lesson 1 Pass the ball!教学设计第一课时

德阳外国语学校小学部

外语组“体验课堂”教学设计

设计者designer：wangluxi 课题Topic 教学目标

Teaching Aims Unit 8

Friends 单元目标

知识目标(Knowledge)：

①

Enable the Ss to use the simple present tense to talk about present states.

②

Enable the Ss to use the continuous tense to describe actions taking place at the time of speaking. ③ Understand the story happening on the beach and repeat this story. 能力目标(Ability )：

①

Listening: Identify the basic consonant h sound.

② Speaking: Use simple phrases and sentences to communicate with others with the help of cues and imitate appropriate stress, rhythm and intonation.

③

Reading: Use knowledge of basic letter-sound relationships to read aloud simple words and short simple texts. ④ Writing: Put the words in a logical order to make meaningful phrases or sentences.

情感目标(Feeling)：

① Enable Ss to understand their own learning advantages and disadvantages by kinds of English activities. ②Learn how to overcome difficulties and set up their self-confidence, so that to help them to develop a harmonious , healthy and upward individual character and develop their social skills through finishing kinds of learning tasks. ③Develop love and kindness towards others. 教学重、难点

Key words:

1

Key& Important items beach, friend, cake, shout, ask, help, together.

Important sentences:

①

Can I have…?

②

Can I play with…?

③

…do not..

④

…sees…

⑤

…asks…

教具准备

Materials for Teaching 教学内容

Teaching ①

PPT. ②

Step-Up CD. ③

Picture Cards. The 1st period 第一课时

①

Learn a new song《Come and play with me》. ②

Consolidate the sentence pattern “XX and XXX are friends, they are playing …”

content 教学重、难点

①

The use of the sentence pattern. Key& Important items 教学步骤

②

The understanding of the sentence pattern. 教学设计

设计意图

purpose 教学批注

reflection Teaching Steps Teaching design Step 1 Free Talking with the Ss about the 训练学生的口语 talk & duty day, the date, the weather, and the 表达能力，培养report.口语练season.

学生自主学习能习经典诵读

力、合作学习的能力。

Step 2 Greeting Learn a song named 《Come and

因这首歌曲节 and warm-up play with me》which is connected 奏感较强，而且with this unit. The lyric is:

伴有相应的动热身导入

作，不仅能缓和课堂气氛，拉近创设情境

老师与学生的距离，也能够使孩 子们活跃起来，注意力更加集

2

Step 3 Presentation 呈现问题

启发诱导

中。这首歌曲与本单元的主要内容也息息相关，让学生提前熟悉本单元的内容，为以后的句型学习做好铺垫。

After finishing the learning of the 歌曲与本单元内 new song, T ask the Ss “Do you 容衔接在一起，remember our friend Ben , it is 教授完歌曲后，his birthday today ,

do you 老师可以自然的want to go to his party and play 引入朋友一词，with him?”

并以围绕着“朋友”这一词展开Show the puppet “Ben” and play 教学，也把本单a video to Ss which is about 元的人物引入进Ben’s birthday party. Then T can 来。

give the Ss some questions like

老师问：孩子们“What can you see?”

学了2年的英语还记得陪我们一“Who are they?”

起学英语的好朋友吗？对，

他就“What is he/she doing?”

是Ben . Invite some Ss to describe what 拿出手偶勾起孩happening at Ben’s birthday party 子们对Ben的回and introduce Ben’s friends to 忆, 并说今天是them. Then tell them, Ben has 他的生日宴会,many friends, they are friends , 问问孩子们愿意they are playing at a party, or ask 去他的生日宴会the Ss , “Are they happy?” . Ss 吗? 激发起孩子may answer:”Yes, they are 们天生爱玩好奇happy.”

的天性, 注意力Play and learn the video again.

Ps: 一下就集中了,便于老师教授新的知识. 同时整堂课也是In this part , T can enable them to 一个故事性的教master the new word “cake”

学，非常符合我们体验课堂其中的标准之一“设置情景”。

3

Step4 Students After watching the video, T can

用老师与老师 learning by show some photos about T and T’ 自己朋友的照片themselves friends to practice the new 给孩子们欣赏，sentence pattern. “ XXX and 欣赏的同时练习自主体验

XXX are friends, they are 句型。（或者老playing …”

师准备学生的照设疑质疑

片。）

T can also prepare some photos about Ss and their friends.

