Lesson 6 教學設計（精選8篇）
Lesson 6 教學設計 篇1
Lesson 6 教學設計 (教師用書)
Advance preparation
Prepare for today's lesson by displaying the vowels (a, e, i, o, u) either on the blackboard or on a large chart.
GREETING
Give the standard greeting to welcome students to English CLaSS.
Begin today's lesson by asking the CLaSS "What do you think we will learn about today " Would anyone like to guess If no one has guessed correctly, draw their attention to your chart of vowels.
Tell students that, as well as the letters, today's lesson is about other things. Give students a clue by asking them what many of the lessons so far in this unit have been about.
(Manners and being polite.)
LET'S LOOK AT OUR BOOKS
Required materials
photocopied pages for printing, one page for each student (copy the page at the back of this guide)
Give the standard command for students to take out their student books.
Draw the students' attention to page 12. In preparation for the rest of this lesson, the audiotape provides a quick review of colours and letters. Students will also practise printing the letters.
Give the "listen" command. The audiotape will repeat each sentence. Have the Students say the words along with the audiotape both times, pointing at each letter as it is named. The audiotape says:
A, red. A, red. E, green. E, green./, blue. L blue. O, orange. O, orange.
U, yellow. U, yellow.
Give each student a page for printing. Ask the students to select markers in the colours of the letters they see on page 12. Tell them that you want them to print each letter in the same colour as is displayed in the student book. Walk about the CLaSSroom as you repeat the words from the audiotape, ensuring that all students understand the directions and assisting anyone who is having difficulty.
When students are done, or you think you have allowed sufficient time for this portion of the lesson, introduce two new forms of politeness: Please and Thank you. Translate these words so that students understand. Tell the CLaSS that these two phrases are the most important ways of showing good manners.
What other phrases of politeness do students know (I'm sorry, you're welcome, excuse me.)
ACTIVITY: PLAY A GAME
Game: May I Have
Required materials
Sets of cards with lowercase vowels printed in different colours, one letter on each card, and enough cards for each student to have several cards
This is a fun game that helps students rehearse vocabulary while practising good manners.
Mix up the cards so that each student will have a selection (e.g., a blue i, a red a, a green e, and so on). Ask for a couple of volunteers or your CLaSS monitors, to distribute the cards to the CLaSS.
Divide the ClASs into pairs.
Rehearse the basic dialogue (shown on page 13 of the student book) with the ClASs as a whole, or with volunteers at the front of the ClASs. Students should focus on using four basic phrases: Please, thank you, you're welcome and I'm sorry.
Working within their pairs and using the phrase "May I have " students ask each other for letters in a particular colour: for example, "May I have a blue u, please " The partner responds accordingly.
Walk around the room as the students play, encouraging everyone to use the key phrases as often as possible.
LET'S DO SOME EXERCISES
Give the standard command for students to take out their activity books.
PAGE 12. Listen and colour. Students follow the instructions they hear on the audiotape, but only if the speaker says "Please." If he does not, students do not carry out the instructions. Tell them to listen carefully. The audiotape says:
Please colour the u red. Thank you.
Colour the e green. Thank you.
Please colour the a yellow. Thank you.
Please colour the i blue. Thank you.
Colour the o orange.
Please colour the o orange. Thank you.
Take a moment after the tape has finished to check if students understood. Did anyone colour the e Did anyone colour the o
PAGE 13. Please find the letters! Searching the jumble of letters in the middle of the page, students find and circle each of the letters shown in the bar at the bottom of the page. The letters may appear more than once. Look for the letter a. How many can students find
CLASS CLOSING
Briefly review some of the vocabulary from today's lesson. Ask the ClASs: To be polite, what do you say when asking for something (Please.) What do you say when you receive something (Thank you.)
Explain that the "something" you are giving or receiving can be permission: for example, today, when you give students permission to leave the ClASsroom, they should say "Thank you."
Gesture toward the door, and say, "Please." Students should respond as discussed. Say "Good-bye, ClASs" as students exit the ClASsroom.
Lesson 6 教學設計 篇2
(教師用書)
Advance preparation
See required materials listed below for the game in today's student book section.
GREETING
Give the standard greeting to welcome students to English clASs.
