Unit 1 How do you study for a test-教案-教学设计.docx

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1、Unit 1 How do you study for a test?教学目标：i语言目标：掌握本单元词汇，听懂、掌握谈论中外不同国家文化的语言材料。2技能目标：能听懂语言材料，掌握听的技巧；能读懂介绍中外不同文化的文章。3情感目标：通过开展角色表演等活动，培养学生阅读兴趣。通过本单元的阅读，培养学生 的文化意识，陶冶思想情操。教学难点：1. Key words : vocabulary, flashcardTarget LanguageHow do you study for a test?I study bystructureStep 1 : Warm-upGreetings.1. Ask

2、 some students about their summer holiday(Teacher shows a flashcard with the word Shanghai and asks one student.)Teacher shows the others and teaches the word “flashcard to the students.Step 2: RevisionRead and translate some words they have learned.Step2.PresentationLanguage StudyTeacher writes the

3、 pattern on the blackboard:How do you study for an English test?I study for a test by + V.-ingMake a list of their answers on theblackboard. Teacher can teach the vocabulary and pronunciation at the right time.IL la1 .Check the answers, after checking, read the ways to the students and ask students

4、to put up their hands to show which things they checked. Count the numbers.1. Ask students to write down other ways they study for an English test. Then ask some to read their ways to the class.III. lbPlay the tape.1. Check the answers with the students.2. Read the sample answer to the class and ask

5、 students to say the other two.Step3 Consolidation and extensionRead the instructions and the conversation to the class, and then ask students to make similar conversations.1. Ask some pairs to present their conversations.2. Small competition: group in four, make sentences using structure (verb + by

6、/with gerund).3. Make a survey : one student interview other students using the structures (How do you study .? I study by + v-ing .) Show the results.Step4 SummaryStepl RevisionCheck homework. Invite different students to report their discovery of new ways of studying that havent been introduced in

7、 the book or in class.Step 2 Presentation. 2aThis activity provides listening practice using the target language.Call students5 attention to the picture. Ask, What do you think is happening? Who are they?Point to the list of questions in the box.Get different students to read them to the class.Play

8、the recording for the first time.Play the recording again.Check the answers with the whole class2bThis activity provides listening practice using the target language.Point to the list of answers in the box.Get different students to read the answers to the class.Point to the checked questions in Acti

9、vity 2a.Play the recordingCheck the answers with the whole class.Step3 Consolidation and extensionThis activity provides oral practice using the target language. Invite a pair of students to read the sample conversation to the class.Write the sample conversation on the blackboard.Move around the cla

10、ssroom listening in on various pairs so as to check progress and help with pronunciation as needed.After students have had a chance to practice several exchanges, ask pairs to come to the front of the room and act out their conversations.Grammar FocusInvite a pair of students to say the questions an

11、d answers to the class.Step4 SummaryStep I Revision1. Revise the target language presented in previous classes by making up conversations42.Show the key vocabulary words on the screen by a projector.specific adj.明确的；详细而精确的memorize v.记忆； 背诵grammar n.语法；语法规则differently adv.不同地；有区别地frustrate v.使失望；使沮丧；

12、使厌烦frustrating adj.令人沮丧的令人失望的quickly adv.快地；迅速地add v.又说；继续说not at all根本（不）；全然（不）excited adj.激动的；兴奋的end up结束；告终Say the words and have the students repeat again and again until they can pronounce the words fluently and accurately.Step2 PresentationI.3aThis activity provides reading and writing practic

13、e using the target language Call attention to the article. Read it to the class or ask a student to read it instead. Point to the chart beneath the article. Explain to the students that they will read the article and then write in the chart the ways of learning English that are unsuccessful, OK and

14、successful for the students Lillian Li. Wei Ming and Liu Chang. Point out the sample answer. Help the students find the information in the reading.Ask a student to read the sentence to the class.Ask students to read the article again and complete the chart on their own. As students work, move around

15、 the classroom answering any questions they may have.Write the correct answers on the black board so that students can check the spelling and other details of their answers.Optional activityAsk students to create a chart like the one in Activity 3a on a sheet of paper. Then have students fill in the

16、 chart using information about their own ways of learning English. Encourage students to exchange their completed charts with others in the class.IL 3bThis activity provides oral practice using the target language. Read the instructions to the class. Ask students to find partners and decide who is s

17、tudent A and who is student B.Point out the uncompleted sample conversation. Invite two more advanced students to say and complete the sample conversation.Step 3 ConsolidationPart 4 InterviewThis activity provides reading, writing, listening and speaking practice using the target language.Read the i

18、nstructions to the class. Focus attention on the chart. Get students to check what they do to learn English. You may wish to give an example from your own experience. Remind the students of the differences among often, sometimes and never. Invite a pair of students to say the sample conversation to

19、the class.Write the conversation on the blackboard.Ask the students to work in pairs. Interview your partner and fill in the chart. As the students do this, walk around the room to make sure that they ask and answer questions in English and fill in the chart correctly.If time permits, ask a few stud

20、ents to tell the class about the partners they haveinterviewed.Step4 SummaryStep 1. Greetings and Lead-in 1. Check the homework.2. Read the new words and correct the pronunciation.Step2 PresentationI la/lb1. Read the instructions to the class.2. Ask students to find ways to solve them.IL 2a.Play the

21、 tape.1 . Check the results with the students.111. 2b.Play the tape.2. Check the work with the students.Step3 Consolidation and extensionL2c Pair work1. Read the instructions and the conversation to the class, then ask students to make similar conversations.2. Ask some pairs to present their convers

22、ations. IL3al.Show the question: how she learned to learn English.”2. Focus students5 attention on the article and repeat after the tape.3. Ask the students to write if the statements are true or false.4. Check the work with the students.111. 3bRead the instructions to the class. Point to the blanks

23、 in the letter. Explain that they can look back 2b and then fill in the blanks in the letter.1. Do the first two fill-ins with the students and ask them to complete the letter. Move around seeing if they need any help.2. Ask two or three students to read their completed letters to the class.Step4 Su

24、mmary Step 1. Greetings and Lead-in 1. Check the homework.2. Read the new words and correct the pronunciation.Step 2. PresentationLSelf Check1. Read the instructions to the class.2. Ask students to fill in the blanks on their own. They may need to use another form of the word.3. Check the answers wi

25、th the students. Ask them to tell the reason they choose the word.IL Reading 1. Section 1 la.Read the instructions to the class and ask some students about their problems and how they dealt with them.2. Reading Section 2/3Find the words that are in lb in Section 2. and guess their meanings.(1) ive s

26、ome questions about Section 2What will happen if you worry about your problems?(2) What will happen if you are always angry with your friends?(3) What do students complain about school and what should they do?(4) How can you find your problems are not terrible?3. Underline some important expressions:deal with, worry about, be angry with, time goes by, decide to do sth, complain about, Its our duty to do sth5 with the help of, compare one to another, regard. as. 4. Answer students questions about understanding the article.Step3 Summary