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Topic 2 Section A

Topic 2 Section A
The main activities are 1a and 3. 本课重点活动是1a 和 3。
Ⅰ. Teaching aims and demands教学目标
1. Learn some useful words and expressions:
robot, scientist, appear, take the place of, situation, in danger, repair, machine, mend, lazy
2. Learn Object Clauses: be sure
(1)I’m sure robots can do some work faster and better than humans.
(2)Are you sure?
(3)Yes, I’m sure/quite sure. / No,I’m not sure.
(4)I’m sure robots will make humans lose their jobs.
(5)I’m sure robots can do dangerous work.
(6)Do you think you will have a robot in 20 years?
3. Talking about popular science and modern technology.
4. Expressing certainty and uncertainty.
Ⅱ. Teaching aids教具
录音机/图片/多媒体
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复 习(时间:10分钟)
(教师拿一个带音乐、会跳舞的玩具机器人,和一个玩具汽车进行比较,复习形容词的比较级并逐渐导入新课。)
T: Boys and girls, look, what are these?
Ss: They are toys.
T: Which one do you like better, the robot or the car?
(教师说时拿着机器人演示,让他们理解robot的意思同时在黑板上写robot,并领学生读。)
(板书)

Ss: The robot.
T: Very good. OK, read after me.
(领读后继续提问。)
T: Why do you think so?
S1: Because I think the robot is more interesting than the car.
S2: Yes. I agree. I think it is the most interesting of all the toys.
T: I’m quite sure. In fact robots are machines. (教师边说边在黑板上写machine,注意在此处用be sure,初步让学生理解be sure是表示肯定的一种说法。)
There are many more machines like robots. Are you sure?
(板书)

S3: Yes, I’m sure.
(引导学生用I’m sure来回答。)
T: Then, where did the first robot appear?
(教师边说边写appear在黑板上,用invent提示它的含意。并举例让学生领会该词意思。)
(板书)

That is to say when the scientists invented the first robot.
T: In the past, we don’t have a computer. But now, we have. So we say computer appeared.
While I was walking down the stairs, I saw a mouse. We can also say a mouse appeared while I
was walking down the stairs. Do you understand the meaning of this word?
(教师指appear。)
Ss: Yes, “出现”.
T: Where did the first robot appear?
S4: I don’t know.
S5: Me, either.
T: It doesn’t matter, you can go to the Science Center to find out the answer.
(学生回答什么答案都可以,关键是为了导入appear和the Science Center。)
T: Many students seem to like robots. Could you tell me what can robots do for us?
(学生的观点各异,教师可把1a的重点句式列在黑板上或多媒体上,让学生在讨论的过程中,既掌握了基本的句型 ,又领会了生词的意思。)
T: Please discuss this question with your partner. The expressions on the blackboard can help you.
You can do it just like me.
For example:
(教师用黑板上的信息举一例子。)





.
(学生明白划线的词或短语后,再举例。)
T: Are you sure robots may take the place of humans in some work situations?
S6:I’m sure they can do that.
T: Can they do lots of dangerous work instead of humans?
S7: I’m not sure. Maybe they can do these things.
T: Do you think robots can do some work better than humans?
S8: Yes, I’m quite sure.
T: What else can robot do for us?
S9: …
T: Very good, please practice with your partner.
(3分钟后,教师要求部分组像例子那样在班上表演,了解是否会用肯定和不肯定作答及对生词的掌握情况。)
T: Excellent! Just now you discussed what robots can do for us. Now I want to know some
information about robots. Could you help me?
Ss: Yes. We will.
T: My bike is broken. It doesn’t work. I have to repair it.
T: Are you sure robots can repair my bike?
(边说边在黑板上写repair,引导学生理解其含意并会读,然后重述上一问题。)
(板书)

S10: I’m not sure.
S11: I’m quite sure they can repair it.
T: I’m sure you are right. We can also say they can mend it.
(在黑板上写下mend和汉语意思。)
(板书)

Step 2 Presentation 第二步 呈 现(时间:10分钟)
1. T: Boys and girls, we know robots are very useful to humans.
But when did the scientists invent the first robot?
(在黑板上写这个问题。)
When did the scientists invent the first robot?
Ss: Sorry, we don’t know.
T: OK, let’s listen to the tape and find out the right answer to this question.
2.(设置听的任务,听完回答。)



(教师可在小黑板上提前设置好这些填空题,然后让学生听后填空,若学生听一次写不完整,可多听两次或更多。教师通过检查答案,了解学生听的效果。)
3.(核对答案后,让学生提问题,划出重点词句,解决学生的问题,并将关键词句板书到黑板上。)
T: Boys and girls. Please read this passage and underline the key words and sentences.



