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[精品]唱歌曲

2017-10-14 38页 doc 87KB 21阅读

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[精品]唱歌曲[精品]唱歌曲 Module 1 Getting to know you Unit 1 Hello Tasks in this unit: Begin an interaction by greeting someone politely Use modeled phrases to maintain an interaction End an interaction with simple expressions of farewell Learn the letters: Aa to Jj Language ...
[精品]唱歌曲
[精品]唱歌曲 Module 1 Getting to know you Unit 1 Hello Tasks in this unit: Begin an interaction by greeting someone politely Use modeled phrases to maintain an interaction End an interaction with simple expressions of farewell Learn the letters: Aa to Jj Language focus: The usage of the key words in context e.g., morning, afternoon, evening, night The usage of formulaic expressions to greet people and make farewell e.g., Good evening./ Good night./ How are you?/ Goodbye. The usage of the common pattern to respond to people‘s greetings e.g., I‘m fine. The pronunciation and writing of the letters Aa to Jj Language skills: Listening Identifying the key words by hearing the pronunciation e.g., morning, afternoon, evening, night Understand formulaic expressions of greetings and farewell in context, and respond appropriately e.g., Hello/Good morning./Good afternoon./ Good evening./ Good night./ How are you?/ I‘m fine. Thank you./Goodbye. Understand a simple story with the help of pictures, puppets or the teacher‘s body language Identifying the letters Aa to Jj by listening to the pronunciation. Speaking Pronouncing the key words, phrases and sentences correctly e.g., evening, night Using formulaic expressions of greeting and farewell in the appropriate context 1 e.g., Good evening./ Good night./ How are you?/ Goodbye. Pronouncing the letters Aa to Jj correctly Writing Writing the letters correctly e.g. , Aa to Jj Scheme of work: Core contents Period Letters Materials Grammar and Vocabulary expressions Good evening. Evening Aa to Ee SB:p.2 and 4 1 Good night. night WB:p.2and 3,Parts A and B I‘m fine. Thank you. Ff to Jj SB:p.3.4 and 5 2 WB:p.4 and 5, Parts C,D,and Task Period 1 Language focus: Language focus: The usage of the key words in context e.g., morning, afternoon, evening, night The usage of formulaic expressions to greet people and make farewell e.g., Good evening./ Good night. The pronunciation and writing of the letters Aa to Ee Language skills: Listening Identifying the key words by hearing the pronunciation e.g., morning, afternoon, evening, night 2 Understand formulaic expressions of greetings and farewell in context, and respond appropriately e.g., Hello/Good morning./Good afternoon./ Good evening./ Good night./ Goodbye. Understand a simple story with the help of pictures, puppets or the teacher‘s body language Identifying the letters Aa to Ee by listening to the pronunciation. Speaking Using formulaic expressions of greeting and farewell in the appropriate context e.g., Good evening./ Good night. Writing Writing the letters correctly e.g. , Aa to Ee Procedures Contents Methods Purpose Characteristic modification, the teaching introspects Song: Hello! How are Listen and sing the 唱歌曲,活跃课堂在教授歌曲的同Pre-task you? song. 气氛,激发学生时,让学生学习preparation how do you do? 学习兴趣。 并知道这是在和别Good morning. The teacher greets 在加师生间交流 人初次见面的时候Good afternoon. with the pupils, then 的同时操练句 使用。 the pupils greet to the 型。 teacher. 