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(2)教学难点:
能够在教师的引导下,充分感受到应当做一个帮助别人的人,并能在真实的情境中运用...can...句型进行表达。
教学辅助手段
多媒体、卡片、板条、激光笔、实物:土豆、西红柿、胡萝卜、果汁、玻璃杯、刀、削皮器、盘子、盆、抹布
教学过程
Class opening
Free talk: What time do you have dinner? Who makes dinner in your family?Who washes the dishes?
设计意图:以dinner为切入点,通过亲切自然的聊天,引出与本节课主题相关的情景,为之后听力做铺垫。
II. Presentation and practice.
1. Listen and circle.
Then listen to it again. Let students find other key words and ask a question about it.
设计意图:听前设问,培养学生听的思维。听力练习,培养学生利用关键词获取信息的能力。通过记录所听的其他的关键词并提问,检验学生对这一策略的运用情况。
2. Read part I silently and circle.
What vegetables does Mrs.Smith need? Read the first part silently and circle the answers.
设计意图:鼓励学生运用寻读的阅读策略获取所需信息,准确理解文本。
3. Learn tomatoes, potatoes, carrots, and find the difference.
设计意图:巧妙追问,鼓励学生观察单词,发现特殊名词的复数变形的规律。
4. Find out other foods on the paper . And ask students to pay attention to the pictures.
设计意图:鼓励学生观察图片,从图片上获取所需的信息。
5. Read part I again and underline the answers: What do Li Ming and Jenny do?
设计意图:再次阅读文本的第一部分,培养学生快速获取信息的能力。
Let students guess “What can Jenny do help her mother?”
设计意图:利用文本留白部分,引导学生结合生活,大胆、合理地猜测Jenny如何在饭前帮忙。
Ask students “What can you do to help your mother before dinner?” Introduce the cards on their desks and talk in pairs.
设计意图:从文本内容过渡到学生自身的生活,以每组桌上的小卡片为依托,扩充知识,让学生能更好的交流与对话,并为之后的写作做铺垫。
8. Read Part II silently and underline the answers: What do Mr.Smith and Li Ming do? Then let a student to show us “dry”.
设计意图:通过观察图片、联系上下文,理解dirty的含义。通过学生现场演示擦干盘子这一动作,帮助学生理解dry的两个不同的含义。
9. Let students guess “What can Jenny do help her mother after dinner?
设计意图:利用文本留白部分,引导学生结合生活,大胆、合理地猜测Jenny如何在饭后帮忙。
Talk in pairs about “What can you do to help your mother after dinner?”