Unit 4 Can you write in English?教学设计第一课时

课题：Unit 4 Can you write in English? 教者：宋亚妮

时长：40分钟（计划分配：热身1分钟，新词10-15分钟，句子10-15分钟综合操练8-10分钟）

Unit 4 Can you write in English? 一、教学目标

（一）知识目标

1. 词汇：能听懂、会说、会读新单词read, write, sing, dance, draw, paint. 2. 句型：能用“Can you...?”询问他人能否做某事，能用“Yes, I can./ No, I can’t.”对该询问进行回答。

（二）能力目标

1. 能通过对个人能力的提问和描述，

获取他人信息。

2. 能在情境下自由运用重点句型与单词。

（三）情感目标

1. 提高学生学习英语的兴趣。

2. 使学生学会在英语语境中礼貌待人。学会询问别人并回答别人的问题。

二、教学重、难点

1. 重点：能听懂、会说、会读新单词read, write, sing, dance, draw, paint，能用“Can you...?”询问他人能否做某事，能用“Yes, I can./ No, I can’t.”对该询问进行回答。

2. 难点：

（1）write的发音。W不发音，要提醒学生注意这一语音现象。

（2）draw的发音。/dr/的发音，要引导学生观察口形，仔细模仿。

（3）句子连读现象Can I write it later？

三、教学准备

PPT，图片，音频，分组画。

四、教学过程

Step 1 warming up and revision

1.

复习上节课动词单词：run jump fly climb swim 2.

Chant

1

run,run , can you dance?

Yes, yes, yes,

I can. Jump，jump，can you jump? No,No，No,I can’t.

....... (老师一开场就开始自唱自跳，吸引学生的注意力。预想学生反应：好奇，觉得搞笑，有意思，跟唱等等。) 3.

Greetings.

T: Hello,hi Nice to meet you! How are you! 4.

Revision Let’s Chant. Review the verbs fly, run, swim and jump. (要求师生合作chant，老师先唱，让学生熟悉节奏。) Step 2 presentation 1.

Lead in.

复习导入

can you run？问并请同学回答，引出新单词draw.再逐个引出新单词。

2.

New words. （使用幕布、鼓掌声，增加真实感。）

（此处将六个生词分为三类，性质类似的放在一起，方便学生记忆。

且使用不同颜色来展示每个生词中的重点音节或元音，帮助孩子记忆。）

1) Show the pictures of “draw” and “paint” one by one.

A. draw T: What can he do?

What can he draw? Oh, he can draw a cat.

What can you draw? Can you draw an apple? (问全体学生)(draw in the air)

Can you draw a dog? (问单个学生) (引导出

Yes, I can.)

Can you draw a banana? (问单个学生)

(引导出No, I can’t.) B. paint T: Look! (show the picture of paint) Can he draw?

No, he can paint. He can paint his home. (带读)

2

Then, what can you paint? I can paint _______. (学生自由说) C. difference between draw and paint （此处特意将draw与paint的区别展示出来，学生可以一边学习英语一边掌握其他知识，关联记忆。）

T: I draw this picture with my pencil. I paint this picture with a brush. You know the difference now? 2) Show the pictures of “dance” and “sing” one by one. A. dance

T: She can dance. Can you dance? Girls, can you dance? Yes, you can? Great! One, two, three, go! (此处设想有两点：

1.

女孩子害羞，男孩子易带动，女孩儿先跳心理压力会小一点；

2.

利用孩子的思维惯性，老师问Can you ___. 孩子自动回答Yes, I can. 可是当老师真的让她跳时，会不知所措。刚好可以让老师进行TPR的教学。) B. sing T: He can sing. Can you sing? (通常孩子们都会回答Yes, I can.) T: Oh, really? I don’t believe you. 我不相信你。这样，我唱上一句，你唱下一句。OK? (学生大多会中激将法，将sing进行到底) Teacher sings Hello, how are you?, How is the weather? and Old Mcdonald’s farm. T: Wow, you sing so well! Then let’s play the mirror game. (互动对象从全班过渡到个体。)

2)

Show the pictures of “read” and “write”. A. read Show the pictures and play what the boy read.

T: Wow, he can read English! Can you read English?

Yes? That’s great. Let’s PK. Boys ask “Can you read?” Girls answers “Yes, I can.” and read. Then reverse. B. write Let students try writing dog, cat and fish.

3

Step 3 Practice 1.

trick game(T 带读，读错则不读，对则跟着老师读。对的积分否则扣分) 2.

golden finger（T带读，老师出示手指，几根手指则读几次，视情况加深难度

3.

fast reaction（最快的那组加分）

Step 4 Production 1.

read together 2.

point some student to read

Step 5 homework 1. Write down the new words. 2. Read the new words.

4