北京版一年级上册UNIT FIVE I CAN SING-Lesson 18-ppt课件-(含教案)--(编号：80044).zip
Unit 5 I can sing Period Three Read Class Rules Do not shout out. Do not turn around. Do not talk, talk, talk. Raise your hand, please. Phonics Time ite ide write bite kite ride hide slide wide big little Sight Words Lets read My school is big. My turtle is little. I have a big teddy bear. This is my little sister. Look at my big toy car. I love my little brother. Daily English Look and say At the beach dance sing draw a picture drive swim write ride a bike count to five fly a kite skip rope read English play basketball walkcook yummy food Guess and say Hollys mother/father/cannot _, but she/he can _very well. Pre-reading She can_. a letter Pre-reading write a letter Miyuki Japan China Miyuki is her pen friend. While- reading How to write a letter? Date Start Greeting 15 January Dear Miyuki, Your friends name How are you? End Your name Yours, Holly Hollys Family Let me tell you about my family and me. mother father pet brotherHolly It is a parrot. It is Hollys pet. It has two small eyes. It can fly. It can speak like a man. What is it? Guess the riddle This is my mother. She can drive. She cannot sing. Look and say This is my father. He _ _. He _ _. Listen and answer cancook cannotdance This is my brother Harry. He cannot swim. He can draw. Guess and say Pair work This is my parrot. It can fly. Think and say This is me. I can sing. I cannot skip. End of the body part Listen and repeat Listen, point and read P4 Retell Post-reading Let me tell you about my family. This is my family. My elder daughter cannot skip rope， but she can sing and dance very well. My younger daughter cannot swim, but she can count to five. My husband cannot dance, but he can drive very fast. I cannot draw very well, but I can read and write English. I love my family. How about you? This is my family. My _cannot _, but he/ she can _ very well. My _cannot _, but he/ she can _ very well. I cannot _, but I can _very well. I love my family. How about you? Try to tell me something about your family. What can the robot do? Lets think 1.Listen, point, read and recite New Magic 1B Unit1 Read 2.Design（设计 ）a robot on the paper, and write about your robot. Thank you! Instructed by 授课教师 Type of class 课型 阅读课(Period 3) Setting 授课地点 Date 授课日期 March 7th, 2017 2017 年 3 月 7 日 Teaching Material ( 教材教材 ) Unit5 I can sing Period3 Prior Knowledge ( 已有知识已有知识) 1.Pupils can use can to seek information. 2.Pupils can ask and talk about thing they can do Teaching Aims （教学目标）（教学目标） 1.To know the form of a letter 2.To find out what Hollys family can or cannot do, then talk about their own family. Difficulties ( 重点难点重点难点 ) Main points: some action words: sing, swim, skip, fly, draw, drive. dance, cook, walk, skip rope, fly a kite, read English, draw a picture, ride a bike, count to five, play basketball, cook yummy food Sentences: This is _. She/He/It/I cannot _, but she/he/it/I can _very well. Difficult