Unit2__Topic2__SectionB__教学设计

Unit2Topic2SectionB教学 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 Ⅰ.MaterialanalysisSectionB是本单元第二课时和第三课时。主要活动为SectionB的1a,3a和3b。本课就吸烟这个坏习惯展开讨论，呈现了本单元语法重点：情态动词must+动词原形：Imustaskhimtogiveupsmoking. 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 示建议、劝告。同时巩固了动名词做主语的句式：Smokingisbadforhishealth.通过学习SectionB,让学生能够辨别好习惯与坏习惯，并能帮助亲人戒掉坏习惯。课后要求学生会用动名词做主语造句，能用must提建议。Ⅱ.TeachingaimsKnowledgeaims：1.能正确运用以下短语巩固动名词短语做主语的 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf 面表达：readinthesun,giveupsmoking,gotoschoolwithoutbreakfast,takeawalk,studylate,drinkenoughwater2.能正确地运用must,mustn’t进行劝告或提建议：Imustaskhimtogiveupsmoking.3.能正确辨别/7/,/3/和/D/的发音。4.朗读时连读现象。Skillaims：1.能听懂有关影响健康的好习惯和坏习惯的话题。2.能熟练地运用must,mustn’t提建议。3.能正确朗读有关影响健康的好习惯和坏习惯的对话或文章。Emotionalaims：通过语言学习，影响学生的自身品格，要学会辨别好习惯与坏习惯，养成好习惯，戒掉坏习惯，并帮助他人戒掉坏习惯，保持健康。Ⅲ.ThekeypointsanddifficultpointsKeypoints：理解和运用must表示“建议、劝告”的用法：Imustaskhimtogiveupsmoking.我得劝他戒掉烟。Difficultpoints：巩固动名词做主语的正确运用。Ⅳ.Learningstrategies培养学生跟读chant的能力，朗读中注意连读。Ⅴ.TeachingaidsComputermultimediaprojector,apieceofcolorfulpaper,acigarette,phoneticcardsEverydaysaying:Asamansows,soheshallreap.种瓜得瓜，种豆得豆。Ⅵ.Teachingprocedures Step Interactionpattern Studentactivity Teacheractivity Introduction（7minutes） 1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Thewholeclasswork7.Somestudents’work8.Somestudents’work9.Thewholeclasswork 1.Focustheirattentionontheteacher.2.Readthesayingaloud.3.StudentsreadthechantonP38andtrytoimitatetherecording,atleastforthreetimes.4.Studentsareinterestedin“Guessinggame”.Theymayanswerlikethis:(1)Candy.(2)Apen.(3)Chalk.5.Studentssay“Wow”ortheylaugh.6.Studentsunderstand“smoke”andanswer“Smokingisbadforourhealth.”7.Somestudentsputuptheirhands.8.Somestudentssay,“Ishould/mustaskhimtogiveupsmoking.”9.Studentslistenandanswer:(1)Maria’sfather.(2)Shemustaskhimtogiveupsmoking. 1.Greetstudentsreadyforlearning.2.Showeverydaysayingforthestudents.(onesayingaweek)3.RepeatthechantonP38aftertherecording.4.Teacherplaysagamewiththestudents:“Guessinggame.”Teacherwrapsacigaretteinapieceofcolorfulpaperandmakesitlikecandy,lettingstudentsguesswhatitisinside.5.Teacheropensthecandy.It’sacigarette.6.Teachershowsapicturewith“smoke”onthescreen,askingthestudents,“Issmokinggoodorbadforyourhealth?”7.Teacherdoesasurvey,asking“Doesyourfathersmoke?Ifso,pleaseputupyourhands”.8.Teachergoesonwith“Whatshouldyoudoifyourfathersmokes?”9.Teacherleadsto1a.WangJunfengandMariaaretalkingaboutsmoking.Let’slistento1aandanswer:(1)Whosefathersmokes?(2)Whatshouldhe/shedo? Presentation(10minutes) 1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Somestudents’work6.Thewholeclasswork7.Groupwork 1.Studentslistentosomebadthingsaboutsmokingandunderstandthemeaningsof“article”and“cancer”.2.Studentslookthrough1btoprepareforlistening.3.Studentslistenandfinish1b.4.Studentslookthrough1aandfindthepropersentencesandchange“I”into“He/She”.5.Volunteersreadtheiranswers.6.Studentslookthrough1candlisten.7.Studentsdiscussingroups,unifyingtheiranswers. 1.TeacherreadsanarticleaboutsmokingtothestudentsinChinese,explaining“cancer”inChinese,andthenshowsanotherarticle,tohelpthestudentstounderstand“article”.2.Teacherasksthestudentstolookthrough1b.3.Teacherplaystherecording.4.Teacherasksthestudentstolookthrough1aandchecktheiranswers.5.Teacherchecksthestudents’answers.6.Teacherasksthestudentstolookthrough1c,andthenplaystherecordingforthem.7.Teacherasksthestudentstodiscussingroupstochecktheiranswers. Consolidation(10minutes) 1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork 1.Studentsreadwiththerecording,imitatingit.2.Studentsunderlinethelanguagepointsintheirtextbook.