on 1a 1.利用幻灯片出示所学过的有关工作的图片,帮学生回顾询问职业的句型“What’s his /her job What does he/she do What is he/she ” 2.引导学生学习1a中的有关工作的单词。 3.引导学生谈论使他们感兴趣的工作,并列举所有的学生们学过的有关工作的单词。 1.回顾复习有关工作的单词,运用句型“What’s his /her job What does he/she do What is he/she ”。 2.学习1a中生词,并回答老师的问题: ①an IT engineer ②designer—(动词)design ③director—(v.导演) direct —(adj.直接的)direct —(adv.直接地)directly ④musician—(n.音乐)music ⑤fireman—(复数)firemen 3.回忆所学过的有关工作的单词,并谈论对什么工作感兴趣。 1.利用学生感兴趣的图片, 复习学过的有关工作的单词,并学习新的单词,为以后对未来的打算作铺垫。 2.运用贴近生活的图片,并在交谈中学会新职业的单词,激发学生的学习兴趣。
Step 2 Listening (1b); Finishing (1c) 1.播放1b部分的录音让学生听, 并圈出在1a中听到的三个工作, 完成1b部分的教学任务。 2.再次听1b的对话,完成1c的教学任务。让学生根据听到的内容把左边的名字与右边的陈述匹配起来。 1.通过听对话,熟悉有关工作的生词,并感知be going to句型, 完成1b, 1c部分的教学任务。 2.读1c中右边的5个句子,感知be going to句型。 通过听对话呈现和导入目标语言:be going to 句型以及有关工作的单词。
续表
教学环节 教师活动 学生活动 备课札记
Step 3 Work in pairs (1d) 1.Make up a conversation with a student according to the sentences in 1d. 2.Let students practice the dialogue and finish 1d. 1.Students first listen to the conversation, then make similar conversations in pairs. 2.Students practice the dialogue and finish 1d. 通过两人小组对话, 让学生从听对话到模仿对话, 输出目标语言。
Step 4 Listen and work on Pronunciation (1, 2) 1.Let students listen and summarize the pronunciations of the following letters:h/wh;w/wh;th;c/ k/ ck ; qu;s/sh 2.Repeat these words, and pay attention to their pronunciations. 3.Let students give some otherwords,which have the same pronunciations. 4.Let students listen and repeat the dialogue in 2.Paying attention to the italicized words. 1.listen and summarize the pronunciations of the following letters:h/wh; w/wh; th; c/ k/ ck; qu; s/sh 2.Repeat these words, and pay attention to their pronunciations. 3.Give some other words,which have the same pronunciations. 4.Listen and repeat their dialogue, pay attention to the italicized words. 从听到重复读,来加强对字母的发音的印象,最后通过列举的方式来看掌握的效果。 通过听力及重复的方式,让学生熟悉be going to 句型及want to do句型,为后面语法作铺垫。
Step 5 Summarize and language points 1.Guide the students to summarizethe words about jobs. 2.Guide the students to summarize the use of “be going to” and “want to do”. 3.Summarize some important points in this lesson.Guide the students to write down and remember. 1.Summarize the words about jobs. 2.Summarize the use of “be going to” and “want to do”. 3.Learn some important points, write them down and remember. 培养学生探究、归纳总结能力。
Step 6 Consolidation 教师设置巩固检测练习: Ⅰ.写出下列单词的适当形式 1.design→n.设计师designer 2.direct→n.导演;主任;董事director 3.music→n.音乐家;乐师musician 4.fireman→(复数) firemen 5.teach→n.教师teacher 6.engine→n.工程师;技师engineer 7.grow→第三人称单数grows 8.many/much→比较级more
续表
教学环节 教师活动 学生活动 备课札记
Step 6 Consolidation Ⅱ.用括号内所给单词的适当形式填空。 1.My sister likes music,so she wants to be a musician(music). 2.Yu Qiuyu is one of my favourite writers(writer). 3.Zhang Yimou is a famous director(direct). 4.What is he going to be when he grows(grow) up 5.Help yourself(your) to some chicken, children. Ⅲ.单项填空 (B)1.—______are you going to do that 　—I am going to exercise every day. A.What　　B.How　　C.When 　D.Where (B)2.My uncle is good at maths.He is ______IT engineer. A.a B.an C.the D./ Ⅳ.完成句子 1.——当你长大了你想做什么 ——我想成为一名飞行员。 —What do you want to be when you grow up —I want to be a pilot. 2.你打算如何做到 How are you going to do that 独立完成检测练习, 进行自我评价。 通过检测练习, 学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7 Homework 1.Find more job words on the Internet. 2.Interview your classmates using “What do you want to be when you grow up ” and “How are you going to do that ” ,then write down their answers.
