Grammar教学设计

Unit 3

Getting Together

Topic 1

Does he speak Chinese?

Section A

Ⅰ. Material analysis

本节课是第三单元的第一课时，主要活动是1a和3a。通过Li Xiang和Jane的对话，学习“谈论喜好”、“询问、请求”、“结交朋友”等语言功能，同时也抛出实义动词“like”,“want”,“speak”的一般现在时第一人称、第二人称的用法以及人称代词主格和宾格的用法。语音板块初步掌握元音音素/з:/和/ə/，辅音音素/H/，/E/ ，/C/ 和/_/的发音及发音规律，初步学习连读并了解其规律，并能在歌谣中进行连读和重音的训练。

Ⅱ. Teaching aims

1. Knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中：could, tell, sure, pen pal, some, with, problem, well, often；

能够在教师的帮助和指导下，在单词中朗读和辨别字母和字母组合ir, er, sh, s, ch, ge的发音：/з:/，/ə/，/H/，/E/ ，/C/ 和/_/并总结其发音规律；

能在教师的指引下，了解句子连读及重音，并能够准确地朗读；

能结合谈论喜好、提出请求、结交朋友的表达方式，正确使用实义动词like/speak/want一般现在时第一、第二人称单数的陈述句、一般疑问句及其肯定和否定回答；

能正确使用人称代词的主格和宾格形式，如：

I like it very much.

Could you help me with it?

能在真实的语言环境中，运用表达询问、请求和谈论喜好等交际功能的用法，与他人进行真实交流，如：

Could you tell me your name?

Could you help me with it?

Do you like Chinese?

I want to find a pen pal. 2. Skill aims

能听懂有关表达询问、请求、谈论喜好的简单对话或叙述；

能就表达询问、请求、谈论喜好等的话题进行交流；

能正确地朗读对话，注意重音和连读；

能写出表达询问、请求和谈论喜好的简单句子或小短文。

3. Emotional aims 通过对Section A的学习，学生能增进对彼此喜好的了解，能乐意帮助别人，并善于与他人结交朋友。

Ⅲ. The key points and difficult points 1.能够在话题谈论中，学会在句型中使用实义动词like/speak/want的第一人称、第二人称的一般现在时的用法。

2.能够朗读和辨别字母和字母组合ir, er, sh, s, ch, ge的发音：/з:/，/ə/，/H/，/E/ ，/C/ 和/_/，发现语音发音规律，并能根据发音规律正确拼读单词。

Ⅳ. Learning strategies 1.学生能够清楚、大声地朗读课文对话。

2.在学习过程中向老师和同学寻求帮助。

3.在朗读过程中，能够使用连读。

Ⅴ. Teaching aids 录音机、教学挂图、多媒体和黑板。

Ⅵ. Teaching procedures

Step Interaction pattern Introduction

1.The whole 1.Focus their attention 1.Greet students ready for (10 minutes) class work.

on the teacher. “Good learning.“Good morning，morning，teacher!”

class!”

Student activity Teacher activity

2.Group work.

2.The students talk about 2.Help the students to one of their classmates in revise the expressions in groups. Write down the Unit 2. description sentences. e.g. He has a big mouth and Then one student reports small eyes. His hair is it in front of the whole short. class.

3.The whole class answer

some questions 3.The whole the teacher’s questions 3.Ask class work.

and guess who the according to the description student is mentioned. e.g. reported by the students. Help the students learn T: What does he/she some new words in the look like? Ss: He/She has... conversations, and also learn how to express likes T: Could you please tell and dislikes. Make the me his name now? Ss: Sure. He is... T: Does he students pay attention to

the Personal Pronouns, the like Subject Pronouns and the Object Pronouns. English? Ss: Yes, he does. T: Can he speak English? Ss: Yes, he can, but only a little./ No, he cannot. T: Can you help him with it?(if his English is

not good.) Ss: Sure!/No problem.

Presentation

1.

The whole 1.

Listen to the teacher 1.Take out a toy to pretend (10 minutes) class work.

carefully and try to to be the teacher’s pen pal. guess the meanings of Then tell the students the new words in the something about the “pen context.

pal”. The teacher will present the new words here and new expressions as well. 2.

The whole 2.

