That-snake-is-long.课堂教学设计.doc

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学科小学英语版本册数《新标准英语》第二册（一年级起点）（外语教学与研究出版社）课目名称 Module 6 Unit 1 That snake is long. 共 1 课时教学目标 i. 知识目标: 学习8个基本单词和2个句型： zoo, snake, giraffe, lion, long, short（短的）, tall, short（矮的）. That …is …. The … are…. ii.技能目标：（1）比较准确地说出本课单词，并能在特定情景下较熟练地运用本课句型；（2）基本能表演读本课课文。 iii.情感目标：（1）激发学生的英语学习热情，让学生乐于模仿，敢于开口，积极参加学习活动；培养学生团结合作的意识以及用英语交流的良好习惯；（2）通过本节课的学习，引导学生喜爱动物。教材分析小学《新标准英语》教学以语篇教学为主，每一模块都以故事为线索，比较适合小学生的生理、心理特点。本课涉及到的故事是说两个女孩到动物园参观，看到几种动物并进行描述的故事，有一定的可操作性和情境设置性，因而可以利用多媒体以及教师的引导语让学生顺畅步入故事学习中，与故事中情节同步发展，与故事中的步骤一起学习。学生分析 1、经过了近一年的英语学习，我们发现这个年龄段的学生在学习过程中心理压力较少，对学习外语有强烈的好奇心和浓厚的兴趣；他们愿意模仿，敢于用英语进行主动的交流，勇于参与各种适合他们的有趣教学活动，这对学习外语十分有利；然而在教学中我们也发现，他们的学习的兴趣容易丧失，受到词汇量与语法知识的限制，容易产生“交际失败”的现象，挫伤其英语学习的积极性；他们的认知水平较低，学习进度较慢，学习的经验不足，需要更多的学习指导；同时他们还有好动、注意力集中时间较短的特点，因此我们应有针对性地进行教学设计，努力提高学生的英语学习兴趣，让每位学生都能尽量感受到英语学习的魅力。 2、学生在学习本课之前已经具备以下的知识与技能：掌握一些动物的名称：cow, dog, chicken, bird, pig, panda, elephant; 并能初步用fat, thin, big, little进行描述：The pig is fat. The chicken is thin. The bird is little. The elephant is big. 教学重点教学内容措施媒体、资源应用策略对形容词long, short, tall, short的对应分辨理解； 1、看图片； 2、做动作； 3、结合句子加深理解。通过网络寻找到长短、高矮对比强烈的与所学单词相关的图片，制作成CAI让学生们清晰体会这四个单词。教学难点教学内容措施媒体、资源应用策略能正确运用本课重点句型并能在任务中灵活运用： That …is …; The … are…. 1、看图片辨别单复数； 2、对比句型操练。通过现代信息技术多媒体课件的运用，让学生在句型操练中感受单数与复数的不同。教学过程教学环节教学内容教师活动学生活动媒体、资源使用方式方法 I. Warming up (2’) II. Leading-in (3’) III. Presentation and practice（25’—27’） IV. Listening and reading activities(5’) V. Development and homework (1’) 歌曲--Old Macdonald；师生问答；听音说动物名称(dog, cow, bird, pig, chicken.) 行进口号。 Word and sentence: zoo. Let’s go to the zoo. New words and sentences: snake , long. That snake is long. short， That snake is short. New words and sentences: giraffes , tall. The giraffes are tall. The sentences: Look at the elephants. They’re very big. The word and sentence: What are they? Lions. NSE Book2 Module 6 Unit1 (page22) Set homework and sing the song again. 1.Greet with the students; 2. Lead the students to sing a song --- Old Macdonald. 1. T: Do you like animals? (ask and answer) 2.Listen and guess.(CAI) 3. T: Do you like other animals? T: well, let’s go. Let’s go to the … ●T: What’s this? (Using action and try to have children speak out.) T: That snake is… Teacher gives action and leads the Ss to give the word “long”. T: That snake is long. The same procedure for the word and the sentence: short ,That snake is short. T: Let’s go. ●Show the pictures and have the children make clear that there are two giraffes. T: What are they? T：The giraffes are… The teacher gives action. T：And I am short.(T goes under the picture and acts). T: Let’s go. ●What are they? T gives action and has the children try to express: Look at the elephants. They’re very big. T chooses one student to give example. T: Let’s go. ●T: Wow…what are they? Teacher and students ask and answer with each other. ●Summary 1. Have the students look at the pictures on the screen and say something about them. 2. Have the students guess. T: Let’s go. Let’s go to our school. Let’s chant. 1.T: Open your books ,listen, point and circle “long, short, tall, big.” 2.T: Now ,listen point and repeat loudly. 3.T: Look at the blackboard. Listen ,repeat and act the text according to the pictures on the Bb. T: Well done！ 