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Module6 Unit1 That snake is long

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Module6 Unit1 That snake is long

* 来源 : 城阳区天泰城学校 * 作者 : admin * 发表时间 : 2013-03-21 * 浏览 : 43
教学背景
1.面向学生:小学一年级         2.学科:英语
3.课时:第一课时新授课新语言教学的任务教学      
4.学生课前准备:
(1)复习以前学习过的,有关于动物的单词;
(2)预习新课;
教学过程
教学步骤
教师活动
学生活动
教学活动观察
Warm-up
1.        Greeting:
Hello, boys and girls!
How are you?
 
I’m fine, too. Thank you.
2.         Sing a song.
I’m happy today, are you happy?
Now, let’s enjoy the song. <OLD MACDONALD>
3. Sharp eyes.
Good job, boys and girls.
Last time, we see many animals. Now,  let’s sharp our eyes, OK?
Ready?
Show some words, including bird \panda\pig\ cow\ chicken
Wonderful, you get sharp eyes!
 
1.
 Hello, Miss Lv.
I’m fine. Thank you. And you?
 
2.
 Yes.
 
OK. Sing the song <OLD MACDONALD>
3.
 
 
 
OK.
Go!
Say the words when they appear.
 
 
 
 
 
营造了活跃轻松的气氛,调整了学生情绪,引导了学生注意力,也为新课教学作了必要的准备。
 
 
sharp eyes部分,学生们积极地情绪被调动起来,练习了动物,为本节课学习动物做好基础。
Step2
Presentation
1. Do you like animals?
What kind of animals do you like?
2①Today, our friends ? (PPT shows Lingling and Amy) are going to the zoo (PPT shows zoo).  板书zoo.
Show kinds of zoo and ask “What’s this?”
② In the zoo, there are many animals. Look, what’s this? Wow, it’s a snake. 板书snake.
Ask some students to act and say.
③. Now, let’s listen and find other animals in the zoo, OK?
Who finds the other animals?
板书giraffe\elephant\lion
④. Well done, boys and girls.
 Now, look at the picture. There are two ?
What’s the difference?
板书long  short
That snake is ?
That snake is ?
⑤Look, what’s this?
What are they ?
The giraffes are?  板书tall
⑥Listen, what’s this?
The elephant is very ?
板书big
⑦ And listen, what’s this?
2Listen and circle “long/ short/ tall/ big”
3 Listen, repeat and imitate.
 
Yes.
Bird\cat\rabbit\monkey…
 
Lingling and Amy
 
 
 
It’s a zoo.
 
 
 
 
Act “snake”
 
Listen and find other animals.
giraffe\elephant\lion
 
 
 
snakes
One is long and one is short.
long
short
It’s a giraffe.
They are giraffes.
tall
It’s an elephant.
big
 
It’s a lion
 
学生们开始将思维聚焦动物
 
 
 
 
 
 
 
 
 
 
 
表演使学生将说和做结合起来,在轻松愉快的氛围中学习英语。学生们手舞足蹈的学着小动物的样子,边做边说,乐在其中。
 
 
 
 
 
 
 
 
 
 
 
 
听和猜使学生通过听力激活已有图式,并利用已知知识去解决问题。
 
听一听,圈一圈,在听力中锻炼了学生认读能力。
小学生擅长模仿,在示范和指导的基础上进行模仿是学习语音的有效手段。
Step3
practice
 
1. ① Show two rulers.
Practice “long”、”short”
② Pair work: show me your pencil, compare it with your partner.
2. ① Show a picture of myself and a student.
Practice “tall”、”short”
② Pair work: Ask students to stand up and compare their height.
3. ①Show pictures and practice “long, short, tall, big”
② Let’s chant.
The snake is long.
The snake is short.
The giraffe is tall.
The elephant is fat.
The panda is fat.
The dog is little.
 
This ruler is long.
This ruler is short.
This pencil is long.
This pencil is short.
 
I’m tall.
I’m short.
 
I’m tall.
I’m short.
 
Look at the pictures and say “The …is…”
chant
 
  
 
教师走到同学之中,与同学一起练习,拉近了师生之间的关系,大大激发了学生的学习积极性,而且利用学生对知识的认知,使其发散性和定向性思维得到锻炼。
 
 
按照由浅入深的原则,让学生由根据提示的语句练习说逐步过度到自己说。由辅助完成逐步到独立完成。大部分学生都能拍手说唱。
 
 
 
Step4
Summary
 
1.Today, we follow Amy and Lingling to the zoo. What have you learnt today?
 
 
 
 
 
 
2. If you go to the zoo, what kind of animals do you want to see?
We know, animals are our friends, we should love them and protect them.
 
 
zoo/snake/giraffe/elephant/lion
The snake is long.
The snake is short.
The giraffe is tall.
The elephant is big.
 
monkey、elephant、panda...
通过学生自己总结来反馈本节课的掌握情况,由此再由教师进行补充总结,学生清楚了本节课的系统知识。
 
 
 
 
 
渗透学生环境保护的意识,学生也懂得了要爱护动物。
 
 
 
 
 
 
 
Step5
Homework
 
1. Listen to the radio twice and try to imitate.
2. Introduce the animals to your family.
 
Homework 1 is for every student.
Homework 2 is for the students who have mastered it.
学生根据自己的层次选择相应的作业,保护了学生的学习兴趣和学习积极性。
板书设计
 
 
Module 6 Unit 1 That snake is long.
That  snake  is  long.         Tips:                         
The  giraffe  is  tall.          zoo
The  elephant  is  big.         very
  lion                   
 
教学反思
本节课的教学内容安排得比较得当,学生学习动物的单词,并通过观察运用所学的形容词描述动物的特征。在文本中教授新单词和句子,让学生更清楚课文的整体脉络,保证了故事的完整性。在图片、声音、肢体语言呈现的语境下把新的语言知识、能力和语用功能示范给学生,为后面学生独自运用知识打好基础。在教学中,请学生就身边事物、人物进行练习,提高了学生兴趣,有效的练习了所学知识。评价语言的使用,让学生学会在评价他人的同时进行聆听观察、分析反思、组织表达,从而加深学生的体验,促进良好思维品质的形成。
 我认为针对一年级学生认知特点,在课程教学中呈现一部分新知识,讲解一部分新知识;然后再呈现一部分新知识,再讲解这部分新知识,降低了课文的难度,学生易理解接受。例子的引入可以是老师带着学生理解,但还是应该将学习的主动权还给学生。使老师的“导”和学生的自主有机的结合。