逍遥右脑 2013-06-24 15:37
小学英语 课程教案
周 次
第三周
课次
1
授课课题
Unit 2 At a party内容
B. Look read and learn C. Ask and answer.目的和要求1. 能听得懂、会说、会读和会拼写单词grandfather, grandother, father, other, brother, sister. 2. 能正确运用nose, outh, head, ear等词汇，描述人的外貌特征, 培养学生实际运用英语进行交流的能力和乐于与人交流、合作的个性。 3. 能结合已学词汇,正确地听、说、读、写和运用句型 He’s/She’s y… 4. 能正确地听、说和读日常交际用语Who’s the…with…?教学重点及难点1. 能正确地听、说、读、写单词grandfather, grandother, father, other, brother, sister. 2. 能正确地听、说、读、写句型 He’s/She’s y… 3. 能正确地听、说和读日常交际用语Who’s the…with…?教学方法及手段通过图片，让学生初步了解五官的说法学法指导指导学生了解五官的说法。集体备课
个性化修改
预习
B部分单词教
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Step One: Waring-upT: Boys and girls, are you ready for English class? First let’s sing a song. Ps: Sing the song “Who’s that girl?” ：此处配一动画闪动着的不同的男孩和女孩的照片。歌曲结束，出现有明显特征的男孩和女孩的背影照片。 Step Tw Presentation1. 教授生词：outh, nose, head, ear及句型Who’s the … with…? He’s/She’s…复习已学单词：hair, eyeT: Boys and girls, look! That’s a girl. She has long hair. This is a boy. 引导学生说：He has short hair. 师对比教单词hair及词组long hair, short hair. T: Who’s the boy? Who’s the girl? Let’s guess. Here’s soe inforation for you. The girl has a sall outh and a big nose. ：显示一张嘴巴和一个鼻子。师教授单词outh和nose，并要求学生拼读这两个单词。师做手势教短语：big outh, sall outh, big nose, sall nose. T: OK. The girl has a sall outh and a big nose. Who’s she? ：显示几位具有不同特征的女孩照片，人物下方配有姓名。 P1: She is Ann. T: Yes, Ann’s outh is sall. But who’s the girl with big outh? P2: She’s Yang Ling. T: Yes, you’re right. (师指着男孩的背影)Who’s the boy? Oh, he has a big head and two sall ears. ：显示一个头和一只耳朵。师教授单词head和ear，并要求学生拼读。师做手势教短语：big head, sall head, big ear, sall ear, two big ears, two sall ears. T: Who’s the boy? Guess, please. ：显示几位具有不同特征的男孩照片，人物下方配有姓名。 P3: He is To. T: Yes, he’s To. Look, there are five boys here. They’re To, David,… 师带领学生熟悉上的人物和名字，然后人物下方的名字消失。 T：Who’s the boy with sall eyes?（出示该句型，划线部分用不同颜色） P4: He’s David. P5: He’s Ben. T: Who’s right? Let’s have a look. Oh, he’s Ben. 师教授句型：Who’s the ... with …? He’s/ She’s … 并将with重点教，用学生做模特，作一些替换练习，如：the boy with big eyes, the girl with long hair, … ：将一些有明显特征的明星的照片展示给学生，操练句型：Who’s the ... with …? He’s/ She’s … T: Now, look at these photos. Who’s the woan with big eyes? P6: She’s Zhao Wei. T: Who can ask e? P7: Who’s the an with sall eyes? T: He’s Feng Gong. Now you ask and answer in pairs with these photos. 教师要求学生利用提供的照片，用所学句型两两讨论，然后一到两组学生展示。 2. 复习巩固以前学过的家庭称谓类的单词：grandfather, grandother, father, other, brother, sister. 并进一步运用句型：Who’s the ... with …? He’s/ She’s …T：OK. The lovely girl is Ann. The lovely boy is To. They’re brother and sister. ：出现brother和sister这两个单词，师要求学生拼读这两个单词。 T：To and Ann have a big faily. This is their faily photo. Let’s have a look. ：出现一张全家福照片。 