Unit2Mytoys.docx
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Unit2Mytoys.docx
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Unit2Mytoys
Unit2Mytoys
unit2mytoys
languageskills:
listening:
identifykeywordsinanutterancebyrecognizingthestress
recognizedifferencesintheuseofintonationtodifferentiatebetweenquestionsandstatementsandrespondappropriately
locatespecificinformationinresponsetosimplequestions
recognizewordswithfinalsound’-sk’
reading:
locatespecificinformationinashorttextinresponsetoquestions
recognizefamiliarwordsinunfamiliarcontexts
speaking:
usemodeledphrasesandsentencestocommunicatewithother
learners
useappropriateintonationinquestionsandstatements
openaninteractionbyelicitingaresponse
pronouncecorrectlywordswithfinalsound‘-sk’inanutterance
maintainaninteractionbyprovidinginformationinresponsetofactual
questions
writing:
reviseandeditshortwrittentextsbymakingchangestoincorrect
information
developwrittentextsbywritingafirstdraft
difficultpoints:
presentcontinuoustense
‘how’questions:
howmany…arethere?
materials:
wordandpicturecards,objects,cassetteandacassetteplayer
workbook4b
teachingtimes:
fiveperiods
firstperiod
contents:
lookandlearn,lookandsay
languagefocus:
usingnounstorefertomorethanoneobjective
usingnounstoidentifythings
usingnumberstodescribequantify
difficultpoints:
newwords:
soldier,boat,puzzle,thirty,forty
teachingbreach:
usingthetoystoaskandanswer.
procedurecontentsmethodpurpose
pre-task
preparation1.song
2.dailytalk
3.revisionpssingtogether
t-p
one-ten
psayandholduptheirfingers
p-pworkinpairs
eleven-twenty
while-task
procedure
twenty-one---
twenty-nine---
thirty
forty
fifty
lookandsay
playagametintroducetwenty-onetothirty
pread
tintroduceforty-ninety
pread
tintroducehundred,thousand,million
plearn,ttape
tshowwallpicture:
what’sintheshop?
pbears/dolls…
tintroduce:
soldier,boat,puzzle
pread,makephraseswiththesewords
pcountthetoysandwritethenumberinwordsabovetheillustrations
toy—baggame
通过各种形式的操练,培养学生正确拼读单词。
post-taskactivitiescountandwrite
consolidationgrammarpracticebook4bp20
homework
copythewordsandsentences
secondperiod
contents:
readandanswer,sayandact,learnthesound
languagefocus:
usingnounstorefertomorethanoneobject
usingnumberstodescribequantify
asking‘how’questionstofindouttheprice
usingdemonstrativestorefertothings
difficultpoint:
howmuchare…?
theyare…canihavea…,please?
共3页,当前第1页123
teachingbreach:
usingthethingstopractice.
procedurecontentsmethodpurpose
pre-task
preparation1.song
2.dailytalk
3.revisionpssingtogether
t-p
tinvitefivestudentstocometotheboard.askthemtodrawasmanyapplesastheycaninfiveseconds.
p____applesontheboard.
p-plookatthepictures,askandanswer:
howmany…arethere?
这一环节注重创设环境,培养学生实际运用语言的能力。
while-task
procedure
readandanswer
sayandact
learnthesoundtshowadoll:
howmuchisit?
it’s…yuan.
tshowtwodolls
p-p
howmucharethey?
howmucharethesedolls?
theyare…yuan.
tteach,pread
practice:
t-ben,p-jack
workinpairs
themaskisonthedesk.
pread
group-group
post-taskactivities
workbookpage13p-paskandanswer
psdotheexercises
homework
copythewordsandsentences
thirdperiod
contents:
readandanswer
languagefocus:
usingnounstoidentifythings
usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking
asking“wh-“questionstofindoutspecificinformationaboutaperson
difficultpoint:
newwords:
bedroomsitting-roomdining-roombathroomwashdinner
teachingbreach:
usingthepicturestopractice.
