授课班级 | 3班 | 授课时间 新目标英语 | 第____2__周 第___1___课时 | |
课 题 | Unit 2 It’s a nice day, isn’t it? | 课型 | Speaking & Listening | |
教学目标 | 知识目标 | Knowledge Objects (1)New vocabulary: Small talk; rain; umbrella (2)Target language；Listening practice. | ||
能力目标 | Ability Objects (1)To train students’ ability of listening and speaking. (2)To train students’ communicative competence | |||
情感目标 | Sensibility and Value To enable to practice spoken English in daily life. | |||
教学 重难点 | 1.Teaching Key Points (1) New vocabulary in this period. (2) Target language in this period. 2.Teaching Difficulties (1)How to improve students’ listening ability. (2)Make conversations freely. | |||
学情分析 | ||||
教具学具 | A tape recorder. A projector | |||
教学法指导 | Scene teaching method. Listening and speaking methods. Pair work. | |||
教学过程 | Step Ⅰ Greetings and Revision Greet the class as usual and check the homework. Step II New words Show the new words on the screen and teach the new words. Ask students to read the new words first. Then correct the pronunciation. Teach the new words and ask students to repeat. Make sure students can understand the meanings. Step III Section A 1a This activity introduces veral examples of small talks. Show each picture on the screen and ask different students to say what is happening in each picture. T: Look at the pictures. Can you tell me what’s happening in each picture? S1: In Picture a, many people are waiting in line to buy tickets. S2: In Picture b, so many people are at the subway station. It’s already nine o’clock, but the train isn’t here. They are very worried. S3: The boy and the man are waiting for the train in Picture c. S4: In the last picture, we can e some persons listening to the concert. T: Very good. In all pictures, two people who don’t know each other are starting a conversation. Can you tell me other places where we would talk to people we don’t know? S5: On the bus, in the lift. S6: In the park, at the bus stop. … Call on a student to write his/her list of places on the board. Ask other students to add places to this list. Let students discuss the completed list. Step IV 1b Activity 1b gives students practice in understanding the target language in spoken conversation. In this activity ask students to listen and number the pictures (2-4). Play the recording for twice. Students write the number of each conversation in the box next to the correct picture. Then check the answers. Answers: Picture a: Conversation 2 Picture b: no match Picture c: Conversation 3 Picture d: Conversation 1 walkman是什么意思 This activity provides guided oral practice using the target language. Ask students to look at the pictures on the screen one by one. Get students to work in pairs. Make their own conversations about the people in the pictures. As students talk, move around the room checking their work. Sample conversation: A: You love violin music, don’t you? w B: Yes. What about you? A: Me, too. / So am I. Step VI Summary T: This class we’ve learned some new words and the target language. In the United States, people who don’t know each other often start conversation in public places. This small talk can help people feel more comfortable. In some places, especially in small cities and towns, people feel it is polite to speak with people they don’t know. Do you often have small talks with people you don’t know? If you have small talks with people in English, I think you can improve your spoken English greatly. Step VII Homework T: Write down the ntences in activity 1c in your exerci books. | |||
板书设计 | Unit 2 It’s a nice day, isn’t it? A list of places: park bus stop 沙特取消波音订单cinema shop lift … | |||
作业布置 | wholesomeWrite down the ntences in activity 1c in your exerci books. | |||
教后反思 | ||||
授课班级 | 3班 | 授课时间 | 第____2__周 第___2___课时 | |
课 题 | Unit 2 It’s a nice day, isn’t it? | 课型 | Speaking and Listening | |
教学目标 | 知识目标 | Knowledge Objects (1)New vocabulary: Noon; Franklin lake; on the weekend (2)Target language: (3)Listening practice. | ||
能力目标 | Ability Objects To train students’ ability of listening and speaking | |||
情感目标 | Sensibility and Value To enable to understand the feelings of others in communication. | |||
教学 flames重难点 | 1.Teaching Key Points (1). Key phras: by noon; on the weekend; I hope so. (2). Master the structures in Grammar Focus. 2.Teaching Difficulty Make conversations using the target language in Grammar Focus. | |||
学情分析 | ||||
教具学具 | A tape recorder. A projector. | |||
教学法指导 | Listening method. Speaking method. Communicative approach. | |||
教学过程 | Step Ⅰ Greetings and Revision Greet the class as usual and check the homework. Ask students to show their written work. Step II New words Show the new words on the screen and teach the new words. Step III 2a beelzebub Activity 2a provides guided listening practice using the target language. First write successful and unsuccessful on the board T: Do you know what’s the meaning of the word “ successful”? S1: Yes. I think it means “ having done well”. T: Great. What about the word “unsuccessful”? Ss: We are not sure. T: It means “not successful”. Clear? Ss: Yes. T: To have successful small talks, both people need to ask questions. Now listen to the three conversations. Are they examples of successful or unsuccessful small talks? Write “a” or “u” in the blanks. directional Play the recording the first time. Students only listen. Then play it a cond time. This time students write “s” or “u” in the blanks. Check the answers. Answers: Conversation 2: u Conversation 3: s Step IV 2b T: Listen to conversation 3 again. Put the ntences and questions in order. First I’ll ask different students to read the lines of the conversation to you. The sample answer “f” is given. This is the opening line of the conversation. Play the recording. Ask students to write the letter of each line of conversation in the correct place. Check the answers. 服装色彩搭配技巧Answers: 1. f 2. b 3. e 4. a 5. d 6.c 7. g Step V 2c Pairworkhiroki This activity provides guided oral practice using the target language. T: First I’ll ask a pair of students to read the conversation in Activity 2b. Sa: It always rains on the weekend, doesn’t it? Sb: Yes. It rains every Saturday. Sa: Do you think it’ll stop by noon? Sb: I hope so. I want to go swimming. Sa: Oh? Where do you swim? Sb: At Franklin Lake. Sa: Do you ever go there/ (Write two phras and a ntence on the board: on the weekend; by noon; I hope so.) T: In the conversation, there are two important phras and a key structure. Plea look at the board, “on the weekend” means “on Saturday and on Sunday” and “I hope so” means “I hope it will stop by noon”. Plea remember them. Now practice the conversation in pairs. (After a while) T: OK. Now it’s your turn to make your own small talks. You can u the questions in the box. As students talk to each other, move around the room checking their work. In the end ask veral pairs to come to the front of the room and say their conversations to the class. Step V Grammar Focus Review the grammar box. Ask students to read the questions and answers. Ask students to copy the three ts of questions and answers in their exerci books. Then show the following on the screen. It’s really windy today, isn’t it? Yes, it is. You’re Ben’s sister, aren’t you? Yes, I am. The No. 15 bus stops here, doesn’t it? Yes, it does. Step VI Grammar Note Point out that tag questions are a simple, direct way to start a conversation. Becau tag questions ask for a short answer (Yes, I do. No, it isn’t.), they are easy to answer and give two people who don’t know each other a comfortable way to start talking. Step VII Summary T: This class we’ve learned what one says to start a small talk. I hope you can start a small talk with strangers. In this way you can practice your spoken English and make a lot of friends. Step VIII Homework T: Tape record yourlves as you read your conversations for Activity 2c. | |||
板书设计 | Unit 2 It’s a nice day, isn’t it? successful / unsuccessful He is a good student, isn’t he? Li Ping likes music, doesn’t he? You take this bus, don’t you? No, I don’t. Yes, I do. | |||
作业布置 | Tape record yourlves as you read your conversations for Activity 2c. | |||
教后反思 | ||||
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