Unit 10 Mocky’s store 教学设计
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| 名称 | Unit 10 Mocky’s store 教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 13.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（一年级起点） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-05-16 20:28:34 | ||
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Unit 10 Mocky’s store教学设计
教学目标
语言知识目标
语言目标:在图片的帮助下理解故事,能在情景中学习I want a.... Do you have one Can I have this...
(2)词汇目标:能在情景中理解学习new, sell, clock, storybook等词汇。
2.语言技能目标
(1)能够结合图片理解功能句型的语用。
(2)能够在情境中询问他人的购物需求,询问或说明是否有什么,进行简单的语言交流。
3.学习策略目标
采用任务型教学及情景教学方法,让学生根据语言情境进行预言预测。
在学习过程中,通过体验.猜测.讨论形成合作.探究的学习模式。
4.情感态度目标
(1)通过单词.歌谣的复习及会话.句型的学习增强学生的英语语感和学习兴趣。
(2)通过故事中Mocky想要救助大熊猫的情节,渗透做好事要注意方法,以及参加公益活动的意识。
5. 思维目标:
通过预测故事的发展,培养学生读图获取信息的能力和自我表述能力,创编对话培养学生的逻辑思考能力和创新思维能力。
学情分析
本次授课对象是本校三年级一班学生。通过两年半的英语学习,能在老师与同学的示范下,用英语进行简单的交流,且初步掌握了一些日常物品的名称,如hat, camera,book;关于购物的用语例如Can I help you I want... I like...等也是之前学过的旧知。同时,三年级的孩子的英语学习兴趣处于继续提高的阶段,教师应多设置真实的场景,利于孩子对整个故事的理解,设计更多有趣并有实效的课堂活动,来提高孩子的兴趣,启发孩子的思维能力以及渗透文化意识。
重点难点
引导学生在恰当的情境中,初步运用本单元核心语句进行简单的语言交流。
根据学生的学习特点,创设情境开展教学及提高学生思维能力。
教学过程
【导入】引入课题
1. T:Today let’s go to a store together! 出示图1:
What can you see in the store
Whose store is this
引入课题Unit 10 Mocky’s store
T: It’s Mocky’s store,really
T draw a on BL. But today each group has a store , too. 引入评价方式
【讲授】新课讲授
T: Look, This is Mocky’s store. Who goes to Mocky’s store
T play the video.整体感知故事第一遍。
T出示头饰于BL上
1. T出示图2: Mocky sells things in the store. Look ! Lulu goes to the store. Guess what does Mocky talk 出示Mocky
T play the video(单句音频)T板书Can I help you
So many things in Mocky’s store, what does Lulu want T放图2,3音频
T 出示camera,板书句子
T出示图3:
Does Mocky have a camera
Does Lulu like it
T出示图4:
What other thing does Lulu want T 放图4音频
Look, which hat does Lulu like, the blue hat or yellow hat
T实物对比,释义new,解释one means hat, 指代前面出现的hat
2. T出示图5,Lulu wants a camera and blue hat.
Who comes Mocky’s store What does Danny want How do you know it
T play the video(图5,6)
出示clock 教读,渗透语音教学
3. T:Great!Boys and girls, Now, who is coming
T呈现图7,8,请Ss猜测Mocky可能会说什么,布置任务:猜测图中的Mocky和Bobby的对话(任选一幅图)
T play the video. 出示实物故事书,教读storybook。引出Can I have the blue one, please
T出示storybook 教读
Which storybook does Bobby want
4.T出示图9:Mocky sells a storybook to Bobby. Look, what is Mocky doing
Now, who comes to Mocky’s store
Why Uncle Booky comes to Mocky’s store
T play the video(图9,10,11)
出示图10,11:Is Mocky happy Why
T将图片全贴在Uncle Booky头饰下 So, whose store is this Can Mocky sell Uncle Booky’s things Is Mocky a good monkey Why
Why Mocky sell Uncle Booky’s things
T 渗透情感教育:未经别人同意,不得擅自拿别人的东西。做好事也要讲方法。
5. T play the video
T 巡视,纠正发音,解答疑难, 给予帮助
S1: Lulu goes to Mocky’s store.
