4A Module 2 Unit 3 I have a friend.docx
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4AModule2Unit3Ihaveafriend
Module2Me,myfamilyandfriends
Unit3Ihaveafriend(period1)
School:
TariSchool,Emma(陆黄萍)
Topic:
Lookandlearn(MeiYangyang’sclothes)
Languageaims:
1.Knowledgeaims:
Words:
coat,blouse,skirt,shirt,T-shirt,sweater,shorts,jeans,apairof…
Sentences:
He/Shehas…
2.Abilityaims:
1.Usingnounstoidentifyclothingitems.
2.Usingmodeledsentencestoindicatepossession.
3.Emotionaims:
1.Findthebeautiesinthedailylife.
Mainpoints:
1.Identifythekeywords.
2.Pronouncethewordscorrectly
3.Usingmodelledsentencestoindicatepossession.
Difficultpoints:
1.Pronouncethewordscorrectly
2.Usingmodeledsentencestotalkabout.
Materials:
Student’sBook4A(P28)
Cassette4Aandcassetteplayer
Multimedia:
PPT
Procedures
Contents
Methods
Purpose
I.Pre-taskpreparation
Rhyme
Saytherhymeonp21
Who’sthat?
Who’sthat?
Who’sthatgirl?
Who’sthat?
Intheshortblackdress?
That’smycousin,Bess.
…
通过齐声朗读已学过的小诗使学生进入英语学习的积极状态。
不仅复习了旧知也为课题引出作铺垫。
II.While-taskprocedure
Shehas…
coat
blouse
skirt
shirt
Hehas…
T-shirt
shorts
apairof
jeans
sweater
1.Look!
ThisisMeiyangyang’sroom.
T:
Whathasshe?
Shehas…
2.Pairwork:
A:
Whathasshe?
B:
Shehas…
IntroduceMeiyangyang’schothespress.(衣橱)
Oh,shehasaredcoat.
shecanwearthiscoatinspringandautumn.
2.Sayarhyme:
Longcoats,shortcoats.
Icansee.
Bigcoats,smallcoats.
Foryouandme.
Newcoats,oldcoats.
Iliketoo.
1.T:
Insummer,theweatherishot.Let’shavealookwhathasshe?
T:
Shehasayellowblouseandapurpleskirt.
2.Ihaveablouse.It’s…
Ihaveaskirt.It’s…
1.T:
Xiyangyang’sbirthdayiscoming.Meiyangyangwillgivehimapresent.
Guesstoelicitshirt.
2.T:
Xiyangyanglikesshirts.
Hehasmanyshirts.
Hehasa…shirts.
1.HealsohasmanyT-shirtsinsummer.
2.Hehas…T-shirt.
1.T:
SometimesMeiyangyangwearsaT-shirtandapairofshorts.Shelookscool.
2.apairof…shorts
3.Ihavea/apairof….
Sometimesshewearsablouseandapairofjeans.Shelookspretty.
2.apairof…jeans
3.Chant:
Jeans,jeans
Shehasjeans.
Twopairsofjeans
Oneisblue,oneispurple.
Theyarenice.
T:
Inwinter.Theweatheriscold.Whathasshe?
Shehas_____forwinter.
Toelicitsweater.
Whathaveyou?
S:
Ihavea____sweater.
It‘s____(clours,soft,warm…)
通过孩子们都喜欢的美羊羊来引出Shehas…的句型。
通过pairwork的形式进行操练。
并且通过衣柜引出衣服的单词。
通过之前学过的小诗进行巩固单词。
新课标第一网
让学生说一说喜欢的衣服进行单词的操练。
并且试着搭配颜色,提升审美态度。
通过猜礼物的有趣的形式引出shirt。
出示不同颜色的shirts,结合句型进行说练。
通过组词语进行apairof的操练。
并且通过连线进行巩固。
由美羊羊的不同穿着作对比引出单词。
不断循环渗透情感教育。
通过组词组以及chant的形式进行操练。
通过天气冷了,说一说单词,引出sweater.
并让学生运用Ihave来说说,加上适当的描述。
为下课作铺垫
III.Post-taskactivities
Text
Fillintheblanks.
Text
根据内容再构文本,再次进行整体巩固。
IV.Assignment
1.Copythewordsandsentences.
2.Findtheclothesyoulikeanddrawit.
3.Writesth.aboutyourclothes.
