Story time教案公开课一等奖

4A Unit 8 Dolls 教案

教学内容:4A Unit 8 Dolls 教案

教学目标:

1、[认知目标] 学生能听、说、读短语及单词:hair, eye, ear, nose, mouth, big,small, his, her, long, short, king能运用句型He’s/She’s... His/Her ...is/are...His/Her ..and …is/are…

2、[能力目标]能运用所学句型描述自己娃娃的脸部特征。

3、 [情感目标] 通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口,积极参与交流。并让学生在学习的过程中,培养他们的合作意识和竞争意识。

教学重点:

1、能听懂、会读、会说、会写单词hair, eye, ear, nose, mouth, big,small, his, her, long, short, king

2、能初步听懂、会读、会说、会用句型He’s/She’s... His/Her ...is/are... His/Her ..and …is/are…

3、能读懂课文内容,并初步表演

教学难点:

1、读准单词hair, eye, ear, mouth,her

2、正确运用his, her

教学过程:

Step One Warming up

T:Good morning, boys and girls.

S: Good morning, Miss Wang.

T: Today your friend Bobby is coming. He will study with us. Let’s welcome him.

S: Good morning, Bobby.

T:(对Bobby说)Bobby, Bobby, do you like songs?

Bobby(T): Yes, I do.

T: (对学生)How about you?

S: Yes, we do.

T: OK. Let’s enjoy a song first.(设计意图:这首歌歌词内容和这节课核心内容十分贴近,能起到热身和铺垫作用。)

Step Two Lead in and teach new words

通过上面的歌曲引出新单词并教学eyes ears nose mouth hair以及big small long short . (由于这些单词学生除了hair,short,long其他单词都已经学过,所以在这里只做复习,不做新词教学。)

Bobby: What did you hear in the song?

S: Eyes./ Nose./ Mouth./Ears.

T:领读单词并在黑板上出示

(学生会把已经学会的单词说出来,通过PPT将对应的图片点开,组合成一张娃娃的脸,但是没有头发。)

T: Look. He’s a boy. Is he handsome?

S: No!

T: OH, I think he needs some hair. Look! He’s handsome now! 由此引出并教学单词hair T: He’s a boy. And he’s a doll too. 引出本课课题Today we are going to learn Unit 8 Dolls. S:跟读数遍

Step Three Presentation

1.文本背景介绍

Bobby: Unit 8 Dolls! Oh, yes! Look at the TV, please, boys and girls. Can you guess who

are they? Where are they? What are they doing?

T: Oh, so many questions! Let’s see one by one. First, who are they?

(PPT示课文人物头发，让学生猜测，引出本课主人公苏海、杨玲、刘涛、王冰) T：Where are they?

S: They are in the classroom.

T: What are they doing? Let’s see.(PPT出示图片)

Bobby: They are having a toy party. Let’s see what do they have.(欣赏各种娃娃照片)

2. 处理文本关于男娃娃的部分

(1)（突然听到一阵哭声）

T：What’ s happened?

Bobby:(PPT出示图片内容)Liu Tao and Wang Bing are sad. Their doll is missing. Let’s help them to find it out, OK?

S:OK.

T: Let’

s listen and circle. Find the details about the doll.

Check the answers.运用句型交流，板书出示句型并教读His… is/are… His… is/are…,too. His…and …are…

(2)PPT将选出的答案图片留下。边让学生复述分别描述的句子，边通过PPT将图片组合成一个男娃娃。得出Their doll is a boy. 引出Tip:因为是男孩，所以要用his。给出三个词组his eyes, his nose, his pencil, his…让学生练习组词

（3）PPT出示皇冠戴在娃娃头上T：Look! He’s a king now. 教学单词king

T： This is their doll.(板书句型This is…)He’s a king now! Is he cool?

S: Yes.

T: He’s cool.(板书句型)

（4）跟读此部分课文，注意连读教学

3. 处理女娃娃部分课文

（1） T：Look! Su Hai and Yang Ling is coming. They are going to share their doll. Bobby: Which one is their doll?(PPT示三个娃娃)

T：

You can read and choose.

给出tip:边读边画关键词句，可以更快的找到娃娃。

（2）Check。

a. T: We know their doll is a girl. So we should use “her”.给出词组her hair, her nose, her mangoes, her…让学生组词her并练习。

b. 给出单词here，让学生分辨朗读，区分her与here

然后再将here与hair 进行分辨朗读

c. T: Which one is their doll?

S: A.

T: How do you know that?

S: Her hair is long. (板书出示句型Her…is/are…并教读)

T: So C is not their doll.

S:…(同法出示句型Her …and … are …并教读)

由排除法得出A才是她们的娃娃。

d. T: Look at their doll.

S: She’s beautiful.(板书出示句型)

(3)跟读此部分课文,注意连读。

4. 欣赏课文动画

5. 逐句跟读课文,注意语音语调和连读

6. 全班齐读课文

Step Four consolidation

1、分组活动表演课文。

Bobby: You did a good job. And now it’s your time to have a show!

T: Please read in group of four. Try to role play.

请4~5组学生配音角色扮演。

2、Bobby: What a wonderful show. Look! This is my toy cat. His name is Sam. His nose is small. His eyes and mouth are big. His ears are big too. He’s cool.

T: Do you have a doll? Would you like to share your dolls to your friends? Try to say like that.同桌练习

请2~3位学生介绍自己的娃娃

Step Five Assignment

Bobby: You did a good job today. You can design your homework by yourselves.

T: Yes! Here are the key words about the homework. Read, copy and say

Bobby’s homework is here. Read the text. Copy the new words and say something about my friends.

T: Time’s limited. We should say goodbye now. Goodbye boys and girls.

S: Goodbye, Miss Wang.

Bobby: Goodbye!

S: Goodbye, Bobby.!

(对于回家作业的处理,我只给出了关键词,让学生自己布置安排,照顾了一般学生的能力,以及优等生的拓展需求。)