Announce that today the clASs is beginning a new unit of English lessons. Does anybody remember what this unit is about Remind students that you discussed this at the end of the last lesson.
TEACHING TIP
Speak English
Remember, use as much English as possible in your clASses. When you observe your students, you have an excellent opportunity to talk to them individually in English to make requests and offer friendly assistance.
LET'S LOOK AT OUR BOOKS
Give the standard command for students to take out their student books.
Draw the students' attention to the illustrations in the student book. Can anyone in the clASs guess what today's lesson will be about
1. At the market
Give the "listen" command. The audiotape will repeat each sentence. Ask the students to listen the first time, then say the words along with the audiotape the second time. The audiotape says:
[Li Ming]
Look! We can buy food at this market.
Look! We can buy food at this market.
[Jenny]
I see fish and meat.
I see fish and meat.
[Li Ming]
I see vegetables and fruit.
I see vegetables and fruit.
[Danny]
I see lots of good food.
I see lots of good food.
Take a moment to check the students' comprehension. See if everyone can identify the mastery vocabulary words in the illustrations: fish, chicken, meat, fruit, vegetables and food.
2. What do you like
Give the "listen" command. The audiotape will repeat each sentence. Ask the students to listen the first time, then say the words along with the audiotape the second time, The audiotape says:
[Li Ming]
What do you like What do you like
[Jenny]
I like fruit. I like fruit.
[Danny]
I like chicken. I like chicken.
Have a brief clASs discussion. Does everyone understand the meaning of like Translate if necessary. Ask a few students "What do you like " and encourage them to respond with a favorite food, using the structure "I like ."
3. Let's play a game.
Game: Draw and Match
Required materials
large vocabulary cards with words that students have learned so far, emphasizing the new words in this level Note: In this game, the students draw pictures to illustrate words and phrases.
Choose vocabulary words that will be relatively easy to draw.
This game is an effective way of reinforcing comprehension and reviewing vocabulary.
You will need a stopwatch, watch or clock with a second hand, and a large container such as a box or hat. Spread out the vocabulary cards, face up, on top of a large desk or table.
Divide the cLaSS into two teams. Appoint someone as the timekeeper. Team 1 chooses two players who go to the front of the room. Player 1 takes a vocabulary card from the container. This player must try to show, through drawing only, what it says on this vocabulary card. He or she may not say anything, point to anything, write anything, or provide a clue in any way other than drawing.
By looking at the drawing, Player 2 tries to match the word or phrase with a vocabulary card. Team 2 must remain quiet!
The timekeeper keeps track Of how many seconds it takes Team 1 to match the word or phrase. The maximum time allowed is two minutes. When the team correctly matches the word or phrase, record this time on the blackboard. If a team uses up the maximum time without matching correctly, their recorded time will be two minutes.
Next Team 2 sends two players to the front of the cLaSSroom to choose a vocabulary card and draw and match the word or phrase. Play as many rounds of this game as you wish. The team with the least total time at the end of the game wins.
LET'S DO SOME EXERCISES
Give the standard command for students to take out their activity books.
PAGE 18. Listen and circle. Circle the words. The students listen to the audiotape and repeat the words, then circle the words on the right that match the words in the column on the left. They also complete the sentence at the bottom of the page.
Say "Listen" and point to your ears, then play the audiotape. The audiotape says:
Like. Like.
Fish. Fish.
Meat. Meat.
Fruit. Fruit.
Chicken. Chicken.
Food. Food.
I like food! I like food!
PAGE 19. Talk and write. Write the words. In any order that you wish, say one of the four words aloud to the cLaSS. The students repeat that word aloud, then find the picture that matches the word and write the word in the spaces provided. Repeat the activity with the remaining three words.
CLASS CLOSING
Today have students number off using some of the vocabulary from today's lesson: chicken, fish, meat, fruit, vegetables, food and like.
Have the cLaSS say the words together, then have individual students number off by saying the words in order, from chicken to like, until all students have a word. Remind the students to remember their words.
When today's cLaSS is over, have the students stand by word. You might say "Now all students with the word fruit may stand," and then move on to another word until all students are standing. Wave and say "Good-bye" to signal that cLaSS is over.
