外研版小學英語教案

Module1Peopleandplaces（外研七下）。

本模塊以旅游為話題，運用現(xiàn)在進行時態(tài)介紹世界各地的時差,并且讓學生了解在不同的時間,不同的國家人們做些什么事情.是學生感興趣的話題.教學中應(yīng)結(jié)合學生實際情況，靈活調(diào)整教學內(nèi)容（或增加，或刪除，或前后調(diào)整），合理設(shè)置課時。適當進行拓展，以豐富學生知識，拓展學生視野.

二．學情分析

本單元是7下的第一單元.在經(jīng)過一個學期的學習之后,學生也積累了一定的詞匯量.教師在教學時盡量用游戲,圖片或flash動畫的多種媒體來引起學生的學習興趣,引導(dǎo)學生在交際中動態(tài)生成，學生有話可說，樂于合作分享。這樣就有利于他們更好的運用課本知識，達到提高綜合運用語言能力的目的。

三．教學目標

1．語言知識目標

語音

掌握3個元音/m//n///

詞匯

buycalldriveenjoydrivelieshoptaketellwaitforpostcardreallyanywaycarthingleaveworkpubrestaurantoperaballetsleepwashdressstartmiddayhotdogcoffeeseegreetingsoonlovenightstreet

詞組

句型

takephotoswaitforputonlookat

Whatareyoudoing?I’mwaitingforabus.

Areyouwaitingforabus?Yes,Iam./No,I’mnot.

Whatishe/shedoing?He/Sheiswaitingforabus.

Ishe/shewaitingforabus?Yes,he/sheis.No,he/sheisn’t.

語法

1．現(xiàn)在進行時態(tài)的用法.

2．動詞-ing形式的變化規(guī)則.

功能

運用現(xiàn)在進行時態(tài)正確地寫一張明信片.

話題

介紹不同國家的時差,在不同的時間里不同國家的人們做些什么事情.

2．語言技能目標

聽

聽懂有關(guān)現(xiàn)在進行時態(tài)的句子，提高學生實際應(yīng)用能力。

說

能利用現(xiàn)在進行時態(tài)句型表達正在發(fā)生的事情；流利地說出本模塊的生詞、短語。

讀

能閱讀包含現(xiàn)在進行時態(tài)句型的有關(guān)簡單文章。進行簡單的閱讀技能訓練。

寫

1．能寫包含現(xiàn)在進行時態(tài)的句子；

2．能正確寫一張明信片.

演示與表達

能向全班表達正在發(fā)生的事情和描述一張圖片.

3．學習策略目標

不斷提升自主學習能力，有效交際、信息處理、英語思維能力。

認知

聯(lián)系，歸納，推測等技能。

調(diào)控

從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改。

交際

學習運用恰當詞語和句子介紹正在發(fā)生的事情.

資源

通過其他資源獲取更多其他國家的信息,如時差等信息.

自學策略

能借助其他的手段了解別的國家的情況.

4．文化意識目標：

在中外對比中，了解不同國家生活情況.

5．情感態(tài)度目標

培養(yǎng)學生熱愛自己家園的意識。參加各種英語活動，克服困難，在新環(huán)境中進一步樹立正確的語言學習觀。

四．重點難點

1.教學重點

[1]重點句型:現(xiàn)在進行時態(tài)句子的肯定，疑問與否定形式

[2]重點話題:用現(xiàn)在進行時態(tài)敘述正在發(fā)生的事情.

2.教學難點

[1]動詞-ing形式的構(gòu)成規(guī)則.

[2]掌握現(xiàn)在進行時態(tài)的句型和結(jié)構(gòu).

3.突破途徑

以話題為核心，通過游戲、小組及班級活動等不同途徑，在聽、說、讀、寫中使單詞及句型以不同的形式反復(fù)出現(xiàn)，在足夠的輸入中，達成有效的語言輸出。

五.教學設(shè)計：

Unit1we’rehavingagreattime!

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:buycalldriveenjoylieshoptakephotostellwaitforpostcardtheGreatWallreallyagoodtimealotanyway

Keystructure:Whatareyoudoing?I’mtakingphotos.

2.Listeningskill:TounderstandconversationsinvolvingthepresentContinuousTenseinlistening.Improvethestudents’listeningability.

TeachingAids:Multi-Media(orTaperecorder,OHP)

TeachingProcedures:

Step1Playaguessinggame

Showstudentssomephotosoffamouspersonsandgetthemtoguesswhotheyare.

設(shè)計意圖:從學生熟悉并且感興趣的名人著手,玩猜猜看的游戲,由美國總統(tǒng)布什的滑稽造型引出本單元的重點句子:Heisrunning.

Step2Leadin

ShowstudentsapictureofYaoMingandaskthem“whatishedoing?”andgetthemtoanswer“Heisplayingbasketball.”ThendothesamewithpicturesofBillGates,LiYuchunandYangLiping.

設(shè)計意圖:從學生所熟悉的名人出發(fā),用現(xiàn)在進行時態(tài)的句子進行問答,不必要求學生說得非常正確,只是讓學生對現(xiàn)在進行時態(tài)的句子有一個初步的認識.

Step3Practice

Showmorepicturesandgetstudentstopracticethepattern:whatishe/shedoing?He/Sheis….Andatthesametimeteachsomenewwords.

設(shè)計意圖:在這一步驟中,要盡量引導(dǎo)學生說正確的現(xiàn)在進行時態(tài)的句子,在不斷的操練中熟悉句型.

Step4Listenandread

ListentothedialogueinActivity3,andbeforetheylistenaskthemtothinkabout2questions.1)WhereisBettycalling?2)Whyisshethere?Afteransweringthe2questions,getthemtoreadthedialogueinpairs.

Step5Match

Matchthepeopleandtheactions.Thengetthemtowritefullsentencesusingnames.Forexample:Bettyistalkingtohermother.

設(shè)計意圖:在這一步驟中,讓學生從說轉(zhuǎn)移到寫上,這對以后的兩個單元的學習會起到很好的幫助.

Step6Playagame

把全班學生分成3大組分別寫一些短語,第一組寫主語,第二組寫正在做什么,第三組寫地點.然后每組分別叫一個同學上來,把他們的短語組合成一句句子.這樣組合起來的句子肯定非?；?讓同學們在輕松愉快的氛圍下把當天所學的知識加以鞏固.在游戲中結(jié)束了第一單元的學習.

Step7Homework

1.Readthewordsandthedialoguefrequently.Trytorecitethedialogue.

2.Bringyourfavouritephotoandtalkaboutitnexttime.

Unit2They’regoingtotheopera.

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:carputonthingleaveworkathomepubrestaurantoperaballetsleepwashdressstartmiddayhotdogcoffeesee

Keystructure:Peoplearesleeping.Peoplearen’tworking.

3.Speakingskill:TosaysentenceswiththePresentContinuoustense.

TeachingAids:Multi-Media(orTaperecorder,OHP)

TeachingProcedures:

Step1Playagame

模仿中央電視臺的幸運52節(jié)目,讓同學兩個一組上臺,一個人做動作,另一個同學問,例如:Areyouswimming?

設(shè)計意圖:由游戲開始上課,同學們會比較感興趣,并且這個游戲正好可以復(fù)習上節(jié)課的內(nèi)容.

Step2Revise

Use9picturestorevisethepattern.Getstudentstoaskandanswerinpairs.Forexample:Whatisshedoing?Sheisgettingup.

Step3Sumup

用中文總結(jié)一下現(xiàn)在進行時態(tài)的用法和現(xiàn)在分詞的構(gòu)成規(guī)則.并帶領(lǐng)全班同學朗讀單詞原形和現(xiàn)在分詞形式.

