Unit 2 What can you hear? 表格式教案（5个课时）

Module
1
Using
my
five
senses
Unit
2
What
can
you
hear
Contents:
Look
and
learn:
a
pi
( http: / / www.21cnjy.com )ano,
a
recorder,
a
violin,
a
guitar,
a
triangle,
a
drum
Sing
a
song:
The
music
man
Look
and
say:
In
the
music
room
Ask
and
answer:
Whose
is
it
Look
and
learn:
in,
on,
under,
behind,
beside
Point
and
say
Ask
and
answer:
Where’s
…
It’s
…
Learn
the
sound:
Read
a
story:
The
cat
and
the
mouse
Read
and
answer
Dimension
targets:
Master
the
words:
pia
( http: / / www.21cnjy.com )no,
recorder,
violin,
guitar,
triangle,
drum,
music,
room,
behind,
beside,
basket,
eat,
hole
Master
the
patterns:
Whose
…
is
this
/
that
It’s
…
Where’s
…
It’s
…
What
is
…
doing
It’s
…
Can
sing
the
song:
The
music
man
Can
say
the
story
Materials:
Student’s
book,
casse
( http: / / www.21cnjy.com )tte
and
a
cassette
player,
word
cards
and
pictures,
projector
and
projections
Time
allocations:
Period1
Look
and
learn
Sing
a
song
Period2
Look
and
say
Ask
and
answer
Period3
Look
and
learn
Point
and
say
Ask
and
answer
Period4
Read
a
story
Read
and
answer
Period5
Revision
Have
a
dictation
Do
exercises
德育渗透：
教育学生学一样要象一样，不要怕吃苦，不要三心二意，要坚持到底，才能获得真正的成功。
Period
1
Contents:
Look
and
lear
( http: / / www.21cnjy.com )n:
piano,
recorder,
violin,
guitar,
triangle,
drum,
music
Sing
a
song:
The
music
man
Dimension
targets:
Master
the
words.
Can
sing
the
song.
Language
focus:
Master
the
words.
Can
sing
the
song
lovely.
Materials:
Student’s
book,
Cas
( http: / / www.21cnjy.com )sette
and
a
cassette
player,
word
cards
and
pictures,
Objects
突破口：以教师夸张的动作和进行时态的复习引出新授的内容，从而以音乐的主线贯穿整个教学过程。
Procedures:
让学生听录音中的歌曲，使学生通过听觉先感知事物，有了意义上的初步认识，然后再进一步学习单词的音、形。让学生通过比较得出在球类前不加冠词，在乐器前一定要加冠词。
Pre-task
preparation:1.Sing
a
song.2.
Daily
talk.3.
Greetings.4.Revision:
What
are
you
doing？I’m
…
What’s
she/he
doing？She’s/He’s
…While-task
Procedures:Elicit：
Look,
I’m
the
music
woman.What
am
I
doing You’re
singing
and
playing.2、Teach：music
音乐
---
the
music
man3、Play
the
song.
Students
listen
and
follow.4、Listen.
What’s
the
music
man
playing？He’s
playing…Teach:
piano
钢琴
1、
The
music
man
( http: / / www.21cnjy.com )
can
play
the
piano.
I
can’t
play
the
piano.
Can
you
play
the
piano？
2、
Teach:
piano
---
play
the
piano
---
I
can
play
the
piano.
Ask
the
students
to
sound
the
words.
3、Practise:
Can
you
play
the
piano？Yes，I
can
play
the
piano.
/
No，I
can’t
play
the
piano.
Who
can
play
the
piano
around
you 4、Teach:
recorder
长笛violin
小提琴guitar
吉他triangle
三角铁drum
鼓
(Use
the
same
way.)Comapre
the
phrases:Play
the
pianoPlay
footballAdd
the
new
words:Cello
大提琴
flute
长笛
trumpet
喇叭Cymbals
铙钹
accordion
手风琴
Post-task
activities:Play
the
cassette.
Students
listen
and
read
the
words.Have
a
match
to
spell
the
words.Sing
the
song
after
it.Which
instrument
can
you
play If
you
can’t
play
( http: / / www.21cnjy.com )
the
instruments,
what
instrument
do
you
want
to
play Assignments:1.
