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昌盛园小学王璐怡英语 I can sing
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【概述】
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本节课是英语(北京版本)一年级第一学期Unit 5 I can sing的Lesson1--- Listen and say部分的教学。
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【教学目标】
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。-
【学习者特征分析】
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。
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【教学重点】
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。
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【教学难点】
能够体会、感受到三个单词中元音音素发音相同。
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【教学资源】
ppt课件 图片 单词卡
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【教学策略】
小组合作、情境创设、任务驱动
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【教学过程】
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。
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。
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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