Unit5  HOW ARE YOU
Teaching Aims & contens :
　　1. 3skills “How are you ?” “Fine ,thank you , And you ？”“Im fine ,too . ”
　　2.3skills: pens ballpens pencils pencil-boxes
　　3.Raise the Ss interest to learn English.
　　4.Encourage the Ss to have good cooperation with one another.
　　Teaching procedures :
　　Step1.　 Warming –up exercise .
　　1.Greetings the Ss: Good morning /afternoon ,class? Nice to see you !
　　2.Free talk in English.
　　a. Intraduce oneself and let sb tell you his/ her /name.
　　b .Intraduce your deskmates/ father /mother /sister /brother
　　c. Ask your friends to do sth.
　　设计思路: 每节课开始的3分钟让学生展示他们课间准备的一些前面所学单元话题有关的对话。这样既调动了学生学习英语的积极性，又能复习所学语言知识，可谓“温故而知新”。
　　Step2. New teaching & practice
　　A.Learn： How are you ?/Fine ,thank you .
　　a .( Hands up.) Whats this in English
　　1(one),2(two)3(three)4(four)5(five)→ Unit Five
　　b.(Putting up the picture)1.Answer: Whos he?(Mike)Whos she?(Nancy)
　　2.Guess: What are they talking?
　　设计思路:看图猜测图上人物说些什么？既可以训练学生对所处情景应采取什么交际语言的能力，又能渗透了听的策略的培养。如果有同学预习了正好说出文中人物讲的话。老师可表扬以鼓励其保持英语的兴趣，又可以很自然地引出新授内容。
　　c .Lets listen to the tape carefully ,then answer my question : What are they talking?[小
Teach and learn : How are you ?/Fine ,thank you .
　　(a.) Finger 1: Hi, How are you ?
　　Finger 2: Fine ,thank you .
　　设计思路：如果由听录音引出，既激发学生的好奇心，从而保持对英语的学习兴趣，又无形中锻炼了学生的听力；比较认读也可无形中学习读音规则，两者都可起到微风吹过水无痕之作用。
　　（b.）Learn:　 Hi, How are you ? Fine ,thank you .
　　设计思路：比较认读 fine 和five;now和 how，比较认读也可无形中学习读音规则;重点练习thank的发音,从一开始对学生发音要做到一丝不苟,不能马虎。并告诉学生 you与 u同音,使学生养成注意事物间区别与联系,培养他们的敏锐观察和用英语思维能力。
　　（c.） Practice between T and S then in pairs .
　　（d.） Act it out
　　设计思路：先由老师和全体到个体的示范练习句型，激发学生的模仿欲和表现欲，从而激发学生他们对英语的兴趣，再到后来的表演，当得到肯定或赞扬，会很大地激发他们学习英语的动力。
　　B． Learn : Fine ,thank you ,And (how are )you ?/Im fine ,too .
　　a． Presentation
　　A：Fine ,thank you ,And (how are )you ?
　　B：Im fine ,too .
　　设计思路：这个句式可由老师让学生问候老师 Hi Miss Huang . How are you ?来引出上句，再由学生回答预习的内容引出下句。Or 由听录音自然引出，可谓水到渠成，毫不造作。
　　b . Read after the T.
　　c . Practise between T and Ss then in pairs
　　d. Act in out
　　设计思路：在这里可以适时的进行礼貌教育，别人问候你，你要表示谢谢，并回问别人：And you ？做到教书育人，体现新课标的德育原则。
　　C.Learn: pens, ball pens, pencils, pencil-boxes
　　a.(1)learn :pens (实物 ,a pen , pens, )
　　a. T:Whats this in English?
　　S: A pen .[小精灵儿童网站]
或由仔细听老师读引出钢笔的发音。
　　b. Read after T pen （ 分解读/pe/,/n/,→/pen/）
　　c. What colour ?　　 → A green pen .
　　d. Contrast a pen & pens
　　e. Chant　　 a pen ,a green pen　　 This is my pen
　　This is a green pen　　 They are green pens .
　　f.比较认读 bed /pen 。
　　(2) 同理学习ball pens
　　设计思路：学习ball pens时,可以先让学生读all (right),猜猜ball怎么读？可以极大地激发学生对探究未知事物的好奇心。提示他们自主学习的能力，从而提高学生，而一旦成功，会大大激发他们探究事物的能力,从而提高学生分析解决听的能力。
　　（3）同理学习铅笔pencils ,
　　chant:A pen , a pen 是钢笔;A pencil , a pencil是铅笔,铅笔。
　　设计思路：一开始学生可能对哪个是 pen ，哪个是 pencil 混淆。我就让学生采用这个“不伦不类”的chant ，采用混合记忆术把这两个单词很快的区分开来。
　　（4）同理学习 ：pencil-boxes.
