酷兔英语

章节正文

 英语教案-Whats in the teachers room

  教学目标(Teaching Aims)

    通过本单元教学,使学生能正确运用所学介词短语和There be结构,表达事物的处所与位置。能归纳i字母的正确发音,区分l, m, n, ng等辅音字母及其组合的发音。

    1) 掌握词汇:there, there's= there is, many, thing, must, open, get, help, purse, money, worry, fifty, colour, black, house, small, like(v.), play, up, with, look, have a look

    2) 理解词汇:lock, locked, playhouse, great, pingpong

    3) 语音: i /ai/ /i/

     l /l/ m /m/ n /n / ng ,n /η /

    4) 语法和句型:

     There be 句型

     介词短语on the wall, under the bed, behind the door, near the desk, in the pencil-box,

     What's in/on/under/near/behind...?

     There is a(an)... in/on/under/near/behind...

    5) 日常交际用语:

     Let me help you find it.

     Let me see. That's it.

  教学建议

    教学内容分析

    本单元通过谈论"在某处有某物"这个在生活中很常用的交际用语,引领学生使用上一单元已学过的介词,进入到介词短语与There be句型的结合运用,特别要注意中英文语序的差别,也要注意学生不要因为"有"字,而There be 和have不分。让学生学会首先用There be句型去思考,去表达,切忌用中文的思维方式(There have----"那儿有")去造句回答,并帮助学生归纳:先There be,后sth. ,再介短的"三步曲"

    用句型表达即:There is a ... in/on/under/near/behind...

    There is an ... in/on/under/near/behind...

    There are ... in/on/under/near/behind...

    使学生找到该句型的造句规律,进而制造尽量多的场景(教室里、校园内、图画书里、家庭生活照片等)让学生频繁练习,提供单复数的事物(chairs, desks, lights, flowers, boys, birds, pens, family members etc.)让学生进行动词的单复数的转换, 直至熟能生巧, 并逐渐试着进入到一般疑问句的转换。

    单词教学

    学生在语音未真正入门之前,很可能将many和money两词发音混为一谈,教师要提醒学生注意词中的元音发音,而本单元出现的情态动词(must)后必须接动词原形,以及祈使句(Let me see.)中动词用原形, 正好可以作为一个归纳;当然动词原形这个语法概念应该是早就深入人心的。另外在教授单词时可以根据需要在钱(money)、颜色(colour)、运动或游戏(games)方面提供一些课外知识,帮助学生提高兴趣。

    口语教学

    本单元所有的口语训练项目都应当围着Whats+地点?及There be句式进行。教师要通过大量的口语练习,让学生掌握句型的基本含义。特别是多为学生提供使用句型的场景,让学生感到该句型的重要性。第41、42、43课教学材料均有一定的情节,适当地组织些表演是有必要的,在组织表演的过程中,应当注意进行表演基本功的训练,强调大方自然,避免死板背诵课文,要求学生注意角色的体验,节奏,语音、语调,动作、语气等等。在口语表演过程出现的错误,教师应当在学生表演活动进行完毕以后,集中进行纠正。

    1.让一对口语搭档,就身边的文具用如What's in your bag? There is a pencil-box in my bag.等句子进行交际问答,当然在前后加上见面(Greeting)和分别或者结束(Saying good-bye)的仿真内容,增加了对话的真实性和实用性,也让学生了解了该句型在什么时候使用比较恰当了。

    2.可以事先让学生们把家庭生活照片拿来与同学进行交际对话,如:What's in the picture? What's that on your legs (maybe a little dog)? Who is the man /woman? etc.这样的对话表演大大吸引了学生们的注意力,使学生有迫切想表达自己的冲动。不了解图片中人的,看不清图中物品的,这些实际情况都使得学生在自然的情境中产生合理的对话。

    3.以组为单位,要学生发挥团体合作(teamwork)精神,在老师限定的时间内,让各组分头合计出尽量多的句型来,然后让代表同学在全班大声朗读,给正确的组句打分,最后评出得分最高的组来,加以鼓励。此项活动能激发学生在短时间内造句的积极性,活跃课堂气氛。

