Lesson 1公开课教学设计模版

Unit6 Let’s sing!

Period 1 Vocabulary, Target and Chant

一、教学目标

1.认知目标:

(1 )能够听,说,认读can, read, sing, fly, swim和cook.

(2)能够听,说,认读句子Can you read? Yes, I can. What about you? No, I can’t. But I can fly.

(3))能够听懂,演唱歌曲Can you draw?

2.能力目标:

(1)通过学习能运用Ca n you …? Yes, I can. What about you? No, I can’t. But I can ….

.进行交际活动。

(2)通过学习,使学生能听懂与Target部分难易程度相当的听力材料,并能回答老师提出的问题。

(3)能表演歌谣。

3.情感态度目标:

(1)激发和保持学生学习英语的动机,实现“趣能”两得。

(2)在生生交流和小组合作交流中,培养孩子合作意识和合作精神。

二、重点难点: can, read, sing, fly, swim, cook . 和句型Can you read? Yes, I can. What about you? No, I can’t. But I can fly.

三、教学过程:

Step1 Warming up and review

(1)Free talk

T: Hello, boys and girls! S: Hello. Miss Wu. Show them some pictures and ask: What’s this? It’s a cat….. T: Is this a dog? OK. Let’s chant.

【设计意图:通过快速提问学生问题,使教师与学生之间进行交流,消除学生的紧张的心理,并复习以前学过的如何询问别人的姓名和年龄等知识,为下面的韵律诗作铺垫。】

(2)Let’s chant

Is this a dog? Is this a dog?

Ruff, ruff. Ruff. Ruff.

It’s a dog!

Is this a cat? Is this a cat?

Meow, meow. Meow, meow.

It’s a cat.

【设计意图:通过歌谣复习以前学过的动物名称,让学生唱、做、演进行律动,活跃气氛,将学生带进轻松愉快的学习氛围。】

Step2. Presentation:

1.(让一位学生戴上动物的头饰) 老师边做动作边引导学生问:Dog. Dog, can you sing? Teach: can and sing.

引导戴头饰的学生回答:Yes, I can.

【设计意图:.通过学生生动的扮演教授新单词和句型,学生容易理解和接受。】

Teacher asks another student: Lucy, can you sing? S:Yes, I can.引导学生问: All the students ask me: Miss Wu , can you sing? T: Yes, I can.

2.(让一位学生戴上Gogo的头饰) 老师边做动作边引导学生问:Gogo. Gogo, can you cook? Gogo: No, I can’t. But I can fly.

Teach: can’t , cook and fly.

Ask a student to come here and ask: Hello. What’s your name? H ow old are you?

S; I’m Lily . I’m ten.

T: Lily, can you fly?

S: No, I can’t. But I can cook.

T: Good girl.

3.Wow. You did a good job. I have something to show you. Please look at the screen. (出示孙杨的照片)Who’s he? S: He’s Sun Yang.

T: Can he swim? S: Yes, he can. Learn: swim

4.(出示蔡依琳的照片)Who’s she? S: He’s Cai Yilin.

T: Can Cai Yilin sing? S: Yes, she can. Learn: sing

5.Ask a student . T: Sun Yang can swim. Cai Yilin can sing. What about you? 老师边做动作边引导学生回答:

S: No, I can’t. But I can read and dra w. Learn: read and draw.

【设计意图:这种问答存在真实的“信息差”学生对了解著名人物的真实情况十分感兴趣,当教师反过来询问他们能够做什么时,他们对信息交流的关注超过了对句型的关注,而这正是让学生在不知不觉中掌握知识,发展语言的好时机。】

Step3. Practice:

1.Play a game: A: listen and do. B: Listen and pat.

【设计意图:通过比赛、游戏,既能强化学生对新知识的理解和运用,又有利于形成宽松活泼的课堂氛围,激发和保持学生英语学习的动机,实现“趣能”两得。】

2.Listen and numberP42 Practice1

3.Pair work. 学生拉着图片问同伴Can you…? 对方回答Yes, I can.(What about you?) 或No, I can’t. But I can ….

Step 4: Consolidation:

Chant:1. Listen and chant

Can you draw?

Can you fly? No, I can’t.

Can you cook? No, I can’t.

Can you draw? Yes, I can. I can draw.

2. Make a new chan t

【设计意图:动感的韵律、简易的歌词、都充分激发了学生的参与欲望。并能巩固本节课所学的知识。】

Step 5: Extension发给每位学生一张调查表,询问同学是否能够做什么,对全班同学作一个微型调查,然后把调查结果向同学汇报。

【设计意图:这个活动既锻炼了学生的语言交际能力,培养了学生之间的合作精神,也较好地体现了学科整合。对学生来说,这是他们感兴趣而且通过努力能完成的任务。】

Step 6: Homework:

1.Read the new words and sentences for five times.

2. Make sentences with the new words.