教案課件是老師在課堂上非常重要的課件,因此就需要我們老師寫(xiě)好屬于自己教學(xué)課件。一份好的教案是教師講好好課的前提。幼兒教師教育網(wǎng)小編匯總了海量資訊為大家?guī)?lái)這篇“英語(yǔ)優(yōu)質(zhì)課課件”,這份指南僅供參考具體操作請(qǐng)根據(jù)實(shí)際情況定制!
一、說(shuō)課分析
(一)教材的地位和作用
本節(jié)課是本單元以及本教材的第一節(jié)課,本課談?wù)摰氖牵号笥咽遣皇莾H限于人類(lèi)、朋友的真正含義、如何與人相處的問(wèn)題等關(guān)于朋友的話題。本課涉及的有陳述句和疑問(wèn)句的直接引語(yǔ)和間接引語(yǔ)的掌握和運(yùn)用等語(yǔ)法要點(diǎn)。學(xué)生從初中到高中,來(lái)到一個(gè)新的學(xué)校,同學(xué)彼此陌生,不免想起老同學(xué),老朋友。這樣的話題正好能引起學(xué)生的興趣。而且本課的內(nèi)容和語(yǔ)法的啟發(fā)性和實(shí)用性都很強(qiáng),能使學(xué)生在學(xué)中用,在用中學(xué),對(duì)綜合提高學(xué)生的聽(tīng)說(shuō)讀寫(xiě)能力有較好的促進(jìn)作用。
(二)教學(xué)目標(biāo)
英語(yǔ)教學(xué)大綱規(guī)定,通過(guò)聽(tīng)說(shuō)讀寫(xiě)的訓(xùn)練,使學(xué)生獲得英語(yǔ)基礎(chǔ)知識(shí)和運(yùn)用英語(yǔ)的能力,激發(fā)學(xué)生的學(xué)習(xí)興趣,為進(jìn)一步學(xué)習(xí)打下良好的基礎(chǔ)。因此,我制定以下教學(xué)目標(biāo):
知識(shí)目標(biāo):1、掌握和使用陳述句和疑問(wèn)句的直接引語(yǔ)和間接引語(yǔ)。
2、討論朋友和友誼。
3、學(xué)習(xí)掌握本課的重點(diǎn)詞匯。
技能目標(biāo):1、學(xué)會(huì)閱讀的技能——scanningand skimming 。
2、通過(guò)談?wù)撆笥押陀颜x,既鍛煉學(xué)生的語(yǔ)言運(yùn)用能力,又培養(yǎng)了學(xué)生發(fā)現(xiàn)問(wèn)題、思考問(wèn)題、解決問(wèn)題的能力。
3、理解閱讀文段,復(fù)述故事。
情感態(tài)度:1、患難之交才是真朋友。
2、知音難得。
3、海內(nèi)存知己,天涯若比鄰。
文化意識(shí):認(rèn)識(shí)德國(guó)納粹黨。讓學(xué)生了解那段德國(guó)法西斯殘害猶太人的歷史,使學(xué)生在感受外國(guó)歷史文化的同時(shí)自然而然的習(xí)得語(yǔ)言。
(三)重點(diǎn)與難點(diǎn)
重點(diǎn):1、訓(xùn)練scanningand skimming等閱讀技能。
2、認(rèn)識(shí)朋友的真正含義以及與人相處的問(wèn)題。
難點(diǎn):1、閱讀技能的訓(xùn)練。
2、陳述句和疑問(wèn)句的直接引語(yǔ)和間接引語(yǔ)的互相轉(zhuǎn)換(人稱(chēng)的變化、時(shí)態(tài)的變化、指示代詞、時(shí)間狀語(yǔ)、地點(diǎn)狀語(yǔ)和動(dòng)詞的變化)。
(四)教具
本課利用錄音機(jī)、投影儀等輔助設(shè)備,激發(fā)學(xué)生的學(xué)習(xí)興趣,調(diào)動(dòng)他們的積極性,為展開(kāi)話題提供豐富的材料,使教學(xué)收到事半功倍的效果。
二、說(shuō)課分析
在新課程背景下,教師要成為學(xué)生學(xué)習(xí)的促進(jìn)者、組織者和合作者。本課采用討論法,主要采用小組合作討論的方式。在讀前階段我就提出問(wèn)題,讓學(xué)生思考討論是不是只有人與人之間才可以交朋友,然后在閱讀中通過(guò)安妮的日記向?qū)W生說(shuō)明我們也可以與動(dòng)物及無(wú)生命的日記交朋友。在深刻理解、充分訓(xùn)練的基礎(chǔ)上,我再引導(dǎo)學(xué)生深入討論幾個(gè)與本課有關(guān)的話題,展開(kāi)教師為主導(dǎo)、學(xué)生為主體的師生雙邊活動(dòng)。通過(guò)創(chuàng)設(shè)真實(shí)自然的語(yǔ)言環(huán)境,使學(xué)生在語(yǔ)言實(shí)踐中把語(yǔ)言知識(shí)和技能主動(dòng)轉(zhuǎn)化為交流能力,變苦學(xué)為樂(lè)學(xué),從而培養(yǎng)學(xué)生大膽用英語(yǔ)進(jìn)行交際的能力。
三、說(shuō)課分析
教務(wù)于學(xué)。傳統(tǒng)教育的弊端是教師“滿(mǎn)堂灌”,只重視怎么教而忽視怎樣學(xué),結(jié)果高分低能的現(xiàn)象十分嚴(yán)重。為了改變教師牽著學(xué)生鼻子走的被動(dòng)狀態(tài),我通過(guò)創(chuàng)設(shè)話題,寓教于樂(lè),引導(dǎo)學(xué)生自學(xué)、自做、自助、自悟,讓學(xué)生學(xué)會(huì)自己動(dòng)手,收集信息、處理信息,用所學(xué)語(yǔ)言去實(shí)踐和解決問(wèn)題,使學(xué)生在運(yùn)用語(yǔ)言的過(guò)程中感悟體驗(yàn)所學(xué)語(yǔ)言的規(guī)律,培養(yǎng)語(yǔ)言意識(shí),積累語(yǔ)言經(jīng)驗(yàn),形成語(yǔ)言感覺(jué),達(dá)到語(yǔ)言運(yùn)用的目的。從而使學(xué)生真正成為學(xué)習(xí)的主人。
四、說(shuō)課過(guò)程
新課程改革的核心理念是“一切為了學(xué)生的發(fā)展”。學(xué)生的英語(yǔ)學(xué)習(xí)不僅僅是掌握幾個(gè)單詞和句型,更重要的是學(xué)會(huì)運(yùn)用語(yǔ)言來(lái)交流思想,辦實(shí)事。因此我精心設(shè)計(jì)了以下教學(xué)環(huán)節(jié):
(一)激趣導(dǎo)入,務(wù)于新知
一節(jié)課的良好開(kāi)始,對(duì)于整節(jié)課教學(xué)的順利進(jìn)行起著至關(guān)重要的作用。在Warming up 部分我分四步進(jìn)行:
1、用問(wèn)問(wèn)題的形式導(dǎo)入(屏幕顯示)。同時(shí)板書(shū)Unit 1 Friendship。
Do you have any friends? ? ? ?Are you good to your friends?
