A new student教案.docx

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1、A new student教案Unit2 课 题 A new student 共5课时 课 型 New 课 时 第1 课时 学习目标 1. learn the vocabulary: classroom, table tennis room, computer room, music room, on the first/second/third floor, show her around 2. Learn the sentences: How many are there ? Is/Are there any? Yes, there is/are. 学情分析 3. Train Ss enj

2、oy the fun of this story. 重点、难点： 1. learn the vocabulary: classroom, table tennis room, computer room, music room, on the first/second/third floor, show her around 2. Learn the sentences: How many are there ? Is/Are there any? Yes, there is/are. 易混、易错点： 1. Students can master prep. 2. Students can u

3、se the sentences: How many arethere ?Is/Are there any? Yes, there is/are. 学生认识基础： 1. Students have know the story in Chinese and some prep. 时间分配 学 15分钟 讲 10分钟 练15分钟 教法与学法 Task based leaning method To be taught leaning method 教学准备 CAI, learning sheets 学生活动 Step 1 Independent leaning 教师助学 1. The teach

4、er show patterns to help students talk abouttheir things. 课后改进 1. Students talk about the things in their Learning or new bag to welcome the new term so as to reviewing practise the pattern There is/are . some 2. Say and chat If you want to paint some pictures,you can 2 Encourage prepositions is stu

5、dents to use necessary. go to an artroom. If you want toplay computer games,you can go to a computer room. If you want to sing a song ,you can go to a music room. body language to understand the new words. 学生活动 Step 2 Group discussion 1、 Look at the picture, and guess. Theres a girl ,who is she ? Sh

6、e is Nancy Black. 2、 Watch and answer How many classrooms are there in our school?There are twenty four. 3、Read after the tape. Step3 Communication and show 1、Students read the dialogue in groups and try to remember more about the dialogue, then act the dialogue. 2、Students try to retell story accor

7、ding to the key words on the screen. Step4 Extension 1、Students try to extend the story. 2、Describe the classroom: There is/are on/in/ .Emotion education. How can we spend our weekends? Step 6 Summary Students summarize what they have learned today and draw their thinking 教师助学 课后改进 1、Lead students t

8、o talk about the picture. Students fill in the form or non time is too long, can be replaced with a letter code. 2、Lead students to watch the cartoon and answer the questions. 3、Lead students to read the text and speak up. 1、Pay attention to their Change he Pronunciation. keywords into 2、Show the ke

9、y key pictures. words on the screen. maps. Homework 1、Show the sentences they may be used on 1. Read the story and try to act it out 2. If you can read and act, please the screen. writedown your new dialogues. 板书设计： Unit2 A new student How many ? There are . Is there ? Yes, there is. Are there any ?

10、 Yes, there are our classroom on the second floor a library and two computer rooms on the third floor a music room, a table tennis room on the first floor 课 后 反 思 得：能基于对文本的深入理解和对学情的分析，从阅读教学的角度给学生设置任务。学生不仅能够阅读理解故事，还能够在理解的基础上表演故事。从学生的反馈情况来看，他们还是很乐于参与这样的表演活动的。在理解课文后，为了加强语言的输入，教师又设计了多种朗读活动，既帮助学生记忆故事的主要情

11、节，又为下面的故事复述和故事续编做好准备。 失： 课堂容量过大，导致小部分学生参与度不高。在小组表演环节没有让学生把语言 表情表演到位学生层次不一，学习能力较差的同学兴趣不高，甚至羞于参与课堂活动。 纠：1、关注学生对课文的整体感知和细节信息的获取英语故事本身作为一种阅读素材，非常有利于学生理解英语、体验英语。学生必须能够读懂故事，教师要通过整体感知和细节获取帮助学生理清故事的发展脉络。2、有梯度的阅读活动设计能激发学生的求知欲，调动学生的积极性，集中学生的注意力，刺激学生的语言思维。基于文本设计一个有挑战的拓展活动能让学生的综合语言运用能力和创新思维得到很好的锻炼和启发。 Unit2A ne

12、w 课 题 student 学习目标 课 型 New 课 时 共5课时 第2 课时 1. learn the vocabulary: art room, library, playground. 2. Learn the grammar of sentences: How many are there ? Is/Are there any? Yes, there is/are. 3.Train Ss can use the sentence patterns correctly 学情分析 4. Review the words about feelings 重点、难点： 1. learn th

