SHAPES (2A UNIT 1)

Teaching aims:

a. Review some shapes: circle, oval, square, triangle.

b. Teach a new one: rectangle.

c. Practice the sentences: what shape is it? What shape can you see in the picture? How many ____ are there in the ____?

Teaching keystone and difficulty:

a. Read the word “rectangle” correctly.

b. Can answer the question, like: what shape is it? What shape can you see in the picture? How many ____are there in the ____? with the whole sentences.

Teaching aid:

PPT, shape cards

Teaching course:

Step 1 Greeting

T: Say Hello to your desk mates! Ss do it.

T: Say Hello to shapes! T shows the shape cards. Ss do it.

Step 2 Warm up

Make an oval with your point fingers.

Make a triangle with your litter fingers.

Make a circle with your hands.

Make a square with your arms.

(left, right, together)

Step 3 Teach the new word

Show a rectangle card.

T: Is it a square?

Ss: No, it’s not a square.

T: No, it’s a rectangle.

Guide to read “rectangle”.

Let the litter teachers guide to read. The others draw the shape with their hands.

T: Who can guide to read all the shapes? Let someone do it.

Step 4 Find shapes in the pictures

Show some pictures on the screen.

T: What shape can you see in the picture?

Ss: I can see ______. (or I can see ____ and ____.)

Let the kids point the shapes in the screen.

Step 5 Cards Game

T: Take out these five cards, circle, oval, triangle, rectangle and square.

Teacher says a word. The kids repeat and put up the card quickly. Give point to the first one.

Step 6 Break

Listen a song.

Step 7 Count the shapes in the picture

Show some pictures on the screen.

T: How many ____ are there in the picture?

Ss count and say the numbers.

T guides to count it again.

Step 8 Memory Game

PPT.

Show some shapes in order.

Then, let the kids say it in order.

Step 9 Say Good-bye

T: Say Good-bye to shapes! Ss do it.

T: Say Good-bye to your desk mates! Ss do it.

1. Teaching contents

本节课为清华大学版《小学英语》Book　1B，Unit 4，Lesson 23到25 相关知识的复习。本教材以发展学生的语言实践能力为主线，突出语言的交际功能及其工具性特点；以培养学生用英语进行交际功能为最终目的，注意学生学习兴趣的培养。本单元主题为Opposites，本节课主要内容为复习good, bad, fat, thin, fast, slow 等几组反义词，以及所学过的动物、交通工具名称。

2. Teaching points

a. Review opposites: good, bad, fat, thin, fast, slow.

b. Review animals: rabbit, monkey, dog, wolf, pig, fox, fish, turtle.

c. Review vehicles: ship, plane, taxi, bus, bike, boat, truck, car, train.

3. Teaching difficulties

a. Use opposites to describe animals or vehicles.

b. Use these sentence: ___ is ___(opposites), ___ has ___(opposites) ___(noun) in oral.

*Analysis of my students

这节课的教学对象是二年级学生，他们活泼好动，喜欢直观形象的事物，对游戏、竞赛、卡通特别感兴趣。教师在教学时应坚持以听说为主的原则，注意启发、引导和帮助学生通过说、唱、动、游戏等方式积极、主动、大胆、愉快地参与教学活动。

* Teaching aims

1． Knowledge aim：即教学重点。

2． Ability aim：

（1）能运用反义词自主描述动物或交通工具特征。

（2）引导学生积极参与，交流实践，培养他们合作学习的能力。

3． Emotion aim：

（1）有意识地渗透品德教育，指导学生分辨好坏行为。

（2）寓游戏、竞赛于英语教学之中，创设愉悦的教学情境，培养学生学习的情趣，提高他们的分辨是非的能力。

* Teaching & Learning Methods

结合本节课的教学内容，充分考虑到低年级学生的认知规律与能力，以学生为主体，以人为本，采用情境教学法、全身动作反应法、整体语言教学法、任务型教学途径等激励情趣，创造充满生命活力的英语课堂。

 1. Situational Approach

教师带动学生，分组创设出自由会话的情景，激发学生的学习兴趣，引导学生参与其中，通过greetings, warm up与学生进行情感交流，激励情趣，使学生愉快学习。

2. Total Physical Response

   二年级的学生有很强的模仿能力，当老师有意识地将语言与动作相结合来教学时，他们很乐于接受，一方面做到了形象、直观，另一方面也能最大限度地调动全体学生参与其中。

3. Task-based Language Teaching Approach

任务型教学途径是新课标倡导的主要教学途径，在这节课上我设计了用反义词说一说你知道的动物或交通工具，比如Pig is fat. Monkey is thin. Plane is fast. Car is slow. 等任务，让学生在思考中不知不觉地习得语言。

* Teaching Procedures

Step1 Greeting

T: How are you today?

