清华版一年级下册UNIT 4HEALTH FOOD-Lesson 28-教案、教学设计-部级优课-(配套课件编号：90148).doc

1、1 清华英语一册清华英语一册(下下) Unit4 Lesson28 复习拓展课复习拓展课 绘本课 “The Very Hungry Caterpillar” 【教学目标】 Language Knowledge: Review this unit and check if students learned the words and sentences. To learn a new picture book and help Ss to expand their knowledge about food and the caterpillar degeneration. The sentenc

2、e struction: On Monday，he eats one apple； On Tuesday， he eats LanguageAbility: To develop abilities of listening, speaking and reading. To train abilities of group-work; To stimulate critical thinking abilities. Have students communicate with the knowledge they have learned in this unit. Cultural No

3、tes: Know the background knowledge of the caterpillar degeneration. Learning Strategy: To improve abilities of asking and using the learnt sentences; To help Ss to learn cooperate with each other. To help Ss know how to predict the story with the given pictures. Emotional attitude: To choose healthy

4、 food. To cooperate with group members. 【教学重难点】 Keypoints: Ss can use the sentence pattern to retell the story. To review the words and sentences of this unit. To master the main idea of the story . To talk about My Caterpillar. Difficultpoints: Its difficult for Ss to read the verb phrases “eat thr

5、ough”. So teacher will use the monster practice help Ss to remember it. To help Ss use the sentence patterns to express their own caterpillar. 【课时安排】 2 periods 2 【教学过程】 I. Warmer/Revision Greeting to all the students. Sing a song” Days of the Week.” (Clapping the hands to sing the song) 设计意图：设计意图： 热

6、身环节通过星期的歌曲，帮助孩子们复习重拾对于星期的英文表达！ II. Before Storytelling 1.T uses a circle map to help Ss to review all the food words in this unit. To talking about their favorite food. T introduces a friend to Ss. There is a Caterpillar, he likes to eat food. Lets see what he likes to eat? 2. T asks some questions:

7、 to look at the picture and to set the context of the story 3. To introduce the “caterpillar” to all the Ss and to teach the new word. Four syllable words. T uses 1,2,3, 4, to divided this word for 4 parts and practice the word. 设计意图：设计意图： 1.复习本单元的食物，同时引出绘本的主人公，观察图片，介绍绘本的主人公， 介绍绘本的封面； 2.分组，为小组竞争机制实施

8、适当的评价，调动学生们的积极性； III. While-Storytelling 1.There is a little caterpillar who comes up from the egg. To sing the song” Hungry Caterpillar” and ask the question. Now, its very hungry. T: If you are the caterpillar, what will you do? Giving three answers for Ss and Ss could use their imagination. 设计意图：

9、设计意图： 1.听歌曲 Im a hungry caterpillar，将孩子们代入情境，歌曲中的的关键词 恰巧是了解文本前后的关键内容同时教授新词； 2.为了增加对于文本的趣味性，很好的推动故事，在每个关键部分都设计了开放 性的问题让孩子们主动的积极思考， 提出问题， 如果你是这只毛毛虫， 现在很饿， 你会怎么办？让孩子们自由大胆的表达自己； 2. Watch the video for the 1sttime and ask Ss try to remember what did the caterpillar 3 eat for everyday? T puts all the day

10、cars on the board while they listening to the song. 3.After listening, Ss find the words and put them on the board. 设计意图：设计意图： 1.让孩子观看视频，然后完成第一个活动，一周五天毛毛虫都吃了什么？让孩子 们将食物的图片贴到星期的卡片下方； 2. 老师出示重点句型，通过对于第一个句子的陈述，灌耳音，后面的让孩子们 观看图片尝试着完成主句型的陈述； 4. Watch the video for 2ndtime and try to find the numbers of th

11、e food. Ss puts the words next to the card. To teach the sentence structure- On Monday, he ate through _. ate through is the main teaching difficulty for this class. 5. T uses the picture of an apple which having a hole in it. T uses the caterpillar ate through the card to let Ss to understand. Usin

12、g the monster card to practice the verb phrase. While the T shows monster card, Ss will read ate through. 6. Practice the sentences: Group games. 设计意图：设计意图： 1.让孩子们再次观看视频，然后完成第二个活动，帮助单词和图片进行配对； 2. 再次小组 PK 进行句子的练习； Group work: （小组合作，完成学习单（小组合作，完成学习单-制作自己的毛毛虫）制作自己的毛毛虫） Task 1: Ask students to make thei

13、r own caterpillar. T prepares the caterpillar poster for them, Ss need to find their favorite food and stick them into the right places. （Instructions:） First, find your favorite food for your own group caterpillar. Second, stick them into the right places. After that, ask some groups to come to fro

14、nt and to tell their story. 设计意图：设计意图： 4 1.5 人小组合作完成毛毛虫饿制作，首先组员讨论选出自己喜欢的食物，然后将 合适的食物张贴到合适的位置； 2. 小组成员拿着完成的毛毛虫学习单，进行故事的复述； IV.After-Storytelling 1.The caterpillar ate through so many food.Is he hungry now? What will he do? T gives the answers and ask Ss to choose. 2.To tells the story and to show the

15、 ending part of the story. He built a house and sleep for 2 weeks. At last, he will change into a beautiful butterfly. 设计意图：设计意图： 通过半封闭式的问题，帮助孩子猜测故事的内容，让孩子们发挥自己的想象力； T gives more questions for Ss. T: In this story, the caterpillar ate the apples oranges etc. But in our daily life, do the caterpillar

16、s eat them? Ss: No. Will he eat now? Will he sleep now? Will he crawl now? 5 3.Ask Ss to watch the video about the process of changing. T exposes the truth. 设计意图：设计意图： 1.观看真实生活中毛毛虫蜕变的过程，与绘本中的内容作对比，通过孩子们的质 疑了解大自然的真实奥秘； 2.对于一年级孩子来说，除了感性的认知外，对于理性的感知也非常的关键，在 平日的教学过程中要不断的培养孩子们的学会质疑的能力； V. Homework 1. To

17、watch the video and make your own caterpillar. 2. To tell the story to your parents. 【板书】 【课后反思】 1. 本 单元 讲 授 食物 ， 所 以根 据 主 题内 容 选 取了 The Hungry Caterpillar 作为拓展课程，由于绘本中的内容比较多，所以截 取了部分内容作为重点，学生对于内容兴趣很高； 6 2. 在设计本节绘本课时，在关键环节设置了对于情节推动的问题， 让孩子们在欣赏绘本的同时学会思考，学会问问题； 3. 小组合作完成毛毛虫的制作环节，经过多次的小组合作练习，更 加增强了孩子们的合作意识；小组呈现时应该给更多的小组上前 展示的机会； 4. 对于重点词组 ate through 采用 monster 卡片的形式进行练习， 增强趣味性的同时帮助孩子们轻松掌握； 5. 课后作业设计自己的毛毛虫，讲故事给家长听；