Answer the teacher’s 2. Ask students some class and work.

work questions. Try to learn questions and present new pair the new expressions in expressions about making the dialogues. Then requests and expressing practice in pairs. e.g.

likes and dislikes through demonstration. Then let the practice the A:Could you please tell students me your name? B:Sure! dialogue in pairs.

A:Do you like English?

B:Yes, I do. A:Can English? you

speak

B:Yes, I can./Sorry, I

can’t.

A:Could you help me

with my English?(提问

学习好的同学) B:No problem.

3.

Individual work.

3.

Read the statements 3.

Play the tape of 1a in 1b. Look at the without stopping. Then teaching pictures and make students do 1b. know backgrounds Guess the in some Check the answers.

1a.

listening

material in 1a. Then

listen to the tape and

mark true or false with

1a covered.

4.The whole 4. Listen to the tape and 4.

Play the tape

class work.

read after it. Repeat the sentence by sentence.

important sentences in Help the students to read 1a. Know how to make fluently and correctly.

requests and express likes and dislikes. Consolidation 1.Individual (5 minutes) 1.Do 1d. Put the 1.Help the students to work and pair following sentences in consolidate the sentence work.

2.Group the correct order. Then patterns in 1a about making

practice partner. with your requests.

2. Do 1c. The girls and 2.Correct students’

and work and pair the boys practice the pronunciation work. conversation in 1a. intonation while they are the Then make up a new practicing one and practice it in conversations. pairs.

Practice

1.

Individual 1.Do 2. Before listening, 1.

Play the tape. Check the try to fill in the blanks answers after listening. (10 minutes) work.

2.

Group in 2 by themselves. Help the students know Then listen to the how to make friends with passage and check the others. answers. Know how to

make others.

friends with

2.Do 3a. Divide the 2.

Help the students check work and the class into six groups. the sounds. Correct their whole class Every group tries to sounds when the students work.

3.

Individual work, read one group of present the sound they words. summarized.

Discuss in groups and

find the rules

of

sounds about ir, er, sh, s,

ch, ge by themselves.

Choose one student in

each group to read out

every word and tell the

other students the

sounds of each group.

Then the whole class

listen to the tape and

check the sounds. Read

the sounds and words

aloud after the tape.

students some 3.Do 3b. Listen to the 3.

Give the teacher’s examples, examples of liaison and let whole class “tell us” and “tell him”. them try to read the work and pair Identify which one is sentences in 3b. Play the

work.

liaison. Then try to read tape. Make sure the the liaison in 3b in students know how to read pairs and check with the liaison. Help them to each other. Then some check each other. students read the

liaison and the others

check. Find the rules of

liaison together. Then

read after the tape.

4.The whole 4.Do 4. Chant together 4.Play the tape of 4. Check class work, after the tape. Pay their pronunciation, the and liaison if group work attention to the stress stress and individual work. and liaison. Then the necessary.

boys and the girls chant separately. Then some students act out the chant individually. Production

1.

Group (10 minutes) work.

1.

Sit in groups of four. 1. Ask the students to use Write a short passage the sentence patterns they of themselves, learn in Section A to write about

including their likes, passages dislikes, the language themselves and make up they can or can’t speak.

their new conversations.

Choose one of their

group members (take

turns) and make up a

conversation him/her: e.g. with

A:Could you please

tell …?

B:…

A:Do you like…?

B:…

A:Could you please

help…?

B:…

The students decide

who can help them or

they will help.

2. Assign homework: Review the words and practice the conversations in Section partner; Make up a new A with your conversation similar to 1a with your partner, talking about your likes and dislikes, making requests and making friends. Then report it to the class the next day; Preview Section B. Teaching reflection：

在本节课中，学生学会了如何表达喜好、询问请求以及结交朋友。学生在助动词do/does的使用以及主谓一致中容易出现学习的困难和障碍。因此，我们教师应尽量在课程上创设语境，使学生在真实的话题语境中体验语言的功能和用

法，从而正确的使用助动词do和does来流利地表达喜好以及学会结交朋友。

VII. Blackboard design Does he speak Chinese? Section A

Sounds：

1. —Could you please tell me your name?

pen pal

/з:/

—Sure!

help...with...

/ə/

2. Do you like Chinese?

/H/ 3. —Could you help me with it?

/E/

—No problem.

/C/ 4. Can you speak English?

/_/

5. I want to find a pen pal.