Ss: I’m fine. Thank you. And you? T: I’m great.

（设计意图：带动学生进入课堂状态。）

Step2 Warm up

Ss close eyes. T claps hands. Ss count the numbers.

（设计意图：活跃课堂，调动学生集中注意力。）

Step3 Guess the animals

T: It has a short tail, long ears, red eyes. What’s this animal? Ss guess.

T: It is thin. It has long tail. It can climb up the tree. What’s ~? Ss guess.

T: It is good. It has long tail. What’s this animal? Ss guess.

T: It is fat. It has big ears, big nose, short tail. What’s ~? Ss guess.

T: It is thin. It has big and long tail. What’s this animal? Ss guess.

T: It is small. It can swim in the water. What’s this animal? Ss guess.

T: It is small too. It runs slow. It is green. What’s this animal? Ss guess.

Let some kids guide to read these animals.

（设计意图：复习动物名称。）

Step4 Contest: tick or cross

T points an animal and ask: Is it ___?

Two kids do and say Yes or No. Some fast can get one score.

（设计意图：游戏环节。活跃课堂气氛。提高学生注意力。）

Step5 Look at the screen

T points two animals and ask Who is fat/ thin?

Ss answer it together or group by group.

Let kids say what animal(Any animals they know) is fat or thin.

Talk in pairs. Let kids clap and say.

Step6 Show time

（设计意图：练说环节。运用反义词描述动物。）

Step7 Screen show some pictures about vehicles

Some kids guide to read the name of vehicles.

T: Who can say opposites Which is fast/ slow? Free talk.

（设计意图：练说环节。运用反义词描述交通工具。）

Step8 Game: carry cards

（设计意图：活跃课堂。再次调动学生学习积极性。）

Step9 Show pictures about activities. T asks good or bad.

（设计意图：利用good和bad这一组反义词进行行为及品德教育。）

Step 10 say a chant and say goodbye

Summary:

本节课是以复习为主要教学内容，包括good, bad, fat, thin, fast, slow几组反义词以及rabbit, monkey, dog, wolf, pig, fox, fish, turtle等动物名称，ship, plane, taxi, bus, bike, boat, truck, car, train等交通工具名称。并且适时地渗透思想品德的教育，教会他们分辨是非，正确判断一种行为的对错。

课堂教学中，我以“学生为主体，教师为指导” 的师生、生生互动方式，让学生充分融入到快乐教学课堂氛围中。让全班一起参与，相互协作，实践提高，游戏、竞赛贯穿于整个教与学的过程，让学生始终处于兴奋状态。全体学生都得到了全面、主动的发展。整节课都努力营造一种轻松、愉悦的课堂气氛，让孩子们体验到了说英语的快乐，学习的快乐。

a. Review opposites: good, bad, fat, thin, fast, slow.

b. Review animals: rabbit, monkey, dog, wolf, pig, fox, fish, turtle.

c. Review vehicles: ship, plane, taxi, bus, bike, boat, truck, car, train.

Teaching difficulty and keystones:

a. Use opposites to describe animals or vehicles.

b. Use these sentence: ___ is ___(opposites), ___ has ___(opposites) ___(noun) in oral.

Teaching aid:

Vehicle cards, Power point

Teaching course:

Step1 Greeting

T: How are you today?

Ss: I’m fine. Thank you. And you? T: I’m great.

Step2 Warm up

Ss close eyes. T claps hands. Ss count the numbers.

Step3 Guess the animals

T: It has a short tail, long ears, red eyes. What’s this animal? Ss guess.

T: It is thin. It has long tail. It can climb up the tree. What’s ~? Ss guess.

T: It is good. It has long tail. What’s this animal? Ss guess.

T: It is fat. It has big ears, big nose, short tail. What’s ~? Ss guess.