Step4Presentation

首先用一張世界地圖來教時差。然后出示世界著名城市的圖片，如北京、倫敦、莫斯科、紐約和洛杉磯，老師引導(dǎo)學生用現(xiàn)在進行時態(tài)來說句子。例如，It’s1:00a.m.inBeijing.Peoplearesleeping.Peoplearen’thavingdinner.在同學們自由發(fā)言的時候，老師有目的的來引出本活動中的幾個重點短語：runningfortrains;havingafternoontea;goingtotheopera;watchingaballet;gettingdressed,etc.

設(shè)計意圖：在這一步驟中，要讓同學們積極主動的發(fā)言，并且答案可以是不統(tǒng)一的。老師鼓勵學生大膽表達，并且給予適當?shù)谋頁P，讓學生感受成功，增加自信心和求知欲。

Step5Listenandcheck

ListentothepassageinActivity1onlyonceandcheckthetruesentencesinActivity3.

設(shè)計意圖：只讓學生聽一遍磁帶，然后馬上判斷句子正誤。目的是培養(yǎng)學生的聽力，在聽力練習中抓住主要內(nèi)容。

Step6Magictrip

Showstudentspicturesoffamouscities,andtellthemyoucangotooneofthemwithyourfriendsatonce.Discussingroupsoffour,andchooseoneandsaysomethingaboutthetrip.Forexample:Hello!NowI’minHangzhou.Iamshopping.MyfriendChengLongisdrinkingmilkinapub.YaoMingis

myfriend,too.Heissleepinginthehotel.

設(shè)計意圖：學以致用，小組進行合作，培養(yǎng)學生主動學習，大膽合作的精神。

Step7Readthepostcard.

Givestudents3minutestoreadthepostcardandanswerthe6questions.Checktheanswerstogether.Thenplaythetape.Studentsreadafterthetape.

設(shè)計意圖：讓學生模仿課文錄音，語調(diào)，感受語言的節(jié)奏

Step8Homework

1.Readthepassagefrequently.

2.Writeapassageaboutthemagictrip.

Unit3Languageinuse

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:Seeyoulater.goodnightstreet

Keystructure:Issheenjoyinghervisit?Yes,sheis./No,sheisn’t.

Aretheybuyingpostcards?Yes,theyare./No,theyaren’t.

Speakingskill:TosaysentenceswiththePresentContinuoustense.

Writingskill:TowriteapostcardusingthePresentContinuousTense.

TeachingAids:Multi-Media(orTaperecorder,OHP)

TeachingProcedures:

Step1Playagame

Showtheflashofsomepigs,butstudentscan’tseewhattheyaredoing.Getstudentstoguess.Theteachercanasklikethis:Whatishedoing?Isherunning?Ishesinging?

設(shè)計意圖:本單元是一個復(fù)習單元,以游戲引出話題，活躍課堂氣氛，鼓勵學生大膽表達。

Step2Enjoytalking

Showstudents9pictures.Getthemtoaskandanswerquestions.Forexample:Whatishedoing?Heissinging.

Step3Findouttherules

Letstudentsseeninesentencesandaskthemtotrytofindouttherulesofv.ingforms.(句子見幻燈片)

Step4Dosomeexercises

Giveeachstudentapieceofpaperandtrytofillintheblanks.Payattentiontotheform:be+v.ing(題目見幻燈片)

Step5Aroundtheworld

Showstudentspicturesofdifferentcities.Andtellthemthereisdifferenttimeindifferentplaces.

Step6Tryimagination

Showstudentsapictureofaboy.Tellthemlikethis:ThisismyfriendTony.Completethedialogueandguesswhereheis.

T:Hi,Dad!

D:Hi,Tony.What________________(you/do)?

T:We___________(visit)theForbiddenCity.LinglingandBetty______________(write)postcards.

D:What______________(Daming/do)/

T:He_____________(take)photos.Therearelotsofpeoplehere.They____________(enjoy)thesun.Som__________(look)atthebuildingandsome_______________(listen)totheguide.

D:________________(you/have)agoodtime?

T:Yes,we_____________(have)agreattime,Dad!Seeyoulater.

D:Bye.

Step7Writeapostcard

TellthestudentstheanswerofthequestioninStep6.TonyisvisitingtheForbiddenCitywithhisfriends.Hehasmanyfriends.Tellthestudents:Supposeyouareoneofhisfriends.Nowyouwriteapostcardtohim.GetthemtopayattentiontowritingpostcardsinEnglishcorrectly.

Step8Match

MatchthewordsinBox1withthewordsinBox2tomakephrases.

Step9Homework

1.Finishtheexercisesinworkbook.

2.Finishthepostcard.

相關(guān)閱讀

Module4LifeIntheFuture　(外研七下)

一.教材分析

1.本模塊以未來的教室及學習為切入點，談?wù)搶砦覀兩畹母鱾€方面,學生較為有興趣,便于展開活動。在這個過程中學習和掌握一般將來時WILL+動詞原形的表達方法及注意點。

2.《新標準》英語采用歸納式語法學習法:呈現(xiàn)---提問---發(fā)現(xiàn)---總結(jié),培養(yǎng)學生自主學習的能力。一般將來時作個本學期一個重要的時態(tài)在上一個單元中就已涉及Begoingto+動詞原形,學生已有一定的概念,這只需要老師很好地設(shè)計課堂教學活動作一定的延伸就可以了。

二.學情分析

學生在前一模塊中已學習了一般將來時的肯定、否定與一般疑問的表達方式,也掌握了如何表達自己將要做什么,沒做什么,也學會了如何問別人將來是否要做某事。本單元則是在前面的基礎(chǔ)上引入到談?wù)搶砩钸@個話題上，這是學生很熟悉也是較感興趣的話題。在教師預(yù)設(shè)的任務(wù)中，引導(dǎo)學生在交際中動態(tài)生成，學生有話可說，樂于合作分享。這樣就有利于他們更好的運用課本知識，達到提高綜合運用語言能力的目的.

三.教學目標

1.語言知識目標語音朗讀單詞中注意重讀音節(jié)

詞匯

掌握：cablecalculatorcellsatellitefuelroughheatdullclimatetransportsmoothuncomfortable語法一般將來時的肯定,否定及疑問句結(jié)構(gòu)和形容詞的用法.話題以談?wù)搶淼纳顬橹行模f一說將來生活的各個方面.2.語言技能目標

聽：能聽懂用一般將來時表述的意義。

說：能運用一般將來時描述將來的生活。

讀：能讀懂閱讀文章，理解語篇主題和細節(jié)。

寫：能用一般將來時寫將來生活等有關(guān)的短文。

3．學習策略目標

認知

聯(lián)系，歸納，推測等技能。

調(diào)控

從同伴處得到反饋，對自己在敘述中或書寫中的錯誤進行修改。

交際

學習運用恰當詞語與語法介紹和詢問。

資源

通過其他學科或網(wǎng)絡(luò)獲取更多未來生活的信息。

自學策略

能借助詞匯圖掌握單詞，形成話題聯(lián)想的習慣。

情感策略

能在小組活動中積極與他人合作，互相幫助，共同完成學習任務(wù)。

4．文化意識目標：

了解將來生活會帶給我們的變化，讓學生有一種危機感.增加學生的背景知識，增強學科間的交流,培養(yǎng)學生具有一定的探索未來的科學思想,培養(yǎng)高尚的情操。

5．情感態(tài)度目標:

1）通過課文教學引導(dǎo)學生關(guān)心國家大事，了解將來生活的巨大變化,因此要刻苦學習，長大為祖國繁榮富強做貢獻。

2）能在小組活動中積極與他人合作，互相幫助，共同完成學習任務(wù)。

四．重點難點

1.教學重點

[1]以談?wù)搶砩顬橹行模榻B并詢問有關(guān)將來生活的信息.

