Unit7 Topic2 SectionC 参考教案
Ⅰ. Material analysis
本节课主要活动是1a和2。通过读前检测和阅读理解，锻炼学生语篇理解能力，学会用情态动词can和could谈论个人能力，并复习有关程度的表达法。还将进一步操练谈论过去和现在经历的表达法，学习有关过去不会做和现在会做的活动，锻炼学生运用知识和技能解决实际问题的能力。语音板块将进行单词匹配音标的练习和句子升降调的操练和模仿，要求学生注意单词及句子的重音位置，了解语音语调。 Ⅱ. Teaching aims 1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读和拼写下列词汇：ago 熟练掌握并应用表示过去不能做couldn’t和现在能做could do事情的表达方式，如：
One year ago, she couldn’t do it at all. When she was five, she could dance just a little.
She can do it well now. But she couldn’t do it at all in the past. 巩固现在进行时的表达方式：Maria is performing ballet. 能够掌握并应用情态动词could，如： One year ago, she couldn’t do it at all. When she was five, she could dance just a little. 能够掌握句子的升降调及单词在句子中的重音； 能根据发音规则拼读单词。 2. Skill aims
能够听懂有关谈论现在和过去能做和不能做的事情的对话和简单的故事； 能够在老师的帮助下或根据图片用所学的表达法叙述现在能做和不能做的事情，谈论过去的经历；
能够连贯、流畅地朗读课文；
能够参照图片或范例，应用转折连词but编写句子。
3. Emotional aims
通过小组间良性的竞争与合作，培养友好互助的精神； 通过学唱英文歌曲，体会学习英语的乐趣。 Ⅲ. The key points and difficult points 1. Key points
能够用英语谈论过去不能做couldn’t和现在能做can do事情的表达方式； 能用can…but…couldn’t…句型描述经历。 2. Difficult points
能够运用表示过去不能做couldn’t和现在能做can do事情的表达方式编写短文。 Ⅳ. Learning strategies
运用表格能够帮助学生记忆阅读短文的主要信息。 Ⅴ. Teaching aids
教学挂图、单词卡片、黑板和多媒体 Ⅵ. Teaching procedures Introduction (5 minutes)
1.Greet with students and play the song —I can sing it well together.
2.Help students revise the usage of can for ability: Show the pictures—fly a kite, perform ballet, play ping-pong, ride a bike, play basketball, go fishing and ask: Can you ...?
Then ask students to add more things that they can do. Presentation (15 minutes)
1.Show the table in 1b and give students 3mins to read 1a by themselves. Then ask students to point out the questions in 1a and give some explanation. 2.Let students fill in the table in 1b by themselves. 3.Point out the key sentences in 1a on the blackboard.
4.Let students ask and answer in pairs using the table in 1b. Then choose some pairs to show their dialogs. Consolidation (8 minutes)
1.Show the first picture and the key words in 2. Let students make sentences with
it.(老师可以引导学生看图说话)
2.Show the other pictures and let students make sentences with them by themselves. 3.Correct the mistakes that students made.
4.Give students some time to make some sentences that describe their experiences. Then ask some students to say their own sentences. Practice (10 minutes)
1. Give students 2mins to read the words in 4a by themselves; Let some students try to read the words.
2.Choose some students to match the words with their sounds. 3.Read the words together and pay attention to the word stress.
4.Do 4b. Let students try to read the four sentences by themselves. Play the tape and ask students to read after the tape. Production (7 minutes)
1.Survey your group members about the activities they couldn’t do in the past and they can do now; And some group members report the result of the survey. 1.To be a controller and helper. 2.Assign the homework:
Review the key sentences in Grammar and Functions;
Write a passage about your own experience using the sentences: I can ... But I couldn’t ... When I was .../one year ago… Preview the words in Section D. Teaching reflection:
本节课的重点是帮助学生理解短文内容，并从中抽取重要信息。 在课堂教学中，要充分发挥学生学习的积极性和主动性，把课堂交给学生，让他们发现问题并试图解决问题，老师在课堂中起到引导学生和点播学生的作用。本节课在这些方面做的较好，但在实际教学中还需不断探究教学方法。 Ⅶ. Blackboard design
Topic 2 Can you sing an English Song? Section C
1. One year ago, she couldn’t do it at all.
2. When she was five, she could dance just a little.
3. She can do it well now. But she couldn’t do it at all in the past.
父亲的格局决定家庭的方向 一个家庭的福气运道，不是凭空出现的，它是家庭成员共同努力得来的。 家庭要想和谐兴旺，首先要走对方向，父亲的格局就决定着家庭的发展方向。 曾国藩曾说：“谋大事者首重格局”,心中格局的大小，决定了眼光是否长远，眼光是否长远又决定了事物的成败。
家庭的发展不是一个一蹴而就的过程，家庭需要经营，需要规划。 由于社会分工的不同，父亲作为家庭中的男性，承担着家庭领导者的职能，是家庭“权威”的代表。作为家庭列车的火车头，父亲的眼光要远，格局要大，只有父亲的格局大，才能确保家庭的发展方向不出错。 老话说“不是一家人，不进一家门”,人的一生中有大部分时间都在家庭中度过，观念、思想等都会通过家人间潜移默化的影响来传递。如果父亲有一个大格局，那在他的妻子、后辈子孙都会受到好的影响。 在家庭生活中，父亲有大格局，就是在家庭遭遇困难或变故时，不退缩，能够顶住压力。对待家庭小的损失不斤斤计较，不浑浑噩噩混日子，积极对待生活，对于家庭发展有大致的规划。 蒙田曾说：“作为一个父亲，最大的乐趣就在于：在其有生之年，能够根据自己走过的路来启发教育子女。” 一个父亲胜过一百个老师，父亲是孩子在人生中接触的第一个男性形象，他肩负着帮助孩子正确认识世界，了解社会的重任。父亲在教育孩子过程中有大格局，孩子才能健康茁壮成长，才能为家庭的兴旺积蓄后备力量。 在教育孩子中，父亲的大格局体现在不给孩子贴标签，懂得孩子的品格比能力更重要。 说到才女，不少人会想到民国时的“合肥四姐妹”,进而感叹合肥张家是个风水宝地。