Lesson 6 教學設計 篇3
一,教學設計思路
首先教師可以通過老鼠和馬的圖片引出mouse和horse這兩個單詞.同時可以指著動物提問若干問題,例如:What color is it ;How many legs does it have ;Does it have wings等.通過討論要求學生掌握"What can they do " 這個句型以及如何回答.通過學唱本課的歌曲掌握星期的表達方法并復習顏色的英文的名稱.
二,教學目標
(一)知識
1. 熟記課文中出現的動物名稱,特別是注意課文第二部分出現的動物,例如:duck, sheep, hen, rabbit, bird, cow等.
2. 掌握"What can______ " 和 "What else can______ "兩種提問方式,并示范學生怎樣替換這些用語里的單詞.
3. 掌握英語中星期一到星期日的表達以及英語中表示顏色的單詞.
(二)能力
1. 能用簡單的句型形容這些動物,例如顏色,形狀等.
2. 運用本課所講的句型和讓學生進行討論.
3. 掌握詢問星期的句型.
4. 學唱課文中出現的歌曲.
(三)情感
愛惜動物,人人有責.從自身做起,同動物做好朋友.
三,教學重點
1. 掌握動物的英文名稱.
mouse, horse, duck, sheep, rabbit, dog, hen, bird, cow
2. 掌握設計can 一系列問句.
3. 掌握表示星期和顏色的單詞.
四,教學媒體
電腦課件(錄音機,磁帶),教學圖片,單詞圖片.
五,教學過程
1. 導入
1)唱"Old Macdonald Had a Farm",唱這首歌的時候不要聽錄音,幫助學生復習前兩課所學到表示動物的單詞.
2)教師用中文詢問學生一些常見動物的習性.
2. 呈現新課
1)教師展示老鼠和馬的照片,引出本課將要設計的表示動物的單詞.
2)教師在黑板上寫下"Can a ______ fly ,教師詢問,學生看圖回答.然后教師再寫下"Can a_____ _____ ",教師更換動詞詢問,學生回答.
3)教師拿著表示星期的照片,引入表示星期的單詞.
4) 教師指著不同的物體同時提問它們的顏色,從而引入表示顏色的單詞.
3. 操練
1)教師展示老鼠和馬的照片,同時提問如下問題:What is it What color is it How many legs does it have Does it have wings Is it big or small
2)針對課文第二部分出現的圖片,教師領著學生進行如下討論:
T:Can you fly
Ss:No, I can't.
T:What can fly Can a duck fly
Ss:Yes, a duck can fly.
T:Very good. A duck can fly. What else can fly What else can fly Say it, please, CLAss.
Ss:What else can fly
T:What lese can fly Can a cow fly
Ss:No, a cow can't fly.
3)教師拿著表示星期的照片進行提問:
What day is it today
It is Friday.
4)教師指著表示顏色的照片進行提問,例如:
What color is it
It is blue.
4.課堂評價
1)教師指導學生做活動手冊的相關練習.
2)學生的詞匯量越來越豐富,學生在運用時難免會出現錯誤,對此教師要積極的看待,鼓勵學生思考和創造.
Lesson 6 教學設計 篇4
Lesson 7教學設計 (教師用書)
Advance preparation
Prepare for today's lesson by displaying the numbers from one to fifteen either on the blackboard or on a large chart.
GREETING
Give the standard greeting to welcome students to English cLASS.
Draw the students attention to your chart of numbers. Can anyone in the cLASS guess what today's lesson will be about
LET'S LOOK AT OUR BOOKS
Give the standard command for students to take out their student books.
Give the "listen" command. Ask the students to say the words along with the audiotape. For the first five lines, instruct students to point to the accompanying picture in the student book. The audiotape says:
Eleven. Eleven pencils.
Twelve. Twelve markers.
Thirteen. Thirteen pens.
Fourteen. Fourteen erasers.
Fifteen. Fifteen rulers.
One, two, three, four, five.
Six, seven, eight, nine, ten.
Eleven, twelve, thirteen, fourteen, fifteen!
One, two, three, four, five.
Six, seven, eight, nine, ten.
Eleven, twelve, thirteen, fourteen, fifteen!
LET'S DO SOME EXERCISES
Give the standard command for students to take out their activity books.
