唱英语歌将学生带入英语学习的氛围.docx

唱英语歌将学生带入英语学习的氛围.docx

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唱英语歌将学生带入英语学习的氛围

Module3Thingsaroundus

Unit1Seasons

Tasksinthisunit:

Beginaninteractionbytalkingaboutseasons.

Languagefocus:

Usingnounstoidentifyseasons

e.g.,spring,summer,autumn,winter

Usingabjectivestoexpresshowpeoplefeel

e.g.,warm,hot,cool,cold

Usingpredicativeadjetivestodescibeconditionss

e.g.,springiswarm.Summerishot.Autumniscool.Winteriscold.

Usingthesimplepresenttensetostatefacts

e.g.,Isee/smell/drink…

Languageskills:

Listening

Identifythekeywordsinanutterancebyhearingthepronunciation

e.g.,spring,summer,autumn,winter

Understandthekeypattern

e.g.,Springis…

Understandthecharacterisricsofseasons

Speaking

Usemodelledsentencestocommunicatewithotherstudents

Pronouncethekeywordscorrectly

e.g.,spring,summer,autumn,winter,warm,hot,cool,cold

Usingthekeypatterntodescribeseasons

e.g.,Springiswarm.

Maintainaninteractionbyprovidinginformation

Schemeofwork

Period

Corecontents

Extension

Materials

Grammarand

expressions

Vocabulary

1

Springis…

Summeris…

warm,hot,cool,cold

SB:

PP.27and

28

2

Inspring,Isee..

Ismell…

Insummer,Idrink…

autumn,winter

coolcold

Autumnis…

Winteris…

SB:

PP.26and29WB:

PP.26,27,28and29,PartsABCDandtask

M3U1seasonsTheFirstPeriod

Aims:

1.Words:

spring,summer,warm,hot

2.Function:

Usingthekeypatterntodescribeseasons

e.g.,Springiswarm.

Languagefocus:

1.Pronouncethewords,phrasesandsentencescorrectly

2.Usingthekeypatterntodescribeseasons

e.g.,Springiswarm.

Aids:

Pictures,tape.

Procedures

Contents

Methods

Purpose

Characteristicmodification,theteachingintrospects

I.Pre-taskpreparation

Warmingup:

Song

Singasong.

Seasons

唱英语歌将学生带入英语学习的氛围。

II.While-taskprocedure

Teach:

1.spring

2.warm

3.summer

4.hot

Theteachershowsthepicture.

Whatcanyousee?

Icanseeflowers.

Icanseearabbit.

It’sspring.

Sayarhyme.

Spring,spring,springiswarm.

Spring,spring,springisgreen.

Greenandwarm,spring,spring,spring.

Showthepicture.

Sayarhyme.

Summerisred.Summerishot.

通过谈话来引出单词，来感受自然,感受春天。

运用儿歌来操练新学的单词。

III.Post-task

activity

1.Dotheexercise.

2.Workinpairs.

1.Listenandnumber.

2.LookatthepicturesMakeadialogue.

通过听力练习和形式来巩固所学的新单词。

让学生根据实际来表达自己的喜好，让学生充分掌握今天的语言，更激发他们的表达意识。

IV.Assignment:

1.Listentothetape.

2.Saythesentences.

1.Readthewordsandsentences.

2.Drawapicture.

Boardshow:

spring,summer,warm,hot

Springis…

Summeris…

Suggestion:

1、本堂课教学时通过唱英语歌的形式将学生带入英语学习的氛围，激发学生学英语的兴趣。

2、通过谈话来引出单词，让学生来感受自然,感受春天，并运用儿歌来操练新学的单词，整体教学效果很好。

3、通过听力练习来巩固所学的新单词，努力提高学生的听力水平。

4、不足：

时间没有把握好，最后结束时比较匆忙。

M3U1seasonsTheSecondPeriod

Aims:

2.Words:

autumn,winter,cool,cold

2.Function:

Usingthesimplepresenttensetostatefacts

e.g.,Winteriscole.Idrinkcola.

Languagefocus:

2.Pronouncethewords,phrasesandsentencescorrectly

2.Usingthekeypatterntodescribeseasons

e.g.,Autumniscool.

Aids:

Pictures,tape.

Procedures

Contents

Methods

Purpose

Characteristicmodification,theteachingintrospects

I.Pre-taskpreparation

Warmingup:

Sayarhyme.

念儿歌复习所学的知识.

