Lesson79教學(xué)設(shè)計(jì)示例

1、Lesson 79 教學(xué)設(shè)計(jì)示例Lesson 79教學(xué)設(shè)計(jì)示例一、教學(xué)目標(biāo)1知識(shí)目標(biāo)復(fù)習(xí)上課有關(guān)發(fā)出指令的句型。2 能力目標(biāo)能夠說(shuō)出幾個(gè)祈使句。3. 情感目標(biāo) 培養(yǎng)學(xué)生熱愛(ài)體育運(yùn)動(dòng)，積極鍛煉身體的良好習(xí)慣。二、教學(xué)過(guò)程Step 1Revisi onNote: During this less on, start ing with Step 2 of Revisi on, the stude nts should be in small groups for the en tire less on. Before you start the less on, give the stude nts

2、 some type of sig nal so they know whe n to stop talk ing in their group and liste n to you. This sig nal could be a clap of the hands or something silly like you saying“ hi ” and the studentsrrepiyiway you will getrtbefocused atte nti on of the stude nts whe n you n eed to talk to the class as a wh

3、ole.1 Repeat Step 5 in Less on 78. In stead of an action cha in, get the stude nts to work in groups of four so that they have more cha nces of talk ing.2 Play “ Polly Says ” but add like this to each comma nd: Polly says sta nd up like this (sta nd upwith arms folded). Make a tree like this (hold y

4、our arms out like a tree), etc. Explai n that like thisis used to show a pers on how to do someth ing.3 Revise the new verbs in Less on 78 and add run.Step 2Prese ntati on1 Teach high. In small groups of four, have stude nts work together to produce in struct ions on how to fly a kite. Say Now is a

5、good time to fly a kite. Can you fly a kite? Ask several stude nts, Do you like to fly a kite? Each group will work together to tell me how to fly a kite. You may n eed to give the in struct ions in Chin ese. There should be at least 5 steps in flying a kite. Make sure the stude nts write their step

6、s in the imperative. For example: 1 Have a friend hold the kite. 2 Run fast.3 Let go of the kite. 4 Pull on the string. 5 Catch the wind. 6 Have fun! Remember, the in struct ions may cha nge from group to group. Be sure to walk around the class and give help where needed. You may need to help with s

7、ome new vocabulary, but that' s OK. Don ' t make thestude nts resp on sible for knowing special vocabulary other tha n what is on the list for this less on.2 Ask one pers on from several groups to read their in struct ions for the whole class.Step 3 Read and act1 SB Page 18, Part 1, Speech C

8、assette Lesson 79. Books closed. Ask Can Ann fly the kite?(No.) Play the tape. Check the an swer. Play the tape aga in. Stude nts liste n and repeat.2 Explain that Great! means the same as Good! except it is a little stronger feeling of exciteme nt. It is used whe n someth ing excit ing happe ns (e.

9、g. No homework today. Great!)3 Have the students read the dialogue as a class. The girls read Ann' s part and the boys reacLi ng ' s part.4 Close pair work and ope n pair work.Step 4 PracticeReplace a kite with a model airpla ne or a frisby. Get the stude nts to make a new dialogue. They sho

10、uld in clude in their dialogue the phrase, throw it like this in stead of run with it like this. The stude nts may also cha nge other parts of the dialogue as they desire.Step 5 Make a survey1 SB Page 18, Part 2. Read the in structi ons to the stude nts. However, have the stude nts fill out only the

11、 first four spaces, by asking the other students from their own group. Make sure they un dersta nd what to do by ask ing several stude nts What are we doing? (tra nslate into Chin ese ifn ecessary). They should an swer We ask every one in our group: what is your favourite sport? (in Chin ese) Once y

12、ou are sure the stude nts un dersta nd, let them work in groups to fill out the survey. Walk around and make sure they are speak ing En glish. Make sure that they are filli ng out the form themselves, and not just switch ing papers and every one is writi ng their own an swers. Remember, this is a sp

13、eak ing activity.2 Now have two small groups work ing together groups of eight, to make a team. The stude nts from Group A survey the stude nts from Group B, and fill out the last four spaces of the survey.3 Have the stude nts in their team of eight an swer the last two questi ons. Then ask one pers