PAGE 14. Listen. Colour the picture! Draw your own. Students colour the butterfly as instructed by the audiotape. This type of art is called "colour by number." Sometimes people do big complex paintings this way (which is called "paint by number"). If students finish quickly, they may try creating their own colour-by-number picture for a friend to complete. Instruct students to first create a key for the illustration by colouring the numbers in the bar at the bottom of the page. Then they can find each number in the illustration and match its colour to the key. Give the "listen" command, then play the audiotape. The audiotape says:
Eleven. Blue.
Twelve. Green.
Thirteen. Red.
Fourteen. Purple.
Fifteen. Yellow.
PAGE 1S. Connect the dots! Colour. Working from one to fifteen, students draw lines between the numbers to connect the dots and create a picture. If they have connected the dots in the correct numerical sequence, they will have created a sailboat!
ACTIVITY: COUNTING
Count: I to 15
Required materials
Numbers chart or blackboard display
Sets of cLASSroom objects, books or other materials, or a chart or blackboard display of objects, arranged in quantities from 11 to 15.
Today's activity reviews the numbers from one to ten, and reinforces learning of this lesson's vocabulary: the numbers from eleven to fifteen.
Using your displays of objects, lead the cLASS in counting the items aloud.
Repeat, this time with a volunteer leading the count. Repeat with new volunteers as many times as you wish.
CLASS CLOSING
Allow time before the CLASs ends for students to "number off." Have the CLASs count together, in English, from one to ten. Then one by one individual students will each say one number counting from eleven to fifteen, proceeding in order (down the rows or whichever order you designate). For example, the first student in the row would say "eleven," the second student would say "twelve," the third student would say "thirteen," and so on. After the fifth student says "fifteen," the sixth student begins at eleven again. Continue until all students have a number. Tell them that they must remember their numbers.
When today's CLASs is over, have the students file out by number. You might say "Now all students with the number eleven may leave," and then move on to another number until all students have been permitted to leave the CLASsroom.
As each group of students leaves the room, say "Good-bye."
Lesson 6 教學設計 篇5
Lesson 1 教學設計 (教師用書)
GREETING
Welcome your CLAss to a new session of English lessons. Today's lesson is about greetings, introductions, and making new friends -- things to say when you meet someone new. Begin today's lesson by introducing yourself to the CLAss:
[Teacher] Good morning/afternoon, CLAss.
My name is Miss/Mrs. /Ms. /Mr. __
Every lesson in this level of Learning English will begin with a brief standard greeting to orient students. Review this greeting so the CLAss knows how to respond. The standard phrases for greeting your CLAss in this level are:
[Teacher] Good morning/afternoon, CLAss.
[Class] Good morning/afternoon, Miss/Mrs. /Ms. /Mr. __
Introduce today's lesson by telling the CLAss "Today we are going to learn about making new friends."
LET'S LOOK AT OUR BOOKS
Say "Let's look at our books" as you hold up your copy of the student book, open to the correct lesson. In this teacher's guide, we call this procedure the "standard command." It cues students to open their student books to the lesson for the day. Walk around the CLAssroom to make sure everyone can see the right page.
Have students look at the pictures on the pages for today's lesson. What do students think is happening
Does anyone remember how to ask someone's name in English What do you say to tell your own name
TEACHING TIP
Praise your volunteers
When asking for a response from your students, ask for volunteers. Don't call on individual students. You should never force children to speak. If you force young children to speak before they are ready, they may become worried and unable to learn well.
Give lots of praise to students who take the risk to volunteer. The more praise and encouragement you give to these students, the more volunteers you'll get next time.
Say "listen" and point to your ears. This is the standard command to cue students to listen to the audiotape. Play the audiotape.
The audiotape will repeat each sentence. Ask the students to listen the first time, then say the words along with the audiotape the second time.
The audiotape says:
[Danny] Hi! Hi!
[Wang Lingling] Hello! Hello!
[Danny] My name is Danny. What's your name
My name is Danny. What's your name
[Wang Lingling] My name is Wang Lingling. My name is Wang Lingling.
[Danny] Nice to meet you! Nice to meet you!
[Wang Lingling] Nice to meet you! Nice to meet you!
Today Danny made a new friend. Ask if anyone in the CLAss met someone new on the first day of school this year. What do you say in English when you meet someone new (Nice to meet you!)
