Teaching aims and demands:
1. Learn the usage of “have/has”.
2. Learn the adjectives:
big, small, long, short, round, wide, right
3. Learn to describe people’s appearances:
head, hair, face, eye, nose, mouth, ear, neck
Main activities: 1a, 2a and 3a.
Teaching tools: a recorder, multimedia, a doll, flashcards, teaching pictures, pieces of color chalk, etc.
Teaching periods: 1
Teaching procedure:
Step 1------Review
Review the functional items in Unit 1 by using the following sentences and teaching pictures (e.g some pictures of the famous men).
What’s your name?
Where are you from?
How old are you?
What class are you in?
Who is he/she?
Then change the personal pronouns in each sentence.
Step 2------Presentation
1). Use real objects to lead into the new lesson. Show the school things to the class and say,
I have a/an …
Write down the structures on the blackboard and teach them,
I/We/You/They have …
Use the same way to teach “has”,
He/She/It has …
2). Use a stick figure and multimedia to teach the parts of one’s body.
Add the right adjectives in front of these words, e.g a round face, a wide mouth, a long neck, two big eyes, two small ears, long/short hair
3). Ask a girl student to stand up and help her answer,
T: Do you have a round face?
S: Yes, I do.
T: Do you have short hair?
S: No, I don’t. I have long hair.
Ask different students the above questions and learn the sentences:
Do you have … ?
Yes, I do./No, I don’t. I have …
Do pay attention to the structures:
He/She/It has …
4). Using flashcards and multimedia to teach the new words and write them on the blackboard,
boy, girl, guess, know, You’re right.
Help two students ask and answer:
A: I know the girl, but I don’t know that boy. Who is he?
B: Please guess. He has short hair. He has a round face and a wide mouth. He is on my right.
A: Oh, I guess he is Li Tao.
B: Yes, you’re right.
5). Listen to 1a and answer the questions:
a. Is the boy Michael?
b. What does Kangkang look like?(康康的相貌怎樣？)
Practice in pairs. Finish 1a and 1b.
Step 3------Practice
1). Showing a doll to the class and point to one part of its body. Ask and answer like this,
T: Excuse me, what’s this/that in English?
Ss:It’s a mouth.
T: Do you have a wide mouth?
Ss:Yes, I/we do.
T: How do you spell the word “mouth”?
Ss:M-O-U-T-H, mouth.
T: Yes, you’re right.
2). Listen to 2a and point out the relevant parts of your body.
3). Touching games---Listen to your partner and touch the parts of your body he/she says. Finish 2b.
Step 4------Consolidation
1). Ask students to read 3a by themselves and summarize the usage of “have/has”. Then teacher explain it.
I/We/You/They have …
Do you/they have … ?
Yes, I/we/they do. // No, I/we/they don’t.
He/She/It has …
2). Listen to 3a and follow it.Imitate the pronunciation and intonation.
3). Work alone. Finish 3b,then check the answers.
Step 5------Project
Read 4A and draw the picture. Look at the picture in 4B and fill in the blanks. Finish 4.
Step 6------Homework
Write a passage of 40 words to describe yourself. You may begin like this:
Guess! Who am I? Oh, I …
Writing Planning(板書設(shè)計)：
Topic 1 I have a small nose
Section A
head hair face ear eye nose mouth neck
big
small long
short round
long big
small big
small big
small wide
small long
short
have has boy girl know guess You’re right.
I/We/You/They have …
Do you/they have … ?
Yes, I/we/they do. // No, I/we/they don’t.
He/She/It has …
Notes after teaching(教后記)：
我驚奇于本節(jié)課的教學(xué)效果！由此我思考，多種形式的課堂教學(xué)組織活動，尤其是現(xiàn)代多媒體教學(xué)手段的介入，加之教師之間積極的創(chuàng)造性協(xié)作教研備課，配以圍繞新課程標(biāo)準(zhǔn)編撰的教科書，是刺激學(xué)生長期保持學(xué)習(xí)興趣，進(jìn)而全面貫徹落實新課改精神，取得滿意教學(xué)效果，為學(xué)生一生生命質(zhì)量負(fù)責(zé)的科學(xué)之路。本節(jié)課正是著眼于“強調(diào)語言運用，注重能力培養(yǎng)，突出興趣激發(fā)，重視雙向交流和靈活擴(kuò)展，實現(xiàn)各種教學(xué)手段的立體交叉實施”，把該學(xué)科對學(xué)生要求達(dá)到的情感態(tài)度價值觀，以潤物細(xì)無聲的方式影響于學(xué)習(xí)的主體！這是成功的方面。不足之處：在有限的45分鐘內(nèi)，內(nèi)容安排稍多，個別后進(jìn)生的詞語聽寫未能達(dá)標(biāo)，生生互動評價后，教師評價略顯匆忙，使得完美之中稍留缺憾。
二〇一二年十月