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Unit 1 My names Gina. 教學(xué)目標(biāo)語(yǔ)言目標(biāo)學(xué)習(xí)策略重點(diǎn)詞匯Whats your name?My name is Gina.Nice to meet you.Whats your phone number? Its 根據(jù)需要進(jìn)行預(yù)習(xí);認(rèn)真傾聽以求說(shuō)得準(zhǔn)確;對(duì)話中借助手勢(shì)、表情等幫助表達(dá)。personal namenumber 0-9phone numberfirst/last/family namehi, hello語(yǔ)言結(jié)構(gòu) 語(yǔ)言功能學(xué)科滲透be的一般現(xiàn)在時(shí);what問(wèn)句;my, your, his, her等物主代詞。介紹自己;問(wèn)候他人;電話號(hào)碼問(wèn)答.。藝術(shù):制作面具并在情境中會(huì)話;數(shù)學(xué):數(shù)字學(xué)習(xí)及游戲;品德:禮貌待人,用語(yǔ)得體;文學(xué)/語(yǔ)言藝術(shù):利用卡通畫學(xué)習(xí)單詞和句型。. 教學(xué)設(shè)計(jì)的思路和建議思路:本單元圍繞“結(jié)交新朋友”這一話題展開變化性互動(dòng)的各種活動(dòng)。教師要緊抓新生入學(xué),彼此還比較陌生的教學(xué)契機(jī),努力設(shè)置真實(shí)的、貼近生活的情境,讓學(xué)生在用英語(yǔ)做事的過(guò)程中自然操練單元的重點(diǎn)詞匯和句型,習(xí)得語(yǔ)言知識(shí),訓(xùn)練語(yǔ)言技能,獲得情感體驗(yàn),培養(yǎng)學(xué)習(xí)策略。并根據(jù)初一學(xué)生的生理、心理特點(diǎn)和實(shí)際英語(yǔ)水平,設(shè)計(jì)目的明確、可操作性強(qiáng)的任務(wù),活化教材,“帶著學(xué)生走向知識(shí)”,發(fā)展學(xué)生學(xué)習(xí)英語(yǔ)的能力。建議(Tasks): name game; number game; making ID cards; find the owner; calling 114; masquerade; name dictionary; address books. 具體案例設(shè)計(jì)Unit 1 My names Gina.課時(shí)安排:五課時(shí)。第一課時(shí):P1-2 第二課時(shí):P3-5 第三課時(shí):P4-5 第四課時(shí):P6及補(bǔ)充練習(xí) 第五課時(shí):階段復(fù)習(xí)及測(cè)評(píng)第二課時(shí):P3-5(ID cards; Name dictionary; Masks)Step 1.Revision1. Brain-stormingeg: T: Good morning!Sa: Good morning! Whats your name?Sb: My name is Nice to meet you!Sc: 2. Name game Groupwork with the ID cards competitionA.( 4 a group to play the game with ID cards in their hands .) Sa: My name is A. Sb: His/Her name is A. My name is B. Sc: His/Her name is A. His/Her name is B. My name is Sd: B. Get the top ones in each group to have a competition. Have a party with cartoon masks(If the Ss have learnt lots of English, do A or B. If not, do C.)A. Encourage Ss to walk around the class with masks to make as many friends as they can in several minutes. They must greet the others and get their new names in English. Then get volunteers to talk about his or her new friends. B. Make an interview. Get Sin with his/her mask to stand in front of the class. The others can greet and ask him/her to get his/her name or more information as possible. C. Do groupwork. Eg: Sa: Hi! Whats your name? Sb: Hi! My name is Whats your name, please? Sa: My name is Nice to meet you! Sc/Sd: Nice to meet you! Whats your name? Whats his/her name? Sa/Sb: (Talk a lot about Ss ID cards and masks. Praise Ss as much as possible) Step 2.Lead-in1. T puts on a mask from Ss and make Ss guess his/her name to introduce first/last name.Eg: T: Whats my name?Ss/Sin: Your name is Zhou Jielun.T: Yes, Im Zhou Jielun. My first name is Jielun and my last name is Zhou.