TEACHING TIP
Connect ideas to "me"
When you teach with the student book, try to help your students "personalize" the ideas on the page. Help them find correspondences between the concepts on the page and themselves. Young children are very "me" centred. If you give them a way to connect ideas to themselves, you give them a way to learn.
Draw students' attention to the pictures on page 3. What gesture do English-speaking people use when meeting someone new (They shake hands.) Ask for a volunteer to shake hands with you.
If you have any students in your clAss who are new to the school, ask them to stand up and introduce themselves by saying "My name is __" Have the clAss respond by saying "Nice to meet you!" If you wish, ask one or two students who sit nearby the new student to demonstrate the gesture of shaking hands.
ACTIVITY: PLAY A GAME
Game: Stop! Go!
This is an action game about phrases of introduction.
When you say "Go!" students are to walk quickly through the clAssroom, looking down at the floor. When you say "Stop!" they look up and pair up with the student standing closest to them.
Those two students shake hands and introduce themselves, using the vocabulary from today's lesson as much as possible. For example, the exchange could be:
Student 1: Hello! My name is. What's your name
Student 2: My name is. Nice to meet you!
Student 1: Nice to meet you!
When you say "Go!" again, the students immediately begin walking through the clAssroom again.
If your clAss is very large, you might wish to call a group of ten or so students to the front of the clAss to demonstrate the game. Then give another group a chance to play.
LET'S DO SOME EXERCISES
Say "Let's do some exercises" as you hold up your copy of the activity book and some markers. In this teacher's guide, we call this procedure the "standard command." It cues students to open their activity books to the lesson for the day.
When the students have their activity books out, open your book to the correct lesson. Walk around the clAssroom to make sure everyone can see the right page.
Before beginning the activities for today's lesson, take a minute to introduce the four characters on page 2 to the clAss. Just quickly review their names. Have students point to the characters and repeat their names. Then briefly review the numbers from one to ten. Now students are ready to begin!
PAGE 2. Listen and number. Students listen to the characters introduce themselves on the audiotape, then write the appropriate number beneath that character's picture. For example, write the number one beneath the first character to speak.
Say "Listen" and point to your ears, then play the audiotape. The audiotape says:
One.
[Jenny] Hello, my name is Jenny.
[Man] Nice to meet you, Jenny.
Two.
[Wang Lingling] Hello, my name is Wang Lingling.
[Man] Nice to meet you, Wang Lingling.
Three.
[Danny] Hello, my name is Danny.
[Man] Nice to meet you, Danny.
Four.
[Li Ming] Hello, my name is Li Ming.
[Man] Nice to meet you, Li Ming.
PAGE 3. Trace and colour. Find Danny's new friend. The students use a coloured pencil or a marker to trace a line from Danny to his new friend.
CLASS CLOSING
Congratulate the students for completing Lesson 1 and for working hard.
Now that Lesson 1 is over, what happens next Who can predict what happens in the next English lesson (They will begin a new lesson, Lesson 2.) Tell the CLAsS that in Lesson 2 they will learn more about talking to new friends in English. They will also learn a new song!
Say "Good-bye, CLAsS" to signal students that it is time to leave the CLAsSroom.
Lesson 6 教學設計 篇6
一,教學設計思路
上課所學內容為西方快餐中的兩種代表性食物pizza和hot dog, 本課內容donut也同樣屬于同一類詞,因此可以由對上課的復習導出新課單詞.通過對課本圖片的描述和表演練習培養學生對語言的運用能力,并由此增強對現實生活的體驗.
二,教學目標
(一)知識
1.熟記donut.
2.了解donut man, hot dog girl, pizza man等.
3.句型:Would you like… /May I have…
4.拓展:donut也可用來指donut形狀的事物.
(二)能力
1. 能夠用英語表達自己喜歡的食物.
2.能夠運用為別人提供或請別人吃東西的簡單日常用語進行交流; 在餐廳用餐時能夠順利交流.
(三)情感
1. 培養學生珍惜糧食,珍惜勞動成果的情感.
2. 使學生養成良好的飲食習慣,不挑食,不暴飲暴食.
三,教學重點
新詞:donut (可數名詞) a donut/donuts
句型:Would you like…
May I have…
四,教學媒體
電腦課件(錄音機,磁帶),教學圖片或實物.