II.While-taskprocedure

Teach:

1.Ismellflowers

2.Isingasong.

3.Idrinksome

juice.

4.cold

5.cool

Theteachershowsthepicture.Showtheflowers.

It’sspring.Whatcanyousee?

Icanseeflowers.

Ismellflowers.

Sayarhyme.

Drinksomejuice.

It’scold.

Icecreamiscold.

Colaiscool.

通过谈话来引出单词，来感受自然,感受春天。

运用儿歌来操练新学的单词。

III.Post-task

activity

1.Doasurvey

2.Workinpairs.

Showthepicture.

LookatthepicturesMakeadialogue.

通过调查练习和形式来巩固所学的句子。

IV.Assignment:

1.Listentothetape.

2.Makearhyme.

1.Readthewordsandsentences.

2.Drawapicture.

Boardshow:

autumnwintercoolcold

Inspring,Iseeflowers.Ismellflowers.Isingasong.

Insummer,it’shot.Idrinksomejuice.

 Teachingessay

1、本节课在上一节课教学的基础上用念儿歌的方式，调动学生的积极性并且复习所学的知识，为进一步学习打下良好基础。

2、通过调查练习和形式来巩固所学的句子，教学形式有所变化，学生也比较乐于参与。

3、不足：

设想很好，但教学时没有能照顾到所有的学困生，应该让更多的学困生有机会参与进来。

Module3Thingsaroundus

Taskinthisunit:

●Beginaninteractionbytalkingabouttheweather

●Beginaninteractionbygreetingsomeonepolitely

Languagefocus：

●Usingthekeywordsincontext:

sunny,cloudy,rainy,windy

●Usingformulaicexpressionstodescribeweather:

It’ssunny.

●Askingquestionstofindoutspecificinformationaboutweather:

Howistheweather?

Languageskills:

Listening:

●Identifythekeywordsinanutterancebyhearingthepronunciation:

sunny,cloudy,rainy,windy.

●Understandformulaicexpressionsdescribingweather:

It’ssunny.

●Understandthekeypattern:

Howistheweather?

●Understandformulaicexpressionsmakingsuggestions:

Let’sgotothebeach.

Speaking:

●Useformulaicexpressionstodescribeweather:

It’ssunny.

●Usethekeypatterntoaskaboutweather:

Howistheweather?

●Pronouncethekeywordscorrectly:

sunny,cloudy,rainy,windy

●Useformulaicexpressionstomakesuggestions:

Let’sgotothebeach.

●Usemodelledphrasesandsentencestocommunicatewithotherstudents

Schemeofwork:

Period

Corecontents

Extension

Materials

Grammarandexpressions

Vocabulary

1

sunny,cloudy,rainy,windy

Ilike…days.

SB:

pp.30,31and33

WB:

pp.30and31,

PartsAandB

2

Howistheweather?

It’s…

weather

SB:

pp.30,31,32and33

WB:

pp.32and33

PartCandTask

Module3Thingsaroundus

Unit2Weather

TheFirstPeriod

Aims:

1.Words:

sunny,cloudy,rainy,windy

2.Usingformulaicexpressionstodescribeweather:

It’ssunny.

Languagefocus:

1.Usingformulaicexpressionstodescribeweather:

It’ssunny.

2.Usingthekeywordsincontext:

sunny,cloudy,rainy,windy

Aids:

Pictures,Asurveytable,tape.

Procedures

Contents

Methods

Purpose

Pre-taskpreparation

1．Singasong:

Ihearraindrops.

1.Let’ssingthesong:

2.Sayhellotoeachother.

轻松的歌曲与彼此的问候将学生带入学习英语的氛围中。

2.Showthepictures

Askandanswer

1.Learnthenewwords.

It’ssunny.It’srainy.

2.Talkabouttheweatherlikethis:

Look!

Wecanseethesuninthesky.Itissunny.Ilikesunnydays.

利用天气图片学习新授单词，并积极谈论所喜欢或是不喜欢的天气。

While-taskprocedure

1.Saythisrhyme.

Askstudentstorepeattherhyme:

Sunny,sunny,Ilikesunnydays.

Rainy,rainy,Ilikerainydays.

Cloudy,cloudy,Ilikecloudydays.

Windy,windy,Ilikewindydays.

玩偶通过将所学的词串成简单而朗朗上口的儿歌，既复习了知识，也活跃了课堂气氛，提高了大家学习的兴趣。

2.Playagame.

Usethespinner.

T:

（Spinthespinner）It’ssunny.

