Unit 1 My name’s Gina
period One
课前准备
教师:准备游戏时所用的图片(食物、蔬菜、动物)。
学生:准备表演时所需道具(服装、假发)。
教学设计
Step One :present the sentence patterns.
1. play a game “How many words do you know?”(利用小游戏调动学生的积极性,同时通过对冠军的介绍引出本课。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.
(Divide all the students into several groups and show a picture(图片略)to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group. They can write 11 words.)
2. Introduce the champion group to the class.(引课方式贴近生活,学生易于接受)
Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?
S1& S2:Yes.
S1:Hello.My name is Li Lei. Nice to meet you.
Ss: Hello, Li Lei. Nice to meet you ,too.
Ss: Hello! What’s your name?
S2:I’m Sun ping. How do you do?
Ss: How do you do ?
Step Two: Drills.
1. Make introductions.(通过句型的操练使学生更加熟练掌握所学的句式。)
Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.
Example:
Sa: Hello! I’m Li Lei. What’s your name?
Sb: My name’s Zhang Feng. Nice to meet you.
Sa: Nice to meet you, too. And what’s your name, please?
Sc: Lin Li. How do you do?
Sa:How do you do?
2. Listen and number the conversations.
Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.)
Step Three: Make friends.
1. Make new friends.(用谈话的方式完成任务,生动活泼,同时更容易向学生进行美德教育。)
Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Ss: OK.
Example:
Sa: This is my new friend. His name is Sun Nan.
Sb: Hello, Sun Nan. Nice to meet you.
Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.
Ss: How do you do?
Sd: How do you do?
(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)
2. The New comers.(以表演的形式完成,使课堂气氛达到高潮。)
Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.
(Three “foreign”students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China. Would you like to listen to their introductions?
Ss: Yes.
(Three students can make introductions and act out the dialogue vividly.)
Step Three: Sum up.
Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.
Homework
“How do you meet new visitors at home?
period Two
课前准备
教师:准备歌曲磁带(歌词)、情景图片及上课所需表格。
学生:需要向父母了解自已名字的含义。
教学设计
Step One: Revise the sentence patterns.
1. Sing an English song.(用唱歌的方式既带动了气氛,又复习了所学内容。)
Teacher: Yesterday we’ve known each other already. Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.
Hello! Hello! What’s your name? My name’s Gina.
Hello! Hello! What’s his name? His name’s peter.
Hello! Hello! What’s her name? Her name’s Anna.
2. Listen to the conversations and finish the exercises.
Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.
(Students listen to the tape and give the right answers.)
3. Act out the dialogues.(在特定的情景下表演对话更符合实际,更贴近生活。)
Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
(Students can choose any picture they like and act out the dialogues.)
Example:
(At a party)
Sa: Hello! I’m Lucy Green. What’s your name?
Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.
Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.
Sb: Thanks, I will.
Step Two: Choose English names.
1. play a name game.(有效引出“英文名字”这一主题。)
Teacher:As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.
Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.
Example:
S1: My name’s Tony.
S2: His name’s Tony. My name’s Linda.
S3: His name’s Tony. Her name’s Linda. My name’s Nick.
S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.
S5:…….
2. Choose English names.
1).Find out first names and last names.(用小组的方式完成名字的识别。)
Teacher: Congratulations to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?
Jenny Gina Alan Mary Jim Tony Tom Bob Mike
Green Miller Jack Smith Brown Linda Nick Kim Hand
period Three
课前准备
教师:准备所需的歌曲磁带、名片样本及各项表格。
学生:制作名片所需的纸张、画笔等。
教学设计
Step One: present the English numbers.
1. Sing the song “Ten Little Indian Boys”.(歌曲欢快有趣,比起单纯教授单词更为有效。)
Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?
S1: A telephone call.
T: But you don’t have their telephone numbers.
S1: Ask for their telephone numbers.
T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.
Words
One little, two little, three little Indisns,
Four little, five little, six little Indians,
Seven little, eight little, nine little Indians,
Ten little Indian boys.
(After singing the song, tell the students not to forget “zero”.)
T: Count the number together from zero to nine.
