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 “l(fā)ook 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?) 教師請(qǐng)一位同學(xué)上臺(tái)，告知其要表演的用餐時(shí)間，并讓其通過(guò)動(dòng)作來(lái)表達(dá)，請(qǐng)其他同學(xué)提問(wèn)“ Are you ready for …?”直到猜對(duì)為止。 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. 教學(xué)反思：   本課為第三單元的第二課時(shí)，是對(duì)話練習(xí)課，同時(shí)還要新授四個(gè)動(dòng)作指令，我主要通過(guò)創(chuàng)設(shè)一定的情境來(lái)幫助學(xué)生操練句型，使學(xué)生能夠理解對(duì)話的含義，便于其在日常生活中運(yùn)用。熱身中使用的lunch box既能夠很好激發(fā)學(xué)生的積極性和興趣，又能幫助學(xué)生復(fù)習(xí)上節(jié)課的單詞，同時(shí)chant的形式既能復(fù)習(xí)以前的句型，又能很好的導(dǎo)入本節(jié)課的新內(nèi)容。在句型操練中我運(yùn)用了聽(tīng)讀，聽(tīng)說(shuō)并回答問(wèn)題的方式，使學(xué)生帶著問(wèn)題去聽(tīng)課文，既能訓(xùn)練學(xué)生的聽(tīng)力，又能培養(yǎng)學(xué)生的表達(dá)能力，此外，我還運(yùn)用了游戲的方式操練句型，能激發(fā)學(xué)生的興趣和參與性。在新授指令短語(yǔ)的過(guò)程中，我讓學(xué)生帶了實(shí)物，力圖更加直觀形象，但實(shí)際效果并不明顯，反而轉(zhuǎn)移了學(xué)生的注意力，使其學(xué)習(xí)效果受到一定的影響。此外，我還運(yùn)用了全身反應(yīng)法進(jìn)行指令的教學(xué)，這樣有利于調(diào)動(dòng)學(xué)生的積極性，提高學(xué)生的參與性，同時(shí)我還采用了小組競(jìng)賽的方法進(jìn)行練習(xí)，更好的調(diào)動(dòng)了學(xué)生的積極性�？v觀整節(jié)課，指令動(dòng)作的教學(xué)時(shí)間較長(zhǎng)，拓展部分的難度較大，不利于學(xué)生的理解，同時(shí)對(duì)話的操練仍較為單調(diào)，應(yīng)該力圖讓學(xué)生成為學(xué)習(xí)和操練的主體，讓學(xué)生主動(dòng)去學(xué)，使學(xué)生能夠日常具體情境中會(huì)運(yùn)用所學(xué)句型，這樣就可以達(dá)到學(xué)習(xí)的最終目的了，即會(huì)學(xué)以致用。    

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