Unit 7 How much are these socks 教案3.docx

Unit 7 How much are these socks 教案3.docx

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Unit7Howmucharethesesocks教案3

Unit7Willpeoplehaverobots?

教案

一、教材内容

本单元围绕“谈论问题”及“提出建议”这两个话题，设计了相关的语言情景。

SectionA1a-2d的呈现了本单元的重点语法现象一般将来时表示猜测的用法，然后设计了听力活动、俩俩结对活动以及小组活动，从听说角度训练了本单元的核心句型，并在Grammarfocus中进行了归纳总结。

SectionA3a-3c才所设计的活动，则先通过与一般过去时一般现在时的对比，让学生进一步地了解与掌握一般将来时的结构与用法。

SectionB1a-2e先通过词类的分组活动，呈现了听力活动中所要用到的生词；然后，设计了两个听力活动，分别从两个层面，从宏观到细节，帮助学生掌握一般将来时态的意义、结构和用法。

3a-4设计的活动，则通过说、读与写的活动，对学生三种时态的运用能力进行了综合的训练，旨在帮助学生形成创造性地运用所学三种时态的能力。

SelfCheck部分让学生通过活动1-2对自己的词汇运用能力及语言综合运用能力进行自我评价。

二、教学目标

1.知识与技能

（1）词汇：

paper,pollution,prediction,future,pollute,environment,planet,earth,plant,part,peace,sea,sky,astronaut,apartment,rocket,spacestation,moon,Mars,servant,dangerous,believe,shape,factory,holiday…

（2）语法：

a.用will表示的一般将来时；

b.一般将来时一般问句及其简短回答；

c.more,less和fewer表示量的用法；

d.比较一般现在时、一般过去时和一般将来时的用法。

（3）重点句型：

a.Whatdoyouthinglifewillbelikein100years.

b.Everyhomewillhavearobot.

c.Willkidsgotoschool?

No,theywon’t.They’llstudyathome.

d.Therewillbefewertrees.

2.情感态度与价值观

通过描述未来，调动学生的积极性，发挥学生的想象力，同时帮助学生树立正确的人生观和价值观；让学生懂得：

有付出才能有收获，自己的未来要靠自己的劳动来创造。

TheFirstPeriod

Teachingaimsanddemands:

Aimsofbasicknowledge:

1.Keyvocabulary:

robot,everything,paper,use,tree,building,pollution,fewer,less

2.Keystructures:

1）Willtherebeless/fewer/more…?

No,therewon’t.Therewillbemore/less/fewer...

2）Kidswon’tgotoschool.

3）Theywillstudyathomeoncomputers.

Aimsofabilities:

1.Beabletolistenforspecificinformationonwhatwillhappeninthefuture;

2.Beabletotalkaboutwhatwillhappeninthefutureusingthetargetlanguage;

Aimsofemotionandevaluation:

Encouragethestudentstoworkhardattheirlessonspreparingfortheirownfuture.

TeachingMethods:

1.Listeningandspeaking.

2.Communicativeapproach.

3.Task-basedapproach

KeyPoints:

1.Mastertheusageoftheindefinitetense.

2.Talkaboutwhatwillhappeninthefuture.

3.ReviewtheSimplePastTenseandtheSimplePresentTense.

Difficulties:

Howtousecorrectlythesimplepasttenseandthepresentprogressivetense.

Teachingprocedure:

Step1Warmup

1.Greetings;

2.Dutyreport

Step2Presentation

1.Drawatimelineontheblackboardandmarkthelineasthefollowing:

5yearsagonow1yearfromnow5yearsfromnow

2.Introducetheindefinitefuturetense

1）Teacherpointstothenow-pointonthetimelineandsays:

“Iamnowinthisschool.”Andthenpointstothe1-year-from-now,saying:

“Iwillbeinthisschooloneyearfromnow.”Pointtothe5-years-from-nowpoint,saying:

“Iwillbeinthisschoolfiveyearsfromnow,too.”（Writethetwosentencesontheblackboard,thewordwillbewritteninred.）

2）Getthestudentstoreadaloudthesentencesseveraltimesuntiltheycansaythemcorrectly.

