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2018-5-10江门市紫茶小学 蓝曼菊 Hello! Hello! 2018-5-10江门市紫茶小学 蓝曼菊 Hello, hello! Can you clap your hands? Can you straigh up high? Can you touch your toes? Can you turn around? Can you say Hello? Hello. 2018-5-10江门市紫茶小学 蓝曼菊 2018-5-10江门市紫茶小学 蓝曼菊 Hello! My names Baymax. I like animals. 2018-5-10江门市紫茶小学 蓝曼菊 2018-5-10江门市紫茶小学 蓝曼菊 Yes, I can. 2018-5-10江门市紫茶小学 蓝曼菊 fl y swim clim b stom p run Can you _? Yes, I can. / No, I cant. Corilla Buffalo 2018-5-10江门市紫茶小学 蓝曼菊 Look and Match fly run swim stomp draw sing climb 2018-5-10江门市紫茶小学 蓝曼菊 I can say , you can act. 2018-5-10江门市紫茶小学 蓝曼菊 fly run swim stomp climb The litthe bird fly. But it clap(拍手). The little fish swim. But it stomp. The elepant stomp. But it fly. The buffalo run. But it climb. The gorilla climb. But it swim. can can can can can cannot cannot cannot cannot cannot cant 2018-5-10江门市紫茶小学 蓝曼菊 Practice! Can you read? Yes, I can. Can you draw? No, I cant. Game for you! 2018-5-10江门市紫茶小学 蓝曼菊 2018-5-10江门市紫茶小学 蓝曼菊 My names Tadpole. Today I go out with my friend. 2018-5-10江门市紫茶小学 蓝曼菊 Hello, Tadpole. I can fly. What about you? No, I cant. Hi! 2018-5-10江门市紫茶小学 蓝曼菊 Hello, Tadpole. I can swim. What about you? Hello!. Yes, I can. 2018-5-10江门市紫茶小学 蓝曼菊 Hello, Tadpole. I can run. What about you? Hi, buffalo. No, I cant. 2018-5-10江门市紫茶小学 蓝曼菊 Hello, Tadpole. I can climb. What about you? Hi, gorilla. No, I cant. 2018-5-10江门市紫茶小学 蓝曼菊 Hello, Tadpole. Hi, Frog. Can you fly? Can you run? Can you climb? No, I cant. But I can jump. We can jump. 2018-5-10江门市紫茶小学 蓝曼菊 2018-5-10江门市紫茶小学 蓝曼菊 I/You/He/She/It can I/You/He/She/It can Can I/You/He/She/It ? Yes, can. No, cant. 2018-5-10江门市紫茶小学 蓝曼菊 Group work 2018-5-10江门市紫茶小学 蓝曼菊 I/You/He/She/It can I/You/He/She/It can Can I/You/He/She/It ? Yes, can. No, cant. cant=cannot 2018-5-10江门市紫茶小学 蓝曼菊 1.Make sentences: 利用动词,询问家人能够做哪些动作利用动词,询问家人能够做哪些动作 ; 2. Sing songs: 把课堂的歌谣唱给家人听;把课堂的歌谣唱给家人听; 3. Tell the story: 用英语把用英语把Big Book的故事给告诉家的故事给告诉家 人听。人听。 2018-5-10江门市紫茶小学 蓝曼菊 Hello! Hello! 2018-5-10江门市紫茶小学 蓝曼菊 Hello, hello! Can you clap your hands? Can you straigh up high? Can you touch your toes? Can you turn around? Can you say Hello? Hello. 2018-5-10江门市紫茶小学 蓝曼菊 2018-5-10江门市紫茶小学 蓝曼菊 Hello! My names Baymax. I like animals. 2018-5-10江门市紫茶小学 蓝曼菊 2018-5-10江门市紫茶小学 蓝曼菊 Yes, I can. 2018-5-10江门市紫茶小学 蓝曼菊 fl y swim clim b stom p run Can you _? Yes, I can. / No, I cant. Corilla Buffalo 2018-5-10江门市紫茶小学 蓝曼菊 Look and Match fly run swim stomp draw sing climb 2018-5-10江门市紫茶小学 蓝曼菊 I can say , you can act. 2018-5-10江门市紫茶小学 蓝曼菊 fly run swim stomp climb The litthe bird fly. But it clap(拍手). The little fish swim. But it stomp. The elepant stomp. But it fly. The buffalo run. But it climb. The gorilla climb. But it swim. can can can can can cannot cannot cannot cannot cannot cant 2018-5-10江门市紫茶小学 蓝曼菊 Practice! Can you read? Yes, I can. Can you draw? No, I cant. Game for you! 2018-5-10江门市紫茶小学 蓝曼菊 2018-5-10江门市紫茶小学 蓝曼菊 My names Tadpole. Today I go out with my friend. 