Which kind of friend do you think is the best friend?
2、做調(diào)查:在Warming up部分有5個(gè)問(wèn)題,我讓學(xué)生獨(dú)立完成。然后在屏幕上顯示下列表格。
3、調(diào)查結(jié)果:顯示各得分情況所對(duì)應(yīng)的調(diào)查結(jié)果,讓學(xué)生自行對(duì)照。
Grade 1 (5分以下) ? 直截了當(dāng),做事果斷,沒(méi)考慮不良后果。
Grade 2 (10分以下) 能用更合理的方法處理問(wèn)題,又不傷朋友之間的感情,但自己的利益有時(shí)會(huì)受損。
Grade 3 (10分以上) 不傷感情,又能保全自己利益。
通過(guò)調(diào)查問(wèn)卷的形式,引導(dǎo)學(xué)生了解日常生活中朋友之間發(fā)生的真實(shí)問(wèn)題以及解決這些問(wèn)題的方法,最后的問(wèn)卷調(diào)查結(jié)果讓學(xué)生興趣和熱情倍增,這樣能促使學(xué)生很快進(jìn)入語(yǔ)言學(xué)習(xí)和探究活動(dòng)中去,愉快的進(jìn)入學(xué)習(xí)狀態(tài)。
4、學(xué)習(xí)三句諺語(yǔ),使學(xué)生明確對(duì)待朋友和友誼的態(tài)度。
A friend in need is a friend indeed. ? 患難之交才是真朋友。
Real friends are few and far between. 知音難得。
Long distance separates no bosom friends. 海內(nèi)存知己,天涯若比鄰。
(二)創(chuàng)設(shè)話題,教學(xué)新知
新課程指出,教師不再是居高臨下的管理者,而是學(xué)生學(xué)習(xí)的促進(jìn)者、組織者、合作者。
1、我布置Pre-reading部分的幾個(gè)問(wèn)題啟發(fā)學(xué)生對(duì)“朋友”和“友誼”進(jìn)行思考,使學(xué)生明確不僅人與人之間可以做朋友,日記也可以成為人們的朋友。接著讓學(xué)生就問(wèn)題進(jìn)行小組討論。然后讓個(gè)別學(xué)生回答問(wèn)題。
接著屏幕顯示我補(bǔ)充的問(wèn)題:
Why do you need friends?
What do you think a good friend should be like?
Does a friend always have to be a person?
讓學(xué)生討論后回答。引出課文的主題 Anne’s best friend –DIARY.
2、介紹故事背景:這是一個(gè)真實(shí)的故事。1933年-1945年,納粹黨對(duì)德國(guó)人民進(jìn)行法西斯統(tǒng)治。只要他們一發(fā)現(xiàn)任何猶太人,就會(huì)把他們送到東歐波蘭的集中營(yíng)區(qū)。為了避免被抓,安妮和她的家人選擇了躲藏,藏在了一棟房子的閣樓里,在躲藏的.日子里,她只能和日記交朋友,她把心里一切的感受都告訴了日記,后來(lái)《安妮日記》出版后,很快成為全世界廣為流傳的一本書(shū)。
3、教學(xué)新的語(yǔ)言項(xiàng)目和句子結(jié)構(gòu)。我在教學(xué)語(yǔ)言項(xiàng)目的時(shí)候,一是培養(yǎng)學(xué)生根據(jù)語(yǔ)篇、語(yǔ)境來(lái)猜詞,一是用舉例的方式來(lái)說(shuō)明詞的用法。
(三)閱讀文段,強(qiáng)化新知
1、Scanning(查讀):學(xué)生們?cè)诹私饬水?dāng)時(shí)的歷史背景后,以及理解了安妮當(dāng)時(shí)的心境和為什么將日記視為自己的朋友,這樣才能深刻理解安妮日記的內(nèi)涵。在此基礎(chǔ)上,我設(shè)計(jì)了幾個(gè)問(wèn)題,讓學(xué)生帶著問(wèn)題聽(tīng)錄音。這樣做能使學(xué)生更加集中注意力,抓住重點(diǎn)。(屏幕顯示)。
Why did Anne make her diary her best friend ?
When did this story happen?
How long did they hide before they were discovered?
Anne’s best friend:
When was the diary written?
Why didn’t she go downstairs until the window had to be shut?
Sample diary:
2、Skimming(略讀):在學(xué)生對(duì)課文進(jìn)行了探究之后,學(xué)生已經(jīng)將課文的大部分內(nèi)容融會(huì)貫通,消化理解了。這時(shí)讓他們通過(guò)討論來(lái)解決問(wèn)題,可以使學(xué)生的學(xué)習(xí)潛能得以挖掘。(屏幕顯示談?wù)摰闹黝})
Make a free discussion.(Ex3 in comprehension)
* What would you miss most if you went into hiding like Anne and her family? Explain why.
* How would you describe Anne’s feelings as she was looking out into the night sky?
(四)難點(diǎn)再現(xiàn),深化新知
在一節(jié)課結(jié)束前幾分鐘將重難點(diǎn)知識(shí)進(jìn)行總結(jié)和歸納,是提高課堂教學(xué)效率的有力措施。我在屏幕上又顯示了下列的句子,讓學(xué)生明確什么地方需要加強(qiáng),學(xué)習(xí)策略要做怎樣的調(diào)整。
Explanation :
* She said, “I don’t want to set down a series of facts in a diary as most people do, but ……” (Change Direct Speech into Indirect Speech)
* I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. (it’s because ……that )
* It was the first time in a year and a half that I’d seen the night face to face ……(Understanding Anne’s inside thoughts.)
(五)布置作業(yè),鞏固新知
為了鞏固今天所學(xué)的內(nèi)容,我要求學(xué)生課后用100字左右來(lái)復(fù)述故事,完成Comprehending里的關(guān)于直接引語(yǔ)和間接引語(yǔ)的練習(xí)。
最后,我說(shuō)一下我的板書(shū)設(shè)計(jì)。為了濃縮教學(xué)內(nèi)容,使學(xué)生對(duì)新課內(nèi)容能一目了然,印象深刻,我采用綱目式設(shè)計(jì)板書(shū),左側(cè)列出課文中出現(xiàn)的重要的單詞和詞組,右側(cè)列出重點(diǎn)句型。
Unit 1 ? Friendship
1、Useful words and expressions ? ? ? ? ? 2、 Important structures
五、教學(xué)評(píng)價(jià)
這一節(jié)課我主要采取任務(wù)型的教學(xué)形式,從任務(wù)呈現(xiàn)到任務(wù)準(zhǔn)備(也就是知識(shí)與技能的教學(xué)),學(xué)生們?cè)谕瓿扇蝿?wù)的驅(qū)使下,得到了語(yǔ)言交際和思想交流的機(jī)會(huì),在討論問(wèn)題的過(guò)程中把知識(shí)和技能轉(zhuǎn)化為交流能力。我以與學(xué)生平等的身份參與到學(xué)生的交際和交流中去,這充分體現(xiàn)了師生互動(dòng)、生生互動(dòng)的教學(xué)思想,從而達(dá)到預(yù)期的目的。
由于本人經(jīng)驗(yàn)不足和能力有限,因此在備課和說(shuō)課的過(guò)程中存在著一些不足之處,懇請(qǐng)各位領(lǐng)導(dǎo)、老師提出寶貴意見(jiàn)。謝謝!
全國(guó)首屆小學(xué)英語(yǔ)優(yōu)質(zhì)課競(jìng)賽一等獎(jiǎng)教案(三)2009-06-01 11:32 A Telephone Call(廣州珠海香洲區(qū)吉蓮小學(xué) 鮑當(dāng)洪)I.Teaching Material A Telephone Call
A: May I speak to Jim, please? B: Sorry.He's not at home.A: Where is he now? B: He went to the bookshop.A: Would you please take a message? B: Sure.A: Tomorrow is Teachers' Day.We'll have a party at school.B: What time is the party? A: At three thirty in the afternoon.B: OK, I'll tell him When he's back.A: Thank you.II.Teaching Aims 1)Enable the students to make telephone calls in English and get them to know how to behave themselves on the telephone.2)Raise the students' interest to learn English.3)Encourage the students to have good cooperation with one another.III.Teaching contents 1)Patterns: May I speak to...? Would you please take a message? 2)Vocabulary: message, party, take a message
IV.teaching Aids Four toy telephones, a CD-ROM, a toy Santa Claus.V.Teaching procedures Step 1.Warming-up Exercise Sing the song “Greetings”.Step 2.Presentation and Practice 1)Ask the students to look at the screen and listen to the talk between the teacher and the person in the screen.2)After the talk, the teacher tells the students how to make a telephone call in English.Write the pattern “May I speak to...?”on the blackboard and teach them how to use it on the phone.3)Using the four toy telephones, ask the students to make telephone calls in pairs with the following patterns:----May I speak to...?----Speaking.Those students who do not have toy telephones can use their pencil-boxes instead, or they can put their fingers to their ears as a sign to make phone calls.4)Ask one student his/her name and his/her home telephone number, using the following sentences: Would you please 'tell me your name? Would you please tell me your home telephone number? 5)Make a telephone call to a student and get the students to learn the following short dialogue: T: Hello.Is that 8614761? S: Yes.T: May I speak to Xiao Long? S: Sorry, he is not in the office.T: Would you please take a message and ask him to come to school this afternoon? S: Sure.T: Thank you.6)Ask the students to make calls in groups.Then ask some pairs to act out to see if they know how to use the patterns below: May I speak to..,? Would you please take a message? 7)Ask the students to look at the screen and listen to the dialogue “A Telephone Call” withthe following questions in mind: What is the message about? What time is the party? Then ask the students some questions if they have understood the dialogue.8)Ask the students to look at the dialogue on the screen and listen to it again.9)The teacher tells the students the meaning of the word “tomorrow” with the help of a calendar and the following sentences: We'll have a party at school.I'll tell him when he's back.10)Ask the students to read the new word and the sentences on the blackboard.11)Ask the students to retell the dialogue in their own words in pairs.12)Play the game “Throwing Santa Claus” to see if the students can say the sentences well.The teacher throws the toy Santa Claus to a student.When the student catches the Santa Claus, he or she must say one of the sentences on the blackboard, and then throws the Santa Claus to another student.13)Ask the students to act out the dialogue in roles.Step 3.1)Show the students three pictures on the screen.Ask them to
make telephone calls in groups based on the picture they have chosen.Picture One: You want to invite Tom to play footbaU with you, butTom hasn't got a telephone at home.You ask Rose to take a message to Tom.Picture Two: Miss Wu is ill.You want to pay a visit to her with Jack.But Jack is not atme.His sister picks up the phone.Picture Three: You will hold a birthday party on Sunday.You
phone to Lily to invite her to your party, but she isn't at home.How do you speak to her mother, who is at home at that time? 2)Ask some pairs to act out their telephone calls.3)Ask the students to make phone calls to the teachers who are sitting around the dassroom.The teacher tells the students:“There will be a party on New Year's Day.We will invite some teachers to come to our party.Write the names and the telephone numbers of some teachers and maketelephone calls to them”.Step 4.Summary Tell the students the way of making a phone call in their daily life.Step 5.Homework Ask the students to make phone calls to their friends and tell them their school life after class.Step 6: Ending Sing the song “Happy Weekend”.專(zhuān)家點(diǎn)評(píng)
