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关于抢玩具的社会教案中班

你争我抢游戏教案

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Unit 1 The Changing World

Topic1 My hometown has become more and more beautiful.

Section A

The main activity is 1a. 本课重点活动是1a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and a phrase:

proper, by the way, bell, grandpa, chairwoman, grandson

2. Learn a useful sentence:

There goes the bell.

3. Learn the present perfect tense:

(1)Rita, you have just come back from your hometown.

(2)—Where have you been, Jane?

—I have been to Mount Huang with my parents.

(3)—By the way, where’s Maria?

—She has gone to Cuba to be a volunteer…

4. Talk about the children’s vacation experiences.

Ⅱ. Teaching aids 教具

录音机/小黑板/学生的旅游纪念照/图片/幻灯片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:7分钟)

通过教师询问学生的暑期活动,导入话题,呈现部分生词。

T: Listen! The bellis ringing. Let’s begin our class! (教师解释The bell is ringing等于There goes the bell,板书bell,要求学生掌握。)

T: Nice to see you again. Did you enjoy your summer holiday?

Ss: Yes.

T: Hi, S1, where did you go during your summer holiday?

S1: I went to …

T: S2, did you go to your grandpa’s home?

S2: Yes.

(板书grandpa,要求学生掌握。)

T: S3, where did you go?

S3: I went to the West Lake with my father.

T: Wow! The West Lake is a beautiful place. What did you do there?

S3: I enjoyed the beautiful scenery, took photos and bought many beautiful postcards.

T: S4, what about you?

S4: I had to stay at home to help my mother with the housework.

T: Oh, I feel glad for what you did, and I think you’re a good girl. You’re helpful. S5, did you go to summer classes?

S5: Yes, I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English.

T: Yes. The English training school is a properplace to improve your English.

(板书生词,请学生猜汉语意思并领读,要求学生掌握。)

T: OK, you all had a good summer holiday. What about Kangkang and his friends? Let’s come to the new unit now.

Step 2 Presentation 第二步 呈现(时间:15分钟)

创设语言情境,呈现have/has been to和have/has gone to及部分生词。

1. (创设对话情境。Mr. Smith星期六组织Class 2去野营,大家在校门口集合时发现Jim没来。师生对话,呈现have/has gone to…)

Mr. Smith: Hello, everyone! Jim isn’t here. Where is he?

S1: Maybe he is at home.

S2: Maybe he is ill.

Mr. Smith: No. He has gone toBeijing to be a volunteer.

(板书并让学生了解volunteer,教师适当讲解have/has gone to的用法,并让学生初步掌握。)

(假设星期一Jim返回学校,Mr. Smith和Jim展开对话,呈现have/has been to。)

Jim: Good morning, Mr. Smith.

Mr. Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?

Jim: Cool!

Mr. Smith: I think you have been tomany places of interest.

(板书并适当讲解,要求学生初步掌握。)

(教师可用简笔画呈现have/has been to和have/has gone to,讲解它们的区别并要求学生掌握。)

2. (师生对话,简单操练have/has been to和have/has gone to的用法。)

(教师特意让S3去办公室取作业。)

T: Did you have a good summer holiday, S4?

S4: Yes.

T: Where have you been?

S4: I have been to …

T: By the way, where is S3?

S4: He has gone to the teacher’s office.

(板书by the way,要求学生掌握。)

3. (播放1a录音,回答小黑板上呈现的问题。以听力的形式呈现1a的主要内容。)

T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences during the holiday. Answer the following questions on the small blackboard:

(出示小黑板。)

T: From 1a, we know someone has just come back from India. Who is she?

(教师加重语气读has just come back。)

S5:Rita.

T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been?

S6: Mount Huang.

(教师引导学生用现在完成时表达。)

T: Yes. She has been to Mount Huang. Where has Kangkang been?

S7: He has been to an English summer school.

4. (重放1a录音,总结重点句型并板书。)

T: Listen to the tape again. Then talk about what they have done.

Step 3 Consolidation第三步 巩固(时间:10分钟)

巩固1a,完成1b,并引导学生区别一般过去时与现在完成时。

1. (让学生分角色读对话,教师巡视并纠正学生发音。)

T: Read 1a in roles. Pay attention to your pronunciation.

