Unit12Studyisfun語言訓練提要

Unit12Studyisfun語言訓練提要The1stperiodFavoriteSubject1.Readandjudge1.easymeat()4.hungrysuch()2.interestingpiano()5.parrotplace()3.petsmell()6.afraidhappy()參考答案：1.√2.√3.√4.╳5.╳6.√訓練目的:本課詞匯的發(fā)音練習。訓練方式:方式一：結(jié)合課堂教學請學生完成。幫助學生鞏固詞匯的發(fā)音。方式二：請學生課后作為練習完成。2.Listenandcomplete1.WhatsubjectdoesSandylikebest?_______________________.2.WhatdoeshedoinEnglishlessons?__________________________.3.DoeshespeakEnglishwellornot?______________________.4.IsEnglisheasyforhim?____________________Tapescripts:SandystudiesatParkSchool.Helearnsmanysubjectsatschool,suchasChinese,English,mathsandsoon.HelikesEnglishbest.TherearefiveEnglishlessonseveryweek.Helikesplayingguessinggames,singingEnglishsongsandreadingchantsinEnglishlessons.HethinksEnglishiseasy.HespeaksEnglishwell.參考答案：1.English.playsguessinggames,singsEnglishsongsandreadschants.speaksEnglishwell.,itis.訓練目的:配合教學環(huán)節(jié)，整體感知主文本。訓練方式:在教學過程中完成。ReadandtalkTask:NormanisSandy’sclassmate.Readthepassageanddiscuss:Whatarethedifferencesbetweenthem.Passage:NormanisSandy’sclassmate.Hedoesn’tlikeEnglish.Hethinksitisdifficult.Sometimeshefeelsboredwithit.HisfavouritesubjectisP.E..Therearethree.lessonseveryweek.In.lessons,heoftenplaysfootballandplaysgameswithhisclassmates.Hecanrunveryfast.Heisgoodatsports.Hethinkssportsareinteresting.參考答案：略訓練目的:之前Sandy的文本由教師通過提問幫助學生梳理信息。此處Norman文本中的信息可以請學生自己通過閱讀進行梳理，并與Sandy作相關(guān)信息的比較。訓練方式:在教學過程中完成。4.TrytotalkFavoriteSubjectTask:Saysomethingaboutyourfavouritesubject.★I’m…Istudyat…Ilearn…atschool,suchas...andsoon.Ilike…best.Thereare...Ilike….in…lessons.Ithink...is......is...forme.★★Whichschooldoyoustudyat?Whatsubjectsdoyoulearn?Whichsubjectdoyoulikebestandhowmanylessonsarethereinaweek?Whatdoyoudointhatclass?Whatiseasy/difficultforyou?★★★nameofyourschoolFavouritesubject(what,howmany,activities,easy/difficult)訓練目的:整堂課的輸出文本，目的在于引導學生“用語言做事”。就本課而言，學生應能能說說學校生活中自己喜歡的學科以及為什么喜歡這一學科。學生能嘗試勇敢地表達自己的想法與意見。訓練方式:課堂內(nèi)鼓勵學生選擇合適自己的語言提示級別完成口頭練習，課后能落實到筆頭完成寫話。The2ndperiodTakingaBreakListenandanswerQuestions:WhichhobbygroupisSandyin?WhatdoesSandydointhehobbygroup?WhatdoesAlicewanttolearn?Sandysayshewantstosticktheposterontheboard.WhatdoesAlicesaythen?Tapescripts:Aftertheclass,SandygoesbacktotheclassroomandtalksabouthisEnglishhobbygroupwithAlice.Alice:WhatdoyoudoinyourEnglishlessons?Sandy:WelearnEnglishsongs,makeEnglishpostersandsoon.Alice:Wow,sointeresting!CanyouteachmehowtosingEnglishsongs?Sandy:Ofcourse.Alice:That’sgreat.Oh,isthatyourEnglishposter?Sandy:Yes.It’saboutMothers’Day.Iwillstickitontheboard.Alice:Itlooksbeautiful.MayIhelpyou?Sandy:Yes.Thankyou.