Module 1 Numbers
Unit 1 ... seventeen, eighteen, nineteen, twenty !
Teaching contents
Module 1 Numbers Unit 1 ... seventeen, eighteen, nineteen, twenty!
Teaching analysis
Learn how to say and identify figures 13-20.
Teaching aims
a. Knowledge aims
Could speak, listen and understand number thirteen to number twenty.
Could understand and speak the words: purple, pink, white, orange.
Could listen and speak the sentences: Here’s a…/This is a…
Ability aims
Train students read and listen the new words and sentences through games and songs.
D. Teaching important points and difficulities
a. The important words: English numbers from thirteen to twenty and colours: purple, pink, orange, white.
b. The difficult sentences: Here’s a…/This is a…
E. Teaching aids
T prepares 20 number cards and some colouful cards and also prepares a tape recorder.
F. Teaching steps and suggestions
a. Warm up
Sing the song Ten Little Indian Boys
b. Presentation
1. Teaching number 13to number 20.
(1)Review number 1 to number 12.
T: Look at my fingers and count.
T: You learn the numbers from one to ten very well.
“11”how to say it in English?
Ss: Eleven.
T: Great! Read after me! Let’s say one by one.
(The same way to review “twelve”)
(2) Teaching number 13 to number 14.
T: Look at the pencils. Daming wants to count the pencils. Can you help him?
T: Let’s count the pencils. One, two, three…Here are thirteen pencils.
T: Follow me. Thirteen.(Teacher shows the word card and write the word on the blackboard.)
(The same way to teach 14)
(3)T: Look at the number 13 and number 14 carefully! And find the rules.
T:“15”how to say？
S1：Fifteen.
T: Wonderful.
T: Follow me. Fifteen. (T shows the card and all students read together , then play a game: drive train)
T: Look at these numbers. Can you find the rules? “16”how to say?
(The same way to teach 17-19)
T：Look at the balls. Daming wants to count the balls. Can you help him?
T: Let’s count the balls. One, two, three…Here are twenty balls.
T: Follow me. Twenty.
（4）Review numbers: T: Seven and eight is…Ss: Fifteen.
2. Teach some words about colours:
T: Eyes on the pencils. Can you tell me what it is?
T: Yes, this is a green pencil. Green.
Review these words about colours and the numbers: Let’s play a pass game. I will give a student a pencil, and he/ she must say“This is a red / pink pencil.”or “Here’s a white pencil.” Other students must count the number. If he is the first, you say one. If he’s the second one, you say two, OK?
4. Practice:
T: I will show you some number pictures. Four students as a team. Ask your parter“What is the missing word? What colour is it?”At last, finish the table. I will ask someone to tell us the result.
For example: (13, 14, 16 )
“What is the missing word? What colour is it?”
“Fifteen is the missing word, it’s red.”
Missing word colour: 15 red
(18, 20, 17) (20, 18, 19) (15, 14, 13 ) （14,15，17）
T: Who can tell us the missing words?
G. Blackboard design
Module 1 Numbers
Unit 1 …seventeen, eighteen, nineteen, twenty!
thirteen eighteen This is a… Here’s a…
fourteen nineteen purple pink orange white
fifteen twenty sixteen
H. Assessment
Unit 2 I've got twenty-six points.
A: Teaching contents
Module 1 Unit 2 I've got twenty-six points.
B: Teaching analysis
Learn the numbers and visit the zoo to grasp the words about numbers and animals.
C: Teaching aims
a. Knowledge aims
1. Could read , listen, speak and use the number 20 to number 30. Could understand and speak : fourty , fifty, sixty, seventy, eighty, ninety, one hundred.
2.Could say and understand :“Number +and + number + is + number.”
3.Could say and understand: “Have you got…?”“Yes, I have.”
“No, I haven’t.”
b. Ability aims
1.Could make sentences use“Number +and + number + is + number.”
2.Could express how many points :“I have got +数字+points.”
D. Teaching important points and difficulties
a. The important points to say the numbers: thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred.
b. The difficult is express “Number +and + number + is + number.”
E. Teaching aids
T prepares multimedia and some word cards.
F. Teaching steps and suggestions
a. Warm up
1.Sing the song“Ten fingers on my hands.”
2. Say a chant.
b. Presentation
1. T: I have some cards of numbers and animals. Who wants?
Ss: …
T: When you get a card, you must read the numbers or tell us the animal’s name.
T: Here you are. What is this ?
2. Learn the sentences: Have you got…?
T: Oh, I forgot that, I should put thirteen on the blackboard. I want to find thirteen.
T: Have you got thirteen? (Lead students to say: Yes, I have.)
T: Have you got fourteen? (Lead students to say: No, I haven’t.)
T uses the same way to teach the numbers.
3. Practice: “Have you got…”
Have you got…?
Yes, I have.
No, I haven’t.
4. Teach number 21 to number 29.
T: Now, I want twenty-one. Have you got twenty-one?
T: Who can help me get twenty-one? Who can find out twenty-one?
(T shows the card and say : Twenty and one is twenty-one.)
(Do like this to teach other numbers.)
At last, T asks:“What do you find?”
5. Practice
T: Do you like games? Maomao and Panpan are playing a game now. Who is the winner? Let’s listen to the tape. Ss read the whole text then act it out .
G. Blackboard design
Module 1
Unit 2 I've got twenty-six points.
thirty twenty Have you got…?
forty twenty-one Yes, I have.
fifty twenty-two No, I haven’t.
sixty twenty-three
seventy
eighty …twenty-nine
ninety
H. Assessment
MOULE 7 Travel
A preparation phase:
Ⅰ teaching goals:
The emotional goal: to inspire students to love the motherland and the great mountains and rivers.
Knowledge goals: learning Sentence We are going to ... tomorrow.
Capacity goal: to train students to be going to talk about their plans and about to happen.
Ⅱ teaching focus:
1 Learning to use be going to sentence.
2 master words and phrases: children / tomorrow / by plane / the get up / from China / swim in the sea / visit
The Ⅲ teaching difficult:
Able to correctly understand the use of be going to the sentence.
Ⅳ auxiliary resources:
?Flip charts, tape recorders, tapes, pictures, calendars, and a map of China
Second, the teaching process:
I. Warming up
?Sing songs I can not do it.
II. Revision:
1 review previously learned verbs and phrases: run / ride / play / swim ...
(Review verb to be going to the sentence to pave the way to learn this lesson better)
2. Do duty report
"What day is today? What is the date today?"
III. Presentation:
The teacher present day calendar, pointing to the date of said "Today is ..." and produce the new January calendar of the students said: "Our winter holiday is going to be in January. And I am going to go to Hainan in winter holiday. "
(Review the comparison date, a preliminary understanding to enable students to be going to the meaning)
???2. Learning sentence I am going to go Hainan.
(Explain for students to be going to the meaning, and doctrine, explaining be going to the usage of the same time.)
Students talk about What are they going to do at this weekend?
4. Produce a map of China, pointing to Shenyang tell students that I am going to go to the zoo in in Shenyang this weekend. So I am going to get up at 6 o'clock in the morning.
IV lead in
I. Get four large pieces of paper and write the following words on them.
Chinese
English
Japanese
American
2.Place the words on the walls around the class.
3.Tell the ss that you are going to call out the names of the countries and they have to point and say the adjectives.
Examples
T: England.
Ss: English.
T: China.
Ss: Chinese.
4.This will help the ss with the listening passage in the next section.
II.Listen and point.
1.Tell the ss to close their books.
