Unit 1 Making friends

  Unit 1 Making friends 一、听说输入课（An Input-based Lesson） 语言材料分析： 教学内容：本课的类型属于听说课，内容涉及了对人物的特征的描写，以及对人物特征进行提问等常用交际表达语以及进一步学习方位词的表达。   语言项目：Is it a boy or a girl?           What color is his/her hair?           How long is his/ her hair?           Where is he from?           What is your favourite sports?           Where do you live?           The second/third from the left/right.           重新复习这些有关咨询人物特征的表达方式，并进一步学习方位词的表达方法。   学生水平分析：这些有关人物特征的句子，小学已经有学过，学生对此有了一定的基础，所以这一部分的内容对学生来说容易吸收，但对新的方位词组的熟悉运用并不容易。 教学内容所在页码：牛津版初中教材一年级Unit1 Making friends Listening里面的Part A  page5 教学目标： 1、  通过听录音，完成课中表格，使学生对Wh—Questions进一步理解与运用。 2、  通过听录音，让学生在听课的过程中，注意掌握关键词和大概内容。 3、  复习方位词组，进一步学习方位词组。 4、  训练学生听力学习策略（listen for the main idea、prediction） 5、  了解不同国家的中学生的业余爱好。 6、能够利用该课所学的内容对身边的人的爱好、特征进行描述和提问。 教学环节/活动设计   设计理由 Step1: Set the scene （3’） ●    Activity: Catch the criminal Ask the students to close their eyes, the teacher touches one student to give the hint to him that he is the criminal, but he has to hide his identity. The rest of the students are all the policemen. Then the teacher ask the students to open their eyes, just use Wh-questions to ask the teacher for the criminal’s information. ( The T won’t give the name or exact position of the criminal. If the student can speak out who is the criminal, he can get one point for his group, if not, restart the game)   Step2: Pre—listening (2’) ●Ask the students to have a look at A1 and A2, to know what they need to do before listening, and predict what kinds of the things they will hear or get from the tape.   Step3: While—listening  (10’) ●Ss listen to the tape for the first time to get the information required in A1, and finish the table. Listen again for the detailed information to finish A2.   Step4.Post—listening  ( 8’) ● Activity1 “The fastest response”(combine A1 to A2)   First T divides the whole class into 4 groups, then T describes three characteristic of one of the four person in the table, the students speak out the number of the person, which group can response fastest,, this group can get 2 points. After that the fastest group have to present all the characteristic of that people in the table   ● Activity2: Who has better memory? Ask Ss close the book, T presents the four friends of Simon by PPT, T points to one of the four friend , and asks the students to speak out the number which belong to that friend. Which student can give the right answer fastest, that group that student belong to can be the winner, and have 2 points.   Step5: Language learning ( 15’) ●    T presents a post of the main characters of Harry Potter, and describes one character in the post, asks the students to guess and say out the position he or she stands in the picture.   ●    Present another photo of the class again. T speak out the position, Ss answers in a competitive way, that means only the fastest one can answer the question. For example: T: Who is the person next to me? S: It’s Chen Dan. T: Who is the second person from the left? S:………… （The student who answers the question correctly can get one point for    his group)   ●    Pair—work Ask the students to take out the pictures (The photo required to take in the classroom last class), and use the direction phrases to ask and answer the question The teacher describe the character of one students in the picture, and ask the students to guess “Who is she/he?” and “Where is he/she like in the picture. After one or two times, the teacher can ask one students to describe and the rest of the class guess.   