DOC《Unit 1 Getting to Know You》

Unit

1 Getting to Know You Topic

1 Nice to meet you! Section A The main activities are 1a, 2a and 3a.

本课重点活动是1a, 2a和3a. Ⅰ.Teaching aims and demands 教学目标 1.(1)Learn the letters Aa-Gg. (2)Learn some useful words and expressions: good, morning, welcome, to, China, thank, you, hello, I, am, I'

m, are, yes, no, not, nice, meet, too 2. Talk about greetings and introductions: (1)―Good morning. ―Good morning. (2)―Hi/Hello! ―Hi/Hello! (3)―I'

m … Are you …? ―Yes, I am./No, I'

m not. I'

m … (4)―Nice to meet you. ―Nice to meet you, too. (5)―Welcome to China! ―Thanks./Thank you. Ⅱ. Teaching aids 教具 录音机/字母卡片/投影仪/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step

1 Introduction 第一步 介绍(时间:6分钟) 本节课是开篇,教师应向全体学生说明以下两点:1.学习英语的重要性.2.学习英语的正确方法.目的:激发学生学习英语的兴趣,提高学习效率. Step

2 Presentation 第二步 呈现(时间:14分钟) 1. (运用真实情境,让学生学会如何与他人简单地打招呼.) (1) (老师假设和一个学生不认识,向他/她打手势并和他/她打招呼.) T: Hi!(启发学生回答.) S1: Hi!(板书Hi!让学生猜测Hi!的意思.) (师生互动操练Hi!) T: Hi! S2: Hi! (2)(用同样的方式教学Hello!并板书Hello!) (板书) ―Hello! ―Hi!(非正式) ―Hello! ―Hi! (同时老师可以利用简笔画告诉学生两个熟悉的人怎样相互打招呼.并让学生之间用真实姓名依次操练.) T: Please look at the picture and see how they are greeting. Then you can use your name to greet each other. S3: Hi, Zhang Hua! S4: Hi, Chen Jun! S3: Hello, Zhou Jie! S5: Hello, Zhang Hua! (3)(教师亲切地用手势跟同学们打招呼.) T: Good morning! (重复几遍后,启发学生回答.) Ss: Good morning! (板书) Good morning! (让学生猜测Good morning!的意思,教师给予提示:早上见面问好可用Good morning!代替Hello!) (师生互动操练Good morning!) T: Good morning! S4: Good morning! … (教师让学生用自己的真实姓名互动操练Hi!/Hello!/Good morning!) S5: Hi! S6. S6: Hi! S5. S7: Hello! S8. S8: Hello! S7. S9: Good morning! S10. S10:Good morning! S9. … (对学生的表演给予掌声鼓励.) 2.(教师投影仪或教学挂图1a,显示康康在接机大厅接人的场景,三个外国学生刚下飞机,我们怎么向他们打招呼呢?) Ss: Hi!/Hello!/Good morning. (利用上面图片学习Welcome to …, Thank you.) T: They are our new friends. Welcome to our class. Ss: Thank you. 3. (播放录音1a, 让学生跟读, 注意模仿语音语调.) T: Listen to the tape and follow. Pay attention to the pronunciation and intonation. 4. (出示四个小主人公的人物图,让学生认识他们,并教学生读Kangkang, Michael, Jane, Maria四个名字,教师播放1b录音,完成1b.核对答案并打分.) 5. (1)(教学I'

m … Are you …? Yes, I am./No, I'

m not.) (教师找两名男生和两名女生分别扮演Kangkang, Michael, Jane, Maria.分别教他们说I'

m Kangkang. I'

m michael. I'

m Jane. I'

m Maria.引出I'

m=I am. 再问Are you Kangkang? Yes, I am./No, I am not.) (板书) ― I'

m … ― Are you …? ― Yes, I am./ No, I'

m not. (老师向全班同学介绍自己,然后点几个学生站起来向全班同学打招呼并做自我介绍.) T: Hi! I'

m … (老师手指着自己.) S11: Hi! I'

m Wu San. (S11站起来.) S12: Hi! I'

m Wang Xiang. (S12站起来.) S13: Hi! I'

m Wei Hua. (S13站起来.) (老师接着对刚刚做自我介绍的学生进行提问,练习上面板书的另两个句式.) T: I'

m … Are you Wei Hua? S13: Yes, I am.(学生点头,这时老师引导学生作答.) T: I'

m … Are you Li Feng? S12: No, I'

m not. I'

m Wang Xiang. (让S12和S13单独在讲台上表演,并掌声鼓励.) (让学生两两进行类似操练.) (2)(再找来一名学生S14,教学Nice to meet you. Nice to meet you, too.的情景用法.板书重点句子.) ―Nice to meet you. ―Nice to meet you, too. (教师示范表演.) T: Hello! I'

m … Are you Liu Siyang? S14:No, I'

m not. I'

m Wendy. T: Oh, nice to meet you, Wendy. S14:Nice to meet you, too.(老师引导学生作答.) (让两名学生在讲台上表演,教师给予指导.) (让学生互相问答,借此机会运用类似的对话认识同学.) Step

