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课时重难点
1.重点:
能够听懂、会说、认读单词cap, ball, car, boat, map.
能够听懂、会说认读句式:Is it in/on/under...?
2. 难点:
能够正确在使用句式来猜测物品的位置
教学准备
1. 多媒体课件、录音机、磁带。
2. 单词卡片、实物。
教学过程
Step 1 Warm up
1.开始课程前,将学生分成四组,在黑板上为每组画一个玩具箱。学生表现好时就为自己的组获得一种玩具。课程结束时,玩具最多的组获胜。
Teacher: I’ll divide you into four groups. Each group has a toy box. If you did well, I will draw a toy for you. At the end of the lesson, the group which gets more toys will be the winner.
2. TPR活动。请学生边重复老师的指令,边做出正确的动作。
Clap your hands. Stamp your feet...
设计意图:以TPR活动开始课程,引出接下来的环节,为下一步的学习服务。另一方面,TPR活动可以让学生调动多种感官参与活动,激发他们的学习兴趣,让他们把注意力迅速集中到英语学习上来。
Step 2 Lead in
1. 游戏:I do you guess. 老师接着做动作,请学生猜一猜。
Teacher:Let’s play a game. I will do an action. Please guess what I am doing.
做拍球的动作,请学生猜一猜。
Teacher: I’m bouncing a ball. Look, this is a ball. (多媒体出示球的照片,或出示一个实物) Do with me, bounce the ball. 学生一起做拍球的动作并重复短语。
板书ball,并领读单词。
Teacher: Let’s spell ball together. b-a-l-l, ball. Students in this line read it one by one, please.
设计意图:此活动与热身活动紧密相关,学生可以自然进入新内容的学习。以猜测老师的动作的方式展示新授单词和短语,能够充分调动学生的好奇心,促使其积极参与教学活动。
Step 3 Presentation
1. 在黑板画出球,接着画帽子、玩具车、玩具船、地图,(也可以使用单词图卡进行,或以多媒体展示图片)学生边猜边学习新授单词。
Teacher:This is a ball. What’s this? Is it a ball? No, it’s a cap. Read after me, cap. And is this a cap? No, it’s car. It’s a toy car. Say with me, car. Let’s spell it together, car, c-ar, car. Look at this one. It isn’t a car. It’s a boat. Say with me, boat. Oa sound /??/. Repeat it please. And look at this. Is it a picture? No, it’s a map. This is a map of our city. Read after me, map.
设计意图:通过一般疑问句,来引出每一个新授词汇,为询问物品位置的一般疑问句的学习做好准备。在学习新授词汇时,注意引导学生关注字母或字母组合的发音,帮助他们记忆单词。
2.播放课文录音,观察课文图片,回答问题。
Teacher:Zoom is looking for his boat. Where is his boat? Let’s listen and find.