(Put on another mask.)Whats my first name?(Gina.) Whats my last name?(Miller.)2. Get individuals to do what T does.3. Practise the dialogue in pairs and act out their own ones(P3,3a).Step 3 Practice1. Look, find and write (P5,3a)2. Practise reading the full names.( classhalvesrowsindividuals )3. Make a list and report.(P5,3b)4. If possible, get Sin to tell name stories or the meanings of the English names they know or make a name dictionary.Step 4 Numbers 0-91. Show Ts and Ss phone numbers to attract Ss.2. Listen and repeat 0-9.(P4,1a)3. Play a number game. Each S says a number in turn quickly. Just try to enjoy it. Step 5 Homework(說(shuō)明:任務(wù)的設(shè)計(jì)不應(yīng)僅限于課堂,而應(yīng)延伸到課堂之外的實(shí)際學(xué)習(xí)和實(shí)際生活之中,故布置的作業(yè)可適當(dāng)擴(kuò)展課堂任務(wù),如小組個(gè)性英文名字典的編寫。另外,引導(dǎo)學(xué)生注意培養(yǎng)預(yù)習(xí)能力。)第三課時(shí):P4-5( ID cards; photos; a form )Step 1. Lead in1. Number game. Get Sin to say numbers in turn quickly or clap at numbers 3,6,9. They should count numbers from 0 to 9, then from 9 to 0. 2. Ask and answer with Sin about phone numbers to give a demonstration.T: Whats your phone number, ?Sin: Its 3. Do groupwork to ask and tell phone numbers. (P4,1c)Step 2. Practice1. Listen and write. (P4,1b) 2. Listen and match. (P4,2a)3. Listen and complete the phone numbers.(P4, 2b)4. Get Ss to add their phone numbers into their ID cards.Step 3. ID cards1. T shows Ss several ID cards in turn and talk about the phone numbers with the Ss.Eg: T(shows an ID card): Whats his/her name first/last/family name? Whats his/her telephone number? Ss: 2. Get pairs to ask and answer. (P5,3b)3. Explain “family name” a little and help Ss find out the difference between Chinese names and English names.4. Everyone writes his/her phone number on a piece of paper and put it in a bag. Then take out a piece of paper and find the owner. After that, make an ID card for the new friend.Step 4. Address booksThe Ss will walk around the classroom and talk with as many classmates as they can in 4 minutes. Then fill in their address books in only 1 or 2 minutes. The more friends, the better.Step 5. Calling 114If time permits, get the top ones to be servers and the other Ss to be persons who want to know somebodys phone number.Step 6. Homework. 