superkids book2 unit1.doc

课题Unit 1 Talk about it!第（ 1 ）课时设计者使用者教学目标Vocabulary: backpack, suitcase, computer, window, clock, space shuttle, robot, telephone, scared, happy, happy, hungry, tired.教学重点难点scared, happy, happy, hungry, tired.space shuttle, backpack, computer, telephone.教学准备Teacher cards; Tape; 教学过程使用及修改说明Warm up1. Welcome back to school! But I forgot some of your names. My name is Mr. Zhang. Whats your name? Have some students tell me their names. Encourage students to ask their friends English names.2. In the winter vacation I ate a lot of things. I ate chicken, fish, apples, bananas and candies. What did you eat? Were you happy?Introduce vocabulary1. Hold up and teach: 1. backpack, 2. suitcase, 3. computer, 4. window. Students listen and repeat each time. 2. Teacher: Name the four cards in random order, students listen and point to the right picture each time. 3. Hold up and teach: 1. clock 2. space shuttle 3. robot 4. telephone. Students listen and repeat each time. 4. Teacher: Name the eight cards in random order, students listen and point to the right picture each time.5. Name and mime each feeling of scared, happy, hungry and tired. Students repeat, copying my actions.6. Show students book pages 1-2. Point to and describe the scenes.(1) The SuperKids are in a space shuttle. They are going to take a trip. This is Chip. Chip is saying good-bye to his mother. Chip has a backpack. (2) This is Pam. Pam is ready to go.(3) This is Donny and this is the mouse. This is a computer and this is a robot.(4) Here are Donny and Chip again. Theyre scared. Talk about it!1. Have students open their books and name any items on these two pages in pairs. See who can name more.( It is a good chance to review vocabulary items learnt in book 1. They are: book, boy, bug, cap, dog, eraser, frog, girl, glasses, head, iguana, jacket, kangaroo, lamp, leg, mother, mouse.)2. Play the tape about the vocabulary in “talk about it!” Students listen and point to the pictures.3. Play the tape again. Students listen and repeat.Practice1. Hold up Teacher Cards 1-8. Ask: “Whats this?” And make volunteers answer.2. Put the 8 Teacher cards on the board. Make two groups of students stand in two lines. Name them in random order, two first students in each line try to be the first to touch the card the teacher named. 3. Mime the feeling on the cards 9-12. Students guess the feeling by pointing to that card and naming it. 4. Name the cards 9-12. Students mime the feelings.我是在描述主情景图时分步引出新单词的，没有把新词汇独立开来直接进行教学。在口头描述的基础上，我打印成书面材料供学生阅读。课后随笔：根据课堂交际的需要引出新词，还是“为教单词而教单词，这个问题一直困扰着我。从交际性的课堂来说，我个人认为还是取前者为好，这样做有利于形成交际性的课堂教学。课题Unit1 Talk about it!第（ 2 ）课时设计者使用者教学目标Dialogs: 1.Have a good time! Thanks. 2.Are you ready? Yes. Lets go. 3.Im scared. How about you? Me, too.教学重点难点Dialogs.How about you?教学准备Teacher cards, a picture of snake, two puppets.教学过程使用及修改说明Warm-up/Review1. Hold up Teacher Cards 1-8. Have the students name all the cards one by one.2. Listen and act: happy, hungry, tired, scared.Introduce dialogsDialog11. Hold up Teacher card 124. Explain that Superkids are going to take a space trip, and that Chips mother is waving good-bye and seeing him off.2. Model the dialog using two puppets. Students repeat.- Have a good time!- ThanksDialog21. Hold up Teacher Card 125. Explain that Pam and the space shuttle attendant are talking before the shuttle takes off.2. Model as in Dialog1. Students repeat.- Are you ready?- Yes. Lets go.Dialog41. Hold up Teacher Card126. Explain that Donny and Chip are expressing their feelings.2. Model the dialog, students listen and repeat.- Im scared. How about you?- Me, too.Talk about it!1. Play the tape. Students listen and point to the characters.2. Play the tape again. Students listen and repeat.Practice the dialogs1. Using the Teacher Cards 124-126. Hold up the cards. I say the first line of each dialog, students try to say the second line of the dialogs.2. Substitutions for Dialog4, using teacher Cards 9-12, 126.A: Divide the class into Groups A and B. Hold up Teacher Cards9, 126. Group A: says Im scared and Group B responds: Me, too.B: Do the same for the remaining cards, substituting happy, hungry, tired for scared.3. Pair work. Students practice the dialogs in pairs. Then ask some pairs to act out the dialogs in front of the class.Activity bookFinish At school and At home in the activity book. Check the answers with the whole class.