2018届一轮复习北师大版必修2Unit6Design教案

2018届一轮复习北师大版必修2Unit6Design教案

Module 2, Unit 6 教学设计 第一课时 First Period ‎（Reading）‎ 教材分析 ‎ 本课是本单元的第一课。教材围绕三个著名的画家以及他们的作品展开。大部分学生对绘画不是很了解，所以需要对相关简单的知识进行介绍并引出话题词汇。本单元的Warm-up 部分做了很好的铺垫，学生在此基础上了解三位画家及其作品，并学会如何描述绘画作品。‎ ‎ 本课的难点在于对话题词汇的积累，以及运用适当的词汇来描述绘画作品。因此在几个活动中分层次帮助学生识记并运用这些词汇。‎ ‎ 本课计划按两课时进行：第一课时的重点是获取有关画家的相关信息及话题词汇。第二学时的重点是巩固词汇，归纳表示时间地点以及动作的介词，并在语境中学会运用。‎ 教学内容 ‎ 话题： A Matter of Taste ‎ 词汇: 话题词汇: realistic, abstract, scenery, landscape, light/dark, bright, soft, straight/wavy，shade ‎ 短语及搭配: combine … with, be fixed on, leave the audience guessing, ‎ ‎ 语法: 表时间、地点以及动作的介词 第一课时 First Period 教学目标：‎ At the end of this lesson, students will be able to:‎ 1. get to know three famous painters and their masterpieces;‎ 2. learn to describe paintings with the words learned 教学过程：‎ 教学活动 设计意图 互动模式&时间 Lead-in Step 1‎ Invites Ss to talk about if they have been in an art exhibition and what they think of it?‎ ‎ ‎ 通过对日常生活的回忆, 引出话题。‎ Individual Work ‎1’‎ Warm-up ‎ Step 2‎ Show Ss some pictures and introduce some key elements of painting and use these topic words to describe different paintings.‎ 熟悉话题词汇 Individual work and pair work ‎4’‎‎ ‎ Step 3‎ Ss listen to the tape and identify pictures on Page 35‎ 话题词汇在听力材料中重现 Individual work ‎2’‎ Pre-reading Step 4‎ Show Ss pictures and teach the new words.‎ 运用图片预教词汇 Individual work ‎ ‎2’‎ Step 5‎ Ss talk about which one satisfies their tastes and who painted the three paintings.‎ 在新语境下使用话题词汇并引出课文内容 Group work ‎3’‎ While-reading Step 6‎ Ss read the text quickly and check their predictions 有目的的快速读课文,检测预测 Individual work ‎2’‎ Step 7‎ Read the text, then discuss the following questions with your partners.‎ ‎1. Who is famous for drawing pretty women?‎ ‎2. Who is more good at drawing simple pictures we often see in our life?‎ ‎3. Who held exhibitions abroad to advance Chinese art? ‎ ‎4. Why did Chen Yifei use black as the background of Poppy?‎ ‎5. What is Xu Beihong’s masterpiece?‎ After getting some knowledge of the painters and T shows some other paintings and Ss try to guess whose paintings they are.‎ 提取信息,从整体上把握文章 Pair work ‎ ‎7’‎ Step 7‎ Ss try to fill in the blanks and find out how to introduce a famous painter.‎ 提取细节信息,重现词汇 Individual work and pair work ‎ ‎5’‎ Step 8‎ Ss try to locate the key words used to describe paintings.‎ 提取细节信息,重现词汇 Group work ‎4’‎ Step 9‎ Ss give a description of the three paintings with the help of the key words ‎ 内化信息 Pair work ‎4’‎ After-reading Step 10‎ T shows seven pictures and each group choose one picture to describe.‎ T choose some groups to present their interview in front of the class.‎ 在新的语境下练习使用话题词汇 Group work ‎6’‎ 第二课时 Second Period ‎（Grammar）‎ 教学目标：‎ At the end of this lesson, students will be able to :‎ ‎1. use the new words in a new context ‎2. use prepositions of time, place and movement ‎3. use the prepositions and topic words learned to describe a picture 教学过程：‎ 教学活动 设计意图 互动模式&时间 Review Step 1‎ T helps Ss to recall all the topic vocabulary and brainstorm some other topic words 回顾上节课内容并适当拓展新词汇 Group work ‎5’‎ Step 2‎ T asks Ss to finish exercise 3 to practice the topic words of the text 在新语境中练习课文的单词 Individual work.‎ ‎4’‎ Step 3‎ T shows a passage with gaps. Ss discuss about the missing words and read them out 在新语境中练习话题词汇 Group work ‎5’‎ Grammar learning ‎ Step 4‎ Ask Ss to locate all the prepositions from the text and classify them.