在教授morning, evening Watch the dialogue 创设情境,引出 afternoon , on the screen. Kitty, 问候语。激发学 evening, night的 Ben, Alice and Tom 生学习的兴趣。 时候,可在黑板上While-task meet at the school 用简笔画画出太阳procedure bus stop after dinner . 相应的位置,来帮Good evening. Play a game. 通过游戏来操练 助学生理解每个单Say to Alice/ Eddie/ 句型。 3 Danny ―Good 词的含义和使用场 evening‖. 合。 night Look at the picture. 根据图片提示, Listen and say. 理解什么时候用 ―night ‖ At nine o‘clock Good night! Say ―Good night‖ to 创设情景,巩固句 Go to bed. Dad/ Mum before 型。 Should say good sleeping. night to daddy and Letters: Aa--Ee Read and copy the 复习字母,为拼写 mummy. letters 单词做准备。 Workbook P2 Listen and number.. 做练习,熟悉单 词,练习听力。 Post-task Workbook P3 Listen and respond 巩固练习,演 activity Act out the short 对话。 dialogues. 1.Sing the song ―Hello! How are you?‖ Homework: 2. Greeting to the parents in English. 3. Write the letters: Aa—Ee. 课后反思: 经过一个暑假的休息,许多学生对都有点生疏,应帮助学生熟悉、回忆起以前的知识, 应在帮助学习进行知识积累的同时,特别重视激发和保护学生学习英语的热情,培养学习 运用所学英语进行交际的意识和勇气。本着这一宗旨,本课时安排了“自我介绍”和“问 候对方”的功能项目,并在词汇教学中,选择了较易激起生学习兴趣的单词。这样安 排有助于消除学生学习新语言的焦虑心理。进而激发学生参与教学的热情和信心。 Period 2 Language focus: The usage of formulaic expressions to greet people and make farewell e.g., Good evening./ Good night./ How are you?/ Goodbye. 4 The pronunciation and writing of the letters Ff to Jj Language skills: Listening Understanding formulaic expressions of greeting in context, and responding appropriately e.g., Good night./ How are you today?/ I‘m fine. Thank you./Goodbye. Understand formulaic expressions of greetings and farewell in context, and respond appropriately e.g., Hello./ Hi. /Good evening./ How are you?/ Goodbye. Understand a simple story with the help of pictures, puppets or the teacher‘s body language Identifying the letters Ff to Jj by listening to the pronunciation. Speaking Using formulaic expressions of greeting and farewell in the appropriate context e.g., Good night./ How are you today?/ Goodbye. Using a common pattern to introduce oneself e.g., Hello, I‘m … Pronouncing the letters Ff to Jj correctly Writing Writing the letters correctly e.g. , Ff to Jj Procedures Contents Methods Purpose Characteristic modification, the teaching introspects Song: Hello! How are Sing the song. 复习歌曲,活跃课创设情景,让学生Pre-task you? 堂气氛,激发学在情景中运用知preparation 生学习兴趣。 识。 Morning Good morning. Look at the pictures 生生间交流的同 At the school gate Good afternoon. and greet to the 时操练句型。 5 Good evening. classmates. Afternoon Good night. At the school gate Evening Make a dialogue. Hello, Mrs. Li. 创设情境,复习 In the estate Good evening, Alice. 巩固对话。激发 How are you? 学生学习的兴 Look at the viedo: While-task I‘m fine. Thank you. 趣。 通过整体引入的方procedure (I‘m very well. Thank 式,让学生整体的you.) 感知语言,并理解Goodbye, Mrs. Li. 如何正确的语言。 Goodbye. today How are you today? 通过游戏来操练 How are you? I‘m very well. Thank 句型。 Answer: you. I‘m fine, thanks. apple Look at the picture. 看图片拼读单 Fine, thank you. Read and spell the 词。 Just so- so . words. Not very well. bag Very well, and rhyme An apple and a bag. 通过儿歌熟悉单 you? A big apple and a big 词。激发学生学 知道这是熟人或朋bag. 习的兴趣。 友之间见面时询问A big apple is in a big 对方健康状况的寒bag. 暄语,其答语就一Letters: Ff--Jj Read and copy the 复习字母,为拼写 般是I’m fine.对学letters 单词做准备。 生进行礼貌教育。 Workbook P4 Listen and circle. 做练习,熟悉字 尤其注意How的 母,练习听力。 发音。 Post-task activity Workbook P5 Task: Greetings 巩固练习,表演 6 对话。 1.Say the rhyme ―Apple and bag‖ Homework: 2. Greeting to the parents in English. 3. Write the letters: Ff--Jj. 课后反思: 今天的英语课是要学习和使用4个问候语:Good morning, Good afternoon, Good evening, Good night. 