4a—4d教学设计一等奖

单元教材分析及教学形式安排

单元名称或题目

单元教学内容分析

单元教学目标

Unit 3 How do you get to school?

本单元主要是学习能够正确表达如何去到一个地方

(1) Train students' listening skill. (2) Train students' writing skill. (3) Train students' ability to deduce. 单元教学内容及教学形式安排

序号

1 课

题

Section A(1a-2b) 教学形式及课时安排

New Teaching(1) 任务设计

Task-based Language Teaching 2 Section A(2c-3c) New Teaching(1) Saying and

pair work 3 Section B(1a-2c) New Teaching(1) Listening, pair work 4

Section B(3a-Self Check) New Teaching(1) Reading, writing and pair work

课

题

Unit 3 How do you get to school? Section A (1a-Grammar Focus)

1. 能够正确表达如何去到一个地方。

2. 学习完成任务所需要的语言：1) 词汇：take, subway, hay, walk, train, forty, fifty, sixty, seventy, eighty, ninety, hundred, minute.

2) 句子：How do you get to school?

I get to school by bus.

3. 完成课本第19-20页1a, 1b, 1c, 2a,2b,2c的教学任务。

4. 能够写一份简单的交通计划。

Listen, pair work and discuss. 通过对交通方法的学习，能够对现实生活中的事情进行推理。

How do you get to school?

I get to school by bus.

How do you get to school?

I get to school by bus.

教学准备

1.A tape recorder. 2.A computer for multimedia use. 预计授课时间

第3周

知识与能力

教

学

目

标

过程与方法

情感态度

与价值观

教

材

分

析

重点

难点

课

New Teaching 型

教

学

设

计

主

案

1. T: Hi! Everyone. Nice to see you again.

How are you today?

2. T: Do you want to listen to an English song?

3. T: OK. Let's listen to a song "Lemon Tree". T: Let's learn the new words.（让我们来学习新

的单词）

subway take the subway train take the train

Section A 1a

副

案

First ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.

T: Hey, Dave. How do you get to school?

Then let Ss say how other Ss in the picture get to school. Give them some help if necessary.

然后让学生说在图画中别的学生是怎样去上学的，如果需要帮助就给予帮助。

Then read the phrases to them and ask them to repeat. Then ask them to write them in the box and add other ways to get to school.

1. First ask Ss to say what each person is doing. Write the phrases on the board. （首先让学生说每个人都在做什么。然后把句子写到黑板上）

walking riding taking the train taking the subway taking the bus

课本Step 2. Then tell Ss to listen to a recording. Two people are talking about some Ss get to school.（然图画

2: 后让同学们听录音）

1a

3. Point out the names of the Ss in the box. Read the names to the class.

4. T: Now listen to the conversation. Please write the number of the name in the white box next to the student. One of them has already been done.

5. Then play the recording for the first time. Ss only listen.（放一遍录音，同学们只是听）

6. Play the recording a second time. This time ask the Ss to write the number of the name next to the correct Ss.（放第二遍录音，这次让同学们在学生下写出正确的名字）

7. Ask Ss to complete the activity individually.

8. Then check the answers.

课

题

教

学

目

标

教

材

分

析

知识与能力

过程与方法

情感态度

与价值观

重点

难点

Section A(3a-4) (1) Train students' writing skill.(2) Train students' ability to deduce. Listen, pair work and discuss. 通过对情态动词的学习，能够对现实生活中的事情进行推理。

1. Listening and writing practice using the target language. 2. Make inferences using the target language.

Make inferences using the target language. 教学准备

1.A tape recorder 2.A computer for multimedia use 教

学

设

计

主

案

副

案

预计授课时间

第

5

周

课

New Teaching 型

Ⅵ. Teaching Procedures: Step I Revision Revise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason. Step Ⅱ 2a This activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band, Point to the numbered list with blank lines after each number. Step Ⅲ 2b This activity provides listening and writing practice using the target language. And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei's. He likes reading English magazines very much.

