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Ⅰ Section A的主要教学活动为1a和2。 本节课主要是通过Maria和Kangkang的对话，来谈论因特网带给人们的便利，并简单地介绍了因特网的知识，通过对话引出了本节课的语法重点“Subject+Vt.+Object+Object complement”结构，这也是本话题的重点。本课2部分提供了大量的图片、短语等操练该语法结构。语法练习比较枯燥，老师可以通过设计对话练习、抢答、竞赛等方式，吸引学生的注意力。学生通过模仿、操练逐步达到应用的水平。. Teaching aims
ⅡKnowledge aims： 1. 能够根据音标正确拼读cheap, online, information, headmaster等。2. 能正确地拼写本课生词，明白形容词、名词、动词不定式等可以用作宾语补足语。3. 了解“主语+及物动词+宾语+宾语补足语”的结构，能将这一结构融入到具体的句子之中。 4. 能运用本课所学语言知识，谈论因特网带给我们的便利。Skill aims：1. 能听懂有关谈论因特网的作用及简单的背景知识的对话。2. 能运用本课所学知识正确地谈论因特网带给我们的便利。3. 能正确朗读课本的文本材料，读懂介绍人们在生活中如何利用因特网带给自己便利的文章。4. 能写出介绍自己及他人如何利用因特网带给生活便利的文章。Emotional aims： 培养学生通过各种不同的方式学习英语，正确地使用因特网。. The key points and difficult points
Ⅲ Key points： 1. 学习“Subject+Vt.+Object+Object complement”结构在句子当中的使用。 2. 了解有关因特网带给人们便捷的知识。 3. 复习形容词的比较级和最高级。 Difficult points： 学习“主语+及物动词+宾语+宾语补足语”的结构在句子当中的使用。. Learning strategies
Ⅳ 1. 在和他人交谈，或者自己用英语阐述某个观点的时候，适时地用一些如：Well, Let me see, Er等，可以为你争取思考的时间。 2. 将平时自己使用因特网的经验和课文做对比，可以帮助你更快记忆1a的知识点和背诵1a。. Teaching aids
Ⅴ Computer multimedia projector. Teaching procedures
ⅥStep 1 Introduction1. Make a survey.Teacher shows the following questions on the screen:(1) How many students like studying on the Internet?(2) How many students like shopping on the Internet?(3) How many students like chatting on QQ?(4) How many students like playing computer games? 2. Invite students to report their results. Remind students to use comparative andsuperlative degrees of adjectives better. 3. Teacher interviews some students why they like chatting on QQ/shopping1
Topic 3 The Internet makes the world smaller.Section A. Material analysis
online/studying on the Internet.4. Teacher teaches the new words: “cheap, online, information, face to face” at thistime.Step 2 Presentation1. Ask students to look at the picture in 1a carefully, and predict what Maria andKangkang are doing now.2. Play 1a.3. Finish 1b. Show 1b to students. Give students 1 minute to read the passage. Thenplay 1a again.4. Play 1a .5. Invite students to check the answers. Give the volunteers smiling faces.6. Play 1a sentence by sentence.7. Give students 2 minutes to read 1a. Listen and revise students’ pronunciation.8. Finish 1c. Encourage students to act 1a out with the help of 1b. 9. Give the students who acted 1a smiling faces. Encourage students to answerquestions bravely.Step 3 Consolidation1. Encourage students to find the advantages of the Internet.2. Teacher changes students’ answers with the same meanings. For example: The Internetmakes the shopping cheaper. The Internet helps us to find information much safer...3. In order to make students understand this structure well, teacher can show more examples. Ithink it is better to let students feel and be familiar with the structure first, then imitate thestructure. 4. Show pictures in 2 on the screen one by one. Ask students to finish picture 1 and 2 together.5. Emphasizes some key points according to students’ mistakes. And show pictures 3, 4, 5 and6 to students.6. Invite volunteers to make sentences with the structure of “subject+Vt.+object+objectcomplement”.Step 4 Practice1. Finish 3a. Show the pictures in 3a on the screen. Ask students to remember thephrases.2. Play 3a. Ask students to number the pictures.3. Check the answers.4. Finish 3b. Show the example in 3b to students. Ask students to make dialogues likethe example. Students should ask and answer based on the information in 3a.5. Invite students to make a dialogue in class.6. Give volunteers smiling faces and ask students why they use “Well” here.7. Invite students to share their ideas.8. Teacher show the sweet tips: Expressions like “Well”, “You know”, “Let me see”etc. can fill the silence when you want to think about something in a conversation.Step 5 Production1. Have a commendation meeting: (1) Each group writes down the advantages of the Internet.(2) In the sentence, there must be the structure: Subject+Vt.+Object+Obj-ectcomplement(3) One student speaks out one sentence. Leave some chances to other students.2. Teacher draws the smiling faces on the blackboard. And teaches students that every coin hastwo sides.3. Teacher summarizes the key points:(1) Some new words: information, cheap, face to face, headmaster2