在本课中我设计了各种各样的动作,让学生在边说边做中掌握今天所学内容。 有人说:“兴趣是最好的老师。”为了充分调动学生学习英语的兴趣,我设计了很多的活 动,并让每个学生都积极加入到其中。在课上,我也会时常鼓励他们大胆地说,大胆地表 演,做到让每位学生都会说英语。 Module 1 Getting to know you Unit 2 I’m Danny Tasks in this unit: Use modelled phrases to communicate with other students Understand descriptions of individuals Learn the letters: Kk-Tt Language focus: The usage of the key words in context e.g., boy, girl, big, small The usage of key patterns and adjectives to describe people e.g., I‘m short. You‘re tall. The usage of the common pattern to respond to people‘s greetings e.g., I‘m fine. The pronunciation and writing of the letters Kk to Tt Language skills: Listening 7 Identifying the key words by listening to the pronunciation e.g., boy, girl, big, small using key patterns and adjectives to describe people e.g., I‘m shortl. You‘re tall. Understanding how to describe people using key patterns e.g., You‘re … yes, I‘m …/No. I‘m … Identifying the letters Kk to Tt by listening to the pronunciation. Speaking Pronouncing the key words, phrases and sentences correctly e.g., boy, girl, big, small Using key patterns to describe people and respond appropriately e.g., S1: You‘re… S2: Yes, I‘m …/No. I‘m … Pronouncing the letters Kk to Tt correctly Writing Writing the letters correctly e.g. , Kk to Tt Scheme of work: Core contents Period Letters Materials Grammar and Vocabulary expressions I‘m… You‘re… boy girl Kk to Oo SB:p.6,7 and 8 1 WB:p.6,Part A I‘m… You‘re… big small Pp to Tt SB:p.6.8and 9 2 WB:p.7.8 and 9, PartsB, C,D,and 8 Task Period 1 Language focus: The usage of the key words in context e.g., boy, girl The usage of key patterns and adjectives to describe people e.g., I‘m a boy. I‘m short and thin. You‘re tall. Language skills: Listening Identifying the key words by listening to the pronunciation e.g., boy, girl, tall, short, fat, thin using key patterns and adjectives to introduce oneself and describe people e.g., I‘m a boy. I‘m short and thin. You‘re tall. Speaking Using key patterns to introduce oneself e.g., I‘m a boy. I‘m short and thin. Materials: Student‘s book 2A, pp.6, 7, 8 Workbook 2A, p6 Part A Cassette 2A Character puppets Procedures Contents Methods Purpose Characteristic modification, the teaching introspects 9 Song: Good morning Listen and sing the Review the words 唱歌曲,活跃课堂 Pre-task song. have learn in 1A . 气氛,激发学生 preparation Tall 学习兴趣。 Short Good morning. I‘m Greet the students 生生间交流的同 Fat Shirley. and introduce 时操练句型。 Thin Good morning, yourself. Then have 通过班级的学生之Shirley. the students greet 间的高矮胖瘦的对 each other. 比说,让学生根据 与他人相比的实际Good afternoon.I‘m 情况而说。 Alice. S1:I am tall. Good afternoon, Alice. S2: Yes, you‘re tall boy Using the puppet to 利用手偶,直观 I‘m short. elicit the key words 引入单词,然后 S3: (tall than S1) boy 请小朋友模仿介 No, you‘re While-task 绍自己,及时巩 short. I‘m tall. procedure Hi, I‘m Danny. Invite students to 固所学的单词和 I‘m a boy. introduce themselves. 句子。 girl Using the puppet to 利用手偶,直观 Say and act : elicit the key words 引入单词,然后 通过各种小动物的 girl 请小朋友模仿介 头饰,提高学生的Hi, I‘m Mary. 绍自己,及时巩 学习的积极性,让I‘m a girl. Invite students to 固所学的单词和 学生边演边用 introduce themselves. 句子。 I‘m … you are...来Game Have the students 玩中学,提高学 形容各自的特征。 practise the key 生学习兴趣。 words with you. When you touch a girl‘s 强调第一、第二 人shoulder, the students 10 say ?Girl!‘together. 称 I you 的使用方 When you touch a 法。 boy‘s shoulder, then say ?Boy!‘ Make a dialogue Have the students 创设情景,巩固句 listen to the recording 型。 