Book3 Unit3 Lesson2 教案
Book3 Unit3 Lesson2 Teaching aims: 1. Ss are able to show hospitality and respond to it. Such as “Are you ready for …?” “Yes, I am./ No, I’m not.” 2. Understand and respond to request and commands. Such as Set the table ,Pour the water, Eat your dinner, Wash the dishes Difficult points: 1. Ss are able to use the dialogs freely. 2. Ss are able to say the commands. Teaching aids: Tape recorder, lunch box, pictures , flashcards. Teaching methods: TPR, Listen and point, Games. Teaching procedures: Step1: Warm-Up 1. Review some vocabulary of food. T: Takes out a lunch box and says “look at this. What’s this? Oh, It’s a lunch box. What’s in it?” Encourage Ss to answer .(noodles, cake, soup, fruit, rice…) 2. Sing a chant T: “Oh, there are so many delicious food, I feel a little hungry, let’s sing a chant. Ok?” (Hungry, hungry, I’m hungry. Here you are. Have some cake/chicken/juice. Mmm, Mmm, I like cake. Thank you. You are welcome.) Step 2.Introduction of the new dialogs 1.T picks up some food pictures and say “I’m hungry, Are you hungry?” Encourage Ss to answer “Yes, I am./No, I’m not.” 2.T gives the food pictures to Ss who feels hungry, and say “Here you are.”Encourage Ss to say “Thanks.” Then T say “You’re welcome.” 3.T: “Most of you feel hungry, so let’s go for lunch. Are you ready for lunch?” Encourage Ss to say “Yes, I am./ No, I’m not.” At the same time, T says “Me, too .” Step3.Practice the dialogs 1. Divide Ss into 4 groups, T says “ Are you ready for …?” Encourage Ss to answer. 2. Ask individuals“ Are you ready for …?” Encourage them to answer. 3. Listen and Point.(Are you ready for listening? ) 4. Listen and read after the tape .Then ask Ss to Answer “Is Jia Ming ready for lunch?” “Is Bobo hungry ?” 5. Guess(Are you ready for playing a game?) 教师请一位同学上台，告知其要表演的用餐时间，并让其通过动作来表达，请其他同学提问“ Are you ready for …?”直到猜对为止。 6．Role play the dialogs. Step4.Introduce and Practice the actions 1.T role as a waiter,and do the actions(Set the table ,Pour the water, Eat your dinner, Wash the dishes) Encourage Ss to guess. 2.T says the commands ,Ss point to the pictures. 3.T says the commands , Ss do it together. 4.PK Divide Ss into 4 groups, T Says different commands to different groups, Ss should say and do the actions together. 5.Invite 4 Ss come to the front, T says commands, Ss do. 6. Invite 2 Ss come to the front, Then ask another student to say the commands. 7. Listen and Point.(Are you ready for listening? ) 8. Listen and say. At the same time ,do the actions together. 9. Chant it Set, Set, Set the table . Pour , Pour ,Pour the water. Eat ,Eat ,Eat your dinner. Wash, Wash, Wash the dishes . Step 5. Extension 1. Are you ready for Setting the table/ Pouring the water / Eating your dinner /Washing the dishes ? 2. Pour the water/juice/milk Eat your dinner/cake/pizza/apples Wash the dishes/hands… Homework: 1. Make 4 sentences using “Are you ready for…? Yes, I am./No, I’m not.” 2. Copy the new actions 4 times. 3. Listen to the tape. 教学反思： 本课为第三单元的第二课时，是对话练习课，同时还要新授四个动作指令，我主要通过创设一定的情境来帮助学生操练句型，使学生能够理解对话的含义，便于其在日常生活中运用。热身中使用的lunch box既能够很好激发学生的积极性和兴趣，又能帮助学生复习上节课的单词，同时chant的形式既能复习以前的句型，又能很好的导入本节课的新内容。在句型操练中我运用了听读，听说并回答问题的方式，使学生带着问题去听课文，既能训练学生的听力，又能培养学生的表达能力，此外，我还运用了游戏的方式操练句型，能激发学生的兴趣和参与性。在新授指令短语的过程中，我让学生带了实物，力图更加直观形象，但实际效果并不明显，反而转移了学生的注意力，使其学习效果受到一定的影响。此外，我还运用了全身反应法进行指令的教学，这样有利于调动学生的积极性，提高学生的.参与性，同时我还采用了小组竞赛的方法进行练习，更好的调动了学生的积极性。纵观整节课，指令动作的教学时间较长，拓展部分的难度较大，不利于学生的理解，同时对话的操练仍较为单调，应该力图让学生成为学习和操练的主体，让学生主动去学，使学生能够日常具体情境中会运用所学句型，这样就可以达到学习的最终目的了，即会学以致用。【Book3 Unit3 Lesson2 教案】相关文章：
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