Copy
the
words.2.
Recite
the
words.3.
Sing
the
song
lovely.Board
activities:M1U2
What
can
you
hear？piano
钢琴recorder
长笛play
the
violin
小提琴
instrumentguitar
吉他triangle
三角铁drum
鼓cello
大提琴
flute
长笛
trumpet
喇叭cymbals
铙钹
accordion
手风琴
教后感：
本课主要介绍了一些乐器，除了小提琴比
( http: / / www.21cnjy.com )较难念外，别的都能较好的掌握，我运用了区别比较让学生知道玩乐器前必须加冠词，另外在教的过程中我穿插了can
的句型，现在进行时态和一般现在时态，让学生进行混用，加强了这几个句子的用法掌握。并且通过学生想象，即使不会乐器，但想学什么乐器，来达到说的目的，不至于只能看图说而联系不到自己。
Period
2
Contents:
Look
and
say:
In
the
music
room
Ask
and
answer:
Whose
…
is
it
It’s
…
Dimension
targets:
Master
the
word:
hear
Can
use
the
patterns:
Whose
…
is
this
It’s
人名’s.
Can
use
the
daily
expression:
I’m
sorry.
That’s
all
right.
Language
focus:
Can
use
possessive
forms
of
nouns
to
show
possessions:
人名’s.
Materials:
Student’s
boo
( http: / / www.21cnjy.com )k,
Cassette
and
a
cassette
player,
word
cards
and
pictures,
Objects
突破口：以学生喜欢的多种乐器，经过猜声音看动作来复习和引出新句型。
Procedures:
这是学生熟悉的一个游戏，可以鼓励全体学生参与，引起绝大多数学生的兴趣，及时巩固所学句子。
Pre-task
preparation:1.Sing
a
song.2.
Daily
talk.3.
Greetings.4.Revision:
1)
Is
this
your
…？
Yes，it’s
my
…
/
No，it
isn’t
my
…
2)Guess
the
music
instruments.While-task
Procedures:Teach:
Whose
…
is
this？It’s
人名’s.1．T:
Look！There
are
many
music
instruments.
What’s
this？P:
It’s
a
guitar.2．T:
Whose
g
( http: / / www.21cnjy.com )uitar
is
this？Is
it
Danny’s？Is
it
Kitty’s？No，it’s
Eddie’s.3．Teach:
whose
谁的4．Teach:
Whose
guitar
is
this？
It’s
Eddie’s.
=
It’s
Eddie’s
guitar.5．Practise:
What’s
this？It’s
a
…
Whose
…is
this？It’s
人名’s.compare
the
sentences:Whose
guitar
is
this/that/it
It’s…Whose
guitars
are
these/those/they They’re…Post-task
activities:1.
Play
the
cassette.
Students
listen
and
follow.2.
Read
the
patterns
by
themselves.3.
Act
out
the
dialogue.4.
Play
a
game:
One
student
go
outside
and
stay
in
the
corridor
for
a
moment.Ask
students1
to
ac
( http: / / www.21cnjy.com )t
out
how
to
play
one
musical
instrument
and
the
noise
that
it
makes.Tell
the
other
stud
( http: / / www.21cnjy.com )ents
that
they
have
to
pretend
to
be
playing
their
musical
instruments
as
well，but
that
they
should
make
no
noise.
Student1
comes
ba
( http: / / www.21cnjy.com )ck
walks
around
the
classroom
to
find
out
who
is
making
the
noise.Student2
asks:
Whose
…
is
this？Student1
answers:
It’s
…’s.Assignments:Do
workbook.Read
after
the
cassette.Copy
the
patterns.Board
activities:Is
this
your
…？Yes，it’s
my
…
/
No，it
isn’t
my
…Whose
…
is
this？It’s
人名’s.I’m
sorry.
That’s
all
right.