Group work for ?Look and say‘ on Make a new Student‘s Book page dialogue in the 6. Then ask them to group. make a short dialogue in groups of three or Act out the focus as follows. dialogue in front of Do a survey Make copies of the classroom. survey table in ?do a survey‘ on student‘s Vote the best one book page 8. Divide and praise them. the class into groups of six. Give each Do a survey group a copy of the survey table and complete the survey as follows. e.g., S1: You‘re tall. You‘re thin. S2: Yes, I‘m tall and thin. Letters: Kk--Oo Read and copy the 复习字母,为拼写 11 letters 单词做准备。 Post-task Workbook P6 Look and say 做练习,熟悉单 activity 词,练习听力。 1.Make a diologe by ― Hello, I‘m …‖ Homework: 2. Write the letters: Kk—Oo. 课后反思: 本堂课我对所要学习的单词和句子作了分类教学,学生在一的时候已经学会了 tall short fat thin这4个形容词,因此我采用以旧带新的方法,即充分利用学生已有 的知识,教师给予适当的提示和诱导,让学生自己渐渐融入到新知识的学习中。学 生很快掌握了今天的新知:girl boy small big.。在整个教学过程中又使用了不同的 呈现方法,配以简洁明快的chant逐步降低学生学习的难度,同时也激发学生参与 和体验的热情,让他们的新鲜感持久不衰。 Period 2 Language focus: The usage of the key words in context e.g., big, small The usage of key patterns and adjectives to describe people e.g., I‘m short. You‘re tall. The usage of wh-questions to communcate with other people e.g., Who am I? You‘re … The usage of key patterns to respond appropriately e.g., You are … Yes,I‘m…/ No. I‘m … The pronunciation and writing of the letters Kk to Oo Language skills: Listening 12 Understanding key patterns and adjectives to describe people e.g., I‘m shortl. You‘re tall. Understanding key patterns and responding appropriately e.g., You‘re … Yes, I‘m …/No. I‘m … Identifying the letters Pp to Tt by listening to the pronunciation. Speaking Using key patterns and adjectives to describe people e.g., I‘m short. You‘re tall. Using wh-questions to communicate with other people e.g., Who am I? You‘re … Using key patterns to describe people and respond appropriately e.g., You‘re … Yes I‘m …/ No. I‘m … Pronouncing the letters Pp to Tt correctly Writing Writing the letters correctly e.g. , Pp to Tt Procedures Contents Methods Purpose Characteristic modification, the teaching introspects Hi, I‘m sandy. I‘m short Have students Introduce your 向其他学生来介 Pre-task and thin. introduce themselves. self use the 绍自己,巩固复 preparation sentence: 习前一节课的内 13 Hello, I am … 容。 I am … I can… You‘re … You are tall Have students 介绍自己的朋 and fat. I‘m … I‘m a introduce themselves 友,复习句型。 boy. I‘m short. and then describe Ask two boys their classmates. One is short and big/ small Amy, your pencil case 通过所学过的文 thin. The other is is big. My pencil case 具来引出新词, fat and tall. is small. 理解单词的意 Let the students While-task Look at the picture. 思。 understand the procedure Read and spell the meanings of these words. two words. Make diologues in S1: I‘m big. You‘re 通过对话来操练 让学生找一个好朋groups. small. 句型。 友,有对比的说。S2: Yes. 使语言的运用更符S3: You‘re big. 合实际情景。 S4: No. I‘m small. rhyme Is it a cat? Is it a dog? 通过儿歌熟悉单 Say and act out A cat and a dog. 词。激发学生学 the rhyme. Is it a cat? Yes, it‘s a 习的兴趣。 cat. Is it a dog? 在教学时要严格要Yes,it‘s a dog. 求学生做到正确书Letters: Ff--Jj Read and copy the 复习字母,为拼写 写。 letters 单词做准备。 Workbook P7 Look, listen and 做练习,熟悉字 respond 母,练习听力。 Post-task Workbook P8 Say and act 巩固练习,表演 activity 对话。 1.Say the rhyme ―Cat and dog‖ Homework: 14 2. Write the letters: Pp--Tt 课后反思: 恰到好处的评价有利于学生增强自信心,教师从学生的信心中也会得到教书的快乐。在本 堂课的教学中,在学生完成听力练习,做完了游戏,有感情地朗读完对话,出色地运用所 学知识编对话进行交流之后,我都不忘用不同的形式,用不同的鼓励性的语言来对学生进 行评价、激励学生,增强他们的自信心。 