Unit 2 Looking Different上课学习上课学习教案.docx

Unit 2 Looking Different上课学习上课学习教案.docx

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Unit2LookingDifferent上课学习上课学习教案

Unit2LookingDifferent教案

　　课

　　件www.5yk

　　　　Unit2LookingDifferent教案

　　Topic1Ihaveasmallnose.

　　SectionA

　　Themainactivitiesare1a,2aand3a.

　　Teachingaimsanddemands:

　　.

　　Learntheusageof“have”and“has”.

　　2.

　　Learntheadjectives:

small,big,right,round,long,wide,short.

　　3.

　　Learntodescribepeople’sappearances.

　　Teachingprocedure:

　　Step1Review

　　.

　　ReviewthefunctionalitemsinUnit1byusingthefollowingsentencestotalkaboutpersonalinformation.Studentscanaskandanswerfreelybythemselves.

　　what’syourname?

　　whereareyoufrom?

　　Howoldareyou?

　　whatclassareyouin?

　　what’syourtelephonenumber?

　　2.

　　Theteacheruseshis/herownfacialfeaturesasexample,saying“I’m…Ihave…”Letstudentsmasterthemeaningof“have”.writeitdownontheblackboardandteachit.

　　Step2Presentation

　　.

　　Usetheteacher’sfacialparts,picturesormultimediaandthesentencestructure“what’sthis?

”toteachandletstudentsmasterthenewwords“nose”,“eye”,“head”,“face”,“hair”,“ear”,“mouth”,“neck”,“small”,“big”,

　　“round”,“long”,“wide”and“short”.

　　2.

　　Askandanswerbyusingthefollowingsentencesbetweentheteacherandstudents:

　　T:

Ihaveabighead.Doyouhave…?

　　S:

yes,Ido.

　　Askdifferentstudentstheabovequestion.Theninvitesomepairstopracticethedialoginfrontoftheclass.

　　3.

　　Listento1aandanswerthequestion“whoistheboy?

”Learnandmasterthenewword“boy.”

　　Step3consolidation

　　.

　　Listento1aandfollowit;imitatethepronunciationandintonation.

　　2.

　　Teachandletstudentsmaster“guess”,“has”,“know”and“right”.

　　Teachandletstudentsmasterthesentencespatternsof1a:

　　Ihaveasmallnose.

　　---Doyouhavebigeyes?

---yes,Ido.

　　oh,Iknow.

　　yes,youareright.

　　3.

　　Theteacherandstudentsfindoutthekeywordstogether.Askstudentstowritethemdownontheblackboard,andtheteacherretells1afirst,thenencouragesstudentstoretellit.Forexample:

guess,who,michael,nose,big,eyes,know,right.Finish1a.

　　4.

　　Actout1ainpairs.Finish1b.

　　Step4practice

　　.

　　Listento2aandfollowit.Finish2a.

　　2.

　　workinpairs.Playthegame“Touchyourbody.”Finish2b.

　　3.

　　Askstudentstolistento3aandfollowit,summarizetheusageof“have/has”.Thentheteacherexplainsit.

　　4.

　　Letstudentsfillintheblanksin3b,thentheteachercheckstheanswers.Finish3b.

　　5.

　　Letstudentsusethesentencepatternsin3atodescribethefeaturesofthemselvesandothers.Thenchooseseveraltodescribethefeaturesofthemselvesandothersinfrontoftheclass.Finish3a.

　　Step5Project

　　.

　　Letstudentsread4A,learnandmastertheword“girl”anddrawthepicture.Thenlookatthepicturein4Bandfillintheblanks.Finish4.

　　2.

　　Letstudentssaysentencesastheycantodescribethefeaturesofthemselvesandothers.

　　Section

　　B

　　Themainactivitiesare1a,3and4.

　　Teachingaimsanddemands:

　　.

　　Goonlearningtheusageof“have”and“has”.

　　2.

　　Goonlearninghowtodescribepeople’sappearances.

　　3.

　　Enablestudentstoidentifyandusetheintonationcorrectly.

　　Teachingprocedure:

　　Step1Review

　　.Theteacherusesthefeaturesofhimself/herselfandstudentsbyhis/hersideasexamplestoreviewthenamesofthepartsofthebody.Teachnewword“arm”,“hand”,“leg”and“foot”,andaskstudentstomasterthem.Forexample:

　　T:

Ihave…

　　He/Shehas…

　　2.PlaythegameBobbySays.Finish5b.

　　3.Dividestudentsintotwogroups.Letstudentswritedownthenamesofthepartsofthebodyasquicklyastheycantoseewhichgroupfinishitbetterandfaster.Finish5a.