T: The girl with sall outh is Ann. The boy with big head is To. But Who’s the woan with long hair? Perhaps she’s Ann’s other. (师操作，人物旁边出现单词other) I’ right. Who’s the an with sall ears? Ps: Perhaps he’s Ann’s father. (师操作，人物旁边出现单词father) T: Yes, you’re right. 用同样的方式呈现单词grandfather and grandother, 要求学生说出家庭称谓名称，并拼读单词。 Step Three: Practice 1、 Listen to the tape.T: You know these words, now open your books and turn to page 16. Please read after the tape. ：出示书p16页上的图和单词，学生跟读。 2、Talk about the teacher’s faily photo.T: Ann has a big faily. And I have a big faily, too. ：出示教师自己的全家福照片。 T: Look, who’s the girl with long hair? It’s e. Who are they? Do you know? Ask e, please. P8: Who’s the boy with a sall head? T: He’s y brother. 学生自由问，老师作答。也可学生间一问一答。 Step Four: Consolidation1. Talk about soe faily photos.T: Boys and girls, you have any faily photos. （指名）Show us your faily photo please. (将一学生的全家福照片放在实物投影下给大家看) T: Who’s the girl/boy with long/short hair? Wang Tong: She/He’s y sister/brother. T: Children, you ay ask her/hi soething about her/his faily. P9: Who’s the boy with big ears?(He’s y brother.) … T: Please take out your faily photos. Talk about your faily in groups. (学生四人组成一个小组，互相询问照片上的人物。然后请一小组学生到前面展示照片，回答大家的问题) P10: Who’s the woan with red outh? P11: She’s y other. … 2. Do the exercise of Part C.T: OK, we talked about our faily photos just no But what are Helen and her friend talking about? Let’s look at picture 1. ：出现C部分第一幅图并配有对话，请两个学生扮演角色，朗读一遍。然后出现第二、三、四幅图。要求学生看图完成下面的对话。 2. Who’s the _______ with _______ _______? 3. _____ the _______ with _______ _______? She’s y _________. ______ y ________. 4. ______ _____ ______ ______ ________ _______? ______ _______ ________. 请学生两两对话，检查答案。作 业
1. Listen to part B three ties.2. Copy and recite the words of part B three ties.板书设计
Unit 2 At a party
Who’s the … with …? grandfather grandotherfather other
He’s/She’s y… brother sister执行情况
与教学反思
小学英语 课程教案
周 次
第三周
课次
2
授课课题
Unit 2 At a party教学
内容
A. Read and say. D. Look and say.教学目的和要求1. 能听、说、读、写单词： friend, white. 2. 能正确地听、说、读和写句型Is that …your …? The one in the… 3. 能正确理解、掌握对话内容，能用正确的语音、语调朗读并表演对话。 4. 能正确地听、说和读日常交际用语：Nice to eet you. Which one?5. 能运用所学句型编演对话，通过合作表演培养团结协作的精神，增进师生间的情感交流。教学重点及难点1. 能听、说、读、写单词： friend, white. 2. 能正确地听、说、读和写句型Is that …your …? The one in the…; 3. 能正确理解、掌握对话内容，能用正确的语音、语调朗读并表演对话教学方法及手段通过图片，让学生初步了解五官的说法,要求会读会拼。学法指导指导学生了解五官的说法，并会读会拼。集体备课
个性化修改
预习
C、D部分句型。教
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Step One: Free talkT: Hello, I’ iss … P1: Hello, I’… T: Nice to eet you. P1: Nice to eet you, too. T: Who’s that boy with big eyes? P1: He’s… T: Now you ask and answer in pairs. Ps: Ask and answer freely. Step Tw Presentation T: Oh, he’s … (师指着屏幕) Who’s that boy with yellow hair? ：呈现人物Ben的图片。 Ps: He’s Ben. T: Yes, he’s y friend. (出示friend单词卡) Follow e, please. “Friend f-r-i-e-n-d friend”.