Module 7 Unit 1 There is a cat in the tree.（教学设计）-2023-2024学年外研版（一起）英语一年级下册

《新标准英语》一年级起点一年级下册 Module 7 Unit 1 There is a cat in the tree. 教学设计 一、教材分析 本课是外研社版《新标准英语》（一年级起点）一年级下册，Module 7 Unit 1 There is a cat in the tree.修订版教材的第七模块是新增加的教学内容。以前学生是在三年级第一次接触“There be”句式。书中第六模块学习小动物，本课是直接就着小动物的话题引申，两个模块的话题衔接比较连贯和完整。学生们更加喜欢本课的小动物的话题。学习内容的增加，更注重学生综合语言运用能力的实践。 本模块的话题是谈论物品的数量与位置，本课是第七模块的第一单元，主要谈论物品的位置。在课堂教学中，通过实物、图片、游戏、CAI等形式，学生学习并运用There is/are…in/on/under/over there句式在具体的语境中描述物品的位置。 二、学生分析 一年级的学生活泼好动，好奇心强，有很强的表达欲望和需求，并乐于表达。运用“There be”句式描述物品的位置是第一次学习，有一定的难度。而且本课句式较长，在长句式的表达可能存在不流利程度，另外，因为是第一次接触学生，需要磨合时间。本课采取了游戏、活动、奖励动物卡片等形式激发学生的学习兴趣，调动了学生的积极性，帮助学生在真实的情境中学习，感受所学的知识，并真正地把所学知识运用到实际生活中。 三、教学目标 （一） 语言知识目标 词汇：学生能够在图片和动作的调控下听说单词：there is, animal, can, see, there are, help table, we, miaow 词组over there 语句：学生能够在具体情境下了解并掌握句型There is a cat in the tree. There is a chair over there. There is a table over there. There is a policeman over there. 语法：在具体语境中描述物品的位置 话题：描述物品的位置 语音：感知There is, there are 的发音特点 1. 语言技能目标 听：1.能够在图片及动画的帮助下听懂课文内容； 2.能够听懂简单的英语问题 3.能在肢体语言的辅助下听懂老师简单的课堂指令并作出反应。 说：能在老师创设的情境中利用There is/are…（in, on, under, over there）… 描述物品的位置。 读：1.能够认读单词there is, animal, can, see, there are, help, over there, table, we, miaow 2.能在图片提示下认读本课主要句式There is a cat in the tree. There is a chair over there. There is a table over there. There is a policeman over there. 3.能在视频及音频的辅助下跟读课文，发音准确，流利，语调优美。 （三）情感与态度目标 激发学生的积极情感，培养学生交流与合作的能力，同时培养学生热爱小动物的情感。 （四）学习策略目标 本课围绕“一棵大树”的主题，为学生创造真实的语言情境，鼓励学生在词语与相应事物之间建立联想，说明事物时能抓住事物的特征，让学生有效地跟随真实的语言情境，积极与他人合作，一步一步地共同完成各个环节的教学任务。 （五）文化意识目标 感知英语和汉语在表达人或事物存在时的差异 四、教学重难点 （一）教学重点 能够理解单词there is, animal, can, see, there are, help table, we, miaow 词组over there 并掌握句式There is/are…（in, on, under, over there）…描述物品的位置，并在不同语境下运用。 （二）教学难点 1.了解There is和There are的使用规则 2．正确读出并理解短语over there 五、教学准备 教学用书、CAI、磁贴、单词磁条、Tree, Pictures, 小动物卡片。 六、教学过程 Ⅰ. Warm-up and lead -in 4’ 1.Greeting：T：Hello! I’m Linda ! (Point to me.) Ss: Hello, Linda ! T: Today let’s have a wonderful lesson, OK? Ss: Ok! 2. Warming: T: When you hear 1, please clap.(Clap!) When you hear 2, please say “Yeah!”. When you hear 3, please sit up straight. Ss follow the instructions. 3. Listen and guess T: Boys and girls, look at this picture, Where is it ? This is a zoo. There are many animals at the zoo. Now, let’s listen and guess. T: Shows PPT.(各种小动物的声音) Ss: Listen and guess. T：How many cats/dogs/pigs/cows/tigers/birds can you see? Ss: A cat. A dog. A pig. A cow. Two tigers. Two birds T: There is a cat in the tree. There is a dog in the tree. There is a pig under the tree. There is a cow under the tree. There are two tigers in the tree. 4. Listen to a chant T: Now, let’s listen to a chant. How many animals can you see? Ss: Listen. 