1、1 Unit2 Topic3 SectionC 教学设计教学设计 . Material analysis 本节课是一节读写课，主要活动是 1a, 2 和 5a。借助图画和表格对文章进行 预测， 并学习运用所学词汇描述本课人物和他人的外貌特征， 如： He has black hair and black eyes. Is this /Are these ? Yes. Its /Theyre No. Its /They are ; Whose is this/ are these? I think its/ they are；语音板块培养学生根据音标及 图片拼读和拼写单词的能力；此外，为了丰富学
2、生的课余活动，本课安排了一个 chant 内容，通过英语小诗训练学生的朗读技巧，同时复习、巩固颜色类单词。 . Teaching aims 1. Knowledge aims 能够掌握并应用新学习的单词: new, classmate, clothes; 能够用英语熟练描述人物外貌特征及询问物品所属：He has black hair and black eyes. Is this /Are these? Yes. Its /TheyreNo. Its /They are; Whose is this/ are these? I think its/ they are 能够掌握由 whose
3、引导的特殊疑问句来询问物品所属； 能够根据图片及音标拼写单词。 2. Skill aims 能听懂有关描述人物外貌特征及询问物品所属的表达方式； 能运用表示有关描述人物外貌特征及询问物品所属的表达方式进行简单的交流； 能够在图画和问题的帮助下预测阅读内容，提高略读、理解图表等能力； 能理解阅读文章进行信息的加工、转化； 能运用简单的词汇来描述人的外貌、穿着特征。 3. Emotional aims 能够与同学积极合作，参与课堂活动，大胆实践； 能够认真，规范书写单词； 能够培养学生善于观察周围人或物的能力。 . The key points and difficult points 1. Ke
4、y points 正确使用表示描述人物外貌特征及询问物品所属的表达方法：He has black 2 hair and black eyes. Is this /Are these? Yes. Its /TheyreNo. Its /They are; Whose is this/ are these? I think its/ they are； 正确使用 be 动词：is, are; 能够掌握拼读单词的规律。 2. Difficult points 正确使用 be 动词：is, are; 能够辨认名词的单复数； 能够根据所提供的内容编写短文。 . Learning strategies 学
5、唱 chant 能帮助学生学好英语。 . Teaching aids 录音机、教学挂图和黑板。 . Teaching procedures Step Interaction patterns Student activityTeacher activity Introduction (7minutes) 1.The whole class Work. 2.Individual work. 3.The whole 1.Students greet with the teacher: Hello! Miss Chen. Nice to meet you, too. 2.The student re
6、sponses the teacher: T: Is this your pen? S1: Yes, it is. The student answers: T: Is this your pen? S2: No, it isnt. I think its xxxs. 3.Students answer: 1.The teacher greets with students: Hello! Boys and girls. Nice to meet you. 2.Walk to one student and ask: Is this your pen? Let the student answ
7、er the question; Then walk to next student and point out the same pen, then ask: Is this your pen? 3.Point out one students object and ask: Whose is 3 class work. 4.The whole class work. Its xxxs; Then students answer the question:They are xxxs. 4.Do 4. Follow the tape; And do the actions according
8、to the chant. this? Let students answer the question; Then point out some objects of one student and ask: Whose are these? Let students answer the question. 4.Play the tape of the chant and ask students to try to sing it; play the tape again and let students do the actions according to the chant. Pr
9、esentation (12minutes) 1.Pair work and individual work. 2.The whole class work and individual work. 1.Do 1a. Students try to describe the two boys in pairs; and some students describe the two boys. 2.Read the passage of 1a and explain the passage. Then point out the new words in the passage and unde
10、rline them by themselves; Some students point out the words. 1.Show the picture of 1b and give students 1 minute to try to describe the two boys first in pairs; Choose some students to describe the two boys. 2.Let students read the passage of 1a by themselves; Give students some time to explain the
11、passage by themselves, then let students point out the new words in the passage; Then ask students to underline the description words in the passage;Choose some students to point out the words. 4 3.Individual work. 3.Color the two pictures and read the passage by themselves. 3.Let students color the
12、 two boys according to the passage; Then read the passage again by themselves. Consolidation (10minutes) 1.Individual work and pair work. 2.Individual work. 1.Do 1b. Fill in the table by themselves; One student share the answer with the whole class; Then make short dialogues with the sentences: What
13、 color is? What color are ? according to the table in pairs; Some pairs share their dialogues with the whole class. 2.Do 1c. Describe Kangkang and his classmate by themselves in their notebook; Some students read their description out. 1.Show the table of 1b, then let students fill in the table acco
14、rding to the passage of 1a; Choose one students to show the answers; Then Give students 1 minute to make short dialogues according to the table; Choose some pairs to show their dialogues. 2.Let students describe Kangkang and his classmate based on 1b by themselves; choose some students to describe t
15、hem. Practice (11minutes) 1.Individual work and pair work. 1.Do 2. Students describe the two boys themselves; And check it in pairs. 1.Show the pictures of Tom and Dick, then let students describe the two boys orally; Then ask students to correct 5 2.Individual work and the whole class work. 3.Indiv
16、idual work and the whole class work. 2.Do 5a. Try to read the sounds and fill in the blank; Check the answers in pairs. Follow the teacher to read the word. 3.Do 5b. Try to read the sentences by themselves; Some students read the sentences; Then read after the tape and pay attention to the underline
17、d parts. the mistakes they make. 2.Let students fill in the blanks and help check the answer. Read all the words. 3.Give students 1 minute to read the sentences in 5b and pay attention to the underlined parts; choose some students to read the sentences and then play the tape and let students listen
18、and repeat. Production (5minutes) 1.Group work.1.Work in groups. Mix things together and find out the owners. Using the following expressions. S1: Is this / Are these ? S1: Yes. Its / Theyre / No. Its / Theyre S2: Whose is this / are these? S2: I think its / 1.Let students mix the things together an
19、d find out the owners within 2 minutes. Choose some groups to show in front of the whole class. 2.Assign homework: Review the words and expressions in Section C; Write a passage about Tom 6 theyre . Some groups share the game with the whole class. and Dick; Preview Section D Grammar and Functions; Teaching reflection: 语音的学习和应用是一个循序渐进的过程，学生们只有靠平时的积累和应用才 能掌握读音规则，因此，同学们要善于总结和积累知识，才能把它学好。 . Blackboard design Whose jacket is this? Section C 1. A: Is this /Are these?new B: Yes. Its / Theyre No. Its /They areclassmate 2. A: Whose is this/ are these?clothes B: I think its/ they are
