Part A B教学实录与评析

We can do it!

教材：朗文教材一年级上册

教学内容：Unit 5

We can do it! 学情分析：

一年级学生已对英语学习有了初步的认识和感知，单词量较小，能用简单的句型进行交际对话。对于一年级的孩子，需要在课堂中学习掌握一些英语学科学习的方法和习惯，为以后的英语学习奠定基础。一年级孩子喜欢在游戏和场景应用中学习语言。

一教学目标

（一）

知识目标

1、

单词：听说六个动词

skip,read,climb,swim,draw,write。

2、

句型：I can…/I can’t…

（二）

能力目标

1、

培养学生听音正音的习惯和能力

2、

将新学语言知识应用于语言场景中，表达信息，彼此交流的能力。

3、

培养学生初步的英文思维能力。

（三）

情感目标

1、

用童趣活跃的教学方式激发学生对英语学习的兴趣。

2、

关注后进学生，培养其对英语学习的信心。

二、教学重点

1、

六个动词的正确发音及应用

2、

如何应用句型准确地表达自己想要表达的信息，达到交流的目的。

三、教学难点

1、

通过对照发音，比对口型，正音的能力培养。

2、

单词及句型在语境中的应用。

四、教学准备

1、

单词卡片、动物头饰、跳绳、磁铁、口哨

五、教学过程

（一）Warm up:

Create a situation: The teacher pretend to be a PE teacher.In the morning, we do morning exercises together in the classroom.

设计目的: 设计早操真实场景，为今天的教学内容作铺垫，并使教学内容贯穿在一个完整的场景中，学习并应用。

（二）

Main body: Presentation: The teacher acts as a PE teacher , show the Ss some ropes,skip in the classroom.Then ask Ss : “ Do you want to skip?” Ss: “ Yes!”

通过在体育课中学生跳绳的情景设计呈现新词，便于学生理解并激发其参与的热情。

Practise reading “skip”.Read after the teacher.

Distinguish “skip” from “ skep” Listen to the teacher’s pronunciation and judge if it is correct. 通过对老师的发音辨析，纠正自己的发音，并培养听音正音的习惯。

Ask some Ss to skip and say the word. 在活动中练习单词的说，更有趣也更能激发孩子说的欲望。

Show a vedio about swimming to present the word “swim”. 用录像呈现在游泳池中游泳的情景更为直观，便于学生理解并加深印象。

Correct the pronunciation: distinguish swim form swem. A game: swim train. The teacher gives an example first : the class say: “swim swim swim…” the teacher swim in the classroom and say “Stop!”the teacher stops beside the one, he/she will follow the teacher and swim together. 设计意图:小游戏吸引学生参与其中，在游戏中练习语言，练习的参与面广积极性高。

Show a ladder,the teacher climbs on it and present “climb”

Correct the pronuncitation: distinguish climb from cli . Ask some Ss to Practise the pronunciation and climb the ladder. A game : (skip\swim\climb) I say you do :The teacher says “skip skip…”Ss skip together. The teacher says “ Stop!”

the Ss should stop skipping.If you move you sit down. Read the three words after the E-book. 新知学习的小结复习，先在游戏中进行听并回应动作的练习，再进入第二层次的说的朗读练习

Teacher changes to be pretend a Chinese teacher ,pretend to read. 变换场景，从体育课变为语文课，给新单词模拟语境，增加趣味性，并加深对单词的理解和记忆。

Correct the pronunciation :distinguish “read” from “red”

Draw flower on the Bb,repeat the word “draw”while I am drawing,then say “draw a flower” draw a pen again and say the word “draw” ,then say “draw a pen”

画出各种物体，解释draw这个单词，教师解释语应先呈现出单词draw，再加以短语draw a flower避免学生将draw的含义理解为老师画的物体本身。

Emphasise the pronunciation “dr”

The teacher draws a part of something on the Bb Ss guess what it is. Ss: You draw a …

发挥学生的想象力，猜老师所画的物体，激发学生用语言的热情。将新单词放在句子You draw a…中练习，能更好地在游戏中应用新语言。

Write words on the Bb and present the word “write”

Emphasise the puronunciation “t”

S1 come to write the letters. The teacher shows the cards of letters ,the other Ss say: “Write A” S1 writes A on the blackboard. 写字母的环节较为简单，可请稍落后的孩子参与写字母，其它孩子给予指令。是每个孩子都能参与其中。

Read the six words together after the E-book. Present the sentence patterns: The teacher skips and says “I can skip.” Tie up the teacher’s legs and say “I can’t skip.”

用绳子捆绑住老师，形象地为学生呈现了新句型中的语言点can/can’t . Practise can/can’t after the teacher. Pay attention to correct the pronunciation of can’t.

A list

The card of swim I can swim.

I can’t swim.

Ask Ss to tell if they can or can’t swim. 与生活相结合，用表格统计的方式，增强学生练习新句型并表达的愿望。

A game: ask a student to close his eyes .The other Ss read the teacher’s lip-reading and say the word. The student judges if he can do it. For example: T: read

Ss: read

S1: I can’t read. T: skip Ss: skip S1: I can skip The same way to pracitse the other words.(tie up their legs or hands…) (在游戏真实的场景中，练习句型，学生积极性更高，句型的应用也更有效) Create a situation of competition: The teacher gives an example first: T: Who can skip? Ss: I can skip. Two Ss skip together. The one who wins the teacher says “Very good!”

,then give them the award. Ask Ss to create their

own competition in groups . S1: Who can draw? S2/S3..: I can draw. S2/S3 come to draw. S1 judge the pictures and tell to the winner “Very good!”

Give the award. S2:Thank you ! (本环节是本课单词句型的综合运用，是能力的提升，在创设的真实语境中，学生进行语言应用，达到语言交际的目的，初步培养学生的英文思维能力) Practise in groups and ask some groups to give a show. （四）Homework: Listen to part A and repeat threetimes, try to act the competition with your group partners.

板书设计：

Unit 5

We can do it ! Word cards:

Skip

read swim draw climb write

The evalutation column

I can…

I can’t…

Swim I can swim. card

I can’t swim.

思考和感悟：本课是单词与句型的新课教授，是第一课时。单词和句型的理解和听说是重点，在实际语境中应用语言是难点。通过用体育课和语文课的真实场景设置，使学生兴趣浓厚，对语言所使用的语境环境熟知，并能准确使用这些语言进行游戏和对话交际。在最后这个拓

展环节中，只有部分学生能展示自己。可在下节课中，请未展示到的学生进行展示。