Unit3OurHobbiesTopic3Whatwereyoudoingatthistimeyesterday?SectionCⅠ.Materialanalysis本节课的主要活动为1a和2。本节课从学生们熟知的童话故事入手，首先呈现4张童话故事的图片吸引学生的学习兴趣，通过预测、连线等方式将学生带进课文之中。SectionC通过简述学生熟知的童话故事培养学生的阅读能力。通过本课的学习，学生能够正确地使用过去进行时，能明白在阅读的时候关键词、关键句能帮助我们更好的理解、复述文章。由于本课生词较多，老师们可以通过借助图片、例子、近义词、反义词、对比等方式扫清生词障碍。如果学生水平较高，也可以先不解决生词，培养学生自己推测词义的能力。Ⅱ.TeachingaimsKnowledgeaims：1.能根据音标自己拼读下列生词：dark,match,voice,hungry,beat,burn,stove,goose,disappear,flame,dead。2.能理解下列单词的含义并能拼写其中的黑体词：dark,match,voice,hungry,beat,burn,stove,goose,disappear,flame,dead。3.能够正确使用过去进行时。4.能用过去进行时讲述发生在过去的事情并能给出自己的看法。Skillaims：1.能听懂本课文本材料、过去进行时的表达以及跟课文水平相当的故事。2.能将文章中的故事讲给他人听且能简单地评价故事。3.能读懂生词不超过5%的童话故事，以及相应的文章。4.能正确模仿本课课文，编写一个简单的小故事。Emotionalaims：能通过课文的学习，体会童话故事带给我们的快乐。能回家和家人分享故事，通过主人公的故事，感受生活的美好，珍惜现在的生活，努力学习。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.复习was/were+doing的形式。2.学习过去进行时和一般过去时的综合使用。Difficultpoints：过去进行时和一般过去时的综合使用。Ⅳ.Learningstrategies1.在复述文章的时候学会记要点，一般动词或短语会带来更多的提示。2.课前推测生词的意思，然后通过查字典的方式，检测自己的推测，从而锻炼自己推测生词的能力。
Ⅴ.TeachingaidsComputermultimediaprojector,coversoffairystoriesⅥ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(6minutes)1.Thewholeclassworkandgroupwork2.Individualworkandgroupwork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork1.Studentsperformtheirconversations.Reviewwas/were+doingandtheexpressionsofagreementanddisagreement.2.Studentslookatthefunnypictures,andgetthemeaningof“wakeup”accordingtothepictureandtheword“sleep”.Know“happily”accordingto“happy”.3.Fillintheblankswiththecorrectformsofthekeywords.4.Checktheanswers.Payattentiontotheform.5.Putthefourstatementstogether,andthenmakeitashortstory.1.Checkthehomework.Invitestudentstoperformtheirconversations.(ObservewhichgrouptalksaboutTomandJerry.)2.Askstudentstolookatthepicturesof2onpage76andguessthemeaningofthephrase“wakeup”andtheword“happily”.3.Showpicturesinpart2onebyone.4.Checktheanswersandremindstudents“Don’tforgetthe‘be’”.5.Encouragestudentstomakeashortstoryaccordingtothe4pictures.
Presentation(10minutes)1.Thewholeclassworkandgroupwork2.Individualworkandthewholeclasswork3.Thewholeclassworkandgroupwork4.Individualwork5.Individualwork6.Individualwork1.Studentsdiscussingroups.Thetitlesonpage75canhelpthemalot.2.Chooseapicture.Andtrytotellusastoryaboutthepicture.Theycanexpresstheirmeaningwellwiththehelpofgestures,tongueanddemonstration.3.Organizewordsanddiscussingroups.TrytotellthestoryinEnglish.Usetheword“match”inthestory.4.Readthepassagequickly.Trytofillinsomeblanksin1b.5.Readthepassagecarefully.Studentscanfindthattheycanfillintheblankseventherearemanynewwords.6.Rememberthereadingstrategies.1.Finish1a.Showthecoversofthefourfairystoriesin1aonthescreentogether.Giveaquestion“Canyouguessthestoriesaccordingtothepictures?”2.Encouragestudentstochooseonepicturefromthefour.Askstudentstotellthestoryaboutthepicture.3.Showapictureaboutthelittlematchgirl.Invitestudentstotellusthestory.Iftherearetoomanynewwordsstudentscan’texpress,theycanuseChinese.Atthesametime,teachtheword“match”byshowingthepicture.4.Askstudentstoreadthestoryquickly.Getthemainideaaboutthepassage.Show1btostudents.5.Providestudents2minutestoreadthepassagecarefully.Andfinish1b.6.Tellthestudents“Whenwearereading,weneedn’ttranslateeverywordintoChinese.Getthemainideaandfindouttheplacewheremayfindthecorrectanswer.”
