draw and guess(draw and guess怎么換詞庫)

Unit 1 Lesson 2 How Are You?

教案1

教學目標

(1) 能在情境中正確運用日常交際用語How are you?及其相應的回答：Fine, thank you./Not so good.

(2) 能聽懂、會說、會讀文具類單詞 a pen, a pencil ,a ball pen.

(3) 通過活動，游戲激發學生的學習興趣，逐步培養學生的口語交際能力，樹立學習英語的信心。

教學重難點：

1．教學重點：文具類單詞和日常交際用語

2．教學難點：能熟練靈活地運用本課的日常交際用語。

教學過程:

Step1. Warm up

1.T—S: Greeting

T（事先把果樹貼在墻壁上，介紹比賽規則）: There’re four trees，If you do very well, you can put the fruit on the trees for your group. Let’s e which group is the best. OK？

S: OK.

2. Sing some songs:

T: There are three songs. Which one do you want to choo first?

Red ? Blue or green?

(課件展示三個不同顏色的圓，讓學生自主選擇)

Step2. Revision

Everyday English: Hello, I’m Miss Wu. What’s your name?

Nice to meet you,

This is ….

(學生自由對話，將自己的朋友介紹給他人認識)

Step3. Prentation

1. How are you? Fine, thank you.

T:（由學生自由對話引入）I think you will be good friends.

Miss Wu has some good friends, too. Look, they’re coming. (課件出示)

This is Kitty (Teddy).

S: Nice to meet you, Kitty (Teddy).

Kitty (Teddy): Nice to meet you, too.

T: How are you?

Kitty (Teddy): Fine, thank you.

出示 “How are you?”教師示范領讀。，注意”you”的發音。

B. Boys ask Teddy together and girls ask Kitty together, listen to the answers carefully.

C. Teach “Fine, thank you.” with body language. (拿出笑臉)

D. Play a game: The chain game: T asks a question to the students of the first row “How are you?” He or she may say: “Fine, thank you.” Then he or she pass the question to the students in the cond row. Then the students in the cond row answer: “Fine, thank you.” Just do it one by one. The last one comes to the front and asks Mickey: “How are you?” Let’s e which group is the quickest.

2.How are you？Not so good.（放入競賽之中）

T gives the best group prai, and asks Mickey one by one.

S: How are you, Mickey?

Mickey: Not so good.

Teach “Not so good.” With body language.（拿出哭臉）

3. Play a game: Ask and answer one by one, if T takes Smiling Face, the answer is “Fine, thank you.” If T takes Crying Face, the answer is “Not so good.” In twenty conds, to e which group makes the most dialogues.

4.Sing《Hello, how are you?》

5.New words：a pen, a pencil ,a ball pen

T: You have done a good job. I have something to prai you. Look at my bag, is it nice?

S: Yes.

T: Can you guess “What’s in my bag?” If you guess correctly, I will give it to you.

( apple, orange, banana, pear …)

B、Draw and guess: T draws some simple pictures on the blackboard, such as: apple, pear, orange, pen, pencil… then ask with” What can you e?” , Ss answers with “I can e a/an…”

C. Listen and do

T: Show me your pen/pencil/ ball pen.

S: Pen，pen, pen./ Pencil, pencil, pencil. /

(舉起手中的文具)

D. Play a game: Warm and cold

請一位學生背對著大家，教師把文具放在某一位學生的桌上，讓這位同學來找。其他同學可以提示幫助齊聲朗讀這個單詞，當尋找者接目標時，同學們的朗讀聲就變得響亮；當尋找者遠離目標時，同學們的聲音就變得越來越弱，直到尋找到目標為止。

E. Say a rhyme

Pen↑, pen↓, this is a pen.

Pen↑, pen↓, I can e a pen.

Pencil↑, pencil↓, this is a pencil.

Pencil↑, pencil↓, I can e a pencil.

Ball pen↑, ball pen↓, this is a ball pen.

Ball pen↑, ball pen↓, I can e a ball pen.

（設計思路：在教學文具類單詞，以三個有關聯的文具單詞來加強學生的記憶，滲透學習方法，加深學生的記憶。）

Step4. Consolidation

1. Watch a Flash about “How are you?”

2.你是懂禮貌的好孩子嗎？

3.和老師們用所學的知識問好：

Hello/Hi/Good morning/Nice to meet you/How are you?

4.Count the fruit of each group, prai the best one.

Step5. Homework

1. Say the rhyme and sing the song.

2. After school, say “Hello” to your father and mother.