小學(xué)五年級(jí)英語教案

八年級(jí)英語下Unit5Topic3SectionC教學(xué)設(shè)計(jì)。

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Unit5Topic3SectionC

Ⅰ.Aimsanddemands目標(biāo)要求

1.Learnsomenewwords:

especially,hang,tear,fallasleep,thought,confident,earthquake,topic,noise

2.Goonlearningthesentencepattern:“make+object+v./adj.”

Sometimesitmakesmefeelhappy.

Wearingredoftenmakesmeactive.

3.Talkabouttheinfluencesofdifferentthingsonfeelings.

Ithinkthemooncanaffectmymoods.

Theenvironmentcanchangemyfeelings.

Ithinktheweathercanaffectmymoods.

Colorscanaffectmyfeelingsandmoods.

Bigeventscanaffectmealot.

4.Educatestudentstokeepmentallyhealthy

Ⅱ.Teachingaids教具

錄音機(jī)//多媒體課件

Ⅲ.Teachingprocedure:

Step1Review

1.Warm–up:Enjoythesong:LemonTree

2.Haveacompetition:(twogroups)

Makesentenceswiththestructure:make+object+v./adj.

Step2Presentation

1.Presentthefivepicturesin1.

Talkabouthowthesethingscanaffectourfeelingsandmoods.

2.LetstudentslistentothetapeonPage21andanswerthequestions.

①.Whydoesthemoonmakethegirlsad?

②.Howdoesthemanliketheenvironmentinabigcity?

③.Whydoestheboyhavesadthoughts?

④.Whatcolorscanmakeyoufeelcalm?

⑤.Whicheventmakesyousadandworried?

Whicheventmakesyouexcitedandactive?

3.Letstudentsscanthetextandcirclewhatcanaffectourfeelingsandmoods.

4.Explainsomekeypoints.Letstudentsundersomepointsandtakenotes.

①.fullmoon滿月

②.gettogetherwith與……相聚

③.Ifeelverylonely,andmyeyesfillwithtears.

=Ifeelverylonely,andmyeyesarefulloftears.

fillwith=befullof充滿

④.fallasleep入睡

⑤.Atnight,it’stoonoisyformetofallasleep.

too---to---太------而不能------

Step3Consolidation

1.Followthetape.Payattentiontoitspronunciationandintonation.

2.Letstudentsfindoutthesentencestructureof‘make+object+v./adj.’

3.Trytoretellthetextaccordingtothetableonthescreen.

ThingsHowcantheyaffectourfeelingsandmoods?

Themoonsometimes–happy;sometimes–sad,especiallythefullmoon–roundandbright–can’tgettogetherwith–lonely–eyesarefulloftears

Theenvironmentabigcity–too---to---–countryside–cleanandquiet–happier

Theweatherrains–sad;shinesbrightly–happy

Colorsorangeandyellow–confident,cheerup;blueandwhite–calm;green–givememoreenergy;red–active

BigeventstheWenchuanearthquake–sadandworried;thetopicoftheBeijingOlympics–excitedandactive

4.Summary

Step4Practice

1.P22:2Readtheinstructions.

2.Dividestudentsintofourgroups.Haveacompetition.Thegroupwhichwritesthemostsentencesisthewinner.

Step5Project

Whatcanaffectyourfeelings?Howdotheyaffectyou?Chooseonethingtowriteapassage.Finish3.

擴(kuò)展閱讀

八年級(jí)英語topic1sectionc教案

8AUnit3全部教案

Warm-upactivities

1Reviewsomekeywordsandphrasessuchas‘exercise’,’climb’,’keepfit’and‘enjoy’.AskstudentstolookatthepicturesandreadtheconversationbetweenEddieandHobo.

2Trytoelicitfromstudentsthefunnyaspectsofthecomicstrip.Allowstudentstoexpresstheirfeelings.

Asktwomoreablestudentstorole-playtheconversationinfrontoftheclass.

