Unit 5 Fruit公开课教学设计模版

《牛津小学英语》1A

Unit 5 Fruit

金水区经三路小学

曹曦文

【教学目标】：

1．知识目标：通过课堂学习能让学生掌握六个常用水果单词的认读，并能在语言情境中理解词义。

2．能力目标: 通过课堂学习操练，让学生能在实际生活中使用本节课学习的水果单词，并能用英语表达出

喜好。

3．情感目标：通过多种活动形式，激发学生在课堂上敢于开口，乐于感知并积极尝试使用英语。

4．策略目标：通过设置小组学习任务，发展学生个性，培养学生创新意识及合作学习意识。

【教学重点】：

词汇: apple, pear, lemon, peach, melon, orange 句子：What is this? It is a/an …

【教学难点】：

单词pear, melon和orange 中元音的发音,以及pear/peach和melon/lemon的认读区分；。

【教具准备】：

教具：图片、词卡、实物、ppt课件、拼词卡片。

学具：课本，A2彩纸和小图贴。

【教学过程设计】

Step 1：Warm-up

Sing the greeting song ready for class.

T: The class is beginning, up and down…Good morning my children. SS:(起立，坐下)... Good morning Dear Miss Cao. 【设计意图】：教师通过自创歌曲，来培养学生常规课堂形态。体现低年级英语课堂特色，并能很快将学生带入课堂。

Step 2: Lead in Look at the blackboard. T: What is this? Ss: Tree. T: Yes, you are right! It is a tree 板书

It is…

T：Now, We are going to watch a video, and tell me what’s on the tree. Ss: ok! 教师播放视频

T: According to this flash, what can you see? Ss: 苹果（apple）/I can see (an) apple. T：Good answer. As we can see the apple grows on the tree. Do you know what do they grow on?(出示其他水果卡片) Will you please help me to put them on the board? Who can? Ss: I can. 学生将其他水果卡片贴在黑板的正确位置。

【设计意图】: 任务型教学的导入方法，目的是让学生明确本课学习内容及学习目的，通过图片观察可增强学生对新知识的感性认识，有利于学生理解。

Step 3: Presentation

1、Look at the tree. (1). T: What a nice tree. There are so many fruits on the tree. Do you like to eat fruits?

Ss:Yes! T: Me too. I like this fruit very much. What is this？

Ss: apple

T: Bingo. It is an apple. 板书apple，并语音操练，特别是元音字母a的发音

Ss read after the teacher。

(2). T : Look at me and listen to me.

(Apple, apple

/

An apple

/

It is an apple.) T: Can you do this like me? Ss: Yes! T: Show me your apple card. Ready go! 整体操练；男女生操练

【设计意图】

：因为apple这个单词在生活中接触较多，所以以chant形式教学此单词，不仅可以快速导入还可以锻炼学生语言组织能力，为接下来的教学环节创设最大限度的想象空间。

2、出示橘子卡片/实物

(1).T: Is this an apple? Ss: No!

T: It is an orange. 板书orange, 并语音操练。

Ss read after me T: Show me your orange card. Let’s do it together. (Orange orange

/

An orange

/

It is an orange.) 小组操练；整体操练

【设计意图】：通过包含apple的chant操练，学生可以将orange等水果单词替换操练。

(2). T：Here are some oranges in my dish. They are so sweet. Do you want to taste?

Ss: Yes！

T: You can taste it but you must say the sentence as soon as possible, like: ( orange, orange

It is an orange. ) Who can? Ss: I can. S1: orange

It is an orange. T: You did a good job. Here you are S1: Thank you. S2…S3…

【设计意图】：避免学生在上一环节的整体操练中有混淆视听的出现，教师应注意课堂上的发音反馈,有效提高学生学习主动性。

3、教师在橘子果盘中放入几个柠檬，引出单词lemon T: Is this an orange? S1:No! 太酸了！

T: Look at her/ him. Do you think this is an orange? Ss通过S1的表情可知不是橘子。Ss: No! T: So, what is this? S1/Ss : 柠檬

T: That’s it. It is a lemon.