Consolidation(10minutes)1.Thewholeclassworkandindividualwork2.Thewholeclasswork3.Individualwork4.Individualwork5.Groupworkandthewholeclasswork6.Thewholeclassworkandgroupwork1.Studentschecktheanswerstogether.2.Studentscanfindthatontheleftpartofthetablethereare“time,place,weather,whatthelittlegirldid.”3.Studentslookatthetableandfindtherearetoomanynewwordsinit.4.Underlinesomesentences.5.Studentscangetthemeaningsofsomenounsaccordingtosomepictures.Studytheverbsinthesentences.Studentscanmastersomeadjectiveslikecold,hungryaccordingtotheirantonym.6.Readthenewwordsingroups.Groupleadercancheckandhelptheirgroupmembers.(GroupleaderspeakstheChinesemeaning,andgroupmemberstranslateitintoEnglishandtrytospellthewordaccordingtothepronunciation.1.Invitestudentstosharetheiranswers.2.Showthetablein1bonthescreen.Askstudentstoobservethetablecarefully.3.Teachstudents,“Whenwetellastoryordescribesomething,weshouldconsidertheorder.”4.Askstudentstounderlinethesentenceswhichcanhelpthemfillinthetablein1b.5.Teachthenewwordsinthesentences.Teachnounssuchasmatch,stove,gooseandgeesebyshowingapicturebelowthewords.Teachtheverbslikesell,beat,burnanddisappearbyshowingflash.Aftertheflashthereshouldbeanexample.6.Providestudents2minutestoreadandrememberthenewwords.
Practice(10minutes)1.Thewholeclassworkandpairwork2.Groupworkandindividualwork3.Individualwork4.Individualwork5.Pairworkandindividualwork1.Readparagraph1.Trytowritedownsomeimportantphrasesorwordsunderpicture1.Studentshadbetterwritedownsomeverbsandnouns.Payattentiontothetimeandplace.2.Trytoretelltheparagraph1.Ifstudentscan’t,theycanadjustsomewordstowrite.3.Studentsreadthepassageparagraphbyparagraphandwritedownthekeywords.4.Volunteersretellthestorypicturebypicture.5.Rewritethepassageaccordingtothekeywords.Payattentiontothetenseandsomeothergrammarmistakes.Sequenceisalsoimportantwhenwetellastory.1.Finish1c.Showthepicturesin1conebyone.Providestudents1minutetoreadparagraph1andwritedownthekeyphrasesunderpicture1.2.Askstudentstoretellparagraph1accordingtothekeywords.3.Showpicture2,3...tostudentsonebyone.4.Providestudents2minutes.Invitestudentstoretellthestory.Inordertomakethetaskeasier,eachstudentretellsapicture.5.Askstudentstoputthepicturestogetherandrewritethepassage.
Production(8minutes)1.Individualworkandthewholeclasswork2.Thewholeclasswork3.Thewholeclassworkandindividualwork4.Thewholeclassworkandindividualwork1.Volunteerscometotheplatformtotellthestory.Rememberingthefivepicturesin1ccanhelpthemalot.2.Studentsfeelveryhappy.3.Finishtheseexercises.A:What_you_atthistimeyesterday?B:I__thestoryTheLittleMatchGirl.Ithinkthestoryisinteresting.A:____________.AndIlikeit,too.B:Oh,really?Doyouthinkthegirlisverypoor?B:____________.AndIdon’tlikeherfather.A:Youarequiteright.Herfatherwould_her,becauseshe__any__.Soshe___gohome.B:Yes,soweshouldstudy_becauseweareverylucky.4.Studentsfinishthesehomeworkafterclass.ReviewSectionsA-CtoprepareforSectionD.1.Playagame.Who’sthe“StoryKing”?Invitevolunteerstoretellthestory.Whocanretellitwithoutlookingatthenotesisthe“StoryKing”.Ofcourse,thegesturesandtonguearealsoimportant.2.Givethestudentwhodidthebestacertification.3.Teachersummarizeswhatthestudentslearnedtoday:TheLittleMatchGirl,pastcontinuous,somenewwords.Teachershowssomeexercisetothem.4.Homework.Thehomeworkincludestwoparts.Askstudentsto:(1)Tellastorytoyourparentsorgoodfriends.(2)ReviewSectionsA-CtoprepareforSectionD.
TeachingReflectionStudentslikestoriesalot.Thiskindoftopiccanattractstudents’attentionveryeasily.Itisnecessaryforstudentstostudyhowtotellastorybecausetheycanusethemindailylife.Thispassageisnoteasyforstudents,becausetherearetoomanynewwords.Luckily,manystudentsknowthestory,andthebackgroundknowledgecanhelpstudentsunderstandthepassage.Ⅶ.BlackboarddesignUnit3OurHobbiesTopic3Whatwereyoudoingatthistimeyesterday?SectionCsnowy,darkonthelasteveningoftheyearG1G2G3G4TimewindstronglysnowwasfallingWeatherPlaceTheLittleMatchGirlinthestreetwithnoshoesWhatthelittlegirldidwassellingmatchesdidn’tsell,feltcoldandhungry,lightedmatches,sawastove...waslying,wasdead
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