Unit 7 Let’s go swimming 教案

Unit
7
Let's
go
swimming
教案
1教学目标
1.
知识目标:掌握四会单词slide,
exercise,并且学会在游泳前做准备活动的相关短语:life
your
arms,
bend
your
knees,
touch
your
toes.
掌握重点句型:
want
to
do
sth.
2.
能力目标:通过本节课的学习,学生能够用英语表达游泳前的准备活动,并且能够在情境中熟练运用所学内容,提高学生的听说读写能力。
3.
情感目标:通过游戏、小组合作等课堂活动,让学生体会学习与成功的快乐。培养学生的合作精神和创新意识。
2学情分析
本课的教学对象是小学四年级的学生,经过一年的英语学习,他们已经有了基本的语言知识储备,但仍需要一些更高层次的训练,或者说是一个拔高的过程。他们在课堂中积极,活跃,乐于表现。针对这些特点,我们应该充分发挥学生的主体地位,为学生创造更多的交流平台,引导学生学会使用所学知识,为日常生活和交流服务。同时要继续培养学生的自信心,激发学生的兴趣。
3重点难点
重点:能够熟练掌握单词slide,
exercise及游泳前准备活动的相关表达:life
your
arms,
bend
your
knees,
touch
your
toes.
并灵活使用句型:
want
to
do
sth.
难点:
1.exercise长词的记忆拼写。
2.能够将所学知识运用到实际生活中,熟练运用重点句型。
4教学过程
活动1【讲授】教学设计
StepⅠ:
Warm
up
1.
Greeting
T:
Good
morning,
class.
Ss:
Good
morning,
Miss
Wu.
T:
How
are
you
Ss:
I’m
fine,
thanks.
And
you
T:
I'm
fine,
too.
Thank
you.
Nice
to
meet
you!
Ss:
Nice
to
meet
you,
too.
设计意图:师生间简单的问候,营造了融洽的教学氛围,使学生自然地进入英语学习状态。
2.
Warm-up
exercises
T:
First,
let’s
do
2
warm-up
exercises.
Number
1,
touch
and
say.
Are
you
ready
(PPT
shows
the
words
of
body
parts,
like
hand,
head…)
Ss:
Yes!
T:
Go!
Ss:
Head,
ear,
nose,
eye,
mouth,
hand.
T:
Good!
Next,
just
do
it!
Ss
perform
the
action.
T:
Well
done!
设计意图:通过两个TPR活动活跃学生思维,迅速进入英语课堂,同时由于内容为之前学过的单词及句型,很好地复习旧知引入新知。小小环节,十分高效。
StepⅡ:
New
Words
and
Phrases
1.
Learn
the
new
words
–body
parts.
T:
Now
look
at
here!
Who
is
he
Ss:
Huluwa.
T:
Yes,
he
is
Shuiwa.
He
is
good
at
playing
with
water.
But
some
of
his
body
parts
are
missing.
Can
you
help
him
to
find
out
them
Ss:
Yes!
T:
OK,
let’s
start!
Oh,
what’s
this
Ss:
手臂!
T:
Yes,
手臂arm,
a-r-m,
arm;
arm,
arm(升降调领读);
arm,
arm
手臂,手臂
手臂
arm;
arm,
arm,
arm.
Ss:
a-r-m,
arm;
arm,
arm(升降调读);
arm,
arm
手臂,手臂
手臂
arm;
arm,
arm,
arm.
T:
Who
find
his
arm
Can
you
show
us
(学生翻找自己的课桌找出对应身体部位卡片。)
S1:
Arm,
手臂。
T:
OK,
write
with
me
a-r-m,
arm.(板书arm)。Where
is
the
other
arm
S2:
Arm,
手臂。
T:
One
arm,
two…
S:
Arms!
(红色笔板书s将arm变成其复数形式)
T:
One
arm,
two
arms.
Ss:
One
arm,
two
arms.
Then
we
learn
knee,
knees;
toe,
toes
in
the
same
way
and
differ
the
way
to
read
the
words.
After
the
word
study,
we
do
a
test
to
consolidate
the
knowledge.
设计意图:设置情境引入课题,让学生通过帮助葫芦娃找回身体部位的方式学习三个新的身体部位词并注意到它们的复数形式。寓教于乐,充分激发学生兴趣。同时在学完单词之后,及学及练,及时巩固,学生印象深刻,效果更好。
2.
Learn
the
core
sentences
and
“exercise”..
T:
Now
Shuiwa
have
all
his
body
parts,
he
is
so
happy!
He
sprays
water!
Oh!
A
swimming
pool
appears!
He
wants
to
swim!
Let’s
listen
to
what
he
says!
(Play
the
MP3)
“Now,
let’s
jump
into
the
water!”
T:Take
out
your
eraser
and
pencil-box.
Eraser,
you;
pencil-box,
the
swimming
pool.
Let’s
do
and
sing!
Ss:
Sing
“Now,
let’s
jump
into
the
water!
Now,
let’s
jump
into
the
water!
Now,
let’s
jump
into
the
water!
Now,
let’s
jump
into
the
water!”
and
act
it
out.
T:
But
wait…why
You
can
answer
it
in
Chinese.
S3:
直接跳下水太危险了。容易抽筋,会伤害到自己。
T:
Yes,
if
you
hurt
yourself,
you
can
not
play
happily.
So,
first,
let’s
do
warm-up
…(Look
at
the
picture,
what
is
Ali
doing )
Ss:
运动!
T:运动,exercise.
