逍遥右脑 2014-06-09 10:14
1B M4 U3 Story time
Content Module 4 Things we do Unit 3 Story time (Period 1)
Aims1. To learn the new words: wolf, boy, farmer, narrator
2. To use the key pattern to introduce oneself
e.g. I’m the boy.
Language focus1. To pronounce the words: wolf, farmer, etc.
2. To use the pattern correctly: I’m the ….
Teaching aidsMultimedia, word cards, object and masks
Procedures
StepTeacher’s activityStudents’ activitiesPurpose
Pre-task preparation1.Sing a song
2.Daily talkSing a song
T→S
活跃堂气氛。
通过简单的对话引出新知识。
While-task procedure1. Learn: boy
Ask ten boys to stand up.
T: How many boys?
T: Tall boy, short boy
One and two
Tall boy, short boy
I see you.
2. Learn: wolf
Show a picture.
T: Is this a dog?
Is this a tiger?
T: What’s this?
It’s a wolf.
T: Is this a wolf?
What color is it?
T: Wolf, wolf
A brown wolf
Wolf, wolf
I see you,
3. Learn: farmer
T: Take out a fork.
Look, I’m a farmer.
Use “farmer” to make a sentence.
4. Learn: narrator
Show a flash. Watch the beginning of the story.
(The narrator is just describing the story)
T: Look, He/she is a narrator.
T: (Point to the narrator)Who is he/she?
T: He/She is the narrator.
5. Learn: I’m…
T: Who is he?(Point to the student in the class)
T: He’s a boy. And I’m a girl.
Take out some masks.
T: Now I’m the ….
Who can make a sentence like me.
S: Ten boys.
Read the word: boy.
Read the rhyme
S: No.
S: No.
Read the word wolf.
S: Yes, it’s a wolf.
S: It’s brown.
Say the rhyme and ask the students to make the new rhyme.
Read the word: farmer.
S1: The farmer is fat.
S2: I see a farmer.
….
S: Read the word “narrator”.
S: He/She is the narrator.
S: Who’s he/she?
Work in pairs.
S: He’s….
Put on the mask
S: I’m the….
通过旧句型引出新单词，让学生更易接受和理解。
模仿简单的儿歌巩固新单词。
形象的图片再配上旧句型，学习单词。
让学生发挥想象，打开思维的空间，编出一些有关wolf的新儿歌。
以实物刺激，让学生感知农民伯伯所需要的工具。
鼓励学生用所学到的知识创编新句子。
通过学生感兴趣的小品表演吸引学生的眼球，感知新单词的真正意思。
利用对话操练巩固新知。
带上头饰表演出自己现在的角色。
Post-task activity1. Have the students put on the masks and make a short dialogue in groups.
2. Have the students listen to the story and act it out.e.g.:
S1: I’m the farmer.
S2: I’m the boy.
S3: I’m the wolf.
S2: Hello!
S1: Hi!
S1: Oh! A wolf! Help!
S2: Go away!
在对话表演中帮助学生记忆新词和句型。
锻炼学生的听力水平，激励学生的学习兴趣和热情。
Assignment1. Listen and read the words and the sentences. P46
2. Preview P47P48P49
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M4U3 Story time
boy I’m the….
wolf
farmer
narrator
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1B M4 U3 Story time
ContentModule 4 Things we do Unit 3 Story time (Period 2)
Aims
1. To use the verb help to request assistance.
e.g. Help! Help!
2. To use wh-question to get simple responses.
e.g. Where’s the wolf?
3. To use the key pattern to indicate that something is approaching.
e.g. Here come the farmers.
Language focus To use phrases and sentences to communicate with other students.
Teaching aidsMultimedia, etc
Procedures
StepTeacher’s activityStudents’ activitiesPurpose
Pre-task preparation1. Greetings.
Who is he?
Who is she?
Is he …?
How many…?
2. Show the word cards 1. Greetings
a. T-S1
b. S1-S2
2. Read the words:
boy wolf farmer narrator 热身运动，活跃气氛, 同时复习前面所学的单词为下文作铺垫。
While-task procedure
While-task procedure1.Learn the story of “A boy and a wolf”.
Show the flash of this story, with the help of pictures, masks and body language. Then ask the question.
2. Learn : help
T: Who says “Help! Help!”?
Create the different situations. Let the students to say “Help! Help!.
3. Learn :
Where ‘s the wolf?