Step:6:Assignment (2’) ●    Finish Part B ●    Describe your family member in the photo, including the position their position in the photo and their character and hobby. ●    Read the text fluently        Arose the students’ interest, review the wh-questions in an unconscious way. The students are not only having fun, but also learning something) To train the students to listen for the main idea and predict the general idea before listening To apply some subskills while listening, and to strengthen the students’ awareness and linguistic sense in listening By using the activities to check the answers, It can provide a chance for the students to practice the oral English, also the students won’t feel tedious and boring. They will be  enthusiastic and active in learning English. By this simple game, to present the “the second/third person from the left/right” this phrase. To practice and consolidate the new or learned phrases about the direction phrases Further consolidate the content we learned today Enable the students to apply what they learned today to their homework and improve the skill in writing and listening   二、阅读输入课（An Input-based Lesson） 语言材料分析： 教学内容：通过一封学生给笔友的信，让学生巩固自我介绍和向别人介绍自己家人的日常           表达，进一步运用方位词。该语言材料具有口语语篇的特点。   语言项目：at the top-right corner,  at school, in the middle , on the right/left, next to. 体裁具有书信材料的特点，时态以一般现在时为主。   学生水平分析：前面已经学过一些基本的方位表达法，在此基础上，学习新的方位表达法，预测学生有困难。   教学内容所在页码：牛津版初中教材一年级Unit1 Making friends Reading里面的Part A 与Part B  page2-3   教学目标： 1、通过阅读训练，学习新的方法表达。 2、培养学生的阅读时学会怎么样找文中的关键句。并能掌握略读、扫读、预测、理解大意信息等阅读策略。 3、注意书信语言材料的特点、格式、称呼，时态以现在时为主。 4、结合本课的内容，能够掌握书信的格式，给朋友写信。 5、比较中外同学之间的友谊表现方式，形成友善的同学关系。 教学环节/活动设计   设计理由 Step1: Warming up and presentation（3’）                        : ●Present one letter and one poem by the PPT. ask the students in group to find out the differences between the two.   Step2: Setting the scene (1’) ●Tell the students that we are going to write a letter to one class in another school , to make friends with them. But the premise is that we have to know how to write a letter. Ask the students to pay their attentions to Simon’ letter to his pen friend.   Step3: Pre—reading (3’) ●Ask the students to circle the five parts in letter, including the address and the date, the greeting, the first sentence, the last sentence , the signature   Step4: First—reading (8’) ●(Before reading the text, ask the students to take a look at A3 exercise) Ss read and complete the A3 exercise   Step5.Second—reading (12’) ● Read and answer 3 easy questions 1) What does Simon’s brother do? 2) What is Simon keen on? 3) Where is Simon in the picture?      ●    Task:1: Have a interview, to find out what does your deskmate’s  father do? And what’s his father keen on.   Step6: Post—reading ( 12’) ●    Task2: Picture description. Present one photo of the class taken at the school, ask the students to describe the people around them and pick 2 to 3 students to report)   ●    Task3:Find and say The teacher describe the character of one students in the picture, and ask the students to guess “Who is she/he?” and “Where is he/she like in the picture. After one or two times, the teacher can ask one students to describe and the rest of the class guess.   Step:7:Assignment (1’) ●    To write a letter to one student of other school, to introduce some people of the our class photo to him ●    Finish B2 exercise ●    Bring a photo of your family and prepare the brief introduction of it Ask the students to distinguish a letter from a poem, have the general idea of the characteristic of the letter.   Arise the students’ Interest by telling them to write a letter to one class of other school, and then lead them to the book naturally Further strengthen the students’impression toward the format of the letter. Teach the students’ to read bearing the questions in mind, to get the main idea of the letter. Have a further understand about the letter and find some explicit information according to the questions. Also through the answer s of the questions,to Present the new phrases of the letter, Such as “be keen on”、“work…as…“。By the task, to help the students to make use of these phrases and to grasp it. present the direction phrases, such as “in the middle of “、”on the left/right、next to To practice the direction phrase, and attract the students’ attention. To guard the students how to write a letter after this class, and know how to use the direction phrases .   三、归纳巩固课（An Intake-based Lesson） 语言材料分析： 教学内容：复习巩固本单元学过的语法点：疑问副词（what. Where. When. How old. How many）、定冠词和不定冠词的使用。   语言项目：What is your favourite sport?           Where do you live?           When is your birthday？           How old are you?           How many people are there in your family?           