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7AUnit6 教案2------------【主备人】 刁仁东  

2010-02-09 12:37:19|  分类: 默认分类 |  标签: |举报 |字号 订阅

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第五课时

【课题】:Grammar

【教学内容】:1.:掌握can和may表示许可或请求的用法及区别

2.掌握表示顺序的词汇的使用方法

3.需掌握词汇:afterwards,finally

        .

【教学重点】:1.can和may表示许可或请求的用法及区别

2. 掌握表示顺序的词汇的使用方法

【教学难点】:1.can和may用法上的区别2.表示顺序词汇的正确运用。

【教学过程】 1. Greetings.

         2. Ask a student to stand up and ask him/her:

           Can you tell me your name?

            May I borrow/use your pen?

         3. Using ‘can’ and ‘may’:

          We use “can” and “may” to ask for permission from

                              other people.

           e.g. Can you give us some good ideas?

          May I ask you to open the window?

          We use ‘can’ to ask our friends for permission.

            e.g. 1) -- I don’t have my English book here. Can

            I use your book?

          -- Yes, you can. Here it is.

         2) – Can I go now?

              -- No, you can’t, I’m afraid.

            We use ‘may’ to ask teachers, parents and other

             adults for permission. It is more polite to use

                ‘may’ than ‘can’.

             e.g. 1) – It’s very dark in the classroom. May I

           turn on the lights?

                -- Yes, you may.

        2) – May I watch TV this evening?

              --Yes, you may.

          Help students to finish off the sentences at Page

                              97.

       4.      Sequencing events:

         Briefly review the adverbs like “first, then,

             next, afterwards and finally ” using the pictures

                         on Page 98 of SB.

           Model: First, I go to school. Then, I have

           lessons. Next, I go swimming. Afterwards, I have

             dinner with my family. Finally, I do my homework.

       5. Go through the sentences about what Sandy

              does in the morning. Ask students to write the

            letters in the boxes in B1 individually. Help

         Sandy put the sentences in the correct order.

                 Answers: d e c a b

          6. Review key vocabulary and show the five

           pictures on Page 99 of SB. Ask the following

                              questions:

         1, What does Simon do first?  [choose what

                              to wear]

       2, What does Simon wear?  [dress up in white

                               trousers]

       3, What does he do next?  [do the show/go catwalk]

        4, Who does he talk to?   [Kitty]

        5, Where does he go afterwards?  [go home]

        7, Ask students to write sentences about Simon’s

        day. Then check the answers as a class activity.

      8, Task: To tell what you often do on Sunday

Homework:

           1. Write a passage about what your best friend

                 does on weekends.

           2. Finish the exercises on “Learning English” from

                              Page 109 to 112.

教学反思                                

 

第六课时       

【课题】:Integrated Skills

【教学内容】:1.听懂录音材料的内容并能完成相关练习。

2.了解并能初步掌握不同场合的着装问题。

3.初步了解

4.需掌握词汇:

短语 :be made of

句型:

       

【教学重点】1.了解并能初步掌握不同场合的着装问题。

2..初步了解服装材质并能简单谈论

 

【教学难点】:1.听力技能的培养2. 简单谈论服装材质

【教学过程】 :

        1.Greetings.

        2, Review the main items of the last lesson.

        3, Ask students to look at the pictures in Part

         A1. Play the tape, ask students to listen

         carefully to the conversation and find out what

         they are going to wear. Write S for Sandy and M

         for Sandy’s Mum in the correct boxes.

        5, Ask students to finish Part A2 while

         listening to the tape.

        6, Ask students to do Part A3 individually as a

             quick revision activity. Check answers.

        7, Ask the students to read and try to imitate

             the conversation in Part B.

        8, Some explanation to the phrases:

            be made of’ ---- similar: make…out of…

           We say, if you can recoganize the raw materials

           of the things made, you can use the phrase ‘be

             made of’, otherwise, you have to use ‘be made

                             from’.

            e.g. The desk is made of wood.

         The coat is made of leather/cotton/silk/wool.

         The paper is made from wood.

         The cake is made __from__ flour(面粉).

         You can also tell students about ‘be made up of’

            if possible and necessary.

         Ask more students to add any materials they

          know to make up the conversations.

