Lesson 1优秀教学设计说课稿

unit 5 Body 》教

学

崔

变

红

榆次区张庆中心校杨村学校

设

计

《

学校

课题

杨村学校

学科

英语

上课时间

Unit 5

A Story---Bad luck for Pat 第（

4 ）课时

一、核心设计

教师

教学

目标

学生

学习

目标

引导学生能在图片的提示下听懂、读懂小故事

Bad luck for Pat，并能进行简单的分角色表演。

教学

目标

学生能在图片的提示下听懂、读懂小故事

Bad luck for Pat，并能进行简单的分角色表演。

学习

任务

检测

工具

Task1: Buy your favourite food. Task2：Listen and look carefully. Then choose the right answer.(认真听，并仔细看图片,然后选择正确的答案。) Task3：Listen，look and answer.

Test：Let’s act.（提示：选择自己喜欢的片段在小组内表演，小组长要分配好角色，几人可以同时扮演一个角色，两分钟后展示）

第二部分 教学过程设计

一、导入课题

T: Hello，boys and girls. Nice to meet you! Ss: Hello, Miss cui. 二、明确目标

T: Today，I’ll bring you to a place. Are you ready? Let’s go. Look, where is it? Ss: A snack bar. T: There are many food in the snack bar.(板书Food) Guess: What food is in the snack bar?

Students try to say the food that they know. 三、预期效果

T: Do you want to eat something? 激

情

导

课

1.任务呈现

民

主

导

学

Task1: Buy your favourite food. T: Look, I’m a sale-woman now. You can come here and buy your favourite food. Please use this sentence: A hamburger, please. /Can I have a/an/some……,please?

2.自主学习

Students practice by themselves. 3. 展示交流

T: Can I help you? S1: A hamburger, please. T: Here you are. S3:Can I have a hamburger, please? T: Here you are. S4: Can I have an ice cream, please? T: Here you are. （师利用歌谣引导学生突破难点：句子Can I have an ice cream, please?的连读）

S5: Can I have an apple, please? T: Here you are. T: How are you feeling now?

Ss: I’m happy. 1.任务呈现

T: Look, Who is this?

S6: He is Pat.

T: Pat buys some food, too. What food does Pat buy? T: Now, let's listen to the story---Bad luck for Pat, and try to find the answer. Task2：Listen and look carefully. Then choose the right answer.(认真听，并仔细看图片,然后选择正确的答案。)

What does Pat buy? A. Milk, ice cream. B .Popcorn, hamburger, ice cream. 2.自主学习

1）Students listen and look at the story carefully. Then choose the right answer. 2）Group work: Discuss the answers. 3.展示交流

T: What does Pat buy?

民

主

导

学

S7: B. Popcorn, hamburger, ice cream. T: which picture can you find? (CAI出示图片) Teacher leads Ss to find the pictures and understand the story. T: Pat has so many food , but he is sad. Why?

1.任务出示

Task3：Listen，look and answer. Does Pat eat the food? (Pat 吃到这些食物了吗？）

2.自主学习

Students Listen，look and try to answer the questions. 3.展示交流

1）T: Does Pat eat the popcorn? S8: No. T: Where can you find? (出示图片②) T: How is Pat feeling? S9: He is sad.

T: Oh, no popcorn,（老师满脸悲伤。）

But he will buy a hamburger. CAI: 出示第③幅图（教师指着图中的文字)Can you read? S10: A hamburger, please.

T: Here you are. T: A hamburger. Yummy! I love hamburgers. What about Pat? S11: I love hamburgers. T: How’s Pat feeling?

S12: He’s happy.

T: But what happened now? (CAI: 出示第⑤幅图。) T: How does Pat say? Who can read it? Ss: My hamburgers. T: No hamburgers. He is very......? Ss: Sad and angry. T: No popcorn, no hamburgers, Then, what’s he going to do? (CAI: 出示第⑥幅图。)

T: What’s he doing? （老师用鼠标指着句子问学生）

S13: Can I have an ice cream, please? T: Look at my mouth. Can I (3遍)have an ice cream(3遍) please?(师慢速读3遍)

T: Who can read it? (每组一名学生试读) (小组练习读，请小组反馈) S: Can I have an ice cream, please? T: Here you are. S: Can I have an ice cream, please? T: Here you are. (同样的形式请两对学生，两组学生读) T: How’s Pat’s feeling?

(Happy) T: Happy and tired. He want to go home. T: But look at this picture. 出示第⑨幅图。

T: Where’s the ice cream?

S11: Dog is eating. T: For the dog, why? Ss: No ice cream on the bus.

