Module 6 Problems
Unit 1 If I start after dinner, I’ll finish it before I go to bed.
课 题
Module 6 Problems
课时
第一课时Unit 1 If I start after dinner, I’ll finish it before I go to bed.
课型
Listening and speaking
教学目标
知识目标
1. 学习并掌握下列词汇:
deal, exam, fail, guitar, musical, habit, volunteer, necessary, get into the habit of. . . , instead of
2. 掌握以下句型:
①Tony’s mum suggests that Tony should have guitar lessons.
②I want you to get into the habit of doing your homework as soon as you come home from school.
③If you start now, you’ll finish it before dinner.
能力目标
1. 能听懂谈论家庭作业和社区活动及安排的对话
2. 能够交流学业中或与家长相处时遇到的问题并提出建议
情感目标
正确乐观地解决自我成长中遇到的常见问题; 学会正确地面对自己、面对朋友、面对社会; 遇到问题, 多与家长、朋友沟通交流
教学重点
1. 能正确运用本单元的词汇和句式
2. 用if引导的条件状语从句谈论学业中或与家长相处时遇到的问题并提出建议
教学难点
用if引导的条件状语从句谈论学业中或与家长相处时遇到的问题并提出建议
课前预习
Preview the new words.
教学方法
Situational approach; Listening and speaking approach; Interactive approach;
Communicative approach; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming up
and leading in
1. Let the students watch a video about the growing pains called If you are happy. Ask:
①Do you happy every day?
②Do you have any problems in your daily life?
2. Then introduce the title.
1. Students watch a video and sing with it.
2. Say out their problems.
3. Read the title together.
通过展示有关成长烦恼的视频及对学生日常生活中遇到的问题的提问来引起学生的共鸣, 导入新课
Step 2
Pre-listening
(New words)
1. Show the new words, let the students say them out quickly. The first one to say it is the winner.
2. Ask one little teacher to teach the students to read the new words.
1. Learn the new words in groups. Try to be the first one.
2. Students read the new words together after the little teacher.
检查学生对词汇的掌握程度, 训练学生的表达能力; 为新授课做准备
Step 3
While-
listening
(Activities
1, 2, 3, &4 )
1. Show the words in the box in Activity 1 to the students and ask them to try to list some expressions, using the words in the box. e. g. make a deal, fail the exam.
2. Ask the students to listen to the conversation and decide what Tony’s problem it is. (Activity 1)
3. Ask the students to listen and check the true sentences. (Activity 2)
4. Play the recorder of Activity 3 and ask the students to discuss what the problem is between Tony and his father.
5. Play the recorder again and ask the students listen again, choose the correct answer.
6. Organize the students to read the conversation with the video.
7. Ask the students to work with their groups to read the conversation.
8. Organize the students to have a competition.
1. Look at the words in the box in Act 1 and try to list some expressions, using the words in the box, then say out the answers.
2. Listen and decide what Tony’s problem it is.
3. Students listen and check the true sentences.
4. Listen and discuss what the problem is between Tony and his father.
5. Listen again, choose the correct answer.
6. Student read the conversation with the video.
7. Then practice in groups.
8. Have a competition.
听力前把中心词展示出来, 使学生对听力内容有初步了解, 更易于提高学生做听力题的答题技巧和增强他们的答题自信心
进一步的了解Tony 的问题, 为Activity 3的教学活动做铺垫
训练学生听并获取信息
通过听对话、讨论、结合练习, 了解对话的主旨和细节信息
通过观看课本视频获取正确的语音语调; 通过小组内朗读, 互相纠正错误, 培养团结合作精神
Step 4
Post-listening
(Activities
6&7)
1. Ask the students to complete the passage with the words in the box. (Activity 5)
2. Have the students act out the dialogue.
3. Play the recorder of Activity 6 and have the students listen, repeat and mark the pauses.
4. Get the students to discuss the problems they have with their schoolwork.
1. Students read the conversation again and complete the passage.
2. Act out the dialogue.
3. Listen, repeat and mark the pauses.
4. Work in groups and discuss the problems they have.
通过活动5的习题巩固本课所学内容, 加深印象; 通过让学生表演, 来达到任务输出的目的; 指导学生掌握条件状语从句中的停顿; 让学生在情境中进行交际, 可以很好地提高学生英语语言的综合运用能力
Step 5
Summarize
Get the students to sum up the language points.
