Unit3Topic1SectionD教学设计.doc

Unit 3 Getting TogetherTopic 1 Does he speak Chinese?Section DI. Material analysis本节课是本话题的最后一个课时。主要活动是grammar, functions和2。通过填空、选词、图文匹配等活动引导学生总结谈论喜好、询问、请求等功能的表达法、实义动词一般现在时第三人称单数的陈述句、一般疑问句及肯定、否定回答以及人称代词的主格和宾格的用法。最后还设计了Project环节，让学生通过漂流瓶交朋友，进一步巩固一般现在时的用法，尤其是有关喜好的表达，训练学生的实际运用能力。在本课中，教师应避免让学生机械记忆，通过引导学生自行总结，在理解中熟练应用并掌握所学语法和功能。II. Teaching aims1. Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的文段陈述中加以应用：read, people, every, day；能总结实义动词一般现在时第三人称单数的陈述句、一般疑问句及其肯定和否定回答，以及人称代词的主格和宾格的用法；能结合话题，运用“表达询问、请求和谈论喜好”等交际功能意义的表达，进行对话操练并加以总结。2. Skill aims能听懂有关表达询问、请求和谈论喜好的叙述与对话；能在两两对话、文段陈述中发音清晰，注意重音和连读；能将图文匹配并进行人称的替换活动；能准确写出本话题中黑体词汇和词组，以及表达询问、请求和谈论喜好的简单句子。3. Emotional aims 在学习过程中，结合小组竞赛、同伴互助等活动，培养学习英语的兴趣，以及互相帮助、共同进步的合作精神。III. The key points and difficult points1.学生在Sections AC已学的基础上，能自行总结谈论喜好、询问、请求等功能的表达法、实义动词一般现在时第三人称单数的陈述句、一般疑问句及肯定、否定回答以及人称代词的主格和宾格的用法。2.能在口语操练活动中自如地将文段陈述进行人称的转换和知识的提炼。IV. Learning strategies1.以自行总结和发现规律代替机械记忆。2.在理解中将语法和功能等知识进行实际运用。3.在学习过程向老师和同学寻求帮助。V. Teaching aids录音机、教学挂图、多媒体和黑板。VI. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction (5 minutes)1.The whole class work.2.Individual work and the whole class work.1.Focus their attention on the teacher.2.Do duty report. Talk about your pen pal. The whole class answer the teachers questions about your pen pal.e.g. T:Where does he/she come from?S:He/She comes from.T:Does he/she like Chinese?S:Yes, he likes it a lot./No, he doesnt like it at all.1.Greet students ready for learning.2.Help the students to express correctly. Ask the students some questions about their pen pal to train their spoken English and listening.Presentation (10 minutes)1.Group work.1. Read through Sections AC and fill in the blanks with the correct words in “Grammar”-Present Simple on P61. Then check the answers with your group members. Try to answer as quickly as you can. The group which can answer correctly and the most quickly can get 10 points. The group which gets the most points will be the winner in this activity.1.Act as a leader and helper in this activity of group competition.Consolidation(10 minutes)1.Group work and individual work.1.Find out the expressions about asking, requests, likes and dislikes in this topic. Then fill in the forms in “Functions individually and check the answers with your group members. Then make a new conversation, using the expressions you learned in this topic. Report it to the whole class. Each group can get different points according to their pronunciation, sentence stress and liaison.e.g.A:Excuse me, could you please tell me your name?B: Sure. My name is .A:Do you like Chinese?B:Yes, I like it very much.A:Do you speak English?B: Yes, I do.A:My English is not good. Could you help me with it?B: No problem.1.Make the students themselves revise and master the functions, sounds, sentence stress and liaison in this topic by making their own conversations. Practice (10 minutes)1.Individual work and pair work.2.Individual work and the whole class work.3.Group work.4.Pair work.1.Do 1. Fill in the blanks with the correct form of each given words. Check with your partner and then practice with your partner.2.Do task 2. Read the following sentences and match them with the pictures. The whole class check the answers together.3.Find the Personal Pronouns in the sentences of task 2. Then discuss with your group members and try to find out the usage of Personal Pronouns.e.g. I often read them.Some of them have blond hair and blue eyes.4.Underline the verbs in the sentences of task 2. Then one student reads the sentence in Task 2 and the other student changes “I into “He” or “She”. Use the form of the verbs correctly.e.g.A: I like English very much.B:He likes English very much.A:Every day I read many letters from my pen pals.B:Every day she reads many letters from her pen pals.1.The teacher is a helper and a leader in checking the answers.2.Help the students check the answers.3.Help the students find out the usage of Personal Pronouns.4.Make sure the students use the verb forms correctly while changing the subjects.Production (10 minutes)1.The whole class work. 1.Do project. Write a short passage to introduce yourself, including your likes and dislikes. Put the passage in a bottle and pass it to a classmate. When you get a bottle, read the passage and decide if you want him/her to be your friend. If yes, keep the bottle and be his/her pen pal. Otherwise, keep the bottle drifting. Finally check who finds his/her friend(s) through the “drift bottle”. e.g.Hello! My name is . Nice to meet you! I am a boy/ a girl. I like English. And I am good at English. I can help you learn English. But I dont like math. Could you help me with my math? What do you like? Would you like to be my pen pal? Can we make friends?1.Introduce the game rules. To be the class controller while the bottle is drifting.2.Assign homework:Revise the words and expressions in this Section. Complete the Exercise Book;Do a survey. Ask some of your friends some questions about their likes and dislikes. Write down the answers and combine the answers into a passage;Finish Review of Unit 3; Preview Topic 2, Section A.Teaching reflection： 本课讲练结合，因此设计了小组抢答竞赛，学生的学习兴趣和参与热情被调动起来，同时还学会自行总结所学语法，与他人合作互助，并结合所学语法和功能在同学中找朋友。VII. Blackboard designDoes he speak Chinese?Se