    句型教学

    在复习上一单元知识――介词短语(prepositions)后,教师可拿起一名学生的文具盒、书包等物,从问Where is your pen? It's in the pencil-box. Where are your books? They're in the bag.过度到What's in your pencil-box? There is an eraser in the box. There are some pens in the box.等,让学生继续简单模仿句型,直至学生明白该句型能表达的中文意思,并能自己举一反三的就实物进行陈述句型,注意提醒学生正确使用句型There be + sth. +Prepositions,重点突出练习该句型的语序,注意与中文不同的地方。

    语音教学

    本单元在语音方面要继续巩固元音字母i的开音节读音/ai/和闭音节读音/i/。双元音/ai/的难点在于:有的学生不理解/a/至/i/的口形滑动,也可以让学生记住字母的发音也一样。单元音/i/的难点在:有的学生按照汉语的"衣"字发这个音,而忽视了它音位偏后的特点。教师对这两个元音都应做一些正音的工作。

    辅音/l/,/m/,/n/,/η/的发音也是本单元的发音要点,注意讲解清浊音素的各个特点,注意它们在舌位上的不同/l/音是舌边音,发/m/音一定要抿嘴,而/n/是前鼻音,/η/是后鼻音。这四个辅音的训练有必要多在单词中进行。

    介词短语

    介词与名词或代词或相当于名词的其他词类构成介词短语,它能在句子中担任一定的成分。

    这些介词短语都表示场所、方位。在句子中通常可作定语、状语及表语。如:

    (1)The map on the wall is mine.墙上的那幅地图是我的。(作定语)

    (2)The kite is behind the door. 风筝在门后。(作状语)

    (3) The new pen is in the pencil-box. 新钢笔在铅笔盒里。(作表语)

    1)介词短语是英语中常见的表达成分,一般为"介词+the+名词"构成。如果名词前有限定语,则不用the。如:

     on the wall 在墙上 in the picture 在图中 under the tree 在树下

     behind the door 在门后面 near the house 在房子附近

     in front of the blackboard 在黑板前面 in the middle of our classroom 在我们教室中间

    2) 有些固定的介词短语中不带the, 要牢记。

     如:on foot 步行,by bus乘公共汽车,at noon在中午,in English 用英语,at least 至少,起码,at first 首先,等等。

    3) 表示在"某国、某城市",短语中不用the。如:in China在中国,in Changsha在长沙

    教学指导

    本单元的主要内容是确定人或物。通过对老句型What's in / on / near / the desk? Where is it/ he / she?的复习,导出新句型There be...。对于这一句型,应让学生多加训练,同时,通过对这一句型的学习,复习一下名词的单复数和冠词的一些基本用法。本单元的交际用语实用性较强,可让学生模拟场景进行实地操练。

    德育指导

    1.在进行There be句式操练过程中可以简要的提示一下学生,自己的物品摆放要整齐有规律,便于使用。

    2.在教授第42课时,可以提示学生拾金不昧是美德。

  Lesson 41教学设计方案

   教学目标

    1.掌握四会单词,记忆词组,了解词义、搭配和用法。

    football door locked many thing open get find must the teacher's room, at the door of

    2.掌握What's + 地点?的问法及There be句式的使用。

    3.集中复习介词in on under near at.

   重难点

    1.What's + 地点?的问法。

    2.There be句式的使用规律。

   学法引导

    1.教师教法:通过利用教室的实物问What's + 地点?及There be句式的大量操练,让学生自己归纳总结出There be句式的用法及规律。教师最后简要概括,随之进行大量的笔头及口语训练,进行巩固。

    2.学生学法:对于There be句型的学习,在反复跟读录音的基础上,掌握句子读音和重音特点后,自己能够不看文字部分就图片内容进行问答,或直接描述图片里的东西。

   教具

    挂图,投影片,录音机及听力训练磁带。

   教学过程(www.3edu.net

    Step I Revision:

    1.Practice with the student, who is on duty, about the stations of his(hers), by using the prepositions taught in Unit 10.

