1、1.I can swim第一课时教学目标1. 知识与技能：学习 16 个辅音音标及两个元音音标e i ，让学生能听懂，能正确地发音。2. 过程与方法：训练学生通过学习这 18 个音标的正确发音，拼读包含这些音素的单词音标的能力。3. 情感态度与价值观：培养学生学习英语的兴趣、热情，以及小组之间的合作意识。教学重难点1、能正确读出这 18 个音标。2、能正确拼读包含这 18 个音素的单词音标。教具： 字母卡片、音标卡片、单词卡片、录音机及磁带、头饰教学过程Step 1 Warming up 1、 Free talk.2、 Sing the song A B C.录音机播放A B Csong. T
2、 and Ss sing together.Step 2 Presentation1、 T: We learnt vowel letters. What are they?Ss: a e i o uT: How do you pronunce them in closed Syllable? Ss: / /e/ /i/ / /T: Look at letters “e” “and” “i”We pronunce /e/ and /i/ in closed syllable.板书 -e- /e/ -i- /i/让学生有节奏性读/e/ /e/ /e/ /i/ /i/ /i/2、T shows le
3、tter cards “b p m f d t n l g k h r s z v w”让学生用英汉对照方法复习其在单词中的读音。3、 师出示音标卡片，教学生有节奏地读卡片中的音标。4、Ss listen and read after the tape.Step3 Drills1、Play a game “Get the apples”.板书简笔画（画一棵苹果树，树上每一个苹果上面都粘贴一个音标） ，教师任意读一个音标，让一些学生去摘掉，摘对的学生奖励苹果贴画一个。学生摘完后，教师再次教学生有节奏地读这些音标。2、 T: Look at the word “vest/vest/”. Who c
4、an spell? 教师指名让学生有节奏性拼读教师依次板书，学生有节奏进行拼读。-ea- /e/ -e- /e/ -i- /i/bread /bred/ vest /vest/ skip /skip/head /hed/ hen/hen / swim/swim/legs/legz/ gift/gift/3、T shows some word cards. 让学生有节奏地拼读。 egg/eg/ friend/frend/ little/litl/next/nekst/ bend/bend/ desk/desk/ready/redi/ milk/milk/ hill/hil/pig/pig/ de
5、ad/ded/ six/siks/4、Play a game让学生戴上有上面音标的水果头饰，教师说单词音标，戴有这个单词所包含的音的头饰的学生主动按序站在相应的位置，下面学生有节奏地拼读。/bed/ /hed/ /bend/ /desk/ /hil/ /siks/ / gift/ /sit/ /red/ /frend/ /leg/ /vest/ /men/ /hen/ /hiz/ Step4 Consolidation and development分小组轮流到前台，让组里每名同学戴上教师事先准备好的单词及音标卡片头饰，这些单词是我们以前没有接触过的。但是，这些音标包含我们今天学过的 16 个
6、辅音音标和 2个元音音标，让小组中两个捞单词及音标的同学面对面握住对方双手，并向上方抬起；其余人试图从这两个同学中间穿过。捞单词及音标的同学要问：What is your name？被捞的同学说：My name is desk desk说对的就可以让他过去。Step5 Homework朗读练习册 Ex.1 音标.。Step6 练习1、Play a game “Get the apples”.板书简笔画（画一棵苹果树，树上每一个苹果上面都粘贴一个音标） ，教师任意读一个音标，让一些学生去摘掉，摘对的学生奖励苹果贴画一个。学生摘完后，教师再次教学生有节奏地读这些音标。2、让学生戴上有上面音标的水果
7、头饰，教师说单词音标，戴有这个单词所包含的音的头饰的学生主动按序站在相应的位置，下面学生有节奏地拼读。/bed/ /hed/ /bend/ /desk/ /hil/ /siks/ / gift/ /sit/ /red/ /frend/ /leg/ /vest/ /men/ /hen/ /hiz/ 板书设计 Lesson 1 I can swimb p m f d t n l g k /b/ /p/ /m/ /f/ /d/ /t/ /n/ /l/ /g/ /k/ h r s z v w e i/h/ /r/ /s/ /z/ /v/ /w/ /e/ /i/-ea- /e/ -e- /e/ -i-
8、/i/bread /bred/ vest /vest/ skip /skip/head /hed/ hen/hen / swim/swim/legs/legz/ gift/gift/第二课时教学目标1、知识与技能：学习单词 little friend swim, bend， leg， head， hill 让学生能听懂，会说，会读，能正确地理解，掌握对话内容，并能朗读，初步表演对话。2.过程与方法：通过教与练使学生能够熟练运用句型：I can.Can you? Yes,I (we) can./ No , I (we) cant.来进行日常交际。3.情感态度与价值观：在课堂中培养学生积极用英语表
9、达的习惯，并正确运用所学的内容进行日常交际。教学重难点1、能听懂，认读单词 little friend swim，bend leg head hill，能正确理解对话内容，并能朗读和表演对话。2、能把句型 I can .Can you? Yes,I (we) can./ No , I (we) cant.运用于日常交谈。教具单词卡片、录音机及教学磁带、头饰、图片教 学 过 程 Step 1 Warming up1、Free talk.2、Sing a song “How are you?” 3、Lets move and chant.Walk Walk Walk I can walk.Run
10、Run Run I can run.Skip Skip Skip I can skip.Jump Jump Jump I can jump.Swim Swim Swim I can swim.Step 2 PresentationT:Today well learn “ Lesson 1 I can swim”.Paragraph1 and paragraph2 in “Lets talk”.Say after me“Swim！ Swim！ I can swim.”师配合肢体动作教生说。1、Learn new wordsT: Now look at some cards.T shows new
