【篇一】
課題NewStandardEnglishBookFourModule1,Unit2.It’sraining.教學模式任務型教學模式(Task-basedApproach)
年級Grade2
教學用具電腦、錄音機、卡片
教學用時一課時
設計模式教師：創(chuàng)設情景――激發(fā)興趣――組織活動――指定目標
學生：交流探究――合作活動――鍛煉能力――升華習慣
教材分析
學生已學完了全部字母，一些簡單的單詞和日常用語，為學生提供“字母-單詞”的復習游戲素材，鞏固已學到的知識從而引出新課.It’sraining是新標準英語第一模塊第二單元的內(nèi)容，本單元是圍繞天氣狀況為題材展開的。在日常生活中，“天氣”與我們密切相關，如何問答天氣便是本單元所要學習的交際用語，是教學大綱要求掌握的重要語言功能項目之一。
學生分析
本節(jié)課授課的對象是小學二年級的學生，初學英語的孩子對語言運用意識不強，設計一些簡單的句子進行提問，激發(fā)學生對英語學習的興趣。同時學生的認知水平比較好，能讀出所學詞語，具有較強的可塑性。
設計理念
英語課程的教育理念中指出“要面向全體學生、關注學生的情感，營造寬松*和諧的教學氛圍，倡導任務型的教學途徑。本節(jié)課就是根據(jù)這些理念進行設計的，以培養(yǎng)興趣為前提，讓學生把所學的知識運用到實踐當中，讓學生通過感知、體驗、實踐以及合作探究來實現(xiàn)學習目標。
教學目標
(一)知識目標：1.以游戲的方式檢驗學生對26個字母的掌握情況，要求能聽懂及正確識別。
2.詞匯:hot,cold,raining,snowing,windy,
sunny以及如何問答天氣的交際用語
3.爭做小小天氣預報員。
4.學唱英文歌曲
(二)能力目標：本節(jié)課通過課堂活動，完成了聽、說、讀、寫、唱的技能訓練，使學生通過感知、實踐、合作
完成任務，感受成功，提高語言實踐運用能力。
(三)德育目標：通過這節(jié)課讓學生懂得要愛護我們周圍的環(huán)境，愛護樹木，從自我做起，保護地球美麗的家園。
(四)情感目標：在學習中，我注意使用鼓勵性的語言，幫助學生克服緊張的心理，提高自信心。
教學重點詞匯:hot,cold,raining,snowing,windy,sunny以及如何問答天氣的交際用語
教學難點對What’stheweatherlike?的答語，It’sraining.It’ssnowing也可說成It’srainy.It’ssnowy.
教學流程
一.談話引入
1.鋪墊，知識回憶
想一想，到現(xiàn)在你學會了哪些英語知識?說說看，比一比誰學到的多?
2.激趣，字母游戲：創(chuàng)設情境，發(fā)現(xiàn)問題
大家學會的可真不少!今天，我們就應用所學會的一些字母做一個游戲，你們喜歡嗎?
老師給每個同學發(fā)一張卡片，上面有一些字母，下面同學們仔細聽，把老師讀到的字母劃掉，看看你發(fā)現(xiàn)了什么?每個小組第一桌的同學到前邊來做，看哪組分高。
師讀：C、D、I、J、K、M、N、Q、S、U、V、X、Y
Now,tellmeplease.Whatdoyoufind?
生：單詞flag,go,zoo,bag,pen.
師：OK!Youareveryclever.
完成好的同學得一朵小紅花。
師：這里有一個單詞同學們沒有找到，那就是我們今天學習的weather.