    2.做"Can you see it?"游戏。

    让学生A把某一同学的某一物品藏起来,由其他学生猜,直到猜对找到为止,换人重复练习Can you see it? 及回答,巩固复习介词短语。

    A: Where's xx's bag? Can you see it?

    B: Yes, I can. It's on/ in / under/ behind...

    No, I can't. I think it's n / in/ under/ behind...

    3.教师拿着找到的书包,问学生What's in the bag? Let's have a look. (给大家看)自己回答Oh. There is a pencil - box in it.(拿出再放回去)Today we'll learn Unit 11. What's in the teacher's room? Lesson 41(板书后领读What's in the teacher's room? 汉语加以解释)。

    Step II Presentation:

    1.教师接着拿刚才的书包问学生What's in the bag? 自问自答:Ah. There's a pencil-box in it.(拿出)There is an English book in it. There are some books in it. 问学生What's in the pencil - box? Can you guess? 找学生试答There is pen in it.(打开并拿出钢笔,板书)Ah. You're right. 问其他学生Can you guess? 引出There is/ are等一系列的答句,直到文具盒的东西全部拿出。

    2.After a warm-up about preposition, the teacher could lead the students into the dialogue:

    T: Where is your bag?

    S: It's on my chair.

    T: What's on your chair?

    S: It's my bag.

    T(guide): There is a bag on your chair.

    And then make the students repeat loud about several times at once.

    让学生根据这些句子归纳出There be句型的结构,归纳总结is、are的使用规律。

    3.SB Page 51, Part 1, Speech Cassette Lesson 41. Ask the Ss What's in the picture? What can you see? Now, listen first. Play the tape once and then rewind and play it again. Divide the Ss in two and have the Ss repeat. One half can be A and the other half B. Get the Ss to translate the sentences into Chinese and compare the different word order in English and Chinese.

    4.教师总结:问某地有某物通常是What's+地点?回答用There be句式。be包括 is, are.There be句式表示某地存在某物。There be表示"有",后面接名词。There是引导词,本身没有词义,be是谓语动词,后面的名词是主语,主谓语的数必须保持一致,句子的结尾是介词短语作地点状语。(用已有的板书句子加以解释说明)

    例:There is a pen and two books on the desk.

    There are two books and a pen on the desk.

    Step III Practice

    1.Let the students practice in pairs upon the easy sentence structure: What's in/on/under/near/behind...? There is a/an ...in/on/under/near/behind...Pay attention that the students can make the sentences in the right order and hint them do not forget the key word "the".

    2. Make the Ss to practise the dialogue in Lesson41, Part 1in pairs. Get some groups to present their dialogues for the class, after they have had enough chance to practise.

    3. 两人一组,利用教室里的实物,进行巩固练习,提醒学生注意There is或There are.并进行连锁式问答操练,以列为单位,Ask and answer one by one.

    Step IV Presentation

    1. Again the teacher lead the Ss come back the picture, and ask them Where are the two boys? What do they want? (They want the football.) Then let the Ss discuss about the picture.

    2. Play the tape about Part 2, make the Ss repeat and practise in pairs, then get several groups of the Ss to act before the class. Encourage the Ss who act well.

    Step V Practice

    创设the teacher's room门外的情景,两人一组,进行表演练习。

    Step VI Listening

    SB Page 51, Part 3, let the Ss draw a simple picture on the note-book by listening the tape. Compare the drawings of them and praise the good ones.[ Note: The Ss can change the relative words (be) into right patterns naturally when necessary. There is a pencil-box on your desk. There are some books in your desk.]

    Step VII Consolidation

    Assign Ex.1 as homework. Do Exx. 2 and 3 in class. It is correct to say An eraser and a ruler are on your desk, but is also conventional to say There is an eraser and a ruler on your desk.

    用所给词的正确形式填空:

    1. What ____________ (be) in the picture?

     There ____________ (be) a boy in the picture.

    2. What ____________ (be) in the picture?

     There ____________ (be) two boys in the picture.

