Starter Unit 2 What's this in English? （第3课时）
3a-3d
Teaching and learning Goals:
一、知识与技能
1. Master the new words.
2. 熟练运用句型What’s this /that in English? It’s a/an ... 进行对话。
3. Develop the ability of making a conversation.
二、过程与方法
通过听力训练，复习上一课时的单词，引导学生进行生生互动，学习本单元的重点句型。
三、情感态度与价值观
1.激发学生学习英语的兴趣，发挥学生学习英语的主动性；
2.通过小组活动 、组间竞赛，培养学生的合作意识和团队精神；
3.在活动中培养学生的想象力和创造力。
Teaching and learning steps :
Step І. Pre-listening activities
1.Preview.
Ask the students to translate the following Chinese into English. First ask the students to put them into English orally, then let them write English down without looking at the textbooks.
(1)一把尺子 _______(2)
一件夹克衫 _______
(3)一把钥匙 ______ (4)一床被子 _________
(5)一支钢笔 ______ (6)一张地图________
(7)一个杯子______ (8)一个橙子________
Ask the students to translate the following sentences.
---这个用英语怎么说？
________________________
---这是一幅地图。
_________________________
---请拼写它。
_________________________
M-A-P.
（设计说明：本部分词组和句子是学生的预习作业，词组和句子都是本课的重要语言知识，该部分内容可以帮助学生更有目的性的学习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性地学。）
2. Lead in
(1)Put some real objects on the teacher's desk. (orange, cup, ruler, key, pen, jacket)
Teacher show real objects to the Ss ,let the Ss answer.
T: What's this in English?
Ss: It's a ruler.
T: What's this in English?
Ss: It's an orange.
(Ask about more Ss about other things.)
(2). Point to a map on the wall. Ask Ss: What's that in English?
Ss: It's a map.
Point to a picture of a quilt. Ask Ss: What's that in English?
Ss: It's a quilt.
(Put the real objects on a desk which is a little far away.)
Then ask questions about them.
(3). Let Ss ask and answer about the objects in pairs.
（设计说明：此环节之所以用这八种物品是因为在后面的听力中会出现这些事物，在此做一个铺垫）
StepII While-listening activities
T: Please open your books and turn to page S7. Look at 3a. What can you see?
S: I can see a ruler, a map, …
Ask students to listen to the tapes and choose.
1. Listen and find the general idea.
The dialogue is about ______.
A:greetings(问候)
B: things(物品)
C:color(颜色)
2.Listen to the conversation more carefully and find the specific ideas.
（1）Ask students to listen to the tape and number the pictures [1–8]. I’ll play the recording twice. The first time, you just listen. The second time, you can check your answers.
(设计说明: 让学生先认读图片，再听录音给图片编号，既可检查学生能否听懂正确的发音，也有助于纠正他们的发音。)
（2）Now let's listen to the recording again. And complete the words under the pictures in 3a.,
(设计说明: 学生听录音后完成单词，并能正确书写字母，可检查学生对单词的熟悉程度。)
（3）Listen to the tape and choose.
（a/an）_________quilt..
(a/an) _________ orange.
（ a/an）_________key.
(设计说明: 本部分的内容重在培养学生们听寻细节信息的能力；同时让学生初步感受一下a、an的用法。)
(4) Check the Ss’ answers.
3. Listen and find the general idea.
（1）T: Open your books and turn to Page 7. Look at the conversation in 3c.Tell the Ss Bob and Helen are talking about something,Ask the Ss to listen to Bob and Helen’s conversation and find out:
What is the conversation about? It’s about________.
A: a cup B: a ruler C: a map
（2）Check the Ss’ answers.
（3）Listen and repeat.
T: Close your books and listen to a conversation. And then repeat.
（4） Ask a pair to practice the conversation.
（5）T: Now you can practice some more conversations with your partners, using the pictures in 3a.
e.g.
---Hello, xx!
---Hello ,xx! How are you?
---Fine, thanks. And you?
---I’m OK,. thank you.. What’s this in English?
----It’s a pen.
---Spell it ,please.
----P-E-N, pen.
（6）Ask some pairs to present their conversations.
(设计说明: 让学生先听音再朗读并进行对话练习，一方面可以让学生模仿正确的语音语调，另一方面，可以让学生不断练习新的句型，并在运用中掌握。)
4.Listen to the conversation more carefully and find the specific ideas.
（1）T: Look at 3d. Let’s listen to some conversations and number the word you hear [1-4].
_____key ____pen ____ cup _____ruler
(2)Then, ask the Ss to listen to the tape a second time and finish the tape scripts.
Conversation 1
Girl: What’s _____ in English?
Boy: It’s a _______.
Girl: ____ it, please.
Boy: K-E-Y.
Conversation 2
Boy: _____ that?
Girl: It’s a cup.
Boy: Spell it, ______.
Girl: ____________.
Conversation 3
Girl 1: What’s____ in ______?
Girl 2: It’s a _______.
Girl 1: _____ it, ______.
Girl 2:______________.
Conversation 4
Boy 1: What’s____ in ______?
Boy 2: ____ a pen.
Boy 1:Spell it, please.
Boy 2:P-E-N.
（3）Check the answers.
(4)Practice conversations in pairs.
(设计说明: 本环节的设计内容重在培养学生们的听寻细节信息的能力，既能对所听内容进行巩固，又能起到更正学生发音的作用。)
StepⅢ Post-listening activities
1.Play a guessing game. （做猜测游戏）
Show a picture of a room. Cover the things first, and ask Ss to guess what they are. A
fter that, get Ss to spell the words.