13、e vocabulary: art room, library, playground 2. Learn the grammar of sentences: How many are there ? Is/Are there any? Yes, there is/are. 3.Train Ss can use the sentences: How many are there ? Is/Are there any? Yes, there is/are. 易混、易错点： 1. learn the vocabulary: art room, library, playground 2. Learn

14、 the grammar of sentences: How many are there ? Is/Are there any? Yes, there is/are. 学生认识基础： They can use There be pattern. 时间分配 学 10分钟 讲 10分钟 练20分钟 教法与学法 Task based leaning method To be taught leaning method 教学准备 CAI, learning sheets 学生活动 Step 1 Independent leaning 1. Act the story. 教师助学 1. The tea

15、cher show patterns to 课后改进 2. Listen and do T:Putyouin/on/under/beside/betwee Step 2 Group discussion help students talk Learning or abouttheir things. reviewing 2 Encourage some students to use prepositions is body langunder necessary. 学生活动 1. Think and judge Students read some sentences. 教师助学 课后改进

16、 Students fill in the form or non time is too long, can be replaced with a letter code. Change he keywords into key pictures. 1、Lead students a.Is there a library?-Yes,thereis./No,there to think and judge. is not. b. Is there a music room?- 2、Lead students to look at the -Yes,thereis./No,there pictu

17、res and retell. c.Are there any computer rooms? -Yes,there are./No,there are not. d.Are there any art rooms? 1、Pay attention to their -Yes,there are./No,there are not. Pronunciation. 2. Review the story Step3 Communication and show 2、Show the key patterns on the screen. 1、Show the 1.Try to say. It i

18、s on the first floor/second floor./third sentences they may be used on floor. They are on the first floor./ second the screen. 教师逐图出示三floor./third floor. 只熊家里的其他 . 房间， 2.Try to summarize Students use “too” to modify some adjective words and give sore me examples. Step 4 Grammar time (There be句型) 1、

19、Learn to say. And she also sees a lot of things in other rooms. Look, there are many things in the living room. Who can say the next? How many are there ? Is/Are there any? Yes, there is/are. (教师引导学生接龙说句子： 2、请学生四人一组合作以接龙形式将图片中的物品用How many are there ? Is/Are there any? Yes, there is/are. 句型表达出来。 Step

20、 6 Summary 根据刚才的Think and say学生归纳There be用法 Homework 2. Draw a picture of your room and talk about it in the next English class. 3. 2. Finish the exercise book. 4. Recite the new words and the story. 板书设计： Unit2 A new student How many are there ? There is/are . Its/Theyre on the floor Is there ? Yes

21、, there is./No, there isnt. Are there ? Yes, there are./No, there arent. Art room library playground 课 后 反 思 得： 能掌握句型How many are there ? Is/Are there any? Yes, there is/are.的用法。教师首先让学生用How many are there ? Is/Are there any? Yes, there is/are.句型描述各个场景中存在的物品，然后让学生通过观察书中的图表讨论并总结How many are there ? Is

22、/Are there any? Yes, there is/are.和How many are there ? Is/Are there any? Yes, there is/are.的不同用法，之后以游戏方式进行男女生比赛，以此巩固How many are there ? Is/Are there any? Yes, there is/are.的正确用法，然后同桌完成Fun time，最后让学生运用所学的知识完成一封信。本板块的设计意图主要是：1. 通过图表的形式帮助学生理清思路；2. 鼓励学生自主讨论、发现并学习语法规律；3. 注重趣味性，给单一、枯燥的语法学习注入活力，调动学生的学习兴趣

23、，并帮助他们理解并巩固运用。 失： 语法讲授过于呆板，学生学得不灵活。语法渗透教学没有用。 纠 1. 关注完整的情境创设，设置具备趣味性和可操作性的学习活动或任务； 2. 语法知识的学习应该在情境中感知和运用。在交际活动中模仿学习语法知识；在归纳小结中明确语法规则；在说与写的训练中运用语法知识。 Unit2 课 题 A new student 共5课时 课 型 New 课 时 第3 课时 学习目标 1. Review the vocabulary and patterns of this unit. 2. Learn the different drinks culture in wester

