活动目标：
1.理解并欣赏作品，会运用作品中的语言连贯完整地回答问题。
2.能大胆地用语言与别人交流。
3.懂得为大家做事自己也会得到快乐的道理。
活动准备：
1.《小花籽找快乐》PPT﹔相关音乐；
2.花籽、太阳、小鸟、蜜蜂、青蛙头饰若干；
3.大河、草原、雪山、红花彩色图片若干。
Stude
A
Properties: Recorder, Overhead Projector and a map of world.
Teaching Objectives:
1. Practise listening ability.
2. Revise the grammar: the Comparative Degrees of Adjective and Adverbs
The Past Perfect Tense
Language Focus: Checkpoint 18
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check homework, then ask the students to read the partners’ homework to share with each other.
Revise the use of the Infinitive
III. leading in
T: Today we’ll learn something about Coco. Do you know where she is from?
IV. Listening practice
Play the tape or for the students to listen and find the answer, then look at the workbook, Exercise 1, go through the questions with the students and make sure they can understand what they mean. Play the tape again, let the students discuss their answers in pains before the teacher checks the answers with the whole class.
V. Presentation
Show the students a map of the world, and ask: What map is it? Help the students find “China” and “India” on the map. Let the students discuss the two countries: They are developing countries. They have a large population in the world.
Ask: What’s the population of China and what’s the population of India? Let the students read Part 2 and answer the questions. (China’s population is 1 328 000 000 and India’s population is 1 000 000 000). That’s to say India’s population is smaller than China’s .Ask the students to use the words in the box to complete the passage, then read together, finally ask the students to retell the text.
VI. Practice
Revise the Grammar: The Past Perfect Tense, give some examples:
1. He had left before his wife came back.
2. I remembered that Peter had already got a bike.
3. By the end of last month, he had learned 2000 new words.
4. When I got to the cinema, the film had begun.
Then ask the students to do Exercise 3. The answers are: 1 C 2 E 3 A 4 B 5 D. Let the students read these sentences together.
VII. Practice
Ask the students to do Exercise 4 first, then check the answers. The answers are: had, in, is, more, the, had, to, in, had, that, to, us, and, to
VIII. Workbook
Give the students five minutes to finish workbook. Do Exercises 1, 3 and 4. Then check the answers.
The answers to Exercise 1 are: took, went, found, was, called, told, had happened, said, would go, came, was found, checked, founded, said, stole, went, enjoyed, came, found, had stolen, had
The answers to Exercise 3 are: I worn out 2 try on 3 slow down 4 made up my mind 5 am pleased with 6 were angry with, deserve to 7 at least 8 as if 9 carried on
IX. Summary
Exercises in class
Fill in the blanks according to the text in this unit.
Lucy and Lily are___1___. They are living together___2___. But sometimes they fight. It doesn’t last too___3___. They___4___very well with each other again.
They look___5__, so it’s hard for people to recognize them: Who is Lucy___6__Lily. We always___7___mistakes. They feel___8__. They like most of the same things, for example: music, food and___9__. But Lily likes to___10__, Lucy likes to___11__, they don’t like the same colour,____12___. So they have some___13____Sometimes they disagree, but they never___14__. They love each other and they are___15___happy that they are twins.
Answers: 1.twins 2.most of the time 3.long 4.get on 5.the same 6.or 7.make 8. the same 9. books 10 .dance 11. sing 12. either 13. differences 14. fight 15.both
X. Homework
Prepare for the final examination.
Lesson 70 教学设计方案
Properties: Computer, Projector, PPT document provided.
Teaching Objectives:
1. Let the students understand the dialogue and learn new words.
2. Go over the Past Perfect Tense.
Language Focus:
New words: British, fail, summit, misty, mist
Useful expressions: disappear into, the first men to do tins, try to reach the top of
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Ask the students to act out the dialogue is provided in Lesson 69-1.asf
III. Lead in
Give the students some information and pictures about Mount Qomolangma, and check their homework. Let them speak something about the history of climbing the Mount Qomolangma.
