2020-2021学年Unit 2 Listen and hear精品课件ppt

Tasks in this unit

1. Use modelled phrases to communicate with other students
2. Use modelled phrases to begin and maintain an interaction by providing information in respone to factual questions

Language focus

1. Using the new words in the context

e.g., frog, rabbit, bee, bird

2. Asking wh-questions to find out what people see

e.g., What do you see?

3. Using formulaic expressions to indicate what people see

e.g., I see…

Learning skills:

Listening

1. Identify the key words in an utterance by hearing the pronunciation

e.g., frog, rabbit, bee, bird

2. Understand the meaning of wh-questions

e.g., What do you see?

3. Understand the key pattern

e.g., I am a …

Speaking

1. Ask wh-questions to find out what people see

e.g., What do you see?

2. Use formulaic expression to indicate what people see

e.g., I see…

3. Use the key pattern to introduce oneself

e.g., I am a …

Scheme of work

period

Core contents

Extension

Materials

Grammar and expressions

Vocabulary

1

I am a …

frog, rabbit, bee, bird

SB:p2.

WB:pp.2 and 3

Parts A and  B

2

What do you see?

I see…

SB: pp. 3,4 and 5

WB: pp.4 and 5 , PartsC,D and Task

Content

Oxford English 1B Module 1 Unit 1

Look and see

Period

1

Teacher

Language focus:

Using nouns to identify small animals

e.g., frog, rabbit, bee, bird

Using numbers to count

e.g., one, two, three…

Using the key pattern to introduce oneself

e.g., I am a …

Language skills

Listening

Identify the key words in an utterance by hearing the pronunciation

e.g., frog, rabbit, bee, bird

Understand the key pattern

e.g., I am a …

Speaking

Pronounce the key words correctly

e.g., frog, rabbit, bee, bird

Using the key pattern to introduce oneself

e.g., I am a …

Materials:

Student’s Book 1B, p2

Cassette 1B

Flashcards 1B (frog, rabbit, bee, bird)

Teaching Procedure

Procedure

Teacher’s activity

Learner’s activity

Purpose

Pre-task preparation

Activity 1

Show the students a picture of a park. Ask them what they see.

 E.g., T: Look! What can you see?

Ss: I can see…

Activity 2

Mime the small animals and let the students guess what the animals are.

e.g., T: What am I ?(mines) Yes, I’m a rabbit.

Look and say

Listen and guess

While-task procedure

Activity 1

Ask the students say and mime the actions of the animals.

Activity 2

Teach the rhyme on Students Book page 2

e.g.,

One two three

I am a bee.

Four five

I am a bird.

Six seven eight

I am a rabbit.

Nine ten

I am a frog.

Activity 3

Divide the class into pairs. Ask them to act as an animal and let the partern guess what animal it is.

e.g.,

s1: Are you a rabbit?

S2: Yes, I’m a rabbit./No, I’m not a rabbit.

Activity 4

Use the flash cards to show the students some parts of the animals and ash them to guess what the animals are. The students can play this guessing game in groups.

e.g.,

what is it?

It’s a bee.

Mime the animals and say “I am a …”

Learn the rhyme.

Say it when the picture flies.

Read it.

Read again.

Read it with some actions.

Recite it if someone can.

Ask and answer in pairs.

Ask and answer in groups

Post-task activities

Activity 1

Ask each student to make a mask of an animal. Ask them to put on theis masks and make a dialogue with their partern.

e.g.,

s1: Hello. I am a bee, I am small. I can fly.

S2: Hi. I am a frog. I am green. I can jump.

Act out the animal and make a short dialogue.

Board

frog    rabbit     bee    bird

Feedback

Content

Oxford English 1B Module 1 Unit 1

Look and see

Period

2

Teacher

Language focus:

Asking wh-questions to find out what people see

e.g., What do you see?

Using formulaic expressions to indicate what people see

e.g., I see…

Using nouns to identify small animals

e.g., frog, rabbit, bee, bird

using indefinite articles to refer to particular animals

e.g., a bird, a bee

Ask wh-questions to find out the colors of objects

e.g., What color id it?

Using adjectives to identify colors

e.g., It is red.

Language skills

Listening

Understand the meaning of wh-questions

e.g., What do you see?

Speaking

Asking wh-questions to find out what people see

e.g., What do you see?

Using formulaic expressions to indicate what people see

e.g., I see…

Materials:

Student’s Book 1B, p3,4,5

Cassette 1B

Teaching Procedure

Procedure

Teacher’s activity

Learner’s activity

Purpose

Pre-task preparation

Warming up:

Sing  a song (number I to 10)

Activity 1

Show the students the flash of page 3. Ask them to listen to the dialogue.

Activity 2

Elicit the key partern what do you see.

Activity 3

Have the students practice in pairs.

What do you see?

I see a …

Sing a song

Listen to the dialogue.

Read it.

Practice in pairs

While-task procedure

Activity 1

Play the flash of page 4  and ask them to follow the dialouge with sentences.

Activity 2

Ask the students to listen and watch the flash and repeat it.

What do you see?

I see a …

What color is it?

It’s …

Activity 3

Ask them to act out the dialogue in pairs.

Activity 4

Have the students to make a new dialogue according to the picture.

Follow the dialouge with sentences.

Repeat the dialogue on page 4.

Act out the dialogue.

Make a new dialogue and feedback.

Post-task activities

Activity 1

Ask each student to look at the pictures and describe the animals or plants or anything they see in it.

e.g.,

s1: what do you see?

S2: I see … it’s …

Discribe the picture.

Ask and answer.

Board

What do you see?

I seea …

What colour is it?

It’s …

What do you see?

I see …It’s …

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