優(yōu)品課件之Module2Myfavouritethings

1、優(yōu)品課件 Module 2 My favourite thi ngs 課題 Module 2 Myfavourite thin gs Un it 1 An imals in the zoo Look and read 教學目標 知識與技能： Using the simple present tense to express simple truths. Using imperatives to give instructions.Using prepositionalphrases to indicate time.過 程與方法：Ide ntify key words in an uttera

2、 nee by recog nizing the stress. Produce simple phrases and sentenees. Use appropriate intonation in questions and statements. Identify main ideas from a text with teacher support.情感、態(tài)度與價值觀：了解動 物管理員的日常生活。教學重點和難點Using the simple present tense to express simple truths. e.g. I work in a zoo. Using impe

3、ratives to give in structi ons. e.g. Open the gates. Using prepositional phrases to indicate time. e.g. At six o clock , Mr. Tang ope ns the gates.教學媒體 Word and picture cards, Clockface, etc.課前學生準備 English book, reading the text 教學流程 Pre-task preparatio n 1. Ask and an swer 2. Review the time: What

4、time is it now? 3. Talk about the students about the zoo. Review known ani mal vocabulary. Point to each of the pictures of animals on page 22 of the student s book and invite differentstudents to namethe animals. 4. Teach the new words: kilos 5. Play the cassette: Look and read. The students listen

5、 and follow in their books. 6. Play again. The students listen and repeat. 7. Read the timetable. Ask: What time does Mr. Tang ope n the gates/ clea n the cages/ feed the tigers/ have his breakfast, etc. While-task procedure Distribute a copy of Photocopiable page 23 to each student/ pair. Working i

6、n pairs, the students look at page 22 of the student s book and discuss the task. The stude nts the n complete the task, match ing the times with the pictures. Post-task activity Using the completed task and the timetable on page 22 of the student s book, invite differe nt stude nts to talk about wh

7、at Mr Tang does in the morning at the zoo. Encourage the students to follow this patter n: At six o clock, Mr Tang ope ns the gates. 板書設計 Module 2 Myfavourite things Un it 1 Ani mals in the zoo Timetable 6:30 ope n the gates 6:30 clea n the cages. 7:45 Feed the tigers (10 kilos of meat) What time do

8、es the zoo-keeper open the gates? He ope ns the gates at half past six.教學效果的反 饋1.本課中主要讓學生掌握時間的兩種表達和數量的問答，學生在 學過的基礎上，學得相對輕松，對kilo的運用有待加強。2.我通過 對鐘點的演示和對比，讓學生了解兩種時間表達的順序；通過對數量 關系得展示，讓學生了解不可數名詞數量的運用。3.作業(yè)中，部分 學生對第三人稱單數還有漏s的現象，需加強針對性練習的操練；少 數學生對three kilos of hay運用不夠熟練。 課題 Module 2 My favourite thin gs Un

9、 it 1 Ani mals in the zoo Say and act教學目標 知識與技能：Asking wh- and How questions to find out time. Askingwh- and How questions to find out quantity. Askingwh- and How questions to find out specific information. Using the simple prese nt tense to express simple truths.過程與方法： Produce simple phrases and se

10、ntences. Usemodeled phrases and sentences to com muni cate with teachers or other lear ners.Locate specific in formatio n in a short text in response to questi ons.情感、 態(tài)度與價值觀：了解動物管理員的日常生活。教學重點和難點 Asking wh- and How questions to find out time. Asking wh- and How questions to find out quantity. Asking

11、 wh- and How questions to find out specific information. Usi ng the simple prese nt tense to express simple truths.教 學媒體 Cassette, Photocopiable page24, etc.課前學生準備 English book, the timetable.教學流程 Pre-task preparation3. Ask and answer 2. Recite the words of Page 22 3. Invite different students to an

12、swer questions about Mr. Tang s timetable. Ask: What time does Mr. Tang feed the mon keys? , etc. While-task procedure 1. Read the dialogue by yourselves. 4. Play the cassette: Say and act. The students listenand follow in their books. 5. Play the cassette again. The students listen and repeat. 6. W