S2: Danny goes to Mocky’s store.
S3: Bobby goes to mocky’s store.
S4: Uncle Booky goes to Mocky’s store.
Pairwork : Ss discuss in pairs.
S1:Hello, Lulu!
S2:Nice to meet you!
S3: Can I help you (教学预设)
Ss: Lulu want a camera.
Ss: Yes, he does.
Ss: Yes, she does.
Ss: Lulu likes/wants a hat.
Ss: Lulu wants a hat.
Ss: Lulu likes the blue one.
Ss两人讨论,合作读图,思考问题,关注故事发展。
Ss: Danny wants a 闹钟(大部分学生能够答出)S1上台指出从图片中的答案— 钟
S1,2: Danny wants a clock.
基础好的孩子或许可以直接看图猜出clock(教学预设)
Ss: Bobby is coming.
Pairwork:
两人小组讨论,创编Mocky和Bobby的对话
S1:Hello, Bobby. Can I help
you (图7)
S2:I want a book. Do you have one
S1: This is for you.(图8)
S2: Thank you.
(教学预设)
Ss: Bobby want the blue storybook.
Ss: Mocky is selling.(如果学生说不出,则T引导)
Ss : Uncle Booky comes to
store.
Ss watch the video and then discuss in 4.
S1:Mocky 卖的不是他的东西,是Uncle Booky的。(教学预设)
Ss: It’s Uncle Booky’s store.
Ss: No,he can’t.
Ss: No, he isn’t.
S1:因为Mocky卖了Uncle Booky的东西
S2: Mocky 没有经过Uncle Booky同意就悄悄卖了Uncle Booky’s 的东西
S3....
Ss: Because he wants to help pandas.
Ss 整体跟读故事一遍并指 读
Ss read in groups
Ss read in role
【练习】拓展练习
Exercise:True or false.
2.总结及情感升华.
Retell the story
【作业】作业布置
听读P38-39 20分钟
组内表演故事(自选图片)
续编故事
教学目标
语言知识目标
语言目标:在图片的帮助下理解故事,能在情景中学习I want a.... Do you have one Can I have this...
(2)词汇目标:能在情景中理解学习new, sell, clock, storybook等词汇。
2.语言技能目标
(1)能够结合图片理解功能句型的语用。
(2)能够在情境中询问他人的购物需求,询问或说明是否有什么,进行简单的语言交流。
3.学习策略目标
采用任务型教学及情景教学方法,让学生根据语言情境进行预言预测。
在学习过程中,通过体验.猜测.讨论形成合作.探究的学习模式。
4.情感态度目标
(1)通过单词.歌谣的复习及会话.句型的学习增强学生的英语语感和学习兴趣。
(2)通过故事中Mocky想要救助大熊猫的情节,渗透做好事要注意方法,以及参加公益活动的意识。
5. 思维目标:
通过预测故事的发展,培养学生读图获取信息的能力和自我表述能力,创编对话培养学生的逻辑思考能力和创新思维能力。
学情分析
本次授课对象是本校三年级一班学生。通过两年半的英语学习,能在老师与同学的示范下,用英语进行简单的交流,且初步掌握了一些日常物品的名称,如hat, camera,book;关于购物的用语例如Can I help you I want... I like...等也是之前学过的旧知。同时,三年级的孩子的英语学习兴趣处于继续提高的阶段,教师应多设置真实的场景,利于孩子对整个故事的理解,设计更多有趣并有实效的课堂活动,来提高孩子的兴趣,启发孩子的思维能力以及渗透文化意识。
重点难点
引导学生在恰当的情境中,初步运用本单元核心语句进行简单的语言交流。
根据学生的学习特点,创设情境开展教学及提高学生思维能力。
教学过程
【导入】引入课题
1. T:Today let’s go to a store together! 出示图1:
What can you see in the store
Whose store is this
引入课题Unit 10 Mocky’s store
T: It’s Mocky’s store,really
T draw a on BL. But today each group has a store , too. 引入评价方式
【讲授】新课讲授
T: Look, This is Mocky’s store. Who goes to Mocky’s store
T play the video.整体感知故事第一遍。
T出示头饰于BL上
1. T出示图2: Mocky sells things in the store. Look ! Lulu goes to the store. Guess what does Mocky talk 出示Mocky
T play the video(单句音频)T板书Can I help you
So many things in Mocky’s store, what does Lulu want T放图2,3音频
T 出示camera,板书句子
T出示图3:
Does Mocky have a camera
Does Lulu like it
T出示图4:
What other thing does Lulu want T 放图4音频
Look, which hat does Lulu like, the blue hat or yellow hat
T实物对比,释义new,解释one means hat, 指代前面出现的hat
2. T出示图5,Lulu wants a camera and blue hat.
Who comes Mocky’s store What does Danny want How do you know it
T play the video(图5,6)
出示clock 教读,渗透语音教学
3. T:Great!Boys and girls, Now, who is coming
T呈现图7,8,请Ss猜测Mocky可能会说什么,布置任务:猜测图中的Mocky和Bobby的对话(任选一幅图)
T play the video. 出示实物故事书,教读storybook。引出Can I have the blue one, please
T出示storybook 教读
Which storybook does Bobby want
4.T出示图9:Mocky sells a storybook to Bobby. Look, what is Mocky doing
Now, who comes to Mocky’s store
Why Uncle Booky comes to Mocky’s store
T play the video(图9,10,11)
出示图10,11:Is Mocky happy Why
T将图片全贴在Uncle Booky头饰下 So, whose store is this Can Mocky sell Uncle Booky’s things Is Mocky a good monkey Why
Why Mocky sell Uncle Booky’s things
T 渗透情感教育:未经别人同意,不得擅自拿别人的东西。做好事也要讲方法。
5. T play the video
T 巡视,纠正发音,解答疑难, 给予帮助
S1: Lulu goes to Mocky’s store.
S2: Danny goes to Mocky’s store.
S3: Bobby goes to mocky’s store.
S4: Uncle Booky goes to Mocky’s store.
Pairwork : Ss discuss in pairs.
S1:Hello, Lulu!
S2:Nice to meet you!
S3: Can I help you (教学预设)
Ss: Lulu want a camera.
Ss: Yes, he does.
Ss: Yes, she does.
Ss: Lulu likes/wants a hat.
Ss: Lulu wants a hat.
Ss: Lulu likes the blue one.
Ss两人讨论,合作读图,思考问题,关注故事发展。
Ss: Danny wants a 闹钟(大部分学生能够答出)S1上台指出从图片中的答案— 钟
S1,2: Danny wants a clock.
基础好的孩子或许可以直接看图猜出clock(教学预设)
Ss: Bobby is coming.
Pairwork:
两人小组讨论,创编Mocky和Bobby的对话
S1:Hello, Bobby. Can I help
you (图7)
S2:I want a book. Do you have one
S1: This is for you.(图8)
S2: Thank you.
(教学预设)
Ss: Bobby want the blue storybook.
Ss: Mocky is selling.(如果学生说不出,则T引导)
Ss : Uncle Booky comes to
store.
Ss watch the video and then discuss in 4.
S1:Mocky 卖的不是他的东西,是Uncle Booky的。(教学预设)
Ss: It’s Uncle Booky’s store.
Ss: No,he can’t.
Ss: No, he isn’t.
S1:因为Mocky卖了Uncle Booky的东西
S2: Mocky 没有经过Uncle Booky同意就悄悄卖了Uncle Booky’s 的东西
S3....
Ss: Because he wants to help pandas.
Ss 整体跟读故事一遍并指 读
Ss read in groups
Ss read in role
【练习】拓展练习
Exercise:True or false.
2.总结及情感升华.
Retell the story
【作业】作业布置
听读P38-39 20分钟
组内表演故事(自选图片)
续编故事