2. (学生独立完成1b的表格。师生共同核对答案,巩固现在完成时have / has been/gone to这一基本句型。)

T: Now, please fill in the table in 1b according to 1a.

3. (由1a对话引导学生谈论暑期生活,继续巩固现在完成时。)

T: Kangkang has been to an English summer school to improve his English. Rita has been to India. What about you? Where have you been? And what did you do? Please work in groups of three to talk about your summer holidays.

(学生三人一组进行问答。)

T: Who will try to act it out in front of the class?

(挑几组学生进行表演,并对学生进行适时指导和鼓励。)

Example:

S1: Where did you go last Summer holiday?

S2: I went to the West Lake.

S1: (指S2问S3)Where has he been?

S3: He has been to the West Lake.

S1: What did you do there?

S2: I went boating on the lake.

S1: (指S2问S3) What did he/she do there?

S3: He/She went boating there.

(教师引导学生区别一般过去时与现在完成时。)

Step 4 Practice 第四步练习(时间:8分钟)

完成1c和2,强化练习现在完成时及部分重要词汇。

1. (教师让学生两人一组,每人拿出提前准备好的旅游照片或图片,操练现在完成时。注意区别一般过去时、一般将来时和现在完成时,完成1c。)

S1: Hi, S2. Where have you been?

S2: I have been to Shanghai.

S1: What did you do there?

S2: I enjoyed the beautiful scenery there.

S3: Hi, S4. Where is Lucy?

S4: She has gone to Mount Tai.

S3: When will she come back?

S4: She will come back in two days.

2. (根据呈现的have/has been to和have/has gone to,完成2。然后核对答案。在处理2时,板书并讲解,要求学生掌握chairwoman和grandson。)

3. (缤纷小赛场。出示幻灯片或小黑板。)

Step 5 Project 第五步综合探究活动(时间:5分钟)

让学生完成暑期调查表格,并写出调查报告,进一步熟练运用现在完成时。

1. (教师制作关于暑假活动的表格,让学生通过对话完成表格。)

2. Homework:

Write a survey report about the students’ summer holidays, using the simple past tense and the present perfect tense. The report includes: (1) Where have they been? (2) What did they do?

板书设计:

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 some new words and a phrase:

shut, rope, granny, describe, in detail, education, develop, development

2. Learn some useful sentences:

(1)Though I had no time to travel, I still felt very happy.

(2)Is that so?

(3)Luckily, with the development of China, many things have changed, and children can get a good education now.

3. Go on learning the present perfect tense:

(1)Have you ever fed them? No, I haven’ t.

(2)Has Ann…? Yes, she has./No, she hasn’t.

4. Learn about the differences between the Chinese teenagers’ lives in the past and those at present.

Ⅱ. Teaching aids 教具

图片/录音机/幻灯片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review第一步 复习(时间:10分钟)

创设情境对话,复习现在完成时态,并学习部分生词。

1. (通过做游戏,复习现在完成时。)

T: Hi, boys and girls. Let’s play the game “Quick Response”.

T: Where have you been, S1?

S1: I have been to Hong Kong, and I bought many things.

T: Where is S2?

S3: He/She has gone to Mr. Lee’s office.

T: When will he/she come back?

S3: In an hour.

2. (教师出示一张吉姆的旅游照片,介绍他的假期经历,导入并教授生词。)

T: Do you want to know where Jim has been during his summer holiday?

Ss:Yes.

T: It’s a photo of him. Let me describeit in detail.

(板书并要求学生掌握。)

S4: Has he been to Beijing?

T: Yes, he has. He has been to Beijing with his parents, granny and little sister.

(板书并要求学生掌握。)

T: His little sister went there for further education. Her dream is to study abroad. Luckily, with the developmentof our country, most of you will have a chance to study abroad. You are all lucky. But there are many disabled children. They are unlucky. We should try our best to help them. Look at this picture. Let’s have a discussion.

(板书并适当讲解生词,要求学生掌握education, development, develop;理解disabled;了解luckily。)

Step 2 Presentation第二步 呈现(时间:14分钟)

创设语言情境,让学生掌握现在完成时态的一般疑问句,学习部分生词,呈现1a、2a,完成2b。

1. (教师拿出一张“残疾儿童之家”的图片,导入现在完成时的一般疑问句。)

T: This picture is a disabled children’s home. Have you ever been there?(教师可用汉语解释disabled children’s home的意思,帮助学生理解。)

Ss: Yes, we have./No, we haven’t.(引导学生回答。)

T: Maria has been to a disabled children’s home. Do you want to know what Maria has done there?

