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2020年精编人教精通版英语资料Lesson32 教学设计一、教学内容与分析1. Just practise本部分以红色和蓝色文字呈现出本课书的主要目标语言Whats this? Its a pear. Whats that? Its a watermelon.和句型 Can I have one? Yes. Ill buy one for you. 通过图画和文字相结合的方式呈现出需要听、说、认读的单词coconut, grapefruit, hami melon。可以通过师生之间、生生之间的听单词画水果、看图问答等活动，激励学生主动感知、模仿、学习和体验，引导学生能够运用Can I have one? Yes. Ill buy one for you. Its so big. Its yummy.等句型进行描述、征求思见、说想法，在真实语境中进行交流。主要目标语言：Whats this? Its a pear.Whats that? Its a watermelon.2. Just write本部分重点教学词汇和句型。通过师生创设的真实语境，能够听、说、读、写fruit, watermelon, juice, milk, water, Whats this? Its a pear. Whats that? Its a watermelon.并能在四线格中规范书写，在对话交流的过程中完成目标词汇和句型的学习。3. Lets play本部分设计了一个jigsaw拼图游戏，学生在进行拼图游戏的过程中，进一步巩固本课主要词汇和句型Whats this? Whats that? Its a学生可以结合自己的语言知识储备丰富水果拼图的内容，进一步激活思维，达到巩固和运用本课目标语言的目的。4. Lets chant本部分设计了一首有节奏的chant，学生在学习并说唱歌谣的过程中，自然感悟字母f在单词find, fat, fish, five, fin, fine, funny, face中的发音，并总结出f在单词中的读音规律。学生可以通过创编新歌谣的活动，归纳出更多以f开头的单词，以达到在歌谣说唱中自然 运用单词的目的。二、课前准备1. 准备六幅果园大图，将全班分为六个大组，开展小组活动。2. 准备pear, watermelon, coconut, grapefruit, hami melon, fruit, juice, milk, water的生词卡片、玩具和教学挂图，创设情景，引导学生学习。3. 准备不同水果的小图片，奖励表现出色的学生(力求每位学生人手一张)，既作为评价依据，又为学生提供语言交流的道具(也可以课前给学生布置任务，学生自己画好带到课堂)。4. 课前在黑板上准备好四线格，板书四会单词和句型时使用。5. 准备教学音频、教学课件、以f开头的单词卡片，用于给学生创设情景，为趣味操练等活动提供依据。三、教学步骤与建议1.热身/复习(Warm-up / Revision)1) 教师将一些水果小图片展示给学生，告诉学生如果能够积极回答问题，发音准确，将获得一张图片作为奖励。T: Look, children! There are some fruit cards in my hands. If you can answer my questions actively, you will get one card! Try your best! OK?Q1. Where do you come from? Q2. How old are you?Q3. Where are you from? Q4. What class are you in?Q5. Where do you live? Q6. Whos that boy?Q7. What does your father do? Q8. Is your mother an actress?Q9. Where do you study? Q10. Is this your umbrella?2) 教师请得到卡片的学生依次与同伴展示对话，以便学生进一步巩固Lesson31的目标语言。如：学生两人一组说出What this / that? Its a bananaT: Show us your cards and then ask and answer in pairs.S: .3) 教师将六幅果园的大图片发到六个小组，组员们可以将获得的水果小卡片贴到果园中，还可以把自己知道的水果画上去，并和组内同学交流，说说他们所画出的水果名称。如：S: Look! An apple tree! A pear. This is a banana 2. 新课呈现(Presentation)1) 认识“开心农场”。组内交流之后，教师出示四幅农场的图片，每幅图片都包含一些水果，请同学们找出相同的两幅图片，并运用所学的句型：Its a / an或者This is a / anThat is a / an 进行描述，如：T: There are some fruits on the farms. Can you find the same one?T: Ready? Show. (出示A, B, C, D的卡片，选出正确答案。)T: Can you say something about Picture A and Picture D?S: .T: Very good. How about the other pictures?2) 选水果活动。教师设置场景，带领学生来到水果超市，通过使用Whats this? Whats that? 询问水果名称，引出新单词coconut. 教师引导学生在活动中自然运用表示意愿、询问的句型，如教师指着一个椰子问：T: We have so many fruit cards. Look! There are so many fruits in this supermarket. Do you want to have one?S: Yes.T: OK. If you want one, please say like this. The coconut is so big. / The coconut is yummy. Can I have one? Then Ill buy one for you.S1: The coconut is so big. Can I have one?S2: The coconut is yummy. Can I have one?S3: I like the coconut very much. Can I have one?S4: .T: Yes. Ill buy one for you. (将对应的水果小图片发给该学生。)T: Who wants to be a teacher like me? (请学生两两进行问答，并再次回到水果超市，运用相同的方法学习grapefruit和hami melon，操练句型。)3) 写一写水果的单词。教师将水果、西瓜、果汁、牛奶、水、梨的图卡放在黑板上，引导学生随着教师手势的远近变化，运用Whats this? Whats that? Its a / an 进行快速问答，在头脑风暴活动中，自然读准单词的发音，再次巩固使用目标语言。T: Look at the fruit cards. What are they?S: Fruit, watermelon, juice, milk, water, pear.T: Good! Look carefully and ask and answer as quickly as you can. Chain game, begin!S1: Whats this?S2: Its a / an. Whats that?S3: Its a/ an.(在掌握单词发音的基础上，利用以旧引新、寻找单词、词语组合等策略自主拼写单词。)