板书lemon，并语音教学。特别是元音字母e的发音。

T：I can see one lemon, and we can say ( a ) lemon. 板书a 在单词lemon 前. 小火车操练单词lemon，引出

( Lemon lemon，go go go )口号

趣味认知单词lemon。

【设计意图】通过实物教学的导入，自然过渡到单词新授，来保持学生学习的积极性。

4、PPT呈现字母l和m调换

T: The lemon want to show a magic. What happened if these two letters switched? Does it read lemon? Ss：(尝试发音）

教师根据学生认知情况给出单词中每个字母的发音，如：

T：m/m/

e/e/

l/l/

on /

/ Who can read this new word correctly? 教师引导正确发音

T: melon. Read after me.

Ss: melon T: Let’s practice ‘melon’ with blow the balloon(吹气球)

Ss play with me. T: You are super! But what fruit will be? (What is melon?) Ss…

T: The melon is bigger than apple, orange and also lemon. Ss/S1: 瓜

板书melon。传递道具瓜操练单词melon，并引出( melon, melon / cool cool cool ) 【设计意图】：一年级小学生通过字母互换法记忆两个单词，简单有效。

5、操练单词lemon和melon T: Ok, children. Now These two fruits are going to have a competition. Let’s have a look who is winner? Ss：欢呼

（PPT显示赛道,比赛时，学生大喊自己组所选的水果加油打气）

T: Oh, lemon is winner. OT, let’s say: lemon lemon go go go ----Play one time 【设计意图】通过创设的比赛紧张激烈的气氛，反复操练lemon 和

melon两个容易混淆的单词。学生在学中玩，玩中学，来区别单词的发音。

6、Show a box and sing a song 《what is in my busy box?》

T: It is a fruit. Sun Wunkong likes to eat it. What is this? S1: 桃子

T: Bingo, It is a peach. 儿歌套用再次强化输出单词（

Peach peach / I can see. Peach peach / for you and me.）

板书

peach，并语音教学单词peach. 特别是字母ea的发音。

竖着出示卡片，站起来读；横向卡片，坐着读；侧放，面向窗户读。

【设计意图】：通过教师自编歌曲的方式来适当调整教学课堂，并用学生学过的儿歌学习新单词，自然衔接。

7、Repeat step 6 to teach ‘Pear’

T: what is this? Is it a peach? Ss: No.梨

T: You are so smart. It is a pear. 板书pear，语音教学单词，特别字母组合ear的发音

通过学习单词pear，让学生自己套用( Pear pear / I can see. Pear pear / For you and me ) 【设计意图】：同时学习peach与pear，让两个容易混淆的单词通过读各自读音规律，歌谣等形式有效提高区分度，认知两者的音、形、义。学生通过“闻、摸、尝、看”这一系列亲身体验活动学习了6个水果

单词，充分调动身体各部分的感官，有效激发起好奇心、探索欲与学习兴趣，在积极参与过程中取得良好的学习效果。 Step 4. Practice 1. T: What is this? Ss: Apple T: We can say like that: It is an apple. Ss: Repeat T: What is this? Ss: It is an/a orange / lemon / melon / peach and pear. 【设计意图】：能够结合所学的单词，听懂本节课重点句型What is this? 并用It is a/an…

回答,其次学生通过老师引导提示能够理解并听懂一般疑问句Is this a/an…

可以用yes/no回答,这不仅扩展学生的运用能力也为下节课的句型学习做铺垫。

2.Puzzle Game. 教师读单词首字母发音，如：a a a /æ/ /æ/.让学生根据首字母发音找出单词---apple快速拼在一起，展出并陈述：It is an apple.教师在每一轮记录出No.1， No.2,No.3课后进行奖励，直到本课时所有的单词

：orange，lemon， melon, pear和 peach全部训练一遍。

【设计意图】:教师将每个单词的元音字母读出，让学生通过听音辩音找单词，分组进行match，考察学生对单词音、形的掌握程度，从而帮助老师正确评价课程。

Step 5. Consolidation and extension(巩固与扩展)

设计小组的Mind Map

Drink

【设计意图】：让学生利用puzzle game制作自己的小小调查图。即:将所学过的水果以饮品为主线找到里面所包含的味道，并将相关水果与饮品相结合并找到此水果单词。本环节通过生生合作，师生合作，真正最大限度地体现我校英语“做中学，学中做”的理念，打造快乐课堂。

Step6. Home Work **Listen and read these words of this lesson. ***Carry on your group work for the rest of lesson, and make a survey about fruits.

【设计意图】：巩固复习整堂课的重点单词及句型，通过描绘图画，让学生自主归纳整理已学知识，培养学生学习英语的兴趣，达到自主学，快乐学的目的。

【板书设计】：