For example:
It was formed 60million years ago and ascends to the height of 8850. Surveyor General Andrew Waugh proposed to name the mountain Everest after his predecessor, George Everest. This name prevailed until today, although the mountain has two local names – Qomolangma in Tibetan, Sagarmatha in Nepali.
IV. Watch and listen
Ask the students to watch the flash Because it is there.swf which is provided. Listen the text carefully, and finish the questions:
True or False
1. Mount Qomolangma is the tallest mountain in the world. ( )
2. George Mallory is a professional (职业的) mountain climber. ( )
3. Mallory had tried four times to reach the top of the mountain. ( )
4. In 1921 he tried to climb the mountain for the first time. ( )
5. Edmund Hillary and Tenzing Norgay were thought to be the first men to reach the top of the mountain. ( )
6. Edmund Hillary found Mallory’s body in 1999. ( )
Answers：
1. √ 2. × 3. × 4. √ 5. √ 6. ×
V. Read the text
Let the students read the text carefully and grasp the main idea of this article. And find out what happened in different years (1921, 1922, 1924, 1953, 1999).
nne’s Best Friend Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? Or are you afraid that your friend would laugh at you, or would not understand what you are going through? Anne Frank wanted the first kind, so she made her diary her best friend. Anne lived in Amsterdam in the Netherlands during World War Ⅱ. Her family was Jewish so nearly twenty-five months before they were discovered. During that time the only true friend was her diary.
She said, ”I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend, and I shall call my friend Kitty.” Now read how she felt after being in the hiding place since July 1942. Thursday 15th June, 1944 Dear Kitty, I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. That’s changed since I was here. …For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by my self. But as the moon gave far too much light, I didn’t dare open a window. Another time five months ago, I happened to be upstairs at dusk when the window was open. I didn’t go downstairs until the window bad to be shut. The dark, rainy evening, the wind, the thundering clouds held me entirely in their power; it was the first time in a year an
ts exercise, fit, strong, pollutionshare… with…, notice, pay attention to, signals, safety rules, helmets, light-colored, reflectors, in case of, first aid, call 120Stage 4：Post-readingFinish Ex.2 and a translation task.Stage 5：ProjectHow can we be safe on the road? Write a passage according to the information in 3, add your own ideas. The following words may help you.should (not)/must (not)/had better (not)play on the road; listen to music;look left/right; pay attention to;obey traffic rules; first aid;Stage 5：Summary and homework1. Summary:New words and phrases:truck, notice, safety，in a word, look out, pay attention toUseful expressions:Bicycle riding is good exercise.In a word, the best way to be safe is to be careful.Safety rules for bike riders:They must wear helmets to protect their heads.…, bicycle riders should know how to give first aid.2. Homework:a) Review the key point in Section C.(2) Complete the passage of Project.(3) Preview Section D. Collect information about bicycle races.V. Blackboard designSection CWords and expressionssafety, truck, notice, injury, signal, pay attention to, in case ofcan master the rules of changing original verbs into past tense, for example, learn-learnt, study-studied and so on.
Ability aims:
Students’ ability of listening will be improved and they can make a new conversation by using simple past tense.
Emotional aims:
Students will be interested in learning English grammar and they will have the courage to challenge the new things.
Teaching key points and difficult points:
Key points:
Students can master the rules of changing original verbs into past tense, for example, learn-learnt, study-studied and so on.
Ability aims:
Students’ ability of listening will be improved and they can make a new conversation by using simple past tense.
Emotional aims:
Students will be interested in learning English grammar and they will have the courage to challenge the new things.
Teaching key points and difficult points:
Key points:
Students can master the rules of changing original verbs into past tense.
Difficult points:
Students will use simple past tense to describe an unforgettable experience that happened in the past.
Teaching procedures:
Students can master the rules of changing original verbs into past tense, for example, learn-learnt, study-studied and so on.
Ability aims:
Students’ ability of listening will be improved and they can make a new conversation by using simple past tense.
Emotional aims:
Students will be interested in learning English grammar and they will have the courage to challenge the new things.
Teaching key points and difficult points:
Key points:
Students can master the rules of changing original verbs into past tense.
Difficult points:
Students will use simple past tense to describe an unforgettable experience that happened in the past.
Teaching procedures:
Step 1 Lead-in
Greet students and sing a song Yesterday once more.
