苏教牛津版一上《What can you do-》教学设计.docx

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1、苏教牛津版一上What can you do?教学设计苏教牛津版一上What colour教学设计 教学内容： 1.主题课文 My yo-yo is green. What color is your yo-yo? Its red. 2.功能句型 What color is your yo-yo? Its red. 3.词汇 color, red, green, white, black, yellow 教学目标： 一学问与技能目标 1. 能听懂、会说有关颜色的单词：color, red, green, white, black, yellow 2. 能听懂、会说 What color is

2、your yo-yo?及答语 Its red.。 3. 能够借助已有单词询问What color is your？并依据实际状况回答。 4. 能够正确朗读或表演课文对话。 二过程与方法 1. 通过出示水彩笔，学习表示颜色的单词。在句型操练活动中能够熟识单词。 2. 通过运用手中不同颜色的小旗子来操练句型；用不同颜色的玩具，让学生在不怜悯景下做对话练习。 3. 通过谈话、听说和对话表演，能够熟读课文。 三情感看法价值观 1. 培育学生良好的倾听习惯，在学习颜色单词中能够主动获得新学问。 2. 大胆实践，大方表演创编课文。 教学重点： 1. 整体听懂、会说color, red, green, wh

3、ite, black, yellow 2. 能听懂、会说 What color is your yo-yo?及答语 its red.。并依据实际状况回答。 教学难点： 能够运用red, green, white, black, yellow, blue等颜色单词回答问题 教具打算： 水彩笔，自制彩色旗子，玩具若干。 教学过程： （一）Warm up 活动一：复习字母和单词 活动目标：能够正确认读单词，读准字母。 实施方法：出示单词卡片，运用朗读单词五步法正确读出单词。 师生语言： T：Who can say it in English? Can you use five steps and r

4、ead it? 活动二：谈话导入 活动目标：能够听出，理解表示颜色的单词。 实施方法：通过谈话，调动学生学习的主动性，并且引入本课有关颜色的单词，red, green. T: Look（Show colorful picture）！ I have a beautiful picture, the trees are green.（the teacher points to the trees.）。 And the flowers are red. Green trees and red flowers. 设计意图：通过图画可以让学生对颜色red, green有感性相识，同时初步了解可以用颜色用

5、来描述物品。 （二）Presentation and practice 活动一：学习颜色的单词。 活动目标：能够听出、理解表示颜色的单词，能用what color is it?询问物品颜色。 实施方法和师生语言 第一步，学习单词 T：What color is it? S：Its red.（green, yellow, blue, white, black） T：Pay attention to the color word and learn to use it in your sentence. （ When the student use one color and write down

6、 them.） 其次步，听词，选择正确颜色的彩笔。 T：Lets look at the blackboard. The red, green, yellow, white, black, blue, they are colors. （ Write down word: color） T：Can you show me the color? For example: red or green. S：Show the marker. 第三步，与同桌一起相互询问颜色。 设计意图：通过学生之间相互学习颜色单词， 活动可以激发学生的学习爱好，为下一环节做铺垫。从老师与同学之间的问答，让学生感悟和学习

7、如何问颜色。培育学生听的实力，通过两到三次老师与学生之间的对话，过渡到学生之间的相互问答。 活动二：学习功能句式 活动目标：能够运用主体句型进行句型操练。 实施方法和师生语言 第一步，运用小旗子做针对课文的语言练习。 T：（Show the teachers flag） My flag is what color is your （Write down sentence.） S：Its 其次步，学生在小组内做对话练习。 T：Team work: Talk about what color is your flag? 设计意图：在小组活动中接着练习主题句型，并写借助小组学习互帮互学，关注学困生的

8、学习状况。 活动三：学习课文 活动目标：能正确朗读课文。 实施方法和师生语言 1.看一看，说一说。 T：Look at the picture. What do you see? S：I see a （bag, yo-yo, purple yo-yo, green bag, an orange book） 2.听一听，说一说Play the tape and answer the following question: T: Listen to the tape and the answer the question. What color is Guoguos yo-yo? What col

9、or is Maomaos yo-yo? T: Listen and blank 3.读课文 T：Read after the tape. T：Read with partner.（boys and girls, a and b, ） 设计意图：给学生创建表达的机会，培育英语语用实力。带着问题听录音，培育良好的听力习惯。通过听、仿照跟读课文，男生读、女生读、小组读的方式加操练。 （三）Production 活动一：角色表演。 活动目标：能依据学生水平表演课文。 实施方法和师生语言：依据学生实际水平，可以选择对话表演或创编表演。 1.师生表演示范 T: My is 。 What color is