T: What’s meaning? （

教师引导学生理解并进行德育渗透：No smoking on the bus. No pets on the bus. Everybody should care about our environment ）

T: This time, you should listen and read the story following the tape carefully. Pay more attention to the pronunciation and intonation.(这次要仔细听并读故事，注意语音和语调。) 1. 播放录音，全文跟读一遍。

2. 齐读。

3. 个人读。

4. 教师和学生分角色朗读。

民

主

导

学

5.

男、女生分角色朗读。

Test1：Let’s act.（提示：选择自己喜欢的片段在小组内表演，小组长要分配好角色，几人可以同时扮演一个角色，两分钟后展示）

1.

师生表演第一片段。

2.

小组选择自己喜欢的片段在小组内分饰角色练读

3.

小组展示，教师学生适时评价。

4.

老师总结：

T: No popcorn, no hamburgers, no ice cream, so bad luck for Pat.(出示课题) 全班跟读：Bad luck for Pat. 检

测

导

结

T: What’s the meaning?(倒霉的Pat) T: No popcorn, but his friends have the popcorn, no ice cream, but the dog has the ice cream. So good luck for Pat’s friends, good luck for the dog.

Now I wish good luck for you. Good luck for me. Good luck for everyone. T: No popcorn, no hamburgers, no ice cream, so bad luck for Pat.(出示课题) 全班跟读：Bad luck for Pat. T: What’s the meaning ?(倒霉的Pat) T: Bad luck for Pat. T: No popcorn.

No hamburgers.

No ice cream.

So bad luck for Pat. T: No popcorn, but his friends have the popcorn, no ice cream, but the dog has the ice cream. So good luck for Pat’s friends, good luck for the dog.

Now I wish good luck for you.

三、辅助设计

教具

课件

板书

设计

卡片、教学录音、stickers、教学CAI。

Unit 9

Food A Story ---Bad luck for Pat No popcorn.

No hamburgers. No ice cream.

A hamburger, please? Can I have …, Please?

Here you are.

No ice cream on the bus.

练习

作业

教学

反思

1. Read the story two times. (必做题）

2. Act the story in group.

兴趣是学习的源泉。尤其是低年级儿童，年龄小，有效注意时间短，持久性差，往往影响到课堂学习的有效程度，为此，我采取了多种有效的教学手段吸引学生，使之对学习材料感兴趣。通过引导，从歌曲、游戏导入新课，学生由词到句到故事的学习一气呵成，过渡自然。同时孩子们在游戏的轻松氛围中巩固、强化训练了涉及到本课的单词、句型。

在教学中通过师生对话、生生互动的交流方式，在交流中对重点句型进行举一反三的练习。使学生在无时不在的交流体验中学习和拓展知识技能，学生实现语言的交际性在课堂的各个环节中得到充分的体现。

从新授句到故事情景教学，结合上单元表示心情的单词，如happy、sad等联系各情景，让学生在教师步步深入的引导下，体会主人公的心情，感受故事人物的情感，很大程度地激发了他们的学习兴趣，使他们将注意力高度集中在所学内容上，从而感知并理解好所学内容，同时也加强了教材内容之间的横向联系，有效地实现了学习的归一性。

在教学手段上充分利用多媒体为媒介，帮助学生理解故事情景。教师以丰富的情感感染学生，使学生和教师一起感受故事中的语言特点。在教学过程中设置如He has so many food, but he is sad, why? Does Pat eat the food? (Pat 吃到这些食物了吗？）Where is the popcorn? Where is the hamburger? Where is the ice cream?等问题，引导学生步步深入地理解课文内容，并逐步在故

事中深层次地理解本课新授句型，同时充分调动学生的情感，让学生深刻感受故事主人公的情感变化,在本课教学中，我主要抓住了两条线，一条是本课的知识线索: I love hamburgers!

Can I have an ice cream, please?

Here you are.

No ice cream on the bus.

另一条是故事情节的发展线索: No popcorn.

No hamburger. No ice cream. Bad luck for Pat

教师作为教学的主导者，以培养学生各方面能力为目的，让学生从故事的学习中逐步体会英语阅读的方法与技能。

在这节课中也有许多不足的地方。如在教学的最后一部分用三个“no”来结题，点出Bad luck for Pat.我的处理应该以学生为本的原则，以提示性的语言来提问：Is it good luck or bad luck?启发学生自己来结尾，并再设置一个Good luck for Pat的情境，可能会更加拓展学生的思维想象能力，让学生表达一些有个性的见解。其次在引导学生体会故事中人物的情感时还可以更充分些。在课中我虽然多次用How’s Pat feeling?来引导提问，但还是采用了亲自带读的方式来教学，而没有给学生自己充分体会、揣摩的机会，不利于学生对情感的把握和表达，因此他们在朗读和表演时的情感还未完全投入。