eq\o(\s\up7(),\s\do5(優(yōu)質(zhì)授課案例))第一課時SectionA1a—4eq\o(\s\up7(),\s\do5(TeachingContent（教學內(nèi)容）))ThislessonintroducesstudentstotheEnglishvocabulary，sentencepatterns，andnumeralsrelatedtoanimalsandplantsfoundinayard，fosteringtheirbasicEnglishlanguageskills.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學目標）))◆LanguageProficiency(語言能力)1．BeabletoidentifyandcorrectlyuseEnglishvocabularyforanimalsandplantsinayard，aswellasnumerals.2．Differentiateandapplysingularandpluralformsofvocabularyandsentencepatternsaccurately.◆CulturalAwareness(文化意識)Byintroducinganimalsandplantsinayard，studentswilldevelopalovefornatureandlifeandadeeperunderstandingandappreciationforthenaturalenvironment，fosteringasenseofenvironmentconservation.◆ThinkingQuality(思維品質(zhì))Throughlisteningexercisesandconversationalinteractions，students'logicalthinkingandquickresponseabilitieswillbeimproved.◆LearningCapability(學習能力)Fosterstudents'self-directedandcollaborativelearningskills，andencouragethemtoapplyEnglishindailylife.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學重難點及突破）))◆TeachingFocus(教學重點)Accuratelyapplyvocabularyforanimals，plants，andnumerals，andmasterquestion-and-answersentencepatterns.◆TeachingDifficulties(教學難點)Distinguishandemploysingularandpluralformsofvocabularyandsentencepatterns.◆TeachingBreakthroughs(教學突破)1．Employmultimediatoolssuchasphysicalobjects，pictures，andaudiorecordingstoenhancestudents'sensoryexperience.2．Designdiversepracticeactivitiesthatallowstudentstoconsolidateknowledgethroughhands-onexperiences.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學過程）))Activity1Warmingupandrevision(感知與注意)T：Goodmorning，class！Canyoutellmewhatyoucanseeinayard?S：Icanseeflowersandtrees.T：Verygood！Today，we'regoingtolearnaboutsomeplantsandanimalsinayard.設計意圖：通過提問激活學生已有的知識，引起學生對院子中動植物的興趣，為新課內(nèi)容做好鋪墊。Activity2Presentation(獲取與梳理)Workon1aT：Lookatthepictureonthescreen.Let'smatchtheplantsandanimalswiththeirnames.(Studentsmatchthenameswiththepictures.)設計意圖：通過圖片匹配活動，幫助學生直觀認識院子中的動植物，并學習相關詞匯。Workon1bT：Now，let'stalkabouttheplantsandanimalsinthepicture.I'llask，andyouanswer.T：What'sthat?S：It'sacat.設計意圖：通過問答對話，鞏固學生對動植物詞匯的掌握，并練習基本句型。Activity3Presentation(獲取與梳理)Workon2aT：Now，let'slistentothenumbersandrepeat.(Theteacherplaystherecordingandstudentsrepeatthenumbers.)設計意圖：通過聽與復述練習，幫助學生復習并鞏固數(shù)詞的發(fā)音和順序。Workon2bT：Listenagainandwritedownthenumbersyouhear.(Theteacherplaystherecordingagainandstudentswritedownthenumbers.)設計意圖：通過聽力練習，進一步鞏固數(shù)詞的發(fā)音和拼寫，并培養(yǎng)學生的聽力理解能力。Activity4Listening(概括與整合)Workon2cT：Now，listentotheconversations.Youneedtocirclethecorrectanswersbasedonwhatyouhear.T：Conversation1：WhatanimaldoesHelenseeintheyard?(Studentsdiscussaftercirclingtheanswers.)T：Whydidyouchooseaduck?設計意圖：通過聽力練習，培養(yǎng)學生的注意力和理解力，以及分析和推理能力。Activity5Practice(概括與整合)Workon2dT：Usingthepicturein1a，createyourownconversationwithyourpartner.Youcanusethesentencepatternswe'velearnedtoday.T：I'llgiveyouafewminutes.Startyourconversation.(Studentspractiseconversationsandtheteacherwalksaroundtheclassroomandprovideshelp.)設計意圖：鼓勵學生創(chuàng)造性地使用語言，加深對句型結構的理解和記憶。Activity6Pronunciation(歸納與應用)Workon1T：Wewillnowfocusonpronunciation.Listentothewordsandrepeatafterme，payingattentiontothevowelsounds.T：Cat.Theletter“a”makesan/?/sound.Ss：(Studentsrepeat.)Cat.T：Good!Thenteachtheothers(/e/，/?/，/?/，/?/)likethis.Summarizetherulesaboutvowelsounds.Thenlistenandpractisereadingthewordsagain.設計意圖：通過發(fā)音練習，幫助學生掌握五個元音字母在閉音節(jié)中的發(fā)音。Workon2Playtherecordingforstudentstolisten.Thenaskthemtoputthewordsintothecorrectgroups.Checktheanswerstogether.Askstudentstodiscussingroupstocomparethedifferentpronunciations.Thenshowtherulesaboutvowelsoundsonthescreen.設計意圖：通過聽讀，學生將單詞按對應的元音字母的發(fā)音進行歸類，感受元音字母的兩種不同的發(fā)音。同時，學生在教師的指導下以小組形式探討元音字母的發(fā)音，可以明晰元音字母在開音節(jié)和閉音節(jié)中的不同發(fā)音。Workon3Askstudentstoworkinpairsandtrytoreadthewords.Haveacompetitiontoseewhichgroupreadsmoreaccurately.設計意圖：學生兩人配對練習朗讀，互相核對并糾正。教師隨機指導，能夠幫助學生識別音素，提高發(fā)音準確性，并加深對英語音素的理解。Activity7Chant(內(nèi)化與運用)Workon4Askstudentstolistentothechantandreaditaloud，payingattentiontothevowelsounds.Playtherecordingforthemagain.Trytofindthepatternorruleinthechant.Thengetthemtorepeataftertherecording.Invitesomestudentstoreadthechant.設計意圖：通過朗讀chant，提高學生的語感，同時培養(yǎng)他們發(fā)現(xiàn)語言規(guī)律的能力。Activity8Homework(反饋與強化)Createadialogue，usingthenewwordsandsentencepatternswe'velearnedtoday.Youcanalsodrawapicturetoillustrateyourdialogue.eq\o(\s\up7(),\s\do5(TeachingReflection（教學反思）))Duringtheteachingprocess，attentionshouldbepaidtostudents'masteryofnewvocabulary，andprovidingtimelyfeedback.Reflectontheperformanceofstudentsinlisteningandspeakingactivities，consideringhowtomoreeffectivelyimprovetheirlisteningandspeakingskills.Discusshowtointegratestudents'real-lifeexperiencestomakelanguagelearningmorevividandpractical.課后·知能演練基礎鞏固一、找出畫線部分發(fā)音不同的選項1.A.EricB.PencilC.next D.me2.A.up B.nutC.unit D.supper3.A.minute B.fineC.find D.like4.A.band B.handC.plane D.carrot5.A.open B.bottleC.clock D.doctor二、根據(jù)句意及所給提示填空1.Ioftenhearyousingsongsinthe(院子).2.Billlikes(胡蘿卜),chickenandfruitfordinner.