    3. There ____________ (be) some books, a pencil - box and a pen on the desk.

    4. There ____________ (be) a pencil - box, some books and a pen on the desk.

    5. We must ____________ (open) the door and ____________ (get) the ball.

    6. Can you ____________ (find) the teacher?

    7. What's on the ____________ (teacher) desk?

    Step VIII Summary

    让学生总结出本课所学知识要点

    1.词汇方面:at the door of be locked the teacher's room等。

    2.There be句式的用法规则。

    Step IX Homework

    1.表演本课对话(可结合以前对话,加以扩展及改编)

    2.记忆本课单词,预习下课单词。

    3.书面完成Workbook.

  板书

  

  Lesson 42教学设计方案

   一、教学目的

    l.掌握四会单词及词组,了解词义及搭配,掌握用法。Purse money

    2.正确灵活运用交际用语。

    (l)Thanks very much.

    (2)You are welcome.

    (3)How are you? Very well.

    (4)That's it.

    3.巩固There be句式。

    4.了解否定形式的一般疑问句

   二、本课重点

    1.掌握四会单词,词组。

    2.正确、灵活运用日常交际用语。

    3.巩固复习There be句式。

   三、本课难点

    否定形式的一般疑问句的意义。

   四、学法引导

    1.教师教法:本课是一个连续的情景对话,通过Emma丢钱包到Jack帮她找到钱包。让学生自读,教师答疑,然后通过对话表演,反复练习,改编对话,达到熟练掌握,灵活运用。

    2.学生学法:首先要认真听录音,并做到跟读,掌握每一个单词的正确读音。然后要分角色把对话表演出来,掌握了对话内容后,要两人一组就第三部分提出的问题做问答练习。想象一下,如果自己丢了东西,该怎么把它找到呢?设计一个场景,三个人一组编一个找失物的英语小品,表演给全班同学看,然后,像书上一样就小品内容提问,请大家回答。

    五、教具

    录音机及录音磁带,投影片,黑色钱包一个(内有50元钱)。

    六、教学过程(www.3edu.net

    Step 1 Revision

    1.Free talk:

    (l)表演上节课对话,使用What's + 地点?问及There be回答。

    (2)做"What's +地点?"游戏,连锁式快速问答,以列为单位,Ask and answer one by one.

    连锁式问答:

    A: What's on your desk?

    B: There is a pencil - box on my desk.

     What's in your bag?

    C: There are some books in it.

     What's in your pencil - box?

    D: There is a pen in it.

     What's under your chair?

    E: There...

     What's...?

    F: ...

    Step 2 Presentation

    1.教师随意和一名学生对话,Oh!I can't find my purse?What is the purse?Do you know? Yes,it is a purse.(拿出钱包,指着实物说)重复purse,领读,接着说,I can't find my purse. Can you help me? What's in my purse? Can you Guess? 学生通过预习,也许会有人说出答案, There is some money.教师强调money并领读, Here is my purse. I find it. But Emma can't find her purse. Can you help her? OK. Today we'll learn Lesson 42. Let's help Emma find her purse. (板书 Lesson 42)

    2.Listen to the tape, please. 让学生听一遍,然后跟读。

    3.Open the books,学生自读,找出其中疑点,教师答疑。

    (1)Isn't it in your bag? 是个否定形式的一般疑问句,表示惊异、责难、感叹等语气有"难道不......吗?"的意思。

    例:Aren't you a student? 难道你不是学生吗?

     Don't you know the man? 难道你不认识那个人吗?

     Can't you see the box? 难道你看不见这个孟子吗?

    (2)money不可数名词,谓语用作单数。

     There's some money in it.强调谓语用is,尽管有some修饰,但由于money不可数,强调不可以加s.

    (3)Thanks very much.感谢的方式还有:

     Thank you. Thanks. Thanks a lot. Thank you very much.

    (4)You're welcome. 不客气,用于回答感谢话,还可以是:

     That's OK. That's all right. Not at all.

    (5)well是副词(adv.),与good同义,但good为形容词。(adj.)用于回答身体状况,精神状态等用wall或fine等。

     How are you? Very well.不能说very good。还可以答Fine. I'm OK等.