五,教學過程
1.導入
讓學生合唱上課中改編的Chant,然后讓學生從中找出上節課所學單詞,并拿出實物或圖片讓學生辨認.
2.呈現新課
1)教師拿出donut實物或圖片(最好為實物).
Besides hot dogs and pizza, I also like this.(教師做出味道可口狀)Wow, how delicious it is! Would you like one
可能有學生會問 "What is it " 這時教師就可以自然導入新詞donut的學習.如果學生沒有反應出"What is it ",教師可以置疑 "Do you want to know what it is " ,這樣教師就可以通過實物,圖片,視頻等進行對donut的講解了.以及簡單學習 "What would you like 的變型 "Would you like… "
2)教師讓學生打開課本, "What do you see in the pictures ",學生自由發揮.教師可以接著問 "Who are they "/ "What are they doing ".然后向學生解釋除了可以說 "My favourite is …,還可以說 "…is my favourite."及省略形式 "My favourite."
3)讓學生聽錄音或觀看視頻學唱Do You Know the Donut Man .并向學生解釋donut man, hot dog girl, pizza man等.
4)課外知識:
①donut-shaped
②donut的起源及做法.
3.趣味操練
1)表演:設置交際情景,讓學生分組進行對話練習,進一步鞏固單詞和前邊學過的句型,并練習本課句型.
情景:餐廳或超市.
道具:pizza, hot dogs, donut及其它一些食物,可用模型或圖片代替.
角色:每小組一名服務員,3-5名顧客.
3)歌曲表演Do You Know the Donut Man (參照視頻資源)
角色:donut man, hot dog girl, pizza man等.
4. 課堂評價
①做活動手冊的相關練習.
② 在學生完成各種游戲的過程中,老師對學生的活動進行整體評價.
5. 學以致用
不僅掌握donut, 還要了解一些donut-shaped的事物.
六,板書
Lesson 19
donut
"Would you like a … "
拓展知識:
donut-shaped: shaped like a ring
Pizza and hot dogs,
Juice and bread,
Put your fingers on your head.
pizza and hot dogs,
Noodles and eggs,
Put your fingers on your legs.
pizza man
hot dog girl
donut man
Lesson 6 教學設計 篇7
Class Opening and Review
SUGGESTIONS FOR REVIEW
Use the quiz in the student book as review. Observe your students closely. Here's how the audiotape goes:
(Mr. Wood) Are you ready to listen, cLAsS Stand for the right answer. Sit for the wrong answer.
1. Are mitts and mittens the same* Yes, they're the same!
2. What is Danny doing He's putting on his scarf.
3. What is Li Ming doing He's skating on the snow.
4. What season is this It's summer. What a windy day!
5. What are you learning You are learning to speak English! Good work!
How did you do Look at the answers below.
Answers:
1. Yes! Mitts and mittens are the same! 2. Danny is putting on his hat. 3. Li Ming is skating on the ice. 4. It's fall. 5. You speak good English!
Sing "The Seasons Song."(See "Songs and
Chants~ ")
Story
"The Snowman"
Use the storybook and audiotape.
Please see "Teaching Techniques at the back of this guide for instructions on how to teach stories. Make sure you cover all three steps.
PREPARE TO READ
Here are some questions you can use to prepare the students for the story. Use as much English as possible, but allow the discussion to take place in
Chinese where necessary.
Who is in this story (,4 boy and a snowman. )
What can this snowman do (Talk, skate and ski.)
Why do the students think the snowman is in the refrigerator at the end of the story
READ
DISCUSS
Here are some questions you can use to reinforce the main idea of the story.
When can the snowman talk
Can the snowman ski
Can he skate
Why is he in the refrigerator
Do you like this story Why or why not
USE THE ACTIVITY BOOK
Number 1 in the activity book is a listening exercise on the audiotape as follows:
Listen. Follow the directions and draw pictures.
a. Draw a snowman. The snowman is skating.
b. Please put a jacket on the snowman.
c. Please put mitts on the snowman.
d. There are boots beside the snowman.
e. There is ice under the snowman.
f. It is snowy and windy.
