Module 3 Unit 1 In our school Period 1--Period 5 全英表格式教案

[课题] Module3/Unit1 In our school
[教学目标]
Aims:
Use nouns to identify different places in school Use prepositions to identify positions Use modeled sentences to describe existence Use wh-questions to find out specific information Use formulaic expressions to show concern, express, disagreement or encouragement
[教学重点、难点]
Language focus:
Using nouns to identify different places in school
e.g., canteen, computer lab, office, gym
2. Using prepositions to identify positions
e.g., behind, in front of
3. Using modelled sentences to describe existence
e.g., There is/are…
4. Using wh-questions to find out specific information
e.g., What’s on this floor
5. Using formulaic expressions to show concern, express disagreement or encouragement
e.g., What’s the matter
I don’t think so.
Come on!
6. Identifying the pronunciation of “fr-”, “gr-” and “tr-” in words such as fruit, grandpa, and tree
[教学过程]
Period 1
Language focus:
1. Using nouns to identify different places in a school
e.g., canteen, computer lab, office, gym
2. Using prepositions to identify positions
e.g., behind, in front of
Procedure Method
Warming-up Free talk
Pre-task preparations Activity 1 Put on the wall picture on the blackboard. Point to some places and ask questions to help the students recall the words for places in a school they have already learnt. e.g. T: (point to a classroom in the picture) What’s this S1: It’s a classroom. T: (point to the library in the picture) Is this a classroom Ss: No. It’s the library. Activity 2 Say some riddles about places in a school and ask the students to guess. e.g. T: You can see many books there. You can read and write in it, but you can’t sing or talk in it. What is it Ss: It’s a library. T: It’s a big room. Students can sing and dance in it. What is it Ss: It’s a hall. … Then encourage the students to say what they can do in these places. e.g. S1: I can read and write in the classroom. S2: We can have a party in the hall.
While-task procedures Activity 1 Show the map of your school and introduce the places. Then have the students read and spell the new words after you. e.g. T: Look! This is a canteen. You have lunch here every day. Now follow me. Canteen. C-A-N-T-E-E-N, canteen. Activity 2 Show the photos of the canteen, a computer lab, an office, the gym in your school and number the pictures. Then describe a place and ask the students which picture it is. e.g. T: It’s a room for teachers. Teachers work in this room. Which picture am I talking about S1: It’s Picture 1. T: Yes. It’s the office. Then have the students read and spell the words after you. Activity 3 Show the map of your school. Point to each place and ask “What is it /What are they ” Have the students respond quickly. Then describe the positions of the places and have the students repeat after you. e.g., The gym is in front of the playground. The canteen is behind the playground.
Post-task activities Activity 1 Show the students a map or a picture of your school. Divide the students into groups of four. Have them introduce their school in groups. e.g., Our school is very nice. It has a big playground. It is in front of the classroom building. We have a garden. It’s behind the Playground. It’s small but beautiful. We can see many beautiful flowers in it. Look! That is the canteen. It’s behind the garden. We have lunch there every day.
Period 2
Language focus:
Using modelled sentences to describe existence
e.g. There are many computers in it.
Procedure Method
Warming-up Free talk
Pre-task preparations Activity 1 Stick a map of a school on the blackboard and number all the places in the school. Play the recording for “Listen and enjoy” and ask the students to circle the places they can hear in the rhyme. Point to different places and have the students respond as quickly as possible. e.g., S1: What is Number1 S2: It’s a canteen. S1: What do you do in the canteen S2: We have lunch in the canteen..
While-task procedures Activity 1 Show a picture of your school and introduce the places using the key patterns “There is/are…”. e.g., T: Look, children. This is our school. It is very big and nice. There is a gym in our school. The students can play basketball in the gym. This is our classroom building. There are twenty-four classrooms in this building. The students have lessons here.… Write the example sentences on the blackboard. Activity 2 Ask the students some questions to introduce “There is/are…” and have the students read after me. e.g., T: Is our school big and nice Ss: Yes, it is. T: What’s this Ss: It’s a/the canteen. T: Yes. There is a canteen in our school. What do you do in the canteen Write the sentences on the blackboard. Have the students repeat after me, and then encourage them to introduce the other places using the key patterns on the blackboard. Activity 3 Have the students finish Part A “Listen and circle” on page 47 of the Workbook. Then check the answers with them.
Post-task activities Activity 1 Divide the students into groups of four. Have them introduce “Rainbow Primary School”. The teacher can ask them to write several sentences to describe the school first. e.g., Rainbow Primary School is very big. There is a classroom building. It is tall. There is a computer lab, ...
Period 3
Language focus:
1. Using wh-questions to find out specific information
e.g., What’s on this floor
2. Using modeled sentences to describe existence
e.g., There is a computer lab on this floor.
3. Using modeled sentences to describe the students’ activities in certain places in a school
e.g., We have computer lessons in it.
Procedure Method
Warming-up Free talk
Pre-task preparations Activity 1 Have the students talk about their school using the key patterns “There is/are...” e.g., T: (write on the blackboard) What’s in our school S1: There is a library in our school. S2: There is a canteen in our school. S3: There are four offices in our school. ….
