教学设计Unit3Topic3SectionD

1、 教学设计Unit3 Topic3 Section D呼兰八中 郭冬松. Teaching aims and demands 教学目标1. Learn some phonetic symbols:/h/, /r/, /w/, /j/2. Learn some new words and a phrase:dear,kind, such as, be3. Review ordering food and having meals. Teaching aids 教具录音机/单词卡片/多媒体课件/投影仪或小黑板/图片/信封. Five-finger Teaching Plan 五指教学方案Step

2、1 Review 通过竞赛、表演、游戏等方式，帮助学生进一步巩固本话题的功能语言。1. (头脑风暴，复习本话题所有的词汇。) (将学生分成四组，组之间进行抢答。若某一组员回答不上来，组内其他组员三秒内有一次机会给予帮助。若无人帮助，机会转给其他组。答对一次，画一面红旗，评出优胜组，并颁发“最佳团体奖”。培养学生集体荣誉感。)T:Hello, boys and girls. Do you remember all the words in the topic? Now lets PK. Ill divide you into four groups. Try your best to speak

3、 out the word quickly when I say it in Chinese. The group which get the most red flags will be winner. Are you clear? Please go.(教师示范。)T:鸡肉 S1:chickenT:鱼肉 S2:fish2. (男女挑战赛，复习本话题的句型。)(把全班分成男、女两大组，每组依次各出一人，采用一问一答式，相互交换，每个人只有一次机会，问一句或答一句可得一面红旗，组内相同的问句不能超过三次，否则违规。)T:OK. Now boys can make a challenge for

4、 girls by asking and answering. You can use the important sentences in the topic. You can begin like this:(教师和一学生示范。)T:Would you like some eggs? S3:Yes, please. /No, thanks.(交换角色。)S3:Here you are. T:Thank you.(教师观察，若本话题所有句型均已提到，且大部分学生已参与，即可停止。)3. (即兴表演：三人一组，其中一人为waiter/waitress，运用所学就餐用语，演一个在酒店/饭店用餐的

5、短剧。)4. (给单词贴尾巴，复习可数名词与不可数名词。)(教师把以前所学和本单元所有表示食物/饮料类的名称写在动物形的纸板上，贴在黑板上，然后把s写在部分尾巴形的纸板上；另一部分尾巴什么也不写，表示不加s，即不可数名词。给动物贴上正确的尾巴。)5. (教师出示一封信，引入新课题。)T:Whats this? Ss:Its a letter.T:Yes, do you know how to write an English letter? (用汉语翻译此句。) Ss:No, we dont know.T:OK. Ill teach you how to write an English le

6、tter today. (老师做写的动作。) (导入2a。)Step 2 Presentation 学习2a短文。帮助学生了解并掌握英文信件的书写格式，拓展他们的文化视野。1. (教师用幻灯片出示各种形式的英文信件，让学生整体感知。也可以打印出来，让学生传阅, 了解英文写作的多样性。)T: Look at these letters and see how English people write letters. 2. (教师用课件或黑板展示英文信件的基本框架。)Dear , ×××××××××

7、5;×××××××××××××××××××××××××××××××××××××××××××××××Yours,×

8、5;×(板书并要求学生掌握。)dear T: Do you know this word? Ss: Yes. 亲爱的。(随着大众媒体的传播，学生都知道它。)(教师解释。)T: In English letters, we usually use (翻译该词) this word to start a letter, not only say it to young men or young women, but also to old people or kids.(教师举例。)T: Dear (用班上学生的姓名，有男也有女。)(教师提醒学生注意“Dear ,”的标点符号。)Dear

9、 Sam, Dear Sam: ×(教师指着小黑板/课件中信的正文部分。)T: This is the body of a letter. Here you can write something that you want to tell the receiver.(用同样的方法，讲解信的结尾及签名。)T: This part is the end of a letter. People usually use “Yours,” and the writer has to write his/her name here.(教师展示几封内容简短的英语信件，以增强学生印象，了解文化常识

10、。)3. (教师展示两幅图片，一幅是一个凶神恶煞的壮汉正对一个弱者大动干戈，另一幅是一个小朋友正给一个流浪汉食物。)T:Do you like this man? (出示图片。) Ss:No. We dont like him at all.T:Neither do I. Because he is not kind. What about the boy? (出示另一图片。) Ss:We like him very much.T:Good. The boy is very kind.(板书让学生猜测词意，然后领读并要求学生掌握。)kind(然后教师用be kind to说出下列四句话，帮助学