T: (拿着葡萄柚、猕猴桃词卡) Can you read it?S: Grapefruit / Kiwi fruit.T: Yes. Which letters are pronounced as /fru:t/?S: F-R-U-I-T, fruit.教师可以借助bear弓|出pear，借助water, hami melon弓|出watermelon，以不同的形式激发学生自主拼写单词的愿望，掌握科学记忆单词的学习策略。4) Bingo 游戏。教师可以根据所学默写9个单词，如：pear, water, fruit, apple, banana, watermelon, juice, milk, orange，学生依次将单词写入表格中(单词所占单元格可随意填写)，将9个格填满，游戏方可继续进行。教师每一轮说出三个单词，连成直线的学生获胜。这样，在游戏中学生就能进行书写和听、说训练。T: We have many fruits. Do you know how to write the names of the fruits? Lets play Bingo Game.5) 猜一猜水果的图片。教师呈现出教材Lets play小朋友们根据猜一猜水果的活动场景，在和学生示范基础上开展四人一组的活动，熟练运用Whats this? Its a pear. Whats that? Its a watermelon. 等进行问答。T: You played Bingo Game very well. Lets play another game. Look at the parts of the fruit cards. Can you ask and answer with them? Four students in a group, two minutes. Ready? Go!S1: Whats this?S2: Its a watermelon. Whats that?S3: Its a pear. Whats this?S4: Its a coconut.6) 学习并说唱歌谣。教师播放歌谣，带领学生伴着节奏说唱I find a fat fish. It has five fins. I find a fine place. To see its funny face.小组比赛说唱歌瑶，评选出最佳说唱小组。T: I like fruits. You like fruits. What do cats like best?Ss: Fish.T: Yes. Cats like fish. And I find a fat fish. What is it like? I have a chant for you. Listen and tell me what you can hear.播放歌谣，请学生捕捉信息，随后读准find, fat, fish, five, fin, fine, funny, face，找出f的读音规律。3. 趣味操练(Practice)1) 运用记忆的游戏巩固新知识。九宫格游戏：课件中出示一个横三竖三的表格，每个格里有一种水果，让学生记住其位置，然后将水果遮住，教师随意指向一格并提问：Whats this? 学生以抢答的形式进行回答。Its a/an.T: Look! So many fruits. Whats this?S: Its a / an.T: Yes. Now try to remember where they are. Then answer me quickly.2) 指导学生小组合作，创建果园。组内合作，学生们将自己得到的所有水果小图片贴在组里的果园大图片中，与组内成员们共同完善自己的特色果园。T: Youve got so many fruit cards! Now lets make your own fruit gardens. Try to do like this.Step 1: Stick your own fruit cards on the pictures of your groups.Step 2: Draw or design your pictures.Step 3: Ask and answer about your groups fruit gardens. Then choose one to talk about your fruit gardens.4. 语言运用(Language use)1) 创设语言情境，编演对话。场景设置：教师创设一个“带领外国小朋友Jim去超市购买水果”的情景，根据这一情景引导学生开展讨论。Step 1:教师启发并引导学生说出更多的水果名称，让学生们分组创编对话。Step 2:六人一组进行对话活动。Step 3:展示交流。 语言支持：询问事物：Whats this? Whats that?征求意见：Can I have one?表达想法：I like this / that one. Well buy one in a shop. It looks Its so . Ill buy one for you, etc.2) 指导学生问卷调查，运用新知识。教师将调查表下发给每个同学，让他们询问自己的4个好朋友、进行What fruit do you like?的调查活动。活动分为两个层次，一是问答后将单词填写在sour和sweet的相应位置，并在组内进行交流，如：What fruit do you like? I like. Its sour / sweet. 二是在展示调查过程的基础上，各组选派一个代表将组内所有成员的调查结果进行汇总，以一小段语篇的形式介绍。如：NameFruitsSour(酸的)Sweet (甜的)NameFruitsSour(酸的)Sweet (甜的)Gao Wei lemon .hami melon.Li Yanorange .watermelon .Zhao Weicoconut .In our group. Gao Wei likes lemon and hami melon. The lemon is sour. The hami melon is sweet.5. 课堂评价(Assessment)1) 课堂教学过程中的评价。(1) 教师可以在开心农场认一认，水果超市选一选，水果单词写一写，bingo游戏玩一玩，学习歌谣唱一唱等活动中，根据每组学生听、说、读、写的准确度进行评价。(2) 教师可以根据带领Jim小朋友购买水果的活动，引导学生结合各组的表达、动作、语言运用进行互评。(3) 教师可以在下课前，通过计算各组得到的水果卡片数量对学生表现度进行评价。(4) 有效地将评价活动与各环节的实际教学活动相结合，对学生学习中表现出的表演能力、合作精神、动机与兴趣等方面进行鼓励与评价。(5) 课堂表现自我评价表范例：评价目标积极参与听、说、读、写、玩、演等各项教学活动。主动参与小组活动，分工明确，能与他人合作。积极思考，能有条理地表达自己不同的看法。灵活运用各种策略掌握更多知识。演唱歌谣，声音洪亮，动作形象。表演对话时，语音语调流畅，表情自然。教师可根据自己课堂教学实际设计适合自己课堂的评价表。2) 指导学生完成活动手册相关内容并进行评价。(4) 观察和阅读图文，然后将相应的内容连线。考查学生阅读辨析能力。(5) 观察然后听录音，完成对话。考查学生的听力理解和规范书写能力。6. 拓展活动(Extended activities)1) 学生为父母制作水果沙拉，将家人喜欢的水果制作成水果沙拉，并与家里人分享。培养孩子与人分享的乐趣。可以用照片的形式，与班内同学交流。通过观察去皮水果果肉，熟练运用Whats this? Whats that? Its a / an.2) 制作一份有关中国地方特产水果的手抄报。学生以中国的一个城市为主，搜集其特产的水果。教师可鼓励学生翻阅字典或上网搜集，培养学生查找信息的能力。
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