a / an / the 学生水平分析：学生在自学英语开始已经对疑问副词有一定的接触与了解，但还不能很好地运用。   教学内容所在页码：牛津版初中教材二年级Unit1 Making friends Language里面的Part A 与Part B page7-8   教学目标： 1、  掌握疑问副词与冠词的使用，能够运用这些知识对身边的事物进行提问并在日常生活中正确使用定冠词与不定冠词。 2、培养学生观察思考语言知识现象，归纳总结语言规则以及训练听、说微技能 3、运用所学的各个知识点，进行说、写的练习。   教学环节/活动设计   设计理由 Step1: Setting the scene and presentation （5’） ●    T presents an uncompleted written personal file of Xiao Ming to the students by PPT, tells them to discuss how to ask Xiao Ming for the uncompleted information. The uncompleted information includes his family address, age, the date of birth and his favorite sport.   ●    Ask the students to discuss and find out the functions of the five sentences presented below. 1.    What’s your favorite sport? 2.    Where do you live? 3.    When is your birthday? 4.    How old are you? 5.    How many people are there in your family?    T chooses one or two group representatives to speak out their discussion result, after that, the teacher gives some complement, and make the students have a better understanding..   Step2:Practice (15’) ●    Finish the exercise in Part A and check in a competitive way. If the student can answer the question correctly, he can get one point for his group.   ●    Do a survey and report Hand out each student a table as below, ask them to go around the class to do the survey by using the Wh-question words.   Name      Favorite sports       Home address       Birth date       age  Number of familymembers      Then choose 2-3 students to report out their survey result, and add one point to the group which the student belongs to..   Step3:Summerizing the Articles  (10’) ●    First, ask the students to find out how many Articles in the passage in Reading of the Unit. ●    Analyze the function of the Article and contract eh differences among “a” , “an” and “the” to the students. ●    Finish the exercise in Part B in the book and check in a competitive way, the student who can give the correct answer can get one point for his group.   Step4.Consolidation for the Wh-questions and the Article (6’) ●Present two exercise. One is “对划线部分提问“，the other one is “改错题”。Ask them to finish in five minutes and check.   Step5:Summary (3’) ●    Teacher Talk   Step:6:Assignment(1’) ●    Do the exercise in the Exercise book    Provide an context for the students to think that how to ask for more information about others. By this way, T also can presents today’s main points naturally.. Ask the students to find out the function of each Wh-question, that can make what we going to teach impresses the students.   By using one mechanical practice and one communicative practice to consolidate what we learn today, and arose the students’ interest toward English.   First, ask the students to find the Articles in the passage, make the students to have the impression of the position and the usage about the Article. Then to practise the Article.   Through these meaningful practice, to consolidate what we learned today.   Because the time is limited, and what we learned is not difficult, just a short teacher talk can sum up all we learned   四、听说活用课（An Output-based Lesson） 语言材料分析： 教学内容：句子的升降调，讲解Wh-question引领的句子在音调方面所注意的问题，进一步巩固Wh-question的使用。 语言项目：1.不同句型的Rising voice / Falling voice           2.使用Rising voice来表示疑问和不确定，如：Green?  Twelve? 学生水平分析：句子的音调对已学英语多年的学生来说，并不困难，学生应该能很快掌握音调的规律 教学内容所在页码：牛津版初中教材一年级Unit1 Making friends Speaking 里面的Part A 与Part B page9-10 教学目标： 1、通过一系列的活动，是学生活用Wh-question 来进行提问，并能作出相应的回答。 2、掌握英语表达的语音、语调。 3、促进学生之间进一步相互了解 教学环节/活动设计   设计理由 Step1: Setting the scene （2’）                       : ●    Watch a short video (It’s about a simple dialogue between the strangers who met in the party)   Step2: Listen and take note (2’) ●Replay the video and ask the students to note down the sentences with the rising voice and the sentences with the falling voice.   Step3: Check and analyze (6’) ●    Present the sentence with the rising voice and the sentences with the falling voice of the video by PPT. ●    Analyze the rules of the video of rising voice and falling voice.   