3）Promptthestudentstosaywhattheythinkthewordwillisusedfor.Teachergivescommentsonthestudents’workandtellstheclass:

Thewordwillhereisusedtotellthefutureactionsandhappenings.

Step3Practice（1a-1c）

1.Getthestudentstolookatthepictureandthentalkaboutwhattheyhaveseeninit.Teachthenewwordrobotatthesametime.

2.Askthestudentshowtheworldwillbedifferent100yearsfromnow.CheckAorDtocomplete1a.

3.Listenandcirclethepredictionsyouhearin1a.Complete1b.

4.Studentsreadtheconversationin1ctogether.

5.Pairthestudentstopracticemakingconversationsaboutthepredictionsin1a.

Step4Listening（2a-2b）

1.Havethestudentsreadthesentencesin2afirst,teachingthenewwordpollutionusingapictureofafactoryproducingalotofblacksmokeandmakesuretheyknowwhattheyareaskedtolistenfor.Tellthestudentsthatlessisthecomparativedegreeoflittle,whichisusedtomodifyanuncountablenoun,andthatfeweristhecomparativedegreeoffew,whichisusedtomodifyacountablenoun.

2.Playtherecordingforthestudentstolistenandcirclethewordstheyhear.

3.Playtherecordingagainforthemtochecktheiranswers.

4.Dealwith2binthesameway.

Step5Practice（2c-2d）

1.Getonetopstudenttoco-operatewiththeteacheractingoutthedialogueintheboxin2c.

2.Havethestudentsworkingroupsoffourusingthefollowingstructures:

A:

Ithinktherewillbe…

B:

Well,Idon’tagree.ButIthinktherewillbe…

C:

Iagree.

3.Getsomegroupstoactouttheconversationstheyhavemade.

4.Role-playtheconversationin2d.

Homework

1.PreviewthesentencesinGrammarFocus.

2.Preview3a-4

3.Preparesomeoldpicturesofyourselfandyourparents,friendsorfamouspersonsandyourhometown.

4.Drawsomepicturesofwhatthecitywouldbelikeinthefuture.

TheSecondPeriod

TeachingAimsandDemands.

Aimsofbasicknowledge:

1.KeyStructures:

1）Fiveyearsago,Sallywas…/played…

2）TodaySallyis…/plays

3）InfiveyearsSallywillbe…/willplay…

Aimsofabilities:

Beabletousethethreedifferenttensestodepictthepast,presentandfutureactionsorstates.

Aimsofemotionandevaluation:

Enabletheclasstogettoknowthatonecreateshisownandthatonlybyhishardworkcanhecherishabrightfuture.

TeachingMethods:

1.Task-basedapproach

2.Teamwork

KeyPoints:

Theuseofwill

TeachingProcedure:

Step1Warmup

1.Greetings

2.Revisetheformationofthepasttense.

1）Writethepasttenseofthefollowverbs.

live________play________study_______

work_______finish_______try_________

be_________have________buy________

teach_______get_________take________

2）Promptsometotelltheanswersforthewholeclasstocheckandthensummarizetherules.

3.Revisetheusefulwords.

1）Getthestudentstobrainstormthewordsandwriteontheblackboard.

Sports:

football,basketball…

Musicalinstruments:

violin,piano,guitar…

2）Getthestudentstobrainstormthenamesoftheanimals.

Step2Presentation

1.Drawthetimetableontheblackboard.

5yearsagonow5yearsfromnow

2.Showthepicturesdepictingthepast,todayandthefutureofyourownandsay:

Fiveyearsago,Iwasafarmer.NowIamateacher.Infiveyears,Iwillberetired.

