PEP Book 5 Unit 1教学设计.docx
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PEP Book 5 Unit 1教学设计.docx
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PEPBook5Unit1教学设计
Unit1MyNewTeachers
1.DesignConcept
AccordingtotheEnglishCurriculumStandards,therevolutionofnewcurriculumhasattachedmuchimportancetotransitingfromthetraditionalwayofpayingmostattentiontogrammarandvocabularyteachingtoanewwayofemphasizingstudents’comprehensivelanguageapplicationability.Thatistosay,Englishteachinghasevolvedfromtheteacher-centeredwaytothestudent-centeredway,whichischaracterizedinstudents’autonomousresearch.Accordingtothetheoryofconstructivism,languageacquisitionisnotachievedthroughteachers’teaching,butnaturallyhappenswhenstudentsareunderacertaincircumstance,takingadvantageofteachers’helpandnecessarymaterials.
Onthebasisofthisconcept,inspiringstudents’activeresearchwillbethemainapproachofthisunit’steaching.Theteachershouldatfirstleadthestudentstoavisualanddirectunderstandingaboutthetargetknowledgebyshowingpicturesandthetext.Thensomephasicquestionsandphasictask-basedactivitiesshouldbeputforward.Throughsuchaprocess,themeaningconstructionandpracticalapplicationabilitywillbefinallyachieved.
2.MainInformationoftheunit
Thetopicofthisunitis“MyNewTeachers”,whichrequestsstudentstousesomeadjectiveslikestrong,thin,tall,short,old,young,funny,strict,etc.todescribetheappearanceandcharacteristicsoftheirteachers.Witharepeatedpresentationforsentenceslike“Whois…?
”“What’she/shelike…”“Ishe/she…”“He/sheis…”,it’sbeneficiaryforstudentstorememberthemainsentencepatternsnaturallyandconsolidatetheirmemoryagainandagain.Thereasonablelayoutoffromeasytodifficult,fromsimpletocomplicatedalsoenablesstudentstolearnstepbystep.Thetransitionfrominputtooutputisverynatural.Andthesetupoftask-basedactivitiessuchasPairWorkandGroupWorkisagoodwayforstudentstoexpressthemselves.
Newtermstarts,studentswillmeetsomenewteachers.Thisisaninterestingandhottopicamongstudents.Students’passionforthisunitwillbecertainlygreat.
3.Students’ConditionsBeforeStudyingthisUnit
InGrade4,intheunitof“MyFriends”,thestudentshavealreadymetsomewordstodescribepeople’sappearance,includingstrong,thin,short,long,tall,big,small,quiet,cute,etc.Theyhavegotabasicimpressionaboutdescribingaperson.However,duetotherestrictionofthelearningexperienceandcogitationforEnglish,thesewordsmaynotbeacquiredforuseamongmanystudents.Soit’sadvisablefortheteachertoreviewtheoldmaterialsandgainnewknowledgebyafurtherteaching.Ontheotherhand,asGrade-5students,throughyearsoflearningEnglish,theyhavegotsomebasicknowledgeaboutEnglishandbecomemorecuriousandinterestedinEnglish.AndstudentsatthisagearewillingtoshowthemselveswhilenotabletounderstandconceptualknowledgeandformmechanicalmemorywhenlearningEnglish.Therefore,vividmaterialsandflexiblemethodsareneededtoinspireandkeepstudents’learninginterestandtoconsolidatetheacquiredknowledgeinvariousways.
4.TeachingObjectivesofthewholeUnit
4.1AbilityObjectives
A.Studentscansimplydescribetheappearanceandcharacteristicsoftheirteachers,e.g.“WehaveanewEnglishteacher.Sheisshortandthin.Sheisverykind.”
B.Studentscanaskquestionsaboutteachersandintroducetheirteachers,e.g.“Who'syourEnglishteacher?
Mr.Carter.He'sfromCanada.What'shelike?
He'stallandstrong.He’sveryfunny.
C.Studentscanlistenandunderstandsimpledialoguesaboutdescribingpeople’sfeatures,andfinishtheexerciseinLet’sTry.
D.Studentscanunderstandandsingthesong“MyNewTeacher”.Furthermore,theycanflexiblychangethesubjectnameandadjectivesrelatedtopeople’sfeaturesinthelyrics.
4.2KnowledgeObjectives
A.StudentscanunderstandthedialoguesinReadandWriteofbothPartAandPartB,andfillintheblanksinthesentencesandanswersomequestionsaccordingtothetext.
B.Studentscanlisten,speak,readandwritefour-canwords(old,young,tall,short,strong,thin,funny,kind)andsentences(Who’syour…?
What’she/shelike?
)inLet’sTalkandReadandWriteofbothPartAandPartB,andproperlyusethemindifferentsituationsaccordingtotheirownexperiences.
C.Studentscanunderstandthepronunciationrulesoftheletter-groups“ea,ee,bl,br”.
4.3EmotionObjectives
A.Cultivatestudents’emotionsoflovingtheirteachersandrespectingtheirteachersthroughthediscussion.Helpstudentstobuildgoodrelationswiththeirteachers.
B.Accordingtothefeaturesofseniorprimarystudents,helpthemtodevelopindependentstudyability,inspiretheirinterestsforEnglishlearningandimprovetheirself-confidenceinEnglishlearning
4.4TacticsObjectives
A.Developstudents’interest,consciousnessandapproachforcooperativestudybymakingthemostuseofPairwork,Groupwork,TalkanddrawandTasktimeinthetextbook.