板书设计 Section A (1a-2d) 1.New words: engineer, fashion designer,director,musician,fireman,AI 2.Short phrases: take art lessons, grow up 3.Structures: ①—What do you want to be when you grow up —I want to... ②—How are you going to do that —I’m going to...
教学反思 在本节课的教学活动设计中, 能够创设丰富的语境, 通过对语言的感知、体会、练习、自由运用,设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。课　题 When do we make plans 课时 第二课时Section A (2a-2d)
课型 New
教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇:essays,classic,literature, athlete,photographer,painter, businessman,actress,lawyer,law 2.学习并掌握下列短语:keep on doing sth., make sure, try one’s best 3.掌握以下句型:①Are you going to ... ②...am/is/are going to...③What else are you going to do 4.学会通过运用be going to,want to do sth.,plan to do sth. 等句型谈论对未来的计划、安排,培养交际的能力。
教学重点 1.学习词汇及短语:essays,classic,literature, athlete,photographer,painter, businessman,actress,lawyer,law,keep on doing sth., make sure, try one’s best 2.学会通过运用be going to,want to do sth.,plan to do sth. 等句型谈论对未来的计划、打算。
教学难点 学会通过运用be going to,want to do sth.,plan to do sth. 等句型与朋友约定去做某事。
课前预习 1.制作本课时的单词卡片,并读熟。 2.阅读本课时内容并找出自己的难点及困惑。
教学方法 采用listening, reading, working in pairs, acting, interviewing的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Revise and learn some new words 1.Revise the words we have learnt, using“What...when...grow up How...do that ” 2.Guide students to learn the new words by using English word cards. 1.Answer our teachers’ questions, spell the words. 2.Learn the new words and remember them in pairs using English word cards. 利用单词卡片来学习单词, 能够激发学生的学习兴趣,为2a,2b和2c的学习作铺垫。
Step 2 Work on (2a, 2b, 2c) 1.Ask students to listen to the conversation and fill in the blanks, correct the answers with students. 2.Lead the students read the sentences in 2b,let students read the conversation and finish 2b. 3.Guide the students to read the conversation and explain something important :“be good at; plan to do sth.; keep on doing sth.; sound+adj.;be sure about/of; make sure; try one’s best”. 4.Ask students to listen to the conversation again.Let six pairs to practise the conversation. 1.Listen to the conversation and fill in the blanks, correct the answers. 2.Read the conversation and finish 2b. 3.Learn something important in 2a. 4.Listen to the conversation,then work in pairs. 引导学生通过听对话、读对话,理解掌握对话内容及重要语言点,让学生编自己的对话并表演出来,增强学生的自由表达能力。
续表
教学环节 教师活动 学生活动 备课札记
Step 3 Work on (2d) 1.Show some pictures about jobs,revise the words about them by working in pairs using “What...when...grow up How...do that ” 2.Show the pictures in 2d and ask students to work in pairs. 3.Show the table in 2d, ask students to interview their partner to fill in it,using the conversation in 2d. 4.Ask students to make up their own conversations using the information from the table, according to “A:What does he/she want to be when he/she grows up B:He/She wants to be... A:How is he/she going to do that B:He/She is going to...” 1.By asking and answering the questions, revise the words about jobs. 2.Make up their own conversations in pairs, then act them out. 3.用2d中的对话采访班里的同伴完成表格。 4.使用表格中采访的信息,编自己的对话并表演出来。 通过听力和阅读相结合的方法掌握对话内容,并且通过思考和总结表格的内容,为学生提供信息,组织学生编自己的对话,提高学生的语言运用能力和相互交流能力。同时也增强学生的学习积极性、增强他们运用知识的自豪感。
Step 4 Analysis the passage, and learn about language points. 1.keep doing sth.一直做某事 2.keep sb. doing sth.让某人一直做某事 3.be sure about=be sure of意为“确信;对……有把握”,后接名词、代词或动词-ing形式作宾语。 be sure ①+to do sth.务必做某事/一定做某事 ②+that 从句　确定…… try one’s best to do sth.意为“尽力做某事” make sure of (doing) sth.确保(做)某事 make sure (that)从句　确保…… 学习并掌握文章的知识点。 深度分析文章,在语境中掌握知识点。