鮑當(dāng)洪老師執(zhí)教的 A Telephone Call是一節(jié)真實(shí)、自然、生動(dòng)、有趣的小學(xué)英語(yǔ)課。該課教學(xué)目的明確,教學(xué)過(guò)程有序,教學(xué)活動(dòng)設(shè)計(jì)合理,教學(xué)各環(huán)節(jié)過(guò)渡自然,學(xué)生思維活躍。這節(jié)課在組織和設(shè)計(jì)上主要有以下特點(diǎn): 1.注重學(xué)生的主體地位,實(shí)現(xiàn)了教師角色的轉(zhuǎn)變。
執(zhí)教教師從學(xué)生的興趣出發(fā),通過(guò)創(chuàng)設(shè)情景,示范教學(xué)內(nèi)容,啟發(fā)學(xué)生的思維,組織學(xué)生實(shí)踐,培養(yǎng)學(xué)生的語(yǔ)言交際能力。教師在整個(gè)教學(xué)活動(dòng)中成功地扮演了多個(gè)角色。首先,他是一個(gè)示范者,他為學(xué)生展示語(yǔ)言結(jié)構(gòu)、意義和語(yǔ)言運(yùn)用的情景;同時(shí)他又是一個(gè)啟發(fā)者,啟發(fā)學(xué)生思考,引導(dǎo)學(xué)生想象;其次,他還是一個(gè)情景的設(shè)計(jì)者和學(xué)習(xí)的指導(dǎo)者,他通過(guò)多媒體課件展現(xiàn)生動(dòng)、逼真的交際情景,幫助和引導(dǎo)學(xué)生在語(yǔ)境中理解語(yǔ)言的結(jié)構(gòu)和意義;此外,他更是一名課堂活動(dòng)的組織者、學(xué)生學(xué)習(xí)的激勵(lì)者和促進(jìn)者,他通過(guò)玩具小電話、身體語(yǔ)言設(shè)計(jì)情景,組織學(xué)生開(kāi)展游戲和兩人小組活動(dòng),給學(xué)生提供模仿、體驗(yàn)、實(shí)踐和創(chuàng)造性運(yùn)用語(yǔ)言的機(jī)會(huì),并在活動(dòng)中適時(shí)地鼓勵(lì)和表?yè)P(yáng)學(xué)生,保護(hù)學(xué)生的自信心和學(xué)習(xí)的積極性,使學(xué)生學(xué)有所獲。
2.注重把語(yǔ)言結(jié)構(gòu)和語(yǔ)言功能有機(jī)結(jié)合,實(shí)現(xiàn)了從知識(shí)到能力的轉(zhuǎn)變。
本課教學(xué)內(nèi)容涉及關(guān)于打電話的表達(dá)方式,執(zhí)教教師能夠注意處理好結(jié)構(gòu)與功能的關(guān)系,將語(yǔ)言結(jié)構(gòu)的學(xué)習(xí)融于模擬的交際情景之中。教師在教學(xué)的設(shè)計(jì)上采用分解難點(diǎn)、分步呈現(xiàn)、逐步擴(kuò)展、層層深入的方式,注重示范質(zhì)量,保證學(xué)生對(duì)語(yǔ)言意義的正確理解,通過(guò)各種模仿和操練活動(dòng),使學(xué)生掌握新的語(yǔ)言形式。例如,教師運(yùn)用多媒體創(chuàng)設(shè)了不同的生活情景,讓學(xué)生兩人一組選擇其中的一種,并運(yùn)用所學(xué)語(yǔ)言進(jìn)行模擬交際,促進(jìn)了知識(shí)向能力的轉(zhuǎn)化。
3.注重教學(xué)內(nèi)容與學(xué)生的生活經(jīng)驗(yàn)相結(jié)合,實(shí)現(xiàn)了學(xué)以致用的教學(xué)目標(biāo)。
鮑老師通過(guò)創(chuàng)設(shè)情景,將學(xué)習(xí)內(nèi)容與學(xué)生的實(shí)際生活相結(jié)合,使學(xué)生身臨其境,從而達(dá)到了學(xué)以致用的目的。例如,他在給某個(gè)學(xué)生打電話之前,先用英語(yǔ)了解學(xué)生家的電話號(hào)碼,然后撥號(hào)給該學(xué)生打電話,讓學(xué)生感到真實(shí)和親切。同時(shí),他設(shè)置的三個(gè)情景:約同學(xué)踢足球,約同學(xué)看望老師,約同學(xué)參加生日晚會(huì),也都反映了學(xué)生的實(shí)際生活。追求語(yǔ)音、語(yǔ)調(diào)自然,教態(tài)親切、大方,風(fēng)格友善和幽默也是鮑老師教學(xué)成功的重要因素。當(dāng)然,本節(jié)課還有改進(jìn)的余地,例如,在學(xué)生兩人小組活動(dòng)中,教師對(duì)學(xué)生角色的描述不夠明確,使得學(xué)生對(duì)話中的一些語(yǔ)言顯得不夠得體。此外,讓學(xué)生向現(xiàn)場(chǎng)聽(tīng)課的老師詢(xún)問(wèn)電話號(hào)碼時(shí),應(yīng)該適時(shí)教給學(xué)生使用得體的語(yǔ)言,以避免學(xué)生在特定的場(chǎng)合出現(xiàn)使用不得體的問(wèn)話方式。
評(píng)課人:王 薔(大賽評(píng)委、北京師范大學(xué)外語(yǔ)系主任)
Whatdoyouwant
Teachingplan
Whatdoyouwant
TeachingAims:
1、復(fù)習(xí)水果的英語(yǔ)名稱(chēng),初步掌握句型Whatdoyouwant
2、在游戲中感知新句型并體驗(yàn)英語(yǔ)游戲的樂(lè)趣。
TeachingAids:
abasketsomefruitssomefruitscards
adicetwotrees
TeachingSte:
一、Greeting
T:Hello,Goodnoon,boysandgirls!
C:Hello,Goodnoon,Melody!.
T:Whatdoyousee
:Itsa
二、Tolearn
1Showapuettostudents.Teacherandpueteachothersay:Whatdoyouwant
2Showadicetostudents.
T:Whatsthis
ice.
T:Now,Illask:Whatdoyouwant
3Showthefruitscardsontheblackboard.
T:Whatarethese
:Somefruits.
T:Whatdoyouwant
:Iwant(Iftheyllsaygreat,thenputdownthefruitscardsfromtheblackboardandgivethem.)
4將小朋友分成紅隊(duì)和藍(lán)隊(duì),請(qǐng)兩隊(duì)摘樹(shù)上的水果.每隊(duì)各選5名代表上來(lái),分別為NO.1NO.5,當(dāng)下面的小朋友說(shuō):Whatdoyouwant
5將小朋友分成5個(gè)小組,每個(gè)小組一個(gè)球,拋的說(shuō):WhatdoyouwantT:Claisover.Letsstandupandturnback.Tootherteacherssay:thankyou,bye-bye.
Unit1 Welcome back to school!
第一課時(shí)
教學(xué)目標(biāo):
知識(shí)與技能:能聽(tīng)說(shuō)單詞Welcome,back,boy,and,girl,we,new,friend,today,from等;會(huì)運(yùn)用句子I’m /I’m from介紹自己及自己的情況。
過(guò)程與方法:創(chuàng)設(shè)情景,小組合作學(xué)習(xí)中鞏固運(yùn)用句型和單詞。
情感、態(tài)度和價(jià)值觀:培養(yǎng)學(xué)生尊重他人的良好品質(zhì)。
重點(diǎn)難點(diǎn) 理解單詞boy,girl,friend。
1.boy和from的讀音不易掌握。
2.認(rèn)識(shí)和理解英語(yǔ)中人名、地名及國(guó)家名稱(chēng)的寫(xiě)法和讀法。
一、熱身/復(fù)習(xí)(Warm-up/Revision)
師生問(wèn)候,用英語(yǔ)打招呼Welcome back to school!復(fù)習(xí)鞏固學(xué)過(guò)的內(nèi)容,創(chuàng)設(shè)英語(yǔ)學(xué)習(xí)氛圍。
二、新課展示(Presentation)
1.教師借助Amy和Zhang Peng的頭飾向?qū)W生介紹引出單詞:boy,girl,friend。
2.利用單詞卡片教學(xué)生認(rèn)讀單詞:boys and girls, today, new friends。