2.Now tell them that you are going to play the tape and they have to listen and write down the names of the countries they hear.
Teaching tip
Always try to find a simple activity to introduce the listening to the ss. We call these "gist activities". They get the ss to focus on the listening but not to listening the ss have to listen for the names of countries.
3.Now get the ss to open their books and to follow the story.
4.Tell the ss to look at the story carefully. On the board write the following things.
Hainan 5 o'clock
by plane Grandpa
5.Tell the ss to say sentences from the dialogue using these key words.
Examples
T: Hainan.
Ss: We're going to Hainan tomorrow.
T: Grandpa.
Ss: I'm going to visit my grandpa.
6.Continue like this.It will get the ss to focus on the key language.
III. Point and say.
1.You may want to extend this activity.Tell the ss to think of one thing they are going to do tomorrow and to draw a simple picture of it.
2.Now call out the names of the ss and get them to stand up and say what they are going to do tomorrow.
3.They should hold up their pictures. If anyone else has drawn the same thing, they should stand up and say the same sentence, but add the word "too".
Examples
T: Maria.
Maria: I'm going to play tennis. Ss (with the same picture): I'm going to play tennis, too.
T: Paul.
Paul: I'm going to ride my bike.
Ss (with the same picture): I'm going to ride my bike, too.
4.This is a good activity for helping the ss to understand the word "too" and for practising the future with "be going to".
Unit 2 We're goin to visit the Ming Tombs.
I. Warmer.
Extension Activity one.
1.Tell the ss to write the word "too" on one piece of paper.
2.Now tell the ss some things you are going to do tomorrow and they have to listen and hold up "too" if they are going to do the same thing, then they don't have to do anything.
Examples
T: I'm going to swim.
Ss: (Hold up "too" if they are going to do the same.)
T: I'm going to visit my grandpa and grandma.
Ss: (Hold up "too" if they are going to do the same.) II. Listen, point and say.
1.Before you start, write the names of some animals on the board but miss out the first letter.
__ions __ igers __ lephants
__amels __ andas
2.Tell the ss that you are going to call out the names of different animals and they have to call out the missing letter.
3.This will revise spelling and letters and will also remind them of some animals.
Example
T: Pandas.
Ss: P.
T: Elephants.
Ss: E.
4.Continue like this.The revision will be useful for the rest of the unit.
III. Listen and say, then sing.
1.To make the song more fun, draw pictures of some animals and put them on the board.You can use pictures from a magazine or flashcards if you wish.
2.When the children sing the song and say the word "zoo" they can point at the pictures of the animals.
When they say the words "and you" they can point at each other.
Teaching tip.
Always try to add some type of activity to the song.It makes the song more memorable and helps them to learn and understand the vocabulary.In the activity above, for example, the ss have to point at the pictures of the animals when they say the word "zoo" and point at each other when they say "and you".
Module 3 Activities
Learning Objectives:
1. Knowledge Learning: Sentence: 1) --- What are you doing? --- I 'm ... 2) --- What is he she doing? - He She is ...
2. Habits: training students active learning attitude can be bold opening, and actively participate in various learning activities, good communication with classmates.
Capacity-building: training students to communicate in English, to develop a good habit of thinking in English, and enhance students' creativity and practical ability.
4. Moral culture: to train students in the spirit of unity and cooperation, and develop good habits of civilization.
Difficulty of teaching points:
Learning how to express and quiz the action is taking place.
1, the phrase:
watching TV talking to ... taking pictures reading a book writing a letter playing with listening to music
2, the sentence:
1) --- What are you doing?
--- I 'm ...
2) --- What is he she doing?
--- He She is ...
Teaching methods:
A, TPR method learning phrases, learn to sing the songs of P13 to consolidate.
B, learning jingle: "I" am "," you "" are "," is "followed by" he, she, it, more than two "are.
C, visual presentation to help you understand.
Aids to prepare: recorder tape
The first class of Unit 1 She's writing a letter.
1. Warm-up
a. Greeting
Check the Ask and answer lesson dialogue.
c. allow students to do the movements previously learned. Such as: play table tennis, swimming, cycling
2. Leading-up
After the preparation phase, the teacher asked: Do 'you know' other actions? Produce Lingling is writing a letter of pictures, learning word write, letter-made and based on the phrase action. Or teachers do the action student said sentence.
Students between exercises. Same learning other words, phrases.
3. Scenario drills
Word of the learning process, teachers or tape lead time, the correct pronunciation.
Group exercises. At the same table to practice.
Practice correct pronunciation, sentence practice, teachers taken based on the student's mastery of the situation I do you say, I say you do, I the do you the draw the form, consolidate what they have learned the phrase.
4. Learning of text
Produce textbooks, we look at Sam to give us a lot of pictures, we come together to learn about him is how to introduce.
(1) Listen and point. Recording playback, mainly to train the student's reading ability, at least listen to it twice.
(2) Listen and repeat. Again broadcasting recording student side while reading.
(3) Listen and answer
What is lingling doing?
What is Daming doing?
What is Amy doing?
What is Tom doing?
?Looking for students to answer.
(4) Play the tape again, children repeat.
(5) read a textbook picture from the beginning of the first picture, looking for students to help Sam introduced until the last one.
(6) grouping, or male and female students were introduced one.
The same table or group practice.
5. Summary summarized
Summarizes the content of this lesson, the emphasis on how to describe someone doing something.
Consolidate the learning of verb phrase.
Unit 2 What are you doing?
1. Warm-up
a.Greeting
produce wall charts based on the contents of the flip chart, say the sentence on b.Ask and Answer refresher lesson learned, you can find individual or team representative, or collective.
2. Leading-up
a. looking for someone to do the action, other students about what he was doing?
students do the action. teacher asked What are you doing? say a few times, looking for students to answer, then let the students try to say What are you doing? can teachers and students questions and answers, or life and life questions and answers.
Master transform person What is he / she doing? The trio group practice.
Learn new words listen to music, read, grasp the phrase listen to music, read a book, according to the card practice sentences I'm listening to music / reading a book. / WatchingTV
3. Scenario drills
On lessons learned and new school phrase, a sentence at the same table to practice or group practice. Dialogue exercises according to the pictures or the action: such as:
What are you doing? I'm listening to music
4. Learning of text
Look at what Sam's a busy,
(1) Listen and point. Recording playback, mainly to train the student's reading ability, at least listen to it twice.
(2) Listen and repeat. Again broadcasting recording student side while reading.
(3) group conversation practice. Role reading.
Exercise 2, point and sa
??Conversation practice: What is sam doing? He 's listening to music
Q & A at the same table. Looking for students up.
Exercise 3. Act it out.
What is he / she doing? Answers.
Find classmates to everyone on the podium to do an action does not move. Questions and answers of other students.
Exercise 5 is still described the ongoing action. Consolidation exercise.
You can also take you say I do, you do I say, you say the I draw the form.
5. Summary summarized
Summarized the contents of the summary of the lesson learned.
What are you doing? I'm listening to music
What is he / she doing?
Module9 Unit1 Can I have some sweets?
Teaching goals:
Four will master the name of several food: soup, sweets, bread, biscuit, fruit. 2, can Can I have some ...? Yes, you can. Sorry, you can not request permission to answer.
3, in a cooperative learning experience the fun of learning English, to stimulate students 'interest in English, to develop good study habits and learning methods to improve the overall quality of students' English
Second, important difficulties in teaching
Request permission to talk about food
Third, teaching preparation
Recorder, word cards, food pictures, courseware
Fourth, the teaching process
Step 1. Greeting
Good morning children! How are you?
