I. Material analysis
本节课是第五单元话题二的第一课时，主要学习有关学校各种设施和场所、谈论学校活动等内容。本课的主要活动是1a，2和4a。将通过人物对话描述日常活动及学校各种设施和场所，学习现在进行时的特殊疑问句、一般疑问句及其肯定和否定回答，掌握现在进行时描述正在进行的活动的表达法；还将通过匹配地点图片和名称，进一步学习有关校园设施和地点的名词，扩大学生的词汇量。此外，学生将通过了解字母g和字母组合er/ew/ey/eigh/ge/gu/gue的发音规则学习音标///,/9/,/(/,/V/,/G/和/_/。因为本课是本话题的第一课时，学生对于现在进行时的使用才刚开始接触，可能会出现英语表达的不流畅，漏掉be动词，或者动词没有加-ing的情况。因此，教师应该在教学活动中创造机会，引导学生在活动中反复操练进而巩固关于现在进行时的英语表达。 II. Teaching aims 1.Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
make, card, boring, soon, classroom, playground, lab, laboratory, computer, room, hall, dining hall, gym, gymnasium, building, swimming, pool, clean, do some cleaning, run, dance
学生在小组合作活动中，能掌握字母g和字母组合er/ew/ey/eigh/ge/gu/gue的发音规则，学习音标///,/9/,/(/,/V/,/G/和/_/的发音；
在情景对话中，能正确运用be+v.-ing来表达现在进行时，包括各种人称的肯定句、特殊疑问句、一般疑问句及其肯定和否定回答，如：
(1) —Are you doing your homework?
—No, I’m not. (2) —Are you watching TV?
—Yes, I am. (3) I am making cards.
1 / 10
(4) —What are they doing now?
—They are ...
(5) —Are Wang Wei and Lin Tao dancing, too？
—No, they aren’t. They are ...
能就谈论校园生活的话题进行交流与对话操练。
2.Skill aims
能听懂谈论正在进行的动作的简单对话或叙述； 能说出学校各种设施和场所的名称；
能在口头表达中做到发音清晰、语音语调准确； 能根据字母组合和音标初步地进行单词拼读； 能根据图片信息书面描述正在进行的活动。
3.Emotional aims
通过谈论校园中正在进行的丰富多彩的活动，使学生发现校园生活的乐趣，从而培养学生热爱校园生活、乐于参加学校各种活动的意识；
通过和他人共同完成任务，培养学生的合作精神。 III. The key points and difficult points
1.在小组合作活动中，能掌握字母g和字母组合er/ew/ey/eigh/ge/gu/gue 的发音规则，学习///,/9/,/(/,/V/,/G/和/_/的发音；
2.在情景对话中，能正确运用be+v.-ing来表达现在进行时，包括各种人称的特殊疑问句、一般疑问句及其肯定和否定回答。 IV. Learning strategies
1.能够清楚、大声地进行朗读，认真听录音，反复模仿； 2.能够利用现实生活中的学习资源，如图书馆等。 V. Teaching aids
多媒体、教学机、教学挂图和黑板 VI. Teaching procedures
Step Interaction pattern Introduction 1. The whole
Student activity Teacher activity 1. Focus their attention 1.Get students ready for 2 / 10
(5 minutes) class work. 2. Individual work. on the teacher. learning. 2.Brainstorming. Try to 2. Help the students to express the means of learn and revise the transportation the adverbs and means of transportation of and adverbs of frequency. frequency you know as many as you can. e.g. By bus, by train, on foot, by bike, by subway, by car, by plane, by ship, by boat … 3. The whole 3. Look at the pictures 3. Show some pictures class work and about the means of to help the students revise individual work. transportation the the means of teacher shows. Try to transportation and adverbs answer the teacher’s of frequency. questions as quickly as possible. e.g. T: How does he/she usually go to school? S1: He/She usually goes to school by bus/by bike/by foot/by car. subway/on T: Does he/she often go to school on foot...? 3 / 10
S2:Yes, he/she does. No, he/she doesn’t. 4. Group work. ... 4. Sit in groups of 4. Help the students to four. Prepare some revise how to express phrases on cards. Take frequency. turns questions. e.g. to ask How often do you come to school? How often do you visit your grandparents? How often do you play basketball? Do you go to the library three times a week? Do you listen to music every day? ... Presentation 1. Individual (10 minutes) 1. Do 2. Look at the 1. Present new words of work and pair pictures in 2. Learn school facilities with the work. the words of school help of the pictures. facilities. Then match Check the answers. the places with the correct phrases. answers 4 / 10
words Check with or the your
2. The whole class work. 3.Individual partner. 2. To be a game controller. 2. Play a word game: “What’s Some pictures disappear. Try missing?” words and may to guess what is missing 3. Help the students learn work and pair as quickly as you can. to predict before listening. work. 3. Individual work and group work. 3. Look at the pictures Play the tape recorder in 1a. Read the and check the answers. sentences in 1b. Try to predict the listening material in 1a. Then listen and circle the correct answers in 1b individually. Check the 4. Play the Help tape the answers with your recorder. partner. students learn to listen 4. Listen to 1a again to specific information and fill in the blanks. and to summarize the After that, open your grammar books and check your themselves. answers. Michael: Hello, Jane! This is Michael. What ______ you ______ now? Jane: Guess! Michael: Are you ____ 5 / 10
