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教案
Module1Lostandfound教案
Part1TeachingDesign
一．教材分析
本模块以学生日常学习生活中丢失的物品和寻找的物品为出发点就形容词展开教学从而教会学生如何运用形容词描述物品和表达感情，学习一些表达位置的介词以及形容词性物主代词以及名词性物主代词。
二．教学目标：
语言知识目标：
a．掌握词汇：
基准目标whose,lose,find,mine,yours,hers,becarefulwith,on,phone,leave,plane,why,hundred,hundredsof,lookfor,thousand,strange,boat,duck,pig
选择目标：
crayon,eraser,glove,wallet,watch,firstofall,lostandfoundbox,tape,purple,fromnowon,hereis/are...,camera,mobilephone,lostandfoundoffice,inahurry,taxi,airport,saugage.
Keystructure:
whose...isthis?
It’smine
Isthis...yours?
Arethese...yours?
lostandfound
b.掌握目标语言：
技能目标：
.能利用所学内容达到对失物招领的对话文章的听说读写．
情感态度与价值观：
培养学生助人为乐，拾金不昧的高尚品格。
三．重点与难点
1.名词性物主代词
2.名词性物主代词和形容性物主代词的差异
3元音字母a在单词中的读音
四.学习策略：
通过用英语与同伴谈论丢失的物品或寻找失主。
五.过程与方法：
bottom-upapproachtaperecording,videos
Unit1Whosebagisthis?
Step1.Freetalk
Havesomestudentstotalksomethingaboutcolors.
Step2.Pre-task.
Tellthestudentstoplacetheirschoolbagsontheirdesks.Tellthemtolookinsidetheirbags.Getsomeofthestudentstodescribetotheclassthethingstheyhaveintheirbags.
Step3.Write
Askstudentstolookatthepictureandtellyouwhattheycansee,thenaskstudentstoreadtheLosPropertyform.TellthemtousethewordsaroundthepicturetocompleteHuShan’sLostPropertyform.ThenwritetheLostPropertyFormontheboardandaskstudentstocomeupandfillintheblanks.
Step4.Activities
1.Askstudentsimaginethattheyhavelosttheirpencilcase/schoolbag.Lookatthetable,towritedownatleast5thingsthatareintheirbagsonpage64.TellstudentstowritetheirownLostPropertyform,usingaccrualfactsabouttheirownpencilcase/schoolbag.
2.TellstudentsthatPaulhaslosthisdog.Helphimtowritea‘LostDog’note.TellsomewordsaboutPaul’sdog.（Workingroups.
Step5.Showtime
GetstudentstoreadtheirLostPropertyintheclass.
[此处利用视频展示仪,将学生的寻物启示展示出来,利用大屏幕电视能够使所有的学生都在听到启示的同时,看到该启示书写的格式.]
Step6.Homework:
WriteaLost/FoundProperty
Unit2Aretheyyours?
Step1Warming-up
Teacherasksstudents:
“Didyoulosesomethingbefore?
”
“Wherecanyougotofindthelostthings?
”
Studentsmayanswer:
“thepolicestation”or“nowhere”.Thentheteachersays:
“NowletusreadthepassagetofindoutwherethepeopleinNewYorkgotofindtheirlostthings”.
Step2While-Reading
a.TeacherasksthestudentstoreadthepassageforthefirsttimeonPage4.
b.eagaintosummarizethemainideaofthewholepassage.
c.Workingroups.Trytofindthemainideaofeachparagraph.
d.Workinpairs.Answersome“Wh”questionsaboutthepassage.Suchas:
“WhatarepeopleinNewYorklookingfor?
”
e.AnswerthequestionsonPage5.
Step3Post-Reading
a.Learnthenewwordsandexpressionsinthepassage,suchas“inahurry,hundredsof,lookfor”andsoon.
b.FinishExercise3inPage5.
Step4Writing
a.ReadthelostandfoundnotesinPage4.
b.Writenotesfortwomorethings.
Unit3Languageinuse
Step1Input
a.讲解名词性物主代词的用法以及形容词性物主代词和名词性物主代词的区别.
Examplesinthismodule:
Arethesecrayonsyours?
Whosebagisthis?
It’smine.
Canyousayoutthesesentences?
1.这些蜡笔是你的吗？
Are these crayons yours?
2.这块橡皮是我的。
Theeraseris mine.
3.它是她的。
It’shers.
