4a—4d第二课时教学设计

Starter Unit 1

Good morning!

一、单元教材分析

本单元要求学生掌握英文字母A—H，能认读其印刷体和手写体字母的大小写等四种形式。书写(大写和小写，笔顺，笔画)基本合乎要求。学习一些简单的英文名字，注意区别性别，并为自己取一个英文名字。能看、听、说、唱本单元所列的日常交际用语，重点学会打招呼、相互问候并做到语音语调正确。注意一些字母及日常交际用语的发音，总结元音字母a和e的发音规则。

二、单元学情分析

本单元围绕“问候他人”这一话题，展开听、说、读、写的教学活动。为了创设较为真实的语言环境，首先让学生们认识一些较为简单的英文名字，并让学生们为自己取一个英文名字，让学生们感知、认识英语，并尽快进入英语的环境中。在教学过程中应让学生体会打招呼用语的奥妙所在，做到灵活运用。刚开始学习英语，学生们肯定对学习英语的兴趣非常深厚，教师一定要利用好这一点，让学生在学习英语中能获得乐趣。并逐步让学生们形成稳定的学习兴趣。

三、单元教学建议

采用自主学习、小组合作学习、Role playing、

pair work等方式开展听、说、读、写的学习活动。教师要尽量利用幻灯片、挂图、实物等给学生创造较为真实的英语情景。在教学中创设切实可行的任务型教学活动、突出交际性。引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。教师可以用手势，表情，动作等示意，帮助学生听懂课堂用语和日常交际用语，不讲或少讲汉语。

四、单元课时分配

本单元可用2课时完成教学任务：

(1a-2e) 用1课时

(3a-4d) 用1课时

4a-4d

一、教学目标：

1. 语言知识目标：

1) 能掌握以下词汇：afternoon, evening, how, are, you, I, am, I'm, fine, thanks, OK

2) 能掌握以下句型：

①

Good afternoon!

②

Good evening!

③

—

How are you?

—

I'm OK. / I'm fine. Thanks. 3) 能在一天中不同的时候问候朋友们。会询问朋友的近况。

4) 总结归纳元音字母Aa与Ee在单词中的常见发音规律。

2. 情感态度价值观目标：

让学生们在相互问候的过程中，学会礼貌待人，与同学之间友好相处。万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。

二、教学重难点

1. 教学重点：

1) 就向相互问候的话题开展听、说的训练。

2) 总结归纳元音字母Aa与Ee在单词中的常见发音规律。

3) 学习唱课本Page Ⅳ中问候他人的歌曲。

2. 教学难点：

总结归纳元音字母Aa与Ee在单词中的常见发音规律。

三、教学过程

Ⅰ. Warming- up and revision 1. Greet the Ss.

T: Good morning, Class!

Ss: Good morning, Mr./Ms. …

(Say it again several times.) Then sing the "Good morning!" song.

Now greet your partner with your English names.

S1: Good morning, Dale!

S2: Hello, Frank!

S3: Good morning, Eric!

S4: Hi, Grace!

…

2. Now let's review the English letters Aa ～

Hh. Who can recite them?

S1: A, B, C, D, …

S2: A, B, C, D, …

3. Can you write them?

Please write the letters on a piece of paper then check with your partner.

Ask some Ss come to the Bb and write them on the Bb.

(注意和同学们一起纠正个别同学不正确的笔顺。) Ⅱ. Presentation 1.（用投影展示下午和晚上的两幅图画，教给学生们在不同的时候进行问候。）

T: Good afternoon, S1!

S1: Good afternoon, Mr./Ms. …!

T: Good evening, S2!

S1: Good evening, Mr./Ms. … !

Let Ss greet each other.

S3: Good morning, S4!

S4: Good morning, S3!

S3: Good evening, S4!

S4: Good evening, S3!

2. (告诉同学们，你和你的伙伴很长时间没有见面了，今天见面后，应怎样相互问候呢？)

T: How are you, S1?

S1: (Help S1 answer) I'm fine. Thanks. How are you, Mr./Ms. …?

T: I'm OK.

Let the Ss read after the teacher for a several times. Then let the Ss practice with their partners.

S5: How are you, Cindy?

S6: I'm fine. Thanks. How are you, Bob?

S5: I'm OK.

Ⅵ. Writing

1. Look at the children in the picture in 4a. Do you still know them? Who can tell us their names?

T: Picture 1:

S1: Cindy.

T: Picture 2:

S2: Bob. T: Picture 3:

S3: Helen. …

2. Now write the names of the children und each picture. If you can't remember their names, you can turn to pageⅠ. Then check the answers with your partner. Let some Ss read their answers. 3. Now write the names in alphabetical order in the right box.

(Tell Ss what the meaning of “in alphabetical order” is.)

Ss work with their partners and write the names in the right box in alphabetical order.

Let some Ss read the names to check the answers.

Ⅶ. Listening 1. Let's work on 4b.

(告诉学生们这是有关元音字母a和字母e的在单词中读音规则的总结，同学们认真听，看能否听清左右两个方框中发音的不同。)

Play the tape twice for the Ss to listen.

2. 让学生们说出字母a与e在单词中的两种发音，看学生们是否听清。然后教给学生们字母a与e在单词中的两种发音。

/eɪ/

/i:/

a

e

/æ/

/e/

3. Play the tape again for the Ss to listen and repeat.

Ⅷ. Practice

1. Now let's work on 4c. First, let's read the words and letters in column 1.

(Ss read the he words and letters in column 1 aloud.)

2. Look at the words in column 2. Can you read them out?

(提醒学生右栏中的单词中黑体字母的发音与左栏中的读音一样。) 3. Let some Ss try to read the words. Correct their pronunciation.

Ⅸ. Singing

1. Let Ss read the songs aloud first.

2. Listen to the song and sing the song together.

Homework

1. Write letters Aa ~ Hh several times. 2. Sing the song after class.

板书设计：

4a-4d 1. Good afternoon!

Good evening! 2. —

How are you?

—

Fine, thanks. How are you?

—

I'm OK.

3. 4a: Alice

Bob

Cindy

Dale

Eric

Frank

Grace

Helen

4.

/eɪ/

/i:/

a

e

/æ/

/e/