1B M4 U3 Story time
Content Module 4 Things we do Unit 3 Story time (Period 1)
Aims1. To learn the new words: wolf, boy, farmer, narrator
2. To use the key pattern to introduce oneself
e.g. I’m the boy.
Language focus1. To pronounce the words: wolf, farmer, etc.
2. To use the pattern correctly: I’m the ….
Teaching aidsMultimedia, word cards, object and masks
Procedures
StepTeacher’s activityStudents’ activitiesPurpose
Pre-task preparation1.Sing a song
2.Daily talkSing a song
T→S
活躍堂氣氛。
通過(guò)簡(jiǎn)單的對(duì)話引出新知識(shí)。
While-task procedure1. Learn: boy
Ask ten boys to stand up.
T: How many boys?
T: Tall boy, short boy
One and two
Tall boy, short boy
I see you.
2. Learn: wolf
Show a picture.
T: Is this a dog?
Is this a tiger?
T: What’s this?
It’s a wolf.
T: Is this a wolf?
What color is it?
T: Wolf, wolf
A brown wolf
Wolf, wolf
I see you,
3. Learn: farmer
T: Take out a fork.
Look, I’m a farmer.
Use “farmer” to make a sentence.
4. Learn: narrator
Show a flash. Watch the beginning of the story.
(The narrator is just describing the story)
T: Look, He/she is a narrator.
T: (Point to the narrator)Who is he/she?
T: He/She is the narrator.
5. Learn: I’m…
T: Who is he?(Point to the student in the class)
T: He’s a boy. And I’m a girl.
Take out some masks.
T: Now I’m the ….
Who can make a sentence like me.
S: Ten boys.
Read the word: boy.
Read the rhyme
S: No.
S: No.
Read the word wolf.
S: Yes, it’s a wolf.
S: It’s brown.
Say the rhyme and ask the students to make the new rhyme.
Read the word: farmer.
S1: The farmer is fat.
S2: I see a farmer.
….
S: Read the word “narrator”.
S: He/She is the narrator.
S: Who’s he/she?
Work in pairs.
S: He’s….
Put on the mask
S: I’m the….
通過(guò)舊句型引出新單詞，讓學(xué)生更易接受和理解。
模仿簡(jiǎn)單的兒歌鞏固新單詞。
形象的圖片再配上舊句型，學(xué)習(xí)單詞。
讓學(xué)生發(fā)揮想象，打開(kāi)思維的空間，編出一些有關(guān)wolf的新兒歌。
以實(shí)物刺激，讓學(xué)生感知農(nóng)民伯伯所需要的工具。
鼓勵(lì)學(xué)生用所學(xué)到的知識(shí)創(chuàng)編新句子。
通過(guò)學(xué)生感興趣的小品表演吸引學(xué)生的眼球，感知新單詞的真正意思。
利用對(duì)話操練鞏固新知。
帶上頭飾表演出自己現(xiàn)在的角色。
Post-task activity1. Have the students put on the masks and make a short dialogue in groups.
2. Have the students listen to the story and act it out.e.g.:
S1: I’m the farmer.
S2: I’m the boy.
S3: I’m the wolf.
S2: Hello!
S1: Hi!
S1: Oh! A wolf! Help!
S2: Go away!
在對(duì)話表演中幫助學(xué)生記憶新詞和句型。
鍛煉學(xué)生的聽(tīng)力水平，激勵(lì)學(xué)生的學(xué)習(xí)興趣和熱情。
Assignment1. Listen and read the words and the sentences. P46
2. Preview P47P48P49
板
書(shū)
設(shè)
計(jì)
M4U3 Story time
boy I’m the….
wolf
farmer
narrator
教
學(xué)
反
思
1B M4 U3 Story time
ContentModule 4 Things we do Unit 3 Story time (Period 2)
Aims
1. To use the verb help to request assistance.
e.g. Help! Help!
