Unit 5 Look at me!(Period 1)
主备人:陈芗
一、教学内容: Unit 5 Story time
二、教学目标:
(一)知识目标:
1. 能听懂、会读、会说T-shirt, skirt, cap。
2. 能听懂、会读、会说日常交际用语Look at my …It’s nice! It’s great. Look at me! Great!
3. 能正确理解并朗读对话内容,在教师的引导和帮助下尝试表演对话。
(二)能力目标:
能初步运用本课所学的词汇和日常交际用语谈论自己的衣物并相互作出适当的评价。
三、教学重、难点:
(一)教学重点
1、能听懂、会读、会说日常交际用语Look at my …It’s nice! It’s great. Look at me! Great!
2、能正确理解并朗读对话内容,在教师的引导和帮助下尝试表演对话。
(二)教学难点
能初步运用本课所学的词汇和日常交际用语谈论自己的衣物并相互作出适当的评价。
四、课前准备:
1. 板书课题:Unit 5 Look at me!
2. 游戏用的盒子、小包、衣服,本课单词及板书的卡片,表演用的衣服和头饰。
五、教学过程:
Step1 Warm up
1. Free talk
T: Good morning/afternoon, …
S1: Good morning/afternoon, Miss Jin.
T: Who wants to introduce yourself and your friend? You may say “ Hello, I’m … Look, he’s/she’s my friend…”
S: (Introduce).
Step2 Presentation
1. Play a game and learn the new words
T: You speak good English. Now, look. I have a box. Is it nice?
S: Yes.
T: Yes, a nice box. What’s in the box? Let’s open it. Oh, three bags. Are they nice,too?
S: Yes.
T: You may say “nice”.(做动作带读nice)
Look at this white bag. What’s in the bag? (拿出包里的T恤)
A T-shirt
T:Look at the T-shirt.
S: (引导学生说)It’s nice!
T: Look at this blue bag. What’s in it? Look, a T-shirt?(用手把裙子抓成一团)
No, a skirt.
Look at this skirt.
S: It’s nice!(带读It’s nice.)
T: Here’s a yellow bag. What’s in it? (引导学生猜一猜)
S:A T-shirt / skirt?
T: Look, it’s a cap
T: Look at the cap.
S: It’s nice!
3.Talk about Ss’ clothes
T: The skirt, the T-shirt and the cap are all nice. Do you have nice clothes?
S: Yes.
T :Who can show us? You can say “Look at my……(出示并带读句型)
S: Look at my T-shirt.
T: Nice!
S: Look at my skirt.
T: Great! Do you know “great”? It means very nice.
S: Look at my…
Ss: It’s nice! It’s great!(多请几位学生评价)
Step 3 Look, read and learn
1. Talk about the picture
T: We have nice clothes. How about this girl? Who’s she?
S: Yang Ling.
T: Who’s the woman?
S: Yang Ling’s mother.
T: Yang Ling Looks happy. She’s going to a fashion show. So she’s trying on nice clothes. What clothes is she trying on? Let’s watch the cartoon and tick the right picture on the paper.
2. Watch the cartoon.
T: What clothes is she trying on?
S: A skirt, a T-shirt and a cap.
T: Are they nice?
S: Yes.
T: Mum is praising her. How does Mum praise? Let’s watch the cartoon again. Try to remember what Mum says.
3.Watch the cartoon again and get to know Mum praises.
T: What does Mum say? Please tell your partner first.
1) Talk in pairs.
2) T: How does Mum praises her T-shirt?
S: It’s nice.
T: How does she praise her skirt?
S: How nice!
T: (板书并带读) How nice!
T:What does she say about her cap?
S:It’s great.
T: At last , Yang Ling is very happy. She says this sentence. Can you read it?
T: What does Mum say at last?
S: Great!
T: Yes. Now ,do you know how to praise?(PPT 出示Learning tip)
T: When we want to praise, we can say …
4. Read the dialogue
1) Read after the tape
2)Open the books and read after the teacher
3) Read by themselves.
4) Read in group (Half of the Ss Play Yang Ling, and other play Mum)
5) (T-Ss示范表演) T:Now , I’ll be Yang Ling. Can you act as Mum?
6) Act in pairs.
7) Act out
六、布置作业:
1、跟读对话至熟练并背诵对话。
2、下节课带彩色报纸、水彩笔、剪刀和胶水。
七、 板书设计
评课:叶忠华: 这一堂课清晰实在,句型练习扎实。优点有歌曲导入,充分调动起学生兴趣。良好的开头对一堂课的成功与否,起着关键的作用。本堂课一开始,教师就用歌曲导入新课,使学生的注意力在最短的时间里被激活,而且很自然的导入此堂课。
建议: 为了巩固本课的内容,精心设计了多个活动,小学英语应更加注重听力,本节课的听力练习太少。
殷明:1. 教学活动的设计丰富多彩。训练方式多样,有全班活动,师生互动,小组活动,个人活动等,在活动中突破难点,在活动中发展能力。2. 创造性地设计了一个贴近学生实际的教学活动-——“做一做,玩一玩,说一说”。吸引和组织他们积极参与。
建议:课堂教学缺少学生操作性活动,没有面向全体学生。
杨菲:关注教学方法,体现了一个活字。教师的教学方法灵活,新单词呈现形式多样。应该说整堂课中,教师在引入新词时,都是比较新颖而又自然,而且具有生活化的。课堂设计新颖,任务性强。
建议:教师应加强对重点词和重点句的阅读。信息量大,重点内容的教学相对贫乏。