精心整理Unit1MakingNewFriendsTopic3Howoldareyou?教課內(nèi)容剖析及課時分派建議：本話題以Howoldareyou?為引導，在前兩個話題的基礎上引入新內(nèi)容的學習，包含咨詢年紀、年級、班級等個人基本狀況的表達以及辨識物體、單詞單復數(shù)、基數(shù)詞11~20以及文具類詞匯等的學習。主要句型和語法：Howoldareyou?Whatclass/gradeareyouin?What’sthis/thatinEnglish?Howdoyouspellit?Whatarethese/those?Arethose/these...?等。本話題還設計了音標的專項學習，即元音字母i和輔音字母的讀音規(guī)則，幫助學生逐漸形成拼讀和拼寫的能力，為他們的自主學習打下優(yōu)秀的基礎。本話題建議用5課時達成：第一課時：SectionA-1a,1b,2a,2b,3第二課時：SectionB-1a,1b,1cSectionA-4a,4b第三課時：SectionB-2a,2b,3SectionC-3a,3b第四課時：SectionC-1a,1b,2第五課時：SectionD-GrammarandFunctions1,2,Project第二課時(SectionB-1a,1b,1cSectionA-4a,4b)教課方案思路：本課時主要學習辨識物體的功能句及元音字母i和輔音字母f,v,m,n,s,z,h的發(fā)音。本課時從師生對話復習咨詢學生基本信息入精心整理手，導入學習辨識物體的表達法即What’sthis/thatinEnglish?Howdoyouspellit?Canyouspellit,please?而后，經(jīng)過聽力穩(wěn)固新句子的用法，最后經(jīng)過學生自己編對話達成新句型的運用。語音方面將經(jīng)過卡片自己拼讀的方式進行學習。.TeachingaimsKnowledgeaims：（1）學習辨識物體及咨詢怎樣拼寫單詞的表達法。（2）學習新詞eraser,desk,pen,pencil等。(3)學習元音字母i的發(fā)音語音，即/a?//i/；輔音/f//v//m//n//s//z//h/。Skillaims:1）可以聽懂相關辨識物體及咨詢怎樣拼寫單詞的簡單對話。2）可以就辨識物體及咨詢怎樣拼寫單詞的等話題進行簡單的溝通。（3）可以辨識語音/f//v//m//n//s//z//h//a?//i/并能進行拼讀。Emotionalaims:(optional)培育自信心，樂于張口的習慣。Cultureawareness:可以用得體的語言辨識物體。.Thekeypointsanddifficultpoints1.Keypoints:2.（1）Wordsandexpressions:eraser,desk,pen,pencil精心整理（2）Sentences:What’sthis/thatinEnglish?Howdoyouspellit?Canyouspellit,please?3.Difficultpoints：不定冠詞a/an的用法。.Learningstrategies仔細聽錄音，并勇敢模擬。要擅長經(jīng)過合作達成任務，并做到學致使用。Ⅳ.Teachingaids錄音機/多媒體/小黑板/圖片V．TeachingproceduresStage1(4mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentDesigningactivitypurposeGreetandchecktheGreetandactout經(jīng)過檢查學生homework.dialogs.作業(yè)的方式幫(GroupT:Goodmorning,boysSs:Goodmorning,助全體同學復work)andgirls!MissLi!習所學句子。YesterdayIaskedyouGroup1:tomakeadialogwithS1:Hello!精心整理yourpartner.NowIwant

S2:Hello!toinviteyoutoperformit.

S1:What’syourname?Greatjob!YoucanS2:MynameisspeaksomanysentencesSusan.What’syournow.Englishiseasy.Wename?canlearnmoreifweS1:MynameisSue.studyharder.AnotherS2:Whereareyougroup,please?from?S1:IamfromChina.S2:What’syourtelephonenumber?S1:Mytelephonenumberis...S2:Howoldareyou?S1:Iamthirteenyearsold.S2:Whatclassareyouin?S1:IaminClass3,精心整理Grade7.Group2:Remark：在檢查作業(yè)的環(huán)節(jié)，老師盡量有針對性地檢查那些學習習慣不怎么好的同學，給予壓力。Stage2（10mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurposePresentpicturesofLookatthese經(jīng)過實物學生someobjectsandobjectsandlearn從眼、耳、口teachthenewwords.thenewwords.等幾方面學習T:ThisisaS1:Pen.單詞。T:Right.Apen.Ss:Pen.1.(ClassT:ThisisanS2:Eraser.T:ThisisaSs:Eraser.activity)T:ItisaS3:Pencil.T:Map.Ss:Pencil.T:eraserpencildeskS4:Desk.mappen.Ss:Desk.Ss:Map.Ss:eraserPencil精心整理deskmappen.TeachnewsentencesLearnnew經(jīng)過師生對話byaskingandsentences.的形式學習新answering.Ss:It’san句子，并經(jīng)過T:What’sthisineraser.小組練習進行English?Ss:It’samap.穩(wěn)固。T:It’saneraser.Ss:Itisapen.T:What’sthisinSs:It’sanEnglish?eraser.T:What’sthisinSs:It’samap.2.(ClassEnglish?Ss:Itisadesk.activity)T:What’sthisinSs:OK.English?Group1:T:What’sthatinS1:What’sthisEnglish?inEnglish?T:What’sthatinS2:It’samap.English?S1:What’sthatT:AskandanswerininEnglish?groupsandshowtoS2:It’sadesk.uslater.Group2:T:Areyouready?精心整理Whowantstobethefirstgroup?T:Right.It’sadesk.Howdoyouspellit?T:D-E-S-K,desk.T:Right.Andhowdoyouspellit(pointtoadesk)?T:Howdoyouspellit(pointtoapen)?T:Canyouspellit,please?T:Yes,P-E-N-C-I-L,pencil.T:Canyouspellit,please?T:Thanks.T:That’sOK.Youarewelcome.T:Practiceinpairs