Fiveyearsago,Iplayedtabletennis.NowIplaythepiano.Infiveyears,Iwillplaytheviolin.

3.Havetheclassreadaloudthesentencesaftertheteacher.

4.Encouragesometotellwhattheyhavefoundoutabouttheuseofthethreetenses.

Step3Grammarfocus

1.Getsomestudentstoanswerwhattheyhavelearnedinthisperiod.Theteachermakesabriefcomment.

2.Havetheclassreadthroughthesentencesinthetableandraisequestionsiftheydon’tunderstandanyofthesentences.

3.Reviewtheuseof“more,fewer,less”.Makesurethestudentsunderstand.

Step4Practice（3a）

1.Asksomestudentstocompletethesentences.

2.Checktheanswersandexplain.

3.Readaloudthesentencesaftertheteacherchorallyuntiltheycansaythemcorrectly.

4.Individuallyreading.

Step5Pairwork（3b）

1.Asksomestudentstocompletethesentences.

2.Thestudentspracticetheconversationsagaininpairs.

Step6Draw（3c）

1.Havethestudentslookatthepicturestheyhavepreparedandwriteaboutthemusingthestructuresin3c.Theteacherwalksaboutandoffersahelpinghand.

2.Putthestudentsintogroupsoffour,describethefutureofthecity..

3.Showthedescriptionstotheclass.

Homeassignment

1.Makeaposterofoneselforyourimaginaryhometown.Itshouldincludetheintroductionandthepictures.

2.PreviewSectionB.

3.Revisethewordsthatstandforjobs,transportationandplaces,pets,sportsandclothes.Findmoresuchwords.

TheThirdPeriod

Teachingaimsanddemands.

Aimsofbasicknowledge:

1.Keyanddifficultvocabulary:

space,fly,moon,fall,fell,alone,pet,probably,dress,which,even,took,wrote

2.Keystructures:

IthinkI’llbe/do…

Aimsofabilities:

1.Learntotalkaboutone’slifeinfutureusingthetargetlanguage.

2.Beabletoreadfortheinformationaboutfuture.

Aimsofemotionandevaluation:

1.Helpthestudentsgettoknowtheirbrightfutureiscreatedbythemselvesnotsomeoneelse.

2.Throughthedebateonone’sfuture,developthefriendshipandthecooperativespiritsamongthestudents.

TeachingMethods:

1.Task-basedteachingapproach

2.Communicativeapproach

Teachingprocedure:

Step1Warmup

1.Greetings

2.Dutyreport–Myhometownintenyears

Step2Presentation（1a-1b）

1.Havetheclassreadthroughthewordsin1aandteachthenewonesusingpictures:

astronaut,rocket,space,spacestation.

2.Getthestudentstoreadaloudthewordsaftertheteacheruntiltheycansaythemcorrectly.Classifythemintothreegroupsandfillinthefollowingchart:

Jobs

Transportation

Placestolive

astronaut

computerprogrammer

train,

rocket

house,

apartment,

spacestation

3.Thinkofotherwordsandwritetheminthechartin1a.

Step3Listening（1c-1e）

1.Pre-listening:

getthestudentstolookatthepicturescarefully,andtelleachotherwhattheycanseeinthem

2.While-listening:

playtherecordingforthestudentstolistencarefullyforthespecificinformationandnumberthepicturesaccordingtothekeyinformationtheymightget.

3.Playtherecordingagainforthemtolistenforthedetailstofillintheblanks.Complete1d.

4.After-listening:

getsometotelltheclasswhattheyhavedoneandwhy.Referthestudentstothelisteningmaterialsandchecktheanswers.Iftherearestillproblems,theteachershouldofferhelp.

5.Role-play.AsktwostudentsmakeadialoguetotalkaboutJoe’slifenow,10yearsagoand10yearsfromnow.

Step4Reading（2a-2d）

1.Asksomestudentstosaywhattheyk