    (6)There's a purse here.Here是副词(adv.),使用时前面不可以接介词,类似的还有there.

    例:There're some girls there.那有一些女孩子。

     I'm here. 我在这。

     强调不能说in here, on there等。

    (7)Let me see. 让我想想,强调let是使义动词,后面接不带to的不定式,也就是动词原形。

    例:Let me help you.

     Let's go.

    (8)yuan为人民币单位,不可加s,同样的还有fen.

    例:five yuan twenty fen

    (9)That's it. 就是它,就是这个。

    4.学生自读,反复朗读练习。

    Step 3 Drills

    1.回答问题,帮助学生深入理解原文

    Who is Jack?

    Who can't find the purse?

    What's in the purse?

    What colour is the purse?

    2.全班学生3人一组,分角色扮演Emma、Jack and the man. (建议全文整体处理,比较完整)

    Step 4 Practice

    学生自行改编、扩充对话,并表演。

    Step 5 Consolidation

    完成下列对话:

    A: Excuse me. Sun Xue. Can you help __________? I can't __________ my purse.

    B: Isn't it ___________ your bag?

    A: No, it__________.

    B: I'm sorry. What ___________ in your purse?

    A: There __________ some money in it.

    B: Don't__________. Let me help you __________ it.

    A: ___________ very much.

    B: You're__________.

    B: Good morning, Ma Xiao. Li Jing can't find her purse. Can you help _________?

    C: There __________ a purse here. What __________ in your purse, Li Jing?

    A: Let me __________. There ________ some money. About twenty yuan. Oh, there's a picture___________ my family, too.

    C: What __________ is your purse?

    A: It's red.

    C: Look! Is this your purse?

    A: Oh! __________ it. Thanks __________ __________.

    C:______________________________.

    Step 6 Workbook

    1. Do Ex. 1 Key words: (1) is, is, is, that, wrong , sorry, OK.

    (2) Hello, that, is, is, find, help, the, is, you

    Step 7 Summary

    1.让学生总结出本课所学知识点:如money let yuan well That's it. Thanks very much. You're welcome. 等。

    2.让学生齐背对话。

    Step 8 Homework

    1.记忆本课单词和词组。

    2.表演本课对话。(鼓励改编、扩充)

    3.预习下课单词及对话。

  七.板书

  

  Lesson 43教学设计方案

   一、教学目的

    1.掌握四会单词、词组,了解词义,搭配及用法。

    be small with tree house

    have a look  in the tree

    2.巩固There be句式。

    3.了解选择疑问句及回答。

   二、本课重点

    1.掌握四会词,词组。

    2.灵活、正确使用There be句式。

   三、本课难点

    选择疑问句

   四、学法引导

    1.教师教法:本课与上两课在内容上没有联系。但是,对于句式学生已经比较熟练了。看到本课的挂图,通过教师的介绍,本课生动有趣,符合学生们的心理年龄特点,学生们的兴趣会很高,会主动去思维,回答、猜想问题的答案,在问答过程中自然而然的解决本课知识点

    2.学生学法:学完这课的内容,建议大家把图片的说明挡起来,用自己的语言描述一遍图片的内容,尤其要说清树屋里的东西。然后跟着录音学习第二部分的对话,再以Lucy和Lily的身份把这段对话表演出来。接着一个同学合上书,另一个同学提问第三部分的问题,不看书的同学回答。作完一遍后,两个人再调换过来。也可以自己设计一个小屋的蓝图,想想如果有一间房间可以让你来做主,你要如何去布置它?

   五、教具

    挂图,投影片。

   Step 1 Revision

    1.Free talk

    学生自由表演本单元对话。

    2.利用班级实物以列为单位进行连锁式快速问答比赛。

    3.教师同时挂出第43课挂图。Look at the picture, today we'll learn lesson 43(板书)。

   Step 2 Presentation

    T:Look at the picture. It is a tree house. Do you like to play in the tree house?

