Athena's英語教材教法暨教學觀摩網站

王佩蘭 王佩蘭

(1060415聽說讀寫策略融入句型教學設計)
2017-04-15 11:21:45

教學策略:例如:聽說、聽說讀、聽寫讀等

教學流程:

 


姿倚 姿倚

姿倚
2017-04-15 15:16:40

教學策略: L、S、R、W

教學流程:

先教學生寫句型並帶念,圈起部分學生可自行替換:

句型:Where’s Dad at seven o’clock?

             He’s in the bedroom at seven o’clock.

   2+3句型:What’s Dad doing in the bedroom?
             He’s sleeping in the bedroom.

學生念出他們自己寫的句子。

A student: Where’s Dad at seven o’clock?

         He’s in the bedroom at seven o’clock.

         What’s Dad doing in the bedroom?

         He’s sleeping in the bedroom.

B student: Where’s Mom at eight o’clock?

         She’s in the kitchen at eight o’clock.

         What’s Mom doing in the kitchen?

         She’s drinking in the kitchen.

Pair work :

將答案遮住不讓A看到,A看著B的問句問問題,B回答並請A寫下答案。完成後,互相對答案看是否正確。

例 :

A: Where’s Mom at eight o’clock?

       B: She’s in the kitchen at eight o’clock.

       What’s Mom doing in the kitchen?

    She’s drinking in the kitchen.


孟君 孟君

孟君
2017-04-15 15:17:57

教學策略: 聽說讀寫

教學流程:

句型:Q:Where is Dad?

      A:He is in the living room.

句型:Q:Where is Dad (+) at seven o’clock?

      A:He is in the living room at seven o’clock.

Where is Dad,學生寫上答案後再揭露at seven o’clock的字卡,讓學生將寫的句子拉長擴寫。

句型都完成後就讓學生自己讀一遍,再讀給同學聽一遍確認都唸對。

進行互相問答:老師先示範一遍如何兩兩問答後,再讓學生pair work。

句型:Q: What is Dad doing (+) in the living room?

         A:He is eating in the living room .

   先問What is Dad doing,再請學生補上地點。

句型都完成後就讓學生自己讀一遍,再讀給同學聽一遍確認都唸對。

進行互相問答:老師先示範一遍如何兩兩問答後,再讓學生pair work。

 

是學生要自己填上的答案。


郁文 郁文

郁文
2017-04-15 15:35:04

教學策略: Writing &Reading

教學流程:

發下「我的一天」學習單,

註明時間和正在做什麼事情)

教學策略 Listening &Speaking

複習課本上的句型

1.What time is it ?

It’s ___ ( blablabla ) o’clock.

2.What are you doing?

I’m ___ ing

partner練習會話。

每一組上台演示兩種問答句各一句

  Q1:What time is it ?

  A1:It’s ten o’clock.

  Q2:What are you doing ?

  A2:(對應十點) I’m reading.

例圖如下:

http://wwww.yzjy.com.cn/blog/UploadFiles/2012-9/41955844553.jpg

 


宋馥妘 Esther 宋馥妘 Esther

宋馥妘 Esther
2017-04-15 15:36:29

Teaching activity of sentence pattern by Esther

 

教學策略:L. S. R. W.

教學流程:

Ask students write down the sentences below on their whiteboard. (W.)

句型:

What time is it?

It is __________ o’clock / ____________.

What are/is _____ doing?

_______ are/is ________ing.

Where are/is _______?

_______ are/is in the ________.

What are/is ______ doing in the ________?

______ are/is ________ing in the ________.

 (Pair work time) Ask students practice with partner. Student A asks question a. b. c. d. and student B answer it. (問句部分之空格由Student A決定) Student A should write down Student B’s answers. When they finished, they have to take turns. (L.S.)

Ask students put their whiteboard on the blackboard, and read the sentences out. ( S.)

Home work: draw a picture about these sentences.


佳樺 佳樺

佳樺
2017-04-15 15:43:14

教學策略:聽說讀寫

教學流程:

教學生句型並帶念,畫線的部分學生可以自行替換:

What time is it?

It’s ________.

What is/are _____ doing?

_____ is/am_________.

學生先在作業本上寫出以上的句型,老師確認學生寫的句型

Teacher draw a clock on the blackboard. Teacher put words  and pictures on the blackboard.

