Unit 2 How many pink balls?主要内容及教案内容

Module8 Unit2

《How many pink balls？》

一、Teaching Aims: 1、Review the numbers：1~10，count the numbers from 1 to10；

2、Be able to listen、say、and recognize the words: ball、pink、brown；

二、Focus Points & Difficult Points:

1. Students can use the sentence pattern：“How many......？”

2. Do the corresponding actions after order. 三、Emotion Aim：

To cultivate students’ spirit of cooperation in the activities. 四、Teaching Preparation: CD-ROM、word cards 、costume

五、Teaching Steps：

Step 1.

Warm up

1.Greetings

2.Sing a song .

♪

3. Free talk

Make a short conversation with students.(weather/date) 4. Divide whole class into two groups.

Give each group a name : boys / girls

Step2. Lead -in 1. Watch a cartoon movie.

- 2.Create a certain atmosphere. Invite a boy come to the front,and turn him into a father Christmas.The teacher tell them a story,and the boy act it out. Step3. Presentation

1.

Let students to touch Santa’s bag,and guess what’s in it. T:“Is it a....?”

Ss: Yes, it is./No,it isn’t. Are theyTeach the new word --- ball. 2. Use PPT to present fivehouses.Find more children to help Santa to give people gifts. 3.No.4 house needs five pink balls. Teach the new word-pink. 4.Same way to teach the word-brown. 5.Use the balls to practice the sentence: How many....? Step 4. Game

Use ppt to present some different colours of balls.Practice the conversation.

Step 5.consolidation

Learn the text. And try to act it out. Step 6.

Summary Show different pictures,and say it out together. Step 7.

Sing a song Five little ducks Homework：

Read the text three times after class.

课后反思：

本节课强调学生在实践中学习语言，任务设计贴近学生的生活，是学生在真实的情境中交流，并感受到用英语做事的乐趣。本节课设置了多个小任务，孩子们都完成得非常好。

针对本节课的内容以及一年级学生的学习特点，使用了多媒体和小道具通过讲故事的方式创设出圣诞老人来了的故事情境，一开始就激发了学生的学习兴趣；在之后的学习活动中，学生又进一步学习了描述颜色的形容词，之后又创设了“Father christmas needs a wee”的活动，请小朋友们帮助圣诞老人分发礼物。进而继续学习数字结合颜色的表达方式。让学生在充满乐趣的轻松氛围中学习词汇、句子。

本节课需要改进的地方是：虽然学生的思维非常活跃，参与性也很高，但在第一遍读课文的时候，出现了流利度不佳的情况。教师应当加大输入的的次数，这样才能让学生表述内容时语言更加流畅。

在口语操练环节，可提供多种物品供学生选择，这样有利于培养学生的发散思维，避免限制学生想象力的发展。

此外，在学生展示会话时，如果学生已经能拓展运用，就不必局限于对文本的展示。可设置分层展示任务，让有能力的学生得到更多的发展。