Ss: Certainly.

T: OK. Let’s listen to the tape and answer the following question. What did she do to help them?

(听1a录音回答上面问题,核对答案。)

T: Did Maria have anytime to travel?

Ss: No, she didn’t. But she still felt happy.

T: Yes. Though she has no time to travel, shehas learned a lot from her holiday experiences.

(教师解释though引导让步状语从句,不与but连用。板书并要求学生掌握。)

2. (播放1a录音,学生跟读,注意语音和语调。)

T: Please listen to 1a again and repeat. Pay attention to the pronunciation and intonation.

3. (听2a录音,回答幻灯片中出示的问题。)

T: Today we all have a happy life, but in the past, people’s lives were very hard, even some children had to be child laborers. Listen to the tape, and answer the following questions.

(板书并讲解生词,要求学生理解。)

4. (学生打开课本,再听2a,跟读并找出疑难点。)

T: Open your books now. Listen to 2a again and repeat. Mark the difficulties when you are

reading.

5. (引导学生说出疑难点和含有现在完成时态的句子,教师讲解疑难点,板书要点并要求学生理解生词support和rapidly。)

6. (学生仔细阅读2a,完成2b。两分钟后,核对答案。)

Step 3 Consolidation第三步 巩固(时间:8分钟)

通过比赛、谈论等形式,激发学生朗读兴趣,培养学生的听、说技能,巩固2a,完成2c。

1. (分角色朗读2a,选择四组进行比赛,激发学生朗读兴趣。对表现好的小组,给予掌声鼓励。)

2. (学生两人一组,谈论过去的孩子和现在孩子的不同生活。)

T: Work in pairs to talk about children’s different lives in the past and nowadays.

Example:

S1:In the past, many families were big and poor.

S2:Yes. The parents couldn’t afford their children’s education.

S1:The children had no chance to go to school.

S2:Some of the children had to be child laborers and never had enough food to eat.

S1:I feel sorry for them. We are so happy nowadays.

S2:Nowadays, our country has developed rapidly. Most children can get a good education.

T: Just now, you compared Chinese teenagers’ lives in the past with those nowadays. You did very well!

3. (听录音,完成2c。提高学生听力技能,进一步了解过去与现在的青少年的生活变化。)

T: Listen to the tape of 2c and fill in the blanks.

(播放2c录音两遍,核对答案。)

Step 4 Practice第四步 练习(时间:8分钟)

强化练习现在完成时态的一般疑问句形式,以及动词的过去式与过去分词。完成1b。

1. (教师出示教学所需的图片,要求学生运用现在完成时,针对图片内容进行问答练习。)

(1)—Have you cleaned rooms for the disabled children? —Yes, I have.

(2)—Have you fed the disabled children? —No, I haven’t.

(3)—Has he jumped ropeyet? —Yes, he has.

(板书并要求学生掌握。)

2. (板书几组动词,并讲解动词的不规则变化。让学生参考书后附表,完成1b过去式和过去分词的填空部分。)

(板书并要求学生掌握shut。)

3. (引导学生总结现在完成时的句型,用现在完成时的一般疑问句操练1b,要注意第三人称单数的练习。完成1b。)

Example:

A: Chat online.

B: Have you chatted online/Has he chatted online?

C: Yes, I have./No, he hasn’t.

Step 5 Project 第五步 综合探究活动(时间:5分钟)

通过写调查报告的形式呈现今昔生活变化,对学生进行热爱生活的情感教育。

1. (学生分组谈论自己的父母或爷爷奶奶童年时的生活,写一份调查报告。)

T: We know a lot about the differences between teenagers’ lives in the past and nowadays. What are your opinions? Do you care about your parents’ childhood? Do you care about your grandparents’ childhood? If so, you can talk in groups of four to tell your partners how your parents or your grandparents spent their childhood. Make a simple survey report at last.

(调查可以是关于娱乐、运动、学习、饮食、住房、穿着、健康、工作等方面的。)

2. Homework:

Write an article about teenagers nowadays.