Step 5 Consolidation 教师设置巩固检测练习: Ⅰ.按要求写出下列单词的正确形式 1.write writing(现在分词) wrote(过去式) writer n.作家 2.classic classics(复数形式) 3.work worker n.工人 4.paint painter n.画家;油漆匠 5.businessman businessmen复数形式 6.act actress n.女演员 actor n.男演员 7.farm farmer n.农民
续表
教学环节 教师活动 学生活动 备课札记
Step 5 Consolidation Ⅱ.单项选择 (B)1.He hopes to become ______engineer some day. A.a　　　B.an　　　C.the　　　D./ (B)2.Many students practise ______in the morning because of the PE exam. A.run B.running C.ran D.runing (B)3.I am going to______. A.going swimming B.go swimming C.go to swimming D.go swiming (A)4.It ______going to rain. A.is B.am C.are D./ (B)5.—How can I improve my pronunciation, Madam —Keep on______and you’ll make progress. A.practise B.practising C.practised D.to practise (C)6.Remember to wash hands often and be sure______masks(口罩) correctly. A.of wear B.about wear C.to wear D.wear Ⅲ.完成句子 1.你如何计划做那件事 How do you plan to do that 2.我不确定他明天是否能来。 I am not sure if he can come tomorrow. 3.这是一部由一位著名的中国作家所创作的小说。 This is a novel written by a famous Chinese writer. 4.只要保证你尽最大努力。 Just make sure you do your best. 5.我知道你为什么那么擅长写故事。 I know why you’re so good at writing stories. 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 6 Homework 1.Recite new words and phrases. 2.Recite these language points. 3.Write a short passage about your future job and how to do about it.
续表
板书设计 1.Words and phrases: essay; classic; keep on doing; make sure; be sure about/of; try one’s best;literature; athlete; photographer; painter; businessman; actress; lawyer;law 2.Language points: (1)keep doing sth.一直做某事 (2)keep sb. doing sth.让某人一直做某事 (3) be sure about=be sure of 意为“确信;对……有把握”,后接名词、代词或动词-ing形式作宾语 be sure ①+to do sth.务必做某事/一定做某事 ②+that 从句　确定…… try one’s best to do sth.意为“尽力做某事” make sure of (doing) sth.确保(做)某事 make sure (that)从句　确保……课　题 How can we make good plans 课时 第四课时Section B (1a-1d)
课型 New
教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇:able , stick, mini-goal , achieve, resolution, physical, health, healthily, photography, self-improvement, confident, organized, wisely, possible,introduce, fail, meaning, ahead 2.学习并掌握下列短语:be able to, stick to, have to do with,take up 3.语言知识:学生能运用目标语言谈论和制订决心。 学习能力:学会从文章中提取关键信息,归纳每段主旨大意。 文化意识:正确引导学生确立目标,坚持目标并为之奋斗。 思维品质:通过学习,学生能够合理制订计划,增强目标意识。
教学重点 1.学习并掌握下列词汇:able , stick, mini-goal , achieve, resolution, physical, health, healthily, photography, self-improvement, confident, organized, wisely, possible,introduce, fail, meaning, ahead 2.学习并掌握下列短语:be able to, stick to, have to do with,take up
教学难点 短文的理解及阅读。
课前预习 1.根据单词表的音标拼读单词并掌握单词。 2.略读课文找出自己的难点及困惑。 3.细读课文完成1a。
教学方法 采用Cards learning, Scanning and intensive reading, summarize and imitate writing的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Learning new words 1.Lead students read the new words, correcting their pronunciations. 2.Show students word cards and make them say English words and Chinese meanings. 3.Make students read new words in pairs and then check the words each other. 1.Read the new words, paying attention to the pronunciations. 2.Remember and say English words and Chinese meanings of word cards. 3.Read and check new words in pairs. 利用单词卡片来学习单词, 能够激发学生的学习兴趣,为1a和1b的学习作铺垫。
Step 2 Work on (1a) 1.Give students two minutes to discuss the two questions in groups. 2.Let every group to say their results. 1.Discuss the two questions in groups in 1a. 2.Choose one student in my group to say the results. 小组合作讨论问题,既调动学生的学习积极性,也照顾了差生,大家各抒己见,同时丰富了语言。
续表
教学环节 教师活动 学生活动 备课札记
Step 3 Read the text and work on (1b,1c,1d) 1.Let students read the text and put the sentences in the correct places, then correct their answers. 2.Look through the sentences with students in 1c,then ask them to read the text again,finish 1c. 3.According to the information from the text, complete the mind map in 1d. 1.Read the text carefully and fill in brackets. 2.Look through the sentences in 1c and read the text again and finish 1c. 3.Complete the mind map in 1d. 通过精读和略读相结合的方法掌握阅读的技巧,并且通过思考完成各段的写作目的以及1d的思维导图填空,使学生从整体到细节把握课文内容,为后面的写作作铺垫。
