昌平区昌盛园小学 跨越式教案 王璐怡.docx

Unit 5 I CAN SING! 教学设计

执教者：王璐怡 学校：北京市昌平区昌盛园小学 年级：一年级上 教学时长：1课时

1.能在课文情境中听懂、理解句型I can sing/dance/jump/run/fly/swim等.
2.能够在恰当的语言情境中听懂“What can you do? 并正确运用I can …” 进行初步的交流。
3. 学生能听懂、会说并能整体辨认dance，star，car，感知它们中共同的元音因素/a:/。
4.学生能在卡片、多媒体的辅助下，正确理解并初步跟读小韵文Twinkle, twinkle, little star,感受其韵律。
5.引导学生自信自己能做的事情，欣赏他人能做的事情。

本课内容可以充分利用一年级学生好动的特点加以动作进行学习，在有关动作的单词和短语的听说上应该不是大问题，加上动作的表演，学生大部分可以做到听读熟练，但单词及短语的认读是学生一个难点，还需要在以后的课堂中加以巩固和操练。

1、能理解并会说单词：sing, dance, jump, run, fly, swim。短语ride the bike, fly the kite。会结合实际运用句型I can…

2、能够整体认读三个词。

3、熟练、准确地说出小韵文。

能够体会、感受到三个单词中元音音素发音相同。

网络环境

ppt课件 图片 单词卡

小组合作、情境创设、任务驱动

Step I: Warming up:

1. Enjoy the chant: （先锋英语一册Unit12 歌曲）

Ss listen or follow the chant according to the video.

T focuses on the words about “actions”

歌谣全文:

I can walk. One, two, three.

I can walk. Look at me.

I can run. One, two, three.

I can run. Look at me.

I can jump. One, two, three.

I can jump. Look at me.

I can swim. One, two, three.

I can swim. Look at me.

I can dance. One, two, three.

I can dance. Look at me.

【设计意图】：歌曲节奏欢快，感染力强，能让学生在听听"唱唱"动动中自然走进课堂。同时通过歌曲欢唱既能消除学生心理压力、活跃课堂气氛，又能对本课的教学重点进行铺垫，使学生对本课的学习有初步的了解。

Step II: Revision

教师呈现教材人物Guoguo, Lala, Kate和Maomao的图片，通过师生问答复习旧知，并引导学生描述图片。

T: What do you see in the picture?

S:Guoguo, Lala, Kate and Maomao.

T: What do they say?

S: This is my friend, Lala. Hi, Lala! I’m Lily.

Nice to meet you,Lily. Nice to meet you, too.

学生两两根据图片进行问候练习。

【设计意图】：唤起学生已学的旧知，检测学生学习过的内容，而且还为本节课的口语交际和下一环节的引入做好了铺垫。

Step III Presentation

为学生创造模拟真实的语言环境，引授新知。

1. Study dialogue1

（1）Predict what they will say

T：Look，they are in the park. They are holding a talent show. What are they doing? What are they talking? Can you guess?

S:( Maybe Maomao says) …

(2) Watch the video.

设计意图：完整看一遍光盘，整体感知对话，既让学生关注与自己预想的内容是否一致，又让学生主要关注对话中的问题。

(3)Study the sentence ‘I can sing\dance\jump\run.’

①T: What does Maomao say? Let’s listen. (dialogue1)

T：Listen again.（I can sing.）

(Show Maomao’s picture.)

T: Maomao ,Maomao, what can you do?

(Show the sentence card)

S: I can sing.

②T：What does Guoguo say? Listen. (I can dance.)

(Study the word ‘dance’ with Bird Uncle’s picture.)

T: I can dance.

[设计意图]：此部分是新授听部分，同时也是师生对话部分，教师引导学生利用新授句型进行对话。

（3）此部分为新授说部分：

T: Maomao can sing.

Guoguo can dance.

Then what can you do?

S: . . .

2. Study dialogue2

（1）T: Oh, look, the bird is coming.

She sings a chant. Let’s listen “Fly, fly, I can fly.”

（2）T: Bird can fly. Can you fly?

(Act like a bird)

S: No.

（3）T: But Guoguo can fly…(教师拖长音引起学生的注意，并拿起风筝板书单词，让学生自然读出 a kite).

（4）Look ，there is a lake. I can see a fish.

Let’s ask together.

“ Fish, fish what can you do?” Let’s listen.

Swim, swim, I can swim.

（5）T: Now Maomao has a bike. Let’s listen .What does Maomao say?

(I can ride a bike.).

T: Listen and follow the recording.

3．Read dialogue2

4. Read the dialogue1&2

(1) Watch the video

(2) Read and follow the tape

T: Please open your books, turn to page42. Let’s listen and repeat.

