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1、Unit 2 Daily life一、 教材分析本单元围绕着描述并讨论“日常生活”来展开听、说、读、写的训练。通过介绍每天的日常活动及其活动中使用的频率副词来复习一般现在时的用法。二、 教学对象分析1. 学生对于“日常生活”中的常规活动非常熟悉，有利于开展本单元的各项听说读写任务。2. 学生对于一般现在时的构成及频率副词的用法其实并不陌生，在小学已经接触过，只是没有进行专项的归纳性学习。在本单元，教师可以系统地帮助学生温故而知新，引导学生在一定的语境中熟练运用一般现在时及频率副词的使用。三、 单元教学目标1.认知目标学习水平学习内容学习水平的描述语音1. 能准确读出以下三个音标的发音及掌握其基
2、本的字母发音规律：s,z,iz2. 能流利地朗读课文及课文水平相当的短文，语音、语调、句子重音和停顿基本正确。词汇1. 重点词汇单词：daily, article, never, table, ride, usually, so, seldom, Geography, break, bell, ring, end, band, practice, toghther, market, guitar, grade词组：once or twice a week, brush ones teeth, junior high school, love/enjoy doing, on foot, morn
3、ing break, take part in, have a good time, in the evening, later in the afternoon, play the guitar, do morning exercises, go to bed, have breakfast/lunch/dinner, get up, wash ones face, a piece of bread, arrive at/in, help sb with sth.2. 专有名词Jack, Sam, Tom.句型了解下列句型的基本用法：1)I love going to school.2)I
4、enjoy learning about different places in the world.3)When the bell rings, I run to the playground with my best friends Tom and Jack.4)I always have a good time at school.5)My mother gets up at 6:00 every day and has breakfast at 6:30 a.m.6)She always arrives at school at 7:25a.m.7)She sometimes help
5、s me with my homework.语法1. 学习一般现在时的基本用法。2. 学习在模拟交际情景中熟练运用频率副词always, usually, often, sometimes, seldom, never 日常交际用语I am seldom late.How short it is!Lunch is from 11:50 a.m. to 12:30 p.m.We make great music together. 课文1. 能预习新单词，听懂教师用学过的语言介绍课文和课文的录音材料。2. 能就课文内容进行问答。3. 能复述课文大意。4. 能背诵课文中的重点句型或句子。 书面表达
6、1. 能笔头回答课文内容提出的问题。2. 能用本单元学习的重点词汇、句型进行造句。3. 能描述出一个人一天的日常生活活动。2.思想情感目标：1) 通过谈论“日常生活活动”的相关话题，帮助学生了解不同职业的人的日常工作，从而拓展学生的文化背景知识与视野。2) 培养学生养成良好的作息时间和日常生活习惯。3.能力发展目标：1）能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。2）在学习中提高交流和传递信息的能力，在写作中正确运用频率副词使文章更连贯和流畅。3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。四、单元教学重点1.学生熟练掌握重
7、点词汇19个，短语19个 2.指导学生利用所学句型正确表达思想、进行交际活动。 3.指导学生归纳、总结副词always, usually, often, sometimes, seldom, never 的用法并在实践中熟练运用它们。五、单元教学重点 1. 通过形式多样的课堂活动与任务，帮助学生完成阅读理解、听力理解等学习任务。 2. 引导学生积极主动地探究学习，从教材以外的渠道去了解与本单元主题相关的文化背景信息、资料等，并且与同学进行相互交流，顺利开展包括口头汇报、写作展示等拓展活动，培养学生探究学习、自主学习、合作学习的能力。六、教学策略 1.在教学中，教师应积极设情景引入，配合媒体、表
8、情、动作、进行视听说演示，激发学生兴趣。 2.教师应采用有利于学生学习的教学方法，善于引用学生通过阅读或观察、比较对比知识进行归纳总结。增加学习内容的复现和巩固练习、及时反馈学习情况。 3.教师应该根据自己学生的具体情况对教材进行整合，精讲精练，调动学生的学习兴趣，使他们积极参加参与课堂各种学习活动。在阅读的过程中，教师指导学生培养阅读策略与技能及写作过程中的写作技巧训练。七、媒体的选择与设计 1. 充分利用和发挥基本的教学媒体，如课本，教师的身体语言、板书的作用。 2. 适时、合理地使用计算机多媒体或电子白板，增大课堂的容量，更好地辅助课堂教学。八、各课时教学内容安排建议课 时教学内容及课型
9、教学目标及简单教学环节设计第1课时Reading AA day at school(阅读课)一、 定位：input-based, 阅读理解为主。二、 教学目标：1. 通过多种形式的阅读活动与任务，帮助学生理解课文。2. 指导学生运用一定的阅读理解学习策略，培养一些阅读微技能，如：扫读，获取文章大意；通过构词法或上下文猜测生词大意；推断等。3.指导学生了解以时间顺序为主的记叙文的结构。4.拓展学生的文化背景知识，开阔视野。三、 教学环节设计：Step 1: Leading-inFree talk.Ask Ss to look at the pictures on page16 and talk
10、with their parner and finish exercise A.Step 2: Pre-readinga) Ask Ss to look at the title of the article on page 17, Then circle the correct answers.(finish exercise B1 on page 16.)b) Teach Ss some new words by showing some pictures.c) Vocabulary exercise: Get Ss to finish C1 and C2 on page 18 to co
11、nsolidate the new words phrases.c) d) Prediction: Read the first sentence of each paragraph in the article on page 17. Then answer the questions in B2 on page 16.d)Step3. While- reading1) First reading: Tell Ss to read the text quickly and find the topic sentence , then circle the correct answers.(m
