Topic: Unit 4 Do you want some apples?

Second, teaching objectives Teaching objectives:

Knowledge goal (knowledge):

1. Help students learn to use these phrases: a cup … a cup … a bag …

2. Review and consolidate the vocabulary about food, drink and fruit.

3. By studying the text, help students understand the story and try to repeat it.

Ability goal (ability):

Further cultivate students' ability to practice in pairs and cooperate in groups.

Emotional goals (feelings):

Stimulate students' interest in learning English.

Third, the teaching of key projects is both important and difficult.

Key words:

Love, grapes, tomatoes, popcorn, bowls, pasta, cheese. Sandwiches, hamburgers, stomachs, maybe, illness, parents, worry, ice, soup, Coca-Cola, lemonade.

Communication sentences:

Do you want some apples?

Yes, I want it. No, thank you.

What does this man want?

Which room does the man choose?

What kind of pet does this lady want?

Fourth, the preparation of teaching materials and teaching AIDS

picture

Food (grapes, tomatoes, popcorn)

Word card

Cups, glasses, bottles, schoolbags, bowls, boxes

Verb (abbreviation for verb) preview requirements preview requirements

Teachers' requirements:

1. Prepare the teaching materials carefully first, and then guide the students to learn the text by themselves.

Student:

1. Listen and read the text of Unit 4 at least three times.

Look up the new words in the dictionary to find out the pronunciation and meaning.

Sixth, the teaching process teaching procedures

Scene 1: (Learning sentence patterns: Would you like to ...? )

Teaching design

Teaching reflection

Step 1. Importing. An exciting introduction

Teachers can consciously take an apple in class and ask students while eating: Do you want some apples? When asking questions, let the students feel that the teacher is very casual and has no class appearance. After asking a student, if the student says yes! The teacher peeled a small piece of apple for that student and then turned to another student. In this way, the teacher can ask more students until the apples are finished.

Step two. practice Practice communication

The teacher brought some popcorn and tomatoes in class, then took out popcorn and tomatoes and asked the students: Do you want some popcorn/tomatoes?

Step three. Presentation. Theme demonstration

When students unconsciously learn knowledge in the situation created by the teacher, the teacher can ask the students again: How did I ask you the question just now? Who can remember this? Students can repeat the teacher's words and answer best. If not, the teacher can put the sentence pattern. Do you want some apples? Write it on the blackboard and ask the students: Have I asked this question? Did I say that? Do you want some apples? How will you answer? You should say, "Yes, please." Or "no, thanks." You got it? You can have a try.

At this time, the teacher asked the students in a few extended sentences:

Will you open the door for me?

Would you like to close the window for us?

Would you like to help me clean the blackboard?

Step four. Work in pairs. Partnership opening

The teacher gave a demonstration and asked the students to make some sentences at once. The teacher can say: Now, who can make sentences with "Would you like to …"? If students are enthusiastic about making sentences, the teacher can ask students to make sentences in pairs to see who makes more sentences. Teachers can guide them like this: good. Now, let's see who makes the most sentences.

Step five. Report. Group report

Then students can practice in groups for 2-3 minutes, and finally report to the group to see which group makes more sentences better.

Scenario Creation 2: (Learn the expression of quantifiers: a cup … a cup … a bag …)

Teaching design

Teaching reflection

Step 1. Importing. An exciting introduction

The teacher took out a teacup and said to the students, Oh, I'm thirsty. I want to drink some tea. Look, this is a cup. But there is no tea in it. Who has a cup of tea? Do you have a cup of tea? Teachers should try to slow down the speech speed when making statements, so that students can understand and keep up with the teacher's speech speed.

Step two. Presentation. Theme demonstration

Then the teacher took the glass and explained, this is a glass. This is milk. If you put some milk in this cup, it is called "a glass of milk". You got it? Now, look and listen. What is this? The teacher raised a glass of milk and asked some questions:

Do you like drinking milk?

Does anyone like milk, too?

Who else likes milk?

How many glasses of milk do you drink every day

Who buys your milk?

Step three. practice Practice and expand.

Teachers put several different things prepared in advance on the lecture table (or use computer courseware to demonstrate) to explain: a cup of tea/a glass of water/a bottle of juice/a bag of juice/a bowl of rice/a box of chocolate and so on.

Step four. Independent reading and independent learning

Every time the teacher says a phrase, he should inspire the students to say it together. After saying it again, let the students practice expression, and exercise their oral expression ability and autonomous learning ability.

Step five. Work in pairs & report. Group exercises and reports

Students practice in groups, give speeches in groups at last, or compete in groups.

