M1U34B 教案.docx
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M1U34B 教案.docx
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M1U34B教案
Book4BModule1Unit3Lookattheshadow
Period1
Teachingaims:
●Usingthekeywordstoidentifydifferentthings
e.g.,hill,lawn,path,bench
●Usethesimplepresenttensetoexpresssimplefacts
Languagefocus:
●Usingthekeywordstoidentifydifferentthings
e.g.,hill,lawn,path,bench
●Difficultpoints:
Usethesimplepresenttensetoexpresssimplefacts
●Preinstall:
Usethesimplepresenttensetoexpresssimplefacts
Strategy:
Havethestudentsdrawaparkandthentalkabouttheirdrawingsinpairs.
Teachingaids:
Tape,Blackboard,Pictures,slideandsoon.
Teachingprocedure:
Procedure
Content
Method
Purpose
Pre-taskpreparations
Rhyme
Havethestudentssaytherhymeonpage2ofStudent’sBook2B.
Lookandanswer
Showthepictureofaparkandaskthestudentssomequestions.
e.g.,
What’sinthepicture?
Thenhavethestudentsdescribewhattheycanseeanddointhepark.
e.g.,
Thisisabigpark.Wecansee....
Wecan...there.
While-task
procedures
Elicit:
hill,lawn,path,beach
Showtheflashcardsforhill,lawn,pathandbeachandaskthestudentstoreadandspellthewordsafteryou.
Askandanswer
Showthepictureofaparkwithahill,alawn,apathandabench.Havethestudentsansweryourquestions.
e.g.,Whereisthebench?
Guessinggame
Havethestudentsplayagussinggame.Putthefalshcardsforhill,lawn,pathandbenchtogether.Invitesomestudentstopickuponeofthemandtrytodescribeit.Theothersguesswhatitis.Youmayprovideanexamplefirst.
e.g.,Youcansitonit.It’shardandsmooth.Youcanseeitinapark.
Whatisit?
Drawamdsay
Havethestudentsdrawaparkandthentalkabouttheirdrawingsinpairs.
e.g.,Thisisapark.It’ssmall,butit’snice.
Post-task
activities
Lookandsay
Showthepictureofaparkandhavethestudentstalkaboutitinpairs.Makesurethatthepicturethereisahill,alawn,apathandsomebenches.
Drawandintroduce
Dividethestudentsintogroupsoffourandhavethemdrawaparktheylike.Thenhavethestudentsintroducetheparktheyhavedrawntotheclass.
e.g.,Thisisourpark.It’sniceandbig.There’salawn,afountain,apath,manytreesandflowersinit.Thefountainisbesidethelawn.Wecanplaythere.Thepathisbetweenthetrees.Wecanwalkonthepath.
Homework:
Copythenewwords
Boardwriting:
Unit3Lookattheshadow
hill
lawn
path
bench
Thisisourpark.It’sniceandbig.There’salawn,afountain,apath,manytreesandflowersinit.Thefountainisbesidethelawn.Wecanplaythere.Thepathisbetweenthetrees.Wecanwalkonthepath.
Period2
Teachingaims:
●Usingprepositionstoindicatepositions
e.g.,It’sonthelawn.
●Usingthesimplepresenttensetoexpresssimplefacts
e.g.,Thesungoesdownintheevening.
●Usingadjectivestodescribethings
e.g.,Thetree’sshadowgrowsshort.
Languagefocus:
●Usingprepositionstoindicatepositions
e.g.,It’sonthelawn.
●Usingthesimplepresenttensetoexpresssimplefacts
e.g.,Thesungoesdownintheevening.
●Difficultpoints:
Usingadjectivestodescribethings
e.g.,Thetree’sshadowgrowsshort.
●Preinstall:
Usethesimplepresenttensetoexpresssimplefacts
Strategy:
Havethestudentslistentotherecordingfor‘Lookandsay’onpage12oftheStudent’sBook.Thenhavethemlookatthepicturesandanswerthequestions.
Teachingaids:
Tape,Blackboard,Pictures,atorchandsoon.
Teachingprocedure:
Procedure
Content
Method
Purpose
Pre-taskpreparations
Song
Havethestudentssingthesong:
Whereisthecattoreviewtheprepositions.
Askandanswer
Look,whereisthe...?
While-task
procedures
Elicittheword:
shadowandthepattern:
Theshadowis...
Writethewordshadowontheblackboardandaskthestudentstorepeatitafteryou.Useanelectrictorchtoshowthestudentshowtomakeashadow.Putanobjectontheteacher’sdeskandshinethetorchonit.Pointtotheshadowcastbytheobject.Shinethetorchontheobjectfromotheranglestomakealongshadowandashortshadow.PointtothelongshadowandsayTheshadowislong.PointtotheshrtoneandsayTheshadowisshort.
Lookandsay
Havethestudentslistentotherecordingfor‘Lookandsay’onpage12oftheStudent’sBook.Thenhavethemlookatthepicturesandansweryourquestions.
e.g.,
(P1)
1.Whereisthesuninthemorning?
2.Isthetree’sshadowlongorshort?
Whereisit?
(P2)
1.Where‘sthesunatnoon?
2.Istheshadowlongorshort?
Whereisit?
Talkaboutthepicture.
Playtherecordingagainandaskthestudentstorepeatafterit.Havesomestudentsreadthedescriptionsforeachpicture.Thenhavethestudentstalkabouttheshadows.
Makeandsay
Havethestudentslookat‘Makeandsay’onpage8oftheStudent’sBook.Thenshowthemhowtomakeashadowstepbystep.Afterthat,dividethestudentsintogroupsoffourtomakedifferentshadows.Askthemtotalkabouttheshadowsusingthegivenpatterns.