Presentation

1Dividetheclassintogroupsofthree.Setstricttimelimitof1-2minutes.EachstudentinagroupreadsoneofthepostcardsinPartA.Askstudentstounderlinethenamesofplacesmentionedinthepostcardandaddthenamesofthecityandthecountry.

2Encourageeachstudenttotaketurnstoexplainthepostcardtotheotherstudentsinthegroup.Thenstudentsmatchthepicturestothetextonthepostcardsontheirown.Checkanswersinclass.

3AskstudentstodoPartBontheirown,andthencheckanswerswiththeirpartners.Checkanswersinclass.ElicitsentencesfromstudentssuchasTheOperaHouseisinSydney,Australia.

Languagepoints

Exercise,climbthehill,needtodo,keepfit,comeon,enjoyourselves,takesb.toswh.,whathappenedthere,thefamousHarbourBridge,theOperaHouse,theRiverSeine,theWhiteHouse,

Homework

1Learnthelanguagepointsbyheart.

2一課三練P.25

3PreviewtheReadingPart.

Revision

1Reviewkeyvocabularyaccordingtothegeneralabilityoftheclass.

Presentation(ReadingA)

1ShowthepicturesoftheWorldParkinBeijing.Elicitthenamesoftheplacesorbuilding.

2Explaintostudentsthecontextoftheletter.AskWho’swritingtheletter?Who’sLinda?Who’sshewritingto?

3Readthelettertotheclasswhilestudentsfollowintheirbooks.Trytoreadwithexpression.

4Dividetheclassintogroupsofthreeandallocateoneparttoeachgroup.Askthemtofindadj.,verbsorphrasesintheletter,whichdescribehowLindafeltthatday.Theycaneitherunderlinethewordstheydonotknoworwritethemonapieceofpaper.Thengothroughthewordsstudentshaveunderlined.

5AskstudentsineachgrouptogothroughthethreesectionsinLinda’sletteranddiscussthedifferentfeelingsexpressedinit.

3Askstudentstowriteascheduleofthedayoutindicatingplacesandmovementsonly.Askthemtolistthekeywords.

6Checkstudents’understanding.Askcomprehensionquestions.

Presentation(ReadingB)

1Askstudentstoreadtheconversationontheirown.

2Askstudentstoreplacetheunderlinedphrasewiththecorrectwords.Encouragelessablestudentstofindthewordsintheletteronpage3637.

3Askstudentstocompareanswersinpairs.Thenasktwostudentstoreadouttheconversationinclasstocheckthecorrectanswers.

4Askstudentstowritethelistofnewwordsanddefinitionsintheirvocabularyrecordbooks.

5Dividetheclassintopairsandaskthemtoreadtheconversation.

Presentation(ReadingC)

1DoPartCasaclasscompetition.

2Askstudentstoclosetheirbooks.Thenreadthesentencesatrandomoneatatime.WritethemontheBbonlyoneatatime.Makeitclearthatstudentsraisetheirhandswhentheyarereadytoanswer.

3Askstudentstocorrectthefalsesentences.Allowlessablestudentstoopentheirbooksandfindthecorrectinformation.

4TalktostudentsaboutahomepagetofocustheirattentiononPartC2.ThenaskthemtosequencethepicturesonDaniel’shomepageontheirown.

5Checkanswersasawholeclassactivity.

6Askstudentsifthereareanydisagreements.Encouragethemtoexplainwhytheyhaveselectedacertainsequenceinordertoidentifyreasonsformistakes.

Languagepoints(PartA)

Invitesb.todo,atthebeginning,getonacoach,beboring,onthehighway,feelsick,mostofthetrip,arriveat,bemadeofmetal,infrontof,placesofinterest,fromallovertheworld,therealonesinEgypt,anamazingday,joinin,teachhimself,ahomepage,foreveryonetolookat

Languagepoints(PartB)

Travelfromoneplacetoanother,movementofcars,themainroad,comeupfromyourstomach,thetallmetalbuilding,theoldstonebuilding

Languagepoints(PartC)

Ittakessb.timetodo

Homework

1Learnthelanguagepointsbyheart.