Class Closing
FOR YOUR INFORMATION: AUDIOTAPE SEQUENCE
Student Book, Lesson 23 (all)
Storybook: "The Snowman"
Activity Book, Lesson 23: Number 1
Lesson 6 教學設計 篇8
unit 3 the 1 period (date: )
教學內容
at a music lesson part a.h
教學目標知識和能力能正確地聽、說、讀、寫單詞:lesson, song, learn, music, have, first, start, listen to, follow, together.過程和方法能正確地理解并應用句型: can you …? yes, we can. no, we can’t. ok。情感態度與價值觀學會歌曲we can sing and dance。
教學重難點教學重點：正確應用所學的句型問答；單詞的四會掌握
教學難點：人稱代詞i和we的熟練運用；初步了解現在進行時they are having a music lesson
教學準備錄音機教學過程
學生活動
診斷與調整step1 greeting t: good morning , boys and girls ! step2 free talk t: i can skate. what can you do?t: i can play … what can you play? i can make …what can you make? ask and answer in pairs.step 2 presentation and practice1 t: i can …. , can you … ? practice one by one. t: can you play the guitar/sing/dance?添加單詞we。2 t: you can sing and dance. you can play the violin and the piano. do you like music？ 教單詞music。 t: today, let’s have a music lesson. t：at a music lesson, what can we do? 3 t: we can sing some english songs. right? 4 t: what can you sing? t: can sing ‘in the classroom’ first？5 t: everyone, can you sing ‘in the classroom’ ? let’s start. 6 t: can you sing ‘we study and play’? let’s sing it together. 7 t: can you sing ‘we can sing and dance’? shall we learn the song now? listen to the song, please.8 t: now, follow me, please.step 3 listen, read and practice1 t: we are having a music lesson in the classroom. (translate it into chinese.) some students are in the music room. they are having a music lesson, too.2 listen for the first time.3 listen and answer some questions, then read the text after the tape/the teacher. read by themselves.step 4 consolidation 1 t: i taught you an english song just now. now you teach your desk mates a song.2 practice in pairs.3 ask some ss to act it out in front.七、作業設計1、 listen and read the text four times.2、 practice to be a teacher and teach an english song.八、板書設計 unit 3 at a music lesson ( a ) let’s sing … first.let’s sing it together. shall we learn the song now? listen to the song, please. now, follow me, please.ss: …ss: i can…ss: yes, i can./no, i can’t.ss: yes, we can./no, we can’t. ss: yes,i do.s: we can sing .ss: ok.s: no, we can’t.q1: what can the students sing first?q2: what can ben do?
unit 3 the 2 period (date: )
教學內容 at a music lesson part b .c
教學目標知識和能力能正確地聽、說、讀、寫單詞:dance, play, make過程和方法能正確地理解并應用句型: can you …? yes, i can. no, i can’t. i can … what can you do?情感態度與價值觀學會歌曲we can sing and dance。
教學重難點教學重點：能正確熟練地運用本課b部分出現的動詞
教學難點：能用i can … what can you do?談論能力
教學準備錄音機，圖片教學過程
學生活動
診斷與調整step1 greeting t: good morning , boys and girls ! step 1 free talk/ revision1 greetings2 t: i like apples. do you like apples? what do you like? t: i like skating. do you like skating? what do you like?skate, ski, swim。step 2 presentation and practice1 t: i don’t like swimming. i can’t swim. i can sing. 板書sing2 t：can you sing ‘we study and play’? let’s sing it together.3 t: can you dance? let’s sing and dance. 4 t: look at these words, sing, dance, swim, skate, ski. i can sing. how about you? t: what can you do? 5 ask and answer one by one.6 practice in pairs.7 play a game: listen and do 8出示c部分圖，小組操練。9 t: i can play the guitar. what can you do? . 10 出示木偶t: what’s this? t: i can make a puppet. maket: this is a model plane. i can make a model plane. t: i can make a model plane. what can you do? step 3 listen and read listen and read the words and phrases step 4 consolidation do a survey以小組為單位，學生完成調查表。 nameactivityis1s2s3
sing
dance
swim
make a puppet
play the guitar
play the piano二、 作業設計1、 listen and read the words and phrases 2、 copy the words and phrases three ss: …ss: i like…ss: i like…s: i can …s: i can …鞏固動詞sing, dance, swim, skate, skis: i can … s: it’s a puppet.s: i can …s: can …t: ，can you …?
