Lesson80教学设计示例教学设计范例.doc

1、Lesson 80教学设计例如教学设计范例Lesson 80教学设计例如一、教学目的1知识目的1学习元音字母o及其字母组合发音；学习重音和语调。2学唱：Let Your Kite Fly High。3复习祈使句。2才能目的可以对本单元所学的内容做一个小结，并能纯熟掌握本单元所学祈使句知识。3情感目的培养学生热爱体育运动，积极锻炼身体的良好习惯。二、教学过程Step 1 Revision1 Revise My favourite sport is.and personal information by doing SB Page 19, Part 4.In pairs, have the stu

2、dents fill out the Identification Card.Have several students share their answers.2 Revise instructions for flying a kite.3 Check homework.Step 2 Spelling and pronunciation1 SB Page 19, Part 1, Speech Cassette Lesson 80 (Phonic Reading Work).Books closed.Follow the same steps as in Lesson 68, Step 2,

3、 of the TB.Use flashcards rather than going straight to the book.2 Do E_.1 in Wb Lesson 80.Instruct the students to associate the words in this e_ercise with the words listed in Part 1, SB Lesson 80.In this way they can learn how to pronounce English words without the phoic symbols.3 Do E_.2 in Wb L

4、esson 80.Have students read aloud the words and ask other students to spell them.This shows the function of spelling rules.Step 3 Stress and intonation1 SB Page 19, Part 2, Speech Cassette Lesson 80.Books closed.Ask students to listen for the stresses in each sentence.Play the tape.Play it again and

5、 get the students to repeat, showing the stress with a gesture.2 Tell the students that intonation shows when the speaker is making a statement (usually a falling tone), asking a yes/no question (rising tone) or shows the speakers feelings.Demonstrate by saying Yes in different ways:A Yes.(falling)

6、affirmativeB Yes? (rising) a questionC Yes! (falling with e_tra stress) an e_clamationShow the intonation with a gesture.Play the tape.Play it again and get students to repeat, showing the intonation with gestures.Step 4 Read and chantNote: Each language has its own rhythm, and the rhythm of English

7、 is different from the rhythm of Chinese.Stress, intonation and rhythm all work together.The purpose of a chant is to work on the rhythm of English.Along with rhythm, reduced speech is often used.Even though we want to emphasize correct pronunciation, reduced speech is also part of language.(An e_le

8、 of reduced speech from Chinese is when you ask someone多少钱, the少is often reduced and bees /aou/with the/M/being pronounced lightly at all.) Also, it is reduced speech that tends to make listening very difficult for your students.By being familiar with reduced speech along with the rhythm of English,

9、 your students will not only increase their speaking fluency and naturalness, but also their listening capability.1 SB Page 19, Part 3.Play the tape.Have the students listen for the rhythm and the reduced speech.For e_le: Whats his favourite sport? bees whats is, Whats her bees Whats er, etc.2 Play

10、the tape again and have the students repeat, paying attention to the rhythm and intonation (Notice that the intonation for the questions is not rising but rising/falling because they are not yes/no questions.)3 Divide the class into two groups.Group A reads the question lines e.g.Whatsfavourite spor

11、t? and Group B reads the sports lines, e.g.football, football, football! Switch groups and repeat.Step 5 Ask and answerSB Page 19, Part 4.In pairs, have the students ask each other questions concerning themselves.Each person should fill in the “ID card” in their book.Have several students volunteer

12、to tell the class about their partner.Make sure they use the correct pronouns (his/her).Step 6 Listen and answerSB Page 19, Part 5, Listening Cassette Lesson 80.Wb Lesson 80, E_.1.Let the students read the questions before listening to the tape.Listening Te_tLUCY: Hi, Han Mei!HAN MEI: Hi, Lucy!LUCY:

13、 Thats a nice bike.HAN MEI: Yes, its new.Do you want a go?LUCY: No, I dont think I can ride it.I think its too high.HAN MEI: No, it isnt! Its easy! Here, have a go.Let me help you.LUCY: Like this?HAN MEI: Yes, thats right, good! Now, go!LUCY: Im going! Its great.Oh, look out!(CRASH)HAN MEI: Lucy, ar

14、e you OK?LUCY: Dont worryIm OK! But what about the bike? Is it poken?HAN MEI: No, dont worry, its fine.Its not poken.E_plain the meaning of want a go, Im going, look out by gesture or in Chinese.The answers are: 1B; 2C; 3C.Step 7 Read1 SB Page 20, Part 6_.This part is optional.Say My favourite baske

15、tball player is.Ask Who is your favourite basketball player? Have several students answer.2 Ask Who is Mikes favorite player? Write this question on the Bb.With books closed, play the tape.Check the answer.(Ronaldo.)3 Read the passage together as a class, pay attention to the intonation and pronunci

16、ation.4 In pairs have each student read to their partner and the partner corrects any pronunciation errors.Switch.Be sure to walk around the class during this activity and give help where needed.5 Do Wb Lesson 80, E_.6_.Step 8 SongSB Page 20, Part 7_.Get the students to listen to the tape and then s

17、ing the song.If no tape is available, perhaps some of the students can make up a tune.Arrange a singing petition between different groups.Step 9 Checkpoint 20Go through Checkpoint 20 with the students.Encourage them to ask questions if there is anything they are not sure about.Step 10 WorkbookSB Pag

18、es 92-94, Wb Lesson 80, E_.3 and 4.The two e_ercises can be done after class as homework.E_.6-10 are optional.Step 11 TestDictate a few new words taught in this unit and the following dialogue.A: Can you fly a kite?B: No, I cant.Its too hard.A: No, its easy.Let me help you.Run with it like this.B: Y

19、es, its high! Thanks very much.HomeworkFinish off the Workbook e_ercises.Some e_tra practice and enrichment1 Writing practice.The students know enough English at this point that they are able to write simple paragraphs.Help them write a short paragraph about their favourite athlete.Have them tell why they like the athlete.If some of the students dont want to write about a favourite athlete, have them write about a famous person they admire.Have them tell why that person is their favourite famous person.2 Teach the following tongue twister to practice some of the vowel sounds found