Unit 1 Meeting new people教学设计(第二课时)

Oxford English 4AM1U1 Meeting new people

班级：

四15 人数：49

执教日期：

Sep.4 一、单元目标: 【语用任务】

通过本单元的学习，学生能够用核心语言简单介绍新同学、朋友。

·语言知识与技能

1. 在介绍新同学的语境中，学习、理解并运用本单元的核心词汇eleven，twelve ,thirteen, fourteen, fifteen，

sixteen等。

2. 通过文本的学习，能用本单元核心句型：

His/Her name is…

介绍他人的名字。

3. 通过文本的学习，能运用物主代词表示所有。

4. 学习字母组合sk的发音规则。

·文化与情感

通过运用所学的词汇与句型对自己的同学以及好朋友的描述过程中，培养学生们热情对待自己的同学以及好朋友的美好感情。

·学习策略

能在课堂学习中，通过倾听、模仿、阅读、思考及小组合作等方式，完成学习任务。

二、单课教学话题

第一课时：Meeting friends

第二课时：A new classmate 第三课时：We are good friends 三、分课时教学目标

教学

目标

第

一

课

时

第

二

课

时

语用任务

能在语境中，借助图片、框架结构，掌握本课核心词汇，能初步运用所学的词语和句型介绍自己的同学或好朋友。要求语音基本正确，内容达意。

语言知识与技能

1. 在情境中，能初步听懂、并跟读核心词汇his, her, classmate, eleven，twelve ,thirteen, fourteen, fifteen，

sixteen.

2. 能听懂并初步感知核心句型：Her/His name is...

She is…..的句型描述自己的同学或是好朋友。

3. 能正确朗读儿歌，初步感受【sk】的发音。

在Kitty有新朋友的语境中，熟练运1. 能用核心词汇eleven, twelve, thirteen, fourteen, 用核心句型：

His/Her student number fifteen, sixteen, classmate及短语student number和句型is….

He/ She can...He/ She likes….

His/Her student number is….进行描述。

He/She lives…要求表达比较流利，内容达意。

2. 能听懂和理解教学互动过程中对话内容，并能自己输出人物的正确描述。

3. 能正确发音【sk】,在儿歌中找到发音单词。

第

三

课

能在语境中掌握核心词语的音形义，1. 能综合运用所学的词汇和句型对自己的同学或朋友进行多运用所学的词语和句型熟练的进行方面的描述，语段的输出更加丰富。

语段输出。能在儿歌中掌握词语的音2. 能正确熟练找到含【sk】字母组合音的单词。

1

时

形义，并能正确朗读。

四、第一课时教学设计

1、重点: 如何通过倾听获取关键信息，正确朗读核心单词和短语。

2、难点: 如何借助板书、框架结构，能初步运用所学的词语和句型介绍自己的同学或好朋友。

3、教学过程：

Procedures Contents Methods Purposes I. Pre-task

preparation:

II. While-task

procedure:

1. Daily talk:

Ask and answer 2.Look at the picture and answer the questions: Who is he/she? How old is he/she? This is …

She/ He’s …

1.

Get to know

Who is he / she? She is Sally. (Her name is Sally.) He is Paul. (His name is Paul.) 1-1

Introduce myself.

2-1Did you have a good summer holiday? What did you do in the holiday?

2-2Answer the questions: Who is he? He’s Peter.

How old is he? He is eleven.

自我介绍，互相认识。

日常对话,让学生能够复习旧知。

活跃课堂气氛，调动学习积极性。通过问题引出本课主题friend。

带着问题读短文，学习新词，感知介绍年龄的表达结构。

通过读，鼓励学生相互提问和回答，并尝试用核心句型介绍同桌或同学，巩固语段。

III. Post-task

1. Encourage the Ss 1-1Show a video. Then talk about 鼓励学生进行语篇的输activities:

to introduce their him/her. 出，完整地介绍朋友，

classmates.

Try to introduce a calssmate to the 反馈学生对课文的理解

class 以及口头表达能力，达This is my classmate. 到有意义的语用。

He/She is…

2

1-1Watch the video and answer the questions.

1-2Ask and answer in pairs: Who is she/he?

1-3 Try to learn : his /her Try to say: His /Her name…

2.Teach the new 2-1 Let the Ss listen to the video. words and practice

the sentence pattern. 2-2 Try to answer the questions:

Eg:How old is she/he?

2-3Encourage the Ss to introduce

their classmates.

