Primary 2 Module 9 Unit 1 By Ms W
Time 8:35
T’s Activities
Ss’ Activities
Comments
Responds to Ss’s greeting Greet T Asks Ss to enjoy a song about seasons with photos Ss sing it.
8:37
Presents: Today, we’re going to talk about seasons. How many seasons are there in a year? Presents spring, summer, autumn, winter using Disney cartoon and self-made pics. spr-ing, u-summer… What can you see in spring? Points the pics and asks Ss to say. Writes on Bb We wear coats/ We don’t wear shorts silently but asks Ss to pay attention on it. love-glove
Follow.
In the cartoon, seasons are presented in different tones and mood. It’s better to ask Ss to follow because it helps Ss understand the seasons and express better.
Follow
If T writes and reads it, it will help more.
The word
ggg (letter)-ggg (constant) What we don’t wear? Listen to the tape of part of the text to get the answer. Listens to two parts of the text and presents more words. Game to learn the word jacket by throwing a piece of chalk (throwing-saying, holding in-not saying). Teaches I wear sunglasses by wearing them and showing. Ss love it. What do you wear in autumn? Discuss in pairs. Presents a self-completed chant and asks Ss to say. Spring, spring, spring, spring is warm. We wear jackets in spring. Asks Ss to stand up and say it to music.
sun-glasses is presented lively. The word glove is presented in word-formation.
Finishes teaching new words. 8:53 Asks Ss to open the textbook and read the text after the tape. 8:55 After once, asks Ss to read Follow in groups. 8:57 Presents photos and asks Ss to answer: What season is it? What do you wear? The presenting on Bb group argue with other groups: Don’t stick after Ss do. Follow
Presents pics of clothes and our work. asks Ss to stick to proper seasons. Asks Ss to talk about it. 9:02 Asks Ss to do a fashions show. Asks Ss to do fashion shows in the classroom. Asks some Ss to present their fashion show. Tells Ss to wear proper clothes in different seasons. Ss love it by saying In… I Show for show? wear... For pupils in Ss do fashion show in groups. Primary 2 it is acceptable.
4 Ss present their show in But… front of the class.
9:10
Presents another song. Talks about life and season. Home: Read the text. Choose the right clothes to the right seasons then talk about it.
Follow
General Comments: Good teaching of vocabulary, especially sunglasses. Good chanting and resource. Fashion show is a good chance to use the new language. From learning We wear jackets to using I wear my jacket in the fashion show, the turn is too sharp for Primary 2 pupils. Thus, asking groups of pupils to do fashion show will avoid such a transition and can get the whole class involved into the activity. Show for what also needs further consideration. Summary at the end works well. Presenting a chart of seasons and clothes will be better. If the whole class is about what are the right clothes against H1N1, it will be much better. Good formative assessment but assessing with foci on new language will be better for learning. Starting from the chant of the four seasons may be difficult for Ss in some other schools. For other students, starting from the learned items of clothes may be better
Primary 3 Module 8 Unit 2 by Ms W
Time Before class 9:20
T’s Activities Presents a number chant
Ss’ Activities Chant
Comments
Greets Ss Asks Ss to say the chant. How many windows/ books/ boys/ girls in our classroom? Our class is a big family. How many people are there in your family? Presents the text using cartoon. Asks S1 to talk about the picture. Teaches new words: man-men By adding one man to two men…six men
Greet T Chant Answer If revising the previous unit and consolidating there are/ there is, it will better.
Reading Asks Ss to read the text and circle how many women. Asks Ss to read aloud. There are two women. Teaches new words: comprehension skills are well trained.
woman- women Also by adding woman to seven women Asks Ss to listen to the text again and answer: What are they doing in the zoo? Teaches visit Asks Ss to focus on the pronunciation of letter i in visiting Teaches lots and lots of by presenting a Great Wall photo: There are lots and lots of people… 9:32 Asks Ss to read after the tape of the text. Asks Ss to talk about the background pictures. Follow Maybe twice or trice is necessary.
9:36
Asks Ss to look at the floating cards Ss love it. and remember how many … But some say: There are five pencil.
Correction is necessary.
9:38
Asks Ss to listen and do info chart filling in. When S1 made a mistake, T helps him to correct it.
