1、一年级上英语优质教案Unit 5 can sing Lesson 17 北京课改版Unit5 I can singLesson 1指导思想与理论依据本节课我所设计的教学内容主要围绕“在小学英语课堂教学中,关注学生多维度参与”这一中心思想所展开的。首先,小学生活泼好动,形象思维占主导地位,教师要跟据学生的特点从教材及学生实际出发,精心设计符合学生年龄及心理特点的、满足多层次学生需求的、不同规模的、形式多样的、节奏多变的教学活动,激发学生行为参与。其次,教师可以通过丰富的、逻辑性的活动,帮助学生学习语言,巧妙设计课堂设问和活动激发学生思维参与。再次,要营造宽松民主的学习氛围,创设生动、有趣的英语学
2、习情景,带动学生的情感投入。英语课程标准指出义务教育阶段的英语课程应面向全体学生,关注语言学习者的不同特点和个体差异。学生的发展是英语课程的出发点和归宿。学生要实现主动发展,参与是基本的保证条件。背景分析教材分析1. 本课是北京出版社的义务教育教科书 英语 一年级上册Unit Five I can sing, Lesson 17,本单元的话题是动作。2. 本课时所涉及的七个动作单词:sing, dance, jump, run, fly, ride, swim;主要句型:I can. Can you.?3. 本课有两项活动安排:第一项,Look, listen and say:听歌曲、理解、说
3、七个动作单词 ;第二项,Listen and do: 针对本课主要句型,安排学生进行实际情景交际。4. 采用教材融合教学,将北师大版中有关动作的韵文适当添加到本课教学过程中,让学生通过看、听、说更容易理解本课的词汇和句型。5. 本课中出现的bike, kite已经在Unit2 Good morning-Point and say 学过,不用做过多处理和讲解。单词walk没有出现在本册书中,但通过歌曲、歌谣和老师适当的肢体表现,学生很容易理解。学情分析1. 知识基础一年级新生通过一段时间的学习,已经基本能够认识并说出本课中主要人物的名字,通过看图、看课件能够猜出每个人物都在做什么,对于本课所讲的
4、内容能够基本理解。但语言表达能力还很薄弱,很难自主运用本课对话内容进行流利的交谈。2. 年龄特点一年级学生活泼好动,喜欢说唱英语歌谣,同时,他们善于观察,敢于询问和表达自己的观点。3. 本班情况本班学生对英语有好奇心,喜欢听他人说英语。在课上,他们能根据教师简单指令做事情(如起立、坐下、打开书、合上书等)。在学习中,他们乐于模仿,敢于表达。但大部分学生没有英语基础,所以讲解和学习过程中会出现拖沓的现象。 教学目标(内容框架) 知识与技能:1学生能够听懂、理解句型:- Can you sing/jump/dance/run/fly/ride/swim? -Yes, I can. /No, I c
5、ant.和I can sing.2学生能够运用- Can you .? -Yes, I can. /No,I cant. 和I can 在语境中进行交流。过程与方法:1通过教师的肢体语言、图片、视频学生理解句型意思。2通过语境、活动的设计,学生感受语言、体验语言、交流语言。情感态度与价值观:1通过两两活动、小组活动,培养学生合作意识和团队精神。 2通过学习唱、跳、跑等动作单词,培养学生从运动中体验乐趣和将英语语言和肢体动作练习而学习的意识。教学重点1能够听懂、理解动作单词和句型:I can (sing, dance, jump, run, flay, ride, swim) 2学生能够运用-
6、Can you ?-Yes, I can. /No, I cant. 和I can 在语境中进行交流。教学难点1.单词run的读音;2.短语fly a kite和ride a bike的认读、理解; 3能够表达I can教学准备教材、图片、录音机、视频课件。教学流程 1Warming up - a rhyme 2Leading in - Main characters 3Task presenting - Words: sing, dance, jump, run, fly, ride, and swim, Structures: I can./ Can you.? 4Text present
7、ing - Dialogue one and two 5Language practicing - PPT, pair works, group works 6Task fulfillment - Structures: Yes, I can. / No, I cant. 7Summing up 8Assigning homework - Read the words and structures. Say the rhyme.教学过程教学过程 一、Warming up热身(1min) 教师播放韵文“An elephant can walk, walk, walk, walk.”让学生看着动画
8、和老师一起说、做动作。(设计意图:通过歌谣热身,能够让学生初步感知关于动作的词汇,引出本节课教学内容-jump,swim以及walk, roll)二、Leading in 新课导入(2min) T: Hello, boys and girls. Look, (放一张本课人物的图片)Who are they? (Maomao, Guoguo, Lala, Kate, a bird, and a fish) Today, the “Happy school” is going to hold a big party at the park. What a wonderful! Can you gu
