2011 年 5 February next year the fifth unit of volume issue Unit 5 Look at the monkeys fourth class hours standby unit type vocabulary lesson, the teacher handed down Peony Hill Primary use of the whole unit, teaching objectives 1. To listening, speaking, reading, writing, and verb phrase verb ing form: sleeping, climbing, fighting, swinging, drinking water.
2. To understand, recognize and read the sentence What are the elephants doing? They're drinking.
3. To understand, understand Story time in the story. Teaching heavy and difficult teaching points: master the word of animal behavior: sleep, climb, fight, swing, drink, water.
teaching difficult:
1. focus on the five forms of the verb phrase ing.
2. challenge is to master the four ing the five forms of the verb phrase and be able to use the correct form of description of animal behavior. Teaching aids for 1. Teacher preparation and tape recorder
2. Teacher preparation course of word cards
3. Teachers prepare two or three stuffed toy monkeys, each student prepared to work with animal species at least two plush toys. (With plush toys are made in order to facilitate simulation of action.) Patron Prepared Speech on the evaluation of the process of teaching the second lesson planning teaching process:
Step 1 Preparation
1.Let 's chant: Koalas are sleeping > 2. Teachers A Lesson Let's learn to produce the five word cards, students read the word, to make the appropriate action and spell the word.
3, Let's do.
T: Everybody , follow me. Walk, Walk, Walk. I am walking ....
4. teachers to show students a class all individual animals, toys, asked Where is it? What is the ... ... doing? br>
Step2. Presentation
(a) of the word lead was.
1. teachers to produce their own toys bring a monkey to do the walk and ask What is the monkey doing ? for students to answer. sleep like a monkey to do. Q: What are the monkeys doing? students may answer go to bed, have a sleep and so on, teachers guide students to do the right answer: They are sleeping.
teachers to produce sleep-sleeping words card. teach reading several times. the ability to quickly open the train reading.
then the action with toy monkeys, trains students to open Q & A:
What are the monkeys doing? They are sleeping.
3. teachers to two toy monkeys climbing a stick. the same way as teaching climbing.
teacher writing on the blackboard Sentence: What are the monkeys doing? They are climbing. Student s begin - half of the class Q & A - Q train to open.
help students bring their own toys to do the movements of animals, and each sentence on the blackboard to do with the replacement Q & A.
4. teaching fighting
teachers to produce a picture of two lions fight, to encourage students through the questions What are the lions doing? to learn new words fighting.
5 teaching swinging
produce two monkeys swing chart. Master Q: What are the monkeys doing? Health A: They are swinging.
6 drinking water
teachers teaching students to Figure (Let's start) to do the dialogue: What are the birds / / kangaroos / elephants doing? say drinking water when students, teachers show students to recognize and read word cards. Note that each phrase has finished teaching, the students should bring their own time using the sentence pattern for toys, to interest in learning, causing a strong desire for students to learn new knowledge. in due course to learn new content, and practice time to consolidate in order to deepen the impression.
(b) listening and reading pronunciation.
put B Let's learn some of the recording, children repeat.
(c) cooperative learning.
student group work, reading Let's learn some of the content. teachers to guide students to be replaced with a different picture, name and alert students to animals changes in the action.
team on two or three groups.
four, let's play
1 teacher asked two boys performing on stage animal movements, the audience guess girls: allow students to further experience by listening to audio pronunciation of standard English, and pronunciation through the team to re-consolidate to achieve the purpose of accurate and read.
five, Story time
teachers pointed to plans to ask: Where are Zip and Zoom? Students listen and repeat it after you, read the role of sub-stories.
design ideas: the use of textbooks in a strong story interesting resources, this course presents the main words and sentence again, so that students in activities to consolidate the knowledge game.
Step3. Practice
1. to do the game: What is missing?
teachers in all the parts of the word cards on the board, and then close your eyes of students, teachers quickly remove a student opened his eyes, guess what a picture is removed. And pictures can express the meaning of a word: The ... are ... ing.
2. A lifetime to make their toy animals move, and asked: What are the .... Doing? The other students to answer. Among the same table describes the other animals are doing, and spelling out the verb.
Design: through the game, to further review and consolidate new words and key sentences, so students listening, speaking, reading and writing many master new knowledge.
Step4. Production
1. Teachers will be on the podium five word cards, make a student come up at random a card, the teacher leading the other students asked: What are they? What are they doing? Guide the students to answer based on the meaning of the picture.
2. teachers, several students gathered on the podium of animal toys, and said: Look at the zoo. There are many animals. Look at the .... What are they doing? teachers to do the movements behind the lectern , student teams guessing. Guess fast and precise team win, while the action requested guess spelling verbs.
