3BM2U2The 1st period教案27Word下载.docx
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3BM2U2The 1st period教案27Word下载.docx
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1.Tousethepatternsofaffirmativeandnegativesentencesas“Ilike….”and“Idon’tlike…”properly.
2.Tousethepatterntoexpressthethingsthestudentslikegenerallyorspecifically.
3.TolearnthesimpledescriptionofthereasonforthethingsIlike.
8.Difficulties:
1.Todistinguishthegeneralreferenceas“Ilike…s.”withthespecificreferenceas“Ilikethe…”
2.Tousethegeneralandspecificreferenceproperly.
10.Aids:
1.Multi-Media(PowerPoint)
2.Pictures
3.ExercisesPaper
Procedures
Contents
Methods
Purposes
Pre-taskpreparation
1ChantsandRhymesabouttoys
2.Q&
A:
(1)Questionsaboutanimals:
--Doyouliketigers?
--Doyouliketheelephants?
(Why)
(2)Questionsaboutthestory
---Doyourememberthestory“Monkeysandhats”?
---Doyoulikethemonkeys?
---Why?
(naughty)
Ss:
Recite
T:
Ask
Sn/Sa:
Answer
Sn:
Towarmuptheclass.
Toreviewthepatternsof“Ilike/don’tlike…”thatthestudentshavelearned.
While-taskprocedures
1.Questionsabouttoys
(Themonkeyslikeplayingthehats.)
--Whatdoyoulikeplaying?
--Doyouliketoys?
Children’sDayiscoming.Wearegoingtohaveabigpartyandwecanbuysomepresents.
Aintroductionofatoyshop:
(Agirl:
“Hello,IamMary,Iliketoys.IlikeBarbiedollsverymuch.TherearemanyBarbiedollshere.Look,IlikethisBarbiedoll.It’sverybeautiful.Ithaslonghairandpinkdress.IlikeplayinghousewiththeBarbiedoll.Whatdoyoulike?
Youcanbuyallthetoysyoulikeatthistoyshop!
”)
--Whattoysdoesthegirllike?
2.Choosethetoysatthetoyshop
--Doyoulikeskateboards/robots?
--Whatdoyoulike?
Ilikeskateboards/robots.
--Idon’tlike…s.Ilike…s
Howaboutyou?
(robots,dolls,toytrains…)
--Whatdoyoulike?
Ilike…s.
--Idon’tlikeskateboards/robots.Ilike…s.
(Ilike…,too.)
3.GroupingGame:
Formthegroups
--Ilike….
--Welike…s.
4.Choosethespecifictoy
--Youcanonlychooseonetoy.Pleasechooseyourfavouriteone.
Whichdolldoyoulikebest?
Thisoneorthatone?
Why?
--Ilikethisdoll.It’slovely.
--Howaboutyou?
(Skateboard:
Icanrideonit.Ilikeridingaskateboard.
Toytrain:
Itcanrunfast.It’ssuper.
…)
Ss:
Answer
(1)T:
Showapassagetointroducethetoyshop.
Read
(2)T:
Asksomequestionsaboutthepassage
Sn:
Showthepicturesoftoyshelves
Askwithpictures
letthestudentswholikeskateboardsraiserighthandsandpracticethesentence.
Practice
Saythesentenceandask
Followthesentenceandanswer
Letthestudentstopracticethequestion.
Sp:
AskandAnswer
Setanexampleandletthestudentstogroupintoaccordingthetoystheylike.
Askandgroup
Askeachgroupaboutthetoysandgivethemthepictureofthetoyshelfwhichcontainsthetoystheylike.
Sgroup:
Answerandtakethepicture
(thepicturesoftoyscanbetakenfromtheshelfpicture)
Askonegroupofdolls
Sa:
Answerandchoosethepicture.
Saythewholesentence.
Sa/Ss:
Imitateandpractice
Sb:
LettheSbtoaskanotherstudentsintheirgroup
Answerandchooespictures
Toelicitthetopic
Toremindstudentsof“likedoing”
Toarousestudents’interests.
Toconsolidatetheknowledgeof“like________s”properly
Tohelpstudentstoreviewthenegativepattern
Toconsolidatetheabilitytoask.
Totraintheabilitytousethepatterninarealsituation.
Spreadthesubject
Tohelpstudentsunderstandtheusageofgeneralwithspecific.
Toconsolidatetheknowledgeofspecificreferenceandenlargethewayofexpression.
Post-taskactivities
1.Performance
--Ilikedolls.
--Ilikethisdoll.It’slovely.Ilikeplayinghousewiththedoll.
2.Makingacardof“Myfavourtietoy”
3.Assignment:
Setanexample:
Letthewholegrouptosaythesentence
Saythesentence
Saythesentenceabouttheirfavouritetoy.
Handovertheexercisesheetsandexplainthecontents.
Completethewrittenpartinthecardandshareitwithyourdeskmate.