(1)prep.doing(2)helpsb.dosth.(3)doingsth.is…(4)tooth--teeth(5)says/writes(6)mustdosth.giveupdoingsth.3.Studentsread1c. 1.Teacherplays1aforthestudentstoread.2.Teachershowssomelanguagepointsonthescreenforthestudents:(1)anarticleaboutsmoking(2)helphimrelax(3)Smokingisbadforhishealth.(4)histeeth(5)Thearticlesays…(6)Imustaskhimtogiveupsmoking.3.Teacherasksthestudentstoread1cindividually. Practice(10minutes) 1.Thewholeclasswork2.Groupwork3.Pairwork4.Thewholeclasswork5.Thewholeclasswork.6.Groupworkandpairwork7.Groupwork8.Thewholeclasswork9.Groupworkandindividualwork10.Thewholeclasswork11.Thewholeclasswork12.Individualwork 1.Studentsread1ainpairs.2.MemberAhelpsmemberBandCread1acorrectly.3.MemberCwillbethefirstchoiceiftheycan.4.Studentsread[7]onebyoneandreadthefollowingwordsatthesametime:funcutcomefundduckluck5.Studentstrytodistinguishthesoundof[7],[3]and[D].6.Twostudentsfromeachgroupreadtocomparewhoreadsbetter.farmcardcalmparkmarkarm7.Avolunteergroupreadonebyone.8.Studentsreadandimitate3a.9.Eachstudentmustread.10.Studentschoosetheproperphrasesfromthechant.11.Studentsimitatesentencebysentence,payingattentiontotheliaisoninthechant.12.Volunteerswillread3b,andtheywillgetpoints. 1.Teacherasksthestudentstoread1ainpairs.2.MemberAleadsmemberBandCtoread1a.3.Teacherasksstudentstoperform1a,andeachgroupchoosesonepair.4.Teachershowsphoneticcards[7],lettingstudentsreadthewordsaswell.5.Teacherreadsasamodel.6.Teachershows[3]andwords.7.Teachershows[D]inthesameway.8.Teacherplaystherecordingof3a.9.Teacheraskseachgrouptoread3b.10.Teacherasksthestudentstowritethekeyphraseforeachpicture.11.Teacherplaystherecordingsentencebysentence.12.Teacherorganizesacompetitionofreading3b. Production(8minutes) 1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Thewholeclasswork 1.Studentssumupwiththeteacher:Youshould/shouldn’t/hadbetter/hadbetternot/must/needtodo.Whydon’tyou…?2.Studentsreadandfinish2a.3.StudentsmarkHorU.4.Studentsfindoutthereasonsbyconnectingrelevantsentencesin2aand2b.Thenwritedownfiveshortpassagesafterclass.Amodel:LiHuaoftengoestoschoolwithoutbreakfast.It’sbadforherhealth.Becausebreakfastgivesusenergyforthemorning.5.Studentssummarizewiththeteacher.6.Studentsdothejobsafterclass:(1)MemorizethewordsanddialogueinSectionBafterclass.(2)Groupswilldebatewitheachother.(3)Studentslearntoreadvocabularywiththehelpofrecordingandthephoneticsymbols,andreadthedialogueaftertherecording. 1.Teachersumsupthewaystogivesuggestions:should/shouldn’t/hadbetter/hadbetternot/Whydon’tyou…?/must/needtodo.2.Therearesomeotherwaystogivesuggestions.Teacherletsstudentslookat2a.3.Teacherasksstudentstofinish2b.4.Teacherorganizesthestudentstoinstructthereasonsfor2bandwritedownshortpassagesafterclass.5.Teachershowsthesummarytothestudents.6.Teacherassignshomework:(1)ReviewthewordsanddialogueinSectionB.(2)Teacherasksthestudentstoprepareforadiscussioningroups:Isitgoodorbad?Isithealthyorunhealthy?(3)PrepareSectionCafterclass. TeachingReflection It’shardforthestudentstofinishwritingin2b.Theyareinterestedinreadingthechant.Later,morechantswillbeintroduced.Ⅶ.Blackboarddesign Unit2KeepingHealthyTopic2Imustaskhimtogiveupsmoking.SectionB (1)anarticleaboutsmoking(2)helphimrelax(3)Smokingisbadforhishealth.(4)histeeth(5)Thearticlesays…(6)Imustaskhimtogiveupsmoking. ZhangMingusuallytakesawalkafterthemeal.It’sgoodforhishealth.Walkingisagoodexercise.Itcanmakeusstrong.PAGE1