14、 on from each team to give the results of the survey.Step 6 WorkbookSB Page 91, Lesson 79, Exx. 1 and 3.Liste ning Text1 LI LEI: Hi, Jim. Are you good at swim ming?JIM: No, I ' m not. I don ' t like swimming very much.LI LEI: What ' s your favourite sport?JIM: Basketball.2 LIU YING: Tom,

15、 are you good at skati ng?TOM: Yes, I am.LIU YING: I think it' s your favourite sport.TOM: You are right!3 LIN TAO: Hi, Lily. Is volleyball your favourite sport?LILY: No, it i sn ' t. Skiing is my favourite sport.The an swers are: Jim: basketball; Tom: skat ing; Lily: skii ngFor Ex. 3, have

16、the stude nts practise the dialogue in pairs. Then have them tell each other their story as if they are Han Mei.Culture note: In many Western countries football is the favorite sport. However, in Canada, especially in the win ter, ice hockey is very popular. I n America, the favorite sport cha nges

17、with the seas on. In the fall, America n football is popular, in the win ter, basketball, and in the spri ng, baseball. Football, or soccer, as it is called in America, though it isn 'as popular as American football, basketball and baseball, is gaining in popularity with well over 600,000 childr

18、e n, both boys and girls, play ing orga ni zed soccer every year.HomeworkFi nish off the Workbook exercises.Lear n the dialogue in Wb Ex. 3 by heart.教學(xué)參考資料(Refere nee for teachi ng) 補(bǔ)充注釋(Additional notes )1. Good morning, sir.先生，早晨好。sir是對(duì)男士的尊稱(chēng)，學(xué)生對(duì)男教師的稱(chēng)呼。根據(jù)教師的性別，稱(chēng)為Miss或Mr。英語(yǔ)國(guó)家的學(xué)生稱(chēng)呼教師在不帶姓氏時(shí)，就稱(chēng)呼Sir或Mad

19、am, 口語(yǔ)中人們常用 ma am代替madam。2. Welcome back to school.歡迎回校。這是句日常交際用語(yǔ)， 表示歡迎對(duì)方來(lái)某處， 再如： Welcome to China!歡迎來(lái)華！ Welcome to Beijing!歡迎到北京來(lái)！ Welcome home!歡迎歸來(lái)！要提醒學(xué)生不要說(shuō) Welcome you to 請(qǐng)注意第一冊(cè)第 66課學(xué)過(guò) You' re welcome.意思是 不用謝”3. term的詞組this term (這學(xué)期)和 next term (下學(xué)期)，前面都不加介詞。又如 this week/month/year/time, nex

20、t week/month/year/time 。4. 英語(yǔ)的序數(shù)詞都有簡(jiǎn)寫(xiě)形式：first (1st) seco nd (2 nd) third (3rd) fourth (4th) twen ty-first (21st) thirty-seco nd (32nd) forty-third (43rd) fifty-fourth (54th)括號(hào)中為簡(jiǎn)寫(xiě)形式，由阿拉伯?dāng)?shù)字后面加上該序數(shù)詞的最后兩個(gè)字母-st, -nd, -rd或-th。5. call one ' s name某人的名字(點(diǎn)名)call me Lily 叫我莉莉教師點(diǎn)名時(shí)，聽(tīng)到教師叫自己的名字，該學(xué)生起立，答道：“He

21、re!或“I ' m her缺席的學(xué)生，由別的學(xué)生代答：“ Not here. ”6. OK?用升調(diào)說(shuō)，表示疑問(wèn)，意思好嗎？ ”、行嗎？ ”、可以嗎？ ”，寫(xiě)時(shí)加問(wèn)號(hào)。7. Teacher：(calling) Ma Lili: (standing up ) calling和standing up都指說(shuō)話(huà)人的動(dòng)作，在對(duì)話(huà)或劇本中出現(xiàn)，可用動(dòng)詞的ing形式，放括號(hào)內(nèi)，一般用斜體。& Next, er 一個(gè)，呃這里next為副詞。在next time (下次)中的 next為形容詞，前面不加介詞。9. Yes?用升調(diào)說(shuō)，表示你愿意和對(duì)方說(shuō)話(huà)，再如：A : Sir B : Yes?A

