《-It-was-there-》教学设计与说明.doc

教学设计评选

《 It was there 》教学设计与说明
响水县运河中心小学 徐伟伟(224621)
[教学内容]：牛津英语6A Unit 3 It was there (A)
[教材简析]：本册教材涉及了相关的语法知识，比如“过去式”，特指过去发生过的事情。要求学生能够运用过去形式来进行会话，因此学生对过去式的用法会稍有难道，这就要求教师运用旧知引新知，引导学生心理接受新知识。本节课是A部分语篇。本语篇主要谈论的是苏海和苏阳在寻找相机和胶卷以及询问胶卷和照相机刚才分别在哪里。
在课的开头，给出学生本节课的课时目标。让高年级的学生在上课伊始就明白自己在本节上应该做什么。并用书签激发学生的兴趣。因为这些书签很特别，背后都有知识讲解，重难点突破，学习方法指导登。如果要得到我的书签，就得完成今天的目标任务，这对高年级的孩子是一种激励。
我们知道语篇教学要注重语篇的整体，但是在这之前，我们需要把一些重点的并且干扰学生理解的知识点处理掉，这里很明显是过去式was和were,影响了学生的理解。所以，通过游戏Memory Game来询问:Where was the toy just now? 以及Where were the pictures a moment ago? 引导学生回答：It was… They were… 这里较巧妙地将重难点一一突破。并且很有趣味，与本课的目标紧扣。
[教学目标]：
（一）知识目标
1. 能听得懂、会读、会说、会写单词：was, were, film, moment, running race, Sports Day, excited, exciting，ground.
2. 能听得懂、会读、会说、会写句子：Where is it? It’s … It isn't there. It was there a moment ago. Where are they? They’re… They aren’t there. They were there just now.
3. 能正确理解A部分的语篇内容，会读、会说、会复述课文。
（二）能力目标
1. 提高自主学习的能力。
2. 加强提问的能力。
3. 加强合作学习的能力。
（三）情感目标
1. 对英语学习的持续兴趣以及用英语表达的自信。
[教学重难点]：
重点：对课文内容的理解与掌握
对was，were以及一般过去式的初步感知。
对exciting和excited的正确区分和运用。
难点: 对was，were以及一般过去式的初步感知。
[教学准备]：
1. PPT和课文flash。 2. 练习纸若干。
[教学过程]：
Step 1. Greeting and free talk
1. （拿出小手）
T: Hello! Good morning! Nice to meet you. How are you? (和学生问好)
Today I’m very excited. I have some presents for you.
Look, they’re bookmarks.
Are they nice?
Ss: Yes.
T: They’re nice. And they’re very special. At the back, there’s something. Do you want to have a look?
Ss: Yes.
T: Please have a look.
What’s that on the bookmark?
S1: QQ number
T: Do you want to know?
Ss: Yes.
T: What’s that?
S2: Learning tips.
T: Do you want them? But you should do all the things here. First, we’ll learn the dialogue. And we’ll meet some new words and try to use them. And we’ll try to make up the new dialogue.
So are you ready? Let’s go!
【设计说明：通过奖励书签的方法激发学生学习的兴趣，使学生带着任务和目标来有效的学习。】
2. T: You know, I’m your new English teacher. First say something about yourself and let me know you.
Say hello first.
S1: Hello…
T: Good! Who will be the next? （突然）You, please.
S2: Hi…
S3: Hello…
T: I know some of you. Now let me have a try.
My name is Apple. I’m an English teacher. I like singing and I can sing well, I don't like dancing. Because I can’t dance well. I love my students very much. I usually play games with my students in my class. This is me. Do you know me?
Ss: Yes.
T: Now answer my questions quickly.
What’s my name? What do I like? Can I sing well? What’s this in my hand?
Ss: It’s a toy.
T: Yes, it’s a toy hand. Of course, I don’t have three hands.
Where’s the toy?
Ss: It’s in your hand.
T: Yes. Now it’s in my hand. But where was it just now?
You may answer like this: It was in…’s hand.
Read after me: was
S1: It was in...’s hand.
T: Who’s …? （走到他身边）Was it in your hand?
Yes, you’re right. Who can try again?
S2: …
【设计说明：通过教师自己一些简单的信息对学生进行输入和输出的锻炼，既培养了学生的听力，也锻炼了学生的口语表达，同时很自然的过度到新授内容。】
T:You have good memory! Look, What are they?
Ss: They’re pictures.
T: Please look at the pictures and try to remember where the pictures are.
Where are they?
Ss: They’re in the desk.
T: Where are they?
Ss: They’re on the chair.
T: Now where are they?