2一課三練P.26-27

3PreviewtheVocabularyPart.

Presentation（Vocabulary）

1PartAisarecognitiontaskaskingstudentstoidentifytheEnglishnamesofpopularplacesofinterestinBeijing.Bringinphotosoftheseplaces.

2Explainthecontextofthetasks.Askstudentstostudythepicturesandwords.

2Askstudentstocheckanswerswithapartner.Thencheckthecorrectanswerswiththewholeclassbyaskingindividualstudentstoreadoutthesentences.

3PartBisaproblem-solvingtaskandstudentsneedtousetheirexistingknowledgeofBeijingtodoit.BringinamapofBeijing.

4Revisemeansoftransportbyaskingstudentshowtheygotoschoolorwork.

5Askstudentstodothetaskinpairs.Thenaskstudentsinapairtocomparetheiranswerswithanotherpair.Thenaskstudentstotaketurnstoreadthesentencesaloudtocheckthecorrectanswers.

Languagepoints

TheMonumenttothePeople’sheroes,theredmapleleaves,walkslowlyaroundthebiglake,feelthebeautyof…,thenamesofthetransport,morethananhour.

Homework

1Learnthelanguagepointsbyheart.

2一課三練P.28

3PreviewtheGrammarPart.

Presentation（GrammarPartA）

1Elicitfromstudentsthecontextillustratedinthepicture.Focusstudents’attentiononthetripandhowtheClass1,Grade8studentsfeltatthetime.E.g.,Howwasthetrip?(boring,toolong)ThenaskthemtoformsentenceswiththekeywordsandwritethemontheBb.E.g.,Thetripwasboring.Itwastoolong.Askthemtojointhetwoideasinonesentence.

2Askstudentstolistothersimilarideasaboutthejourneyusing‘a(chǎn)nd’.

3Askstudentstocombinethetwocontrastingideas---ofaboringtriponthecoachandawonderfulday.Askthemwhenweuse‘a(chǎn)nd’and‘but’toelicittherulers.

4Askstudentstocombinethetwooptions.

5Elicitafewsentencesfromstudents’ownexperiences,focusonthesentenceswiththesamesubjectsandverbs.

6Thisisadeductivelearningactivity.Encouragestudentstoworkitoutasaproblem-solvingtaskfollowingasetsequenceofdeduction.StudentsshouldbeabletoworkoutthecorrectjoiningwordandalsowhichwordstodeletebyapplyingrulesonPage41.

7Elicitfeedbackfromtheclass.Askstudentstoreadouttheirnewsentences.Theotherslistencarefullyandexpressagreementordisagreement.Ifthere’sanydisagreement,encouragestudentstoexplaintheirreasonstohelpthemfocusonthedifferentdetailsoftherule.

Presentation（GrammarPartB）

1Readthesamplesentences.Askstudentstoidentifytheverbandthe‘to’-infinitiveineachsentences.

2Elicitotherverbsthatareusuallyusedwith‘to’-infinitive.Givethemtheextraexampleslistedonpage43.

3Askstudentstocomplete‘Workouttherule!’atthebottomofthepage.Forlessablestudents,tellthemtogothroughtheexamplesentencesandtheexplanationsagain.

4Askstudentstocompletetheconversationinpairs.Theyshouldmakesenseofthesentencesbeforetheyselectaverb.Remindlessablestudentsthattheyneedtouse‘to’-infinitivesintheconversation.

6Askstudentstoreadtheconversationinpairs.Askapairofmoreablestudentstoreadouttheconversationtotheclass.

Presentation（GrammarPartC）

1Writedownsomesentencescontainingreflexivepronouns.Youcanusethefollowingexamples:

*Ifelloverandhurtmyself.

*Mybabysistercanfeedherself.

*Mycatcleansitselfeveryday.

*Wefoundourselvesinthecentreofthecity.

2Underlinethereflexivepronounsinthesentences.Explaintheuseofreflexivepronouns.Tellthemweusethemwhenthesubjectandtheobjectarethesamepersonorthing.

