小學(xué)語(yǔ)文微課教案

Chapter1Thegreenconsumer。

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Chapter1Thegreenconsumer教學(xué)設(shè)計(jì)

Chapter1Thegreenconsumer

一.教學(xué)內(nèi)容：Chapter1ThegreenconsumerLanguage,writingandmorepractice

（一）本章語(yǔ)法內(nèi)容：why與because的用法、同級(jí)比較、like,thesameas與differentfrom的用法

（二）寫(xiě)作練習(xí)：如何解決環(huán)境污染問(wèn)題

（三）課外閱讀理解練習(xí)：污染

二.知識(shí)總結(jié)與歸納

（一）語(yǔ)法內(nèi)容

why與because的用法

why能引導(dǎo)下列幾種從句：

1.主語(yǔ)從句

WhyhetookChinesenationalityin1901isaquestionthatinterestsus.

他為什么在1901年取得中國(guó)國(guó)籍，這是一個(gè)使我們很感興趣的問(wèn)題。

2.賓語(yǔ)從句

Heaskedherwhyshewasdoingthat

他問(wèn)她為什么要那樣做。

why作疑問(wèn)詞

可以用來(lái)向?qū)Ψ絾?wèn)及原因，可以用Why?或Whynot?二者都是省略句。

1.“Why?”用來(lái)針對(duì)肯定的內(nèi)容發(fā)問(wèn)。

A:Whatareyougoingtodotomorrow?

B:Nothingmuch.Why?(=Whydoyouaskmethat?)

2.Whynot?用來(lái)針對(duì)否定的內(nèi)容發(fā)問(wèn)，用在下列幾種情況中：

①對(duì)一般疑問(wèn)句的否定回答進(jìn)一步詢(xún)問(wèn)原因時(shí)。例如：

A：Doyouoftengotoschoolbybike?

B:No,Idon’t.

A:Whynot?(=Whydon’tyougotoschoolbybike?)

②對(duì)反意疑問(wèn)句的否定回答進(jìn)一步詢(xún)問(wèn)原因時(shí)。例如：

A:Youhaven’tfinishedyourhomework,haveyou?

B:No,Ihaven’t.

A:Whynot?(=Whyhaven’tyoufinishedit?)

③對(duì)否定陳述句詢(xún)問(wèn)原因時(shí)。例如：

A:Ican’tfinishthisworkintwodays.

B:Whynot?(=Whycan’tyoufinishitintwodays?)

④對(duì)表示建議、提議的回答時(shí)，形式上是否定，實(shí)際上是一種強(qiáng)調(diào)肯定的語(yǔ)氣。例如：A:Couldyoucomewithme?

B:Whynot?(=Icangowithyou.)

why用作引導(dǎo)詞（又稱(chēng)感嘆句）

放在句首或句中作插入語(yǔ)，表示驚奇等各種各樣的情緒

①“...”“NextFriday?Why,what’shappening?”“……”“下星期五？啊，有什么事嗎？”

②Why!IthoughtyouwereinLondon.哎呀！我還以為你在倫敦呢！

③Why,it’squiteeasy!Achildcoulddoit!唔，那是相當(dāng)容易的！小孩子也會(huì)做！

④Why,whatdidshesay?呃，她說(shuō)什么？

why用在書(shū)和文章的標(biāo)題中

用一種不規(guī)范的句子語(yǔ)序也是符合語(yǔ)法的。例如：

WhyIamlearningEnglish?

我為什么學(xué)習(xí)英語(yǔ)？

Whythebatcomesoutonlyatnight?