我没有集中教学对话, 也没有用木偶，而是根据讨论情景图的需要逐步出示。在对话练习的基础上，我又设计了一个让学生根据情景创编一个对话的环节。另外我还教学了Do it! Use it!的部分内容。课后随笔：在平时的对话教学中，我总发现两个问题：一是学生在模拟情景性的交际活动中的语气、表情与动作不是很到位；二是学生的语言表达被语言能力限制，学过的语言不能运用于实际的情景。课题Unit 1 Do it!第（ 3 ）课时设计者使用者教学目标Understand the verb phrases and can do the actions: Open the door. Go inside. Close the door. Sit down. Fasten your seatbelt. Wave good-bye.教学重点难点The verb phrases.Play cards/ a game.教学准备Teacher Cards 124-126教学过程使用及修改说明Warm-up/Review1. Say line one of each dialog in “Talk about it”. Ask some volunteers to say line two.2. Hold up Teacher Cards 1-8. Students name the cards.Set the sceneDraw a big space shuttle on the board. Set the scene for the action chain by saying and doing the following: Lets ride on a space shuttle.Im climbing the stairs- Pretend to walk up the stairs to the space shuttle. Whew! The door! Good!- Reach out and grasp the door handle.Introduce Action Chain Commands1. a. Say “Open the door” and model the action twice.b. Repeat the command and have students do the action with me.c. Do the same for “Go inside.”d. Stop doing the actions with the students. Give both commands. Students do the actions.e. Give both commands again. Have individual students do the actions. 2. When students respond confidently, introduce “Close the door and Sit down” in the same way.3. Give the four commands in order, students do the actions.4. Introduce “Fasten your seatbelt and Wave good-bye” in the same way.5. Say the six commands in a row, doing the actions. Have a few volunteers do the actions with me. Give the six commands in a row, but do not do the actions. Have students do the actions.Do it!1. Play the tape. Students listen and point to each picture. 2. Say the commands in random order. Students point to the pictures.3. Play the tape again. Students listen and do the actions.Practice.1. Give all the commands in order a few times. Students do the actions. Start slowly then gradually increase the pace.2. Group work. Students work in group of four. Students in turns give the commands and the others do the actions.Use it!1. Model the dialog and pretend to play a game after saying O.K. Students repeat, then do the actions.2. Play the tape of the model dialog. Students listen and repeat, pointing to the characters.3. Point to, model and do the action of each verb/verb phrase at the bottom of the page in the book. Students repeat, then do the action.4. Divide the class into groups A and B. Hold up one of the “Use it!” Cards. Have Group A say: Lets ., and Group B responds: O.K., then both groups do the actions together.Activity Book.Finish At school. And At home in the activity book. Check the answers with the whole class.Doit!部分内容与Useit!的内容已在对话教学中完成了。目的是丰富对话的内容，让学生有话可说。课后随笔：学生利用中的内容进行小组表演活动很感兴趣。不过，在表演中学生说命令时的语音和语调不是很正确，及时掌握比较困难。课题Unit1 Build it!第（ 4 ）课时设计者使用者教学目标Structures: This is a. This isnt a. Its a Is this a .? Yes, it is. / No, it isnt.教学重点难点This is ./ Is this a ?教学准备Teacher Cards 1-8,13-15. Pencil case.教学过程使用及修改说明Warm-upListen and do the actions:1. Close the door. 2. Open the door. 3. Go inside. 4. Wave good-bye. 5. Sit down. 6. Fasten your seatbelt.Introduce vocabularyHold up Teacher Cards 13-15, covering the plural items. Point to and name each singular item. Students repeat.Introduce Grammar1. This is a .Hold up a backpack. Model: This is a backpack. Do the same with pencil, eraser, book, etc. Students point to their own possessions and repeat.2. This isnt a . Its a Hold up teacher card 1 to elicit: This is a backpack. Stand teacher Card 1 on the chalk tray. Draw a big above it. Point to the and Teacher Card 1, shake my head, then hold up Teacher Card 2 and model: This isnt a backpack. Its a suitcase. Students touch their identical card, shake their heads and repeat. Do the same with other things.3. Is this a ? Yes, it is.Draw a big ? on the board. Hold up Teacher Card 1, point to the ? Then touch the picture on the card. Model: Is this a backpack? Students touch their identical card and repeat. Model: Yes, it is. Nodding my head. Students repeat. 