Unit8Collectingthings (2)

1、Unit 8 Collecting 一、 教材分析本单元围绕着“收藏”为话题来展开听、说、读、写的训练。通过阅读一则有关收藏的故事，了解一些不同寻常的收藏爱好；同时在听说读写中引导学生人称代词和物主代词这两个语法。二、 教学对象分析1. 学生对于“收藏”有一定的了解，有利于开展本单元的各项听说读写任务。2. 学生对于人称代词和物主代词这两个语法的用法其实并不陌生，在小学已经接触过，只是没有进行专项的归纳性学习。在本单元，教师可以系统地帮助学生温故而知新，引导学生在一定的语境中熟练运用If 引导的条件状语从句。三、 单元教学目标1.认知目标学习水平学习内容学习水平的描述语音1. 元音/u/, /

2、au/及辅音/w/,/j/的拼读规则。2. 能流利地朗读课文及与课文水平相当的短文, 语音、语调、句子重音和停顿基本正确。词汇1. 重点词汇名词：doorbell, grandaughter, grandson, interview, magazine, model, newspaper, sentence, space, stamp;动词：follow, interview, push, 形容词：free, front, silver, unusual;副词：ago, everywhere, hardly, inside, over, really, soon, 代词：anothing,so

3、mething,情态动词：should;词组：be bad for, be interested in, living room, work of art,专有名词：Alan, Big Ben, Harry, Helen, Lvy, UK语言技能reading阅读一则有关收藏的故事，了解一些不同寻常的收藏爱好,在阅读过程中接触人称代词和物主代词这两个语法现象，为语法学习作好准备。listening听一段有关个人收藏习惯的采访，进一步了解人们不同的收藏爱好和不同人对收藏的不同看法。能够根据听力信息分辨不同人的观点。speaking通过采访活动，了解他人的收藏习惯和爱好。writing模仿例文，写

4、一篇关于他人自己的收藏物的短文。学习策略理解代词的主格和宾格所指代的人和物。在听力过程中注意表示转折意义的连词，并能听懂其后表达的相关含义。能够根据一定的标准自评和评价他人的作文，并进行修改。文化意识了解收藏的意义，培养积极向上的兴趣爱好。从不同国家和地区的明信片中了解当地的历史和文化，能够用英文介绍自己收藏的明信片。情感态度通过与他人交流兴趣爱好拓展课外知识。学会合理安排时间，平衡兴趣爱好和日常学习生活。 实用英语开展调查活动，了解学生的课余生活，并完成一份关于学生课余活动的简短报告。 Useful sentences1. I like/love collecting.2. Lets hav

5、e some tea.3. There was hardly any space for the children to sit down.4. We have a lot of free time!5. I collected shells from the beach.6. Friends send them to each other for holidays or birthdays.7. How big is your collection?8. was the first student to speak.9. This made me more interested in Chi

6、nese culture.10. Collecting stamps is really educational.11. Thats amazing.12. I had an exciting time a school yesterday!13. Tell me about it?14. Me too!15. Which club did you go to last week?16. I was so excited that I could not sleep.17. We really enjoyed ourselves.18. I cannot wait for2能力发展目标：1）能

7、够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。2）在学习中提高交流和传递信息的能力，在写作中句型使文章更连贯和流畅。3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。四、单元教学重点1.学生熟练掌握重点词汇27个，短语4个 2.指导学生利用所学句型正确表达思想、进行交际活动。 3.指导学生归纳一般过去时并在实践中熟练运用它们。五、单元教学重点 1. 通过形式多样的课堂活动与任务，帮助学生完成阅读理解、听力理解等学习任务。 2. 引导学生积极主动地探究学习，从教材以外的渠道去了解与本单元主题相关的文化背景信息、资料等，并且与同学进行

8、相互交流，顺利开展包括口头汇报、写作展示等拓展活动，培养学生探究学习、自主学习、合作学习的能力。六、教学策略 1.在教学中，教师应积极设情景引入，配合媒体、表情、动作、进行视听说演示，激发学生兴趣。 2.教师应采用有利于学生学习的教学方法，善于引用学生通过阅读或观察、比较对比知识进行归纳总结。增加学习内容的复现和巩固练习、及时反馈学习情况。 3.教师应该根据自己学生的具体情况对教材进行整合，精讲精练，调动学生的学习兴趣，使他们积极参加参与课堂各种学习活动。在阅读的过程中，教师指导学生培养阅读策略与技能及写作过程中的写作技巧训练。七、媒体的选择与设计 1. 充分利用和发挥基本的教学媒体，如课本，

9、教师的身体语言、板书的作用。 2. 适时、合理地使用计算机多媒体或电子白板，增大课堂的容量，更好地辅助课堂教学。八、各课时教学内容安排建议课 时教学内容及课型教学目标及简单教学环节设计第1课时Reading ASeasons(阅读课)一、 定位：input-based, 阅读理解为主。二、 教学目标：语言知识1、 认识和理解单词doorbell, everywhere, follow, free, front, granddaughter, grandson, hardly, inside, model, newspaper, push, should, silver, soon, space