（请一小组学生拼读单词friend） T: Ben is y good friend. （预先设置好，这时手机铃响） T: Hello, this is iss …(：出现Ben在打电话) Ben: Hello, iss … T: Oh, you’re Ben! Ben: There’s a party at hoe. Would you like to coe here? T: Great! I’ll be there. Bye-bye. (老师挂掉手机) T: Boys and girls, there’s a party. (：出现party的热闹场面)Would you like to go with e? Ps: Great! T: Let’s go. But how? Ps: By bus. T: Good idea! Let’s go there by bus. ：Flash歌曲: The wheels on the bus. 歌曲停，出现party的热闹场面。 T: We are at a party no(教授短语At a party，并贴上板书) There are so any people here. Look! Who’s the boy with big eyes? (老师用教棒指着所说的男孩) ：呈现书中对话的第二幅图。 T: Who’s the boy with big eyes? I don’t kno Let’s ask Ben.（老师引导学生一起问：Ben, who’s the boy with big eyes? ） 指名问：Ben, who’s the boy with big eyes? T: Let’s listen. : He’s y brother. T: Oh, he’s Ben’s brother. Three beautiful girls are over there. What are they wearing? ：呈现书中对话的第三幅图。师引导学生说：green dress，blue skirt，white skirt, 并拼读单词white和skirt. T: Who’s Ben’s sister? Perhaps she’s the one in the white skirt. (出示句型并板书，请一组学生朗读，并引导他们做替换练习。The one in the green dress. The one in the pink shirt. …) T: Who’s Ben’s sister? T: Which one is Ben’s sister? Let’s listen. 录音: Is that girl your sister? Which one? The one in the white skirt. Yes, she is. T: Who’s Ben’s sister? Ps: The one in the white skirt. T: Yes? Let’s ask Ben. Ben, is that girl your sister?(师教授该句型，请一些学生问该句型并板书) ：Which one? P2: The one in the white skirt. ：Yes, she is. T: I see, she’s Ben’s sister. Read after e, please. (师领学生读刚才对话中的句型，然后小组分角色读。) T: This tie you work in pairs, one acts as Ben, one acts as Ben’s friend, OK? Ps: OK.(学生两两练习这段对话后，师请一至两组学生表演) T：I see. The girl in the white skirt is Ben’s sister. But who’s Nancy’s father? Let’s have a look. ：显示D部分的第一幅图，图片下配有如下句型： 1. A: Is that an your father? B: Which one? A: The one in the purple shirt. B: Yes, he is. T: Which an is Nancy’s father? Ps: The one in the purple shirt. T: There are three pictures here. What are they talking about? Please look at the pictures and fill in the blanks. (要求学生小组内讨论，做出下列对话的答案，最后一起核对正确答案) 2. A: Is that ______ your ______? B: Which one? A: The one in the _____ _____. B: _____ , she isn’t. 3. A: Is that ______ _____ ______? B: ______ one? A: The ____ in the _____ _____. B: _____ , ____ is. 4. A: ____ that ______ _____ ______? B: ______ _____? A: The ____ ____ the _____ _____. B: _____ , ____ _____ . Step Three: Practice.1. Listen to the tape.T：You know that old woan isn’t Helen’s grandother. Helen’s grandother is at the party. Helen’s brother, ike is at the party too. He’s talking with Ben. Let’s listen. Ps: Listen to the tape. ：依次出现书中A部分对话图，并配有录音。 T: Now open your books and turn to page14. Unit 2 A. Read and Say. Follow the tape, please. The pupils read after the tape. 2. Read in roles.T: Now let’s read in roles.