‎ 在课文的语境中理解介词的用法, 并归纳不同的介词用途 Pair work.‎ ‎5’‎ Step 5‎ With the help of the picture, Ss try to finish ex.6 by filling in the blanks with prepositions .‎ 在新语境中练习，通过和图片对照更直观的理解介词的含义 Individual work.‎ ‎6’‎ Language in use Step 6‎ Ask students to bring a picture or a photo they like and describe it to your group members. ‎ 在真实的语境中，学生用本课词汇和语法进行表达 Group work.‎ ‎15’‎ 第一课时学案 ‎ I Word Bank A: Key Words about painting:‎ colours: ________________________________________________________‎ style: ________________________________________________________‎ subject: ________________________________________________________‎ shapes: ________________________________________________________‎ lines: ________________________________________________________‎ B: Fill in the blanks with the key words ‎1. This is a _________ painting of _______ with ______ colours and ________shapes/_______ background. ‎ ‎ 2. This is a(n) _________ painting of ___________ with _______ colours and______shapes. ‎ II Read and answer the following questions 1. Who is famous for drawing pretty women?‎ ‎ ‎ 1. Who is more good at drawing simple pictures we often see in our life?‎ ‎ ‎ ‎3. Who held exhibitions abroad to advance Chinese art? ‎ ‎ ‎ ‎4. Why did Chen Yifei use black as the background of Poppy?‎ ‎ ‎ ‎5. What is Xu Beihong’s masterpiece?‎ ‎ ‎ III Read to learn: Find the specific information A: Fill in the blanks with missed key words used to introduce the painters ‎ ‎ ‎ Life Xu Beihong ‎ important in…, _________________, between …and, held exhibitions to________…‎ Qi Baishi ‎ greatest, early youth, between … and, ______and painted, _______, ___________, such as…, style, leave _________‎ Chen Yifei ‎ __________, soft __________of…, _________sold for …,‎ B: How many things should be included to introduce a famous painter?‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ C: Key words used to describe the three paintings?‎ ‎ ‎ Description of the well-known paintings Racing Horse ‎ ‎ ‎ Cabbage ‎ ‎ ‎ Poppy ‎ ‎ 第二学时学案 I Word Bank: words related to painting ‎ Familiar words ‎ Unfamiliar words Fill in the blanks with words related to painting.‎ For thousands of years, artists have recorded and _________ both the outside world and __________. Some have sought _____, others_____.‎ In the middle ages, some just extended to be ________. During the Renaissance, art grew more _______, for works of ‎ great _______ produced by Leonardo da Vinci, Michelangelo , Raphael , Durer, Andult. ‎ As times changed, so did art, yielding a rich diversity of _______ and _____. __________ were equally varied. Painting with ______, Ran created masterpieces of ______ and ______. Georges Seurat painted thousands of tiny dames. Jackson Pollock paint on ________. ‎ Painting today often seems a mixture of a _______ and ______ culture with _______ technology also contributing to _______ the art form. ‎ II Find out the prepositions of time, place and movement in the text ‎_________his lifetime ‎______the cabbage ‎________ 1933 ______ 1940‎ ‎_______her knees ‎_________this painting ‎________ the woman ‎_________the house’s body ‎ ‎ Classify all the prepositions ‎ Expressions of time Expressions of place Expressions of movement Lesson 2 Great Buildings 教材分析 ‎ 本课是第六单元的第2课，是一节听说技能课。本单元的话题是“设计”，而本课的话题是设计领域里很直观、形象的一个方面 --- “伟大的建筑”，因为它把优秀的设计形诸于实践之中。本课的重点在于能听懂关于建筑的大致介绍，并就熟悉的建筑进行口头描述。在授课中可以引导学生欣赏中国著名的建筑作品。