T: It is thin. It has big and long tail. What’s this animal? Ss guess.

T: It is small. It can swim in the water. What’s this animal? Ss guess.

T: It is small too. It runs slow. It is green. What’s this animal? Ss guess.

Let some kids guide to read these animals.

Step4 Contest: tick or cross

T points an animal and ask: Is it ___?

Two kids do and say Yes or No. Some fast can get one score.

Step5 Look at the screen

T points two animals and ask Who is fat/ thin?

Ss answer it together or group by group.

Let kids say what animal(Any animals they know) is fat or thin.

Talk in pairs. Let kids clap and say.

Step6 Show time

Step7 Screen show some pictures about vehicles

Some kids guide to read the name of vehicles.

T: Who can say opposites Which is fast/ slow? Free talk.

Step8 Game: carry cards

Step9 Show pictures about activities. T asks good or bad.

Step 10 say a chant and say goodbye

Teaching aims:

a. Learn two new words: carrot, cat

b. Learn two new sentence: The rabbit wants a carrot. The cat wants a fish.

c. Learn to sing a song.

Teaching keystone:

a. learn the new word carrot by heart   

b. Can understand and say the sentences: The rabbit wants a carrot. The cat wants a fish.

c. Learn to sing a song.

Teaching difficulty:

a. Can understand and say the sentences: The rabbit wants a carrot. The cat wants a fish.

b. Can use the new sentence style in their daily life.

Teaching aid:

E-learning, Big cards, Small cards

Teaching process:

Step1

T: Today, I bring you some fruits. Now, let’s have a look.

(P.P. apple, pear, orange, banana)

T: What’s this?

Ss: It’s a ______. (Let the kids say a whole sentence.)

Step2

T: Look at these fruits. What do you want?

Let the kids say’ I want a ______.’

T: Ok. Give you a ______.

Step3

T: Now, two little animals come to our classroom. You guess who are they? The first one, it has two long ears, a short tail. It can jump on the grass. What’s this animal?

Let the kids say ‘rabbit’. (P.P. rabbit)

T: Another one. It has a long tail. It can catch the mouse. It likes to eat fish. What’s this animals?

Let the kids answer. (P.P. cat)

Step4

Teach ‘cat’

T guides to say and does the action.

Step 5

T: Look at me. Ss: Look at you.

T: Look at this rabbit/ cat.

T: I’m near the rabbit/ cat, I say ‘this’. You’re far from here, you say ‘that’.

Ss: Look at that rabbit/ cat.

Step 6

T: xx wants a ______. Do you know what does the rabbit want?

(P.P. ice-cream, bread, carrot, fish)

Step 7

Teach ‘carrot’

T shows a carrot and guides to read.

T: Pass the carrot, smell it and say ‘carrot’

T: What’s this? Ss: It’s a ______.

Step 8

T: What does the rabbit want?

Let some answer ‘The rabbit wants a carrot.’

T: Who can read it and do the actions?

Let some kids have a try.

Step 9

T: What does the cat want?

Let some answer ‘The cat wants a fish.’

T: Who can read it and do the actions?

Let some kids have a try.

Step 10

T guides to read these two sentences and does the actions.

Let the small teachers guide to read and do.

Step 11 Learn to sing a song.

Step 12 Game: Who am I?

Step 13 Do the exercises on page 67.

Under the sea, a sea princess was swimming when she saw a small animal under a hook. She go near it curiously and free the animal. Jimmy saw her large fins and thought she is a real fish! He pull her up. Wow! It is no fish! It is........a mermaid!

The sea princess tell him she had a curse on her legs. When she is in water, she looks like a fish. But when she is out, a mermaid... the boy feel sad for her and help her. His aunt is a witch who knew spells. So he try it..... It worked! Now she is a beautiful girl free to swim in the sea.

Teaching content:

a. New words: face, wash, hair, comb.

b. Two sentences: I wash my face in the morning. I comb my hair in the morning.

Teaching aims:

a. Students should master the new words.

b. Students can use the sentences in oral language.

Teaching keystone and difficulty:

a. Students should understand the words and sentences.

b. Students can use the words and sentences in their daily life.

Teaching aids:

Towel, Comb, Toothbrush, Word cards

Teaching course:

Step 1: Warm up

The students sing a song 'I brush my teeth'.