為什么蝙蝠只在夜里出來(lái)？

“why＋不定式”時(shí)，不定式的動(dòng)詞常是不及物動(dòng)詞。例如：

Hedoesn’tknowwhytogothere.他不知道為什么去那里。

why在口語(yǔ)中可以用作賓語(yǔ)。例如：

Tellmewhy.告訴我為什么。

Idon’tknowwhy.我不知道為什么。

whynot和whydon’t

常表示一種建議:Whynotgowithme?何不跟我一起去？（希望對(duì)方也去）

whydon’t是疑問(wèn)的用法:Whydon’tyouanswerthisquestion?為什么不回答這些問(wèn)題？

because,since,as和for引導(dǎo)的原因狀語(yǔ)從句

1.because(因?yàn)?：表示直接的原因或理由，著重點(diǎn)在從句，用于回答why，語(yǔ)氣最強(qiáng)。Hedidn’tgotoschoolbecausehewasill.Whydidn’thegotoschool?Becausehewasill.2.since(既然)：一般表示對(duì)方已知的，無(wú)須加以說(shuō)明的既成事實(shí)的理由，全句中心在主句，語(yǔ)氣比because弱。Sinceyouareill,I’llgoalone.3.as(由于)：表示十分明顯的原因，一般說(shuō)明因果關(guān)系，著重點(diǎn)在主句，語(yǔ)氣較弱。Asitissnowing,weshallnotgotothepark.4.for(因?yàn)?，其理由是）：是個(gè)并列連詞，只能放在另一個(gè)并列句后面，表示推理或解釋?zhuān)蛴米鞲郊诱f(shuō)明，表示新的情況，而不是指理由或原因，語(yǔ)氣最弱，一般不放在句首。Thedaybreaks,forthebirdsaresinging.*for表示因果關(guān)系時(shí)，可以同because交替使用，但for前須用逗號(hào)，而because則不必。Youcouldn’thaveseenhimbecausehewasn’tthere.=Youcouldn’thaveseenhim,forhewasn’tthere.*當(dāng)原因是顯而易見(jiàn)的或已為人們所知，就用as或since，且多放在句首。Since/Astheweatherissobad,wehavetodelayourjourney.

as…as的基本用法

用于比較句型，中間插入的是形容詞或副詞的原級(jí)。意思是“達(dá)到與什么相同的程度”。如：Heisasstrongasahorse.他力大如牛。幾個(gè)習(xí)慣用法：

1.assoonas引導(dǎo)一個(gè)時(shí)間狀語(yǔ)從句:I’llcallyouassoonasIfinishmyhomework.我一完成我的作業(yè)，就給你打電話。2.aslongasShehassearchedtheinformationaboutdinosaursontheInternetaslongasthreehours.她在因特網(wǎng)上搜索有關(guān)恐龍的信息已經(jīng)長(zhǎng)達(dá)三個(gè)小時(shí)。3.asmuchasSomeofthestonesweighasmuchasfifteentons.有些石頭重達(dá)15噸。Thesameas的用法：

thesameas：和……一樣。例如：Hisdreamisthesameasmine.他的夢(mèng)想和我的一樣。

thesameto：一般用習(xí)語(yǔ)：Thesametoyou!（在別人向自己祝福后，用這句話給別人同樣的祝福）。

thesamewith：適合于……。例如：MythoughtarealsosamewithMary.我的想法對(duì)Mary也適用。differentfrom和differentthan英語(yǔ)和美語(yǔ)中都經(jīng)常見(jiàn)。當(dāng)直接對(duì)兩人或兩物進(jìn)行比較時(shí)，from是最保險(xiǎn)的選擇：

Mybookisdifferentfrom(notthan)yours.

但differentthan的比較對(duì)象用一完整的句子表示，特別是在美語(yǔ)用法中，這種用法更能接受：

Thecampusisdifferentthanitwas20yearsago.

校園和二十年前不一樣了。

Thecampusisdifferentfromhowitwas20yearsago.校園和二十年前的樣子不一樣了。

（二）寫(xiě)作練習(xí)：如何解決環(huán)境污染問(wèn)題

24April

Director

ShanghaiEnvironmentBureau

DearSir/Madam

Iamwritingtoinformyouaboutthreeproblemsthatarecausingdamagetoourenvironment.

Thefirstproblemisanairproblem.ItoccursonBirdStreet.Itiscausedbyafactorybuilding.Alotofunpleasantsmokecomesoutofthebuilding’schimney.Itseffectistopollutetheareaandmakeeverythingsmellunpleasant.

Thesecndproblemisanoiseproblem.Itoccursallaroundourschool.Therearetoomanycarsandlorriesrushingby.Whenthereisatrafficjam,everyonesoundstheirhorns.Itseffectistomakeitdifficultforustostudy.

