Teaching Plan

Teaching Content:Book 2 Unit 6 Part 7

Teaching Aims:

To learn the third personal singular;

To use the sentence pattern “When doe she/he…?” “She/He…at …” to talk about others’ schedules.

Teaching key points:

To distinguish “do”sentense and “does”sentence.

Teaching procedures:

I. Warm up

1. Greeting

2. Free talk

When do you get up/get dressed/…?

What does Ms Dong do in a day(watch T’s TPR)?

3. Review some words of the third personal singular and then ask students to make some sentences with those words in pairs.

II. Presentation

1. Lead – in

T shows a picture of the cartoon character “Xiao Wanzi”. The first picture shows that she is happy while the second one shows that she is sad and sick.

T：Why is she sick? Can you guess?

Ss: Maybe she…(eat bad food/swim in the winter…)

Then teacher shows some pictures that show Xiao Wanzi’s day, which shows her bad habbits.(e.g. Getting up late/sleep too late,etc)

Lead in the sentence structure.

Pair work: Let students discuss the pictures by using the sentence pattern.

2. Practice: guessing game

T: (T shows some pictures of the classmates’ daily activities.) Who is she/he? When does she/he …? Can you guess?

(collect the answers.)

Ss: She/He …at…

T: Let’s see the real answer.(ask the students’ real time) check the answers.

Drill:

Pair work: T shows a picture of Peter’s day. Ask students to work in pairs to use the sentence structure to talk about his day.

Group work: T gives each group leader a piece of paper with a chart in which students should ask and answer and fill in their information.(Compare the sentence pattern “when do you…?” and “when does she/he…?”)

Check the result of the group work. T shows all the results through the project. Then ask students to use the third personal singular sentence structure to talk about them.

3. Exercise on book 2B

Ask students to finish the exercise by themselves then check the answers.

Feedback:

本次课堂以三单为教授重点，以此结构变换句型进行训练，贯穿课堂始终；由卡通人物“小丸子”生病了来激发学生思考其生病的原因，然后展示其不良的作息时间，从而引入本次课的目标句型“When does she/he…?”，“She/He …at…”。引出句型后，让孩子们自己用此句型讨论所有“小丸子”生病的原因。同时对孩子们进行情感教育，要培养良好的作息习惯。随后进行一系列独学对学的训练；最后通过一个调查表格的小组活动来让孩子们学会运用该句型，并区分第一人称和第三人称单数的区别。

本次课的亮点片段应为引入环节以及最后的活动展示环节。引入环节由卡通人物“小丸子”进行导入。首先展示其一张欢快愉悦的图片，再展示其生病难过的图片，对比鲜明，立刻吸引了学生的注意力。用“小丸子”生病了来提出问题“为什么她生病？”从而引发学生思考，然后通过小组活动来探究该问题。老师稍作点播的引出目标句型，学生即讨论、思考获得新知。整个环节生动、生态。

另外，最后活动展示环节同样培养了孩子的思维能力，旨在让孩子们将新知运用到实际生活中去，老师让孩子们用英语进行小组活动，探究各位同学的日常作息时间，完全让孩子们自己独立讨论完成，较有效的训练了学生思维并将英语用于了生活。

本次课较好的让孩子们作为课堂的主体，进行独学对学群学活动，并突出了教学重点。但是在最后的小组活动中，错误估计了孩子们的完成时间，耗时较长，以至于后面展示时间不够，也没有达到对比两种句型的目的；另外，孩子们在问答调查过程中，较多的使用简单时间表达，没有很好的运用到整句的句型。