9、ess who can get to the party? Now, lets have a contest. 教师边说边将本课出现的人物头像分别粘贴在已经分好的小组表格里,并且将全班学生分成了六个小组,分别代表了本课的其中一位人物。(设计意图:通过ppt展示了本课的主要人物后并且让学生分别扮演其中的角色,完成任务,获胜者可以得到参加聚会的资格,让学生产生了浓厚的兴趣。通过创设生动、有趣的学习环境,大大提高了学生的情感参与。)三、Presentation 呈现新知(20min) 1T:Have a look. Who is he? (Ss: Maomao.) What is he doing?
10、(展示一张Maomao唱歌的图片); (教师举起Maomao的头饰)T:Im Maomao. I can sing.(师带读单词3遍) 板书:sing(配图片); 2按小组分别教学生朗读单词(声音洪亮、整齐的小组,头像会前进); 3通过以上的方法,分别呈现:dance, jump, run 板书:I can.(设计意图: 教师在呈现单词过程中, 应用I can.句型。让学生跟随老师熟读单词并灵活应用句型,通过多变的授课形式,激发学生的行为参与,在学生操练的过程中通过个人表现看到自己所代表的人物不断前进,更鼓励了学生积极的情感参与。) 4(PPT展示a little fish图片)T:Hi, l
11、ittle fish. I can run. Can you run? (图片没有变化,然后分别找几名学生应用句型:I can. Can you.? 提问) S:I can swim. Can you swim? (PPT展示the little fish在水中跳起说“Yes, I can.”) 5T:Can you (sing/dance/jump/run/swim)? S: Yes, I can.(板书)(设计意图:呈现疑问句型:Can you.?的肯定回答方式: Yes, I can. 让学生看图、听音、模仿,感知句型的含义。通过小组传递提问的方式, 让学生熟练应用句型。) 6教师先通过
12、提问,选出两名学生进行对话练习:(板书) A:I can. Can you.? B: Yes, I can. 7 Pair works. (教师抽查4-5组学生,复现动词:sing, dance, jump, run and swim)(设计意图:通过对话练习加深学生对本课单词和句型的印象,使学生能够轻松、自愿、顺利、积极的进行行为、思维和情感的参与。) 8 T:Look and listen, what do the little bird say? (The bird: I can fly.)T:The bird can fly. Can you fly?(PPT呈现句型)S:No. El
13、icit, “No, I cant.”(板书) 9(PPT呈现)T:I can drive a car. Can you drive? (S: No, I cant.)(PPT呈现) T: Can you cook? (S: Yes, I can. / No, I cant.) (设计意图:通过替换单词:drive, cook 可以让学生更直观、更直接的体会到“Yes, I can./ No, I cant”句型在生活中的应用。 ) (PPT呈现)T: Can you play basketball? (S: Yes, I can.) T: Can you play basketball on
14、 the grass? (S: No, I cant.)(PPT呈现)T:Can you play football? (S: Yes, I can.) T: Can you play football on the grass? (S: No, I cant.) (PPT呈现)T: Can you draw a picture? (S: Yes, I can.) T: Can you draw a picture on the book? (S: No, I cant.) (设计意图: 教师通过图片呈现不同环境下哪些行为可以做,哪些不可以做, 体会“Yes, I can. 和 No, I c
15、ant.” 的另一层含义。 让学生明白怎么做才能在家成为一个好孩子、在学校成为好学生。)四、Learn and practice(10min) 1T:I can dance. Can you dance?(S: Yes.)T: Lets dance.(放录音,学生全体起立,跟随教师有节奏的跳舞)(设计意图:让学生跟随音乐有节奏的跳一段舞蹈,符合学生的心里特点,可以使课堂气氛活跃并且调动起学生的积极性。) 2(PPT呈现对话一和对话二的图片)T: Look. Can you guess, what about Maomao said? Elicit, I can (sing). 3播放对话一,仔
16、细观察和认真听录音中四个人物(Maomao, Guoguo, Lala, Kate)的对话,鼓励学生模仿,选择2-3组学生完成。 4复现Unit 2 Lets say的内容,复习单词:kite, bike T: Fly, fly, and fly a kite. Ride, ride, ride a bike. 5播放对话二,模仿对话,分组完成。(设计意图: 通过已经学过的知识引出本课的短语,学生能够更容易理解和接受。在通过Presentation的学习过程后,学生已经基本掌握句型:I can.能够看图模仿人物对话。让学生体会、感知人物对话时的情境,鼓励学生行为参与和情感参与。)五、Produ
