| Unit 1 Welcome back 示例三 |
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| 中学英语教学资源网 → 英语教案 → 教学设计 手机版 | ||||
参考教案 教学建议 教学建议（Suggested teaching notes） 一、教学内容分析 本单元是初中二年级第一学期的第一个单元。除复习初一学过的动词的现在进行时态外，重点教学内容还有以下4个： （一）情态动词 may 用来请求允许及其应答。第1-4课均有对话。本单元只作三会要求，到第二学期第十八单元才转为四会。 （二）物质名词 paper 及其数量的表示法： a piece/two/three/… pieces of paper。 （三）序数词first, second, third 和 fourth. 以后每课都用序数词标明课次，可随课分散学习英语的序数词。 （四）r音节的拼读规则 ar [%：], er [+：], ir [+：], or [：+]（也读[&：], 见第20课），ur [+：], 安排在第4课。本册的语音内容仍以拼读规则为中心，由音标到字母，使学生掌握某一个音标是哪个字母或字母组合的读音，使他们再一次明确英语单词的发音特点：一个字母特别是元音字母不只一个读音，一个音素（即音标）也不只由一个字母或字母组合来构成的。 二、教学方法建议 现按口语训练、阅读训练、笔头练习以及语音、词汇和语法教学等方面，综述本单元的教学方法： 我们可以参考本书用英语写的分课教学步骤，用英语组织课堂教学活动，给每个学生尽量多的听说机会和训练。 在介绍新语言项目时，可运用实物，如用纸片教 paper, piece, big, small, call; 用尺子教 long, short. 利用简笔画教 tall, short（参见《初中英语第二册教学简笔画》第22-24页）。还可以做动作，如教 welcome, call 以及利用学过的词教新单词，例如用名词 shop 教动词 shop 等。通过口语活动介绍四会词，让英语的词语与有关的物品、动作、描述等直接发生联系，尽量减少或无需汉语介入，这符合语言学习的规律，然后很快放词入句，连句成话，又听又说，帮助学生用英语思维，做到反应迅速，表达流畅。 每单元的一次听力练习必须按时完成。本单元的听力练习在第2课（见分课教学步骤第5步），是长度为100个词的短文 Follow your teacher's instructions： Write your name in English on a piece of paper. 本单元的听力练习与别的单元不同。这是一个较为典型的功能性听力训练，也是一种交际性活动，是 completing a task。 本单元的阅读训练材料为第3课第1部分的两段对话 May I borrow your ruler? 教学方法与第1、2课的对话基本相同。可先提出两个问题（见分课教学步骤第3课第5步），让学生带着问题听教学录音带或教师的朗读，也可找发音较好的一男生和一女生一起读对话。接着二人或三人小组模仿跟读，然后从边看书到不看书进行表演。最后，做练习册第2课练习2。先由学生个人准备，以增加阅读，接着口头做，最后笔头做，第1、2题当堂抄写；第3、4、5题布置为家庭作业。 阅读能力的培养还需利用系列配套的《阅读训练》第二册（Reading Practice, Book 2）。该书与教科书（Students' Book 2）同步。每单元配有3-5页图文并茂的阅读材料及理解性练习。第一单元有2篇短文 The first day of term 和 Dick and the apple tree, 可在第3节或第4节课，抽10分钟处理一遍。根据教学大纲规定，阅读速度为每分钟40-50个词，可用4分钟让学生默读共208个词的两篇短文，2分钟听录音或教师的朗读（因教学大纲要求听力的语速为每分钟90-100个词），2-4分钟口头做第4页的问答练习。文中的3个生词 again, hungry和 reach，最好让学生通过上下文和插图猜测词义或查阅书后所附的词汇表。加强阅读训练，有助于巩固所学语言，丰富语言知识，扩大词汇量，培养和提高独立阅读的能力。 第一单元各课的笔头练习建议如下： 课内 家庭作业 第1课 练习3（先笔头后口头） 练习2（1，3，5，7），练习4 第2课 练习2（1，2） 练习1，2（3，4，5） 第3课 练习1，2（填空） 练习2（问答），练习3 第4课 听写（见第4课第6步） 练习2，3 语音教学是经常性的。在教学新词时，可以充分利用每单元第4课第1部分的 Word families （词群），指导学生系统归纳英语的基本拼读规则，使他们逐渐具备按照26个字母及有关字母组合的拼读规则（参见《初中英语教学指导与参考》第二册第65-69页）来朗读、拼写和记忆英语单词的能力。另外，在各种口语活动中，要求学生注意运用正确的英语语调，包括句子重音、停顿、连读、不完全爆破及句调（特别是升调）等。我们要随时发现问题，及时科学地纠正。 本单元的语音重点足r音节的拼读规则。除了口笔头做练习册第1课练习1和第4课练习1外，结合教科书第4课第1部分 Word families 中的例词，加上熟词和生词，补编下列巩固r音节拼读规则的语音练习，供教师选用： ar[%：] er[+：] ir[+：] or[+：] ur[+：] car her sir word fur far were bird work burst arm fern chirp worm curve farm germ first wort hurt hard merge girl world lurch large perk shirt worse nurse start serve skirt worst surge yard term third worth turn 词汇教学 除了上述利用实物、动作、图片、简笔画等不同手段以外，还应结合基本拼读规则，教学每个单元的新词语。四会词语除听说外，应要求抄写造句，让学生养成习惯，学一个四会词语，真正做到听说读写、四会结合、学好记牢。 本单元的语法教学利用教科书第4课复习要点 1（Checkpoint 1）所提供的语法（Grammar）内容，复习动词现在进行时态：各种人称的单复数，陈述句的肯定和否定形式以及疑问句（一般式和特殊式）及其答语。口笔头回答教科书第3课第2部分的7个问题，并围绕插图的内容进行看图说话和看图写话（即练习册第3课练习3）。系统总结归纳这个时态的用法和动词的形态变化：以不发音的字母e结尾的动词去e加 ing，如： having, closing; 重读闭音节结尾仅有一个辅音字母的动词双写该字母再加 ing，如： sitting, shopping; 以及一般的动词只加 ing, 如：knowing, carrying, wearing [>w#+inR], looking, listening. 参考教案 Unit 1 Welcome back 教学参考资料 示例三 教学参考资料 （Reference for teaching） 补充注释（Additional notes） 1．Good morning, sir. 先生，早晨好。 sir 是对男士的尊称，学生对男教师的称呼。根据教师的性别，称为Miss…或Mr…。英语国家的学生称呼教师在不带姓氏时，就称呼 Sir 或 Madam, 口语中人们常用 ma'am 代替 madam。 