Module 2 What can you do Unit 2 示范教案（七下）

Module2Whatcanyoudo?Unit2Icanrunreallyfast.教学设计一、教学目标1.能够掌握新词汇：start,fast,fit,ball,just,game,team,tidy,everybody,beautiful2.能够掌握重点句型：(1)I’dliketobetheclassmonitor.(2)IwanttobethePEmonitor.3.能够读懂有关班委竞选的文章。4.能够描述某个班委的能力。5.培养竞争意识和为班集体服务的意识。二、教学重点及难点重点：能读懂有关竞选班委的文章。难点：能描述某个班委的能力。三、教学准备教师准备：1.多媒体课件2.设计课后巩固练习3.本单元的教学视频学生准备：预习课文四、教学过程StepIWarming-upLook,askandanswer.TasksSstolookatthepicturesandthenmakeconversationsinpairslikethis:A:Whatcanyoudo?B:Ican…A:Whatcan’tyoudo?B:Ican’t…Haveatalk.1.Tshows“classmonitor,PEmonitorandcleaningmonitor”andmakessureSsknowtheirmeanings.2.TasksSstotalkaboutthefollowingquestions.(1)Whichmonitorwouldyouliketobeforyourclass?(2)Whatdothesemonitorsdo?设计意图：通过谈论自己的才能，复习上一节课内容。通过师生问答复习上课时的句型，同时引入本单元话题。StepIIPre-reading1.Tteachesthenewwordsandexpressions.ThenasksomeSstoreadthem,andchecktheirpronunciations.2.TasksSstolookatsomepicturesandthinkaboutwhattheyshow.设计意图：学习新单词，注意读音及其中文意思。StepIIIWhile-readingActivity21.SsskimthepassageandmatchwhatDaming,TonyandLingwouldliketobe.2.Ssreadthesentencesandtalkabouttheminpairsandcheckthetruesentences.3.Ssreadthepassageagainandchecktheanswersinpairs.4.TasksaStobe“alittleteacher”tochecktheanswers.5.TshowsthestructureofthepassageandaskSstofillintheblanks.设计意图：让学生扮演“小老师”提高学生参与度。通过对文章框架的梳理，以细节填空的方式，帮助学生整体把握文章结构，检测学生理解文章细节内容和概况大意的能力。StepIVPost-reading1.TletsSsreadthepassageingroupsoffourandthenfindoutthedifficulties.2.Texplainsthekeypointsanddifficultiestotheclass.(1)Igetonwellwitheveryone…我和每个人都相处得很好……getonwellwith...与……相处融洽；进展顺利如果要表达“与某人相处得不好”，可以用getonbadlywithsb.如果想询问“与某人相处得怎样”，要用how来提问。(2)ChoosemeasyourclassmonitorandIpromisetohelpYOU!选我当你们的班长，我保证会帮助你们！①as作为，当作②promise允诺；许诺promisesb.todosth.答应某人做某事makeapromise许下诺言keepone’spromise保守诺言breakone’spromise打破诺言，说话不算数(3)Ioftenhelpmymotherdocleaningathome…我经常帮助我妈妈在家打扫卫生。dosomecleaning打扫卫生dosomeshopping买东西dosomereading看书dosomewashing洗衣服(4)I’msureeverybodywouldlikeacleanclassroom,justlikehome.我确信每个人都喜欢干净的教室，就好像家一样。①sure确信的；有把握的②justlike正如，正像3.Tasksthewholeclasstoreadoutthewholepassage,makesurethattheyunderstanditbetter.Activity31.SsreadcarefullyandunderlinethecorrectwordsinActivity3.2.Sschecktheanswersingroupsanddiscuss.Activity41.TasksaStoreadtheexpressionsinActivity4andtellwhattheymean.2.Sscompletethesentenceswiththecorrectformoftheexpressionsfromthebox.设计意图：在学生完成阅读任务后讲解语法点，巩固课文内容，检查学生对课文的准确理解程度，并巩固和运用所学重点短语。Activity51.Tmakesalist:MonitorswhotheyarewhatjobtheycandowhytheycandoitclassmonitorPEmonitorcleaningmonitor…2.SssaytheirownopinionsandTwritestheminthelist.3.Ssworkingroupstochoosethebestpeopleintheirclasstobethemonitors.(Sscanalsochoosethemselvestobethemonitors.)4.Sstalkabouttheiropinionsintheirgroups.Theycansaywhatthebestpeopleisgoodat,candowellandhowtheycanhelp.(Whensaying,Sscanrefertothelistabove.)Activity61.TasksSstowriteapassageaccordingtotheirchoices.TheycanusethewordsandstructureslearntinActivity2.2.Tanalysesthewritingideasbeforewriting.3.Afterwriting,Ssexchangetheirpassagesinpairsandhelpcorrectmistakes.4.TaskssomeSstoreadouttheirpassages.设计意图：先列表再讨论，降低运用新的目标语言进行讨论的难度。通过“描述某个班委”写作思路的讲解，帮助学生掌握相关话题的写作技巧，为接下来的写作打好基础。写完后通过同伴互判，使学生学会欣赏别人的作品，从中发现自己的不足。ExerciseSsdosomeexercises.用括号中所给词的适当形式填空。1.Heisready________(get)onthebus.2.Everybody________(want)togotothepark.3.Canyouhelpme________(tidy)theroom?4.Heisgettingon________(good)withhisfriends.5.Jim’shomeworkisthe________(good)ofall.设计意图：通过练习，巩固复习课堂内容。StepVSummaryKeyvocabulary:start,fast,fit,just,ball,game,team,tidy,everybody,beautifulKeystructures:I’dliketobe…Iwanttobe…设计意图：总结本节课重点知识。StepVIHomework1.Recitethetext.2.FinishtheexercisesinUnit2．3.GetreadyforUnit3.设计意图：课后巩固复习并预习新课。五、板书设计Module2Whatcanyoudo?Unit2Icanrunreallyfast.classmonitorgetonwellwithsb.PEmon