2019年一年级英语上册教案 Unit 3 第二课时.doc

2019年一年级英语上册教案 Unit 3 第二课时一、教学说明：1. 学生的学习积极性在教师有声色的英语教学活动中明显调动起来了。2. 学生已在Unit 1的儿歌里初步学习了I can的句式。3. 本课重点教sing 这个词，draw, read 教师偏重于学生自学。二、教学内容1）认知内容：a单词sing, read, draw, 达到“三会”要求。b能流利表演歌曲。c能用I can 表达自己的能力。 2）能力要求：能用一些名词如：a song 等把自己的能力描述得更清晰。3）情感态度： 能在唱歌的过程中体验学习英语的快乐， 同时要相信自己非常行。三、教学步骤：PROCEDURESCONTENTSMETHODSPURPOSEI.Pre-task preparation:warming up1. Say some rhymes<One, two, three>2. Do some quick responseeg: Hi!,How are you?How old are you?3.Listen to a song on page16,try to understand the meaning by teachers presentation.可朗诵一些学生在以前的课堂中根据课文儿歌自己创编的儿歌，给学生成功的体验经历，更能调动学生学习英语的积极性。通过快速应答的方式来巩固旧知识，可以快速的把学生带到英语学习的氛围中来。学生在聆听中感知歌曲的旋律和歌词的大意，为进一步学习本课单词和歌曲作好准备。II.While-task procedure:mands teaching: sing, draw, read 1.Teacher sings the song and ask :What can I do? Then answer by himself ”I can sing.” 2. Students look at the pictures, word cards and read the word.3. Students repeat the word, phrase, rhyme after teacher.eg: A. sing song B. sing a song C. sing, sing I can sing.sing, sing I can sing a song.4. Students practice the rhyme with their partners.5. Teacher act the other two new words and show the cards.6.Encourage students make some new phrases and small rhymes by using the new words.eg: draw, draw I can draw a book.7. Students try to match the pictures and new word cards.8. A guessing gameStudent 1 acts the new word by using his voice, the other students back to S1 and guess what can he do. 用教师的动作形象地引出单词。注意图、词的呈现，让学生能音、形、图（意）统一起来。教师示范用单词来造词组、句子，为学生接下去自己学习巩固后两个新词打下基础。学生在通过模仿的基础上自己进行创编，来学习并巩固draw和read 。学习最终的目的是让学生在学习的过程中学会学习的方法。并在以后的学习中学会使用这些方法。Lets learn中的单词可通过各种有趣的游戏方法进行巩固。学习动词不一定就是做动作, 可以探索更多的感官来感受动词,这里就是听声音来猜动作。Song1. Listen to the song on page 16 twice.2. Encourage students try to sing the song after the tape.III.Post-task activity: Making a new song Encourage students act out the song in pairs or small groups by using the other words. eg: bag, pencil, see在创编新歌中学生的创造能力和合作精神都得到了锻炼。V. Assignment:Listening，speaking and reading.1.listen to the tape on page142. Read the new words.3.Sing the new song to their familyLets learn部分的单词，要让学生在不断地认读中巩固。四、教学提示：1.媒体准备：单词卡片， 图片，录音机2.教学关注点：1)Lets learn 中的单词要关注其音、形、图的配对统一，可运用多种游戏的方法去巩固，降低遗忘的概率。2)教学中应关注让学生学会学习的方法，体现从扶到放的原则。并能让学生在以后的学习中学会使用这些学习的方法。3)关注儿童在教学活动中的发散性思维的培养。3.资料分享：4.设计思路：1)将page14的六个单词中的三个，sing, read, draw 先教，因为可以配合page17的歌曲进行巩固性操练。 2)充分让学生融入学习氛围中，在学习新知识时学会学习的方法。用学到的方法去解决以后学习中碰到的新问题。5.教学反思：学习动词不一定是做动作，可以探索更多的感官来感受动词。比如，用耳朵听来感受动词。通过这种反常理的感官来感受，可以调动学生学习的积极性，学习效果也比较理想。