1、Unit1Topic1SectionC.Materialanalysis本課時連續(xù)學(xué)習(xí)咨詢和辨識多個物體的功能句、學(xué)習(xí)可數(shù)名詞單復(fù)數(shù)的變化。本課時從師生對話復(fù)習(xí)辨識物體的表達(dá)法即Whatsthis/thatinEnglish?Howdoyouspellit?Canyouspellit,please?下手，在對話中借助圖片和音標(biāo)學(xué)習(xí)本課新單詞book,egg,car,orange及功能句Whatarethese/those?TheyareArethese?Yes,theyare./Notheyaren解t.決全部生詞和功能句以后經(jīng)過完成任務(wù)的形式完成相關(guān)學(xué)習(xí)內(nèi)容。.TeachingaimsKno

2、wledgeaims：1）學(xué)會用Whatarethese/those?TheyareArethese?Yes,theyare./Notheyaren咨詢、辨認(rèn)物t.體。2）學(xué)習(xí)新單詞book,egg,car,orange，ruler，car,box等。學(xué)習(xí)可數(shù)名詞單復(fù)數(shù)。Skillaims：1）能夠聽懂相關(guān)咨詢、辨識多個物體的簡單對話。2）能夠就咨詢、辨識多個物體的話題進(jìn)行簡單的交流。3）能用英文寫出所學(xué)實物以及辨識物體的簡單句。Emotionalaims：培育學(xué)生樂于幫助別人和鼓舞學(xué)生形成踴躍英勇擅長觀察和總結(jié)的優(yōu)異學(xué)習(xí)習(xí)慣。.ThekeypointsanddifficultpointsKe

3、ypoints：1）Wordsandexpressions:book,egg,car,orange,ruler,car,box2）Sentences:Whatarethese/those?TheyareArethese?Yes,theyare./Notheyarent.（3）劃分可數(shù)名詞單復(fù)數(shù)形式的表達(dá)法。.Learningstrategies借助圖片和音標(biāo)志憶單詞。在閱讀過程中擅長依據(jù)圖片推測馬虎。.Teachingaids錄音機(jī)/多媒體/小黑板/圖片.TeachingproceduresStep1Introduction1.Getstudentsreadyforlearning.Showt

4、henewwords,picturesandphoneticsonthescreen.T:WhatsthisinEnglish?T:Yes,itisanegg.WhatsthisinEnglish?3.WritedownWhat“sthisinEnglish?.”ontheblackboard.Step2Presentation1Showsomeeggs,cars,oranges,rulers,booksonthescreen.T:WhatsthisinEnglish?T:Howmany?T:Good,Picture2.T:Picture3.T:Picture4.T:Picture5.T:Gr

5、eat.Butpleaseremember:boxesweshouldaddes.WhatsthisinEnglish?T:Whatarethese?Theyareeggs.Whatarethese?Whatarethose?Whatarethose?Askandanswerinpairswiththewordsonthescreen.Whichpairwouldliketoactoutyourdialog?NowIbelievemostofyouknowhowtoaskobjects.Igiveyou2minuetstopracticeandcheckingroups.Makesureeve

6、ryoneofyoucanmasterthem.“recite”byshowingpicturesShow.picturesaboutstudentsrecitingEnglish2.Playagametopracticemore.T:Boysandgirls,letsplayagame.Lookatthescreen,herearesomepictureswithwordslikerulers,toys,books.Iwillcoverthepictureandwords.Ychooseonepictureandguesswhatthepictureis.Picture1.Whatareth

7、ese?T:Oh,no.Guessagain.Youcansay:Arethey?E.g.Aretheybooks?T:Letshavealook.Yes,theyare.T:Picture2.Guess,please!Lookatpicture3.Arethoseoranges?Picture4.Yes,theyare.Practiceinpairsandthenperformit.Areyouready?Whichgroupwouldliketobethefirst?Goodjob.Group2,please.4.Encouragestudentstolookatthepicturesin

8、1candtrytocheckthephrasesaccordingtothepictures.5.Play1aagainandaskstudentstowritedownthephrasesin1c.6.Play1aforthethirdtime,andaskstudentstowriteHforHelenshobbies,ThenWwholeforWenclassWeiread1as.together.7.Finish1d.Askstudentstoread1aandfillintheblanks.Step3Consolidation1.Showthepicturesin1aandfini

9、sh1a.2.Getstudentstopracticeandactouttheconversationinpairs.Step4PracticeGuidestudentstofinish1b.Fillintheblanksin1bbyyourselvesandpracticetheconversationinpairs.ThenIwillinvitesomeofyoutochecktheanswersAreyouready?Yousetagoodexample.Picture2?T:Youranswersaregood.Ihopeyoucanuseyourbodylanguagemoreli

10、keGroup1.2.Makeupadiloguetotalkaboutthingswiththeirpartner.Step5Production1.EncouragetheSstosummarizethekeypointsT:Classwillbeoversoon.Letssummarizethekeypointstogethernow.2.Teachershowsimportantlanguagepointsonthecomputerscreenasasummary.Step5Homework:PreviewsectionD.Thinkaboutwhatyoulearned.3.Writ

11、eaconversationonyourexercisebook.Youcanusethestructuresin2.Step6TeachingReflectionItseasyforthestudentstousethestructureof“Whatarethese/those?TheyareArethesYes,theyare.Notheyarent.”afterteaching,butitaneraserthreeerasersanorangefiveorangesabussixbuses.Teachersshouldthinkofmorewaystopracticethesephrases.Step7Blackboarddesign