(游戲能為小學生的英語學習帶來快樂，使枯燥、機械的句型操練變得生動，活潑，因此，在教學過程中，應恰當?shù)陌延螒蛞胝n堂，寓教于樂。)
二.利用多媒體學習新單詞
1.練習生詞的讀音
課前讓學生查找與天氣有關的單詞，學生通過搜索資料提高搜索信息的能力，培養(yǎng)學生探究能力，然后進行六個單詞的重點學習,在聽完磁帶后，找學生讀單詞，糾正他們的發(fā)音。
(利用電教多媒體能使課堂更加生動，直觀，圖文并茂，使學生能夠在輕松愉快的氣氛中學習。)
2.交際英語
運用What’theweatherlike?就圖片上的天氣進行提問。
(英語要作為交際工具來教，也要作為交際工具來學，做到學用統(tǒng)一。)
3.圖片與句子相連接，學生走到微機前進行連接。
三.爭做小小天氣預報員
就各地區(qū)的天氣進行預報。
(興趣是好的老師，而興趣來自好奇，來自體驗，提供實踐機會，讓他們參與表演，這既符合兒童好動、表現(xiàn)欲強的年齡特點，同時也會進一步加強對所學知識的掌握。)
四.學唱歌曲
1.運用肢體語言教學生詞snoring,bumpshishead,確信學生理解歌曲的意思。
(肢體語言，可使學生在語言和動作、表情間建立直接的聯(lián)系，從而獲得形象的感知，能收到良好的效果。)
2.建立超連接，運用新標準動畫光盤教唱歌曲，在演唱中配以相應的動作，然后小組間展開競賽，看哪個小組唱得好，為唱得好的學生發(fā)小紅花，并鼓勵他們把新學的歌曲唱給爸爸媽媽聽。)
(小學生性格天真活潑，特別喜歡唱歌，在演唱中配以相應的動作會更引起他們的參與和投入，在英語歌曲中學新詞，既減輕了學生的心理負擔，又能在輕松愉快的氣氛中學到新知識。)
五.總結升華
以沙塵暴為例對學生進行愛護周圍環(huán)境的思想教育，讓我們的天空更藍。
六.課堂小結
在活動中復習鞏固了所學知識，掌握了如何問答天氣，以及在愉快的氣氛中學會了一首英文歌曲，增強了學英語的自信。
七.課后作業(yè)
1.觀察本周天氣情況，進行預報。
2.如果你想了解天氣的更多知識，請同學們登陸www.hongen.com,老師相信你一定會成為一名出色的天氣預報員。
八.課后反思
本節(jié)課在教學模式中采用任務型教學法，在授課過程中應用了游戲法，分組合作法、啟發(fā)誘導法，演唱教學法。教學設計按照老師：創(chuàng)設情景――激發(fā)興趣――組織活動――指定目標學生：交流探究――合作活動――鍛煉能力――升華習慣，使全體同學在充分的活動中學到了新的知識，取得了較好的教學效果。
九.板書設計
Itisraining.
Wordlist:
Hot、cold、raining、snowing、windy、sunny
Sentences：
Whatistheweatherlike?
Itisraining.(snowing、rainy、snowy)
【篇二】
Lesson 45PART 1 Analysis of the Teaching Material
(I)STATUS AND FUNCTION
1.This unit is a revison unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11.
2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit.
3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
(II)TEACHING AIMS AND DEMANDS
Knowledge objects
1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.
2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.
Ability objects
3. To improve students’ listening and speaking ability by reading and practising the dialogue.
4. To develop students’ communicative ability by learning the useful expressions for making suggestions and replying.
Moral objects
5. To enable the students to love life and animals, protect the nature and environment.
(III)TEACHING KEY POINTS:
1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.
2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.
(IV)TEACHING DIFFICULTIES:
1. The usage of the Modal Verbs ,especially usage for making suggestions.
2. Using the learned phrases and sentence patterns to make suggestions and replying.
(V)TEACHING AIDS:
Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware
PART 2 Teaching Methods
1>Five Steps Approach.
2>Communicative Approach.
PART 3 Studying Ways
1. Teach the students how to be successful language learners.
2. Teach the students how to master dialogues and how to communicate with others.
PART 4 Teaching Procedure
Step 1 Revision
Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.
Step 2 Lead-in
Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.
1.Do you like animals?
2. Do you keep any animals at home? What is it or What are they?
3. Can you explain how you care for them?
4. How do you feed them?
…
Step 3 Dialogue Presentation
1. The first listening
After the teacher's brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue, ask the students to answer two simple questions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have a chance to practise their listening ability.
Questions :
1.Where will such dialogue happen in your opinion?
2.What are they mainly talking about?
2.Second listening
This time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions.
Questions: (Show the questions and answers on the screen using computer)
1. What does Kate want to do ?
2. Where would Kate keep them at first?
3. What does LiQun advise her to do?
4. What size tank should she get?
5. What should Kate put in the tank?
6. Why should Kate put a few large rocks in the tanks?
7. Why should Kate put some underwater plans in the tank?
Language points: (Show them on the screen using computer)
a. the other day = a few days ago
b They don't get enough air:
With a bowl, only a small surface area of the water is in contact with the air. So the water does not receive enough oxygen.
c 30 cm by 30 cm by 50 cm.
We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.
e underwater plants:
These plants oxygenate the water and keep it clean.
d For one thing = one reason (for putting plants in the tank)
Step 4 . Dialogue Drill
1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud. This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.
2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue , in the meanwhile show these expressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understanding of those expressions.
Step 5 . Practice (part 2)
In fact, this step is intend to deal with the second part of the lesson(part 2). First show the words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise making suggestions and replying, using the phrases given in the table of Part2 .Give the students 5 minutes to prepare it. Ask the students to pay particular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to make the students get a further understanding of these expressions.