Using:
S1:What’s this/that in English?
S2:I think it’s a/an...
S1：Spell it, please.
S2:...
（设计说明：做游戏丰富了学生的想象力，有效激活学生的探究欲望，符合学生的心理特点，很容易把学生引入到词汇的记忆和运用中，充分体现“学以致用”的原则。同时，为下一个环节做好铺垫。）
2.拓展提升 Draw a picture of your room and introuduce your room
(1)The students work in groups, draw pictures of their rooms and talk about the pictures by using what’s this in English? It’s a/an ...
Ask some demonstration groups to show their pictures before the whole class.
(2) Suppose this is Cindy’s room, please fill in the blanks. and try to translate into Chinese.
This is Cindy’s room . A __is on the wall（在墙上）. A ___ and a ___ are on the bed. A＿＿,a ＿＿and a ______are on the desk. A＿＿＿is on the book（书）．.Look! _______ _______ ______ ____？Oh, It’s ＿__ ＿＿．_______ it，please．__________________．
（设计说明：此环节意在培养学生的创新能力，学生自己动手绘画并设计自己的房间，让自己置身于一个较为真实的语用环境，使对话更有新意，学生用自己的物品进行操练更能使英语生活化，使学生们体会所学的语言是真实可用的，进一步提高学生学习英语的兴趣。同时学生更好地内化语言知识。）
Step Ⅳ Summary: Inquiry into knowledge by translation.
一．观察并翻译下列句子体会语法。
What’s this in English? ______________.
It's a map.__________________
What’s that in English?_____________
It’s an orange.__________________
1.这里What’s=____________, _______表示较近的物品，_________表示较远的物品。
2.用某种语言用________, 如_______Chinese.
3.It is 缩写为________,What is 缩写为________.
4. a用在以________音素开头的的单词前，an用于以________音素开头的单词前。
练习：用a/an 填空
____ pen _____orange _____ apple
（设计说明：引导学生观察、发现、归纳和总结语言学习规律，形成有效的学习策略。）
二．Draw a word tree:
Let Ss draw a word tree .show in class and use it to remember the words.
StepⅤExercises: the end-of-class test.
Ⅰ.根据句意或图片提示写出正确的单词。
1._______(什么) is this in English?
2. It’s ________ （一个）orange .
3. ----What’s this? 
----It’s a_________.
4. This is a_________.
5.It’s a _________ 
in Engliah.
Ⅱ.根据汉语提示，完成下列句子。
1．这个用英
语怎么说？
________ this in _______________?
2.它是一个橙子。
It’s _____________ ______________.
3.喂，Helen! 那是什么？
_____, Helen! ______ ________?
4．请拼写茶杯.
_____ _______，_________.
5．那是一张地图.
_______________ a ____________.
(设计意图：通过检测学生的学习情况，有助于以学定教。)
StepⅥ Homework:
1.Copy words in 3a and conversation in 3c.（必做题目）
2.Talk about things you know in English with your partner by using the conversation in 3c. Then write down the conversations.（选做题目）
3.Preview new words of Starter Unit2.（必做题目）
(设计意图：设置必做题目和选做题目，可以更好地进行分层教学。)
本节课亮点：
1．预习部分的词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习成果，教师可以更有针对性的教学，学生可以更有针对性的学。
2．导入部分，利用学生熟悉的日常用品创设易于理解的语用情景，学生学习热情高涨；尤其是在用从自己家里拿来的物品练习时，学生能把英语用到实际生活中去，感到很有成就感。
3. 本节课由于输入比较充分，学生进行听力练习，听大意，听细节，再进行机械与交际的输出训练，而且输出练习充分有效，循序渐进，由浅入深。
4.最后的猜谜游戏和介绍Cindy‘s 的房间为学生们创设了较为真实的语用环境，使学生们体会到所学的语言是真实可用的。
5.家庭作业的分层布置，让学习能力强的同学做更能体现他们高水平的作业。
不足之处：
1、在时间的分配上，还应加强操控。
2、在练习读句型 “What’s this in English?”和 “It’s a... ”时，忽略了What is和it is 的连读练习。
使用建议：
1.预习内容一定要提前布置给学生，便于学生更有目的性的去学习，提高课上做题速度。
2.导入部分，不必要求学生们都能快速掌握“what’s this/that...”和“a/an”的区别，在接下来的活动中学生们会逐步感知。
3.采用PPT和实物教学，充分调动学生积极性和学习主动性，激发学习热情，注意时间分配。
Keys:
Step І.
Phrases:
(1)a ruler
(2)a jacket
(3)a key
(4)a quilt
(5)a pen
(6)a map
(7)a cup
(8)an orange
Sentences:
---What’s this in English?
---it’s a map.
--Spell it, please.
StepII.
1.(B) 2.(1)⑤②⑦①④⑥③⑧ (3)a, an, a. 3. c 4.(1) ①④②③
StepⅢ.
3.map; quilt, jacket; cup, pen, ruler; key; What’s this in English; an, orange; Spell; O-R-A-N-G-E.
Step Ⅳ.
一：这个用英语怎么说？
它是一张地图。
那个用英语怎么说？
它是一个橙子。
1. What is, this , that.
2. in, in.
3. 辅音，元音。a,an,an.
StepⅤ.
Ⅰ.1.What 2.an 3.jacket 4.ruler 5.pen.
Ⅱ.1. What’s, English.
2. an orange.
3 .Hi/Hello, What’s that?
4. Spell cup, please.
5. That’s map.