17、ction(6min) 1(PPT呈现)The first rhyme: I can swim. I can swim. Can you swim? Can you swim? Yes, I can. Yes, I can. I can swim. I can swim. (设计意图: 让学生按照熟悉的音乐旋律,有节奏、有韵律的讲出本课的动作单词。 由于低年级的学生喜欢有律动的学习方式,通过韵文的说唱学生更容易记住所学内容,可以激发学生的积极性,提高学生对英语的兴趣。) 2(PPT呈现) The second rhyme: I can fly. I can fly. Can you fly?
18、Can you fly? No, I cant. No, I cant. I cant fly. I cant fly. (设计意图: 第二段韵文作为扩展, 引导学生学习Can you.?句型的否定回答的学习。) 六、Homework 1Listen and read the materials 2Read the words in a rhyme to the family.板书设计Unit Five I can sing Lesson 17I can. sing dance jump run Can you.? swim fly ride Yes, I can. No, I cant.教学
19、课题 project 2 课型新授本课题课时数: 3 本教时为第 1 教时 备课日期 6 月 1 日教学目标:1复习5-8单元的单词和句型教学重点:能熟练运用5-8单元的单词和句型教学难点:能根据对话的场景正确使用单词和句型教学方法与手段:任务型教学法 图片,多媒体教学过程: 教师活动学生活动设计意图Step1 GreetingT:Class beings.Ss: stand up.T: Good morning, boys and girls.Ss: Good morning, Miss G.T: Good morning, boys.Boys: Good morning, Miss G.T
20、: Good morning, girls.Girls: Good morning, Miss G.T: sit down, please.Step 2 warm up1. Enjoy songs and rhymes.2. review wordsshow the pictures quickly and ss say the words.Show the words and ask ss to say.3.play a game: Bingoprepare the word cards for each student.Students choose nine from these car
21、ds.Put them on the blanks of the table.teacher read the words by seldom.Find out who can bingo first.Cherry banana4. play a game: yes yes yesEveryone chooses 3 cards from the 4 wordsTeacher reads the words in hands.Ss compare who have the same and say yes yes yes.1)no order2)must same in order4.Play
22、 a game: I have a long train.Everyone draws an animal on a piece of paper.Dont let others know.Ask S1 come in to front.SS: whats that?S1: Its a cow.I like cows.Moo, mooS1 ask s2: whats this?If s2 has a cow too, s2 can join s1s train.S1 has five chance.See if S1 can get a long train.The winner is who
23、 can get five friends in his train.Step 3 HomeworkSs: stand up.Ss: Good morning, Miss G.Enjoy songs and rhymes.review wordsplay a game: Bingoplay a game: yes yes yesPlay a game: I have a long train.Practice.通过唱歌和歌谣的形式,把学生带入英语情境中,调节上课的气氛。让学生跟着录音朗读,培养学生的语感很重要,而老师的发音不一定是最标准的,每个老师的发音也会各不相同,所以我觉得听录音是规范学生
