高效记忆新课标教案L

1、Lesson7Are you a teacher?&Lesson8 Whats your job?Content and basic aimsPatternandstructurewordsVocabularyGrammarWhats your job? Are you a doctor?No,I am not a doctor.I am a nurse.NewwordsNumbers1.巩固与练习a,an的用法2. 初步了解be动词的形式变化am, is, are。3. 初步学习am, is, are在肯定句，否定句，疑问句中的用法。engineer, farmer,driver,his，h

2、er 57-76ExpressionWhat nationality are you?Im ItalianTeaching procedure一导入新课扫除生词障碍Warm-upGreetingSong:教师演示歌曲三遍，第一遍完整播放，并示范动作；第二遍教师带着学生一起唱并做动作；第三遍不播放歌曲，教师带着学生快动作一起唱。（热身环节可根据教师备课资源设置）Lead-in1.教师接着问学生：Who did you see from the song?请学生说出歌曲里出现的职业名称。2.通过学生的回答，教师说：Today I will tell you two friends of mine,

3、they are not pilots, they are not teachers,they are not doctors.Do you want to know what are their jobs? Later I will tell you. First of all,lets learn the new words.PresentationVocabulary1. 教师打开多媒体课件，点读单词，学生跟读，借助图片理解单词含义。T:Letsread them afterthevideo/me.难点发音单词可以反复练习。每个单词操练后教师可示范给学生造句或者根据教学软件给出例句，让学

4、生造句，以加强理解。2. 教师针对本课重难点单词进行讲解并机械式游戏操练，教师可根据本班级情况进行删减。例如：a) nationality教师可根据单词分音节让学生发音和记忆单词，并跟读后，解释单词意思。操练游戏：大声笑声/passing game等游戏机械操练单词。最后造句。b) keyboard:key+board=keyboardc) operator: o-pe-ra-tor3. 单词大打包：学生齐读所有单词-学生用点读笔自学单词跟读-抽号个别学生读单词二指导学生，试听动漫课文Dialogue打开教学系统中的“情景动画”，让学生观看三遍，每看一遍布置不同的问题与任务。 Q1: Is R

5、obert a new student?Q2: What nationality is Sophie?Q3: Whats Roberts job?如问题难度过大，教师可以适当的解释问题。学生回答教师提出的问题时，只需给出简短的回答，或用课文中的原句回答，此处 不刻意纠正学生的语法错误。三图片讲解，代替课文翻译2. 打开教学系统中的“文章速记”，教师利用其中的图片与TPR用英语解释课文内容。1st:The title：Are you a teacher? Yes, I am a teacher. 2nd: We can see a woman and a man,look,the man has

6、 a hat,we can know he is a student.you are a student,too. But he is a new student.3rd:My name is Coco.Whats the mans name?4th:Now the woman is happy to know Robert.So she says:”Nice to meet you!”And whats her name?5th :The womans name is Sophie.6th:Look at this flag and the question mark.Its French.

7、Robert asks Sophie she is French or not.Yes or not?7th:Look at the flag and the check mark.Is Sophie French? Yes or no?.Yes.8th:Sophie is French,Is Robert French,too?So sophie asks:”Are you French,too?” Yes or no? Lets continue.9th:Look at the cross on the flag.Is Robert French?Yes or not? No!10th:S

8、ophies nationality is French.So what nationality is Robert?11th: Look at the flat,its Italian.So Robert is Italian.12th: Look at the picture,we can see a teacher,Is Sophie a teacher? Yes or no? Lets see.13th:Look at the cross, and Sophie says :”No, Im not.” So Sophie is not a teacher. Whats her job?

9、14th:My job is a teacher, Whats Sophies job?15th:Look at the picture,Sophie is using a computer. She is a keyboard operator.16th:And whats Roberts job?.17th:Look, Robert is an engineer.四看图说话，反复尝试回忆Practice1. 打开教学系统中的“文章速记”模块，按照已经给出的段落，学生进行模仿跟读。 操练的顺序可以按照：1）全班重复2）小组重复各别学生重复每个句群按照这样的反复尝试后，最后将全篇课文大打包，给

10、学生3-5分钟时间记忆，最后完整的看图说话。2. Role-play1）全班分为两大组，A组扮演Robert,B组扮演Sophie，表演对话。2）两两学生分配角色，表演对话。五.师生互动提高运用能力Production1. 针对课文教师进行提问。请学生回答问题或者请学生之间互相提问。aWho is the new student?bIs Sophie French？cIs Robert French, too？And what nationality is he?dIs Sophie a teacher？eWhat is Sophies job？fIs Robert a keyboard op