Thethirdproblemisarubbishproblem.ItoccursonSandfieldRoad.Itiscausedbypeoplegivingoutleafletsthatarethrownonthepavement.Itseffectistomaketheareauntidyandtowastealotofpaper.

Iwouldbegratefulifyoucouldletmeknowwhatyoucandoabouttheseproblems.Ihopethatyouwilltakeactionquicklybeforetheenvironmentisdamagedtoomuch

Thankyou.

Yoursfaithfully

ChenChen

（三）課外閱讀理解練習(xí)：污染

TypesofpollutionSourcesInfluencesLandDepositofsolidwastesthatcannotbebrokendownquicklyoratall1Affectthelivesofanimalsandplants2MakeourenvironmentlookverybadAir1Duststormsindeserts2Thesmokefromforestfires3Fumesfromtraffic4Factorywaste1Acidrain2Soreeyes3Respiratoryproblems,especiallyinchildrenandtheelderlyWater1Acidrain2Soilerosion3Chemicals,pesticides,factorywaste,humansewageFloodingMynameisLiuMeihuaandIaminGrade9atSunriseJuniorHighSchoolinShanghai(area).Iamwritingtoyouaboutthetypesofpollutionthatcanbefoundintheareaaroundmyschool.Thefirsttypeisairpollution.Itcomesmainlyfromfactorywastesandthefumesfromtraffic.Thesecondtypeislandpollution.Itcomesfromthedepositofsolidwastes.Thethirdtypeiswaterpollution.Itcomesmainlyfromacidrain.Oneofmysuggestionstohelpreducepollutionistoencouragepeopletoreuseandrecycle.Iwouldbeverygratefulifyoucouldpleasemakesomechangestohelpprotectourenvironment.Thankyou.

Yourssincerely

LiuMeihua(yourname)

Chapter1Thegreenconsumer（Language,writingandmore&nbs

Chapter1Makingfriends

Chapter1Makingfriends
ListeningandSpeaking
參賽教師：深圳市觀瀾中學(xué)孫春月
2010-1-12
一、教師簡(jiǎn)介
孫春月,中學(xué)二級(jí)教師，08年7月畢業(yè)于東北師范大學(xué)外國(guó)語(yǔ)學(xué)院英語(yǔ)系，08年9月至今任教于深圳市寶安區(qū)觀瀾中學(xué)初中部，現(xiàn)任初二年級(jí)英語(yǔ)教師。

二、教材版本
OxfordEnglishShenzhenEdition

三、課題名稱(chēng)
7AC1Makingfriends---Listeningandspeakingthe1stclass

四、授課課時(shí)：共一課時(shí)40分鐘

五、教材分析：
Thecontentcomesfromthefirstunitof7AOxfordEnglish,ShenzhenEdition.ThetitleisMakingfriends.Thisunitischieflyabouthowtointroduceoneselfandhowtowritealettertoapenfiend.Wehavelearntthekeywordsandthesentencepatternsfromthereadingpassage.Sothelisteningpartwon’tbeasdifficultasothers,andIdecidetospendmoretimeonthespeakingpart---Howtodescribeonepersontoprepareforthelisteningpart.Todescribeoneperson,Iplantodoindividualwork,pairworkandgroupwork,sothestudentscanusethekeyworksandsentencepatternsmanytimestomasterthembetter.Andthen,thestudentswilldolisteningandcomparingtomasterhowtodescribeonepersonlogicallyandeffectively.
六、教學(xué)目標(biāo)
1.Knowledgeaims:EnabletheSstolearnandthenmasterthefollowinglanguagepoints:
Importantwords:
wouldliketobe…想要成為…befrom/comefrom來(lái)自inFormone在一年級(jí)livewith與……住在一起atschool在學(xué)校enjoydoingsth.喜歡做Importantsentences:
①I(mǎi)wouldliketobeyourfriend.
②Myfavouritehobbyisdoingsth.我最大的愛(ài)好是…
③Iwasbornin…
④Ilivein…with…
2.Abilityaims:
①EnabletheSstocommunicatebyusingthethingslearntinclassandoutside.
②EnabletheSstounderstandhowtointroduceoneself.
③EnabletheSstowritealettertoapenfriend.
④EnabletheSstocomparetheirletterwiththeletterinthetextbookandfindthedifferences.
⑤Tocultivatestudentsabilitiesofdiscovering,analyzingandsolvingproblems,andofthinkingindependently.
⒊Moralaims:
①EnabletheSstolovetheirfriendsandestablishharmoniousrelationshipbetweeneachother.
②EnabletheSstolearnhowtocooperatewithothersbysolvingwithproblemswithothers.

