Unit 2 looking Different2.docx
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Unit 2 looking Different2.docx
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Unit2lookingDifferent2
Unit2lookingDifferent
Topic3Whosejacketisthis?
SectionA
Ⅰ.Materialanalysis
本节课是第三话题的第一节课,主要活动是1a,2和4a。
通过询问物品所属的情境呈现教学内容,主要学习询问物品所属的表达方式“Whosecapisit?
”,“It’sSally’s.”,“Isthisyourcap?
”,“No,it’snotmine.”,“Isthiscapyours?
”同时还将学习形容词性物主代词,名词性物主代词和名词所有格;此外,语音板块将学习字母组合ar,or,oor的读音规则。
Ⅱ.Teachingaims
⒈Knowledgeaims
能够初步了解字母组合ar/or/oor的读音规则,并能根据发音规则进行单词的拼读。
能够掌握并应用新学习的单词:
mine,whose,yours,hers,ours,their,bike,then等;
能够运用询问物品所属的表达法进行交流,如:
Whatcolorisit?
能够正确运用特殊疑问词whose引导的特殊疑问句来询问物品所属,如:
whosecapisit?
能够正确使用名词性物主代词和形容词性物主代词:
mine,yours,hers,ours,his,theirs,their等。
⒉Skillaims
能听懂有关询问物品所属的简单的对话或叙述;
能运用物主代词描述物品所属并能运用所学的单词和句型来谈论物品所属;
能正确地朗读对话,并能注意语音语调;
能根据已学音标的初步知识拼读单词;
⒊Emotionalaims
能够与同学积极合作,参与课堂活动,大胆实践;
能够认真并坚持进行单词的拼读练习;
Ⅲ.Thekeypointsanddifficultpoints
⒈Keypoints
正确使用表示询问物品所属的表达方式;
正确使用特殊疑问词whose引导的特殊疑问句来询问物品所属;
掌握字母组合ar/or/oor的读音规则。
⒉Difficultpoints
特殊疑问词whose引导的特殊疑问句来询问物品所属;
能够正确运用名词性物主代词和形容词性物主代词:
mine,yours,hers,ours,his,theirs等;
字母组合ar/or/oor的读音规则。
Ⅳ.Learningstrategies
培养学生善于发现的习惯有利于学生的学习。
Ⅴ.Teachingaids
录音机、教学挂图、学生的文具、黑板。
Ⅵ.Teachingprocedures
Step
Interactionpatterns
Teacheractivity
Studentactivity
Introduction
(6minutes)
1.Thewholeclasswork.
2.Individualwork.
3.Thewholeclass
Work.
4.ThewholeclassWork.
1.Theteachergreetswithstudents:
Goodmorning,class!
2.Walktoonestudent(agirl)andpointoutherpen,thenask:
Isthisyourpen?
3.Holdherpenandsay:
Thisisherpen.AlsoIcansay:
Thispenishers.Thenteachtheword“hers”forseveraltimesandstudentsfollowtheteacher.
4.Pointoutthepenandaskthegirl:
Isthisyourpen?
AlsoIcanask:
Isthispenyours?
Teachtheword“yours”forseveraltimes.Theteachercanhelpthegirlanswer:
Yes,it’smine.Thenteachtheword“mine”forseveraltimes.
1.Studentsreplytostudents:
Goodmorning,MissChen!
2.Thestudentanswersthequestion:
Yes,Itis.
3.Followtheteacherforseveraltimes.
4.Studentsfollowtheteacherforseveraltimes.
Presentation
(12minutes)
1.Individualwork.
2.Thewhole
class.
3.Pairwork.
4.Thewholeclass
work.
5.Thewholeclasswork.
6.Thewholeclass
workandgroupwork.
1.Letstudentsmakesentenceswiththewords:
yours,hers,mineonebyone.
2.Pointoutonestudent’sbookandask:
Whosebookisthis?
(老师解释:
这是谁的书?
)Thenhelpstudentsanswer:
It’sxxx’s.(老师解释:
xxx’s表示…的)Pointoutsomestudents’objectsandaskthequestion:
Whose…isthis?
Letstudentsanswer:
It’sxxx’s.
3.Givestudents2minutestopracticethesentencesinpairsusingtheobjectstheyhave;
Thenchoosetwopairstoshowtheirdialogues.
4.Playthetapeof1aandaskthequestion:
Whosecapisthis?