B.Improvestudents’abilityandmethodofstudyingontheirown.
4.5CultureObjectives
StudentscanunderstandthedeferenceincallingnamesbetweenChinaandwesterncountries.
5.KeysandDifficulties
5.1KeyPoints
A.KeyWords:
old,young,tall,short,strong,thin,funny,kind
B.KeySentences:
Who’syour…?
What’she/shelike?
Ishe/she…He/sheis…Yes,he/sheis.No,he/sheisn’t.
C.Topic:
Talkaboutnewteachersinbothappearanceandcharacteristics.
5.2DifficultPoints:
Studentsshouldreplacethekeywordsinasentencetomakenewsentencesandusedifferentsentencesindifferentsituation.
6.TeachingApproach
Cooperativelearning,role-playing,task-basedactivities,CAI,chanting
7.PeriodArrangement:
6periodsintotal
8.ProcessoftheClass
8.1Period1(SectionA:
Let’sstart,Let’slearn,Let’sfindout)
A.Atfirst,theshortdialogueinLet’sstartisbroadcasttoleadtothetopic.
B.BydoingthetaskinLet’sstart,oldwords(strongtallshortthin)andnewwords(youngkindoldfunny)arepresentedforthefirsttime.
C.Thenbylisting,readingandspelling,thewordsarepresentedforthestudentsagain.InActivity1“Let’sguess”,newsentencepatterns(Who’syour…teacher?
What’she/shelike?
)arepresented.
D.Activity2“Chanting”isagoodwayforstudentstoreviewwhathaslearntinpreviousstepsinarelaxedatmosphere.
E.TheinterestingActivity3“Introduceteachersbyrollingasnowball”isreallyinterestinganditfostersstudents’abilityofinnovationandcomprehensivelanguageuse.
F.Atlast,somehomeworkisassignedtoconsolidatewhathaslearntandserversforthenextperiod.
Topic
Newteachers
Function
Describeteacherswithdifferentadjectives
Vocabulary
young,old,kind,funny,strong,thin,tall,short
Structure
Who’syour…teacher?
What’she/shelike?
Activity
Guessing,listing,chanting,speaking
Grammar
Theaskingandansweringofspecialquestions
Teachingaids
Multi-media,radioandtape,somepicturesofdifferentteachers
8.2Period2(SectionA:
Let’schant,Let’stry,Let’stalk,Goodtoknow)
A.Reviewthewordsandsentencepatternsbyaskingquestionstoseveralstudents.
B.BroadcastLet’stry,gettheSsfinishtheexercise.Doactivity1“Let’sguess”tohavethestudentslistentothevoiceoftheirfamiliarteachersandguesswhotheyare.Thisisaprocessofinput,duringwhichstudentsmayimprovetheabilitytolistentonativespeakersandChineseteachers.
C.Presentthefigurepictures.LettheSsrememberthemquickly.Andthengetthemtorecallwhichsubjecttheyteach.Ssshallmakefigurecardsanddescribethefiguresbyansweringthequestions:
Who’sthisman\woman?
What’she\shelike?
D.ListentotheradioandreadafterthetapeofthedialogueinLet’stalk.GettheSstoreplacethekeywordsandmakesentenceswitheachother.
E.BroadcastthesonginSectionA,andgetSstochanttogetherforarelaxationandareviewforthewords.
F.LettheSsfindoutthedifferencesofcallingnamesbetweenChinaandthewesterncountriesthroughthelearningofGoodtoknow.
Topic
Teachers
Function
Describeteachersbyreplacingdifferentadjectives
Vocabulary
young,old,kind,funny,strong,thin,tall,short,art,science,principal,Mr.
Structure
Who'syourmathteacher?
Mr.Zhao.What'shelike?
He'sthinandshort.He'sverykind.
Activity
Listing,guessing,chanting,speaking
Grammar
ThedifferenceofthepositionoffamilynameandthegivennamebetweenChinaandwesterncountries
Teachingaids
Multi-media,radioandtape,hangingpictures,figurepictures
8.3Period3(SectionA:
Readandwrite,PairworkSectionC:
Pronunciation)
A.PracticeoralEnglish.
B.Spellthewords,usingthewordcardstosetupabasisforthenexttask.
C.Tellastory:
ZhangPenghasthreenewteachersthisterm.Let’sgoandhavealook!
Whoarethey?
Readthedialogueinpairsandfindoutthedifficultpoints.RaisesomequestionsandlettheSsanswerthequestionsandfillintheblanks.
D.TeachtheSshowtowritethesentencesbyanalyzingthedifferencesbetweendeclarativesentenceandinterrogativesentence.
E.Dothepairwork.Describethefigurestoeachother,usingthewordcardsandreplacekeywordsinthesamplegiveninthetextbook.
F.Listentothetapeandreadtherhyme.GuidetheSstofindoutthepronunciationrules
Topic
People’sappearanceandfeatures
Function
Describepeoplewithdifferentadjectivesandsentences
Vocabulary
young,old,kind,funny,strong,thin,tall,short,art,science,Canada
Structure
Who’sthatman/woman?
Who’syour…?
What’she/shelike?
He’s…
Activity
Practicing,reading,talking,writing
Grammar
Thecorrectstructureof
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