Inthemorning/Atnoon/Intheevening,thesunrises/is/goes...Thetree’sshadowis/grows...
Post-task
activities
Makeadialogue
Dividethestudentsintogroupsoffour.Havethemusethepictures,shinethetorchasthesunandmakeshadows.Thenaskthemtomakeadialogueinpairs.
e.g.,
---Canyouseethesun?
---Yes,Ican.
---Whatcolourisit?
---It’sred.
---Whereisit?
---It’s...
---Canyouseethetree’sshadow?
---Yes,Ican.
---Isitlongorshort?
---It’sverylong.
---Whereisit?
---It’s...
Lookandsay
HavethestudentsdoPartDonpage15oftheWorkbook.Askthemtotalkabouttheshadowsaccordingtothepicture.
Homework:
Talkabouttheshadowsofourschool’sclassroombuilding.
Boardwriting:
Unit3Lookattheshadow
shadow
Canyouseethesun?
---Yes,Ican.
---Whatcolourisit?
---It’sred.
---Whereisit?
---It’s...
---Canyouseethetree’sshadow?
---Yes,Ican.
---Isitlongorshort?
---It’sverylong.
---Whereisit?
---It’s...
Period3
Teachingaims:
●Usingprepositionstoindicatepositions
e.g.,Sometimesmyshadowstaysbehindme.
●Usingthesimplepresenttensetoexpresssimplefacts
e.g.,Myshadowoftengoeswithme.
●Usingadjectivestodescribethings
e.g.,Sometimes,myshadowgrowsshortandsmall.
Languagefocus:
●Usingprepositionstoindicatepositions
e.g.,Sometimesmyshadowstaysbehindme.
●Usingthesimplepresenttensetoexpresssimplefacts
e.g.,Myshadowoftengoeswithme.
●Difficultpoints:
Usingadjectivestodescribethings
e.g.,Sometimes,myshadowgrowsshortandsmall.
●Preinstall:
Usingprepositionstoindicatepositions
Strategy:
Havethestudentsintroducetheirshadowsingroupsoffourandthentrytowritedownsomesentences.
●
Teachingaids:
Tape,Blackboard,Pictures,slideandsoon.
Teachingprocedure:
Procedure
Content
Method
Purpose
Pre-taskpreparations
Song
Havethestudentssingthesongin“Listenandenjoy”onpage16.Thenaskthemhowtheshadowisatdifferenttimestoreviewtheitmesandtheadjectives.
Guessinggame.
Havethestudentslistentoyourdescriptionandguessthetime.
e.g.,
Thesunrisesbehindthehill.Thetree’sshadowislong.Whenisit?
While-task
procedures
Sayandact
1.Havethestudentslookatthepicturesfor‘Sayandact’onpage14oftheStudent’sBook.Thenaskthemsomequestions.
(Picture1)
Whoisshe?
WhoisAlice’sfriend?
(Picture2)
Where’sAlice’sshadow?
2.HavethestudentsaskandanswerquestionsinpairsaboutAlice’sshadow.
Pairwork
Playtherecordingagainandhavethestudentsrepeatafterit.
Thenhavethempractisethedialogueinpairs,oneactingasAliceandtheotheractingasAlice’sshadow.Theninvitesomepairstoactitoutinfrontoftheclass.
Fillintheblanks.
HavethestudentsintroduceAlice’sshadow.
ThisisAlice’sshadow.ItisAlice’sfriend.Alicegoestoschoolatseveno’clockinthemorning.Hershadowoftengoeswithher.Sometimeshershadowstaysbehindhe.Atnoon,hershadowgrowsshortandsmall.Alicelikeshershadow.
Look,read,drawandanswer.
HavethestudentstodoPartGonpage17oftheWorkbook.Aftercheckingtheanswerswiththem,askthemtomakeadialogueaccordingtothepicture.
Post-task
activities
Talkabouttheshadows
Havethestudentstalkaboutthechangesoftheirshadowsatdifferenttimesofthedayinpairs.Thenaskthemtowritedowntheshortpassageabouttheirshadows.
Thisismorning.Thesun_____.Myshadowis_____.Itisnoon.Thesunis____.Myshadowgrows_____.Itisevening.Thesun_____.Myshadowgrows_____.
Write.
Havethestudentsintroducetheirshadowsingroupsoffourandthentrytowritedownsomesentences.
e.g.,
Ihaveafriend.Heismyshadow.Sometimeshestaysbehindme.Sometimeshewalksinfrontofme.Sometimeshegrowsshortandsmall.Sometimeshegrowslongandbig.Ilikemyshadow.
Assessment:
Writethesentencesabouttheshadows
Boardwriting:
Unit3Lookattheshadow
ThisisAlice’sshadow.ItisAlice’sfriend.Alicegoestoschoolatseveno’clockinthemorning.Hershadowoftengoeswithher.Sometimeshershadowstaysbehindhe.Atnoon,hershadowgrowsshortandsmall.Alicelikeshershadow.
Period4
Teachingaims:
●Usingthesimplepresenttensetoexpresssimplefacts
e.g.,Herryhearsasound.
●Usingadjectivestodescribethings
e.g.,Isitabigblackdog?
Languagefocus:
Havethestudentsintroducetheirshadowsingroupsoffourandthentrytowritedownsomesentences.
●Difficultpoints:
Usingthesimplepresenttensetoexpresssimplefacts
●Preinstall:
Usingthesimplepresenttensetoexpress
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