英语牛津译林版Welcome to the unit教学设计

这是一份英语牛津译林版Welcome to the unit教学设计，共5页。

Cmic strip & Welcme t the unit
I. Teaching aims and learning bjectives
By the end f the lessn, students shuld be able t:
1. talk abut the changes arund us;
2. talk abut the changes f transprt;
3. get t knw the present perfect tense;
4. talk abut the advantages and disadvantages f change.
II. Teaching cntents
1. New wrds and phrases: past, present, just, used t
2. New structures: Have yu seen my fd? Yes, I’ve just eaten it.
Yu used t share fd with me!
Hw did yu g t schl when yu were a student?
III. Fcus f the lessn and predicted area f difficulty
1. T talk abut different transprt at different times.
2. T get t knw the present perfect tense.
IV. Teaching prcedures
Cmic strip
Step 1 Lead-in
1. Wrk in grups and talk abut the changes arund us
2. Present pictures t help students knw the changes arund us
(1) Peple.
(2) Transprt.
(3) Huse.
(4) Envirnment.
【设计意图：通过比较20世纪70年代的三大件与现代的三大件，激发学生积极思考，大胆讨论身边的变化。再用图片展示，引出in the past和at present，进入本课话题。】
Step 2 Presentatin
1. Talk abut changes in Eddie and Hb
T: The wrld changes every day. All f us have changed. What abut Eddie and Hb? Have they changed?
2. Listen and answer
T: Listen t the cnversatin between Eddie and Hb and answer the fllwing questins:
(1) What was in the bwl an hur ag?
(2) Why did Eddie eat Hb’s fd?
Step 3 Practice
1. Listen and read
T: Nw let’s listen and repeat. Pay attentin t yur prnunciatin and intnatin.
2. Read and fill in the blanks
3. Rle-play
T: Wrk in pairs and act ut the Cmic strip.
4. Read and translate
(1) Present sentences using the present perfect tense. Ask students t find mre sentences.
(2) Ask students t turn the sentences int Chinese.
(3) Present mre examples.
6. New structure: used t d sth.
【设计意图：通过观看动画片段，让学生讨论Eddie和Hb的变化，理解对话，并完成拓展练习。呈现例句，引导学生初步感知现在完成时的用法。】
Welcme t the unit
Step 1 Presentatin
1. Free talk
T: Lk at this picture and talk abut hw peple g back hme fr the Spring Festival.
2. Different frms f transprt
T: Lk at pictures abut different frms f transprt and finish Part A.
T: Hw d yu g t schl every day?
4. Listen and answer
T: Millie and her dad are talking abut transprt at different times. Let’s listen t their cnversatin and then try t answer the fllwing questins.
(1) Hw did Millie’s father g t schl when he was a student?
(2) Why des Millie take a bus nw?
【设计意图：通过创设情境，带领学生复习已知的交通工具的名称，同时引导学生根据实际情况选择合适的交通工具出行。在听力环节，让学生带着问题听对话，训练他们获取细节信息的能力。】
Step 2 Practice
T: Nw it’s yur turn t talk abut different transprt used in the past and at present. Use the fllwing mdel t make up new cnversatins.
S1: Hw did yu … when yu were …?
S2: I used t … by …
S1: Why didn’t yu take a …?
S2: Because …
S1: Hw d yu … nw?
S2: I … by … It’s …
【设计意图：创设真实情境，让学生根据图表中的信息运用所学知识创编对话，有效锻炼学生的口头表达能力。】
Step 3 Prductin
1. Free talk
T: Where did yu g during the winter hliday? Hw did yu g there? Why?
2. Play a guessing game
What is Ma Yun’s chice?
3. Advantages and disadvantages f change
(1) What advantages and disadvantages d mdern frms f transprt bring us?
(2) What types f transprt d yu prefer?
(3) Why shuld we chse public transprt?
T: Let’s travel by public transprt and prtect the earth.
【设计意图：通过不同形式的活动，巩固所学的关于交通工具的知识。通过最后的讨论环节，引导学生思考“改变”对我们的生活带来的影响，同时培养学生绿色出行的意识。】
V. Hmewrk
1. Remember the new wrds, phrases and structures.
2. Preview Reading.