Module2教案2

1、Module 2 Me, my parents and my friendsI. Teaching objectives 模塊教學(xué)目標Skill Focus聽Listen and find out what people can do.說Ask and answer about ability.讀Read passages and find about peoples jobs.寫Write about personal information.Use punctuation: full stops and capital letters.Language Focus功能句式Talking a

2、bout what you can doI can play football.Tony cant swim.Can you ride a bike?Yes, I can. / No, I cant.Giving and asking for personal informationWhats your name?My name isHow old are you?Im years old.Where are you from?Im fromCan you swim/speak English/play the piano/ride a horse?Yes. I can. / No, I ca

3、nt.詞匯1. 重點詞匯parent, basketball, ride, welcome, international, factory, doctor, worker, at, photo, family, her，can, piano, tennis, horse, hotel, university, hospital, office, manager, secretary2. 短語welcometo, be from, at the hospital 重點句子I can play football.Tony cant swim.Can you ride a bike?Yes, I c

4、an. / No, I cant.This is / These are 語法The modal verbal can (not) The referential pronouns this / theseII. Teaching materials analyzing教材分析Module 2以“Me, my parents and my friends”為話題，以完成“提供和詢問別人的信息”的任務(wù)為目標，通過3個單元的學(xué)與練，旨在讓學(xué)生通過這一學(xué)習(xí)與體驗的過程，能夠就自己與別人的能力進行提問與回答，能夠介紹父母的工作單位與職業(yè)，培養(yǎng)學(xué)生用英語進行社交活動最基本的能力。Unit 1要求學(xué)生通過

5、聽、讀、說的練習(xí)，學(xué)會討論能力。Listening and vocabulary 包括4部分。Part 1要求學(xué)生根據(jù)圖片找出與之相對應(yīng)的描述短語和單詞，通過這一部分的練習(xí)，使學(xué)生在復(fù)習(xí)已有知識的基礎(chǔ)上，進一步熟悉本單元所要學(xué)習(xí)的語言知識，為相關(guān)語言技能的訓(xùn)練奠定基礎(chǔ)；Part 2 要求學(xué)生在熟悉圖片后，根據(jù)一段聽力材料，就Lingling個人能做的事情進行判斷； Part 3以歡迎新同學(xué)為背景，通過老師與學(xué)生的對話，幫助學(xué)生學(xué)會如何正確、得體地介紹自己與別人的情況（包括姓名、國籍、年齡、能力、朋友等）；Part 4要求學(xué)生在完成Part 3的基礎(chǔ)上，通過聽力練習(xí)，正確捕捉和判斷聽力材料中的信

6、息，同時也為“提問、回答能力”作好準備。Pronunciation and speaking 包括4部分。Part 5 幫助學(xué)生掌握三組相對應(yīng)的清濁輔音的發(fā)音規(guī)律；Part 6 訓(xùn)練學(xué)生使用正確的語音語調(diào)；Part 7 要求學(xué)生在獲取判斷列表所給的信息后，結(jié)對練習(xí)“如何詢問的能力”；Part 8 要求學(xué)生將上述所學(xué)運用到實際日常交往中，并利用任務(wù)的設(shè)置來培養(yǎng)其初步的調(diào)查探究能力。Unit 2 圍繞“如何介紹父母親”展開，包括介紹他們的職業(yè)、工作單位以及能力等。Vocabulary and reading 包括5部分。Part 1與Part 2要求學(xué)生將工作場所、職業(yè)與圖片對號入座，來激活學(xué)生已

7、有的相關(guān)知識儲備，并熟悉本單元基本的語言知識；Part 3要求學(xué)生結(jié)對討論自己父母的職業(yè)，為下一步的學(xué)習(xí)熱身；Part 4 要求學(xué)生結(jié)合文字描述找出所要求的圖片，做到考察學(xué)生根據(jù)文字與圖片獲取信息并做出正確判斷的同時，為他們討論、描述自己的父母親提供了很好的范例，同時也在一定程度上復(fù)習(xí)了名詞所有格； Part 5要求學(xué)生利用表格對所學(xué)內(nèi)容進行提煉、總結(jié)。 Writing 包括2部分。Part 6對學(xué)生在寫作時正確使用大小寫和標點符號提出了要求；Part 7讓學(xué)生在回答問題的同時，學(xué)會如何詢問別人父母的有關(guān)信息，也為寫作提供了最基本的要素與素材。Unit 3 是一個復(fù)習(xí)單元，對學(xué)生在前兩單元中業(yè)