孩子们对熟悉的人或物特别的感

兴趣，同时也能加深他们对本堂课所教授知识的印象。

Step 5 Pair

Invite 2 Ss(they ‘d better be

老师先选出一 work & group friends) to act out some words 些优秀的孩子表work such as” eating, singing 演动作，其他同drinking..” according to T’s 学便边看表演边合作探究

instructions and the other Ss say

说英语。其他孩“XXX and XXX are friends, they 子们会觉得有趣解惑释疑

are eating/ singing/ drinking…

也想欲欲跃试，当孩子们操练此When the Ss have a good mastery 句型较为熟悉of this sentence pattern, T can 时，便可以让他have the Ss work in their own 们组内活动了。

group, may some one act and some one say. 让孩子们自己小组合作练习表演

能够脱离对老师的依赖性，因而增强他们的自信和自主学习的能力。

Step 6 Practice Ask some groups to show 让每个孩子都有 show & report themselves. And give the best 上台表演的机group some gifts.

会，让他们能够展示交流

当着全班同学大胆说出英语，克评价反馈

服胆怯，并且使有表演欲望的孩子发挥他们的想象力，创造出更好的表演。

4

教学反思

What have you got after teaching? 教学内容

Teaching content

The 2nd period 第二课时

①

Review the sentence pattern “May I have…?”

Learn “Can I have …” and answer it with “ Sorry, no” , “ Yes, here you are.” Yes, please.”

② Learn “ Can I play with you?”.

教学重、难点

①

The use of the sentence pattern. Key& Important items 教学步骤

②The understanding of the sentence pattern. 教学设计

设计意图

教学批注

Teaching Steps Teaching design purpose reflection Step 1 Free ①

Talking with the Ss about the 训练学生的口语 talk & duty day, the date, the weather, 表达能力，培养report.口语练and the season. 学生自主学习能习经典诵读

力、合作学习的② Free talk

能力。

T: Hello, may I come in? （敲门和学生随意的英动作） Hello/ Good morning./ 语交流能帮助他们复习以前的知Good afternoon. / How are 识，也能同时引you?/Are you happy? 入今天的新知T writes “May I come in?” on the 识。

Bb.

Step 2 Greeting Revision

利用学生桌上的 and warm-up 新文具，用类如上面的对话与学T: Oh, a new pen, It’s 热身导入

nice. Look, what’s this? Do you 生交流，帮助学生复习单词 ,为like this …

创设情境

教授新课做铺Review, pen , ruler, rubber, ball 垫。 pen, pencil, book (English book,

5

Chinese book)。 Step 3 T pretends to like one of the 老师可以通过夸 Presentation stationary, and asks for one of it 张的表演引起学呈现问题

by the sentence: 生的注意，并且” May I have…?”

用教室的实物复启发诱导

May the Ss will say 习以前学的句

“Yes, here you are.”

型，也能带出本 At this time , T writes “May I 课时学习的主要have a ….” on the Bb.

内容，新旧知识

Then T asks for other stationary 的比较，真实场with the sentence

景的再现，能让“ Can I have…? and writes it on 孩子们对知识留the Bb.

Explain the meaning of the 下更加深刻的印expression ‘Can I have ……?’ 象。

Say the expression slowly and

ask students to repeat. Step4 Students T: Welcome to my snack bar.

老师通过设计 learning by

Let’s see what’s in my snack教学情境，“小themselves 吃店”让孩子们

bar . Can you guess? S1:Ther更好的练习句e are apples/pears/pencils/……

型，也能更好的自主体验

While-task procedure 理解本堂课的内设疑质疑

容，不仅可以老T: Welcome to my snack 师自己做 bar. Do you know what is thishopkeeper , 也可以锻炼学生，s?? 让他来做1. Introduce ‘biscuit’ and shopkeeper. 让say ‘biscuit’ slowly. Ask stude孩子们自主体验，快乐成长。

nts to repeat .