Sum up and note.
学生总结, 培养学生自主学习, 自主总结的良好学习习惯
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 据句意及首字母或汉语提示填单词
1. It’s n_______to save water in our daily life. ?
2. The final e_______makes me nervous because I want to get high marks. ?
3. Li Tong f_______in finishing his work on time after playing so long. ?
4. She dropped her head for_______ (遗憾、羞愧). ?
5. I am doing_______ (志愿者)work for a community center. ?
Ⅱ. 用所给词的适当形式填空
1. You must stop _______ (talk) and listen to me carefully. ?
2. The doctor suggests my brother _______ (relax)for a while after reading for one hour. ?
3. He can play many _______ (music) instruments, especially the piano. ?
4. I used to spend a lot of time_______ (play) computer games. ?
5. It’s too dangerous to_______ (skate) here. The ice is too thin. ?
独立完成检测练习, 并进行自评与互评
通过习题的练习, 及时巩固已学的知识, 从而达到激励全体学生努力学习的目的
Step 7
Homework
1. Make a survey, ask your classmates about their problems.
2. Try to give some advice to your classmates.
板书设计
Unit 1 If I start after dinner, I’ll finish it before I go to bed.
1. 单词: deal, exam, fail, guitar, instrument, musical, habit, volunteer, necessary, shame, instead, knowledge, consider, point
2. 短语: get into the habit of. . . , instead of, last word, make a deal with sb.
3. 句式: (1)Tony is spending too much time playing the guitar.
(2) If I start after dinner, I’ll finish it before I go to bed.
(3)It isn’t necessary to do it now.
教学反思
本节课的教学设计, 以新课程理念为依据。通过对教材的理解, 确立了以培养学生语言知识、应用能力、文化意识和学习策略为中心的教学目标, 充分体现了为学生全面发展、终生发展和为学习奠定基础的原则; 目标层层递进, 并且贴近生活, 具有可实践性
资料链接
知心姐姐
“知心姐姐”这个名字对于在新中国成长起来的几代人来说并不陌生, 上个世纪60年代, “知心姐姐”和“小灵通、小虎子、动脑筋爷爷”一起出现在《中国少年报》上, 知心姐姐和蔼可亲的大姐姐形象很快得到了孩子们的喜爱和信任, 每天雪片般的信件塞满了知心姐姐的信箱, 孩子们通过各种方式向知心姐姐诉说自己的烦恼。大家最熟悉的莫过于“知心姐姐”卢勤, 二十多年来, 她致力于少年儿童及家长心理健康的研究。作品有: 《写给年轻妈妈》《做人与做事》《写给世纪父母》《告诉孩子, 你真棒!》《告诉世界, 我能行!》(《告诉孩子, 你真棒!》的姊妹篇), 《好父母好孩子》。她的作品深受广大家长和青少年的喜爱, 对家长的教育理念和青少年的成长产生了深刻影响。
书摘: 美国专家给中学生的成长建议
学校篇: 校园生活那些事
1. 面对重要的考试或其他压力较大的事情时, 想办法让自己放松下来: 试着做深呼吸, 从十开始倒数, 或者欣赏你最喜欢的音乐。
2. 将你要参加的活动进行优先级排序, 确保你全力投入的是对你真正重要的活动, 不要让那些你不太在乎的活动占用你的时间。
3. 认真思考谁是你的朋友, 他们值不值得得到你的友谊。尽量和那些喜欢真实的你、支持你为成功而努力的人在一起。
4. 如果你遇到了难以独自应对的困难, 不管你遇到的是被人欺负还是学习障碍问题, 都会有人为你提供帮助。你所要做的就是主动求助。
5. 尝试一些新事物, 不管这些新事物是参与某项活动, 还是听不同类型的音乐。在尝试新事物的过程中, 说不定会有一些别人不曾注意到的新发现, 甚至认识一些非常有趣的人。
压力篇: 笑对压力不言愁
