Unit8 The tub needs a bath too教学设计（3）

Procedures

Contents

Methods

Purpose

Pre-task preparation

Warming-up

1. Greeting

2. Do actions

1. By asking and answering, to know some information from the students.

2. Teacher says actions and students do them.

1. 通过问候，了解学生情况，创设一种轻松的学习环境。

2. 老师让学生根据老师的口令做出与之相适应的动作，复习学过的动词，为学习动词词组作铺垫。

While-task procedure

1．Lead in:

2．Task：

To learn the new phrase: go to school

3．Task:

To learn the new phrase: look at the picture, and to learn the sentence pattern: These are…

4．Task:

To learn the left phrases: Clean the tub; take a bath

5．Activity:

Choose the correct picture.

1．Question from the teacher: What do you do from Monday to Friday?

Student will say: I go to school.

2. Show the pictures on the board: go to school

3. Let the students look at a picture. And say: Please look at the picture. What are these? (By using some pictures, to make students understand ‘look at the picture’ and say the sentence pattern ‘These are …’.)

4. Teacher asks: What do you do after school?

The students could have different answers. The teacher can show the picture of ‘clean the tub’ and ‘take a bath’. Make the students read them. Focus on the word ‘tub’. And let the students know ‘have a bath’ can instead of ‘take a bath’.

The students choose a picture according to the teacher’s saying.

引入：

自然过渡，易于学生理解。

在理解含义的基础上，强化语音、认读字型。

把词组学习与句型学习有机整合起来，教师为学生做了很好的示范作用，学生会说：Look at the picture. These are …。在这个环节中，教师还可用一张有几件衣服的图片，目的让学生说：These are clothes.

结合学生的实际生活, 有助于对动词词组的准确理解。

通过活动：选图片，巩固所学的词组。

Post-task activities

1. Brainstorming: Make a new phrase.

Look at …; take …; go …; clean …

2．Activity:

Say a sentence about the pictures.

1. Encourage the students say some new phrases by using ‘look at’, ‘take’, ‘go’, ‘clean’.

2. The teacher puts some pictures on the board. Let the students say a sentence by using ‘These are…’ or ‘This is …’.

通过“头脑风暴”活动，让学生说出带有“look at, take, go, clean”动词的词组。如：look at the board; take a wash/walk/rest; go to the zoo; go home; clean the desk…发展学生的综合能力。

通过看图说话，区别“These are…”与“This is …”两种句型。

Procedures

Contents

Methods

Purpose

Pre-task preparation

Sing a song：Sit down you’re rocking the boat.

Follow the tape, have the students do actions while singing.

让学生在欢乐的气氛中开始学习。

While-task procedure

1．Task：

To learn :

I’m home.

I’m not home.

2. Task:

To learn:

Finished? Not yet.

3. Guessing game:

What are you doing?

I’m （doing。。。）

4．Task：

To learn ‘Grand Theatre’.

Show some pictures about animals’ houses, such as ‘mouse’s house’, ‘cat’s house’, ‘dog’s house’, etc. Then, ask the students what animal’s house it could be? If the students cannot get the answers, the teacher can put a little animal in the houses, and says, ‘It’s my house. Now, I’m home.’ Then, put the animal out of the house, and says, ‘Now, I’m not home.’ Let the students practice in pairs by using ‘I’m home.’ and ‘I’m not home.’

When the students are practicing, the teacher will ask them ‘Finished?’ And let them understand the question, help them response by using ‘Not yet.’

Let the students close their eyes. Teacher does actions, and asks them: What am I doing? When the students guess wrong, let them ask: What are you doing? Then, play the game in groups.

Listen to the tape, and answer the questions from the teacher. Then, read it after the tape.

用猜“图片上是谁的家”，引导学生理解“It’s my house. Now, I’m home.”的含义。又把小动物通过放在图片上的房子里，或放在房子外，让学生学说：I’m home. 或I’m not home.

在自然交际中理解含义，使之成为能经常用到的课堂用语。

在游戏中学习句型，提高学生的理解运用能力。

有意识地培养学生的听力。

通过回答问题理解课文。

Post-task activities

Competition：

Which group is the best one?

Group work：Role-play.

通过让学生表演课文，培养运用句型及表演小短剧的能力。

Procedures

Contents

Methods

Purpose

Pre-task preparation

Warming-up:

Role-play

Revision the text.

通过活动，复习上节课所学的内容。

While-task procedure

Task:

To learn ‘Music Box’.

2．Activity：

To learn ‘Sports Club’.

3．Task：

To learn ‘Disneyland’.

1. Show the pictures and let the students read after the tape. Focus on the sounds of the letter ‘s’ and the letter ‘t’.

2. Look at the pictures and listen to the tape. Understand their meanings. Then, according to the teacher’s saying, point at the correct picture.

3. First, let the students understand ‘get on the bus’ by doing action. Teacher can make a group act as a bus. Moreover, teacher can give the phrase ‘get off the bus’. Finally, make them read the whole rhyme.

通过听录音跟读，准确掌握字母s和t的名字及发音。

让学生通过指图片，加深对短语的理解。

在学儿歌时，有拓展、有提高，更大层度地发挥学生的潜力。

Post-task activities

Practice：

Do some exercises on the workbook.

To help the students sum up the learning of the whole unit.

让学生通过做练习册上的练习题，进一步巩固本单元的学习内容。