Unit 3 Getting Together Topic 1 Does he speak Chinese? Section A The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ.Teaching aims and demands 教学目标 1. Learn some new words and phrases: could, tell, sure, speak, some, poor, with, help sb. with sth., problem, pet, often, want 2. Learn Present Simple to do: (1)—Do you come from the U.S.A.?—No, I don’t. (2)—Do you like Chinese?—Yes, I do. 3. Ask for permission and make requests: (1)—Excuse me, could you please tell me your name?—Sure. (2)—Could you help me with it?—No problem. Ⅱ. Teaching aids 教具 录音机/幻灯片/教学挂图/铅笔/尺子/玩具猫/玩具狗/蒙眼布 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 通过复习描述体貌特征导入本课新知识，培养学生口头表达能力。 1. (教师按照座位链式提问，要求学生用Yes, I do./No, I don’t.快速作答。) (通过运用Do you have …? Yes, I do./No, I don’t.句型引出Do you have a pen pal?) T: Do you have a pen pal, S? 4 (板书并要求学生了解。) pen pal S: No, I don’t.T: Do you want a pen pal?S: Yes, I do. 44 (板书并要求学生掌握。) want 2. (教师通过询问学生个人信息，导入新知识。) T: Excuse me. What’s your name, please? S: My name is … 5 T: How old are you? S: I’m … 5 T: Do you have an English name? S: Yes, I do. 5 T: Could you please tell me your English name?S: … 5 T: You can say “Sure. My English name is …”. (板书并要求学生掌握。) —Could you please tell me your …? —Sure. (教师示范) 1
T: Could you please tell me your age, S?6 S: Sure. I’m … 6 T: Could you please tell me your
telephone number? S: Sure. It’s … 6(学生两人一组运用Could you please tell me …?句
型询问个人信息。) 3. T: I’m an English teacher. I can speak English. Do you speak English
after class, S? 7 S: Yes, I do. (帮助学生回答。) 7(板书并要求学生掌握。) speak T: Do you like it? (教师提示此处like作动词。) S: Yes, I do./ No, I don’t. (帮助
学生回答) 7(学生两人一组操练，运用Do you speak …?和Do you like …?句型及其肯定和否定回答。) 4. (教师请一个学生，用not good来引出
poor一词。) T: Is your English good? S: No, it isn’t. I can speak some English, but my English isn’t very good. 8 T: You can say “My English is poor.” (板书并要求学生掌握。) some poor S: My English is poor. Could you help me? 8 T: No problem. I can help you with it after class. (板书并要求学生掌握。) No problem. help … with … T: S, do you like English?S: Yes, I do. 99 T: Do you often speak English after class?S: Yes, I do.T:Good! 9 (板书并
要求学生掌握。) often (通过以上的活动导入1a。) Step 2 Presentation 第二步 呈现(时间:8分钟) 通过听力、教学挂图等形式呈现本课对话，让学生练习使用重要句型，培养学生的听、
说能力。 1. (教师利用幻灯片展示问题。播放1a录音两遍。学生听录音并选择正确答案。) (1) Where does Jane come from? A. Japan. B.
Canada. C. China. (2) Does Jane speak English? A. No, she doesn’t. B. Yes, she does. C. We don’t know. (3) Whose Chinese is poor? A. Jane’s. B. The boy’s. C. Maria’s. (核
对答案。) 2. (再次播放
1a
录音，学生听并且跟读，注意语音语
调。) 3. (教师将全班学生分成两组，分角色朗读1a。) 4. (展示1a教学挂图，要求学生两人一组运用下列句型，可适当发挥，操练
1a的对话，完成1b。) (1)Could you please …?(2)Sure.(3)Do you like English?(4)Yes, I do./ No, I don’t. (5)Could you help me with my …?(6)No problem. (教师巡回作指导，然后
挑出表现比较好的一组登台表演。) 2
Step 3 Consolidation 第三步 巩固(时间:10分钟) 通过复述对话、做游戏等活动，进一步巩