8、已掌握的知識技能進行總結(jié)與綜合性的練習(xí)。Language practice包含4部分。Part 1要求學(xué)生運用前面所學(xué)知識介紹自己的全家福；Part 2要求學(xué)生通過看圖片與比較練習(xí)有關(guān)情態(tài)動詞can的一般疑問句及其回答、陳述句和否定句的表達；Part 3要求學(xué)生根據(jù)圖片寫出正確的表達，對學(xué)生記憶與書寫能力提出了要求；Part 4要求學(xué)生連線熟悉工作單位與之相對應(yīng)的職業(yè)。Around the world 介紹了六種具有代表性的文字，在引起學(xué)生興趣的同時，讓他們能夠區(qū)分這些語言的書寫形式。Module task 為學(xué)生提供了介紹和詢問個人信息的框架結(jié)構(gòu)。III. Class types and p

9、eriods 課型設(shè)計與課時分配Period 1 Listening and reading Period 2 Integrating skills (I) Period 3 Reading and speaking Period 4 Reading and writing Period 5 Integrating skills (II)IV. Teaching plans for each period分課時教案Period 1 Listening and readingLanguage goals 語言目標Key vocabulary 重點詞匯parent, can, basketball

10、, piano, tennis, ride, horseAbility goals 能力目標Enable students to talk about sports and ability.Teaching methods 教學(xué)方法Listening, reading and speaking. Teaching aids 教具準備A tape recorder, some pictures and a projector. Teaching procedures & ways 教學(xué)過程與方式 Step I Warming-up & MatchingGet the studen

11、ts to match the words and phrases with pictures and make them familiar with sports.T: Hello! Boys and girls!S: Hello! T: I am very happy today, because I can play table tennis! S: Congratulations!T: Thank you. Do you know other sports? S: Yes! Basketball, tennis, football, swimT: Good! Well, now, I

12、will show you some pictures. And lets see what sports you can do.Show students the following pictures，words and phrases. A B C D E F G H I1 sing 2 swim 3 ride a bike 4 ride a horse 5 play the piano 6 play the basketball 7 play the football 8 play the table tennis 9 play the tennisT: Do you know them

13、? S: Yes!T: Well, now, match the words with the pictures (If necessary, explain this in Chinese.) Work with your partners like this: A1. Do you understand?S: Yes!T: Well, lets begin.Give students enough time to do this. After several minutes.T: Finished?Then check the answers.Suggested answers:A6 B7

14、 C2 D8 E1 F4 G9 H5 I3After that, if time permits, get students to become more familiar with the words by playing a game: Ask the students to turn their back to these pictures. Ask one of them to stand in front of the class. Point to one of the pictures and let the student act out. Then make the othe

15、r students to guess and speak out the correct words. After that, ask them to write and fill in the blanks in Activity 1 on page 8.Step II Speaking Get the students to talk about what they can do using the structure: I canT: Well done! So many sports, and tell me what can you do?S: I can play basketb

16、all / football / table tennis / tennisS: I can play the pianoS: I can ride a bike / a horseS: I can swim / singT: Great! Now look at this:Show the following.1. play+ basketball / football / table tennis / tennis（球類）2. play+the+ piano（樂器）3. ride a bike / a horseT: Can you find any difference?S: There

17、 is a the between play and musical instruments, while no the between play and ball games.T: Great！Step III Listening & checking Get the students to look at the pictures, and then listen and check what Lingling can do.T: You can do so many sports. Thats wonderful! Betty and Lingling are talking.

18、Next, listen carefully; lets see what Lingling can do.Fist let students look through the pictures, then play the tape recorder three times. For the first time, ask them to listen what sports have been mentioned; for the second time, ask them to check; for the third time, ask them to check their answ

19、ers. After that check the answers with their partners first, then check the answers together.Step IV ConclusionGet students recall what they have learned in this period.Show students the pictures given at the very beginning of the class; ask them to describe the pictures. Step V HomeworkAsk students

20、 to remember the words listed and complete Exercises 6&7 in the Workbook.Period 2 Integrating skill (I)Language goals 語言目標1. Key vocabulary 重點詞匯和短語welcome, international, welcometo, be from2. Key structures 重點句式 Please welcometo This isThey are fromI can, but I cant Can you?No, I cant.Ability go

21、als 能力目標Enable students to learn how to introduce themselves and others, and also how to talk about ability.Teaching methods 教學(xué)方法Reading, talking, group working, listening, and role-play.Teaching aids 教具準備A tape recorder, a projector and some slides.Teaching procedures & ways 教學(xué)過程與方式 Step I Revi

22、sion & homework checking Show pictures and ask them to describe the words learned in last period. Then check the answers to exercises 6&7 in the Workbook.Step II Reading Get students to read the dialogue. Help them learn how to introduce themselves and others, and also how to talk about abil