3 Consolidation 第三步 巩固(时间:7分钟) 1. (播放录音3a,让学生跟读,注意模仿语音语调并进行人机对话.完成3a.) T: Listen to the tape and repeat, pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape. 2. (让学生自由组合操练1a和3a,然后让学生两人一组上讲台表演.进行小组竞赛,巩固1a和3a所学内容.完成3b.) T: Practice a dialog according to 1a and 3a in pairs, then act it out. S1: Good morning! S2: Good morning! S1: I'

m … Are you …? S2: Yes, I am. S1: Nice to meet you. S2: Nice to meet you, too. S1: Welcome to China! S2: Thanks./Thank you. 3. (再让学生四人一组用自己的真实姓名上台表演.) T: Act out the dialog with your own names. S3: Hi! S4: Hi! S3: I'

m … Are you …? S4: Yes, I am. S3: Hello! Are you …? S5: No, I'

m not. I'

m … S3: Nice to meet you. S5: Nice to meet you, too. S3: Hi! Are you …? S6: Yes, I am. S3: Welcome to China! S6: Thanks./Thank you. Step

4 Practice 第四步 练习(时间:10分钟) 1. (学习字母Aa~Gg.) (1)(教师逐个出示字母卡片,先示范字母的读音,要求学生仔细听,认真观察教师的口型,再进行模仿.每个字母都要用升降调来读.) T: Listen to me and read the letters after me. Learn Aa-Gg by heart. (教师先教学字母Aa-Gg,然后全体学生跟读Aa,Bb, Cc, Dd, Ee, Ff, Gg.) T: Aa Bb Cc Dd Ee Ff Gg Ss:Aa Bb Cc Dd Ee Ff Gg (2)(告诉学生,每个英文字母都有印刷体和书写体、大写小写之分.关于字母的书写,要严格要求学生用四线格的练习本,按笔顺和格式书写.逐个板书英文字母.书写每个字母时,教师要做好示范,从起笔到收笔,用几笔写成的都要示范清楚.带着学生用右食指在空中模仿,然后让学生在四线格上临摹.完成2a.) T: Now let'

s learn how to write the letters. 2. (1)(英语字母接力游戏.) T: Now let'

s play a game. (由第一排第一个同学快速说出 A ,第二个同学快速接上 B .依次C,D,E,F,G,A,B……) T: The first student in the first row says A quickly, and the second student follows B and then C, D, E, F, G, A, B … one by one. (待上个游戏完成后,再要求第一个同学报出 AB ,第二个同学快速接上 BC ,第三个同学快速接上 CD ……以此类推,直到全班同学都参与进去.) T: Well done! Now the first one says AB , the second one follows BC quickly, the third one says CD and so on. (2)(两人一组用身体组成任何一个大写字母,并大声说出该字母.) T: Pair work. Form the capital letters with your bodies and read it aloud. 3. (教师讲解2b的做题方法并示范,让学生听录音,完成2b.) T: Now let'

s listen and circle the letters you hear. Aa Bb Cc Dd Ee Ff Gg 4. (把标注中的大小写字母放在横线上相应的大小写字母旁边.做配对练习,让学生自主完成4,最后核对答案.提醒学生,字母是该动物单词的首字母,来引发兴趣.) T: Copy the letters on the signs beside the letters on the line. Aa Bb Cc Dd Ee Ff Gg Step

5 Project 第五步 综合探究活动(时间:8分钟) 1. (让学生想象并列举生活中有哪些物体与正在学习的英文字母A-G形状相似.如:板凳腿像A,耳朵像B,残月像C,D等.) T: Can you imagine and list some objects which have the same shapes with English letters? For example: The legs of bench are like A , ears are like B , the moon is like C or D , etc. 2. (做游戏:字母配对)(Letter Matching) (1)活动目的:辨别字母的印刷体、书写体及大小写. (2)活动过程: ①活动准备.教师事先制作一些卡片,每张卡片上写一个英文字母.每个字母分大写、小写的印刷体和书写体,并分别写在四张卡片上. ②做活动时,教师发给每人一张字母卡,规定大家不许出声,只可以看彼此手上拿着的字母卡.教师一声号令,各人开始在全班同学中寻找拿着与自己相同字母的其他三个同学.当拿着同一字母不同字体的四个人最先找在一起,并立刻一同把字母卡交给教师时,他们在这一局中就算获得胜利. (3)有关说明 ①活动前需向学生展示四种卡片,以便活动时辨认. ②活动卡片数量必须跟学生数量相同,而每个字母有成套的四张卡片.所以在制作卡片时要考虑学生的数量.假设有28个人参加游戏,选写7个字母,同一个字母有4张卡片,共制成28张字母卡. ③可将每个字母四张卡片改成两张卡片(大写与小写),这样学生在活动时只需寻找一个同伴. 3. (小组活动.7个学生一组分别取名为Aa-Gg,用学过的打招呼和问候语进行对话.) T: Group work. A group of seven students act as Aa-Gg........