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2020-2021学年Unit 1 Do you like bananas?教学设计
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这是一份2020-2021学年Unit 1 Do you like bananas?教学设计，共8页。
设计人: 大连市西岗区八一小学 潘凌云
教材分析
本课是外研社新标准一年级起点一年级上册第三模块的第一单元。本册教材更加注重培养学生的综合语言运用能力。本课的课文情境是Amy邀请玲玲去家里品尝食物，并对玲玲喜欢什么食物进行询问，玲玲回答Amy的问题，最后Amy制作出玲玲喜欢的水果奶昔。本课的学习重点是询问他人对食物的喜好，并针对喜好进行回答。
学情分析
本课内容对于二年级学生来说，有一定难度。食物包括很多种，本科有水果，牛奶，奶昔等，孩子们对于这些物品比较熟悉，因此通过图片和实物结合的方法进行新授，学生更容易接受。对于学生来说主要的难点是学生如何学习询问他人对于食物的喜好，总结出“D yu like...？”，针对这个难点，我结合情景设计出跟Amy学习的任务设置，让学生通过Amy的问题来总结出询问他人喜好的句型，学习效果更加深刻。
设计理念
本节课我的设计理念是“以游戏为牵动的任务型教学”。整节课的设计思路都是力求能够让学生成为语言学习的主体，给学生充分自主感知、探究的时间与机会，在本单元话题的牵动下，优化教学活动，使教学活动趣味化。本节课我设计了猜猜看等活动来充分调动学生的积极性，注重为学生创设较真实的语言情境，培养学生“运用英语做事情”的能力。
教学目标
1. 语言知识：
全体学生能理解词汇：banana, apple, milk, range, fruit, milkshake, Here yu are. 能运用词汇banana, apple, milk,Here yu are.
全体学生能听懂并说出 D yu like bananas? Yes, I d./ N, I dn’t. 等目标语句。
2. 语言技能：
全体学生能运用“D yu ”询问食物；能用“Yes, I d./ N, I dn’t.”说明喜好。
3. 情感态度：
及参与课堂活动，表达自己的喜好并询问他人的喜好
4. 学习策略：
积极运用所学的英语进行表达和交流，通过词汇联想的方式来认识“banana, apple, milk, range, fruit”
5. 文化意识：
初步了解奶昔的做法，了解这个名词的由来
重点难点
1. 重点
掌握目标词汇：banana, apple, milk, range, fruit, milkshake, Here yu are.
掌握目标语句： D yu like bananas? Yes, I d./ N, I dn’t.
2. 难点
询问他人对食物的喜好
教学过程
I. Warm up and lead in
I). Warm up
1. Listen and chant.
T: Nw, let’s act and chant tgether. Here we g!
Revisin
T : The kids are riding a bike and flying a kite.
Here are mre sprts. What d yu like?Yu, please. next..
Ss: I like...
T : Here are sme fd. What d yu like?
Yu, please. next..
Ss: I like...
T : Here are sme animals. What d yu like?
Yu, please. next..
Ss: I like...
（设计意图：激发学生的学习热情，通过复习上节课所学知识，操练学生英语运用能力，为学习新知做好充分的语言准备。）
II). Lead in (Activity 1)
1. listen and answer.
T : Very gd. Yu like cats, tigers and pandas. And I like mnkeys. Lk. Here are tw mnkeys. Let's watch the vide and find ut what d they like?
T：Wh’d like t be the brwn mnkey？ And tell us what d yu like?
S1：I like bananas.
T: Repeat ne by ne.
T: Lk, here are sme bananas. Read after me, Bananas/bananas . I like bananas.
Ss: Bananas/bananas . I like bananas.T: What abut the range mnkey?Can yu act and answer?
S1：I like ice creams.
T: Repeat ne by ne.
2. Listen and imitate.
T: Nw let’s listen and repeat.
Lk，he’s gt a stmachache, why?
S1: He eats t much.
T: Yes. S dn’t eat t much. Yu will have a stmachache, t.
3. Let’s dub the dialgue.
T: Yu are the brwn mnkey. Yu are the range mnkey. And yu are the mther mnkey. Clear? Here we g!
（设计意图：使学生在充满好奇心的情况下，初步感知本课的目标语句，为接下来的课文学习做好充分准备。）
II. Presentatin
I). Task presentatin
T: Yu knw, Bananas and ice creams are all fd. Tday we are ging t learn mre wrds abut fd, and then make a survey with ”D yu ”, and find ut hw many classmates like the fd we learn tday. Lk! Here are tw baskets fr yu! Try hard, yu will get mre fd!
（设计意图：使学生带着明确的学习目标，进入新知学习，从而有效提升学习效果。同时，也能激发学生的学习热情。）
II). Text learning (Activity 2)
1. Listen and find Amy’s questins.
T: Lk! Wh are they?
