修正Unit 10.doc

英语海洋 魔耳领航Book 1 Unit10 Where is my bone?一、Teaching aimsl 1. 会用jump, run 等开头的祈使句。l 2. 学习询问某样东西的方位的句型：Where.?l 3. 教学生理解Spot干活就要骨头的特点。二、Key pointsl 1. Words：jump, dear, woof, give, run, get, where, back2. Sentences：Where is my bone?l 3. Chant：Where is my bone?三、Teaching aidsl 头饰、单词卡、情景挂图等。l Period 1: Lets Look（40）一、Pre preparation：1. 了解学员的性格特点。2. 这节课上完后学生可以学会用Where.？询问某样东西的方位。二、Teaching aids：单词卡、头饰。三、Key points：jump, dear, woof, give, run, get, where, back单词的学习。四、Teaching Procedures：Teaching Proceduresl Step 1: Greeting ( 2)热情的和学生打招呼：“Hello, boys and girls, good morning. How are you? Nice to meet you!”等等问候语.l 教师给学生打招呼时要热情，加上学生的名字。l Step 2: Revision (5)通过TPR复习第九单元Lets follow部分.l 可以请学生做小老师。l Step 3: Warming-up (3) T: “Now, lets do a warming up, everybody stand up please, follow me!” Review the song of unit 9.l 教师一定要做示范；时间不能占用很多。l Step 4: Presentation (10)1. T用TPR引出动作jump, run,复习在chant中出现过的动词walk, hop2. 分组给学生编号，老师在教室前方画一个圆圈，T: “Listen to me and do the action！Jump here! Number ”被老师叫到号的学生要马上跳到圆圈里。 老师再说go back! 引出back。换动词，同时练习动词和back.3. T用TPR引出动作give, get. T: “Give me your .” 老师找学生要某样物品，举高: “Jump and get it!” 4. T: “listen! Woof, woof! Who is it?”学生回答.T: “Yes, its Spot! But Where is he? Where?”引出where. 找出Spot的卡片，介绍: This is my dear Spot. 引出dear.l 教师表演到位，具有吸引力。l 动词在做中学，帮助学生理解中文意思。l Step 5: Practice ( 5)通过游戏Touch and say/Jump and say/High and low voice操练单词l 每呈现一个单词即用一种形式操练，检查学生发音。l Step 6: Game: Big wind blow ( 10)1. 老师把两套卡片发给学生，可以复习前次课单词，确保每个学生都有一张卡片。2. T: “When I say blow, big wind! You ask blow what? If I say jump. Where is jump? You two have jump stand up and change your seats.” 3. 老师在学生交换位置时，去抢学生的椅子坐下，加大游戏的趣味性。没有抢到位置的学生，要做动词TPR. T: “Now, I will come and get your seat. Please run quickly. OK?”l 在介绍游戏规则时，老师要运用肢体语言做好演示，必要时可用中文提示。l Step 7: Revision ( 5)Flash cards：老师通过快速闪示卡片检验学生对单词的掌握情况。TPR：通过老师做学生说，老师说学生做来复习巩固短语和单词。l 顾及到全班学生。l Period 2: Lets Listen &Lets Check& Lets follow（40）一、Pre preparation：1. 了解学生单词掌握情况。2. 能否正确辨别祈使句的句型二、Teaching aids：单词卡三、Key: Finish the listening practice. Learning the dialogue 四、Teaching Procedures：Lets listenLets checkTeaching Proceduresl Step 1: pre-listening (3)T:“ Open your books and turn to page 57.” Look at the picture and explain it：“You can see Harry and Spot. What does Harry ask Spot to do? Lets listen to the video” l 结合背景图进行,用中文解释，让学生仔细听数字，回答问题。l Step 2: Lets listen (10)1. 听完第一遍，完成问题 : “Harry asks Spot to ? ”学生回答动词即可。2. T:“Lets listen to the video again, and tick the right answer on your book.”3. 老师点学生来口头完成Lets check的三个句子。 老师配合说句子，学生只说空格处选择的单词。4. Correct the answers. 老师板书Lets check 部分。l 老师可以在听到的关键位置停下来，把句子重复给学生听。奖励第一个说出完整句子的学生。l Step 3: Practice （2）教师结合TPR讲解Lets check的句子: “Follow me! Do the action! Harry loves his dog Spot. Harry asks Spot to jump. Spot asks Harry to give it a bone.”让学生完全明白句子意思。 l 学生一起做动作重复句子l Step 4: Post-listening (5)1. 最后放一遍听力，用正确答案完成第57页Lets check的书写内容。