No wolves.
T: Can you see the tiger in the classroom?
T: Where’s the tiger?
No tigers.
T: Can you see the wolf at first?
T: Where’s wolf?
No wolves.
T: No lions.
T: Where’s the dog?
T: Where’s the bear?
4. Learn:
Here come the farmers.
T: When the boy says ”Help! Help!” , who is coming?
T: Here come the farmers.
T: Show the boy.
Who is coming?
T: Here comes the boy.
T: Create some situations and let the students to say:
Here come(s) the ….
Watch the flash.
S: The boy.
Read the word:
help
S: Help! Help!.
S: No, I can’t.
S: No, I can’t.
S: Where’s the lion?
S: No dogs.
S: No bears.
Work in pairs.
S: The farmers.
S: The boy.
S: Here come(s) the ….
通过观看flash让小朋友感知整个故事的内容。
通过情景的创设，让学生在体验中学习。
鼓励学生用所学到的单词进行对话。
Post-task activity1. Let the students to listen to the story and repeat after the tape.
2. Divide the students into groups. Put on the masks. Each group will play one of the characters in the story.
3. ”Don’t tell a lie”.1. Listen and repeat.
2. Act out the story.
让学生进行故事表演，在情景中体验会话的乐趣，培养学生的语音交际能力。
Assignment1. Listen to the tape and read( P47P48P49)
2. Listen to the new story (Workbook P46P47P48) and act it out with your parents.
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M4U3 Story time
x Kb 1 .Com
help
Where’s the wolf?
Here come(s) the ….
Don’t tell the lie.
1B M4 Revision
ContentActivities and a story (Period 1)
Aims1. To use nouns to identify momentary actions. e.g. ride, play, skip, fly
2. To use verb phrases to indicate actions. e.g. play football, skip a rope, fly a kite, ride a bicycle
3. To use the modal verb can to talk about ability. e.g. She can sing.
4. To ask wh-questions to find out particular information about a person. e.g. What can he do?
5. To use nouns to identify persons and animals. e.g. boy, wolf, farmer
6. To ask wh-questions to get simple responses. e.g. Where’s the wolf?
7. To ask children not to tell a lie.
Language focus1. To use verbs and verb phrases to indicate actions. e.g. play, play football, skip, skip a rope, fly, fly a kite, ride, ride a bicycle
2. To use the modal verb can to talk about ability.
e.g. I can sing. She can sing.
3. To ask wh-questions to find out particular information about a person. e.g. What can he do?
4. To use nouns to identify persons and animals. e.g. boy, wolf, farmer
Teaching aidsPictures, multimedia, cards, etc
Procedures
StepTeacher’s activitiesStudents’ activitiesPurpose
Part 11. Greetings.
2. Sing a song.
<Skip my rope>1. Greetings
2. Sing a song.热身运动，活跃气氛。
在歌曲中引出今天的复习内容——动作。
Part 2(Ⅰ)
1. T: Look. What can the girl do?
T : Can you skip the rope?
T: What else can you do?
2. Show a word game.
3. Talk with your desk mate.
4. Guessing game.
P1: What can he/ she do?
1.S: She can skip the rope.
Look and read the word
S: Yes.
S: I can play football.
…
Look and read the word.
Play, ride, fly, sing, dance, draw
2. Look and say.
3. S—S Work in pairs
What can you do?
I can …
4.
P2: He/She can …
通过歌曲引出的动作复习本单元单词。
通过看件中一个个闪过的动作小组开火车快速讲出动词词组。复习词组
在同桌操练的过程中复习单词、词组和句型。
在件中设计猜谜游戏，让学生在猜的过程中操练，既愉快又有了知识的训练。从第一人称过渡到第三人复习。
Ⅱ
1. T: This is a boy. This is a wolf. This is a farmer.
2. T: Try to act out the story.
3. T: What can’t we do?
1. S: A story. <The boy and the wolf>
2. Act out the story.
3. S: We can’t tell a lie.承接上个环节中，将故事中的人物作为猜谜游戏中的后几个。猜出一个出示一个。
分组准备，然后表演故事。
在学科中渗透德育
Part 31．
T: What can we do?
T: You can sing a song . The song can tell me what you can do.
2.
(1) T: Do you know what can you friend do? Let’s do a survey.
(2) Tell us what your friend can do.1.
S: We can …
Sing a song.