11、erator? If he is not, and whats his job?六举一反三发展实用能力2. Part1.Look,listenandsay.(Lesson8-P21)为了更好的让学生操练与巩固句型，并发展实际运用，先扫除生词障碍。 Words：用本课主人公两人的主题话题引出所学的职业单词。并将单词分类teacher farmer driver engineer manager worker dancer officer speaker policeman policewoman postman fisherman cook nurse doctor pilot coach sc

12、ientist dentist游戏：Bingo 大打包游戏之一，让学生在短时间内记忆单词，在九宫格的纸上写出记忆的单词，最后教师念出三个单词，如果和教师所念单词能在九宫格上成为一排就可以 bingo得分啦。 通过单词学完后，让学生造句：Im/She is/He is a . 最后点读笔点读单词。 再导入Part2的句型操练：T引导-S带读-Ss问答-Ss have a role play Whats your job? Are you a teacher? No, I am not a teacher. I am a farmer. （先机械式记忆句型，最后达到应用）2）T点读导入，Ss说数字

13、；T说数字，Ss点读并对话；每两人一组自选两副图片练习，之后T叫号表演（其他猜号），最后师生互动。教师设置场景，让学生在假设的情境中进行有意义的操练句型结构。T：Supposetoday you and your friend drink coffee and talk ,but you dont know your friends job,now you two start to talk about job .教师请学生两人一组，分图片说句子。4）教师随机抽取几组同学表演对话，并请其他组的学生进行点评。3. Part2.Askand answer.(Lesson8-P22)1) 请学生齐读

14、例句，之后根据所给单词完成第一个对话的句子，教师点评；2) 学生独立完成书写句子的任务，并原两两搭档进行分析，互评。3) 教师公布答案，检查自己的答案进行自评。七语法沉淀代替规则讲解ConsolidationFocusongrammar1Part 3-A.数字的巩固，独立完成书中答案。齐读数字。 此段故事，全班齐读故事后，教师与学生互动，问答句子。 2. 请学生独立完成Part 3-B，C之后，两两搭档总结语法现象，并互评。 教师公布并检查答案，班上随机抽组来总结a/an, am/is/are的用法。3. 请学生独立完成Part 3-D.Write answers about yourself

15、.4.请学生分组讨论并完成Part3-E.两两搭档先读完对话，之后自己制造情景做一组对话。5. 根据Part3-E. 注意斜体字，让学生们分组讨论am, is, are在句子中的用法，并且每组总结后，在全班进行讲解，教师可根据时间安排，多叫几名学生总结。让学生更加深刻的记忆语法。最后教师总结。八融入生活培养创新能力Activities1. 请学生阅读Part4-A Cooperativework的题目要求，小组内讨论并共同写出对话；2. 根据Part4-B.Classroomshow的要求表演对话。Homework1. 完成课课练中的相应习题2. 模仿并背诵Lesson7并把你背诵的最好的一遍

16、录音,用微信或QQ发给老师。3. 给家长表演今天所学的对话内容。预习Lesson9并模仿朗读课文至少5遍，并录音用微信或QQ发给老师你认为 读的最好的一遍。Lesson7Are you a teacher?&Lesson8 Whats your job?ContentandbasicaimsPatternandstructurewordsVocabularyGramrAre you(french),too?Yes,I am./No,I am(Im)not.Are you a (doctor)?No,I am not a (doctor).I am (a nurse).Whats your/hi

17、s/her job?NewwordsNumbers1.巩固与练习a,an的用法2. 初步了解be动词的形式变化am, is, are。3. 初步学习am, is, are在肯定句，否定句，疑问句中的用法。4、特殊疑问句（第二课堂P17）5、名词（一）（第二课堂P22）Taxi-driverair hostessmechanichairdresserhousewifemilkman这几个词是新课本中没涉及的原课本的词，老师要让学生应用中记住;Book1P110所有词汇 57-76ExpressionWhat nationality are you?Im ItalianPronunciation第

18、二课堂P17-18坚持练习Teaching procedure一导入新课扫除生词障碍Warm-upGreetingT:Before our lesson,lets look at these pictures and try your best to tell me :What are these pictures about?Ss:These pictures are about jobs or professions.T:Ok!lets look at these pictures read the words together.(热身环节，教师可根据自己备课资源灵活设置，只要能与导入新课