10、 your ？ 2.以小组为单位打算课文表演T: Please prepare the text show with your partner. 3.全班展示 设计意图：通过表演培育学生学习英语的爱好、乐于开口说英语的主动看法以及小组合作意识。 活动二：询问玩具的颜色。 活动目标：能够用What color is your 询问和回答有关物品的颜色。了解两种颜色集于一物的表达方法。 实施方法：出示两种颜色的小汽车和小鱼，依据学生状况先练习询问和回答颜色，在引导学生发觉和学习两种颜色集于一物的表达方法。 师生语言 T: What color is the fish? S1: Its S2: It

11、s and 设计意图：能够在不怜悯景下运用主题句型询问物品颜色，引导学生发觉两种颜色集于一物的表达方法 （四）学习效果评价 检测目标和意图：检查学生对重点单词和课文驾驭状况及能够运用的状况。 （五）Homework 1. Listen to the tape and read lesson 9. 2. Pre-view lesson 9. 3. Read the text to your parents and your good friends. 板书设计： What color Its red/ green/black/ white/yellow/blue. 苏教牛津版一上What col

12、our教学反思 在设计本课的教学时，首先通过单词复习对已学词汇进行巩固，通过学习用品的复习进入课程内容。由此引出what colour is the？its句型。然后将话题转向衣服的颜色，借此操练what colour的复数句型。然后利用quick response让学生进行单复数的问答。 接着用彩虹的七种颜色，反复操练，目的是用彩虹艳丽的色调吸引学生的留意力，帮助学生直观、形象的相识颜色，学会用英语描述颜色。给学生展示一个没颜色的彩虹，让学生猜它的颜色。目的是进一步激发学生学习英语的爱好及剧烈愿望。使他们乐于学习，乐于活动。what colour is it?（is it ？ yes,rig

13、ht.猜完颜色以后，还要给学生进行其他学科的渗透。即：生活中的彩虹颜色排列有肯定的规律赤、橙、黄、绿、青、蓝、紫。 最终，我给孩子们自己展示的空间，结合孩子们好动、好玩，有剧烈好胜心和新奇心的心理特点，留意了教学活动的多样性，趣味性，新奇性和竞争性，使活动全面全体，让每个学生都动起来，融入歌曲活动中。这节课寓教学实践于歌曲、探讨这样的儿童宠爱的形式中，让学生动口、动手、动耳、动眼、动脑，使学生在说说、唱唱、做做、听听、读读、玩玩中体验学习乐趣。以美丽可爱的课件引入重点句型，既投学生所好，又起到复习词汇的作用。 在设计时注意语言交际实力的培育，让学生在课堂内能真正运用到英语，用所学英语解决一些问

14、题。 苏教牛津版一上On the farm教学设计 教学目标： 1.能听懂、会说、会读交际用语：Welcome to What are these/those?Theyre Are these/those ？ Yes, they are./No, they arent 2.能听懂、会说、会读词汇：theyre=they are, pig, cow, chicken, duck 3.能听懂、会说、会读、会写词汇：farm, they, pig, apple, those 4.能娴熟朗读对话或表演对话。 教学重点： 目标1、2、3 教学难点： 1.句型：What are these/those?

15、Are these/those ？的语调和用法。 2.词汇：farm, they, those, chicken, apple, pear的读音；a和an用法的区分；名词复数形式。 教学打算： 动物头饰，水果、动物卡片，PPT、学生学案 教学过程： Step1 Before class Listen and Sing a song:Old Mac Donald had a farm Step 2. Warming up 1. Free talk. T:Hello,boys and girls.Im your new English teacher,Miss Wang. Im very glad

16、 to be here. I want to be your friend. OK,firstly,I want to know your names. T:Whats your name? Whos your friend? Nice to meet you.Welcome to my class.（PPT） S:Thank you. 2. Learn to say:Welcome to （请学生先听懂欢迎来到我的课堂并进行回答，然后学会自己说欢迎来到我的班级，向上课老师、听课老师说） 3. Lead-in and learn T: Boys and girls,we sang a song

17、 before class.We were very happy. We saw a lot of animals there.Right?（PPT出现农场画面） They were on the farm. Learn on the farm。 Step 3. Presentation and practice 1.Learn : What are these/those? And pigs/cows/ducks/chickens （1）What are these?Theyre pigs. （2） Are these pigs?No, What are these?Theyre cows.