2. 老师纠正书写。 l 在播放听力时老师巡视学生的书写情况，及时纠正。Lets followTeaching Proceduresl Step 1: Lead-in (2)Ask question before watching the DVD: 课文Spot想要什么呢？小朋友要仔细听。 l 让学生带着问题看DVDl Step 2: Presentation (8)1. 看完后，老师再次强调问题: Spot wants a ? 学生能回答bone即可。 2. T: “Spot wants a bone, he asks : “Where is my bone?”老师板书句型: Where is _?3. 老师用其它名词替换做句型练习。E.g.: Where is the apple/fish/book/ball? l 充分举例让学生了解这组句型的意思。l Step 5: Game：Whats missing? ( 10) 1. 把学过的名词类卡片贴在黑板上，带学生复习。2. 让学生闭上眼睛：“Close your eyes, please. ”老师做动作示意。3. 老师拿走其中一张：“Open your eyes.”老师可以用中文提示。4. 要求学生观察少了的单词提问：Where is _? T: “If you know what is missing? Please ask me: Where is . OK?”5. 拿出卡片,老师说: “Here it is!”奖励最快说出问句的学生。带读句子。 l 在介绍游戏规则时，老师要运用肢体语言做好演示，必要时可用中文提示。及时奖励第一个配合游戏的学生。l Period 3 :Lets Act （40）一、Pre preparation：1. 了解学生是否完全明白对话含义。2. 了解学生能否正确说出对话内容。二、Teaching aids：单词卡、头饰、挂图。三、Key points：Practice the dialogue.四、Teaching Procedures：Teaching Proceduresl Step 1: Presentation (5)T writes the key words on the board：e.g. I have a 等让学生结合板书熟悉对话。l 注意板书的安排，要有效辅助学生表演。l Step 2: Demonstration (10)1. 教师先用头饰扮演角色进行对话示范，或者播放DVD跟画面配音：“Now, look at me and listen to me carefully.”2. 找一学生作为搭档进行对话示范，加上表情和动作，表演要生动.T:“Who wants to be Harry/ doctor?”3. 找两名学生为画面配音。l Step 3: Practice in pairs (10)1. 把学生分成两两的小组:“Now, please work in pairs.”2. 给学生5-10分钟根据提示准备表演的内容:“You have 10 minutes to prepare for the dialogue.”3. 老师辅导需要帮助的学生，5-10分钟后老师问学生:“Are you ready?” l 如果学生准备好了课文，可接下来让学生上台表演，如果学生还不能表演所准备的内容，可以追加部分时间。l Step 4: Lets act (15)Show time for students.T:“Time is up, Who can try. Come on!”教师做好引导工作并且对学生的表演给予建议和鼓励。l 班上学生都要有机会上台表演。l Period 4:Lets write& Substitute Exercises& lets sing（40） 一、Pre preparation： 1. 了解学生是否能够熟练运用对话知识。2. 确保学生上完课口能用jump, run等祈使句二、Teaching aids：单词卡、头饰。三、Key points：Finish the Substitute Exercises. Learn the song Where is my bone?四、Teaching Procedures:Lets writeTeaching Proceduresl Step 1: Review the letters (10)1. T: “Lets review all the letters.” 带学生复习字母的TPR.2. Call numbers to check. T: “If I say “A”, A, Number 5. Number 5 please stand up, do the action and say A” 3. Use the finger to write the letters.l 检查学生对26个字母的掌握情况。l Step 2: Lets write (5)T: ：“Open your books and turn to page 59. Finish Lets write.”老师按四线三格的格式进行板书，学生在书本上模仿书写，完成Lets write 部分的单词及句子。 l 教师要清楚字母占格和笔顺。Substitute ExerciseLets singTeaching Proceduresl Step 1: Substitute exercise (5)1. T:“Turn to page 54. Look! Harry is sick. She is Harrys mom. What does Harry want? Now you are harry, Please fill the blank.”完成替换练习的填空。2. 老师板书：Give me _. Here you are.3.老师把卡片给学生，说: “Give me.”引导学生在给东西时说：Here you are!l 进行生活场景中的真实运用。l Step 2: Act it out (10)1.老师准备好apple, pear, banana, cat, dog, comb 的卡片。2. 把学生分成两两的小组:“Now, please work in pairs.”3. 给学生3分钟准备表演的内容:“You have 3 minutes to prepare for the dialogue.”老师辅导需要帮助的学生，3分钟后老师问学生:“Are you ready?”。3. T: “Its show time. Who want to be the first?”让学生选择卡片进行表演。l 不要求所有的学生表演。l Step 3: Lets sing (3)Teacher t