23、ity.T: Do you still remember Lingling?S: Yes!T: And today, two new students are coming to her school. Do you want to know them?S: Yes!T: Good! Tell me what do you want to know about them?S: Their names.S: How old are they?S: Where are they from?S: What can they do?T: Good! Now, quickly look at the d

24、ialogue in Activity 3 on page 8, and tell me what their names are?Ask the students glance at Activity 3 and find out the names they will deal with in next steps.After a while.S: They are Betty and Tony!T: Great! Now read after the tape. Are you ready?S: Yes!Play the tape recorder for the students, p

25、ause if the sentence is too long, some words are difficult for students to pronounce, and also intonations are special. After this, ask students to read again to gain useful information of introduction. T: OK. Next, read the dialogue again. Then work in groups of four, and act it out.Give students s

26、everal minutes to read and prepare for their performance. Several minutes later.T: Are you ready? Who wants to have a try? Hands up!Ask several groups to act the dialogue out. Encourage them perform that without books.T: Well done! Now, look at this chart:Show students the following chart:Name介紹他人介紹

27、自己Nationality (國籍)Age (年齡)CanCan notT: Next, read the dialogue again. Complete the chart with your partners. Clear? S: Yes! Give students enough time to do this, which helps them find the way to introduce oneself and the others.T: Are you ready?S: Yes!T: Who wants to have a try?Ask some students to

28、complete the chart separately. Then check the answers together.NameBettyTony介紹/詢問他人介紹自己This is Im Nationality(國籍)AmericaEnglandThey are fromIm fromAge (年齡)1311Im(years old).CanPlay football, basketball, speak English,Speak English,play football, table tennis, and ride a bike.Can you?No, I cant. / Ye

29、s, I can.I canCan notSpeak ChineseSwim and speak Chinese.I cant T: Great! Step III ListeningGet students to listen to the tape and finish Activity 4 on page 9.First ask the students to glance at Activity 4, and then play the tape recorder and ask them to choose Yes or No. After that, check the answe

30、rs together.Step IV Pronunciation Get students to correctly pronounce three pairs of consonants. When do this part, show the words listed in Activity 5 on page 9 to students and then divided them into 6 groups and find out the same pronunciations after talking.T: Well, everybody, would you like to p

31、lay a game?S: Yes!T: OK! Now, look at this:Show students the following words:1. play piano2. bike Betty basketball3. table Tony tennis4. old friend ride students5. can cant6. English legT: Listen carefully! I only say that once! Work in groups, read and find out the same pronunciation in each group.

32、 Lets say which group finishes that quickly and correctly. Clear? S: Yes! Then divide the class into 6 groups. Give them enough time and do that.Several minutes later.T: Finished?S: Yes! T: OK. G1, what about the first group of words?While asking students to read the pronunciations they have found,

33、try to correct the improper pronunciations and encourage the right ones. G1: Its /p/.T: G2G2: Its /b/.T: G3G3: Its /t/.T: G4G4: Its /d/.T: G5G5: Its /k/. T: G6G6: Its /g/. T: Well down! Now, listen to the tape, and read after it.Play the tape recorder; pause where necessary to help students pronounc

34、e properly. If time permits, ask students to take out a piece of paper, hand the paper in front of their mouth, and then pronounce /p/./b/./t/./d/./k/./g/.respectively, they will find that when they pronounce /p/. /t/. /k/清輔音the paper will move, while pronounce. /b/ /d/ /g/濁輔音, the paper will not. A

35、nd this will help arouse students interests in learning pronunciation. Also, the teacher can ask some students to stand in front of the class and pronounce these consonants silently; let others guess which one it is according to the shape of the mouth.Step V Listening & speaking Get students to

36、practice how to state, ask and answer about ability.Showing examples:First ask some students to stand up, and ask them questions like the following one, ask the other students to listen carefully:T：Hello! (Whats up? / How is it going ) A.A：Hello! (Whats up? / Good) Mr. / Miss T：Can you speak Japanes

37、e (Explain it in English if students dont understand that.)?A：No, I cant.Ask the other students: T：Can A speak Japanese?S：No, she / he cant.T：Great! Thank you, sit down, please.Then ask another studentB:T：Excuse me! Can you swim?B：Yes, I can.Ask the other students:T：Can B swim?S：Yes, she / he can.T：

38、Very good! SpeakingT：Now, look at Activity 7 on page 9. And make dialogues with your partner. Clear?S：Yes!Give students enough time to look at the information and make their own dialogues. Several minutes later, ask some pair to stand in front of the class and show themselves.Sample dialogue:A: Can

39、Betty play basketball?B: Yes, she can. Can Tony swim?A: No, she cant.T: You have done a really good job! Ask your partners friends and find out what they can do. OK?S: OK.Give students enough time to do this. Then ask some pairs to perform in front of the class.Step VI HomeworkFinish Exercises 10&am