3.教師帶頭飾自我介紹:Hi,I’m Amy. I’m from the UK.借助國(guó)旗引導(dǎo)學(xué)生認(rèn)識(shí)英國(guó)的英語(yǔ)名稱(chēng)。
4.教師帶頭飾自我介紹:Hi,I’m Zhang Peng. I’m from Shandong.借助國(guó)旗引導(dǎo)學(xué)生認(rèn)識(shí)英國(guó)、美國(guó)和加拿大的`英語(yǔ)名稱(chēng)。
5.教師點(diǎn)撥:英語(yǔ)中人名、地名和國(guó)家名稱(chēng)的首寫(xiě)字母大寫(xiě)的寫(xiě)法。the UK是英文縮寫(xiě)形式必須都大寫(xiě),讀作U和K。
(6)聽(tīng)課文錄音,跟讀對(duì)話。
三、趣味操練(Practice)
1.學(xué)生兩人一組分角色練習(xí)對(duì)話。
2.小組展示:表演對(duì)話。
3. Look and say:看國(guó)旗,編對(duì)話運(yùn)用句子:I’m /I’m from介紹自己及自己的情況。理解What about you?的含義。
四、作業(yè)(Homework)
仿照課文對(duì)話,自己創(chuàng)編對(duì)話并表演。
我今天這節(jié)課所使用的教材是義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)四年級(jí)的上冊(cè),我所講的內(nèi)容是第五單元PartB中的Let us learn.Let us chant和Let us do這三部分內(nèi)容。我之所以將這三部分內(nèi)容放在一課時(shí)來(lái)講,是因?yàn)檫@三者密不可分。Let us learn中的詞匯是PartB中的教學(xué)重點(diǎn),而Let us chant和Let us do又是Let us learn中詞匯的擴(kuò)展和延伸,其中Let us chant又把Let us learn中的詞匯利用活潑歡快的節(jié)奏靈活運(yùn)用到句型“Pass me……”中去,讓孩子們?cè)跉g快的韻律中再次領(lǐng)會(huì)英語(yǔ)單詞以及英語(yǔ)句子的韻律美。還有“Let us do”部分是將“Let us learn”中的單詞靈活運(yùn)用到實(shí)際生活語(yǔ)言中來(lái),讓孩子們?cè)谡莆赵~句的基礎(chǔ)上又提高了聽(tīng)力。這就是我這節(jié)課所要達(dá)到的教學(xué)目標(biāo),即:在掌握詞匯的基礎(chǔ)上提高孩子們的聽(tīng)說(shuō)能力。在這節(jié)課的教學(xué)過(guò)程中,我利用簡(jiǎn)單有直觀的實(shí)物和圖片相結(jié)合來(lái)講解單詞,再用肢體語(yǔ)言配合來(lái)演示句子。為了取得更好的教學(xué)效果,我還盡自己的所能制作了課件來(lái)輔助教學(xué),為了把課堂的主體地位真正還給孩子們,在教學(xué)方式和教學(xué)環(huán)節(jié)上,我作了精心的設(shè)計(jì)和安排。
首先,是一首英語(yǔ)歌曲將孩子們自然而然的帶到英語(yǔ)語(yǔ)言環(huán)境中,然后讓孩子們回答問(wèn)題“What would you like for breakfast?”為講授新課做下鋪墊。在講解新單詞時(shí),我不是采用那種用圖片直接教單詞的灌輸式,而是針對(duì)每個(gè)單詞用簡(jiǎn)單英語(yǔ)提出問(wèn)題并加以解釋在配上肢體語(yǔ)言讓孩子們猜出新單詞的意思,如在講解plate時(shí),我說(shuō):I often put the food on the plate,put the apples on the plate,put……and so on.然后讓孩子們動(dòng)腦思考,通過(guò)我提供的英語(yǔ)信息來(lái)猜出單詞的'漢語(yǔ)意思,在演示句子時(shí),我也是利用實(shí)物和肢體語(yǔ)言反復(fù)重復(fù)英語(yǔ)句子讓孩子們自己去領(lǐng)悟句子的意思,我覺(jué)得這是培養(yǎng)學(xué)生英語(yǔ)思維能力的過(guò)程,也是學(xué)生自主學(xué)習(xí)的過(guò)程。
另外,在教學(xué)中我注意中西文化知識(shí)的擴(kuò)展,向?qū)W生交代了中西方飲食文化上的差異——餐具的不同使用方式。教師本身就是最好的聽(tīng)力材料來(lái)源,因此在課堂上我還注意盡可能地多使用英語(yǔ)為學(xué)生創(chuàng)設(shè)良好的英語(yǔ)語(yǔ)言氛圍,提高學(xué)生的語(yǔ)言綜合運(yùn)用能力。
以上就是我對(duì)這節(jié)課的理解和教學(xué)安排,如有不當(dāng)之處,懇請(qǐng)各位領(lǐng)導(dǎo)和老師給予批評(píng)指正,我將虛心接受,謝謝大家。
教材分析
課標(biāo)對(duì)本節(jié)的要求是掌握表示位置的介詞、Where’s the …?It’s….和There be 句式的單、復(fù)數(shù)形式及其長(zhǎng)句的表示法。在四年級(jí)上冊(cè)第四單元已經(jīng)學(xué)習(xí)過(guò)介詞in,on,under。Where句型也涉及過(guò)。There are也見(jiàn)過(guò)。在本單元的A部分學(xué)習(xí)了家具陳設(shè)等物品的名稱(chēng)及There be 句型的用法。在第六單元將繼續(xù)學(xué)習(xí)There be 的問(wèn)句形式。因此,本節(jié)課在前后教材內(nèi)容上起著至關(guān)重要的作用。學(xué)習(xí)本課有利于清晰地描述物品之間的位置關(guān)系。
學(xué)情分析
通過(guò)調(diào)查及學(xué)生在前面學(xué)習(xí)中的表現(xiàn)。大部分學(xué)生擁有自己的房間。對(duì)自己房間里物品的擺設(shè)非常熟悉。具有一定的合理布局的能力。并且能用There be 結(jié)構(gòu)對(duì)自己房間有什么物品進(jìn)行簡(jiǎn)單的描述。要掌握本課的知識(shí)最大的障礙是清晰、熟練、準(zhǔn)確地理解和運(yùn)用這些介詞和句型在真實(shí)的語(yǔ)境中進(jìn)行交流。
教學(xué)目標(biāo)
一、知識(shí)和技能目標(biāo):
1. 能聽(tīng)、說(shuō)、讀、寫(xiě)單詞: in, on , under, behind, near.
2. 能聽(tīng)、說(shuō)、認(rèn)讀單詞:over, in front of
3. 能運(yùn)用Where ’s the …?It’s….和There be 句式對(duì)房間里物品的位置關(guān)系進(jìn)行簡(jiǎn)單的描述。
二、過(guò)程和方法目標(biāo)
1、通過(guò)游戲、師生對(duì)話、回答問(wèn)題、趣味操練等活動(dòng),對(duì)學(xué)生進(jìn)行語(yǔ)言輸入。
2、通過(guò)小組活動(dòng)、生生對(duì)話、培養(yǎng)學(xué)生的合作交流能力。
三、情感態(tài)度與價(jià)值觀目標(biāo):
1.激發(fā)學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的喜愛(ài)之情,培養(yǎng)學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的興趣。
2、養(yǎng)成有條理地?cái)[放物品的好習(xí)慣,培養(yǎng)學(xué)生的審美情趣。
教學(xué)重點(diǎn)和難點(diǎn)
教學(xué)重點(diǎn)
能聽(tīng)、說(shuō)、讀、寫(xiě)單詞:in, on, under, behind, near。
能夠聽(tīng)說(shuō)認(rèn)讀單詞:over, in front of和句子“Where is …? It’s ….”及There be 句式,并能在一定情景中正確運(yùn)用。
教學(xué)難點(diǎn)
1. 熟練掌握七個(gè)方位介詞的用法,特別是“in front of”和“over”。
2.在真實(shí)的情景中熟練地運(yùn)用語(yǔ)言進(jìn)行交流。
活動(dòng)目標(biāo):
1、能用英語(yǔ)日常用語(yǔ)互動(dòng)并積極地參與游戲中。
2、能邊做動(dòng)作邊說(shuō)出英語(yǔ)單詞:daddy,mami,brother,sister,grandpa,grandma
學(xué)習(xí)歌曲:
活動(dòng)準(zhǔn)備:英語(yǔ)卡片、英語(yǔ)律動(dòng)碟片,百寶馕
活動(dòng)過(guò)程:
一、問(wèn)候
師:“Good afternoon,students?”(Good afternoon,teather.)
二、律動(dòng)
師:“Let’s do a warm up,Ok?”(Ok.)
做英語(yǔ)韻律操(由做的好的學(xué)生帶領(lǐng)做)
三、游戲
師:“Let’s play a game, ok?”(Ok.)