         Show them a sample conversation as the following:

              A: What is the belt made of?

             B: It is made of leather.

              A: What is the dress made of?

            B: I know. It is made of silk.

              A: What are these trousers made of?

            B: They are made of cotton.

             A: OK. What is the scarf made of?

           B: Oh, I know that one. It is made of wool.

   Homework:

           Finish off the exercises on “Learning English”

           from Page 113 to 114.

                          

教学反思

                                

 

第七课时

【课题】:  Main Task

【教学内容】: 1.围绕本单元的话题对相关信息进行梳理。

2.运用本单元所学信息制作时尚的服饰海报。

3.需掌握:词汇tight,cool,light,dark,match,poster,material,design

短语

句型

【教学重点】1.围绕本单元的话题对相关信息进行梳理。

2.运用本单元所学信息制作时尚的服饰海报。

 

【教学难点】:1..运用本单元所学信息制作时尚的服饰海报。

【教学过程】:

          1, Greetings.

         2, Before doing the task, ask students who the

             audience is. Tell the students to read keywords

          and expressions in the grid on Page 103 of SB. Get

           the students to identify any words they do not

            know. Check and clarify the meanings of those

                          words with the class.

         3, Explain the instructions of the task

           carefully. Ask students to read the model poster

            on Page 104of SB. Ask them to complete the

           sentences with words from Part A on Page 103 of

          SB. Encourage students to comment on the model

                             poster.

        4, Tell students to choose one fashion item.

            Make them aware of what kind of things their

          readers might like to read about. Tell the

           students to change the sentence models if they

         wish to create their own sentences. Get students

          to write a rough draft using the given poster.

       5, In pairs, students read, check and correct

                their partner’s drafts.

       6, Ask students to rewrite their posters on a

          separate sheet of paper and add illustration

           particularly pictures of popular fashion items.

           Ask them to stick their work on large display

        paper and put it up on display. Encourage them to

               read each other’s work.

       7, Ask students to present their designing plans

            to the class. Ask the class to vote for the best

                              one.

       8, Task: 1, To tell what materials you need to

                  design some clothes.

        2, To write a passage for a “fashion

                             wall”. 

 Homework:

            1.To get more information about designing

                              fashionable…

            2.  Finish off the exercises on “Learning English”

                              from Page 117 to 118.

教学反思

                              

                                

                                

                                

 

                              

第八课时

【课题】:Pronunciation and Checkout

【教学内容】:1.了解什么是音节。

2.初步了解音节的划分并能划分不超过三个音节的单词。

3.了解名词复数加s/es可能构成新音节并能判断。

4.评估学生对于can和may的用法的理解情况

5..评估学生对于表达顺序的词的掌握情况

6..评估学生使用服饰词汇的能力

【教学重点】:对于本单元词汇短语语法及主要句型的掌握

【教学难点】:音节的划分                         

【教学过程】:

          1, Greetings.

          2, Ask students to listen to the tape in Part A.

              Then repeat and pay attention to the word

                              syllables.

         3, Ask the students to listen to the words in

             Part B. And write down the numbers of syllables

                they hear in each word in the blanks.

         4, Introduce the mixed-up syllable situations

          in Part C. Help the students to match the

          yllables to combine the mixed-up pieces to form

              six two-syllable words. Write them out in the

                 blanks. Practise reading them.

         5, Explain the context and instruction for Part

            D on Page 102 of SB to the students. Help them to

                practise reading the words by themselves first.

               And then listen to the tape carefully. Finish the

               work individually and then check them in pairs.

         6, Ask students to go over the dialogue of Part

                  A at Page 105. and finish the filling-in work

               quickly using sequencing adverbs and modal verbs.

             You can ask one student a time to read out one

               complete sentence. Ask the rest of the class to

               say “correct” or “wrong”. If it is wrong, ask the

               class to identify the reason.

         7, Get the students to correct each other’s work

                      and write the score on the “paw”.

         8, Go over the key words ahead first. And then

           ask students to go over the conversation, try to

              finish off the filling-in work as they did above.

         9, Get the students to correct each other’s work

                and write the score on the “paw”.

 Homework:

               1. Review Unit 6 to prepare for a test.

                2. Finish off the exercises on “Learning

                  English” from Page 115 to 116, 119 to 120.

教学反思

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