[2]能運用用一般將來時及形容詞。

2.教學難點

[1]描述將來生活涉及的一些詞匯及它們在句中的正確運用。

[2]能運用一般將來時進行描述與提問。

五.突破途徑

1.利用多媒體,讓學生在歌聲中感受語言，在輕松愉快的video欣賞中輸入語言。在合作學習、游戲、競賽等活動中鞏固語言。

2.整合教材,對教材的內(nèi)容進行適當?shù)难a充、刪減、調(diào)序。以話題為核心,設(shè)計多種任務(wù)活動，把知識點化難為易。將知識不斷滾動、內(nèi)化和外延。

六.課時安排

Period1Unit1ListeningandVocabulary

Period2Unit2ReadingandVocabulary

Period3Unit3LIsteningReading

Period4Unit3GrammarModuleTaskPeriod1Unit1ListeningandVocabulary

Step1.Warm-up

T:Whatareyougoingtodoatthisweekend?

S:Iamgoingtodomyhomeworkatthisweekend..

T:Areyougoingtoplaythepianothisafternoon?

S:Yes,Iam/No,Iamnot.

………

Likethis,askthestudentstoworkinpairstoreviewthefuturetense.

Step2.Presentation

T:Whatwillyoudoatthisweekend?

Helpthestudentsanswer:Iwilldomyhomeworkatthisweekend.

（用begoingto+do的操練引出will+do，旨在以舊帶新，使同學們在很自然的復(fù)習語境中導(dǎo)入到新課的學習。呈現(xiàn)出will+do這個時態(tài)，讓學生有一個初步的概念。）Askthestudentstoworkinpairstopracticewill+do.

Step3.Newwords

(1)Presentationofthevocabularywithsentences：lifefutureinthefuturecableTVcalculatorcellphonechalkpaperrulersatelliteTVnoone(2)Readthroughthenewwordsandhavethestudentsfollowandthenrepeatchorallyandindividually.

(3)Pairwork:WhatdoyouusetolearnmathandscienceandwhatdoIusetoteachEnglish?（使用語境教單詞法，這樣不僅讓學生掌握了單詞的讀音，還可以讓學生知道怎樣去使用?？赡鼙燃兇饨虇卧~要來得更有效些，接著再用一個pairwork來鞏固這些單詞，避免了重復(fù)朗讀的單調(diào)，并且這是一個開放性的對話，也活躍了同學的思路和課堂氣氛。）Step4.Listeningcomprehension

(1)ListentothetapeandcheckthetruesentencesforDamingandBetty.(2)Trytoreadafterthetape.Step5.Reading

(1).Listentothetapeandanswerthequestion:Willtherebeschoolsinthefuture?(2).Readthedialogueandchoosethebestanswerstothequestions.(3).Readthedialogueinrolesandaskthemtrytoactitout.Step6.Groupwork

Talkabouttheclassroomtenyearslatercomparedtotheclassroomnowingroupsandtheneachgroupgivesareport.Step7.Homework

1、自默本單元單詞及重點詞組。

2、制作一張十年后你的教室，學?；蚣业暮?。Period2Unit2ReadingandVocabulary

Step1.Work-Show

Showtheirhomework.Aposterabouttheirclassroom,homeorschool。Sharetheirsuccesswithallthestudents.(分享他們的海報，既練習了學生的聽力，也練習了學生的口語。讓學生體驗到了他們自身的價值，提高了參與的積極性。)Step2.Newwords

(1)Presentationofsomeofthenewwordswithsentences(2)Readthroughthenewwordsandhavethestudentsfollowandthenrepeatchorallyandindividually.(3)Pairwork:Whatcanyouseeinthepictures?Step3.Reading

(1)Readquicklyandmatchthepicturesandheadings.(2)Readcarefullyandfindtheadjectivesanditsoppositemeanings.(3)Readonebyoneparagraphtofinishtherelativeexercises.（在處理閱讀課的時候，先使用略讀，再使用跳讀，再使用精讀，培養(yǎng)了學生閱讀的技巧。）Step4.Groupwork

Talkaboutthequestions:Willwehaveaneasyoradifficultylifeinthefuture?why?在大量輸入的基礎(chǔ)上，現(xiàn)在讓學生輸出就容易多了，我想學生應(yīng)該是有話可說的，而且也能夠說得起來。有時間的話讓他們寫一個小報告，筆頭也得到了落實，沒有時間的話這個就作為回家作業(yè)。）Step.Homework

1、自默本單元單詞及重點詞組。

2、把groupwork寫成一個小報告。Period3ListeningandReading

Step1.Presentation

Showaflashcardaboutrobots.TeachthewordsandletthestudentstalkaboutWhattherobotscandoforus?Step2.Aroundtheworld

(1)Learnthematerialtogether(2)Withthehelpofrobots,whatwillyourlifebelikeinthefuture?Step3.Listening

Listenandcheckthetruesentences.(wb.9)Step4.Reading

Workinpairs.Readthepassageandcorrectthemistakes.(wb.10)Step5.SurveySurveysomeofthepartnersandgiveareport.1Willyouhaveaninteresting/happylife?Why?

2Willyouhaveasmallandnicecar?

3Whatwillyourhomebelike?

4WillyoudomanythingsontheInternet?WhatwillyoudoontheInternet?

5Willyouhavelotsoffreetime?Whatwillyoudoinyourfreetime?

6Willyoutakeaplanetotravelaroundtheword?WherewillyougoStep6.Homework1、自默本單元單詞及重點詞組。

2、把第五小題的報告定成一篇小文章。Period4Unit3GrammarModuleTask

Step1.Grammar

1.explainthefuturetenseindetails.2.Exercisesaboutthefuturetense.(Unit3Activity1wb.1)Step2.Grammar

1.revisetheadjectives2.Exercisesabouttheadjectives.(Unit3Activity3wb.4)Step3.Grammar

1.teachthestudentshowtousetheconjunctionso

2.Exerciseabouttheconjunction.(Unit2writingandwb.11)

Step4.Moduletask

Designyourdreamschool(Unit3Activity5,67)Step5.Homework1．自默本模塊單詞及重點詞組。

2．完成第三單元及WB中剩下的練習。

MODULE2SpringFestival（外研七下）

教案課件是老師需要精心準備的，大家在仔細設(shè)想教案課件了。只有寫好教案課件計劃，這對我們接下來發(fā)展有著重要的意義！你們會寫一段優(yōu)秀的教案課件嗎？下面是小編為大家整理的“MODULE2SpringFestival（外研七下）”，供大家參考，希望能幫助到有需要的朋友。

一、教材分析

1、主題

SpringFestival

2、題材內(nèi)容

本模塊話題是“節(jié)日”。要求學生掌握描述節(jié)日的表達方式，同時加強學生對中外節(jié)日的理解與認識。通過使用現(xiàn)在進行時，對該話題展開聽、說、讀、寫的語言實踐活動。使學生加深能夠談?wù)摶驅(qū)懗鰧υ摴?jié)日的介紹，并了解英語國家中重要的節(jié)假日及其主要慶祝方式。有助于學生了解世界，提高學習效率，形成自主學習的能力，為學生的終身學習奠定基礎(chǔ)。教學中教師應(yīng)隨時隨地以課本為出發(fā)點，靈活利用各種素材組織教學過程和內(nèi)容。

