Teaching Plan of Unit 5 Our School Life

Teaching Plan of Unit 5 Our School Life
Period 1 Topic 2 Section A
1.教学目标
1.1 知识目标
1）能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：make, card, boring, soon, classroom, playground, lab, laboratory, computer, room, hall, dining hall, gym, gymnasium, building, swimming, pool, clean, do some cleaning, run, dance.
2）在小组合作活动中，能掌握字母g和字母组合er/ ew/ ey/ eigh/ ge/ gu/ gue的发音规则。

3）在情景对话中，能正确运用be+v.-ing来表达现在进行时，包括各种人称的肯定句、特殊疑问句、一般疑问句及其肯定和否定回答，如：
①Are you doing your homework? No, I’m not.
②Are you watching TV? Yes, I am.
③I am making cards.
④What are they doing now? They are ...
⑤Are Wang Wei and Lin Tao dancing, too? No, they aren’t. They are ...
4）能就谈论校园生活的话题进行交流与对话操练。

1.2 能力目标
1）能听懂谈论正在进行的动作的简单对话或叙述。

2）能说出学校各种设施和场所的名称。

3）能在口头表达中做到发音清晰、语音语调准确。

4）能根据字母组合和音标初步地进行单词拼读。

5）能根据图片信息书面描述正在进行的活动。

1.3 情感目标
通过谈论校园中正在进行的丰富多彩的活动，使学生发现校园生活的乐趣，从而培养学生热爱校园生活、乐于参加学校各种活动的意识。

2. 教学重点
在小组合作活动中，能掌握字母g和字母组合er/ ew/ ey/ eigh/ ge/ gu/ gue的发音规则。

3. 教学难点
在情景对话中，能正确运用be+v.-ing来表达现在进行时，包括各种人称的肯定句、特殊疑问句、一般疑问句及其肯定和否定回答。

4. 教学用具
多媒体、黑板、图片。

5.教学模式
PPP model
6.教学过程
Step 1: Warm-up
Get students ready for learning.
1）Individual work
Help the students to learn and revise the means of transportation and adverbs of frequency.
T: Try to express the means of transportation and the adverbs of frequency you know as many as you can. For example: By bus, by train, on foot, by bike, by subway, by car, by plane, by ship, by boat.
2）The whole class work
Show some pictures to help the students revise the means of transportation and adverbs of
frequency.
T: Look at the pictures about the means of transportation the teacher shows. Try to answer the teacher’s questions as quickly as possible.
e.g.
T: How does he/ she usually go to school?
S1: He/ She usually goes to school by bus/ by bike/ by subway/ on foot/ by car.
T: Does he/ she often go to school on foot ...?
S2:Yes, he/ she does. No, he/ she doesn’t.
Step 2: Presentation
1）Individual work
Present new words of school facilities with the help of the pictures. Check the answers.
T: Look at the pictures in 2. Learn the words of school facilities. Then match the places with the correct words or phrases. Check the answers with your partner.
2）The whole class work
Play a word game: “What’s missing?” Some words and pictures may disappear. Try to guess what is missing as quickly as you can.
3）Individual work
Help the students learn to predict before listening. Play the tape recorder and check the answers. T: Look at the pictures in 1a. Read the sentences in 1b. Try to predict the listening material in 1a. Then listen and circle the correct answers in 1b individually. Check the answers with your partner. 4）Group work
Play the tape recorder. Help the students learn to listen to specific information and to summarize the grammar rules by themselves.
T: Listen to 1a again and fill in the blanks. After that, open your books and check your answers. Michael: Hello, Jane! This is Michael. What __________ you __________ now?
Jane: Guess!
Michael: Are you __________ your __________?
Jane: No, I am not.
Michael: Are you __________ __________?
Jane: Yes, I am. What about you?
Michael: I’m __________ cards, but it’s __________.
Would you like to play __________?
Jane: Good idea! See you soon!
Michael: See you!
Then discuss in groups. Try to find the rules of the “Present Continuous”.
e.g.
... are doing
... are watching TV
... is making cards
Step 3: Consolidation
1）Pair work
Practice the conversation in 1a in pairs.
2）The whole class work
Help the students consolidate the Present Continuous in different sentence patterns.
T: Look at the pictures shown by the teacher and answer the teacher’s questions:
①What is he/ she doing?
②Is he/ she playing basketball?
③Are you/ they doing your/ their homework?
Step 4: Practice
1）Individual work
Play the tape recorder and check the answers.
T: Listen to the tape and match. Pay attention to the structure of the Present Continuous. The whole class read the sentences together and check the answers at the same time.
2）Pair work
Help the students to express correctly.
T: Work in pairs. Make up conversations with the information in 3a. Practice in pairs. Then some pairs act out your conversations to the whole class.
3）Individual work
Make the students learn to help each other and learn from each other.
Divide the class into six groups.
T: Every group reads one group of words. Discuss in groups and find the rules of sounds about er, ew, ey/ eigh, g, ge, gu/ gue by yourselves.
T: Then one student in each group reads out the sound and teaches the sound to the whole class. Then the whole class listen to the tape recorder and check the sounds. Read the sounds and words aloud after the tape.
4）Individual work
Correct their sounds while they are reading. Consolidate the sounds.
T: Try to read the words in 4b. Read aloud individually. Compare the sounds with colored letters. Discuss with your partner.
Step 5: Production
Group work
Make sure the students know how to express the “Present Continuous”.
Separate the class into three groups. One group writes down the names, one writes places and the third one writes down the actions. Then some students try to organize the sentences with the places, the actions and the names, using the “Present Continuous”.
Step 6: Summary and Homework
Encourage Ss to summarize the key points.
T: Class will be over soon, We should summarize the key points now. Let’s begin!
T: Sounds great! I hope you will remember them.
1）Review the words and practice the conversations in Section A with your partner.
2）Make up a new conversation similar to 1a with your partner. Then report it to the class the next day.
3）Preview the words and text of section B.
7. 板书设计
Unit 5 Our School Life
Topic 2 A few students are running around the playground.
Section A
Words and expressions:Sentences:
card boring Are you doing your homework? No, I’m not.
soon classroom Are you watching TV? Yes, I am.
playground lab=laboratory I am making cards.
computer room What are they doing now? They are ...
hall gym Are Wang Wei and Lin Tao dancing, too? building swimming No, they aren’t. They are ...
8. 教学反思。