2018-5-10江门市紫茶小学 蓝曼菊 Hello, Tadpole. I can fly. What about you? No, I cant. Hi! 2018-5-10江门市紫茶小学 蓝曼菊 Hello, Tadpole. I can swim. What about you? Hello!. Yes, I can. 2018-5-10江门市紫茶小学 蓝曼菊 Hello, Tadpole. I can run. What about you? Hi, buffalo. No, I cant. 2018-5-10江门市紫茶小学 蓝曼菊 Hello, Tadpole. I can climb. What about you? Hi, gorilla. No, I cant. 2018-5-10江门市紫茶小学 蓝曼菊 Hello, Tadpole. Hi, Frog. Can you fly? Can you run? Can you climb? No, I cant. But I can jump. We can jump. 2018-5-10江门市紫茶小学 蓝曼菊 2018-5-10江门市紫茶小学 蓝曼菊 I/You/He/She/It can I/You/He/She/It can Can I/You/He/She/It ? Yes, can. No, cant. 2018-5-10江门市紫茶小学 蓝曼菊 Group work 2018-5-10江门市紫茶小学 蓝曼菊 I/You/He/She/It can I/You/He/She/It can Can I/You/He/She/It ? Yes, can. No, cant. cant=cannot 2018-5-10江门市紫茶小学 蓝曼菊 1.Make sentences: 利用动词,询问家人能够做哪些动作利用动词,询问家人能够做哪些动作 ; 2. Sing songs: 把课堂的歌谣唱给家人听;把课堂的歌谣唱给家人听; 3. Tell the story: 用英语把用英语把Big Book的故事给告诉家的故事给告诉家 人听。人听。 1 粤人教版粤人教版 2011 开心学英语开心学英语 三年级下册三年级下册 Unit Six Lets sing! Period 2 一教学目标一教学目标 (1)知识目标: 会用、能用句型 Can you ? 询问别人是否有 能力做什么?会用、能用句型 Yes, I can. / No, I cant. I can do something. I cannot do something. 等表达自己是否有能力做 某件事。能用句型 What about? 询问他人的意见和建议。 (2)技能训练: 能理解和掌握询问别人和表达自己是否有能力 做某事时常用的日常交际用语。能理解相同句型,并运用所 学的句子,读懂相关的绘本故事。 通过教学,开展分层学 习,发掘学生的潜能,让学生得到自我发展和个性发展。 (3)情感态度: 使学生在故事中体会到 “Practice makes perfect”, 日常生活中不依赖他人,多做一些力所能及的事情。 培养 其积极与他人合作的精神和能力。 (4)文化意识目标 了解外国文化中询问别人的语气,如何有礼貌地提出建议。 二学情分析二学情分析 本班学生从小学一年级开始学习英语,具有能理解初级口语的基 础,三年级开始接触教材 Friend with English 。三年级的学生活动 好动,热情,爱表现、求知欲强,但有意注意时间短,需要老师结 2 合较多的活动,动态和静态学习相结合,多维呈现教学模式。在教 学活动中,运用 songs, games, TPR, miming 和 storytelling 等多种教 学方式,让学生喜爱。 三教学策略三教学策略 本节内容是有关生活对话的练习。我认为有层次有质量的口头表 达和阅读能有效提高学生的学习能力和学习技能。因此,老师借用 课本中的句子,另外提供朗朗上口的歌曲,让学生理解歌曲中的内 容,使用全身反应法,和学生的互动,旨在课堂中达到对话教学的 基本目标,提高学生用英语说的能力。同时,加入绘本故事 Big Book,融入说、读、写等方面的技能训练,一方面加大课堂内容的 容量,另一方面使学生的能力得到拓展,从而探索低年级学生的句 子学习能力和整体阅读能力。其中,采用小组合作的形式进行,并 采用提问题、笔头练习、歌曲、竞赛等发展性评价手段,作为信息 反馈。 四教学资源四教学资源 PPT、动物卡片、录音、视频、worksheet,big book 的制作 五教学环节与活动五教学环节与活动 Step 1 Warm up 1. Song: Hello, hello, can you clap your hands? Can you clap your hands? Can you straigh up high? 3 Can you touch your toes? Can you turn around? Can you say Hello? Hello. (设计意图:教师利用多媒体课件呈现歌曲“hello”, 学生情不自禁 地跟着唱,还忍不住跟着做动作。同学们 follow the actions 气氛非 常热烈。 ) 2. After the song, teacher talks with students and interacts with students. T: You like the song, dont you? Can you do the actions again? Follow me. T: Can you clap your hands? Can you straigh up high? Can you touch your toes? Can you turn around? Can you say Hello? Hello. (设计意图:学生在老师的带动下,采用链接式提问,学生开始接触 Can you?