C教学内容分析

Unit 3 My school calendar Part B Let’s talk

一、教学目标

1.

知识目标：掌握本课的重点句型”When is the trip this year? --It’s in October..”，能够认读、听懂、会说B let’s talk的对话。

2.

能力目标：能够在实际情景中灵活运用重点句型”When is the trip this year? --It’s in October..”。

3.

情感目标：感恩父母，为父母做自己力所能及的事情。

二、教学重难点

核心句型”When is the trip this year? --It’s in October..”的掌握及运用。

三、教学过程

Step 1 Greeting & revision 1.Greeting :

T: Good afternoon, boys & girls. S:Good afternoon, Miss Mai. T: Which month is it now? S: It’s April. Teacher shows a picture of April and ask: Do you like April? S: Yes. T: Why? S:Because we have an Easter party and sports meet.(同时在PPT中圈出4月份月历的Easter party 和sports meet以提示学生) 2.Revision: 找一个学生提问，T: When is the party? S1: It’s in April.（同时老师在黑板上板书以上的问答句）

T:Is the Easter party in April? S: Yes, it is. T: Really? Now let’s listen and check. PPT shows the tape of Part A Let’s talk。

设计意图：通过以上问答，引出A talk的对话，让学生温习上次对话课的对话，同时为本次对话课的重点句型：”When is the trip this year?--It’s in October.”做好铺垫。

Step 2 Presentation 1.Sing a song “When is your birthday?”

T: We have an Easter party in April. Now we also have another party. Do you know what is it?

Listening to the tape’s song “When is your birthday?”, teacher asks again “What’s the party about? What is it? Who can try?”S1”Birthday party?”

T: Yes, it is. It’s a birthday party. 设计意图：歌曲“When is your birthday?”与本课所学习的重点句型“When is the trip?”相呼应，将学生带入所学习对话的语境中，再次熟悉本课即将学习的重点句型；同时歌曲比较有趣味性，能够调动学生参与课堂的积极性。

2.Predict and listen Showing the birthday cake picture of B Let’s try and lead the students to predict whose birthday is it? T: Whose birthday is it? (Showing the picture of B Let’s talk) S1: Chen Jie? T: Maybe.. Who else? S2: Oliver. T: Why? S2: 因为B try那里问的是What will Oliver have?

T:Good guess. Now let’s see who is right. Listening to the tape of B Let’s try。

T: So it’s Oliver’s birthday or Chen Jie’s birthday. S: It’s Oliver’s birthday. 3.Think and listen T: It’s Oliver’s birthday, what will Oliver have? Let’s listen again. Listening to the tape again, tick the answer and check. 设计意图：让学生通过图片猜想，培养了学生观察能力，然后通过问题导入让学生思考，从而认真听录音，有针对性地听录音并回答课文中的练习题目。

4.View and predict Showing the picture of B Let’s talk. T: Oliver is going to have a birthday party Do you know which season does Oliver like best? S1: Spring? T: Maybe. Who else can have a try? S2: Summer? T: Maybe. Now let me give a hint. (PPT shows a red circle of Oct. in the picture.) OK, who can have another guess? S3: Autumn? T: Why? S3: Because they are talking about October. October is in autumn. T: Good guess. But is he right? Let’s see later. 5.Think and discuss PPT上展示B Let’s talk的对话，同时挖空3个句子，具体如下：

Oliver: I like autumn. ①___________________ Chen Jie: I like autumn, too. We usually have a school trip in autumn.

Oliver: Great! ②________________________ Chen Jie: It's in October. ③_________________

Oliver: Cool! I love the Great Wall! T: This is a dialogue between Oliver and Chen Jie. But some of the sentences are missing. Can you try to fill them in? S1: What about you? T: Why do you think so? S1: ... 教师可以引导学生用中文来回答，一般学生会说因为下面是“I like autumn, too”所以觉得前面应该是问你喜欢什么季节？

T: Maybe Oliver will tell us why he likes autumn. If so, what can be filled in the blank? S1: Because the weather is good. S2: Because it’s pretty in autumn. （以上问答要找成绩比较好的学生来回答。）

教师再叫2-3个学生看他们的意见是什么，然后再让学生讨论填写在①-③的句子应该是什么，然后找2-3个学生来汇报他们小组讨论的结果。

设计意图：此部分先挖空了核心句子让学生自己思考应该填入什么句子，一来锻炼了学生通过图片、上下文句子去推测挖空句子，锻炼了学生对话填空的能力；同时将核心句子挖空，勾起学生的探奇心理，让学生更加集中注意力去寻求答案，为后面的出示听力、句子写作打下铺垫，更能够引起学生的注意力。学生通过图片猜想，培养了学生观察能力，然后通过问题导入让学生思考，从而认真听录音，有针对性地听录音并回答课文中的练习题目。

