一年级上（第5课）教学设计.doc

教学基本信息课题UNIT 2 LESSON 5学科英语学段：低段年级一年级设计者张欢教材书名：北京市义务教育课程改革实验教材英语第三册 出版社：北京出版社 北京教育科学研究院 1. 指导思想与理论依据（1）英语课程标准强调教师应面向全体学生，为每个学生学习英语奠定基础。要求教师选择适当的教学方式和方法，把握学习难度，调动所有学生的积极性，使他们保持学习英语的信心，体验学习英语的乐趣，获得学习英语的成功感受。本课我从学生的实际出发，组织多种形式的课堂互动，鼓励学生通过观察、模仿、体验、展示等方式学习和运用英语，尽可能多地为不同阶段的学生创造各种语言实践机会，使每个学生都能在自己原有基础上有所提高。（2）新课标还要求教师注重培养学生的综合语言运用能力，使学生能用英语做事情。这就要求学生在教师的指导下，通过初步感知、体验参与、实践展示等活动方式，实现目标，培养语用能力。本课我从学生实际出发，为学生提供各种用英语做事情的机会，帮助引导学生完成学习任务，积极自主的学习、运用语言，发展语言与思维能力，在展示活动中感受成功。2. 教学背景分析一、教学内容分析：1. 功能句型： I have a. I like my.2. 词汇与词组： kite, bike, like, have等。3. 北京版小学英语一年级第一册第二单元共三个新授课，一个复习课，第5课是本单元第一课，是新授课。本单元的话题是表述自己有什么，并表达对所有物的喜爱。本课主要谈论的是运用功能句I have a. I like my.并在此基础上，引导学生完成拓展练习。4.本课我根据教学任务，设计了情境创设、问题呈现等几个教学活动，让学生在模拟的情境中运用语言。二、学生情况分析:1. 已知内容：本课涉及到了学生以前学过的关于物品的词汇。绝大多数学生对句型掌握较好。2. 对所学内容的预知：本课要学习的有关词汇kite, bike, like, have等，学生大多比较容易理解，较易于掌握，但学生对字母“i” 和“a”在单词中的发音可能会不准确，需要多做练习。3. 学生特点：（1）一年级学生经过一段时间的学习，他们已具有了简单基本的听说能力和基本的模仿能力，能够用简单的英语模仿句型表达自己的想法。但也有一些学生的认读和运用单词的能力有待提高，个别学生对新授知识的接受能力以及知识运用能力较弱。（2）一年级学生对英语的兴趣比较浓厚，大多数学生在课堂上能积极参与课堂教学活动，学习习惯良好；在课堂学习中大多数学生敢说敢练，喜欢表现自己。 3. 教学目标（含重、难点）一、 教学目标:（一） 知识与技能目标 1. 学生能够听、说、读 bike, kite, like, have这些单词，并初步掌握i在单词中的发音，能够在特定的语境中运用这些单词。2. 学生能够听懂、表述句子：I have a . I like my.并在特定的语境下运用。 3. 学生能够听懂韵文；正确模仿韵文，做到语言准，语调美；能够熟读韵文，并能对韵文内容进行情景表演。（二） 过程与方法目标 1. 学生通过整体认读和自然拼读方法，直观接触等方式学习掌握单词：bike, kite, like and have. 2. 通过游戏和练习，学生能够运用I have a ./I like my.句型造句。3. 学生通过听录音模仿正确的语音语调学习韵文；通过口语练习熟读韵文；通过表演理解韵文。（三）情感态度与价值观目标：1. 通过这一节课的学习，学生能做到在英语课堂上敢于大声发言，积极举手，激发学生对英语学习的学习兴趣。 2. 通过这一节课的学习，学生能够感受发音规律，并初步养成拼读的好习惯。二、 教学重难点:（一） 重点：1. The verse（韵文）: I have a bike, I like my bike. I have a kite, I like my kite.I have a ./ I like my .2. Some new words（新单词）: bike, kite, like, have.（二） 难点：1. Some new words（新单词）: bike, kite, like, have.2. 会运用I have a . I like my.造句，以及连读have a三、教具准备：录音机、多媒体课件、单词卡片、课堂检测卷。4. 教学过程I. Warming up (热身导入)活动：复习活动目标: 复习已学句型，激发学生学习兴趣。实施方法：师生、生生互问，复习所学内容。师生语言预设：T: Hello, boys and girls!Ss: Hello, Miss Zhang.T: Good afternoon. (To one student.)S1: Good afternoon.T: Whats your name?S1: My name is./I am.T: Good, sit down, please. Hi. (To another student.)S2: Hi.T: Whats your name?S2: My name is./I am.T: Good. Sit down, please. Whats your name?(To S3)S3: My name is./I am.T: Hello,.S3: Hello, Miss Zhang.T: Good, sit down, please. Whats your name? (To S4)S4: My name is./I am.T: Hi,.S4: Hi, Miss Zhang.T: Good, sit down, please. Whats your name? (To S5)S5: My name is./I am.T: Good afternoon,.S5: Good afternoon, Miss Zhang.T: Good, sit down, please.设计意图：以师生问答的口语对话形式检查学生是否掌握前面所学知识。以组为单位计分，激发学生的英语学习兴趣。II. Presentation（新授）活动1：新授单词句型 活动目标：让学生学习单词，并以词带句学习句型。实施方法：通过图片学习单词，通过游戏巩固练习，再通过测试检验学生单词、句型掌握情况。师生语言预设：T: Excellent. Now, boys and girls, lets begin our class. There is a picture, what can you see in the picture? Ss: Look at the picture and say: boy, girl, bike, kite, flowers, grass, etc. T: Good. Now, guess, whats this?Ss: Look and guess. 风筝（kite）T: Yes. Its a kite. k-i-tkite.