Step4: Practice ●    Mechanical practice (5’) ⅠRead after the the teacher  (present several sentences with different voices)   ⅡPlay a game   If the teacher read the sentence with right voice, the students follow suit, if not, the students should keep silent   ● Meaningful practice (8’)    Role-play to be done with the form of A2 in the book within     2 minute, and ask the students to come to the platform to have     a performance.. While performing, the rest of the students need to pay attention to the performer’s voice whether it is right or wrong.   ●    Communicative practice (15’) Dectective Game:    T asks the students close their eyes, and chooses one student at random to be the criminal who has to hide hid identity, the rest of the students to be the policeman. Then ask the students to open their eyes and use the question words, such a “ what”, “where” , “when “, “How many”, How old”, to ask for the information of the criminal .(T won’t give the student’s explicit information, such as “his/her name”, “The position he or she is in”) After one turn, the teacher can choose one student to come to the platform, and ask him to choose one student to be the criminal and answer the question of the policemen.   Step5.Assignment (2’) ●    Make a dialogue in pair and act it out in next class ●    Do the exercise in the exercise book. ●    Read A2in the book correctly          通过播放一段小小的录象，集中学生的注意力，激发学生对英语学习的兴趣，为下一步做铺垫。   让学生带着问题去看录象，去留意句子的音调，让学生把注意力停留在英语句子的音调上。   具体呈现升调与降调的句子，并讲解升调与降凋的规律，使学生对升、降调有了一定的了解   通过这一系列的活动，多种方式的练习，对学生英语的语音、语调进行训练，并且对前面的所学的语言点进行加强巩固，让学生在活动中运用所学的知识，从而使学生感受上英语课的兴趣   五、读写活用课型（An Output-based Lesson） 语言材料分析： 教学内容：本课的类型属于读写活用课，本课主要学习如何去给朋友写信，如何向别人介绍自己或自己的家人，假如你是李洁，你应如何给Simon回信。   语言项目：1、信的开头语 Thanks a lot for your letter. I’m so glad to hear you 2、介绍自我 I’m…… I like/enjoy …… I want to be……in the future. 3、信的结束语 It’s great to hear from you. That’s all.   学生水平分析：写作一直都是学生较弱的一项，信的格式的复杂性不容易由学生所掌握，所以这一节课预测有一定的困难，要注意信的每一部分的写作。   教学内容所在页码：牛津版初中教材一年级Unit1 Making friends Writing 里面的Part A 与Part B. page 10-11   教学目标： 1、能够正确地使用英文给自己的朋友写信。。 2、能够用英文表达自己的年龄、爱好、梦想以及自己家人的情况。 3、能够通过写信给外国的笔友，促进对外国学生的爱好与情感的了解。 教学环节/活动设计   设计理由 Step1:Warming up（2’） ● Free talk T: Do you have a pen-friend? Ss: Yes/ No T: Have you wrote a letter to your friend in English? Ss: Yes/ No T: Today, let’s learn how to write in English   Step2: Read and Write(17’) ● T presents a letter of A from B to the class by PPT, and fill the chart below. Name      age  school     hobbies   height     hair  eyes dream B                                                  ● Ask the students to write a short introduction about themselves with the hints given below 1.Your age, height, hair and eyes I’m 12 years old I’m 155 cm I have black hair and blue eyes 2. Your hobbies I enjoy …… I like……，too. 3.Your family and your home I live with with my parents in Guangzhou Guangdong Province 4. Your school I study in a middle school near my home 5.Your dream I want to be an excellent dancer in the future. ● Find and contract 1.Ask the students to find out how the writer start and end his letter, and present some starting and ending sentence of the letter, and read it out loudly.   Step3: Practice (20’) ● Guessing game Ask the students to use one pieces of paper to write down their home address, fold it and put in into the small box. T chooses 2-3 out, speak the address out, and the students judge whether the form of address is right or wrong,, then guess out whose address.   ● Realign the letter The teacher presents a letter with the wrong order, and asks the students to discuss in group and realign it.   ● Complete a reply to Simon’s letter (Part B in the book)    Tell the students to use the information from Part A to complete the reply to the Simon’s letter. After finishing it, all the students read it and check it.   Step4:Assignment (1’) ●    Write a letter to the teacher and introduce you and your family ●    Finish the Exercise in Exercise Book.        通过日常的交谈，拉近学生与老师之间的距离，让学生在一种比较轻松的氛围下学习。由于交谈中设计到信这一内容，起到直奔今天主题的作用。   通过B给A的信，让学生学习怎么去向别人介绍自己，向学生提供一些介绍自己的基本句型，为下一步写一个自我介绍做铺垫。之后，通过对比中、英两种信格式的不同，加深学生对英文信格式的基本印象，让学生掌握英文信的格式。   首先通过一个猜测游戏，去强调英语信中地址的顺序，再通过一个排列顺序题，让学生熟悉信从开头到结尾的每一部分，然后过渡到如何去写一封回信。这一系列意义练习，不仅使学生对所学的内容进行巩固，而且不会使整个课堂枯燥，一举两得。   