Helping hands教案推荐

Unit 7 More practice

Teaching Design 1.

Teaching material: the poem Helping hands

2.

Teaching objectives At the end of the class, students will be able to: (1)

Learn some new words (broom, dawn, dusk, thief, fight, brave etc.) (2)

Talk about the rhyming and the meaning of a poem. (3)

Know how the language works creatively and freely. 3.

Material needed (1)

The reading materials (2)

Worksheet (3)

Power point 4.

Teaching procedure Step 1 Before- learning Purpose: build a path into the mood of learning poems, review how a poem rhythm.

Warm-up

☆

Read and guess—students will be given the English version of some Chinese poems and guess the title of it. Spring morning (春晓) This spring morning in bed I’m lying. Not to awake till the birds are crying. After one night of wind and shower. How many are the fallen flowers?

Thoughts on a quiet night（静夜思）

Moonlight before my bed, Could it be frost instead? Head up, I watch the moon, Head down, I think of home.

Ode to geese （咏鹅）

Geese oh geese! Necks curve and sing to the sky. Your white plumes float on water green. Red feet paddle streams clear and clean.

The Promise Broken （约客）

In rainy season house on house is steeped in rain. On poolside meadow here and there frogs croak in vain. My friend’s not kept his word to come, now it’s midnight. What can I do but play chess alone by lamplight.

Step 2 While- learning 1

Purpose: Go onto to look at the vocabulary, the rhyming and the meaning of the poem. (1)

Vocabulary learning ☆

Read the title and the illustration of the poem Helping hands, students guess what the topic of the poem may be. (2)

Learning some topic-related vocabulary (broom, dawn, dusk, thief, fight, brave etc.) with the help of pictures and in the context. (3)

Ordering the poem ☆

Helping hands

will be cut up into 2 parts, 12 lines; students discuss the contents and the rhyming words of the sentences. Then work in groups to put them into the correct order. ☆

Each group sends a spokesman to introduce the discussing results. The order doesn’t have to be correct but the explanation should be justified. ☆

While the spokesman is presenting his work, other students consider the logic of the order and give comments. (4)

Reading comprehension ☆

Students read the poem Helping hands and answer the following questions: ①

Who are the people in the poem?

②

When do they usually start work? ③

What do they do for their work? ④

What do they think of their work?

⑤

What do you think of their work?

☆

Read out aloud the poem, pay attention to the pronunciation of it.

Step 3 After- learning Purpose: students can be given the opportunity to use what they have learned, thus to know how the language work creatively and freely. Write a new verse ☆

Teacher offers ideas of what they can write about. ☆

Brainstorming the rhyming words of /əʊ/. ☆

Students complete the following verse with the given words: From Monday to Friday, to work I _____, no matter there is rain or _______. I prepared my lesson long time ________, At night I need a rest, my eyes are slowly ____________. ☆

Students guess who is the person in the poem above.

Step 4 Extensive reading Read a poem about a model student and complete it. A model student called May A model student called May Is always on time, every __________. You can always tell, When it’s time for the ___________, 2

As she walks in the room right away.

Her exams she can always _____________, She’s always the top of the class. She doesn’t chew gum, Or shout at her _________, And she never walks on the _______________.

She doesn’t forget her book or pen, And I can’t remember ________________ She said, “I don’t know.”

It’s impossible, ______________ She always gets ten out of ______________.

She lives at quite a good ______________. Her hair is neat, never a mess. Her shoes are _____________. I’ve never seen A whiter, whiter _____________.

In every way she is the best.

She’s number one in every ___________. What can we do, Me and _____________? She’s better than all of the ____________. 3