板書設計：
unit 3 at a music lesson ( b&c )
a:i can … what can you do?
b:i can …
sing/ dance/ swim/ skate/ ski/
play the guitar/ play the violin/
make a puppet/ make a model plane
unit 3 the 3 period (date: )
教學內容 at a music lesson part d,e
教學目標知識和能力能正確地聽、說、讀、寫單詞:ride過程和方法熟練掌握can與第三人稱的搭配熟練掌握can與不同動詞的搭配
情感態度
與價值觀
能熟練朗讀并表演e部分對話
教學 重難點教學重點：熟練掌握can與第三人稱的搭配。教學難點：熟練掌握can與不同動詞的搭配。
教學準備
錄音機教學過程
學生活動
診斷與調整
step 1 free talk/ revision1 t: i can sing the song ‘we can sing and dance’. can you sing it?let’s sing the song together.2 t: who wants to be our teacher? please come here and teach us a new song.3 t: i can … what can you do/make/play/draw?step 2 presentation and practice1 出示d部分圖片。 t: what can they do? let’s have a look. show picture 1. t: what can the girl do? can the boy dance? what can he do? look at the other pictures of this part and ask and answer in pairs like this.2 fill in the blanks.3 check the answers. read the sentences group by group.4 t: i can put a book on my head. can you put a book on your head? can you put a book on your finger? can you put a rubber on your nose? 學生邊回答邊做。step 3 listen, read and say/ look and say1 t: can you ride a bike? 教單詞ride2 t: what can this boy do? step 4 consolidation ww w.x kb1. com do a survey about your good friend’s family familyactivityfather mother grandfathergrandmother
brother
or sister
singswim ride a bikeplay footballdraw a tiger
make a cake1 demo：can your … ? what can your … do?2 do the survey.3 feedbacks：’s … can … 七、作業設計1 listen and read part d and part e four times.2 copy part d in the exercise booone student acts a teacher in the front.s: i can …ss answer the questions.ss look, listen and read.practice to act in group.板書設計：
unit 3 at a music lesson ( d & e )
a:i can … b:me, too.
a:can you … ? b:yes/sure, i can.
unit 3 the 4 period (date: )
教學內容 at a music lesson partf.g
教學目標知識和能力了解元音字母a在單詞中的發音。過程和方法進一步掌握can引出的句型。
情感態度
與價值觀
能用i can … what can you do?談論能力
教學 重難點教學重點：進一步掌握can引出的句型。教學難點：了解元音字母a在單詞中的發音
教學準備錄音機教學過程
學生活動
診斷與調整step 1 free talk/ revisiont: let’s sing the song ‘we can sing and dance’t: i can … can you/your …?/what can you/your … do? talk about the ability in class.step 2 presentation and practicet: look. miss li and the students are playing a game ‘hide and seek’. ask: where’s ben? who can find him? practice. t: who can play …/make …/draw …?
listen and read the dialogue. then read together.t: would you like to play this game? please find this rubber. ask the ss turn back and hide the rubber.t: where’s my rubber? who can find it?write the words on the blackboard. after basketball class dance listen to the tape and read the words. write the sentence on the blackboard.t: can you find out the same pronunciation in the words? 板書音標/á:/ 讀音標和單詞. bathroom, father, glass, can’t, afternoon10 t: who can read these words.step 3 consolidation國慶才藝大賽報名表:為慶祝國慶到來，我校將舉行才藝大賽，請各小組組長征求組員意見并填好報名表。
name
ability
name
abilitywhat can you do? who can sing/dance/play the …? can you draw/write/make …?2、practice in groups.3、教師詢問各組報名情況。 who can …? can you/s1/s2 …? what can s3 do?4、各組長匯報情況。 s1/s2/s3/… can …七、作業設計1、listen and read part f & g four times.2、review the words of this unit.3、finish off the workbook.ss: create some new songs and try to sing them.s:i/we/he/she/they can …s: i can …s: i can. it’s …let’s read it after the tape recorder.discuss in pairs.ss read them.板書設計：
unit 3 at a music lesson ( f&g )
after basketball class dance
we often dance and play basketball after class.
bathroom father glass can’t afternoon