5A Unit 2 A new house(period 2)
topicunit 2 a new housedate917 五（4）9.18 五（1）period2aimswords: 1. the students can understand by listening, say and read these words: large, world structures: .the students can read and understand the text. 1. function: students can feel the happiness during the english study. to consolidate the knowledge they have learned. to cultivate the interesting in english study. learn to cooperate with their classmates. language focus1. the students can understand by listening, say and read these words: large, world2. the students can read and understand the text.aidscomputer and picturesprocedurescontentsmethodspurpose1. pre-task preparationorganize the ss to sing the song: two jackets.have a free talk with the sswhat’s _________?how many _____ are there?is there \are there ______?sing the song: two jackets. have a free talk with the tget the ss warmed up. 2. while-task procedure1. the students can understand by listening, say and read these words: large, world 2. the students can read and understand the text. show the picture on page 14.this is yang ling and her parents’ new house. it is near her school. they like the new house very much.how many rooms are there?what are they?is there a garden?is it big?show the pictures on page 15. what’s in the bedroom?what’s on the bed?are there any pictures on the wall?what’s on the wall? is there a telephone?where is it? teach the new words.world, largei take task-based approach to raise their interest. let the ss master and consolidate the dialogue by describing his or her own house. thus raise their oral english ability.3.post-task activitiespractice readingplay the tape. organize the ss to do theatre reading. describe your house or your bedroom. play the tape. organize the ss to do theatre reading. describe your house or your bedroom. consolidate what they have learned assignmenthomework:1. copy the two new words.oral composition. my house or my bedroom.board writingunit 2 a new housethere isn’t/aren’t…teacher’s reflection教后感:基礎階段英語教學的根本目的是培養學生為交際初步運用英語的能力。這要求我們在教學過程中把英語作為“交際工具”，教師在用中教，學生在用中學。為此，我除了合理運用各種手段創設情景、進行課堂模擬交際練習外，還在英語課堂這個自然、真實的語言交際情景中用英語上課，有效地促進學生建立客觀事物情景，同英語思維的直接聯系，加速英語語感的形成，加快掌握為交際初步運用英語的能力。從另一個角度出發，英語課堂要充分發揮教學主陣地的作用，最根本的方法就是盡可能地用英語speak english when possible. speak chinese when necessary. 最大限度地利用好課堂每一分鐘，增大和拓寬學生英語實踐的量和面，并且通過課堂用語的形式，巧妙地鞏固和加強記憶所學知識，提高運用英語的能力。我們一定要改變這一現狀，善于使用體態語，如用傳神的眼睛、豐富的面部表情、多變的形體手勢，以姿勢助說話，這樣深深地吸引學生，使教學目標在這種潛移默化中順利地完成，收到了無聲勝有聲之效。如listen. 以半握拳放在耳邊，同時做傾聽的神態。 “listen. ——listen to me. ——listen to me carefully. 以后，只做半握拳指耳動作，學生便心領神會。同樣，以雙臂合攏輕輕向上抬起，學生便知是whole class齊讀，伸出兩個或四個手指，學生便開始做pair work, 這樣既節省時間，又加大了課堂密度，取得事半功倍的效果。