12、ultiple choice questions)Tell them this is a way to make predictions about an article. Check the answers.2) Second reading: Read the text again and complete D2.3) Reading for details:Find out the answers to complete a table about the time and actions.(finish D3 on page 19)Step 4.Post-reading1) Exerc
13、ise- fill in the blanks according to the passage. (To consolidate the Ss understanding on the passage.)Sam is a (1)_ student. He (2)_ going to school.Sams school is (3)_ to his home, (4)_ He alaways goes to school (5)_. Classes (6)_ at 8 a.m., and he is (7)_ late.His favourite subject is (8)_. He (9
14、)_ different places in world. In the morning, They (10)_ study (11)_. They have their (12)_at 9:50 a.m. When the (13)_, He (14)_ to the playground with his best friends Tom and Jack. They (15)_ play games. Break (16)_ at 10:10 a.m. How (17)_ it is!Lunch is (18)_ 11:50 (19)_12:30 p.m. Afternoon class
15、es (20)_ at 3:30 p.m, Then Tom Jack and Sam (21)_ the school (22)_. They make great music toghther. Sam always (23)_ at school. Check the answers: (1). Junior high school (2).love (3) close (4) So (5)on foot (6)start (7) seldom (8) Geography (9)enjoy learnig about (10) usually (11) Chinese, Maths an
16、d English (12)morning break (13)bell rings (14)run (15)often (16)ends (17)short (18)from (19) to (20)end (21)take part in (22)band practice (23) have a good time2) Read aloud all the new words and the passage.Step 5: Learninga.Deal with some useful phrases and expressions in the passage. Guide the S
17、s to learn and use them in their own speaking and writing.1)junior high school2)so(连词)3）on foot 4）take part in 5)have a good timeb.translation:1)初级中学_ 2）喜欢做某事_ 3）步行_ 4）了解_ 5）早间休息_ 6）铃声响了_7）参加_8）学校乐队列训练_9）玩得开心_Step 6: Homework:(1) Rewrite Sam life. (2) Finish the exercises in Book B.第2课时Listening (听力
18、课)一、定位：input-based, 听力理解为主。二、 二、教学目标：三、 语言知识四、 1.通过图片和关键词提示，了解Jack 的周末生活安排。五、 2.认读和理解单词guitar, market 以及短语get up, go to bed等。六、 语言技能1.掌握速词关键词的听力技巧。识别工作。2.使用when, where, what 等特殊疑问词讯问他人的日常安排，开展交际性问答情感态度：增进对彼此生活的了解教学重点：培养通过特殊疑问句获取关键信息的听力技巧教学难点：下确运用特殊疑问句和频度副词进行问答三、教学环节设计：Step 1.RevisionGet a student to
19、 say something about his day in the daily life .Step 2. Pre-listening1. Give Ss some listening tips: When listening, pay attention to the wh-quesions: When? Where? What?.2.Learn two new words by showing the picture: market, guitarStep 3.While listening 1）Jack is talking about his weekend. Get the Ss
20、 to listen to him carefully fill in the blanks. Use the time expressions in the box to help you.2)Give the Ss an example:Picpure A to the Ss:Get the Ss to pay attention to the three key points: When, Where, What.2) Play the recording again for the Ss to listen and fill in the blanks.(Get students to
21、 listen to the rest of the material and practice the strategy. Focus on the listening strategy: listening of key words)3)Check the answers.3) Description. Talk about each picture in their own words.Step 4.Post- listening Listening on page22 in Book B1) Get the Ss to read through the questions above
22、first.2) Play the recording for the Ss to listen and answer the questions in Book B.3) Play the recording again for the Ss to listen and correct the statements on P22 Book B. (Focus on the listening strategy: listening of key words.)4) Check the answers in class.Step5.Summary: Ask the Ss tu summariz