points: Tell us their family can or cannot do Teaching Aids ( 教学辅助教学辅助) Computer, PPT file, headbands etc. Procedures ( 教学过程教学过程 ) Teachers activities 教师活动教师活动 Students activities 学生活动学生活动 Purpose 目的目的 Class rules（20）Our class rules, ready? GoRead and do 课堂学习习惯常记于心 Phonics time (340) T: Letter i How about this word “it”? Then how about the word ite? Yes, look, i-e-Ii So ite-ite-ite ideideide Play a video Ps: /i/i/i/ it it it read after the teacher 学生尝试读出含有 ite 和 ide 的单词 white，kite, ride, hide，slide, wide Ps enjoy a video about a 通过学生熟悉的单元音 i 的发 音，以旧引新，了解 ie 发 音 rhyme, and chant with the video Sight words (2) Show the sight words of big and little with pictures, then some sentences with big and little on PPT Ps read the sight words and the sentences 通过认读句中高频词，学生 逐步理解如何运用高频词， 为下一课时运用高频词做好 铺垫 Lets review (5) 1.show a picture of look and say 2.sharp eyes to review the action words 3.Show them some action words Talk about this picture like this: Today is a sunny day. Miss Tickle and her students are at the beach. Miss Tickle can Didi canHow happy they are! Read and do the action with the music. Ps read together 通过复习第二课时内容，巩 固所学知识点 Pre-reading (2) 1. Show a picture of Hollys family, let pupils guess what can Hollys mother/father do? 2. Show the pictures of a letter and Holly, guess what Holly can do? 3. Introduce Hollys penfriend Pupils use the sentence to talk Ps: Hollys mother/father cannot _, but she/he can _ very well.(生说完后贴词生说完后贴词 条条) Holly can write a letter 通过设置问题，启发学生思 维，达成目标语 1. How to write a letter? Show the form of the letter one by one 2. What is in the letter? How many family members are there in Hollys family? Pupils read the date, start, greeting and the end after the recorder（信头和信 尾逐一呈现） Hollys family（呈现 Holly 家的四个人词 And there is one more, there is a pet in her family. Show the riddle, let pupils read and guess 3. Look and say sth about Hollys mother 4. Listen and answer Q: What can Hollys father do? What can Hollys father not do? 5. Guess and say sth about Hollys brother 6. Think and say the parrot sth about the parrot and Holly 7. Listen, point and read. Play the recorder 8. Retell Hollys family 条） Students guess 4 Pupils guess it is a parrot.（贴 parrot 词 条） Ps: This is Hollys mother. She cannot _, but she can _very well Then read after the recorder. Ps guess and say Ps: It can sing/dance/fly/walk Holly can Ps read after the recorder. Retell Hollys family Post-reading (7) Let me tell you about my family Show a picture of my family. It tells: This is my family. My _ cannot _, but she/he can_ very well. This is me. I cannot _, but I can _ very well. I love my family. How about you? Then I give them a model to act out my family, I am a speaker, the other three Ps tell me about his family like this : _ cannot _, but she/he/. can_ very well. Pupils act as my family first, then they work in group of four. sh 最后是一个完整语篇的输出， group work 为避免听众说话或 做小动作, 便于更多的孩子参 与主题活动。这样做既可以 培养孩子的合作精神，也可 以让孩子们在活动中体验习 得语言。 