青岛实验小学英语教案.docVIP

Primary 2 Module 9 Unit 1 By Ms WTimeTs ActivitiesSs ActivitiesComments8:35Responds to Sss greetingAsks Ss to enjoy a song about seasons with photosGreet TSs sing it.8:37Presents: Today, were going to talk about seasons. How many seasons are there in a year?Presents spring, summer, autumn, winter using Disney cartoon and self-made pics.spr-ing, u-summerWhat can you see in spring?Points the pics and asks Ss to say.Follow.In the cartoon, seasons are presented in different tones and mood. Its better to ask Ss to follow because it helps Ss understand the seasons and express better.Writes on Bb We wear coats/ We dont wear shorts silently but asks Ss to pay attention on it.love-gloveggg (letter)-ggg (constant)What we dont wear? Listen to the tape of part of the text to get the answer.Listens to two parts of the text and presents more words.Game to learn the word jacket by throwing a piece of chalk (throwing-saying, holding in-not saying).Teaches I wear sunglasses by wearing them and showing. Ss love it.What do you wear in autumn? Discuss in pairs.Presents a self-completed chant and asks Ss to say.Spring, spring, spring, spring is warm. We wear jackets in spring.Asks Ss to stand up and say it to music.Finishes teaching new words.FollowIf T writes and reads it, it will help more.The word sun-glasses is presented lively.The word glove is presented in word-formation.8:53Asks Ss to open the textbook and read the text after the tape.Follow8:55After once, asks Ss to read in groups.Follow8:57Presents photos and asks Ss to answer: What season is it?What do you wear? Presents pics of clothes and asks Ss to stick to proper seasons.Asks Ss to talk about it.Ss do.The presenting on Bb group argue with other groups: Dont stick after our work.9:02Asks Ss to do a fashions show.Asks Ss to do fashion shows in the classroom.Asks some Ss to present their fashion show.Tells Ss to wear proper clothes in different seasons.Ss love it by saying In I wear.Ss do fashion show in groups.4 Ss present their show in front of the class.Show for show?For pupils in Primary 2 it is acceptable.But9:10Presents another song.Talks about life and season.Home: Read the text. Choose the right clothes to the right seasons then talk about it.FollowGeneral Comments:Good teaching of vocabulary, especially sunglasses.Good chanting and resource.Fashion show is a good chance to use the new language. From learning We wear jackets to using I wear my jacket in the fashion show, the turn is too sharp for Primary 2 pupils. Thus, asking groups of pupils to do fashion show will avoid such a transition and can get the whole class involved into the activity. Show for what also needs further consideration.Summary at the end works well.Presenting a chart of seasons and clothes will be better.If the whole class is about what are the right clothes against H1N1, it will be much better.Good formative assessment but assessing with foci on new language will be better for learning.Starting from the chant of the four seasons may be difficult for Ss in some other schools. For other students, starting