Teaching Plan

Teaching Content:Book 2 Unit 2 Part 2 & 3

Teaching Aims:

To identify the words of the prepositions: in , on , under, in front of , behind

To describe the location of the objects with the prepostions in the sentence

To learn the sentence pattern “There is ________” to describe the pictures

Teaching key points:

To distinguish the preposition: behind, in front of

To use the sentence structure: There is a _____.

Teaching procedures:

I. Warm up and Review

1. Play a game “Hunting for Treasure”. Teacher shows some sentences on the courseware. Have the students to read the sentences and find the objects. (Have the students to review the propostitions they have learned before “in , on , under”.

II. Presentation

1. Lead – in

Teacher shows a picture of the playground on the courseware. Ask the students to describe and imagine: What’s on the playground?

Teacher makes an example:

T：There is a tree on the playground.

Ss: There is a …

2.Teacher shows some animals picture: a cat, a dog, a frog, and a bug. Teacher sets a situation. The animals are playing “hide and seek” game. Can you guess: Where are the animals? Ask the students to guess the animal with the sentence structure: There is a ______ on/ under/ in front of the______.

T: Where is the dog?

May be there is a dog on a tree.

Ss: I see a dog/ bird / duck/ frog / boy…

T: There is a ______ on/ under/ in front of/ behind the____.

Teacher plays the audio and asks the students to listen to the sentences several times. Ask the students to repeat what they hear.

Have the students to look at the book on page 13 and read the sentences several times. Have the students to finish the exercises “Match the sentences with the picture”.

III. Practice

Teacher shows the key words “ in front of, behind” on the blackboard. Ask the students to read the words several times.

Have the students to guess “ What’s behind the curtain’? with the sentence structure: There is a _____ behind the curtain.

Have the students to line up and make the sentences with each other.

Nancyis in front of Jessica.

Jessica is behindNancy.

Have the students to work in pairs to practice “ in front of, behind”.

IV. Consolidation

Show a picture of the playground, have the students to look at the picture and make some sentences with

There is a______ in/ on / under/ in front of/ behind the____.

评刘妹老师的课

---董洁洁

本节课的授课对象为二年级的学生，教学内容为Book2 Unit 2 On the Playground，老师用轻松愉快、吸引孩子注意力的寻宝活动引入，学生顺着老师的引导积极表达用英语进行表达，课堂气氛活而稳。这堂课由描述“宝物”入手，层层递进，让学生灵活运用所学句型来猜测各种“宝物”的位置，从而引出新知，过渡自然而流畅。她的课教学思路清晰，学生学得扎实，听课的老师们也收获很多。

一、教学亮点

1．训练学生思维，以学生为主体。

刘老师在整节课上，都注重培养学生的英语思维，而不是每次遇到新知就由老师教授，每次学习都由学生自主思考，再由老师点播。既有效的训练了孩子的思维，还很好的培养了学生的英语表达能力。一节课下来，学生不仅掌握了单词，还能发散英语思维。

2．重难点突出，循序渐进。

刘老师十分重视对学生学习知识的重难点的把握。对于简单或以前接触过的知识一点即过，对于重难点却花较多精力和方式让孩子们将知识“吃透”。一节课下来，孩子们对新知都有较好的理解和掌握。

二、教学建议

1．寻宝环节很能激发孩子兴趣，但仅用在复习难免有些“浪费”。建议可以在接下来教授新知的部分多使用此环节，既可让孩子们保持浓厚的兴趣，还能更好的操练到句型。

2．在让学生自主研究和探索知识规律时，建议可以对孩子仍不能懂的地方多点播一些，孩子们才能更自如的自主学习到知识并将知识理解透。