10、, stamp, unusual以及短语living room等,。2、 理解并运用句型“I am a collector of _. This is my collection of _等。语言技能：1.理解主阅读篇章的结构，即：以对话为表现形式的故事。2.运用I love_. I am a collector of _.介绍自己的兴趣爱好。3通过上下文语境猜测生词的基本语义。情感态度：合理分配兴趣和学习的时间。教学重点：了解主阅读篇章的结构与内容。教学难点：根据上下文语境猜测生词的意思。.教学环节设计：Step1.Leading-in1)Free talk.Get Ss to look a

11、t the pictures on page 99, get Ss to get a general idea of the topic of this unit?2) Brain-stroming:Ask Ss sth about the topic of this unit: Q1:Do you have a habit of collecting things?Q2:What do you collect?3)Get Ss to look at the picture and complete the sentences on page 100:What do these pelple

12、collect?(finish A on page 100)4)Check the answers.Step2.Pre-readinga)Ask Ss some questions:Do your parents and grandparents like the things you collect?Do they themselves collect anything?Are their collections usual or unusual?b)Get Ss to look at the picture and the title on p101.Then make a list of

13、 the things that the grandparents have collected.toy cars bear dollsdoorbells glassesbottles toy trainsbutterflies shellsmodel ships newspaperstoy busesc)Vocabulary presentation: Get Ss to learn some new words by showing some pictures.d)Cocabulary exercise:Get Ss to finish exercise C1and C2 and C2 o

14、n page 102 to consolidate the new words.Step3. While- reading1)First reading: Tell Ss to read the text quickly and finish exercise (双语报B1版：走进课文题目）.2)Second reading: Read the text again and complete exercise D1 and D2 on page 103.3）Chect the answers.Step4.Post-readinga) Discussion explain(group work)

15、: Get Ss to Discuss: What advice did Grandpa give Sam and Helen about collecting?Do you agree?Give your reasons.(finish exercise D3 on page103)Step5.Learning lagnuage points:a.Deal with some useful phrases and expressions in the passage. Guide the Ss to learn and use them in their own speaking and w

16、riting.1)unusual = un + usual，拓展：un- 表否定意义不开心的 unhappy; 不健康的 unhealthy不友善的 unfriendly; 不幸的unlucky2）start doing sth=begin doing sth/=start to do/start doing3）hardly几乎不,表否定意义拓展：Hard: (1) adj. 硬的， (2) adj. 难的 (3) adv. 努力的4)hardly 用法5)both, 拓展：both and6)should, shouldnt 7)spend time/money on sth/(in)doi

17、ng sthtep6.Summary.Get Ss to Summarize what theyve learned.Step7.Homework:(1) Finish the exercises in Students Times. (2) Finish the Reading exercises in Book B.第2课时Listening (听力课)一、定位：input-based, 听力理解为主。二、 二、教学目标：三、 语言知识四、 1.认读和理解单词interview, magazine, really, sentence, something以及短语be bad for, be

18、 interested in等。五、 语言技能1结合Top tip 的提示，理解but 一词之后通常表达的是与之前不同的观点，学会听辨不同的观点。2.尝试表达自己对收藏爱好的观点。教学重点：理解but 一词之后通常表达的是与之前不同的观点。教学难点：同上三、教学环节设计：Step1. RevisionGo over the personal pronouns and possessive adjectives and possessive pronouns.Ask Ss to show a photo of their family and introduce the members of t

19、he relationship.Step2. Pre-listeningAsk Ss:Do you have any collections?1 Vocabulary presentation: Get Ss to learn some new words by showing some pictures.( shell, car magazine)2 Top tip:Pay attention to the words after “but”.Ask Ss:When people say “but”, what are they going to say next?Step3.While l

20、istening 1）Get the Ss to Listen to a TV reporter interviewing three people about students collections. Who says the sentences below? Put a tick () in the correct boxes. (finish Exercise A on page 104)2) Play the recording again for the Ss to listen and complete the table (Get students to practice th

21、e strategy. Focus on the listening strategy: listening of key words )3)Check the answers.4)Language points: Deal with some useful phrases and expressions in the passage. Guide the Ss to learn and use them in their own speaking and writing.1)be bad for:拓展：do harm to, be good for, do good to2)be inter

22、ested in; 拓展：be keen on/do well in/ enjoy doing/like doing/love doingStep4.Post- listening Listening Book B1) Get the Ss to read through the questions in A 、B、C on page130-131first.2) Play the recording for the Ss to listen and finish the questions.3) Play the recording again for the Ss to listen on

23、 their own. (Focus on the listening strategy: listening of key words.)4) Check the answers to A、B、C in class.Step 5:.Summary: Ask the Ss tu summarize what we have learned today.Step6.Homework A Finish related exercises in Students Times.第3课时Language（语法课）一、定位：practice -based，启发学生, 归纳语言知识，开展各层次、强化性和综合

