Lesson 15教学目标设计

Lesson 15 一、学情分析：

自开学以来，我循序渐进地培养学生们听说读写的良好习惯，学生们也具有了初步的自主学习能力和语言运用能力。教师应充分做好课前准备，精心设计教学过程，尽量在英语课堂上创设真实自然的情景。通过真实的语境，引导学生在观察探索的过程中，逐步领悟并习得本课语言知识，能用– How are you? –Good! And you? –I’m fine. Thanks.等语句表达问候，能理解并模仿本课对话进行交际。

二、三维目标：

(1) 知识与技能：

1. 知识目标: A. 能听、说、认读三会单词how, are, you, fine, thank, you, and；

掌握四会单词head 和ear. B. 能在恰当的语境中表达功能语句：How are you? Good! And you? I’m fine. Thanks. 2. 能力目标：

通过真实的语境，引导学生在观察、探索的过程中，加深对所学知识的理解，使其能进一步用“How are you? Good! And you? I’m fine. Thanks.”等功能语句进行交流，培养学生实际运用语言的能力。在教师设置的真实语境中，训练学生的逻辑思维和快速反应能力，激发学生丰富的想象力、创新精神及实践能力，并鼓励学生积极与他人合作，共同完成学习任务。

3. 教学重难点：

三会单词how, are, you, fine, thank, you, and；四会单词head 和ear.让学生在欢快的韵律节奏中，加深对本课内容的理解与掌握。在Chain Game的语言环境中，结合师生之间问好的话题，交际运用How are you? Good! And you? I’m fine. Thanks.的句式。

(2) 过程与方法：

1. 教法: 教师在教学设计时从学生的学习兴趣出发，采用小组合作的学习方式。让学生在小组活动中，通过唱、做、写、说、演等多种手段学习和使用英语，完成学习任务，最后达到落实教学重点、突破教学难点，并使学生在学习活动过程中培养综合语言运用能力。

2. 学法: 通过songs, chants, games, surveys等多样化的教学活动，激发学生的学习兴趣，训练学生的思维，激发学生的想象，开发学生的学习潜能，培养学生自己主动学习的精神和合作能力，培养学生的自信心，提高学生的综合素质，让他们在真实的语言交流过程中学会与他人交往。

(3) 情感态度与价值观：

1. 情感目标: 通过游戏、歌曲等多样化的教学活动，以及教师运用不同层次的语言评价、开展小组竞赛、奖励小小单词卡片等评价形式，激发学生在宽松和谐的环境中积极谈论，大胆发言并习得语言的兴趣，在学习英语的过程中不断体验进步与成功。

2. 德育目标: 了解如何用英语问候他人的身体状况，做待人有礼的孩子。培养学生的观察力、记忆力，运用不同手段捕捉信息，并养成良好的学习习惯。

三、教学准备：

电视，电脑，教学课件，练习小篇子，图片，实物，奖励用的粘贴。

四、教学过程：

Teaching Steps

Step One: Warm up 1.

Sing a song “Hello! How are you?”(迪士尼动画

一分45秒)

T：First Let’s sing a song

“Hello! How are you?”

2.Free talk (1)师问生

T: How are you today? S1: I’m fine. Thank you. T: How are you today? S2: I’m happy. Thank you. S3: Good. / Not too bad. / Just so-so. T: and you?

设计意图

S: I’m fine, too. T: And you? S2: I’m fine, too. S3: Good. / Very well. / Not too bad. / Just so-so. （2）生生练习

T: Ok, now practice how are you in pairs. 两人一组展示。

(3)生问西西

T: Ok. boys and girls. we have a new teacher here, Let’s say? S: Welcome, teacher. T: Good. now who can greet and introduce yourselves to her? S1: Good morning, my name is …. S2:Hello, I’m …

T: Any one else? S: Hi, my name’s …

T:Can we say“How are you?” to her? S:No. T: Very good. how are you 是熟人之间的问候，那么第一次见面应该怎么说？

S：Nice/ Glad to meet you. T: Now, let’s say? S: Glad to meet you, teacher. T: Well done. Teacher Cici likes you very much and she brings us some precents. Look, who are they?

