1、Title(课题)Comic strips& welcome to the unitType(课型)新授课 Period(课时)1Supporting theories(理论支持) 1. 布罗姆的多元智能理论认为多元情景化教学策略是激发学生学习兴趣的有效办法。运用多元情境化教学策略，将英语课的导入多样化，使教学内容很快就调动起学生的多种智能，引发学生的思考，实现了“把学习时间和学习过程还给学生” ，让学生在探索和合作中获得知识，促进英语学习。有效地实现了事半功倍的效果。2. 任务型教学。以学生为主体、教师为主导、训练为主线，面向全体，分层教学，充分体现教学的实效性、双向性和引导性。采用灵活多变
2、的教学手段，培养学生的学习兴趣。3合 作 学 习 。 提倡合作与交流，增强集体意识和荣誉感。注重学生的能力培养，力争课堂的优质高效。Aims & demands(教学目标)Key points & difficulties(教学重、难点)To master the vocabulary about different kinds of people who are in trouble and disabilities.Teaching Methods(教学方法) Task-based approach Situational Teaching MethodAids: 课前准备（教具、活动准备
3、等）tape-recorder, computer, epidiascope 教 学 设 计课前延伸（预习）1.听磁带，预习该部分的生词。2.朗读课文，了解大意。Teaching Plan(授课计划)Studying Plan(学习计划)Aims(设计意图)Step1Warm up Ask questions about each other and the teacher.1.Whats your hobby?2.Are you ready to help people in need?3.Are you generous ？ 4.Do you donate money to chariti
4、es?问题导入，激发学生兴趣。Step2 Revision Review some Chinese and international charities. T asks Ss about their favourite charities. T shows some signs and names of the charities on the screen, e.g. Oxford, UNICEF, ORBIS, World Vision, World Wide Fund for Nature.Step3 Lead-in T reminds Ss of the ways of raisin
5、g money they have learned and asks them to guess which way Hobo will use to raise money. Then T presents a picture of the charity walk, the new phrase charity walk and the new word trailwalker (毅行者)on the screen, then explains them. 通过复习慈善机构，激发学生兴趣。 Step4 Comic strip1.T plays the tape and asks Ss to
6、 listen to the conversation between Eddie and Hobo2.T asks some questions about the conversation. (Questions on the screen)What is Hobo doing?What will Eddie give Hobo?What support does Hobo hope to receive from Eddie?Why does not Eddie think Hobo will finish his charity walk?3. Ss read the conversa
7、tion and act it out in pairs. (Two pairs act in front of the class.)课来源:gkstk.Com来源:学优高考网 来源:gkstk.Com内探来源:学优高考网 gkstk学导练来源:学优高考网 gkstkStep5. Group work Tasks Ss: “What things people should take with them on the charity walk?”T gives each group a piece of paper and asks them to make a list of the th
8、ings which trailwalkers need.Then T shows some of Ss notes on theepidiascope, e.g. torch, matches, umbrella, sleeping bags, sticks, medicine box1.听说读写，综合训练。2.任务驱动，学有目的。Step6. Welcome to the unit T: “Lots of people need help. Do you know which people need help?” T presents new vocabulary on the scree
9、n. Ss are asked to match the new words with their meanings:a person cannot see blind personpeople cannot hear deaf peoplea part of a persons body disabled persondoes not work properly a person has no home homeless persona person has little money. poor personT points out that blind, deaf, disabled, h
10、omeless are all new words. We have learned poor before. Ss read the new words after T.2. T tells the Ss to look at Page 93 of the textbook. Ss labelthe posters in Part A using the words from the box and tell which people they have helped. 3. T reminds Ss: “Some people with difficulty also try theirb
11、est to lead a meaningful life.” T shows the pictures of some people on the screen, e.g. Beethoven(贝多芬), Helen Keller（海伦凯勒）, 张海迪，邰丽华（舞蹈千手观音的领舞演员）Ss are attracted by these pictures and eager to say something about these peoples trouble. T uses these examples to urge Ss to work hard.通过海伦凯勒）, 张海迪，邰丽华（舞蹈
12、千手观音的领舞演员的介绍， 激起学生学习兴趣。Step7. Practice A conversation in Part B on Page 93 & listening practice听说读写，综合训练。究学导练Step8. ExtensionActivityDiscuss in groups 拓展讨论，学以致用。课后提升Step 9. Assignment1. Read and recite the conversation in the comicstrip.2. Writing: Write an article about helping disabled/deaf people?布置学生适量的作业，巩固所学知识。Blackboard design (板书设计)Group work:How to helpdisabled peopledeaf peoplehomeless peopleelderly peoplepoor people