    S:Yes, we do.(把学生的兴趣调动起来)

    T:There is a big tree behind Li Lei's house. In the big tree, there is a small play house. Do you know big and small?(辅以手势,让学生明白)It is a tree house(稍作解释tree house)Li Lei and his friends like to play in the tree house(解释like to play,例:Do you like to swim?...)问学生Do you like to play in the tree house?Why?What's in the tree house?Can you Guess?教师提出问题后,由学生自由想象,发挥回答,练习There be句式。

   Step 3 Drill

    1.让学生两人一组,一问一答练习。

    2.抽出几组问答。

   Step 4 Presentation

    Look at the picture. Can you find Tom and Bill? Where are Tom and Bill?

    Yes, they are up there in the tree. Pay attention to the prepositional phrases in the tree and on the tree.

    例:The apples are on the tree.苹果在树上。

     I'm in the tree.我在树上。

    强调外来的东西在树上用 in the thee,属于树本身的东西在树上用on the tree.

    Tom is in the tree will Bill. Pay attention to "with". It is a preposition. It means"和、跟" in Chinese,表示伴随。

    例:Go with me. 跟我走。

     The teacher came in with a book. 老师拿着一本书进来了。

    1. Open the books, 学生自读,教师答疑。

    (1) Great! 太好了,表示语气惊叹。

    (2) have a look 看一看。

    例: Is this your book? Let me have a look. 这是你的书吗?让我看一看。

     have a look 与 look 同义。

    例: Look at your book.

     Have a look at your book.

    (3) 选择疑问句,由一般疑问句 + or...?构成。语调是or前面为升调,or后面为降调。回答时不能用Yes或No, 应从两个选项中择其一。

    例: Are you a boy or a girl?

    Im a boy. 我是男孩。强调不能说 Yes, I'm a boy.

    Is it a desk or a chair? It is a desk.

   Step 5 Practice

   Step 6 Consolidation

    I. 选择正确答案

    1. Are you Li Ming or Li Lei?

    A. Yes, I am Li Ming.  B. No, I am not Li Lei.

    C. Im Li Ming.    D. Yes, I am.

    2. Can you see the apples __________ the tree?

    A. in  B. on  C. with  D. at

    3. That coat is nice. Please let me ___________.

    A. see  B. look  C. have a look  D. look at

    4. Li Lei ___________ Li Ming go there _________ the teacher.

    A. and, and  B. with, and  C. and, with  D. with, with

    5. There __________ a table, two beds and a clock in the room.

    A. am  B. is  C. are  D. be

    6. There ________ two beds, a table and a clock in the room.

    A. am  B. is  C. are  D. be

    II.句型转换

    1. Hes up there in the tree. (就画线部分提问)

    2. Theres a tree house in the tree. (就画线部分提问)

    3. Lily and Lucy are under the tree. (就画线部分提问)

    4. The table is big. (与Small构成选择疑问句)

   Step 7 Workbook

    1. Do Ex. 2: Key words: Who, What, Where, Which, How.

    2. Do Ex. 3: Key words: There, are, some, boys, and, girls, in, it.

   Step 8 Summary

    1.选择疑问句的构成,语调及回答。

    2.big- small 互为反义词,big means not small.

    3.知识点:have a look  in the tree  with  there

   Step 9 Homework

    1.记忆本课单词,词组。

    2.改编、扩充本课对话。

    3.预习下课单词及课文。

    4.书面完成Workbook.

   七、板书

    

  Lesson 44教学设计方案

   一、教学目的

    1.三会掌握字母i在单词中的读音[ai][i]

    掌握字母m、n、l在单词中的读音分别为[m][n][l],字母n及字母组合ng的发音为

    2.巩固复习What's + 地点?的问句及回答There be句式。

    3.系统归纳本单元所学内容There be句式及知识点

   二、本课重点

    掌握元音字母i及辅音字母m,n,l的发音规则。

    掌握句式复习名词所有格及祈使句。

   三、本课难点

    使学生掌握发音规则,读音准确。

   四、学法引导

    1.教师教法:通过准备好的单词投影片,让学生自己总结归纳出字母i,m,n,l的发音规律,并利用总结出的发音规律试读两个未学过的、符合发音规律的生词。通过看图问答,做游戏,总结巩固训练There be句式。让学生自己归纳总结本单元知识要点,归纳并加以概括,加之适量的练习以便巩固。

