2023學(xué)年完整版Unit1Igotoschoolbybus設(shè)計(jì)

Unit1Igotoschoolbybus教學(xué)設(shè)計(jì)Labeling:Identifyingkeywordsinanutterancebyrecognizingthestress.e.g.Igotoschoolbybus.Answeringyes/noquestions.Usingmodeledwords(sentencepatterns)orothervisualcluestotalkaboutthepictures.Exchangingsimplepersonalinformationandfeelings.Thefastlearnerswillbeableto…1.Dramatizethestorywithpictures,realize,gestures,intonations,actions,etc;2.Predictthesituationsoreventhelanguageusedthroughobservingthepictures;3.Sightorrecognizethenewwordsandkeystructures.Hopefullythepupilswillalso…1.Takepartintheclassroomactivitiesenthusiastically;2.Carryoutthevarioustaskssuccessfully;3.Enjoytheclassroomactivities;4.Becooperativeandhelpfulingroupactivities;5.BecomeactiveandconfidentusersofEnglish.Thesuggestedteachingsequence…Thisunitcanbetaughtin8lessons.Buttheteachingsequenceoftheactivitiesinitcanbere-arrangedsothatnewlylearnedknowledgeandskillscanbeconstantlyconsolidated.Hereisasuggestedteachingsequenceoftheactivities:1.Let’schant

2.Let’splay

3.Let’ssing

4.Let’slearn5.Project

6.Let’stalk

7.Storytime

8.Koto’spouchLet’schant:Language

Focuses:Vocabulary:New:atthetop,inbetween,below.Known:red,yellow,green.Structuresandchunks:Known:None.New:1.Youmuststop.2.Getreadyfor…3.Youcango.TeachingObjectives:Bytheendofthissection,hopefully.1.Mostchildrencanunderstandthemeaningofthechant.2.Mostchildrenareawareoftherhymeinthechant,e.g.top-stop,between-green,below-go.3.Mostchildrencanchanttherhymerhythmically.4.Theslowlearnerscanchantitalongwiththeteacherorthetaperecorder.5.Thefastlearnerscanusetheprepositions“atthetop,inbetween,below”andthechunks“Youmuststop”,“getreadyfor…”,“Youcango”inappropriatesituations.TeachingSuggestions:1.Thischantisabouttrafficlights.Tosetuparealsituation,it’sadvisabletomakeapedestriancrossingandatrafficlightinthefrontoftheclassroom.2.Makesurethatthechildrenknowwhatthechantsays.The7to8-year-oldchildrenshouldhavebasicknowledgeabouttrafficregulations.Basingyourteachingontheirknowledgewouldhelpthemunderstandthelanguageinthechant.3.Playsomegamestorevisecoloursincasethatthechildrenforgetthem.4.Fastlearnersareencouragedtorememberandusethepropositionsandchunksinthechant.Findopportunitiestoexposethechildrentothemwheneveryoucaninlaterteaching,e.g.Themonkeyatthetopiseatingabanana.Theoneinbetweenissleeping.Theonebelowisplayingwithitstail.Let’splay:LanguageFocuses:Vocabulary:New:white,taxi,motorbike,bus.Known:1.Wordsaboutcolour:red,green,yellow,black,etc.2.Wordsaboutnumbers.1,2,3,4,53.Wordsabouttransport:bike,car,train,planeStructuresandchunks:New:None.Known:right,wrong.Yourturn.TeachingObjectives:Bytheendofthissection,hopefully.1.Thechildrencannamethevehiclesandtelltheircolours.2.ThechildrencanplayandenjoythegameinLET’SPLAY.3.Thefastlearnerscansightorrecognizethetransportvocabularyoccurredinthissection.TeachingSuggestions:1.Ifthechildrenareexpectedtoplaythisgamewell,theyneedtobeveryfamiliarwiththewordsaboutvehiclesandcolours.Toprovideenoughsupportforthechildrentoplaythisgame,firstweneedtoreviewthewordsaboutvehiclesandcolourrespectively,andthencombinethesetwosetsofwordsintophrases,e,g,aredandgreentrain.Childrencandosomeactivitieslike“l(fā)istenandpoint”,“l(fā)istenandshow”,“l(fā)istenanddraw”,Bingogame,“l(fā)ookandsay”,etc.2.Playingthisgameinvolveslisteningandspeakingskills.Actually,it’sahalf-controlledactivity.Soafterplayingthisgame.We/dbetteraddatleastonemoreactivityinwhichchildrencanusethelanguagefreelybythemselves.Forexample,wecanaskthemtomakepostersinwhichtheycandrawtheirfavouritevehicles.Theycanmakethepostersingroups.Afterthepostersaredone,stickthemontheblackboardoronthewall.Thenthechildrencomeouttodescribetheposteronebyone.Encouragethechildrentousethelanguagethey’velearnt,e,g.Ihaveabluecar.It’snew.It’sonthetable.Ilikemycar,etc.Let’ssing:Languagefocus:Vocabulary:bus.TeachingObjectives:Bytheendofthissectionhopefully.1.Thechildrencanunderstandthemeaningofthesentencesinthesong.2.Thechildrencansingthesonginchorusorafterthetape.3.Thechildrenwillenjoythesong.4.Thefastlearnerscancreatenewlyricsbysubstituting“bus”with“car,taxi,motorbike…”TeachingSuggestions:1.Toprovidethechildrenapurposetosingthissongweneedtomakethesongmoremeaningful.Toachievethis,wecancreateastoryandtellittotellthestorybythemselves.Iftheycantellthestory,therewon’tbeanyproblemforthemtosaythesentenceinthesong.2.Encouragethefastlearnerstocreatetheirownverseforthesong,e,g,Takearideonmybike,onmybike.Takearideonmybike,I’llshowyouaround.3.Toletthechildrenbemorefamiliarwiththetuneofthissong,wecanplaythetapeofitasthebackgroundmusicinthepreviouslessonwhiletheyareplayinggames.4.Toletthechildrenbemorefamiliarwiththetuneofthissong,wecanplaythetapeofitasthebackgroundmusicinthepreviouslessonwhiletheyareplayinggames.5.Singthissongineachlessonofthisunit.Let’slearn:LanguageFocus:Vocabulary:them.MakesurethechildrenspeakEnglishinsteadofChinese.IfyoudoPROJECTinalessonof40minutes,thetimemightbetooadequate.Soonemoreactivitycanbedone-makingposters.Thisishopeyoucandoit:Firstly,thechildrendrawandcolourthevehiclebywhichtheygotoschoolonapieceofpaper.Secondly,cutitoutandstickhisownphotoinit.Thirdly,eachchildinagroupsticksthevehicleswithphotosonthebigpieceofpaper.Lastly,childrendisplaytheirpostersandpresentthemorally.Let’sTalk：LanguageFocuses：Vocabulary:bybus,byundergroundStructures:Whereareyougoing?Iamgoingto…Chunks:Onyourown?No,withmymum.TeachingObjectives:Bytheendofthissection,hopefully.1.Mostchildrencanunderstandandactout6thedialogueinLET’STALK:2.Theslowlearnerscanactoutthedialoguewiththehelpoftheteacherorclassmates;3.The

