2014秋公開(kāi)課教案2

1、公 開(kāi) 課 教 案（授課時(shí)間：2014年10月15日第三節(jié)）Unit 1 Topic 3 How old are you?Section C. Material analysis本節(jié)課是Section B部分所學(xué)內(nèi)容的繼續(xù)，主要活動(dòng)是1a, 2和3a。在復(fù)習(xí)辨認(rèn)物體的表達(dá)法的同時(shí)引入these和those的用法以及規(guī)則可數(shù)名詞的復(fù)數(shù)變化規(guī)則。此外，語(yǔ)音板塊要求學(xué)生進(jìn)行單詞讀寫(xiě)的訓(xùn)練以及讓學(xué)生掌握一般疑問(wèn)句和陳述句的語(yǔ)調(diào)變化. Teaching aims1. Knowledge aims 能夠掌握并正確運(yùn)用新學(xué)習(xí)的單詞:those, these, book, let, help, ruler等；

2、 能夠熟練掌握和應(yīng)用可數(shù)名詞單復(fù)數(shù)的變化規(guī)則：一般在名詞后加s; 以s/x結(jié)尾加es； 能夠用英語(yǔ)熟練表達(dá)辨認(rèn)物體的表達(dá)方式：What are these? What are those? They are Are these/those? Yes, they are. No, they arent. 2. Skill aims （1)能聽(tīng)懂有關(guān)辨認(rèn)物體的表達(dá)方式； (2)能識(shí)別出不同的語(yǔ)調(diào)，如陳述句和疑問(wèn)句等； (3)能運(yùn)用表示辨認(rèn)物體的表達(dá)方式進(jìn)行簡(jiǎn)單的交流； (4)能正確地朗讀對(duì)話，并能注意語(yǔ)音語(yǔ)調(diào)； (5)能寫(xiě)出辨認(rèn)物體的簡(jiǎn)單句。3. Emotional aims (1)鼓勵(lì)學(xué)生積極合

3、作，參與課堂活動(dòng)，大膽實(shí)踐；(2)培養(yǎng)學(xué)生學(xué)好英語(yǔ)的信心，鼓勵(lì)學(xué)生積極大膽地開(kāi)口講英語(yǔ)。. The key points and difficult points1.Key points 正確使用表示辨認(rèn)物體的表達(dá)方法； 正確書(shū)寫(xiě)所學(xué)的單詞； 正確應(yīng)用單數(shù)名詞變復(fù)數(shù)的規(guī)律。2. Difficult points 單數(shù)名詞變復(fù)數(shù)的規(guī)律：一般在名詞后加s; 以s/x結(jié)尾加es； 單數(shù)句型和復(fù)數(shù)句型的轉(zhuǎn)換：Whats this/that? Its a/anWhat are these/ those? They are. Learning strategies 采用實(shí)物教學(xué)是學(xué)習(xí)英語(yǔ)的一種好方法。.

4、Teaching aids 錄音機(jī)、多媒體、閃卡和黑板。. Teaching proceduresStep1 Introduction (5minutes)Student activity1.Students answer, “Hi! Good morning. Nice to meet you, too.”2. Do duty report.（老師指著一支鉛筆）T: Whats this?Ss: Its a pencil.（老師指著一塊橡皮）T: Whats this inEnglish?Ss: Its an eraser.（老師讓一名學(xué)生舉起他/她的鋼筆）T: Whats that?Ss:

5、 Its a pen.Teacher activity1.The teacher greets with students, “Hello! Good morning. Nice to meet you.”2.Help students revise the expressions in Section B.Step2 Presentation (12minutes)Student activity1.Do 1a. Students answer, “Its a book.”2.Students say, “They are books.” 3.Students answer, “They a

6、re”4.Students answer, “They are”5.Students answer the questions, “Yes, they are. / No, they arent”.6.Students look at the pictures and read the conversations by themselves first.7.Students guess the order of the four pictures in pairs, then some students tell their ideas about the order of the pictu

7、res.8.Students check the answers and follow the tape first.9.Students listen and follow the tape again.Teacher activity1.Show a book and ask, “Whats this?” Help students answer, “Its a book.” Read the word for several times.2.Show two books to students and ask, “What are these?” Help students say, “

8、They are books.”3.Point to “a book (意為：一本書(shū)，two books意為：兩本書(shū)。表示兩個(gè)或兩個(gè)以上的人或物要把該名詞變復(fù)數(shù)即: + s)” Then point to some pens, pencils, erasers and ask, “What are these?” Let students answer, “They are”4.Point to the objects on students desks and ask, “What are those?” Let students answer, “They are”5.Show some

9、objects and ask, “Are they ?” Help students answer, “Yes, they are./No, they arent.”6.Show the pictures of 1a on the screen and let students look at the pictures, then read the conversations by themselves first.7.Give students 1 minute to guess the order of the four pictures in pairs, then choose so

10、me students to number the pictures.8.Check the answers on the screen and play the tape, and let students read after the tape first.9.Play the tape and let students listen and follow the tape again.Step3 Consolidation (10minutes)Student activity1.Do 1b. Complete the conversations in pairs and four pa

11、irs check the answer;Use their objects to practice the sentences in pairs and some pairs show their conversations.Teacher activity1.Show the pictures of 1b on the screen and give students two minutes to complete the conversations，then choose four pairs to check the answers; Let students use their ob

12、jects to practice the sentences in pairs and choose some pairs to show their conversations.Step 4 Practice (12minutes)Student activity1.Do 2. Make short conversations in groups;“A:Whats this/ that?B: Its a/anA:What are these/ those? B:They are2.Two pairs show their conversations, and some pairs show

13、 the next conversations;3.Look at the blackboard carefully.“book, books, ruler, rulers, eraser, erasers, bus, buses, box, boxes”4.Do 3a. Read the words by themselves; Then some of them read the words, write the words by themselves and check the answers.5.Do 3b. First read the sentences in 3b by them

14、selves; Then read after the tape and pay attention to the rising tone and the falling tone.Teacher activity1.Show the first group pictures of 2 on screen, then let students make short conversations with the sentences in pairs.2.Choose two pairs to show the conversations, Then show the next two group

15、 pictures of 2, and then give students some time to make up new conversations with the pictures.3.Write down the key sentences on the blackboard and ask students to pay attention to the words.4.Show the word cards and let students try to read the words together; Then choose some students to read the

16、 words and ask students to write the words in their books.5. Let students read 3b aloud by themselves and pay attention to the rising tone and the falling tone; Then play the tape and let students read after the tape.Step 5 Production (4minutes)Student activity1.Come to the blackboard and make up mo

17、re conversations; At last, the students listen to the teacher carefully.Teacher activity1.Put some objects on the desk. Then choose some students to come to the blackboard and make up conversations with them in two minutes, the student who makes more conversations is the winner;Then make a summary about the game.2.Assign homework:（1）Review the key sentences;（2）Make a short dialogue orally; （3）Copy the new words in workbook; （4）Preview Section DGrammar and Functions. Teaching re