Ask students the topic of this song then lead in the new class naturally.
(Justification: the song’s topic relates to the past and it is a very classic English song, so students will be drowned in the music even try to study this song.)
Step 2 Pre-listening
Give some examples to introduce the rules of changing original verbs into past tense.
Let students make some sentences to describe an experience of their own.
(Justification: students will be familiar with the grammar point and they can have a basic awareness of the English grammar.)
Step 3 While-lisening
1. Extensive listening
Listen to the tape for the first time and answer the quest
Unit 1 How do you study for a test?
Teaching aims:
Knowledge aim:
Students can accumulate some useful words through reading, such as frustrating, conversation and so on.
Students will learn more ways to learn English better.
Ability aim:
Students can use some basic reading strategies including skimming, scanning and prediction to read efficiently.
Emotional aim:
Students will be interested in learning English and can find the best way to learn English well.
Key points and difficult points:
Key points: Students can master some useful expressions and comprehend the content of this passage.
Difficult points: Students can master some useful reading strategies and put them into practice.
Teaching Aids: PPT. pictures
Teaching Procedures:
Step 1 lead in
1. Greeting with my students
2. Free talk
Let students talk about why they learn English freely and invite some students to share their idea with us.
S1: because it is very useful for us to communicate with foreigners…
S2: because we should have a good score in English examination.
By this way, teacher will lead students to think another question as they believed that English is very important in our life. “How can we learn English well?” then teacherwill lead in today’s topic “how do you learn best?”
Step 2 Pre-reading
Discussion and prediction
Teacher will encourage students to discuss with their partners about the way they usually use to study English, at the same time, let them predict what the author will tell us in this passage.
Step 3 While- reading
1. Global reading
Ask students to skim the passage and try to summarize the general idea of it. Then let students scan the passage for some specific information and answer the following questions,
“How many persons are mentioned in this passage?”
“How many ways do the characters mention in this passage?”
2. Detailed reading
Students will be required to read the passage again to finish the chart below the passage.
Step 4 post-reading
1. Deal with the language points
After students have finished reading, Teacher will ask them try to find the new words and expressions in the passage. They should try to learn them by themselves. Then we will deal them together.
2. Pair work
Students will work in pairs to do a survey by using the expressions on the textbook. Then they should finish the chart below the passage.
Summary and homework
Ask students to do a survey on more students about their ways of learning English.
Blackboard design
ion:
What are they talking about?
(Justification: students’ ability of getting main idea through extensive listening will be improved.)
2. Intensive listening
Listen to the tape one more time and answer the questions：
1. What does Lingling’s grandma do?
2. What does Lingling’s grandpa do?
3. Is Lingling’s grandpa learning English now?
(Justification: these questions can help students grasp some detailed information of Lingling’s family, and also, their listening ability will be improved.)
Step 4 Post-listening
Four students in a group, share an unforgettable experience with their partners. PaWoman :Good morning，sir！Can I help you?Dad: Yes，please. What w 1 you like，Ann?Ann : A l 2 bowl of noodles w 3 carrot and beef. I’m hungry.Dad: Anything to d 4 ?Ann: Yes. A glass of orange j 5 .Dad: OK. What a 6 you，Tom?Tom: I’m not h 7 .Just a b 8 of water.Dad: All right. And I’d l 9 a cup of tea.Woman :H 10 you are.Dad: Thank you.y attention to use the simple past tense. After 5minutes, some students will be invited to share in front of the class.
(Justification: this activity can help students improve their speaking ability, and can provide them a chance to apply the knowledge into real situation.)
Step 5 Summary and homework
Summary: Invite one student to summarize what we have learned today, and the teacher will give some help to complete.
Homework: Ask students to share the experience with their parents in English after class.
Blackboard design:
Step 1 Lead-in
Greet students and sing a song Yesterday once more.
Ask students the topic of this song then lead in the new class naturally.
(Justification: the song’s topic relates to the past and it is a very classic English song, so students will be drowned in the music even try to study this song.)
Step 2 Pre-listening
Give some examples to introduce the rules of changing original verbs into past tense.
Let students make some sentences to describe an experience of their own.