(教师根据学生情况,对关键词解释、造句等。)
T: Stop here.
Step 3 Consolidation 第三步 巩 固(时间:7分钟)
1. T: Very good, every student is so excellent. Now it’s time to read this dialog.
(先让学生自读,然后跟磁带读,核对语音、语调。)
T: Please read this dialog by yourselves and then read after the tape to check your
pronunciation and intonation.
2.(人机对话,学生可读两遍,扮演两个角色。)
T: You’re Kangkang. Listen to Maria and make a dialog with her. Go!
3.(呈现关键词,学生串演Section A 1a。)
T: Work in pairs. Practice for a little while. Then close your books. Look at the key words here
and act the dialog out.
(学生在练习时,教师在教室中走动,纠正不正确的语音、语调和表演中出现的疑难点。)
T: Group A, can you act out the dialog?
(学生只看关键词,不看课本对话。)
T: Great! …
(根据情况,决定学生表演的组数。)
4.(完成1b。)
T: Just now you can act out the dialog very well. Now please look at 1b, can you write down
the right answers according to the dialog?
Ss: Yes.
T: Are you sure you can write down the answers without looking at the dialog?
S1: Yes. I’m quite sure.
S2: Well, I’m not sure.
T: At first please write them down, then check them according to the dialog.
(两分钟后,让学生自己检查。)
T: Are your answers all correct?
Ss: …
T: If yours are all correct, please hands up.
(了解学生全对的人数和错一个或几个单词的人数,便于教师掌握学生学的情况。)
Step 4 Practice 第四步 练 习 (时间:10分钟)
1. (让学生开始听2。)
T: Please look at the pictures in 2 for a short while, then listen and number the pictures. Are
you ready? Go!
(学生听一遍后,看学生全对的人数,若全对的少,就再放一遍录音。)
T: Stop! If you are all right, please hands up.
T: Very good.
2. (导入第三步 Group work。)
T:From the listening, we know robots can do many good things, but can robots do bad things
for us? Please look at Part 3. Discuss the good and bad things that robots can do for us
according to the information in Part 3. You can do it like the dialog, and you can express
your own opinions.
(让学生在讨论的过程中自学生词lazy,培养他们的自学能力。3分钟后,教师让一、两组学生表演他们的对话,了解他们对目标语言的使用情况。)
T: Shall we stop? Which group can act out your dialog?
(学生可能举手。)
T: OK, you please.
(表演完毕,让他们填表格,并加上自己的观点,即写出更多的机器人能做的好事情和坏事情。然后在小组内讨论,最后各组派代表在全班学生前发表意见。)
T: Great! Now please add your opinions and discuss them in groups, then report them to the
class. OK?
Ss: OK.
(学生讨论、发表意见之后,让他们写一段文字从正反两方面描述机器人,复习本节课所学的内容。)
T: Now, can you report your opinions?
Ss: Yes, I’m sure.
(让学生自己报告。)
T: You are all excellent! Are you sure you can write a passage to talk about the robot?
Ss: I’m quite sure I can.
T: OK, please begin!
(学生开始写,教师在教室中走动,指出学生写作中存在的问题,帮助他们改正。)
T: Stop! Who can read your composition to us?
(学生读,在读中再次练习本课目标语言和新词的用法。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
1. (让学生讨论除了目前看到的拥有各种功能的机器人外,现代最需要具有什么功能的机
器人,什么形状的,让他们画出来,先在小组内讨论,最后全班汇总,并把意见写给科
学馆。)
T: From the information above, we know many kinds of robots. Now please discuss what
kinds of robots we need very much, and then draw the robots. First discuss in groups.
Then report your opinions to the class. At last write down the opinions of the class and
finish your drawing. Send them to the Science Center.
2. Homework:
复习Section A的生词和重要的句式。
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the following words:
toward, planet, mistake … for … , balloon, seem, seem to, call for, wake…up, real
2. Review Object Clauses(be sure)and Past Continuous Tense.
(1)I’m quite sure there are UFOs.
(2)Even scientists aren’t sure whether there are UFOs.
(3)I’m sure there are no UFOs.
(4)I’m not sure whether/if robots will make humans lose their jobs.
(5)A UFO flew over my head while I was walking toward the bus stop yesterday.
(6)While he was trying to call for help, an alien came out of the UFO and woke him up.
3. Talk about modern technology. Express certainty and uncertainty.
Ⅱ. Teaching aids 教具
录音机/小黑板/图片/多媒体
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复 习(时间:12分钟)
1.(利用图片复习过去进行时和肯定、不肯定的表达方法。 图片上显示的是过去的图片。
如没有图片就直接显示有关键词和时间的卡片。)
T: I know you were very busy yesterday. Lucy was as busy as you. Look at these pictures then
make sentences.

