Unit6 It's a grapefruit(Lesson35) 表格式教案

Unit 6 It's a grapefruit.
Lesson 35
教学分析
内容
分析
本课通过Kate兄妹和妈妈逛水果超市的场景，引出要学习的目标语言What are these? They’re longans. What are those? They’re lychees.通过师生之间、生生之间在水果超市购买水果等活动，引导学生能够运用Can I have some grapes? Can we have some longans and lychees? Are they longans, too? 等句型提出请求、进行询问，在真实语境中进行交际。
学情 分析 大部分学生对英语兴趣浓厚，接受能力较快。对于本课他们已有一定的知识储备，能够认读并熟练运用What’s this? What’s that? Is this a…? Is that a…? 等询问单数水果的表达方法，为本课复数表达方法的学习打好了语言基础。
目标设置

教学
目标
语言
知识 1．能够听、说、认读词语：longans, lychees, these, those, thank和they.
2．能够听懂、说出并认读句型：What are these? They’re longans. What are those? They’re lychees.
3．能够听懂并说出句型：Can I have some grapes? Are they longans, too? Yes, they are. No, they aren’t. Can we have some longans and lychees?
语言
技能 1．能够在真实情境中运用What are these/ those? They’re… 谈论物品名称。
2．能够运用Are they…? Yes, they are. No, they aren’t.等句型询问物品及做出相应的回答。
3．能够在真实语境中运用Can I have some…?征求意见。
情感
态度 培养懂礼貌的好品质。
学习
策略 1．在单词与对应事物之间建立联想。
2．积极运用所学英语进行表达和交流。
教学 重难点 重点：能够听懂、说出并认读句型What are these? They’re longans. What are those? They’re lychees.
难点：读准Can we have some longans and lychees?
教具 PPT，单词卡片。
教学过程
教学 过程 学生活动预设 教师活动预设 设计意图 时间
Step 1 Preparation/
Warm up/
Revision (1)Greetings with the teacher.
(2)Chant with the teacher.
(3)看图猜单词。 (1)Greetings.
(2)出示实物，引导学生一起说歌谣：
What are these? What are these? They’re grapes. They’re grapes. What are those? What are those? They’re cherries. They’re cherries.
(3)课件出示以前学过的复数水果的图片，引导学看半遮盖的图片猜水果名称，用句型They’re… 回答问题What are these? What are those? 歌谣导入，活跃课堂气氛，快速激活已有知识，为下面的学习做铺垫。 5 mins
Step 2 Presentation
(1)回答教师提问，跟读单词。
(2)仔细观察老师的体态语，理解各种谈论水果的语言。
(3)用句型Can I have some…? 交流，连锁操练新句型。
(4)班内用句型Can we have some… and…? 进行交流。
(5)组内用新学句型谈论水果，再班内交流展示。
S1: What are these?
S2: They are coconuts. Are they coconuts?
S3: No, they are hami melons. What are those?
S4: They are cherries.
S5: Can we have some lychees?
Ss: Sure. (1)继续以上猜水果游戏，顺势引出新单词longans和lychees.
(2)通过询问数量，感知两个名词复数的发音。同时教授新句型Are they longans? Yes, they are. No, they aren’t.:
T: How many longans (lychees) are there in the picture?
S: There are… longans (lychees) in the picture.
T: (指着图片) What are these in English?
S: They’re longans.
T: What are those? Are those longans, too?
S: No, they aren’t. They’re lychees.
(3)示范自主选择表达自己的喜好，在语境中导入句型Can I have some grapes?引导学生操练。
T: What are these?
S: They’re…
T: Can I have some…?
S: (引导学生回答) Sure. Here you are.
(4)呈现水果店全貌，通过What’s in the shop?提问，引发学生思考在水果店里都有什么水果，也引发了可以买些什么样的水果这一思考，引出句型Can we have some…?
T: What’s in the shop? Can you guess?
S: There are…
T: What can we have? Can we have some…?
S: Sure.
(5)将一些水果的剖面图发给每个小组，要求学生在规定时间内展开问答竞猜，并进行问答展示。
游戏中导入单词，实现无痕过渡，使学生在玩中自然习得新知，突破本课重点。
在语境中呈现新句型，交流理解、巩固语言。
创设真实情境，激发学生想象力和好奇心，在运用中理解语言。同时
突破本课难点。
通过练习培养学生的综合语言运用能力。 20 mins
Step 3 Practice (1)Listen and answer.
(2)Read after the tape.
(3)Read and act in groups.
(4)Some groups act out the dialogue in the front. (1)再次呈现出水果店的全貌，根据课文提出问题，让学生带着问题听录音：
Q1: What are they talking about?
Q2: What do the children want to buy?
播放课文录音，核实答案的同时强调买东西前要征询家长的意见，要养成懂礼貌的好品质。
(2)Play the tape again.
(3)Get the Ss to read and act in groups.
(4)Call some groups to act out in the front. 回归课本内容，带着问题听录音，培养学生的倾听习惯，在语境中加深对语言的理解，并达成本课情感态度目标。
朗读、表演规范学生的语音语调，提高朗读技能和表演能力。同时增强小组合作意识。
10 mins
Step 4 Language use
(1)六人一组进行活动，整合运用旧知和本课新知进行交流。
(2)交流展示。 (1)情景设置：老师也开了一个食品店，欢迎各位的光临。教师启发并引导学生来食品店购物。服务员怎么表达？顾客买食品水果怎么表达？
(2)Call some groups to demonstrate in the front. 情景的设置，增添了运用语言的真实性和趣味性。小组合作，培养学生的综合语言运用能力和创新能力，同时培养合作意识。 5 mins
Step 5 Assessment 倾听他人发言，积极参与自评和同伴互评。 激励性语言贯穿教学始终，根据学生表现分发各种单个或多个水果的小贴画作为奖励。 在激励学生的同时增加目标语言的复现率，并为创编对话创设情境。 3 mins
Step 6 Extended activities (1)和父母一起去超市或水果店买水果，用英语进行交流。
(2)Write down the conversation between you and your parents. 布置作业。 作业延伸到生活，与家人分享交流，将果园懂礼貌的思想传递给家人。 2 mins

板书
设计
Lesson 35
Can I have some grapes?
these? longans.
What are They’re
those? lychees.
Are they longans, too?
No, they aren’t.
Can we have some longans and lychees?
Sure.
教学反思
本课开始的chant使主要内容自然深入到学生的学习当中去，增加了学生对新知的把握。而且本课的水果单词是外来音译词，学生也比较常见，掌握起来得心应手。情景也比较真实。