宝坻区小学英语学科课时备课教案.doc

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宝坻区小学英语学科课时备课教案 A: 基本要求（听，说，读，写，演，画，唱） B:高级要求（理解和运用）课题 Unit 6 What’s wrong with you? Lesson 35 学习目标 A B 语言要素词汇 feeling，be worried about √ 语音语言目标 How are you feeling today,××? I feel much better. I’m worried about my lessons. Don’t worry .I’ll help you with your…. √ 话题要求探望并问候病人任务设计探望病人 √ 能力目标能够了解如何使用康复卡或实物探望病人，并能运用所学句型进行简单的问候与交流。情感目标培养学生关心同学或他人健康状况的情感，树立自主学习，主动参与的意识，养成勤于模仿，敢于创新的习惯，发扬协作精神，体验合作的成就感。教学重点 How are you feeling today,××? I feel much better. I’m worried about my lessons. Don’t worry. I’ll help you with your…. 教学难点 Drills: How are you feeling today,××? I feel much better. 课型新授课教具 pictures, group sings, form, objects and tape 学具 Cards and objects 教法愉快教学法、情境教学法、活动教学法、任务教学法；小组合作法、师生互动教学法。学法 1.主动参与合作与交流 2.注意倾听他人发言 3.利用所学知识解决实际问题板书设计：Unit 6 what’s wrong with you ? Lesson 35. How are you feeling today ? I feel much better . I’m worried about my lessons. 作业： Make a get-well cards and make up some new dialogues. 教学反思： Teaching Procedure( 教学过程 ) 教学程序具体教学环节教法学法及教具 Step1 Revision Step2 Presentation Step3 Practice Step4 Additional activities (The central task) Step5 Assessment 1. Greeting 2. Sing a song: Here’s a Teddy Bear for you. T: Today We are going to learn lesson35, Before that let’s sing a song together, OK? 3. The teacher shows pictures and asks, the students answer and act. T: who can act in the front? (向学生渗透所表演的动机) T: What’s wrong with you? S: My elbow hurts./ I have a fever. T: Here are some flowers for you . S: Thank you. T: Your group is flower group (以同样方法出示组标 cherry group, strawberry group and grapefruit group) T: xxx is fine. xxx is fine. But xxx and xxx is ill. Now let’s greet to them. 1. To learn the new sentences: How are you feeling today? I feel much better. ① T: How are you? S: Fine, thank you. T: I had a headache yesterday, can you greet to me ? S: How are you? T: I feel much better. (翻译句子并领学生读2遍，板书) T: How are you? S: I feel much better. (S－S 生生练习后展示2－3组)（评价） ②T: xxx is ill, let’s greet to him/her. T: How are you? S: I feel much better . T: “How are you?” We can also say “How are you feeling today?” (翻译句子并领学生读2遍，板书) T: Can you instead of me and greet to xxx. S: How are you feeling today? T: I feel much better. (S－S 生生练习后展示2－3组)（评价） 2. To learn the sentence :I have some xxx for you. ① T: Yesterday xxx was ill, let’s greet to him/her, OK? T: How are you feeling today. S: I feel much better . T: I have some bananas for you. S: Thank you . ② Who can instead of me and greet to xxx.? ③(S－S 生生练习后展示2－3组)（评价） 3. To learn the new sentences: I’m worried about my lessons. Don't worry. I’ll help you with your…. ① T: Yesterday I was ill. Today I feel much better. But I’m worried about my lessons. What about you? (耳语) S: I’m worried about my English. T: Don't worry. I’ll help you with your English. S: Thank you . (同样方法问其他组成员) ②(S－S 生生练习后展示2－3组)（评价） 1. T: Kate was ill. Let’s greet to her, OK? S: OK. T: Open your books and page 64. 2. Talk about it . (学生小组合作翻译前言) 3. Now listen and read after the tape. (两遍) 4. Practice in groups. 