24、性练习，多种技能结合训练, 以练为主。二、教学目标：语言知识1. 掌握人称代词主格和宾格的基本用法2. 掌握有关名词性物主代词和形容词性物主代词的用法。语言技能：1. 正确运用人称代词主格和宾格2. 运用名词性物主代词和形容词性物主代词表达所属关系。教学重点：正确使用人称代词主格和宾格以及有关名词性物主代词和形容词性物主代词。教学难点：同上学习策略：培养学生探究学习、合作学习、自主学习的能力三、 教学环节设计:1.RevisionCheck Ss homework of listening.2.Language A: The simple past tenseAsk Ss to obverse

25、 Reading Acarefully and find out the sentences with personal pronouns.Write some sentences with personal pronouns on the blackboard:1).Sam and Helens grandparents love collecting things. They have eight doorbells on their front door.2). Helen saw a silver doorbell. She pushed it.3). This silver door

26、bell is beautiful. What do you think of it?Ask Ss:What does each letter in bold refer to?Guide Ss to conclude the definition:We usually use personal pronouns, such as they & it, to replace nouns that we have already talked about.Guide Ss to know the we have subject pronouns & object pronouns.Ask Ss

27、to look at the following sentences and work out the rule:1. Can you see my sister in this photo? She is the second girl from the left.2. Tom is carrying a heavy box. I am going to help him.3. There is a big tree in front of us. We use _ pronouns in front of verbs. We use _ pronouns after verbs or pr

28、epositions.3.Exercise: Ask Ss to complete the sentences by changing the words in brackets into pronouns. (P105) and check answers.4. Language B: Possessive adjectives & Possessive pronouns a.Presentation: Write some sentences on the blackboard:This phone card is mine.Ask Ss:What does this sentence m

29、ean?It means: This is my phone card.b)Guide Ss to conclude the definition:We use possessive adjectives and possessive pronouns to show that something belongs to someone or something. c)Get Ss to read the table on P106 and work out the rule.d)Exercise: Get Ss to Complete the sentences with the correc

30、t possessive adjectives or possessive pronouns. (P107)5. More practiceAsk Ss to finish exercises of Book B Unit 8 grammar exercises.(page127-129)6. SummaryAsk Ss to summarize what we have learned today.7.HomeworkFinish some paper exercises of Personal pronouns and Possessive adjectives & Possessive

31、pronouns Unit 8 language exercises in Students Times.第4课时Speaking (口语课)一、定位：output-based, 说为主。二、教学目标：语言知识: 1. 学习元音/u/, /au/及辅音/w/,/j/的的发音方法和拼读规则。语言技能:1、识别含有元音/u/, /au/及辅音/w/,/j/的单词。2、流利地朗读单词和韵文。教学重点：元音/u/, /au/及辅音/w/,/j/的音和形。教学难点：含有元音/u/, /au/及辅音/w/,/j/这4个音标的单词的辨读。三、教学环节设计:Step1.Talk Bar Get some Ss

32、 to talk about Collecting things using 6-8 sentences. Step2. Speaking A-Talk time(1) Get the Ss to pronounce the following phonetic signs correctly: /u/, /au/及辅音/w/,/j/ (2) Play the tape for Ss to follow it and say the words aloud.(Ex. A)(3) Get Ss to listen to the tape and circle the word you hear

33、from each pair in Ex A1.(4)Get Ss to read the sentences. Pay attention to the letters in bold(Exercise A2).Step3. Speak up(Pair work)1)Get Ss to interview three classmates about their collections. Follow the example on P108.Step4.Consolidation: Finish Exercise p132 in Book B.Step5. Homework Some rel

34、ated exercise on Student Times.第5课时Writing 一、定位：output-based，以写和说为主。二、教学目标：语言知识：六、 1.认读和理解单词over以及短语work of art.七、 语言技能1. 学会通过介绍收藏的内容、收藏爱好开始时间、方式和原因、收藏的数量、最钟爱的收藏品以及收藏品所带来的收获等，具体描述自己的兴趣爱好。情感态度：了解明信片的文化内涵，并意识到健康的爱好会帮助自身拓宽视野，广交良友。教学重点：了解writing板块范文的框架结构，并能进行仿写。教学难点：同教学重点。三、教学环节设计: Step 1:Leading-in(pai

35、r work)a)Ask Ss some questions:Q1:Did you send or receive a postcard in the past? Q2:What can we see on postcards on one side? Answers: famous places of interest ；works of artQ3: What can we see on postcards on the other side?Answer: friends greeting and wishesb)Harry has written about his collectio

36、n of postcards.Step2: group work:Get Ss to read his article and get to know how he tells us about his collection. c) Guide Ss to learn about the structure and the main idea of each paragraph:First of all, he tells us: what he collects & when he started the collection. Then he tells us: how big his c

37、ollection is and what it shows. After that, he tells us: how he gets his collection. At last, he tells us: what he gets from his collection. Step3:Exercisea)Get Ss to talk in groups and tell their partners what their collection is. Try to tell as many details as they can.b)Get Ss to write a short article about your collection. Follow the example in A.What do you collect?When did you start?How big is your collection?How do you get them?What do you get from your collection?Step4:. SummaryHelp the Ss to summarize what they have learned