3、任務(wù)：

介紹春節(jié)或其他中外重要節(jié)日。

4、教學重點和難點

重點：掌握描述節(jié)假日的基本詞匯；

讀懂含有現(xiàn)在進行時的句子；

掌握現(xiàn)在進行時的結(jié)構(gòu)和用法。

難點：現(xiàn)在進行時和一般現(xiàn)在時的結(jié)構(gòu)和用法的比較。

5、課時安排

根據(jù)學生學習英語的特點和規(guī)律，我們把本模塊劃分為4課時：

Period1:Vocabulary,ListeningandPronunciation

Period2:ReadingandVocabulary

Period3:Speaking,Writing,AroundtheworldModuleTask

Period4:Languageinuse

注：教學時應(yīng)根據(jù)學生的學習水平、生活實際水平、接受程度及課堂出現(xiàn)的臨時狀況進行運用、調(diào)整及篩選。二、教學目標

1、語言知識：

語音

/l/,/w/,/j/；動詞ing形式的發(fā)音

詞匯

Festival,ready,cook,meal,learn,dragon,lantern,sweep,floor,happen,help,tradition,bad,luck,paint,mean,decorate,decoration,everyone,haircut,give,dumpling,sweet,pudding,fireworks,few,want,week,round,bring,colour,something,cut,Christmas,long

詞組

SpringFestival,getreadyfor,dragondance,LanternFestival,sweepaway,atwork,papercut,NewYear,NewYear’sEve,sweetpudding,afew,alltheyearround.

語法

現(xiàn)在進行時的問與答；一般現(xiàn)在時。

功能

節(jié)日的表達與詢問；描述準備的過程。

話題

以“節(jié)日”為話題。

2、語言技能：

聽

能聽懂有關(guān)為“節(jié)日”做準備的句子；能聽辯動詞詞組。

說

能就正在做或正在發(fā)生的事情進行簡單的問答練習。流利的說出含有本模塊生詞的短語。

讀

能讀懂有關(guān)節(jié)日描述的短文，并且能將段落與圖片，段落與問題搭配。

寫

學會寫要點，句子以及段落；用and連接句子。

演示與表達

能向人們介紹春節(jié)或其他中外節(jié)日。

3、情感態(tài)度：

樂于接觸并了解世界不同地方人們的節(jié)假日，樂于參加相關(guān)英語實踐活動，提高對英語的學習興趣，培養(yǎng)對異國文化，生活習俗的興趣，提高對本國文化的認識。參加各種英語活動，克服困難，在新環(huán)境中進一步樹立準確的語言學習觀。

4、文化意識：

中外對比

了解英語國家重要節(jié)假日及其主要慶祝方式，鼓勵學生了解世界，加強交流。

三、教法和學法

1、教學方法

基于課程改革的理念及“第二語言習得論”，培養(yǎng)實現(xiàn)人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運用任務(wù)型教學途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開展和諧愉悅的課堂活動，強調(diào)興趣第一的原則,初步設(shè)計“P—T—P”自主學習立體模式：pre-task…task-cycle…post-task。

2、教材處理

核心任務(wù)：能夠運用所學句型結(jié)構(gòu)描述人物和地點及活動。三個環(huán)節(jié)如下：

pre-task：學生聯(lián)系生活實際，激活背景知識，。

task–cycle：通過整個模塊的聽說讀寫的訓練，強化“描述人物和活動?！钡谋磉_能力，為完

成任務(wù)做好鋪墊

post-task：達成任務(wù)，展示成果，反饋學習情況

3、學習策略

學會自主學習，形成有效交際、信息處理、英語思維的能力。

認知

聯(lián)系，歸納，推測等技能。觀察并歸納動詞形式的變化規(guī)則，提高自學能力。

調(diào)控

從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改

交際

學習運用恰當詞語簡單描述節(jié)日。

資源

通過其他資源獲取更多有關(guān)“節(jié)日”的簡單英語。

自學

培養(yǎng)在詞語與相應(yīng)事物之間建立聯(lián)想的習慣，形成話題聯(lián)想的習慣。

留心日常生活中使用的有關(guān)信的簡單英語

合作學習

互相學習，取長補短，把學習英語和信的基本應(yīng)用結(jié)合起來

四、教學設(shè)計

Module2SpringFestival

Period1:Vocabulary,ListeningandPronunciation

1、TeachingContent:Vocabulary,ListeningandPronunciation

2、TeachingAimsandDemands:

1)LanguageKnowledge

Keywordsandphrases:SpringFestival,ready,cook,meal,dragon,floor,happen,help,getreadyfor,dragondance,lantern,festival,sweepaway,atwork

Keystructure:be+v.-ing

Whatishedoing?

Isheworking?Yes,heis.No,heisn’t.

2)Listeningskill:TounderstandconversationsabouttheSpringFestival.

3)Affectionandattitudes:Weshouldbeinterestedinthefestivalsintheworld.

3、Learningstrategies:

Bottom-upapproachandlisteningtothetapeanddosomeexercises.

4、TeachingAids:Multi-Media(Taperecorder,video,handout,etc)

5、TeachingProcedures:

Activity1:Revision

Task:Recallwhatwehavelearnedinlastlesson.

Step1

Labelthepictureswiththewords.

(1).ReadthroughthewordsintheboxandhavetheSs.Repeatthemafteryou.

(2).Askthemtolabeltheminthepicturesonthescreen.

(3).Makesomesentenceswiththewords.Askstudentstospeakoutasmanyastheycan.

Step2

Talkaboutthepicturesthattheteacherbringsintotheclassroom.

Sheisstanding./walking/buying/talking…

Iamnotwalkingtoschoolnow.

Youarenotwalkingtoschoolnow.

Heisnotwalkingtoschoolnow.

Areyouwalkingtoschoolnow?

Ishewalkingtoschoolnow?

Activity2:Leadin

Task1:Brainstormofthewords“festival”.

Step1

DrawaFestivaltree.

Festival

︴

ChineseFestivalsWesternFestivals

SpringFestivalLanternFestivalMid-AutumnFestivalQingmingFestivalDragonBoatFestival…S

ChristmasEasterIndependenceDayHalloweenThanksgivingDayValentine’sDay…

Step2

Talkaboutthefestivals.

Doyoulikefestivals?

Why?

Whatkindoffestivalsdoyoulike,Chineseorwestern?

Whatdopeopledoonfestivals?

Whatfestivalsdoyoulikebest?Etc.

Task2:matchthewordswiththepicturesinactivity1onpage8.

Step1

Ask:WhatisthebiggestfestivalinChina?

WhatdoyouthinkpeopleusuallydotogetreadyfortheSpringFestival?

Readthroughthewordsinactivity1onpage8andhavetheSs.repeatthemafteryouchorallyandindividually.

Step2

Askthestudentstodoactivity1onpage8.PlaytherecordingandasktheSs.tolisten

Step3

Playtherecordingagainandhavethemcheckthewordsindividually.

Checktheiranswerswithapartner.

Step4

Callbacktheanswersinawhole-classsetting

Step5

Talkaboutthepictures

Activity3:Listening

Task1:.TounderstandconversationsaboutgettingreadyfortheSpringFestival.

Step1

GivetheSs2questions:

WhatareLinglingandhermotherdoing?

WhereisLingling’sfather?

MakesuretheSsunderstandthe2questions:

Step2

Playtherecordingandhavethemlisten.

Step3

Playtherecordingagainandhavethemwritetheanswersindividually.