5. Act out the dialogue in groups.(师生评价) Take out your get-well cards and objects and greet to the sick classmates. (师生评价) 1. Now , let’s have a look at which group is the best. 2. Homework: Make a get-well cards and make up new dialogues. 愉快教学法 Recorder pictures 情境教学法、任务型教学法、小组合作法、活动教学法 objects 情境教学法、活动教学法、任务型教学法、合作教学法 tape 任务型教学法、合作教学法 cards and objects 宝坻区小学英语学科课时备课教案宝坻区尔王庄乡高庄户中心小学杜双艳 A: 基本要求（听，说，读，写，演，画，唱） B:高级要求（理解和运用）课题 Unit 6 What’s wrong with you? Lesson 35 学习目标 A B 语言要素词汇 feeling，be worried about √ 语音语言目标 How are you feeling today,××? I feel much better. I’m worried about my lessons. Don’t worry .I’ll help you with your…. √ 话题要求探望并问候病人任务设计探望病人 √ 能力目标能够了解如何使用康复卡或实物探望病人，并能运用所学句型进行简单的问候与交流。情感目标培养学生关心同学或他人健康状况的情感，树立自主学习，主动参与的意识，养成勤于模仿，敢于创新的习惯，发扬协作精神，体验合作的成就感。教学重点 How are you feeling today,××? I feel much better. I’m worried about my lessons. Don’t worry. I’ll help you with your…. 教学难点 Drills: How are you feeling today,××? I feel much better. 课型新授课教具 pictures, group sings, form, objects and tape 学具 Cards and objects 教法愉快教学法、情境教学法、活动教学法、任务教学法；小组合作法、师生互动教学法。学法 1.主动参与合作与交流 2.注意倾听他人发言 3.利用所学知识解决实际问题板书设计：Unit 6 what’s wrong with you ? Lesson 35. How are you feeling today ? I feel much better . I’m worried about my lessons. 作业： Make a get-well cards and make up some new dialogues. 教学反思： Teaching Procedure( 教学过程 ) 教学程序具体教学环节教法学法及教具 Step1 Revision Step2 Presentation Step3 Practice Step4 The central task Step5 Assessment 1. Greeting 2. Sing a song. 3. The teacher shows pictures and asks, the students answer and act. 1. Show the task. 2. To learn the new sentences: How are you feeling today? I feel much better. 师－生新知引入，生－生新知练习，小组合作巩固，师生共同评价 3. To learn the sentence :I have some xxx for you. 师－生新知引入，生－生新知练习，小组合作巩固，师生共同评价 4. To learn the new sentences: I’m worried about my lessons. Don't worry. I’ll help you with your…. 师－生新知引入，生－生新知练习，小组合作巩固，师生共同评价 1. Comprehend the text’s foreword in groups. 2. Now listen and read after the tape. 3. Practice in groups. 4. Act out the dialogue in groups Take out the get-well cards and objects and greet to the sick classmates. (师生评价) 1.Choose the best group and give them some encouragements. 2. Homework: Make a get-well cards and make up new dialogues. 愉快教学法 Recorder pictures 教学法、任务型教学法、小组合作法、活动教学法 objects 情境教学法、活动教学法、合作教学法tape 任务型教学法、合作教学法 cards and objects 良好的学习习惯是学生学好英语的前提，依据《英语课程标准》的要求，在英语教学中我注重了对学生以下几种习惯的培养。第一，培养学生倾听他人发言的好习惯。在英语教学中，我注重培养学生倾听老师和同学之间的发言，例如，在讲Lesson 35的句子中(I’m worried about my lessons. Don’t worry. I’ll help you with your lessons.) 我先让学生倾听老师的发言，然后让他们在练习句子中倾听同学的发言，从而掌握了本课的句子。第二，培养学生表达交流的好习惯。在英语教学中，让学生用英语表达交流并不是一件难事。只要我们注意到了这一点就能够做到。例如，在教学中，我经常用英语和学生对话，针对不同的学生提出不同难度的问题，让每个学生都能够有表达的机会，从而增强了他们学好英语的自信心和学习英语的兴趣。第三，培养学生合作意识和互帮互助的好习惯。在英语教学中，我经常以小组合作的方式(Practice in pairs , practice in groups.) 来组织教学。例如，在练习课文对话时，我先让他们进行组内练习，再到前面表演，在练习过程中，既培养了学生的合作意识，又体现了学生之间互帮互助的良好品质，从而使学困生得到了帮助，调动了他们学习英语的积极性，增强了他们学好英语的自信心。第四，培养学生良好的课前预习习惯。在教学中，我经常让他们以小组合作的方式预习下一课需要学习的内容，发现问题后带着疑问进行学习，从而使他们在课上能够集中注意力的去听，去读，去说。增强了他们对学习英语的兴趣和主动参与的意识。

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