　　设计思路：先学习盒子box 由 do(g)引发bo(x)的正确发音，再由 pencil-box学生自然想到是铅笔盒,再过渡到boxes 的学习，最后与bookcase 的发音作比较，这样一步一个脚印踏踏实实，困难像碉堡一样一个个被炸掉，到学生能发准pencil-boxes ，并顺理成章地避免bookcase的模糊交*感染。
　　b . Read after T the new words
　　c.Read them together.
　　设计思路：齐读时让学生“如果会就站读”，因为三年级学生好动，注意力教难维持，这样可以放松他们手脚，让骨头松口气，他们读得可带劲了，气氛很活跃。
　　d . Ask sb to read them and make them right.
　　D . Games
　　1. Guess:Whats in my bag ?
　　2. Magic eyes :Look Ts mouth shapes then guess what Im saying.
　　3. A contestWhose train is the longest?
　　A: Hi ,B , How are you ?A: Fine,thank you .And you ?
　　B: Im fine too.B: Hi ,C , How are you ?
　　设计思路：通过猜文具,魔力眼，开火车三游戏复现了本课教学内容，富教于乐，引导学生们都踊跃参与，满足了学生说英语，好表现的欲望，因规定了时间，又有效地训练了学生说的速度。
　　E．Homework
　　1. Recite the dialogue and practise it with your parents.
　　2. Teach your parents the four words.

Teaching Aims :
　　1. Enable the Ss to understand and say “How are you?” “Fine,thank you. And you? ” “Not bad. ” or “Not so good .”
　　2. Raise the Ss interest to learn English.
　　3. Encourage the Ss to have good cooperation with one another.
　　Teaching contents :
　　How are you ?　 Fine ,thank you .( And you?)
　　Not bad ,thank you .
　　Not so good.
　　I’m fine ,too .　 I’m sorry .
　　Teaching procedures :
　　Step1. Warming –up.
　　(1) Greetings the Ss: What’s your name? Nice to meet you . Good morning /afternoon.(Show the clock)
　　(2) Revision : Show a picture of Nancy, talk to her.
　　(3) Now ,let’s sing ,Ok ? (“Hi, Nancy”)
　　Step2. Presentation and practice.
　　(1) Let’s make a dialogue :
　　T: (show a toy ) Look ,This is my friend,Peter. He wants to be your friend . Do you like him?
　　T: (Toy Peter) Hello, I’m Peter. Nice to meet you .
　　Ss：Hello,Peter.
　　Sa : Hello ,Peter, I’m ×××.
　　Sb: Good morning ,Peter.
　　Sc: Nice to meet you ,Peter.
　　T : Nice to meet you ,too .
　　(2) Teach and learn : How are you ? Fine ,thank you .
　　T: Follow me and practise　 Hi, How are you ?[小精
　Fine ,thank you .
　　Let’s sing together .《Hello!How are you !》
　　(3) Learn to say : Fine ,thank you. And you ?
　　a. Tholds up two fingers (the two fingers are opposed).
　　Finger 1: Hi ,how are you ?
　　Finger 2: Fine ,thank you .And you ?
　　Finger 1: I’m fine ,too .
　　b. Read after the T.
　　c. Mainpoints: And you ?
　　I’m fine ,too .
　　d. Ss say and do .
　　e. Practice in pairs .
　　f. Check (single or part work )
　　(4) Learn to say : Not bad, thank you.
　　a. Please say “How are you ?”to me.
　　Ss: How are you ? Miss ……
　　T: Not bad (Smiling and swinging your arms )
　　b. Read after the T and do what the T does .
　　c. Please say “Not bad ”loudly .
　　d. Sing “Hello! How are you? Not bad , thank you.”
　　(5) Learn to say : Not so good. I’m sorry.
　　a. T shows the picture and asks : What is YangLing saying about? I’m fine? Not bad? Not so good?
　　b. Say :“Not so good .”
　　c. Practice in pairs .
　　d. Let’s sing. (Tune：《Two tigers》)
　　( Lyric：Good afternoon ,YangLing .~ How are you ? ~ Not so good .~ I’m sorry .~)
　　Step 3. Consolidation .
　　(1) Listen to the tape .
　　(2) Try to repeat .
　　(3) Read after the tape .
　　(4) Action .
　　Designing of writing on the blackboard.
　　Unit 5 How are you ?
　　Fine ,thank you .
　　And you ?　　　　　 I’m fine, too.
　　How are you?　 Not bad, thank you.
　　Not so good.　　　　 I’m sorry.

