《Happy Birthday to You!》教学设计

T: Showing the box. What’s this in it? Guess, please.

   S6:(Guess)….

T&Ss: Wow, it’s a robot!

T: Spell the letter. Ss: Say pronunciation.

T: Say pronunciation. Ss: Spell the letter.

Ss say together: Wow, it’s a robot.

T: Write the sentence: Wow, it’s a robot.

T: (Showing the box) What’s this in it?

Ss: Guess….

T: (Showing a robot.)It’s a robot.

Ss: It’s a robot.

T: (Showing two robots.)What are these?

Ss: They are robots.

5)drill: I like making robots.

T: (do action)I like making robots.

Ss: I like making robots.

T:(Showing the word card“make” and making)Who can read?

(To point Ss say the word, then say it together.)

T&Ss: I like making robots.

T: To point Ss spell the word, then write the sentence.

 [设计意图：利用实物，学习语言 玩具机器人的出现，化抽象为具体、直观，使学生形象地感知单词“robot”。通过出示两个机器人，使学生自然地感知单词复数的变化“robots”。这样的设计加深了学生对单词的感知。通过教师重新组装机器人，使学生形象、直观地理解句型“I like making robots.”达到了省时、高效教学的目的。]

6)扩展：①It’s a …

T: (Showing some pictures) Look here. What’ this?

   Drill: It’s a book. /It’s a pen. / It’s a cake. (指生说，齐说)

T: (Put hollow question mark on the picture.)Let’s guess. OK? What’s this?

Drill: It’s a book. /It’s a pen. / It’s a cake. (指生说，齐说)

 T: (Stick three pictures on the blackboard.) Drill: It’s a book./It’s a pen./ It’s a cake.( T&Ss say it together.)

   T: (Move the magnet) What’s this? Ss: It’s a book./pen/cake.

[设计意图：猜测游戏，操练语言

为了保持学生持久的注意力，我设计了学生最感兴趣的“Guess”游戏。教师利用画有空心问号的卡片，将其盖在图片上，学生只能从问号所露出的那一部分进行猜测活动。而且通过快速移动磁铁块，训练学生的反应能力及表达能力。.在这个活动中，既达到了高效学习的目的，又发展了学生的思维能力。]

②：I like …

T: Say and do: I like reading. Showing the picture“reading”and “smile face” Drill: I like reading. /I like writing./I like eating.

(Say the sentence after teacher. Then point Ss say the sentence.)

   T: (Showing the picture quickly.)  Ss: I like reading./writing/eating.

T: (Say the sentence and stick three pictures on the blackboard, then put smile face on the picture.)

drill: I like reading. I like writing. I like eating.

[设计意图：这一环节利用图片和小笑脸学习“I　like  …”这一句型，学生兴趣高，教师通过闪卡，学生注意力集中，同时发展了学生的思维及快速反应能力。]

③: “ I like …”and“It’s a ….”

 T: Teacher says“ I like …”everybody say “It’s a ….”

   T: Teacher says“It’s a ….”everybody say “I like …”

T:(Showing the picture“monkey”.) what’s this?

    (To point Ss say “I like monkeys. “and give Ss sticker.)

T: Teacher says“ I like …”everybody say “It’s a ….”

   T: Teacher says“It’s a ….”everybody say “I like …”

  （bear 学法同上）

T: (Show dual hand “monkey”and “bear”)

      Pass monkey and bear. Say the sentence one by one.

T: Show a toy car. What’s this?  Ss: It’s a car.

(To point Ss say “I like cars”, then incentive the sticker.)

[设计意图：趣味操练，巩固新知  这一环节我充分利用图片、手偶、玩具、蛋糕、学习用具等对所学新知进行操练，力求使学生掌握并熟练运用。同时通过在这一活动中学生能够熟练用“I like …”“It’s…”句型，]

7）Lottery Game:

T: Let’s play a game. OK? (Show some presents ,eg: book, monkey, bear, cake, pen, car.) drill: “I like …”and “It’s a ….”

(Show a box of lottery)Look at me. I like monkeys. (Teacher takes out a paper from the box.)Oh, number 3.Wow, it’s a book. Oh，I can’t get a monkey.

Eg: S29: I like monkeys. Oh, number 6. Wow, it’s a monkey.

T&Ss: This is for you.

S29: Thank you.

T&Ss: You’re welcome.…

[设计意图：游戏巩固，习得语言 英语新课程标准倡导体验、实践、参与、合作与交流的学习方式和任务型教学途径，本课还要求学生培养学生善于表达谢意的生活礼节。“Thank you. You’re welcome.” 由此，我设计了抽奖的游戏，在这个活动中，学生的学习兴趣空前高涨，在不知不觉中“I like…”句型得到充分的运用。激发了学生主动学习的愿望，树立自信心，同时学生的听说能力及竞争意识得到极大地提高。]

   8) Give some present each other.

T: Show me your present. Let’s give him a present. OK?  Who can?

   Act out the dialogue in pairs.

［设计意图：赠送礼物，运用语言　学习英语的最终目的在于回归生活，真实交际。这一环节，通过互赠礼物，灵活运用所学语言，从而促进语言能力的提高，培养学生真实交际的能力。］

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