教案設(shè)計(jì)的反思1. 英語(yǔ)(新目標(biāo))采用任務(wù)型語(yǔ)言教學(xué)的編寫模式,既重視教學(xué)內(nèi)容的真實(shí)性又注意教學(xué)活動(dòng)的多樣性。但教師在設(shè)計(jì)教案時(shí),應(yīng)在備課標(biāo)、備學(xué)生的前提下,選用切實(shí)可行、符合學(xué)生實(shí)際的任務(wù),該加的加、該減的減、該改的改,對(duì)教材進(jìn)行整合?!坝媒滩慕?,而不是教教材?!?. 以培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力為根本目的的英語(yǔ)課堂“采用活動(dòng)途徑,倡導(dǎo)體驗(yàn)參與”。這并非擯棄一切傳統(tǒng)的教學(xué)方法。我們要吸收傳統(tǒng)教學(xué)法的優(yōu)點(diǎn),給學(xué)生使用語(yǔ)言的機(jī)會(huì),也給學(xué)生注意語(yǔ)言形式的機(jī)會(huì)。因此,在Section A的教學(xué)中,要注意引導(dǎo)學(xué)生重視Grammar Focus這一環(huán)節(jié)。3.Unit 2 Is this your pencil? 一、教學(xué)目標(biāo)1、辯認(rèn)物品的所有者;2、根據(jù)場(chǎng)景詢問(wèn)英語(yǔ)中對(duì)應(yīng)的表達(dá)法;3、根據(jù)上下文培養(yǎng)學(xué)生劇本的邏輯思維能力。二、教學(xué)目標(biāo)語(yǔ)言目標(biāo)學(xué)習(xí)策略與思維技巧重點(diǎn)詞匯1.Is this your pencil?Yes, it is.No, it isnt.2. Whats this in English?Its a pencil.3. How do you spell pencil?* 通過(guò)上下文內(nèi)在的邏輯關(guān)系,完成對(duì)話等練習(xí)。* 運(yùn)用猜測(cè)這一練習(xí),復(fù)習(xí)字母和單詞拼寫。* the alphabet* pencil, pen, book,eraser, ruler, notebook, ring, key, pencil case, backpack, ID card,baseball, watch, computer game 語(yǔ)言結(jié)構(gòu)語(yǔ)言功能跨學(xué)科學(xué)習(xí)1. 指示代詞:this, that2. What 引導(dǎo)的問(wèn)句3. Yes/No簡(jiǎn)單問(wèn)答4. 句型:How do you spell?* 辨認(rèn)物品的所有者* 詢問(wèn)英語(yǔ)中對(duì)應(yīng)的表達(dá)法* 藝術(shù):畫出所學(xué)物品并依此編寫對(duì)話* 文學(xué)/語(yǔ)言藝術(shù):利用卡通畫學(xué)習(xí)單詞和句型三、教學(xué)設(shè)計(jì)的思路及教學(xué)建議思路:第二單元的主題是“確認(rèn)物品的所有權(quán)”,物品主要圍繞著教室內(nèi)學(xué)生身邊的常用物品,在教學(xué)時(shí)老師能夠使用實(shí)物進(jìn)行教學(xué),增強(qiáng)學(xué)生的學(xué)習(xí)效果。事實(shí)表明,如果將真實(shí)的語(yǔ)言材料引入學(xué)習(xí)環(huán)境,并與社會(huì)的語(yǔ)言活動(dòng)結(jié)合起來(lái),學(xué)生的學(xué)習(xí)效果將是事半功倍的。也就是說(shuō),作為授課的老師,我們要結(jié)合所授內(nèi)容,努力為學(xué)生創(chuàng)造真實(shí)的、貼近生活的情境。正是基于這一原因,教材圍繞著這一主題,為我們可以設(shè)計(jì)了游戲,即找到一些物品的主人,同時(shí)我們還可以根據(jù)本單元的主要句型,將這些游戲擴(kuò)展,從而達(dá)到練習(xí)這些重點(diǎn)句型的目的。建議:Things in the classroom Task One:Game: Find the ownerTask Two:Game: Join pieces and read the notices and find the things from “Lost & Found” 四、需要說(shuō)明的問(wèn)題1、任務(wù)型教學(xué)強(qiáng)調(diào)的是應(yīng)用。所以在以用為先導(dǎo)的前提下,要學(xué)生在表達(dá)時(shí),一定要注意自己的面部表情、說(shuō)話的流利程度等等。2、學(xué)習(xí)者的參與與語(yǔ)言熟練程度關(guān)系很大。所以課上是十分重要的,我們應(yīng)抓住學(xué)生在課上的每一分鐘,將學(xué)生吸引到聽英語(yǔ)、講英語(yǔ)的活動(dòng)中來(lái),從而達(dá)到在最短的時(shí)間內(nèi)提高對(duì)所學(xué)內(nèi)容的掌握的熟練程度。3、充分調(diào)動(dòng)學(xué)生學(xué)習(xí)英語(yǔ)的主觀能動(dòng)性,要做好學(xué)生的思想工作。