柴成园will you take your kite课件

Will you take your kite ?
Please open your book and watch the animation .
课文动画.mp4 1) Show some questions:
• Will Amy take her kite tomorrow? • Will Amy take her ball tomorrow? • Why not?
Step4 Presentation
• have a picnic
Create scene, lead to the text
picnic野餐
have a picnic 去野餐
We are going to have a picnic!
are going to 将，将会
New words
• why(为什么) • because(因为)
2) with the help of the Media player to present the dialogue . Then answer the questions.
Show the full the text, set a situation to help Ss understand the meaning of the dialogue. • 1) Play the tape. Let the Ss listen and imitate the dialogue. 课文录音.3gpp • 2) Look at the pictures, let the Ss retell the text in English.
Part II． Analysis of the students • The Ss in Grade four have learned English for two years, but they still lack some learning strategies and their vocabularies are limited.
Music
No, I won’t.
We’re going to…… Will you take…… Yes, I will.\ No, I won’t.
•
Will you take your …?
你将要带着你的…？
Yes，I will.
是的， 我将要。
No，I woStep3 Interesting Practice
On Saturday, we’re going to have a picnic.
Will you take …? Yes, I will.／No, I won’t.
Design intent :Through targeted task-based exercises, consolidate the sentence pattern in the center.
PartV Teaching Methods and Studying Ways Teaching Methods • 1. Student-centered teaching • 2. Task-based learning • munication through learning Studying Ways • Activity-based learning (individual work; pair work; group work; class work)
Step6 Homework
• With your parents or classmates talk about holiday travel plans in English.
• Design intent: open assignment, training the students' ability to use English communication, to improve students' humanistic quality.
Step5 extension • I designed a game. • We go on a trip together: show (courseware) 4 pictures (Beijing, Harbin, the Great Wall, Hainan) let them choose tourist attractions, group discussion, take something. Use the sentence pattern :“ We’re going to …… Will you take……Yes, I will.\ No, I won’t .”to design dialogue and show.
Part VI Teaching Procedure • Step 1 warm up • Sing a song:歌曲动画.mp4
Monday, Tuesday…
Step 2 Lead-in
Will you take your ball?
PE
Yes, I will.
Will you take your ball?
• 3) Read in roles. Divide Ss into groups. Practice the conversation, after several minutes, ask three groups give a performance. Find out which group do the best. • Design intent: Task-based teaching method is used here to develop Ss’ ability of communication; also their ability of cooperation will be well trained.
Part VII Blackboard Design
• Module4 unit1 Will you take your kite? • We are going to have a picnic. • Will you take …? • Yes, I will. • No, I won’t.
Part IV. Teaching key and difficult points The teaching key and difficult points are based on the aims and demands. • Teaching key points: To grasp the six new words and one sentence pattern. • Teaching difficult points: 1. Improve Ss’ speaking ability to describe others more freely 2. Develop their lateral thinking through games .
Part I. Status and function • From this lesson, the students will learn Will you take your kite? The useful expression and words can be used to describe others more freely. Therefore this lesson is an important portion of the teaching material. • Such a topic is related to daily life, so it is helpful to raise the learning interests of students and it will also help to improve their spoken English.
Book 4
Module4 Unit1 Will you take your kite?
Ducun Primary School ChaiChengyuan (柴成园)
seven parts: Status and function Analysis of the students Teaching aims The key and difficult points Teaching methods and Studying Ways Teaching procedure Blackboard Design
• Design intent: in the creation of real scenarios, in conversation, easily consolidate center patterns of this lesson is conducive to the cultivation of students' learning interest and to maintain.
• great
太好了，好极了
• Design intent: the aim is to as much as possible for students to create true context and use the language of the opportunity to import this lesson topic, the familiar words and phrases of students, to introduce the students role as soon as possible, establish self-confidence.
• 2. Aims on abilities: • 1) To develop students’ abilities of listening and speaking. • 2) To foster students’ abilities of communicating skills.