Part I: There are many chocolate lesson plans in Sam.
Teaching objectives:
Knowledge and skills
1. Stomach pain, cold, headache, fever,
Fall down, fall down.
Sam ate a lot of chocolate biscuits yesterday.
So today he has a stomachache.
3. Grammar: Talking about diseases.
Teaching focus:
Stomach pain, cold, headache, fever,
Fall down, fall down.
Teaching difficulties:
Sam ate a lot of chocolate biscuits yesterday.
So today he has a stomachache.
Grammar: Talking about diseases.
Teaching methods:
Teaching, past tense
Teaching process:
(1) Import: Step 1 Preheating
Hi, boys and girls.
Let's sing a song, shall we
Ss: ok.
T: ok! London Bridge is about to fall down ... (Students sing this song)
T: You are clever boys and girls. Now let's talk freely about "what did I do yesterday", shall we?
The students introduced what they did yesterday.
(B) the second step of exploring new knowledge statement and guidance
Who can tell me what happened to Daming in the last unit?
Ss: Daming was hit on the head.
Let's play the story, shall we?
Ss: ok.
(Two students play "Daming" and "Sam", others tell stories, and two students do actions)
The teacher wrote the word "today" on the blackboard. What happened to Daming, Sam, Amy and Lingling? Guide the students to connect two sentences with "to" and "and".
The third step is text teaching
Now, in this lesson, we will learn module 10 Unit 2. Sam eats a lot of chocolate biscuits. First, listen and underline the new words.
(Teaching new words cards)
Teacher: Now please listen to the tape and repeat. Are you clear?
The teacher writes these sentences on the blackboard.
Sam ate a lot of chocolate biscuits yesterday.
So today he has a stomachache.
Listen to the tape again and tell me what happened to Sam, Lingling, Amy and Lingling.
Look at these words: have, eat.
(C) the fourth step of consolidating new knowledge-completing the task
Let's play a game, ok? Ss: ok.
Let's play the game "I want you to say it". I'll invite four students to the front of the classroom. One student will show Daming eating chocolate biscuits and then his stomach hurts. Others will describe it, and so on.
Step 5: Learn the text
Look at the fourth part and answer the following questions:
What happened to little Tommy?
What's wrong with Xiao Lingling?
What happened to Ben?
Teacher: Listen and repeat.
Let's read poems and do actions together, shall we?
Ss: ok.
(4) Operation arrangement
(5) Summary: the usage of the past tense
Blackboard design:
Unit 2 Sam has a lot of chocolates
Sam ate a lot of chocolate biscuits yesterday.
So today he has a stomachache.
Chapter 2: Sam fell off his bike. Teaching plan.
Teaching objectives:
Knowledge target
A. Be able to listen, speak, read, write and use words correctly.
"Happen, ride, thirst, watermelon, carry, bump,
I fell off, left and bought it.
B, can flexibly understand and master sentence patterns
We went cycling/hungry and thirsty/bought a watermelon/fell down/carried ...
capability goal
On the basis of knowledge goal, students are required to use verb past tense sentence patterns. We went cycling/we were hungry and thirsty/bought a watermelon/fell down/was carried ... Talk about or describe what happened in the past in real life, and cultivate students' reading ability in text teaching, so as to improve their comprehensive language use ability.
Affective goal
Let students complete their learning tasks and feel successful by using language, thus triggering and cultivating students' intrinsic motivation to learn English, and finally forming a positive attitude towards English learning.
Teaching focus:
Be able to understand and use sentence patterns flexibly. We went cycling/hungry/thirsty/bought a watermelon/fell down/carried it, and mastered the past tense expression.
Teaching difficulties:
Using the past tense and various reading training activities designed by teachers, students can perceive and understand the teaching content through input and output, and carry out "speaking" and "writing" training on this topic to cultivate students' comprehensive language ability.
Teaching process:
First, warm up
Hello.
Hello, class.
Ss: Hello, Miss Wang.
T: How are you?
Ss: Fine, thanks! What about you?
T: I'm fine, too Thank you!
2. Sing a song.
Let's sing a song. How about Let's Go and Go?
Ss: OK!
3. Talk freely.
T: I went to the supermarket. I bought some apples, bananas and a big watermelon. The teacher shows pictures and new words. ) Who can tell me: What did you do yesterday? (The teacher shows the questions. )
Teachers and students greet each other, listen to songs, and create a positive and relaxed learning atmosphere. Because there is a certain connection between songs and actions, students naturally enter a language state while singing and dancing, which also paves the way for later study.
Teachers and students speak freely and create a relaxed learning atmosphere, which not only reviews old knowledge, but also makes students feel new knowledge, laying the foundation for learning new content, making knowledge connect into threads, weave into nets and roll into balls.
Second, demonstrate.
Activity 1)
Set up situations skillfully and introduce new lessons.
1. (The teacher created a scene with a student, S 1 * * * in advance: when the teacher and the student were talking freely, suddenly S1accidentally fell down while sitting in the seat, and then the teacher talked to him and acted through his expression. )
T: "What's the matter with you?
Ss: I fell off the chair.
