新思維3B第6單元教案

新思維3B第6單元教案課題WhenIwasyoungA課時(shí)1備課人教學(xué)目標(biāo)1studentsareabletoknowthevocabulary:walk,throwaball,useaspoon,playthepiano,countto100andsoon.2studentsareabletoknowkeystructures:askingandansweringyesnoquestionsaboutpaststatesandabilitiessuchas:WhenIwasyoung,Icouldwalk.教學(xué)重難點(diǎn)studentsareabletoknowkeywordsandstructure;andusethesimplepasttensecorrectly.課前準(zhǔn)備book,PPT,flashcards.優(yōu)秀學(xué)生名單教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)導(dǎo)入Asongaboutactions【目標(biāo)導(dǎo)航】studentsareabletoknowthevocabulary:walk,throwaball,useaspoon,playthepiano,countto100andsoon.【問題探究】howtoreadandusethewordscorrectly【支架提供】1IntroducingthecontextDisplaythebigpicture,includingtheVocabularysection,inPartA.2TellpupilswhereBettyandMaryareinthebigpictureandwhattheyaredoingthere.3TeachingthevocabularyShowtheactionpicturesandletstudentsdoandlisten.Thenaskthestudentsfollowtoreadandplay.Mimetheactionsandgivefurtherexplanationsifneeded.4itisoptionaltoconnectthevocabularytopupils’ownlives,e.g.canyouplaythepiano?canyouskate?【能力提升】groupwork:ask34studentstofinishthetaskaboutquickresponsetotheactionpicture,andreadcorrectly.whoisfastcanget1point.atlastlet’sseewhichgroupisthebest.【目標(biāo)導(dǎo)航】studentsareabletoknowkeystructures:askingandansweringyesnoquestionsaboutpaststatesandabilitiessuchas:WhenIwasyoung,Icouldwalk.【問題探究】howtoanswerthequestionscorrectlyandhowtousethesimplepasttenseright.【支架提供】1leadin:TeachingthekeystructuresPretendtobeBettyandMaryandreadaloudwhattheysay.reinforcingthevocabularyandkeystructureusingthecontext.2presention:tellpupilsthatyouaregoingtopretendtobeBettyandinviteonepupiltopretendtobeMary.Demonstratethedialogueandtalkaboutthepictureshowingage2andthepictureshowingage4.3practice:pairinguppupilsforthespeakingpracticePairuppupils.askthemtoactouttherolesofthecharactersinpartBandcontinuetotalkabouttheotherpictures—age3andage7【能力提升】groupwork：Makeashortdialogueaboutthekeysentencesbyusingthekeywordsasmuchaspossible.堂測(cè)題ReadthemainwordsanddialoguesAndfinishthegrammartaskaboutunit6oflesson1板書設(shè)計(jì)WhenIwasyoungAWalk,throwaball,useaspoon,playthepiano,countto100,Skate,divewhenIwasone,Icouldwalk.WhenIwasone,Icouldnotskate.教學(xué)后記課題WhenIwasyoungB課時(shí)2備課人教學(xué)目標(biāo)studentscanusesimplephrasesandsentencestomunicatewithothers,suchasthrowaball,useaspoon,playthepianoandsoon.studentscanmakearealdialogueaccordingtotheirdailylife.教學(xué)重難點(diǎn)Studentscanpracticethesentencestructuresfluently.(Focusonpronunciationofthewordsandphrases.)課前準(zhǔn)備book,PPT,flashcards.優(yōu)秀學(xué)生名單教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)導(dǎo)入TflashestheflashcardsquicklyandSssayoutthewords.【目標(biāo)導(dǎo)航】1. studentscanusesimplephrasesandsentencestomunicatewithothers,suchasthrowaball,useaspoon,playthepianoandsoon.【問題探究】Studentscanhaveagoodgraspofbasicsentencepatternsandcancorrectlychooseappropriatevocabularytoanswerthequestion.【支架提供】1reviewthewordsandsentencesWalk,throwaball,useaspoon,playthepiano,countto100,Skate,diveWhenIwasone,Icouldwalk.WhenIwasone,Icouldnotskate.2Dividetheclassintotwogroups.Inviteapupilfromeachgrouptoetothefrontoftheclass.Askbothpupilstoexpress:WhenIwastwo,Icould________.WhenIwasfour,Icould________.WhenIwassix,Icould________.WhenIwaseleven,Icould________.