以上句子中的yours,mine,hers被称为名词性物主代词。
你能发现它们的不同之处吗？
1.这些蜡笔是你的吗？
这些是你的蜡笔。
Are these crayons yours?
Theseareyourcrayons.
2.这块橡皮是我的。
这是我的橡皮。
Theeraseris mine. Thisismyeraser.
物主代词的用法:
1.形容词性物主代词起形容词的作用，用在名词前
2.名词性物主代词起名词的作用。
（为了避免重复使用名词，我们经常用名词性物主代词来代替“形容词性物主代词+名词的形式”）
b.两人一组，完成第6页第一部分练习.
Step2Output
a.Studentsarerequiredtodosomeexercises.
1.Thisis______（我的）book.Thatis_______（你的）.
2.Janeisafriendof_______（我们的）.
3.Whoseisthat?
It’s______（我的）.
b.MatchthewordsfromBoxAwiththewordsfromBoxBonpage7.
Step3Consolidation
Someexercisesareusedheretohelpthestudentsconsolidatewhattheyhavelearnt.Suchas:
（）1.Thisismybook,thatoneis__.
A.sheB.herC.hisD.he
（）2.____penisthis?
A.WhoseB.WhoC.Who’s
（）3.Thisisnot____bag.
A.mineB.myC.heD.she
Module2WhatCanYouDo?
Teachingaims:
1.Enabletolisten,speakandreadthephrases“emptythetrash”andthesentence“I’mhelpful!
Icansweepthefloor.”
2.Enabletolisten,speak,readandwritethephrases“cookthemeals,watertheflowers,sweepthefloor,cleanthebedroom.”
3.Understandandsingthesong“Dog,dog,whatcanyoudo?
”anddrillthesentences:
Whatcanyoudo?
Ican…
Keypointanddifficultpoint：
1.Masterthefivephrasesofdoinghousework.
2.Enabletowritethephrasesanduse“Ican…”toexpressexactly.
Teachingprocedures:
StepⅠWarmingup
Playthetapeof“Let’schant”,letSssingthesongfollowit.Thenfindoutthecommonpointsofsomesentencesinthissong,suchas“Whatcanyoudo?
Ican…”Fromthissong,Sswillperceivewhattheywilllearninthislesson
StepⅡPresentation
1.Leadin
Dotheactionandsay,“I’mhelpful.Icansweepthefloor.”Thenshowthepictureofsomeonesweepingthefloorathome.
2.Speakandwrite
Leadouttheotherphrasesinthesameway.ThenteachtheSstospeakandwrite.LetSslistentothetapeandreadfollowit,thenspeakoutthephrasesbythemselves.Somewordsshouldbewrittendowntheirphoneticsymbol,suchasfloor/flэ:
/,bedroom/‘bedrum/andtrash/trǽ/.Reviewthepronunciationof/fl/,/dr/and/tr/.TeachershouldteachtheSstowritethephrasesexactlybyshowingonblackboard.Forexample,sweepthefloor.
3.Drillthephrasesinthesentences
LetSsusethenewphrasesandpattern“Ican…”tomakesentences.Thenteachersummarizes,“Youcansweepthefloor.Youcancookthemeals.Youcanwatertheflowers.Soyou’rehelpful.”Usethesesentencestoreflectthemeaningof“helpful.
4.Memory
Guessthephrases.Teacherusesslidestoshowthefirstletterofthephrases,letSsguessthephrasesandspeakthemout.
Findoutwhat’smissing.Teachershowsomepicturesontheslide,thenletonepicturemissletSsspeakoutthemissingpicture’sphrasequickly.
5.Let’splay
DivideSsintofourgroups,eachgroupwillletastudentcometotheblackboard.Teacherputsonepictureoverhis/herhead,thisstudentguessthephrasebyobservingotherstudents’action.Findoutwhichgroupguessesthephrasefastest.
6.Listentothetapeagain
LetSslistentothetapeagainandreadafterit
StepⅢPractice
1.Let’stry.ItwillbetheclassexercisetocheckwhatSshavelearntinthislesson.
2.Groupwork.
DivideSsintoseveralgroups.Lettheminvestigatewhattheirmemberscandoathome.Usethesentencessuchas:
Whatcanyoudo?
Ican…
StepⅣSummary
Whensummarizingtheknowledgeofthelesson,teachershouldstresstheimportantpointsanddifficultpoints.
StepⅤHomework
1.Readthephrasesandwritethemdownontheexercisebook.
