Unit 3 Getting Together Topic 1 Does he speak Chinese 教案

中小学教育资源及组卷应用平台
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第（ 3 ）单元 总第 25 课时
课题 Unit 3 Topic 1 Section A 主备人 执教者
课型 听说课 课时 1 授课时间
教学目标 知识与能力 能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中：could, tell, sure, pen pal, some, with, problem, well, often； 能够在教师的帮助和指导下，在单词中朗读和辨别字母和字母组合ir, er, sh, s, ch, ge的发音：/з:/，/ /，/H/，/E/ ，/C/ 和/_/并总结其发音规律； 能在教师的指引下，了解句子连读及重音，并能够准确地朗读； 能结合谈论喜好、提出请求、结交朋友的表达方式，正确使用实义动词like/speak/want一般现在时第一、第二人称单数的陈述句、一般疑问句及其肯定和否定回答； 能正确使用人称代词的主格和宾格形式，如：I like it very much. Could you help me with it 能在真实的语言环境中，运用表达询问、请求和谈论喜好等交际功能的用法，与他人进行真实交流，如：Could you tell me your name Could you help me with it Do you like Chinese I want to find a pen pal.
过程与方法 能听懂有关表达询问、请求、谈论喜好的简单对话或叙述； 能就表达询问、请求、谈论喜好等的话题进行交流； 能正确地朗读对话，注意重音和连读； 能写出表达询问、请求和谈论喜好的简单句子或小短文。
情感态度价值观 通过对Section A的学习，学生能增进对彼此喜好的了解，能乐意帮助别人，并善于与他人结交朋友。
教学重点 能够在话题谈论中，学会在句型中使用实义动词like/speak/want的第一人称、第二人称的一般现在时的用法。
教学难点 能够朗读和辨别字母和字母组合ir, er, sh, s, ch, ge的发音：/з:/，/ /，/H/，/E/ ，/C/ 和/_/，发现语音发音规律，并能根据发音规律正确拼读单词。
教学准备 录音机、教学挂图、多媒体和黑板。
教 学 过 程 二次备课
Pre-listeningStep1 通过自然师生对话引出some和well。Step2通过师生对话引出pen pal和 “Could you...” “Sure. My name is...”和 “No problem”.Step3 根据句意填空。I have a pen pal in America. Her English is very good. She helps me with my English. She likes Chinese, but she can only speak some Chinese. So, I help her with Chinese.While-listeningStep1教师拿出教学挂图，介绍背景，学生以小组为单位讨论、预测听力内容。Step2播放1a，让学生不看原文，完成判断题。完成后，学生与同伴讨论，之后再听一遍全班验证答案。Step3再次播放录音，学生完成导学案中听力填空题（上下两部分）。听完之后，学生结对核对答案，并在小组内再次验证。Step4学生看原文跟读并注意模仿语音语调。Post-listening Step1 游戏。男女生PK激发竞争性，分别朗读Li Xiang和Jane，然后交换角色朗读，判断男女生哪组读得更好。Step2小组合作完成角色扮演，培养大家团队意识。选几个小组展示，让大家一起评价，可以让同学们借鉴可取之处，避免不当之处。Step3 创设情境，假设你所在学校打算举办一场中外交流会，你需要邀请一名外国朋友参加，但你却不认识她/他，那你会跟她/他说些什么呢？Summary请学生分别用短语和句子来总结本次课堂所学知识，教师进行补充。Homework完成一封交友信
达成检测 1.--What does she ________ in the letter --She wants an iPhone 11.A. think B. say C. see D. buy2.--Could you read English with me --_________.A. No problemB. That’s rightC. Thank youD. You’re welcome
板书设计 课后反思
Does he speak Chinese Section A—Could you please tell me your name —Sure! 2. Do you like Chinese 3. —Could you help me with it —No problem.4. Can you speak English 5. I want to find a pen pal.
审核人签字（教研组长）：年 月 日 检查人签字（教务主任）：年 月 日
第（ 3 ）单元 总第 26 课时
课题 Unit 3 Topic 1 Section B 主备人 执教者
课型 听说课 课时 1 授课时间
教学目标 知识与能力 能根据已学语音、音标及发音规则，正确朗读和拼写下列词汇并运用于情景对话中：lot, a lot, about, live, say,visit；能在Section A的语法基础上，正确运用speak, live, say, want等实义动词第三人称单数的一般现在时的陈述句、一般疑问句及其肯定和否定回答，同时巩固人称代词的主格和宾格的用法；能在情景对话与人物汇报中，运用“表达询问、谈论喜好、结交笔友”等交际功能的基本表达形式，如：（1）—Does he speak Chinese —No, he doesn’t.（2）—Does he live in England —Yes, he does.（3）—Does Lucy like China —Yes, she does.