(师引导学生参与不同角色朗读,使学生更加熟悉课的句型) Step Four: Consolidation.1. Perfor the dialogue. T: Boys and girls, look! This is Ben’s faily. I’ Ben’s friend, ike. Hello Ben! P3: Hello! ike. T: Who’s the boy with sall eyes? P3: He’s y brother. T: Is that your sister? P3: Which one? T: The one in the red jacket. P3: Yes! She is. u, this is y friend, ike. P4: Nice to eet you, ike. T: Nice to eet you, too. (教师要求学生发挥创造力，扮演Ben一家表演对话。表现棒的小组可以每人得一个名星的人物面具。) 2. Have a party.T: Boys and girls, we will have a party here. Your faily ebers and soe faous stars are here, too. ：显示周杰伦的照片 T: Look, who’s the an with sall eyes? Ps: He’s Zhou Jielun. T: Do you like hi? Ps: Yes. T: Now, I’ Zhou Jielun. (师戴上周杰伦的头饰，指着第一组学生) 师和第一组学生做如下示范: T: Hello! I’ Zhou Jielun. What’s your nae? P5: y nae’s Wang Bing. Nice to eet you. T: Nice to eet you, too. Who’s the girl with big eyes? P5: She’s y sister, Wang Fang. She likes your songs. T: Thank you. Who’s the woan in the red dress? P5: She’s y aunt. She likes dancing. Do you like dancing? T: Yes, I do. ：显示一些大家熟悉的明星照片，给学生自由选择。 T：Now you ay choose the star you like best. Please work in groups. Ready? Go. 学生以小组为单位，综合运用已学知识进行一次情景对话。最后，师请一至两组学生表演他们的对话。作 业
1. Listen, read and perfor the dialogue of Part A. 2. Copy and recite the words: friend and white.3. Copy and use the sentences: Is that… your…? The one in the…板书设计
Unit 2 At a party Is that … your …? friend Which one? white The one in … skirt Yes, he/she is.执行情况
与教学反思
小学英语 课程教案
周 次
第三周
课次
3
授课课题
Unit 2 At a party教学
内容
E. Read and act. F. Listen and repeat.教学目的和要求1） 复习本单元所学习的家庭成员和身体部位单词及相关句型。 2） 能听得懂、会说和会读日常交际用语：We’re late for the party. Let’s hurry! 3） 了解辅音字母组合ck的发音教学重点及难点1） 能听得懂、会说和会读日常交际用语：We’re late for the party. Let’s hurry!2） 了解辅音字母组合ck的发音。教学方法及手段听录音，了解辅音字母组合ck的发音。学法指导交际法，情景教育法。集体备课
个性化修改
预习
G . Fun house教
学
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T: Boys and girls, let’s listen and do, OK? Ps: OK. T: Touch your nose, touch your outh, touch your eyes, touch your ears, touch your hair… Ps: Do the actions. Step Tw Play gaes.Gae 1: Guessing gaeT: Let’s play a guessing gae. I’ll choose six pupils here, and then I’ll cover one pupil’s eyes. We’ll ask hi “Who’s the boy with big eyes?” or “Who’s in the red coat?” He’ll guess who he/she is. (师选六名学生到讲台前，用布蒙起一位学生的眼睛，让他根据其他五个同学的特征，猜猜说的是谁？) Ps: Who’s the girl with long hair? P2: She’s Nancy. Ps: Yes, she is. P3: Who’s the boy in the blue jacket? P2: He’s Ben. Ps: No, he isn’t. … Gae 2: Look and sayT：Now please take out your photos. （出示一些学生的家庭生活照片。） Excuse e, who’s the woan with short hair? P3: She’s y aunt. T: Where’s your aunt?（师指着照片） P3: She’s a teacher. She’s at school. T: Is that woan your other? P3: Which one? T: The one in the blue skirt. P3: Yes, she is. T: Where’s she? P3: She’s at hoe.T: Now you talk about your photos with your friends. 师给学生三到四分钟讨论他们的照片, 展示一至两组。 