lesson 1教案3

人教版新起点一年级下册

Unit 3 Toys Lesson 1

兰州市城关区华侨实验学校胡敏

Unit 3 Lesson 1

一、 Main guiding principles and teaching concepts

Create a situation under which students can understand and experience the communicative function and pragmatic function of English. Only in this way can students become users of language, not just learners of language. Learn words in sentences. Learn sentence patterns in contexts. Learn English in real situations.

二、Teaching aims

1. Aims on knowledge

a. Students should be able to know the listening and speaking of the 6 toys: car, train, plane, doll, ball and bear.

b. Enable students to recognize these toy words.

c. Students can say toy words in the sentence pattern “Can I have a…?” and give simple affirmative and negative answers: “Sure. Here you are.”“Sorry, no.”

2. Aims on ability

a. Students are required to use the toy words outside the classroom in daily life.

b. Students can use the sentence pattern "Can I have a…?" to ask for something they need or want.

3. Aims on affection:

a. Let students to realize they need to tidy up their toys by themselves.

b. Let students realize the necessity and importance to be polite and well-behaved to ask for parents' or somebody else's permissions to do certain things by using "Can I …?" instead of just giving demands or orders.三、Teaching key point

The listening and speaking of target vocabulary: car, train, plane, doll, ball and bear and their use in the objective sentence pattern: "Can I have a…?"

四、Teaching difficult points

The pronunciation of train and plane, the rising tone of the target sentence pattern.

五、Teaching aids:

teaching CD/ toys/ toy box/ toy shelves

六、Teaching methods:

situational teaching method, gaming teaching method, total physical response method.

七、Teaching procedures:

Step 1: Greeting

(Greetingis a good chance to draw students' concentration back to class after the break.)

Step 2: Revision and warm up

Design a "treasure hunt” game to review the nouns and the position prepositions learnt before. Here is the situation I

set for this part: Students are told to be given a gift which they have to find out by themselves with the help of my tips. tip 1: on teacher's

desk. And tip 2 is waiting for students on teacher's desk on which it writes: in somebody's schoolbag. Tip 3: under somebody's chair. Tip 4: behind the door. Tip 5: on the blackboard. Tip 6:in the box. Finally, a student finds the gift, a Qiqudan.

(This process is a comprehensive revision of what learnt before. Meanwhile, it can increase students’concentration, arouse their curiosity and get them totally warmed up.)

Step 3: Lead-in

There is chocolate as well as a toy in Qiqudan. Today we are

going to learn toys.

Step 4: Presentation:

1. situation creation

T: Let’s go to a toy store with Bill and Joy. (Play the video on page 18 with the questions given to students: What toy does Bill want? What toy does Joy want?)

2. Teaching car

T: Wow! So many toys! What toy does Bill want? Yes, a car. Let's put it on the shelf. Cat, car, c c c [k] [k] [k] (draw a cat next to car). Car, car, it's a car. (do the TPR) Car, car, I have a car. (Take out a toy car to pass to a student while saying the sentence, give students demonstration to pass the

toy saying the sentence)

3. Teaching bear

T: Do you remember what toy Joy wants? Yes. Let's put it here. (compare bear with pear. Teach bear the same way as teaching car).Now Let's watch the video again to see what they say to ask for the toys. When you want a toy, can you just say: Mum, a bear! (Play the video the second time and make up a chant) Bear, bear, can I have a bear? Sure, sure, here you are. Sorry, sorry, sorry, no. (give a toy bear to a student and ask it back using the sentence pattern. Show students to do the same thing for several rounds)

4. Teaching train, plane, doll, ball the same way. (The basic principle is to draw students' attention to phonics and to create the context and practice words in sentences.)

Step 4: Practice:

1. A group of students come to the front, standing in a line, facing the whole class. Other students give them tests by saying words and let them do the right actions.

2. I read the first sound of the words to make students complete.

3.Students take turns to come to the front to extract words and perform them to let other students guess.

4. Disarrange the order of the cards on the blackboard. Ask students to rearrange toys (pictures) and labels (word cards) on the shelves.

(blackboard)

5. Display time

I set up a toy stall with toys I prepared in advance. Let students take turns to act parents and their children who want toys. (The teaching methods I use in this part are situational teaching method and communicative teaching method.)

八、Blackboard design:

One blackboard is used for title and the main sentence pattern while the other one is decorated as shelves of a toy store to further enhance the situational context.

九、Homework:

1. Listen to the tape and repeat the words and conversation after class.

2. Make up chants.