冀教版Let's-buy-postcards教案设计.doc

Lesson17: Let’s Buy Postcards
一、教材及学生分析
Lesson17: Let’s buy postcards.选自义务教育课程标准试验教科书《学英语》（河北版）第六册Unit 2中的第一课，承接上一单元内容，以Jenny、Li Ming 和 Danny 三人的北京之旅的活动为主线，介绍了postcard、 letter 、e—mail以及关于购买、邮寄明信片等概念，分为两部分，由词汇、句子到情景对话，由易到难。内容贴近学生生活，与学生的生活经历息息相关。
学生以前已经学过如何买东西，并在实际生活中有购买和邮寄明信片的经历，对此话题也比较感兴趣。
二、教学目标
1.知识目标：
学习单词postcard、letter 、e—mail及句型This postcard has a picture of _______. I want to send a postcard to_______.
2.能力目标：
能够读、写、说出并听懂postcard、letter 、e—mail，能运用所学句型表达自己的意愿，在情景中熟练准确运用句子。
3.情感目标：
学会与他人合作，引导鼓励全面参与，大胆开口说，让人人在课堂中有所收获。
三、教学重点、难点
在小组合作自由创设的情景中恰当运用所学句型。
四、教学准备
CAI课件、postcard、letter、e-mail实物、自制明信片、录音机
五、设计理念
1、每个人都能掌握简单的生活交际用语。
2、通过活动激发每个学生的学习积极性，让每个学生都有用英语去交流的欲望，让学生成为学习的真正主人，教师则是活动的组织者，引导者和帮助者。
3、采用小组合作学习，自由创设情境，在情境中学生准确理解和熟练运用新的语言材料。
六、教学流程
Step 1: Class Opening and Review
1.Greetings: I’m very happy to see you again. Let me introduce myself first. My name is Guo Jing. You can call me Miss Guo.Are you ready for class? Let’s begin.
2.Revision:
T：（拿出一张卡片）Look! What’s this?
S1:This is a picture.
T:What’s on it?
S2:It’s a cat.
T:Yes ,it’s a cat.We can also say “It has a cat on it”.(板书此句型)
教师用同样的方式对其它图片进行问答。
[教师通过问答引导学生掌握句型，为下一步的学习作好铺垫。]
Step 2: New Concepts
1、T: Look at the screen, I have a friend. She is a lovely girl. Her name is Lee. She lives in America. She is far from me. I miss her very much. How to connect with her? Who can help me?
Ss:写信，打电话，写电子邮件，写明信片…
[设计意图：以与远方的朋友联系,让学生为自己想办法，很自然地引出新授内容---通讯工具。]
2、T: Look at the screen. What’s this?
S: 信
T: Yes, this is a letter. (教授并板书新词letter, 并强调[e])
T: The word “letter” has two meanings. “A,B,C,D” are letters, what’s the meaning?
[设计意图：通过引导让学生认识letter的两种意思，学生自己猜出来比老师直接教授要容易理解。]
Read the letter together. (读信的内容)And then ask “Where do we write a letter?”
Ss: We write a letter on paper. (强调“paper”是不可数名词，我们可以说 “a piece of paper”)
T: Next picture, what’s this?
S: This is a computer.
T: Yes, the computer is very useful in our modern life. For example, We can play computer games or we can write an e-mail on a computer.(出示幻灯片 an e-mail并板书新词e-mail.强调连字号和冠词“an”。)
Read the e-mail together. （读电脑上内容）And then ask “Where do we write an e-mail?”
S: We write an e-mail on a computer.
T: If your friends live far from your city, you can write a letter or an e-mail ,what else?
S: …
T: (出示幻灯片)Postcard.(教授此词)
T: What does the postcard have?
S: It has a picture on it.
T: Now let’s look at some beautiful postcards. Every postcard has a picture. (出示明信片分别带有十二生肖的图片)
T：What’s this? What’s on it?
Ss: This is a postcard. It has a ___ on it.
T(指着手中明信片面)：This postcard has a monkey on it .My friend likes Monkey King very much. Now I have a good idea. I want to send this postcard to her.(边说边做动作，演示send，让学生通过观察、猜测send的意思，板书教授新句型)
3、Practice
T: Whom do you want to send the postcard? Talk about it in pairs.
Then ask some of them to show and talk about their postcards.
4、Text
T: Now Danny, Jenny and Li Ming are shopping in the hotel shop. They want to buy some postcards for their families and friends. Let’s look at what postcards do they buy. Listen to No.2 and then circle the answers with your pens:
①Follow the audiotape, read together.
②Answer some questions.
③Act out the dialogue in groups.
[听录音，做事情，整体感知语言内容，在这个过程中，学生有事可做，并且有积极的思维活动。最后找学生展示答案，以便其他学生检查自己的答案]
Step 3:Group work.
1．T：Here’s a dialogue for you.(分角色朗读对话)
2.知识拓展: Make a dialogue: (A is a clerk, B is a customer.)
A: Can I help you?
B： I want to buy some postcards. I want to send this postcard to ___. May I see that postcard, please?
A： Here you are.
B： Thank you. How much for this postcard
A： ____ yuan.
B： I’ll take ____, please.
A： Here you are.
B： Thank you..
A： You are welcome
[给学生提供用得上的句型和交际用语，依据所学内容小组合作编对话。在小组合作的过程中，为学生提供相互交流、共同学习的机会。学生间互相帮助，共同完成任务]
3.Ask several groups to show.
Step 4: Practice
A: Fill in the blanks.
1.You write ( ) e-mail on a computer.
2.How much ( ) this postcard?
3.I’ll ( ) nine postcards, please.
4.This postcard ( ) Tian’anmen Square.
5.May I ( ) that postcard, please?
B:Talk about these postcards.
1. 2.

