Unit 5 My Favorite Activities Lesson 1教学设计
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| 名称 | Unit 5 My Favorite Activities Lesson 1教学设计 |  | |
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| 更新时间 | 2023-09-12 19:13:34 | ||
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Unit 5 My Favorite Activities Lesson 1教学设计
教学目标
一、教学目标
1. 知识与技能:
1). 学会Vocabulary 的4个表示频率的词语(often, once ,twice ,three times)以及4个动词短语(go hiking, go swimming, go ice-skating, go fishing)。
2). 学习Target,会用句型How often do you … I…once a week.
3). 学会歌曲How often do you go hiking
2.能力目标:Listen and say.
3.情感目标:鼓励学生大胆开口说英语,让学生学会用英语表达自己活动的次数。
学情分析
在课堂教学中,从学生感兴趣的话题入手,引导学生将本课重点单词编成富有儿童情趣的chant,并在课堂上鼓励学生将自己的 chant 以小组合作的方式,编入自己喜欢的课间游戏,如跳橡皮筋,拍手操,课间蹦跳等,让孩子的创造才能在编 chant、用 chant 中得到淋漓尽致的发挥,让孩子的课间游戏也成为语言实践的平台。
教学重难点:
重点是:学生能听、说、认读和写出once ,twice, three times, often, go fishing, go hiking ,go ice-skating以及 go swimming。
难点是:听、说、认读和写句子:How often do you go ……
I go …… about …… a week/month/year
教学过程
(一)、Warm–up
1. Sing a song.
2. Free talk.
T: How do you usually go to school
S1:I usually….
【设计意图】对于课堂教学而言,“良好的开端是成功的一半”, 特别是运用精彩的导入语,能够感染学生的情绪,激活学生的思维,激发学生的求知欲,充分调动学生的积极性,为授课的成功奠定了良好的基础。
(二)、Presentation
T: Look at the picture in P57. Uncle Li goes fishing once
a week. (板书并教学once以及go fishing )
2. T: Tony and Jenny go hiking about twice a month.
(板书并教学twice以及go hiking )
3. T: Gogo goes ice-skating about three times a month.
(板书并教学three times以及go ice-skating )
4. T: Jack often goes swimming. He goes swimming about five times a week. (板书并教学often以及go swimming)
(三).Target (Page 57)
1.T: How often does the man go fishing (引导学生回答)
S1: He goes fishing about once a week.
T: How often does he eat fish (引导学生回答)
S2: He eats fish about once a month.
2. Listen to the tape.
3. Ss read after the tape.
4.. Ss read together.
【设计意图】通过学生认真听和大胆模仿跟读,体验成功,增强学生的自信心。
(四)、Practice
1. Pairwork: Ask and answer.
A:How often do you go …
B:I go …… about …… a week/month/year.
2.启发引导学生回答问题,必要时由教师做示范。
3.让学生看着书上的图画: T: Now get into pairs .Ask and answer. 教师在教室里巡视,检查学生的练习情况。 让几对学生在班上表演问答对话。
4.Play games. (Passing games) Ask and answer.
A:How often do you go …
B:I go … about … a week/month/year.
T:How often does he/she go …
S:He/She goes … about … a week/month/year.
【设计意图】在小组游戏练习的过程中,给学生创造了相互交流、相互指导合作的机会,使学生在课堂有限的时间内进行了口语交际。
(五)、Song activity
1.Ask the Ss to listen to the song: How often do you go hiking
2. Ss follow the tape to sing the song.
3. After practicing several times, Ss sing together.
4. Ss finish the lyrics and T check the answers.
(六)、Summary.
