Class 1 Textbook p.24教学设计及课堂实录

Lesson 3: What Happened to You? Period 1

明德路小学刘小葵

一、Teaching Aims:

1. Knowledge aims:

①四会单词及短语: turn, win (won) , winner , prize, mistake, next, make a mistake

②三会单词及句子: race , champion, When is your turn? Let’s give sb a big hand.

③二会单词: congratulations (to sb)

2. Ability aims:

1.能在教师创设的教学情景中,进行类似“When is your/our turn? We’re …”这样的问答交流。

2.能正确使用动词过去式won, made进行造句。

3.能准确读出congratulations这样的多音节单词

4.能在教师创设的教学情景中,描述自己所犯的错误。

3. Focus of the lesson:

能用“The winner is …Let’s give sb a big hand. Congratulations! You won …”这样的句子,描述不同的情景。

4. Predicted area of difficulty:

1. The pronunciation of “congratulations”;

2. Students can change the words (win, make, am/is/are, do, have, take, get) from the presenttense into the past tense.

二、Teaching methods:情景教学法,视听教学法

三、Teaching aids:多媒体,单词卡片,录音

四、Teaching Procedures:

Step I : Warming up and revision.

T: I say one, you say first.

设计意图:为下面的新授环节做好单词铺垫。重点词要放在first, second和third三个词上。

Step II : Presentation.

1.观看一段关于刘翔110米栏的视频。

T: Who’s the first?

T: Yes, Liu Xiang is the first. So Liu Xiang is the winner.

教师板书winner Let students learn to read it.

T: Liu Xiang is the winner. Liu Xiang is the champion.

T: Do you know what the champion is? Can you guess?

T: Yes, “champion”means “winner”.

教师板书champion Let students learn to read it.

T: Who can say more sentences about Liu Xiang?

T: Yes, Liu Xiang is the winner. Liu Xiang is the champion. Liu Xiang is the best runner.

教师板书best runner

2.继续指着刚才的那段视频问学生这是什么比赛,从而引出单词race, Let students learn to read it.

T: The winner is Liu Xiang. He won the race.

Show the word card: win-won. Let students read these two words. 教师板书won

T: Liu Xiang is the first. He won the first prize.(板书)

Show the word: prize. Let students learn to read it.

出示刘翔站在领奖台上的图片,并把获得亚军和季军的运动员介绍给学生。

T: Who won the second prize? S1:------- won the second prize. T: Who won the third prize? S2:------- won the third prize. T: Let’s give them a big hand. Congratulations!

教师板书Let’s give them a big hand. Congratulations!(用音节记忆) Let students learn to read them.

3.出示更多关于赢得比赛的图片,为学生创设情景,练习运用以下句子进行描述。

(1) A:Who’s the first(champion、winner.、the best runner)

B|:-----is the first(champion、winner.、the best runner)

C:——is the second ------- is the third..

D:Let’s give him/her a big hand. Congratulations!

(2)A:Who won the first prize.(race、game)

B|:___won the first prize(race、game)

C:_____ won the second prize . . _______won the third prize .

D:Let’s give him/her a big hand. Congratulations!

方案一:建议小组合作,四人一组,每人一句,从而扩大操练面。练习时,发散思维,用多种形式问获胜者,注意区别be与won 的问答。

方案二:此环节如果班容量小的话,可以在班里分三组,每组选一人,三人同时进行跑步比赛,分出一二三名后,再让四人小组去练习以上对话。板书记录三组所得的星星奖励,(第一名三颗,第二名两颗,第三名一颗,)此处体现奖励性评价。此游戏动静结合,增加趣味。

设计意图:创设情境,通过游戏让学生始终在真实的情境中感知语言并运用英语进行交流。

4.多媒体播放歌曲“Turn around”(百度搜索下载即可)

T: Now, let’s have a rest. Listen to a song and do the action.

PPT: Show the pictures and the phrases: turn left, turn right, turn around. Let students guess the meaning of the word turn. Then Show the pictures and the phrases: my turn, our turn, your turn, her turn, his turn. And let students guess again.

设计意图:一方面活跃一下气氛,再度调动学生的积极性;另一方面引出下面要讲的单词turn

5.游戏设计:是上面3.中的第二个方案的延续,教师手中有一些奖励卡片

T: Who’s the first ? 要求得第一的几个学生排队站好,每人发一张领奖名次卡,(写着第一个领first,第二个领second,第三,四个领next)

T: When is your turn? (一女生)

S1: I ’m the first.

T: ask students When is her turn?

Ss: she is the first.

T: When is your turn? (一男生)

S2: I ’m the second. I’m next.

T: ask students When is his turn?

Ss: He is the second

T: When is their turn? (两生)

S3,4: We are next.

PPT: 出示更多关于排队的照片(授课教师需根据自身需要搜集或自拍一些照片,注意有排队有男his,女her,几个人 our)

Ask and answer questions in pairs. Then let some pairs show.

A: When is ____ turn? B: _____ next.

6. T: Great, I will write the sentence and let’s read it.

Write a wrong sentence “When is you turn?”on the blackboard.

(当有学生发现句子有错时,引出单词mistake.)

T: Sorry, I made a mistake.

Then choose a student to say the right sentence “When is your turn?”. And write the right sentence “When is your turn?”on the blackboard.

T: I made a mistake just now.

Write the word “mistake”, Let students learn to read it. Then write the phrase “make a mistake”. Let students read the phrase.

T: When I made a mistake. What should you say?

T: Yes, That’okay. /That’s all right. You can do it better next time.

Show the sentence: You can do it better next time. Let students read it.

Ask and answer. T- S1, T- S2. Then the students practice in pairs.

A: I made a mistake.

B: That’okay. You can do it better next time.

A: Thank you.

7. Point to the words “make”on the blackboard.谁能拼读出它的过去式T: Can you say some other words like “make-made”?

Show some words: am/is-was, are-were, do/does-did, have/has-had, take-took, get-got, made, win-won, let students read them.

Step III: Practice.

Play the tape. Listen to the dialogue on page 38 two times, then answer three questions.

Q1: Who won the first prize? Q2: Who runs the best in the race? Q3: Is Jim Williams the champion?

Step IV: Production.

Play the tape. Listen and read the text on page 32.

Read the text in groups, then role playing the text.

Step V: Consolidation.

1. Do the exercise on page 33.

2. Do the exercise on page 35.

3. Exercise

Step VI: Homework.

五、Blackboard design:

六、Teaching reflection: