Unit 2 What can you hear?课堂实录【1】

Unit 2 What can you hear? The First Period Contents: Look and learn & Sing a song (P6) Basic aims: Using nouns to identify things. e· g· a piano Developing aims: Can play the musical instruments Education aims: Main points and difficult points:

⒈Using nouns to identify things. ⒉Can read the words correctly. Materials: some toy musical instruments, a cassette player, some pictures, Workbook. Teaching procedures:

教学意图

一、Warming-up.

带领学生进入本课

Listen and sing a song.《The music man》

学习内容。

二、Revision. ⒈Read the following: ∣

∣

five

knife

triangle

语音练习，以求正

∣I∣

his

behind

music

确发音，同时训练

∣

∣

bus

rubber

brush

语感。

∣

∣

sister

doctor

teacher ∣a:∣

car

park

classroom ⒉Talk about: Where’s / Where are…?

What’s / What are he / she / they doing?

三、New teaching: ⒈Sing a song:《The music man》

⒉Learn the new words: ⑴Stick the Wore cards beside the Picture Cards to make pairs. Introduce: a piano, a violin, a guitar.

⑵Ask a students to play a recorder.

结合学生兴趣爱好

Show and learn: a recorder

及艺术特长，引出

⑶Ask some students to come to play the triangles and

相应乐器，并用听

drums.

音填字母尘便于学

Show and learn: a triangle

生理解、

掌握新

a drum

词。

⒊Play the cassette: Look and learn , Students listen and

follow in their books. ⒋Play the cassette again, Students listen and repeat. 四、Consolidation. ⒈Invite pairs of students to choose and stick the right pair

充分发挥学生主

of Cards on the board. Match the following.

体思想，培养和

⒉Sing a song together.

提高学生能力。

⒊Students sing and play the musical instruments with the cassette. ⒋All the students who have brought their own musical instruments can play them in this round. Students sing without the cassette. ⒌Divide students into groups and conduct an intergroup singing contest. ⒍Workbook Page 4. 五、Homework. ⒈Read after the tape. ⒉Copy the new words.

附

板书设计

Look and learn

a piano

a recorder

a violin

a guitar

a triangle

a drum

The Second Period

Contents: Look and say (P7) Basic Aims: 1. Asking ‘yes/no’ questions to obtain simple responses

2. Asking ‘Wh-’ questions to find out which person something belongs to

3. Using pronouns to indicate possessions 4. Using possessive forms of nouns to show possessions Developing Aims: Can make a new dialogue. Education Aims: To like folk music and pop music. Main points and difficult points: 1. Asking ‘Wh-’ question to find out which person something belongs to

e.g. Whose guitar is this? 2. Using pronouns to indicate possessions

e.g. No, it isn’t my violin.

Materials: some toy musical instruments Teaching procedure:

教学意图

一、Warming-up.

Sing: 《The music man》

二、Pre-task preparation. Have students hide their toy musical instruments in their drawers. Invite a student to go outside and stay in the

承上启下，新旧知

corridor for a moment. Ask one of the students to act out

识之间合理过渡。

how to play his/her musical instrument and the noise that it makes. Tell the other students that they have to pretend to makes. Tell the other students that they have to pretend to be playing their musical instruments as well, but that they be playing their musical instruments as well, but that they should make no noise. The student who comes back walks around the classroom to find out who is making the noise. 三、While-task procedure 1. To teach: Can you hear a noise?

1) T ask student to play a musical instrument.

由听入手，培养学

Then ask: What can you hear?

生基本能力。

Can you hear a noise?

2) Listen and say: Can you hear a noise?

3) Show: Can you hear a noise?

4) Read the sentence. 2. To learn: Whose___ is this? It’s ___. (Listen and guess.)

突破难点，突出重

3. To learn the whole dialogue.

点，由浅入深，递

1) Listen to the tape.

进教学。

2) Listen and repeat.

3) Invite groups to read the dialogue for the class. 4. Have students play the game introduced in the

Preparation section again. 5.Read after the tape. 四、Post-task activity 1. Form groups of seven, act out the dialogue.

在练习巩固中，

2. Listen, colour and match.

由动手做，开口说

3. Make a new dialogue.

的同时加强思想

五、Homework.

品德教育，让学生

1. Read after the tape.

接受情感体验。

2. Grammar Practice Book 4B, page 6. 附：

板书设计

Look and say

___________________________________ In the music room

___________________________________ Can you hear a noise?

___________________________________ Is it your…?

____________________________________ No, it isn’t my…

___________________________________ (Yes, it’s my…)

____________________________________

The Third Period

Contents: Look and learn & Point and say

(P8) Basic Aims: 1. Using prepositions to indicate positions

e. g. It’s behind her chair.