课后布置的写作作业，让学生进一步加强巩固英文信的格式以及如何去用英文向别人介绍自己。 六、综合拓展课型（An Integrated Lesson） 语言材料分析： 教学内容：两封信，一封来自Sally的信，一封来自Kelly的信，以及Part C部分，对疑问副词的复习。 语言项目：be kind to 对……友善的      do exercise：锻炼身体 last for:持续（一段时间 at the beginning of 在……的开始     at the end of在……的末尾 go swimming去游泳   go to the sea 去海边      go skiing 去滑雪           学生水平分析：这一篇的内容设计到想别人介绍自己的老师，由于里面的单词不难，内容简单，学生能够比较轻松去掌握这一篇阅读。相反，另一篇是介绍堪培拉一年四季的特点，学生对此没有一定的背景知识，而且篇幅较长，句子较复杂，不易由学生所了解。第三部分，大略地复习一下，因为前面的课堂中都有复习到疑问副词的使用，所以不需要花太多的时间。   教学内容所在页码：牛津版初中教材一年级Unit1 Making friends More Practice里面的Part A 与Part B,以及Part C, page12-14.   教学目标： 1、能够用英语向别人介绍自己各学科的老师 2、通过阅读Kelly给Liumei的信，去了解澳大利亚堪培拉的气候特点与外国学生在不同季节的活动。 3、培养学生进行细节阅读与听力的语言微技能。 4、通过多一次复习，让学生学会运用疑问副词对别人的名字、年龄、地址、学校、爱好、以及喜爱的书进行提问。 5、通过设计话剧表演，让学生提高对英语的学习兴趣，让学生主动说英语，参与到英语的活动中去。 教学环节/活动设计   设计理由 Step1: Set the scene (3’) Present the photos of the teachers who teach our class in the flash way one by one, ask the students to guess, who they are , or describe some features of one teacher, and ask the students to guess who he/she is.   Step2:listenging and speaking .(part A) (12’) ●    Listen for the first time to find out what subjects for each sally’s favourite teacher to teach. ●    Listen for the second time to finish the 6 questions in Part A. ●    Post listening: find out some descriptive sentences of the teachers in the passage. ●    Speaking: each group choose one teacher of our class and describe the teacher to us. While one group is describing the teacher, the rest of the groups guess which teacher they mention about.   Step3: Reading and writing （Part B）(21’) ●    Present some picture about the scenery in Canberra and give a brief introduction about Canberra. ●    Present a guiding question: “What are the seasons like in Canberra? ●    First reading: to answer the guarding question. ●    Second reading: to finish the table as below.    Seasons Weather Time      Adorable  activities                      ●    Post reading: Role play T asks the students to be Liumei, and write a reply to Kelly through E-mail, in the reply you need to tell Kelly about Guangzhou’s weather. But before we write the reply, we should make a VCR, to demonstrate the feature of the different weather in different seasons of  Guangzhou by action.. ● Divide the whole class into four groups, each group represents one season, and asks them to make a play and act it out.   ( T should present some structures or useful sentences can be used in the play to the students) ● Finally, we select the “best actor”, “best actress” and “the best group”, and give some reward as Oscar Ceremony.   Step4.Review ( Part C) (3’) ● By asking and answering, to review how to ask questions with question words   Step:6:Assignment （1’） ●    Surf on the internet, to find one of your favourite places in the world, and write a passage about the seasons there ●    Finish the reply to Kelly, and do a good preparation for the next unit. ●    Finish the exercise in this Unit.          Through presenting the photos of our teachers, it can attract the students’ attention, also for the content of the scene is coherent with the content we are going to teach today.. so it’s a good lead-in.   To teach the students the sub-skills in listening, such as: predicting, listening for the general idea, and imitating. Through listening, enable the students to quote some sentences or structure when is in need.   To know more about the thing about Canberra, and hone the sub-skills in reading, such as: skimming, scanning and comprehending the general idea, and generate the main idea. Finally, by using a role play, to inspire to act out the features of each season. During the procedure of acting, Not only can it  encourage the students to speak English actively, but also to cultivate the ability in instructing the seasons to others in English, and make the English class more funny..   Because in the precedent class, we have done lots of exercise about the question words. It’s not difficult for the students to understand it, so it’s unnecessary to spend too much time on it.   Ask the students to do some homework corresponding to the topic we teach today, and to consolidate what we learn today.