Unit12Studyisfun语言训练提要

Unit12Studyisfun语言训练提要The1stperiodFavoriteSubject1.Readandjudge1.easymeat()4.hungrysuch()2.interestingpiano()5.parrotplace()3.petsmell()6.afraidhappy()参考答案：1.√2.√3.√4.╳5.╳6.√训练目的:本课词汇的发音练习。训练方式:方式一：结合课堂教学请学生完成。帮助学生巩固词汇的发音。方式二：请学生课后作为练习完成。2.Listenandcomplete1.WhatsubjectdoesSandylikebest?_______________________.2.WhatdoeshedoinEnglishlessons?__________________________.3.DoeshespeakEnglishwellornot?______________________.4.IsEnglisheasyforhim?____________________Tapescripts:SandystudiesatParkSchool.Helearnsmanysubjectsatschool,suchasChinese,English,mathsandsoon.HelikesEnglishbest.TherearefiveEnglishlessonseveryweek.Helikesplayingguessinggames,singingEnglishsongsandreadingchantsinEnglishlessons.HethinksEnglishiseasy.HespeaksEnglishwell.参考答案：1.English.playsguessinggames,singsEnglishsongsandreadschants.speaksEnglishwell.,itis.训练目的:配合教学环节，整体感知主文本。训练方式:在教学过程中完成。ReadandtalkTask:NormanisSandy’sclassmate.Readthepassageanddiscuss:Whatarethedifferencesbetweenthem.Passage:NormanisSandy’sclassmate.Hedoesn’tlikeEnglish.Hethinksitisdifficult.Sometimeshefeelsboredwithit.HisfavouritesubjectisP.E..Therearethree.lessonseveryweek.In.lessons,heoftenplaysfootballandplaysgameswithhisclassmates.Hecanrunveryfast.Heisgoodatsports.Hethinkssportsareinteresting.参考答案：略训练目的:之前Sandy的文本由教师通过提问帮助学生梳理信息。此处Norman文本中的信息可以请学生自己通过阅读进行梳理，并与Sandy作相关信息的比较。训练方式:在教学过程中完成。4.TrytotalkFavoriteSubjectTask:Saysomethingaboutyourfavouritesubject.★I’m…Istudyat…Ilearn…atschool,suchas...andsoon.Ilike…best.Thereare...Ilike….in…lessons.Ithink...is......is...forme.★★Whichschooldoyoustudyat?Whatsubjectsdoyoulearn?Whichsubjectdoyoulikebestandhowmanylessonsarethereinaweek?Whatdoyoudointhatclass?Whatiseasy/difficultforyou?★★★nameofyourschoolFavouritesubject(what,howmany,activities,easy/difficult)训练目的:整堂课的输出文本，目的在于引导学生“用语言做事”。就本课而言，学生应能能说说学校生活中自己喜欢的学科以及为什么喜欢这一学科。学生能尝试勇敢地表达自己的想法与意见。训练方式:课堂内鼓励学生选择合适自己的语言提示级别完成口头练习，课后能落实到笔头完成写话。The2ndperiodTakingaBreakListenandanswerQuestions:WhichhobbygroupisSandyin?WhatdoesSandydointhehobbygroup?WhatdoesAlicewanttolearn?Sandysayshewantstosticktheposterontheboard.WhatdoesAlicesaythen?Tapescripts:Aftertheclass,SandygoesbacktotheclassroomandtalksabouthisEnglishhobbygroupwithAlice.Alice:WhatdoyoudoinyourEnglishlessons?Sandy:WelearnEnglishsongs,makeEnglishpostersandsoon.Alice:Wow,sointeresting!CanyouteachmehowtosingEnglishsongs?Sandy:Ofcourse.Alice:That’sgreat.Oh,isthatyourEnglishposter?Sandy:Yes.It’saboutMothers’Day.Iwillstickitontheboard.Alice:Itlooksbeautiful.MayIhelpyou?Sandy:Yes.Thankyou.参考答案:He’sinEnglishhobbygroup.HelearnsEnglishsongs,makeEnglishpostersandsoon.3.ShewantstolearnhowtosingEnglishsongs.4.Shesays“MayIhelpyou?”训练目的：通过填空帮助学生理解语篇意义、梳理语篇包含的信息。训练方式：Step1:学生朗读问题。Step2:学生听对话。Step3:个别反馈。Step3:集体朗读对话。2.Readandfinish(Discusshowtofillintheblanksaccordingtothepictures注1.)Afterthe.Lesson,SandyandNormanreturntotheclassroom.Sandy:Norman,Ifeelsohot.MayI_________________?Norman:Yes,___________.Ifeelhot,too.Letme________________.Sandy:Goodidea.What’syourfavoritesport?Norman:Playingbasketball.Ioftenplaybasketballwithmyfriendsatweekends.Whataboutyou?Sandy:I’mnotgoodatsports.ButIwanttolearnbasketball.CanI__________________?Norman:______________.ComeandplaywithusthisSaturday.Sandy:Great!注1：图片可以有两张，第一张参考教材p82图1，呈现教室场景，有电风扇、窗子，Sandy和Norman满头大汗的模样。第二张是Sandy和他的伙伴们在打篮球的场景。）参考答案:openthewindowpleaseturnonthefansplaywithyouatweekendsOfcourse.训练目的：引导学生观察图片情景，在填写空格的过程中体验句型May/CanI…?及其应答的功能。以上答案不唯一。训练方式：Step1:出示图片，通过问答帮助学生初步了解情景。Step2:小组/结对讨论，在图片情景中可能发生怎样的对话，记录讨论结果。Step3:集体反馈。Step3:给出完整对话，分角色朗读。