教后感：
这个句型本来就已经学过了，但是把
( http: / / www.21cnjy.com )单复数混在一起，有些学生对于单数有了思维定势，往往在whose后面漏掉复数，回答也会用单数，因此在上课是不要一味的强调单数，要多做复数练习。
Period
3
Contents:
Look
and
learn:
in,
on,
under,
behind,
beside
Point
and
say:
人名’s
…
Ask
and
answer:
Wh
( http: / / www.21cnjy.com )ere’s
…
It’s
in
/
on
/
under
/
behind
/
beside
the
…
Dimension
targets:
正确使用介词。
能用介词词组描述位置。
Language
focus:
正确使用介词词组描述位置。
Materials:
Student’s
book,
Cas
( http: / / www.21cnjy.com )sette
and
a
cassette
player,
word
cards
and
pictures,
Objects
突破口：以两种事物之间的不同位置来引出新的介词，并进行拓展新的介词。
Procedures:
用动作表示，让学生在感官上明白方位介词的意义。也同时让他们跟着做，起到更有效的作用。让学生知道介词后面除了加the以外还可以加物主代词，
并直接加人称。
Pre-task
preparation:1.Sing
a
song.2.
Daily
talk.3.
Greetings.4.Revision:
1）Whose
…
is
this？It’s
…
Where
is
the
…？It’s
in/on/under
the
…
2）
Review:
in/on/underWhile-task
Procedures:Teach:
behind1．Look！Where’s
( http: / / www.21cnjy.com )the
box？Is
it
on
the
radio？Is
it
under
the
box？No，it’s
behind
the
radio.2．Teach:
behind
在…后面behind
the
radio
在录音机后面The
box
is
behind
the
radio.3．Make
sentences
with
behind.Teach:
in
front
of
1．The
box
is
behind
( http: / / www.21cnjy.com )
the
radio.
We
also
can
say
that
the
radio
is
in
front
of
the
box.2．Teach:
front
–--
in
front
of
在…前面in
front
of
the
box
在盒子后面The
radio
is
in
front
of
the
box.3．Make
sentences
with
in
front
of.teach:
beside1．Now！The
box
is
not
( http: / / www.21cnjy.com )behind
the
radio.
And
it’s
not
in
front
of
the
radio.
It’s
beside
the
radio.2．Teach:
beside
在…旁边
The
box
is
beside
the
radio.3．Make
sentences
with
beside.4．Learn
the
new
words
and
compare
the
similar
words.
next
to—beside--nearPay:
behind
/
in
front
of
/
beside
the
…
（
my/
your/her/his/our/their
…
）
behind/in
front
of/beside
sb.Look
at
the
picture
and
make
a
rhyme.e.g.
behind
behind
behide
his
deskTeach:
betweenMake
sentences
with
between.Do
:
Point
and
say
&
Ask
and
answere.g.
What’s
this？It’s
Kally’s
drum.
Where’s
Kally’s
drum？It’s
behind
her
chair.1．T---P1、P22．In
pairs.Post-task
activities:Play
the
casse
( http: / / www.21cnjy.com )tte:
Look
and
learn.
Students
listen
and
follow
in
their
books.Play
the
cassette
again.
Students
listen
and
repeat.Play
a
game:Put
something
on
the
teacher’s
desk.
Invite
five
student
( http: / / www.21cnjy.com )s
to
come
out
each
time.
Have
them
face
the
board
with
their
eyes
closed
for
twenty
seconds.Invite
a
different
( http: / / www.21cnjy.com )student
to
choose
an
object
on
your
desk
and
put
it
somewhere
else
in
the
classroom.The
class
ask:
Where’s
…？The
five
students
re
( http: / / www.21cnjy.com )spond
by
walking
around
the
classroom
to
find
out
where
that
particular
object
is.
the
one
who
finds
it
tells
the
other
four
students
:
It’s
…Learn
the
sound:Play
the
cassette.
Students
listen
and
repeat.Invite
individual
students
to
read
the
sentence.Do
workbook.Assignments:Copy
the
words.Do
Ask
and
answer.Listen
and
repeat
after
the
cassette.Board
activities:behind
在…后面in
front
of
在…前面next
to挨近
beside
在…旁边
near
附近pay:
behind
/
in
front
of
/
beside
the
…
behind/in
front
of/beside
my/
your/her/his/our/their
…
behind/in
front
of/beside
sb.wall
–
on
the
wallThe
small
ball
is
on
the
wall.