板书设计:

Section C

The main activity is 1a. 本课重点活动是1a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

communication, quick, keep in touch with, far away, sort, rapid, progress, make progress, already, succeed

2. Go on learning the present perfect tense:

(1)My granny has lived in Beijing for more than forty years.

(2)Beijing has made rapid progress and it has already succeeded in hosting the 2008 Olympic Games.

3. Learn to express the great changes in China by comparing the living conditions in the past with those at present.

4. Tell the students to cherish the life at present and study hard to make China stronger and stronger.

Ⅱ. Teaching aids教具

新旧北京城的图片/幻灯片/录音机/自己家乡今昔变化的图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:8分钟)

通过开展主题为“我和爷爷奶奶比童年”的讨论活动,引导学生更加珍惜新社会的幸福生活,从而导入本课话题。

1. (检查作业。让学生在小组内交流自己的报告,然后每个小组推荐出一名学生向全体同学汇报。师生互动,谈论爷爷奶奶的童年生活。)

Example:

T: Who can tell us what your grandparents’ life was like in the past?

S1: Let me try. My granny had a hard life during her childhood. Her family was very big and poor. Her parents couldn’t afford an education for her.

S2: My grandpa used to be a child laborer…

S3: …

T: Very good. So you should cherish today’s life and study hard.

2. (谈论新社会的幸福生活,感受社会进步。)

T: What do you think of your life at present?

Ss: We are living a happy life.

S4: We have a healthy diet.

S5: We can wear different kinds of clothes.

S6: We can also get a good education. For example, we have chances to draw pictures, play the musical instruments and receive some other trainings.

T: Well done. As we know, great changes have taken place in China. Today let’s talk about the changes in Beijing.

Step 2 Presentation 第二步 呈现(时间:14分钟)

通过多媒体或图片创设语言情境,教授生词,培养学生快速阅读的能力。

1. (用多媒体或图片呈现旧北京城和现代北京城的照片并做比较,从而引出生词。)

T: Let’s look at the picture. It was old Beijing. What were Beijing’s roads like? Look at today’s Beijing. What are Beijing’s roads like now?

S1: In the past Beijing’s roads were narrow. (教师引导并帮助学生用narrow回答。)

(板书并要求学生理解。)

S2: But Beijing’s roads are wide now.

T: You’re right. Do you know how to keep in touch withour friends far away nowadays?

(板书,讲解并要求学生掌握。)

S3: We can keep in touch with our friends on the Internet.

S4: We can use cellphones to keep in touch with our friends.

T: Great. But do you know how people kept in touch with their friends and relativesin the past?

S5: They used to write letters.

T: Yes, good. At that time if we wanted to keep in touch with others, we could also send telegrams. But nowadays we can use many sortsof communication methods, such as telephones, cellphones, fax machines and the Internet.

(板书,要求学生理解telegram, fax, relative;掌握sort和communication。)

T: In the past the communications were slow, but today’s communications are very quick. So we can say, China has made rapid progress already.

(板书并要求学生掌握。)

2. (仔细阅读1a,回答幻灯片中呈现的问题,提高学生的阅读理解能力。)

(教师核对答案, 并作必要的讲解。)

3. (学生跟读课文录音, 找出文中的疑难点,让学生根据课文内容猜测生词和短语的含义。教师板书并讲解。要求学生掌握succeed;理解reform and opening-up;了解leisure和 mainly。)

Step 3 Consolidation 第三步巩固(时间:10分钟)

让学生再读课文,找出中心句,完成1b。然后完成反映北京今昔变化的表格,并根据表格内容复述课文,巩固1a。

1. (快速阅读1a,完成1b,找出每段的中心句。)

T: Open your books, read 1a quickly and write down the topic sentence of each paragraph.

(师生核对答案。幻灯片呈现各段中的主题句。)

2. (让学生再次阅读1a。两人一组填表格, 加深对北京今昔变化的了解。)

(用投影仪出示表格。)

(几分钟后,核对答案。)

3. (让学生根据上述表格中所填信息复述课文。)

T: You can begin like this:

My granny has lived in Beijing for more than forty years, so she has seen the changes in Beijing herself. In the past, the roads were narrow …

Step 4 Practice 第四步 练习(时间:8分钟)

比较新旧北京城的图片,并采取师生互动、分组采访的活动形式,展现北京城的今昔巨变,培养学生热爱生活,热爱社会的良好情感。

1. (再次呈现新旧北京城的图片, 参照上一步的表格,师生互动, 完成1c。)

T: What were Beijing’s roads like in the past?