　　5.Letstudentslistento2andmatchthephraseswiththerightnumbers.checktheanswers.Finish2.

　　Step2Presentation

　　.Showapictureofastar.Askandanswerbetweentheteacherandstudents.Forexample”

　　T:

who’she?

　　S:

Heisyaoming.

　　T:

Look,hehasabignose,awidemouthandbigeyes.

　　2.Listento4andfollowit.Imitatetheintonation,andfinish4.

　　3.Showthepictureof1a.Teachthenewwords“favorite”,“movie”,“star”,“chinese”,“again”and“look”,andaskstudentstomasterthem.Understand“does”,anditsnegativeform“doesn’t”.Forexample:

　　T:

Look!

whoishe,guess?

　　S1:

Heis…

　　T:

yes,youareright./No,youaren’tright.Guessagain.

　　T:

Doeshehave…?

　　S2:

yes,hedoes.

　　T:

youareright.Heischinese.Heismyfavoritemoviestar.

　　4.Listento1a,thenanswerthequestion:

Ismichael’sfavoritestarBruceLee?

　　Step3consolidation

　　.Listento1aagainandfollowit.Imitatethepronunciationandintonation.

　　2.Talkwiththetape.

　　3.Actout1ainpairs.Finish1a.

　　Step4practice

　　.Letstudentsread1aandfindouttheimportantsentences.Theteachermakescomplementsandexplainsthem,thenasksstudentstomasterthem.Forexample:

　　whoisyourfavoritemoviestar?

　　-----Doeshehavelonghair?

-----No,hedoesn’t.

　　It’sBruceLee.

　　Guessagain.

　　2.Letstudentsdescribejackiechanbyusingthesentencepattern“Hehas…”.Theteacherleadstodifferentexpressionsof“have”and“has”,andwritesthemdownontheblackboard.Forexample:

　　S1:

Hehasabignose.

　　T:

Hisnoseisbig.

　　S2:

Hehasbigeyes.

　　T:

Hiseyesarebig.

　　…

　　Emphasizetheusageof“is”and“are”,“have”,and“has”duringthepractice.

　　petitioningroups.Letstudentslookatthesentencesontheblackboard.makesuretheyunderstandhowtochangethesentences.Thenletstudentshaveacompetitioningroups.onegroupsaysSentenceAandtheothergroupchangesitintoSentencesB.Forexample:

　　A:

myfaceisround.

　　B:

Ihavearoundface.

　　A:

Hiseyesarebig.

　　B:

Hehasbigeyes.

　　…

　　4.Letstudentswritedowntheanswersto3bythemselves,thenchecktheanswers.Finish3.

　　5.workinpairs.Letstudentstalkabouttheirownfavoritepersonsaccordingto1a.Thenaskonegrouptoactouttheirdialog.Finish1b.

　　Step5Project

　　Askstudentstocollectthepicturesoftheirownfavoritestars.Thenmakefilesabouttheirappearancesandmakeabriefintroduction.

　　Sectionc

　　Themainactivitiesare1aand2.

　　Teachingaimsanddemands:

　　.

　　Goonlearningtheusageof“have”and“has”.

　　2.

　　Enablestudentstounderstandsimplepassagesthatdescribepersons.

　　Teachingprocedure:

　　Step1Review

　　AskSstoshowthefilestheymadeabouttheirfavoritestars’looksandreadthemtotheothers.Thenimaginethattheyarethosestars;makeintroductionsagain.Forexample:

　　Iamjackiechan.Ihaveabignoseandawidemouth,butIdon’thavelonghair.whereamIfrom,doyouknow?

IfSscan’tsaythelastsentence,theteachercanimaginehimself/herselfasthatstar,saying“whereamIfrom?

”,andstarsthenewlesson.

　　Step2Presentation

　　.

　　Theteacherpointstoaboyoragirlandteachesthenewwordsandphrase“come”,“comefrom”,“student”,“sister”and“different”bycreatingthefollowingcontext.AskSstomasterthesewordsandthephrase.Forexample:

　　T:

He/Sheisaboy/girl.He/ShecomesfromEngland.He/Shehasasister,andsheisastudent,too.Theyareinthesameschool,butindifferentgrades.

　　2.

　　Listento1aandchoosetherightpicturesin1b.Playthetapeonemoretimeifthestudentshavedifficultiesinfinishingit,thenchecktheanswers.Finish1b.

　　Step3consolidation

　　.

　　Read1aanddo1c.checktheanswers.Finish1c.

　　2.

　　Read1aagainandfindoutthedifficultpoints.LetSsdiscussthemingroups.ThentheteacherexplainsthemtoSsifnecessary.