Step 2: warmer
Chant: Make a cake
Step 3: Presentation 1
1, T: The cake is very nice, I'm hungry, Are you hungry?
Ss: Yes
2, T: (teacher to produce food pictures) Do you want some cake / rice / peers / dumplings / vegetables? (Pumping raw answer, review previous learning food words)
3, the teacher asked, Do you want some soup? Edge to produce a picture. Soup and this way to teach new words to teach new words sweets, bread, biscuit, fruit
4, Chant: Soup and rice, are very very nice.Mmm, Mmm, very very nice.
???????Soup and bread, are very very nice.Mmm, Mmm, very very nice.
5, the students imitate above the Chant self and group exercises,
6, the group demonstrated a self chant
Step 4: Presentation 2
1, T: I have a secret to tell you, Today is Amy's birthday What should you say to Amy?
2, Ss: Happy Birthday Amy
3, Sing the Song << Happy Birthday >>
4, T: Amy is very happy, She wants you to her birthday party. Do you want?
Ss: Yes
4, (1) T: Let's the get on the bus, We are going to Go to go to her birthday party (teacher playback courseware, to produce a car, then car start, to a house before, above, write the Amy's house. Then the door open, Amy home scene)
(2) T: Now, we the listen to the tape and then answer my question: "what food did Amy's mother prepare for you? (Amy's mother prepared for your food?) Students to answer
(3) teacher to distribute pictures of these foods to each group so that children can pretend to enjoy the food, and then the teacher randomly went to each group to ask: Can I have some Soup / sweets / bread / biscuits / cake? Guide students to answer the Yes, You can / Sorry, You can't
(4) Can I have some students in the group drills ...? The sentence.
(5) students in the group between drills Can I have some ...? The sentence.
6, T: Now, boys and girls, it's too late, We should go home now.
What should you say to Amy?
Ss: Thank you Amy, Good bye!
7, teachers play courseware. Amy home, shut the door and drove away
Module 9 Happy Birthday Unit 2 Happy Halloween!
A preparation phase:
Ⅰ teaching goals:
The emotional goal: to make students understand the Western festival "Halloween".
Knowledge objectives: learning sentence Can I ....? Yes, of course.
Ability to target: students use "Can I ....? Request for permission.
Ⅱ teaching focus:
Learning to use Can I have some sweets? Yes, of course. Sentence.
Mastered words and phrases: Happy Halloween! / Come in / camel
3 learning songs Can I have some ...?
The Ⅲ teaching difficult:
Correctly understand the use Can I ...? Sentence.
Ⅳ auxiliary resources:
?Flip chart, tape recorders, tapes, pictures, headdress
Second, the teaching process:
I. Warming up
?Recite rhythmic verses "I'm training for Sports Day."
II. Revision:
1. Produce painted word pictures of the food, divided into four groups, in the form of a team relay race, S1 see the word cards with physical or language to describe other students must guess. Then continue by S2. Finally, to see which team guessed within the stipulated time cards up to win.
2 the the students bring headdress performances Module 9 Unit 1 in the text.
III. Presentation:
1. Teachers to produce some pumpkin lights, grimace masks the picture of the "Halloween", asked the students whether they understand the Western holiday, let the students talk about what they know "Halloween". "Halloween" is one of the favorite holiday of Western children, it is a very interesting festival and told the students.
???2 to produce texts wall charts, and ask questions:
?????Where is Tom? Where did he go? What did he do? Is he the same as usual?
(With problem lectures Man, listen more clearly, to contribute to the understanding of the text)
Help students to answer questions, and to introduce students to the cultural background of the lesson:
??In Western countries, the eve of Halloween - October 31 is a fun time for children. By nightfall, the children put on colorful Phantom clothes, wearing strange ghost mask on do a pumpkin Jack Light. Jack Light looks very cute, hollowed out a pumpkin, the outside engraved smiling eyes and a big mouth, pumpkin middle plug a candle, lit it. Far to be able to see the smiling faces of the naive. The kids will go to a neighbor's doorbell and said Trick or treat! (Trick or Treat!) It has long been ready for a snack, candy, kids dessert put it in his pocket. If adults if they do not entertain these kids, they may be necessary to have bad luck!
(Students learn the language, understand the cultural background of the language is also very important to better understand the differences of Chinese and Western culture, and language use background, to be able to better use to master the language.)
4. Learning word Halloween /
5. Learning sentence Can I have some sweets? Here you are.
?Can I come in? Yes, of course.
IV. Practice:
1. Listen and read along the text.
2. Student groups performing dialogue.
3. Game activities:
?"Little merchandiser"
Let the students as a group, to jointly collect and discuss the collection of the name of the food, in the form of pictures or words spelling,
Made into a fine menu, a shopping list for each student.
Each group has two attendants and other students to other group purchasing, use of language "Hello, can I have some ... please?" If the food orders will be Yes, you can. Answer, and the food in mind in your own shopping list; If not, get No, you can't. answer. See who buy the most food in a predetermined time. And then for the other students to continue when the buyer.
4. The learning rhythm verses Can I have some ...?
V. Summary:
Today we have learned something about Halloween and the sentence patterns with "Can I ...?"
VI Homework
Talk about Halloween with friends after class
Module 2 Directions
Unit 1 Go straight on .
Teaching contents
Module 2 Directions Unit 1 Go straight on .
Teaching analysis
Learn the way how to get to some place . Use : “Where’s…?”“Go straight on . Turn left . Turn right .”
Teaching aims
a. Knowledge aims
1. Could grasp the phrase : Go straight on . Turn left . Turn right .
2. Could ask the way and point the way.
Ability aims
Train students know the ways to ask some body .
Teaching important points and difficulities
The important phrases: Go straight on. Turn left. Turn right.
The important sentences: Excuse me. Where is the…?
E. Teaching aids
T prepares some word cards and CAI.
F. Teaching steps and suggestions
a. Warm up
T hides something. All Ss ask“Where is it?”and clap hands to find it.
b. Presentation
1. Teach new phrases: Turn left. Turn right. Go straight on
(1)Ss dance together: Left, left, right, right, go, go, go straight on.
T: Well done. Boys and girls, are you ready for our class?
Ss: Yes.
T: OK. First, dance with me, OK?
Ss: OK.
T: Stand up, please.
(2)T: What does it mean?
T: It means turn left and right, go straight on.
T says the phrases and does actions at same time.
Then T says and Ss do. Change it every three actions.
(3)Teach sentences: Excuse me. Where is the…?
T: Oh, I am thirsty. Excuse me, where is the water, please?
Lead students say the orders “Turn left. Turn right. Go straight on.” T follows the way that Ss says and finally find the water machine.
Module5
unit1 Do you want some rice?
A. Teaching objectives
1) can be heard reading and writing words: Chinese, fast food, chopsticks, difficult, want, make,, some
2) sentence: Do you want some ...? And can make the right answer the Yes, please.No, thank you.
3) The master can use the sentence: Do you want some ...?
Second, important difficulties in teaching:
Teaching focus: to master the sentence Do you want some ...? The Yes, please.No, thank you and food choices to others to ask questions or answer others.
Teaching difficult: chopsticks difficult pronunciation and sentence use.
Third, teaching preparation
Physical picture, tape, word cards
Fourth, the teaching process
step1, Warming up
1, Greetings
2, Play a game: gussing game
T: Hello, boys and girls.
Ss: ...
