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Unit 1 Making New Friends Topic 3 How old are you? 教學(xué)內(nèi)容分析及課時分配建議： 本話題以How old are you? 為指引，在前兩個話題的基礎(chǔ)上引入新內(nèi)容的學(xué)習(xí)，包括詢問年齡、年級、班級等個人基本情況的表達(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)。主要句型和語法：How old are you? What class/grade are you in? What’s this/that in English? How do you spell it? What are these/those? Are those/these...?等。本話題還設(shè)計了音標(biāo)的專項學(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課時完成： 第一課時：Section A-1a, 1b, 2a, 2b, 3 第二課時：Section B-1a, 1b, 1c Section A-4a, 4b 第三課時：Section B-2a, 2b, 3 Section C-3a, 3b 第四課時：Section C-1a, 1b, 2 第五課時：Section D-Grammar and Functions, 1, 2, Project 第四課時 (Section C-1a, 1b, 2 ) 教學(xué)設(shè)計思路： 本課時繼續(xù)學(xué)習(xí)詢問和辨認(rèn)多個物體的功能句、學(xué)習(xí)可數(shù)名詞單復(fù)數(shù)的變化。本課時從師生對話復(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? 入手，在對話中借助圖片和音標(biāo)學(xué)習(xí)本課新單詞book, egg, car, orange及功能句What are these/those? They are… Are these…? Yes, they are. /No they aren’t. 解決所有生詞和功能句之后通過完成任務(wù)的形式完成相關(guān)學(xué)習(xí)內(nèi)容。 Ⅰ. Teaching aims 1. Knowledge aims： （1） 學(xué)會用What are these/those? They are… Are these…? Yes, they are. /No they aren’t. 詢問、辨認(rèn)物體。 （2） 學(xué)習(xí)新單詞book, egg, car, orange，ruler，car, box 等。 (3) 學(xué)習(xí)可數(shù)名詞單復(fù)數(shù)。 2. Skill aims: （1）能夠聽懂有關(guān)詢問、辨認(rèn)多個物體的簡單對話。 （2）能夠就詢問、辨認(rèn)多個物體的話題進(jìn)行簡單的交流。 （3）能用英文寫出所學(xué)實物以及辨認(rèn)物體的簡單句。 3. Emotional aims: 鼓勵學(xué)生形成積極大膽善于觀察和總結(jié)的良好學(xué)習(xí)習(xí)慣。 4. Culture awareness: Ⅱ. The key points and difficult points 1. Key points: （1）Words and expressions : book, egg, car, orange, ruler, car, box （2）Sentences: What are these/those? They are… Are these…? Yes, they are. /No they aren’t. （3） 區(qū)分可數(shù)名詞單復(fù)數(shù)形式的表達(dá)法。 2. Difficult points： 可數(shù)名詞單復(fù)數(shù)形式及用法。 Ⅲ. Learning strategies 1. 借助圖片和音標(biāo)記憶單詞。 2. 在閱讀過程中善于根據(jù)圖片推測大意。 Ⅳ. Teaching aids 錄音機/多媒體/小黑板/圖片 V． Teaching procedures Stage 1(8mins)：Getting students ready for learning Step Teacher activity Student activity Designing purpose 1.(Class activity) Greet, review and check the homework. T: Good morning, boys and girls! T: What’s this in my hand? Can you guess? T: No, it isn’t. Please try it again! T: Clever. How do you spell it? T: Yesterday I asked you to make a conversation like this. Who can share your homework with us? You can invite a partner. T: Your tone is very good. Another group, please? Greet, review and check the homework. Ss: Good morning, Miss Li! Ss: Is that a pen? Ss: Is that a toy? Ss: T-O-Y, toy. Group1: S1: What’s that in English? S2: Is that a pen? S1: No, it isn’t. S2: Is that a toy? S1: Yes, It is. Group2… 通過師生問候、對話進(jìn)行復(fù)習(xí)。 2.(Class activity) Show the new words, pictures and phonetics on the screen. T: What’s this in English? T: Yes, it is an egg. What’s this in English? T: book /b?k/. What’s this in English? T: Yes, well down. What’s this? T: /ru:l?/ T: What’s this? T: /?r?nd?/ T: Please read these words in groups. If you can’t you can ask others for help. T: Now look at these pictures and answer my question. What’s this in English? T: What’s this in English? T… Try to read and learn new words. Ss: /e/ /g/ Ss: /b/ /k/ Ss: /ka:/ Ss: ruler. Ss: /ru:l?/ Ss: orange. Ss: /?r?nd?/ Ss: It is an egg. Ss: It is an orange. Ss:... 根據(jù)圖片、音標(biāo)自己拼寫單詞，學(xué)生能夠更好地掌握新詞。 Remark：老師鼓勵學(xué)生大膽嘗試，自己拼讀單詞，對于拼錯的同學(xué)鼓勵其多拼讀。 Stage 2（10mins)： Pre - reading Step Teacher activity Student activity Designing purpose 1.(Class activity) Show some eggs, cars, oranges, rulers, books on the screen. T: What’s this in English? T: Yes, it is a book. Look at here. They are… T: How many? T: Good, Picture 2. T: Picture 3. T: Picture 4. T: Picture 5. T: Great. But please remember: boxes we should add –es. What’s this in English? T: What are these? T: They are eggs. What are these? T: What are those? T: What are those? T: Ask and answer in pairs with the words on the screen. T: Which pair would like to act out your dialog? T: Perfect! Another pair? Look at these objects and learn the plural form of nouns. Ss: It is a book. Ss: Books. Ss: Five books. Ss: Three oranges. Ss: Eight eggs. Ss: Four rulers. Ss: Two boxes. Ss: It’s an egg. Ss: They are eggs. Ss: They are cars. Ss: They are toys. Ss: They are oranges. Group1: S1: What are these? S2: They are rulers. S1: What are those? S2: They are books. Group 2: … 通過圖片的形式鞏固所學(xué)新詞復(fù)習(xí)可數(shù)名詞的單復(fù)數(shù)。在對話過程中學(xué)習(xí)新句型What are these/ those? They are… 2.