【正文】 erance by recognizing the stress. Recognize differences in the use of intonation and respond appropriately. Locate specific information in a short text in 。作業(yè)中部分學生常出現(xiàn) I can look and see with my eye 的錯誤。在以后的教學中要加強 音標教學。學生已能熟練掌握。但學生在做 These pencils are ours.（同義句）總會 These are ours pencils 出現(xiàn)的錯誤 .名詞性物主代詞和形容詞性物主代詞互換還是不很熟 練，在后面的教學中多鞏固。學生對 cherries are soft and smooth. like the soft ，平時要溫故。學生對 the ladies in the park says be quiet please 正確書寫錯的很多。作業(yè)中部分學生出現(xiàn) papers 和 a empty paper cup 的錯誤。 課題 Module 1 Using my five senses Unit 2 Use your ears! Make a musical instrument 教學目標 知識與技能： Using imperatives to give instructions Using questions to find out specific information Using the simple present tense to make requests . Give me a cup, please. 過程與方法： Identify key words in an utterance by recognizing the stress. Use modelled phrases and sentences to municate with teacher and other learners. Locate specific information in a short text in response to questions. 情感、態(tài)度與價值觀： 學會制作音樂搖動器。但是學生對 wele 的發(fā)音總是和 e 混淆。作業(yè)中學生三單總是出問題，還有以 y結(jié)尾的詞變復數(shù) ,部分同學掌握不夠。 1． Have you got _____(some)durians?Sorry,I haven’ t got _____(some) some和 any 的用法還不是很清楚。 在練習完成對話時，部分學生 some/any 總是用錯 . 課題 Module 1 Using my five senses Unit 1 Use your eyes! Look and say 教學目標 知識與技能： Using adjectives to show quantities Using prepositions to indicate position 過程與方法： Locate specific information in response to simple instructions or questions. Use modelled phrases and sentences to municate with teacher and other learners. Locate specific information in a short text in response to questions. 情感、態(tài)度與價值觀： 詢問物體所在位置。 課題 Module 1 Using my five senses Unit 1 Use your eyes! Say and act 教學目標 知識與技能： Asking simple questions to obtain ‘ yes/no’ responses Using formulaic expressions to express and respond to apologies Using adjectives to show quantities 過程與方法： Identify key words in an utterance by recognizing the stress. Use modeled phrases and sentences to municate with the teachers and other learners. Locate specific information in a short text in response to questions. 情感、態(tài)度與價值觀： / 教學重點和難點 Asking simple questions to obtain ‘ yes/no’ responses Using formulaic expressions to express and respond to apologies Using adjectives to show quantities 教學媒體 Some pictures of fruit, 課前學生準備 English book. Some fruit. 教學流程 Pretask preparation 1. Daily talk. 2. Review. 3. Ask: What kinds of fruit you can buy at the market? Review: apples, oranges, bananas and grapes, use the pictures. 4. Phoic symbol Whiletask procedure 1. Teach the new words: strawberries, plums, grapes,gren grapes. 2. Ask: What are they? To elicit: They’ re plums/strawberries/cherries. 3. Review: Have you got any? ..? 4. Play the cassette. Listen and follow. 5. Play again. Repeat. 6. Work in groups. Students roleplay the dialogue. 7. Invite one group to roleplay the dialogue in front of the class. 8. Read: Ask and answer. The students practise the model dialogue. Posttask activity 1. Work in groups, make a fruit stall. 2. Make a new dialogue. 3. Play a guessing game. Consolidation Grammar Practice Book page 4 板書設(shè)計 Have you got any? ? Yes,? Sorry,(No) ? Red ones or green ones? 教學效果的反饋 本節(jié)課教授水果以及 Have you got? ?句型。環(huán)節(jié)上處理較好。 1. My glasses_____(be)on my head. 2. The pair of glasses_____(be)on the 理解而第二小題錯誤率較高，講解訂正。在練習中還會出現(xiàn)孩子們不看所給的單詞就急著去填空，錯的較多需引導指正，課文需鞏固加強，尤其是音標部分。跟日常生活切貼，孩子們有親身的感受，接受起來不是很困難，但也易錯，尤其是影子的方位。 教學重點和難點 Using the simple present tense to express simple truths Asking questions to find out position Using prepositions to indicate position 教學媒體 Pictures, an electic torch, a model of the block, 課前學生準備 English book reading the text 教學流程 Pretask preparation 1． Daily talk. 2. Use the torch to explain the movement of the sun during a day. 3. Teach the new word: shadow /(using the new word and picture card) the block’ s shadow / rise/go down/in front of/behind 4. Phoic symbol Whiletask procedure 1. (use the torch) T: look , the sun rises in the morning. Is the shadow long or short? Where is the block’s shadow? 2. T: It’s afternoon. How is the shadow? Where is the shadow? 3. T: the sun goes down. Is the shadow short? Where is the block’s shadow? 4. Play the cassette. Students listen and follow. 5. Play again. Listen and repeat. 6. Review the prepositions: behind, in front of, in, on, beside. . ** is behind /beside/in front of the desk. 7. Read the text. Posttask activity 1. Read: Read and answer. Ask the questions about each of the three pictures. 2. Work book page1: plete the sentences. Consolidation Grammar Practice Book page1 板書設(shè)計 Module 1 Using my five senses Unit 1 Use your eyes! morning afternoon evening The sun rises high goes down block’ s shadow long short long behind beside in front of 教學效果的反饋 本節(jié)課教授的是太陽，樓的影子以及影子的方位隨著時間的變化而不斷的變化。在默寫中出現(xiàn) The sun is goes down in the evening 的錯誤。 音標部分掌握起來較難，需繼續(xù)鞏固。學生們學習的熱情高漲，樂于說，在愉悅的課堂氛圍中鍛煉自己的聽說能力。 在改為現(xiàn)在進行時結(jié)構(gòu)對了，后面的人稱沒能做相應(yīng)的變化 2． Behind 和 beside 有的學生易混淆。在購買東西的時候（商店里沒有的顧客需要的東西）有部分學生總喜歡用 NO 來回答在后面的教學中需鞏固加強。音標部分元音的長短音同學們掌握起來還 是有一定的難度，在后面的教學中鞏固操練。課文的篇幅也較長，同學們掌握起來難度較大，在后面的教學中須鞏固加 強。 You are wele 學生也能運用自如。代詞 one /ones 還是混。但第二部分中學生對單詞 over/ round /string 理解掌握起來有點困難，課文讀的也不夠熟練，在后面的教學中須鞏固。但本課的歌曲速度較快，學生在課堂上不太會唱，要求同學們在家多聽。句型 How does it feel? It’ s? 能運用自如。學生掌握起來較輕松，能運用自如。但新的知識點不多，還是溫習現(xiàn)在進行時和名詞性物主代詞。學生對 smooth these three 辯音存在一定的困難。但對幾組近義詞 listen and hear touch and feel look and see 之間的差異掌握的不是很好