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1、Book1Book1 UnitUnit 1 1 NiceNice toto meetmeet you!you!（第三课时（第三课时 教学设计）教学设计）一、教材分析一、教材分析1 1教学内容教学内容本课时系教材英语 1 （基础模块 高教版）第一单元的第三课时，包括 language in use 和 vocabulary consolidation 两部分，具体内容为：be 动词的用法和名片各栏目词汇的表达，职业词汇收集。2 2教学重点、难点教学重点、难点教学重点be 动词的用法和主题词汇的积累，未来职业的描述教学难点主题词汇的积累二、教学目标二、教学目标1.知识目标知识目标掌握与名片设计相关
2、的主题词汇，如 name, first name; last name; name card; telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss)。掌握 be 动词的用法。(3)能描述自己或他人的职业。2.能力目标能力目标学生能清晰表达名片各栏目。学生能熟练掌握职业词汇以及 be 动词的用法。3.情感目标情感目标学生清楚自己的职业梦想，建立初步的就业意识。三
3、、教学步骤（英文）三、教学步骤（英文）Step One Lead-in （10m）1. Have a comment on the students name cards. Pass the cards around the class. （设计意图（设计意图: :教师及时对学生的作业作出评价，对优秀作业的集体肯定，可以促使学生更积教师及时对学生的作业作出评价，对优秀作业的集体肯定，可以促使学生更积 极主动地做作业。极主动地做作业。 ）2. Ask the students to present and talk about the name cards they have collected
4、 in groups. Use the following sentence patterns.His name is He is from He is a His telephone number is （设计意图（设计意图: :读懂名片信息，掌握动词读懂名片信息，掌握动词 bebe 的用法之一的用法之一: :用用 isis 的情况。的情况。 ）Step Two Language in use (20 m)1.Game: Who am I? The teacher says “Im thinking of something and you guess what it is.” The te
5、acher can describe anything that the students are familiar with, however, the teacher should use “am” as many times as possible.The teacher can decide if he want to score this game or not, and how. Eg. I am yellow. I have a thick skin that you peel off before you can eat me. I am white inside. I am
6、sweet. What am I? Answer: BANANA （设计意图（设计意图: :复习词汇，掌握动词复习词汇，掌握动词 bebe 的用法之二：用的用法之二：用 amam 的情况的情况, ,猜谜语是学生感兴趣的游猜谜语是学生感兴趣的游 戏之一，可以让学生快速集中注意力，主动参与学习。戏之一，可以让学生快速集中注意力，主动参与学习。 ）2. Grammar focus （page 15）. The teacher helps the students have a general idea of the usage of be. Then the teacher offers the f
7、ollowing rhyme to help the students master the usage of be in a better and easy way.英语语法学习顺口溜 be 的用法口诀 我用 am，你用 are，is 连着他，她，它； 单数名词用 is，复数名词全用 are。 变疑问，往前提，句末问号莫丢弃。 变否定，更容易，be 后 not 莫忘记。 疑问否定任你变，句首大写莫迟疑。 （设计意图（设计意图: :让学生对动词让学生对动词 bebe 的用法有个总的概念，采用顺口溜可以让背诵更有趣更有效，的用法有个总的概念，采用顺口溜可以让背诵更有趣更有效， 学生也会主动记笔记
8、。学生也会主动记笔记。 ）3.Activity 17. Think and write. The teacher asks the students to make as many sentences as possible. Practice reading these sentences together. Eg. I am a student. I am a teacher. I am a doctor. I am a manager. I am a secretary. I am a cat. I am a dog. （设计意图（设计意图: :考验学生的组句能力和思维的开放程度，也通过
9、一定量的机械操练让学生对动考验学生的组句能力和思维的开放程度，也通过一定量的机械操练让学生对动 词词 bebe 有深入了解。有深入了解。 ）4. Activity 18. Talk and guess. Game: What am I? The teacher says “Im thinking of a job and you guess what it is.” The teacher can describe way of life, where they work, what they wear, etc. And the students have to guess the job.
10、 The teacher can decide if he want to score this game or not, and how. The teacher may also offer more jobs. The teacher may also invite one student to describe the job, if possible. Eg. I stay in the hospital. When people are ill, they ask me for help. I take care of patients. I usually wear in whi
11、te or green. ANSWER: DOCTOR （设计意图（设计意图: :学会描述职业特性，掌握职业词汇。学会描述职业特性，掌握职业词汇。 ） 5. Exercise. Fill in the blanks. 用 be 的适当形式填空。 (1) The man _ a science teacher. (2) Marys new dresses _ colorful. (3) Mother _ in the kitchen now. (4) _ the woman an English teacher?(5) _ student(6) _ your father a worker Ye
12、s, he _ (7) They _ in the classroom (8) This _ an apple (9) Where _ my books (10) We _friends. (11) You _ a good student. (12) These _her pens. (13) How much _the T-shirt? (14) How much _ the socks? (15) Our mother _forty. (16) _ you in our school music club? (17) I want to _ a teacher. (18) Lets _f
13、riends. (19) He and I _friends. (20) A: _ this a bird? ：Yes，it_. A: Thank you. B: That _ OK.( (设计意图设计意图: :专题练习检测和巩固教学效果，确保学生能灵活使用动词专题练习检测和巩固教学效果，确保学生能灵活使用动词 bebe 的基本用法。的基本用法。) ) 6. Activity 19. Write and talk. Talk about your parents and the persons that you know with your partner and take notes of
14、what your partner tells you. Eg. My fathers name is Li Ming. He is a doctor.( (设计意图设计意图: :将动词将动词 bebe 用法与职业描述结合起来用法与职业描述结合起来, ,将说和写结合起来，不留知识盲点。将写将说和写结合起来，不留知识盲点。将写 部分改成记录对方所说会更有意义，可以让学生学会倾听他人。部分改成记录对方所说会更有意义，可以让学生学会倾听他人。) )Step Three Vocabulary consolidation (14m)1. Show job flash cards and ask the
15、students the following questions:What are they? What is he? What is she? Is he a doctor? Are they students? Is she a teacher? ( (设计意图设计意图: :展示大量有关职业的图片，通过提问和回答让学生自然掌握动词展示大量有关职业的图片，通过提问和回答让学生自然掌握动词 bebe 的用法和大的用法和大 量职业词汇。量职业词汇。) ) 2Activity 21. Think and write. Group competition: write down as many jobs as possible in the given time. ( (设计意图设计意图: :小组竞赛体现团队合作意识，也测试学生对工作词汇的掌握程度小组竞赛体现团队合作意识，也测试学生对工作词汇的掌握程度, , 并指导学生并指导学生 记笔记，让学生养成记笔记的良好习惯。记笔记，让学生养成记笔记的良好习惯。) )3. Activity 20.Look and mark. Look at the name card and fill in the blanks. ( (设计
