1、.Unit 3 Language in use課 型Revision and application教材分析Unit 3 對(duì)“自我介紹和獲取信息的功能句式進(jìn)展綜合訓(xùn)練：議論自己或朋友的情況活動(dòng)1；根據(jù)提示完成介紹圖片中人物情況的句子；填表、匹配復(fù)習(xí)表示國(guó)家、民族及人物活動(dòng)的詞匯。Around the world理解中西人名的不同；Module task要求通過(guò)問(wèn)答形式介紹自己和別人。知識(shí)目的Key structures: 1 Whats his/her name? 2 Where is he/she from? 3 What's his/her English name? 4 How

2、old is he / she? 5 What class is he / she in? 才能目的Enable students to talk about themselves and their friends. 情感態(tài)度Learn to respect others when we talk with others.Learn to introduce yourself to your friends in the right way.教學(xué)方法Formal and interactive practice 教 具Tape recorder, PPT, handout教學(xué)過(guò)程Step 1

3、: Revision1. Ask some students to introduce themselves to the other students.2. Ask them to talk about the pictures in the PPT.Step 2: Teaching grammar動(dòng)詞Be的一般如今時(shí)：1. 肯定句：主語(yǔ)+ beam,is,are +其它。2. 否認(rèn)句：主語(yǔ)+be+not+其它。3. 一般疑問(wèn)句：Be+主語(yǔ)+其它？4. 特殊疑問(wèn)句：疑問(wèn)詞+一般疑問(wèn)句？動(dòng)詞Be的常用句式：1. be + 形容詞 I am very happy. 我很幸福。 He is ver

4、y kind. 別人非常好。與當(dāng)今“老師一稱最接近的“老師概念，最早也要追溯至宋元時(shí)期。金代元好問(wèn)?示侄孫伯安?詩(shī)云：“伯安入小學(xué)，穎悟非凡貌，屬句有夙性，說(shuō)字驚老師。于是看，宋元時(shí)期小學(xué)老師被稱為“老師有案可稽。清代稱主考官也為“老師，而一般學(xué)堂里的先生那么稱為“老師或“教習(xí)?？梢姡袄蠋熞徽f(shuō)是比較晚的事了。如今體會(huì)，“老師的含義比之“老師一說(shuō)，具有資歷和學(xué)識(shí)程度上較低一些的差異。辛亥革命后，老師與其他官員一樣依法令任命，故又稱“老師為“教員。2. be + 名詞 Mr Wang is our English teacher. 王先生是我們的英語(yǔ)老師。 They are our good f

5、riends. 他們是我們的好朋友。3. be + 介詞短語(yǔ) She is at home. 我在家里。 Are you from America? 你來(lái)自美國(guó)嗎？ The book is on the desk. 書在桌子上。4. be + 副詞 Class is over. 下課了。Step 3: SpeakingAsk the students to introduce the three people in act 1.You can do it like this: 要練說(shuō)，得練看。看與說(shuō)是統(tǒng)一的，看不準(zhǔn)就難以說(shuō)得好。練看，就是訓(xùn)練幼兒的觀察才能，擴(kuò)大幼兒的認(rèn)知范圍，讓幼兒在觀察事物

6、、觀察生活、觀察自然的活動(dòng)中，積累詞匯、理解詞義、開展語(yǔ)言。在運(yùn)用觀察法組織活動(dòng)時(shí)，我著眼觀察于觀察對(duì)象的選擇，著力于觀察過(guò)程的指導(dǎo)，著重于幼兒觀察才能和語(yǔ)言表達(dá)才能的進(jìn)步。This is Sam.He is twelve. He's from England. He's in Class 1.Step 4: PractiseDo act 2-4 by themselves and check the answers in groups.單靠“死記還不行,還得“活用,姑且稱之為“先死后活吧。讓學(xué)生把一周看到或聽到的新穎事記下來(lái),摒棄那些假話套話空話,寫出自己的真情實(shí)感,篇幅可長(zhǎng)

7、可短,并要求運(yùn)用積累的成語(yǔ)、名言警句等,定期檢查點(diǎn)評(píng),選擇優(yōu)秀篇目在班里朗讀或展出。這樣,即穩(wěn)固了所學(xué)的材料,又鍛煉了學(xué)生的寫作才能,同時(shí)還培養(yǎng)了學(xué)生的觀察才能、思維才能等等,到達(dá)“一石多鳥的效果。Ask one group the report their answers.Step 5: Around the word1. Tell students the difference between Chinese names and English names. T: Most English people have three names: a first name, a middle na

8、me and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world. Step 5: Module taskLook at the screen. Introduce yourself.

9、Ask and answer with a partner. Then report their result in front of the whole class.Step 6: Do exercises Do the exercises in the PPT. The teacher checks the answers.Step 7: Sum upAsk the students to talk about “What have you learned in this lesson?.Sum up the different ways of “Be and report it. Step 8: Homework板書設(shè)計(jì)Module 1 Unit 3Whats your name? My name isW