Step4

Playtherecordingandhavethemchecktheiranswerswithapartner

Step5

Callbacktheanswersfromthewholeclass.

Task2:activity3onpage9.

Step1

ChoosethebestanswersinActivity3.

Step2

Callbacktheanswerinawhole-classsetting.

Task3:Listenandread:

Step1

PlaytherecordingandasktheSs.tolistenandreadtheconversation.

Step2

Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.

Step3

PuttheSs.intogroupsof3topractisethedialogue.

Step4

Theyshouldrepeatitseveraltimes,changingtheroleseachtime.

Task4:activity4onpage9

Step1

Explainbysaying“Thisactivityisdesignedtocheckifyouhavegraspedthemainstructure.

Explainthatthestudentshavetoanswerthequestionsinfullsentences.

Step2

PuttheSs.intogroupstoaskandanswerthequestions.

Step3

Callbacktheanswerinawhole-classsetting.

Step4

Askdifferentstudentstopracticetheminfrontoftheclass.

Activity4:Pronunciation

Task:Grasp3phonemes/l

Step1

PlaytherecordingandasktheSs.tolistenandreadthephonemes/l.

Step2

PlaytherecordingagainandasktheSs.torepeatchorallyandindividually.

Step3

PuttheSs.inpairstopracticethem.

Activity5:Atest

ListentothetapeandtranslatesomeofthesentencesintoChinese.

Activity6:Homework

Recitetheshortpassageasfluentlyaspossible.

Period2ReadingandVocabulary

1、TeachingContent:ReadingandVocabulary

2、TeachingAimsandDemands:

1)Languageknowledge:

Newwords:tradition,bad,luck,paint,mean,decorate,decoration,everyone,haircut,dumpling,fireworks,few,week,round,bring

Keyphrases:papercut,NewYear,NewYear’sEve,sweetpudding,afew,alltheyearround.

2)Readingskill:Tounderstandthetext.(重點)

3)Affectionandattitudes:Weshouldbeinterestedinfestivalsintheworld.

3、Learningstrategies:Communicativeapproach.

4、TeachingAids:Multi-Media(Taperecorder,video,handout)

5、TeachingProcedures:

Activity1:Revision

HelpstudentstorevisewhatislearntinPeriodoneofthismodule.

Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.

Revisebe+v.-ingofthepresentcontinuoustense

Iamnotwalkingtoschoolnow.Youarenotwalkingtoschoolnow.Heisnotwalkingtoschoolnow.

Areyouwalkingtoschoolnow?Ishewalkingtoschoolnow?

Activity2:Preparation

Task1:Learnthenewwords.

Directions:Labelthepictureswiththewords.

(1).ReadthroughthewordsintheboxandhavetheSs.Repeatthemafteryou.

(2).Askthemtolabeltheminthepicturesonthescreen.

(3).Makesomesentenceswiththewords.Askstudentstospeakoutasmanyastheycan.

Task2:Talkaboutthepictures

Directions:LettheSs.askandanswer.eg.

-What’sthecolourofthedoorsandwindowsintheroom?

-Red.

-Whydopeoplepaintthemred?

-Thecolourmeansgoodluck….

Activity3:ScanningandSkimming

Task1:Readthepassageandmatchthephotosandtheparagraphs.

Step1

TheteacherlettheSsreadthepassageandmatchthephotosandtheparagraphs.

Step2

Sscansharetheiranswerswithapartner.

Step3

Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers

Task2:Readthepassageandmatchthequestionsandtheparagraphs.

Step1

Ssreadthepassageandmatchthequestionsandtheparagraphsinactivity3onpage10individuallyandcheckwithapartner.

Step2

Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers

Activity4:Dealingwithexpressions:

１．Wehavelotsoftraditions.我們有很多傳統(tǒng)。

lotsof＝alotof許多，既可跟可數(shù)名詞，又可跟不可數(shù)名詞

Thereislotsof/alotofwaterinthebottle.瓶子里有很多水。

many許多,可跟可數(shù)名詞;much許多,可跟不可數(shù)名詞

Therearemanybooksonthedesk.

Thereismuchwaterinthebottle.瓶子里有很多水

2…wepaintthedoorsandwindowsred.我們把門和窗子漆成紅色的。

colour/paintsth.+red把…涂上…顏色

Wecolouritblack.我們把它漆上黑色。

3．Weusuallydecoratethedoorsandwindowswithpapercuts.我們一般用剪紙裝飾門和窗。

decorate…with…用…裝修，裝飾

Weusuallydecoratetheroomwithflowers.我們一般用花裝飾房間。

decorationn.裝飾

IneedsomeChristmasdecorations我需要一些圣誕節(jié)裝飾。

Heisgoodatcakedecoration.他擅長蛋糕裝飾。

4.TheNewYearFestivalfinishesattheLanternFestivalafter2weeks.

新年在2周之后元霄節(jié)之時結(jié)束。

theNewYearFestival指整個過年期間。

Theyareroundandsotheybringusgoodlickalltheyearround.

alltheyearround:duringthewholeyear一年四季；一年到頭

Theyworkhardalltheyearround.他們一年到頭工作都很努力。

Tradeisgoodalltheyearroundbutitisalittlelessbusyinthewinter.貿(mào)易一年到頭都很好，只有冬天不是很忙。

Activity5:Languageuse

Step1

activity4onpage11.

Step2

Exercise1onpage92.intheWB.

Direction:Ssdoitbythemselves.Let’sseewhocanfinishitassoonaspossible.

Step3

(Givethestudentssometimetorecallwhatthey’velearnedinthisclass)

Firstthinkbythemselves.Thendiscussinpairsandfinallysharetheiranswerswiththeclass.

Activity6:Homework:Exercise3onpage92.intheWB.

Activity7:Atest:

WriteashortpassagedescribingwhatyouusuallydofortheSpringFestival.

Period3:Speaking,Writing,AroundtheworldModuleTask

1、TeachingContent:SpeakingandWritingAroundtheworldModuleTask

2、TeachingAimsandDemands:

1)Speakingskill:Tobeabletosaywhatpeoplearedoing.

Improvethestudents’speakingability.(重點)

2)Writingskill:Writesentencesandparagraphssayingwhatpeoplearedoingoraren’tdoing.Improvethestudents’writingability(難點).

3)Tosummarizeandconsolidatethelanguagecoveredinthismodule.

4)Affectionandattitudes:Weshouldbeinterestedinfestivalsintheworld.

3、Learningstrategies

Top-downandInteractiveapproachanddosomeexercises.

4、TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

5、TeachingProcedures:

Activity1:Revision

Task:Helpstudentstorevisewhatislearntinlastmodule.

Step1

Revisethewordsandphrases.

Step2

PuttheSs.inpairstopracticethedialogueandthetext..

Activity2:Speaking

Task:AskandanswerthequestionsusingthePresentContinuousTense.

Improvethestudents’speakingability.

Step1

PairtheSs.todoactivity6.

Step2

HavetheSs.topracticeandwritequestionsusingthePresentContinuousTense.

Step3

Circulateandmonitorpronunciation.

Step4

Callbackafewexamplesfromsomepairsinawhole-classsetting.PayParticularattentiontothestructureofbe+v.-ing

Activity3:Writing

Task1:Matchthenoteswiththeheadings.

Step1

RunthroughtheexampleswiththeSs.andmakesurethattheyunderstandthem.

Step2

Askthemtodoactivity5onpage11individuallyandchecktheiranswerswithafriend.

Step3

Callbacktheanswersfromthewholeclass,andwritethemontheboard.

Step4

Summarise

Task2:Join2notesandwriteonesentenceswithand.

Step1

LettheSs.readtheexampleinactivity6.