1、通過(guò)集體游戲Turn around,復(fù)習(xí)英語(yǔ)單詞daddy,mami,brother,sister,grandpa,grandma
玩法:師:“Turn around??? stop!”(出示卡片),幼兒口說(shuō)單詞,身體做動(dòng)作。
(1)試兩遍,幼兒熟悉游戲。
(2)游戲中,誰(shuí)第一個(gè)說(shuō)出單詞,給予禮物以激發(fā)幼兒興趣。
2、通過(guò)游戲“百寶馕”,引導(dǎo)幼兒復(fù)習(xí)英語(yǔ)單詞daddy,mami,brother,sister,grandpa,grandma
(1)先后假裝讓2位幼兒偷看百寶馕中的物品,并作“噓”動(dòng)作,幼兒開(kāi)口之前口說(shuō):“不許說(shuō)”,作出神秘狀
(2)讓第三位幼兒取出卡片并說(shuō)出單詞,請(qǐng)其他幼兒判斷。
(3)也可以請(qǐng)幼兒表演,其他幼兒猜單詞,請(qǐng)取卡片的幼兒判斷。
七年級(jí)英語(yǔ)優(yōu)質(zhì)課教案3篇
英語(yǔ)教學(xué)要為對(duì)話練習(xí)及書(shū)寫(xiě)打下基礎(chǔ),保證單詞的正確性,提高聽(tīng)力的準(zhǔn)確性。作為初一七年級(jí)英語(yǔ)老師,你有在課前準(zhǔn)備初一七年級(jí)英語(yǔ)教案?它對(duì)你的工作有著許多幫助。你是否在找正準(zhǔn)備撰寫(xiě)“七年級(jí)英語(yǔ)優(yōu)質(zhì)課教案”,下面小編收集了相關(guān)的素材,供大家寫(xiě)文參考!
七年級(jí)英語(yǔ)優(yōu)質(zhì)課教案篇1
教學(xué)目標(biāo)
1、語(yǔ)言目標(biāo)
◆ 掌握部分有關(guān)電視節(jié)目以及表示裝飾的詞匯,如:soap opera, sitcom, sports show, host, super, agree, hair clip, key ring, belt, wallet etc.
◆ What do you think of…? 句式在不同人稱(chēng)中的使用及其幾種不同的答語(yǔ)方式,并能簡(jiǎn)單陳述理由。
◆ 掌握運(yùn)用love, like, don’t like, don’t mind, can’t stand恰當(dāng)表達(dá)對(duì)有關(guān)事物的觀點(diǎn)和態(tài)度。
2、能力目標(biāo)
◆ 學(xué)會(huì)陳述自己的看法和意見(jiàn)。
◆ 學(xué)會(huì)談?wù)撟约旱南埠谩?/p>
◆ 談?wù)劻餍形幕?,了解各?lèi)電影和電視節(jié)目的名稱(chēng)。
◆ 了解一些日常生活用品,描述對(duì)其喜好程度。
3、策略目標(biāo)
利用不同媒體獲取相關(guān)的學(xué)習(xí)資源,通過(guò)合作、探究的方式學(xué)習(xí);學(xué)會(huì)正確評(píng)價(jià)自己的學(xué)習(xí)行為和學(xué)習(xí)效果。
4、情感目標(biāo)
◆ 學(xué)會(huì)客觀地評(píng)價(jià)事物。
◆ 正確表達(dá)自己的意見(jiàn)。
◆ 正確認(rèn)識(shí)流行文化。
◆ 了解中西文化在表達(dá)自己的觀點(diǎn)時(shí)存在很大差異——我們比較委婉,而西方人則更直接一些。
教學(xué)重難點(diǎn)
1、重點(diǎn)
學(xué)習(xí)及掌握陳述自己的看法,意見(jiàn)及喜好的詞匯和基本句型。
2、難點(diǎn)
正確運(yùn)用What do you/does he/she think of…?及I love/like/don’t like/don’t mind/can’t stand ... He/She loves/likes/doesn’t like/doesn’t mind/can’t stand ...等句型結(jié)構(gòu)來(lái)表達(dá)對(duì)客觀事物的評(píng)價(jià)。
教學(xué)工具
課件
教學(xué)過(guò)程
Step1 Warming up : Chant
What do you think of talk shows?
I don’t mind them.
What about game shows?
I love them.
Do you like sitcoms?
Yes, I do.
Step 2 Revision: Dialogue show time
注:1. Dialogue show后要鼓勵(lì)學(xué)生給予comments。可以引導(dǎo)學(xué)生在以下幾方面評(píng)價(jià):
What do you think of their dialogue?
Body language
pronunciation
intonation
2.如有許多Pairs想上來(lái)show,可以用一個(gè)chant確定:
1,2,3,4 Mary is at the kitchen door.
5,6,7,8 Mary is at the garden.
Step 3 Presentation
1. Listen and do 2a, 2b.
借助Dialogue show 及過(guò)渡句“Have you seen the sitcom Dumpling King引出聽(tīng)力
2. 做完2a,2b后,問(wèn):
What does he think of Dumpling King?
What does he think of Er Bao
Xiao Bao ?
Sitcoms
呈現(xiàn)新的句型。
Step 4 Information exchange
Student A looks at one paper, student B looks at the other paper.(Don’t look at his/her partner’s paper)
運(yùn)用句型結(jié)構(gòu):What does Alan/Yang Lin think of these TV shows?交流信息。
Step 5 Task(1):
Weekend Talk show
學(xué)生三人一組,分別扮演角色 host/hostress和guests,電視訪談節(jié)目的演示,談?wù)搶?duì)不同TV shows的看法,但老師先要給予Talk show的model。
A: Welcome to 9 o’clock weekend Talk show.
We’re talking to….Welcome to the show…
B: Thank you.
A: Do you like to watch TV?
B:
A: What do you think of sports shows?
B:
A: How about…?
B:
A: OK! Thanks for joining us. Next, we’re talking to…
Step 6 Task (2):Survey time
列舉常見(jiàn)TV Shows的名稱(chēng),調(diào)查并統(tǒng)計(jì)班內(nèi)同學(xué)對(duì)各種節(jié)目的觀點(diǎn)。四人小組以統(tǒng)計(jì)圖表的形式(學(xué)生可以creative一些,設(shè)計(jì)各種統(tǒng)計(jì)圖表)呈現(xiàn)結(jié)果,再給TV station寫(xiě)一封調(diào)查報(bào)告,并提些建議。
統(tǒng)計(jì)時(shí),增加句型:I do, too.
I don’t, either.
Step7 Homework
1. Finish your diagram and stick on the board.
2. Finish writing the letter to the TV station.
課后小結(jié)
學(xué)了這節(jié)課,你有什么收獲?
課后習(xí)題
完成課后練習(xí)題。
板書(shū)
Unit 11 What do you think of game shows?
七年級(jí)英語(yǔ)優(yōu)質(zhì)課教案篇2
教學(xué)目標(biāo)
1. 語(yǔ)言知識(shí)目標(biāo):
1) 能掌握以下單詞: newspaper, use, soup, wash, movie, just
能掌握以下句型:
① —What are you doing? —I'm watching TV.
② —What's he doing? —He's using the computer.
③ —What are they doing? —They're listening to a CD.
④ —This is Jenny. —It's Laura here.