11、生加深对kind的理解，以此引出生词be。)例如:T: We should be(用汉语翻译该词) kind to other people.Teachers should be kind to students.We should be kind to our parents.We should be kind to each other.(板书，解释，然后领读，要求学生掌握。)be (am, is, are)(教师用汉语解释be的用法，并举例。)T: Im glad to be here. Im happy to be with you. Are you glad to be a stud

12、ent of mine? Do you want to be a teacher when you grow up?(教师在叙述时，应重读be，突出be动词。)4. (播放2a录音，学生跟读，并画出有用的短语。) T:OK. Heres a letter for Jack. Do you want to know who writes it? Please listen to the tape and repeat. Then underline the useful phrases. (核对答案。) T:Who is the letter from? Ss:Jane. T:Right. We

13、 know the phrases in the letter are very important, such as be kind to, have dinner, be glad to be here. Can you remember them? Ss:Yes. (教师板书such as让学生猜测其意，然后领读并要求学生掌握。)such asStep 3 Consolidation 根据关键词，复述2a。完成2b并学习四个辅音。1. (让学生再读短文，回答下面两个问题，加深对2a的理解。) T: Please read 2a again. Then answer the followi

14、ng questions.(1) Does Jane often have dinner with her friends?(2) What does she like to eat? (核对答案。)2. (要求学生根据关键词复述信的内容，完成2a。) (小黑板出示关键词。)Dear, in China, many friends, kind, have dinner, like Chinese food, such as , be nice, be very glad to be here, Yours, Jane3. (让学生根据2a给自己的朋友写一封信。提醒学生注意格式。教师检查完毕，选

15、几位学生大声朗读自己的信件，完成2b。)4. (教师将1的例词写在黑板上，让学生读出单词，并注意画线部分辅音字母的读音。)/h/headhandhavehouse/r/redrulersorryriver/w/welcomeworkerwomanwatch/j/youryoungyellowyear5. (播放1录音，学生跟读。)6. (小组活动。把全班同学分成四组，为上述音标补充单词，每一组同学就某个音标补充单词。) T:OK, you do very well. Now lets add other words to each phonetics. For example, Group 1

16、 adds words to /h/. Group 2 adds words to /r/. Group 3 adds words to /w/. Group 4 adds words to /j/. Do you understand? You can find the words in your books. Ss:Yes. T:OK. Lets begin.Step 4 Practice 通过听说读写等练习，在不同情境中练习目标语言，展开任务型活动，培养学生综合运用语言的技能。1. (找同义句。在本单元中，学习了不少同义句，让学生掌握这些句子，明白英语这门语言的灵活性。)(用小黑板或投影

17、仪，列出下列句子。)A(1) Why not have some milk?(2) What would you like to drink?(3) What would you like to eat?(4) I like Chinese food very much.(5) I want some bread.(6) Would you like to have dinner with me?(7) Would you like some eggs?BA. Do you want some eggs?B. What about having dinner with me?C. Id lik

18、e some bread.D. Chinese food is my favorite.E. Would you like something to eat?F. Would you like something to drink?G. What about some milk? T: Nice work. Well, in the topic we know many same meaning sentences. Please look at the blackboard, read the sentences in Column A first, and then find the sa

19、me meaning sentences in Column B. (学生配对完毕后，教师核对答案并作解释。)2. (口头翻译句子，让学生加深对句型的记忆。) T:Please change the sentences into Chinese or English orally. S1, please. Would you like some milk? S1:你想要点牛奶吗？ T:你想喝点什么吗？S2, please. S2:What would you like to drink?/Would you like something to drink?(对于表现好的学生要给予表扬，对于有困

20、难者，要给予提示。鼓励他们尽量开口说英语。)3.(播放3b录音，让学生跟读，模仿语音语调，加深巩固。)4.(教师从3b中抽取五个句子听写，完成3b。)T: Now, lets have a dictation.(1)Would you like something to drink?(2)What do you usually have for breakfast?(3)May I take your order, sir?(4)Help yourself to some fish.(5)Wait a moment, please.5. (学生看3a，朗读单词，掌握可数名词与不可数名词。教师可

21、适当补充，完成3a。)Step 5 Project 通过组织英语角活动，为学生提供实际运用英语的机会，提高学生的学习兴趣和语言运用能力。1. (小小英语角，带着任务去交谈。)(教师把学生分成六人一组，组织一个小英语角，不准用汉语。运用前面所学知识，谈论家庭、食物。教师在各小组间走动，提供帮助，鼓励学生大胆发言，完成4(1)中表格。)T:Boys and girls, would you like to go to the English Corner with me? (可以用汉语解释the English Corner。)Ss:Yes. Wed like to.T:OK. Now Ill divide you into many groups, six members in a group. T