13、ork ing in pairs, the stude nts role-play the dialogue. 7. In vite a few pairs to role-play the dialogue in front of the class. 8. Ask questions about the first card in Ask and answer: What time does Mr. Tang feed the elephants? What do they eat? Howmuchdo they eat? 9. Work in pairs, the students as

14、k and an swer similar questi ons to complete the other three cards. 10. Ask the questions about Mr. Tang at the bottom of page 21 of the student s book. 11. Review: I feed -he feeds, I ope n-he ope ns, as Ian guage preparati on for complet ing the task. Post-task activity Workbook page 10 1. Ask the

15、 stude nts to study the table at the top of the task. 2. Invite students to read each of the speech bubbles in 1. 3. The stude nts fill in the missing words. Consolidation GrammarPractice Book page 21 板書設計 What time do you feed ? I feed them at in the morning. What do the eat? They eat How much do t

16、hey eat? They eat kilos of When do you ? I at in the morning. 教學效果的反饋1.在上一節(jié)課的基礎上，本課的問答學生學得較快， 教學效果很好。2.通過動物管理員的時刻表的出示，進行對子操練， 學生操練到位。3.作業(yè)中，The tigers eat 10 kilos of meat every day.禾口 The tigers eat 10 kilos of meat every day.咅B(yǎng)分學生容 易混淆，需在練習中加強訓練。 課題 Module 2 Myfavouritethin gs Un it 1 An imals in t

17、he zoo Look and read 教學目標 知識與技能： Using imperatives to give in structi ons. Using prepositi ons to in dicate positi on. using prepositi ons to in dicate directi on.過程與方法：Ide ntify key words in an uttera nee by recog nizing the stress. Recog nize differences in the use of intonationand respond appropr

18、iately. Produce simple phrases and senten ces. Locate specific in formatio n in a short text in response to questi ons.情感、 態(tài)度與價值觀：要禮貌告訴別人到某一目的地的方法。教學重點和 難點 Using imperatives to give instructions. Using prepositi ons to in dicate positi on. using prepositi ons to in dicate directi on.教學媒體 A street pl

19、a n of the area n ear your school, etc. 課前學生準備 English book, some pictures. 教學流程 Pre-task preparatio n 2. Ask and an swer T: What time do you have breakfast? S: At seve n. T: What do the elepha nts eat? S: They eat hay. T: How much hay do they eat? S: They eat 60 kilos of hay. 3. Recite the text on

20、Page 23 4. Review: left, right. Turn left. Turn right. 5. Teach the new words: up, down, along. 6. Read: Look and lear n. In vite stude nts to read the words. 7. Play the cassette: Look and read. The students listen and follow in their books. 8. Work in pairs. The students ask and answer questions a

21、bout places on the map, e.g. Where is the Rain bow Hotel? Now liste n The tasksheet for this liste ning activity is photocopiable page 25. This task will give students additional practice in locating specific information in response to simple instructions. Post-task activity Display the sheet plan o

22、f the area near your school. Draw a star on the school. Explain to the students that the star shows where they are right now. invite differentstudents to give you directions to places close to the school, e.g. a bus-stop, a shop, etc. ConsolidationGrammaPractice Book page 22 板書設計 Excuse me, where is

23、 ? Go to Go up the steps. (Go down the steps) left (on the left) right along Rain bow Hotel Holiday Hotel Yanan Road 教學效果的反饋1.本節(jié)課主要掌握如何行走一條路線，學生對祈使 句掌握較牢，因此，對于路線的表達學生學得較好。2.通過對地圖 的觀察，學生有感而發(fā)，自己切身感受行走的路，學習積極性很高。 3.作業(yè)中，學生完成較好，但在專用名詞上，部分學生不注意大小寫， 少數學生cross和walk along還不能分清，在練習的反饋中要重點 操練。 課題 Module 2 My f

24、avourite thin gs Un it 1 An imals in the zoo Ask and answer 教學目標 知識與技能： Using imperatives to give instructions. Asking wh questions to find out the place, positi on or directi on. Using the prese nt continu ous tense to describe an action. Askingwh- questions to find out various kinds of specific in