(Read several times.)Ss: k-i-tkite. (Read more times.)T: Good. Look here. Whats this? (Show Ss several pictures of kite.)Ss: Look at the pictures and say kite. /a kite. T: Good. Look. Whats this? (Show Ss a picture of bike.)Ss: Look at the picture and guess. 自行车（bike）T: Yes. Its a bike. b-i-kbike.(Read several times.)Ss: b-i-kbike. (Read more times.)T: Good. Look here. Whats this? (Show Ss several pictures of bike.)Ss: Look at the pictures and say bike. /a bike.T: Now, lets play a game. (Give Ss two cards, play a music and let them pass the cards in S shape, when the music stops, who get the cards should say the words.)Ss: Play a game and say the words: kite, bike.T: Now, look at the pictures and say the English. (Show Ss some pictures of bike and kite.)Ss: Look at the picture and say the English.T: Show Ss the two words and two pictures and let them match.Ss: Look at the words and pictures, read the words and match.设计意图：学生通过大量的直观图片学习单词：kite和bike，能够更理解所读单词的意思并以此提高单词的复现率，检验学生是否掌握单词的读音；通过拼读，强调i在单词中的发音，学生能够感受发音规律；“击鼓传词”的游戏激发学生的兴趣，调整他们的状态；连线题则检验学生能否将单词与所对应的图片匹对正确。T: Show Ss two pictures and let them say what are they. Ss: Look at the pictures and say: kite, bike. T: Great. Look at me and listen. Pick up the kite picture and say: I have a kite. Ss: Listen and try to understand. T: Pick up the bike picture and say: I have a bike. Ss: Listen and try to understand. T: Can you guess the meaning of “have”? Ss: 有。（在教师帮助下） T: Look at me, have Ss: Have T: have a Ss: have a T: I have a Ss: I have a T: I have a bike. Ss: I have a bike. T: I have a kite. Ss: I have a kite. T: Good, look here. Who want to try? Ss: Look at the pictures and try to say: I have a. T: Good. Now, listen. Its my kite, I like my kite. Ss: I like my kite. T: Its my bike, I like my bike. Ss: I like my bike. T: What does “like” mean, do you know?Ss: 喜欢。（在教师帮助下）T: OK. Look at the pictures. Who want to try?Ss: Look at the pictures and try to say: I like my.T: Excellent. Now, who want to try this one?Ss: Look at the pictures and say: I have a. I like my.设计意图：通过创设情境引出本课另外两个重点单词：have和like，以及句型：I have a. 和I like my.在相应情境下解释have和like的意思更便于学生接受。以词带句突破难点have a 的连读。学生通过练习逐步理解、掌握所学句型。活动2：模仿听读韵文并表演活动目标：通过听音模仿学习韵文，并通过表演理解韵文。实施方法：通过听读，鼓励学生模仿正确的语音语调，并通过表演的形式激发学生学习英语的兴趣。师生语言预设：T: Now open your books, turn to page 13. Look at the verse and listen to the tape.Ss: Look at the verse and listen to the tape. T: Good, now, lets repeat the verse after the tape sentence by sentence.Ss: Listen to the tape and repeat the sentences.T: OK. Now, I will give you one minute, read the verse twice by yourself.Ss: Read the verse twice.T: Good. Now work in pairs to practise the verse. For example: S1: I have a bike, I like my bike. S2: I have a kite, I like my kite. Ss: Work in pairs to practise. T: Who want to try? (Ask several pairs to perform the verse.)Ss: Perform the verse.设计意图：通过听培养学生良好的听音习惯，学生通过认真听认读单词；通过跟读录音，鼓励学生模仿正确的语音语调，努力做到语言准，语调美，通过口语练习及表演，学生能做到熟读、理解韵文，而以表演的形式展现，更能激发学生学习英语的兴趣及对韵文的理解能力。活动3：句型拓展活动目标：在特定的情境下操练句型。实施方法：通过图片巩固练习句型。师生语言预设：T: Well done. I have a box. Now I will ask some of you to come here and choose one