1、 1 Section C I. Material analysis Section C 是一节阅读、写作课，主要活动是 1a，2 和 3a。通过图片所创设的情景，将学生带入阅读材料的语境中，呈现一篇关于自己居住社区的周边设施的介绍，给学生提供写作的范文；还将要求学生根据 1a 所学内容，结合自己的实际情况写一篇介绍自己社区的短文，是一个信息输出的过程，旨在培养学生的写作能力；语音板块通过听录音完成不同的任务，来复习所学语音，培养学生的辨音能力、单词的连读、句子的升降调以及正确的朗读习惯。本课涉及邻里关系，因此教师在教学英语知识与技能的同时，应引导学生学会和他人和谐相处，共创美好的生活氛围。本课
2、也是一堂阅读课，教师应该摒弃传统的满堂灌，转换为对学生阅读能力的培养，包括略读、扫读、寻找细节信息、信息转换能力等，为学生的终身英语阅读打下良好的基础。 II. Teaching aims 1.Knowledge aims 能根据已学语音、音标及发音规则，正确朗读并能拼写下列词汇： such as, community, child, children, a lot of, lots of, sport, close, close to, far, far from, service, area, colorful 能够在篇章叙述中， 熟练运用 there be 句型来介绍自己居住的社区、 社
3、区环境和周边设施； 能够就“谈论社区环境、周边设施”等话题进行交流与陈述，如： (1)There are a lot of tall buildings and small gardens in our community. (2)There is a community service center in our area. . 2.Skill aims 能听懂简单的课堂用语并做出适当的反应； 能根据图文就居住环境和邻里关系等基本话题进行交流； 能根据图文理解相关话题，并根据要求进行学习活动； 能写出介绍自己居住的社区环境的短文。 3.Emotional aims 能够在游戏、小对话、小表演
4、等活动中，培养出学习英语的兴趣和积极主动的学习精神； 2 能够与同伴积极合作，参与课堂活动，大胆实践； 能够学会和他人和谐相处，共创美好的生活氛围。 III.The key points and difficult points 1.能够在篇章叙述中，熟练运用 there be 句型来介绍社区环境和周边设施； 2.能够在阅读过程中，学会略读、扫读、精读等技能。 IV. Learning strategies 1.能够养成运用图片、关键词、背景知识等帮助阅读理解的学习策略； 2.能够清楚、大声地进行朗读，认真听录音和老师的发音，大胆开口，反复模仿； 3.能在学习过程中养成预习和复习的学习习惯。
5、V. Teaching aids 录音机、教学挂图、闪卡和黑板 VI. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction (5 minutes) 1. The whole class work. 2. Group work. 1.Focus their attention on the teacher. 2. Sit in groups. Design a map about your community, including the post office,
6、the bookstore, the hospital, the bank and so on. Draw it on the paper. Then show it to the class and introduce it to the whole class. e.g. In our community, there are two banks. Near the banks there is a big supermarket. We can go shopping in it. In front of the supermarket there is a post office. .
