Lesson 1教学活动设计方案

Unit 6 Growing Up Lesson 1 教学设计

教学目标

1. 能够听懂、会说

was born, started to speak, learned to walk, learned to ride a bike等短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。

2. 能够使用I … when I was … years old. 描述自己的成长经历，操练was born, started to speak, learned to walk, learned to ride a bike等短语。

3. 能够按照提示或者要求选择恰当的词语填空，补全句子。

教学重点

能够听懂、会说

was born, started to speak, learned to walk, learned to ride a bike等短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。

教学难点

能够使用I … when I was … years old.描述自己的成长经历，操练was born, started to speak, learned to walk, learned to ride a bike等短语。

教学过程

1. 热身（唱一唱）

2. 学习（学一学，练一练）

（1）单词教学

①教学went to kindergarten T: They went to the beach. They went to the Forest Stone. When did you go to the kindergarten? Look here! This is the kindergarten. Do you know the kindergarten’s meaning? Ss: 幼儿园

T: Good! Please follow me. /’kɪndəgɑ:tn/ Ss: /’kɪndəgɑ:tn/ T: Well done. When did Andy go to kindergarten? Guess! S: Andy went to kindergarten when he was ___ years old. 设计意图：在学习单词的过程中，植入本节课的重点功能句：I ____ when I was _____ years old. ②教学went to school T: When I was seven years old, I went to school. (点击课件，出现词组) went to school Ss: went to school T: When did you go to school? S: I went to school when I was ____ years old.

T: Clever! Did you like the school? S: Yes/ No! T: Why? S: Because …

设计意图：在学习词组的过程中，不露痕迹的对学生进行德育渗透。

③教学was born T: By the way, when was you born? Look here! (点击课件) The girl was born, her father was very happy. Born. Ss: born T: Was you born in 2004? S: Yes! T: When is your birthday? S: My birthday is on ____. T: When was your mother born? Do you know? S: My mother was born on ____. T: You are great! Please remember your parents’ birthdays.

④教学started to speak T: Look at the picture. What did the baby say? Ss: Mama T: When did you start to speak? S: I started to speak when I was one year old. T: Wonderful. What about you? S: I started to speak when I …

T: Super! ⑤教学learned to walk T: Look at the picture. (点击课件) What’s the baby doing? Ss: 学习走路

T: He is learning to walk. When did he learn to walk? Guess! S: He learned to walk when he was __ years old. 设计意图：在猜的活动中，让学生在不知不觉之中操练了词组，巩固了功能句。

T: Good! Who helped you learn to walk? S: …

T: We should say “Thank you” to them. Yes?

S: Yes! ⑥教学learned to ride a bike T: Who is the girl? S: She is ___.

T: She is Lily. Lily likes riding a bike. When did she learn to ride a bike? Guess! S: She learned to ride a bike when she was ___ years old. T: Maybe you are right. We’ll know. Can you ride a bike?

S: Yes. T: When did you learn to ride a bike? S: I learned to ride a bike when I was ____ years old. T: You are great! I learned to ride a bike when I was ten years old. ⑦教学learned to swim T: Can you guess who is he? S: He is ____. T: Yes, he is Binbin. What’s Binbin doing?

S: He is swimming. T: When did he learn to swim? S: He learned to swim when he was ____ years old. T: Can you swim? S: Yes! T: When did you learn to swim? S: I learned to swim when I was _____ years old. T: Look at the pictures. Please talk about yourself. Work in 2. 学生两人一组练习，班内展示，及时评价。

（2）Let’s write T: Look here. Who can read the sentence? 学生读句子。

T: Good! Can you finish the sentence according your growing –up story? Ss: Yes! 学生做练习，班内展示，及时评价。

（3）Homework 1. Read P68. 2. Tell us one of your growing-up stories. 3. Write a short passage about your growing-up stories. 设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩子根据自己的学习能力选作，真正实现了以生为主。