(奖励一个气球实物)Who can say?(示意学生继续举手)
【设计意图】重奖第一个敢于表达的同学,形成积极的暗示效应。
S 2: Happy birthday.This is for you,Sarah.
T: Very good. Who can say?(示意学生继续举手)
(在众多举手的学生中有意识的点起聪明的、语言发展较好的学生姚思敏)
S 3: Happy birthday.This is for you,Sarah.
T: OK. I’m Sarah.You may say “Happy birthday.This is for you,Sarah.A chicken.5 yuan.”(举起该生准备的礼物,示意该生表演说)Repeat.
S 3: Happy birthday.This is for you,Sarah.A chicken.5 yuan.(该生将准备的礼物边说边递给老师)
T:Oh, thank you.My gift.(老师作喜爱状)OK ! Say again. (礼物还给该生做道具)
S 3:This is for you,Sarah.A chicken.5 yuan.
T: OK !Read after Yao Simin.
S 3:This is for you,Sarah.A chicken.5 yuan.
SS: This is for you,Sarah.A chicken.5 yuan.
【设计意图】给大胆的学生表现的机会,激励其他学生跃跃欲试。
活动二:Praticing. (2’)
T: You are my friend,too.Take out your gift(随机走到一学生身边,拿起他准备的礼物,看),say. Happy birthday.This is for you,Sarah.A hotdog.3 yuan. (随机走到另一学生身边,拿起他准备的礼物,看) This is for you,Sarah.A pencil.5 jiao.OK?
SS: OK !
T: OK !You are very clever.Into pairs,pratice.(示意学生分小组练习)
SS:Happy birthday.This is for you,Sarah.A…. … yuan /jiao.
【设计意图】既是操练的机会,也是后续能大胆表现自己的准备阶段。
活动三:Acting. (4’)
T:Stop! My friend.Give me your gift.(举起最先收到的钢笔礼物,在讲台上示意学生给自己送生日礼物) Who can act?(举手状,示意学生举手)
S1: Happy birthday.This is for you,Sarah.A bear.10 yuan.
T:Wonderful! You are very clever. This is for you .(奖励一个气球实物)(转身走向黑板,在黑板上板书My gifts,下行板书bear,并在bear后画一竖)Who can act?(示意学生继续举手)
S 2: This is for you,Sarah.A ruler.1 yuan.
T:Wonderful! This is for you .(奖励一个气球实物)(转身走向黑板,在黑板上bear的下面隔几行板书ruler,并在ruler后画一竖)Who can act?(示意学生继续举手)
【设计意图】重奖第一个敢于表达的同学,形成积极的暗示效应。
S 3: This is for you.A dog.4 yuan. (在黑板上的bear下行记录dog,并在dog后画一竖)
T: OK ! Let’s say one by one.(继续记录。当礼物相同时,在相应的礼物的竖线后加一条竖线,并将该名词变复数。满到5个时,第5个记号为一横,5个为一扎。)
T: Take out the paper. You ,Very good,here,tick. You ,OK, here,tick. (指着张贴着的评价表,边说,边在相应的位置打钩示意) OK?
Send(送) a gift
Talking
red balloon( )
blue balloon( )
【设计意图】记录学生送的礼物,形成礼单,为后续学习How many gifts?埋下伏笔。并有意识的将文具、玩具、食品分类记录,强化记忆。即时开展自我评价。
Step 4──Make the room beautiful(12’)
活动一:Guess:What’s this? (2’)
T:Eyes,eyes,ready see.(师生之间约定的一种要求学生集中注意力看黑板的提示语)
Look here.(画一个葫芦形气球的上半部分)What’s this?Guess.
S1:A head.(T:NO.)
S2:An apple. (T:NO.)
S3: A cake. (T:NO.)
T:(将这个葫芦形气球的下半部分画出) What’s this?Guess.
S: A body. (T:NO.)
T:(在图形下部添加气球嘴和拉线) What’s this? (停滞片刻)
T: A balloon.It’s a balloon. What’s this?(指着图案)
SS: It’s a balloon.
【设计意图】激趣,考察学生单词的积累。顺势牵出下一步教学。
活动二:Study new word “balloon”,and “balloons” (2’)
T: Yes.It’s a balloon. (板书balloon )Balloon, a balloon.. What’s this?(在图案的旁边再画一个葫芦形气球)
SS: It’s a balloon.
T: OK.It’s a balloon.Read after me, Balloon(指第一个). Balloon(指第二个)
SS: Balloon. Balloon.
T:One balloon,two balloons.(示意两个合并在一起说)
SS: One balloon,two balloons.
T:3 balloons.(迅速画三个在一起的圆形气球)
SS: 3 balloons.
T: One balloon, two balloons,3 balloons.
SS: One balloon, two balloons,3 balloons.
【设计意图】第一次学习新知识,正确的语音模仿很重要。
活动三:Draw balloons(3’)
T: Take out your paper.(示意学生拿出准备的A4纸)Fllow me.One,two. Draw balloon(示意学生画气球). Draw and say, One balloon, two balloons,3 balloons.OK?
SS: OK!(学生拿出勾线笔画气球)
SS: One balloon, two balloons,3 balloons.
(教师边走边相机与某些学习困难的学生交流)
T: What’s this?
S1: It’s a balloon.
T:WOON? (示意两个合并在一起说)
S1: two balloons
T: What’s this?
S2: It’s a balloon.
T:WOON? (示意三个合并在一起说)
S2: 3 balloons.
(答对的学生给予赞扬,答不上的也不批评,给予提示,并要求复述)(贴出Sarah的房间图)
T:Who,best?let me see.(示意学生举起自己的画) Who,best?
You are a good job! Very good,here,tick. OK, here,tick.
【设计意图】多感官参与,眼、脑、耳、手、嘴并用。画画是三年级学生非常喜欢的实践活动,在玩中学英语。
勾线笔的色彩亮一些,强于铅笔,便于交流。
即时开展自我评价
活动四:Study “How many balloons?” (5’)
T:STOP! Eyes,eyes,ready see. Look here.
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