英语师徒结对.docx
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英语师徒结对.docx
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英语师徒结对
目录
1.Unit3Atthezoo(原稿)........................................................................1
2.Unit3Atthezoo(修改稿&反思).......................................................3
3.Unit4Whereismycar?
(原稿)............................................................6
4.Unit4Whereismycar?
(修改稿&反思).............................................9
5.Unit5Doyoulikepears?
(原稿).........................................................12
6.Unit5Doyoulikepears?
(修改稿&反思).........................................14
7.Unit6Howmany?
(原稿).................................................................17
8.Unit6Howmany?
(修改稿&反思)....................................................19
9.三月读书笔记......................................................................................21
10.四月读书笔记....................................................................................23
11.五月读书笔记....................................................................................25
12.六月读书笔记....................................................................................27
13.学期总结............................................................................................29
Unit3AtTheZoo(原稿)
ALet’slearn&Let’sdo
Teachingcontext:
Unit3AtthezooPartALet’slearn&Let’sdo
Teachingaims:
Knowledgeaims:
a.Pupilsareabletounderstand,sayandreadfournewwords:
fat,thin,tall,short.
b.Pupilsareabletounderstandandusethesentence“Lookatthat……It’s……”
Abilityaims:
a.Pupilsareabletounderstandthecontextinlet’sdo.
b.Pupilsareabletousethenewwordsandsentenceinothercontexts.
Keypoints:
a.Pupilsareabletomasterthefournewwordsandthenewsentence;
b.Pupilsareabletousethenewwordsandsentence.
Difficultpoints:
a.Pupilsareabletopronouncetheword“thin”correctly.
b.Pupilsareabletousethesentence:
Lookatthat……It’s……correctly.
Teachingstrategies:
Situationallanguageteaching;
Directmethod;
Totalphysicalresponse;
Task-basedinstruction;
Teachingaids:
Teachingcards,video,ppt
Teachingsteps:
Steps
Teachingprocedures
Purposes
Ⅰ.Warmup
1)Greetingandfreetalk
T:
Hello/Hi,I’mMissFu.I’mfrom…Whereareyoufrom?
S1:
I’mfrom……
T:
Who’sthatboy/girl?
S2:
He’s/She’s……
T:
Thisis……
S1:
Nicetomeetyou.
S2:
Nicetomeetyoutoo
T:
Lookatthepicture.What’sthis?
/What’sthat?
)
S:
It’sa……
T:
Lookatthecat.Itisfat.
简短的对话问候使学生在较短的时间内集中注意力,以饱满的精神,激昂的情绪为上好一堂课作前奏,同时也复习了本节课所要用到的以前学过的动物的单词以及句型:
Lookatthe......Itis......
Ⅱ.Presentation&
Practise
1)Teach“fat’’
T:
Lookatthiscat.Itis…
Ss:
Itisfat.
(teachergetSsreadfatonebyone)
T:
Thiscatisfat.Andlookatthatcat.Itisalsoveryfat.
(teachergetSssaythesentence:
Lookatthat……Itisfat)
2)teach“thin”
T:
Thisisafatcat.Nowpleaselook:
What’sthat?
Ss:
Itisadog.
T:
Lookatthedog.Isitfat?
Ss:
No.
T:
Itisthin.
(teachergetSsreadthewordonebyone)
T:
Whocanusethesentence:
Lookatthe…..Itis……
(teachergetSssaythewholesentence)
3)teach“giraffe”
PPTshowsthepictureofgiraffe
(teachergetSsreadgiraffeonebyone)
4)teach“tall”and“short”
T:
Lookatthegiraffe.Itistall.
(teachergetSsreadonebyone)
T:
Thegiraffeistall,butlookatthetiger.Itisshort
(teachergetSsreadonebyone)
在复习的基础上,引入新单词,再让学生结合新句型进行操练
通过对比的情况下,引出新词。
再让学生结合新句型进行操练,降低学习的难度
ⅢConsolidation
1)Saytheopposite
Isaytall,yousayshort
Isay……….
2)Pairwork
3)Let’schant
4)Let’sdo
在有趣味的活动中吸引学生的注意力
Ⅳ.Homework
1.Listentothetapefor5times.