2． Welcome back to school. 欢迎回校。 这是句日常交际用语，表示欢迎对方来某处，再如： Welcome to China! 欢迎来华！Welcome to Beijing! 欢迎到北京来！ Welcome home! 欢迎归来！要提醒学生不要说Welcome you to…。请注意第一册第66课学过 You're welcome. 意思是“不用谢” 3．term 的词组 this term（这学期）和 next term（下学期），前面都不加介词。又如this week/month/year/time, next week/month/year/time。 4．英语的序数词都有简写形式： first（1st） second（2nd） third（3rd） fourth（4th） twenty-first（21st） thirty-second（32nd） forty-third（43rd） fifty-fourth（54th） 5．call one's names 叫某人的名字（点名） call me Lily 叫我莉莉 教师点名时，听到教师叫自己的名字，该学生起立，答道：“Here!”或“I'm here. ”缺席的学生，由别的学生代答：“Not here. ” 6．OK? 用升调说，表示疑问，意思“好吗？”、“行吗？”、“可以吗？”，写时加问号。 7．Teacher： …(calling) Ma Lili: (standing up）… calling 和 standing up 都指说话人的动作，在对话或剧本中出现，可用动词的ing形式，放括号内，一般用斜体。 8．Next, er…下一个，呃…… 这里 next为副词。在next time（下次）中的 next为形容词，前面不加介词。 9．Yes? 用升调说，表示你愿意和对方说话，再如： A：Sir B：Yes？ A： May I have my book now? B： Certainly. Here you are. 10．May I come in, please? 请问我可以进来吗？ May I have a piece of pap? r, please? 我可以要一张纸吗？ May I borrow a pencil, please? 我可以借一支铅笔吗？ May I(we)…? 是请求允许的日常交际用语，可有不同的答语，见教学大纲第13页《日常交际用语简表》12以及练习册第2课练习2。 11． I'm sorry I'm late. 对不起我迟到了。 这是带宾语从句的主从复合句。在口语中，宾语从句 I'm late前的引导词 that 可省。 12．It doesn't matter. 没关系。 当别人向你道歉时，你说 It doesn't matter. 是告诉对方你不介意，他不必担心。 13． time 作为“次”或“次数”讲，是可数名词，有复数形式，如： five times, many times. 在英语中， once（第二册第100课）表示“一次”（不用one time）, twice（第三册第31课）表示“两次”（不用two times）。而 time 作为“时间”讲，是不可数名词，没有复数形式，如： What's the time now? It's time to go home. time这个词一词多义。一词多义是英语词汇中常见的现象。 14．one 除了是数词外，还可以是代词。注意下列各句中 one 的用法及译法： Here, take this one. 来，拿上这支。 Do you have a black one? 你有支黑的吗？ Who has a long one? 谁有一把长的？ I have one here, Mr Wu. 吴老师，我这儿有一把。 参考教案 Unit 1 Welcome back 教学步骤 Lesson 1 示例三 教学步骤(Teaching steps) Lesson 1 Note：As this is the first lesson, spend up to two class periods on it. Steps 1-4 could occupy the first lesson. This will give you more time to get to know the class and for them to get to know you. It will also give you time to build up a good relationship with the students . Step 1 Introduction Greet the Ss by saying Good morning, class! Welcome back to school! If you know the Ss, go round and greet some individually： Good morning, (Name)! How are you? And repeat Welcome back to school with gestures. If you do not know the Ss, say My name is…Then say to some Ss Good morning! What's your name? How are you? Get the Ss to greet those around them. Step 2 Presentation Say Good morning, class. Welcome back to school. Show the meaning of Welcome back with a gesture. Teach this dialogue： T：Welcome back to school! Ss：Thank you, sir! Practise with individual Ss. Step 3 Practice SB page 1, Part 1. Speech Cassette Lesson 1. Write on the board： Lesson One, the first lesson. Say Open your books at page 1, the first lesson. Explain first. Play the first dialogue. Ss listen and repeat, then practise in pairs, using their own names instead of class and sir. Get some pairs to act out the dialogue. Step 4 Presentation Hold up a piece of paper with the names of the Ss on it. Say This is a piece of paper. These are your names. Let me call your names .Say ‘I'm here’. OK? Read the names and help the Ss to say I'm here! (or Not here! for an absentee). Play