的句型,能回答老师并通过动作反馈信息。引入和过渡 自然结合,为后面的展开铺垫。 ) Step 2 Pre-task 1. Present the new sentenses(语言重点知识的呈现): T: Hello, boys and girls. This is my friend Animal Robot. Can you say HELLO to my friend? Ss: Yes, hello. 4 R: Hello. My names Animal. I like animals. T: Hi. Animal. Youre so cute. Can you show me some animals? R: Well. Yes, I can show you some. Look! Little birds! Elephants! Little fish! Corolla! Buffalo! (PPt 显示动态动物图片,形象 T: Thanks, Robot. You have little birds, elephants, little fish, corolla, buffalo. The animals are different. What can they do in the forest(森林)? (设计意图:教师通过 ppt 中机器人 Animal Robot, 介绍他知道很多 的动物,接着借助简笔画再次呈现这些动物,让同学们记住这些动 物以及能力。) 2. a:教师在黑板上用简笔画呈现出这些动物,并画出森林的背景; b:观看视频,引导学生思考每样动物在大自然生存的能力。 A: Now lets have a look! (1) PPT 展示图片 A: Little bird! Little bird! What can you do? Little bird:I can fly. Can you clap? Little bird : No, I cant. (设计意图:图片或者短视频呈现小鸟原生态的活动,体现对话的 真实性。 ) 教师出示短语卡片:Can you (clap)? Yes/No 的回答。 (设计意图:在情景中呈现新知,创造了学生说英语的环境。 ) (2)操练句子: 5 A: Elepant! Elephant! Can you fly? No, I cant. A: Elepant! Elephant! Can you stomp? Yes, I can. (3) A: Little fish! Little fish! Can you stomp? No, I cant. I have no feet. A: Little fish! Little fish! Can you swim? Yes, I can. (4) A: Corilla! Corilla! Can you swim? No, I cant. A: Corilla! Corilla! Can you climb? Yes, I can. I can climb up high. (5) A: Buffalo! Buffalo! Can you climb? No, I cant. A: Buffalo! Buffalo! Can you run? Yes, I can. (设计意图:通过老师的展示,学生领悟句子的完整回答:肯定回 答和否定回答。以此类推,引导学生跟读这 4 个短语。 ) 3. Practice the new sentenses 语言技能的训练 巧设活动,巩固新知: a. T: Thats great. Lets sing and review. We have five groups. Each group answer one guestion. b. Say it again and do the action 教师发出指令:Can you do the action? Clap/ fly/ stomp/ swim/ climb/ run 学生做动作。 c. 邀请一位同学来带领,结合 ppt: look and match 发出指令,学生 做动作 d.两人一小组,互相发出指令练习语言,教师巡视,并在学生需要 时给予指导,最后学生展示语言习得的成果。 6 e. 采用 TPR 复习动作单词, 板书:After the song, we know what can animals do in the forest?总结句子 T: The little bird can fly. But the little bird cannot clap. Ss:The elepant can stomp. T: But the elephant cannot fly. Ss: The gorilla can climb. T: But the gorolla cannot swim. Ss: The little fish can swim. T:But the little fish cannot stomp. Ss: The buffalo can run. But the buffalo cannot climb. T: And what about you, boys and girls? Ss: we can sing. We can dance. T: Here cannot means cant do something. (设计意图:总结本课的难点,帮助学生梳理知识点 cannot=cant 和 其中的省略符号的使用,为下面句子的整合使用铺垫。) f. Game: Look at the pictures and the other ask “Can you ?” and guess What animal he/she play. 教师将全班分成 can 队和 cant 队进行比赛,每对选出的选手 B/C 不能看图片,用英语猜 Can you ? 根据同学的回答,猜出结 果 You are 时间是一分钟,看哪个队得分高。 (设计意图:这样做的目的是让学生熟记所学的新句子,活学活用, 形式有趣,让学生从玩中学,乐中学。 ) g. 