固本课所学知识，培养学生合作精神，增强他们的集体荣誉感，培养学生综合运用语言的能力。 1. (教师利用幻灯片出示练习题，要求学生根据1a内容填空。以此展示复述范本。) The girl’s name is Jane. She comes from Canada. She speaks English. Jane likes Chinese but her Chinese is poor. Li Xiang can help her with her Chinese. (画线部分是要填的词) 2. (利用幻灯片，呈现1a中一些关键词，帮助学生学会从对话中提取重要信息，学会复述。要求至少用三句话来介绍Jane的情况。教师将学生分组，先在小组内进行，然后各小组选派代表向大家汇报。) come from, speak English, like Chinese, poor, help … with … 3. (举行“小组对话大赛”，巩固所学句型。教师先做示范，然后各小组操练。评出优胜组。) T: Excuse me, could you please tell me your name? S: Sure. My name is … 1 T: Do you come from the U.S.A.? S: No, I don’t. I come from … 1 T: Do you like English? S: Yes, I do./ No, I don’t. 1… 4. (学生两人一组合作完成1c。核对答案后请两三组学生练习对话。) 5. (做游戏。) (方案一) (1)(请四名学生上讲台，老师拿出四件物品给全班学生看，例如：铅笔、尺子、玩具猫和玩具狗。然后快速分给讲台上的四名学生，让他们把物品放在背后，注意不要让下面的学生看见谁拿到了什么。) (2)(老师问其中的一名学生：Do you have …?并故意问错，学生回答：No, I don’t.老师进而引导其他学生用Do you have …?句型提问讲台上的学生，被问到的学生作出回答，直到台下有学生猜对。) (方案二) (五个人一小组练习。四件物品摆在桌前。其中一人A看过物品后，蒙住眼睛，另外四个人则各拿其中一样物品，A解开蒙眼布，用Do you have …?句型猜四个人手中各拿什么物品。) Step 4 Practice 第四步 练习(时间:10分钟) 通过练习找笔友，激发学生学习兴趣，提高学生综合运用语言的能力。 1. (做“问答接龙”游戏。从教师开始问第一排第一个学生，第一个学生回答后再问第二个学生，第二个学生回答后再问第三个学生，以此类推。) 2. (根据自己的情况回答2a的问题，看谁可以做李伟的笔友。) (两分钟后询问几个学生的答案，看他们是否能成为李伟的笔友。) T: Do you like pets? (板书并要求学生掌握。) pet 3. (三人一组帮助李伟找笔友，一同学分别询问另两名同学，另两名同学回答。) 4. (自己找笔友，三人一组，一同学向另外两名同学发问，看他
们是否可以成为学习上的笔友。完成2b。) Step 5 Project 第五步 综合探究活动(时间:7分钟) 通过编对话让学生学以致用，通过诗歌吟唱活动培养学生学习兴趣，使他们能积极主动地参与学习活动，提高合作意识和探究精神。 1. (假设你的英语成绩不好，你想找一个网友帮助你，两人一组编对话。然后抽几组进行表演。) 2. (教师帮助学生完成3。教师打节拍，或者放录音，让学生有节奏地跟读。) 3. Homework: 3
自编一个对话，运用下面句型： (1)Could you please …?(2)Sure.(3)Do you …?Yes, I do./No, I don’t.(4)No problem. 板书设计： Does he speak Chinese? Section A speak —Could you please tell
me your …? No problem. —Sure. help … with … —Do you …? —Yes, I do./No, I don’t. Section B
The main activities are 1a and 3. 本课重点活动是1a和3。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words:live, say, visit, great, wall 2. Learn some questions and answers with does: (1)—Does he speak Chinese—Yes, he does./ No, he doesn’t. He speaks English. (2)—What does he say in the letter?—He wants to visit the Great Wall. 3. Learn some useful sentences: (1)—Who is the letter from?—It’s from my pen pal, Sam.(2)—Is the letter in English?—Yes, it is. (3)—Where does he live?—He lives in England.(4)Kangkang knows me. Ⅱ. Teaching aids 教具 图片/教学挂图/录音机/幻灯片/若干个装有信
件的信封/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 以问题为线索，引出单词和话题，培养学生的语言表达能力。 1. (检查作业。教师请学生登台表演上节课的家庭作业。) T: Now, I’ll
check your homework. SS, please, come to the front and perform your dialog. 12、2. (师生对话。引入并
运用China和Chinese。) T: I come from China. I am Chinese. Ss: We come from China. We’re Chinese.
(教师提问一名学生。) T: Where do you come from, S? 3S:I come from China. 3 T: Do you speak Chinese? S:Yes, I do. 3 (学生两人一组互相问答。) (教师可以穿插讲解“吉鸿昌爱国”的故事，培养学生的爱国主义情感，增强
“爱国意识”。解放前，外国人都看不起我们中国人，说我们是“东亚病夫”。当时在国外，有的中国人都不敢承认自己是中国人，但吉鸿昌到国外后，勇敢地对外国人说自己是中国人，并且自制了一个纸牌挂在胸前，上面用英语写道：I
am Chinese!) 3. (教师出示一幅长城的图片。) T: Can you say it in English? S:Yes, the Great Wall. (教师
帮助回答。) 4 T: Where is it? S:It’s in China. 4 T: Do you live in China? S:Yes, I do. (教师帮助回答。) 4 4
T: Is China great? S: Yes, it is. 4 (板书并要求学生掌握say, wall, live,
great；理解the Great Wall。) say, wall, the Great Wall, live, great 4. (教师接着出示第二幅图片。) T: Do you like the Great Wall? S:Yes, I do. 5 T: Do you want to visit
the Great Wall? S:Yes, I do. 5(板书并要求学生掌握。) visit (教师让学生两
人一组，运用所呈现的生词编对话。) 5. (教师介绍S的情况，然后让学生根据介绍回答问题。) 5 T: Slives in China. He/She likes the Great Wall.
