2019-2020年北师大版英语一年级上册Unit4Colors说课稿.doc

2019-2020年北师大版英语一年级上册Unit4Colors说课稿一、 说教材1 教材分析：本课是北师大版英语一年级上册第四单元的第二课时。主要向学生讲授一首有关颜色的歌曲。学习 2 教学目标：知识、技能：(1)学习怎样用英语表达事物的颜色，掌握相关单词redyellowbluegreenbrown和句型What color is the ? Its并能综合运用新、旧知识组织对话完成一定交际任务。(2) 通过本课的学习，学生能在实际生活中用英语表达熟知事物的颜色。过程、方法：通过画、唱、游戏、说、练等方式逐步让学生自觉进入学习状态，完成本课的学习任务。情感、态度：关注学生的内在需要，在活动中培养学生的协作精神和竞争意识，培养学生学习英语的积极情感态度。3 教学重点、难点：教学重点：创设语言情景，使学生正确理解和运用所学知识，用英语表达事物颜色。 教学难点：创设各种真实或接近真实的语言环境，让学生体验参与，主动学习事物颜色的表达法。4 教具准备：课件、单词卡片、单色物品多件、盒子学生：水彩笔 、 课上用的涂色纸。二、 说教法：1. 演示法：让学生通过看教师的演示来理解教学内容。使学生学习更加直观。2. 表演法：让学生在表演中感受英语的魅力，体会说英语的快乐。3. 游戏法：通过会红录灯的游戏 ，在做中学，在玩中学让每个孩子都能从中找到自己的位置。三、 说教学过程：（一）热身活动：Unit 3 sing the song教师示范show me the book/pencil/bag/ruler利用教师的肢体语言让学生感受英语。利用课件复习新学的单词。（二）主题活动：1、学习red本环节我采用利用为主题画着色的方法教受红色的英文及单词的认读。使学生从音、形两方法面学习这个单词。2、学习yellow本环节采用与同样的学习方法以便学生对这个单词的掌握更加牢固。 3、学习blue在这个环节的设计时我采用了猜一猜的方法激发学生兴趣。让学生猜出蓝色这个词，并纠正该词的发音。4、学习green遵循英语课程标准的理念，有效整合教材和跨学科知识。补充chantTraffic Light，激发学生的学习兴趣。根据美术课三原色知识进行调配颜色的活动，导入green的教学。这体现了处理教材的灵活性。5、学习brown时我利用学生生活中常见的物品提问学生它们是什么颜色的。如：小棕熊、巧克力、笔等。当学生能够准确说出棕色这个词后，我又用蓝色和棕色的物品做变式练习让学生更好的区分这两个词的发音。这是学生易错的内容。（三）巩固练习： 巩固练习是对新学识的课堂整体小结。主要考查学生的学习效果。是本节课的一个重点环节，我通过让学生现场做画的形式来体现新学内容。学生边听我的提示语边做画。当我说完提示语后学生开始做画。本环节对新学知识的效果进行反馈。绘画完成后，展示学生做品，并进行奖励。（四）拓展性活动：在这里我利用一个动画来帮助学生复习本节课所学的有关颜色的单词和句子。这样可以让学生感到学习英语的用处，让学生知道我们学英语是有用的，不仅仅是为了做题用的。英语是让我们用来交流的，它可以让我们知道更多的知识。附送：2019-2020年北师大版英语三年级Unit3WhoseCDs6课时教学设计第一课时：【教学目标】使用句型 “whats this? whose CDs is this?” 能够独自讲述故事【学情分析】学生已经掌握了前两单元的知识，有一些单词基础。【教学准备】教学挂图，录音机，课件动画【教学过程设计】REVIEWA. Review the words learned in Unit 1 and 2. hold up the flashcards in turn .ask the children “what is it ?” elicit, its a (flute).B. Show them some toys such as rabbit, bear and so on. Tell the children they are toys and have them repeat the word “toy”.C. Review the structures such as “ whats this? What are these? Is this a (CD)? Yes, it is. No, it isnt. They are (toys).设计意图：通过复习，让学生在融洽的环境中将意识从过度到新单元，有助于新知识的接受。Set a sceneA. Set up a collection of the childrens possessions on a table in front of the class. Try to have more than one of an object belong to one child; for example, two pens and two books.B. Point to a childs pencil and say, “ whose pencils are those?” try to elicit “they are (Lilys).”Set up a speech chain in the classroom so that all the children can practise asking and answering the questions individually. Check their use of the singular and plural forms.、设计意图：通过实物和动画演示，有利于学生理解whose的含义。Talk about the storyHave the children open their books at pages 26 and 27, and ask these questions about the pictures:P1: what do you think Mocky is saying?P2: where are Ann, ken and Mocky now?P3-6: what do you think Ann and ken are asking Mocky?P7: what is Mocky going to do?P8: what d you think uncle and aunt Booky are saying?P9: what do you think uncle Booky is saying to Mocky? Do you think Mocky is sorry?A. Play the tape and have the children look at the pictures when they listen.B. Play the tape again, pausing at each picture and let children repeat the words each time.C. Introduce the expression “Ssh!” if you want someone to be quiet, or if the television is too loud. D. Introduce the expression “Wow!” when something is very perfect or exciting, we can say “Wow!”第二课时：【教学目标】the words “ CD cassette” to learn.sing the song 【学情分析】学生已经接触了一些whose.