T: Now look at the first picture. You can say like this: Lucy was getting up at 6∶30 yesterday
morning.
(让学生在下面思考2分钟,教师开始提问。)
T: For the second, how to express it? Who can?
S1: Lucy was having breakfast at 7∶00 yesterday morning.

(在描述时,教师指出学生的对错,为下一步进行对话打基础。)
T: Very good. Next let’s make up dialogs according to them.
For example:
T: What was Lucy doing at 6∶30 yesterday morning?
S2: She was getting up at this time yesterday.
T: Please practice with your partner just like this.
(两分钟后,挑几组表演,了解学生对过去进行时掌握的情况。)
2. (在活动中进一步复习过去进行时和肯定、不肯定的说法。)
(把学生分成五人一组,其中一个人表演动作,另一个人描述,用上过去进行时的结构和表示过去的时间。另外三人猜时要用上I’m sure./ I’m quite sure./ I’m not sure.练习之后以小组为单位在课前表演。每组派两个代表在全班学生面前一个表演动作一个向其他学生提问题,让其他组的学生来猜。提问正确,回答正确分别得一分,否则都不得分。)
T: You all did excellently! You can describe these pictures. Then can you guess your
classmates’ actions of last Sunday?
Ss: Yes.
T: OK. Let’s play a game. Five students form a group. One student acts out one action, the
other one asks questions about it. The others guess the meaning of the action. You can do it
like this:
(教师找一位学生帮忙,到全班学生面前做动作。)
T: What was he doing at 9∶00 last Sunday?
S3: He was swimming.
T: Are you sure?
S3: Yes, I’m quite sure.
T:(转向做动作的同学)What were you doing?
S4: I was swimming.
T: Please make up similar dialog with your partner. You have to express the actions using the
Past Continuous Tense and the time in the past.
(2分钟后,挑几组到全班学生面前表演,教师当裁判,记下各组的得分,得分多少以红旗的数目来计算。)


T: Look! Which group has the highest score?
Oh, G6 is the winner! Congratulations!
3. (教师从报纸、杂志或网上找一些UFO和外星人的图片,导入新课。)
T: Look at these pictures, do you know them?
Ss: Yes, they are “不明飞行物” and “外星人”.
(他们经常在电视或其他地方见过,但不一定知道英语怎么说,教师允许他们这么说,然后再补充说明。)
T: Yes. Very clever, they are UFOs and aliens.
(在黑板上写下这两个新词。)

T: Read after me.
T: Yesterday, someone said they saw the UFO in this city. Listen! A reporter was making a
survey about this event among the people.
(教师课前录制好此段录音。)
R: Where were you when the UFO arrived?
P1: I was at home.
R: What were you doing while the UFO flying in the sky?
P2: I was shopping in the street.
R: Are you sure there are UFOs?
P2: Yes, I’m quite sure.
R: What did it look like?
P2: It looked like a plate.
P3: I’m not so sure. Until now, even the scientists aren’t sure whether there are UFOs.
P4: I am sure there are no UFOs. You see, there are no living things on other planets.
(在黑板上写下planet, 让学生猜其意,然后教师给予解释。)