3Explainthedifferencebetweenreflexiveandpersonalpronounsbygivingsomeexamples.

4Gothroughthetable.Makesurestudentsareabletodistinguishbetweenthesingularandpluralforms.

5Writesomemoreverbs,e.g.,‘teach’,‘give’,‘buy…for’,’lookafter’,etc.

6Askstudentstocomplete‘Workouttherule!’atthebottomofthepage.

7ExplainthecontextandtellstudentsthattheyneedtofindoutLindaandSimon’ssecret.Askstudentstoreadthecartoonstoryfirstwithoutworkingoutthecorrectreflexivepronouns.Checktheunderstandingofthevocabulary.

8Thenaskstudentstogothroughthestoryagainandworkoutthecorrectreflexivepronounforeachblank.

9Askmoreablestudentstoreadoutthespeechbubblesinsequence.Therestoftheclassshouldlistencarefullyandchecktheiranswers.

Languagepoints

Decidetodo,preparetodo,seethesunset,takesomephotosofit,climbtherocks,hide-and-seek,pullhimselfup,luckily,donottellanybodyaboutthis,keeptheirsecrettothemselves

Homework

1Learnthelanguagepointsbyheart.

2一課三練P.29-30

3PreviewtheIntegratedskillsPart.

Presentation（IntegratedskillsA）

1Talktostudentsaboutdifferentschoolevents.Elicitfromstudentsnamesofsuchevents,e.g.,asportsday,afunnyday,aschoolfair,etc.

2Setthecontextoforganizingsports,music,dramaoranyothereventsinvolvingcompetition.

3Brieflyreviewlanguagerequiredforascheduleusingyourstudents’ownexperience.Useinformationbasedontheschool.WritesomedetailsontheBb.

4Readtheposterinpairs.Asksomequestionstofindoutthemainpoints,e.g.,What’sitabout?Whoisitabout?Whatwillhappen?Wherewillithappen?When?

4AskstudentstolookatKitty’snotesandcompleteasmuchofthescheduleaspossibleontheirown.Encouragethemtofindtheanswersintheposterandunderlinethem.

5PlaytherecordingforPartA2andaskstudentstocompletetherestofthenotesontheirown.PlaytherecordingagainsothatSsareabletocheck,confirmorchangetheirinitialresponses.

6Askmoreablestudenttoreadthecompletednotestothewholeclasstocheckanswers.

7PresentPart3asaquizreadingthesentencesonebyone.Askmoreablestudenttorewritethefalsestatementswiththecorrectdetails.

Presentation（IntegratedskillsB）

1Askstudentstopracticetheconversationinpairsandthenchangeroles.

2ClosethebooksandlistentomewhileIreadtheconversation.Askstudentstorepeatthesentencesastheyhearthem.

3EncourageSstomemorizethesentences.Askthemtopretendtheyaretalkingonthephone.

4AskSstoworkinpairsandusetheconversationasamodeltomakesuggestionsaboutvisitingaplace,expresstheiropinionsandmakearrangements.

Languagepoints

Thefinalof…,takeplace,cheerforourteam,withyoursupport,wewillwin,half-time,presentationofcupandmedals,perperson,costofthetrip,overanhour,ShallwegototheGreatWall?,I’mafraid…,Whydon’twe…?,playhide-and-seek

Homework

1Learnthelanguagepointsbyheart.

2一課三練P.31

3PreviewtheStudyskills,MaintaskCheckoutPart.

Presentation（Studyskills）

1MakeSsawareofthedifferencebetweenfactsandopinions.Askmoreablestudentswhatisafactandwhatisopinion.

2AskstudentstoreadtheleafletabouttheWorldPark.

3Whentheyarecomparingtheiranswers,askthemtounderlinethewordswhichexpressopinionsandpersonalfeelings.

Languagepoints（Studyskills）

467,000squaremetresinarea

Presentation（Maintask）

1Introducethetopicofplanningadayout.AskSstobringinbrochuresoflocalplaceswhichtheywouldliketovisit.