18、 （3） What are those?Theyre s. Are those ？Yes./No. （同步出现动物卡，结合句型学习生词。） 2. Lets say.A chant These,these. What are these? Pigs,pigs. Theyre pigs. Those,those. What are those? Cows,cows. Theyre cows. Step 4.Text-learning 1.Task 1 : Lets listen！ Who is on the farm too? （谁也在农场？） 2.Task 2 : Listen and tick

19、：Whats on the farm? 3,Task 3 : Lets watch: （观赏动画，将农场上的动植物摆在正确的位置。） 4.Task 4 : Lets follow.（跟读） 留意语音语调 要读出感情哦 5.Task 5 : Lets read. （让我们读吧！）分角色朗读。 6.Task 6 : Farm show！ （农场秀！）（发挥想象创编并表演，说得越多越好哦！） T：Its great fun to visit a farm. Liu Tao and Mike have great fun on the farm. Its great fun to have a far

20、m,too. 30 years later, youre grown up. Someone may have a wonderful farm. Would you please show your friends around your farm? Make a dialogue in groups. A model: A （farmer）： Look！ I have a farm！ Look！ Theyre pigs！/Theyre cows！ Welcome to my farm, Mr ！ B: Oh, thank you！ My good friend, Mr/Miss A: Ni

21、ce to see you！ B: Nice to see you！ What are these? A: Theyre Theyre lovely！ Would you like a ？ B: Yes, please. Thank you！ I like What are those? A: Theyre s. Theyre sweet. Would you like ? B: Yes, please. Its yummy！ A: Do you like my farm? B: Yes. Its great！ A: Welcome to my farm next time！ B: Thank

22、 you. Bye-bye！ A: Goodbye！ Step 5. Ticking time Ticking time I can talk about things on a farm. I can act things on a farm. Step 6. Homework 1.Read Story time for 5 times. 2.Make your performance better. 3.Visit a farm if its possible. 板书设计： Unit 7 On the farm -What are these/those? -Theyre s. -Are

23、these/those s? -Yes./No,theyre s. 苏教牛津版一上Fruit教学设计 教学目标： 1. Listening: Listen and identify the key words. 2. Speaking: Pronounce the words properly. 3. Communicating: Use nouns to identify objects. 重点难点： 1. Master the pronunciation of the new words. 2. Use the patterns to solute the tasks. 3. Use th

24、e fruit words in daily life. 教学方法： 1、任务驱动型教学 小学英语新课程标准要求，合理地设计教案，在课堂上有安排地组织任务型的教学活动， 让他们有目的地进行学习活动，能调动学生的主动性， 提高学生的学习爱好。 2、TPR教学 TPR教学充分利用了小学生活泼好动的特点，带有嬉戏的性质，可以削减学生的学习负担，培育他们开心的学习心情，提高学习效率，在激发学生学习英语的爱好方面也有肯定的作用， 教学打算： 1老师打算 cassette player, cassette, some fruits, word and picture cards. 2学生打算 real f

25、ruits, colour pens, some paper, pencils. 教学过程： Pre-task preparation: 1. Sing some songs and do some actions.（利用歌曲， 并配上动作，活跃课堂气氛，调动学生的学习主动性，同时复习以前学过的学问。） a） Good Morning. b） Read, draw, sing. 2. Play games: （利用嬉戏等引出新的教学内容） Simon Says. （Listen and act） Touch and guess: Feel the fruit and say out the w

26、ords. 3. Introduce the fruit: This is a/an Thats a/an 4. Today well learn Look and learn in Unit 5 （Fruit）。 While-task procedure 1. Show the real objects and teach the new words of fruit. （运用实物、图片等，配上动作，教学本课的新单词，。） （Put up a banana.） Whats this? - Its a banana. This is a banana. Banana, banana,香蕉，香蕉

27、apple弯又弯。 （Taste the pear.） Whats that? -Thats a pear. Pear, pear是梨子，梨子pear甜又香。 （Touch the mango.） This is a mango. Mango, mango是芒果，芒果mango甜又酸。 （Point to a peach）Thats a peach. Peach, peach是桃子，桃子peach大又鲜。 2. Stick on the word and picture cards on the board, and then read the words for several times.

28、 3. Point to the cards, repeat the words in chorus, then in groups. 4. Read one by one. 5. Listen to the tape, follow it and point to each picture as it is being read out. 6. Re-arrange the word and picture cards in random order. Post-task Activities 1.Play games（Divide the whole class into groups a

29、nd have a competition）： （分组进行嬉戏、竞赛等，复习和巩固这节课上学过的学问。同时加入竞争机制，增加教学的趣味性，提高学生的竞争意识。） Say some words,ask someone to pick out the correct words and put it on the board. Say the words and point them out. What fruit do you like? （Ask some pupils to answer and pick them out.） Teacher hides some words and the

30、 pupils guess the words. Which group is the quickest? Divide the whole class into six groups. Each group has the name of a fruit. When I say a fruits name, the whole group has to stand up and do the actions. Apple, apple, show me your book. Pear, pear, touch your arms. Peach, peach, close your eyes.