Ss:T:D-E-S-K,desk.Ss:E-R-A-S-E,eraser.Ss:P-E-N,pen.Ss:Yes,P-E-N-C-I-L,pencil.Ss:Yes,D-E-S-K,desk.Ss:That’sOK.Ss:Youarewelcome.Group1:S1:What’sthisinEnglish?S2:It’samap.S1:Howdoyouspellit,please?S2:M-A-P,map.andshowtous.T:Quitewell.

S1:What’sthatinEnglish?精心整理S2:It’sadesk.S1:Canyouspellit,please?S2:Yes,D-E-S-K,desk.Group2:Remark：在學生議論時，老師要四周走動，敦促學生張口。Stage3（8mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurpose1.PlaythetapeListentothetape經(jīng)過聽力活動(Individurecorderandfinishandfinishsome訓練學生的聽alwork)1b.tasks.力。T:Listento1a.TrytoSs:OK.getthemainideaofSs:Excuseme,theconversations.what’sthisinT:ListenagainandEnglish?imitate.T:Listento1aandSs:Yes.this,a,fillintheblanksinpencil,You’re精心整理1b.Thencheckthewelcome,that,answers.an,CanyouspellT:Haveyougottheit,Thanks.answer?Group1:T:Welldone.AskS1:Excusemeandanswerinpairsandshowtheconversationstous.OK,timeisup.Whowantstohaveatry?Remark：在學生對話的過程中，可引導學生使用適合的肢體語言。Stage4（8mins)：Post-listeningStepTeacheractivityStudentactivityDesigningpurposeShowthesewordsonPracticenew經(jīng)過學生自己thescreen:map,sentencesby編對話練習新(Grouperaser,pen,pencil,making句子并懂得如work)desk,bike,kiteandconversations.安在實質(zhì)中應thepictures.Group1:用。T:MakeS1:Excuseme,精心整理conversationswithwhat’sthisinthesewords.TheEnglish?sentencesin1amayS2:Itisadesk.helpyou.I’llaskS1:Howdoyousomeofyoutoactitspellit?outlater.S2D-E-S-KT:Areyouready?desk.T:Beautiful.AnotherS1:What’sthatgroup,please?please?T:CanyouspellthisS2:It’samap.word?S1:Canyou/ba?k/spellit,please?S2:Yes,M-A-P,map.S1:Thankyou.S2:You’rewelcome.Group2:Ss:/b//k/Remark：讓學生展現(xiàn)對話的時候，盡量讓每個同學都有展現(xiàn)的時機。精心整理Stage5（8mins)：LearnEnglishSoundsStepTeacheractivityStudentDesigningactivitypurposeShowthecardsof/Spellandread經(jīng)過卡片復習p//b//t//d/thewords.已學音標導入/k//g/，/e?//?//i:/Ss:/pet/學習新音標。/e/.GuidestudentsSs:/be?k/1.(Grouptospellwords.Ss:/d?t/.T:Iwillputthreework)cardstogether.Youtrytospellit.Good,Howaboutthisone?/f?t/ShowthesesoundSs:/f/fivefine依據(jù)卡片學習cardstostudentsSs:/v/fivehave音標。andlearntheseSs:/m/map2.(ClassMichaelsounds:/f//v//m/work)Ss:/n//n//s//z//h/nineT:IshowyouthenicepictureandyoutrytoSs：/s/desksit精心整理readthesesoundsby

Ss:/z/zerohisyourselves.

Ss:/h/hehim/f/fivefine

Ss:T:/v/fivehaveT:/m/mapMichael

Ss:/n/

/f//v//m//s/

/z/T:/n/ninenice

/h/T:/s/desksitT:/z/zerohisT:/h/hehimWelldone.Nowreadaftermeandcheckyourpronunciation.T:Good.Nowpracticeinpairsandcheckeachother.ShowIi/a?//i/andSs:Ii經(jīng)過模擬、聽somewordsontheSs:/a?/,/i/.錄音等形式學3.(ClassS1:bikeBb.習音標。work)T:ThisletterisS2:kiteT:Yes,/a?/,/i/.S3:side精心整理T:Trytospellthesewords:bikekitesidebigdigkid

S4:bigS5:digS6:kidT:Good.Let’slistento4aandimitate.T:Readthewordsin4bandthenlistenandcheck.Remark：語音的學習是本節(jié)課以致七年級的要點也是難點，老師講堂上應調(diào)換學生學習的主動性，并把語音學習當成一項長久的學習任務。Stage6（4mins)：SummarizingandassigninghomeworkStepTeacheractivityStudentDesigningactivitypurposeEncouragetheSstoSu