(Justification: students will be familiar with the grammar point and they can have a basic awareness of the English grammar.)
Step 3 While-lisening
1. Extensive listening
Listen to the tape for the first time and answer the question:
What are they talking about?
(Justification: students’ ability of getting main idea through extensive listening will be improved.)
2. Intensive listening
Listen to the tape one more time and answer the questions：
1. What does Lingling’s grandma do?
2. What does Lingling’s grandpa do?
3. Is Lingling’s grandpa learning English now?
(Justification: these questions can help students grasp some detailed information of Lingling’s family, and also, their listening ability will be improved.)
Step 4 Post-listening
Four students in a group, share an unforgettable experience with their partners. Pay attention to use the simple past tense. After 5minutes, some students will be invited to share in front of the class.
(Justification: this activity can help students improve their speaking ability, and can provide them a chance to apply the knowledge into real situation.)
Step 5 Summary and homework
Summary: Invite one student to summarize what we have learned today, and the teacher will give some help to complete.
Homework: Ask students to share the experience with their parents in English after class.
Blackboard design:
Students can master the rules of changing original verbs into past tense.
DifficThe teacher asks the students to read 1a and match the topic sentence with each paragraph. Then write a title for the passage in the box above.2. Read and understand. The teacher plays a flash about the text. After watching it, the students should find the answers to the questions in 1c.(1)What do people use bicycles for?(2)Why is bicycle riding good exercise?(3)How do bicycle riders protect their heads?(4) What must bicycle riders do when riding at night?(5)If a bicycle rider is badly hurt in a traffic accident, what should he / she do?3．Do some listening. Listen to 1a and find out ult points:
Students will use simple past tense to describe an unforgettable experience that happened in the past.
Teaching procedures:
Step 1 Lead-in
Greet students and sing a song Yesterday once more.
Ask students the topic of this song then lead in the new class naturally.
(Justification: the song’s topic relates to the past and it is a very classic English song, so students will be drowned in the music even try to study this song.)
Step 2 Pre-listening
Give some examples to introduce the rules of changing original verbs into past tense.
Let students make some sentences to describe an experience of their own.
(Justification: students will be familiar with the grammar point and they can have a basic awareness of the English grammar.)
Step 3 While-lisening
1. Extensive listening
Listen to the tape for the first time and answer the question:
What are they talking about?
(Justification: students’ ability of getting main idea through extensive listening will be improved.)
2. Intensive listening
Listen to the tape one more time and answer the questions：
1. What does Lingling’s grandma do?
2. What does Lingling’s grandpa do?
3. Is Lingling’s grandpa learning English now?
(Justification: these questions can help students grasp some detailed information of Lingling’s family, and also, their listening ability will be improved.)
Step 4 Post-listening
Four students in a group, share an unforgettable experience with their partners. Pay attention to use the simple past tense. After 5minutes, some students will be invited to share in front of the class.
(Justification: this activity can help students improve their speaking ability, and can provide them a chance to apply the knowledge into real situation.)
Step 5 Summary and homework
Summary: Invite one student to summarize what we have learned today, and the teacher will give some help to complete.
Homework: Ask students to share the experience with their parents in English after class.