作业是课堂教学的延续,作业体现分层。
该作业可选做。
也为下课作铺垫。
板书:
coat,blouse,skirt,shirt,T-shirt,sweater,shorts,jeans,apairof…
He/Shehas…
教后感:
Text:
Hello,I’mMeiYangyang.I’mtenyearsold.Ihaveabigclothespress.Therearemanyclothesinit.Ihaveared____.Icanwearitinspringandautumn.Insummer,Ihaveayellow____andapurple____.OnXiYangyang’s____,Igivehima_____.Helikes_____.Sometimes,Iweara_____anda____of____.Ithinkit’s____.SometimesIwearablouseandapair________.Inwinter,Ihavea_____.Canyoutellmewhatdoyouhave?
Unit2Ihaveafriend(period2)
School:
TariSchool,Emma(陆黄萍)
Topic:
Lookandsay(MeiYangyang’sfriend)
Languageaims:
Words:
Review:
coat,blouse,skirt,shirt,T-shirt,sweater,shorts,jeans,apairof…
Sentences:
Review:
He/Shehas…
New:
He/sheiswearing…
He/shecan…and…,buthe/shecan’t…
Abilityaims:
Usingpresentcontinuoustensetoexpressone’sclothes.
Usingthemodalverbcanorcan’ttoexpressabilities.
Mainpointsanddifficultpoints:
Usingdifferentsentencestodescribefriends.
Emotionalaims:
Friendsaresilverandgoldtous.
Weshouldtreatourfriendssincerely.
Materials:
Student’sBook4A(27,31)
Cassette4Aandcassetteplayer
Multimedia:
PPT
Procedures
Steps
Contents
Methods
Purpose
Pre-taskpreparation
Warmingup
1.Introduceyourclothes.
Ihavea____
It’s______
Icanwearitin____
Hownice!
2.Singthesong:
根据前一课的家作,让学生讲一讲自己喜欢的衣服,复习前课内容。
轻松活泼的儿歌营造英语的氛围,并感知本课的主题,引入本课的中心词:
friend
While-taskprocedure
friend
He/sheiswearing…
She/hecan…and…,butshe/hecan’t…
Askandanswer
Fillintheblanks
X
1.T:
MeiYangyanghassomanyfrends.
Theyareveryhappytogether.
Toelicit:
friend
2.Readandspell
3.Chant
Friend,friend,
Ihavemanyfriends.
Heis,sheis,
Andyouare.
Yes,yes,yes,
Youaremyfriends.
4.Pairwork
A:
Doyouhaveafriend?
B:
Yes,Ihaveafriend.
A:
What’syourfriend’sname?
B:
His/Hername’s____.
He’s/She’s____.
1.T:
Meiyangyanghasanotherfriend.Hisname’sZac.Look,he’swearingaT-shirtandapairofshorts.
2.Look,I’mwearingapairofglasses.
3.Makesentences
He/Sheiswearing…
How___(nice,cool,beautiful…)!
1.Zacisfatandshort.Buthecandomanythings.Look!
2.Askandanswer
3.Pairwork
A:
Whatcanyoudo?
B:
Ican…and…
A:
Whatcan’tyoudo?
B:
Ican’t…
A:
He/Shecan…and…,
buthe/shecan’t…
1.Askandanswer
What’syourname?
Myname’s_____
Howoldareyou?
I’m_____
Whatcanyoudo?
Whatcan’tyoudo?
Ican…and…,butIcan’t…
Whatdoyoulike?
Ilike…
Whathaveyou?
Ihave…
Whatareyouwearing?
I’mwearing…
Doyoulikeeachother?
Lookandfillintheblanks
Thisismyfriend.Hisname’s___.He’s___.He’stallandthin.Hehasa___.Todayheiswearinga____andapairof___.Hecan___and____,buthecan’t___.Helikes_____verymuch.Welikeeachother.
通过连接上课的美羊羊的朋友们引出自己的朋友。
并做简单地描述。
通过chant的形式进行巩固,学生更易接受。
也渗透了情感教育。
通过pairwork的形式操练单词和句型,为下文作铺垫。
通过美羊羊的朋友的穿着引出新句型。
根据图片以及周围的同学的穿着进行造句。
通过pairwork的方式,引导学生用情态动词说长句。
通过对话文本的呈现,完成填空。
并为survey做例子。
由对话,理清思路,引导学生学会描述。
并渗透情感教育。
从问答的文本中找到答案完成文本。
Post-taskactivity
Doasurvey
Read
Write
Lovefriends
1.Doasurvey
2Ihaveafriend.
HisnameisZac.
He’selevenyearsold.
HehasagreenT-shirt.
TodayheiswearingaT-Shirtandapairofshorts.
Hecanreadandplaybasketball,buthecan’trideabicycle.
Helikesapples.
Welikeeachother.