2) 能掌握語(yǔ)法:現(xiàn)在進(jìn)行時(shí)態(tài)的用法。
3) 能運(yùn)用所學(xué)的知識(shí),描述人們正在干的事情。
教學(xué)重難點(diǎn)
1. 教學(xué)重點(diǎn):
1) 詞匯、詞組搭配和現(xiàn)在進(jìn)行時(shí)的用法。能用現(xiàn)在進(jìn)行時(shí)的各種形式進(jìn)行準(zhǔn)確的描述和表達(dá)正在發(fā)生的動(dòng)作。
2) 能掌握現(xiàn)在進(jìn)行時(shí)態(tài)及一些表示具體動(dòng)作的詞組搭配,如: doing homework, using the computer, watching TV, eating dinner… 等
2. 教學(xué)難點(diǎn):
現(xiàn)在進(jìn)行時(shí)中現(xiàn)在分詞的結(jié)構(gòu)及讀音,能在交際中準(zhǔn)確地運(yùn)用現(xiàn)在進(jìn)行時(shí)來(lái)描述或表達(dá)正在進(jìn)行的動(dòng)作。
教學(xué)工具
多媒體
教學(xué)過(guò)程
Ⅰ. Warming-up and Lead in
1. Greet the Ss and check the homework.
2. Watch a video program.
Ⅱ. Presentation
1. Show some pictures on the big screen. Present the new words and expressions.
2. Ss watch and learn the new words and expressions.
3. Give Ss some time and try to remember the new words and expressions.
4. (Show some pictures on the screen and ask some students to perform the actions.)
e.g. T: What are you doing?
S: I am doing homework. (Help him/her to answer)
T: What is he /she doing?
Ss: He /she is doing homework.
Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.
5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.
6. Check the answers with the Ss.
Ⅲ. Game (guess)
1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.
(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?
2. Ss watch and guess the actions.
3. Ask and answer about the pictures.
—What's he/she doing?
—He's/She's …
Ⅳ. Listening
1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the right activities from 1a.
2. Play the recording for the Ss twice.
3. Ss listen to the recording and write the numbers from 1a.
Ⅴ. Pair work
1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.
2. Ss make conversations by themselves and practice the conversations.
Ⅵ. Listening
1. Work on 2a;
T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.
(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )
Check the answers.
2. Work on 2b.
Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.
The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)
Ⅶ. Pair work
1. Now, role-play the conversation with your partners.
2. Let some pairs to act out the conversation in front of the class.
Ⅷ. Role-play
1. Ask Ss to read the conversation in 2d and answer the questions below.
① Are Jenny and Laura talking on the phone?
(Yes, they are.)
② What's Laura doing now?
(She's washing her clothes.)
③ What's Jenny doing?
(She's watching TV.)
④ When do they meet at Jenny's home?
(At half past six.)
2. Ss read the conversation and answer the questions above.
3. Check the answers with the Ss.
4. Let Ss work in pairs and role-play the conversation.
Homework:
1. Review the words and expressions in this period.
2. Understand the knowledge about the present progressive tense.
3. Make five sentences on what are you doing now.
七年級(jí)英語(yǔ)優(yōu)質(zhì)課教案篇3
Language Goal:
Talk about what people are doing.
Teaching Aims:
The present Progressive (結(jié)構(gòu)式: Be + V-ing )
Key Points:
---What’s he doing ?
---He’s reading.
Difficult points:
現(xiàn)在進(jìn)行時(shí)的用法和動(dòng)詞V-ing 形式的構(gòu)成。
Teaching Methods:
由淺入深,設(shè)置場(chǎng)景、對(duì)話以及表演來(lái)教授新句型。
Teaching Aids:
教學(xué)圖片、教學(xué)光盤(pán)、VCD機(jī)、錄音機(jī)
Teaching Procedures:
Step1. Warming – up
A. Duty report
Teacher: How are you, boys and girls?
S s : Fine, thank you.
Teacher: OK, who’s on duty today?
(the student who is on duty starts to make a duty report)
B. Ask and answer
(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)
T: Usually, what time do you go to school?
S1: ……
T: When does your father watch TV in the evening?
S2: ……
T: Do you do your homework in the evening?
S3: ……
T: When do you play soccer?
S4: ……
T: what time do you usually eat dinner?
S5: ……
(The teacher should encourage the students after questions.)
The teacher ask the students to read these five verbs for several times.
Step 2. Presentation
A. Match the words and the activities.
Ask the students to turn to page 83, and look at the pictures in 1a.
Then,the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
(Help the students answer the question with body language .)
Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)
The Ss read these V-ing words after the teacher.
B. Play the video.
To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand.
(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)
C. Teach the Present Progressive.
1. Introduction
Tell the Ss what the Present Progressive is. (現(xiàn)在進(jìn)行時(shí)表示現(xiàn)在正在進(jìn)行或發(fā)生的動(dòng)作, 它的表現(xiàn)形式為Be Verbs + V-ing ---- 這也即為它的結(jié)構(gòu)式.)
2. Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.
3. Listen to the tape.
Let the Ss get ready to listen to the tape (paper and ball-point pen).
Check the answer: 2 4 1
4. Activities.
The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”
(The other actions: look at someone, clean the window)
Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:
n What am I doing?
n I’m opening the door.
n What am I doing?
n I’m looking at him.
n What am I doing?
n I’m cleaning the window.
5. Pairwork.
Ask and answer questions about what people are doing in the picture.
u What’s he doing?
u He’s reading.
The Ss can practice different sentences upon the verbs on the blackboard.
6. Guessing game.
The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)
(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.)
7. Self-assessment.
The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.
8. Do the exercises.
The teacher have the Ss some exercises, and ask the Ss to do at once.
--What’s Li Lei doing?
-- He_____________. ( read )
--What’s his mother doing?
--She_____________. ( write )
--What are they doing?
--They_____________. ( play soccer)
--What are David and Mary doing?
--They_____________. (have dinner)
--What’s Jenny doing?
--She______________. ( run )
(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.
Step 3. Homework
1. Finish the exercises in the class.
2. Make a conversation and act it out with your partner.
Step 4. The end
T: You are very good today, boys and girls! And thank you for listening. Bye.
活動(dòng)目標(biāo):
1、體驗(yàn)游戲活動(dòng)的快樂(lè)。
2、學(xué)會(huì) one two three four five . 聽(tīng)懂問(wèn)句“How many …”
3、培養(yǎng)樂(lè)于大膽參與游戲的行為。
活動(dòng)準(zhǔn)備:
1、蘋(píng)果樹(shù)5棵、蘋(píng)果15個(gè)。
2、英文1至5,框框五個(gè)、蘋(píng)果方塊一個(gè),方塊上有一只老虎。
3、請(qǐng)一名教師扮演老虎。
活動(dòng)過(guò)程:
一、T: Hi Good morning everybody .
Look , teacher′s say“morning ”to you teacher′s .
手指游戲:
one finger one finger turn turn turn turn to a chick, chick chick chick
Two finger two finger turn turn turn turn to a bunny jump jump jump
three finger three finger turn turn turn turn to a cat miao miao miao
four finger four finger turn turn turn turn to a dog roof roof roof
five finger five finger turn turn turn turn to a tiger a tiger is coming
二、通過(guò)蘋(píng)果樹(shù)和蘋(píng)果引出活動(dòng)。
T:Look over here . what can you see . (I see ) Do you like apples ?
教師問(wèn)幼兒,幼兒回答蘋(píng)果有多少,并教幼兒讀單詞,并拼讀。
T:How many apples . one… Let’s count together .
