Step
| Interaction patterns | Student activity
| Teacher activity
|
Introduction (5minutes) | 1. The whole class
work.
2. The whole class work and individual work.
| 1.Students answer, “Hi! Good morning. Nice to meet you, too.”
2. Read the numbers from 0 to20 inEnglish one by one;
Some students read the numbers and the teacher points one by one.
| 1.The teacher greets with students “Hello! Good morning. Nice to meet you.”
2.Let students read the numbers from 0 to20 inEnglish one by one;
Point out some numbers and let some students read them in English.
|
Presentation (13minutes) | 1.The whole class work and pair work.
| 1.Do1a. Listen and read the word out according to the sound. Then follow the teacher;
Listen and follow the teacher;
Follow the teacher;
Listen and follow the teacher for several times;
Follow the teacher for several times;
Listen and judge. Then find out its pronunciation.
T:What’s this?
Ss:橡皮。
T isten! Pen, desk eraser.（重读eraser）
Ss:Eraser.
T:What’s this in English?
Ss:It’s an eraser.
Talk about the question in pairs.
A: Thank you./Thanks.
B: That’s OK./
You’re welcome.
Then one student shows his/her idea;
Students listen to the tape and follow the tape for the first time.
| 1.Point a desk to students and say: “What’s this in English?”（老师解释：用英语说这是什么？), present /desk/ and teach the word for several times;
Then ask, “How do you spell it?”（ 老师解释：怎样拼写它？）Teach the sentence for several times;
Spell it, “D-E-S-K, desk” and let students follow the teacher one time;
Point to a pen over there and asks: “What’s that in English?” (老师解释this指位置相对近的物体或人；that指位置相对远的物体或人)Then let students listen and follow the teacher for several times;
Ask,“Can you spell it, please?” （老师解释：请你能拼写一下好吗？）Then teach the sentence for several times;
Show an earser and ask.
(老师解释：不定冠词a 用在以辅音音素开头前；an用在以元音音素开头前)
Ask,“What will you say if someone helps you? What will you response if someone thank you for your help?” Let students talk about the question in pairs and choose one student to show his/her idea;
Let students listen to the tape and pay attention to the key sentences.
What’s this / that in English?
How do you spell it?
Can you spell it, please?
Thanks. You’re welcome.
Then follow the tape for the first time.
|
Consolidation（10minutes）
| 1.The whole class
work and pair work.
2.Individual work.
3.Pair work.
| 1.Listen to and follow the tape for the second time; Then practice the two conversations in pairs;
And two pairs show the conversations.
2.Do 1b. Listen and complete the conversations and then check the answers.
3.Do1c. Make up new conversations in pairs and show the new conversations.
| 1.Let students listen to the tape and follow it for the second time; Give students 1 minute to practice the two conversations in pairs;
Choose two pairs to show the conversations.
2.Play the tape and choose two students to check the answers.
3.Show some pictures about map, eraser, pen, pencil and desk to students, then let them make up new conversations with them and do it in pairs, then choose two pairs to show the conversations.
|
Practice (12minutes) | 1.The whole class work.
2.Individual work.
| 1.Do2a. Students answer together, “Yes, it is.”
Students answer together, “No, it isn’t. It’s a pen.”
Students answer the teacher’s questions according to the objects.
2.Do 3. Four students come to the blackboard and write the sentences;
Look at the sentences carefully and some students correct the mistakes;
Listen to the teacher carefully.
| 1.Show a pen and ask, “Is this a pen?” Help students answer, “Yes, it is.”
Then show a pencil and ask, “Is this a pen?” Help students answer, “No, it isn’t.” Then point some other objects e.g. toy, map, telephone, and then ask and answer with students.
2.Choose four students to come to the blackboard and write four sentences in 3;
Let students look at the sentences carefully and find out the mistakes,
then choose some students to correct the mistakes;
Make a summary about the use of capital letters and punctuation.
|
Production (5minutes) | 1. Group work.
| 1.Students come and play the game;
A:What’s this in English?
B:Is it a/an…?
A:Yes, it is. How do you spell it?/No it isn’t.
Please try again.
A:…
Students listen to the teacher carefully.
| 1.Play a game—Guess the objects by touching them.
Prepare some objects on the desk, then choose one student of each group to come and find the objects without seeing them in two minutes. The one who guesses the more objects is the winner.
Make a summary about the game.
2. Assign homework:
Review the key sentences;
Make a short dialogue orally;
Copy the new words in workbook;
Preview the new words and1ain Section C.
|
Teaching reflection:
本节课中学生对于冠词a/ an的掌握有些难度，教师在教学过程中要总结一些帮助学生记忆的顺口溜，如：冠词a/ an两顶帽，许多名词都需要，单词开头元音素，只能用an，不用a。
|
发表于 2013-9-23 10:32:38
QQ好友和群
QQ空间
腾讯微博
腾讯朋友
收藏
分享
顶
踩
发表于 2014-9-24 16:17:11
楼主