M2U1 (1)
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Content |
M2U1 My abilities ( the first period ) | |||||
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Aims |
1. To use verbs to indicate actions. e.g., read, sing, dance, draw. 2. To use the modal verb can to express abilities. e.g., I can sing. 3. To believe your abilities. | |||||
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Language focus |
Pronounce the key words correctly. | |||||
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Teaching aids |
Pictures, word cards, multimedia, tape, etc. | |||||
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Procedures | ||||||
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Step |
Contents |
Methods |
Purpose | |||
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Pre-task preparation |
Warming-up |
1. Say some rhymes 2. Do some greetings eg: Hi!, Good morning. Good afternoon. Goodbye. How are you? 3. Listen and enjoy a song on page17, watch the flash and try to understand the meaning by teacher’s presentation. |
可朗诵一些学生以前的儿歌，给学生成功的体验经历，调动学生学习英语的积极性,并复习I can句型,为新授服务。 通过快速应答的方式来巩固旧知识，可以快速的把学生带到英语学习的氛围中来。 学生在聆听中感知歌曲的旋律和歌词的大意，为进一步学习本课单词draw和歌曲作好准备。 | |||
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While-task procedure |
1.To learn : draw |
1. Teacher draws the flower on the blackboard and asks: What can I do? Then answer by himself ”I can draw.” 2. Students look at the pictures, word cards and read the word. 3. Students repeat the word, phrase, rhyme after teacher. A. draw, draw, I can draw B. draw, draw, draw a flower. C. draw, draw, I can draw a flower. 4.S tudents practice the rhyme with their partners. |
用悦耳的歌曲和生动的画面形象地引出单词,激发学习兴趣。为了进一步加深学生的印象，老师有必要再在黑板上演示一下。 注意图、词的呈现，让学生能音、形、图（意）统一起来。 教师示范用单词来造词组、句子，为学生接下去自己学习巩固后几个新词打下基础。 | |||
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2. To teach : sing |
1. Teacher sings a song,. 2. Teacher asks what can I do ? And then answers by himself. I can sing. 3. Read and say something like draw 4. Try to sing a song after the flash. |
让学生在真实的唱歌活动中理解sing的含义，并巩固draw,一举两得。 | ||||
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3．To learn : dance, read |
Teacher act the other two new words and show the cards. Encourage students make some new phrases and rhymes by using the new words. eg: read, read, I can read a book. |
学生在通过模仿的基础上自己进行创编，来学习并巩固dance和 read 。学习最终的目的是让学生在学习的过程中学会学习的方法。并在以后的学习中学会使用这些方法。 | ||||
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Post-task activity |
1. Play a game: read or clap. 2. Match the pictures and words. 3. Watch the flash of page 14, listen and read it. 4. Read the chant on Teacher’s Book 26. |
通过不同形式的活动让学生快速有效地巩固今天所学的知识。 | ||||
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Assignment |
Listen, speak and read |
1. listen to the tape on page14 2. Read the new words. 3. Sing the new song to their family. |
Let’s learn的单词，要让学生在不断地认读中巩固。 | |||
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板 书 设 计 |
I can draw. sing dance read. |
教 学 反 思 | ||||
M2U1 (2)
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Content |
1A M2U1 My abilities （the second period） | ||||
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Aims |
1. To ask Wh-questions to find out a person’s ability e.g. What can you do? | ||||
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2. To learn to ask and answer e.g., What can you do? I can sing. | |||||
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3. To be polit | |||||
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Language focus |
What can you do? I can …. | ||||
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Teaching aids |
Tape, word cards, pictures, multimedia, masks, etc. | ||||
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Procedures | |||||
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Step |
Contents |
Methods |
Purpose | ||
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Pre-task preparation |
Warming-up |
1. Sing the song by actions
2. Watch flashcards 1A (dance, read, sing, draw) e.g., T: What can Alice do? Ss: Sing.(Do the action) 3. Listen and act e.g. T: order: draw Ss: Do the action. |
配上动作演唱歌曲，学生会唱得欢记得牢。 通过看、说、听、做，调动学生各种感官来复习巩固四个动词。 | ||
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While-task procedure |
1.To learn : What can you do? |
1. To elicit: What can you do? 1) T chooses a student and ask: What can you do? 2) T prompts him to answer with actions. 3) T Repeat the question for several times. 2. Say a chant 1) Say after the teacher. e.g. What can you do? What can you do? I can dance. I can dance. 2) Divide the class into groups. Have each group make new chants. |
在学生学会答句的情况下，通过老师与一学生简单的问答，学生应该能很快明问句的含义。 通过学生喜欢的chant形式，使新句型朗朗上口。而不是一味枯燥的领读跟读。 通过小组比赛的方式激发学生的学习热情，让他们更快的学会说新句型。 | ||
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2. Ask and answer. |
1. Watch the flash of page 15 2. Listen and read it. 3. Work in pairs. What can you do? I can___. |
充分利用多媒体操练问答句，然后由机械模仿到同桌自由操练，此时对学有余力的学生老师可以适当增加其他一些动词，以满足学生需要。 | |||
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Post-task activity |
1. Do a survey. 2. Talk about what you can do? |
1. (watch the flash) Do a survey on SB page 16. 1) Model T: Eddie, what can you do? I can read. So let’s tick here. 2) T helps Ss to do a survey To complete the table on Page 16. 1. Watch a flash. ( Happy Land Topics Talk about what you can do.) e.g. Hello, I’m John. I can read. 2. Try to talk about with the partner. 3. Act in the front. |
由于学生第一次接触调查报告，所以老师要充分利用多媒体的形象直观性，把调查时说的语言以及报告打勾的地方都要跟学生讲清楚，示范明白。 先看多媒体模仿，再与同学自由交谈，最后上台表演，以缓冲学生的紧张心理，也使表演更流畅。 | ||
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Assignment |
Listening, reading, and talking. |
1. Listen to the tape on page 15 and read after it. 2. Talk about what you can do. |
培养学生回家听录音跟读的良好习惯，以使学生具有良好的语音语调。 | ||
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板 书 设 计 |
What can you do? I can sing dance draw read |
教 学 反 思 | |||