2-4 Read the passage 通过整体视听，开放性问题，引出句型His/Her name is…。通过提取学生资源，鼓励学生主动发现His/Her句型的意义以及构成规则。

His/ Her name is…

He/She can…

IV. Assignments 1. Read and copy the new words. 2. Find a photo of one of your friends; try to introduce him/her to your class.

V. Blackboard design

4AM1U1 A new classmate We have a new classmate. His/Her…

He/She’s…

He/She lives…

He/She likes…

He/She can….

五、第二课时教学设计

1、重点: 如何通过文本学习，正确拼写核心单词和短语。

2、难点: 如何借助板书、框架结构，向别人介绍自己的同学或好朋友。

3、教学过程：

Procedures Contents Methods Purposes I. Pre-task

preparation:

1.Say the rhymes

2.Warm-up ‘Numbers’.

3. Ask & Answer.

1. Lead-in T: Kitty is happy today, why? Let’s

listen.

2. T: Kitty and Jill are happy to meet each other. They 1-1

Say the rhymes

2-1 Sing the song

3-1 Questions:

How old are you? What is his/her name?

活跃课堂气氛。激发学习兴趣,调动学习积极性。

通过歌曲复习旧知数字的表达。

日常对话，复习核心句型的使用。

II. While-task

procedure:

1-1Watch the video and then answer some questions. Who is she? What’s her student number?

Thirteen, fourteen…

Thirty, forty, fifty…

2-1Listen to the dialogue between Kitty and Jill. Find more information about Jill and fill in the blanks. 3 在文本的学习中，由问题引入语境，从而推进对文本的学习。

以教材内容为蓝本，自编文本，训练听力。

are talking after class. Let’s listen what they are talking about.

3.Look and read T: Now Kitty is at home. She wants to tell her parents something about her new classmate, Jill.

III. Post-task

activities:

1. Encourage Ss to introduce Jill and other new classmates in the classroom.

3-1. Try to talk about Jill, using the following patterns. We have…

She’s…

She lives…

She likes…

She can…

1-1 Try to introduce the Jill to the class.

1-2 Introduce one of the classmates in your classroom.

创设情境，鼓励学生以语段的形式进行输出，加强实际语言应用能力。

整体介绍Jill，复习巩固所学的单词和句型。

具体介绍班级里的一个人，说说这个人的年龄、学号、爱好等。

IV. Assignments 1. Read and recite the sentences. 2. Introduce one of the classmates in your classroom.

V. Blackboard design

附文本：

We have a new classmate, Jill. She’s ten years old. She lives near our school. She walks to school every day. She likes reading, and she can play basketball well. She can dance too. She likes dancing. Task:

TASK2:

六、第三课时教学设计

1、重点: 如何通过文本学习，熟练掌握介绍自己的同学或朋友的句型结构。

2、难点: 如何借助板书、框架结构，熟练介绍同学或朋友的姓名、年龄、爱好等，并正确书写。

3、教学过程：

Procedures Contents Methods Purposes I. Pre-task

preparation:

1.

Say the rhymes

2.

Warm-up “You are my friend”

1-1Say the rhymes 2-1 Sing the song

4 轻松欢快地进入学习氛围，复习旧知。

3.

Dictation 3-1

Have a dictation

II. 1. Introduce a new 1-1Two Ss introduce a classmate. While-task

classmate.

procedure:

2.Ask some 2-1 Answer the questions according questions about the to the introduction. introduction.

3. Enjoy the rhyme 3-1Try to listen and learn. on Page 6.

Quick response. 3-2Play the game.

What’s your name? How old are you? What’s your student number? Where do you live?

1. Teach the sound: 1-1 Learn the sound sk sk desk

mask

ask..

2.Encourage Ss to 2-1Try to say the other words with say the other words the sound “sk”

with the sound”sk”

III. Post-task

1. True or false. 1-1Do the exercises. activities:

Check the answer.

2. Encourage Ss to 2-1

Read the rhyme fluently. And say the rhyme on then try to chant it. Page 6.

IV. 1. Recite the rhyme. Assignments 2. Try to find more words with the sound ‘sk’.

巩固核心词汇和句型。

对句型掌握进行反馈。

复习巩固句型，让学生反复运用。

调节气氛并应用所学旧知。

学习字母组合的发音规律，让学生自主发现规律，并且能够举一反三。

整体介绍A new classmate，复习巩固所学的单词和句型。

赋予rhyme以节奏，帮助记忆。

V. Blackboard design

M1U1 We are good friends

-sk

desk

mask

附文本：

Martin sits at his desk, Making a funny mask. ‘Is it nice?’ his grandma asks.

5

She puts on the mask And Martin laughs.

6