Unit 2 Looking Different上课学习上课学习教案.docx
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Unit 2 Looking Different上课学习上课学习教案.docx
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Unit2LookingDifferent上课学习上课学习教案
Unit2LookingDifferent教案
课
件www.5yk
Unit2LookingDifferent教案
Topic1Ihaveasmallnose.
SectionA
Themainactivitiesare1a,2aand3a.
Teachingaimsanddemands:
.
Learntheusageof“have”and“has”.
2.
Learntheadjectives:
small,big,right,round,long,wide,short.
3.
Learntodescribepeople’sappearances.
Teachingprocedure:
Step1Review
.
ReviewthefunctionalitemsinUnit1byusingthefollowingsentencestotalkaboutpersonalinformation.Studentscanaskandanswerfreelybythemselves.
what’syourname?
whereareyoufrom?
Howoldareyou?
whatclassareyouin?
what’syourtelephonenumber?
2.
Theteacheruseshis/herownfacialfeaturesasexample,saying“I’m…Ihave…”Letstudentsmasterthemeaningof“have”.writeitdownontheblackboardandteachit.
Step2Presentation
.
Usetheteacher’sfacialparts,picturesormultimediaandthesentencestructure“what’sthis?
”toteachandletstudentsmasterthenewwords“nose”,“eye”,“head”,“face”,“hair”,“ear”,“mouth”,“neck”,“small”,“big”,
“round”,“long”,“wide”and“short”.
2.
Askandanswerbyusingthefollowingsentencesbetweentheteacherandstudents:
T:
Ihaveabighead.Doyouhave…?
S:
yes,Ido.
Askdifferentstudentstheabovequestion.Theninvitesomepairstopracticethedialoginfrontoftheclass.
3.
Listento1aandanswerthequestion“whoistheboy?
”Learnandmasterthenewword“boy.”
Step3consolidation
.
Listento1aandfollowit;imitatethepronunciationandintonation.
2.
Teachandletstudentsmaster“guess”,“has”,“know”and“right”.
Teachandletstudentsmasterthesentencespatternsof1a:
Ihaveasmallnose.
---Doyouhavebigeyes?
---yes,Ido.
oh,Iknow.
yes,youareright.
3.
Theteacherandstudentsfindoutthekeywordstogether.Askstudentstowritethemdownontheblackboard,andtheteacherretells1afirst,thenencouragesstudentstoretellit.Forexample:
guess,who,michael,nose,big,eyes,know,right.Finish1a.
4.
Actout1ainpairs.Finish1b.
Step4practice
.
Listento2aandfollowit.Finish2a.
2.
workinpairs.Playthegame“Touchyourbody.”Finish2b.
3.
Askstudentstolistento3aandfollowit,summarizetheusageof“have/has”.Thentheteacherexplainsit.
4.
Letstudentsfillintheblanksin3b,thentheteachercheckstheanswers.Finish3b.
5.
Letstudentsusethesentencepatternsin3atodescribethefeaturesofthemselvesandothers.Thenchooseseveraltodescribethefeaturesofthemselvesandothersinfrontoftheclass.Finish3a.
Step5Project
.
Letstudentsread4A,learnandmastertheword“girl”anddrawthepicture.Thenlookatthepicturein4Bandfillintheblanks.Finish4.
2.
Letstudentssaysentencesastheycantodescribethefeaturesofthemselvesandothers.
Section
B
Themainactivitiesare1a,3and4.
Teachingaimsanddemands:
.
Goonlearningtheusageof“have”and“has”.
2.
Goonlearninghowtodescribepeople’sappearances.
3.
Enablestudentstoidentifyandusetheintonationcorrectly.
Teachingprocedure:
Step1Review
.Theteacherusesthefeaturesofhimself/herselfandstudentsbyhis/hersideasexamplestoreviewthenamesofthepartsofthebody.Teachnewword“arm”,“hand”,“leg”and“foot”,andaskstudentstomasterthem.Forexample:
T:
Ihave…
He/Shehas…
2.PlaythegameBobbySays.Finish5b.
3.Dividestudentsintotwogroups.Letstudentswritedownthenamesofthepartsofthebodyasquicklyastheycantoseewhichgroupfinishitbetterandfaster.Finish5a.
