小学英语课堂活动设计Word格式文档下载.docx

1、Vocabulary:words about countries, languagesTeaching design:The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 （ 1a-Grammar Focus ）Key points:Where is your/Johns pen pal from? He/She is from. Where does he/she live? He/She lives in.（Homework for preview）Pre-task:Let the Ss give

2、themselves pen pals and they should write down their pen pals information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countri

3、es, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国（ The Ss can look them up in the dictionary if they are new for them）The example is following:Name: Curry MurayAge: 75From（Nationality）: the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Where does he/she live? Let the Ss give themselve

4、s pen pals and they should write down their pen pals information, such as their names, countries and cities they live even the language they speakStep 1 Leading-inThe information of the teachers own pen pals information.I have a pen pal. His name is Curry Muray. He is from the United States. Do you

5、have a pen pal? Where is your pen pal from? Whats your pen pals name?Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb（both Chinese and English）Step 2 Learning Section A 1a Learn the new words on the B

6、b. The new words are:pen pal; Canada; France; Japan; the United States（the US/the USA/America）; Australia; Singapore; the United Kingdom（the U.K./Great Britain/England） Pay attention to the pronuciation of the new words.Step 3 Listening 1b Listen and circle the countries in 1a they learnedStep 4 Com

7、petitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.（This step is a memory game. It can help the Ss consolidate the new wo

8、rds they learned）Step 5 Pairwork1c Practise the following conversation:-Do you have a pen pal? -Yes, I do.-Wheres from? -He/She is from .（Write it down on the Bb）First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in clas

9、s.Step 6 Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:Toronto; Paris; Tokyo; New York; Sydney; London;Step 7 Learning2a Learn the city names togethe

10、r with the whole class just like Step 2 2b Listen and circle the cities and countries 2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8 PairworkT has a conversation with one student like the following:-What -His/Her name is.-Where is your pen

11、 pal from? -He/She is from.-Where does he/she live? -He/She lives in.（Write it down on the Bb）Let the Ss practise after the Ts example in pairs then several pairs do it in class.Step 9 Exercise My pen pal is from Australia.（划线提问）Johns pen pal is from Japan. （划线提问）He lives in Paris. （划线提问）Homework:Re

12、ad and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal? Where is Jodies his/her name?（This one can be chosen by themselves） Unit 2 Wheres the post office? Language goalThis unit students leam to ask for and gi

13、ve directions（方向） on the street.New languageIs there a bank near here? Yes, theres a bank on Center Street, Wheres the supermarket? Its next to the library.Is there a pay phone in the neighbhood?Yes, its on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arc

14、ade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,Between Recycled languageWhat are you doing?Do you want to .?Section AAsk two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in

15、 front and ask the class to repeat the questions and answers.Example 1Teacher: WheresYang Li? （Point to two students standing beside each other.） Yang Li is next to Li Peng.Example 2s Zheng Wen? （Point to two students in different lines facing each other.）Zheng Wen is across from Sheng Lin.Example 3

16、s Lin Jiahui? （Point to one student standing between two other students.） Lin Jiahui is between Sheng Lin and Li Dai.la This activity introduces the key vocabulary.Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places

17、and ask students to repeat.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out th

18、e sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture. Say the name of each one to the class.Say, Now I will play recordings of three conversations. Listen carefully a

19、nd circle the picture of each place you hear on the tape.Play the recording the first time. Students only listen.Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office

20、, supermarket.Tapescript（录音稿）Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2 Is there a post office near here? Yes, there is. Theres one on Bridge Street.Conversation 3 Is there a supermarket on Center Street? No, there isnt.1C This activity provides guided o

21、ral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversati

22、on to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范） the activity. Point to the picture and ask. Is there a post office near here? Then choose a stud

23、ent to answer. Guide the student to say, Yes,theres a post office on Bridge Street.As students work, move around the room and check progress（进展情况）. Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后

24、记：教学方法有问题？教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词

25、需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。让学生死记硬背是不对的，但不让学生背也是不对的。2a This activity introduces the terms across from, next to, between, and on.Focus att

26、ention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences. Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictur

27、es. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1.Check ihc answers.2b This activity gives students practice listening to and understanding the target language.Point out the build

28、ings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line.Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer.Play the recording the first time