the second dialogue in SB page 1, Part 1, then practise it with the Ss . Note the directions calling and standing up. Tell the Ss that these are instructions. Demonstrate their meanings. Briefly remind the Ss of the Present Continuous Tense (What am 1 doing? I'm standing up. Now I'm sitting down, etc). Step 5 Presentation Revise the names of classroom objects: book, pencil, pen, etc. Teach paper, a piece of paper and May I borrow… please? Ask individual Ss. Help them to answer Certainly! Here you are! Collect the items on your desk. Discuss each item with the class： What colour is it? Is it heavy? Whose is it? etc. Revise broken. Pick up a broken object and say I'm sorry, it's broken. Help them to answer It doesn't matter. I can mend it. SB page 1, Part 2. Speech Cassette Lesson 1. Play the tape and read through the dialogue with the Ss. Explain that But come to school earlier next time is a warning following It doesn't matter. Give some more examples： I'm sorry. Your pen is broken. -It doesn't matter. But use your own pen next time. Step 6 Practice Ss practise the dialogue in pairs. Get some Ss to act it out. Step 7 Workbook Wb Lesson 1, Exx. 1-4. Ex.1 helps Ss to learn how to pronounce the new words in the last column by revising the old words. Meanwhile, they can revise the vowels /e/, /&:/, /$/, /+:/and /ei/. Exx. 2 and 3 help consolidate the dialogues in this lesson. For Ex. 4, do an example with the Ss, using I'm sorry,… -It doesn't matter. Let me… Then get the Ss to work in pairs. Check the answers. Homework Do Wb Lesson 1, Exx. 3 and 4 in the exercise books. 参考教案 Unit 1 Welcome back 教学步骤 Lesson 2 示例三 Lesson 2 Step 1 Revision Greet the class. Ask What's the date today? Help the Ss to answer, e. g. It's September 2nd, 1996. Keep doing this in every lesson from now on. Revise the names of objects by playing the What's in my bay? game. Collect a number of familiar items, discuss their colour, weight, size, etc. with the Ss and put the items in a bag. Then get the Ss to describe the items in the bag one by one. Revise I'm sorry, it's broken and It doesn't matter and practise dialogues with the Ss using the items. Step 2 Presentation Write on the board： Lesson Two, the second lesson. Say Today let's learn Lesson 2-the second lesson. Repeat the word second. Teach long and short by showing the class two rulers, or pieces of wood. Say This ruler is long. This one is short. Ss listen and repeat. Ask Is this ruler long or short? Teach tall in the same way, by drawing two boys, one tall and one short, on the Bb. Revise a piece of paper and teach a big/small piece of paper in the same way. Note the position of big/small before piece, not paper. Teach two/three pieces f paper (never papers). SB page 2, Part 1. Speech Cassette Lesson 2. Ss listen and repeat. Then books closed! Point to a ruler/piece of paper/ picture on the Bb and ask What's this? Get the Ss to say It's a long ruler/big piece of paper/tall boy, etc. Step 3 Presentation Ask individual Ss Excuse me! May I borrow a ruler, please? Help them to answer Certainly! Here you are. Then say Thanks. Oh, sorry, this is short, Do you have a long