TrytotalkAfterclass,…图片：教室里的黑板没有擦。1.图片：教室里的黑板没有擦。A:Classisover.May/CanI__________________?B:_______________________.图片：教室里的窗户紧闭着。图片：教室里的窗户紧闭着。A:It’ssohot.May/CanI____________________?B:______________________.图片：书架上有很多书。图片：书架上有很多书。A:May/CanI____________________?B:______________________.It’stimeforclassnow.图片：从教室看到窗外有小朋友在玩。图片：从教室看到窗外有小朋友在玩。A:Classisover.May/CanI____________________?B:______________________.训练目的：延续下课后的话题，通过图片或视频展现下课后的场景（以上是四则举例），引导学生依据情景说话，在情景中运用句型May/CanI…?及其应答。对话没有固定答案，目的在于引导学生在情景中运用句型。训练方法：Step1:教师交代情景，展示下课后的场景。Step2:学生结对讨论在相应情景下可能发生的对话。Step3：在班级范围内交流反馈。4.MakeadialogueMakeadialogueaccordingtothesituations.Situation1:It’s12:00.Aliceistakingabreakinthelibrary.Sheisreadinganinterestingsciencebook.Suecomesintothelibrary,too.Situation2:JennyisgettingreadyforHalloweenintheclassroom.Sheismakingafunnyhat.YangMingmingcomestotheclassroom.参考对话：Situation1Sue:Hi,Alice.Whatareyoureading?Alice:I’mreadingabook.Sue:Whatisthebookabout?Alice:It’saboutscience.Sue:Ilikescience,too.MayIhavealookatthebook?Alice:Sure.Hereyouare.Sue:Hownice!CanIborrowthebookwhenyoufinishit?Alice:Ofcourse.Situation2:Ming:Whatareyoudoing,Jenny?Jenny:I’mgettingreadyforHalloween.Ming:What’sthis?Jenny:Hat.Isitfunny?Ming:Yes.MayItryiton?Jenny:Ofcourse.Youlooksofunnynow.训练目的：为学生创设“下课后”的情景，带领学生体验校园生活中课外的那部分，引导学生通过与人交流沟通获取信息，增进了解。训练方法：Step1:展现场景，通过问答交代情景。Step2:给予学生一定时间进行讨论、表演。Step3：在班级范围内展示反馈。Step4：出示范例集体朗读。Step5：请学生记录下自己编排的情景对话。ThethirdperiodEnjoyingHobbies1.ListenandanswerListenandanswer:HasSandygotanyhobbies?Whatarehishobbies?Tapescripts:It'sFridayafternoon.Sandyisathome.Hehasn'tgotmuchhomeworktodo.Sandy:Mum,mayIwatchacartoonnow?There'sacartoonon.It'sinteresting.Mum:Yes,butnottoolong.Sandy:CanIreadmycomicbookafterthat?It'ssofunny.Mum:I'mafraidyoucan't.Sandy:OK.Iwilldomyhomeworkbeforethat.Mum:Goodboy!Sandy:Thankyou,Mum.CanIlistentothemusicafterreading?Itcanmakemerelaxed.Mum:Yes,ofcourse.参考答案：Watchcartoons.Readcomicbooks.Listentothemusic.训练目的：通过带着问题听对话，帮助学生梳理对话中的关键信息，即主线人物的兴趣爱好。为之后引出如何合理安排自己的学习和课余活动打下铺垫。训练方法：Step1:教师提出问题。Step2:学生听对话一至两遍。Step3：学生结对或组内讨论。Step4：集体反馈。Step5：教师总结。2.ListenandwriteListentothedialogueandfillintheblanks.Sandywantsto…Mumthinks…MayI____________?MayI____________?Yes,________________.Yes,________________.CanI____________?CanI____________?No,________________.No,________________.CanI____________?CanI____________?Yes,________________.Yes,________________.Tapescripts:同上训练目的：通过听写，将之前捕捉到的零散信息进行排序，引导学生关注情境中Sandy的妈妈是如何回应Sandy请求的。在关注信息内容的同时要求学生对语言功能有进一步认识。训练方法：Step1:教师明确本语言训练的要求。Step2:学生边听边记录。（也可以在记录之前，先请学生整体听一遍。）Step3：学生结对讨论记录结果。Step4：反馈。Step5：教师总结。ReadandthinkReadthedialogueinpairsandthinkitover:WhatisSandygoingtodo?(语言提示：First,Sandyisgoingto…Second,heisgoingto…Then,hewill…Atlast,…）Dialogue:It'sFridayafternoon.Sandyisathome.Hehasn'tgotmuchhomeworktodo.Sandy:Mum,mayIwatchacartoonnow?There'sacartoonon.It'sinteresting.Mum:Yes,butnottoolong.Sandy:CanIreadmycomicbookafterthat?It'ssofunny.Mum:I'mafraidyoucan't.Sandy:OK.Iwilldomyhomeworkbeforethat.Mum:Goodboy!Sandy:Thankyou,Mum.CanIlistentothemusicafterreading?Itcanmakemerelaxed.Mum:Yes,ofcourse.ListenandfinishListentothedialogueandfillintheblanks.WhatWhyWhen/Howplaycomputergamesexciting__________________________________________________________________difficultbutinteresting/playfootball______________________cleanthedeskbeforethatTapescripts:Normanisathome,too.Hehasnohomeworktoday.Norman:Mum,myhomeworkisdone.MayIplaycomputergames?It'ssoexciting.Mum:Yes,butnottoolong.Norman:CanImakemymodelshipafterthat?It'sdifficultbutinteresting.Mum:Allright.Norman:MingmingandIaregoingto