One S says: This is one girl.
9:42
Encourages Ss to ask the teacher about her family. Asks Ss to present the pictures of their families they prepared, complete an info chart and introduce their family to their partner. Ss present their introduction.
Ss have difficulty in Encouraging Ss using plurals. How many girl? How many boy? to ask question will be better.
9:48
Presents a chant. How many pears are there on the tree? …
Say
9:50
Presents a new story. Elephant, Dog, Bear are in the fruit farm. Asks Ss to read the story and do guessing. They’ve got 31 apples in all. There are 10 apples in Bear’s bag. Guess: How many apples are there in Elephant’s/ Dog’s bag? They have difficulties in They guess. Guessing without any hints helps little for
Asks Ss to read the story aloud. Moral: Share love. We are family. 9:59 Summarizes in Chinese: 我们说一 个的时候我们用 There is a/an… 我 们说几个的时候我们用 There are… General comments: Good reading comprehension process.
saying there are…s reading.
Listen
Good extension of the reading and use of the textbook. Good learning resources. Summary at the end works well. Necessary correction will be better. Ss made lots of mistakes when using plural nouns. For teaching Unit 2, we can encourage Ss to ask more questions. In Starting Period, after talking about classroom, talking about the previous unit about Ming Tombs visit may be better. Good formative assessment but assessing with foci on new language will be better for learning.
Primary 4 Module 7 Unit 1 by Ms M
Time 10:30
T’s Activities Greets Ss
Ss’ Activities Greet T
Comments
Ask Ss to say chants about past simple He did a lot of work yesterday. How about you? Then did you…? Writes on Bb Did you …? Ss say
Yes, I did./No, I didn’t. Asks Ss to write in air. Asks to pay attention to Teaches cry from by, ry to cry. Asks Ss to do train work by saying Little Train. Say Ooooooo and do chain repetition. 10:35 Presents Tom’s crying and asks Ss to guess. Presents the text. Teaches scary After the present
10:38
Asks Ss to read the text and underline the questions. Teaches break from great, greak, to break Acts as Tom Encourages Ss to ask and T answer AND then ask Ss to give T claps for T’s performance. Asks S1 to act out Tom. Leads to Don’t worry. Teaches don’t worry Extends to Don’t be afraid. Be brave.
Follow
Good interaction!
10:43
Asks Ss to listen and follow Shows the circles.
Ss follow the tones!
Excellent learning!
10:46
Asks Ss to act out the text S1 acts Tom out well. But It's better to in groups. others are not so good. encourage Ss to act out as the Asks some groups act out S2 makes a mistake in in front of the class. Encourages S
  2. pronouncing monster as mother. family to show their care and love to Tom.
10:50
Asks Ss to do exercises. Asks Ss to present their results. While checking, asks more questions to revise the new words fall, break, saw…
Ss clap their hands when they finish the exercises.
10:53
Presents a guessing game: S1: Did he see people kill It’s better to people? Did you see…? change the presented sentence into Did he see?
10::56
Asks Ss to complete a dialogue A: Oh, Lucy is crying. Did you , Lucy. A: Did you ? Lucy: I saw . A: Don’t worry. We can help you. Asks some pairs to present their dialogues.
Do
Good scaffold.
10:59
Demonstrates a guessing game by asking ‘Did you…’ and asks Ss to do in
Do
Good demo for scaffolding!
groups. 11:02 Asks Ss to guess: What did Read and do I do yesterday? Presents a passage and asks Ss to read and circle the answers. 11:05 Presents a chart and demos Do Ss how to do asking and answering about their real-life activities. Asks Ss to do the survey. 11:09 Asks Ss to do something positive at homework. 11:11 Homework Listen For what?
General comments: Good demo for scaffolding. Good learning of pragmatic tones. Good class interactions. Good learning resources. Summary at the end works well. Task-driven can be better. Clear task cycle will help pupils in Primary 4-6 will be workable. Task with pragmatic purpose will be better. Good formative assessment but assessing with foci on new language will be better for
learning. More rooting on the text may be better for other schools.
