第一课时(1st period) 一、主要新授内容(new contents)let’s act --- come here. go there. come back.
二、学习目标(objectives)1、学习在马戏表演中,用英语发出come here. go there. come back.等相关指令。2、将新指令与一些已学指令结合,让学生与一些动物玩耍中尝试与动物做朋友。
三、教学建议1、任务前期准备阶段(pre-task preparation section) pre-task preparation是指我们要求学生运用目的语(即所学的语言)之前,呈现给学生的新语言材料。也就是我们常说的:input。在这个环节主要让学生在情景中获得对新语言材料的第一次感知,在营造的语言环境中使学生自然进入语言氛围。
activity 1 (talk about the dog)(引入1)1、教学辅助(aids)1) 电脑(2b-u2-1)2)屏幕 2.活动过程(process)
stepscontentsmethodspurpose1talk about dogs2005 is the hen’s year and 2006 is the dog’s year. do you like dogs? what do you think of dogs?how does a dog go?what can a dog do?结合生活实际,以学生熟悉的生肖狗为切入口,让学生谈谈自己熟悉的小狗。
activity 2 (go to the circus)(引入2) 1、教学辅助(aids)1) 电脑(2b-u2-2)2)屏幕 2.活动过程(process)
stepscontentsmethodspurpose1elicit: circusask: where can you see the dog?in the circus, we can also see the dog. 以发散性的问题,自然引出circus. 3talk about shanghai circus world ask: do you like to go to the circus?in shanghai, you can go to shanghai circus world. it is on gonghe xin road. how do you go there? 从上海马戏城着手,将已学句型和go there整合,让学生学会活用语言,并为后面学习指令go there作好铺垫。
activity 3 (a song)(引入1) 1、教学辅助(aids)1) 电脑 屏幕 2.活动过程(process)
stepscontentsmethodspurpose1listen to the songwatch and listen to the song <circus>让学生在歌曲中进入circus这一情景。2talk about the songwhat can you see in the flash?is the boy happy? etc. * 可根据班级情况,让学生了解clown,juggler,strongman, trapeze artist, ringmaster等词。
2、任务中期实施阶段(while-task procedure section) while-task procedure,这是指语言技能的习得过程。其中分为机械性操练和意义性操练两部分。机械性操练可以让学生准确地模仿、复说新授的语言,让他们经过从模仿到识记的过程,使新知识由感知、理解、模仿直到储存,并在创设的情景中进行运用。
activity 1 (listen and shout)(引入1)1、教学辅助(aids)1) 电脑 屏幕 2.活动过程(process)
stepscontentsmethodspurpose1listen and shout: come here!listen to the song again. when students hear the sentences ‘you’ll have lots of fun. come and see with everyone.’, ask them try to shout: “come here! come here!”让学生根据歌曲中一句重复的歌词来发出指令,自然过渡到新授内容。2 listen and actask one student to say: come here, …(student’s name). the student imitates the sound of a kind of animals to answer and come. 让学生扮演动物来说说演演,在情景中操练。
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