S:

It’ssunny.

通过一个小游戏，帮助学生巩固所学内容，也加强了师生之间的互动与交流。

3.Listenandtick

Doasurveyinpairs.

S1:

Doyoulikesunnydays?

S2:

Yes,Ilikesunnydays.

把口头操练活动带到实际性运用阶段。

学生通过小调查来了解自己好朋友所喜欢的天气，提高了学习的积极性。

4.Identifytheweather..

Lookatthewordsabouttheweather..

Practisethesentenceslikethis:

T:

Youcanseeraindropsandaraincoat.Howistheweather?

S:

It’srainy.

出示与天气有关的东西，拓宽学生的知识面。

Post-taskactivity

Makeashortdialogue

Makeashortdialogue.

It’sinShanghai.

Howistheweather?

通过拓展与补充，提供给学生更多的语言材料，培养学生说话能力。

Assignment

Askthestudentstodotheexercise“WB:

pp.32and33

PartCandTask”

巩固课堂所学，并通过笔头练习进一步强化。

板书：

sunny,cloudy,rainy,windy

Howistheweather?

It’ssunny.

eachingessay

1、本堂课我利用天气图片学习新授单词，并积极谈论所喜欢或是不喜欢的天气，学生们积极踊跃。

2、通过将所学的词串成简单而朗朗上口的儿歌，既复习了知识，也活跃了课堂气氛，提高了学生学习的兴趣，教学效果不错。

。

3、通过拓展与补充，提供给学生更多的语言材料，培养学生说话能力。

 4、不足：

书面练习来看学生的能力差别很大。

1BM3Thingsaroundus

U3Clothes

Tasksinthisunit:

Beginaninteractionbyaskingwhatpeopleneed

Maintainaninteractionbyprovinginformationinresponsetofactualquestions

Languagefocus:

Usingnounstoidentifyclothingitems

e.g.,T-shirt,dress,shorts,blouse

Usingverbstoindicateneeds

e.g.,Ineed….

Askwh-questionstofindoutpeople’sneed

e.g.,Whatdoyouneed?

Usingformulaicexpressionstoexpresspreferences

e.g.,Idon’tlike…Ilike….

Usingformulaicexpressionstoexpressthanks

e.g.,Thankyou,Mum.

Languageskills:

Listening

Identifythekeywordsinanutterancebyhearingthepronunciation

e.g.,T-shirt,dress,shorts,blouse

Understandthekeypattern

e.g.,Whatdoyouneed?

Ineed….

Understandformulaicexpressionsforpreferences

e.g.,Idon’tlike…Ilike….

Speaking

Usemodeledsentencestocommunicatewithotherstudents

Pronouncethekeywordscorrectlyincontextbylinkingwordstogetherandusingtheappropriatestress

e.g.,T-shirt,dress,shorts,blouse

Usingverbstoindicateneeds

e.g.,Ineed….

Askwh-questionstofindoutpeople’sneed

e.g.,Whatdoyouneed?

Usingformulaicexpressionstoexpresspreferences

e.g.,Idon’tlike…Ilike….

Usingformulaicexpressionstoexpressthanks

e.g.,Thankyou,Mum.

Schemeofwork:

Period

Corecontents

Extension

Materials

Grammarand

expressions

Vocabulary

1

Ineed…

T-shirt,dress,shorts,blouse

skirt,sweater

SB:

p.34

WB:

p.34and35,PartsA,BandC

2

Ineed…

Whatdoyouneed?

Idon’tlike…

SB:

p.35,36,37and52

WB:

p.36and37,PartsD,EandTask

Period1

Languagefocus:

Usingnounstoidentifyclothingitems

e.g.,T-shirt,dress,shorts,blouse

Usingverbstoindicateneeds

e.g.,Ineed….

Languageskills:

Listening

Identifythekeywordsinanutterancebyhearingthepronunciation

e.g.,T-shirt,dress,shorts,blouse

Understandthekeypattern

e.g.,Whatdoyouneed?

Ineed….

Speaking

Usemodeledsentencestocommunicatewithotherstudents

Pronouncethekeywordscorrectly

e.g.,T-shirt,dress,shorts,blouse

Usingverbstoindicateneeds

e.g.,Ineed….

Materials:

SB:

p.34

WB:

p.34and35,PartsA,BandC

Cassette1B

Cassetteplayer

Pre-taskpreparations

Aids:

Cassette1B,Cassetteplayer

Steps

Contents

Methods

P