5.Letstudentslistento2andmatchthephraseswiththerightnumbers.checktheanswers.Finish2.
Step2Presentation
.Showapictureofastar.Askandanswerbetweentheteacherandstudents.Forexample”
T:
who’she?
S:
Heisyaoming.
T:
Look,hehasabignose,awidemouthandbigeyes.
2.Listento4andfollowit.Imitatetheintonation,andfinish4.
3.Showthepictureof1a.Teachthenewwords“favorite”,“movie”,“star”,“chinese”,“again”and“look”,andaskstudentstomasterthem.Understand“does”,anditsnegativeform“doesn’t”.Forexample:
T:
Look!
whoishe,guess?
S1:
Heis…
T:
yes,youareright./No,youaren’tright.Guessagain.
T:
Doeshehave…?
S2:
yes,hedoes.
T:
youareright.Heischinese.Heismyfavoritemoviestar.
4.Listento1a,thenanswerthequestion:
Ismichael’sfavoritestarBruceLee?
Step3consolidation
.Listento1aagainandfollowit.Imitatethepronunciationandintonation.
2.Talkwiththetape.
3.Actout1ainpairs.Finish1a.
Step4practice
.Letstudentsread1aandfindouttheimportantsentences.Theteachermakescomplementsandexplainsthem,thenasksstudentstomasterthem.Forexample:
whoisyourfavoritemoviestar?
-----Doeshehavelonghair?
-----No,hedoesn’t.
It’sBruceLee.
Guessagain.
2.Letstudentsdescribejackiechanbyusingthesentencepattern“Hehas…”.Theteacherleadstodifferentexpressionsof“have”and“has”,andwritesthemdownontheblackboard.Forexample:
S1:
Hehasabignose.
T:
Hisnoseisbig.
S2:
Hehasbigeyes.
T:
Hiseyesarebig.
…
Emphasizetheusageof“is”and“are”,“have”,and“has”duringthepractice.
petitioningroups.Letstudentslookatthesentencesontheblackboard.makesuretheyunderstandhowtochangethesentences.Thenletstudentshaveacompetitioningroups.onegroupsaysSentenceAandtheothergroupchangesitintoSentencesB.Forexample:
A:
myfaceisround.
B:
Ihavearoundface.
A:
Hiseyesarebig.
B:
Hehasbigeyes.
…
4.Letstudentswritedowntheanswersto3bythemselves,thenchecktheanswers.Finish3.
5.workinpairs.Letstudentstalkabouttheirownfavoritepersonsaccordingto1a.Thenaskonegrouptoactouttheirdialog.Finish1b.
Step5Project
Askstudentstocollectthepicturesoftheirownfavoritestars.Thenmakefilesabouttheirappearancesandmakeabriefintroduction.
Sectionc
Themainactivitiesare1aand2.
Teachingaimsanddemands:
.
Goonlearningtheusageof“have”and“has”.
2.
Enablestudentstounderstandsimplepassagesthatdescribepersons.
Teachingprocedure:
Step1Review
AskSstoshowthefilestheymadeabouttheirfavoritestars’looksandreadthemtotheothers.Thenimaginethattheyarethosestars;makeintroductionsagain.Forexample:
Iamjackiechan.Ihaveabignoseandawidemouth,butIdon’thavelonghair.whereamIfrom,doyouknow?
IfSscan’tsaythelastsentence,theteachercanimaginehimself/herselfasthatstar,saying“whereamIfrom?
”,andstarsthenewlesson.
Step2Presentation
.
Theteacherpointstoaboyoragirlandteachesthenewwordsandphrase“come”,“comefrom”,“student”,“sister”and“different”bycreatingthefollowingcontext.AskSstomasterthesewordsandthephrase.Forexample:
T:
He/Sheisaboy/girl.He/ShecomesfromEngland.He/Shehasasister,andsheisastudent,too.Theyareinthesameschool,butindifferentgrades.
2.
Listento1aandchoosetherightpicturesin1b.Playthetapeonemoretimeifthestudentshavedifficultiesinfinishingit,thenchecktheanswers.Finish1b.
Step3consolidation
.
Read1aanddo1c.checktheanswers.Finish1c.
2.
Read1aagainandfindoutthedifficultpoints.LetSsdiscussthemingroups.ThentheteacherexplainsthemtoSsifnecessary.