ⅠSection B的主要教学活动为1a、2、4a 和4b。本节课中1a通过Jane,Michael, Kangkang和Maria之间谈论各自从互联网上获得的信息，引出功能句“be sure +that”结构。2、3部分通过例子的形式，给学生提供操练功能句“be sure +that”的机会。4a、4b重点复习/w/, /v/之间的区别并要求学生能够正确地读出句子的升、降调以及连读和重音。学生经过大量的操练能够掌握“be sure +that”结构，但是语音、语调一直都是被教师和学生所忽视的，所以在设计课堂方案的时候希望教师能够设计各种活动如模仿、观察、触摸、比赛等，来完善语音教学。. Teaching aims
ⅡKnowledge aims：1. 能根据音标正确朗读出下列单词：pizza, website, reporter。 2. 能在老师的引导下分清/w/, /v/之间的区别，并能正确地发这两个音；明白升、降调的作用，能正确地读出句子的升、降调以及连读和重音。 3. 能正确拼写并运用单词表中的单词, 如：website, 并能根据音标写出pizza, reporter等单词。 4. 能正确使用“be sure +that”结构。 5. 能够用“be sure +that”结构来谈论确定与不确定的话题。Skill aims：1. 能听懂谈论人们使用因特网获得信息的话题。2. 能正确地表达自己使用因特网所做的事情、并能够用“be sure +that”结构来谈论确定与不确定的话题。 3. 能正确朗读课本的文本材料，能清楚模仿录音读含有/w/, /v/的单词，能根据谈话内容的需要读出句子的重音、语调等。 4. 能用书面形式描述自己如何利用因特网购物、学习等，并能够用“be sure+that”结构写出句子来表达确定与不确定。Emotional aims：能体会英语学习的
乐趣，懂得在学习中遇到困难时可以通过网上查资料的形式自己解
决问题。. The key points and difficult points
ⅢKey points：1. 学习“be sure +that”结构。2. 复习/w/, /v/的正确发音以及句子的升调、降调、连读和重音。Difficult points：/w/, /v/的正确发音。. Learning strategies
Ⅳ1. 利用因特网在网上
查找/w/, /v/之间的区别，可以帮助你在课堂上学习/w/,/v/的发音
规则。3
(2) The structure: Subject+Vt.+Object+Obje-ct complement E.g. The Internet makes the world smaller. The Internet also helps us to find informationmuch safer.4. Homework:Ask students to:(1) Write a short passage about the advantages of the Internet, and remember to use thestructure: Subject+Vt.+Object+Obje-ct complement(2) Collect some information of disadvantages of the Internet. Section B. Material analysis
多用“be sure +that” 结构来谈论问题，这样你可以很快掌握这个结构。. Teaching aids
Ⅴ Computer multimedia projector, mirrors, sketch map. Teaching procedures
ⅥStep 1 Introduction1. Get students ready for learning.2. Check students’ homework about the advantages of the Internet. 3. Teacher evaluates students’ ideas in a low voice when students are showing theirideas. Teacher evaluates students by saying: “I am sure your idea is right. / I am notsure if that is a good idea”.4. Provide students with 2 minutes to read their partner’s composition. And encouragethem to evaluate the composition with the structure “be sure + that”.Step 2 Presentation1. Show the picture in 1a to students and ask students to predict “What are theytalking about?”2. Play 1a and ask students to check their predictions. Teacher can tell the students like this:“I guess your answers are all included in the computer. But I am not sure if your answersare right. Let’s listen and check”. Teacher should use the structure often in class. 3. Teacher asks students to read the new words together, and check theirpronunciation.4. Finish 1b. Show the table to students, ask students to listen to 1a again carefully and fillin the table.5. Check the answers and play 1a sentence by sentence.6. Finish 1c. Show 1c to students. Ask students to rewrite the conversation in apassage based on 1b.7. Finish 1d. Ask students to write a passage from Jane’s point of view. 8. Invite a group to share their passage. Other groups try to evaluate their passagewith the structure “be sure +that”.Step 3 ConsolidationFinish 2.1. Show the example of 2 to students. Ask students to analyse the structure in groups.2. Show the box to students. Ask students to make conversations with the sentences inthe box.3. Invite students to share their answers.4. Finish 3.Ask students to make a survey in groups. Interview their group membersabout what they saw or heard on the Internet.5. Invite two groups to present it to the class. Give them smiling faces.Step 4 Pr