S2: Zero…
2. Listen to the conversation and write the telephone number.(通过听力复习单词。)
Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?
(Students listen to the recording of 1b in Section B and give the answer.)
Step Two: Drills.
1. Make a survey about your partners’ telephone numbers.(调查组内成员的电话号码,重点练习所学句式。)
Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.
Name
Telephone numbers
Li Lei
Liu Yu
Lin Fang
Yin Kailin
S1: Hello, Liu Yu. What’s your telephone number?
S2: My telephone number is …
S1: Oh, thank you. What about yours, Lin Fang?
S3: It’s…
S1: … And may I know your phone number, Yin Kailin?
S4: …
S1: Thank you very much. Oh, I nearly forgot. My telephone number is…
2. Report it to the class.
(After the survey, every group can choose a student to report the survey result to the class.)
Example:
My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…
3. Listen and match the names and telephone numbers.(制作电话号码簿这一任务能够大面积调动学生装的参与意识。)
Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.
(Students listen to the tape .)
T: Next, I’ll play the recording again. This time, fill in the missing numbers.
(Students listen to the tape again .)
T: Can you find out whose telephone numbers they are ?
S:…
4. Make an address book.
Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. pay attention to the address book headings “Names” and “phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”
大班英语(学习单词)
活动目标:
学习正确读准、认识单词daddy、mommy、grandpa、grandma,并了解其含义。
活动准备:
flash card:daddy、mommy。
活动过程:
1. say hello(打招呼):
师:今天我们班上来了好多客人,小朋友们应该和客人说什么呀?(教师做hello动作提醒幼儿)
师:我们一起唱一首好听的英文歌送给大家好吗?
师幼共唱《hello song》。
2. warm up(热身运动):
肢体动作:stand up, sit down, run, jump, turn around
3. teaching(教学):
①师:do you want to know whats behind me?你想知道谁在我后面吗?(想)可是啊,它要求小朋友数到3才肯出来呢!我们一起来好吗?show me your hands. one, two, three. 咦,它还是不肯出来,we try to again.我们再来一次。(师互动幼儿举出手指数one, two, three)
②(出示flash card:daddy)who is he?他是谁呢?(幼儿说说)he is my daddy!他是我的爸爸。(幼儿学念:daddy)
(出示flash card:mommy)who is she?她是谁呢?(幼儿说说)she is my mommy.她是我的妈妈。(幼儿学念:mommy)
我们来和daddy, mommy打个招呼吧。say: hello, daddy! hello mommy!
③ ki ing game:依次请幼儿说:hello daddy/mommy.
4. jumping game:
①以唱歌《wheres my daddy/mommy?》的形式请两位幼儿分别扮作daddy 和mommy。
②教师说明游戏规则。
③教师指挥游戏:教师随机喊daddy或mommy,两名幼儿尝试游戏。
④教师互动其他幼儿喊daddy或mommy,参与游戏幼儿进行jumping game.
5. say good bye(说再见)。
大班英语(学习单词)
活动目标:
学习正确读准、认识单词daddy、mommy、grandpa、grandma,并了解其含义。
活动准备:
flash card:daddy、mommy。
活动过程:
1. say hello(打招呼):
师:今天我们班上来了好多客人,小朋友们应该和客人说什么呀?(教师做hello动作提醒幼儿)
师:我们一起唱一首好听的英文歌送给大家好吗?
师幼共唱《hello song》。
2. warm up(热身运动):
肢体动作:stand up, sit down, run, jump, turn around……
3. teaching(教学):
①师:do you want to know what’s behind me?你想知道谁在我后面吗?(想)可是啊,它要求小朋友数到3才肯出来呢!我们一起来好吗?show me your hands. one, two, three. 咦,它还是不肯出来,we try to again.我们再来一次。(师互动幼儿举出手指数one, two, three)
②(出示flash card:daddy)who is he?他是谁呢?(幼儿说说)he is my daddy!他是我的爸爸。(幼儿学念:daddy)
(出示flash card:mommy)who is she?她是谁呢?(幼儿说说)she is my mommy.她是我的妈妈。(幼儿学念:mommy)
我们来和daddy, mommy打个招呼吧。say: hello, daddy! hello mommy!
