Unit 4 Were going to word on a farm 示例三

發(fā)布時(shí)間：2016-3-13 編輯：互聯(lián)網(wǎng) 手機(jī)版

參考教案教學(xué)建議教學(xué)建議（Suggested teaching notes）

一、教學(xué)內(nèi)容分析

（一）本單元圍繞“談?wù)撐磥砘顒印保═alking about future activities）開展聽說讀寫的教學(xué)活動。書中設(shè)置了三個(gè)情景：談明天將要干些什么事；談將去商店買什么東西；談下星期去農(nóng)場勞動。三段對話自然引出了be going to這個(gè)結(jié)構(gòu)，包括各種人稱的各種句型：陳述句的肯定式和否定式，一般疑問句和特殊疑問句及其答語。

（二）另一重點(diǎn)為形容詞比較等級的規(guī)則變化和不規(guī)則變化（good，better，best）。

（三）語音重點(diǎn)為與單元音[u:]和[u]以及雙元音[(+]有關(guān)的拼讀規(guī)則。

二、教學(xué)方法建議

（一）教學(xué)be going to結(jié)構(gòu)

就形式而言，這個(gè)結(jié)構(gòu)近似go的現(xiàn)在進(jìn)行時(shí)，因此難度不大。但是，要幫助學(xué)生建立起時(shí)態(tài)的概念需費(fèi)一番功夫。建議通過以下的步驟教學(xué) be going to:

1．用現(xiàn)在進(jìn)行時(shí)與將來時(shí)比較的方法介紹這個(gè)新的結(jié)構(gòu)。例如：教師問 What are you doing now？并板書這個(gè)問句。學(xué)生答： We're having an English class．教師說：Right．What are you going to do this afternoon？在黑板上把前面那個(gè)問句改變成這個(gè)問句，讓學(xué)生猜這個(gè)句子的意思，并啟發(fā)學(xué)生回答： We're going to have two classes this after- noon．板書這個(gè)答語。此時(shí)，教師可簡單說明 are going to的含義。然后，教師向單個(gè)學(xué)生發(fā)問，引導(dǎo)學(xué)生說 I'm going to…。接著，教師問 What is he/she going to do？引導(dǎo)學(xué)生說 He/ She is going to…。

2．用時(shí)間線（Timeline）來表示兩個(gè)時(shí)態(tài)的差別，例如：I'm having an English lesson now． I'm going to have two Chinese lessons this afternoon．

要提醒學(xué)生注意，當(dāng)表示說話時(shí)刻以后將要發(fā)生的動作或狀態(tài)時(shí)，在英語中需用動詞將來時(shí)態(tài)，在口語中常用“be going to +動詞原形”結(jié)構(gòu)。

3．當(dāng)學(xué)生理解了 be going to結(jié)構(gòu)所表示的意義后，就可以進(jìn)行句型的操練。例如：

1) A：I'm going to play basketball this afternoon. What about you?

B：I'm not going to play games. I'm going to fly kites.

2) A：Bob, are you going to play football with us this afternoon?

B：Yes, I am.

A：What about Sam?

B：No, he isn't.

在操練的基礎(chǔ)上逐步歸納 be going to的各種句式，并列表以幫助學(xué)生理解和記憶：

4．設(shè)置情景，增加練習(xí)，可提出一系列將來時(shí)間為話題引起討論，如this evening， to- morrow, the day after tomorrow，next year等等。也可以圍繞干某件事（task）進(jìn)行對話，如 do some housework/clean the house/bedroom/mend my bike/car/clock；see/meet my grandparents/uncle/friend（s）/teacher（s）； do shopping/buy a pen/a dress/a pair of shoes等等。在練習(xí)中注意運(yùn)用特殊疑問句，如：What are you going to do/buy…？ How many…are you going to get/buy/cook…？ How much… are you going to buy？ Who's going to do it/help you？ Which… are you going to have/ buy？ When/Where are we going to meet？How are we going to get there？

（二）形容詞比較等級的不規(guī)則變化本單元只教學(xué) good一詞。它的比較級是better，最高級是best。可結(jié)合第14課第2部分的內(nèi)容，以對話方式練習(xí)如下：

A：Here are three cups.

B：The first one is good.

A：The second one is better than the first one.

B：The third one is the best of all.

A：Which one are you going to buy?

B：I'm going to buy the best one.

A：But I'm going to get the first one. It's good and the cheapest.

A：Look! There are three blouses here. Which is the best?

B：The first one. It's the dearest.

A：The third one is the cheapest. But it's good.

B：The second one is dearer than the third (one). It's better, I think.

下面的練習(xí)也有助于鞏固 good，better，best的用法：

A：A cup of tea is better for you than a bottle of orange.

B：I think a glass of water is the best.

A：Your English is better than mine.

B：His is the best.