<Skip my rope >\<Play football>\<Fly a kite>…
(1)Do a survey.
(2)S-S Work in pairs.
What can you do?
I can…
What can he /she do?
He/ She can…
从我们不能做什么自然过渡到我们可以做什么。学生自己编歌词唱歌，调节气氛，并巩固知识。
通过调查，要求学生将所学的单词、词组和句型综合运用，学生自己挑选自己喜欢的句型进行交流。训练学生的综合运用的能力。
Part 41. Read P38-41
2. Do a survey. What can your father and mother do?
play play football
skip skip a rope
ride ride a bicycle
fly fly a kite
What can he/ she do?
He/ she can…
1B M4 Revision
ContentNew Year’s Day (Period 2)
Aims1. To use adjectives to identify objects. e.g. gift, card, firework, firecracker
2. To use imperatives to give instructions. e.g. Dra Write. Fold.
3. To use adjectives to describe things. e.g. new
4. To use formulaic expressions to greet people on New Year’s Day.
e.g. Happy New Year!
5. To use formulaic expressions to offer people things. e.g. A gift for you.
6. To use the simple present tense to express interests and preferences. e.g. I like the red dress.
Language focus1. To use adjectives to identify objects. e.g. gift, card, firework, firecracker
2. To use imperatives to give instructions. e.g. Dra Write. Fold.
3. To use formulaic expressions to greet people on New Year’s Day.
e.g. Happy New Year!
4. To use formulaic expressions to offer people things. e.g.A gift for you.
5. To use the simple present tense to express interests and preferences. e.g. I like the red dress.
Teaching aidsPictures, multimedia, cards, etc
Procedures
StepTeacher’s activityStudents’ activitiesPurpose
Part 11. Greetings.
2. Sing a song.
< Happy new year>1. Greetings
2. Sing a song.热身运动，活跃气氛。
在歌曲中引出今天的复习内容——新年。
Part 21. T: What can you see on the New Year’s Day?
2. Let’s do a quick response.
3. T: Are you happy on New year’s Day ? But the grandfathers and grandmothers are not happy. They haven’t children. They are poor. Let’s watch.
(1) T: We want to see them, what do we need?
(2) T: Have we got a card? No. Let’s make a card.
T: One:
T: Two:
T: Three:
(3)T: We have the card. What else do we need?
(4) We haven’t the things. Let’s go to the supermarket and buy some.
Show a picture of the supermarket.
（5）T: Let’s go to see grandfathers and grandmothers.
1. S: Gift, card, firecracker, firework…
2. Look and say.
3. Watch the video.
(1) Gift, card, firecracker, firework, fruit, flowers.
(2)
S: Dra
S: Write.
S: Fold
Make a card.
S: Flowers, apples, gift,….
（4）S: O.K
S—S Work in pairs
S1: Can I help you?
S2: I like the …
S1: Here you are.
S2: Thank you
…
(5)S: O.K.
Make a short dialogue.
S1: …. for you.
S2: Thank you.
S1: Happy new year.
S2: Happy new year.通过师生问答引出本单元重点词汇。
以竞赛的方式看媒体快速闪现的图片并快速应答，熟练掌握单词，激发学生熟练掌握单词的学习热情。
通过短片介绍敬老院的老人的生活。激发学生去看望他们，并带给他们新年气氛的想法。
通过短片的观看，学生自然能说出看望孤老需要的物品
引导学生自己做卡片送给孤老。复习做卡片的过程。
有了卡片要求学生再重复新年拜访需要的物品，帮助学生操练这些重点的单词。
由教师设疑问，没有要送的礼物，所以到超市去买，自然过渡到复习文中买礼物的内容。
模拟送礼物的过程，让学生在语言训练的同时，学习关心身边的人。在学科学习中渗透德育。
Part 31. T: We are happy on the New year’s Day. Because we can see the beautiful firework. Let’s watch.
2. Watch other New Year’s Day in other country.
T: What can you see?Watch the video
Describe.
S: The firework is ….
2.Watch.
S: …观看节日特有的烟花。制造节日的气氛。在语言训练的同时对firework和firecracker 增加感性的认识。
观看其他国家新年，让学生开阔视野，激发良好的英语学习兴趣。
Part 4 1. Read P42-45
2. Tell your parents what you like on New Year’s Day
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gift card
firecracker firework
Happy new year!
… for you.
I like….