Unit 1 Sounds优秀教学设计范文

Teaching Plan

1. Contents:

(1) Words and expressions: doze, awake, puzzled, *worried (2) Sentence structures: Be careful! Be quiet! (3) Paragraph:

①

A dialogue ② The main idea of the story 2. Abilities: (1) Be able to use words to express feelings. (2) Be able to use expressions to express warnings and give simple instructions. 3. Emotion: Raise students’ awareness of being polite in public places II. Teaching Focus:

Be able to use expressions to express warnings and give simple instructions. III. Teaching Difficulty:

Raise students’ awareness of being polite in public places. IV. Teaching aids: multimedia, cards, etc.

V. Teaching procedure: 学习目标

能愉快并迅速地进入学习英语的状态。

能通过关键词说说第一个场景的内容。测试学生表达能力。

能初步感知理解

导学方法

设计说明

通过歌曲，创设愉快轻松地学习氛围，并引出本课故事。

通过出示四幅图让学生整体感知故事。

I. Pre-task preparation 1. Sing a song. 2. Elicit topic: Peter’s new bicycle bell II. While-task procedure 1. Get a rough idea about the story 1）Say about the scene

2. Be careful! 第1页

新句型。

能有感情的准确朗读新句型。

进一步熟练掌握新授句型。

能运用新句型有感情地表演。

能初步感知理解新单词。

能在情景中理解新单词的意义。

能正确朗读新单词。并通过表演理解其意思。

能初步感知理解新单词。

能在情景中理解新单词的意义。

能正确朗读新单词。

能初步感知理解新单词。

能正确朗读新单词。

能初步感知新句型。

能有感情地准确朗读新句型。

能通过替换进一步熟练掌握新授句型。

通过学习单阅读故事并以填空形式引出新授内B. Read and fill in the blank 容。

C. Sounds and Tones

D. Substitution: 通过替换在具体的语境A: Excuse me, “Ting-ting”.

中感受运用新句子。

B: __________ Your bell is too quiet.

……

4. Word: doze

围绕故事的发展，在情A. Elicit it by watching a video. 景中引入新授单词。

B. Sounds and spelling: doze 根据“一环四节”，层层C. Act and say. 推进，使学生更有效地掌握新授单词。

D. Word in sentence:

创设实际生活情境，让Two old ladies are dozing on the bench. 学生学以致用。

5. Word: *worried 在故事的情节发展中引A. Elicit it by Peter 出新单词。

通过模仿表情让学生进B. Sounds and spelling: worried 一步感知新单词。

C. Word in sentence: I’m worried.

6. Word: awake

A. Elicit it by questions and acting. 通过故事情节及老师的表演自然过渡到单词

B. Sounds and spelling: awake

C. Try to read:

asleep

alike

alight

alive

通过故事中的两个老人

引出新句型。

7. Be quiet！

A. Elicit it by the two old ladies.

能在不同的情景下进行B. Sounds and tones

替换操练，巩固新句型。

让学生运用所授的新句C. Substitutions. 型

Sh…Be quiet____________________

(In the library / cinema / restaurant) 。

A. Elicit it by the man. 第2页

能初步感知理解新单词。

能在情景中理解新单词的意义。

能正确朗读新单词。

有感情地表演这段故事。

测试学生复述故事的表达能力。

能综合运用新知。

能在课外进一步听、说、读写与本课相关的语言材料，逐步形成语言能力和交际能力。

通过故事的主人公PeterA. Elicit it by Peter. 引出新单词。

B. Sounds and spelling.

通过绕口令巩固新知。

C. Tongue twister:

Peter is puzzled by the puzzle.

生动的角色表演使学生9. Act out the two old ladies’ part. 能在情景中进一步巩固新知。

10. Complete the table 运用表格的填写来复述11. Retell the two old ladies’ part with 故事。

the help of the table

III. Post-task activities 让学生说说自己对Peter1. Talk about Peter’s bell. 的自行车铃的看法

2. Help Peter Peter最终感到很疑惑，What can’t Peter do? 说说如何帮助Peter。他不能做什么，他能做什What can Peter do? 么。

Ⅳ. Assignment 家作的布置是英语课堂1.

Listen and read the contents on page 教学的有效延伸。在课外继续加强新旧知识的34. 巩固地和运用，形成熟2. Copy the new contents. 练的语言技能。

3. Finish the homework list. 8.

Word: puzzled

文本：

Peter is riding his bicycle in the park. Ginger is running behind him. There’s a girl in front of him. She’s walking. “Ting-ting”. The bell rings. He wants to get the girl’s attention（注意）. But she cannot hear it. It’s too quiet.

A few minutes later, a man is walking on the road. He’s in front of Peter. “Ting-ting” The bell rings. But the man cannot hear it. Peter says “Excuse me!

第3页

Excuse me!” The man hears Peter and gives the way. He warns(警告)

Peter “Be careful! Your bell is too quiet.”

Peter is still riding his bicycle. Ginger is running in front of Peter. Two old ladies are dozing on the bench. Ginger is happy. But Peter is worried. So he makes the bell very loud. Two old ladies are awake and feel angry. They think Peter’s bell is too loud. Peter is puzzled, Ginger is puzzled, too.

第4页