七、教學(xué)重點(diǎn)與難點(diǎn)
1.KeyPoints：Howtofocusontheonetopic:FindonesuitablefriendforSandy;Howtoguidestudentstousethelearntlanguagestocommunicatewithothers.
2.DifficultPoints:Howtocommunicateeffectivelyandexpresstheirownidealogicallyandfrequently.

八、教學(xué)方式
1.Communicativeteachingmethod----Takethestudentsasthecenteroflearningandcreaterealcommunicativesituationforstudentstocommunicateandtosharetheiropinionsinordertotraintheirabilitiesofspeaking,communicating,thinkingandcooperatingwithothers.
2.Topic-basedteachingmethod----Createsometopicsaccordingtothemaintopicandguidethestudentstocommunicateandsharetheiropinionswithothers.
3.Task-basedteachingmethod----Askstudentstousewhattheylearntinclassoroutsidetosolvetheproblemsthroughdiscussion.
4.Theteachingmeansarevaried,includinglettercards,pictures,
tape-recorder,flash,andmulti-media,whichcanstimulatethestudentsdifferentsensesandishelpfultothecomprehensionofthematerialandtocalltheSsinitiatives.
九、教學(xué)用具
1.Asong:YouandMe
2.Claspsforcountingthemarksthateachgrouphasgot
3.AtoynamedSandy
4.Acallforpresentation
5.Thestudents’self-evaluation

十、教學(xué)過(guò)程
Preparation:
1.FindoutsomeinterestingpicturesandthesongYouandMe.
2.Buysomebooksasthepresents.
3.Dividethewholeclassinto9groupsaccordingtotheirseats.
4.PrepareatoynamedSandyandacallandclaspsforcounting.
5.Preparethelisteningmaterialandataperecorder.
6.Prepareforthestudents’self-evaluation.
Self-evaluation
1.Didyouraiseyourhandintheclass?YesNo
2.Didyoucooperate(合作)withyourpartnersorgroupmembers?YesNo
3.Wereyousatisfied(滿意)withyourrepresentation(表現(xiàn))intheclass?YesNo
4.Areyougoingtodothehomeworkandpreviewthenextclasscarefully?YesNo

StepsAims
StepⅠGreeting(1′):
(1)Theteacherandthestudentsgreeteachother.
(2)Theteachertellsthestudentstohaveacompetitionandtherules(Girls’groupBoys’group).
Toarousestudentsinterestandtocheerupthestudyingatmosphereinclass.
G
B

StepⅡLeading-in(2′):
(1)ListentothemusicYouandMe
(2)TheteacherintroducesSandytothestudentsandtellSandy’sproblem(Hefeelslonely.Andheneedsafriend.)tothestudents.
(3)TheteacheradvocateshelpingSandyandbeinghisfriend.Toleadinthelesson,toarousestudentsinterestandtocheerupthelearningatmosphereinclass;toprepareforthefollowingtask.

StepⅢIndividualwork(3′):
(1)TheteacheraskswhatthestudentswanttoknowaboutSandy,andmakealistaboutthedifferentaspects.
(2)Thestudentsthinkitoverandlistouttheaspectsbythemselves.
Totrainandevenenhancestudentsabilitiesofthinkingindependentlyandsummarizinglogicallythroughthinkingmakingalist;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅣPairwork(5′):
(1)TheteacherasksthestudentstomakeacalltoSandyaccordingtotheirownlist.
(2)Theteacherpicksouttwoorthreepartnerstodoitafter1minute’preparation.
(3)Theteachergivessomecommendationsfortheirpresentation.

