Unit 2 How are you? 第一课时教案

Unit 2 How are you
教案 课时1
1教学目标
1.知识目标:
(1) 能听、说、读:rubber, ruler, pen, pencil
(2) 能熟练运用句型:
How are you? How are you?
Fine, thank you. Not so good.
I’m sorry.
2.能力目标:
(1)使学生能熟练运用本课句型去询问他人的身体情况并作相应回答。
(2)发展学生的思维能力和培养学生的创新意识。
2学情分析
(1)通过学习,培养学生学习的热情和兴趣,提高学生学习的积极性和主动性。
(2)通过练习,使学生养成关心他人的习惯,拥有一颗感恩的心。
3重点难点
本课的重点:根据本课的教学内容和学生对知识的理解程度,结合本课的教学目标与学习目标,确定本课的重点:21世纪教育网版权所有
1.能听、说、读单词:rubber, ruler, pen, pencil
2. 能熟练运用句型:
How are you? How are you?
Fine, thank you. Not so good. I’m sorry.
本课的难点:
1.能正确区分rubber、ruler; pen、pencil。
2.注意指导Fine, thank you. /not/sorry 的发音
4教学过程
活动1【导入】How are you 　
一、欣赏歌曲,课前热身
【课件】反复播放Flash:《Hello. How are you?》,学生欣赏并自主学习。
设计意图: 欣赏一首与本课教学内容相关的英文歌曲,不仅营造了一个轻松和谐的教学氛围,而且还为本课教学作好了铺垫。2·1·c·n·j·y
二、游戏引入,激发情趣
1. Free talk.
Hi./Hello./What’s your name?
Good morning./Nice to meet you.…
(教师指自己的外套)Look! This is my coat. What colour is it.【来源：21·世纪·教育·网】
2. Guessing game:
T: (教师手指盒子)And what colour is it ?
T: Yes. It’s a yellow box. What’s in the box? Please guess!【来源：21cnj*y.co*m】
Maybe it’s a pear. A banana?
(盒子放有桔子、香蕉、橡皮)
设计意图: 师生交谈——猜盒子的游戏——导入新知,这里过渡非常自然,最受学生欢迎的Guessing game起到了承上启下的作用。当水果作为奖品奖给猜中的人时,更进一步激发了学生的学习热情。www.21-cn-jy.com
三、灵活引出,呈现新知
(一)Learn new words: rubber, ruler
Learn new sentences: How are you?
Fine, thank you.
1. Teach: rubber
由上一环节的游戏引出rubber,并采用多种方法组织操练。
1)静听3遍,讲解嘴形,模仿说,不同语调读,个别读(帖板书图 )
2) Say “Hi” to the rubber.
Ss: Hi, rubber./Hello, rubber./…
2. Teach: How are you?
T: I can say “How are you, Mr Rubber?”
重复几遍后出示板书:How are you?
1)教学:how, ‘ow’的发音,静听,观察教师嘴形,模仿读,齐读,个别生说……
2)How are you?(你身体好吗?)
齐读,分组读
Say to ⅹⅹⅹ。
(教师指向某学生,学生问:How are you, ⅹⅹⅹ? 最后指向自己。)
Ss-T: How are you, Miss Huang?
T: Fine.
3. Teach: Fine, thank you.
1) fine:‘i’的发音,静听,细看,模仿说
①爬楼梯读,开火车读。
②T读2遍,Ss用手势判断对错,再指读。
2) thank you
①Ss齐问rubber:
How are you, Mr Rubber?
【课件】回答:Fine, thank you.
②看嘴形读,强调thank的发音,升降调读,看手势读四遍,两人读。
3)出示板书:Fine, thank you. 齐读
Say to the door/desk/classmate每次读两遍,个别生说
4. Ask and answer
—How are you?
—Fine, thank you.
操练: 1) T-Ss 2) Boys-Girls
3) T-S1-S2-S3…one by one
设计意图:由于三年级学生认知能力有限,fine 和thank you对他们来说是两个难点。因此采用以下教学策略:整体呈现——分步操练——整体操练,循序渐进,层层推入,有效突破难点,达到了良好的教学效果。【出处：21教育名师】
5. Teach: ruler
T: Mr Ruler is fine, what about his friend? Who’s he? Look, he’s coming.【版权所有：21教育】
(教师拿出一把尺)
T:Is this a rubber, too? (Ss: No) Yes, this is a ruler.
1)教学:ruler静听3遍,细看嘴形、轻声,看手势读高低声,个别读。
2) T: Please show me your ruler.
Ss: a white ruler/ a small ruler/ a blue ruler…
3) T: Please say something to Mr Ruler.(帖板书图: )
Ss: Hi, Mr Ruler./ Hello, Mr Ruler.…
How are you, Mr Ruler?
T: 在图上画笑脸,指生答:Fine, thank you.
4) Ask and answer:
--How are you, Mr Ruler?
--Fine, thank you.
操练:G1.2--G3.4 G3.4-G1.2
6. Sing a song : 《How are you?》
【课件】:Rubber! Rubber! How are you? Fine, fine, thank you.
