Unit 1 Do you use chopsticks in the UK?教学实录与评析

课题：Module1 Unit 1 Do you use chopsticks in England?

(1)Make students remember the new words:

Chopsticks, a knife and fork, use, easy, hard and mess (2) Mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns. Do you want…

Do you use…

The pronunciation of some new words. For example, chopsticks 1课时

第（

1

）课时

课时目标

教学准备

Word card, CD-ROM 教

学

过

程

Warming up part:

The teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). Firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern. Do you like noodles? Yes, I do.\ No, I don’t.

Do you want …?

Yes, I do.\No,I don’t.

Step two: presentation and practice The teacher makes use of the picture “noodles” and a new word

“chopsticks” can be leaded out.

T: I like noodles. I eat noodles with chopsticks.

The teacher takes out the real chopsticks and then says the new word. At the same time, the teacher shows the picture of chopsticks. An activity can be made here. The title of the activity is saying words as quickly. The pronunciation of new word is a difficult point. So the teacher should ask students to practice more. Step three: The new word “use” can be leaded out in the process of communication.

T: Can you use chopsticks? The word card of use should be shown. 教学改进

教学目标

教学重点、难点

课时安排

We use chopsticks in China. And the teacher writes the sentence

on the blackboard. We use chopsticks. Do you use chopsticks?

Yes, we do. No, we don’t.

Ask and answer in pairs. The teacher inquires the students if the English people use

Chopsticks and a knife and fork will be leaded out. T: We use chopsticks in China. Do the English people use chopsticks? S: No, they don’t.

English people use a knife and fork.

Do you use chopsticks / a knife and fork? Yes, I do. No, I don’t. Step four: (1)Presentation of the text. Amy and Daming are in the park. They want to eat noodles. Watch the CD-ROM, then answer the questions: “Does Amy use chopsticks in England?”

The students look at the CO-ROM and then answer questions. Now Amy is using chopsticks. Watch again, then answer the next question: Are the chopsticks “easy” or “hard” for her?

easy –

hard

Chopsticks are hard for Amy. A knife and fork are easy for her.Some other oposite words are shown here. big-small

long-short

fat-thin

hot-cold

white-black

easy-hard Listen again, then answer:

Are the chopsticks “easy” or “hard” for English people? T: If I say “big”. You should say “small”. Please say the words

as quickly as you can. Chopsticks are hard for English people. So Amy make the mess. ?mess /e/ Then the students read the passage again. Find the sentences, “ Do you …?”. Then circle them.

Practice: (1)In China, we use __________. In England, people use ________. Chopsticks are ________ for Chinese people. They are _______ for English people.

Chant: Do you use chopsticks? Yes I do. Yes, I do. We use chopsticks in China. They’re easy for us.

Do you use ___________? Yes I do. Yes, I do. We use ________ in England. They’re easy for us.

Homework: Ask students to practice the sentence patterns that they have learned in this lesson. 板

书

设

计

教

后

感

课题：Module1 Unit2

I’m eating hamburgers and chips (1) Mastering the new words: hamburgers, chips, fast food (2) The basic structure of processing tense Teaching important point: The processing tense

The changes of “be”

1课时

第（

1

）课时

课时目标

教学准备

Word card, card for real things,CD-ROM

教

学

过

程

教学改进

教学目标

教学重点、难点

课时安排

Warming up part:

Review the content of unit one.

We use chopsticks in China. English people use a knife and fork

in England. Listen to a poem, then say it. Step one:Presentation and practice

a. The teacher does actions and ask questions. What am I doing?（running, playing, jumping, etc.）

E.g. You’re running.

b.do actions：Look, I’m eating. I’m

eating hamburgers and chips.And then the new words are be leaded out. hamburger, chip ?It’s English fast food. Here we can talk about the England food. steak, cheese, bread and butter, etc. What is Chinese / English

fast food? Do you like …? Do you want …?

Step two: Asking students to listen to the tape and answer the questions. What is Amy eating?

Listen, point and repeat the text. Practice: Here the teacher asks students to practice the processing tense. Look at Amy. She’s eating hamburgers and chips. She’s using her hand.

What is Daming doing ? He’s eating rice.

What is he using? He’s using chopsticks.

Then the teacher asks students to talk about the pictures in the textbook.

S: What is Daming doing?

S: He’s --- S: What is Daming using?

S: He’s --- Step 3 Consolidation and extension 1. Game: What am I eating? The teacher does actions and asks students to guess what he\she is doing.For example: Are you eating a hamburger?

2. Guessing Game: What am I doing? What is he / she doing? 3. Make a new dialogue. It’s time for _________. (breakfast/ lunch/ dinner)

I like _______. Look, I’m eating ________.

I’m using ________. Step 4 Summary The differences between Chinese customs and English customs China

England We use ___________.

They use _____________ _____ is Chinese fast food.

_____ and _____ are

English fast food Step 5 Homework Make a summary about the differences in customs in different countries.

Reflection of module one: The topic of module one is talking about the different customs in different countries. At the first, I prepare many datas about the

differences. I think that the students maybe know little about these differences. But I am surpised at students’ aboundance in the

knowledge. So I change my plans. I asks them discuss these differences in groups. Then I ask them to stand up in a line in the

front of the classroom to tell others about the differences. They

tell a lot. I am very happy. In the future, I should make great efforts to find students’ knowledge. We should really believe them and give tasks to them. They can achieve the tasks perfectly.

Reading of module one: Content of reading: An article about the different customs Purpose of reading: Broaden the cultural knowledge of students. Preparation: Multiplayer Step of reading: Firstly, I ask students to discuss about the festivals. Then they can talk freely about the festivals in China. Talking as the topic, I lead students to talk about the festivals in western countries. In

this lesson, I take Christmas day as an example. The students are required to express more idea. They must speak in English. Then I write down all the sentences on the blackboard. More than

thirty sentences are learned in the class. In my opinion, it is a good way. It is not necessary to find all the reading materials in

datas. Our students are the good material resource. The sentences are spoken by students as following: It is very good. I like it. ……..

板

书

设

计

教

后

感