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1、 精品資料 Unit 1 Making New Friends Topic 3 How old are you? 教學(xué)內(nèi)容分析及課時(shí)分配建議： 本話題以How old are you? 為指引，在前兩個(gè)話題的基礎(chǔ)上引入新內(nèi)容的學(xué)習(xí)，包括詢問年齡、年級(jí)、班級(jí)等個(gè)人基本情況的表達(dá)以及辨認(rèn)物體、單詞單復(fù)數(shù)、基數(shù)詞11~20以及文具類詞匯等的學(xué)習(xí)。主要句型和語(yǔ)法：How old are you? What class/grade are you in? What’s this/that in English? How do you spel

2、l it? What are these/those? Are those/these...?等。本話題還設(shè)計(jì)了音標(biāo)的專項(xiàng)學(xué)習(xí)，即元音字母i和輔音字母的讀音規(guī)則，幫助學(xué)生逐步形成拼讀和拼寫的能力，為他們的自主學(xué)習(xí)打下良好的基礎(chǔ)。 本話題建議用5課時(shí)完成： 第一課時(shí)：Section A-1a, 1b, 2a, 2b, 3 第二課時(shí)：Section B-1a, 1b, 1c Section A-4a, 4b 第三課時(shí)：Section B-2a, 2b, 3 Section C-3a, 3b 第四課時(shí)：Section C-1a, 1b, 2 第五課時(shí)：Section D-Grammar

3、and Functions, 1, 2, Project 第三課時(shí) (Section B-2a, 2b, 3 Section C-3a, 3b ) 教學(xué)設(shè)計(jì)思路： 本節(jié)課繼續(xù)學(xué)習(xí)辨認(rèn)物體的功能句、通過復(fù)習(xí)已學(xué)音標(biāo)拼寫單詞。本課時(shí)從師生對(duì)話復(fù)習(xí)辨認(rèn)物體的表達(dá)法即What’s this/that in English? How do you spell it? Can you spell it, please? 導(dǎo)入學(xué)習(xí)Is this that a/an…的用法。然后，通過聽力鞏固新句子的用法，最后通過學(xué)生游戲的形式完成新句型的運(yùn)用。 Ⅰ. Teaching aims 1. Knowle

4、dge aims： （1） 學(xué)習(xí)用Is this/that a/an…詢問辨認(rèn)物體。 （2） 學(xué)習(xí)新單詞 boy, wow, try, again。 (3) 注意區(qū)分句子中的大小寫以及語(yǔ)音語(yǔ)調(diào)。 2. Skill aims: （1）能夠聽懂有關(guān)辨認(rèn)物體簡(jiǎn)單對(duì)話。 （2）能夠就辨認(rèn)物體的話題進(jìn)行簡(jiǎn)單的交流。 （3）能區(qū)別簡(jiǎn)單句子的語(yǔ)音語(yǔ)調(diào),并讀準(zhǔn)確。 3. Emotional aims:(optional) 克服羞于開口的心理。 4. Culture awareness: Ⅱ. The key points and difficult points 1. Key

5、points: 2. （1）Words and expressions : boy, wow, try, again （2） Sentences: Is this/ that a/an…? It is… 3. Difficult points： 根據(jù)所學(xué)音標(biāo)正確拼寫單詞。 Ⅲ. Learning strategies 借助實(shí)物記單詞，能夠更好更快地掌握單詞 。 Ⅳ. Teaching aids 錄音機(jī)/多媒體/小黑板/圖片 V． Teaching procedures Stage 1(8mins)：Getting students ready for learning

6、 Step Teacher activity Student activity Designing purpose (Class activity) Greet and review. T: Good morning, boys and girls! T: Here are some cards about sounds. Try to read aloud when I show it to you. T: This is… T: This is... T: This is... T: How about this one? T: What’s this？ T

7、: Good. Now I will put some cards together. I hope you can spell them. T: Can you spell this word? /f//a? / /v/ T: Right. / p/ /?//g/ T: Nice. / p//e//g/ T: Great. Now turn to page 22, finish 3a by yourselves. And then work in pairs to check the answers; then I will invite you to share your ans

8、wers. T: Have you finished it? T: Are they right? T: Can you spell these words? T: OK. Let’s spell them one by one. T: OK. Pay more attention to the difference of /e?/ /?/ /e/. Greet and review. Ss: Good morning, Miss Li! Ss:/f/ Ss:/a? / Ss: /v/ Ss: /m/ Ss:

9、 It is /n/ Ss: OK. Ss: /fa?v/ Ss: / p?g/ Ss: / peg/ S1: name S2: big S3: sad S4: seven S5: nine S6: ten S7: five S8:desk S9:map S10: ten Ss: Yes. Ss: Yes. Ss: N-A-M-E, name. B-I-G, big. ... 通過師生對(duì)話進(jìn)行復(fù)習(xí)并通過音標(biāo)復(fù)習(xí)完成3a。 Remark：初學(xué)語(yǔ)音階段老師要仔細(xì)觀察認(rèn)真糾正學(xué)生的發(fā)音。 Stage 2（10mins

10、)： Pre - listening Step Teacher activity Student activity Designing purpose 1.(Class activity) Present pictures of some objects. T: What’s this in English? T: What’s this in English? T: An eraser. T: What’s this in English? T: It is a toy. T: What’s this in English? Look at these ob