(1)Bookreading
(2)Completethecard
Toconsolidatetheabilitytoexpresstheirfavouritetoys.
Totraintheabilityofwriting
Toshareinformation
Toconsolidate
Ontheblackboard:
Module2Unit2Toys
Whatdoyoulike?
toytrain
Ilikeskateboards.doll
Idon’tlike….Ilike….skateboard
robot
Ilikethis….It’s….lovely
12.ExercisesPaper:
Todaywearegoingtotalkabout“Myfavouritethings”.Andthetopicofthislessonisabouttoys.ThislessonisonthebasicofatextindialoguesfromtheOxford3BModule2Unit2ToysIlike,the“Lookandsay”section.MystudentsarefromGrade3.
Throughthislesson,studentsarelearningtoexpressthefeelingstowardsthetoys.Theyarealsolearningtodistinguishthegeneralwithspecificideas.Theycanexpresstheirfondnessofsomespecifictoysandgivethereasonbydescribingtheappearanceorusageofthetoys.Studentscanalsolearntosharetheiropinionsabouttoysandfindsomecommonsordifferencesamongtheirclassmates.Thus,theymaygraduallyunderstandthatdifferentpeopleholddifferentopinionsandfeelingstowardsthings,anditisveryimportanttolearntoexpressyourownopinionreasonablyaswellasrespectothers’.Asaresult,wemaymaintainthediversityamongpeopleharmoniously.
Keywords:
general,specific,feelings,difference,description
ExplanationfortheLessonPlan:
Studentshavelearnedsomechantsandrhymesofplaytime,sorecitingsomeofthechantscouldgiveahintofthetopictheyaregoingtolearnandarousetheirinterestsasallthechildrenarekeenonplaying.Studentsofgrade3havelearnedhowtoexpresstheirfondnessofanimalsandtoysinthepast.Sotheteachercouldasksomegeneralquestionsaboutwhethertheylikesomeanimalsornotandwhytheydoso.Itcanremindthestudentsoftheproperway“Ilike/don’tlike…”and“Theyare….”InModule2Unit1,theyhavelearned“Monkeysandhats”whichtellsafunnystoryaboutnaughtymonkeysplayingwithUncleBai’shats.Theteachercouldtransferthecontentsfromanimalstotoysbyreviewingthestory.Asaresult,studentsgettheinformationthattheyaregoingtotalkabouttoys.Then,theteachercouldraisethequestion“Whatdoyoulikeplaying?
”forthepattern“Ilikedoing…”and“Whatdoyoulike?
”togetclosetothetextofthedialoguesforteaching.Finally,itiseasilyforthewholeclasstogetthemaintopicthatischoosingtoysatatoyshop.
Thebriefintroductionofatoyshopisashortpassagecontainssimplemeaningswiththepatternsas“Ilike…s”“Ilikethis…It’s…”,whichcanhelpstudentsinvolvedintothecontext,aswellastogetfamiliarwiththegrammarpointsofgeneralandspecificreference.Aftertheshortintroduction,theteachercouldasksomequestionstocheckwhetherstudentscanunderstandthepassage.
Nowtheteachercanshowthewholepictureofthebackgroundwhereourdialogueshappenandletstudentstotallyinvolvedinit.Thepicturecontainsdifferenttoyshelveswithdifferenttoysonthem.Toysareindifferentcategories,assometoysareforboyswhilesomeforgirls,andsometoysforintelligencewhileothersforfun.Studentsindifferentcharactersmaychoosetheirfavouritecategoriesimmediately.Soaftersimplequestion“Doyoulikeskateboards?
”thestudentsareseparatedinto2partsobviously.Theteachercouldaskthe“Yes”partabout“Whatdoyoulike?
”topracticethepattern“Ilike…s.”Thentheteachercanfollowtheiranswertoexpressherdifferentopinionas“Idon’tlikeskateboards.Ilikedolls.”Sostudentscanunderstandtheusageofthisnegativepatternistoexpressdifferentopinion.Next,itiseasilyforthestudentsintheotherparttoexpresstheiropiniontowardsskateboardsandchoosethetoystheylike.Sothewholeclasscouldpracticetheaffirmativeandnegativesentences.Thentheteachercouldletstudentspracticethequestionsotheycanaskandanswerinpair.
Inreallife,peopleareinclinedtogettogetherwiththosewhoowncommons.Especially,whentheyareclearwhattheyaregoingtochoosesubjectivelyorobjectively.Thus,peoplejudgeothersandevenmakefriendsaccordingthesechoices.Therefore,thestudentscouldusethelanguagetheylearnedtogroupthemselvesnaturally.Thentheymayexactlygrasptheusageofthisdialogue.Soit’stimetoplayagroupinggame,astheteacherjustletthewholeclasstoaskandanswerandtofindtheircommonsinchoosingtoysindifferentcategorie
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