Section B 1a—1d优秀获奖教案

Unit 9 My favorite subject is science. (Section B 2a-2c)教学设计

川师附中

颜雨声

I.

Teaching Analysis教学分析: 1.

Contents 教学内容

Contents内容

Book 1

Unit 9 Section B 2a-2c (Reading) Contents A girl’s school life Topic话题

Analysis Functions功能

Use target language to talk about the school life. 2.

Important and difficult points 教学重难点

1. To help Ss understand the letter about a girl’s school life by Important重点

using target language. Important 2. To help Ss use the description words to talk about their ideas. /Difficult 1. To help Ss talk about their school life by using target language. Points Difficult难点

2. To help Ss use different reading strategies to understand the letter better. 3.

Students analysis 学情分析

This is the reading part of the unit. Ss have learned to talk about Knowledge basepreferences and give reasons. So they can use the target language to understand the reading part and try to express their ideas about 知识背景

Students school life. Analysis Learning interestThe learning contents are close to Ss’ life, so they would be willing to talk about their school life and share their different 学习兴趣

ideas.

II.

Teaching Goals教学目标: 1.

Knowledge goals语言知识目标

Ss can learn the new words by reading context: useful, Vocabulary词汇

from…to…, finish, lesson, hour Knowledge The school life

Topic话题

Goals Students can understand the letter about a girl’s school life and Functions功能

talk about their school life.

2.

Ability goals语言技能目标

1.

Ss can understand the teacher’s instructions; Reading skills 2.

Ss can understand the letter and get the main idea;

Ability 3.

Ss can read the letter correctly. Goals 1.

Ss can talk about their preferences about subjects; Speaking skills 2.

Ss can share their ideas about their school life. 3.

Affective 情感态度

Group work Students can develop the ability to cooperate. 小组合作

Affective Positive Attitude Students can develop a positive attitude to different subjects and 积极的态度

enjoy their school life.

4.

Strategies 学习策略

Cognition Strategy 认知策略

Skimming Read for details Ss can get the main idea by reading the letter quickly. Ss can read carefully to get more specific information and mark it (Underline/Circle). Strategies Communication Students are willing to communicate with others and share ideas Strategy in class. 交际策略

5.

Culture Awareness Goals 文化意识目标

Culture Awareness Ss know the differences between English letters and Chinese letters. Goals

III.

Teaching Tools 教学工具

1.

Multiple-media computer Teaching Tools 2.

PowerPoint

IV.

Teaching Procedures教学设计

Procedures Step 1 Warm up 复习引入

Teacher’s activities Ask Ss to make conversations to talk about their schedule. Ss’ activities Make conversations to talk about their schedule. Activity 1: 2a 1. Read instructions to know what they need to do. 2. Write down descriptions for each subject. 3. Share their ideas about subjects. Activity 2:

1.Think about: --What’s the girl doing? --What’s her name? --Who’s she writing to?

Ss learn to get useful information through pictures and instructions: --This is a letter from Yu Mei to Jenny.

2. Pay attention to the letter format: Activity 1: Skimming

1.Skim the letter to find Purposes 复习单元目标语言，为新课学习做准备。

1.引导学生养成读题的习惯

2.鼓励学生使用目标语言分享个人观点，为接下来的阅读做话题准备。

Activity 1: 2a 1. Let Ss read the instructions to know what they need to do. Help Ss understand “idea” and “description”. 2. Let Ss do 2a. 3. Encourage Ss to share their ideas about subjects. Activity 2:

1.Let Ss talk about the picture Step 2 Pre-reading in 2b. --What’s the girl doing? 读前活动

--What’s her name? --Who’s she writing to? Help Ss get the answers through pictures and instructions: --This is a letter from Yu Mei to Jenny.

2.Get Ss pay attention to the letter format: Step 3 Activity 1: Skimming

While- 1.Advise Ss to skim the letter reading 1.阅读技巧训练：通过读图和读题获取有用的信息。

2.引导学生关注英文书信格式。

阅读策略训练:

读中活动

to find answers quickly. 2.Advise Ss to read the first or the last sentences to get the main idea. Activity 2: Read for details 1.Ask Ss to underline the subjects Yu Mei likes and the reasons and circle the subjects she doesn’t like and the reasons. 2.Let Ss present answers in order with sentences. 3.Help Ss understand the new word: useful

Activity 3: Pair work Let Ss work in pairs to share their ideas. --Are Yu Mei’s ideas the same as yours? answers quickly. 2.Learn to get the main idea quickly by reading the first or the last sentences. Activity 2: Read for details 1.Underline the subjects Yu Mei likes and the reasons and circle the subjects she doesn’t like and the reasons.

2.Present answers in order with sentences. 3.Learn the new word: useful

Activity 3: Pair work Work in pairs to talk about their ideas: --Are Yu Mei’s ideas the same as yours? Activity 4: 2c 1.Try to complete Yu Mei’s schedule by looking for key words. 2.Present answers with sentences. 3.Learn the new words: finish, lesson, hour

4.Pay attention to the writing order and think about:

--What other words can we use to talk about the order of time? Try to use more ways to talk about the order of time. Activity 1: Retelling Work in groups and practice retelling Yu Mei’s Friday one by one. Try to use:

at…/from…to…/then /next/after that Activity 2: Discussion Express ideas about: --Do you think Yu Mei is busy? Why or why not? Activity 3: Free Talk Compare their schedule on Friday with Gina’s and talk about their ideas. 快速阅读找到中心句来获取文章大意。

阅读策略训练

：运用勾画的方式仔细找寻细节信息。

通过小组合作的方式，运用目标语言和同学进行交流，并分享个人观点。

Activity 4: 2c 1.Show Ss how to complete Yu Mei’s schedule by looking for key words. 2.Let Ss present answers with sentences. 3.Help Ss understand the new words: finish, lesson, hour

4.Make Ss notice the writing order and think about:

--What other words can we use to talk about the order of time?

Present more ways to talk about the order of time. Activity 1: Retelling Let Ss work in groups and practice retelling Yu Mei’s Friday one by one. Advise Ss to use:

at…/from…to…/then /next/after that

Step 4 Post-reading Activity 2: Discussion Let Ss talk about: 读后活动

--Do you think Yu Mei is busy? Why or why not? Activity 3: Free Talk Ask Ss to compare their schedule on Friday with Gina’s and express their ideas. 1.提示学生通过寻找关键信息的方式快速获取答案。

2.引导学生注意写作顺序，并思考用不同的方式表达时间的先后顺序。

鼓励学生使用之前讨论出的表达时间先后顺序的词复述余梅星期五的日程表。

引导学生思考，为接下来的活动做准备. 综合训练目标语言，引导学生关注中西方文

化(课程设置)差异。

Activity 4: Group work

Ask Ss to work in groups to make a schedule about their ideal Friday and give reasons. 1.通过小组活动，鼓励学生运用目标语言来表达自己观点。

2.学生自己设计理想的日程表，激发学生的学习兴趣。

选择一：比较中英文书信的格式，注意到中外A: Compare the differences between English letter format and 文化的异同。

Chinese letter format. 对比中英文信件的格式差异。

选择二：帮助学

生了解书信存B: Think about: 思考：我们现在还有学习如何写信的必要吗？

在的意义，并乐Do we still need to learn how to write letters now?

于运用书信功能的语言表达形式。

Activity 4: Group work

Work in groups to make a schedule about their ideal Friday and give reasons. Step 5 Homework

Blackboard Design Unit 9 Section B 2a-2c Positive

Negative

new words:

Time Order interesting

boring

useful

at 8:00 relaxing

difficult

finish

from…to…

…

…

…

…