资料简介
Unit4OurWorldTopic3TheInternetmakestheworldsmaller.SectionBⅠ.MaterialanalysisSectionB的主要教学活动为1a、2、4a和4b。本节课中1a通过Jane,Michael,Kangkang和Maria之间谈论各自从互联网上获得的信息，引出功能句“besure+that”结构。2、3部分通过例子的形式，给学生提供操练功能句“besure+that”的机会。4a、4b重点复习/w/,/v/之间的区别并要求学生能够正确地读出句子的升、降调以及连读和重音。学生经过大量的操练能够掌握“besure+that”结构，但是语音、语调一直都是被教师和学生所忽视的，所以在设计课堂方案的时候希望教师能够设计各种活动如模仿、观察、触摸、比赛等，来完善语音教学。Ⅱ.TeachingaimsKnowledgeaims：1.能根据音标正确朗读出下列单词：pizza,website,reporter。2.能在老师的引导下分清/w/,/v/之间的区别，并能正确地发这两个音；明白升、降调的作用，能正确地读出句子的升、降调以及连读和重音。3.能正确拼写并运用单词表中的单词,如：website,并能根据音标写出pizza,reporter等单词。4.能正确使用“besure+that”结构。5.能够用“besure+that”结构来谈论确定与不确定的话题。Skillaims：1.能听懂谈论人们使用因特网获得信息的话题。2.能正确地表达自己使用因特网所做的事情、并能够用“besure+that”结构来谈论确定与不确定的话题。3.能正确朗读课本的文本材料，能清楚模仿录音读含有/w/,/v/的单词，能根据谈话内容的需要读出句子的重音、语调等。4.能用书面形式描述自己如何利用因特网购物、学习等，并能够用“besure+that”结构写出句子来表达确定与不确定。Emotionalaims：能体会英语学习的乐趣，懂得在学习中遇到困难时可以通过网上查资料的形式自己解决问题。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.学习“besure+that”结构。2.复习/w/,/v/的正确发音以及句子的升调、降调、连读和重音。Difficultpoints：/w/,/v/的正确发音。
Ⅳ.Learningstrategies1.利用因特网在网上查找/w/,/v/之间的区别，可以帮助你在课堂上学习/w/,/v/的发音规则。2.在课堂上多用“besure+that”结构来谈论问题，这样你可以很快掌握这个结构。Ⅴ.TeachingaidsComputermultimediaprojector,mirrors,sketchmapⅥ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(5minutes)1.Thewholeclasswork2.Thewholeclassworkandindividualwork3.Thewholeclasswork4.Pairwork1.Focusstudents’attentionontheteacher.2.Astudentreadshis/hercompositionlikethis:TheInternethelpsustofindinformationofEnglishlearning.Anditmakestheshoppingcheaper.Otherstudentsreviewthisstructure.3.Studentslistentotheteacher’sevaluation.Trytounderstandthemeaningofthestructure“besure+that”.4.Studentsreadtheirpartner’scompositionandtrytoevaluatethecompositionwiththestructure“besure+that”.1.Getstudentsreadyforlearning.2.Checkstudents’homeworkabouttheadvantagesoftheInternet.Askastudenttoreadhis/hercompositioninclass.3.Teacherevaluatesstudents’ideasinalowvoicewhenstudentsareshowingtheirideas.Teacherevaluatesstudentsbysaying:“Iamsureyourideaisright./Iamnotsureifthatisagoodidea”.4.Providestudentswith2minutestoreadtheirpartner’scomposition.Andencouragethemtoevaluatethecompositionwiththestructure“besure+that”.
Presentation(15minutes)1.Thewholeclassworkandgroupwork2.Thewholeclassworkandgroupwork3.Thewholeclasswork4.Thewholeclassworkandindividualwork5.Thewholeclasswork6.Groupworkandindividualwork7.Groupwork8.Groupwork1.Studentslookatthepicture,andtheycangettheanswerquickly.Becausethere’sacomputerinthepicture.2.Studentslistento1acarefullyandchecktheirpredictions.Study“Mars,pizza,website,reporter”ingroups.Iftheycan’tworkouttheproblem,theycanasktheteacherforhelp.3.Studentsreadthenewwordstogetherandpayattentiontothepronunciationandintonation.4.Studentslistento1aandfillintheblanks.5.Checktheanswersandreadtheconversationssentencebysentenceafterthetape.6.Studentsfinish1candchecktheanswersingroups.7.Studentsworkingroups.Finishthepassagequickly.8.Chooseonestudenttoreadthepassage.Othergroupstrytoevaluatetheirpassagewiththestructure“besure+that”.1.Showthepicturein1atostudentsandaskstudentstopredict“Whataretheytalkingabout?”2.Play1aandaskstudentstochecktheirpredictions.Teachercantellthestudentslikethis:“Iguessyouranswersareallincludedinthecomputer.ButIamnotsureifyouranswersareright.Let’slistenandcheck”.Teachershouldusethestructureofteninclass.3.Teacherasksstudentstoreadthenewwordstogether,andchecktheirpronunciation.4.Finish1b.Showthetablein1btostudents,askstudentstolistento1aagaincarefullyandfillinthetable.5.Checktheanswersandplay1asentencebysentence.6.Finish1c.Show1ctostudents.Askstudentstorewritetheconversationinapassagebasedon1b.7.Finish1d.AskstudentstowriteapassagefromJane’spointofview.8.Inviteagrouptosharetheirpassage.Othergroupstrytoevaluatetheirpassagewiththestructure“besure+that”.
