2021学年Unit 7 Is this an orange?教案及反思

这是一份2021学年Unit 7 Is this an orange?教案及反思，共7页。

Unit7 Is this an range?
共 3课时
第 1课时
教
学
目标
(一) 语言目标
1. 词汇：能听懂、会说、认读单词apple, banana, pear, lemn, range。
2. 句型：能运用“Is this ...”询问水果名称，能用“Yes, it is. / N, It’s nt. ”简单作答。
(二) 应用目标
1. 能在图片、实物或简笔画的帮助下指认水果。
2. 能在触摸猜物和角色表演的环节中向同伴告知水果名称。
3. 能听懂、会说A部分的对话。
4. 通过学习谚语“An apple a day keeps the dctr away. ”，能够了解多吃水果有益身体健康的生活常识。
教学重点
教学难点
重点：能听懂、会说、认读单词apple, banana, pear, lemn, range，并能用句型“Is this 询问水果名称并简单作答。
难点：range这个单词既可作水果名称，又可作颜色单词。冠词a/an学生容易混淆，a用于辅音音素前，an用于元音音素前，让学生在原有的基础上进一步感知a/an的区别以及an range的连用与连读
教、学方法
Audilingual methd; Situatin teaching methd; Task-based apprach;Play methd
教、学具
Wrd card; Fruit; Salad;CAI; Pictures
Step 1 Warming up
Greetings.
Sing a sng “Are yu sleeping?”
Talk freely.
T: Lk. What’s this? Ss: It’s a pen. T: Is this a pen? Ss: N, it isn’t. It’s a pencil. …
T: (Using animal cards t ask and answer) Bys and girls, d yu knw? What’s this? Ss: It’s a cat. T: S1. Is this a cat? S1: N, it isn’t. It’s a dg. T：Is this a/ an …?
（设计意图：师生亲切问候完后齐唱欢快的英语歌曲，让学生很快进入英语学习氛围。自由谈话用学具物品和动物图片进行交流，先全班同学师问生答，然后随便选一小组同学单个回答，目的是复习学过的句型”What’s this?”“Is this a … .” “Yes, it is. / N, It’s nt. ”及单词，为新授课做好铺垫 ）
Step 2 Presentatin and practice
New wrds
PPT shws an range. Ask: What’s this? D yu knw? Ss: Srry, I dn’t knw. T: OK. Let me tell yu. Orange, it’s an range. Teach and drill range.(range, range, an range) Read it ne by ne. Take ut an range and ask: Is this an range?（揭示课题） Ss will answer: Yes, it is. （板书黑板）T: Wh can use it ask thers: Is this an range? Train wrk in grups. ( S1: Is this an range? S2: Yes, it is. Is this an range? S3: … )
（设计意图：紧接着自由谈话的部分直接导出今天学的水果单词range，自然过度到今天所学的新课，在“Train wrk”中学生运用实物组内操练句型和单词，很好地练习了重点句型。）
PPT shws a red apple and ask: Is this an range，t? Ss: N, it isn’t.(板书黑板) Teach and drill “apple” (apple, apple, an apple) T：I like this apple./ I like apples.
Game--Quick respnse (Using an range and an apple t hide the back and ask Ss say ut crrectly. Ask and answer quickly.)
Tips: an用于以元音因素开头的单词前面。
（设计意图：由单词range引出新词apple，在游戏Hide and guess操练时学生非常感兴趣，并在PPT上呈现Tips让学生明白an的用法。）
(Take ut a pear and ask): Is this an apple, t? Ss: N, it isn’t. T: What’s this? Help answer: It’s a pear. (fllw me t write) Teach and drill “pear”(High and lw vice; Little teacher ) PPT shw a pear and a ?, Wh can ask? Call several Ss t ask with: Is this a pear?
Using an range, an apple and a pear t ask and answer again.
Shw a bx with a lemn and draw smiling face and say: Hell, by and girls. My name is Lemn. I’m lemn. OK. D yu knw “What’s my name” Please say “Hell” t me tgther. Ss: Hell, lemn.
T: Haha, lk! Lemn is cming. Can yu tell me “What’s this?” Ss: It’s a lemn. Ask ne by: Is this a lemn? And a girl: Is this a lemn? T: Great, it’s a lemn. But I dn’t the lemn. It’s sur.
（设计意图：lemn一词的教授我采用了另一种新颖方式，把一个柠檬装入一个盒子里，以柠檬向同学自我介绍的方式出场。学生非常喜欢，认真倾听，很容易就学会lemn一词。）
T: I like bananas. Is this a lemn? Ss: N, it is’t. Help t answer: It’s a banana. Hit the clap t read it. Then chant read: banana, banana , a banana;(Read it grup by grup)
Let’s say: CAI shws the fruit and ask Ss say ut quickly. (Pictures r wrds ne bye ne)
Let’s taste and guess.
Let’s act: Using the fruit t practice in grups. Like this: A: Hell. What’s this? B: It’s a …. A: Is this a …? B: N, it isn’t. It’s a ….
Let’s listen: Listen and repeat Part B. Then listen and number.
（设计意图：出示水果色拉叫学生上来品尝，其他同学以句型“Is this a/an ...”来提问品尝者，品尝者用“Yes, it is./ N, it isn’t.”来回答，猜对了的同学上去品尝继续玩游戏。然后以小组合作形式谈论自己所带的水果，还可以去问问其他组的同学。学生非常乐于参加这样的活动，在尝尝、猜猜、说说、乐乐中习得本课水果单词和所学句型。最后整体出现B部分单词听听读读记记，到达熟练巩固。）
Step 3 Learn Part A
1. T: Great, bys and girls. Yu can talk abut the fruit. Mingming and Lingling are talking abut the fruit, t. Let’s listen and circle the fruit yu hear.
2. T: Where are they? Please watch the vide. Answer:
T: Are they in a classrm? (Shw a picture f a classrm)
Ss: N. (Teach and rill classrm)
T: Are they in a market? (Shw a picture f a market) Ss: Yes.
T: (PPT) Lk. This is a market. It isn’t a classrm. (Read and drill them.)
3.T: Lk. Wh’s he? Ss: He is a grandfather. T: Is he happy? Help answer: N, he isn’t. He is angry and says: This is a market. It isn’t a classrm. (Ask sme t read in md)
（设计意图：在学生的自由谈论中教师表扬后组织一句Mingming and Lingling are talking abut the fruit, t.直接导入课文A部分的学习，先让学生听他俩谈话圈出听到的水果单词，再由PPT呈现问句，引出classrm和market的学习。借助图片学生很容理解爷爷说的两句话，并让学生模仿卖水果爷爷的生气语气来练习句型：This is a market. It isn’t a classrm.孩子们积极参与，开心模仿，乐于表现，练得非常投入。）
3. Listen again and repeat f Part A.
4. Grup wrk: Read and act Part A in rles.
（设计意图：在图片最后两句难点句子的基础上，再次听录音跟读，以及组内合作练习A部分就非常容易的了。在“分角色朗读”中可看得出他们的熟练程度。）
5、Act and play. 教师用图片或实物在黑板上或讲台上布置一个模拟市场，教师扮演水果店店主，请两名学生分别扮演Mingming和Lingling，将对话内容表演出来。
Step 4 Cnslidatin
Summary: What did yu learn frm this class?
Let’s enjy “Apple Rund”.
Tips: An apple a day keeps the dctr away!
Blackbard design:
Unit7 Is this an range?
-Is this an range/ apple.
a pear/ lemn/ banana.
-Yes, it is.
-N, it isn’t.
个性化修改