‎ ‎ 本课计划按两课时进行：第一课时的重点在听，在听力过程中了解一些世界著名建筑的建筑类别、建成时间、材料及特点；培养在听力练习后对听力难度进行评估的能力。第二课时的重点是口头表达，能模仿听力文章，对熟悉的建筑进行描述。‎ 教学内容 话题：Great Buildings 听力：Great Buildings 词汇：重点词汇：ancient, modern, concrete, balcony, tower, statue, castle, skyscraper ‎ ‎ 相关词汇：marble, ruin, architect, decoration, parade ‎ 短语及搭配: kind of, type of, sort of, be situated, as if 第一课时 First Period 教学目标 ‎ 在本课结束时，学生能够：‎ ‎ 1. 在听力过程中了解一些世界著名建筑的建筑类别、建成时间、材料及特点 ‎ 2. 培养在听力练习后对听力难度进行评估的能力 教学过程 教学活动 Activities 设计意图 Intentions 互动模式&时间 IP & time Lead-in Step 1 ‎ Key words 1: Period T shows Ss several pictures of great buildings in human history and leads the students to categorize them into two groups based on the time when they were built ‎[PPT 3–10]‎ ‎1 通过图片展示，引导学生欣赏人类历史上的伟大建筑，激起学生对建筑的兴趣 ‎2 学习与建筑时间相关的词汇 CW ‎5’‎ Step 2‎ Key words 2: Materials T shows Ss several pictures of buildings in different styles and Ss learn the relevant vocabulary ‎[PPT 11]‎ 学习与建筑材料相关的词汇 CW ‎2’‎ Step 3‎ Key words3: styles T shows Ss several pictures of buildings in different styles and Ss learn the relevant vocabulary ‎ [PPT 12-13]‎ 学习与建筑类型相关的词汇 CW ‎4’‎ Step 4‎ Key words 4: features T shows Ss several pictures of different building materials and Ss learn the relevant vocabulary ‎[PPT 14-15]‎ 学习与描述建筑特色相关的词汇 CW ‎3’‎ Step 5‎ Ss finish Exercise 1 and check the answers ‎[PPT 16]‎ 对在听力材料中即将出现的四个建筑有初步的了解，有助于学生对听力练习做一定预测 CW ‎3’‎ Step 6‎ Ss listen to the material in Ex.3 & 4‎ ‎[PPT 17-18]‎ 培养对建筑类话题的听力 CW ‎22’‎ Step 7‎ Ss listen to the material again and finish Ex. 5‎ 学习sort of, kind of等用于缓和语气的表达法 CW ‎6’‎ Homework ‎1 Review the new vocabulary ‎ ‎2 Finish Ex. 1&2&3 on page ‎80 in Language Power ‎ 第二课时 Second Period 教学目标 ‎ 在本课结束时，学生能够：‎ ‎ 1. 对一个建筑物从建筑时间、建筑材料、特色和类型这四个方面进行口头描述 ‎ 2. 运用本课表达写一篇描述建筑的文章 教学过程 教学活动 Activities 设计意图 Intentions 互动模式&时间 IP & time Lead-in Step 1 ‎ Ss finish Ex. 6‎ 学习重音的使用 CW ‎5’‎ ‎ and learn about the way of using stresses on different words to emphasize different aspects.‎ ‎[PPT 3]‎ Step 2‎ T gives a model of the description of a building from 6 aspects: Name, Period, Location, Style, Materials, Features ‎[PPT 4]‎ 回忆巩固第一课时所学词汇，掌握介绍建筑的大致脉络 CW ‎5’‎ Step 3‎ T asks Ss to work in pairs and describe one of their favorite buildings to each other without telling the name of the building. The other Ss then try to guess what building their partner is talking about. ‎ Ss do the description according to the given model in Step 2‎ ‎[PPT 5]‎ 给学生充分的时间准备，为在全班同学面前展示做铺垫。学生使用词汇和句型进行综合性表达，并体现语言的交际性。‎ PW ‎28’‎ Step 4 ‎ T asks several Ss to introduce their favorite buildings to the whole class and the rest of the students to guess. ‎ 展示活动成果，鼓励学生用英语进行表达的兴趣。‎ CW ‎7’‎ Homework Write an essay about one of your favorite buildings. ‎ 第一课时学案 Ex. 3‎ kinds of buildings style/period materials features ‎1 palace ancient marble balcony, statues 第二课时学案 Sample description:‎ The National Stadium is located in Beijing‎, ‎China. It was built in 2007 and the major building materials are concrete and steel. It has another interesting name, Bird Nest, because it looks like a bird nest from the outside. We Chinese people take pride in this great building and it’s considered to be a masterpiece in architecture. ‎ Lesson 3 Chinese Paper Art 教材分析 本课是第六单元的第三课，是一节语言技能课。本单元的话题是“设计”，主要讲的是艺术，而本课的“中国剪纸艺术”与第一节课的“绘画艺术”非常相关，因此本课可以利用谈论第一节课的绘画而自然过渡到本话题。本节课重点训练利用课本提供的重点词汇描述和谈论剪纸，并且通过不同的阅读方法培养学生不同的阅读技能，并使学生认识到剪纸艺术在传统中国文化中的重要地位。‎ 本节课可分两个课时进行。