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    The 4th period Section B 1a—2c

    发布日期:2009-03-02 阅读:1897 0



    Unit 1  My name’s Gina


    (The 4th period Section B 1a—2c)


    Teaching aims(教学目标)


    1.复习并熟练掌握数字0-9的英文表述。


    2.掌握一些常用数字(如110121119114120等)的实际意义。


    3.填写通讯录。


    Language points(语言点)


    1.要求掌握以下句式:What’s your phone number? It’s …


    2.要求掌握以下词汇:zero, one, two, three, four, five, six, seven, eight, nine


     


    Difficulties(难点):数字的中英文对应关系。


     




    Teaching steps(教学步骤)


    1. Warming-up and revision(课堂热身和复习)


    1Daily greetings to the students(日常问候)


    T: Good morning, everyone. My name is Peter.


       What’s your name, please? 1


    S1: My name is Lily.


    T: Hello, Lily. Nice to meet you.


    S1: Nice to meet you, too.


    T: And what’s your name?


    S2: My name is…


     


    2Revision(复习)


    Part one:


    T: S1, what\'s his name? 2


    S1: His name is …


     T: S2, what’s her name?


    S2: Her name is …


    Part two:


    S1: Good morning. What’s your name, please? 3


    S2: My name is Jack. What’s your name, please?


    S1: My name is Susan. And what’s your name, please?


    S3: My name is Tony.


       S1: S4, what’ his name? (point to S2 )


       S4: His name is …


      


     


    教学设计说明     


     


    1.操练这个问题是为了熟悉日常用语及对姓名的提问法; 同时也是为了使同学们尽快熟悉各自的英文名字。 应尽可能让多个Ss作答。鼓励他们大胆开口,大胆回答。


     


     


     


     


    2.重点复习、操练、巩固his, her, my, your这几个物主代词的用法及英文名字的使用。


     


    3.以小组为单位,同学间进行交流, 既加大了句型的复习密度, 同时促进了相互之间的英文名字的了解与熟悉。


     


     




       2. Presentation(呈现)


    T: Please tell me how to say it in English? (show the Ss the number cards, one by one)4


    Ss: It’s one.


    Ss: It’s two.



    3. Game


     Part one


    T: We have 10 groups. Every group has a number. When I show the number card, the group must stand up and say the number loudly. Ready? 5


     (Every time, T shows the Ss one card. The group must stand up.)


    Ss: Five./Seven./Three.


     


    Part two


    T: Now, this time, I’ll show you the number card, but the next number group must stand up and say the number loudly. 6


      (T shows the Ss one card.)


    eg:


    T: (Show the card—2)


    Ss: Three. (Group 3 stands up and say the number loudly)


     


     Part three


    T and the Ss play the game again, but this time, not the next


     group stands up, but the number before. 7


    eg:


    T: (Show the card—5)


    Ss: Four. (Group 4 stands up and read the number loudly)


     


    4Practice


     T shows the Ss some numbers (car number, room number etc), asks them to read out. 8


    Eg:


    T: (show a car number) A3M827


    Ss: Zhe-A-three-M-eight-two-seven.


    T: (Show a room number)1508


    Ss: Room one-five-o-eight.


     


     


     


     


    4.教师事先准备好0-9,共10张数字卡片。课堂上随机使用。看学生的反应速度、熟练度和准确性。


     


     


     


    5.为了提高趣味性,在游戏中让学生进行复习与巩固。 过程中教师要注意观察每一组学生的反应速度、正确性, 以及这一组学生中, 他们的反应是否一致。


     


    6 教师随机展示数字卡, 起立的却是后一个数字的学生组, 同时他们也必须大声读出他们自己的数字。 也就是教师展示的数字的下一个。通过游戏, 训练他们的反应速度和正确性。


     


     


    7 为了增加游戏的难度;提高竞争的激烈度以及学生的参与度, 数字的逆向思维可作为训练的一种途径。


     


     


    8.教师课前必须准备一些车牌号、房间号、电话号码等 (最好用图片的形式, 有条件可制作成PPT), 作为课堂训练的拓展和延伸, 并且与生活实际相联系。增强语言的实际生活功能。


     


     


     


    5. Work on 1b(完成P4--1b


    (T asks the Ss how the number is divided up. Guide them to understand that three numbers come before the hyphen and four numbers after it)


    T: Now let’s listen to the tape. 9


       


       T: (ask the Ss to write the phone numbers in the blank.)



    T: (check the answers:2-7-8-6-9-2-6)


     


    6Work on 1c(完成P4- -1c


    T: Now please work with your group (four students in one group) and ask each other questions about phone numbers.10


    Eg:


    S1: What’s your telephone number, S2?


    S2: It’s 356-9865.


    S1: 356-9865. Thanks.


     


    7Work on 2a,2b(完成P42a,2b


    T: Point to the numbered names. Read each one aloud along with the number that comes before it. Then say each number and ask a student to read the name after that number.


    Point to the blanks in the four telephone numbers. Tell the Ss that the last two numbers of each telephone number are missing. Listen to the tape and then fill in these numbers.


    Play the tape then check the answers. 11


    (1.c   2.d   3.b   4.a)


    (278-7928, 555-8042, 398-6149, 929-3160)


     


    8Work on 2c(完成P42c


    T: (Point out the address book headings “names” and “phone Numbers”.)12


      Let the Ss ask other four students in the class these questions to complete the chart.


    ( the four students who are asked should not be in his/her group)


     


    9Follow up(进一步扩展)


    Part one


    T: Now it’s your turn to make up your own dialogues. Please


     


     


     


    9.播放磁带。完成数字的填写。之后当场校对。


     


     


     


     


     


     


    10.学生模仿1b的对话,以四人小组的形式进行练习,并记录小组成员的电话号码。


     


     


     


     


     


     


     


    11.播放磁带。如有需要,T可播放磁带两遍。


     


     


     


     


    12.学生根据表格要求在教室内随机寻找四位同学, 询问他们的姓名和电话号码,并记录在表中。而此时的“随机”更能增加语言的真实交际性。



    work with your group (four students in one group) and ask each other questions about his/her friends’ names and telephone numbers. 13


     


    Eg A: Hi / Hey, … What’s your friend’s name?


    B: His name is …


    A: What’s his first name?


    B: …


    A: What’s his given name?


    B: …


    A: What’s his telephone number?


    B: His telephone number is …


     


    Part two


     Introduce one classmate in the address book before class. 14


     


     


    11Homework


    Oral work: (1) Listen to Section B 2a, read and recite it.


    (2) Go on making up your dialogues with your partner and polish it.


    Written work: (1) Finish workbook P.3. Exx 4 and 5.


    (2) Bring some photos of your friends’ or your relatives’ telephone numbers, car numbers and get ready to introduce to the classmates.


     




    13T根据Ss的实际水平,可以让Ss自由发挥编对话。加入自己的内容,丰富对话内容和形式。同时,根据课堂时间安排,检查对话若干。要求S在听时,记录相应内容。


     


     


     


     


     


    14.对话练习之后,让学生马上在全班面前介绍同学, 可以提高学生的综合能力和表达能力。


     


     


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