Step2

Askthemtodoactivity6onpage11individuallyandchecktheiranswerswithafriend.

Step3

Theycanthenexchangebooksforpeercorrectionoffactsandlanguage.

Step4

Callbacktheanswersfromthewholeclass.

Task4:Write5paragraphsdescribingChristmasinBritain.

Step1

Readtheexampleinactivity7.Askthemtodotheactivityindividuallyandchecktheiranswerswithafriend.

Step2

Callbacktheanswersfromthewholeclass.

Step3

Summarise

Activity4:Aroundtheworld

Task:LearnsomethingaboutChristmasandFatherChristmas

Step1

AsktheSs.tolookatthedifferentpicturesaboutChristmasandFatherChristmas

.TelltheSs.someknowledgeaboutthem.

Step2

Introducesomeotherfestivalsinwesterncountries.

Activity5:ModuleTask

Writingapostcard

Step1

Activity5andactivity6onpage13AsktheSs.towritenotesindividually.Circulateandmonitortheirproduction.

Step2

Writealettertoapenfriend.

Chooseafewofthebestlettersofyourstudents`workandplacetheminthejournal.

Note:LettheSslookatitwhentheyhaveasparemoment.Theymayusecomputersifpossible.

Activity6:Recalling

Recallwhatwelearntoday.

Activity7:Atest

DoEx.9onpage90.andhandinimmediately.

Activity8:Homework:DoEx.12onpage95.Period4.Languageinuse

1、TeachingContent:Languageinuse

2、TeachingAimsandDemands:

Keystructures:be+v.-ing(重點)

1)Tosummariseandconsolidategrammarfocus.

2)Tosummariseandconsolidateexpressionsandvocabulary.

3)Affectionandattitudes:Weshouldbeinterestedinfestivalsintheworld.

3、Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.

4、TeachingAids:Multi-Media(video,OHP,handout)

5、TeachingProcedures:

Activity1:Revision

Helpstudentstorevisewhatislearntin3periodsofthismodule.

Activity2:Languagepractice

Task1:Tosummarizeandconsolidatetheusageofthepresentcontinuousquestionsandshortanswers.

Step1

RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseof

thepresentcontinuoustense

Step2

AsktheSs.Torepeatthesentencesinthebox.

Step3

Ask“Canyoumakeothersimilarexamples?”

Step4

Doactivity1and2onpage12.Grasptheuseofthepresentcontinuoustense.

Task2:Toconsolidatepresentsimple

Step1

Doactivity3onpage12.

Step2

AsktheSs.tocallouttheanswersfromthewholeclass.

Step3

AsktheSs.toreadthecompletesentences.

Activity3:Revisethewordsthatwelearnedinthismodule:

Task:Writethewordsundertheseheadingsinactivity4.

Lookattheexampleinactivity4andensurethattheSs.Knowwhattodo

Callbacktheanswersfromthewholeclass,andmakelistsontheboard.

LettheSslearntorememberthewordswithwordmaps.eg.

meatfish

beef

…theSpringFestival

tomato

foodvegetablespotato

…fireworkslanternwatchTV

Fruitbananajiaoziluckymoneyvisitingfriendsandrelatipns…

apple

…

computer

kyboardprintermousescreenprocessormonitor…

doingcalculationsdoinghomeworkplayinggamesusingtheinternetwritingemails…

DoEx3onpage92ntheWB.Let’sseewhocanfinishitassoonaspossible.

Activity5:Homework:

DotheSelf-assessmentonPage95intheworkbook.

FinishalltheexercisesintheWB.

Module6TheOlympicadventure?。ㄍ庋衅呦拢?/h2>

教案課件是每個老師工作中上課需要準備的東西，大家正在計劃自己的教案課件了。教案課件工作計劃寫好了之后，這樣接下來工作才會更上一層樓！你們清楚教案課件的范文有哪些呢？以下是小編收集整理的“Module6TheOlympicadventure?。ㄍ庋衅呦拢?，希望能為您提供更多的參考。

Module6TheOlympicadventure

海寧市湖塘初中陳旭炯查曉英

一、教材內(nèi)容分析

本模塊話題是“體育運動”。內(nèi)容為學生所熟悉，結(jié)合學校體育活動的開展及中國2008年奧運會的準備，便于開展課堂活動。要求學生了解奧運，了解不同國家和地區(qū)的體育運動，并且根據(jù)自己的知識與喜好做一張與體育有關(guān)的招貼畫，掌握用形容詞和副詞來表達觀點及形容詞的比較級和副詞的用法。

二、學情分析

通過初一上學期和本學期前五個模塊，尤其是本學期Module5的學習，學生已基本儲備運用形容詞、副詞的原級及形容詞比較級來進行口、筆頭表述的知識。而且本模塊的話題既符合學生的認知水平，又與學生的生活、興趣等相一致，因此，教學中教師應(yīng)隨時隨地以學生已有知識和課本為出發(fā)點，靈活利用各種素材組織教學內(nèi)容和過程，充分調(diào)動學生的積極性。

三、教學目標

1、語言知識目標

語音

單詞在句子中的重讀

詞匯

Olympic,adventure,more,dangerous,gymnastic,ski,popular,exciting,tiring,unpopular,boring,relax,relaxing,safe,neighbourhood,committee,arrive,late,back,however,slowly,loudly,clearly,visitor,need,quickly,well,badly,carelessly,better,hard,cassette,player,vocabulary,carefully,quietly,continue,until

詞組

begoodat,takearound,more…than…

語法

形容詞的比較級和副詞的用法。

功能

觀點表達，尤其是形容詞和副詞的表述。

話題

以“體育運動”為話題。2、語言技能目標

聽

能辨別表示運動的詞語以及表達觀點的形容詞和副詞；能聽懂用所學的形容詞比較級和副詞所做的口頭表述，詢問及其回應(yīng)的聽力材料。

說

能運用比較級形式比較不同的體育項目。流利地說出本模塊的生詞和短語。

讀

能讀懂介紹體育活動的短文，并且將描述與圖表相匹配，理解閱讀材料中所學的形容詞比較級和副詞所表達的語義。進行簡單的閱讀技能訓練。

寫

能用too或also將句子連接起來，使句子更加連貫。

演示與表達

能向同伴介紹自己最喜歡的奧運項目、個人或小組設(shè)計的體育招貼畫和奧運新項目等。

3、學習策略目標

自主學習、有效交際、信息處理、英語思維能力。

認知

聯(lián)系、歸納、推測等技能。觀察并歸納形容詞的比較級的變化和部分副詞的構(gòu)成規(guī)則，提高自學能力。

調(diào)控

從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改。

交際

學習運用恰當詞語簡單描述體育運動。

資源

通過其他資源獲取更多有關(guān)“體育運動”的簡單英語。

自學

策略

培養(yǎng)在詞語與相應(yīng)事物之間建立聯(lián)想的習慣，形成話題聯(lián)想的習慣。能自己檢索有關(guān)體育活動項目或奧運會的資料并進行閱讀。

合作

學習

策略

互相學習，取長補短，注意學習策略共享，將自己所搜集的信息與其他同學共享。

4、文化意識目標

中外

對比

各民族都有自己民族特色的體育活動，各國都有自己的優(yōu)勢項目。體育運動是民族團結(jié)的紐帶。

5、情感態(tài)度目標通過學習描述體育運動，提高對體育和英語的學習興趣，養(yǎng)成愛好體育運動的習慣。參加各種英語活動，克服困難，在新環(huán)境中進一步樹立準確的語言學習觀。

6、任務(wù)

