一、教学内容与目标
(1) 能在情境中正确运用日常交际用语How are you?及其相应的回答:Fine, thank you./Not so good
(2) 能听懂、会说、会读文具类单词 a pen, a pencil ,a ball pen
(3) 通过活动,游戏激发学生的学习兴趣,逐步培养学生的口语交际能力,树立学习英语的信心
二、教学重难点
1、教学重点:文具类单词和日常交际用语
2、教学难点:能熟练灵活地运用本课的日常交际用语
Teaching Procedures:
课前板书课题 Unit 5 How are you?
三、教学过程
Step1. Warm up:
1、T—S: Greeting
T (事先把果树贴在墙壁上,介绍比赛规则): There’re four trees,If you do very well, you can put the fruit on the trees for your group. Let’s see which group is the best. OK?
S: OK.
2、Sing some songs:
T: There are three songs. Which one do you want to choose first?
Red? Blue or green?
(课件展示三个不同颜色的圆,让学生自主选择)
Step2. Revision
Everyday English: Hello, I’m Miss Wu. What’s your name?
Nice to meet you, (too)
This is ….
(学生自由对话,将自己的朋友介绍给他人认识)
Step3. Presentation:
1、How are you? Fine, thank you.
T:(由学生自由对话引入)I think you will be good friends.
Miss Wu has some good friends, too. Look, they’re coming. (课件出示)
This is Kitty (Teddy).
S: Nice to meet you, Kitty (Teddy).
Kitty (Teddy): Nice to meet you, too.
T: How are you?
Kitty (Teddy): Fine, thank you.
出示 “How are you?”教师示范领读。,注意“you”的发音。
B、Boys ask Teddy together and girls ask Kitty together, listen to the answers carefully.
C、Teach “Fine, thank you.” with body language. (拿出笑脸)
D、 Play a game: The chain game: T asks a question to the students of the first row “How are you?” He or she may say: “Fine, thank you.” Then he or she passes the question to the students in the second row. Then the students in the second row answer: “Fine, thank you.” Just do it one by one. The last one comes to the front and asks Mickey: “How are you?” Let’s see which group is the quickest.
2、How are you?Not so good.(放入竞赛之中)
T gives the best group praise, and asks Mickey one by one.
S: How are you, Mickey?
Mickey: Not so good.
Teach “Not so good.” With body language.(拿出哭脸)
3、 Play a game: Ask and answer one by one, if T takes Smiling Face, the answer is “Fine, thank you.” If T takes Crying Face, the answer is “Not so good.” In twenty seconds, to see which group makes the most dialogues.
4、Sing《Hello, how are you?》
5、New words:a pen, a pencil ,a ball pen
A、T:You have done a good job. I have something to praise you. Look at my bag, is it nice?
S: Yes.
T: Can you guess “What’s in my bag?” If you guess correctly, I will give it to you.
(apple, orange, banana, pear …)
B、 Draw and guess: T draws some simple pictures on the blackboard, such as: apple, pear, orange, pen, pencil…, then ask with“What can you see? ”, Ss answers with “I can see a/an…”
C、Listen and do
T: Show me your pen/pencil/ ball pen.
S: Pen,pen, pen./ Pencil, pencil, pencil. /
Ball pen, ball pen, ball pen.
(举起手中的文具)
D、Play a game: Warm and cold
请一位学生背对着大家,教师把文具放在某一位学生的桌上,让这位同学来找。其他同学可以提示帮助齐声朗读这个单词,当寻找者接目标时,同学们的朗读声就变得响亮;当寻找者远离目标时,同学们的声音就变得越来越弱,直到寻找到目标为止。
E、Say a rhyme
Pen↑, pen↓, this is a pen.
Pen↑, pen↓, I can see a pen.
Pencil↑, pencil↓, this is a pencil.
Pencil↑, pencil↓, I can see a pencil.
Ball pen↑, ball pen↓, this is a ball pen.
Ball pen↑, ball pen↓, I can see a ball pen.
(设计思路:在教学文具类单词,以三个有关联的文具单词来加强学生的记忆,渗透学习方法,加深学生的记忆。)
Step4. Consolidation:
1、Watch a Flash about “How are you?”
2、你是懂礼貌的好孩子吗?
3、和老师们用所学的知识问好:
Hello/Hi/Good morning/Nice to meet you/How are you?
4、Count the fruit of each group, praise the best one.
Step5. Homework :
1.Say the rhyme and sing the song.
2.After school, say “Hello” to your father and mother