3 is bringing you into the zoo, please look at the piece of paper to draw all kinds of animals, and write sentences, introduce yourself to the class of the animal kingdom.
eg: The monkey is swinging ... ..
design ideas: the use of the word cards, stick figure, etc. to provide students with the opportunity to use English to play the creative imagination of students in order to skillfully use this lesson word patterns, students comprehensive language ability.
Step5. Progress
1. so that students have learned this lesson when the Church of writing the four words.
2. do
Homework
1. after school to listen to B Let's learn some of the recordings, and read it to listen to parents or peers.
2. with peers, to do Let's play some games.
Blackboard Design:
Unit5 Look at the monkeys Part B Let's learn
What are the ... doing? They are sleeping climbing fighting swinging drinking water Teaching Notes:
collective classes cost the county primary school English lesson plans
2011 年 5 February next year the fifth unit of volume issue Unit 5 Look at the monkeys hours of class-based Dialogue Class V standby units, all primary school teachers Peony Hill handed use of units, teaching objectives of teaching objectives:
1. to learn ask her / him / they are doing and to answer: What are they doing? They are ....
2. to correct the actual scenarios apply the dialogue.
3. be able to use What do you see? What are they doing? to others to obtain information, to communicate.
4. to understand the knowledge of Australian kangaroos and koalas. Teaching heavy and difficult teaching points: Sentence What're they doing? They are ... read and use the positive recognition.
teaching difficult: in the actual situation correctly apply the sentence and dialogue. prepare teachers to prepare teaching aids
tape the following: Let's chant, Let's try, Let's talk.
teacher preparation verb card: flying, swimming, walking, running, jumping and so on.
teacher preparation in different pieces of the action figures and animals picture (it can be substantial zoo animal activity diagram) on the draft prepared by the evaluation of local deities second lesson preparation process of teaching the process of teaching:
Step1. Preparation
1. Teachers play the song Animals, Animals Are Everywhere, students listen to the table and sing.
2. Free talk
Let's start the teacher to show pictures, Let's start with small animals in a single dialogue.
T: What is it doing?
S: It's ... ..
Design: use of songs in English will be students into a learning atmosphere. And through the teachers and students, life and dialogue, review old knowledge, in order to reduce the difficulty of learning a new lesson.
Step2. Presentation
1. scene import.
teachers to produce A, B Let's learn some of the pictures (you can also use the lesson again to prepare students for the stuffed animals to enhance the fun and authenticity), and the students do exercises Q & A:
T: What do you see?
S: I see a / some / two ...
T: What is it doing? / What are the .... doing?
S: It's ... / They are ....
wall chart for teachers to points (or toy animal) to do two demonstrations.
then guide students to quiz each other at the same table.
2. mechanical exercises.
do Such as:
S1: The tiger is running.
S2: The tiger is running. The pandas are climbing.
S3: ....
By forth. Can be divided group.
3. significance of practice.
teacher invited two students to the front, showing flash cards (one card and an action card animal, animals must be more than just) to the students, the students do after reading the two movements together,
monster hats, and the remaining Q & A practice divided into two groups of students:
Group A: What do you see?
Group B: We see two ....
Group A: What are they doing?
Group B: They are ....
4. Let's try.
students to read in the illustrations, listen to complete Listen and tick. Teachers and students check the answers. Then let the students imitate the sound recording, one to two sets of practice questions and answers do.
design ideas: the use of pictures, objects such as the creation of scenarios, exercises the old knowledge, learn new patterns for the extraction and preparation.
Step3. Practice
1. listening answer.
teachers, linking part of Let's try that: Wu Yifan and John are at the zoo now. They also see some elephants and some monkeys.
(1) teachers to enable students to listen Let's talk some recording and answer the questions:
What are the elephants doing?
What are the monkeys doing?
students to answer questions, the teacher then pointed to the monkey and elephant, respectively, Q: What are they doing? for students to answer: They are ... for emphasis.
2. listening pronunciation.
teachers play the recording, the children repeat the dialogue.
3. Cooperation in the Establishment.
(1) student team to re-read the dialogue, s begin - questions and answers.
(2) guide the students in this part of the textbook illustrations, make a new dialogue practice.
(3) teachers in the B part of the Let's learn, Let's try and Let's talk together in the picture, to show to the students. Dialogue so that students do exercises in pairs.
4. performance show.
for students to demonstrate what they do dialogue. First, the two groups based on material performance, and then from the textbook, with illustrations show two groups.
design ideas: Ask students to listen with the problem, not only the training of hearing students, allowing students a preliminary understanding of the dialogue. And through further understanding of dialogue to answer questions. Team to solve the problem of reading and understanding, and to provide students with the opportunity to demonstrate, allowed to fully practice the new language, apply their knowledge in order to achieve the purpose.
