嘉义市九十三年度国民中小学创新教学活动设计比赛作品Word格式文档下载.docx
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2.設計理念：
學生藉由遊戲與反覆的練習來學習並熟悉英語單字和句型，進而能將所學到的英語融入日常生活之中。
期待學生能在無壓力下快樂地學習英語。
3.教材特色：
主題明確，內容活潑，適合學習。
陸、教學設計：
以生活化、實用化和趣味化為目標，設計出教學活動。
（設計內容請見第二至七頁）
柒、教學評量：
採取形成性評量
（1）.課堂觀察：
透過遊戲、歌唱、相互口語練習等教學活動來進行觀察評量。
（2）.作業評量：
利用學習單和習作來評估學習成效。
（3）.學生自評：
學習單除了老師進行評量外，還設計學生作自我評量。
LessonPlansforEnglishatElementarySchools
Materials
BananaBoat（book3）
Topic
Lesson4：
Myhouse
Grade
Fourthgrade
ScheduledTime
4periods（4×
40min）
MaterialAnalysis
1.Vocabulary:
livingroom,kitchen,bathroom,bedroom
2.Sentencepattern:
（1）Whereis?
He/Sheisinthe.
3.Song:
“WelcomeToMyHouse”
4.Phonic:
Ff,Rr,Vv,Ll,Uu
Objectives
1.Toidentifyvocabulary:
2.Toknowtheformandtheusageofthesentencepattern,“Whereis?
He/Sheisinthe.”
3.Topronouncetheconsonants“f,r,v,l”andthevowel“u”correctly.
4.Toparticipateinclassroomactivitieswillinglyandactively.
TeachingProcedures
Time
TeachingAids
Evaluation
Thefirstperiod
I.Warm-up:
1.Greetthestudents:
T:
Goodmorning,everyone.
Ss:
Goodmorning,teacher.
2.Introducethecontext:
（Drawahouseontheboard）What’sit?
House.
Good.Lookatthepicture（pointtothefirstpicture）.What’sit?
Bed.
Excellent.Andwhat’sit?
Chair.
What’sit?
Desk.
II.Presentationofnewvocabulary
1.Introducenewvocabulary:
Wherecanyouseethebed,thedeskandthe
chair?
Bedroom.
（Tintroducesothernewwordsinsimilarways.）
2.Teachingvocabulary:
Tintroducesnewwordswiththeaidofvocabularyflashcardsandhasstudentsrepeateachwordseveraltimesuntilmostofthemcanpronouncethemquitewell.
III.Practice
※IndividualPractice：
Quickflash
1.Tchoosesonepicturecardandshowsitvery
quickly.
2.Sshavetoguesswhatthepictureisand,atthesame
time,speakoutthevocabulary.
3.Thestudentwhogivesthecorrectanswerwillgetonepoint.
4.Theactivitywillnotstopuntil95%ofstudentsarequitefamiliarwitheachnewvocabulary.
IV.Production
※GroupPractice：
Beatthetime
1.Dividethewholeclassintosixgroups.Havethestudentsplaythe“Beatthetime”game.
2.Beforeplaying,TtellsSsthegamerulesanddemonstrateshowtoplayit.
3.Procedure:
（1）Attachthevocabularypicturecardsontotheboard.
（2）Haveallgroupssitinlines.Ssineachgroupwillstarttonameallthepicturecardsonebyoneandthegroupwhospendstheleasttimefinishingitwillbethewinner.
V.Wrap-up
Treviewsthevocabularyandgivestheassignment.
＊Assignment:
Writedowneachwordfivetimes.
Thesecondperiod
I.Warm-up&
review--MatchingGame
1.Tputsfourpicturecardsontherightsideandputstheircounterparts（wordcards）ontheleftside.
2.TasksSstodothematching.
kitchen
livingroom
bedroom
bathroom
II.Presentationofthenewpattern
1.Tputsthesentencestripontheboard.
Whereis?
2.Tdemonstratesthesentencepatternbyusingsomecutecartooncharactersandputthemcasuallyindifferentplaces,suchasinthelivingroomorinthebedroom.
3.Letthestudentsrepeataftertheteacherfirstinchorusandthenbygroups.
Sspracticethesentencepatternbymimicking.
Eg.WhereisCoCo?
Sheisinthelivingroom.
Sheisinthebathroom.
Sheisinthebedroom.
Sheisinthekitchen.
Practicethepatternbysubstitutingthesubjectsandtheplaces.
III.Practice---Unscramblesentences.
1.TdividesSsintosixgroups.
2.Tgiveseachgroupapileofwordcards.
SheHeisinthelivingroomkitchenbathroombedroomkitchen.
3.Sshavetounscramblethesewordcards.
4.Tdemonstrateshowtodothisactivityseveraltimes.
（1）Twritesthequestionontheboard.Forexample,“WhereisCoCo?
”AndSshavetoaskTthisquestion.
（2）WhenTsaystheanswer,suchas“Sheisinthekitchen.”,eachgrouphastounscramblethesentenceaccordingtotheanswerandspeakouttheirsentenceafterfinishing.
5.Thegroupthatfirstunscramblestheanswercorrectlywillgetonepoint.
6.Twritesdownthecorrectanswerontheboard.
IV.Production-Informationgap（AppendicesA）
1.Pairupstudents.GivestudentAchartA,studentB
ChartB.
2.Eachstudenthastheinformationthathis/herpartnerdoesn’thave.
3.Eachhastocompletethelostinformationbyaskinghis/herpartner.
4.Havestudentstaketurnsaskingandansweringquestions.Forexample,
S1:
WhereisLeo?
S2:
Heisintheliving.AndwhereisLiz?
6.Askoneortwopairstoreportthean
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