5.Writedownthewords:
Sally’s,mine,yours,andplaythetape,andthenletstudentslistenandfollowthetapeagain.
6.Pointoutthesentence:
Isthisyourcap?
=Isthiscapyours?
Givestudents1minutetoreadthedialogueinrolesingroups;
Thenchoosesomegroupstoactoutthedialogue.
1.Do1a.Studentsusesomeobjectstomakesentencesonebyone;
2.Studentsanswertheteacher’squestion:
It’sxxx’s.
3.Practicethesentencesinpairs;
Twopairssharetheirdialogues.
4.Listentothetapecarefullyand
onestudentanswersthequestion:
It’sSally’s.
5.Studentslistenandfollowthetapeagain.
6.Studentslistentotheteachercarefully
andthenreadthedialogueingroups;Atlast,somegroupsactoutthedialogue.
Consolidation(10minutes)
1.Thewholeclasswork.
2.Thewhole
classwork.
3.Thewhole
classwork.
4.Individualwork,thewholeclassworkandpairwork.
1.Pointoutoneboy’srulerandask:
Whoseruleristhis?
Letstudentsanswerthequestion;
Repeat:
Itishisruler.It’shis.Letstudentsreadthesentenceforthreetimes.
2.Say:
Thisisourclassroom.Thisclassroomisours;Thenteachtheword“ours”forseveraltimes.
3.Pointatonedeskandask:
Whosedeskisthis?
Helpstudentsresponsetheteacher:
It’stheirs.Thenteachtheword“theirs”forseveraltimes.
4.Pointatthepicturesof2,andletstudentscompletethesentenceswiththegivenwordsinthebox;Choosefivestudentstochecktheanswersin2;Thenwritedownthephrasesandwordsontheblackboard,letstudentsreadthemtogether;
Givestudentssometimetomakeasummaryaboutthewordsandphrases;Finally,theteachermakesasummaryaboutit.(老师可用汉语总结名词性物主代词和形容词性物主代词的区别)
1.Do2.Studentsanswerthequestion:
Itishisruler;
Readthesentenceforthreetimes.
2.Readthewordaftertheteacherforseveraltimes.
3.Responsetheteacherandreadaftertheteacher.
4.Studentsdoitbythemselves;Thenchecktheanswers;andreadthephrasesandwordstogether;Thenstudentstalkaboutthecharacterofthewordsandphrasesinpairs;Finally,Studentslistentotheteachercarefully.
Practice(12minutes)
1.Individualwork.
2.Pairwork.
3.Individualworkandpairwork.
4.Thewholeclasswork.
5.Individualwork
andthewholeclasswork.
1.Letstudentslookatthepicturesin1b,thenlistenandnumberthepictures;Playthetape;ThenChoosesomestudentstochecktheanswers.
2.Letstudentsmakeupnewconversationsusethesentencepatterns:
Whose…isthis?
Isthis…?
Letstudentsworkinpairs;Choosesomestudentstoshowtheirconversationstothewholeclass.
3.Showthepictureof3andletstudentsdoitbythemselves;Choosetwostudentstochecktheanswer.
4.Showaflashcardwiththeword:
caronit,thenletstudentsreadittogether.
5.Pointoutthenextflashcards:
arm,hard,park,letstudentstrytoreadthewordsonebyone;Thenletstudentsreadthewordstogether;(老师可采用同样的方法教学字母组合or/oor的读音规则)
Thenshowthetableof4atostudentsandletstudentslistentothetape,thenreadafterthetape.
1.Do1b.Students
listenandnumberthepicturesbythemselves;Somestudentschecktheanswersin1b.
2.Do1c.Makeupnewconversationsinpairs;Somepairssharetheirconversationswiththewholeclass.
3.Do3.Studentsdoitbythemselves;Twostudentschecktheanswer.
4.Do4a.Readthewordtogether.
5.Readthewordsonebyone;Thenreadthewordstogether;Finally,listentothetapeandreadafterthetapein4a.
Production
(5minutes)
1.Groupwork.
1.Askstudentstoworkingroups.Everyoneinthegroupprovideoneobject,thenputthemtogether,andletonestudentguess:
Whose…isit?
Thestudentonlyhastwochances;choosesomegroupstoshowthegameinfrontoftheclass.Makeasummaryaboutthegame.
2.Assignhomework:
ReviewthewordsandexpressionsinSectionA;
1.Playthegameingroups;Somegroupssharethegamewiththewholeclass.
Teachingreflection:
Ⅶ.Blackboarddesign
Whosejacketisthis?
