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

Unit 3 Getting TogetherTopic 1 Does he speak ChineseSection B. Teaching aims and demands 教学目标1. Learn some new words:live, say, visit, great, wall2. Learn some questions and answers with does:(1)Does he speak Chinese?Yes, he does./ No, he doesnt. He speaks English.(2)What does he say in the letter?He wants to visit the Great Wall.3. Learn some useful sentences: (1)Who is the letter from?Its from my pen pal, Sam.(2)Is the letter in English? Yes, it is. (3)Where does he live?He lives in England. (4)Kangkang knows me. Teaching aids 教具图片/教学挂图/录音机/幻灯片/若干个装有信件的信封/小黑板. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)以问题为线索，引出单词和话题，培养学生的语言表达能力。1. (检查作业。教师请学生登台表演上节课的家庭作业。) T: Now, Ill check your homework. S1、S2, please, come to the front and perform your dialog.2. (师生对话。引入并运用China和Chinese。)T: I come from China. I am Chinese.Ss: We come from China. Were Chinese.(教师提问一名学生。)T:Where do you come from, S3?S3: I come from China.T:Do you speak Chinese?S3: Yes, I do.(学生两人一组互相问答。)(教师可以穿插讲解“吉鸿昌爱国”的故事，培养学生的爱国主义情感，增强爱国意识。解放前，外国人都看不起我们中国人，说我们是“东亚病夫”。当时在国外，有的中国人都不敢承认自己是中国人，但吉鸿昌到国外后，勇敢地对外国人说自己是中国人，并且自制了一个纸牌挂在胸前，上面用英语写道：I am Chinese!)3. (教师出示一幅长城的图片。)T: Can you say it in English?S4:Yes, the Great Wall. (教师帮助回答。)T:Where is it?S4:Its in China.T:Do you live in China?S4:Yes, I do. (教师帮助回答。)T:Is China great?S4:Yes, it is.(板书并要求学生掌握say, wall, live, great；理解the Great Wall。)say, wall, the Great Wall, live, great4. (教师接着出示第二幅图片。)T: Do you like the Great Wall?S5:Yes, I do.T: Do you want to visit the Great Wall?S5:Yes, I do.(板书并要求学生掌握。)visit(教师让学生两人一组，运用所呈现的生词编对话。)5. (教师介绍S5的情况，然后让学生根据介绍回答问题。) T:S5 lives in China. He/She likes the Great Wall. He/She wants to visit the Great Wall. (教师请另一位学生，根据这段话回答问题。)T:Where does S5 live?S6:He/She lives in China. T:Does he/she like the Great Wall?S6:Yes, he/she does.T:Does he/she want to visit the Great Wall?S6:Yes, he/she does.(通过以上活动导入1a。)Step 2 Presentation 第二步 呈现(时间:8分钟)根据1a的教学挂图回答问题，练习本课基本句型，引出对话内容，培养学生听说能力和阅读能力。1. (教师呈现1a的教学挂图，与学生谈论。)T:Who are they?Ss:They are Jane and Kangkang.T:Does Kangkang have a round face?Ss:Yes, he does. T:Does Jane have long hair?Ss:Yes, she does.T:Does Kangkang have a letter in his hand?Ss:Yes, he does.T:Who is the letter from? Lets listen to the tape and then find the answer.(教师播放1a录音，让学生听并回答Who is the letter from?)(板书)Who is the letter from? (核对答案。)2. (教师再播放一遍1a录音，要求学生根据1a判断正(T)误(F)。) (用幻灯片展示试题。)(1)Sam is Kangkangs pen pal. ( )(2)Sam speaks Chinese. ( )(3)Sam says he wants to visit the Great Wall. ( ) (核对答案。)3.(学生分角色朗读对话，进一步理解对话内容。教师板书重点句子和短语并解释，要求学生掌握。)(1)speak+语言名称=say in+语言名称(2)live in (3)in the letter(4)What does he say in the letter?He wants to visit the Great Wall.4. (根据1a内容，教师随机提问学生，并核对答案，完成1a。)T:Who is the letter from?S1:Its from Sam. T:Is Kangkang Sams pen pal?S2:Yes, he is.T:Does Sam speak Chinese?S3:No, he doesnt.T:Does he live in England?S4:Yes, he does.5. (双人小组活动。