一年级上册Unit3AnimalsFivelittlekittens教案

1、Five little kittens 绵阳中学英才学校小学英语组 张玲玲一、教材。本课是一首英语童谣，讲五只小猫咪的玩耍场景。开始5只小猫在门边玩耍，后来一只小猫咪去追逐一只小老鼠，就剩4只猫。4只小猫咪来到树底下玩耍，后来分别去追逐小狗、小猫、小兔、小蝴蝶，最后一只猫咪都没有了。 本节课是这首童谣的第一课时，主要讲解练习“Five little kittens playing by the door. One chased a mouse and then there were four.” 二、教学目标。 1、认知目标： （1）能听懂，会说唱第一二句；（2）理解数量词five、four,

2、名词kitten、door、mouse,动词play,chased。2、能力目标： 通过创设小猫的情境，分组练习和角色表演，发挥学生的主观能动性和积极性，增强学生参与意识，合作意识和竞争意识，及初步运用英语的能力。3、情感态度： 通过活动和游戏，体验用英语的乐趣，激发学生兴趣和主动参与的热情。 三、教学重、难点： 1、重点是数量词five、four,名词kitten、door、mouse,动词play,chased。 并且能够说唱第一二句Five little kittens playing by the door. One chased a mouse and then there were

3、 four.2、难点是正确说出And then there were four。 四、学情分析： 小学一年级的学生年龄在6、7岁左右，生性活泼好动，喜欢直观形象思维，对游戏、竞赛特别感兴趣，有着极强的求知欲强和表现欲。针对学生的这一年龄特点，我把黑板变成画板，直观形象；此外，我还进行角色扮演，通过角色扮演来解释单词意思，提高了学习积极性和主观能动性。一年级的孩子注意力集中时间短暂，因此，我采用了小组PK的方式奖励小鱼的方式和运用媒体等多种手段激发学生的学习兴趣。 五、教法、学法。 为了顺利完成教学目标，更好地突破难点，我采用的是情境假设法、交际法、游戏法等相互结合的方法，通过创设情境，激发学生

4、的学习兴趣，让他们愿意开口说英语，愿意使用英语。六、教学流程。Step 1: 1）Warm-up English song-Go away!/Hello! 2）Greeting: Good morning, girls and boys! How are you! -Im fine/good/wonderful/tired. What day is it today? -Is it Monday/Tuesday.? No. Its Thursday.(板书Thurs.) Whats the date today? -Its Nov.7th. Whats the weather like? -I

5、s it rainy/windy.? No. Its sunny.(简笔画.)3）Review-rhyme(童谣内容呈现在PPT上，并针对童谣内容提两个问题。)Five Little Firemen Q1：How many firemen are there?Q2：What do firemen use?Two Little BlackbirdsQ1：Where are the birds?Q2：What are the names of the birds?Step 2：Lead-in：Guessing game: What animal is it? It has 2 wings. It

6、can fly-bird It can swim in the water-fish tail(waving)-cat The cat has a long tail.将tail的单词卡片和尾巴的图片粘贴到一起，先出示tail的图片，再教tail的发音。） Whats this? Its a kit-ten. Spell kitten. (B.图片对比，明白什么叫kitten.。Baby cat或者little cat。)Kitten-how many? 5（ = 1 * GB3 * MERGEFORMAT count with kids:one, two, three, four, five

7、. = 2 * GB3 * MERGEFORMAT 单复数kitten?kittens?-5 little firemen/1 bird,2 birds） Today we are going to learn a new rhyme: Five Little Kittens(板书)Step 3：整体呈现PPT动画呈现： （PPT设置动画格式，老师一边播放幻灯片，一边口述rhyme，再配合 表情、肢体语言，帮助学生理解童谣大意。）Teacher say, teacher do the ryhme(Ss look carefully & answer questions) Five little

8、 kittens playing by the door.Q1：What are they doing? They are playing. = 1 * GB3 * MERGEFORMAT spell: pl-ay = 2 * GB3 * MERGEFORMAT explain: = 3 * GB3 * MERGEFORMAT practice: playing Q2: Where are they?(look & choose) They are by the door.(teacher站到门边，用动作解by the door)Practice:Five little kittens pla

9、ying by the door. I say, i do. I say, you do. I do, you say. We say, we do. One chased a mouse and then there were four.There is an animal behind the door. What animal is it?(guess-听老鼠的叫声，学生猜测是什么动物。) Yeah. You are so smart ! Its a mouse, and the mouse is very very bad! (边说bad边做bad的动作。)So， the kitten

10、 chased the mouse.（chase是难点，因此利用黑板上cat和mouse的图片道具,演示chase。） 游戏“猫抓老鼠”解释 chase. (准备两个头饰，一个是mouse，一个是cat,teacher扮演cat，邀请Ss扮演mouse，扮演猫抓老鼠。游戏之前，T再次明确XX is cat, XX is mouse,并告诉学生I will chase XX.) Sound chased-A.I do, you say.& tell me Whats this?(老师做chase的动作，学生说英语。)B.Really? Lets listen and watch carefull

11、y.(放视频,学生观察发音的口型) C.Teacher sound ch-as-ed,Ss listen carefully.(准备单词卡片，单词分解教发音。) D.teacher spell, Ss sound the word. E.sound the word,one by one. Practice-One chased a mouse -I say, I do. I say, you do.(team by team) I do, you say. One chased a mouse.How many kittens are left? Ss: 4 Yes.There were f

12、our.(这句话看似简单，但是发音不简单。There是咬舌音，后面紧接着were学生会说不清楚，因此板书本句，逐个单词落实发音。)Th-ere were four. Th, put your tongue in your teeth. Team by team. One chased a mouse and then there were four.Step 4:Five little kittens playing by the door. One chased a mouse and then there were four.Practice: I say, i do one time.(

13、老师边说边做动作，起示范作用。) I say, you do four times.(第一遍，老师可以带着学生一起；第二遍，老师语速放慢，以便学生跟上节奏；第三遍和第四遍，分男女生做动作。) I do, you say two times. (第一遍老师语速慢，逐个单词说句子，以便学生反应；第二遍老师以正常语速说句子，查看学生掌握情况。) We say, we do.Step 5:Conclude. (本课内容知识梳理和评价机制奖励。) 板书。八、教学反思。 1、本来这首童谣就有情境，不需要专门创设。因此，为了帮助学生理解童谣意思，2次呈现整篇情境，第一次通过PPT播放呈现情境，第二次老师边说童谣边做动作。两种不同的呈现方式从视觉、听觉来刺激学生，吸引学生，调动学生的积极性。以后都可以考虑多感官出发，调动积极性。2、尽量考虑