Unit2 ore exercise
課型
新授課
本課題教時數(shù)：6 本教時為第3教時 備課日期：2月22日
目標：
一、知識與技能：
1、能聽懂、會說、會讀和會拼寫詞組be good at, do well in 等
2、能熟練運用副詞的比較級
3、能運用自己的語言描述Ji的情況
二、過程與方法：
能夠掌握副詞及比較級，并能用自己的語言正確描述Ji的情況
三、情感態(tài)度與價值觀：
通過學習本單元內容，鼓勵學生制定鍛煉身體的計劃，強健體魄。
教學重點、難點：
學生能熟練掌握副詞的比較級，并能用自己的語言正確描述Ji的情況。
教學方法與手段：講授法、討論法，并結合課后繼續(xù)指導: 情景教學法，操練法
教學過程： 教師活動
學生活動
設計意圖
Step 1 Revision:
1. Say soething about you or your friends with coparative degree of adverbs.與隨班生進行簡單的交談。
2. Show soe pictures and ask Ss to ake dialogues and try to find soe istakes fro the others, and try to correct the.
3. Wanted: 10 Basketball players
Ask Ss to use the expressions like this: I run faster than &ties;&ties;. Do you jup higher than e?...
Teach: player, eg: basketball player, football player, volleyball player…
Step 2 Presentation:
1. T: XXX, you are strong, you run faster, jup higher than the other boys. So I think you are good at PE, right?
T: What kind of sport are you good at?
OK. You are good at basketball. You are good at playing basketball.
Teach: be good at
Ask soe students as odels.
Then ask and answer
2. T: You are good at English. You do well in English.
Teach: be good at = do well in
3. T: Now I knohat you are good at. Then I want to knohat Ji is good at and what he isn’t good at. Let’s listen and answer.
T: Yes. Ji is good at English and aths, but he does not do well in PE.
T: He wants to do better but does not know ho
Teach: don’t know how
T: So, what is he doing now?
1.T: OK, let’s listen to their conversation, and know about Ji’s probles.
T: Does Ji run fast?
Who runs faster than hi?
T: Yes, they are strong, and ike is good football player.
Does Ji jup high?
T: That’s true. He jups higher than soe of the boys in his class.
Teach: That’s true. Soe of the boys
5. Read the dialogue after the teacher, then read together.
2.T: Now you know about Ji’s probles, can you say sth about it?
引導學生根據(jù)板書上所學習的新詞組、句型，對課對話部分進行再整理，用自己的語言表達出。鼓勵隨班生一起編對話。
Step3. Consolidation
T: Now can you tell e about your probles?
鼓勵學生模仿，對自己存在的弱項進行描述。
Step4. Hoework
Copy the new phrases
Try to recite the text
Prepare for the rest of the text
Ss say sth. About the and their friends.
Ss ake dialogues and find istakes fro each other, and correct.
Ss talk about theselves with coparative degree of adverbs.
S: Yes.(師引導)I’ good at PE.
S: I’ good at basketball.
S1: What are you good at?
S2: I’ good at …
Ss listen and try to answer the questions.
S1: Ji is good at English and aths.
S2: He isn’t good at PE.
Ss repeat the sentence.
Ss learn and translate
S: He is talking to his dad about it.
Ss watch the flash.
S: No, he doesn’t.
ike and Ben run faster than hi.
S: Yes, he does.
Ss learn the sentence and the phrase.
S(師提示): Ji is good at English and aths, but he does not do well in PE. Ben runs faster than hi, he’s strong. ike runs as fast as Ben, and he’s a good football player. But Ji jup higher than soe of the boys in his class. He wants to do better in PE, but does not know ho So he is talking to his father about it.
