|
教学目标 (一)语言能力目标: 1.能够正确听、说、读、写单词:bread、cake 2.能够正确听、说、认读单词:picnic。 3.学习句型 What would you like? I'd like...通过情境的创设让学生在理解、感知、体验的基础上逐步将词汇代入句子中进行学习、操练，最终引导学生能够在生活情景中初步运用这些功能语句进行交际。 (二)学习能力目标: 1.通过借助教室布置和视频动画来创设情境，把学生引入教学情境，引出新知，调动学生积极性。 2.通过观看视频、齐唱歌曲和共做游戏等环节来创设语言环境，激发学生求知欲，给学生进行大量的语言输入。 3.通过师生互动、生生互动让学生在交流体验中学习并掌握新知识。 4.通过教师不同方式的评价，激励学生的学习兴趣和积极性，使学生在英语课程的学习过程中不断体验进步与成功。 (三)文化意识目标: 鼓励学生积极参与，通过多种形式的活动来激发学生的学习兴趣，在交际中培养学生积极学习英语的态度，并让学生乐于模仿，敢于开口，积极参与，从而增强合作意识， （四）思维品质目标： 鼓励他们能够较熟练地把所学知识应用到日常生活中去，同时，树立他们热爱学校、热爱学习生活的美好情感。教学重难点: (一)教学重点: 1.能够正确听、说、读、写单词:bread、cake 2.能够正确听、说、认读单词:picnic。 3.能够学习并正确操练句型:What would you like? I'd like...等功能句。 4.能够较为熟练地掌握Lesson 25全文。(二)教学难点: 引导学生积极参与课堂活动，通过情境的创设帮助学生在理解、感知、体验的基础上逐步将所学新单词代入句子中进行学习、操练，最终能够在生活情景中初步运用这些功能语句进行简单交际。 教学策略: (一)教法:情境教学法、愉快教学法、游戏法、歌曲法:设计贴近学生生活的情境，唤起学生的参与;多向互动，引导学生积极参与;抓住学生兴趣点，鼓励学生参与:适当延伸，激发学生参与:多元评价，让学生体验参与。 (二)学法:合作交流法、成功体验法:充分调动学生各种感官参与活动，最大限度地发挥他们的主动性和积极性，并且让他们在积极配合中体验合作乐趣和团队精神。 课前准备:多媒体课件、食物、图片、评价用的物品等。 教学过程: StepI:Warm-up(热身互动，渐入情境)(5’) 1. Greetings: Good morning, boys and girls. It's spring now. It's sunny. Shall we have a picnic? ( Learn the word: picnic. And write down the word on the blackboard.) Ss: Good idea. Let's go. 2. Sing a song of food. (T: Follow me. Let's come to the World of Food! First, let's sing a lovely song. ) 3. Play a game: Guessing Food. (T: I'll say the first letter of the word. Please guess, what's the food on the card? If you're right, I will give you the card.) (设计意图:在课前为学生创设一个“食物世界”的大情境，贴近本课的主旨:齐唱歌曲，拉近师生情感，消除紧张情绪;玩儿猜谜游戏，活跃气氛，对个人鼓励评价，提高孩子们的学习热情.) StepⅡ:Presentation(导入新知，适时内化)(17’) 1. (1) Ask Lisa together: Who's that girl? That's Lisa. Lisa, Lisa, let's have a picnic. Can you go with us? Lisa: Let's go and ask my dad. (Call her dad.) Dad, shall we have a picnic? Dad:Good idea.(设计出一个Lisa打电话给Dad的场景。) Leam the new sentence: Let's go and ask your dad. (2) Watch the video of the Part one. Read after it and recite the Part one. 2. Now, Let's go and have a picnic. What would you like? (Point to the students' food.) (1) Learn the words: bread, cake. (2)Write down the words on the blackboard. (3)Students read and spell the words in different ways just like:ABC / A-B- A-AB-ABC...) (4)Play some small games: Puzzle Chant. Cut Food. (设计意图:运用Lisa去野餐征询爸爸的意见打电话的语音，可以突破本课的难点语句Let's go and ask your dad，过渡自然;然后把新授单词用不同方式拼读出来，再用多个小游戏巩固记忆，韵律十足，兴趣十足，学生掌握很快。) 3. Leam the sentences: What would you like? I'd like a hamburger and a Coke. How about you? I'd like some bread and sausages. I'd like some cake and chicken.