通過(guò)我們對(duì)教材的閱讀、理解,我們發(fā)現(xiàn):任務(wù)型教學(xué)在很大程度上以學(xué)生的個(gè)體活動(dòng)或小組活動(dòng)為主要形式,因此,如何才能做到充分調(diào)動(dòng)學(xué)生學(xué)習(xí)英語(yǔ)的積極性以及充分發(fā)揮個(gè)體活動(dòng)的最高水平是至關(guān)重要的,即教師如何才能做到既放得開學(xué)生,讓學(xué)生們自己去開展小組內(nèi)的學(xué)習(xí)活動(dòng),又能控制住每一組學(xué)生都能夠保證注意力在課堂上。我想我們可以嘗試成立固定的小組,選好組長(zhǎng),加強(qiáng)小組的力量,發(fā)揮小組長(zhǎng)的作用,做好學(xué)生的思想工作。但我們要在課前對(duì)小組長(zhǎng)進(jìn)行培訓(xùn),如:使他們明白自己身為小組長(zhǎng)的責(zé)任,重要性;教給小組長(zhǎng)如何組織活動(dòng)?當(dāng)組員不會(huì)說(shuō)英語(yǔ)怎么辦?等等。小組長(zhǎng)是老師的助手,要在自己學(xué)會(huì)的同時(shí),還要以自己學(xué)習(xí)的體會(huì)教給同學(xué)學(xué)習(xí)英語(yǔ)的方法。五、具體教案設(shè)計(jì):Unit 2 Is this your pencil?課時(shí)安排:四課時(shí)。第一課時(shí): P7P8 第二課時(shí): P9P10第三課時(shí): P11 第四課時(shí): P12及處理練習(xí)冊(cè)第一課時(shí): P7P8Step 1. Warming-up T: Good morning. My name is . Whats your name? S: Good morning. My name is . T: Nice to meet you. S: Nice to meet you, too.Step 2. 講授1a中的新單詞。1、老師可利用實(shí)物進(jìn)行教授單詞,使用的句型是: Whats this in English?(此時(shí),只需學(xué)生能夠理解該句型,不必會(huì)說(shuō),老師多次的重復(fù)是為學(xué)生下一節(jié)課掌握提供大量的語(yǔ)言輸入做準(zhǔn)備)這一步是針對(duì)一般學(xué)校來(lái)設(shè)計(jì)的,如果好一點(diǎn)的學(xué)生,我們可以直接進(jìn)入1A,讓學(xué)生直接完成match的任務(wù),然后訂正答案。值得注意的是:假如學(xué)生在小學(xué)沒(méi)有學(xué)習(xí)過(guò)這些英語(yǔ)單詞,他們將根據(jù)什么來(lái)完成老師布置的這一任務(wù)?也許會(huì)做對(duì)幾個(gè),或許有什么小竅門,我們可以讓學(xué)生分析以下他們的思考過(guò)程,進(jìn)而加以歸納,對(duì)有貢獻(xiàn)的學(xué)生加以鼓勵(lì)及表?yè)P(yáng)。我想這就是對(duì)學(xué)生學(xué)習(xí)方法或策略的指導(dǎo),學(xué)生定會(huì)非常喜歡。2、朗讀P71a中的新單詞。(先是全班,然后分小組檢查、補(bǔ)漏)3、聽錄音,完成P82a的聽力練習(xí),然后訂正答案。Step 3. Presentation1、看P71a圖,聽對(duì)話(最好讓學(xué)生看一張大圖片,以便教師能夠抓住學(xué)生的注意力,此時(shí)是加深對(duì)所聽對(duì)話的理解。)2、再聽對(duì)話,完成書上要求標(biāo)號(hào)的任務(wù),訂正答案。3、跟讀對(duì)話,以小組為單位朗讀對(duì)話。(互相檢查、幫助)4、進(jìn)行小組對(duì)話練習(xí),可以更改有關(guān)的詞,編出自己的對(duì)話。5、給學(xué)生35分鐘的時(shí)間,準(zhǔn)備新單詞和句型。Step 4. Listening1、聽對(duì)話,要求學(xué)生最好不看方框中所給的單詞,填入橫線上。訂正答案。2、再聽錄音,跟讀12遍之后,分角色對(duì)話。Step 5. Games1、做游戲(P82b)注明:老師對(duì)學(xué)生的一些物品收集上來(lái),放在一個(gè)箱子里,請(qǐng)一個(gè)學(xué)生上前來(lái),蒙上眼睛,從箱子里取出一樣物品,全班學(xué)生一同發(fā)問(wèn),“Whats this in English?”,這名學(xué)生猜,使用句型為“Is it a/an?”猜到之后,可以回座位,每位學(xué)生有兩次機(jī)會(huì)猜,否則就視為失敗。Step 6. Grammar focus1. Is this your pencil ? Yes, it is.2. Is this my pen ? No, it isnt.3. Is that his book ? Yes, it is.4. Is that her eraser ? No, it isnt.Step 7. Homework.說(shuō)明:可以適當(dāng)布置一些筆頭作業(yè),但是,目的在于練習(xí)書法,而不是為了背單詞。所以,不應(yīng)太多,應(yīng)把學(xué)生的精力放在多聽,多讀,記憶單詞和句型上。(因此老師可以根據(jù)不同的學(xué)生類型進(jìn)行布置作業(yè)。)第二課時(shí):P9P10Step 1. Revision1、用游戲的形式復(fù)習(xí)上一節(jié)課的新單詞和句型。將所要復(fù)習(xí)的單詞物品放入一個(gè)袋子中,讓學(xué)生伸手去摸,由一個(gè)學(xué)生或全班學(xué)生發(fā)問(wèn),該學(xué)生猜。