能夠制作招貼畫和設(shè)計奧運新項目等，介紹體育招貼畫、奧運新項目的內(nèi)容以及自己選擇這些體育項目、這樣設(shè)計的理由。

四、教學重點和難點

重點：

掌握描述體育運動的基本詞匯，讀懂含有形容詞的比較級和副詞的句子，掌握形容詞比較級的結(jié)構(gòu)和副詞的用法。

難點：

掌握形容詞比較級的結(jié)構(gòu)和副詞的用法。

五、教學方法

基于課程改革的理念及“第二語言習得論”，培養(yǎng)實現(xiàn)人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運用任務(wù)型教學途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開展和諧愉悅的課堂活動，強調(diào)興趣第一的原則，初步設(shè)計“P—T—P”自主學習立體模式：pre-task…task-cycle…post-task。

六、教材處理

核心任務(wù)：

能夠運用所學句型結(jié)構(gòu)描述體育運動。三個環(huán)節(jié)如下：pre-task：學生聯(lián)系生活實際，激活背景知識。task–cycle：通過整個模塊的聽說讀寫的訓練，強化對“體育運動”的表達能力，為完成任務(wù)做好鋪墊。post-task：達成任務(wù)，展示成果，反饋學習情況。

課時安排：

根據(jù)學生學習英語的特點和規(guī)律，我們把本模塊劃分為4課時：

Period1:VocabularyandListeningandPronunciation

Period2:ReadingandVocabularyandWriting4

Period3:SpeakingandWriting5andAroundtheworldandModuleTask

Period4:Languagepractice

注意：教學時應(yīng)根據(jù)學生的學習水平、生活實際水平、接受程度及課堂出現(xiàn)的臨時狀況進行運用、調(diào)整及篩選。

七、教學設(shè)計

Period1:VocabularyandListeningandPronunciation

TeachingAimsandDemands:

1.LanguageKnowledge:

Keyvocabularyandphrases:Olympic,adventure,more,dangerous,gymnastic,basketball,cycling,tabletennis,ski,popular,exciting,tiring,unpopular,boring,relax,relaxing,safe,begoodat

Keystructure:begoodat,more…than…(重點)

2.Listeningskill:Tounderstandconversationsaboutsports.(難點)

3.Affectionandattitudes:Weshouldlovesports.

Learningstrategies:

Bottom–upapproach;listeningtothetape;watchavideo;dosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handouts)

TeachingProcedures:

Step1Warming-up

1.Askthestudents:WhatistheOlympicflag?Whatdothefiveringsmean?WhatisthemottooftheOlympicGames?

2.Showaprogram—theexcitingmoment,andthenasksomequestions.

Step2Learning

1.Showthepicturestoteachtheadjectives.

(1)Talkaboutthesongandsomepictures.Whatdoyouthinkof…?

(2)GivetheSsthewordsandletthemcircletheadjectives.

happyswimticketinOlympicfastsportworldeasystrongrunandAmericaexpensivejumpbadmintonbadbasketballplanstadium

(3)Matchtheoppositeswitheachother:dangerous-safe,difficult-easy,exciting-boring,

(un)popular,relaxing-tiring.

(4)LettheSstrytofindsomemoreopposites.tall-short…

2.Reviseandlearnthenamesofsomesports.

(1)Guessing:Whatkindofsportsisit?

(2)Lookatthesignsandwritedownthesports.

(3)Designasignandwritedownthenameofthesport.

(4)Listenandnumberthesportsasyouhearthem.

3.LearntodescribetheseOlympicsportsusingtheadjectivesandtheiropposites.

(1)Showsomepicturesandthenaskthestudents:Whichsportisdifficult/easy/dangerous/safe/exciting/boring?

(2)Matchthesentenceswiththepictures.

(3)ListenandrepeatthesentencesinActivities23.

(4)Showthestudentssomemorepicturesandletthemtrytoanswerthequestion:Whichoneismore…?usingthestructure“…ismore…than…”.

(5)Helpthestudentstosummarize:Aismoreadj.(多音節(jié)詞)thanB.

Step3Listeningandreading

1.LetthestudentslistentothetapeofActivity4andcheckthesentencesTrueorFalse.

●Chinesepeoplearegoodatgymnastics.

●Tabletennisismorepopularthangymnastics.

●Runningismoreinterestingthanbasketball.

●Cyclingismoredangerousthanskiing.

●Daminglikesbothrunningandbasketball.

2.LetthestudentslistenagainandtickforBettyandDaming.

Betty

Daming

gymnastics

tabletennis

basketball

running

cycling

skiing

3.Letthestudentsreadandtrytofinishtheconversation.

Betty:Chinesepeopleareverygoodatgymnastics.Doyoulikegymnastics,Daming?

Daming:Yes,Ido.ButChinesepeoplearegoodattabletennis,too,andtabletennisis____________thangymnastics.

Betty:Ilovegymnastics.Ithinkit’s____________thantabletennis.WhatOlympicsportsdoyoulike?

Daming:Basketballismyfavouritesport,butIalsolikerunning.

Betty:Ohno,runningis_____boring_____basketball.Ialsolikecycling.Cyclingis_____relaxing_____running.

Daming:No,itisn’t.Ithinkcyclingis_____tiring_____running.Anddoyoulikeskiing?

Betty:Yes,Ido.Butit’s_____dangerous_____runningandcycling.

Step4Speaking

AskthestudentstochooseanOlympicsporthe/shewantstojoininbestandtelluswhyifhe/shewantstobeavolunteerin2008OlympicGames.

Iwanttojoinin________.ItismyfavouriteOlympicsport.Becauseitis_______than______,andit’s_________________.

Step5Homework

1.Readtheconversationasfluentlyaspossible.

2.Writeashortcomposition:“MyfavouriteOlympicsport”.Whydoyoulikeit?About50words.Period2:VocabularyandReadingandWriting4

TeachingAimsandDemands:

1.LanguageKnowledge:

Newwordsandphrases:neighbourhood,committee,arrive,late,back,however,slowly,loudly,clearly,visitor,need,quickly,well,badly,carelessly,better,hard,takearound,cassette,player,vocabulary,carefully,quietly,continue,until

Comparativeformstheusageofadverbs

Keystructures:Itisdifficulttodo…,take…around,more…than…(重點)

2.Readingskill:TounderstandstoriesabouttheOlympicGames.

3.Affectionandattitudes:Weshouldlovesportsandwishthe2008BeijingOlympicGamessuccessful.

Learningstrategies:

Communicativeapproach.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handouts)

TeachingProcedures:

Step1Leadingin

1.Askthestudents:Whichcountrywillholdthe2008OlympicGames?What’sthe2008OlympicMascot?

2.TalkabouttheOlympicMascotsfor2008andsomeofthelatestOlympicGamesespeciallyMoscow1980,Seoul1988Beijing2008toleadinthetopicofthislesson“EnglishfortheOlympicGames”.

Step2IntroductionandDiscussion

1.Tellthestudentsthebackground:OnJuly13th,2001,Beijingsucceededinbiddingforthe2008OlympicGames.ItwasexcitingnewsforChinesepeople.AsapersoninBeijing—thecitytoholdsuchagreatgame,everyonewasexcited.Sofromthenon,therushtolearnEnglishwasaroused.Today,moreandmorepeople,youngorold,begintolearnEnglish.Dongsi—thelocationofBeijingOlympicCommitteehasbecomeahotplacetolearnEnglish.

2.Letthestudentstodiscuss:

(1)WhathasbeendoneandwhatisbeingdonetopreparetheBeijingOlympicGames?

