一、教育目标：
1.学习正确使用校内各种人物的称谓，培养学生从小讲礼貌的好习惯。
2.教育学生要做个诚实的孩子。
二、知识目标：
（一）基础目标：
1.学生会看图说出: class teacher, headmaster, monitor, friend。
2.会根据提供的图片进行句型操练 Is that your ---?
3.能正确读写字母Gg Hh Ii,并了解它们在单词中的发音。
（二）发展目标：
1.由Wonderland中的词拓展学习校内其他有关人物的英语称呼，并能正确认读。
2.能替换Grand Theatre中的语句，根据不同场合进行提问并回答。
（三）能力目标：
1.能用英语进行简单的电话交流。
（四）情感、策略和文化等有关目标：
1.情感态度：在学习称呼时，有意识地培养学生从小讲礼貌的好习惯。
2.学习策略：根据教学内容和学生的学习能力对他们进行优化组合，使每个学生在小组活动中都有发表自己看法的机会。
3.文化目标： 了解西方国家打电话时的常用说法。
三、教学资源：
Student’s book 2B P9~P12
Cassette 2B Unit 3
Student’s workbook 2B P13~P18
Word and picture cards 2B Unit 3
四、教学过程：
第一课时
|
Procedures |
Contents |
Methods |
Purpose |
|
Pre-task preparation |
Say the missing numbers. 13_ __ 15 16 21____ 23 24 33___ 35 36 46 ____ 48 49 Say the numbers in English. 20 30 40 50 21 32 Game: Who’s that? Write a number on a piece of paper. Then turn it over. Invite the students to guess what the number is by asking “Is that …?”. |
Review the numbers Show some figures’ pictures of the book, and let the students guess, “Is that Alice?” |
通过填写缺失数字的活动复习上节课的内容。 Guessing game是一种既简单又有效的游戏， 操作起来也很方便。这个游戏也为新课的引入做好铺垫。 |
|
While task procedures |
Task 1 Show the picture of their class teacher and ask, “Is that your class teacher, Miss …?” Learn the new word: class teacher. Show the picture of Tommy. Ask, “ Is that your friend, Tommy?” Explain the Chinese meaning of the word: friend. Task 2 Point to a student in the class and ask, “ Is that a girl/boy? Is that your classmate? Is that your friend? Is that your monitor?” Invite monitor come to the front and introduce: “This is your monitor, …” Show a picture of my family members. Students guess, “ Is that your …?” Then show the picture of our headmaster. Invite them to guess. Learn the new word: headmaster. |
Explain the difference between ‘class teacher’ and ‘teacher Activity: Draw and guess. |
通过看一看、猜一猜等活动学习新单词，营造良好的氛围。 在小组合作中，学会发表自己的想法。 |
|
Post-task activities |
Activity: Draw a person. Let the others guess who that is. “Is that your …?” |
Read after the tape. |
通过画一画、说一说这样的活动能够有效地激发学生的学习兴趣。 |
第二课时
|
Procedures |
Contents |
Methods |
Purpose |
|
Pre-task preparation |
Revision Invite the others to guess, “Is that your father/mother/ aunt…?” |
Show the picture of your family members and introduce them, “ This is my ...” |
把所学的语句灵活运用到实际生活中去，介绍自己的家庭成员。. |
|
While task procedures |
Task 1 Listen to the story in Unit 3 and answer the questions: Who’s Sandy’s class teacher? Who does she want to speak to, Sandy’s father or Sandy’s mother? Game Activity: May I speak to …? Pass the word on. “Dinglingling, May I speak to …” “Yes, this is …” |
Listen and answer the questions. To practise the way of giving/receiving a telephone. |
让学生分工扮演成角色表演课本内容,模拟实际生活运用所学内容，这对培养学生大胆仿说和拓展表演起到积极的作用。 |
|
Post-task activities |
Activity: Repeat the dialogue and try to imitate the intonation. |
Act out the short play after learning. Make a new dialogue. |
在小组中分配学习任务，以好带差，互帮互学；教师在巡视学生学习时，对完成学习任务有困难的学生进行个别点拨和辅导。对于学习有潜力的学生，可为他们提出更高一层次的学习要求。 |
第三课时
|
Procedures |
Contents |
Methods |
Purpose |
|
Pre-task preparation |
Revision: Recite and act out the story in Unit 3. |
Speak out the story. |
在表演的过程中复习课文，营造了良好的学习氛围。 |
|
While task procedures |
Task 1 Do the exercises on the exercise-book (page 13). Make your own rhymes. G for … H for…. I for… Task 2 Learn the song: The wheels of the bus go round and round. |
Show the letters: Hold a competition: Who sings well? |
通过大量的单词朗读不仅使学生牢固认知字母，而且让学生自然而然地总结出字母在这些单词中的发音规则。 在优美的背景音乐里，让学生操练语言，给学生带来愉悦的感受，有效地为今后的学习积累句型。 |
|
Post-task activities |
Task 1 Do the exercises on the exercise-book. |
Review Unit 3 |
每节课都为学生提供说话的机会，在说的过程中锻炼他们的语言表达能力和思维能力。 |