7、 3.Suppose one of your neighbors comes 1.Get students ready for learning. 2.Make the students practice the words about the community in written and oral work. 3 3. Pair work. to borrow your bike. Think about a conversation about what you may say, using the sentences about offering and asking for hel
8、p. e.g. A: Excuse me. I am your new neighbor, Jack. B: Oh, welcome, Jack. Would you like me to help you? A: Yes, thanks. May I borrow your bike? I want to go to the library, but its a little far from here. B: Of course. Here is the key. A: Thanks a lot. B: Youre welcome. . 4.Group competition. Look
9、at the pictures of buildings in the community. Answer the teachers questions. Try to say the names of them and what you can do there as quickly as you can. The group which can answer the most questions correctly will be the winner in this group competition. T: What can you see in this picture? (Show
10、 a picture of a supermarket.) S: A supermarket. T: What can you do there? S: We can buy some notebooks, pens 3.Make the students use the expressions about offering and asking for help in Section B in oral and written work. 4.Help the students revise the words about buildings in the community in Sect
11、ion B. Lead to 1a. 4 4. Group work. and so on in it. . T: Today, we have a friend, Linda. She wants to show us a beautiful picture about her community. Would you like to have a look? Presentation (10 minutes) 1. The whole class work and individual work. 2. Individual work and pair work. 3. Pair work
12、. 1. Look at the picture in 1a. Say the places in English, such as shops, school and so on. Learn some new words, community, child, sport, close, far from, service, area, colorful. 2. Look at the pictures and say the places as quickly as you can. Then say the words according to your partners descrip
13、tion in pairs. A: My home is not far from my school. “Not far”. B: “Close to”. . 3. Pre-reading. Work in pairs and complete the tasks before reading. Underline the places in English first. Then discuss with your partner, “Do you like living there? Why?” 4. While-reading. Read 1a and get the main ide
14、a of this passage. Read again and fill in the blanks in 1b. Read the third time and circle True or False in 1c. Discuss the answers in 1.Present new words with the help of the pictures and flashcards. 2. Go on learning the new words. 3. Make the students get ready before reading. 5 4. Individual wor
15、k, group work and the whole class work. groups. The whole class check the answers together. 4. Make the students learn to get the detailed information to complete the tasks while reading. Consolidation (10 minutes) Pair work. Post-reading. Retell 1a in pairs with the help of the picture in 1a and th
16、e frame in 1b. Some pairs retell the passage with your own words to the whole class. . To be a good listener. Practice (10 minutes) 1. Individual work and pair work. 2. The whole class work and pair work. 1. Do 3a. Read the word groups in 3a. Try to find the word with the different sound in each gro
17、up. Then listen to the tape and check the answers with your partner. After that, read after the tape. 2. Do 3b. Listen to the teacher. Learn the gestures about the rising tone and the falling tone. Pay attention to the sound and the liaison. Discuss the rules with your partner. Then listen to the ta
18、pe and read the chant aloud together. After that, some pairs read the chant to the whole class. 3. Read the sentences on the 1. Play the tape recorder and check the answers. 2. Make the students know liaison, the rising tone and the falling tone. 6 3. Individual work and pair work. blackboard which
19、are given by the teacher. Pay attention to the liaison, the rising tone and the falling tone. 3.Make the students practice the liaison, the rising tone and the falling tone in other sentences. Production (10 minutes) Individual work and pair work. Do 2. Draw a picture of your community. Then draw up
20、 a frame like 1b about your community. Discuss your community with your partner. Then write down a passage to describe your community. After that, check your passage with your partner. e.g. Frame Whats in the community? (1)Many people: teachers, doctors, officers and so on; (2)A lot of tall building
21、s: school, library, post office. (3)Community service center; . Passage My name is Johnson. I live in Meishancun. Its a big community. Its like a big family. Many doctors, teachers and officers live here. . 1. Make the students use the expressions about community in oral and written work after learn
22、ing. 2. Assign the homework: Review the words and phrases in this section with your partner; Go on writing your new passage about your community. Then report it to the class next day; Preview Section D. Teaching reflection： 7 在本课中，学生通过读前、读中和读后等阅读训练活动，结合教学闪卡等教具，学习了社区环境及周边设施和邻里关系的短文。在这节课的综合探究中，学生被要求写出
23、一篇介绍自己社区的文章，这对于词汇积累不够、语法知识不牢固的学生来说，无疑是个难题。因此,教师在教写作之前，可引导学生画图、设计写作框架，降低写作的难度，帮学生树立坚持写作的自信心。 VII. Blackboard design Topic 2 My home is in an apartment building. Section C 1.There are a lot of tall buildings such as and small gardens in our community. community 2.Its a quiet community. child (pl. children) 3.Our school is not far from here. a lot of=lots of 4.We can call it for help. sport close to far from service area colorful
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