23、e what we have learned today.Step6. Homework A Recite the weekend routine about Jack.B Finish exercises in Students Times.第3课时Language（语法课）一、定位：practice -based，启发学生, 归纳语言知识，开展各层次、强化性和综合性练习，多种技能结合训练, 以练为主。二、教学目标：语言知识：1.深入学习主阅读篇章的语言点，如I always go to school on foot.等。2.引导学生发现并归纳出频率副词always, usually, of
24、ten, sometimes, seldom, never、every day的用法，并能在模拟交际中正确运用这些副词。语言技能：1 运用所学的知识，以时间为顺序简单描述自己的校园生活。2 准确使用频度副词以及副词短语描述日常生活中各种各样事情发生的频率。情感态度：1体会I always have a good time 的内涵。教学重点：运用频度副词或副词短语介绍自己的校园生活。教学难点：掌握频度副词和副词短语的使用。学习策略：培养学生探究学习、合作学习、自主学习的能力三、教学环节设计:Step 1.Revision-Talk Bar Get the students to talk abo
25、ut their daily lives in one to two sentences., and then ask some students to talk about their classmates daily lives.Step 2.Grammar learning-The simple present tense (1) Write some sentences on the blackboard. Ask students to say them. Point out the s or es after (she/he /it). Mention that there is
26、no s or es when the verbs are used after I, you ,we and they.(2) Talk about the 3 knids of usage about The simple present tense:1)表示经常性、习惯性的动作。2）表示现在发生的动作或存在的状态。3）表示客观真理。(3)Get the Ss to read the sentences on P21 and work out the rules.Pay attention to the words in bold.(4) Write some verbs to add s
27、 or es (5) Make sure the students understand the rules to add -s or ed and the structure of question simple present tense and negative simple present tense and their related answers.(通过举出例子引导学生理解并归结一般现在时的一般疑问句、否定句的相互转换及其肯定、否定的问答形式)Step3. Practice (1)Get Ss to use the information in the article on pa
28、ge 17 to complete the conversation below(finish A1 on page 21)and check the answers.(2) Do some exercise in Book B(3) Consolidation( pair work)Ask students questions, and answer the questions following the model”Do you go to school by bus? ” Yes , I do/No, I dont.” “Does Sam go to school by bus?Yes,
29、 he does./No, he doesnt. He goes to school on foot.(finish A2) and check the answers.(4) Finish some related Ex. in the Book B.Step4.Learning B-Adverbs and adverbial phrases of frequency(1) Write the words “always/ usually /often /sometimes /seldom /never “,tell students they are adverbs we use to s
30、ay how often things happen.(2) Draw the table on the board and explain that the frequency of the adverbs. and do Ex in page23 (3) Get the Ss to talk about one of his/her habits using words like Every day/week/month/once a year. And let the students know these are adverbial phrases.(4) Practice: Ex D
31、 in Book BStep5. Homework(1) 完成练习册内相关练习。第4课时Speaking&Project(口语课)一、定位：output-based, 说为主。二、教学目标：1. 帮助学生准确读出以下三对辅音音标的发音及掌握其基本的字母组合发音规律： /s/-/z/iz/2. 在紧扣“Daily life”这个主题的一系列讨论中，培养学生用英语交际的口语表达能力。3. 通过Project的讨论与制作，让学生进一步了解生活上各行各业人们的生活情况，让英语学习贴近生活。三、教学环节设计:Step 1.Talk Bar Get some Ss to talk about their
32、daily lives using 6-8 sentences. Step 2.Speaking A-Talk time(1) Get the Ss to pronounce the following phonetic signs correctly: /s/-/z/iz/(2) Play the tape for Ss to follow it and say the words aloud.(Ex. A1)(3) Ex.A2-Ss listen to the tape and add the words to boxes in Ex A1.Step3. Speak up(1) Expla
33、in what a questionnaire is to students and ask them to do ExB1,pay attention to the sentence: “How often do you ?”(2) Games: Choose one or two students answers to the questionnaire , read them to the class and ask the class to guess who it is.Step4 project about daily life(1) Do Ex A. Teacher provid
34、e students with the useful words and phrases for describing the daily lives of these people.(a doctor /a policeman/a construction worker/a driver/a manager/a post woman/a nurse)(2)Pair work:Talk about Ex B on page 28.(Ask your classmates and make notes of the answer. If possible,take a photo of your