课后感：
介词上学期已经学过了，由于以前一直后
( http: / / www.21cnjy.com )面加the
的，所以学会加物主代词后经常会把the
也加上去，关键还是要理解。在教学的过程中，应该将各种不同的用法告诉学生才能应付各种题型。
Period
4
Contents:
Read
a
story:
The
cat
and
the
mouse.
Read
and
answer.
Dimension
targets:
Can
use
the
presen
( http: / / www.21cnjy.com )t
continuous
tense
to
describe
an
action
taking
place
at
the
time
of
speaking.
Can
use
predicative
adjectives
to
describe
feelings.
Can
use
prepositions
to
indicate
positions.
Can
say
the
story
lovely.
Language
focus:
Can
use
the
present
( http: / / www.21cnjy.com )
continuous
tense
to
describe
and
action
taking
place
at
the
time
of
speaking.
Can
use
predicative
adjectives
to
describe
feelings.
Can
use
prepositions
to
indicate
positions.
Materials:
Student’s
book,
Cass
( http: / / www.21cnjy.com )ette
and
a
cassette
player,
word
cards
and
pictures,
Objects
突破口：以上学期的老鼠和狮子的故事的改编，在训练学生听力和表达能力的同时引出关键人物老鼠和猫的故事。
Procedures:
放录音听故事，先给学生一个整体上的概念。让学生理解单词和句子再进行问题的回答，从而既锻炼了学生的听力，又锻炼了学生的思维和反应能力。让学生归纳总结两种动物的品质，从而为下面内容做铺垫。由个人陈述故事到有血有肉的把人物表演出来，让学生能变换人称进行表达，增加了故事的灵活性。使学生把自己熔入故事当中，用第一人称重新叙述故事，不仅操练了学生人称代词于动词的相互转换，也培养了学生的说话能力。拓展新单词，让学生在体会中快速掌握。
Pre-task
preparation:1.Sing
a
song.2.
Daily
talk.3.
Greetings.Revision:
Where’s
…？It’s
…Review
the
words:In/on/under/behind/beside/in
front
ofListen
to
a
story
,then
answer
the
questions.Long
long
ago,
th
( http: / / www.21cnjy.com )ere’s
a
lion
in
the
forest.
The
lion
is
big
and
strong.
His
teeth
are
big
and
sharp.
Today
he
feels
hungry.
He
wants
to
eat
meat.
He
can
see
a
mouse.
The
mouse
is
playing
on
the
grass.
The
mouse
is
small
and
thin.
The
lion
doesn’t
want
to
eat
it.
He
can
see
a
rabbit.
But
the
rabbit
is
running.
The
lion
can’t
eat
the
rabbit.
He
has
to
eat
the
mouse.
The
mouse
is
afraid.
But
He’s
clever.
He’s
climbing
the
tree.
Now
he’s
on
the
tree.
The
lion
can’t
ear
him
and
he’s
angry
and
tired
under
the
tree.
Q:
How
is
the
lion
How
does
the
lion
feel
What
is
the
mouse
doing
on
the
grass
Does
the
lion
want
to
eat
the
mouse
Why
What
is
the
rabbit
doing
Can
the
lion
eat
the
rabbit
Why
Can
the
lion
eat
the
mouse
Why Sum
up:
How
do
you
feel
of
the
lion
How
do
you
feel
of
the
mouse While-task
Procedures:Play
the
cassette:
Read
a
story.
Students
listen.Play
the
cassette
again.
Students
listen
and
follow
in
their
books.Teacher
asks
some
questions
picture
by
picture:
1．Picture1:
Where
is
the
cat？
What
is
it
doing？
How
does
the
cat
feel？
Is
it
tired？
Teach:
basket
篮子
---
in
the
basket
football--basketball
The
cat
is
in
the
basket.
2．Picture2:
Where
is
the
mouse？
What
is
it
doing？
How
does
the
mouse
feel？
Is
it
hungry？Teach:
beside
the
cat
The
mouse
is
beside
the
cat.Teach:
eat
吃
---
eating
---
It
is
eating.What
does
the
cat
like
to
eat What
does
the
mouse
like
to
eat Ask
the
student
to
talk
about
the
Mouse’s
thought
and
act
it
out..
