牛津英语2AUnit3龟兔赛跑

Unit 3 Things I like to do 教学设计

陈美娜

一、教学内容：

上海版牛津英语Unit3 “Things I like to do..”的Let’s learn 部分内容主要围绕句型I like to„„学习一些日常生活动作以及组合的短语。本堂课是这一单元的第一课时，主要是教授本单元要求掌握的新词汇play, run, sleep和句型I like to„„。

二、设计思路：

本节课是用猜谜语的方式引出故事的主人公rabbit, rabbit爱玩，今天天气不错rabbit走到了公园去玩耍，从刚开始的play with the ball觉得不过瘾，之后rabbit到zoo找伙伴，并用句型“Can you play with me?”邀请动物小伙伴一起玩。由于Mr.Bear和Mr.monkey比较忙，后来tortoise答应了兔子的邀请。接下来是比赛时间，由Mr.monkey做裁判，在裁判的一声令下，兔子和乌龟开始了比赛。播放视频引出第一场比赛中兔子和乌龟的表现，引出run fast和run slowly,播放第二段视频看到的是一只骄傲的兔子，看到乌龟run slowly后并说自己要sleep了。最后是冠军的揭晓。本课的最后让学生把情景剧分组表演出来。

三、教学目标

基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力，我据此确定了本课时的教学目标。

知识目标

1、单词短语：熟练的听说认读play, run fast, run slowly, sleep.

2、句型：能熟练把握句型I like to„„.

能力目标：

能运用句型I like to„„和别人交流自己喜欢干什么，并以此初步培养学生的语音语调，建立语感，挖掘学生运用语言的创造能力。

情感目标

1、激发学生的学习兴趣和学习热情，消除学生的畏难情绪，有积极主动的学习态度和活泼的个性，乐于模仿，敢于开口，积极参与，促使其快乐地、成功的学习。

2、通过活动参与，使学生能熟悉到自己和别人的能力，培养自强自立的信心。

四、教学重点与难点

1、动词短语的认读和应用：run fast, run slowly, play with sb以及区分sleep和单词sweep。

2、I like to„„句型的扩展应用。

五、教学准备

多媒体课件、单词卡片、等等。

六、教学过程：

Step 1 Warming-up

1、Sing two songs: Ten little paper rabbits, Do you know the muffin man.

2、Greetings

3、Free talk

T and Ss

S1 and S2

Step 2．Presentation

1、(CAI ) Present the pictures: Dog and hot dog, monkey and bananas, Use carrots and then let Ss guess what animal like to eat carrots, 以此引入今天的主角rabbit.

2、(CAI) The introduction of rabbit: Hello, I’m rabbit. I like to eat carrots. I like to play.

T: Today, I will introduce a new friend for you. It is a rabbit. Let’s say hello to rabbit.

Ss: Hello, rabbit.

T: Let’s learn something more about the rabbit. She likes to eat carrots. She also likes to play. (引入新授单词play)

3、单词Play的教授

Play

Let’s chant

CAI: Play, play.

I like to play.

Play, play.

I like to play every day.

Ask several Ss read it.

4、句型I like to play的运用。

T：Today is sunny, so rabbit goes to the park and likes to play with other animals.

CAI: Park.

T: Wow, so beautiful. I can see two tall buildings, what do you see?

Ss: I can see„„（目的在于回顾之前单元所学的单词slide, swing, ball„„） 图片设置动作：出现rabbit

Rabbit sees the green swing, and says I like to play with the swing. Then ask Ss: Do you like to play with the swing?

Ss answer it.

The same way to lead in the sentence: “I like to play with the ball.” “I like to play with the slide.”

5.句型play with的拓展

全班朗读，分组朗读，男女生朗读，单独和老师击掌朗读。

Rabbit is wondering where are the other animals, so she goes to the park to find partners to play with it.

CAI:出现Zoo的照片

①First, rabbit goes to the bear and asks: “Mr. Bear, Can you play with me?” Then Ss are rabbit, and ask it with this sentence: “Mr. Bear, Can you play with me?”

Ask several Ss ask it.

T: Listen how the bear respond it: “Sorry, I’m busy now”.

②Then rabbit goes to the monkey and asks: “Mr. Monkey, Can you play with me?”

Give Ss chance to speak out, now you are rabbit, ask the monkey“Mr. Monkey, Can you play with me?”

Ask several pairs of Ss ask it

T: Listen how the monkey respond it: “Sorry, I’m hungry, I like to eat bananas”.

③ At last, rabbit goes to the tortoise and asks: “Mr. Tortoise, Can you play with me?”

T: Now, who can be the little rabbit and ask it?

It’s Ss’turn to ask it.

T: Listen, tortoise said: “Ok”.

Step3: Consolidation

1、CAI: Rabbit=R, Tortoise=T

Dialogue between tortoise and rabbit

Rabbit: Hello, tortoise. I like to run.