1. 和那些给你施加压力的人实话实说, 不管给你压力的人是你的父母、朋友、老师, 还是你的教练。让他们知道, 你承受的压力太大了。如果他们不给你提供帮助, 不妨和学校里的辅导员、医生或者治疗师谈一谈。
2. 学习管理你的时间, 这样你才不会因为学业、家庭作业和其他活动而感到不知所措。将自己要做的事和日程安排记在日历上、计算机或手机中, 这有助于让你变得更有条理。
3. 体育锻炼是释放压力和保持身体健康的好办法, 但是, 不要强迫自己参与任何自己体力上吃不消的运动或活动。相反, 你可以参加那些既有趣又能提升你的自信心的活动。
4. 总是挤出一些时间留给自己。不管你喜欢的是看电影、听音乐, 或者蜷坐着捧读一本好书, 要确保每日都有足够的时间从事自己最喜欢的活动。
5. 让赞扬你而不是贬低你的人围绕在你周围。你的朋友应该支持你, 当你需要他们的时候, 随时为你提供帮助。他们应该从不批评你, 或者不让你觉得自己无关紧要, 而且他们绝不应该欺负或者虐待你。
励志篇: 天生我材必有用
1. 花时间考虑一下: 自己热爱的是什么。弄明白自己是谁、自己的信仰是什么。这是你最好的防卫, 能够防止自己因缺乏主见而随波逐流, 或者在压力之下做你不想做的事情。
2. 花时间考虑一下: 你希望自己将来成为什么样的人?你有哪些兴趣和特长?什么工作会让你兴奋?
3. 确定分段小目标来帮助你实现宏伟目标, 即使那是未来很多年的目标。让现在每一点积极的努力都引领今天的你走向理想中成年的你, 都指向你的远大目标。
Unit 2 If you tell him the truth now, you will show that you are honest.
课 题
Module 6 Problems
课时
第二课时 Unit 2 If you tell him the truth now, you will show that you are honest.
课型
Reading and writing
教学目标
知识目标
1. 学习并掌握下列词汇:
reason, angry, repair, truth, least, honest, apoligise, come round, try out, no longer, be angry with sb. , at least
2. 掌握以下句型:
①If you tell him the truth now, he will be angry with you.
②You should also pay the bill to repair the computer.
能力目标
1. 能够读懂描述生活问题和给建议的书信并提取相关信息
2. 能够写出困扰自己的问题并寻求建议
情感目标
学会分析成长中遇到的问题, 通过不同途径向他人寻求建议, 并积极为他人出谋划策, 提出解决问题的建议
教学重点
1. 能够理解描述生活问题和给建议的书信
2. 能够正确运用if引导的状语从句写出困扰自己的问题并寻求建议
教学难点
能够正确运用if引导的状语从句写出困扰自己的问题并寻求建议
课前预习
Preview new words.
教学方法
Cooperative learning method; Task-based approach; Bottom-up approach;
Content-based instruction teaching; Function method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming up
and leading in
1. Ask students to give a report about their survey, let them tell the whole class their classmates’problems.
2. Guessing games.
Give the students some pictures and guess what the problem is.
1. Students give a report about their survey, tell the whole class their classmates’ problems.
2. Guessing games.
Guess the answers according to the pictures.
通过汇报的形式检查作业情况。
锻炼学生根据图片猜测主题的能力
Step 2
Pre-reading
(New words)
Show new words and organize them to read the new words together.
Read the new words together.
为阅读语篇扫除生词障碍
Step 3
While-reading
(Activities
2, 3 & 4)
1. Fast-reading:
(1)Ask the students to skim the letter and reply on the screen and ask the students to discuss in pairs, encourage them to decide where they come from.
