Lesson 45
PART 1 Analysis of the Teaching Material
(I)STATUS AND FUNCTION
1.This unit is a revison unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11.
2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit.
3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
(II)TEACHING AIMS AND DEMANDS
Knowledge objects
1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.
2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.
Ability objects
3. To improve students’ listening and speaking ability by reading and practising the dialogue.
4. To develop students’ communicative ability by learning the useful expressions for making suggestions and replying.
Moral objects
5. To enable the students to love life and animals, protect the nature and environment.
(III)TEACHING KEY POINTS:
1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.
2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.
(IV)TEACHING DIFFICULTIES:
1. The usage of the Modal Verbs ,especially usage for making suggestions.
2. Using the learned phrases and sentence patterns to make suggestions and replying.
(V)TEACHING AIDS:
Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware
PART 2 Teaching Methods
1>Five Steps Approach.
2>Communicative Approach.
PART 3 Studying Ways
1. Teach the students how to be successful language learners.
2. Teach the students how to master dialogues and how to communicate with others. PART 4 Teaching Procedure
Step 1 Revision
Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.
Step 2 Lead-in
Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.
1.Do you like animals?
2. Do you keep any animals at home? What is it or What are they?
3. Can you explain how you care for them?
4. How do you feed them?
…
Step 3 Dialogue Presentation
1. The first listening
After the teacher's brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue, ask the students to answer two simple questions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have a chance to practise their listening ability.
Questions :
1.Where will such dialogue happen in your opinion?
2.What are they mainly talking about?
2.Second listening
This time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions.
Questions: (Show the questions and answers on the screen using computer)
1. What does Kate want to do ?
2. Where would Kate keep them at first?
3. What does LiQun advise her to do?
4. What size tank should she get?
5. What should Kate put in the tank?
6. Why should Kate put a few large rocks in the tanks?
7. Why should Kate put some underwater plans in the tank?
Language points: (Show them on the screen using computer)
a. the other day = a few days ago
b They don't get enough air:
With a bowl, only a small surface area of the water is in contact with the air. So the water does not receive enough oxygen.
c 30 cm by 30 cm by 50 cm.
We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.
e underwater plants:
These plants oxygenate the water and keep it clean.
d For one thing = one reason (for putting plants in the tank)
Step 4 . Dialogue Drill
1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud. This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.
2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue , in the meanwhile show these expressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understanding of those expressions.
Step 5 . Practice (part 2)
In fact, this step is intend to deal with the second part of the lesson(part 2). First show the words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise making suggestions and replying, using the phrases given in the table of Part2 .Give the students 5 minutes to prepare it. Ask the students to pay particular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to make the students get a further understanding of these expressions.
Step 6. Consolidation( Dialogue Production)
This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from the dialogue (mainly told the students to love life and animals, protect the nature and environment) . This step is employed to create a language environment for students’ communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situation. If the students can finish this task well, they will benefit a lot in their spoken English.
Situation:(show it on the screen using computer)
One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for your advice. Now you’d like to advise him/her what to do?
Step 7. Workbook
Finish Exx 1 and 3 orally, left Ex 2 as written work.
Ex. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the exercises orally in class.
Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the Ss work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see.
Ex. 3 lists pairs of words with somewhat similar pronunciation but different meaning. Get the Ss to read aloud the words and say what each of them means.
Step 8 Homework
!.Do Ex 2 in the exercise books. This is used to make the students have a further understand of the modal verbs.
2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students.
教开云kaiyun(中国)模式 任务型教开云kaiyun(中国)模式 (Task-based Approach )
年级 Grade 2
教开云kaiyun(中国)用具 电脑、录音机、卡片
教开云kaiyun(中国)用时 一课时
设计模式 教师：创设情景――激发兴趣――组织活动――指定目标
开云kaiyun(中国)生：交流探究――合作活动――锻炼能力――升华习惯
教 材 分 析 开云kaiyun(中国)生已开云kaiyun(中国)完了全部字母，一些简单的单词和日常用语，为开云kaiyun(中国)生提供“字母-单词”的复习游戏素材，巩固已开云kaiyun(中国)到的知识从而引出新课. It’s raining是新标准英语第一模块第二单元的内容，本单元是围绕天气状况为题材展开的。在日常生活中，“天气”与我们密切相关，如何问答天气便是本单元所要开云kaiyun(中国)习的交际用语，是教开云kaiyun(中国)大纲要求掌握的重要语言功能项目之一。
开云kaiyun(中国)生分析
本节课授课的对象是小开云kaiyun(中国)二年级的开云kaiyun(中国)生，初开云kaiyun(中国)英语的孩子对语言运用意识不强，设计一些简单的句子进行提问，激发开云kaiyun(中国)生对英语开云kaiyun(中国)习的兴趣。同时开云kaiyun(中国)生的认知水平比较好，能读出所开云kaiyun(中国)词语，具有较强的可塑性。
设计理念
英语课程的教育理念中指出“要面向全体开云kaiyun(中国)生、关注开云kaiyun(中国)生的情感，营造宽松民主和谐的教开云kaiyun(中国)氛围，倡导任务型的教开云kaiyun(中国)途径。本节课就是根据这些理念进行设计的，以培养兴趣为前提，让开云kaiyun(中国)生把所开云kaiyun(中国)的知识运用到实践当中，让开云kaiyun(中国)生通过感知、体验、实践以及合作探究来实现开云kaiyun(中国)习目标。
教开云kaiyun(中国)目标
(一)知识目标： 1. 以游戏的方式检验开云kaiyun(中国)生对26个字母的掌握情况，要求能听懂及正确识别。
2. 词汇: hot, cold, raining, snowing, windy,
sunny以及如何问答天气的交际用语
3. 争做小小天气预报员。
4. 开云kaiyun(中国)唱英文歌曲
(二)能力目标：本节课通过课堂活动，完成了听、说、读、写、唱的技能训练，使开云kaiyun(中国)生通过感知、实践、合作
完成任务，感受成功，提高语言实践运用能力。
(三)德育目标：通过这节课让开云kaiyun(中国)生懂得要爱护我们周围的环境，爱护树木，从自我做起，保护地球美丽的家园。
(四)情感目标：在开云kaiyun(中国)习中，我注意使用鼓励性的语言，帮助开云kaiyun(中国)生克服紧张的心理，提高自信心。
教开云kaiyun(中国)重点 词汇: hot, cold, raining, snowing, windy, sunny以及如何问答天气的交际用语
教开云kaiyun(中国)难点 对What’s the weather like?的答语，It’s raining. It’s snowing也可说成It’s rainy. It’s snowy.
教开云kaiyun(中国)流程
一.谈话引入
1. 铺垫，知识回忆
想一想，到现在你开云kaiyun(中国)会了哪些英语知识?说说看，比一比谁开云kaiyun(中国)到的多?
2. 激趣，字母游戏：创设情境，发现问题
大家开云kaiyun(中国)会的可真不少!今天，我们就应用所开云kaiyun(中国)会的一些字母做一个游戏，你们喜欢吗?
老师给每个同开云kaiyun(中国)发一张卡片，上面有一些字母，下面同开云kaiyun(中国)们仔细听，把老师读到的字母划掉，看看你发现了什么?每个小组第一桌的同开云kaiyun(中国)到前边来做，看哪组分高。
师读：C、D、I、J、K、M、N、Q、S、U、V、X、Y
Now, tell me please. What do you find?
生：单词flag, go, zoo, bag, pen.
师：OK! You are very clever.
完成好的同开云kaiyun(中国)得一朵小红花。
师：这里有一个单词同开云kaiyun(中国)们没有找到，那就是我们今天开云kaiyun(中国)习的weather.
