新思維4A第2單元教案

新思維4A第2單元教案課題Moreaboutourfriends課時(shí)1備課人教學(xué)目標(biāo)1studentsareabletoknowthevocabulary:lookafteryourpets,gotobedearly,tidyyourroom,eatout,getuplateandsoon.2studentsareabletoknowthekeystructures:askingandansweringsuchas:Doyouevertidyyourroom?Yes,Ialways/usually/often...No,I…教學(xué)重點(diǎn)studentsareabletoknowkeywordsandstructuretoexpresstheirdailylife.教學(xué)難點(diǎn)studentsareabletoknowkeywordsandstructure課前準(zhǔn)備PPT,flashcards教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinGreetingFreetalkWarmupPrelearningIntroducingthecontextDisplaythebigpicture,includingtheVocabularysection,inPartA.TellpupilswherePeterandhisnewfriend,Bill,areinthebigpictureandwhattheyaredoingthere.IntroducingthecontextWhilelearningteachthevocabularybypointingatthesmallpicturesinthevocabularysectionandreadingaloudeachphrase.Mimetheactionsandgivefurtherexplanationsifneeded.remindpupilsthatwhenwebeginayes/noquestionwiththehelpingverbDo/Does,wedonotputansontheverb.Thenweplaysomegamestopracticethesenewvocabulary:lookafteryourpets,gotobedearly,tidyyourroom,eatout,getuplate,surfthenet.TeachingthekeystructuresPretendtobePeterandBillinthebigpictureusingthespeechbubbletoreinforcethevocabularyandkeystructureusingthecontext.pointatBill’sfirstspeechbubble,writeyes,Iusually______,ontheboard.Pointoutthatadverbsforshowingfrequencyoftenebetweenthesubjectandtheverb.Thenpointatusually,often,sometimesandnever.studentsareabletoknowthenewvocabularyhowtoreadandusethewordscorrectlyPostlearningpractice:dividetheclassintotwogroups,inviteapupilfromeachgrouptoetothefrontoftheclassandanswertheteachers’questions.AskaquestionusingDoyouever_______?Thenshowacardwhichrepresentstheadverbsoffrequency.Thecardshouldhaveticksoracrossonit.Consolidationandapplication堂測(cè)題groupwork:ask34studentstofinishthetaskaboutquickresponsetothepictures,andreadcorrectly.whoisfastcanget1point.atlastlet’sseewhichgroupisthebest.配套作業(yè)本第1課時(shí)堂測(cè)堂清板書(shū)設(shè)計(jì)MoreaboutourfriendsAvocabulary:lookafteryourpets,gotobedearly,tidyyourroom,eatout,getuplate,surftheNetkeystructures:Doyouevertidyyourroom?Yes,Ialways/usually/often...No,Inever…教學(xué)反思課題Moreaboutourfriends課時(shí)2備課人教學(xué)目標(biāo)Studentscanusesimplephrasesandsentencestomunicatewithothers,suchasIalwaystidymyroom.Studentscanmakearealdialogueaccordingtotheirdailylife.教學(xué)重點(diǎn)Studentscanpracticethesentencestructuresfluently.教學(xué)難點(diǎn)Focusonpronunciationofthewordsandphrases課前準(zhǔn)備PPT,flashcards教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinGreetingTflashestheflashcardsquicklyandSssayoutthewords.WarmupPrelearningreviewthewordsandsentenceslookafteryourpets,gotobedearly,tidyyourroom,eatout,getuplate,surftheNetDividetheclassintotwogroups.Inviteapupilfromeachgrouptoetothefrontoftheclass.TransitionfromlearnedknowledgetonewknowledgeWhilelearningAskbothpupilstoexpress:Doyouever_______?Ialwayslookafteryourpets.Iusuallygotobedearly.Ioftentidyyourroom.Isometimeseatout.Inevergetuplate.Ialways/usually/often/sometimes/never_______.Inviteotherpupilsfromthetwogroupstocontinuetheactivity.pupilscanusethekeystructurestomakearealdialoguewiththeirpartners.Beginthissectionbyreviewingthevocabulary(e.g.byusingtheEFlashCardsB)andkeystructureswithpupils.Reinforcingthevocabularyandkeystructuresusingthecontext.Displaythebigpicture.PretendtobePeterandBill,andthenreadaloudwhattheysay.Studentscanhaveagoodgraspofbasicsentencepatternsandcancorrectlychooseappropriatevocabularytoanswerthequestion.PostlearningDemonstratinghowtousethevocabularyandkeystructures.DisplaythebigpictureinPartAandPartB.TellpupilsthatyouaregoingtopretendtobePeterandinviteonepupiltopretendtobeBill.Consolidationandapplication堂測(cè)題Demonstratinghowtousethevocabularyandkeystructures.DisplaythebigpictureinPartAandPartB.TellpupilsthatyouaregoingtopretendtobePeterandinviteonepupiltopretendtobeBill.配套作業(yè)本第2課時(shí)堂測(cè)堂清板書(shū)設(shè)計(jì)MoreaboutourfriendsBA:Doyouever_______?B:Ialwayslookafteryourpets.Iusuallygotobedearly.Ioftentidyyourroom.Isometimeseatout.Inevergetuplate.教學(xué)反思課題Moreaboutourfriends課時(shí)3備課人教學(xué)目標(biāo)1.Toreinforcethevocabularyandkeystructureswithastory.2.Todeveloppupils’readingskills.教學(xué)重點(diǎn)Studentscanunderstandthestorybasedonthelearningofthewordsandphrasedeasily.教學(xué)難點(diǎn)Studentscanunderstandthestory.Focusonpronunciationofthewordsandphrases課前準(zhǔn)備PPT,flashcards教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinGreetingFreetalkRevisionofthelearnedwordsandphrases.WarmupPrelearningIntroducingthesettingIntroducethesettingbytellingpupilsorguidingthemtofindoutthenamesofthecharacters,wherethestorytookplaceandwhatthecharactersweredoing.Arousepupil’sinterestinthedevelopmentofthestorybyguessingwhatPeterdidwithBill.Arousepupils'interestsinthedevelopmentofthestorybyreferringtoanincidentWhilelearningFirstreading:SharedreadingReadthestoryaloudorplaytheaudiorecording.Pauseatcertainpointstoaskquestionsassuggestedbelow.Locatingspecificinformation/predicting:WhatdidPeterandBilldoafterclass?WhatdoesPeterlikedoing?WhatelsedoyouthinkPeterlikesdoing?Observing/inferringWhereareBill?Whatarecookbooksabout?WherearePeter?Whatwashedoing?DidBillenjoythedinner?Todeveloppupils’skills.Andhowtofindthedetailstothequestions.Postlearninggroupwork:binedwiththeunderstandingofthestory,throughtheguidanceofactivities,soastoconsolidatethevocabularyandsentencepatterns.Consolidationandapplication堂測(cè)題Activity1:AssessmentforlearningActivity2:Readers’theatre配套作業(yè)本第3課時(shí)堂測(cè)堂清板書(shū)設(shè)計(jì)MoreaboutourfriendsQ:WhatdidPeterandBilldoafterclass?FreetalkQ:WhereareBill?WherearePeter?Whataretheydoing?教學(xué)反思課題Moreaboutourfriends課時(shí)4備課人教學(xué)目標(biāo)Todeveloppupils’readingskillsrecognisetheformatandlanguagefeaturesofastory.relatethetexttoselforgivepersonalresponsestothetext.makepredictions/observationsaboutthetext.locatespecificinformationinresponsetoquestions.infermeaningfromthetext.教學(xué)重點(diǎn)Studentscanunderstandthestorybasedonthelearningofthewordsandphrasedeasily.