所用的句型是: Whats this in English ? Its a/an How do you spell that? 2、用實(shí)物講授P101a中的單詞,學(xué)生準(zhǔn)備幾分鐘后,將字母填好。Step 2. Ask and answer1、以小組為單位,做3b和section B1a的對(duì)話練習(xí)。2、口頭檢查學(xué)生所練的對(duì)話。Step 3. Listening1、聽對(duì)話,圈出P101a中的物品。2、再聽一遍,寫出單詞。Step 4. Games老師收集一些學(xué)生的學(xué)習(xí)用品,請(qǐng)學(xué)生到前邊來(lái)發(fā)問(wèn),找到用具的主人,給兩次機(jī)會(huì)。Step 5. The alphabet1、糾正26個(gè)字母的讀音,學(xué)唱新的字母歌。2、請(qǐng)學(xué)生將26個(gè)字母下面標(biāo)上阿拉伯?dāng)?shù)字,練習(xí)數(shù)字126的說(shuō)法。Step 6. Practise再進(jìn)行一個(gè)游戲。一個(gè)學(xué)生看P94,另一個(gè)學(xué)生看P98。根據(jù)圖片所顯示,進(jìn)行問(wèn)答練習(xí)。Step 7. Homework第三課時(shí):P111、復(fù)習(xí)前邊所學(xué)的單詞及句型,可以采取實(shí)物或游戲的形式,然后可以適當(dāng)進(jìn)行筆頭檢查,如:聽寫或補(bǔ)全對(duì)話。2、復(fù)習(xí)數(shù)字的說(shuō)法,可以做數(shù)字游戲。如:七的倍數(shù)不說(shuō),或七的倍數(shù)及帶有七的數(shù)字都不說(shuō),也可以數(shù)字接龍等等。Step 2. Ask and answer繼續(xù)復(fù)習(xí)學(xué)過(guò)的句型,以小組形式檢查對(duì)所學(xué)句型掌握的情況,到此可以做一個(gè)小結(jié)。下一步就要進(jìn)行另一個(gè)主題:適當(dāng)閱讀文段。Step 3. Task 11、老師給每一組學(xué)生一張碎字條(這些碎片是老師提前寫好的“失物招領(lǐng)”“尋物啟示”,讓學(xué)生以小組為單位,拼好,并能夠理解紙條上的意思,然后將字條粘好并張貼在黑板上,看哪一組拼得快,快者為勝)老師在黑板上字條的上方寫上“失物招領(lǐng)”或“尋物啟示”。2、請(qǐng)學(xué)生派出代表講解所拼出的告示之意思,有不明白的地方學(xué)生們已經(jīng)在小組范圍內(nèi)分析。然后將注解中3a中的各種告示,在理解的基礎(chǔ)上,圈出P101A中的物品。(學(xué)生只要明白該告示的意思,可以仿照寫,不需朗讀。)Step 4. Task 21、請(qǐng)學(xué)生仿照寫“失物招領(lǐng)”或“尋物啟示”,老師巡視,抽查出有代表性的作品進(jìn)行全班范圍內(nèi)訂正普遍性的錯(cuò)誤。2、課后讓學(xué)生將自己的作品進(jìn)行更改。Step 5. Homework第四課時(shí):P12及處理練習(xí)冊(cè)Step 1. Revision1、復(fù)習(xí)整個(gè)單元的單詞及句型。2、復(fù)習(xí)126個(gè)數(shù)字。Step 2. Exercises練習(xí)一的檢查方式可以是以譯中文的形式,但有些單調(diào),不可常用,可以適當(dāng)擴(kuò)展為請(qǐng)學(xué)生造句或回憶當(dāng)時(shí)在什么句子中見到的,說(shuō)出來(lái)。Step 3. Game1、訂正練習(xí)三的答案。2、游戲:將練習(xí)三擴(kuò)展。由一個(gè)學(xué)生說(shuō)出數(shù)字,其他學(xué)生說(shuō)出單詞。先以小組為單位練習(xí),然后請(qǐng)兩位學(xué)生展開競(jìng)賽,為勝利的小組加分。Step 4. Reading閱讀“Just for fun!”Step 5. Having a quiz做評(píng)價(jià)手冊(cè)Unit 3 This is my sister彭穎輝一、教學(xué)目標(biāo)對(duì)人物進(jìn)行簡(jiǎn)單的描述根據(jù)相關(guān)信息辨別人語(yǔ)言目標(biāo)學(xué)習(xí)策略與思維技巧重點(diǎn)詞匯This is my brother.Is she your sister?Yes, she is./ No, she isnt.*運(yùn)用對(duì)話練習(xí),掌握如何用于介紹家人、朋友。*運(yùn)用對(duì)話練習(xí),獲取家庭基本信息。*通過(guò)學(xué)習(xí)、識(shí)別、記憶,學(xué)會(huì)歸納、總結(jié)一些單詞的構(gòu)成(復(fù)合詞)學(xué)會(huì)巧記單詞。bother, father, sister, brother, grandmother, grandfather, grandparent, uncle, aunt, cousin, parent.語(yǔ)言結(jié)構(gòu)語(yǔ)言功能跨學(xué)科學(xué)習(xí)1、指示代詞this, that, these, those2、人稱代詞I, he, she3、Yes / No問(wèn)句的簡(jiǎn)單回答4、Plural nounsIntroduce peopleIdentify people藝術(shù):畫出家庭成員圖畫并根據(jù)此介紹。