3.Write
通过之前的举例,进行survey,锻炼学生的对话能力。
把对话整合成作文,为写作做好准备。
学生尝试写作,老师作指导。
升华情感教育
Assignment
★Copythenewwordsandsentences
★★Talkaboutyourfriend
★★★Writedownyourfriend
板书:
She/hehas…
He/shecan…and…,buthe/shecan’t…
He/sheiswearing…
教后感:
Text1:
M:
What’syourname?
Z:
Myname’sZac.
M:
Howoldareyou?
Z:
I’m11.
M:
Whatcanyoudo?
Whatcan’tyoudo?
Z:
Icanreadandplaybasketball,butIcan’trideabicycle.
M:
Whatdoyoulike?
Z:
Ilikeapples.
M:
Whathaveyou?
Z:
Ihaveagreensweater.
M:
Whatareyouwearing?
Z:
I’mwearingaT-shirtandapairofshorts.
M:
Doyoulikeeachother?
Z:
Yes,wedo.
Text2:
Ihaveafriend.HisnameisZac.He’selevenyearsold.HehasagreenT-shirt.TodayheiswearingaT-Shirtandapairofshorts.Hecanreadandplaybasketball,buthecan’trideabicycle.
Helikesapples.Welikeeachother.
TeachingPlan
School:
TairiSchool程清兰
Book:
OxfordEnglishBook4A
Topic:
M2U3Readastory----Thelionandthemouse
TeachingAims:
1.Words:
strong,sharp,net,bite
2.Structures:
Usingadjectivestodescribeanimals.
Usingnouns/nounphrasestoidentifyanimalsandobjects.
Usingmodelledsentencestogivespecificinformation.
3.Function:
Retellthestory.
Actoutthestoryormakeanewdialoguetoactitout.
Letstudentsknowfriendshipischerishandimportant.
Mainpoints:
Usingadjectivestodescribeanimals.
Usingmodelledsentencestogivespecificinformation.
Difficultpoints:
Retellthestoryandmakeanewstorytoactitout.
Materials:
multimedia,exercisepaper,cassette,masks
Procedures
Contents
Methods
Purpose
Pre-task
preparation
1.Song
Singtogether
先以一首英文歌带领学生进入学习的氛围,创设英语学习的情境。
2.Freetalk
Sstalkabouttheirgoodfriends
通过说说自己的好朋友,调动学生的情感因素,也训练了口头表达能力。
While-task
procedure
1.Reviewadjectives
Manyanimalsaregoingtotheparty.Whatcanyousee?
Howarethey?
Sslookatthepicturesandtalkaboutit.
由森林里办聚会这样一个故事开头来吸引学生并让学生谈论参加的动物们,复习已学的形容词。
2.Picture1
strongsharp
Thisis____.
Itis_____.
Ithas____.
1).Ssguesswhatanimalitis.
Review:
tooth→teeth
Elicit:
sharp
2).Howisthelion?
Elicit:
strong
Whoisstronginourclass?
Sstrytofillintheblankstodescribeit.
由局部图片让学生猜一猜谁来了,引出新词,活跃学生的思维,也激起他们的兴趣。
学生根据媒体出示的句型完成对狮子的描述。
3.Picture2
1).Look,who’scoming?
Ssguess.
2).Howisthemouse?
Ssdescribeitbyusingthesentencesthemselves.
学生根据上述对狮子的描述自行对老鼠描述,教师由扶到放,学生的能力得到锻炼,知识点得到了操练。
4.Picture3
net
1).Whathappened?
Sswatchtheflashandlisten.
Elicit:
net
2).Whatwillthelionandthemousesay?
Ssguessandimitatethevoicetosay.
3).Readarhyme.
学生观看故事发展,动画是学生最喜爱的形式之一,让他们首次尝试配音,调动了学生的积极性,学习兴趣得到了时续。
5.Picture4-5
bite
1).Oh,thelionisinthenet.Whocanhelpit?
Ssworkingroups,guesstheendingofthestoryandactitout.
2).Tshowstheendingofthestory.
Elicit:
bite
学生自己做编剧制作故事结尾,并当一回小演员来表演,使整节课达到高潮,学生的学习兴趣始终高涨。
展示课文结局,通过听听问问来理解并学习单词。
Post-task
activities
1.Retellthestory
Ssfillintheblankstoretellthestoryaccordingtothesentences.
复述故事,让学生学有所成。
2.Readingpractise
1).Ssreadthestoryafterthecassette.
2).Thestorytellsus.
根据录音朗读课文,让学生模仿语音语调,培养语感,并渗透德育教育。
3.Listenaboutourdailylife.
Exercise1:
Trueorfalse
Exercise2:
Fillintheblanks
训练学生的听力能力,由课内延伸到课外,练习分层,使每位学生都能得到相应的训练和巩固。
Assignment
1).Copythewordsandreadthestory.
2).Retellthestory