Module 8 Unit 2 There are two footballs under my desk.（教案）-2023-2024学年外研版（一起）英语一年级下册

外研社《新标准》（英语）（一年级起点） 一年级下册 Module 8 Unit 2 There are two footballs under my desk. 一、教材分析 本课是外研社 《新标准》（英语）（一年级起点）一年级下册，Module 8 Unit 2 There are two footballs under my desk. 以前学生是在三年级第一次接触“There be”句式。书中第七模块学习小动物，运用There be…句式在具体情境中描述物品的位置。本课是继续学习运用 “There be…”句式，两个模块的话题衔接比较连贯和完整。 本模块的话题是谈论衣物和球类的位置，本课是第八模块的第二单元，主要谈论物品的位置。在课堂教学中，通过实物、图片、游戏、交互式电子白板操作等形式，学生学习并运用 “There be…”句式在具体的语境中谈论物品的位置。 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.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：here, football, basketball, ping-pong 语句：学生能够在具体情境下了解并掌握句型 There are two footballs under my desk. There are five ping-pong balls here. There’s a basketball under my chair. 语法：在具体语境中谈论物品的位置 话题：谈论物品的位置 语音：进一步感知英语歌曲的节奏和韵律 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 be…”句式谈论物品的位置 读：1.能够认读单词here, football, basketball, ping-pong 2.能在图片提示下认读本课主要句式There are two footballs under my desk. There are five ping-pong balls here. There’s a basketball under my chair. 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，在情境表演中体会互帮互助的乐趣，共同享受学习的快乐。 （四）学习策略目标 通过物品的对比区别there is there are句型的不同。创设具体的球类摆放数量及位置情境进行操练，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，帮助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 知道世界上主要的体育运动有哪些，了解中西方体育文化的差异 四、教学重难点 （一）教学重点 能够理解单词here, football, basketball, ping-pong 并掌握句式There be…谈论物品的位置，并在不同语境下运用。 （二）教学难点 1. 熟练运用数词、球类名称、方位介词描述图片内容。 2.准确对比区别there is there are句型的不同。 五、教学准备 教学用书、交互式电子白板课件、磁贴、单词磁条、球类卡片。 六、教学过程 Ⅰ. Revision 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. Revision of “There’s a …” T: Boys and girls, now, let’s look at our classroom. There’s a dog. There’s a book. There’s a hat. There’s a desk/chair. Let’s talk. Who can try? Ss: There’s a … 3. Talk about the pictures of Activity 1 T: Shows 白板课件1 T: Look at the picture. There’s a big tree. It’s very tall. Ss: There’s a cat. There’s a dog. There are three birds. T: Look! There’s a cat in the tree. There’s a dog under the tree. There’s a cat under a big bird. There are three birds in the tree. Now, who can come here and say? Ss: come to the front and say. 4. Listen to Activity 1 T: Now, let’s listen to Activity 1. Ss: Listen. 5. Say the pictures T: Shows 白板课件2 T: Now, Let’s say the two pictures. Boys say picture one. Girls say picture 2. Ss: Say the two pictures. 6. Play the roles of Bob T: Now, let’s play the roles of Bob. Who can come here and say? Ss: Come to the front and play the roles of Bob. 7. lead-in T: Shows 白板课件3 T: Look. There’s a classroom. It’s very big. There’s a desk. There’s a football. There are two footballs. There are two footballs under my desk. T: Shows the title and writes on the blackboard. T: Today, let’s learn Module 8 Unit 2 There are two footballs under my desk. Let’s read together. Ss: Read the title after the teacher. 【设计意图】 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些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。课前做好情境的铺垫，提前摆好各种小动物，文具，衣物等等，通过谈论教室里的实物的活动，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的活动1和标题句子，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。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: 今天我们的任务是继续运用 “There be...”句式，在具体的情境中谈论物品的位置（白板课件出示本课的学习任务） T: Today, I bring you so many cards. If you did a good job. You will get one card. Do you like the cards ? Ss: Yes. T: Very good. Let’s come on! OK? Ss: OK 【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，出示准备好的各种彩色卡片作为奖励，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， There are two footballs under my desk. Ⅲ. Text learning 10’ 1.Listen and answer. T: Shows 白板课件5 T: Look! This is Lingling’s classroom. There are many balls in the classroom. Let’s listen. What kinds of balls are in the classroom? 我们一起来听一听，教室里面都有哪些种类的球？Are you clear? Ss: Yes. T: Let’s listen carefully. Ss: Listen and answer. T: 教室里面都有哪些种类的球？ Ss: football, basketball, ping-pong 2. Listen again and answer T: Where are the balls? 