Unit6 B Let’s talk教案
一、Teaching Aims:
1. Ss will be able to grasp the 4-skill ntences: Talk quietly. Keep your desk clean.
2. Ss will be able to understand the dialogue and read it with the right pronunciation and intonation.
3. Ss will be able to u the ntences to talk in the t situations.
4. Ss will be able to aware of the rules in public locations, such as: Work quietly. No eating! Keep the … clean.
二、Key Points:
1. Ss will be able to grasp the 4-skill ntences: Talk quietly. Keep your desk clean.
2. Ss will be able to understand the dialogue and read it with the right pronunciation and intonation.
三、Difficult Points:
1. Ss will be able to express the proper rules in different pubic locations.
2. Ss will be able to aware of the rules in public locations.
四、教学过程
活动1【导入】
Introduce the new Haining Library and the two signscca on 英语发音规则the感恩节的由来英文版 wall.
1. Show students the picture of new Haining Library.
Task: Where is it? Do you often go to the library? Ss answer.
【设计意图：用海宁市新落成的图书馆图片，英语日记100字开门见山地导入话题: In the library.】
2. Enjoy some pictures of the new library.
Tasks: How do you like it? What can you do in the library?
Ss answer according to their own experiences.
【设计意图：图片展示了新海宁图书馆的儿童图书馆、儿童阅读区、电影欣赏区、自习室等功能区域后，进行师生交流：你喜欢新海宁图书馆吗？在图书馆，你能做些什么？】
3. Lead in: The new library is so nice and quiet. I want to stay here for the whole day. bitter是什么意思Can I eat my lunch here?
Ss guess and express.minimum
Then show Ss the two signs on the wall: No eating! Talk quietly.
【设计意图：导入图书馆墙上的两个标志，了解它们的读音及意思。】
There are also the two signs in John’s School Library. Look, he is at the library. He is talking with a boy.
【设计意图：充分考虑Let’s try与Let’s talk的整体性，从Let’s try过渡到Let’s talk的内容。】
活动2【讲授】Prentation.microelectronics
1. Let’s try: Listen and circle. What does the teacher say to them?
Talk quietly.
2. Let’s say
① Ss will try and say: It is in a library. We should talk quietly.
② Have Ss think and then express: Where or when should we talk quietly too?
【设计意图：① 以文字的形式展示Let’s try的内容，让学生在选择的同时，详细了解对话的内容，为基础较弱的学生搭建理解对话的支架。②主题交流：根据学生的生活经验，说一说：在哪些场合或什么情况下我们也要轻声说话。】
3. Listen and answer: What books does Tom want in the library? He wants some ... 【设计意图：学生在问题的引领下整体感知对话，在听的过程中，抓住主要信息: An English book.】
4. Watch and answer: Can John help him? I can show you the English books.
【设计意图：观看视频，回答问题。并找到对话中含有这个信息的句子，使孩子们在整体情境中理解: I can show you …的运用方法。】
5. Focus on the difficult ntence: Here they are. Help Ss understand it by putting it in the ordinary order and completing it. They are here. The English books are here.
【设计意图：倒装句对孩子们来说还比较陌生，让孩子们在情境中了解一个意思多种表达方式，为学生的语言表达拓展多样性。】
6. Guess: Does Tom take the books home or read in the library?
—Can I read the books here?
—Yes. Of cour.
【设计意图：在主题情境下，运用本课时的功能性语言展开小对话：拓展话题，运用语言。】
clubjenna>august怎么读7. Talk about it: ① What el should Tom do in the library? Keep your desk clean. ② Then Ss think about it: What el should Tom also keep it clean in the library?
【设计意图：情境中的主题表达——根据自己的生活经验，给Tom一些小建议:connectionerror Plea keep the / your ... clean.】
活动3【活动】Consolidation & Extension.
1. Read the dialogue better. Ss will listen to the tape for the first time, mark the stress and link in the dialogue and check the marks according to the tape.
For the cond time, Ss will listen and repeat the dialogue ntence by ntence.
【设计意图：指导学生进行语音语调模仿，为培养学生良好的语音语调和初步的语感打下基础。】
2. Role reading.
Read in roles and then show the reading. Students will read in fine pronunciation and into
nation through imitating. After that, they’ll be able to read in roles in groups.