基本用语【教学准备】教学挂图，录音机，课件动画，卡片【教学过程设计】Review the storyA. use classroom object to review the structures, whose pencil is this/that? Its kens, whose books are these/those? they are Mockys. remind the children that we use his and these for things close to us, and that and those for things farther away.B. Split the class into two groups to practise the structures.C. Review the vocabulary from Unit 1 and 2 by the flahcards.D. To learn the other words in Unit 3. Words to learnA. have the children look at the pictures at the top of the page. Have them touch the matching picture as you play the tape.B. Replay the tape and have them to repeat the word after the tape pause.C. Redo like this for three times.D. Play the tape again without pausing and have the children say the words along with the tape.E. Without the tape, point to one of the picture and elicit the word from the children. F. Study others by the same way.设计意图：层层递进引出新单词Listen to thisA. Have the children look at the two rows of pictures at the bottom of the page. show your copy of the page. point to the first picture and ask, whats this? The children should answer, its a bike.B. Repeat for the other pictures.C. tell the children that the item all belong to different characters in the book. the names of these character are in two rows above the pictures explain that when they listen to the tape they will find out who owns each object.D. Play the first sentence,then stop the tape . say,whose bike is it ?elicit from the children , this is kates kike. Repeat for the other sentences.E. Play the tape again, pausing after each sentence.explain that this time you want them to write the number of the object next to the correct owners name.F. Check the answer in a class drill.Sing the songA. read the words of the first verse to the children ,pointing to each word as you read.B. Have the children repeat the words, touching them in their biiks as they do so.C. Play the song without stopping. And have the children clap along.D. Play the tape again from the beginning. Encourage them to touch the words in intheir books as they sing along.E. Separate the class into two groups and have each group sing a different verse.F. Do this some times till them can sing the song dependent.第三课时：【教学目标】1. review the core words in this Unit.2encourage the children to study the English in high spirit【学情分析】学生已经掌握了whose.句型【教学准备】录音机 磁带 教学挂图 多媒体【教学过程设计】Review the storyA. review the story in this Unit;B. review the song leaned last lessons.设计意图：通过复习强化故事和单词，使同学加深印象。Talk togetherA. pick up of the childrens book and ask the class, “is this Mikes book?” elicit the answer, “yes, it is.”B. Ask , “is this Bens book?” elicit, “no, it isnt. its Mikes.”C. Do this exercises with pair works by the object the children owned.D. Divide the class into two groups ,one group is the boy, the other is the girl, and have the children repeat the dialog in a roleplay. Encourage them to substitute other characters names. Listen and numberA. draw the childrens attention to the picture on page 30, and let them observe the picture, ask “what can you find in this picture?” elicit the answers.B. Explain to the children that you want them to listen to the tape and to match the sentence to the correct object in this picture.C. Play the tape and have the children point to the matching object.D. Play the tape again and have the children write the correct sentence number to each object referred to after each pausing.E. Have the children repeat the sentences in the class drill.Draw lines to matchA. review the words on this page by the copy cardsB. have the children turn to page 31, and introduce the characters for the children on this page.C. Point to the each object and ask the children who is the objects owner, elicit the correct answer.D. Have the children find the matching sentences, then have them read the sentences aloud with you.E. Have them draw a line connecting each sentence to its correct picture.F. Check the answer.