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Book 7 2. I usually look for cookies. (The first lesson)
课堂教学设计
Teaching context：Unit 2 I usually look for cookies.
(Conversation)
Ⅰ.Teaching Aims:
(1) Ability Aims:
1．Students are able to improve their communication ability.
2．Students are able to improve their thinking ability in English.
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.
(2)Knowledge Aims:
1．Students are able to talk and act out the conversation.
2．Students are able to master the three adverbs of frequency: usually, never and always.
3. Students are able to say something about their weekend with frequency.
(3) Emotion Aims:
1．To cultivate students' mutual cooperation
2. To train and develop students’ good character.
(4) Learning strategy：
Communication strategy & Cognitive strategies
(5) Culture Aims:
1．Students are able to know to help each other.
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2. Teach the students to love the nature.
Ⅱ.Teaching Key Points:
1．Students are able to talk and act out the conversation.
2．Students are able to master the adverbs of frequency, never, sometimes, usually and always.
3. Students are able to describe something with the adverbs of frequency.
4. Students are able to say something about their weekend with the adverbs of frequency.
Ⅲ.Teaching Difficult Points:
1．Students are able to talk and act out the conversation.
2．Students are able to say something about their weekend.
Ⅳ.Teaching Aids:
Word cards, computer, PPT, learning materials and paper.
Ⅴ.Teaching Period: The 1st period
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Ⅵ.Teaching produces:
Greeting and revision
Read and act out the conversation
Ask and answer
Presentation the conversation
Present and practice the new words
Consolidation
Talk about the weekend
Summary and Homework
2、教学过程
Step 1 Warming up and Revision
1. Greetings.
2. Free talk.
Talk about hobbies. What do you like doing?
Talk about the topic of the conversation in unit 1 and lead into the topic of today.
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T: In unit 1, Tony wrote a long letter to his friend. But where does his friend live?
3. Show Tony’s letter, read and answer two questions.
① Where are they going to go to next weekend?
② What are they going to do there?
Design Intent: Through the topic that Tony wrote a long letter to his friend in unit 1, show students Tony, Jenny and Gogo’s weekend plan. It can arouse the students’ interest to know about the story.
4. Discussion
①What can we usually look for on an island?
Design Intent: Before learning the story, discuss what the stuents are interested, “What can we usually look for on an island?” “Before going to the island, what do we usually need?” The students would try to imagine and tell about their ideas. At this time, the new words “ usually and look for” are used here, the students should easily understand what they mean after discussing about them with the teacher’s help.
②Before going to the island, what do we usually need?
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Step 3 Presentation
1. Tell the students that Tony, Jenny and Gogo are in the forest now. Have students watch the conversation and answer two questions.
(1) What are Tony and Jenny going to look for?
(2) Does Gogo usually look for insects?
2. Watch the conversation again and answer another two questions.
(1) What does Gogo usually look for?
(2) Does Gogo find them on the island?
Design Intent: Learning through thinking. Design the four questions to check if the students can understand the conversation. And also train the students’ oral English and thinking ability.
Step 4 Practice and Activity
1. Have students get involved with the story by acting out the story the whole class. Tell the students that they are going to the island with Tony , Jenny and Gogo.
T: ( takes out the bag, the hat and the bottle of water which prepared before class)
Chilren! Let’s go to the island with Tony, Jenny and Gogo today, OK?
Let’s go!(show the island) Oh, here we are!
Then play the video for the students to act out the conversation. Repeat the sentences to see who can follow the tape the best. Teach the new words and present them on the Bb at the same time. (never, usually, sometimes, always, find-found and lost)
2. Read the whole conversation together.
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1. Act out the conversation in a groups of four. One is Tony, one is Jenny, one is Gogo and the other one is the snake.
2. Invite two groups to act in front of the class.
Design Intent: Have students get involved with the story by acting out the story the whole class. It cab help the students understand the story better. The students are interested in imitating the intonation of the conversation. It can improve their speaking skills.
Step 5 Consolidation
1. Retell the conversation.
Show a map, sentences with missing words and pictures, and have the students retell the story.
Then, have Ss help them to find the Exit.
Design Intent: Have students try to retell the story with the help of the pictures and the key words. And also, show the map at the same time and have the students help to find the exit. It’s a good way to practice the students’ thinking ability and oral English.
1. Guess the ending of the conversation.
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Step 6 Extension(Talk about the weekend)
1. Teacher shows and reads her weekend plan to the Ss on PPT.
I like shopping. At the weekend, I usually go to the shopping mall , I always look for some beautiful dresses. And I always find them. I never go to the swimming pool , because I can’t swim.
2. Show the pictures on PPT ask and answer about the weekend.
3. Pair works.
4. Make a report about the Ss’ weekend.
I like __________.
I usually go to the ____.
I always _________.
I don’t like __________.
I never go to the _____.
5. Invite some volunteers to say.
Design Intent: It’s a good extension to talk about the students’ weekend to practice the new words in this lesson. It can train the students’ oral English and thinking ability. It can also train their co-operation with their partners.
Step 7 Summary and Homework
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1. Summary the words and sentences on the Bb.
2. Assign the homework. Talk and write about the weekend.
3．板书设计：
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