Module 1 Getting to know you Unit 3 A new classmate Tasks in this unit: Use modelled phrases to communicate with other people Use numbers to talk about one‘sage Learn the letters: Uu-Zz Language focus: The usage of the key words in context e.g., seven, eight, nine, ten The usage of modelled phrases to communicate with other people e.g., Are you…? Yes./No. The pronunciation and writing of the letters Uu to Zz Language skills: Listening Identifying the key words by listening to the pronunciation e.g., seven, eight, nine, ten understanding the wuestions and responding appropriately e.g., Are you…? 15 Yes, I‘m…/No. I‘m … Understanding the key patterns e.g., Are you …? Yes. /No. Identifying the letters Uu to Zz by listening to the pronunciation. Speaking Pronouncing the key words, phrases and sentences correctly e.g., seven, eight, nine, ten Using modelled phrases to communicate with other people e.g., Are you …? Yes. /No. Using numbers to talk about one‘s age e.g., Are you seven? Yes, I‘m seven. Pronouncing the letters Uu to Zz correctly Writing Writing the letters correctly e.g. , Uu to Zz Scheme of work: Core contents Period Letters Materials Grammar and Vocabulary expressions Are you…? seven eight Uu,Vv,Ww SB:p.10 and 11 1 Nine ten WB:p. 10 and 11 Part A and B Xx,Yy,Zz SB:p.12and 13 2 WB:p.11, 12 and 13, Parts C,D,Eand 16 Task Period 1 Language focus: The usage of the key words in context e.g., seven, eight, nine, ten Numbers 7 through 10 and revision of the numbers 1 through 6 e.g., One, two, three,… The usage of modelled phrases to communicate with other people e.g., Are you…? Yes./No. Language skills: Listening Identifying the key words by listening to the pronunciation e.g., seven, eight, nine, ten Understanding the wuestions and responding appropriately e.g., Are you…? Yes, I‘m…/No. I‘m … Speaking Using a rhyme to practise the numbers e.g., One, two, three… Pronouncing numbers 1to 10 correctly Using modelled phrases to communicate with other people e.g., Are you …? Yes. /No. Materials: 17 Student‘s book 2A, pp.10and 11 Workbook 2A, p10 and 11 Parts A and B Cassette 2A Wall picture 2A Flashcards 2A (seven, eight, nine, ten) Procedures Contents Methods Purpose Characteristic modification, the teaching introspects Rhyme: One, two, Say the rhyme Rhyme: 唱儿歌,活跃课堂Pre-task three One two three, 气氛,复习旧知,preparation It‘s a tree. 为新授作铺垫。 Four five six How many pencils? Have the students 在游戏中学,激 Pick up sticks. say the rhyme on SB 发学习兴趣。 通过一年级所学的1A p29. Then show 儿歌复习已经学过the students some 的数字1-6。 stationery items. Have them count the items with you. Teach: seven to Rhyme Have the students 念儿歌的同时, ten. listen to the rhyme on 玩玩做做,激发 Game: SB p10. Ask the 学生兴趣。 Look at the mouth While-task students to stand up Guess, which procedure and repeat it with word is it ? some gestures. e.g., One, two, three, Finger games: touch your Listen and show knees.(touch the 18 knees) the number you Four, five, six, pick up hear. sticks. (bend down) T: seven Seven and eight, Ss: seven (show draw a snack.(draw) the hands ) Nine and ten, do it again. Do some maths exercise: seven Put the flashcards for 在生生互动中练 How much is … eight the numbers 7 to 10 习多学单词和句 and …? nine on the blackboard. 型。 2+2 ten Have the students 4+5 practise the new … words. In pairs, have Introduce: the students write I am … down his/her age and I am eight years talk about it. old. e.g., S1: You are seven. Pair work: S2: Yes, I‘m seven. How old are you? You are seven. I am … S1: No. I‘m eight. Quick arithmetic T: (shows 2+2)How 算一算练一练比 Guessing game: exercise much? 