新模式英语2教案-第三周-教-学-过-程.doc

。教 学 过 程（代号A4）第 1 页第一部分：组织教学（分钟）1.核对班级人数和实际上课人数2.落实缺勤学生具体原因3.填写教学日志和课堂日志第二部分：复习所学（分钟）Ask students to make a family tree if they didnt do so in the previous lesson. If they did, ask them to shar9their family trees with a partner and talk about their families. There is a blank family tree on the Activity Bank CD-ROM (Unit 1, Lesson 2, Worksheet 3).第三部分：导入新课，创设情境（分钟）Ask all the students in the class to stand. Then, ask all students with glasses to sit down. Some students may not understand at this point. If any students have glasses, point to their glasses and ask them to it down. Go over the agenda and state the objective: Today we will describe people.第四部分：教学内容（分钟）WordsAverage 平均的Comparative 比较级Complexion肤色Conclusion 结论Following 接着的Hazel淡褐色Superlative最高级As a model 作为一个样子Come up with 想出来Presentation1(示范讲解1)ALook at the picture and answer the questions in the box.Discuss the picture of Kenjis class with your class. See how much vocabulary students already know related to physical descriptions. Review the vocabulary in the box and drill students. Make special note of the verbs to use with each type of description.Before students do the practice, you may wish to review the conjugation of have.A common error students make is omitting the second verb when trying to combine descriptions. For example, they may write: Dalva is slaort and green eyes. Show students the correct way to make these sentences. You may take tlrus opportunity to teach compound sentences with the conjunction and.Practice 1（练习1）BWrite sentences about the students in the picture. Describe their hair, eyes, height, and weight, Use the words from the boxes above.Presentation2 (示范讲解2)Read the bar graph about eye color in Kenjis class. See if students can idenfy who might have the different eye colors.Prepare students for focused l_istening by going over the vocabulary again for hair color, height, and weight. Practice 2（练习2） DLook at the picture on page 7. In a group, fill in the bar graphs about Kenjis class.Presentation3 (示范讲解3)Ask three students to come to the front of the room. Ask them to line up left to right by height. Write height on the board and allow students to figure out if they should go from the tallest to the shortest or vice versa. Write tall, taller tallest and short, shorter, shortest on the board. Avoid using students to describe heavy. You may wish to interject that the word fat is not used to describe people in social situations because it can be degrading. FRead the chart with your classmates and teacher. Provide example sentences for each of the adjectives given. Use the students in the picture n the classroom. on page 7 rather than Ss in the classroom. Write e.p on the board. Help Ss understand that the word than is necessary when using comparative adjectives. You may need to express here that your comparisons are opinions and they may not all agree.Practice 3 G In a group, answer the questions about kenjis class. Because this activity relies on opinion, groups may disagree. Try to encourage members group to compromise as necessary so that they can prepare a report for the class.lesson 4 My schedulepractice 1 Talk about their life at school. How do you spend their time in school? Let students to discuss and then share their plan in a day. At the end teacher show a picture on blackboard, ask some question to check if they can read it clearly like doing a reading practice. (p11)Review 1 simple present Because this part we have learned during the past terms.Lesson 5 how is the weather today?Lead-inTeacher painting some marks of different weathers simple picture on blackboard to let students to guess those means what kind of weather. Because those are always be seen in weather forecast. It will be easy and quick to attract their attention on class.Step one: Teaching students to read the new and difficult words.Step-two: practiceShow some pictures to ask them wh