Ss: Beijing’s roads were narrow.

T: What has happened to Beijing’s roads nowadays?

Ss: Beijing’s roads have changed. They are wider than before. There are more ring roads.

T: What will Beijing’s roads be like in the future?

Ss: We think Beijing’s roads will be the widest in the world in the future.

2. (分组采访:二人一组, 其中一个扮演记者,另一个扮演居住在北京多年的老人,对北京的变化做一个采访。提高学生的口语表达能力,培养热爱生活热爱社会的情感。R=Reporter,M=Man)

R: Hello! How do you do?

M: How do you do?

R: May I ask you some questions?

M: Of course. Go ahead.

R: How long have you lived in Beijing?

M: I have lived here for more than thirty years.

R: Oh. Can you describe the changes about the roads, houses and living conditions of Beijing in the past thirty years?

M: OK. I was born in old Beijing. At that time, Beijing’s roads were narrow and crowded. My house was small and dark and the living conditions were hard. In summer, it was very hot while it was very cold in winter. How hard the life used to be! But now you can see Beijing’s roads are getting wider and wider. I live in a tall and bright building and my living conditions are comfortable. How happy the life is now!

R: Thank you.

(请尽可能多的学生在课堂上表演其采访,评出表演最好的小组。)

Step 5 Project 第五步 综合探究活动(时间:5分钟)

学生分组谈论自己家乡的变化,课后写篇作文。教育学生要更加热爱自己的家乡,为家乡拥有更美好的未来而努力学习。

1. (分组谈论家乡今昔的巨变,并绘制对比简图,形成调查报告,最后向全班汇报。完成2。)

T: Now work in groups of six and talk about the changes in your hometown. Then collect some pictures to show its past and present. Share your pictures with your classmates and give a report about it.

2. Homework:

Write a passage on “Changes in My Hometown” according to the report above. Eighty words at least.

板书设计:

Section D

The main activity is 4. 本课重点活动是4。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

note, composition, consider, draw up, tool, thanks to

2. Review and sum up the present perfect tense.

3. Talk about changes and their effects on society.

Ⅱ. Teaching aids 教具

教学挂图/录音机/多媒体课件或小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:12分钟)

通过做调查描述家乡面貌以及人们业余活动的变化,复习现在完成时态,并学习部分生词。

1. (检查作业,要求学生轮流描述家乡巨变。)

T: We have known the changes around us. Let’s talk about them together.

(教师引导学生描述一些家乡生活条件的变化。)

S1: The roads in the past were narrow and dirty. Now there are many clean and wide ring roads in the cities.

S2: We have big houses to live in. They are very comfortable.

S3: We have different kinds of food to eat and fashionable clothes to wear.

S4: We can use computers, telephones, and fax machines to make our communications faster and easier.

(教师可用提示性的单词如road, house, food,让学生一起来描述。)

2. (教师出示课本2中的图片,复习现在完成时的一般疑问句,学习部分生词,完成2。)

T: Thanks tothe government’s efforts, people’s living conditions have changed a lot, especially the leisure activities. Can you say some leisure activities which we often have?

Ss: Watching a movie./Going roller skating.

T: Yes, we can also take exerciseor go climbing in the leisure time.(指着对应的图片,帮助学生理解。)

(板书生词,要求学生掌握thanks to。)

(师生互动,复习现在完成时的一般疑问句,完成2。)

T: Have you ever played any of them?

Ss: Yes, we have.

T: Have you ever watched a movie in the open air?

Ss: No, we haven’t.

Step 2 Presentation 第二步 呈现(时间:8分钟)

继续巩固现在完成时态,学习生词,并进行听力训练。

1. (教师继续利用2中图片对话,引出1听力内容。)

T: I think these leisure activities make your life interesting. What else have you done except these leisure activities?

Ss: We have joined an organizationto help the old in the Community Services. (教师帮助学生回答。)

(板书并要求学生理解。)

T: You are so helpful. Our main character in 1 also joined the same organization. Let’s listen to the tape.