are my family members, they do the action when I talk about him/her. Then let children work in group of four and tell us about their family. Homework (2) Show a picture of a robot, let ps think about what the robot can do? Then let them design his/her own robot Feedback 本单元的教学主题是本单元的教学主题是 Unit 1 I can sing, 我们备课组认真研读了整个单元的我们备课组认真研读了整个单元的 各版块知识各版块知识, 在单元目标的指导下，我们整合了单元内容，将本单元划分在单元目标的指导下，我们整合了单元内容，将本单元划分 为为 Way to the beach, At the beach, Read a letter 和和 Meet my robot 四个课四个课 时。这样看上去，只有第一二课时才是渐进性和持续性的，三四课时跟前时。这样看上去，只有第一二课时才是渐进性和持续性的，三四课时跟前 两课时似乎并没有直接的延续性。实质上，第一课时的语言目标是理解和两课时似乎并没有直接的延续性。实质上，第一课时的语言目标是理解和 运用词汇运用词汇 sing, swim, skip, dance, draw, drive, fly, cook,以及运用第一二人以及运用第一二人 称的关于称的关于 can 的问答的问答 Can you? Yes, I can. I can/No, I cannot. I cannotWhat can you do? I can第二课时的语言目标是建立在会用第二课时的语言目标是建立在会用 can 问答的基础上，对他人能力的问答和表述问答的基础上，对他人能力的问答和表述 Can she/he/it? Yes, she/he/it can. No, she/he/it cannot. What can she/he/it do? She/He/It can第三课时第三课时 的语言目标是巩固运用的语言目标是巩固运用cannot, but canvery well.第四课时的语言第四课时的语言 目标是巩固提升学生的语言运用，并达到综合能力的发展。目标是巩固提升学生的语言运用，并达到综合能力的发展。 下面就我的第三课时谈谈我的想法。首先，板书的问题，这也是我上课前下面就我的第三课时谈谈我的想法。首先，板书的问题，这也是我上课前 就很困惑的问题。就很困惑的问题。Read 部分在本单元是以书信的格式呈现，所以本课时部分在本单元是以书信的格式呈现，所以本课时 还有一个技能目标要达到的就是让学生知道如何写信，书信的格式是怎样还有一个技能目标要达到的就是让学生知道如何写信，书信的格式是怎样 的。所以黑板一定要呈现的是信头称呼和信尾落款，书信的正文就是本节的。所以黑板一定要呈现的是信头称呼和信尾落款，书信的正文就是本节 课的文本主干架，最终呈现给学生的应该是一封书信的格式。正文的主要课的文本主干架，最终呈现给学生的应该是一封书信的格式。正文的主要 内容涵盖信息量较大，为了便于内容涵盖信息量较大，为了便于 retell 的顺利输出，的顺利输出，Holly 家的家的 5 个成员的个成员的 abilities 我感觉也需要在板书里呈现出来，只有搭好语言支架，降低难度，我感觉也需要在板书里呈现出来，只有搭好语言支架，降低难度， 学生才可以轻松的输出目标语言。学生才可以轻松的输出目标语言。 另外，右边的动词词组是计划在另外，右边的动词词组是计划在 Daily English 部分学生完成图片描述后，部分学生完成图片描述后，Miss Tickle and her students can do many things at the beach. They can do more things, such as 补充给学补充给学 生的动词词组。目的是为下一步让学生猜生的动词词组。目的是为下一步让学生猜 Hollys mother/father cannot but she/he canvery well 输出语言而铺垫的。至于这部分词组的确发挥作输出语言而铺垫的。至于这部分词组的确发挥作 业不大，可以在学生猜完后拿掉。接着说说我的教学设计，总体来说是按业不大，可以在学生猜完后拿掉。接着说说我的教学设计，总体来说是按 照阅读教学的策略进行教学的，先是照阅读教学的策略进行教学的，先是 pre-reading, 接着接着 while-reading 最最 后后 post-reading, 每一个教学任务都是为教学目标语而设计的，每一个词每一个教学任务都是为教学目标语而设计的，每一个词 条的出现都是为了搭建语言支架，最终输出语言而服务的。然后来说说我条的出现都是为了搭建语言支架，最终输出语言而服务的。然后来说说我 的不足之处。的不足之处。1、在、在 Phonics 部分应该先听部分应该先听 rhyme, 让生感受让生感受 i-e 的发音之的发音之 后再来教授，后再来教授，rhyme 那里适当加点动作会更好。那里适当加点动作会更好。2、右边贴出的词作用发、右边贴出的词作用发 挥不够。挥不够。3、Retell 之前应小组先自己说，一来可以全员参与，二来可以培之前应小组先自己说，一来可以全员参与，二来可以培 养小组合作精神，小组练习完后再叫学生出来说会更好。养小组合作精神，小组练习完后再叫学生出来说会更好。4、课件上好几、课件上好几 处地方出现的字较小，看不太清楚。同时，版面的文字较多，对低段学生处地方出现的字较小，看不太清楚。同时，版面的文字较多，对低段学生 不合适。不合适。5、时间的安排不太合理，形式化的教学安排的东西用时过多，、时间的安排不太合理，形式化的教学安排的东西用时过多， 导致新授部分授的时间不足，学生运用不够充分。最后是上完这节课之后导致新授部分授的时间不足，学生运用不够充分。最后是上完这节课之后 给我的思考和疑问。给我的思考和疑问。1. 如何把核心素养贯彻到本课时的教学活动中？如何把核心素养贯彻到本课时的教学活动中？We cannot sing in the library. But we can sing in the music room. We cannot run or skip in the classroom, but we can run and skip on the playground and so on, 不知道这样理解对吗？不知道这样理解对吗？2. 板书怎样取舍，做到语言支架的建和板书怎样取舍，做到语言支架的建和 拆？拆？3. 作为第三课时，我最后的语篇输出怎样可以让更多的学生参与其中，作为第三课时，我最后的语篇输出怎样可以让更多的学生参与其中， 但又不失真？但又不失真？
