课题 理解性能力的提升
教学目标
教学目标： By the end of this period, we will be able to 1. identify and write the main idea of the text; 2. recall reading strategies to build understanding; 3. summarize the reading strategies. 教学重点： 1. Students can identify the main idea of a paragraph. 1) The teacher introduces strategies to find the main idea. 2)Students apply the strategies in different ways. 教学难点： 1.Students can find the main idea of a passage. 1)The teacher demonstrates the steps to find the main idea of a passage. 2)Students reflect the strategies to build their understanding about a passage. 2.Students can make a poster to summarize the reading strategies in Units 1-4. 1)The teacher makes a conclusion on the reading strategies.
教学过程
时间 教学环节 主要师生活动
Lead in
5’Step1 The teacher introduces what the main idea is and what the supporting details are.
The teacher presents a paragraph in Unit 4 as an example to make the students understand the concept of the main idea.
Students put the sentences in order so as to distinguish the main idea and the supporting details.
Find the main idea
7’Step2 Students find the stated main idea of a paragraph.
Students find the implied main idea of a paragraph.
Reflection
2’Step3 Students reflect how they find the main idea.
The teacher makes a summary about the strategies to find the main idea.
Application
7’Step4 Students read a passage and find the main idea.
Students learn through practice.
The teacher demonstrates the strategies to find the main idea of a passage.
Summary
2’Step 5 The teacher summaries the strategies used in class.
The students can reflect what they have learned in class.
Homework
1’Step 7 1. Finish the students’plan. 2. Summarize the strategies to build your understanding about a passage in your poster.课题 期中复习指导 1——情境下的词汇运用
教学目标
教学目标： By the end of this period, we will be able to 1. memorize the words and phrases of relevant topics; 2. make a poster to give an overview of the vocabulary in Starter Units and Units 1-4. 教学重点： 1. Students know why and how to review. 1) The teacher introduces the importance of repetition and how to use the content of the textbook to review effectively. 2. Students review what they’ve learned in Starter Units and Units1-4. 1) Students use some strategies including the memory challenge, images, definitions, mind maps to help summarize vocabularies about things in the classroom and things around the house. 2) The teacher creates a simulation that Eric wants to make new friends and enhance the language recycling. 教学难点： 1. Students can make a poster to give an overview of the vocabulary in Starter Units and Units 1-4. 1）The teacher demonstrates how to make a mind map and encourages students to create more.
教学过程
时间 教学 环节 主要师生活动
Lead in
3 ’ Step1 The teacher introduces why and how we should review regularly and the learning objectives.
The teacher presents the final task-make a poster to give an overview from Starter Units to Unit 4.
The teacher summarizes the topics the students should review.
Vocabulary learning strategies
3 ’ Step2 Memory Challenge Students have a memory challenge about things in the classroom, and the teacher gives the context the check the memory.
2 ’ Step3 Using Pictures Students memorize Vocabulary with images about things around the house.
4 ’ Step4 AMind Map The teacher demonstrates how the mind map is formed and the students are encouraged to perfect it.
Setting the Scene: Make new friends
8 ’ Step5 The teacher creates a simulation-making new friends that runs through the topics to help students review the target language.
1 ’ Step6 Conclusion: A life without friend is a life without a sun.
Homework
1 ’ Step8 1.Complete the mind map. 2.Finish a poster to give an overview of the vocabulary in Starter Units and Units1-4.课题 期中复习指导 2——情境中的语法运用
教学目标
教学目标： By the end of this period, we will be able to: 1. recognize and understand the meaning of target grammatical structures in context; 2. use target grammatical structures meaningfully and appropriately. 教学重点： 1. Students can use targeted grammatical structures meaningfully and appropriately. 1) The teacher introduces targeted grammatical structures in practical ways. 2) Students apply the structures in the context. 教学难点： 1. Students can make a poster to summarize the grammar items in Units 1-4. 1）The teacher illustrates the grammar items using examples.
教学过程
时间 教学环 节 主要师生活动
Lead in
3 ’ Step1 The teacher demonstrates the grammar items using the contents.
The teacher presents the final task ： make a poster to give an overview fromUnits1- 4.
The teacher names the grammar items the students will review.
Yes/No &Wh- Questions
4 ’ Step2 The teacher presents how the Yes/No &Wh- Questions are formed.
Students make questions according to a text.
Present tense to be
3 ’ Step3 Students observe and find the forms of the verb to be. in present tense.
The teacher stresses the affirmative, negative sentences and contraction.
Students apply the rule of using the verb to be in sentences.
Pronouns
6 ’ Step4 Students have a pronoun hunt.
From the observations, students conclude the rules of using pronouns.
Role play a conversation.
Students conclude and practice the usages of this, these, that, those.
Singular and Plural
5 ’ Step 5 Students find the rules of forming the plural.
The teacher stresses the agreement.
Students have a quick exercise.
Prepositions
3 ’ Step 6 The teacher sets a scene: where are the things
Students get to know the meaning of prepositions and conclude the prepositions in sentences in Units1-4
Summary & Homework
1 ’ Step 7 The teacher presents the summary of the grammar items.
Finish the exercise in students ’ plan. Summarize the grammar items in a poster