    2.学生学法:大家对There be句型进行复习时,要充分利用所给的图片,我们要用What,Where疑问句和There be句型对第二部分的图进行问答,注意有些东西的位置不一定合乎逻辑,例如,你看一看面包和扫帚都在什么位置,生活中不会出现这样的情况,这样才能给我们留下深刻的印象嘛!最后,大家自己画幅画,怪一点最好,让另一个同学用What 问句来确定画里到底有什么东西,再用Where问句找出该物的位置。看他能不能画出一幅完全一样的图来。

   五、教具

    挂图,投影片,一个乒乓球,一条丝巾。

   六、教学过程(www.3edu.net

    Step 1 Revision

    1.Free talk

    让学生自由发挥表演本单元对话,内容包含There be句式。表演5组,对表演好的小组给以掌声鼓励,评出最佳男演员及最佳女演员。

    2.看图问答(把第二部分的挂图挂上)教师问:What's in this picture? Where is it?

    Where are they? Can you answer my question? OK. This is Lesson 44. .(板书)Try your best to answer my questions. Work in pairs.给学生一分钟时间练习准备,然后一名学生问,一名学生到黑板前指图回答。

    Step 2 Presentation

    Open your books.Look at Part 3.学生自读,理解游戏。

    Step 3 Practice

    在理解游戏的基础上,两人一组,让学生机械模仿。待三、五组后学生理解了,再给学生时间去创造自己的游戏,然后表演。最后教师随意抽两名学生,随意摆放一些物品,让学生即时表演,以达到熟练、灵活运用的程度。

    Step 4 Presentation

    放单词投影片第二部分(第一、三部分遮住)

     

    1.让学生朗读第一竖行,然后露出音标[ai],引导学生发现前三个词结构的共同点:"i+辅音字母 + e(不发音)"指出此类词是开音节词,元音字母在开音节中发字母名称音,即i发[ai]音,露出第三部分,让学生试读,然后再指出ind是字母组合,i在ind组合中发[ai]音,如kind, mind等。

    2.让学生朗读第二竖行,然后露出音标[i],引导学生发现这组词跟第一组词的差别在于词尾少了字母e,指出这类词为闭音节词,元音字母i在闭音节中发[i]音.露出第三部分,让学生试读。

    3.按上述步骤,让学生自己总结m,n,l的发育规则。

    Step 5 Presentation

    书中Part 4 and Part 5可作为游戏内容,根据时间情况选用。

    Step 6 Workbook

    1.Do Ex.1.

    2.Do Ex.2.

    3.Do Ex.3:Read and act out the dialogue.

    4.Do Ex.4.5:Ask and answer.

    5.Do Ex 7:Key words:are,There's,There're,There're,There're,There's

    Step 7 Checkpoint

    让学生自己总结归纳There be句式及几处需强调的地方,如be的形式,对There be句式中物品的提问方式等,举出例句。

    归纳介词短语,如:on in behind under near at等。

    还有本单元的知识点,如:the teacher's room many get money well yuan here these big small in the tree on the tree like to play with Let me help you find it. That's it. have a look等等,尽可能多的由学生把知识点都归纳总结出来,教师最后加以补充及重点强调.

    Step 8 Workbook

    Step 9 Homework

    1.背写本单元单词及词组。

    2.总结复习本单元知识点,听本单元录音带2-3遍。

    3.预习下课单词及词组。

    4.做单元习题。

    八、随堂练习

    I.用适当的介词填空

    1. What's ________ this picture?

    2. Tom's up there in the tree ________ his friend.

    3. Ca you see the things _________ the desk?

    4. You can't see it. It's _______ the door.

    5. -What's ________ the bed? -Shoes.

    II.连词成句

    can, see, what, on, you, the, floor (?)

    classes, one, in, there, eight, grade, are (.)

    have, let, look, your, me, a, at, new, bike (.)

    is, some, pens, there, and, a. book, on, the, desk (.)