Totrainandevenenhancestudentsabilitiesofspeakingandthinkingandworkingwithothersactivelyandefficientlythroughdoingtheconversation;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅤGroupwork(8′)::
(1)Theteacherdividesthewholeclassinto9groups,sixpeopleonegroup.
(2)TheteacherasksthestudentstointroducethemselvesbybothspokenandwrittenaccordingtothehintsgivenonthePPT.
(3)Theteacherchoosesonememberofeachgrouptodotheirintroductiononebyoneafter2minutes’preparation.
(4)Theteachergivessomecommendationsfortheirpresentation.
G1G2G3
G4G5G6
G7G8G9
Totrainandevenenhancestudentsabilitiesofspeakingandwritingandcooperatingwithothersthroughpreparingtheintroduction;toleadstudentstousetheimportantwordsandphrasesandsentencepatternsactivelyandcorrectly;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅥDiscussion(3′):
(1)TheteacherasksthestudentstodecidewhoisthemostsuitablefriendforSandyaccordingtotheirselfintroduction.
(2)Theteacherpicksouttwoorthreestudentstotellustheiropinionsandreasons.
(3)Theteachergivessomecommendationsfortheirpresentation.
G1G2※G3
G4※G5G6
G7G8※G9※
Totrainandevenenhancestudentsabilitiesofspeakingandcooperatingwithothersthroughpreparingthediscussion;toleadstudentstousetheimportantwordsandphrasesandsentencepatternsactivelyandcorrectly;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅦListening(11′):
(1)Firstly,theteachertellsthestudentstherearealsosixchildrenwhowanttobeSandy’sfriend.Andwehavetheirinformation.
(2)Next,thestudentslistentothetapeoftheshortpassageforthreetimes.Thefirsttimeforfindingoutthekeywords,thesecondtimeforfillingintheblanks,thethirdtimeforcorrectingthemistakes.
(3)Optional---Andthen,thestudentsreadafterthetape.
(4)AskthestudentstochoosethebestonefromthelisteningmaterialtobeSandy’sfriend.
Totrainandevenenhancestudentsabilitiesoffindingoutthekeywordsandlisteningandspeakingthroughimitatingtheintonationandspeedofthereadingmaterialinthetape;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅧComparison(5′):
(1)Theteacherasksthestudentstocomparethebestone’slisteningmaterialinthetextbookwiththeirownwrittenintroduction.
(2)Theteacheraskssomestudentstotellusthesimilaritiesandthedifferencesbetweenthetwoshortarticlesafter2minutes’preparation.
(3)Optional---Ifthebestoneisonestudent,theteacherhadbetteraskhimorhertomakeaspeechabouthis/herfeeling.
(4)Theteachergivessomecommendationsfortheirpresentation.
(5)Concludethewholeclasstofindoutthetwowinners:BoysorGirlsandGroupX,andgivethemsomepresents,andaskthestudentstodoself-evaluation.TotrainandevenenhancestudentsabilitiesofexpressingtheiropinionexpertlyinEnglish;totrainthestudents’abilitiesofanalyzingtwothingsofthesamecategory;toencouragethestudentstospeakEnglish;toprepareforthehomeworkpart.

TestvsStu.

StepⅨHomework(2′):
(1)RewritetheletterfromyoutoSandy,introducingyourselftobehisfriend.
(2)Previewthelanguagepartcarefully.Tohelpthestudentsreviewwhattheyhavelearnedintheclass;totrainthestudents’abilitiesofcorrectingthemselves;totrainthestudents’abilitiesoflisteningandspeakingandreadingandwriting;tohelpthestudentsmasterthemainwordsandphrasesandsentencepatterns;tohelpthestudentsmastertheformofwritingaletter.

十一、板書(shū)設(shè)計(jì)

Aletterfromapenfriend
MakealistComparisonCompetition
1.…similaritiesVSdifferencesG1G2G3BG
2.……VS…G4G5G6
3.……VS…G7G8G9

附1：教學(xué)課件---PPT
附2：音樂(lè)YouandMe