Class 1 Textbook p.68教案3

Lesson 9: We’re Taking Photos. Period 1

一、Teaching Aims:

1. Knowledge aims:

① Four-skill words: lights

② Four-skill sentences:What are you doing? We’re (doing...)

③ Three-skill words: hang

2. Ability aims:

By the end of the lesson, the students should be able to:

1. 听、说、读、写本课时的四会单词lights

2. 正确认读三会单词hang以及ing形式。

3. 能够在教师创设的语言情境中,训练现在进行时态的问答。

4. 能够掌握并运用已学的表示场所的名词,表示感觉的形容词和动词短语。

3.Focus of the lesson:

1. Understanding the dialogue as a whole;

2. Role playing the dialogue with the right pronunciation, intonation and sentence stress: What are you dong? We’re doing.

4. Predicted area of difficulty:

1. 如何正确拼读单词hang及其ing形式。

2. 要让学生意识到单词light(s)的可数性。

3. 强调现在进行时态中,动词的变化形式。

二、Teaching methods: Task-based teaching approach, Situational language teaching Audio-Lingual methods,Elicitation teaching

三、Teaching aids: cards , CAI, tape

四、Teaching Procedures

Step I : Warming up and revision.

1. ( Show word and phrase cards: watch TV, cook, read books, eat, sleep, draw pictures, wash her face 教师将全班分成男女生两组,每组各选派一名学生代表到讲台上,两名代表通过石头剪刀布的方式决定哪组先猜,学生代表按照教师所出示的词卡,表演相应的动作,但是不能说话,台下同组学生猜词,两组猜词的数量相同,时间相同,60秒内猜词数量最多的组为获胜组。)

T: Le t’s play a PK game. Girls PK boys. Now, I need one boy and one girl.

Please come here. I have some cards, you can look and do the action, but not speak. And you have one minute to guess. Are you ready? Come on, babies!

2. ( ppt: living room, dining room, kitchen, bedroom, bathroom, library 将所有图片循环快速播放,教师突然在某一张图片停止播放。)

T: Tell me where he/she is together quickly. Ss: …

T: What’s he/she doing in the …? S1: … S2: … S3: …

设计意图:活动一中所复习的动词和动词短语是为活动二的开展做铺垫的,采用PK的形式,增加了活动本身的趣味性,激发了学生的积极性;活动二是利用前一个单元所学句型结构再次引出现在进行时态的表达,目的是快速唤醒学生的记忆。

StepII : Presentation.

1. (Show a light)

T: What’s this? Ss learn to read “light”

(Show some lights)

T: What are they? Ss learn to read “light s” and focus on the pronunciation of “ts”—[ts].

Ss read and spell, T write it on the Bb. Bb: lights

2. T: Now, I want to hang lights on the blackboard. 教师边做出挂灯的样子,边板书。

Bb: hang lights Ss learn to read “hang” and “hang lights”.

T: I’m hang lights. Yes or no? Bb: I’ m hang lights.学生纠正教师的错误,教师补充板书。

T: I’m hanging lights. Bb: I’m hanging lights.

3. 教师挂灯时表现出很吃力的样子。

T: Oh, my god! Who can help me? (T points to a volunteer.) Can you help me, xxx? S1: …

这名学生上讲台帮助教师挂灯。

T: What are you doing? S1: …

T: What are we doing? S1: … Bb: We’ re

4. (T points to another S.) T: Can you help us, xxx? S2: …

(T points to two Ss.) T: What are you doing? S1&S2: …引导学生说We’ re …

设计意图:模拟本课时的教学内容创设情境,借助教师在黑板上挂灯这一举动,作为贯穿全课的情境主线,让学生能够始终在真实的情境中感知语言并进而运用英语进行交流。

StepIII: Practice.

1. (ppt: Robo/Jess/Ken is hanging lights.)

Ask and answer questions. T- S1, T- S2. Then the students practice in pairs.

A: What’s xxx doing?

B: He/She’s hanging lights.

2. 教师将刚刚和学生一起挂好的灯插上电源。

T: OK. Let’s look at our lights. The lights look beautiful. Right? Ss: …

T: Yes. It’s very beautiful.

设计意图:运用课本中的人物图片创设情境,为学生提供恰当的语言环境,让学生有语言支撑,能够大胆地自信地主动运用英语进行交流。“You look hot. Yes. It’s very hot.”这两句话无法和新授环节的情境相联系,另外“hot”一词学生在三年级已经学过,故而利用“The lights look beautiful.”间接学习,学生能力在不知不觉中逐渐得到培养和提高。

Step IV: Consolidation.

1. Listen to the tape of P116~P117 and read the text.

Then practice reading in groups.

2. Listening exercises (Play two times).

Tape (P122 No. 1 & No. 2) Tape (P126 A No. 1 B No. 1)

Listen and choose the correct answer.

Tape (P125 No.1) Listen and circle the correct picture. Then write the words. 设计意图:听力练习的训练不一定非得等到一个单元学完,集中在一个课时里完成。我将听力习题按照课时内容分配到每个课时后进行练习,循序渐进,点滴渗透,能够起到很好的巩固作用。

3. Exercise.

Step V: Homework.

五、Blackboard design

六、Teaching reflection