【篇一】
教學(xué)內(nèi)容：a：掌握詞匯：monkey， panda， lion， elephant
b：了解詞匯：lovely，climb，bamboo，grey， fierce
教學(xué)目標(biāo)：
�。�1） 通過聽說問答，激發(fā)學(xué)生的學(xué)習(xí)興趣，同時培養(yǎng)學(xué)生的語感。
�。�2）掌握有關(guān)馬戲團的基本詞匯，強化學(xué)生聽與說的技能。
教學(xué)過程：
step 1：pre-task preparation。
1． say a rhyme。
�。ㄔO(shè)計思路：作為課堂教學(xué)的準(zhǔn)備，這一活動有助于學(xué)生集中注意力，做好上課的準(zhǔn)備。）
2． revision
�。ㄔO(shè)計思路：依據(jù)二年級學(xué)生的特點和認(rèn)知水平，教師借助多媒體課件，對要學(xué)習(xí)的動物有所了解。
step2：while –task procedure。
1、利用課件教學(xué)單詞：monkey lovely climb，并能運用簡單的句子進行回答（設(shè)計思路：通過問答句，知道猴子的特征，給學(xué)生留下深刻的印象。）
what do you see？ i see a monkey。 how is the monkey？ it is small/ thin/lovely. what can the monkey do？ it can climb the tree.
2． make a chant.
教學(xué)生編兒歌：
monkey， monkey.
it is small.
monkey， monkey.
it is lovely.
monkey， monkey.
it can climb.
monkey， monkey.
i like it.
3、教學(xué)單詞�。簆anda bamboo lion strong fierce elephant grey及其運用。（每一種動物的教學(xué)同上。）
step3： post-task activity
1.復(fù)習(xí)單詞，掌握單詞的讀音。
2.猜謎
�。ㄔO(shè)計思路：通過該活動，幫助學(xué)生將枯燥的單詞學(xué)習(xí)變的形象化，同時將動物的特征融入謎語，有利于學(xué)生思維能力的培養(yǎng)。）
3． make a riddle
學(xué)生跟劇老師的謎語，自己編謎語，并互猜。讓學(xué)生了解動物特征，并能用簡單的語句進行描述。
課后反思：
我較好地完成了本節(jié)課的教學(xué)目標(biāo)和教學(xué)內(nèi)容，其中成功的一個環(huán)節(jié)是新知識的整體呈現(xiàn)。我將枯燥的單詞教學(xué)巧妙地融入問答之中，學(xué)生能通過問答了解動物的特征，并能用簡單的語句進行描述。對單詞動物的名稱也能逐漸會讀能說了。教學(xué)重點也在不知不覺中突破了。形式多樣的語言活動貫穿于課堂教學(xué)的始終，使學(xué)生在體驗，實踐，參與，合作與交流中習(xí)得語言和運用語言。在這節(jié)課的教學(xué)實踐中，我也發(fā)現(xiàn)了一些需要調(diào)整和改進的地方，比如，由于出現(xiàn)的生詞較多，因此，掌握不夠充分，導(dǎo)致學(xué)生在運用上有所困難，語言輸出不夠流暢，而這點應(yīng)在之前的語言活動中予以加強。
【篇二】
教學(xué)目標(biāo)：New words： shelf curtain wardrobe wall pink table purple…
Sentence patterns： I like the … What color is/are the …？
教學(xué)重點：
New words： shelf curtain wardrobe wall purple pink…
教學(xué)難點：
Sentence patterns： I like the … What color is/are the …？
教學(xué)準(zhǔn)備：
Word cards， picture， tape-recorder projector
教學(xué)過程：
�、�。 Sing a song
II。 Free talk
A： How are you？ B： Fine， thank you. And you？ A： Me too. What’ your mother？ B： My mother is a …
A： When do you get up？ B： I get up at…
III。 Presentation
Make labels to put on furniture that you may have in the classroom， e.g. a shelf， a wall， curtains， a table. Bring in pictures of the items that you don’t have in your classroom.
Point to a wardrobe， a shelf， a wall， curtains and a table in the pictures or in the classroom. attach the labels to the objects. Read the names of the items with the pupils.
Take the labels off again and see if the pupils can put them back correctly.
Ask the pupils How many walls are there in the classroom？ Write the word walls on the blackboard.
Count the walls and the other objects writing plural nouns on the board if appropriate.
Show Transparency. Play the Pupil’s Book Cassette and ask the pupils to repeat the sentences in the speech bubbles after the beeps. Do the same with the vocabulary items.
IV。Practice
Point to the furniture on the page asking What can you see？ Encourage the pupils to answer I can see（a）…（s）…
Revise the colors by pointing to one object saying， e.g. This is green. Etc. Teach the new color words pink and purple.
Read the children’s speech bubbles. Get the pupils to point to the correct objects.
Point to other objects and get the pupils to talk about the color and the object saying， e.g. I like the blue shelf.
作業(yè)布置
1.Copybook 20
2.Workbook 29
3. Write the new words on the exercises book.
板書設(shè)計：
Unit 6 My room
New words
�。╬icture cards）
I like the pink wardrobe.
I like the purple curtains.
教學(xué)反思：
It’s successful to attract pupils’ attention by presenting all the new words in a picture. While practicing， pupils have fun in coloring the picture and talking about theirs own picture.
Through the influence of praising pupils’ self-discipline directly and betimes， the classroom management become more effective.
【篇三】
教學(xué)目標(biāo)：New words： colour they
Sentence patterns： What color is/are the …？ It’s …/They’re
教學(xué)重點：
New words： colour they
教學(xué)難點：
sentence patterns What color is/are the ...？ It’s …/They’re
教學(xué)準(zhǔn)備：
Word cards， picture cards， tape-recorder projector
教學(xué)過程：
Ⅰ。 Greeting
�、�。 Sing a song.
III。Presentation
Revise some of the objects in the classroom by asking the pupils to put the labels on them， e.g. a desk， a chair， a window， walls， the door， curtains and a table.
Point to a singular object with a clearly defined color. Say Look at the … What color is the …？ It’s … Write on the board the question What color is the …？ And the answer It’s … Ask How many …（s） are there？ When the pupils tell you One， circle the It in the answer.
Repeat the process with the walls， curtains， desks or chairs， writing the question and answer on the board and circling They’re. Show the pupils that They’re is short for They are.
IV。 Practice
1. Show Transparency and play the Pupil’s Book Cassette.
The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
2. Point to the objects in picture 3 and ask What color is/are the …？
3. Help the pupils to answer the questions about the objects in picture 3 using It’s/They’re …
4. Ask the pupils to work in pairs to role-play the conversation.
V。Play a team game.
Make two sets of labels. One set has the names of furniture written on them and one set has colors written on them. Put the labels for the furniture and the color labels on a desk at the front. Members from each team take turns to choose a furniture label and a color label. A member from the opposing team must ask What color is/are the…？ using the item of furniture on the label. The team member who chose the labels must answer.
作業(yè)布置
1. Copybook 21
2.Workbook 30
3.Write the sentences on the note book.
板書設(shè)計：
Unit 6 My room
I have a pretty room.
What color are the walls？
They’re pink.
they’re =they are
教學(xué)反思：
Pupils felt shy to show their own pictures and talk about their pictures in front of the blackboard before I praised their works. It seems that more encouragement should be given in class.
Pupils should be told when to use they’re/ it’s. And more drills and exercise is needed.