11、 words “little/litl/ friend/frend/ swim/swim/” bend/bend/ leg/leg/ head/hed/让学生拼读，并以 chant 形式有节奏地教学生学习这些单词。little little little He is little.(教师边教读边指班上个子最矮小的男孩)friend friend friend You are my friend.(教师边教读边做握手动作)Swim swim swim I can swim.(教师边教边做游泳动作)2、T and Ss ask and answerT: Hello， xxx ! I can swi
12、m .Can you? S:Yes,I can. (师 反复有节奏地教学生读) T: Hello， xxx ! I can swim .Can you? S: No,I cant. (师 反复有节奏地教学生读)T: Hello， xxx and xxx! I can swim .Can you? S: Yes,we can. (师 反复有节奏地教学生读)T: Hello， xxx and xxx! I can swim .Can you? S: No,we cant. (师 反复有节奏地教学生读)3.Ss listen and read after the recorder.4.Ss read
13、 after T.(师配合肢体动作，教学生读 Lettalk 前半部分)Step 3.Drills1.T and Ss have a talk in different role.2.Ss put on the headgears and have a talk.3、师展示 Lets talk 的第一、二、三、四幅画面，并板书关键词。Let Ss retell.4.Ss put on the headgears and act in groups.Step 4 Consolidation and development学生运用句型 I can.Can you? Yes,I (we) can./
14、 No , I (we) cant.分组自编对话表演。如 XXX同学能歌善舞，她随意走到别的同学面前炫耀自己， “Hi, my friendsI can dance. Can you?”边说边得意洋洋地做跳舞的动作,不会跳舞的同学很无奈地回答“No,I cant.”那个能歌善舞的同学便嘲笑他们“Haha”从演技和语言上看，哪一组表演得最出色，哪一组便获胜。Step5 Homework1、 用句型 I can. Can you? Yes,I(we)can./No,I (we)can t 与你熟悉的人进行日常交际。2、师展示 Lets talk 的第一、二幅画面，并板书关键词。Let Ss ret
15、ell.Hi,my little friends Hi,Miss FishLook Ican swim.Can you？ No,we cant. Haha板书设计Lesson 1 I can swimlittle/litl/ friend/frend/ swim/swim/Hi,friends/Fish Look,swim.Can/No/ Hahalook, bend,Can, Look,run,Can/No,Haha!第三课时教学目标1、 知识与技能：学习单词 hop skate swim 及词组 ride a bike,学习句型“Can you?Yes, I can.”让学生能听懂，会说，
16、会用此句型与别人交谈。2.过程与方法： 通过问答法，使学生能够熟练运用句型“Can you？Yes I can.”于日常交谈。3.情感态度与价值观：培养学生能够正确运用所学内容进行日常交际和积极用英语表达的习惯。教学重难点1、 能听懂，认读单词 hop skate swim 及词组 ride a bike 。2、 能用主题句型“Can you？ Yes， I（we）can./No,I（ we）can t.”与别人交谈。教具图片、录音机及相关磁带、 投影器、球教 学 过程 Step1 Warming up Free talk.Step2 Presentation1、 师出示两张人物图片,并张贴黑
17、板。T: I have two friends.He is Bob.She is Kate.然后教师扮演 Kate 并面向 Bob 图片问“Hi， Bob! Can you hop?”再扮演 Bob，并配合肢体动作答“Yes， I can.”2、 师教生用手指木偶法问和答。3、 生分两部分，配合肢体动作，跟老师说 “hop hop hop Can you hop?Yes,I can.” 4、 师生配合肢体动作问答。T: Hello ,xxx! Can you hop?S: Yes, I can.T: Hello, xxx! Can you hop?S: Yes, I can.T: Hello
18、,xxx! Can you hop?S: Yes, I can.师画简笔画“skate”，幷出示词卡配合肢体动作教学生读skate skate skate 。T: Hello ,xxx! Can you skate?S: Yes， I can.T: Hello, xxx! Can you skate?S: No， I cant.师画简笔画“swim”，幷出示词卡,配合肢体动作教生读swim swim swim。T: Hello ,xxx! Can you swim?S: Yes。 I can.T: Hello, xxx! Can you swim?S: No， I cant.师画简笔画“rid
19、e a bike”，幷出示短语卡片,配合肢体动作教生读 ride a bike ride a bike T: Hello ,xxx! Can you ride a bike?S: Yes， I can.T: Hello, xxx! Can you ride a bike?S: No， I cant.5、师教生以 Chant 形式，伴随肢体动作，学习生词及词组,并感知句型。hop hop hop Can you hop? Yes，I can.skate skate skate Can you skate? Yes, I can.swim swim swim Can you swim? Yes, I can.ride a bike ride a bike Can you ride a bike?Yes,I can.Step3 Drills1、学生两人一组问和答。Can you hop?Yes， I can./No, I cant.Can you skate?Yes , I can./ No, I cant.Can you swim?Yes, I can./ No, I cant.