Who is the best student in the class?

Who is your best friend?

不妨用聽寫的方式，教學(xué)一首短詩：

Good, better, best,

Never let it rest,

Till good is better,

And better best.

（三）本單元的閱讀練習(xí)是第15課第1部分的對話。閱讀的材料既可以是短文，也可以是對話。讓學(xué)生閱讀各種文體的材料，有利于閱讀能力的培養(yǎng)。具體教學(xué)方法見英語的分課教學(xué)步驟第15課第2和3步。

《閱讀訓(xùn)練》第四單元有一篇短文 Mr Going-to-Do 和一段對話。短文既結(jié)合語法重點(diǎn)be going to，又有教育意義。讀后可由學(xué)生改為對話并表演。對話帶有物理實(shí)驗(yàn)的內(nèi)容，可在教室或讓學(xué)生回去照此實(shí)驗(yàn)，還可讓他們變對話為短文，進(jìn)行口筆頭練習(xí)。

（四）語音教學(xué)根據(jù)本單元出現(xiàn)的拼讀規(guī)則，讓學(xué)生明確元音字母組合oo有兩種讀音：短元音[u] 和長元音[u:]，可增加比較練習(xí)如下：

從上面的例詞中可以看出oo 在字母k[k]前讀[u]；在l[l]， m[m]， n[n] 前讀[u:]。

字母u的拼讀規(guī)則也可在本單元總結(jié)出來：

1．在開音節(jié)中讀[u:]或[ju:]：

[u:] blue clue flue glue rue

lune crude flute jute rude

[ju:] cue due hue sue fume

cube duke huge tune

2．在閉音節(jié)中讀[)]（例詞見第三單元第12課），也可讀[u]。如：

[u] full pull push put bull bush

參考教案 Unit 4 Were going to word on a farm 教學(xué)步驟 Lesson 14 示例三

Lesson 14

Step 1 Revision

1 Check the homework.

2 Revise be going to by asking Ss about their plans for this evening, next Sunday, etc.

3 Ask individual Ss to open the door, close the window and do other classroom duties. As they stand up to obey, ask What're you going to do? Then ask the class What's he/she going to do?

Step 2 Presentation

Show a flashcard of some oranges(or bring in the real thing).

Say I'm going to the shops today. I'm going to buy some oranges.

Repeat. Ss listen and repeat.

Explain that I'm going to the shops is a quick way of saying I'm going to go to the shops.

Show flashcards of other food(e. g. rice) and get the Ss to say I'm going to the shops today. I'm going to buy some rice.

Step 3 Practice

Get the Ss to make a shopping list of four items for supper. Ask individual Ss What are you going to buy? Then Ss can ask and answer in pairs.

Step 4 Read and act

SB page 14, Part 1. Read through the questions in Wb Lesson 14, Ex. 1, and then let the Ss read the dialogue silently to find the answers. Explain that get =buy and Why not? is another way of saying Good idea! Note that a few means some, not many. Speech Cassette Lesson 14. Play the tape, then practise the dialogue with the Ss.

Divide the class into two groups to practise similar dialogues using pens and pears. Then Ss work in pairs. Ask some pairs to act out their dialogues. See who can do it without books!

Step 5 Presentation

Revise the comparative and superlative forms, using small pieces of paper：

This piece of paper is small. This is smaller. This is the smallest of all.

Draw three sets of oranges on the Bb, with a different(cheap) price on each.

Point to the highest price and say These oranges are cheap. These are cheaper. These are the cheapest of all. Make sure the Ss understand cheap.

Repeat. Ss listen and repeat.

Make the prices higher, and practise with dear in the same way.

Now point to the oranges, starting with the cheapest, and say These oranges are good. These are better. These are the best of all.

Practise the sentences by saying an adjective(e. g. good) and getting the Ss to point to each set of oranges as they say the appropriate sentence.

Step 6 Practise

SB page 14, Part 2. Read through the sentences with the Ss. Ask Which pen/oranges/cake are they going to buy? HELP THE Ss to guess, using I think they are going to buy the cheapest one(s)/ the best one.

Step 7 Workbook

Wb Lesson 14, Exx. 2 and 3.

Do Ex. 2 orally first, then in writing. Revise the rules concerning double letters. big-bigger is the only example here. Pay attention to adjectives ending in -y, e. g. early-earlier.

Ex. 3 may be done with the whole class at first and then as pairwork.

Homework

Finish off the Workbook exercises.

Do Wb Lesson 14, Ex. 1. Write down the answers in the exercise books.