(1)T: Take out you food. What would you like? (Take the student's food ) S: I'd like a hamburger and a Coke. T: How about you?(Take the student's food) S: I'd like some bread and sausages. (2) Write down the sentences on the blackboard. Practice the sentences in pairs.(3) (The student asks Lisa)Lisa, Lisa, what would you like? Lisa: I'd like some cake and chicken. Read the sentences and practice in pairs.(4)Show the pictures of food again. Review the words and read. T: Oh, we have so many things for our picnic. Read the sentence and practice one by one. (设计意图:学生拿出自己带的食物，一方面可以方便老师引导学生自然地介绍出a hamburger and a Coke 和 some bread and sausages这两个词组，也为后面进行调查创编对话做好铺垫。学生和屏幕上的虚拟人物Lisa对话，孩子们乐趣无穷，通过对话掌握重难点句型，突破巧妙，把很难带来实物的cake和chicken介绍给大家。) Step Ⅲ: Practice & Additional activities(趣味操练，拓展延伸)(14’) 1. Leam the whole text of Lesson 25. (1) T (Point to two girls on VCR, and says to the students)Lisa and her parents are going to have a picnic this weekend. Let's listen to what they're talking about.(2) Watch the text , read after it sentence by sentence and try to recite Lesson 25.(3)Act it out in groups. (4) Group work: Do a survey. First, ask your friends: What would you like? Write down their names and what do they like on the paper. Second, make up new dialogues with the new information. (设计意图:运用问卷调查的形式，学生熟练使用本节课的句型，并创编新对话，以小组为单位进行展示，引导学生积极参与课堂活动，帮助他们在理解、感知、 体验的基础上，逐步将所学新词和旧知代入对话中进行学习、操练，最终能够在生活情景中初步运用这些功能语句进行简单交际。) Step IV: Summary & Assessment(归纳总结，细化评价)(3’) (Watch the video about the Knowledge in this lesson)A little teacher comes to the front to consolidate and summarize the knowledge of this class. (设计意图:小老师走上讲台带领全班同学梳理归纳学到的内容，锻炼孩子的口语表达能力和对知识的归纳总结能力。) StepV:Homework.(分层作业，稳步提升)(1’) Must do: Recite lesson 25 Choose to do: Make a new dialogue with your partners after class. (use the survey )(设计意图:作业是课堂教学活动的课外延伸，设置分层作业的目的是使不同层次的学生都有所提高和发展。) 板书设计: The Lescan 25 Shullwe havea picnic ? fd What would you like? I' lk we eoat an maage 教学反思: 我认真回顾这节课，有充实，有和谐，有感动，有遗憾，有干劲。我把学生当成主体，发挥其主体作用，充分调动起学生的积极性，而且做到面向全体，不留死角，让每一个成员在英语课中都有表达的机会;我把学生当成孩子，每节课都创造出适合的游戏来激发学他们的兴趣，有分组竞赛、学生表演、互换角色等， 孩子们在蹦蹦跳跳中学会了知识,也让我知道孩子们好动的天性真的是上天赐予 的礼物，如何利用好这个礼物，对于每一个教育者来说都是举足轻重的。 在本节课中，我在教授单词、句型时设计了多种活动，充分调动了孩子们的各种感官，学生拍着手，做着动作，又唱又说，乐于模仿，非常活跃，为课堂气氛注入了活力。多媒体课件在教学中也起到了很好的辅助作用，声音、图片、动作结合起来，更让学生产生了浓厚的兴趣。最后，让学生们小组展示，登台表演，帮助他们最终能够在生活情景中初步运用这些功能语句进行简单交际,把课堂教学推上了高潮，让课堂成为学生学习的乐园。 我还把学生当成自己的老师，是他们的成功、失败、快乐、伤心让我对自己的教学有更多的认识和理解，我也在不断地找到更多更好的方法去实践，去努力创设智慧课堂。 |
|
|
