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二年级第三单元Unit3 Parks的英语教学设计

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发表于 2010-4-15 11:48:00 | 只看该作者 回帖奖励 |正序浏览 |阅读模式

教学内容:认读与公园有关的七个单词,了解表达某地有某物的功能句型。  教学目标:
  1. 认知目标:初步听懂并说出与公园有关的自然景物的单词,和表达某地有什么的句型。
  2. 能力目标:同学能初步运用所学知识进行交流,培养同学的口语交际能力。
  3. 情感目标:激发同学对大自然的热爱,增强同学强烈热爱环境,维护环境的意识。
  教学重点:
  1. 认读与公园有关的单词:parks,hill,lake,bridge,flower,grass,tree
  2. 能够初步表达某地有某物:There is... in the park.
  教学难点:
  1. 单词 bridge 的正确发音;
  2. 对某地有某物的表达:There is... in the park.
  优秀教案思路:
  通过出示各种公园的图片,来引出本课的学习内容。教师出示美丽的公园课件,以调动同学的积极性,让同学说出自身所看到的内容,学习生词;教师让同学做小老师,给同学提供展现自我的机会;教师通过让同学猜、竞赛、画画等多种方式来协助同学复习巩固单词;听录音学歌谣时,教师用吹塑纸模型协助同学理解听到的内容,便于同学掌握所学内容;通过听录音、小组合作、画画、做动作等多种方式操练重点句型,同时教育同学由热爱公园,引申到热爱美丽的大自然。
  教学准备:课件、录音机、磁带、公园图片、吹塑纸做成的公园模型等。
  教学过程:
  一、Warming Up
  1. Oral practice
  教师问:Hello/ Hi. 同学答:Hello/ Hi.
  How are you? Fine, thank you.
  What's your name? My name is...
  Nice to meet you. Nice to meet you, too.
  [设计意图]:课前师生的连锁口语练习,既能协助同学复习巩固所学的单词、句型,又能吸引同学的注意力,激发其学习英语的兴趣,从而给同学发明了开口大声说英语的机会。
  2. Review
  (1) 听录音,复习歌曲 We are classmates,we are friends;
  (2) 教师运用 TPR 教法,协助同学复习介词:in/ on/ under/ behind;
  (3) 教师出示图片,询问同学:What's this? 同学回答:It's... a table/ a chair/ a boat/...
  [设计意图]:通过歌曲、TPR 教法、认读图片的方法,协助同学复习介词和形容词,为学习新的知识做铺垫。这不只达到了复习的目的,同时又调动了同学全面参与到教师组织的活动当中,成为学习的主人。同学也可在这些活动中放松紧张的心情,以更加自信的状态学习英语。
  二、Presentation
  1. 教师出示北海公园的照片,问同学:What's this? 让同学回答,引出公园的单词“park”;
  2. 教师继续询问:Have you been to the BeiHai Park? And which parks have you been to? 同学可用中文回答,如:Xiangshan Park;Jingshan Park;
  3. 教师接着说:Ok,Let's go to a beautiful park and enjoy it.
  4. 教师出示课件,为同学出现一个美丽的公园。教师说:Oh,What a beautiful park! 并询问同学:What can you see in the park?
  5. 教师引导同学说出公园里的景物。同学每说到一个景物,教师就点击该景物,并示范单词的发音,如:hill, flower, grass, tree,lake, bridge;
  6. 有的单词同学会说,教师可让同学来做老师,教给其他同学;
  7. “bridge”的发音较难,教师可让同学模仿录音,采取竞赛的形式,看谁模仿的最好,教师给予奖励。
  [设计意图]:通过出示北海公园的照片,引出本节课的话题;通过设计并出现美丽的公园的课件,使同学有一种身临其境的感觉;通过让同学做“小老师”、竞赛等形式,调动同学的积极性,给同学创设自我表示的空间,使同学有一种成绩感。
  8. 教师出示图片,带领同学复习生词,让同学快速认读单词;
  9. 游戏:猜单词竞赛。请一名同学上讲台前来任意抽出一张图片,让其他同学猜猜图片上是什么,猜对有奖品;
  10. 教师通过画简笔画的方式,让同学来单词,协助同学复习巩固单词。
  [设计意图]:通过认读图片、游戏猜单词、画简笔画等形式,既协助同学复习巩固了所学单词,又活跃了课堂气氛,从而激发同学参与的积极性。
  三、Practice
  1. 听录音,学习歌谣;
  2. 第一遍,让同学说出听到的单词;
  3. 第二遍,让同学补充听到的单词;
  4. 第三遍,让同学根据录音的内容把相关的公园模型贴到黑板上;
  5. 第四遍,让同学根据录音的内容把模型标出顺序;
  6. 第五遍,全班跟读歌谣;
  7. 第六遍,男女生朗读歌谣;
  8. 第七遍,请几名同学跟读歌谣。
  [设计意图]:通过听录音,让同学从说出个别单词──说出听到的句子──根据录音做事情──听录音标顺序──跟读歌谣,一步一步从易到难,使同学学起来轻松、自如,从而提高同学学习英语的自信心。
  9. 四人一组朗读歌谣;
  10. 听录音,让同学指读单词;
  11. 教师示范某地有某物的句子:There is a ... in the park. 让同学指图;
  12. 请好同学模仿老师说句子,其他同学指图,并跟说;
  13. 四人一组表达公园里有某物:There is ... in the park.
  14. 游戏:教师表达某地有某物,让同学用肢体来表示景物。
  15. 听录音,完成“Listen and draw”的练习,请一名同学在投影仪上做示范。
  [设计意图]:教师通过示范表达某地有某物的句子,让同学指图,进一步协助同学复习与公园有关的单词,同时引出新的表达句型:There is ... in the park. 这样使得每一次的学习内容都是在旧知识的基础上扩展来的,这样也便于同学接受。通过游戏、画画等方式,使同学在轻松愉快的氛围中感知语言,习得语言。同时也从另一个角度告诉同学:自然是美好的,我们应该热爱大自然,保护环境。
  四、Summary
  教师让同学用英文说出本节课的收获。
  [设计意图]:通过让同学说出本节课所学的单词和句型,进行再次的复习和巩固。同时也是对课上学习结果的反馈和了解。
  五、Homework
  请同学回家后听录音,把歌谣说唱给家长听;请家长利用休息日,带小朋友去公园,让小朋友把公园里的景物说给家长听。
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