5. Listen and chant together T: Now, Let’s chant and do the actions together. Follow me please. Ss: Chant and do the actions after the teacher. T: Look. There is a big tree.(Shows the tree and sticks) It’s very tall. There is an elephant. (Writes ‘There is’ on the blackboard ) Ss: There is an elephant. T: There is a tiger in the tree. (Writes ‘in the tree’ on the blackboard) Ss: There is a tiger in the tree. 【设计意图】 由于是初次与学生接触，彼此之间可能会有隔膜，因此在本环节我设计了简单的热身活动。活泼好动是一年级学生的特性，通过一系列动起来的活动，能引导学生在最短时间内投入课堂教学活动，同时也为他们创造了一个轻松愉快的学习氛围，最重要的学生通过这个活动对本节课的简单指令有了初步的认识，方便教师在接下来的教学活动中更好的组织课堂教学。通过听声音猜小动物的活动，在开课就集中学生的注意力，调动学生参与猜游戏的热情。同时自然地引入本课要学习的歌谣，教师在这个环节尽量多的铺垫There is或There are…句式，学生感受不到新知的难度。通过创设“一棵大树”的真实情境，既帮助学生操练歌谣中的There is和There are句式，也为课文的学习做好了铺垫。本课所有的活动都是围绕这棵“大树”的主题，贯穿始终。教师在教学中运用肢体语言，帮助学生们在活动中完全动起来。 Ⅱ. Task Presentation 1’ T: 今天我们的任务是运用There is/are...句式，在具体的情境中描述物品在哪个的位置（PPT出示本课的学习任务） T: Today, I bring you so many animals. If you did a good job. You will get one animal card. Do you like the animal cards ? Ss: Yes. T: Very good. Let’s come on! OK? Ss: OK T: Look! There is a cat in the tree. (Shows a picture of a cat and writes a cat on the blackboard) T: Today let’s learn Module 7 Unit 1 There is a cat in the tree. Let’s read together. Ss: Boys read together. Girls read together. 【设计意图】 通过课件，教师表述等形式直接呈现本节课的学习任务，学生明确任务，出示准备好的小动物卡片作为奖励，鼓励学生积极努力，大胆尝试，愉快地进入课文学习活动中。通过图片导入本课的标题句，在这个环节进行多种形式的读，达到全班能有三分之二的学生会读标题句。There is a cat in the tree. Ⅲ. Text learning 10’ 1. Watch and answer. T：Who are they? Ss: Daming and Sam. T: Daming和Sam放学回家，他们在路上看到一只小猫爬到很高的树上不敢下来，于是赶忙跑去帮助小猫。但是他们个子矮够不着小猫。于是Daming和Sam向导了三种办法救助这只可爱的小猫。Listen. What are they? Ss: Listen and answer. T: 他们都采取了什么方法？都准备了哪些物品？ Ss: A chair, a table, policeman T: Shows a chair and say. There is a chair. There is a chair over there.(Point and say) T: Look at me. 强调over there发音，上齿咬住下唇。 Ss: Point and say. Over there. T: Look! There is a chair over there. Who can help me? Stick the picture on the blackboard. S1: Stick a chair and say. There is a chair over there. S2: Stick a table and say. There is a table over there. S3: Stick a table and say. There is a table over there. T: Now, let’s look at the tree. T: There is a (chair) over there. (Writes chair and over there on the blackboard)There is a (table) over there. (Writes a table on the blackboard) There is a policeman over there. (Writes a policeman on the blackboard ) Ss: Point and say in teams. T：及时用小动物卡片奖励表达准确，清楚的学生。 2. Listen, point and repeat T: Now, open your books, turn to P38. Let’s listen, point and repeat. Pay attention to your pronunciation. You should repeat correctly, beautifully and loudly(发音准确，语调美，声音响亮) Ss: Listen, point and repeat. 3. Read and dub(配音) T：Boys and girls, now let’s read and dub in teams. Try to imitate the intonation and sit up straight. Ss: Dub in teams. 