語(yǔ)言藝術(shù):利用卡通畫學(xué)習(xí)單詞、句型。文化藝術(shù):能編寫簡(jiǎn)單的家譜物能簡(jiǎn)單介紹自己的家人和朋友二、教學(xué)設(shè)計(jì)的思路及教學(xué)建議思路:本單元的Topic是“Talk about family”。這是每個(gè)學(xué)生都熟悉且感到親切的話題,因此學(xué)生參與各項(xiàng)活動(dòng)的積極性、主動(dòng)性會(huì)比較高,而且每位學(xué)生都有話可說(shuō),有事可做,不會(huì)感到無(wú)從下手,當(dāng)旁觀者或聽眾。所以,在這一單元的教學(xué)過(guò)程中,我本著新標(biāo)準(zhǔn)所提倡的“面向全體學(xué)生”,這一教學(xué)思想,盡可能多地創(chuàng)設(shè)讓所有學(xué)生都參與的活動(dòng),采用任務(wù)型教學(xué)途徑,倡導(dǎo)體驗(yàn)參與,讓學(xué)生在做中學(xué),學(xué)中做,使所有學(xué)生都能體驗(yàn)到成功的喜悅,使其在愉快和自信的情緒中保持積極的學(xué)習(xí)態(tài)度,增強(qiáng)信心。同時(shí),根據(jù)“整體設(shè)計(jì)目標(biāo),體現(xiàn)靈活開放”這一教學(xué)原則,在強(qiáng)調(diào)任務(wù)設(shè)計(jì)的實(shí)用性與可行性的同時(shí),也注意階梯性,使特長(zhǎng)生有展示才能的舞臺(tái),使班里的英語(yǔ)優(yōu)秀生有創(chuàng)新、展示的機(jī)會(huì),并培養(yǎng)他們課外自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)等學(xué)習(xí)策略,也拓寬了他們的學(xué)習(xí)渠道(查字典、翻閱資料、上網(wǎng)等)。從而促使全班同學(xué)在各自原有的水平上得到發(fā)展?;诖?,結(jié)合教材特點(diǎn),我提出以下教學(xué)建議:教學(xué)建議:英語(yǔ)教學(xué)的最終目的就是能用英語(yǔ)“做事”,即讓學(xué)生在課堂上或課后有機(jī)會(huì)運(yùn)用所學(xué)到的語(yǔ)言材料,并能用英語(yǔ)解決問(wèn)題,因此在教學(xué)中應(yīng)積極創(chuàng)設(shè)語(yǔ)言情境,在活動(dòng)中引導(dǎo)學(xué)生“主動(dòng)”做。同時(shí)教材本身圍繞單元話題,設(shè)計(jì)了很多有趣的、貼近生活的教學(xué)活動(dòng)/游戲。因此,我們可以結(jié)合本單元的功能項(xiàng)目及句型,將這些游戲、活動(dòng)擴(kuò)展開來(lái),并真正應(yīng)用于生活實(shí)際中去,靈活性、創(chuàng)造性地使用教材,將機(jī)械、枯燥的內(nèi)容融入有意義的英語(yǔ)活動(dòng)中,即“做事”,從而達(dá)到鞏固句型并培養(yǎng)學(xué)生語(yǔ)言綜合適用能力的目的。eg Task One:(看圖添加人頭)Game: Guess, “Who is he/she” according to the clothes he/she wears in the family/photo and then draw his/her head.Task Two:(家庭學(xué)校聯(lián)系冊(cè))Fill in a form: Fill in the form that given by the teacher on the basis of the Ss families in order to build an easy contact between the school and the Ss family.Task three:名信片設(shè)計(jì)能手Contest: Choose the best desinger according to the photo and the letter he/she writes, choose the best photo with origind idea, the best English description and the best English oral teller as well.四、具體教案設(shè)計(jì)第一課時(shí):(P13P14)Step1 Warming up (Recycling)(Greetings)T: Hi/Hello, Nice to meet you!(Personal names)T: Whats your/his/her name?(Identify objects)T: Is this/that your? (Yes, it is./No, it isnt.Unit 3 This is my sister課時(shí)安排:四課時(shí) 第一課時(shí):P13P14 第二課時(shí):P15P16 第三課時(shí):P17 第二課時(shí):P18及練習(xí)冊(cè) )Step2 Presentation(出示自己家庭的一張大照片)T: Whats this?Its a photo.Is this your photo?Ss: No, it isnt.T: This is my photo. Look! This is my family.Whos this/that?Who are these/those?This/That is my father/mother(講授新詞)These are my brothers/用Whos this/that?