Step 6. Consolidation( Dialogue Production)
This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from the dialogue (mainly told the students to love life and animals, protect the nature and environment) . This step is employed to create a language environment for students’ communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situation. If the students can finish this task well, they will benefit a lot in their spoken English.
Situation:(show it on the screen using computer)
One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for your advice. Now you’d like to advise him/her what to do?
Step 7. Workbook
Finish Exx 1 and 3 orally, left Ex 2 as written work.
Ex. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the exercises orally in class.
Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the Ss work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see.
Ex. 3 lists pairs of words with somewhat similar pronunciation but different meaning. Get the Ss to read aloud the words and say what each of them means.
Step 8 Homework
!.Do Ex 2 in the exercise books. This is used to make the students have a further understand of the modal verbs.
2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students.
【篇三】
Unit3 Parks說課稿�、馱arming up
�、ing a song.
ⅡIntroduction:
Show google net site. Do you know Google? What can you google on internet? So if you want to get more information you can google. Today let’s try to learn some things from googles. Now let’s google the famous place. Do you know the place? (I don't know this place. )
�、� Introduce Shanghai while watching the pictures of Shanghai.
ⅰT: What is it? Do you know?
To elicit: No. (Teach: I don't know this place.) Ask some students and to elicit: No, I don’t know this place. Show oriental Pearl TV Tower. Look, it is Oriental Pear TV Tower. Now do you know this place?
T:I know this place. Look,do you know this place?
To elicit: I know this place. It is Shanghai.
�、� Travel
1 Show the pictures: Now let’s google more places. Can you match the pictures?
Match the pictures: Ocean park/ West Lake/ San Ya/ Yu Garden/ Tiananmen Square/ Li River. Which one is Ocean Park? /Mask the pictures and say: I know this place it is …/Chant./
2 Have you ever been to Ocean Park? Right. Please tell me where is it?
It’s in Hongkong. And San Ya? It’s on Hainan Island. Teach Hainan Island. Let’s google some other islands:
Ask and answer: Where is …? It’s in …
Listen to the tape and follow.
4 Show postcards pictures: Let’s enjoy other pictures,can you tell me where it is?
Sentence Practice: Choose the phrases to describe the place.
I know this place. It is Ocean Park. It is in HongKong. It is the place where I can see a shark
( It is the place where I can swim in the sea.
It is the place where I can roll a boat.
It is the place where I can fly a kite.
It is the place where I can eat Gui Lin rice noodles.
It is the place where I can eat wonton.)
Let’s see what you can write on the postcard:
It’s Yu Garden. It’s in Shanghai. It’s beautiful. Here is the place you can go shopping and eat wonton. You can go to Shanghai by plane.
Ⅳ Make a postcard. 15
�、o you want to make a post card? Let’s have a try. Choose the pictures and write the intruduction.
ⅱ Practice more places.
�、� Show the postcard and read.
ⅳ Small dialogue of the postcard.
Stick the postcards on the blackboard.
T: Woo, so many pretty postcards. I’d like to buy some.
T: Hello, where is it?
S: It’s ____.
T: I don’t know this place.
S: It’s in _________.
T: It’s really beautiful, isn’t it?
S: Yes, here is the place you can __________.
T: How can I go there?
S: You can go there ______.
T: How much is it?
S: _____ Yuan.
T: Here is my card.
S: Thank you for coming.
�、� Show the dialogue on the slide and practise two by two.
ⅵ Students perform the dialogue.
�、� Superman in Shanghai
�、o you know superman? Show picture. This is superman. Now Superman is in China. He wants to go to Shanghai.
�、: How can he go to Shanghai? Let’s have a look.
Show DVD c 21:25-21:35 Do you think he is super? No, I don’t think so. It’s really not a good idea to run to Shanghai. But he is in such a hurry. So please tell he how can he go to Shanghai?
ⅲTo elicit: by….
He can go to Shanghai by______. Show DVD c 9:34-9:42 How does Superman go to Shanghai? He goes to Shanghai by car. Where is he, now?Let’s see. He is at Lujiazui. I want to ask him some questions. The students read the questions.
1 Have you ever been to Pudong?
2 Where is Pudong?
3 How do you go to Pudong?
4 What do you think of Pudong?’
5 What will you do at Pudong?
He goes to Shanghai by car.33:08-33:55
�、how DVD c 00:00-00:20 What will he do?
ⅴShow DVD e 2:40-2:47 He wants to play Bungee Jumping here. What will you say to him? Stop jumping. Welcome to Shanghai but don’t play bungee jumping here. It’s dangerous. You can play bungee jumping in the park.
�、� Perform the dialogue.
