最新教学资料·陕旅版英语。
unit5 第4课时教学设计。
教学目标。1. 复习和巩固一般过去时中be动词was,were的用法。
2. 复习和巩固物品过去和现在的位置的表达。
教学准备。教师准备:listen and match部分的音频。
教学方法建议。
i. 课程导入(leading in)
1. 课前热身。
根据上节课所学的对话,课前热身建议如下:
t: from the dialogue, we know liu zhaoyang’s father was at the same school thirty years ago. at that time, the school was small.
there was a small library. and there were about six hundred students in the school. but now, there are about two thousand.
it is a big school. how many students are there in our school, do you know?
2. 新课导入。
根据本单元内容,教师可设计一些类似下面这样的会话作为导入活动:
t: where is your english book?
s1: it is on my desk.
t: was it on the desk an hour ago?
s1: no.
t: where was it?
s1: it was in my school bag.
t: was there a chinese book in your school bag, too?
s1: yes, there was.(教师引导学生说) and there were many other books in it.
t: i see. now please open your books.
what shall we do today? we h**e many things to do.
ii. 课程展示活动和过程的设计建议(presentation)
1. part c listen and match
1. 教师引导学生观察上面一排的**,以what’s this / that? what is it?
提问,让学生说出场所名称。然后让学生**下面的人物头像,通过提问 who is he / she? can you tell me his / her name?
让学生熟记对话里将出现的人物。
2. 教师**录音,学生听录音独立完成练习。
3. 教师呈现正确答案,学生核对答案。
4. 本部分录音内容如下:
mr. zhao: hello, boys and girls! were you at home yesterday?
students: no, we weren’t.
mr. zhao: where were you, kitty?
kitty: i was at the cinema. there was a great film yesterday.
mr. zhao: how about you, colin? where were you?
mr. zhao: and you alice? where were you?
alice: i was in the park. there were many beautiful flowers there.
mr. zhao: great! what about you, kevin? where were you?
kevin: i was on my uncle’s farm.
5. 参***:kitty—电影院,colin—图书馆,alice—公园,kevin—农场。
6. 让学生根据连线结果试着说句子,如:
kitty was at the cinema yesterday.
colin was in the library.
2. part c order and act
1. 教师先向学生介绍此类题的答题技巧,即:先找出问句,再为每个问句找到对应的答语;然后再根据情境决定每一个问答过程的顺序。
2. 请学生独立完成练习之后,自己找搭档进行对话,教师还可以请几组同学表演对话。
3. 参***:2,5,4,1,3, 6, 7
3. part c read and put the things back
1. 教师请学生仔细观察**,说出物品的名称。
2. 学生读短文,并把物品的序号写在图中的相应位置。
3. 教师让学生根据短文内容,做对话练习。
对话1:a: was there a kite on the wall?
b: yes, there was.
a: were there any books on the desk?
b: yes, there were.
对话2:a: where was the kite?
b: it was on the wall.
a: where were the books?
b: they were on the desk.
iii. 操练活动的设计与实施建议(practice activities)
1. hide and seek
教师将学生分为两人一组,一个同学将自己的文具藏起来,另一个同学找。比如一个同学把桌子上的尺子藏在书包里。对话可以照这样设计:
s1: where is my ruler?
s2: is it on the desk?
s1: no, it isn’t.
s2: but it was on the desk just now. oh, there it is. it’s in your bag.
2. part b look and say
1. 教师引导学生观察第一**,以问题what can you see in the picture?引导学生说出图中的花草、树木、房子、人物:
a little girl, a dog and a cat, a small beautiful house, a clean river, fish, green trees and nice flowers0
2. 以同样的方式让学生观察熟悉第二幅图,引导学生先说出图中的高楼大厦、垃圾满地:tall buildings, the cars make the air dirty, the rubbish makes the river dirty。
从而推出环境不好、空气不新鲜。
3. 让学生参照课本中look and say部分的形式进行描述。教师引导学生熟悉句型结构,可以示范其中的一部分。
thirty years ago, my mother was young. .
now, my mother is tall...
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