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Unit 5 I can sing Period Three Read Class Rules Do not shout out. Do not turn around. Do not talk, talk, talk. Raise your hand, please. Phonics Time ite ide write bite kite ride hide slide wide big little Sight Words Lets read My school is big. My turtle is little. I have a big teddy bear. This is my little sister. Look at my big toy car. I love my little brother. Daily English Look and say At the beach dance sing draw a picture drive swim write ride a bike count to five fly a kite skip rope read English play basketball walkcook yummy food Guess and say Hollys mother/father/cannot _, but she/he can _very well. Pre-reading She can_. a letter Pre-reading write a letter Miyuki Japan China Miyuki is her pen friend. While- reading How to write a letter? Date Start Greeting 15 January Dear Miyuki, Your friends name How are you? End Your name Yours, Holly Hollys Family Let me tell you about my family and me. mother father pet brotherHolly It is a parrot. It is Hollys pet. It has two small eyes. It can fly. It can speak like a man. What is it? Guess the riddle This is my mother. She can drive. She cannot sing. Look and say This is my father. He _ _. He _ _. Listen and answer cancook cannotdance This is my brother Harry. He cannot swim. He can draw. Guess and say Pair work This is my parrot. It can fly. Think and say This is me. I can sing. I cannot skip. End of the body part Listen and repeat Listen, point and read P4 Retell Post-reading Let me tell you about my family. This is my family. My elder daughter cannot skip rope， but she can sing and dance very well. My younger daughter cannot swim, but she can count to five. My husband cannot dance, but he can drive very fast. I cannot draw very well, but I can read and write English. I love my family. How about you? This is my family. My _cannot _, but he/ she can _ very well. My _cannot _, but he/ she can _ very well. I cannot _, but I can _very well. I love my family. How about you? Try to tell me something about your family. What can the robot do? Lets think 1.Listen, point, read and recite New Magic 1B Unit1 Read 2.Design（设计 ）a robot on the paper, and write about your robot. Thank you! Instructed by 授课教师 Type of class 课型 阅读课(Period 3) Setting 授课地点 Date 授课日期 March 7th, 2017 2017 年 3 月 7 日 Teaching Material ( 教材教材 ) Unit5 I can sing Period3 Prior Knowledge ( 已有知识已有知识) 1.Pupils can use can to seek information. 2.Pupils can ask and talk about thing they can do Teaching Aims （教学目标）（教学目标） 1.To know the form of a letter 2.To find out what Hollys family can or cannot do, then talk about their own family. Difficulties ( 重点难点重点难点 ) Main points: some action words: sing, swim, skip, fly, draw, drive. dance, cook, walk, skip rope, fly a kite, read English, draw a picture, ride a bike, count to five, play basketball, cook yummy food Sentences: This is _. She/He/It/I cannot _, but she/he/it/I can _very well. Difficult points: Tell us their family