fastlearnerscanpickupthechunks“Onyourown?No,withmymum.”andusethemorallyinappropriatesituations;4.ThefastlearnerscancreateanewdialogueusingthesentencestructuresandchunksinLET’STALK.TeachingSuggestions:1.Childrenhavealreadylearntthestructures“Whereis

…”“Whatareyoudoing?”Soitmightnotbetoodifficultforthemtounderstand“Whereareyougoing?”Ifwegoover“Whereis

…?Whatareyoudoing?”first.2.UseEnglishtointroducethechildrenmoreplacesinGuangzhou,e.g.YuexiuPark,BaiyunMountain,etc.Thustheycanhavemorechancetopractisethestructureandexpressthemselvesfreely.3.AskthechildrentoactoutthedialogueinLET’STALKfirst,thenencouragethefastlearnerstomakeuptheirowndialogue.4.AskthechildrentoactoutthedialogueinLET’STALKfirst,thenencouragethefastlearnerstomakeuptheirowndialogue.StoryTime:LanguageFocuses:Vocabulary:moon,spaceship,floor,bybike,bytrain,byplane,take…to…Structures:1.Iwanttogoto…2.CanIgoby…No,youcan’t.3.You/Ihave…Chunks:1.Doyou…?2.OKthere.3.Comeandtakearide.AreyouOK?TeachingObjectives:Bytheendofthissection,hopefully.1.Thechildrencanunderstandthestory.2.Thechildrenwillenjoyreadingandlisteningthestory.3.ThechildrencanworkingroupstomakeabookforthestoryinSTORYTIME.4.Thefastlearnerswillbeabletodramatizethestory.5.Thefastlearnerscanorallyusethechunksmentionedaboveinappropriatesituations.TeachingSuggestions:1.It’s

advisabletorelatethestorywiththereallifethatthechildrenarefamiliarwith.Sobeforetellingthestory,wecanshowthechildrensomepicturesofShenzhouVandYangLiwei,China’sfirstastronaut.ThenletthemtosayanythingaboutthepictureseitherinEnglishorinChineseforabouttwoorthreeminutes.Afterthattrytomotivatethembysaying“Doyouwanttotravelthespace?”or“Doyouwanttogotothemoon?”2.Tellthestoryemployingthestory-tellingtechniques,e.g.pauseforprediction,involvethechildrentojoinintellingthestory,etc.3.Aftertellingthestory,wecandosomefollow-upactivities,forinstant,dramatizingthestory,workingingroupstomakeastorybookbydrawingpicturesandstickingthesentences.4.Introducethechildrensomeastronomicalknowledgethattheymightbeinterestedin.Forexample,theplanets(Jupiter,theVenus,TheSaturn,thePluto0Kot