rules by
your _____? Jane: No, I am not. Michael: Are you _____ ______? Jane: Yes, I am. What about you? Michael: I’m ______ cards, but it’s ______. Would you like to play ________? Jane: Good idea! See you soon! Michael: See you! Then discuss in groups. Try to find the rules of the “Present Continuous” —be+v.-ing. e.g. …are doing …are watching TV …is making cards Consolidation 1. Pair work. (10 minutes) 2. The whole 1. Practice the 1. To be a good listener. conversation in 1a in pairs. the students 2. Look at the pictures 2.Help class work and shown by the teacher consolidate the Present individual work. and answer the teacher’s Continuous in different questions: 6 / 10
sentence patterns. (1)What is he/she doing? (2)Is he/she playing basketball? (3)Are you/they doing your/their homework? Practice (10 minutes) 1. Individual 1. Do 3a. Listen to the 1. Play the tape work and the tape and match. Pay recorder and check the whole class work. attention 2. Pair work. 3. Individual to the answers. structure of the Present Continuous. The whole class read the sentences and together the check answers at the same time. 2. Help the students to 2. Do 3b. Work in pairs. express correctly. Make up conversations with the information in 3a. Practice in pairs. Then some pairs act out your work and group conversations to the 3. Make the students work. whole class. learn to help each other 3. Do 4a. Divide the and learn from each class into six groups. other. Every group reads one group of words. Discuss in groups and find the rules of sounds about 7 / 10
4.Individual er,ew,ey/eigh,g,ge,gu/ gue by yourselves. Then one student in each group reads out the sound and teaches the sound to the whole class. Then the whole class listen to the tape recorder and check the sounds. work and pair Read the sounds and 4. Correct their sounds work. words aloud after the while they are reading. tape. Consolidate the sounds, 4. Do 4b. Try to read /1-e/; /9-//; /G-_/. the words in 4b. Read aloud individually. Compare the sounds with colored letters. Discuss partner. Production (10 minutes) Group work. Separate the class into 1.Make sure the students three groups. One group know how to express writes down the names, the “Present Continuous”. one writes places and the third one writes down the actions. Then some students try to organize the sentences with the 8 / 10
with your places, the actions and the names, using the “Present 2.Assign the homework: Review the words and practice the conversations in Section A with your partner; Make up a new conversation similar to 1a with your partner. Then report it to the class the next day; Preview Section B-1a. Continuous”. Teaching reflection： 在本节课中，学生学会了结合现在进行时描述正在进行的活动的表达法，学习了有关校园设施和地点的名词，学习了字母g和字母组合er/ew/ey/eigh/ge/gu /gue的发音规则。但是由于语用习惯的关系，学生在用“be+v.-ing”的表达方式时偶尔会出现少了一个be动词的错误表达。因此教师应在学生的口头操练中加以纠正，帮助学生养成正确的语用习惯。
VII. Blackboard design
Topic 2 A few students are running around the playground. Section A 1.—Are you doing your homework? make —No, I’m not. card 2.—Are you watching TV? boring —Yes, I am. soon 3. I am making cards. classroom 9 / 10
4.—What are they doing now? playground —They are... lab=laboratory 5.—Are Wang Wei and Lin Tao dancing, too? computer —No, they aren’t. They are ... room hall dining hall gym building swimming pool clean do some cleaning run dance
10 / 10
因篇幅问题不能全部显示，请点此查看更多更全内容