Blackboard design:
活动过程：
一、情景导入，激发兴趣
1.师：小朋友，你们好！我是储老师，我来和你们一起玩游戏，你们高兴吗？下面，请小朋友们闭上眼睛，3、2、1，巴啦啦变！
师带花籽头饰：请小朋友睁开眼睛。
师自我介绍：我是一颗小花籽，小朋友们都爱我。让我先来抱抱你，请你做我的好朋友。我是一颗小花籽，请你们做我的好朋友。
【设计意图：游戏导入，激发幼儿学习兴趣。在活动一开始，老师变身成为“小花籽”，以儿歌的形式导入，吸引幼儿的注意力，把教学和游戏融为一体，拉近了和孩子们的距离，把孩子引入轻松快乐的氛围中。体现教学生活化、游戏化、自然化的特点。】
2.师：我是谁呀？
幼：你是一颗小花籽。
师：对，我是一颗小花籽，把我种在土里，能开出美丽的香香的花朵。今天，我悄悄地从妈妈的怀里蹦出来，要出去寻找快乐。小朋友，你们快乐吗？那谁来说一说，在生活中有哪些事会让你感到快乐呢？
幼儿充分回答，教师及时鼓励、有针对性评价。
【设计意图：尊重幼儿的已有经验，创设宽松的语言环境，给孩子提供一个与同伴交流的机会，让幼儿充分发挥自己的想象，联系自己的生活经验进行讲述。最初幼儿对快乐的理解是不同的，小朋友送我玩具，吃自己喜欢的食物等就感到快乐。这些快乐与故事中的快乐是不一样的，为幼儿原有经验的提升打下伏笔，也是思维活动的开始。教师不否定幼儿的想法，激发了幼儿参与活动的兴趣。】
二、游玩情境，初步感知
（一）理解故事前半部分
1.在游玩情境中，学说小花籽和太阳的对话
师：啊，郊外的空气真好啊！看！太阳出来了，我们一起去问问太阳快不快乐。
师带领全体幼儿走到太阳前问：太阳公公，你快乐吗？
配班老师给太阳公公配音：快乐，快乐！我给大家阳光和温暖，大家喜欢我。
师：小朋友，刚才谁听到太阳公公说话了？太阳公公是怎么说的呀？请幼儿充分回答，教师及时纠正、表扬。
师：我们一起来学学太阳公公好不好？
请幼儿集体说这句话。
【设计意图：此环节我采用情景式教学法，在教学过程中为幼儿创设一个具体、形象的学习情境。用恰当的方式，把幼儿带入情境之中，让幼儿身临其境的跟随小花籽一起去寻找快乐，寻找答案，紧紧地吸引住孩子的注意力，让幼儿在一个宽松的情境中勇敢地表达。】
2.师：小花籽在找快乐的路上还会碰到谁，它们会怎么说？会怎么帮助别人呢？
幼儿充分回答，教师及时、有针对性地评价。
【设计意图：这一问题的提出，发展幼儿的想象力，使幼儿参与谈话活动，并乐意在集体面前，大声自然地表达自己的想法。新《纲要》提出:发展幼儿语言的关键是创设一个能使他们想说、敢说、喜欢说、有机会说并能得到积极应答的环境,通过教师鼓励幼儿大胆、清楚地表达自己的想法和感受，加深幼儿对故事的进一步理解。】
3.依次引导幼儿学说小花籽和小鸟、蜜蜂、青蛙的对话。（鼓励幼儿自己提问，加动作模仿表演）通过新句式的学习及完整的语言表达，促进幼儿的口语表达能力，培养幼儿对文学作品的兴趣。
【设计意图：由于对话比较简单，所以幼儿在学习了第一、二个角色的对话后已经能主动迁移到后两个角色的对话中了，通过师生、生生等不同形式的对话练习，激发了幼儿极大的学习兴趣，在边讲边学对话的过程中让幼儿学习新句式及完整的语言表达，促进幼儿的口语表达能力，培养幼儿对文学作品的兴趣。】
4.通过理解故事，师有目的引导幼儿发现其实是太阳、小鸟、蜜蜂、青蛙用自己的本领帮助了别人才获得了快乐的原因。
5.师幼谈话，讨论快乐的原因。
师：我们玩得可真开心呀！快坐回到小椅子休息一下吧。
师幼谈话：
（1）小花籽去干什么了？（幼儿充分回答，指导幼儿把话说完整。）
（2）小花籽看见了谁？说什么？别人是怎样回答它的？
师：太阳、小鸟、蜜蜂、青蛙都快乐吗？他们为什么觉得快乐？
