【篇一】
課題NewStandardEnglishBookFourModule1,Unit2.It’sraining.教學(xué)模式任務(wù)型教學(xué)模式(Task-basedApproach)
年級(jí)Grade2
教學(xué)用具電腦、錄音機(jī)、卡片
教學(xué)用時(shí)一課時(shí)
設(shè)計(jì)模式教師：創(chuàng)設(shè)情景――激發(fā)興趣――組織活動(dòng)――指定目標(biāo)
學(xué)生：交流探究――合作活動(dòng)――鍛煉能力――升華習(xí)慣
教材分析
學(xué)生已學(xué)完了全部字母，一些簡(jiǎn)單的單詞和日常用語(yǔ)，為學(xué)生提供“字母-單詞”的復(fù)習(xí)游戲素材，鞏固已學(xué)到的知識(shí)從而引出新課.It’sraining是新標(biāo)準(zhǔn)英語(yǔ)第一模塊第二單元的內(nèi)容，本單元是圍繞天氣狀況為題材展開(kāi)的。在日常生活中，“天氣”與我們密切相關(guān)，如何問(wèn)答天氣便是本單元所要學(xué)習(xí)的交際用語(yǔ)，是教學(xué)大綱要求掌握的重要語(yǔ)言功能項(xiàng)目之一。
學(xué)生分析
本節(jié)課授課的對(duì)象是小學(xué)二年級(jí)的學(xué)生，初學(xué)英語(yǔ)的孩子對(duì)語(yǔ)言運(yùn)用意識(shí)不強(qiáng)，設(shè)計(jì)一些簡(jiǎn)單的句子進(jìn)行提問(wèn)，激發(fā)學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的興趣。同時(shí)學(xué)生的認(rèn)知水平比較好，能讀出所學(xué)詞語(yǔ)，具有較強(qiáng)的可塑性。
設(shè)計(jì)理念
英語(yǔ)課程的教育理念中指出“要面向全體學(xué)生、關(guān)注學(xué)生的情感，營(yíng)造寬松*和諧的教學(xué)氛圍，倡導(dǎo)任務(wù)型的教學(xué)途徑。本節(jié)課就是根據(jù)這些理念進(jìn)行設(shè)計(jì)的，以培養(yǎng)興趣為前提，讓學(xué)生把所學(xué)的知識(shí)運(yùn)用到實(shí)踐當(dāng)中，讓學(xué)生通過(guò)感知、體驗(yàn)、實(shí)踐以及合作探究來(lái)實(shí)現(xiàn)學(xué)習(xí)目標(biāo)。
教學(xué)目標(biāo)
(一)知識(shí)目標(biāo)：1.以游戲的方式檢驗(yàn)學(xué)生對(duì)26個(gè)字母的掌握情況，要求能聽(tīng)懂及正確識(shí)別。
2.詞匯:hot,cold,raining,snowing,windy,
sunny以及如何問(wèn)答天氣的交際用語(yǔ)
3.爭(zhēng)做小小天氣預(yù)報(bào)員。
4.學(xué)唱英文歌曲
(二)能力目標(biāo)：本節(jié)課通過(guò)課堂活動(dòng)，完成了聽(tīng)、說(shuō)、讀、寫(xiě)、唱的技能訓(xùn)練，使學(xué)生通過(guò)感知、實(shí)踐、合作
完成任務(wù)，感受成功，提高語(yǔ)言實(shí)踐運(yùn)用能力。
(三)德育目標(biāo)：通過(guò)這節(jié)課讓學(xué)生懂得要愛(ài)護(hù)我們周?chē)沫h(huán)境，愛(ài)護(hù)樹(shù)木，從自我做起，保護(hù)地球美麗的家園。
(四)情感目標(biāo)：在學(xué)習(xí)中，我注意使用鼓勵(lì)性的語(yǔ)言，幫助學(xué)生克服緊張的心理，提高自信心。
教學(xué)重點(diǎn)詞匯:hot,cold,raining,snowing,windy,sunny以及如何問(wèn)答天氣的交際用語(yǔ)
教學(xué)難點(diǎn)對(duì)What’stheweatherlike?的答語(yǔ)，It’sraining.It’ssnowing也可說(shuō)成It’srainy.It’ssnowy.
教學(xué)流程
一.談話(huà)引入
1.鋪墊，知識(shí)回憶
想一想，到現(xiàn)在你學(xué)會(huì)了哪些英語(yǔ)知識(shí)?說(shuō)說(shuō)看，比一比誰(shuí)學(xué)到的多?