22、: May I have my book now? B : Certainly. Here you are.10. May I come in, please?請(qǐng)問(wèn)我可以進(jìn)來(lái)嗎？May I have a piece of pap? r, please?我可以要一張紙嗎？May I borrow a pencil, please? 我可以借一支鉛筆嗎？May I(we)？是請(qǐng)求允許的日常交際用語(yǔ)，可有不同的答語(yǔ)，見(jiàn)教學(xué)大綱第13頁(yè)日常交際用語(yǔ)簡(jiǎn)表12以及練習(xí)冊(cè)第2課練習(xí)2。11. I ' m sorry I ' r對(duì)不起我遲到了。這是帶賓語(yǔ)從句的主從復(fù)合句。在口語(yǔ)中，賓語(yǔ)從句I

23、' m lat前的引導(dǎo)詞that可省。12. It doesn ' t matter系。當(dāng)別人向你道歉時(shí)，你說(shuō)It doesn ' t matte是告訴對(duì)方你不介意，他不必?fù)?dān)心。13. time作為次"或次數(shù)"講，是可數(shù)名詞，有復(fù)數(shù)形式，如：five times, many times.在 英語(yǔ)中，once (第二冊(cè)第100課)表示 一次”(不用one time) , twice (第三冊(cè)第31課) 表示兩次”(不用two times)。而time作為時(shí)間"講，是不可數(shù)名詞，沒(méi)有復(fù)數(shù)形式，如： What' s the time no

24、w? It ' s time to go he這個(gè)詞一詞多義。一詞多義是英語(yǔ)詞匯中常見(jiàn)的現(xiàn)象。14. one除了是數(shù)詞外，還可以是代詞。注意下列各句中one的用法及譯法： Here, take this one.來(lái)，拿上這支。Do you have a black one?你有支黑的嗎？Who has a long one?誰(shuí)有一把長(zhǎng)的？I have one here, Mr Wu.吳老師，我這兒有一把。Lesson 65Note: After teach ing the day of the week Tuesday, February 18th, get the stude nt

25、on duty to say the date every day. I n this way, stude nts will become familiar with all the weekdays and mon ths in En glish.Step 1 Revisio n1 Since this is the first day of the semester, greet the students with expressions such as Hello, Wang Lin. Nice to see you aga in. How are you? etc.2 Revise

26、classroom objects. Ask What' this / that in English? What colour is it? Is it yours? Whose is it? etc.3 Revise times. Ask stude nts questi ons such as What time is it now? Is it time for class? Is it timeto read the dialogue?Step 2 Prese ntati on1 Teach mi nute. Write the time 11:12 on the Bb. A

27、sk What time is it? The stude nts should an swer, eleve n twelve. Say We can also say, it is twelve minu tes past eleve n.2 Teach Could you help me? Tell the stude nts that Could you help me? is a more polite way to askfor help than Can you help me? Ask Who' s on duty today? Are you on duty toda

28、y? Ask the personwho is on duty Could you help me, please? Is every one here today? Check atte ndance. If no students are absent, ask about members of the class: Is here today? Where is he /she? (Over there. Here.)3 Use a cale ndar (or draw one on the Bb). Ask What day is today? Teach the real day o

29、f the week.(For example: Today is Wedn esday, February 20th).4 SB Page 1, Part 1, Speech Cassette Lesson 65. Before playi ng the tape, ask What day of the week is it i n the dialogue? With books closed, play the tape. Check an swer. (Tuesday February 18th).5 Do Ex. 1 in Wb Lesson 65.Step 3 Practice1

30、 Books ope n. Liste n to the tape aga in and repeat. Get the stude nts to read in pairs. En courage them to have a quick look at the book and say the sentences to their partners. In doing so, they must un dersta nd the dialogue and they can lear n it quickly.2 Have the stude nts cha nge the date in