25、 formati on about an object.過程 與方法：Ide ntify key words in an uttera nee by recog nizing the stress. Produce simple phrases and sentences. Locate specific in formatio n in a short text in response to questi ons.情感、 態(tài)度與價值觀：要禮貌告訴別人到某一目的地的方法。教學重點和 難點 Using imperatives to give in structi ons. e.g. Go dow

26、 n the steps. Askingwh- questions to find out the place, position or directi on. e.g. Where are the tigers? Using the prese nt continuous tense to describe an action. e.g. It s talking.教 學媒體 A map of the zoo, pairs of scissors and some Blu-tack, etc. 課前學生準備 English book, some pictures. 教學流程 Pre-task

27、 preparation 3. Ask and answer. 4. Review: Working in pairs, the students take turns to ask and answer questions about the map on page 24 , e.g. Where is the Holiday Hotel? Go along Yanan Road. The hotel is on the right. 5. Show the map of the zoo. Ask the questions. E.g. Where are the tigers? 6. Pl

28、ay the cassette: Ask and answer. The students listen and follow in their books. 7. Working in pairs, students take turns to read the dialogue. 8. Invite a few pairs to read aloud the dialogue. 9. Review: the n ames of differe nt colours, two-coloured, and the present continuous tense. While-task pro

29、cedure 1. Using the map, the stude nts ask and an swer questi ons. 2. In vite a few pairs to ask for and give directions in front of the class. 3. Working in pairs , the students take turnsto talk about their parrots. Post-task activity 1. 1 Workbook page 11 The students use Blu-tack to stick their

30、parrots in differentplaces on the frieze. 板書設計 Excuse me, where are the tigers? Go down the steps. Cross the small road .S1: Look at my parrot. It s and. S2: What is it doing? S1: It s talking/.教學效 果的反饋1.這是對上節(jié)課的再復習，學生掌握較好，教學效果好。2. 繼續(xù)看地圖，以動物園地圖為例，學生身臨其境，學習興趣很高，能 達到預設的目標。3.作業(yè)中，寫出從家到學校的路線，部分學生舉 行不夠，有些學

31、生出現語法錯誤，完成情況不夠理想。句子：May, don t cros sing the road.（現在進行時）一部分學生沒注意是否 定句，類似題目要多做。 課題 Module 2 My favourite thi ngs Un it 1 An imals in the zoo Where are the parrots? 教學目標 知識與技能： Using adjectives to describe animals.Using prepositions toindicateposition. 過程與方法：Identify keywords in an utteranee by recog

32、nizing the stress. Locate specific in formatio n in resp onse to simple instructions or questions. Locate specific information in a short text in response to questio ns.情感、態(tài)度與價值觀：要 愛護動物及花草樹木。教學重點和難點Using adjectives to describe animals. e.g. the red parrot Using prepositions to in dicate positi on. e

33、.g. It s on the bran ch.教學媒體 The parrot frieze, blu-tack, etc.課前學生準備 English book, liste ning to the tape.教學流程 Pre-task preparati on 1. Ask and answer. 2. Display the parrot frieze and ask questions about it, e.g. Whereis the red and green parrot?etc.Invite different stude nts to an swer. 3. Look at

34、 the picture on page 26. 4. Read the dialogue below the picture. The stude nts practise the dialogue. Then read the words and phrases below the dialogue. The students listen, follow in their books and repeat. While-task procedure 1. Tell the students that the feeding time is 8:15. Ask students to co

35、mplete the notice at the bottom left corner of the page. 2. Give each student a parrot from the parrot frieze and someBlu-tack. Working in groups, the students take turns to place the parrots in various positions on the picture. E.g. on the bran ch, in the house, beside the pon d,etc. Then they iden

36、 tify the parrots by colour and describe their locati on in the picture , e.g. The yellow and gree n parrot is on the pond. 3. Movethe parrots to the different place , then ask and answer. Post-task activity 1.1 nvite different students to point to a parrot on the parrot frieze and describe it, stat