T: Today we will learn the new lesson Module5 Food. First, let's play a guessing game. (Review before word of the food) to guide students to use sentence: Have you got _____? Yes, I have No, the I haven't.
?step2, presentation and practice
1, Do you like the food? I like noodles and rice. I like Chinese food. Teaching Chinese (group reading, individual reading)
2, T: duplings, noodles and rice are Chinese fast food. Do you like Chinese fast food?
Ss: ... (teaching fast food) small train reading
Do you want some rice? (Raises issues)
With duplings noodles replace the rice practicing reading sentence Do you want some ...? Let students use this sentence to the teacher asks a question. The teacher answered Yes, please.No, thank you.
3, T: I like noodles. But I don't know making noodles.Do you know making noodles? Ss: ...
T: (to show picture) Look, he's making noodles the (randomly Teaching making noodles)
4, T: I'm hungry. I want to eat some noodles.I need chopsticks. (Sentence was intended to help students understand the body language, and at the same time come up with chopsticks)
Teaching chopsticks (the word for the two parts chops ticks) to tell students that the word is never to use the plural
5, T: Chopsticks are easy for me. But chopsticks are difficult for Amy. (Show the pictures) teaching difficult (personal reading - group reading, s begin)
6 Professor sentence Do you want some ...? The Yes, please.No, thank you.
T: Mm, the food is very nice. Do you want some ...?
1) blackboard Do you want to some ...?
2) to guide students to answer Yes, please.No, thank you and writing on the blackboard
7, practice
1) The teacher turns pointing to the physical picture questions Do you want some ...?
2) the whole class to open the train drills
8, lectures Wen recording
Class of Gendu 3 times
Role Gendu
step3 extension
The creation of the restaurant situational play a conversation (a waiter, two customers) allow students to engage in a dialogue:
A: Excuse me, can I help you?
B: I want to east fast food.
A: Do you want some _____?
B: Yes, please. No, thank you.
A: Anything else?
B: That's all, thank you
A: You're welcome.
step4, eluvasion
step5, homework
1) Ask your parents and friends what kind of food they want
2) write the new words
Blackboard Design:
Module5 unit1 Do you want some rice?
?????????????????Do you want some_____?
???????????????????Yes, please.
???????????????????No, thank you.
Unit 2 I'm making dumplings.
Unit2 I'm making dumplings.
Learning task: What are you doing? I'm making dumplings / I'm cooking vegetable.
??????????Do you want some? Yes, please. / No, thank you.
Aids: kind: dumplings, vegetables, spoon, apron
Cards, magnetic tape, CD-ROM, tape recorder
Teaching process
A. Warming up
Greeting
????Good morning.
????How are you?
????Can you ...?
II. Chant: left foot, right foot, left foot right
III. Review
Display card
T: What's this?
Ss: cake, rice, noodles, fish (students quickly read out)
T: Do you want some ...
Ss: Yes, please. / No, thank you.
IV. Physical import
1.T: teacher today with two kinds of delicious and nutritious things Guess what? (Students guess)
The division come dumplings teaching dumpling
Read ① whole class read ② individual reading ③ team
?2. The same method of teaching vegetable
??????① naysayers (teacher read aloud words, students whispered; Conversely teacher whispered to the bartender)
??????And ② the class read the word
V. Consolidate word
Play a game to guess the word
Division to hide the word just review and new grant word cards reservoir to the students three chances to guess which two students two guessed wrong, the teacher said "no". If you guess a teacher say "YES" but not to the students to look at the card, two are guessing on the card read out the word to the students and reward.
Six. Situated secondary schools sentence
1. I'm making dumplings.
T: a teacher very pleased so Achievo cooking (bring aprons, dumplings), now, look here, What am I doing?
??????Want to know that the teacher is doing it? How to use English to ask?
???Ss: What are you doing? (Blackboard)
???T: I'm making dumplings. Do you want some? (Blackboard)
???The different forms of reading the sentence I'm making dumplings. (Such as: teacher read faster, raw read slow; division Read slowly, raw read faster)
2. I'm cooking dumplings.
T: Next, the teacher to show every two kind of cooking, copied dishes Look here (division), want to know Miss Lin is doing what to use English how to
Ss: What are you doing? (Blackboard)
T: I'm cooking vegetables.Do you want some. (Blackboard)
Read the sentence I'm cooking dumplings. Different forms (such as: men and women separate reading, group reading)
VII. School texts
(1) The student dialogue
1. T: Now open your book, turn to page20. Today Sam and Amy to go Darming house the us to take a look at what the Daming one do delicious ask them. (Play CD-ROM)
T: They came to Daming see Daming is making dumplings, the two of them do not know Daming doing, how they are asked?
S1: What are you doing, Daming?
T: Daming how to answer?
S1: I'm making dumplings?
The whole class followed by CD-ROM read.
2. Situational performances
Teacher to the student house students are dumplings
T: What are you doing?
Ss: I'm making dumplings.
Do you want some?
????????T: Yes, please.
???(2) students in the second part of the
?????1. T: Daming home in addition to Making dumplings also do what is good food?
????????Ss: Cooking vegetables.
????????T: Daming hurried to the kitchen to see my mother is cooking dumplings how he is asked?
????????SS: What are you doing?
????????T: mother how to answer?
????????Ss: I'm cooking vegetables.
????????Read after the CD-ROM
?????2. Consolidation exercise
???????To ① Shizuochaocai action
?????????Ss: What are you doing?
?????????T: I'm cooking vegetables. Do you want some?
?????????Ss: Yes, please. / No, thank you.
???????② Play a game
Pass the spoon to listen to music, the music stops, get the spoon students copy the action of the dish, other students asked What are you doing? Students to answer I'm cooking
?????????The Vegetables. Do you want some? Drills dialogue.
3. Performing the text dialogue
Panel to performing text dialogue.
MOULE 8 Sports Day
(A) teaching content analysis
This lesson from FLTRP new primary standard English (the beginning of the third year) volumes in the fourth grade, eighth module. In the seventh module, the student has basically mastered the use of "be going to ..." expression of their own or other people's plans and will be happening, this module will focus on campus "Sports Day" as the theme, commenced a series of teaching activities, first let the students learn to English expression number of sports through the creation of situational context more skilled to use "be going to ..." to express their own or others' plans and will happen things, able to use "What are you going to do?" asked another person's plan, intend. At the same time stimulate the children through this lesson, love of sports, a good habit to cultivate them reasonable arrangements for their own learning and life.
(B) teaching objectives
?????1, Knowledge of the language (knowledge of the language and the ability to target)
????????a. Master the new words: Sports Day high jump long jump run the 100 metres
b. Master and use the sentence pattern:
What are you going to do? I'm going to.
2, Emotion attitude (emotional goals)
Through experiencing participate in practice steps on the activity, to encourage the students to have good cooperation with each other and learn from the each other through exchanges and cooperation, to cultivate the spirit of mutual help and cooperation of the students learning ability.
b. Raise their interest to learn English. enhance students' interest in learning English.
(C) teaching key and difficult
a. Master and use the new words: Sports Day high jump long jump run the 100 metres
b.Master and use the sentence pattern: What are you going to do? I'm going to ... through this lesson teaching, so that students can use What are you going to do? ask others plan plan and be able to "be going to ... "expression plan of themselves or others and will be happening.
c in real situations, use What are you going to do? ask others plan, plan and be able to be going to ... "expression of their own or other people's plans and will be happening.