Step 4 Repeat the passage of 1b 1.Let students read the text in 1b and correct their pronunciations. 2.According to the mind map in 1d, lead students to retell the text. 3.Give students several minutes to prepare. 4.Ask several students to retell the text. 1.Read the text. 2.According to the mind map, follow the teacher to retell the text. 3.Get ready to retell the text. 4.Retell the text by themselves. 通过思维导图的方式让学生试着复述文章,帮助学生更好的把握文章的内容。
Step 5 Work on(1e) 1.According to the information from 1d,ask students to discuss the questions in 1e. 2.Ask students to discuss in groups and choose one student in their group to answer the results. 1.Discuss the questions in 1e. 2.Work in groups and answer the results. 把文章的信息与自己的生活实际做比较,小组讨论自己的真实情况,这样不但使学生更能加深对文章内容的理解,而也提高了学生运用所学知识的能力。
Step 6 Analysis the text, and explain some language points. 1.promise作名词,意为“承诺;诺言”。 2.stick to sth.坚持…… stick to doing sth.坚持做某事 3.have to do with意为“关于; 与……有关系”。其反义词组是have nothing to do with 意为 “与……无关” 4.make resolutions做决定;下决心 学习并掌握文章的知识点。 深度分析文章,在语境中掌握知识点。
续表
教学环节 教师活动 学生活动 备课札记
Step 6 Analysis the text, and explain some language points. 5.take up ①(尤指为消遣)学着做;开始做,后常接名词或动词-ing 形式作宾语　②占用(时间或空间) 6.too...to...意为 “太……而不能……”, too是副词,后跟形容词或副词原形,to 是不定式符号,后接动词原形。 too...to...经常与so...that...句型, not+形容词/副词+enough to do 句型互换。 7.be able to有多种时态,can只有can 和could两种时态
Step 7 Consolidation 教师设置巩固检测练习: Ⅰ.根据句意,用括号内所给词的适当形式填空 1.What’s the meaning(mean)of the word “congratulation” 2.—What is your brother busy doing in his room —He’s making New Year’s resolutions(resolution). 3.To stay healthy(health), you’d better eat healthily(health). 4.We went abroad to improve(improve) our lives. Ⅱ.单项选择 (A)1.Look at the beautiful girl! And her voice sounds______,too. A.sweet　　B.small　　C.clearly　　D.sadly (B)2.Adam ______soccer with his classmates this afternoon. A.is playing with B.is going to play C.plays D.play (D)3.Let’s______the important language points and review them after class. A.cut down B.turn down C.look down D.write down (A)4.The apple is______big for me______eat. A.too; to B.so; that C.very; that D.enough; to (B)5.—There______two important exams next month. —Good luck! A.will have B.are going to be C.is going to be D.are going to have 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 8 Homework 1.Recite new words and phrases. 2.Recite these language points. 3.Repeat this passage. 4.According to the passage and 1c, write some sentences about yourself.
续表
板书设计 Section B(1a-1d) 1.学习并掌握下列词汇:able , stick, mini-goal , achieve, resolution, physical, health, healthily, photography, self-improvement, confident, organized, wisely, possible,introduce, fail, meaning, ahead 2.学习并掌握下列短语:be able to, stick to, have to do with,take up 3.Language points: (1)promise作名词,意为“承诺;诺言”。 (2)stick to sth. 坚持…… stick to doing sth. 坚持做某事 (3)have to do with 意为“关于; 与……有关系”。其反义词组是have nothing to do with 意为 “与……无关” (4)make resolutions 做决定;下决心 (5)take up ①(尤指为消遣)学着做;开始做,后常接名词或动词-ing 形式作宾语　②占用(时间或空间) (6)too...to... 意为 “太……而不能……”。too...to...经常与so...that....句型, not+形容词/副词+enough to do 句型互换。 His son is too young to go to school. = His son is not old enough to go to school. =His son is so young that he can’t go to school. (7)be able to有多种时态,can只有can 和could两种时态
教学反思 阅读教学一直是教师经常探索的方面,长期以来受应试教育的影响, 学生的阅读能力始终难以提高, 难以清楚的表达所学内容。因此, 阅读教学前教师应充分做好课前准备, 熟悉每堂课的读和说的目标;充分估计学生在读的过程中可能遇到的障碍, 并考虑以何种方式解决,并预留详细的预习方案。

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