參考答案:He’sinEnglishhobbygroup.HelearnsEnglishsongs,makeEnglishpostersandsoon.3.ShewantstolearnhowtosingEnglishsongs.4.Shesays“MayIhelpyou?”訓練目的：通過填空幫助學生理解語篇意義、梳理語篇包含的信息。訓練方式：Step1:學生朗讀問題。Step2:學生聽對話。Step3:個別反饋。Step3:集體朗讀對話。2.Readandfinish(Discusshowtofillintheblanksaccordingtothepictures注1.)Afterthe.Lesson,SandyandNormanreturntotheclassroom.Sandy:Norman,Ifeelsohot.MayI_________________?Norman:Yes,___________.Ifeelhot,too.Letme________________.Sandy:Goodidea.What’syourfavoritesport?Norman:Playingbasketball.Ioftenplaybasketballwithmyfriendsatweekends.Whataboutyou?Sandy:I’mnotgoodatsports.ButIwanttolearnbasketball.CanI__________________?Norman:______________.ComeandplaywithusthisSaturday.Sandy:Great!注1：圖片可以有兩張，第一張參考教材p82圖1，呈現(xiàn)教室場景，有電風扇、窗子，Sandy和Norman滿頭大汗的模樣。第二張是Sandy和他的伙伴們在打籃球的場景。）參考答案:openthewindowpleaseturnonthefansplaywithyouatweekendsOfcourse.訓練目的：引導學生觀察圖片情景，在填寫空格的過程中體驗句型May/CanI…?及其應答的功能。以上答案不唯一。訓練方式：Step1:出示圖片，通過問答幫助學生初步了解情景。Step2:小組/結(jié)對討論，在圖片情景中可能發(fā)生怎樣的對話，記錄討論結(jié)果。Step3:集體反饋。Step3:給出完整對話，分角色朗讀。TrytotalkAfterclass,…圖片：教室里的黑板沒有擦。1.圖片：教室里的黑板沒有擦。A:Classisover.May/CanI__________________?B:_______________________.圖片：教室里的窗戶緊閉著。圖片：教室里的窗戶緊閉著。A:It’ssohot.May/CanI____________________?B:______________________.圖片：書架上有很多書。圖片：書架上有很多書。A:May/CanI____________________?B:______________________.It’stimeforclassnow.圖片：從教室看到窗外有小朋友在玩。圖片：從教室看到窗外有小朋友在玩。A:Classisover.May/CanI____________________?B:______________________.訓練目的：延續(xù)下課后的話題，通過圖片或視頻展現(xiàn)下課后的場景（以上是四則舉例），引導學生依據(jù)情景說話，在情景中運用句型May/CanI…?及其應答。對話沒有固定答案，目的在于引導學生在情景中運用句型。訓練方法：Step1:教師交代情景，展示下課后的場景。Step2:學生結(jié)對討論在相應情景下可能發(fā)生的對話。Step3：在班級范圍內(nèi)交流反饋。4.MakeadialogueMakeadialogueaccordingtothesituations.Situation1:It’s12:00.Aliceistakingabreakinthelibrary.Sheisreadinganinterestingsciencebook.Suecomesintothelibrary,too.Situation2:JennyisgettingreadyforHalloweenintheclassroom.Sheismakingafunnyhat.YangMingmingcomestotheclassroom.參考對話：Situation1Sue:Hi,Alice.Whatareyoureading?Alice:I’mreadingabook.Sue:Whatisthebookabout?Alice:It’saboutscience.Sue:Ilikescience,too.MayIhavealookatthebook?Alice:Sure.Hereyouare.Sue:Hownice!CanIborrowthebookwhenyoufinishit?Alice:Ofcourse.Situation2:Ming:Whatareyoudoing,Jenny?Jenny:I’mgettingreadyforHalloween.Ming:What’sthis?Jenny:Hat.Isitfunny?Ming:Yes.MayItryiton?Jenny:Ofcourse.Youlooksofunnynow.