通过幼儿讨论，教师引导幼儿将理解的内容用自己的语言把话说完整表述出来。最后得出结论：太阳、小鸟、蜜蜂、青蛙用自己的本领为大家做事，大家喜欢它们，所以它们很快乐。
【设计意图：引导幼儿讨论，将理解的内容用自己的语言表述出来。师生对话、生生对话、自由对话。在幼儿表述遇到困难时，及时利用图片表演情节，在关键的时候推孩子一下，不仅增强幼儿自信心，还提高幼儿的语言讲述能力，使讲述更完整、连贯。】
（二）理解故事后半部分
1.师：我也想要一份这样的快乐。请小朋友帮小花籽想想，我能为大家做什么事，让大家喜欢我呢？
2.幼儿讨论并积极表达，师指导幼儿把话说完整，并及时鼓励、评价。
3.师：你们可真聪明！给我想出了好办法！通过小朋友的启发，我也有了一个好主意，一起来听一听吧！
师出示图片描述故事：我请风姑娘帮忙，风姑娘带着我飘呀飘，飘过大河、飘过草原、飘到雪山脚下。我很喜欢这儿，就留了下来，把这儿当作自己的家，要在这儿开朵花。春天来了，我真的开出了一朵美丽的大红花，香喷喷的，好闻极了，香味传得很远，很远。白熊、海豹、雪兔、海象，还有大人、小孩都来了。我已经是大红花了。我给大家带来美丽和芳香，大家喜欢我，我真快乐！
【设计意图：此环节培养幼儿的发散性思维，满足了好奇、爱想象的心理又对讲故事的第二部分起到了承上启下的作用，引发幼儿继续想听故事的愿望，我想的寻找快乐的方法与故事中的方法一样吗？】
4.师幼谈话，讨论小花籽是怎样找到快乐的。
师：小花籽找到快乐了吗？(幼儿充分回答)小花籽是怎么找到快乐的？（在雪山上开出一朵大红花）
师：小花籽为什么感到快乐呢？
幼：我用自己的本领开出了一朵美丽的大红花，让大家闻到了芳香，看到了美丽，大家喜欢我，所以我很快乐。我和其他的好朋友一样，都喜欢帮助别人，为别人带来快乐。
在教师引导下，幼儿最后得出结论：小花籽知道了，只有用自己的本领为大家做事，赢得大家的喜欢，才能感到快乐。
【设计意图：在这整个环节中通过让幼儿设疑、猜想、提问、讨论，内容一环扣一环，抓住故事情节线索，让幼儿在讨论、谈话中创造性地运用语言，大胆、清楚表达自己的想法和感受。它是解决活动重点、突破难点的一个关键的环节。同时完成了第二、第三个目标。】
三、整体感知，完整欣赏
师：谢谢小朋友帮小花籽找到了快乐，我要回雪山去了。请小朋友闭上眼睛。3、2、1巴啦啦变！（师摘掉花籽头饰）小花籽走了，给我们留下了一个好听的故事。我们一起来看一看，讲一讲吧！（师幼看课件一起讲故事）
【设计意图：课件的操作，能快速抓住幼儿眼球，集中幼儿注意力，使幼儿与故事中的形象近距离接触，更好地与故事中的角色对话，走进故事的情境中。同时，可根据幼儿情况，把握学习的节奏，也以最简单的方式达到了最好的效果。由于课件的图片比较鲜艳、生动，所以观赏课件更能有效激发幼儿的学习兴趣。】
四、经验迁移，拓展延伸
1.想一想,说一说
师：你们平时在幼儿园和家里有没有帮助过别人，为别人带来快乐呢？谁来愿意分享一下你帮助别人的快乐。
幼儿讲述身边的快乐（配上轻缓的音乐），师及时鼓励、表扬。
2.教师总结，跳《快乐舞》结束
师：大家说的可真好！我们来鼓励一下自己吧！今天我们帮小花籽找到了快乐，还懂得了为大家做事自己也会得到快乐的道理。你们现在快乐吗？快乐就和老师一起来跳《快乐舞》吧！
【设计意图：将故事中太阳、小鸟、蜜蜂、青蛙以及小花籽快乐的体验迁移到幼儿的生活中，鼓励幼儿大胆讲述，表达自己对快乐含义的理解。加深对快乐涵义的理解。让幼儿在无拘无束的氛围中交流，用语言表达了自己的意思，体验了语言交流的乐趣。同时也实现活动的第二个目标。这个环节的设计做到了尊重幼儿的已有经验，使幼儿在充分表达中又扩展、提升了幼儿的原有经验。让他们进一步体验到为别人做好事，别人喜欢，自己也快乐的感受。】
