资源简介

Unit 3 Is this your pencil 2d & Grammar focus-3c （教学设计）
教材分析 What：The text is a dialogue between teacher and student. The content of the dialogue mainly includes greeting, identifying the owner of the objects and expressing thanks. Why：The dialogue provides context for grammar learning. Learning grammar points in context can help students understand the knowledge points better and deepen their understanding of grammar phenomena. How：The language of the dialogue is simple and clear. At the same time, it also includes new knowledge points and provides a good context for new knowledge points. Teachers should make use of this feature to design teaching and make grammar learning communicative.
教学目标 By the end of this lesson, students will be able to: 语言能力：(1) master key vocabulary and sentence patterns. (2) master the usage of possessive case of noun and be-general questions. 2. 学习能力: be able to actively look for and discover grammatical phenomena when reading short dialogues and under the guidance of teachers; transfer and transform the grammar rules I have learned, and cooperate with others to complete the learning tasks when doing exercises and output parts. 3. 文化意识：learn to asking for and identify the owner of objects, to understand different cultures, and to respect cultural diversity and difference which can expand their knowledge of the English language. 4. 思维品质：classify and compare the text information in short dialogues and deepen the understanding of the meaning of the text; find the grammatical phenomena in the text and exercise their ability of observation and discrimination.
教学重与 难点 Teaching important points: master key vocabulary and sentence patterns. master the usage of possessive case of noun and be-general questions. Predicted parts of difficult points: be able to actively look for and discover grammatical phenomena when reading short dialogues and under the guidance of teachers; transfer and transform the grammar rules have learned, and cooperate with others to complete the learning tasks when doing exercises and output parts.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method 2. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (3’)
Step 1 T asks Ss to review how to identify the family members in the picture by asking question “Who is she or he ” Ss think about questions and then actively answer T. Question can provides a good review for former knowledge.
效果评价 学生是否能认真思考老师的问题；是否能认真并且无误的回忆所学的知识点。
Presentation (15’)
Step 2 T asks Ss to look at the picture and then lets them to guess who is talking. Ss look at the picture guess who is talking. Guessing can help Ss improve their ability of prediction.
Step 3 T asks Ss to read conversation and lets them answer the following questions or finish the task. read the conversation and answer the following questions: What are they talking about What school things can you see read the conversation and finish the table in PPT. Ss read conversation and lets them answer the questions or finish the task. Conversations in 2d provides a good context for grammar learning so reading them can help Ss firstly know the grammar rules.
Step 4 T asks Ss to read the conversation and find the short forms and then leads Ss to restore the short forms. After that, T asks Ss to pay attention to the words circled in PPT and lets them to discuss with classmates to find what’s the meaning of them and then teaches them the usage of possessive case of noun. Ss find some shorts forms and discuss with partner to firstly to find out the usage and then learn the complete usage of them under the help of teacher. Learning grammar rulers in a discourse can help students realize grammar rules better.
Step 5 T shows the sentences in Grammar focus and leads Ss to find the usage partly by carefully observing these sentences and discuss with classmates. Ss discuss with partner to firstly to find out the usage of be-general questions and then learn the complete usage of them under the help of teacher. Learning grammar rulers in a discourse can help students realize grammar rules better and lay a good foundation for the next practice.
Step 6 T plays the tape and asks them to read the conversation after the tape. Ss read the conversation after the tape. It can improve Ss’ listening and speaking ability.
效果评价 学生在学习知识时学生是否能表现积极和专心; 学生在遇到不认识的知识点时能否采取认知策略寻求帮助解决问题；学生是否能积极的跟着老师的思路来学习语法知识点。
Practice (10’)
Step 7 T asks Ss to finish the exercises in textbook-3a & 3b and then ask Ss to practice the conversations with the desk mates. Ss finish the exercises and then practice the conversations with the desk mates Exercise can help test students' knowledge of this class. Then Practicing conversation can strengthen their ability of speaking and listening.
效果汇总 学生是否能准确无误的完成练习。
Production (8’)
Step 8 T asks Ss to finish the task in 3c in groups by using the knowledge that have been learned today. Ss finish the task in 3c in groups. It can enhance Ss’ controlling of today’s knowledge. And the group work can help Ss to improve their communicating ability and their cooperative spirit of group.
效果汇总 学生是否能在积极主动地在组内进行对话练习；学生在进行小组活动的过程中发音和语调是否正确。
Exercise (5’)
Step 9 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step10 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (1’) 1. Review grammar points. 2. Recite the sentences from the Grammar focus section. Homework can help students strengthen the knowledge which they have learned.
Unit 3 Is this your pencil 2d & Grammar focus-3c
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