Unit3AtTheZoo(修改稿)
ALet’slearn&Let’sdo
Teachingcontext:
Unit3AtthezooPartALet’slearn&Let’sdo
Teachingaims:
Knowledgeaims:
a.Pupilsareabletounderstand,sayandreadfournewwords:
fat,thin,tall,short.
b.Pupilsareabletounderstandandusethesentence“Lookatthat……It’s……”
Abilityaims:
a.Pupilsareabletounderstandthecontextinlet’sdo.
b.Pupilsareabletousethenewwordsandsentenceinothercontexts.
Keypoints:
a.Pupilsareabletomasterthefournewwordsandthenewsentence;
b.Pupilsareabletousethenewwordsandsentence.
Difficultpoints:
a.Pupilsareabletopronouncetheword“thin”correctly.
b.Pupilsareabletousethesentence:
Lookatthat……It’s……correctly.
Teachingstrategies:
Situationallanguageteaching;
Directmethod;
Totalphysicalresponse;
Task-basedinstruction;
Teachingaids:
Teachingcards,video,ppt
Teachingsteps:
Steps
Teachingprocedures
Purposes
Ⅰ.Warmingup
2)Greetingandfreetalk
T:
Hello/Hi,I’mMissFu.I’mfrom…Whereareyoufrom?
S1:
I’mfrom……
T:
Who’sthatboy/girl?
S2:
He’s/She’s……
T:
Thisis……
S1:
Nicetomeetyou.
S2:
Nicetomeetyoutoo
T:
Lookatthepicture.Whatdoyousee?
/What’sthis?
/What’sthat?
)
S:
It’sa……
T:
Lookatthecat.Itisfat.
3)Let’schant(Lookatthecat.Itisfat.Lookatthepig.Itisbig…….)
简短的对话问候和Chant能使学生在较短的时间内集中注意力,以饱满的精神,激昂的情绪为上好一堂课作前奏,同时也复习了本节课所要用到的以前学过的动物的单词以及句型:
Lookatthe......Itis......
Ⅱ.Presentation&
Practise
3)Teach“fat’’
T:
Lookatthiscat.Itis…
Ss:
Itisfat.
(teachergetSsreadfatonebyone)
T:
Thiscatisfat.Andlookatthatcat.Itisalsoveryfat.
(teachergetSssaythesentence:
Lookatthat……Itisfat)
4)teach“thin”
T:
Thisisafatcat.Nowpleaselook:
What’sthat?
Ss:
Itisadog.
T:
Lookatthedog.Isitfat?
Ss:
No.
T:
Itisthin.
(teachergetSsreadthewordonebyone)
T:
Whocanusethesentence:
Lookatthe…..Itis……
(teachergetSssaythewholesentence)
5)Pairwork
Buildasituation:
TodayZoomandZipgotothezoo.Therearemanyanimalsinthezoo.
T:
Look!
What’sthat?
Ss:
It’sa……
4)teach“giraffe”
PPTshowthepictureofgiraffe
(teachergetSsreadgiraffeonebyone)
5)teach“tall”and“short”
T:
Lookatthegiraffe.Itistall.
(teachergetSsreadonebyone)
T:
Thegiraffeistall,butlookatthetiger.Itisshort
(teachergetSsreadonebyone)
在复习的基础上,引入新单词,再让学生结合新句型进行操练
通过对比的情况下,引出新词。
再让学生结合新句型进行操练,降低学习的难度
帮助学生复习动物的单词,为接下来的操练做准备
。
ⅢConsolidation
1)Saytheopposite
Isaytall,yousayshort
Isay……….
2)Pairwork
3)Let’schant
4)Let’sdo
T:
Zoomisunhappy.Becauseheisfat.Hewantstobethin.Sohesays:
Bethin.Bethin.Bethin,thin,thin.
T:
Zipisunhappy.Becauseheisshort.Hewantstobetall.Sohesays:
Betall.Betall.Betall,tall,tall.
T:
Now,Let’sdotogether.
通过这一活动,操练,归纳本节课新词,在有趣味的活动中吸引学生的注意力
通过趣味性的活动帮助学生复习归纳新词,同时自然引出Let’sdo部分
Ⅳ.Homework
2.Listentothetapeandreadafteritfor5times.
反思:
在Warmup环节中,先复习了第二单元所学内容,激发学生课堂学习兴趣。
导入环节加入上学期的Let’schant,帮助学生复习句型Lookatthe......Itis......为接下来的新知作铺垫。
因为本节课的单词都与动物有关。
所以将情境设置在动物园。
根据cat与fat发音上与字形上的相似来教学新单词fat。
可以拓展一下让学生操练这个句型。
从fat过渡到另一个单词thin,用一个thin的动物,教师问学生Isitfat?
