2021学年Unit 3 Language in use教案

教学步骤

教师活动

学生活动

Step 1：

Lead in

1. Greet the students with smile.

2. T: In Unit 1 and Unit 2, we learned about Lingling and Betty’s past life. Do you still remember where they were born?

3. What about our another friend Tony? Where was he born? Let’s listen to him.

1. Say hello to the teachers.

2. Try to recall Lingling and Betty’s past life and answer the teacher’s questions.

3. Look through the learning sheet and prepare for the listening practice.

设计意图: 师生互相问好，营造轻松和谐的学习氛围; 激活学生现有知识，以一篇与前面所学内容相似的听力材料自然引出话题。

Step 2:

Listening

1. Pre-listening

Guide students to make some prediction according to the keywords in the table.

2. Play the listening material.

(For twice)

3. Check students’ answers.

4. Ask several students some questions about Tony’s past life.

1. Make some prediction before listening.

2. Listen and complete the table on the learning sheet.

3. Check their answers.

4. Answer the teacher’s questions according to the table.

设计意图：在听的活动中呈现本课要整合的重点——was/were的相关句式。听后一个简单的问答进一步加深学生对听力材料的理解，激活学生对这一知识点的运用。

Step 3:

Speaking

1. Ask students to work in pairs to talk about their past life.

(Present a recommended dialogue on the ppt. Ask one student to do the dialogue practice with the teacher as an example.)

2. Ask the students to do a language practice.

3. Get students involved in a hongbao game to complete the sentences with was or were orally.

T: Would you like to play a hongbao game? We have 8 hongbao right here. Which one do you want to open? Who join this game can get a sweet lollipop. Anyone?

1. One student and the teacher set an example. Then all the students do a pair work to talk about their past life, taking the dialogue on the ppt as reference.

2. Read aloud the sentences with was or were.

3. Students voluntarily join the game and choose the hongbao randomly. Then speak out their answers.

(Students who play this game get a lollipop.)

设计意图：1、通过师生互动、生生互动及展示的方式让学生进行“My past life”为主题的对话练习，检测学生口头产出的效果。2、趣味性红包游戏让学生更主动地参与课堂，即时进行句型操练与巩固。

Step 4:

Reading

1. Ask students to read a short passage about Zhang Xin’s past life then do the exercises on the paper sheet.

2. Describe Zhang Xin’s past life according to what they have read.

(a shortened version of the passage with some information missed has been given.)

1. Read the short passage finish the exercises.

2. Say about Zhang Xin’s past life, based on the passage.

设计意图：培养学生通过阅读获取相应信息的能力，读后口头简述文本内容，将阅读输入转化为口语输出。

Step 5:

Writing

1. Ask students to write a passage about their life, taking the structure and sentence patterns of the shortened passage as reference:

I was born in…

(Remind students to pay attention to the underlined words, changing the words if necessary.)

2. Show some students’ writing by the projector.

1. Write a short passage about their past life, taking the recommended passage as reference.

2. Learn from other students’ writing and correct the similar mistakes.

设计意图：以阅读材料为依托，将现有文本转化为写作材料，对语言进行拓展运用。

Step 6:

Conclusion

1. Make a summary on the key language points of this period.

2. Moral education.

1. Try to summarize the major points.

2. Sharing their feelings about the past and the future.

设计意图: 引导学生总结本课重要知识点，并升华情感教育目标。

Step 7:

Homework

1. Finish their writing in class.

2. Read more passages about people’s past life.

设计意图：课后巩固本课知识点。