from the learned items of clothes may be betterPrimary 3 Module 8 Unit 2 by Ms WTimeTs ActivitiesSs ActivitiesCommentsBefore classPresents a number chantChant9:20Greets SsAsks Ss to say the chant.Greet TChantHow many windows/ books/ boys/ girls in our classroom?Our class is a big family.How many people are there in your family?AnswerIf revising the previous unit and consolidating there are/ there is, it will better.Presents the text using cartoon.Asks S1 to talk about the picture.Teaches new words:man-menBy adding one man to two mensix menAsks Ss to read the text and circle how many women.Asks Ss to read aloud.There are two women.Teaches new words:woman- womenAlso by adding woman to seven womenAsks Ss to listen to the text again and answer: What are they doing in the zoo?Teaches visitAsks Ss to focus on the pronunciation of letter i in visitingTeaches lots and lots of by presenting a Great Wall photo: There are lots and lots of peopleReading comprehension skills are well trained.9:32Asks Ss to read after the tape of the text.Asks Ss to talk about the background pictures.FollowMaybe twice or trice is necessary.9:36Asks Ss to look at the floating cards and remember how many Ss love it.But some say:There are five pencil.Correction is necessary.9:38Asks Ss to listen and do info chart filling in.When S1 made a mistake, T helps him to correct it.One S says: This is one girl.9:42Encourages Ss to ask the teacher about her family.Asks Ss to present the pictures of their families they prepared, complete an info chart and introduce their family to their partner.Ss present their introduction.Ss have difficulty in using plurals.How many girl? How many boy?Encouraging Ss to ask question will be better.9:48Presents a chant.How many pears are there on the tree? Say9:50Presents a new story.Elephant, Dog, Bear are in the fruit farm.Asks Ss to read the story and do guessing.Theyve got 31 apples in all. There are 10 apples in Bears bag. Guess: How many apples are there in Elephants/ Dogs bag?Asks Ss to read the story aloud.Moral: Share love. We are family.They guess.They have difficulties in saying there aresGuessing without any hints helps little for reading.9:59Summarizes in Chinese: 我们说一个的时候我们用There is a/an 我们说几个的时候我们用There areListenGeneral comments: Good reading comprehension process. Good extension of the reading and use of the textbook.Good learning resources.Summary at the end works well. Necessary correction will be better. Ss made lots of mistakes when using plural nouns. For teaching Unit 2, we can encourage Ss to ask more questions.In Starting Period, after talking about classroom, talking about the previous unit about Ming Tombs visit may be better.Good formative assessment but assessing with foci on new language will be better for learning.Primary 4 Module 7 Unit 1 by Ms MTimeTs ActivitiesSs ActivitiesComments10:30Greets SsAsk Ss to say chants about past simpleGreet THe did a lot of work yesterday. How about you?Then did you?Writes on BbDid you ?Yes, I did./No, I didnt.Asks Ss to write in air.Asks to pay attention toTeaches cry from by, ry to cry.Asks Ss