第一课时
9月9日
Module 1 Unit 1 Do you use chopsticks in England?
Teaching Content:
1Learn the new words: chopsticks. knife. fork .hard. easy. mess. noodles.
2 Learn the new sentences:
Do you use chopsticks in England? No, we don’t. We use a knife and fork..
It’s hard for English\Chinese people. It’s easy for English\Chinese people.
3 Know the differences between the East and the West.
Teaching Plan:
Warmer:
Do the TPR “Draw as I say”. Ask some pupils to the blackboard to draw something as the say.
For example, draw a knife, a fork and so on..
Presentation:
1 Teach the new word chopsticks. knife. fork .noodles with the real things or pictures. Pay attention to the new word “chopsticks”.
2 Teach the sentences “Do you use chopsticks in England? No, we don’t. We use a knife and fork..” and tell them why they use a knife and fork in England.
3 Show some pictures about people from different country to eat. Teach the sentences: It’s hard for English\Chinese people. It’s easy for English\Chinese people.
4 Questions:
(1) Do the English people use chopsticks?
(2) Do the English people use a knife and fork?
(3) Can Amy use chopsticks?
Let the pupils listen to the tape and discuss the answers in groups then answer the questions one by one.
Practice:
Show some pictures and let the pupils describe the picture use the sentence pattern:
Homework:
Recite the text of this text next time.
BB:
Module 1 Unit 1
Do you use chopsticks in England?
No, we don’t. We use a knife and fork..
knife. fork .hard. easy. mess. noodles.
It’s hard for-----.\It’s easy for -----.
课后反思：
The most difficult word is mess. They read it miss. Some students mixed England and English.
第二课时
9月10日
Unit 1 Do you use chopsticks in England?
Teaching aims：
(1)Make students remember the new words:
Chopsticks, a knife and fork, use, easy, hard and mess
(2) Mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.
Do you want…
Do you use…
Attitude aims:
The students could make differences in food culture between the western countries and China.
Teaching important points:
Do you use chopsticks in …?
Do you use a knife and fork in …?
Teaching difficult point:
The pronunciation of some new words. For example, chopsticks
Preparation:
Word card, CD-ROM
Teaching process:
Warming up part:
The teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). Firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.
Do you like noodles? Yes, I do.\ No, I don’t.
Do you want …? Yes, I do.\No,I don’t.
Step two: presentation and practice
The teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.
T: I like noodles. I eat noodles with chopsticks.
The teacher takes out the real chopsticks and then says the new word. At the same time, the teacher shows the picture of chopsticks.
An activity can be made here. The title of the activity is saying words as quickly. The pronunciation of new word is a difficult point. So the teacher should ask students to practice more.
Step three:
The new word “use” can be leaded out in the process of communication.
T: Can you use chopsticks?
The word card of use should be shown.
We use chopsticks in China. And the teacher writes the sentence on the blackboard.
We use chopsticks.
Do you use chopsticks? Yes, we do. No, we don’t.
Ask and answer in pairs.
The teacher inquires the students if the English people use
Chopsticks and a knife and fork will be leaded out.
T: We use chopsticks in China. Do the English people use chopsticks?
S: No, they don’t.
English people use a knife and fork.
Do you use chopsticks / a knife and fork? Yes, I do. No, I don’t.
Step four:
(1)Presentation of the text.
Amy and Daming are in the park. They want to eat noodles. Watch the CD-ROM, then answer the questions: “Does Amy use chopsticks in England?”
The students look at the CO-ROM and then answer questions.
Now Amy is using chopsticks. Watch again, then answer the next question: Are the chopsticks “easy” or “hard” for her?
easy – hard
Chopsticks are hard for Amy.
A knife and fork are easy for her.Some other oposite words are shown here.
big-small
long-short
fat-thin
hot-cold
white-black
easy-hard
Listen again, then answer:
Are the chopsticks “easy” or “hard” for English people?
T: If I say “big”. You should say “small”. Please say the words as quickly as you can.
Chopsticks are hard for English people. So Amy make the mess.
?mess /e/
Then the students read the passage again.
Find the sentences, “ Do you …?”. Then circle them.
Practice:
(1)In China, we use __________. In England, people use ________.
Chopsticks are ________ for Chinese people. They are _______ for English people.
Chant:
Do you use chopsticks? Yes I do. Yes, I do.
We use chopsticks in China.
They’re easy for us.
Do you use ___________? Yes I do. Yes, I do.
We use ________ in England.
They’re easy for us.
Homework:
Ask students to practice the sentence patterns that they have learned in this lesson.
课后反思：
In Activity 3, they mixed use and want. Do you want rice? Some of them made it to be: Do you use rice?
课时三
9月11日
Module 1 Unit 2
Teaching aims:
1. Learn the new words: fast food, hamburger, chips.
2. Learn the sentences: What are you eating? I’m eating hamburgers and chips.
3. Compare the Chinese culture and western culture.
Important and difficult points:
Compare the Chinese fast food and English fast food.
Teaching materials: chopsticks, a knife and fork, a spoon, a bowl, a plate, the cards of fast food, hamburger and chips.