T: Now, please listen again.
(听后,让学生分组,一个人扮演记者,其他人扮演被采访的人,如果有时间还可练习编写相似的对话。)
T: OK, now, suppose you are the reporter, how will you interview? Please practice similar
dialogs with your partners. Five people can form a group.
(调查后让他们表演,练习本课的主要语言项目并复习新词。)
T: Shall we stop? OK, which group can act out your dialog for us?
(根据学生情况,决定所提问的组数。)
Step 2 Presentation 第二步 呈 现(时间:5分钟)
1. T: Just now, you know what your classmates were doing, but do you know what Jane was
doing while a UFO flew over her head?
Ss: No.
T: OK. Let’s listen to the tape and find out the right answer.(布置听的任务,听完回答。)
(把问题写在黑板上。)

T: Stop! Who can answer the question?
S1: She was walking toward the bus stop while a UFO flew over her head.
T: Right. Listen to the dialog again, and then finish 1b. Please do it by yourselves while
listening.
(若听的效果不好,教师可再放一遍对话。)
T: If you finish 1b, please hands up.
2. (划关键词。)
(让学生跟读磁带,并划出重点词句。)
T: Well done! Now, let’s follow the tape and underline the key words.
(教师在黑板上列出关键词句。)



(询问学生对关键词、句是否有疑难,并核对自己的答案。)
Step 3 Consolidation第三步 巩 固(时间:8分钟)
1. (学生自读对话,注意语音、语调。)
T: Please read the dialog by yourselves again. Pay attention to the pronunciation and
intonation.
2. (学生跟读磁带,核对自己的语音、语调是否正确。)
T: Now, read after the tape and check your pronunciation and intonation. Go!
3. (人机对话。)
T: You’re Jane. Listen to the tape and make a dialog with them. Go!
(然后,教师可调换学生的角色,多听一遍。)
4. (呈现关键词,学生串演1a中的对话。不会之处允许看书。)
T: Now, please act out the dialog by yourself according to the key words.
(练习2分钟后,让学生分组,分角色在小组内表演。)
T: Please stop! Next, work in groups. You should close your books, only look at the key words
here.
T: Shall we stop? OK, which group can act out the dialog without your books?
SG1:…
(学生在表演时,可以用学生真实的姓名,创设贴近学生实际的情景,使他们兴趣更浓。)
Step 4 Practice 第四步 练 习 (时间:12分钟)
1. (完成1c。)
T: From 1a we know, the scientists aren’t sure whether there are UFOs. But I’m sure there are
robots. Are you sure?
S1: I’m quite sure. I saw many robots.
T: I’m sure robots will make humans lose their jobs …
S2: I’m not sure whether/if robots will make humans lose their jobs …
T: Very good. Can you make up similar dialogs using the sentences in the box in 1c?
(学生两人一组练习,复习be sure的宾语从句。)
T: OK. Please practice with your partners.
(2分钟后,挑几组学生表演。)
2. (完成2a。)
T: Just now you discussed whether there are UFOs. Are you sure there are UFOs?
Ss: …
T: OK, let’s look at the passage in 2a, please read it quickly to find out the answer.
(学生应在1分钟之内读完,要求快速阅读,找出答案。)
T: Stop! Can you find out the answer?
S3: Yes. There are no UFOs according to the passage.
T: Good. Please finish the exercise.
(学生选出正确答案后,进行第二阶段阅读,阅读之前自学生词balloon, mistake … for…, seem to培养他们的自学能力。)
T: Next, please read this passage again, then answer the questions on the blackboard.


