授課日期 課型Grammar授課教師 教學(xué)課題總課時(shí)： 4 第3 課時(shí) 教學(xué)目標(biāo) 教學(xué)重點(diǎn)Be動(dòng)詞教學(xué)難點(diǎn)如何引領(lǐng)學(xué)生掌握be動(dòng)詞教學(xué)方法發(fā)現(xiàn)法教學(xué)準(zhǔn)備Ppt   students’ sheet 教 學(xué) 過 程 教師活動(dòng)設(shè)計(jì)學(xué)生活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖時(shí)間安排Step1Say and write “I’m from Canada.” On the board, then ask a student:“ Where are you from?” and write the answer on the board.[Point to I’m and He/She’s on the board. Ask “What do they stand for?” Elicit “I am, He/She is. Ask Ss to look at the table in Exercise6. Read through with Ss. Lead Ss to pay attention tothe contractions. Ask the Ss to look at the Exercise 6 , complete item 1 as a class. Then ask Ss to finish it using contractions. then check in pairs, then in class  Step2  Exercise 7Ask Ss to look at the questions in the chart in Exercise6, then lead Ss to understand the word order in the questions, then write: are/China?/from/you. On the board to guide Ss to write a question as an example, then ask Ss to write the other questions, then check by asking three Ss to write their questions on the board. Step3 Exercise 8Ask Ss to look at key expressions, play the recording for the students to listen and repeat. Then say: now please complete the dialogue. Then check in class. Step4Lead Ss to read the dialogue, then ask them to role- play the dialogue in pairs, then ask several pairs to act out in class without books. Step5 Bring in photos of different countries. Have Ss “take on” the characters of the people in the photos. First give an example, then ask them to make dialogues using key expressions to introducing themselves and asking each other questions. Monitor and give help if necessary. Step 6 Homework將課上口頭會(huì)話進(jìn)行完善，謄寫在作業(yè)本上。 Listen to the teacher and answer the questions.       Read through with the teacher and pay attention tothe contractions.  Complete Exercise 6 using contractions. then check in pairs, then in class     Follow the teacher to look at the questions in the chart in Exercise6 to understand the word order in the questions and form  a question, then write the  questions used the words.       Read  key expressions after the recording.  Complete the dialogue. Then check in class.  Read the dialogue, then role- play the dialogue in pairs     Make dialogues using key expressions to introducing themselves and asking each other questions according to the photos given by the teacher.      Finish the homework 引領(lǐng)學(xué)生復(fù)習(xí)和學(xué)習(xí)含“be動(dòng)詞”主系表句型的肯定句，否定句，一般疑問句和特殊疑問句及be與別詞結(jié)合時(shí)的縮寫形式     創(chuàng)設(shè)情境，給學(xué)生練習(xí)和熟悉be的用法    通過一些句子讓學(xué)生明白be動(dòng)詞的問句結(jié)構(gòu) 通過訓(xùn)練學(xué)生用所給單詞寫出正確問句來幫助學(xué)生更好理解熟悉be動(dòng)詞的問句形式  學(xué)生跟讀目標(biāo)語言，進(jìn)一步記憶目標(biāo)語言，熟悉發(fā)音。 運(yùn)用目標(biāo)語言完成對(duì)話。  給學(xué)生提供練習(xí)語言的機(jī)會(huì)     創(chuàng)設(shè)較真實(shí)的交流場(chǎng)景，給學(xué)生提供較真實(shí)的練習(xí)運(yùn)用語言的機(jī)會(huì)       鞏固復(fù)習(xí)6’      [     6’    8’           8’      7’      9’           1’ 板書設(shè)計(jì)                         Get Ready A  Lesson 2  I’m=I am ;   He / She /It’s= He / She /It is ;  we / you / they’re = we / you / they are I’m not=I am not ;   He / She /It isn’t= He / She /It is not ;  we / you / they aren’t = we / you / they are not 課后反思 情境創(chuàng)設(shè)很適合學(xué)生，學(xué)生能在情境中感知，體會(huì)，發(fā)現(xiàn)be 的陳述句，一般疑問句和特殊疑問句的句式結(jié)構(gòu)，因而目標(biāo)達(dá)成較好。  

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