3.
Listento1aagain.markthesentencestressandintonation.Readafterit.Thenimitateitandreadittogether.Payattentiontothestressandintonation.
4.
writedownthekeywordsontheblackboard.Theteacherretells1aaccordingtothekeywordsfirstthenencourageSstoretellit.Finish1a.
Step4Practice
.
ShowPicture3andPicture6in1b.Usethefollowingsentencepatternstotalkabouttheirlooks.Practiceandmasterthegeneralquestionswith“have/has”andtheresponses.Understand“don’t=donot’’.
----Doestheboyhave…?
-----yes,hedoes./No,hedoesn’t.
----Doesthegirlhave…?
-----yes,shedoes./No,shedoesn’t.
----Dotheyhaveroundfaces?
----yes,theydo.
----Dotheyhavesmallnoses?
-----No,theydon’t.
2.Showaknifeandaskstudentsthequestion“Doyouhaveaknife?
”Learnandmastertheword“knife”.Payattentiontoitspluralform“knives”.Atthesametime,mastertheanswerstothatquestion:
yes,Ido./No,Idon’t.
3.Do2andchecktheanswers.Finish2.
4.workingroups.LetSsimitatetheexamplesin3tomakeupdialogsaccordingtotheirrealappearances,andchooseafewgroupstopresenttheirdialogstotheclass.Finish3.
Step5Project
.Acompetitionofaddingwords.Theaimistogeneralquestionswith“have/has”andtheresponses.
Preparetwosetsofcards,onesetofcardswrittenwith“do”or“does”,andtheothersetwiththewordsofthepartsofthebody,suchas“face”,“nose”,“eye”…
Dividetheclassintogroups.onegrouppicksuptwocardsrandomlyfromthetwosetsofcards,andtheothergroupmakesthegeneralquestionswith“have/has”andtheresponsesaccordingtothesecards.Forexample:
does
nose=>Doesshehaveabignose?
-----yes,shedoes./No,shedoesn’t.Shehasasmallone.
Exchangetherolesandpracticeitagain.
2.Dothechantin4.Finish4.
SectionD
Themainactivitiesare1and5.
Teachingaimsanddemands:
.
Learnconsonants:
/p/,/b/,/t/,/d/,/k/,/g/.
2.
Reviewtheusageof“have’’and“has”.
Teachingprocedure:
Step1Review
.
Learntosingthesong.LetSstouchthepartsoftheirownbodywhilesinging.Finish4.
2.
AskandanswerbetweentheteacherandSs.Reviewthesentencespatterns“Doyouhave…?
”and“Doeshe/shehave…?
”Forexample:
T:
Doyouhavelonghair?
S:
yes,Ido./No,Idon’t.
T:
DoeswangDonghavebigeyes?
S:
yes,hedoes./No,hedoesn’t.
Practiceinpairs,thenchooseseveralpairstoactitout.RemindSstopatattentiontothepronunciationandintonation.
Step2Presentation
.
Listento2.LetSsnumberthefourplayersinthepictures.checktheanswers.
LetSslookatthepicturein2.Usethesentencepatternswith“have/has”thattheyhavelearnedtodescribethefourplayersabove.Finish2.
2.TheteacherandSsreviewthegrammarandsentencepatternsofthistopic.Read3aand3bforcomparison.
Listento3aand3b,thenreadafterthetape.Payattentiontothepronunciationandintonation.Finish3aand3b.
3.AskSstolookatthetargetlettersof1ingroups.Discussthepronunciationoftheseletters.
Step3consolidation
.
Listento1.LetSspayattentiontothepronunciationofthetargetletters.Thenteachtheconsonantsonebyone:
“/p/,“/b/”,“/t/”,“/d/’’,“/k/”and“/g/’’.Finish1.
2.
Reviewtheconsonantswiththephoneticcards.
Step4Practice
Brainstorming.Theteachersummarizesthepronunciationrulesoftheseconsonantsandtheconsonantcombination“p”,“b”,“t”,“d”,“k”,“ck”,“c”and“g”withSs.ThenaskSstolistmorewordswiththesameconsonantsandtheconsonantcombination.Forexample:
/p/---p
pink
purple
/k/---k
book
c
can
ck
blackboard
Step5Project
.
Askandans
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