Unit 1 Shapes教案推荐

3B Module3 Unit1 Shapes Look and say & Look and learn 金山区教院附小

周红丹

Knowledge objectives: 1.Using the key words in context.

e.g. circle, square, triangle, star, rectangle 2.Using modelled sentences to give specific information.

e.g. I have a big rectangle. I have two small squares.

3.Using wh-questions to find out specific information.

e.g. What shape is it? Skill objectives: 1.

Using the new sentences to ask and answer. 2.

Be able to act the dialogue. Emotion objectives:

Love our life.

Steps: I.Pre-task. 1. Chants:

2. Daily talk:

Present a shop. T:Do you like toys? Let’s go to the toy shop. (1). What can you see in the toy shop? (2).Can you see robots in the toy shop? (3).How many robots? (4).What can the robots do? (5).How are the robots? (6). Do you like robots? 3Tpresents: a robot

T: I like robots, too. Look! This is my robot. It can walk. It can draw too. What can it draw? Let's have a look. (Watch the video). II.While-task. A. New words and sentences: 1.shape T: What can it draw? It can draw some shapes. Look, they are all shapes. a. Listen and fill in the blanks: shape 形状

b. Read and say: It can draw some shapes.

2.star星星，星形

a.Present a star.

T:What can you see?

P:I can see a star.

b. Spell the word; star

( hard

scarf ) c. Practise: The _______ is a star.

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T: What shape is the star? P:It’s a star.

Read: The star is a star.

Look and say: The _______ is a star. 3. circle 圆形

T: Look at the sun, what shape is the sun? a.Spell the word: circle 圆形

(girl, shirt) b. Read and dwaw a circle. 4.What shape is the …? It’s a …

a. Read: What shape is the sun? It’s a circle. b. Ask and answer: ---What shape is the ______? ---It’s a circle. 4.triangle

rectangle

square a. Look at the shapes and learn: angle--- triangle rectangle square b. Reading. c. Practise: A magic game

Fold the shapes. T shows first. Then pupils practice and try to say : ---What shape is it?--- It’s a triangle\rectangle\square. 5. Look and say the shapes: circle

star

triangle

rectangle

square 6. Game time: What is the next shape? B. Text 1. Listen and repeat the text. 2. Look at the picture. Fill in the blanks according to the text. III. Post-task. 1.Act out the text. 2.Make a new dialogue. S1: I have some shapes. Let’s make a ______. S: OK./ All right. S1: I have ___ _____.

S2: I have ___ _____. S3: I have ___ _____.

S4: I have ___ _____.

Look! It’s a _____. S: Yes! It’s super. IV. Assignment. 1.Listen and read the words and text on page 26. 2. Copy and recite the new words. 3. Make another subject with the shapes. If you can make it according to the modleS , you’ll get “B”.

If you can make it by yourselves, you’ll get “A”.

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课后反思：

本节课的重点是能听懂、会说、会读和会拼写单词shape, star, circle,square, triangle, rectangle，side能用What shapes is it?

It's a...来进行问答。教学的难点是单词rectangle, triangle的准确读音，这两个单词发音较难，学生不易掌握，而且比较枯燥，容易让学生产生厌倦情绪。

在设计时本课教学时我除了思考了整堂课的整体延续性，单词呈现和操练的不同方式，还考虑到教学衔接与过渡，教学活动的设计，组织与安排等等。我把教学融于学生的生活实际，教学中力求面向全体学生，让学生在动中学，在静中思考，在合作中进步，在进步中体验英语学习的成功与快乐，这是我所力求体现的新标准理念。纵观我的教学过程，我觉得本堂课的特色在于：

一、内容的生活化

马克思的哲学观指出：知识来源于生活，而又回到生活。而在课标中也提出：要加强课程内容与学生生活以及现代社会科技的联系。因此教师要从学生实际出发，努力构建教学内容和学生生活实际的联系，让学生从生活中来，后又回到生活中去。本课表示形状的单词，在教学设操练时，都紧密联系生活中看的物品，如在教circle时，让学生试着说句

A circle is like a ______ (biscuit, balloon, spinner, clock). 在教square时，不但让学生说句

I can see a ____(wall, box, bag, table). It’s a square. 还进行适当的拓展，教给他们熟悉的地方的表达。如T: I can see some children. They are on the square. It’s Zijin Square.出示词组：on the square 在广场上，Zijin Square 紫金广场，学生感觉非常兴奋，因为这个地方是他们常去的地方，现在可以轻松地用英语表达出来，这样更能激发他们学习英语的兴趣，然后再让他们欣赏几个著名的广场

Tiananmen Square, the People’s Square, the Olympic Square。“课程生活化，生活课程化”，

这样才能使学生的学习变得更有意义，使他们更喜爱英语、热爱英语。

二、学科的多元化

基础教育课程改革的目标中指出：“改变课程结构过于强调学科本位、门类过多和缺乏整合的现状，使课程结构具有均衡性、综合性和选择性。”

在教学单词side时，也让他们观看动画I’m a triangle. (内容：I am a triangle, with three sides --- one, two, three. And here’s another triangle just like me. Triangles can be big. Triangles can be small. Triangles can be short. Trianges can be tall. Triangles are everywhere! Look and you will see. And we all have three sides. One, two, three.) 这样既让他们不断地巩固triangle的发音，解决难点，又与数学学科相结合。有一句话说得好，“学科与学科是相通的，没有绝对，只有相对。”因此在课中我注意挖掘数学学科的联系，多方位、多角度、多层次的发展学生的知识技能、情感态度和创新精神。然后从A triangle has three sides.让他们再观察图片回答：How many sides has a rectangle/square? 在巩固练习形状单词是，让他们找规律，What’s the next shape?说出下一个图形是什么，这样让学生切实体会到学习中处处有英语、时时有英语，培养学生学习英语的积极情感态度。

三、活动的多样化

在教学时，有多种形式的朗读和句型操练，巩固单词时，又运用儿歌，游戏等多种方法，让学生一次次读、一次次说，却未感到厌倦、无聊，而感到新奇，一节课的容量很大，但学生却不感到累，而乐此不疲地参加活动。多样化的活动切切实实让课堂“活”了，发出

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了无限魅力，让人“留恋忘返”。

诚然，本课更有很多不尽人意的地方。

一、star和circle以前接触过，发音也不难，在这里就没必要在用儿歌A star, a circle.I can see. A star, a circle.For you and me.来巩固了，可以去掉。而triange和rectangle的发音较难，用儿歌Rectangle, rectangle, A door is a rectangle. Triangle, triangleA tree is a triangle.读起来也不顺口，不容易读好，还是去掉比较好。

二、在单词的引出时太过依赖多媒体课件，其实只要用一张正方形的纸，利用图形之间的紧密联系用折叠的方法，把一张正方形的纸折成长方形，再把长方形的纸折成两个三角形。通过一个图形变换成另一个新图形呈现新知，吸引学生的注意力，开动脑筋，活跃了思维，激发学生的学习欲望。

三、有的地方安排时间不恰当，浪费了一些教学时间，导致最后一个教学步骤没能完成。

任何一节课都会留有遗憾，这也是我不断学习的动力！在今后的教学中，我要做一个有心人，善于利用各种活动来抓住学生的目光，抓住学生的心。让学生带着好奇，带着兴趣，积极主动的来学习英语。

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