1.T: Do you like the zoo? At weekends(在周末) ,you can go to the zoo with your mother,(father, brother, sister, grandma, and grandpa.) 2. T: Let’s sing. 3. T: class is over. See you! 1.Greet with the teacher. 2.Sing the song together. 1. Ss: Yes. 2. Ss listen to the sounds and guess what animals they are. Ss: Yes. Ss :Go! Go! Go! Someone: zoo Learn the word “zoo” and the sentence “Let’s go to the zoo.” Look at the teacher’s action and try to speak out “(a )snake” Someone: long. Look at the picture and learn the word “long” and act the word one by one. Try to say the sentence with the teacher together and then speak and act one by one. Ss :Go! Go! Go! Someone: giraffe(s) Read the word “giraffe”individually Someone: tall. Practice the word “tall” in groups. Read the sentence “The giraffes are tall” like a wave. Several students go to the front to compare with the giraffes on the picture: I am short. with gesture/action. Two or three students: The giraffes are tall. And I am short. Ss :Go! Go! Go! Elicit: They’re elephants. Students try to express correctly. Ss work in pairs to describe the elephants, and then two or three pairs to act before class. Ss :Go! Go! Go! Elicit: They’re lions. Teacher and students ask and answer with each other. 1.The students look at the pictures on the screen and try to practice the sentences again. 2.The students try to guess what the picture is and have the further understanding and practice about the sentences. Ss :Go! Go! Go! Students chant with the music.1,2,3,4… 1.Ss open their books, listen carefully and circle the words. 2.Ss listen and repeat loudly. 3.Ss: Listen ,look at the pictures on the Bb and repeat. Ss: Yes. Ss:… father ,brother, sister, grandma and grandpa. Sing the song again. Ss: See you! 在课件首张幻灯片中插入英文歌曲，让学生听音乐唱歌。在幻灯片中插入已经选择好的5种已学动物的叫声，让学生听声音快速说出动物名称。伴随着师生口号呼应，课件中一辆观光车缓慢驶入动物园，学生在理解的基础上学习单词zoo以及句子Let’s go to the zoo. 通过对动物园中蛇的眼睛的点击进入蛇的画面，让学生清晰理解long and short并进行比较性学习。这是本课的重点，学生们通过多媒体可以直观形象地进行了解操练。通过对动物园中长颈鹿眼睛的点击进入长颈鹿画面。高大的长颈鹿与相对矮小的一年级学生形成了鲜明对比。让学生大胆走向前台，充分运用平台的作用，准确理解tall and short.这是本课的重难点，这样形象的对比与生动的人机对话无疑可以为重难点的突破打下良好基础。通过对动物园中大象眼睛的点击进入大象的画面。可以充分利用课件画面的直观性让学生产生描述的欲望。通过对动物园中狮子眼睛的点击进入狮子的画面，快速学习这个上模块涉及过的句型。将所有图片综合，让学生们进一步全面理解本课涉及到的句型，并通过画面加深对long and short; tall and short.的理解。同时通过猜图游戏，让学生充分动脑，巩固所学。画面中观光车驶入学校，让学生清楚我们即将步入书本学习。同时音乐设置让学生从游览中回到教室进行chant的说唱。使用录音机让学生完成听音圈单词、听音跟读、听音表演跟读任务。展示动物画面，再响课堂开头的音乐，让学生在欢快的氛围中结束本堂课的学习。板书设计一年级的英语教学重在教学情景的创设，因此在黑板上我画了动物园大门的简笔画，并将所涉及到的几种动物（snake, giraffe, elephant, lion）图片按照教学进度粘贴于黑板上动物园中，让学生们对本堂课所涉及的内容一目了然；黑板左下方画了两座蘑菇房子来代表全班划分的两大组，以获取小狗图片的方式进行小组评价，提高学生的学习兴趣与参与欲望。整个板书简单明了，符合低段学生英语教学要求。课后教学反思 1、在现代信息技术的辅助下，本堂课教学目标达成良好。这是一节新授课，面对的是一年级的学生，学生在40分钟的学习中不仅较好地掌握了单词以及对各种动物的描述，还比较灵活地进行句型的运用。 2、整个教学活动中，充分做到了教师为主导，学生为主体，学生的参与面很广，课堂的大部分时间老师都交给了学生去进行练习，让学生的听说训练落到了实处。 3、通过对多媒体的合理利用，在课件的辅助下，比较成功地进行了情景的设置，课堂上，学生根据我的设计以参观动物园的方式进行了相关动物类单词与句子的学习；现代信息技术多媒体的使用，使整个流程清晰、自然；教学环环相扣，让学生们在意犹未尽中获得了相关知识。 4、对于一年级的学生来说，这种以现代信息技术相结合的学习活动让他们对学习充满了兴趣，开阔了他们的视野。虽然这个课件制作比较简单，但在对本堂课的重难点突破上起了很大的作用，所谓“实用的才是最好的。”就是说的这种状况吧。当然，没有绝对完美的课堂。本课仍有许多需要改进的地方，比如说课件在综合练习时可以做得更有吸引力些：鼠标移动时就让画面变大；学生猜图时猜对了给予热烈的画面掌声等。在今后的教学中，我将吸取本堂课的经验，更好地利用现代信息技术各类资源，积极培养小学生英语学习的兴趣，提高小学英语课堂的有效性。

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