2ElicitfromSstheneedforaccuracyintermsoftimes,dates,transport,placesandtypesofactivities.

3Remindstudentsthecontextofthissection.GothroughtheplaninPartAandpointouttheinformationwhichKittyandDanielwanttoincludeintheinvitationletter.

4TellSsthatthemodelplanpreparesthemforwritinganinvitationletterwiththeirowninformationanddetails.

5AskstudentstogothroughkittyandDaniel’sletterquicklyandcompleteitontheirown.

6DirectSs’attentiontothedifferentpartsoftheletter.Askstudentstocoverthepromptsontheleft.AskthemtomatchthemwiththecorrespondingpartsinkittyandDaniel’sletter.

7AskstudentstowritearoughdraftusingtheplanstheyhavepreparedinPartB.

Languagepoints（Maintask）

Iscomingtovisityou,allthewayto…,

Presentation（Checkout）

1Revisetheuseofjoiningwords,reflexivepronounsandverbs+toinfinitives.

2Askstudentstoreadthroughtheconversationandcompletethesentences.

3Checkthecorrectanswerswiththewholeclassandtellthemtowritetheirscoresinthepaw.

4AskSstolookatthepicturesinPartBandexplainthecontext.Ssthenwritethenamesoftheplacesontheirown.

Languagepoints（Checkout）

Plannedtogo,packmybaginstead,playbadly,shuttlebus,goclimbingonrocks

Homework

1Learnthelanguagepointsbyheart.

2一課三練P.32-34

3PreviewtheUnit4.

仁愛版八年級(jí)下Unit7Topic2SectionC教案

Themainactivities:1a3

Teachingperiods:1

Teachingaimsanddemands:

1.Continuetolearnobjectclause.

2.Learnthetablemannersforaformalwesterndinner.

Newwords:

formalmannernapkinlapsomebody

drinktosb./sth.sipdessert

Teachingprocedure:

Step1Review

Askandanswer:

T:What’syourfavoritefood?

S1:Ilikedumplingsbest.

T:Canyoucookit?

S1:Sorry.Ican’t.

T:Doyoulikecooking?

S2:Yes,Ido.

T:Canyoucookdumplings?

S2:Yes,Ican.

…

T:Canyouguesswhatmyfavoritefoodis?

S3:Isitbread?

T:No.

S4:Isitsandwich?

T:No.

…

(Theteachershowapictureofhamburger.)

T:Lookatthepicture.What’sthis?

Ss:It’sahamburger.

T:That’sright.Thisismyfavoritefood.TodayIwanttomakesomehamburgersformyfriends,butIdon’tknowhowtomakeit?Canyouhelpme?

Ss:Yes,wecan.

S5:First,cutthebreadintotwohalves.

S6:Then,addbeeforfriedchicken,cheeseandvegetablestothebread.

S7:Next,putthetwopiecesofbreadtogether.

S8:Finally,heatthebreadforoneminute.Thehamburgerisready.

T:Oh,Icanmakeit.Thankyouverymuch.

Step2Presentation

1.Lead-in

T:Lastlessonwehavelearntsomethingabouteatingcustomsindifferentcountries.Couldyoutellmemoreaboutit?

Ss:Sure.

T:Isitpolitetoputlotsoffoodonone’splateinwesterncountries?

S9:No,itisn’t.

T:IsitimpolitetouseknivesinThailand?

S10:Yes,itis.

T:Todaywe’lllearnhowtouseobjectclausestoaskthesequestions.

Forexample:

---IsitpolitetosmokduringamealinFrance?

---Yes,itis.

(Useobjectclause)

---Iwanttoknowwhether/ifitispolitetosmokeduringamealinFrance.

---IthinkitispolitetosmokeduringamealinFrance.

….

2.Pairworks

Usetheobjectclausetodiscusseatingcustomsandfinish3.

(Showsomepictures)

Lookatthesepictures.Thenaskandanswerwithyourpartners.(Usingobjectclauses)

Step3Discussion

UseobjectclausestodiscusstheeatingcustomsinChina.

