教学计划 | |||
教学 单元 | Unit 5 “How do I get there?” | ||
单元 主题 | ●Getting around | 课时安 排 | 8 |
教 学 内 容 | ●Show Time 大排畸是什么检查● “How do I get there?” ●Reading ● Men, women and our ns of direction ●Chat Time ● We’re lost, Kevin. ●Writing ● Route descriptions ●Grammar ● In, on and at ●My Story ● Around town | ||
教学目标健康教育活动教案 | 教学活动建议 | |
Warm-up | To get students to talk about the main topic of this unit in a comfortable and relaxed manner | ●Have students look at the pictures and ask them to tell you something about it as much as they can. ● ●Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions such as “Have you ever been lost?” “Have you ever asked someone for directions?” At this point you can teach the word directions, saying that when we tell someone how to get somewhere we are “giving directions.” You can also teach the phra n of direction, asking “Do you have a good n of direction?” Ask veral students in the class. It’s often good to write students’ answers on the board (exactly when they say them). If there are any mistakes, you can ask the class “What is wrong with this answer?” and have them correct it for you. |
Vocabulary Builder | A and B To teach students new vocabulary related to directions and prepositions | ●Have the students listen and repeat the words. Start with the prepositions and directions (in front of, next to, towards and straight). It will be better if you show the to the class with physical reprentations. Either you or the student can demonstrate, using simple commands. For example, you can bring a student to the front of class and say, “Stand next to the board.” “Walking towards the board.” “Walk straight.” Teaching bookstore, you can ask students to tell you about any local bookstores they may frequent. For diner, make sure students understand that a diner is an “American-style” restaurant. They have probably en them in the movies, but there may not be one nearby. Depending on your location, city blocks might be easy enough to explain. ● ●Once students are familiar with the new words, have them do the exercis, correcting any mistakes. |
C and D To improve students’ listening and comprehension skills | ●Tell the students they will hear a conversation between a man and a woman. Now listen to the conversation and have students complete the ntences. Correct any mistake. ● ●For Exerci D, ask students have they ever played the game “Room Escape”. Let them complete the clues with words from the boxes to help the three people get out. | |
Show Time | A To teach students’ speaking skills through the video | ●秦朝历史简介First, have the students watch the video in its entirety. Ask basic comprehension questions such as, “Who are the main characters in this video?” “Where are they?” “What are they doing?” “Why are they doing that?” “How are they doing it?” ● ●Next, have students take turns explaining what is happening in each picture. You can do the first picture, and then have a more confident student try the cond one. To make it more fun, you could choo two students, and then have them race to explain what is happening in the picture. The student with the fastest and best explanation wins. |
燕窝营养价值B, C and D To improve students’ listening comprehension through the video | ●Watch the video. Now look at Exerci B, and ask students to write numbers to show the correct order of the directions. ● ●Next, students can complete the dialogue in Exerci C. Have three students read out the dialogue with one student playing the role of Mateo, one as Naomi and the other as Hector. ● ●Before having them finish Exerci D, review rent, utilities and pet. Explain the new word garage. ● ● For an extension activity, you can also have the students rewrite the conversation, using different street names. To check the answers for Exercis B, C and D, students can exchange books and listen as you go through the樱花诗 answers. | |
Reading | A and B To improve students’ reading comprehension and learn about n of direction | ●Ask students if they have ever rented a hou. If they have, ask them where they found the hou or apartment. If no one has rented before, have students brainstorm all the possible ways that you might find a rental property. ● ●Next, read and listen to the text and have the students read each of the True/Fal statements and choo the correct answer. |
C and D To make the students comfortable when speaking about housing | ●Put the students in pairs and have them practice talking about their home. Every two minutes have students stand up and change partners. Do this three or four times, depending on class size. ● ●For Exerci D, let students rearch online to find out how the animals find their way. Then classify the animals to the correct column. | |
Chat Time | To improve students’ listening, speaking, writing and acting skills through the conversation | ●Ask students if they have good n of direction. Then ask who they think, between men and women, have better or wor n of direction. Ask students in the class if they have been lost before. Then ask if they are good at reading maps. Compare the answers of males and females in the class. ● ●Next, read and listen to the text and have the students read each of the True/Fal statements and choo the correct answer. |
Writing | To improve students’ writing skills and learn to write route descriptions | ●Have them read through the route description and pay attention to three different means of transportation. Have them answer the questions and correct any mistakes. ● ●B长江的流向ring a map to the class and ask students to finish the Exerci B according to the map. |
Grammar | To teach students about prepositions of place | ●Divide the board into three ctions and write IN, AT and ON at the top of each ction. Then start with IN, explaining that we u it for “enclod spaces.” You can show this by making a circle with your hands. Then explain, saying that we u IN in front of countries, cities, the world, buildings, oceans, lakes, rivers, the middle / the center, and containers. Have students try to think of an example for each one, and write them on the board. For example, a student might say In Tokyo (which you can write next to the word city). For ON, tell students that we u this for surfaces. You can show this by showing the palm of your hand. Explain that we u ON in front of walls, ceilings, doors, tables, floors and other surfaces. Again, have students come up with their own examples. Finally, tell students that we u AT for specific points. Show this by showing the palm of your hand and pointing to a part of it. You must also tell students about the special us of at (For example, at school / home / work). A fun way to review this is to play a quick game. You say a word, for example “the road”, and then students race to say the correct preposition (in / at / on). ● ●Finish by having students complete the exercis, and then ask them to change books and go through the answers, correcting any mistakes. |
My Story | 邓丽欣歌曲To improve students’ listening comprehension and speaking ability through the video | ●Tell students that they will watch a video in which real people talk about their neighbourhoods. ● ●Then watch the video and have students complete the True/Fal statements. In some cas, you may need to pau the video to help the students. ● ●Next have students tell you the answers, correcting any mistakes. ● 宣传方式有哪些●Watch the video again and have students fill in the missing words, pausing the video if necessary. Check the students’ answers, correcting any mistakes. ● ●For the discussion ction, give the students your answers to the questions. Next, you can have veral students give their answers to the class. Finally, have the students discuss the questions in pairs and/or in groups. |
课后学习设计 | ||
作业 | ◆Finish all the exercis in Unit 5. ◆ ◆Read the text in this unit again and try to summari its content. ◆ ◆Write a route description to explain how to find the way to school from your home. | |
课后总结与反思 | ||
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