1、Unit 3 ToysLesson 3 教学设计教学设计 课课型：型：复习+字母新授 年年级：级：一年级 教材版本：教材版本：人教新起点 Content: Unit 3 ToysLesson 3Grade: Grade One Time: 40 minutesTeacher: Qu Lanfang Teaching aims 1. Knowledge: a.Revision: Vocabulary:doll, bear, train, car, ball, plane. Structures:A: Can I have a ? B: Sure. Here you are. / Sorry, n
2、o. b. Letters: I J K L 2.Ability: a.Students can read and know the words about toys without pictures. b.Students can ask for something and answer the question with structures. c.Students can read the four big letters exactly, recognize them and find them in the life. d.Students can improve their com
3、municative skill. 3. Emotion: Students can understand that we shouldnt eat too much junk food. Teaching important points 1. Revision. 2. Learning the four big letters. Teaching difficulty 1. Students can read the big letters exactly. 2. Students can find the big letters in their life. points Teachin
4、g procedures Step 1: Warm up and lead in 1. Greeting. 2. Lets sing the song we learnt in Lesson 2. 设计意图设计意图：Toy Train 是第三单元第二课学过的歌曲，学生非常熟悉。一方面 用熟悉的儿歌做热身，通过做动作和歌唱，调动课堂学习的气氛，提高学生 学习的兴趣，另一方面用这首歌曲引入本课的学习。 3. Lead in the new lesson and writes the title on the blackboard. Step 2: Revision 1. Agame: Can yo
5、u guess the toys? Teacher asks students to guess the toys behind the faces. 设计意图：设计意图：老师设计了六张笑脸，每一张笑脸背后有一个玩具单词，学生 在猜的过程中， 大量说出玩具单词， 旨在对这些单词的 “音” 做很好的复习。 2. Act like toys. a. Teacher acts and asks: Whats this? Students guess and say. b. Teacher says the words and students act. 设计意图：设计意图：通过老师表演、学生猜，老师
6、说、学生表演的方式，旨在让学 生在玩与演的过程中，对这些玩具单词的“义”做很好的复习。 3. Teacher shows the word cards without pictures and students read them. 设计意图：设计意图：没有了图片的提示，学生的注意力都集中在单词本身上，旨在 对这些玩具单词的“形”做很好的复习。 4. Students chant together to revise the words. 设计意图：设计意图：这是第三单元第一课学过的儿歌，学生通过熟悉的儿歌，一方 面再次整体复习学过的单词，另一方活跃课堂氛围。 5. Teacher shows
7、 the pictures of toys and asks one students: Can I have a doll? Then teacher invites two students to answer the question, shows the two kinds of answers and writes them on the blackboard. 6. Teacher asks students to do group work and pair work. 7. Teacher shows another four shops, asks students to c
8、hoose one and make a new dialogue with the structure “A: Can I have a ? B: Sure. Here you are. / Sorry, no.”, and then invite a few pairs to do presentations. 设计意图：设计意图：教师将玩具词汇拓展到“文具、水果、教室物品、房间物品” 四类词汇，一方面提供更大的空间让学生使用句型，达到复习句型的目的， 另一方面结合学过的知识，提高学生灵活运用句型以及英语口语交际能力。 Step 3: Letters learning. 1. Presen
9、tation (1) I a. Teacher shows the sentence “Can I have a ?”, makes “I” bigger and lets students find the big letter. b. Teacher invites students to read it one by one and then group by group. c. Teachers makes students to say sentences like: I have a I like or I 设计意图：设计意图：在大写字母 I 的学习中，教师用今天复习的主句型“Ca
10、n I have a ?”自然引出 I，同时利用幻灯片字母变大的效果，吸引学生的注意力， 让学生第一时间关注到 I。另外让学生用 I 来说句子，以词带句，给不同层 次的学生充分的发挥空间。 (2) J a. Teacher shows the poker card with J and makes students find the letter. b. Teacher invites students to read it pairs by pairs and then group by group. c. Teachers makes students to distinguish “J”
11、 and “G” through “the shooting game.” 设计意图：设计意图：在大写字母 J 的学习中，教师用扑克牌自然引出 J，启发学生在 生活中学习英语。另外利用游戏让学生在轻松愉悦的氛围下区分这两个相似 发音，规范字母发音。 (3) K a. Teacher shows KFC and makes students find the letter. b. Teacher invites students to read it one by one and then group by group. c. Teacher makes students understand
12、that we shouldnt eat too much junk food. d. Teachers asks students to find the same sound among HJK, and sing a song “H J K, H J K. H J K, AAA.” like “Happy New Year”. 设计意图设计意图：在大写字母 K 的学习中，教师用肯德基自然引出 K，告诉学生不 要吃或尽量少吃垃圾食品，尽量做到在课堂上教会孩子们一些道理。另外利 用改编歌曲，让学生在熟悉的旋律下掌握字母相似的发音，在唱中学，在唱 中体会。 (4) L a. Teacher s
13、hows F, acts like a magician to change “F” to “L”, and makes students find the letter. b. Teacher invites students to read it one by one and then group by group. c. Teachers asks students to distinguish “L” and “F” through the game: Teacher says L, and students say F.And we change roles. 设计意图设计意图：在大
14、写字母 L 的学习中，教师变成魔术师，将 F 变成 L，深深地 吸引学生的注意力。另外在游戏中让学生体会 L 和 F 发音中的相似之处。 2. Practice a. Students watch the video and follow it. b. Whats missing? c. Look, do and say. (do hand gestures.) 设计意图设计意图：在这个环节中，老师让学生看图片、学手指、听字母、做手势。 在玩的过程中，学生可以掌握到字母的“形” ，促进了学生对字母的认读能 力，也提高了学生的学习兴趣。 3. Production a. Can you find
15、 the letters? Teacher shows four pictures and asks students find the letters. 设计意图设计意图：在这个环节中，老师让学生观察四幅生活中的图片，并找出其中 形似的大写字母，一方面进一步提高学生对字母的“形”的掌握，另一方面 提高了学生观察生活的能力。 b. Can you say more? Teacher asks students to say where they see the four big letters. If they cant say it in English, they can use Chin
16、ese. 设计意图：设计意图：在这个环节中，老师让学生说说他们在生活中哪个地方看到过这四 个大写字母，真正让英语学习做到“从生活中来，到生活中去” 。 c. Sing the “ABC song”. Step 4: Homework. 1. Play the game in Part(A) with your parents. 2. Follow and recognize the big letters: I J K L. 板板 书书 设设 计计 Unit 3Toys Lesson 3 A: Can I have a ? B: Sure. Here you are. Sorry, no. dollbeartrain carballplane