35、 classmate.)(3)4-6Ss in a group to discuss about the people they choose .The Ss can also choose some people or jobs that isnt in Ex AStep5. Project assignment(1) Introduce the project: Get each group to find more information about the people they would like to know. Then write a table like the one i
36、n Ex C (2) Get the Ss to write an article about the person.(3)Group work: Get Ss to finish Exercise D in page 28: put all your cards toghther to make a book for everyone to read, Desigh a book cover.Step6. Homework(1) Group work-Project :Finish exercise C &D on page 28.(2)Some related exercise on Bo
37、ok B.第5课时Writing &Project show(综合实践课)一、定位：output-based，以写和说为主。二、教学目标：1. 指导学生学会写第三人称的日常生活。2. 通过project的汇报展示，培养学生综合运用语言知识的能力。3. 引导学生小结归纳本单元所学重点知识。三、教学环节设计:Step1. Show time (1) Get some groups to present their tables and the articles.(2) Other advice: Wed better put up the tables of each group for the
38、whole class to appreciate. And let the whole class to choose the top three.Step2. Writing(1) These 4 pictures describe a whole day of Fang Fangs activities , Ask Ss to say what Fang Fang does.(2) Do Ex , ask Ss. To fill in the blanks according to the form above . (3) Write a short article about Fang
39、 Fang or the international childrens Newspaper, using the information from the Ex Step3. SummaryHelp the Ss to summarize what they have learned in this unit.Step4. Homework Go over this unit and get ready for the unit test.第6课时More practice A (拓展课)(Optional)一、定位：input-based，本课可作弹性选择，Part A 定位为泛听材料，P
40、art B定位为泛读材料。二、教学目标：通过听力与阅读训练，增补与本单元主题相关的材料，帮助学生了解更多描述人的特征话题相关的信息。三、教学环节设计:Step1. RevisionCheck the homework assigned the day before.Step2. Leading-in (1) Introduce myself to Ss: Today I am in black dress, with some books in my hands, I am in white leather shoes （2）Ask Ss some questions abour your m
41、others daily schedule.Q1:Do you know your mothers daily schedule?Q2When does she get up?Q3:When does she arrive at her work place?Q4:What does she do in the morning?Q5:Where does she have lunch?Q6:What does she do in the afternoon?Q7:When does she arrive home?Q8:When does she go to bed?Step3. Listen
42、inga. Pre-listening 1)Get the Ss to talk about the persons in the picture first and see carefully what the woman is doing. 2)Get the Ss to read the blanks of Jasons mothers daily schedule as fast as possible, and get the main idea of the schedule.b.While- listening 1)Get the Ss to listen to the tape
43、 and pay attention to the key words.2)Play the tape again and ask the Ss to write down the answers (Dont look at the text)3)Ask the Ss to read the text and check if their answers are correct only by listening to the tape.c. Post-listening-Consolidation(1)Ask the Ss to follow the tape to read out the
44、 passages. And ask them to pay attention to the language points .1)arrive at /in swh(到在某地)拓展：reach, get to 2)help so with sth 拓展：help sb do sth3)Play a game: Let the students to describe their classmates and others and guess who he/she is. Step4: Summary. Get Ss to summarize what they have learned t
45、oday.Step5. Homework1.完成练习册内相关练习。2.Ask Ss to interview your father or mother, Make a schedule like the one in A about his or her daily life.Then tell your classmates about it.第7课时单元目标检测一、教学目标: 1. 通过综合技能训练巩固本单元的教学目标。2. 提高学生综合运用语言知识与技能的能力。二、Test Have a test about this unit.三、HomeworkPreview the new words of unit3.