“cat duck panda bear pig rabbit mouse”

Who’s this? It’s a panda. (点连接)

The panda has two black

.

The duck has a big

.

The pig has a big

.

The cat has a small

.

The mouse has a small

. Step two: learn “head” and “ear”

1. Show the pictures of rabbit. T: boys and girls, I have a good friend. Do you want to know him? S: Yes. T: Look, it’s coming. It’s my pet“Dang Dang”. It’s cute and it’s a

. S: rabbit. T: Do you like him? S:Yes. T: I like him very much because it has two long

. 2.Learn the word “ear”

出示兔子耳朵图片。

T：Look, it’s Dang Dang’s

. S: ears. T: Good! Read after me: ear ear ear Ask one row to read the word. T: well down. Ear is a simple word, and it only has three letters. What are they? S: e-a-r. T: who can spell “ear”

S: e-a-r, ear. Ask several students to spell the word and then the whole class. Ask one students to write the word on the Bb. Others write on the desk. 3.Learn the pronunciation of /

/

And do the action: /

/ ear T: now everyone touch your ears. S: Touch my ears. T: I have two ears. So how about you? S1: I have two ears, too. S2: I have two ears. S3: I have two ears. 2.

Learn a ear and two ears. Let’s do small exercises. The rabbit has two long

ears.

The dog has two long

ears.

The monkey has two short ears.

The bird has two short ears.

3.

Learn the word “head”. T: well done. Look, who is he?

Show the picture of 大头儿子

T：Have you watched the cartoon? S: Yes. T: I like watching the cartoon very much and I like 大头儿子

Very much. Show the picture of 小头爸爸。

T：And this one? S: 小头爸爸。

T：They are father and son, right? S:Yes. T: The father has a small

and the son has a big

. S: head. T: Good! Read after me: head head head Ask one row to read the word.

T: well down. Head is a simple word, too .And it has four letters. What are they? Do you know? S:h-e-a-d.

T: who can spell “head”

S:h-e-a-d, head. Ask several students to spell the word and then the whole class. Ask one students to write the word on the Bb. Others write on the desk. 6.Learn the pronunciation of /

/ And do the action: /

/ head T: now everyone touch your head. S: Touch my head. T: I have one head. So how about you? S1: I have one head, too. S2: I have one head. S3: I have one head. 7. Learn

one head

Let’s do small exercise. The cat has one small

head.

The duck has one small

head.

The lion has one big

head.

The bear has one big

head.

Step 3 learn the dialogue 1. T: Look at the picture, how many people can you see? S: two. T: Can you introduce them to us? S: Yes. This is Peter and this is Li Yan.

T：Let’s say“Hello”to them. S: Hello, Peter and Li Yan.

T：It’s morning now, Let’s say? S: Good morning, Peter and Li Yan. T：It’s afternoon now, Let’s say? S: Good afternoon, Peter and Li Yan. T：It’s evening now, Let’s say? S: Good evening, Peter and Li Yan. T: Where are they? S: They are in the park. T: Clever. Now Let’s listen to the tape and guess what they are talking about. 2. T: What does Peter say?

What does Li Yan say? 3. Ask students to read after the tape. 4. Read the dialogue after teacher. 5. Ask students read the dialogue by themselves. 6. Act out the dialogue. 7. Make a new dialogue. T: Hello. Wang Haoyu. How are you? W: I’m fine. Thank you. And you? T: I’m fine too. Thanks. Who can make this like us? Give you 2 minutes to practice and then show out. Ask 2-3 pairs to act the new dialogue. Teacher make a conclusion. T: You’ve done a good job today.

Do the TPR. Nod your head Open your mouth Close your eyes

Touch your neck Clap your hands Wave your arm. Homework: 1.

Copy the new words. 2.

Try to greet each other out of class.

六、板书设计:

Lesson 15