  探究活动

  做一做

    让全班同学举起双手,跟老师做动作,如:在讲介词on时,可一手握拳,另一手掌平伸,用拳与手掌所有表面接触的点都可用on the hand表示;而讲in时,便一手握空心拳,另一手的大拇指做塞进拳头的动作,意味着in the hand;还有一手掌平伸,一手握拳在手掌上下移动,表示above或under等等。教师还可以联想更多的动作,带领学生们一起做,使介词形象化、生动化。

  介绍我的卧室

    目的:巩固"there be"句型,并训练学生听和说的能力,促进学生之间的交流,培养学生的动手能力。

    过程:

    1.教师发给每个学生一张白纸,要求学生在规定时间内用"there be"句型写一篇介绍自己卧室的短文,并画出相应的简图。

    2.学生A把自己的短文念给学生B听,学生B根据听到的信息画简图。

    3.学生B把自己的短文念给学生A听,学生A根据听到的信息画简图。

    4.学生A和学生B交换简图,并与自己所画的简图相比较,核对自己是否有表述不当或对方有画错位置的地方。

    5.学生A和学生B把自己写的短文与对方画的简图一起交给教师,由教师作出等级评定,并提出修改意见。

  失物招领

    目的:培养学生的竞争意识,锻炼学生的人际交往能力及用语言解决问题的能力。

    过程:

    1.教师在课前悄悄地从不同学生处收集文具、书包和眼镜盒数个。

    2.课堂上教师询问谁的学习用品不见了,请他到"失物招领处"认领。

    3."失物招领处"的工作人员由若干名学生轮流担任。

    4."失主"依次到"失物招领处"认领"失物";工作人员要求"失主"用所学语言描述自己物品的特征和里面所装的东西,工作人员根据失主的描述归还物品。

    5.教师与其他学生根据表演者的用语、语音、语调、表情和动作等评选出"最佳工作人员"和"最佳失主"扮演者。

  设计舞台布置草图

    目的:复习有关家庭摆设的词汇和表示方位的介词短语,训练学生的听力,培养学生审美情趣和艺术鉴赏力。

    过程:

    先准备好水彩笔、白纸、录音机

    1.教师布置任务:学校要演出著名童话剧《白雪公主和七个小矮人》,导演想请学生帮助布置白雪公主和七个小矮人的房间。请学生听导演的一段录音,小组合作设计舞台布置草图。

    2.教师发给每个小组一张白纸,然后放三遍录音;学生3~4人合作完成画图,并根据自己的喜好给各种摆设涂上颜色。

    3.收集各小组的图画,根据物品摆放的正确性、色彩的协调性、设计的美观性,评选出"最佳舞台设计",并展出其设计图。

    做游戏练习there be结构

    猜一猜:让一名学生将事先准备好的一大副图片展示给全班同学,再叫一位还没完全看清楚的同学背对画面,面对同学们提问:"Are/Is there any... in/on/under/near/behind...?"同学们答:"Yes/No"。该活动旨在训练学生们使用There be的一般疑问句以及它的问答形式。

    小组竞赛:让小组同学以组长为核心,共同造尽量多的There be句型的句子,并每一句话出两名同学参加竞赛,一名同学说出所造句子,一名同学做正确翻译,注意句子内容的英文语序,一定是用英文思考才行。最后,看哪一组同学组句又多、又快、又好,并评奖。

    拼图游戏:让学生们事先准备好图片,然后根据搭档的There be句,做正确的拼图,看谁反应又快又好,看谁的句子、拼图有创意。

    听音选图:给出相近的几副图,让学生听一段录音,之后选出录音所描写的那一副图来。

    正确表演:让甲、乙两名学生配合,当甲说出There be句,乙便做出正确的表演。如:甲说"There is a boy on the desk.",乙便坐在桌上;甲说"There is a boy on the floor." ,乙便坐到地上;甲说"There is a boy behind the door.",乙便躲到门后去,等等。诸如此类,能大大增强该句型的直观教学效果,也大大调动了学生们的积极性。

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关键字:初一英语教案
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