Couldusethesesentencepatterns:

It’spoliteto…inChina.

It’simpoliteto…inChina.

Step4Listening

1.T:Differentcountriesalsousedifferenteatingtools.InChina,weusechopsticks.Anddoyouknowsomeeatingtoolsinwesterncountries.

Showsomepicturesofeatingtoolsandlearnthenewwords:

spoonforkglass

napkinplateknife

Readthenewwordstogether.

3.Listentothetapeandfinish2.Andlearnhowtosetthetable.

Step5Readandunderstand

1.Listento1aandanswerthesequestions:

1)Whatwillyoudowhenyousitdownatthetable?

2)Whatdoesthedinnerstartwith?

3)Whatshouldyoudowhenyoustarteating?

4)Isitpolitetospeakloudlyatthetable?

5)Whatshouldyoudowhenyoudrinktosomebody?

2.Checktheanswersandexplainthepassage.

3.Listenagainandreadafterit

4.Readbythemselves.

Step6Project

Janewilltakepartinawesterndinnerpartythisweekend.Sheasksherfriend(s)totellhersomethingaboutthewesterntablemanners.

(2~4studentsasagrouptomakeadialog.Thenactitout.)

Forexample:

A：Hi,Tom!TomorrowI’mgoingtoaformalwesterndinnerpartyforthefirsttime.Wouldyoupleasetellmesomethingaboutit?

B：Sure.First,whenyousitdownatthetable,takeyournapkinunfolditandputitonyourlap.

A：Whatdoesthedinnerstartwith?

B：Asmalldish.

A：WhatshouldIdowhenIstarteating?

B：Youshouldkeeptheknifeinyourrighthand,andtheforkinyourleftwhenyoucutupyourfood.Don’ttakemorefoodthanyouneed.It’spolitetofinisheverythingonyourplate.

A：Isee.Couldyoutellwhetherit’spolitetospeakloudlyatthetable?

B：It’simpolite.Andyoushouldtrytospeakquietlyandsmilealot.Butremembernottolaughallthetime.

A：WhatshouldIdowhenIdrinktosomebody?

B：Youshouldraiseyourglassandtakeonlyasip.Neverdrinktoomuchduringthedinner.

A：Idon’tknowifIneedtoobeyalltheruleswhenI’mhavingdinnerwithmyfriends.

B：Youdon’thaveto.

A：Thanksalot.

B：You’rewelcome.

Step7Consolidation

Closeyourbooksandretellthewesterntablemanners.

Whenyousitdownatthetable,youshould

Youcanstartthedinner

Whenyouareeating,youshould

Don’ttakeandspeak

Whenyoudrinktosomebody,youshould

Step8Classactivities

1.Listentothesong“Patacake”

2.Listentothetapeagainandtrytosingthesong.

Step9Homework

1.Finishtheexercisesinworkbook.

2.Reviewtopic2

Unit1topic3SectionC(仁愛九下)

Unit1topic3SectionC

教學(xué)設(shè)計(jì)

義龍中學(xué)英語組王鳳霞

一、教學(xué)內(nèi)容

本課內(nèi)容是仁愛英語九年級(jí)下冊(cè)第一單元話題三SectionC，通過閱讀課文，了解EdmontonCommunityServices為流浪兒做了那些工作，以及這些流浪兒在這個(gè)社區(qū)服務(wù)中心應(yīng)該如何遵守規(guī)章制度。

二、教學(xué)目標(biāo)

根據(jù)英語課程標(biāo)準(zhǔn)的描述，結(jié)合本課教學(xué)內(nèi)容，教學(xué)目標(biāo)制定如下：

1.語言知識(shí)目標(biāo)：

目標(biāo)詞匯：skilldrugstealpurposedisobey

目標(biāo)詞組：EdmontonCommunityServicesstreetkidsKidsinthehall

takedrugs

目標(biāo)句子：ItiscalledEdmontonCommunityServices.

Itisfamousforitssuccessinhelpinghomelesspeoplereturntonormallife.