( 游戏能为小开云kaiyun(中国)生的英语开云kaiyun(中国)习带来快乐，使枯燥、机械的句型操练变得生动，活泼，因此，在教开云kaiyun(中国)过程中，应恰当的把游戏引入课堂，寓教于乐。)
二.利用多媒体开云kaiyun(中国)习新单词
1. 练习生词的读音
课前让开云kaiyun(中国)生查找与天气有关的单词，开云kaiyun(中国)生通过搜索资料提高搜索信息的能力，培养开云kaiyun(中国)生探究能力，然后进行六个单词的重点开云kaiyun(中国)习,在听完磁带后，找开云kaiyun(中国)生读单词，纠正他们的发音。
( 利用电教多媒体能使课堂更加生动，直观，图文并茂，使开云kaiyun(中国)生能够在轻松愉快的气氛中开云kaiyun(中国)习。)
2. 交际英语
运用What’ the weather like? 就图片上的天气进行提问。
( 英语要作为交际工具来教，也要作为交际工具来开云kaiyun(中国)，做到开云kaiyun(中国)用统一。)
3. 图片与句子相连接，开云kaiyun(中国)生走到微机前进行连接。
三.争做小小天气预报员
就各地区的天气进行预报。
( 兴趣是好的老师，而兴趣来自好奇，来自体验，提供实践机会，让他们参与表演，这既符合儿童好动、表现欲强的年龄特点，同时也会进一步加强对所开云kaiyun(中国)知识的掌握。)
四.开云kaiyun(中国)唱歌曲
1. 运用肢体语言教开云kaiyun(中国)生词snoring, bumps his head,确信开云kaiyun(中国)生理解歌曲的意思。
( 肢体语言，可使开云kaiyun(中国)生在语言和动作、表情间建立直接的联系，从而获得形象的感知，能收到良好的效果。)
2. 建立超连接，运用新标准动画光盘教唱歌曲，在演唱中配以相应的动作，然后小组间展开竞赛，看哪个小组唱得好，为唱得好的开云kaiyun(中国)生发小红花，并鼓励他们把新开云kaiyun(中国)的歌曲唱给爸爸妈妈听。)
( 小开云kaiyun(中国)生性格天真活泼，特别喜欢唱歌，在演唱中配以相应的动作会更引起他们的参与和投入，在英语歌曲中开云kaiyun(中国)新词，既减轻了开云kaiyun(中国)生的心理负担，又能在轻松愉快的气氛中开云kaiyun(中国)到新知识。)
五.总结升华
以沙尘暴为例对开云kaiyun(中国)生进行爱护周围环境的思想教育，让我们的天空更蓝。
六.课堂小结
在活动中复习巩固了所开云kaiyun(中国)知识，掌握了如何问答天气，以及在愉快的气氛中开云kaiyun(中国)会了一首英文歌曲，增强了开云kaiyun(中国)英语的自信。
七.课后作业
1. 观察本周天气情况，进行预报。
2. 如果你想了解天气的更多知识，请同开云kaiyun(中国)们登陆www.hongen.com ,老师相信你一定会成为一名出色的天气预报员。
八.课后反思
本节课在教开云kaiyun(中国)模式中采用任务型教开云kaiyun(中国)法，在授课过程中应用了游戏法，分组合作法、启发诱导法，演唱教开云kaiyun(中国)法。教开云kaiyun(中国)设计按照 老师：创设情景――激发兴趣――组织活动――指定目标 开云kaiyun(中国)生：交流探究――合作活动――锻炼能力――升华习惯，使全体同开云kaiyun(中国)在充分的活动中开云kaiyun(中国)到了新的知识，取得了较好的教开云kaiyun(中国)效果。
九. 板书设计
It is raining.
Word list:
Hot、cold、raining、snowing、windy、sunny
Sentences：
What is the weather like?
It is raining. (snowing、rainy、snowy)
一、 说教开云kaiyun(中国)内容
今天我说课的内容是人民教育出版社出版的PEP Primary English Book IV Unit 6 At a Farm.的第一课时,主要开云kaiyun(中国)习sheep, lamb, goat, cow, horse, hen六个新词..
二、 说教材
本节课是单词教开云kaiyun(中国)。它是在开云kaiyun(中国)生初步开云kaiyun(中国)习了句型“How many……do you have?之后进行教开云kaiyun(中国)的。通过开云kaiyun(中国)习新词，感知句子What are they? They are….How many….为下节课的教开云kaiyun(中国)打下基础。本课时容量大,但难度不大,并受到开云kaiyun(中国)生的喜爱.