6.Listen and check

T: OK. Now let’s listen to the tape and see if you are right. Let’s go! Listening to the tape and ask some students about the missing sentences. Read after the tape and read twice when it’s the missing sentence. 设计意图：此步骤通过反复多次的listening让学生理解了对话的大概意思，既锻炼学生的听力，同时也让学生将自己的答案跟录音进行对比，对于课文的理解将会更加透彻、记忆更深刻。

7.Try to write T: Now we have found out the missing sentences. But can you try to write down the missing sentences? Please take out the paper and try to write down the sentences. 教师在学生开始写的时候巡查，一般会有学生不会写，再次给出提示：

出示6个句子，其中3个句子是挖空的句子，另外3个是类似的句子，让学生选择并填写在空白处。

设计意图：此步骤通过类似句子的展示，让学生以对比的方式来加深对核心句型的印象，同时锻炼学生的英文书写能力。

8.Watch and check T: Now let’s watch the video and check if you choose the right sentences.

Watching the video and focus of the missing sentences. Check the answer by watching the video. 设计意图：让学生尝试写下句子，然后再看视频，那么学生就会将注意力高度集中在那些挖空的句子上，能够让学生不仅会识别、更会书写重点句型。

Step 3 Consolidation 1.Listen and imitate T: Watching the video can help us to finish the missing blank, now let’s watch the video and imitate Oliver and Chen Jie. Can you do it? S: Yes! T: Let’s go! Watching the video and imitate the intonation. Then lead the students to follow to the video to read again.

2.Read aloud T: Now let’s listen to the dialogue again and read aloud, let’s see which group is the loudest. 设计意图：通过模仿，让学生掌握本课对话的语音语调，然后再通过听录音让学生熟悉对话，最后引导学生流利朗读对话。

3.Role play T:The dialogue is between Oliver and Chen Jie. Can you do the role play like the video? S:Yes! T:OK! Let’s watch the video again and do the role play. 按照小组，1-2组为一组，3-4组为一组，模仿Oliver跟Chen Jie进行对话。

设计意图：通过分组进行角色扮演，让学生掌握从朗读过渡到对话，真正学生将核心句型运用于现实交际中。

4.Group work T:All of you do a very good job. But what about your group? OK, now let’s practice the dialogue in pair.

教师走到学生中，用手势将多个2人为单位圈一圈，同时说”You two in a pair, you can read the dialogue together. Or one is Oliver and the other is Chen Jie, do the role play. Understand?”

同时教师给出不同的任务、不同的奖励“朗读：1分，角色扮演：2分，脱稿角色扮演：3分”（此处教师要引入奖励机制）。学生在操练的时候，教师要去到学生中间检查学生的操练情况，并及时给予帮助和指导。最后再邀请3-5组上台展示。

设计意图：通过小组活动，能够让每个学生都开头朗读对话，可以让好的组员带动差的组员，同时教师能够很好地针对学生的实际情况给予恰当的指导和帮助。

Step 4 Practice

1.Ask and answer T:You can act out the dialogue and you are wonderful. Now let’s play a game. When the music is on, you pass the ball to the one sitting after you. When the music stops, the student who gets the ball should stand up and answer the question. You should ask “When is ...”

according to my pictures of the PPT and answer according to the reality. Are you ready? S: Yes. 重复3-4次音乐，将时间控制在5分钟左右，同时PPT上每次展示不同的图片，让学生多次操练“When is ...? --It’s in...”。最后一张图片要求是Mother’s Day，为下一个活动做好铺垫。

（设计意图：通过游戏的方式，让学生在趣味活动中更好地根据图片内容去灵活使用”When is ...? --It’s in....”加强了学生运用核心句型的综合能力。）

2.What will you do for your mother? T:Wow, you’re so clever. And you know that Mother’s Day is in May. But what can you do for your mother? Let’s see what can Chen Jie and John do for their mothers.

Watching the video and lead students to read.

T: Chen Jie and John can do a lot of things for their mother. What about you?（找一个学生与教师示范）

S1: I can sing a song for my mother. T: Great! What will you do for your mother on Mother’s Day? S2: I can dance for her. T: Good! Now work in pairs and 4 students in a group. I will give you 5 minutes, then let’s share what you can do for your mother. 学生4人一组操练，同时教师要去巡查学生操练情况。最后邀请3-5组学生来展示其对话。

（设计意图：通过问答方式，让学生完成课文的题目，同时也通过这个活动对学生进行思想教育，让学生感恩父母，多为父母做自己力所能及的事情。）

Step 5 Summary and homework 1. Summary T: You are good to do things for your mother. Today what do we learn? Who can tell me? S1: When is the trip this year? --It’s in October. S2: We usually have a school trip in autumn. S3:We’ll go to the Great Wall. .... （设计意图：通过问答方式，让学生回忆跟总结今天所学习的内容，加深了大家对课文的理解和核心句型的运用。）

2.Homework 1. Finish the exercise of the exercise book. 2. Make a plan with your mother for Mother’s Day and hand in your plan. 3. Recite the dialogue of text book. 四、板书设计

1.When is the party? --It’s in April. 2.When is the trip this year? --It’s in October. 3. We’ll go to the Great Wall.