句型講授新詞,在問(wèn)答中與學(xué)生形成互動(dòng),比全部靠老師一人唱獨(dú)角戲會(huì)更好一點(diǎn)。只要學(xué)生小學(xué)時(shí)有接觸過(guò)英語(yǔ),對(duì)家庭成員中一些簡(jiǎn)單的稱呼應(yīng)不陌生,因此在回答過(guò)程中,對(duì)猜地、講對(duì)的學(xué)生應(yīng)予以肯定,表?yè)P(yáng)并適當(dāng)獎(jiǎng)勵(lì)。2、Read all the words.(先跟老師讀,然后組內(nèi)讀,再隨意抽讀,注意學(xué)生語(yǔ)音(美音)的糾正)。3、Match the words with the people in the picture(1a ).Step 3 Listen and practie.1、(出示掛圖P13)T:Now we all know Davids family members. Look at Dave. Who does he talk about? (Ss guess first)Listen to the tape and circle the people he talks abut.2、T: What about the others? Who are they?讓學(xué)生到黑板前,指著圖并能加以介紹,用上句型。This/That is hisor These/Those are his3、Introduce your best friend/friends.向同桌介紹班里你最要好的一個(gè)或幾個(gè)朋友,并能相互問(wèn)好。eg SA: Hi, This is my friend LiMing(SC).SB: Hello,LiMing, Nice to meet you.SC: Hello,Nice to meet you, too.(Or) SA: Hi, ,These are my friends LinLin and Fangfang.SB:Step4 Listening(出示一男孩畫面)T: And this is Davids friend, LinHai. Today Dave asks LinHai to his home for dinner and meet his family. Now listen, who greets him? Finish 2a 2b.Step5 Game1、First according to 2C, ask and answer in pairs.2、Play a guessing game.每組推選一人上臺(tái),用布將他/她眼睛蒙上,其它組任選四人上前問(wèn)候(Hi/Hello)。其余學(xué)生問(wèn):Whos this?讓他/她猜Is this?Ss: Yes, it is./No, it isnt.可猜三次,猜中小組得1分并繼讀猜。猜錯(cuò),退下。Step6 Task出示一張Toms Family photo like this讓學(xué)生根據(jù)人物的衣著特征,小組共同合作,添上相應(yīng)的人頭,并在旁邊寫出家庭成員的名稱。然后抽取幾個(gè)小組上前展示并口頭介紹,并評(píng)出最佳創(chuàng)意獎(jiǎng)及最佳表達(dá)獎(jiǎng)。第二課時(shí)(P15P16)課前先布置學(xué)生帶來(lái)一些照片(全家福/個(gè)人照片/幼時(shí)照片/側(cè)面、背影照片/朋友、親戚照片等)。Step1 Revision1、Game: Teacher gives some word cards (with pictures) to some students. When the teacher asks“WheresDavids father?”持有相應(yīng)卡片的學(xué)生應(yīng)立即站起并回答(She/he is)here.2、以小組競(jìng)賽形式復(fù)習(xí)單詞,即將上節(jié)課所學(xué)詞匯寫在紙條上,背面朝上,讓每組同學(xué)依次輪流認(rèn)讀,根據(jù)讀對(duì)的單詞數(shù)及所用時(shí)間評(píng)出優(yōu)勝組。Step2 Guessing Game and PresentationT: Yesterday I told you something about my family and friends. Now Ill write some of their names on the Bb. Guess who the person is, Ill see who has the best memory.(讓猜對(duì)的人到黑板前寫名字繼續(xù)游戲)eg 寫下“Peng Haibing”S1: Is he your father? T: No, he isnt.S2: Is he your brother? T: Yes, he is.又如:“Cai YiLuo”S1(可能):Is she your mother/dahghter/aunt?在游戲過(guò)程中根據(jù)學(xué)生猜測(cè)的需要及相應(yīng)情景,適時(shí)地教授新詞Son, daughter, aunt, uncle,cousin.Step3 Pairwork1、First look at the picture, finish 3a2、Practise the conversation with your partner.Step 4 Groupwork1、Identify personsTake out their photos and put them together in their group.Take turns to ask and answer questions about the photos.Identify the person in the photo.