4. Choose part students to dub T: Now let’s dub Daming and Sam. Ss: Part of them try to dub.(8S) 【设计意图】 围绕“大树”的主题，通过教师语言的情境创设，学生带着问题，观看课文动画，回答问题，他们都准备了哪些物品。而这个问题的答案恰是本课的三个重点句式。There is a chair over there. There is a table over there. There is a policeman over there.教师通过图片的呈现，语言的铺垫，帮助学生明确了本节课的重点句式。这个环节抓住本课重点句式在情境中进行操练，真实有效。通过听音，指读课文，配音汇报等形式，各个击破本课重难点，提高认读句子能力，逐步引导学生从初步整体感知--进一步感知--基本理解课文。 Ⅳ.Practice 11’ 1. Stick and say T: Boys and girls, now let’s play a game. You say ‘Game, game, oh yeah!’ Ss: Game, game, oh yeah! T: Now, let’s look at your animal card and show us. 让我们一起完成一幅漂亮的图画。Let’s stick and say. For example, there is a cat in the tree. There is a dog in the tree. There is a panda under the tree. You can stick anywhere you like. Are you clear? Who can try? Ss: Stick the animal card on the blackboard and say. There is a…in the tree/under the tree. 2. Look and say T: Now, let’s look and say the pictures in pairs.(PPT出示图片) T: Look at the tree! How many cats/dogs/cows/pigs/birds/tigers can you see? Ss: There is one/are...cats/dogs/cows/pigs/birds/tigers in the tree/under the tree. 【设计意图】学习了一段时间，学生会产生疲劳现象，一个小游戏能再次调动他们学习的热情，而且这个游戏让学生用自己努力得到的动物卡片动手粘贴，然后准确的说出句子。学生们在真实的情境中体验用英语做事情的快乐与成功。围绕着这棵大树，继续巩固操练句式How many…s can you see? There is one/are…两人看着黑板大树上的小动物图片进行问答练习，使课堂的操练形式更加多样，丰富，操练了本课第四个活动的内容。两个活动的设计主要考虑学生们的年龄特点和兴趣，再一次强化本课的重难点，对其进行巩固操练，也为接下来的拓展环节做好准备。 Ⅴ. Task Completion 8’ Introduce our classroom T: Now, let’s look at our classroom. There is a big tree in the classroom. There is a book on the desk. There is a chair over there. There is a bag over there. There is a table over there. There is a pencil in the pencil case. Let’s introduce our classroom. T: Shows picture and sentences on PPT. This is our classroom. There is a /are… in/on/under/over there. Now, let’s talk in teams. Four persons in a team. Ss: Talk in teams. Then show their dialogue. S1: This is our classroom. There is/are...in/on/under/over there. S2: There is/are...in/on/under/over there. S3: There is/are...in/on/under/over there. S4: There is/are...in/on/under/over there. 【设计意图】 这个环节是对学生综合语言运用能力的拓展，引导孩子观察教室里以及自己身边都有哪些物品，用There is/are句式描述，帮助学生们能够在真实语境中运用英语。同时也体现了小学英语学科的工具性特点， Ⅵ. Summary and homework 1’ 1. Summary 总结评价 T: Today we learnt : There is/are…in/on/under/over there. Ss: There is a cat in the tree. There is a chair over there. There is a table over there. There is a policeman over there. 2. Homework布置作业 (1) Listen and repeat the text of Module 7 Unit 1 (2) Introduce our classroom to your parents.(给你的爸爸妈妈介绍教室里的物品) 【设计意图】 总结本课的学习内容，并布置作业，让课堂的内容延伸到课外，真正达到学以致用的目的，培养学生的综合语言运用能力。 Ⅶ、板书设计 Module 7 Unit 1 There is a cat in the tree. chair over there. table policeman 学科网（北京）股份有限公司 $$