37、ing its colour and its location, e.g. The yellow and red parrot is under the table. 板書設計 Where s the red and yellow parrot? It s on the bran ch. 教學效果的反饋1.本課內容較簡單，學生學得很好，教學效果好。2. 通過圖片和實際環(huán)境，學生很認真分辨物體所在位置，從而進行相對 性操練。3.作業(yè)完成較好，在句子 My father works in the zoo. 提問都基本正確，但少數學生在does和your上出現錯誤，應加強針 對性練習。 課題 Mod

38、ule 2 My favourite thi ngs Un it 2 Favourite toys Read and answer 教學目標 知識與技能： Using the simple present tense to express simple truths. Using the prese nt continu ous tense to describe an action taking place at the time of speaking. 過 程與方法：Ide ntifykey words in an uttera nee by recog nizing the stres

39、s. Use appropriateintonation in questions and statements. Locate specific information in a short text in response to questio ns.情感、態(tài)度與價值觀：要愛護玩具。教學重點和難點 Using the simple prese nt tense to express simple truths. e.g. Grandma Wang lives in Pudong. Using the present continuous tense to describe an actio

40、n taking place at the time of speaking. e.g. Kitty and Alice are visitingher.教學媒體 A large old key, two dolls and two puppets, etc.課前學生準備 English book, some toys. 教學流程 Pre-task preparati on 2. Ask and an swer T: What time do you go home? S: At half past four. T: What do the parrots eat? S: They eat c

41、orn. 3. Review toy s names. Ask students to tell you what toys they have. 4. Review: doll. Teach the new word: puppet and key. 5. Play the cassette: Read and answer. The students listen and follow in their books. 6. Play the cassette again. Ask the students to listen and look at the pictures and rel

42、ate them to the story. While-task procedure 1. 1. The students quietly read the story and relate it to the pictures. 2. Ask the questions at the bottom of the story and invite different students to answer. 3. Working in groups of three, the students role-play the story, using the pictures and questi

43、ons as a guide. Post-task activity 1. Workbook page 12 1. Read the words at the top of the task. 2. Complete the senten ces orally. 3. The stude nts write the an swers in full senten ces. Con solidati on Grammar Practice Book page 24板書 設計 Favourite toys Live visit key puppet all the Whaf s in the bo

44、x? There is/are The girls give the key to Grandma. =The girls give Grandma the key.教學效果的反饋1.本課是一篇綜合 性短文，主要提高學生的閱讀能力，學生在聽的基礎上，能很快理解 文章意思，教學效果較好。2.通過理解分析，學生對短文有了一定 的了解，學生能較好的完成問題的回答。 3.作業(yè)中，部分學生對 Whaf s + 地點？用 There be 句型回答和 give sb sth, give sth to sb有所混淆，在下次的教學中加強練習。 課題 Module 2 My favourite thi ngs

45、Un it 2 Favourite toys Look and say 教學目標 知識與技能： Askingwh- questions to find out about a specific object. using the simple present tense to express interests, feelings and opinions.過程與方法：Identify key words in an utteranee by recognizing the stress. Use appropriate inton ati on in questi ons and state

46、me nts. Locate specific informationin a short text in response to questions. 情感、態(tài)度與價值觀：表達對玩具的喜愛。教學重點和難點Asking wh- questions to find out about a specific object. e.g. Which aeroplane do you like? using the simple present tense to express interests, feelings and opinions. e.g. I like all the dolls. 教學

47、媒體 Some toys, word and picture cards, etc.課前 學生準備 En glish book, liste ning to the text.教學流程 Pre-task preparation 3. Recite somewords. 4. Display the toys. Review the n ames of the toys. Ask: Which toy do you like? 5. Show a toy dino saur, ask: is it a pan da? Teach the new word. 6. Ask and answer w

48、ith the toys: Which do you like? While-task procedure 1. 1. Usethree toys to showthe differentuse of “all the ” and “ both ” . Hold up two toys and say: Both bears are brown. Then hold up all three toys and say: All the bears are brown. 2. Play the cassette: Look and say. The students listen and fol

