Unit 2 Point to the desk.课堂实录【1】

Point to the desk 教学设计

Purpose:

Knowledge aim: New words: desk, chair. Ability

aim: According to the describing of New English Curriculum Criteria, I design two aims: 1. Help the students can understand the orders: “Point to~!”

and can do the corresponding responses and actions of them clearly.

2. Help the students not only can say “desk, chair” in English but also can read the words of them.

Ideological aim: Improve the students’ self-confidence

Main

points: New words: desk, chair. Instruction phrases: Point to~ ! Difficult points: Let the students can be clear about the instruction phrases “Point to~!” and try to use them expertly in the daily life. Teaching materials: pictures, cards, tape recorder, pieces of paper, courseware Teaching process: Step One: Warm up 

Greeting:.

T: Shall we begin our English class? S: Of course. Let’s begin. T: Good morning, boys and girls.

S: Good morning, Tracy. T: How are you today? S: I’m fine. Thank you, and you? T: I’m wonderful. Sit down please. 

Listen, repeat and do the actions I give them the order, and the students do the corresponding actions. T: Stand up! Sit down. Point to the door. Point to the window. Point to the blackboard. And so on.



Say a chant

T: You are great, now let’s say a chant . Ok? And When you chant it, you can perform the actions. And I will find out the best one. Let’s look who is the film star! Are you ready?

One, Two, Go! (I play the courseware.)

(The students chant and do the actions that they like. After that I’ll choose the best one. And say give him a sticker.) Step Two: Representation

1. guess What is it? Show some pictures by the computer. ( I will only show a part of them)

T: Look at the screen. And tell me what can you see.

S: It’s a boy/ girl/ dog/ bird/ 从形式上讲,通过这个”猜猜看”，不但可以营造英语学习的气氛，激发学生的学习兴趣，更重要的是它使学生的注意力从相对分散的歌曲表演中,迅速集中到课堂上来,在无意识下的情况下快速的进入学习状态.

2. Flash card to reviews T: Let’s see: Who is quickest? If you know the word, you can stand up quickly and say it clearly, loudly.

3. Play a game: What’s missing Hide word cards and let others guess: which one is missing? 从内容上讲这样的复习方式,可以带领学生从热身阶段的听说交流练习,递进到了单词的认读能力培养,避免了单纯的温故,而是在故有的基础上做到了拓展,以最有效的方式提高了课堂效率.

Step Three: New course A. New words: “ desk, chair”

1. Teach the new words T: just now we know” window, door, blackboard” now, what other things can you see in our classroom? Look! Around us are desk and chair. Then teach those words. (Use low or high voice, different groups to teach it)

B. consolidation

1.listen , repeat and do T: Now I say, you point, Point to the window, point to the door, point to the desk, point to the chair. Point to the blackboard. 2. talk show T: I give you 30” and you try to make many “ Point to~!” sentences as you can. C. Learn the contents of the text T: Open your book, let’s listen point and say. D. Listen and say, then sing.

Please stand up!

Please stand up. Please sit down. Point to the window and point to the door. Please stand up.

Please sit down. Point to the blackboard and point to the door. Please stand up. Please sit down. Point to the desk and point to the door.

Step Four: Knowledge extension. Give every group some words. And have them to reorder the sentence.

根据以学生为中心，体现学习的主体和以人为本的教育观和以能力为目标，语言交际性和以能为本的人材观的教学原则，通过学生的分组练习，达到巩固强化知识的目的，同时通过小组合作，团队精神。

Step Four: Knowledge extension. Give every group some words. Let them to make the sentences by these words. Point, to, stand, down, please. Sit, up , door, desk, window, bird.

Step five: Homework.

T: practice the sentence” Point to~!” with your friends.

Step Six: Handwriting on blackboard

Point to the desk..

chair