(4) teaching strategies and teaching methods
The main activities of teaching, cooperative learning group. Intuitive pedagogy, systemic reaction, Teaching Scenarios. Follow the students' cognitive characteristics and laws of instructional design, the main line of activity teaching, combining static and dynamic heard leading. Follow the principle of the level of foreign language teaching: understanding level, practice the consolidate level and communicative level. Reasonable to optimize the allocation of all levels, as well as the roles of teachers and students the necessary changes, and give full play to the subject position of students in the classroom teaching. Interesting language learning scenarios for students to create, in respect for the personality development of students, to awaken the awareness of the student's body, in order to mobilize the enthusiasm of students learning-oriented on the basis of the all round development of students. Focus to use scenario communicative and panel discussions, the whole teaching from the internalization of knowledge to explicit showing a dynamic, harmonious development process. The intellectual potential of the use of computer multimedia assisted instruction to activate the communicative situation, a variety of multi-sensory stimulation students fully develop and mobilize students to participate in learning activities, so as to achieve learning new knowledge, develop skills, harmonious personality, the enlightened wisdom educational goals.
(E) the process of teaching design
?????A, Warming up. (Warm-up)
a. Greeting-Sing the song
T: Nice to see you boys and girls! Today we're going to learn module 8. We are going to chant first, do you remember the chant?
b. Revision. Chant and act.
My name is Jack, hip hip hooray!
I'm going to have a nice day!
I'm going to run,
I'm going to jump,
I'm going to watch TV,
I'm going to swim!
【Design intent: the greeting between teachers and students through songs, happy, relaxed and harmonious.
As a warm-up activities can focus the attention of children, and to stimulate interest in learning, to draw them into a relaxed and harmonious atmosphere of learning English through nursery rhymes to sing read rich rhythm and rhyme. The verb help children review what they have learned in a pleasant and pave the way for language learning lesson and output. 】
???B. Presented with the drilling of the Presentation and Practice (Awakening)
a. Lead-in. (Import)
T: Good job! Today we are going to talk about "Sports". What's the meaning of "Sports"? Do you like sports?
Ss: Yes!
T: I like sports.I can play table tennis.What sports can you do?
S1: I can play basketball.
S2: I can swim.
...
T: You are good at sports, and my students like sports too. Look! What are they doing? (CAI: athletic meets Scene)
Ss: They are running ...
T: Yes. They are having Sports Day. Read after me: Sports Day.
Ss: Sports Day! (Blackboard subject, learning new words Sports Day)
【Design intent: to render the scene of the Games Image, the classroom to import visual image to give students a clear theme. 】
b. New words.
1, words rendering
T: (click CAI, teachers state their Games plans, courseware, one by one show teachers want to participate in sports --- lesson words, the statement after the computer screen to showcase three chart) We are going have a Sports Day next month. I can run fast, so I'm going to run the 100 metres; I can jump far, I'm going to do the long jump, and I can jump high, so I'm going to do the high jump.
(Writing on the blackboard: teachers express their plans at the same time, said, in the sentence "I'm going to." After rendering words one by one (graphics card): run the100 meters, long jump, high jump)
【Design intent: teachers with the sentence "I'm going to ..." leads to new words, old with new, easy-to-digest, step-by-step, easy to accept students. Let the students learn words in a sentence, words separated sentence. With the courseware presents new words, focus at the same time to help students intuitive understanding of the meaning of a word. 】
2, the words drills
(1) mechanical drills:
From the writing on the blackboard, picked handheld entries, entries, teachers teaching the word one by one. Imitate the action in the form of changes in the level of sound, from the surface to the point of the whole class, group, individual drills.
The design intent: TPR systemic reactions pedagogy to help students visually vivid understanding and learning new words, avoid mechanical drills boring. Meet the pupils good dynamic characteristics of age, willing to imitate. 】
(2) games teaching:
Heard the practice --- rules: The teacher said the words, students do the movements --- teacher to do the movements, students say the words --- students to do the movements, the class saying words. (Courseware individually show each sport.)
Recognizing and reading exercises --- ready Flash cards, the rules to the podium: the students a teacher standing behind the student, handheld word cards, by the whole class to say this word, immediately do the movements of students a do you can get rewarded.
The teachers guide the students to talk about his intention to participate in the project with this sentence.
Overall practice phrases --- Chant (sing read writing on the blackboard expressions, "" separator symbols for rhythm)
Metres, metres, 100 metres,
I'm going to run the 100 metres;
Jump, jump, do the long jump,
I'm going to do the long jump,
Jump, jump, do the high jump,
I'm going to do the high jump.
【Design intent: teaching through this game I heard the lead, recognize and read to keep up with the full expression to the phrase combination drills solid. Students to master knowledge, entertainment unknowingly entertaining. 】
c. New sentences
(1) presents a new sentence
T: I'm going to run the 100 meters, and the I want to know "What are you going to do for Sports Day? (Teachers take this sentence entries, questions 1 - 2 students, guiding students A to help students understand the meaning of the questions.)
(2) questions of mechanical drills
The On long sentence, "What are you going to do for Sports Day?" Affixed to the writing on the blackboard at mechanical drills, split long sentence, to take the changes in the high-whispered, fingers quickly recognize and read form. (From the surface to the point of practice)
(3) Answers to replace the practice
Q & replace with new words on the blackboard, and subsequent action to allow students to replace teachers do twelve.
(4) Pair-work (teachers first and a student demonstration, and then they both dialog.)
(5) detection. (Driving trains form)
d. Text (text): (of teaching integration: Student Book P30 Unit 1 Part 1 the Listen and point P32 Unit 2 Part 1 the Listen, point and say.)
(1) The text import. Let's Listen the teachers out Lingling Daming Sam headdress, import: T: Look, they are our old friends, they are going to have a Sports Day, what are they going to do? Do 'you know'? (Repeated twice) .
(2) learning of text --- Listening (1 times)
T: First, please listen carefully, if you can, repeat.
(3) The text learning --- recognize and read the text, emotional reading demonstration, the role of reading (3 times)
T: This time, please look at the screen, (courseware individually render text pictures) listen and the repeat.
(4) Text Exercises --- test students understanding of the text.
accompanying answer sheet
T: Have you finish? Now let's check your answer.
What's Lingling going to do for Sports Day?
(1) to guide students to answer: Lingling is going to ...
(2) transform sentence questions: Who is going to run the 100 metres do the high jump do the long jump?
【Design intent: the use of courseware carry text teaching, more focus students' attention. A First of all, pay attention to the students listening and speaking skills, so that students with problems listen; b in the text to understand and read aloud part of the focus on student learning method guidance, guide students to imitate the image of the tone of voice, learn to read the text with emotional . c, role-playing aloud can focus students' attention and increase the active participation in reading. 】
Outward Bound C. Practice of expanding (language)
1, Talk about the Olympic Games
(1) Import: T: Today we are talking about "Sports" We not know, Beijing is going to hold the Olympic Games in 2008.
(Courseware showcase 2008 Olympic video first, then show several sports stars photos, photo attach a sentence below, aims to guide students to use the sentence learn to express:
*** Is going to run.
????is going to dive.
????is going to play basketball.
????is going to play table tennis.)
T: Look! They are our Super Star, Yaoming ... Can you tell me:
Who is going to run?
Who is going to dive?
Who is going to play basketball?
Who is going to play table tennis?
(2) Group-work.Please disscus in your group.Then tell me.
(3) Ask someone to answer.
【Design intent: the Olympic Games "is associated with the themes of the course very appropriate to participate in discussions on the national sports stars with the kids, doing what others will learn to express in the third person. The Olympics topics inspire students motherland proud of, love the emotion of the motherland, the moral education resides in the English classroom.]