one, please? Help the Ss to answer Oh, yes, I do or Sorry! I don't. Step 4 Practice SB page 2, Part 2. Speech Cassette Lesson 2. Ss listen and repeat, then practise in pairs. Contrast borrow (for an item that will be returned after use) and have (for an item that will not be returned ). SB page 2, Part 3. Ss make three new dialogues. Get some pairs to act theirs out. Step 5 Listening Read the following listening text. Demonstrate what the Ss have to do as you speak. Do not move on until the Ss have carried out an instruction. Listening text Do you all have a piece of paper like this? Hold it like this, and fold it in half like this. Write your name in Chinese on one side, here; on the other side, write your name in English. Begin your family name and your first name with a capital letter - a big letter. But use small letters for the other letters in your name. When you finish writing your name, put the piece of paper on your desk. Put it on your desk so I can see your names in English! This will help me to know your names! When the Ss have finished the exercise, talk to some of the Ss, like this： Hello, (Name). How are you? Step 6 Workbook Wb Lesson 2, Exx. 1-3. Ex. I is a written exercise. The answers are： a bottle of milk, four small pieces of paper, two long rulers, five bottles of water, eight pieces of bread, six small bags of tea, one big bag of rice, two kilos of fish. Ex. 2 may be done orally in class. The answers are： 1-d, 2 -e, 3 -b, 4 -a, 5 -c. Ex.3 may be done orally first, and then in writing. The missing words are： Excuse me; Certainly; this one; Thanks： Do you have a small one?; I don't. Homework Finish off the workbook exercises. 参考教案 Unit 1 Welcome back 教学步骤 Lesson 3 示例三 Lesson 3 Step 1 Revision Write on the board： Lesson Three, the third lesson . Revise the dialogues in SB page 2, Part 2 and Part 3. Step 2 Practice Get the Ss, first as a class, then individually, to respond correctly to random statements, like this： T： How do you do! A： How do you do ! T： How are you! B： Fine, thanks. T： May I borrow your pen? C： Certainly! Here you are/Take this one. T： Welcome back to school! D： Thank you, sir. T： My name's What's yours? E：… Step 3 Read and act SB page 3, Part 1. Speech Cassette Lesson 3. Books closed! Ask What does Mr Wu want? Who helps him? Play the tape for the Ss to find the answers. Then play the first part of the dialogue again. Ss listen and repeat, then practise in pairs, changing a ruler to a piece of chalk or other objects. Ask some pairs to act out their dialogue. Play the second part of the dialogue. Ss listen and repeat, then practise in threes. Get some groups to act out the whole dialogue. See if any can do it without books! Step 4 Presentation Ask individual Ss to perform actions： Please open the door/close the window, etc. As the Ss perform the actions, ask the class What is he/she doing? Help the class to answer He/She's opening the door/closing the window. Ask What is… wearing? Get the class to describe Ss' clothing, using He/She's wearing…Briefly revise the forms and use of the Present Continuous Tense. Step 5 Ask and answer SB page 3, Part 2. Do the first two questions with