2. To use wh-question to get simple responses.
e.g. Where’s the wolf?
3. To use the key pattern to indicate that something is approaching.
e.g. Here come the farmers.
Language focus To use phrases and sentences to communicate with other students.
Teaching aidsMultimedia, etc
Procedures
StepTeacher’s activityStudents’ activitiesPurpose
Pre-task preparation1. Greetings.
Who is he?
Who is she?
Is he …?
How many…?
2. Show the word cards 1. Greetings
a. T-S1
b. S1-S2
2. Read the words:
boy wolf farmer narrator 熱身運(yùn)動(dòng)，活躍氣氛, 同時(shí)復(fù)習(xí)前面所學(xué)的單詞為下文作鋪墊。
While-task procedure
While-task procedure1.Learn the story of “A boy and a wolf”.
Show the flash of this story, with the help of pictures, masks and body language. Then ask the question.
2. Learn : help
T: Who says “Help! Help!”?
Create the different situations. Let the students to say “Help! Help!.
3. Learn :
Where ‘s the wolf?
No wolves.
T: Can you see the tiger in the classroom?
T: Where’s the tiger?
No tigers.
T: Can you see the wolf at first?
T: Where’s wolf?
No wolves.
T: No lions.
T: Where’s the dog?
T: Where’s the bear?
4. Learn:
Here come the farmers.
T: When the boy says ”Help! Help!” , who is coming?
T: Here come the farmers.
T: Show the boy.
Who is coming?
T: Here comes the boy.
T: Create some situations and let the students to say:
Here come(s) the ….
Watch the flash.
S: The boy.
Read the word:
help
S: Help! Help!.
S: No, I can’t.
S: No, I can’t.
S: Where’s the lion?
S: No dogs.
S: No bears.
Work in pairs.
S: The farmers.
S: The boy.
S: Here come(s) the ….
通過(guò)觀看flash讓小朋友感知整個(gè)故事的內(nèi)容。
通過(guò)情景的創(chuàng)設(shè)，讓學(xué)生在體驗(yàn)中學(xué)習(xí)。
鼓勵(lì)學(xué)生用所學(xué)到的單詞進(jìn)行對(duì)話。
Post-task activity1. Let the students to listen to the story and repeat after the tape.
2. Divide the students into groups. Put on the masks. Each group will play one of the characters in the story.
3. ”Don’t tell a lie”.1. Listen and repeat.
2. Act out the story.
讓學(xué)生進(jìn)行故事表演，在情景中體驗(yàn)會(huì)話的樂(lè)趣，培養(yǎng)學(xué)生的語(yǔ)音交際能力。
Assignment1. Listen to the tape and read( P47P48P49)
2. Listen to the new story (Workbook P46P47P48) and act it out with your parents.
板
書(shū)
設(shè)
計(jì)
M4U3 Story time
x Kb 1 .Com
help
Where’s the wolf?
Here come(s) the ….
Don’t tell the lie.
1B M4 Revision
ContentActivities and a story (Period 1)
Aims1. To use nouns to identify momentary actions. e.g. ride, play, skip, fly
2. To use verb phrases to indicate actions. e.g. play football, skip a rope, fly a kite, ride a bicycle
3. To use the modal verb can to talk about ability. e.g. She can sing.
4. To ask wh-questions to find out particular information about a person. e.g. What can he do?
5. To use nouns to identify persons and animals. e.g. boy, wolf, farmer
6. To ask wh-questions to get simple responses. e.g. Where’s the wolf?
7. To ask children not to tell a lie.
Language focus1. To use verbs and verb phrases to indicate actions. e.g. play, play football, skip, skip a rope, fly, fly a kite, ride, ride a bicycle
2. To use the modal verb can to talk about ability.
e.g. I can sing. She can sing.
