Unit 3 Language in use教学目标设计

Section C

I. Material analysis 本课是话题一的第三课时。本课的主要活动是1a和2。通过图文并茂的方式介绍“My Home”，进一步扩大学生的词汇、学习方位介词短语并复习巩固there be句型；还将学习用how many和how much对物质（名词）的数和量进行提问。此外，语音板块根据音标拼写相应的单词，复习字母组合的发音规律，培养学生单词的拼读和拼写能力。本课涉及到谈论学生的家的房间结构布置，因此教师应积极创设真实的情景，让学生在情景中反复操练已学到的关于方位和家的结构、摆设的相关词汇。

II. Teaching aims

1.Knowledge aims

能根据已学语音、音标及发音规则，正确朗读、拼写和运用下列词汇和短语：

center, in the center of, yard, flower, house, large, left, model, only

能够在小组合作活动中，根据音标拼写出相应的单词，培养单词的拼读和拼写能力；

能够正确使用there be句型、特殊疑问句、一般疑问句及其肯定和否定回答以及表示方位关系的介词短语，如：

near, next to, in the center of, at the back of, on the left of

能够就“物品摆设、存在”等交际功能进行交流与对话操练，正确运用how many 和how much对可数和不可数名词进行提问，如：

（1）—Is there any water in the bottle? —Yes, there is. （2）—How much water is there? —Only a little. （3）—How many model planes are there? —There are three.

... 2.Skill aims

能识别出不同的语调，如陈述句和疑问句等；

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能听懂谈论房间、室内摆设的表达，并做出恰当回应；

能对房间、室内摆设进行简单的交流；

能在口头表达中做到发音清晰，语音语调准确；

能在图画的帮助下进行阅读，并按要求进行语言活动；

能正确拼读单词，注意单词重音；

能准确写出黑体单词和词组；

能根据范文写出介绍自己家的小短文。

3.Emotional aims 能在学习的同时，热爱自己的生活环境；

能认真、规范地书写单词；

能够与同伴积极合作，参与课堂活动，大胆实践。

III. The key points and difficult points

1.能够在情景对话中，熟练运用there be句型的复数、特殊疑问句、一般

疑问句及其肯定和否定回答以及表示方位关系的短语谈论房间分布、物品摆设和方位；

2.能正确使用how many和how much对可数名词的数和不可数名词的量进行提问。

IV. Learning strategies 1.能与他人合作，共同完成学习任务；

2.能逐步养成预习和复习的好习惯；

3.能够运用图片、关键词和实物等进行读前预测。

V. Teaching aids

录音机、教学挂图、闪卡和黑板

VI. Teaching procedures

Step Interaction pattern Introduction

(5 minutes) 1.

The whole class 1.

Focus their attention 1.Get students ready work.

on the teacher.

for learning.

Student activity Teacher activity

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2.

Group work.

3. Pair work.

2.Do duty report. Discuss 2.

Help the with your group members students revise the about what your ideal words in Section study or bedroom is like. B and “there be”

Then draw them on the structure. paper. Show your

pictures to the whole

class and try to introduce

them to other students. e.g.

This is our ideal study.

There is a computer on

the desk, of course.

There is a guitar on the

wall because we like

playing the guitar. There

is a football under the

table. We often play

football after class. ...

3.

Answer the teacher’s 3. Use the objects questions, using “there near the students be” structure. e.g. T: What are there in the classroom. S1: There are some desks and chairs in the classroom. T: What are there on to help them revise “there be” structure.

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your desk? S2:There are some books on my desk. ... Then guess what is in the teacher’s bag, using “there be”

structure. The student who can answer correctly can get the object. Presentation

(10 minutes) 1.

The whole class 1.Look at the picture. 1. Present some work.

Learn some new words, new words with yard, house, flower, the help of the large, in the center of, picture in 1a.

left.

T: This is a yard.

There is a house in the

yard. It’s a large house.

There are some rooms in

the house. And there are

some beautiful flowers in

the center of the yard. ...

the 2. The whole class 2.

Do 1a. Look at the 2.