(Group work) Guide students to finish 2. T: Look at 2 and fill in the blanks. Then we’ll check answers together. T: Have you finished it? Finish 2. Ss: two, four, three, five, six, seven 通過上一步對可數(shù)名詞單復(fù)數(shù)的引入及練習(xí)，及時完成2以鞏固所學(xué)內(nèi)容。 3.(Class activity) Play a game to practice more. T: Boys and girls, let’s play a game. T: Look at the screen, here are some pictures with words like rulers, toys, books. I will cover the picture and words. You choose one picture and guess what the picture is. T: Picture 1. What are these? T: Oh, no. Guess again. You can say: Are they…? E.g. Are they books? T: Let’s have a look. Yes, they are. T: Picture 2. Guess, please! T: Look at picture 3. Are those oranges? T: Picture 4. T: Yes, they are. Practice in pairs and then perform it. T: Are you ready? Which group would like to be the first? T: Good job. Group2, please. T: Now I believe most of you know how to ask objects. I give you 2 minuets to practice and check in groups. Make sure everyone of you can master them. Join in the game and practice more. Ss: Wow. Ss: OK. Ss: They are books. Ss: Are they toys? Ss: Are they rulers? Ss: Yes, they are. Ss: Are those eggs? Group1: S1: Are they boxes? S2: No, they aren’t. Are they cars? S1: Yes, they are. Group2: S1: Are those oranges? S2: Yes, they are. Ss: … 通過猜物體的游戲?qū)W習(xí)新句型Are they/these/those…? Yes, they are. No, they aren’t. Remark：老師在學(xué)生自主學(xué)習(xí)的時候多給予指導(dǎo)。 Stage 3（8mins)： While - reading Step Teacher activity Student activity Designing purpose 1. ( Individual work) Show the pictures in 1a and finish 1a. T: Look at Picture 1. Can you guess what Michael and Miss Wang are talking about? T: Wow, different answers. Maybe you are right. Picture 2. T: Sounds good. Picture 3. T: Picture 4. T: Now let’s read 1a and check your answers. T: Read 1a again carefully and number the pictures. Then we’ll check the answer together. T: Have you got the answer? Guess and predict the pictures. Ss: What are they? Ss: Are they…? Ss: What are these? Ss: Are these…? Ss: They are… Ss: What are those? Ss: Are those…? Ss:… Ss: 2,1,4,3 通過預(yù)測活動培養(yǎng)學(xué)生的預(yù)測能力也讓閱讀的過程變得更加有趣。 2.(Group work) Get students to practice and act out the conversation in pairs. T: Now please practice the conversation in pairs. You can choose 1, 2, 3 0r 4 pictures. But don’t look at your books when you are performing. T: Time is up. Would you like to show your conversation to us? T: Good. You chose picture 1. Go on, please! T: You chose 2 pictures. Nice. Another group, please! Practice and act out the conversation in pairs. Ss: … Group1: S1: Are these English books? S2: No, they are maps. Group2: S1: Hi! Miss Wang! What are these? S2: They are books. S1: Are they English books? S2: Yes, they are. S1: Are these English books? S2: No, they are maps. Ss:… 通過排序并表演對話完成1a. Remark：閱讀課中，要注意培養(yǎng)學(xué)生的閱讀策略，比如通過看圖片預(yù)測閱讀內(nèi)容的方式。 Stage4（10mins)： Post - reading Step Teacher activity Student activity Designing purpose (Group work) Guide students to finish 1b. T: Fill in the blanks in 1b by yourselves and practice the conversation in pairs. Then I will invite some of you to check the answers T: Are you ready? T: You set a good example. Picture 2? T: Your answers are good. I hope you can use your body language more like Group1. T: Perfect. Go on, please! T: Great. Finish 1b. Group1: S1: What are these? S2: They are cars. S1: Thank you. S2: That’s OK. Group2: S1: Are those eggs? S2: Yes, they are. S1: Thank you. S2: You are welcome. Group3: S1: What are these? S2: They are books. S1: Thanks. S2: You are welcome. Group4: S1: Are those oranges? S2: No, they aren’t. S1: What are they? S2: They are apples. S1: Thanks. S2: That’s OK. 完成1b，并與同伴練習(xí)。 Remark：操練過程中盡量讓每個同學(xué)都有展示的機會。 Stage 5（4mins)： Summarizing and assigning homework Step 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. Ss: a book two books a ruler four rulers an eraser three erasers an orange five oranges a bus six buses a box seven boxes What are these/those? They are… Are these…? Yes, they are. No they aren’t. 歸納總結(jié)本課的知識點。 2 (Class activity) Assign HMK. T: For today’s HMK, I’d like you to 1. Preview section D. 2. Think about what you learned. 3.Write a conversation on your exercise book. You can use the structures in 2. 適當(dāng)?shù)募彝プ鳂I(yè)有助于鞏固課堂所學(xué)的知識。 Remark：強調(diào)在做家庭作業(yè)時，別忘了口頭作業(yè)。 VI . Blackboard design Unit 1 Making New Friends Topic 3 How old are you? 第四課時 (Section C-1a, 1b, 2) a ruler four rulers an eraser three erasers an orange five oranges a bus six buses a box seven boxes Group1: What are these/those? They are… Are these…? Yes, they are. No they aren’t. Group2: Group3: Group4: Group5: