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1、教材分析及教法建议 陕旅版教材培训中心 马惠萍,课堂教学的组织,课程导入：把与教学内容相关的教学资料，设计为有趣的活动，让学生在看看、想想、做做中了解本课时要学习的内容 ，激发学生对学习内容的兴趣，引导学生自然地进入学习状态。,课堂教学的组织,课程的导入方式 歌谣 自由谈话 头脑风暴 游戏：猜一猜、做一做,课程的导入方式,I Have a Bag (Book 1 Unit 5)词句教学-张娟,课程的导入方式,Be Helpful at home(Book5 Unit 2)对话教学-马述天,课程的导入方式,Care for the Earth (Boo 7 Unit 3)课文教学-张娟,课程的导
2、入方式,Book3 Unit 4 Lets talk的导入 时间数字1-12 画个表盘，刻上数字，拨动时针到任意一个整点，让学生快速读出数字 依次拨动时针到六点（加闹钟）、七点、八点、十二点、四点、五点、七点、十点，介绍这些时间的活动，复现动词，引入介词+数词的表达时间的方式，形成完整的陈述句： I get up at six( in the morning).,语法教学建议,用适当的形式呈现 结合语境 循序渐进的进行教学 在语境中引导学生注意观察语法现象、帮助学生进行归纳、学会运用,教材中所涉及的语法点,在具体的语境中理解以下语法项目的意义和用法： 名词的单复数形式和名词所有格、人称代词和形
3、容词性物主代词； 一般现在时（1-3）、现在进行时（4-be going to）、 一般过去时和一般将来时；（现在完成时态、比较级、最高级的删减） 表示时间、地点和位置的常用介词； 简单句的基本形式。 在实际运用中体会以上语法项目的表意功能。,语法教学建议,Book 1 Be动词的人称和数的搭配 指示代词this/that意义及用法 不定冠词a/an的用法Whats This? (Book 1)句型语法教学- William Liu,语法教学建议,课例分析 Whats this/that? (Book 1)句型语法教学- William Liu,语法教学建议,动词时态教学 一般现在时 Book
4、 1 Unit 5 I have . Do you have? What do you have?,动词时态教学 -一般现在时,Book 2 Unit 1 It has . Does it have? Yes, it does./No, it doesnt. Unit 3 How do you come to school? I come to school by . Do you go by ? Yes, I do./ No, I dont. How do they go to? They go to by . Hoe does he/she go to ? He/She goes to b
5、y .,动词时态教学 -一般现在时,Unit 4 Do you like candies? Yes, I do./No, I dont. Does the monkey like ice-creams? Yes, it does./ No, it doesnt What do you/does he /she like? I like ./ He /She likes .,动词时态教学 -一般现在时,Book 3 Unit 1 What do they have on the farm? They have What does have? He/she has . Unit 3 Do you
6、have noodles ? Yes, we do.? No, we dont. Unit 4 When do you have classes? We have classes at . When does he/she go to bed? He/She goes to bed at .,动词时态教学 -一般现在时,Unit 6 How many subjects do you have this morning? What subjects do they have this morning? Do you like? Unit 7 What do you do on ? I/We .
7、What does he/she do on ? He/She likes to . Do you like to ? Yes, I do./ No, I dont. Does like to ? Yes, he/she does. /No, he/she doesnt.,动词时态教学 -一般现在时,Unit 8 What do they like to do? Boys like to . Does like to ? Yes, he/she does. No, he/she doesnt. What does he /she like to do、 He/She likes to .,动词
8、时态教学 -一般现在时,Book 4 Unit 4 What do you do on Sunday? I . What does he /she do on ? He/She plays/ reads/goes . Do you often ? Yes, we do./No, we dont. Does he/she often? Yes, he/she does./No, he/she doesnt.,动词时态教学 -一般过去时,Book7 Unit5 It was here just now. Unit 6 What did you do last weekend? Unit 7 I h
9、ad a good time,Book 1Unit 7Are These Bears?,话题：动物，数词 词汇：elephant panda bear monkey animal one two three four five six nine ten 功能：询问动物，数量： 1. Are these / those ? Yes, they are. / No, they arent. 2. How many do you have? I have ,第一课时,Lets learn loin elephant panda bear monkey one two three four five
10、1， Warming-up 引入话题 2，利用图卡（需要时遮挡）呈现名词单数，用功能句进行师生交流：Whats this? Its a/an . 3,利用图卡（需要时遮挡）呈现名词单数，用功能句进行师生交流：Whats this? Its a/an . 4，P57 Lets guess 5,过渡到What are these? They are . 引导学生看图卡，数一数：a/one lion ,one bear, two bears . 6,巩固数词1-5,第二课时,词汇：six seven eight nine ten animals 由特殊问句What are these? They a
11、re .自然过渡到一般问句的问答： 用挂图 Are these/those ? No, they arent./Yes, they are.,第三课时,复习词汇：one-ten 演示、提问：How many ?引导学生数一数自己身边的各种十以内的物品，逐步引导学生两人一组进行问答（P59 Count and say） 挂图呈现Lets learn more。 Lets sing鼓励学生自己改编自己唱,第三课时,故事阅读（在图片的帮助下，引导学生观察、阅读、理解。让学生在幽默有趣的故事中， 既学习掌握了语言知识，增强了文化意识，提高了人文素养 ，有助于学生们的行为养成、道德规范。） 检测活动,词
12、汇教学建议,词 汇、功能句的教学要尽量的采用较为真实的语境进行呈现：实物+肢体语言+图片+解释 听、说、读、写，全方位认知词汇 运用读音规则引导学生拼读、拼写单词 词不离句：在呈现新词之后，选择合适的学过的语句，把词汇放入语境中，让学生感知词汇的语义及用法。 形式多样的巩固和检测：听、说、读、写，全方位掌握词汇,Book3Unit 1 What is your father? 词汇教学设计,通过完成warming-up Complete your family tree,对家庭成员的名称进行复习 :grandpa, grandma, father, mother, brother, siste
13、r 学习有关职业的单词：cook, nurse, doctor, farmer, worker, driver, policeman, 准备一张自己的全家福，向学生逐一介绍的家人及职业：This is my father. He is a/an . Look, This is my grandpa. What is he, do you know? He is a . 通过动作演示、图片呈现新词。 拼读拼写：cook-book, nurse, doc-tor, farm-er, work-er, driv-er, po-lice-man, 在学生听懂、反复跟读之后，可通过听-做活动及时巩固：A
14、ct like a . P5 Guess and say,对话教学,功能句：创设语境理解-运用-活动巩固 观察挂图，结合挂图说一说，反复运用功能句进行师生问答、生生问答等形式进行操练。 听-读-就对话进行问答-解决难点。 活动巩固。,Unit 1 What is your father?对话教学,能用下列对话谈论家庭成员的职业。 (1) - What is your ? - He / She is a - What about ? - He / She is a (2) - Is your mother a ? - No, she isnt. She is a (3) - Whats she
15、/ he? - She / He is a ,对话教学:功能句的呈现与操练,用自己的一全家福照片组织师生会话，有已学的询问人的人物关系的Who is the man/woman/ boy/ girl? 导出新授的询问人物职业的功能句: -What is your father/he? -He is a/an .What about your mother?She is a/an . 组织学生两人一组，用自己的一全家福照片进行对话，操练功能句：Who is ?What is ? P5 Look and match,对话教学,1.让学生听 对话，教师可以建议学生在听的过程中将两位主人公的姓名及家庭
16、成员、职业记录在练习本上。 2. 学生再听一遍录音，这一遍教师可以在每句话后进行停顿，给学生时间思考或复述。 3. 回答问题，检测学生对对话的理解。 放对话1录音，让学生听后回答问题： Question 1: Is Li Shans father a cook? Question 2: What about her mother? What is Li Shans mother? 放对话2录音，让学生听后回答问题： Question 1: What is Su Nans father? Question 2: What about his mother ? What is she? Is she a worker? 4. 引导学生用完整的句子说出答案。 5.朗读对话/分角色朗读对话 6.巩固活动：P5Look and match 完成连线后两人一组进行问答。,