一比,提高学生 Are you…(age)? Ss: Four. 学习兴趣。 Yes, I am … T: (shows 3+5) How No, I am… much? Ss: Eight. Make a dialogue Have the students 创设情景,巩固句 Group work: listen and repeat after 型。 19 the recording ―look One child close and say‘ on SB p11. his/her eye. Try to have them say Then throng in roles. asking questions E.g., to find who is her T: This is Peter. partner. S1: Hi. Are you tall/short? S2: Hi. I‘m Alice. Are you fat/thin? S3: Hello. I‘m Kitty. Are you S3: Hello, Peter. big/small? S1: Hi. Are you Alice? Are you (age)? S3: No. I‘m Kitty. Are you…? S1: Sorry. You are Ask some groups Alice. do the games in S2: Yes, I‘m Alice. front of the class. S1: You are Kitty. Vote the best one. S3: Yes, I‘m Kitty. Letters: Uu--Ww Read and copy the 复习字母,为拼写 letters 单词做准备。 ost-task Workbook P10,11 Part A and B 做练习,熟悉单 activity 词,练习听力。 1.Say the rhyme:One, two, three. Homework: 2.Make a dialogue: Are you…? Yes, I‘m…/No. I‘m … 3. Write the letters: Uu—Ww. 课后反思: 本课教学的是数词1,10,以及有关于年龄的表达法。在设计教学过程时根据儿童好胜心强、爱表现自己的这一特点,采用了很多游戏来激发学生操练数词的兴趣,有看教师的口形读单词,目的在于让学生看到正确的发音口形,来纠正自己的发音;还有就是听老师说一个数词,他们来说上一个数词或下一个数词,看学生的反应如 20 何,就可得知他们对于这些数词掌握的情况,以便及时进行巩固;最后安排的是读 号码,通过这个游戏来进一步巩固学生对于这些数词的掌握程度。在游戏教学过程 中,不可回避的如何对待优中差生。我设计fingers的游戏注重的是面向全体学生, 难度适中,让大家都参与。我根据个人素质,性格特点,记忆力,反应速度等,在 心中把全班分三组,因材施教,分层要求,以求最有效的激励学生不断上进。 Period 2 Language focus: The usage of modelled phrases to communicate with other people e.g., Are you…? Yes./No. The pronunciation and writing of the letters Xx to Zz Language skills: Listening Identifying the key words by listening to the pronunciation e.g., seven, eight, nine, ten Understanding the key patterns e.g., Are you …? Yes. /No. Identifying the letters Xx to Zz by listening to the pronunciation. Speaking Using modelled phrases to communicate with other people e.g., Are you …? Yes. /No. Pronouncing the letters Xx to Zz correctly Writing Writing the letters correctly e.g. , Xx to Zz 21 Procedures Contents Methods Purpose Characteristic modification, the teaching introspects Sing a song Have students listne Sing a song 听一听唱一唱,Pre-task to the song ―Hello! 使学生的进入学preparation How are you?‘ and Learn a new 习状态。 sing with it. rhyme on page p10. Missing game Show the flashcards 通过游戏激发学 Make a new for the numbers 1 to 习兴趣。 rhyme in your 10 on the blackboard. group. Then take one card One two three, away and ask the …. students to tell you Four five six which number is … missing. Seven and eight Say and act: Have the students 通过说说演演, … Who are you? listen to the recording 激发学习兴趣, Nine and ten for ‘say and act‘ on 培养学生口头表 … While-task SB p12. encourge 达能力。 Ask the students procedure them to repeat after to show their new the recording. Then rhymes. ask them to role-play the dialogue in groups Role –play of four. You may Who are you, choose several On students‘ book groups to act it out in 22 front of the class. page 12. Play a guess Guessing game Have the students 玩一玩,练一练,game. play a guessing 在游戏中巩固、S1: (changing his game. Ask a students 练习所学的句voice) Hello, Ben! to go to the front of 型。 S2: (Are you a the classroom and boy? face the blackboard. S1: Yes, I am. He/She should guess S2: Are you eight? who he/she is talking S1: No, I‘m not. to. S2: Are you Tom? e.g., S1: Yes, I am. S1: (changing his voice) Hello, Ben! S2: (Are you a boy/ S1: Yes, I am. S2: Are you eight? S1: No, I‘m not. S2: Are you Tom? S1: Yes, I am. Letters: Xx-Zz Read and copy the 复习字母,为拼写 letters 单词做准备。 