2．T taste a biscuit, Say: Hmm, it’s delicious . Do you like it? Please ask ‘May I have…?’(板书) Use the food on the table to get students to practice asking for things.

T: Look, I have so many

6

biscuits .Do you want to taste it? Please ask me for the biscuit.

S1/S2/S3/…: May I have a biscuit ? T:Sure./Sorry.(只给说得好的同学)

Step 5 Pair Say it’s fun to buy food ! Wh

在老师亲自示 work & group y don’t we try it now ? Divid范扮演work shopkeeper以后，

e students into groups of three让学生们自己在

. Have one student be the sh合作探究

小组内模仿老opkeeper and the other two be师，由组长带领解惑释疑

customers . The customers m组员分工合作，ust ask ‘May I have……?’ Th练习句型，达到 培养其自主学习en let them change roles. 能力的目的。

Step 6 Practice Ask some students come to the

给孩子机会展 show & report front and act out the scene. 示自己的英语口Students vote for the best group . 语，增强其自信。

展示交流

评价反馈

教学反思

What have you got after teaching? 教学内容

The 3rd period 第三课时

Color words：blue, red, brown, green, yellow……

Teaching Sentence:

where is the yellow kite?

It is content near the bicycle. 教学重、难点

① The pronunciations of these words and sentences Key& Important items 教学步骤

② The meaning of these words and sentences. ③ The use of these new words and sentences. 教学设计

设计意图

教学批注

7

Teaching Steps Teaching design purpose reflection Step 1 Free Talking with the Ss about the 训练学生的口语 talk & duty day, the date, the weather, and the 表达能力，培养report.口语练season. 学生自主学习能习经典诵读

力、合作学习的能力。

Step 2 Greeting and warm-up 热身导入

创设情境

Step 3 Presentation 呈现问题

启发诱导

Step4 Students

learning by themselves 自主体验

设疑质疑

Step 5 Pair

work & group work 合作探究

解惑释疑

Step 6 Practice

show & report 展示交流

评价反馈

8

根据课本内容， 让孩子们小组合作，将课本上的内容展现出来，运用到实际生活当中，不仅培养了他们自主学习的能力，也增强了团队精神。

教学反思

What have you got after teaching? 教学内容

Teaching content

The 4th period 第四课时

①The story about Ken, Alan and Mark.

②

New Word: beach, sea, shout, ask, help, share.

教学重、难点

①

The main idea of this story.

Key& Important items 教学步骤

②The dialogue among the three boys. ③The meaning of these new words. 教学设计

设计意图

教学批注

Teaching Steps Teaching design purpose reflection Step 1 Free Talking with the Ss about the 训练学生的口语 talk & duty day, the date, the weather, and the 表达能力，培养report.口语练season. 学生自主学习能习经典诵读

力、合作学习的能力。

Step 2 Greeting Free talk:

找孩子们感兴 and warm-up Q1: What will you do on your 趣的并且与本堂holiday? 课内容联系紧密热身导入

Q2: Do you want to go there with 的话题，与孩子your friends? 们对话，看似随创设情境

Q3: Do you like to make new 意的问答，却已friends on your journey?

将本堂课的主题 Q4: How do you make new 引出。

friends? Step 3 T shows a picture “beach” to the 老师可以自然的 Presentation Ss, and asks them “What can you 从上面的谈话过呈现问题

see? What is this place? Have you 渡带接下来要讲been to a beach? Ask Ss if they 授的知识，告诉启发诱导

want to go to the beach with their 孩子自己最喜欢friends and what they will do at 去的地方时海 the beach with their friends. 边，并拿出各种海边风景的图

片，让孩子欣赏，以激发他们的兴

9

趣，讲注意力投入到整堂课来。

Step4 Students T: Today we are going to make a

设置情境，配合 learning by new friend named Ken. 与课文相关的动themselves

(T moves Ken‘s picture out)

画，用鲜明生动Where is Ken?

的图画和人物刺自主体验

Ss: He is at the beach. 激他们的感官，T: What is he doing? 充分调动他们的设疑质疑

Ss: He is playing. 积极性，让孩子T: Is he happy?

