C教案和学案内容

第六课时

B. Start to read; Let’s check; Let’

s sing. C. Story time

1. 能够听懂、会说、认读本单元重点单词。

2. 能够听懂故事,并表演。

3. 能够会唱歌曲one, two, three, four, five。

4. 能够完成阅读、判断等活动,正确理解、认读本单元重点句式。

1.重点:

能够听懂、会说、认读本单元重点单词。

能够完成阅读、判断等活动,正确理解、认读本单元重点句式。

2. 难点:

能够在具体的情境中正确使用本单元的重点句式。

1. 多媒体课件、录音机、磁带

2. 故事中两个主要人物的头饰、数字卡片

Step 1 Warm up

Chant: How many do you have? 先播放,再和学生齐唱。

Teacher: Boys and girls, let’s chant. Listen to the chant first. Then let’s chant together.

设计意图:以韵句进行热身,可以营造良好的英语学习氛围,激发学生的学习兴趣。此韵句为上一课时学习到的内容,既可以复习已知知识,也可以为之后的学习环节做好知识上的准备。

Step 2 Lead in

1. 随机展示数字1—20,学生快速读出数字。先出示阿拉伯数字,再出示英语单词。Teacher:I’ll show you the numbers. Please read them one by one.

2. 口算比赛。

Teacher:Let’s have a race. I tell you the number. You say the answer. What is three and ten? What is eleven and five? What is two times five? What is four times four?

设计意图:先带领学生复习数字的读法,然后同学生进行加法及乘法比赛,这种活动与本课时所学的故事相关,同时也复习了上课时的重要内容。

Step 3 Presentation

1. 播放故事视频,学生认真观察。

Teacher: Zoom and Zip have a race, too. What do they do? Let’s watch the story. They have a race about apples. Who won? Who is number one? Yes, Zip won.

设计意图:由比赛这一话题串接起上一环节与故事。让学生自然接受的同时,产生阅读的欲望。这个故事语句简单,学生理解起来非常容易。通过简单提问,让学生明白won的意思。2. 再次播放故事,认真跟读,感受发音。

Teacher: Let’s watch the story again. Follow it, please.

3. 再次播放故事,通过与学生交流,使其理解故事的内容。

Teacher: What does Zoom see? Yes, he sees many apples. What does he want to do? He wants to have a race with Zip. Does Zip want to have a race, too? Yes. Zip thinks it’s a good idea. How

many apples does Zoom have? He has only three. How many apples does Zip have? Zip has seventeen apples. Who won? Zip won.

设计意图:通过跟读,确保学生能够正确朗读故事。通过针对课文内容的交流,使学生一方面理解课文内容,另一方面理解了故事中陌生词汇的含义,并能够初步感受其用法。

Step 4 Practice

1 分角色读课文,之后,再分角色表演课文。

Teacher: Let’s read the story. Boys will be Zoom. Girls can be Zip. Let’s read it.

Teacher: Now, let’s try to act the story out. Who wants to be Zoom? Who can play Zip?

设计意图:通过分角色朗读,使学生能够朗读故事,再通过表演,使学生能够真正理解故事内容,并能够正确表演故事。

2. 完成Listen and number练习。

Teacher: You know numbers well. Let’s do something about the numbers. Let’s listen and number. You will hear six numbers. Please put the six words in order according to the number you hear.

设计意图:完成听音排序活动,检验学生能否可以听懂并能认读数字单词。

3. 完成Start to read部分活动。

Teacher:You are better than Zoom. Zoom has a flower. He watches it everyday. What did he see? Look at the pictures and the sentences. OH, poor Zoom! They are in wrong order. Please match the picture and the sentence. Then read them loudly.

这一活动是对学生的数字知识的全面检查。学生先要数一数图片中花朵的数量,确切真正这个数量的英语表达方式,然后还要在左边的观察日记中,找到匹配的英语数字单词。最后,还需要把这些句子读出来。一个活动考查了他们能否听懂、会说、会认读重点词汇。

4. 完成Let’s check部分的听音判断练习。

Teacher:How many flowers do you have? That’s Zoom’s question. Can you answer it? Now listen and tick. Look at the pictures. You can see the thing and the number. Listen, if the number is right, please tick.

Teacher: Now, please show your answer.

设计意图:本活动检验学生能否听懂本单元的重点句式。

5. 两人小组活动,询问同桌拥有的物品的数量。

Teacher: Do you have any balls? How many balls do you have? How many cars do you have? How many caps do you have? How many crayons do you have?

Teacher: Do a pair work. Ask and answer.

Teacher: Now please show your dialogue. Let’s find the best pair.

设计意图:通过两人小组问答活动,使学生能够较真实地运用所学知识表达自己的想法,真正提高他们的口语表达能力。

Step 5 Summary

播放歌曲One, two, three, four, five. 讨论歌曲内容,学生跟唱。然后练唱,展示歌曲。Teacher:Let’s listen to a song about numbers.

Teacher: What did I catch? I caught a fish. The fish is alive. I catch a fish alive. I caught a fish alive. Then what did I do? I let it go. I put it in the water. It swims away. Why did I let it go? Because the fish bit my finger. (出示图片,或用肢体语言来展示)Which finger? This little finger on the right hand.

Teacher: Read the song after me, please.

Teacher: Listen to the song again. Sing with it this time.

Teacher: Now who wants to show the song? You can do some actions when you sing the song. 设计意图:通过听、学、唱、表演几个层次的活动,保证学生能基本理解歌词的褒义,并能够会唱歌曲,并在演唱歌曲的同时总结本课时、本单元所学的重点内容。