Unit 3 Getting Together Topic 1 Does he speak Chinese Section A 教学设计2.doc

Unit 3 Getting TogetherTopic 1 Does he speak ChineseSection AI. Teaching aims 1. Knowledge aims: （1）能正确使用人称代词主格和宾格形式。 （2）能够正确使用实义动词的一般现在时的陈述句、一般疑问句及其肯定和否定回答。（3）能运用表达询问、请求和谈论喜好等交际功能的基本表达形式。2. Skill aims: （1）能够听懂有关表达询问、请求、谈论喜好的简单对话或叙述。（2）能够根据图文就表达询问、请求、谈论喜好等话题进行简单的交流。（3）能正确地朗读对话，注意重音和连读。（4）能准确写出黑体词和词组。 3. Emotional aims: （1）通过小组间的良性竞争与合作，培养友好互助的精神。（2）采用游戏、对话等灵活多样的方式，培养学生对学习英语的兴趣，使其敢于开口，积极参与活动。 4. Culture awareness: （1）用恰当的方式表达询问和请求。（2）对别人的请求做出恰当的反应。（3）在交际中学会有礼貌地询问和请求。. The key points and difficult points1. Key points:（1）Words and expressions : could, tell, sure, some, with, often, well, problem （2） Sentences: -Excuse me, could you please tell me your name? -Sure. My name is Jane. -Do you like Chinese? -Yes, I do. I like it very much. -Could you help me with it? -No problem. 2. Difficult points： 掌握询问、请求和谈论喜好的句型并应用于实践。III. Learning strategies 1. 能够清楚、大声地进行朗读，培养语感和自信心。2. 培养借助图片等非文字信息帮助理解的习惯。3. 在交际中，必要时借助手势、表情等进行交流。 IV. Teaching aids 录音机/多媒体/小黑板/图片V Teaching proceduresStage 1（4mins)： RevisionStepTeacher activityStudent activityDesigning purpose 1.(Class activity)Greet and warm up.T: Good morning! Greet and warm up.Ss: Good morning!2.(Group activity)Present some sentences to review the key points in Unit 2. For example “He has a small nose” “His coats color is red.” “This bag is his? And so on. T: Lets play a game “I say you guess” I will describe him about his look, his clothes, his things, you can guess who he is. If you succeed, you will be the winner. You can describe another student like me. Play the number game named “I say you guess”. Ss: 复习上一个单元所学习的有关外貌、衣着和所属关系的表达。Remark：可将学生分为若干小组， 老师利用多媒体呈现描述他人的短文，让学生猜。Stage 2 （12mins)： Pre - listening StepTeacher activity Student activity Designing purpose:1. (Group work)Present target sentence. T: Boys and girls, my English name is Could you please tell me your English name? T: Very good! “Sure” means “Of course” or “Certainly”. T: Can you ask and answer like this with your partner? Then I will ask some of you to act it out.T: Are you ready? Who wants to be the first one?Learn the new sentences and words. S1: My English name is S2: Sure. My English name isSs: 1st pair: -Could you please tell me your name?-Sure, my name is 2nd pair:教学询问的表达法及生词。2. ( Individual work)Choose a better student in learning English. T: Hello Do you like Chinese?T: Do you like English?T: My English is very poor. Could you help me with it? Do you know “help sb. with sth.”?T：You can answer: No problem. T: Can you guess its meaning?T: Very good, I have a pen pal. He is an English boy. He can speak some Chinese. Could you help him with Chinese?Ask and S1: Yes, I do. S1: Yes, I do. S1:在某方面帮助某人。S1: No problem. Ss: 没问题。Ss: No problem. 教学表达喜好及寻求帮助的表达法。 3. ( Class activity)Present the picture in 1a and play the tape recorder.T: Boys and girls, look at the picture in 1a. And guess: Who are they in this picture?T: Yes. What are they talking about? Please guess. T: Terrific! Now close your books and listen to the tape. Then answer the question: Whose pen pal is in Canada? T: Have you got the answer?Talk about the picture and listen to the tape, then answer the question.S1: Li Xiang and Jan . S2:I guess they are talking about S3:Ss: OK.Ss: Yes. Li Xiangs friend is in Canada.通过看1a图片，预测对话内容。听1a录音，并回答问题，对对话内容进行了解。Remark：教师教学时要将关键词、句写在黑板上，这样方便学生根据提示学习。Stage3（15mins)： While - listening StepTeacher activity Student activity Designing purpose:1.( Class activity)Present 1b. T: Listen to the conversation again and decide whether they are right or not.T: Jane likes Chinese. True or false?T: Li Xiangs pen pal is from America, too. True or false?T: Li Xiangs pen pal can speak Chinese very well. True or false.T: Xi Xiang will help Jane with her Chinese. T: Youve done a great job.Listen to 1a and finish 1b. Ss:S1: True. S2: False. He comes from Canada. S3: False. He can speak some Chinese.S4: True. 播放1a录音，让学生不看原文，听后完成1b，再听以检测答案。2.(Class activity ) Play the tape recorder of 1a again and repeat after the tape. T: Please listen to the conversation, follow and read it. OK? Pay attention to the pronunciation. Listen to 1a again and repeat it. Ss:跟读对话。注意模仿语音语调。 Remark： 让学生通过听录音完成任务的方式，深入了解对话内容，并通过再次听模仿其语音语调。Stage 4（10mins)： Post- listeningStepTeacher activity Student activity Designing purpose:1.( Individual work )Present 1d. T：Please put the sentences in the correct order. T：Have you finished it? Whats the correct order? T: Great! Lets read it in pairs. Finish 1d. Ss： 5，7，2，1，4，3，6通过排列句子顺序组成完整对话，进一步巩固和复习同类对话。2.(Pair work)Ask the students to read 1a again and make a new dialogue. T: Class, now boys act Li Xiang says and girls act Jane, read the dialog together. T: Well done. Can you make up a new one? Please work in pairs. Which pair can act out your conversations? Read the conversation in pairs and make up a new one.Ss: 通过自编对话，巩固所学内容。3. (Class activity)Play the tape recorder and finish 2. T: Boys and girls, read the passage first. Can you try to fill in the blank? T: Lets listen to the passage and check your answers. T: Who can tell me your answers? T: Are they right? Listen to the tape and finish 2. Ss:S1: Chinese , help , with , English , have S2: Yes. 通过先读文章并填空来熟悉文章内容，再通过听来完成并核对答案。Remark：通过一系列的操练达到复习巩固本节课所学知识的目的，老师的针对性要强。 Stage 5 ( 3mins)Teaching English sounds Step Teacher activity Student activity Designing purpose 1. ( Class activity)Present some words with the same letters. T: Please read the words, who can tell me the letters that they are in common. T: What are their sounds? Read the words and find out the same letters and sounds S1: ir S2: /先给出含有共同字母的单词，让学生来读。读后总结发音2.( Group work) Ask students to find out the words with the letters and sounds.T: Please find out the words with the letters and sounds like these in group. T: Please show your words. T: Lets read them together. Find out the words and read them toge