……Theytaketurnstoanswerthequestionbypickingacardandformingsentencesusingthehintsonthecard,e.g.age2Icould_____.Icouldnot_________.Age4Icould_____.Icouldnot_________.Age10Icould_____.Icouldnot_________.Theygetonepointforsayingtheirsentencescorrectlyinthesimplepasttense.3Inviteotherpupilsfromthetwogroupstocontinuetheactivity.【能力提升】pupilscanusethekeystructurestomakearealdialoguewiththeirpartners.【目標(biāo)導(dǎo)航】2. studentscanmakearealdialogueaccordingtotheirdailylife.【問題探究】Basedontheinformationprovidedbytheclues,studentscanfreelyusecoresentencepatternsandvocabularytomunicatewithothers.【支架提供】1Warmingup:Beginthissectionbyreviewingthevocabulary(e.g.byusingtheEFlashCardsB)andkeystructureswithpupils.2Reinforcingthevocabularyandkeystructuresusingthecontext.Displaythebigpicture.PretendtobeBettyandMaryandreadaloudwhattheysay.3Demonstratinghowtousethevocabularyandkeystructures.DisplaythebigpictureinPartAandPartB.Tellpupilsthatyouaregoingtopretendtobethegirlandinviteonepupiltopretendtobetheboy.Demonstratehowtoaskandansweraquestionaboutthefirstpicturethebubbleinthebigpicture.Pairinguppupilsforthespeakingpractice【能力提升】activity:groupwork,inviteapupilfromeachgrouptoettothefrontoftheclass,andifthepupilhaspickedapronouncardtoplete.堂測(cè)題FinishtheGrammarpracticeaboutunit6lesson2板書設(shè)計(jì)WhenIwasyoungBWalk,throwaball,useaspoon,playthepiano,countto100,Skate,divewhenIwasone,Icould_________.WhenIwasone,Icouldnot__________.教學(xué)后記課題WhenIwasyoungPartC課時(shí)3備課人教學(xué)目標(biāo)1.Toreinforcethekeystructureswithastory.2.Todeveloppupils’readingskills.教學(xué)重難點(diǎn)Studentscanunderstandthestorybasedonthelearningofthewordsandphrasedeasily.課前準(zhǔn)備book,PPT,flashcards.優(yōu)秀學(xué)生名單教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)LeadinFreetalk.Revisionofthelearnedwordsandphrases.【目標(biāo)導(dǎo)航】Toreinforcethekeystructureswithastory.【問題探究】Whetherornotrecognisetheformatandlanguagefeaturesofastoryandafloorplan?【支架提供】PrereadingFirstreadingSecondreadingPostreading【能力提升】Activities14,結(jié)合對(duì)故事的理解通過活動(dòng)指引從而達(dá)到對(duì)詞匯和句型的鞏固?！灸繕?biāo)導(dǎo)航】Todeveloppupils’readingskills.【問題探究】Howtomakeobservationsfrompictures?Whetherornotlocatespecificinformationinresponsetoquestions?【支架提供】1.PrereadingIntroducingthesetting·DisplaySlides57.·Introducethesettingbytellingpupilsorguidingthemtofindoutthenamesofthecharacters,wherethestorytookplaceandwhathappenedtothecharacters.·Arousepupils'interestinthedevelopmentofthestorybyreferringtoacharacter’sabilitiesatdifferentages.2.Firstreading:Sharedreading·DisplaySlides813·Readthestoryaloudorplaytheaudiorecording.Pauseatcertainpointstoaskquestionssuggestedbelow.3.SecondreadingReadingaloudExpandpupil’sprehensionofthestorybylettingthemwatchthevideo.Drawpupils’attentiontothefollowingsections.Toencouragepupil’sreadingfluency,playthevideoagainorplaytheaudiorecording,andinvitetheclasstoreadalong.Pausetodrillpronunciationifneeded.【能力提升】Activity1:Assessmentforlearning.Activity2:Readers’theatre.Activity3:MakeaclassrecordActivity4:Sentencereplay.堂測(cè)題ReadingandWritingskillsP12板書設(shè)計(jì)WhenIwasyoungWhenIwas...,Icould...WhenIam....,Ican...教學(xué)后記課題WhenIwasyoungPartD課時(shí)4備課人教學(xué)目標(biāo)ToteachlettersoundrelationshipsBlends:sp(spoon),sw(swim)教學(xué)重難點(diǎn)Studentscanpronouncethelettersoundwordsquicklyandfluently.課前準(zhǔn)備book,PPT,flashcards.優(yōu)秀學(xué)生名單教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)LeadinFluencyreadingofpreviousphoneticwords【目標(biāo)導(dǎo)航】Toteachlettersoundrelationships.【問題探究】Howtopronouncethesoundquicklyandspellanotherwordswiththelettersound?【支架提供】IntroducingthesoundsTeachthespandswsoundsusingtheirrelatedwordsWritetherelatedwordontheboardLetpupilsidentifythefocalsoundsineachrelatedword.DemonstratinghowtopronouncesoundsDemonstrateeachfocalsoundsbyplayingthePhonicsVideoLetpupilspractisesayingthewordsandreadingaloudthewordsonp.34intheirbooksPractisingthesounds.WrapupthissectionbygettingpupilstopractisethesoundbysingingthePhonicsSongs:spandsworplayingagame.【能力提升】Activity:LookforasuitableactivityintheActivityBankonp.T23堂測(cè)題ListeningskillsP12板書設(shè)計(jì)WhenIwasyoungPhonicssp:spoonspellsw:swimsweetGames:Phonicssongs教學(xué)后記課題WhenIwasyoungE課時(shí)5備課人教學(xué)目標(biāo)TointroducetheintegratedskillsandstructuressoastopreparepupilsfordoingtheTegratedskills:askingyes/noquestionstoseekinformationaboutstatesandabilitiesinthepast:Wereyoutall?Couldyourideabicycle?Toenablepupilswriteadescriptionofthemselvesattheagethreebyusingthevocabularyandkeyandintegratedstructureslearntinthechapter.教學(xué)重難點(diǎn)Howtoaskyes/noquestionstoseekinformationaboutstatesandabilitiesinthepast.Howtowriteadescriptionofthemselvesattheagethreebyusingthevocabularyandkeyandintegratedstructureslearntinthechapter.課前準(zhǔn)備book,PPT,flashcards.優(yōu)秀學(xué)生名單教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖導(dǎo)入AskandanswerWarmup【目標(biāo)導(dǎo)航】Introducetheintegratedskillsandstructures.【問題探究】Toaskyes/noquestionstoseekinformationaboutstatesandabilitiesinthepast.【支架提供】1.DisplayPartEandintroducethecontextbytellingpupilsorguidingthemtofindout–What’shappening?/What’s/Whatarethecharacter(s)doing?2.Reviewthepreviouslylearntvocabularyifneeded,e.g.actions.3.DrawpupilsattentiontotheconnectivewhenPointoutthatwhenwearenotsureabouttheexactmeasurement,weusethewordabout.4.DrawpupilsattentiontoDanny’sanswerNo,Iwasn’ttall.WriteYes,Iwas./No,Iwasn’t.5.DrawpupilsattentiontoDanny’sfinallineIcouldn’tturnonthelight.【能力提升】PretendtobeSue/Anna/Danny.IntroducethecontextandthetexttypeDemonstratinghowtousetheintegratedstructure.【目標(biāo)導(dǎo)航】Toenablepupilswriteadescriptionofthemselvesattheagethreebyusingthevocabularyandkeyandintegratedstructureslearntinthechapter.Finishthetask.【問題探究】Howtowriteadescriptionofthemselvesattheagethreebyusingthevocabularyandkeyandintegratedstructureslearntinthechapter.【支架提供】Pupilsmakenotesaboutwhattheywerelikewhentheywerethreeyearsold.Theyalsowritewhattheycouldandcouldnotdo.Thentheywriteadescriptionofthemselvesattheageofthree.RefertotheTaskSheetsforthedetailedinstructions.【能力提升】小組活動(dòng)：Pairinguppupilsforthespeakingpractice.Taskdescription.Inclassinstructions.堂測(cè)題Readingskills板書設(shè)計(jì)WhenIwasyoungWereyoutall?Yes,Iwas./No,Iwasn’t.Couldyou(verb)…?Yes,Icould./No,Icouldn’t.教學(xué)后記課題WhenIwasyoungF課時(shí)6備課人教學(xué)目標(biāo)1.Toenablepupilstointerviewaclassmateandfillinaformforhim/herbyusingthekeyandintegratedstructureslearntinthechapter.2.Toenhancelearningwithfun.

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