学生独自完成1b，然后同桌分角色表演1b对话。)Step 3 Consolidation 第三步 巩固(时间:7分钟)模仿1a，1b编对话，让学生学以致用，培养他们的综合语言运用能力。1. (教师利用幻灯片呈现习题，要求学生根据对话内容填写所缺单词，每空一词。)S1: Whats that in English?S2: Its a letter.S1: Is it yours?S2: Yes, its mine.S1: Who is it from?S2: Its from my pen pal, Tom.S1: Does he speak Chinese?S2: No, he doesnt. He speaks English.S1: What does he say in the letter?S2: He wants to visit China.(画线部分是要填的词。)2. (教师把事先准备好的信封发给各小组，然后根据信封及信的内容两人一组进行对话练习。对话应包括以下句型：) T: Lets make a dialog in pairs with the following sentences.(1)Who is the letter from?Its from (2)Where does he/she come from?He/She comes from (3)What does he/she say in the letter?He/She wants to (教师挑选两组学生表演，并以掌声鼓励。)3. (双人活动。同桌对话，了解对方笔友的情况。要求运用以下幻灯片中的句型。)(1) Is it a boy or a girl?(2) Its a boy/girl.(3) Does he/she come from ?(4) Yes, does./No, doesnt.(5) Does he/she live in China?(6) Yes, does./No, doesnt.(7) Does he/she like China?(8) Yes, does./No, doesnt.Step 4 Practice 第四步 练习(时间:10分钟)在不同情景中练习目标语言，展开任务型活动，学以致用，锻炼学生的合作能力。1. (教师播放2录音，学生听后回答问题，完成2，核对答案。) T: Listen to the tape of 2 and answer the following questions. Then check the answers.2. (教师将2的听力材料用幻灯片或小黑板展示出来，然后让学生两人一组根据内容编对话。) T: Please work in pairs to make a dialog according to the sentences on the blackboard. And then act it out.Example:S1: Do you have a good friend?S2: Yes, I do.S1: Could you please tell me her name?S2: Sure. Her name is Lucy.S1: Where does she come from?S2: She comes from England.S1: Where does she live now?S2: She lives in China.S1: Does she like China?S2: Yes, she does. She likes China very much.S1: Does she speak Chinese?S2: No, she doesnt. She speaks English.3. (教师引导学生观察3中的句子，并归纳句子的规律当主语是第三人称单数时，谓语动词原形后加(e)s。) T: Please observe the sentences in 3 and find out the rules of verbs changing in the third single personal pronouns.(板书下列内容并解释。)KangkangknowsHelives/helps/wantsShespeaks4. (教师播放3录音，让学生跟读，练习(e)s的读音。完成3。)Step 5 Project 第五步 综合探究活动(时间:10分钟)通过练习动词第三人称单数的读音规则及其一般疑问句的问答，培养学生观察探究能力。1. (教师鼓励学生探究“动词第三人称单数的读音”，并总结。)(用小黑板展示下列内容。)lives, speaks, spells, phones, knows, does, hands, comes, looks, gives, likes, dresses,thinks, guesses, finds, helps, tells, meets, wants, visits(教师先领着学生读一遍，要求学生边读边注意词尾s的发音。接着，教师将学生分组，并为各小组命名，如先锋队、雄鹰队、立志队等，引发学生的兴趣。然后，为各小组明确共同目标，即归纳出-s在动词后的读音规律。每个成员针对词尾s的不同读音进行观察，发现规律并进行归纳总结。接下来，组内成员互相补充，力图达到全面、准确。各组选出小组发言人进行汇报，其他各组学生均可补充发言。最后由教师总结，再按读音将幻灯片上的词分类。)2. (问答接龙。参照4，教师让学生八人一组，第一位同学用Do you ?向第二位同学提问，第二位同学用Yes, I do./No, I dont.回答，并用Does he/she ?向第三位同学提问，而第三位同学又用Yes, he/she does./No, he/she doesnt.回答并向第四位同学提问。以此类推，每位同学提问时要用到盒子里不同动词，完成4。)Example:S1: Do you have a ruler?S2: Yes, I do./No, I dont. Does your friend like China?S3: Yes, does./No, doesnt. Does want ? 3. Homework:(1)根据1a内容写一段话。(四十个单词左右)Example:This is a letter in English. Its from Sam. Sam is Kangkangs pen pal. Kangkang lives in China. Sam lives in England. In Sams letter, he says he wants to visit the Great Wall.(2)制作卡片，把人称代词的主格宾格分别写在卡片上。