注册 登录  
 加关注
   显示下一条  |  关闭
温馨提示!由于新浪微博认证机制调整,您的新浪微博帐号绑定已过期,请重新绑定!立即重新绑定新浪微博》  |  关闭

基于数字化学习环境下有效校本教研

促进教师专业化成长研修平台

 
 
 

日志

 
 
 
 

Unit 1 He’s the boy who won the photo competition last year!  

2015-12-27 14:42:15|  分类: 校本研修英语 |  标签: |举报 |字号 订阅

  下载LOFTER 我的照片书  |

1.Teaching Aims and Demands:

1) Key vocabulary: betyou betthe thing isgeneralstandardfeelingdifficulty

Subject recently be in with a chance

2) Listening skill: To understand conversations involving talking about photos. Improve the students’ listening ability.

3) Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.

2.Teaching difficult and key points:To let the students know something about the Blues band, and practise making dialogue about photos.

3.Teaching approach: Communicative teaching

4.Learning strategies: Bottom –up approach and listening to the tape and do some exercises.

5.Teaching Aids: Multi-Media (or Tape recorder, OHP, Blackboard)

6.Teaching Procedures:

Step 1 Revision

  Task 1: Recall what we have learned in Module 7.

   1. Label the pictures with the words and expressions.

(1). Read through the words and expressions in the box and have the Ss. Repeat them after you.

       (2).Ask them to label them in the pictures on the screen.

(3).List some words which are connected with Australia. Ask students to speak out as many as they can.

2. Tell something about Australia. Ask students to speak out as much as they can.

 Step 2 Lead in

  Task 2: Show some photos about entertainment, sport, culture, nature beauty, and lead in the topic of photos. Then learn the new words of this unit.

1. Get them to enjoy some photos about entertainment, sport, culture, nature beauty,

2. Show them a picture of a concert. Let Ss guess what it is and what’s happing in this photo, then introduce the new words.

3. Discuss the picture, using the words in the box in Activity 1.

Step 3 Listen and read

Task 3: Listen to the tape and finish Activity 2. Then check and call back the answers.

1. Play the recording while they just listen and focus on the words in Activity 1.

2. Have them check their answer with a partner and play the recording again.

3. Check and call back the answer from the whole class.

Task 4: Listen to the tape again and do Activity 4, 5. Then check and call back the answers.

1 Show them the questions in Activity 4.

2. Play the recording and have them listen to the recording and focus on the questions in Activity 4.

3. Play the recording again and have them write down the answers, then check with a partner.

4. Then call back the answers from the whole class.

5. Read the conversations in Activity 3. Make sure that Ss understand the conversation.

6. Complete the sentences in their own words Activity 5.Then call back the answers from the whole class.

Task 5: Let the Ss finish the Activity 6 by themselves. Then check and call back the answers.

1. Show them the questions in Activity 6.

2. Have them write down the answers, then check with a partner.

3. Then check and call back the answers from the whole class.

Task 6: Read

1. Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.

2. Put the Ss. into groups of 5 to practise the dialogue.

3. They should repeat it several times, changing the roles each time.

Step 4 Pronunciation

Task7: Listen and repeat the sentences in Activity7 on page 65. Make sure that they stress the underlined words.

      1. Ask the Ss to listen and repeat the sentences.

2. Play the recording again. Ask the Ss to pay particular attention to the word stress.

3. Ask the Ss to listen and repeat chorally and individually.

Step 5 Speaking

Task 8: Work in pairs, choose a photo to talk about and finish Activity 8. Then check and call back the answers.

      1. Get each of them to choose a photo.

2. Ask them to work in pairs to share their descriptions.

3. Call back some examples in a whole-class setting, paying special attention to the use of the attributive clause guided by who \ which..

Step 6 language points

1. You bet!的确,当然,一定。通常用于口语中,相当于“sure/certainly”.

They wont make it, you bet.他们肯定办不成。

You bet I do. 我当然行。

2. He’s the boy who won the photo competition last year!

他就是去年赢了摄影比赛的那个男孩。

本句中,定语从句所修饰的先行词是人(the photographer),所以定语从句由who 引导。who在定语从句中可以作主语,也 可以作宾语,作宾语时who可以省略。

如:

The man who visited us yesterday is my uncle.

昨天来拜访我们的那个男人是我叔叔。

The man (who) we visited yesterday is my uncle.