附送：2019年一年级英语上册教案 Unit 8 第三课时一、 教学说明：1学生在第一、二教时中已经能听、说、读下列单词slide, doll, bicycle, balloon, ball, swing，并能用What have you got? I have got He/ She has got 句型进行操练。2这节课的句型是What has he/ she got? He/ She has got 而老师在上节课的回家作业中已经布置了采访老师和父母的作业。为本节课的学习打下了埋伏。3这节课教的绕口令中的2个难点在Unit 2: Show me your book. &Unit 3: Lets enjoy的歌曲中：I can read a little book. I can draw a little tree. I can sing a little song. 中已经出现过了，为本节课的学习打下了埋伏。二、 教学内容：1) 认知内容：a. 能听懂会说并会用句型：What has he /she got? He / She has gotb. 能听懂会说绕口令：The boy shows the ball to the doll. The little boy shows the little ball to the little doll.2) 能力要求：在学习和生活中能询问对方：他人拥有什么，并回答，并能表达他人拥有什么。3) 情感态度：通过绕口令的学习，培养学生的语音语调及激发英语学习的兴趣。三、 教学过程：ProceduresContentsMethodsPurposePre-task preparationWarmer1. Enjoy the song. P16配以动作的歌曲，既让学生进入了英语学习的氛围，又埋下了铺垫。2. Quick Response.Eg. Show me your book. Show four. Etc.TS SS通过快速反应这个环节，能进一步激发学生英语学习的兴趣，同时既巩固了旧知，又为引出新知作铺垫While-task procedureTongue twister.1. Quick response: Show a ball to me. Show the ball to the doll. To elicit the sentence: The boy shows the ball to the doll. The little boy shows the little ball to the little doll.2. Encourage the pupils to say the sentences. The boy shows the ball to the doll. The little boy shows the little ball to the little doll.3. Listen and read after the tape.4. Say the tongue twister together while doing the actions.从Quick Response用旧句型引出新句型，难度不大，学生很容易上口。模仿正确的语音语调进行绕口令。2. A new pattern: What has he/she got? He/ She has got 1. Teacher shows the survey and asks the questions.E.g.: What has your father got? P1: He has got To elicit the sentences: What has he/she got?2. Encourage the pupils to say the sentences. What has he/she got? He/ She has got 3. Ask and answer in small groups.E.g.: What has * got?He/ She has got 让学生们之间通过询问和汇报的形式引出新句型。让学生们之间通过询问和汇报的形式巩固新句型。Post-task activity1. P401. Listen and read after the tape. P402. Look and say. P38 P403. Read. 让学生通过听、模仿养成正确的语音语调。Guessing game.4. Teacher asks the students to play a guessing game what he/she has got.E.g.: -Has he got? -Yes, he has got /No. -What has he got?-He has got学生用所学的语言知识来猜朋友的书包里的学习用品，不仅让其学以致用，而且激发了兴趣和好奇心。AssignmentRead Page 40 after the tapePlay a guessing game with your parents.四、教学提示：1.媒体准备：布娃娃，气球，球，图片，录音机等2.教学关注点：1) 关注课堂中学生的小组活动，有针对性地进行个别辅导。2) 关注绕口令时音近字的读音。同时注意学生在绕口令时的语音语调。3) 学会调查报告后的一个口头汇报。3.设计思路：在While-task Activity的环节，可以让学生通过口头汇报调查报告的形式操练，He has got 然后通过你想了解某人拥有的形式，自由发问：“What has * got? ”并请同学来回答。在Post-task Activity这个环节，采用让学生猜猜好朋友书包里有什么，来巩固句型：-Has he got? -Yes, he has got /No. -What has he got? He has got，利用学生的好奇心里，激发学生英语学习的兴趣。4.教学反思：1)调查报告是第一、二人称进行，而汇报调查结果是第三人称。老师对于汇报的好的学生给予表扬。2) 绕口令的学习训练儿童口齿伶俐,说话清晰,避免“口吃”，帮助儿童辨别音近词的读音及清楚地发音。