| Teaching Design | ||||
| Teaching content | Unit 3 Asking the way Sound time, Culture time& Cartoon time | |||
| Teaching aims | Aims on knowledge 1. Students know the sound of sh. 2. Students can understand, read and act out the story in Cartoon time. 3. Students can make sense of the different usages of toilet and restroom. |
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| Aims on ability 1. Students can read the story in Cartoon time fluently and act it out in right mood. 2. Students can pronunce the sound of sh correctly. |
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| Aims on emotion 1. Students can understand the differences between the language cultures in the UK and the US. 2. Students know the advantages of taking public transport. |
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| Key points | 1. Students know the sound of sh. 2. Students can understand, read and act out the story in Cartoon time. |
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| Difficult points | 1.Students can read the story in Cartoon time fluently and act it out in right mood. | |||
| Teaching aids | Powerpoint, blackboard design, task paper. | |||
| Teaching procedure: | ||||
| Procedures | Teaching activities | Learning activities | Purposes: | |
| Warming- up | 1. Free talk What do you do after school? Where do you live? How do you come to school? |
Listen and answer according to their real situation. | Create a real English learning environment. Shorten the distance between the new teacher and students. |
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| 2. Look, listen and say Show pictures of Sharon, Tina, Bobby and Mike. Present Sharon. There’s a popular film Zootopia, I want to watch it. I want to borrow a book Western Culture. My shoes are not fit, they are too small. What happens to them? Let’s go and have a look. |
Greet with them. Read Sharon. You can go to the …by… |
Present the places and characters in Sound time, Culture time and Cartoon time in a meaningful situation. Reorganize the scene of culture time to make it as a whole. |
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| Sound time |
Conclude: sh pronounces as |
Look at the pictures Make sense of the sound and imitate. |
Show the words contain sh in a direct and interesting way. | |
| 2. Brainstorm Say more words contains the sound of |
Think and say Show, fish, wish, English, short, push… |
Recall more words, they can have a deeper impression of the sound. | |
| Cartoon time | 1.Pre-reading Show picture Four. Tina and Bobby look not happy. Why? Can you predict? |
Have a prediction: Maybe they are late. Maybe the movie is not interesting. |
Use prediction to arouse the students’ interest and involve them better. |
| 2. While-reading 1)Watch and answer Why are they not happy?
Immitate the intonation. |
They are too late. The flim is over. Bus too full Taxi too many cars Metro too late |
Using the task-based teaching method can attract the students to think more and make reading more effective. | |
| 3. After-reading 1) Read after the tape. 2) Read in groups. 3) Act it out. 4) What can you say to them? Show pictures of trafflic jam. We should take actions to avoid the traffic jam. |
Read . Listen to and evaluate the others. What a pity! You can take the metro at first. |
Students will not feel bored by the help of warious ways of reading. Ask them to listen carefully to the others also train their ability of listening. |
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| Culture time | Read the book Culture. In the UK the ground floor the policeman the toilet In the US the first floor the cop the restroom |
Read Make sense of the different usages of toilet and the restroom. |
Present the new language culture differences in a whole situation and at the same time review the learned ones. |
| Conclusion | What have we learned in this lesson? | The sound of sh. The story . The toilet and the restroom.… |
Encourage students to express. They have a deeper impression of the language points. |
| Homework | 1. Listen to the tape and read Sound time, culture time and Cartoon time for at least three times. Pay attention to the pronunciation and intonation. 2. Do the task on the paper. Fill in the blanks. |
Consolidate what we learned in class. Have a check and give feedbacks for the teachers. |
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