Step Three: Presentation and Practice.：出示教师自己父亲的照片。 T：Look, this an is y father. He’s a teacher. Where’s he now? Guess, please. P4: He’s at school. T: No, he isn’t. P5: He’s at hoe. T: No, he’s at the party. ：出示父亲在聚会上的图片。 T：We will go to the party, too. What’s the tie now? P6: It’s eight thirty-four. T: Oh, we’re late for the party. Let’s hurry. 师教授这两个句子，请学生两两站起朗读，可用低、中、高音练习，增加趣味性。同时，引导他们做替换练习： We’re late for school. Let’s hurry./We’re late for class. Let’s hurry.等。 T: y father is at the party. But where’s your friend, David? Let’s have a look. ：出示David在汽车里的图。 Ps: He’s in the car. T: Where is he going? Oh, he’s going to the party with his other and sister. ：出示书中E部分对话的图。 T: What tie is it? Let’s listen! ：播放书中E部分对话，出示书中的对话。 T: What tie is it? P6: It’s six o’clock. T: They’re late for the party. Now open your books, let’s listen and repeat. Ps: Read the dialogue after the tape. Step Four: Consolidation1. Work in pairs. Ps: Read and act the dialogue in roles. 2. Work in groups.T: (指两名学生)What tie do you go to school every day? P7: Seven fifteen. T: Suppose it’s seven thirty no You’re late for school. Can you ake a new dialogue? (师在学生能较流利地朗读对话的基础上，以“上学要迟到”为内容，小组讨论，自编对话。)两名学生做示范如下： P1: Hello, … P2: Hello, … P1: Excuse e, what’s the tie? P2（看表）: It’s seven thirty. P1: Oh, we’re late for school. P2: Yes, let’s hurry. 师给学生一定的练习时间，然后进行对话表演比赛。在上出示聚会用的彩色气球以示对表演好的学生的奖励。 Step Five: Listen and repeat.：出示彩色气球，上面配有书上F部分的四个单词。 T: Boys and girls, the colourful balloons are so nice. There are soe words on the. Can you read? Try, please. Ps: Black, clock, jacket, sock. T: Can you find the sae aong the? P9: They all have “ ck ”. T: Yes. We pronounce it [k]. Here’s a sentence for you. Let’s listen and repeat. ：出示用气球和单词排在一起的句型，并播放该句录音。 Tape: His socks, jacket and clock are black. Ps: Repeat the sentence. 为增加趣味性，师要求学生用不同的声调和语气朗读该句子。作 业
1. Listen to the tape of part E and part F. 2. Write a short passage about your faily.板书设计
Unit 2 At a party We’re late for the party. Let’s hurry! black clocacket sock His socks, jacket and clock are black.执行情况
与教学反思
小学英语 课程教案
周 次
第四周
课次
4
授课课题
Unit 2 At a party教学
内容
G . Fun house教学目的和要求1、 复习本单元所学的家庭称谓和人体部位的单词。 2、 进一步掌握句型 Who’s he/she? He’s/she’s y… Is this/that…your…? Yes, he/she is. No, he/she isn’t. 3、 学习A rhye.教学重点及难点1、 复习本单元所学的家庭称谓和人体部位的单词。 2、 较熟练地运用句型Who’s he/she? He’s/she’s y… Is this/that…your…? Yes, he/she is. No, he/she isn’t. 3、 能熟练地在情景中运用本单元所学的句型和日常交际用语，并能围绕“认人”这一主题编演对话。 教学方法及手段通过听写，让学生了解五官的写法和用法学法指导指导学生会拼写职业。集体备课
个性化修改
预习
教