to do train work by saying Little Train.Ss saySay Ooooooo and do chain repetition.10:35Presents Toms crying and asks Ss to guess.Presents the text.Teaches scaryAfter the present10:38Asks Ss to read the text and underline the questions.Teaches break from great, greak, to breakActs as TomEncourages Ss to ask and T answer AND then ask Ss to give T claps for Ts performance.Asks S1 to act out Tom.Leads to Dont worry.Teaches dont worryExtends to Dont be afraid. Be brave.FollowGood interaction!10:43Asks Ss to listen and followShows the circles.Ss follow the tones!Excellent learning!10:46Asks Ss to act out the text in groups.Asks some groups act out in front of the class.Encourages S2.S1 acts Tom out well. But others are not so good.S2 makes a mistake in pronouncing monster as mother.Its better to encourage Ss to act out as the family to show their care and love to Tom.10:50Asks Ss to do exercises.Asks Ss to present their results.While checking, asks more questions to revise the new words fall, break, sawSs clap their hands when they finish the exercises.10:53Presents a guessing game:Did you see?S1: Did he see people kill people?Its better to change the presented sentence into Did he see?10:56Asks Ss to complete a dialogueA: Oh, Lucy is crying. Did you _, Lucy.A: Did you _?Lucy: I saw _.A: Dont worry. We can help you.Asks some pairs to present their dialogues.DoGood scaffold.10:59Demonstrates a guessing game by asking Did you and asks Ss to do in groups.DoGood demo for scaffolding!11:02Asks Ss to guess: What did I do yesterday?Presents a passage and asks Ss to read and circle the answers.Read and do11:05Presents a chart and demos Ss how to do asking and answering about their real-life activities.Asks Ss to do the survey.DoFor what?11:09Asks Ss to do something positive at homework.Listen11:11HomeworkGeneral comments:Good demo for scaffolding.Good learning of pragmatic tones.Good class interactions.Good learning resources.Summary at the end works well.Task-driven can be better. Clear task cycle will help pupils in Primary 4-6 will be workable. Task with pragmatic purpose will be better.Good formative assessment but assessing with foci on new language will be better for learning.More rooting on the text may be better for other schools.After observing the three classes, all the teachers of English in the school offered their comments from different perspectives they chose before the class.This purposeful observation fr教育部“小学英语活动设计”项目录像课教案教案6教学内容：英语（新标准）第七册 第三模块 第二单元教学目标：1语言运用目标：能口头运用Have you got any American stamps?这类语句询问是否有某物，并能口头运用Yes, I have./ No, I havent.这类语句回答能识别doll, reading，并能书写doll2综合素质目标进一步养成乐于与朋友分享自己的收藏的态度教学重点：全体学生口头掌握Have you got .? Yes, I have./ No, I havent.教学难点：全体学生口头掌握Have you got .? Yes, I have./ No, I havent.教学设备： 电脑多媒体设备、实物投影仪，盒子，狐狸玩具或狐狸卡片，表格（一人一份）教学过程：一、热身复习老师教学生说以下歌谣，并进行演示（盒子里装一个狐狸玩具，或者狐狸图片）：Ive got a box.Hes got a fox.Whats in my box?Its his fox!让全班同学一起说。二、新语言教学老师走到学生身边，拿起学生的文具盒等盒子，问Whats in your box? Youve got a pen, a pencil and a ruler in your box.老师再看学生书包，问What have you got in your bag?找到特殊的东西后，问学生Oh, a doll! Do you collect dolls? Its a good hobby but its expensive.