(2分钟后学生回答问题,设置这两道题的目的是帮助学生更好的理解短文。)
T: Your are great! Please underline the key words, then retell it.
(教师把关键词列在黑板上,帮助学生记忆。)


T: Can you retell the passage according to the key words?
(挑学生复述。)
3. (完成2b。)
T: From the passage above, we know nobody seems to have really seen a UFO. But are you
sure there are aliens?
Ss: I saw them on TV …
T: OK. Let’s look at who the real alien is. Please finish 2b. Before you do it, you can learn
the new words in 2b by yourselves.
(板书答案。)

T: If your are all right, please hands up.
(根据学生举手的人数,了解学生掌握的情况。)
4. (完成2c。)
T: Well done! Now please discuss in groups and answer the questions in 2c about the passage
above.
(2分钟后,检查学生回答的结果,并看是否有疑问之处,然后教师解决。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
1. (复习过去进行时。)
要学生与他们的同桌讨论“昨天晚上在不同的时间内他们在干什么?”写下同桌的活动,然后谈论他们自己的活动,可以这样设计:
T: Now, let’s make a survey, one student asks his/her partner what he/she was doing at
different times of yesterday evening, then fill his/her answers in the chart(as follows). And
then write down your own answer. Discuss with each other and choose who had the best
time. At last the winner will report to the class.
Time (yesterday evening) Your partner You
7∶00
8∶00
9∶00

2. Make a survey.
(把学生分为10人一组,讨论以下问题,然后填表格,每组派代表向全班同学报告,班长总结有多人认为……, 相信或不相信……。)
(1)Do you think there are people on other planets?
(2)Do you believe that UFOs are real?
(3)If there are aliens, are they probably friendly or unfriendly?
Statements Names Jim
There are people on other planets. √
There are no people on other planets.
UFOs are real. √
UFOs are not real.
Aliens are probably friendly.
Aliens are probably not friendly. √
Please discuss these questions with your partners, then fill in the form. After a while, each group report your opinions. At last the monitor writes down the numbers of the answer to every question.
Section C
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
list, order, in alphabetical order, pay attention to, begin with, and so on
We can go shopping without leaving our houses.
We can use the Internet for finding a job.
2. Talking about popular science and modern technology.
3. Learn how to look up new words in an English dictionary.
4. Expressing certainty and uncertainty.
5. Go on learning Past Continuous Tense.
Ⅱ. Teaching aids 教具
图片/录音机/词典/调查表
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复 习(时间:10分钟)
1. Greetings
(复习Section B里有关UFO的知识。)
T: Are there UFOs in the world?
S1:…
T: What are the scientists’ ideas?
S2: They aren’t sure whether there are UFOs.
T: What are the children’s ideas?
S3: Jane — She’s sure she saw a UFO yesterday.
Michael — He’s quite sure there are UFOs.
Kangkang — He’s not so sure whether there are UFOs.
Maria — She’s sure there are no UFOs.
T: What does a UFO looks like?
S4: No one seems to know UFOs. People often mistake some man-made objects such as
kites or balloons for UFOs.
T: What do you think about UFOs?
S5: …
2. (复习Section A所学的1a的内容。)
What can robots do for us?
(由这个问句导入,让学生展开想象,从而引出本课的目标语言,激发学习兴趣。)
T: How does the robot work?
Ss:…
(出示图片。)
T: What’s this? It’s another great invention with the name of computer. What can we do with
the computer?
S6: We can use computers for playing games.
We can use computers for sending e-mails.
We can use computers for searching the Internet.


(将生词板书在黑板上。)
Step 2 Presentation 第二步 呈 现(时间:10分钟)
1.(教师设置听力任务,让学生带着任务去听录音可集中注意力。并将问题板书在黑板上。)

T: Listen to the tape carefully, then find out the answers to the question. You can find as many
as you can.
(师生共同总结,为学生进行口语表达打下基础。)
S: We use Internet for shopping without leaving our house/studying/finding a job/finding the
way to a new place/listening to the songs/watching movies, and so on.
T: Listen to the tape again, and repeat.
(让学生跟录音模仿朗读。)
2. Work alone and do 1b by yourselves.
(学生独立完成1b。)
T: OK, let’s turn to activity 1b Work alone. Look at the pictures and complete the sentences
with the words below.
(教师巡视教室,帮助有困难的学生。)