ⅡKnowledge aims： 1. 能够根据音标正确拼读cheap, online, information, headmaster等。2. 能正确地拼写本课生词，明白形容词、名词、动词不定式等可以用作宾语补足语。3. 了解“主语+及物动词+宾语+宾语补足语”的结构，能将这一结构融入到具体的句子之中。 4. 能运用本课所学语言知识，谈论因特网带给我们的便利。Skill aims：1. 能听懂有关谈论因特网的作用及简单的背景知识的对话。2. 能运用本课所学知识正确地谈论因特网带给我们的便利。3. 能正确朗读课本的文本材料，读懂介绍人们在生活中如何利用因特网带给自己便利的文章。4. 能写出介绍自己及他人如何利用因特网带给生活便利的文章。Emotional aims： 培养学生通过各种不同的方式学习英语，正确地使用因特网。. The key points and difficult points
Ⅲ Key points： 1. 学习“Subject+Vt.+Object+Object complement”结构在句子当中的使用。 2. 了解有关因特网带给人们便捷的知识。 3. 复习形容词的比较级和最高级。 Difficult points： 学习“主语+及物动词+宾语+宾语补足语”的结构在句子当中的使用。. Learning strategies
Ⅳ 1. 在和他人交谈，或者自己用英语阐述某个观点的时候，适时地用一些如：Well, Let me see, Er等，可以为你争取思考的时间。 2. 将平时自己使用因特网的经验和课文做对比，可以帮助你更快记忆1a的知识点和背诵1a。. Teaching aids
Ⅴ Computer multimedia projector. Teaching procedures
ⅥStep 1 Introduction1. Make a survey.Teacher shows the following questions on the screen:(1) How many students like studying on the Internet?(2) How many students like shopping on the Internet?(3) How many students like chatting on QQ?(4) How many students like playing computer games? 2. Invite students to report their results. Remind students to use comparative andsuperlative degrees of adjectives better. 3. Teacher interviews some students why they like chatting on QQ/shopping1
Topic 3 The Internet makes the world smaller.Section A. Material analysis
online/studying on the Internet.4. Teacher teaches the new words: “cheap, online, information, face to face” at thistime.Step 2 Presentation1. Ask students to look at the picture in 1a carefully, and predict what Maria andKangkang are doing now.2. Play 1a.3. Finish 1b. Show 1b to students. Give students 1 minute to read the passage. Thenplay 1a again.4. Play 1a .5. Invite students to check the answers. Give the volunteers smiling faces.6. Play 1a sentence by sentence.7. Give students 2 minutes to read 1a. Listen and revise students’ pronunciation.8. Finish 1c. Encourage students to act 1a out with the help of 1b. 9. Give the students who acted 1a smiling faces. Encourage students to answerquestions bravely.Step 3 Consolidation1. Encourage students to find the advantages of the Internet.2. Teacher changes students’ answers with the same meanings. For example: The Internetmakes the shopping cheaper. The Internet helps us to find information much safer...3. In order to make students understand this structure well, teacher can show more examples. Ithink it is better to let students feel and be familiar with the structure first, then imitate thestructure. 4. Show pictures in 2 on the screen one by one. Ask students to finish picture 1 and 2 together.5. Emphasizes some key points according to students’ mistakes. And show pictures 3, 4, 5 and6 to students.6. Invite volunteers to make sentences with the structure of “subject+Vt.+object+objectcomplement”.Step 4 Practice1. Finish 3a. Show the pictures in 3a on the screen. Ask students to remember thephrases.2. Play 3a. Ask students to number the pictures.3. Check the answers.4. Finish 3b. Show the example in 3b to students. Ask students to make dialogues likethe example. Students should ask and answer based on the information in 3a.5. Invite students to make a dialogue in class.6. Give volunteers smiling faces and ask students why they use “Well” here.7. Invite students to share their ideas.8. Teacher show the sweet tips: Expressions like “Well”, “You know”, “Let me see”etc. can fill the silence when you want to think about something in a conversation.Step 5 Production1. Have a commendation meeting: (1) Each group writes down the advantages of the Internet.(2) In the sentence, there must be the structure: Subject+Vt.+Object+Obj-ectcomplement(3) One student speaks out one sentence. Leave some chances to other students.2. Teacher draws the smiling faces on the blackboard. And teaches students that every coin hastwo sides.3. Teacher summarizes the key points:(1) Some new words: information, cheap, face to face, headmaster2