S: They’re Lingling and Amy.
T: Yes. Amy asks Lingling t g t her hme t share fd tgether. Amy wants t knw what fd des Lingling like? Hw des Amy ask? Let’s listen and find questins.
T: Wh can tell me?
S1: D yu like bananas?
T: Please next, ne by ne.T: What abut the thers?
S1: D yu like apples?
T: Please next, ne by ne.
T: apples
T: Mre questins?
S1: D yu like ranges?
T: Please next, ne by ne.
T: Very gd,yu can see bananas, apples and ranges,they are all fruit.
S1: D yu like milk?
T: Please next, ne by ne.
T: Well dne,bys and girls. Yu have fund all the questins. Perfect! S if yu want t knw whether yur friends like the fd ,yu can ask in this way“D yu like...”
（设计意图：突出并突破本课学习重难点，让学生通过任务总结出功能句型，起到事半功倍的效果，从而提升本课学习任务完成的质量。）
2. Repeat and find Lingling’s answer:
T: OK. This time let’s see hw des Lingling answer Amy’s questins.(播放视频)Nw wh can be Lingling? Please answer the first questin.
T: D yu like bananas?
S1: Yes, I d.
T: Next.
T: D yu like apples?
S1: Yes, I d.
T: Next.
T: D yu like ranges?
S1: N, I dn’t .
T: Next.
T: D yu like milk?
S1: Yes, I d.
T: Next.
T: S when yu like yu the fd, yu can answer“Yes, I d. ”
When yu dn’t like the fd, yu can answer“ N, I dn’t . ”Are yu clear?
Ss: Yes.
T: OK,Nw, Amy knws what Lingling likes.She is very happy! S she is making a the drink nw!Lk, bananas, apples and milk. What’s that? It’s a fruit milkshake, read after me. Fruit milkshake
SS: It’s a fruit milkshake.
T: S children, please try hard! Yu will get it!
Ss: Yes.
T: Nw, bys and girls please ask and answer with yur partner.
Ss: D yu Yes, I d./ N, I dn’t.
3. Pair wrk.
T: Wh wants t shw? Yu tw,please.
四组学生问答。
（设计意图：巩固并突破本课学习重难点，让学生通过任务总结出功能句型，进行问答操练，提升本课学习任务完成的质量。）
Listen and repeat, then d a rle play.
（设计意图：巩固和训练语音语调模仿，提高学生语音模仿能力，形成良好的语音习惯，同时进行示范，通过榜样作用，带头全体学生积极模仿巩固语音语调。）
III. Practice
I) Shake game.
T: Let’s watch the shrt vide and see hw t play it.
S1 shakes the dice!
Ss: D yu like apples?
S1：“Yes, I d./ N, I dn’t.”
（设计意图：借助游戏强化巩固本单元的目标语句和词汇，使学生在玩中学，学中玩。）
II). Make a survey.
T; Yu knw the fd wrds very well, children. D yu want t knw hw many classmates like the fd we learn tday? nw let’s make a survey. First, let’s watch the vide and see hw t make a survey?
Make the survey
S1：D yu
Os: Yes, I d./ N, I dn’t.（
S2：D yu
: D yu
Os: Yes, I d./ N, I dn’t.
Finish the reprt.
T: Ok，lk at the first fd. Apples? Hw many kids like apples? Grup 1, 2 , 3, 4, 5,
S1:
T：Hw many kids like apples? Grup 1, 2 , 3, 4, 5,
S1:
（设计意图：为学生创设真实的语言情境并结合实物，使学生在真实的氛围中，对本课目标语句进行运用。使学生将所学语言与实际生活紧密联系起来。）
IV. Task cmpletin
T：17 kids like apples, Please stand up. let’s ask them d yu like apples?
Other s: D yu like apples?
17SS： Yes， I d.
T：Then please ask the thers d yu like apples?
OS: N, I dn’t.
V .Quiz
Listen and number.
Read and match.
Cpy the sentences.
（设计意图：为学生提供课堂小练习，从听、说、读、写四个方面及时巩固本节课的目标语句，进一步加深学生们对本节课知识的理解。）
VI .Summary and Hmewrk
I). Summary
T evaluates Ss’ perfrmance, chses the best grup in this lessn and summarizes the key pints fr Ss. T makes the fruit milkshake fr Ss fr award.