Step 3 Consolidation 第三步 巩 固(时间:10分钟)
1. T: Follow the tape and draw “up and down” with your pencil.
(教师放录音1a,学生跟读,用铅笔标出语音、语调。)
Ask the students to listen to the tape and read after it.
(要求学生听磁带并跟读。)
2. Ask the students to read together with the tape.
3. Make a survey.
(教师将事先准备好的调查表发放给学生。)
(1)How often do you use the Internet?
□Often. □Sometimes. □Never.
(2)What do you often do on the Internet?
□Go shopping. □Study. □Listen to music.
□Find a job. □See a movie. □Download useful information.
□Play games. □Write e-mails.
(3)Are you sure the Internet is good for us?
□Yes, I’m sure of that. □No, I’m not sure of that.
(4)Do you spend too much time on the Internet?
□Yes, I do. □No, I don’t.
According to the results, make a discussion, then report.
(根据上面的调查结果,小组讨论,然后在全班学生面前汇报调查结果。)
You can begin like this:
T:The Internet is more interesting among the students …
T: Yeah. I think the most exciting time is coming. Who can have a try to report? I’ll give him
five points.
(让学生汇报调查结果,然后进行辩论。)
T: Is it good or bad to spend too much time on the Internet? Please give your opinions.(At
least five points.)
Why
For
Against
Step 4 Practice 第四步 练 习 (时间:10分钟)
T: Internet is very useful and interesting. And I’m sure it is good for us. But don’t spend too much
time on it. We should study well first.
Do you know how to look up an English word in a dictionary? Read 2a by yourself, and then
find out the answer to the question.
(学生自读三分钟,用铅笔划出重点句子。)
(通常学生的描述可能会很简单,也可能会很零散,这时教师要细心引导学生,完善描述,同时将学生的描述板书在黑板上。)
Pay attention to the first letter of the word.
You have to look at the second letter.
Look at the third letter and so on.

T: Excellent. (鼓励学生总结出如何查字典为下一步的活动打下基础。)
(听磁带,并跟读。)
T: Listen to the tape then read after it.
(让学生停下来,根据黑板上板书的关键词句编对话。)
T: According to the key words, make a dialog.
S1: Can you tell me how to use the English-Chinese dictionary?
S2: Let me tell you. When you look up a word in the dictionary, pay attention to the first letter of the word. When two words begin with the same letter, you have to look at the second letter to find the word. If both the first and the second letter are the same, look at the third letter and so on.
T: OK, very good.
(表扬并鼓励学生,让学生交换角色再重复一遍对话。)
T: I’m pleased with your dialog. I hope everyone can tell me how to look up a word in a dictionary. Now I’ll give you a dictionary, can you find where the word “music” is?
(可以适当给予学生提示,让学生明白教师的指令,并给大家发放词典。)
(教师巡视学生,看谁最先找到这个单词。)
T: OK, well done!
(教师讲解如何查找生词,并做示范。)
T:I’m going to look up the word “music” in the dictionary. First, I pay attention to the first letter “m”. Second, I have to look at the second letter “u”. Then I look at the third letter “s” and so on. Now, look, here is the word “music”.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (开展竞赛,每组推荐一名选手,看哪一组最快。)
T: Let’s have a competition. Each group can have a chance.
Work alone and do 2b by yourself, put the words in alphabetical order.
Group 1 2 3 4
Score
(学生开展活动过程中,要适时提醒学生,按字母顺序排列。)
Answers:
Ancient beach butterfly emperor government humorous modern palace regard
remain stone treasure
T: Well done! I’m pleased with your work. I’m sure you can do better next. Let’s play “go
and stop” game, shall we?
(给学生创设一种游戏的情景,制造一种宽松融洽的学习氛围,为本节课注入新的兴奋点。)
T: I’ll ask one of you in each group to act an interviewer. The interviewers should ask the
members of your own group a question.
S1:What question?
T: Where is the word…?
S1:Yes.
(进一步讲解游戏规则,那就是当教师喊“Go!”时,作为小记者的4位学生在本组里来回走动,当教师喊“stop”时,就近问本组里的一位学生刚才教师所布置的问题,看哪一个组先完成,哪一组就是获胜者。)
2. Homework:
Choose the best answer.(选择最佳选项。)
(1)Robots can do many kinds of _______.
A. a job B. jobs C. works D. a work
(2)We can shop without _______ our house.
A. leave B. to leave C. leaving D. leaves
(3)We shouldn’t spend too much time _______ it.
A. in B. on C. for D. about
(4)If you don’t know the word, you may _______ in a dictionary.
A. look for it B. look it for C. look up it D. look it up
(5)People use robots for _______.
A. do boring job B. do boring jobs
C. doing boring job D. doing boring jobs
Section D
The main activities are 1, 3a and 3b. 本课重点活动是1、3a和3b。
Ⅰ. Teaching aims and demands 教学目标
1. Main useful expressions and sentences:
What’s the matter with it?
You’d better do …
I’m quite sure … I’m not sure …
ask … for …
2. Review the main sentences and useful expressions in this topic about robots, UFO and Internet.
3. Review Past Continuous Tense:
(1)A UFO flew over my head while I was walking toward the bus stop yesterday.
(2)Last night while Jim was sleeping, he saw a UFO flying over his head.
4. Review certainty and uncertainty:
(1)I’m quite sure there are UFOs.
(2)I’m not sure whether/if there are UFOs.
Ⅱ. Teaching aids 教具
录音机/教学挂图/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复 习(时间:10分钟)
(让学生用流畅的英语谈论Robots,UFO和Internet。)
T: Talk about Robots, UFO and the Internet freely.
For example:
(1)The first robot was invented in 1921. Robots can do a lot of dangerous and hard work instead of humans. They work without pay. I’m sure they can do some work more quickly and better than humans. But I don’t think they can take the place of us because we control them.
(2)I have never seen a UFO. I’m sure there are no UFOs. Until now, nobody seems to know UFOs, even scientists. People often mistake some man-made objects for UFOs. We can only get information about UFOs through books, movies, the radio, the Internet or the TV.
(3)The Internet can help us to do a lot of things, we can use the Internet for studying, shopping, listening to music, watching movies, playing games, and even finding jobs. The Internet is interesting and useful. But we shouldn’t spend too much time on it. We must study well first.
(教师可以采用师生对话方式来问答,也可采用让学生起来演讲的方式。)
(表演完毕,给予学生适当鼓励,激发并培养学生的学习兴趣。)
T: Well done. I’m pleased with you.
(教师呈现图片并复习。)