第一个课时的重点是阅读理解，学会通过阅读提取重要信息，同时在课文语境中接触和体会关系代词引导的定语从句，了解定语从句的用法和功能；第二课时的重点是对语法的处理。主要通过学生在语境中体验其用法并发现其规则的方式，帮助学生掌握和正确使用关系代词引导的定语从句。‎ Language Power 中有关语法的练习有些可以在教学中使用，有些则可以留作家庭作业。‎ 教学内容 ‎ ‎ 话题：Chinese Paper Art 阅读：The Art of Paper 词汇：重点词汇：paper cut, paper cutting, decoration, religious, pattern ‎ 相关词汇：phoenix, dragon, rooster, bat, purple, offering ‎ 短语及搭配：from an early age, date back to, put up, try out 语法：关系代词引导的定语从句 ‎ ‎ ‎ 第一课时 ‎ First Period 教学目标 在本课结束时，学生能够：‎ 1. 使用关键词描述剪纸作品；‎ 2. 阅读文章提取基本和具体信息；‎ 3. 谈论对不同剪纸的喜好；‎ 4. 认识到剪纸在中国传统文化中的重要地位。‎ 教学过程 教学活动 ‎ Activities 设计意图 Intentions 互动模式& 时间 IP& time Lead-in Step 1‎ T asks Ss to think about the title of the unit and the topic of lesson 1, and then naturally shows them the pictures of paper cuts and shows the teaching objectives. [PPT 1-2]‎ 回顾和激活已有知识,自然过渡到本课话题。‎ CW ‎3’‎ Pre-reading Step 2‎ T asks Ss to work in pairs talking about the paper cuts on the textbooks. ‎ ‎[PPT 3-6] ‎ 通过讨论这些图片帮助学生熟悉话题和相关词汇。‎ PW ‎5’‎ While-reading Step 3‎ Ss skim the passage quickly to get the general main aspects of the passage.‎ ‎[学案I]‎ ‎[PPT 7]‎ 第一遍阅读：通过略读找出文章中的主要话题，培养学生略读找大意的能力。‎ IW ‎3’‎ Step 4‎ Ss scan the passage quickly to answer several specific questions and learn some important words in the context.‎ ‎[学案II]‎ ‎[PPT 8-9]‎ 第二遍阅读：通过查读找出文章主要时间和相关信息并在语境中处理重要词汇。‎ IW ‎5’‎ Step 5‎ Ss read the passage carefully to get some detailed information and learn some other key words in the context.‎ ‎[学案III]‎ ‎[PPT 10-13]‎ 第三遍阅读：通过细读获得文章细节信息，了解详细内容，帮助学生通过上下文猜测理解词义。‎ PW ‎10’‎ Post-reading Step 6‎ Ss work in groups to talk about which kind of paper cuts they would like to try.‎ ‎[学案IV]‎ ‎[PPT 14]‎ 帮助学生内化有关剪纸的已学知识及词汇，并在已学知识基础上表达自己的观点。‎ GW ‎10’‎ Step 7‎ T summarizes what has been learned in this lesson and Ss have a brief review about the text.‎ ‎[PPT 15]‎ 帮助学生总结回顾本节课内容，进一步巩固已学知识。‎ CW ‎3’‎ Step 8‎ Ss talk about the important position of paper cuts in Chinese traditional culture.‎ ‎[PPT 16]‎ 通过讨论剪纸在中国传统文化中的地位升华学生对剪纸文化的认识。‎ PW ‎6’‎ Homework ‎1. Read the passage carefully and underline all relative clauses in it.‎ ‎2. Finish the handout of relative clauses.‎ 第二课时 ‎ Second Period 教学目标 在本课结束时，学生能够：‎ 1. 找出带有who, that, which, whose, whom 的定语从句；‎ 2. 知道who, that, which, whose, whom 在定语从句的用法；‎ 3. 掌握定语从句中何时能够省略who, that, which, whom；‎ 4. 使用带有who, that, which, whom，whose的定语从句谈论人和事 教学过程 教学活动 ‎ Activities 设计意图 Intentions 互动模式& 时间 IP& time Revision Step 1‎ Ss underline all the relative clauses in the text and find relative pronouns “who, that, which, whose, whom” in the text.. ‎ ‎[PPT 4]‎ 让学生独立找出课文中所有定语从句及关系代词，既复习了已学内容又让学生在文章中关注和体会定语从句的具体使用。‎ IW ‎5’‎ Language Study Ss Fill the table with “who, that,‎ PW Step 2‎ ‎ which, whose, whom”.‎ ‎[学案I]‎ ‎[PPT 5]‎ 学生通过研读课本中的定语从句初步归纳关系代词的基本用法。‎ ‎5’‎ Step 3‎ Ss observe the expressions closely and try to work out when “who, that, which, whose, whom” can be left out.‎ ‎[学案II]‎ ‎[PPT 6-7]‎ 学生继续研读例句，通过互相合作发现何时关系代词可以省略。‎ PW ‎5’‎ Step 4‎ Ss do some practice.‎ ‎[PPT 8-9]‎ 发现语法规则后马上进行相关练习进行巩固。‎ IW—PW ‎5’‎ Language in use Step 5‎ Ss work in pairs to add relative clauses to complete the sentences so that they say something true about themselves.‎ ‎[PPT 10-11]‎ 半控制的练习主要是带动学生关注句子结构，同时使内容有一定的自由度和趣味性。‎ PW ‎8’‎ Step 6‎ Ss work in groups to talk about some famous idiom stories by using relative clauses.‎ ‎[学案III]‎ ‎[PPT 13-16]‎ 学生此时对关系代词引导的定语从句已经掌握，此时用它讲故事既有自由度又有趣味性。‎ GW ‎12’‎ Step 7‎ Ss evaluate the stories of the other groups.