Step six. Ask and answer questions. practical application

The teacher asks the students with an object or a picture: (or presents it with computer courseware)

would you like a cup of tea?

Do you want a glass of water?

Do you want a bowl of rice?

Would you like a cup of coffee?

Do you want a bottle of juice?

Do you want a box of chocolates?

Do you want a bag of apples?

At the same time, guide the students to bring "yes, please." And "no, thank you." Then let the students watch the third part of P20, and report the performance after the Q&A exercise in groups.

Cooperative inquiry 1:

Teaching design

Teaching reflection

Students' autonomous learning Part IV Reading.

Students are free to read short passages-self-study, look up new words in the dictionary-group discussion (asking and answering questions)-group communication and answering questions.

The teacher asked questions for discussion in each group:

Do you often exercise?

Do you feel thirsty after exercise?

What do you like to do?

Do you often drink cold water?

Cooperative Inquiry 2: Part VI of Learning to Sing Songs

Teaching design

Teaching reflection

Step 1. The teacher asked the students to listen to the song first, and then asked them to sing along with the recording.

Step two. When students are familiar with singing, let them work in groups and write their own words. Now, I want you to work in groups. You can change some lyrics of this song. Later, we will find some groups to sing your own songs.

Cooperative Inquiry III: Autonomous Learning Part VII Story

Teaching design

Teaching reflection

Step 1. Listen and retell the story.

Step two. Students read alone.

Step three. The students look up new words in the dictionary and find out the pronunciation and meaning by themselves.

Step four. Reading exercises.

1. Students study together.

2. Students read in groups.

3. Reading contest. (Students read in groups)

Step five. Practice asking questions in groups, such as the three questions on page 22.

Who teaches English in America?

What does Miss Jane do in America?

Where does Miss Jane teach English?

Step six. Retell the story.

Students practice retelling stories.

Miss Jane-English-America-students-smart-One day-in English class-I told the students-everyone-Miss Jane-walked slowly-listened-suddenly-her shoes were different-quickly-fell behind-and walked out of the classroom ten minutes later.

Independent experience 1:

Teaching design

Teaching reflection

Play "bingo"

Students work in groups and fill in these words: milk, tea, coffee, water, soup, apple juice, Coca-Cola, lemonade, orange juice, tomato juice, truffle and 7-up. The students play bingo in groups.

Independent experience 2: Let's share popcorn.

Teaching design

Teaching reflection

In class, the teacher asked one student to take a bag of popcorn and asked another student in the classroom, would you like some popcorn? If the students say; Yes, I'd love to. Students who ask questions can pass him the popcorn and then return to their seats by themselves. If the asked student says no, the questioning student can continue to ask other students with popcorn. This will give students a chance to practice the important sentence patterns in this unit.

Teachers can guide students like this: Look. I have a big bag of popcorn. You know popcorn. Who wants popcorn? Please come here. Do you want some popcorn? Ok, here you are. When a student handed popcorn to another student, he said, You can keep asking other friends the same question. Do you want some popcorn? You got it? Now, let's begin.

Independent experience 3: questioning.

Teaching design

Teaching reflection

Teachers prepare different things in advance, such as fruits, food, small pictures made of paper, etc. Put them on the lecture table. Choose a classmate from each group to go on stage, hand the things on the table to other things in the group, and ask: Would you like some? Ask whatever you take. No matter whether the next student says "yes" or "no", you should take it and ask the next student in the same sentence. Teachers can guide this way:

Look, there are many things on this big table. The first student in each group goes to the front, gets something here and then goes back. He/she can ask the students in his/her group, "Do you want some ...? "The second student can answer:" Yes, please "or" No, thank you. " If you say "yes", you can take one. If you say "no" You don't bring anything. After that, you need to ask the next student the same question with something, and then continue one by one.

Independent experience 4: quick response.

Teaching design

Teaching reflection

Step 1. Teacher's demonstration: Take out a picture of a teacup or food and guide the students to react quickly: a cup of tea.

Step two. Answer in the group match.

Step three. Practice in groups, practice in groups.

Rice (a bag), water (a glass of water), books (a bag; A box), soup (a bowl), juice (a bottle), bottle (a box).

Independent experience 5: spelling bee.

Teaching design

Teaching reflection

Now, let's have a spelling contest. First, I'll give you two minutes to recite the words in Exercise 3. Do it quickly.

Now, let's have a word contest. Every time I ask one student in each group to stand up. When I say a word "finished", the standing students should quickly run to the blackboard and write down the word. Let's see which group is the first.