3.—Whatedoyouwant,MsLin?

—No,thanks.4.Thisshirtistoosmallforme.Couldyoushowmeaone?

5.Pleasecthenumbersfromonetoonehundred.

能力提升三、用括號內(nèi)所給詞的適當形式填空1.Ann(have)manyinterestingChinesebooksathome.

2.Whatcanyou(see)inthepictureofthefarm?

3.Letme(tell)youastoryaboutourclass.

4.Therearemany?(kind)ofanimalsonthefarm.

5.Look!Thosewhite(sheep)areunderthetrees.

四、看圖完成對話1.—What’sthis?

—It’s.

2.A:What?

B:Theyareapples.

A:arethey?

B:Theyarered.思維拓展五、閱讀理解Welcometothezoo.Youcanseemanydifferentanimalsinit.Tuantuanisacutepanda.Sheisfiveyearsold.SheisfromChina.Sheiskindtokids.Sheisblackandwhite.Shelikeseatingbamboo(竹子)anddrinkingwater.Thisisabigelephant.HisnameisMartin.HeisfromIndia.Heistenyearsold.Hehasalongnose.Helikeseatinggrass.Heisclever.Peoplecanteachhimtodosomethingforthem.Duduisamonkey.Heistwoyearsold.HeisfromJapan.Heisverynaughty(淘氣的).Helikeseatingbananasandcakes.Heoftenlivesinthetree.Thatisalion.HisnameisNick.Heisstrong.Heisnineyearsold.HeisfromAfrica.Helikeseatingmeat.Hesleeps(睡)formorethantenhours(小時)everyday.Heisve