2, Make a weekend plan.
(1) Import:
T: Good job! Do you like Yaoming?
Ss: Yes!
T: Me too. And I like watching basketball games on TV at the weekend. But I've no time this weekend. So I'm going to watch the basketball game on CCTV5 next weekend.
(Courseware presentation language expand the sentence: I'm going to watch the basketball game on TV next weekend.)
(2) presents the Q & A sentence, and recognize and read the collective.
Excuse me, what are you going to do next weekend?
(Courseware presents questions)
(3) investigation activities Demonstration: projection survey forms. 1-2 students with questions and answers, teachers asked after the results written to the table. (The accompanying table)
(4) Talk about the weekend plan with your friends, and fill in the blank.
(5) Show. (Show)
【Design intent: to guide students out of textbooks, learn to use new knowledge in the real scene. Expansion of language training to enable students to further deepen the understanding and use of consolidating the teaching content. The creation of a real language use situations to the children, the effective realization of the teachers and students, students' interaction, active classroom. Communicative English teaching activities, activities teaching. The discussion of the plan to expand the children's ability to think in English, and so on so forth. Take the form of cooperative learning, develop students' sense of teamwork. Train children to learn in the process of discussion programs, reasonable arrangements for their own learning and living the good habits. 】
(Vi) the writing on the blackboard with exercises designed
(1) blackboard design
Module 8 Sports Day (team competition evaluation column)
Unit 1
A: What are you going to do for Sports Day?
B: I'm going to do the high jump.
????????????Do the long jump
???????????????????????????????run the 100 metres
(2) practice design
???A: What are you going to do next weekend?
B: I'm going to watch the basketball game on TV.
Module 6 Abilities
Unit 1 Can you run fast?
First, Teaching aims
(A) Aims on the knowledge
1, able to listen to, say, recognize and read words: can, run fast, jump high, far, ride
2, able to listen to, say, recognize and read and use the sentence: 1) I can the run fast / jump high / ...
2) ------ Can you run fast / jump high / jump far / ride fast ...?
------ Yes, I can. / No, I can't.
(B) Aims On the abilities
Cultivate students' autonomous cooperation ability to learn and apply the correct communicative ability in a specific context. This is also the difficulty of this course.
(C) Aims on the emotion are
Students by ability to talk about and understand their own strengths. Guide students to experience success in learning to feel happy, foster learning self-confidence.
Second, the teaching steps:
Step1 Warmer
1, Sing the song "Row the boat"
2, chant: Make a cake
3, Do and say Tell the students: Let's have a match in groups. I'll do some actions. Please look and say them quickly: play football / swim / play basketball / ...
Then do and teach the new words: run, jump, high, far, ride
Have the students practice in pairs.
Step 2 Presentation
1, Let the groups do the actions that the teacher says. Teach "can" by this way: Oh, look! Group A can do it well. Explain the meaning of "can"
2, Do the actions and say: I can swim / run fast / jump high / ... Do some examples and let the students practice in pairs. Then ask some pairs to act it out.
3, After acting, do and say like this: I can jump high. Can you jump high? Help the students answer: Yes, I can. / No, I can't.
Step 3 Listen, find and say
1, Show the picture and tell the students: Our friends: Amy Sam and Daming are having a match. Now look at the picture and listen: Who is the winner?
?2, Play the tape for the students to listen and find the answer.
3, Have the students look at their book, listen and repeat.
4, Then let them practice reading in pairs or groups.
Step 4 Consolidation
Do Activity book Exercise 1 and 2.
Step 5 Emotional Education
Tell the students: We can do many things. But we can't do a lot of things, either. So we must learn carefully. OK?
Step 6 Homework
1, Listen and read this Unit.
2, Act the dialogue with your partner.
3, Make a dialogue with your parents using: Can you ...?
Unit 2 Yes, I can.
?First, Teaching aims
(A) Aims on the knowledge
1, able to listen to, say, recognize and read words: flute, wash, clothes, draw
2, able to listen, speak, and read and use the sentence:
1) ------ Can you play the flute / wash clothes / ...?
??------ Yes, I can. / No, I can't.
2) I can write a letter / ...
??I can't row a boat / ...
(B) Aims On the abilities
Cultivate the ability of students to use the ability to ask others about their ability and cultivate their own cooperative learning and help each other.
(C) Aims on the emotion are
Let the students through the ability to talk about and understand their own strengths and weaknesses. Guide students to experience success in learning, feeling happy and able to learn from each other.
Second, Teaching steps
Step 1 Warmer
1, chant: Make a cake
2, Revise the phrases by doing actions: play football / run fast / jump high / jump far / ride fast / ...
3, Do and teach the new words: play flute / draw / wash clothes Then let the students practice in pairs.
Step 2 Presentation
1, The teacher does the action and say the sentence: I can play the flute. Can you play the flute, _____? Asks one student to answer. Make more with some individual students.
2, Have the students to ask and answer in pairs using the new phrases.
3, Ask some pairs to act out.
Step 3 Listen point and say
SB P24 Part 1
1, let the students look at their books and listen to the tape to draw the right picture.
2, Check the answer with the whole class.
3, Play the tape again for them to listen and repeat.
??4, Have the students to read in pairs.
Step 4 Listen point and say
?SB P25 Part 4
1, Have the students to look at the pictures first. Then play the record for them to listen and choose.
2, Check the answer together.
3, Let the students look at the picture and say about themselves like this: I can ... / I can't ...
Step 5 Listen and say, then sing and do the actions.
SB P25 Part 3
1, Read the words with the students together. It's easy for the students to read.
2, Play the tape for the students to listen to the song first. Then have them to sing after the tape.
3, Let the students sing and do the actions together. (We can have a match.)
Step 6 Consolidation
Do Activity book Exercise 4 and 5
Step 7 Emotional Education
Tell the students: We can do many things. But we can't do a lot of things, either. So we must help each other.
Step 8 Homework
1, Listen and read this Unit.
2, Make a dialogue with your partner using: I can / can 't ...
Can you ...?
Module 10 Unit 1 There is one birthday in May.
First, the teaching objectives
1,1 Knowledge Goals: 1-6 in the word; correctly talk about the number of students per month birthday.
1,2 skills goals: students listening, speaking and the ability to use English; students the ability to cooperate with others.
1,3 emotional goal: to stimulate the enthusiasm of students learning English.
Teaching points: (1) be able to correctly apply the new sentence "How many birthdays are there in January / February ...?, And" There be "to talk about how many classmates birthday every month.
(2) understand the word January, February, March, April, May, June.
Third, the difficulty of teaching: (1) six months the word to recognize and read. (2) the difference between "There is ..." and "There are ..."
Teaching preparation: flashcards, tape recorder, calendar and a red heart paper.
Teaching steps:
Step1: Warmer
1. Greetings
2.Say a chant
T: Boys and girl, let's say a chant, ok? Ss: OK!
T & Ss: Can I have some soup?
Can I have some fruit?
Yes, you can. Yes, you can.
And you can have some rice.
They're all very nice.
3.Revision
T: Please look at this picture. How many seasons are there in a year?
Let's count. One, two, three, four. Ss: There are four.
Spring, summer, autumn, winter.
T: How many months are there in one season? One, two, three.
Ss: There are three.
T: How many months are there in a year?
Ss: One, two, three, four, five, six, seven, eight ....... There are twelve.
T: Today, we're going to learn the months.