(2)Whatwouldyouliketodofor2008BeijingOlympicGames?

Step3SkimmingandScanning

1.AsktheSstolookatthe2picturesandtellmewhattheycansee.

2.TheSsreadthepassageasquicklyastheycanandchooseaphotoforit.

3.AsktheSstoreadthepassagetofindoutthepeoplewhoarelearningEnglishandhowtheyarelearning.

4.TheSsreadafterthetapeandchoosethebetteranswerstothesevenquestions.

5.Readingroupsandfillintheblanks.

Step4Learning

1.Findoutthepairadverbswithoppositemeaningsandreadtheadverbs.

2.LearnsomelanguagepointsandwritetheanswerstothequestionsinActivity2.

Step5Retelling

TheSstrytoretellthereadingpassagelookingatthreepicturesandsomeinformation.

Step6Sayingandreporting

1.AsktheSstotrytosaysomethingaboutthemselvesusingtheadverbstheylearned.

◇Igettoschool…

◇Theteacherspeakstous…

◇WeneedtolearnEnglish…

◇WeneedtospeakEnglish…

◇Iwork…

◇Icheckmyvocabularyathome…

◇Ilistentomylessons…

2.Workingroupsoffourtodiscuss:HowshouldwelearnEnglishfor2008?Asksomegroupstotalkabouttheirreports.

Step7Homework

1.Readthepassageafterclass.

2.Writeashortcompositionbeginningwith“IfwewanttobevolunteersinBeijing2008OlympicGames.Fromnowonweshould…”Period3:SpeakingWriting5AroundtheworldModuleTask

TeachingAimsandDemands:

1.Speakingskill:Talkaboutthesportsonelikesusingcomparativeforms.

2.Writingskill:Tocombinesentencesusing“too”or“also”.Improvethestudents’writingabilities.

3.Tosummarizeandconsolidate“more…than…”andthenewvocabulary.

4.Affectionandattitudes:Weshouldlovesports.

Learningstrategies:

Top-downandInteractiveapproachanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handouts)

TeachingProcedures:

Step1Revision

1.HelptheSsreviseknowsomenamesoftheOlympicsports.

2.AsktheSstocomparetheOlympicsportsusingthestructure“…ismore…than…”lookingatsomepictures.

Step2Speaking

1.Guessthesportstheteacherlikes.

2.TheSsasktheirpartnersandthenmakereports.

○Whatsportsdoyoulike?Whatdoyouthinkofit?

○Whatsportsdon’tyoulike?Whatdoyouthinkofit?

Yourpartner

()

likes

doesn’tlike

Sports

Why

Mypartner________likes________.Itis________.

He/shedoesn’tlike________.Itis________.

Step3Writing

1.LettheSschooseforthemselves.

popularexcitingdifficulttiringcheapdangerous

Ilike______(running/skiing).______ismore______than______.

Ilike______(basketball/cycling).______ismore______than______.

Ilike______(tabletennis/gymnastics).______ismore______than______.

2.LettheSstrytowriteforthemselvesandtheirfriends.

Ilike______.______ismore______than______.

Myfriend______likes______.

Hethinksitis______than______.

3.GivetheSstwoexamplestomakesuretheycanjoin2sentenceswithtoooralso.

Step4Pairwork

AsktheSstousethefollowingwordstomakeasimilardialogue.

Words:basketballcyclinggymnasticrunningskiingtabletennis…popularexcitingrelaxingeasysafe…

A:Doyoulikerunningorcycling?

B:Ilikecycling.

A:Why?

B:Becausecyclingismorerelaxingthanrunning.

A:Yes,andIthinkcyclingismoreexciting,too.

Step5ModuleTask

AsktheSstomakeaposterlikethis.

Step6Groupwork

Fourstudentsareinagroup.Eachgrouphasgotahandoutaboutoneofthemascotsofthe2008BeijingOlympicGames.AsktheSstosuppose:iftheyarethemascots,howtointroducethemselvesandtheirfavouriteOlympicsportsandwhytheylikethem.GivetheSssomesentencepatterns.

◆Mynameis________.

◆I’m________.

◆Istandforthe_____Olympicring.

◆I’m____________.

◆MyfavouriteOlympicsportis________.Becauseitis_________than_______.

◆Imean______________.

Step7Homework

1.DotheSelf-assessmentonPage111.

2.MakeanOlympicsportposter.Period4:Languagepractice

Keystructures:Abe+more+adj.thanB(重點)

TeachingAimsandDemands:

1.Tosummarizeandconsolidategrammarfocus(comparativeformstheusageofadverbs).

2.Tosummarizeandconsolidateexpressionsandvocabulary.

Learningstrategies:

Formalinstructionandtask-basedapproachandinteractivepractice.

TeachingAids:Multi-Media(video,OHP,handout)

TeachingProcedures:

Step1ActingandGuessing

1.Guessinggame:Youact,Iguess.

Workinpairs.Onestudentactsthesportafterhavingalookatthepicture.Theotheronewhocan’tseethepicturetriestoguesswhatsportitisbywatchingtheactions.

2.HelptheSsmakeawordmapaboutOlympicGames.

Step2DiscussionandSummary

1.DiscussthequestionswiththeSs.

●Aresportsgoodforus?

Yes,everyoneneedstodosportsbecausetheykeepthebodystrongandhealthy.

●Whichsportisthebest?

Runningiseasy,safeandgood.Butsomepeoplethinkitisboringandtheyliketeamsports.Basketballandtabletennisarepopular.Playsportthatyoulike.

●Isthereanythingyoumustnotdo?

Don’ttrytodosomethingtooquicklyorcarelessly.Somesportscanbedangerous.Ifyouarenotstrong,gymnasticscanbebadforyou.Skiingcanbedangerous.Youneedlessonsfirst.

2.Focusthestudents’attention:

Howtocompare…

●Runningischeaperandsaferthandiving.

●Swimmingiseasierthangymnastics.

●Tabletennisismorepopularthanjudo.

Adverbsvs.Adjectives

■Don’ttrytodosomethingtooquicklyorcarelessly.

■Runningiseasy,safeandgood.

Step3Writtenpractice

ShowtheSstwogroupsofpictures.Dividethemintotwogroupsaccordingtotheirfavorstohaveacompetition.

1.DoActivity12onPage36.

2.DoEx.2onPage108intheWBandthenlettheSstofindoutthepairwordswithoppositemeanings.

Step4Oralpractice

1.DividetheSsintotwogroups(BoysandGirls)toactthedialogue(Activity4onPage33).2.LettheSslearntocomparethesportsasthefollowing.A:Whatsportsdoyoulike?

B:Ilikeswimmingandtabletennis.

A:Whydoyoulikethem?

B:Ilikethembecausetheyaremorerelaxingthanrunning.

A:Doyoulikegymnastics?

B:No,Idon’t.Idon’tlikegymnasticsorjudo.

A:Why?

B:Becausetheyaremoredangerousthantabletennis.Step5SuggestionsandDesign

1.LettheSslookatthefollowingandthengivetheirsuggestionstoHelenandMartin.Whatsportsshouldtheytake?

□Helendoesn’tlikeeating,soKate

isaverythingirl.Sheisweakand

sheoftenhasacold.□Martinloveseating.Heis

alwayseatingsomething.Buthe

istoofatnow.Heusuallyfeelstired.

2.DesignanewOlympicsportaccordingtothefollowingquestions:☆What’sitlike?☆Howdopeopleplayit?☆Doyoulikeit?☆Whydoyoulikeit?Step6Homework

1.Makeupadialogueaboutsportswithyourpartner.

2.FinishtheexercisesintheWB.