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第三课时Section Bla-le◊目标导航◊类别课时要点重点单词international adj.国际的find out发现重点短语different kinds of不同种类的l.The international kite festivalis heldin Aprilevery year.国际风筝节在每年的4月举行重点句型
2.Some of the kitesZheng Yunsaw weremade ofsilk orpaper.Some werepainted withcolorful drawings.郑A看到些风筝是由丝绸或纸制成的,些上面绘有多彩的图案教学重点让学生听懂并完成本课时的听力任务教学难点让学生运用目标结构进行语言输出◊教学过程◊预习指导
一、方法指导
1.预习Page37上的生词,根据音标能读出这些词,并掌握其词性和汉语意思
2.浏览1c和Id的句子,预测听力所涉及的话题和内容
3.大声朗读le的对话,并与搭档交流
二、预习检测根据汉语意思完成句子,每空一词
1.山东沾化以冬枣而闻名Zhanhua,Shandong isfamous forwinter Chinesedates.
2.不管你去哪里,你必须要告诉你的妈妈No matterwhere you go,you musttell yourmother.
3.她正在试图找出更多关于这个节日的信息She istrying tofind outmore aboutthis festival.
4.在公园里放风筝是如此有趣Flying kitesin thepark isso interesting.课堂教学Step1Leading in
1.Daily greeting.
2.Show somepictures ofdifferent kitesand ask the studentswhat kindsof materialscan bemade forthe kites.Ask the students tothink ofanything akite maylook like.Let thestudents discussabout it.
3.Help thestudents reviewand learnnew words.Step2Work onla l.Ask thestudents towrite downsome materialsused formaking kites.
2.Share theanswers together.Step3Work onIb-ld
1.Play therecording and ask thestudents to listen tothe conversationbetween Lauraand Zheng Yun andcircle thecorrect answersin lb.
2.Let thestudents read the sentencesin1c first.Play therecording againandaskthestudents tolistenand writeL forLaura orZ forZhengYunin1c.
3.Play therecording fora thirdtime andaskthestudents tofill inthe blankswith whatthey hearin Id.
4.Check theanswers withthe class.St叩4Work onle
1.Ask thestudents toreadthesample inle andgive amodel withmore information.For example:A:Where didyougoon vacationB:I wentto aninternationalkitefestival.A:That soundsinteresting.What didyou seethere B:I sawmany differentkindsofkites.A:Were thekites nice
2.Write somekey wordson theboard tohelp.Ask thestudentstowork inpairs andmake theirown conversations.
3.Ask severalpairs toact outtheir conversationsin frontoftheclass.◊教学反思◊本课时主要谈论“风筝”这一话题通过听前准备,进一步巩固本单元所学的被动语态和有关制造原材料的词汇对于“风筝”这一话题,学生非常熟悉学生对于潍坊国际风筝节也有所了解,老师可以很自然地引导学生利用所学句型谈论风筝的制作材料以及其他相关信息,为听力做准备听前做好充分的铺垫,有助于学生听力活动的顺利进行,也有利于听后的语言输出对于不同层次的学生,在语言输出环节进行分层教学,基础薄弱的学生通过搭档或老师提问的方式来进行对话练习。