Module 10 The Months Unit 1 There is one birthday in May. (Blackboard)
Step2: Presentation
1) Professor: January
T: What's your favourite month?
S1: May. S2: January.
T: January. My favourite month is January, too.
2) Professor: February
T: Look, there are 31 days in January. Do you know how many days there are in February?
S3: There are 28 days. S4: There are 29 days.
T: There are 28 or 29 days in February.
?
3) Professor: March
T: Look at these words, can you read them?
car star peach chair
T: From these words, can you read the new words "March"?
Combination of letters "ar" and "ch".
S4: March.
T: Do you Like March? Why? You can discuss in group.
G1: We like March. We can fly a kite in March.
G2: We don't like March. It's windy.
4) Professor: April
T: (picture) to produce spring Can you guess how many there are in April birthday.
S5: There are two.
S6: There five.
T: Whose birthday are in April, please stand up. And let's count together.
T: There are ... birthday in April.
5) Professor: May
T: You can guess so well. Let's guess another one. Do you know which month it is? "It's warm and it's in Spring. There are 31 days in it. And there is Labor's day, too."
S7: May.
T: You are so clever. What can you do in May.
S8: I can ride a bike in May.
S9: I can play football in May.
S10: I can do taijiquan in May.
6) Professor: June
T: What day is today?
S11: Today is ....
T: How old are you?
S12: I'm ....
T: Do you want to know how old I am? You can guess.
S13: You're 24. S14: You're 23.
T: Yes, I'm 23 years old. And my birthday is in June. Whose birthday is also in June?
S15: My birthday is in June.
Step 3: Practice
1.Game
T: Let's play a game, ok? Ss: OK!
T: I will speak these names of the months. And you can show me your finger to show.
T: April. Ss: (show four fingers) April.
T: June. Ss: (show six fingers) June.
2.Group work
T: Read the new words together. You can discuss in groups. Which month do you like best? Why? What can you do in that month? Four students in a group.
S1: I like June, because I can go swimming in June.
S2: I like June, too. Because I can eat ice cream. Mmm. It's nice.
S3: I like January. I can make a snowman in January.
Step 4: to explain the text
1) Listen and do
T: 1) Whose birthday is in February? Please clap your hands.
??2) Whose birthday is in March? Please point to the
??3) Whose birthday is in April? Please touch your nose.
??4) Whose birthday is in May? Please point to the door.
??5) Whose birthday is in June? Please show me your bag.
??6) Whose birthday is in January? Please point to Lingling.
T: Where is Lingling? Oh, what's Lingling doing? Let's go and have a look. Listen to the tape and then answer my question.
S4: She is counting her friends' birthdays. / Lingling is counting days.
Step 5: Homework:
Master word January to June.
Read cooked lesson.
Teaching content: Unit2 There are twelve months in the year.
Second, the teaching objectives
1 Knowledge objectives:
??Said the word of the month: July August September October November December
??Sentence: 1) --- How many birthdays are there in January?
??????????--- There is / are ...
2. Skills goals:
??Application of the word of the month, quiz birthday.
3. Emotional goals:
??Enhance students' understanding; cultivate interest in learning English.
Teaching focus: word, sentence.
Difficulty of teaching: the word of the month.
Teaching preparation: courseware, layout students expected to preview.
Teaching process:
1. Warm-up review:
Review the last lesson of the word: January February March Number April May June
Review the sentence: ow a many birthdays are there in January? There is / are ...
2. Proposed learning objectives:
??The word of the year 12 months: January to June of words learned yesterday. July-December word is it? Master 7-12 months of the word.
??Imitate sentences speak.
(3) self-guidance:
??Each student while watching the lesson I listen, watching from July to December calendar Figure.
??Students try to imitate sentences speak.
??Teacher visits, the focus is on poor students. Teachers under the circumstances, the hearts of well solution.
Check the students' self-learning effect:
??Maximize exposure problem: underachiever answer questions underachiever on, it is no longer taught. The underachiever wrong guide. VOCATIONAL correct. Average - can not afford to have done, the top student. Not all, the teacher explained.
When Church training, dignified clear:
??The teachers' emphasis on a single (complex) number usage, There is / are ...
??Teachers intensive training in various instances There is / are ... usage.
6. Text guidance:
??The complete p40 activity: (courseware presents) student group to discuss the meaning of the lyrics, the overall understanding of the lyrical content.
??Listen to learn to sing English songs.
??Check learning groups, large groups, the whole class, Solitaire.
Homework: The word back to write the text read through
Module 4 In the Park
The first lesson Unit 1 What are they doing?
Teaching content: Unit 1 What are they doing?
Teaching purposes:
1) learning to ask another person is to do something.
2) Description of the others are doing.
3) students are able to listen, speak, recognize boat chess row soybean milk drink hungry.
4) through the creation of a harmonious atmosphere, let the kids relaxed and happy to learn English, and a good sense of English language.
Teaching focus on: 1) the doctrine questions What are they doing?
2) master sentence They're verb + ing [+ Object]
Difficulty of teaching: clear and accurate issued phonetic teach this lesson,
And rotatably Applications.
Teaching Preparation: cards, chess, soy milk
Teaching process:
First, Warming up
The teachers and students singing the verses in M2, and together with the action.
Second, Revision
Teachers quickly presented to the student groups of words, each consisting of a verb, and students to say the verb. The division writing on the blackboard: read, write, listen, play, talk ...
2 students say-ing form of the verb.
3. S begin verb-ing form on the blackboard.
Third, Presentation
(A) to learn new sentence
A student pick any verb blackboard, make the appropriate action.
Teacher by asking questions: What is he / she doing? Refresher He's / She's a verb + ing [+
Object].
Group where members of the student to imitate the action of the student, and do the movements his mouth: I'm verb + ing
[+ Object].
4 teachers pretending to be puzzled like to ask: What are they doing? Then relieved to say: Oh They're
Verb + ing [+ object], and writing on the blackboard.
The teacher pointed to the sentence on the blackboard, the students went on to say many times.
6. Invites a group of students selected on the blackboard any verb (repeat not) make
Appropriate action, teachers ask other students to answer the question: What are they doing? Then teachers write the correct answer on the blackboard.
7 students together to recognize and read the sentence on the blackboard.
(B) to learn a new verb
Tell students, teachers will want to imitate an action, they have to guess what the teachers are doing.
2 teachers mimic the action after questions: What am I doing? (I was doing?) The introduction of the sentence:
I'm doing taijiquan..
All students together by doing actions, and saying: I'm doing taijiquan teachers by providing
Q: What are they doing? Introduced sentence: They're doing taijiquan., And writing on the blackboard.
A similar way to teach They're row a dragon boat., And writing on the blackboard.
The 5. Teachers to come up with a chess asked the students What's this? Do you want to play?
And tell their teachers will be invited to play with them, but must learn to say "play chess before playing, and writing on the blackboard.
Teach said chess, play chess.
7. Teachers do hunger like to say: I'm hungry I'm hungry blackboard hungry (hungry)
Repeated that many times, and then ask students: What's the matter with me? Thus teaching the word hungry (hungry).
8 teachers from the package, took out a bottle of soy milk says: I want to drink soybean milk. Edge "to drink
His mouth: drink drink, I'm drinking. Allow students to imitate the action followed the teachers to repeat sentences and imitate.
9 teachers holding soy milk went to the students, to the edge of the "drink" and saying: Soybean milk is very
nice. Soybean milk is very nice. ask students What am I drink? thus taught that soybean milk (soy milk) and writing on the blackboard.
