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Teaching Procedure |
Teacher’s
conduct |
Ss’ conduct |
purpose |
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Step1 Class Opening Step2 Presentation Step3 Listening Step4 Reading and Practice Step5 Presentation Step6 Listening and reading Step7 Games Step8 Class Closing Step9 Homework |
Greet the Ss“Hi,everyone”and introduce the puppet -this is Tony.Teacher imitate the puppet’s voice“Hello,everyone!I’o meet you.”The the techer and Tony ask Ss individually “How are you?”and make a beginning of singing this greeting song. Teacher goes around the class. Teacher and Tony take turns to talk to the Ss:Nice to see you. I like your coat/pencil-case/ marker/pants. Is it/Are they new? The teacher repeat the student’s answer and write the word“old”and its meaning“not new” on the Bb.Then the teacher says “I’m old.I’m 80 years old.”with coughing.Let the Ss guess the meaning of “old” here.What’s more,the teacher uses Tony to say she’s I’m 3years old.I’m young.”Show the Ss some slides:an very old man with beard to practice old and young and draw out “how old .” Show the questions about Part1 and ask them to listen with the following questions: How old is Lynn? How old is Li Ming? Ask the Ss to read and act out the dialogue.Then change to talk about themselvese. Show a picture of LiMing. Ask “Is he old?” “Is he young?”Then leads to the members in his family :father/grandfather/mother/grandmother/aunt/uncle/ cousin/sisiter/son daughter/family…each picture is shown individually first and then together. Listen and answer the question:Whose family is this? This is______family. 1)Ask the Ss to read the passage first. And then the teacher show how to play the game:First the teacher puts on a cap,and she takes a bag ,and then walks while saying “I’m a boy. I’m a student. I’m young . I go to school.” and the teacher hands out some stage properties to the Ss in roles. 2)Ten Ss in the front .Each one has the head-decration. The teacher hands out the word cards.eg.the card with father/mother/… Ask the Ss to listen to an English song and point out what new words they hear in the song. Choose any one or two of them. 1)Copy the new words. 2)Draw your own family tree. 3)Write a passage to introduce your family. |
Respond the the teacher and Tony together first and
then individually.After that the
Ss sing the <How are you>song together with the teacher. Communicate with the teacher.Talk about their clothes or stationery. S1:Thank you. Yes,it’s/they are new. S2:No,it’s/they are old. Ss guess another meaning of the word “old”.and begins to get to know “young”. Ss listen to the tape and answer the questions. Ss first follow the tape and then read themselves twice. Ss act out the dialogue and talk about themselves. Ss learn and spell the new words with the help of the ppt. and the teacher. Ss name out each person in the picture. Ss listen with the question. Then read the passage and prepare for games. Ss goes to the front. Ss quickly put stage properties on. Introduce oneself and ask others to guess who he/she is. Each role says a few sentences. e.g. Hello,I’m13years old. I go to school. Next comes the father /mother/daughter…They each introduces themselves. The Ss in front of the class stand in line.Other Ss send the word card to the right person .And they stand in the right position just like the the picture in the book.After each gets the right card,each introduce in a word. LiMing introduces the whole family. Ss listen to the English song<Come and see my family> |
以简单问候开课,并带手偶加入课堂活动,使课堂因第三者介入而倍添生机与妙趣,问候歌曲的吟唱使课堂气氛活跃、融洽，达到了很好的热身。 通过轻松自如的交流,紧密联系学生服饰和文具,自然引入新知: “ old and young”此环节设计突出了新课标之联系学生实际生活,利用了真实的交际情景.(分别从年龄、声音、动作和图片课件等几方面创设的丰富情景.)注重了学生的感知与体验.且注意了英语释义.not new → old ↑ not young循序渐进引出How old. 带问题听,以课文对话为听力材料,在日常教学中培养学生的听力能力。 实现书本到生活的迁移,学以致用。 家庭成员呈现由逐一出现到组合出现,多角度认识家庭成员。 此问题设计是用来提醒名词所有格，让学生对所属关系有所了解。 此环节学生在较真实的语言情景中交流.台上学生自豪且在做中学,台下巩固复习了新学的家庭成员词汇及简单介绍.体现了课标之面向学生全体.戴领带的父亲和背时尚女包的母亲和边咳嗽边步履蹒跚的老人等,使课堂平添了意趣. 游戏2让学生复习进一步突出巩固了生词,让大家对家庭成员加深了印象.进一步温习了家庭的简单介绍. 选用人教版<Come and meet my family>单元的一首歌,体现信息的搜集,资源的共享.且在简单易懂而又放松的歌声中温固了本课生词。 分层作业的设置,尊重了学生的个体差异,体现了作业的开放性。 |