六年级上册英语教案－Module 7Unit 1 I don’t believe it外研社.doc

1、Lesson plan for Module7 Unit1(I dont belive it!)Background information:Students: Luxun primary school students, Grade 6Lesson duration: 40 minsTeaching materials: Module 7, Unit 1 I dont believe it!English Book 7, Foreign Language Teaching and Research PressType of the lesson: Listening and speaking

2、 Teaching Aims:Knowledge aim: By the end of the class, students will be able to:1. Learn some new words: believe, lucky, bamboo, CD-ROM, copy, and can write the word day.2. Pronounce the word say and says/a: / correctly. 3. Understand the new stentences well: Pandas eat for twelve hours a day. Do sn

3、akes like music?Ability aim: By the end of the class, students will be able to:1. introduce animals features by using the sentence (Pandas eat for twelve hours a day.) in oral expressions.2. use the sentence (Do snakes like music?) to ask whether their conjecture about animals is right.Emotion aim:

4、Cultivate students interest in Chinese eating habit.Learning strategies:来源:ZXXK1. Individual learning strategy: learn new words with pictures. 2. Cooperative learning strategy: work with partner or group members. 来源:Focal points: 1. Key vocabularyhealthy, orange, drink, fruit, vegetable, beef, carro

5、t, chicken, juice, melon, milk, onion, pork, potato, tomato 2. Key structureshave / has gotDifficult points:1. The usage of have / has got.2. The singular, plural,and uncountable form of nouns.Teaching Methods: Bottom-up approach to listeningTeaching model: The 3-stage model Teaching aids: pictures,

6、 recorder, tape, PPT, chalks, blackboard.Teaching ProcedureLead-in (4 mins) Teacher begins the lesson by showing the students pictures of food and asking questions, “Are you hungry now?” “When we are hungry, what can we do?” “When we are thirsty, what can we do?” to lead in the topic Healthy Food.St

7、ep 1. Pre-listening(11mins) 1. Write the words food and drink on the blackboard. 2. Ask a student “What did you eat yesterday?” in order to classify the food into 3 kinds, fruit, vegetable and meat. Blackboard layout as follow,3. Ask students “What the food?” students may repeat“Fruit, vegetables an

8、d meat are food.”4. Ask students “What fruit/ vegetables/ meat/ drink do you know?”, and write their answers on the blackboard. When talk about juice, explain the expressions of different kinds of juice.(e.g. apple juice) 5. Ask students to open their book and finish the three activities(Activity 1,

9、 2, 3) individually. Then call back the answers from the whole class as complete sentences.(e.g. Picture 1 is fruit, and in picture 1 there is an apple, a melon and an orange.)来源:ZXXK Activity 1 Work in pairs. Match the words with the pictures. Answers food: 1;2;3 drink:4 Activity 2 Label the food i

10、n the pictures with these words. Answers fruit:1 meat:3 vegetables:2 Activity 3 Label the food and drink with these words. Answers a. melon b. apple c. orange d. chicken e. pork f. beef g. tomato h. potato i. carrot j. onion k. water l. milk m. Juice 6. Explain and show the singular, plural, and unc

11、ountable form of nouns. Then ask students to write the plural form near the words on P26, Ativity 1, and then ask students to read the words on PPT.来源:Step II. While-listening (15mins) 1. Do Activity 4 . Teacher ask “Do you know Betty? What Betty and her mother have got?” then play the recording and

12、 ask students to focus on the shopping list. . Play the recording again for them to check. Call back the answers from the whole class. . Ask students work in pairs and make dialogue.(e.g. A: Have they got any apples? B: Yes, they have.) Answers oranges beef onions apples pork carrots melons tomatoes

13、 milk chicken potatoes juice 2. Do Activity 6 . Ask students to read the four sentences in Activity 6 silently, then one student to read loudly. . Play the recording for the students. . Call back the answers from the whole class. Answers 1. juice 2. meat 3. Yes, they have. 4. No, they havent. .Play

14、the conversation again and pause after each phrase, point out the grammar point. . Ask students to read these dialogues after the tape individually, and then put them into groups of four to practice the dialogue. Step III. Post-listening1. Do Activity 7(10mins) Play the recording once without stoppi

15、ng. Play the recording again and stop at the end of each line. Ask the whole class to repeat. Ask students to practice in pairs. 来源:学。科。网Z。X。X。K2. Do Activity 8. Choose six words in Activity 4. Work in pairs and make dialogues. Ask students to choose six words secretly and not tell anyone. Read the

16、example with the class. Then pair them to make dialogues.观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时

17、机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础

18、上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。 Ask some pairs of them to present the dialogues.一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但

19、仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。Homework: Practice the conversation in Activity 5 and sounds in Activity 7. Blackboard Layout: key words and sentences “师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文解字中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。