Part A Let's talk教学设计
教学目标:根据英语新课程标准及PEP教材的总体教学目标,结合本单元的实际教学内容,确定本课的教学目标如下:
1.知识目标
1.1学生能够听、说、认读数字句子"What colour is it?"" It's..."。
1.2能进行角色扮演,简单的演绎课文。
2.能力目标
2.1通过悄悄话等活动,培养学生的英语交际能力。
3、情感态度
3.1通过展现相关的物品,让学生感受奥运气息,了解有关五环以及福娃的知识。
教学重、难点分析:
1、重点:句型"What colour is it?"" It's..."的听说认读。
2、难点:在实际情境中灵活地运用所学的句子。
课前准备:
1、5个简易书包;ph试纸;水一瓶;瓶盖上藏有颜料的水三瓶;10种颜色的书(卡纸做成);奥运五环;5张福娃图片(大):小的福娃贴纸若干。
2、录音机
教学思路:
本堂课选材于PEP 3 Unit 2 Part A Let's talk,是一堂对话教学课。新授句型为:"What colour is it?",这也是本堂课的重点。我利用四瓶水的小魔术,层层递进,完成新授句型的四步骤:输入-模仿-输出-初步运用。本堂课用五个简笔画书包将复习、呈现、巩固等环节串联起来。利用第一个书包内的书,复习"I have a ...."这个句型。第二个书包内放置的PH试纸为小魔术做了铺垫。第三个书包内的奥运五环,复习巩固了本课的新授句型。第四个书包内的福娃贝贝,复习"--May I have a look? --Sure. Here you are." 这两句个问答,并初步形成了小对话。第五个书包内的四个福娃,将五个书包转换成福蛙书包,自然地引出了听课文录音的小任务--从五个书包中选择Amy的新书包。同时,这五个书包又进一步成为了学生模仿课文编对话的资源。本堂课的评价也与教学环节相联系,学生得到的奖品福娃小贴纸成为PK环节的资源,设计画一个书包以及里面的物品这个作业为下一节对话课的教学做了教学准备。
教学过程:
1.Warm-up
1.1 Greeting
1.2 Let's chant. --I have a .... --Me too.
1.2.1课件播放flash,学生做动作。
1.2.2 师生合作表演chant.
T: I have a ....(拿出物品)
Ss: Me too.(拿出相应的物品)
1.3 Review
1.3.1 复习颜色词汇
T: I have a schoolbag.(第一个书包的出现)
Ss: Me too.
T: Guess. What's in the schoolbag?
Ss: A yellow(...) book.
T: Yes. A ...book. (从书包内拿出书本)
1.3.2复习句型"I have a ..."
T: I have I have a ... book.
Ss: Me too. (有同样颜色书的同学拿出书本,教师出示词条贴与黑板上。)
S1: I have a ... book.
Ss: Me too. (有同样颜色书的同学拿出书本。)
Design:
Chant作为热身,主要的意图在于(1)调动课堂气氛(2)作为本堂课语言做好准备。而结合chant进行的热身活动,复习了所学的词汇与句型,并利用动作来刺激激发学生的学习热情。
2. Presentation
2.1句型教学。
2.1.1 句型输入。
T: I have a new schoolbag. (第二个书包内有PH试纸,教师拿出试纸。) Look, what colour is it?
Ss: It's yellow.
T: (教师拿出水)What colour is it?
Ss: No colour.
教师把试纸放入水中通过,试纸在水中地慢慢变化。这个过程中教师一直问:"What colour is it?"
Ss: It's yellow. / Oh! It's green. / ...
出示词条It's ....并跟读。
2.1.2 句型模仿。
T: Wow. I have magic water. Look, what colour is it ?'
Ss: No colour.
T: (瓶盖上涂有颜料,摇一摇便可变色)what colour is it? (一边摇一边引导学生一起问。)
Ss: Oh. It's blue.
T: (拿出第三个瓶子 ,引导学生一起问,同时出示词条What colour is it?并跟读。) Guess, what colour is it?
Ss: It's purple. / It's ....
2.1.3 句型输出
教师拿出第四个瓶子,个别学生问老师,老师耳语告诉学生答案。
S1: What colour is it?
T: It's black.
Design:
为了让学生能主动地用What colour is it?这个句子进行体温,在四瓶水会变色的过程中,学生逐步完成新授句型的步骤:输入-模仿-输出,自然而又有层次感。
2.2 句型新授巩固。
T:(拿出第三个书包)Look, I have another new school bag. What's in my school bag? Let's have a look. What colour is it? (逐个从书包内拿出五环)
Ss: It's blue/....
利用拼五环的过程,完成一个集体chant.
Ss: What colour is it?
S1: It's yellow.
T: Oh! No.
Ss: What colour is it?
S2: It's red.
T: Oh! No. ( Yes, it's red.) 依次反复直到将五环摆放到正确的位置上。
Design:
这个由集体一起完成的chant,巩固了本课的重点句型,在摆放五环的过程中,学生本能地将句型进行反复的操练,起到了很好的巩固作用。
2.3 小对话的初步形成。
2.3.1已学句型的复习。
课件播放奥运、五环以及福娃。T: In 2008, Beijing will held the Olympic games. And Fuwa is the mascots of the Olympic games. Do you have a Fuwa? I have a Fuwa. It's in my new schoolbag. Do you want to have a look? You can say....
Ss: May I have a look? (教师出示词条May I have a look?并跟读。)
S1: May I have a look?
T: Sure. Here you are. (教师出示词条Sure. Here you are.并跟读。)
S2: May I have a look?
S1: Sure. Here you are.
依次传递下去,最后将福娃尼尼贴在书包上,形成一个福娃书包。
Design:
这个环节主要是为了复习三年级所学的句型May I have a look?并初步将本课的句型进行综合呈现,形成一个小对话。
2.3.2小组PK.
教师示范T:I have a Fuwa. (将小贴纸握在手心中)
S1: What colour is it?
T: It's blue.(不发出声音,只做口型。)
S1: It's blue. It's Nini.
T: No!
S2: What colour is it?
T: It's blue.(不发出声音,只做口型。)
T: It's blue.(不发出声音,只做口型。)
......(直到猜对。)
T: Yes.
Sn: May I have a look?
T: Sure. Here you are.
Sn: Wow. How beautiful!
学生利用本节课所得的奖品福娃贴纸进行小组PK,猜对的小组即可得到福娃,看谁得到的多就赢。
Design:
对话教学的特点应当是让学生能在情境中运用所学句型进行交流,而非单单是句型的教授。本环节通过猜口型的游戏,让学生在游戏的过程中,运用句型进行交流,得到信息。句型成为了游戏中必备的交流语言。
3. Consolidation and extension
3.1课文文本的呈现。
3.1.1第五个书包内装有全部福娃,依次呈现后,将五个书包按照五环颜色顺序变成了福娃书包。
S1: I have a new schoolbag. It's blue and black. It's Fuwa Nini. It's a bird. It's nice. I like it.
3.1.2 T: Amy has a new schoolbag. Which is Amy's new schoolbag? Listen and find the answer.
S1: My schoolbag is black and white.
3.1.3 T: What in the schoolbag? Listen again.
3.1.4跟读,分角色朗读。
3.1.4将其他四个书包翻转,学生完成类似PK环节的对话。
3.2自编对话。
Design:
最后回归的文本设计,将课文内容与课堂情境进行了联系,。多次的听读都带有一个小任务,减少多次听读给学生带来的枯燥感。
4. Homework
4.1 Draw a schoolbag and the thins in it.
4.2 Make a dialogue.