40、p;11 in the Workbook.Period 3 Reading and speakingLanguage goals 語言目標1 Key vocabulary 重點詞匯factory, hotel, university, hospital, office, doctor, worker, manager, secretary, at, photo, family, her2 Key structures 重點句式 Whats your fathers / mother job?My father / mother is a (an)These are my parents.The

41、y areAbility goals 能力目標Enable students to talk about their parents jobs and the working places.Teaching methods 教學(xué)方法Pairwork and speaking. Teaching aids 教具準備Pictures and a projector. Teaching procedures & ways 教學(xué)過程與方式 Step I Homework checking T: How is it going! S: Fine!T: Good! So, shall I chec

42、k your homework? S: OK.Ask some students to tell their answers. If necessary, play the tape recorder for several times, help the students complete and check the difficult points.Step II Vocabulary & matchingGet students to learn some new words about job and working places.T: Boys and girls, here

43、 is a question, and I dont know how to answer it. Can you help me?S: Yes! Of course!T: Well, here we go: She doesnt work in a garden, but people call her gardener(園丁) / 鼠的共同名帥字多一橫.So, who is she?S: She is a teacher!T: Great! Meanwhile show students the picture of a teacher. teacher schoolT: And she

44、works in the S: School!T: Well done! Show students the picture of a school:T: So, her job is teacher and she is a teacher at school. Right?S: Yes!T: Now, lets look at the pictures.Show students the following pictures: (1) (2) (3) (4)T: Pictures 1 means in the primary school; so Picture 2 means in ;

45、Picture 3 means in Give students chance to think about that, if they cannot say that in English, help they know how to express “junior school” and “senior school”.T: Great! So, three years later you will be in the senior school. (As saying this, point to Picture 3)Now, guess, what is Picture 4?Some

46、students may find out the rule and answer it in Chinese, that is “大學(xué)”。Then praise them and show the word university to them, and ask them repeat after the teacher.T: Well done! That is university! Do you know Harvard? S: Yes. / No.T: Well, it is one of the greatest universities in the world. Here ar

47、e some pictures for you.Show students the pictures of Harvard. If time permits, ask students some questions about their feelings of going to the top universities, and arouse their interest in learning.T: So, we say, teacher in a university is S: University teacher!T: Thats it! Show students the pict

48、ures of a university teacher.T: So, the man is a teacher at university.Then show students the following chart:JobTeacherWorking placeUniversity All these above aim at arousing students interest about job and working places. After that, leave the other jobs and working places to them to discuss with

49、their partners and match.T: OK. Its your turn now! Complete Activities 1&2 on page 10 with your partners, and then fill in the chart. Clear?S: Yes!Give students enough time to do the two parts. While they are discussing, go around and help them. Several minutes later, ask some students to fill i

50、n the chart and check the answers together.Sample answer:Jobteacherdoctorfactory managerfactory workerHotel managersecretaryWorking placeuniversityhospitalfactoryfactoryhoteluniversity / schoolStep III Speaking Get the students to work in pairs to talk about What are your parents jobs?T: You see, so

51、 many jobs. Show students the following pictures. T: What are your parents jobs? Now, look at Activity 3 on Page 10 and discuss with your partners.Give students enough time to make their dialogues and then ask some of them to perform in front of the class. Sample dialogueA: What are your parents job

52、s?B: My mother is a teacher. My father is a doctor. What about your parents?A: My mother is a secretary. My father is a factory managerStep IV Conclusion & homeworkGet students to review what they have learned in this period.T: Everybody, tell me, what jobs do you know in this class?S: Doctor, f

53、actory manager, factory worker, hotel manager, secretary, and teacher.T: Great! So, how to ask about your parents jobs?S: What are your parents jobs?T: We can sayS: My mother is a (an) My father is a (an)T: Great! After class finish Activity4 on page 13 and Activities 8&9 in your Workbook. Will

54、you?S: Yes!T: OK. Class is over, youre dismissed!Also, if time permits, ask some students to act as a doctor and let other students to guess and say.Period 4 Reading and writingLanguage goals 語言目標Key vocabulary 重點詞匯和短語at, photo, at the hospitalAbility goals 能力目標Enable students to introduce their par

55、ents jobs and also use capital letter and full stop correctly. Teaching methods 教學(xué)方法Reading, pair-working, speaking and writing.Teaching aids 教具準備A tape recorder, a projector, Teaching procedures & ways 教學(xué)過程與方式 Step I Revision & homework checkingCheck the answers to Activities 8&9 in their Workbook and also have a revision of how to ask about their parents jobs.T: How are you going?S: Fine!T: Good! And how about your homework? Finished? S: Yes!T: Ok. Now