(教师手拿图片,图片的背面对着学生,叫一名学生到前面来,把看到的图片做动作,让其他学生猜出其动作的含义。)
T: Look at this one, do the action.
S1:(手持话筒做唱歌状。)
T: Guess like this: Are you…?
S2: Are you speaking?
S1: No.
S2: Are you singing a song?
S1: Yes. I am.
(继续呈现和复习现在进行时。)
(练完之后,教师给予学生鼓励,并过渡到复习过去进行时。)
T: Well done. Last night Kangkang had a party. These are what they were doing last night.
(然后教师提示这是昨晚晚会上康康他们所做的事情,让学生就图片展开对话练习。)
S3:What were you doing at 8∶00 o’clock last night?
S4:I was singing a song.
S5:What were you doing at that time last night?
S6:I was playing the guitar.
T: Good job. Excellent.
(教师给予学生肯定并鼓励学生,且适当做语法总结。)
(总结完过去进行时后,教师可出示小黑板,让学生到讲台前做题,检查掌握情况。)
Fill in the blanks.
(1)Look! The children ______(fly)kites on the playground.
(2)The Whites______(watch) a football game tomorrow.
(3)His friend ______(buy) a gift for her yesterday.
(4)He ______(watch)TV at this time yesterday.
(5)When his father came in, he ______(play) the piano last night.
(巡视教室,两分钟之后,给学生纠错,并给予指导。)
(过渡到下一步。)
Step 2 Presentation 第二步 呈 现(时间:10分钟)
(教师出示课本Page 91的图片。)
T: What is the boy doing?
S1:He is …
(答案可以有多种多样,教师进一步提示。)
T: Look, he feels very worried. Why?
(让学生打开课本,完成Section D 的1。)
T: Work in pairs, complete the dialog with the sentences in the box and practice the conversation.
(学生成对练习对话,教师巡视课堂,适当时候给予困难学生以帮助。)
T: OK, well done. Now you’re Kangkang, you are Michael. Make a dialog, let’s begin.
(两人一组,分别扮演康康和迈克尔来表演对话,完毕,学生给予表演好的以热烈掌声,激发学生的学习兴趣。)
T: OK, just now you practiced the dialog. All of your act very well. Now let’s relax ourselves.
Let’s listen to a song.
(放课本Page 92,4部分的录音,让学生先听两遍。)
(师生共同chant,激发兴趣,活跃气氛,创造一个新的学习兴奋点。)
Flying man, Flying man.
Up in the sky.
Where are you going?
Flying so high.
Over the mountains.
Over the sea.
Flying man, Flying man.
Won’t you take me?
T: OK. Stop, very good!
(师生共同chant后,气氛高涨,学习,热情浓厚,趁此时机我们抓紧时间进入到听力训练。)
T: Now open your books to Page 91, Activity 2,do it by yourself. Listen to the tape and mark
True(T) or False(F).
(先让学生快速浏览这6个小题,然后放磁带。)
T: Read the sentences as quickly as you can, then listen to the tape carefully.
(教师可视学生的掌握和理解情况而选择放录音带的次数。)
T:OK. Please tell me your answers.
(找一个学生起来回答,及时了解学生理解程度。)
Step 3 Consolidation 第三步 巩 固(时间:10分钟)
T: Read “Grammar focus” and make similar sentences using these questions. Work in pairs,
please.
For example:
Are you sure there are UFOs?
Yes, I’m sure. / No, I’m not sure.
Are you sure there is going to be a film tonight?
Yes. I’m sure. / No, I’m not sure.
(请学生分组练习,可以请几个同学到前面展示,以检查掌握情况。)
T:Well done. Please look at the blackboard.
Look at the pictures then make sentences.
(提示学生看图片造句,运用正确的语法。)