While-task procedures Activity 1 Play the recording for “Say and act” on page34 of the Student’s Book. The teacher can write the key sentences and the new words on the blackboard while the students listen to the recording, such as “have computer lessons, cupboard, You’re welcome!” Make sure the students understand the meanings of the words, phrases and sentences and ask them to repeat after you. Then have the students read after the recording sentence by sentence. Activity 2 Show the pictures for “Say and act”. Have the students look at the pictures carefully and ask them some questions. Write the new words, phrases and sentences on the blackboard. e.g., (Picture1): Can you see the garden What’s in the garden (write classroom building on the blackboard) (Picture2): What do you do in the computer lab (Picture3): What’s in the classroom How is it？（write cupboard on the blackboard） (Picture4): What does Mr Black say (write a nice school on the blackboard) Do you like Rainbow Primary School Then play the recording for “Say and act” and have the students repeat after it sentence by sentence. Activity 3 Divide the students into groups of four. Have three students play the roles of Mr Black, Peter and Alice, and have the fourth student act as the narrator. Have the students practice the dialogue in their group first, and then invite some groups to perform it in front of the class. Activity 4 Have the students do Part C “Listen and number” on page 48 of the Workbook. Then check the answers with them.
Post-task activities Activity 1 Have the students ask and answer questions about the pictures for “Say and act”. e.g., S1: What’s on this floor S2: There is a computer lab. S1: What can students do in the computer lab S2: They can have computer lessons in it. Activity 2 Have the students do Part H “Look, read and judge” on page 51 of the Workbook. Then check the answers with them.
Period 4
Language focus:
1. Using formulaic expressions to show concern, express disagreement or encouragement
e.g., What’s the matter
I don’t think so.
Come on!
2. Using modeled sentences to describe existence
e.g., There is/are...
Procedure Method
Warming-up Free talk
Pre-task preparations Activity 1 Put the wall picture on the blackboard. Have the students ask and answer questions in pairs using modeled sentences. e.g., S1: What’s on/in/in front of... S2: There is/are...
While-task procedures Activity 1 Have the students read the story on page 35 of the Student’s Book by themselves and finish the exercise “True of false”. Then check the answers with them. If a statement is false, ask them to say the right one. Activity 2 Play the recording for “Read a story” on page 35 of the Student’s Book. While the students are listening to the recording, you can write the new words and sentences on the blackboard, such as “only, forest, What’s the matter I don’t think e on! Have a try!” Make sure the students understand the meaning of these words and sentences. Then have them repeat after you. Activity 3 Have the students read the story again. Then ask them some questions to check their understanding. e.g., What’s in Animal School What animals can you see What can Little Rabbit do What can’t Little Rabbit do Have the students read the sentences “What’s the matter I don’t think e on! Have a try!” after you. Encourage them to make a dialogue using these sentences if possible.
Post-task activities Activity 1 Have the students complete the following passage by filling the blanks. e.g. This is Animal School. There are no classrooms in it, but there is a big forest and a small river. Little Rabbit is a student in the school. He cannot climb tress. He cannot swim. He is sad. Mr Owl is Little Rabbit’s teacher. He asks Little Rabbit to run. Little Rabbit can run very fast. He is the first. He is happy. Activity 2 Have the students do Part C “Look, read and circle” on page 50 of the Workbook. Then check the answers with them.
Period 5
Language focus:
1. Using the key words and sentences to talk and write about different places in a school
2. Identifying the pronunciation of “fr-”, “gr-” and “tr-” in words such as “fruit, grandpa and tree”
e.g., fruit, grandpa, tree
Procedure Method
Warming-up Free talk
Pre-task preparations Activity 1 Play the recording for “Listen and enjoy” on page 32 of the Student’s Book. Have the students say the rhyme in groups. Activity 2 Put the wall picture on the blackboard and introduce the school. Encourage the students to answer your questions using modeled sentences. e.g. T: This is Rainbow Primary School. There is a library on the first floor. It is big and clean. What’s in the library S1: There are a lot of books. T: Where is the computer lab S2: It’s behind the library.
While-task procedures Activity 1 Show the map of another school and ask the students to answer your questions. e.g., T: What’s this S1: It’s a computer lab. T: What’s in the computer lab S2: There are a lot of computers. ... Activity 2 Put the wall picture on the blackboard. Have the students do “Ask and answer” on page 36 of the Student’s Book according to the wall picture. e.g., S1: What’s in your school S2: There is a gym, a playground, a library and many classroom. S3: What’s in your classroom S1: There are many desks and chairs. Then have the students ask and answer questions about the things they have, such as their stationery items. Activity 3 Show the flashcards for “Learn the sounds” on page 36 of the Student’ Book. Ask the students to repeat after you until they can pronounce the sounds correctly. e.g., T: fr-, fruit. Ss: fr-, fruit. T: gr-. grandpa. Ss: gr-, grandpa. T: tr-, tree. Ss: tr-, tree. Encourage the students to think of more words with the sounds. e.g., frog, grass, grow, green, grey, train, try, trousers
Post-task activities Activity 1 Divide the students into groups of six. Give each group a map of a school. Then ask them to ask and answer questions about the schools using the key patterns they have learnt. e.g., S1: This is... School. It’s big. S2: Where is the classroom building S1: It’s behind the playground. S2: What’s on this floor S1: There is a library and a computer lab. ... Then invite some students to introduce their “schools” in front of the class. Activity 2 Have the students do Task “We love our school” on page 52 of the Workbook. First, have them think and write about what they do at different places in their school. Then have them stick a photo or draw a picture of their school in the box in Part B. Finally, ask them to write several sentences to describe their school life.