4. Is this a .? No, it isnt.Hold up Teacher Card 1, point to the ? Then touch the picture on that card. Model: Is this a suitcase? Students repeat. Model: No, it isnt. Students do the same. Build it! 1. Open your books. Play the tape of scene 1. Students listen and repeat.2. Have students take turns doing the four “Practice” exercises in pairs : 1: This is a pencil. 2: This isnt a pencil. Its a pen. 3: This is a backpack. 4: This isnt a backpack. Its a suitcase.3. Play the tape of Scene 2. Students listen and repeat.4. Have students take turns doing the four Ask. Answer exercises in pairs. 1. Is this a window? Yes, it is.2. Is this a TV? Yes, it is.3. Is this a backpack? No, it isnt.4. Is this a computer? No, it isnt.5.-Have students work in pairs, make a statements and ask and answer questions about the items in this scene and on the right-hand side of the page.Sing-A-Gram1. Play the song and have students tell me any words they can recognize.2. Divide the class into Groups A and B. Have Group A sing the question and Group B answers. 3. Have Students sing the song substituting other vocabulary items for computer and robot.Activity bookFinish At school. and At home. parts in the class.我是结合词汇教学逐步进行句型教学的。这样做的原因是：一方面学生已经初步学过这些句型；一方面是利用英语教学最佳时机，提高英语教学的效率。课后随笔：在实际的教学中，我经常发现学生对机械的句型操练不是很感兴趣。如果采用游戏进行，虽然学生看起来比较感兴趣，但深入分析一下，这也不过是为练而练，是脱离实际情景的。课题Unit1 Read it! Find it!第（ 5 ）课时设计者使用者教学目标Review of letter names and sounds a-l, vocabulary items beginning with a-l.教学重点难点Review of letter names and sounds a-l.教学准备Teacher Cards 1-8, 15.教学过程使用及修改说明Warm-upPlace Teacher Cards 1-8, 15 face down on the table. Any student picks up a card and, without looking at it , shows it to any other student and tries to identify it by asking: Is this a ? Student2 answers: Yes, it is./ No, it isnt. Review A-L letters and phonetic sounds1. Write the letters a-l on the boards. Students try to name the letters as I write them.2. Show page 5. Point to and name the pictures in order. Students repeat. Point to each picture and ask: Whats the first letter? Have volunteers answer. Remind students that English letters have both a name and a sound, and they are different. Point to the pictures again, asking: Whats the first sound? Read it!1. Have students open their books. Play the song. Students listen and point to each picture/ word.2. Play the song again. Students sing along.3. Name one of the pictures in the Read it! Section. Ask: Whats the first letter? Or Whats the first sound? Have a volunteer answer. Do the same with the others.4. Write and three letters from a-l on the board. Label them 1, 2 and 3. Name an item which begins with one of those letters, or say the sound of one of those letters. Students hold up the corresponding number of fingers. Do the same with the remaining. 5. Have students find and name other items beginning with a-l.Find it!1. Remind students that English letters can be written as upper case letters or lower case letters Write some of the lower case letters in the Find it! section on the board. Have volunteers name each one.2. Have students draw a line from each lower case letter to its corresponding upper case letter. Check by writing the lower case letters a-l on the board. Have volunteers write the corresponding upper case letter under each one.Activity bookFinish At school. and At home. Parts in the class.我把这部分知识的教学与词汇教学结合起来，努力让学生尝试直拼新词汇，养成直拼的习惯。课后随笔：直拼法值得研究。因为这有利于学生提高自学能力，有利于学生记忆单词。课题Unit1 Review it! Chant it!第（6）课时设计者使用者教学目标Review of Unit1. 教学重点难点Review of Unit1.教学准备Teacher Cards 1-15, 124-126教学过程使用及修改说明Review the unit.Talk about it!1. Hold up the cards and elicit: Its a (item) for each card. 2. Hold up the cards again. Students try to guess what is the next card. 3. Hold up the cards 9-12. For each card students say I(feeling) and do the action. 4. Act out the dialogs in pairs.Do it!Give all the commands, first in order, then in random order. Students do the actions.Use it!Divide the class into two groups. Model Lets play a game. O.K. Students repeat. Hold up the cards one by one. Groups say alternate lines of the dialog substituting the pictures on those cards. Build it!1. Point to and say:This is a ./