2. Asking ‘Wh-’ questions to find out the position

e. g. Where’s Kally’s drum?

3. Pronounce words properly.

4. Learn the sound –11 ∣l∣

Developing Aims: Can make some new dialogues. Education Aims: Modestly decline each other. Main points and difficult points: Where’s…? It’s…

Materials: 1. a cassette player, some objects, some pictures, a small blackboard

2. Workbook 4B page 7, Photocopiable pages 6 and 7 Teaching procedure:

教学意图

一、Warming-up.

Sing 《The music man》

二、Revision.

1. Read the following. ∣I ∣

big

in

beside

behind ∣D∣

not

hot

cock

on ∣Λ∣

bus

rubber

number

under ∣ai∣

fine

my

behind

beside

2. Put five boxes on your desk. Number the boxes.

Invite a student to come out and put his/her pencil

case anywhere near one of the boxes. Ask five

students in total. 三、New teaching. 1.

Listen and act.(Learn and show the words.) e.g. Put your books under the desk.

2.

Play the cassette: Look and learn. Students listen

and follow in their books.

3. Play the cassette again. Students listen and repeat.

4. Play the cassette for the third time. Pause after each preposition.

Encourage students to give you the number of the box which has got the pencil case in a position that matches the description on the tape. If none of them matches, invite students to come out and put the pencil case in the right place.

5. Ask students to look at the picture in Point and say. Say the words in this section at random, e.g. Kitty’s

加强听说读写技

violin. Students are required to point at Kitty’s violin

能训练，充分发

as quickly as they can.

挥学生主体作用，

6. Divide students into pairs or groups. Continue the

调动学生的学习

game using the dialogue, e.g. Where’s Kally’s drum?

积极性，使学生

It’s behind her chair.

学会思考、学会

7. Collect come classroom realia (avoid things which

质疑，进而学会

are too small in size) from the students.

Put

the

学习。

objects on your desk.

8. Invite five students to come out each time. Have them face the board with their eyes closed for twenty seconds. Invite a different student to choose an object on your desk and put it somewhere else in the classroom. Prompt the class to ask: Where’s __?

The five students respond by walking around the classroom to find out where that particular object is. The one who finds it tells the other four students:

It’s ____.

9. Learn the sound.

1) Play the cassette. Students listen and follow in

their books.

2) Play the cassette again. Students listen and repeat.

3) Invite individual students to read the sentence. 四、Consolidation.

1. Ask and answer. e.g. Where’s Kally’s drum? It’s behind her chair.

2. Make some new dialogues. 3. Workbook page 5. 五、Homework.

1. Read after the tape. 2. Distribute a copy off photocopiable page 6 to each student, cut the two pictures out. 3. Grammar Practice Book 4B, page 7.

附：

板书设计

A: Where’s…?

______________________________

B: It’s…

______________________________ in

on

under

______________________________ behind

beside

______________________________

______________________________

______________________________

The Third Period

Contents: Look and learn & Point and say

(P8) Basic Aims: 1. Using prepositions to indicate positions

e. g. It’s behind her chair.

2. Asking ‘Wh-’ questions to find out the position

e. g. Where’s Kally’s drum?

3. Pronounce words properly.

4. Learn the sound –11 ∣l∣

Developing Aims: Can make some new dialogues. Education Aims: Modestly decline each other. Main points and difficult points: Where’s…?

It’s…

Materials: 1. a cassette player, some objects, some pictures, a small blackboard

2. Workbook 4B page 7, Photocopiable pages 6 and 7 Teaching procedure:

教学意图

一、Warming-up.

Sing 《The music man》

二、Revision.

1. Read the following. ∣I ∣

big

in

beside

behind ∣D∣

not

hot

cock

on ∣Λ∣

bus

rubber

number

under ∣ai∣

fine

my

behind

beside

2. Put five boxes on your desk. Number the boxes.

Invite a student to come out and put his/her pencil

case anywhere near one of the boxes. Ask five

students in total. 三、New teaching. 2.

Listen and act.(Learn and show the words.) e.g. Put your books under the desk.

2.

Play the cassette: Look and learn. Students listen

and follow in their books.

3. Play the cassette again. Students listen and repeat.

4. Play the cassette for the third time. Pause after each preposition.

Encourage students to give you the number of the box which has got the pencil case in a position that matches the description on the tape. If none of them matches, invite students to come out and put the pencil case in the right place.

5. Ask students to look at the picture in Point and say. Say the words in this section at random, e.g. Kitty’s

加强听说读写技

violin. Students are required to point at Kitty’s violin

能训练，充分发

as quickly as they can.