我们昨天拜访的那个男人是我叔叔。

3. The one who took photos at the school dance?

就是那个在学校舞会上拍照片的男孩吗?

took photos拍照

It’s getting to duck to take photos.

天太暗了不能照相。

拓展:拍一些…的照片

Can I take photos of flowers?

我可以拍这些花的照片吗?

Take photos of your favorite meals.

把你最喜欢的美食拍下来。

4.The thing is事实上;实际上;这件事是这样的……之类的意思,用来解释或者阐述一件情。

But the thing is we 're both adults , okay?

但是事情是我们都是成人了,对吗?

5. I have a feeling that we can solve those little difficulties.

我有种感觉我们可以解决这些小问题。

(1). feeling 感觉;直觉看法

  I have a feeling that we are being followed.

我有种感觉我们正在被人跟踪。

拓展

1). 表示“感情”或“重要的情绪”等,通常用复数形式。

  We can understand he feelings. 我们理解她的心情。

2). 表示伤害某人的感情,通常用 hurt.

I didn’t mean to hurt your feelings.

我不是有意要伤害你的感情。

Never needlessly hurt the feelings of anybody.

千万不要无谓的伤害任何人的感情。

3). 表示某人的喜怒哀乐或冷热痛累等感受或

 感觉等,通常是可数名词。

A feeling of cold (hunger, pain )感到冷(饿,痛)

4). 表示某人的观点,看法, 态度等, 通常也是

  可数名词。

What are your feelings about your idea?

你觉得这的主意如何?

5). 表示一种模糊的想法或预感等,通常用单数

  形式,且多与动词have, got连用。

Mary suddenly got the feeling that someone was

watching her.玛丽突然感到有人在看她。

6). 表示“知觉;同情;好感;了解”等, 通常

 为不可数名词。

  He’s lost all feeling in the leg.

   他的腿完全失去了知觉。

(2). difficulty 困难,困境

    Have you any concrete thoughts on how to 

 deal with the difficulty?

   处理这一困难你有什么具体的看法? 

1). 表示抽象意义的“困难”, 是不可数名词。

Bad planning will lead to difficulty later.

计划不周会给以后带来困难。

2). 表示具体意义的“困难”(如难题,难点,难

  ),是不可数名词。

He met with many difficulties when travelling.

他在旅行中遇到过不少伤脑筋的事。

3). 在某些词组中是不可数名词(只用单数)

  with difficulty, without difficulty; 而在某些词组中又是可数名词(且通常要用复数形式),如

 make difficulty, under difficulty.

4). 表示“做某事有困难” (in) doing sth. (in)

 可以省略;如是名词, 通常介词要用with.

I found difficulty (in) doing the work

做这工作我觉得很吃力。

I am having difficulty with my travel arrangements. 我的旅行安排爱遇到了困难。

5). 表示“做某事的困难”。 其后可接 of doing sth.

He tried to explain to me the difficulty of learning to cook from books.

 他向我解释照着书本学习烹饪的困难。

6. Take some photos of Beijing and add some 

  photos…拍一些北京的图片,加上一些图片

 

add “增加”, 通常与介词to 连用。即 add.. to

把…加到…中去。

If you ad 6 to 4, you get 10.  64等于10

(1). add to 表示“增加,添加”

The soldier were extremely tired and the heavy

rain added to their difficulty.

战士们累极了,而大雨更是增加了他们的困难。

(2). addup表示“把…加起来”

  Can you add these ten figures up?

  你能把这十个数字加起来吗

   add up to…“加起来总和为…”

   All these figures add up to 10.

   所有这些数字加起来总和为10.

 

Step 7 Homework

     1. Do Exx7.8&9 in the Wb.

2. Oral work: Read the conversation of Activity 3.

3. Preview Unit2 in Module 8.

 

  评论这张
 
阅读(45)| 评论(0)
推荐 转载

历史上的今天

在LOFTER的更多文章

评论

<#--最新日志,群博日志--> <#--推荐日志--> <#--引用记录--> <#--博主推荐--> <#--随机阅读--> <#--首页推荐--> <#--历史上的今天--> <#--被推荐日志--> <#--上一篇,下一篇--> <#-- 热度 --> <#-- 网易新闻广告 --> <#--右边模块结构--> <#--评论模块结构--> <#--引用模块结构--> <#--博主发起的投票-->
 
 
 
 
 
 
 
 
 
 
 
 
 
 

页脚

网易公司版权所有 ©1997-2018