3．Picture3:
Where
is
the
cat？
What
is
it
doing？
How
does
the
cat
/the
mouse
feel？
Teach:
chase
追赶
---
chasing---It
is
chasing
the
mouse.
4．Picture4:
Where
is
the
mouse？
What
is
it
doing？
How
does
the
mouse
feel？
5．Picture5:
Where
is
the
mouse？
What
is
it
doing？6．Picture6:
Where
is
the
mouse？
How
does
the
cat/mouse
feel？
Teach:
hole
洞
---
in
the
hole
The
mouse
is
in
the
hole.Post-task
activities:Play
the
cassette
for
the
third
time.
Students
listen
and
repeat.Divide
students
in
( http: / / www.21cnjy.com )to
groups.
Distribute
copies
of
Photocopiable
page
8
to
the
groups.
(pairs)Encourage
students
( http: / / www.21cnjy.com )to
think
and
write
down
what
the
cat
and
the
mouse
will
say
in
the
speech
bubbles，individually
first.Then
act
out
their
stories.Sum
up:
What
do
you
think
of
the
cat
and
the
mouse Learn
the
new
words:
foolish
and
cleverAssignments:Copy
the
words
and
the
phrases:eat---
eatingjump
---
jumpingchase
---
chasingrun
---
runningin
the
basket、in
the
hole、angry
and
tiredWrite
the
story
with
your
own
words.Listen
and
repeat
after
the
cassette.Recite
the
words、phrases
and
the
story.Board
activities:basket
篮子
---
in
the
basket
The
cat
is
in
the
basket.beside
the
cat
The
mouse
is
beside
the
cat.eat
吃
---
eating
---
It
is
eating.chase
追赶
---
chasing---It
is
chasing
the
mouse.hole
洞
---
in
the
hole
The
mouse
is
in
the
hole.
教后感：
本课的内容不难，我首
( http: / / www.21cnjy.com )先安排了上学期狮子和老鼠的故事，让学生在头脑中有个概念，接着采用了对每副图进行提问，通过回答让学生自行讲出各张图片，最后总结出这两种动物的品质，并进行表演，从而使学生养成一种自主学习的能力，更使他们学会用英语进行思维，以母语方式进行总结归纳的能力。学生发言激烈，在课上已基本掌握了内容。
Period
5
Contents:
Revision.
Have
diction.
Act
out
the
story
made
by
the
students
themselves.
Dimension
targets:
Master
the
words.
Master
the
phrases.
Can
use
the
prepositions.
Master
the
sentence
structures.
Language
focus:
Can
write
the
words
and
phrases
from
memory.
Can
use
the
sentence
structures
to
make
short
dialogues.
Materials:
Student’s
boo
( http: / / www.21cnjy.com )k,
Cassette
and
a
cassette
player,
word
cards
and
pictures,
Objects
Procedures:
Pre-task
preparation:1.Sing
a
song.2.
Daily
talk.3.
Greetings.While-task
Procedures:一
Read
the
text
together.二
Teacher
show
the
word
cards.
Students
read
and
spell
them.三
Have
a
dictation:Words:（1）drum
（2）triangle
（3）violin
（4）recorder（5）piano
（6）hear
（7）under
（8）behind（9）basket（10）chase2
Phrases:(1)the
music
man
(2)
in
the
hole(3)beside
her
chair
(4)
angry
and
tired3
Sentences:What
can
you
play？
I
can
play
the
violin.Whose
guitar
is
this？
It’s
Eddie’s.I’m
sorry.
That’s
all
right.The
cat
is
chasing
the
mouse.
The
mouse
is
running.四
Do
exercises.
Do
listening.Do
the
writing.（中译英）Check
the
answer
together.
教后感：
在复习课中，默写是最能了解学生的掌
( http: / / www.21cnjy.com )握情况的，我发现学生对介词词组的组合还不是很清楚。学生往往会在介词后加了冠词又加了物主代词，在人名前也加the，要加强这方面的运用，还是要多练习，光口头上会说还不行，对句子能进行翻译是最好的掌握语法的关键。