31、the dialogue to apply to their own class. The n divide the class into halves and practise readi ng the dialogue aloud.3 Stude nts the n practise and act out the dialogue in pairs. En courage them to talk about their own class. If no one is abse nt, get the stude nts to an swer Yes, we are all here t

32、oday. or Yes, all are here. Step 4 Prese ntati on1 SB Page 1, Part 2. Teach long and short.Note: The n ext part is a suggesti on on how to use the riddle as an activity to teach the body parts so that the stude nts first guess the n ame of the parts before you list them .In this way the stude nts ar

33、e actively liste ning to the riddle and lear ning the body parts within a con text.2 With books closed, first read the riddle to the students. As you read the riddle, mime it by pointing to the part of the body you are readi ng. Read, It has a big face and point to your face while circli ng your fin

34、 ger around your face. Read but it has no eyes or ears and put your hands over your eyes when you say eyes and then put your hands over your ears when you say ears. Continue in this way for the en tire riddle. Say Can you guess what it is? (A clock.)3 Next, with books still closed, circle your face

35、aga in and say face. Ask What is this? The stude nts should an swer face. Have the stude nts repeat face. Then write the word face on the Bb. Con ti nue in the same way with the other body parts men ti oned in the riddle. If possible, also teach head,no se, hair, arm and foot at this time, addi ng t

36、hem to your list on the Bb. You may follow up this activity by using flashcards to teach the body parts.4 To help the stude nts lear n parts of the body,you may use the game Polly says. For example,Polly says: Touch / Show me your ears, etc.Step 5 ReadSB Less on 65, Part 2, Speech Cassette Less on 6

37、5. Play the tape. Stude nts liste n and repeat. Pay atte nti on to their pronun ciati on and inton ati on.Step 6 WorkbookSB Page 71, Wb Less on 65, Ex. 2 should be done in class. Get the stude nts to liste n to the two passages and add the miss ing parts in the pictures. After complet ing this exerc

38、ise, you may ask the stude nts to do a similar task in pairs or groups. One or two stude nts describe a pers on and let the others draw a picture of the person they described. Ex. 3 should be taken up in class. If it is possible, get your stude nts to make up their own dialogues on offeri ng help.Ho

39、meworkFi nish off the workbook exercises. Act out the dialogue in Part 1, SB Page 1. Recite the riddle in Part 2, SB Page 1.活動(dòng)（一）配解說(shuō)詞任務(wù)：根據(jù)所看到的一組圖片，或一段影片，試著配解說(shuō)詞。語(yǔ)言技能： speak in g, liste ning and writi ng材 料：由老師提供圖片、影片/動(dòng)畫(huà)，或組織學(xué)生參觀博物館，就某個(gè)場(chǎng)景或圖片進(jìn)行活 動(dòng)。活動(dòng)形式：以小組為單位操作過(guò)程：以小組為單位，先把解說(shuō)詞寫(xiě)下來(lái)，再試著進(jìn)行脫稿講解，其他同學(xué)注意聽(tīng)。 提示語(yǔ)He

40、 is maki ng the bed.He is doing homework.He is mending bike.He is clea ning room.He is play ing computer games.He is thi nking/ eati ng/ readi ng/ draw in g/writi ng.They are clea ning the classroom.They are play ing basketball.活動(dòng)（二）課間采訪任務(wù)：課間采訪。目標(biāo)：鍛煉學(xué)生運(yùn)用所學(xué)知識(shí)的能力，如：現(xiàn)在進(jìn)行時(shí)的一般疑問(wèn)句、特殊疑問(wèn)句、肯 定/否定回答的句型。同時(shí)培養(yǎng)他們進(jìn)行聽(tīng)、說(shuō)、寫(xiě)的技能。語(yǔ)言技能：writing and listening材料：紙、筆活動(dòng)形式：兩人小組操作過(guò)程：以小組為單位，在找課間找同學(xué)進(jìn)行簡(jiǎn)單采訪，問(wèn)一問(wèn)他們?cè)谧鍪裁?。一個(gè)人提 問(wèn)，另一個(gè)人記錄。提示語(yǔ)What are you doing?Are you thi nking?Could you tell me what