新概念第一册教案Unit 2_新概念英语第一册教案
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Teaching Unit2 Leon 3 Content and basic aims 内容和基本目标
PATTERNS AND STRUCTURAL WORDS 句型和结构词 VOCABULARY 词汇
Nouns 名词Numbers 数字 11-15 Expreions 表达式
My coat and my umbrella.This is(not)my(umbrella).Here is my your...Is this it? No, it isn't.It isn't my(umbrella).It is(It's)your(umbrella).Daughter suit school teacher Sir ticket son umbrella please sorry General remarks 总体评论
*Greet the cla（Good morning/afternoon/evening）．问候全班学生。
*Carry out the procedure suggested below, as outlined in Teaching Unit 1．按下列原第1 单元所列的程序进行。The meaning of instructions（Look!Listen．Open your books!etc.）should be conveyed through gesture and mime.用手势和摹拟表演来表示指令的含义。Listening comprehension 听力理解Introduce the story 介绍故事
T：Today we'll listen to a story about an umbrella.2 Understand the situation 了解情景
Ask the students to look at the pictures and explain to you in Chinese what they think is happening.Prompt the students in Chinese if neceary.要求学生看图，并用中文解释图中表示的动作，必要时可用中文给学生提示。Listening objective 听力训练目标 T：Listen to the story and see if you can answer this question: Does the man get his umbrella back? 4 Play the tape or read the dialogue 播放录音或朗读对话
Now play the tape or read the dialogue.The students listen without
interruption and try to think of the answer to the question you set them.播放录音或朗读对话。学生不停顿地听录音，准备回答教师提的问题。Answer the question 回答问题
After the reading, ask the question：朗读之后问：Does the man get his
umbrella back? Train students not to shout out the answer.Instead, ask one
student, then ask the others to agree or disagree with a show of hands
训练学生不集体回答；问一个学生，然后用手势问其他学生是同意还是不同意。6 Intensive reading 精读
Play the tape or read the dialogue again, pausing after every line to
check the students understand.Convey the meaning of the text by referring
to the pictures and by using gesture and mime.Use English as much as poible.Ask your best students to give you confirmatory translations in Chinese of
individual words and phrases for the benefit of other students who haven't
grasped the meaning．重放录音或重读对话，每行后稍稍停顿，检查学生是否理解。
用书上的图片和手势、摹拟动作来表示课文的含义。尽可能多地使用英语。让学得好的学生将单词和短语译成中文，以照顾尚未理解词义的学生。Play the tape or read the dialogue again 重放录音或重读对话
Play the tape or read the dialogue right through again.The student
listen only.This time, the students will understand it without difficulty．从
头至尾播放录音或重读对话，学生静听；这次学生很容易听懂。Repetition 重复
Play the tape or read the dialogue again, pausing after every line,and ask the students to repeat(a)in chorus,(b)in small groups, and(c)
individually.When conducting chorus and group repetition, make sure the
students repeat all together after you give them a clear signal so the repetition isn't ragged：重放录音或重读对话，每行后停顿一下，让学生集体、小
组和单个地重复；当集体和小组重复时，要求学生在看到你的明确信号后一起开始，以 免参差不齐。Reading aloud 大声朗读
Ask one or two students to take parts and to read the dialogue aloud．让
一两个学生扮演对话中的角色，大声朗读。Leon 4 Number drill：Books shut 数字训练：合上书
（a）Chorus repetition 齐声重复
* Write the numbers1-15（figures only）in numerical order on the blackboard.将数字1 至15 按顺序写在黑板上。*Give the instruction 给指令Look at the blackboard!*Say each number aloud as you point at it and get the cla to repeat after you with the command All together!Do this drill several times.指着每个数字大声朗读，然后
说“All together!”让学生重复；多做几次。
（b）Group or individual repetition 小组或个人重复 *Get small groups or individuals to repeat the numbers after you.让
小组或个人随你重复数字。
（c）Chorus repetition 齐声重复
* Erase the numbers and write them again in non-numerical sequence.将数字擦去，打乱顺序重写。
*Get the cla to repeat each number after you.Do this drill several times.让全班随你重复每个数字；多做几次。（d）Individual repetition 个人重复
* Ask individual students to say aloud any number you point at.让单
个学生说出你所指的数字。Repetition drill 重复训练
（a）Chorus repetition 齐声重复 To elicit 引出 No, it isn't.Yes, it is.* Numerical sequence.按图片顺序。
*Give the instructions 给指令Look at Leon4.Look and listen.Do not speak.* Play the examples on the tape.播放录音上的例子。（1）Tape: Look at number1.Is this your pen? S：Yes, it is.（2）T：Number 2.Is this your pencil? S：Yes, it is.（3）T：Number 3.Is this your book? S：Yes, it is.T：Now you answer the questions.Ready? 1 As in（1）above.2 As in（2）above.3 As in（3）above.T：Number4.Is this your watch? S：Yes, it is.T：Number5.Is this your coat? S：No, it isn't.T：Number 6.Is this your dre？ S：Yes, it is.T：Number7.Is this your skirt？ S：No, it isn't.T：Number 8.Is this your shirt? S：Yes, it is.T：Number9.Is this your car? S：Yes, it is.T：Number 10.Is this your house? S：No, it isn't.T：Number11.Is this your suit? S：Yes, it is.T：Number 12.Is this your school? S：No, it isn't.T：Number 13.Is this your teacher? S：Yes, it is.T：Number 14.Is this your son? S：No, it isn't.T：Number 15.Is this your daughter? S：Yes, it is.（b）Group or individual repetition 小组或个人重复 *Non-numerical sequence.不按图片顺序。
*Ask small groups or individual students to repeat each question followed
by affirmative and negative tag answers.Give cues by nodding or shaking
the head.Drill the new vocabulary thoroughly.让小组或单个学生重复录音上的每个问题，并作出肯定和否定的简短回答；点头或摇头来给学生以提示；彻底练习所有 词汇。
Pattern drill：Books open 句型训练：打开书
* Illustrate each exercise first by providing the stimulus and the
response.首先通过给出提示和答案，来说明每项练习的作法。
*Then, with me instruction Now you!, ask individual students to continue in the same way.然后，用“Now you!”的指令让学生按同样的方式继续这一练习。
（a）To elicit 引出：Yes, it is./No, it isn't：
*Nod or shake your head to elicit the response you want：用点头或摇
头来引导出你想要的答复。T：Mr./Mrs./Mi⋯Look at number1.Is this your pen?（Give cue by shaking head: 教师用摇头提示。）S：No, it isn't.etc.（b）To elicit 引出：It is not my(pen).It is your(pen).* Use actual objects which may be found in the claroom: book, coat, handbag, pen, pencil, watch.使用教室里可以找到的实物，如：书、外衣、手提包、钢笔、铅笔、手表。
T：Is this my pen or your pen? S：It is not my pen.It is your pen.etc.（c）To elicit 引出：It is not your(pen).It is my(pen).*Conduct the exercise in the way shown in(b)above.按上面(b)的方式 进行这一练习。
（d）To elicit 引出：It isn't my(pen).It's your(pen).* Illustrate on the blackboard the relationship between non-elided and elided forms：在黑板上演示省略和非省略形式的关系：is not =isn't;it is =it's。
* Conduct the exercise by referring to the pictures：用图片来进行这一 练习。
T：Number 1.Is this my pen or your pen? S：It isn't my pen.It's your pen.etc.
Teaching plan Leon:L94 L95 L96MiMo Type：NewTime: Teaching Periods: Three Teaching Aims& Demands:1.Compare the grammar : The past-tense and The future -tense......
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