Workbook P12 Look, read and judge 做练习,巩固已 学内容 Post-task Workbook P13 Part A 巩固练习,表演 activity Listen and say 对话。 Part B Ask tick and say 1.Make a dialogue with your classmates. Homework: 2. Write the letters: Xx-Zz. 23 课后反思: 本节课主要是让学生学会运用Are you…?的句型,难点为让学生掌握第一、第二人 称的使用,对二年级的学生来说有一定的难度。众所周知,只要是小学生感兴趣的 东西,他们就会有求知的欲望;如果没有兴趣的话,学习热情就会大减,从而直接 影响学习的效果。因此,在课堂中我使用了一个猜猜我是谁的游戏,学生用改变了 的声音让同伴猜,既提高了激发了学生学习兴趣,又把Are you…?这个重点句型运 用到游戏中,避免了单一的枯燥的操练。除了激发兴趣以外,我还努力使用各种手 段帮助学生学习新知。在教学对话时,我会适时地加上一些动作,帮助学生理解。 例如:用手比划出高矮胖瘦、年龄等,这样一来,不用点明,学生就能够猜到句子 得意思,而且印象深刻。教学效果较好。 Module 2 Me, my family and friends Unit 1 I can swim Tasks in this unit: Begin an interaction by expressing one‘s abilities Begin an interaction by eliciting a positive response and a negative response End an interaction by using simple formulaic expressions Learn the letters: Gg, Hh Language focus: The usage of the key words in context e.g., run, write, swim, fly The usage of the modal verb can to express abilities and its negative form can‘t to express inabilities e.g., I can run. I can write. The usage of yes/no questions to ask about a person‘s abilities e.g., Can you swim? Yes, I can./No, I can‘t The usage of wh-questions to find out information about one‘s abilities e.g., What can you do? 24 The pronunciation and writing of the letters Gg and Hh Language skills: Listening Indentifying the key words by listening to the pronunciation e.g., run, write, swim, fly Understanding expressions of what a person can and cannot do e.g., I can run. I can‘t write. Understanding can questions and the positive and negative response e.g., Can you swim? Yes, I can./No, I can. Indentifying the letters Gg and Hh by listening to the pronunciation Speaking Pronouncing the key words, phrases and sentences correctly e.g., run, write, swim, fly Understanding expressions of what a person can and cannot do e.g., I can run. I can‘t write. Understanding yes/no questions, and the positive and negative response e.g., Can you swim? Yes, I can./No, I can. Using modelled phrases to initiate and engage in an interaction by providing information in response to factual questions e.g., What can you do? I can run. Pronouncing the letters Gg and Hh correctly Writing Writing the letters correctly e.g., Gg, Hh Scheme of work: 25 Core contents Period Grammar and Vocabulary Letters Materials expressions run write SB:pp.14 and 15 1 swim fly WB:pp.142and 16,Parts A and C Can you…? Gg Hh SB:pp.14 ,16and 17 2 Yes, I can./No, I can‘t. WB:pp.15and17, Parts What can you do? B,D,and Task Period 1 Language focus: The usage of verbs to indentify actions e.g., run, write, swim, fly The usage of the modal verb can to express abilities and its negative form can‘t to express inabilities e.g., I can run. I can‘t write. Language skills: Listening Understanding expressions of what a person can and cannot do e.g., I can run. I can‘t write. Speaking Using formulaic expressions to indicate the things a person ca or cannot do e.g. I can… I can‘t … Procedures Contents Methods Purpose Characteristic modification, the teaching introspects Song: I can draw Listen and sing the song. 唱歌曲,活跃课 Pre-task 堂气氛,激发学 preparation 生学习兴趣。 26 1.What can you 1.Ask the students some 操练学过的单 do? questions. 词和句型,为新 S1: I can dance. 