Make work and individual picture in 1a. Answer the students predict work.

questions in 1a. Predict before reading by the reading material in looking at the picture 1a. and answering the (1) How many rooms are questions. there in the picture?

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S: ...

(2)Do you like the home

in the picture? Why? S: Yes, because it is...

/No, because...

...

the 3.

Individual work, 3.Read the questions in 3.

Check pair work and the 1b. Then read 1a and try answers. whole class work.

to answer the answers in

1b individually. After

that, check the answers

with your partner. The

whole class check the

answer together.

Consolidation

Individual work and Do 1c. Read 1a again and Make the students (10 minutes) pair work.

underline the phrases, learn to organize such as in the center of, the passage with at the back of, on the the help of the left.

Look at the picture key words. To be in 1a. Try to retell “My a good listener Home” with the help of the while the students key words individually. are retelling. Then retell it to your

partner. You can help

each other while retelling. Key words:

(1) in the center of,

beautiful flowers, trees

(2) at the back of,

3

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bedrooms, large living room, a study, computer, an apple tree, birds (3) on the left of, kitchen, dining room, bathroom, a red car (4)now, help, clean, mother, cook, love ... Practice (10 minutes) 1.

The whole class 1.Do 2. Look at the 1.

Make the work and pair work. pictures in 2. Answer the students practice

teacher’s questions to expressions about know the differences how many

and between how many and how much. how much.

T: What can you see in

Picture 1?

Ss:Model planes, a desk.

T:How many model planes

can you see? Ss: Three.

T: What can you see in

Picture 2? Ss: A bottle of water.

T:How much water can

you see? S: Only a little. ...

Read the conversations

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in Picture 1 and Picture

2. Then ask and answer

questions about the other

two pictures in pairs.

After that, some pairs act

out the conversations. ...

the 2.

Individual work 2. Do 3a. Read and write 2.

Make and pair work.

the words individually. students consolidate Pay attention to the stress the sounds in in each pair. Then listen Section A. Make and check the answers them learn to with your partner.

write and spell the words with the help of the syllabus. 3.Individual work, 3.

Do 3b. Look at the 3.Play the tape pair work and the pictures in 3b. Try to recorder and check whole class work.

predict the sentences in the answers. 3b. Then listen to the

tape and complete the

sentences individually.

Check the answers with

your partner. Then the

whole class check the

answers together.

After that, read the

sentences in 3b together.

Pay attention to the

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sentence rhythm.

4.The whole class 4.

The whole class read the 4.To be a good work and individual teacher’s poem together. listener. work.

Then some students read

the poem individually.

Pay attention to the

sentence rhythm.

I like my kite. It is flying in the blue sky.

I am dreaming of the

wings.

It is telling me that one

day, I can fly in the blue sky. ... Production

(10 minutes) Pair work and Draw a picture of your 1.

Make the

individual work.

home. Then show it to students use the your partner. Try to describe expressions about it to your partner, using “there be” structure

the expressions and phrases and the new phrases in this section. Write a in oral and written passage to describe it. e.g. work after learning.

This is my home. There

is an apple tree in the

center of the yard. On

the left of the yard, there

is a bathroom. On the

right of the yard, there is

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a kitchen and a dining

room. ...

2.

Assign homework: Review the words and phrases in this section; Go on writing your home. Then report it to the class next day; Preview Section D. Teaching reflection：

本节课是一堂阅读课，我们摒弃了以往静悄悄的学生个人阅读，设计了读前读题看图猜测、读中两两问答、读后结合关键词进行复述等活动，让阅读活动立体、生动起来，同时还将阅读和口语、词汇等结合起来对学生进行综合的能力训练。对于个别学困生，由于其词汇积累不够，知识结构不够全面，因此教师可降低难度，让他们在简单的任务中体会成功的喜悦。

VII. Blackboard design Topic 1

There is a study next to my bedroom.

Section C 1.

What is in the center of the yard?

center

in the center of 2. What’s at the back of the yard?

yard

flower 3. What’s on the left of the yard?

house

large 4.—How many model planes are there?

left

model —There are three.

only

5.—How much water is there? —Only a little.

the

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