课堂教学案例活动.doc

PEP小学英语My week听说课教学案例 一、教学内容分析：本节课的话题是围绕“询问或回答一周内的活动和安排”而展开的。通过对本节课的学习，让学生能熟练地用英语与他人交流，并与同学和朋友通过沟通了解而增加友谊，同时引导学生们积极参与学校活动培养兴趣爱好。二、教学目标分析（一）语言知识目标：掌握询问一周内课程安排和活动的基本句型：Ask for : What do you have on Mondays？ What do you often do on the weekend?Making answers: I have Chinese、English、 maths and music. I often play sports.suggestion: You should play sports everday. Here is a new schedule for you.（二）语言技能目标：在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。同时，在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。（三）情感目标：积极参加有意义的户外集体活动对青少年的身心发展很有帮助。在活动中发展友谊，互相帮助。三、教学重点、难点分析 教学重点： 1. 在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。 2. 在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。 教学难点：1. 在教学过程中如何更好地创设场景，让学生有话可说，乐于表达。2. 在听的过程中如何指导学生更快地记录更多的有效信息。四、教学过程设计Step 1：Pre-listeningGood morning, everyone! Tomorrow is Saturday. What shall we do and where shall we go? Where are you going? Lets have a discussion.Step 2：While-listeningNow class,we are going to listen to a text. Listen carefully and put the following sentences into the right order.（ ）A. What about playing football?（ ）B. Do you often read books on Sunday evening.（ ）C. Why dont we go for a long walk?（ ）D. What shall we do on Sunday?（ ）E.Im not very keen on climbing.设计意图：本节课中是提建议，这一练习可以降低学生对听力的焦虑程度，同时这也是任务型听力活动设计的一个重要环节。（二）Listen a second time and fill in blanks according to the listening dialogue.Zhang Peng: What shall we do on Sunday, Jack?Jack: I could_ . Couldnt we go somewhere outside_ ?Zhang: Like where? Dont forget weve got the dress rehearsal on Sunday evening. They cant do without us. Weve both_ .Jack: I know, but the rehearsals not until six. What about going up into the Pentland Hills? I think they _ there from the city centre. Perhaps we could_ .Lan: I dont know. Im not very keen _.Jack: Well, we dont have to go climbing. Why dont we_ ?Kelly: Yes, thats not a bad idea.Lan: Walkings not really my thing, either.Zhang: Oh, come on! We could _ with us.Jack: Thats a good idea! What about it, Lan?Lan: No way! Im going to catch up on some sleep.Jack: Oh, all right. How about asking Sarah?Zhang: No, her parents are _ for the day.Jack: OK, well, lets find out about the coach times.设计意图：通过听录音，完成空格，让学生进一步理解对话。Step3：Post- Listening(一) Listen and try to answer the questions:1、What are they talking about ?2、What are they going to do on Sunday ?3、Where are they going ?设计意图:指导学生在听的过程中集中注意力，并进行记录。（三）Listen and pay attention to pronunciation and intonation .设计意图：进行小组活动，学生分角色表演对话内容，让学生从模仿入手，在训练时要求学生学会利用相应的符号做好意群停顿，重音，升降调，以把握好朗读节奏，这样也有助于培养学生的自信，和加强一些重要句式结构的运用。（三）Speaking -Role PlayingT: Now we have learned about some great sentences about asking for and making suggestions. Can you make your own conversations in groups? Ask your friends if they can do something with you. 这一活动通过运用所学的句子，回归到现实生活中邀请朋友参加某一活动，有礼貌的拒绝（说明原因）和接受。Step 5：Summary & Homework让同学总结本节课的收获，重新朗读重点句子，写出询问安排，回答建议的基本句型。作业:编一个生活小对话，使用所学的方法句型。设计意图: Summary使学生对这节课的内容有个整体的了解和巩固。 Homework课后的延续，以巩固所学的各项知识技能目标。教学反思：教师应该对教材进行科学合理的整合与取舍。教师的课上训练形式要侧重于学生的交际能力培养。笔头练习活动要与口头活动结合起来。设计不同层次的活动与问题。进行有针对性的教学.您的朋友 jane 为这封邮件插入了背景音乐 - 下载播放播放器加载中.正在发送.此邮件已成功发送。再回一封