2.激趣，字母游戲：創(chuàng)設(shè)情境，發(fā)現(xiàn)問(wèn)題
大家學(xué)會(huì)的可真不少!今天，我們就應(yīng)用所學(xué)會(huì)的一些字母做一個(gè)游戲，你們喜歡嗎?
老師給每個(gè)同學(xué)發(fā)一張卡片，上面有一些字母，下面同學(xué)們仔細(xì)聽(tīng)，把老師讀到的字母劃掉，看看你發(fā)現(xiàn)了什么?每個(gè)小組第一桌的同學(xué)到前邊來(lái)做，看哪組分高。
師讀：C、D、I、J、K、M、N、Q、S、U、V、X、Y
Now,tellmeplease.Whatdoyoufind?
生：?jiǎn)卧~flag,go,zoo,bag,pen.
師：OK!Youareveryclever.
完成好的同學(xué)得一朵小紅花。
師：這里有一個(gè)單詞同學(xué)們沒(méi)有找到，那就是我們今天學(xué)習(xí)的weather.
(游戲能為小學(xué)生的英語(yǔ)學(xué)習(xí)帶來(lái)快樂(lè)，使枯燥、機(jī)械的句型操練變得生動(dòng)，活潑，因此，在教學(xué)過(guò)程中，應(yīng)恰當(dāng)?shù)陌延螒蛞胝n堂，寓教于樂(lè)。)
二.利用多媒體學(xué)習(xí)新單詞
1.練習(xí)生詞的讀音
課前讓學(xué)生查找與天氣有關(guān)的單詞，學(xué)生通過(guò)搜索資料提高搜索信息的能力，培養(yǎng)學(xué)生探究能力，然后進(jìn)行六個(gè)單詞的重點(diǎn)學(xué)習(xí),在聽(tīng)完磁帶后，找學(xué)生讀單詞，糾正他們的發(fā)音。
(利用電教多媒體能使課堂更加生動(dòng)，直觀，圖文并茂，使學(xué)生能夠在輕松愉快的氣氛中學(xué)習(xí)。)
2.交際英語(yǔ)
運(yùn)用What’theweatherlike?就圖片上的天氣進(jìn)行提問(wèn)。
(英語(yǔ)要作為交際工具來(lái)教，也要作為交際工具來(lái)學(xué)，做到學(xué)用統(tǒng)一。)
3.圖片與句子相連接，學(xué)生走到微機(jī)前進(jìn)行連接。
三.爭(zhēng)做小小天氣預(yù)報(bào)員
就各地區(qū)的天氣進(jìn)行預(yù)報(bào)。
(興趣是好的老師，而興趣來(lái)自好奇，來(lái)自體驗(yàn)，提供實(shí)踐機(jī)會(huì)，讓他們參與表演，這既符合兒童好動(dòng)、表現(xiàn)欲強(qiáng)的年齡特點(diǎn)，同時(shí)也會(huì)進(jìn)一步加強(qiáng)對(duì)所學(xué)知識(shí)的掌握。)
四.學(xué)唱歌曲
1.運(yùn)用肢體語(yǔ)言教學(xué)生詞snoring,bumpshishead,確信學(xué)生理解歌曲的意思。
(肢體語(yǔ)言，可使學(xué)生在語(yǔ)言和動(dòng)作、表情間建立直接的聯(lián)系，從而獲得形象的感知，能收到良好的效果。)
2.建立超連接，運(yùn)用新標(biāo)準(zhǔn)動(dòng)畫(huà)光盤(pán)教唱歌曲，在演唱中配以相應(yīng)的動(dòng)作，然后小組間展開(kāi)競(jìng)賽，看哪個(gè)小組唱得好，為唱得好的學(xué)生發(fā)小紅花，并鼓勵(lì)他們把新學(xué)的歌曲唱給爸爸媽媽聽(tīng)。)
(小學(xué)生性格天真活潑，特別喜歡唱歌，在演唱中配以相應(yīng)的動(dòng)作會(huì)更引起他們的參與和投入，在英語(yǔ)歌曲中學(xué)新詞，既減輕了學(xué)生的心理負(fù)擔(dān)，又能在輕松愉快的氣氛中學(xué)到新知識(shí)。)
五.總結(jié)升華
以沙塵暴為例對(duì)學(xué)生進(jìn)行愛(ài)護(hù)周?chē)h(huán)境的思想教育，讓我們的天空更藍(lán)。
六.課堂小結(jié)
在活動(dòng)中復(fù)習(xí)鞏固了所學(xué)知識(shí)，掌握了如何問(wèn)答天氣，以及在愉快的氣氛中學(xué)會(huì)了一首英文歌曲，增強(qiáng)了學(xué)英語(yǔ)的自信。
七.課后作業(yè)
1.觀察本周天氣情況，進(jìn)行預(yù)報(bào)。
2.如果你想了解天氣的更多知識(shí)，請(qǐng)同學(xué)們登陸www.hongen.com,老師相信你一定會(huì)成為一名出色的天氣預(yù)報(bào)員。
八.課后反思
本節(jié)課在教學(xué)模式中采用任務(wù)型教學(xué)法，在授課過(guò)程中應(yīng)用了游戲法，分組合作法、啟發(fā)誘導(dǎo)法，演唱教學(xué)法。教學(xué)設(shè)計(jì)按照老師：創(chuàng)設(shè)情景――激發(fā)興趣――組織活動(dòng)――指定目標(biāo)學(xué)生：交流探究――合作活動(dòng)――鍛煉能力――升華習(xí)慣，使全體同學(xué)在充分的活動(dòng)中學(xué)到了新的知識(shí)，取得了較好的教學(xué)效果。
九.板書(shū)設(shè)計(jì)
Itisraining.
Wordlist:
Hot、cold、raining、snowing、windy、sunny
Sentences：
Whatistheweatherlike?
Itisraining.(snowing、rainy、snowy)
【篇二】
Lesson 45PART 1 Analysis of the Teaching Material
(I)STATUS AND FUNCTION
1.This unit is a revison unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11.
2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit.
3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
(II)TEACHING AIMS AND DEMANDS
Knowledge objects
1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.
2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.
Ability objects
3. To improve students’ listening and speaking ability by reading and practising the dialogue.
4. To develop students’ communicative ability by learning the useful expressions for making suggestions and replying.
Moral objects
5. To enable the students to love life and animals, protect the nature and environment.
(III)TEACHING KEY POINTS:
1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.
2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.
(IV)TEACHING DIFFICULTIES:
1. The usage of the Modal Verbs ,especially usage for making suggestions.
2. Using the learned phrases and sentence patterns to make suggestions and replying.
(V)TEACHING AIDS:
Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware
PART 2 Teaching Methods
1>Five Steps Approach.
2>Communicative Approach.
PART 3 Studying Ways
1. Teach the students how to be successful language learners.
2. Teach the students how to master dialogues and how to communicate with others.
PART 4 Teaching Procedure
Step 1 Revision
Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.
Step 2 Lead-in
Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.
1.Do you like animals?
2. Do you keep any animals at home? What is it or What are they?
3. Can you explain how you care for them?
4. How do you feed them?
…
Step 3 Dialogue Presentation
1. The first listening
After the teacher's brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue, ask the students to answer two simple questions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have a chance to practise their listening ability.
Questions :
1.Where will such dialogue happen in your opinion?
2.What are they mainly talking about?
2.Second listening
This time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions.
Questions: (Show the questions and answers on the screen using computer)
1. What does Kate want to do ?
2. Where would Kate keep them at first?
3. What does LiQun advise her to do?
4. What size tank should she get?
5. What should Kate put in the tank?
6. Why should Kate put a few large rocks in the tanks?
7. Why should Kate put some underwater plans in the tank?
Language points: (Show them on the screen using computer)
a. the other day = a few days ago
b They don't get enough air:
With a bowl, only a small surface area of the water is in contact with the air. So the water does not receive enough oxygen.
c 30 cm by 30 cm by 50 cm.
We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.
e underwater plants:
These plants oxygenate the water and keep it clean.
d For one thing = one reason (for putting plants in the tank)
Step 4 . Dialogue Drill
1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud. This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.
2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue , in the meanwhile show these expressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understanding of those expressions.
Step 5 . Practice (part 2)
In fact, this step is intend to deal with the second part of the lesson(part 2). First show the words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise making suggestions and replying, using the phrases given in the table of Part2 .Give the students 5 minutes to prepare it. Ask the students to pay particular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to make the students get a further understanding of these expressions.
Step 6. Consolidation( Dialogue Production)
This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from the dialogue (mainly told the students to love life and animals, protect the nature and environment) . This step is employed to create a language environment for students’ communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situation. If the students can finish this task well, they will benefit a lot in their spoken English.