Now you are rabbit„„

Tortoise responds it happily and says: “I like to run, too.”

Now you are tortoise„„

Rabbit then wants to challenge the tortoise and says: “

Let’s have a race, Ok?

Can you guess how tortoise respond it: “Ok”.

2、 CAI:出现Race比赛的照片

T：This is rabbit, and this is tortoise. Monkey is the judge. Monkey says: “Ready, go.”

OH, the race begins.

T: Let’s see the performance of the rabbit.

Video: 龟兔赛跑的视频，截出rabbit比赛时的表现

T：Oh，rabbit runs fast.

She is very happy, so she says: “Haha,I run fast.”

Let Ss imitate the facial and body expression, then act it out.

教授词组run fast, 单词fast的操练

Ask Ss perform it.

3、How about tortoise? Let’s look.

Video: 龟兔赛跑的视频，截出tortoise比赛时的表现

T: Oh, tortoise is slow, tortoise runs slowly.

教授run slowly,单词slowly的操练

Ask Ss perform it.

Here comes the Pk between T and Ss, and see who are the winner.

Teacher says“run slowly”, Ss should say“run fast”, and see who respond it quickly.

Then girls are rabbits, boys are tortoise, repeat the dialogue:

R: Haha, I run fast.

T: Oh, I run slowly.

4. Let’s see what’s going on?

Video: 龟兔赛跑的视频，截出rabbit接下来的表现

T：Rabbit think tortoise is slow, I can have a sleep!

Rabbit says: “Tortoise is slow, I can have a sleepzzzzzz!”

单词sleep的教授和操练：

CAI: 长元音ee的发音

并让学生拼读

Sleep, three, green, bee, sweep

Chant:

Sleep, sleep. I like to sleepzzzzz.

单词sleep的操练

5、T: How about tortoise? Is he sleeping?

Let’s see it.

Video: 龟兔赛跑的视频，截出tortoise接下来的表现

T: Aha, tortoise keep on running, run, run ,run.

Tortoise says: “Oh, she is sleeping. Run run run.

Ask Ss act it out.

6. One hour later, rabbit wakes up suddenly. Looking around, where is tortoi-se?

Rabbit: “Oh,no.”

7、At last, who is the winner? Tortoise or rabbit?

Video: 龟兔赛跑的视频，截出比赛结果

Tortoise says it happily, haha, I’m the winner.

Ask Ss act it out.

Step4: Performance

1. Pairwork:

Here is the text of our story. Let’s read it first.

R: Hello, tortoise, I like to run.

T: I like to run, too.

R: Let’s have a race, Ok?

T: Ok.

M: Ready,go!

R: Haha, I run fast.

T: Oh, I run slowly.

R: Tortoise is slow, I can have a sleep.

T: She’s sleeping. Run run run.

R: Oh, no.

T: Haha, I’m the winner.

2. Ss work in three, and then ask several Ss act it out.

板书：

Unit 3 Things I like to do Let’s learn & Let’s talk Play

sleep fast

教学反思：

低年级的学生具有好奇的天性，因此本课教学充分借助多媒体的动画功能，化静为动，变无声为有声。以期能把学生带进与教学内容相适应的气氛中，促使学生变被动学习为主动学习。在教学时，我精心制作了具有音响效果的软件，设计了一个龟兔赛跑的故事。采用猜谜语的方式引出故事的主人公——乌龟和兔子，rabbit走到了公园去玩耍，从刚开始的play with the ball觉得不过瘾，之后rabbit到zoo找伙伴，并用句型“Can you play with me?”邀请动物小伙伴一起玩。最后乌龟答应兔子的邀请进行比赛。本课以龟兔赛跑的故事贯穿整堂课，让学生们在听故事中学习新单词、理解新单词、掌握新单词。创设愉悦的学习环境，以学生发展为本，使学生产生积极的求知欲，使信息的传输处于最佳状态，使不同层次的学生在教学过程中的主体作用得到充分发挥。促使学生积极的表达，以培养学生的口头表达能力。我认为本课课件的设计是个亮点，大多数学生在精心设计的活动中感到了学习的快乐和获取知识的满足。

然而，在教学中我也观察到那些在学习上有困难的学生很难全身心地投入到整个教学活动中。第一，这些学生害怕自己说错，不愿意将自己的想法表达出来。教师应多给予鼓励，增加他的自信心。第二，由于学生已经跨入二年级英语的学习阶段，英语单词的句子量加大了，以至于有些基础掌握的不扎实的学生不知道该怎么表达。因此需要在小组合作中让能力强的学生帮助这些学习困难生，让他们多说多练，为他们树立自信心。我认为帮助学习困难生赶上学习差距，挖掘他们的学习潜力，激发他们的学习积极性，倡导一种和谐、平等互助、积极向上的学习氛围，是我在教学中要倾力关注的问题。