鼓勵學生運用副詞的比較級對自己和朋友進行描述，拉近學生間的關系，氣氛融洽，營造良好的英語學習氛圍。
通過征求是個籃球運動員，讓學生結合自身進行描述，激發(fā)學生的積極性，也引出了新知識。
新知識的導入自然，學生容易接受，并及時地鞏固，有助于學生更好的掌握并能舉一反三。
從學生自身情況導入課主角Ji的情況，學生容易從心理上接受，并深入學習。
在新知識的學習中從詞到句，并讓學生進行朗讀，對于新長句型的掌握有好處。
在學習完左半部分后，鼓勵學生根據(jù)板書上所學習的新詞組、句型，對課對話部分進行再整理，用自己的語言表達出，鍛煉學生的語言運用和表達能力。
板書設計： Unit 1 ore exercise?
I jup higher thanTo.
Ben runs faster than e.
Be good at do well in
授后小記：本課首先通過提問和回答，復習上節(jié)課的內容后，對課的右邊部分進行學習。在新授時，我讓學生帶著兩個問題What’s Dad’s suggestion?What will Ji do?聽錄音，在錄音之后回答問題。在多媒體媒體手段的幫助下，學生能夠地理解課，并搜索到相關的信息。通過充分地感知材料，學生產(chǎn)生學習問題，激發(fā)好奇心和求知欲，從而提前作好學習課的心理、知識準備。在聽的基礎上，讓學生說，在這種聽說練習的過程中，基本理清課內容。在回答問題之后，我再放錄音，讓學生跟著錄音朗讀課。我還讓學生小組讀、男女生讀，最后還讓學生們進行了分角色表演，充分地融入到課中去。
授課日期： 3 月 7 日
教學課題
Unit2 ore exercise
課型
新授課
本課題教時數(shù)：6 本教時為第4教時 備課日期：2月22日
教學目標：
一、知識與技能：
1. 學生能用自己的語言對Ji進行描述
2. 學生能夠判斷E部分的問題
3. 學生能夠從錄音中抓住重點并正確完成D部分內容。
二、過程與方法：
能夠掌握副詞及比較級，并能用自己的語言正確描述Ji的情況
三、情感態(tài)度與價值觀：
通過學習本單元內容，鼓勵學生制定鍛煉身體的計劃，強健體魄。
教學重點、難點：
學生能熟練掌握副詞的比較級，并能用自己的語言正確描述Ji的情況。
教學方法與手段：講授法、討論法，并結合課后繼續(xù)指導 操練法
教學過程： 教師活動
學生活動
設計意圖
Step 1 Revision:
1. T: We have known soething about Ji, can you say soething about Ji.
與隨班生進行簡單的交談。
2. Fill in the blanks
Ji is ______ ______ English and aths, but he does not ______ ________ _______ PE. He tells his father that his classates can run and swi ______ than _______. His father asks hi to do _______ _______, then he‘ll get _________ and do ________ in PE. So Ji will get up ________ every day, do _______ exercise _______ he ________ to school, ________ to school in the orning and play ball ______ ________ school. He thinks he‘ll __________ __________ soon.
4. Have a coparison between you and Ji.
Step 2 Presentation
5. T: Ji is visiting a zoo with his friends. They have a lot of fun there. Ask Ss to guess what happen in the zoo. Encourage Ss to use as uch English as they can.
Direction: First find the keywords in the sentences, butterflies/bees, onkeys/bears, fish/ducks.
6. Then listen to the tape carefully, especially the key words.
A. Ask Ss to listen to the tape and try to take soe notes. Give the soe guide when necessary.
B. Listen to the tape again, and then fill in the blanks.
C. Listen to the tape again and correct all the answers.
D.Listen and write down the tape script.
5. Ask the Ss read Part E, and ask the to finish the sentence judge belo Find the answers in the dialogue and underline the.
Check their answers, and then have a dialogue according to their inforation.
鼓勵隨便生一起操練對話。
6. Play a gae
T: Now let’s play a gae to see who has a better eory. Ask Ss to have a look at Part F. Give Ss 1 inute to reeber the first 3 pictures. Then ask soe Ss to say soething about the. Ss ay have a group work to finish the rest 5 pictures.