the whole class. Then Ss ask and answer in pairs. Check the answers. Step 6 Workbook Wb Lesson 3, Exx. 1-3. Ex. 1 may be done orally first, then in writing. Ex. 2 is done in writing. Remind the Ss that the Present Simple Tense is used for general facts and statements. Let the Ss write their answers before discussing orally the questions at the end of the exercise. The questions could be answered in writing for homework. (The answers are： teaches, is, likes, speaks, like, is, goes, has, are, are, look, wear, loves, play, calls ) Ex. 3 is an oral exercise. (Optional) Homework Revise the new words and structures in this unit. Write the answers to the questions in Ex. 2. If there is time, write some sentences in answer to the questions in Ex. 3. 参考教案 Unit 1 Welcome back 教学步骤 Lesson 4 示例三 Lesson 4 Note： The aim of Part 1 -Word families is to revise spelling rules as well as English sounds and transcriptions . Step 1 Revision Revise the Present Continuous Tense by miming an action. Get the Ss to guess what you are doing： You're flying a kite! You're riding a bike! etc. Ask some Ss to come and mime other actions for the class to guess . Step 2 Word families Write on the board： Lesson Four, the fourth lesson. SB page 4, Part 1. Speech Cassette Lesson 4. Ss listen and repeat. Note that the letters at the top of each list show the different spellings that are used for each sound. Practise these sounds individually before practising the whole words. Show the Ss a flashcard and ask them to pronounce the word written on it. Do Wb Ex. 1. The answers are： short, thank, young, love. Step 3 Presentation Get the class to count quickly from 1 to 100, pointing to individual Ss at random and asking them to give the next number in sequence. Ask questions about the class： How many girls/boys are there in this class? How many Young Pioneers are there? How many students like basketball/ swimming/flying kites? etc. Step 4 Practice SB page 4, Part 2. Read through the table with the Ss and ask some questions about it. Then Ss ask and answer in pairs, making up their own questions. Step 5 Checkpoint 1 Discuss the Grammar section in Checkpoint 1 with the Ss, drilling, giving examples and explaining difficult points when necessary. Practise the pronunciation of the “useful expressions” and give examples of their use. Step 6 Test Give the Ss a short dictation test： At school, * all the students* are working hard* today. *Lucy and Lily* are cleaning the classroom. *Jim is carrying* some books* in a big box. *Li Lei is putting* his ruler and eraser* in his pencil-box. *What about Polly? * Oh, *Polly is sleeping! Write the English names： Lucy, Lily, Jim, Polly on the Bb if your Ss find it hard to spell them. Step 7 Workbook Wb Lesson 4, Exx. 2-4. Ex. 2 may be done orally first, and then in writing. Check the answers. For Ex. 3, get the Ss to fill in the blanks with appropriate words. Ex. 4 is optional. Read through the dialogue with the Ss. The Ss practise it in pairs. Get some pairs to act it out. Homework Finish off the Workbook exercises. Get Ss to do Ex. 2 in their exercise books. |
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