Ss: They’re in the bag.
T: (图片突然没有了)Oh, there aren’t any pictures. Where are they now?
Ss:…
T: They’re…(指一下)
Ss: On the blackboard.
T: Yes! 揭示图片并拼在一起。They’re on the blackboard now.
T: But where were they a moment ago? Do you still remember?
You may say like this: They were … 带读were, were
S1: They were on the desk.
S2: They were on the chair.
S3: They were in the school bag.
T: Well done! But now they’re on the blackboard.
Can you say something about this picture? You may discuss in pairs.
Ss:…
T: Just now, you talked about this picture. That’s good! Now please read it by yourself!
Ss:..
T: Answer my questions. What day is it today?
Ss: It’s Sports Day.
T: Maybe we don’t know whether it’s Monday or Tuesday, but it’s Sports Day.
Ss: 跟读
T: How are the students?
Ss: They’re very excited.
T: 带读
What are Su Hai and Du Yang doing?
Ss: They’re watching a running race.
T: 带读 running race
Is the race exciting?
Ss: Yes.
T: It’s very exciting.
带读 exciting
Pay attention to these two words: exciting 和excited ( Tips) We usually say somebody is excited. Something is exciting. Do you understand?
Now let’s read it together.
Step 2. Lead-in
T: Look at Su Hai and Su Yang. Are they excited, too?
Ss: No.
T: They aren't excited. Why? Here I have two choices for you.
Let’s watch, listen and circle the answer.
（金太阳动画）
T: Which one do you choose?
Ss: B
T: Read it.
Ss: They can’t find the camera and films.
So Su Hai and Su Yang are looking for the camera and films. (板书)
【设计说明：培养学生听的能力，同时让学生带着问题去有目的的听和辨别。】
Step 3. Presentation and Practice
1. T: But Where are the camera and films now? Where were they just now? Where were they a moment ago? （板书now, a moment ago和just now并且带读）
Please read the dialogue and underline the answers.
To do it better, you can use different marks. For example, you can use two kinds of lines here.
Ss:… （ 喊学生上来写）
T: Let’s check.
Where’s the camera now? ( Was it in Su Yang’s bag?)
Ss: It’s in Su Yang’s bag.
T: Where was it a moment ago?
Ss: It was in Su Hai’s bag. (板书was)
T: How do they talk? Let’s see the dialogue.
Pay attention to the sentences here. (指导朗读) It was there a moment ago. Let’s try again.
Ss: Read again.
T: From the dialogue, we know 总结camera…. (板书was)
T: What about films?
Where are they?
Ss: They’re on the ground.
T: Where were they just now?
Ss: They were in Su Yang’s bag,
T: Are you right? Let’s see the dialogue.
Read together. Su Hai is worried.
Ss: Read 右半
2. T: Now let’s listen and read. Pay attention to your pronunciation and intonation.
But first, listen to this. Can you try to read it?
Ss: Yes. (Look, Su Yang. The boys are running. It’s very exciting. Let me take some photos. Su Yang, where’s my camera?)
T: Very good!
Now let’s listen to the tape and write down the marks.
T: This time, let’s read together. Pay attention to your pronunciation and intonation.
3. T: You can read well. Can you retell the story well, too? Please have a try.
When you're retelling, pay attention to the picture and mind map here. They can help you. ( 分别拿图片：It’s Sports Day….Su Hai and Su Yang aren’t excited. They’re looking for the… The camera… The films… Now I give you 1 minute to prepare it.
Ss: 反馈
T: Let’s retell one by one. You may say one sentence and try to give an ending. Now please practice in groups.
Step 4 Check Time
1. T: Let’s come back to our goals. The first one, Can you read and retell well? If you can, you have reached it. Congratulations!
2. T: And the second one, let’s see whether you can read them now. Read the words together. (快速指读反应)
3. T: How to use them? Look, try to use the words to complete the sentences.
You can use them!
4. T: What about the third one? Make up a dialogue.
Time is limited. We can do it after class. I think you can do it !
【设计说明：回顾学生的学，检查学生对学习目标的掌握情况，使学生清楚自己的所获，使学生有成功的喜悦感。】
Sept5 Homework
Make up a dialogue. You can make up a dialogue about Su Hai and Su Yang.
Or you may find a new one.
And don't forget :
1. Listen and read the dialogue. You can follow the tape and make marks accoding to the tape.
2. Retell the text ( Write down the key words first and try to retell)
Step6反馈
T: At this lesson, I think you all did a good job! So You’ll get my bookmarks. You should put the bookmarks together and share together! In this way, you’ll learn more. And of course, we can help each other. Goodbye!