《跳水》导学案

Unit3OurHobbiesTopic1What’syourhobby?SectionBⅠ.MaterialanalysisSectionB的主要教学活动为1a和3。本节课主要通过Michael,Maria和Kangkang之间的对话，继续学习表示兴趣爱好的话题。SectionB是对SectionA的延伸，谈论的内容也从谈论现在的兴趣爱好扩展到了对过去兴趣爱好的谈论，即usedtodosth和它的否定形式usednottodosth/didn’tusetodosth。本小节第3部分主要谈论过去和现在爱好的对比。学生们对兴趣爱好的话题很感兴趣。但是要正确使用usedtodosth表达过去的兴趣爱好，也是有困难的，所以在设计这堂课的时候，老师应该将语言知识、语言点融入实际生活当中，让学生感受到本话题的实用价值。能够在生活中自由谈论现在和过去的兴趣爱好并能够进行书面表达。Ⅱ.TeachingaimsKnowledgeaims：1.能根据音标，正确朗读出下列单词及简单短语:collection,doll,coin,pop,usedtodosth。2.能在老师的引导下，判断出S在清辅音、元音、浊辅音和ts/ds中的不同发音。3.能正确拼读并运用单词表中的单词,如:coin,hate,pop等。4.能用usedtodosth/usednottodosth/didn’tusetodosth表示过去的兴趣爱好。5.能运用本课所学语言，对过去和现在的兴趣爱好进行对比。Skillaims：1.能听懂有关过去的兴趣爱好和现在的兴趣爱好进行对比的简单对话和陈述。2.能正确地口头表达有关喜欢和不喜欢及它们的过去式的话题。3.能正确朗读课本的文本材料，准确把握语音、语调及连读。4.能正确地运用书面表达写出自己和他人现在及过去的兴趣爱好。Emotionalaims：通过对SectionB的学习，要求学生明白在不同的兴趣爱好中，可以增加不同领域的知识。培养广泛的兴趣爱好可以帮助我们更快成长。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.usedtodosth/usednottodosth/didn’tusetodosth句型的运用。2.“s”在清辅音和浊辅音里发音的不同以及/s/和/t/,/d/在一起时的发音。Difficultpoints：1.usedto肯定和否定形式的运用及转换。didn’tusetodosth容易写成didn’tusedtodosth。Ⅳ.Learningstrategies:1.能够做到课前预习生词和采访同学们的爱好可以帮助我们更好地学习。2.养成主动地与他人积极交流的习惯，以加深和他人的友谊。Ⅵ.Teachingprocedures Step1ReviewT:Introducetheteacher’shobby.e.g.Ilikecollectingcoinsnow,but10yearsagoIlikedcollectingstamps.Inotherwords,Iusedtocollectstamps.S:Readthesenewwordsandtrytounderstandthemeaningsaccordingtotheobjectsandthepicturesontheblackboard.Listentotheteachercarefullyandtrytounderstandthesentences.Step2PresentationT:Write“Iusedtocollectstamps.”ontheblackboardandrepeatit.S:Readthissentenceandtrytounderstanditaccordingto“Ilikedcollectingstamps10yearsago.”T:“Whathobbiesdidyouusetohave?”Teacherasksagoodstudentandwritesdownthisquestionabovetheanswer.S:Onestudentgivestheanswer“Iusedtoenjoycollectingcoins.”T:Teacherrepeats“Whathobbiesdidyouusetohave?”andtheanswer“Iusedtocollectstamps.”severaltimes.S:Readaftertheteacher.Payattentiontothestructure.T:Askseveralstudentsthesamequestion.S:Guessthemeaningandunderstandtheusageof“usedtodosth”.T:Givestudents2minutestopractice.Theneachgroupchoosesonepairtoperformthedialogue.Toavoidonlytheexcellentstudentsperformingtheshow,theteachershouldgivedifferentpointstodifferentmembers.e.gNo.1inagroupcanget1scorewhensheanswersaquestion.No.2canget2scores.No.6canget6scores.S:Interviewyourgroupmembers’hobbiesinthepast.“Whathobbiesdidyouusetohave?”“Iusedto...”T:PlayPart2.Tellstudentsthattheyshouldpaymoreattentiontothecollections.Givesometipsbeforestudentslisten.S:Finish2.Studentsshouldlearnsomelisteningskills.e.g.Wecan’tlistentoeverywordclearly.Butdon’tworry,forwejustlistentothekeyinformation.Step3ConsolidationT:.Play1a.Teacherplaystherecordingof1awithoutanystop.S:Listento1aandfinish1b.T:Checktheanswers.S:Checktheanswer,andchangethewrongstatementsintocorrectones.T:Play1aagainsentencebysentence.S:Studentsreadthesentencesin1aafterthetapeonebyone,imitatingthepronunciationandintonation.T:Provide1or2minutesforthestudentstoread1ainpairs.S:Studentsread1ainpairs,tryingtoreadcorrectlyandfluently.T:Askstudentstoread1acarefullyandfinish1c.Checktheanswersingroups.Andthenaskstudentstochooseapersonfrom1ctomakeashortdialogue.(e.g.What’sMaria’shobby?Shelikescollectingstamps.Whydoesshelikecollectingstamps?)S:Finish1c.Andchecktheanswersingroups.Aftercheckingtheanswers,makeadialogueliketheexample.Step4PracticeT:Readthewordsandsentencesin4aand4bcorrectly.Teacheroffers2or3minutesforthestudentstopronounceallthewordsandsentences.S:Studentsreadthewordsindividually,askingforhelpwhennecessary. T:Play4aand4b.Emphasizetherules.S:Observetherules.Andreadloudlyafterthetape.Trytoaddmorewordsaccordingtotherules.T:Teacherencouragesseveralvolunteerstoreadallthewordsandsentencesbravely.S:Somevolunteersreadthewordsandphrases,especiallythegroupleader.T:Teacheranalyzesthestructuresofthewordsinashortmoment,emphasizingsomephonemesstudentscan’treadcorrectly.S:Studentstrytounderstandwhattheteachersays,iftheyarenotabletofollow,trytoreadmoretimes.Step5ProductionT:Teachersummarizes:(1)WordList:Studentshavetoreadandspellthefollowingwordscorrectly,understandingtheirmeanings:collection,doll,coin,pop,usedtodosth(2)Grammar:AskandanswerWhathobbiesdidyouusetohave?Iusedto...butnowI...S:Studentstrytoreadallthewordscorrectly,knowingtheirmeanings.Theyhavetomemorizetheirspellingsafterclass.(2)Studentsaskandanswerinpairs.T:Teacherassigns3ashomework.Theyshouldfinishthreetasks:(1)Writesomethingaboutmyhobbiesnowandinthepast.Usethephraseswestudiedtoday.(2)Writesomethingaboutothers’hobbies.(3)PrepareforthelearningofSectionC.S:StudentsfinishwritingpassagesafterclassandpreviewSectionCafterclass.TeachingReflectionStudentsareveryinterestedintalkingabouttheirhobbiesnowandinthepast,butit’sdifficultforthemtotalkabouttheirhobbiesinthepastusing“usedtodosth/usednottodosth”.Theteacherneedstodesignmoreactivitiestopracticethisstructure.Unit3OurHobbiesTopic1What’syourhobby?SectionBWhat’syourhobby?Ilike/prefer/befondof+doingWhathobbiesdidyouusetohave?Iusedto...Ididn’tusedto...butnowIlike...