Ifanyonetakesdrugs,stealthingsordisobeyotherrules,hecan’tstayintheprogram。

2.語言技能目標(biāo)：

通過閱讀賞析，使學(xué)生了解社會(huì)服務(wù)機(jī)構(gòu)，并能表達(dá)社區(qū)服務(wù)中心為社會(huì)所做的貢獻(xiàn)，以及受助人員應(yīng)該如何做才能回報(bào)社會(huì)。

3.情感態(tài)度目標(biāo)：

通過社區(qū)服務(wù)中心的具體描述，增強(qiáng)學(xué)生的同情心和社會(huì)責(zé)任感，使學(xué)生熱愛祖國，珍惜今天來之不易的幸福生活。

三、教學(xué)重點(diǎn)和難點(diǎn)：

1.重點(diǎn)

閱讀課文，了解課文所表達(dá)的主要內(nèi)容，回答有關(guān)課文的主要問題。如何用自己的行動(dòng)來幫助流浪兒。

2.難點(diǎn)

如何通過自己的語言描述課文的主要內(nèi)容。

四、教學(xué)方法

1.教學(xué)設(shè)備：錄音機(jī)卡片

2.教法：任務(wù)型語言教學(xué)法

五、學(xué)情

本課學(xué)習(xí)的對(duì)象是初三年級(jí)的學(xué)生,他們?cè)诒締卧鶎W(xué)的現(xiàn)在完成時(shí)以及一些詞組、句型有所了解，所以本課的重點(diǎn)是整體閱讀、感知，讓學(xué)生在自主、合作、探究學(xué)習(xí)的氛圍中體驗(yàn)并運(yùn)用語言，特別重要的一點(diǎn)是設(shè)置任務(wù)要有梯度，讓學(xué)生由淺入深的掌握。

六、教學(xué)過程

Step1Leadin

播放歌曲《愛的奉獻(xiàn)》引出本課的主題—社區(qū)服務(wù)中心。接著利用卡片和板書，切入主題。Todaywe’regoningtolearnaboutafamousorganization.ItiscalledEdmontonCommunityServices.接著利用卡片，學(xué)習(xí)本課的生詞skilldrugstealpurposedisobey。

Step2Groupdiscussion

給為學(xué)生提供一些圖片，問學(xué)生:Haveyoueverseenanyhomelesspeople?然后分小組討論以上問題并交換看法：Whatcanwedotohelpthem?

Step3Reading

1.Skiming(personalwork)

從問題討論過渡到EdmontonCommunityServices，讓學(xué)生進(jìn)行課文學(xué)習(xí)。Letthestudentsreadthepassageasquicklyaspossibleandthenfindoutthephrasestheycan’tunderstand.

2.Scaning(groupwork)

Letthestudentsreadthepassageagainandwritedowntheanswersonthepaper.

1).WhatdoesEdmontonCommunityServicesdo?

2).Whyisitfomous?

3).Whatspecialprogramdoesithave?

4).Howdoesithelpthestreetkids?

5).Whatmustthestreetkidsdo?

Step4Writing根據(jù)課文內(nèi)容，用自己的語言來描述本文內(nèi)容。字?jǐn)?shù)：100詞左右。

Step5Conclusion

教師師對(duì)課堂的討論活動(dòng)，整體感知以及習(xí)作進(jìn)行小結(jié)，進(jìn)而對(duì)學(xué)生進(jìn)行情感的滲透，從了解社會(huì)服務(wù)中心到升華為愛祖國、珍惜今天來之不易的幸福生活。

教學(xué)思路：該課以社會(huì)服務(wù)中心為主題，運(yùn)用各種方式啟發(fā)、引導(dǎo)學(xué)生社會(huì)服務(wù)中心進(jìn)行描述，使學(xué)生在一個(gè)溫馨和諧的課堂氛圍中習(xí)得知識(shí)，該課以問題貫穿始終，旨在讓學(xué)生學(xué)會(huì)反思自己的學(xué)習(xí)行為與學(xué)習(xí)效果。