(利用照片問(wèn)答,辯認(rèn)人物)2、Ask some pairs/ groups to make a conversation in front of the class on the basis of their photo. or give an introduetion of their own family photo.Step 5 ListeningT:Lin Hai and Dave are also talking about the photo. Finish Section B (2a、2b).Step 6 Make a family tree先老師示范,然后完成Section B (1)中的family tree, 并讓學(xué)生制作自己家的family tree,并加以評(píng)比展示。Step 7 Task(制作家庭學(xué)校聯(lián)系冊(cè))T:I want to know something about each of your families. Please fill in the form in pairs first.老師將表格發(fā)給學(xué)生,讓學(xué)生兩人一組詢問(wèn)對(duì)方并填寫下表然后兩人交換并帶回家,家長(zhǎng)核查(予以一定的糾正),然后再將表MembersNameAgeJobTelephone Numbers Father格交給老師,老師評(píng)閱、定等級(jí)并將調(diào)查表裝訂成“家庭學(xué)校聯(lián)系冊(cè)”,以方便學(xué)校與家庭的聯(lián)系。第三課時(shí):(P17)(課前布置學(xué)生畫一張自己家庭成員的照片或帶一些照片)Step 1 RevisionAsk Students to give an introduction of his / her family according to the picture he / she drew or the photo he / she takes to school(用畫或照片介紹家人、朋友)Step 2 Read and drawRead the letter. Draw a picture of Emmas family 完成(3a)Step 3 Look and write 完成(3b)Step 4 Write a letter(對(duì)(3b)中的寫作內(nèi)容進(jìn)行點(diǎn)評(píng)之后)T:You also have a photo of your family or your friends, Can you write a letter about it ?讓學(xué)生試著將先前的口頭介紹寫下,先在小組內(nèi)交流,然后老師任意抽選幾張照片及信函,貼在黑板上,讓幾位學(xué)生上前將相應(yīng)的照片與文章連線。Step5 Task(Sending cards to your penfriend / teacher)讓學(xué)生給自己的筆友/老師制作一張附有照片及文字說(shuō)明的名信片,然后評(píng)出最佳設(shè)計(jì)獎(jiǎng)、最新創(chuàng)意獎(jiǎng)、最佳文采獎(jiǎng)。第四課時(shí)(P18及練習(xí)冊(cè))1、復(fù)習(xí)整個(gè)單元的單詞及句型,讓學(xué)生自測(cè)詞匯掌握情況(1)2、完成(3)中的對(duì)話3、完成練習(xí)冊(cè)中練習(xí)(練習(xí)冊(cè)未到,不知具體內(nèi)容)4、閱讀“Just for run!”5、Having a quiz做評(píng)價(jià)手冊(cè)Unit 4 Wheres my backpack張?jiān)虑逡弧?教學(xué)目標(biāo)1、談?wù)撐锲返奈恢?、詢問(wèn)所找尋物品的位置3、提供必要的幫助二、 具體目標(biāo)語(yǔ)言目標(biāo)重點(diǎn)詞匯語(yǔ)言功能1、 Where are my books?They are on the sofa.2、Where is my backpack? It is under the table.Table dresser backpack baseball drawer plant bookcase bed sofa chair keys plant 通過(guò)方位詞的學(xué)習(xí),找尋物品的位置。語(yǔ)言結(jié)構(gòu)跨學(xué)科學(xué)習(xí)學(xué)習(xí)策略與思維技巧1、 方位詞:in on under2、 Where引導(dǎo)的問(wèn)句3、 Are they on the bed? No, theyre not.Is it under the table?No, it isnt. Its on the table.畫出自己的房間,進(jìn)行設(shè)計(jì)大賽,并擺放物品。依此編寫對(duì)話。1、 通過(guò)直觀法,學(xué)習(xí)單詞,并復(fù)習(xí)。2、 通過(guò)方位詞的學(xué)習(xí)對(duì)房間的物品進(jìn)行擺放。第一課時(shí)Step1 Warming up1 T:I also

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