Unit 1 Will you take your kite?教案设计

小学英语课堂教学教案实录

明月小学：

范光伟

课题：Will you take your kite? Step 1 warm 1、师生问候

T：Class begins！Hello，everyone！

Ss：Hello，！MR。。

T：How are you today？

Ss：We're fine，thank you．

T：What's the weather like today？

Ss：It's fine．

评析：简单的问候，可以帮助学生适应英语语感，使学生很自然地进入英语学习状态。

2、1. Sing the chant of activity 1 on page 17 T: wonderful, you are Monday, Tuesday, Wednesday, Thursday group. Each group can get a star. The winner group each one can get a sticker. Try hard!

评析：教学热身是英语课堂TPR教学方法的重要形式之一，教师采用歌曲来缓解学生的紧张情绪，建立轻松、和谐、民主的课堂氛围，为进一步的学习奠定了良好的基础。

3. Lead-in

T: What day is today?

Ss: Today is Tuesday.

T: Tomorrow is Wednesday. What’s the meaning of “tomorrow”?

Ss: Tomorrow means _____.

Read the word “tomorrow”

Ss:个读

齐读.

T: look at this picture, what are they doing? They are having a picnic. Learn “picnic”. Another picture, what’s this? Yes, it’s a ball. Learn”ball”. （利用单词卡片辅助）

T: let’s sing a chant. Tomorrow, tomorrow

What will you do tomorrow?

Picnic, picnic, I’ll have a picnic. Take, take, What will you take? Ball, ball,

I’ll take a ball.

评析:在歌曲中引入本模块的重点单词，学习了新授词“tomorrow” ball，

picnic,为新授课做好准备。通过chant进一步进行巩固。

Step 2 Presentation

1. Show a picture of Sam and Amy.（Sam 和

Amy非常高兴的样子.）

T: Look! How happy they are! Why are they so happy? What are they going to do? Please watch and listen. 评析：从英语学科的实际特点出发，教者运用电脑多媒体呈现课文内容，使学生犹如身临其境，培养了学生的观察能力和语言应用能力，也使课堂焕发出了生命的活力！

Get the answer: They are going to have a picnic.

T: When are they going to have a picnic?

Get the answer: On Saturday.

2. Watch the video again and learn the main sentences.

Pre-watching questions:

(1) Will Amy take the kite to the picnic tomorrow?

(2) Will Amy take the ball tomorrow?

(Help students to answer): No, she won’t. No, she won’t.

T: How does Sam ask Amy?

Bb: Will you take your kite

tomorrow?

Will you take your ball tomorrow?

Ss: No, I won’t.

评析:本环节主要是帮助学生理解对话大意，呈现重点知识。学生带着不同问题，两次观看CD-ROM，问题难度不断递增，使学生对课文的理解逐渐加深。寻找答案的过程就是理解课文和呈现重点的过程。

Step 3: Drills

1. Listen and repeat, try to imitate. (Watch the video and repeat)

2. Read the dialogue in roles and show.

评析:充足的机械操练帮助学生熟悉文本，使新授语言材料更容易上口。

Step 4: practice

T: This Saturday we’ll have a picnic. Are you happy? Yes, I’m very happy, too. But you should think about what you will take to the picnic. I need three students to help me.

T to S1: Will you take some apples tomorrow? S1: Yes, I will./ No, I won’t.

S1: S2, Will you take a card?

S2: No, I won’t. I will…

T：

Now, discuss in groups.

Several minutes later, let one or two groups show their dialogues, and ask other students say what they will take. 评析:创设情境，布置任务，设置信息差，在任务驱动之下，师生之间、生生之间展开对话。既操练了Will you take…?,等重点句型，又提高了语用能力。当学生在猜测、讨论的过程中会用到大量的物品，同时对所学名词进行回顾和运用。

Step5. Consolidation

T：Let’s play a game! Look!

These are weekdays. Let’s read the words together. (Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,)

Each day has 2 pictures.

Guided Practice.

T: Let’s play together first.

Sunday---

T: Will you take your T-shirt to Hainan?

Ss: Yes, I will.

T: Why?

Ss: Hainan is very hot.

Monday----

T: Will you take your dog to school?

Ss: No, I won’t.

T: Why not?

Ss: ……

然后放手让学生问答：

S1 choose, Ss ask him/her.

Ss: Will you take…to…?

S1: Yes, I will. / No, I won’t.

Ss: Why? / Why not?

评析:此游戏是在教师引导下的学生之间的互动。目的是操练重点知识will you take…to…？教师在此环节可以较好地把握生成，使学生获取更多的语言表达机会，培养学生的语用能力。另外，七个单词是星期名词，在游戏的同时，可以不断地复习巩固这几个单词。这一游戏具有语言性、学习性、趣味性。

Step 6: Homework and Summary

1．Homework

Listen to the dialogue and read it. Remember the main sentences.

2． Look at the Bb and summarize.

T: What have you learned today? (Let Ss say one by one.)

Then count the stars together. The winner group is

T: Congratulations. Give you the stickers.

评析：该环节适合小学生的身心特点，感受获胜的喜悦。有利于提高学习积极性。

板书设计：

Module 4 unit 1

Unit 1 Will you take your kite? We are going to have a picnic. Will you take your kite/ball? Yes, I will. / No, I won’t.

教学反思

在本节课教学过程中做到了尽量使词、句不分离；语言、情景不分离；新、旧知识不分离；知识、情感不分离。精心设计和组织课堂教学活动，注重创设较为真实的语言情景.不足之处在于学生的主体地位还没有充分地凸显出来，只有充分激发学生的学习兴趣，才能真正做到有效教学. 最后，让学生自己写自己五一计划的环节，是在新知识的基本上有所提高，但大多数学生已能初步掌握。在个别环节的设计上还存在不足。