(七)、Homework
1. Copy the vocabularies.
2. Read the Target.
3. Do the Activities in Page 59 after class.
六、Blackboard writing
Unit 5 My Favorite Activities
go fishing once
go hiking twice
go ice-skating often
go swimming three times
总意图:
本节课的设计以学生为主体,以任务为中心,以活动为方式,让学生成为直接的受益者,提高了学生运用语言进行交际的实际能力,增强了学生学习的兴趣和信心,使学生乐说、会说、能交际。本节课的设计让教师教得轻松,学生学得愉快。
教学目标
一、教学目标
1. 知识与技能:
1). 学会Vocabulary 的4个表示频率的词语(often, once ,twice ,three times)以及4个动词短语(go hiking, go swimming, go ice-skating, go fishing)。
2). 学习Target,会用句型How often do you … I…once a week.
3). 学会歌曲How often do you go hiking
2.能力目标:Listen and say.
3.情感目标:鼓励学生大胆开口说英语,让学生学会用英语表达自己活动的次数。
学情分析
在课堂教学中,从学生感兴趣的话题入手,引导学生将本课重点单词编成富有儿童情趣的chant,并在课堂上鼓励学生将自己的 chant 以小组合作的方式,编入自己喜欢的课间游戏,如跳橡皮筋,拍手操,课间蹦跳等,让孩子的创造才能在编 chant、用 chant 中得到淋漓尽致的发挥,让孩子的课间游戏也成为语言实践的平台。
教学重难点:
重点是:学生能听、说、认读和写出once ,twice, three times, often, go fishing, go hiking ,go ice-skating以及 go swimming。
难点是:听、说、认读和写句子:How often do you go ……
I go …… about …… a week/month/year
教学过程
(一)、Warm–up
1. Sing a song.
2. Free talk.
T: How do you usually go to school
S1:I usually….
【设计意图】对于课堂教学而言,“良好的开端是成功的一半”, 特别是运用精彩的导入语,能够感染学生的情绪,激活学生的思维,激发学生的求知欲,充分调动学生的积极性,为授课的成功奠定了良好的基础。
(二)、Presentation
T: Look at the picture in P57. Uncle Li goes fishing once
a week. (板书并教学once以及go fishing )
2. T: Tony and Jenny go hiking about twice a month.
(板书并教学twice以及go hiking )
3. T: Gogo goes ice-skating about three times a month.
(板书并教学three times以及go ice-skating )
4. T: Jack often goes swimming. He goes swimming about five times a week. (板书并教学often以及go swimming)
(三).Target (Page 57)
1.T: How often does the man go fishing (引导学生回答)
S1: He goes fishing about once a week.
T: How often does he eat fish (引导学生回答)
S2: He eats fish about once a month.
2. Listen to the tape.
3. Ss read after the tape.
4.. Ss read together.
【设计意图】通过学生认真听和大胆模仿跟读,体验成功,增强学生的自信心。
(四)、Practice
1. Pairwork: Ask and answer.
A:How often do you go …
B:I go …… about …… a week/month/year.
2.启发引导学生回答问题,必要时由教师做示范。
3.让学生看着书上的图画: T: Now get into pairs .Ask and answer. 教师在教室里巡视,检查学生的练习情况。 让几对学生在班上表演问答对话。
4.Play games. (Passing games) Ask and answer.
A:How often do you go …
B:I go … about … a week/month/year.
T:How often does he/she go …
S:He/She goes … about … a week/month/year.
【设计意图】在小组游戏练习的过程中,给学生创造了相互交流、相互指导合作的机会,使学生在课堂有限的时间内进行了口语交际。
(五)、Song activity
1.Ask the Ss to listen to the song: How often do you go hiking
2. Ss follow the tape to sing the song.
3. After practicing several times, Ss sing together.
4. Ss finish the lyrics and T check the answers.
(六)、Summary.
(七)、Homework
1. Copy the vocabularies.
2. Read the Target.
3. Do the Activities in Page 59 after class.
六、Blackboard writing
Unit 5 My Favorite Activities
go fishing once
go hiking twice
go ice-skating often
go swimming three times
总意图:
本节课的设计以学生为主体,以任务为中心,以活动为方式,让学生成为直接的受益者,提高了学生运用语言进行交际的实际能力,增强了学生学习的兴趣和信心,使学生乐说、会说、能交际。本节课的设计让教师教得轻松,学生学得愉快。