（设计意图：总结归纳本课主要内容，及时反馈学生的表现，鼓舞学生学习的热情,让学生初步了解制作奶昔过程，并品尝自己努力学习所收活的奖励，提高学生学习激情。）
II). Hmewrk
1. Read the text three times as fluently as yu can, try t understand it.
2. Ask yur families if they like the fd we learn tday, then make a reprt.
（设计意图：有效引导学生及时复习巩固本课学习成果,结合家庭实际来巩固学习内容。）
设计人: 大连市西岗区八一小学 潘凌云
教材分析
本课是外研社新标准一年级起点一年级上册第三模块的第一单元。本册教材更加注重培养学生的综合语言运用能力。本课的课文情境是Amy邀请玲玲去家里品尝食物，并对玲玲喜欢什么食物进行询问，玲玲回答Amy的问题，最后Amy制作出玲玲喜欢的水果奶昔。本课的学习重点是询问他人对食物的喜好，并针对喜好进行回答。
学情分析
本课内容对于二年级学生来说，有一定难度。食物包括很多种，本科有水果，牛奶，奶昔等，孩子们对于这些物品比较熟悉，因此通过图片和实物结合的方法进行新授，学生更容易接受。对于学生来说主要的难点是学生如何学习询问他人对于食物的喜好，总结出“D yu like...？”，针对这个难点，我结合情景设计出跟Amy学习的任务设置，让学生通过Amy的问题来总结出询问他人喜好的句型，学习效果更加深刻。
设计理念
本节课我的设计理念是“以游戏为牵动的任务型教学”。整节课的设计思路都是力求能够让学生成为语言学习的主体，给学生充分自主感知、探究的时间与机会，在本单元话题的牵动下，优化教学活动，使教学活动趣味化。本节课我设计了猜猜看等活动来充分调动学生的积极性，注重为学生创设较真实的语言情境，培养学生“运用英语做事情”的能力。
教学目标
1. 语言知识：
全体学生能理解词汇：banana, apple, milk, range, fruit, milkshake, Here yu are. 能运用词汇banana, apple, milk,Here yu are.
全体学生能听懂并说出 D yu like bananas? Yes, I d./ N, I dn’t. 等目标语句。
2. 语言技能：
全体学生能运用“D yu ”询问食物；能用“Yes, I d./ N, I dn’t.”说明喜好。
3. 情感态度：
及参与课堂活动，表达自己的喜好并询问他人的喜好
4. 学习策略：
积极运用所学的英语进行表达和交流，通过词汇联想的方式来认识“banana, apple, milk, range, fruit”
5. 文化意识：
初步了解奶昔的做法，了解这个名词的由来
重点难点
1. 重点
掌握目标词汇：banana, apple, milk, range, fruit, milkshake, Here yu are.
掌握目标语句： D yu like bananas? Yes, I d./ N, I dn’t.
2. 难点
询问他人对食物的喜好
教学过程
I. Warm up and lead in
I). Warm up
1. Listen and chant.
T: Nw, let’s act and chant tgether. Here we g!
Revisin
T : The kids are riding a bike and flying a kite.
Here are mre sprts. What d yu like?Yu, please. next..
Ss: I like...
T : Here are sme fd. What d yu like?
Yu, please. next..
Ss: I like...
T : Here are sme animals. What d yu like?
Yu, please. next..
Ss: I like...
（设计意图：激发学生的学习热情，通过复习上节课所学知识，操练学生英语运用能力，为学习新知做好充分的语言准备。）
II). Lead in (Activity 1)
1. listen and answer.
T : Very gd. Yu like cats, tigers and pandas. And I like mnkeys. Lk. Here are tw mnkeys. Let's watch the vide and find ut what d they like?
T：Wh’d like t be the brwn mnkey？ And tell us what d yu like?
S1：I like bananas.
T: Repeat ne by ne.
T: Lk, here are sme bananas. Read after me, Bananas/bananas . I like bananas.
Ss: Bananas/bananas . I like bananas.T: What abut the range mnkey?Can yu act and answer?
S1：I like ice creams.
T: Repeat ne by ne.
2. Listen and imitate.
T: Nw let’s listen and repeat.
Lk，he’s gt a stmachache, why?
S1: He eats t much.
T: Yes. S dn’t eat t much. Yu will have a stmachache, t.
3. Let’s dub the dialgue.
T: Yu are the brwn mnkey. Yu are the range mnkey. And yu are the mther mnkey. Clear? Here we g!
（设计意图：使学生在充满好奇心的情况下，初步感知本课的目标语句，为接下来的课文学习做好充分准备。）
II. Presentatin
I). Task presentatin
T: Yu knw, Bananas and ice creams are all fd. Tday we are ging t learn mre wrds abut fd, and then make a survey with ”D yu ”, and find ut hw many classmates like the fd we learn tday. Lk! Here are tw baskets fr yu! Try hard, yu will get mre fd!
（设计意图：使学生带着明确的学习目标，进入新知学习，从而有效提升学习效果。同时，也能激发学生的学习热情。）
II). Text learning (Activity 2)
1. Listen and find Amy’s questins.
T: Lk! Wh are they?
S: They’re Lingling and Amy.