3. To ask wh-questions to find out particular information about a person. e.g. What can he do?
4. To use nouns to identify persons and animals. e.g. boy, wolf, farmer
Teaching aidsPictures, multimedia, cards, etc
Procedures
StepTeacher’s activitiesStudents’ activitiesPurpose
Part 11. Greetings.
2. Sing a song.
<Skip my rope>1. Greetings
2. Sing a song.熱身運(yùn)動(dòng)，活躍氣氛。
在歌曲中引出今天的復(fù)習(xí)內(nèi)容——?jiǎng)幼鳌?
Part 2(Ⅰ)
1. T: Look. What can the girl do?
T : Can you skip the rope?
T: What else can you do?
2. Show a word game.
3. Talk with your desk mate.
4. Guessing game.
P1: What can he/ she do?
1.S: She can skip the rope.
Look and read the word
S: Yes.
S: I can play football.
…
Look and read the word.
Play, ride, fly, sing, dance, draw
2. Look and say.
3. S—S Work in pairs
What can you do?
I can …
4.
P2: He/She can …
通過(guò)歌曲引出的動(dòng)作復(fù)習(xí)本單元單詞。
通過(guò)看件中一個(gè)個(gè)閃過(guò)的動(dòng)作小組開(kāi)火車(chē)快速講出動(dòng)詞詞組。復(fù)習(xí)詞組
在同桌操練的過(guò)程中復(fù)習(xí)單詞、詞組和句型。
在件中設(shè)計(jì)猜謎游戲，讓學(xué)生在猜的過(guò)程中操練，既愉快又有了知識(shí)的訓(xùn)練。從第一人稱過(guò)渡到第三人復(fù)習(xí)。
Ⅱ
1. T: This is a boy. This is a wolf. This is a farmer.
2. T: Try to act out the story.
3. T: What can’t we do?
1. S: A story. <The boy and the wolf>
2. Act out the story.
3. S: We can’t tell a lie.承接上個(gè)環(huán)節(jié)中，將故事中的人物作為猜謎游戲中的后幾個(gè)。猜出一個(gè)出示一個(gè)。
分組準(zhǔn)備，然后表演故事。
在學(xué)科中滲透德育
Part 31．
T: What can we do?
T: You can sing a song . The song can tell me what you can do.
2.
(1) T: Do you know what can you friend do? Let’s do a survey.
(2) Tell us what your friend can do.1.
S: We can …
Sing a song.
<Skip my rope >\<Play football>\<Fly a kite>…
(1)Do a survey.
(2)S-S Work in pairs.
What can you do?
I can…
What can he /she do?
He/ She can…
從我們不能做什么自然過(guò)渡到我們可以做什么。學(xué)生自己編歌詞唱歌，調(diào)節(jié)氣氛，并鞏固知識(shí)。
通過(guò)調(diào)查，要求學(xué)生將所學(xué)的單詞、詞組和句型綜合運(yùn)用，學(xué)生自己挑選自己喜歡的句型進(jìn)行交流。訓(xùn)練學(xué)生的綜合運(yùn)用的能力。
Part 41. Read P38-41
2. Do a survey. What can your father and mother do?
play play football
skip skip a rope
ride ride a bicycle
fly fly a kite
What can he/ she do?
He/ she can…
1B M4 Revision
ContentNew Year’s Day (Period 2)
Aims1. To use adjectives to identify objects. e.g. gift, card, firework, firecracker
2. To use imperatives to give instructions. e.g. Dra Write. Fold.
3. To use adjectives to describe things. e.g. new
4. To use formulaic expressions to greet people on New Year’s Day.
e.g. Happy New Year!
5. To use formulaic expressions to offer people things. e.g. A gift for you.
6. To use the simple present tense to express interests and preferences. e.g. I like the red dress.
Language focus1. To use adjectives to identify objects. e.g. gift, card, firework, firecracker
2. To use imperatives to give instructions. e.g. Dra Write. Fold.
3. To use formulaic expressions to greet people on New Year’s Day.
e.g. Happy New Year!
