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1、 Lesson 1.We can dance 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ei，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.
2、T and Ss sing together.Step 2 Presentation1、 T: We learnt vowel letters. What are they? Ss: a e i o u T: 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 show
3、s letter 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/”.
4、Who can 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/p
5、ig/pig/ dead/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
6、们今天学过的16个辅音音标和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
7、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/ 板书设计 Lesson 1 We can danceb 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-
8、 /e/ -i- /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
9、培养学生积极用英语表达的习惯，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
10、walk.Run 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 words T: Now look at some cards
11、.T shows new 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
12、 ! I can swim .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 record
13、er.4.Ss read 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./ 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 ca