Situation:(show it on the screen using computer)
One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for your advice. Now you’d like to advise him/her what to do?
Step 7. Workbook
Finish Exx 1 and 3 orally, left Ex 2 as written work.
Ex. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the exercises orally in class.
Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the Ss work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see.
Ex. 3 lists pairs of words with somewhat similar pronunciation but different meaning. Get the Ss to read aloud the words and say what each of them means.
Step 8 Homework
!.Do Ex 2 in the exercise books. This is used to make the students have a further understand of the modal verbs.
2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students.
【篇三】
Unit3 Parks說(shuō)課稿�、馱arming up
�、ing a song.
ⅡIntroduction:
Show google net site. Do you know Google? What can you google on internet? So if you want to get more information you can google. Today let’s try to learn some things from googles. Now let’s google the famous place. Do you know the place? (I don't know this place. )
�、� Introduce Shanghai while watching the pictures of Shanghai.
�、: What is it? Do you know?
To elicit: No. (Teach: I don't know this place.) Ask some students and to elicit: No, I don’t know this place. Show oriental Pearl TV Tower. Look, it is Oriental Pear TV Tower. Now do you know this place?
T:I know this place. Look,do you know this place?
To elicit: I know this place. It is Shanghai.
�、� Travel
1 Show the pictures: Now let’s google more places. Can you match the pictures?
Match the pictures: Ocean park/ West Lake/ San Ya/ Yu Garden/ Tiananmen Square/ Li River. Which one is Ocean Park? /Mask the pictures and say: I know this place it is …/Chant./
2 Have you ever been to Ocean Park? Right. Please tell me where is it?
It’s in Hongkong. And San Ya? It’s on Hainan Island. Teach Hainan Island. Let’s google some other islands:
Ask and answer: Where is …? It’s in …
Listen to the tape and follow.
4 Show postcards pictures: Let’s enjoy other pictures,can you tell me where it is?
Sentence Practice: Choose the phrases to describe the place.
I know this place. It is Ocean Park. It is in HongKong. It is the place where I can see a shark
( It is the place where I can swim in the sea.
It is the place where I can roll a boat.
It is the place where I can fly a kite.
It is the place where I can eat Gui Lin rice noodles.
It is the place where I can eat wonton.)
Let’s see what you can write on the postcard:
It’s Yu Garden. It’s in Shanghai. It’s beautiful. Here is the place you can go shopping and eat wonton. You can go to Shanghai by plane.
�、� Make a postcard. 15
�、o you want to make a post card? Let’s have a try. Choose the pictures and write the intruduction.
�、� Practice more places.
�、� Show the postcard and read.
ⅳ Small dialogue of the postcard.
Stick the postcards on the blackboard.
T: Woo, so many pretty postcards. I’d like to buy some.
T: Hello, where is it?
S: It’s ____.
T: I don’t know this place.
S: It’s in _________.
T: It’s really beautiful, isn’t it?
S: Yes, here is the place you can __________.
T: How can I go there?
S: You can go there ______.
T: How much is it?
S: _____ Yuan.
T: Here is my card.
S: Thank you for coming.
�、� Show the dialogue on the slide and practise two by two.
ⅵ Students perform the dialogue.
�、� Superman in Shanghai
ⅰDo you know superman? Show picture. This is superman. Now Superman is in China. He wants to go to Shanghai.
�、: How can he go to Shanghai? Let’s have a look.
Show DVD c 21:25-21:35 Do you think he is super? No, I don’t think so. It’s really not a good idea to run to Shanghai. But he is in such a hurry. So please tell he how can he go to Shanghai?
�、o elicit: by….
He can go to Shanghai by______. Show DVD c 9:34-9:42 How does Superman go to Shanghai? He goes to Shanghai by car. Where is he, now?Let’s see. He is at Lujiazui. I want to ask him some questions. The students read the questions.
1 Have you ever been to Pudong?
2 Where is Pudong?
3 How do you go to Pudong?
4 What do you think of Pudong?’
5 What will you do at Pudong?
He goes to Shanghai by car.33:08-33:55
�、how DVD c 00:00-00:20 What will he do?
�、how DVD e 2:40-2:47 He wants to play Bungee Jumping here. What will you say to him? Stop jumping. Welcome to Shanghai but don’t play bungee jumping here. It’s dangerous. You can play bungee jumping in the park.
�、� Perform the dialogue.