Unit5  HOW ARE YOU
Teaching Aims & contens :
　　1. 3skills “How are you ?” “Fine ,thank you , And you ？”“Im fine ,too . ”
　　2.3skills: pens ballpens pencils pencil-boxes
　　3.Raise the Ss interest to learn English.
　　4.Encourage the Ss to have good cooperation with one another.
　　Teaching procedures :
　　Step1.　 Warming –up exercise .
　　1.Greetings the Ss: Good morning /afternoon ,class? Nice to see you !
　　2.Free talk in English.
　　a. Intraduce oneself and let sb tell you his/ her /name.
　　b .Intraduce your deskmates/ father /mother /sister /brother
　　c. Ask your friends to do sth.
　　设计思路: 每节课开始的3分钟让学生展示他们课间准备的一些前面所学单元话题有关的对话。这样既调动了学生学习英语的积极性，又能复习所学语言知识，可谓“温故而知新”。
　　Step2. New teaching & practice
　　A.Learn： How are you ?/Fine ,thank you .
　　a .( Hands up.) Whats this in English
　　1(one),2(two)3(three)4(four)5(five)→ Unit Five
　　b.(Putting up the picture)1.Answer: Whos he?(Mike)Whos she?(Nancy)
　　2.Guess: What are they talking?
　　设计思路:看图猜测图上人物说些什么？既可以训练学生对所处情景应采取什么交际语言的能力，又能渗透了听的策略的培养。如果有同学预习了正好说出文中人物讲的话。老师可表扬以鼓励其保持英语的兴趣，又可以很自然地引出新授内容。
　　c .Lets listen to the tape carefully ,then answer my question : What are they talking?[小
Teach and learn : How are you ?/Fine ,thank you .
　　(a.) Finger 1: Hi, How are you ?
　　Finger 2: Fine ,thank you .
　　设计思路：如果由听录音引出，既激发学生的好奇心，从而保持对英语的学习兴趣，又无形中锻炼了学生的听力；比较认读也可无形中学习读音规则，两者都可起到微风吹过水无痕之作用。
　　（b.）Learn:　 Hi, How are you ? Fine ,thank you .
　　设计思路：比较认读 fine 和five;now和 how，比较认读也可无形中学习读音规则;重点练习thank的发音,从一开始对学生发音要做到一丝不苟,不能马虎。并告诉学生 you与 u同音,使学生养成注意事物间区别与联系,培养他们的敏锐观察和用英语思维能力。
　　（c.） Practice between T and S then in pairs .
　　（d.） Act it out
　　设计思路：先由老师和全体到个体的示范练习句型，激发学生的模仿欲和表现欲，从而激发学生他们对英语的兴趣，再到后来的表演，当得到肯定或赞扬，会很大地激发他们学习英语的动力。
　　B． Learn : Fine ,thank you ,And (how are )you ?/Im fine ,too .
　　a． Presentation
　　A：Fine ,thank you ,And (how are )you ?
　　B：Im fine ,too .
　　设计思路：这个句式可由老师让学生问候老师 Hi Miss Huang . How are you ?来引出上句，再由学生回答预习的内容引出下句。Or 由听录音自然引出，可谓水到渠成，毫不造作。
　　b . Read after the T.
　　c . Practise between T and Ss then in pairs
　　d. Act in out
　　设计思路：在这里可以适时的进行礼貌教育，别人问候你，你要表示谢谢，并回问别人：And you ？做到教书育人，体现新课标的德育原则。
　　C.Learn: pens, ball pens, pencils, pencil-boxes
　　a.(1)learn :pens (实物 ,a pen , pens, )
　　a. T:Whats this in English?
　　S: A pen .[小精灵儿童网站]
或由仔细听老师读引出钢笔的发音。
　　b. Read after T pen （ 分解读/pe/,/n/,→/pen/）
　　c. What colour ?　　 → A green pen .
　　d. Contrast a pen & pens
　　e. Chant　　 a pen ,a green pen　　 This is my pen
　　This is a green pen　　 They are green pens .
　　f.比较认读 bed /pen 。
　　(2) 同理学习ball pens
　　设计思路：学习ball pens时,可以先让学生读all (right),猜猜ball怎么读？可以极大地激发学生对探究未知事物的好奇心。提示他们自主学习的能力，从而提高学生，而一旦成功，会大大激发他们探究事物的能力,从而提高学生分析解决听的能力。
　　（3）同理学习铅笔pencils ,
　　chant:A pen , a pen 是钢笔;A pencil , a pencil是铅笔,铅笔。
　　设计思路：一开始学生可能对哪个是 pen ，哪个是 pencil 混淆。我就让学生采用这个“不伦不类”的chant ，采用混合记忆术把这两个单词很快的区分开来。
　　（4）同理学习 ：pencil-boxes.