‎ 通过小组互相评价提升学生对定语从句的认识和理解。‎ GW ‎5’‎ Homework ‎1. Groups work: Write down one idiom story. ‎ ‎2. Page 41: Ex.10‎ ‎3. Page 82/ 5,6‎ 第一课时学案 I. Read the text quickly and try to decide which of the following are talked about in the text.‎ ‎ 1. the history of paper cuts 2. the sales of paper cuts ‎ 3. the types of paper cuts 4. the customs of paper cuts II. Read the text again and answer the following questions.‎ ‎1. When were paper cuts of animals found in China?‎ ‎ ‎ 2. How many types of paper cuts do people like to make today? ‎ ‎ ‎ 3. How do you know that there is a long tradition of paper-cutting in China?‎ ‎ ‎ III. Read the passage carefully for specific information.‎ ‎ ‎ Introduction: It is a art with a history. It dates back to . By the Southern Song Dynasty, .‎ ‎ ‎ ‎ It is used for .‎ ‎ 1) ‎ ‎ 2) ‎ Paper cuts 3) ‎ ‎ It is used for .‎ The types 1) ‎ ‎ 2) be used as ‎ ‎ It is used for .‎ ‎ 1) ‎ ‎ 2) ‎ IV. If you have a chance to learn paper-cutting, which kind of paper cuts will you like to try? Why?‎ Tips:‎ ‎ 1‎ ‎ 2‎ ‎1.animals(horse, sheep and so on);‎ ‎2.flowers;‎ ‎3.figures;‎ ‎4.characters ‎1.because it can be used to decorate---‎ ‎2. because it can be used on a present---‎ ‎3.because it can be used for ---‎ 第二课时学案 I. Fill the table with “who, that, which, whose, whom”.‎ ‎ Relative Pronouns Refer to…‎ people people things people; things possession II. Look at these expressions from the text and decide when can “who, whom , that ,which” be left out. ‎ ‎1. a paper cutting expert (whom) I interviewed ‎2. something (that) he learned ‎3. a young farmer who wanted a wife ‎4. paper cuts which show the Chinese character.‎ ‎5. parents whose child has recently been born III. Tell idiom stories. (Group work)‎ ‎ Requirements:‎ ‎ 1. All the members take turns to tell the story.‎ ‎ 2. Use 2 or 3 attributive clauses in proper places.‎ ‎ 3. Other groups: *Guess the idiom ‎*Pick out the attributive Clauses ‎ ‎*Talk about whether the attributive clauses are properly used ‎ ‎ …a thing which/that/whose…‎ ‎…a person who/that/whom/whose…‎ ‎…a place which / that…‎ ‎…a day which / that…‎ Lesson 4 Dream Houses ‎ 教材分析 ‎ 本课是第六单元的第四节课，是一节阅读技能课。本课重点是了解房子的一些基本词汇，例如房子的类型以及房间的构成等，并在了解的基础上通过阅读文章的掌握加深对这一话题的理解，为接下来的Communication Workshop的写作内容作铺垫和准备。‎ 本课可作为两个课时讲，第一个课时主要针对背景词汇和房屋类型有一个简单的介绍，然后通过阅读领会如何在文章的语境中使用这些词汇，并通过略读和细读掌握文章信息；第二课时主要针对词汇，一方面复习词汇，第二方面分辨英式英语和美式英语，并运用已知词汇和句式来口头描述理想中的房屋。‎ 教学内容 ‎ ‎ 话题：Dream Houses 阅读：The House on ‎Mango Street 重点：掌握如何运用已知词汇描述房屋;‎ ‎ 分辨英式英语和美式英语 ‎ ‎ ‎ 第一课时 ‎ First Period 教学目标 在本课结束时，学生能够：‎ 1. 了解房屋类型和构成的关键词汇 2. 阅读文章提取基本和具体信息；‎ 3. 运用已知词汇描述自己的家。‎ 教学过程 教学活动 ‎ Activities 设计意图 Intentions 互动模式& 时间 IP& time Lead-in Step 1‎ T shows Ss the pictures of an apartment and house to introduce the topic of the lesson. [PPT 1-3]‎ 回顾和激活已有知识,自然过渡到本课话题。‎ CW ‎3’‎ Step 2 ‎ T shows four pictures and asks Ss to think about the difference between house and apartment in order to define these two types of housing ‎[PPT 4] ‎ 通过讨论图片，区别房屋和公寓来引起学生的思考。‎ PW ‎3’‎ Pre-reading Step 3‎ Ss discuss different aspects of house through brainstorming and learn about new words in a familiar context. ‎ ‎[学案I] ‎ ‎[PPT 5]‎ ‎ 学生进行头脑风暴，分组讨论关于居住各个方面的问题，并进行词汇整理，在语境中理解词汇 ‎6’‎ While-reading Step 4‎ Ss scan the passage quickly to get the main aspects of the passage.‎ ‎[学案II]‎ ‎[PPT 7]‎ 第一遍阅读：通过略读找出文章中的主要话题，培养学生略读找大意的能力。