unit2whattimedoyougotoschool教案|Unit2Whatcanyouhear?

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unit 2 what can you hear?
language skills:
listening:
identify key words in an utterance by recognizing the stress
locate specific information in response to simple questions
speaking:
open an interaction by eliciting a response
maintain an interaction by providing information in response
use appropriate intonation in questions and statements
writing:
develop written texts by adding personal ideas and information to writing
develop written texts by putting words in a logical order to male meaningful phrases or sentences
difficult points:
prepositions: behind, beside, in, on, under
‘wh-’ question: where\what\whose…?
materials: pictures, recorder, tapes
teaching times:
 five periods
first period
contents:
words: piano, recorder, violin, guitar, drum, triangle
language focus:
using nouns to identify things
e.g. a piano
difficult points:
pronunciation: piano, recorder, violin, guitar, drum, triangle
teaching breach: using the songs to practice the words.

procedure contents method purpose
pre-task
preparation 9. song
10. daily talk
11. revision ps sing together
t-p
p-p
 
while-task
procedure

 look and learn

what can you play?
i can play…
 t:(show objects) look. what’s the shape?
p: it’s a triangle.
p say ‘triangle’
t: look, i can play the triangle. ting…
p say and act
t: i have got a drum. it’s nice.
p read ‘drum’
p(say and act) : i can play the drum. boom…
t:(show) whose pen is that?
the same way to teach; piano, recorder. violin, guitar

t: i can play the… what can
you play?
p answer
p-p
sing a song together
 在词汇的教学中注重单词发音的体会，帮助学生根据发音规律来记忆单词。并加强在句子的使用中来学习单词。
post-task activities
 workbook page4
our new song p-p ask and answer
p use the sentences they have learned before and write simple lyrics 由于歌曲容易上口，学生兴趣较浓，学起来较快。
homework
 copy the words and sentences  
second period
contents:
sentences: whose…is this? it’s eddie’s.
language focus: asking ’yes\no’ questions to obtain simple responses.
               asking ‘wh-‘ question to find out which person something belongs to
               using pronouns to indicate possessions
               using possessive forms of nouns to show possessions
difficult points: asking ‘wh-‘ questions to find out which person sth. belongs to123
teaching breach: using the things to ask and answer.
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
p-p
 
while-task
procedure

 look and say
  hear
  noise

ask and answer
practice
 t:(tape) listen, what can you hear?
p(read) hear
p: i can hear the…
t: is it a piece of music?
  it’s just a noise.
p(read) noise
ps read after the tape
p-p practice the dialogue
act out
ask: whose…is this?
to elicit: it’s------.
p-p
can you hear a noise?
it’s a…
is it your…?
yes, it’s my…\no, it isn’t my… 在这节课中,情景的创设是很重要的,通过声边的东西来操练句型.,达到复习乐器的目的.
post-task activities
 whose is it? p-p ask and answer
p use the sentences they have learned before and write simple lyrics 
homework
 copy the words and sentences  
third period
contents:
words: in, on, under, behind, beside
sentences: where’s…? it’s….
language focus:
asking ‘yes\no’ questions to obtain simple responses
asking ’wh-‘ questions to find out which person something belongs to
using pronouns to indicate possessions
using possessive forms of nouns to show possessions
difficult points:
prepositions: in, on, under, behind, beside
teaching breach: put the things to practice the words.

procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
t show pictures
p say: i can play…
 
while-task
procedure

 look and learn
in,  on,   under,  behind,   beside
point and say
where’s kally’s drum?
it’s behind her chair

learn the sound
the small ball is on the wall.
 t:(show pictures) where’s…?
p: it’s on\in\under…
t show; is the recorder on\in\under the box?
p: no.
t: it’s beside the box. it’s behind the box.
p read: beside, behind
p  make sentences with these prep.

t: kitty’s violin
alice’s recorder
eddie’s guitar
….
p point as quickly as they can
p-p: ask and anxwer
t tape
p listen and read 教学中通过摆设文具的位置来学习方位介词,并在此基础上学习使用形容词性物主代词的介词词组.在摆摆放放中学会正确表达.
post-task activities
 workbook page 5
spot the difference p-p ask and answer
p use the sentences they have learned before and write simple lyrics 在课文的朗读训练上注重学生的语气语调的正确和流畅.
homework
 copy the words and sentences  
fourth period
contents:
words: basket, eat, hole
language focus:
using the present continuous tense to describe an action taking place at the 123
time of speaking
using predicative adjectives to describe feelings
using preposition to indicate positions
difficult points: basket, hole, eating, chasing
teaching breach: try to act out the story and discuss the end.
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
p-p
 
while-task
procedure
 read a story
the cat and the mouse

learn the sound
the small ball is on the wall.
read and answer
practice t:(show pictures) whose house is it?
it’s cat’s house. it’s a basket.
p read
t show pictures
p say sth. about the pictures:
  the cat is in the basket. it is sleeping. the mouse is hungry. it is eating…
t tape
p listen and read
 p-p: ask and answer
p-p: act out the story   在故事教学中注重学生的想象能力的培养,让学生想象结果回如何,让学生叙编故事,并通过体温的形式串联起来,便于学生的复述.
post-task activities
 that’s not the end of the story p draw pictures and rewrite the new ending 
homework
 copy the words and sentences  
fifth period
contents: review the words
review the sentences
difficult points:
prepositions: behind, beside, in, on, under
‘wh-‘ questions: where\what\whose…?
teaching breach: using the questions to practice.
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
p-p
 
while-task
procedure
 recite the words and sentences
do the exercises t-p
correct
1) whose pen are these?
2) those paint are new.
3) what has you got? i ‘ve got a dogs.
4) what is they doing? they are read.
5) what are he doing? he’s playing.
6) where is peter and tom?
7) he is in the hall. 在这课中通过对平时作业的批改和总结,找出学生易错的地方进行针对性的练习.
homework
 copy the words and sentences
  
feedback：
联系实物，学习新知。小学高年级学生仍以形象思维为主。因此，我结合手势，借助于投影，运用图片进行直观教学。

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