　　设计思路：先学习盒子box 由 do(g)引发bo(x)的正确发音，再由 pencil-box学生自然想到是铅笔盒,再过渡到boxes 的学习，最后与bookcase 的发音作比较，这样一步一个脚印踏踏实实，困难像碉堡一样一个个被炸掉，到学生能发准pencil-boxes ，并顺理成章地避免bookcase的模糊交*感染。
　　b . Read after T the new words
　　c.Read them together.
　　设计思路：齐读时让学生“如果会就站读”，因为三年级学生好动，注意力教难维持，这样可以放松他们手脚，让骨头松口气，他们读得可带劲了，气氛很活跃。
　　d . Ask sb to read them and make them right.
　　D . Games
　　1. Guess:Whats in my bag ?
　　2. Magic eyes :Look Ts mouth shapes then guess what Im saying.
　　3. A contestWhose train is the longest?
　　A: Hi ,B , How are you ?A: Fine,thank you .And you ?
　　B: Im fine too.B: Hi ,C , How are you ?
　　设计思路：通过猜文具,魔力眼，开火车三游戏复现了本课教学内容，富教于乐，引导学生们都踊跃参与，满足了学生说英语，好表现的欲望，因规定了时间，又有效地训练了学生说的速度。
　　E．Homework
　　1. Recite the dialogue and practise it with your parents.
　　2. Teach your parents the four words.

Teaching Aims :
　　1. Enable the Ss to understand and say “How are you?” “Fine,thank you. And you? ” “Not bad. ” or “Not so good .”
　　2. Raise the Ss interest to learn English.
　　3. Encourage the Ss to have good cooperation with one another.
　　Teaching contents :
　　How are you ?　 Fine ,thank you .( And you?)
　　Not bad ,thank you .
　　Not so good.
　　I’m fine ,too .　 I’m sorry .
　　Teaching procedures :
　　Step1. Warming –up.
　　(1) Greetings the Ss: What’s your name? Nice to meet you . Good morning /afternoon.(Show the clock)
　　(2) Revision : Show a picture of Nancy, talk to her.
　　(3) Now ,let’s sing ,Ok ? (“Hi, Nancy”)
　　Step2. Presentation and practice.
　　(1) Let’s make a dialogue :
　　T: (show a toy ) Look ,This is my friend,Peter. He wants to be your friend . Do you like him?
　　T: (Toy Peter) Hello, I’m Peter. Nice to meet you .
　　Ss：Hello,Peter.
　　Sa : Hello ,Peter, I’m ×××.
　　Sb: Good morning ,Peter.
　　Sc: Nice to meet you ,Peter.
　　T : Nice to meet you ,too .
　　(2) Teach and learn : How are you ? Fine ,thank you .
　　T: Follow me and practise　 Hi, How are you ?[小精
　Fine ,thank you .
　　Let’s sing together .《Hello!How are you !》
　　(3) Learn to say : Fine ,thank you. And you ?
　　a. Tholds up two fingers (the two fingers are opposed).
　　Finger 1: Hi ,how are you ?
　　Finger 2: Fine ,thank you .And you ?
　　Finger 1: I’m fine ,too .
　　b. Read after the T.
　　c. Mainpoints: And you ?
　　I’m fine ,too .
　　d. Ss say and do .
　　e. Practice in pairs .
　　f. Check (single or part work )
　　(4) Learn to say : Not bad, thank you.
　　a. Please say “How are you ?”to me.
　　Ss: How are you ? Miss ……
　　T: Not bad (Smiling and swinging your arms )
　　b. Read after the T and do what the T does .
　　c. Please say “Not bad ”loudly .
　　d. Sing “Hello! How are you? Not bad , thank you.”
　　(5) Learn to say : Not so good. I’m sorry.
　　a. T shows the picture and asks : What is YangLing saying about? I’m fine? Not bad? Not so good?
　　b. Say :“Not so good .”
　　c. Practice in pairs .
　　d. Let’s sing. (Tune：《Two tigers》)
　　( Lyric：Good afternoon ,YangLing .~ How are you ? ~ Not so good .~ I’m sorry .~)
　　Step 3. Consolidation .
　　(1) Listen to the tape .
　　(2) Try to repeat .
　　(3) Read after the tape .
　　(4) Action .
　　Designing of writing on the blackboard.
　　Unit 5 How are you ?
　　Fine ,thank you .
　　And you ?　　　　　 I’m fine, too.
　　How are you?　 Not bad, thank you.
　　Not so good.　　　　 I’m sorry.