　　3.

　　Listento1aagain.markthesentencestressandintonation.Readafterit.Thenimitateitandreadittogether.Payattentiontothestressandintonation.

　　4.

　　writedownthekeywordsontheblackboard.Theteacherretells1aaccordingtothekeywordsfirstthenencourageSstoretellit.Finish1a.

　　Step4Practice

　　.

　　ShowPicture3andPicture6in1b.Usethefollowingsentencepatternstotalkabouttheirlooks.Practiceandmasterthegeneralquestionswith“have/has”andtheresponses.Understand“don’t=donot’’.

　　----Doestheboyhave…?

-----yes,hedoes./No,hedoesn’t.

　　----Doesthegirlhave…?

-----yes,shedoes./No,shedoesn’t.

　　----Dotheyhaveroundfaces?

----yes,theydo.

　　----Dotheyhavesmallnoses?

-----No,theydon’t.

　　2.Showaknifeandaskstudentsthequestion“Doyouhaveaknife?

”Learnandmastertheword“knife”.Payattentiontoitspluralform“knives”.Atthesametime,mastertheanswerstothatquestion:

yes,Ido./No,Idon’t.

　　3.Do2andchecktheanswers.Finish2.

　　4.workingroups.LetSsimitatetheexamplesin3tomakeupdialogsaccordingtotheirrealappearances,andchooseafewgroupstopresenttheirdialogstotheclass.Finish3.

　　Step5Project

　　.Acompetitionofaddingwords.Theaimistogeneralquestionswith“have/has”andtheresponses.

　　Preparetwosetsofcards,onesetofcardswrittenwith“do”or“does”,andtheothersetwiththewordsofthepartsofthebody,suchas“face”,“nose”,“eye”…

　　Dividetheclassintogroups.onegrouppicksuptwocardsrandomlyfromthetwosetsofcards,andtheothergroupmakesthegeneralquestionswith“have/has”andtheresponsesaccordingtothesecards.Forexample:

　　does

　　nose=>Doesshehaveabignose?

　　-----yes,shedoes./No,shedoesn’t.Shehasasmallone.

　　Exchangetherolesandpracticeitagain.

　　2.Dothechantin4.Finish4.

　　SectionD

　　Themainactivitiesare1and5.

　　Teachingaimsanddemands:

　　.

　　Learnconsonants:

/p/,/b/,/t/,/d/,/k/,/g/.

　　2.

　　Reviewtheusageof“have’’and“has”.

　　Teachingprocedure:

　　Step1Review

　　.

　　Learntosingthesong.LetSstouchthepartsoftheirownbodywhilesinging.Finish4.

　　2.

　　AskandanswerbetweentheteacherandSs.Reviewthesentencespatterns“Doyouhave…?

”and“Doeshe/shehave…?

”Forexample:

　　T:

Doyouhavelonghair?

　　S:

yes,Ido./No,Idon’t.

　　T:

DoeswangDonghavebigeyes?

　　S:

yes,hedoes./No,hedoesn’t.

　　Practiceinpairs,thenchooseseveralpairstoactitout.RemindSstopatattentiontothepronunciationandintonation.

　　Step2Presentation

　　.

　　Listento2.LetSsnumberthefourplayersinthepictures.checktheanswers.

　　LetSslookatthepicturein2.Usethesentencepatternswith“have/has”thattheyhavelearnedtodescribethefourplayersabove.Finish2.

　　2.TheteacherandSsreviewthegrammarandsentencepatternsofthistopic.Read3aand3bforcomparison.

　　Listento3aand3b,thenreadafterthetape.Payattentiontothepronunciationandintonation.Finish3aand3b.

　　3.AskSstolookatthetargetlettersof1ingroups.Discussthepronunciationoftheseletters.

　　Step3consolidation

　　.

　　Listento1.LetSspayattentiontothepronunciationofthetargetletters.Thenteachtheconsonantsonebyone:

“/p/,“/b/”,“/t/”,“/d/’’,“/k/”and“/g/’’.Finish1.

　　2.

　　Reviewtheconsonantswiththephoneticcards.

　　Step4Practice

　　Brainstorming.Theteachersummarizesthepronunciationrulesoftheseconsonantsandtheconsonantcombination“p”,“b”,“t”,“d”,“k”,“ck”,“c”and“g”withSs.ThenaskSstolistmorewordswiththesameconsonantsandtheconsonantcombination.Forexample:

　　/p/---p

　　pink

　　purple

　　/k/---k

　　book

　　c

　　can

　　ck

　　blackboard

　　Step5Project

　　.

　　Askandans