1、Unit 1Lesson 6 教学设计 Teaching Aims: 1. Being able to listen, read and say the words:plus, minus, zero; 2. Being able to listen, read and say the sentences: -How much is . plus/minus.? - .plus/minus.is. 3. Being able to read the words and sentences in the book. 4. Being able to use the sentence struct
2、ures in the real situation. Teaching Points: 1. Being able to master the words: plus, minus, zero; 2. Being able to read the words and sentences in this lesson; Teaching Difficulties: 1.Being able to listen, read and say the sentences: How much is .plus/minus.? .plus/minus.is. 2.Being able to use th
3、e sentence structures in the real mathematical problems. 3.Pay attention to the sound of “minus”. Teaching Method: T: Teaching, demonstration method; Ss: Pair-work Teaching Material: T: word-cards, sticks, paper, sentence-lists; Ss: books, sticks, boards. TeachingTeaching Steps:Steps: 1.1. Greetings
4、Greetings T: Good morning, everyone. Ss: Good morning, Jenny. 2.2. RevisionRevision a.a. BounceBounce thethe ballball T: Now, lets bounce the basketball. Ill pick one student from each group, and others say the number. The four students bounce the ball, the first one will get a point. （设计意图：通过拍球游戏让学
5、习复习学过的数字 1-10，并再游戏中 提高学习英语的兴趣，把孩子提前带入到学习的状态中。 ） b.b. ReadRead thethe phonephone numbernumber T: Here are some phone numbers, who can read them? （设计意图：读电话号码可以让孩子再次复习数字，并感知数字在电 话号码中的用法和读法。 ） 3.3. Presentation.Presentation. A.A. TeachTeach “zerozero” T: Lets sing the song. . Please look at the screen,
6、and read the numbers together. Ss: Ten,nine,eight.zero. T: Yes, that s right. So today let s study“ lesson 6”together. T: Please read after me. Zero, zero （设计意图： 通过唱歌复习数字 1-10， 并引出要学习的新内容， zero， 让学生在轻松的情况下主动接受新授单词。 ） B.B. TeachTeach “ plus,plus, minusminus” T: This is Vivian. She is in Grade 1. Toda
7、y she will study some mathematical formulas within ten. Lets help her finish it. (Teacher shows an equation.) T: 2 ()+3=5? S1: Two “plus” three is five. T: Yes, plus. Read after me. T: 4 () 3=1. S2: Four “minus” three is one. （设计意图：教师给出学生算式题，让学生在给添加符号的过程中学 习新授单词，这样做可以减轻孩子学习的难度，并能激发孩子学习的 兴趣，起到一定的促进作用
8、。 ） C.C. TeachTeach thethe sentencessentences T: I have more equations, lets see together. 1+1=2 Who can read it? S1: One plus one is two. T: Yes. And how about this one “ How much is one plus one?” S2: One plus one is two. T: Bingo. (Practice two more in the same way.) （设计意图：由新知导出新知，先从数学算式到处数学问题，在学
9、生 已经掌握基础句子的同时再导出问题，这样做可以降低学习问句的难 度，并可以引导学生快速说出来。 ） 4.4. PracticePractice T: Vivian is very happy, because she learnt the equation very well. Now there are some tasks for here to finish. Lets try together. （设计意图：本环节是在 Vivian 学习算式之后设立的关卡，这样做的 目的是为了提高学生学习的兴趣，并巩固本节课学到的句子。 ） A.A. JumpJump andand saysay T
10、: Lets try to say the words together. (设计意图：学生通过老师的手势来读单词，这样做可以提高学生读单 词的兴趣。 ） B.B. ChooseChoose paperpaper T: I have some paper in the box, please choose one and read or ask questions. Eg: Three plus one is four. How much is one minus one? （设计意图：学生自己选择纸条并读出来或者问问题，这样做用来检 查学生对本节课句子学习的掌握情况，并提高学生复习句子的兴趣
11、。 ） C.C. LayLay thethe stickssticks T: Please take out your sticks, and lay the number I say. Eg: How much is one plus one. The first one can get one point. （设计意图： 通过摆小棒来检测学生本节课对于学到的句子是否掌握， 主要检查学生的听力和动手能力。让学生在课堂上动起来，激发学生 的学习兴趣。 ） D.D. LuckyLucky wheel.wheel. T: Please choose the number, and make the
12、 dialogue with your partner. （设计意图：本环节通过选择幸运盘的方式，让孩子自主选择可能会 说的句子， 然后造句， 目的在于检测学生是否真正掌握本节课的内容。 ） 5.5. CorrectionCorrection T: Vivian is very happy, so she did some equations. Lets see together. Are they all right? Ss: No. T: Lets correct them together. You are very good. Vivian is veryhappynow.Sheisv
13、erysmart,butbecauseofher carelessness, she did most of them wrong. Please be careful when doing equations. （设计意图：本环节是情感升华，Vivian 虽然掌握了算式题的算法， 但是由于粗心容易算错，告诫学生在做题时一定要细心，让学生在改 错中感知细心的重要性，并再一次复习本节课的句子。 ） 6.6. ListenListen andand read.read. T: Now, please open your book, lets listen and read the words and sentences together. （设计意图：回归课本，从书中来，回书中去。让孩子在听录音的过 程中感知语音语调，纠音，感受英语的发音。 ） Board Design Lesson6 1（+）2=3plus1+1=21+1=? 4（-）1=3minus1-1=01-1=? 5-5=（0）zero A: How much is .plus/minus.? B: .plus/minus .is.