After observing the three classes, all the teachers of English in the school offered their comments from different perspectives they chose before the class. This purposeful observation fr 教育部“小学英语活动设计”项目录像课教案 教案 6
教学内容:《英语》(新标准)第七册 第三模块 第二单元 教学目标:
  1.语言运用目标: 能口头运用 Have you got any American stamps?这类语句询问是否有某物, 并能口头运用 Yes, I have./ No, I haven't.这类语句回答 能识别 doll, reading,并能书写 doll
  2.综合素质目标 进一步养成乐于与朋友分享自己的收藏的态度 教学重点: 全体学生口头掌握 Have you got ...? Yes, I have./ No, I haven't. 教学难点: 全体学生口头掌握 Have you got ...? Yes, I have./ No, I haven't. 教学设备: 电脑多媒体设备、实物投影仪,盒子,狐狸玩具或狐狸卡片,表格(一人一份) 教学过程: 一、热身复习 老师教学生说以下歌谣,并进行演示(盒子里装一个狐狸玩具,或者狐狸图片): I've got a box.
He's got a fox. What's in my box? It's his fox! 让全班同学一起说。 二、新语言教学 老师走到学生身边,拿起学生的文具盒等盒子,问 What's in your box? You've got a pen, a pencil and a ruler in your box. 老师再看学生书包,问 What have you got in your bag?找到特殊的东西后,问学生 Oh, a doll! Do you collect dolls? It's a good hobby but it's expensive. 老师告诉学生:Let's learn how to talk about hobbies. Let's look at the textbook and listen. 播放课文动画片,让学生跟读 3 遍。 然后进行活动
  3,让学生跟读,注意重音。 三、新语言巩固和运用 Let's learn a song about hobbies.学唱歌曲(活动
  4) 进行游戏(活动
  5),若需要,老师演示如何做(随手拿一块橡皮擦,轻掷到活动 5 的图上, 到哪一个格子,就按真实情况进行相关问答)。 然后进行活动
  2。老师告诉学生:Let's find who has the same hobby with you and you can make a club together. 让学生自由交谈,并进行记录。(以活动 4 的歌曲为背景音乐。)
Name
Hobby
Has got
Hasn’t got
让学生调查,然后请几个学生进行口头汇报。要求全体学生进行书面汇报,作为课后作业。 四、结束 再次唱歌,结束教学。课后完成书面作业,要求看图写出语句。
教育部“小学英语活动设计”项目录像课教案 教案 5
教学内容:《英语》(新标准)第五册 第三模块 第一单元 第二课时 教学目标:
  1.语言运用目标: 能口头运用 What did you do at the weekend? 这类语句询问过去发生的事情,We visited lots of places.这类语句说明具体信息 能识别 wheel, wonderful, understand, postcard, British, museum
  2.综合素质目标 进一步养成自己的事自己做的好习惯 教学重点: 能口头运用 What did you do at the weekend? 这类语句询问过去发生的事情,We visited lots of places.这类语句说明具体信息 教学难点: 能识别 wheel, wonderful, understand, postcard, British, museum,并能书写 lot, where 教学设备: 电脑多媒体设备、实物投影仪,宜宾当地的照片 教学过程: 一、热身复习 继续上一周的介绍,看谁介绍得比较好。仍采用老师提问,介绍者回答的方式进行。 老师可让学生再看课文动画片,提问:Where did Amy and Lingling go last Sunday? What did they do? 二、新语言教学 老师告诉学生:Today, we'll make an interview for our school TV. Who can make the interview? How can we make such an interview? Let's learn the text again. 再播放课文动画片, 让学生跟读, 要求不仅要说去了哪里, 还有学习介绍看到的建筑的特色。 三、新语言操练和运用 出示宜宾本地一些特色地点的照片,要求学生向 Sam(一个学生扮演)介绍,用 It's a tall building. It's a big place.等语句。
让学生竞选 school TV interviewer,三人一组,一人问,两人答,要介绍特色。 老师先和两个语言能力较好的学生演示。 老师假装手持话筒,采访学生 Where did you go last Sunday? What's it (name of the place)? What did you do?让两个学生回答。学生回答后,老师对学生说 Thank you. 然后对电视镜头 说 Thank you for your watching. 老师让学生准备,然后演示。 四、
 

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