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Book 7 2. I usually look for cookies. (The third lesson)
课堂教学设计
Teaching context：2. I usually look for cookies.
(Practice 1, Practice 2 , Activity ,Reading and Writing)
Ⅰ.Teaching Aims:
(1) Ability Aims:
1．Students are able to improve the communication ability.
2．Students are able to improve the ability of English thinking.
3．Students are able to train the team-work ability.
4．Students are able to improve the reading ability.
5．Students are able to improve the writing ability.
4. Students are able to widen their vision after studying.
5. Students are able to listen to the different modes of transportation.
6. Students are able to learn to read the text about the different modes of transportation.
7. Students be able to learn to write a composition about own’s modes of transportation.
(2)Knowledge Aims:
1．Students are able to review the words and phrases they have learned before.
2．Students are able to use the sentences to talk about the modes of transportation.
3. Students are able to describe different people’s modes of transportation.
4. Students are able to talk something about their modes of transportation.
5. Students are able to read the text about someone’s modes of transportation.
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6 .Students are able to write a composition about own’s modes of transportation.
(3) Emotion Aims:
1．Students are able to accept the idea of the low-carbon life, and develop good characters.
2. Children realize to cherish their life by knowing about the poor children’s modes of transportation.
(4) Learning strategy：
1．Students are able to learn to use the new language points to describe the different modes of transportation.
2. Students are able to take part in the activities in class.
3. Students are good at communicating with the others.
(5) Culture Aims:
1．Students know the transportation in our modern times and the Green Channel in Zhongshan.
2. Children realize to cherish their life by knowing about the poor children’s modes of transportation.
Ⅱ.Teaching Key Points:
1. Students are able to use the words and the sentences to talk about the modes of transportation.
2. Students are able to listen to the different modes of transportation.
3. Students are able to talk something about their modes of transportation.
4. Students are able to describe something about someone’s modes of transportation.
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5. Students are able to read the text about someone’s modes of transportation.
6 .Students are able to write a composition about own’s modes of transportation.
Ⅲ.Teaching Difficult Points:
1. Students are able to describe something about someons’s modes of transportation.
2. Students are able to read the text about someone’s modes of transportation.
3 .Students are able to write a composition about own’s modes of transportation.
Ⅳ.Teaching Aids:
Word cards, computer, PPT, learning materials and paper.
Ⅴ.Teaching Period: The 2nd period
Warming-up and revision
Ⅵ.Teaching produce:
Presentation and drills
Consolidation :( talking, reading and writing)
Listen and circle
Practice and extension
Homework
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Step I Warming up
1. Greetings.
2. Song activity.
Every day I take the bus.
3. Revision.
Free talk to review the transport that they have learned:
How do you get to school every day?
Do you ever take a taxi to school?
How does your father get to work?
Design Intent: Creating an English song and topic according to the familiar tone “Every day I take the bus” can remind the students of some words and sentences about “Transportation”. It is not only connecting the knowledge students have learned, but also stimulating students’ learning initiative, constructing harmonious classroom climate.
StepⅡ Presentation
1. Presentation of the Practice2
a. Show the pictures of practice 2 and ask and answer.
E.g.: T: How does Jenny get to school?
S: Jenny usually takes_ the bus.
T: You should pay attention to add “s” here.
b. Have Ss ask and answer the sentences with the form on PPT.
c. Look and write.
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StepIII Practice
1. Show Jenny’s friends, have Ss guess how Jenny’s friends get to school, and then have Ss ask and answer, try to say something about the pictuers in practice 1.
E.g.: T: How does she get to school?
S: She usually ___takes_____ the bus.
1. Have Ss listen and circle with the pictures on PPT.（Have Ss say the sentences then circle the picture.）
2. Teacher checks the answer.
Design Intent: Consolidating the new sentences “ How does she /he get to school? She/He usually takes the bus.” by listening and answering. Students can accept the new knowledge easily in the course of listening training.
StepIV Presentation of the Activity
a. Teach “go on a skateboard” with the pictures on PPT.
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Eg: T: Do you like watching movies?
Do you ever go on a skateboard to the movies?
S1: Yes,… / No,….
b. Read “go on a skateboard” team by team.
c. Lead into the Activity with the teacher’s asking.
Eg: T: How does Gogo get to the movies?
d. Have Ss listen and repeat the Activity with the pictures on PPT.
e. Have Ss look at the picture of the activity and answer some questions .
Eg: T: Does Gogo ever go on a skateboard to the movies ?
S1: Yes. He always goes on a skateboard to the movies.
f. Give a model to tell students how to finish the research form with the pictures on PPT.
g. Pair work. Have Ss ask and answer with the partner to finish the following form with the pictures on PPT.
Eg: S1: Do you ever go on a skateboard to the movies?
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S2: Yes. I always go on a skateboard to the movies.
S1: How do you get to the shopping mall?
S2: I usually take the bus to the shopping mall.
h. Teacher makes the report to the class with the pictures on PPT .
i. Have Ss make the report in groups of four with the pictures on PPT .Then have S1 and S2 make the report to the class with the pictures on PPT .
StepV Reading and writing
a. The teacher describes her modes of transportation with the pictures on PPT .
b. Have Ss read the text about the teacher’s different modes of transportation
with the pictures on PPT .
c. Have Ss write.
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d. Ss write the composition.
e. T checks the composition
f. Ss share the composition with the partners.
g. Let Ss show the composition to the class.
Design Intent: After practicing drills, students are able to improve their oral English, ability of thinking, and sense of corporation. They can share their opinion through speaking and writing. At the same time, try to combine life activity with what they have learned. It is good for improving student’s exploratory and creativity.
StepVI Summary and Homework
1. Summary :
2.Assign the homework
Talk and write about how you and your friends get to school or get to work.
Design Intent: This lesson is focus on students’ application of the knowledge from “the different modes of transportation”. The aims of the homework is to make the students write down their favorite compositions by the knowledge they have learned in the lesson.
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六．板书设计：
Unit 2 I usually look for cookies.
(the third period)
How do you get to school?
does he
she
I usually take the _____.
He takes
She
Do you ever go on a skateboard to the________?
Yes,_______.
No, _______.
七．课堂练习：
2. Let’s write.
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单元检查安排：
1.每节课有相应的听、说、读、 写的训练和检测，以保证课堂效率，做到一课一过关、课课过关。
2.完成本单元的教学后，将选用两个时间段，两种方式来检测学生对本单元知识是否掌握。
一是利用早读时间进行小组比赛汇报你的朋友是如何上班或上学的英语作文。
二是利用习题对学生进行检测：1）如与课本配套的练习册：新课程辅导。
2）教师自己出的单元检测题和阅读题，在学生做题的时候，老师可以巡视，观察学生对知识是否掌握。
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