总结本课的句型: T:Today we have learnt how to ask others abilities: “Can you do something? Yes, I can. No, I cant. We need to use Verb 7 If you cant do sth, you can say I cant or I cannot do something. (设计意图:理顺语法难点,把语法重点突出,让学生轻松掌握语 法重难点。 ) h. 回归课文,结合文本进行教学 Now listen to the tape and read loud please. Step 3: Extension:Telling story 知识的迁移与运用 1. 利用活用“Big Book” 讲绘本故事 教师慢慢说出故事并展示活页 Gig Book。 T: Children, theres a story about Little Frogs Dream. Do you like to listen to this story? Ss: Yes! 2. 展示头饰, 结合头饰和动作,教师分别模仿的动作和语调,并强 调对话中的一些情感变化。 T: Boys and girls, this story is about Little frogs dream. When he sees other animals, what does he think about? 3. 学生发表意见: T:Show me the other animals you know, use the sentenses and add more dialogues. T:Think about it and you can discuss in your group. (设计意图:鼓励学生依照教师之前讲述的故事发展及发挥想象力, 8 开口用英语说出更多的可能性;小组合作更容易促进学生之间的学 习交流与模仿,有利于增强学生的学习动力和信心。) T: You are so smart. I like your answer. 4. 乐学活用:Lets make it be fun. (1) Finish the worksheet. 学生根据初印象,完成 worksheet 并分享成果。 (2) Match the picture and stick to the Big poster of Little Frogs Dreaming Tree. 学生用英语讨论,找出更多的小青蛙的想法,贴到 Dream Tree 上, 制作每组独一无二的作品,并用英语分享成果。 (3)成果展示,教师让学生根据自己的喜好选出其中的作品,小组 组织表演,老师从旁指导。 T: Great! Boys and girls, you can choose one of the animals to act it out with your partners. Several minutes for you to prepare it. Ss: OK. 5. 书写练习:Do the writing practice. T: Now can you take out the paper and please write down the dialogue about the frog. (设计意图:老师拿出练习材料,放在实物投影上示范如何写出 完整的对话,注意标点符号的运用,特别是 cant 与 cannot 的书写, 省略符号不能漏掉,句首的标点要大写。学生做完练习,全班讲解 并进一步巩固句子知识。 ) 9 6. 引导学生进行自我评价和小组评价。 T: Thats terrific. How excellent you are! All of you did a good job. Which group is the best? Ss: xxx is the best. Step Four Consolidation (1)出示 CAI,复习这节课的动词。 T: Can you read this words and the sentens weve learn? (2)让学生说说自己会哪些有关动作的词。如:fly, read, clap, swim, run, stomp, climb 等等。 (3) 学生会运用 Can you ? Yes, I can. / No, I cant. 进行简单的交 际会话。能理解人称替换后的句子:Can she/he/it ? Yes, she/he/it can. Step Five Homework (1) Make sentences:利用动词,询问家人能够做哪些动作; (2) Sing songs:把课堂的歌谣唱给家人听; (3) Tell the story:用英语把 Big Book 的故事给告诉家人听。 板书: I wish I/You/He/She/It can I/You/He/She/It can Can I/You/He/She/It ? Yes, can. No, cant. cant=cannot 10 教学反思 英语学科是一门语言知识学习的学科,它最重要的目的是通过 英语学习掌握外语学习的方法,并具有良好的学习心态,为今后漫 长的学习之路奠定基础。这一堂英语活动课达到了我预期的目的, 学生在课堂上由此至终都能保持着良好的学习心态,积极参与教学 的每一个环节。在互动中,学生表现活跃;在句子的学习中,学生 运用灵活;在成果展示中,学生胸有成足、自信满满;在这一节的 句型学习课中,我利用歌曲、视频、绘本活页 Big Book 等丰富教学 资源,吸引学生的注意力,收到的教学效果是喜人的。课后学生对 生词的发音及句型的运用记得牢固,同时学生还能灵活地随时运用 本课句型进行交际。 这一节课的探索室积极的、有意义的、有成效的,它让我受到了 一下几点启发: 第一,英语课要以实际交流为目标。课堂上我们老师必须捉住 课堂宝贵的 40 分钟,科学选择方法,精心设计每一个教学环节,创 设真实的情景,提出贴近学生生活的话题,促进学生大胆交流,积 极主动地开口表现自我的意愿,培养学生运用英语的能力。 第二,英语课要体现语言的灵活性。我们紧跟新课标的指引, 注重语言的听说读写能力,在歌曲、视频的辅助下,设置动画人物 的对话,利用简笔画,同时制作 Big Book,综合训练学生的听说读 写技能,也照顾了不同层次的学生需求,使得每一位学生都有展示 的机会,难易中结合的教学环节使教学节奏有条不紊,张驰有序。
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