procedurecontentsmethodpurpose
pre-task
preparation1.song
2.dailytalk
3.revisionpssingtogether
t-p
tshowsomeplaces
pread:
kitchentoilet
tshowthepicture:
thisisahouse.
therearemanyrooms.
while-taskprocedurereadandanswer
(pointandanswer)
whatisit?
pachicken
twhatcanyoudointhekitchen?
pcook
tyes,wecancookdinner.
pread:
dinner
thesamewaytoteachbedroomsitting-roomdining-roombathroom
tshowpictures,askquestions:
whereis…?
what’she/shedoing?
panswer,preadandjudge
p-pactoutthedialogue:
i’mben/dad/mum…whereareyou?
whatareyoudoing?
post-taskactivities
workbookpage14p-paskandanswer
psdotheexercises
homework
copythewordsandsentences
feedback:
这一教时教学内容较多,词组很多,在教学中,通过和学生的交流来引出词组并操练,学生中能力强的学生表达得较好,能运用英语来表达自己的意愿。
在句子的学习中,由于句型简单,学生掌握扎实,所花时间不多。
在课文的朗读上,我花了一些精力,加强学生的朗读能力的训练。
由于条件不够,学生课外的阅读在课上还缺少训练。
fourthperiod
contents:
readastory,point,askandanswer
languagefocus:
asking‘wh-‘questionstofindoutspecificinformationaboutaperson共3页,当前第2页123
usingnounstoidentifyplaces
difficultpoints:
newwords:
spaceshipmoonrockmountainrestaurant
supplementarywords:
milkyway,sun
teachingbreach:
usingthepicturestointroduce.
procedurecontentsmethodpurpose
pre-task
preparation1.song
2.dailytalk
3.revisionpssingtogether
t-p
psaysth.aboutsupergirl
while-taskproceduresupergirlonthemoon
moon
restaurant
readastory
point,askandanswertactassupergirl:
whatcanido?
wheredoilive?
panswer
ti’vegotaspaceship.
let’svisitthemoon.
preadmoon
tintroduce:
milkyway,sun,planet…
plistenandwatch
tlookout!
what’sit?
it’sarock,
pread:
rock
tmany,manyrockscanbeamountain
tread:
mountain
thereweareonthemoon.
areyouhungry?
it’sarestaurant.
pread:
restaurant
twhatdoyouwant?
(showpictures)
mooncake?
moonjuice?
pchoose:
ilike/want…
ttape,pread
t-p
post-taskactivities
acollectionofsupergirlandsuperdog’sstoriespintogroups:
thinkofanewstoryaboutsupergirlandsuperdog.
homework
a.copythewordsandsentences
b.listenthetapescriptagain
fifthperiod
contents:
reviewthewordsandsentences
languagefocus:
ordinalnumbers21-50
‘how-“question;howmany…arethere?
‘wh-“question:
whatareyoudoing?
demonstratives:
thisthatthesethose
presentcontinuoustense
countablenouns:
bedroomsitting-roomdining-roombathroomkitchenspaceshiprocksrestaurantpuzzles
prepositions:
inon
difficultpoints:
presentcontinuoustense
‘how’questions:
howmany…arethere?
procedurecontentsmethodpurpose
pre-task
preparation1.song
2.dailytalk
3.revisionpssingtogether
t-p
while-taskproceduredotheexercise1.handwriting
benwhereareyoui’minthebedroom
2.pronunciation
1)ibesideblind
2)obonehot
3)ubrushdrum
4)ashakewash
5)eesheepsleep
6)aclassglass
7)oomoonmop
8)epetpen
3.change
1)peterisinthekitchen.(where)
2)thosearetom’spen’s.(whose)
3)thepencilsoneyuan.(howmuch)
4)theyaresitting.(what)
通过各种形式的操练,培养学生正确拼读单词。
feedback:
正在实行的英语课程改革的重点就是要改变以往英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向,强调课程从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用拓展能力,使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
我们知道,语言来源于生活,又实践于生活。
我经过多年的实践,在此提出把课堂教学生活化的尝试,即创建生活化的课堂教学模式,使学生的英语学习过程成为真正的语言交际过程
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