1、内容：Fun English2BUnit9 Wheres the plane? Good morning, everyone. The teaching design Im going to talk about unit9, from Fun with English for primary school students, Book2b. This unit is the ninth unit of this book. The main topic of this unit is “wheres the plane?” The content of this lesson is clos
2、ed to the real life of the Ss. The Ss in this grade have learned some basic knowledge about English, and theyre always eager to learn. Theyre active, imaginative and creative. All these are to the advantage of English learning. But, they dont have a clear purpose for learning. They learn perhaps sim
3、ply because they are happy and enjoy the activities. Teachers need to make the learning experience very enjoyable and pleasant. I will describe the design mainly in three parts.Part1.Teaching Objectives. Firstly, knowledge objectiveIn this unit, Ss are required to master two words: in, onAnd sentenc
4、e structure “Wheres the plane?” and they are the important points of this lesson. The difficult point of this lesson is the pronunciation of wheres.Secondly, skill objective.Ss are going to learn how to apply the words and expressions theyve learned in their daily life. The good news is that unit9 i
5、s so closely connected with their daily life that it is not difficult to set a life-like language environment for tem to practice what theyve learned in class.Thirdly, emotional objective. We should teach them to be willing to cooperate with others. In this way to help them develop a healthy and pos
6、itive character.Part2. Teaching aids.Stick figure drawing can be very good visual aids for teaching, and courseware, flash cards will be used in this lesson, too.Part3. Teaching procedures.In the book of Fun with English, each unit has 4 parts. Today I choose Part A and part B as the first period. I
7、 will finish the lesson in 4 steps.Step1 warm upI begin my lesson with free talk and body responses, in this unit; I will ask Ss to sing a song. Its name is” whats this”, it goes like this we have learned it in grade 1. Singing a song in class can make Ss happy and also the song will play an importa
8、nt role in this lesson when I am teaching the words.In Chinese, we have an old saying; A Good Start is Halfway to Success. So the starting point of a lesson is important. I will try my best to form a better English learning surrounding for the Ss by singing and doing some total physical response.Ste
9、p2 Teaching procedures.I prepared 2 activities in this step.Activity1. Presentation of new words After singing a song together, I will show them a toy plane, at the same time; I will sing “whats this, whats this Its a plane , Its a plane ,Its a plane , plane , plane. Yes, we can see a plane. Its a p
10、lane. Then I will put it on the desk to lead them to say “its on the desk.” ask Ss to read this new word on one by one. I think teaching new words are not just to teach them how to read but also how to use them, so when Ss read the word “on” together, I will lead Ss to say: A plane, a plane, a plane
11、 on the desk. Its on the desk. Then I ask Ss to read the new word “on” and the new structure “its on the three.” in different tones. Also I will ask Ss to practice this sentence structure with some words that they have leant. e.g.: pencil, pencil, its on the desk; pen, pen its on the bookto practice
12、 this sentence structure. Also, I use the way of “starting the train”. That is mechanical drill of this part. It can improve their speaking ability. In order to enable Ss to put the language into use. Also they can read it with the action. It can make the Ss feel exciting and teacher can know if Ss
13、have mastered the word and the sentence structure or not.Next, I will use a guessing game to elicit the word “in”, the game goes like this: I prepared a box first, there is something in it. Then ask Ss to guess whats in the box, lead Ss to say “ in, in, in the box. Its in the box. Then I ask Ss to r
14、ead the word and sentence structure in different tones.Activity2.Presentation of the new sentence structureNow, there are two sentences on the blackboard. “Its on the desk, its in the box. I will point the picture of plane and asking “Wheres the plane?” lead Ss to answer “Its on the desk.” next I wi
15、ll take out a ruler from box and go on asking “Wheres the ruler?” Repeat the sentence three times. Ask someone to answer the questions. Then write the sentences on the blackboard. Read after me first, and then ask them to ask and answer in groups. It can improve their speaking ability. Activitie3 im
16、itationIn this part, Ill ask Ss to open their books and imitate the words after recorder. Ill ask them to pay more attention to the pronunciation.Activitie4 Making a rhymeAll the new words and sentence structure have been taught to the Ss, so I think Id better to expressions they learned in class. I
17、t is a bit difficult for the second-grade Ss to do such a job. In order to make it easier, I give them a little rhyme by myself:Where, where, wheres the plane? Plane, plane, its on the desk.Where, where, wheres the pencil? Ruler, ruler, its in the box.Ss can say it with action. Then I will ask the s
18、tudents to make a rhyme by changing the word, Plane into pear, ball, kiteStep3 ProductionI think Id better give Ss some chances to consolidate what theyve learned, so I design a game for them its name is find friends. Firstly I will ask Ss close their eyes and stick some pictures in our classroom. I
19、ncludes animal, fruit Every Ss can ask and answer” Wheres the?” Its in/on the. If the answer is right, they can get some present.Activitie2 An exerciseStep4 Homework1. In order to check the knowledge Ss have learned in this unit, I will ask Ss to say the little rhyme they have learnt in the class to their parents2. Interview their parents or their friends:” Wheres the ? ”This job sets up a real environment for the Ss to use English, so the Ss will be always confident to learn. Be eager to learn, and be happy to learn,