(2)Ask students to scan the passage and find out Steve’s problem.
2. Careful-reading:
(1)Ask the students to read the letter, then answer the following questions.
①What does Steve’s father use the computer for?
②Can Steve play games on his father’s computer? Why?
③What did they do when David came round with a new computer game?
④What did Steve’s father find when he used the computer last night?
⑤Why does Steve feel terrible?
(2)Ask students to read the reply and complete the advice to Steve. (Activity 3)
3. Organize the whole class to read together with the video.
1. Students discuss in pairs according to the letter and the reply that the teacher show on the screen. Try to decide where they come from.
2. Students scan the passage and find out Steve’s problem.
3. Read the letter and answer the questions.
4. Students read the reply and finish Activity 3.
5. Watch a video and read with it, then read loudly in groups.
锻炼学生能够从信的内容判断其来源
训练学生提炼问题的能力
让学生带着任务阅读课文, 去找答案, 有助于学生更加准确地获取信息, 提高阅读效果和技能
通过跟读来学习正确的语音语调
Step 4
Post-reading
(Activity 5)
1. Let the students complete the passage with the words in the box. (Activity 4)
Call back the answers from the whole class then let them read the short passage in the whole class.
2. Books close. Organize the students to retell the passage.
3. Put the students into small groups and have them think of a problem, and then write a short letter to Diana.
1. Complete the passage with the words in the box.
2. Try to retell the passage.
3. Work in groups. Think of a problem, and then write a short letter to Diana.
通过复述检查学生对本课所学知识的掌握程度, 此类输出练习有利于提高同学们的口语表达能力
训练学生表达自己的问题以及复习写信的基本格式
Step 5
Summarize
1. Get the students to sum up the language points.
2. Let the students to choose the best team in this lesson.
1. Sum up the language points.
2. To choose the best groups.
让学生做自由发言, 培养学生自主学习, 自主总结的良好学习习惯
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 根据句意及汉语提示完成单词
1. The_______ (原因) is that computers can never replace books. ?
2. —What is your new deskmate like?
—She is quiet and_______ (诚实的). ?
3. Mary waited while John was_______ (修理)the water pipes. ?
4. After dinner with friends, Bob paid the_______ (账单). ?
5. I think you should_______ (道歉) to your brother for not being able to see him off. ?
Ⅱ. 完成句子
1. 这个星期天为什么不到我家来吃顿饭呢?
Why not _______ _______to my home for a meal this Sunday??
2. 丹尼很生我的气, 因为我弄坏了他的眼镜。
Danny was very_______ _______me, because I broke his glasses. ?
3. 几小时之后, 我们也能用英语唱这首歌。
We will _______ _______ _______sing this song in English in a few hours, too. ?
4. 警察问道, “先生, 请你告诉我们事故的事实, 好吗?”
The police asked, “Could you _______ _______ _______ _______about this accident, sir?”?
5. 如果你匆匆忙忙地做事, 那你就要出差错。
You will_______ _______if you do things in a hurry. ?
独立完成检测练习, 并进行自评与互评
有助于学生巩固已学的知识, 让学生完全掌握语言, 实践运用语言
Step 7
Homework
假设自己是Diana, 然后回信给对方提建议
板书设计
Unit 2 If you tell him the truth now, you will show that you are honest.
1. come round
2. no longer
3. be angry with sb.
4. The reason is that he thinks something will go wrong if I play games on it.
5. If you offer to give up your pocket money, your father will realize that you are very sorry.
教学反思
本节课的教学设计, 关注如何使学生掌握阅读技巧, 而不是仅向学生灌输大量的语言知识。教学过程是学生在教师的帮助和指导下掌握知识和形成技能的过程。通过阅读让学生理解课文内容, 形成阅读技能, 主要通过“快速浏览、提炼大意、细节捕捉、交流应用”四个步骤, 培养学生概括主题, 捕捉细节和再现阅读内容的技能。教师能注意设计合适的衔接语言, 使整个环节过渡自然, 让学生在不知不觉中进入学习状态并开展活动
资料链接
你知道吗?
