Step | Interaction patterns | Student activity | Teacher activity |
Introduction (6 minutes) | 1.The whole class work. 2.The whole class work. 3.The whole class work. 4.The whole class work. | 1.Focus their attention on the teacher. 2.Count the numbers from 1-21 first; Count the ordinal numbers from first to twenty-first. 3.Answer the teacher’s questions. 4.Listen to the teacher carefully，and guess the meaning of prent. | 1.Get students ready for learning. 2.Let students count the numbers from 1 to 21（基数词在前，序数词后数）. 3.Ask some students some questions: When is Kangkang’s birthday? What’s the date today?(老师可以让学生分别用两种方式回答) 4.Suppo a situation: Maria brings a prent for Kangkang. Now, Michael is guessing the prent. What’s it? Do you know?(老师可以让学生猜测prent的意思) |
Prentation (10 minutes) | 1.Individual work, the whole class work and pair work. 2.The whole class work. 3.Pair work. | 1.Do 1a. Listen to the tape; Answer the questions; Listen and follow the tape; Ask and answer in pairs. Make up a new dialog and act it out. 2.Listen and look at the screen. 3.Do 2a. Answer the teacher’s question: T:What is it like? S:It is like a flower. T:Was it like a flower before? S:No, it wasn’t. It was like a star. Then practice the dialog in pairs and act it out. | 1.国家统计局数据库Play the tape and let students listen to the tape carefully; Choo some students to answer the questions: What’s the shape of the prent? What color is it? What’s it? Play the tape again and let students follow it. Let students ask and answer in pairs and make up a new dialog according to 1a. Then choo two groups to show it to the class. 2.Point out the key ntence on the screen: What’s the shape of ...? =What shape is ...? It’s ... (1b选做) 3.Point out the first group of picture in 2a and ask students some questions. Show the next group and let students practice 2a in pairs(老师可以给学生们讲解be动词引导的一般疑问句的句型结构)；Choo two groups to act it out. |
Consolidation (12 minutes) | 1.职业咨询师The whole class work. 2.The whole class work. 3.The whole class work leaf怎么读and pair work. | 1.Do 2b. Answer the question: It’s a circle. 2.Answer the question: It’s a square. Learn the new words. Say out the words quickly and practice the dialog according to the examples in 2b. 3. Do 3. Listen to the teacher carefully; Make dialogs in pairs and share their dialogs with the whole class. | 1.Bring out a piece of 暨是什么意思square paper and make a circle from it. Then ask the question: What shape is it?（老师可以引导学生回答） 2.Point out the other question: What shape was it before?(老师引导学生作答)In the same way, teach the new words: triangle, rectangle, oval. Play a game—Show the shapes on the screen quickly and let students say out the words quickly. 3.Take out a pencil-box and ask and answer the questions: What shape is it? It is a ... How long/wide is it? It’s ...centimeters long/wide. What do we u it for? We u it to ... (老师解释centimeter); Show the pictures of an MP4 and a computer on the screen and let students make dialogs in pairs. |
Practice (10 minutes) | 1.Individual work. 2.Individual work. | 1.Do 4a. Listen to the tape and circle the word you hear. Check the answers. 2.Do 4b. Read by yourlves. Then read after the tape. And some students read them out. | 1.Show the words in 4a on the screen and play the tape. Ask students to do 4a and choo some students to check the answers. 2.Give students some time to read 4b by themlves aloud. Play the tape and let students follow the tape. Ask some students to read the ntences out. |
Production (7 minutes) | Group work. | Guess the object with the key ntences: What shape is it? How long/wide is it? What do we u it for? | 1.Prepare a bag of objects and show them to the whole class. Put one into a bag, next, let one student of the group guess it; The group that guess the most objects with the least time is the winner.下载空白简历 Finally, m白羊座配什么星座ake a summary about the game. 2. Assign the homework: Review the key words and ntences; Copy the new words for five times; Make a short dialog with the key ntences; Preview Section D. |
Teaching reflection: 本节课主要学习运用重点句型询问和描述物体形状、尺寸、用途的表达方式，并复习了be动词的一般过去时态。在课堂教学中，询问物体形状、尺寸、用途的表达方式容易被学生们接受，但是，表示形状的词汇学生掌握起来较难。因此，老师要帮助学生用一些单词记忆策略来记忆单词。 | |||
本文发布于:2023-07-14 07:33:29，感谢您对本站的认可！
本文链接：https://www.wtabcd.cn/fanwen/fan/82/1095736.html
版权声明：本站内容均来自互联网，仅供演示用，请勿用于商业和其他非法用途。如果侵犯了您的权益请与我们联系，我们将在24小时内删除。
| 留言与评论（共有 0 条评论） |