3. 4.

The Ss talk about these postcards with their own words.

C: Homework
Make a postcard. Use the following structures to talk about your postcards with your parents.
My postcard has _____ on it.
I want to send this ____ to______.
Step 5: Class Closing
T: Boys and girls, now everyone has bought a postcard. We will learn how to write a postcard next lesson. That’s all for today. Goodbye everyone.

七、板书设计
Lesson 17: Let’s Buy Postcards.
letter e-mail postcard
It has a _______ on it.
I want to send this postcard to_______.

八、课后反思
在本节课的教学设计中，我依据新课标的要求，学生的年龄特点和教材的难易程度，逐层渐进，由易到难的设计了形式多样的教学活动。注重培养了学生的自主学习能力和合作意识。
英语学习是知识—技能—能力的转化过程，是做中学的实践过程，是学习者参与、体验、互动、合作、探究、创新的过程。本节课，我以怎样和在美国的朋友联系为主线来教学，为学生创设一种语言情景，在情景中学习，在情景中运用所学语言。学生有了具体的动机就能自主的学习，主动地用所学语言去做事情，在做事情过程中自然的使用所学语言，在使用所学语言做事情的过程中发展语言能力。
教学中，我制作幻灯片既简单又非常有效，出示以后，再把单词拼读板书到黑板上，以加深对单词的记忆及认识的效果，让学生在趣味中学习原本枯燥的单词；以提问的形式出示重点句子，然后把句子板书到黑板上，让学生进行练习，培养学生自主学习能力。在已经掌握了单词和句子后，灵活地处理对话：通过听对话并回答问题、然后听对话并跟读、再模仿对话并进行组练、最后小组展示自编对话。由易到难，层层递进，培养学生的综合运用语言能力和交际能力。
所有活动，我都是根据学生的心理特点设计的，使学生都能积极参加每一项活动，从而达到学习英语、提高语言运用能力的目的，使学生在参与当中学到知识与技能，并培养兴趣，为以后的学习打下基础。在课堂内我设计了一个商店的场景，通过买明信片这一任务型的活动，实现同学间的交流合作，从而使学生能有更好的氛围把所学的语言自然地加以运用，体现情景对话“活学活用”的目的。这个综合性的活动，旨在对话中运用学过的知识完成活动任务，培养合作能力。做到“在用中学，学了就能用”，让学生感受到用英语购物的乐趣和成功的喜悦。
在教学中我采用了直观教学法、情景教学法、任务型教学法。以学生为主体，它使每个学生都平等地参与学习，进行真实情景的交际，并拥有充分发言和表现自己的机会，它体现了学生的主体性，达到学以致用的目的。教学设计简单，各层次学生均有所得，各个活动都能激发学生的学习热情，体现任务型教学的思想，并能用老师的激情感染学生。学生能积极地参与老师所设计的教学活动，完成了这一堂课所要完成的所有内容。