教學(xué)難點(diǎn)Focusonpronunciationofthewordsandphrases課前準(zhǔn)備PPT,flashcards教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinGreetingreading：ReadingaloudExpandpupils’prehensionofthestorybydrawingtheirattentiontothefollowingpictures.ReviewandreadPrelearningReviewthevocabularyusingaguessinggameifneeded.findsomeanswers:SecondreadingReadingaloudExpandpupils’prehensionofthestorybydrawingtheirattentiontothefollowingpictures.Picture1:Locatingspecificinformation.AgirlmadeBill'sshirtdirtybutBillwasn'tangry.Reviewandimprovestudents’readingskillsWhilelearningExtendmoreinformationbasedontheunderstandingofthestory.Whatdidhesay?(That'sallright.)DoyouthinkBillispolite?(Yes.)Picture4:Inferring/supportinggivingpersonalresponsesDoPeterandBilllikedifferentthings?(Yes.)Cantheystillbegoodfriends?(Yes.)Dofriendshavetolikethesamethings?(No.)Friendscanlikedifferentthings!PetercancookforBillandBillcantakephotosofPeter.Theycandolotsofthingstogether.Toenhancepupils'readingfluency,playtheaudiorecordingandinvitetheclasstoreadalong.Pausetodrillpronunciationifneeded.Toenhancepupils'readingfluency,playtheaudiorecordingandinvitetheclasstoreadalong.Pausetodrillpronunciationifneeded.PostlearningActivity3:SpinandsayActivity4:MygoodfriendConsolidationandapplication堂測(cè)題配套作業(yè)本第4課時(shí)堂測(cè)堂清板書(shū)設(shè)計(jì)MoreaboutourfriendsQ:DoyouthinkBillispolite?Cantheystillbegoodfriends?Dofriendshavetolikethesamethings?教學(xué)反思課題Moreaboutourfriends課時(shí)5備課人教學(xué)目標(biāo)TointroducetheintegratedskillsandstructuressoastopreparepupilsfordoingtheTegratedstructures:usingthesimplepresenttensetoexpressinterestsanddescribehabits:Shelikesplayingmusic.Sheplaysalotofmusiceveryweek.教學(xué)重點(diǎn)Howtointroducetheintegratedskills(readingaposter)andstructures教學(xué)難點(diǎn)Howtousethesimplepresenttensetoexpressinterestsanddescribehabits.課前準(zhǔn)備PPT,flashcards教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinGreetingReviewthewordsandsentencesFreetalkaskandanswerWarmupReviewPrelearningDisplayPartEandintroducethecontextbytellingpupilsorguidingthemtofindoutWhat’shappening?Whatarethecharacter(s)doing?Reviewthepreviouslylearntvocabularyifneeded,e.g.differentkindsofactivities.Introducetheintegratedskillsandstructures.WhilelearningTeachanynewvocabularyifneeded,e.g.playtheviolin,playtherecorder,playsports.PretendtobeDenny/Jenny/Anna.PairuppupilstoactouttherolesofTinaandHenrybasedonthedialogueandpictureinPartE.Pupilsfillinatablewiththeirfavouriteactivitiesandhowfrequentlytheydothoseactivities.Thenpupilsgetintogroupsandfindoutwhatactivitiestheirgroupmemberslikedoingandhowoftentheydothem.ToenablestudentstotalkaboutkeywordsandstructuresPostlearningDemonstratehowtousetheintegratedstructure.showtime:Pairingtwopupilsforthespeakingpractice.Consolidationandapplication堂測(cè)題pairwork:Pairinguppupilsforthespeakingpractice.Taskdescription.配套作業(yè)本第5課時(shí)堂測(cè)堂清板書(shū)設(shè)計(jì)KnowingourfriendsEIlike__ing,too.Idon’tlike__ing,either.Listsomemoreexamplesabouttooandeither教學(xué)反思MoreaboutourfriendsEMybestfriend.What’shappening?Whatarethecharacter(s)doing?Keypoints:playtheviolin,playtherecorder,playsports.課題Moreaboutourfriends課時(shí)6備課人教學(xué)目標(biāo)1.Todeveloppupils’cognitiveabilitythroughanextendedactivity.2.Toenhancelearningwithfun.song教學(xué)重點(diǎn)Studentscaninterviewaclassmateandfillinaformforhim/herbyusingthekeyandintegratedstructureslearntinthechapter.教學(xué)難點(diǎn)Studentscanusethekey