24、n countries and China. 3. Learn how to describe the places correctly. 学情分析 重点、难点： 1. Review the vocabulary and patterns of this unit. 2. Learn the different drinks culture in western countries and China. 3. Learn how to describe the places correctly. 易混、易错点： 1 How to describe the places correctly. 2

25、.The sentences: How many are there ? There is/are . Its/Theyre on the floor Is there ? Yes, there is./No, there isnt. Are there ? Yes, there are./No, there arent. 学生认识基础： They can use There be pattern. 时间分配 学 10分钟 讲 10分钟 练20分钟 教法与学法 Task based leaning method To be taught leaning method 教学准备 CAI, lea

26、rning sheets 学生活动 Step 1 Independent leaning 1. Game:first/second/third. 2. Talk about our classroom. (The more the better) How many are there ? There is/are . Its/Theyre on the floor Is there ? Yes, there is./No, there isnt. Are there ? Yes, there are./No, there arent. 教师助学 1. The teacher show the

27、rules to help students understand clearly. 课后改进 Give them more examples. 学生活动 教师助学 课后改进 cake是本故事的线索，抓住这一线索开展阅读，有效地突破故事的难点。 S1: Is there a blackboard in our classroom? S2: Is there a blackboard in our classroom? Listen and There is a computer in our classroom.? S3: Is there a blackboard in our classr

28、oom? judge. Is there a computer in our classroom? Are there any cakes in the fridge? How many classrooms are there in our school? Step 2 Cartoon time 1. 1. Talk about the picture of the Cartoon time. T: There are many things in our classroom. 1、(教师出示And we are having an English class in our Caandrto

29、on timeclassroom. Look, where are Bobby and 第一张图片) Tina? (2) T: Look! Bobby isafraid. What does Tina tell him? S: There is a swing in the picture. 2.Correct the T: So Bobby goes to the playground and answers. tries to play, but can he find any fun there? Lets watch the cartoon again. T: Can Bobby fi

30、nd any fun ion the swing? S: No, he cant. T: Why? S: It is afraid. 3. 朗读故事。 (1) 逐句跟读录音。 (2) 教师逐一出示Cartoon time图片，教师说旁白，学生跟说Bobby和Tina的对话。 (3) 分角色朗读故事。 (4) Dub the story. (5) Act the story. 学生表演对话。 Step 3 Grammar time 1. T: Bobbys cousin eats all the cakes. He feels sorry. So he put more things in th

31、e fridge. Whats in the fridge? Is there _ in the fridge? Are there _ in the fridge? . 2.Try to summarize 3. 学生根据冰箱内物品和语言提示介绍。 Are there _? Are there _.? Step 4 Consolidation 1、 Learn to say. Students ask and answer. 2. 学生选择一幅图开展两人练习。 3. 学生写句子并交流。 Homework 5. Read and act Cartoon time. 6. Choose one

32、picture to write about it. 3. Finish the exercise book. 2、Show the key patterns on the screen. (3)Show the sentences they may be used on the screen. 3.Pay attention to their Pronunciation. 1. 师生根据例句共同进行语法讲解：Is there 后面跟不可数名词或可数名词的单数形式，后面跟可数名Are 由Cartoon time导入语法归纳和句型操练，使教学具有延续性，通过限时看图说句子的活动，能帮助学生更牢固

33、地掌握这个句型。 there词的复数形式。 1.教师出示补充习题Page 3图片，选择一幅图与学生开展问答。 教师可以引导学生说更多。 板书设计： Unit2 A new student Sam in the playground on the swing Bobby Push Stop so too high happy afraid heavy 课 后 反 得：能 学生牢固地掌握there be句型，教师从卡通故事情节出发，以There arent any cakes in the fridge. But there are more things in it. 由此导入对Is /Are

34、there. 各类句型的巩固和操练。 失： 学生只在教师的指引下进行学习，没有充分发挥自己的积极主动性。教师特选择补充习题部分内容，练习叫单一。 1. 重组Story time, Cartoon time和Grammar time等多个板块内容，为学生巩固there be句型并逐步达到语言的综合运用服 思 务。 2. 语法知识的学习应该在情境中感知和运用。在交际活动中模仿学习语法知识；在归纳小结中明确语法规则；在说与写的训练中运用语法知识。 Unit2 课 题 A new student 共5课时 课 型 New 课 时 第4课时 学习目标 1. Learn the word: sing an