Step3 Consolidation
用所給詞的適當形式填空：
1. I‘d like ______(take) a walk.
2. She likes ______(grow)flowers
3. Would you please ______(put) the vase on the desk?
4. You need ______(do) your hoework.
5. I like ______(peach).
Step4 Hoework
Recite Part A and E
Finish the workbook Page4-5.
Help Ss to finish their description of Ji using their language.
Ss read and fill in the blanks
Ss ake a coparison and talk about theselves.
Ss say what they think about.
Ss listen and fill in the blanks.
Ss read and judge, then read the dailogue.
Encourage the students to use different sentence patterns to ask questions. They ay ask like this “Who runs faster, the boy or the girl?” “Does the girl run faster than the boy?” also they ay use opposite words to do pair work. “This girl runs faster than the boy.” The other one can say “So the boy runs slower than the girl.” It akes the practice ore copetitive.
先鼓勵學生用所學語言對課部分進行復述，然后出示課部分復述的填空，進一步完善，讓學生進一步掌握課部分內容，并學習模仿，用自己的語言對課部分進行描述。
通過圖片的呈現(xiàn)，讓學生根據(jù)圖片自己預測對話內容，幫助學生初步了解對話背景，然后找出關進的單詞，幫助學生正確完成聽力填空，提高其自信心。
E部分的對話比較簡單，所以放手讓學生自己閱讀并進行判斷，培養(yǎng)學生的自學能力。
游戲環(huán)節(jié)注重培養(yǎng)學生對語言的運用能力，學生可以自己運用句型結構，而不是被書本框死，有助于學生能力的提高。
通過設計題型進行新舊知識的鞏固，幫助學生更好地掌握薄弱環(huán)節(jié)。
板書設計： Unit 1 ore exercise?
授后小記：本節(jié)課我先鼓勵學生用所學語言對課部分進行復述，然后出示課部分復述的填空，進一步完善，讓學生進一步掌握課部分內容，并學習模仿，用自己的語言對課部分進行描述。然后通過圖片的呈現(xiàn)，讓學生根據(jù)圖片自己預測對話內容，幫助學生初步了解對話背景，然后找出關進的單詞，幫助學生正確完成聽力填空，提高其自信心。E部分的對話比較簡單，所以放手讓學生自己閱讀并進行判斷，培養(yǎng)學生的自學能力。
授課日期： 3 月 8 日
教學課題
Unit2 ore exercise
課型
復習
本課題教時數(shù)：6 本教時為第5教時 備課日期：2月22日
教學目標：
一、知識與技能：
1.掌握副詞以及比較級的使用。
2.能聽得懂、會說、會讀和會拼寫late later, early earlier, far farther..。
3. 掌握會話中出現(xiàn)的三會單詞和詞組far, traffic , well, jog, do well in , have probles with , do ore exercise, anial show, go fｏｒ?a walk..
4.能聽得懂、會說、會讀和會寫四會句型：Ben runs faster than Ji . Do the boys jup higher than the girls? Yes ,they do. Does Ji swi slower than David? No, he doesn’t.
5.能聽得懂、會說、會讀日常交際用語. That’s true. Well done. Ji is notas strongas the other boys. ike runs as fast as Ben..
二、過程與方法：
通過多種形式的復習，幫助學生正確掌握單詞和句型。
三、情感態(tài)度與價值觀：
通過學習本單元內容，鼓勵學生制定鍛煉身體的計劃，強健體魄。
教學重點、難點：
正確掌握B部分出現(xiàn)的四會單詞,和句型。
教學方法與手段：講授法、討論法，并結合課后繼續(xù)指導 操練法
教學過程： 教師活動
學生活動
設計意圖
Step 1 Waring up
Step 2
1.Free talk. 與隨班生進行簡單的交談。
2.Play a gae. Say soething about theselves.
Step 3 Revision
3 學生小組內表演會話內容。鼓勵隨便生一起操練對話。
4 教師讓學生根據(jù)實際情況說自己的優(yōu)勢
I’ taller than xxx
I’ younger than xxx
I’ stronger than xxx
y father is taller than
y pencil is longer than xxx’s
I’ good at aths ..