Ruler! Ruler! How are you? Fine, fine, thank you.
7. Game: Show and say
T: The song is for the rubber and the ruler.
教师任意出示橡皮或尺, 学生说单词,最后出示钢笔。
设计意图:通过简笔画,把教学内容拟人化,符合三年级学生心理特征,学生更乐于接受并迫切与之交谈,使所学语言马上得以运用操练。歌曲设计是对新授内容的小结,通过歌唱的形式复习巩固重点句型,使学生在愉悦的心情下又一次展开了巩固记忆。rubber和ruler是学生比较容易混淆的,show and say的游戏在活跃课堂气氛的同时帮助学生进一步加深了印象,也为下一步教学作好了准备。
(二)Learn new words: pen, pencil
Learn new sentences: Not so good.
I’m sorry.
1. Teach: pen
T:Is this a rubber? Is this a ruler? This is a pen.21教育名师原创作品
1)教学:pen静听,看嘴形读,组读,四人读
2)T: 手拿钢笔 This is my pen. Please show me your pen.
Ss: This is my pen./I can see a black pen./Here’s a pen.…
3)T: Say something to Miss Pen. (帖板书图: )
S:…
How are you, Miss Pen?
2. Teach: Not so good.
1) 顺应上一环节学生问How are you, Miss Pen? 教师在图上画上哭脸
【课件】回答:Not so good.(不太好。)使学生理解其义。
2)not 示范指导发音并操练
3) 齐读,Boys, Girls读Not so good.(帖板书:Not so good.)
4)T: 作不舒服状 I’m not so good now. Who is not so good, too? 指说。
T: How are you?
Ss: Not so good.
T: I’m sorry.
反复渗透I’m sorry.的发音。
3. Teach: I’m sorry.
1) 教学:sorry 指导发音,静听,看嘴形读,高低声读。
出示板书:Not so good. 释义,让学生了解有“对不起”的意思,这里表示“我很遗憾。”
2)操练: 齐读、,不同组读,不同表情读,个别读。
4. Ask and answer:
-How are you?
-Not so good.
-I’m sorry.
操练:T-Boys /T-Girls/ Work in pairs
Act out: 奖励铅笔,渗透pencil
5. Teach: pencil
1)教学:静听,看嘴形读,爬楼梯读,开火车读。(帖板书图: )
2)用不同语气读:指着远近的铅皮说,加语气词“啊!咦!恩!”读,个别读
3) T: Say something to Miss Pencil.
Ss:…
How are you, Miss Pencil?
4)Ss Guess: “Fine.” or “ Not so good.” 最后教师画哭脸
5) Ask and answer:
-How are you, Miss Pencil?
-Not so good.
-I’m sorry.
操练:G1.2-G3.4 G3.4-G1.2
6. Chant:《How are you?》
【课件】:Pen! Pen! How are you? Not so good. I’m sorry.21教育网
Pencil! Pencil! How are you? Not so good. I’m sorry.21cnjy.com
7. Game: Show and say.
T: The chant is for the pen and the pencil.
教师任意出示钢笔或铅笔, 学生说单词,反复两次后加入橡皮和尺,使学生在很兴奋的状态中不知不觉中地及时复习巩固了所学知识。21·世纪*教育网
设计意图:在整个新知呈现过程中,通过创设真实的情境,由生生——师生——生师——生生之间进行多次交流,以旧带新,逐步引出几个句型及单词的教学,让学生在教中学,学中用,用中再教的反复体验中不知不觉地掌握运用知识。该模式不仅点燃了学生积极参与的热情,而且让生活自然融于教学之中。www-2-1-cnjy-com
三、课堂小结,及时巩固
1. T: 结合板书,帮助学生总结知识。
2. Game:
1) What’s missing?
【课件】:出示多幅单词图片或单词,读一读,听录音,看看少了哪个?
2)Look and say 看教师口型,猜猜说的什么句子。
3.争做配音小演员
【课件】:出示4幅画面,请学生做配音演员,任选一幅,说一说,演一演。Work in pairs.
Act it out.
四、拓展交流,语言交际
T: Make a dialogue with your good friends or teachers.21·cn·jy·com
T-S1 示范 / Ss-Ss自由交流 / Act it out.
设计意图:运用所学语言知识进行真实情景对话,发展了学生的英语语言交际能力和合作能力,让学生真正学有所用,体现了新课标所提出的学以致用的原则。2-1-c-n-j-y
五、情感教育,课外延伸
T: 我们要好好爱惜学习用品,时常关心老师和同学的身体情况,因为他们在学习上给了我们很大的帮助,那么在生活中又是谁在无微不至地照顾着我们呢?21*cnjy*com
Ss: Dad / Mum…
T: Yes. So all of us should always care our family.21*cnjy*com
布置家作:
1. Read the new words three times.
2. 用How are you?去关心身边的人或物。
六、板书设计,再现重点
Unit 5 How are you?
How are you? How are you?
Fine, thank you. Not so good.
I’m sorry.