新标准英语一年级上册
Module 3 Unit 2 My mother is a nurse.
(Period 1) Teaching Plan
执教：莘县路小学 孙羽
I. Teaching Aims:
1、Students are able to understand the sentence “This is her/his (object).”
2、Students are able to say with the new pattern “This is her/his (object).”
3、Students can talking about occupations with the pattern.
II. Teaching Aids: Courseware, headdress, word cards, and tape
III. Board Design:
Module 3 Unit 2 My mother is a nurse.
This is her dress.
That’s his bus.
IV. Teaching Procedure:
1.Warm up:
(1) Greetings: T: Class begins. Good morning, boys and girls.
(2) Sing a song: T: Let’s sing a song. 《I Can Sing a Rainbow》
(3) Module 2 Unit 2: CAI
1> T: Let’s review the story we learned in Module 2. Listen carefully and do the actions. (Play the CAI. The students watch and do the actions.)
2> T: Now, let’s say together! （The whole class do the actions while saying.）
3> T: You did a very good job. Let’s read the words.（Read the cards: teacher, doctor, pupil, father, mother, brother, sister, coat, and bag. First the cards with pictures, then the word-side.——Review the words which will be used in this class.）
2. Lead in:
T: Well done. You can read all the words. (Gesture of praise.) Last time we talked about Amy’s family. Amy’s mother is a teacher. Is Lingling’s mother a teacher, too? Today, let’s talk about Lingling’s family.
3. Presentation:
(1).CAI T: Listen carefully: what does Lingling’s mother do?
Teach the words：nurse。
1> Read after the teacher.
2> Read in line.
3> Phonetic:
Hold the word car: ‘nurse’. Cover the letter ‘n’, pronounce [ε：s]. Let the students repeat.
Pick up the letter card: ‘b’. Make a gesture which looks like pretending listening. Then say: ‘This one sounds like [b]，[b] [b] [b].’ (Then students repeat.) Stick the letter ‘b’ on the card covered letter ‘n’. Let the students pronounce the new ‘word’ ‘burse’. (Then change the letter ‘b’ with ‘p’ and ‘d’.)
Then read the word ‘nurse’ again.
4> Read the sentence ‘My mother is a nurse’ with Lingling’s headdress. Then call 3-5 students to read the sentences.
(2). T: Lingling’s mother is a nurse. And her father? Is he a doctor? Let’s listen again. (CAI again. ) Then ask: Is he a doctor?
Teach the word：driver
1>Show the word card. Read the word with the gesture that pretending driving a car.
Pronounce [dr] with blue colored card ‘[dr]’. Then say: ‘This one sounds like [dr], [dr] [dr] [dr]’.
Read the word with low voice and high voice.
Read in row.
2>Point to one student, then ask: Is he a doctor? No, he isn’t. Encourage the students to say: ‘No, he isn’t.’
3> T: Is he a doctor? Ss: No, he isn’t. T: He’s a pupil.
T: Is he a doctor? Ss: No, he isn’t. He’s a pupil.
4>Talk Lingling’s father with Amy headdress and Lingling’s headdress.
T: Is your father a doctor? Is he a doctor?
S: No, he isn’t. He’s a driver.
S1: Is he a doctor?
S2: No, he isn’t. He’s a driver.
(3). T: All of you did a very good job. Now open your books. Show me your fingers. Let’s listen and point.（Play the tape. Let the students.）
(4). T: Now let’s listen, point and repeat. （Play the tape again. The students listen to the tape while pointing and repeat.）
(5). T: Wonderful. Now let me see, how many words you know. Look, what’s this?
①（Show the picture of ‘dress’ on the screen.）What’s this?
Teach the word: ‘dress’.
Show the word card. Read the word with the gesture that pretending wearing a car.
Pronounce [dr] with blue colored card ‘[dr]’. Then say: ‘This one sounds like [dr], [dr] [dr] [dr]’.
Read the word with low, middle and high voice.
Read in line.
②（Show the picture of ‘bus’ on the screen.）What’s that?
Teach the word: bus. Read several times.
Phonetic:
Hold the word card: ‘bus’. Cover the letter ‘s’, pronounce [ba]. Let the students repeat.
Pick up the letter card: ‘b’. Make a gesture which looks like pretending listening. Then say: ‘This one sounds like [d]，[d] [d] [d].’ (Then students repeat.) Stick the letter ‘d’ on the card covered letter ‘s’. Let the students pronounce the new ‘word’ ‘bud’. (Then change the letter ‘d’ with ‘g’ and ‘t’.)
Then read the word ‘bus’ again.
③（Show the picture of ‘nurse’）T: Look! This is a nurse.
1>Practice the sentence: This is a nurse. （Repeat the sentence.）
2>Show the sentence: ‘And this is her dress.’（Repeat.）
3>Ask two students to stand up. One student read one student.
Ask other students do like this.
Call 2-3 groups of students to do this activity.
④（Show the picture of ‘driver’）T: Look! This is a driver.
1>Practice the sentence: This is a driver.
2>Practice another sentence: That’s his bus.
3>（Repeat with gesture.）And that’s his bus.（Write the sentence on the board：That’s his bus.）
4>Pair work. Ask three pairs of students to say the two sentences.
(6) T: You did a good job. Let’s do activity 2 on your book.
1>Show the SB on the object projector. Let the students say the pictures on P12.
2>Make a model: This is a nurse. And this is her dress.
3>Match and say in pairs.
4>Ask 3 pair of deskmate to come to the front: This is a driver. And this is his bus.
4. Practice
(1). Activity book. 1. Listen and color.
T: Close your books. Open your activity book. Let’s see Activity 1. Listen and color.
1> T: Show me your fingers. （Show the finger to the students） Let’s just listen and point.（Play the tape. Point to the picture together.）。
2> T: Take out your crayons. Let’s listen and color.
3> T: Let’s listen again and check. Put away your crayons.（Check on the CAI.）
(2). Activity book. 2. Now point and say.
T: Listen! Can you say like me? （Point to picture 1.） This is a doctor. And this is his coat. Who can? （Call some students to describe the pictures.）
5. Summary
Today we learn Module 3 Unit 2. Let me see: how many words can you remember?（Show the pictures and sentences one by one. Let the students say and read.）
6. Homework assignment:
(1).Listen, point and repeat activity 1.
(2).Tell your parents what you’ve learned in our English class.
V. Reflection
In this class, the students are fond of learning English. Though some of them feel nervous, they really enjoy the course. I find that say the words or the sentences in different tunes can make the students fun and exciting. The students also like the way that say the sentences while doing the actions.
The failure part is the way to teach the students pronounce a new word with changing a head-letter or a final-letter. The better way is to let the students pronounce the words by themselves. Either right or wrong is ok. Sometimes no instruction at first may be rather a better way to let the students know how to fish than give them a fish only.