| Unit 9 My favorite subject is science.
Section B 2a-Self-Check（教学设计） |
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教材分析 |
What：A letter from Yumei talks about the subjects she likes and dislike and the reason why she like and dislike them.
Why：Part 2a reproduces the subject and the adjectives used to describe it. Part2b-2c trains students to capture detailed information.Part 2b asks students to find out what subjects Yu Mei likes and dislikes. Part2c asked the student to fill in the form regarding Yu Mei’s schedule in the letter. How：The dialogue concludes many sentence patterns of describing subjects and provides many linking words, which help Ss to know the structure of a letter and what content should be included in such letter. |
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教学目标 |
By the end of this lesson, students will be able to:
1. 语言能力：master key vocabulary and sentence patterns: useful, from…to…,finish, lesson, hour, ① I am very busy on Friday. ② The teacher says it is useful, but I think it is difficult. ③ Lunch is from 12:00 to 1:00 ④ My classes finish at 1: 50, but after that l have an art lesson for two hours ⑤ Is that OK with you? 2. 学习能力：read the letters about Yu Mei’s busy Friday and copy them in the target language; get the letter for all of Yu Mei’s classes and activities on Friday, her likes and dislikes of subjects and descriptions of each subject; use a mind map to outline the structure of the letter. 3. 文化意识: cultivate the subject interest, broaden the horizon, establish a sense of time and be able to arrange all kinds of learning in a reasonable and orderly manner. 4. 思维品质：think and internalize and write an email in the form of a short essay to improve my ability of criticism and innovation after learning the relevant sentence patterns and structures ; improve the ability of analysis by using fishbone diagram to analyze the content of the article,. |
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| 教学重与
难点 |
Teaching important points: master key vocabulary and sentence patterns:
useful, from…to…,finish, lesson, hour, ① I am very busy on Friday. ② The teacher says it is useful, but I think it is difficult. ③ Lunch is from 12:00 to 1:00 ④ My classes finish at 1: 50, but after that l have an art lesson for two hours ⑤ Is that OK with you? Predicted parts of difficult points: read the letters about Yu Mei’s busy Friday and copy them in the target language; get the letter for all of Yu Mei’s classes and activities on Friday, her likes and dislikes of subjects and descriptions of each subject; use a mind map to outline the structure of the letter. |
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| 教学资源 | Textbook, multimedia courseware, blackboard, and chalk. | ||
| 教学方法 | 1. Communicative teaching method
2. Activity-based approach to English learning |
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| 教学步骤 | |||
| Steps | Teacher Activity | Student Activity | Purpose |
| Lead in (3’) | |||
| Step 1 | T greets students.
T asks Ss “How many subject did we have learned?” and then reviews the subjects with Ss. |
Ss review the subjects | Reviewing can help Ss prepare for the following reading and writing. |
| 效果评价 | 学生是否能准确无误的复习所学的科目的单词。 | ||
| Pre-reading (7’) | |||
| Step 2 | T teaches Ss how to describe each subject in the target language by finishing following tasks.
(1) T asks Ss to complete Part 2a (2) T plays game with students to consolidate their mastery of adjectives. (3) T asks Ss to use the following sentence structures to describe the subjects presented in the PPT. l I (don’t) like + subject, because it it+ adjective l I think + subject is + adjective, so I (don’t) like it |
Ss how to describe each subject in the target language by finishing following tasks.
(1) Complete Part 2a (2) Play a game. (3) Use the given sentence structures to describe the subjects presented in the PPT.
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Learning how to describe each subject in the target language can lay a good foundation for the following reading. Game can attract Ss’ s interests which can let them efficiently remember the expressions. |
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