Teaching steps:
I. Greetings.
II. Everyday English:
1. What day is today?
2. Can you say from Sunday to Saturday?
3. Can you say them fast? (Write fast and its meaning on the blackboard.)
4. What month is it?
5. Can you say the twelve months very fast? (T points to the word fast)
6. What’s your favorite month? (My favorite month is September because Teachers’ Day is in September.)
7. What’s your favorite subject? (I like English too. So I am an English teacher now.)
8. What’s your favorite sport?
9. What’s your favorite book?
10.What’s your favorite food? (Write food and its meaning on the blackboard.)
III. Presentation
1. Some food is easy to cook. You can finish your meal very fast. So they are called fast food. Read the word a few times.
2. Do you know what Daming’s favorite fast food is? What is Amy’s fast food? Let’s listen carefully.
Listen to the CD-ROM. Answer the questions.
Put the cards of hamburger and chips on the blackboard. Read and spell them in syllables.
Repeat the dialogue after the CD-ROM.
3.What’s your favorite fast food? Do you know any other fast food? Discuss them in groups. See how many fast food you can say.
4. Check the answer. Is it Chinese fast food or English fast food? Write them on each side.
5. How do you eat the fast food? Use the sentence pattern to practice:
I use _________ to eat ________. Match the tools and the food.
6. Now let’s look at Exercise 2. What are they eating? What are they using? Now discuss these pictures in groups.
Check the answers:
P1: Daming is eating rice. He is using chopsticks.
P2: Lingling is eating noodles. She is using chopsticks.
P3: Ms Smart is eating eat and chips. She is using a knife and fork.
P4: Amy is eating hamburgers. She is using her hands.
P5: Sam is eating sweets. He is using his hands.
Read the sentence one by one after the typescripts.
IV. Game
Now let’s play a game: What am I eating? Ask me with the sentence: Are you eating _______?
Teacher takes out the chopsticks, a knife and fork, a bowl and a plate.
Pretend to eat noodles with a bowl and chopsticks.
Ss: Are you eating noodles?
T: Yes, I am.
Eat other things. The group can get one flag if they get the answer.
V. Sum
We learned fast food, hamburger, chips and some other fast food. Some of them are Chinese fast food and some of them are English fast food. You should know how you eat the fast food. So make sure you can say the sentence: What are you eating? Are you eating ____? I use ______ to eat _______.
Homework: Listen to the tape of M1 U2. Recite the dialogue.
BB: Module1 Unit 2
I’m eating hamburgers and chips.
Fast food
Chinese use English
Rice, noodles, chopsticks hamburger
Baozi, a knife and fork chips
Dumplings, a spoon hot dog
Egg, my hands sandwich, pizza
I use _________ to eat _________.
What are you eating? Are you eating ________?
Thinking after class:
The students know a lot of fast food. And they also love the game very much. The sentence pattern “I use ______ to eat ______” is a little difficult for some students.
课后反思：
Most of the children can get the words and centens, but they always talk in the class .
第四课时
9月12日
Unit 2 I’m eating hamburgers and chips
Teaching aims:
(1) Mastering the new words:
hamburgers, chips, fast food
(2) The basic structure of processing tense
Teaching important point:
The processing tense
Teaching difficult point:
The changes of “be”
Preparation:
Word card, card for real things,CD-ROM
Teaching process:
Warming up part:
Review the content of unit one.
We use chopsticks in China. English people use a knife and fork in England.
Listen to a poem, then say it.
Step one:Presentation and practice
a. The teacher does actions and ask questions.
What am I doing?（running, playing, jumping, etc.）
E.g. You’re running.
b.do actions：Look, I’m eating. I’m eating hamburgers and chips.And then the new words are be leaded out. hamburger, chip
?It’s English fast food. Here we can talk about the England food. steak, cheese, bread and butter, etc. What is Chinese / English fast food? Do you like …? Do you want …?
Step two:
Asking students to listen to the tape and answer the questions.
What is Amy eating?
Listen, point and repeat the text.
Practice:
Here the teacher asks students to practice the processing tense.
Look at Amy. She’s eating hamburgers and chips. She’s using her hand.
What is Daming doing ? He’s eating rice.
What is he using? He’s using chopsticks.
Then the teacher asks students to talk about the pictures in the textbook.
S: What is Daming doing? S: He’s ---
S: What is Daming using? S: He’s ---
Step 3 Consolidation and extension
1. Game: What am I eating?
The teacher does actions and asks students to guess what he\she is doing.For example: Are you eating a hamburger?
2. Guessing Game: What am I doing? What is he / she doing?
3. Make a new dialogue.
It’s time for _________. (breakfast/ lunch/ dinner)
I like _______.
Look, I’m eating ________.
I’m using ________.
Step 4 Summary
The differences between Chinese customs and English customs
China England
We use ___________. They use _____________
_____ is Chinese fast food. _____ and _____ are English fast food
Step 5 Homework
Make a summary about the differences in customs in different countries.
课后反思：
大部分孩子都学会了本单元的内容，单词掌握良好，但是，在听写中却没有一半全对的，甚至有的孩子仅仅能对几个，这是什么原因呢?