SectionASounds:
1.Isthisyourcap?
=Isthiscapyours?
hers/her/3/
2.Whosecapisit,then?
yours/your/5/
3.It’sSally’s.mine/my
his/his
ours/our
theirs/their
Unit2lookingDifferent
Topic3Whosejacketisthis?
SectionB
Ⅰ.Materialanalysis
本节课主要活动是1a,2b和4。
在SectionA的基础上,进一步学习物品所属的表达法,并结合之前学过的颜色词语描述物品以及学会使用“Ithinkit’ssb’s”来推测物品的所属者;还将学习同义句的转换,“Thoseareourbikes.=Thosebikesareours.”,“Thatishisschoolbag.=Thatschoolbagishis.”此外,语音板块将学习th/ts/ds字母组合的读音规则,并尝试拼读新单词。
Ⅱ.Teachingaims
⒈Knowledgeaims
能够掌握并应用新学习的单词:
jacket,think,schoolbag,baby;
能够运用询问物品所属的表达法进行交流:
Whose…isthis/that?
It’s…
Whose…arethese/those?
Theyare…
初步了解辅音字母组合th/ts/ds的读音规则并能较熟练地根据发音规则进行单词的拼读和拼写;
掌握指示代词this/that/these/those的用法。
⒉Skillaims
能听懂有关询问物品所属的表达方式;
能运用表示询问物品所属的表达方式进行简单的交流;
能正确地朗读对话,并能注意语音语调;
能根据图文正确书写和使用新学习的单词。
⒊Emotionalaims
能够与同学积极合作,参与课堂活动,大胆实践;
能够认真、规范地书写单词;
培养借助图片帮助听说和阅读理解的习惯。
Ⅲ.Thekeypointsanddifficultpoints
⒈Keypoints
正确使用描述物品所属的表达法进行推测:
Ithinkit’s…;
正确使用表示询问物品所属的表达法:
Whose…isthis/that?
It’s…
Whose…arethese/those?
Theyare…
掌握并应用同义句:
Thoseareourbikes.=Thosebikesareours.
Thatishisschoolbag.=Thatschoolbagishis.
⒉Difficultpoints
能够掌握由Whose引导的询问人物外貌特征的表达法;
同义句的转换:
Thoseareourbikes.=Thosebikesareours.
Thatishisschoolbag.=Thatschoolbagishis.
辅音字母组合th/ts/ds的读音规则。
Ⅳ.Learningstrategies
多做挖空练习能培养学生的逻辑思维能力。
Ⅴ.Teachingaids
录音机、教学挂图、闪卡和黑板。
Ⅵ.Teachingprocedures
Step
Interaction
patterns
Teacheractivity
Studentactivity
Introduction
(5minutes)
1.Thewholeclasswork.
2.Individualwork.
3.Thewholeclass
work.
1Theteachergreetswithstudents:
Goodmorning,class!
2.Walktoonestudent,andpointhisbookandask:
Isthisyourbook?
Thenwalktoanotherstudentandask:
Isthisyourbook?
3.Pointthebookandaskthewholeclass:
Whosebookisthis?
Thendrawabluejacketontheblackboardandask:
What’sthis?
Helpstudentsanswer:
It’sajacket.Thenteachthewordforseveraltimes.
1.Studentsreplytostudents:
Goodmorning,MissChen!
2.Answertheteacher’squestion:
T:
Isthisyourbook?
S1:
Yes,it’smine.
T:
Whosebookisthis?
S2:
No,it’snotmine.It’sxxx’s.
3.Studentsanswer:
It’sxxx’s;Thenfollowtheteachertoreadthewordjacketforseveraltimes.
Presentation
(12minutes)
1.Thewholeclass
workand
individualwork.
2.Thewholeclass
workandgroupwork.
3.Individualwork.
1.Theteacherasks:
Whosejacketisthis?
Doyouknow?
Thenletstudentslistentothetapeandfindtheowner;chooseonestudenttofindtheanswer.
2.Letstudentslistentothetapeagainandfollowthetape;Givestudents1minutetoreadthedialogueinroles;Choosesomegroupstoactoutthedialogue;Pointoutthesentence:
Ithinkit’sKangkang’s.Letstudentspayattentiontothesentence.
3.Letstudentslistentothetapeagainanddo1bbythemselves;Thenchecktheanswerin1b.
1.Do1a.Studentslistentothet
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- Unit looking Different2