ⅠSection B的主要教学活动为1a、2、4a 和4b。本节课中1a通过Jane,Michael, Kangkang和Maria之间谈论各自从互联网上获得的信息，引出功能句“be sure +that”结构。2、3部分通过例子的形式，给学生提供操练功能句“be sure +that”的机会。4a、4b重点复习/w/, /v/之间的区别并要求学生能够正确地读出句子的升、降调以及连读和重音。学生经过大量的操练能够掌握“be sure +that”结构，但是语音、语调一直都是被教师和学生所忽视的，所以在设计课堂方案的时候希望教师能够设计各种活动如模仿、观察、触摸、比赛等，来完善语音教学。. Teaching aims
ⅡKnowledge aims：1. 能根据音标正确朗读出下列单词：pizza, website, reporter。 2. 能在老师的引导下分清/w/, /v/之间的区别，并能正确地发这两个音；明白升、降调的作用，能正确地读出句子的升、降调以及连读和重音。 3. 能正确拼写并运用单词表中的单词, 如：website, 并能根据音标写出pizza, reporter等单词。 4. 能正确使用“be sure +that”结构。 5. 能够用“be sure +that”结构来谈论确定与不确定的话题。Skill aims：1. 能听懂谈论人们使用因特网获得信息的话题。2. 能正确地表达自己使用因特网所做的事情、并能够用“be sure +that”结构来谈论确定与不确定的话题。 3. 能正确朗读课本的文本材料，能清楚模仿录音读含有/w/, /v/的单词，能根据谈话内容的需要读出句子的重音、语调等。 4. 能用书面形式描述自己如何利用因特网购物、学习等，并能够用“be sure+that”结构写出句子来表达确定与不确定。Emotional aims：能体会英语学习的
乐趣，懂得在学习中遇到困难时可以通过网上查资料的形式自己解
决问题。. The key points and difficult points
ⅢKey points：1. 学习“be sure +that”结构。2. 复习/w/, /v/的正确发音以及句子的升调、降调、连读和重音。Difficult points：/w/, /v/的正确发音。. Learning strategies
Ⅳ1. 利用因特网在网上
查找/w/, /v/之间的区别，可以帮助你在课堂上学习/w/,/v/的发音
规则。3
(2) The structure: Subject+Vt.+Object+Obje-ct complement E.g. The Internet makes the world smaller. The Internet also helps us to find informationmuch safer.4. Homework:Ask students to:(1) Write a short passage about the advantages of the Internet, and remember to use thestructure: Subject+Vt.+Object+Obje-ct complement(2) Collect some information of disadvantages of the Internet. Section B. Material analysis
多用“be sure +that” 结构来谈论问题，这样你可以很快掌握这个结构。. Teaching aids
Ⅴ Computer multimedia projector, mirrors, sketch map. Teaching procedures
ⅥStep 1 Introduction1. Get students ready for learning.2. Check students’ homework about the advantages of the Internet. 3. Teacher evaluates students’ ideas in a low voice when students are showing theirideas. Teacher evaluates students by saying: “I am sure your idea is right. / I am notsure if that is a good idea”.4. Provide students with 2 minutes to read their partner’s composition. And encouragethem to evaluate the composition with the structure “be sure + that”.Step 2 Presentation1. Show the picture in 1a to students and ask students to predict “What are theytalking about?”2. Play 1a and ask students to check their predictions. Teacher can tell the students like this:“I guess your answers are all included in the computer. But I am not sure if your answersare right. Let’s listen and check”. Teacher should use the structure often in class. 3. Teacher asks students to read the new words together, and check theirpronunciation.4. Finish 1b. Show the table to students, ask students to listen to 1a again carefully and fillin the table.5. Check the answers and play 1a sentence by sentence.6. Finish 1c. Show 1c to students. Ask students to rewrite the conversation in apassage based on 1b.7. Finish 1d. Ask students to write a passage from Jane’s point of view. 8. Invite a group to share their passage. Other groups try to evaluate their passagewith the structure “be sure +that”.Step 3 ConsolidationFinish 2.1. Show the example of 2 to students. Ask students to analyse the structure in groups.2. Show the box to students. Ask students to make conversations with the sentences inthe box.3. Invite students to share their answers.4. Finish 3.Ask students to make a survey in groups. Interview their group membersabout what they saw or heard on the Internet.5. Invite two groups to present it to the class. Give them smiling faces.Step 4 Pr
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