们身临其境，主 Ss: He is not happy. 动的去了解本课T: Why? What happen? 文的主人公和他(T moves Alan and Mark’

故事的发展过pictures out and introduces them 程。

to the Ss ) T: What are Alan and Mark

doing? Are they happy?

…. Have the Ss to talk about whether they are nice to Ken in picture 1

and 2 and 3. Ask Ss what they

would do if they were Alan and Mark.

Before playing a video about the 3 children’s story, T gives the Ss

some questions. Q1: In picture 1/2/3, What are 在看动画之前，Alan and Mark doing? 为了激发他们的Q2: Are Alan and Mark friends? 好奇心，看动画Why? 更加仔细认真，Q3: Are Ken, Alan and Mark 老师可以用设问friends? Why? 的方式提出几个After watching the video, T can 问题，让孩子们help the Ss to solve the above 带着问题看动questions together. 画。

T shows picture 4 to the Ss, and asks them”

Where is the ball?”

“Whose ball?”

“Can Alan and Mark swim? “

Can they get the ball?”

T: If you are Alan and Mark, what would you do? Ss: Shout for help.

10

T shows picture 5 to the Ss and tell them, Ken asks the man for help. At last, T asks questions and prompt Ss to describe the Ss in picture 6 like, “ What are Alan, Mark, and Ken doing? Are they happy?”

Step 5 Pair Work in groups,

由于课文很多 work & group 都是学过的单Give the Ss 5 minuets to work 词，在了解了故underline the new words of this 事的大概内容合作探究

passage in their own group.

T 后，可以让孩子writes the new words given by 们分组合作，在解惑释疑

the Ss on the Bb and asks the Ss 小组长的带领to guess according to the story 下，自学课文， what the meaning is. Give the 并划出他们不认group who gives the right answer 识的单词，这样some gifts.

不仅能提高他们自己学习课文的能力，也能够培养他们大胆向老师提出疑问，有问题就问的习惯。

Step 6 Practice After finishing the learning of show & report this story, T can asks the Ss to act out this story. 展示交流

评价反馈

教学反思

What have you got after teaching?

The 5th period 第五课时

Sentences:

① …has…

② It is…

教学内容

Teaching

11

content ③ Where…?

Words:

prepositions

color words 教学重、难点

① The pronunciations of sentences Key& Important items 教学步骤

② The use of these sentences. ③ Understanding of this passage. 教学设计

设计意图

教学批注

reflection Teaching Steps Teaching design purpose Step 1 Free Talking with the Ss about the 训练学生的口语talk & duty day, the date, the weather, and the 表达能力，培养report.口语练season. 学生自主学习能习经典诵读

力、合作学习的能力。

Step 2 Greeting Quick memory

快速记忆的游and warm-up T shows the word cards to the Ss 戏，让孩子们对just for 5 seconds, then asks the 单词的印象更加热身导入

Ss to spell those words.

深刻，让他们获

T gives the right one 1 point. 得拼写出单词的创设情境

成就感，也能让孩子快速进入学 习状态。

Step 3 T invites a S to come out with a 用教室实物复习Presentation book to review the 以前所学句呈现问题

structures”…has…it is…”with 型”…has…it the class. Then T asks the S to is…”，启发诱导

place the book behind, in front of “Where…?”更加or near a box to review the 直观。

structure “Where…?” and the

prepositions with the class. Step4 Students Practice the structures and the learning by prepositions with the class by themselves inviting Ss to put different familiar objects in different 自主体验

positions and having the class give descriptions. 设疑质疑

Step 5 Pair Invite Ss to draw a picture work & group showing objects in different

12

让孩子们自己 放东西复习句型，增强其自主学习能力。

让孩子们亲手 绘制一幅他们自

work positions. Tell them that they can 己喜欢的场景，pick a scene at school, at home or 画上他们学过的合作探究

on a family trip. 事物，再描述这些事物的位置，解惑释疑

他们会很感兴趣，给孩子们机 会展示他们的绘画作品，请他们一起描述。

Step 6 Practice After finishing the picture, T

给孩子机会展 show & report asks the Ss to discuss the 示自己的英语口pictures’ position in their group.

语，增强其自信。

展示交流

评价反馈

教学反思

What have you got after teaching?

13