1、1 Teaching Method 教学方法 Task-based teaching learning & Communicative teaching approach & Situational Language Teaching 教学背景分析 1.Material Analysis 教材分析教材分析： Vocabulary & Target (1) Basic information: Asking about the room by using sentence patterns(“-Whats that? -Its a/an.” and “-Is that.? -Yes, it is
2、./ No, it isnt.” ). (2) Vocabulary: bed, pillow, clock, window, door, lamp (3) Discourse: Dialogues in short length happen in the simple and boring context. -Whats that? Its a red chair. Is that a black pillow? No, it isnt. (4)Key point:Review the target words in the sentence patterns and apply them
3、 in listening, speaking and writing. Difficult point: Applying the integrated knowledge when making students own rooms. 2.Student Analysis 学情分析学情分析： Students in Grade 3 are from Hangkong elementary school. (1) They have begun the elementary education before 2 years ago and just officially learned En
4、glish last semester, who possess general understandings of English at initial level. (2) With the development of their basic cognitive and thinking abilities, they are able to make simple deduction through discovering the rules. Most of them get the habit of imitating teachers and have strong desire
5、 to perform what theyve just learned. (3) Students have enthusiasm to learn English through watching videos and audios. In another words, Peppa Pig is familiar cartoon character which can attract them a lot. (4) Students have already learned Unit 3 through 3 periods, which are vocabulary & sentence,
6、 reading and phonics. 3.Teaching Aims 教学工具教学工具：Multimedia, pad and magnets Teaching Objectives 教学目标 At the end of the lesson, students are expected to: Language ability 1. Be able to review the words about rooms and colors learned in Unit 3 (bed, pillow, clock, window, door, lamp, chair, desk, red,
7、yellow, blue, green, pink, orange, purple, white, black) 2. Be able to review and apply the sentence patterns“-Whats that? -Its a/an.” and “-Is that.? -Yes, it is./ No, it isnt.” with the words when asking things far from them. 3.Be able to describe their rooms by speaking and writing. Cognitive and
8、 thinking ability 1. Be able to improve logical thinking by deducing the rules of the sound of ow. 2. Be able to cultivate the observational ability by finding key words before listening. 3. Be able to integrate the knowledge in Unit 3 in their writings. Learning ability: 1. Be able to ask and answe
9、r about things far from themselves. 2 Teaching Procedure 教学过程 2. Be able to cultivate their abilities of predicting before listening exercises or through discovering pictures. Attitude and value 1. Be able to arouse the responsibility of making their own rooms 2. Be able to recognize the relationshi
10、p between their rooms, homes and families, leading to them to love homes and families. Teaching Steps 教学阶段 Teachers Activities 教师活动 Students Activities 学生活动 Aims 设置意图 Step1: Warm-up (4 mins) 1. Greet with students and ask them two normal questions: “How are you today?”/ “Are you happy?” 2. Sing the
11、song in Unit 3 with student: Whats that? 3. Group Division: Students are divided into 4 groups to get to the magical house with magical rooms 1. Students greet and answer the questions with “Im fine” and “I am happy” 2. Stand up and sing the song with actions. To arouse Students interests in English
12、 class. Step2: Peppas asking (1 mins) Create a situation about helping Peppa Pig. Peppa wants to get the room of her own. Students need to finish four tasks to get Peppas present. Students are ready to involve in the new situation. To arouse students interest in the topic of the room Step 3: Go shop
13、ping (5 mins) T gives six target words and the new sentence pattern. Apply various ways of practicing the new knowledge. Guess the new word and read out the words and the sentence patterns. Show new sentence patterns and new words through video clips and pictures. 3 Step 4: Have a Guess (5 mins) 1.
14、Ask students to guess the furniture at Peppas home with sentence pattern “-Is that.? -Yes, it is./ No, it isnt.” 2. Pair work: ask and answer with deskmates Guess the weird furniture. Ask and answer between the students and the teachers, groups and groups and the students themselves. To practice the
15、 targeted sentences through asking and answering with the help of pictures Step 5: Listen and Judge (5 mins) Ask students to do the listening exercise about Peppa. In the listening, Peppa describe her room and sen her love to her brother. 1. Pre listening: Find the key words. 2. Lead students to do
16、the first exercise 3. Use pad to check answers. 1. Find the key words before listening. 2. Use pad to do the judging exercises. To practice the listening about knowledge in Unit 3. Step 6: Make your room (10 mins) Ask ss to color and stick one furniture in theroom. Invite some students to come to th
17、e stage and share their rooms. Color and stick one thing in the room. And introduce the furniture to your groupmates. 1. To encourage ss to make their own rooms with what they love. 2. To practice the ability of introducing the rooms. Step 7: Write your room (8 mins) Write down three things they lik
18、e.Finish the writing about ss own rooms. Write down their dream room with the target sentence To practice students abilities of integrating knowledge in writing 4 Blackboard Design 板书设计 Step 8: Video Gift: My room (1 mins) Watch a video about My Room Project. Lead students to know “East or west, hom
19、e is best” Understand no matter the room is big or small, the people are happy in the room. Because these are their homes. Emotional Education: Love my room, love my home and love my family. Step 9: Homework and Assesment 1.Go on making students dream rooms. 2. Talk about the rooms with families. Share love with them. 3. Group assessment Send their love to their family members Review Unit 3 in writing and enhance the output of emotion education