10 Some students imitate the action drank soy milk, the best performances than anyone else. During which the teacher can use timely What is he / she doing? What are they doing? Questions the rest of the students.
4, Consolidation
(A) rapid reaction
. Few students to the front of the classroom The verb phrase said by teachers, students imitate the action, the most sensitive reaction than anyone else.
Let students in training within the team.
(2) Performance
Ask students open textbooks P15, teachers, pointing to the the people boating Figure asked
Students: What are they doing? Students should answer: They are rowing a boat.
Four-member team, student A and B, C and D students imitate an action, and then questions from the C and D: A and B do?
Let the students swap roles within the group.
4. Few students mimic the action to the front of the classroom, teacher questions: What are they doing? Answer and then let the whole class or individual students.
(3) Game
A teacher on the blackboard paste positive write digital negative written:
do taijiquan, row a boat, play chess verb phrase cards.
Students who voluntarily came to power backs we select a number, teacher opened the reverse side of this card is shown to the audience of students, the student audience make the appropriate action based on the content on the card.
3. Stage students must use English They're verb + ing [+ Object] to guess the actions made by the audience of classmates. If on, the audience of classmates say "Yes", if even guess three times in available What are they doing? Request of his friend, to help answer.
V., Homework
1. Transcribe word: row, play, drink, boat, milk
Collect information about people or animals being some action behavior
Photos, pictures, patterns, and talk about what they are doing in English?
3 preview the M4 UI text.
The second lesson Unit 1 What are they doing?
Teaching content: Unit 1 What are they doing?
Teaching purposes:
1) students are able to listen to, say, recognized park lake thing interesting people men get on lots of, let's
2) be able to understand this lesson dialogue, would say.
3) be able to use what they have learned English sentences, simple scalability exchange.
4) by describing the person's behavior, and a brief description of a scene.
Teaching focus: 1) continue to master the sentence They're verb + ing [+ object]
??????????2) Location Location
Difficulty of teaching: by describing the person's behavior, and a brief description of a scene.
Teaching Preparation: multimedia equipment, computer discs, cards, kind
Teaching process:
First, Warming up
??Teachers and students greet each other and say hello.
Second, Revision
1. Teachers say moving of nouns: swimming, singing, dancing, rowing ... students for
A corresponding action.
2. Free talk., As a team to send a representative to describe the members of this group received English
A certain set of people or animals ongoing action photos, pictures.
Third, Presentation
(A) the word teaching
1. Teachers leave the students to gather information, and pointing them to say: Look, there are lots of pictures. Tone changes highlighted lots of, and writing on the blackboard lots of (many).
?2. Teachers can use the objects around, with lots of sentences, to enable students to understand the meaning of the phrase.
3. Teach that lots of
4. Students to sentences (told them they could use the "sandwich" in English).
5. Teachers free to pick up any of the items in the classroom said, "This thing is good. This
The thing is nice ... "Ask students to guess the meaning of the" thing ".
6. Teachers blackboard thing (things, items) and taught to say the word.
7. Teachers to come up with an interesting item: Look at this thing Is it interesting?
Thus the introduction of the "interesting", writing on the blackboard and teach that interesting (interesting).
8. Ask students to use the "sandwich" in English to talk about what things in life are interesting.
(B) The text teaching
1. Told the students, the teacher will be led to see Daming and Sam (multiplied by bus) will get on the bus and see what interesting things. Let's go.
2. The students watched a computer disc or listen to the audio tape.
3. Teachers asked Chinese students a few simple questions to see whether students understand the story
Meaning. For example:
Daming and Sam where? What did they see?
4. Again broadcast media.
5. Teachers by asking questions: Where are the people doing taijiquan?
Leads phrases in the park blackboard and teach. Ask a Question Where are the people rowing a dragon boat? Leads and teach that phrase on the lake blackboard. Ask a Question Where are the men playing chess? Leads to the phrase under the tree blackboard and teach that.
6. Students open textbooks, and went on to say the sentence.
4, Consolidation
1. Daming and Sam conversations were read aloud by the teacher and all the students.
2. The class is divided into two large groups, read the dialogue.
3. Ask students to work in pairs, practice reading aloud.
4. Please text content of several student performances, or watching and animations.
V., Homework
1. Lectures text recording, skilled and read the texts.
2. Write three sentences in English, to talk about their own family members are doing. (Coupled with the best view)
The third lesson Unit 2 What is Amy doing?
Teaching content: Unit 2 What is Amy doing?
Purpose of teaching: students pictures correctly describe different person that is taking place
The behavior and actions, and be able to use it properly.
Important difficulties in teaching: students when in use now, according to
Called with the correct selection of the "be"
Teaching Preparation: pictures, tape recorders, little star
Teaching process:
??A warm-up activities
Grouping of students performing SB Unit1 story and decided the best performing group "and the" Award for best language, rewarded by the teacher.
Second, the review
1. Teacher learning some verbs written on the blackboard, the students they changed the form, such as do, play, row, drink, cycle, swim, jump, help, listen, watch, run, walk, etc., and in particular students Note the spelling of cycling, swimming, running.
2. To carry out the "Guess" game. Teachers to groups of two or more persons group to the podium, the students according to the teacher show their pictures to make the appropriate action, teacher to student asked: "What are they doing?" Please following students answered: "They are ....... ", in order to review the contents of the last lesson.
Third, the text teaching
1. The teacher draw four stick figure on the blackboard:
1) Amy was running. 2) Ming dynasty are jumping. 3) Amy is listening to music. 4) Ming dynasty was watching TV. And then, pointing to the painting, to student questions: "What is Amy doing? / What is Daming doing?" Guide the students with the answer "She is running / He is jumping. / She is listening to music. / He is watching TV. . "
The teacher told the students will be pointed out that one picture, ask students to answer based on the content of the painting. The teacher asked: "What is she doing? / What is he doing?" With students: "She is ...... / He is ......" answer.
3. The teacher asked the Q & students at the same table for the content of the stick figure, such as: "What is she doing?" She is running. "
4. Teacher to students: In addition to use your eyes, we can through the ears to listen to judge what is happening, the students in the book and turn the SB Unit2 Activity 1. Recording judgment book characters who are to do something, then 2 recordings of checking through play activities. Particularly good student, the teacher can put the first tape again, the students listen, and then add the recording
After each pause, the students try to answer the questions. Teachers need to pay attention to is;
Habits of Chinese students learn when easy to overlook the "be", the teacher must be promptly corrected students' mistakes.
5. Make sure the students are able to correct and proficient will now proceed to describe the behavior and actions taking place, the teacher can produce good many personal pictures before class, students pictures "Guess" game. The teacher said: "She is running.", Ask students as a group to answer: "It is Amy." Etc., answer one question the team prize a little star, the more stars the team win.
6. The SB Unit2 activities is an old English song. The theme song boating, the performance of the beauty of life. It melody excellent simple, cheerful rhythm, very catchy. The teacher can guide the students sang to do the movements.
7. The teacher put the recording, so that the students looked at the illustrations to listen to it again slow lyrics read, explain to students they do not understand the lyrics. For example: gently, merrily, stream, dream other words. Play a song recording, so that the students look at the book to listen to, and tried to get her to sing. The teacher can put several times recording, while helping students choreography appropriate action.
IV Summary
???The teacher and students jointly review today learning requires students to be able to master and the proper use of a different person to describe the behavior and actions taking place.
Five homework
1. Retell the text content.
2. English songs.
