Class 1 Textbook p.36优质课教案设计

Unit 5 : What’s this?

Period 1 教学设计

一、Teaching Objectives:

1. Knowledge objectives:

① Students can listen、speak、read and write :Mm

②Students can listen、speak and read : monkey, monster, cap, car

③Students can listen、and speak: What’s that/ this?

It’s a …… .

Is this a /your……? Yes, it is. No, it’s not.

④

Key structures：What’s this/that? It’s a /an…

2. Ability objectives:

By the end of the lesson, the students should be able to: 1.Write and read the letter“Mm”in the right way. 2.Guess the meaning of the word“monster”from the picture

. 3. Speak these words“monkey, monster, cap, car”. 4. Get to know the meaning of “monkey, monster, cap, car” in spoken and forms, and pronounce them clearly. 5.Use structures like “What’s this/that?

It’s a/an…”to communicate. 3.

Focus of the lesson: 1.学生能够运用以下句型对各种图片进行问答交流。

2. Role playing the dialog with the right pronunciation, intonation and sentence stress.

“Is this a/an…?

Yes, it is.

No, it isn’t./ No, it’s not.”

4. Predicted area of difficulty: 1. Ss can distinguish the meaning of “cap, car”. 2. The pronunciation of “monster”. 3.学生能在恰当的情境下正确应用“What’s this/that?

It’s a/an…”并进行物品问答。

二、Teaching methods: Task-based teaching approach, TPR.

三、Teaching aids: pictures, word cards, computer，

四、Teaching Procedures：

Step I : Greeting StepII : Warming up and revision. 1.

T：Look at the learning objectives, read it by yourselves. OK stop here

2.

First , let’s sing the ABC song.

OK then let’s have a chant carefully and answer my question

(学生在有节奏的chant中通过动作表演再一次复习this 和that，并由pencil自然的过渡到下一环节) T draws a picture and ask What’s this? [画一支铅笔的橡皮部分]

S1: guess T: No, it isn’t. / Yes, it is.

[画出全部的铅笔]

T: What’s this? Ss: It’s a pencil. (设计意图：通过教师画出铅笔的一部分让学生猜来复习单词，目的给学生想象空间，从而拓展学生的发散思维能力.) T: Follow me

Chant:

this

this

what’s this?

pencil

pencil

It’s a pencil

Drill: one ask one answer 2. ( ppt) Show some words ( ant bear cat bag pencil ). Ss ask and answer.

T: What’s this?

S2: It’s a/an…

T: Very good. Now look at the ppt. StepII : Presentation

1.（PPT）一个图形

T: What’s this? Guess. Ss guess it.

T: No, it isn’t. / Yes, it is.

Close your eyes let’s count one two three together. T: open your eyes T: Who can ask? S1: What’s this?

Ss: It’s a car.

BB: car

Let Ss read and spell it.

c-a-r

car

2. Write the question and the answer on the BB:

What’s this? It’s a car. T: OK look the BB,I ask you answer then change What’s this?

Ss: It’s a car.

T: Today we are going to learn Unit 5. Write the title and let Ss read together. T: (PPT)

Who can ask?

S1: What’s this? T: Who can read this word?

S2:

cat. T: Who can read this word? Hands up , please.

S1:

cap

BB:cap Ss : Read cap one

by one

(设计意图：通过替换字母，培养学生读单词的能力和学习英语的兴趣。同时也熟练了“给单词换新衣”这一题型，并拓展了学生的思维。) 3. Look at me 教师指着自己头上戴的帽子问：What’s this? S1 It’s a cap. Then师指着远处的物品问What’s that?

S1:It’s a car. （提前摆一个汽车模型）

（设计意图:通过师生对话表演既引导学生理解this & that的区别，也很好的复习了新授单词，一举两得）

Drill：（PPT）Then Ss ask and answer like this.

S1：What’s this/that?

S2:

It’s a/an…

(所学单词进行了情景语言材料的铺垫。) 4. [MONSTER部分图一]

T: What’s this?

Ss: T: Is this a/an…? Ss: Yes, it is./ No, it isn’t. [MONSTER部分图二]

T: It’s a monster.

Ss: m-o-n-s-t-e-r

monster

BB: monster (设计意图：通过逐步激发学生猜测的欲望，从而反复运用目标语言使学生大量的说出可能物体，同时又一次进行了真实的语言再现。) 5.T; Do you like monster? Ss:

T: Do you know monkey?

Ss:

T: Do you like it?

Ss:

BB: monkey StepIII:

Practice

1.师生PK. 师出示动物以及物品图片问What’s this/that?

学生回答It’s a/an…然后交换问答，获胜者赢得神秘礼物（字母Mm）。then teach the letter“Mm”

① Write: Mm ②

Read: Let’s make the “Mm” sound. /m/ /m/ / m/ monkey ↗

↘ monster ↗

↘

meet ↗

↘

my ↗

↘

me ↗

↘

room ↗

↘

come ↗

↘

morning ↗

↘

（设计意图：根据学习字母的正确书写，又通过其发音，自编chant，从而更加熟练/m/。且能够见字母而知音，达到会组合、会拼读目的。）

2.PPT exercise

StepIV: Consolidation. (1) Listen and repeat. (p36) (2) Read the text group by group.

(3) Read the dialogue by roles. T: Let’s come back to our learning objectives 3. 自我评价

（让学生通过自我评价这个环节增强对学习的兴趣）

StepV: Homework

五、Blackboard design

What’s this/that?

It’s a/an…