2. (播放1录音。班级学生分为四人一组,推选一人代表本组参加限时抢写赛。评出获胜组,奖幸运星一枚,以资鼓励。)

T: Before we listen to the tape, listen to the rules carefully. Each group votes one student to write your answers on the blackboard. The fastest one is the winner, and the group will win a lucky star. Clear?

Ss: Yes.

Group 1 Group 2 Group 3 …

T: Group 2 is the winner. Congratulations!

Ss: (Claps…)

Step 3 Consolidation 第三步巩固(时间:7分钟)

加强听力训练,提高学生的听力水平和综合应用语言的能力。

1. (再次播放1录音,特别注意要填入的重要信息。)

T: Listen again and pay attention to the important information such as how, when, what, and how many.

2. (讨论自己做过的帮助老年人的事情,宣扬尊老的传统美德,构建一个精神文明和物质文明和谐发展的社会,并做口头作文。)

T: Talk about the things you have done to help the old, and do an oral composition.

Example:

During the summer holiday, my classmates and I often went to the Community Services to help the old. We brought many things for them such as delicious food, new clothes and CDs of Peking Opera. They liked them very much. We also cleaned rooms, washed clothes and performed programs for them. They were so happy and excited, and so were we.

Step 4 Practice 第四步 练习(时间:10分钟)

通过归纳总结、跟读、造句等形式进一步强化练习现在完成时态,巩固本话题目标语言。

1. (引导学生总结现在完成时的陈述句,一般疑问句,特殊疑问句等形式,并找同学板书,然后听3a录音并与之核对。)

T: Next, let’s review the present perfect tense.

(板书本话题中的关键句。)

2. (回顾训练现在完成时的用法。)

T: Now, can you use the present perfect tense to make sentences?

Example A: T: Where have you been this Sunday?

S1:I’ve been to the countryside. What about you, S2?

S2:I’ve been to the Great Wall. Where have you been, S3?

S3:I’ve been to…

S4:…

Example B: T: Have you been to Beijing?

S5:No, I haven’t. But I have been to Shanghai. What about you, S6?

S6:I have been to Xiamen. Have you been to Xiamen, S7?

S7:Yes, I have …

S8:…

3. (把全班分成三个小组,每组负责一个section,组内讨论总结出该section的功能句。教师引导小组之间交流,师生共同归纳本话题的目标语言。然后播放3b录音,让学生跟读。复习3b中的重点句型。)

4. (利用多媒体或小黑板做一些现在完成时的练习。)

(学生完成后,核对答案。)

(1)Have made

(2)have watered

(3)has worked

(4)has gone

(5)has been to

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过观察、比较、讨论等形式,了解写作的各个步骤,并布置命题作文。

1. (教师出示4的挂图或让学生直接看课文的插图。)

T: We have reviewed the useful expressions and grammar. Let’s write a compositionabout the changes in Li Ming’s hometown with the help of the notes. Before you write it, you should consider it carefully, and then you should draw up an outline.

(板书并要求学生掌握。)

(要求学生四人一组讨论图画内容,教师用小黑板呈现讨论内容并要求学生掌握tool。)

S1:The houses in Picture One are so low and old.

S2:Li Ming has lived there for many years.

S3:Now, there are many tall buildings.

T: Good. Let’s look at the changes in Li Ming’s hometown.

T: We have talked about these pictures. So we have known a lot about the changes in Li Ming’s hometown. You can write a composition on“Changes in Li Ming’s Hometown”.

(学生讨论后,学习4中写作的各个步骤。)

T: When you write a composition, you should follow these steps:

First, consider it carefully before writing.

Next, draw up an outline.

Then, write the composition.

Finally, check over the composition.

At last, you should come to the conclusion: Thanks to the government’s efforts, Li Ming’s hometown is becoming better and better.

Now, write your own composition.

(教师具体解答学生在写作中遇到的困难,也可以让学生互相讨论怎么写。完成作文的学生,可以互换作品进行阅读,分享成果。)

2. Homework:

(1) Complete the composition if you haven’t finished it.

(2) Imagine what our country will be like in 2050, and write an outline.

板书设计:

中班不抢玩具教案。

中班争抢玩具教案。

小班德育我不抢教案。

抢教案。