教 学 过 程 Circle the word both in the four sentences. Ask students: Does the word both come before or after the word are? Step IV 3b Pairwork First ask two students to read the sample conversation in the speech bubble. Then tell students to work with a partner. Talk about how you are different from a friend of family member. Step VI The Same and Different T: Do you find your partner? T: OK. Now I‘ll tell you how to do the game. You can ask and answer the same questions as in Activity 3b. Please remember you have three minutes to write down the things that are the different and same between your partner. Step VII An Optional Activity Students can do a similar activity using information about family members. They can list the ways they are the same as and different from various members of their families. Then they can tell the class about these differences and similarities. Step VIII Summary and Homework Today we‘ve read and article and known the same and difference between the twins—Liu Ying and Liu Li. And we‘ve done a game. We‘ve learnt to say the same and difference between you and your partner. homework: (1) Read the letter again. (2) Finish off the exercises of workbook. Step IX Blackboard Design Unit 6 I‘m more outgoing than my sister We are both tall. They are both boys. We both have short hair. They both go to the school. 教学 后记
长沙市教师统一备课用纸
教师 课题 班级 时间 2011.10 新授课 Unit 6 I’m more outgoing than my 课时数 4-4课时共第24课时 课型 sister 知识与技能 教学 目标 过程与方法 情感与态度 Comparative with –er, -ier. More and both. Is that Sam? No, that‘s Tom. He has shorter hair than Sam. And He‘s calmer than Sam. Is that Tina? No, it isn‘t. It‘s Tina. Tara‘s shorter than Tina. Learning skill. Speaking skill. Communicative competence. Learn to play a musical instrument.. Talk about personal traits. Compare people. Is that Sam? No, that‘s Tom. He has shorter hair than Sam. He‘s calmer than Sam. Handsome is that handsome does. 重点 难点 重点 难点 教具 准备 Multi-media computer; tape; After students finish writing their sentences, write a number of student‘s answers on the blackboard. (1) My friend likes sports. She‘s very athletic. (2) Paul is never quiet! He can‘t stop talking. (3) Mr. Wang is a kind man. He always helps others. (4) Mary is a funny girl. She always makes me laugh. (5) Jane isn‘t very outgoing. She likes to stay at home and rest. 作业 内容 教 学 Step I Greet the class as usual and check the homework. Step II Show the new words on the blackboard. Read the new words to students and ask them to repeat. Step III Section B 1a T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends? Sa: He is quieter than me. Sb: We are both tall.
过 程 教 学 过 程 Sc: Her hair is longer than mine. T: Great! And what do you think the most important things are to be your friend? Now, please look at the blackboard. I‘ll show descriptions on the blackboard. Step IV 16 Groupwork statements about friends using the phrases 1a. Step V An activity Who is it? Ask students to work in small groups. Each and writes down as many sentences as they can to describle him or her. Step VI 2aIn this activity first ask students to look at the names and the first column of the talbe. Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends. Step VII 2b Let students look at the rest of the chart. Read the heading at the top of each column. The same as best friend. Different from best friend. Tell students we‘ll listen again. Ask students to fill in the chart. How are Holly and Maria the same as and different from their best friends? Step VIII Homework and Summary Today we‘ve recycled some key vocabulary and learnt some new words. And we‘ve learnt to talk about our best friends. After class write down five statements about what is important in a best friend. Please remember you can write a false statement among the five statements. Next class we‘ll do a game. Step IX Blackboard Design Unit 6 I‘m more outgoing than my sister A good friend … Has cool clothes Is popular in school Likes to do the same things as me Is good at sport Is good at school work Makes me laugh 教学 后记
长沙市教师统一备课用纸
教师 班级 时间 课型 2011.11 新授课 Unit 7 How do you make a banana 4-1课时共第25课题 smoothie ? 课时数 课时 知识与技能 教学 目标 过程与方法 情感与态度 In this unit students learn to describe a process and follow instructions. turn on, cut up, peel, pour, put, mix up how much, how many , amount blender, smoothie, yogurt ,watermelon ,ingredient ,cinnamon, sauce , teaspoon ,cup, tablespoon, popcorn , oven sandwich, mayonnaise, lettuce, relish ,turkey ,bread , first, then ,next, finally ,recipe Countable /Uncountable nouns How many /how much questions Students learn to describe a process and follow instructions. 重点 重点 难点 难点 教具 准备 How do you make a banana smoothie ? Peel the bananas, Cut up the bananas, Put the bananas and the yogurt in the blender, Pour the milk in the blender, Turn on the blender; Drink the smoothie. Countable /Uncountable nouns How many /how much questions Multi-media computer; tape; 1. review the words . 作业2. describe a process . 内容 Step 1. Revision Revise the names of some fruits: Apples bananas pears oranges watermelon Step 2. The key vocabulary 教 Introduce the new vocabulary and give the students a clear picture of the process that is described in this by using the pictures in the unit. 学
过 程 教 学 过 程 Task 1. Teach the names of all items.Point to the pictures of the items and ask students to repeat . Task 2. Focus on the pictures. Ask the students to tell what they see in the picture.Describe each action and ask students to repeat the following : Peel the bananas, Cut up the bananas, Put the bananas and the yogurt in the blender, Pour the milk in the blender, Turn on the blender; Drink the smoothie. Task 3. Ask the students to write the names of the actions on the blank lines. Then check the answers Step 3. Listening Task 1. Point to the actions in the picture and the list of actions in activity 1b. Ask different students to look at the picture and tell what is happening .Ask others to read the list of actions in activity 1b. Task 2. Play the recording for the first time .The students only listen. Then listen to the conversation. Number the instructions. Ask students to complete the activity on their own. Then correct the answers. Step 4. Practice using the target language. Task 1. Read the instructions in the correct order. Task 2. How do you make a banana smoothie ? Task 3. Pairwork. Ask the students to start their conversations like the sample conversation.As they talk, move around the room monitoring their work . Task 4. Ask one or two students to say the list of instructions to the class without looking at the book. 教学 后记