35、d dance, then, go to the cinema, swing, push, heavy, high, stop 2. Learn the sentences: XX is/are too/so 3. Learn the phonetic of the letter “c”. 4. Enjoy this cartoon story. 重点、难点： 1. Learn the words: sing and dance, then, go to the cinema, swing, push, heavy, high, stop 2. Learn the sentences: How

36、 many are there ? Is/Are there any? Yes, there is/are. 3. Learn the phonetic of the letter “c”. 易混、易错点： 1.The phonetic of the letter “c”. 2. The sentences: How many are there ? Is/Are there any? Yes, there is/are. 学生认识基础： 1. Students have know some sounds. 学情分析 时间分配 学 15分钟 讲 10分钟 练15分钟 教法与学法 Task ba

37、sed leaning method To be taught leaning method 教学准备 CAI, learning sheets 学生活动 教师助学 课后改进 Step 1 Independent leaning 1. Describe classrooms or schoolbags. 2.Read and recite the new words. 3. Say and make a chat How many are there ? Is/Are there any? Yes, there is/are. 2教师手拿一个盒子和一些物品，引导学生一起说唱. Reviewin

38、g some prepositions is necessary. 学生活动 Step 2 Review Cartoon time 1. Students look at the man and the boy. Whats wrong with them? They have a cold. Who comes to help them? A doctor. 2. What did the doctor say? Lets listen. (cold, doctor, coat) 3Read these words:cinema,dance,ice cream,nice,juice学生体会c

39、的发音； 学生跟读小诗。 4. 学生读新单词：can, candy, cow, cone等词让学生尝试运用规则。 5.学生找到c在单词中发音的一般规律。 Step 4 Grammar time 1. Look, Bobby is hungry. The man and the boy have a cold. They feel bad. 2. How does Goldilocks feel? Goldilocks is in the forest. Shes _. She sees a house. Goldilocks is in the house. She is _ and _. G

40、oldilocks is _. There are three beds in the room. Now she is _, because there are three bears in front of her. How about you? 教师助学 1、T出示Sound time 图片局部 3.教师放小诗录音；教师出示例词 4.教师出示新单词：can, candy, cow, cone等词让学生尝试运用规则。 5.教师出示含有c 的不同单词。 1.教师出示Cartoon time 中Bobby和Sound time图片。 2教师出示Story time四张场景图。 课后改进 先凸显

41、c /k/发音单词，让学生感悟其读音，然后适当拓展c /s/读音。 Grammar time包含三个方面的内容，此处是第三部分，将语法分散在各个课时中，并结合相关主题开展学习巩固，有利于学生对语法内容 的掌握和理1、Show the 解。 You are _. You would like a sentences they may be used on cake. You are _. You want some drink. the screen. You have a new bag. So you are _. You walk for a long time. So you are _

42、. Step 6 Culture time 1. Goldilocks runs out of the three bears house. Shes very thirsty. She sees two 1. T出示Culture图片。 houses. Through the window she sees an English woman making coffee. Through another window she sees a Chinese 1. 教授 popular, woman making tea. Which house does China, Western count

43、ries Goldilocks want to come in? S: I think shed like a cup of coffee. T: Why? S: Goldilocks speaks English. Western people like coffee. T: Good. How about tea? S: Tea is popular in China. T: Yes. Follow me: Tea is popular in China. Coffee is popular in Western countries. (教授 popular, China, Western

44、 countries) 2. 介绍文化。 T: Different food and drinks are popular in 2.教师引导学生different countries. Now lets talk about 感受中西文化并more popular food and drinks in China 反馈。 and in Western countries. For example, noodles are popular in China, and hamburgers are popular in Western countries. Can you say somethi

45、ng more? You may discuss in pairs first. (学生同桌间讨论并汇报) _ is popular in China, and _ is popular in Western countries. 3. More information. T: All of you did a good job. I have a video about popular food and drinks in China and Western countries. Lets watch it.n we spend our weekends? 以Story Time故事情节导入文化，使平面的练习变得丰富。 Step 6 Summary Students summarize what they have learned today and draw their thi