49、low in their books. 3. Play again. The students listen and repeat. 4. Divide the class into pairs of the same sex. The boys take tur ns to role-play the dialogues in 1 and 3, and the girls take turns to role-play the dialogues in 2 and 4. 5. Invite a few pairs to role-play the dialogues in front of

50、the class. 6. Read the model dialogue in Ask and answer. The students ask and answer the questions in pairs. 7. Invite a few pairs to talk about the pictures in front of the class. Post-task activity 1. 1. Photocopiable page 29. 2. Working in groups, the students act out the story.板書設計 Which bicycle

51、 do you like? I like both bicycles. I like all the bicycles.教學效果的反饋 1.both 在前面的學習中學生早已學會，all the的學習學生也較易學會，因 此，這課學習效果很好。2.通過物品數量的出示，學生熟練掌握which 句型的三種問和答，學生能積極地進行操練。3.練習冊的作業(yè)中， 學生完成較好。在 Ben likes both dinosaurs.和 I like all the bikes.部分學生用了 how many提問，要加強針對性練習。 課題 Module 2 My favourite thi ngs Un it 2

52、 Favourite toys Do a survey 教學目標 知識與技能： Askingwh- questions to find out a person s identity. Asking how questions to find out qua ntity. Using the simple prese nt tense to express simple truths. 過程與方法：Ide ntify key words in an uttera nee by recognizing the stress. Produce simple phrases and sentenee

53、s. Locate specific information in a short text in response to questio ns.情感、態(tài)度與價值觀：了解班中同學的喜好。教學重點 禾口難點 Asking wh- questions to find out a person s ide ntity. e.g. Who has a bicycle? Aski ng how questi ons to find out quantity. e.g. How many girls have a ball? Using the simple prese nt tense to expre

54、ss simple truths. e.g. Six girls have a bicycle.教學媒體 Some small toys, word and picture cards, etc.課前學生準備 English book, listeningto the text. 教學流程 Pre-task preparati on 5. Ask and an swer 6. Ask: Whohas a doll/ ball? To elicit: I ve got a doll/ ball. 7. Ask: Who has got a computer. Teach the new word

55、: computer. 8. Play the cassette: Do a survey. The students listen and repeat. 9. Explain to the students that they are going to find out howmany stude nts in the class own differe nt kinds of toys. 10. Distribute a copy of the table to each student. Explain to the students how to do the survey. Whi

56、le-task procedure 1. Do the survey in the groups. 2. When the groups have filled in their survey forms, invite each group to tell you their finding. Ask: How many girls have a ball? How many boys have an aeropla ne? Etc. 3. Working in pairs, the students take turns to ask and an swer questi ons abou

57、t their survey forms. 4. Read: Write a report. 5. Ask the groups to write their group s report. 6. In vite the group leader to read out the report. Post-task activity 1. 1. Workbookpage 13 2. Ask in dividualstude nts: What is your favourite toy? To elicit:My favourite toy is a.3. More oral practice

58、page 35. Ask and answer. Consolidation Grammar Practice Book page 27 板書設計 Who has a bicycle? Six girls have a bicycle. Three boys have a bicycle.教學效果的 反饋1.對人及數量的提問學生進行了再復習，學生學得很輕松，教 學效果好。2.通過調查，學生能熟練運用 Whohas a bicycle?及Three boys have a bicycle. One girl has a bicycle. 3.作業(yè)中，部分 學生 Ten boys have a G

59、ameboy. 做成了 Who have a bicycle? 還有 How many have a Gameboy?要加強針對性練習的訓練。 課題 Module 2 My favourite thi ngs Un it 2 Favourite toys Look and say 教學目標 知識與技能： Asking wh- questions to find out specific information about an object. Using adjectives to describe objects.過程與方法：Ide ntify key words in an uttera

60、nee by recog nizing thestress. Recog nize differe nces in the use of inton ati on in questi ons and stateme nts. Produce simple phrases and senten ces. Use appropriate inton ati on in questions and statements. Use modeled phrases and sentences to com muni cate with teachers or other.情感、態(tài)度與價值觀：/ 教 學重