Lesson 1优秀获奖教案

剑桥小学英语Join in 1 Unit4. Pets Part6. Mime the action story教学设计

I.

教学内容：

Part6. Mime the action story. 学习动作故事，让学生模仿各种宠物的动作。

II.

教学目标：

1. 知识目标：1.）学习6个动词fly, run, swim, eat, sit,roar。要求达到四会

2.）理解介词like的含义

3.）了解Fly like a budgie.这样的句型结构

2. 能力目标: 1.) 能理解指令并表演动作。

2.）能正确朗读所学动作故事

3.）能模仿范例写句子

3. 情感目标：乐于模仿，敢于开口，积极参与。

III.

重难点：

正确运用６个动词并理解指令做动作。

IV.

教学方法：

TPR全身反应法和直观教学法

V.

教具学具:

多媒体，录音机，卡片

VI.

教学过程：

一、 激情导入：

1. Greeting.

T: Hello, boys and girls! Ss: Hello, Miss Wang! T: Have you got a book? Ss: Yes, I have. T: Have you got a pencil case? Ss: Yes, I have. （设计意图：通过和学生真诚地问好交流及询问Have you got a book/ pencil case/ pencil？让学生检点自己的学习用具是否准备好。）

2. Warming up:

Say the chant “Have you got a pet?”

（设计意图：通过节奏明快chant的热身使学生的注意力回到课堂上来并调动了学生对这堂课的学习热情，并为导入做铺垫。）

3. Leading :

T: Now today we’ll go on talking about “Pets”. I have got many pets. Look! What’s this?

Ss: A cat. T: Yeah! Have you got a cat? Ss: Yes. T: Who can mime the action of the cat? S1: 边说边做动作 Cat cat cat.

T：Good. The cat for you. 复习单词dog ,mouse, frog方法同上。. T: Now we’ll mime the actions about the pets.板书课题

（设计意图：我通过认读单词卡复习cat, dog, frog, mouse并让学生模仿这四只宠物的动作来导入今天所学的课题Mime the action story.）

二、民主导学：

Step1. Presentation 1.) T: Look, what? (CAI 出示鹦鹉图片) Ss: A budgie. T: What can budgie do? Ss: Fly T: Yes. Fly. (CAI 出示鹦鹉飞的动画) Let’s spell fly.

Ss: F-L-Y,fly. T: 板书fly并领读

Ss：Fly Fly Fly T: Fly like a budgie. Ss: Fly like a budgie.（学鹦鹉飞的动作）

T：板书like并领读。

CAI 出示句子Fly like a budgie.——领读句子

Ss:集体读——分组读

T: What’smeaning of“ Fly like a budgie.”？

Ss:像鹦鹉一样飞。

T：What’smeaning of like in this sentence?

S1：喜欢。

T: Maybe. But I don’t think so. What else?

S2: 像-----一样。

T: Great. This “like”means

像-----一样in Chinese. 2.）教授

“Run like a rabbit.”

方法同上

（设计意图：利用多媒体课件创设情境，通过看让学生来猜这些宠物及宠物在干什，借此机会引出动词fly , run,，每出现一个动词就引出句子（Fly） like a（ budgie.）采用了词不离句，句不离词的教学方法。然后通过TPR全身反应法不断操练动词和句子激发学生兴趣加深学习印象。）

3. ) T: What? Can you guess? (Draw a fish for Group A on Bb) Ss: A fish. T: Group A, have you got a fish？

GA: Yes. T: Group B, have you got a fish? Ss: No. T: Group B, spell fish. GB: F-I-S-H, fish. T: Great. Group B you can get a fish. T: What can fish do ? Ss: Swim.

T：板书——领读。When I say swim, you should say : Ss: Swim Swim Swim T: Please read as I point . Ss: Swim like a fish. T: Who can read it? And mime the fish. S1: Swim like a fish. T：Let’s follow him/her.

Ss: Swim like a fish. （学鱼游泳的动作）

（设计意图：为避免呈现形式单一，在呈现swim like a fish时，我没有利用课件而是利用黑板上奖励给学生的鱼引出fish进而引出句子swim like a fish。）

Step2. Drill 1.) T: I say the three sentences and you do. Eg: T: Run like a rabbit. Ss:学兔子跑的动作

2.) T: I say the names of the pets, you say the corresponding verbs. Eg: T: Fish. Ss: Swim. 3.) Ask one leader to stick the word cards on the corresponding position.Then he/she read the sentences. （设计意图：我每教完三个动词和句子就进行巩固操练：老师说句子学生做动作；老师说宠物名词学生说动词；然后请一名学生将宠物单词卡贴在相应的位置并领读全班同学读句子。这既激发了学生的学习兴趣又增强了学生学习的主人翁意识，为学生创设了主体参与的条件。）

Step3. Presentation 1.）T: Listen! What? Ss: A dog. T: What can dog do? Ss: Sit T: 板书——领读

Ss: Sit Sit Sit T: Ppt出示句子

Ss: Sit like a dog.（让学生看幻灯片自己认读句子）

T: Let's read the sentence aloud together.Who wants to be the leader? Ask one leader to read the sentence. T: Let’s say and do.

Ss: Sit like a dog. (学狗坐的动作) 2.）教授“Eat like a hamster.

和Roar like a tiger.”

方法同上。在操练单词Roar时采用看手势大小的方法来操练。

Step4. Drill：

1.）T： I do and you say. Eg:T学做仓鼠吃东西的样子 Ss：Eat like a hamster. 2.）T: I say the names of the pets, you say the corresponding verbs. Eg：T:tiger Ss：Roar 3.）Ask one leader to stick the word cards on the corresponding position.Then he/she read the sentences. 4.（设计意图：利用多媒体课件创设情境，通过听和看让学生来猜这些宠物及宠物在干什，借此机会引出动词, sit, eat, roar，每出现一个动词就引出句子（Sit） like a（dog.）采用了词

不离句，句不离词的教学方法。然后通过TPR全身反应法不断操练动词和句子激发学生兴趣加深学习印象。）

Step5. Mime the action story. 1.) Listen and do 2.) Open the books. Listen and say. 3.)Listen and fill in the numbers. （设计意图：让学生进入文本，通过模仿表演故事和听音标号来整体感受和熟悉故事

。）

Step6. Practic and consonlidation 1.) Practic in pairs. 2.）Play games. Other students say the sentences as the teacher point, ask the two students do the actions as they hear. One student say the sentences ,other students do the actions as they hear. （设计意图：我充分发挥学生的主体参与性，并采取游戏的形式进行应用训练。首先以两人小组的形式进行练习，然后叫几名学生上台和全班同学进行互动:听指令并表演动作或看动作说指令。) 三、检测导结:

1.Can you imagine what animals can do the actions? And fill in the blanks. Fly like a ( ). Eat like a ( ). Run like a ( ) Sit like a ( ). Swim like a ( ). Roar like a ( ). 2.Check the answers. S1: Fly like a ( butterfly / deer ). S4: Eat like a ( pig ). S2: Run like a ( tiger / deer ). S5: Sit like a ( cat ). S3: Swim like a ( duck / frog ). S6: Roar like a ( lion ). （设计意图：是为了让学生巩固拓展所学知识，培养学生自主学习能力和想象力，仿照本节课所学句型来填写所缺

四、Homework

Observe three animals and write down the sentences like “（Fly） like a （budgie）.”

VII.板书设计：

Unit4 Pets

A B Mime the action story

Fly Eat Run like a Sit like a Swim Roar