‎ IW ‎5’‎ Step 4‎ Ss read the passage for detailed information to fill in the information in some specific questions ‎ ‎[学案II]‎ ‎[PPT 8]‎ 第二遍阅读：通过细读找出文章主要时间和相关信息.‎ IW ‎8’‎ Step 5‎ Ss read the passage carefully to get some detailed information and learn some other key words in the context.‎ ‎[学案III]‎ ‎[PPT 9]‎ 第三遍阅读：在前两遍阅读的基础上对文章有一个更加通彻的理解。‎ PW ‎5’‎ Post-reading Step 6‎ Ss work in pairs to do an interview to know about each other’s apartment.‎ 帮助学生内化有关房屋的已学知识及词汇，并在已学知识基础上表达自己的观点。‎ GW ‎10’‎ Homework 1. Page 84 Exercise 1 and 3 for vocabulary review 2. Write down the key sentences that have been used in the interview. ‎ ‎ 第二课时 ‎ Second Period 教学目标 在本课结束时，学生能够：‎ 1． 复习关键词汇 2． 分辨美式英语和英式英语词汇 3． 运用已知词汇和句型口头描述理想中的房间。‎ 教学过程 教学活动 ‎ Activities 设计意图 Intentions 互动模式& 时间 IP& time Lead-in Step 1‎ T shows Ss the pictures of an apartment and leads the students to review the vocabulary. [PPT 1-3]‎ 回顾已学词汇；‎ CW ‎3’‎ Skill Focus ‎ Step 2‎ Ss uses the newly learnt vocabulary to fill in a similar context. ‎ ‎[学案I] ‎ ‎[PPT 4]‎ 词汇填空，巩固词汇运用。‎ ‎5’‎ Step 3‎ Ss identifies he American English words in the passage.‎ ‎[PPT 5]‎ 在熟悉课文的基础上找出英式英语和美式英语的词汇，进行比较和体验。‎ ‎5‎ Step 4‎ T shows a collection of American English words and asks the Ss to work out the British counterparts in groups. ‎ ‎[学案II] ‎ ‎[PPT 6 ]‎ 在小组讨论中找出更多英式英语和美式英语相对应的词汇。‎ ‎10’‎ Speaking ‎ Step 5‎ Ss ask and answer questions in pairs using the vocabulary as well as the location information to describe the room ‎[学案III]‎ ‎[PPT 7]‎ 通过问答，复习词汇和房间位置的表达方法。‎ ‎5’‎ Step 6‎ Ss work in groups and create their dream room, preparing an oral presentation on its facilities and their locations. ‎ ‎[学案IV]‎ ‎[PPT 8-10]‎ 通过小组讨论，运用词汇和句式来描述一个房间，形成基本的完整文章结构。‎ IW ‎12’‎ Homework 1. Page 85 Focus on reading 2. Write down the oral version of the presentation 第一课时学案 I. Pre-reading: Group discussion about different aspects of housing Different rooms Basic house facilities Repairmen of house Function of house Word Bank II. While-reading: Scanning 1. How many family members are there in the family now?‎ ‎2. Where do we live now? List the previous places that we once lived in.‎ 3. Why did we leave Loomis? What are the problems?‎ 3. What kind of the house do we dream of? Finally, is the house like what we expected?‎ III While-reading: Detailed Reading Dream Reality stairs washroom basement yard impression 第二课时学案 I． Skill Focus：Fill in the blanks.‎ cottage, apartment, basement, washroom, garage, bathtub, pipe, worm There are all types of houses, such as ___________, castles and ____________ (flats). Inside a house, we usually have a living room where we can enjoy ourselves; a __________ where we can store things; a _________where we can bathe ourselves in the ________. Of course more and more families can afford cars. Therefore, a _________ is a must. ‎ However it isn’t always easy to take care of a house. When the _______ are broken or _______ invade your kitchen, you surely have to suffer both physically and financially. ‎ II. Skill Focus: British vs. American British English：‎ ‎___________________________________________________________________‎ American English: ‎ baggage, bank note, can, store apartment, gasoline, automobile, candy, pants, faucet I. Speaking: Pair-work Work in a pair and identify the location of the object. Student A asks the question and student B answer the question by using some descriptive information ‎ For example:‎ A: Where is the bed? ‎ B: It is in the south of the room, across the window.