老师告诉学生：Lets learn how to talk about hobbies. Lets look at the textbook and listen.播放课文动画片，让学生跟读3遍。然后进行活动3，让学生跟读，注意重音。三、新语言巩固和运用Lets learn a song about hobbies.学唱歌曲（活动4）进行游戏（活动5），若需要，老师演示如何做（随手拿一块橡皮擦，轻掷到活动5的图上，到哪一个格子，就按真实情况进行相关问答）。然后进行活动2。老师告诉学生：Lets find who has the same hobby with you and you can make a club together. 让学生自由交谈，并进行记录。（以活动4的歌曲为背景音乐。）NameHobbyHas gotHasnt got让学生调查，然后请几个学生进行口头汇报。要求全体学生进行书面汇报，作为课后作业。四、结束再次唱歌，结束教学。课后完成书面作业，要求看图写出语句。教育部“小学英语活动设计”项目录像课教案教案5教学内容：英语（新标准）第五册 第三模块 第一单元 第二课时教学目标：1语言运用目标：能口头运用What did you do at the weekend? 这类语句询问过去发生的事情，We visited lots of places.这类语句说明具体信息能识别wheel, wonderful, understand, postcard, British, museum2综合素质目标进一步养成自己的事自己做的好习惯教学重点：能口头运用What did you do at the weekend? 这类语句询问过去发生的事情，We visited lots of places.这类语句说明具体信息教学难点：能识别wheel, wonderful, understand, postcard, British, museum，并能书写lot, where教学设备： 电脑多媒体设备、实物投影仪，宜宾当地的照片教学过程：一、热身复习继续上一周的介绍，看谁介绍得比较好。仍采用老师提问，介绍者回答的方式进行。老师可让学生再看课文动画片，提问：Where did Amy and Lingling go last Sunday? What did they do?二、新语言教学老师告诉学生：Today, well make an interview for our school TV. Who can make the interview? How can we make such an interview? Lets learn the text again.再播放课文动画片，让学生跟读，要求不仅要说去了哪里，还有学习介绍看到的建筑的特色。三、新语言操练和运用出示宜宾本地一些特色地点的照片，要求学生向Sam（一个学生扮演）介绍，用Its a tall building. Its a big place.等语句。让学生竞选school TV interviewer，三人一组，一人问，两人答，要介绍特色。老师先和两个语言能力较好的学生演示。老师假装手持话筒，采访学生Where did you go last Sunday? Whats it (name of the place)? What did you do?让两个学生回答。学生回答后，老师对学生说Thank you. 然后对电视镜头说Thank you for your watching.老师让学生准备，然后演示。四、结束在学生演示后告诉学生课后加强练习，要全部参加竞选，然后选拔出学校电视台采访主持人。课后完成书面作业，要求看图写出语句。教育部“小学英语活动设计”项目录像课教案教案4教学内容：英语（新标准）第五册 第三模块第一单元第一课时教学目标：1语言运用目标：能口头运用What did you do at the weekend? 这类语句询问过去发生的事情，We visited lots of places.这类语句说明具体信息能识别wheel, wonderful, understand, postcard, British, museum，并能书写lot, where2综合素质目标进一步养成社会调查的能力，进一步养成科学的态度教学重点：能口头运用What did you do at the weekend? 这类语句询问过去发生的事情，We visited lots of places.这类语句说明具体信息教学难点：能识别wheel, wonderful, understand, postcard, British, museum教学设备： 电脑多媒体设备、实物投影仪，表格（一人一份）教学过程：一、热身复习播放London Bridge is falling down.鼓励学生跟唱，同时播放伦敦眼、大英博物馆、大本钟的图片，并与图片同时呈现London Eye, British Museum, Big Ben词汇。二、新语言教学老师问学生：XXX, did you visit London Eye? Where did you go last Sunday?老师告诉学生：Today, well learn and do an interview about what your friend did last Sunday.今天要学会采访朋友上星期日的做了什么。Lets first see how to ask such questions. First listen and find what Amy did last Sunday.播放课文动画片，让学生看图，指图，然后再播放，让学生跟读3遍。对于Whats London Eye? Its a big wheel.这样的描述语句不强调。老师出示活动2的图片，让学生跟读，并基本能朗读。三、新语言操练和运用开展活动3，进行采访。老师先演示。老师问一个学生，并记录。可以用以下表格：Interview: Where did you go last Sunday? What did you do there?NameWhereWhat看谁5分钟内访谈的人最多。四、结束让几位学生介绍自己的调查，介绍的形式采取老师提问（老师问：Who did you ask just now? Where did he/she go last Sunday? What did he/she do?），介绍的学生回答的方式。告诉学生课后继续练习访谈家人或朋友，下次介绍，介绍得最好的将成为学校电视台访谈主持人。教育部“小学英语活动设计”项目录像课教案教案3教学内容：英语（新标准）第三册 第三模块 第二单元教学目标：1语言运用目标：能听懂What are you doing? 这类询问能口头运用Im watching TV. 告诉不知道自己在做什么的人，自己在做的什么能识别Im, are，并能根据提示书写Im, are能在图片提示下整体识别listening to music, talking to my friend2综合素质目标进一步养成关心弟弟妹妹的好习惯教学重点：能听懂What are you doing?