美国首都华盛顿广场的杰斐逊纪念馆大厦年深日久, 建筑物表面斑驳, 后来竟然出现裂纹, 采取若干措施、耗资巨大仍无法遏止。政府非常担忧, 派专家们调查原因并拿出办法, 后来报告交上来了, 写明了调查结果。
研究表明, 冲洗墙壁所含的清洁剂对建筑物有酸蚀作用, 而该大厦墙壁每日被冲洗的次数大大多于其他建筑物, 受酸蚀损害严重。
但是, 为什么要每天冲洗多次呢?因为大厦每天被大量鸟粪弄得很脏。
为什么有这么多的鸟粪呢?因为大厦周围聚集了特别多的燕子。
为什么燕子喜欢聚集在这里呢?因为建筑物上有燕子喜欢吃的蜘蛛。
为什么这里的蜘蛛这么多?因为墙上有许多蜘蛛最喜欢吃的飞虫。
为什么这里的飞虫这么多?因为飞虫在这里繁殖得特别快。
为什么飞虫在这里会繁殖得特别快?因为这里的尘埃最适宜飞虫繁殖。
为什么?尘埃本无特别之处, 只是配合了从窗子照射进来的充足的阳光, 正好形成了特别刺激飞虫繁殖的温床, 大量飞虫聚集在此, 提供了蜘蛛超常集中的美餐, 蜘蛛超常聚集, 又吸引了燕子的聚集, 燕子吃饱了, 就近在大厦上方便……
解决问题的方法是: 拉上窗帘。
杰斐逊纪念馆至今安然无恙。
Unit 3 Language in use
课 题
Module 6 Problems
课时
第三课时Unit 3 Language in use
课型
Revision and application
教学目标
知识目标
1. 能正确运用本模块的词汇
2. 能够正确运用if引导的条件状语从句
能力目标
1. 能按类别整理单词或词组, 提高单词学习效率
2. 能够运用所学的知识向他人描述自己生活中遇到的问题, 以获取解决问题的建议
情感目标
在日常生活中能听懂他人的问题和给出建议, 做一个诚实的人
教学重点
1. 掌握if引导的条件状语从句的用法
2. 能够运用所学的知识向他人描述自己生活中遇到的问题, 以获取解决问题的建议
教学难点
能够运用所学的知识向他人描述自己生活中遇到的问题, 以获取解决问题的建议
课前预习
Preview adverbial clauses with if and the new vocabulary.
教学方法
Formal and interactive approach; grammar practice and application;
PWP method; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming up
and leading in
1. Play a short video about generation gap for the students to watch.
2. Play a game.
Let the students say out the sentences with if that they’ve learnt in this module as quickly as they can.
1. Enjoy the video and talk about generation gap.
2. Say out the sentences as quickly as they can. Choose the fastest one.
通过这简短的视频活跃课堂气氛, 激发学生的学习兴趣, 并借这关于代沟的视频重现本单元的主课题Problems
通过游戏复习本单元的语法, 提高了学生反复朗读的兴趣, 同时帮助回顾所学知识
Step 2
Language
Practice
1. Ask students to observe the examples carefully and read aloud.
2. Explain the use of if.
1. Read aloud.
2. Take notes.
引导学生作简单的口语操练, 使其达到一定的熟练程度
Step 3
Explanation.
