Step
| Interaction patterns
| Student activity
| Teacher activity
|
Introduction (5minutes) | 1.The whole
class work.
2.Individual work and the whole class work.
| 1.Students answer, “Hi! Good morning.”
2.Response to the teacher.
T: “Who’s she?”
S1: “She is …”
The teacher walk to the second student, pointing to a boy.
T: “Who’s he?”
S2: “He is …”;
Students sing the song together.
| 1.The teacher greets with students, “Hello! Good morning.”
2.Walk to one student, point to a girl and ask: “Who’s she?”
The teacher walks to the second student, points to a boy and asks, “Who’s he?”
The teacher says, “Let’s sing the song Where Are You From? together.” Then the teacher plays the tape.
|
Presentation （15minutes） | 1.The whole
class work.
2.The whole
class work.
3.The whole
class work.
4.The whole
class work.
5.Individual work.
6.The whole
class work.
7.Individual work and pair work.
| 1.Guess, follow and read the words for several times.
2.Students read the
sentence for three times.
3.Do 1b–A. Listen first, and follow it for several times.
4.Follow the teacher and count the numbers one by one.
5.The student reads it quickly.
6.Do1a. Listen to the tape carefully for the first time and guess the meaning of the picture;
Students follow the tape.
7.Do1c. Read1aagain and do1cby themselves;
One student checks the answer;
Ask and answer in pairs.
A: “What’s your
telephone number?”
B: “My telephone
number is It is/It’s …”
A:Thank you very much.
B:That’s OK.
| 1.Point out a telephone and say the words“telephone”,
“number”. Then ask students to guess the words’ meanings.
2.Write the words on the blackboard and read them out.
The teacher says: “My telephone number is …”(老师解释：“我的电话号码是…”) Then let students read the sentence for three times.
3.Point out a card with “0”and “zero”on it （上面是阿拉伯数字，下面是英文单词）and read it for several times.(老师可采用同样的方法教授其余基数词)
4.Show his/her one hand and count the numbers with it, let students follow the teacher.
5.Show the number cards one by one（遮住下面的英文单词）and let students read it quickly.
6.Show the picture of1a, play the tape and let students listen to it carefully for the first time;
Play the tape again and let students follow it.
7.Give students 1 minute to read1aagain and do1cby themselves;
Choose one student to check the answer;
Let students find out how to ask and answer somebody else’s telephone number and how the policeman responses to Li Jie’s mother’s thanks.
|
Consolidation (10minutes) | 1.Group work.
2.The whole class work and individual work.
| 1.Act out the dialogue of1ain groups;
Two groups come to the blackboard and show their dialogues to the whole class.
2.Do 1b-B. Read the numbers one by one;
Two students come to the blackboard and do it. The one who does it more quickly and faster is the winner;
Students listen to the teacher carefully.
| 1.Remind the students to pay attention to the key sentences. Then let students act out the dialogue in the groups;
Choose two groups to show their dialogues.
2.Show the pictures of 1b to students, and then let students look at the pictures and read the numbers one by one;
Play a game—find friends. Stick the numbers and English number words on the blackboard disorderedly. Then choose two students to come to the blackboard and help the numbers find the English number words;
The teacher makes a summary about the competition.
|
Practice (8minutes) | 1.Pair work.
2.The whole
class work.
| 1.Do 2. Ask and answer in pairs and then practice it.
2.Do 3. Complete the passage together;
Check the answers in the books.
| 1.Give students two minutes to ask the questions in pairs: “Hello! What’s your name? Where are you from? What’s your telephone number?” and then make up a conversation using the key sentences.
2.Show Miss Wang’s name card and let students complete the passage together;
Point out the word; “her”(老师解释：意为“她的”)Then check the answers together.
|
Production (7minutes) | 1.Group work.
| 1.The students do it by themselves;
Two students report the survey results using the sentences: “This is… His/Her family name is… and … is his/her given name. He/She is from … And his/her telephone number is…”
| 1.Give students two minutes to interview three students and fill in the blanks. It contents: name, from and telephone number;
Choose two students to report the result.
2. Assign homework:
Review the key sentences we have learnt;
Make a name card for his/her mother or father;
Practice the number using your hand; Preview Section D—Grammar and Functions.
|
Teaching reflection:
本节课用了较多的时间学习数字，对于学生来说学习数字有些困难，因此，在教学过程中，采用多种学习方式，加深学生的印象，通过日常生活中的数字来巩固学生对数字的学习。此外，物主代词 “her”的引入也是一个难点，老师可以对应着 “my, your”来讲解，可根据学生的水平决定是感知还是深度学习。
|
发表于 2013-9-16 17:45:12
QQ好友和群
QQ空间
腾讯微博
腾讯朋友
收藏
分享
顶
踩
楼主