unit1 topic3 section B教学设计

Unit1 Making New Friends
Topic3 What class are you in?
Section B
一、教学内容及分析
教学内容：1.Section B的对话和生词。

2.学会识别单数物体。

3.掌握不定冠词a和an 的用法。

4.学会单词拼写的表达。

5.学习如何表达感谢及应答语。

分析：学会使用不定冠词a和an，学会表达感谢及应答语。

二、教学目标及分析
教学目标：1.Section B的对话和生词。

2.学会识别单数物体。

3.掌握不定冠词a和an 的用法。

4.学会单词拼写的表达。

5.学习如何表达感谢及应答语。

分析：学会使用不定冠词a和an，学会表达感谢及应答语。

三、教学问题及分析
教学问题：学生接触英语的时间还很短，对语法点的理解很重要，语法点是英语的规律，能帮助学生更好的掌握英语，但在学的过程中，有的学生过分注重语法，反而不利于他们的学习。

分析：在教学语法点的同时也要注意培养学生的语感，语言是要多练习的。

四、教学支持条件
录音机教学挂图学案
五、教学基本流程
复习------导入-------新课--------练习--------巩固-------教学反思
六、教学过程
Step1 Review
1.Play a number-counting game. Review numerals 1~20. (optional)
(1). Divide the whole class into four or six groups. Each group six in a circle.
(2).Announce the rules of the game: one student begins to count from one. The other students go on counting in the right order quickly. When a student meets three or the times of three, he/she must clap instead of counting it. For example:
The first student: one
The second student: two
The third student :( clap)
The fourth student: four
The fifth student:…
The students who make mistakes must drop out of the game. Then the game begins again. The last 4~6 students who never make mistakes are the winners.
2. Chain drill. Review the sentence patterns in Section A.
(1). First, ask and answer between the teacher and students. (The teacher asks one student some questions.) For example:
T: Excuse me, what’s your name?
S1: My name is …
T: Are you 15 years old?
S1: No, I’m not. I’m …
(The teacher points to another student.)
T: Is he in Class …, Grade …?
S2: Yes, he is.
(2) The teacher asks students to do chain drill to practice the sentence patterns, using one of the following sentence patterns. For example:
What’s your name?
How old are you?
What class are you in?
Where … from?
Is he/she…years old?
Are you in Class …, Grade…?
Is he … (personal name)?
3. Take out an English book and introduce a new topic. Learn and master the new words “a”, “book”, “an”, “English” and “eraser” and the phrase “in English”. For example:
T: This is a book. This is an English book. What’s this in English? (Show an eraser.)
Ss: … (Lead to say “It’s an eraser.”)
Write down the sentence patterns of “What’s this in English?”and “It’s an eraser.”on the blackboard.
Step2 Presentation
e objects or pictures to teach new sentence patterns and words. For example:
T: What’s this in English?
Ss: It’s an apple/orange/egg.(Help students to answer and present the objects or pictures repeatedly.)
Write down the new words “an apple/orange/egg”on the blackboard. Teach and let students master them.
e the same way to teach and let students master the new words
“a/map/pencil/toy/desk/pen/ruler/car/blackboard.”
3. Let students try to sum up the usage of and the differences between “a”and “an”. Then the teacher gives a further explanation about the usage of “a/an” and marks “a” and “an” with colored chalk.
4. Show objects or pictures and ask students. Lead to the new words “spell” and “double”.
5. Learn 1a.
(1). Listen to 1a and pay attention to the pronunciation and intonation.
(2). Let students find out the sentences with rising tone or falling tone, and then imitate them. For example：
What’s this/that in English?↘
How do you spell it? ↘
Can you spell it, please? ↗
(3). Read 1a aloud in roles. Pick several groups to perform, and encourage them with applause. Finish 1a.
Step3 Consolidation
1. Complete 1b. Check the answers. The teacher explains the usage of and the differences between “this” and “that”. Finish 1b.
2. Use objects or pictures to practice 1a in pairs. For example:
S1: Excuse me, what’s this/that in English?
S2: It’s a/an …
S1: How do you spell it? /Can you spell it, please?
S2: …
S1: Thanks. /Thank you.
S2: Y ou’re welcome. /That’s ok.
Step 4 Practice
Listen to 2a and follow it. Imitate the pronunciation and intonation. Finish 2a. Let students know about the meaning of “wow”.
Step5 Project
Have a class activity. Touch and guess things with eyes covered by a piece of cloth. Use the sentence patterns of identifying objects. Finish 2b. Make sure students can master the sentences patterns of identifying objects. For example:
S1: What’s this in English?
S2: Is this/that/it a/an…? (Touch the object.)
S1: Yes, it is. /No, it isn’t. It’s a/an…
…
(Applaud the student for guessing correctly in the shortest time.)
七、教学反思
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编写时间：2010年10 月10 日。