Lesson 18第二课时教学设计

Teaching Material ( 教材

)

1BNM Unit1 I can sing Period 3 Read Teaching Aims （教学目标）

1.

To know the form of a letter 2.

To find out what Holly’s family can or cannot do, then talk about their own family. Main points:

some action words: sing, swim, skip, fly, draw, drive. dance, cook, walk, skip rope, fly a kite, read English, draw a picture, ride a bike, count to five, play basketball, cook yummy Difficulties ( 重点难点

)

food Sentences: This is _____.

She/He/It/I cannot _______,

but she/he/it/I can _______very well. Difficult points: Tell us their family can or cannot do Teaching Aids ( 教学辅助)

Procedures ( 教学过程

) Computer, PPT file, headbands etc.

Teacher’s activities 教师活动

Students’ activities学生活动

Read and do

Ps: /i//i//i/ Purpose 目的

课堂学习习惯常记于心

Class rules（20’’）

Our class rules, ready? Go T: Letter i How about this word “it”? Then how about the word ite? Yes, look, i-e-----Ii So ite----ite----ite

What about these words, can you read? (write

bite

kite) How about ide—ide—ide (ride

hide

slide

wide) Play a video

it it it read after the teacher 学生尝试读出含有ite和ide的单词white，kite, ride, hide，slide, wide rhyme, and chant with the video Rhyme: Do you want to ride? Or would you rather hide? How about a slide across the river 通过学生熟悉的单元音i的发Ps enjoy a video about a 音，以旧引新，了解i—e发音

Phonics time (3’40’’)

wide? PPT show the sight words:

big and little with pictures Sight words (2’)

T: Here are the sight words, Ps read the sight words 通过认读句中高频词，学生逐who can read? sentences? TeamA, go. Then TeamB 1.

show a picture of look and say T: Look at this picture, who can talk about this picture. How’s the weather? What can they do at the beach? How do they feel? 2.

sharp eyes to review the action words things at the beach, they

Talk about this picture like this: Today is a sunny Tickle day. and Miss her and the sentences 步理解如何运用高频词，为下一课时运用高频词做好铺垫

Can you try to read the

students are at the beach. Miss Tickle can can…How they are! with the music. …Didi happy 通过复习第二课时内容，巩固所学知识点

Let’s review (5’) 3.

Miss Tickle can do many Read and do the action can also do more things, Ps read action words such as…Show them together some action words Pre-reading (2’) 1.

Show a picture of Pupils use the sentence Holly’s family, let to talk

pupils guess what can Ps: Holly’s Holly’s mother/father mother/father do? cannot ____, but T: What can Holly’s she/he can ____ very mother do? well.(生说完后贴词通过设置问题，启发学生思I think Holly’s mother cannot dance, but she can sing very well. What do you think? 2.

Show the pictures of a letter and Holly, guess what Holly can do? 条)

Holly can write a letter

维，达成目标语

3.

Introduce Holly’s Ps: They live far from penfriend each other. T: Who is this letter for? Miyuki is her penfriend. (This letter is for Miyuki.) Yes, Miyuki is from Japan, and Holly is from China. They live far or near from each other. So Holly often writes letters to Miyuki. Miyuki is her_____. 1.

How to write a letter? Pupils read the date, Show the form of the start, greeting and the letter one by one end after the recorder2.

What is in the letter? （信头和信尾逐一How many family 呈现）

members are there in Holly’s family（呈现Holly’s family? Holly家的四个人词And there is one more, 条）

there is a pet in her Students guess 4 family. Pupils guess it is a Show the riddle, let

parrot.（贴parrot词pupils read and guess 条）

3.

Look and say sth

通过设置不同任务，启发学生about Holly’s mother Ps: This is Holly’s 思考，运用支架输出语言

4.

Listen and answer mother.(贴词条) She Q: What can Holly’s cannot ____, but she father do? can __very well What can Holly’s father Then read after the not do? 5.

Guess and say something about Holly’s brother 6.

Think and say something about the parrot and Holly 7.

Play the recorder. Ps recorder.

Ps guess and say Ps: It can sing/dance/fly/walk…

Holly can …

Ps read after the recorder. While-reading (13’)

listen, point and read Retell Holly’s family the letter.