‎ II. Speaking: Group Work ‎1. Discuss in the group and decide on the type of room you want to create;‎ ‎2. Draw the room;‎ ‎3. Describe the room and focus on facilities and their locations. ‎ Communication Workshop 教材分析 本课是第二模块的最后一个单元。‎ 学生已有了一定的词汇积累，尤其在本单元的前四课的学习过程中，已经了解了有关建筑和房屋的词汇，对本课写作任务的完成有一个铺垫。‎ 本课话题为“Describing Your Dream House”，学生要在教师的指导下写出描述自己理想房屋的短文。是同时以写作为主线，通过对课文复习、词汇复习、定语从句的复习，层层铺垫，最后以写作的方式进行知识的输出。‎ 教学内容 ‎ ‎ 话题：“理想中的房屋”（写作）；听说训练 词汇：重点词汇：apartment / flat, cottage, villa, traditional / modern house, environmentally friendly roof,‎ ‎ 相关词汇：air-conditioner, spare bedrooms, garage, basement, curtain, special features ‎ 过渡词：so that, because…‎ 写作技巧：定语从句及过渡词的运用 ‎ 第一课时 ‎ First Period 教学目标 在本课结束时，学生能够：‎ 1. 运用所学词汇和句型有条理地讲述不同类型的房屋 2. 描写自己理想的房屋，并在写作中合理运用定语从句及正确的过渡词汇。‎ 3. 小组评价。‎ 教学过程 教学活动 ‎ Activities 设计意图 Intentions 互动模式& 时间 IP& time Lead-in Step 1‎ T asks Ss to describe the dream house of the writer’s parents in Lesson Four and presents the teaching objectives. [PPT 1-4] ‎ 复习本单元所学词汇，为写作任务做铺垫。‎ CW ‎2’‎ Pre-writing Step 2‎ T asks Ss to work in pairs and try to describe houses of different kinds in detail T may ask some individual students to report.‎ ‎[PPT 5-8] ‎ 通过口头描述图片帮助学生熟悉话题和相关词汇。‎ PW & CW ‎3’‎ Step 3‎ T asks Ss to work in pairs again to describe same pictures. Help them to use Attributive Clause and conjunction words properly.‎ T may ask some individual students to report.‎ ‎ [PPT 9-13] ‎ 通过定语从句及恰当关联词的使用，帮助学生丰富语言表达，同时为写作任务的完成做进一步铺垫。‎ PW & CW ‎5’‎ While-writing Step 4‎ T asks Ss to work in groups to make plans for the passages.‎ Brainstorm more words about a house, especially with special features. [PPT 14-16]‎ 激活更多的相关词汇，同时激发学生写作的兴趣。‎ GW ‎5’‎ Step 5‎ Work with the Ss at the layout of the passage.‎ Present the sample. ‎ ‎[PPT 17-19]‎ 帮助全体学生明确此次写作框架，使学生进一步提高写作技巧。‎ CW ‎5’‎ Step 6‎ Ss work individually to finish the passage: My Dream House.‎ 指导学生完成写作任务。‎ IW ‎15’‎ Post-writing ‎ Step 7‎ T give evaluation standards and help Ss polish their writing.‎ In groups, Ss read their descriptions and help each other correct any remaining mistakes by peer correction. If time permits, T may ask some Ss to read out their passage.‎ ‎[PPT 20-21]‎ 通过自我修改和小组内互相修改，帮助学生规范语言，提高写作质量，并且互相借鉴，取长补短。‎ GW & CW ‎10’‎ 第二课时 Second Period 教学目标 在本课结束时，学生能够：‎ ‎1．听懂英语歌曲，并通过听力材料提取所需信息和进行整理；‎ ‎2. 能运用表达策略Expressing yourself fluently，根据话题要求与人交流合作，共同完成角色表演，语调、节奏能恰当表达意图；‎ ‎3. 能主动参与小组活动，在英语交流中保持主动表达的热情与愿望；在学习中有较强的合作精神。‎ ‎4．小组评价。‎ 教学过程 教学活动 ‎ Activities 设计意图 Intentions 互动模式& 时间 IP& time Lead-in Step 1‎ Read through the words with the class, dealing with any possible problem involved with vocabulary. [PPT 1-2] ‎ 做好词汇铺垫，为听力任务的完成扫清障碍。‎ CW ‎2’‎ While-listening Step 2‎ Ss listen to the song to hear which words are mentioned.‎ Go over the related words again.‎ ‎[PPT 3] ‎ 练习学生的听力技巧和在听的活动中抓住关键信息的能力。‎ CW ‎3’‎ Step 3‎ Ss listen to the song again and discuss what is the most important thing about the house.‎ ‎[PPT 4] ‎ CW ‎5’‎ Step 4‎ T asks Ss to fill in the missing words.‎ ‎[PPT 5-6]‎ CW ‎3’‎ After-listening Step 5‎ T asks Ss to discuss in pairs about why the singer is so happy in the house.‎ Ss are asked to give reasons for their different opinions.‎ ‎[PPT 7]‎ 培养学生的发散思维，并给学生提供口头表达的训练机会。‎ PW & CW ‎3’‎ Pre-speaking ‎ Step 6‎ T asks Ss to listen to the dialogue and decide what sort of painting the speakers are talking about.