过程与方法 能听懂有关表达询问、请求、谈论喜好的简单对话或叙述； 能根据图片就表达询问、请求、谈论喜好等的话题进行交流、陈述或问答训练； 能正确地朗读对话，并根据图文理解相关话题，抓住大意，并根据要求进行学习活动； 能写出表达询问、请求和谈论喜好的简单句子，能用第三人称单数写出一篇介绍人物的短文。
情感态度价值观 在对话、汇报、问答等课堂活动中，提高学习英语的兴趣，并敢于开口说英语，积极参与课堂活动。
教学重点 在对话操练、短文汇报呈现、两两问答等活动中，能够熟练运用实义动词live/visit的第三人称单数的一般现在时的陈述句、一般疑问句及其肯定、否定回答以及人称代词的主格和宾格的用法。
教学难点 运用实义动词live/visit的第三人称单数的一般现在时的陈述句、一般疑问句。
教学准备 录音机、教学挂图、多媒体和黑板。
教 学 过 程 二次备课
Introduction (10 minutes)1.Greet students ready for learning.2.Help the students to express correctly.3.Read the words of Section A: could, tell, sure, pen pal, some, with, problem, well, often. Help the students to revise them.4.Check their pronunciation, the sentence stress and liaison while they are practicing.Presentation (10 minutes)1.Remind the students to use correct forms of the verbs and personal pronouns while asking and answering. Present some new words in this section: live, say, lot, a lot, about.2.Show the teaching pictures of 1a. Lead the students to guess before listening. Play the tape.Consolidation (5 minutes)1.Correct the students’ pronunciation, sentence stress, and liaison.2.Check the answers. Make sure the students use the form of the verbs correctly.Practice (10 minutes)1.Lead the students to learn to guess the main idea by reading the questions before listening. Play the tape and check the answers after listening. 2.Lead the students to correct the mistakes each other. It will make them feel more confident before reporting in front of the class.Production (10 minutes)1.Check out if the students use the correct forms of the verbs. 2.Assign homework:Review the words and practice the conversations in Section B with your partner;Practice 1a with your partner;Write a short passage about your pen pal, using the verbs: like/speak/want/live;Preview the words in Section C.
达成检测 1. Do you _______ (speak/tell) English at school 2. Can you _______ (tell/speak) me your ID number 3. We often help them _______ (with/to) their Chinese.4. —Could you please help me with my English —_______(Sure/I don’t know)5. _______（Are/Do）you like the dress Yes, I like it.
板书设计 课后反思
Does he speak Chinese Section B1. —Does he speak Chinese —No, he doesn’t. 2. He speaks English. But he knows a lot about China. 3. —Does he live in England —Yes, he does. 4. He wants to visit Beijing.
审核人签字（教研组长）：年 月 日 检查人签字（教务主任）：年 月 日
第（ 3 ）单元 总第 27 课时
课题 Unit 3 Topic 1 Section C 主备人 执教者
课型 阅读课 课时 1 授课时间
教学目标 知识与能力 能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中： many, little, a little, so, them, each, each other, all, not ... at all；能在Section A的语法基础上正确运用come, speak, like, help等实义动词第三人称单数的一般现在时的陈述句、特殊疑问句、一般疑问句及其肯定否定回答，同时巩固人称代词的主格和宾格的用法；能在Section A已学的语音基础上结合图片和音标拼写单词，并能尝试结合语音发音规律拼读新单词； ar /3/ : march, farmer er / /: farmer, sister ir /8/ : first, bird, shirt o /4/; / K/: go, orange ee /1/ : see ch /C/ : China, Chinese sh /H/ : fish, shirt, ship能结合话题，运用“谈论喜好、朋友”等交际功能的基本表达形式，进行口头和笔头的信息输出，如： Where does he come from Does he like Chinese
过程与方法 能听懂有关表达谈论喜好的叙述与对话；能根据图文就谈论喜好等话题进行交流，能结合字母及字母组合的音标规律拼读新单词； 能在阅读训练中进行读前猜测、读中验证的活动； 能理解并执行有关“谈论笔友”的书面指令并形成短文。
情感态度价值观 在学习过程中，结合小组竞赛、同伴互助等活动，培养互相帮助、共同进步的合作精神。
教学重点 学生在Section A已学的语音基础上，能结合图片和音标拼写单词，并能尝试结合语音发音规律拼读新单词。
教学难点 培养在阅读训练中进行读前猜测、读中验证的阅读能力。结合谈论笔友进行口头和笔头的信息输出。
教学准备 录音机、教学挂图、多媒体和黑板。
教 学 过 程 二次备课
Introduction (10 minutes)1.Greet students ready for learning.2.Help the students to express correctly.3.Ask the students some questions about their description of pen pals. Present the expressions of likes and dislikes, and some new words as well: little, a little, not...at all, so, each other.Presentation (10 minutes)1.Lead the students try to guess before reading. It will help the students understand the reading material.2.Tell the students they can find the right answers in the passage. Make them check and help each other in pair work. Revise the Personal Pronouns.e.g. I help them.Jane and Sally often help me with it.Consolidation (5 minutes)1. Play the tape of 1a. Correct their pronunciation, sentence stress and liaison.2.Give the students some key words to help them retell the passage. Encourage them to open their mouths to speak English.Practice (10 minutes)1.Show some pictures of famous stars. Make sure the students know how to express likes and dislikes, and speak in English while practicing.2.Give the students some help while they are practicing spoken English.3.Give them some help while they are pronouncing and writing down the words. Show some cards with sounds on them to make a group competition.4.Help the students to think about some words related to the pictures before learning the sentences. Play the tape.Production (10 minutes)1.Help students check their passages. 2. Assign homework:Read 1a aloud and fluently;Review the words and expressions in this section;Preview Section D Grammar & Functions.
