3a—3e优质公开课教案

Starter Unit 2 What’ s this in English? Period 3(3a-3e) 教学设计

牡丹江第十七中学

刘岚凝

教

学

目

标

·知识目标

1.复习字母

I i—R r的发音和大小写书写；

2.学习音素/e/ /i:/ /l/ /z/;

3.巩固已学的有关物品的名词: ruler, map, jacket, key, quilt, orange, pen, cup

4.巩固已学的询问事物名称的问答方式：-- What’s this/that in English?

-- It’s a/an...

5.学会使用新句型：--Spell it, please.

--M-A-P. ·能力目标

1.能够用所学句型询问物品的名称并询问如何拼写单词。

2.能够根据含有因素/e/ /i:/的已学单词的发音朗读新的单词，如:pen-spell, eat-please. 3.能整合第一二单元所学句型，创设合理情境编对话。

·情感目标

通过相互询问物品，增进交流，培养学生大胆说英语的习惯和兴趣。

总体设计理念

采用情境教学法、任务型语言教学途径来练习新句型，运用直拼法来学习新单词，培养学生运用英语询问物体名称和拼读单词的能力。

1.

给每位学生取好英文名。 2.

用真实物品布置教室，在墙上张贴地图、挂夹克衫，在讲台上放杯子。

课前准备

3.

准备一个不透明的袋子，在里面放入相关物品：尺子、钢笔、茶杯、桔子、钥匙等。 4.

课前拍一张自己房间的照片或画一张房间的图画。

教学步骤

教学活动设计

设计理念

1. Greet the students: Good morning! How are 复习已学单词和句型，并以

you? What’s your name?

Spell it, please! （First, 旧引新，通过询问学生的英Step1

let Ss read the words: bed, pen, egg, desk; eat, 文名字，引出新的句型

Spell Revision and meat.）

it, please!在这个自然情境中lead-in 2. Have a dictation. Students write the letters that 引出和操练新的句型，会使

the teacher reads: Ii—Rr. Ask two students to 学生容易接受和掌握。 write on the blackboard and check their 歌曲吟唱复习，要求学生更handwritings together.

深刻掌握这十个字母在闭音3．Have a revision. Sing the song from “I” to“ R”

节中的发音规律。

1.

Show a bag. Let one student touch the thing in the bag.

2.

T ask the student: What’s this in English?

Ss: It’s a ruler/ key/cup/pen.

It’s an orange.

3.

T point to the quilt and ask: What’s this in English?

Step2

S: It’s a quilt.

Presentation 4.

T point to the object on the wall and ask: What’s that in English?

Ss: It’s a map/ jacket.

5.

Get Ss find some nouns after “an” that they know. E.g.: an egg, an apple, an elephant…

Help Ss learn to use “an” and “a” before a singular noun.

1.

Listen and number the words you hear (1-8) in 3a. 2.

Check the answers.

3.

Listen and complete the words under the Step 3 Listen pictures in 3a.

and number 4.

Ask Ss to spell the words one by one to check

the answers.

5.

Listen and repeat.

6.

Practice: listen and try to complete the new words 1.

Listen to the conversation in 3c. Pay attention to the pronunciation and intonation.

Step 4 2.

Listen and repeat.

Listen and 3.

Listen again and mark the intonation with a practice rising tone like ↗

，

a falling tone like ↘or read through ︶.

4.

Practice the conversation with your partner.

1.

Listen to the conversations and number the Step 5 words you hear (1-4).

Listen and 2.

Check the answers.

number 3.

Listen and repeat.

4.

Let Ss mark the intonation by themselves.

1.

Look at the picture in activity 3e. It’s Bob’s room. 2.

Work in pairs. Talk about the things in Bob’s Step 6 room. Point to the thing when they use “that”.

Pair work 3.

Ask some pairs to act out the conversation in front.

把教室布置成一个真实交际的语境。根据实物来操练句型，会使学生有一种亲切感，并增加课堂交际的真实性和趣味性。通过询问远近不同的物体，让学生在体验中感知this和that的区别。通过举例、比较让学生体会不定冠词a和an的区别。

通过3a，3b的听说训练，给学生提供多次重复操练新单词的机会，在听、读、拼中逐渐掌握单词的音和形。

在前二步熟练操作基础下，进行深化训练，拔高一定程度，让学生乐于挑战，体会拼音规律的重要性

通过听再次输入目标句型，引导学生模仿并标出语调和连读情况，然后通过同桌练习对话，通过“说”输出语言。

将单词训练融对话之中，体现词不离句，句不离文。让学生在对话语境中再次巩固目标词汇。 课后练习让学生继续巩固本课时所学知识，同时以自评、他评、教师抽查等多方式的评价手段，能更好的了解学生对知识的掌握情况。

Step 7 Homework 1.

Ask Ss to make longer conversations using the 让学生谈论自己房间的物sentence learned before. Talk about the things 品，给学生创设了一个真实in your own rooms. 的信息沟，激发了学生表达E. g.

A: Good morning…

的欲望。通过编更长的对话，B: Good morning…

整合了前面所学的句型，有A: How are you?

利于学生综合表达能力的培B: I’m fine, thank you! And you?

养。通过练习相关单词的发A: I’m OK, too.

音，进一步巩固所学音素，B: What’s this in English?

培养学生的拼读能力。通过A: It’s a key.

模仿对话，让学生养成每天B: Spell it, please!

听读英语的习惯。 A: K-E-Y.

2.

Try to read more words with the sound /e/and

/i:/.

3.

Listen to the conversation in 3d and repeat.

Blackboard design: Starter Unit 2 What’s this in English?

Period 3

--What’s this in English?

an orange

--It’s a map.

an egg

--Spell it, please.

an elephant

--M-A-P.

an apple

元音音素：

/e/

/i:/ 辅音音素：/l/ /z/