能口头运用Im watching TV.告诉不知道自己在做什么的人，自己在做的是什么教学难点：能在图片提示下整体识别listening to music, talking to my friend, playing with my doll教学设备： 电脑多媒体设备，一个孩子看电视、听音乐、和朋友聊天的照片教学过程：一、热身复习学生看前一单元的课文动画片，进行解说。然后事先准备的一个学生看书、看电视、写信、拍照片（拍别人打篮球的照片时被篮球打着头了）的录像片，让学生进行解说。二、新语言教学接着这个学生做的动作大家看不懂（在摇头晃脑，在哈哈大笑），让学生无法解说。老师问Who is he? Where is he? What is he doing?确定是哪个学生之后，问这个学生Where are you? What are you doing?老师说：You cant understand my questions, right? 听不懂吗？Lets learn how to ask and answer about this first. Lets come to the text.没关系，我们先学课文，大家就会了。播放课文动画片，让学生听课文，告诉学生，爸爸妈妈听不到Tom的声音，不知他在做什么，也看不到Sam和Amy，就问他们What are you doing?然后让Sam, Amy去看看Tom在做什么。我们要学会关心弟弟妹妹。让学生听录音，指图，问学生：为什么Sam, Amy要笑呢？因为Tom还不会认字就在看书呢。然后再听录音，跟读3遍。再展示课文图片，问学生Whats Sam doing? Whats Amy doing? Whats Tom doing?让学生回答。再让那个学生摇头晃脑，老师问：What are you doing? 学生回答：Im listening to music.并哼哼。然后学生哈哈大笑，What are you doing? 学生回答：Im watching TV.三、新语言巩固和运用老师再播放前面的录像的后续部分，再问那个学生What are you doing?鼓励和引导学生回答Im listening to music. Im watching TV.老师在黑板上写出What are you doing? Im listening to music. Im watching TV.然后去掉are, you, Im让学生再补充书写。老师带学生指读Im listening to music.时，故意用唱歌的方式读出这一句，并教学生唱这一句，再问学生Do you like it? Lets learn to sing it.播放歌曲，教学生唱，5遍，第一遍听唱，在跟唱，指语句唱，第35遍，边唱边做动作，达到学生基本会跟唱。告诉学生回家继续学唱。然后组织学生做活动3，要求学生做比较简单的动作，让其他同学问答Whats he/she doing? He/Shes .表演短剧：先看录像，然后模仿表演。录像内容：学生A楼下，不知道楼上的同学在做什么，于是问楼上的人：What are you doing?一楼的同学回答：Im watching TV.二楼的同学回答：Im listening to music.三楼的同学回答：Im talking to my friends.然后问楼下的学生What are you doing?（重读you）楼下的学生回答：Im asking you: What are you doing? Hahaha!然后让学生模仿表演。四、结束让学生看活动5，学生两人一组，学生A做动作，学生B问，学生A回答，大家评选学生B的动作像不像。可以先请两个学生演示，然后其他同学再做。播放歌曲作为背景音乐，让学生开展这个活动。最后一起高声唱这首歌，边做动作边唱，告诉学生课后继续唱，并完成活动用书的练习活动。然后下课。教育部“小学英语活动设计”项目录像课教案教案2教学内容：英语（新标准）第一册 第三模块第一单元第二课时教学目标：1语言运用目标：能听懂Point to the door.能口头运用Point to the door. 这类语句做游戏能在图片提示下整体识别door, window, bird2综合素质目标 进一步养成积极参与英语活动的兴趣 进一步养成对动物的热爱以及积极的环境意识教学重点：能听懂Point to the door.能口头运用Point to the door. 这类语句做游戏教学难点：能在图片提示下整体识别point to, door, window, bird教学设备：电脑多媒体设备，麻雀、乌鸦、喜鹊、布谷鸟等学生熟悉的小鸟图片教学过程：一、热身复习老师对学生说Lets begin now. Stand up, girls.可能有男生没注意，也跟着站起来了，老师笑问Are you girls?要求学生注意听指令。然后问候学生Good morning.继续说Sit down, girls. 再对男生说Stand up, boys. 再对学生说Good morning. Sit down, boys.问学生是否去看了学校走道里的名人画像，然后用多媒体出示一组，让学生做Point to.老师把Point to.写在黑板上，然后说出指令，如Point to Huang Taipo. Point to Zhu Chongzhi.等等，再鼓励学生说指令。二、新语言教学在前面的Point to的活动结束时，出示一组小鸟（麻雀、乌鸦、喜鹊、布谷和教材中的小鸟）的图片，然后说Point to Zhazha. Point to Wawa. Point to Jiajia. Point to Gugu. Point to Tweet-tweet. 告诉学生Tweet-tweet是教材中的那只小鸟。引导学生看教材，用前面的小鸟图片教the bird这个词，接着用Point to the.window!跑来跑去指出教室里的这些物品的方式教window, door, blackboard这三个词，然后在黑板上贴出window, door, blackboard, bird的图片和文字，用point to这个活动让学生分组进行巩固。播放课文动画片，让学生听课文，做动作，然后再听录音，跟读3遍。三、新语言操练与运用老师在教室里没有门和窗的地方贴上小鸟图片和bird这个单词，然后在门、窗、黑板上分别贴上door, window, blackboard，按以下节奏和韵律进行point to的活动，先老师说指令，然后学生分组说指令（一组学生说指令，其他学生做动作）。Point to the window. Point to the door.Point to the blackboard. Point to the bird.然后老师把Stand up! Stand up! Sit down!带入到活动中，增加活动的趣味性。四、结束老师让学生和不同的同学去做这个活动，自己说指令，让同学做动作，谁做得对就给谁一朵小花，最后看谁得到的红花多。并播放第二单元的歌曲，让学生一边听一边做活动，直到下课。教育部“小学英语活动设计”项目录像课教案教案1教学内容：英语（新标准）第一册 第三模块第一单元第一课时教学目标：1语言运用目标：能听懂Stand up. Sit down. Poi