5. Class role play.

(1)学生带头饰表演对话，其余的学生以说唱的形式来提问“… what can you do? 戴头饰的同学根据自己扮演的角色回答“… I can…”

T: I’m Kate. Who will be Guoguo and Maomao?

S: I’ll be Guoguo and Maomao.

T: Who will try?

T: Maomao, Maomao, what can you do?

S: Sing. Sing, I can sing.

T: Guoguo, Guoguo, what can you do?

S: Dance, dance, I can dance.

T: You’re so great. T: How about Lala?

用同样的方法练习表演Lala 和Kate的话。

（2）小组活动：练习表演小鱼和小鸟的话。

T: Please talk about “fish and bird”

S&S：Fish, fish, what can you do?

Swim, swim. I can swim.

Bird, bird, what can you do?

Fly, fly, I can fly.

[设计意图]：通过让学生自己编chant，激发学生的思维参与，用朗朗上口的chant形式并伴有拍手的动作让学生演唱，节奏感很强，学生喜欢，利于激发学生的积极参与。学生在游戏中重点句式得到巩固，句式的一系列反复复现符合学生的认知规律，起到了讲，练和感悟的双重功效。

Step IV： Practice

(1) Play a game.

①Throw the dice and say the words or do action

T: sing, dance, swim, play football, swim, jump, run, cook, draw pictures…

T: Hi,…what can you do?

S: I can…(学生扔色子，看图片说出相应的英文)

T: Oh, you are great!(教师竖大拇指赞扬学生)

S: Hello, Cathy, what can you do?

T: I can …

S: You are good!

②Look at the cards and say the sentences

(看英文单词图片，说英文或是做动作)

T: … what can you do?

S: I can sing.(sing 单词图片)

T: Please sing a song for us.

S: …

T: You are super!

[设计意图]：让学生动起来，进一步感知文中主要单词和重点句型，在动作感官中加深对知识的理解和初步运用，并活跃课堂气氛。在师生做示范对话时互相予以语言称赞，引导学生自信自己能做的事情，并能欣赏他人能做的事情。

Step V Production

“Class Talent Show” Survey

（1）T: Next week we will have a Talent Show.(出示才艺展示的牌子)

I want to know what you can do.

T: Hi, children, look here, what can you do?

S: I can swim.

T: You are great!

S: Hi Cathy, what can you do?

T: I can ride a bike.

S: You are super.

教师给学生做示范调查一组同学的才艺情况。

（2）学生互相问答并在调查单上反馈（划勾）

[设计意图]: 此部分学生利用新授句型根据自己的实际情况进行输出。

Step VI: Scene changing

T: The class will set up a party and needs students to perform. What can you do?

S：...

首先由师生做示范，然后学生两两一组进行练习，最后有学生进行展示。

S1：What can you do?

S2: I can sing. I can draw...

S3:What can you do?

S4:I can dance. I can play game...

[设计意图]语言离不开生活，充分联系生活实际，使学生能够身临其境，真正做到运用语言，培养他们的创新精神和语言交际能力。所以在这个环节中，为学生设置一个真实的情景, 班级要准备派对，希望每名同学都能参与到活动中来，所以涉及到互相询问对方的才能。提供给学生充足的空间和时间，让他们根据示范去想象和交流，真正实现了英语课堂中的学以致用。同时，较为丰富的新旧知识结合，也培养了学生综合运用语言的能力。

Step VII: Extensive listening and reading 网络资源的扩展听读学习

1.

(1)为学生播放一首歌谣，学生随唱两遍，巩固新句型。

Little bird, little bird, can you climb?

No I can’t. No I can’t climb.

Little bird, little bird, can you fly?

Yes I can. Yes I can. I can fly.

Elephant, elephant,can you fly?

No I can’t. No I can’t fly.

Elephant, elephant,can you stump?

Yes I can. Yes I can. I can stump.

...

[设计意图] 经过一段时间的学习,学生会产生一定的疲劳感。此时播放一首英语歌谣，既可以巩固新知，又可以活跃课堂气氛。

2. 学生听和跟唱。

2.播放故事I can！Bear can’t.

(1) 看动画，提出问题：What I can do?

(2) 学生听和跟读

I can climb.

The bear can’t climb.

The fish can swim.

I can swim.

The bear can’t swim.

The bird can fly.

The bear can’t fly.

I can’t fly.

I can run.

The bear can run.

I can get in.

The bear can’t get in.

[设计意图] 这篇材料故事情节简单,内容与主题紧密联系,便于学生更好地去理解"提出的问题也是和本课的内容前后呼应的,既是对本课所学内容的巩固, 也是对学生所学知识的扩展。

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