19、有关都可以，原则是要生动、有趣、自然，形式可采取歌曲、视频、图片等）Lead-in教师接着问学生：Who did you see from the pictures?请学生说出图片里出现的职业名称。What do you want to be in the future? 请学生说出自己将来想干什么职业。Do you want to be a teacher as me?Why?4.通过学生的回答，教师说：Today I will tell you two friends of mine,they are not pilots, they are not teachers,they are n

20、ot doctors.Do you want to know what are their jobs? Later I will tell you. First of all,lets learn the new words.PresentationVocabulary教师打开多媒体课件，点读单词，学生跟读，借助图片理解单词含义。注意：双数课的单词课件里没有，需要老师单独制作单词课件（有声最好），注出音标，用颜色把音节区分开，还可以把双数课的图片及单词拍照后用美图秀秀制作成课件，在第六环节再次复习并运用。T:Letsread them afterthevideo/me.难点发音单词可以反复练习

21、。每个单词操练后教师可示范给学生造句或者根据教学软件给出例句，让学生造句，以加强理解。2. 教师针对本课重难点单词进行讲解并机械式游戏操练，教师可根据本班级情况进行删减。例如：a) nationality教师可根据单词分音节让学生发音和记忆单词，并跟读后，解释单词意思。操练游戏：大声笑声/passing game等游戏机械操练单词。最后造句。b) keyboard:key+board=keyboardc) operator: o-pe-ra-tor 3. 单词大打包：学生齐读所有单词-学生用点读笔自学单词跟读-抽号个别学生读单词二指导学生，试听动漫课文Dialogue Listening co

22、mprehension1.General questions打开教学系统中的“情景动画”，让学生观看三遍，每看一遍布置不同的问题与任务Q1: Is Robert a new student?Q2: What nationality is Sophie?Q3: Whats Roberts job?如问题难度过大，教师可以适当的解释问题。学生回答教师提出的问题时，只需给出简短的回答，或用课文中的原句回答，此处 不刻意纠正学生的语法错误。Question in detailsT: Now, well look ,and listen to it again carefully. Try your b

23、est to understand the story,and answer my other questions,OK?(此环节教师要充分调动学生的积极性，有困难时，给予适当的提示，教师通过问此问题，引导学生从一开始用英语思维的良好习惯，注意：在这里不要过分地在乎对错，即使有错也要让其他学生更正，这叫“互学互动”，教师的作用是组织、指导、反馈）。Ask individual students questions.Students give natural answers.向单个学生提问。学生自然回答。T: Whats the new students name?Ss:Robert.T:Is

24、Robert French ?Ss:No,he isnt.T:What nationality is Robert?Ss:He is Italian.T:Is SophieItalian,too?Ss:No,she isnt.T:What nationality is Sophie?Ss:She is French.T:Is Sophie a teacher?Ss:No,she isnt.T:Whats her job?Ss:She is a keyboard operator.T:Is Robert a keyboard operator,too?Ss:No,he is not.T:What

25、s his job? Ss:He is an engineer.T:Whats your job?Ss:Im a student图片讲解，代替课文翻译再次观看课文，与学生互动，并检测问题的正确性。T：Try your best to get more out of the video打开教学系统中的“文章速记”，教师利用其中的图片与TPR用英语解释课文内容。1st:Thetitle：Are you a teacher? Yes, I am a teacher.Its a dialogue betweena man and a woman.2nd: We can see they are tal

26、king and sitting face to face.3rd:Its the first time for them to meet each other.The man introduces himself to the woman and says his name is Robert. He is a new student.4th:Now the woman is happy to know Robert.So she says:“Nice to meet you!”5th :And tells Robert her name is Sophie.6th:(Look at thi

27、s flag and the question mark.Its French.)Robert asks Sophie whether she is French or not.7th:(Look at the flag and the check mark.Is Sophie French?)Sophie is French.8th:Sophie asks Robert whether he is French,either.9th:(Look at the flag and the check mark.)Robert is not French.He is Italian.10th:Ro

28、bert continues to ask Sophie whether she is a teacher.11th:(Look at the picture,we can see a teacher,Is Sophie a teacher? )She is not a teacher.She is a keyboard operator.12th: (Look at the last picture)And Robert is an engineer.紧接着Chorus repetition齐声重复教师带领学生，看着图片，齐声重复叙述故事一遍（目的：把听到的再说一遍，也为后面背诵或叙述起一个

