1、Unit 1 Its big and light. 一教学目标： A语言知识目标： 学习语句：Its big and light. Itll be easy for you. This black bag is nice. Its big. 学习单词：light, broken, heavy, pocket, difficult B.语言技能目标： 1.能口头运用 This blue one is big and light. Itll be easy for you.这类语句说明做出决定的原因。其他语句不做要求，让 学生根据情况选择与掌握。 2.能识别单词 light, broken, he
2、avy, pocket, difficult,并 能书写 blue, her。其他词汇不做要求，让学生根据自己的实际 情况选择学习与掌握。 C.语言功能目标： 让学生用形容词来描述事物的特征。 二教学重点： 1.学习并能口头运用 This blue one is big and light。It ll be easy for you 这类语句说明做出决定的原因。 2.学习并能识别单词light, broken, heavy, pocket, difficult, 书写单词 blue，her。 三.教学难点： Itll be easy for you/her/he. 四.教学用具： CD-ROM
3、,单词卡片，课桌，椅子 五教学过程： 1.1. GreetingsGreetings 2.2. Warm-upWarm-up （1）用单词卡复习颜色，并指着教室里的物品说颜色。 （2）让学生看大屏幕来复习，复习形容词 （3） playagame 2. Presentation 1 学习 light 和 heavy. （1）light 教师拿出自己的包，并问 Look, Whats this? Ss：书包 T: Yes, this is my bag,(自己的实物包)，Its black. It s big. Look, its empty. And I can take it very eas
4、y. So, it s Ss: 轻 引出单词 light,并教授、板书。 (2)heavy 教师拿出牛津大辞典，并说 Look，this is a big dictionary, I put it into my bag. Now, its SS: 重 T: Yes, heavy.并学习 heavy (3) Have a chant, 用 chant 对比学习 light 和 heavy. (4) 找几个学生的包，展示给学生，并描述一下它们。 3. New lesson (1) 导入课文，并教授 broken T: Ive got a bag. Lingling hasgot a bag，to
5、o. 出示 第一幅插图 Lets look, This is Linglings bag. And guess. Is it new? SS: No. its old. T: Clever, its too old, its broken.出示单词卡片，并 教授 broken. Follow me. Lets write it. 并用课件展示坏 的图片，加深印象。并让学生猜猜意思。 T: Boys and girls. Lingling will go back to China. We know Linglings bag is broken, Can she take it to Chin
6、a? Ss: No. T：Thats right. so Ms Smart will buy a new one for her. 出示第二幅插图问 Now, Look at the screen. Look at the picture, and guess. Where are they? （3）读图片，回答问题 T：There are so many bags there, first they should choose. Now take out your book, turn to P18, Look the pictures, and then tell me. . How ma
7、ny bags do they see? T: Ok, How many? Do you find? SS: Three. T: Yes. And what colours are they? 学生边说教师边张贴三个包的照片。 （4）Read and match. 先让学生读懂句子，然后再读课文并连线。 张贴句子卡，并操练句型。 （5）做决定 T: Now, after the comparison, which one do they buy at last? 同学们回答 A，老师说：Thats right. Why? SS: Its big and light. T: Very cleve
8、r! What else? Any other reasons? SS: 学生有提前学的会说出有四个轮子 T： Great. 大屏幕出示。 It s got four wheels. Look and follow me. And itll be easy for her. 用 easy 的单词卡 T: Class, look, Ive got two Look at the green one. It has two. Ss: 口袋 T: Yes，pocket. 学习并板书这两句话 (3)读课文，填一填 T：Ok，children. We talk about these bags just
9、 now. This time, I want you to read the text again, and then fill in the blanks. Take out your papers. Do it in your groups. Let s have a competate. Lets see which group is the winner? Now, begin. 学生完成之后，看看哪一组最先完成，并表扬他们 找学生读，并订正答案，然后教师领读。 (4) 听录音，跟读。 第一遍全体跟读， 第二遍分角色读。 T: Now lets act it out. Boys wi
10、ll be Lingling, girls will be Ms Smart, Ill be SA. Clear? Lets go. 4. 拓展练习 出示超市的照片说：Im going to go to the Peoples department store. Ill go shopping. Do you want to go with me? SS: Yes. T: Great, lets go together. First, I want to buy a watermelon. Look, Ill buy B. It s light. Which one will you buy?
11、 And why? 并出示其他的物品，让学生挑选。 用更多的物品展示，让学生挑选 T: So class. We should believe that “The one you choose is the best” 5. Homework （1）读课文三遍，并分角色表演。 （2）找一些物品，用所学的知识描述它们。 教学反思 1对学生的学习评价采用： 答对问题，采取竖大拇指的评价活动，并将其贯穿整节课。教学 中，我尽量使自己的课堂用语简练、风趣、幽默，教态自然、大 方，为学生们营造一个宽松又和谐的教学氛围，对学生的点滴进 步及时的激励表扬，更让她们乐于参与，游戏，竞赛，合作学习 使得整堂课生动不已。 2教师对教学效果自我评价。 A: 单词教授没能结合语音朗读，不利于学生的掌握。 B: 重点单词的教学不够突出，训练不够到位，教师的示范读 音不明确，以至于出现学生语音错误，也影响了教学的开展，如 pocket 的发音不是太标准。 C: 时间安排不够合理，课堂调控能力有待改善。教学呈现出 课文内容占用时间过多，以至于最后环节只能匆匆而过，达不到 预定的效果。 D: 整节课的学习应该更多地关注学生之间的差异，教学目标 应该针对学生差异而有所调整。