来引出这个单词。
要注意thin的发音。
最好加入动作让学生理解、记忆起来更加形象。
单词课一定要内容丰富。
在教学两个新单词之后用pairwork的形式帮学生操练2个单词以及句型。
也借此过渡到接下来的动物giraffe。
根据不同的动物来教学另外2个新单词short与tall.因为四个单词学生容易搞混,所以用saytheopposite来让学生快速反应,帮助学生在游戏中记忆4个单词。
Let’sdo环节一般来说都是直接引出,但是为了让学生学起来更加有趣加入了一些故事情节,学生很喜欢,学起来就更加容易,掌握得很好。
总体来看,本节课的环节非常丰富,有pairwork,有let’schant,有saytheopposite,学生学起来就不会这么枯燥,课堂上能够一直保持高涨的学习激情,课堂效果能够达到最高。
Unit4Whereismycar?
(原稿)
P.A.Let’sspell
Teachingcontent:
PartA.Let’sspell
Teachingaims:
Knowledgeaims:
1.SscanreadthepronunciationofOoandcanspellthewordsbyusingPhonics.
2.SsknowtherulesofthepronunciationofOo.
3.Sscantracethewords:
dog,box,orangeandbody.
Teachingimportantanddifficultpoints:
1.SscanreadthepronunciationofOoandcanspellthewordswitho.
2.SscanspellthewordsbyusingPhonics.
Teachingaids:
CAI,wordcards.
Teachingprocedures:
Teachingsteps
Purposes
Step1Warm-up
1.Let’ssing > 2.Let’schant. 3.Let’sdo. 4.Review.Whereisthe…? It’s…thebox. 通过歌曲,歌谣,说一说做一做等一些简单的热身活动,让学生消除上课的紧张感,对所学知识进行复习,把学生带入本课新知。 Step2: Presentation Teachandspelltheword“box” 1.Workinpairs: A: Whereisthebook/…? B: It’son/in/underthe… 2.T: Look,whereisthecar? Ss: It’sonthebox. T: Look,thisisabox.Canyouspellbox? BB/b/ oo/ /xx/ks/box. T: What’sthis? Ss: It’satoybox. T: toybox.OOpronounces/ / Ss: OOO/ // // / box.B-O-Xbox.Ssspellitonebyone. Teachandspelltheword“doll” T: Look,What’sthis? Ss: It’satoybox. T: Let’shavealookwhat’sinit? Ss: toyball/toyduck/toyjeep… T: Oh,what’sthis? Youcanguesslikethis: Isitatoy…? Ss: Isitatoycar/ball…? T: Look,canyouspell? toy_____. Ss: DD/d/OO/ /LL/l//d l/ T: Canyouspelldoll? Ss: dollD-O-L-Ldoll. Ssreadandspellitonebyone. Teachandspelltheword“body” T: Lookatthetoydoll.Thisistoydoll’shead. Thisistoydoll’seye. Canyoubethetoydollandintroduceyourself. Hello,I’mtoydoll.Thisismy… (Sscometotheblackboard.) T: Great! Thisistoydoll’s… Ss: body. T: Yes.OOOOpronounces… Ss: / /. T: Canyouspell“body”? Ss: B-O-D-Y/b di/. Teachandspelltheword“on&dog” T: What’sonthetoydoll’sbody? Ss: It’sadog. T: Whereisthedog? Ss: It’sonthebody. T: OO/ /NN/n/on/ n/.Canyouspell“on”? Ss: O-Non. T: Canyouspell“dog”? Ss: DD/d/OO/ /GG/g/dogD-O-Gdog. T: Thetoydollisbig.Ss: Thedogissmall. Teachandspelltheword“orange” T: What’sthis? Ss: It’satoybox. T: Spell“toybox”.Ssspellit. T: Whatthis? Ss: It’satoydoll. T: Spell“toydoll”Ssspellit. T: Whereisthetoydoll? Ss: It’sinthetoybox. T: Thisistoydoll’s…Ss: body.Ssspell“body”. T: What’sonthetoydoll? Ss: Adogisisonthetoydoll. T: Spelldog.Ssspellit. T: Wh
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