③ ki ing game:依次请幼儿说:hello daddy/mommy.
4. jumping game:
①以唱歌《where’s my daddy/mommy?》的形式请两位幼儿分别扮作daddy 和mommy。
②教师说明游戏规则。
③教师指挥游戏:教师随机喊daddy或mommy,两名幼儿尝试游戏。
④教师互动其他幼儿喊daddy或mommy,参与游戏幼儿进行jumping game.
5. say good bye(说再见)。
Language goal
In this unit, students learn to talk about jobs.
New language
What do you do? I'm a reporter
What does he do.' He's a student.
What do you want to be? I want to be an actor .
What does she want to be? She wants to be a police officer
names of jobs and professions
Section A
Brainstorm with students a list of jobs that friends or relatives do. ("Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.
point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.
la This activity introduces the key vocabulary.
Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.
point to the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. point to the sample answer.
1 b This activity gives students practice in understanding the target language in spoken conversation.
point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,
Say, Now you will hear three conversations. The conversations are about three of the people in this picture.
play the recording the first time. Students only listen.
play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.
Correct the answers.
1 c This activity provides guided oral practice using the target language-
Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.
Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.
Say a dialogue with a student. point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.
As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.
2a This activity gives students practice in understanding the target language in spoken conversation.
Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?
play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.
play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.
Correct the answers.
2b This activity gives students practice in understanding the target language in spoken conversation.
point to the three headings in the chart and read the headings to the class. Ask students, What does "wants to be" mean? (It is not the Job the person lias now. It is the job the person wants in the future.)
play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.
play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. point out the sample
2c This activity provides guided oral practice using the target language.
point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony's father.)
Say, Now work with your partner. Ask and answer questions about the pictures. Ask, "What does he or she do?" Then ask, "What does he or she want to be?"
Say a dialogue with a student. point to Anna's mother and then to the example in the speech balloons. practice the dialogue with a student.
As students work In pairs, move around the room monitoring their work. Offer language support as needed.
3a This activity introduces the names for the places where people work, and gives reading practice using the target language.
Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.
point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. point out the sample answer and have a student read out the speech bubble.
Ask students to work alone. Say, Write the number of each job in the square next to each workplace.
Check the answers.
3b This activity provides guided oral practice using the target language.
point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.
Then point out the conversation in the speech bubbles. Ask two students to read It to the class.
Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.
Say a dialogue with a student. point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do? and guide the student to answer, He's a waiter.
As students work in pairs, move around the room monitoring their work. Offer language support as needed.
4 This activity provides listening and speaking practice using the target language.
Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.
Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.
Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.
Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.
play the game using drawings by several different students.
Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.
Section B
New language
Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
Additional materials to bring to class:
help wanted ads from an English-language newspaper
1 a This activity introduces the key vocabulary.
Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?
point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.
Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. point out the sample answer.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.
Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.
1 c This activity provides an opportunity for oral practice.
Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.
Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.
2a This activity provides listening and writing practice with the target language.
Call attention to the two headings and ask a student to read die headings to the class.
point out the blank lines where students will write the name of a job (under the words wants to be).
play Ihe recording the first time. Students only listen.
Say, Now I will play the tape again. This time write the name of a job under the words "wants to be."
2b This activity provides listening and writing practice with the target language,
Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.
play the recording again. Students only listen.
Then say, Now I will play the tape again. This time write the reason the person wants the job under the word "Why?"
play the recording. Students write their answers.
Check the answers.
2C This activity provides open-ended oral practice using the target language.
Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.
Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.
Ask inpidual students to tell the class about what they want to be and why.
3a This activity provides reading and writing practice using the target language.
Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.
Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means "working at night." To work hard means to use a lot of energy to do the job.
Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.
Check the answers.
3b This activity provides reading and writing practice using the target language.
Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.
Check the answers,
3c This activity provides writing practice using the target
language.
point out the blank strip of newspaper where students can write their own ads.
Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown police Station at 555-2323.
Ask students to read their ads to a partner. Ask the pairs to correct each other's work.
4 This activity provides guided oral practice using the
target language.
Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.
Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.
As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.
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