參考教案 Unit 4 Were going to word on a farm 教學(xué)步驟 Lesson 15 示例三

Lesson 15

Step 1 Revision

1 Check the homework： get several pairs of Ss to do Ex. 1 in Wb Lesson 14.

2 Practise the dialogue in SB Page 14, Part 1, using other vocabulary(e. g. items of clothing).

Step 2 Reading

SB page 15, Part 1. Tell the Ss that Li Lei's class are going to work on a farm. Ask How are they going to the farm? Let the Ss read the dialogue silently to find the answer.

Let the Ss work in pairs to answer the questions in SB page 15, Part 2. Go through the answers and get the Ss to guess the meaning of pick apples and on the road. Explain that Only some school work is short for I'm only going to do some school work and that It's much better than having classes means that Jim is very happy because he is not going to go to school next week!

Difficult phrases and sentences can be translated into Chinese.

Step 3 Acting

Speech Cassette Lesson 15. Play the tape. Listen and repeat, then practise the dialogue in pairs. Teach the Ss how to read dramatic dialogue. They look at the book before they speak each line, but look at their partner as they speak. In this way they can use facial expressions and gestures more effectively. Get some pairs to act out the dialogue.

Step 4 Listening

Wb Lesson 15, Ex. 1. Listening Cassette Lesson 15, Part 3. As usual, play the tape at least three times before asking the students to complete the sentences in the Wb.

Listening text:

WEI HUA：Hi, Lucy! Are you going to come with us tomorrow?

LUCY： Where to?

WEI HUA：We're going to work on a farm.

LUCY： Really? Great! I'd love to come. What are we going to do?

WEI HUA：We're going to help the farmers to pick pears.

LUCY： Pears! Great! I love pears!

WEI HUA：We're going to pick them, not eat them!

LUCY： How are we getting there?

WEI HUA：By bus. We're going to meet outside the school gate.

LUCY： OK! When are we going to meet?

WEI HUA：We're going to meet at 7：20. OK? Oh, put on your oldest clothes!

LUCY： 7:20 in my oldest clothes. OK! See you! Bye!

WEI HUA：Bye!

The answers are:1 farm, 2 pears, 3 bus,4 the school gate, 7:20, 5 their oldest clothes.

Step 5 Workbook

Wb Lesson 15, Exx. 2 and 3.

Do Ex. 2 orally first, then get the Ss to write in the answers.

The answers are： are/is, going, help, with, pick, much, is, early, outside, not, by ,old, work.

Ask them to work in pairs to prepare six questions on the passage, using the questions in SB page 15, Part 2 as a model.

Ex. 3 can also be done in pairs, like this：

A：I am going to help Mother wash clothes on Sunday. I am not going to see my friend.

B：Are you going to see your friend on Sunday?

A：No, I'm not.

B：Are you going to help Mother wash clothes?

A：Yes, I am.

Homework

Revise the dialogue in SB page 15, Part 1.

Revise the be going to structure and the comparative and superlative forms of adjectives.

Do Wb Ex. 3 as written homework.

參考教案 Unit 4 Were going to word on a farm 教學(xué)步驟 Lesson 16 示例三

Lesson 16

Step 1 Revision

Books closed! Revise the story in SB page 15, Part 1. Ask the questions in SB page 15, Part 2.

Step 2 Word families

SB page 16, Part 1. Speech Cassette Lesson 16.

Practise the pronunciation of these words. Pay special attention to the/u/ sound: make sure the Ss do not prolong it. Use flashcards to practise the words in the usual way. /(+/is a new sound. (See Appendix Ⅱ in TB1.)

Wb Lesson 16, Ex. 1. The answers are： good, book, Who, Sue.

Ask the Ss to distinguish/u/from/u:/when reading what Polly says.

Step 3 Stress and intonation

SB page 16, Part 2. Speech Cassette Lesson 16.

Get the Ss to show the stress and intonation with gestures as they say these sentences.

Step 4 Presentation

Ask a student of his/her plans for one day next week. Get other Ss to ask questions about other days. Then ask e. g. Can he/she go shopping on Tuesday? Help the Ss to reply No, he/she can't.

He's/She's going to play basketball.

Pairwork：Ss write down their plans for next week, then ask their partner Can you go shopping on Friday? etc.

Step 5 Ask and answer

Wb Lesson 16, Ex. 2. Ss ask two friends about their plans for next week. Get some Ss to report their answers.

Step 6 Checkpoint 4

Go through the be going to sentences and the adjective forms in Checkpoint 4. Explain any difficulties that the Ss raise. Review the expressions in Checkpoint 4(See page 17 of the TB.)

Step 7 Test

Write this dialogue on the Bb and get the Ss to copy it and fill in the blanks.

Lin Tao：We're going to play football tomorrow.

Sam：Great! ____?

Lin Tao：Sure! You're welcome!

Sam：____?

Lin Tao：We're going to play at two o'clock.

Sam：I see. ____?

Lin Tao：We're going to meet outside the park gate.

Sam： All right! See you tomorrow!

Lin Tao： ____!