can or cannot do Teaching Aids ( 教学辅助教学辅助) Computer, PPT file, headbands etc. Procedures ( 教学过程教学过程 ) Teachers activities 教师活动教师活动 Students activities 学生活动学生活动 Purpose 目的目的 Class rules（20）Our class rules, ready? GoRead and do 课堂学习习惯常记于心 Phonics time (340) T: Letter i How about this word “it”? Then how about the word ite? Yes, look, i-e-Ii So ite-ite-ite ideideide Play a video Ps: /i/i/i/ it it it read after the teacher 学生尝试读出含有 ite 和 ide 的单词 white，kite, ride, hide，slide, wide Ps enjoy a video about a 通过学生熟悉的单元音 i 的发 音，以旧引新，了解 ie 发 音 rhyme, and chant with the video Sight words (2) Show the sight words of big and little with pictures, then some sentences with big and little on PPT Ps read the sight words and the sentences 通过认读句中高频词，学生 逐步理解如何运用高频词， 为下一课时运用高频词做好 铺垫 Lets review (5) 1.show a picture of look and say 2.sharp eyes to review the action words 3.Show them some action words Talk about this picture like this: Today is a sunny day. Miss Tickle and her students are at the beach. Miss Tickle can Didi canHow happy they are! Read and do the action with the music. Ps read together 通过复习第二课时内容，巩 固所学知识点 Pre-reading (2) 1. Show a picture of Hollys family, let pupils guess what can Hollys mother/father do? 2. Show the pictures of a letter and Holly, guess what Holly can do? 3. Introduce Hollys penfriend Pupils use the sentence to talk Ps: Hollys mother/father cannot _, but she/he can _ very well.(生说完后贴词生说完后贴词 条条) Holly can write a letter 通过设置问题，启发学生思 维，达成目标语 1. How to write a letter? Show the form of the letter one by one 2. What is in the letter? How many family members are there in Hollys family? Pupils read the date, start, greeting and the end after the recorder（信头和信 尾逐一呈现） Hollys family（呈现 Holly 家的四个人词 And there is one more, there is a pet in her family. Show the riddle, let pupils read and guess 3. Look and say sth about Hollys mother 4. Listen and answer Q: What can Hollys father do? What can Hollys father not do? 5. Guess and say sth about Hollys brother 6. Think and say the parrot sth about the parrot and Holly 7. Listen, point and read. Play the recorder 8. Retell Hollys family 条） Students guess 4 Pupils guess it is a parrot.（贴 parrot 词 条） Ps: This is Hollys mother. She cannot _, but she can _very well Then read after the recorder. Ps guess and say Ps: It can sing/dance/fly/walk Holly can Ps read after the recorder. Retell Hollys family Post-reading (7) Let me tell you about my family Show a picture of my family. It tells: This is my family. My _ cannot _, but she/he can_ very well. This is me. I cannot _, but I can _ very well. I love my family. How about you? Then I give them a model to act out my family, I am a speaker, the other three Ps tell me about his family like this : _ cannot _, but she/he/. can_ very well. Pupils act as my family first, then they work in group of four. sh 最后是一个完整语篇的输出， group work 为避免听众说话或 做小动作, 便于更多的孩子参 与主题活动。这样做既可以 培养孩子的合作精神，也可 以让孩子们在活动中体验习 得语言。 