达成检测 （ ）1. ___ students in our class ___ English a lot.A: Much; likes B. Many; likes C. Little; like D. Many; like（ ）2. Lily and Lucy___ twins(双胞胎). A. am B. are C. is D. be（ ）3. He doesn’t like English _____. A. at all B. very much C. a lot D. a little（ ）4. -What does he_______ in the letter – He can ________ some English. A. read; say B. say; speak C. speak; say D. tell; say
板书设计 课后反思
Does he speak Chinese Section C1. Many students in our class like English a lot, but I like it a little. 2. But their Chinese is not good, so I help them. 3. —Does Jane like Chinese —Yes, she likes it a lot. —Does Sam like Chinese —No, he doesn’t like it at all.
审核人签字（教研组长）：年 月 日 检查人签字（教务主任）：年 月 日
第（ 3 ）单元 总第 28 课时
课题 Unit 3 Topic 1 Section D 主备人 执教者
课型 复习课 课时 1 授课时间
教学目标 知识与能力 能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的文段陈述中加以应用：read, people, every, day；能总结实义动词一般现在时第三人称单数的陈述句、一般疑问句及其肯定和否定回答，以及人称代词的主格和宾格的用法；能结合话题，运用“表达询问、请求和谈论喜好”等交际功能意义的表达，进行对话操练并加以总结。
过程与方法 能听懂有关表达询问、请求和谈论喜好的叙述与对话；能在两两对话、文段陈述中发音清晰，注意重音和连读；能将图文匹配并进行人称的替换活动；能准确写出本话题中黑体词汇和词组，以及表达询问、请求和谈论喜好的简单句子。
情感态度价值观 在学习过程中，结合小组竞赛、同伴互助等活动，培养学习英语的兴趣，以及互相帮助、共同进步的合作精神。
教学重点 学生在Sections A~C已学的基础上，能自行总结谈论喜好、询问、请求等功能的表达法、实义动词一般现在时第三人称单数的陈述句、一般疑问句及肯定、否定回答以及人称代词的主格和宾格的用法。
教学难点 能在口语操练活动中自如地将文段陈述进行人称的转换和知识的提炼。
教学准备 录音机、教学挂图、多媒体和黑板。
教 学 过 程 二次备课
Introduction (10 minutes)1.Greet students ready for learning.2.Help the students to express correctly. Ask the students some questions about their pen pal to train their spoken English and listening.Presentation (10 minutes)Act as a leader and helper in this activity of group competition.Consolidation (5 minutes)Make the students themselves revise and master the functions, sounds, sentence stress and liaison in this topic by making their own conversations.Practice (10 minutes)1.The teacher is a helper and a leader in checking the answers.2.Help the students check the answers.3.Help the students find out the usage of Personal Pronouns.4.Make sure the students use the verb forms correctly while changing the subjects.Production (10 minutes)1.Introduce the game rules. To be the class controller while the bottle is drifting.2.Assign homework:Revise the words and expressions in this Section. Complete the Exercise Book;Do a survey. Ask some of your friends some questions about their likes and dislikes. Write down the answers and combine the answers into a passage;Finish Review of Unit 3; Preview Topic 2, Section A.
达成检测 1. Maria______ (want) to visit the Great Wall.2. He______ (speak) English.3. We______ (like) those pets.4. Does Lily______ (like) Canada 5. _______ (can) you please help me study English
板书设计 课后反思
Does he speak Chinese Section D1. I like... 2. He likes... 3. —Could you... —Sure! No problem! 4. —Do you like ... —Yes, I like it very much/ a lot/a little. /No, I don’t like it at all. Subject Pronouns: I, you, he, she, it, we, you, theyObject Pronouns: me, you, him, her, it, us, you, them
审核人签字（教研组长）：年 月 日 检查人签字（教务主任）：年 月 日
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