三、游戲 《格子方塊》
1、聽(tīng)音說(shuō)單詞: 老師做拋方塊的動(dòng)作,當(dāng)方塊停止后,寶寶大聲用英文說(shuō)出方塊上數(shù)字的名稱(chēng)。
T: How many …
C: Is number …
2、當(dāng)你看到是方塊上的數(shù)量是3的時(shí),就要跑到數(shù)字three的框框處,當(dāng)你看到方塊是老虎的時(shí)候馬上跑回座位關(guān)上門(mén)。(分組游戲,先請(qǐng)男孩子或女孩子。)
T: Oh 3 bunnies , please Go to the number 3 , ok .
T: A Tiger is coming , shut the door . ok
T: How many …, How many … Let’s count one …
T: One… Go go go
四、多媒體
Let′s watch TV ?
Look carefully please .
Please Listen and watch .
Let′s count …
一.設(shè)計(jì)說(shuō)明:
1. 課題說(shuō)明: 牛津小學(xué)英語(yǔ)5b unit 6 b、d
2. 課時(shí)說(shuō)明:1課時(shí)
3. 設(shè)計(jì)思路:
(1)學(xué)生語(yǔ)言表達(dá)能力的提高,要靠長(zhǎng)期的學(xué)習(xí)積累,不能一蹴而就,“冰凍三尺,非一日之寒”。 在小學(xué)英語(yǔ)學(xué)習(xí)的課堂上,讓學(xué)生語(yǔ)言能力的培養(yǎng)在活動(dòng)中進(jìn)行,讓孩子在游戲、唱歌、表演、看圖說(shuō)話等多種形式訓(xùn)練中,逐步學(xué)會(huì)說(shuō)話,不知不覺(jué),積少成多,在教師的有效指導(dǎo)下,把話說(shuō)地道。
(2)從學(xué)生的生活經(jīng)驗(yàn)和興趣出發(fā),創(chuàng)設(shè)與完成任務(wù)相關(guān)的情景進(jìn)行語(yǔ)言訓(xùn)練,使學(xué)生在真實(shí)的情景和方式中學(xué)習(xí)英語(yǔ)知識(shí),發(fā)展語(yǔ)言技能。
(3)借助圖片,訓(xùn)練學(xué)生運(yùn)用現(xiàn)在進(jìn)行時(shí),敘述正在發(fā)生的事情, 使學(xué)生知道什么情況下使用現(xiàn)在進(jìn)行時(shí)。
4.學(xué)生情況說(shuō)明:本案例適合三年級(jí)起學(xué)習(xí)《牛津小學(xué)英語(yǔ)》的小學(xué)五年級(jí)學(xué)生
二、教學(xué)詳案:
unit 6 a pe lesson b、d
(一)、教學(xué)目標(biāo):
four skills words: touch ,an arm , a hand ,a leg , a foot
three skills words: neck , shoulder ,finger ,knee ,toe
everyday english: touch your…
let the students can use the new words freely. arouse their interests of pe.
(二)、教學(xué)重點(diǎn)、難點(diǎn):
emphases: the new words.
difficulties: use the everyday english freely.
(三)、教學(xué)準(zhǔn)備:
some pictures
(四)、教學(xué)過(guò)程:
before class: sing a song《hobbies》
step1 greetings
step2 free talk
t: what day is it today?
s: it’s…
t: do you have any hobbies?
s: yes, i do. i like…
t: what’s my hobby? guess!
s: i think you like…
step3 presentation
t: i like colleting dolls. look, this is a picture of one of my dolls.(show the picture of part b)is he cool?
s: yes, he is.
t:(point to the boy’s foot)look, what’s this?
s: it’s a foot.
t: it’s his foot, and they ‘re his feet.(teach foot and feet)look, this is his neck.. (teach neck)touch your neck/foot/feet. (teach touch)
t: what are these? they’re his shoulders.(teach shoulder)touch your shoulders.
s: (do the actions.)ok.
t: what’s this?
s: (看音標(biāo),試拼讀)it’s an arm..
t: can you see his legs?
s: yes, i can.
t: (teach leg)(the same method to teach other words)
step4 look, read and learn.
a、read the new words after the teacher.(t: touch your… s: touch my…)
b、listen to the tape and imitate.
step5 play a game.(a pe lesson)
a、show the title and read together.
b、play the game.(師說(shuō)口令,生做動(dòng)作或一生說(shuō)口令,其余人做動(dòng)作)
step6 consolidation.
a、t: boys and girls, i have many wonderful photos .do you want to see them?
s: yes, i do.
t: (show the picture of part d)look, the boy is standing . where is he standing?
s: he’s standing on the man’s shoulders.
t: so we can say the boy is standing on the man’s shoulders.
s: (read after the teacher)
t: what about the girl/man? say the sentences to your partners.
s: (say the sentences)
t: (ask some students to say)do the exercises on page 48 of your book..
s: (do the exercises)
t: (check the answer)
b、t: look, here comes the monster. it has two hands, two necks, four arms, eight fingers and six legs. it’s terrible. what’s the monster in your mind? draw it out and describe it to your partners.
s: (draw and say)
t: (ask some student to say)
step7 summary
step8 homework.
補(bǔ)充練習(xí)p17 d、p18f。
板書(shū):
unit 6 a pe lesson date
pictuers
touch your…
三、教學(xué)反思:
1.歌曲激趣,營(yíng)造氛圍
英語(yǔ)歌曲是提高學(xué)生英語(yǔ)學(xué)習(xí)興趣和學(xué)習(xí)效率的有效方法之一。"hobbies"這首動(dòng)聽(tīng)的歌曲既能感染學(xué)生,調(diào)動(dòng)學(xué)生的情緒,歌詞中的句型又在不知不覺(jué)中有效地復(fù)習(xí)了本冊(cè)u(píng)nit 3 中的內(nèi)容。
2.利用實(shí)物,學(xué)習(xí)新知
小學(xué)高年級(jí)學(xué)生仍以形象思維為主。因此,我借助圖片,結(jié)合體態(tài)語(yǔ)言,運(yùn)用動(dòng)作進(jìn)行直觀教學(xué)。
3.設(shè)計(jì)游戲,鞏固新知
寓學(xué)于樂(lè),讓學(xué)生輕松、快樂(lè)、高效地學(xué)習(xí),是我們的追求。游戲,是我們的好幫手之一。因此,我在本課設(shè)計(jì)了a pe lesson這個(gè)游戲,讓學(xué)生聽(tīng)口令做出相應(yīng)的動(dòng)作。第一、旨在集中學(xué)生的注意力,養(yǎng)成靜聽(tīng)、細(xì)看、敢說(shuō)的良好學(xué)習(xí)習(xí)慣;第二、旨在考驗(yàn)學(xué)生的聽(tīng)力;最后讓學(xué)生在游戲競(jìng)賽中熟練本課所學(xué)內(nèi)容。
幼兒教師教育網(wǎng)的幼兒園教案頻道為您編輯的《英語(yǔ)優(yōu)質(zhì)課課件范例》內(nèi)容,希望能幫到您!同時(shí)我們的英語(yǔ)優(yōu)質(zhì)課課件專(zhuān)題還有需要您想要的內(nèi)容,歡迎您訪問(wèn)!
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