Step4. Production
1. to enable students to look at the unit's main scenario maps, map reading and role play sentences. Then groups of four students to display their toys or pictures of animals brought to form a
2. teachers a picture of a hand, one hand with a white cover image, while slow twitch white, she asked: What do you see? What is / are the ... s doing? students It is / They are ... guess the contents of the picture.
guess the auspices of the students came to power game.
3Good to know
(from the top of the game naturally leads to Good to know the content, and tell students to care for animals, to develop students awareness of animal protection)
Design: scenarios take full advantage of resources for teaching the language provided by the expansion of comprehensive language ability students. Ideological and emotional education of students, students awareness of animal protection.
Step5. Progress
1. students to complete Part B Let's talk of basic training in related topics.
2Home work
content with what they have learned this lesson and a good friend compose a new dialogue.
Blackboard Design:
Unit5 Look at the monkeys Part Let's talk What do you see? I see ... ... What are they doing? They are ... .. Can you see the ... Teaching Notes:
collective classes cost the county primary school English lesson plans
2011 年 5 February next year the fifth unit of volume issue Unit 5 Look at the monkeys sixth class hours standby units based reading lessons, teachers fee Lina Shen Peony Hill County Primary School to use units, teaching Goal 1, to listening, speaking,
Red Bull Hats, reading and writing sentences
2, to listen, speak, recognize and read the sentence
3, to complete the Let's check some of the exercises. Teaching heavy and difficult one, this class focuses on teaching the four master the sentence: Preparation of teaching aids and the class tape recorder, Let's learn the word cards, small blackboard on the draft prepared by the evaluation Patron teaching a second lesson preparation, Preparation 1. Listen and chant. (Textbook 56 Let's chant)
2. B Part of word cards to show, with B some of the major pattern drills dialogue.
design ideas: the use of English songs create an atmosphere, to attract the attention of the students in the classroom, but also easy and natural transition to the main patterns of words and the review.
II,
red bull cap, Pre-reading
1. teaching climbers.
produce word cards climbing: T: What do you see? S: I can see two pandas.
T: What are they doing? S: They're climbing.
T: They're good climbers. (side stretch the thumb side of climbing to do action)
writing on the blackboard and Teaching climbers.
2. Teaching Here come two tigers. Can tigers really swim?
open the books 63. T: Two tigers came here towards the tiger really swim? In the essay for students to look for, and guess the first few lines, Nayi Ju. Named answer,
DC Hats, sentence writing on the blackboard and teach reading.
Design: Teachers new words derived by the natural action, and through the form of teaching more difficult to guess look for patterns to help students eliminate reading barriers and reducing reading difficulty.
III,
Oakley Sunglasses, In-reading
1. General reading
T: Read the dialogue quickly. Answer the questions. (small blackboard in the form)
① Where are Sarah, Amy and Chen Jie?
A. Nature park. B. Village.
② How many tigers do they see?
A. Three. B. Two .
③ Are pandas good climbers?
A. Yes, they are. B. No, they aren't.
(name to talk about these three issues mean)
teacher named answer, according to the situation to be evaluated to answer.
design ideas: a simple oral answer questions from the initial perception of this lesson to help students build reading confidence.
2. Detailed reading.
T: Read the dialogue carefully. Answer the questions.
① What are the tigers doing?
② What are the pandas doing?
③ Can tigers really swim?
for students to answer these three questions, and corrections.
3. Read and write.
① complete the textbook issue, the teacher looking for students to write answers on the blackboard.
② student s begin the four sentences, four teachers will be writing on the blackboard to write the sentence and stressed swimming.
design ideas: Ask students to complete more difficult problems, the ability of students to solve problems. Written in the implementation of the activities of the students pay attention to know the students while writing.
4. Listen to the tape. require students to repeat it after the first listen and then, based on student reading the situation, the teacher can lead the reading of individual words or sentences.
5. Read aloud. teachers want to visit and do counseling.
design ideas: listening is the premise that only listen to imitate the quasi-standard. Focus on training students of Language.
IV, Post-reading
1. Role play reading.
Design: the role of reading through the minutes, to apply their knowledge, requiring students to imitate the pronunciation and intonation.
2. complete textbook 63 Let's find out.
students in pairs to complete the form, and sentences beginning with the Can practice the dialogue.
Design: Through activities to further practice the knowledge and enable students to understand the characteristics of various animals, students awareness of animal protection.
five, Progress
1. Listen and tick. (textbook page 65)
2. Homework: write the four sentences.
Design: Let's check testing by the students learned the content of this unit to grasp the situation, to enable students to deepen the impression.
Blackboard Design:
Unit 5 B Read and write
What are they doing? climb + er → climber
They're swimming. Here come two tigers.
They are climbing trees. Can tiger really swim?
Teaching Notes:
Collective classes cost the county primary school
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