24、发音的唯一的标尺。板书设计: Project 2My farm授后小结: 低年级的孩子很喜欢画图和涂颜色,在课余我让孩子画了春季的图片,用鲜艳的画笔着色,这堂课上面展示各自美丽的图画之余又可以用英语来描述图片。另外今天的角色扮演板块孩子们也掌握的不错,毕竟是复习时了对话大多很流利,配合上小动物的头饰来对话更加增添了趣味性。 授课日期: 6 月 13 日Module 1 Unit 1 Hes a doctor.学习目标:1.通过教学情境的带入和单词卡片的操练,能理解:he(hes=he is), she(shes=she is), doctor 2.能听懂,能说,能运用Shes/Hes a +
25、职业名词来介绍他人的职业。 3.乐于感知并积极尝试使用英语,真诚地向朋友介绍自己的家人,从而增进友谊。教学重点1.通过教学情境的带入和单词卡片的操练,能理解:he(hes=he is), she(shes=she is), doctor 2.能听懂,能说,能运用Shes/Hes a + 职业名词来介绍他人的职业。 教学难点能听懂,能说,能运用Shes/Hes a + 职业名词来介绍他人的职业。教学过程 一、问候导入热身1.Warming-upT: OK, boys and girls, before our class, lets sing and dance together. Everyb
26、ody, stands up please. S: The doctor on the bus sing. Head shoulder knees and toes.T: You did a good job, sit down please.2.FreetalkT: Class begins, good morning everyone! Today we will learn Unit 1. Hes a doctor. (书写标题) 3.Lead-inT: Do you like drawing photos? Do you like see some beautiful photos?
27、Today, Daming and Lingling are going to visit an art show, lets go with them.二、新知呈现1. 新授短语shes,hesT: They are watching some beautiful photos, the photos are about some famous people, our students will introduce them, try to guess who are they. T: Who is she?S: SheisHuaMulan.她是一个中国女孩。她替父从军打仗,她是一名巾帼英雄
28、。T:She is a girl (书写板书). Follow me, shes a girl. Please pay attention to these 2 words, 谁知道这两个词,还可以变成什么?(让学生到黑板非常好,那么在英文当中,我们把这样的形式叫做缩写,s 在这里是is的缩写。)T: Who can translate this sentence? S: 她是一个女孩。T: Excellent!T: Who can translate this sentence? S: 她是一个女孩。T: Very good!T: So, they have the same meaning
29、,she is equals shes. Follow me, she is, shes.T: Let guess the second famous person. T: Who is he?T: You are right, he is Ma Liang.(粘贴图片。)He is a boy. 那么根据上面的句子,谁可以告诉老师,这两个词还可以怎么写?T: Excellent! Follow me, he is, hes. He is a boy, hes a boy.T: Now, lets watch this video together. The pictures are abou
30、t Hua Mulan and Ma Liang, lets see what will happen. (播放活动一小故事,请学们看动画,在看的过程中注意语音语调。第二遍尝试跟读,教师领读,领读后学生独立指读。)T: Now, lets read after the tape.2. 新授词汇doctor T: Now lets watch the next video. Then please tell me what will happen。(教师播放活动2视频,请学生观看动画。What happened? (简单找一名同学来说一说。)T: 边播放教师向学生讲述:Lingling 到Sam家做客,Sam很热情的拿出影集向Lingling介绍自己家人。(教师可以跟学生讲述西方文化中,主人很喜欢向客人展示自己家人的照片。)Now, I will play it again. Lets watch it from the beginning to the end. I have questions for you.T: What does Sams mother do?S:Shes a teacher.T:You have learned this word before, T-E-A-C-H-E-R(老师写板书
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