新标准英语一年级上册
Module 8 Unit 1 Is it a dog? (Period 1) Teaching Plan
执教：市南区实验小学 薛华
I. Teaching Aims:
1. Students are able to understand the new pattern “Is it a ….?” by acting, and find the sentences with “Is it a …?” in the dialog.
2. Students are able to answer the question “Is it a ….?” with “Yes, it is.” or “No, it isn’t.”
3. Students are able to understand the story and tell it in Chinese.
4. Students are able to read the words “fox”, “kite” and “monster”.
5. Students are willing to show their talent in story-acting.
II. Teaching Aids:
Courseware, Tape (recorder), Cards, Headdress, Puppet
III. Board Design:
Module 8 Unit 1 Is it a dog?
dog Yes, it is.
Is it a fox ? No, it isn’t.
monster
IV. Teaching Procedure:
1. Warm up:
(1). Song: I can sing a rainbow.
(2). Free talk:
T: Look! What’s this/ that?
S: It’s a dog.
T: Is it a dog?
Ss: Yes! (If the Ss can give the response by “Yes, it is.” Praise them. )
T: What colour is it?
S: It’s yellow.
Review others: panda, pencil, pen,…
Stick the sentence “Yes, it is.” on the board and drill reading.
(Get the students involved. And preview for the key structure.)
2. Presentation
(1). Story Time
T: You all did a great job. I’ll show you a very interesting story.
Please watch carefully. And tell me who are they in the story?.
Play the CAI and the tape once.
T: Who are they in the story?
S: Daming and Sam. Lingling and Amy.
T: Daming and Sam are at the park. What happened? Let’s watch it one more time.
Play CAI and the tape again.
T: O.K. Boys and girls, can you tell me what happened?
Find individual student to tell the story in Chinese.
(This activity is for the Ss understanding the story and getting ready to tell it in Chinese.)
The teacher tells the story again in English.
T: Daming and Sam find something in the bush. They can’t see it clearly so they guess. How do they guess? First, they guess it is a …
S: Dog.
T: Is it a dog?
T: Then they guess…
S: Fox.
T: Is it a fox?
T: At last they guess…
S: Monster.
T: Is it a monster?
T: Monster! They are scared. What do they say?
S: Help.
T: They say “Help!”
T: Who comes?
S: Lingling and Amy.
T: Oh, it’s not a monster. It’s Lingling and Amy’s a kite.
(2). Act it out
a. T: Look! (With Sam’s) I am Sam now! Who wants to be Daming?
Find an individual student to be Daming.
T: Look, Daming! What’s that? Is it a dog?
S: No.
T: No, it isn’t.
The Ss Learn the sentence “No, it isn’t.” Stick it on the board.
T: We can use “Is it a …?” to guess. Try again!
S: Is it a dog?
T: No, it isn’t.
T: Now who can guess?
S: (With Daming’s) Is it a dog?
T: No, it isn’t.
b. T: Look! Daming. What’s that?
S2: Is it a fox?
T: No, it isn’t.
Show the card with the picture.
T: Good! Now follow me.
Teach fox f ox fox
Show “b” T: What does it sound?
S: /b/
T: Try this word. box (Tell the meaning)
Show “p” T: Try this word. pox
Show “l” T: Try this word. lox
Show “bl” T: Who can try this word? blox
T: Class, look! Is it a fox? (Point to the TV)
Ss: No, it isn’t.
c. T: Who wants to be Daming?
Look, Daming! What’s that?
S3: Is it a monster?
T: No, it isn’t.
T: Look! (Take out the puppet) A monster
Teach the word “monster”.
d. T: Now, Who wants to be Sam? Others, you are Daming.
S: (Help the S to say) Look, Daming! What’s that?
Ss: Is it a dog?
S: No, it isn’t.
Ss: Is it a fox?
S: No, it isn’t.
Ss: Is it a monster?
S: No, it isn’t.
T: Then what is it? (Show on the TV)
S: It’s a kite.
T: Oh, Yes, it’s a kite.
Teach “kite” /ai/ /kait/
(This activity is designed the same way as the story on page 30. And here I just want to make the Ss understand the new pattern “Is it a …?” by acting. And make the Ss Students able to read the words “fox”, “kite” and “monster”.)
(3). Books open (P30) Listen and point
Listen, point and repeat
Find out the sentences with “Is it a …?”
Feed back by the operator have the Ss read aloud the sentences with “Is it a …?”
4. Exercise
Activity Book, P30. Listen and circle.
Display the tape. Have the Ss finish the exercises by themselves.
1 Yes. 2 Yes. 3 No. 4 Yes. 5Yes. 6No.
5. Sum Up
T: What have you learned?
a. Guessing: Is it a …?
b. Help!
6. Homework assignment:
Listen to the tape of P30.
Tell the story to your parents.
V. Reflection:
本节课较好地体现了全语言的理念，始终将教学的重点放在真实的言语及语篇的意义上，而不是放在语句和单词的操练上。通过看故事、讲故事、演故事、读故事等活动引导学生感知和学习语篇及语用，学生能够讲出故事要点并在语境中简单运用Is it a…?进行猜测。
本课中，学生情绪饱满，能积极发言，与教师互动良好，当堂反馈也发现学生对句子和单词理解得比较好。
本课的不足之处在于对学生“放手”不够，有些地方如“Help!”的说和用，其实学生已经能够理解和运用了，完全可以让学生自己根据情境（怪物出现了）来演一演，老师不用再做过多的引领了。另外，本节课上教师的指令性语言不够精练，过渡语言不够自然。应在今后加大对自身语言功底的学习及训练。