2.Have the students look at the 学单词和句型 S2: I can draw. flashcards for the verbs they 做好铺垫,打好 2. I can… have learnt on blackboard and 基础。 do the corresponding action while they repeat the sentence. Then ask them to repeat the new words after the teacher. Enjoy a story Have the students listen to the 用―女超人‖的 I can… recording for ―Supergirl‖. Ask 故事来创设情 I can‘t… them to read after the recording. 景,让学生理解While-task 运用can,can‘tprocedure 的意思和表达。 Run, swim, fly, write Hold the flashcards for run, 通过游戏来操 swim, fly and write 练句型。 Can …? Have the students look at the 通过图片故事 Yes,…can. picture for ―Supergirl‖ and ask 让学生学习 No,…can‘t. them some questions. Can…?的提 问,形象理解它 的表达意思。 Workbook 16 Have the students look at the 操练句型,学会 pictures and talk about them. 运用。 Post-task I can .. Show the students some photos 巩固练习,实际activity of famous people. Have them 运用,自我表 role-play these famous 演。 individuals or any others they like by using I am....I can… I can‘t… 27 Homework Listen and read after the recording of p15,17 Learn to tell a story ―Supergirl‖. Feedback Period 2 Language focus: The usage of the key words in context e.g., run, write, swim, fly The usage of yes/no questions to elicit a positive or negative response e.g., Can you…? Yes, I can./No, I can‘t. The usage of wh-questions to find out information about one‘s abilities e.g., What can you do? The pronunciation and writing of the letters Gg and Hh Language skills: Listening Indentifying the key words by listening to the pronunciation e.g., run, write, swim, fly Understanding yes/no questions and their positive and negative responses e.g., Can you…? Yes, I can./No, I can. Understanding the meaning of wh-questions Indentifying the letters Gg and Hh by listening to the pronunciation Speaking Pronouncing the key words, phrases and sentences correctly e.g., run, write, swim, fly 28 Using can questions to ask about one‘s abilities e.g., Can you run? Yes, I can./No, I can‘t. Using modelled phrases to initiate and engage in an interaction by providing information in response to factual questions e.g., What can you do? I can run. Writing Writing the letters correctly e.g., Gg, Hh Procedures Contents Methods Purpose Characteristic modification, the teaching introspects Quick response Holding pictures of random 检测学生学习情Pre-task Can you…? actions. Ask the students 况,通过快速回答preparation some questions. They 反映,展示学生的 should respond and do the 学习效果。 corresponding actions. Make a dialogue Have the students work in 操练学过的句型, pairs to make a dialogue . 并且学会熟练运 用,也为下面学习 新内容做好铺垫, 打好基础。 Page 14 Look Have the students look at 用―女超人‖的故事 and say the picture and listen to the 来创设情景,让学 recording. Encourage them 生理解运用While-task to role-play the dialogue. can,can‘t的意思 29 procedure 和表达。 Play a game Have the students play the 通过游戏操练句 game in groups of four. 型,学生更容易接 Give each group four small 受,并且能激发兴 cards with the pictures of 趣。 actions. Workbook Page Have them complete Look 用小练习检测学 15 and colour. Then check the 习情况。 answers in pairs. Letters Gg and Read the letters and learn Hh how to write. Page 16 Have the students listen to 通过小记者调查 Do a survey the dialogue, then complete 情况,让学生操练Post-task the forms and talk about 句型,并且活跃了activity the results. 课堂,扩展了学生 小队练习。 Workbook page Do task ?My abilities‘, then 巩固练习,实际运 17 have them talk about their 用,自我表演。 abilities. Homework Listen and read after the recording of p14,16 Write the letters: Ff--Jj. Feedback 30 31
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