11、jects and learn. S1: It is a pen. S2: It is a eraser. Ss: an Eraser. Ss: It is a… Ss: It is a toy. Ss: It is a toy. 復(fù)習(xí)已學(xué)句型 What’s this/that in English? It is a/an… 2.(Class activity) Play a guessing game. T: Here is something in my hands. Can you guess what they are? T: No, it is not a p

12、encil. You can use Is this/that a/an… T: What’s this in English? T: Yes, it is. What’s that in Max’s desk? T: No, it isn’t. Try it again. T: No, it isn’t. Try it again. T: No, it isn’t. Try it again. T: Yes, you’re clever. It is a toy. How do you spell it? T: Great. Ask and answer in groups,

13、then I will invite some students to make dialogs. T: Are you ready? Who’d like to act out the dialogue? T: Good. Another group, please? T: Well done. But I hope everyone of your group can join in. Play Ss: Pencil. Ss: Is this/that a/an… Ss: Is this/that a/an… Ss:

14、Is this/that a/an… Ss: Is this a pen? Ss: Is that a toy? Ss: T-O-Y, toy. Ss: OK. Group1: S1: What’s this in English? S2: Is this a pen. S1: Yes, it is. Group2: S1: What’s that in Miss Li’s desk? S2: Is that a pen? S1: No, it isn’t. S2: Is that a book? S1: Yes, It is. 通過師生對(duì)話

15、的形式學(xué)習(xí)新句子，并通過小組練習(xí)進(jìn)行鞏固。 Remark：老師要強(qiáng)調(diào)討論的時(shí)候每個(gè)同學(xué)都要參與其中。 Stage 3（8mins)： While - listening Step Teacher activity Student activity Designing purpose ( Individual work) Play the tape recorder and finish 2a and 3b. T: Listen to 2a. Try to fill in the blanks. T: Listen again and check the

16、answers. T: Listen to 2a and read after the tape. T: Who can act out the conversation? T: You can read every word correctly. But I hope you can pay attention to the tone, the rising tone and the falling tone. Now let’s read Section C 3b in groups. And then listen to the tape carefully.

17、Pay more attention to the tone. I will invite you to read. T: OK. Volunteers, please? T: Much better. Let’s read them together. Listen to the tape and finish some tasks. Ss:… Ss: pencil, toy, eraser. Ss:… S1: Is this a pencil? S2: No, it isn’t. It is a toy. S1: Is that a

18、toy, too? S2: No, it is an eraser. S1: An eraser? Wow. Ss:… S1: I am Miss Wang. He is fine. I have nine bags. Is his name Kangkang. Is it a big bag? 通過聽力活動(dòng)訓(xùn)練學(xué)生的聽力能力。 Remark：強(qiáng)調(diào)正確語(yǔ)音語(yǔ)調(diào)的重要性，并把語(yǔ)音語(yǔ)調(diào)的訓(xùn)練當(dāng)做一項(xiàng)長(zhǎng)期工作。 Stage4（10mins)： Post - listening Step Teacher activity

19、 Student activity Designing purpose 1(Group work) Guide students to use the new sentences and practice the tone. T: Practice in groups. Each group prepares some objects such as pen, pencil, book, knife… Guess these objects in English. Pay attention to the tone. If you have any questions,

20、 you can ask me. T: You guess the object. It is a ball pen. T: You set a good example. T: You’ve done a good job. Now let’s look at 3. Write down the 4 sentences correctly and check the answers in groups. Please pay more attention to the use of capital letters.

21、 T: Read 3 together. Pay attention to the tone. Play a game. Guess the objects by touching them. Group1: S1: What’s this in English? S2: Is it a pencil? S1: No, it isn’t. Guess again. S2: Oh, I know. But I don’t know how to say it in English. S2: It is a ball pen. S1: C

22、lever. Group2: S1: What’s this in English? S2: Is it a toy? S1: Yes, it is. Can you spell it please? S2: Yes, T-O-Y, toy. S1: Right. Ss: … 完成2b，學(xué)生在游戲、小組合作交流中綜合運(yùn)用今天所學(xué)知識(shí)。 Remark：學(xué)生在完成3的句子書寫時(shí)，可把書翻到P12,重新復(fù)習(xí)一下書寫中哪些內(nèi)容要大寫的要領(lǐng)。 Stage 5（4mins)： Summarizing and assigning homework Step

23、 Teacher activity Student activity Designing purpose 1（Class activity) Encourage the Ss to summarize the key points T: Class will be over soon. Let’s summarize the key points together now. T: Sounds great ! I hope you will remember them. Summarize the key points. S1: Is th

24、is/that a/an… It is… S2: Try it again. S3: 陳述句用降調(diào)，一般疑問句用升調(diào)。 歸納總結(jié)本課的知識(shí)點(diǎn)。 2 (Class activity) Assign HMK. T: For today’s HMK, I’d like you to 1. Preview section C. 2. Make a conversation about guessing objects and read your conversation with right tone. 適當(dāng)?shù)募彝プ鳂I(yè)有助于鞏固課堂所學(xué)的知識(shí)。 Remark：強(qiáng)調(diào)在做家

25、庭作業(yè)時(shí)，別忘了口頭作業(yè)。 VI . Blackboard design Unit 1 Making New Friends Topic 3 How old are you? 第三課時(shí) (Section B-2a, 2b, 3, Section C-3a, 3b) Is this/ that a/an… It is… Try it again. Group1: Group2: Group3: Group4: Group5: 最新精品英語(yǔ)資料