E-x-e-r-c-i-s-e,
exercise,
exercise
(升降调);
exercise
,exercise
运动,运动,运动,exercise.
Ss:
exercise.
E-x-e-r-c-i-s-e,
exercise,
exercise
(升降调);
exercise
,exercise
运动,运动,运动,exercise.
T:
(we
divide
it
into
two
parts,)
exer
/
cise.
Read
after
me.
Exer,
exer,exer;
cise,
cise,
cise.
Ss:
Exer,
exer,
exer;
cise,
cise,cise.
T:
X-ray
time!
We
clap
and
say
“E-x-e-r-c-i-s-e,
exercise…”.
When
I
say
“Stop”
and
call
the
name
of
you,
all
of
your
line
stand
up
and
say
“E-x-e-r-c-i-s-e,
exercise”,
OK
Ss:
OK!
(Play
X-ray.)
T:
Look
at
this
“exercises”!
Why
“s”
Ss:
因为不止一种运动。
T:
Yes!
Read
after
me.
Exercises,
ses,
ses,
exercises.
Ss:
Exercises,
ses,
ses,
exercises.
T:
Now
work
in
group.
Each
of
you
should
read
one
word
of
“let’s
do
warm-up
exercise”
and
make
sure
you
read
every
word
once
at
last.
Ss
are
in
group
work.
Pick
out
the
word
and
read.
T:
Time
is
up!
Do
you
remember
the
word
you
read
just
now
All
of
you
who
read
“Let’s”,
please
stand
up.
Who
read
“do”
And
“warm-up”
“Exercises”
OK,
let’s
read
it
together!
10
Ss:
Let’s.
(Sit
down.)
10
Ss:
Do.
10
Ss:
Warm-up.
9
Ss:
Exercises.
T:
Exercises!
Look
at
this
picture.
What
does
she
do
Ss:
抬arms!
T:
Good!
抬,lift,
l-i-f-t,
lift,
lift.
Lift,
lift,
抬;抬,抬,lift.(板书Lift)
Ss:
lift,l-i-f-t,
lift,
lift.
Lift,
lift,
抬;抬,抬,lift.
T:
Lift
your
arms.
(perform
the
action
at
the
same
time)
Ss:
Do
and
say
“lift
your
arms”.
Then
we
learn
the
two
sentences
left
in
the
same
way,
play
a
game
“what
is
missing”
and
chant
with
music.
设计意图:设计情景,找回了身体部位的葫芦娃非常开心想要去游泳,会喷水的他直接喷出了一个游泳池。水娃很兴奋要直接跳到水里去,可是这样真的可以吗 通过给学生设疑问,引出要先做热身运动,继而引出三项热身运动的具体内容。巧妙衔接在一个故事中,还渗透了安全游泳的意识。在活动进行中对于难点exercise这个单词运用X-ray的演练单词手法,让学生在不知不觉中练习了多次exercise的拼写和朗读,成功突破难点,化难为易。同时两次运用配乐chant的形式,让学生在美妙的音乐中加深了对知识的掌握。
3.
Learn
“go
down
the
slide”
and
“slide”.
T:
Wow,
Shuiwa
is
so
curious
of
everything
here.
He
sees
this.
What
is
this
Ss:
滑梯。
T:
滑梯,
slide.
S-l-i-d-e,
slide;
slide,
slide(升降调);slide,
slide,滑梯;滑梯,滑梯,slide;
slide,
slide,
slide.
(贴单词卡片到黑板上,先写后指读)
Ss:
S-l-i-d-e,
slide;
slide,
slide(升降调);slide,
slide,滑梯;滑梯,滑梯,slide;
slide,
slide,
slide.
T:
Look,
what
does
the
girl
do
Ss:
滑滑梯。
T:
滑滑梯,我们滑滑梯是从梯子上往下滑(perform
the
action),所以是
go
down
the
slide.
Read
after
me,
go
down
the
slide.
Ss:
Go
down
the
slide.
T:
Play
a
game!
“Bomb
it!”
Are
you
ready
Ss:
Yes!
T:
Now
do
a
match.
设计意图:讲水娃对一切感到新奇,看到滑梯,想要滑滑梯。从而引出单词slide和滑滑梯动词短语的学习。用炸弹词的游戏练习短语中每一个词语,同时利用连线复习巩固本节课之前所学短语,对短语的练习做总。
4.
Learn
“want
to”.
T:
Go
down
the
slide.
I
want
to
go
down
the
slide.
What
do
you
want
to
do
Look
at
the
picture
and
tell
me.
Ss
look
at
the
picture
and
use
“want
to”
to
fill
in
the
blanks.
设计意图:
通过变换图片反复练习“want
to
do
sth”
Step
III:
Group
work
小组成员合编一套热身操,把学过的动作词和组内成员手中拥有的身体部位卡片词自由搭配。
PS:1.每个身体部位词只允许使用一次。
2.使用的动词和身体部位词越多,小组得分也会越高哦!
动词贴士:touch,
wave,
bend,
lift,
put
up,
put
down,
shake,
move.
Pay
attention:请使用“I
want
to…”向你的其他伙伴介绍你想做的动作(注意your和my的使用哦)。
设计意图:让学生由输入转输出,将语言运用到实际生活中。
Step
IV:
Homework
and
Summary
Homework
A:
Write
down
your
warm-up
exercises.
B:Sing
your
exercises
(唱出你的热身操).
设计意图:分层布置作业,考虑不同学生能力要求。
Summary
T:
Do
the
exercises
every
day
and
have
a
strong
body!
设计意图:情感升华,学以致用。