(Activities
1～6)
1. Ask the students to rewrite the sentences with if. ( Activity 1)
2. Ask the students to think of the problems they have and make notes. ( Activity 2)
3. Ask students to complete the sentences so that they are true for them. (Activity 3)
4. Ask students to complete the conversation. ( Activity 4)
5. Ask students to complete the passage. (Activity 5)
1. Finish Activity 1.
2. Discuss with classmates and finish Activity 2.
3. Finish Activity 3.
4. Finish Activity 4.
5. Finish Activity 5.
通过活动一的即时练习巩固所学的本单元重点语法
把活动二、三、四、五、六归类为Discussion Time. 把枯燥的练习题通过讨论的方式来完成, 提高学生学习的热情, 让学生对所学的内容能够充分地运用
Step 4
Practice and
improving
(Act 6&7)
1. Ask the students to read the problems and then choose a problem and work in groups giving some advice for the problem. (Activity 6)
2. Ask the students to read the questions first , then listen and answer the questions. (Activity 7)
1. Read the problems and then choose a problem and work in groups giving some advice for the problem.
2. Listen and do the exercise.
加强学生的口语训练;
使学生的听力得到进一步的训练
Step 5
Knowledge
extension and
application
(Around the
world &
Module task)
1. Ask the students to read the passage and answer the questions.
①How long have advice columns been used?
②In the past, where could advice columns mainly be found?
2. Ask the students to work in pairs and write a letter about a problem.
3. Ask the students to work in pairs and decide on advice for the problem.
1. Read the passage together once and answer the questions.
2. Work in pairs and write a letter about a problem.
3. Work in pairs and decide on advice for the problem.
口头叙述阅读后所获得的信息, 锻炼了说, 也考查了读的能力
锻炼学生的综合语言运用能力和合作精神
Step 6
Summarize
1. Help the students to summarize the problems that they have. Ask them to learn from them.
2. Ask the students to conclude the usage of of the adverbial clause.
1. Students summarize the problems that they have.
2. Students conclude the usage of the adverbial clause.
让学生自己总结本模块的知识点, 加深理解
Step 7
Consolidation
教师设置巩固检测练习:
Ⅰ. 用所给动词的适当形式填空。
1. They _______(practise) football if it _______(not rain) tomorrow. ?
2. You must _______(see) the doctor, if you _______(not feel) well. ?
3. If Mary _______(leave) home too long, she _______(miss) her parents. ?
4. If he _______(do) well in the exams, his parents _______(be) pleased. ?
5. Tony _______(visit) his grandma if he _______(be) free tomorrow. ?
Ⅱ. 把下面句子合并为含有if的条件句。
1. The meat will go bad. You don’t put it in the fridge.
2. You must be careful. You go swimming in the river.
独立完成检测练习, 并进行自评与互评
通过练习来巩固本模块中学习的知识和词汇
Step 8
Homework
1. Complete Activity 10.
2. Preview Module 7.
板书设计
Unit 3 Language in use
1. If you start now, you’ll finish it before dinner.
2. If you do all these other things instead of your homework, you won’t have time to study.
3. If I start after dinner, I’ll finish it before I go to bed.
4. She may come with us if she arrives in time.
教学反思
本节课的教学设计, 以“练”这条主线贯穿于教学中, 始终以学生为主体, 教师为指导, 自始自终, 有输入, 有反馈。由浅入深, 全面培养学生听、说、读、写四方面的能力
资料链接
名人是怎样看待问题的
1. 正是问题激发我们去学习, 去实践, 去观察。
——鲍波尔
2. 创造始于问题, 有了问题才会思考, 有了思考, 才有解决问题的方法, 才有找到独立思路的可能。 ——陶行知
3. 什么叫问题?问题就是事物的矛盾。哪里有没有解决的矛盾, 哪里就有问题。 ——毛泽东
4. 生活的智慧大概就在于逢事都问个为什么。
——巴尔扎克
5. 怀疑能把昨天的信仰摧毁, 也能替明日的信仰开路。
——罗曼·罗兰
6. 读书, 始读, 未知有疑; 其次, 则渐渐有疑; 中则节节是疑。过了这一番, 疑渐渐释, 以至融会贯通, 都无所疑, 方始是学。
——朱熹
7. 提出正确的问题, 往往等于解决了问题的大半。
——海森堡
8. 为了正确地认识真理, 我们首先必须怀疑它并同它辩论。
——诺瓦利斯
9. 我没有什么特殊的才能, 不过是喜欢寻根刨底地追究问题罢了。
——爱因斯坦
