【篇一】
課題 New Standard English? Book Four Module 1,Unit 2. It’s raining.
教學(xué)模式 任務(wù)型教學(xué)模式 (Task-based Approach )
年級 Grade 2
教學(xué)用具 電腦、錄音機(jī)、卡片
教學(xué)用時 一課時
設(shè)計模式 教師：創(chuàng)設(shè)情景――激發(fā)興趣――組織活動――指定目標(biāo)
學(xué)生：交流探究――合作活動――鍛煉能力――升華習(xí)慣
教材分析
學(xué)生已學(xué)完了全部字母，一些簡單的單詞和日常用語，為學(xué)生提供“字母－單詞”的復(fù)習(xí)游戲素材，鞏固已學(xué)到的知識從而引出新課. It’s raining是新標(biāo)準(zhǔn)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(guān)，如何問答天氣便是本單元所要學(xué)習(xí)的交際用語，是教學(xué)大綱要求掌握的重要語言功能項(xiàng)目之一。
學(xué)生分析
本節(jié)課授課的對象是小學(xué)二年級的學(xué)生，初學(xué)英語的孩子對語言運(yùn)用意識不強(qiáng)，設(shè)計一些簡單的句子進(jìn)行提問，激發(fā)學(xué)生對英語學(xué)習(xí)的興趣。同時學(xué)生的認(rèn)知水平比較好，能讀出所學(xué)詞語，具有較強(qiáng)的可塑性。
設(shè)計理念
英語課程的教育理念中指出“要面向全體學(xué)生、關(guān)注學(xué)生的情感，營造寬松民主和諧的教學(xué)氛圍，倡導(dǎo)任務(wù)型的教學(xué)途徑。本節(jié)課就是根據(jù)這些理念進(jìn)行設(shè)計的，以培養(yǎng)興趣為前提，讓學(xué)生把所學(xué)的知識運(yùn)用到實(shí)踐當(dāng)中，讓學(xué)生通過感知、體驗(yàn)、實(shí)踐以及合作探究來實(shí)現(xiàn)學(xué)習(xí)目標(biāo)。
教學(xué)目標(biāo)
(一)知識目標(biāo)： 1. 以游戲的方式檢驗(yàn)學(xué)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(yù)報員。
4. 學(xué)唱英文歌曲
(二)能力目標(biāo)：本節(jié)課通過課堂活動，完成了聽、說、讀、寫、唱的技能訓(xùn)練，使學(xué)生通過感知、實(shí)踐、合作
完成任務(wù)，感受成功，提高語言實(shí)踐運(yùn)用能力。
(三)德育目標(biāo)：通過這節(jié)課讓學(xué)生懂得要愛護(hù)我們周圍的環(huán)境，愛護(hù)樹木，從自我做起，保護(hù)地球美麗的家園。
(四)情感目標(biāo)：在學(xué)習(xí)中，我注意使用鼓勵性的語言，幫助學(xué)生克服緊張的心理，提高自信心。
教學(xué)重點(diǎn)
詞匯: hot, cold, raining, snowing, windy, sunny以及如何問答天氣的交際用語
教學(xué)難點(diǎn)
對What’s the weather like?的答語，It’s raining. It’s snowing也可說成It’s rainy. It’s snowy.
教學(xué)流程
一．談話引入
1. 鋪墊，知識回憶
想一想，到現(xiàn)在你學(xué)會了哪些英語知識？說說看，比一比誰學(xué)到的多？
2. 激趣，字母游戲：創(chuàng)設(shè)情境，發(fā)現(xiàn)問題
大家學(xué)會的可真不少！今天，我們就應(yīng)用所學(xué)會的一些字母做一個游戲，你們喜歡嗎？
老師給每個同學(xué)發(fā)一張卡片，上面有一些字母，下面同學(xué)們仔細(xì)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(xué)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, tell me please. What do you find?
生：單詞flag, go, zoo, bag, pen.
師：OK! You are very clever.
完成好的同學(xué)得一朵小紅花。
師：這里有一個單詞同學(xué)們沒有找到，那就是我們今天學(xué)習(xí)的weather.
( 游戲能為小學(xué)生的英語學(xué)習(xí)帶來快樂，使枯燥、機(jī)械的句型操練變得生動，活潑，因此，在教學(xué)過程中，應(yīng)恰當(dāng)?shù)陌延螒蛞胝n堂，寓教于樂。)
二．利用多媒體學(xué)習(xí)新單詞
1. 練習(xí)生詞的讀音
課前讓學(xué)生查找與天氣有關(guān)的單詞，學(xué)生通過搜索資料提高搜索信息的能力，培養(yǎng)學(xué)生探究能力，然后進(jìn)行六個單詞的重點(diǎn)學(xué)習(xí),在聽完磁帶后，找學(xué)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(xué)生能夠在輕松愉快的氣氛中學(xué)習(xí)。)
2. 交際英語
運(yùn)用What’ the weather like? 就圖片上的天氣進(jìn)行提問。
( 英語要作為交際工具來教，也要作為交際工具來學(xué)，做到學(xué)用統(tǒng)一。)
3. 圖片與句子相連接，學(xué)生走到微機(jī)前進(jìn)行連接。
三．爭做小小天氣預(yù)報員
就各地區(qū)的天氣進(jìn)行預(yù)報。
( 興趣是好的老師，而興趣來自好奇，來自體驗(yàn)，提供實(shí)踐機(jī)會，讓他們參與表演，這既符合兒童好動、表現(xiàn)欲強(qiáng)的年齡特點(diǎn)，同時也會進(jìn)一步加強(qiáng)對所學(xué)知識的掌握。)
四．學(xué)唱歌曲
1. 運(yùn)用肢體語言教學(xué)生詞snoring, bumps his head,確信學(xué)生理解歌曲的意思。
( 肢體語言，可使學(xué)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(yùn)用新標(biāo)準(zhǔn)動畫光盤教唱歌曲，在演唱中配以相應(yīng)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(xué)生發(fā)小紅花，并鼓勵他們把新學(xué)的歌曲唱給爸爸媽媽聽。）
( 小學(xué)生性格天真活潑，特別喜歡唱歌，在演唱中配以相應(yīng)的動作會更引起他們的參與和投入，在英語歌曲中學(xué)新詞，既減輕了學(xué)生的心理負(fù)擔(dān)，又能在輕松愉快的氣氛中學(xué)到新知識。)
【篇二】
Lesson 45
PART 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.
【篇三】
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?