‎ Ask two more questions if possible.‎ ‎[PPT 8]‎ 为对话做铺垫，帮助学生回顾一些陈述个人观点的习惯表达。‎ 通过提问使学生更好地理解对话。‎ CW ‎2’‎ Step 7‎ Read through the Function File with the class. Ss guess what the missing expressions are.‎ ‎[PPT 9-11]‎ 了解功能句。‎ CW ‎3’‎ While-speaking ‎ Step 8‎ T asks Ss to work in groups and describe the painting ‎[PPT 12]‎ 口头表达练习。‎ GW ‎8’‎ Post-speaking ‎ Step 9‎ Some of the groups report back to the class, and other groups make evaluations.‎ ‎[PPT 13-14]‎ 相互交换信息，集思广益。‎ CW ‎12’‎ 第一课时学案 I. Tick the words you will use to describe your dream house Aspect Words or set phrases kind of house/flat materials location rooms inside outside II. Linking Use so that or because to connect the two sentences:‎ 1． In my house there is a big garden. ‎ We can have tea parties with my family and friends in the open air.‎ ‎2. My house is a house made of glass. ‎ I want to enjoy light and plants.‎ ‎3. In my house, there are some spare bedrooms.‎ ‎ My grandmother and friends can come to stay.‎ ‎4. In my house, there is a study.‎ ‎ I can study quietly, surfing the Internet on computer or doing some quiet reading.‎ ‎5. I would like to live in a house in the countryside.‎ It has no pollution and makes me feel relaxed.‎ III. Writing Reference for your writing A adj: large, spacious, modern, quiet, peaceful, cozy, ecological…‎ kinds of house apartment/ flat, cottage, detached house / villa, specially designed house, traditional house, bright-colored house, environmentally friendly roof, bungalow(solar panel)‎ location ‎ be located in; be situated in, lie in in the country/ forest, in the center of a city, in the suburb, on the island， on the seaside materials bamboo, wood, brick, marble, stone, glass, iron, concrete inside bathroom, bedroom, dining room, sitting room, hall, games room, kitchen, study ‎ outside pond, balcony, swimming pool, garden, backyard B with / the attributive clause/ the linking word: so that…‎ C. layout ‎ My Dream House a brief introduction location kinds ‎…‎ materials house inside or outside special features reasons / feelings D. Assessment Group Idea Layout Language Linking words ‎1‎ ‎2‎ ‎3‎ ‎4‎ ‎5‎ ‎(ReferenceJ)‎ Questions Your evaluation (评价)‎ Does the passage have a clear idea?‎ Yes No Does the passage have a good layout（格式）?‎ Yes No How is the language? ‎ Excellent Good Acceptable How is the handwriting?‎ Excellent Good Acceptable ‎ Underline any words, expressions or phrases you like.‎ ‎ ‎ 第二课时学案 I．Enjoy a song and try to fill in some key words:‎ I’ll ________ the fire, while you ________ the flowers In the vase that you _______ yesterday ‎________ at the fire for hours and hours While I listen to you play your ______ songs All night long for me, only for me Chorus Our house is a very, very, very _______ house With two cats in the ______‎ Life used to be so ______‎ Now everything is easy’________ of you Come to me now, and _______ your head for Just five _______‎ Everything is ______‎ Such a ______ room, the windows are ___________‎ By the evening ________ through them Fiery gems for you, only for you Chorus II．Speaking Evaluation Group: __________‎ Content ‎ Evaluation ‎ Pronunciation and intonation Excellent Good So-so Speaking strategies used ‎ Excellent Good So-so Language Excellent Good So-so Logic ‎ Excellent Good So-so Grammar Excellent Good So-so Write down expressions or phrases you like and try to memorize them.‎