31、 Mango, mango, open your book. 2. Read the rhyme: （利用朗朗上口的rhyme巩固新知，提高学生的学习爱好。） banana,banana香蕉，香蕉banana 弯又弯， Pear,pear梨儿，梨儿pear甜又甜， Peach,peach桃子，桃子peach大又鲜， Mango,mango是芒果，芒果mango甜又香。 3. Listen and draw the fruit. Then show me your drawings and stick some better pictures on the blackboard. （利用小学生爱

32、画画的特点，熬炼和提高学生的听力和绘画实力，同时展示一些优秀的作品，使学生有成就感。） 4. Count the stars to see which group is winner. （实施评价，展示结果，刚好对教学状况进行反馈，让学生树立自信，培育合作精神。） Homework: 1. Write down the words under your drawings. 2. Say out the fruit words in English when you see some fruit. 苏教牛津版一上Good morning教学设计 教学目标： 学问实力与技能 Learn to gr

33、eet people with hello, hi, Good morning/afternoon/evening. How are you? And their answers; Learn the pronunciation and the writing of letters Aa-Hh; Know something about familiar boy names and girl names; Understand some abbreviations HB, CD、BBC. 过程与方法 With the studying strategies of Imitating and D

34、rilling, get the students to do Pair work to learn how to say hello to and greet people in English by using the teaching courseware, pictures, flashcards; Catch the others information by practicing conversations; Know the greetings well by singing English song. 情感、看法与价值观 This content is easy to unde

35、rstand and the basic greetings in English, and its the easiest to imitate and use. It can not only make the students fall interest in English, but also make them learn how to communicate with others politely; At the same time, it can make the students learn how to call the westerners and know someth

36、ing about the western cultures. 重点难点： 1、Learn the pronunciation and writing of letters AaHh and consolidate the pronouncing rules of the vowel letters A, E in English words. 2、Learn to say hello to people with hello, hi, Good morning/afternoon/evening and their answers. 3、Learn to greet people with

37、How are you? and their answers. 教学过程： Section A 创设情境，导入新课Create plots and scenes to guide the new lesson The main content of Section A is to learn to say hello to and greet to people by acting out the conversations and imitating them; Learn the pronunciation and writing of letters AaHh; Know somethi

38、ng about familiar boy names and girl names. We can adopt the Situation Guiding Method and the Audiovisual Guiding Method: The teacher can make a teaching courseware （about greeting） for the teaching, or prepare some cartoons to imitates the different voices of the people in the Cartoons to say hello

39、 to and greet each other, so the target sentences are guided Good morning/afternoon/evening, Helen！ Good morning/afternoon/evening, Alice！ Hi/Hello, Bob！ Hi/Hello, Eric！； And then the teacher communicates with the students; At last get the students to communicate with each other. 自读感知，整体把握Pre-read t

40、o apperceive and grasp the whole Section A is designed by three steps. In 1a-1b, get the students to learn to say hello to and greet others by practicing conversations and know some cartoons well; In 2a-3, get the students to learn the pronunciation and writing of letters Aa-Hh and pay attention to

41、the orders of strokes and formats, and get them to apperceive the pronouncing characters of letters A and E and conclude their pronouncing rules; In 4a-4c, get them to grasp the familiar English names and consolidate the greetings. 合作沟通，解读探究Cooperate and intercourse to unscramble and research The ma

42、in content in Section A is to learn the target language: Hi/Hello, Bob！ Hi/Hello, Eric！ Good morning/afternoon/evening, Helen！ Good morning/afternoon/evening, Alice！ 【Intercourse】The teacher communicates with the students in class first: （Say hello to the students）Hello, ！ （Get the students to answe

43、r）Hello, 。！ （Say hello to the students）Hi, ！ （Get the students to answer）Hi, 。！ （Say hello to the students）Good morning/afternoon/evening, ！ （Get the students to answer）Good morning/afternoon/evening, ！ 【Experiences】After the students grasp the target sentences, the teacher projects the courseware （

44、about greeting） or shows some cartoons and imitates different voices of the people in the cartoons （or play the tape） to say hello to and greet each other: Good morning/afternoon/evening, Helen！ Good morning/afternoon/evening, Alice！ Hi/Hello, Bob！ Hi/Hello, Eric！； The students listen carefully while watching and grasp the p