| 化装舞会 |
教学内容 | Recycle Mike’s happy days Day1 A beautiful farm | 课时/课型 | 1/词汇 | ||||||||||||||||||||||||
课时目标 | （1）复习冠词a和an的用法。 （2）能够听、说、读、写有关水果、动物、蔬菜以及衣物等单词，并能将单词归类记忆。 | ||||||||||||||||||||||||||
教学重点 | （1）复习冠词a、an和some的用法。 （2）能够听、说、读、写有关水果、动物、蔬菜以及衣物等单词，并能将单词归类记忆。 | ||||||||||||||||||||||||||
教学难点 | 运用思维导图梳理已学过的语言知识 | ||||||||||||||||||||||||||
教学具准备 | PPT课件、教学卡片、击鼓传花道具 | ||||||||||||||||||||||||||
教学流程 | 调整与思考 | ||||||||||||||||||||||||||
Step 1 Warm up and lead in 1.Greeting 2. Sing a song T: Boys and girls, now let’s enjoy a song “Old MacDonald Had a Farm”. （播放歌曲，师生共同欣赏。如果学生会唱，跟唱歌曲。） 3.Lead in T: Where did you go on your holiday? S1: I went to… T: What did you do there? S2: I… … T: Look at this picture. Who’s he? (展示Mike的图片。) Ss: He’s Mike. T: What did he do on his holiday? Let’s have a look at the Recycle Mike’s happy days together. Step 2 Prentation 1. Read the Recycle quickly. (1) What is the Recycle about?(Mike’s trip on the farm.) (2) How many days did Mike spend on the farm?(Seven days.)烧烤作文 (3) Read and write
2. Day 1 A beautiful farm (1)T: Mike comes to the farm and visits the farm. （展示农场图片。）Here is the farm. What can you e? S1: I can e some cows, some sheep… S2: I can e a jacket… … (课件呈现学生所说的鸡蛋、奶牛等名词并逐一把词卡贴到黑板上。) 劲是多音字吗（2）Lead students to read all the words for veral times. （3) Game: Quick respon. Prent the picture of Day 1.课件出示：（Day 1的图片及填空练习） Divide students into three groups. Group One is “ a” group. Group Two is“an”group. Group Three is “ some” group. Find the words that belong to their groups.Then,when the teacher points to a word, the right group that the word belongs to should stand up as soon as possible. And they read out the word with“a/an/some”in the front for three times. The teacher makes a model(示例): 子非鱼焉知鱼之乐的意思T: If I point to the pear,which group should stand up? “A” group: We should stand up. T: So,you should say “ a pear”.Read three times. “A” group: A pear, a pear, a pear. T: Good job! （4) After the game, students finish the first exerci on P42 by themlves. Check the answers together. The teacher can give some explanations if students have problems （5) with“ a” “ an” and “ some”。 Prent the summary of the usages of “an”and“some” (Day 1第一部分的答案及a,an和some的用法小结。顺口溜：名词像秃子常爱戴帽子。单数名词需要a或an. 辅音喜欢a,元音喜欢an。Some 功劳大，复数、不可数名词喜欢它。） 2. Classify the words.(观察教材中的第一组单词，试着给其他组的单词归类，并再写出几个同类词。小组比赛，看看谁说得多、做得快。) Prent the chart of the cond exerci on P42（出示课件）Ask students to obrve the chart first. Then students try to name the next four groups of words as the example of the first group. T: Look at the chart. We can name “ apple” and “ orange” as “Fruit”， and we name“ egg” and“ cake” as “ Food”.So, what about the other groups? Can you name the groups of the words? After that, let students add more words into each group. The teacher can give some examples. T: We can add some words into each group. We can add of“Fruit”.We can add “ bread” into the group of “ Food”.We can add “shirt”group of “ Clothes ”. 3，At last, let students try to add one more word group. T: We can also add more groups. For example, we can add a group of“drink＂.We can write the words about drink in this group. They are ＂water”“tea”“ milk ” Can you think of more word groups? Show the answers together（出示课件）Encourage students to add more groups and words. Step 3: Practice 1. Game: Play the drum to pass the flower. The teacher beats the drum without looking at students. Students pass the flower with the rhythm of the drum. When the teacher stops drumming, the student who holds the flower should read out the word which the teacher points to. The teacher checks the pronunciations and tries to correct immediately when students make mistakes. 2.把苹果放入正确的篮子里。(单词归类) 3.完成I can do!练习 总结名词单数形式变成复数形式的变化规则。 Step 4 consolidation Group work. 小组任意选一主题，合作绘制思维导图。 主题：zoo, sports, park, school,ason, hobby, my family Step 5 Summary and homework T: What did you learn about this class? 1.复习水果、食物、蔬菜等单词。 2. a、an、some的用法 3. 总结名词单数形式变成复数形式的变化规则。 4.Homework 完成课堂作业 | |||||||||||||||||||||||||||
板书设计 | Recycle Mike’s happy days Day 1 A beautiful farm animals vegetables clothes fruit | ||||||||||||||||||||||||||
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