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1、Unit 5 Now and ThenLesson 14 My First Day基本信息课题Unit 5 Now and Then Lesson 14 My First Day设计教师指导教师教材分析本课话题为情感和情绪。本课是本单元的第2课，在承接第一单元有关谈论社区今昔对比变化话题的基础上，主要谈论上学第一天的情景以及当时的情绪与感受，为下一课谈论自己学习的经历作铺垫，同时为本单元的综合语言输出奠定初步的语言基础，起到了承上启下的作用。另外，本节课的功能项目为运用一般过去时谈论过去，该时态在初中阶段至关重要。 本课的教学设计分为两个课时。第一课时侧重对故事的理解和对语言的梳理。引导学生通
2、过阅读故事，感受通过阅读获取情绪和情感信息的阅读策略，感悟由行为动词构成的一般过去时的意义及用法和谈论过去事情并表达情绪感受的功能意念，最终达到能初步运用所学习的语言，谈论过去发生的事情及自己当时的感受。第二课时在对课文内容和语言进一步巩固的基础上，复习、梳理本课的重点语法行为动词规则过去式的构成、意义及用法。学生通过观察和分析例句，总结、归纳其意义和用法；通过在语境中进行多层面的练习，巩固理解其意义和用法。最后能够在语境中恰当地使用谈论过去的功能用语来描述过去发生的事情和表达自己的感受。教学内容话题：情感和情绪 词汇：feeling, afraid, angry, excited, nerv
3、ous, sad, story, laugh, quiet, Ms, introduce, noisy, smile, cry, difference, memory, 行为动词过去式的构成、意义及用法. 策略：略读和细读的阅读策略 功能：谈论过去教学目标在本课学习结束时，学生能够： 1. 通过阅读，获取有关Ben和妈妈记忆中Ben上学第一天的故事信息。 2. 初步体验和感知由行为动词构成的一般过去时的意义和用法。 3. 初步运用表达情感的词汇和一般过去时，简单描述自己上中学第一天的经历与感受。 4. 通过对比Ben和妈妈记忆中的故事，感受母爱的无微不至。教学重难点重点：学生通过阅读，获取有关
4、Ben和妈妈记忆中Ben上学第一天的故事信息。难点：学生能够正确运用表达情感的词汇和一般过去时，简单描述自己上中学第一天的经历与感受。教学过程教学活动设计意图互动模式&时间Pre-readingStep 1T shows a part of the picture of a student and tells Ss “It was a picture of his first school day.” Then asks Ss to guess “How did he feel?” with the sentence like “Was he happy?” T asks Ss to ask
5、and answer “How did you feel on your first school day? And why?” in pairs. At the same time, T shows some pictures about feelings to help them and encourages them to use the words in Picture Dictionary. (T encourages Ss to learn new words through each other, then ask teacher for help.) Ss share thei
6、r feelings on their first school day and the reasons.利用图片，引出本课话题，并通过猜测活动使学生用头脑风暴的方式激活已知的有关情绪、感受话题的词汇。 通过问答活动引导学生先互相帮助，再向老师求助解决一些生词，同时利用教材提供的Picture Dictionary资源，拓展话题词汇，并以此渗透分类整理词汇的学习策略。 引导学生正确表达自己上学第一天的感受,并能简单叙述原因。CW IW PW 6While-readingStep 21streading (4) l Ss skim the stories and match the storie
7、s with the correct ending (Ex.2). (Tell the reason about their choices.)通过略读的阅读策略，获取故事的大概内容，经过匹配使故事完整。 通过学生讲述自己做出选择的原因，引导他们关注有关上下文逻辑关系的阅读策略和对整个语篇的意识。IW PW CW 202ndreading (6) l Ss read and do True or False. Then correct the wrong sentences. (Circle the words or sentences that can help them.) Ss chec
8、k the answers in pairs and talk about their evidence. 1. Ben forgets everything about his first day at school. 2. No kids liked school. 3. Lisa was Bens first school friend. 4. Ben was excited in the morning. 5. Ben tried to talk to Ms Burton. 6. Bens mum wanted to know if he was OK. 3rdreading (10)
9、 Ss read the stories and complete the table about the differences in Bens and his mums memories. (Only write down some key words in the table.)About Bens memoryHimselfMumThe kidsMs BurtonLisaAbout Bens mums memoryBenThe kidsHerselfMs BurtonLisaSs check the answers in pairs with full sentences, not o
10、nly key words. T asks several students to share their answers with full sentences. Ss compare the differences in Bens and his mums memories and answer the questions: Whose memory is clear? What can you get from it?学生阅读判断正误，并改正错误的信息。在此过程中，引导学生通过划出关键词句，体验阅读中关注细节信息的阅读策略。 学生进一步阅读课文，提取和整理有关在Ben和妈妈记忆中开学第一
11、天的细节信息。 学生首先以小组形式核查答案，在核查过程中要将记录的关键信息加工成完整的句子来进行叙述。核查答案时，关注学生是否正确使用了行为动词的过去式，为后续的输出活动做铺垫。 学生对比Ben和妈妈的记忆，感悟母亲对孩子的爱。Step 3Ss listen to the recording. Ss read the stories after the recording. Ss take roles to read the stories in pairs.听录音，模仿语音语调，培养语感。 内化课文信息和语言。CW IW PW 8Post-readingStep 4Ss talk somet
12、hing about their first day in middle school in groups of 4. Ss share the first day of middle school in class. Ss complete the assessment form.学生4人一组谈论自己上中学第一天的事情，内化课文信息，进行基于课文内容的语言输出，初步运用所学语言。 学生评价自己的活动，在完成任务的过程中强化使用所学语言。GW CW IW 10Homework11. Write down something about their first day in middle school. 2. Listen and read the stories.（Ex. 2） 4 / 4
