Unit 2 That monkey is fat.教学设计(教案)

The Instructional Design of

Unit 2 That monkey is fat

Name:王茹

Xi'an Beilin District Jianguo Road Primary School

CONTENTS Ⅰ. Analysis of the Teaching Material----------------------------------------3 Ⅱ. Analysis of the Students----------------------------------------------------3 Ⅲ. Teaching Aims and Demands---------------------------------------------3 A.

Knowledge-----------------------------------------------------------------3

B. Ability----------------------------------------------------------------------3

C. Feelings and Attitudes---------------------------------------------------4 D. Learning strategies-------------------------------------------------------4

Ⅳ. Important Point of Teaching---------------------------------------------4 Ⅴ. Difficult Point of Teaching------------------------------------------------4 Ⅵ. Teaching Aids---------------------------------------------------------------4 Ⅶ. Teaching Methods----------------------------------------------------------4 Ⅷ. Teaching Procedures-------------------------------------------------------5 Step1: Lead-in -------------------------------------------------------------- 5

Step2: Presentation ----------------------------------------------------------5

Step3: Practice ---------------------------------------------------------------6

Step4: Production ------------------------------------------------------------6

Step5: Summary and homework--------------------------------------------6

Ⅸ. Teaching Reflection---------------------------------------------------------6

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1.

Analysis of the Teaching Material

The topic of this unit centers on vegetables and animals at the farm, including the nouns and some key sentence patterns. This lesson is the first one of this unit which mainly includes a key dialogue. The students will use the sentences to ask what the vegetables are. Besides, they can learn how to introduce the vegetables to others. Furthermore, they can realize the benefit of eating enough vegetables.

2. Analysis of the Students

The students have known some words of the vegetables. Meanwhile, they can use some adjectives to describe the shape or color of the vegetables. They can also use the sentence patterns “What are these?” and “Are these…?” to ask what the vegetables are. The basic knowledge they have learnt forms a good foundation for the learning of this lesson.

3. Teaching Aims and Demands

A.

Knowledge (1) Students can learn to pronounce and use the sentence patterns “What are these?” and “Are these…?”

(2) Students can understand some new words when they learn the dialogue.

B. Ability (1) Students can learn the plural form of some words and pronounce them correctly.

(2) Students learn to use the key sentence patterns to ask what the vegetables are. (3) Students learn to use the sentence patterns to ask classmates about their farms.

C. Feelings and Attitudes

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The students will know the benefit of eating enough vegetables.

D. Learning strategies (1) The students will know how to work in a group and cooperate with others. (2) The students will know how to read new words by using basic knowledge of phonics.

3. Important Point of Teaching Teach the students to learn some new sentence patterns, such as: “What are these?” and “Are these…?”.

4.

Difficult Point of Teaching

Teach the students to recognize and pronounce the singular form and plural form of some words.

5.

Teaching Aids

Multimedia devices and PPT.

6. Teaching Methods (1)Situational Teaching Method. Teacher forms a situation for the students to

communicate in a certain situation.

(2)Communicative approach. Teacher guides the students to communicate with others by using the words and sentences.

(3)Task-based language teaching. Teacher sets some tasks for students to finish, students can learn knowledge by accomplishing their tasks. (4)Cooperating study. Teacher guides students to work in groups and cooperate with others. 7. Teaching Procedures Step1: Lead-in (3mins)

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(1)

Free talk (2mins) (2)

Teacher shows students a video. (1min) It’s vegetable song. Teacher sings the song with students. Goal: To let students relax and arouse the students’ interest in learning this unit and enable them to realize the topic of this unit.

Step2: Presentation (20mins) Teacher tells students that she went to the farm a few days ago and got some vegetables, they are in the bag.

Guessing game (5mins)

Teacher shows students a black bag, there are some vegetables in it. Teacher touches a thing and asks: “What’s this? Is this an apple?” and students guess what it is. Then a student touches a vegetable, another student uses the sentence pattern “Is this a…?” to ask.

T : Is this a…? S1: Yes, it is./No, it isn’t. S1 : Is this a…? S2: Yes, it is./No, it isn’t. Teacher shows students two tomatoes and asks: “What are these? Are these…?”