挥学生主体作用，

6. Divide students into pairs or groups. Continue the

调动学生的学习

game using the dialogue, e.g. Where’s Kally’s drum?

积极性，使学生

It’s behind her chair.

学会思考、学会

7. Collect come classroom realia (avoid things which

质疑，进而学会

are too small in size) from the students.

Put

the

学习。

objects on your desk.

8. Invite five students to come out each time. Have them face the board with their eyes closed for twenty seconds. Invite a different student to choose an object on your desk and put it somewhere else in the classroom. Prompt the class to ask: Where’s __?

The five students respond by walking around the classroom to find out where that particular object is. The one who finds it tells the other four students:

It’s ____.

9. Learn the sound.

1) Play the cassette. Students listen and follow in

their books.

2) Play the cassette again. Students listen and repeat.

3) Invite individual students to read the sentence. 四、Consolidation.

1. Ask and answer. e.g. Where’s Kally’s drum? It’s behind her chair.

2. Make some new dialogues. 3. Workbook page 5. 五、Homework.

1. Read after the tape. 2. Distribute a copy off photocopiable page 6 to each student, cut the two pictures out. 3. Grammar Practice Book 4B, page 7.

附：

板书设计

A: Where’s…?

______________________________

B: It’s…

______________________________ in

on

under

______________________________ behind

beside

______________________________

______________________________

______________________________

The Fourth Period

Contents: Read a story (P9) Basic Aims: 1. Using the present continuous tense to describe an action taking place at the time of Speaking. e.g. It is sleeping.

2. Using predicative adjectives to describe feelings. e.g. The cat is angry and tired.

3. Using prepositions to indicate positions. e.g. The mouse is under the chair. Developing Aims: Rearrange the story, make a new dialogue about the mouse and the cat. Education Aims: Do the useful things for the people. Main points and difficult points: To understand and handle the prepositional phrases very skillfully. Materials: A cassette player, a small blackboard, some pictures, two masks. Teaching procedure:

教学意图

一、Warming-up.

营造英语学习氛

⒈Sing 《The music man》

围，调整学生学习

⒉A chant.

心态。

二、Pre-task preparation ⒈Read the following:

in the box

on the chair

under the chair

behind the mouse

beside the cat

in the basket ⒉Add-ing.

Sleep-sleeping

eat-eating

jump-jumping

Chase-chasing

run-running

⒊Can you say something about yourself?

You can begin like this:

在训练学生的口

Who are you? How are you? How old are you?

头表达能力的同

Where are you from? Where are you? Are you…?

时，加强思维训

What are you doing? Do you like cats? Do you like

练。

mice?

Have you seen cats chasing after mice before?

⒋Tell a story about the cat and the mouse.

利用老鼠属相由

来的童话故事，

激发学生的学习

兴趣。

三、While-task procedure. ⒈To learn the objects: basket, door, chair, hole.

词不离句，句不离

e.g. I’m drawing a picture. Look, what’s this?

篇，引导学生在篇

Oh, it’s a hole. (Ask the student to listen and say

章训练中理解新

the word, then fill in the missing word.)

词，增加其悟性。

show: hole ⒉Show the pictures.

以学生为主，训练

e.g. a cat.

学生的说话能力，

T: Can you say something about the cat?

从而训练其发散

…It is sleeping/chasing the mouse/jumping…

性思维的能力。

⒊T: Are you hungry? Is the mouse afraid of the cat? …

师生间亲切的谈

S1: …

话，有利于学生在

⒋Play the cassette, students listen. Enhance their

学习新知的同时

listening by pointing at the pictures in the Student’s

节师生和谐的关

Book.

系。

⒌Play the cassette again. Students listen and follow in

循序渐进，启发、

their books.

引导学生积极思

⒍Play the cassette for the third time. Students listen

维，训练其基本

and repeat.

能力。

⒎Have students work in pairs to answer the questions in Read and answer. Remind students that the three questions can be applied to all the pictures.

⒏Invite individual students to give answers orally. The rest pf the class check answers. 四、Post-task activity

⒈Act out the story.(Using the masks and the objects.)

尝试引导学生把

⒉Make a dialogue about the cat and the mouse.

故事改编成对话

⒊If the cat and the mouse are friends, what will you

形式，训练学生活

talk?

用知识的能力。同

⒋Photocopiable page 8. Students compare and discuss

时由启发引导学

what they have in groups.

生要做对人类有

五、Homework.

益的事。

⒈Read after the tape and recite the story. ⒉Workbook page 5.

附：

板书设计

Read a story

_____________________________________

The cat and the mouse

_____________________________________

hole

_____________________________________

____________________________________

____________________________________

____________________________________