He/She wants to visit the Great Wall. 5 (教师请另一位学生，根据这段话回
答问题。) (通过以上活动导入1a。) Step 2 Presentation 第二步 呈现(时间:8分钟) 根据1a的教学挂图回答问题，练习本课基本句型，引出对话内容。培养学生听说能力和阅读能力。 1. (教
师呈现1a的教学挂图，与学生谈论。) (教师播放1a录音，让学生听并回答Who is the letter from?) Who is the letter from? (核对答案。) 2. (教师再播放一遍
1a录音，要求学生根据1a判断正(T)误(F)。) (幻灯
片展示试题。) (1)Sam is Kangkang’s pen pal. ( ) (2)Sam speaks Chinese. ( ) (3)Sam says
he wants to visit the Great Wall. ( ) (核对答案。) 3. (分角色朗读对话，进一
步理解对话内容。教师板书重点句子和短语并解释，要求掌握。) (1)speak+语言名称=say … in+语言名称 (2)live in … (3)in the letter (4)—What does he say in the letter? —He wants to visit the Great Wall. 4. (根据1a内容，教师随机提问学生，并核对答案，完成1a。) 5. (双人小组活动。学生独自完成1b，然后同桌分角色表演1b对话。) Step 3 Consolidation 第三步 巩固(时间:7分钟) 模仿1a，1b编对话，让学生学以致用，培养学生综合运用语言的能力。 1. (教师利用幻灯片呈现习题，要求学生根据对话内容填写所缺单词，每空一词。) S: What’s that in English? 1 5
S: It’s a letter. 2S: Is it yours? 1S: Yes, it’s mine. 2S: Who is it from? 1S: It’s from my pen pal, Tom.
2S: Does he speak Chinese? 1S: No, he doesn’t. He speaks English. 2S: What does he say in the letter? 1S: He wants to visit China. 2(画线部分是要填的词。) 2. (教师把事先
准备好的信封发给各小组，然后根据信封及信的内容两人一组进行对话练习。对话应包括以下句型：) T: Let’s make a dialog in pairs with
the following sentences. (1)—Who is the letter from?—It’s from … (2)—Where does he/she come from?—He/She comes from … (3)—What does he/she say in the letter?—He/She wants to … (教师挑选两组学生表演，掌声鼓励。) 3. (双人活动。同桌对
话，了解对方笔友的情况。要求运用以下幻灯片中的句型。)
(1) Is it a boy or a girl? (2)
It’s a boy/girl. (3) Does he/she come from …? (4) Yes, …
does./No, … doesn’t. (5) Does he/she live in China? (6) Yes, … does./No, … doesn’t. (7) Does he/she like China? (8) Yes, … does./No, … doesn’t. Step 4 Practice 第四步 练习
(时间:10分钟) 在不同情景中练习目标语言，展开任务型活动，学以致用，锻炼学生合作能力。 1. (教师播放
2
录音，学生听后
回答问题，完成2，核对答案。) T: Listen to the tape of 2 and answer the
following questions. Then check the answers. 2. (教师将2的听力材料用幻灯片或
小黑板展示出来，然后让学生两人一组根据内容编对话。) T:
Please work in pairs to make a dialog according to the sentences on the blackboard. And then act it out. 3. (教师引导学生观察3
中的句子，并归纳句子的规律——当
主语是第三人称单数时，谓语动词原形后加(e)s。) T: Please observe the
sentences in 3 and find out the rules of verbs changing in the third single personal pronouns. (板书
下列内容并解释。) Kangkang→knows He→lives/helps/wants She→speaks … 4.
(教师播放3
录音，让学生跟读，练习(e)s的读音。完成3。)
Step 5 Project 第五步 综合探究活动(时间:10分钟) 通过练习动词第三人称单数的读音规则及其一般疑问句的问答，培养学生观察探究能力。 1. (教师鼓励学生探究“动词第三人称单数的读音”，并总结。) (小黑板展示下列内容。) lives, speaks, spells, phones,
knows, does, hands, comes, looks, gives, likes, dresses, thinks, guesses, finds, helps, tells, meets, wants, visits 6
(教师先领着学生读一遍，要求学生边读边注意词尾s的发音。
接着，教师将学生分组，并为各小组命名，如先锋队、雄鹰队、立志队等，引发学生的兴趣。然后，为各小组明确共同目标，