are my family members, they do the action when I talk about him/her. Then let children work in group of four and tell us about their family. Homework (2) Show a picture of a robot, let ps think about what the robot can do? Then let them design his/her own robot Feedback 本单元的教学主题是本单元的教学主题是 Unit 1 I can sing, 我们备课组认真研读了整个单元的我们备课组认真研读了整个单元的 各版块知识各版块知识, 在单元目标的指导下，我们整合了单元内容，将本单元划分在单元目标的指导下，我们整合了单元内容，将本单元划分 为为 Way to the beach, At the beach, Read a letter 和和 Meet my robot 四个课四个课 时。这样看上去，只有第一二课时才是渐进性和持续性的，三四课时跟前时。这样看上去，只有第一二课时才是渐进性和持续性的，三四课时跟前 两课时似乎并没有直接的延续性。实质上，第一课时的语言目标是理解和两课时似乎并没有直接的延续性。实质上，第一课时的语言目标是理解和 运用词汇运用词汇 sing, swim, skip, dance, draw, drive, fly, cook,以及运用第一二人以及运用第一二人 称的关于称的关于 can 的问答的问答 Can you? Yes, I can. I can/No, I cannot. I cannotWhat can you do? I can第二课时的语言目标是建立在会用第二课时的语言目标是建立在会用 can 问答的基础上，对他人能力的问答和表述问答的基础上，对他人能力的问答和表述 Can she/he/it? Yes, she/he/it can. No, she/he/it cannot. What can she/he/it do? She/He/It can第三课时第三课时 的语言目标是巩固运用的语言目标是巩固运用cannot, but canvery well.第四课时的语言第四课时的语言 目标是巩固提升学生的语言运用，并达到综合能力的发展。目标是巩固提升学生的语言运用，并达到综合能力的发展。 下面就我的第三课时谈谈我的想法。首先，板书的问题，这也是我上课前下面就我的第三课时谈谈我的想法。首先，板书的问题，这也是我上课前 就很困惑的问题。就很困惑的问题。Read 部分在本单元是以书信的格式呈现，所以本课时部分在本单元是以书信的格式呈现，所以本课时 还有一个技能目标要达到的就是让学生知道如何写信，书信的格式是怎样还有一个技能目标要达到的就是让学生知道如何写信，书信的格式是怎样 的。所以黑板一定要呈现的是信头称呼和信尾落款，书信的正文就是本节的。所以黑板一定要呈现的是信头称呼和信尾落款，书信的正文就是本节 课的文本主干架，最终呈现给学生的应该是一封书信的格式。正文的主要课的文本主干架，最终呈现给学生的应该是一封书信的格式。正文的主要 内容涵盖信息量较大，为了便于内容涵盖信息量较大，为了便于 retell 的顺利输出，的顺利输出，Holly 家的家的 5 个成员的个成员的 abilities 我感觉也需要在板书里呈现出来，只有搭好语言支架，降低难度，我感觉也需要在板书里呈现出来，只有搭好语言支架，降低难度， 学生才可以轻松的输出目标语言。学生才可以轻松的输出目标语言。 另外，右边的动词词组是计划在另外，右边的动词词组是计划在 Daily English 部分学生完成图片描述后，部分学生完成图片描述后，Miss Tickle and her students can do many things at the beach. They can do more things, such as 补充给学补充给学 生的动词词组。目的是为下一步让学生猜生的动词词组。目的是为下一步让学生猜 Hollys mother/father cannot but she/he canvery well 输出语言而铺垫的。至于这部分词组的确发挥作输出语言而铺垫的。至于这部分词组的确发挥作 业不大，可以在学生猜完后拿掉。接着说说我的教学设计，总体来说是按业不大，可以在学生猜完后拿掉。接着说说我的教学设计，总体来说是按 照阅读教学的策略进行教学的，先是照阅读教学的策略进行教学的，先是 pre-reading, 接着接着 while-reading 最最 后后 post-reading, 每一个教学任务都是为教学目标语而设计的，每一个词每一个教学任务都是为教学目标语而设计的，每一个词 条的出现都是为了搭建语言支架，最终输出语言而服务的。然后来说说我条的出现都是为了搭建语言支架，最终输出语言而服务的。然后来说说我 的不足之处。的不足之处。1、在、在 Phonics 部分应该先听部分应该先听 rhyme, 让生感受让生感受 i-e 的发音之的发音之 后再来教授，后再来教授，rhyme 那里适当加点动作会更好。那里适当加点动作会更好。2、右边贴出的词作用发、右边贴出的词作用发 挥不够。挥不够。3、Retell 之前应小组先自己说，一来可以全员参与，二来可以培之前应小组先自己说，一来可以全员参与，二来可以培 养小组合作精神，小组练习完后再叫学生出来说会更好。养小组合作精神，小组练习完后再叫学生出来说会更好。4、课件上好几、课件上好几 处地方出现的字较小，看不太清楚。同时，版面的文字较多，对低段学生处地方出现的字较小，看不太清楚。同时，版面的文字较多，对低段学生 不合适。不合适。5、时间的安排不太合理，形式化的教学安排的东西用时过多，、时间的安排不太合理，形式化的教学安排的东西用时过多， 导致新授部分授的时间不足，学生运用不够充分。最后是上完这节课之后导致新授部分授的时间不足，学生运用不够充分。最后是上完这节课之后 给我的思考和疑问。给我的思考和疑问。1. 如何把核心素养贯彻到本课时的教学活动中？如何把核心素养贯彻到本课时的教学活动中？We cannot sing in the library. But we can sing in the music room. We cannot run or skip in the classroom, but we can run and skip on the playground and so on, 不知道这样理解对吗？不知道这样理解对吗？2. 板书怎样取舍，做到语言支架的建和板书怎样取舍，做到语言支架的建和 拆？拆？3. 作为第三课时，我最后的语篇输出怎样可以让更多的学生参与其中，作为第三课时，我最后的语篇输出怎样可以让更多的学生参与其中， 但又不失真？但又不失真？
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