[1a等于多少毫安]1A Unit 8 Oxford English Book 1A Unit 8 第三教时

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一、 教学说明：

1．学生在第一、二教时中已经能听、说、读下列单词slide, doll, bicycle, balloon, ball, swing，并能用what have you got? i have got… he/ she has got …句型进行操练。

2．这节课的句型是what has he/ she got? he/ she has got… 而老师在上节课的回家作业中已经布置了采访老师和父母的作业。为本节课的学习打下了埋伏。

3. 这节课教的绕口令中的2个难点在unit 2: show me your book. &unit 3: let’s enjoy的歌曲中：i can read a little book. i can draw a little tree. i can sing a little song. 中已经出现过了，为本节课的学习打下了埋伏。

二、 教学内容：

1) 认知内容：

a. 能听懂会说并会用句型：what has he /she got? he / she has got…

b. 能听懂会说绕口令：the boy shows the ball to the doll. the little boy shows the little ball to the little doll.

2) 能力要求：

在学习和生活中能询问对方：他人拥有什么，并回答，并能表达他人拥有什么。

3) 情感态度：

通过绕口令的学习，培养学生的语音语调及激发英语学习的兴趣。

三、 教学过程：

procedures

contents

methods

purpose

pre-task preparation

warmer

1.     enjoy the song. p16

 

 

 

 

配以动作的歌曲，既让学生进入了英语学习的氛围，又埋下了铺垫。

2.     quick response.

eg.  show me your book. show four.  etc.

t→s   s→s

通过快速反应这个环节，能进一步激发学生英语学习的兴趣，同时既巩固了旧知，又为引出新知作铺垫

while-task procedure

tongue twister.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.     quick response:

   show a ball to me. show the ball to the doll. to elicit the sentence: the boy shows the ball to the doll. the little boy shows the little ball to the little doll.

2.     encourage the pupils to say the sentences.

the boy shows the ball to the doll. the little boy shows the little ball to the little doll.

 

3.     listen and read after the tape.

4.     say the tongue twister together while doing the actions..

 

从quick response用旧句型引出新句型，难度不大，学生很容易上口。

 

 

 

 

 

 

 

模仿正确的语音语调进行绕口令。

 

2. a new pattern:

 what has he/she got? he/ she has got …

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.     teacher shows the survey  and asks the questions.

e.g.: what has your father got?

p1: he has got …

to elicit the sentences: what has he/she got?

 

2.     encourage the pupils to say the sentences.

what has he/she got? he/ she has got …12

 

3.     ask and answer in small groups.

e.g.: what has *** got?

he/ she has got …

 

让学生们之间通过询问和汇报的形式引出新句型。

 

 

 

 

 

 

 

 

让学生们之间通过询问和汇报的形式巩固新句型。

post-task activity

1. p40

1.     listen and read after the tape. p40

2.     look and say. p38 p40

3.     read.

 

让学生通过听、模仿养成正确的语音语调。

guessing game.

4.     teacher asks the students to play a guessing game what he/she has got.

e.g.: ------has he got…?

------yes, he has got… /no.

------what has he got?

------he has got…

 

学生用所学的语言知识来猜朋友的书包里的学习用品，不仅让其学以致用，而且激发了兴趣和好奇心。

assignment

read page 40 after the tape

play a guessing game with your parents.

四、教学提示：
1.媒体准备：布娃娃，气球，球，图片，录音机等
2.教学关注点：
1) 关注课堂中学生的小组活动，有针对性地进行个别辅导。
2)  关注绕口令时音近字的读音。同时注意学生在绕口令时的语音语调。
3) 学会调查报告后的一个口头汇报。
3.设计思路：
在while-task activity的环节，可以让学生通过口头汇报调查报告的形式操练，he has got…  然后通过你想了解某人拥有的形式，自由发问：“what has *** got? ”并请同学来回答。在post-task activity这个环节，采用让学生猜猜好朋友书包里有什么，来巩固句型：------has he got…? ------yes, he has got… /no.  -------what has he got? he has got…，利用学生的好奇心里，激发学生英语学习的兴趣。12

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