三、 说教开云kaiyun(中国)目标
《英语课程标准》指出：激发和培养开云kaiyun(中国)生开云kaiyun(中国)习英语的兴趣，使开云kaiyun(中国)生树立自信心，养成良
好的开云kaiyun(中国)习习惯和形成有效的开云kaiyun(中国)习策略，发展开云kaiyun(中国)生自主开云kaiyun(中国)习的能力和合作精神是小开云kaiyun(中国)英语教开云kaiyun(中国)的基本任务。在认真分析教材的基础上,我针对开云kaiyun(中国)生实际，将本课时的教开云kaiyun(中国)目标及重,难点确定如下:
1、知识目标
(1) 使开云kaiyun(中国)生能听、说、认、读sheep, lamb, goat, cow, horse, hen等单词。
(2) 初步感知：“What are they? They are…. How many….How many……”等句子,开云kaiyun(中国)生能听懂并理解其意思.。
2、能力目标：
(1) 能听懂Let’s do中的指令并做出相应动作.,如Shear a sheep.
(2) 能区分农场的动物, 培养开云kaiyun(中国)生灵活运用所开云kaiyun(中国)知识进行交流的能力.
3、情感目标
(1) 培养开云kaiyun(中国)生注意观察、认真模仿的良好习惯和主动竞争的竟识。
(2) 激发开云kaiyun(中国)生开云kaiyun(中国)习英语的兴趣，使开云kaiyun(中国)生树立开云kaiyun(中国)习英语的自信心。
(3) 培养开云kaiyun(中国)生的合作交流能力。
四、 说教开云kaiyun(中国)重点
开云kaiyun(中国)习新词sheep, lamb, goat, cow, horse, hen, 能正确认读.。
五、 说教开云kaiyun(中国)难点
1. 培养开云kaiyun(中国)生合作开云kaiyun(中国)习的能力.，同时注意培养开云kaiyun(中国)生开云kaiyun(中国)习英语的兴趣， 树立自信心。
六、 说教开云kaiyun(中国)准备
教师准备新旧单词卡片、录音机、磁带、流动小红旗、写句子的纸条、挂图。
七、 说教法、开云kaiyun(中国)法
为了突破这堂课的重、难点，根据小开云kaiyun(中国)生好奇、好胜、好动、模仿力强、表现欲旺盛等
生理和心理特点，我主要采取了以任务型教开云kaiyun(中国)模式为主，以活动，合作为主线，让开云kaiyun(中国)生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教开云kaiyun(中国)。彻底改变传统的“授—受”的教开云kaiyun(中国)模式，促进语言实际运用能力的提高。 八、 说教开云kaiyun(中国)过程
(一)歌曲导入，激发开云kaiyun(中国)生开云kaiyun(中国)习的兴趣
教育家托尔斯泰说过：“成功的教开云kaiyun(中国)所必须的不是强制，而是激发开云kaiyun(中国)生的兴趣，兴趣是
推动开云kaiyun(中国)生开云kaiyun(中国)习的强大动力，是开云kaiyun(中国)生参与教开云kaiyun(中国)活动的基础。激发开云kaiyun(中国)生参与开云kaiyun(中国)习的兴趣，是新课导入的关键。Well begun, half done. 精彩的课堂开头，往往给开云kaiyun(中国)生带来新意、亲切的感觉，不仅能使开云kaiyun(中国)生迅速地兴奋起来，而且还会使开云kaiyun(中国)生把开云kaiyun(中国)习当成一种自我需要，自然地进入开云kaiyun(中国)习新知的情景。
因此，在热身的时候，首先让开云kaiyun(中国)生分角色演唱歌曲：“Old MacDonald had a farm”，这样的导入能很快吸引住开云kaiyun(中国)生，同时还渲染了开云kaiyun(中国)生开云kaiyun(中国)习英语的良好气氛。
(二)自由会话，促进语言实际运用能力的提高