第四课时：【教学目标】1. to recognize the sounds about the letter “I” .2be able to recognize the sounds about letter “I” and can read the words have the letter “I”.【学情分析】学生能分清并使用whose用语【教学准备】录音机 磁带 教学挂图【教学设计过程】Review 1. Use the media ,show “learn to say” part, Review the sentence2. Review the song.Sounds and lettersA. Write the letter I on the board. Explain that you are going to say two words with the letter I in them. One word has a short/i/ sound and the other word has a long /I/sound. Ask the children to listen and watch as you mode short /i/ and long /i/ .ask them to listen for the difference between the two sounds, and then have them repeat the two sound after you.B. Study the words by the copy cards.设计意图：告诉学生I有两种不同的发音，然后听单词，让学生去区分，模仿，然后讲解Listen for /I/A. direct the childrens attention to the pictures in the middle of the page. show your copy of the page and point to the first row of words and pictures. Say that three of the words have a short /i/ sound but one word has a long /i/ sound.B. Play the first four words on the page and have the children point to each short /i/ word as they hear it. play the tape again and have the children cross out the word that has a difference /i/ sound.C. plete the exercises.D. Read with Uncle Booky and have the children feel the sounds of the letter IRead with Uncle Booky1. Play the tape for the first 5 words. Have the pupils point to each word that they hear in the tape.2. Ask them if they can find that the letter a in all the words has the same sound.3. Tell then to figure out how to read the last two words.4. Play the tape for the last two words and have them read with the tape.Touch and say. A. Explain that a coloured line connects each object to its owner.B. Encourage the children to trace each line with their fingers in their own books.C. Have the children repeat the questions that you asked such as “whose CDs are these?”, then the children should answer “theyre Kens.”D. Finish this practice by the same way.E. Put the children in pairs to practise the questions and answers.uncle bookys blackboardA. Draw the childrens attention to he page 33.B. have the children repeat the structures in a class drill.第五课时：【教学目标】1. study the rhyme in this Unit.2to be able to say the rhyme with the tape.【学情分析】学生有一定的语言基础【教学准备】录音机 磁带 教学挂图【教学过程设计】ReviewA. hold up the flashcards for this Unit in turn. Elicit from children the correct mames.B. Pick up one of the childs book. Ask the class, “whose book is it?” elicit, “its divids.”C. Pick up two or three books from another childs desk. Say, “whose books are these?” elicit the correct answer answer from from the children.D.设计意图：为下面的read check and colour做铺垫Read, check and colourA. have the children open their books at page 34. show your copy of the page. Explain that you will read the sentences together. Tell the children that only one sentence is correct for each picture.B. Point to the picture of Ann. Say, “who is this?” elicit, “its Ann.”C. Point to the radio. Say, “whats this?” elicit, “its a radio.” Now read the first sentence, “this is Anns television.” Have the children read along with you as they touch each word in their books.D. Ask the children if the sentence is correct. The children should say, “no.” now read the second sentence and ask them if the sentence is correct. The children should say, “yes.”E. Now ask the children to check the box beside the correct sentence.F. Fini