2.Reportwhatyoucandoathometoyourfriends
3.Listentothetapeagain.
Blackboarddesign
sweepthefloorcookthemeals
cleanthebedroomwatertheflowers
emptythetrash
Module3Makingplans
Unit1Whatareyougoingtodoattheweekend？
一、教材分析
本单元要求学生掌握有关出游的动词短语，通过讨论周末要做的事情，学习用begoingto结构表达自己打算或计划要做的事。
内容主要以对话的形式出现，由于是本模块的第一单元，只需做好正确的输入准备，不要求学生对句型所有人称的使用进行熟练掌握。
二、教学目标
（一）知识目标
1．词汇：
全体学生能正确认读、听懂、理解相关的动词短语，90%左右的学生能正确拼写：
plancheckmyemailhaveapianolesson
haveapicnicgetupearlygotoaparty
reviseforone’steststayinbeddoone’shomework
buysomeclothesplaytabletennislistentomusic
2．句型：
begoingto+动词原形,表达一般将来时。
多数学生能够听懂、理解、说出下列关于“将来做某事”的句型：
Whatareyougoingtodotomorrow?
Iamgoingto….
3．对话：
谈论周末计划要做的事情。
85%左右的学生能听懂并且理解教材Activity中的对话内容；程度较弱的学生要求能理解对话。
（二）技能目标
1．多数学生经过操练后能比较流利地朗读并且表演出Activity3中的对话，30%左右的学生能脱离课本表演出对话。
2．全体学生能根据教师提供的分层情境，两人或多人小组编出一段关于“计划”的对话，并在全班做展示交流。
（三）情感目标
1.通过互相问答练习，锻炼学生有目的、有计划地做事，养成统筹安排的好习惯。
2.通过询问他人周末计划情况，加强同学之间的交流与合作，形成互帮互助的良好学习氛围。
三、教学重点难点
1．重点：
学习begoingto结构描述将来要做的事。
知识目标中词汇与句型的讲授与学习。
词汇与句型在听、说、读三方面的多重输出。
2．难点：
学生能根据教师提供的活动要求完成口头叙述他人计划的任务。
突破途径：
通过情境设置，多角度训练学生演练句型和对话，为任务做好铺垫。
四、设计思路
利用活泼的多媒体画面，调动学生积极性，并穿插进行口语及听力练习，锻炼学生的听说能力。
对话教学采取先提出问题，带着问题听、理解的形式，注意了整体教学，整体理解；然后采取互相对话的形式练习、巩固。
词汇和短语在语境中自然接触，很容易让学生领会。
教师尽量通过不同情景的设置，让学生正确理解短语和主要句型的正确含义及用法，在大量的语言输入后再做口头输出。
五、教学步骤
Step1Lead-in
1.Tellthestudents:
TodaywearegoingtolearnModule3,Unit1.We’regoingtolearnEnglish.We’regoingtohavefun.
2.Showthepictures:
Askthequestionsandreadthephrases.
Step2Listening（Activities1,2,5）
1.Listenandmatchthewords.
2.Writethephrasesunderthepictures.Makesurethestudentscansaythephrasesquicklyandclearly.
3.Activity5:
Listenandrepeat.
4.Ask:
Whatishe/shegoingtodoattheweekend?
Answer:
He/Sheisgoingtocheckheremail/haveapianolesson/reviseforhistest.etc.
Step3Listening（Activities3,4）
1.Tellthestudents:
We’regoingtolistentoadialoguebetweenDamingandBetty.
2.Thenask:
What’sDaminggoingtodoattheweekend?
WhataboutBetty?
3.Askthestudentstolistenandanswerthequestions.
4.Activity4.Choosethecorrectanswers,thencheckthem.
5.Listentothedialogueagainandread,thenpracticeandactitout.
Step4Speaking（Activity7）
CompletethediaryaboutwhatDamingandBettyaregoingtodoattheweekendandretellit..
OnSaturdaymorning，Damingisgoingtocheckhisemailanddohishomework.Intheafternoon，he’sgoingtohaveapianolesson.Intheevening,he’sgoingtogotoapartyatafriend’shomeandlistentosomemusic.OnSundaymorning,he’sgoingtogetupearlyandplaytabletenniswithsomefriends.Intheafternoon,he’sgoingtomeetLinglingandTonyintheparkandhaveapicnic.
BettyisgoingtobuysomeclothesonSaturdayafternoon.OnSaturdayeve
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