I’ good at English .
…I run faster than xxx.
I swi slower than xxx.
To jup higher than xxx.
…
5.Have a dictation about the words and the phrases.
6.Do soe listening practice .
Step 3 Say the rhye together.
Step 4 Practice and consolidation
1. 游戲； 用所學的句型猜班級的同學
2．教師投影本單元的練習題請學生完成(略)
Step 5 Hoework：
1 完成《補充習題》的聽力與筆試部分。
Listen to a song.
Between the students and the teacher.
1.Read and act the dialogue.
2. Repeat the dialogue.
這一步驟主要是通過相互問好拉近老師和學生的距離，讓他們做好上英語課的準備,調動學生說英語的積極性。
同時也通過復習學過的句型，為接下去的教學作好伏筆。
通過聽聽寫寫的方式檢查學生對本單元的單詞與詞組的掌握情況。
板書設計： Unit 1 ore exercise?
Do …than … ? Yes, they do. / No, they don’t.
Does … than … ? Yes , he / she does. / No , he /she doesn’t.
授后小記：通過課部分的朗讀或者背誦，根據(jù)課內容進行問答和表述，檢查學生對課部分的掌握情況。以游戲的形式進行句型的復習，能夠緩解復習所帶的緊張感，營造輕松愉快的英語氛圍，有助于學生更有效率地上課。語音部分的教學通過圖片讓學生了解句義，有助于學生將注意力集中在發(fā)音上，并舉一反三。本節(jié)課涉及了聽力練習，這部分聽力很好地訓練了學生聽的能力，時間允許的話可以讓學生進行句型重復，相信學生會本單元的內容會有一個新的認識。
授課日期： 3 月 11 日
教學課題
Unit2 ore exercise
課型
練習
本課題教時數(shù)：6 本教時為第6教時 備課日期：2月22日
教學目標：
一、知識與技能：
1、全面復習掌握本單元的內容，通過練習和講評得以鞏固和知新。
2、區(qū)別與練習一、二單元的內容，為單元測驗做準備。
二、過程與方法：
通過多種形式的練習，幫助學生正確掌握第二單元的內容。
三、情感態(tài)度與價值觀：
通過練習，培養(yǎng)學生正確的解題思路和策略。
教學重點、難點：
全面復習掌握本單元的內容，通過練習和講評得以鞏固和知新。
教學方法與手段：講授法、討論法，并結合課后繼續(xù)指導
教學過程： 教師活動
學生活動
設計意圖
Step One: Review Unit 2
1 Recite the adv. Words: low lower ≈high higher; slow slower ≈ fast faster; far farther; late later ≈ early earlier; well better
2 Sentences:與隨班生進行簡單的交談。
Do you run faster than the?
Yeslighter
2 Sentences:
Who is taller than e?
Liu Tao is.
Whose hair is longer, ine ｏｒ?yours?
Yours, I think.
Step Three: Explain the workbook鼓勵隨班生一起完成練習。
Explain the exercises of the workbook.
Step Four: Hoework
Prepare for the test of Unit 2.
Recite the adv. Words
Recite the sentences.
Recite the adj. words:
Recite the sentences.
通過聽聽寫寫的方式檢查學生對本單元的單詞與詞組的掌握情況
通過聽聽寫寫的方式及造句檢查學生對本單元的句型的掌握情況。
板書設計： Unit 1 ore exercise?
What are you good at?
How about you?
Who is good at PE(aths, English, Chinese) in your group?
… is not as strong as …
授后小記： 本節(jié)課主要設計了各種題型，復習鞏固本單元的各個知識點，從學生完成的情況看，大部分學生對本單元的知識掌握得還可以，但是學生對于動詞遇到第三人稱單數(shù)需要變成第三人稱單數(shù)形式還是掌握的一般，總是會有各種遺漏，在今后的教學中要進一步鞏固練習。采納了姚老師的建議，增加了句型轉換的訓練，這是學生的薄弱環(huán)節(jié)，學生對于句型的掌握還需要加強
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