(这样的练习对学生通常是一个小挑战,要引导学生用最简单的句子来表达整幅图的意思,适当的时候,教师可以先引导学生看图,再练习。)
T: Would you please come here and have a try? You, can you have a try?
(请三位学生到讲台前完成看图造句,其他学生任选一幅图造句, 完成之后,适时点评,并且区分while和when的用法。)
The answers are:
When the little girl was playing the piano, her father knocked at the door.
While Lucy was walking in the park with her mother, they saw a wallet lying on the ground.
While Tom was watching TV, the telephone rang.
Step 4 Practice第四步 练 习 (时间:10分钟)
(教师拿出一张事先准备好的图片,创设情景,为学生开展活动作好铺垫。)

T: Now, look at the picture, please make a dialog. Work in pairs, then act it out.
(巡视教室,让学生操练对话。)
T: OK, stop, who wants to have a try? You two, please.
(学生表演,其他学生认真听,看他们是否表演得生动,并给予评定。)
They can begin like this:
S1:Morning, Tom.
S2:Morning, Lucy.
S1:Why didn’t you come to school yesterday? What ‘s the matter with you?
S2:I had a cold.
S1:Are you sure you had a cold?
S2:Yes, I’m sure. The doctor told me.
S1:Oh, I’m sorry to hear that. You’d better do more exercise.
(表演完之后,你可以要求学生仿照这一段对话,编造一段相似的对话。)
T:Please make a similar dialog, then act it out.


Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (教师展示图片,设置场景,为学生对话练习打好基础,教师先示范给学生看。)
—What’s this in English?
—It’s a computer.
—What can computers do for us?
—People can use computers for surfing on the Internet.

(依次呈现图片,学生对话练习。)
People use robots for doing boring jobs.
People use Ren’ai English Learning Machine for learning English.
People use cars for carrying people from place to place.
T: OK.Very good.
2. (将班上学生分成两组,然后让他们展开想象的翅膀,设计一张图纸并用英语进行描述。)
For example:
It’s a bike, we can use it for traveling.
T:Now, time is up. It’s time for you to show your pictures to the whole
class …
(让有创意的学生到讲台前展示自己的作品,并讲解它的功能。)
3. Homework:
看图片写句子。

For example:
Picture 1
Alice was playing the piano when her father came back.

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