29、铺垫）。教师声音大，学生小点，每一句教师起头，学生跟着说出后面的，学生实在说不上，教师补全或做适当的提示。四看图说话，反复尝试回忆PracticeIntensive reading and Repetition精读和重复1. 打开教学系统中的“文章速记”模块，按照已经给出的段落，学生进行模仿跟读。 操练的顺序可以按照：1）全班重复2）小组重复各别学生重复每个句群(在课本连词成句部分用箭头标出了句群）按照这样的反复尝试后，最后将全篇课文大打包，给学生3-5分钟时间记忆，最后完整的看图说话。2. Role-play1）全班分为两大组，A组扮演Robert,B组扮演Sophie，表演对话。2）两两学

30、生分配角色，表演对话。五.师生互动提高运用能力Production Asking questions 1.针对课文先让学生逐个向教师进行提问，请老师回答问题或者请学生之间互相提问。 该环节是训练学生提问的能力，我国学生回答问题还可以，提问的能力有待提高。T:Ask me if Robert is a new student. Ss:Is Robert a new student? T:Yes,he is.T:Ask me if Robert is French. Ss:Is Robert French? T:No,he is not.T:Ask me if Sophie a teacher .

31、 Ss:Is Sophie a teacher? T:No,she is not.Ask me if Robert is an engineer. Ss:Is Robert an engineer? T:Yes,he is.Ask me if Sophie an engineer ,too Ss:Is Sophie an engineer,too? T:No,she is not.She is a keyboard operator.T:Ask me a question with who Ss:Who is the new student? T:Robert is the new stude

32、nt. g.T:Ask me a question with what Ss:What nationality is Robert? T:Robert is Italian. h.T:Ask me a question with what again Ss:What is Sophies job? T:Sheis a keyboard operator. I.T: Ask me a question with what about Ss:What about Robert? T:Heis an engineer. 2. 老师指导学生之间互相问答，巩固以上练习。六举一反三发展实用能力1.Numb

33、ers：5776aChorus repetition 齐声重复，教师板书数字，57，5876，并领读。All togetherbGroup or individual repetition小组或个人重复C.Chorus repetition 齐声重复 Erase the numbers and write them again in non_numerical sequence.将数字擦去，打乱顺序重写，如56,58,57,59,60,.76并领读All together游戏操练Game：Golden finger教师找三名学生到教师前面，A，B 两人一起边转动拳头边说：”Golden fin

34、ger,golden finger.” C 马上用英语说出一个数字，如1，A 和B 则同时在黑板上写出不同的数字，如58，61。C 说不同的数字，C 每次都要说出跟上一次不同的数字，出错的一个输。另一个则获胜。此环节教师要根据上节课学过的数字，讲解基数词的英文书写及其规律，要让学生牢记于心。2. Part1.Look,listenandsay.( Lesson8-P21) 1)为了更好的让学生操练与巩固句型，并发展实际运用，先扫除生词障碍。 Words：用本课主人公两人的主题话题引出所学的职业单词。并将单词分类teacher farmer driverengineermanagerworker

35、dancerofficerspeaker policeman policewomanpostmanfisherman cook nurse doctor pilot coach scientist dentist游戏：Bingo 大打包游戏之一，让学生在短时间内记忆单词，在九宫格的纸上写出记忆的单词，最后教师念出三个单词，如果和教师所念单词能在九宫格上成为一排就可以 bingo得分啦。（看时间是否允许来取舍游戏） 单词复习完后，让学生造句：Im/She is/He is a .2)Chorus repetition齐声重复T：Now Look at lesson8.Look and liste

36、n to me carefully.Dont speak. When I sayLook at number57,You should ask me Ss： Whats your job? Are you a teacher or a farmer? T: No, I am not a farmer. I am a teacher. （先机械式记忆句型，最后达到应用） T:Look at number58. Ss: Whats your job? Are you a farmer or a driver? T:No, I am not a driver. I am a farmer. T:Lo

37、ok at number59. Ss: Whats your job? Are you a driver or an engineer? T:No, I am not an engineer . I am a driver. Now you continue to answer my questions.Ready? Do as in above until number76.Group or individual repetition.小组或个人重复以上内容。不按图片顺序。4）教师设置场景，让学生在假设的情境中进行有意义的操练句型结构。T：Supposetoday you and your friend drink coffee and talk ,but you dont know your friends job,now you two start to talk about job .教师请学生两人一组，分图片说句子。5）教师随机抽取几组同学表演对话，并请其他组的学生进行点评。3. Part2.Askand answer.(Lesson8-P22-24)1) 请学生齐读例句，之后根据所给单词完成第一个对话的句子，教师点评；2) 学生独立完成书写句子的任务，并原两两搭档进行分析，互评。3) 教师公布答案，检查自己的答案进行自评。七语法沉淀代替规