Students answer: “Yes, they are. / No, they aren’t.”

Teacher tells students the difference between the two words and guides students to know and to pronounce the singular form and plural form of nouns briefly. Goal: Guide the students to know basic knowledge of singular and plural form of words and set basic foundation for students to learn.

(3)

Presentation of dialogue (10mins)

1.

Teacher guides students to look at the cartoon and try to find the vegetables.

2.

Teacher guides students to circle “are these” and “They’re” in the dialogue.

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3.

Teacher shows the picture of the dialogue one by one and lets the students read the sentences, then tells students the meaning of new words and how to pronounce them correctly. At last, teacher lets students to make sentences by using the new words.

4.

Listen and repeat. Students read after the tape. Goal: Enable students to comprehend the dialogue.

Step3: Practice (8mins) Let students practice and act the dialogue out.

Goal: Guide the students to use the key sentence patterns .

Step4: Production (10mins) (1) Pair work (5mins)

Teacher shows students a farm and guides them to find the vegetables by using “What are these? Are these …? Yes, they are./No, they aren’t. ”Students are supposed to work in pairs. They have 3 minutes to practice , 2 minutes to present. Goal: Guide students to consolidate the usage of the key sentence patterns. (2)

Teacher creates a situation for the students. A students is to be tour guide, other students try to ask the guide something about the situation.

Goal: Let students consolidate the useful sentence patterns.

Step5: Summary and homework (4mins) 1.

Let the students realize the importance of eating many vegetables.

2.

Design your farm and introduce it to your family members. Goal: Let students review the knowledge about vegetables at a farm.

8. Teaching Reflection The first, the teaching aims were quite clear. All the activities were focused on the theme, and were developed to reach the teaching goals—to describe a kind of

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vegetables by using appropriate words and expressions and let the students know how to get along well with others, teach them how to make up a new dialogue.

And all these were designed according to the students’ real life.

The second, task-based teaching method was successfully adopted. Actually, all the activities arranged in the lesson were tasks for the students to discuss, and this led the students to have sufficient practice. Thirdly, in this lesson the teacher designed different activities to arouse the students’ interests of learning English.

The fourth, I tried hard to create real life situation to help the students to learn, to practice and to communicate. I taught them useful words and expressions so that they can use them in their dialogues and writings. This class is an integrated one, which consists of reading, writing, speaking, and grammar.

Besides, this class is not so interesting. Students were not so interested in it. The main structure needs to be improved. The teacher’s performance could be better.

LESSON INTRODUCTION

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Good morning, it’s my great pleasure to stand here and deliver my lesson introduction. First of all, I would like talk about the teaching material. The topic of this unit centers on vegetables and animals at the farm, including the nouns and some key sentence patterns. This lesson is the first one of this unit which mainly includes a key dialogue. The students will use the sentences to ask what the vegetables are. Besides, they can learn how to introduce the vegetables to others. Furthermore, they can realize the benefit of eating enough vegetables. Then, as for students, they have known some words of the vegetables. Meanwhile, they can use some adjectives to describe the shape or color of the vegetables. They can also use the sentence patterns “What are these?” and “Are these…?” to ask what the vegetables are. The basic knowledge they have learnt forms a good foundation for the learning of this lesson.

The teaching aims and demands are about four parts. Knowledge (1) Students can learn to pronounce and use the sentence patterns “What are these?” and “Are these…?”(2) Students can understand some new words when they learn the dialogue.

Ability

(1) Students can learn the plural form of some words and pronounce them correctly. (2) Students learn to use the key sentence patterns to ask what the vegetables are.(3) Students learn to use the sentence patterns to ask classmates about their farms. Feelings and Attitudes The students will know the benefit of eating enough vegetables. Learning strategies The students will know how to work in a group and cooperate with others. The students will know how to read new words by using basic knowledge of phonics. The important point of teaching is to teach the students to learn some new sentence patterns, such as: “What are these?” and “Are these…?”. The difficult point of teaching is to teach the students to recognize and pronounce the singular form and plural form of some words. Thanks for your listening.

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