译林版《英语》四上Unit 1 I like dogs (Story time)
卢家巷实验学校 刘子萌
研修主题
“双减”背景下小学英语情境化作业的设计与实施研究 |
研修专题
“双减”背景下小学英语单元第一课时情境化作业课堂学练结合探究 |
教学目标
1. 能初步听懂、会读单词cat, dog,elephant,horse,lion,monkey, panda,tiger 2. 能听懂、会说、会读句型Do you like…?并且会用Yes, I do.和No,I don’t 来回答。 3. 能明白并理解名词的复数形式,理解like的后面用可数名词的复数形式 4. 情感教育:动物是人类的好朋友,要保护动物 |
教学重点
1. 能初步听懂、会读、会拼写单词cat, dog,elephant,horse,lion,monkey, panda,tiger 2. 能听懂、会说、会读、会运用句型Do you like…?并且会用Yes, I do.和No,I don’t 来回答。 |
教学难点
能初步理解名词的复数形式,理解like的后面用可数名词的复数形式 |
教学准备
PPT多媒体课件,板贴图片 |
教学过程
Stage 1 Pre-reading Step 1 Read and guess T greets with the class. T shows some sentences on PPT. Ss read and guess what animal it is. Ss learn the new words: cat, dog, panda, elephant, horse, lion, tiger
Step 2 Play a game Ss play a bomb game to review the new words
Stage 2 While-reading Step 1 Look and guess T shows the picture of story time. Ss guess the title. → Unit1 I like dogs
Ss guess the characters in this story. → Liu Tao, Mike, Su Hai, Yang Ling Step 2 Watch and answer: what are they talking about? Ss watch the cartoon and answer: what are they talking about?
Then check their answers. Ss get to know the main idea of unit 1.
Step 3 Think and say: how do you know? Ss learn the new sentence
Step 4 Listen, read and choose
Step 5 Listen, read and find: what animal does Yang Ling like?
Step 6 Listen and fill Stage 3 Post-reading 1.Let’s chant Cute, cute dogs! Do you like dogs? Sorry, sorry, I don’t. I don’t like dogs! 你也可以根据课文内容改编小诗哦! eg. Fat, fat pandas! Do you like pandas? Yes, yes, I do. I like pandas! 2. Act it out a,Read fluently流利的朗读 b,Read fluently and beautifully流利、优美的朗读 c,Act it out with emotions有感情地表演 根据课文图片和板书试着复述课文。 Learning tips a,How many animals can you name?我们已经学了一些动物的单词,大家比一比,看谁说得又多又快。 b, Happy Animal Family: Do you like them? Talk about the animals.和你的伙伴们谈一谈你喜欢或不喜欢的动物吧! Homework ①Read the story and act. ②Preview Fun time. Discuss and make a play of this story. Add more adverbs.
板书设计: Unit1 I like dogs Do you like…? Yes, I do. No, I don’t. I like… |
课后反思1、体现新课程理念,注重交际功能。句型不是通过机械的单句操练进行教学,而是融化在有情景的对话之中,力求使学生在操练句型时就学到有交际价值的语言。2、在活动中让学生体验,感受,从而真正理解,运用知识。在采访过程中,学生适时地运用了已学的句型:Do you like….?来采访自己的朋友所喜欢的动物,达到交际的目的,又不让学生感到是为了交际而交际。3、及时反馈,在学习活动接近尾声,我让学生通过练习,及时检查他们本课所学知识情况,练习的设计由易到难,由口头到笔试,符合学生的认知规律。4、纵观整节课,采用分解难点、分步呈现、逐步扩展、层层深入的方式,注重示范质量,保证学生对语言意义的正确理解,通过各种模仿和操练活动,使学生掌握新的语言形式。