8.

Retell Holly’s family according to the word on Bb. Ps tell me about his family like this : Let me tell you about my ____ cannot ____,

family but she/he/.. can___ Show a picture of my very well. family. It tells: This is my family.

My ____ cannot ____, but she/he can___ very well. This is me. I cannot ____, but I can ___ very well. I love my family. How about you? Then I give them a model to act out my family, I am a speaker, the other three are my family members, they do the action when I talk about him/her. Then let children work in group of four and tell us about their family.

Pupils act as my family first, I tell them about my family, they do the actions. Then they work in group of four like this.

最后是一个完整语篇的输出，group work为避免听众说话或做小动作, 便于更多的孩子参与主题活动。这样做既可以培养孩子的合作精神，也可以让孩子们在活动中体验习得语言。

Post-reading (7’) Homework (2’) Show a picture of a robot, let ps think about what the robot can do? Then let them design his/her own robot 本单元的教学主题是Unit 1 I can sing, 我们备课组认真研读了整个单元的各版块知识, 在单元目标的指导下，我们整合了单元内容，将本单元划分为Way to the beach, At the beach, Read a letter和Meet my robot四个课时。这样看上去，只有第一二课时才是渐进性和持续性的，三四课时跟前两课时似乎并没有直接的延续性。实质上，第一课时的语言目标是理解和运用词汇sing, swim, skip, dance, draw, drive, fly, cook,以及运用第一二人称的关于can的问答Can you…? Yes, I can. I can…/No, I cannot. I cannot…What can you do? I can…第二课时的语言目标是建立在会用canFeedback

问答的基础上，对他人能力的问答和表述Can she/he/it…? Yes, she/he/it can. No, she/he/it cannot. What can she/he/it do? She/He/It can…第三课时的语言目标是巩固运用…cannot…, but …can…very well.第四课时的语言目标是巩固提升学生的语言运用，并达到综合能力的发展。

下面就我的第三课时谈谈我的想法。首先，板书的问题，这也是我上课前就很困惑的问题。Read部分在本单元是以书信的格式呈现，所以本课时还有一个技能目标要达到的就是让学生知道如何写信，书信的格式是怎样的。所以黑板一定要呈现的是信头称呼和信尾落款，书信的正文就是本节课的文本主干架，最终呈现给学生的应该是一封书信的格式。正文的主要内容涵盖信息量较大，为了便于retell的顺利输出，Holly家的5个成员的abilities我感觉也需要在板书里呈现出来，只有搭好语言支架，降低难度，学生才可以轻松的输出目标语言。

另外，右边的动词词组是计划在Daily English部分学生完成图片描述后，Miss Tickle and her students can do many things at the beach.

They can do more things, such as…

补充给学生的动词词组。目的是为下一步让学生猜Holly’s mother/father cannot… but she/he can…very well输出语言而铺垫的。至于这部分词组的确发挥作业不大，可以在学生猜完后拿掉。接着说说我的教学设计，总体来说是按照阅读教学的策略进行教学的，先是pre-reading, 接着while-reading最后post-reading, 每一个教学任务都是为教学目标语而设计的，每一个词条的出现都是为了搭建语言支架，最终输出语言而服务的。然后来说说我的不足之处。1、在Phonics部分应该先听rhyme, 让生感受i-e的发音之后再来教授，rhyme那里适当加点动作会更好。2、右边贴出的词作用发挥不够。3、Retell之前应小组先自己说，一来可以全员参与，二来可以培养小组合作精神，小组练习完后再叫学生出来说会更好。4、课件上好几处地方出现的字较小，看不太清楚。同时，版面的文字较多，对学生尤其低段学生不合适。5、时间的安排不太合理，常规教学安排的东西用时过多，导致新授部分授的时间不足，学生运用不够充分。最后是上完这节课之后给我的思考和疑问。1. 如何把核心素养贯彻到本课时的教学活动中？We cannot sing in the library. But we can sing in the music room. We cannot run or skip in the classroom, but we can run and skip on the playground and so on, 不知道这样理解对吗？2. 板书怎样取舍，做到语言支架的建和拆？3. 作为第三课时，我最后的语篇输出怎样可以让更多的学生参与其中，但又不失真？