4. To use formulaic expressions to offer people things. e.g.A gift for you.
5. To use the simple present tense to express interests and preferences. e.g. I like the red dress.
Teaching aidsPictures, multimedia, cards, etc
Procedures
StepTeacher’s activityStudents’ activitiesPurpose
Part 11. Greetings.
2. Sing a song.
< Happy new year>1. Greetings
2. Sing a song.熱身運(yùn)動(dòng)，活躍氣氛。
在歌曲中引出今天的復(fù)習(xí)內(nèi)容——新年。
Part 21. T: What can you see on the New Year’s Day?
2. Let’s do a quick response.
3. T: Are you happy on New year’s Day ? But the grandfathers and grandmothers are not happy. They haven’t children. They are poor. Let’s watch.
(1) T: We want to see them, what do we need?
(2) T: Have we got a card? No. Let’s make a card.
T: One:
T: Two:
T: Three:
(3)T: We have the card. What else do we need?
(4) We haven’t the things. Let’s go to the supermarket and buy some.
Show a picture of the supermarket.
（5）T: Let’s go to see grandfathers and grandmothers.
1. S: Gift, card, firecracker, firework…
2. Look and say.
3. Watch the video.
(1) Gift, card, firecracker, firework, fruit, flowers.
(2)
S: Dra
S: Write.
S: Fold
Make a card.
S: Flowers, apples, gift,….
（4）S: O.K
S—S Work in pairs
S1: Can I help you?
S2: I like the …
S1: Here you are.
S2: Thank you
…
(5)S: O.K.
Make a short dialogue.
S1: …. for you.
S2: Thank you.
S1: Happy new year.
S2: Happy new year.通過(guò)師生問(wèn)答引出本單元重點(diǎn)詞匯。
以競(jìng)賽的方式看媒體快速閃現(xiàn)的圖片并快速應(yīng)答，熟練掌握單詞，激發(fā)學(xué)生熟練掌握單詞的學(xué)習(xí)熱情。
通過(guò)短片介紹敬老院的老人的生活。激發(fā)學(xué)生去看望他們，并帶給他們新年氣氛的想法。
通過(guò)短片的觀看，學(xué)生自然能說(shuō)出看望孤老需要的物品
引導(dǎo)學(xué)生自己做卡片送給孤老。復(fù)習(xí)做卡片的過(guò)程。
有了卡片要求學(xué)生再重復(fù)新年拜訪需要的物品，幫助學(xué)生操練這些重點(diǎn)的單詞。
由教師設(shè)疑問(wèn)，沒(méi)有要送的禮物，所以到超市去買(mǎi)，自然過(guò)渡到復(fù)習(xí)文中買(mǎi)禮物的內(nèi)容。
模擬送禮物的過(guò)程，讓學(xué)生在語(yǔ)言訓(xùn)練的同時(shí)，學(xué)習(xí)關(guān)心身邊的人。在學(xué)科學(xué)習(xí)中滲透德育。
Part 31. T: We are happy on the New year’s Day. Because we can see the beautiful firework. Let’s watch.
2. Watch other New Year’s Day in other country.
T: What can you see?Watch the video
Describe.
S: The firework is ….
2.Watch.
S: …觀看節(jié)日特有的煙花。制造節(jié)日的氣氛。在語(yǔ)言訓(xùn)練的同時(shí)對(duì)firework和firecracker 增加感性的認(rèn)識(shí)。
觀看其他國(guó)家新年，讓學(xué)生開(kāi)闊視野，激發(fā)良好的英語(yǔ)學(xué)習(xí)興趣。
Part 4 1. Read P42-45
2. Tell your parents what you like on New Year’s Day
板
書(shū)
設(shè)
計(jì)
gift card
firecracker firework
Happy new year!
… for you.
I like….
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相關(guān)閱讀：牛津英語(yǔ)1B教案（2013上海新版）