T: Yes. Amy asks Lingling t g t her hme t share fd tgether. Amy wants t knw what fd des Lingling like? Hw des Amy ask? Let’s listen and find questins.
T: Wh can tell me?
S1: D yu like bananas?
T: Please next, ne by ne.T: What abut the thers?
S1: D yu like apples?
T: Please next, ne by ne.
T: apples
T: Mre questins?
S1: D yu like ranges?
T: Please next, ne by ne.
T: Very gd,yu can see bananas, apples and ranges,they are all fruit.
S1: D yu like milk?
T: Please next, ne by ne.
T: Well dne,bys and girls. Yu have fund all the questins. Perfect! S if yu want t knw whether yur friends like the fd ,yu can ask in this way“D yu like...”
（设计意图：突出并突破本课学习重难点，让学生通过任务总结出功能句型，起到事半功倍的效果，从而提升本课学习任务完成的质量。）
2. Repeat and find Lingling’s answer:
T: OK. This time let’s see hw des Lingling answer Amy’s questins.(播放视频)Nw wh can be Lingling? Please answer the first questin.
T: D yu like bananas?
S1: Yes, I d.
T: Next.
T: D yu like apples?
S1: Yes, I d.
T: Next.
T: D yu like ranges?
S1: N, I dn’t .
T: Next.
T: D yu like milk?
S1: Yes, I d.
T: Next.
T: S when yu like yu the fd, yu can answer“Yes, I d. ”
When yu dn’t like the fd, yu can answer“ N, I dn’t . ”Are yu clear?
Ss: Yes.
T: OK,Nw, Amy knws what Lingling likes.She is very happy! S she is making a the drink nw!Lk, bananas, apples and milk. What’s that? It’s a fruit milkshake, read after me. Fruit milkshake
SS: It’s a fruit milkshake.
T: S children, please try hard! Yu will get it!
Ss: Yes.
T: Nw, bys and girls please ask and answer with yur partner.
Ss: D yu Yes, I d./ N, I dn’t.
3. Pair wrk.
T: Wh wants t shw? Yu tw,please.
四组学生问答。
（设计意图：巩固并突破本课学习重难点，让学生通过任务总结出功能句型，进行问答操练，提升本课学习任务完成的质量。）
Listen and repeat, then d a rle play.
（设计意图：巩固和训练语音语调模仿，提高学生语音模仿能力，形成良好的语音习惯，同时进行示范，通过榜样作用，带头全体学生积极模仿巩固语音语调。）
III. Practice
I) Shake game.
T: Let’s watch the shrt vide and see hw t play it.
S1 shakes the dice!
Ss: D yu like apples?
S1：“Yes, I d./ N, I dn’t.”
（设计意图：借助游戏强化巩固本单元的目标语句和词汇，使学生在玩中学，学中玩。）
II). Make a survey.
T; Yu knw the fd wrds very well, children. D yu want t knw hw many classmates like the fd we learn tday? nw let’s make a survey. First, let’s watch the vide and see hw t make a survey?
Make the survey
S1：D yu
Os: Yes, I d./ N, I dn’t.（
S2：D yu
: D yu
Os: Yes, I d./ N, I dn’t.
Finish the reprt.
T: Ok，lk at the first fd. Apples? Hw many kids like apples? Grup 1, 2 , 3, 4, 5,
S1:
T：Hw many kids like apples? Grup 1, 2 , 3, 4, 5,
S1:
（设计意图：为学生创设真实的语言情境并结合实物，使学生在真实的氛围中，对本课目标语句进行运用。使学生将所学语言与实际生活紧密联系起来。）
IV. Task cmpletin
T：17 kids like apples, Please stand up. let’s ask them d yu like apples?
Other s: D yu like apples?
17SS： Yes， I d.
T：Then please ask the thers d yu like apples?
OS: N, I dn’t.
V .Quiz
Listen and number.
Read and match.
Cpy the sentences.
（设计意图：为学生提供课堂小练习，从听、说、读、写四个方面及时巩固本节课的目标语句，进一步加深学生们对本节课知识的理解。）
VI .Summary and Hmewrk
I). Summary
T evaluates Ss’ perfrmance, chses the best grup in this lessn and summarizes the key pints fr Ss. T makes the fruit milkshake fr Ss fr award.
（设计意图：总结归纳本课主要内容，及时反馈学生的表现，鼓舞学生学习的热情,让学生初步了解制作奶昔过程，并品尝自己努力学习所收活的奖励，提高学生学习激情。）
II). Hmewrk
1. Read the text three times as fluently as yu can, try t understand it.
2. Ask yur families if they like the fd we learn tday, then make a reprt.
（设计意图：有效引导学生及时复习巩固本课学习成果,结合家庭实际来巩固学习内容。）
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