Step 2: Review and presentation

T: This is morning. Tina is sleeping now. You should say… (Ss: Wake up, Tina.)

Then teacher does the action and guides the students say 'Get up'.

T: What do I do in the morning?

Let the students say 'brush your teeth'.

Step 3: Teach 'face'

T: What do I do after brush my teeth?

Then show 'face'card and ask'What’s this?'

Let the students touch their face and read it.

Step 4: Teach 'wash' and 'wash my face'

Teacher shows a towel and acts.

T: What am I doing?

Let the students read 'wash', 'wash my face' and do the action.

Step 5: Teach 'hair'

T: What do I do after wash my face?

Then show 'hair' card and ask 'What’s this?'

Let the students touch their hair and read it.

Step 6: Teach 'comb' and 'comb my hair'

Teacher shows a comb and acts.

Let the students read 'comb', 'comb my hair' and do the action.

Step 7: Consolidate

1> Teacher acts and let the students say the phrases.

2> Teacher says the phrases. The students do the action.

3> Choose a small teacher acts. The others say the phrases.

4> One small teacher says the phrases. The others do the action.

Step 8: Work pairs

Let the students practice the phrases with their partner.

Step 9: Teach sentences

Teacher writes 'I ______ in the morning.' on blackboard.

T: When do you brush your teeth? (Ss: I brush my teeth in the morning.)

T: When do you wash your face/ comb your hair?

Let the students say 'I wash my face/ comb my hair in the morning.'

Choose one small teacher asks the question. The others answer with the sentences.

Step 10: Check and summary

Step 11: Homework

1>  Listen to the tape and read the text.

2>  Tell your parents how to say 'wash your face', 'comb your hair'.

　　语言技能二级目标

　　语言技能三级目标

　　语言技能四级目标

　　语言技能五级目标

　　语言技能六级目标

　　语言技能七级目标

　　语言技能八级目标

　　语言技能九级目标

　　二、语言知识

　　基础教育阶段学生应该学习和掌握的英语语言基础知识包括语音、词汇、语法、功能和话题等五方面的内容。知识是语言能力的有机组成部分，是发展语言技能的重要基础。表3是二级、五级和八级语言知识的分级目标。详细内容参见附录。
　　语言知识二级目标

　　语言知识五级目标

　　语言知识八级目标

　　三、学习策略
　

　　四、学习策略
　　学习策略指学生为了有效地学习和发展而采取的各种行动和步骤。英语学习的策略包括认知策略、调控策略、交际策略和资源策略等。教师应在教学中，帮助学生形成适合自己的学习策略。认知策略是指学生为了完成具体学习任务而采取的步骤和方法；调控策略是指学生对学习进行计划、实施、反思、评价和调整的策略；交际策略是学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的各种策略；资源策略是学生合理并有效利用多种媒体进行学习和运用英语的策略。
　　学习策略是灵活多样的，策略的使用因人、因时、因事而异。在英语教学中，教师要有意识地帮助学生形成适合自己的学习策略，并具有不断调整自己的学习策略的能力。在英语课程实施中，帮助学生有效地使用学习策略，不仅有利于他们把握学习的方向、采用科学的途径、提高学习效率，而且还有助于他们形成自主学习的能力，为终身学习奠定基础。
　　表5是二级、五级和八级学习策略分级目标。

　　五、文化意识
　　语言有丰富的文化内涵。在外语教学申，文化是指所学语言国家的历史地理、风土人情、传统习俗、生活方式、文学艺术、行为规范、价值观念等。接触和了解英语国家文化有益于对英语的理解和使用，有益于加深对本国文化的理解与认识，有益于培养世界意识。在教学中，教师应根据学生的年龄特点和认知能力，逐步扩展文化知识的内容和范围。在起始阶段应使学生对英语国家文化及中外文化的异同有粗略的了解，教学中涉及的英语国家文化知识，应与学生身边的日常生活密切相关并能激发学生学习英语的兴趣。在英语学习的较高阶段，要通过扩大学生接触异国文化的范围，帮助学生拓展视野，使他们提高对中外文化异同的敏感性和鉴别能力，进而提高跨文化交际能力。
　　表6是二级、五级和八级的文化意识分级目标。