这些球都在哪里了？ Let’s listen again. Ss: Listen, then answer. T: Where’s the basketball? S1: There’s a basketball under my chair. T: Where are the two footballs? S2: There are two footballs under my desk. T: Where are the five ping-pong balls? S3: There are five ping-pong balls here. 3. Learn three sentences T: Shows a basketball. Who can come here and say? Ss: Come to the front and say. There’s a basketball under my chair. There are two footballs under my desk. There are five ping-pong balls here. （白板互动操作） T: Writes the three sentences on the blackboard. T：及时用小动物卡片奖励表达准确，清楚的学生。 4. Listen and repeat T: Shows 白板课件6 T: Now, Let’s listen and repeat. Pay attention to your pronunciation. You should repeat correctly, beautifully and loudly. Ss: Listen and repeat. 5. Read in pairs T：Boys and girls, now let’s read with your partner. One reads one picture. Are you clear? Ss: Read with their partner. 6. Dub(配音) T: Now, let’s read and dub. Who can come here and dub? Ss: Come to the front and dub. 7. Read the pictures T: Shows 白板课件7 T: Now let’s look at the pictures. Who can read the sentence? Ss: Four students come to the front and read the pictures. 【设计意图】 通过教师语言的情境创设，学生带着问题，观看课文动画，两次听音回答问题。问题的答案恰是本课的三个重点句式。There are two footballs under my desk. There are five ping-pong balls here. There’s a basketball under my chair.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. Talk about the balls in the classroom T: Boys and girls, let’s look. There’s/are…football/basketball/ping-pong under the chair/desk/here.(提前准备好的三种球) T: Who can come here and say？ Ss: Come to the front and say.( 拿着不同的球，放在不同的位置说) T: Now, let’s talk with your partner. Ss: Talk about the balls with their partner. 2. Say Panpan’s bed room T: Shows 白板课件7 T: Look! This is Panpan. This is Panpan’s bed room. T: There are two shirts on the bed. There’s a hat on the desk. There’s a pair of shoes on the chair. T: Who can come here and talk? Ss: Come to the front and talk about Panpan’s bed room. 3. Talk about Amy’s clothes T: Shows 白板课件8 T: Look! What clothes can you see? There’s a / There are…(hat, shirt, shoes…) (白板课件演示衣物的位置) T：Who can come here and say? Ss: Come to the front and say. There’s a / There are…(hat, shirt, shoes…) (白板课件演示衣物的位置) 4. Listen to a song T: Shows 白板课件8 T: Boys and girls, now, let’s listen to the song. SS: Listen to the song. T: Boys and girls, let’s sing the song togher. OK? Ss: Sing the song together. 【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到前面进行实物摆放，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。为每个孩子都创设了真实的语境做事情，提供展示的机会，孩子们体验到做事情的成功和快乐。白板课件的互动练习，使课堂的操练形式更加多样，丰富，操练了本课第三个和四个活动的内容。三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’ Make your bed room T: Shows 白板课件10 T: Now, look at this picture. This is my bed room. T: There is/are…(desk, chair, bed, panda, hat, shoes, shorts, shirt, football, basketball, ping-pong ) T: Now, look at your bed room and talk in groups. T: 四人一组用There is/are…句式设计你们小组的卧室 Ss: Stick and talk about their bed room. T: Who can come here and show your bed room. Ss: Four students in a group come to the front and show their bed room. S1: This is our bed room. There is/are... on/under the desk/chair/bed /under/over there… S2: There is/are... on/under the desk/chair/bed/over there…. S3: There is/are... on/under the desk/chair/bed/over there… S4: There is/are... on/under the desk/chair/bed/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，引导孩子观察通过设计小组的卧室里都有哪些物品，用There is/are句式谈论，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 T: Today we learnt : There is/are… Ss: There are two footballs under my desk. There are five ping-pong balls here. There’s a basketball under my chair. 2. Homework (1) Listen and repeat the text of Module 8 Unit 2 (2) Introduce our classroom to your parents.(向你的爸爸妈妈介绍教室里的物品的位置) 【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 8 Unit 2 There’s a basketball under my chair. There are two footballs under my desk. There are five ping-pong balls here. 学科网（北京）股份有限公司 $$