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Step One: Free talk.T: Hello!What’s your nae? P1: y nae is … T: Who’s the boy with a big nose? P1: He’s … T: …，Nice to eet you! P1: Nice to eet you too! Step Tw Revision.T: I have soe word cards here. You choose one fro the, then you’ll read and recite the word, OK? P1: OK! T: Wang Tong, you choose one please! Wang Tong: Grandfather, g-r-a-n-d-f-a-t-h-e-r, grandfather. T: You are right! Here is a card for you. Wang Tong: Thank you. 同样的方法将本单元的生词复习一遍。 T: Good! Now let’s play a gae: What’s issing?（师每次呈现五张词卡，从中抽出一张，请学生拼写被抽去的这张词卡的单词。） P3: Ear e-a-r ear. T: Yes, you ’re right. Here’s a card for you. P3: Thank you. （用同样的游戏复习其他的单词） Step Three: Look, read and answer.T: Boys and girls, you’ve done a good job. Now let’s listen and answer. There are four questions for you. Please listen carefully. You’ll answer the questions one by one. Questions: 1. Your father’s father. Who’s he? 2. Your father’s other. Who’s she? 3. Your father’s brother. Who’s he? 4. Your father’s sister. Who’s she? 师要求学生听问题。回答正确时，师引导全体学生说：Yes, you’re right. 回答错误时，师引导全体学生说：Sorry, you’re wrong. 利用这样的问题，一可以增加学生的学习兴趣， 又可以将本课单词再复习一遍。问题结束后，要求学生听、读Part G第2部分的对话。根据此内容，学生两两对话。如： A: He’s Li Ping’s father’s brother. Who’s he? B: He’s Wu Yan. A: Sorry, you’re wrong. B: He’s Wu Fan. A: Yes, you’re right. Step Four: Say a rhye：出示第21页Say a rhye的图片。 T: Children, look! This is John’s brother, Joe. Where’s Joe? Ps: He’s sitting on the chair. T: A rhye for you. The first tie, you just listen. The second tie, you ay read after it. ：播放rhye的录音。学生跟读结束后，显示John的阿姨在书房读书图，旁边并配有如下字： y aunt阿姨在书房
读书图
Who’s that woan over there, reading in the study? She’s y aunt, Ann. Let’s go and say “Hello”! 师引导学生朗读变换后的rhye ：变换几个不同的场景，让学生在图片提示下能够替换其中的单词，从而变成一首新儿歌. Step Five: Look and readT: Excellent. Let’s watch a funny video. ：出示书第20页的内容，同时播放上面的对话录音。 T：First you just watch and listen. Then you should read after it. ：学生跟读结束后，屏幕上句型中的一些单词消失如下。要求学生根据图示内容将其补充完整。 A：Who’s ______? B：She’s y ________. A：Is this ______ ______? B：_____, _____ is. A：_____ _____ your _____ ? B：No, _____ ______. A：_____ he? B：______ y ________. 学生将所缺的单词填好后，再一起朗读一遍。给学生一定的时间练习表演该对话。对话表演时，学生可根据自己的想法创新。作 业
1. Listen to the tape of Part G. 2. Practice the sentences and the dialogue of Part G. 3. Say a new rhye according to the rhye: y brother.板书设计
Unit 2 At a party y brother Who’s that boy over there, Sitting on the chair? He is y brother, Joe. Let’s go and say “Hello”!执行情况
与教学反思
小学英语 课程教案
周 次
第四周
课次
5
授课课题
Unit 2 At a party教学
内容
复习整个单元教学目的
和要求
1、 能按四会和三会要求掌握所学单词。2、 能运用日常交际用语，活用四会句型，进行简单的交流，并做到大胆开口，发音正确。教学重点
及难点
1、句型的听、说、读、写。2、能按四会和三会要求掌握所学单词。3、 能运用日常交际用语，活用四会句型，进行简单的交流，并做到大胆开口，发音正确。教学方法
及手段
通过练习，让学生了解五官的写法和用法，以及重要句型。学法指导
指导学生通过五官问人物。集体备课
个性化修改
预习
教
学
环
节
设
计
1、 复习本单元四会单词，听写，订正。2、 复习本单元重要句型：（1）Who’s the … with …? He’s/She’s y… （2） Is that … your …? Which one? The one in … Yes, he/she is 3、 做练习册听力部分并讲解。4、 订正练习册笔试部分。作 业
订正练习册板书设计
Unit 2 At a party（1）Who’s the … with …? He’s/She’s y… （2） Is that … your …? Which one? The one in … Yes, he/she is执行情况
与教学反思