What time is it?

It’s seven fifty .

Let me take a look.

What is Mom doing?

She is eating.

What time is it?

It’s ten o’clock .

Let me take a look.

What is Dad doing?

He is running.

What time is it?

It’s twelve thirty .

Let me take a look.

What are you doing?

I am cooking.

每個學生手上都有字卡,當老師轉動時中到某一個時間時,

問學生What time is it?

全班學生將字卡舉高,學生回答 It’s seven fifty .

老師找出對應的動作圖片,

問學生What is Dad doing?

全班學生將字卡舉高,學生回答He is running.


鄭秀慧 鄭秀慧

鄭秀慧
2017-04-15 16:16:38

教學流程:

先分組討論,每一組設計一張「我們的一天」schedule.畫在半開壁報紙上(至少6格)。

EX: What time is it?   What are you doing?

      9:25                      reading

  請孩子填表格時要盡量配合時間,讓做的事情合理化。多增加幾個空格,讓孩子除了該課生字之外,也可以加入以前學過的動作,例如:playing……等。

2.分組上台發表,貼在黑板上。學生問What time is it?組員回答

 It’s       . 接著問: What are you doing? 組員要對應表格,回答I’m       .

(每一個 組員都要被問與回答)

3.各組發表完之後,每人發下一張worksheet,設計「我的一天」四格漫畫。

    要在鐘面上畫出時間,寫出時間(it’s        )、正在做什麼事(I’m       ,並且加上圖畫。

4.下次上課時,可以將較好的作品拿來當作分組看圖說故事的材料,並且加入地點或其他課的句型, 繼續與下一個單元spiral.並且於期末時可以寫成一篇簡單的故事。(完整版在文件)


美娟 美娟

美娟
2017-04-15 16:22:39

結合Unit 1  What time is it?

     Unit 2 What are you doing?

A.

It’s seven thirty.

Let me take a look.

What is Mom doing?

She’s cooking .

 

B.

It’s twelve o’clock.

Let me take a look.

What is Dad doing?

He’s eating.

C.

It’s three thirty.

What are you doing?

I’m writing.

Mrs.Tseng :What time is it?

Students :It’s         .

老師拿圖卡提問,學生回答,老師把句子貼在黑板上,請學生讀一次,並請學生把句子寫在練習本,請學生預留兩行回家可再做練習。

Let me take a look.

Mrs.Tseng :What  is /are        doing?

Group 1 :       is/am         .

老師拿圖卡提問,學生回答,老師把句子貼在黑板上,請學生讀一次,並請學生把句子寫在練習本,請學生預留兩行回家可再做練習。


育審 育審

育審
2017-04-15 16:29:49

呈現 (Presentation)

【呈現單字】

以呈現圖片及字卡的方式依序帶出不同類別單字:

(時間o’clock、動作running、地點living room和上下位置on/in/under )。

老師講解並帶著學生朗讀各個單字,使學生了解其意義和字音。(全班、分組或配對圖片…)

練習(Practice)

學生必須唸出老師所指定的圖片並做出動作,例如:吃東西、跑步;將圖片放桌上或桌下或箱子裏等動作。

Where’s the______? He’s (She’s )__________.,

Where’s the_______? It’s on the_______.

It’s in the_______.

It’s under the______.並讓學生配合所教導的單字填入句型。

3.老師先帶讀並講解句型、文法以及書寫時該注意的事項,之後讓學生替換練習。(全班、分組或配對練習)

4.老師抽出A圖, 請全部學生寫下圖片中情境句子,並隨機抽出學生B念出自己寫的句子,並請另位學生回應學生B的句子是對或錯。

5.綜合練習圖片:

 

 

 

     


美瑩 美瑩

美瑩
2017-04-15 16:31:39

教學策略:聽說讀寫         Joy

教學流程:

請每位小朋友在第一張白紙上畫出:

請每位小朋友在第二張白紙上用英文寫下自己圖畫的內容。

Where’s the dog?

It’s sleeping under the table.

It ‘s in the living room. )

老師將學生的圖畫收回張貼在白板上,第二張紙全部收回再隨機發下。

請每位小朋友上臺大聲唸出所拿到紙張上的句子,

台下的同學聆聽小朋友所念的句子,並找出他所畫的圖是哪一張。