Consolidation(8minutes)1.Thewholeclassworkandgroupwork2.Groupwork3.Individualwork4.Groupwork5.Groupwork1.Studentsworkingroupsandanalysetheexample.2.Studentsworkingroupsandanswerthefourquestionsintheboxwiththestructure“besure+that”.E.g.IamnotsureifeveryoneintheworldusestheInternetinthefuture.3.Studentsgivetheiranswersandpracticethestructure.4.Studentsinterviewtheirgroupmembers.A:Whatdidyousee/hearontheInternetlastnight?B:Isaw/Iheard...C:Iamnotsure...Iwatched...D:Iamsure...AndIfound...5.Studentspresenttheconversationontheplatform.Finish2.1.Showtheexampleof2tostudents.Askstudentstoanalysethestructureingroups.2.Showtheboxin2tostudents.Askstudentstomakeconversationswiththesentencesinthebox.3.Invitestudentstosharetheiranswers.4.Finish3.Askstudentstomakeasurveyingroups.InterviewtheirgroupmembersaboutwhattheysaworheardontheInternet.5.Invitetwogroupstopresentittotheclass.Givethemsmilingfaces.
Practice(10minutes)1.Thewholeclassworkandindividualwork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Groupworkandindividualwork6.Thewholeclasswork7.Thewholeclasswork1.Studentslookatthethreegroupsofwords.Pronounceindividually.Thencheckeachother.Trytofindthecorrectwaytopronouncethetwophoneticsymbols.2.Studentsobservethedifferencesbetween/w/and/v/,andimitatethesketchmap.3.Thestudentslookatthemselvesfromthemirrors,andimitatethesketchmaportheteacher.4.Studentsreadafterthetape.5.Studentsreadingroups.Checkeachothers’pronunciation.6.Studentscanfindtheanswerfromtheseaspects:liaison,weakform,stress,andintonation.7.Studentsread4bafterthetape.Payattentiontotheliaison,weakform,stressandintonation.Finish4a,4b.1.Teachersays:“Iamnotsureifyoucanpronounce/w/,/v/well.Lookat4aandreadingroupsifyoucanpronouncethetwophoneticsymbolsthesame.Iamsureyouarewrong.”2.Showthesketchmap.Askstudentstoobservethesketchmapcarefullyandpayattentiontothemouth.3.Askstudentstotakeouttheirmirrorsandcomparethemselveswiththesketchmaportheteacher.4.Playthetape.Askstudentstolistenandfollow.5.Show4btostudentsandaskstudentstoread4bbythemselves.Payattentionto/w/,/v/inthewords.6.Play4b.Andaskstudentswhytherecordingsoundsbetterthanthem.7.Play4b.Askstudentstoreadafterthetapeandimitate.
Production(7minutes)1.Thewholeclassworkandgroupwork2.Thewholeclasswork3.Individualwork1.Volunteersread4bonebyone.Paymoreattentiontotheliaison,weakform,stressandintonation.Thestudentwhocanreadbestandgetthemost“A”isthewinner.Andhe/sheisthestarofspokenEnglishinthisweek.Otherstudentstrytochallengehim/hernextweek.2.Studentsreadallthewordscorrectly,knowingtheirmeanings.Theyhavetomemorizetheirspellingafterclass.Usethestructure“besure+that”often.3.Studentsreadandrecord4bafterclass,payattentiontothepronunciationandintonation.WriteapassageandpreviewSectionC.1.Playagame.Findthemostbeautifulsound.AskstudentstopreparefourpapersandwritedownA,B,C,D.Invitevolunteerstoread4binclass.Otherstudentsarecommentators.2.Teachersummarizes:(1)Writedownthenewwordsontheblackboard:website,Mars,pizza,reporter(2)Writedownthestructure“besure+that”ontheblackboard.IamsurethattherearemanyinterestingthingstoseeontheInternet.Iamnotsurewhetheritisgoodtoshoponline.3.Homework:(1)Read4bafterclassandrecorditwithyourcellphone,andbringittoschoolnextclass.(2)WriteashortpassageaboutwhatyousaworheardontheInternet.Andshowyourideaswiththestructure“be+surethat”.(3)PrepareforthelearningofSectionC.
TeachingReflectionThistopicisrelatedtostudents’life.Studentscanmasterthestructure“besure+that”wellafterpracticing.Butthepronunciationisstillaproblem.Moststudentscanreadthewordswell.Butinasentence,itisdifficultforthemtoreadtheliaison,weakform,stressandintonation.Ⅶ.BlackboarddesignUnit4OurWorldTopic3TheInternetmakestheworldsmaller.SectionBBesure+thatG1G2G3G4IamsurethattherearemanyinterestingthingstoseeontheInternet.Iamnotsurewhetheritisgoodtodoshoppingonline.
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