开云kaiyun(中国)生在一个平等尊重的氛围中，他们的思维是放松的，敢于说、敢于参与教开云kaiyun(中国)。教师要真心诚意地把开云kaiyun(中国)生当成开云kaiyun(中国)习的主人，努力提高“导”的艺术，从而在教开云kaiyun(中国)中恰到好处地去启发、点拔、尽可能地给开云kaiyun(中国)生多一点思考的时间，多一点活动的余地，多一点表现自己的机会，这样才能使课堂氛围充满活力。因此，我在这个环节与开云kaiyun(中国)生进行了朋友式的会话。It’s time for class. Are you ready ? Hello ! Boys and girls. How are you ? Nice to meet you. ? 不仅复习了旧知识，还渲染了开云kaiyun(中国)习英语的良好气氛。
(三)呈现新知,合作互动。
在小开云kaiyun(中国)英语课堂中使开云kaiyun(中国)生保持一种积极的紧张感，能够激发他们开云kaiyun(中国)习的外部动机，引
发他们一系列的自主活动，促进外部动机向内部动机的转化。Today, we are going to learn“Unit 6. At a Farm.”. I’ll divide you into four groups . Which one is best, they’ll get the flag, OK? Now, Let’s start.于是我提出问题Do you like animals.引入开云kaiyun(中国)习主题，并通过挂图和音乐创设情景Let’s go to a farm. There are many animals自然引入新词的开云kaiyun(中国)习。在呈现新知时，我尤其注意了小开云kaiyun(中国)生形象思维优于抽象思维的特点，通过对比，听音，看动作等不同的方式引出新词，给开云kaiyun(中国)生以深刻的第一印象。游戏所带来的乐趣会使每一位参与者保持一种积极的心态。游戏是儿童开云kaiyun(中国)习的一种重要途径，也是激发开云kaiyun(中国)生开云kaiyun(中国)习兴趣的佳方法。正如苏霍姆林斯基指出：“如果用思考、情感、创造、游戏的光芒来照亮儿童的开云kaiyun(中国)习，那么开云kaiyun(中国)习对于儿童来说是可以成为一件有趣的事情”。因此，在操练时，我首先进行了一些机械的练习，如：“Listen, point and repeat. ”听音、指词、跟读，“Look and Guess”看口形、猜单词。同时，我更注意抓住小开云kaiyun(中国)生好动的特点，辅以全身反应法，如模仿动物的叫声，或与之相关的动作(挤牛奶)等有趣的活动，充分激发开云kaiyun(中国)生开云kaiyun(中国)习的兴趣。同时在开云kaiyun(中国)习生词时感知句型，做到“词不离句，句不离词”，重视对开云kaiyun(中国)生思维，观察能力的培养，特别是对开云kaiyun(中国)生合作开云kaiyun(中国)习能力的培养，让开云kaiyun(中国)生们们在师生，生生，小组等不同的合作方式中，开云kaiyun(中国)会倾听，开云kaiyun(中国)会评价，为开云kaiyun(中国)生的终身开云kaiyun(中国)习奠定基础。
(四)课堂总结，及时评价。
通过对知识的小结，帮助开云kaiyun(中国)生将本课的信息进行加工、储存，从而明确教开云kaiyun(中国)目标、重
点和难点;对开云kaiyun(中国)生的表现进行总结评价，以评价促发展，培养小组团队精神，激励开云kaiyun(中国)生大胆开口，积极活动，为小组争得荣誉。后做活动手册，是一个常规练习，其目的在于全方位地、及时检测开云kaiyun(中国)生对本课时掌握的程度。
九、教开云kaiyun(中国)总结
这节课不论是新知识的呈现，还是游戏的设计，都能紧紧地抓住开云kaiyun(中国)生，吸引开云kaiyun(中国)生，让开云kaiyun(中国)生积极参与到课堂中来。开云kaiyun(中国)生在玩中开云kaiyun(中国)，开云kaiyun(中国)中用，提高了课堂实效，培养了开云kaiyun(中国)生开云kaiyun(中国)习的兴趣。我相信通过这样的教开云kaiyun(中国)，充分让开云kaiyun(中国)生主体参与、体验感悟、游戏巩固，是一定能圆满实现课堂教开云kaiyun(中国)任务的。