T: Oh, it was an accident. (teaching)
2. (At the same time, show the picture of Sam falling off his bike with the help of multimedia. )
Leading topic T: Today we will learn module 10 accident unit 1 "Sam fell off his bike."
(Ss read sentences. )
3. Put forward the task: The teacher told the students that after this lesson, the students would talk about accidents and write and perform stories in groups.
The scene of the text is led out by creating the scene, leading to the topic, and the students naturally understand the topic.
Let students study purposefully with tasks and stimulate their interest in learning.
Activity 2)
Third, explore independently and learn the text.
1. First, Sam and Damming's headdresses appear. T tells the students: Let's listen and find out the answer "Where did Sam and Daming go yesterday?"
Listen, point and choose the right answer.
A. go cycling
B. Go to school
Introduce the teaching of cycling. (Gestures and actions)
T: What's the difference between these two sentences?
A.i went to the park yesterday.
B.i go to school by bike every day.
Student: (Find out the difference)
(Practice in groups)
2. Listen, point and repeat, then answer "Why did Sam fall off the bike?"
Listen and repeat.
2) Discuss in groups and then answer.
3) Teaching new words in students' answers: carrying, bumping, hungry, shy, buying, watermelon eating and dropping are the same as the teaching of "being there". (Use body language and picture display to teach and practice line by line)
4) Practice sentences line by line.
3. Finally, what happened around "injury? Ask the students to retell the main content of the text in groups. (Emphasize the order and repeat it with "then …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… )
In the process of learning stories, letting students talk about the plots of characters is not only helpful to understand stories, but also helps students realize the richness of English stories, which is a supplementary link to cultivate students' interest in reading teaching.
Cultivate students' ability to actively exchange new knowledge, and cultivate students' ability to independently discover and summarize laws.
Read the dialogue according to the pictures. Then play a guessing game "which picture is missing?"
Cultivate students' autonomous reading ability and further consolidate new knowledge in the game.
Activity 3)
Play a memory game (present the verbs and past tense you have learned with multimedia). After one minute, click on the prototype or past tense of some missing words, and let the group answer first.
Combining games and exercises organically, students can practice while playing games, which greatly stimulates students' interest in learning.
Activity 4)
Look at the pictures and fill in the past tense of verbs. Act out the accidents in groups. Compare which group performs well.
On the basis of listening, speaking and reading, further implement the goal of writing. Cultivate students' written expression ability.
Fourth, production:
Tell interesting stories. (Practice in groups)
Yesterday, Tom and his friends went cycling. He _ _ _ _ _ _ _ _. Then he _ _ _ _ _ _ _ _ _, then he _ _ _ _ _ _ _ _, and then he _ _ _ _ _ _ _ _ _ ...... (Go, buy, carry, bump, fall, be, go ...)
So he is very happy, sad, hungry and excited ...)
1. Practice in groups.
2. Tell it and act it out.
That is, to cultivate the consciousness of cooperation and communication and develop thinking, so as to practice the sentence pattern of verb past tense.
Verb (short for verb) homework
1, copy the words P46 M 10U 1 twice.
(1) Read the dialogue by role.
(2) Act out the dialogue in different roles.
Chapter 3: Did Dad make a lunch lesson plan?
Goals and difficulties;
Teaching objectives:
1, can we make lunch with dad? This statement is to ask others about their past behavior and answer with yes, he did it. /No, he didn't.
2. Learn and learn to use the word telephone.
3, learn a storytelling, this content is not necessary, let students choose to learn and master according to their own situation.
Second, the teaching focus:
Did dad make lunch? This statement is to ask others about their past behavior and answer with yes, he did it. /No, he didn't.
Teaching process:
1. Review the past tense of verbs. The teacher writes down some verbs and their past tense on the blackboard, so that students can connect them. Such as cook, play, walk, watch, phone and their past tense cook, play, walk, watch, telling, among which only the word phone-telling has not been learned by students. When they match other words, they can easily master the past tense.
2, exercises, such as guiding students to say the following contents in turn: phone-phone-call grandma-mom called grandma-yesterday, mom called grandma.
Second, learn the text.
1 The teacher uses multimedia to show pictures in the text or let the students directly observe the illustrations in the text, and answer the teacher's question through careful observation: Did Dad make lunch? And instruct the students to answer "Yes, he did".
2. Listen and the students discuss and answer the questions in Activity 2.
3. Listen and read after the text.
4. Ask students to describe the content of the text on the basis of being familiar with reading.
Third, rhyming sentence learning:
1. Read the rhyming sentences by yourself and find out the words you can't understand.
2. The teacher reads the rhyming sentences aloud.
3. Listen and repeat.
4. Students say and act out rhymes.
Textbook, activity 4.
Playing games: the last week.
Summary and evaluation of intransitive verbs
1, my performance in this class: A is excellent, B is good, C is not very good, I will continue to work hard.
I can read the following sentences. Mark the sentences you can read with ∨.
(1) Yesterday, Mr Smart cooked noodles for lunch.
Tom helped him.
Mom called grandma.
Sam and Amy watch TV.
(5) Did Dad make lunch? Yes, he did. No, he didn't.
Seven, homework:
Please listen carefully to the recording of the text and read after it three times.