訓練目的：為學生創(chuàng)設(shè)“下課后”的情景，帶領(lǐng)學生體驗校園生活中課外的那部分，引導學生通過與人交流溝通獲取信息，增進了解。訓練方法：Step1:展現(xiàn)場景，通過問答交代情景。Step2:給予學生一定時間進行討論、表演。Step3：在班級范圍內(nèi)展示反饋。Step4：出示范例集體朗讀。Step5：請學生記錄下自己編排的情景對話。ThethirdperiodEnjoyingHobbies1.ListenandanswerListenandanswer:HasSandygotanyhobbies?Whatarehishobbies?Tapescripts:It'sFridayafternoon.Sandyisathome.Hehasn'tgotmuchhomeworktodo.Sandy:Mum,mayIwatchacartoonnow?There'sacartoonon.It'sinteresting.Mum:Yes,butnottoolong.Sandy:CanIreadmycomicbookafterthat?It'ssofunny.Mum:I'mafraidyoucan't.Sandy:OK.Iwilldomyhomeworkbeforethat.Mum:Goodboy!Sandy:Thankyou,Mum.CanIlistentothemusicafterreading?Itcanmakemerelaxed.Mum:Yes,ofcourse.參考答案：Watchcartoons.Readcomicbooks.Listentothemusic.訓練目的：通過帶著問題聽對話，幫助學生梳理對話中的關(guān)鍵信息，即主線人物的興趣愛好。為之后引出如何合理安排自己的學習和課余活動打下鋪墊。訓練方法：Step1:教師提出問題。Step2:學生聽對話一至兩遍。Step3：學生結(jié)對或組內(nèi)討論。Step4：集體反饋。Step5：教師總結(jié)。2.ListenandwriteListentothedialogueandfillintheblanks.Sandywantsto…Mumthinks…MayI____________?MayI____________?Yes,________________.Yes,________________.CanI____________?CanI____________?No,________________.No,________________.CanI____________?CanI____________?Yes,________________.Yes,________________.Tapescripts:同上訓練目的：通過聽寫，將之前捕捉到的零散信息進行排序，引導學生關(guān)注情境中Sandy的媽媽是如何回應Sandy請求的。在關(guān)注信息內(nèi)容的同時要求學生對語言功能有進一步認識。訓練方法：Step1:教師明確本語言訓練的要求。Step2:學生邊聽邊記錄。（也可以在記錄之前，先請學生整體聽一遍。）Step3：學生結(jié)對討論記錄結(jié)果。Step4：反饋。Step5：教師總結(jié)。ReadandthinkReadthedialogueinpairsandthinkitover:WhatisSandygoingtodo?(語言提示：First,Sandyisgoingto…Second,heisgoingto…Then,hewill…Atlast,…）Dialogue:It'sFridayafternoon.Sandyisathome.Hehasn'tgotmuchhomeworktodo.Sandy:Mum,mayIwatchacartoonnow?There'sacartoonon.It'sinteresting.Mum:Yes,butnottoolong.Sandy:CanIreadmycomicbookafterthat?It'ssofunny.Mum:I'mafraidyoucan't.Sandy:OK.Iwilldomyhomeworkbeforethat.Mum:Goodboy!Sandy:Thankyou,Mum.CanIlistentothemusicafterreading?Itcanmakemerelaxed.Mum:Yes,ofcourse.ListenandfinishListentothedialogueandfillintheblanks.WhatWhyWhen/Howplaycomputergamesexciting__________________________________________________________________difficultbutinteresting/playfootball______________________cleanthedeskbeforethatTapescripts:Normanisathome,too.Hehasnohomeworktoday.Norman:Mum,myhomeworkisdone.MayIplaycomputergames?It'ssoexciting.Mum:Yes,butnottoolong.Norman:CanImakemymodelshipafterthat?It'sdifficultbutinteresting.Mum:Allright.Norman:MingmingandIaregoingto