Step Ⅵ 2c This activity provides writing practice using vocabulary introduced in the unit. Step Ⅴ Grammar Focus Ask students to say the questions and answers in pairs. At the same time, write them on the blackboard. Ask students, what does it mean when you say something must be true How sure are you that it is true 100 percent 50 percent 10 percent

Repeat the process with the words might, could and can't. Optional activity Play the game like this: T: (Holding up a pen) Whose pen is this

S1:It could be Li Lei's. T: Li Lei, is this your pen

L: No, it isn't. T: It can't be Li Lei's. He says it's not his. S2:It might be Wu Jun's. T: Wu Jun, is this your pen

W: Yes, it is. T: He says it's his. The pen must be Wu Jun's. (Holding up a notebook)Whose notebook is this

S3: It must be Li Na's. I gave it to her as a birthday present. Repeat the process with the other items. Step Ⅵ Summary Say, In this class, we've clone some listening and writing practice using' the target language. And we've learned how to make inferences using the words must, might, could and can't. Step Ⅶ Homework Make two sentences each using the words must, could, might and can't.

课

题

知识与能力

教

学

目

标

过程与方法

情感态度

与价值观

重点

难点

Section B(1a-2c) (1) Train students' reading skill. (2) Train students' communicative competence using the target language. 1. Practice method. 2. Pairwork.3. A game. When you are in trouble, send an e-mail message to your friends to ask for help. 1.Reading practice. 2.Oral practice using the target language. 1. Key vocabulary. 2. Target language. 教学准备

1.A tape recorder. 2.A computer for multimedia use. 预计授课时间

教

材

分

析

课

New Teaching 型

第

5

周

教

学

设

计

主

案

Teaching Procedures Step I Revision Revise the usage of the words must, might, could and can't by checking homework. Step Ⅱ 3a This activity provides reading practice using the target language. Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don't know. Don't worry too much about them. Just circle them. We'll talk about what they mean later. Check the answers. Step Ⅲ 3b This activity provides oral practice using the target language. 副

案

Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class.

Practice the pronunciation of these words and explain the meaning of each word. Step Ⅳ Part 4 This activity provides oral practice using the target language. Call students' attention to the picture. Get students to name each item in it. Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation.

Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with. Step Ⅴ Summary Say, In this class, we've learned some vocabulary words, such as drop, symphony. And we've done much oral practice using the target language. Step Ⅵ Homework 1. Read the letter in Activity 3a again for further understanding of the vocabulary words. 2. Read the conversations in Activities 3b and 4 again for further understanding of the target language. 3. Finish off the exercises on pages 15～16 of the workbook.

课

题

知识与能力

教

学

目

标

Section B (3a-4) To train students' listening, speaking, reading and writing skills. To train students' ability to deduce. Listen, pair work and discuss. When you are on a picnic, remember to bring litter back to keep our environment clean and tidy. To learn the key vocabulary words and the target language. To learn to make inferences using the words must, might, could and can't. To train students' listening, speaking, reading and writing skills. To enable students to grasp the usage of must, might, could and can't. 教学准备

1.A tape recorder 2.A computer for multimedia use 过程与方法

情感态度

与价值观

重点

难点

教

材

分

析

课

New Teaching 型

预计授课时间

第

5

周

教

学

设

计

主

案

Teaching Procedures: This activity provides reading practice using the target language -Point to the picture and ask student how the person in the picture is feeling( confused,upset) -Read the instructions. Say, underline the things in the article that might be making the strange noises. -Have the students note any words or sentence that they don’t understand

This activity provides reading and writing practice using the target language. -Read the instructions. Point to the three sets of notes and ask a different student to read each one to the class. Ask questions to be sure that students understand what each set of notes is describing. Explain, demonstrate, or draw on the board any new vocabulary such as crying sounds, boles, and grass. -Ask students to write their paragraphs on their own. -As they work, move around the room offering help and answering questions as needed 副

案

-Ask several students to read their completed paragraphs to the class.

This activity provides writing practice using the target language. -Read the instructions. Then read the opening sentences of the article and explain any new words, such as escaped -Ask students to make a list of ideas before they finish the article. - Tell students they can use the article inactivity3a as a model. -Correct as many of the articles as you can in class -Read the instructions to the class. -Give an example from your own experience. -Ask a pair of students to model the sample dialogue. -Ask students to complete the work in small groups -Review the task.