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学校：黄山市屯溪区荷花池小学教师：金慧琳教授课程：清华小学英语一年级上册Unit 1 Lesson 6
一、Teaching aims 1. Master new words: foot feet stamp you指你们 二、Important and difficult points： 1. Pronunciation of “ foot ” “ feet” stamp.” 2. Sentences: “stamp your foot\feet . 3．To encourage students to love the grass .Knowing that we should not stamp the lawn and protecting plants. 三、Teaching preparation：cards , tape recorder ,PPT 四、Teaching procedures: Step1. Greetings T: Good morning, everyone S: Good morning, King T: Nice to meet you S: Nice to meet you, too T; Are you happy? S; Yes, I am 与学生亲密沟通，增进师生情感，同时灵活运用英语口语 Step 2Warm -up T：Well，before our class，let’s sing a song，ok？ S：Ok！ T：Everyone should sing and do the gestures, follow me. 1.2.3 go. If you are happy If you are happy, stamp your feet If you are happy, stamp your feet If you are happy, stamp your feet If you are happy, stamp your feet 课前，师生共唱歌曲，并配以相应的动作、用动作和眼神与学生交流，使学生及时进入英语学习氛围中 Step3 Review and lead in T: sit down, please .before our new lesson, we must have a revision about some words (T reviews the words by showing the PPT, add the card “foot”.) T:G1, G2, G3, G4, let’s have a competition, OK ? Ss: OK! Eye \nose\mouth…. The teacher shows the card” foot” Ss:…(教师自然引导到新单词) 激发了学生的参与热情，增加集体荣誉感。同时自然引导出新知识。 Step4. Presentation and practice (一)Teaching the word “foot” T: What’s this? Ss: …..(学生不会说这个单词) T：Let’s listen to the tape.(教师播放录音，学生跟读) T: foot. F-OO-T(发音定位,同时每个音做相应的动作，F做抚摸手臂的动作，oo做房屋的动作，t做弹手指的动作。发音定位为之后学习英语音素和根据音标打下基础，做动作便于学生记忆和增加兴趣). T: Now, let’s play a game, magic fingers. Look carefully! （教师出示几根手指，学生就说出几遍的英语） Ss… The teacher points some students to say this word, and then give them some prizes (stickers). 发音定位是为之后学习音素、音标打下一定基础；运用游戏来操练单词；可以避免单词枯燥的朗读，大大地调动了学生的学习积极性，激发了学生的参与热情，从而提高了学习效率 2.Stamp your foot.直接动作引导： T: now, look at me. What am I doing? (教师做跺一只脚的动作) Ss: 跺脚。 T: stamp your foot Ss: …. (教师播放录音，学生跟读) (T checks the pronunciation of “stamp” 同样进行发音定位 即s-t-a-m-p, stamp；s做蛇的动作，t做弹手指的动作，a把两根手指放在嘴前，嘴张着宽度为两根手指的宽度，p做泼水的动作) T: Well done. Now, a game for you. High and low voice.（教师说的大声，学生就说的小声） (Practice “stamp” and “stamp your foot”) T: Now, let us do the action and say, everyone stands up! Ss… T: OK! We have a competition. Stamp your foot. Ss: stamp your foot… 首先教师与学生PK; 然后学生与学生PK（根据每组的表现情况给不同的分数，最高的前两组得分) 。最后点个体回答，给奖励]。 发音定位是为之后学习音素、音标打下一定基础；根据学生喜欢新颖的事物用了不同的游戏操练句型和单词，让学生在快乐的游戏中学习英语、享受英语；根据孩子好动的天性，边做大幅度的跺脚动作边说，在实践中理解句子的含义。在整个教学中通过竞争机制（如奖励小组小脚丫；奖励个体小贴画）控制课堂纪律 3. Teaching the word “feet” T shows PPT- feet. T asks “What are these?” Ss answer: feet.（如果不会可以通过录音来播放） T: Feet. (发音定位,f-ee-t，f做抚摩手臂的动作，ee伸出一根手指从左往右移动，t 做弹手指的动作，学生跟着教师边做边说) T: Now, let’s play a game, magic fingers. Look carefully! （教师出示几根手指，学生就说出几遍的英语） Ss… The teacher points some students to say this word, and then give them some prizes (stickers). 新知识又通过游戏的方式获得，并引导学生个体的竞争，激发了学生的学习热情 4.foot 和 feet 的巩固 T: foot and feet, let’s play another game: fast reaction!(教师手拿两张图片即一只脚的和两只脚的，教师快速地出示) Ss… T：Good job! Encourage yourselves! Hei, hei wonderful, oh, yeah! (做动作,让学生鼓励自己) 教师引导学生进行自我鼓励，让学生懂得学会为自己鼓掌 5. stamp your feet直接动作引导： T: Be quite please. Look at me, what am I doing now? (教师做跺2只脚的动作) Ss: 跺脚 。 T: Yes, you are very clever. Stamp, stamp your… Ss: feet. (T checks the pronunciation of “feet”) T: Well done. Do the gesture and read after me. (T 边说“stamp your feet”边做跺脚状) Ss:… T：Now, the girls and boys do a match! G:… B:… （The winners can do the action to encourage themsleves） “Hei, hei wonderful, Hei, hei wonderful, oh, yeah!” 使学生们增强集体荣誉感 6. 巩固“Stamp your foot” 和“Stamp your feet “. T: Ok，now you know “stamp your foot,” and “stamp your feet “. So, I say you do. Ready? Ss: Go! (Practice “stamp your foot” and “stamp your feet”.) The teacher lets group and group do a match(the winner can get a foot in the blackboard), then points at some students（the winner can get stickers）. （根据学生好动的特点，让他们听指令做动作同时训练他们的听力能力。 根据学生好表扬的特点，给予一定的奖励。激发学习兴趣） Step5. Conclusion T: I feel very happy because of you, at last let’s review the chant we have learned together. Are you happy? T&Ss: Yes, we are. If you are happy, stamp your foot If you are happy, stamp your foot If you are happy, stamp your foot If you are happy, stamp your foot If you are happy, stamp your feet If you are happy, stamp your feet If you are happy, stamp your feet If you are happy , stamp your feet （通过歌曲再一次的巩固新知识） T: 同学们,如果我们在草坪上，能不能这样跺脚呢?虽然他们不能说话但是他们也是有生命的,他们也会感觉到疼的，我们需要爱护这些脆弱的生命，你们说对不对呢？ Step6. Homework Listen to the tape and read after it for 10 minutes. （通过歌曲再一次的巩固新知识）  课后反思：1.这次foot\feet中的 /t/的清音和stamp中/p/的清音，学生容易把它们发的很重，所以需要刻意的强调清音，及时纠正他们的清音的发音。可以通过摸喉咙去读清音，让学生初步感知什么是清音。 2.在整堂课中贯穿着竞争机制，当学生积极性不高的时候，需要竞争机制去刺激，可以以组为单位的竞争机制即得小脚或者以个体为单位的竞争机制即获得小贴画，充分的调动学生的积极性，但是需要注意班级的活跃程度不能太高，容易纪律混乱，难以把持，但是还是可以通过竞争机制把持课堂纪律。 |
